P oorvi

Textbook of English for Grade 7

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 0773 – Poorvi
ISBN 978-93-5729-759-2
Textbook of English for Grade 7

First Edition ALL RIGHTS RESERVED

March 2025 Phalguna 1946  No part of this publication may be reproduced, stored in a
retrieval system or transmitted, in any form or by any means,
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without the prior permission of the publisher.
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© National Council of Educational be unacceptable.
Research and Training, 2025
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 FOREWORD

The National Education Policy 2020 envisages a system of education in the

country that is rooted in Indian ethos and its civilisational accomplishments
in all domains of human endeavour and knowledge while at the same time
preparing the students to constructively engage with the prospects and
challenges of the 21st century. The basis for this aspirational vision has been
well laid out by the National Curriculum Framework for School Education
(NCF-SE) 2023 across curricular areas at all stages. Having nurtured the
students’ inherent abilities touching upon all the five planes of human
existence, the pañchakośhas in the Foundational and the Preparatory Stages
have paved the way for the progression of their learning further at the Middle
Stage. Thus, the Middle Stage acts as a bridge between the Preparatory and
the Secondary Stages, spanning three years from Grade 6 to Grade 8.
The NCF-SE 2023, at the Middle Stage, aims to equip students with the
skills that are needed to grow, as they advance in their lives. It endeavours
to enhance their analytical, descriptive, and narrative capabilities, and
to prepare them for the challenges and opportunities that await them. A
diverse curriculum, covering nine subjects in three languages—including at
least two languages native to India—Science, Mathematics, Social Sciences,
Art Education, Physical Education and Well-being, and Vocational Education
promotes their holistic development.
Such a transformative learning culture requires certain essential
conditions. One of them is to have appropriate textbooks in different
curricular areas as these textbooks will play a central role in mediating
between content and pedagogy—a role that will strike a judicious
balance between direct instruction and opportunities for exploration and
inquiry. Among the other conditions, classroom arrangement and teacher
preparation are crucial to establish conceptual connections both within and
across curricular areas.
The National Council of Educational Research and Training, on its part, is
committed to providing students with such high-quality textbooks. Various
Curricular Area Groups, which have been constituted for this purpose,
comprising notable subject-experts, pedagogues, and practising teachers as
their members, have made all possible efforts to develop such textbooks.
Poorvi, the English language textbook for Grade 7 is one of these. Its content
comprises stories, poems, and narratives that ensure a reflection of their
social, cultural, and geographical landscapes wherein students are sure to
find traces of their lived experiences. Poorvi also weaves into its contents

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 snippets from the vast treasure-trove of Indian Knowledge Systems, India’s
artistic and cultural heritage, and embeds values alongside ecological
sensitivity, gender equality, digital skills, etc. For all practical purposes, it
has, to my mind, succeeded in its Curricular Goals: first, to foster natural
curiosity among students through a proper selection of content, and second,
develop among them the core competencies in listening, speaking, reading,
and writing by intelligently designing various activities around them,
thereby seamlessly integrating vocabulary and grammar within meaningful
contexts.
However, in addition to this textbook, students at this stage should also
be encouraged to explore various other learning resources. School libraries
play a crucial role in making such resources available. Besides, the role of
parents and teachers will also be invaluable in guiding and encouraging
students to do so.
With this, I express my gratitude to all those who have been involved in
the development of this textbook, and hope that it will meet the expectations
of all stakeholders. At the same time, I also invite suggestions and feedback
from all its users for further improvement in the coming years.

 Dinesh Prasad Saklani

 Director,
New Delhi National Council of Educational
February 2025 Research and Training

iv

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 ABOUT THE BOOK

Poorvi, a textbook of English for Grade 7, is developed in alignment with

the vision of the National Education Policy (NEP) 2020 and the National
Curriculum Framework for School Education (NCF-SE) 2023. Language
education is essential for effective communication, aesthetic expression and
appreciation. Reasoning and critical thinking are very closely linked with
language use, and these are valuable capacities to be developed. Language
development plays an important role in the development of perceptual and
practical concepts, and also enables us to check our experiences with others
to ensure that we have a shared meaning emerging from these experiences.
The textual material developed for the Middle Stage will take children well
beyond the Preparatory Stage.
Curricular Goals, competencies, and learning outcomes have been the
guiding principles while developing the textbook. The Curricular Goals (CG)
cover a range of competencies. The NCF-SE 2023 has stated the following
Curricular Goals:
CG-1: Develops independent reading, comprehension, and summarising
skills of a variety of texts (stories, poems, extracts of plays, essays,
articles, and news reports).
CG-2: Attains the ability to write about thoughts, feelings, and experiences
of social events.
CG-3: Develops the capacity for effective communication using language
skills for questioning, describing, analysing, and responding.
CG-4: Explores different literary devices and forms of literature.
CG-5: Develops the ability to recognise basic linguistic aspects (word and
sentence structure) and use them in oral and written expression.
CG-6: Develops an appreciation of the distinctive features of the language,
including its alphabet and script, sounds, rhymes, puns, and other
wordplays and games unique to the language (pp. 245–246).
The Curricular Goals have been covered through a variety of themes
and an array of activities. There are five thematic units that comprise
stories, poems, conversation, narrative and descriptive pieces. Themes
such as learning together, wit and humour, dreams and discoveries,
travel and adventure and homage to bravehearts have been included.
Cross-cutting themes, such as Indian Knowledge Systems, values, heritage,
gender sensitivity, and inclusion have been integrated in all the units. Each
unit has three literary pieces―story, poem, conversation or non-fiction.

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 There are in-text questions, ‘Let us discuss’ to assess comprehension of the
text. The end-of-the-text questions given in ‘Let us think and reflect’ are
designed to encourage critical thinking, reasoning, responding, analysing, etc.
Unit 1 — ‘Learning Together’ encourages students to explore the
interconnectedness of nature and human life. The story, ‘The Day the River
Spoke’, emphasises the importance of respecting and listening to nature.
The river encourages Jahnavi to overcome her fears and societal barriers
by boldly pursuing her desire for education, assuring that her courage can
make a difference. The poem, ‘Try Again’ inspires resilience and the power
of perseverance, encouraging students to view challenges as stepping stones
to success. The poem leaves a powerful impact on the readers, inspiring
them to achieve their best goal in life. ‘Three Days to See’ presents a touching
narrative of a girl who cannot see and that invites learners to appreciate
their senses and value the beauty of the world around them.
Unit 2 — ‘Wit and Humour’ engages students with a light-hearted story,
poem, and play. These delightful works showcase the charm of intelligence,
humour and laughter. The amusing tale of ‘Animals, Birds, and Dr. Dolittle’
will help students explore the idea of a doctor who learns animal language.
He not only communicates with animals but also treats their ailments with
empathy. The story is a fable that entertains and also educates about animal
care. The poem, ‘A Funny Man’ celebrates humour which can be unfamiliar
that can spark curiosity and amusement. ‘Say the Right Thing’ highlights the
comic consequences of miscommunication. The play focuses on the fact that
it is important to say the right thing at the right time. We must listen carefully
to what others are saying and we must think before we speak.
Unit 3 — ‘Dreams and Discoveries’ captures the essence of wonder and
imagination of children. It also sparks curiosity and creativity, encouraging
students to explore how dreams and discoveries shape the world. ‘My
Brother’s Great Invention’ is a humorous story about a boy who likes to
discover new things around him. This leads to an unexpected encounter
with a thief. The story highlights determination, creativity, and sibling bonds,
teaching students the value of trial and error in discovery. The poem ‘Paper
Boats’ uses the imagery of paper boats to symbolise dreams and aspirations.
Students will reflect on the joy of simple pleasures and the universal desire
to connect with the unknown. ‘North, South, East, West’ will help students
appreciate the diversity that exists in our country. The narrative presents
postcards from a girl exploring India’s diverse landscapes with her parents.
The vibrant observations will foster an appreciation for the country’s rich
cultural and natural heritage.

vi

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 Unit 4 — ‘Travel and Adventure’ ignites the spirit of exploration and
aims to cultivate curiosity, resilience, and a sense of wonder. The story, ‘The
Tunnel’ will take students on an adventurous episode in a tunnel, highlighting
the excitement of discovery and the courage to face the unknown. It also
conveys the concept of maturing through self-exploration. The poem, ‘Travel’
revolves around the theme of exploring the unknown and a strong desire to
travel. Train is used as a symbol to embark on to new adventures with new
people. The sun’s journey is used as a metaphor for constant movement and
the human urge for exploration. ‘Conquering the Summit’ is a non-fiction
piece on Arunima Sinha, the first female amputee to scale Mount Everest
to accomplish her dream. This will inspire students with her extraordinary
determination and perseverance.
Unit 5 — ‘Bravehearts’ instills a sense of patriotism and gratitude in
students, celebrating the courage and sacrifices of the valiant who have
selflessly laid down their lives for the nation. ‘A Homage to Our Brave Soldiers’
is a tribute to the real heroes of our nation—our soldiers, the embodiment
of patriotism. The poem ‘My Dear Soldiers’ is a heartfelt acknowledgement
of the courage, dedication, and sacrifice of the soldiers who tirelessly defend
the nation, often in harsh and unforgiving conditions. The graphic story of
‘Rani Abbakka’ is a tale of a fearless queen, who defied Portuguese colonial
powers with resilience and military acumen. She exhibited indomitable
courage, valour, and determination.
These literary pieces serve not only as sources of entertainment but
also as repositories of valuable life lessons, fostering personal growth and
equipping children with skills to navigate social situations with confidence.
By resonating with children’s daily experiences, the selected pieces promote
positive values such as resilience, empathy, and emotional intelligence,
thereby exerting a profound impact on their overall development.
The primary focus lies in cultivating competencies in listening, speaking,
reading, and writing while concurrently developing vocabulary and
grammar in context. Language learning truly comes to life when connected
to the immediate environment of learners, allowing them to express their
thoughts, feelings, and experiences through experiential learning. All the
activities are conveniently colour coded under headings such as―‘Let
us discuss’, ‘Let us think and reflect’, ‘Let us speak’, ‘Let us listen’, ‘Let us
learn’, ‘Let us write’ and ‘Let us explore’. ‘Let us Explore’ extends learning
beyond the text, staying within the unit’s theme. It aims to connect students
with the Indian Knowledge System, fostering an appreciation for our rich
heritage and culture, encouraging students to delve deeper, engage in

vii

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 meaningful discussions, and broaden their understanding. In-text activities
and exercises at the end of each chapter are thoughtfully designed to be
engaging, fostering joyful learning experiences while serving as tools for
assessment as and for learning. Illustrations have been carefully crafted to
depict context and enhance comprehension.
We sincerely hope that students will enjoy doing these activities, and
develop language competencies.

Kirti Kapur
Professor of English,
Academic Coordinator,
Department of Education in Languages,
NCERT, New Delhi

viii

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 NATIONAL SYLLABUS AND TEACHING
LEARNING MATERIAL COMMITTEE
(NSTC)

1. M.C. Pant, Chancellor, National Institute of Educational Planning and

Administration (NIEPA), (Chairperson)
2. Manjul Bhargava, Professor, Princeton University, (Co-Chairperson)
3. Sudha Murty, Acclaimed Writer and Educationist
4. Bibek Debroy, Chairperson, Economic Advisory Council to the Prime
Minister (EAC – PM)
5. Shekhar Mande, Former Director General, CSIR; Distinguished Professor,
Savitribai Phule Pune University, Pune
6. Sujatha Ramdorai, Professor, University of British Columbia, Canada
7. Shankar Mahadevan, Music Maestro, Mumbai
8. U. Vimal Kumar, Director, Prakash Padukone Badminton Academy,
Bengaluru
9. Michel Danino, Visiting Professor, IIT – Gandhinagar
10. Surina Rajan, IAS (Retd.), Haryana, Former Director General, HIPA
11. Chamu Krishna Shastri, Chairperson, Bharatiya Bhasha Samiti, Ministry
of Education
12. Sanjeev Sanyal, Member, Economic Advisory Council to the Prime
Minister (EAC – PM)
13. M.D. Srinivas, Chairperson, Centre for Policy Studies, Chennai
14. Gajanan Londhe, Head, Programme Office
15. Rabin Chhetri, Director, SCERT, Sikkim
16. Pratyusha Kumar Mandal, Professor, Department of Education in Social
Sciences, NCERT, New Delhi
17. Dinesh Kumar, Professor, Department of Education in Science and
Mathematics, NCERT, New Delhi
18. Kirti Kapur, Professor, Department of Education in Languages, NCERT,
New Delhi
19. Ranjana Arora, Professor and Head, Department of Curriculum Studies
and Development, NCERT (Member-Secretary)

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 TEXTBOOK DEVELOPMENT TEAM

Contributors
N. Nagaraju, Professor and Vice Chancellor, Gangadhar Meher University,
Sambalpur, (Team Leader)
Anju Gandhi, Academic Consultant, Sri Sri Ravi Shankar Vidya Mandir Trust,
Bengaluru
Girish Nair, Senior Member, Samvit Research Foundation, Bengaluru
Nidhi Tiwari, Professor, Department of Education in Languages, NCERT,
New Delhi
Rachana Chattopadhyay, PGT English, Cambridge School Srinivaspuri,
New Delhi
Ruchi Sengar, CBSE Subject Expert; ELT Consultant, New Delhi
Saket Bahuguna, Assistant Professor, Central Institute of Hindi-Delhi Centre,
New Delhi
Sasi Raj, PGT English, PM Shri Kendriya Vidyalaya, DIAT, Pune
Suganya J., HoD, English, Bala Vidya Mandir Senior Secondary School, Adyar,
Chennai
Sushmita Roy Choudhury, Dean Academics, G.D. Goenka Public School, Jammu
Kirti Kapur, Professor, Department of Education in Languages, NCERT,
New Delhi, (Member-Coordinator)

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 ACKNOWLEDGEMENTS

The National Council of Educational Research and Training (NCERT)

acknowledges the guidance and support of the esteemed Chairperson and
members of the National Curriculum Framework Oversight Committee
for their invaluable contributions in overseeing the translation of NCF-SE
2023 perspectives into the textbook. NCERT is also deeply grateful to the
Chairperson, Co-Chairperson, and members of the National Syllabus and
Teaching-Learning Material Development Committee for their continuous
guidance and thorough review of the textbook. Furthermore, NCERT extends
its heartfelt thanks to the Chairpersons and members of the Sub-Group:
English of the Curricular Area Group (CAG): Languages, as well as other
relevant CAGs, for their support and guidelines on the cross-cutting themes.
The Council is grateful for granting permission to reproduce copyright
material in this book and would like to thank the National Book Trust for
an extract from the story ‘The Day the River Spoke’ by Kamala Nair; Anita
Rau Badami for ‘My Brother’s Great Invention’ from Battling Boats, Katha;
C.G. Salamander for ‘North, South, East, West’; Ruskin Bond for ‘The Tunnel’
from Great Stories for Children; Ministry of Culture (GOI) for ‘Rani Abbakka’
from Azadi Ka Amrit Mahotsav.
We also acknowledge the following: Eliza Cook for ‘Try Again’ from
The Poetical Works of Eliza Cook; Helen Keller for ‘Three Days to See’
from The Atlantic Monthly (January 1933); Hugh Lofting for ‘Animals,
Birds, and Dr. Dolittle’ from ‘Frederick A. Stokes Company’; Natalie
Joan for ‘A Funny Man’ from Poems Children Will Sit Still For: A Selection
for the Primary Grades; G.C. Thornley for ‘Say the Right Thing’; Edna
St. Vincent Millay for ‘Travel’ from her collection Poems by Edna St. Vincent;
Rabindranath Tagore for ‘Paper Boats’; A.P.J. Abdul Kalam for ‘My Dear
Soldiers’ from https://abdulkalam.nic.in/dr-apj-abdul-kalam/poetry/my-dear-
soldiers.
The Council acknowledges the support of Amarendra Behera, Professor
and Joint Director, CIET; Pratyusha Kumar Mandal, Professor and Head,
DESS; Sunita Farkya, Professor and Head, DESM; Indrani Bhaduri, Professor
and Head, ESD; Vinay Singh, Professor and Head, DEGSN; Milli Roy, Professor
and Head, DGS; and Jyotsna Tiwari, Professor and Head, DEAA, along with
their teams, for their meticulous efforts in ensuring the seamless integration
of cross-curricular aspects throughout the textbook and linkages with other
curricular areas.
We are also grateful to Md. Faruq Ansari, Professor and Head, Department
of Education in Languages, for providing academic and administrative
support. The Council acknowledges Geetanjali Kumar, PGT English, PM Shri
Kendriya Vidyalaya No.1, Kozhikode, Kerala for her valuable inputs.

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 The Council acknowledges and appreciates the contributions made
by Monika Dohare, Senior Research Assistant; Asma Rafiq, Junior Project
Fellow; Deepa Dubey, Junior Project Fellow; Faizy Abdul Kalam, Junior Project
Fellow; and Abhishek Kumar, Junior Project Fellow from the Department of
Education in Languages, NCERT for providing support in the development
of the textbook.
Special thanks are also due to the Publication Division, NCERT for
their support. NCERT gratefully acknowledges the contributions made
by Pawan Kumar Barriar, Incharge, DTP Cell; Kanchan Mishra, Ambuj
Mishra, and Keshav Saroyan, Proofreaders (Contractual); Mohammad Wasi,
Vivek Rajpoot, DTP Operators (Contractual); Himani, Graphic Designer
(Contractual); and Shadab Khan, Computer Typist (Contractual).
Copyright has been applied for all the texts and the publisher extends
apologies for any omissions and would be glad to hear from any such
unacknowledged copyright holders.

xii

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 CONTENTS

Foreword iii
About the Book v

Unit 1: Learning Together

The Day the River Spoke 1
Try Again 16
Three Days to See 28

Unit 2: Wit and Humour

Animals, Birds, and Dr. Dolittle 43
A Funny Man 59
Say the Right Thing 70

Unit 3: Dreams and Discoveries

My Brother’s Great Invention 91
Paper Boats 109
North, South, East, West 118

Unit 4: Travel and Adventure

The Tunnel 139
Travel 157
Conquering the Summit 166

Unit 5: Bravehearts
A Homage to Our Brave Soldiers 179
My Dear Soldiers 199
Rani Abbakka 206

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Prelims.indd 14 06-Mar-25 4:41:46 PM
 Learning Together

Unit 1
LEARNING TOGETHER

The Day the River Spoke

Let us do these activities before we read.

I Close your eyes and quietly listen to the sounds around you for a minute.
1. Are they trying to tell you something?
2. Do you think the things around you also listen to you all day long?

Share your answers with your classmates and the teacher.

II Jahnavi was a bright young girl who lived with her parents and three
brothers in a coastal village in India. Her parents worked on the farm.
She had a dream.
1. What could that dream be?
2. How could she make her dream come true?
3. What is your dream? What can you do to make your
dream come true?
Share your answers with your classmates and the teacher.

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 Poorvi

Let us read

splashed: fell in I
drops, making a
sound A big bright tear splashed down her nose. And another.
slithered: moved
A kingfisher swept down, its wings an arrow of blue in the
by sliding from sunlight. And a green lizard slithered down to the river’s edge
side to side to bask in the sun.
murmuring: “Dear, dear!” said a sleepy, murmuring voice, “What’s the
speaking in a matter?”
low voice
Jahnavi was startled, because she was sure she had been quite
startled: alone. It couldn’t have been the lizard. And the kingfisher was
surprised up in the thicket of bamboo eating the fish it had caught. It
couldn’t be the parrots, because parrots shrieked and this was
thicket: a dense such a sleepy voice. She looked around her. There wasn’t a
group of bushes
soul in sight. She was rather scared and wanted to run away.
and trees

shrieked: made
“You shouldn’t cry, you know,” the voice went on. “And you
a high-pitched really shouldn’t be scared, when you have been coming here
sound to see me every day, well, almost every day.”

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 Learning Together

She was puzzled. It was such a voice, like

the river. It couldn’t be the river!
“Well, tell me all about it,” said the River,
for it was the River. “I’ve got to hurry to reach
the sea, you know.”
“They won’t let me go to school,” said Jahnavi.
“I asked my mother, ‘Why can’t I go to school
like Ettan and Meena?’ And Mother had
replied, ‘You are too small, baby. Maybe
later.’ ” But when she was five, little
Ramu was born and Mother still said,
“Maybe next year. Jahnavi, mind your
little brother while I go to the fields.”
Now, she was nearly ten and minding
Little Appu, who was the smallest. “They
don’t want me. They only...”—she stopped with a sob...
“I am scared to go to school. And I’m so old now, they’ll never
let me go. But I want to go. I want to learn to read like Ettan
and Meena.” Jahnavi called her brother ‘Ettan’. Ettan means
‘Elder brother’, but his real name was Gopi. “I want to know
why spiders are yellow in yellow flowers, why bamboo
trees rustle, why the moon always comes from rustle: light
behind the hills, never the other way, why sound made by
the baby fish in the field water become leaves rubbing
against each
frogs, why...”
other
“Stop!” said the River. “You make me
breathless. So many whys! I can tell
you where the moon goes,” the River
said conspiratorially. “It goes down conspiratorially:
towards the sea. I’ve seen; it always secretly
takes the same way—over the
mountains and down to the sea,
like me!”
Let us discuss

1. What was Jahnavi’s dream? Was it

important to her? Why?
2. Do you think the river can help
her in fulfilling her dream? How?

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 Poorvi

II
“Even little Ramu goes to school,” said Jahnavi, “pity, the school
isn’t by the sea,” said the River. “Then I could take you along,
you know. But, I suppose I couldn’t really. You’d get your feet
clump: wet. And that would never do! I’m afraid there’s only one thing
a small group of
you can do.”
trees growing
together “Can I do something?” asked Jahnavi. “Well, it’s up to you,”
said the River. “Seems to me little girls can do as much as little
boys—they swim as fast as little boys. You just slip along one
rattling: noise
made by shaking
morning and sit there in the school and listen to what’s going
things on, and maybe the teacher will let you stay.”
“I couldn’t,” gasped Jahnavi. “I couldn’t! They’d scare me!
catamaran: a They’d chase me out.”
kind of boat The River laughed. “You? Scared?” the River said, “when you’re
not afraid of the green lizard, or of the snake in the bamboo
wailed: (here) clump, (Jahnavi startled) or the big trains rattling past that
complained in a bridge.” “Trains are noisy; I prefer ships,” said the River.
loud voice
Jahnavi never knew the snake lived in the bamboo clump.
“What are ships?” she asked.
“Big boats,” said the River, “so big that they can take hundreds
of people, and they sail along the sea with lights that shine all
night.”
Jahnavi held her breath. “Will they come here?” she asked.
“I’m afraid not,” said the River. “Too large, you know. Chandu’s
catamaran is good enough for me. Chandu can take you to see
a ship, someday.”
“They’d never let me!” wailed Jahnavi.
“Try going to school first,” said the River. “Remember—it’s up
to you!”

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 Learning Together

Jahnavi gathered courage. The next day she reached the school,
panting and out of breath and stood by the door listening while
the teacher read out the lesson. It was a story about a prince
called Asˊ hoka, who became a great king. Little Appu had fallen
asleep on her shoulder. She crept nearer and nearer till she was
in the back row, squatting with the others on the earthen floor.
Little Appu made no noise and she listened.
“Where did you spring from, little girl?” asked the teacher. “And
what is your name? You’re new in my class.”
“She’s Gopi’s sister, Gopi is in the next class,” said one of the boys.
“It’s Jahnavi,” said another. “So, you’re Gopi’s little sister? Nice
lad, Gopi.”
“If you really, really want to come to my school, Jahnavi,” the
teacher had said, “we’ll talk to your father about it. Don’t you
worry. We’ll find a way.”

Jahnavi saw the teacher walking up the steps to their gate the
next evening when she was lighting the lamp. She could see her
father scratching his cheek the way he did when he was worried
and the teacher was nodding and saying something she couldn’t
make out. And Mother said, “Little Jahnavi, I shall miss you when
you go to school. Girls should learn as much as they want. When I
was your age, I wanted to go to school, but your grandmother said
‘No’, but now, I am glad the teacher came to talk to your father.”
5

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 Poorvi

And Jahnavi said, “Mother, when I grow up, I’ll be

a teacher and I’ll go from house to house in our
village and ask all the little girls to come to my
school. And I’ll teach them all that I’m going to
learn.”
And she went down the path between the fields
the next morning before school began, to meet
the River. “I did it!” she told the River. “I was
scared, but I did it! And they’re letting me go. I’m
going to learn to write my name and do sums and
find out why our little fishes in the rice fields turn
into frogs.” She heard the river’s sleepy chuckle,
“Come again, little girl, and I’ll tell you all about
the ships that sail the sea.”
Kamala Nair
(An extract adapted from The Day the River Spoke)

Let us discuss

Complete the table given below with Jahnavi’s questions in Column 1 and
the River’s answers in Column 2. Check your answers with the teacher.

Column 1 Column 2

...why the moon always comes

from behind the hills…?

… little girls can do as much as

little boys.

Big boats, so big that they can take

hundreds of people, and they sail
along the sea with lights that shine
all night.

Will they come here?

Unit 1.indd 6 06-Mar-25 2:47:13 PM

 Learning Together

Let us think and reflect

I Read the extracts given below and answer the questions that follow.
1. “You shouldn’t cry, you know,” the voice went on. “And you really
shouldn’t be scared, when you have been coming here to see me every
day, well, almost every day.” She was puzzled. It was such a voice,
like the river. It couldn’t be the river! “Well, tell me all about it,” said
the River, for it was the River. “I’ve got to hurry to reach the sea, you
know.”
(i) Complete the sentence with the correct option from those given
in the brackets.
The tone of the River in the given extract is __________________.
(assuring/sympathising)
(ii) Select a phrase from the extract which shows that Jahnavi was
a frequent visitor to the spot.
(iii) Choose the correct option to complete the sentence.
The use of an exclamation mark at the end of the line, ‘It
couldn’t be the river!’ expresses __________________.
A. excitement B. hesitation C. irritation D. disbelief

(iv) Choose three qualities of the River highlighted in the extract

from the words in the box given below.

affectionate forgiving thoughtful impatient kind-hearted

2. “Can I do something?” asked Jahnavi. “Well, it’s up to you,” said the

River. “Seems to me little girls can do as much as little boys—they swim
as fast as little boys. You just slip along one morning and sit there in
the school and listen to what’s going on, and maybe the teacher will let
you stay.”
“I couldn’t,” gasped Jahnavi. “I couldn’t! They’d scare me! They’d chase
me out.”
(i) Complete the sentence with an appropriate reason.
According to the River, there was no difference between girls
and boys because __________________.
(ii) Identify whether the following statement is true or false.
The River encourages Jahnavi to have faith in herself and fulfill
her desire to go to school.

Unit 1.indd 7 06-Mar-25 2:47:13 PM

 Poorvi

(iii) Choose the correct option to complete the sentence.

When the River suggests that Jahnavi should ‘slip along’, it
means that she should move __________________.
A. quickly B. casually C. quietly D. confidently

(iv) What does the repetition of the phrase I couldn’t, tell us?

II Answer the following questions.

1. Why does the writer describe different aspects of nature in great
detail at the beginning of the story? Why do you think the writer
does this?
2. How did the River know so much about Jahnavi?
3. Jahnavi says, “And I’m so old now, they’ll never let me go.” What can
you infer about Jahnavi and the school from this line?
4. Why did the River laugh when Jahnavi said she would be scared at
school?
5. Why should Jahnavi follow the River’s advice?
6. How does the conversation between Jahnavi and the River make the
story more appealing?
7. What is the main message that the writer intends to convey?

Let us learn

I You have learnt that naming words are called nouns and only
proper nouns begin with a capital letter. Why has the author used
a capital letter for the ‘River’ even when it is a common noun?
(Clue: Has the River been given qualities of a human being?)

II There are a few words related to sound in the text. Pick the words from
the text and write them next to the correct definition.
1. made a high-pitched piercing sound
2. to cause liquid to strike or fall on something
3. a low continuous background noise
4. cry with loud uncontrollable gasps
5. to make a soft dry sound, like paper or leaves moving
6. took a short quick breath through the mouth due to surprise, pain or
shock
7. shaking rapidly to make continuous short, sharp sounds

Unit 1.indd 8 06-Mar-25 2:47:13 PM

 Learning Together

8. making a lot of noise

9. made a long, high cry, usually because of pain or sadness

Now, fill in the blanks with suitable sound words from exercise (II).

The classroom grew (i) _______ as the students noticed the teacher
carrying the answer papers. As the teacher turned the pages with a (ii)
_______, the children (iii) _______, wondering what comments awaited.
Someone (iv) _______ in frustration, and the (v) _______of the students
steadily increased. Finally, when the teacher praised the students for
their excellent performance, the students (vi) _______ with excitement.

III The word ‘catamaran’ is used in the text. The word originates from Tamil
language ‘kattu maram’ meaning ‘tied wood’.
Find out the meanings of these words. From which Indian language
these words were borrowed. An example has been given.

1. karma (Sanskrit) 2. sahib 3. chutney 4. guru

5. verandah 6. jungle 7. areca 8. palanquin

IV Chandu, the fisherman, has a catamaran that the River preferred to a ship.
Given below are some boats that are used in different parts of our country.

1. canoe 2. catamaran

3. coracle 4. shikara

(i) Which one would you like to travel in?

(ii) Make a colourful drawing of a boat that you would like to travel in.

Unit 1.indd 9 06-Mar-25 2:47:15 PM

 Poorvi

V Solve the crossword puzzle based on words related to water transport.

5. 6.
C T
1.
S U

G
7. 2.
Y O T B
3.
R

H T
4.
T M E R

Across

1. a large vessel used for transporting goods or passengers by sea
2. a small vessel for travelling on water, typically propelled by oars, sails,
or an engine
3. a flat floating structure for travelling across water
4. a boat or ship driven by steam

Down

5. a small, light, narrow boat, pointed at both ends and moved using a
paddle
6. a boat with a powerful engine which can change direction easily and
is used to pull large ships into and out of port
7. a boat with sails and sometimes an engine, used for either racing or
travelling for pleasure, rhymes with ‘cot’

VI Read the highlighted words in the following lines from the text.

“She goes down towards the sea. I’ve seen her; she always takes the
same way—over the mountains and down to the sea, like me!”
Prepositions are words that indicate the relationship between nouns

or pronouns and other elements in a sentence. They show direction,
location, time or logical relationships between ideas.

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 Learning Together

Now, fill in the blanks with suitable prepositions given within the
brackets.

Jahnavi takes the River’s advice and goes to school. On her first day
1. _________ (at/in/on) school, Jahnavi stood nervously 2. _________ (in/
outside/above) the gate, clutching her bag close to her. The bell rang and
she hurried 3. _________ (outside/through/inside) the bustling classroom.
She found a seat 4. _________ (among/between/from) two friendly
classmates. The teacher greeted them warmly and started the lesson 5.
_________ (about/in/for) numbers. Jahnavi listened attentively, feeling
excited 6. _________ (at/about/for) the new adventure ahead.

VII Read the highlighted words in the following sentence from the text.

A kingfisher swept down, its wings an

arrow of blue in the sunlight.

Words like on, off, up, down can function

both as preposition and as adverb.

For example:

• She ran up the stairs. (preposition) • She rang me up. (adverb)

Remember, a preposition will always be followed by an object (noun)

whereas an adverb will tell you more about the action (verb).

Fill in the blanks with prepositions or adverbs.

1. The cat jumped ___________ the table. (preposition)
2. The children played ___________ until dark. (adverb)
3. She quickly ran ___________ the park. (preposition)

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 Poorvi

4. The helicopter was hovering ___________. (adverb)

5. We were just walking ___________, chatting. (adverb)
6. After thoroughly wiping his shoes, he stepped ___________. (adverb)
7. She drove slowly ___________ the sharp curve. (preposition)
8. He placed the keys ___________ the mat before leaving. (preposition)

Let us listen

I Read the words given in the box below. You will listen to five people
speak about school life. As you listen, circle the words that are used by
the speakers. There are two words you do not need. (Transcript for the
teacher on pg. 39 )

lawyer desks homemaker principal posters

newspapers marriage advertisements careers books

II You will once again listen to the five speakers. As you listen, match each
statement 1–7 to each speaker (i)–(v). There are two statements that you
do not need.

Statements Speaker No.

1. Promotes active participation for all

in school activities

2. Comments on how school makes

learning Mathematics joyful

3. Believes in the power of education

that leads to freedom of choice

4. Shares that school also means

companionship

5. Understands that boys and girls have

different abilities

6. Persuades the parent to grant

permission to attend school

7. Believes that learning skills is not

gender-based

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 Learning Together

Let us speak

I Read the sentence given below.

“Dear, dear! What’s the matter? … You shouldn’t cry, you know. And you
really shouldn’t be scared, when you have been coming here to see me
every day, well, almost every day.”
The River spoke to Jahnavi in a ‘sleepy’ voice. Work in pairs and take
turns to speak the same sentence in ‘other’ voices. Some hints are given
below.

happy surprised angry scared sad worried

II Janhavi asks the River for advice and the River gives
advice. Read the given situations and work in pairs to ask
for and give advice. Take turns to change your roles. Use
the prompts given below.
1. Situation (i) : You wish to play football at school but
it has an all-boys’ team only.
2. Situation (ii) : You have been unable to score well
in Mathematics due to nervousness
during exams.
3. Situation (iii) : You really enjoy music classes but do
not get enough time to practise for it.
4. Situation (iv) : You cannot see the blackboard
clearly from the last bench.

Asking for advice Giving advice

• _______ problem _______. • I think you should...
What do you think I • Why don’t you...?
should do?
• The best thing to do is...
• _______ problem _______.
• If I were you,
Do you think I should...?
I would / wouldn’t...
• _______ problem _______.
What would you do in my
position?
• _______ problem _______.
I’d appreciate your
advice on this issue.

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 Poorvi

Let us write

Observing Nature
Take some time to observe the world around
you. Over the next few days, pay attention to
the colours, shapes, patterns, and textures
found in nature. Look closely at the plants,
trees, flowers, birds, and even the sky. Make
detailed notes of what you observe, focusing on
textures, movements, and how light plays with
these elements. Record your observations in
detail and the features that draw your attention
the most—whether it’s the soft ripple of water,
the vibrant flutter of a butterfly or the colour of
the birds or flowers.

Now, write a descriptive paragraph based on

what you’ve observed. Highlight the colours,
shapes, textures, and unique details that made
an impression on you.

Give a title to your paragraph.

Ideas Prompts
• What do you observe? • Every day, I see...
• I find it very interesting that...
• How do you feel? Why? • I like... because...
• I feel... as...
• What is your message to everyone • I want to tell you that...
around you? • My advice to all is...

Let us explore

I Discuss why rivers in India are considered to be sacred and most of

them are referred to as female. Some rivers are referred to as male, for
example, the Brahmaputra and the Sone.

II Whole Class Activity

1. India is a multilingual country, and many of us can speak two to
three languages easily. Make a list of the languages that everyone in
the class can speak and display it on a chart paper in the classroom.
2. In which language do you enjoy reading and learning the most?
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 Learning Together

III Read the poster given below and answer the questions that follow.

1. What are the things you can observe in the poster?

2. Why do you think the girls look happy?
3. Dignity means ‘self-respect’. What is the relation between ‘dignity’
and ‘happiness’ ?
4. How does a Nation prosper when its daughters are happy?

IV The Government has launched many schemes

for the education of the girl child. Some of them
are ‘Beti Bachao Beti Padhao’, ‘Balika Samridhi
Yojana’, ‘Samagra Shiksha Scheme – Kasturba
Gandhi Balika Vidyalayas’, etc.

Find out more such schemes

from the internet or from your
teacher and spread awareness
in your neighbourhood.

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 Poorvi

Try Again

Let us do these activities before we read.

I Who inspires you to do your best?

II Work in pairs, identify what you see in the pictures given below. What
can we learn from them? Share your answers with your classmates and
the teacher.

1. 2. 3.

4. 5. 6.

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 Learning Together

Let us read

King Bruce of Scotland flung himself down

In a lonely mood to think;
‘Tis true he was monarch, and wore a crown,
But his heart was beginning to sink.
For he had been trying to do a great deed,
To make his people glad;
He had tried and tried, but couldn’t succeed
And so he became quite sad.
He flung himself down in low despair,
As grieved as man could be;
And after a while he pondered there,
“I’ll give it all up,” said he.
Now just at that moment a spider dropped,
With its silken, filmy clue;
And the King, in the midst of his thinking, stopped
To see what the spider would do.
‘Twas a long way up to the ceiling dome,
And it hung by a rope so fine;
That how it would get to its cobweb home,
King Bruce could not divine.

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 Poorvi

It soon began to cling and crawl

Straight up with strong endeavour;
But down it came with a slippery sprawl,
As near to the ground as ever.
Up, up it ran, not a second to stay,
To utter the least complaint;
Till it fell still lower, and there it lay,
A little dizzy and faint.
Its head grew steady — again it went,
And travelled a half-yard higher;
‘Twas a delicate thread it had to tread,
And a road where its feet would tire.
Again it fell and swung below,
But again it quickly mounted;
Till up and down, now fast, now slow,
Nine brave attempts were counted.
“Sure,” cried the King, “that foolish thing
Will strive no more to climb;
When it toils so hard to reach and cling,
And tumbles every time.”
But up the insect went once more,
Ah me! ‘tis an anxious minute;
He’s only a foot from his cobweb door,
Oh say, will he lose or win it?
Steadily, steadily, inch by inch,
Higher and higher he got;
And a bold little run at the very last pinch
Put him into his native cot.
“Bravo, bravo!” the King cried out,
“All honour to those who try;
The spider up there, defied despair;
He conquered, and why shouldn’t I?”
And Bruce of Scotland braced his mind,
And gossips tell the tale,
That he tried once more as he tried before,
And that time did not fail.
Eliza Cook
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 Learning Together

Let us discuss

I Complete the summary of the poem by filling in the blanks with suitable
words from the text given in the box below. Share your answers with the
teacher. An example has been given.

tried mounted despair attempts great

conquered low strive

The poem, written in a narrative style, tells the story of King Bruce of
Scotland, who was feeling 1. _____________ after failing multiple times
to achieve something 2. _____________ for his people. In a moment of
3. _____________, he observed a spider trying to reach its web high above.
The spider 4. _____________ every time it fell after getting close to its
goal. It made nine 5. _____________ and finally succeeded. The king said
that the spider had 6. _____________ and so would he. Inspired by the
spider’s determination, King Bruce decided to 7. _____________. When he
8. _____________ this time, he ultimately succeeded.

II Complete the following sentences suitably.

1. We can say that the poet uses the narrative style because ________.
2. The central idea of the poem is ________.

III Pick three examples from the poem for each of the following:
1. lines that describe the spider’s efforts
2. alliteration (the repetition of the same consonant sounds at the
beginning of closely connected words)

IV Why does the poet repeat the following words or phrases in the poem?
tried and tried; steadily, steadily; up, up

V Fill in the blanks by choosing the correct answer from within the
brackets.
1. The rhyme scheme of the poem is ____________. (AABB/ABBA/ABAB)
2. ‘Bravo’ is an example of ____________. (conjunction/interjection/
adjective)
3. The poet uses ‘twas and ‘tis for the sake of ____________. (rhythm/
rhyme/contraction)

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 Poorvi

VI The spider’s climbing is compared to King Bruce’s own

struggles. Just as the spider repeatedly attempts to reach its
web, Bruce is trying to achieve a great deed for his people.
This poetic device is called metaphor. It strengthens the poem’s message
about perseverance—keep trying till we succeed.

A metaphor is a figure of speech that involves an implied comparison

between two unlike things without using ‘like’, ‘as’, or ‘as...as’. It
suggests that one thing is another, highlighting similarities between
them to add deeper meaning or understanding.

1. Read the following sentences and identify metaphors and similes.

Write M for metaphor and S for simile.

(i) He ran as fast as a cheetah.

(ii) The world is a stage.

(iii) The night was as dark as coal.

(iv) He sang like an angel.

(v) Her voice was music to his ears.

(vi) The classroom was a zoo.

(vii) The baby slept like a log.

(viii) Her smile was as bright as the sun.

(ix) The lake was a mirror, reflecting the sky.

2. Read the following sentences and transform the similes to metaphors

and metaphors to similes. Two examples have been given.
(i) Knowledge spreads like the branches of a mighty tree.
Knowledge is a spreading branch of a mighty tree.
(ii) His courage was a beacon, guiding us through the storm.
• His courage was as bright as a beacon guiding us through the
storm.
• His courage was like a beacon guiding us through the storm.
(iii) The book was a treasure chest, filled with endless adventures.
(iv) Her laughter was a melody that brightened the darkest days.

20

Unit 1.indd 20 06-Mar-25 2:47:25 PM

 Learning Together

(v) The mountain stood as a guard, watching over the valley below.
(vi) The night was like a velvet cloak, wrapping the world in mystery.
(vii) Her thoughts were like butterflies in a summer meadow.

Let us think and reflect

I Read the extracts given below and answer the questions that follow.
1. He flung himself down in low despair,
As grieved as man could be;
And after a while he pondered there,
“I’ll give it all up,” said he.
Now just at that moment a spider dropped,
With its silken, filmy clue;
(i) Select the phrase which shows the physical
expression of the King’s emotional state.
(ii) Why does the poet use the word ‘low’ before despair?
(iii) Choose the correct option to complete the sentence.
In the line, ‘And after a while he pondered there’, the word
‘pondered’ means _____________________.
A. paused B. thought C. noticed D. rested

(iv) Choose the correct option from the words given in the brackets.
The phrase ‘silken filmy clue’ creates an image of something
that is _____________________ (long and light/very delicate and
soft).

2. “...when it toils so hard to reach and cling, And tumbles every time.”
But up the insect went once more,
Ah me! ‘tis an anxious minute;
He’s only a foot from his cobweb door,
Oh say, will he lose or win it?

(i) Choose the correct option to complete the analogy.

toil: hard::_______________: _______________
A. roll: tumble B. tumble: circle
C. compress: roll D. jump: tumble

21

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 Poorvi

(ii) List any two characteristics of the spider highlighted in the line,
‘But up the insect went once more’.
(iii) Choose the correct option to complete the sentence.
The expression ‘Ah me!’ in the extract indicates a sense of
_______________.
A. happiness B. stress
C. relief D. loneliness
(iv) Complete the sentence with an appropriate reason.
Readers are able to relate to this extract because ____________.

II Answer the following questions.

1. How does the first stanza help in setting the mood of the poem?
2. Describe how King Bruce’s attitude changes from the beginning
towards the end of the poem.
3. The poet describes every action of the spider in great detail. What
does this tell us about his attitude towards the spider?
4. How does the spider inspire us to overcome despair and not give up?
5. The poem teaches us that failures are stepping stones to success.
Explain.
6. The spider’s journey tells us that anyone can be a source of inspiration
in our lives. Elaborate.

Let us learn

I Write the opposites of the following words

taken from the poem.

1. up x _____________

2. fast x _____________

3. glad x _____________

4. win x _____________

5. succeed x _____________

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 Learning Together

II Choose the correct meaning of the underlined words in the following

sentences from the box given below. Frame sentences of your own for
these words.

1. work very hard and/or for a long time

2. prepared themselves for something difficult
3. an attempt to do something new or difficult
4. to try very hard to achieve something

(i) Please make every endeavour to arrive on time.

(ii) Ants toil tirelessly to save food for rainy season.
(iii) We encourage all students to strive to do their best.
(iv) The sailors braced themselves against the strong wind.

III The poem uses words that show distance.

For example:

a long way up, inch by inch, higher and higher, half-yard higher

Classify the words or phrases in the box given below based on the
distance (far or near) and write in the space provided. You may take the
help of a dictionary.

proximity middle of nowhere vicinity adjacent

remoteness yonder afar a stone’s throw
light year hairline farther

Far Near

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 Poorvi

IV Read the following line from the poem.

‘Twas a delicate thread it had to tread,
Now repeat the lines five to six times. Are you able to say it clearly?
Create more tongue twisters of your own.

Let us listen

I You will listen to a story about an ant. Read the questions given below
and before you listen, guess the answers to these questions. (Transcript
for the teacher on pg. 40)

1. What was the ant known for?

(i) determination (ii) strength (iii) wisdom
2. Why was the ant unable to take the roti home?
(i) It was stuck under a rock.
(ii) It was too heavy to carry.
(iii) It was pulled by other ants.
3. What was the bird doing?
(i) playing with the ant
(ii) searching for food
(iii) picking up leaves
4. How did the bird make the ant feel?
(i) proud (ii) inspired (iii) relaxed
5. How did the fellow ants help?
(i) by advising the ant continuously
(ii) by standing still near the ant
(iii) by joining the ant in her efforts

II Now, listen to the story once again and as you listen, check whether your
answers are correct.

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 Learning Together

Let us speak

Narrate a personal experience about a time when you were

motivated by someone or something to carry on and never give up.
Your perseverance helped you.

Use the following sentence prompts as a guide for your narration.

Use as per your topic.
1. Introduction:
• I remember a time when I felt like giving up. It was when...
• There was a moment in my life when I faced a big challenge. It
happened when…
2. Describe the challenge:
• The challenge I faced was...
• I was struggling with...
• The problem seemed too big because...
3. Feeling disheartened:
• At first, I felt discouraged and thought about giving up because...
• I didn’t think I could succeed because...
• I felt upset and wanted to leave because...
4. The source of motivation:
• But then, I saw/heard/read about...
• Someone/something inspired me to keep going. It was...
• I remembered the poem... do not quit…
5. Taking action:
• After feeling inspired, I decided to...
• I gathered my strength and...
• With a new sense of willpower, I...
• I asked for help from...
6. The result:
• In the end, I was able to...
• Thanks to standing firm and never giving up, I achieved...
• I felt proud because...
• It was worth it because...
7. Reflection:
• This experience taught me that...
• I learned that perseverance is the key to success…
• Now, I always remember to...
• The lesson I learnt from this is...
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 Poorvi

Let us write

King Bruce was inspired by the spider that kept on trying till it was successful.
Think about the steps you can take to overcome a difficult situation and write
them down.

Now, write a letter to your cousin on how you plan to overcome any difficult
situation. Also, advise not to quit and persevere.

Remember to use transition words like ‘To begin with…,’ ‘Next…,’ ‘After
that…,’ ‘Then...,’ ‘Finally...,’ to share the steps of your plan.
You may begin this way:

20, Rajendra Nagar

Jeevanpur
23 August 20XX

Dear Monika,
Thank you for your letter asking me about…

You may end this way:

Yours affectionately,
Deepa

Let us explore

I Collect folk songs in your own language that connect us with nature and
compile them as a class project.

II Did you know that spiders are not insects? They belong to a group called
the arachnids. Observe a spider and an ant from a distance and note
down the differences between them. Share your observations with your
classmates. Ask your Science teacher for more information to know
about spiders better.

III Let us learn how to weave a spider web.

1. Take three sticks (each about eight inches long) and a roll of old wool.
2. Tie the sticks together in the centre with the wool (Fig. 1).
3. Start weaving the web by putting a loop around every stick
(Figs. 2 and 3).

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 Learning Together

4. Complete the web and tie the thread in a knot on the stick where the
web is complete (Fig. 4).

Now, decorate it with words and phrases you learnt about the spider in
the poem or anything else that you like.

Fig. 1 Fig. 2

Fig. 3 Fig. 4

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 Poorvi

Three Days to See

Let us do these activities before we read.

I Work in pairs. Recall a visit to a place that you liked. Discuss the details
of that place and write about the following:
1. Name of the place
2. The person(s) you went with
3. The things that you could:
• see • listen • smell • taste • touch and feel

II How does this memory make you feel?

III Do you think your visit/experience would be different if you could not
see or hear? Share your answers with your classmates and the teacher.

Did you know that our five senses are essential for us to experience and
make sense of the world around us?

Unit 1.indd 28 06-Mar-25 2:47:30 PM

 Learning Together

Let us read

I, who cannot see, find hundreds of things to interest me

through mere touch. I feel the delicate symmetry of a symmetry:
leaf. I pass my hands lovingly about evenness
the smooth skin of a silver birch, or birch: a slender
the rough, shaggy bark of a pine. In tree with thin
peeling bark
spring, I touch the branches of trees
hopefully in search of a bud, the first shaggy: hairy
sign of awakening Nature after her
winter’s sleep. Occasionally, I am very
fortunate; I place my hand gently on a
small tree and feel the happy quiver of quiver: shiver
a bird in full song.
At times, my heart cries out with
longing to see all these things. If I can
get so much pleasure from mere touch,
how much more beauty must be revealed by sight. And
I have imagined what I should most like to see if I were
given the use of my eyes, say, for just three days.
I should divide the period into three parts. On the first
day, I should want to see the people whose kindness and
companionship have made my life worth living. I do not
know what it is to see into the heart of a friend through
that ‘window of the soul’, the eye.
I can only ‘see’ through my fingertips the outline of a face.
I can detect laughter, sorrow and other obvious emotions.
I know my friends from the feel of their faces.

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 Poorvi

behold: see
The next day I should arise with the dawn and see the thrilling
miracle by which night is transformed into day. I should
panorama: scene
behold with awe the magnificent panorama of light with
glimpse: brief which the sun awakens the sleeping earth. This day I should
look devote to a hasty glimpse of the world, past and present. I
pageant: display should want to see the pageant of man’s progress, and so I
condensed: should go to the museums. There my eyes would see the
brief condensed history of the earth—animals and the races
carcasses: of men pictured in their native environment; gigantic
remains carcasses of dinosaurs and mastodons that roamed
mastodons: a the earth before man appeared, with his
large animal tiny stature and powerful brain, to
similar to an conquer the animal kingdom.
elephant, but
with fur The following morning, I should again
stature: greet the dawn, anxious to discover
physique, build new delights, new revelations of
haunts: regular beauty. Today, this third day, I shall
meeting places spend in the workaday world, amid the
merely: just haunts of men going about the business
of life. The city becomes my destination.
First, I stand at a busy corner, merely
looking at people, trying by sight of them
to understand something of their daily
lives. I see smiles, and I am happy.
I see serious determination, and
I am proud. I see suffering, and I
am compassionate.

Unit 1.indd 30 06-Mar-25 2:47:31 PM

 Learning Together

At midnight, permanent night would close in on me again.

Naturally in those three short days I should not have seen all
I wanted to see. Only when darkness had again descended
upon me should I realise how much I had left unseen.
I who am blind can give one hint to those who can see: use
your eyes as if tomorrow you would be stricken blind. And
the same method can be applied to your other senses. Hear
the music of voice, the song of a bird, the mighty strains of an strains: tunes
orchestra, as if you would be stricken deaf tomorrow. Touch
each object as if tomorrow your tactile sense would fail. Smell tactile sense:
the perfume of flowers, taste with relish each morsel, as if sense of touch
tomorrow you could never smell and taste again. Make the morsel: a small
most of every sense; glory in all the facets of pleasure and piece of food
beauty, which the world reveals to you through the several facets: aspects
means of contact, which Nature provides. But of all the senses,
I am sure that sight must be the most delightful.

Helen Keller

Let us discuss

I Work in pairs. Identify the statements that are true from the ones
given below. Share your answers with the teacher.
1. The author expresses a deep longing to experience the world
through the sense of hearing.
2. The author would like exploring the city only to observe how
people are suffering.
3. The author would spend the first day seeing the people whose
kind-heartedness and friendship have enriched her life.
4. The author acknowledges that even in three days, she would not
be able to see everything.
5. The author feels that everyone can find the greatest joy merely by
the sense of touch.
6. The author advises those who can see to appreciate every moment
as if they might lose their senses tomorrow.
7. On the third day, the author would like to observe people in their
daily lives and understand their experiences.

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II Complete the table given below with what Helen Keller wanted to do on
the three days if she had sight.

Day 1 Day 2 Day 3

see the people, know

arise with the dawn,
her friends from the
…
feel of their faces, …

III The author says that you need eyes to be able to ‘see’ the true self of
a person. Therefore, she refers to the eye as ‘window of the soul’.
How is the narrator able to understand the feelings of a person?

Let us think and reflect

I Read the extracts given below and answer the questions that follow.
1. I feel the delicate symmetry of a leaf. I pass my hands lovingly about
the smooth skin of a silver birch, or the rough, shaggy bark of a pine.
In spring, I touch the branches of trees hopefully in search of a bud, the
first sign of awakening Nature after her winter’s sleep. Occasionally, I
am very fortunate; I place my hand gently on a small tree and feel the
happy quiver of a bird in full song.
(i) What does the ‘delicate symmetry of a leaf’ symbolise?
(ii) List two phrases from the extract that describe the texture of
objects in nature.
(iii) Complete the sentence appropriately.
The phrase ‘awakening Nature after her winter’s sleep’ refers
to __________________.
(iv) What is the tone of the writer in this extract?
A. nostalgic B. proud
C. admiring D. celebratory

2. The next day I should arise with the dawn and see the thrilling miracle
by which night is transformed into day. I should behold with awe
the magnificent panorama of light with which the sun awakens the
sleeping earth. This day I should devote to a hasty glimpse of the world,
past and present. I should want to see the pageant of man’s progress,
and so I should go to the museums.

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 Learning Together

(i) The word ‘thrilling’ has been used with ‘miracle’.

Which of the following words does not match with the word
‘thrilling’?
A. experience B. tale C. knowledge D. adventure

(ii) Why does the writer refer to the earth as ‘sleeping earth’?
(iii) Complete the sentence with an appropriate reason.
The writer wishes to dedicate the day to a brief look at the
present and past world because __________________.
(iv) Why does the writer use ‘should’ multiple times in the extract?

II Answer the following questions.

1. The sense of touch makes up for the loss of sight and hearing. Explain
this statement with reference to the text.
2. Why does the author believe that the sense of sight is the most
wonderful?
3. How might the author’s opinion on making the most of our senses
guide us to be kinder towards people with special abilities?
4. What is the significance of imagining the loss of a sense, according to
the author?
5. How does the author encourage people to approach their everyday
sensory experiences?
6. What do the author’s choices for the three days tell us about her
values and priorities?

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 Poorvi

Let us learn

I Sensory words are descriptive—they describe how we experience the

world: how we see, hear, smell, taste or feel something.
Complete the following table with sensory words from the text in Column
2 for the five senses in Column 1. Add new words in Column 3.

Column 1 Column 2 Column 3

What you see panorama

What you hear music

What you smell perfume

What you taste relish

What you feel rough

II Read the following sentences from the text and underline the verbs.
• I should divide the period into three parts.
• On the first day, I should want to see…
• The next day I should arise with the dawn…
• I should behold with awe…

The words you have underlined are a combination of two verbs. In

each of these sentences, ‘should’ is the modal verb (suggestion), and the
second verb (divide, want, arise, behold) is the main verb.

Modal verbs are auxiliary verbs that express necessity, possibility,

permission, or ability. They are used before the main verb to give
additional information about the function of the main verb. Common
modal verbs include can, could, may, might, shall, should, will, would,
must, and ought to.

III Identify the modal verbs in the following sentences. Choose the functions
they express from those given in the box below.

possibility necessity polite request ability moral obligation

1. You can learn a lot from this experience.

2. They might arrive late due to traffic.

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 Learning Together

3. She must finish her homework before dinner.

4. They ought to apologise for their mistake.
5. He would like to have some lassi, please.

IV Read the situations in Column 1 and functions in Column 2. Fill in the

blanks in the sentences in Column 4 with appropriate modal verbs from
Column 3. After filling in the blanks, explain the function of each modal
verb you used to your classmates and the teacher.

Column 1 Column 2 Column 3 Column 4

1. You want to permission (i) ____________ I

leave work leave early today
early. if I finish all my
tasks?
2. You have an obligation (ii) I ____________
important finish this report
deadline by tomorrow.
tomorrow.

3. Your friend advice (iii) You ____________

is thinking consider all the
whether to join can, pros and cons
Art class. could, may, before making a
might, decision.
4. There are dark possibility must, ought (iv) It ____________
clouds in the to, rain later today.
sky. shall,
5. Asking someone polite should, (v) ____________ you
to pass the salt request will, would pass the salt,
at the dinner please?
table
6. Advising moral (vi) You ____________
someone to obligation apologise for
apologise for a the mistake you
mistake made.
7. Deciding where suggestion (vii) We ____________
to go for picnic go to any park
nearby for
picnic.

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 Poorvi

Let us listen

You will listen to a conversation between a mother and son. As you listen,
select four true statements from 1–7 given below. (Transcript for the teacher
on pg. 41)

Statements True or False

1. Anuj finds the concept of Braille fascinating and

wants to learn more about it. ______________

2. Mother is unsure of the school’s efforts to include

students with visual impairment. ______________

3. Anuj initially thinks that Digital India is only

about learning how to use computers. ______________

4. Mother believes that screen readers are very

effective for persons who are visually impaired. ______________

5. Anuj already knew that persons who are visually

impaired can use computers and smartphones. ______________

6. Anuj wants to know about the effectiveness

of assistive technologies for persons who are
visually impaired. ______________

7. Mother believes a right mindset is the best support

for persons who are visually impaired. ______________

Let us speak

Work in pairs. Take turns to speak for a minute on any one of the senses you
value the most. Use the given prompts to frame your response before you
speak.
• I value my sense of sight/ sound/ touch/ smell / taste the most because...
• One of my favourite experiences is...
• This is so because...
• I appreciate being able to see/ hear/touch/ smell/ taste...
• God forbid, if I were to lose the sense of sight/ sound/ touch/ smell /
taste, it would make me feel...
• I would not be able to...
• I thank God that I am able to see/ hear/ touch/ smell / taste.

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 Learning Together

Remember to
• speak clearly and confidently
• glance at your notes for reference rather than reading
• make eye contact
• use gestures if you wish to
• pronounce words clearly and avoid mumbling
• speak at a steady, moderate pace

Let us write

A descriptive paragraph describes a person, place, object or event to create

a memorable experience for the reader. Write a descriptive paragraph
describing a place that you visited recently.

Follow the guidelines given below to draft this paragraph.

1. In the opening line, begin with something interesting to capture the
reader’s attention. Introduce the place you visited.
2. In the supporting lines, describe the place using adjectives and specific
details that appealed to your five senses—sight, sound, smell, taste, and
touch. You may include alliterations, similes, and personifications to
hold the reader’s attention.
3. In the concluding lines, summarise the description to provide a final
impression. Mention what was the most important thing about that
place which others should also experience.

Let us explore

I Do you know how persons with

visual challenges are able to read
and write? They read through
touch with the help of Braille, a
code of raised dots that represents
the letters of the alphabet. This
tactile code was developed over
a period of nine years by Louis
Braille, who became blind at a very
young age due to an accident.

Louis Braille
(Courtesy FMT)
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Unit 1.indd 37 06-Mar-25 2:47:33 PM

 Poorvi

Study the code given below and write your name using it. You may use
bindis or grains of daal to make the dots that you can touch and feel.

A B C D E F G H I J K L M

N O P Q R S T U V W X Y Z

0 1 2 3 4 5 6 7 8 9

II Have you heard about the International Day of Persons with Disabilities?
Find out when and how it is observed in India. Write your findings on a
sheet and put it up on the class board.
III Do you want to know about sign language? Go to the link given below to
learn about the Indian sign language.

https://ncert.nic.in/pdf/accessibility/ISL_200word_v15.pdf

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Unit 1.indd 38 06-Mar-25 2:47:33 PM

 Learning Together

TRANSCRIPTS

The Day the River Spoke

Let us listen (refer to page 12)

I Read the words given in the box below. You will listen to five people
speak about school life. As you listen, circle the words that are used by
the speakers. There are two words you do not need.

Speaker (i): (Father) Should girls attend school? Yes, they

should. I do my best to ensure that both my son and
daughter get equal opportunities. I look forward
to their successful careers and rewarding lives. I
feel education gives freedom to make choices in
life. Whether my daughter wants to work in an
organisation or be a homemaker, it should be her
choice and the same applies to my son.

Speaker (ii): (Grandmother) I went to school but many girls at

that time could not attend school because some
elders in the village felt that girls should help in
the house and take care of their little brothers and
sisters. I am happy that the situation has changed
today.

Speaker (iii): (Teacher) The school prepares students for

meaningful and useful participation in the world
of work by learning hands-on abilities and skills,
developing equal respect for head-hands-heart,
valuing the dignity of labour, and understanding
vocational choices for the future.

Speaker (iv): (Student) I like to go to school. I feel that by coming

to school and reading the books, I learn about things
from all over the world. I also have friends with
whom I can share my feelings.

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 Poorvi

Speaker (v) : (Principal) Everyone should attend school. You

must’ve noticed that the girls are doing very well.
However, as the Head of an institution, I know that
all students can work hard. My message to students
is that they should attend school regularly and take
part in every school activity without bothering
whether it is for girls or boys. The idea is to focus on
learning.

II You will once again listen to the five speakers. As you listen, match each
statement 1–7 to each speaker (i)–(v). There are two statements that you
do not need.

Try Again

Let us listen (refer to page 24)

1. You will listen to a story about an ant. Read the questions given below
and before you listen, guess the answers to these questions.
Hello everyone,
I’m sure you have enjoyed learning about King Bruce and the spider. Let
me share another story with you.

In a thick green forest, there lived a little ant. She was known for
her determination and never-give-up attitude. One sunny day,
the ant found a delicious piece of roti that was too big for her to
carry alone.
“This crumb is huge, but I must get it back to the anthill. My
family will be so happy!” she thought to herself.
She tried to lift the crumb with all her might, but it was too heavy.
She tried pushing it, pulling it and even rolling it, but nothing
seemed to work. Exhausted and saddened, she sat down and
began to cry.
As the ant sat there, feeling beaten, she noticed a small bird
nearby. The bird was trying to build a nest. It picked up twigs
and leaves, but every time it tried to place them, the wind would
blow them away. However, the bird did not give up. It kept trying,
over and over again, until finally, it managed to build a strong
nest.
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 Learning Together

“If that bird can keep trying and succeed, then I shouldn’t give
up either,” she thought, feeling inspired.
Determined once more, the ant gathered all her strength and
decided to try again. She called her fellow ants for help. Together,
they formed a chain and lifted the crumb with their combined
strength. Slowly but surely, they carried the crumb back to the
anthill.
“We did it! Thank you, everyone! We showed that with teamwork
and never giving up, we can achieve anything!” the ant shouted,
excited and grateful.
She and her friends celebrated their success.
We too should learn this lesson from the ant’s experience—never
give up, no matter how difficult the situation may seem.
Hope you all liked the story.
Thank you!

2. Now, listen to the story once again and as you listen, check whether your
answers are correct. Rectify wherever needed.

Three Days to See

Let us listen (refer to page 36)

You will listen to a conversation between a mother and son. As you listen,
select four true statements from 1–7 given below.

Anuj : Ma, we have a new student in our class, Tara. She’s

quite talkative and pleasant. You know, the writing in
her books doesn’t look like ours. It’s different. She told
us that it’s called Braille.
Mother : It’s great to know that your school has facilities to
address the needs of the visually impaired. Thanks to
the Digital India Initiative, which is paving the way for
inclusion of the visually impaired.
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 Poorvi

Anuj : Oh, Digital India! That’s about being computer literate,

isn’t it?
Mother : Well, Digital India is about more than just internet
access. It aims to include everyone, including people
with disabilities, by providing digital infrastructure
and services. For the visually impaired, it means access
to assistive technologies like screen readers, voice-over-
enabled smartphones and apps that can make daily
activities easier.
Anuj : Ohh... interesting. What is a screen reader, Ma?
Mother : I knew you’d ask about it! Well, a screen reader is a
software application that helps people who are visually
impaired use computers and smartphones. It reads out
the text displayed on the screen and provides audio
feedback.
Anuj : That’s amazing! So, Tara can use a computer just like
we do?
Mother : Yes, she can.
Anuj : So, it makes a big difference in their daily lives.
Mother : It certainly does. It ensures that people who are visually
impaired can use digital services independently, without
help from others. This can improve their quality of life.
It also opens up more job opportunities in fields like IT,
banking, and more, where they can work just efficiently
like anybody else.
Anuj : Wow! So that means people who are visually impaired
can work and do things on their own? I’m so proud of
my school.
Mother : Yes, and this way, we can ensure that the benefits of
Digital India reach everyone, helping them to participate
fully in all areas of life.
Remember, inclusion is not just about having the right tools, but also
about having the right mindset.

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 Wit and Humour

Unit 2
WIT AND HUMOUR

Animals, Birds, and Dr. Dolittle

Let us do these activities before we read.

I Do you have a pet or a domestic animal? If yes, why? If not, why not?
How do people usually spend time with a pet or domestic animal? Share
your thoughts with your classmates and the teacher.

II You must have read stories where animals and birds talk. If you had a
chance to communicate with an animal or a bird, who would you like
to speak to and why? Share your thoughts with your classmates and the
teacher.

III If we closely observe the body language of animals and birds, we can
understand what they want to tell us. Work in pairs and study the
pictures given below. Find out what emotions these animals and birds
are trying to convey. Share your observations with your classmates and
the teacher.

1. 2. 3. 4.

Unit 2.indd 43 06-Mar-25 2:50:35 PM

 Poorvi

Let us read

I
Doctor Dolittle was sitting in his kitchen talking with the Cat’s-
food-Man who had come to see him with a stomach-ache.
“Why don’t you give up being a people’s doctor, and be an
animal doctor?” asked the Cat’s-food-Man.
The parrot, Polynesia, was sitting in the window looking out
at the rain and singing a sailor song to herself. She stopped
singing and started to listen.
“You see, Doctor,” the Cat’s-food-Man went on, “you know all
about animals—much more than what these vets here do.
That book you wrote—about cats, why, it’s wonderful! I can’t
scholar: a
learned person read or write myself—my wife, Theodosia, is a scholar, and
she read your book to me. You might have been a cat yourself.
You know the way they think.”
When the Cat’s-food-Man had gone the parrot flew off the
window on to the Doctor’s table and said, “That man’s got
sense. That’s what you ought to do. Be an animal doctor. Give
the silly people up—if they haven’t brains enough to see you’re
the best doctor in the world. Take care of animals instead—
they’ll soon find it out. Be an animal doctor.”
“Oh, there are plenty of animal doctors,” said John Dolittle,
putting the flowerpots outside on the windowsill to get the
rain.
“Yes, there are plenty,” said Polynesia. “But none of them are

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 Wit and Humour

any good at all. Now listen, Doctor, and I’ll tell you something.
Did you know that animals can talk?”
“I knew that parrots can talk,” said the Doctor.
“Oh, we parrots can talk in two languages—people’s language cracker: a thin,
dry biscuit
and bird language,” said Polynesia proudly. “If I say, ‘Polly
usually eaten
wants a cracker’, you understand me. But hear this: Ka-ka oi- with cheese
ee, fee-fee?”
“Good Gracious!” cried the Doctor. “What does that mean?”
“That means, ‘Is the porridge hot yet?’—in bird language.”
“My! You don’t say so!” said the Doctor. “You never talked that
way to me before.”
“What would have been the good?” said Polynesia, dusting
some cracker crumbs off her left wing. “You wouldn’t have
understood me if I had.”
“Tell me some more,” said the Doctor, all excited; and he
rushed over to the drawer and came back with a book and
Birds’ A.B.C.:
a pencil. “Now don’t go too fast—and I’ll write it down. (here) the
This is interesting—very interesting—something quite new. language that
Give me the Birds’ A.B.C. first—slowly now.” birds speak
So that was the way the Doctor came to know that animals
had a language of their own and could talk to one
another. And all that afternoon, while it was
raining, Polynesia sat on the kitchen table
giving him bird words to put down in the
book.
At teatime, when the dog, Jip, came in,
the parrot said to the Doctor, “See, he’s
talking to you.”
“Looks to me as though he were
scratching his ear,” said the Doctor.
“But animals don’t always speak
with their mouths,” said the parrot
in a high voice, raising her eyebrows.
“They talk with their ears, with their
feet, with their tails—with everything.
Sometimes they don’t want to make a

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 Poorvi

noise. Do you see now the way he’s twitching up one side of his
nose?”
“What’s that mean?” asked the Doctor.
“That means, ‘Can’t you see that it has stopped raining?’”
Polynesia answered. “He is asking you a question. Dogs nearly
always use their noses for asking questions.”
After a while, with the parrot’s help, the Doctor got to learn the
language of the animals so well that he could talk to them himself
and understand everything they said. Then he gave up being a
people’s doctor altogether.

Let us discuss

I Complete the following sentence by selecting a suitable reason.

The Cat’s-food-Man suggests to Doctor Dolittle that he should

become an animal doctor because he believes that Dolittle
______________________________________________________.
1. earns less fee by treating human patients
2. enjoys the company of animals as they speak less
3. dislikes spending time with human patients
4. knows more about animals than the local veterinarians

II Fill in the blanks by choosing the suitable option given in the brackets.

Doctor Dolittle reacts to Polynesia’s information about animal languages

with both excitement and ____________ (certainty/curiosity). He rushes
to ____________ (write/memorise) the bird words she provides and is
interested in learning more.

III Do you think Doctor Dolittle would be famous as an animal doctor?

If yes, why? If not, why not?

II
As soon as the Cat’s-food-Man had told everyone that John Dolittle
was going to become an animal doctor, old ladies began to bring
him their pet pugs and poodles who had eaten too much cake;
and farmers came many miles to show him sick cows and sheep.

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 Wit and Humour

One day a plough horse was brought to him; and the poor thing
was terribly glad to find a man who could talk in horse language.
“You know, Doctor,” said the horse, “that vet over the hill knows
nothing at all. He has been treating me six weeks now—for
something or the other. What I need is spectacles. I am going
blind in one eye. There’s no reason why horses shouldn’t wear
glasses, the same as people. But that stupid man over the hill
never even looked at my eyes. He kept on giving me big pills.
I tried to tell him, but he couldn’t understand a word of horse
language. What I need is spectacles.”
“Of course—of course,” said the Doctor. “I’ll get you some at once.”
“I would like a pair like yours,” said the horse—“only green.
They’ll keep the Sun out of my eyes while I’m ploughing the field.”
“Certainly,” said the Doctor. “Green ones you shall have.”
“You know, the trouble is, Sir,” said the plough horse as the
Doctor opened the front door to let him out—“the trouble is that
anybody thinks he can doctor animals—just because the animals
don’t complain. As a matter of fact, it takes a much cleverer man
to be a really good animal doctor than it does to be a good people’s
doctor.”
“Well, well!” said the Doctor.
“When will my glasses be ready?”

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 Poorvi

“I’ll have them for you next week,” said the Doctor.
“Come in again Tuesday—Good morning!”

Then John Dolittle got a fine, big pair of green spectacles; and
the plough horse stopped going blind in one eye and could see
as well as ever.
And soon it became a common sight to see farm animals
countryside: wearing glasses in the countryside, round Puddleby; and a
rural area blind horse was a thing unknown.
And so it was with all the other animals that were brought to
him. As soon as they found that he could talk their language,
they told him where the pain was and how they felt, and of
course it was easy for him to cure them.
Now all these animals went back and told their brothers and
friends that there was a doctor in the little house with the big
garden who really was a doctor. And whenever any creatures
got sick—not only horses and cows and dogs—but all the little
things of the fields, like harvest mice, badgers, and bats, all
came at once to his house on the edge of the town, so that his
big garden was nearly always crowded with animals trying to
get in to see him.
There were so many that came that he had to have special
doors made for the different kinds. He wrote ‘HORSES’ over

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 Wit and Humour

the front door, ‘COWS’ over the side door, and ‘SHEEP’ on the
kitchen door. Each kind of animal had a separate door—even
the mice had a tiny tunnel made for them into the cellar, where cellar: a room
they waited patiently in rows for the Doctor to come round below ground
to them. level often used
for storage
And so, in a few years’ time, every living thing for miles and
miles got to know about John Dolittle, M.D. And the birds who
flew to other countries in the winter told the animals in foreign
lands about Dolittle who could understand their talk and help
them in their troubles. In this way he became famous among
the animals—all over the world. He was happy and liked his
life very much.
Hugh Lofting

Let us discuss

I What became a common sight in Puddleby after Doctor Dolittle started

treating animals?
1. Humans talking to farm animals
2. Farm animals wearing glasses
3. Farm animals learning bird language
4. Birds riding atop farm animals

II What challenges do you think Doctor Dolittle might face if more and
more animals come to him for help?
1. How might he overcome these challenges to ensure that he
provides good treatment?

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III Arrange the following events in correct order according to the story. Two
have been done for you. Share your answers with your classmates and
the teacher.

1. Doctor Dolittle decides to stop being a doctor for people

and becomes a doctor for animals.

2. Animals from near and far come to Doctor Dolittle for

help, crowding his garden.

3. A man with a stomach-ache visits Doctor Dolittle and

(i)
suggests he should treat animals instead of people.

4. Polynesia teaches Doctor Dolittle animal languages,

and he starts understanding and communicating with
animals.
5. A plough horse with vision problems visits Doctor
Dolittle, who prescribes green spectacles, to improve the
horse’s eyesight.
6. The parrot, Polynesia, encourages Doctor Dolittle to
(ii)
become an animal doctor, revealing that animals can talk.

7. Doctor Dolittle installs special doors for different animals

to enter his house for treatment.

8. Doctor Dolittle’s ability to communicate with animals

helps him diagnose and treat their illnesses effectively.

9. Doctor Dolittle gains fame among animals worldwide,

and they come to him from various places for his help.

10. Word spreads, and people start bringing their sick pets
and farm animals to Doctor Dolittle for treatment.

Let us think and reflect

I Read the extracts given below and answer the questions that follow.
1. “If I say, ‘Polly wants a cracker’, you understand me. But hear this: Ka-
ka oi-ee, fee-fee?”
“Good Gracious!” cried the Doctor. “What does that mean?”
“That means, ‘Is the porridge hot yet?’—in bird language.”
“My! You don’t say so!” said the Doctor. “You never talked that way to
me before.”

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 Wit and Humour

“What would have been the good?” said Polynesia, dusting some cracker
crumbs off her left wing. “You wouldn’t have understood me if I had.”
(i) Complete the sentence by choosing the correct option.
In the line, “Good Gracious!” cried the Doctor, the expression
‘Good Gracious’ can be replaced by ______________!
A. bravo B. gosh C. alas D. hurray
(ii) Why had Polynesia never used bird language with the Doctor
earlier?
(iii) Identify whether the following statement is true or false.
Polynesia had been munching on a food item while talking to
Doctor Dolittle.
(iv) How did Doctor Dolittle feel according to the extract?
A. anxious B. surprised C. angry D. relaxed
2. “I would like a pair like yours,” said the horse—“only green. They’ll
keep the Sun out of my eyes while I’m ploughing the field.”
“Certainly,” said the Doctor. “Green ones you shall have.”
“You know, the trouble is, Sir,” said the plough horse as the Doctor
opened the front door to let him out—“the trouble is that anybody thinks
he can doctor animals—just because the animals don’t complain. As a
matter of fact, it takes a much cleverer man to be a really good animal
doctor than it does to be a good people’s doctor.”
(i) Choose a word from the extract to complete the analogy.
digging: flower bed:: ______________: field
(ii) Choose the correct word to complete the sentence.
Doctor Dolittle’s attitude in the extract is ______________.
A. respectful B. sentimental C. understanding D. careful
(iii) Complete the sentence with an appropriate reason.
Based on the extract, we can conclude that doctors take animals
for granted because ______________.
(iv) Do you agree with the concluding sentence of the extract?
Why/why not?

II Answer the following questions.

1. How can we say that Polynesia was a good trainer of animal language?
2. Explain how Doctor Dolittle gave equal and individual attention to
each animal who came to him for treatment.

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3. How does Doctor Dolittle’s readiness to follow the parrot’s advice

highlight the importance of listening to different viewpoints?
4. Which qualities of Doctor Dolittle made him famous among the
animals? Explain with evidence from the text.
5. What changes do you think would happen in the world if people
suddenly gained the ability like Doctor Dolittle, to understand and
communicate with animals?

Let us learn

I Read the following words from the text.

Cat’s-food-Man, bird language, flowerpots
Are all the words that are combined to form another word written the
same way?

Compound words are formed by combining two words of different

parts of speech to create a new word that has an entirely new meaning.
They are of three types─hyphenated (Cat’s-food-Man), open compound
words (bird language) and closed compound words (flowerpots).

Complete the following table correctly by choosing words from the box
given below. An example has been done for you.

sailor song teatime check-in plough horse

harvest mice windowsill well-bred

Open Closed
Hyphenated Words
Compound Words Compound Words

check-in

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 Wit and Humour

II Create compound words from the table given below.

A B

1. fun (i) head

2. high (ii) birds
3. never (iii) flying
4. early (iv) loving
5. song (v) risers
6. over (vi) tops
7. tree (vii) ending

Now, complete the paragraph with suitable compound words from the
table. An example has been done for you.

After being treated by Doctor Dolittle, the A. fun-loving dolphins

danced playfully in his sanctuary. The B. _______________ chatter of
monkeys echoed through the C. _______________, their ailments cured.
D. ______________ eagles soared gracefully E. _______________ their health
restored. F. _______________ among the G. _______________ chirped joyfully
from the branches. All creatures were happy with Doctor Dolittle’s care.

III Underline the names of animals that are hidden in the sentences given
below. Clues are given within the brackets. An example has been done
for you.
1. Dr. Dolittle was eating oatmeal for his breakfast. (a farm animal)
2. Old ladies began to bring him their pets. (an insect)
3. The author sees the connection between humans and animals. (a
farm animal)
4. The three baby dinosaurs are from ice age. (field animal)
5. The patients who came late didn’t know where to go. (ship of the desert)

IV Read the following sentence from the text. Study the highlighted words.
But that stupid man over the hill never even looked at my eyes.

The highlighted words spell and read the same backwards too.

A word, phrase, or sequence that reads the same backwards as

forwards is a palindrome.

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Some of the common palindromes include ‘Was it a car or a cat

I saw?’, ‘Madam, I’m Adam’ and ‘A man, a plan, a canal—Panama’.

Read the sentences below and identify the palindrome words and
sentences.
1. Step on no pets.
2. Naman saw a race car at the show.
3. Nitin speaks in Malayalam.
4. The engineer used a rotator to check the surface level.
5. The pilot relied on the radar to navigate safely.
6. Eva can I see bees in a cave?

Now, create your own palindrome and share it

with your classmates and the teacher.

V Underline the verbs and identify the tense The verbs in 1. and
form in the following sentences from the text. 3. are in present
1. He is asking you a question. continuous form.
The verbs in
2. Oh, there are plenty of animal doctors.
2. and 4. are in
3. I am going blind in one eye. simple present.
4. … the trouble is that anybody thinks he can
doctor animals.

VI Read the following sentences

from the text.
• That man’s (man has) got We use present perfect tense to
sense. indicate:
• a recently completed action
• Can’t you see that it has
• an action that started in the
stopped raining?
past and is relevant even at the
In the first sentence the verbs, moment of speaking
‘has got’ denote an action that is • an action in the past where the
focus is on the action and not
relevant at the time of speaking.
on the time of occurrence (but
In the second sentence, the verbs relevant at the time of speaking)
‘has stopped’ denote an action Structure of Present Perfect Tense:
that is recently completed. has/ have + V3 (past participle)

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 Wit and Humour

Fill in the blanks using the correct form of verbs (present

perfect) given within brackets.

Since becoming an animal doctor, Doctor Dolittle 1. _________

(learn) to communicate with all animals and birds. He
2. _________ (treat) countless farm animals and pets with care.
The parrot, Polynesia, 3. _________ (teach) him bird-language,
and he 4. _________ (write) books about his adventures. Many
people 5. _________ (bring) their sick animals to his door. Over
the years, Dolittle 6. _________ (become) renowned worldwide
for his unique abilities.

Let us listen

I You will listen to an announcement. As you listen, state whether the

following statement is true or false. (Transcript for the teacher on pg. 88)
Dr. Dolittle’s new clinic presents an offer of free medicines.

II You will listen to the announcement again. As you listen, complete the
details given below with one or two exact words you hear.
1. The new clinic is located in the town of ______________.
2. The address is 12, ______________ Lane.
3. The clinic is open Monday to Friday from ______________ a.m. to 5 p.m.
4. Special timings for ______________ are on Saturdays from 11 a.m. to 2 p.m.
5. Dr. Dolittle will ensure that animals get the ______________.
6. All animals—horses, cows, ______________, wild animals, and others
are welcome.

Let us speak

Conversation between a doctor and a patient

• Read the information about the problems 1–4.
• Use the cue cards provided to guide your conversation.
• Take turns to play parts of doctor and patient.

Problem 1: Cough and cold

• Solution: Ginger and honey mix
• Additional Advice: Drink warm fluids and rest.

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Problem 2: Dry lips

• Solution: Apply ghee
• Additional Advice: Stay hydrated and
avoid wetting your lips.

Problem 3: Sore throat

• Solution: Gargle with warm salt water.
• Additional Advice: Drink herbal teas and
avoid cold drinks.

Problem 4: Fatigue
• Solution: Ensure adequate sleep and a
balanced diet.
• Additional Advice: Take short walks to
increase energy levels.

Cue Cards

Doctor Patient

Greet the patient Respond to the greeting

Enquire about the problem Tell your problem

Ask about symptoms Describe the symptoms

Make a diagnosis Ask for clarification

and give solution
Acknowledge the
Provide additional advice information and ask about
the next appointment
Share details of next
appointment Express agreement and
thank the doctor

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 Wit and Humour

Let us write

A notice is a means of formal communication for a particular group of

persons. It informs them about some important event, such as an invitation
to a meeting, an announcement, to give instructions, make appeals, etc.

Write a notice in about 50 words about the Annual Health Check-up for
students of Grades 6–8. Remind students to collect their health check-up
cards from the class teacher. Include all other necessary details about date,
time, and venue.

Complete the draft of the notice by using the words and phrases given in the
box below.

inform queries health card health check-up

assembly hall Grades 6–8 please contact
Thursday and Friday

Name of the School

NOTICE
12 July 20XX Remember to
Mention Heading
_____________________________ • use formal
language in
This is to _________ all the students of
third person.
Grades 6–8 about the Annual Health
• mention the
Check-up.
reason for
Date: _____________, 27 and 28 July 20XX writing the
Time: 9:00 a.m. to 12:15 p.m. notice and any
Venue: _____________________ other relevant
information. For
All students are requested to bring their
example, whom
_________ for the check-up.
to contact, when
For _________ or further details _________ and where, etc.
the undersigned. • write the notice
Asma in a box.
Asma
In-charge

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Let us explore

I The word ‘goshala’ translates to ‘cowshed’ in English. It is a Sanskrit

word that is made up of the words ‘go’, which means ‘cow’, and śālā,
which means ‘shed’ or ‘hall’.

Plan a visit with the teacher to a ‘goshala’ and find out how the cows are
looked after.

II Ayurveda is the oldest existing medical system in India. Animals

received good medicinal care in ancient India. Indian medical treatises
like Charaka Samhita, Sushruta Samhita, and Harita Samhita contain
references of care of animals. Find out names of different organisations
that work for the welfare of animals with the help of the teacher.

III What is the best way to take care of stray and abandoned animals?
1. Provide food and water for the animal
2. Take them to an animal shelter
ANIMAL
3. Adopt them by taking them home
ADOPTION
Give reasons for your responses.
& CARE

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 Wit and Humour

A Funny Man

Let us do these activities before we read.

Look around you for things or people that make you laugh. Write them in
the bubbles given below. Share the reasons for your answers with your
classmates and the teacher.

Things
I Find Funny

Unit 2.indd 59 06-Mar-25 2:50:52 PM

 Poorvi

Let us read

One day a funny kind of man

Came walking down this street
He wore a shoe upon his head
And hats upon his feet.

He raised the shoe and smiled at me,

His manners were polite;
But never had I seen before
Such a funny sounding sight.

He said, “Allow me to present

Your Highness with a rose.”
And taking out a currant bun
He held it to my nose.

I staggered back against the wall

And then I answered, “Well!
I never saw a rose with such
A funny looking smell.”

He then began to sing a song,

And sat down on the ground;
You never heard in all your life
Such a funny feeling sound.

“My friend, why do you wear two hats

Upon your feet?” I said.
He turned the other way about,
And hopped home on his head.

Natalie Joan

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 Wit and Humour

Let us discuss

I Work in pairs. Identify the true statements. Check your answers with
the teacher.
1. The poet says that she had never heard such an amusing song.
2. The funny man was quite ill-mannered.
3. The funny man wore two hats on his feet.
4. The funny man hopped on his head to reach home.
5. The funny man gave a rose to the poet.
6. The funny man smiled at the poet.

II Identify the words from the poem based on the meanings given.
Share your answers with your classmates and the teacher.
1. a small seedless raisin – C __ R __ __ __ T
2. moved unsteadily – S __ __ G G __ __ __ D

III Complete the following sentences with a reason.

1. The tone of the poem is ___________ because ___________.
2. The rhyme scheme of the poem is ___________; and it gives a ___________
quality to the poem.
3. The poet has frequently repeated the word ‘funny’ in order to
___________.

IV Choose the correct answer from the options given in the brackets.
1. The poem uses vivid imagery to create a _______________________
(humorous and nonsensical/ confusing but thought-provoking) scene.
2. The structure of the poem is in ___________ (monologue/ dialogue) form.
3. The phrases ‘sounding sight’ and ‘hopped home’ are examples of
___________. (alliteration/simile)

V Rewrite the following line from the poem in the correct order.

1. But never had I seen before

Such a funny sounding sight.

Sometimes, the poets change the word order (inversion) in a line

in order to maintain a rhythm.

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2. Why has the poet used phrases like ‘funny sounding sight’ and ‘funny
feeling sound’ with reference to the funny man?

VI Can you think of any real-world situations where people do similar things
for fun, entertainment, or performance? Share with your classmates and
the teacher.

Let us think and reflect

I Read the extracts given below and answer the questions that follow.
1. He said, “Allow me to present
Your Highness with a rose.”
And taking out a currant bun
He held it to my nose.
I staggered back against the wall
And then I answered, “Well!”
(i) Why does the funny man address
the poet as ‘Your Highness’?
(ii) Choose a phrase from the extract
which indicates a polite request.
(iii) Choose the option which shows a ‘currant bun’.

A. Image 1 B. Image 2 C. Image 3 D. Image 4

(iv) Complete the sentence with an appropriate reason.

When the poet says, ‘Well!’, it expresses surprise. This was so
because _________________.
2. You never heard in all your life
Such a funny feeling sound.
“My friend, why do you wear two hats
Upon your feet?” I said.
He turned the other way about,
And hopped home on his head.
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 Wit and Humour

(i) Choose the line from the extract which tells us that
the sound was unique.
(ii) Complete the sentence with an appropriate reason.
The poet calls the funny man ‘my friend’ because
_________________.
(iii) What does the reaction of the funny man to the
poet’s question tell us about him?
(iv) Choose the correct option to complete the sentence.
The last line of the extract makes the readers feel
_________________.
A. dreamy B. impatient C. worried D. cheerful

II Answer the following questions.

1. Which character trait of the funny man was most
appealing to you? Why?
2. The funny man does unusual things in the poem. How
does it affect the overall mood of the poem?
3. What alternative title would you suggest for the poem?
Give reason(s) for your choice.
4. Why do you think the poet has included dialogues in
the poem?
5. What does the poet wish to convey by highlighting the
unusual behaviour of the funny man?

Let us learn

Read the following phrases from the poem.

• walking down • taking out • sat down

These are phrasal verbs.

Phrasal verbs are combinations of a verb with a preposition or

adverb that together function as a single unit. They often have
meanings that are different from the individual words used alone.
The same verb followed by different prepositions or adverbs conveys
different meanings.

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 Poorvi

I Match the phrasal verbs in Column 1 with their correct meaning in

Column 2.

Column 1 Column 2

(i) to understand or comprehend

1. take up
something
(ii) to assume control or
2. take after
responsibility for something
(iii) to begin to study, practice, or
3. take in
do something
(iv) to become successful or
4. take over
popular quickly

(v) to resemble or look similar to

5. take off
(usually a family member)

Now, fill in the blanks with suitable phrasal verbs from the table given
in I. You may change the tense of the verb, if required.
1. The new technology is set to _________________ traditional methods of
communication.
2. I tried hard to _________________ what the writer wanted to say but
was unsuccessful.
3. Arjun decided to _________________ painting as a hobby.
4. The smartphone quickly _________________ the sales in the market.
5. Sheela _________________ her father; they have the same smile.

II Match the verbs in Column 1 with any suitable adverbs or prepositions

in Column 2. Write their meanings in Column 3. An example has been
done for you.

Column 1 Column 2 Column 3

1. look look after: take care of,

2. run
after, away, up,
3. put for, in, on, into,
4. break down, off, out

5. call

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 Wit and Humour

Now, frame sentences of your own using any five phrasal verbs.

III Read the following words from the poem.

walking, staggered, hopped

The given words denote the different ways of walking.
Arrange the words given in the box in increasing order of pace.

sprint, trot, jog

3. _______

run

2. _______

hop

1. _______

walk

stagger

Let us listen

I You will listen to a girl narrate a personal incident. As you listen, select
the picture related to the narration. (Transcript for the teacher on pg. 88)

2.

1. 3. 4.

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 Poorvi

II You will once again listen to the girl narrate a personal incident. As you
listen, arrange the events in order of occurrence.
1. Ate lunch 2. Took off shoes
3. Put shoes in the room 4. Laughed at the mistake
5. Placed the plate in the room 6. Prepared for the presentation
7. Put the plate in the kitchen

Let us speak

Read the joke given below.

A man is talking to God.

The man says, “God, how long is a million years?”
God replies, “For me, it’s about a minute.”
The man asks, “How much is a million rupees?”
God smiles and replies, “It’s less than a rupee for me.”
The man quickly requests, “God, may I have a rupee?”
God promptly says, “Wait a minute.”

Work in pairs and take turns to tell the joke.

Remember:
• Narrator’s voice – your own voice (speak in a matter-of-fact manner)
• Man’s voice – change to louder voice (speak with respect)
• God’s voice – deep voice (speak in a pleasant tone)

Now, work in pairs to create a joke and tell it in front of the class.

Let us write

I A limerick is a nonsensical and funny verse consisting of five lines.

Study the limerick given below and identify the rhyme scheme.

1. There was an Old Man with a beard,

Who said, “It is just as I feared!
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard!”
Edward Lear

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 Wit and Humour

Now, read another limerick

2. There were two friends in Bengaluru’s lanes,
One loved books, the other flew planes.
They’d laugh and they’d play,
In their own unique way,
Creating stories and flying in dreams’ trains.

Remember all limericks have the same rhyme scheme AABBA.

II Follow the structure given below and write a limerick on your own.

Line 1 : Introduction There was a child from _______

of a person or place

Lines 2–4: A silly story Who _________________________

______________________________
She/He ______________________

Line 5 : An unexpected ending ______________________________

Let us explore

I In ancient Indian literature and mythology, there are several humorous

or funny characters who play important roles in the stories. These
characters often represent wit, humour and mischief while conveying
deeper moral lessons. Here are a few well-known funny characters:

Tenali Rama Birbal Mullah Nasruddin

King Vikramaditya and Betal

Take any story to read and share it with your classmates and the teacher.

II We can identify the acts of the funny man with certain modern-
day activities that have playfulness, or unconventional behaviour.
For example:

Street Performers or Clowns: Like the funny man in the poem, modern-
day street performers or clowns often dress in unusual ways and do
unexpected acts to entertain people.

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 Poorvi

Performance Art or Abstract Theatre: The funny man’s actions, such

as singing a song and hopping on his head, resemble performance art
or abstract theatre, where artists break conventional rules to create
thought-provoking, often humorous experiences.
Children’s Entertainment and Comedy Shows: The funny man’s behaviour

is reflected in children’s shows to evoke laughter.

In these examples, the common theme is humour, imagination, and

defying logic or expectation, which is exactly what the funny man in the
poem represents.

III Sukumar Ray, an Indian poet and illustrator, wrote poems in a similar
style in his book Abol Tabol.

You may also share a similar poem from your native language with your
classmates and the teacher.

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 Wit and Humour

IV Read and enjoy the poem.

My Lost Pencil

Oh pencil, dear pencil, where have you gone?

I just had you here a minute at dawn!
You were sharp and perfect, ready to write,
Now you’re missing—gone from sight!

Did you roll off my desk? Did you fall to the floor?
Did someone swipe you for sure?
It’s always the same, I’ve lost fifty this year,
By the end of the month, they just disappear!

Next time, I’ll tie you with tape or a string,

Because losing my pencils is a real thing.

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Say the Right Thing

Let us do these activities before we read.

I Work in pairs and discuss.

vfrfFknsOkks HkOk
1. What does ‘Athithi Devo Bhava’ mean?
2. Why is it important to be polite to guests?

II Choose the statements that display polite behaviour when you have
guests at home.
1. Offer the guests a glass of water.
2. Enquire about the well-being of the guests.
3. Ask the guests when they would leave.
4. Comment critically about the habits of guests.
5. Accompany the guests to the door when they leave.

III Sometimes you find that a few friends in class are rude while disagreeing
with each other on certain issues. Work in groups. How would you deal
with such a situation? Share at least three ways in which you can do this.

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 Wit and Humour

Let us read

This is a humorous play in which a mother advises her

hilariously: in
daughter to say the right thing at the right time. However,
a very funny
when guests arrive, the daughter hilariously forgets her way
mother’s guidance.
blunders:
Read the play to find out how she commits blunders and careless
mistakes
embarrasses the guests as well as her mother.
embarrasses:
makes (the
Characters
guests)
Mary Shaw : a young girl uncomfortable

Mrs. Shaw : Mary’s mother

Mrs. Harding : the wife of Mr. Harding, a wealthy man
Mrs. Lee : Mr. Harding’s married sister

Scene I
Mrs. Shaw : The room looks cleaner now. Put that coat away in
your bedroom. This room isn’t the place for coats.

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Mrs. Harding and Mrs. Lee will soon be here, and

they don’t want to see that.
Mary : You’re always telling me to put things away.
Mrs. Shaw : Yes, I am. You leave your clothes all over the house.
Mary : I’m not a child!
Mrs. Shaw : No, you’re not. So please keep your clothes in your
own room.
Mary : Why are those two women coming here? Who’s Mrs.
Harding?
Mrs. Shaw : She’s the wife of a wealthy man, Mr. Harding. He
has just bought a big house in Lanfield. They lived in
London before. She’s coming to have a talk. I met her
in a shop and asked her to come.
Mary : Oh, I’ve seen her children. They often come along the
road. Who’s Mrs. Lee?
Mrs. Shaw : She’s Mr. Harding’s sister. She has been staying with
them for a while.
Mary : What are you going to talk about?
Mrs. Shaw : I don’t know. All kinds of things. One day you’ll have
to go to some of these houses yourself and talk to the
people there.
Mary : I can talk now. I’ve been able to talk for a long time.
Mrs. Shaw : Yes, that’s true. You always talk too much. But does
anyone want to hear the things that you say?
Mary : I can talk very well when I like. I’ll stay with you
today and talk to them when they come.
Mrs. Shaw : Oh, I don’t think so. You can go out for a walk. It will
be better if you do that.
Mary : Why?
Mrs. Shaw : If you stay with me, you may not say the right thing.
Mary : I know the right things to say: “Good afternoon”,
“How are you?” and things like that. Let me stay
today. I can do it very well. I’ll show you. Anyone
can talk.

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 Wit and Humour

Mrs. Shaw : You may stay if you like. But take

care. I want to know Mrs. Harding
well. I want her to ask me to go to
their house. There isn’t much to
do here in Lanfield, and I want to
know some more people. I want
some more friends here. So take
care when you say anything.
Mary : Tell me what to say.
Mrs. Shaw : I can’t tell you everything, but
you’ll always be right if you’re
kind to people. Say things that
will please them. Then they’ll like
you. Laugh a lot, and try to make
them laugh too. And if everyone stops talking, say
something to make them talk again. They don’t want
to sit here and look at the floor without speaking.
Think of something to say.
Mary : I can do that. There’s always something to say. Must I
do anything else?
Mrs. Shaw : When they are ready to leave, don’t jump out of your
chair and look gladly at the door. You must look sorry
when they want to leave.
Mary : What shall I do when they want to go?
Mrs. Shaw : Ask them to stay a little while longer. Just say, “Must
you go? Can’t you stay?” or something like that. You
like them and you want them to stay, and you must
let them understand that.
Mary : That’s not very hard, is it? I’ll remember that. “Must
you go? Can’t you stay? Must you go? Can’t you stay?”
Mrs. Shaw : That’s right. Now take your coat to your room
and change into a clean dress. You must look nice
when they come. And if everyone stops talking, say
something kind to make them talk again. And don’t
say anything that will make them angry.
Mary : I will remember. I’ve often done harder things than this.

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Let us discuss

I Complete the table given below based on Scene I of the play. An example
has been done for you. Share your answers with your classmates and the
teacher.

Speaker Words of the Speaker Reason

Mrs. Shaw The room looks cleaner To instruct Mary to keep

now. Put that coat away in the room tidy
your bedroom.

Mary You’re always telling me to

put things away.

I’m not a child!

Mrs. Shaw To highlight the

importance of being kind
as a way to ensure Mary
says the appropriate things
when guests arrive

II Do you think Mary will be able to follow her mother’s advice successfully
when Mrs. Harding and Mrs. Lee visit? Why or why not?

Scene II

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Mrs. Shaw : So you like Lanfield, Mrs. Harding! I’m very glad.
Mrs. Harding : Yes, we like it very much. It’s not the same as
London, but there are some very nice people
here, and we’ve found a good house. (No one says
anything more, and Mrs. Shaw looks at Mary.)
Mary : What beautiful children you have, Mrs. Harding!
I’ve often seen them walking along the road.
Mrs. Harding : Oh, I haven’t any children.
Mary : Oh, yes, you have! I’ve seen them: a little boy and
a little girl.
Mrs. Harding : (not very pleased) I have no children; believe me.
Mary : Oh!
Mrs. Shaw : (quietly) They must be someone else’s children.
Have you met Mr. Best? He’s a nice man. He lives
near you.
Mary : Oh, Mr. Best! He lives here and he works in
London. He goes all the way to London by train
every morning, and then he comes all the way
back by train every night. He lives in trains! (she
laughs) What kind of life is that? Why do people
do things like that? They do not know how to live.
And he reads two newspapers in the train every
day. He never reads a book. But he’s only a banker,
and bankers can’t think.
Mrs. Lee : My brother’s a banker. He goes to London by train
every morning and comes back every night. He
reads two newspapers in the train in the morning,
and another every night.
Mary : Oh, I’m sorry. I didn’t know.
Mrs. Shaw : Bankers always have to read a lot of newspapers.
Do you know Mrs. Best? She’s a nice woman. I like
her.
Mary : But have you seen her clothes? She goes out in a
blue dress with a red coat over it. (she laughs)

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Mrs. Harding : I have a blue dress, and I often put on my red coat
at the same time.
Mrs. Shaw : (quickly) I like blue dresses and red coats. (No one
says anything.)
Mary : I saw Mrs. Cotter this afternoon. I met her in the
street. No one sees her in the morning because she
always stays in bed then. And she’s always asking
the doctor to go to see her. I can’t understand
women who stay in bed in the morning. And why
must she always ask for the doctor? I’ve never
been to a doctor in my life.
Mrs. Harding : I stay in bed in the morning myself.
Mrs. Lee : I often go to the doctor.
Mary : Oh, I’m sorry. (No one speaks.)
Mrs. Shaw : Do you know Mrs. Grantley? She’s
one of my best friends.

Mary : But she’s so talkative!

Talkative women aren’t
very interesting, are they?
Mrs. Lee : My mother’s a very
talkative woman.
Mary : Oh, I’m sorry. I didn’t know.
(No one says anything.)
Mary : (looking out of the window):
Oh, there’s that dog again! It
always looks very dirty. I don’t
like dogs, do you? Who wants
a dog? That dog’s always near
our house. Why do people
keep dogs? Who wants a dog?
Why doesn’t its owner keep it
clean? Have you seen it?
Mrs. Harding : (looking out of
the window) Yes, I’ve seen it.
That’s Towzer. It’s our dog.

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 Wit and Humour

Mary : (with a red face) Oh, I didn’t know! (No one speaks.)
Mary : (still looking out of the window) There’s Mr.
Pomeroy on his horse. He’s always talking about
horses. He rides a horse every day, and practises
shooting. Why must he do that? What have they
done to Mr. Pomeroy? Why do some men like
horses more than they like people? It’s hard to
understand men.
Mrs. Lee : My brother practises shooting when he has the
time, and he rides his horse when he can. He sold
his house in London and bought a house here
because he wanted to ride and practise shooting.
Mrs. Harding : (looking at Mrs. Lee) It’s getting a little late. We
must go now, Mrs. Shaw. It has been very nice to
have a little talk. (She looks at Mary.)
Mrs. Lee : Very nice. (She looks at Mary.)
Mrs. Shaw : It was very good of you to come to see us. Please
stay a little longer.
Mary : (unable to say the right thing even now) Oh, must
you stay? Can’t you go?

G.C. Thornley
Let us discuss

I Rectify the false statements given below from Scene II of the play.
An example has been done for you. Share your answers with your
classmates and the teacher.
1. Mrs. Harding states that they do not like London as it is not the same
as Lanfield.
Rectification: Mrs. Harding states that they like Lanfield very much
even though it is not the same as London.
2. Mrs. Harding was pleased to know that Mary was familiar with her
children.
3. Mrs. Shaw shared that she liked Mrs. Best as she read a lot of
newspapers.
4. Mrs. Harding and Mrs. Shaw agree that wearing a blue dress with a
red coat is unfashionable.
5. Mary shares that she finds the dog outside the window cute.
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Let us think and reflect

I Read the extracts given below and answer the questions that follow.
1. Mary : What are you going to talk about?

Mrs. Shaw : I don’t know. All kinds of things. One day you’ll have to
go to some of these houses yourself and talk to the people
there.

Mary : I can talk now. I’ve been able to talk for a long time.

Mrs. Shaw : Yes, that’s true. You always talk too much. But does anyone
want to hear the things that you say?
Mary : I can talk very well when I like. I’ll stay with you today and
talk to them when they come.

Mrs. Shaw : Oh, I don’t think so. You can go out for a walk. It will be
better if you do that.

(i) What does Mrs. Shaw imply when she says, “One day you’ll have
to go to some of these houses yourself and talk to the people
there”?
A. She believes Mary should start learning about hosting
guests then.
B. She thinks Mary is ready to visit these houses independently.
C. She wants Mary to develop social skills for the future.
D. She hopes Mary will avoid these social interactions entirely.
(ii) Complete the following sentence with the correct option from
the brackets.
Mrs. Shaw and Mary are discussing how to _____________________.
(have a polite conversation/ get to know people better)

(iii) Why did Mary insist on staying with her mother when the guests
arrived?
(iv) Match the following character traits to the characters in the
extract:
A. eager B. inexperienced C. cautious

Mary Mrs. Shaw

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 Wit and Humour

2. Mary : I saw Mrs. Cotter this afternoon. I met her in the street.
No one sees her in the morning because she always
stays in bed then. And she’s always asking the doctor
to go to see her. I can’t understand women who stay in
bed in the morning. And why must she always ask for
the doctor? I’ve never been to a doctor in my life.
Mrs. Harding : I stay in bed in the morning myself.

(i) Complete the following sentence suitably.

Mary could spot Mrs. Cotter in the street because _________.
(ii) What does Mary’s comment about Mrs. Cotter staying in bed and
calling the doctor suggest about her understanding?
A. She is worried about why Mrs. Cotter stays in bed all morning.
B. She is unable to understand why people need medical help.
C. She thinks Mrs. Cotter is scared and lonely for staying in bed.
D. She believes Mrs. Cotter is right to rest and take care of herself.

(iii) How can we say that Mary enjoyed good health?

(iv) Identify whether the following statement is true or false.
Mary might have unintentionally offended Mrs. Harding.

II Answer the following questions.

1. What does Mary’s comment about Mr. Best’s routine and profession
reveal about her viewpoint on bankers and their way of life?
2. What can we infer about Mary’s understanding of polite conversation
based on her interactions with the guests?
3. What do you think the repeated stage direction ‘no one speaks’
indicates about the atmosphere in the room when Mary speaks?
4. How does Mary’s attitude towards the guests change throughout
the play?
5. What do Mrs. Harding’s and Mrs. Lee’s responses to Mary’s blunders
during their visit reveal about their characters?
6. In what way does the play show the importance of knowing how to
engage in polite conversation?

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Let us learn

I Study the following words taken from the text.

humorous, hilariously, coming, beautiful

The given words are made by adding word endings like -ous, -ly, -ing,
and -ful to the root words humour, hilarious, come, and beauty. Such
word endings are called suffixes.
• humour + -ous
Note
• hilarious + -ly the spelling variant when the
• come + -ing word ends in ‘e’ as in ‘come’
and ‘y’ as in ‘beauty’.
• beauty + -ful

Now, divide the following words from the text as root words and suffixes.
Check your answer with the teacher.

gladly banker guidance quietly walking

1. Study the words in Column 1. Match the suffixes in Column 2 with

their meanings or purpose in Column 3. Write a few examples for
each in Column 4. Share your answers with the teacher.

Column 1 Column 2 Column 3 Column 4

Biology (i) -logy A. change to adverb Sociology

tolerance (ii) -ance B. change to plural

stopped (iii) -ed C. a study of

backward (iv) -ward D. change to

superlative
courageous (v) -ous E. change to past tense

quietly (vi) -ly F. change to a noun

toughest (vii) -est G. in a certain direction

tomatoes (viii) -es H. change to adjective

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 Wit and Humour

2. Fill in the blanks using words given in the brackets by adding suitable
suffixes.

To communicate (i) ___________ (effective), choose your words and

topics (ii) ___________ (wise). Avoid (iii) ___________ (discuss) things
you don’t know much about or that could upset someone. Remember
to be (iv) ___________ (respect) towards others, including yourself,
and express your (v) ___________ (appreciate). Finally, always be
(vi) ___________ (response) by replying promptly to communicate.

II Read the highlighted words in the following sentences from the text.
• But does anyone want to hear the things that you say?
• I can’t tell you everything.

Select the correct answer.

Is there a difference in the meanings of ‘say’ and ‘tell’? (Yes/ No)
• ‘Say’ focuses on the message and does not always require a listener.
• ‘Tell’ focuses on who receives the message and always needs a
listener.
1. Fill in the blanks with suitable words from the sets of words given in
the box below. Make changes in the verb forms (tense), if necessary.

• fetch : go somewhere to get something and bring it back

bring : take something with you to the place you are going
• see : something that we view, whether or not we pay
attention
look : focus your eyes in a certain direction by paying attention
• live : permanent place of residence
stay : temporary presence in a location as a guest or visitor
• study : spend time learning something as part of formal
education
learn : gain knowledge or skill through study or experience
• speak : express thoughts or ideas aloud, often in formal
situations
talk : engage in informal conversation with someone
• hear : perceive sounds unintentionally through the ears
listen : pay attention to sounds or speech intentionally

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(i) I _________ at the photo, but I didn’t _________ anyone familiar.

(ii) I’d better go and _________ my mother from the station, and then
_________ her home.
(iii) I need to _________ for my mathematics exam this weekend, so I
hope to _________ new concepts along the way.
(iv) I can _________ the music from my neighbour’s house, but I need
to _________ to it carefully to understand the lyrics.
(v) “Could I _________ to Mrs. Kalpana, who is going to _________ to us
about gardening,” said Ritu.
(vi) I _________ in a small town, but I often _________ with my relatives
in the city.

III Read the following sentences from the text and underline the verbs.
• They lived in London before.
• I met her in a shop and asked her to come.

As you know, the verbs you have underlined are in simple past tense.
(actions that happened in the past or distant past)

Read the following sentence from the text and underline the verb.

She has been staying with them for a while.
The verb you have underlined is in present perfect continuous tense.

We use present perfect continuous (has/have + been + verb + -ing)

to indicate:
The duration of an action that started in the past and continues up
to the present moment.
• Mrs. Shaw has been preparing the room since the morning for
Mrs. Harding and Mrs. Lee’s visit.
An action that was ongoing in the recent past, with its results
evident now. The focus is on the ongoing activity rather than its
completion.
• Mrs. Shaw has been cleaning the room since the morning.
(The room looks spotless now.)
• The students have been practising a play about the story.
(They are rehearsed and ready.)

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1. Fill in the blanks using the verbs given in brackets in present

continuous or present perfect continuous tense.
The students (i) ______________ (organise) a play and setting up the
stage. They (ii) ______________ (prepare) for weeks to make everything
perfect. The performers (iii) ______________ (rehearse) every day, and
their excitement (iv) ______________ (grow). The sound in-charge (v)
______________ (test) the microphones to check the sound quality.
Everyone (vi) ______________ (work) hard, and now the place (vii)
______________ (buzz) with energy and excitement.

IV Read the explanation about the kinds of sentences given in the table
below.

Kinds of Function Punctuation Examples from

Sentences the text
Declarative to state end with a full There’s always
sentences or convey stop (.) something to say.
information

Interrogative to ask end with a What shall I do

sentences questions question mark when they want to
(?) go?

Exclamatory to express end with an What beautiful

sentences strong feelings exclamatory children you have,
or emotions mark (!) Mrs. Harding!

Imperative to give order, end with a full Put that coat away
sentences command or stop (.) in your bedroom.
request

1. Identify the kinds of sentences and punctuate them appropriately.

(i) the meeting starts at 10.00 a.m. in the conference room
(ii) what an exciting adventure it was
(iii) how did you solve the problem so quickly
(iv) what is the weather forecast today
(v) how beautiful is the rainbow
(vi) clean up your room before dinner
(vii) the children are planning a surprise party for their mom
(viii) turn off the music

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Let us listen

I Mrs. Shaw wanted Mary to learn to say the right thing. You will listen to
a conversation between a mother and her son about basic manners. As
you listen, fill in the blanks given below by selecting the correct option.
(Transcript for the teacher on pg. 89 )
1. How did the son behave in the grocery queue?
(i) strangely (ii) impatiently (iii) politely

2. The mother finally refers to her son as a __________________.

(i) polite young man (ii) responsible son (iii) grateful person

II You will once again listen to the conversation. As you listen, select four
true statements from 1– 7 given below.
1. The mother uses the grocery store incident as an opportunity to teach
her son about patience and fairness.
2. The son recognises the value of apologising and understands that
it shows he notices others.
3. The son is gradually learning the importance of polite words and
actions from his mother’s guidance.
4. The mother discourages her son from speaking softly in public,
suggesting that people should adjust to his voice level.
5. The son feels that covering his mouth when coughing is only
important when he’s at home.
6. The son receives all advice readily while understanding its
importance.
7. The mother uses praise to support the polite behaviours she wants
her son to continue practising.

Let us speak

As you know
• Intonation is the rise and fall of the pitch of tone while speaking.

Let us learn about sentence stress.

• Sentence stress is laying emphasis on certain word(s) in a sentence.
→ The emphasis on particular words helps to convey the meaning
and importance of the sentence.

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 Wit and Humour

→ Content words like book, run, beautiful, quickly, etc., are mostly
stressed instead of function words like she, in, is, etc., in a sentence.

I Speak the given declarative sentence aloud.

I saw Mrs. Cotter this afternoon.

• Use falling intonation towards end of the sentence as declarative
sentences usually have falling intonation.
• Stress the words ‘Mrs. Cotter’.

Remember, stress does not mean to say the word louder than others. It
means to say a word with more emphasis than others.

II Speak the following declarative sentences with falling intonation and

stress the highlighted words.
1. The room looks cleaner now. 2. You always talk too much.
3. You leave your clothes all over the house.

III Work in pairs and speak the following sentences 1–5 aloud, as Mary.
Apply stress and falling intonation. Match each of the sentences to the
meaning they convey in (i)–(v).

Sentences
1. I didn’t hurt anyone today. 2. I didn’t hurt anyone today.
3. I didn’t hurt anyone today. 4. I didn’t hurt anyone today.
5. I didn’t hurt anyone today.

Meaning conveyed

(i) I might have done other things but did not hurt anyone.
(ii) I might cause hurt usually, but not anyone on this day.
(iii) The action of hurting anyone did not occur.
(iv) I, specifically, did not hurt anyone, possibly implying someone
else might have.
(v) I may have spoken a lot many things but not a single person
was hurt.

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 Poorvi

IV Now, speak the given declarative sentence with rising intonation towards
the end of sentence and stress the highlighted words.

I saw Mrs. Cotter this afternoon.

The rising intonation makes it sound like a question. It asks whether I

was the person who actually saw Mrs. Cotter: Did I see Mrs. Cotter this
afternoon?

Remember
The way we use stress and intonation in a sentence can change the
meaning of what we wish to say if we are not careful.

Let us write

Rewrite the play ‘Say the Right Thing’ as a short story, focusing on Mary’s
interactions with her mother and the guests.
• Ensure the story captures the main events, character emotions, and
humorous moments effectively.
• Use paragraphs to organise your story and include descriptive language
to bring the characters and events to life.

You may refer to the following hints:

• Begin with an introduction: describe Mary and Mrs. Shaw, their
relationship and the setting of the story.
• Explain Mrs. Shaw’s instructions to Mary before the guests arrive and
Mary’s confidence in handling the situation.
• Narrate the events when Mrs. Harding and Mrs. Lee visit, highlighting
Mary’s remarks and the guests’ reactions.
• Include key moments of humour and awkwardness to maintain the tone
of the play.
• Conclude by commenting on how the visit ended and Mary’s impact on
the situation.

Let us explore

I Work in groups. Enact your favourite part of the play.

Points to remember:
• Allot a specific role to each member in the group.
For example: director, narrator, and characters
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 Wit and Humour

• Include the actions and expressions as indicated

in brackets in the play.

II Find out how people greet guests who visit their

homes in different languages. Share it with your
classmates and the teacher.

III ‘Vasudhaiva Kuṭumbakaṁ’ (olq/So dq VqEcde) is a

Sanskrit phrase which means the world is one family. Vasudha (olq/k)
means Earth; eva (,o) translates to ‘is thus’ and Kuṭumbakaṁ (dq VqEcde)
means ‘family’. The phrase originates from ancient Indian texts like
the Maha Upanishad and the Hitopadesha.
This saying highlights the interconnectedness of all people,
suggesting that humanity is part of a single global family. It
encourages unity, cooperation, and treating others with kindness
and empathy, regardless of differences in nationality, race, or
religion. The message is often used to promote global peace and
mutual understanding among diverse cultures and nations.
‘Vasudhaiva Kutumbakam’ was chosen as the theme for the G20
Summit which captured the essence of global unity, common bonds,
and shared aspirations for a better future.

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TRANSCRIPTS

Animals, Birds, and Dr. Dolittle

Let us listen (refer to page 55)

I You will listen to an announcement. As you listen, state whether the

following statement is true or false.

Greetings and attention everyone!

We are excited to announce the opening of Dr. John Dolittle’s
new clinic in the town of Woodstock. The clinic is located at
12, Rose Lane. It will be open Monday to Friday from 9 a.m. to
5 p.m. Special timings for birds are on Saturdays from 11 a.m. to
2 p.m. Dr. Dolittle is renowned for his ability to communicate
with animals and shall ensure that they receive the best care
possible. All animals are welcome, from horses and cows to pets
and wild animals. For the best veterinary care, visit Dr. John
Dolittle’s new clinic in Woodstock.
Thank you.

II You will listen to the announcement again. As you listen, complete the
details given below with one or two exact words you hear.

A Funny Man

Let us listen (refer to page 65)

I You will listen to a girl narrate a personal incident. As you listen, select
the picture related to the narration.

Hello. This is quite a funny incident. One day, I was so preoccupied

with preparing for my presentation. After a long day of studying
at a friend’s place, I finally came home. Exhausted, I removed
my shoes at the door and headed straight to the kitchen for some

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lunch. I served myself dal-chawal and ate it, still thinking about
all the topics I needed to cover.
Once I finished my lunch, I got up to put my shoes away in my
room and placed my plate in the kitchen. However, being so
preoccupied, I ended up doing the opposite! I walked to my room
with my plate in hand and left it on my desk. Then, I took my
shoes and placed them in the kitchen!
As I stood there, confused, I realised what I had done. I couldn’t
help but laugh at myself. I shook my head, recovered my shoes
from the kitchen and kept the plate in the kitchen.

II You will once again listen to the girl narrate a personal incident. As you
listen, arrange the events in order of occurrence.

Say the Right Thing

Let us listen (refer to page 84)

I Mrs. Shaw wanted Mary to learn to say the right thing. You will listen to
a conversation between a mother and a son about basic manners. As you
listen, fill in the blanks given below by selecting the correct option.

Mother : Why were you getting impatient in the grocery store?

Son : Was I really? I just didn’t like waiting so long.
Mother : I know waiting can be boring, but remember, we
always stand in queues and wait for our turn. It’s fair
for everyone, right?
Son : Hmm, I guess. Even if it takes a lot of time?
Mother : Well, that’s when we practise patience. And when it’s
our turn, what do we say to the shopkeeper?
Son : We say, ‘Thank you’. And ‘Please’ if we ask for something,
right?
Mother : Yes! Those are polite words. Why do you think they’re
important?

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Son : Maybe because they make people feel respected?

Mother : Exactly! It shows gratitude and kindness. And what
about yesterday when you bumped into that lady with
the blue sari?
Son : Oh, I said sorry right away. You always tell me it’s
important to apologise.
Mother : That’s true. Why do you think it’s important to
apologise?
Son : Um… so people know I didn’t mean to do it and that I
care?
Mother : Yes, it shows you’re responsible. And how about when
we’re in places like the library? What kind of voice
should we use?
Son : Oh, I know this! We speak softly so we don’t bother
others.
Mother : Right again! It’s called using an ‘inside voice’.
Son : I know. I also know that we should cover our mouth
when we yawn, sneeze or cough in a gathering or a
public place.
Mother : Absolutely! You’re getting really good at remembering
these things. And when we talk at home or school, what
should we do when someone else is speaking?
Son : We wait for our turn. It’s not well-mannered to
interrupt.
Mother : You’ve got it, Rohan. You’re becoming a really polite
young man.
Son : Thanks, Ma. So, do you think I’ll be ready to handle the
grocery queue next time?
Mother : Certainly! And maybe we can get some ice cream as a
reward if you do it well.
Son : Deal! And… thank you!

II You will once again listen to the conversation. As you listen, select four
true statements from 1–7 given below.

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 Dreams and Discoveries

Unit 3
DREAMS AND DISCOVERIES

My Brother’s Great Invention

Let us do these activities before we read.

I Work in pairs and guess the invention.

1. I am a concept invented by ancient Indian mathematicians. I add
value to numbers. Without me, calculations in the modern digital
world would be impossible. Who am I?
2. I am an ancient Indian practice, now popular globally. I focus on
physical and mental well-being. What am I?

II Discuss in groups of four what you think the world today would have
been like without inventions and discoveries.

III Fill the grid given below with missing letters to complete the words.
These words display qualities of an inventor.

C R A T V T

C U I T Y

R I - T K N G

D E T E I N A T I

I G I A I O N

Unit 3.indd 91 06-Mar-25 2:48:47 PM

 Poorvi

Let us read

I
racket: a loud
“Who put that water bag here?” roared my father from the
and disturbing
noise
front doorstep. “Your burglar alarm,” I hissed to my brother
Anand, who was getting ready to disappear from the house.
sopping: soaking
Ma rushed in to see what the racket was all about and found
scowling: having
Papa standing there, sopping wet and scowling.
an angry or
frowning “I want to know who is behind this nonsense,” Papa said
expression grimly.
rigged up:
“I think it’s supposed to be a burglar alarm,” Ma said, in a
assembled
something
soothing voice.
temporarily “I don’t care what it’s supposed to be,” Papa said.
tinkering:
“Where’s that boy? I’m sure he rigged this up.”
experimenting
or fiddling Anand had vanished by this time and reappeared only after
dynamos: dinner when Papa had cooled down.
electric
Before this story, let me put you in the picture. I am Anita,
generator
fourteen years old. My brother Anand, one year younger
than me, caused all that hoo-ha with his burglar alarm.
And this is not the first time he’s got on Papa’s
nerves or frightened someone half to death in
the house. The trouble with him is that he
thinks he is a scientist. He loves tinkering with
all sorts of electrical gadgets, tools, dynamos,
planks of wood, and things like that. And he
keeps creating ‘inventions’ that never work
out as they are supposed to.
Recently there had been a rush of thefts in
the colony and Anand had got it into his
head that what was needed was a burglar
alarm. So, the minute Papa left for the
office and Ma for the market, he started
on his latest scheme. As usual I had to
be involved, though I’d have preferred
to finish my novel. “If you get a shelling,
don’t bring me in,” I warned Anand.
“Nothing will go wrong this time. I’ve
planned it out carefully. See the blueprint.”

Unit 3.indd 92 06-Mar-25 2:48:48 PM

 Dreams and Discoveries

Anand loves words like blueprint—it makes

him feel professional! Anyway, I looked at the
elaborate drawing of doors, wires, and bells
and asked, “How does this thing work?”
“It’s quite simple. The moment the door opens,
this alarm is tripped off and makes a clanging
sound. Then this water bag here is loosened
and falls on the thief’s head. By then we call
the police—simple!”
“But how does the alarm know that a burglar is
opening the door?”
“I’ve taken care of that,” Anand said loftily. I had
my own doubts about the alarm’s guessing powers, but kept elaborate:
them to myself because when Anand is in one of his inventive detailed
moods, nothing stops him. clanging: a loud
“You see,” Anand explained smugly, “A thief tries to open the ringing sound
like that of a
door stealthily. I’ve rigged it up so that the alarm works only
metal being hit
when the door is opened gently.”
smugly: proudly
I was sceptical. “Remember, if Papa asks, I’m not involved,” I
stealthily:
warned. “Now clean up this mess before anyone gets home.”
quietly or
As you already know, my doubts about the alarm were carefully so that
quite justified. Papa, who always opens the door softly, was one is not seen
thoroughly soaked and angry as angry could be. Anyway, for or heard
a week after this, Anand did not dare try out anything new. sceptical:
Then we saw this film ‘Back to the Future’. I don’t know if you doubtful
have seen it, but it’s all about a time machine. Well, that was
the end of peace and quiet in
the house.
My brother decided that he
had to make a time machine
too. Papa locked up his tool
box and hid the key while Ma
kept a wary eye on her oven
and mixer. Because, as I told
you, when Anand is on one
of his inventing binges, he
takes apart all the gadgets in
the house to collect parts. You
can’t imagine the noise that
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was going on—hammering and sawing and clattering. Anand’s

room, next to our room, was transformed into a network of
wires, springs, levers, and bulbs. There was an enormous
panel which was to be control switchboard. As for Anand, he
went around looking like a savage. When Ma didn’t notice, the
fellow didn’t even comb his hair.
Anand just wouldn’t let anyone into his room. Finally, after a
frantic: fortnight of frantic activity, the time machine was ready. “We
hurried and can try it out tonight,” Anand announced to everyone at home
disorganised
at lunch time.
“I don’t know what you’ve been up to in that room, but you’re
not trying out anything new,” Papa said firmly.
“But it’s a time machine! I’ve invented it,” Anand protested.
“When I say NO, I mean NO,” Papa said, glaring.
crestfallen “Poor boy,” Ma said noticing Anand’s crestfallen look.
look: sad and
disappointed “At least let’s take a look at it.”
appearance
Papa sighed. “All right, but if the house falls, it’s your fault.”
As it turned out, we could not try out the time machine that
day at all. The next day, Papa and Ma were going to Kharagpur,
a few hours away from Calcutta (now Kolkata), for a wedding.
Ma was worried about leaving us alone, but we reassured her.
“We’re old enough to look after ourselves, Ma,” I said. “And we
can go next door to Sharma Aunty if we need anything.”
“And it’s only one night,” Anand added.
“All right. But promise me you won’t do anything with that
time machine till we come back,” Ma said sternly, looking at
offended: felt Anand. He promised half-heartedly, offended at this lack of
upset or hurt respect for his creation. I breathed a sigh of relief.

Let us discuss

I Complete the cause-and-effect table given below.

Causes Effects
1. Anand set up his burglar alarm
and rigged it to work when the
door was opened softly.

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 Dreams and Discoveries

2. Anita was able to avoid any

responsibility as Anand faced
the consequences alone.
3. We watched the movie ‘Back to Anand:
the Future’.
4. Papa firmly said ‘NO’ to trying
out the time machine.

II Do you think Anand was able to keep his promise regarding the time
machine? If yes, why? If no, why not?

II
They left by the afternoon train and were coming back the
following evening. Anand fell asleep immediately, but I stayed
up to finish a novel. At about eleven thirty I thought I heard
a scratching at the front door. Telling myself it was only my
imagination, I went back to the book. A little later there was
a rattle and a click. I was really scared, I can tell you, what
with a murder story before me and then strange noises in the
middle of the night! I shook Anand and whispered, “Listen,
there’s someone at the door.”
“Go and open it then,” he muttered groggily. groggily:
sleepily
“You silly! Someone’s trying to get in,” I said.
Anand sat up. “Who? What?”
“I don’t know,” I said. “What shall we do?”
“Let’s holler for help,” he said. Before we could do anything, ruffianly:
rough or violent
the door swung open and we found ourselves looking
looking
at a ruffianly fellow with a green scarf around his neck.
gasped: took
Anand gasped.
a short, deep
“Hey, it’s Boppa!” I whispered. It was indeed the fellow who breath in
had recently begun sweeping out the compounds in our row of surprise
houses. So, he was the thief, and no wonder. He knew exactly
when the occupants were out, leaving the coast clear.
brandishing:
The fellow gave an evil grin. “One squeak out of you and see waving
what happens,” he said, brandishing his cudgel and backing cudgel: a short,
out of the room. We heard him slide the latch in. thick stick used
as a weapon
“What do we do now?” I asked in a low voice.

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“Let’s shout anyway,” Anand suggested.

The door opened suddenly again in the middle of our
discussion.
“No noise from you! Now, where is your father’s room?”
I was about to direct him upstairs when Anand said quickly,
“The one next to this one.”
“You silly goose!” I said angrily as soon as the man had gone.
“That’s your room. He’ll come back as mad as mad can be.”
“At least it will give us some time to think of something,” Anand
said. “He’ll take a while to locate the light switch. Let’s shout.”
All of a sudden there was a crash followed by a loud scream.
More strange noises emerged from the next room—a few
muffled: not a muffled thumps, an eerie whine, and a low, humming sound.
very clear and
loud sound
“My time machine, he’s started it!” Anand gasped. “I wish we
could get out of this room and see what is happening out there.”
eerie: strange
There was another howl, much fainter this time, and a great
clattering: deal of clattering. We shouted for all we were worth. In a few
continuous loud minutes, we heard footsteps running up our drive. Thankfully
noises we recognised Mrs. Sharma’s voice, along with her husband
and Dr. Mohan—also a neighbour.
“Anand! Anita! Children, what’s the matter? Where are you?”

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“Here!” we shouted in unison. In a minute the door was unison:

unlocked. together

“What on earth has been happening here, children?” Sharma

Uncle asked. Both Anand and I fell over ourselves trying to
explain. “Where is the fellow now?”
“The last we heard, he was in the time machine,” I explained
hastily: quickly
hastily, seeing everyone looking rather puzzled.

We entered the room cautiously and turned on the lights. The

time machine was still humming softly but otherwise there
was no other sound from the room.
“Well, where is he?” Dr. Mohan asked, peering behind the peering: looking
door. “Did you imagine this?” carefully

“Oh no,” I protested. “How could both of us have imagined the

same thing?”
“Maybe he ran out,” Anand suggested.
“I’m sure we’d have seen him. There’s only one way out of this
house and we came the same way as soon as we heard you,”
Sharma Uncle sounded very sure.
“Look!” Anand said, pointing to the floor. “He was wearing
that.” Near the panel of switches was the green scarf.

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indulgently: “Let’s search the house—perhaps he’s still around,” Dr. Mohan
fondly said, going upstairs.
intruders: Boppa was nowhere to be seen. “Well maybe he did run out
people who and we missed him,” Mrs. Sharma said at last, “I can’t imagine
enter a place
what else could have happened.”
without
permission “My time machine! He’s gone through that!” Anand burst out,
dismantled: his eyes shining.
taken apart
“What an imagination this boy has!” Mr. Sharma said, smiling
niggling: slight indulgently. “Now off to bed, both of you. I’ll spend the night
feeling (of) here so you needn’t worry about any more intruders now.”
Needless to say, Boppa was never
seen again. Anand insists that his time
machine worked and he disappeared
into the past. The machine itself was
dismantled because Papa thought it
wasn’t safe (maybe he also had a niggling
suspicion that it worked), so we couldn’t
try it out.
As for Anand, he is convinced that he
is a genius and has launched a new
project—something about a telephone
to contact creatures in outer space. Tell
you all about it next time.

Anita Rau Badami

Let us discuss

Arrange the following events in the correct order of occurrence.

1. The door swings open, and they see Boppa, standing there with an
evil grin.
2. Boppa is nowhere to be found, but his green scarf is lying near the
time machine.
3. Mrs. Sharma, her husband, and Dr. Mohan unlock the door and enter
the house to help the children.
4. Anita wakes Anand up, informing him that someone is trying to get
into the house.
5. Anand misleads Boppa into entering his room instead of his
father’s room.

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Let us think and reflect

I Read the extracts given below and answer the questions that follow.
1. Before beginning this story, let me put you in the picture. I am
Anita, fourteen years old. My brother Anand, one year younger
than me, caused all that hoo-ha with his burglar alarm. The
trouble with him is that he thinks he is a scientist. He loves
tinkering with all sorts of electrical gadgets, tools, dynamos,
planks of wood, and things like that. And he keeps creating
‘inventions’ that never work out as they are supposed to.
(i) Complete the following sentence suitably by choosing the
correct option from those given in the brackets.
When Anita says, “…let me put you in the picture”, she
wants to _________ (introduce/summarise) the situation for
the benefit of the readers.
(ii) Anand loves ‘tinkering’ with all sorts of electrical gadgets. This
means that he enjoys _________ gadgets.
A. dismantling and creating B. labelling or naming
C. repairing or improving D. collecting and displaying
(iii) Which of the following options most suitably describes Anand’s
personality?
A. methodical and cautious B. creative and experimental
C. energetic and hasty D. shy and reserved
(iv) Based on the extract, compare what Anita thinks of her brother
Anand with what he thinks of himself.
2. I was about to direct him upstairs, when Anand said quickly,
“The one next to this one.”
“You silly goose!” I said angrily as soon as the man had gone.
“That’s your room. He’ll come back as mad as mad can be.”
“At least it will give us some time to think of something,” Anand
said. “He’ll take a while to locate the light switch. Let’s shout.”
All of a sudden there was a crash followed by a loud scream.
More strange noises emerged from the next room—a few
muffled thumps, an eerie whine, and a low, humming sound.
(i) Complete the sentence given below with a suitable reason.
Anita was angry with Anand because ____________.
(ii) Which action of Anand shows his presence of mind?

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(iii) What might be the cause of the strange noises emerging from
the next room?
A. The intruder moving furniture around
B. Anand’s time machine getting activated
C. The intruder locating the light switch
D. Anand’s invention malfunctioning
(iv) Which of the following best describes the atmosphere in this
extract?
A. relaxing B. peaceful C. tense D. sad
E. suspenseful F. joyful
(a) A, D and E (b) B and F (c) C and E (d) Only D

II Complete the table with the suitable traits of the characters based
on evidence from the text. Choose the traits given in the box below.
An example has been done for you.

creative curious careful responsible bothersome confident

Character Traits Evidence from the Text

1. bothersome And this is not the first time he’s got on

Papa’s nerves or frightened someone half
to death in the house.

2. ____________ He loves tinkering with all sorts of

electrical gadgets, tools, dynamos, planks
Anand of wood, and things like that. And he keeps
creating ‘inventions’ that never work out
as they are supposed to.

3. ____________ “Nothing will go wrong this time. I’ve

planned it out carefully. See the blueprint.”

1. ___________ “We’re old enough to look after ourselves,

Ma…”

2. ___________ “But how does the alarm know that a

Anita burglar is opening the door?”

3. ___________ “Now clean up this mess before anyone

gets home.”

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 Dreams and Discoveries

III Answer the following questions.

1. What prompted Anand to create the burglar alarm?
2. How did Anand’s father become the target of the burglar alarm?
3. How did Anand’s parents and sister react to his ideas?
4. How did Anand behave when he was on his ‘inventing binges’?
5. Why did Mr. Sharma not believe Anand when he spoke about his
time machine?
6. Give an ending to this story, explaining what might have happened to
Boppa.

Let us learn Onomatopoeia is the use

I Read the highlighted word in the of words that imitate actual
sounds of the thing they
following sentence.
describe. The ‘boom’ of a
It’s quite simple. The moment the door firework exploding, the
opens, this alarm is tripped off and makes ‘ding-dong’ of a bell, the
a clanging sound. ‘pitter-patter’ of rain drops,

Such sound words are called the ‘tick-tock’ of a clock are all
onomatopoeic words. examples of onomatopoeia.

1. Read the sound words used in the story in Column 1. Complete

Column 2 by matching expressions from the box given below. An
example has been done for you.

whispered angrily
constant and loud construction noises
sudden loud sound of breaking
a continuous low and soothing sound

Column 1 Column 2

(i) Crash sudden loud sound of breaking

(ii) Humming

(iii) Hissed

(iv) Hammering, sawing,

clattering

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II Read the highlighted phrase in the following sentence from the text.

Well, that was the end of peace and quiet in the house.

The highlighted phrase displays a combination of two words generally

used together in a fixed order. Such phrases are called binomials.

Binomials are expressions consisting of two words, usually linked

by a conjunction such as ‘and’ or ‘or’ that are commonly used
together in a fixed order. The two words convey a single meaning or
an opposite.

1. Match the words in Column 1 with the correct pairs in Column 2 to

make binomials.

Column 1 Conjunction Column 2

(i) safe A. break

(ii) odds B. cons

and
(iii) make C. never

(iv) pros D. take

or
(v) now E. sound

(vi) give F. ends

2. Complete the following sentences with suitable binomials from 1.

(i) This project will be a ______________ moment for our team’s
success.
(ii) After a long journey, we were relieved to arrive home
______________.
(iii) Every friendship works well when there is a balance of
______________.
(iv) She organised all the ______________ in the cupboard, to make
space for new clothes.
(v) Before making a decision, it is important to weigh the
______________ carefully.
(vi) This is our final chance to perform on stage, it is ______________.
3. Complete the paragraph by using the phrasal verbs given in the
box below.

tripped off let up turned out ran out of rigged up

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 Dreams and Discoveries

It had been raining and we (i) ___________ time to set up for the
function, so we quickly (ii) ___________ some decorations using
whatever materials we had. We accidentally (iii) ___________ the fire
alarm because of the smoke from the bonfire. Thankfully, the rain
(iv) ___________ just as the guests were arriving, and despite all the
chaos, the function (v) ___________ to be a huge success.

III Read the highlighted expressions in the following sentence from the text.

And this is not the first time he’s got on Papa’s nerves or frightened
someone half to death in the house.
The highlighted expressions are called idioms.

An idiom is a phrase or expression that has a meaning different from

the literal meaning of the individual words. It is like a special saying
that people understand in a specific way. For example, ‘It is raining
cats and dogs’ means it’s raining very heavily.

Complete the following sentences by filling in the blanks with suitable

idioms from the text given in the box below.

leaving the coast clear get on our nerves fell over ourselves
frighten me half to death get a shelling

1. Shekhar knew he would _______________________ for breaking his

mother’s favourite flower vase.
2. We _______________________ trying to help the injured dog and get it to
the vet as quickly as possible.
3. Faizy distracted Kanchan, _______________________ for us to get inside
the room to prepare the birthday surprise.
4. The constant power fluctuations during meetings can
_______________________.
5. When I am alone at home, any unexpected loud noise in the night
can _______________________.

IV Read the highlighted words in the given sentence.

It was indeed the fellow who had recently begun sweeping out the

compounds in our row of houses.
Here we refer to two completed actions─the recent past (new action)
and the later past (old action).

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 Poorvi

1. Underline the verbs in simple past and past perfect tense for the
following sentences from the text.
(i) Ma had rushed in to see what the racket was all about and found
Papa standing there, sopping wet and scowling.
(ii) Anand had vanished by this time and reappeared only after
dinner when Papa had cooled down.
2. Fill in the blanks with the simple past or past perfect form of the
verbs given in brackets.
(i) After Rohan A. __________ (finish) his homework, he B. __________
(decide) to go for a walk. He C. __________ (leave) the house and
D. __________ (realise) he E. __________ (forget) his keys inside.
(ii) By the time we A. __________ (reach) the station, the train
B. __________ (already/leave). We C. __________ (wait) for the next
one to arrive.
3. Combine the pairs of sentences using the time expressions in the
boxes given below and rewrite them using the past perfect tenses.
An example has been done for you.
Example: Rohan had packed his suitcase before he left for the airport.

Old Actions Time Expressions New Actions

(i) Rohan packed his

He left for the airport.
suitcase.

He arrived in the
(ii) We started work.
morning.
before, after, by the
time, when
(iii) They set up the The others brought
tents. food and medicine.

(iv) The students They heard the

became quiet. teacher coming.

(v) The villagers left The flood submerged

the village. the entire area.

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 Dreams and Discoveries

Let us listen

I You will listen to a conversation between Anita and Toby. Toby is a

Martian and is stranded on Earth. He has become Anita’s friend. As you
listen, choose the true statements from 1–5 given below. (Transcript for
the teacher on pg. 136)
1. Toby misses his school.
2. Anita accepts Toby as her friend.
3. Anita asks Toby about one of his facial features.
4. Toby tells Anita that she had a banana for breakfast.
5. Toby shares that he can see much clearer with a closed eye.

II Listen to the conversation again and fill in the blanks with the exact
words you hear.
1. Toby: I miss my _________________ and home.
2. Toby: Well, we _________________ don’t need to eat anything. We get
our _________________ from the Sun.
3. Anita: Oh! Don’t you ever feel like having ice creams and
_________________?
4. Anita: Okay, tell me one thing. How are you able to see with
only_________________ eye?
5. Toby: I can see beyond mountains and _________________, woods and
even _________________.

Let us speak

I Read the following sentences from the text.

As usual, I had to be involved, though I’d have preferred to finish my novel.
“We’re old enough to look after ourselves, Ma,” I said.

The word ‘though’ is pronounced to rhyme with the word ‘low’.

The word ‘enough’ is pronounced to rhyme with the word ‘puff’.

In English there are many words

bough dough
ending with –ough, which are
pronounced very differently. through cough
Listen to the teacher say these thought plough
words aloud and notice how they
are pronounced.

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Now, work in pairs. Pronounce these words out loud and put them in the
correct boxes given below.

Sounds like Sounds like Sounds like Sounds like Sounds like
‘oo’ ‘off’ ‘o’ ‘ow’ ‘aw’

Share more words that sound similar to the words in the table.

II Read the story given below aloud. Check the correct pronunciation with
the teacher.

In spite of a nagging cough, the woman continued working in her farm,

right through the rough weather. She filled up the trough with water
for her cows and ploughed the fields to plant the seeds. She then plucked
some raw mangoes from a low bough of a mango tree to make a spicy
chutney. Though the day had been tough, she smiled peacefully as she
had already prepared dough to make enough rotis for dinner.

III Now try saying this tongue twister fast as many times as you can clearly.

The boy with the tough dough on the rose bough fell in the trough and
caught a cough.

Let us write

Think about different vocations that you see around or you are currently
studying.
For example: electrician, mechanic, chef, nurse, graphic designer. You may
add more vocations to the list given here.

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Now, choose a vocation and write a paragraph. You may use the hints given
below.
• why you like this vocation
• what training is needed
• what tools and equipment are required
• who would your co-workers be
• highlight the importance of team work
• how you would deal with the customers
• how you plan to pursue it with a sense of pride

Let us explore

Creativity is ‘thinking new things’; innovation is ‘doing new things’ and

an invention is ‘bringing ideas or objects together in a novel way to create
something that did not exist before’. All it takes is a simple idea.

Human beings are naturally very curious and creative, and this has led to
many scientific and technological inventions. You must have heard about
many famous inventions. Some of them are mentioned below. You may look
for the names of more such Indian inventors and their inventions.

• Sushruta (sixth century B.C.), was a

pioneer figure in medical science.
His innovations in surgery paved
the way for modern surgery.

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• Dr. Janaki Ammal (Padma

Shri) was a brilliant woman
scientist of India who made a
significant contribution to the
field of cytogenetics.

• Under the directorship of

Dr. A.P.J. Abdul Kalam (Bharat
Ratna), Indian Space Research
Organisation (ISRO) launched the
satellite Rohini in near-earth orbit
with India’s first Satellite Launch
Vehicle in 1980 (the project was
named ‘SLV-III’).

• Dr. Narinder Singh Kapany

(Padma Vibhushan) is known
as Father of Fibre Optics.
He played a pivotal role
in inventing fibre optics.
He was named one of the
seven ‘Unsung Heroes of the
Twentieth Century’ for his
invention.

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 Paper Boats

Let us do these activities before we read.

I Read the questions given below. Share your answers with your classmates
and the teacher.
1. What comes to mind when you think about ‘paper boats’?
2. What do you think someone might hope for when they send a paper
boat down a stream?
3. Read the title of the poem ‘Paper Boats’ and predict what the poem
might be about.

II Read the given paragraph and match the highlighted words with their
meanings given in the box below.

loading speedily flowing swelling putting bouncing

I love to play beside a 1. running stream at a short distance from my

grandparent’s house. I love to see it 2. skipping along to join a river. On
the river, I can see boats with 3. bulging sails moving swiftly. Some of
them take the people from one shore to the other while in some of them
people can be seen 4. lading things too. I can spend hours watching the
busy river and dreaming about them, 5. burying my head in my pillow
at night.

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Let us read

Day by day I float my paper boats one by one down

the running stream.
In big black letters I write my name on them and the
name of the village where I live.
I hope that someone in some strange land will find
them and know who I am.
I load my little boats with shiuli flower from our
garden, and hope that these blooms of the dawn will
be carried safely to land in the night.
I launch my paper boats and look up into the sky and
see the little clouds setting the white bulging sails.
I know not what playmate of mine in the sky sends
them down the air to race with my boats!
When night comes I bury my face in my arms and
dream that my paper boats float on and on under
the midnight stars.
The fairies of sleep are sailing in them, and the
lading is their baskets full of dreams.
Rabindranath Tagore

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 Dreams and Discoveries

Let us discuss

I Choose the correct words from the brackets to complete the summary of
the poem given below.

The poet sends paper boats down a 1. __________ (stream/river) each day,
writing his name and the name of his 2. __________ (school/ village) on
them. He hopes that someone in a 3. __________ (strange/familiar) land will
find them and know who he is. The poet fills his boats with 4. __________
(rose/shiuli) flowers from his garden, hoping they will be safely carried
to another land at 5. __________ (night/morning). As he launches his boats,
he imagines that the 6. __________ (clouds/birds) in the sky are like friends,
racing with his boats. At night, he dreams that his paper boats continue
to 7. __________ (swim/float) under the midnight stars, with the fairies of
sleep sailing in them, their baskets full of 8. __________ (dreams/fruits).

II Choose the correct option for the following.

The theme of the poem is ________________.

1. innocence 2. imagination 3. ignorance
4. playfulness 5. travel
(i) 1, 2 and 3 (ii) 3, 4 and 5 (iii) 1, 4 and 5 (iv) 1, 2 and 4

III Identify whether the following statement is true or false.

The setting of the poem is a natural, outdoor environment.

IV Complete the following sentence by choosing the correct word given

within the brackets.

The tone is ____________________ (sad and serious/gentle and wishful) and

the mood is ____________________ (thoughtful/boring).

V Identify the examples of alliteration from the poem.

VI Fill in the blanks with suitable words from the poem.

1. The repetition of words ___________ and ___________ emphasises the
passage of time.
2. The poet uses imagery like ___________ and ___________ to create a
clear picture in the minds of the readers.

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VII Match the descriptions in Column 1 with what they symbolise in

Column 2.

Column 1 Column 2

1. the child's innocence, (i) midnight stars

dreams, hopes, and
messages sent out into
the world

2. purity, beauty, and the (ii) paper boats

start of a new day

3. the vast universe and (iii) shiuli flowers

the child's dreams
continuing through the
night

Let us think and reflect

I Read the extract given below and answer the questions that follow.
1. When night comes I bury my face in my arms and dream that my
paper boats float on and on under the midnight stars.
The fairies of sleep are sailing in them, and the lading is their baskets
full of dreams.
(i) Select the option that is most likely to be the speaker as per the
extract.

A. B. C. D.
(ii) What can be inferred about the speaker’s feelings when night
comes?
(iii) What kind of beings are the ‘fairies of sleep’ imagined as? Select
the most appropriate option.
A. mischievous B. gentle C. fearsome D. playful

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 Dreams and Discoveries

(iv) Fill in the blank by selecting the correct option from those given
in the brackets.
The phrase ‘lading is their baskets full of dreams’ suggests that the
speaker imagines the fairies of sleep carefully _________________
(carrying his dreams /collecting his wishes) in their baskets.

II Answer the following questions.

1. Why do you think the poet writes his personal details on the paper
boats?
2. The poet talks about the imagination of a child. Support this view
with examples from the poem.
3. How does the poet bring together imagination and reality to make
the poem more interesting?

Let us learn

I The poet has used phrases like ‘blooms of the dawn’ and ‘fairies of sleep’
in the poem. In the same way we can create phrases. Now, select words
from Column 1 and Column 2 and combine them with ‘of’. Write as many
phrases as possible in Column 3. An example has been done for you.

Column 1 Column 2 Column 3

wings the birds wings of the wind

waves the wind

dreams the evening

songs the children

of
glimmers the rain

cries the stars

tears the thunder

roars the ocean

shadows the clouds

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 Poorvi

II The poet uses words like ‘dawn’, ‘night’ and ‘midnight’ to show different
parts of the day. The box given below has some more words. Write the
words in the appropriate columns.

twilight dawn dusk sunrise noon daybreak

nightfall sunset midnight sunup forenoon sundown
noontime night-time noonday midday

Morning Afternoon Evening Night

III Match the words from the text given in Column 1 with their opposites in
Column 2.

Column 1 Column 2

1. strange (i) halt

2. dawn (ii) emptying

3. launch (iii) sink

4. bulging (iv) dusk

5. float (v) ordinary

6. lading (vi) shrinking

Let us listen

You will listen to a conversation between a girl and her father about
the art of paper folding called origami. As you listen, select the true
statements from 1–7. (Transcript for the teacher on pg. 137)

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 Dreams and Discoveries

1. Sai was trying to make an origami boat.

2. Sai’s father used to do origami as a child.
3. Paper was very expensive so it was used only for special occasions.
4. People have been making paper cranes for thousands of years.
5. There is a belief that if you make a thousand paper cranes, your wish
will come true.
6. The art of origami is about enjoying the process.
7. Sai’s father suggests making a paper bookmark next time.

Let us speak

Create any craft item using eco-friendly materials. Make a presentation in

front of your classmates and teacher about the craft item you have made.

Your presentation should include the following

information:
• Introduction of the item
• Description of how you made it
• Reason why you like the craft
• Conclusion

Use the phrases given below to make your

presentation.
• Today, I’m going to show you a... I
(i
made.
p
• This... is made of... (materials)
• It’s... (describe colour, shape, size)
• It can be used to…
• First, I started by…
• Then, I used... (tool or material) to…
• The most difficult part was to…
• This... is special to me because…
• I hope you enjoyed seeing my craft and learning about it.
• Thank you for your attention.

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Let us write

A diary entry is a personal document. It records an individual’s account of

a day of her or his life expressing the thoughts, feelings and opinions in the
individual’s mind.

The guidelines to compose a diary entry include:

• mentioning day, date and time of writing it
• beginning with a general sentence describing the day or feelings
towards an event or experience
• giving details
• concluding with a final remark

Now, write a diary entry expressing your joy experiencing a rainy day. You
may begin as given below:

Friday, 15 July 20XX 6:30 p.m.

Dear Diary,

It was quite humid today. On my journey back from school, I

wished that it would rain. And it did! …

Let us explore

I Shiuli flowers often find a mention in

Rabindranath Tagore’s poems. These
flowers are found in many parts of our
country.
Look at the pictures of shiuli flowers
and recall what you call them in your
language.
1. Find out names of some more trees
or plants in your locality which
have fragrant flowers. Write their
names in your language and English
language. Draw any two flowers
and colour them.

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 Dreams and Discoveries

II Solve the riddles given below. Share your answers with your classmates
and the teacher.

1. I have water that you cannot drink,

People come to see how in me the Sun sinks.
I can be rough, I can be calm,
I hold within myself plenty of charm.
My depths tell a never-ending tale.
Who am I with dolphins and the whale?

2. I sit in stillness, but move with the wind,

My surface mirrors the world you are in.
The trees around me live happily,
In me, you can take a dip daily.
Home to ducks, frogs, fish, and all,
Can you guess what I am, after all?

3. I gently travel through valleys deep,

My soft murmur can make you sleep.
Little paper boats float on me in rain
The merry laughter of the kids I gain.
You may sit beside me without any fear,
Who am I who skips along, crystal clear?

4. I have a bed, but I do not sleep.

I have a bank, but no money I keep.
I carry stories, old and new,
High mountains to the oceans blue.
I journey far to meet the sea,
Can you guess, who I can be?

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 North, South, East, West

Let us do these activities before we read.

I Work in pairs. Discuss the place that you have enjoyed travelling to.
Talk about who you went with, how you travelled, and what you learnt
from the experience.

II Which State or Union Territory of India do you live in? Write the following
details about it.
1. Part of the country—North, East, Northeast, West, South or Centre
2. Its capital 3. Language 4. River(s)
5. Tourist attraction 6. Food

III Work in pairs. Recall the names of the states of our country which have
‘Pradesh’ in their names. Mention if it is in the North, East, Northeast,
West, South or Centre of our country. Recall any special feature about
each ‘Pradesh’. Share your answers with your classmates and the teacher.

First Part of Second Part of Part of the Special Feature

the Name the Name Country

1.

2.
Pradesh
3.

4.

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 Dreams and Discoveries

Let us read

Shaana, who lives in Rameswaram island, is travelling the length

and breadth of the country with her parents, exploring the many
landscapes, people and cultures of India. She shares her travel
experiences through postcards that she writes to her friends
back at school. Let us read these postcards.

30 April 20XX
Hi everyone,
You won’t believe where I am!
I’m way up north, at the Thajiwas glacier in Kashmir. The
glaciers are white and blue and we have to wear four layers of
clothes. Appa and Amma love it here, and they like throwing
snowballs at each other. But they say there was much more
snow last year.
I also like the snow, but my hands are shaking from not
wearing gloves, so I don’t think I can write any more.
Send my love to PT Miss and Library Ma’am.

Love,
Shaana

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 Poorvi

10 May 20XX
Dear class,
We took another train yesterday and reached Himachal
chirping: short, Pradesh. It is very quiet, and we can see so many
sharp sound mountains from our cabin. Colourful birds wake me
made by birds with their chirping when the Sun rises in the east.
snoring: I also think I hear bears
making a loud growling in the west when it
noise as one
gets dark. But Amma says that’s
breathes while
sleeping
just Appa snoring. I would love
to meet a bear and give it a hug.

With love from your best friend,

Shaana

17 May 20XX
Hi everyone,
Did you know that Arunachal Pradesh is far away
from Himachal Pradesh? Himachal is in the north
but Arunachal is all the way in the east. I thought
all the Pradesh states sat next to each other.
We took two trains and drove a long time to get here.
This morning, we walked through a forest to reach our
treehouse. The forest here is so thick that if you blink or
stop to tie your shoelaces, you will get lost.
I love Arunachal the best so far and am beginning to enjoy
myself. I hope we get to see red pandas.

With love,
Shaana

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 Dreams and Discoveries

24 May 20XX
Dear classmates,
It did not take any time at all to travel south west and get
to the Sundarbans in West Bengal. Today, Amma and Appa
took me out onto the river in a small boat. Amma tells
me that places like the Sundarbans are called wetlands.
I never knew such a place existed, and that it was possible
for trees called mangroves to grow in seawater! But Amma
is sad about how much this place floods today.
We also saw crocodiles and a lonely snake while boating.
I hope they don’t follow us home.
How is everyone? Are you missing me yet?
Love,
Shaana

30 May 20XX
Hi everyone,
We travelled across the country, all the way from
east to west, from West Bengal to Gujarat, and it
took us two-and-a-half days!
I don’t know why my Amma and Appa brought me to
the middle of the desert. It’s hot, dry, and there’s sand
everywhere. It’s like a beach without the sea! But I do really
love the clothes here. They’re so pretty and colourful.
I am sure you’re all busy with your holiday
homework. Amma gave me a surprise test
today, and I passed with 88 per cent.

Love,
Shaana

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 Poorvi

7 June 20XX
Dear class,
Today was the best day ever! We drove east from the
desert to the Narmada river, which flows all the way to
the centre of India, and it only took us six hours. In the
rafting:
the sport of
afternoon, Amma, Appa, and I went rafting in the river
travelling down and you won’t believe how wild and scary it was. I always
a river in an thought rivers were calm, but up close they’re really fast.
air-filled rubber Appa says that there used to be a lot more water, and
boat rafting was much scarier then.
I was fully wet by the time I was done, and Appa was
so scared that he decided never to go rafting ever again.
I love the water so much and can’t wait to go back.

Your best friend,

Shaana

12 June 20XX
Dear classmates,
Amma and Appa are fast asleep, and I should be sleeping
too, but I just love looking out of the window. I think we’re
in the southwest part of the country, in Goa, and you won’t
believe how nice the plateaus look. There are so many hills
here, and beaches too.
There are also a lot of tunnels that the
train goes through. I used to be afraid of
tunnels, but I’m not any more. Someday,
I wish we could all go on a tour of the
plateaus. Maybe when we’re in Class 11.

Love,
Shaana

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 Dreams and Discoveries

17 June 20XX
Dear friends,
surf: (here)
I can’t believe we’re in the same state again! We travelled
a water sport
south, and I will be home soon.
that involves
We reached Chennai yesterday, and on the way to standing on a
Puducherry, we decided to learn how to surf. I think I’m long lightweight
board and
good at it now because I only fell down twice. Amma and
riding a wave to
Appa splashed water on each other and behaved like
the seashore
children. It’s a good thing I was there to control them.
The beaches here are not like the ones we have
on our island. The waves are a lot rougher and
the water is browner, but I still like it here.
Your best friend,
Shaana

22 June 20XX
Hi everyone,
I just crossed the Pamban bridge.
I could see the ocean on both sides. How amazing
that a train can travel across the sea like this!
I’m almost home, and I can’t wait to give you my
final letter in person.

Love,
Shaana

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 Poorvi

24 June 20XX
Dear classmates,
dive: (here) I thought Amma and Appa would be tired from all our
swim travelling, but we made one last stop at the Olaikaadu
underwater beach before we reached home. And I’m so happy we
with special did.
breathing
equipment; Amma wanted to teach me how to dive, but they did not
(past tense: have diving suits my size, so I spent the day floating and
dove) looking at the fish while my parents dove below me.
pebbles: small, We found all sorts of pebbles on the beach, and I can’t
smooth stones wait to give them to you in person tomorrow.

Your best friend,

Shaana

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 Dreams and Discoveries

25 June 20XX
Dear Amma and Appa,
I can’t believe we travelled across the whole country!
I know we’re going to miss visiting the forests, glaciers,
deserts, wetlands, plateaus, and mountains. And we are
going to miss hearing all those new languages and meeting
all those different people. But we’re finally home now, and
we can join our friends again.
I hope we get to travel like this again, and maybe next time
we can take our friends with us.

With love,
Shaana

C.G. Salamander
(Excerpts from North, South, East, West)

Let us discuss

Complete the table given below based on Shaana’s postcards. An example has been
done for you. Share your answers with your classmates and the teacher.

Places Visited Interesting Descriptions and Activities

1. Thajiwas glacier, Kashmir white and blue glaciers; throwing snowballs

2. Himachal Pradesh

walking through a thick forest to reach the tree

3.
house

4. Gujarat

5. The Narmada river

6. Chennai

floating and looking at the fish; Appa and Amma

7.
went for a dive
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 Poorvi

Let us think and reflect

I Read the extracts given below and answer the questions that follow.
1. Amma tells me that places like the Sundarbans are called wetlands.
I never knew such a place existed, and that it was possible for trees
called mangroves to grow in seawater! But Amma is sad about
how much this place floods today.

We also saw crocodiles and a lonely snake while boating. I hope

they don’t follow us home.
How is everyone? Are you missing me yet?
(i) What feeling does Shaana most likely experience when she
says, “I never knew such a place existed...”?
A. pride B. hope C. relief D. wonder

(ii) Complete the following sentence with a suitable reason.

Amma is sad about the frequent flooding in Sundarbans
because ____________.
(iii) Select the evidence from the text that reflects a feeling of the
speaker’s slight nervousness.
(iv) Select the option that applies to both the Assertion and the
Reason.
Assertion : The speaker is missing her friends.
Reason : The speaker wishes to know the well-being of her
friends.
A. Both the assertion and the reason are true, and the reason
correctly explains the assertion.
B. Both the assertion and the reason are true, but the reason
does not correctly explain the assertion.
C. The assertion is true, but the reason is false.
D. Both the assertion and the reason are false.

2. Amma and Appa are fast asleep, and I

should be sleeping too, but I just love
looking out of the window. I think
we’re in the southwest part of the
country, in Goa, and you won’t believe
how nice the plateaus look. There are
so many hills here, and beaches too.

Unit 3.indd 126 06-Mar-25 2:49:21 PM

 Dreams and Discoveries

There are also a lot of tunnels that the train goes through. I used to be
afraid of tunnels, but I’m not any more. Someday, I wish we could all go
on a tour of the plateaus.
(i) Complete the sentence with a suitable reason.
The speaker chooses to stay awake because ____________________.
(ii) What does the speaker mean by saying, ‘You won’t believe how
nice the plateaus look’?
(iii) What has been the change in the speaker’s attitude towards
tunnels?
A. from fear to comfort B. from courage to confidence
C. from doubt to clarity D. from fascination to delight
(iv) Fill in the blanks with the correct option from those given in the
brackets.
The speaker’s wish to share the experience of touring the
plateaus with others indicates her ___________ (ability to
communicate/sense of connection) as well as the value she
places on ___________ (shared experiences/updating information)
with her peers.

II Answer the following questions.

1. Shaana mentions that she used to be afraid of tunnels. What could
have been the most likely reason for her to be scared of tunnels?
2. Do you think Shaana’s Appa and Amma enjoyed themselves, just like
children do? Support your answer with evidence from the text.
3. Shaana mentions less snow in the glaciers and more flooding in the
Sundarbans. Explain what these observations indicate.
4. Shaana’s visits to different parts of the country highlight the diversity
of India’s geography. Support this statement with evidence from
the text.
5. How does Shaana use language to convey her excitement, curiosity,
and sometimes her fears about the places she visits?
6. What might Shaana have learnt from her travels across India? How
would it impact her understanding of the country?
7. What could be the author’s purpose of presenting the text in the form
of postcards?

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 Poorvi

Let us learn

I Read the words from the text given in Column 1 and match them with
suitable pictures in Column 2.

Column 1 Column 2

1. glaciers (i)

2. treehouse (ii)

3. wetlands (iii)

4. plateaus (iv)

5. pebbles (v)

6. rafting (vi)

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 Dreams and Discoveries

II Read the situations given in Column 1. Choose the associated words from
the text given in the box below and write them in Column 2. An example
has been done for you.

blink scary existed amazing splashed floating

Column 1 Column 2

1. In the middle of the night, the little boy heard a loud scary
noise. He felt so afraid that he couldn’t sleep.

2. There used to be a bookstore near my house. But it is

now shifted to the town.

3. The flashes of light from the car made her suddenly

close and open her eyes several times.

4. The children jumped into the pool and threw water at

each other with loud noises.

5. My grandmother’s place is so beautiful with all green

paddy fields and palm trees. It was a great experience.

6. When I looked up at the sky, the clouds were not

staying at one place. They were moving across the sky.

III The following word grid has six words related to ‘travel’ used in the
lesson. Circle the words in the grid. You can search horizontally and
vertically. The last letter of each word has been highlighted.

C E H B O A T T R A
T M A T B D R O V E
R F T F Y I O U F I
P G I C A K I R B F
D R A S T R A I N T
N E X R S E A F A A
W A L K E D R M E U
S C Z L K G A E W G
M H N M B R L J S D
L E K D E N S K Q Y
E D S Q U A B L R M

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 Poorvi

IV Read the following sentences from the text and underline the subject
and the verb.
1. Amma and Appa are fast asleep.
(When the subject of a sentence has two or more nouns or pronouns
that are connected by ‘and’, we use a plural verb).
2. It’s hot, dry, and there is sand everywhere.
(In case the subject is ‘it’, the verb that follows is either ‘is’ or ‘was’
depending on the tense of the sentence).
3. There are so many hills here, and beaches too.
(When we begin a sentence with ‘there’, the subject comes after the
verb).

The subject of a sentence is closely linked to the verb. The verb

form changes depending on whether the subject is singular or
plural and if it is in the third person. Choosing the correct verb
based on the subject is called subject-verb agreement.

Let us understand subject-verb agreement better.

• A subject and its verb must agree, even if other words or phrases come
between them.
The formation of paragraphs is important in writing.
• When the subjects are considered individually, we use a singular verb.
Every man and woman has the right to vote.

• Collective nouns such as ‘class’, ‘committee’, ‘audience’, ‘team’ can be
singular or plural, based on the context of the sentence. If the sentence
implies the group is acting as one unit, the noun is singular and takes
a singular verb.
The committee decides on the new policy tomorrow.
• The indefinite pronouns ‘each’, ‘either’, ‘every’, ‘much’, and ‘neither’
always require singular verbs.
Each of the children was given a gift.
• Subjects that look plural because they end in ‘s’ but refer to one thing
are singular.
Mathematics is an interesting subject.

• Some nouns (like glasses, scissors, pants, and tongs) are plural but take
a singular verb when the phrase ‘pair of’ is placed before it. Here,
‘pair’ is the subject.
This pair of scissors is sharp.

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 Dreams and Discoveries

• When subjects are joined by ‘or’ or ‘nor’, the verb should match the
subject that is closer to it.
3 Neither the students nor the teacher wants to cancel the trip.
3 Either the manager or the employees are responsible for the
mistake.

V Choose the correct option from the words given in the brackets.
1. A pair of sunglasses _________ (is/are) essential when travelling to
sunny destinations.
2. Either the tour guide or the tourists _________ (has/have) to arrive
first at the meeting point.
3. The information on travel expenses _________ (is/are) useful for first-
time travellers.
4. Neither the flight crew nor the pilot _________ (was/were) aware of
the delay.
5. The news about the heavy rains _________ (makes/make) many people
reconsider their vacation plans.
6. A pair of binoculars _________ (is/are) useful for spotting wildlife on a
safari.
7. The hill stations in India _________ (remains/remain) a popular travel
destination during winter.
8. Keeping accounts _________ (is/are) important for spending money
wisely during travel.
9. Either the ticket or the bus passes _________ (need/needs) to be used
for travelling in the tourist bus.
10. Neither the passengers nor the taxi driver _________ (was/were) aware
of the best route to the hotel.

Let us listen

You will listen to a girl speak about the story of how Agartala got its name
and the importance of agar. As you listen, choose the correct option for the
questions given below. (Transcript for the teacher on pg. 138)
1. What does the word ‘Agartala’ mean?
(i) under the agar tree (ii) beside the agar tree
(iii) around the agar tree

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 Poorvi

2. Which of these is another name for agarwood trees?

(i) gharuwood (ii) sandalwood (iii) rosewood

3. What kind of smell does agarwood have?

(i) woody and citrusy (ii) woody and flowery
(iii) fresh and citrusy

4. How is agarwood formed?

(i) when the tree dries (ii) when the tree dies
(iii) when the tree gets infected

5. What is agarwood used to make?

(i) incense and edible oil
(ii) perfumes and wood carvings
(iii) gum and candies

Let us speak

Read the questions listed below.

Which of the two given options do you prefer?
1. How do you like to travel?

Bus train

2. What kind of a trip do you like?

Family trip school trip
3. Where would you like to go?

Beaches mountains

4. What do you like to do on a trip?

Adventure activities sightseeing

5. When do you like to travel?

Winter summer

6. What kind of places would you like to visit?

Historic monuments wildlife sanctuaries

7. How long a trip would you like?

Short long

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 Dreams and Discoveries

Now, work in pairs and tell each other about your preferences with respect
to the questions. You may use the phrases given below to speak about your
choices.
• I prefer… to… because…
• I would rather… than… because…
• I like… better than… as…
• … is or are better than… because…
• … appeal or appeals to me more than… as…
• I am alright with both, but I prefer… because…
• Given a choice, I would go for… over… as…

Let us write

Imagine that you have to travel to your hometown to attend a family event.
Write an application to the Principal of your school, requesting leave of
absence. Remember to include the duration of the leave, the reason for the
leave and mention how you will complete your school work. Use the format
of the application and the verbal cues given below.

____________ (House no. and street)

____________ (City)
____________ (State or Union territory)
____________ (Date)
The Principal
____________ (Name of your school)
____________ (City)
____________ (State or Union territory)
Subject: Request for leave for... days
Dear _____________ (Madam or Sir),
I am writing to request _________ days leave with effect from
_______ to ________ in order to attend _________.
I would like to assure you that I would _________.
I would be grateful if you could grant me the leave.
Yours sincerely,
_________ (Name)
_________ (Class, Section, Roll Number)

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 Poorvi

Let us explore
1 2 3

I Solve the crossword

puzzle by identifying
4
the States and Union
5
Territories of India
6
using the clues given.
7 8

10 11

12 13

14

15

16

Across Down
2. Pangong Lake 1. Dampa Tiger Reserve
7. Thar Desert 3. Cellular Jail
9. Serenity Beach 4. Double Decker Living
Root Bridge
11. Hampi
5. Dudhsagar Falls
12. Nagarjuna Sagar Dam
6. Gangotri Glacier
14. Thangka Paintings
8. Chilika Lake
15. Rann of Kutch
10. Chota Nagpur Plateau
16. Nalanda University
13. Kurukshetra

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 Dreams and Discoveries

II There are many ancient places to

visit in India. For example, Kailasa,
the majestic cave temples of Ellora.
They are officially listed on the World
Heritage list by UNESCO. These
caves were carved out of the vertical
basalt cliffs of the Sahyadri hills.
You may visit this site to know
more about these caves-
https://indianculture.gov.in/stories/
kailasa-majestic-temple-ellora
The Kailasa Temple
Source: UNESCO
1. Rani-ki-Vav (the Queen’s Stepwell)
is located at Patan, Gujarat and is
also on the World Heritage list by
UNESCO. Stepwells are a distinctive
form of water resource and storage
systems on the Indian subcontinent,
and were constructed during ancient
times. They evolved over time from
what was basically a pit in sandy
soil towards elaborate multi-storey
Rani-ki-Vav
works of art and architecture. Source: UNESCO

Now, find out about the unique places in your village, region or state and
share the details with your classmates and the teacher.

III The Hornbill festival is a unique

festival that is held annually in
the Kisama village near Kohima,
the capital of Nagaland.
In groups of four, find out about
this festival—when it is held,
who participates in it, what its
purpose is, what events are held,
etc. Share your findings with your
classmates and the teacher.

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TRANSCRIPTS

My Brother’s Greatest Invention

Let us listen (refer to page 105)

I You will listen to a conversation between Anita and Toby. Toby is a
Martian and is stranded on Earth. He has become Anita’s friend. As you
listen, choose the true statements from 1–5.

Anita : Hi, Toby! Do you miss your planet?

Toby : Very much, Anita! I miss my people and home.
Anita : Oh! I wish I could do something about it! But I am happy
to have you as my friend.
Toby : Thank you, Anita!
Anita : Er... could you tell me something more about yourself?
Toby : Why not! What do you want to know about me, Anita?
Anita : What do you eat for breakfast?
Toby : Well, we Martians don’t need to eat anything. We get our
energy from the Sun.
Anita : Oh! Don’t you ever feel like having ice creams and
chocolates? I can’t think of life without them!
Toby : No, Anita! We are made of different stuff.
Anita : Okay, tell me one thing. How are you able to see with only
one eye? I see only one big eye in the centre of your face.
Toby : My friend, we Martians need only one eye to see clearly.
In fact, I can see even with my eye closed. I can see
beyond mountains and clouds, wood and even metals. I
can see that you are carrying a toy in your pocket. It’s a
blue aeroplane. Isn’t it? And yes! That apple you just had
for breakfast is going round-and-round in your stomach
right now!
Anita : (gasps in disbelief) Oh my goodness!
II Listen to the conversation again and fill in the blanks with the exact
words you hear.
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 Dreams and Discoveries

Paper Boats

Let us listen (refer to page 114)

You will listen to a conversation between a girl and her father about
the art of paper folding called origami. As you listen, select the true
statements from 1–7.

Father : Sai dear! What are you working on there with all that paper?
Sai : Baba, I am trying to make an origami crane, but it’s a bit
tricky. I keep messing up the folds.
Father : Ah, origami! I remember doing that when I was your age.
You know, Sai, origami has a really interesting history.
Sai : Really? I thought it was just something fun to do with
paper.
Father : It is fun, but it’s also an age-old art form. Origami started
in Japan over a thousand years ago. Back then, paper
was really expensive, so it was only used for special
occasions, like religious ceremonies.
Sai : Wow, I didn’t know that. So, it wasn’t just for doing crafts?
Father : It wasn’t until the seventeenth century that people began
making animals, flowers and other designs just for fun.
Sai : So, people have been making paper cranes for hundreds
of years?
Father : Yes, and the crane is especially important in Japanese
culture. It’s a symbol of peace and long life. There’s even
a belief that if you fold a thousand paper cranes, you can
make a wish, and it will come true.
Sai : A thousand cranes? That’s a lot! But it sounds like a really
nice tradition.
Father : It is. Origami isn’t just about the final shape—it’s about
the process, the patience and the creativity involved.
And over the years, it’s spread all over the world, with
people adding their own styles and techniques.
Sai : I had no idea origami had such a long history. It makes
folding this crane feel even more special.
Father : I’m glad you think so, Sai. Perhaps we can start with
something simpler next time. How about we make an
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 Poorvi

origami paper boat next? It’s easier, and we can float it

in the stream outside.
Sai : A boat sounds awesome! Let’s do it! But first, I want to
finish this crane. Can you help me with the last few steps?
Father : Of course! Let’s finish this crane together. After that,
we’ll sail our paper boat.

North, South, East, West

Let us listen (refer to page 131)

You will listen to a girl speak about the story of how Agartala got its name
and the importance of agar. As you listen, choose the correct option for
the questions given below.
Hi everyone,
We all know that Agartala is the capital of Tripura. But did you
know how Agartala got its name? It’s made up of two words:
‘agar’, which is a type of tree, and ‘tala’, meaning underneath.
So, Agartala means ‘under the agar tree’. These trees are also
called aloeswood, eaglewood, or gharuwood. It is also referred
to as ‘wood of the gods’.
Agarwood, the wood from these trees, is really special. It smells
amazing—like a mix of woody and flowery scents. It is one of
the rarest and the most expensive woods in the world. People
have used it for thousands of years in medicines, perfumes and
rituals. It has been described as early as 1400 BCE in the Vedas.
The Egyptians are believed to have used agarwood incense as
part of their rituals more than 3,000 years ago.
Here’s something even more remarkable—agarwood only forms
when the tree is hurt or infected with a bug or virus. Instead of
dying, the tree creates this dark, sticky, sweet-smelling substance
called agar oil which protects it from further infection.
Agarwood is very important to people in Agartala. It’s used to
make perfumes, incense, and the hand carvings which Tripura
is famous for.
And here’s the best part: the tree was once almost extinct, but
now, thanks to people taking care of it, you can find it in almost
every house in northern Tripura. How great is that!
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 Unit 4
TRAVEL AND ADVENTURE

The Tunnel

Let us do these activities before we read.

I What kind of an adventure activity would you like to be a part of?

Now, choose the option(s) that best applies to you.
1. How would you like to spend your weekends?
(i) Trying new activities (ii) Reading a book
(iii) Spending time with friends (iv) Learning something new
2. Which of these places would you prefer to explore?
(i) Dense forests and clear streams
(ii) Magical lands with fairies
(iii) Busy cities with interesting people
(iv) Quiet places to think and create
3. Which one of these activities would you prefer to do?
(i) Climbing a mountain or exploring a jungle
(ii) Finding a hidden treasure or discovering a
secret world
(iii) Solving puzzles or guessing riddles with friends
(iv) Making something creative or building a model

4. What do you think about teamwork?

(i) I love leading the team.
(ii) I enjoy working with others.
(iii) I prefer sharing ideas with friends.
(iv) I like working alone.

Unit 4.indd 139 07-Mar-25 1:52:07 PM

 Poorvi

Based on your choices, which of the following do you think applies

the best to you? Discuss with your classmates.
• Bold Explorer • Imaginative Dreamer
• Energetic Planner • Thoughtful Creator

You may add to the list as per your choices.

Let us read

shimmered:
shined with
a light that I
appears to
move It was almost noon, and the jungle was very still, very silent.
railway Heat waves shimmered along the railway embankment where
embankment: it cut a path through the tall evergreen trees. The railway lines
a stone wall were two straight black serpents disappearing into the tunnel
made to carry in the hillside.
the railway over
low ground Suraj stood near the cutting, waiting for the midday train. It
wasn’t a station, and he wasn’t catching a train. He was waiting
cutting: a
so that he could watch the steam engine come roaring out of
narrow valley
cut through a
the tunnel.
hill to make He had cycled out of the town and taken the jungle path until
space for a he had come to a small village. He had left the cycle there, and
railway line
walked over a low scrub-covered hill and down to the tunnel
scrub-covered:
exit.
covered with
short trees and Now he looked up. He had heard, in the distance, the shrill
bushes whistle of the engine. He couldn’t see anything, because
the train was approaching from the other side of the hill;
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 Travel and Adventure

but presently a sound like distant thunder issued from the

tunnel, and he knew the train was coming through.

A second or two later, the steam engine shot out of the tunnel, instinctively:
snorting and puffing like some green, black, and gold dragon, without thought
some beautiful monster out of Suraj’s dreams. Showering or plan
sparks left and right, it roared a challenge to the jungle. flinch: make a
quick movement
Instinctively, Suraj stepped back a few paces. Waves of hot
plume of
steam struck him in the face. Even the trees seemed to flinch
smoke: long,
from the noise and heat. And then the train had gone, leaving
thin cloud of
only a plume of smoke to drift lazily over the tall shisham smoke
trees.
shisham: a
The jungle was still again. No one moved. tree found in
northern parts
Suraj turned from his contemplation of the drifting smoke and of India
began walking along the embankment towards the tunnel.
contemplation:
The tunnel grew darker as he walked further into it. When deep thought
he had gone about twenty yards, it became pitch dark. Suraj reassure:
had to turn and look back at the opening to reassure himself comfort, calm
that there was still daylight outside. Ahead of him, the tunnel’s
other opening was just a small round circle of light.
The tunnel was still full of smoke from the train, but it would
be several hours before another train came through. Till then,
the cutting belonged to the jungle again.

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scuttled: ran
Suraj didn’t stop, because there was nothing to do in the tunnel
hurriedly and nothing to see. He had simply wanted to walk through, so
that he would know what the inside of a tunnel was really
dazzled:
like. The walls were damp and sticky. A bat flew past. A lizard
blinded by
bright light
scuttled between the lines.

swishing:
Coming straight from the darkness into the light, Suraj was
moving with a dazzled by the sudden glare and put a hand up to shade his
brushing sound eyes. He looked up at the tree-covered hillside and thought he
saw something moving between the trees.
It was just a flash of orange and gold,
and a long swishing tail. It was there
between the trees for a second or
two, and then it was gone.
About fifteen metres from the
entrance to the tunnel stood the
watchman’s hut. Marigolds grew in
front of the hut, and at the back there
was a small vegetable patch. It was
the watchman’s duty to inspect the
tunnel and keep it clear of obstacles.
Every day, before the train came
through, he would walk the length of
the tunnel. If all was well, he would
return to his hut and take a nap. If something was wrong,
obstacles: he would walk back up the line and wave a red flag, and the
things that
engine driver would slow down. At night, the watchman lit
block the way
an oil lamp and made a similar inspection of the tunnel. Of
porcupine: a course, he would not stop the train if there was a porcupine
small animal on the line. But if there was any danger to the train, he’d go
(large rodent)
back up the line and wave his lamp to the approaching engine.
with sharp spikes
on its back
If all was well, he’d hang his lamp at the door of his hut and
go to sleep.
He was just settling down on his cot for an afternoon nap
when he saw the boy emerge from the tunnel. He waited until
Suraj was only a metre or so away and then said, “Welcome,
welcome. I don’t often have visitors. Sit down for a while, and
tell me why you were inspecting my tunnel.”
“Is it your tunnel?” asked Suraj.

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 Travel and Adventure

“It is,” said the watchman. “It is truly my tunnel, since no one
else will have anything to do with it. I have only lent it to the
Government.”
Suraj sat down on the edge of the cot.
“I wanted to see the train come through,” he said. “And then,
when it had gone, I thought I’d walk through the tunnel.”
“And what did you find in it?”
“Nothing. It was very dark. But when I came out, I thought I
saw an animal—up on the hill—but I’m not sure, it moved off
very quickly.”
“It was a leopard you saw,” said the watchman. “My leopard.”
“Do you own a leopard too?”
“I do.”
“And do you lend it to the Government?”
“I do not.”
“Is it dangerous?”
“No, it’s a leopard that minds its own business. It comes to this
range: area
range for a few days every month.”
“Have you been here a long time?” asked Suraj.
“Many years. My name is Sunder Singh.”
“My name’s Suraj.”
“There is one train during the day. And there is one train

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 Poorvi

night mail: a
during the night. Have you seen the night mail come through
train that runs the tunnel?”
at night “No. At what time does it come?”
“About nine o’clock, if it isn’t late. You could come and sit here
with me, if you like. And after it has gone, instead of going to
sleep I will take you home.”
“I’ll ask my parents,” said Suraj. “Will it be safe?”
“Of course. It is safer in the jungle than in the town. Nothing
happens to me out here. But last month, when I went into
town, I was almost run over by a bus.”
Sunder Singh yawned and stretched himself out on the cot.
“And now I am going to take a nap, my friend. It is too hot to
be up and about in the afternoon.”
“Everyone goes to sleep in the afternoon,” complained Suraj.
“My father lies down as soon as he’s had his lunch.”
“Well, the animals also rest in the heat of the day. It is only the
tribe of boys who cannot, or will not, rest.”
Sunder Singh placed a large banana leaf over his face to
keep away the flies, and was soon snoring gently. Suraj stood
up, looking up and down the railway tracks. Then he began
walking back to the village.

Let us discuss

1. Suraj compares the train to a magical creature. Pick the phrases that
convey the meaning.

2. Suraj knew that the train was close by because ____________________.

3. What did Suraj see inside the tunnel?

4. Select the correct option.

What does Sunder Singh convey about the tunnel?
He says that ____________________ (it is damp and sticky inside/he has
lent it to the Government).
5. The watchman has created a system through which he informs the
locomotive driver about any danger in the tunnel. The following flow
chart shows this system. Refer to the text and complete the flow chart.

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 Travel and Adventure

Goes to take
(ii) _________
a nap
(i) _________
Danger
(iv) _________
found
Walks the length
of the tunnel (v) _________
No danger
found
Night Waves his
(iii) _________ lamp to
warn the
locomotive
driver

II
The following evening, towards dusk, as the flying foxes
swooped silently out of the trees, Suraj made his way to the swooped:
watchman’s hut. moved quickly
through the air
It had been a long hot day, but now the earth was cooling, and downwards
a light breeze was moving through the trees. It carried with it
the scent of mango blossoms, the promise of rain.
Sunder Singh was waiting for Suraj. He had watered his small
garden, and the flowers looked cool and fresh. A kettle was
seven sisters:
boiling on a small oil stove.
birds, also
“I am making tea,” he said. “There is nothing like a glass of hot called jungle
tea while waiting for a train.” babblers and
found in groups
They drank their tea, listening to the sharp notes of the of six to eight
tailorbird and the noisy chatter of the seven sisters.

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 Poorvi

As the brief twilight faded, most of the birds fell silent. Sunder
Singh lit his oil lamp and said it was time for him to inspect the
tunnel. He moved off towards the tunnel, while Suraj sat on
the cot, sipping his tea. In the dark, the trees seemed to move
closer to him. And the nightlife of the forest was conveyed on
the breeze—the sharp call of a barking deer, the cry of a fox,
quaint: unusual the quaint tonk-tonk of a nightjar. There were some sounds
nightjar: a that Suraj didn’t recognise—sounds that came from the trees,
nocturnal bird creakings and whisperings, as though the trees were coming to
with a short bill life, stretching their limbs in the dark, shifting a little, flexing
flexing: bending
their fingers.
trimming: Sunder Singh stood inside the tunnel, trimming his lamp.
(here) adjusting The night sounds were familiar to him and he did not give
the wick of the them much thought; but something else—a padded footfall, a
lamp rustle of dry leaves—made him stand still for a few seconds,
peering into the darkness. Then, humming softly to himself, he
returned to where Suraj was waiting. Ten minutes remained
for the night mail to arrive.
As Sunder Singh sat down on the cot beside Suraj, a new sound
reached both of them quite distinctly—a rhythmic sawing
sound, as if someone cutting through the branch of a tree.
“What’s that?” whispered Suraj.
“It’s the leopard,” said Sunder Singh. “I think it’s in the tunnel.”
“The train will soon be here,” said Suraj.
“Yes, my friend. And if we don’t drive the leopard out of the
tunnel, it will be run over and killed. I can’t let that happen.”
“But won’t it attack us if we try to drive it out?” asked Suraj,
beginning to share the watchman’s concern.
“Not this leopard. It knows me well. We have seen each other
many times. It has a weakness for goats and stray dogs, but it
will not harm us. Even so, I’ll take my axe with me. You stay
here, Suraj.”
“No, I’m coming with you. It will be better than sitting here
alone in the dark!”
“All right, but stay close behind me. And remember, there is
nothing to fear.”

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 Travel and Adventure

Raising his lamp, Sunder Singh advanced into the tunnel,

shouting at the top of his voice to try and scare away the
animal. Suraj followed close behind, but he found he was
unable to do any shouting. His throat was quite dry.

They had gone about twenty paces into the tunnel when the
light from the lamp fell upon the leopard. It was crouching
between the tracks, only five metres away from them. It was
not a very big leopard, but it looked lithe and sinewy. Baring lithe: thin,
its teeth and snarling, it went down on its belly, tail twitching. graceful

Suraj and Sunder Singh both shouted together. Their voices sinewy: lean
rang through the tunnel. And the leopard, uncertain as to how and muscular
many terrifying humans were there in the tunnel with him, snarling:
turned swiftly and disappeared into the darkness. growling

To make sure that it had gone, Sunder Singh and Suraj walked twitching: a
the length of the tunnel. When they returned to the entrance, short, sudden
the rails were beginning to hum. They knew the train was movement
coming.
Suraj put his hand to one of the rails and felt its tremor. He
heard the distant rumble of the train. And then the engine
came round the bend, hissing at them, scattering sparks into defying:
the darkness, defying the jungle as it roared through the steep opposing

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 Poorvi

sides of the cutting. It charged straight at the tunnel, and into it,
thundering past Suraj like the beautiful dragon of his dreams.
And when it had gone, the silence returned and the forest
seemed to breathe, to live again. Only the
rails still trembled with the passing of
the train.
They trembled again to the passing of the
same train, almost a week later, when
Suraj and his father were both travelling
in it.
Suraj’s father was scribbling in a
notebook, doing his accounts. Suraj sat
at an open window staring out at the
darkness. His father was going to Delhi
on a business trip and had decided
to take the boy along. (“I don’t know
where he gets to, most of the time,” he’d
complained. “I think it’s time he learnt
something about my business.”)
The night mail rushed through the forest with its hundreds of
passengers. The carriage wheels beat out a steady rhythm on
flickering:
the rails. Tiny flickering lights came and went, as they passed
burning small villages on the fringe of the jungle.
unsteadily Suraj heard the rumble as the train passed over a small bridge.
fringe: edge It was too dark to see the hut near the cutting, but he knew
they must be approaching the tunnel. He strained his eyes
looking out into the night; and then, just as the engine let out
shrill: sharp a shrill whistle, Suraj saw the lamp.
sound He couldn’t see Sunder Singh, but he saw the lamp, and he
knew that his friend was out there.
The train went into the tunnel and out again; it left the jungle
behind and thundered across the endless plains.
Suraj stared out at the darkness, thinking of the lonely cutting
in the forest and the watchman with the lamp, who would
always remain a firefly for those travelling thousands as he lit
up the darkness for steam engines and leopards.

Ruskin Bond

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 Travel and Adventure

Let us discuss
1. Sunder Singh knew that the leopard was in the tunnel because ____________.

2. Why do you think Suraj was unable to do any shouting in the tunnel in the
beginning?
(i) He was afraid of the leopard.
(ii) He didn’t want to disturb the leopard.
(iii) He was trying to listen for the leopard.
(iv) He didn’t really believe Sunder Singh.

3. What made the leopard disappear into the darkness?

4. How did Suraj know Sunder Singh was at the tunnel?

5. Why did Suraj’s father take him along to Delhi?

Let us think and reflect

I Read the following lines and answer the questions that follow.
1. Suraj had to turn and look back at the opening to reassure himself
that there was still daylight outside. Ahead of him, the tunnel’s other
opening was just a small round circle of light.
The tunnel was still full of smoke from the train, but it would be several
hours before another train came through. Till then, the cutting belonged
to the jungle again.
Suraj didn’t stop, because there was nothing to do in the tunnel and
nothing to see. He had simply wanted to walk through, so that he
would know what the inside of a tunnel was really like.
(i) Write whether the following statement is true or false.
Suraj looked back at the opening of the tunnel
to check if the train was coming.
(ii) Choose the correct option to complete the
sentence given below.
Suraj did not stop anywhere in the tunnel
because _____________.
A. there was nothing to see in the tunnel
B. the tunnel was damp and sticky
C. he was in a hurry to get out of the tunnel
D. it was time for another train to come

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 Poorvi

(iii) What does the sentence ‘Till then, the cutting belonged to the
jungle again’ mean?
(iv) Suraj wanted to know the inside of the tunnel. What character
trait of Suraj is highlighted here?
2. “The train will soon be here,” said Suraj.
“Yes, my friend. And if we don’t drive the leopard out of the tunnel, it
will be run over and killed. I can’t let that happen.”
“But won’t it attack us if we try to drive it out?” asked Suraj, beginning
to share the watchman’s concern.
“Not this leopard. It knows me well. We have seen each other many
times. It has a weakness for goats and stray dogs, but it will not harm
us. Even so, I’ll take my axe with me. You stay here, Suraj.”
(i) What was the watchman’s concern?
(ii) Complete the sentence with a suitable reason.
Sunder Singh was sure that the leopard in the tunnel would not
attack him and Suraj because _____________.
(iii) Select the sentences that are true from those given below.
A. Suraj wants to see the leopards in the jungle.
B. Suraj is concerned about Sunder Singh’s safety.
C. The leopard in the tunnel attacks goats and stray dogs.
D. Sunder Singh wants to protect Suraj.
E. Sunder Singh knows all about the animals in the jungle.
(iv) Choose the correct option to complete the sentence.
Sunder Singh decides to take his axe with him. This tells us that
he was _____________.
A. violent B. cautious C. bold D. afraid

II Answer the following questions.

1. What does Sunder Singh convey by saying that he has lent his tunnel
to the Government?
2. According to Sunder Singh, “It is safer in the forest than in the town”.
What example does Sunder Singh give to support his opinion? What
does this tell us about him?
3. Sunder Singh has become part of the jungle life. Support the view
with a suitable reason.

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 Travel and Adventure

4. Sunder Singh and Suraj form an unlikely friendship.

What draws them together?
5. Why is Sunder Singh referred to as a ‘firefly’?
6. Do you think Suraj is an adventure-loving boy? Give reasons.

Let us learn

I Complete the following sentences using the suitable phrases from the
text given in the box below.

drifting smoke approaching engine sawing sound flickering lights

1. We could hear the ______________________ of the train long before it

came into view at the station.
2. The street was completely dark but the little boy walked to his house
guided by the ______________________ from the houses.
3. The ______________________ from the carpenter’s workshop grew
louder every hour.
4. From the balcony, she watched the ______________________ from her
neighbour’s chimney float across the backyard.

II The text has many ‘sound words’. Some of these words are given in
Column 1 and their meanings are given in Column 2. Match the words
with their meanings. You can use a dictionary.

Column 1 Column 2

1. creaking (i) making a noise like a long ‘s’ sound

2. chatter (ii) making a long low sound when a

door or wooden object moves or
is moved

3. hissing (iii) repeated series of short high

sounds made by birds or monkeys

4. rustle (iv) blowing with short, quick blasts,

as the wind

5. puffing (v) a soft low, dry sound made by

the movement of things such as
leaves, paper, etc.

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 Poorvi

Now, complete the sentences given below by filling in the blanks with
the correct form of the sound words given in Column 1.
1. The steam engine reached the station __________________ black smoke
into the sky.
2. Suddenly the snake raised its hood and made a __________________
noise.
3. When the wind blew, I heard the __________________ of the wooden
roof.
4. He heard a __________________ of leaves behind him when he was
walking in the woods.
5. I get disturbed by the continuous __________________ of the monkeys in
the neighbourhood.

III Read what the watchman Sunder Singh did regularly at the tunnel as
part of his duty. Notice the use of ‘would’.

Every day, before the train came through, he would walk the length of

the tunnel. If all was well, he would return to his hut and take a nap. If
something was wrong, he would walk back up the line and wave a red flag
and the engine driver would slow down. At night, the watchman lit an oil
lamp and made a similar inspection of the tunnel.
1. Why is the word ‘would’ used here?
(i) to make a polite request
(ii) to express a desire
(iii) to talk about a habit in the past

In these sentences, the word ‘would’ is used to speak about a past habit.

‘Would’ is used in these sentences to describe repeated activities for

a period of time in the past. We call them ‘habitual or routine actions
in the past’.

Would and used to both describe something that happened regularly in

the past. However, ‘used to’ indicates a past action that doesn’t happen
any longer.
• I used to paint when I was in Grade 4.
• Riya used to eat a lot of junk food, but she stopped last year.
2. Complete the sentences using the verb in brackets with the correct
form of ‘used to’ or ‘would’. An example has been done for you.

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 Travel and Adventure

When I was a child we used to live in a village near a forest. Back then,
we (i) _____________ (grow) vegetables in our back garden. Every day
we (ii) _____________ (get up) early and go for a walk. The weather in
summer (iii) _____________ (be) really nice. There was a lake near the
house and we (iv) _____________ (go) there every Sunday for a picnic.
Winters (v) _____________ (be) rather cold. In the evenings, my father
(vi) _____________ (tell) us incredible stories and we (vii) _____________
(listen) with admiration.

IV We use punctuation marks to make our writing clear. You already know
how to use full stops and commas. Let us look at three more punctuation
marks—brackets, semicolon, and colon.

Colon (:) is used to introduce a list or an explanation.

• You need the following ingredients to make Ela Ada: ghee, coconut,
jaggery, and rice flour.
• He has one goal: to win the championship.

Semicolon (;) is used to connect two clauses which are closely related
without a conjunction.
• She loves reading; he prefers watching movies.
• Suraj followed close behind; but he found he was unable to do any
shouting.

Now, use semicolons and colons to punctuate the following paragraph.

We explored the busy by-lanes of Charminar, the heart of Hyderabad

it was an exciting day. We wanted to do a few things buy bangles,
taste biryani, and purchase pearl earrings, which are special to this
area. As we walked through the lanes, we saw stalls selling spices,
clothes, and jewellery the market was full of colours. We visited
some famous spots Charminar, Golconda Fort, Salar Jung Museum,
and Chowmahalla Palace each place was beautiful.

Let us listen

A famous museum in your town is organising a treasure hunt in the museum

premises. You and your friends decide to participate in it. Upon arrival, you
find that there are many other teams. Each team is given an audio guide
(recorded information) and a map to the museum. (Transcript for the teacher
on pg. 176)

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 Poorvi

Listen to the audio recording and as you listen, mark your map with the
route to take to find the treasure. To help you, the names of a few rooms in
the museum are given below. Now listen to the audio and mark the various
rooms.

library auditorium weapon room art gallery

musical instruments hall

Drinking
Water

Museum Museum
Decorative Cafe
Shop Office
Art Gallery

You are here

Entrance 2. Closed for Toilets
Hall ______________ Renovation

3. 5.
1.
______________ Store ______________
______________

4. ______________

Let us speak

Anju is going on a trekking trip with her family during the summer vacation.
They have reached the railway station. Anju calls the tour manager for
directions to the trekking site.

Work in pairs and have this conversation. Student A will play the role of
Anju and mark the route on the map given below. Student B will play the
role of the tour manager. Looking at the map, give directions to reach the
trekking site from the railway station. You may use phrases like the ones in
the box to help you.

turn left turn right keep going straight till...

take the next left take the next right take the roundabout
take the second left start from... on the opposite side
right around the corner in front of next to

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 Travel and Adventure

Lake and Bird

Sanctuary
Factory

Trekking Site

Railway Lassi School

Station Corner

Museum

Let us write

Write a descriptive paragraph about your experience of a train journey.

Describe the sights, sounds, and feelings you experienced during the
journey. Include details about the people around you, the scenery
outside, and the atmosphere inside the train to make your paragraph
vivid and engaging.

You may use the following guidelines to help you create the paragraph.
• Start with how the journey began: boarding the train, finding your
seat, and the initial impressions.
• Describe the sounds: the whistle of the train, the chatter of
passengers, and the rhythmic clatter of wheels on the tracks.
• Mention the sights: the changing scenery outside the window, the
hustle and bustle inside the train, and any interesting moments.
• Reflect on your feelings: Were you excited, relaxed, or curious? How
did the journey make you feel overall?

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Let us explore

I The Nation’s pride Atal Tunnel is 9.02 kilometres long. It runs under the
Rohtang Pass. It was constructed on the Manali–Leh Highway under the
challenging conditions of freezing temperatures in extremely difficult
terrain. The Atal Tunnel has officially been certified by World Book of
Records as the ‘World’s Longest Highway Tunnel above 10,000 Feet’!

II The history of Indian Railways spans over 165 years. On 16 April 1853,
the first passenger train ran between Bori Bunder (Mumbai) and Thane,
covering 34 kilometres. It was operated by three locomotives named
Sahib, Sultan, and Sindh and had thirteen carriages. In 1864, the North
received its first station, Delhi Junction, near Chandni Chowk.
You may refer to the given link to know more about Indian Railways.

https://artsandculture.google.com/story/a-history-of-indian-railways-
national-rail-museum/cAVh7RwiKiTtKg?hl=en

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 Travel and Adventure

Travel

Let us do these activities before we read.

I Complete the following word web on travel.

Modes of Transport Reasons for Travel

bus, work,

Feelings Adventure Activities

joy, Travel exploring,

Destinations Challenges
riverside, bad weather,

II You are going on a trip to an adventure camp

with your classmates and teacher.
1. How will you travel to the adventure camp?
2. What things will you take along?
3. Why would you like to go there?
4. What are the activities you would like to do
with your friends?
5. How much time will it take to complete
your adventure trip?

III Discuss in pairs. What might be the reasons

that people enjoy train journeys?

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 Poorvi

Let us read
The railroad track is miles away,
And the day is loud with voices speaking,
Yet there isn’t a train goes by all day
But I hear its whistle shrieking.

All night there isn’t a train goes by,

Though the night is still for sleep and dreaming,
But I see its cinders red on the sky,
And hear its engine steaming.

My heart is warm with the friends I make,

And better friends I’ll not be knowing;
Yet there isn’t a train I wouldn’t take,
No matter where it’s going.

Edna St. Vincent Millay

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 Travel and Adventure

Let us discuss
I The main ideas of each stanza of the poem are given below. Write the
number of the stanza against the matching main idea.
1. At night, the speaker imagines the train and hears its engine in
the quiet.
2. The speaker feels a strong desire to take any train, no matter where
it goes.
3. The speaker hears the train whistle during the day, even though the
train is far away.

II Read the poem and underline the rhyming words in each stanza.
Write the rhyming words from each stanza. An example has been done
for you.
1. Stanza (i): away-day;
2. Stanza (ii):
3. Stanza (iii):

III Identify the rhyme scheme of the poem from the options given below.
1. AABB 2. ABCA 3. ABAB 4. ABBC

IV Identify the word in the poem that personifies the whistle of the train.

V Tone refers to the attitude the poet has about the poem. Which of these
words can be used to describe the poet’s tone in this poem?

serious excited curious worried thoughtful

content enthusiastic critical joyful

VI Select the words that tell us what the train symbolises for
the poet.
1. education 2. adventure 3. comfort
4. opportunities

VII Complete the following by choosing the correct option

from those given in brackets.

The poet repeats the line, ‘...there isn’t a train goes by,’ in all
three stanzas to _______. (highlight the speaker’s fascination
with the train/suggest that the area has many trains passing
through)

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 Poorvi

VIII The poem contrasts the busy day with the stillness of the night.
What is the common factor in these?

IX Imagery is a literary device that uses descriptive language to create

mental pictures and appeal to the reader’s senses (sight, sound,
smell, taste and touch). It makes the descriptions more relatable.

Select the phrases from the poem that are examples of imagery. One
example is given: day is loud.

Let us think and reflect

I Read the extract given below and answer the questions that follow.
1. My heart is warm with the friends I make,
And better friends I’ll not be knowing...
(i) Choose the suitable option to complete the following.
The line ‘My heart is warm’ refers to a heart that is ___.
A. filled with worries
B. full of love
C. feeling upset
D. experiencing anger
(ii) What does the speaker say about her current friends?
(iii) What does the line ‘better friends I’ll not be knowing’ suggest
about the speaker’s feelings toward their current friends?
(iv) Complete the following suitably.
The tone of the speaker in these lines is ______. (grateful/content)

II Answer the following questions.

1. What does the phrase ‘cinders red on the sky’ tell us about the train
at night?
2. What is the significance of the repeated references to the train’s
whistle?
3. What does the line ‘no matter where it’s going’ reveal about the
speaker’s attitude towards travel?
4. Do you think the poet actually sees and hears the train? Why or
why not?

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 Travel and Adventure

Let us learn

I Read the expressions from the poem given in Column 1 and match them
with what they indicate in Column 2.

Column 1 Column 2
1. miles away (i) T
 he speaker’s affection for their
friends
2. cinders red (ii) T
 he fast and powerful movement of
the train
3. heart is warm (iii) The busy and noisy atmosphere
during the day
4. day is loud (iv) T
 he glow of the train’s sparks lighting
up the night sky
5. engine steaming (v) T
 he distance of the train from the
speaker

Now, use the expressions in Column 1 to fill in the following blanks

correctly.
1. After meeting her old friend, her ______ with the joy of rekindled
memories.
2. As I arrived at the railway station I could hear the ______.
3. The marketplace is bustling, and the ______ with the chatter of
shoppers and vendors.
4. The bonfire glowed brightly, throwing ______ into the dark night sky.
5. The sound of a train could still be heard _____ as the evening grew
quiet.

II The poet uses the word ‘shrieking’ to tell us about the sound of the train’s
whistle. There are other words that tell us about different types of related
sounds.
Read the meanings of such words in Column 1 and match them with the
words in Column 2. You may use a dictionary. Share your answers with
your classmates and the teacher.

Column 1 Column 2
1. shouting loudly, often in anger (i) wailing
or excitement
2. crying out in fear or excitement (ii) hollering

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 Poorvi

3. crying loudly with grief or (iii) screeching

sorrow
4. making a high-pitched, piercing (iv) yelling
sound
5. calling out loudly, often in a (v) whimpering
casual or informal way
6. crying softly in a low, broken (vi) bawling
voice
7. crying loudly and (vii) screaming
uncontrollably

Now, complete the following paragraph by using suitable words from

Column 2.

The street was filled with a variety of sounds. A shopkeeper was 1. ______
to attract customers, while a child nearby was 2. _______ at his friend to
wait for him. From the other side of the road, a toddler was 3. ________
uncontrollably after dropping his ice cream, and his mother tried to
calm him as he began 4. _________ softly. In the background, someone’s
loud 5. _________ voice added to the bustling noise of the busy evening.

Let us listen

I Listen to this announcement made in the morning assembly

about a school trip to the National Science Centre. As you listen,
circle the information that is not correct. (Transcript for the
teacher on pg. 177)
1. The trip to the National Science Centre is organised on 15
September.
2. Students will start from school at 8.00 in the morning and
return by 5.00 in the evening.
3. Refreshment will not be provided during the trip.
4. Students are permitted to carry a phone, a notebook, and
a pen.
5. The permission slip is to be signed by the class teacher.
6. The permission slip is to be submitted to your class teacher
by 10 September.
7. Mr. Mukherjee is the Adventure Club in-charge.

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 Travel and Adventure

II Now, listen to the announcement again and rectify the sentences.

Let us speak

When speaking in English, small differences in pronunciation can change the

overall meaning of the words. One such difference is in the pronunciation of
the consonant ‘c’.

For example: cat (uses /k/ sound for ‘c’) and city (uses the /s/ sound for ‘c’)

The poem uses the word ‘cinders’, which is pronounced with a /s/ sound.

The letter ‘c’ has two sounds. It can be pronounced as a /k/ or /s/ sound.
But which is right depends on the next letters of the words.
• Letter ‘c’ produces /s/ sound if it is followed by the letters ‘e’, ‘i’,
or ‘y’. For example, city (‘c’ is followed by ‘i’). This /s/ sound is
known as the soft ‘c’ sound.
• Letter ‘c’ produces /k/ sound if it is followed by the letters ‘a’, ‘o’,
or ‘u’ or a consonant at the end of the word. For example, cat (‘c’
is followed by ‘a’). This /k/ sound is known as the hard ‘c’ sound.

That is why ‘cinders’ is pronounced with a /s/ sound. The letter ‘c’ is followed
by ‘i’!

Now, work in pairs. Pronounce the given words aloud. Keep the rules of the
soft and hard ‘c’ pronunciation in mind.

cell cable race cake decide receive

concert circle bicycle echo uncle

Let us write

I A diamante poem is a poem that is shaped like a diamond, which uses

specific types of words like adjectives and–ing words. Let us read an
example.

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 Poorvi

Day
Bright, sunny
Dancing, playing, running
Out comes the sun, down goes the sun
Resting, listening, dreaming
Quiet, peaceful
Night

In this example we see how two different ideas—day and night are
connected through the poem.

Let us now write a diamante poem that connects ‘reading’ and ‘adventure’.

Reading the first topic

___________, ___________ two adjectives about reading

___________, ___________, ___________ three -ing words about reading

four nouns or a short phrase

_____________________________________
linking your topics

three -ing words about

___________, ___________, ___________
adventure

___________, ___________ two adjectives about adventure

Adventure the second topic

Share your poem with your classmates and the teacher.

II We come across many interesting characters while travelling. They

become interesting because of their actions, their behaviour, and
manner of speaking. Describe one such character that you met. Follow
these steps.
1. Choose the character.
2. Create a first draft of your description including the following details.
(i) What is the name of the character?
(ii) What does the character look like?
(iii) What does the character do?
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 Travel and Adventure

(iv) What kind of person is she or he?

(v) Include any line or incident from the text that you like the most.
3. Check your description for any spelling mistakes or errors.
4. Show your classmates your work and ask for suggestions.
5. Rewrite your description including all the changes and suggestions
for improvement.

Let us explore
I The Mountain Railways of India are outstanding examples of hill
railways and they are designated as a UNESCO World Heritage Site
under the name Mountain Railways of India. These three railways are
the Darjeeling Himalayan Railway, the Nilgiri Mountain Railway, and the
Kalka–Shimla Railway.
The Matheran Hill Railway and Kangra Valley Railway are on the
tentative list of UNESCO World Heritage Sites.
They are still fully operational as living examples of the ingenious
engineering enterprise of the late nineteenth and early twentieth
centuries. The owner of the three properties is the Railway Ministry of
the Indian Government.
In groups of four, find out more about these heritage trains and make a
presentation in the class.
II As an excellent example of the ‘Make in India’ success story, the Indian
Railways launched India’s first indigenous semi-high-speed train,
Vande Bharat Express. It has become a symbol of India’s aspirations for
modern, efficient, and comfortable rail travel. The first Vande Bharat
Express train was flagged off on 15 February 2019, on the New Delhi–
Kanpur–Allahabad–Varanasi route, running at a speed of 160 kilometres
per hour.
Courtesy PIB. Posted on: 02 September 2024 3:41p.m.

In groups of four, find out more about these heritage trains and make a
presentation in the class.
III Some of the underwater rail tunnels are the Thames Tunnel in London,
the Seikan Tunnel in Japan and the Channel Tunnel between England
and France.
India’s first underwater metro route in Kolkata started in March 2024.
A part of this special metro line runs beneath the Hooghly River.
IV Which of these trains do you think would be adventurous to travel in ?
Discuss among yourselves.
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 Conquering the Summit

Let us do these activities before we read.

I Identify the activities represented by the icons given below. Share your
answers with your classmates and the teacher.

II Work in pairs and discuss the following questions.

1. Why do you think people undertake the activities identified above?
2. How would they prepare for these activities?
3. Which one of them do you find the most exciting? Why?

Share your answers with the teacher.

III Work in pairs to complete the word web given below. Share the answers
with the teacher.

Qualities
of a
mountaineer

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 Travel and Adventure

Let us read

This is a story that narrates the triumph of will,

courage, determination, and dedication. Arunima
Sinha’s journey from a devastating accident to
scaling the highest peak in the world stands as a
beacon of hope and resilience. In 2011, at the age
of 24, Arunima Sinha, a national-level volleyball
player, faced a life-altering event. It challenged
her in ways she could never have imagined. As
she lay in the hospital bed with one leg amputated,
Arunima made a vow that many would deem
impossible: not only to walk again with a
prosthetic leg but to scale Mount Everest. In 2013,
she did just that, becoming the first Indian female
amputee to achieve this feat. Hence, in 2015, she
was awarded the Padma Shri, the fourth highest
civilian award in India. She was also awarded the Courtesy: Hindustan Times
Tenzing Norgay National Adventure Award and
National Award for Best Female Mountaineer. beacon:
source of
Arunima hails from Ambedkar Nagar, a small district in Uttar
inspiration
Pradesh. Her father was an army engineer, and her mother
resilience:
worked as a health supervisor. Sports were a significant part ability to
of Arunima’s life, with her family having a natural inclination recover quickly
towards athletics. After completing her law degree following from a difficulty
her post-graduation, Arunima decided to pursue a job in the amputated: cut
paramilitary forces, which would allow her to continue her off a part of the
passion for sports while having a regular income. body (here the
leg)
On the fateful night of 11 April 2011, she met with a train
prosthetic leg:
accident. The hours that followed were harrowing. She never
an artificial
imagined she would survive that night, but survive she did, leg that helps
miraculously, displaying an extraordinary will to live. Arunima people to move
received a prosthetic leg and underwent physiotherapy. It was around easily
during this period that she made a profound decision. Inspired feat:
by an article about Mount Everest, she resolved to conquer achievement
the highest peak in the world. harrowing:
extremely
To pursue her ambition, Arunima Sinha completed a
disturbing and
basic mountaineering course at the Nehru Institute of painful
Mountaineering in Uttarkashi, followed by eighteen months
rigorous:
of rigorous training. Arunima approached Bachendri Pal, the severe

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 Poorvi

endeavour: an first Indian woman to summit Everest, to guide her in the

attempt to do endeavour. Bachendri Pal instilled confidence in Arunima
something and said, “My child, you decided to climb Mount Everest in
surge: a sudden these situations with a prosthetic leg—you have conquered
and great the Everest within you; the world will realise it later.”
increase
On 21 May 2013, after 52 exhausting days, Arunima Sinha
endurance:
reached the summit of Mount Everest. Standing at the top
(here) ability to
of the world, she felt a surge of emotions—pride, relief, and
continue doing
something an overwhelming sense of achievement. She displayed the
difficult for a Indian flag at the summit and left behind a photograph of her
long time idol, Swami Vivekananda, whose teachings had inspired her
throughout her journey.
Arunima’s feat did not end with Everest. By July 2016, she
had summited seven peaks in Europe, Africa, Australia,
South America, North America, and
of course, Mount Everest in Asia.
In January 2019, she climbed the
seventh peak on Antarctica and
became world’s first female amputee
to climb Mount Vinson. Her goal to
complete the Seven Summits was
achieved.
Throughout her journey, Arunima
has faced numerous challenges and
setbacks. Yet, her story is not just about
physical endurance but
also about mental

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 Asia
Travel and Adventure
South America
North America Everest
Aconcagua Africa
Denali
Europe
Antarctica Kilimanjaro
Elbrus Australia
Vinson
Kosciuszko

fortitude and the power of a positive mind set. Her message is fortitude:
simple yet profound: “Never give up and work hard. Always courage over a
remember your goal and work on it.” long period

Arunima’s autobiography, Born Again on the Mountain: A Story adversity:

a difficult
of Losing Everything and Finding It Back records her incredible
situation
journey to the top of the world. It is a story of triumph over
testament:
adversity, a testament to the human spirit’s capacity to rise proof
above the most challenging circumstances.
conferred:
She was conferred with the honorary doctorate by the given an official
University of Strathclyde, Glasgow, UK. In her words, “Failure title or honour
is not when we fall short of achieving our goals. It is when
we don’t have goals worthy enough. Never forget your goal,
respect it, work hard, and you will be the winner.” Dr. Arunima
Sinha has not only conquered mountains but has also won
people’s hearts the world over, inspiring them to reach their
own summits.

Let us discuss

I Read the statements given below and explain each statement in your
words.

1. Arunima Sinha is considered a beacon of hope and resilience.

2. Arunima decided to climb Mount Everest despite losing her leg.

3. Bachendri Pal’s guidance was crucial in Arunima’s journey to the

summit of Mount Everest.

4. Arunima’s achievements go beyond just physical endurance.

5. Arunima’s autobiography inspires readers around the world.

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 Poorvi

Let us think and reflect

I Read the extract given below and answer the questions that follow.

Bachendri Pal instilled confidence in Arunima and said, “My child, you
decided to climb Mount Everest in these situations with a prosthetic leg—
you have conquered the Everest within you; the world will realise it later.”
On 21 May 2013, after 52 exhausting days, Arunima Sinha reached the
summit of Mount Everest. Standing at the top of the world, she felt a surge
of emotions—pride, relief, and an overwhelming sense of achievement.
1. Complete the sentence with a suitable reason.
Bachendri Pal said that Arunima had conquered the Everest within
her because ___________________.
2. How might Arunima have felt after what Bachendri Pal told her?
3. Choose a phrase from the extract which shows that reaching the
summit of Mount Everest was tiring.
4. Select the correct option to complete the sentence.
After her success when Arunima felt ‘an overwhelming sense of
achievement’, she would have most likely said, “___________________.”
(i) I am confident of my abilities
(ii) I will accomplish this soon
(iii) I am excited to begin this climb
(iv) I finally realised my dream

II Answer the following questions.

1. What did Arunima do in order to fulfill her ambition

of conquering Mount Everest?
2. Arunima is a beacon of hope and resilience. Support
this statement with evidence from the text.
3. Arunima’s autobiography is titled Born Again on the
Mountain: A Story of Losing Everything and Finding It
Back. Why do you think this title is appropriate?
4. Arunima says, “Failure is when we don’t have goals
worthy enough.” What would be the most likely
impact of this statement on readers?

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 Travel and Adventure

Let us learn

I Read the underlined phrases in sentences (i)–(v) and match them with
their appropriate meanings given in the box below.

1. genuine, sincere efforts 2. strength of mind

3. periods of time filled with tiring and demanding activities
4. an incident or experience that significantly changes a person’s life
5. a source of inspiration or encouragement

(i) Nisha was relieved when the final match was over after several
exhausting days of practice.
(ii) Despite several failures, her heartfelt attempts to learn the guitar
showed her determination and passion for music.
(iii) Moving to a new city was a life-altering event for Jagan, as it gave
him the chance to make new friends and try different activities.
(iv) Competing in the marathon requires not just physical strength
but also mental fortitude to stay focused and finish the race.
(v) The lighthouse served as a beacon of hope for the sailors lost
at sea.

II Complete the following table by filling in the gaps with correct parts of
speech mentioned. An example has been done for you.

Nouns Adjectives Verbs (present) Adverbs

determination determined determine determinedly

relief relievedly

inspiring inspire

resistance resistantly

success successful

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 Poorvi

III Study the highlighted words in the following sentences from the text.
• Arunima made a vow that many would deem impossible.
• Her father was an army engineer.
• Standing at the top of the world, she felt a surge of emotions—pride,
relief, and an overwhelming sense of achievement.
• She planted the Indian flag at the summit and left behind a
photograph of her idol, Swami Vivekananda.
• Arunima Sinha’s journey from a devastating accident to scaling the
highest peak in the world stands as a beacon of hope and resilience.

The highlighted words are articles.

‘A’ and ‘an’ are indefinite articles; ‘the’ is the definite article. The choice
between ‘a’ and ‘an’ depends on the sound that follows the article,
specifically the initial sound of the word that follows.

1. Fill in the blanks with ‘a’, ‘an’, ‘the’. Put an ‘x’ where no article is
required.
We planned (i) _______ adventurous trip to (ii) _______ remote island.
(iii) _______ island was known for its beautiful landscapes and (iv)
_______ diverse wildlife. On (v) _______ first day, we set out to explore
(vi) _______ island’s dense jungle. (vii) _______ guide led us through
(viii) _______ thick foliage and showed us (ix) _______ hidden waterfall.
In (x) _______ evening, we gathered around (xi) _______ campfire to
share stories and enjoy (xii) _______ meal we cooked. (xiii) _______
experience was truly unforgettable, and we felt (xiv) _______
connection with (xv) _______ nature.

2. There is an error in each sentence that has been underlined. Correct

the error in the following sentences.
(i) We waited for a hour before the bus finally arrived.
(ii) The guide insisted on an uniform jacket for the group’s safety
during the trek.
(iii) Mount K2 is a second highest peak in the world.
(iv) A Ganga is a sacred river in India, known for its cultural
importance.
(v) Challenges are faced with courage and determination by a brave.
(vi) A North Star has guided travellers for centuries.

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 Travel and Adventure

Let us listen

You will listen to five speakers share their opinion about adventure
sports. As you listen match the statements 1–8 with the speakers
(i)–(v). There are three extra statements that you do not need.
(Transcript for the teacher on pg. 177)

Statements Speaker no.

1. Talks about having basic activities in

adventure sports
2. Finds adventure sports thrilling and
exciting
3. Praises the availability of a variety of
activities
4. Expresses concern about the risks in
adventure sports
5. Promotes trekking as a casual sport
6. Invites applications from first-timers
7. Focuses on the availability of training
and supervision
8. Finds exposure to risks unnecessary

Let us speak

In groups of four, select a role from 1–4 given below and speak about the
views allotted to each. Use the prompts and vocabulary given. Take turns to
express your opinions, agreement, and disagreement.

Role-Specific Prompts

1. School Student: Talk about why you think Physical Education should be
included in school activities.

2. Parent: Discuss your concerns or support for your child participating in

Physical Education activities.

3. Physical Education Teacher: Share your experiences about Physical

Education activities and why you think they are valuable.

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 Poorvi

4. Sports Camp Organiser: Explain how you ensure safety and why you
believe sports are beneficial for participants.

Prompts
• In my opinion... • I believe that...
• From my point of view... • I disagree with...
• One reason for this is... • I agree with the idea that...
• I disagree with the notion that...
• I support this perspective because...
• I find it hard to agree because...

Vocabulary you may use

precautions unique experiences fun safe enjoyable thrilling
builds confidence concern explore overcome fear participate

Let us write

Read the various components of a formal letter from the box given below.

complimentary close receiver’s address subject date

introduction statement of request expression of interest
salutation signature line sender’s address

1. Now, read the letter given below and write the matching components.

Sender’s Address
Date
Receiver’s Address
_________School
Subject: Request to join Adventure Club
Madam/Sir,
I am Sreelakshmi, a student of Grade 7-C. I am interested
in adventure activities like trekking, hiking, rope climbing,
and exploring sites of natural beauty.
I would love to be a part of the Adventure Club of the school
and participate in the adventure activities organised.
I request you to grant me permission to join the club.
Yours sincerely,
Sreelakshmi
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 Travel and Adventure

2. Write a letter to the Principal of your school requesting her to organise an

excursion to a nearby hill station for Grade 7 students of your school.

Let us explore

I Find out more information about the following adventure sports in our
country and complete the table given below.

Preferred Time Equipment

Name Area
of the Year Required

snow- covered
snow skiing skis, ski suit,
hills
Spring, Autumn,
trekking pole
Winter

camping grassy areas tent, torch,

river rafting all year round

scuba suit,
scuba diving
mask, fins,

II Prepare an information booklet with fact sheets of five Indian

mountaineers. Include the following information in the fact sheet.
1. name (and photograph, if available)
2. place of birth 5. training received
3. profession 6. sport known for (if any)
4. accomplishments—awards or honours

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 Poorvi

TRANSCRIPTS

Tunnel

Let us listen (refer to page 153)

A famous museum in your town is organising a treasure hunt in the

museum premises. You and your friends decide to participate in it. Upon
arrival, you find that there are many other teams. Each team is given an
audio guide (recorded information) and a map to the museum.

1. Look at the map given below. Try and predict what each of the rooms
might be.

2. Listen to the audio recording and as you listen, mark your map with the
route to take to find the treasure. To help you, the names of a few rooms
in the museum are given below. Now listen to the audio and mark the
various rooms.

Welcome to the City Museum. We start our tour at the entrance

hall. Here you will find the information booth and a display
devoted to the history of this museum. To the right of the
Entrance Hall you will find the (i) library. On the left is the
museum shop. Go straight from the Entrance Hall till you reach
the (ii) Art Gallery. The gallery is famous for its collection of rare
paintings from various parts of India. There are three doors that
lead out of the Art Gallery. The first door on the left leads to the
Decorative Art Gallery, where you will find items like jewellery,
carvings, and textiles from Medieval India. The next door is
temporarily closed due to renovation work. The third door on
the right leads to the (iii) Weapons Room, where you will find an
extensive collection of Indian weapons including bows, swords,
shields, and helmets. From the weapons room take a left turn.
You will find the world-famous (iv) Musical Instruments Section,
where you can find musical instruments from every country in
the world. The second room to the left in this gallery will take
you to the (v) Auditorium. Hidden here is your treasure! All the
best to all. May the best team win!

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 Travel and Adventure

Travel

Let us listen (refer to page 162)

1. Listen to this announcement made in the morning assembly about a

school trip to the National Science Centre. As you listen, circle the words
that are not correct.

Good morning students!

I have some very exciting news to share with you all. The much-
awaited educational trip to the National Science Centre will be
held on 16 September, that is in two weeks! As you know this
would be a fantastic opportunity to explore and learn more
about the world around us.

We will be starting from school at 8.00 in the morning and return

by 5.30 in the evening. All of you must be in proper school uniform.
Don’t forget to carry your identity cards. Light refreshments will
be provided at the museum. But do carry a water bottle and a
packed lunch. You are not permitted to wear any jewellery or
carry mobile phones. You may carry a notebook and a pen to
make notes. Interested students must bring a permission slip
signed by your parent and submit them to their class teachers
by 10 September. It is going to be a fun trip so don’t miss out. If
you have any more questions, please contact Mr. Mukherjee, the
excursion in-charge.

2. Now, listen to the announcement again and rectify the sentences.

Conquering the Summit

Let us listen (refer to page 173)

You will listen to five speakers share their opinion about adventure
sports. As you listen match the statements 1–8 with the speakers (i)–(v).
There are three extra statements that you do not need.

Speaker (i): As a parent, I fear the risks involved, especially

with activities like rock climbing or paragliding.

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 Poorvi

I’m quite worried about the safety risks of adventure

sports. It’s important to consider these risks before
letting children participate.

Speaker (ii): Adventure sports are thrilling! All my friends

agree; it is amazing. It’s not just about fun; it’s about
pushing your limits and experiencing something
new. I think it’s worth trying, of course, with a
trainer.

Speaker (iii): As organisers of adventure camps, we take safety

very seriously. Our team ensures all equipment is
regularly checked and maintained. Participants are
given thorough training and are always supervised
by professionals. We focus on minimising risks
while still providing an exciting experience.

Speaker (iv): At our school, we organise adventure camps with

activities like trekking and zip-lining. However, we
stick to basic sports that are safe and manageable
for students. We always prioritise safety, ensuring
that all necessary precautions and measures are in
place. Being careful is what we promote.

Speaker (v): In my opinion, sports should be about fitness and

enjoyment, like track and field or swimming. Why
risk your life for a fleeting moment of thrill just for
a feeling of adventure? Traditional sports are safer
and just as fulfilling!

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 Bravehearts

Unit 5
BRAVEHEARTS

A Homage to Our Brave Soldiers

Let us do these activities before we read.

I Homage means ‘something that is said or done to show respect publicly

for someone’. Whom should every Indian pay homage to? Share your
answers with your classmates and the teacher.

II Work in pairs to complete the table by writing any three ways in which
we can celebrate the victories and honour the sacrifices of the soldiers.
An example has been done for you. Share your answers with your
classmates and the teacher.

Celebrating their Honouring their

Victories Sacrifices

visiting a war
memorial

Unit 5.indd 179 06-Mar-25 2:49:36 PM

 Poorvi

Let us read
Two friends share their feelings about brave soldiers. One
of them shares her experience of visiting the National War
Memorial that has left a deep impact on her. They exchange
letters and share their feelings of gratitude for the freedom
they enjoy because of the sacrifices made by the bravehearts of
the country. The memorial symbolises the patriotism of Indian
soldiers. Which is this memorial?

I
House No…
Jayanagar
Bengaluru
14 April 20XX
Dear Ananda,
Hope you are all doing well!
Do you remember our last conversation about war and the
importance of peace? We talked about how India had to
struggle for its Independence from the British for many
centuries. Post-independence our country has had to fight
territorial several wars to protect its borders, territorial integrity, and its
integrity: people. This made me wonder, who were these brave Indian
safeguarding people? They fought to protect our country and sacrificed their
nation’s borders
lives so that we could lead our lives in peace. What were their
names? Where did they come from? Does anyone remember
anything about them?
Last week I got the answers to some of my questions during
an educational trip to New Delhi organised by our school. You
may recall, I was looking forward to this trip and our visit
to many places of historical and educational significance.
I learnt several new and interesting things, and I am excited
to share them with you.
Let me begin by asking you to guess the name of the monument
that I found most inspiring. Let’s see if you can guess. The
construction of this monument started in April 2018 and
envisioned:
was completed in February 2019. It was envisioned and then
visualised
inaugurated by India’s Prime Minister Shri Narendra Modi

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 Bravehearts

in February 2019. In terms of location and size, it is spread iconic:

over 40 acres of land near the iconic India Gate. But more celebrated
importantly, it is a tribute to some of the bravest Indians. I’m tribute:
sure you’ve guessed! It’s the ‘National War Memorial’. Won’t showing
you say, a long-desired aspiration was fulfilled? respect,
gratitude
Our visit to the National War Memorial began with our teacher
explaining that even after Independence, India has had to fight
many wars to protect herself, and the freedom and security
we enjoy today is because of the many brave men and women
who have served in the Indian Armed Forces over decades.
Sadly, she said, war always takes its toll, and therefore, many
brave soldiers have had to sacrifice their lives for the country
even after our Independence in 1947.
This is what makes monuments like the National War Memorial
extremely important, so that we should never forget the cost
of freedom. We are aware, always, of the pain and horrors
of war. We learnt that each brick of the memorial is called a
tablet, and it bears the names of soldiers who fought for India
and made the supreme sacrifice in different wars from 1947
till date, including the Indo-China conflict of 1962, the Indo-
Pak Wars in 1965 & 1971 and the Kargil War in 1999. There
are 29,000 tablets on which more than 26,000 names of fallen etched:
engraved
soldiers have been etched.
It was heartening to know that our government has recognised
the sacrifice of brave soldiers. Our teacher told us about the 21
bravehearts who were awarded the Param Vir Chakra (PVC), gallantry:
India’s highest wartime gallantry medal, for their service to exceptional
courage
the nation. She also told us about Maha Vir Chakra (MVC),
especially in
Kirti Chakra (KC), Vir Chakra (VrC), and Shaurya Chakra (SC). battle
Major Somnath Sharma was posthumously awarded India’s posthumously:
first PVC in the Battle of Badgam in 1947. Later some more after death
PVCs were awarded for exceptional gallantry during the India-
China Conflict of 1962, and the India-Pakistan War of 1965.
Besides, a PVC was also awarded for service during the UN
Peace Keeping Operations in Congo.
In the 1971 war, some of the heroes who were awarded the
PVC (posthumously) include Lance Naik Albert Ekka, Flying
Officer Nirmal Jit Singh Sekhon, Second Lieutenant Arun
Khetarpal, and Major Hoshiar Singh. Some Navy personnel

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 Poorvi

including Captain Mahendra Nath Mulla were also awarded

MVC for their exemplary courage and leadership.
citation:
meritorious Then the teacher shared with us the citation of Param Vir Chakra
performance of awardee Lance Naik Albert Ekka. It touched my heart and also
duty motivated me. We were awestruck and humbled by his bravery.
awestruck: I aspire to be courageous like him when I join the army!
amazed

Lance Naik Albert Ekka (PVC)

Citation
Lance Naik Albert Ekka, (No. 4239746), 14 Guards
Lance Naik Albert Ekka was in the left forward company of a
Battalion of the Brigade of Guards during their attack on the enemy
defence at Gangasagar on the eastern front. This was a well-fortified
position held in strength by the enemy. The assaulting troops were
subjected to intense shelling and heavy small arms fire, but they
charged on to the objective and were locked in bitter hand-to-hand
combat. Lance Naik Albert Ekka noticed an enemy Light Machine
Gun inflicting heavy casualties on his company. With complete
disregard to his personal safety, he charged the enemy bunker,
bayoneted two enemy soldiers and silenced the Light Machine Gun.
Though seriously wounded in this encounter, he continued to fight
alongside his comrades through the mile deep objective, clearing
bunker after bunker with undaunted courage. Towards the northern
end of the objective, one enemy Medium Machine Gun opened up
from the second storey of a well-fortified building inflicting heavy
casualties and holding up the attack. Once again, this gallant soldier
without worrying about his personal safety, despite his serious
injury and the heavy volume of enemy fire, crawled forward till he
reached the building and lobbed a grenade through the loophole of
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 Bravehearts

the bunker, killing one enemy and injuring the other.

The Medium Machine Gun, however, continued to fire. With
outstanding courage and grim determination, Lance Naik Albert
Ekka scaled a side wall and entering the bunker, bayoneted the
enemy who was still firing and thus silenced the Machine Gun,
saving further casualties to his company and ensured the success
of the attack.
In this process, however, he received serious injuries and succumbed
to them after the capture of the objective. In this action, Lance Naik
Albert Ekka displayed the most conspicuous valour, determination
and made the supreme sacrifice in the best traditions of the Army.
(Gazette of India Notification No. 7– Pres./72)

As we continued our visit around the National War Memorial,

we came across another important installation called Amar
Jawan Jyoti that commemorates our soldiers. The name, as commemorates:
remember
you may have guessed, represents an immortal flame that
officially and
is kept ablaze all through the day and night to revere the
show respect
sacrifices of our soldiers. Earlier the Amar Jawan Jyoti, which
also displayed a rifle and a helmet, was alighted under the
arch of India Gate in January 1972 to commemorate India’s
victory in the India-Pakistan War of 1971.
The National War Memorial now includes Amar
Jawan Jyoti in the obelisk, which is surrounded by obelisk: tapering
four Chakras. During the inauguration, the Prime stone pillar
Minister lit a new flame to commemorate the fallen
heroes. Later, the old flame at India Gate was also
merged with the new flame at the National War
https://nationalwarmemorial.gov.in/

wreaths:
Memorial. Here is a picture of the new Amar Jawan circular
Jyoti if you haven’t seen it. arrangement of
flowers used as
You can see the obelisk surrounded by wreaths a respect and
that have been placed as a mark of respect. The remembrance
lighting design is planned in such a way that it for a person who
transforms the monument’s landscape as sunlight has died
changes from dawn to dusk. It truly is a majestic
site that filled me with pride for our nation. I was
also overwhelmed by the interminable flame as a interminable:
metaphor for eternal stories of courage and valour. everlasting

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 Poorvi

Our teacher also explained the significance of the Chakras to

us. I found it interesting and hence I am sharing with you.
The National War Memorial consists of four concentric circles,
which are known as Amar Chakra, Veerta Chakra, Tyag Chakra,
and Raksha Chakra around a 15-metre-tall central obelisk
with the eternal flame—the Amar Jawan Jyoti. It also houses
murals: large bronze and stone murals and graphic panels. Isn’t it amazing!
paintings on a
wall
The innermost circle represents the Amar Chakra, also
known as the ‘Circle of Immortality’. This has the Obelisk with
Eternal Flame. The Amar Jawan Jyoti flame symbolises the
immortality of the spirit of fallen soldiers with the assurance
that the nation will never forget their sacrifice.
The second circle is called the Veerta Chakra, which is also
known as the ‘Circle of Bravery’. There is a covered gallery
that exhibits six murals crafted in bronze, depicting valiant
battle actions of our Armed Forces.
The third circle represents the Tyag Chakra, also known
as the ‘Circle of Sacrifice’. The circular concentric walls of
honour symbolise the ancient war formation, which is called
Chakravyuh. The walls are covered with granite tablets and

https://www.mygov.in

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 Bravehearts

individual tablet is solely dedicated to each fallen hero of post-

Independent India. Their names are etched in golden letters.
The outermost circle represents the Raksha Chakra, which
is also known as the ‘Circle of Protection’. In this chakra the
row of trees is a reassurance to the citizens of the country
about their safety against any threat. Each tree represents the
soldiers who ensure the territorial integrity of the nation.
We spent the whole day, from morning to evening, at the
National War Memorial and the surrounding areas, marked by
majestic lawns and grand buildings of Kartavyapath. We were
immersed in the ambience that was solemn and a reminder
of what a free nation could achieve. The overall environment
created an emotive experience that was visually inspiring. I
felt as if I had developed a bond with the place.
I learnt a lot, but I also have to admit that the various discourses discourses:
during the day brought tears to my eyes. It was sad to think serious
about the massive devastation and loss of life caused by wars. discussions on
different topics
It motivated me to live a life worthy of the sacrifices of our
heroes.
After our visit, the class decided to make presentations on
stories of valour of the bravehearts we came across at the
National War Memorial. We divided ourselves into five
groups. We decided to make
presentations depicting the
courageous stories of the
soldiers. Our teacher has
also advised us to share our
experience during the school
assembly. I am delighted that
all the students of our school
will get to know about the
National War Memorial and
the soldiers it commemorates.
I am going to give a
presentation on the story of
Major Padmapani Acharya,
who fought for India in the
1999 Kargil War and was
awarded the Maha Vir Chakra. Major Padmapani Acharya (MVC)

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 Poorvi

The citation for the Maha Vir Chakra reads as follows:

Gazette Notification: 17 Pres/2000,15.8.99 Operation:

Op Vijay- Kargil Date of Award: 15 Aug 1999

Citation
Major Padmapani Acharya (IC-55072) 2 Rajputana Rifles
(Posthumous)

On 28 June 1999, Major Padmapani Acharya as a Company Commander,

was assigned the formidable task of capturing an enemy position
which was heavily fortified, strongly held and covered with mines and
sweeping machine gun and artillery fire.
Success of the battalion and brigade operation hinged on the early
capture of this position. However, the company attack almost faltered at
the very beginning when the enemy’s artillery fire came down squarely
on the leading platoon, inflicting large number of casualties.
With utter disregard to his personal safety, Major Padmapani Acharya
took the reserve platoon of his company and led it through raining
artillery shells. Even as his men were falling to the murderous enemy
fire, he continued to encourage his men and charged at the enemy up
the steep rock face with his reserve platoon.
Unmindful of the hail of bullets from the enemy’s position, Major
Padmapani Acharya crawled up to the enemy position and lobbed
grenades. In this daring assault, Major Acharya was severely injured.
Despite being seriously injured and unable to move, he ordered his men
to leave him and charge at the enemy while he continued to fire at the
enemy. The enemy position was finally over-run and the objective was
captured.
After completion of the mission, the officer however, succumbed to his
injuries.
Major Padmapani Acharya displayed exceptional courage, leadership
and spirit of self-sacrifice in the face of the enemy.
https://www.gallantryawards.gov.in/awards

Before he went into battle, he wrote a letter to his father that

he wasn’t afraid or scared about losing his life while trying to
protect the motherland. Quoting Shrimad Bhagavad Gita he went
on to say:

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 Bravehearts

हतोो वाा प्रााप्‍‍स्यसि� स्‍‍वर्गंं जि�त्‍‍वाा वाा भोोक्ष्‍‍यसेे महीीम्।्

तस्‍‍माादुत्तिु �ष्‍‍ठ कौौन्‍‍तेेय युद्धा
ु ाय कृृ तनि�श्‍‍चय:।।2.37।।
Hato vā prāpsyasi svargaṃ jitvā vā bhokṣyase mahim
Tasmāduttiṣṭha kaunteya yuddhāya kṛtaniścayaḥ
If you fight, you will either be slain on the battlefield and go to the
celestial abode, or you will gain victory and enjoy the kingdom on the
earth. Therefore, arise O, son of Kunti! Be determined to fight.

Here is the website link for National War Memorial

https://www.mygov.in. Share it with your friends to learn more
about it.
We reached Bengaluru yesterday. I have written a long letter as I
could not help sharing this inspiring experience with you.
Give my regards to your mom and dad. I miss your mom’s chhole
bhature. You know I am a foodie! Say hello to Amit.
Your friend,
Soumya

Let us discuss

I Complete the table given below. An example has been done for you.
Check your answers with the teacher.

Name of the War Contribution and

Award Given
Hero Achievement

Major Somnath Battle of Badgam in First Param Vir Chakra

Sharma 1947 awarded posthumously
Captain Mahendra
Nath Mulla
Lance Naik Albert
Ekka
Major Padmapani
Acharya

II Find the paragraph(s) and sentences in the text that evoke the feelings
given below.

1. feeling of wonder 2. heartening 3. sense of motivation

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 Poorvi

4. pride 5. visually inspiring 6. sadness

7. gratitude 8. inspiration

III Which is India’s highest gallantry award?

IV How would Ananda feel after reading this letter?

V Do you think Soumya enjoyed writing this letter? Why or why not?

II
House No…. Sector…
Chandigarh
24 April 20XX
Dear Soumya,
It was such a pleasure to receive your letter. I enjoyed reading
your experience of the visit to the National War Memorial in
Delhi, as well as your observations and feelings during the
visit. You really have an eye for detail, and being the sensitive
person that you are, you have been able to capture the essence
of the emotions associated with this memorial.
I was happy to hear that you got an opportunity to visit the
National War Memorial. I have heard a lot about it. Some
people might see a war memorial as just a monument,
edifice: a large
building which
statue, an edifice to celebrate our war heroes or victory and
is impressive commemorate those who lost their lives or got injured in the
war. In my view, it is also an expression of deep gratitude for
the supreme sacrifice made by our brave soldiers defending
the sovereignty and integrity of the country. I feel motivated
and I am seriously thinking of joining the Armed Forces to
serve my motherland.
I also feel it is our duty to periodically visit such places to
valiant: very
brave
honour our valiant soldiers, who have made great sacrifices
for us. Their sacrifices enable us to walk freely in our country
without fear of enemy threats. It is nice of your teacher and
school to arrange this visit to give you all a chance to learn
about India’s heroes and also pay your respect to them. The
idea of your class to make a presentation at the school and
make everyone a part of your experience is wonderful! Best of

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 Bravehearts

luck for your presentation, I hope it goes well and motivates the
school students to join the Indian Armed Forces.
Your letter has reminded me of a time when we visited the war
memorial in our city. While visiting one of Chandigarh’s gardens,
we saw a lot of activity around the Bougainvillea Garden in Sector 3.
As we approached the garden, we saw people offering flowers and
prayers. We joined the group out of curiosity and quickly realised
that they were all there to pay respect to the soldiers at the War
Memorial located in the heart of the garden.
When I think back about my visit where everyone was dedicating
flowers as a mark of respect to our soldiers, I was reminded of
the following poem:

Pushp ki Abhilasha पुुष्‍प

‍ कीी अभि�लााषाा
Chaah Nahi, Main Sur Bala Ke Gehanon चााह नहींं, मैंं सुरु बाालाा केे
Mein Goontha Jaaun, गहनोंं मेंं गूँ�थाँ ा जााऊँँ,
Chaah Nahi, Premi-Mala Mein Bandh चााह नहींं, प्रेेमीी-माालाा मेंं
Pyaari Ko Lalchaaun! बंंध प्‍‍याारीी कोो ललचााऊँँ!
Chaah Nahi, Samraaton Ke Shav चााह नहींं, सम्रााटोंं केे शव
Par, Hey Hari, Dala Jaaun, पर, हेे हरि�, डाालाा जााऊँँ,
Chaah Nahi Devon Ke Sir Par चााह नहींं, देेवोंं केे सि�र पर
Chadhoon, Bhagya Par Ithlaun! चढ़ूँँ�, भााग्‍‍य पर इठलााऊँँ!
Mujhe Tod Lena, Vanmali! मुुझेे तोोड़ लेेनाा, वनमाालीी!‍
Us Path Per Dena Tum Phaink, उस पथ पर देेनाा तुुम फेंंक,‍
Matrabhoomi Per Sheesh Chadhane माातृृभूूमि� पर शीीश चढ़ाानेे‍
Jis Path Jaavein Veer Anek! जि�स पथ जाावेंं वीीर अनेेक!
-Makhanlal Chaturvedi – मााखनलााल चतुर्वेु ेदीी

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I hope you like the poem. I must say, I was inspired by your
idea of presenting the valourous stories of India’s soldiers.
There are so many stories of courage, bravery and sacrifice
which remind us that many of the challenges we face in our
lives are inconsequential. We can enjoy peace in our country
and the luxury of exchanging ideas with our friends because
our Armed Forces are alert and work hard to create that
environment for us.
Very recently, I read in the
newspaper that Captain Anuj
Nayyar, MVC, an Indian Army
officer of the 17 Jat regiment was
posthumously awarded the Maha
Vir Chakra, India’s second highest
gallantry award, for exemplary
valour during the Kargil War in
Captain Anuj Nayyar, MahaVir Chakra
1999. I look forward to learning
more about him. Meanwhile, I learnt that his mother Meena
memoir: an Nayyar has written a memoir titled Tiger of Drass– Capt. Anuj
account of one’s Nayyar – 23 – Kargil Hero, which I shall certainly go through.
personal life
I am sharing with you an excerpt of her interview with IANS.
and experiences

“Writing about the smallest things about your child who is not with
you really used to shake me, but gradually I came to terms with it
by telling myself that if I didn’t write about him no one would know
about Anuj’s sacrifice.”
Published on: 13 April 2022, 1:59 p.m.

I have shared your experience

with many of my friends. We
all wish to visit the National
War Memorial, Delhi. We
have found out a mobile app
‘National War Memorial and
Museum’. This app is very
interactive and provides
answers to our queries in 21
languages. The murals on the
walls are enchanting. A great
learning experience indeed!
https://lifenlesson.com/wp-content/uploads/2016/07/Slide5-8.jpg

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Murals depicting soldiers in action https://www.mygov.in

Next week, I am going to share this idea with my classmates and

my teacher. I think it would be great to create a collage capturing
the lives and stories of people that can inspire us each day.
I know that we can email each other. I really like to receive
letters from you, not just because of the ideas that you share
but also because the envelope of your letters often comes with
beautiful stamps, which make me happy. I don’t know if I ever
shared it before, but collecting stamps is one of my favourite
hobbies. I’ve been doing it for years. But I learnt recently that the
act of collecting stamps is called ‘philately’. This time I received
a stamp that celebrates India’s independence, a theme related to
your letter.
Okay, that’s all from me for now.
But before I conclude, guess what
we had for breakfast! Fluffy idlis
and we all remembered you. Give
my regards to your parents.
I am inspired by your letter!
Hope to hear from you soon
about your new adventures and
experiences.
https://postagestamps.gov.in/stamps_List.aspx
Best wishes,
Ananda

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 Poorvi

Let us discuss

I Why was Ananda reminded of the poem ‘Pushp ki Abhilasha’?

II How does Soumya’s letter help Ananda in pursuing her hobby?

III Ananda is inspired to act after reading the letter from Soumya. What
actions does she intend to take up? Fill in the table citing the sentences
from the text.

1. visit

2. mobile app

3. sharing ideas

4. creating a collage

5. joining the army

6. website

Let us think and reflect

I Read the extracts given below and answer the questions that follow.
1. You can see the obelisk surrounded by wreaths that have been placed
as a mark of respect. The lighting design is planned in such a way that
it transforms the monument’s landscape as sunlight changes from
dawn to dusk. It truly is a majestic site that filled me with pride for
our nation. I was also overwhelmed by the interminable flame as a
metaphor for eternal stories of courage and valour.
(i) Complete the analogy with a word from the extract.
flame: valour:: wreath: ______________
(ii) How does the lighting design make the monument visually
appealing?
(iii) State whether the following sentence is a fact or an opinion.
It truly is a majestic site…
(iv) What does the everlasting flame suggest?
(v) Choose the correct option to complete the sentence.

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The tone of the writer in this extract is ______________.

A. modest B. light-hearted C. admiring D. nostalgic
2. I was happy to hear that you got an opportunity to visit the National
War Memorial. I have heard a lot about it. Some people might see a
war memorial as just a monument, statue, an edifice to celebrate a war
or victory and commemorate those who sacrificed their lives or got
injured in the war. In my view, it is also an expression of deep gratitude
for the supreme sacrifice made by our brave soldiers defending the
sovereignty and integrity of the country.
(i) Choose a line from the extract which shows that Ananda was
aware about the National War Memorial.
(ii) What might be the most likely reason for people to consider a
war memorial as a monument?
(iii) Fill in the blank with a suitable word from the extract.
We conduct special competitions at school to ______________ our
Independence day.
(iv) Select a phrase from the extract showing that Ananda is
expressing an opinion.
(v) Complete the sentence with a suitable reason.
Ananda refers to the sacrifice of soldiers as ‘supreme’ sacrifice
because ______________.

II Answer the following questions.

1. What is the significance of the National War Memorial?
2. Lance Naik Albert Ekka is an example of selflessness,
determination, and exceptional courage. Elaborate.
3. Explain how the National War Memorial and Museum
app will be helpful in spreading awareness about war
heroes.
4. Why is it our duty to pay homage to our brave soldiers?
5. What is the main idea of this text? How does it justify
the title, ‘A Homage to our Brave Soldiers’?
6. Why were the students awestruck and humbled?
Explain in your own words.

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Let us learn

Study the following words taken from the text.

disregard, inconsequential, immortal, undaunted

These words are made by adding word beginnings like dis-, in-, im- and un-
to the root words regard, consequence, mortal, and daunt respectively. Such
word beginnings are called prefixes.
• dis-+regard • in-+consequential
• im-+mortal • un-+daunted

I Match the prefixes with their meanings and the root words to create a
new word in the table given below. An example has been done for you.

1. Prefixes 2. Meanings 3. Root Words 4. New Words

re- badly, wrongly questionable

mal- beyond, outside activate

un- opposed to; define

against
anti- former functioning

extra- lacking; not service Extraordinary

ex- remove ordinary

de- do again social

Now, complete the paragraph by using the new words created in the
table.

Soldiers undergo (i) extraordinary training to prepare for their

challenging duties. They learn to (ii) ____________ explosives and handle
(iii) ____________ equipment with precision. They stand as a powerful
force against (iv) ____________ elements, displaying (v) ____________
bravery. (vi)________ members often share their experiences to inspire
new recruits. Their service can continually (vii) ____________ the essence
of commitment and sacrifice.

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II Find words associated with ‘brave’ by filling in the missing vowels

in the boxes given below.

V_L__NT
C__R_G_ V_L__R

G_LL_NT
H_R__C BRAVE
F__RL_SS

B_LD _ND__NT_D
D _ R _ NG

III Fill in the blanks with the correct opposite words of ‘brave’ from
the box to complete the following sentences.

1. Ajay’s ____________ refusal to stand up for his friend

was disappointing to everyone.
fear
2. The ____________ child hid behind his mother, too
scared to meet the new teacher. cowardly

3. Anjali’s ____________ of heights prevented her from timid

climbing the tall ladder. afraid
4. Sushma felt ____________ as she entered the dark,
abandoned building alone.

IV Read the following sentences from the text and divide them into two
parts. An example has been done for you.
1. I aspire to be courageous like him when I join the army!
2. They exchange letters and share their feelings of gratitude for the
freedom they enjoy because of the sacrifices made by the bravehearts
of the country.
3. Though seriously wounded in this encounter, he continued to fight
alongside his comrades.
4. The sacrifices of the soldiers make monuments like the National War
Memorial extremely important so that we should never forget the cost
of freedom.

Part 1 Part 2

I aspire to be courageous like him when I join the army!

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When the part of a sentence conveys complete meaning and is

independent, it is called main clause. The part of the sentence
which is dependent on the main clause to make complete sense is the
subordinate clause.
The words or phrases that connect the two parts of sentences such
as, when, because, though, so that─convey a specific meaning─time,
reason, contrast, purpose, respectively. Connecting words are called
subordinating conjunctions.

V Combine the following pairs of sentences using suitable subordinating

conjunctions given in the box below.

because unless when where though

1. Wasi burst into tears. He heard the good news.

2. Himani was very nervous. She delivered a great presentation.
3. This is the place. I was born.
4. The students performed very well. They studied diligently.
5. Water the plants. They will die.

VI Complete the following sentences with suitable main clause or

subordinate clause.
1. Farheen was late to work because ________________.
2. The dog started barking when ________________.
3. She completed the marathon although ________________.
4. ________________ while they were hiking in the mountains.
5. Abhishek received a promotion after ________________.
6. ________________ before the deadline approached.
7. We waited in the car until ________________.
8. ________________ as the waves rushed to the shore.

Let us listen

You will listen to a girl speak about why she wishes to join the Armed Forces
when she grows up. As you listen, answer the questions given below in
two–three exact words you hear. (Transcript for the teacher on pg. 223)

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 Bravehearts

1. What type of job does Gunjan think the Armed Forces is?
2. What feature of the Armed Forces fills Gunjan with pride?
3. How does the disciplined life of the Armed Forces impact the body
and mind, according to Gunjan?
4. List any one aspect about a job in the Armed Forces that Gunjan feels
helps someone grow.
5. State any two things that Gunjan feels life in the Armed Forces
teaches.

Let us speak

1. Work in pairs and identify the different professions displayed in the

picture.

2. Imagine that you dream of or wish to pursue some of these professions

and vocations. Take turns to express this along with a reason. Do not
forget to include what preparation would be required to fulfill the dream.
Speak about all the given professions and vocations.

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 Poorvi

Use the prompts given below.

• I would like to become... because... For this I would have to first...
• I dream of working as a... as... This would involve...
• To become a... has been a childhood dream. This is so because...In
order to become a... I would have to...
• One day, I hope to become... Then I would be able to... However, first I
would need to...
• It would be great if I could work as... as it would let me... For this I
would have to...

Let us write

You have read about the sacrifices made by the Armed Forces during war.
However, the Armed Forces also play a key role during peace time. Write
a letter to your friend sharing how the Armed Forces contribute their
services during the times of natural calamities (floods, earthquakes, etc.),
infrastructure development (building bridges in remote areas, etc.) and for
welfare initiatives (medical camps, establishment of libraries, etc.)

Let us explore

I Every branch of the Armed Forces has a motto. Read the mottos
given below.

Sevā Paramo Dharmaḥ

1. Indian Army
(Service Before Self)

Nabhaḥ Spr̥śaṁ Dīptam

2. Indian Air Force
(Touch the Sky with Glory)

Sham No Varunah
3. Indian Navy
(Be Auspicious Unto Us Oh Varuna)

II India has many other Forces that serve the nation. For example, Central
Reserve Police Force (CRPF).
Find out about such Forces and discuss with the teacher.

III Create a collage capturing the lives and stories of people that inspire us.
In groups of four, prepare a collage on a chart paper on any such person
and present it in the class.

IV Many women have joined the Armed Forces and are serving the nation.
Have a discussion in the class with examples.
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My Dear Soldiers

Let us do these activities before we read.

I Look around and identify the people who contribute to your life selflessly
with a risk to their own lives. Share your answers with your classmates
and the teacher.

II Work in pairs. Discuss at least three questions that you would like to ask
the people identified in I.

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Let us read

Oh! Defenders of borders

You are great sons of my land
When we are all asleep
You still hold on to your deed
Windy season or snowy days
Or scorching sun’s sweltering rays
You are there guarding all the time awake
Treading the lonely expanses as yogis
Climbing the heights or striding the valleys
Defending the deserts or guarding the marshes
Surveillance in seas and by securing the air
Prime of your youth given to the nation!!
Wind chimes of my land vibrate your feat
We pray for you brave men!!
May the Lord bless you all!!

A.P.J. Abdul Kalam

Note
When the poet mentions ‘great
sons’ he is actually referring
to all the soldiers (men and
women) serving the nation.

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Let us discuss

I Complete the summary with an exact word from the poem. An example
has been done for you. Share your answers with your classmates and the
teacher.
The poem is a tribute to the soldiers of the 1. land who defend
the 2. _______________ of their country. It highlights their untiring
commitment and sacrifices as they guard the nation. The soldiers
remain vigilant and dedicated, whether it’s windy, snowy, or
3. _______________ hot. They walk on 4. _______________ stretches of
land like the yogis. Their duty takes them to different terrains,
including mountains, valleys, 5. _______________, and marshes.
The poet acknowledges that they have given a major part of their
6. _______________ to protect the nation. The poet says the wind
chimes show their respect to the soldiers’ 7. _______________. The poet
concludes with prayers for their well-being and blessings.

II Select the correct option for the following questions.

1. The theme of the poem is _______.
(i) patriotism and sacrifice
(ii) heroism and awareness
(iii) nature and hardship
(iv) seasons and terrains
2. The tone of the poem is _______.
(i) admiring (ii) sad (iii) respectful
(iv) grateful (v) prayerful
A. Only (v) B. (i) and (iii)
C. (ii), (iii) and (v) D. (i), (iii), (iv) and (v)

III Complete the following sentences by explaining why the poet has used
the following poetic devices.
1. Imagery because ___________________________________________________.
2. Simile because the soldiers are likened to __________________________.
3. Metaphor because the poet uses wind chimes ______________________.
4. Repetition of the words ‘you’ and ‘we’ because _____________________.
5. Alliteration such as ‘season or snowy’ and _________________________
to create _____________________.

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Let us think and reflect

I Read the extract given below and answer the questions that follow.

When we are all asleep
You still hold on to your deed
Windy season or snowy days
Or scorching sun’s sweltering rays
You are there guarding all the time awake
Treading the lonely expanses as yogis
1. Identify a set of opposite words from the extract.
2. Complete the sentence appropriately.
The phrase ‘still hold on to your deed’ refers to the soldier’s attitude
of ______________________.
3. Identify whether the following statement is true or false.
The soldiers walk across the deserted stretches of land.
4. Give evidence from the extract to show that soldiers face harsh
weather conditions.
5. Which quality of the soldiers is highlighted in this extract?
(i) modesty (ii) optimism (iii) simplicity (iv) dedication

II Answer the following questions.

1. Who is the speaker of this poem? How can you say so?
2. How is the theme of the poem conveyed through imagery? Support
your answer with examples from the poem.
3. How does the poet highlight the commitment of the soldiers? Provide
examples from the poem to support your answer.
4. What is the significance of the line ‘Prime of your youth given to the
nation!!’ with reference to sacrifice and service?
5. The poem ends with a prayer for the soldiers’ well-being and
blessings. Why is it important for each one of us to pray for the well-
being of soldiers?

Let us learn

I The poem mentions a few terrains (physical features of land)—valleys,

deserts, and marshes. Identify the terrains from the box given below.
There are two that you do not need.

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 Bravehearts

ghats river plateau delta bay peninsula mountains

II Study the following phrases from the poem.

• treading the lonely expanses • climbing the heights
• scorching sun

Such phrases are word pairs that come together in combinations and are
called collocations.

Collocations are specific word pairings in English. They refer to the

way certain words frequently appear together with others.

Fill in the blanks by choosing the words given in the brackets that
collocate appropriately.
1. The hikers reached the ____________ (summit/peak) of the mountain
after several days of trekking through challenging conditions.
2. The ____________ (empty/barren) landscape of the desert made it
nearly impossible to find any water sources.
3. In the rainforest, the ____________ (heavy/dense) forest provides a
habitat for a diverse range of wildlife.
4. Chitra is a very ____________ (heroic/adventurous) person and enjoys
mountain climbing.
5. I’ll try to get back in time, but I'm not ____________ (doing/making) any
promises.

Let us listen

I Think and complete the poem titled ‘A Soldier’s

Pride’, given below. (Transcript for the teacher on
pg. 224)

In fields so vast, our soldiers stand,

With hearts so brave, and firm 1. ______________,
They guard our land both night and 2. ______________,
To keep our fears and foes at bay.

With every dawn and setting 3. ______________,

Their duty calls, it must be done,
Through 4. ______________ skies and blazing heat,
They 5. ______________ along with steady feet.

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 Poorvi

For love of land, they 6. ______________ and strive,

To keep our hopes and 7. ______________ alive,
With pride and honour, they defend,
Our beloved India, till the very 8. ______________.

II Now, listen to the poem and correct your answers wherever required.

Let us speak

I Work in pairs and practise reciting the poem ‘My Dear Soldiers’. Pause
briefly at (/) and emphasise the highlighted words.

My/Dear/Soldiers/by A.P.J. Abdul Kalam

(pause and count 1-2-3 silently before reciting the poem)
Oh! Defenders / of borders /
You are great sons / of my land /
When we are all / asleep /
You still hold on / to your deed /
Windy season / or snowy days /
Or scorching sun’s / sweltering rays /
You are there / guarding all the time / awake /
Treading the lonely expanses / as yogis /
Climbing the heights / or striding the valleys /
Defending the deserts / or guarding the marshes /
Surveillance in seas / and by securing the air /
Prime of your youth / given to the nation!! /
Wind chimes of my land / vibrate your feat /
We pray for you / brave men!! /
May the Lord bless you all!! /

2. Now, recite aloud in groups of 8–10.

Remember—

• Use volume to add emotion to the poem. For instance, speak more
softly for lines that express tenderness or solemnity and louder
for lines that convey strength or pride.
• Maintain a steady pace. Don’t rush through the lines.
• Use appropriate facial expressions to boost the meaning of the
poem. Stand tall with a confident posture to reflect the pride and
strength of the soldiers.

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 Bravehearts

Let us write

I An acrostic poem is the one in which the first letter of each line spells
out a word, name or phrase when read vertically. Read the example
given below and compose your own acrostic poem.

Proud of motherland
S__________________________

Always alert I stand

O__________________________

Time, my concern never

L__________________________

Respect to her, forever D__________________________

In worse times or better

I__________________________

Our love has no end

E__________________________

To me, my country is my friend.

R__________________________

II We cannot thank our soldiers enough. To express your admiration,

draft a note of gratitude for their selfless service to the nation.
(Word limit: 50 words)
You may begin this way:

Dear Bravehearts,
I would like to…

Let us explore

I Design a badge of honour for the soldiers.

You may make it by hand, with cardboard,
paper, and colours, or alternately, design it
digitally and take a printout. Remember to
include a self-designed logo and a slogan
in the badge.

II Find out any poem or story in your mother

tongue or regional language about the
sacrifices and bravery of soldiers. Make a
presentation in the class.

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 Poorvi

Rani Abbakka

Let us do these activities before we read.

I Solve the riddle given below and share your answer with your classmates
and the teacher.

She was a queen who led the fight,

She fought for her country and her right.
With a shining sword in her hand,
Her son on her back in a cloth band
Remembered as a warrior grand,
She died defending her beloved Motherland.
Who is she?

II Think of any other women warriors who made a significant contribution

to India’s struggle for Independence. Share your answers with your
classmates and the teacher.

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Let us read

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 Poorvi

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 Poorvi

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 Poorvi

https://amritmahotsav.nic.in/unsung-heroes.htm
(Ministry of Culture, GOI)

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 Bravehearts

Let us discuss

I Match the words in Column 1 with their meanings in Column 2. Share

your answers with your classmates and the teacher.

Column 1 Column 2

1. vassal (n) (i) extreme anger

(ii) take hold of suddenly or

2. coronation (n)
forcibly

3. successor (n) (iii) happen in a violent way

(iv) acting or doing something

4. rash (adj.) without thinking about the
consequences

5. sovereign country (n) (v) association or partnership

(vi) a ceremony at which a person is

6. league (n)
made king or queen

7. wrath (n) (vii) fearless

8. seize (v) (viii) capture

(ix) a country with a government

9. resolve (n)
having complete authority
10. raged (v) (x) a country/ state that is
controlled by a more powerful
country and has to pay money
when needed

11. decisive (adj.) (xi) a person who succeeds another

12. apprehended (v) (xii) take revenge for

(xiii) showing the ability to make

13. dauntless (adj)
decisions effectively

14. avenge (v) (xiv) determination

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 Poorvi

II Complete the table given below based on your understanding of the

story. An example has been done for you. Share your answers with your
classmates and the teacher.

Cause Effect

1. Ullal had been captured by the (i) Ullal had to pay a tribute to
Portuguese. the colonial power.

2. (ii) Rani Abbakka’s husband

Veera Narsimha felt it was a
hasty decision.
3. Veera Narsimha ordered the (iii)
soldiers to stop Rani Abbakka
when she said she would not be
frightened by the Portuguese.

4. Rani Abbakka addressed a (iv)

meeting of rajas for their
support, who felt they would
be no match for the Portuguese
army and their power.

5. (v) Rani Abbakka in turn attacked

the Portuguese Fort.

Let us think and reflect

I Read the extract given below and answer the questions that follow.

Portuguese envoy: Our Governor has sent me to remind you that the
annual tribute from Ullal is long overdue and...
Rani Abbakka: We are a sovereign country. We don’t pay tribute to
Portugal. And we don’t take orders from the Portuguese!

Portuguese envoy: Your Majesty, you will regret your stand.

Abbakka ordered merchant ships to be built and in alliance with the

Zamorin of Kozhikode, she defied the Portuguese and established a hugely
profitable trading relation with Arabia.
1. What does the word ‘tribute’ mean in this context?
2. Complete the sentence with a suitable reason.

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 Bravehearts

Rani Abbakka says, “We are a sovereign country” because __________.

3. Identify whether the following statement is true or false.
The Portuguese envoy threatened Rani Abbakka.
4. Choose a word given in brackets to replace the underlined word.
“… she defied the Portuguese and established a hugely profitable
trading relation with Arabia.” (defeated/disobeyed)
5. Choose the option that lists the qualities of Rani Abbakka, based on
this extract.
(i) bold (ii) thoughtful (iii) capable
(iv) generous (v) determined

A. (i), (ii), and (v) B. (ii), (iii), and (iv) C. (i), (iii), and (v)
D. (ii), (iv), and (v)

II Answer the following questions.

1. Rani Abbakka spoke to her mother on her deathbed.
How might these words have made her mother feel?
2. What does the support of the people of Ullal and the
soldiers for Rani Abbakka suggest about their mindset?
3. How might the people of Ullal have felt when the mighty
Portuguese were defeated?
4. Why do you think Rani Abbakka’s victory against the
Portuguese would have inspired other rulers to go
against a foreign power?

Let us learn

I Study the following words from the text.

seize, sovereign, their, soldiers

The spelling of the given words have ‘ei’ and ‘ie’ in them.

Spelling tip: ‘i’ before ‘e’ except after ‘c’

For example: receive, deceive

Now, fill in the blanks with ‘ie’ or ‘ei’ for the following words.
1. c___ling 2. bel___ve 3. th___f 4. ach___ve 5. perc___ve

6. prot___n 7. soc___ty 8. sh___ld 9. w___ght 10. fr___nd

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 Poorvi

II Study the highlighted word in the following sentence from the text.
…; and Bangadi too may have to face their wrath.

Was the initial letter ‘w’ pronounced?

There are many words in the English language where certain letters are
not pronounced but are spelt. They are called ‘silent letters’.

For example :

campaign, knowledge, pneumonia, honour, calm

Now, find more words with silent letters.

III Read the following expressions from the text.

laughing stock, last laugh
Use the dictionary page given below to find the meanings of the following.

burst out laughing, don’t make me laugh, laugh until you cry, have a
good laugh.

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 Bravehearts

Oxford Advanced Learners Dictionary

Now, use these expressions in sentences of your own.

IV Read the following dialogues from the text.

• Rani Abbakka said, “I will make them pay for this.”
• The merchants said to the Arabians, “Visit us again, brother.”

The given sentences are the direct words of the speaker; hence, they are
in direct speech.

The reported forms or indirect forms of speech for the given sentences
are:
• Rani said that she would make them pay for that.
• The merchants told the Arabian brothers to visit them again.

While reporting direct speech to indirect speech, we make certain

modifications related to time, place, and person.
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 Poorvi

• Time (Tense): Verbs are typically shifted back from a present tense
to a past form in reported speech to reflect the change in time.
• Place (Adverbs of Place): Words indicating place are adjusted to fit
the new context.
• Person: Pronouns and subjects are modified to align with the
perspective of the reporter.

Changes made with reference to time (tense)

Direct Speech Indirect Speech

Present Tense Past Tense

Past Tense Past Perfect Tense
Past Perfect Tense No change
Present Progressive Tense Past Progressive Tense
Past Progressive Tense Past Perfect Progressive Tense
Past Perfect Progressive Tense No change
Present Perfect Tense Past Perfect Tense
Present Modal Past Modal
Past Modal No change

Changes made in pronouns

Direct Speech Indirect Speech

I she, he
you (singular) she, he
you (plural) they
we they
my her, his
our their
your her, his, their
me her, him
us them
mine hers, his

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 Bravehearts

ours theirs
yours hers, his, theirs

Changes in time and place expressions

Direct Speech Indirect Speech

now then
ago before
today that day
tomorrow the day after/the following day
yesterday the day before/the previous day
next week/month/year the following week/month/year
here there
this that
these those

Rewrite the following sentences in direct speech to indirect speech.

Remember to make the necessary changes.
1. The teacher said, “Women of valour have made significant
contributions throughout history.”
The teacher remarked that _________________________________.
2. “I enjoy reading historical novels,” said Smitha.
Smitha shared that _________________________________.
3. The captain said to the coach, “Our team won the championship last
year.”
The captain told the coach that _________________________________.
4. The class teacher said, “Please turn off the lights when you leave.”
The class teacher requested _________________________________.
5. “Finish the work before dinner,” said mother to Ravi.
Mother advised _________________________________.
6. The vet said to the pet owner, “Take the dog for a walk.”
The vet instructed _________________________________.

V Read the conversation between the Captain and the team.

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 Poorvi

Captain : We need to focus on our strategy for the final match.

Player : I have some ideas on how we can improve our strategy.

Captain : Make sure to share those ideas with the team during practice.

Complete the following paragraph by transforming the dialogue in the

indirect form of speech.

The Captain remarked that 1. ________________________________________.

To which one of the players replied that 2. ___________________________.

The Captain advised the player to 3. _________________________________.

Let us listen

You will listen to the teacher speak about a braveheart. As you listen,
complete the bio-table given below. (Transcript for the teacher on pg. 224)

Information Details

Full Name Rani Gaidinliu

Date of Birth January 1. ________ 1915

Place of Birth Tamenglong district, 2. ___________

https://indianculture.gov.in/node/2800988

Tribe Rongmei (Kabui)

Age when joined the Hereka 3. ________

Movement
Main aim of Movement Revival of Naga tribal religion and
self-rule (Naga Raj)
Year of Arrest 4. _________

Age of Arrest 5. _________

Sentence Life imprisonment

Years of Imprisonment 1932 – 1947

Title Given ‘Daughter of the Hills’, 6. ‘____________’

Award 7. ___________________, Birsa Munda

Award
Year of Death 1993

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 Bravehearts

Honour in Silchar, Assam Park and 8. _____________

Postal Stamp Issued 1996

Commemorative Coin Issued 9. _________

Let us speak

Some of the words from the story ‘Rani Abbakka’ are given in the table
below. Work in pairs and pronounce these words by referring to the notes
given below. Emphasise the highlighted syllable.

Remember, single syllable (monosyllabic) words do not have any stress.

Words Pronunciation Notes

1. vassal (n) va-sul The /a/ sound in va is similar to

(two syllables) van.
The word vassal rhymes with
apple.

2. successor (n) suhk·seh·suh The /r/ sound in the end of the

(three syllables) word is not pronounced.

3. rash (adj.) rash (monosyllabic) The /a/ sound is similar to rat.

4. league (n) leeg (monosyllabic) Use the long -ee sound, as in seed.

5. wrath (n) roth (monosyllabic) The -w is silent.

6. seize (v) seez (monosyllabic) Not to be confused with ‘size’.

7. resolve (n) ri-zolv (two syllables) The -s becomes the /z/ sound.

Let us write

India’s past was heroic, and at present, the pace of her development is
inspiring. Women play a significant role in it. These women are around us,
inspiring us all the time.

With these thoughts, write a conversation between two students, Pratap and
Tarana, discussing the role played by women in forming India’s identity as
a strong nation.

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 Poorvi

You may begin like this:

Pratap : Tarana, I have a lot of respect for women like...

Tarana : I believe in the capabilities of women. Did you...?

Complete the conversation in about six to eight sentences for each of them
and share your answers with your classmates and the teacher.

Let us explore

In groups of five, find facts about any one brave woman who we remember
because of her achievements and present in class. For example, Rani
Chennamma of Kittur, Rani Durgavati, Ahilyabai Holkar, Jhalkari Bai,
Captain Lakshmi Sahgal, Kanaklata Barua, Kalpana Chawla, or anyone else.

Include the following in your presentation:

1. Childhood

2. Training / Education

3. Achievements

4. Contributions

5. What you have learnt from her

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 Bravehearts

TRANSCRIPTS

Homage to Our Brave Soldiers

Let us listen (refer to page 196)

You will listen to a girl speak about why she wishes to join the Armed
Forces when she grows up. As you listen, answer the questions given
below in two–three exact words you hear.
Good morning, respected teachers and my dear friends.
Today, I, Gunjan, of Grade 7-C, stand before you to share why I
dream of joining the Indian Armed Forces when I grow up.
Serving our country is the most honourable job one can have.
It means protecting and securing our nation, even if it means
risking one’s life. The thought of wearing the uniform, which
can only be earned through hard work, fills me with pride and a
strong desire to serve India.
The Armed Forces teach you to live a disciplined and organised
life. This keeps both the mind and body active. Soldiers are always
ready to face challenges because of this discipline. Additionally,
regular exercise and training keep soldiers physically fit and
ready for any situation. This preparation is something I greatly
admire and wish to achieve.
Lastly, being a soldier means having new experiences and
adventures everyday. Each day brings new challenges, teaching
important lessons, and helping one grow. The Armed Forces
offer a life filled with honour, self-respect, safety, and security
for both the soldier and their families. It is a life that teaches
loyalty, duty, service, and honesty.
This is why I want to join the Indian Armed Forces.
Thank you.

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 Poorvi

My Dear Soldiers

Let us listen (refer to page 203)

I Think and complete the poem titled ‘A Soldier’s Pride’.

II Now, listen to the poem and correct your answers wherever required.

In fields so vast, our soldiers stand,

With hearts so brave, and firm command,
They guard our land both night and day,
To keep our fears and foes at bay.
With every dawn and setting sun,
Their duty calls, it must be done,
Through stormy skies and blazing heat,
They march along with steady feet.
For love of land, they fight and strive,
To keep our hopes and dreams alive,
With pride and honour, they defend,
Our India, till the very end.

Rani Abbakka

Let us listen (refer to page 220)

You will listen to the teacher speak about a braveheart. As you listen,
complete the bio-table given below.

Hello children, you all have read about Rani Abbakka. Let me
share with you some details about one more braveheart. Her
name is Rani Gaidinliu.
Gaidinliu was born on 26 January 1915, in the present-day
Tamenglong district of Manipur. She was a Naga leader who led
an armed uprising against the British in Manipur, Nagaland, and
Assam. Gaidinliu belonged to the Rongmei tribe, also known as
the Kabui tribe.

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 Bravehearts

In 1927, at the age of 13, Gaidinliu joined the Heraka movement.

This movement aimed at the revival of the Naga tribal religion
and the establishment of self-rule for the Nagas, ending
British rule.
Gaidinliu was arrested in 1932 when she was just 16 and was
sentenced to life imprisonment by the British rulers. Between
1932 and 1947, she was kept in several prisons across the
Northeast.
After being released in 1947, she continued to work for the
betterment of her community. The then Prime Minister described
Gaidinliu as the ‘Daughter of the Hills’ and gave her the title ‘Rani’
for her courage. She was also awarded the Padma Bhushan in
1982.
In 1991, Rani Gaidinliu returned to her birthplace, where she
died on 17 February 1993 at the age of 78. Rani Gaidinliu was
conferred the Birsa Munda Award posthumously.
The State Government has developed a park along with a statue
to honour Rani Gaidinliu in Silchar, Assam. Not only that, the
Government of India issued a postal stamp in her honour in 1996
and a commemorative coin in 2015.
What a braveheart indeed!
https://amritmahotsav.nic.in/unsung-heroes-detail.htm?56

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 Notes

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