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102 views270 pages

English Class

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ayusheditormva

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Available Formats

Download as PDF, TXT or read online on Scribd

P OORVI

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Textbook of English for Grade 8

0873 Textbook of English for Grade 8

NCERT

ISBN 978-93-5729-940-4

Final Cover.indd 2-4 06-05-2025 12:05:02

Final Cover.indd 5-7 06-05-2025 12:05:02
P OORVI
Textbook of English for Grade 8

Prelims.indd 1 20-05-2025 11:18:10

0873 – POORVI
ISBN 978-93-5729-940-4
Textbook of English for Grade 8

First Edition ALL RIGHTS RESERVED

May 2025 Vaishakha 1947  No part of this publication may be reproduced, stored in
a retrieval system or transmitted, in any form or by any
means, electronic, mechanical, photocopying, recording or
otherwise without the prior permission of the publisher.

PD 1500T SM  This book is sold subject to the condition that it shall not,
by way of trade, be lent, re-sold, hired out or otherwise
disposed of without the publisher’s consent, in any form of
binding or cover other than that in which it is published.
 The correct price of this publication is the price printed on
© National Council of Educational this page, Any revised price indicated by a rubber stamp or
by a sticker or by any other means is incorrect and should
Research and Training, 2025 be unacceptable.

OFFICES OF THE PUBLICATION

DIVISION, NCERT

NCERT Campus
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Officer (In charge)

Chief Business : Amitabh Kumar

Manager

Printed on 80 GSM paper with NCERT Editor : Shilpa Mohan

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Published at the Publication Division by the Cover and Layout

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Prelims.indd 2 14-05-2025 13:59:14

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 students to constructively engage with the prospects and challenges
of the twenty-first 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 students’
inherent abilities, touching upon all the five planes of human existence, the
pañchakośas 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 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 8 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.

Prelims.indd 3 14-05-2025 13:59:18

Poorvi also weaves into its contents 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
May 2025 Research and Training

Prelims.indd 4 14-05-2025 13:59:34

ABOUT THE BOOK

Poorvi, textbook of English for Grade 8, has been 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 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 in 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, conversations, and narrative and descriptive pieces. Themes, such as
wit and wisdom, values and dispositions, mystery and magic, environment,
and science and curiosity have been included. Cross-cutting themes, such
as Indian Knowledge Systems, values, heritage, gender sensitivity, and
inclusion have been integrated into all the units. Each unit has three literary
pieces― story, poem, and conversation, or non-fictional writing. 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, and more.

Prelims.indd 5 14-05-2025 13:59:49

Unit 1— ‘Wit and Wisdom’ celebrates intelligence, humour, and critical
thinking. ‘The Wit that Won Hearts’ introduces students to the kingdom of
Krishnadeva Raya and legendary courtier Tenali Rama known for his wit and
problem-solving skills. The poem, ‘A Concrete Example’ by Reginald Arkell
highlights irony and satire in everyday situations. A rock garden may be a
thing of beauty for someone, and it may not catch the attention of someone
else. The play, ‘Wisdom Paves the Way’ presents a thought-provoking scenario
where different perspectives lead to unique solutions. It appreciates the role
of wisdom, reasoning, and critical thinking in resolving conflicts.
Unit 2— ‘Values and Dispositions’ emphasises that true strength lies in
courage, kindness, and responsibility. ‘A Tale of Valour: Major Somnath
Sharma and The Battle of Badgam’ teaches students the values of courage,
duty, and patriotism, showing how selflessness and commitment to one’s
country can make a lasting impact. The poem, ‘Somebody’s Mother’ by Mary
Dow Brine, focuses on values of kindness, empathy, and the importance of
helping others. It teaches that small acts of kindness can bring great comfort
to those in need. ‘Verghese Kurien – I Too Had a Dream’ encourages young
people to not only pursue personal success but also contribute to the greater
good of the society, reinforcing the value of serving one’s community with
honesty and perseverance.
Unit 3 — ‘Mystery and Magic’ highlights the power of intelligence,
the wonders of creativity and the breathtaking marvels of nature.
‘The Case of the Fifth Word’ by Donald J. Sobol emphasises that keen attention
to detail and critical thinking can help uncover hidden truths and solve
mysteries. The poem, ‘The Magic Brush of Dreams’, revolves around creativity,
kindness, and the power of art. The poem teaches that talent should be used
for good, emphasising generosity and the impact of imagination in shaping
the world. ‘Spectacular Wonders’, explores India’s unique and mysterious
natural wonders, highlighting the enigmatic charm that each place unfolds.
Unit 4— ‘Environment’ encourages students to nurture a bond with nature
and express gratitude for the bountiful gifts it offers. ‘The Cherry Tree’ by
Ruskin Bond is a story that emphasises the importance of nurturing and the
rewards of perseverance. It also teaches us to appreciate the small miracles
of life and value our deep connection with nature. The poem, ‘Harvest Hymn’
by Sarojini Naidu, reflects the hardwork of farmers and their deep faith in
the land and the divine forces. It signifies the harmony between humans
and nature, portraying the harvest as a sacred and joyous occasion. ‘Waiting
for the Rain’, by Kamakshi Balasubramanian, is a story that captures the
vagaries of nature, and its impact on farming. It also highlights the wisdom
in understanding the natural cycle of renewal and balance.

Prelims.indd 6 14-05-2025 14:00:12

Unit 5— ‘Science and Curiosity’ sparks curiosity about the wonders of science,
technology, and discovery. ‘Feathered Friend’ by Arthur C. Clarke explores
companionship beyond human relationships through the story of a bird
in space. The poem, ‘Magnifying Glass’ by Walter de la Mare, encourages
students to explore perception and mystery. ‘Bibha Chowdhuri: The Beam
of Light that Lit the Path for Women in Indian Science’ highlights renowned
scientists and their contributions, promoting discussions on scientific
advancements.
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 learn’, ‘Let us listen’, ‘Let us
speak’, ‘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
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 and learning. Illustrations have been carefully crafted to depict
the relevant context and enhance comprehension.
We sincerely hope that students will enjoy doing these activities, and develop
language competencies.

Kirti Kapur
Professor of English, and
Member-Coordinator
Department of Education in Languages,
NCERT, New Delhi

vii

Prelims.indd 7 14-05-2025 14:00:41

Prelims.indd 8 14-05-2025 14:01:03
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)

Prelims.indd 9 14-05-2025 14:01:16

Constitution of India
Part IV A (Article 51 A)

Fundamental Duties
It shall be the duty of every citizen of India —
(a) to abide by the Constitution and respect its ideals and institutions, the
National Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national
struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to
do so;
(e) to promote harmony and the spirit of common brotherhood amongst
all the people of India transcending religious, linguistic and regional
or sectional diversities; to renounce practices derogatory to the dignity
of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes,
rivers, wildlife and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry
and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective
activity so that the nation constantly rises to higher levels of endeavour
and achievement;
*(k) who is a parent or guardian, to provide opportunities for education
to his child or, as the case may be, ward between the age of six and
fourteen years.

Note: The Article 51A containing Fundamental Duties was inserted by the Constitution (42nd
Amendment) Act, 1976 (with effect from 3 January 1977).
*(k) was inserted by the Constitution (86th Amendment) Act, 2002 (with effect from
1 April 2010).

Prelims.indd 10 14-05-2025 14:01:18

TEXTBOOK DEVELOPMENT TEAM

CONTRIBUTORS
N. Nagaraju, Professor and Vice Chancellor, English and Foreign Languages,
University, Hyderabad (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., Head of Department, 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)

Prelims.indd 11 14-05-2025 14:01:24

Constitution of india
Part iii (articles 12 – 35)
(Subject to certain conditions, some exceptions
and reasonable restrictions)
guarantees these

fundamental Rights
Right to Equality
• before law and equal protection of laws;
• irrespective of religion, race, caste, sex or place of birth;
• of opportunity in public employment;
• by abolition of untouchability and titles.
Right to freedom
• of expression, assembly, association, movement, residence and profession;
• of certain protections in respect of conviction for offences;
• of protection of life and personal liberty;
• of free and compulsory education for children between the age of six and fourteen years;
• of protection against arrest and detention in certain cases.
Right against Exploitation
• for prohibition of traffic in human beings and forced labour;
• for prohibition of employment of children in hazardous jobs.
Right to freedom of Religion
• freedom of conscience and free profession, practice and propagation of religion;
• freedom to manage religious affairs;
• freedom as to payment of taxes for promotion of any particular religion;
• freedom as to attendance at religious instruction or religious worship in
educational institutions wholly maintained by the State.
Cultural and Educational Rights
• for protection of interests of minorities to conserve their language, script and culture;
• for minorities to establish and administer educational institutions of their choice.
Right to Constitutional Remedies
• by issuance of directions or orders or writs by the Supreme Court and High
Courts for enforcement of these Fundamental Rights.

Prelims.indd 12 14-05-2025 14:01:27

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 Ruskin Bond for ‘The Cherry Tree’;
and Kamakshi Balasubramanian for the story ‘Waiting for the Rain’ published
by The National Book Trust; and Nirmala Kurien and Siddharth Sheth for
‘Verghese Kurien— I Too Had A Dream’ by Verghese Kurien, a letter to his
grandson.
We also acknowledge the following: Sarojini Naidu for ‘Harvest Hymn’ from
The Golden Threshold; Mary Dow Brine for ‘Somebody’s Mother’; Arthur C.
Clarke for ‘Feathered Friend’; Donald J. Sobol for ‘The Case of the Fifth Word’
(adapted); Walter de la Mare for ‘Magnifying Glass’; and Reginald Arkell for
‘A Concrete Example’.
The Council acknowledges the support of Amarendra Behera, Professor and
Joint Director, CIET; Pratyusha Kumar Mandal, Professor and Head, DESS;
Sunita Farakya, 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. Our special thanks to Ministry of Defence (MoD) for their
support and guidance for the chapter on Major Somnath Sharma, PVC. We
thank Gauri Srivastava, Professor, DESS for coordinating with the MoD. We
also thank Kirti Kapur, Professor, DEL for developing the content of this
chapter.
We are also grateful to Md. Faruq Ansari, Professor and Head, DEL, for
providing academic and administrative support.

Prelims.indd 13 14-05-2025 14:01:33

The Council acknowledges and appreciates the contributions made by
Monika Dohare, Senior Research Assistant; Asma Rafiq, Deepa Dubey, Faizy
Abdul Kalam, Abhishek Kumar, and Alisha Mural, Junior Project Fellows; and
Himani, Graphic Designer (Contractual) 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; Mohammad Wasi
and Manoj Kumar, DTP Operators (Contractual); Kanchan Mishra,
Ambuj Mishra, Keshav Kumar, and Rajat Subhra Roy, Proofreaders
(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.

Poorvi
The textbook of English for Grade 8 is titled Poorvi after the
Indian rāga ‘Poorvi’. This rāga is said to promote harmony
and serenity. It is associated with dusk, specifically sunset
time (Sandhi Prakash). Each rāga in Indian music carries its
own emotional significance and is symbolically connected
to certain seasons, times of day, and moods. Rāgas are
believed to evoke specific emotions in listeners.

Poorvi is an ancient and traditional Hindustani classical

rāga that originated in eastern India. It is typically performed
during the fourth prahar of the day, between 3:00 p.m. and
6:00 p.m. It evokes a sense of calmness and contemplation in
the journey of learners, symbolising a harmonious blend of
traditional and modern learning.

xiv

Prelims.indd 14 14-05-2025 14:01:54

CONTENTS
Foreword iii
About the Book v
Unit 1: Wit and Wisdom
The Wit that Won Hearts 1
A Concrete Example 17
Wisdom Paves the Way 27

Unit 2: Values and Dispositions

A Tale of Valour: Major Somnath Sharma
and the Battle of Badgam 49
Somebody’s Mother 70
Verghese Kurien— I Too Had A Dream 82

Unit 3: Mystery and Magic

The Case of the Fifth Word 101
The Magic Brush of Dreams 122
Spectacular Wonders 137

Unit 4: Environment
The Cherry Tree 155
Harvest Hymn 173
Waiting for the Rain 185

Unit 5: Science and Curiosity

Feathered Friend 205
Magnifying Glass 222
Bibha Chowdhuri: The Beam of
Light that Lit the Path for Women in
Indian Science 233

Prelims.indd 15 14-05-2025 14:02:01

Prelims.indd 16 14-05-2025 14:02:01
UNIT 1
WIT AND WISDOM

THE WIT THAT WON HEARTS

Let us do these activities before we read.

I Select qualities of a person who uses wit from the box given below.

wise serious clever powerful humorous

stubborn courageous observant charming creative

or pain. be seen?
What am I?

What has to be

What am I? can keep it?

Note:

Unit 1.indd 1 20-05-2025 11:21:24

Poorvi

Discuss in pairs.
1. Why are qualities like humour and wit important in a person?
2. Why do you think kings and queens preferred to have witty people
among their courtiers?
3. If you were asked to solve a disagreement between two people, what
approach would you take?
4. Have you ever been in a situation where a small misunderstanding
led to a big problem? How was it resolved?

Let us read

renowned: well The Vijayanagara Empire was renowned for its glory, wealth,
known and cultural achievements. Among its many illustrious rulers,
illustrious: King Krishnadeva Raya (ruled 1509–29 CE) stood out as a wise
respected and and powerful monarch. His reign is often referred to as the
famous Golden Era of the Vijayanagara Empire, a
patron: time when art, literature, and architecture
supporter flourished. A great patron of learning,
eminent: Krishnadeva Raya was not only an eminent
famous warrior but also a gifted poet. His works,
such as the epic Amuktamalyada and the
Sanskrit drama Jambavati Parinayam, are
acclaimed even today.

Unit 1.indd 2 13-05-2025 12:04:13

Wit and Wisdom

Krishnadeva Raya’s court was home to eight celebrated poets,

collectively known as the Ashtadiggajas. These poets, including
Allasani Peddana and Tenali Ramakrishna, enriched the literary
tradition with their masterpieces. Tenali Ramakrishna, in
insurmountable:
particular, was known for his quick wit and humour, earning
undefeatable
him a special place in the king’s court as both a poet and a witty
advisor. His clever solutions to seemingly insurmountable
problems made him a beloved figure in the empire’s history.
Even the wisest rulers face moments of disharmony, and at one
such time, the king had a quarrel with his queen, Thirumalambal,
over a seemingly trivial matter. For weeks, he did not utter a trivial:
single word to her, and in his frustration, stopped visiting her unimportant
altogether. His absence cast a shadow over the palace, and the
once cheerful corridors seemed quiet and forlorn. forlorn: lonely

Thirumalambal, distraught and upset, tried her best to resolve distraught:

upset
the issue but failed. With no other alternative, she
decided to seek the help of Tenali Rama,
the court’s brilliant and witty poet. Rama
listened patiently as the queen recounted
the incident in detail.
“The king wrote a poem,” she began, her
voice trembling. “It was filled with vague vague: unclear
expressions—sun, moon, stars, beautiful
sky—but it made no sense. When he tried

Unit 1.indd 3 13-05-2025 12:04:15

Poorvi

reciting it to his ministers, they all avoided him, making excuses.

It was late evening when he came to me, seeking an audience. He
began reciting it to me, but I was so exhausted after a tiring day
that I yawned— not once, but several times. The king thought I
was disrespecting his poem and stormed off. Since then, he has
not spoken to me. If I had known this would happen I would
have chosen another day. Help me, please, Rama. Only you can
help the king understand.”

strategy: plan

profusely:
in large Rama nodded thoughtfully. “If you like, I will try my best to
amounts resolve this matter, Your Highness. But this needs a well-planned
bustling: busy approach, and I may need time to find the right strategy.” The
queen, who had placed her last hope in Rama, agreed and
intricately: in a
detailed manner
thanked him profusely.
exquisite: fine The next morning, the royal court was bustling with activity.
and attractive Ministers, scholars, and courtiers filled the courtroom, its
ornate:
intricately carved pillars towering towards the high ceiling. Rays
decorative of sunlight streamed through the open windows, illuminating
the floor adorned with exquisite rugs. Despite the lively chatter,
gnawed: (here)
bothered
a tension hung in the air. The king sat on his ornate throne,
his expression stern, his sharp eyes scanning the room. It was
evident that the unresolved quarrel still gnawed at him.

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Wit and Wisdom

The court discussion was centred on improving paddy cultivation

in the empire. One by one, the ministers rose to present their
ideas. Some suggested expanding irrigation networks, while
others advocated for better manure. Amid these suggestions,
Tenali Rama stood quietly at the edge of the court, observing
everyone with an amused smile.

Finally, the king called upon Rama. The chatter in the court died
down as all eyes turned to him. Rama approached the throne,
carrying a plateful of paddy seeds. Bowing low, he began, “Your
Majesty, I bring you a revolutionary type of paddy seeds. If yield: (here)
these are sown, the yield will be three times greater than the harvest
current results.”
A murmur swept through the room. One of the courtiers, known
sarcasm:
for his sarcasm, whispered just loud enough to be heard, “I
mockery
wonder if these are magic seeds! Next, he’ll claim they grow
without water.” Another muttered, “Perhaps he found them on snickers:
the moon!” Snickers rippled through the court. suppressed
laughter
The king frowned, unimpressed. “That sounds absurd,” he
muttered. “Such cultivation would need special soil, manure, absurd: illogical
and pest and insect repellents. If, by chance, something were to
go wrong, our farmers would suffer.”
Rama smiled, unfazed. “That may be true, Your Majesty, but the unfazed: not
real issue lies not with the seeds themselves but with the person worried
who sows them.”

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A hush fell over the court as Rama’s words hung in the air.
furrowed: The king’s eyebrows furrowed. “What is wrong with the person
wrinkled who sows the seeds? Speak clearly, Rama!” he roared.
Rama glanced around the court, his sharp gaze meeting the
sceptical: sceptical eyes of the courtiers. “If one were to sow seeds without
doubtful proper care, no one would reap a good harvest,” he said, pausing
for effect. “And what if the person had a habit of yawning while
sowing? Wouldn’t the seeds scatter unevenly?”
The court erupted into laughter, the earlier sarcasm replaced
by genuine amusement. Even the king, caught off guard, sighed
keenly: and instinctively yawned. Rama watched him keenly, then
intensely continued, “Your Majesty, is there anyone in this world who does
not yawn? It is as natural as breathing.”
gesture: a The king’s expression shifted as realisation dawned. His mind
movement of
raced back to the quarrel with the queen. He remembered
a hand or the
head, to express
scolding her harshly for yawning while he recited his poem.
an idea or He realised how unfair he had been. “If I had known that yawning
a meaning was not a sign of disrespect, I wouldn’t have taken her gesture
so personally,” he thought, regret filling his heart.

Unit 1.indd 6 13-05-2025 12:04:18

Wit and Wisdom

That evening, the king approached the queen with a softened

expression. “Thirumalambal,” he began, his voice gentle, “I have
been foolish. I see now that I overreacted. I let my pride blind
me. I’m so sorry.”
The queen, who had longed for this moment, smiled and replied,
“If you like, we can leave this quarrel behind us. I would very
much like to listen to your poem.”
orchestrated:
Rama, who had orchestrated this settlement, felt victorious. The arranged
king and the queen later presented him with valuable gifts for
his service. The royal couple’s bond was restored, and the palace brimmed:
brimmed once again with joy and laughter. overflowed

Let us discuss
I Rectify the following false statements from the text.

1. The queen insulted the king by speaking against the quality of his
poem.

2. Tenali Rama immediately went to the king and convinced him to talk
to the queen.

3. The courtiers admired the king’s poem and praised his literary talent.

4. The ministers in the court were eager to hear Tenali Rama’s idea
about paddy cultivation.

5. The king never realised his mistake and continued to stay angry with
the queen.

Let us think and reflect

I Read the extracts and answer the questions that follow.
1. “... The king thought I was disrespecting his poem and stormed
off. Since then, he has not spoken to me. If I had known this
would happen I would have chosen another day. Help me,
please, Rama. Only you can help the king understand.”
Rama nodded thoughtfully. “If you like, I will try my best
to resolve this matter, Your Highness. But this needs a
well-planned approach and I may need time to find the right
strategy.”
(i) Why does the queen believe that only Tenali Rama can
help the king understand?
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(ii) What does the queen’s statement, “If I had known this would
happen, I would have chosen another day”, suggest about her
feelings?
A. She is angry at the king for overreacting.
B. She regrets the unintended misunderstanding.
C. She believes the poem was not worth listening to.
D. She is worried that the king might punish her.
(iii) How does Tenali Rama’s response reflect his wisdom and
problem-solving skills?
(iv) Fill in the blank by choosing the correct option from those given in
the brackets.
The king’s reaction shows that he is sensitive and _________
(has a lot of faith/takes great pride) in his poetry.
2. That evening, the king approached the queen with a softened expression.
“Thirumalambal”, he began, his voice gentle, “I have been foolish. I see
now that I overreacted. I let my pride blind me. I’m so sorry.”
The queen, who had longed for this moment, smiled and replied, “If you
like, we can leave this quarrel behind us. I would very much like to listen
to your poem.”
(i) Complete the following with a suitable explanation.
When the king said, “I let my pride blind me”, he means that ____.
(ii) Why does the queen say, “If you like, we can leave this quarrel
behind us”?
(iii) Fill in the blank by choosing the correct option from those given in
the brackets.
The king acknowledges that his pride clouded his judgement,
which shows _________. (intelligence and courage/maturity and
self-awareness)
(iv) State any one characteristic that the queen’s response to the king’s
apology shows about her.

II Answer the following questions.

1. Why was the Vijayanagara Empire considered to be in its ‘Golden Era’
during Krishnadeva Raya’s reign?
2. How did Tenali Ramakrishna gain a special place in the king’s court?
3. How did the quarrel between the king and the queen affect the palace?
4. What strategy did Tenali Rama use to make the king realise
his mistake?
8

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Wit and Wisdom

5. What was the reaction of the courtiers when Tenali Rama introduced
his ‘special’ paddy seeds?
6. How does the story conclude, and what lesson can be learnt from it?

Let us learn
I Fill in the blanks and complete the paragraph by choosing suitable
expressions from the box given below.

cast a shadow murmur swept through the room hush fell over
mind raced back stormed off rippled through

My mother is quite witty, and her sense of humour always lightens

stressful moments. Once, at a family dinner, an argument began over
a minor issue, and 1. ______ , making everyone feel uncomfortable.
Just as things were getting serious, she made a clever remark and
laughter 2. ______ the gathering, making everyone relaxed. The person
who started the argument 3. ______. Everyone disapproved of the action
and a 4. ______. My 5. ______ to how my mother had saved other situations
like this. Without her, such moments would have 6. ______ over the
gatherings. I hope that I grow up to be as witty as my mother.

II The writer uses words like ‘roared’ , ‘murmur’ in the text to indicate the
sound produced. Fill in the blanks with suitable sound words from the
box given below. You may refer to a dictionary.

murmur sighed mumble gasped

snickers thud groan rattle
roared whispered

1. As the teacher began the riddle challenge, a __________ of excitement

spread through the classroom.
2. Anaya __________ in relief—she loved riddles more than solving
Mathematics problems.
3. ‘Think carefully,’ the teacher began to ___________ , as she wrote
a riddle on the board.
4. When the question was revealed, a few students __________ , realising
it wasn’t as easy as they had expected.
5. Some exchanged ____________ , wondering if anyone at all would be
able to solve it.
6. Just then, Anaya tapped her book on the desk with a small ___________ ,
deep in thought.
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7. ‘Ah, I see it now!’ she said stretching with a ___________ , as if it had

taken her great effort.
8. A small breeze made the windows __________ , adding to the suspense
of the moment.
9. ‘So, what’s the answer?’ the students ___________ , their voices filled
with playful enthusiasm.
10. Leaning forward with a smile, Anaya __________ , ‘Sometimes, the
trickiest questions have the simplest answers.’

III As you have learnt, a compound word is formed when two or more
words are combined to create a new word with a distinct meaning. These
are of three types: closed compounds (sunlight, courtroom), hyphenated
compounds (well-planned), and open compounds (paddy seeds).
1. Create new compound words by matching words in Column 1 with
those in Column 2.

Column 1 Column 2

(i) quick A. hall

(ii) soft B. tempered
(iii) common C. spoken
(iv) house D. blue
(v) book E. store
(vi) ill F. sense
(vii) sky G. witted
(viii) dance H. hold

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Wit and Wisdom

2. Fill in the blanks with the words created in the previous question.
Ravi was (i) __________, always speaking calmly even in arguments. He
grew up in a lively (ii) __________, where he learned to handle different
personalities. His friend Arun, however, was (iii) __________ and often lost
his patience. Despite this, Arun admired Ravi’s (iv) __________ thinking.
One evening, as they passed a (v) __________, they saw some performers
rushing out. Ravi noticed that one of them dropped a (vi) __________ book
on the ground. “Is this yours?” he asked. “Oh thank you, young man!” the
performer smiled. “It’s a recent purchase from the (vii) ________ round the
corner.” True to his nature Arun promptly said to Ravi, “ It’s (viii) ________
that it’s not from a bakery but bookshop!” Ravi smiled and they walked on.

IV Read the sentences from the text and their explanation given in the
table below.

Sentences from the Tenses Explanation

Text
1. If you like, I will try Simple Present + The condition in the ‘if’
my best to resolve this Present Modal clause may or may not
matter. be fulfilled. The present
tense refers only to a
possible future action.
2. If, by chance Simple Past + Past The condition in the
something were to go Modal ‘if’ clause expresses
wrong, our farmers a hypothetical or
would suffer. imaginary situation.
3. If I had known Past Perfect + would The condition in the ‘if’
this would happen, I have + Past Participle clause describes what
would have chosen the speaker would have
another day. done (differently) if
the past situation had
been different and it is
impossible to rectify it
in the present.

In sentence 1 ‘if you like’ is the subordinate clause (if clause) and ‘I will try
my best to resolve this matter’ is the main clause.
Identify the subordinate and main clauses in sentences 2 and 3.

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Now, match the subordinate clauses (if clauses) in Column 1 with the
appropriate main clauses in Column 2 to make complete sentences.

Column 1 Column 2

(i) If I had a magic wand, A. We will go to the theatre.

(ii) If it rains tomorrow, B. I would sneak into the
secret room.
(iii) If you had listened carefully, C. I would give myself wings.
(iv) If you finish your homework, D. The boys would have woken up
on time.
(v) If I were invisible, E. We will stay indoors and play
board games.
(vi) If the alarm had rung, F. You would have solved
the puzzle.

V Complete the following sentences appropriately with either the main

clause or the subordinate clause (if clause).
1. Your teacher will be unhappy if _______________________.
2. They would have caught the train if _______________________.
3. _______________________ if you continue to stay up late every night.
4. If she knew the answer, _______________________.
5. _______________________ if she had studied harder.
6. If I had a million rupees, _______________________.

VI Complete the following sentences. One example has been done for you.
1. If I were a tree, I would play with the wind and talk to the birds.
2. If I were the Head Teacher of my school, _______.
3. If I were a bird, _______.
4. If I were a magician, _______.
5. If I had studied harder, _______.

Let us listen
I You will listen to a woman narrating a story. As you listen, fill in the blanks
in the following sentences by selecting the correct options. (Transcript
for teacher on page 46)

Unit 1.indd 12 13-05-2025 12:04:24

Wit and Wisdom

1. The rope tying the bundle of sticks was _____.

(i) loose
(ii) thick
(iii) short
2. The scholar is finally referred to as ________.
(i) irritable
(ii) mischievous
(iii) arrogant

II You will once again listen to the story. As you listen, number the events
of the story in the correct order of occurrence.
1. The great scholar was ashamed because he did not know what to say.
2. Rama accepted the challenge thrown by the visitor.
3. Rama had a bundle tied in silk when he came to the palace.
4. The king laughed at the explanation given by Rama.
5. The visitor wanted to show his superiority over others in the palace.
6. Rama showed the work to be a bundle of sticks tied together by a rope.
7. The king wanted to know more about the work mentioned by Rama.
8. The court scholars were afraid of the king’s anger.

Let us speak
I While asking questions, it is important to use the appropriate tone to
convey the correct meaning.
1. ‘Yes’ or ‘No’ questions have a rising tone at the end.
Are you coming home?
2. ‘-Wh’ questions have a falling tone at the end.
When will you come home?

This rise and fall in tone is called intonation.

Now, work in pairs and mark the intonation in the questions given below.
Take turns to practise by saying them aloud with the correct intonation.
(i) Is this your cat?
(ii) What is the name of your cat?
(iii) Will you be going to your village?
(iv) Why are you going to your village?
(v) Is this where you live?
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(vi) Where do you live?

(vii) Can I meet your parents?
(viii) How are your parents?
(ix) Do you have any plans for tomorrow?
(x) What are you going to do tomorrow?

II ‘What’, ‘Why’, ‘When’, ‘How’, ‘Where’, and ‘Who’ are the words used to
ask questions. These words are called question words. Let us use these
words and make some questions.

While making questions, remember the correct word order.

• Who is the cleverest character in the story? (Correct)
• Who the cleverest character is in the story? (Incorrect)
Work in pairs and take turns to ask and answer questions about a trip
that you are planning. Remember to use the correct intonation while
asking these questions.

Here are some prompts for you.

• The destination (Where…)
• Purpose (Why…)
• Mode of transport (How…)
• Duration (When…)
• Travel companions (Who…)
• Activities (What…)

Now, work in pairs and take turns to ask and answer the questions about
witty characters in folktales or stories you have read. Use the correct
intonation while asking questions.

For example: Your favourite character in the folktale (Who...?)

Who is your favourite character in the folktale?
1. The name of the witty character (Who...?)
2. The reason for her/his wit being important in the story (Why...?)
3. The most famous trick or clever idea she/he used (What…?)
4. The time period or setting of the folktale/story (When…?)
5. The way she/he used her/his intelligence to solve a problem (How...?)
6. The location where the story takes place (Where…?)

Unit 1.indd 14 13-05-2025 12:04:25

Wit and Wisdom

Let us write

A narrative essay is written on a personal experience

or an imagined experience.

I Read the narrative essay given below.

A Lesson in Responsibility

One bright Monday morning, I woke up to the sounds of birds chirping

loudly. For once, I wasn’t late for school. My uniform was neatly laid out,
and my homework was already packed in my bag. I felt proud of myself
for being so organised. But little did I know, the day would still teach me
an important lesson.

During the morning assembly, our teacher, Mrs. Rao, announced a

surprise Science quiz. My heart skipped a beat. I had studied the chapter
a week ago, but I had forgotten to revise it over the weekend. As I sat at
my desk with the question paper in front of me, I froze. The questions
looked familiar, yet I couldn’t recall the answers clearly. I tried my best
to focus, but it wasn’t enough. Later, when the results were announced,
I scored much lower than I expected. Disappointed, I spoke to Mrs. Rao
after the class. She smiled and said, “It’s not about how much you know
but how consistently you prepare. Small efforts add up every day.”

Her words stayed with me. From that day on, I made it a habit to revise my
lessons regularly, even if there wasn’t an immediate test. Responsibility
isn’t just about being on time or finishing tasks—it’s about being ready
for what’s unexpected.

Now, work in pairs and check () if the following features are present in
the narrative essay.

1. Introduction
• The essay begins with a clear and engaging opening.
• The introduction sets the context for the narrative.
• The central idea or purpose is clear.

2. Body of the essay

• Events are narrated in a logical sequence.
• Descriptive details are used.
• Characters and settings are clearly described.
• The narrator’s emotions or thoughts are shared.
• The essay includes a challenge or a problem or a turning point. 15

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3. Conclusion
• The essay ends with an outcome.
• A lesson or a message is clearly stated.

4. Writing Style
• The tone is personal and engaging.
• First person narration is used (for example, ‘I,’ ‘my’).

5. Language
• The essay uses simple and clear language.
• Grammar, punctuation, and spellings are correctly used.

Note: A narrative essay focuses on sharing a personal experience to convey

a specific lesson, a reflection, or an idea. It has an introduction, a body,
and a conclusion.

Now, write a narrative essay based on any one of the situations given below.
• The Day I Learnt the Value of Teamwork
• A Small Act of Kindness that Made a Difference

Let us explore
I Limericks are poems in five lines that have a twist in the last line. Read
and enjoy the following limericks and create one on your own.
Raju flew his kite in the sky so wide,
It soared with grace, full of pride.
But a crow came along,
Singing its song,
And now it’s the crow on a joyride!

II Go to the library and read a story of your choice. Share its theme and the
interesting parts of the story with your classmates and teacher.

III You must have read stories of wit, humour, and wisdom in your own
language or English. Make a list of these stories that you have read on
a chart paper. Each student should read at least one new story from
the list.

Answers:
4. A secret 3. The future 2. Time 1. Words

Unit 1.indd 16 13-05-2025 12:04:26

A CONCRETE EXAMPLE

Let us do these activities before we read.

I Read the names of items you usually find in a garden and write their
names against each picture given below.

garden hose, sapling, hedge, flower beds, flower pot, pebbles, rockery,
fence, vine, wheelbarrow

II Work in groups of four. What kind of garden would you like to have?
Mention the features that you can include and the reasons for your
choice. Share your answers with your classmates and teacher.

III Read the title of the poem. What comes to your mind when you read
the word ‘concrete’? Does it have more than one meaning ? Share your
answers with your classmates and teacher.

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Let us read

My next-door neighbour, Mrs. Jones,

has got a garden full of stones:
A crazy path, a lily pond,
a rockery and, just beyond
A sundial with a strange device,
which Mrs. Jones thinks rather nice.

My next-door neighbour, Mrs. Jones,

puts little plants between the stones
They are so delicate and small,
they don’t mean anything at all.
I can’t think how she gets them in,
unless she plants them with a pin.

My next-door neighbour, Mrs. Jones,

once asked me round to see her stones.
We stood and talked about a flower
for quite a quarter of an hour.
“Where is this lovely thing?” I cried.
“You’re standing on it,” she replied.

Reginald Arkell

Unit 1.indd 18 13-05-2025 12:04:29

Wit and Wisdom

Let us discuss
I Complete the following summary with exact words from the poem. One
example has been done for you. Share your answers with your classmates
and teacher.

The poem describes Mrs. Jones, the speaker’s next-door neighbour,

who has a unique garden filled with 1. _________. Her garden includes
a peculiar 2. _________, a pond, and a rockery, along with an unusual
3. _________ that she finds charming. Mrs. Jones plants tiny, 4. _________
plants between the stones, which the speaker thinks must be so small
that they are planted with a 5. _________. One day, Mrs. Jones invites the
speaker to see her garden, and they discuss a 6. _________ that Mrs. Jones
treasures. When the speaker asks where the 7. _________ flower is,
Mrs. Jones says that the speaker has been 8. _________ on it all along.

II Select the correct option to fill in the blanks for the following sentences.
1. The tone of the poem is ____________.
(i) mocking
(ii) humorous
(iii) mournful
(iv) amusing
(v) light-hearted
A. (i), (ii), and (iii)
B. (i), (ii), and (v)
C. (ii), (iii), and (iv)
D. (ii), (iv), and (v)
2. The speaker in the poem is ____________.
(i) Mrs. Jones
(ii) the poet
(iii) a gardener
(iv) a child
3. The rhyme scheme of the poem is _________.
(i) AABBCC
(ii) ABABCC
(iii) AABCAC
(iv) ABBACC

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III Complete the following sentences by choosing the correct answer given
in the brackets.
1. The poet uses the word ‘stones’ in all stanzas in order to emphasise
her ________. (obsession with a stony garden/pride in gardening skills)
2. The poet uses imagery to describe the features of the garden that help
readers _____________. (understand Mrs. Jones’ love for plants/visualise
the garden’s peculiar nature)
IV Pick examples of alliteration from the poem.
V A refrain is a repeated line or phrase that appears in each stanza.
Identify the refrain from the poem.
VI Irony is a literary device that emphasises the difference between what is
expected and what actually happens. It often involves a situation where
the outcome is the opposite of what is expected, creating a surprising or
a humorous effect. For example, Mrs. Jones’ excitement about her garden
contrasts with the speaker’s disappointment on how ordinary it is.
Identify the line(s) from the poem that display(s) situational irony.
VII Complete the following sentences appropriately.
1. The word ‘concrete’ can refer to ______________ in Mrs. Jones’ garden.
2. The title also has a symbolic meaning, as the poem provides a clear or
‘concrete’ example of Mrs. Jones’ ______________ gardening habits.
VIII The title ‘A Concrete Example’ carries both literal and symbolic
(metaphorical) meaning. Such word play is called a pun. A pun is a figure
of speech that uses words with multiple meanings or words that sound
alike but have different meanings, creating a humorous effect.
• I tried arguing with my pencil but it kept making sharp points. (suggests
the idea of an actual sharp pencil point and strong argument points)
• My pencil and I had a disagreement but we finally got to the point.
(refers to solving an argument and the pencil’s tip)

Let us think and reflect

I Read the given extract and answer the questions that follow.
1. My next-door neighbour, Mrs. Jones,
has got a garden full of stones:
A crazy path, a lily pond,
a rockery and, just beyond
A sundial with a strange device,
which Mrs. Jones thinks rather nice.
20

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Wit and Wisdom

(i) What can be inferred about Mrs. Jones’s taste in gardening from the
description of her garden being ‘full of stones’?
(ii) Identify whether the following statement is true or false.
The garden serves as a means to reveal more about Mrs. Jones herself.
(iii) What does the poet mean by ‘crazy path’?
(iv) What does the sundial with a ‘strange device’ suggest about
Mrs. Jones’ personality?
A. She has a fascination with unusual items.
B. She prefers traditional garden decorations.
C. She is uninterested in her garden’s appearance.
D. She likes modern and expensive items.

II Answer the following questions.

1. How does Mrs. Jones feel about her garden? Support your answer with
evidence from the poem.
2. Why do you think the speaker describes the plants as being so small
that they could be planted with a pin?
3. What do we get to know about Mrs. Jones—based on her gardening
style and her interaction with the speaker?
4. The poem portrays Mrs. Jones in a positive light. Support this statement.
5. What does the poem tell us about the way people think differently
about the world around them?

Let us learn
I Select the appropriate word from the brackets that correctly replaces
the underlined word in the sentences from the text.
1. A sundial with a strange device,
(unusual, peculiar, new, rare, external)
2. … which Mrs. Jones thinks rather nice.
(pleasant, superior, agreeable, gentle, charming)
3. They are so delicate…
(delicious, fragile, dainty, graceful, weak)
4. “Where is this lovely thing?” I cried.
(exclaimed, wept, shouted, announced, whispered)

Unit 1.indd 21 13-05-2025 12:04:31

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II The ‘sundial’ is referred to as a ‘device’ in the poem. Work in pairs to

infer the meaning of ‘device’. Share your thoughts with your classmates
and teacher.

Now, match the type of instruments in Column 1 with their definitions

in Column 2. Column 3 shows one example of each type of instrument.
Add more examples in Column 3.

Column 1 Column 2 Column 3

1. implement (i) something that is spade, knife

electrical and is
used to do work in
the house
2. tool (ii) something small hammer
that is mechanical
or electronic
3. equipment (iii) something that cricket bat, helmet,
works on being batting gloves, etc.
moved by hand
4. appliance (iv) a set of necessary mixer grinder
items for a
particular purpose
5. gadget (v) something used by mobile phone, laptop
hand to make or
repair

III Complete the table by making new words in Column 1 using the hints
given in Column 2. Replace the first letter of the given word to create
new words. One example has been done for you.

1. Column 1 Column 2

nice

(i) dice cut into small pieces

(ii) grain that we cook

(iii) plural of mouse

(iv) bad habit

Unit 1.indd 22 13-05-2025 12:04:32

Wit and Wisdom

2.
Column 1 Column 2

soil

(i) heat something

(ii) work very hard

(iii) length of wire in a circle

(iv) sheets to wrap food items

Let us listen
I You will listen to a presentation about the wonderful
Rock Garden of Chandigarh. As you listen, answer the
following questions using one to three exact words from
the presentation. (Transcript for teacher on page 47)
1. Where was Nek Chand’s Rock Garden featured?
2. What kind of sculptures does the Rock Garden have?
3. How is the Rock Garden divided?
4. Name any one thing that has been transformed into a
piece of art in the Rock Garden.
5. Approximately, how many statues border the
Rock Garden?

Let us speak
I The speaker of the poem might have felt sorry for stepping on Mrs. Jones’
flower. When we make a mistake, we must express regret and apologise
for our actions.
1. When we apologise to a friend or a family member, we use informal
language. Take turns to apologise for the following situations and
respond to the apology.
(i) You have eaten your brother’s share of sweets.
(ii) You have broken your sister’s flower craft.
(iii) You accidentally spilled ink on your mother’s important documents.
(iv) You forgot to bring your friend’s notebook to the school after
borrowing it.

Unit 1.indd 23 13-05-2025 12:04:33

Poorvi

You may use the following phrases given below.

Phrases for Apology Phrases to Respond to Apology

• I’m sorry about… • That’s alright.

• I’m really sorry… • It’s no big deal.

• Please forgive • No problem.

me for…
• Sorry, I didn’t • These things happen.
mean to…
2. When we apologise to someone in authority like a Principal or a
teacher in a formal setting, we use formal language. Work in pairs
and take turns to apologise for the following situations and respond to
the apology.
(i) You did not bring an assignment that was due for submission.
(ii) You were late to school for the past three days and had to meet
the Principal.
(iii) You did not submit your project work and were asked to explain.

You may use the phrases given below.

Phrases for Apology Phrases to Respond to Apology

• I’m extremely • I accept your apology.

sorry for… Please ensure you…
I promise it
won’t happen
again.
• I owe you an • I appreciate you saying this,
apology for… but…
I’ll do my best
not to repeat it.

• I really regret… • I’m glad you realised your

I assure you that mistake…
this will never
happen again.

Unit 1.indd 24 13-05-2025 12:04:34

Wit and Wisdom

Let us write

You are a member of the

Nature Club of your school.
Draft a notice informing
the students of Grades 6–8
about the inauguration of the
Herb Garden.

Points to remember:
• Mention the purpose of
writing, date, time, venue,
and any other relevant
information—whom to
contact, when, and where.
• Use formal language in the
third person form.
• Write the notice in a box.

NAME OF THE ORGANISATION

NOTICE

Date

Title

(Body of the notice)

Name

Signature

Class

Let us explore
I Amrit Udyan is a garden spread over an expanse of 15 acres around
Rashtrapati Bhavan in New Delhi. It has multiple attractions that include
a specially curated garden for children called Bal Vatika, a treehouse,
nature’s classroom, etc. It also has the Bonsai, Herbal-I, Herbal-II, Tactile
Garden, Arogya Vanam, and Circular Gardens with a diverse variety of
flora and fauna.

Unit 1.indd 25 13-05-2025 12:04:35

Poorvi

Now, find out about popular gardens

in your region and share with your
classmates and teacher.

II A herbarium is a collection of plant

samples preserved for long-term study,
usually in the form of dried and pressed
plants mounted on paper.

You may follow the link given below for a virtual tour
of Amrit Udyan.
https://virtualtour.rashtrapatibhavan.gov.in/

Now, collect some fallen flowers and

leaves from your neighbourhood. Place
them in folds of a newspaper carefully
and put a pile of books on them. After
one week, take them out and use them to
make a card, wall hanging or any other
artwork. A sample has been given for
your reference.

III Read and enjoy the poem.

A Sea of Foliage
A sea of foliage girds our garden round,
But not a sea of dull unvaried green,
Sharp contrasts of all colours here are seen;
The light-green graceful tamarinds abound
Amid the mango clumps of green profound,
And palms arise, like pillars gray, between;
And o’er the quiet pools the seemuls lean,
Red—red, and startling like a trumpet’s sound.
But nothing can be lovelier than the ranges
Of bamboos to the eastward, when the moon
Looks through their gaps, and the white lotus changes
Into a cup of silver. One might swoon
Drunken with beauty then, or gaze and gaze
On a primeval Eden, in amaze.
Toru Dutt

Unit 1.indd 26 13-05-2025 12:04:36

WISDOM PAVES THE WAY

Let us do these activities before we read.

I Why do we seek advice of the elderly in our family? Share your thoughts
with your classmates and teacher.

II Knowledge is about learning facts and information, while wisdom is

about using that knowledge with good judgement.

Work in pairs. Read the following situations and classify each one as
either ‘knowledge’ or ‘wisdom’. One example has been done for you.
1. Riya’s understanding of plant care helped her grow a healthy vegetable
garden in her backyard.
2. Mr. Kumar values time with family over chasing wealth.
3. Karuna’s expertise in computer programming helped her develop a
successful app.
4. Rohan understood the value of time management and created a
timetable to complete his assignments systematically.
5. Ramesh chose to forgive his friend for a misunderstanding.
6. Ms. Vaijayanthi delivered a lecture on Indian Classical music at the
cultural festival.

Knowledge Wisdom

III Observe the picture carefully. What do you think might have happened?
Share your answers with your classmates and teacher.

Unit 1.indd 27 13-05-2025 12:04:37

Poorvi

Let us read

Characters
The King of Ujjain : a young King
Four Young Men : Ram Datt, Shiv Datt, Har Datt, and Dev Datt
adorned: The Merchant
beautified
Two Sentries
tapestries: Setting : A road leading to Ujjain, visible in the
heavy distance. Later, the King’s court, adorned
decorative with rich tapestries, tall pillars, and
fabrics woven
regal decor. The time is midday.
with pictures or
patterns
Scene I: The Road to Ujjain
(Four young men—Ram Datt, Shiv Datt, Har Datt, and
resolute:
Dev Datt—are walking along a dusty road leading to
determined Ujjain. They appear travel-worn but resolute, their
eyes fixed on the city that looms ahead. The sun is
bustling: busy high, and the distant noise of the bustling city faintly
reaches them.)

Unit 1.indd 28 13-05-2025 12:04:38

Wit and Wisdom

Ram Datt : (Wiping his brow) We have journeyed far from home,
eludes: difficult
yet the prospect of finding work still eludes us.
to obtain
Har Datt : How long has it been since we left our village?
Shiv Datt : I believe it has been over a week— perhaps even
longer.
Ram Datt : Ten days, to be precise. Every day feels longer than
the last.
Dev Datt : Ten days are but a short span in the grand scheme
of things. We may still have many more roads to
wander before we find employment befitting all
four of us.
Ram Datt : If only we could secure an audience with the King
of Ujjain. I am confident he would recognise our
talents and appoint us to his service.
Shiv Datt : I share your belief.
Dev Datt : Indeed, we ought to be united in this hope. That is
why we press on towards Ujjain.
devise: (here)
Har Datt : (Pausing thoughtfully) Gaining an audience with the to think of
King is no simple task. We need to devise a strategy.
deliberate: to
Dev Datt : Let us reach the city gates first. We can deliberate think carefully
once we are closer.
(As they walk, Ram Datt notices something on the
ground.)

Unit 1.indd 29 13-05-2025 12:04:40

Poorvi

Shiv Datt : Look there, friends. A camel has passed this way.
The tracks are fresh.
Ram Datt : (Studying the tracks) Yes, let us observe them as we
continue. They may tell us more than meets the eye.
(The four men continue walking, occasionally
scrutinise: to stopping to examine the camel’s tracks. They
look carefully at scrutinise every detail, exchanging glances but
saying little.)
Ram Datt : I have discovered something peculiar about
this camel.
Shiv Datt : So have I.
Har Datt : I, too, have noticed a strange detail.
Dev Datt : (Smiling) It seems each of us has learnt something
unique, yet I believe my discovery is unlike any
of yours.

privilege we accept with all our hearts.
Dev Datt : We shall dedicate ourselves to your service,
offering our insights and counsel in all matters
you see fit.
King : (Rising from his throne) Then let it be known
across the kingdom that four new advisers stand
by my side. May your wisdom shine upon Ujjain
and guide us to prosperity.
(The court erupts in applause as the King steps down
to greet his new advisers. The four men stand proud
and humbled, their journey fulfilled in a manner
they had never anticipated.)
CURTAIN
Let us discuss
I Arrange the following events in order of their occurrence from Scene
II of the play. One example has been done for you. Share your answers
with your classmates and teacher.
1. The King makes the four young men his advisers, impressed by
their skills. (8)

Unit 1.indd 36 13-05-2025 12:04:48

Wit and Wisdom

2. Ram Datt explains how he infers from the tracks that the camel is lame.
3. The King asks the merchant to clearly state his accusation.
4. The King praises the young men for their observations and dismisses
the merchant’s accusation.
5. Shiv Datt reveals that the camel is blind in its right eye as it had only
chewed on the leaves on the left side of the road.
6. Dev Datt explains his observation about the camel’s pain and
careful movement.
7. Har Datt clarifies how he knew that the camel has a short tail.
8. The merchant accuses the four men of knowing a lot about his
missing camel.

Let us think and reflect

I Read the given extracts and answer the questions that follow.
1. Dev Datt : Ten days are but a short span in the grand scheme of things.
We may still have many more roads to wander before we
find employment befitting all four of us.
Ram Datt : If only we could secure an audience with the King of Ujjain.
I am confident he would recognise our talents and appoint
us to his service.
Shiv Datt : I share your belief.
Dev Datt : Indeed, we ought to be united in this hope. That is why we
press on towards Ujjain.
Har Datt : (Pausing thoughtfully) Gaining an audience with the King
is no simple task. We need to devise a strategy.

(i) Identify the false statement from the two given below and
rectify it.
A. Dev Datt believes that finding employment is an easy task.
B. Ram Datt is confident that the King would recognise
their talents.
(ii) What does Ram Datt’s confidence in gaining the King’s
recognition tell us about him?
(iii) Complete the sentence given below with the correct option from
those given.
In the line, ‘That’s why we press on towards Ujjain’, the phrase
‘press on’ refers to __________.

Unit 1.indd 37 13-05-2025 12:04:49

Poorvi

A. walking with heavy steps

B. moving forward with determination
C. slowing down frequently for rest
D. stopping briefly to save time
(iv) Har Datt says, “We need to devise a strategy.” What can be
inferred about Har Datt’s character from his statement?
A. He is doubtful of their abilities and wants to give up.
B. He is eager to rush into the palace without preparation.
C. He is cautious and thoughtful, preferring to plan ahead.
D. He relies on others to make decisions for the group.
2. King : (To the four men) You have demonstrated remarkable
intelligence and the ability to see beyond the obvious. Such
minds are rare and highly valued in my court. I extend to
you the honour of becoming my advisers. Your counsel
shall guide my decisions, and your wisdom shall be a
beacon for my kingdom. What do you say to my offer?
Ram Datt: (Stepping forward) Your Highness, it is an honour we had
not dared to dream of.
(i) Select the option that is true for both Assertion (A) and Reason (R).
(A): The Merchant left the court feeling humbled and ashamed.
(R): The King commanded that the four wise men join his court.
A. Both (A) and (R) are true, and (R) is the correct explanation
of (A).
B. Both (A) and (R) are true, but (R) is not the correct
explanation of (A).
C. (A) is true, but (R) is false.
D. (A) is false, but (R) is true.
(ii) Complete the following sentence by choosing the correct option.
The line, ‘See beyond the obvious’ means that the men had the
ability to ______.
A. challenge common beliefs with reasoning
B. interpret information in traditional ways
C. notice details that others might overlook
D. predict what is going to happen in the future
(iii) Complete the following sentence with a suitable reason.
Ram Datt described the King’s offer as ‘an honour we had not
dared to dream of’ because ___________.
(iv) How does the King’s offer to the four men reflect his values as
38 a ruler?

Unit 1.indd 38 13-05-2025 12:04:50

Wit and Wisdom

II Answer the following questions.

1. What does the dusty road leading to Ujjain tell us about the challenges
of the young men’s journey?
2. Why did the merchant become suspicious of the four men? What does
this tell us about him?
3. How do the four young men’s observations about the camel serve as a
turning point in the play?
4. Why did the King believe the four young men and not the merchant?
5. How does the capability of the four young men make them suitable to
become advisors?
6. Why does the merchant feel ashamed for accusing the four young men
of stealing his camel? Explain in your own words.

Let us learn
I Complete the sentences by filling in the noun form of the textual words
given in the brackets.
1. Some word games need a lot of thought and _________________. (deduce)
2. We need to make close _________________of animals in order to
understand their behaviour. (observe)
3. A detailed _________________ of the documents shows a lot of errors.
(scrutinise)
4. You should not make any false _________________against anyone.
(accuse)
5. She was given an award in _________________of her contribution to
literature. (recognise)

II Match the expressions in Column 1 with their meanings in Column 2.

Column 1 Column 2

1. with all our hearts (i) surprised

2. to be precise (ii) starts cheering together

3. gain an audience with (iii) hidden information that is not

obvious
4. catch his breath (iv) exact and accurate

Unit 1.indd 39 13-05-2025 12:04:50

Poorvi

5. erupts in applause (v) meeting or hearing someone

6. grand scheme of things (vi) complete sincerity

7. taken aback (vii) to pause or rest for some time

8. more than meets the eye (viii) overall plan of life in a larger
context

Now, make sentences using any five of the expressions from Column 1.

III Match the different meanings of ‘face’ and ‘bear’ with the correct usage
in the sentences given in the table below. (n. stands for the word noun
and v. stands for the word verb.)

Words Meanings Sentences

1. (n.) the front part of (i) Ravi turned to face

a person’s head from his father, when he
the forehead to the was called.
chin
2. (v.) to be positioned (ii) The face of the clock
with the face or front was painted red and
face towards blue.
3. (v.) to deal with (iii) She has a round,
a difficult task or smiling face.
situation
4. (n.) the front or (iv) We should be ready to
surface of a thing face life’s challenges.

1. (v.) tolerate (i) The trees that I

planted in my garden
took a long time to
bear fruit.
2. (v.) accept (ii) I spotted a bear on a
bear wildlife safari.
3. (n.) a large heavy (iii) Riya agreed to bear
mammal the responsibilities
with confidence.
4. (v.) produce; give (iv) I can’t bear the sound
birth to of vehicles honking.
40

Unit 1.indd 40 13-05-2025 12:04:51

Wit and Wisdom

IV Match the highlighted words in the sentences in Column 1 with the

functions they express in Column 2.

Column 1 Column 2

1. I will gladly pay your fee if (i) expression of

you can cure it. disbelief
2. You must have stolen it (ii) imagined
and sold it off. (hypothetical)
possibility
3. You shall come with me to (iii) moral obligation or
face the King! advice
4. How could you possibly (iv) challenge
know that?
5. I am confident he would (v) logical conclusion
recognise our talents and
appoint us to his service.
6. A camel with a long tail (vi) wish or hope
would have fended off
these pests with ease.
7. They may tell us more than (vii) necessity
meets the eye.
8. May your wisdom shine (viii) prediction
upon Ujjain and guide us to
prosperity.
9. Indeed, we ought to be (ix) willingness
united in this hope.
10. We need to devise a (x) command
strategy.
11. You speak of my camel as if (xi) possibility
it stood before you, yet you
dare to claim not to have
seen it!

V Complete the following story with modal verbs in the box given below
by using the clues from the functions given within brackets.

may must should can

might could need to

Unit 1.indd 41 13-05-2025 12:04:52

Poorvi

An old man, known for his wisdom, lived in a small village. One day,
a young boy asked him, “How 1. _______ (ability) I become wise like
you?” The old man smiled and said, “Wisdom 2._______ (necessity) be
earned through patience. You 3. _______ (suggestion) listen, more than
you speak.” The boy thought for a while and replied, “It 4. _______ (weak
possibility) take years, but I’ll try.” The old man nodded. “You 5._______
(obligation) learn from your mistakes too. Wisdom 6. _______ (possibility)
come slowly, but it always arrives for those who seek it.” The boy knew
he 7. _______ (ability) become wise if he followed the old man’s advice.

VI Rewrite the following sentences using appropriate modal verbs.

You may take clues from the highlighted words. One example has been
done for you.
1. It is advisable for you to think before you speak.
You should think before you speak.
2. It is unnecessary to worry about things beyond your control.
3. It is not possible for a person to gain experience without taking risks.
4. It is essential to treat others with kindness, even when they disagree
with you.
5. It is not allowed to interrupt when someone else is speaking.

Let us listen
I You will listen to four people sharing their thoughts on why they enjoy
witty characters in stories. As you listen, match statements 1–6 given
below to the speakers (i)–(iv). There are two statements you do not need.
(Transcript for teacher on page 48)

Statements Speaker No.

1. Witty characters prove that cleverness is as
powerful as strength.
2. Witty characters show us ways to make
learning enjoyable.
3. Witty characters in a story keep the reader
involved.
4. Witty characters teach me that tricky
situations can be managed calmly.
5. Witty characters add excitement to a story
by their extraordinary deeds.
6. Witty characters can deactivate tense
42 situations with their cleverness.

Unit 1.indd 42 13-05-2025 12:04:53

Wit and Wisdom

Let us speak
I The way in which a word is stressed in a sentence can change its meaning.
Read the following examples.

1. Look there, friends. (look, not go or do some other

action)
2. Look there, friends. (look there, not here or somewhere
else)
3. Look there, friends. (is addressing the friends and not
anybody else around)

Now, work in pairs. Take turns to say the following sentences aloud by
stressing on the highlighted words. Share the meanings of the sentences
with each other and teacher.
• I take my dog for a walk in the evening.
• I take my dog for a walk in the evening.
• I take my dog for a walk in the evening.
• I take my dog for a walk in the evening.
• I take my dog for a walk in the evening.

II Statements and exclamatory sentences usually end with a falling tone.

Listen to the teacher read these sentences aloud and repeat it with the
correct intonation.

Very well. We shall go to the king.

Yes, yes, it is!

Now, practise by saying the following sentences with the

correct intonation.
• Good day, kind sirs.
• We regret to inform you that we do not know where it is.
• You describe it perfectly!
• You shall come with me to face the King!

Unit 1.indd 43 13-05-2025 12:04:53

Poorvi

Let us write

I You have observed that the kutcha road leading to your colony is in a
very bad condition due to heavy rains. The potholes are dangerous for
people and can lead to accidents. They also serve as a breeding ground
for mosquitoes as there is stagnant water all around.
Write a letter of complaint to the Commissioner, Municipal Corporation
or the Sarpanch, Gram Panchayat to look into the matter and take
necessary action.
Follow the format of a formal letter and draft the letter with the help
of cues given below.

Body of the Letter Useful Phrases

Paragraph 1: state the • I would like to bring to your attention…

purpose of writing and the • I am writing to draw your attention
issue towards…

Paragraph 2: give details • The problems that we face are…

and consequences of the • … is causing inconvenience as...
problem
• As a result…
• Consequently…
Paragraph 3: give • Firstly, I would like to suggest…
suggestions and request for Secondly…
swift action • I request you to look into this matter
and…
• I look forward to your prompt
response...

Let us explore
I Staging a play requires creativity, organisation, and teamwork.

Steps involved in staging a play:

1. Choose a play that suits your requirement of theme, duration,
number of actors, and available resources.

Unit 1.indd 44 13-05-2025 12:04:54

Wit and Wisdom

2. Choose a director, a stage manager, a light and sound incharge,

a props manager, a costume designer, and a makeup artist.
3. Hold auditions and decide the roles.
4. Read the script and plan stage movements, and positions for
each scene.
5. Make a schedule for rehearsal.
6. Work on the set design (backdrop) and make or collect the required
props.
7. Design or gather appropriate costumes.
8. Plan makeup and hairstyles to suit the play’s time period.
9. Check light and sound arrangements.
10. Hold a dress rehearsal including sound and light effects.
11. Promote the event through posters and pamphlets.
12. Organise the backstage with labelled props, costumes, and actors’
entrances or exits.
13. Present the play to the audience.

Now, present the enactment of the play ‘Wisdom Paves the Way’ with
the help of the steps you have just read. Ensure you use
the correct intonation and sentence stress.
PANCHATAN
TRA
II Stories related to wit and wisdom have always fascinated TALES
the readers. Go to the library and read the stories
associated with the following.
Vikramaditya and Betal Tenali Rama
Gopal the Jester Panchatantra Tales

“Let knowledge be the beacon that dispels the darkness

of ignorance”.
Savitribai Phule
“The highest education is that which does not merely give us
information but that makes our life in harmony with all existence”.
Rabindranath Tagore

Unit 1.indd 45 13-05-2025 12:04:58

TRANSCRIPTS

THE WIT THAT WON HEARTS

Let us listen (refer to page 12)

I You will listen to a woman narrating a story. As you listen, fill in the
blanks for the following sentences given below by selecting the
correct options.
Hello everybody! Today I’ll be narrating a story about a
quick-witted courtier in the kingdom of Vijayanagara.
A renowned scholar, proud of his abilities, once visited the
kingdom of Vijayanagara. You see, he wanted to challenge the
scholars in the court of King Krishnadeva Raya. The court scholars
did not want to accept the challenge as they were worried of
being defeated by the visitor. Besides this, they were also afraid
that the king would be angry if they refused to face the scholar.
They knew that only the quick-witted Tenali Rama would be
able to manage the situation. So, naturally, they asked him for
a solution. As expected, Rama told them that he would accept
the challenge.
The next day, Rama arrived at the palace. Rama and the
challenger sat facing each other. There was a bundle wrapped
in silk kept near Rama. He placed his hand on the bundle and
said to the visitor, “Let us start by discussing the merits of
tila-kashta-mahisha-bandhana”. The visitor was taken aback. He
had read thousands of works. But he had never heard of this
work. He had no idea what to say. The scholar had to accept his
defeat. Ashamed, he quietly left the palace.
Now, the king was curious to know about the great work Rama
had mentioned. Rama smiled and removed the silk cloth. There
was a huge bundle of sticks tied with a thick rope! The king was
puzzled and asked for an explanation.
Rama told him, “O king! til is sesame; kashta is stick, tilakashta
means sticks of sesame plants”. Then, displaying the rope Rama
said, “This is the rope used to tie a buffalo—mahisha means
buffalo, bandhana means the rope used for tying—so, this is
tila-kashta-mahisha-bandhana.”
46

Unit 1.indd 46 13-05-2025 12:04:58

The king burst out laughing. The poor visitor had become scared
hearing such a difficult name. In this way, Rama had taught the
arrogant scholar a lesson.
II You will once again listen to the woman narrating the story. As you listen,
number the events of the story in the correct order of occurrence.

A CONCRETE EXAMPLE

Let us listen (refer to page 23)

I You will listen to a presentation about the wonderful Rock Garden
of Chandigarh. As you listen, answer the questions in one to three
exact words.
Hello everyone! The Rock Garden is a spacious open-air
exhibition. It is a proof of human creativity with waste materials.
This garden was created by Nek Chand, in 1957. This is the
reason the garden is also known as Nek Chand’s Rock Garden.
The garden was featured on an Indian postage stamp in 1983
and Nek Chand was awarded the Padma Shri a year later.
The Rock Garden is spread across a massive 40-acre wonderland.
Do you know why I say this? Well, it is because it has several
colourful sculptures and mosaic of art pieces.
What is unique about the Rock Garden is that it is divided into
three distinct phases. Each area reveals a unique collection
of installations including terracotta pots, light fixtures, and
even broken toilet pots, that have been transformed into
extraordinary masterpieces.
You will be surprised to know that the borders of the Rock Garden
are lined with around 5,000 statues. The Rock Garden is truly a
place that celebrates the best from waste. I sincerely recommend
that you visit this extraordinary national treasure.

Unit 1.indd 47 13-05-2025 12:04:59

WISDOM PAVES THE WAY

Let us listen (refer to page 42)

I You will listen to four people sharing their thoughts on why they enjoy
witty characters in stories. As you listen, match statements 1–6 given
below to the speakers (i)–(iv). There are two statements you do not need.
Speaker (i) : I love witty characters because they make serious
situations funny! Even when things seem tense,
they always have a clever response. Such characters
never panic, think fast, and solve problems in the
smartest way. I wish I could think that quickly!
Speaker (ii) : Witty characters are the best because they make
stories exciting. I especially like how they turn
ordinary moments into something memorable. It
makes me feel like intelligence and humour are
just as powerful as strength.
Speaker (iii) : I enjoy witty characters because they always
have an answer for everything! They use humour
instead of fighting, and that’s really wonderful.
Even in folktales, they prove that smart thinking
can win over force. It makes me laugh but also
teaches me to stay calm in tricky situations.
Speaker (iv) : Witty characters add charm to a story. Their
intelligence keeps the reader engaged, and
their humour makes learning fun. Whether it’s
a folktale or a modern one, a clever character
always stands out. I often feel that wit and wisdom
go hand-in-hand!

Unit 1.indd 48 13-05-2025 12:05:00

Values and Dispositions

Unit 2
VALUES AND DISPOSITIONS

A Tale of Valour
Major Somnath Sharma and the Battle of Badgam

Let us do these activities before we read.

I Work in pairs. Share your answers with your classmates and teacher.
1. What do you think about the Republic Day Parade on 26 January?
2. What are the highlights of this parade?
3. What bravery awards are given on this day, and who receives them?

II Work in groups of four and discuss.

1. What qualities do you think a soldier should have?
2. If you had to share a message with a soldier, what would it be?

Unit 2.indd 49 20-05-2025 11:23:57

Poorvi

Let us read

Mera desh, mera desh re

Mera desh hua re roshan,
le qurban kiya tujh hee pe ye tan man…

Major Somnath Sharma Kumaon

(1923–1947) Regiment Crest

This is a tribute to the valiant Major Somnath Sharma, India’s

etched: first recipient of the Param Vir Chakra, whose name is etched
permanently in the annals of history. His bravery and sacrifice stand as a
fixed in beacon of inspiration for generations. At every intersection
someone’s
of patriotism—whether through the National War Memorial,
memory
soul stirring patriotic songs, books, and stories recounting acts
beacon: a of valour, or the celebrations of Azadi ka Amrit Mahotsav—
source of
his memory is honoured. Major Somnath Sharma’s legacy of
inspiration
courage and devotion to the nation remains forever alive,
valour: courage forever alive… reminding us of the ultimate price paid for
our freedom.
The serene Kashmir valley in the shadows of the majestic
Himalayas witnessed a tale of extraordinary heroism and

(i) What can be inferred about Somnath Sharma’s early influences

on his career?
A. He was primarily influenced by his father’s achievements in
the military.
B. His inspiration came solely from the tales of the Mahabharata.
C. His family and heritage inspired his bravery and sense of
duty.
D. He decided to join the military out of necessity rather than
passion.
(ii) Identify whether the following statement is true or false:
Somnath Sharma belonged to a wealthy family.
(iii) What does the phrase ‘served the nation with distinction’ tell us
about Major General Amar Nath Sharma?
(He performed his duties with exceptional dedication, honour,
and excellence./He was highly respected for his contributions to
the country.)
(iv) Replace the underlined phrase with a word from the extract that
has a similar meaning.
My family and I visited a popular hill station and stayed in an
old but visually charming house surrounded by trees.

II Answer the following questions.

1. ‘Major Somnath’s legacy of courage and devotion to the nation remains
forever alive, forever alive…’ What is the significance of the repetition
in this line?
2. Why do you think Major Somnath’s leadership was critical during
the Battle of Badgam?
3. What were Major Somnath’s last words? What do they reflect about
his sense of duty?
4. What might have been the outcome of the Battle of Badgam if Major
Somnath and his company had not held their ground?
5. Why do you think Major Somnath’s story continues to inspire soldiers
and civilians today?
6. How can the values demonstrated by Major Somnath Sharma—
courage, duty, and self-sacrifice—be applied in our daily lives?

Unit 2.indd 61 13-05-2025 12:07:24

Poorvi

Let us learn

I Match the expressions from the text in Column 1 with the most suitable
situations given in Column 2.

Column 1 Column 2

1. Fight to the last man (i) A sports team scores a last-minute

goal, giving them the lead and shaking
the opponent’s confidence.
2. Foil the plan (ii) The soldiers fought valiantly until
each one laid down his life for the
nation.
3. Deliver a blow (iii) Soldiers stay in their position and
fight back, even though the enemy is
stronger.
4. Hold their ground (iv) A spy disrupts the enemy’s efforts to
invade a country by intercepting their
communications.

Now, complete the following sentences using the expressions from

Column 1.
A. The detective managed to ______________ by finding the hidden
evidence before the culprit could get rid of it.
B. The company’s new advertising campaign was meant to ______________
to their competitors’ sales.
C. The hikers chose to ______________ despite the heavy rain, refusing to
turn back on their journey.
D. Despite being heavily outnumbered, the soldiers vowed to defend
their homeland and ______________, refusing to surrender to the
enemy forces.

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

A contingent of troops posted to Jammu and Kashmir was air-lifted

into Srinagar…

There are many such collective nouns used in the context of armed forces.

Match the collective nouns in Column 1 to their meanings in Column 2.

You may refer to a dictionary.

Unit 2.indd 62 13-05-2025 12:07:25

i o i io

Column 1 Column 2
1. regiment (i) a large body of troops ready
for battle, especially an
infantry unit
2. squadron (ii) a permanent unit of an army
typically commanded by a
lieutenant colonel/colonel
and divided into several
companies
3. fleet (iii) a small unit, typically
comprising 12–24 aircrafts
and their crews used in air
force, naval, or army aviation
services.
4. battalion (iv) a group of ships sailing
together, engaged in the
same activity, or under the
same ownership

Now, fill in the blanks suitably with words from Column 1 in the table.
A. The commanding officer addressed the entire ________ of soldiers
during the morning assembly.
B. The admiral ordered the entire ________ to set sail for battle.
C. The ________ of infantry advanced slowly through the dense forest.
D. A ________ of fighter jets was sent to intercept the enemy planes.

Unit 2.indd 63 13-05-2025 12:07:26

Poorvi

III Read the following words from the text and fill in the blanks with the
correct words by taking clues from the meanings given below in the box.

overwhelm overthrow overrun

Meanings
1. To take and seize control: ____________
2. To invade or occupy an area in large numbers: ____________
3. To flood or overpower someone or something emotionally:
____________
Now, create a list of at least five other verbs that begin with ‘over’ and
frame sentences of your own.

IV In the following pairs of words, ‘c’ is used for nouns, while ‘s’ is used
for verbs.
• advice (noun) and advise (verb)
• practice (noun) and practise (verb)
• device (noun) and devise (verb)
• council (noun) and counsel (verb)

Now, fill in the blanks correctly with the words given in the brackets.
1. The teacher’s (i) ____________ is always helpful, and she continues to
(ii) ____________ students on their career choices. (advice/advise)
2. The musician believes that daily (i) ____________ helps a lot, so she is
always ready to (ii) ____________ her harmonium lessons.
(practice/practise)
3. The scientist uses a strange (i) ____________ for experiments and plans
to (ii) ____________ new methods for his analysis. (device/devise)
4. The village (i) ____________ met to discuss issues and decided to
(ii) ____________ the villagers on important matters. (council/counsel)

Read the highlighted word in the following sentence from the text.
Most importantly, his story is a reminder of the sacrifices made by
countless men and women in defence of the motherland.
In terms of meaning, there is no difference between the two words
(defence, defense). In American English the word is spelt with an ‘s’,
whereas in British English it is spelt with a ‘c’, which is the preferred
spelling. The word has several different meanings, but it is mostly
used to mean ‘the act of protecting someone or something against
attack or criticism’.

Unit 2.indd 64 13-05-2025 12:07:27

Values and Dispositions

V Read the highlighted words in the following sentences from the text.
• …ended with echoes of courage that serve as an inspiration…
• A contingent of troops posted to Jammu and Kashmir was airlifted
into Srinagar…
• D Company with 90 soldiers was the last and they were expected to
return by 2:00 p.m.
• The life and sacrifice of Major Somnath Sharma embody the highest
ideals of duty, honour, and patriotism.

The highlighted words are either singular verbs or plural verbs.

They are in agreement with the subject of the sentence. This is called
Subject-Verb Agreement.

Now, fill in the blanks for the following sentences by choosing the correct
verb given within brackets.
1. The bouquet of flowers __________ (is/are) beautiful.
2. Neither the teacher nor the students __________ (was/were) aware of
the change in the schedule.
3. Each of the participants __________ (has/have) submitted their projects
on time.
4. The data collected by the researchers __________ (shows/show)
significant trends.
5. One of the players __________ (was/were) injured during the match.
6. Either the children or their guardian __________ (has/have) to attend
the meeting.
7. A pair of shoes __________ (is/are) missing from the rack.
8. Neither of the statements __________ (is/are) true.
9. The members of the jury __________ (has deliver/have delivered) their
verdict to the court.
10. Mathematics __________ (is/are) an interesting subject for
many students.

VI Read the following passage and correct the incorrect usage of verbs. One
example has been done for you.

A battalion of soldiers stand at attention as the National flag are raised.

A battalion of soldiers stands at attention as the National flag is raised.

Unit 2.indd 65 13-05-2025 12:07:27

Poorvi

Each soldier salute with pride while the commander and his assistants
inspects the parade. The sound of marching feet echo through the air as
a group of cadets prepare for their drill. Meanwhile, a convoy of military
vehicles pass by, drawing cheers from the gathered crowd.

Let us listen

I You will listen to a talk about the Param Vir Chakra. As you listen,
complete the sentences by filling in the blanks with one or two exact
words or phrases you hear. (Transcript for teacher on page 98)

1. The Param Vir Chakra signifies the ‘Wheel of the Ultimate ____________’.

2. The Param Vir Chakra is awarded to someone who shows exemplary

bravery while fighting with the ____________.

3. The Param Vir Chakra was introduced as a Gallantry Medal in 1947

by the ____________.

4. The design of the Param Vir Chakra is inspired by Sage Dadhichi, who
was a ____________.

5. The state emblem in the centre of the Param Vir Chakra is surrounded
by the Vajra and ____________.

Let us speak

I As the citizens of a nation, we all must fulfil our duty. In groups of 4–5,
speak about how you propose to serve your nation.

You can choose from the themes given below:

• Saving the environment

• Health and well-being
• Helping others
• Righteous conduct

You may use the sentence prompts given below to organise

what you speak about.
• I believe one of the best ways to serve the nation is by...
• A small change we can make is... and it will have a big impact because...
• If everyone contributes by... it can lead to...
• One of the biggest challenges we face is... and I propose we address
it by...
66

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Values and Dispositions

• We can make a difference by working together as a team, if we...

• Serving the nation is not just about big actions; even small efforts like...
matter.

Let us write

I A letter of enquiry is a formal letter written to seek detailed information

about something the writer wants to know. For example, it can be used
for joining a course, organising an event, knowing details about a trip,
etc. The language used is formal and specific, with relevant queries.

Now, write a letter of enquiry. Your school wishes to organise a visit to

a Memorial in your state/region. Write the letter to the incharge of that
memorial requesting for information regarding available dates for visits,
the duration of the tour, any entry fees, and guidelines for student groups.
• Follow the given layout.
• Use the cues given below to draft the letter.

(Sender’s address)

(Date)

(Receiver’s address)

Subject: Enquiry about a School Visit to a Memorial

Dear Sir,

(Body of the letter)

Yours sincerely,

(Name)

Unit 2.indd 67 13-05-2025 12:07:29

Poorvi

Body of the Letter Prompts for Enquiry

Paragraph 1: State This is to enquire about...
the purpose of Could you please provide details about... ?
writing

Paragraph 2: Ask Firstly, I request you to share...

for more details Secondly, I would appreciate it if you
could explain...
I would also be grateful to get further
details on...
Lastly, could you clarify if... ?

Paragraph 3: An early reply will be greatly appreciated,

Request an early as it will help...
response I look forward to your guidance and support
for making this trip meaningful.

Let us explore

I Out of twenty-one PVC awardees, Major Somnath Sharma was the first
recipient of the PVC, and Captain Vikram Batra was the last recipient of
the PVC, the highest gallantry award.
Captain Vikram Batra, is popularly
remembered as the “Shershah of
Kargil”. His iconic success signal was
‘Yeh Dil Mange More’. Captain Vikram
Batra, the D Company commander
was tasked to capture Point 5140 on
20 June 1999, which he did with
exemplary courage. After Point 5140
was captured, 13 JAK RIF was tasked
to capture Point 4875. On 07 July 1999,
Captain Batra led the assault from the
A bust of Param Vir Chakra Awardee Captain Vikram
front and engaged in a physical fight
Batra at the National War Memorial in Delhi.
(Source: National War Memorial) with the enemy. He killed five enemy
soldiers at point blank range and himself sustained serious injuries.
Despite his injuries, his dauntless determination inspired his men to
clear the enemy from a dominating position. Later, he succumbed to
his injuries. His fearless determination and leadership encouraged his
company men to avenge his death and finally captured Point 4875.
68

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Values and Dispositions

His inspiring leadership, dedication to duty, and steadfast love for

his country continue to be an inspiration for the younger generation.
He attended the call of duty with absolute disregard for his personal
safety. He was awarded the Param Vir Chakra, (Posthumously).

II Gallantry awards in India are given to military personnel and others for
displaying extraordinary courage in the line of duty.

Some of the gallantry awards in India are:

• Param Vir Chakra: The highest military award in India, awarded for
the most conspicuous bravery in the presence of the enemy.
• Maha Vir Chakra: The second-highest military award in India,
awarded for acts of gallantry in the presence of the enemy.
• Vir Chakra: Awarded for acts of gallantry in the presence of the enemy.
Find out more about gallantry awards.

III The Indian government has been steadfast in its initiatives to boost the
representation of women in the Indian Armed Forces. These women
have been serving the nation selflessly and with pride. Find out the key
roles of women in the Indian Army. Share the information with your
classmates and teacher.

IV Birsa Munda: A Saga of Courage and Sacrifice

Birsa Munda, a revered tribal freedom fighter, spiritual leader,

and folk hero, belonged to the Munda tribe. Celebrated as a
valiant warrior and a charismatic figure, he emerged as a
powerful symbol of tribal resistance against British colonial
rule. Among the people of Jharkhand, he is affectionately
known as Dharti Aaba—Father of the Land—and is honoured
as a divine figure for his selfless dedication to his people.

A commemorative stamp designed by Shri Sankha Samanta captures his

powerful presence. It features Birsa Munda addressing his followers,
with a determined expression that reflects his unwavering vision of
tribal unity, empowerment, and self-governance. This stamp serves as
a lasting tribute to his pivotal role in India’s freedom struggle and his
relentless commitment to protecting tribal rights.

Source: https://pib.gov.in/PressReleasePage.aspx?PRID=2073652

V Make a list of the patriotic songs in any language, including songs from
your region. Share the songs with your classmates and teacher.

Unit 2.indd 69 13-05-2025 12:07:30

Somebody’s Mother

Let us do these activities before we read.

I Recall a time you helped someone.

Write two words describing:
1. What were your feelings after you
did so?
2. What might have been the feelings of
the person whom you helped?
Share your answers with your
classmates and teacher.

II Work in pairs. Read the words given below. Circle the words you would
associate with an elderly person and underline the words you would
associate with a school student. Share the reasons for your choices with
your classmates and teacher.

strong worried trembling hastening

firm bent merry grey
slow guide helpful

III Read the lines.

The woman was old and ragged and grey

And bent with the chill of the Winter’s day.

Select the suitable meaning of ‘ragged’ as used in these lines. There are
other four meanings given below. Discuss with your classmates and
teacher.
1. (of clothes) old and torn; synonym: shabby
• a ragged jacket
2. Having an outline, an edge, or a surface that is not straight or even
• a ragged coastline
3. Not smooth or regular; not showing control or careful preparation
• I could hear the sound of his ragged breathing.
• Their performance was still very ragged.
4. (Informal) very tired, especially after physical effort
• The elderly man was ragged after climbing the stairs.

Unit 2.indd 70 13-05-2025 12:07:31

Values and Dispositions

Let us read

The woman was old and ragged and grey

And bent with the chill of the Winter’s day.

The street was wet with a recent snow

And the woman’s feet were aged and slow.

She stood at the crossing and waited long,

Alone, uncared for, amid the throng

Of human beings who passed her by

Nor heeded the glance of her anxious eyes.

Down the street, with laughter and shout,

Glad in the freedom of “school let out,”

Came the boys like a flock of sheep,

Hailing the snow piled white and deep.

Past the woman so old and grey

Hastened the children on their way.

Nor offered a helping hand to her —

So meek, so timid, afraid to stir

Lest the carriage wheels or the horses’ feet

Should crowd her down in the slippery street.

At last came one of the merry troop,

The gayest laddie of all the group;

He paused beside her and whispered low,

“I’ll help you cross, if you wish to go.”

Unit 2.indd 71 13-05-2025 12:07:32

Poorvi

Her aged hand on his strong young arm

She placed, and so, without hurt or harm,

He guided the trembling feet along,

Proud that his own were firm and strong.

Then back again to his friends he went,

His young heart happy and well content.

“She’s somebody’s mother, boys, you know,

For all she’s aged and poor and slow”,

“And I hope some fellow will lend a hand

To help my mother, you understand”,

“If ever she’s poor and old and grey,

When her own dear boy is far away.”

And “somebody’s mother” bowed low her head

In her home that night, and the prayer she said

Was “God be kind to the noble boy,

Who is somebody’s son, and pride and joy!”

Mary Dow Brine

Unit 2.indd 72 13-05-2025 12:07:33

Values and Dispositions

Let us discuss
I Arrange the events of the poem in the correct order of occurrence.
Share your answers with your classmates and teacher.
1. The boy returned to his friends, feeling proud of what he had done.
2. The old woman stood alone at the crossing, hesitant to move.
3. A group of schoolboys passed by, playing, and laughing.
4. The boy offered to help the old woman cross the street.
5. The woman prayed for the boy who helped her.
6. The children hurried past the old woman without offering help.
7. The woman placed her hand on the boy’s arm, and he guided her
safely across the street.
8. The boy thought about his own mother and hoped someone would
help her one day.

II Fill in the blanks by choosing the correct answer from the options given
in the brackets.
1. The central theme of the poem is _____________. (kindness and empathy/
adventure and courage)
2. The tone of the poem is _____________. (humorous and playful/
sympathetic and hopeful)
3. The poem is written in couplets with _____________ lines in each stanza.
(four/two)
4. The structure of the poem gives a rhythmic flow that reflects both the
_____________. (narrative and emotions/story’s pace and message)
5. The poem follows a rhyme scheme of _____________. (AABB/ABAB)

III Pick examples from the poem for the following poetic devices.
1. Simile
2. Alliteration
3. Repetition

IV Complete the following sentences appropriately explaining the imagery.

1. The poem uses imagery to describe scenes of a bustling street.
We know this by the phrase _______________________.
2. The line ‘The street was wet with a recent snow’ suggests
a cold and _______________________ weather, emphasising the
woman’s helplessness.
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Unit 2.indd 73 13-05-2025 12:07:34

Poorvi

V Complete the following sentence with a suitable reason.

The poet repeats the phrase Somebody’s mother because it

_______________________.

VI Complete the analogy:

The old woman: vulnerable and neglected :: The young boy:

_______________________.

Let us think and reflect

I Read the given extracts and answer the questions that follow.

1. The woman was old and ragged and grey

And bent with the chill of the Winter’s day.
The street was wet with a recent snow
And the woman’s feet were aged and slow.
(i) What does the phrase ‘ragged and grey’ refer to ?
A. The woman’s emotional state that day.
B. The woman’s old and worn-out appearance.
C. The weather conditions of the particular day.
D. The colour of the street and the surroundings.
(ii) Complete the following sentence with a suitable reason:
The woman was ‘bent’ with the chill of the Winter’s day because
she was _______________________.
(iii) Identify the fact and opinion from the following sentences:
A. The street was wet with recent snow. _______________________
B. The woman was too weak to cross the street on her own.
_______________________
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Unit 2.indd 74 13-05-2025 12:07:36

Values and Dispositions

(iv) Why do you think the woman’s feet were described as ‘aged and
slow’?
2. He guided the trembling feet along,
Proud that his own were firm and strong.
Then back again to his friends he went,
His young heart happy and well content.
(i) What does the contrast between the
‘trembling feet’ of the old woman and
the ‘firm and strong’ feet of the boy
emphasise?
(ii) Fill in the blank given below by selecting
the correct option from the brackets.
• The poem tells us that the boy was ‘proud’ that his feet were
strong.
• This tells us that the boy was ________. (arrogant about being
strong/grateful for his ability to help)
(iii) What is the boy most likely to tell his friends on getting back?
A. I’m so glad I could help her.
B. I’m worried about her safety.
C. I’m surprised she forgot to thank me.
D. I’m thankful for all your support.
(iv) Rectify the false sentence given below.
The young boy’s actions were driven by a logical decision.

II Answer the following questions.

1. What might be the old woman’s fears as she waited for a long time at
the crossing?
2. How does the poet show the helplessness of the old woman? Support
your answer with evidence from the poem.
3. Why does the boy decide to help the old woman? What does this tell
us about him?
4. How was the boy’s approach towards the old woman different from
that of the other boys in the group?
5. Justify the appropriateness of the title of the poem.
6. What does the poem suggest about the role of empathy and humanity
in society?

Unit 2.indd 75 13-05-2025 12:07:37

Poorvi

Let us learn

I The grid given below has the antonyms of the words from the text.
Locate these words in the grid horizontally, vertically, and diagonally.
One example has been done for you. You may refer to a dictionary.

firm meek merry kind anxious bent

R D T C J A B R N

G M F R A G I L E

C A P U K N D F H

A E B D R F S S C

L A O E W E T A A

M L L W C F L D S

G X D P O R D A R

P E A S E F U L F

Q S N O I V E E T

S T R A I G H T L

II Match the words from the text given in Column 1 with the underlined
phrases in Column 2.

Column 1 Column 2

1. hastened (i) The mother heard the baby move slightly in the
cradle at night.

2. heeded (ii) It is our duty to give support to the poor.

3. stir (iii) The students worked quickly to complete the

project and submit it on time.

4. lend (iv) All the boxes were kept in a heap at one place.

5. piled (v) They came forward to help us when we were

in need.

6. offered (vi) The stranded people were brought to safety

because they paid attention to our advice.

Unit 2.indd 76 13-05-2025 12:07:38

Values and Dispositions

III In the poem, the poet uses the idiom ‘lend a hand’ which means ‘help
somebody’. Some more idioms using ‘hand’ are given in Column 1.
Match these idioms with their meanings in Column 2. You may refer to
a dictionary.

Column 1 Column 2

1. get out of hand (i) do something new

2. try your hand at something (ii) applaud somebody

3. give somebody a free hand (iii) work together

4. give somebody a big hand (iv) become difficult to control

5. work hand in hand (v) be very busy

6. have your hands full (vi) allow somebody to do

something with full freedom

IV Complete the following analogy by filling in the blanks with the correct
words from the poem.
1. ___________ : winter :: heat : summer
2. hurt : ___________ :: old: aged
3. whispered : shouted :: humble : ___________
4. eyes : ___________ :: legs : walk
5. having a lot of money: wealthy :: densely packed people: ___________

Read the lines from the poem given below.

Lest the carriage wheels or the horses’ feet
Should crowd her down in the slippery street.
‘Lest’ is a conjunction that means to prevent something bad or
unpleasant from happening. To better understand its usage in a
sentence, we can replace ‘lest’ with ‘just in case’.
For example, in the sentence ‘She showed all the documents lest we
doubt her’, the word ‘lest’ can be replaced with ‘just in case’ to mean
that she showed the documents to prevent any doubt.

Unit 2.indd 77 13-05-2025 12:07:38

Poorvi

Let us listen

I You will listen to a woman read the special broadcast of the news. As
you listen, arrange the pictures in the correct sequence of the events that
took place. (Transcript for teacher on page 99)

1. 2. 3.

4. 5. 6.

II You will once again listen to the special broadcast of the news. As you
listen, complete the following sentences with one to three exact words.
1. The woman was having a difficult time staying afloat due to the
_________________.
2. Rohan leapt into the river to save the woman without any
_________________.
3. Rohan’s act of bravery was witnessed by _________________.
4. Rohan was honoured at the Vigyan Bhawan for his incredible courage
and _________________.
5. Rohan proved that when it comes to saving lives, age is
_________________.

Unit 2.indd 78 13-05-2025 12:07:40

Values and Dispositions

Let us speak

I Read aloud the list of words from the poem that end in ‘-ed’. As you read,
focus on the final sound of each word and place them in the appropriate
columns. One example has been done for you.

ragged aged waited heeded

offered paused guided whispered

/id/sound /d/ sound /t/ sound

ragged heeded paused

Note: Adjectives that come before a noun and end with ‘-ed’ have /id/as
the final sound.

II Work in pairs. Narrate an incident where you helped someone in the

past. Take turns to speak and use the cue cards given below.

at school in the neighbourhood

classmate explaining a concept cleanliness campaign

at the market place in the playground

elderly carrying bags a friend gets injured

You may use the following prompts.

Beginning the Story Describing the Experience

• It all started when… • At that moment, I realised…

• The day began like any other… • I was completely taken by
• I still remember… surprise…
• At that moment, I realised… • The next few hours were…
• I couldn’t believe my eyes when
I saw…
Beginning the Story Describing the Experience
• I was overjoyed/thrilled/ • From that day on…
extremely satisfied • This memory reminds me to
• A wave of relief/joy/excitement always…
washed over me… • This experience taught me the
• I felt a mixture of emotions… value of…
• I have never felt… • In the end, I realised…

Unit 2.indd 79 13-05-2025 12:07:41

Poorvi

Let us write

I Write a diary entry of a day you helped someone in need.

Remember to include the following points while writing it.
Start with a sentence describing the day.
Mention whom you helped.
Explain the situation in which the other person needed help.
Add the place and time of the day when the situation arose.
Describe how you helped the other person.
Describe the reaction of the person you helped.
Mention how you felt during and after helping the person.
Conclude by mentioning why you would do something like this again.
You may begin like this:
26 April 20xx, Saturday 8:00 p.m.
Dear Diary,
Today, I feel was a special day...

Let us explore

I Did you know that even Earth has been referred to as mother in the
ancient scriptures of India? In section 12.1.12 of Pṛthvi-Sūkta (hymn-to-
the-earth) of Atharva Veda, Earth is referred to as mother and us as her
children by stating:
मााताा भूूमिमा: पुुत्रोोऽहंं पुमिृ �व्याःाः ।
It can be translated as ‘Earth is my mother and I am her child’.

II Work in groups of four. Find out the names of countries that refer to
their country as ‘motherland’ and a few others as ‘fatherland’. Share
your findings with your classmates and teacher.

Unit 2.indd 80 13-05-2025 12:07:42

Values and Dispositions

III Read the poem and enjoy.

A Nation’s Strength

Not gold, but only men can make

A people great and strong…
Men who for truth and honour’s sake
Stand fast and suffer long.

Brave men who work while others sleep,

Who dare while others fly…
They build a nation’s pillars deep
And lift them to the sky.

Ralph Waldo Emerson

(Note: Here, men refers to both men and women)

IV Make a gratitude card for your mother/grandmother to thank her for

at least five things that she does for you. Also write two things that you
would do regularly to help them. Use recycled material to make and
decorate the card.

Write your own message

Unit 2.indd 81 13-05-2025 12:07:43

Verghese Kurien — I Too Had A Dream

Let us do these activities before we read.

I Arrange the worldwide means of communication given below in the

timeline provided. Share your answers with your classmates and teacher.

1. telephone 2. email 3. postcard

4. telegraph 5. mobile phone 6. carrier pigeons

old new

II Work in pairs and discuss the following things. Share your answers with
your classmates and teacher.
1. The reasons for change in the means of communication over
the years.
2. The means of communication that you prefer to use and the reason
for your choice.
3. Communication through social media: its benefits and precautions
that one should take against its misuse.

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Values and Dispositions

Let us read

TO MY GRANDSON

Anand, 2005
My dear Siddharth,
When did I write to you last? I have trouble even remembering! In today’s
fast-paced world we have become so addicted to instant communication
addicted:
that we prefer to use a telephone. But speaking on the telephone only dependent on
gives us an immediate but fleeting joy. Writing is different. Writing— something
even if it is a letter—not only conveys our present concerns and views of
fleeting:
the events taking place around us but it becomes a possession that can be
momentary or
treasured and re-read over the years, with great, abiding pleasure.
short-lived
You may not wish to read it all right away but, perhaps, a couple of
decades or more from now, you will pick up these jottings of mine again abiding
and they will give you a deeper understanding of what I have done, and pleasure:
a feeling of
the reasons I pursued a life of service to our nation’s farmers. You will
happiness that
then discover in them a valuable reminder of the days just before the
continues for a
world entered the twenty-first century. And you may want to share my
long time
memories with those of your generation, or even younger, to provide a
glimpse of the world your grandparents lived in and knew. jottings: brief
notes
I started my working life soon after our country became independent.
The noblest task in those days was to contribute in whatever way we foremost:
could towards building an India of our dreams—a nation where our leading
people would not only hold their heads high in freedom but would be humility:
free from hunger and poverty. A nation where our people could live with modesty/
equal respect and love for one another. A nation that would eventually quality of being
be counted among the foremost nations of the world. It was then that I humble
realised, in humility, that choosing to lead one kind of life means putting pursue: follow
aside the desire to pursue other options. This transformation took place
envisioned:
within me fifty years ago, when I agreed to work for a small cooperative
imagined
of dairy farmers who were trying to gain control over their lives.
or expected
To be quite honest, service to our nation’s farmers was not the career I something to
had envisioned for myself. But somehow, a series of events swept me happen in a
along and put me in a certain time with a choice that would transform particular way
my life. I could have pursued a career in metallurgy and become the

Unit 2.indd 83 13-05-2025 12:07:45

Poorvi

chief executive of a large company. Or, opted for a commission in the

Indian Army and maybe retired as a general. Or, I could have left for
the US and gone on to become a highly successful NRI. Yet, I chose none
of these because somewhere, deep down, I knew I could make a more
meaningful contribution by working here in Anand, Gujarat.
Your grandmother too made an important choice. She knew, in those
days, life in Anand could not offer even the simple comforts that we take
ardently: in a for granted today. However, she ardently supported my choice to live
way that shows and work in Anand. That choice of your grandmother to stand by me has
strong feelings given me an everlasting strength, always ensuring that I shouldered my
poise: in a calm responsibilities with poise.
and confident Whenever I have received any recognition for my contributions towards
manner the progress of our country, I always emphasised that it is a recognition
of the achievements of many people with whom I had a privilege to
be associated with. I would like to stress even more strongly that my
contributions have been possible only because I have consistently
adhered: to adhered to certain values. Values that I have inherited from my parents
continue to and other family elders; values that I saw in my mentor and supporter
support here in Anand—Tribhuvandas Patel. I have often spoken of integrity as
the most important of these values, realising that integrity—and personal
integrity: integrity, at that—is being honest to yourself. If you are always honest to
honest and yourself, it does not take much effort in always being honest with others.
strong moral I have also learnt what I am sure you, too, will find out some day. Life
principles is a privilege and to waste it would be wrong. In living this privilege
called ‘life’, you must accept responsibility for yourself, always use your
talents to the best of your ability and contribute somehow to the common
good. That common good will present itself to you in many forms every
day. If you look around you, you will find there is a lot waiting to be
done: your friend may need some help, your teacher could be looking
for a volunteer, or the community you live in will need you to make a
contribution. I hope that you, too, will discover, as I did, that failure is not
about not succeeding. Rather, it is about not putting in your best effort
and not contributing, however modestly, to the common good.
In life you, too, will discover as I did, that anything can go wrong at any time
correlation:
and mostly does. Yet, there is little correlation between the circumstances
a connection
of people’s lives and how happy they are. Most of us compare ourselves
between two or
with someone we think is happier—a relative, an acquaintance, or often,
more things
someone we barely know. But when we start looking closely we realise
that what we saw were only images of perfection. And that will help us
understand and cherish what we have, rather than what we don’t have.
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Values and Dispositions

Do you remember when you accompanied me at the magnificent ceremony

in Delhi where our President awarded me the Padma Vibhushan in 1999?
With great pride, you slipped the medal around your neck, looked at it in
awe and asked me very innocently if you could keep it. Do you remember
the answer your grandmother and I gave you? We told you that of course,
this medal was yours as much as it was mine but that you should not be
satisfied in merely keeping my award—the challenge before you was to
earn your own reward for the work that you did in your lifetime.
And in the end, if we are brave enough to love, strong enough to rejoice in
another’s happiness and wise enough to know that there is enough to go
around for all, then we would have lived our lives to the fullest.
I would like to dedicate these musings to you, Siddharth, and to the musings:
millions of other children of your generation in our country, in the hope thoughts on
that upon reading them you will be inspired enough to go bravely out something
into the world and work tirelessly in your chosen field for the larger good one has been
of the country, for the larger good of humanity. Remember, rewards that thinking about
carefully for a
come to you then are the only true rewards for a life well-spent.
long time
With my fondest love,

(V Kurien)

Let us discuss

A fact is something that can be proven true or false. A fact is not based
on people’s beliefs. An opinion on the other hand is a belief, feeling or
judgement, and can vary from one person to another. An opinion cannot
be proven.
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I Identify which of the following statements are facts and which are
opinions. Share your answers with your classmates and teacher.
1. But speaking on the telephone only gives us an immediate but
fleeting joy.
2. I started my working life soon after our country became independent.
3. To be quite honest, service to our nation’s farmers was not the career
I had envisioned for myself.
4. I knew I could make a more meaningful contribution by working
here in Anand, Gujarat.
5. … values that I saw in my mentor and supporter here in Anand—
Tribhuvandas Patel.
6. Life is a privilege, and to waste it would be wrong.
7. I hope that you, too, will discover, as I did, that failure is not about
not succeeding.
8. … the magnificent ceremony in which the President awarded me the
Padma Vibhushan in 1999?

Let us think and reflect

I Read the given extracts and answer the questions that follow.
1. In today’s fast-paced world we have become so addicted to instant
communication that we prefer to use a telephone. But speaking on the
telephone only gives us an immediate but fleeting joy.
Writing is different. Writing—even if it is a letter—not
only conveys our present concerns and views of the events
taking place around us but it becomes a possession that
can be treasured and re-read over the years, with great,
abiding pleasure.
(i) Fill in the blank given below by selecting the correct option
from the brackets.

When the writer refers to a ‘fast-paced world’, he is speaking of a

world where _________________. (communication happens quickly
but lacks depth/people have more time to write and reflect)
(ii) Select the option that applies correctly to both Assertion (A) and
Reason (R).
(A): Writing letters can be treasured and re-read over the years.
(R): Speaking on the telephone provides long lasting joy.

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Values and Dispositions

A. Both (A) and (R) are true, and (R) is the correct explanation
of (A).
B. Both (A) and (R) are true, but (R) is not the correct explanation
of (A).
C. (A) is true, but (R) is false.
D. Both (A) and (R) are false.
(iii) Identify whether the statement given below is true or false.
The writer feels that letter-writing is a class apart from other
kinds of writing.
(iv) Which of the following is the most appropriate title for the given
extract?
A. The Rise of Instant Communication
B. The Fleeting Delight of Phone Calls
C. The Lasting Joy of Written Words
D. Living in a Fast-paced World
2. Your grandmother too made an important choice. She knew, in those
early days, life in Anand could not offer even the simple comforts that
we take for granted today. However, she ardently supported my choice
to live and work in Anand. That choice of your grandmother to stand
by me has given me an everlasting strength, always ensuring that I
shouldered my responsibilities with poise.
(i) How can we say that the grandmother shared her husband’s
dedication to a greater cause?
(ii) Complete the following with the correct option from the two
given in brackets.
The fact that the writer (grandfather) praises his wife tells us
that he _____________________ (truly values/quietly accepts) her
role in his life.
(iii) Complete the following sentence with the correct option from
those given below.
Based on the information in the extract, we can infer that the
grandmother had all of the following traits EXCEPT ____________.
A. encouraging B. understanding
C. comforting D. thoughtful
(iv) Select the phrase that conveys— ‘showed grace under pressure
and carried out my duties with dignity and confidence’.

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Poorvi

II Answer the following questions.

1. What event does Dr. Kurien refer to when he mentions receiving the
Padma Vibhushan?
2. How did Dr. Kurien’s decision to join the cooperative in Anand affect
his life?
3. Dr. Kurien’s decision to work in Anand reveals his values and sense
of duty. Explain.
4. Why did Dr. Kurien write the letter to his grandson?
5. According to Dr. Kurien “life is a privilege and it is wrong to waste it”.
What is your opinion on this?
6. What message does Dr. Kurien want to convey about selfless service
and its long-term impact on the society?

Let us learn

I Replace the underlined words in each sentence with the correct synonym
from the box. You may refer to a dictionary.

essential swift lifelong

momentary useful splendid

1. He received the award in a magnificent ceremony.

2. I felt a fleeting joy when I received the appreciation for my song.
3. With today’s instant communication, we can share information
across the world in seconds.
4. Our school focuses on the core values—collaboration, innovation,
and unity.
5. My teacher’s advice on time management is a valuable reminder of
the importance of planning.
6. Reading books and listening to music can give abiding pleasure that
will last forever.

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Values and Dispositions

II Match the expressions from the text in Column 1 with their meanings in
Column 2.

Column 1 Column 2
1. in all humility (i) to speak in a truthful way
2. hold their heads high (ii) doing something using all your
skills, talents, and knowledge
3. to be quite honest (iii) observed with great respect and
wonder
4. to the best of your ability (iv) being humble and having no
feeling of self-importance
5. looked at in awe (v) in the innermost part of the self
6. somewhere deep down (vi) be confident and have a positive
feeling

III Make as many words as you can out of the following words. One example
has been done for you.
1. community — city, toy, tune, unity, mutiny, cot
2. important
3. magnificent
4. satisfied
5. generation
6. achievement

IV Let us play a word game—antakshari.

1. Write the synonym of the word according to the clues given below.
2. For example, the synonym of the first word, ‘IMPORTANT’ ends with the
letter ‘T’. The synonym of the second word begins with ‘T’, ‘TROUBLE’.
Then write the synonym of the third word starting with the letter ‘E’.
3. Now, continue with the word game.
I M P O R T A N T R O U B L E
L R
Y S E
(i) major (synonym) (ii) problem (synonym)
(iii) uneven (antonym) (iv) related to post office
(v) our moral duty (vi) related to time
(vii) prosperous (synonym) (viii) related to being alive
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V Study the highlighted punctuation marks in the following sentences

from the text.
1. … but that you should not be satisfied in merely keeping my awards—
the challenge before you was to earn your own rewards for the work
that you did in your lifetime.
2. Writing—even if it is a letter—not only conveys our present concerns
and views of the events taking place around us, but it becomes
a possession.
The highlighted punctuation is a long dash that can be used to link words
or numbers or to create a pause in a sentence. There are two main types:
the shorter en dash (–) and the longer em dash (—).

The en dash (–) represents a span or range in numbers or dates.

For example, it can indicate time periods, like ‘train operates June–
September’ or page numbers, such as ‘refer to pages 50–75’ or to show
scores, ‘India won the series 2–1’.
The em dash (—) is used to add extra information or to show a change
in thought within a sentence. For example, ‘The exhibition—held in
the main hall—features local artists.’ Or ‘I bumped into someone
unexpected—my old teacher.’

Note: Do not add spaces around the dash and avoid overusing them.

Read the sentences below and insert either an em dash (—) or an

en dash (–) suitably.
(i) The conference will be held from March 15 March 20.
(ii) I have lived in Kanpur Raipur for five years now.
(iii) The artist known for her vibrant paintings will be showcasing her
work in Guwahati.
(iv) The scores for the final match were 2 3.
(v) My favourite snacks samosas, pakoras, and jalebis are all from India.
(vi) The train journey from Belagavi Bengaluru takes less than ten
hours.
(vii) I just finished reading the book it was absolutely amazing!
(viii) The event will take place on September 1 September 5.

VI Study the highlighted words in the following sentences from the text.
1. We told you that of course, this medal was yours as much as it
was mine…
2. …who were trying to gain control over their lives.
3. I have always emphasised that it’s a recognition of the achievements
90 of many people…

Unit 2.indd 90 13-05-2025 12:07:52

Values and Dispositions

In the given sentences, ‘yours’ and ‘theirs’ indicate possession—

something belonging to you and them, respectively. But, ‘it’s’ does not
indicate possession rather is the contracted form of ‘it is’.

Note the following differences

It’s: is the contraction of ‘it is’ or ‘it has’

• It’s getting dark outside.

Its: indicates that something belongs to you.

• The dog wagged its tail.

You’re: is the contraction of ‘you are’

• You’re going to love this book.

Your: indicates that something belongs to you.

• Can I have one of your books?

They’re: is the contraction of ‘they are’

• They’re coming to the field trip.

Their: indicates possession

• We should contact their manager.

Fill in the blanks by choosing the correct word from the options given in
the brackets.
(i) Please remember to bring ___________ (your/you’re) assignment book.
(ii) The team celebrated ___________ (their/they’re) victory after the
match.
(iii) ___________ (its/it’s) important to stay hydrated during the hot
summer days.
(iv) I can’t believe ___________ (your/you’re) going to the mango
festival today.
(v) The students said ___________ (they’re/their) excited for the field
trip tomorrow.
(vi) The tree lost ___________ (its/it’s) leaves in the winter.

VII Read the following phrases from the text.

1. In today’s fast-paced world
2. On the telephone
3. With great, abiding pleasure
4. In the chapters that follow
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Poorvi

5. At a certain time
6. With equal respect and love
The given phrases are Prepositional Phrases.

Prepositional phrases are groups of words that begin with a

preposition and include a noun or pronoun as the object of the
preposition. These phrases provide additional information about
time, place, manner, cause, direction, or relationship.

Now, complete the following sentences with suitable

prepositional phrases.

(i) The children played happily in

___________________________________.
(ii) Nisha placed the vase on
___________________________________.
(iii) We discussed the project in
___________________________________.
(iv) Preethi found the lost book under
___________________________________.
(v) The cat slept on
___________________________________.

VIII Rearrange the following jumbled words and phrases into

meaningful sentences.
1. barked/at the strangers/the dog/loudly/the house/walking by
2. wrote/my classmate/during the/a story/summer vacations
3. enjoyed/under the trees/they/by the lake/a picnic
4. in his/grandfather’s room/hung/he/the painting
5. studied/with great determination/for/students/the/exam

Unit 2.indd 92 13-05-2025 12:07:54

Values and Dispositions

Let us listen

I You will listen to the passage about Evelyn Glennie’s journey in

overcoming her hearing loss through music and turning a physical
disability into a success story. (Transcript for teacher on page 100)

After listening, match the words given in Column 1 with their meanings
given in Column 2.

Column 1 Column 2
1. percussionist (i) a person who plays drums
and similar instruments
2. impaired (ii) the ability to keep going
despite difficulties
3. vibrations (iii) slow and steady over time
4. determination (iv) physical sensations caused
by sound damaged or
weakened
5. gradual (v) damaged or weakend

II Listen to the passage once again and state whether the statements given
below are true or false.
1. Evelyn Glennie became deaf suddenly.
2. Her headmistress ignored the signs of her hearing loss.
3. Ron Forbes was a percussionist who helped Evelyn.
4. Evelyn used her skin and bones to sense music.
5. She gave up on music after her diagnosis.

III Answer the following questions in one or two words.

1. How did Evelyn turn her disability into strength?
2. What role did Ron Forbes play in her life?
3. What lessons can we learn from Evelyn’s story about how to treat
others who have different abilities or challenges?

Unit 2.indd 93 13-05-2025 12:07:54

Poorvi

Let us speak

I Read the highlighted word in the following sentence from the text.

That common good will present itself to you in many forms every day.

The highlighted word is pronounced with the stress on the

second syllable.

PreSENT (verb) the stress is on the second syllable.

PREsent (noun) the stress is on the first syllable.

Now, read aloud the given words with the correct syllable stress
according to the part of speech given in the brackets.

PROduce (noun) proDUCE (verb)

conTRACT (verb) CONtract (noun)

PROject (noun) proJECT (verb)

conTENT (verb) CONtent (noun)

REfuse (noun) reFUSE (verb)

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

…but it becomes a possession that can be treasured and re-read over the
years, with great, abiding pleasure.

treasure [treh-Zhuh] pleasure [pleh-Zhuh]

In the highlighted words, -sure has a ‘Zhuh’ sound.

There are some words which end in -sure, but have a ‘shuh’ sound as in
pressure [preh-shuh].

Now, read aloud the words given below with the ‘shuh’ or ‘zhuh’ sound.

measure leisure reassure enclosure exposure

ensure seizure fissure composure unsure

III Pausing and chunking are techniques used when speaking, to organise
information for the listener. Speakers can split what they say into smaller
segments—either individual words or groups of words—to convey ideas
or emphasise key points clearly.

Unit 2.indd 94 13-05-2025 12:07:55

Values and Dispositions

1. Read aloud the following lines from the poem.

Don’t Quit
When things go wrong, as they sometimes will,
when the road you’re trudging seems all uphill,
when the funds are low and the debts are high,
and you want to smile but you have to sigh,
when care is pressing you down a bit—rest if you must,
but don’t you quit.
Edgar Albert Guest

Now, read the lines of the poem once again by taking a shorter pause (/)
or a long pause (//). Notice which version is easier for a listener to follow
and understand.
When things go wrong,/as they sometimes will,//
when the road you’re trudging/seems all uphill,//
when the funds are low/and the debts are high,//
and you want to smile/but you have to sigh,//
when care is pressing you down a bit/—rest if you must,/
but don’t you quit.//
Have you listened to this song in Hindi or in your language? Share with
your classmates and teacher.
2. Chunk the stanzas with (/) or (//) and read it aloud.
Life is queer with its twists and turns.
As everyone of us sometimes learns.
And many a fellow turns about when he might
have won had he stuck it out.
Don’t give up though the pace seems slow—
you may succeed with another blow.
Often the goal is nearer than it seems to a faint and faltering man.

Let us write

I Write a letter to your grandparents thanking them for the valuable

lessons they have taught you. Include how their wisdom has shaped
your values and behaviour in life.
1. Thank them for teaching you important lessons, sharing stories,
or helping others in the neighbourhood.
2. Share how their actions inspire you to contribute to the betterment of
the society.
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Let us explore

I The White Revolution led to a

increase in milk production in
India primarily due to the efforts of
Dr. Verghese Kurien. Therefore, he
is known as ‘the Milkman of India’.

The Green Revolution in India

introduced high-yielding varieties of
wheat and rice. It was initiated by
Dr. M.S. Swaminathan. He was awarded
the Padma Shri in 1967, Padma Bhushan
in 1972, Padma Vibushan in 1989, and
Bharat Ratna in 2024.

The Blue Revolution focused on

increasing fisheries production and
productivity in India. This initiative was
led by Dr. Hiralal Chaudhuri.

In groups of four, research more information about these revolutions.

Share your findings with your classmates and teacher.

II Vocational training for people in rural regions is provided by the Jan

Shikshan Sansthan (JSS), under the Ministry of Skill Development
and Entrepreneurship, Government of India. The objective of JSS is
to economically uplift the rural population by imparting essential
skill-based training. This enables local trades to grow and creates new
opportunities for the people in the region.

Find out more about JSS with the help of the link given below.
https://jss.gov.in/staticPages

Unit 2.indd 96 13-05-2025 12:07:57

Values and Dispositions

III Financial Literacy

Read the passage and discuss the questions given below.

Financial literacy is an essential lifelong skill that should be taught to

children from an early age. Preparing children with financial literacy
skills is an investment for their future well-being. By imparting an
understanding of money, saving, budgeting, and wise spending, we
empower them to navigate the financial world with confidence as they
grow up.

Whether it is managing a cooperative society, a start-up, or a household

budget, financial literacy is an ongoing learning process that evolves
as children grow and their understanding deepens. An introduction
to concepts of saving, budgeting, investing, and responsible spending
equips them with essential life skills.

Children learn best through practical examples. Real-life situations help

them understand the value of money and the importance of making wise
financial choices. Thinking critically before spending helps cultivate
responsible habits. The concept of saving and investing can be explained
through relatable examples, such as planting seeds that grow into trees
bearing fruit.

As children grow older, they will learn to differentiate between needs

and wants, compare prices before making a purchase and understand
importance of financial literacy.

Discuss in groups.
1. The importance of learning about money and
saving from a young age. Share one example
of it.
2. Imagine you received some money as a gift.
How would you decide whether to save it,
spend it, or invest it? What factors would you
consider?
3. If you were in charge of planning a small event
at school with a limited budget, how would
you manage the money?
4. Why is financial literacy important for
everyone?

Unit 2.indd 97 13-05-2025 12:07:58

TRANSCRIPTS

A Tale of Valour
Major Somnath Sharma and the Battle of Badgam

Let us listen (refer to page 66)

I You will listen to a talk about the Param Vir Chakra. As you listen, complete
the sentences by filling in the blanks with one or two exact words or
phrases you hear.

Hello, everyone!

Let me tell you about the Param Vir Chakra. It is one of the
most prestigious awards in India and signifies the ‘Wheel of the
Ultimate Brave.’ This award is granted for ‘exemplary bravery in
the presence of the enemy.’ This means that this award is given to
someone who shows extraordinary courage and bravery while
fighting the enemy.

The medal was instituted as a Gallantry Medal with retrospective

effect from 15 August 1947 by Dr. Rajendra Prasad, the then
President of India. The medal was designed by Mrs. Savitri
Khanolkar, who drew inspiration from Sage Dadhichi, a Vedic
rishi, who made the ultimate sacrifice by giving up his body
so that the gods could create a deadly weapon called Vajra, or
Thunderbolt, from his spine.

The Param Vir Chakra is cast in bronze. At its centre, on a raised

circle, is the State Emblem of India. Surrounding it are four
replicas of Indra’s Vajra, lined with lotus flowers.

That, my dear friends, is the Param Vir Chakra, a true symbol

of bravery.

Thank you.

Unit 2.indd 98 13-05-2025 12:07:59

Somebody’s Mother

Let us listen (refer to page 78)

I You will listen to a woman read a special broadcast of the news. As

you listen, arrange the pictures in the correct sequence of events that
took place.
Now, for the special broadcast, we bring you the story of a
young hero whose courage has captured the nation’s heart.
On a fateful morning in Rajouri, young Rohan Ramchandra
Bahir, a 15-year-old student, became a local hero when he
fearlessly saved the life of a woman who had fallen into the
Domri River while washing clothes. The 43-year-old woman
was struggling to stay afloat in the strong currents, when
Rohan, without a moment’s hesitation, leapt into the river,
putting his own life at risk.
With great determination and courage, Rohan managed to
reach the woman and pull her to safety, despite the dangerous
conditions of the river. Onlookers who witnessed the incident
were in awe of the young boy’s bravery.
Rohan’s selfless act did not go unnoticed. His incredible
courage was recognised at Vigyan Bhawan, where he was
honoured with the prestigious Pradhan Mantri Rashtriya Bal
Puraskar 2023 by the President of India, Droupadi Murmu.
This remarkable young boy is now a symbol of heroism
in his community, and his story is an inspiration to all. We
commend Rohan for his bravery and for showing that age is
no barrier when it comes to saving lives.
(Adapted)

Courtesy: Times of India

Source: https://timesofindia.indiatimes.com/city/delhi/they-know-no-
fear-childrens-acts-of-bravery-innovative-ideas-honoured/
articleshow/97261236.cms

II You will once again listen to a special broadcast of the news. As you
listen, complete the following sentences in one to three exact words.

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Verghese Kurien — I Too Had A Dream

Let us listen (refer to page 93)

I You will listen to the passage about Evelyn Glennie’s journey in

overcoming her hearing loss through music and turning a physical
disability into a success story.
Evelyn Glennie’s loss of hearing had been gradual. By the time
she was 11 her performance in school had deteriorated and her
headmistress urged her parents to take her to a specialist. It was
then discovered that her hearing was severely impaired as a
result of gradual nerve damage. “Everything suddenly looked
black,” says Evelyn. But Evelyn was not going to give up. She was
determined to lead a normal life and pursue her interest in music.
One day she noticed a girl playing a xylophone and decided that
she wanted to play it too. Most of the teachers discouraged her
but percussionist Ron Forbes spotted her potential. He began by
tuning two large drums to different notes. “Don’t listen through
your ears,” he would say, “try to sense it some other way.” Says
Evelyn, “Suddenly I realised I could feel the higher drum from
the waist up and the lower one from the waist down.” Forbes
repeated the exercise, and soon Evelyn discovered that she
could sense certain notes in different parts of her body. “I had
learnt to open my mind and body to sounds and vibrations.” She
explains, “It pours in through every part of my body. It tingles
in the skin, my cheekbones and even in my hair.” The rest was
sheer determination and hard work. She never looked back
from that point onwards. And she got right to the top, the world’s
most sought-after multi percussionist with a mastery of some
thousand instruments.

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UNIT 3
MYSTERY AND MAGIC

THE CASE OF THE FIFTH WORD

Let us do these activities before we read.
I Work in pairs. Solve the crossword puzzle given below with the clues
in the form of anagrams.

Note: An anagram is a word or phrase that is made by rearranging

the letters in a different order to make a new word or phrase. For
example, ‘Neat’ is an anagram of ‘a net’.
1 2

3 4

5 6

7 8

9 10 11

13
Across: 3. Declare 6. Tucks 7. Heart 9. Felt
10. Sown 12. Sword 13. Evil
Down: 1. Aces 2. Read 4. Tool 5. Alps 6. Hooks
8. Mane 11. Loves
II Work in pairs. Match the different meanings of ‘case’ in Column 2 with
the correct usage in the sentences in Column 1. Share your answers with
your classmates and teacher.

Column 1 Column 2
1. Lalit said that he could not sing but that was not the case (i) writing
as he sang melodiously later. format
2. The lawyer was waiting for the case to be taken up in court. (ii) container
3. My pencil case is a gift from my grandmother. (iii) situation
4. The subject of a formal letter is written in title case. (iv) matter

Now, read the following text and find out which ‘case’ the title refers to.

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Let us read
I

Encyclopedia Brown is a young boy who lives in Idaville, USA.

His father is the Chief of Police. In spite of being so young he
often helps his father solve mysteries that even the police find
difficult to solve. Their discussions are generally held at the
dining table. Read this story to find out how the boy wonder
solves a case that has been troubling his father…
Encyclopedia’s father was Chief of Police. Everyone thought
that he must be the smartest police chief in the country. Chief
Brown was smart and quick. He didn’t sit around and worry.
When he came up against a case he couldn’t solve, he acted
at once. He cleared his desk, put on his hat, and went home
to dinner. Encyclopedia solved the case for him before dinner
was over.
Chief Brown would have liked to tell everyone about his only
child. But who would believe him? Who would believe that the
best detective alive was an eighth grader? So, he said nothing.
Encyclopedia never spoke of the help he gave his father. He
didn’t want to seem different from other boys. But there was
nickname: pet nothing he could do about his nickname. He was stuck with it.
name
Only his parents and teachers called him by his real name,
Leroy. Everyone else called him Encyclopedia.
An encyclopedia is a book or set of books filled with facts from
A to Z. So was Encyclopedia’s head. He read more books than

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Mystery and Magic

anyone in Idaville, and he never forgot a fact. His pals said

he was like a library and computer rolled into one, and more
user-friendly. in a matter-of-
fact manner:
At the dinner table on Tuesday night, Chief Brown stared at without
his cream-of-mushroom soup. Encyclopedia and his mother showing much
knew what that meant. He had a mystery he could not solve. emotion

“Tim Nolan died yesterday,” he announced in a matter-of-fact hold-ups:

manner. robberies
conducted with
“That name is familiar,” Mrs. Brown said. “Wasn’t he mixed
the use of threat
up in a jewellery robbery a few years ago?” or violence
“Five years ago,” Chief Brown replied. “Two masked men held
nursery: a place
up the Diamond Mart on Sixth Avenue. They got away with a where young
million dollars worth of jewellery.” plants and trees
are grown for
“I thought Tim Nolan was arrested,” Mrs. Brown said.
sale
“He was questioned, not arrested,” Chief Brown corrected.
“I always believed that Nolan and a friend, a man named
Daniel Davenport, pulled the hold-ups. There wasn’t any
proof, though.”
Encyclopedia sat quietly. He knew his mother and father were
discussing the case for his benefit.
His father filled in the facts.
“Nolan and Davenport had met,” Chief Brown said, “while
both were in prison in South Carolina. They became friendly
because of shared interests.
Nolan was let out first.
He settled in Idaville
and started a small
palm-tree nursery. It
barely yielded him a
living.”
“Davenport came
to live with Nolan
a week before the
jewellery store
hold-up. During
the hold-up, one

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gunman’s mask slipped. A clerk thought she recognised

Nolan. But she wasn’t absolutely sure.”
testify: make “I remember now,” Mrs. Brown said. “The clerk refused to
a statement in testify against him, and no trace of the stolen jewellery ever
court to prove turned up.”
that something
is true “Davenport hasn’t been seen since the hold-up,” Chief Brown
hunch: a strong
said. “My hunch is that he and Nolan decided to hide the loot
feeling about until things cooled down.”
something “Didn’t you search Nolan’s house, dear?”
loot: stolen
“I got a court order this morning,” Chief Brown said. “Officers
goods
Lewis and Maloney just about took Nolan’s house apart. They
didn’t find one piece of the stolen jewellery.”
“Is there some mystery about Nolan’s death yesterday?”
Mrs. Brown inquired.
“Yes and no,” Chief Brown answered. “Nolan suffered from
a bad heart for many years. Yesterday morning he had a
stroke: a stroke. He must have realised he was dying. With his last
sudden serious strength, he managed to put his will on the kitchen table.
illness causing It leaves everything he owns, including his palm-tree nursery
inability to
to Davenport.”
move

Let us discuss
I Complete the following statements with suitable reasons. Share your
answers with your classmates and teacher.
1. Leroy’s nickname was Encyclopedia and everyone called him by
that name because ______________.
2. At the dinner table on Tuesday night, Chief Brown stared at his
cream-of-mushroom soup as ______________.
3. Encyclopedia sat quietly at the dinner table because ______________.
4. Nolan put the will on the kitchen table because ______________.

II Do you think Chief Brown would need Leroy’s help to solve this case?
If yes, why? If no, why not?

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Mystery and Magic

II
“What’s suspicious about that?” Mrs. Brown asked.
“Nothing about the will itself—just about
a sheet from his desk calendar. It was
clipped to the will,” said Chief Brown.
He took out his pocket notebook and
leafed through the pages.
“I copied what Nolan wrote on the sheet,”
he said. “Here it is.”
He handed the notebook to Mrs. Brown.
She read what he had copied. “It has Davenport’s name and
address,” she said, “and a few words I don’t understand.” will: (here) a
legal document
She handed the notebook to Encyclopedia. that says what
is to happen
“What do you make of the four words, Leroy?”
to somebody’s
Encyclopedia read the four words below Davenport’s name money and
and address: Nom Utes Sweden Hurts. property after
their death
Mrs. Brown looked at him hopefully. Usually he needed to ask
leafed
only one question to solve a case before dessert.
through:
They were still on the soup. quickly turned
(the pages)
Encyclopedia leaned back and closed his eyes when he did his
hardest thinking.
After several seconds, he opened his eyes and asked his
question. “Is there a young fir tree in Mr. Nolan’s palm-tree
nursery?” Chief Brown thought a moment. “Yes, there is… one.
On the south side of the house. How did you know?”
“The four words say so,” Encyclopedia answered.
“They do?” said Chief Brown.
“See for yourself,” Encyclopedia urged.
Chief Brown studied the four words: Nom Utes Sweden Hurts.
He shook his head and passed the notebook to Mrs. Brown
again. “Can you figure it out?”

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“Nom is a shortening of nominative, a grammatical term,”

confessed:
stated Mrs. Brown, who had taught English and other subjects
admitted in high school. “Utes
“ are an American Indian tribe. Sweden is
a country in northern Europe. Hurts is hurts.”
She lifted her gaze to Encyclopedia and
shook her head.
“I can’t figure it out,” she confessed.
“Davenport disappeared right after the
hold-up,” Encyclopedia reminded her.
“As Dad said, Davenport and Nolan must
have hidden the stolen jewellery. Probably
not a week or so ago, Nolan changed the
hiding place.”
“You think that he tried to tell Davenport by
phone and failed to reach him?” Mrs. Brown
asked. “So he wrote the four words as he was
dying?”
Chief Brown nodded. “We’ll find Davenport now
that we know his address.”
“He’ll learn he has been left the palm-tree nursery,” Mrs.
Brown said. “And the four words will tell him where the
jewellery is hidden!”
code: hidden “Right,” Encyclopedia said. “The code is simple, especially
message as it’s written on a sheet from a calendar. Davenport will
understand it easily. Still, it wouldn’t make much sense to
someone who isn’t looking for a hiding place.”
“Leroy!” Mrs. Brown exclaimed. “What do the four words
mean?”
“You already guessed, Mom. They
tell where the jewellery is hidden.”
Mrs. Brown looked ready to explode
with impatience, “Where?”
Encyclopedia smiled.
“Why, under the fifth word,” he said.
What Was The Fifth Word?

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Mystery and Magic

To tell Davenport where he had hidden the stolen jewellery,

Nolan wrote a four-word code.
As the key to the code, he wrote the four words on a sheet
from a desk calendar.
The four words stood for days of the week.
Nolan dropped the letters d-a-y. Then he used the other letters
to form words.
So, Nom = Monday, Utes = Tuesday, Sweden = Wednesday and
Hurts = Thursday.
The unwritten fifth word was Fir, or Friday.
The jewellery was found inside a twenty-gallon jug of earth
foreseen:
from which grew the young fir tree in Nolan’s nursery—just predicted
as Encyclopedia had foreseen.

Donald J. Sobol
(ADAPTED)

Let us discuss
I A fact is something that can be proven true or false. A fact is not based
on people’s beliefs. An opinion on the other hand is a belief, feeling,
or judgement, and can vary from one person to another. An opinion
cannot be proven.

Identify which of the following statements from part I and II of the

story are facts or opinions. One example has been done for you. Share
your answers with your classmates and teacher.
1. Encyclopedia’s father was the Chief of Police. Fact
2. Everyone thought that Chief Brown must be the smartest police
chief in the country.
3. An encyclopedia is a book or set of books filled with facts from
A to Z.
4. Leroy’s friends said that he was like a library and computer rolled
into one, and more user-friendly.
5. Two masked men held up the Diamond Mart on Sixth Avenue.
6. Nolan and Davenport had met while both were in prison in
South Carolina.

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7. Chief Brown’s hunch was that Davenport and Nolan decided to hide
the loot until things cooled down.
8. Nolan wrote a four words code to tell Davenport where he had hidden
the stolen jewellery.

II Complete the table by choosing the character traits of Leroy given in the
box below. There is an extra word that you do not need. One example
has been done for you.

cleverness knowledgeable keen

listener gentle humble

Textual Evidences Traits

1. He read more books than anyone in knowledgeable

Idaville, and he never forgot a fact.

2. Encyclopedia never spoke of the help

he gave his father. He didn’t want to
seem different from other boys.

3. Encyclopedia sat quietly. He knew his

mother and father were discussing the
case for his benefit.

4. Usually, he needed to ask only one

question to solve a case before dessert.

Let us think and reflect

I Read the given extracts and answer the questions that follow.
1. Chief Brown would have liked to tell everyone about his only child. But
who would believe him? Who would believe that the best detective alive
was an eighth grader? So, he said nothing.
Encyclopedia never spoke of the help he gave his father. He didn’t want
to seem different from other boys. But there was nothing he could do
about his nickname. He was stuck with it.
Only his parents and teachers called him by his real name, Leroy. Everyone
else called him Encyclopedia.

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Mystery and Magic

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

Chief Brown’s dilemma can be called unique because____________.
(ii) What can be inferred about why Encyclopedia never spoke of the
help he gave his father?
A. He is shy and lacks confidence in his abilities to share his
insights.
B. He wants to avoid the jealousy others might feel about his
skills.
C. He desires to blend with the other boys to prevent seeming
different.
D. He is embarrassed about being smarter than most adults
around him.
(iii) The parents choose not to call their son ‘Encyclopedia’. Select the
reason that is false.
A. For them he is more than his unique abilities; he is their child,
with a personal identity.
B. Calling him by his real name reflects their affection and the
desire to acknowledge him as an ordinary boy.
C. They want him to be remembered as different from the others
around.
(iv) What does the writer mean by the fact that Leroy was ‘stuck with’
the name Encyclopedia?

2. Chief Brown studied the four words: Nom Utes Sweden Hurts. He shook
his head and passed the notebook to Mrs. Brown again. “Can you figure
it out?”
“Nom is a shortening of nominative, a grammatical term,” stated
Mrs. Brown, who had taught English and other subjects in high school.
“Utes is an American Indian tribe. Sweden is a country in northern
Europe. Hurts is hurts.”
She lifted her gaze to Encyclopedia and shook her head.
“I can’t figure it out,” she confessed.
“Davenport disappeared right after the hold-up,” Encyclopedia reminded
her.
(i) What does Chief Brown’s reaction of shaking his head suggest
about his understanding of the four words?

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A. He is confident that the words are a clue.

B. He is confused, unable to make sense of the words.
C. He believes the words are random and meaningless.
D. He thinks the words are unrelated to the case.
(ii) Identify whether the given statement is true or false.
Mrs. Brown explained the actual meanings of the individual words
rather than decoding the hidden message behind them.
(iii) What does Mrs. Brown’s inability to decode the words suggest
about the message?
(iv) Complete the following sentence suitably.
The purpose of Encyclopedia’s reminder in the last line of the
extract was to _________________. (refocus the discussion on the
context of the crime/suggest that the coded message was meant
for Davenport/imply that the message was likely a clue about the
location of the stolen jewellery)

II Answer the following questions.

1. Nolan and Davenport were very close. Support this statement with
evidence from the text.
2. Why did Davenport disappear right after the jewellery hold-up? What
might his plans have been if, Nolan had not died?
3. What does Mrs. Brown’s interest in the case tell us about her?
4. Explain why Chief Brown was proud of his son.
5. Why were Chief Brown’s suspicions regarding Nolan and Davenport
justified, even when there was a lack of concrete proof?
6. Analyse the role of the four-word coded message in the story.
7. Write a character sketch on Leroy with the help of the character traits
table given in ‘Let us discuss’ section.
You may begin it like this:
Encyclopedia was a knowledgeable eighth grader who never forgot a
fact that he read.

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Mystery and Magic

Let us learn

I Match the phrasal verbs from the text given in Column 1 with their
meanings in Column 2. You may refer to a dictionary.

Column 1 Column 2

1. put on (i) appeared, been discovered

2. cooled down (ii) solve a problem

3. turned up (iii) became normal or calmed

4. make of (iv) wear (clothes, hat, etc.)

5. figure out (v) escaped without being punished

6. got away with (vi) have an idea or understanding of something

Now, fill in the blanks with the phrasal verbs given in Column 1.
A. Finally, some important evidence about the case has _______________.
B. After I _______________, I understood that I had made a big mistake.
C. I couldn’t _______________ why he was angry with me.
D. He _______________ his special coat and went to his friend’s birthday
party.
E. Ravi forgets to do his homework but he _______________ it as teacher
didn’t ask for it that day.
F. I do not know what to _______________ his behaviour.

II Fill in the blanks in the following sentences by choosing the correct word
pairs from the box given below.

week/weak dying/dyeing fore/four

peace/piece break/brake

1. After running for 50 kilometres last _________________, I felt

_________________ for two days.
2. When the committee met yesterday, they brought _________________
local cases to the _________________.

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3. While learning to drive, Rina used too much force on the

_________________, causing the car to _________________ down.
4. He has composed a beautiful _________________ of music in order to
bring _________________ to thousands of people.
5. She was busy _________________ her hair not caring about the
_________________ flowers in her garden.

III Leroy solved the mystery of the missing fifth word with his critical
thinking abilities. Work in pairs to solve the puzzles given in the
illustrations below and infer what they say. One example has been done
for you.

Answer: Top secret

SECRET

It
stand It
AGED AGED AGED Try
2
uu GO
It
It

ONCE R
sense sense
O
sense sense M1LLION R O A D S
sense sense D
S

IV Spoonerism is a mistake made when speaking, where the first sounds

of the words in a phrase or a sentence are exchanged with each other.
This usually gives a funny meaning.

Some examples of spoonerism are saying ‘wrong load’

instead of ‘long road’, ‘round of mice’ instead of
‘mound of rice’.

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Mystery and Magic

Find the correct order for the following spoonerisms.

1. knowing sits 2. it’s roaring with pain.
3. plaster man 4. blarm wanket
5. tars and crucks 6. shake a tower
7. bead a rook 8. mardon me padam

V Read the following sentences from the text and study the highlighted
words.
1. Everyone thought that he must be the smartest police chief in
the country.
2. She read what he had copied.
3. They tell where the jewellery is hidden.
4. “Nom is a shortening of nominative, a grammatical term,” stated Mrs.
Brown, who had taught English and other subjects in high school.
5. “Nolan and Davenport had met,” Chief Brown said, “while both were
in prison in South Carolina.”
6. When he came up against a case he couldn’t solve,
he acted at once.
7. The code is simple, especially as it’s written on a sheet from
a calendar.
8. They became friendly because of shared interests.
9. Encyclopedia solved the case for him before dinner was over.

Now, fill in the blanks with the words in the box given below to complete
the following sentences. There are two extra words that you do not need.

where why who though which

when because whose if how

Detective stories are exciting, keeping readers guessing (i) ____________

the real culprit is. They take place in settings (ii) ____________ clues are
hidden carefully. (iii) ____________ the mystery seems tricky, a clever
detective always finds answers. Readers often wonder (iv) ____________
criminals leave small but important clues. The challenge is to decide
(v) ____________ suspect is guilty. (vi) ____________ the truth is revealed,
everything makes sense. But one may wonder (vii) ____________ they
could have solved it themselves. These stories are fun (viii) ____________
they make readers think till the very end.
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VI Combine the following pairs of sentences using the word given in

brackets. One example has been done for you.
1. We gave him the signal. He was waiting for the signal. (that)
Answer: We gave him the signal that he was waiting for.
2. We went to a place. The incident occurred there. (where)
3. Teacher said she would retire soon. She is now nearly sixty. (who)
4. It was the day. Half the class was absent. (when)

VII Read the following sentences from the text.

1. “What’s suspicious about that?” Mrs. Brown asked.
2. “What do you make of the four words, Leroy?”
3. “Wasn’t he mixed up in a jewellery robbery a few years ago?”
4. “Didn’t you search Nolan’s house, dear?”
5. “Is there a young fir tree in Mr. Nolan’s palm-tree nursery?”

The given sentences are the direct words of the speaker, hence, they are
in direct speech.

While reporting these direct words to someone else at some other time
and some other place, we make certain modifications in person, tense,
and adverbs of place and time.

Tense Changes (Time Shift)

• Present Past • Past Progressive Past

• Past Past Perfect Perfect Progressive
• Past Perfect No change • Present Perfect Past Perfect
• Present Progressive • Present Modal (e.g., will)
Past Progressive Past Modal (e.g., would)
• Past Modal No change

Pronoun Changes (Subject-Perspective Shift)

• I she/he • your her/his/their

• you (singular) she/he • me her/him
• you (plural) us • us them
• we they • mine hers/his
• my her/his • ours theirs
• our their • yours hers/his/theirs

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Mystery and Magic

Time and Place Changes

• now then
• ago before
• today that day
• tomorrow the following day
• yesterday the day before
• next week/month/year the following week/month/year
• here there
• this that
• these those

There are two types of Interrogative sentences. They are Wh– questions
and Yes/No questions.

Steps for Reporting Wh– questions and Yes/No questions

1. Replace the reporting verb ‘said’ with words like ‘asked’, ‘inquired’
‘interrogated’, or ‘questioned’.
2. Convert the interrogative sentence into a declarative one.
3. Apply the appropriate tense shift as per the rules of tense changes.
4. Remove quotation marks and the question mark.
5. Omit the conjunction ‘that’ in the reported speech.
6. In Wh– questions, place the Wh– word immediately after the reporting
verb in the reported speech.
7. In Yes/No questions, use ‘if’ or ‘whether’ immediately after the
reporting verb in the reported speech.

Now, follow these steps to transform the sentences given as examples

from direct speech to indirect speech.

Indirect Speech
(i) Mrs. Brown asked ______________________________________________.
(ii) Mrs. Brown questioned Leroy __________________________________.
(iii) Mrs. Brown inquired __________________________________________.
(iv) Mrs. Brown asked Chief Brown ________________________________.
(v) Mrs. Brown inquired ___________________________________________.

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VIII Rewrite the following sentences in Reported Speech.

1. “Why did you stop talking to me?” asked Rohan.
Rohan questioned __________________________________________________.
2. “Did you enjoy the family gathering yesterday?” asked my aunt.
My aunt asked ______________________________________________________.
3. “When will you visit us again?” asked my grandmother.
My grandmother inquired _________________________________________.
4. Madavi said to Ravi, “Will you come with me to meet our old teacher
tomorrow?” asked Madavi.
Madavi asked Ravi __________________________________________________.
5. My friend said, “What gift are you planning to give your brother?”
My friend inquired _________________________________________________.
6. “Shall I carry these notebooks to the staffroom, Ma’am?” asked Veenu.
Veenu asked her teacher ____________________________________________.

IX Read the conversation between Aditi and Rahul.

ADITI: Did you see anyone leave

a package near the lift?

RAHUL: I noticed a man wearing

a blue jacket drop it off.

ADITI: What time did you see

this happen?

RAHUL: It was around 6:45 p.m.

ADITI: Were you able to see his
face?

RAHUL: He wore a hood and so I

couldn’t see his face.

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Complete the following paragraph by transforming the dialogue in

indirect speech.

Aditi asked Rahul 1. ___________________________________________________.

Rahul replied that he had noticed a man wearing a blue jacket drop it off.

Aditi asked Rahul 2. ___________________________________________________.

Rahul replied that it had been around 6.45 p.m.

Aditi further inquired 3. _______________________________________________.

Rahul said that he had worn a hood, so he couldn’t see his face.

Let us listen

I You will listen to a podcast about ways of improving observation skills.

As you listen, mark the statements 1–4 as true or false. (Transcript for
teacher on page 151)
1. Observation skills help improve your common sense.
2. Rushing through tasks helps you focus better and
observe more.
3. Taking notes or making sketches helps with what you
observe.
4. Incorporating tips on observation skills will soon lead to
success.

II You will once again listen to the podcast. As you listen, complete the
given sentences by filling in the blanks with one to three exact words
you hear.
1. It is important to slow down and ___________________ to notice several
aspects around you more clearly.
2. The more senses like hearing and smelling you use, the more
___________________ you absorb.
3. People who are ___________________ tend to be better observers because
they seek to understand what they notice.
4. When you make a note of things, it helps reinforce the ________________
in your memory.
5. Practising mindfulness helps a person stay ___________________ with
their surroundings.

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Let us speak

I Read the following words from the text loudly with the help of
pronunciation guide given in brackets.

jewellery (jool-ree) clerk (claak) dessert (dih-zuht)—a sweet dish

Now, practise reading the following words.

January (ja-nyoo-uh-ree) sour (sau-uh) pizza (peet-zaa)

Wednesday (wenz-day) bowl (bol) buffet (buh-fay)
pronunciation (pruh-nuhn-see-ay-shn)

II Work in groups of five or six. Conduct a group discussion on the topic,

‘The Interesting Aspects of a Mystery Story’.

Guidelines
• The moderator initiates the discussion inviting
the speakers to share their views on the subject.
• The speakers take turns to put forth their
viewpoint using polite expressions to agree
or disagree.
• The speakers may interrupt by raising their
hands to add or clarify a point.
• The moderator ensures equal participation of all the members in the
group, consolidates views, and calls upon other speakers to respond.
• The moderator sums up the points of discussion, suggests guidelines
for future action and thanks the members of the group.
Note: Choose a moderator. Decide upon the duration of the discussion.

Phrases for Turn-taking

• If I may say something…
• May I draw the attention of this group…
• If I may interrupt…
• Sorry for this interruption…
• I would like to add to what (speaker) mentioned a few minutes
ago…

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Mystery and Magic

Phrases for Expressing Agreement Phrases for Expressing Disagreement

• I’m totally in agreement with that... • I’m afraid I don’t agree…
• That’s absolutely true. • Not quite so...
• There’s no question about that… • I’m sorry, but I don’t quite agree…
• I fully agree… • Maybe I’m wrong…
• I am with (speaker) on this… • If you look at it this way, then…

Let us write

I A report is written for an event that has already occurred. The purpose
of a report is to provide first-hand details of an incident or event.
It presents the information in a proper sequence.

Read the sample report written about the ‘Inter-school Football

Tournament’ organised by your Vidyalaya.

Note the format, content, and language used.

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Inter-school Football Tournament by Title—Byline

__________________________ (Reporter’s Name and
Class)

An Inter-school Football Tournament Paragraph 1:

was organised by our Vidyalaya from • What
21 April 20XX to 24 April 20XX at Motinagar
• Who
Football Ground. Ten teams participated in the
• When
tournament.
• Where
Note: use of past tense,
for example, organised,
participated, etc.

The tournament was declared open by the Paragraphs 2 and 3:

Chief Guest, Dr. Singh, Honorary Sports • Description of the event
Secretary of the State, on Wednesday, 21 April in detail
20XX in the presence of all the teams and Note:
spectators from the participating schools. The
(i) use sequence
matches were held from 8:30 a.m. to 11:30 a.m.
markers: following,
on all the days of the tournament. Following a after, subsequently,
tough competition, the teams from ABC Senior finally
Secondary School and XYZ Senior Secondary
(ii) use of passive form:
School emerged as the finalists.
was declared, were
For the final match, players from both these held, were cheered,
teams were cheered by students from their etc.
respective schools. After an exciting match, the
score was tied at 3–3. Subsequently, a penalty
shootout was used as tie breaker by the referee
to decide the winner. Finally, the team from
ABC Senior Secondary School won the penalty
shootout and was declared the winner.

The winning team was awarded with a trophy, Paragraph 4:

medals, and certificates by the Chief Guest. • Prize giving ceremony
Addressingthestudents,hesaid,“Allofyoumust
• Remarks by the Chief
take up a sport to keep yourself healthy.” The
Guest
inter-school football tournament was a great
success, showcasing exceptional talent,
teamwork, and sportsmanship among the
participating teams.

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Mystery and Magic

Now, as a member of the Art and Craft Club, write a report on an ‘Inter-school
Art Exhibition’ organised by your school. Include the necessary details.

Let us explore

I Work in pairs. Read the words and observe the images given below.
Check if your answers match. Share your answers with your classmates
and teacher.

1. 2. 3.

4. 5. 6.

These are optical illusions which may trick the eye and make you think
that you can see two different things.

II Read the steps to play a language game—Name the Mystery Object.

1. Divide the class into teams.
2. Each team chooses an object and prepares three hints to enable the
other teams to name the object.
3. Each team takes turns to name the object given by the other team.
4. If a team names the object with the first hint, they get 20 points, with
the second hint 10 points, and with the third hint 5 points.

One example with three hints:

(i) I display information for all to share, with a swipe I’m clean and bare.
(ii) I am rectangular or a square, whom neither teacher nor student can
spare.
(iii) I am mostly black, sometimes green, now in white too I am seen.

III Visit the library and look for an encyclopedia. What is it? Check how it
is different from a dictionary. Share your answers with your classmates
and teacher.

IV A thesaurus is a reference book or digital tool that provides a collection

of words with similar meanings, allowing users to find alternative words
or phrases to express the same idea. Choose any five words and find out
their alternative words from the thesaurus.
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THE MAGIC BRUSH OF DREAMS

Let us do these activities before we read.

I Work in pairs. Discuss the following questions. Share your answers with
your classmates and teacher.
1. Mention a magical object that you would like to have. Give a reason
for your choice.
2. What would you draw for yourself, if you had a magic paint brush?
Why?
3. Would you use the magic paint brush to draw for someone else? If yes,
why? If no, why not?

II Work in pairs. Discuss instances of acts of kindness that you have heard,
read, or experienced. Share your answers with your classmates and
teacher.
III Work in pairs and guess the meanings of the words given below and
draw pictures depicting their meanings. Share with your classmates and
teacher.

paintbrush joy fortress feast fear

winding twig bows drawing cold

Now, arrange these words into different categories

as given below.

Things: .................................................................

.................................................................

Actions: .................................................................

.................................................................

Emotions: .................................................................

.................................................................

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Mystery and Magic

Let us read
“Go and gather wild beans, Gopi,
Go and fetch some rice.
Go and pluck the mangoes
And bring home something nice.”

Gopi sits beneath the banyan,

A twig is in her hand.
She sits there drawing pictures,
Pictures in the sand.

The winds blow by and sweeps away

The pictures in the sand.

But on a stone there sits a man,

A brush is in his hand.

He looks around. He calls to Gopi.

“Come here!” he whispers. “Hush!
We mustn’t let the village know
About this magic brush.”

He slips the brush into her hand

And tells her to be sure,
“Paint not for the wealthy ones,
But only for the poor.”

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“Did you gather wild beans, Gopi?

Did you fetch some rice?
Did you pluck the mangoes
And bring home something nice?”

“No beans, no rice, no mangoes!”

Gopi grins and runs inside.
She paints a bowl of khichdi
and waits,
Until the paint has dried.

“The bowl is full of khichdi, Gopi!”

Into the house the villagers streamed
The young and old all wish to see
The magic brush of dreams.

She paints a muffler for a farmer,

A plough for another man,
A shawl for a grandmother,
And for a girl, a fan.

And soon the news spreads far and wide,

Through forests, fields, and plains,
Until the Zamindar himself
Hears of these magic gains.

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Mystery and Magic

“I order you to paint for me,

A fortress tall and grand.
Paint treasures, jewels, and riches rare,
Enough to rule this land.”

Gopi bows and shakes her head.

“My lord, I can’t comply.
I swore to use this magic brush
To help the needy by.”

The Zamindar roars and stamps his foot.

He bellows to his men,
“Seize this brush and seize the girl.
Throw her in the pen!”

Now Gopi waits inside the cell,

Upon a cold mud floor.
Until the Zamindar returns
And shouts through the door.

He holds the brush. He thunders loud,

“Paint my fortress tall!
Paint gold and rubies, emeralds bright,
And you shall leave this hall!”

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That night the Zamindar lies in bed,

Dreaming of his gold,
While Gopi paints a winding road,
A horse both strong and bold.

The road leads out of prison gates.

The horse, she swiftly urges
Gopi leaps on and gallops fast,
Through fields and many villages.

“It’s Gopi! It’s Gopi! She’s back again!”

Say the villagers, merry and kind.
But Gopi keeps on painting still,
With the Zamindar’s men following
behind.

She paints a mighty river wide,

Its currents fast and deep.
The Zamindar and all his men
Stop short and cannot leap.

“Now should I paint a beast

To leap and chase you through?
Stop this chase or it will feast
On you, and you and you!”

The Zamindar cries, “No, no, no more!

I’ll leave, I’ll go away!”
He turns and flees; his men behind
Dare not choose to stay.

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Mystery and Magic

Now Gopi paints for the village folk,

A feast of sweets and tea.
A courtyard bright, a band to play,
And songs of victory.

Adapted from a Folk Tale

Let us discuss
I Arrange the events in order of occurrence in the poem. The last one
has been marked for you. Share your answers with your classmates
and teacher.

1. Gopi paints a bowl of khichdi, which becomes real and

amazes the villagers.
2. The Zamindar orders Gopi to paint treasures for him.
3. Gopi is told to gather food but instead sits drawing pictures
in the sand.
4. Gopi returns to the village with the Zamindar and his men
chasing her.
5. The Zamindar throws Gopi into prison.
6. Gopi paints a road and a horse to escape.
7. Gopi uses the magic brush to paint useful items for the
villagers.
8. Gopi paints a wide river, stopping the Zamindar and his
men.
9. A man gives a magic brush to Gopi to paint only for the
poor.
10. Gopi scares the Zamindar away, and celebrates with the 10
villagers.

II Fill in the blanks by choosing the correct answer from the box given below.

triumphant and celebratory tension and suspense

playful and innocent

The tone of the poem shifts throughout, reflecting the different moods
of the story. Initially, the tone is 1. _________________ as Gopi uses her
imagination to draw in the sand, and later when the Zamindar enters
the story, the tone shifts to one of 2. _________________. In the final part
of the poem, the tone becomes 3. _________________ as Gopi escapes, the
Zamindar is defeated, and the villagers rejoice.
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III Fill in the blanks by choosing the correct option from within the brackets.

1. The poem mostly follows a simple rhyme scheme, _________________,

which adds a rhythmic flow. (ABCB, ABBA, ABAB)

2. This poem belongs to the _________________ poetry genre, which tells a

story through verse. (descriptive, narrative or ballad, free style)

IV Give examples from the poem for the following explanations.

1. The poem is rich in imagery, creating clear pictures in the reader’s
mind. For example, ___________________.
2. What is the effect of repetition in the line—‘On you, and you and you!’?

V Match the phrases from the poem in Column 1 with what they symbolise
in Column 2.

Column 1 Column 2

1. The magic paintbrush (i) greed and the desire for wealth

2. The grand fortress (ii) barriers to protect Gopi from the

Zamindar’s anger

3. The river and the beast (iii) the power of art and imagination to
change the world

VI Identify whether the following statement is true or false.

While Gopi uses the magic brush to help others, the Zamindar wants to
use it for personal gain. This contrast drives the moral of the story.

Let us think and reflect

I Read the given extracts and answer the questions

that follow.
1. But on a stone there sits a man,
A brush is in his hand.
He looks around. He calls to Gopi.
“Come here!” he whispers. “Hush!
We mustn’t let the village know
About this magic brush.”
He slips the brush into her hand

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Mystery and Magic

And tells her to be sure,

“Paint not for the wealthy ones,
But only for the poor.”
(i) Fill in the blank by selecting the correct option from those given in
the brackets.
The man is whispering and telling Gopi to keep the brush a secret
reflects his _______________________ (careful and secretive/magical
and delightful) nature.
(ii) What is the significance of the man slipping the brush into
Gopi’s hand?
(iii) Complete the following sentence with a suitable reason.
The most likely reason the man instructs Gopi to ‘Paint
not for wealthy ones but only for the poor’ is because he
_______________________.
(iv) Select the most appropriate title for the extract from the two
given below.
A. The Magic Brush’s Secret
B. Gopi’s Special Gift

2. And soon the news spreads far and wide,

Through forests, fields, and plains,
Until the Zamindar himself
Hears of these magic gains.

“I order you to paint for me,

A fortress tall and grand.
Paint treasures, jewels, and riches rare,
Enough to rule this land.”
(i) Complete the following sentence with
the correct reason.
The news of Gopi’s magic brush spreads ‘through forests, fields,
and plains’ because of its _______________________.
(ii) Why does the poet refer to things painted by Gopi’s paintbrush as
‘magic gains’?

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(iii) Which of the following statements given below is false? Rectify the
false statement.
A. Gopi’s magic brush draws the attention of the powerful
Zamindar.
B. The Zamindar requests Gopi to paint a grand fortress and
jewels.
(iv) What does the Zamindar’s demand for a grand fortress and jewels
reveal about his character?

II Answer the following questions.

1. Explain why Gopi made the right decision by refusing to paint for the
Zamindar.
2. Gopi threatens to draw a beast to scare away the Zamindar. Justify her
action. How would you have dealt with the situation differently?
3. What is the significance of Gopi celebrating with the villagers at the
end of the poem?
4. Compare Gopi’s use of the magic brush to how the Zamindar would
have used it.
5. What can be inferred about Gopi’s character based on her refusal to
follow the Zamindar’s orders?
6. Justify the appropriateness of the title of the poem.
7. If you had the magic brush, how would you use it in today’s world?

Let us learn

I The verb ‘draw’ has different meanings in different contexts. Match the
sentences in Column 1 with their appropriate meanings in Column 2.

Column 1 Column 2

1. His speech drew loud applause from

(i) opened
the audience.

2. The event will draw huge crowds from

(ii) pulled out
all neighbouring places.

3. Plants draw water from the soil. (iii) got a reaction

4. I reached the station when the train

(iv) attract
was drawing into the station.

5. The room was dark, so she drew the

(v) moving
curtains to let the sunlight in.

130 6. He drew a piece of paper from the

(vi) absorb
folder.

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Mystery and Magic

II Fill in the crossword. Clues have been given below. You will find the
words in the poem.

2
G L P

3
M
4
W T
5 6
C
7 8
H E S
9

10
Y R P U
O
11
A T

12
Z E
Y

Across Down

2. the fastest pace of a horse 1. runs away from a place

4. happen fast 3. possessing a great deal of strength
7. speaks very softly or power
10. take hold of (something) and 5. a deep loud shout in pain or anger
quickly remove it from its place 6. to act according to rules
11. having a lot of money; rich 8. moved in a continuous flow in a
12. take hold of something suddenly specified direction
and forcibly 9. a win after overcoming an enemy

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III There are certain expressions that convey a sudden feeling or reaction.
They can be used to express a variety of emotions and thoughts.
Example: ... he whispers. “Hush!”
(‘Hush’ denotes the act of silencing someone)
Now, match the expressions in Column 1 with what emotions or reactions
they convey, in Column 2.

Column 1 Column 2

1. Phew! (i) surprise

2. Eek! (ii) pain

3. Ouch! (iii) mistake

4. Yippee! (iv) attract attention

5. Whoa! (v) relief

6. Oops! (vi) delight

7. Hey! (vii) alarm

Now, create sentences using any five expressions from Column 1.

Let us listen

I You will listen to five speakers speak about a magical power they wish
for. As you listen, match statements 1–7 with speakers (i)–(v). There are
two statements you do not need. (Transcript for teacher on page 152 )

Statments Speaker No.

1. Power of healing ailments

2. Ability to end poverty in the world

3. Power to control the weather as per need

4. Ability to make wise business decisions

5. Power to predict one’s own future clearly

6. Ability to remember information quickly

7. Power to move around without using vehicles

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Mystery and Magic

Let us speak

I Intonation is the rise and fall of the pitch of tone while speaking.

The ‘falling’ tone is the fall in the pitch of the voice from a high level
to a low level. It is marked [ ]. The falling tone is generally used in
imperative sentences. Such sentences are used in speech for different
communicative purposes— to express a command or an instruction, to
ask for a favour or to give a warning.

Read the following sentences from the text with the falling tone.
• Come here!
• Seize this magic brush…
• Paint my fortress tall!
• Go and fetch some rice.

II Work in pairs. Take turns to make requests for the following formal and
informal situations.
Formal Requests

Situation 1 Situation 2 Situation 3

You request your You request your You request your

teacher to organise a class teacher for an Activity incharge
class picnic. extra sports period, teacher to include
since you missed it you in the upcoming
last week. inter-school event.

Informal Requests

Situation 1 Situation 2 Situation 3

You request your You request your You request your

sibling to help you mother to enroll you cousin to come
with the completion in a dance class. over to spend the
of your project. weekend with you.

You may use the following phrases when you make the request.

Formal Informal

• Would you mind if… • Can/Will you…

• Do you think you could… • Do you mind if…
• I would like to… • By any chance do you know…
• Would it be possible… • I was wondering if…

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Let us write

I Imaginative essay is a type of creative writing where the writers use

their imagination. An imaginative essay can be based on real-life
events, observation, or experiences. It is usually a descriptive piece or a
personal reflection.

Read the sample of an imaginative essay.

My Life as EcoFlash

Imagine an ordinary 13-year-old student who is also a

secret superhero protecting the environment. That’s my
life as EcoFlash! By day, I’m Meenu, an ordinary Grade
8 student. By evening, I use my powers to keep my
neighbourhood green and clean.

As EcoFlash, I have the ability to grow plants, purify

water, and clean polluted air with a wave of my hand.
I wear a green suit with a glowing leaf symbol and carry
a small seed pouch that holds magic seeds to restore
damaged areas. My mission is to fight pollution, save
trees, and educate people about taking care of our planet.
My friends wonder why I’m always carrying a plant in
my bag or why my shoes are muddy, but I can never tell
them the truth.
Once, my little brother saw me turning a garbage dump into a beautiful
garden and almost spilled my secret to our parents. I had to convince
him it was a magic trick!

Being EcoFlash is not just about powers but also responsibility. Every
time I see clean streets, blooming flowers, and children playing in green
parks, I feel proud. I know that even small changes can make a big
difference, and that’s what keeps me going.

II Complete the given checklist based on your observations and

understanding of what an imaginative essay includes. Share the answers
with your classmates and teacher.
1. Title — A relevant title
2. Introduction
• Captivating opening sentence to catch the reader’s attention
• Clear statement of the setting, situation, or main idea

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Mystery and Magic

• Establishes the tone (e.g., playful, serious, and adventurous)

• Introduces the narrator briefly (if applicable)
3. Setting and Context
• Description of the setting to create a mental picture
• Clear time frame (past, present, or future)
• Brief explanation of any unique or imaginative elements (e.g.,
powers, fantasy world)
4. Characters
• Main character introduced with unique traits
• Supporting characters briefly described (if relevant)
5. Central Idea
• Clear focus on a single powerful idea or narrative
• Logical flow of events, even if the story involves imagination or
fantasy
6. Language and Style
• Use of sensory details (sight, sound, touch, smell, and taste) to
enhance the narrative
• Creative metaphors or similes to enrich descriptions
7. Resolution
• Key turning point or moment of realisation
• Resolution of the main idea
• Clear takeaway message
8. Conclusion
• Ends on a reflective or thought-provoking note
• Summarises the main message or leaves the reader with a strong
final impression

III Write an imaginative essay on any one of the following.

1. Imagine you were a scarf that flew away from a clothesline. Describe
the places you travelled to and how you came back. Also write about
what you thought was the most valuable experience.
2. Imagine you stumbled upon a magical book in the library. The book
transported you to a different time period. Describe your experience
and an important learning.

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Let us explore

I Have you heard of India’s famous

magician, P. C. Sorcar Sr.? He is known
as one of the ‘World’s Greatest Magician’
and performed live magic shows in
front of audiences and on television,
internationally.
He was awarded Padma Shri on 26
January 1964 for his contribution to the
world of magic.

II Words can also play tricks. Read the

riddles about things that seem to be
unreal and find what they refer to.
1. I can fill a room, but I take up no
space. I’m often heard, but never
seen. What am I?
2. The more you take, the more you
leave behind. What am I?
3. I have cities but no houses, I have
forests but no trees. What am I?
4. I’m tall when I’m young and short
when I’m old, in a dark room, my
story is told.

III You are asked to create a magical object. What object would you create?
Make a drawing with all its details and mention its special quality on the
same sheet. Put up the sheet on the display board.

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SPECTACULAR WONDERS

Let us do these activities before we read.

I Look at the pictures given below and sort them into natural and
man-made wonders.

1. 2. 3. 4.

5. 6. 7. 8.

Natural: , , , and

Man-made: , , , and

II Which of these wonders—man-made or natural—are more appealing

and why? Share your answers with your classmates and teacher.

III Work in pairs. Write down two wonders of nature that have amazed
you. Discuss what makes them impressive. Share your answers with
your classmates and teacher.

IV Work in groups of four. Complete the web chart given below with words
that you associate with the phrase, ‘Nature’s Power’. Share your answers
with your classmates and teacher.

Nature’s Power

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Poorvi

Let us read
mystifying: India is home to some of the most mystifying natural
strange or phenomena that surprise and spark our imagination.
impossible to
explain 1. THE VALLEY OF FLOWERS, UTTARAKHAND
spectacle: an
The Valley of Flowers is an eye-
unusual sight
that attracts
catching spectacle with around
interest 600 species of exotic flowers,
exotic:
including orchids, poppies,
uncommon primulas, marigold, daisies, and
anemones. It is a place where
nature blooms in its full glory
offering an attractive view.
The trek to the valley offers spectacular views of beautiful
waterfalls and wild streams. The valley is also home to rare
wildlife species like the grey langur, flying squirrel, red fox,
lime butterfly, and snow leopard, to name a few.
With a stunning backdrop of the mighty Himalayan ranges,
the Valley of Flowers National Park presents an unforgettable
experience for visitors. Spread over a huge area in the Chamoli
district, the Valley of Flowers National Park is a UNESCO World
Heritage Site. Between the months of May and October, this
botanical: area turns into a botanical wonderland!
relating to
plants 2. THE LIVING ROOT BRIDGES, MEGHALAYA
Imagine building a bridge
without the use of cement,
feats: tasks stones, concrete, etc. Is it
difficult to
achieve,
possible? The living root
especially those bridges are incredible feats
involving a lot of engineering built by
of skill the indigenous people of
indigenous: Meghalaya. The living root
native bridges are one of Meghalaya’s most beautiful tangible
tangible: UNESCO world heritage sites.
noticeable
Crossing the many waterways without bridges was difficult
for people in the past, during monsoons.

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Mystery and Magic

Attempts to use bamboo or wooden bridges across these

waterways proved futile as these bridges could not last long futile: useless
in the heavy rains and strong waters. Living root bridges
are an innovative and indigenous solution to solve this
age-old problem.
They are made of intertwined roots which are a sort of magic, intertwined:
but they aren’t imaginary. These bridges have been built for twisted together

centuries by the indigenous people of the land. It is a naturally

built ecosystem of local flora. It also symbolises the relationship
and knowledge that the local people have over their region
and the cultural significance that it holds for them. Under
persist:
ideal conditions, a root bridge is thought to be able to persist
continue to
for hundreds of years. These bridges frequently rise 50 to 100 exist
feet in the air. The state’s longest living root bridge is said to
be a whopping 175 feet in length. There are approximately whopping:
100 or so known living root bridges across different villages. huge

3. THE LONAR CRATER LAKE, MAHARASHTRA

The Lonar Crater Lake is a
geological wonder, nestled in nestled:
the town of Lonar in Buldhana situated in a
half-hidden
district, Maharashtra. It is
or sheltered
believed to have been formed position
thousands of years ago. This
ancient landform, consisting
of a giant hole, came into
existence when a colossal meteorite, blazing at an extremely colossal:
high speed, crashed into the Earth, leaving behind a stunning extremely large

mark. It is the only crater in India formed in basaltic rock by

a meteorite impact and ranks as the third largest in the world,
placing it among the top five largest craters globally.
cradles: holds
The crater’s perfectly circular depression cradles a unique
rugged: rough
saline lake at its core, creating a striking visual contrast
terrestrial: on
against the surrounding rugged terrain. This site is a rare and
or related to
extraordinary blend of celestial impact and terrestrial beauty. earth
The rim of the meteor crater offers a breath-taking spectacle
allure:
of nature’s power and the enduring allure of our planet’s attraction
ancient past.
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Poorvi

4. MAGNETIC HILLS IN LEH DISTRICT, LADAKH

In the travels around
Leh-Ladakh, is a fascinating
sight which arouses curiosity
to no end—the Magnetic Hill,
a place where gravity takes a
backseat!
Lying at a distance of around
30 km from Leh, the Magnetic
Hill is marked by a yellow signboard which reads ‘The
optical
illusion:
Phenomenon That Defies Gravity’. It also instructs visitors to
something that park vehicles in the box marked with a white point on the road,
tricks your eyes which is known as the Magnetic Road. When the vehicles are
and makes you parked at the indicated spot, they begin moving forward at a
see it differently
speed of almost 20km/h. This unusual place creates an optical
from how it
really is illusion where vehicles appear to roll uphill, a sight that has
left tourists in disbelief for years, caused by the peculiar
serene: calm
alignment of surrounding slopes and the horizon line.
backwaters: a
part of a river 5. GLOWING WATERS OF KERALA
where the water
does not flow Situated 15 kms from Kerala’s
biolumine- Kochi town, Kumbalangi
scence: light is a beautiful village with
produced inside vast green vegetation.
the body of a In the serene backwaters of
living organism
Kumbalangi village, one can
by a chemical
reaction see magically glowing waters
in the night.
eco-tourism:
tourism that This phenomenon is called bioluminescence, and is caused
is responsible
by a high concentration of micro-planktons in the sea, which
towards
preserving the
are small organisms found in marine and freshwater. This
environment beautiful sight has captured the attention of locals as well
acquaint: to
as tourists, making Kumbalangi an eco-tourism village in
become familiar India. One can experience the village life in all its beauty and
with something simplicity, and acquaint oneself to their cuisine and culture.

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Mystery and Magic

6. THE SUNDARBANS
Can a forest exist in a coastal
zone? Yes, they are called
mangrove forests, where
trees take root under water in
the low-oxygen soil. The roots
slow down the movement
of tidal waters, stabilising
the coastline and reducing
erosion. The Sundarbans is one such mangrove forest spread
over 1,400 kms in West Bengal, lying in the delta of rivers, such
as the Ganga, the Brahmaputra, and the Meghna. The name is
derived from sundari trees that are plentiful in the area.
The area is also populated by an extensive range of flora and
fauna, including many bird species, the majestic Bengal tiger,
and other threatened species, such as the estuarine crocodile estuarine:
and the Indian python. living in an
estuary (an
7. THE INVISIBLE CHANDIPUR BEACH, ODISHA area where
a freshwater
Have you seen things river meets the
disappearing in front of ocean)
your eyes? Well, such things
happen at times, when we
keep things at some place,
and just forget where we
have kept them. But, what if
there’s a sea that disappears?
This happens in Odisha. It is a beach in the Balasore
district where one can witness the sea disappearing
mysteriously—the Chandipur Beach which is known for its
unique feature of playing hide-and-seek with its visitors. retreats: goes
backwards
The sea can actually be witnessed disappearing and
reappearing. This is because the sea water moves. It retreats ebb tide: period
of time when
by 2–5 km during ebb tide, the duration between the high tide
water flows
and low tide, and comes back to the shore at the time of high away from the
tide. This unusual natural phenomenon keeps on happening shore

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Poorvi

daily, where one can actually see the sea, and then watch it
disappear in front of their eyes!
These awe-inspiring natural wonders of India highlight the
mystique: mystique of the country’s landscapes, each phenomenon
mystery
telling its own story of nature’s artistic flair and enigmatic
enigmatic: charm. They challenge our understanding of the natural world
puzzling
and captivate our senses. They serve as a reminder of the
intrigue: extraordinary forces that shape our environment, blending
interest
scientific intrigue with the magic of folklore.

Let us discuss
I Complete the information in the table given below. One example has
been done for you. Share your answers with your classmates and
teacher.

Amazing Natural
Location One Unique Feature
Phenomena
1. The Valley of Chamoli district, Around 600 species of
Flowers Uttarakhand exotic flowers
2. The Living Root
Bridges
3. Buldhana district,
Maharashtra
4. Magnetic Hills
5. Glowing Waters
6. West Bengal
7. Balasore district,
Odisha

Let us think and reflect

I Read the given extracts and answer the questions that follow.
1. India is home to some of the most mystifying natural phenomena that
surprise and spark our imagination.

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Mystery and Magic

(i) Replace the underlined phrase with one from the extract.
India is the birthplace of several rare species of flora and fauna
that thrive in its diverse ecosystems.
(ii) What does the phrase ‘nature’s unusual side’ suggest about the
phenomena described?
(iii) Complete the similarity by choosing the correct option.
spark: imagination : : ______________ : ______________.
A. inspiration; creativity
B. wonder; amazement
C. effort; reward
D. knowledge; books
(iv) Identify whether the following statement is true or false.
Some natural phenomena can surprise people.
2. Have you seen things disappearing in front of your eyes? Well, such
things happen at times, when we keep things at some place, and
just forget where we have kept them. But, what if there’s a sea that
disappears?
This happens in Odisha. It is a beach in the Balasore district where one
can witness the sea disappearing mysteriously—the Chandipur Beach
which is known for its unique feature of playing hide-and-seek with its
visitors.
(i) Complete the following sentence with a suitable reason.
The writer’s most likely purpose to introduce the information
about the Chandipur Beach phenomenon with a question is to
____________________. (engage the reader’s curiosity and create a
sense of suspense/draw the reader to learn more about the unusual
phenomenon/set the tone for the surprising nature of the content
that follows)
(ii) Select the option that is correct for both Assertion (A) and
Reason (R).
(A): Chandipur Beach in Odisha is known for its unique feature of
the sea disappearing.
(R): The tides retreat drastically, exposing the Chandipur beach.
A. Both (A) and (R) are true, and (R) is the correct explanation of (A).
B. Both (A) and (R) are true, but (R) is not the correct explanation
of (A).
C. (A) is true, but (R) is false.
D. (A) is false, but (R) is true.
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(iii) What does the term ‘unique’ suggest about the beach in Balasore?
A. very popular
B. one of its kind
C. ancient place
D. far from city
(iv) What does the writer want to convey with the use of the phrase
‘playing hide-and-seek with its visitors’?

II Answer the following questions.

1. How are the living root bridges a boon for the local people
of Meghalaya?
2. Why is the Lonar Crater Lake considered a remarkable and rare site?
3. What might be the writer’s purpose of highlighting the awe-inspiring
natural wonders of India?
4. The writer uses descriptive language and introductory questions for
some of the natural phenomena. What impact does it have on the
readers?
5. Which of these unusual phenomena did you find the most interesting
and why?

Let us learn

I Fill in the blanks with the correct expressions from the text given in the
box below.

came into existence to no end in full glory

in disbelief to name a few age-old problem

1. I have read many stories _____________________.

2. Do you know when this little town _____________________?
3. His hard work has helped him _____________________.
4. There are no simple solutions to the _____________________
of traffic jams.

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Mystery and Magic

5. He opened the ancient wooden box and stared at the treasure

_____________________.
6. The garden is _____________________ in spring
with lots of beautiful flowers in bloom.

II Select the correct synonyms from the box given

below that match the list of words in 1–5. You
may refer to a thesaurus.

colossal exotic serene

enigmatic spectacular

1. mysterious, puzzling, baffling

2. mighty, gigantic, huge
3. breath-taking, stunning, awe-inspiring
4. peaceful, calm, tranquil
5. unusual, peculiar, foreign

III The expressions ‘hide-and-seek’ and ‘flora and fauna’ are used in the
text. These are called binomials—a pair of fixed words joined by ‘and’
or ‘or’. The binomials are mostly synonyms, antonyms, rhyming words,
same sound words (alliterations), etc.

Match the binomials in Column 1 with their meanings in Column 2.

You may refer to a dictionary.

Column 1 Column 2
1. odds and ends (i) put different things together to get a range
of possibilities
2. on and off (ii) complete part of or belong to
3. mix and match (iii) choose only the best (things, people, etc.)
4. all or nothing (iv) at some time in the future
5. part and parcel (v) sometimes, occasionally
6. pick and choose (vi) increase or develop very quickly
7. sooner or later (vii) small, unimportant things
8. leaps and (viii) something to be done completely or not at
bounds all

Use the binomials given in Column 1 in sentences of your own.

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IV Study the highlighted words in the following sentences from the text.
• The living root bridges are one of Meghalaya’s most beautiful…
• …creating a striking visual contrast against the surrounding rugged
terrain.

In the given sentences, the highlighted words ‘living’, ‘striking’, and

‘rugged’ are examples of verbs used as adjectives. Such verbs are called
participles.

Participles are verb forms that can function as adjectives, and they
come in two types: present participles (‘living’ and ‘striking’) usually
ending in –ing, and past participles (‘rugged’) usually ending in -ed,
-d, -t, -en, or –n. (though irregular verbs may vary)
Present participles are used to describe ongoing or continuous actions.
For example,
People have seen these lights moving quickly in random directions
but often hanging out in one spot for a while before fading.
Past participles usually describe actions that have already been
completed.
For example,
When the vehicles are parked at the indicated spot, they begin moving
forward at a speed of almost 20km/h.

Now, fill in the blanks using present participle or past participle form of
the verbs in the box given below.

stand amaze carve scatter glow

1. The _______________ marble monument looks even more spectacular in

the moonlight.
2. The _______________ view of the Himalayas from Darjeeling attracts
visitors from all over the world.
3. The Sun Temple in Konark features intricately _______________ stone
wheels and walls.
4. _______________ at a height of 182 m, the Statue of Unity is dedicated to
Sardar Vallabhbhai Patel.
5. The _______________ islands of the Andaman and Nicobar offer some of
the cleanest beaches in India.

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Mystery and Magic

V Study the highlighted word in the following sentence from the text.
Crossing the many waterways without bridges was difficult for people
in the past, during monsoons.
In the given sentence, the highlighted word ‘crossing’, is one example of
a verb used as a noun. Such a verb is called gerund.

Gerunds are verb forms that can function as nouns and they end in
–ing. They can serve as the subject, complement, or object in a
sentence, as well as the object of a preposition.
For example,
• Subject of a sentence:
Swimming is my favourite hobby.
• Subject complement:
Her passion is painting.
• Object of a verb:
I enjoy reading books in my free time.
• Object of a preposition:
She is interested in learning new languages.
• After certain verbs:
Shekar avoided talking about his weekend plans.

Underline the gerunds and participles in the following sentences. Write

‘G’ for gerunds and ‘P’ for participles in the space provided. One example
has been done for you.
1. Dancing is a great way to express emotions. G
2. Travelling can broaden your perspective.
3. The falling leaves signalled the arrival of autumn.
4. She enjoys cooking new recipes for her family.
5. Reading helps improve your vocabulary.
6. He watched the shimmering stars in the night sky.
7. Forgetting the keys inside, Kanchan locked the door.

VI Combine the following pairs of sentences using participles or gerunds.

You may use the clues given in brackets. One example has been done
for you.
1. Nitesh entered the room. He saw his friend sitting in the corner.
(participle)
Entering the room, Nitesh saw his friend sitting in the corner.
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2. Smitha walked carelessly. She slipped on the doormat. (participle)

3. Sleep for eight hours. It is good for health. (gerund)
4. Ranjith felt happy about the result. He called his parents. (participle)
5. Father encouraged Meena. Meena joined the course. (gerund)

Let us listen

I You will listen to a brother and sister discuss a natural phenomenon.

As you listen, mark the four true statements from 1–6 given below.
(Transcript for teacher on page 153)

1. The brother was taken aback to see the posted pictures.

2. The brother admitted to not knowing about his sister’s favourite
picture.
3. The sister stated that the rainbow mountain was like any other
mountain.
4. The brother was aware of the reason for the formation of colours on
the mountain.
5. The brother was surprised to learn about the mountain being covered
with snow till recently.
6. The sister understood nature’s role in the beauty of the mountain.

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Mystery and Magic

Let us speak
I Work in groups of four. Make a presentation on a place of interest in and
around your region that people like to visit. You may use the following
guidelines to make your presentation.

Guidelines:
1. Slides 1–2: Choose any popular place of interest in your region.
2. Slides 3–4: Mention where it is located and how to reach there.
3. Slides 5–6: Describe the attractions of the place, why it is popular and
explain its historical importance, if any.
4. Slides 7–8: List out weather conditions, local food, customs, and
language.
5. Slides 9–10: Suggest the best time of the year to visit and why you
recommend this place.

Let us write

I You just read vivid descriptions of the natural wonders of our country.
Write a descriptive essay for your school magazine describing anything
from nature that attracted your attention. It may be an object, a place, or
an event experienced by you. Remember to give a title to your essay.

Use proper format and content organisation—begin with a title, include

introduction (one paragraph), body (two to three paragraphs), and
conclusion (one paragraph).

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Poorvi

Let us explore

I Man-made Wonders
1. Kallanai Dam (The Grand Anaicut) in Tamil Nadu is one of the world’s
oldest dams and is still in use. The Kallanai Dam represents a significant
achievement in ancient Indian hydraulic engineering. It was built by
the Chola King Karikala around 150 CE.
2. Another spectacular legacy of ancient wisdom that we have is the
world’s first residential university at Nalanda in Bihar. Nalanda was
established much before any European university, providing higher
education to thousands of students. It was declared as a UNESCO
heritage site in 1980.
You may visit the site given below to know more about this.
https://nalandauniv.edu.in/about-nalanda/history-and-revival/

3. Hampi, a town in Karnataka, is

also a UNESCO World Heritage
Site. The Vittala Temple in
Hampi was built in the 15th
century. This temple has 56
special pillars known as the
SaReGaMa pillars. When
these pillars are tapped, they
produce musical notes that can
be heard clearly.
4. Some of the man-made wonders of modern India include the
Bandra–Worli Sea Link in Mumbai; Statue of Unity in Gujarat; Bhupen
Hazarika Setu (The Dhola-Sadiya Bridge) in Assam; and many more.

II Some micro-planktons in the sea are bioluminescent. Have you seen any
other life form that has this quality? Identify the insect given below and
find out what it is called in your language. Look out for it when you visit
a field or a place with a wetland.

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TRANSCRIPTS

THE CASE OF THE FIFTH WORD

Let us listen (refer to page 117)

I You will listen to a podcast about ways of improving observation skills.

As you listen, mark true or false for the statements 1–4.

Hello everyone! In today’s episode, we’ll be discussing some

simple but effective ways to improve our observation skills.
Being observant isn’t just about seeing, it’s about truly noticing
details in the world around us. Whether it’s in daily life or in
the workplace, observation skills can help us become more
aware, make better decisions, and even improve memory. Let’s
get started!

First, slow down and take your time. Rushing through tasks often
leads to missed details. When you take time to focus on what’s
in front of you, you’re more likely to notice features you might
otherwise overlook. When you pause and observe, the details
become clearer.

Another effective method is to engage all your senses. Observation

isn’t just about seeing; it’s also about hearing, smelling, touching,
and even tasting. The more senses you engage, the more
information you absorb. For example, when you’re in a new
environment, don’t just look around—pay attention to sounds,
smells, and textures too.

A third tip is to ask questions. Curious people tend to be better

observers because they actively try to understand what they’re
noticing. Asking questions about what you see, like “Why is this
here?” or “What purpose does it serve?” forces your brain to
think critically about what you’re observing.

Next, take notes or make sketches. Writing down what

you observe can help reinforce details in your memory.
Even quick sketches of an object or place can strengthen your
understanding of its features.

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Finally, it’s important to practise mindfulness. Mindfulness helps
you stay present in the moment and fully engage with your
surroundings. When you’re mindful, you’re not distracted by
anything, this leads to improved observation skills.

Start incorporating these techniques into your daily routine, and

soon you’ll be observing things you never noticed before!

II You will once again listen to the podcast. As you listen, complete the
given sentences by filling in the blanks with one to three exact words
you hear.

THE MAGIC BRUSH OF DREAMS

Let us listen (refer to page 132)

I You will listen to five speakers speak about a magical power they wish
for. As you listen, match statements 1–7 with speakers (i)–(v). There are
two statements you do not need.
Speaker (i) : If I could have any magical power, I’d choose
the ability to predict the future. Imagine
being able to see profits and losses before
time. I could make better savings and secure
my business. Plus, I’d use it to help others
make wise financial decisions as well.
Speaker (ii) : I think having the power to learn instantly
would be amazing! Exams would be easy,
and I’d have more time for activities I enjoy,
like playing cricket. If I could remember
everything, it would make life so much easier!
Speaker (iii) : I would want the power of flying. Imagine
being able to see the world from up above
clearly. I would be able to go from one place
to another quickly without using any means
of transport. It would be a dream come true.
Speaker (iv) : At my age, I’d love to have the power of
healing. There are so many aches and pains

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that come with growing old, but it’s not just
for me. If I could heal others too, I’d help my
family stay healthy and happy.
Speaker (v) : If I had a magical power, I’d want control
over the weather. We depend so much on the
rains. With this power, I could ensure that
crops always get the right amount of rain
and sunshine.

SPECTACULAR WONDERS

Let us listen (refer to page 148)

I You will listen to a brother and sister discuss a natural phenomenon. As

you listen, mark the four true statements from 1–6 given below.
Brother : I liked the pictures Uncle Dileep posted yesterday
from the Republic of Peru. Can you guess which was
my favourite?
Sister : I know it was the Rainbow Mountain. I say that
because it was certainly my favourite.
Brother : Really! I didn’t know it was your favourite too.
Can you imagine the creativity in Nature? What a
marvellous natural phenomenon!
Sister : I could not believe my eyes when I saw that picture.
There are so many colours there. Do you know how
it’s formed?
Brother : Of course! It’s actually quite amazing. The mountain
gets its colours from layers of minerals like clay,
limestone, and sandstone that got deposited millions
of years ago.
Sister : Wow, I read that too. I think each colour is due to a
different mineral. Like, the green comes from copper,
and the red from clay. It’s like nature painted the
mountain!

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Brother : I cannot believe the fact that it was all buried under
snow until recently.
Sister : Oh! The melting snow must have made it visible
again. That’s why it looks so fresh and bright today.
Brother : Those layers of minerals were actually deposited by
water from ancient seas and lakes.
Sister : Each colour represents a different time in history.
That’s why it’s called the rainbow mountain.

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Unit 4
ENVIRONMENT

The Cherry Tree

Let us do these activities before we read.

I Work in pairs and answer the questions that follow. Share your answers
with your classmates and teacher.
1. Have you ever used a seed or a sapling to grow a plant?
2. What kind of care did the plant need? Who helped you with it?
3. How did you feel when you saw the plant grow?

II What kind of trees do people plant in their homes? Why is it important

to plant trees?

III Name some fruit trees that grow in your region. What type of conditions
help these fruit trees to grow?

Unit 4.indd 155 20-05-2025 11:27:56

Poorvi

Let us read

I
One day, when Rakesh was six, he walked home
from the Mussoorie bazaar eating cherries. They
were a little sweet, a little sour; small, bright red
cherries, which had come all the way from the
Kashmir Valley.
Here in the Himalayan foothills
where Rakesh lived, there were not
many fruit trees. The soil was stony,
and the dry cold winds stunted the
growth of most plants. But on the
more sheltered slopes there were
forests of oak and deodar.
Rakesh lived with his grandfather
on the outskirts of Mussoorie, just
where the forest began. His father
and mother lived in a small
village fifty miles away,
where they grew maize and
rice and barley in narrow
terraced fields on the lower
slopes of the mountain.
But there were no schools in the village, and Rakesh’s parents
stunted: stopped were keen that he should go to school. As soon as he was of
(from growing to
school-going age, they sent him to stay with his grandfather in
the usual size)
Mussoorie.
outskirts: the
areas that form He had a little cottage outside the town.
the edge of a Rakesh was on his way home from school when he bought the
town or city
cherries. He paid fifty paise for the bunch. It took him about
half-an-hour to walk home, and by the time he reached the
cottage there were only three cherries left.
‘Have a cherry, Grandfather,’ he said, as soon as he saw his
grandfather in the garden.
Grandfather took one cherry and Rakesh promptly ate the
other two. He kept the last seed in his mouth for some time,

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Environment

rolling it round and

round on his tongue until all
the tang had gone. Then he placed
the seed on the palm of his hand and
studied it.
‘Are cherry seeds lucky?’ asked
Rakesh.
‘Of course.’
‘Then I’ll keep it.’
‘Nothing is lucky if you put it away.
If you want luck, you must put it to

some use.’ ‘What can I

tang: a strong,
do with a seed?’ sharp taste
‘Plant it.’
So Rakesh found a small
space and began to dig
up a flowerbed.
‘Hey, not there,’ said
Grandfather. ‘I’ve sown
mustard in that bed.
Plant it in that shady
corner, where it won’t
be disturbed.’
Rakesh went to a corner
of the garden where the earth was soft and yielding. He did yielding: giving
way under
not have to dig.
pressure
He pressed the seed into the soil with his thumb and it went
right in.
Then he had his lunch, and ran off to play cricket with his
friends, and forgot all about the cherry seed.
When it was winter in the hills, a cold wind blew down from
the snows and went whoo-whoo-whoo in the deodar trees,
and the garden was dry and bare.
In the evenings Grandfather and Rakesh sat over a charcoal
fire, and Grandfather told Rakesh stories—stories about people

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who turned into animals, and ghosts who

lived in trees, and beans that jumped and stones
that wept—and in turn, Rakesh would read to him
from the newspaper, Grandfather’s eyesight being
rather weak. Rakesh found the newspaper very dull—
especially after the stories—but Grandfather wanted all
the news...
They knew it was spring when the wild duck flew north
again, to Siberia. Early in the morning, when he got up
to chop wood and light a fire, Rakesh saw the V-shaped
formation streaming northward, the calls of the birds
carrying clearly through the thin mountain air.
One morning in the garden he
bent to pick up what he thought
was a small twig and found to his
surprise that it was well rooted.
He stared at it for a moment, then
ran to fetch Grandfather, calling,
‘Dada, come and look, the cherry
tree has come up!’
‘What cherry tree?’ asked
Grandfather, who had forgotten
about it. ‘The seed we planted last
year—look, it’s come up!’
Rakesh went down on his
haunches, while Grandfather bent
almost double and peered down at the tiny tree. It was about
haunches: sit
on the feet with
four inches high.
legs bent ‘Yes, it’s a cherry tree,’ said
peered down: Grandfather. ‘You should
looked carefully water it now and then.’
or with Rakesh ran indoors and came
difficulty
back with a bucket of water.
‘Don’t drown it!’ said
Grandfather.
Rakesh gave it a sprinkling
and circled it with
pebbles.

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Environment

‘What are the pebbles for?’ asked Grandfather.

‘For privacy,’ said Rakesh.
He looked at the tree every morning but it did not seem to be
growing very fast, so he stopped looking at it except quickly,
out of the corner of his eye. And, after a week or two, when
he allowed himself to look at it properly, he found that it had
grown—at least an inch!
That year the monsoon rains came early and Rakesh plodded: walked
plodded to and from school in raincoat and chappals. slowly
Ferns sprang from the trunks of trees, strange-looking
lilies came up in the long grass, and even when it
wasn’t raining the trees dripped and mist came
curling up the valley. The cherry tree grew
quickly in this season.
It was about two feet high
when a goat entered the garden
and ate all the leaves. Only the
main stem and two thin
branches remained.
‘Never mind,’ said Grandfather,
seeing that Rakesh was upset.
‘It will grow again, cherry trees
are tough.’

Let us discuss

I Arrange the events in order of occurrence in the story.

Two have been done for you. Share your answers with your classmates
and the teacher.
1. Rakesh discovered that the small, well-rooted twig, had grown
into a cherry tree.
2. Rakesh was sent to live with his grandfather in Mussoorie.
3. Rakesh pressed the cherry seed into the soft soil with his thumb. (5)
4. The cherry tree grew quickly after the rains arrived early.

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5. Rakesh bought a bunch of cherries and ate most of them.

6. A goat entered the garden and ate all the leaves of the young
cherry tree.
7. Rakesh’s parents grew maize, rice, and barley in a village. (1)
8. Rakesh sprinkled water on the cherry tree and surrounded it with
pebbles.
9. Grandfather told Rakesh that cherry trees were tough.
10. Rakesh kept rolling the last cherry seed in his mouth.

II Do you think the cherry tree would survive? Why do you think so?

II
Towards the end of the rainy season new leaves
appeared on the tree. Then a woman cutting grass
scrambled down the hillside, her scythe swishing
through the heavy monsoon foliage. She did not
try to avoid the tree: one sweep,
and the cherry tree was cut in two.
When Grandfather saw what
had happened, he went after the
woman and scolded her; but the
damage could not be repaired.
‘Maybe it will die now,’ said
Rakesh.
‘Maybe,’ said Grandfather.
But the cherry tree had no
scrambled: intention of dying.
moved quickly By the time summer came round
and with
again, it had sent out several new shoots with tender green
difficulty
leaves.
scythe: a tool
with a long, Rakesh had grown taller too. He was eight now, a sturdy boy
sharp, curved with curly black hair and deep black eyes. Blackberry eyes,
blade with a Grandfather called them.
long handle
That monsoon Rakesh went home to his village, to help his
foliage: green father and mother with the planting and ploughing and
leaves

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Environment

sowing. He was thinner but stronger when he came back to

Grandfather’s house at the end of the rains to find that the
cherry tree had grown another foot. It was now up to his chest.
Even when there was rain, Rakesh would sometimes water
praying-
the tree. He wanted it to know that he was there. mantis: an
One day he found a bright green praying-mantis perched on a insect
branch, peering at him with bulging eyes. Rakesh let it remain
there; it was the cherry tree’s first visitor.
The next visitor was a hairy caterpillar, who started making a
meal of the leaves. Rakesh removed it quickly and dropped it
on a heap of dry leaves.
‘Come back when you’re a butterfly,’
he said.
Winter came early. The cherry tree bent
low with the weight of snow. Field-mice
sought shelter in the roof of the cottage.
The road from the valley was blocked,
and for several days there was no
newspaper, and this made Grandfather
quite grumpy. His stories began to have
unhappy endings.
In February it was Rakesh’s birthday.
He was nine—and the tree was four, but
almost as tall as Rakesh.
One morning, when the sun came out,
Grandfather came into the garden to let
some warmth ‘get into my bones,’ as he
put it. He stopped in front of the cherry tree, stared at it for a grumpy: bad-
few moments, and then called out, ‘Rakesh! Come and look! tempered
Come quickly before it falls!’ gazed: looked at
Rakesh and Grandfather gazed at the tree as though it had something for a
performed a miracle. There was a pale pink blossom at the long time with
admiration
end of a branch.
The following year there were more blossoms.
And suddenly the tree was taller than Rakesh, even though
it was less than half his age. And then it was taller than
Grandfather, who was older than some of the oak trees.

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But Rakesh had grown too. He could run and jump and climb
trees as well as most boys, and he read a lot of books, although
he still liked listening to Grandfather’s tales.
In the cherry tree, bees came to feed on the nectar in the
blossoms, and tiny birds pecked at the blossoms and broke
them off. But the tree kept blossoming
right through the spring, and there
were always more blossoms than
birds.
That summer there were small
cherries on the tree. Rakesh tasted
one and spat it out.
‘It’s too sour,’ he said.
‘They’ll be better next year,’ said
Grandfather.
But the birds liked them—especially
the bigger birds, such as the bulbuls
and scarlet minivets—and they flitted
in and out of the foliage, feasting on
the cherries.
On a warm sunny afternoon, when
even the bees looked sleepy, Rakesh
was looking for Grandfather without
finding him in any of his favourite
places around the house. Then he
looked out of the bedroom window
flitted: flew and saw Grandfather reclining on a cane chair under the
quickly cherry tree.
reclining: lying ‘There’s just the right amount of shade here,’ said Grandfather.
back
‘And I like looking at the leaves.’
‘They’re pretty leaves,’ said Rakesh. ‘And they are always
ready to dance, if there’s a breeze.’
After Grandfather had come indoors, Rakesh went into the
garden and lay down on the grass beneath the tree. He gazed
up through the leaves at the great blue sky; and turning on his
side, he could see the mountains striding away into the clouds.

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Environment

He was still lying beneath the tree when the evening shadows
crept across the garden. Grandfather came back and sat down
beside Rakesh, and they waited in silence until the stars came
out and the nightjar began to call. In the forest below, the nightjar: a bird
crickets and cicadas began tuning up; and suddenly the trees cicadas: insects
were full of the sound of insects. known for their
loud distinctive
‘There are so many trees in the forest,’ said Rakesh. ‘What’s so
calls, especially
special about this tree? Why do we like it so much?’ during evenings
‘We planted it ourselves,’ said Grandfather. ‘That’s why it’s
special.’
‘Just one small seed,’ said Rakesh, and he touched the smooth
bark of the tree that he had grown. He ran his hand along
the trunk of the tree and put his finger to the tip of a leaf. ‘I
wonder,’ he whispered. ‘Is this what it feels to be God?’

Ruskin Bond

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Poorvi

Let us discuss

I Complete the table given below based on your understanding of

Part II of the story. One example has been done for you. Share your
answers with your classmates and teacher.

Cause Effect

1. A woman cut the cherry tree (i) Grandfather scolded the

while cutting grass. woman.

2. (ii) Rakesh was thinner but

stronger when he came back.

3. A hairy caterpillar started (iii)

eating the leaves of the
cherry tree.

4. (iv) Rakesh and Grandfather

gazed at the tree as though it
was a miracle.

5. Rakesh tasted one of the small (v)

cherries during summer.

Let us think and reflect

I Read the given extracts and answer the questions that follow.
1. “Have a cherry, Grandfather,” he said, as soon as he saw his grandfather
in the garden.
Grandfather took one cherry and Rakesh promptly ate the other two.
He kept the last seed in his mouth for some time, rolling it round and
round on his tongue until all the tang had gone. Then he placed the seed
on the palm of his hand and studied it.
“Are cherry seeds lucky?” asked Rakesh.
“Of course.”
“Then I’ll keep it.”
“Nothing is lucky if you put it away. If you want luck, you must put it to
some use.”

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Environment

(i) Substitute the underlined phrase with a correct word from the
extract.
The Kho-kho captain changed her strategy quickly and without
delay when a new player came in from the opposing team.
(ii) What does Rakesh’s action of rolling the cherry seed in his mouth
most likely suggest about his mood at that moment?
A. He is feeling impatient and restless.
B. He is enjoying the taste and the moment.
C. He is bored and has nothing better to do.
D. He is thoughtful and feeling playful.
(iii) Complete the following sentence suitably with reference to
Rakesh and his grandfather.
Rakesh’s decision to plant the seed shows that ______________.
(he respects and values his grandfather’s advice/he has a close
bond with his grandfather and a willingness to learn from him)
(iv) How does the grandfather’s advice reflect his view about luck
and effort?
2. Winter came early. The cherry tree bent low with the weight of snow.
Field-mice sought shelter in the roof of the cottage. The road from
the valley was blocked, and for several days there was no newspaper,
and this made Grandfather quite grumpy. His stories began to have
unhappy endings.
In February it was Rakesh’s birthday. He was nine—and the tree was
four, but almost as tall as Rakesh.
(i) Complete the following sentence suitably.
The phrase ‘field-mice sought shelter in the roof of the cottage’
suggests that _____________.
(ii) What can be inferred about the cherry tree’s toughness from the
line, ‘The cherry tree bent low with the weight of snow’?
A. The weight of the tree was more than the snow.
B. The tree could withstand harsh weather.
C. The tree was growing close to the ground.
D. The snow gave support to the tree.
(iii) How did the early winter affect Grandfather’s mood and
storytelling?

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(iv) Complete the sentence by choosing the correct option.

The comparison of Rakesh’s age to the cherry tree’s age
symbolises _______________. (the tree’s growth paralleling
Rakesh’s own development/the tree standing as a dear one on
Rakesh’s birthday)

II Answer the following questions.

1. Why did Rakesh’s parents send him to Mussoorie?
2. Why did Rakesh let the praying-mantis remain on the branch of the
cherry tree?
3. How is life in the Himalayan foothills described in the story?
4. What might Rakesh mean when he says, “Is this what it feels to be
God?” at the end of the story?
5. How does the writer describe the relationship between Rakesh and
his grandfather?
6. What can you infer about the connection between humans and
nature based on the story?
7. Imagine Rakesh reflects on his wonderful experience of watching a
seed being transformed into a full-grown cherry tree. Write how he
must have felt.

Let us learn

I Each word list has one word that does not match with the other words.
Identify the odd word. One example has been done for you.
1. chop, trim, slice, mince
(‘chop’, ‘slice’ and ‘mince’ are words used for cutting with a knife;
whereas ‘trim’ is to cut a part with a pair of scissors)
2. plodded, galloped, scrambled, trudged
3. tender, delicate, soft, smooth
4. stared, peered, pecked, gazed
5. growing, blossoming, progressing, planting

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Environment

II Choose the most suitable taste words given in the box below and write
against the food items that follow.

sweet sour tangy bitter

spicy salty bland (tasteless)

1. tamarind
2. jaggery
3. neem leaves
4. paneer (cottage cheese)
5. lemon
6. pickle
7. a dish of vegetables

Now, use any five taste words and make sentences of your own.

III Choose the correct antonyms for the textual words given below from the
box. There are two extra words that you will not need.

growing ordinary unprotected cheerful hard

wide fasting shaky fussing coldness

1. tender 5. feasting
2. sturdy 6. grumpy
3. narrow 7. sheltered
4. warmth 8. special

IV Read the following lines from the text and underline all the verbs and
identify the form of tense.
1. Rakesh was on his way home from school when he bought the
cherries.
2. Rakesh was looking for Grandfather without finding him in any of
his favourite places around the house.
3. Rakesh and Grandfather gazed at the tree as though it had performed
a miracle.
The forms of tenses in the given statements are Simple Past Tense
(1 and 3), Past Progressive Tense (2), and Past Perfect Tense (3).

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Now, fill in the blanks with the correct form of Simple Past, Past
Progressive, or Past Perfect Tenses of the verbs given in brackets.
One example has been done for you.

(i) I was sitting (sit) with my grandparents in the

garden, sharing the wonderful memories from
my childhood. As we (ii) ______________ (talk),
I (iii) ______________ (realise) how much wisdom they
(iv) ______________ (impart) to me over the years. While
I (v) ______________ (listen) to their stories for hours
together, I (vi) ______________ (remember) the times we
(vii) ______________ (spend) together planting flowers
and learning about life. By the time I left, the sun
(viii) ______________ (set), and I (ix) ______________
(feel) a deep sense of gratitude for the bond we
(x) ______________ (nurture) through love, care,
and countless memories.

V Study the punctuation marks in the following sentences from

the text.
• “Hey, not there,” said Grandfather, “I’ve sown mustard in that bed.
Plant it in that shady corner, where it won’t be disturbed.”
• When Grandfather saw what had happened, he went after the woman
and scolded her; but the damage could not be repaired.
• She did not try to avoid the tree: one sweep, and the cherry tree was
cut in two.

Punctuation refers to the symbols used in writing to clarify meaning

and separate sentences and their components. Proper punctuation
ensures the clarity and flow of a text, guiding readers through
its structure.

Here are some of the most common punctuation marks:

• Full stop (.)—ends a declarative sentence
For example: She went to the store.
• Comma (,)—separates components in a list, clauses, or phrases
within a sentence
For example: We bought apples, oranges, and bananas.
• Question Mark (?)—ends a direct question
For example: Where are you going?
• Exclamation Mark (!)—indicates strong emotion or emphasis
For example: Watch out!
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Environment

• Colon (:)—introduces a list, explanation or elaboration

For example: He had one goal: win the race.
• Semicolon (;)—connects closely related independent clauses or
separates complex list items
For example: She likes reading; he prefers writing.
• Apostrophe ( ’)
In contractions—He’s (He is), they’ll (they will), I’m (I am)
To show possession—Jagan’s book, the girls’ toys
If the noun ends in -s, add only the apostrophe—Manas’ car
• Quotation Marks (“ ”)—enclose direct speech or quotations
For example: She said, “I’m happy.”
• Dash (– or —)—adds emphasis or separates related thoughts
For example: He was late—again.
• Capitalisation Rules
Names of people and places—Priya, India
Days, months, festivals—Monday, December, Diwali
Titles with names—Dr. Sneha, Mr. Patel
Deities and holy books—God, the Quran, the Bhagawad Gita
First person pronoun—I
Adjectives from proper nouns—Indian, American
Geographical features, races, religions, languages—the Himalayas,
Hindu, French
Titles of books, poems, or plays—Malgudi Days, The Road Not Taken,
Good Heavens, etc.

Now, punctuate the following paragraph appropriately.

every sunday roshni would visit her grandparents house on their farm
come sit grandpa would say patting the bench on their porch
roshni loved these moments where the world slowed down and stories
flowed like magic grandma would bring tea her eyes twinkling with joy
im excited to hear about your younger days the adventures the lessons
and the memories roshni said eagerly
grandpa smiled softly his wrinkled hands resting on the cane ah the old
days… when everything was simple and happiness was all we had
roshni could feel the warmth of those memories he sat in silence bound
not by words but by a timeless bond

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Poorvi

Let us listen

I You will listen to a conversation between a son and his

mother. As you listen, select four true statements from
1–7 given below. (Transcript for teacher on page 201)

1. The mother encouraged her son to deliver a

presentation on the Chipko Movement.
2. The son was surprised to know about the Appiko
Movement.
3. The son agreed that the Chipko Movement was
about people uniting to make an impact.

4. The mother expressed a desire to share more details about Saalumarada

Thimakka.
5. The mother was curious to hear about Saalumarada Thimakka.
6. The mother and son were in disagreement about the work of Jadav
Payeng.
7. The son found the information on Jadav Payeng wonderful.

Let us speak

A syllable is a single, unbroken vowel sound in a word. Some words

have only one syllable. Some have two and some more than two.
For example, the word ‘tree’ has one syllable.
The word ‘cherry’ has two syllables—che-rry. (Here the hyphen is used
to mark the gap between the two syllables.)

A syllable can also be called a ‘beat’ because you

can clap out the ‘beats’ in the word.

I Work in pairs. Read aloud the following words from the text. Write
the number of syllables in each word. Check your answers with your
classmates and teacher.

mountains grandfather tender disturbed

caterpillar Himalayan performed intention
slope newspaper favourite

Now, read the words aloud again with the beats. Check if the number of
syllables matches with the number of beats.
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Environment

II Speak about Van Mahotsav Diwas and its significance. Before you speak
in the class or assembly, prepare yourself on the following points:
• When is it celebrated?
• Who celebrates it?
• Why is it celebrated?
• How is it celebrated?
• What is the message it conveys?

Let us write

An article is a piece of writing on a specific topic. It showcases independent

opinions expressed by a writer. Articles are published in newspapers,
newsletters, magazines, journals, and online portals.

Let us understand how to draft an article for a school magazine.

Remember to
• write the heading or title at the top,
• write the name of the writer below it as a byline, and
• follow the correct layout.
Paragraph 1: Give a brief introduction of the topic or issue.
Focus on the main idea of the paragraph.
Paragraph 2: Elaborate by giving facts and advantages.
Paragraph 3: Include consequences and disadvantages.
Paragraph 4: Provide suggestions. End with a word of hope, a
word of caution or a call for action.

Now, complete the article for a magazine on ‘Trees–Our Lifeline’. Use the
words and phrases given in the box below.

absorb carbon dioxide Moreover, our planet reduces pollution

Additionally would stop existing ensures a better future
climate control Trees–Our Lifeline To conclude
If trees were not there

(i) -by (write your name and class)

Trees are essential for life on Earth. Without them, life as we know
(ii) ________________. This is the reason why trees are our lifeline.
Trees provide us with food, shelter, and even medicine. Trees
(iii) ________________ and release oxygen, helping us breathe. This process also
(iv) ________________ and keeps the environment clean. (v) ________________, 171

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Poorvi

trees give us fruits, nuts, and other foods. Trees also help in (vi) ________________
and prevention of soil erosion. (vii) ________________, the air would be
polluted, and we would struggle to breathe. (viii) ________________ would be
barren, lacking food, shelter, and life-giving greenery. (ix) ________________,
trees are true friends. Protecting and planting trees (x) ________________ for
everyone on Earth. Therefore, we must act now to protect and plant more
trees, preserving Earth’s green lifeline for future generations.

Let us explore

I Did you know that the banyan tree is the National Tree of India?
Our country has age-old banyan trees. Some of them are:

1. The Great Banyan, located in Shibpur, Howrah, near Kolkata.

2. Dodda Aalada Mara, located in Kethohalli village, near Bengaluru.
3. Thimmamma Marrimanu, in Anantapur District in Andhra Pradesh. It
was recorded as the largest tree specimen in the world in the Guinness
Book of World Records in 1989.

II Kailash Sankhala, ‘The Tiger Man of India’, was an Indian biologist and
conservationist. He carried out a census of the tigers in India in 1971.
Later, because of his studies, he was appointed the first director of
Project Tiger—an initiative to prevent the extinction of the Indian Tiger.
He was awarded the Padma Shri in 1992.
Now, find more information about such Indian environmentalists and
share with your classmates.

Rakesh saw the V-shaped formation of wild ducks flying northward.

Did you know?
There is a reason that these birds fly in this V-shaped formation.
The birds position themselves to fly just behind and to the side of the
bird in front (V-shape), timing their wing beats to catch the uplifting
wind currents. This helps them fly long distances easily and save their
energy too.

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Harvest Hymn

Let us do these activities before we read.

I Work in pairs and share your responses with your classmates

and teacher.
1. India celebrates many harvest festivals. When is the harvest festival
celebrated in your region and how is it celebrated?
2. A hymn refers to a song of praise.
(i) To whom do we offer a hymn?
(ii) When and where do we sing a hymn?
(iii) Why do we offer it?

II Some poets and authors use words that are no longer a part of common
usage. Such words are called archaic words.
Work in pairs. Read the sentences given below. Match the underlined
archaic words in Column 1 with their meanings in Column 2. Share your
answers with your classmates and teacher.
‘Thou art my friend, and I trust thee. Thy kindness is great, and everything
that is mine is thine.’

Column 1 Column 2
1. thou (i) yours
2. art (ii) you (object)
3. thee (iii) you (subject)
4. thy (iv) are
5. thine (v) your

III Work in pairs. Read the paragraph and select the correct meaning for
each underlined word from the options given below. Share your answers
with your classmates and teacher.
Under the golden 1. radiance of the evening sun, the villagers gathered
to pay 2. tribute to their 3. cherished elder, who had dedicated his life
to their well-being. His wise 4. counsel had guided generations, steering
them through challenges. Known for his 5. munificent spirit, he never
hesitated to share his resources generously.
1. radiance : (i) glow (ii) brilliance
2. tribute : (i) respect (ii) gratitude
3. cherished : (i) preserved (ii) loved
4. counsel : (i) advice (ii) decision
5. munificent : (i) rich (ii) generous

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Poorvi

Let us read

Men’s Voices:

Lord of the lotus, lord of the harvest,

Bright and munificent lord of the morn!
Thine is the bounty that prospered our sowing,
Thine is the bounty that nurtured our corn.
We bring thee our songs and our garlands for tribute,
The gold of our fields and the gold of our fruit;
O giver of mellowing radiance, we hail thee,
We praise thee, O Surya, with cymbal and flute.

Lord of the rainbow, lord of the harvest,

Great and beneficent lord of the main!
Thine is the mercy that cherished our furrows,
Thine is the mercy that fostered our grain.
We bring thee our thanks and our garlands for tribute,
The wealth of our valleys, new-garnered and ripe;
O sender of rain and the dewfall, we hail thee,
We praise thee, Varuna, with cymbal and pipe.

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Environment

Women’s Voices:

Queen of the gourd-flower, queen of the harvest,

Sweet and omnipotent mother, O Earth!
Thine is the plentiful bosom that feeds us,
Thine is the womb where our riches have birth.
We bring thee our love and our garlands for tribute,
With gifts of thy opulent giving we come;
O source of our manifold gladness, we hail thee,
We praise thee, O Prithvi, with cymbal and drum.

All Voices:
Lord of the Universe, Lord of our being,
Father eternal, ineffable Om!
Thou art the Seed and the Scythe of our harvests,
Thou art our Hands and our Heart and our Home.
We bring thee our lives and our labours for tribute,
Grant us thy succour, thy counsel, thy care.
O Life of all life and all blessing, we hail thee,
We praise thee, O Bramha, with cymbal and prayer.

Sarojini Naidu

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Let us discuss

I Write the stanza number for the main idea of each stanza given below.
Share your answers with your classmates and teacher.

1. The speakers recognise the lord’s kindness and

praise him for nourishing the field.

2. The speakers praise the generosity of the

creator of the universe who ensures a rich
harvest.

3. The speakers devote their lives and work

as a mark of respect to the lord and seek his
support, wisdom, and care.

4. The speakers pay homage to the Earth and

appreciate her role in supporting life, by
dedicating their harvest.

II Fill in the blanks by choosing the appropriate words or phrases from

within the brackets.

1. The setting of the poem is a rural landscape,

possibly during a __________________________
(harvest/religious) festival.
2. The tone of the poem is respectful
and celebratory because it praises
___________________ (the men and women/
nature and the Lord) with deep respect
and gratitude.
3. In the line ‘Thou art our Hands and our Heart
and our Home’, the letter ‘h’ is capitalised
in ‘Hands’, ‘Heart’ and ‘Home’ because
___________________. (it represents the hard
work of farmers/God resides in them)

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Environment

III Identify the poetic device used in the following lines from the poem.
• Bright and munificent lord of the morn!
• We bring thee our lives and our labours for tribute

IV Match the lines from the poem in Column 1 with their expressions in
Column 2. Choose the appropriate poetic device from the box given
below and write in Column 3.

imagery alliteration simile metaphor personification

Column 1 Column 2 Column 3

1. sweet and (i) creates a clear description

omnipotent of the scene and appeals to
mother the senses

2. The wealth of (ii) implied comparison of

our valleys, growth and reaping with
new-garnered beginning and end of all
and ripe life

3. Thou art the (iii) the earth is being given

Seed and the human-like qualities
Scythe

V Certain words or phrases are repeated in the same line of the poem.

For example, The gold of our fields and the gold of our fruit;

Find more such repetitions from the poem. What is the poet’s purpose of
using repetition in the poem?

VI The poem uses symbolism to convey deeper meanings. Match the

symbols in Column 1 with the meanings they convey in Column 2.

Column 1 Column 2

1. Prithvi (the Earth) (i) light, energy, life—representing the

giver of warmth and prosperity

2. Surya (the Sun) (ii) mercy and nourishment—crucial for

agriculture and sustenance

3. Varuna (Rain) (iii) fertile land, motherhood, nurturing—

the source of all life

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Poorvi

Let us think and reflect

I Read the given extracts and answer the questions that follow.
1. We bring thee our songs and our garlands for tribute,
The gold of our fields and the gold of our fruit;
O giver of mellowing radiance, we hail thee,
We praise thee, O Surya, with cymbal and flute.
(i) What does the act of bringing songs and garlands as tribute
suggest about the people’s relationship with the divine?
A. They fear the gods and wish to calm them in any
way possible.
B. They have a deep sense of reverence and gratitude towards
the divine.
C. They are forced to perform rituals without understanding
the divine.
D. They depend on the gods for their daily needs and activities.
(ii) Complete the following sentence suitably.
The word ‘gold’ in the phrases ‘the gold of our fields’ and ‘the gold
of our fruit’ symbolises ________________.
(iii) How does the description ‘O giver of mellowing radiance’ help us
understand Surya’s role in the harvest?
(iv) Fill in the blank by selecting the correct option from those given
in the brackets.
The use of cymbal and flute signifies ________________. (joy and
celebration/meditation and worship)
2. All Voices:
Lord of the Universe, Lord of our being,
Father eternal, ineffable Om!
Thou art the Seed and the Scythe of our harvests,
Thou art our Hands and our Heart and our Home.
(i) In the phrase ‘Lord of our being,’ what does the word ‘being’ most
likely refer to?
A. Our physical body
B. Our entire existence
C. Our spiritual practices
D. Our earthly possessions

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Environment

(ii) Identify whether the following statement is true or false.

The imagery of ‘the Seed and the Scythe’ symbolises the divine’s
role as both the beginning (creation) and the end (harvest) of the
agricultural cycle.
(iii) Identify the phrases from the extract that mean the following:
A. The divine as a timeless, everlasting presence
B. Beyond human comprehension or description
(iv) How do we know that these lines from the extract are spoken as
a chorus?

II Answer the following questions.

1. Why do the farmers hail the God of rain?
2. What is being referred to as ‘wealth of our valleys’? Why?
3. State one reason why the women refer to the Earth as a ‘source of
manifold gladness’.
4. Why does everyone in the poem offer their ‘labours for tribute’?
5. Why has the poet presented the poem as voices of men, women, and
all voices?
6. How does the poet create the joyous atmosphere of rural India at
harvesting time?
7. Why is the poem presented as a hymn?

Let us learn

I Match the pictures of the farming implements given in Column 1 with

their use given in Column 2. Then, fill in the blanks in Column 3 to
complete the name of the implement.

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Poorvi

Column 1 Column 2 Column 3

1. (i) A tool with a long handle S C K L

with metal teeth for
collecting hay or leaves.

2. (ii) A small hand tool used S C T H

for digging and making
shallow furrows.

3. (iii) A hand-held tool with a P L G H

curved blade attached to a
short handle. It is used for
harvesting crops.

4. (iv) A tool pulled by oxen. It is T R W L

used for turning over the
soil in the field so that seeds
can be sown or planted.

5. (v) A farm tool having a flat R K

rectangular blade attached
to a long wooden handle
used for digging the soil.

6. (vi) A hand-held tool with a S P D

long-curved blade attached
to a long handle used for
cutting tall grass.

II Choose the correct synonyms for the underlined words in the given
sentences from the box below. Circle the words or phrases in the
sentences that helped you to infer the meanings. One example has been
done for you.

generous help brightness indescribable kind

1. The king was beneficent to the poor because he took good care of
them.
synonym: kind
2. He was munificent towards the needy and donated a lot for their
health care.
synonym: ____________________

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Environment

3. When he lost his job, all his friends gave him succour by supporting
him with money.
synonym: ____________________
4. When the sun’s rays came into the dark room, the whole room was
full of radiance.
synonym: ____________________
5. The little girl was speechless with ineffable joy when she got her
birthday gift from her aunt.
synonym: ____________________

III You have learnt about some archaic words. Some more archaic words
are given below. Refer to a dictionary to find commonly used words
which are similar in meaning.
1. morrow 2. hither 3. quoth
4. betwixt 5. yonder

Let us listen

I Listen to the talk about paddy cultivation. As you listen,

number the events in the correct order in which they
happen. (Transcript for teacher on page 203)
1. Transplanting of seedlings
2. Ploughing of soil
3. Threshing of grains
4. Puddling of land
5. Harvesting of paddy
6. Irrigating the field
7. Milling of rice

II Now, listen to the talk again. As you listen, choose the correct option to
answer the questions that follow.
1. What is the main step in preparing the soil for cultivation of rice?
(i) Ploughing the soil (ii) Clearing the soil (iii) Puddling the soil
2. How long does it take for rice seeds to grow into seedlings before
being transplanted?
(i) 2–3 weeks (ii) 4–5 weeks (iii) 6–7 weeks

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Poorvi

3. Why is drying rice grains important after threshing?

(i) To get rice seeds for plantation
(ii) To separate the rice grains easily
(iii) To store the rice grains for longer

Let us speak

I In English, some letters are not pronounced in certain words. For

example, in words like ‘knife’, ‘knowledge’, and ‘know’, the first letter ‘k’
is not pronounced. Let us look at a few more such examples.
• In the words given below the letter ‘n’ is silent when it appears with
‘m’ at the end of the word.
hymn, column, autumn, solemn
Now, say these words aloud.
• In the words given below the letter ‘b’ is silent when it appears with ‘m’.
womb, tomb, bomb, climb, comb
Now, say these words aloud.

II In our country, harvest is celebrated with the preparation of delicious

dishes. Work in groups and make a presentation on any popular dish
made during the harvest festival in your region. Use the prompts given
in the box to make your presentation. Make sure that all the members
share their views.

Include the following:

• What is the dish called? Is it known by any other name in other parts
of India?
• What ingredients are used to make the dish?
• How is the dish prepared?
• How is the dish served?
• What does the dish taste like?
• What is the special ritual related to the preparation of this dish?
• Describe any special memory associated with the preparation of
this dish.

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Environment

Column 1 Column 2

Greet the audience Good morning to all of you gathered here…

Introduce the members of Today we, ____, ____ and ____ are here to tell
your group and your topic you about…
Explain the structure of • We will start off with…
your presentation • Following this, we will move on to…
• The next point we will deal with is…
• Finally, we will speak about…
Speak about the first point • Let’s begin by...
• I’d like to start by…
Describe the details • Now I’ll move on to…
• Next…
• I’d like to now discuss…
• Let’s now consider…
• Let me tell you about
Conclude your presentation • In conclusion, I’d like to say…
• To summarise…
Thank the audience • Thank you for listening.
• Thank you for your attention.

Let us write

Creative slogans are used to spread a message to capture the reader’s

attention. Some examples are given below:

• Education is the Key, Unlock Your Destiny!

• Protect the Environment Today for a Better Tomorrow
• Learn, Grow, Succeed
• Go Green by Keeping the Planet Clean

Your school wishes to express gratitude to the farmers who play an important
role in providing us the food on our plates. Draft a creative slogan to be put
up on the school notice board.

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Poorvi

Remember to
• focus on the main idea to be expressed
• use simple language
• be concise—express yourself in a few words
You may write the slogan on a chart paper and decorate it.

Let us explore

I Millets are a varied group of small-seeded grasses. They have more fibre
and minerals than other cereals. Millets have been a part of the Indian
cuisine for years. They have been rediscovered worldwide as superfoods.
1. Read the information on Pearl Millet given below.

Pearl Millet (Pennisetum glaucum (L.) R. Br.)

Common name: Vernacular names: Cultivation areas:
Bajra Spiked millet or Pearl millet (English), Rajasthan,
Bajra (Bengali, Hindi, Oriya, Punjabi, Urdu), Maharashtra,
Bajree (Rajasthani, Gujarati, Marathi), Gujarat,
Sajje (Kannada), Kambu (Tamil), Uttar Pradesh and
Sajja (Telugu) Haryana
Nutritional Profile:
Highest niacin content amongst It is the sixth major cereal in terms of area and production and has
all cereals; rich in protein and the highest drought tolerance potential of all millets. Pearl millet is
dietary fiber. the most widely cultivated cereal in India after rice and wheat.
NUTRIENTS VALUE PER Health benefits:
100 GRAMS
• Reduces cholesterol
Energy (Kcal) 347
• Promotes bone health
Protein (g) 10.9
• Beneficial in treating stomach ulcers
Fat (g) 5.43
• Promotes heart health
Carbohydrate (g) 61.8
• Aids in weight loss
Ca (mg) 27.4
Fe (mg) 6.4 Uses: Khichdi, Roti, Upma, Idli, Khakhra, Parathas
Folic Acid (μg) 36.1

Use the link given below to know more about other kinds of millets.
https://eatrightindia.gov.in/millets2023/assets/documents/Millets%20-%20
Nutritious%20Cereal%20of%20India.pdf

2. Work in groups of four and do the following activities.

(i) Find out if millets are a part of your cuisine.
(ii) Find recipes with millets and compile them into a booklet.
(iii) Create a recipe of your choice.
II Songs related to harvest season form a part of our culture and heritage.
Talk to the elders in your house and learn a song sung on a harvest
festival. Share it with your classmates and teacher. Then, compile all the
184 songs to create a songbook with the help of teacher.

Unit 4.indd 184 13-05-2025 12:51:39

Waiting for the Rain

Let us do these activities before we read.

I Have you ever waited for the rains? Why?

II How do you feel when it rains after a long time?

III Why do you think the farmers wait for the rains?

IV Discuss in groups what happens when you wait for something or someone
for a long period of time.
1. How do you spend the waiting period?
2. What do you think about?
3. How do you feel?

Share your answers with your classmates and teacher.

Unit 4.indd 185 13-05-2025 12:51:39

Poorvi

Let us read

I
“I hope it rains at least today,” Velu thought, as he opened
his eyes.
Velu was a farmer. The sun was beginning to
rise, glowing crimson like fire. Velu scanned the
sky. There was not a cloud.
“It doesn’t look encouraging,” he muttered to
himself and got up.
Rain or no rain, a farmer wakes up early. Velu
worked hard. His piece of land never failed
him. Season after season he cultivated it,
harvesting jowar one season and dhal the next.
Throughout the year he worked, never thinking
of rest or taking a holiday. For nearly six years
it had been so, ever since he had got his own
piece of land.

crimson: deep But this year turned out to be

red colour different. At the end of summer,
the rains didn’t come. Velu and
his neighbours waited, but their
waiting didn’t end. Days, weeks
and months passed, and still
there was no rain.
crusted:
formed a hard The fields lay untended, the
outer layer earth hardened, crusted and
cracked. The barren land looked
forlorn: sad
forlorn and the farmers lived
and neglected
entirely on hope. Every day
they hoped that the rains

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Environment

would come.
Someone said, “We ought to talk to
some astrologers. They can tell us
what will please the heavens and the
heavens will send down rain.”
Velu didn’t agree. He said, “The rains
came all these years without any such
consultations; I can’t see how talking
to astrologers will bring rain.”
He decided to go to the weather office
in the city and talk to someone. But
the people at the weather office said
they couldn’t really tell him when the
sky would gather clouds and bring
rain. “We are at a loss ourselves!”
they exclaimed. “So many favourable
conditions but still no rain. Very odd!”

Velu, too, was at a loss. He walked

consultations:
back to the village, tired, and dejected.
discussions
He was thirsty and the dust made
him cough and sneeze. He decided to dejected:
rest for a while. sad and
disappointed
He saw a large tree. Its shade was
cool and inviting. As he sat down, he
noticed that an old woman was also
sitting there, sheltering from the sun.

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Poorvi

Let us discuss

I Complete the table given below. One example has been done for you.
Share your answers with your classmates and teacher.

What was What was Said

Who Said Who Said
Said

1. It doesn’t look Velu to himself He looked up

encouraging. at the sky.

2. The rains Velu

came all these
years without
any such
consultations…

3. So many
favourable
conditions but
still no rain.

II Do you think the old woman would help Velu? If yes, why? If no, why not?

III Will Velu’s wait continue or will it rain?

II
Her skin was wrinkled, but her eyes sparkled
when she smiled. She looked at Velu and her
smile grew wider, her wrinkles deeper.
“What are you smiling at, Amma?” Velu asked.
“Without the rains, there’s nothing to smile
about.”
“Yes, yes, you’re right,” the old woman said,
the smile leaving her lips.
“I wonder what I have done to deserve this,”
Velu began. “I have worked hard and honestly.
Yet I am being punished. Without the rains I
can’t till the land. If I don’t till the
land no crop will grow.

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Environment

What will happen to me? How shall I

feed my family?” he asked, somewhat
bitterly. He wasn’t speaking to anyone
in particular, but the old lady thought
that he was opening his heart to her.
“Perhaps you have worked too hard,”
she said.
“What do you mean? Can anyone
work too hard? I have only done what
any hard-working farmer would do.
I shall work and never rest until I am
too old. This is the first season in five,
no, six years that I have not sown, nor
ploughed.Oh, it is hard not to be able
to work...” said Velu a little angrily.

“But my son, that is what I am talking about. bitterly:

You have strength now. You can work without a hurtfully
break. But have you thought about the land? The
earth works, too, when you plough, and sow, and
plant. The earth has worked for years, centuries,
in fact, thousands of years.
The soil, the land, the earth...
shouldn’t someone let the land
rest a bit?” the old woman said,
softly, smiling.

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Poorvi

“Rest? Let the land rest? I don’t

understand,” Velu looked at her, a
little puzzled.
“Yes, my son, that is the difficulty.
You don’t realise that the earth is
old... But Nature is a mother to all of
us. To you and to me. And to the trees,
the water and the soil. She takes care
to give her children the rest they
need...”
Velu began to understand.
“When the rains don’t come,
you are dejected. But in that
way the land is left alone. The
land lies undisturbed, staring at
the sky, resting... And when the
rains come, it will spring back into activity,
fresh and ready for your crop. Go home, my son, Nature
knows a thing or two... go home,” she said, and
got up.
She walked away. After a while
Velu, too, got up and walked
home-ward. He thought about
the land, his beloved piece of
land, which, if he were to believe
ceaseless: the old woman, was perhaps
continuous breathing peacefully, taking
a break from the constant,
ceaseless year-round cultivation.

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Environment

“Perhaps she is right,” he thought, as he

approached the village. It was already
evening. The sun was low in the sky. And...
what was that? Velu felt a cool breeze on
his back.
Then he felt a tiny drop on his shoulder. He
looked up. Yes... the clouds were gathering
in the distance. It was growing dark. Soon
there would be lightning. And thunder.
And sweet, fragrant rain.
Velu ran home, laughing and happy.
Kamakshi Balasubramanian

Let us discuss

I Complete the following statements given below with suitable reasons.

1. Velu asked the old woman to stop smiling because _________________.
2. Velu said that it was hard not being able to work since _________________.
3. Velu was confused when the old lady said that the land needed rest
because _________________.
4. The old lady said that it was good for the land when it didn’t rain as
_________________.
5. Velu ran home laughing and happy because _________________.

Let us think and reflect

I Read the given extracts and answer the questions that follow.
1. “...I can’t see how talking to astrologers will bring rain.”
He decided to go to the weather office in the city and talk
to someone. But the people at the weather office said
they couldn’t really tell him when the sky would gather
clouds and bring rain. “We are at a loss ourselves!” they
exclaimed. “So many favourable conditions but still no
rain. Very odd!”

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Poorvi

(i) What does the first line of the extract tell us about Velu’s beliefs?
(ii) Complete the following sentence with a suitable reason.
Velu is determined to seek information about the rain because
___________________. (he was at a loss of words/he wants to find a
practical solution to the drought affecting his farm)
(iii) Complete the table with reference to Velu’s weather office visit.

Expectation (What I think Outcome (What actually

will happen) happened)

(iv) Complete the following sentence with a suitable option.

The absence of rain despite favourable conditions, shows
___________________.
A. lack of astrological knowledge
B. ineffectiveness of farmers like Velu
C. delay in understanding the weather
D. unpredictability of nature
2. “The soil, the land, the earth... shouldn’t someone let the land rest a
bit?” the old woman said, softly, smiling.
“Rest? Let the land rest? I don’t understand,” Velu looked at her, a little
puzzled.
“Yes, my son, that is the difficulty. You don’t realise that the earth is
old...”
(i) The old woman’s advice was accompanied with a soft tone and a
smile. What does that tell us about her?
(ii) Fill in the blank with the correct option from those given below.
The old woman’s advice ___________ Velu, at that moment.
A. failed to impress B. confused
C. scared D. made sense to
(iii) State one thing about the old woman when she referred to Velu
as ‘my son’, while offering advice.
(iv) Complete the following sentence with a suitable explanation.
The ‘difficulty’ that the old woman mentions is due to the fact
that ________________.

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Environment

II Answer the following questions.

1. How does the old woman convey Nature’s wisdom to Velu?
2. The writer says, ‘The fields lay untended…’ Why couldn’t the farmers
tend to their fields in the absence of rain?
3. Support the old woman’s perspective that the land needs rest just
like people do.
4. What can be inferred about Velu’s character based on his reaction to
the drought?
5. What does the story suggest about the life of farmers and their
relationship with nature?
6. How might the rest and care of land contribute to a balanced and
sustainable ecosystem?

Let us learn

I Solve a crossword using picture and word clues. All clues are related to
the words from the text that are connected to weather or agriculture.

Down Across
1. gentle wind 5. collected crops

6. 8.
9. prepare and use
1
2. land for crops
7. 10. turn up the field 2

soil
11. plant seed/s
3. rumbling sound
with rain 3 4

4. grains etc. grown 5

in large quantity
in fields

6 7 8

11 193

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Poorvi

II The text uses words like ‘piece,’ ‘weather,’ ‘son,’ and ‘rain’. These words
are the same as other words that are spelt differently—peace, whether,
sun, and reign.

Words that are pronounced the same as other words but differ in
meaning or in spelling are called homophones.

Now, complete the paragraph by filling in the correct option of

homophones given in the brackets.

The farmer looked at the sky and wondered

1. ________________ (weather/whether) the clouds
would finally bring rain. He sat down on the
ground, breaking a small 2. ________________
(piece/peace) of roti for his meal. The
3. ________________ (plain/plane) fields stretched
endlessly before him, completely dry. He thought
about how he could 4. ________________ (sell/cell)
his last sack of grain to buy some essentials for his
family. Without the rains, it didn’t 5. ________________
(seam/seem) possible to grow another crop this
season. Despite his worries, he smiled, knowing that
every farmer hopes for the next 6. ________________
(rain/reign) by nature to bring life back to the land.

III Choose the correct meanings from the given options for the underlined
words or phrases in the following sentences.
1. Being annoyed, she muttered something which nobody heard.
(i) spoke in a low voice (ii) spoke slowly (iii) spoke angrily
2. At the new work place, Riya felt forlorn for a week.
(i) upset and irritated (ii) angry and bitter (iii) sad and neglected
3. When all his friends had gone, he was at a loss because he did not
know what to do.
(i) confused (ii) shocked (iii) lonely
4. When the little child saw her father, her eyes sparkled.
(i) glowed dimly (ii) showed joy (iii) opened wide

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Environment

IV Match each word (adjective) in Column 1 with a word (noun) that

collocates in Column 2. Write the adjective-noun collocation in Column 3.
One example has been done for you.

Column 1 Column 2 Column 3

1. favourable (i) country favourable weather

2. wrinkled (ii) activity

3. dejected (iii) weather

4. fragrant (iv) skin

5. ceaseless (v) garden

6. beloved (vi) expression

V Underline the verbs and identify the forms of tenses for the following
sentences from the text.
1. Oh, it is hard not to be able to work...
2. …I am too old.
3. What are you smiling at, Amma?
4. But my son, that is what I am talking about.
5. The earth has worked for years, centuries…
6. I have worked hard and honestly.

The forms of tenses in the given statements are Simple Present Tense
(1 and 2), Present Progressive Tense (3 and 4) Present Perfect Tense
(5 and 6).
Now, fill in the blanks with the correct form of Simple Present, Present
Progressive or Present Perfect tenses of the verbs given in brackets.
Ravi (i) __________ (be) a farmer who (ii) __________ (practise) crop
rotation on his land. Each season, he (iii) __________ (plant) different
crops to maintain the soil’s health. This year, he (iv) __________ (grow)
legumes, which help restore the nutrients in the soil. Over the years,
Ravi (v) __________ (learn) that planting the same crop repeatedly
(vi) __________ (deplete) the soil, making it less fertile. By rotating crops, he
(vii) __________ (keep) the land productive and fertile. He (viii) __________
(see) a noticeable improvement in his yields since adopting this method.
Now, Ravi (ix) __________ (share) his knowledge with other farmers,
explaining how crop rotation(x) __________ (benefit) both the soil and
their harvests.
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Poorvi

VI Study the highlighted words in the following sentences from the text.
• The rains came all these years without any such consultations.
• So many favourable conditions, but still no rain.
• Every day they hoped that the rains would come.
• But this year turned out to be different.
• This is the first season in five, no, six years that I have not sown,
nor ploughed.
• We ought to talk to some astrologers.
• I have only done what any hard-working farmer would do.
• Velu looked at her, a little puzzled.
• She takes care to give her children the rest they need...
• Velu felt a cool breeze on his back.

The highlighted words or phrases that come before a noun but do not
describe them are called determiners.

Let us learn the use of some common determiners.

• Articles: a, an, the
These are used to introduce nouns.
• Demonstrative Determiners: this, that, these, those
These are used to point out specific items.
• Possessive Determiners: my, our, your, his, her, its, their, one’s
These indicate ownership or relationship.
• Definite Numeral Determiners: one, two, three, etc.
These specify exact quantities.
• Indefinite Numeral Determiners: some, any, no, all, much, many, few,
less, several, little and few
‘Some’ is used in affirmative sentences, while ‘any’ and ‘no’ are
used in negative and interrogative sentences.
‘All’ refers to the entirety of a group.
‘Much’ and ‘many’ denote large quantities of uncountable and
countable nouns, respectively.
‘Few’ indicates a small number, ‘less’ refers to a smaller quantity,
and ‘several’ means more than two but not many.
‘Little’ means not much, ‘few’ means not many. Use ‘a little’ and ‘a
few’ to convey a positive sense.

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Environment

• Distributive Determiners: each, every, either, neither

‘Each’ refers to individual items or people, ‘every’ refers to all items
or people collectively.
‘Either’ means one of two options and ‘neither’ means not one of
the two options.

Now, fill in the blanks by choosing the correct determiner from those
given in the brackets.

It was 1. ________ (a/an) rainy afternoon, and

2. ________ (a/the) sky was thick with dark clouds.
Mala noticed a large puddle quickly forming in
front of 3. ________ (her/their) house. Excited, she
called for her brother to join her, knowing that
both of them always loved playing in 4. ________
(a/the) rain. While jumping from 5. ________
(some/one) puddle to another, Mala spotted 6.
________ (few/a few) snails slowly creeping along the
wet sidewalk and pointed them out to her brother.
With 7. ________ (each/every) jump, the sound of
both 8. ________ (her/their) squeals and laughter was
heard through the soft patter of raindrops. Though
they were fully drenched 9. ________ (either/neither)
siblings minded it. It had been a perfect rainy day.

Let us listen

I Listen to the weather forecast. As you listen, fill in the blanks with the
exact word you listen to. (Transcript for teacher on page 204)
1. Delhi will mostly have a ___________ sky with light rain.
2. Moderate rain is likely to happen in ___________.
3. Kolkata is likely to have a maximum temperature of around
___________ °C.
4. There is a chance of a ___________ in Chennai.
5. Bengaluru will have a ___________ temperature of 29 °C.
6. Taking an ___________ is advisable because of the weather conditions.

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Poorvi

Let us speak

I Here is a tongue twister about ‘weather’. Practice saying it as fast as

you can.
Whether the weather be fine, or whether the weather be not, whether
the weather be cold, or whether the weather be hot, we’ll weather
the weather, whatever the weather, whether we like it or not.

II Rain has arrived after a long dry spell on the Earth. Imagine the Rain and
the Earth have a conversation. Work in pairs and present the role-play.
You may use the hints in the table given below.
You may start the conversation in the following way.
Rain: Greetings, Earth! It’s been a while since we’ve met. How have
you been?
Earth: Hello Rain! I am so glad to see you.
To continue the conversation, use the hints given below.

Rain Earth

Ask about how the Earth Respond and express relief at the
has been. arrival of Rain.

Speak about your long

Enquire why it took so long for
journey from the Earth to
Rain to arrive.
the sky and back again to
the Earth. Express gratitude for the gift of
water.

Ask about how the Earth Speak about how important Rain
can use the gift you is to you—for agriculture, for
brought—rain water. plants and animals to survive.

Elaborate how much you Enquire how Rain feels about

enjoy being on the Earth. being on Earth.

Invite Rain to join the celebration

Thank the Earth for the
of the rivers, forests, and people of
invite. Promise to return
Earth.
on time the next year.

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Environment

Let us write

I You have observed the difficulties faced by the people in your

neighbourhood due to scarcity of water especially during the summer
months. Write a letter to the Councillor of your Municipal ward,
requesting her/him to set up a rain water harvesting unit. Provide
suggestions to address the issue.

Remember to
• use formal language
• keep sentences short and to the point
• state the purpose clearly and concisely
• give relevant details

Format and Layout:

Sender’s address

Date

The Municipal Councillor (Receiver’s designation and address)

Subject: Request to Install a Rainwater Harvesting Unit in Ward

No. 44

Dear Madam,

Paragraph 1: Drawing attention to the problem

Paragraph 2: Causes and Consequences

Body of the letter
Paragraph 3: Request and Suggestions

Paragraph 4: Conclusion

Yours sincerely,

Signature of the sender

(Sender’s full name in brackets)

Let us explore

I Rest is very important for us to function in a proper manner. Even the

Earth needs rest. This is known as fallowing.
Read the facts given below related to fallowing:
• A fallow year refers to leaving the land without sowing for one, or
several vegetative cycles.

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Poorvi

• This is done to allow the land to recover its nutrients and

retain moisture. It also helps to avoid spreading of diseases and
controlling pests.
• The sustainable land management method has been applied for
centuries, wherein a field is divided into two halves—one is planted
with crops while the other remains unplanted. Then, the process is
reversed in the following year.

II Find out from your Vocational Education teacher about Agriculture as a

vocation and other related vocations, such as horticulture, etc.

III India’s rich tradition of meteorological knowledge includes indigenous

forecasting systems, grounded in ancient wisdom. These provide
sophisticated methods for predicting climate, calculating rainfall, and
issuing early warnings.
References to rain and weather are found in numerous ancient texts,
including the Rigveda, Shrimad Bhagavad, Parashara Samhita, Panini’s
Ashtadhyayi, and Meghmala. These texts offer insights into rainfall
patterns and seasonal changes.

IV Meteorological Services for Agriculture in India

The primary objective of the Agricultural Meteorology

Division, India Meteorological Department (IMD) is
to minimise the impact of adverse weather on crops
and to leverage crop-weather relationships to boost
agricultural production.

In addition to forecasts and advisories, several other

weather related services are also provided.
For detailed information, please visit: https://mausam.
imd.gov.in/responsive/servicesMetEnvironment.php

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TRANSCRIPTS

The Cherry Tree

Let us listen (refer to page 170)

I You will listen to a conversation between a son and his mother. As you
listen, select four true statements from 1–7 given below.
Son : Amma, could you help me with this project?
Mother : Why not? What’s the project about?
Son : It’s about the Chipko Movement. I have to make a
PowerPoint presentation and talk about it in class.
Mother : That’s good! Chipko Movement was all about hugging
trees to prevent them from being cut, isn’t it? Such
an inspiring movement it was!
Son : Yes, it was the first time that common people came
together for the noble cause of saving trees. It showed
how people can also make a difference. Have you
heard or read about something similar?
Mother : Yes, of course. The success of the Chipko Movement
led to the Appiko Movement.
Son : Really? Doesn’t appiko mean ‘hugging’ in Kannada?
So, did they also hug trees to protect them?
Mother : Yes they did. In this movement people not only
hugged trees to protect them but also regenerated
the forest areas in the Western Ghats.
Son : That’s great! This reminds me of what my teacher
shared about Saalumarada Thimakka last week. She
is a Padma Shri awardee.
Mother : What an amazing personality! I’ve heard about her
and I’m interested to know what your teacher has
shared with you.

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Son : She is an Indian environmentalist who has been
planting trees since 1948. She has planted over 8000
trees in the area around her village.
Mother : Wonderful!
Son : What I admire about her is the commitment she has
towards conserving the environment.
Mother : Incredible! That is one superwoman! But do you
know who the Forest Man of India is?
Son : Yes, I’ve read about him. It is Jadav Payeng, from
Assam. He too is a Padma Shri awardee. Isn’t he the
one who single-handedly turned a barren land of
around a thousand acres into a lush green forest? He
did so by planting nearly forty million trees.
Mother : Yes, you’re absolutely right. It was not something
that happened overnight. It took him thirty years
to achieve this. This forest has become a habitat for
different kinds of animals including migratory birds.
Son : Fascinating, isn’t it? I’ve read a book and watched a
documentary in school about him which has really
inspired me.
Mother : I’m glad that you have begun to care about the
environment too.

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Harvest Hymn

Let us listen (refer to page 181)

I Listen to this talk about paddy cultivation. As you listen, number the
events in the correct order in which they happen.

Hello everyone!
Did you know that rice is actually a type of grass, and the
part we eat is its seed? Let me tell you about the process of
cultivating rice.
It all starts with preparing the land. First, the soil has to be
ploughed. Rice is typically grown in fertile soil that holds a lot
of water. The most important step in preparing the soil is to
soak it with plenty of water. This step is called puddling. Once
the nursery bed is prepared, the seeds can be planted. After
that, we sow the seeds on the soil’s surface.
Paddy farmers have to ensure that their fields stay flooded
with water because irrigation is crucial. It takes around 4 to
5 weeks for the seeds to grow into seedlings. After this comes
the most important step—transplanting. The seedlings that
were prepared in the nursery bed are uprooted and then
transplanted into the flooded field.
In around 120 days, the rice plants are fully grown. At this
point, the crops are harvested by cutting them. Following
this, the seeds are separated from the plant. This is called
threshing. To reduce the moisture content even more, the
separated grains are dried. This ensures that they can be
stored or processed further. Through a process called milling,
the rice is separated from the outer covering on it.
Finally, the rice reaches the market, and that’s where we get
it to make all kinds of delicious foods. Whether it’s Appam,
Pulao, Khichdi, or Daal Bhaat, rice is a big part of many meals.

II Now listen to the talk again. As you listen, choose the correct option to
answer the questions that follow.
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Waiting for the Rain

Let us listen (refer to page 197)

I Listen to the weather forecast. As you listen, fill in the blanks with the
exact word you listen to.

Hello and welcome to today’s weather forecast.

Delhi is expected to have a generally cloudy sky with light rain.

The temperature will range between a minimum of 25 °C and a
maximum of 36 °C.

The sky will generally be cloudy with moderate rain in Mumbai.

The minimum temperature is 24 °C and the maximum will be
around 30 °C.

Moving eastwards, Kolkata will have a partly cloudy sky with

one or two spells of rain or thundershowers. The minimum
temperature will be 28 °C and the maximum will be around 34 °C.

Chennai is expected to have a partly cloudy sky with a possibility

of thunderstorm. The minimum temperature will be 27 °C and
the maximum will be around 36 °C.

Bengaluru will have a generally cloudy sky with light rain. The
minimum temperature will be 21 °C and will rise to a maximum
of around 29 °C.

Hyderabad is expected to have a generally cloudy sky with light

rain or drizzle. Temperature will be between a minimum of
23 °C and a maximum of 33 °C.

That’s all from me today. Have a beautiful day ahead. Don’t forget
to carry your umbrellas!
https://www.newsonair.gov.in/weather-forecast-for-today/

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UNIT 5
SCIENCE AND CURIOSITY

FEATHERED FRIEND

Let us do these activities before we read.

I Work in pairs and discuss the questions given below. Share your
answers with your classmates and teacher.
1. Who can a ‘feathered’ friend be?
2. Which ‘feathered’ friend do you like? Why?
3. If you have a choice between a ‘feathered’ and a ‘furry’ friend, who
would you choose? Why?
4. Do you think a ‘feathered’ or a ‘furry’ friend can accompany astronauts
to space? If yes, why? If no, why not?

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Poorvi

II Complete the words given below by inserting vowels. Refer to their

meanings given alongside. Share your answers with your classmates
and teacher.
1. official rule that controls how something is done: R _ G _ L _ T _ _ N
2. to not allow something: F _ R B _ D
3. join or blend to form a single entity: F _ S _
4. suddenly: _ B R _ P T L Y
5. admit one’s mistake: C _ N F _ S S
6. a person who advises what to eat to keep healthy: D_ _ T _ T _ _ N

Let us read

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Science and Curiosity

I
To the best of my knowledge, there’s never been a regulation
that forbids one to keep pets in a space station. No one ever wiry: thin but
thought it was necessary—and even had such a rule existed, strong

I am quite certain that Sven Olsen would have ignored it. assorted:
consisting of
Actually he was a wiry little fellow, like most of the early various types
spacers, and managed to qualify easily for the 150-pound mixed together
bonus that kept so many of us on a reducing diet. Had he been
girders: long,
built otherwise, his chances of getting a job in space would thick piece of
have been very slim. steel or concrete
Sven was one of our best construction men, and excelled at that supports a
large structure
the tricky and specialised work of collecting assorted girders
as they floated around in free fall, making them do the precisely:
slow-motion, three-dimensional ballet that would get them exactly

into their right positions, and fusing the pieces together when dovetailed:
they were precisely dovetailed into the intended pattern: fitted together
it was a skilled and difficult job, for a space suit is not the most garbs: clothing
convenient of garbs in which to work. However, Sven’s team of a special kind
had one great advantage over the construction groups you see handiwork:
putting up skyscrapers down on Earth. They could step back creation
and admire their handiwork without being abruptly parted abruptly:
from it by gravity. unexpectedly/
Don’t ask me why Sven wanted a pet, or why he chose the suddenly

one he did. I’m not a psychologist, but I must admit that his

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aboard: on an selection was very sensible. Claribel weighed practically

aircraft nothing, her food requirements were tiny—and she was not
cubbyhole: a worried, as most animals would have been, by the absence
small enclosed of gravity.
space or room
I first became aware that Claribel was aboard when I was
ceased: stopped sitting in the little cubbyhole laughingly called my office,
canary: a checking through my lists of technical stores to decide what
popular bird items we’d be running out of next. When I heard the musical
which people whistle beside my ear, I assumed that it had come over the
love to keep as station intercom, and waited for an announcement to follow.
pets; found in
It didn’t; instead, there was a long and involved pattern of
open areas with
small trees and
melody that made me look up with such a start that I forgot
shrubs all about the angle beam just behind my head. When the stars
had ceased to explode before my eyes, I had my first view
wits: ability to
think quickly
of Claribel.

flicks: She was a small yellow canary, hanging in the air as motionless
sudden, quick as a hummingbird—and with much less effort, for her wings
movements were quietly folded along her sides. We stared at each other for
a minute; then, before I had quite recovered my wits, she did
a curious kind of backward loop I’m sure no earthbound
canary had ever managed, and departed with a few leisurely
flicks. It was quite obvious that she’d already learned how to
concealing: operate in the absence of gravity, and did not believe in doing
hiding unnecessary work.
ventilating Sven didn’t confess to her ownership for several days, and
shafts:
by that time it no longer mattered, because Claribel was a
passageways or
ducts that allow
general pet. He had smuggled her up on the last ferry from
fresh air in a Earth, when he came back from leave—partly, he claimed,
closed space out of sheer scientific curiosity. He wanted to see just how a
bulkheads:
bird would operate when it had no weight but could still use
dividing walls its wings.
or barriers Claribel thrived and grew fat. On the whole, we had little trouble
between
concealing our guest when VIPs from Earth came visiting.
separate
compartments
A space station has more hiding places than you can count;
in an aircraft the only problem was that Claribel got rather noisy when she
was upset, and we sometimes had to think fast to explain the
curious peeps and whistles that came from ventilating shafts
and storage bulkheads.
There were a couple of narrow escapes—but then who would
dream of looking for a canary in a space station?
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Science and Curiosity

Let us discuss
I Answer the following questions briefly.
1. Why did the narrator think Sven had sneaked a bird aboard? What
was Sven’s scientific reason?
2. How did Claribel adjust to the new surroundings?
3. What made the narrator mistake the musical whistle for a sound from
the intercom?
4. Do you think the presence of the canary would lead the spacers into
trouble? If yes, why? If no, why not?
II
We were now on twelve-hour watches, which was not as bad as
it sounds, since you need little sleep in space. Though of course
there is no ‘day’ and ‘night’ when you are floating in permanent
sunlight, it was still convenient to stick to the terms. Certainly
when I woke that ‘morning’ it felt like 6:00 a.m. on Earth. I had
a nagging headache, and vague memories of fitful, disturbed nagging:
dreams. It took me ages to undo my bunk straps, and I was still persistently
only half awake when I joined the remainder of the duty crew painful

in the mess. Breakfast was unusually quiet, and there was one
seat vacant.

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“Where’s Sven?” I asked, not very much caring.

“He’s looking for Claribel,” someone answered. “Says he can’t
find her anywhere. She usually wakes him up.”
retort: answer/
Before I could retort that she usually woke me up, too,
respond
Sven came in through the doorway, and we could see at once
clenched: that something was wrong. He slowly opened his hand, and
pressed together
there lay a tiny bundle of yellow feathers, with two clenched
tightly
claws sticking pathetically up into the air.
“What happened?” we asked, all equally distressed.
“I don’t know,” said Sven mournfully. “I just found her
like this.”
“Let’s have a look at her,” said Jock Duncan, our
hushed: quiet
cook-doctor-dietitian. We all waited in hushed silence
while he held Claribel against his ear in an attempt to detect
any heartbeat.
Presently he shook his head. “I can’t hear anything, but that
doesn’t prove she’s dead. I’ve never listened to a canary’s
heart,” he added rather apologetically.

snugly: cosily
“Give her a shot of oxygen,” suggested somebody, pointing
to the green-banded emergency cylinder in its recess beside
the door. Everyone agreed that this was an excellent idea,
and Claribel was tucked snugly into a face mask that was
large enough to serve as a complete oxygen tent for her.
keeled:
collapsed/
To our delighted surprise, she revived at once. Beaming
fainted broadly, Sven removed the mask, and she hopped onto his
finger. She gave her series of “Come to the cookhouse, boys”
tugging at:
causing to
trills—then promptly keeled over again.
remember “I don’t get it,” lamented Sven. “What’s wrong with her?
something She’s never done this before.”
sluggish:
For the last few minutes, something had been tugging at my
inactive
memory. My mind seemed to be very sluggish that morning,
as if I was still unable to cast off the burden of sleep. I felt that
I could do with some of that oxygen—but before I could reach
the mask, understanding exploded in my brain. I whirled on
the duty engineer and said urgently: “Jim!” There’s something
wrong with the air! That’s why Claribel’s passed out. I’ve just
remembered that miners used to carry canaries down to warn
them of gas.”
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Science and Curiosity

“Nonsense!” said Jim. “The alarms would have gone off. We’ve
got duplicate circuits, operating independently.”
“Er—the second alarm circuit isn’t connected up yet,”
his assistant reminded him. That shook Jim; he left without a
word, while we stood arguing and passing the oxygen bottle
around like a pipe of peace.

He came back ten

minutes later with a
sheepish expression. sheepish:
embarrassed
It was one of those
accidents that couldn’t
possibly happen; we’d
had one of our rare
eclipses by Earth’s
shadow that night;
part of the air purifier
had frozen up, and
the single alarm in the
circuit had failed to go
off. Half a million dollars’ worth of chemical and electronic
engineering had let us down completely. Without Claribel,
we should soon have been slightly dead. inexplicable:
So now, if you visit any space station, don’t be surprised if you unexplainable

hear an inexplicable snatch of birdsong. There’s no need to safeguarded:

be alarmed; on the contrary, in fact. It will mean that you’re protected
being doubly safeguarded, at practically no extra expense.
Arthur C. Clarke

Let us discuss
I Identify whether the following statements from parts I and
II are true or false. Share your answers with your classmates
and teacher.
1. The alarm at the space station failed to work properly because
they were not connected.
2. Claribel was brought to the space station for an official
experiment on animal behaviour in space.

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Poorvi

3. The canary’s suffering helped the crew discover a problem with the
air purifier.
4. The air purifier froze because there was a rare eclipse.
5. Claribel could fly gracefully in the space station, performing loops in
the air.
6. The space station crew was uninterested in Claribel and hardly noticed
her presence after she was discovered.
7. Claribel had fainted and had to be revived with oxygen supply.

Let us think and reflect

I Read the given extracts and answer the questions that follow.
1. Sven was one of our best construction men, and excelled at the tricky and
specialised work of collecting assorted girders as they floated around in
free fall, making them do the slow-motion, three-dimensional ballet that
would get them into their right positions, and fusing the pieces together
when they were precisely dovetailed into the intended pattern: it was
a skilled and difficult job, for a space suit is not the most convenient of
garbs in which to work.
(i) What can be inferred about Sven’s abilities from his job description?
A. He is good at following instructions but lacks creativity.
B. He possesses a strong understanding of working in space.
C. He struggles with the complexities of construction in space.
D. He prefers working on simpler tasks rather than complex jobs.
(ii) How can we conclude that Sven was working in zero gravity?
(iii) Select the option that is correct for both (Assertion) A and (Reason) R.
(A): Sven’s job required him to make girders perform a ‘three-dimensional
ballet’ in space.
(R): Working in zero gravity allows objects to float, making precise
positioning more challenging.
A. Both (A) and (R) are true, and (R) is the correct explanation of (A).
B. Both (A) and (R) are true, but (R) is not the correct explanation of (A).
C. (A) is true, but (R) is false.
D. (A) is false, but (R) is true.
(iv) Replace the underlined word with a word similar in meaning from
the extract.
During the festival, people wore colourful outfits that represented
their culture.
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Science and Curiosity

2. “Jim!” There’s something wrong with the air! That’s

why Claribel’s passed out. I’ve just remembered that
miners used to carry canaries down to warn them
of gas.”
“Nonsense!” said Jim. “The alarms would have
gone off. We’ve got duplicate circuits, operating
independently.”
“Er—the second alarm circuit isn’t connected up yet,” his assistant
reminded him. That shook Jim; he left without a word, while we stood
arguing and passing the oxygen bottle around like a pipe of peace.
(i) Fill in the blank by selecting the correct option from those given in
the brackets.
The narrator references canaries and miners in order to __________.
(highlight the historical use of canaries as warning systems/explain
the reason that caused Claribel to faint suddenly)
(ii) Complete the following sentence with a suitable reason.
Jim initially dismisses the warning about the air because __________.
(iii) What does the phrase ‘shook Jim’ mean in the context of the
information in the extract?
Jim was _________.
A. physically pushed by someone
B. startled by unexpected information
C. cold and needed to warm up
D. trying to shake off sleepiness
(iv) What does the crew’s action of passing the oxygen bottle around
‘like a pipe of peace’ suggest about their response to the situation?

II Answer the following questions.

1. What was the purpose of the alarm? What had caused its failure?
2. How does the crew’s reaction to Claribel change over the course of
the story?
3. What does the last part of the story tell us about the significance of
unusual ways of problem solving?
4. Justify the appropriateness of the title of the story.
5. ‘Without Claribel, we should soon have been slightly dead.’ What does
this line suggest about uncertainty of life in space?
6. Explain how has the writer presented science fiction with a touch
of humour.
7. How would Sven reflect on his experience of almost losing Claribel
and for saving the lives of the entire crew?
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Poorvi

Let us learn
I Choose the appropriate adjectives from the box given below to match
with the words 1–8 that follow.

nagging vague delighted narrow

sluggish hushed inexplicable sheepish

1. ________________ path
2. ________________ worry
3. ________________ plan
4. ________________ look
5. ________________ reason
6. ________________ traffic
7. ________________ voices
8. _______________ expression

Now, underline the sentences that use these adjectives in the text.

II The word ‘intercom’ is used in the text. It is called a merged word

as it is made by combining the parts of two words—‘internal’ and
‘communication’. Merged words are made by combining two words.

Combine the words in Column 1 with the words in Column 2 to make

merged words. Write the merged word and its meaning.

One example has been done for you.

Column 1 Column 2 Merged word Meaning

breakfast lunch (i) brunch meal eaten between

breakfast and lunch
hours
motor hotel (ii)
smoke fog (iii)
situation comedy (iv)
video log (v)
spoon fork (vi)
web seminar (vii)

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Science and Curiosity

III Read the following sentence from the text and fill in the blank.
It will mean that you’re being doubly safeguarded.

In the given sentence, ‘will’ denotes __________ (past/present/future) time.

There are several ways to use verbs to talk about the future in English.
The following table lists some of the usages of future time references.

S. No. Tense Usage Examples

1. ‘will’ [Note: also When we provide • I think the Kailash

common in offers, information about House will win.
promises, and future events or
orders expressing discuss possible
willingness, future occurrences.
certainty or
obligations]

2. Simple Present When we talk about • My school reopens

Tense the future only in on 03 January.
situations that are
a part of a regular
schedule or planned
action.

3. Present When we use for • My exams are

Progressive Tense future actions getting over this
and events mostly weekend.
for personal • I am visiting my
arrangements and grandparents
fixed plans. during the
vacation.
4. ‘Going to’ Present Progressive • We’re going to get
Tense of ‘go’— a new motorbike
This is common soon.
in informal style,
especially in speech
or conversation.

5. Future Perfect When we say that • The teacher says,

(will have + Past something will be she will have
Participle) finished or completed completed the
by a certain time in portions by next
future. month.

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Poorvi

6. Future When we say that • This time

Progressive (will + something will be tomorrow I will be
be + -ing) in progress at a relaxing at home.
particular moment
in the future.

7. Future in the Past Sometimes, when • I had no time

we talk about the to shop as I
past, we need to was leaving for
mention something Chennai in an
that was still in the hour. (instead of
future at that time— ‘am leaving’)
something that had • Last time I saw
not happened yet. you, you were
going to start a
new business.
(instead of ‘are
going to’)
• In 2024, I arrived
in a town where I
would spend the
rest of my life.
(instead of ‘will
spend’)

IV Fill in the blanks with the correct form (Simple Present, Present
Progressive, ‘will’, or ‘going to’) to indicate future time.
1. Our flight __________ (leave) at 10.00 a.m. tomorrow.
2. They __________ (finish) the project by the end of this week.
3. The weather forecast says it __________ (rain) later today.
4. We __________ (move) into our new house next month.
5. I __________ (start) my new hobby class next Monday.
6. She __________ (go) to the mall this afternoon.
7. The team __________ (have) a meeting at 3.00 p.m. tomorrow.
8. I __________ (help) you with your homework after dinner.

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Science and Curiosity

V Fill in the blanks with the suitable forms of verbs given in brackets to
express future time reference.

By 2040, artificial intelligence 1. ________ (revolutionise) medical

treatments. Researchers 2.________ (develop) AI-powered diagnostic
tools that 3. ________ (transform) healthcare by the end of this decade.
Next week, the International Science Congress 4. _______ (open) to
showcase advancements in AI and robotics. In the coming years, robots
5. _______ (assist) surgeons in performing complex operations. Years ago,
experts had predicted that AI would reshape our world, and now, as we
approach the future, this 6. _______ (be) our new reality.

Let us listen
I You will listen to a conversation between
Monika and Toby. Toby is a Martian and is
stranded on Earth. He has become Monika’s
friend. As you listen, put a tick mark ()
against the correct statements and a cross
against the wrong ones. (Transcript for
teacher on page 249)
1. Toby misses his school.
2. Monika accepts Toby as her friend.
3. Monika asks Toby about one of his
facial features.
4. Toby tells Monika that she had a banana
for breakfast.
5. Toby shares that he can see much clearer
with a closed eye.

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Poorvi

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. Monika: Oh! Don’t you ever feel like having ice-creams and
_________________!
4. Monika: Okay, tell me one thing. How are you able to see only with
_________________ eye?
5. Toby: I can see beyond mountains and _________________, woods and
even ____________.

Let us speak
I Read the following words from the text aloud and circle the letters that
are not pronounced (silent letters).
ballet (ba-lay) [ba pronounced as in bat] whistle (wi-sl)
alarm (uh-laam) psychologist (sai-ko-luh-juhst)
Now, read some more words with silent letters. As you read, circle the
letters that are not pronounced.

receipt debris pneumonia almond foreign

island wreck aisle campaign fasten

II Work in pairs. Use the given situations to ask for and give suggestions.
• You need to make a model of the solar system for the Science Exhibition
but don’t know what materials to use. Ask your friend for suggestions.
• You need to prepare for the inter-class quiz on the topic Chandrayaan-3.
Ask your friend for advice on how to prepare.
You may use the prompts given below.

Asking for Advice Giving Advice

• What should I do… ? • I feel you should…

• How can I… ? • You should ensure…
• What are the best ways… ? • It’s good to prepare yourself…
• How can I make sure… ? • If you have an issue… , try…
• What should I… ? • It is best to use…
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Science and Curiosity

Let us write

I Complete the social media web given below with the uses of the internet.

Now, write an article titled ‘The Importance of Internet’ with the help of
the social media web.

Points to remember:

Heading/Title

Name of the writer

Paragraph 1: Give a general introduction to the topic.

Paragraph 2: Explain the uses of the internet and why it is important.

Give examples to support your view.

Paragraph 3: End with a comment and leave the reader with a thoughtful
idea or quote.

Let us explore
‘A canary in the coal mine’ is a popular phrase to describe early signs of
potential danger.

I Coal miners in places like Arunachal Pradesh used canary birds to detect
the presence of carbon monoxide. Such gases are a potential risk to the
life of the miners. These little birds are particularly sensitive to carbon
monoxide and can prevent mining accidents.

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Poorvi

II Astronauts living in space stations have to do things differently. Read

how they manage the routine tasks in the absence of gravity. You may
find out more information about it from the internet.
1. Write: Astronauts use a special Space Pen which has a cartridge with
ink combined with resin. The ink remains solid until friction with the
ball at the point of the pen liquefies it. It works in all positions, in
extreme heat and cold, and in atmospheres ranging from pure oxygen
to vacuum.
2. Exercise: Astronauts use resistance exercise equipment. Weight
training is done by applying a load using vacuum cylinders. Running
on the treadmill is made possible with the bodies held down using
rubber straps.
3. Eat: Astronauts eat preserved foods which is dried, canned,
vacuum-packed, and frozen. These can be prepared by adding cold
or hot water, and some can be heated in an oven. They also eat
ready-to-eat items, such as nuts, breads, and fruits.
4. Sleep: Astronauts can sleep on a floor, wall, or ceiling as there’s no
distinction between up and down but they may gradually float away
while sleeping. Therefore, they need to restrain their bodies in small
sleeping compartments or sleeping bags.

III Did you know that animals can save humans from natural calamities?
Animals can sense natural calamities. Read the following examples and
decide if this is true.
• In 2004, before a tsunami could hit the coastline of Indonesia, some
animals made efforts to flee—elephants ran for higher ground,
flamingos abandoned low-lying nesting areas, and dogs refused to
go outdoors.
• Minutes before the Naples quake of 1805, oxen, sheep, dogs, and geese
started making alarm calls in unison.
• Migratory birds crossing the Pacific are able to dodge storms and
other hazards.
• In the Gulf of Mexico, sharks sense the drop in barometric pressure
that precedes hurricanes and tend to swim to deeper waters as a
result. Dolphins have also been observed swimming away from
storm-prone areas.

Scientists have studied this behaviour and found that when severe
stresses arise in deep rock before the earthquake, ultra-low frequency
electromagnetic waves are generated that animals can sense.

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Science and Curiosity

IV Salim Ali, the ‘Birdman of India’, was an Indian ornithologist (a

person who studies birds). He was the first Indian to conduct
systematic bird surveys across India and wrote several books
on birds. He was awarded the Padma Bhushan in 1958 and the
Padma Vibhushan in 1976.

V We need to conserve our ‘feathered’ friends. Work in groups

of four.

Look at the pictures and make a bird feeder with cardboard,

chart paper, etc.

1. 2.

3. 4.

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MAGNIFYING GLASS

Let us do these activities before we read.

I Work in pairs. Answer the questions that follow the pictures given below.
Share your answers with your classmates and teacher.

1. What is common in all these pictures?

2. Select the pictures you are familiar with.
3. Why do you think the people in the pictures need to use a
magnifying glass?
4. What other instruments magnify objects?

II If you have a magnifying glass, what would you like to use it for and
why? Share your answers with your classmates and teacher.

Lett us read

With this round glass

I can make Magic talk—
A myriad shells show
In a scrap of chalk;

Of but an inch of moss

A forest—flowers and trees;
A drop of water
Like hive of bees.

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Science and Curiosity

I lie in wait and watch

How the deft spider jets
The woven web-silk
From his spinnerets;

The tigerish claws he has!

And oh! the silly flies
The stumble into his net—
With all those eyes!

Not even the tiniest thing

But this my glass
Will make more marvellous
And itself surpass.

Yes, and with lenses like it,

Eyeing the moon,
‘Twould seem you’d walk there
In an afternoon!

Walter de la Mare

Let us discuss
I Complete the summary of the poem given below with suitable words
from the poem.

The poem describes the magic of seeing the world through a

1. __________. It reveals how tiny things like 2. __________ and 3. __________
can appear vast and complex. Even a 4. __________ of water can seem
like a hive of 5. __________. The poet is impressed at how the spider spins
its 6. __________ from its 7. __________. The poem ends with the idea that,
through lenses, the 8. __________ could seem within reach.

II Fill in the blanks by choosing the correct answer from the brackets.
1. The main idea of the poem is the transformative power of __________
(wonders in nature/close observation) through the magnifying glass.
2. The tone of the poem is __________ . (wonder and curiosity/peaceful
and emotional)
3. The poem has __________ stanzas with __________ lines in each stanza.
Hence, it is a quatrain. (four; six/six; four)
4. The rhyme scheme of the poem is __________. (ABCD; ABCB)
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III Pick examples from the poem for the following poetic devices.
1. Simile
2. Alliteration
3. Metaphor

IV The poem is rich in visual imagery, painting vivid pictures of small,

everyday things magnified into something grand.
1. In the line, ‘A myriad shells show in a scrap of chalk’, the magnifying
glass reveals ______________________.
2. In the line, ‘A forest—flowers and trees’ the poet uses the imagery of
nature to emphasise ______________________.

V Complete the following sentences with a reason.

1. The poet uses exclamation marks in lines, ‘The tigerish claws
he has!’, ‘With all those eyes!’ and ‘In an afternoon!’ because it
______________________.
2. In the phrase, ‘Magic talk’ the poet uses personification to describe the
magnifying glass because it ______________________.
3. Each stanza follows a repetitive pattern of introducing a small or
ordinary object and then describing the extraordinary details revealed
through magnification.
This is because it supports the theme of __________ as the speaker
reveals ____________.
4. In the final stanza the poet shifts from small, everyday objects being
magnified to a celestial body like moon because __________.

Let us think and reflect

I Read the given extracts and answer the questions that follow.
1. With this round glass
I can make Magic talk—
A myriad shells show
In a scrap of chalk;
Of but an inch of moss
A forest—flowers and trees;
(i) Identify whether the following statement is true or false.
The poet uses his magical powers to make the round glass
powerful.

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Science and Curiosity

(ii) Select the line from the extract that expresses the presence of intricate
patterns in ordinary objects.
(iii) What does the comparison of ‘an inch of moss’ to a ‘forest’ suggest
about the speaker’s view of the world through the magnifying glass?
(iv) How does the poet feel about the ability of the magnifying glass to
reveal hidden wonders?
A. Satisfied
B. Fascinated
C. Grateful
D. Determined
II Answer the following questions.
1. What is the significance of the spider in the poem?
2. How might the speaker’s view of the natural world change if there
was no use of a magnifying glass?
3. Why does the poem end with the idea of the moon being within reach?
4. What is the speaker’s attitude towards nature and the act
of observation?
5. Which is your favourite part of the poem? Why?

Let us learn
I Fill in the blanks in the sentences with the words given in the box below.

woven myriad deft

stumble surpass marvellous

With his 1. ____________ description, the author has written the story
beautifully 2. ____________with fascinating details. When you read the
story, you will surely enjoy the 3. ____________storytelling technique
that attracts all kinds of readers. What makes the story interesting is
the superb way of describing the 4. ____________emotions and feelings of
the characters. The reader will 5. ____________upon the unexpected twists
and turns that 6. ____________ all our understanding and make us wonder
at the narrative power of the author.

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Poorvi

II The collective noun ‘a hive of bees’, is used in the poem. Match

the phrases in Column 1 with suitable words in Column 2 to make
collective nouns.

Column 1 Column 2
1. a swarm of (i) ships
2. a constellation of (ii) soldiers
3. a grove of (iii) dancers
4. a troupe of (iv) locusts
5. a battalion of (v) trees
6. a fleet of (vi) stars

III The poet uses the expression ‘eyeing the moon’ in the poem. Match the
idiomatic expressions with ‘eye’ given in Column 1 with their meanings
in Column 2. You may refer to a dictionary.

Column 1 Column 2
1. apple of one’s eye (i) watch something or someone
closely
2. in the blink of an eye (ii) act as if you do not see or
notice
3. keep an eye on something or (iii) something that happens very
somebody quickly
4. turn a blind eye (iv) an overall look at something
5. see eye to eye (v) a person who is very precious
or important
6. bird’s-eye view (vi) agree with each other

IV The poet uses the adjective form ‘tigerish’ in the poem by adding the
suffix -‘ish’ to the noun ‘tiger’. In the same way, we can make adjectives
by adding the suffix -‘ish’ to some nouns.

Choose the nouns to which you can add the suffix -‘ish’ to make adjectives.

girl glass book silk

boy water moon scrap

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Science and Curiosity

Let us listen
I You will listen to a conversation between a father and daughter
about lesser-known Indian inventions. As you listen, mark the four
true statements from (1)–(6) given below. (Transcript for teacher on
page 250)

1. The father is surprised by the fact that India was

involved in the invention of radio broadcasting
and fibre optics.

2. The daughter appears indifferent when learning

the origins of the USB port.

3. The father shows little interest in the information

about the origin of snakes and ladders.

4. The father was simply confirming all the facts

shared by the daughter.

5. The daughter expresses pride and admiration

for India’s role in global inventions.

6. The daughter is excited as she shares new

discoveries about India’s contributions with
her father.

Papa,
everyone talks
about how yoga
and the concept
of zero came
from India.

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Poorvi

Let us speak
I When pronouncing /v/ and /f/, the lower lip lightly touches the edge
of the upper teeth. Air flows through the small gap, creating a soft
friction sound.

Note the difference between /v/ and /f/. When we pronounce words with
/v/ sound, there is a vibration, whereas /f/ sound has no vibration. Both the
sounds can occur in the beginning, middle, or at the end of words.
Read these words aloud with the help of your teacher.
beginning sound /f/: forest flowers from
middle sound /f/: deft afternoon
end sound /f/: of itself

beginning sound /v/: vase valour victory

middle sound /v/: woven even marvellous

end sound /v/: hive

II If you could travel to space, which planet would you like to visit? Why?
What preparations would you like to make? Speak about any five things
that you would like to take along.

III If you could invent something, what would you like to invent and
how? Give reasons for the choice of your invention. Speak about your
wonder invention.

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Science and Curiosity

Let us write

I In a conversation, we communicate through dialogues. While writing

a conversation, we need to ensure that the dialogues are engaging and
serve a purpose.

Points to remember:

• Mention where, when, and with whom the conversation is

taking place.

• Identify the word choice and tone—formal or informal.

• Include key information, points of agreement and disagreement, etc.

• Use words in brackets to express emotions or actions, such as (joyfully)

(sits down).

• You may use filler words like Uff, Er… , Ugh, etc.

Deepa and Asma, members of the Science Club have a conversation to

take a decision about making a model for an upcoming Science Fair.
Create this conversation between Deepa and Asma.

You may begin the conversation like this.

Deepa: Hi Asma! Our Science teacher mentioned that you have a

wonderful idea for the Science Fair project.

Asma: (hesitatingly) Yes, I do. But I’m not sure if it is good enough.

Deepa: (encouragingly) Don’t worry…

Let us explore
I Children with low vision may benefit from different types of visual aids,
such as magnifying spectacles, stand magnifiers, hand-held magnifiers,
and telescopes. Magnifying spectacles are used for reading, threading
a needle or doing other close-up tasks. Stand magnifiers rest above the
object and are hands-free and help to keep the magnifying lens at a
proper distance. Hand-held magnifiers with and without built-in lights,
are usually smaller and lighter to move over printed material. They can
be moved more easily. Telescopes are used to see objects or signs far
away. Some telescopes can even be attached to eyeglasses.

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Poorvi

II Did you know that telescopes also use lenses?

1. The largest telescope in India for studying celestial objects is located
in the district of Nainital, Uttarakhand. Commissioned in 2016, it is
maintained and operated by ARIES (Āryabhaṭa Research Institute of
Observational Sciences).
2. The Indian Astronomical Observatory (IAO) is a high-altitude
astronomy station located in Hanle, Ladakh, India. It is situated at an
elevation of 4,500 meters (14,764 ft), and supports optical, infrared, and
gamma-ray telescopes.
3. The largest, most powerful, and most complex telescope ever launched
into space is the James Webb Space Telescope. NASA launched it
on, 25 December 2021. It orbits the Sun at a distance of 1.5 million
kilometres from Earth. To learn more, visit the link below.
https://science.nasa.gov/mission/webb/

4. The Mauna Kea Observatory, astronomical observatory in Hawaii, US,

that has become one of the most important in the world because of
its outstanding observational conditions. The Mauna Kea Observatory
is operated by the University of Hawaii and lies at an elevation of
4,205 metres (13,796 feet) atop the peak of Mauna Kea, a dormant
volcano on north-central Hawaii island. The summit hosts a world-
renowned collection of astronomical research facilities and large
telescope observatories, including the Keck Observatory and Subaru
Telescope, for optical, infrared, and submillimeter astronomy.
The observatories are set up here because of Mauna Kea’s high
elevation, dry environment, and stable airflow that make it a prime
location for astronomical observation. The focus is scientific research
across the electromagnetic spectrum.
Public Access: The Onizuka Center for International Astronomy
provides visitor information and exhibits about the mountain and its
observatories, and offers guided tours of the summit.
Find out more about them from the internet and discuss with your
science teacher and classmates.

230 By Frank Ravizza - Own work, CC BY-SA 4.0

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Science and Curiosity

III Read about ancient Indian scholars.

1. One of the eminent astronomers of the ancient India was Āryabhaṭa.
His work Āryabhaṭiyam, laid the groundwork for various astronomers
to develop in subsequent centuries and continues to be an important
work even today. Āryabhaṭa proposed a heliocentric model of the
solar system centuries before Copernicus. He also gave a scientific
explanation of lunar and solar eclipses.

2. Varāmihira, the sixth-century CE astronomer, philosopher, and

mathematician wrote the astronomical treatise Pañchasiddhāntika
(Fine Treatises), a compendium of Greek, Egyptian, Roman, and
Indian astronomy.

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3. The tenth-century CE mathematician-astronomer Bhāskarachārya II

contributed significantly to the advancement of astronomical
concepts. His works Siddhāntaśiromaṇi and Karaṇakutūhala, include
compiled data on planetary positions, conjunctions, and eclipses.
https://indianculture.gov.in/timeless-trends/unveiling-cosmos-journey-through-
history-astronomy-india

IV Jantar Mantar in New Delhi is an astronomical observatory. It has

large-scale astronomical instruments designed for precise calculations
and measurements of celestial movements. It was built in 1724 by
Maharaja Sawai Jai Singh II. The observatory is a UNESCO World Heritage
Site. Five such observatories were built by Jai Singh II, the other four are
located in Ujjain, Mathura, Varanasi, and Jaipur.

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BIBHA CHOWDHURI
THE BEAM OF LIGHT THAT LIT THE PATH FOR WOMEN IN
INDIAN SCIENCE

Let us do these activities before we read.

I Work in pairs. What qualities do you associate with a scientist? Share
your answers with your classmates and teacher. Complete the word web
given below.

Qualities of a
scientist

II Some pictures of women scientists are given below. What do you know
about their work? Share your answers with your classmates and teacher.

Unit 5.indd 233 13-05-2025 15:42:17

Poorvi

Let us read
In a world where women’s potential in science, technology,
trailblazers: engineering, and mathematics (STEM) is being recognised
people who are beyond doubt, India has seen its share of trailblazers who
the first to do paved the way. Today, the women behind ISRO’s Mars Orbiter
something that
Mission and Chandrayaan-3 are celebrated for their brilliance
other people do
later
and achievements. However, the foundation was laid by
early pioneers like Bibha Chowdhuri—India’s first woman
physicist—who carved a path in the male-dominated field
of physics.
At a time when Indian
women struggled to seek
equitable:
knowledge and equitable
treating
access to education, Bibha
everyone fairly
and in the same Chowdhuri emerged as
way a rare beam of light—a
woman who defied the
defied the odds and lit a path for
odds: achieved
others to follow. Born
something
in 1913 in Kolkata, in an
despite
difficulties India that still followed the
traditional path. Bibha’s
story was anything but
ordinary. She was a scientist who rose not only against the
towering: very societal expectations of women but also amidst the towering
high or great giants of science—men whose names the world would come to
celebrate, while hers was whispered only in the halls of those
who recognised her brilliance.
persistence: Bibha’s persistence eventually earned her a place at the Bose
ability to Institute. She had already begun to chip away at the walls
keep doing
of exclusion, becoming the first Indian woman to excel in
something
high-energy particle physics.
difficult

Breaking Boundaries
delved:
examined In 1945, Bibha’s academic journey took her to the University
something in of Manchester. Under the guidance of the celebrated Nobel
detail to find Laureate, Patrick M.S. Blackett, she delved deeper into the
information field of cosmic rays. Her Ph.D. thesis on cosmic rays earned
local recognition, with newspapers introducing her as ‘India’s

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Science and Curiosity

New Woman Scientist—She has an eye for Cosmic Rays’. This

title reflected the awe she inspired in a world still sceptical of sceptical:
doubtful
her capabilities.
In an era marked by towering scientific discoveries, Bibha was
often on the cusp of greatness but remained in the shadows
notable:
of her male counterparts. Her most notable contribution
remarkable
was the discovery of pi-mesons, a subatomic particle. Her
nomination for a Nobel Prize in 1950 by Erwin Schrödinger,
though unsuccessful, reflected her remarkable talent. Her
life, full of challenges and struggles, was marked by an uphill
battle to be heard and seen in the field of science. Chowdhuri
never received any awards during her lifetime, but continued
her work tirelessly.
In 1949, upon her return to India, she became the first woman
faculty member at the Tata Institute of Fundamental Research
(TIFR), personally selected by Homi J. Bhabha. Chowdhuri’s
contributions spanned across research institutes like the
Physical Research Laboratory in Ahmedabad and the Saha
Institute of Nuclear Physics in Kolkata. This is where she
continued her work on cosmic rays and subatomic particles.
Through decades of crucial research, from Kolar Gold Mines
to the Physical Research Laboratory under the mentorship
of Vikram Sarabhai, Bibha’s work went on quietly, as she periphery:
remained in the periphery of Indian scientific acclaim. boundary
She passed away in 1991, her story untold, her name
largely forgotten. acclaim: praise

The Legacy of Bibha Chowdhuri and Today’s Women in

Indian Science
The stars are not meant to remain
hidden forever. In 2019, the
International Astronomical Union
(IAU) honoured her legacy by
renaming a star in the constellation
Leo—HD 86081—as ‘Bibha,’
meaning ‘beam of light.’ Fittingly,
she is now a ‘star in heaven,’ a
symbol of the light she brought
to Indian science. A fitting tribute

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Poorvi

tenacity: to a woman whose life was a radiant example of tenacity,

determination brilliance, and quiet determination. In 2020, the Government
to continue of India declared a chair professorship in her name.
what you are
doing Fast forward to the present day, and the advancements made
by women in Indian science reflect Chowdhuri’s pioneering
spirit and the progress she helped ignite. Women in ISRO, for
ignite: arouse
instance, are no longer participants but leaders in missions
that make global headlines.
One such luminary is Dr. Ritu Karidhal Srivastava, popularly
referred to as the ‘Rocket Woman of India.’ Her pivotal role
in ISRO’s Mars Orbiter Mission and subsequent leadership in
Chandrayaan-2 and Chandrayaan-3 reflect the leaps women
have made in STEM in India. Over 50 women contributed to
Chandrayaan-3, and their success is built upon the shoulders
of pioneers like Bibha Chowdhuri. Their roles in developing
autonomous:
autonomous systems for spacecraft and managing
independent
mission-critical operations highlight the capabilities of women
in pushing India’s space programme forward.

From Shadows to the Stars

The journey from Bibha Chowdhuri’s era to today’s women
arduous: scientists has been long and arduous, but it is also inspiring.
difficult, The struggles Chowdhuri faced are a stark reminder of how far
needing a lot we’ve come—and how much further we have to go. But with
of effort and
every cosmic achievement—be it landing on the moon or
energy
reaching Mars—these women prove that the journey is well
stark: clear worth it.
Bibha Chowdhuri’s legacy lives on. Her story continues to
inspire young women to pursue their passions, break barriers,
and leave their mark on the world. Whether exploring cosmic
rays or sending rockets to Mars, India’s women scientists are
beacon: a good writing the next chapter in a story that Bibha Chowdhuri
example that helped begin.
gives people
hope and As the stars of Indian science shine brighter, Bibha Chowdhuri,
encouragement the beacon-‘beam of light,’ will always guide the way.

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Science and Curiosity

Let us discuss
I Arrange the following events from Bibha Chowdhuri’s life in the
correct order of occurrence. Share your answers with your classmates
and teacher.
1. The International Astronomical Union (IAU) honoured her legacy by
renaming a star in the constellation Leo—HD 86081—as ‘Bibha’.
2. She became the first woman faculty member at the Tata Institute of
Fundamental Research (TIFR).
3. Bibha Chowdhuri was born in pre-independent India.
4. The Government of India declared a chair professorship in
Bibha’s name.
5. She joined the University of Manchester under the guidance of the
celebrated Nobel Laureate, Patrick M.S. Blackett.
6. She was nominated for a Nobel Prize by Erwin Schrödinger.

Let us think and reflect

I Read the given extracts and answer the questions that follow.
1. In 1945, Bibha’s academic journey took her to the University of
Manchester. Under the guidance of the celebrated Nobel Laureate,
Patrick M.S. Blackett, she delved deeper into the field of cosmic rays. Her
Ph.D. thesis on cosmic rays earned local recognition, with newspapers
introducing her as ‘India’s New Woman Scientist—She has an eye for
Cosmic Rays’.
(i) Why is the mention of Patrick M.S. Blackett, a Nobel Laureate,
significant in this extract?
(ii) What can be inferred about the public perception of women
scientists in the 1940s from the title given to her by the press ‘India’s
New Woman Scientist’?
A. Women scientists were widely accepted and celebrated at
that time.
B. The world was still doubtful about the capabilities of
women scientists.
C. Women scientists were as common and renowned as men in
the 1940s.
D. Women were not allowed to study sciences or pursue
scientific careers.

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Poorvi

(iii) In the phrase ‘celebrated Nobel Laureate,’ the word ‘celebrated’

refers to all of the following EXCEPT someone who is
A. famous and highly respected
B. frequently seen in public
C. renowned for their achievements
D. well-regarded in their field
(iv) Complete the following sentence suitably.

The phrase ‘She has an eye for Cosmic Rays’ suggests that
__________.
2. The journey from Bibha Chowdhuri’s era to today’s women scientists
has been long and arduous, but it is also inspiring. The struggles
Chowdhuri faced are a stark reminder of how far we’ve come—and
how much further we have to go. But with every cosmic achievement—
be it landing on the moon or reaching Mars—these women prove that
the journey is well worth it.
Bibha Chowdhuri’s legacy lives on. Her story continues to inspire
young women to pursue their passions, break barriers, and leave
their mark on the world. As the stars of Indian science shine brighter,
Bibha Chowdhuri, the beacon–‘beam of light,’ will always guide the way.
(i) What can be inferred about the challenges faced by women
scientists today, as compared to Bibha Chowdhuri’s era?
A. Women scientists no longer face any barriers.
B. The challenges remain, but progress has been made.
C. The struggles have become more difficult over time.
D. The struggles are the same as they were for Chowdhuri.
(ii) The phrase ‘Bibha Chowdhuri’s legacy lives on’ suggests that
__________.
(iii) Why is Bibha Chowdhuri referred to as a ‘beacon’ and a ‘beam of
light’ in the extract?
(iv) State whether the following sentence is a fact or an opinion.
Bibha Chowdhuri was the beacon, the ‘beam of light’ whose story
continues to inspire young women.

II Answer the following questions.

1. Why is Bibha Chowdhuri considered a pioneer in the field of science?
2. What does Bibha Chowdhuri’s nomination by Erwin Schrödinger tell
us about her abilities?
3. Bibha Chowdhuri never worked for awards or recognition. Support
this statement with evidence from the text.
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Science and Curiosity

4. How does the renaming of a star as ‘Bibha’ serve as both a literal and
symbolic recognition of her contributions to science?
5. How do the roles of women in ISRO today reflect broader changes in
societal attitudes towards women in STEM in India?
6. What is the writer’s purpose of highlighting the contributions of Bibha
Chowdhuri and other modern women scientists?
7. How might this text help shape people’s perception of the role of
women in other traditionally male-dominated fields?

Let us learn
I Complete the crossword puzzle by filling in the antonyms from the clues
given below in the table. You may refer to the text.

2 3

Across Down
4. core 1. effortless
5. dependent 2. weakness
7. extinguish 3. neglect
8. terrestrial 6. trivial

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Poorvi

II Substitute the underlined phrase in the sentences with the suitable

words from the box given below.

physicist luminaries pioneers

peers barriers persistence

1. They are considered to be the first people to start the online markets.
2. A scientist who studies matter, energy, light, etc.
3. Most of my friends are my classmates and are my age.
4. We first welcomed all the famous and important people in folk song
for the award ceremony.
5. My brother finally succeeded in his business because of his continuous
efforts and determination.
6. We should remove all the things that block our way in
achieving success.

III The words ‘professorship’, ‘mentorship’, and ‘leadership’ are used in

the text. These words are made by adding the suffix ‘-ship’ to the words
‘professor’, ‘mentor’ and ‘leader’. Similarly, we can make words by
adding -ment and -hood to certain words.

Now, make words by adding suitable suffixes -ship, -ment, and -hood to
the words given below. One example has been done for you.

achieve + ment = achievement

1. member + _______________ = _________________
2. govern + _______________ = _________________
3. partner + _______________ = _________________
4. child + _______________ = _________________
5. citizen + _______________ = _________________
6. entertain + _______________ = _________________
7. brother + _______________ = _________________
8. agree + _______________ = _________________

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Science and Curiosity

IV The abbreviations—ISRO and STEM—used in the text are called acronyms

because they are read or pronounced as full words.

The grid given below has acronyms for the following. Circle the acronyms
in the grid.
1. National Aeronautics and Space Administration
2. All India Institute of Medical Sciences
3. Ayurveda, Yoga and Naturopathy, Unani, Siddha, and Homoeopathy
4. National Institute of Pharmaceutical Education and Research
5. World Health Organization

A C B G A I I M S
Y R T H A I T A W
U S W H O C M T J
S A R O F G C R T
H B N I P E R B I
D G N O J T O N M
E F N A S A J E E

Clipping
The short form of laboratory is lab. In making this short form, the
front part of the word is retained and the end part is removed
or clipped.
Clipping is a method of making words from larger words in
English. There are three clipping methods.

1. Back clipping: a word is made by removing the end part of

a word and retaining the front part (exam—examination,
ad—advertisement, gas—gasoline, memo—memorandum,
gym—gymnasium, photo—photograph, etc.).

2. Front clipping: a word is made by removing the front part

of a word and retaining the end part (phone—telephone,
net—internet, bike—motorbike, net—internet, etc.).

3. Middle clipping: a word is made by removing the front and

the end parts of the word and retaining the middle part
(flu—influenza, fridge—refrigerator, etc.).

241

Unit 5.indd 241 13-05-2025 15:42:26

Poorvi

V Read the following sentence from the text and the table that follows.

…, the foundation was laid by early pioneers like Bibha Chowdhuri…

Subject Verb Object

The foundation was laid early pioneers like Bibha Chowdhuri…

Here the verb is expressed in passive form.

Verbs can be expressed in either active voice or passive voice.

When the subject performs the action, the sentence is said to be in active
voice. On the other hand, when the subject receives the action, the
sentence is in passive voice.

Generally, sentences written in active voice are considered effective.

However, passive voice is used when the
• action is more important than the doer,
A cure for the disease was discovered.
(The focus is on the discovery, not on who discovered it.)
• doer of the action (agent) is obvious,
The national anthem is sung at the beginning of the event.
(It is clear that people sing it, so mentioning the doer is unnecessary.)
• doer of the action is unknown.
The car was stolen last night.
(The identity of the thief is unknown.)

Now, complete the following news report with the passive form of verbs
given in the box below. (Remember that the verb must agree with the
subject.)

discover test measure publish record take

Last year, significant advancements in medical science 1. __________

in leading medical journals when a new vaccine for malaria 2. __________.
The vaccine 3. __________ through several clinical trials and results
4. _________ in those journals. During the trials, blood samples
5. __________ regularly from participants to monitor their immune
response. The amount of antibodies produced 6. __________ carefully to
assess the effectiveness of the vaccine.

242

Unit 5.indd 242 13-05-2025 15:42:27

Science and Curiosity

VI Read the following report of an experiment. Rewrite the report using

passive verbs wherever necessary.

I conducted an experiment to investigate the effects of light on plant

growth. I placed various plants under different light conditions and
measured their growth over several weeks. I recorded data daily to track
the height of each plant. At the end of the experiment, I analysed the
results and found that plants exposed to natural light grew significantly
taller than those under artificial light. I concluded that sunlight plays a
crucial role in plant development. I presented my findings to the class,
highlighting the importance of light in enhancing photosynthesis and
overall plant health.
You may begin like this.

An experiment was conducted…

VII Read the instructions given in the box on landing of Chandrayaan.

Complete the passage by choosing the correct answer from the
options given.

• Launch the spacecraft towards the Moon from Earth.

• Position the spacecraft to enter the Moon’s orbit.
• Adjust the spacecraft’s path for landing.
• Slow down the spacecraft as it nears the Moon’s surface.
• Release the rover to explore the surface and collect
valuable data.

Chandrayaan’s landing mission involves several key steps.

First, the spacecraft 1.________ towards the Moon from the Earth.
Then, it 2. ________ to enter the Moon’s orbit. After reaching the Moon’s
orbit, the spacecraft’s path 3. ________ for landing. Next, the spacecraft
4. ________ as it nears the Moon’s surface. Finally, the rover 5.________ to
explore the surface and collect valuable data.
(i) A. launched B. were launched
C. was launched D. is launched

(ii) A. position B. was positioned

C. is positioned D. has positioned

(iii) A. adjusted B. was adjusted

C. is adjusted D. were adjusted

243

Unit 5.indd 243 13-05-2025 15:42:28

Poorvi

(iv) A. slowed down B. was slowed down

C. is slowed down D. were slowed down

(v) A. is released B. has released

C. were released D. was released

Let us listen
I You will listen to a podcast about Artificial Intelligence. As you listen,
answer the following questions by selecting the correct options.
(Transcript for teacher on page 251)
1. What is one of the key benefits of AI in the healthcare sector?
(i) Helps doctors communicate faster with patients.
(ii) Provides personalised treatments and faster diagnoses.
(iii) Focuses on cosmetic surgeries to improve appearance.
2. How did AI play a crucial role during the global pandemic?
(i) AI robots monitored patient behaviour in hospitals.
(ii) AI assisted in speeding up the discovery of new medicines.
(iii) AI developed different types of vaccines by itself.
3. What example was given regarding AI’s role in renewable energy?
(i) AI is optimising the placement of wind turbines and solar panels
in cities.
(ii) AI is promoting alternative energy from wind turbines and
solar panels.
(iii) AI is improving the performance of wind turbines and solar panels.
4. What does AI offer to teachers in the field of education?
(i) Helps teachers assign grades more quickly.
(ii) Allows teachers to communicate better with students.
(iii) Helps teachers analyse student performance.
5. What is one of the user-friendly features that AI is enhancing for
people with disabilities?
(i) Helps them find better jobs in the mainstream.
(ii) Improves speech recognition and voice command technologies.
(iii) Trains individuals to interact with robots.

244

Unit 5.indd 244 13-05-2025 15:42:29

Science and Curiosity

Let us speak

Impact of
Mobile Phones

I Form a group of five. Conduct a panel discussion on the topic, ‘Evaluating

the Impact of Mobile Phones—Beneficial or Harmful’. Each student will
take on one of the following roles.
• Moderator (initiates and directs the flow of the discussion inviting the
speakers to share their views on the subject; at the end sums up the
points of discussion and thanks the members of the group)

• Principal (opposed to—focus on discipline in school)

• Teacher (in favour of—partially in favour, educational use with

limitations)

• Parent (opposed to—concerned about health and social effects on

children)

• Student (in favour of—highlighting the benefits like connectivity and

learning)

245

Unit 5.indd 245 13-05-2025 15:42:32

Poorvi

You may use the cues given below and add your own ideas when speaking.

Principal Teacher
As a Principal, I strongly From an educator’s
believe mobile phones are perspective, I think mobile
largely disruptive because… phones can be valuable but…

Parent Student
As a parent, I’m concerned As a student, I feel mobile
that mobile phones phones are essential
pose certain risks to because…
children’s health and social
development…

Let us write

I Your school recently hosted the Zonal Science Exhibition, in which teams
of students from 25 schools participated enthusiastically. As the student
editor, write a report on the exhibition to be published in your school
magazine. Use the cues given below with your own ideas to compose
this report.
• Who was the organiser and who hosted the exhibition?
• When (date and time) and where was it held?
• Why was it held?
• Who participated?
• Who was the Chief Guest?
• What were the competitions held? For example: Science Quiz, Science
Models, etc.
• What were the topics of models exhibited? Give details.
• Which team got the trophy for best exhibit?
• What were the observations of the Chief Guest and other visitors?

Points to remember:
1. Write the report in past tense, passive voice, and third person.
2. Follow proper format with a headline, reporter’s name, and
three paragraphs.
246

Unit 5.indd 246 13-05-2025 15:42:33

Science and Curiosity

Let us explore
I In the recent times, Augmented Reality and Virtual Reality are changing
the way students learn. Let us know more about them.
• Augmented reality (AR) enhances a person’s environment by adding
digital elements to what can be seen in real time, usually through a
smartphone camera.
• Virtual reality (VR) offers a fully immersive experience, replacing the
real world with a simulated one.
• Through AR and VR, the students can see and interact with things that
they could not interact with in real life. This enables younger students
to understand difficult ideas easily.
• To keep up with the times, NCERT has developed the e-Pathshala AR
(Augmented Reality) App under the aegis of MHRD, Government
of India.
• This App aims to enable students to go beyond textbooks and four
walls of the classrooms and learn concepts by directly experimenting
rather than only through reading and memorisation.
• This revolutionary effort will change most students from passive
listeners to active learners.
• This effort is in line with the Prime Minister’s Digital India vision to
empower varied sectors using technology and addressing the triple
need of skill, scale, and speed.

Gear up for the new age education!

https://ciet.ncert.gov.in/ar-vr

II The Government of India has come out with a new set of National Awards
in the field of Science, Technology, and Innovation known as ‘Rashtriya
Vigyan Puraskar’.

The objective of the Rashtriya Vigyan Puraskar (RVP) is to recognise the

notable and inspiring contribution made by the scientists, technologists,
and innovators individually or in teams in various fields of science,
technology, and technology-led innovation.
1. Vigyan Ratna (VR) award will recognise lifetime achievements and
contributions made in any field of science and technology.
2. Vigyan Shri (VS) award will recognise distinguished contributions in
any field of science and technology.

247

Unit 5.indd 247 13-05-2025 15:42:34

Poorvi

3. Vigyan Yuva-Shanti Swarup Bhatnagar (VY-SSB) award will recognise

and encourage young scientists up to the age of 45 years, who have made
an exceptional contribution in any field of science and technology.
4. Vigyan Team (VT) award to be given to a team comprising three or more
scientists/researchers/innovators, who have made an exceptional
contribution working in a team in any field of science and technology.
https://pib.gov.in/PressReleaseIframePage.aspx?PRID=1959262

III A glimpse of women pioneers from different fields.

Source: https://www.indiascienceandtechnology.gov.in/sites/all/themes/
vigyan/images/Women's_Scientist_Brochure_Low_Res.pdf

248

Unit 5.indd 248 14-05-2025 12:01:52

TRANSCRIPTS

FEATHERED FRIEND

Let us listen (refer to page 217)

I You will listen to a conversation between Monika and Toby. Toby is a
Martian and is stranded on Earth. He has become Monika’s friend. As
you listen, put a tick mark against the correct statements and a cross
against the wrong ones.
Monika : Hi, Toby! Do you miss your planet?
Toby : Very much, Monika! I miss my people and home.
Monika : Oh! I wish I could do something about it! But I am
happy to have you as my friend.
Toby : Thank you, Monika!
Monika : Er... could you tell me something more about yourself?
Toby : Why not! What do you want to know about
me, Monika?
Monika : What do you eat for breakfast?
Toby : Well, we Martians don’t need to eat anything. We get
our energy from the Sun.
Monika : Oh! Don’t you ever feel like having ice creams and
chocolates? I can’t think of life without them!
Toby : No, Monika! We are made of different stuff.
Monika : 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!
Monika : (gasps in disbelief) Oh my goodness!
249

Unit 5.indd 249 13-05-2025 15:42:38

II Listen to the conversation again and fill in the blanks with the exact
words you hear.

MAGNIFYING GLASS

Let us listen (refer to page 227)

I You will listen to a conversation between a father and daughter about
lesser-known Indian inventions. As you listen, mark the four true
statements from 1–6 given below.
Daughter : Papa, everyone talks about how yoga and the
concept of zero came from India, but I recently
found out there are so many more inventions that
people don’t really know about!
Father : Oh really? Like what?
Daughter : Well, did you know that radio broadcasting has
roots in India? We usually credit Marconi, but
Jagadish Chandra Bose, a Bengali scientist, actually
conducted an experiment using microwaves
before Marconi.
Father : Wow, I didn’t know that! That’s incredible. I can
recollect something about fibre optics.
Daughter : Yes! You’re absolutely right Papa. Can you
imagine life without fibre optics? No fast internet,
no clear communication… And guess what? It
was pioneered by Narinder Kapany, an Indian
physicist from Punjab. He’s called the ‘father of
fibre optics.’
Father : That’s something I use every day, but I just had an
idea that the origins were in India. What about fun
things? Any of those that you’ve found out about?
Daughter : Yes indeed! You’ll love this one—Snakes and
Ladders! It was actually invented as a game to
teach children values, with ladders representing
virtues and snakes representing evil. It wasn’t
just a board game like we think today. It had a
spiritual meaning in ancient times.
250

Unit 5.indd 250 13-05-2025 15:42:39

Father : So even that simple game had such deep roots.
Let me tell you about one that I just remembered.
Daughter : Of course! I’d love to know.
Father : Well, the USB port, something we rely on all the
time to connect devices, was invented by Ajay
Bhatt. He’s an Indian-born engineer who helped
revolutionise the way we use technology.
Daughter : That’s amazing. USB is such a basic part of life
now. It’s hard to imagine a time without it.
Father : That’s incredible. And all this from India. I
definitely learned a lot from this conversation.
Adapted from— https://www.bbc.co.uk/programmes/articles/5rnsYs1QcP-
B7CsyjzvTcmjf/7-surprising-things-india-has-given-the-world

BIBHA CHOWDHURI
THE BEAM OF LIGHT THAT LIT THE PATH FOR WOMEN IN
INDIAN SCIENCE

Let us listen (refer to page 244)

I You will listen to a podcast about Artificial Intelligence. As you listen,
answer the following questions by selecting the correct options.
Hello and welcome to Tech Talks, the podcast where we explore
how technology is shaping our world! I’m Faizy, your host,
and today we’re diving into the fascinating topic of artificial
intelligence, or AI, and how it’s benefiting humankind.
AI is often seen as futuristic, but it’s already making everyday
tasks easier and more efficient. Let’s look at some of the incredible
ways AI is improving our lives in four of the many segments.
Let’s begin with Segment 1: Healthcare Transformation
AI systems can analyse medical data much faster and more
accurately than humans, leading to quicker diagnoses and
personalised treatments.
AI-powered robots are also assisting in surgeries, making
them more precise and less invasive. And during the global
pandemic, AI played a crucial role in speeding up the discovery
of new medicines.
251

Unit 5.indd 251 13-05-2025 15:42:40

Let’s now talk about Segment 2: Environmental Sustainability
AI is helping us fight climate change. It helps in predicting natural
disasters, and managing resources like water and agriculture
more efficiently.
In renewable energy, AI is improving the performance of wind
turbines and solar panels, pushing us toward a greener future.
Next, we have Segment 3: Enhancing Education
In education, AI is offering personalised learning experiences
to students.
Teachers also benefit from AI, which helps analyse student
performance and manage administrative tasks, giving them
more time to focus on teaching.
Segment 4: Accessibility and Inclusion is the final segment of
the podcast today.
You see, AI is also improving accessibility for people with
disabilities. Technologies like speech recognition, text-to-speech,
and voice commands make communication easier and faster.
Now you know how AI is improving life for humankind. AI is a
powerful force for good but we need to use it responsibly.
Thanks for tuning in to Tech Talks. Join us next time for another
deep dive into the world of technology. Until then, stay curious,
and keep exploring!

252

Unit 5.indd 252 13-05-2025 15:42:42

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