Answer Keys

What I Wish I Knew about 1
School
a reflect
A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the students, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.
b understand
B1. 1. b) regret. 2. a) work hard. 3. d) the effort we put in

B2. Suggested answers:
1. The erroneous assumption that the writer had was that working hard doesn’t get you anywhere
and it’s okay to take things for granted.
2. He realized that getting pass marks, without any effort at all, doesn’t get you the education you
need.
3. You get an A for your character only if you work to the best of your ability and are able to say
‘I did my best’.
4. The writer was thrilled with his son’s first report card because it said ‘Connor loves to learn’.
B3. 1. As a student, the writer was someone who did the absolute minimum and got away with it. He
was the typical class disrupt or who thought it was beneath him to study hard and mocked anyone
who did.
2. The writer regrets the fact that he didn’t work hard during his formative years and was only doing
the bare minimum to look ‘cool’. He hasn’t learnt to work hard enough to say ‘I did my best’ and
develop that attitude towards learning.
3. While he regrets losing out on learning opportunities during school, the writer thanks his teachers
for showing him what ‘the pleasure in finding things out’ actually means.
B4. Suggested answers:
1. The boy was born with a high IQ and did well in school without much effort.
2. He didn’t get the education he needed. / He didn’t develop the ability to work hard and do his
best.
3. When he figured out what he wanted to do, he thanked his teachers for showing him the
significance of ‘pleasure in finding things out’.
c think
C1. In response to the questions in this section, some degree of subjectivity should be encouraged. They
do require written responses.
Suggested answers:
1. Getting something without much effort doesn’t have any value. While you might feel happy at
the moment of success, it isn’t success that you would be proud of. To make sure you are worthy
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real english teacher’s resource pack
of what you get, you should put in all efforts and do the best you can. That’s when you value that
success.
2. When the writer faced several setbacks and failure as an adult, he realized how being laidback as
a child is influencing his choices, opportunities and his future. The lesson he learnt was that you
should work as hard as possible so that you can be happy with the goals achieved.
3. If the writer had become a conscientious student, he would have been more successful and would
be happier with his successes. He would be able to claim that he ‘did his best’. He would still have
the penchant for learning and be a lifelong learner.
d language in use
Vocabulary
D1. differ, different, differently
sweetness, sweet, sweetly
width, widen, wide
D2. 2. differ, difference
3. sweetly, sweeten
4. width, widen
D3. The students will do this activity with the teacher’s support.
D5. used to go, used to visit, used to be, used to accompany, used to walk
D6. dare not come; need not know; need not come; dare not ask; needn’t, tell; Dare, risk
e interact
E1.
Audio Transcript
Boy : Mom, please come here.
Mother : Nicola, can’t you see, I’m busy. I’m packing your schoolbag. When will you ever learn to tie the shoelaces?
Boy : But I can tie my shoelaces.
Mother : Yes, you can, Nicola. Did you polish your shoes?
Boy : Err . . . I’ll do it tomorrow, mom.
Mother : Nicola, why not today? When will you ever learn to do things in time?
Boy : I will, mom, I will.
1. Nicola
2. She is packing her son’s schoolbag.
3. The mother’s complaint is that Nicola doesn’t do things in time.
4. had polished his shoes.
5. No.
6. irritated
2
E2.
Audio Transcript
Rocky : Hi, Ben! Nice to see you again. When did you come back from your sea holiday? You were looking forward
to it, weren’t you?
Ben : I returned a couple of days ago.
Alex : Oh, yes he was so excited about it. By the way, how was the holiday?
Ben : It was wonderful! The islands are incredibly beautiful. We couldn’t believe the sight of pearly white sand
and the brilliant blue sky. The islands and the waters are so pristine!
Leonid: Ha! Not like the grey sky we see in our city, right?
Ben : Not at all. I even saw many colourful fish. It was fun. And guess what I found on the beach?
Alex : What? Let’s see. A big white seashell! Where did it come from?
Ben : What a silly question! From the sea, of course. It was washed ashore.
Leonid: I’ve seen other types. But this looks unique, Ben.
Rocky : Shells can vary in their sizes, shapes and pattern combinations. Aren’t they made of calcium carbonate?
Ben : Yes. Dad says it is the hard protective outer layer of a marine creature.
Leonid: How did you get it? Where’s the creature?
Ben : It was lying on the beach. I picked it up. There was no creature in it; I think it was long gone.
Alex : Where do you keep it? What do you do with it, Ben?
Ben : I keep it on the shelf in my room. Looking at it makes me happy and refreshes my memories of the trip.
Rocky : It’s beautiful. Though it’s a good thing you brought a seashell and not a piece of coral, Ben. Did you know
some countries have laws against collecting corals?
Ben : Really? I didn’t know. Thank goodness I didn’t bring any of the coral pieces I saw. It’s good of you to let me
know Rocky. Thanks.
Rocky : You’re welcome, Ben. Anyway, I’m glad you enjoyed your vacation.
Leonid: Did you take any pictures?
Ben : Oh, yes! . . .
1. False
2. It suggests that Ben was excited about sea holiday and was willing to go for it.
3. Because of polluted air, the city skyline shows a grey sky that does not look beautiful. Unlike that,
the skyline of islands is blue and beautiful because it is free from polluted air.
4. No. He did not harm any marine creature. He only found the shell without any creature in it. It
was lying on the beach.
5. Among all the boys, it was Rocky who knew more about shells and corals than the others. He not
only knew about the shapes, sizes and other features of shells, but was also familiar with the fact the
practice of collecting corals is legally prohibited in some countries.
6. Ben was thankful for being informed about the laws against collecting corals. As he was not aware
of such laws earlier, he might have brought coral pieces home from his sea vacation without
knowing its legal implications.
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E3. The students will do this activity with the teacher’s help.
f express
F1. The students will do this activity on their own.
g learn by doing
G1. The students will do this activity on their own.

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The Sun 2
a reflect
from the students, without interfering with their original perception and thought process. The teacher
b understand
B1. 1. a) appreciate nature.

2. b) second stanza.
3. b) simile.
B2. 1. Even though the sun is quite far away from the earth and humankind, it still looks royal in the
morning.
2. The poet wonders if there’s any language that can aptly describe how anyone feels when they look
at the sun in all its glory.
3. The poet wonders if we consider ourselves too powerful and are ignoring nature. Instead of
making the best use of nature, we seem to be craving for more.
B3. 1. The poem attempts to describe the magnificence and beauty of the sun and the pleasures it offers
to us. The poem also talks about how we forget to enjoy the most wonderful things in life offered
by nature. Even when we neglect it, the sun is there for us and makes our life better.
2. The rhetorical question in the poem is about whether humankind has gone crazy for power
and has forgotten how magnificent nature is. Instead of relishing what it offers us, we seem to be
yearning for more.
c think
Suggested answers:
1. The moon can be described just like the sun was in the poem. However, different imagery would
have to be used to describe the moon. We could talk about the soothing and luminous moonlight
and the soft and unearthly features of the moon.
2. ‘Wild love’ refers to the fact that the sun is part of nature and is part of what nature offers
humankind.
3. We should respect the sun and appreciate what it gives us. We should take care of nature and be
satisfied with what we have instead of being greedy for more.
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d language in use
D1. has the sound /a/ (sky) has the sound /e/ (ray) has neither sound
• ripe • undertake • exploit
• right • sage • point
• parasite • cake • delete
• twilight • eighteen • bought
• pipe • education • medicine
• precise • base • postpone
• pineapple • make • ninety
• pilot • blade • thirty-four
• communication • proud
• priestly
• monkey
D2. Answers will vary from student to student.
e learn by doing
E1. The students will do this activity on their own.
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Idgah 3
a reflect
from the learners, without interfering with their original perception and thought process. The teacher
b understand
B1. 1. it was Id and people were getting ready to go to the Idgah.

2. her little grandson had no one to accompany him, no shoes and no money.
3. he could not waste one-third of his treasure on an ordinary ride.
4. d)
5. they realized that Hamid’s buy was the best.
6. she realized that Hamid had a big heart and great concern for his grandmother.
B2. 1. Protective arms means showing affection and care to someone you love by holding them in your
arms.
2. Hamid’s friends, Mehmood, Mohsin, Nooray and Sammi rode on the camels and horses but
Hamid stood at some distance. He could not waste the little money he had on an ordinary ride.
Then the children bought clay toys but Hamid looked at them with longing. After the toys it was
sweets, but Hamid remained aloof. While his friends spent their money on eatables and recreation
Hamid bought a pair of tongs for his grandmother.
3. Subjective asnwer: When Hamid brought a pair of tongs for her, Amina felt very happy about
Hamid’s considerate nature and she felt like a child. Hamid, on the other hand, showed the
maturity of a grown-up in buying a pair of tongs for his grandmother.
c think
Suggested answers:
1. Hamid did not consider the indulgences of his friends a waste. It is just that he knew he could not
afford them, so he saved whatever money he had for something more meaningful. He does tell his
friends that their toys are wonderful, and truly means it. If Hamid had had more money, he may
have spent some of it on toys and sweets too, besides the tongs for his grandmother.
2. In the story ‘Idgah’, the children who visit the fair are competitive and flaunt their toys to each
other and envy each other for what the other has, just like children usually do. But all of them also
understand the larger scheme of things, and the value of everything in that scheme. Not only is
Hamid wise enough to spend his money judiciously on something that will benefit his household
on the whole but also his friends understand that the tongs will indeed earn Hamid much more
blessings than any of their toys would.
3. Upon seeing her grandson buy tongs for her and nothing for himself on Id, Amina felt like a little
girl. It is children who are normally the recipient of presents on festivals. For most of us, childhood
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is something we hold dear but can never get back. Hamid allowed Amina to feel like a little child
that Id, and even though he himself was orphaned, he made Amina feel looked after. Hamid was
still a child and had no way of knowing how an old woman like Amina longs for lost childhood,
and how miraculous it is for her to get it back even for just a moment.
4. Being considerate and kind towards others, the story ‘Idgah’ tells us, is among the most valuable
and glorious things in the world. Despite being a child, at an age of chasing curiosity and
exploring the world of fleeting joys and thrills, Hamid shows true generosity of spirit by gifting her
grandmother a pair of tongs instead of spending his Id on toys and food. This earns him not only
his grandmother’s blessings but also the respect of admiration of his friends. Despite having little
money, Hamid has a generous heart that outvalues the worth of all that money can buy. Hamid’s
generosity is something that we must all try and cultivate in ourselves.
d language in use
D1. 1. agog with rumours agog with anticipation

2. filled with pride filled with despair
3. gape at in amazement gape at in surprise
4. full of enthusiasm full of anger
D2. agog with anticipation; full of enthusiasm; filled with pride; gaped at him in amazement
D3. Suggested answers:
• Filled with happiness, excitement, the smell of (something), hopelessness, pride
• Overwhelmed with love, responsibility, loneliness, guilt, fatigue, mounting work
• Devoid of ambition, life, emotion, warmth, humour, love
• Be struck with fear, dread, fever, flu, wonder, lightning
• Gasped in surprise, in pain, in shock, in horror, in delight, for air, for breath
• Trembled with fear, with excitement, in anticipation
D4. 1. cycling 2. having 3. pedalling 4. going 5. buying
6. taking 7. driving 8. travelling 9. lifting 10. moving
D5. Eliminating; driving; making; banned; distracted; proved; getting; doing; estimated; caused
D6. to walk; to show; to make; realize; to comply; to celebrate; prepare; decorate; whisper; do
D7. 2. Having wandered into the crowded marketplace too far
3. Having done his duty well 4. Having seen the sunset
5. Having seen his friends playing on the ground 6. Having travelled a great distance
D8. Students will do this guided AGILE Learning activity with the teacher’s support.
e interact
E1.
Audio Transcript
Maya : Oh! This is dreadful! The lessons seem to get longer and longer.
Sanjay : True, very true. I can’t remember a thing! What do I do?
Anil : How on earth am I going to remember all these formulae?
Sheila : Oh, God! I’ve got all these equations strangely mixed up.
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Mira : Don’t worry, folks! You can make it. Just concentrate, I say.
Rajesh : Ah! That’s better! The second revision seems to work.
Manish : Yes, I’ve got the sum right! Incredible!
Ali : But it’s right. Mine too! Now everything seems so simple.
Mahesh : Thank God! I could do the sum. Yippee!
1. despair 2. hopelessness 3. worry 4. confusion 5. encouragement

6. satisfaction 7. surprise 8. relief 9. happiness
E2. Students will do the activity with the teacher’s support.
E3. This guided activity will be done with the teacher’s support.
f express
F1. Subjective response question; answer will vary from student to student.
F2. Subjective response question; answer will vary from student to student.
g learn by doing
G1. This classroom activity will be done with the help of the teacher.
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In the Bazaars of Hyderabad 4
a reflect
b understand
B1. article substance it is made of colour the people

handling it
turbans × crimson, silver merchants
tunics brocade purple merchants
mirror amber × merchants
daggers jade × merchants
saffron, lentil and rice × × vendors
sandalwood, henna and spice × × maidens
chessmen × × pedlars
dice ivory × pedlars
wristlets, anklets and rings gold × goldsmiths
bells gold × goldsmiths
scabbard gold × goldsmiths
girdles gold × goldsmiths
B2. 1. Free-response question; answer will vary from student to student.
2. Free-response question; answer will vary from student to student.
c think
C1. Suggested answers:

1. The poem talks about the wares being sold in the bazaar in a glorifying manner. The colours
are described as rich and captivating, the material mentioned is of precious and semi-precious
stones, and articles like saffron and sandalwood that find mention are highly sought after and quite
expensive. These give an impression of the richness of the bazaar, and of the people of India who
engage in the buying and selling of these goods.
2. The poem describes a wide range of articles being sold in the bazaar – from spices, clothing and
ornaments to weapons and articles of gambling. The description of materials used also conveys
brightness and richness – saffron, gold, henna, ivory. The image thus conjured is one that dazzles
with brightness and vibrance.
3. While local markets usually sells goods produced on small scale by local producers, malls have retail
outlets of major brands, in which commercially produced factory-made goods are bought and sold.
In today’s times, with e-commerce also on the rise, many people find it more convenient to order
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whatever they need from brands. But local markets are still relevant in that they serve even those
people who cannot or do not wish to take the branded goods and e-commerce routes. Local markets
also usually offer a much wider variety. Therefore they cannot be said to be losing their relevance.
d language in use
D1. sleep – sleep

1
travel – tra vel
1 2
military – mi li ta ry
1 2 3 4
cartoon – car toon
1 2
computer – com pu ter
1 2 3
elephant – el e phant
1 2 3
postponement – post pone ment
1 2 3
office – off ice
1 2
meditate – me di tate
1 2 3
purchase – pur chase
1 2
offer – off er
1 2
cry – cry
1
compensate – com pen sate
1 2 3
undo – un do
1 2
rejoice – re joice
1 2
D2. canteen, different, milk, conclude, destroy, correct, away, about, example, increase, because, become
D3. Subjective response question; answer will vary from student to student.
e learn by doing
E1. Subjective response question; answer will vary from student to student.
E2. Subjective response question; answer will vary from student to student.
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Everything for the Best 5
a reflect
b understand
B1. 1. The kingdom was prosperous because caravan loads brought daily wealth into his capital and his
kingdom was well-administered by his ministers.
2. Pratap Singh explained that the ills of famine, epidemic and wars and such burdens ennoble man’s
nature and teach him wisdom, so bringing mankind slowly towards perfection.
3. On his hunting expedition, the king pursued a deer in the forest and was lost in the jungle. He was
feeling thirsty and hungry. He began to look for water. At some distance he discovered a solitary
wood apple. When the king tried to cut the apple, suddenly the sword slipped from his hand and
cut off his finger.
4. The king’s advisor Pratap Singh remarked that his severed finger might be a blessing in disguise. He
said that something good was going to come out of this apparent tragic incident. The king couldn’t
comprehend how Pratap Singh could be so insensitive and in his fury, ordered him out of his sight.
5. The tribesmen of the jungle made the king a prisoner because it was the last day of their great
annual festival and they were seeking a sacrificial victim for the tiger goddess.
6. As was the custom, the tribal priest had to approve of all offerings to the deity. It was his duty to
see that each offering was perfect in all respects. So the tribal chief sent for the priest.
7. After wild dancing, the final sacrificial preparation began with the smearing of red and yellow
powder over the victim’s forehead, feet and hands. However, it was during the anointing of the
body, that the old priest noticed that something was amiss. One of the fingers on the king’s left
hand was missing. The body was imperfect, and so it was rejected as offering to the deity.
8. If Pratap Singh had known of the king’s peril, he would have come to the king’s aid. The tribesmen
would have made him a substitute victim. So everything was for the best, after all.
c think
Suggested answers:
1. The king seems to have been not as annoyed with Pratap Singh’s optimism as with his truistic
manner of saying it. Especially when he had severed his own finger, anybody, let alone a king,
would be way more eager to know how to remedy the situation than to hear truisms. Therefore,
I think the king was not unreasonable at flaring up at Pratap Singh when he wagged his idealism
on the king’s face even in the face of an accident.
2. The idea of destiny is compelling since many a time things work out in a way different than what
we had planned, but in not such a disagreeable way after all. However, there is also the belief
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that we create our own destiny based on the choices that we make at different junctions in life,
and such a belief can also be justified with many examples and anecdotes. I suppose I do not
fully know whether destiny is fixed. I think I would much rather prefer putting in my best into
everything I do and leave the task of writing my destiny to the powers that be.
3. In the story, Pratap Singh devoutly believes that everything happens for the best. Although the
story tells us that things may work out beneficially in the end, such insensitive idealism does not
do Pratap Singh much good. Not only is he disliked by everyone, he also loses his job as a royal
advisor. The story seems to suggest, through Pratap Singh’s fate, that idealism, if unaccompanied by
sensitivity to people’s suffering, is merely foolishness.
d language in use
Vocabulary
D1. 2. pursuit 3. belief 4. tragedy 5. comprehension
6. discovery 7. approval
D2. 1. rain, reign, reins 2. site, sight, cited 3. assent, ascent, ascend
4. dissent, descent, descend 5. consul, counsel, council
D3. The students will do this AGILE Learning task with the help of their teacher.
Grammar
D5. to give, to discuss, to prevent, to show, to prove, to celebrate
D6. 2. to fix 3. to turn 4. to tighten 5. to saw 6. to hit
7. to paint 8. to shape 9. to cut 10. to fry
D7. to look after, to involve, to ask, to inform
e interact
E1.
Audio Transcript
2. Have you sent hair oil and the scent she has asked for?
3. Is there a stationary vehicle in front of the stationery shop?
4. Whether you like it or not, you have to put up with the unpredictable weather in this region.
5. Look at the words given on the right side of the sheet and write them correctly in your notebook.
6. Are you allowed to talk aloud in the library?
7. The plane that crashed last year fell on this plain.
8. Look at these bare trees. I can’t bear to see such cruel trimming of trees.
9. They heard the sound of a herd of elephants walking past.
10. Apply some ointment to heal the wound on your heel.
11. Come here to this window to hear the sound better.
12. The bank manager gave a loan to the lone farmer who submitted all the required documents in time.
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2. sent; scent 3. stationary; stationery 4. whether; weather

5. right; write 6. allowed; aloud 7. plane; plain
8. bare; bear 9. heard; herd 10. heal; heel
11. here; hear 12. loan; lone
E2. Spoken-response question; answer will vary from student to student.
f express
F1. The students will do the task themselves.
g learn by doing
G1. The students will do the activity on their own.

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A Little Grain of Gold 6
a reflect
b understand
B1. 1. a) 2. b) 3. c) 4. c) 5. b)
6. c)
7. Free-response question; answer will vary from student to student.
8. What you receive will be in proportion to what you give.
B2. from door to door; at a distance; evil days; with wealth; smiled at; held out; had to give; a royal joke; a
little grain; at the end; in the evening; wept bitterly
c think
Suggested answers:
1. The beggar’s attitude of expecting much in return for little is not justified, just as it cannot be
justified for any of us to expect anything without giving something of equal value. All exchanges
are transactions in which the scales must be balanced. The beggar may be excused, for a moment,
for being taken aback at the sight of a king spreading his palm before him, but his attitude of
unwillingness to give but willingness to receive cannot be justified no matter the social statures of
the individuals involve in the transaction.
2. The beggar had a bag full of grain, but what he had given to one who came asking to him was
mere unwillingness to share. What he sent the king with was disappointment, and thus what he
received was also disappointment – not with anyone else but with himself. Thus the poem forms a
perfect elaboration of the idea that we reap what we sow.
d language in use
D1. The students will do the activity with their teacher’s support.
D2. The students will do the activity with their teacher’s support.
D3. 1. the sound s is repeated in these words – seeing, scaled, six
2. the sound b is repeated in these words – bird, born
3. the sound v is repeated in these words – waves, waywardly
4. the sound b is repeated in these words – bright, brilliant, blue
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e learn by doing
E1. The students will make the PowerPoint presentation on their own. The content of the presentation
will vary from student to student.
E2. Answers to the questions given for the activity in the coursebook will vary from student to student.
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On Top of the World 7
a reflect
b understand
B1. 1924 Sandy Irvine and George Mallory made an unsuccessful attempt at the cost of their lives.
1953 Sir Edmund Hillary and Sherpa Tenzing Norgay conquered Mt Everest.
1982 Mark Inglis and fellow climber Phil Doole were trapped in an ice cave for fourteen days.
2006 Mark Inglis became the first double amputee to reach the summit of Mt Everest.
B2. 1. He was carrying a spare set of legs as well as equipment to make necessary repairs in case anything
went wrong with his artificial legs.
2. He described the breaking of one artificial leg as a ‘minor hiccup’.
3. Mark Inglis said that one’s physical disabilities should never be allowed to come in the way of one’s
ambition.
4. Mark Inglis had succeeded in many challenging roles, ranging from legless ski guide to research
scientist. He earned a degree in human biochemistry. He won a cycling silver medal at the Sydney
Paralympics in 2000.
c think
Suggested answers:
1. Mark Inglis is a passionate mountaineer from New Zealand. In 1982, Inglis and his fellow climber
Phil Doole suffered an accident on Mount Cook, New Zealand’s highest peak, in which they were
trapped in an ice cave. Both suffered frost bites which led to their both legs requiring amputation.
But Inglis did not allow this setback to dampen his spirits. More than twenty years later, in 2006,
47-year-old Inglis became the world’s first double amputee to successfully scale the peak of Mount
Everest. He also has other achievements in his kitty, from being a legless ski guide to a research
scientist earning a doctorate in Biochemistry, and a Paralympics champion in cycling. He also is a
philanthropist, and used his ascent of the Everest to raise funds for the rehabilitation of landmine
amputees, polio victims, and other disabled people. Inglis himself does not accord too great a
significance to his disability. During his ascent, he termed the breaking of one of his artificial legs as
a ‘minor hiccup’. He says that he did not scale the Everest to become the first double amputee to
do so, but for the empowerment it would give him to achieve other goals. Mark Inglis surely is an
epitome of human determination.
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2. It is often said that nothing succeeds like success. What this saying means is that success boosts one’s
confidence to strive further, with more vigour. Inglis’ achievement despite his disability serves as
an example for the triumph of human determination, and inspires onlookers and readers to pursue
their ambition enthusiastically and confidently.
d language in use
Vocabulary
D1. 1. commitment, expert
2. victories, result
3. task, decide
4. appearance, chance
5. adversary, benchmarks
D2. 1. triumph 2. outcome 3. challenge
4. determine 5. dedication 6. veteran
7. opponent 8. standards 9. personality
10. opportunity
Grammar
D4. 1. wants 2. attends 3. desires
4. does, do 5. was 6. was
7. are 8. does 9. does, knows
10. were
e interact
E1.
Audio Transcript
Never let anything distract you from winning your race. When I was in my nursery class, I ran my first race. My parents
had come to see me run the race. I was proud of them and wanted to win the race. When the short distance sprint
began, I ran with all my might. I could see the finishing line within my grasp, so to speak. I knew I could make it.
Meanwhile my father got so excited that he was on his feet urging me to run faster. I heard his voice and paused to
smile at him. My classmate ran past me and reached the victory line. I came second.
1. nursery class 2. True 3. False

4. True 5. True 6. He got the second place.
E2. Spoken-response question
f express
F1. Articles written by the students will vary from one another.
g learn by doing
G1. Findings of the students will differ from one another.
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G2. This activity will be done by the students with the teacher’s support. The teacher should ensure that
all students participate in the activity.
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A Lesson in Life from a Beggar 8
a reflect
b understand
B1. 1. Meena was a good friend of the narrator. She was an LIC officer earning a good salary. She was
always unhappy and never had anything positive to say on any subject or about any person.
2. The narrator met Meena after so many years. It was a rainy day. Meena looked very cheerful and
happy to meet the narrator. The narrator grumbled about the weather but Meena did not complain
about anything.
3. One monsoon day, when it was raining, Meena started cursing the rain. When she looked out
she saw a beggar and his granddaughter, who lived in front of her house, enjoying the rain. They
were playing on the road because there was no traffic. They were laughing, clapping and screaming
joyously, as if they were in paradise. Hunger and rain did not matter. They were completely
drenched but totally happy. She was surprised and envied their zest for life.
4. When Meena saw the beggar and his granddaughter playing in the rain, she was astonished. That
scene forced her to look at her own life. She realized she had so many comforts, none of which
they had. But they had the most important of all assets. They knew how to be happy with life as
it was. Meena felt ashamed of herself for being grumpy all the time when she had more to be
grateful for than many people like the beggar. That day, she decided to change her attitude towards
life and a complete transformation took place in her.
5. before after
depressed, complaining about everything, positive attitude, happy, smiling, looked more
gloomy, cynic, negative attitude, pessimistic, attractive, ready to make adjustments, learnt
critical of others, grumpy, unpleasant to be to be grateful for whatever she had, found
with happiness in every small thing, changed her
attitude to life, learnt to find happiness by
helping others
6. Diary entries written by the students will vary from one another.
c think
Suggested answers:
1. The narrator had been kind to Meena and patient with her throughout their time together.
Meena’s criticism had weighed down on the narrator, like everyone else who knew Meena. In
Mumbai, she was at work and presumably on a schedule. She also was not expecting to see Meena
at the department. So, I think her reluctance to catch up with Meena is understandable.
20
2. Happiness depends on many factors, only some of which are material. To be happy, we need to feel
safe, for which need a house, and some basic furniture and appliances, maybe a vehicle and access
to healthcare. For these things we need money. But happiness also has components of emotional
fulfilment, which comes from friendships, relationships and pursuit of hobbies and passions. These
components are beyond what money can buy, and come from individual efforts in spheres of life
other than monetary pursuit. So, happiness is related to money, but only to a certain extent.
3. Meena was an LIC officer living in Bangalore. She was the only child of her parents, and her family
lived in Delhi while the narrator knew her in Bangalore. Meena, who lived in a rented apartment,
had a critical temperament which got the better of her in almost every situation. She never failed
to see the gloomy side of every scenario, which depressed her as much as it rained on those around
her. Her habit was so aggravated that her colleagues and acquaintances avoided her.
However, many years later, the narrator met a much transformed Meena in Mumbai. Meena
attributed her transformation to seeing a beggar and his granddaughter enjoying themselves in the
rain – they had nothing material to hold on to but their zest for life was enviable to Meena. This
led her to realize that she had a lot to be grateful for which other people did not have, and had
little reason to be gloomy. Meena and the narrator met about two years after that episode, and by
then Meena’s attitude towards life had changed completely.
d language in use
Vocabulary
D1. 1. shape up or ship-out 2. lend an ear 3. rings a bell
4. through the grapevine 5. put one’s foot down 6. point of no return
D2. A B
belittle the achievement having no end of dissatisfaction or annoyance
never-ending complaints great enthusiasm and energy for life
absolutely dumbfounded dismiss one’s achievement as unimportant
zest for life astonished greatly
Ranjit Singh was a great athlete in his young days and still participates in the annual veterans’
marathon race held in the city. After he shifted to a new posh locality, one day he met his next-door
neighbour. He was absolutely dumbfounded to notice that the young man had no zest for life in spite
of the fact that he had everything he could hope for and was leading a comfortable life. On their
very first meeting Ranjit got fed up of listening to his never-ending complaints about the problems
in the colony. He tried to belittle the achievements of the Residents’ Welfare Association which had
succeeded in greening the entire colony, developing gardens and ensuring adequate water supply and
electricity.
D3. Boulevard – Blvd.
Apartments – Apts
Avenue – Ave.
Fort – Ft
Gardens – Gdns
Heights – Hts
Mount – Mt
Place – Pl.
Road – Rd
Route – Rt.
21
Street – St
Grammar
D7. 3. Where do you live?
4. What’s the matter with you?
5. What’s wrong with you?
6. Where are you going?
7. Who was that?/Who is that over there?
8. What’s the matter?
9. Whom would you like to see?
10. What time would you like to meet them?
11. What do you want to give them?
12. Whose bag is the pink one?
13. Whose bag is missing?
14. What do you know about it?
D8. Where to?; Which one?; With whom?/Whom with?; What for? Why?; What time?; Where?; How far?;
What?; How much?; How long?; What about?
D9. The students will do this free-play fun activity on their own.
e interact
E1.
Audio Transcript
The Peace Club announces the collection of used clothes like shirts, pants, skirts, dresses and woollens to be
distributed among the victims of the recent flood in our neighbouring state. Students are requested to donate old
clothes generously to help the poor and the affected. Those who donate are requested to bring clothes that are in
good condition. The clothes may be deposited in the cardboard box kept for the purpose in the Activity Room. The
last date for depositing your contribution is 31 July.
the collection of used; the flood victims; to donate; to help the poor; to bring clothes; good condition;
in the cardbox; in the Activity Room; for depositing; 31 July
E2. The students will do the activity with the teacher’s support.
E3. The students will do the activity with the teacher’s support.
f express
F1. Suggested answers:

1. yes 2. no 3. yes 4. yes
F2. Reports written by the students will vary from one another.
g learn by doing
G1. Essay will vary from student to student.

22
The Echoing Green 9
a reflect
b understand
B1. 1. makes the skies happy.

2. welcome the spring.
3. sit under the oak and enjoy seeing the children play on the meadow.
4. worries, anxieties or fears.
5. the children stop playing and go home.
B2. 1. The skylark and the thrush hear the cheerful sound of bells and sing louder.
2. Old John and his friends remember their childhood days when they enjoyed playing on the
echoing green as young girls and boys.
3. The poet compares the tired children to birds in the nest. Like birds these sisters and brothers go
back home and sit round the laps of their mothers and are ready for rest.
4. The answer will vary from student to student.
c think
Suggested answers:
1. The mood in the first stanza is of happiness and cheer, while in the third stanza it is one of tire and
weariness. This is drawn out not only by the usage of words like merry, cheerful and happy versus
weary and darkening, but also by the contrast in imagery—that of children playing and sounds
echoing versus the descent of darkness and silence.
2. The phrase echoing greens has been used craftfully, with an adjective of sound describing a space.
Echo means amplification with regard to sound, and when used in context of a space, it implies a
vast expanse, while also suggesting the quality of being filled with sounds of people and birds. Thus,
the phrase echoing greens, in context of the poem, indicates a utopian space of happiness and
unending vastness.
3. The real world is a world of continuous change, and therefore no emotional state, whether of
happiness or sorrow, can be everlasting. But there is also the space of imagination, which is as much
a part of our lives as the real world. Joy and happiness can be found in this space of imagination as
well. Since this space lies beyond the domain of time, happiness found in this space can seem to be
everlasting.
4. I miss the time I spent in the playground of my junior school. There was a corner there under
the banyan tree which was a perfect place to sit and watch my friends play whenever I felt like
taking some time to myself. The view from under the banyan is still etched in my mind and I have
23
sketched it in my drawing book many a time. The spot was especially magical on hot summer days,
when the tree would envelope me in its shade and make me feel cared for like a king.
5. When I am old, I am going to immensely miss the time spent with my friends and my pet dog.
When I am with my friends, I feel like there is no care in the world, and that is going to be a very
precious feeling when I am old and have much to look after. My dog Coco is like my brother, and
nobody knows or understands me better than him. It makes me sad to think that Coco is going to
pass on long, long before I do. I will miss him a lot.
d language in use
1. rhyming words: (a) flowers, showers (b) night, white

2. abab
3. abcb
e learn by doing
E1. The students will do the task on their own.

E2. The students will do the task on their own.
24
Tintin, the Comic Hero 10
a reflect
b understand
B1. 1. Belgian author Hergé; Georges Prosper Remi

2. on January 10, 1929; Le Vingtième Siècle; Tintin in the Land of the Soviets
3. his faithful dog Snowy; Captain Haddock; Professor Calculus
4. ingenious; modest; practical; courageous
B2. 1929 Tintin first appeared in print.
1930s Japanese invasion of China.
1976 Tintin’s last completed adventure appeared.
1983 Hergé’s death
2004 Tintin’s 75th anniversary
B3. 1.  comic strip character
 widely recognized and loved
 England’s most famous icon
 a journalist
2. Hergé imagined his fictional character Tintin as a lovable character and took care to place him in a
real and believable world. Tintin is an adolescent with no known family but his faithful dog, Snowy.
This endearing round-faced, dotty-eyed character is a journalist, an adventurer and a detective, all
rolled into one.
3. Hergé added a touch of realism to his comic character by taking clippings from magazines, visiting
museums, consulting with experts to shape the character of Tintin.
4. Tintin was honoured by the specially minted silver 10-euro coin on the 75th anniversary of his
creation.
c think
C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
1. The Tintin comics show Snowy as a small white dog who is always at Tintin’s heels, eagerly
accompanying him in all his adventures. Dogs are regarded as loyal companions to humans, apart
from being very loyal and loving. Since Tintin navigated worlds of deceit and betrayal, loyalty was a
quality scarce in his life. Snowy was seemingly the only family Tintin had. Snowy thus fulfils family
25
associations for the lead character who is otherwise alone. This is why Snowy is an important
presence in Tintin comics.
2. Tintin, in the comics, was portrayed as a youthfully enthusiastic, innocent, honest and idealistic
braveheart who won the hearts of all and emerged victorious in every situation. He had the
support of many friends from all walks of life, because his sanguine nature won them over. He
was also very kind and loving to his dog Snowy, who never left his side no matter how testing the
situation. These ideals and values were impressed upon the minds of all of his readers, and were a
huge part of the reason behind Tintin’s immense popularity. Like Tintin, many comics in India too
have become extremely popular among children – Chacha Choudhary is one among them. These
comics impress the ideals and values they uphold on the minds of their readers, and thus, can serve
as a source of value education.
3. Some characters like Tintin hold a universal appeal. Even though their target audience is small,
these works embody elements that appeal to the sensitivity of people of various ages and walks
of life. At one instance, these works find appreciation amidst two or more generation. Because of
this, each generation introduces the subsequent generation too to these works, and over time these
works become timeless classics. Tagore’s short stories like Kabuliwallah, Agatha Christie’s Hercule
Poirot stories, movies like The Sound of Music, Golmaal and Munnabhai MBBS speak about the
inherent goodness of the human heart, and ignite hope in people of all walks of life. This is why
they become popular – and remain popular for a long time after their first appearance.
d language in use
Vocabulary
D1. important  impartial  lengthen  anti-national 
disaster  infamous  irresponsible  ability 
include  overconfident  understand  upgrade 
D2. 1. degrade 2. anti-social 3. unkind
4. misunderstand 5. nonsense 6. impatient
7. disunity 8. inconvenient 9. illegal
10. irreligious
D4. 1. fame + ous 2. love + able 3. essential + ly
4. age + less 5. success + ful 6. faith + ful
D5. 1. resistance 2. ignorance 3. excellence
4. imminence 5. arrogance 6. eminence
7. reverence 8. competence
Grammar
D7. is released; is meant; is supposed; is threatened; is flooded; is exhausted; are known; is; assumed; will; be
affected; are caused; is, released; are submerged; is borne
26
e interact
E1.
Audio Transcript
Rahul’s house is on the fourth floor in Diamond Towers on the Temple Road in the western part of the city. Shahid’s
house is in Apollo Apartments, MG Road near the Central Park, in the north eastern part.
Park Street
Trinity
d
Celebrity
Road
a
Towers
Ro
Apartments
Apollo
la
m
ma
Apartment
Stadiu
Ka
Complex
d
Pa
a
Ro
rk
Ro
l
ita
Park View ad
sp
Apartments
Ho
City
ad
Hospital
l Ro
Mal
City Centre Central

Park
ings
Houses Build
ad Central rey
to
Ro lti-s
d Mu oad
M
za Market R
G
A ch
hur
Ro
C St. Paul’s
ad
Houses School
Shiva
Te Temple Offices
m ple
Ro Mos
ad que
Diamond Roa
Towers d
Legend
Villas Flats
The students will do the activity on theit own.

E2. This activity is based on practice.
E3. Spoken-response question
f express
F1. Notices written by the students will vary from one another.
g learn by doing
G1. Findings of the students will differ from one another.
27
The Pipe-Lighter 11
a reflect
b understand
B1. 1. Mr Smith was complaining that things were not working properly because of laziness and
carelessness of people who didn’t seem to understand the meaning of work.
2. Mr Smith believed that his schooldays were the happiest days of his life whereas Thomas thought
that he had a rotten time. Ernest felt that life was not pleasurable when one was at school.
3. Ernest was reluctant to show his report to his father. His excuse was that he was waiting till after
supper to show it to his father.
4. response
subject remarks
Mr Smith Ernest
Scripture making steady
progress
English shows originality That might mean anything.
Composition
Grammar good, careful work
Reading good
Writing very fair
Spelling improving Smith thanked heaven for
that because he knew Ernest’s
writing was full of mistakes.
History promising
Geography good
Civics takes an intelligent Smith didn’t know what Ernest explained it as
interest civics was all about. Current Affairs.
Latin only fair Ernest thought it is not Ernest said he would have
of much use and is a dead to study it till he was in the
language. fifth.
Mathematics highly satisfactory I thought that Ernest was a Ernest himself thought that
fool in mathematics. the remark was a mistake.
Art and only fair Smith did not think much These two were his best
Woodwork about these two subjects. subjects.
28
5. The boy came to Ernest’s house to tell Ernest about the mixing up of their report cards and to get
his report card back.
6. Yes, Ernest’s uncle believed what the boy had said about the mixing up of report cards because
he knew that Ernest was pretty low in the Form and he was good at Art and Woodwork. He also
knew that Ernest himself suspected that the report card wasn’t actually his because of the high
grade that was scored in all the subjects except Art and Woodwork.
7. When Uncle Tom had lighted his pipe with the burning card, Ernest warned him about his father’s
anger. Then Uncle Tom remarked that he always used to get into trouble and so it was all right.
10. about
to
statements speaker whom or why?
whom?
what?
2. ‘No time like the Dad Ernest Report Ernest wanted to show it after supper.
present, my boy.’ card
3. ‘Well, well, that Dad Ernest Report Ernest said that he was in the 2nd
was something in card XI cricket team and did a lot of
your favour.’ swimming.
4. ‘I’m sorry, sir. Mary Uncle Mr Smith Mary entered the room with a boy,
I thought the Tom thinking that Mr Smith was there.
master was here.’
5. ‘This is mine. I’m Boy Uncle Report He believes that his report card got
sure of it.’ Tom card mixed up with that of Ernest since
both have similar initials.
6. ‘Your father might Uncle Ernest Half crown Uncle Tom means to say that his father
want it back.’ Tom would soon find out the truth about
the mixed up report cards and would
ask Ernest to return the half crown.
c think
Suggested answers:
1. At many instances, while his father was reading out his grades, Earnest expresses surprise at hearing
the grades he had been given. For instance, he thought he did not do well in Mathematics at
all, but his grades said ‘highly satisfactory’. Contrarily, he was very good at art and woodwork,
but his grades did not reflect the same. From this it appears that Ernest did notice that there was
something odd about his report card.
2. While Ernest’s father appeared to be of a utilitarian nature, banking heavily on measurements,
grades, punctuality and effectiveness, Earnest’s uncle seemed gentler and more easy-going. He
himself was not much of a scholar at school, and had suffered many beatings, which Ernest’s father
felt he deserved for being bad at studies. It was more likely that Uncle Tom was more accepting
of the truth instead of embodying the exacting personality and outlook of Earnest’s father. The
29
difference in their personalities also reflects in their language – while Ernest’s father’s language is
forceful and commanding, Uncle Tom’s is easy and smooth.
3. From the play, we know that Ernest’s father was very particular about grades in the commercial
subjects. He did not care at all about how well Ernest did at sports or art and craft. The only reason
he was pleased was because the report card reflected well on Ernest’s performance in Mathematics,
Grammar and Spelling. Had he learned the real grades Ernest had earned, he may well have asked
for his half-crown back, just like Edward’s father had cut his pocket money upon seeing bad grades.
But Ernest suggested that he may have already spent that half-crown, which means he would have
been in serious trouble. After all, his father did not think there was anything wrong with children
being beaten up for bad grades.
d language in use
Vocabulary
D1. 2. friend 3. master 4. loser
5. nobody’s 6. left 7. down
8. forward 9. happiness 10. peace
11. guilty 12. comedy 13. past
14. contempt
1. newspaper, TV, magazines, Internet
2. tennis, hockey, volleyball, baseball
3. salary, incentive, increment, bonus
4. tape, eraser, pencil, ruler
5. aunt, mother, sister, brother
6. nuts, bolts, hammer, nail
7. helmet, ball, bat, hockey stick
8. salt, red chilli powder, pepper, ginger
9. skit, drama, poem, story
10. bed, table, almirah, mirror
Grammar
D5. she was.
she was unwell.
he could complete the work the previous day.
they ought to submit the work that very day.
he had met Rohit’s father the week before.
he will meet Rohit’s mother the next day.
she knows his sister Jaya.
he lives at Park Avenue and Vijay and Jaya are his neighbours.
D6. she had brought a gift for her; thanked her a lot; that she shouldn’t have bothered; to open it; to see if
she liked it; to look at that; that she was sure Molly would love it; that it was indeed wonderful; it was
just the thing she had always wanted; thanked Dolly; asked Dolly how she knew that she liked that
colour; that it was easy; that she was glad Molly liked it
30
D7. greeted the chairman by wishing him good morning; how she could express her gratitude for letting
her in for this meeting with him; thanked him; that she should be really lucky; that in fact she should
feel flattered that he allowed her to go in there; whether she knew that since morning he had already
turned down six salespersons from entering his office; that she knew it; that in fact she was the one –
all six of them
e interact
E1.
Audio Transcript
Across
1. a piece of writing
2. mathematical system that uses letters to represent quantities
3. study of rights and duties
4. institution for educating children
5. science of properties and relations of lines
6. record of past events
7. science of earth’s physical features
Down
8. room in which a set of students are taught together
9. science of number and its calculation
10. rules of language
11. a major world language
12. an account formally expressed after consideration
1
C8 O M9 P O S I T I O N
L 2
A L G E B R A
A T 3
C I V I C S 12
R
4
S C H O O L 10
G E
S 5
G E O M E T R Y P
R M A 11
E O
O A M N R
O T M G T
M I A L
C R I
6
H I S T O R Y S
7
G E O G R A P H Y
31
E2. A classroom activity; students will do it with the teacher’s support.
f express
F1. Diary entries written by the students will vary from one another.
F2. Scenes written by the students will vary from one another.
g learn by doing
G1. Posters prepared by the students will vary from one another.
32
Falling Leaves 12
a reflect
b understand
B1. 1. it is the autumn season.

2. they are dying leaves which are about to fall.
3. chestnut, hawthorn, lime, oak and maple.
4. the thick layer of leaves shed by the trees the previous night.
5. the leaves are falling and they are terrified.
6. it mercilessly blows down the leaves.
7. his unkind breath.
8. just like the ships that make their way in a hurry to the harbour, these sad leaves bid farewell as
they fall.
B2. 1. The leaves fall in the stream.
2. The swollen tide refers to the stream full of water.
c think
Suggested answers:
1. Seasons are continuously changing, with each being replaced by another in a set pattern and
rhythm. Every winter is followed by spring, which is followed by summer, and so on. The given
verse implies that no season, and no situation, can last for too long, and that the next change
is always just around the corner. While falling leaves are generally associated with loss, parting
and grief, spring is associated with birth, rejuvenation and fresh beginnings. Thus the expression
‘if winter’s here, can spring be far behind’ also serves as an expression of hope, comfort and
reassurance.
2. The experience being described by the poem is one of loss, which is a universal experience. Loss
of loved ones is experienced by everyone, and the experience of losing people makes us feel angry
towards life’s cruelty. It is frightening and intimidating, and pushes us into grief. This experience of
loss, and its universality, is the theme of the poem.
d language in use
Sounds and Pronunciation

D1. 1. // as in under : h u t, n u t, c u t, u p, sh u t
2. // as in map : c a p, r a p, s a t, b a t, h a t
3. // as in farm : h ar m, ch ar m, ar m, p al m, c al m
33
Appreciation
D2. 1. simile 2. metaphor 3. metaphor 4. simile 5. simile
6. metaphor
e learn by doing
E1. 1. autumn
2. leaf of a book
3. banyan tree
4. Yes. It means to flip through a book’s pages.
5. It means to copy something because it will bring you advantages.
6. It means to start behaving in a better way.
7. It means a person is trembling with fear or nervousness.
E2. The students will do the activity on their own.
E3. The students will do the activity on their own.
34
Dusk 13
a reflect
b understand
B1. 1. a) ‘His’ refers to Norman Gortsby.

b) The author describes the elderly gentleman in that manner because his clothes were neither
expensive nor new. Gortsby imagined him to be a man in whom no one was particularly
interested either at home or outside.
2. a) The young man was a fraud who played a trick on Gortsby.
b) Gortsby tried to start a conversation with the young man by saying he seemed upset. This made
the young man turn to Gortsby.
c) It suggests that the young man was willing to talk to Gortsby.
d) The young man’s look of great frankness put Gortsby on his guard. This suggests that Gortsby is
cynical and careful about who or what he believes.
3. The silliest thing the young man felt he had done in his life was to have forgotten the name of his
hotel.
4. a) False b) True c) False d) True
5. a) The young man said this to Gortsby.
b) The young man thought that nobody believed him after listening to his story and everybody
took him to be an imposter.
c) The answer will vary from student to student.
6. Gortsby gave a cry of surprise and anxiety when he found a cake of soap beside the bench. He
jumped to the conclusion that the young man was telling the truth.
7. Gortsby made amends to his earlier disbelief by giving the young man a sovereign along with the
cake of soap.
8. The surprise in store for Gortsby was to find the elderly gentleman searching for the cake of soap
that he had thought belonged to the young man.
c think
Suggested answers:
1. Both the old man and the young man had defeated expressions on their faces. But while the old
man was dressed in frayed clothes, the younger one was well-dressed. The older man made no
35
attempt to draw attention towards himself, but the younger man seemed to be attracting attention
deliberately through his mannerisms.
2. The theme of the story is chance, which is elusive like the twilight hours. The young man claimed
that he was struck by terrible luck, but in the darkness, luck shone in his favour by landing the cake
of soap at Norman’s feet, thereby bringing credulity to the young man’s made-up story.
3. I think Norman was fairly intelligent. He had the smartness to notice that the young man was
trying his best to draw attention towards himself, by making his mannerisms pronounced and
cursing. He also had the required intelligence to see through the man’s made-up story, and notice
that his indignation at not being able to find the cake of soap was also exaggerated and possibly
practiced. However, it appears that he was an optimist and a kind man, looking for a reason to give
the benefit of doubt to his fellow humans. That is why when the cake of soap appeared at his feet,
his immediate reaction was guilt for his scepticism, which he tried to compensate by giving money
to the man. In his moment of passion, he did not consider the possibility that the cake of soap may
have just been there by chance and bore no relation to the man who claimed to have bought it.
4. Norman felt proud that he was able to see through the young man’s fraudulent story and identify
that the only piece of evidence in the story was missing. However,upon learning that the cake of
soap which he had mistaken to be the young man’s, was actually there by chance, Norman must
have felt unfairly outsmarted.
5. In another possible ending, the younger man could have felt embarrassed at being caught at his lie,
and may not have been able to bring himself to pocket the money offered by Norman. He may
have simply run away upon seeing Norman offering him the money, leaving Norman bewildered
at what had just happened.
d language in use
Vocabulary
D1. Subjective answers:
trunk:
a) Don’t cut the trunks of these trees.
b) You can keep your clothes in my trunk.
c) Biologists say that an elephant’s trunk has forty thousand muscles in it.
capital:
a) Rita needs some capital to start her new business.
b) Patna is the capital of Bihar.
article:
a) Your article has been published in the school magazine.
b) Don’t touch the display articles.
c) I need to learn the use of articles thoroughly.
express:
a) Some people cannot express their feelings.
b) Rajdhani is an express train.
pole:
a) The roof is supported by a pole.
b) It is extremely difficult to live in the poles.
bill:
a) They asked the waitress for the bill.
36
b) The bill was amended.

c) This bird has a sharp bill.
flat:
a) We bought a flat in Kanpur.
b) I think the colours in this painting are rather flat.
c) This TV has a flat screen.
Grammar
D3. 1. It had become dark and it was not easy to see things clearly.
2. The young man did not tell the truth and people did not believe him.
3. The gentleman did not trust him and he did not help him.
4. He got up from the seat and he found the cake of soap on the ground.
5. The elderly gentleman did not come a little earlier and so things were not different.
6. The youth was not an honest man and he cheated people.
D4. 2. If you removed some furniture, the room would be tidy.
3. Neha would join immediately if she got admission.
4. The leopard would attack anyone if it escaped.
5. If you typed your essay, your teacher would be impressed.
D5. had taken; would have cleared; would have been; had got; wouldn’t have scored; had tried; hadn’t
made; could have passed; wouldn’t have blamed; had done; had watched; might have found; had done;
would not have felt
D6. The students will do this fun activity on their own with the teacher’s support.
e interact
E1.
Audio Transcript
Mahesh : Grandpa, what does this mean? ‘All that glitters is not gold.’
Grandpa : Yes, Mahesh, it means appearances can be deceptive. We judge people by their appearance, don’t we?
Mahesh : Yes, I think we do.
Grandpa : When you meet people for the first time, can you judge them correctly?
Mahesh : Sometimes we can, sometimes we can’t.
Grandpa : If a stranger comes with a request for help, do you believe what he says? Will you help him?
Mahesh : I may help if he looks genuine.
Grandpa : Generally we tend to look for weak points in his argument and come to the conclusion that the story is
not true. But some people are gullible, I should say.
Mahesh : Grandpa, what does that mean, ‘gullible’?
Grandpa : Oh, gullible? A person can be described as gullible if he is easily tricked by others because he is too
trusting.
1. All that glitters is not gold 2. Mahesh 3. deceptive

4. he looks genuine 5. he is easily tricked by others
37
E2. Discussions will vary from group to group.
f express
F1. Emails written by the students will vary from one another.
F2. Emails written by the students will vary from one another.
g learn by doing
38
A Beacon Light for the Poor 14
a reflect
b understand
B1. 1. d) all of the above

2. c) willpower and determination
B2. 1. True 2. False 3. True 4. False 5. True
B3. 1. she had to struggle against oppressive societal equations, gender discrimination, caste conflicts, and
the strangleholds of customs and traditions to achieve what she did.
2. being hailed by the UN for her efforts as the sarpanch in spearheading social mobilization and
community empowerment for poverty alleviation and in launching self-initiated programmes
aimed at empowerment of women in her village.
3. many menfolks of the village but particularly by the powerful feudal landlords, who resisted her
efforts to wrest control of the village administration.
4. her resolve to march ahead with unflagging zeal only hardened and thus was born a new reformer
with a resolve in her life.
B4. 1. The UN conferred her with the ‘Race Against Poverty’ Award for Asia-Pacific region.
2. She found a new identity when she was elected the sarpanch of the Kalva village in the drought
prone Kurnool district of Andhra Pradesh in 1995 at thirty four years old of age.
3. She probed the reasons for the backwardness of the people and the region of Kalva and decided to
change the profile of both. The topmost priority was the empowerment of women.
4. Fathima, in collaboration with Shankaramma, motivated women to save one rupee a day. Their
collective savings touched `200,000 within a year, which led to a sufficient grant being given by
the United Nations Development Programme. This grant enabled Fathima and the enterprising
women of Kalva to start a small bank which distributed loans for the need to embark upon any
economically viable activity.
5. Empowerment of women led to them becoming economically independent which helped them
contribute to the family earnings. It also made them find their inner strength to stand by their
daughter’s sides to get them their rightful place in the world. It was a transformation from poverty
to sufficiency, from backwardness to progress and from being governed to self-governance.
B5. 1. c) 2. a) 3. d) 4. b)
B6. 1. progressive 2. gender equality 3. acquiring check dams to store water
4. dirty roads 5. repaired borewells
6. no safe place for the children of farm workers while they worked
7. people realizing the importance of literacy and educating their young daughters to make them
independent.
39
c think
Suggested answers:
1. Fathima was legally protected by the 74th amendment of the constitution passed by the Indian
Parliament in 1992, which reserved one-thirds of the seats for women in local governments so
she didn’t let the arm-twisting deter her from her goal of changing the lives of the women of
her village for better. She stayed strong and didn’t allow the negative comments to get to her. She
solely focused on achieving her goal and was eventually successful.
2. Support from families and friends and timely help and cooperation from organizations often prove
extremely helpful in motivating people to scale great heights in life and contribute to the society in
a significant way despite all the resistance. It is evident in this story of Fathima’s success where she
faced hostile resistance from the powerful men of her village, but she could continue undeterred
because she had a strong support system of her family and friends to help her mentally. She was
also protected and motivated by the government and then the UN which further strengthened her
resolve to not give up.
d language in use
Vocabulary
D1. 1. steeped in poverty
2. unflagging zeal
3. cynosure of all eyes
4. to embark upon
D2. A B
empowerment of women lessening extreme poverty
community empowerment giving authority to women
social mobilization employment programme started by oneself
poverty alleviation giving power to a group of people forming a community
self-employment programmes balancing within society
societal equations developing villages
gender discrimination restoration to normal life
male-dominated society unfair treatment based on gender
rehabilitation society that is under the control of men
rural development making society ready for active service
Grammar
D4. will go to Hyderabad next week.
will start next month.
begins at 3:00 p.m.
are planning to establish a bank for that service.
will be beginning the drinking water scheme by the end of this year.
plan to build a dam.
will be ready by the end of this year.
we are in the middle of planning it.
40
we are going to build them near the big farms.

is currently working on repairing the borewells.
are going to do that.
D5. 1. will win 2. is going to build 3. is going to stop
4. are watching 5. begins 6. are you going to change
7. is 8. Aren’t you going to buy 9. is going to make
10. am going to call
D6. The students will do this AGILE Learning activity on their own. Their answers will vary from one
another.
e interact
E1.
Audio Transcript
Telephone Operator : Good morning, Zenith Plaza.
Caller : Good morning, ma’am. I’m Nishant. Could I talk to Mr Singh?
Telephone Operator : Mr Singh, did you say? You know, there are three officers by that surname. May I know the
first name of the person you wish to talk to?
Nishant : Oh, it’s Gautam, Gautam Singh.
Telephone Operator : Gautam Singh, I see.
Nishant : Yes, ma’am, Gautam Singh. He’s the Finance Manager.
Telephone Operator : Just a sec. I’ll put you through. Hold on, please.
Nishant : Thanks, ma’am.
1. Zenith Plaza
2. The caller introduced himself as Nishant.
3. There were three officers by the surname Mr Singh.
4. Gautam Singh is the Finance Manager.
5. Yes
E2. Speech written by the students will vary from one another.
f express
F1. Messages written by the students will vary from one another.
F2. Descriptions written by the students will vary from one another.
g learn by doing

41
The Restless Beauty 15
a reflect
b understand
B1. A deer came out of the thicket.

↓
It started munching on the grass.
↓
It struggled hard with its hind legs.
↓
It climbed down the little slope to the
courtyard.
↓
It ate the grass undisturbed for some time.
↓
Suddenly it jerked all over, it ran away.
B2. 1. the deer; a maiden waiting for her lover
2. The deer watched the leaves as they fluttered and analysed the scene like a monkey or a bird. It
listened for the footsteps of other animals nearby like a general surveying enemy territory.
3. When the leaves fluttered she watched and at the slightest movement she analysed the scene
closely.
4. The allusion is to the episode in the Ramayana when Sita was fascinated by the sight of a beautiful
golden deer and wished to possess it.
5. The sudden jerk suggests that the deer must have sensed danger and run away.
6. The contrast of a peaceful morning when a deer is seen grazing and the ugly picture of a drunkard
savagely feasting on the dead deer is seen here.
7. The drunkard is symbolic of cruel human beings who destroy beautiful creations of nature.
8. The line that shows man’s ruthlessness at killing beautiful creatures is ‘in his unending dance of
annihilation’.
9. It is tragic that a beautiful animal like the deer is forever threatened.
10. The poet’s peace of mind gets disturbed when he thinks of the restless beautiful deer that is
destined to end up on a drunkard’s dining table.
42
c think
Suggested answers:
1. The theme of the poem is protection of harmless animals from human greed and gluttony. The
image of the deer, which the poet eulogises as beauty of the standards that can bewitch goddesses
like Sita, represents everything that is beautiful and innocent in the world, and it pains the poet to
see this beautiful deer perpetually restless and anxious from the fear of being preyed upon – not in
the wilderness but in human civilisation.
2. The two images in question – of the beautiful, innocent deer and of the meat on the dinner table
of a greedy person – are stark contrasts of each other. The contrast is also brought out by the poet
is the adjectives used to convey his opinion about the two – while the deer is described as beauty
capable of bewitching goddesses, the glutton is shown as crude and uncouth, a vile drunkard
indulging in merciless annihilation. The disturbing nature of the latter image is emphasized when
it is juxtaposed with the former image. The device of juxtaposition in this poem amplifies the
emotion evoked by each image.
d language in use

D1. Spoken-response question
Appreciation
D2. The students will do this free-play activity on their own. The examples of alliteration they come up
with will vary.
e express
E1. Paragraphs written by the students will vary from one another.
f learn by doing
F1. 1. The students will do this passage-based activity on their own.

2. The illustrated chart based on the information in the article will vary from student to student.
43
City Lights 16
a reflect
b understand
B1. 1. b) 2. c) 3. a) 4. b) 5. a)
B2. 1. Flood lights transform the city into a luminous place. There are dazzling city lights all over,
twinkling little stars become almost invisible, airplanes hoot through the night sky, the noxious
fumes of speeding vehicles and the honk of traffic fill the air with noise pollution.
2. The loss of the night is tragic because of its disastrous consequences that have pervaded every
aspect of our lives, be it health, security, economy, energy conservation, ecology or astronomy.
3. True
4. Children like Natasha have hardly seen a night which is lit with the brightness of stars in complete
darkness. If they want to enjoy the wonderful sight of a star-studded night sky they have to travel
further away from habitation. So its important to reclaim the magic of night for the sake of
children like Natasha.
B3. as seen/heard/smelt by Mira as seen/heard/smelt by Natasha
vast expanse of the starlit sky a patch of the grey sky
twinkling little stars stars almost invisible
shooting stars hooting of airplanes
the magic of a moonlit night pale moon seen through haze
fragrance of flowers filling the air fumes of speeding vehicles
croaking of frogs honk of traffic
c think
Suggested answers:
1. Because of light pollution, pitch black darkness has become an impossibility in big cities. Our
sleep cycles and quality of sleep is affected because of the absence of darkness. Light pollution also
obscures the night sky, which all nature lovers regard as a beautiful gift of creation. The adverse
effects on sleep and emotional wellbeing are endured not only by humans but by all animals and
birds inhabiting cities. Light pollution also has direct bearings on energy consumption, and efforts
at conservation of energy become more difficult because of round-the-clock lighting.
2. The night sky has been heralded as the holy grail of the universe’s secrets. Since ancient times,
scholars have been immersed in observing the night sky, deciphering patterns that have bred the
disciplines of navigation, astronomy, astrology, meteorology, weather forecasts and many others. In
44
the absence of total darkness, stars and celestial bodies are hardly visible let alone being suitable for
study. The fact that scholars now have to go far away from human civilization to get just a glimpse
of the pristine sky is tragic. In addition, complete darkness also gives us the experience of total rest
and stillness required for emotional equilibrium, which city dwellers cannot anymore experience.
It is a sore loss for city dwellers to not know the joy of seeing glow-worms in pitch black darkness,
or of falling under the twinkling stars while noticing shapes and patterns among them or thinking
of people and places of a long time ago.
3. While having dark spaces in the city could offer some comfort and respite from light pollution,
cities house infrastructure that need the security which is not possible without lighting. Besides,
in the globalized times of today, many work shifts also pull through the night, which cannot be
sustained without lighting.
d language in use
Vocabulary
D1. The students will do the AGILE Learning activity with the teacher’s support.
D2. Differences between British and American English
vocabulary spelling
British English American English British English American English
petrol gasoline moustache mustache
vest undershirt cheque check
maize corn fulfil fulfill
torch flashlight humour humor
diary datebook skilful skillful
film movie quarrelled quarreled
dustbin trash can draught draft
autumn fall towards toward
lorry truck catalogue catalog
storey story practise practice
invoice bill analyse analyze
Grammar
D3. which; whose; that; which; which; which; which; that; which; which; which; who
1. which is spoken in several Indian states 2. which he bought a month ago
3. which once had only fifty inhabitants 4. which explain the plan of action
5. who is one of the finest musicians of India
D5. The students will do the AGILE Learning activity with the teacher’s support.
45
e interact
E1.
Audio Transcript
About 71 per cent of the earth’s surface is covered with water. That counts for about 97 per cent of all the water
available on Earth. But even with so much water around, we have a worsening water crisis in the world. This is
because ocean water is saline or salty, which makes it unsuitable for consumption and domestic use.
Much of the water that falls back to Earth in one form or another becomes run-off. It travels some distance over land
before making its way back to the ocean. As it travels over land, the water picks up salts and minerals from the rocks
and soil and washes them into the ocean. This is why ocean water is so salty. The process of desalination or removing
salt from water costs a lot in terms of the energy used and waste generated. Thus, desalination of ocean water is not
an option.
So, only 3 per cent of Earth’s water is suitable for consumption. Unfortunately, only about a third of this fresh water
is available for us to use. The rest is frozen solid in glaciers, in the snow on high mountaintops and in the polar ice
caps. The end result is that we have only about 1 per cent of all the water on Earth that we can use. The fresh water
we use comes from surface water and ground water. Surface water includes ponds, rivers, lakes and streams. Ground
water is water that seeps down the ground and collects in the spaces between rocks and soil underground. Ground
water is extracted by digging the ground. As time goes by, it is becoming more and more urgent for us to conserve the
freshwater resources and combat the worsening water crisis.
1. No, there are other sources of water too apart from the oceans.
2. This is because ocean water is saline and so, it is not suitable for consumption and domestic
use. Apart from that, only 3 per cent of Earth’s water is suitable for use. That is why we need to
conserve water.
3. Desalination costs a lot in terms of the energy used and waste generated. So, it is not an option.
4. Only one per cent of fresh water is available for us to use because the rest is frozen solid in glaciers,
in the snow on high mountaintops and in the polar ice caps.
5. The fresh water we use comes from surface water and ground water.
E2. The students will do the tasks themselves with the teacher’s support.
f express
F1. Posters prepared by the students will vary from one another.
g learn by doing
G1. The students will do this activity on their own. The PowerPoint presentation prepared by them will
be differ from one another.
46
Forest Fires 17
a reflect
b understand
B1. 1. a burning matchstick and a campfire.

2. he threw a burning matchstick and left it in the forest without putting it out.
3. the fire that spread out slowly all around the forest.
4. the trees that took years to grow now blackened by the fire and dead.
5. nobody even tried to stop the fire.
B2. 1. The forest fire spread stealthily from grass to brush and from brush to tree.
2. The three reasons could be: he had no spare time, he was passing by and he had not started it.
c think
C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
1. I think the person who did not try to put out the fire also participates in perpetuating the
wildfire, through his/her inaction. Inactions are a conscious choice to not act, and therefore the
responsibility of that choice must be accepted.
2. Besides being the natural habitat of Earth’s wildlife, forests are the lungs of the planet, because they
help balance carbon dioxide and oxygen levels in the air. Other than that, forests also help keep
temperatures of the region in check, and play a role in impeding global warming. Today’s leading
causes for deforestation, other than forest fires, are forest clearing for human settlement and for the
use of timber. There is a need for international bodies to implement the caps on deforestation in
order to prevent unchecked damage of this valuable natural resource.
d language in use

1. must, lust, shut 2. may, say, day 3. red, head, bed
4. dare, share, bare 5. hurt, churn, birth 6. see, feet, heel
7. cook, book, shook 8. rot, knot, cop
D2. someone – some one
1 2
burning – burn ing
1 2
47
heeded – heed ed
1 2
underbrush – un der brush
1 2 3
stealthily – steal thi ly
1 2 3
campfire – camp fire
1 2
ember – em ber
1 2
began – be gan
1 2
about – a bout
1 2
put – put
1
quicken – quic ken
1 2
passing – pass ing
1 2
out – out
1
by – by
1
ran – ran
1
blacken – blac ken
1 2
carpenter – car pen ter
1 2 3
blazing – bla zing
1 2
D3. someone, ember, out, burning, began, by, heeded, about, ran, underbrush, put, blacken, stealthily,
quicken, carpenter, campfire, passing, blazing
e learn by doing
E1. The students will do this free-play fun activity on their own.
E2. The students will do this guided activity with the teacher’s support. The notice they write will vary
from student to student.
E3. The students will do this research-based activity on their own.
E4. The students will do this activity on their own. The project plan they create will vary from student to
student.
48
A Good Deed Comes Round 18
a reflect
b understand
B1. He helped with the polio vaccine for the children. The boy had a tray of sugar lumps. He would give
one sugar lump to each person. Behind him came a health assistant with a bottle of vaccine. That
person would squeeze a drop of the bright pink solution into each lump. Then the boy would call for
‘tongues out’. He would march down the line. He would check that the children had all swallowed
the lump.
B2. 1. b) 2. c) 3. d) 4. d) 5. d)
B3. 1. When the writer was taken to the base camp he met the rebel leader who spoke chiNdau, which
the writer understood. The man was astonished when the writer greeted him in that language.
When the leader enquired further, he came to know that the writer was the son of the doctor who
had vaccinated him when he was a child. The writer as the boy had given him the sugar lumps
with the polio drops.
2. It is a proof that his good deed as a child came to his rescue when he was captured by the rebels.
c think
Suggested answers:
1. In this story, the narrator had landed in a difficult spot, and the situation turned in his favour
only because of his past good deeds. Things would not have been the same if he or his family had
harmed any among them in the past. From this at least, one can infer that the intention of our
good actions does bear fruit.
2. At the department store, when the author inquired about presence of rebels in the area, he was
immediately intimidated and held captive. This reflects that the rebels saw him as a threat, or even
as a potential leverage against the forces they were fighting. This attitude is likely to have been
shared by the commander. He is likely to have felt suspicious of the author, and tempted to wrestle
information out of him. However, upon learning about his part, the commander may have been
overwhelmed with gratitude for the author for having been kind to him and his people, and giving
them the gift of life. It must have been this gratitude which led to the author being immediately
elevated to the position of an honoured guest.
d language in use
Vocabulary
D1. 1. have the heart 2. at heart 3. heart and soul
49
4. close/dear to one’s heart 5. by heart 6. lost heart

7. has a heart of gold 8. have a heart 9. from the bottom of his heart
10. take, to heart
Grammar
D3. 1. Nafisa got the socket in her kitchen changed.
2. I got my hair cut in a new style.
3. I am getting my trousers dry-cleaned.
4. The principal had the class cancelled by the teacher.
5. The taxi driver gets his mobile phone recharged by the shopkeeper every day.
D4. Answers will vary from student to student.
D5. The students will do this AGILE Learning activity on their own. Their answers will vary from one
another.
e interact
E1.
Audio Transcript
Mahesh : Where was the photo taken?
Rajesh : It was taken on the sea beach.
Manish : Who are you with in the photo?
Rajesh : My cousins, Hilda and Hemant were with me.
Mahesh : Who took the snap?
Rajesh : My uncle took the snap.
Vijay : How old were you at that time?
Rajesh : I think I was six years old.
Mahesh : What were you doing?
Rajesh : I was wading in the shallow water.
Manish : How did you feel at that time?
Rajesh : I felt like swimming.
Mahesh : Could you swim?
Rajesh : No, of course not. It was a rocky beach, you see.
Mahesh : What were you wearing?
Rajesh : I was wearing swimming trunks.
Vijay : Why is the photo special to you?
Rajesh : Oh, it’s my only picture as a six-year-old.
It was taken on the sea beach.

My cousins, Hilda and Hemant were with me.
50
My uncle took the picture.

I think I was six years old.
I was wading in the shallow water.
I felt like swimming.
No, of course not. It was a rocky beach, you see.
I was wearing swimming trunks.
Oh, it’s my only picture as a six-year-old.
E2.
Audio Transcript
The Republic of Zimbabwe is a landlocked country located in southern Africa. It shares borders with South Africa,
Botswana, Zambia and Mozambique. Its capital and largest city is Harare. The country’s name comes from Great
Zimbabwe, an ancient historical stone monument. It is a UNESCO World Heritage Site. Zimbabwe is mostly a
savannah. It is known for the famous waterfall, Victoria Falls, and Great Zimbabwe. In the 1800s white people from
Europe and South Africa settled in the country. By 1897 the British South Africa Company conquered the land and
first demarcated the present territory. The Company rule ended in 1923 and the land became a British colony. The
British called it Southern Rhodesia. The country was ruled by a few white people who held all the power.
In 1965, the white government tried to declare independence from Great Britain as Rhodesia. However, it was not
acceptable to the country’s black leaders. The result was a fifteen-year guerrilla war. The country suffered international
isolation during that period. In 1979 the government allowed blacks to vote in elections. It became an independent
country in 1980 and was named Zimbabwe. One of the black leaders Robert Mugabe became the first prime minister.
In 1987 he became president. However, later Mugabe became a dictator and the country suffered under disastrous
laws under his rule. In November 2017, he resigned as president.
1. It shares borders with South Africa, Botswana, Zambia and Mozambique.

2. The term ‘landlocked’ is used for a region or country surrounded by land from all sides.
A landlocked country is a country that does not have any territory connected to an ocean, sea or
any large water body.
3. The country’s name comes from Great Zimbabwe, an ancient historical stone monument.
4. The British colonized Zimbabwe.
5. It was the British South Africa Company that conquered the land and first demarcated the present
territory, before it became a British colony.
6. Zimbabwe was a British colony until 1980.
7. The guerrilla war lasted for fifteen years.
8. It was once known as Southern Rhodesia.
9. 1980
10. Robert Mugabe was the first prime minister of Zimbabwe.
E3. The students will do the activity on their own. Answers will vary from student to student.
f express
F1. Essay will vary from student to student.
g learn by doing
G1. The students will do the research-based activity on their own. Their findings will differ from one
another.
51
Answer Key: Worksheets
Worksheet 1
A. 1. False 2. False 3. True 4. True 5. False 6. True
B. 1. Rita had always wanted to visit Goa. Her plan was to save money to fund a trip to Goa.
2. Rita missed her flight because she stayed up late the previous night and could not wake up on
time.
3. Rita was angry with herself for missing the flight.
4. Suggested answer: For a successful life, it is important to be punctual. Punctuality ensures that
all the tasks are finished on time and we suffer no loss because of delay.
Worksheet 2
A. 1. a. dessert, b. desert 2. a. loose, b. lose 3. a. wondered, b. wandered
4. a. septic, b. sceptic
B. 1. morale 2. mystery 3. captivity 4. peak
Worksheet 3
A. 1. used to go 2. has to get up 3. used to swim 4. will have to be careful
5. had to rush 6. used to sing 7. has to win
B. 1. dared to interrupt 2. needn’t know 3. need not come 4. dare not come
5. needs to study 6. need to be present 7. dared to lodge
Worksheet 4
A. The students will write the story on their own.
Worksheet 5
A. 1. b 2. c 3. c
B. 1. True 2. False 3. True 4. True
C. 1. Golu had a large amount of money to celebrate Diwali. On the other hand, the two boys had
no money; they had only one sparkler stick to celebrate Diwali.
2. We learn that the two boys were very poor and didn’t have enough money for their needs.
3. Golu was shocked and sad to see the poverty of the two boys. He bought them sparkler sticks
to make them happy.
4. Golu’s character exhibited the quality of kindness when he bought sparkler sticks for the two
boys.
5. The two boys were initially reluctant because Golu was a stranger to them.
Worksheet 6
A. 1. b 2. h 3. a 4. c 5. g 6. d 7. e 8. f
B. 1. as happy as a clam 2. white as snow 3. slept like a log 4. strong as an ox
5. cool as a cucumber 6. fresh as a daisy 7. light as a feather 8. eats like a bird
52
Worksheet 7
A. 1. Smoking 2. annoyed 3. running 4. walking, watching
5. established, driving 6. Drinking, driving 7. Agitated, called 8. Swimming
B. 1. to paint 2. sing 3. speak 4. to finish
C. 1. Having asked her father’s permission 2. Not having done his homework
3. Having written two exams that day 4. Having failed thrice
Worksheet 8
A. The students will do the exercise on their own.
B. The students will do the exercise on their own.
Worksheet 9
A. 1. True 2. False 3. False 4. True 5. True
B. 1. amor fati 2. fate, inevitable 3. British 4. pessimist 5. optimist
C. 1. A person’s faith is best tested in the times of adversity.
2. A pollyanna is a person who finds good in everything including sufferings and loss. He/She
always hopes for the best.
3. The idea of amor fati claims that the greatness of humankind lies in loving one’s fate. People
who love their fate, face their problems with determination.
4. Adversities do not break great men; they help them achieve astonishing feats.
5. According to Winston Churchill, a pessimist sees the difficulty in every opportunity but an
optimist sees the opportunity in every difficulty.
Worksheet 10
A. 1. manager 2. Reconciliation 3. childhood 4. reasonable 5. appearance
6. scientist 7. excitement
B. 1. costume, custom 2. dairy, daily, diary 3. whether, weather 4. accept, except
5. device, devised 6. fair, fare 7. peace, piece
Worksheet 11
A. 1. to remember 2. to eat 3. to find 4. to buy 5. to lock 6. to answer
7. to dance 8. to come 9. to understand 10. to see
B. 1. to play 2. to keep 3. to go 4. to catch 5. to avoid 6. to see
7. to win 8. to drink 9. to watch 10. to pursue
Worksheet 12
Worksheet 13
A. 1. a 2. b
B. 1. False 2. True 3. True 4. False 5. False 6. False
C. 1. When Helen was nineteen months old, she became blind and deaf due to an unknown illness.
2. As a child Helen was unruly. As she grew up her teacher taught her discipline.
53
3. Anne Sullivan taught Helen discipline, love and obedience.

4. Helen studied at Radcliffe College. She passed her graduation with distinction.
5. Helen is admired across the world because of the work she did for the welfare of
deaf-and-blind persons.
6. The Story of My Life, Optimism and Out of the Dark
D. 1. Helen faced the difficulties in her life with hard work and determination. She was the first
blind-and-deaf person to get Bachelor of Arts degree from Radcliffe College. She wrote many
books. She was also a social activist who worked for the welfare of blind-and-deaf persons.
2. Suggested answer: An adversity can be overcome with the help of determination and
optimism. The never-say-die spirit can see one through the most difficult periods of life.
Worksheet 14
A. ethnic, natural, consists, green, famous, pleasant, enthusiasts
B. 1. funny 2. guiltless 3. loner 4. kind 5. careless 6. unbelievable
Worksheet 15
A. 1. is 2. is 3. is 4. is 5. Are 6. is 7. are 8. are 9. are
10. are
B. 1. seem 2. have 3. knows 4. doesn’t 5. was 6. was 7. has
8. are 9. do 10. are
Worksheet 16
Worksheet 17
A. 1. False 2. True 3. False 4. False 5. False
B. 1. Meera wanted to write to Madhu to tell her about the new city and the new school.
2. Meera hated the new place. The weather was harsh and she had no friends there.
3. Meera didn’t make any friends. She could not go out due to bad weather.
4. Meera’s mother understood her feelings and consoled her.
5. Meera felt better later because her mother made her realize that getting used to new places
and people takes time.
Worksheet 18
A. 1. on cloud nine 2. feeling blue 3. down in the dumps 4. heart sank
5. in seventh heaven
B. 1. c 2. e 3. g 4. a 5. d 6. b 7. h 8. f
Worksheet 19
A. 1. What would you like to have? 2. Who is that girl at the back?
3. When are you leaving for Goa? 4. Whose purse is this? 5. How did you get here?
6. Which dress do you like?
B. 1. Why 2. What 3. whom 4. When 5. Where 6. What 7. Whose
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Worksheet 20
Worksheet 21
A. 1. A comic is a series of drawings that narrates a story along with text.
2. Text provides background information and dialogues complement the actions of the
character.
3. A single-frame story tells the entire story through one picture.
4. A gag-strip is made up of three or four pictures with a joke in the last frame.
5. A comic book is published periodically while the graphic novel is not periodical.
6. Anant Pai of India Book House launched the Amar Chitra Katha series.
7. Chacha Chaudhary, Nagraj, Suppandi, Super Commando Dhruva
B. 1. True 2. True 3. False 4. True 5. False 6. True
Worksheet 22
A. 1. e 2. f 3. a 4. b 5. c 6. d
B. 1. teacher 2. careful 3. national 4. Hinduism 5. freedom 6. harden
7. childhood 8. equality 9. worthless 10. appearance 11. monthly
12. serfdom
C. 1. childish 2. economist 3. impractical 4. misunderstanding 5. dissatisfied
6. impartial 7. improper
Worksheet 23
A. 1. passive 2. passive 3. active 4. passive 5. active 6. passive
7. active 8. active 9. active 10. active
B. 1. The song was sung by the boy. 2. He is being taken good care of by them.
3. The presentation will be made by Hari. 4. Has the job been done by you?
5. The dog was killed by that man. 6. Let him be helped.
Worksheet 24
Worksheet 25
A. 1. False 2. False 3. False 4. False 5. True 6. True
B. 1. Pawan was fond of Manish because Manish was his only friend.
2. No, Pawan did not have many friends.
3. When Manish reached class five, he stopped playing with Pawan.
Suggested answer (2nd part): I think it was not right as friendship should be above social class.
4. Pawan would gaze at the students waiting for their school buses. He used to stand by Manish
when he would do his homework.
5. Ramu told Pawan that he should not worry about things he cannot get as he was poor.
55
C. 1. All the children have the right to education. Poverty or social class shouldn’t come in the way
of their getting education.
2. Yes, Pawan was working as a labourer. He should have studied in school like other children of
his age and not work like adults.
Suggested answer (2nd part): I disapprove of it as it is a violation of right to education.
Worksheet 26
A. 1. careful 2. minor 3. lost 4. pessimist 5. ability 6. deep
7. narrow 8. compliment 9. old-fashioned/traditional 10. forget
B. 1. author, chapter, book, library, bookshelf 2. BMW, Hyundai, Honda, Tata, Maruti
3. coffee, tea, milk, cold drinks, juice 4. bat, ball, pitch, stumps, umpire
Worksheet 27
A. 1. Paul asked where the nearest bus stop was.
2. They said that they were in Goa the previous month.
3. Sunaina asked her brother to be polite to everyone.
4. Kima requested Ron to stay outside until he returned.
5. Pawan asked Giri when he was going home.
B. Madhuri said that she could not come for the birthday party that day. Fahad was surprised and
told Madhuri that everybody was waiting for her. She told him sorry and then said that her
uncle had met with an accident and she needed to go to the hospital. Fahad said that that was
unfortunate and hoped there was nothing serious. Madhuri replied that her uncle was fine. The
accident was minor but she needed to go and meet him. Fahad asked Madhuri to call him if
there was any need. Madhuri said she would and thanked Fahad.
Worksheet 28
A. The answer will vary from student to student.
Worksheet 29
A. 1. True 2. True 3. True 4. False 5. False
B. 1. Iqbal watched the beggar every day as he was intrigued by him.
2. The beggar was begging for money at his usual place.
3. Iqbal’s mother told him not to trust any vagrants like the beggar.
4. Iqbal’s mother asked him to stay away from vagrants because they could be criminals and
could harm children.
Worksheet 30
A. 1. a wild animal; to accept something unpleasant
2. a large number; to come together in a large group
3. to say or write the letters of a word in the correct order; a short period of time
4. a unit of money in the UK; to hit something repeatedly
B. Suggested answers:
1. Children were excited to see a bear in the zoo.
James cannot bear to see his room unclean.
56
2. Lily has a mass of creative ideas.

Fans are massing outside the hotel to see their favourite players.
3. The teacher asked the students to spell some difficult words.
After a spell of exercise, Sana took some rest.
4. Rebecca gave the beggar a ten-pound note.
I heard someone pounding at the door.
Worksheet 31
A. 1. If I wake up early in the morning, I’ll go for a walk.
2. If it rains, we can’t have a picnic.
3. If you study hard, you will pass the test.
4. If you had been there, you could have met Hina.
5. If Sania worked faster, she would finish on time.
B. 1. Saleem would not have fallen into a pothole if he had paid attention while walking.
2. If Meena had driven carefully, she would not have had an accident.
3. John would not have run out of money if he had not spent all his money on clothes.
4. I could have slept well if there had not been a party next door last night.
5. If Emily had gone to bed early last night, she would not have been tired today.
Worksheet 32
Worksheet 33
A. 1. False 2. False 3. False 4. True 5. True
B. 1. Women face discrimination at home and at workplace because of their gender. Child
marriage, dowry and domestic violence are the other social challenges that women face.
2. Women empowerment means women should have the right and power to live their lives as
they want. Women should be free to make their choices. They should be in a position to live
free and independent lives without any pressure.
3. These obstacles include gap in the literacy rates of men and women, poverty, health and safety
concerns.
4. The third Millennium Development Goals are about women empowerment in developing
countries and reducing gender disparity.
5. The National Commission for Women advises government on all policy matters affecting
women.
6. Suggested answer:Yes, all citizens can help make our country safe for women. Educational
institution and workplaces should ensure that women face no threat while at these places. It is
the duty of law enforcing agencies to ensure the safety of women.
Worksheet 34
A. 1. race against time 2. pros and cons 3. a drop in the ocean 4. ups and downs
5. break the ice
B. The students will make their own sentences.
57
Worksheet 35
A. 1. is 2. leaves 3. is 4. will go 5. will return 6. are going to see
7. will win 8. will call
B. 1. will reach 2. is going to rain 3. is 4. Aren’t you going to buy
5. will help 6. are you going to do 7. is going to fail 8. won’t support
9. am going to meet 10. will have to pay
Worksheet 36
A. Suggested answer
Hi mom, Ravi called up to inform that he had been selected in an inter-school cricket
competition. The match is tomorrow in Gurgaon at six in the morning. Pack his bag for
tomorrow. And he will come late today because of the practice session.
Sonia
B. It is very simple to make a cup of tea. Take half-a-cup water in a kettle. Put the kettle on the gas
and heat it. Put some tea leaves into the boiling water. Add some ginger. When the mixture has
boiled, add sugar and milk. Serve hot and enjoy.
Worksheet 37
A. 1. New Delhi 2. air pollution 3. burning of fossil fuels 4. more trees
B. 1. According to a WHO report published in 2015, Delhi’s particulate pollution was
675 micrograms per cubic metre. This was 27 times more than the WHO’s safe limit.
2. Lucknow, Faridabad, Ahmedabad, Kanpur, Agra and Varanasi are the other Indian cities with
high levels of air pollution.
3. According to the odd-even formula introduced by the Delhi government private vehicles
bearing odd and even registration numbers were allowed to ply on alternate days.
C. 1. A Chinese performance artist did an experiment for 100 days. He walked around Beijing
city with a vacuum cleaner and cleaned the air. After 100 days he made a brick out of the
pollutants he got from the vacuum cleaner. It showed the extent of air pollution that the city
suffered from.
2. We can do many things to reduce air pollution. We can use public transport instead of private
vehicles. We can plant trees and conserve energy.
Worksheet 38
A. 1. b 2. c 3. d 4. a 5. g 6. h 7. e 8. f
B. 1. elevator 2. mail 3. eraser 4. motorcycle 5. fries 6. mailman
7. Corn 8. schedule
Worksheet 39
A. 1. The book which was written by Mark David is about a murder plot.
2. Anurag Kashyap, who is a famous film director, lives in Mumbai.
3. The cake which I cut on my birthday was baked by my mother.
4. Diksha, who is my friend, helped me the day before yesterday.
5. Vipin, who is my brother, is the village extension officer.
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6. Umesh, whose house is in Madhu Vihar, comes to my café every day.

7. The Avial band, which was formed in 2003, will be performing on Christmas Eve.
B. Suggested answers:
1. who lives in Delhi 2. which is being renovated
3. which is around 8,850 m high from sea level 4. who was earlier a director
5. which was to be aired tomorrow
Worksheet 40
A. The students will do the task on their own.
B. The students will do the task on their own.
Worksheet 41
A. 1. False 2. False 3. False 4. False 5. True
B. 1. The setting of the story is a place with greenery and hills.
2. Damdama Lake is in Gurgaon, Haryana.
3. While chasing a rabbit, Rohan heard a cry for help. He went towards the sound and came
before a swamp.
4. Rohan found a boy of his own age sinking in a swamp. He broke off a long branch from a
tree. Holding the one end of the branch tightly, he threw the other end to the boy. The boy
caught it and Rohan pulled him out of the swamp.
5. No, Rohan’s hands were bleeding because of pulling the branch so hard.
C. 1. Rohan was a helpful and brave boy. When he heard a cry for help, he did not run away but
tried to help. He also had presence of mind. He did not panic and quickly thought of a plan
to pull the boy out of the swamp.
2. The students will write the answers on their own.
Worksheet 42
A. 1. d 2. a 3. e 4. b 5. c 6. i 7. h 8. f 9. g
B. 1. under the weather 2. a head start 3. in over their heads 4. big-headed
5. hot-headed 6. heart and soul 7. cost, an arm and a leg 8. put all your eggs in
one basket 9. let the cat out of the bag
Worksheet 43
A. 1. I am having my car washed.
2. Arun’s mother got him to read more.
3. The teacher got the essay written by the students.
4. Shaheen had her homework done by Nita.
5. Bill had his lawn mowed by the gardener.
6. Rahim’s father got the dishes washed by Rahim.
7. We got Mahesh to buy us vegetables.
B. 1. I had the pipes fixed by the plumber.
2. Ridhi got her room cleaned.
3. Mother got the dinner cooked by the maid.
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Worksheet 44
Answer Key: Model Test 1
A. 1. b) 2. b) 3. a) 4. d) 5. b)

B. 1. Arun thought that the butt of the pencil had become too small to write with. That was why
he threw it away.
2. We throw away precious resources and in the process overconsume. In that way we commit
violence towards Mother Nature.
3. Over-consumption is using more than what we need and causing wastage as a result.
4. Over-consumption of resources results in economic imbalance.
5. Gandhiji believed that there is enough in the world to meet everyone’s need but not enough
to meet one man’s greed.
C. 1. a) 2. d) 3. a) 4. c) 5. b)
D. 1. d) 2. c) 3. b) 4. a) 5. c)
E. 1. need not 2. used to 3. passing 4. sealed 5. to submit
F. 1. has 2. is 3. have 4. are 5. has
G. 1. What is the time now? 2. Where did you see him?
3. To whom does the blue one belong?/Whose is the blue one?
4. When will you meet them? 5. Who is your principal?
H. 1. The moral of the poem is that in life we get back a lot more than we give. We should have a
generous spirit.
2. According to the customs of the tribal people, it was the duty of the tribal priest to approve
of all offerings to the deity. He had to make sure that each offering was perfect in all aspects.
It was because of this insistence that the king was saved.
3. Hamid bought the pair of tongs because he thought it would help his grandmother while
cooking. He had seen his grandmother burning her fingers while making chapatis.
4. The ultimate dream of any mountaineer is to climb the Mount Everest as it is the highest
mountain in the world.
5. The poet is talking about the merry sounds and images of spring when the children are
playing outdoor merrily.
6. Yes. If the king had not told the advisor to move out of his sight, he would have tried to save
the king from the tribals, and in the process he would have got caught. Since the king was
60
not perfect for sacrifice, the tribals surely would have taken the advisor as substitute. So his
banishment proved to be a blessing in disguise.
7. When Hamid brought a pair of tongs for her, Amina felt very happy about Hamid’s
considerate nature and she broke down because of that. Thus grandmother Amina became
Amina the little girl.
8. The beggar knew how to be happy with life as it was. He always thought about the positive
side. That was why when it was raining, he played with the child on the road as he thought
it was the best time to do so since there was less traffic. This scene opened Meena’s eyes who
from then onwards looked at life in a positive manner.
9. Mark Inglis is a man of indomitable courage with a never-say-die attitude towards life.
He was the first double amputee to reach the summit of Mt Everest. He has taken on a
number of challenging roles and succeeded – ranging from a legless sky guide to a research
scientist. He also won a cycling silver medal at the Sydney Paralympics in 2000. His
Mt Everest expedition was also an effort to raise money for a Cambodian centre that provides
rehabilitation for landmine amputees, polio victims and other disabled people.
10. Meena was basically a pessimist. She found problems in almost everything. She never had
anything positive to say on any subject or about any person. When someone talked with her,
they would feel depressed. Her gloom and cynicism had a way of spreading to others. That
was why her friends and colleagues avoided her company.
I. The answer will vary from student to student.
J. The answer will vary from student to student.
A. 1. c) 2. d) 3. d) 4. a) 5. a)

B. 1. The objective of the survey is to improve the facilities for air travellers by knowing their
preferences.
2. A bad seat would ruin anyone’s flight especially when it is a long journey and passengers
would feel sandwiched in the middle seat. They feel cramped and constrained to travel sitting
in the narrow space.
3. Many parents thought that passengers would have a problem sitting next to children, but the
survey proved that two-thirds of the respondents do not mind sitting near children.
4. The ideal situation is when the travellers get to select their first choice prior to departure.
5. Getting a seat according to the passenger’s wish is tough during peak seasons.
C. 1. d) 2. b) 3. a) 4. c) 5. c)
D. 1. b) 2. c) 3. d) 4. a) 5. d)
E. a) is folded b) is cut c) is written d) are folded e) are distributed
61
F. Maya asked Nina what had happened; she added that she looked upset. Nina replied that she
was OK. She asked Maya not to worry. Maya asked her if she would like to wash her face and
added that she would feel better. Nina agreed and thanked Maya.
G. 1. a) 2. b) 3. a) 4. c) 5. a)
H. 1. The answer will vary from student to student.
4. Suggested answer: It is true that many organizations do not encourage women at the helm of
affairs. It is usually said that in the corporate sector, women hit a glass ceiling and they cannot
climb the professional ladder beyond a point.
5. The young man said that he came to London that afternoon. Since the hotel where he was
supposed to stay was closed down, the taxi-driver took him to another one. He left the hotel
after checking in to buy some soap. After buying his soap and getting himself a drink at a bar
when he decided to go back to the hotel, he realized that he knew neither the hotel’s name
nor which street it was situated in. On top of that, he didn’t have any money left with him.
This was the story narrated by the young man.
6. The immensity of the nocturnal sky is lost to the people living in cities. They cannot see stars
and they cannot experience natural darkness.
7. Norman Gortsby thought that the young man had told him a cock and bull story since he
failed to show him the cake of soap. But when the young man left, he saw a cake of soap
lying under the bench which convinced him of the young man’s story.
9. A breeze had caused the forest fire to spread and burn the woods.
10. When Peter told the commander that he lived in Chimanimani mountain, the commander
asked him his family name. When Peter answered, the commander inquired as to whether
his mother was a doctor, to which he said yes. The commander thus understood that he was
the son of the lady who had vaccinated him, and Peter himself had given the commander the
sugar medicine.
I. The answer will vary from student to student.
J. The answer will vary from student to student.
62
ANSWER KEY: WORKBOOK
1 modal auxiliaries
exercise a
1. Could you please tell us about the unique features of the product?
2. Would you please tell us the benefits of using it?
3. Would you please explain to us how it works?
4. Could you please tell us if there is a similar product of another company?
exercise b
2. Can we look at the samples? 3. Can I test the samples?

4. May we wait and see the results? 5. May we come again after a month?
exercise c
The students will do it on their own.
exercise d
Could you please, would you please, Are we allowed to, Are we allowed to, Could you please, Would
you please, are allowed to, Would you please
exercise e
Suggested answers:
1. I believe a doctor should be faithful to his/her profession.
2. I would say that an accountant needs to be accurate.
3. I believe a teacher should have a love for learning.
4. I would say that a musician needs to know the taste of the audience.
5. I would think that a pilot needs to be very alert.
6. As far as I can see an advertising executive should be open to new ideas.
7. I believe that a politician should know the needs of the people.
2 tenses
exercise a
let, tell, am enjoying, is, has happened, had shown, hear, say, is, go, are, are, are, bought, hope, will like,
will go, organize, had, warned, would, wish, were, would have been, hope, are, will get, want,
am looking
63
exercise b
3. has arranged 4. has discarded 5. has placed 6. has dusted 7. has cooked
8. have washed 9. has wiped 10. have laid 11. have placed 12. have kept
13. has put 14. has kept 15. has inserted 16. has replaced
exercise c
1. A king has been searching for a few answers for long.

2. A number of scholars have been answering those questions ever since.
3. His Royal Highness has dismissed all of them as incorrect answers already.
4. The questions have been tormenting the king’s mind ever since.
5. He hasn’t got the correct answers yet.
exercise d
1. have been living 2. have known 3. has become

4. has not met 5. have not written 6. has visited
7. has, come 8. has been waiting 9. has been working
10. has been raining 11. have had 12. have been trying
exercise e
Sheila: suppose, know

Maya: am, learnt, am, am, did, learn

Sheila: had learnt, joined, encouraged, picked, is, think
exercise f
Witness: were discussing

Inspector: Did, notice
Witness: did not notice
Inspector: did, feel
Witness: felt, heard
Inspector: Did, look
Witness: looked, saw, was trying, saw, ran, was
Inspector: didn’t, catch
Witness: were, came, was, managed, tried, gave, disappeared
exercise g
was working, was preparing, heard, looked, saw, was, locked, remained
exercise h
was riding, noticed, thought, was, jumped, took, was, got, swerved, hit
exercise i
The answer will vary from student to student.
exercise j
Mahesh: had, set, began

Ali: had prepared, lashed
64
Paul: had given, saw

David: had fled, submerged
Mahesh: had inundated, started
Paul: had swung, arrived
Mahesh: accused, had not supplied
Paul: became, had intervened
Ali: had put, brought
David: had broken, receded
Ali: released, had received
exercise k
Shiva: was, enjoyed

Krishna: did, stay
Shiva: stayed
Krishna: Did, go
Shiva: did, is
Krishna: did, do
Shiva: visited, went, was, know, is, takes, saw, met
Krishna: are
Shiva: was, had worn, became
Krishna: could see, wish, were
Shiva: understand, are, do, want, took
3 non-finite forms of verbs
exercise a
1. neighing 2. bellowing 3. croaking 4. barking 5. droning

6. chirping 7. growling 8. squeaking 9. trumpeting
exercise b
1. broken 2. fallen 3. dented 4. painted 5. managed

6. damaged 7. written 8. printed 9. constructed 10. polished
exercise c
celebrated, to bring, developed, developing, facilitating, developed, believed, to usher, creating,

to maintain, ensuring, established, to keep, to make, desired
exercise d
to inform, to celebrate, to attend, sprawling, filled, tempting, watering, enchanting, captivating, to wish
65
4 advertisements
exercise a
1. The product which is being advertised is a stainless steel stove.

2. The advertiser is Victor Home Appliances. We can buy this product from their branch at The
Central Market,Vijay Vihar.
3. This advertisement is targeted at housewives and mothers. I don’t belong to the target group.
4. The attraction is that they can exchange their old gas stove and can save upto `1000.
5. The slogan used by the gas company is ‘Bring in Lifter and lift your lifestyle’.
6. It has an auto-ignition system with 3-year warranty, unique jet burners, an adjustable gas pipe
nozzle and a blue flame adjuster with locking system.
7. The choice is that it is also available with three burners.
8. ISO is the International Organization for Standardization and ISO certified products assure quality.
9. The warranty period is three years.
10. The product can lift up the consumer’s lifestyle.
11. Auto-ignition means it can ignite itself without the help of an external source.
12. Yes, the picture gives the image of a happy housewife who uses this stove.
14. The advertiser used the words very carefully in order to catch the consumer’s full attention. The
two relevant words are ‘exchange’ and ‘offer’.
15. urban life
exercise b
exercise c
5 purpose and cause
exercise a
3. to tell 4. to repeat 5. break 6. move 7. to do

8. give 9. to discuss 10. to decide 11. sign 12. talk
13. understand 14. rise 15. tremble
exercise b
1. f./David went there to give the message.

2. d./He read the document aloud to understand it better.
3. e./He told them the episode to share his agony.
4. a./He lifted the heavy box to move it out of the way.
5. h./It is impossible to read this shabbily written paragraph.
66
6. g./It is important to have good handwriting.

7. b./The purpose of school trips is to give children first-hand experience.
8. c./The boys were taken there to get hands-on experience of the latest technology.
6 subject–verb agreement
exercise a
Interviewer: has become, are coming

Actor: do, feels
Interviewer: are, was
Actor: were, puts, expect, Is
Interviewer: gets, were
Actor: was, care, was losing, have, am
Interviewer: is
Actor: have, has been fulfilled, mean, was resting, am
Interviewer: thank, wish
exercise b
1. convey 2. proves, have 3. tries 4. says, is 5. is, was

6. agree 7. have 8. have 9. were, have 10. have
11. is 12. says, were 13. has 14. has
exercise c
1. is 2. is 3. show 4. are 5. has

6. is 7. is 8. is
exercise d
1. is 2. is 3. are 4. am, is 5. was, were

6. are 7. is 8. were
7 punctuation
Two mountaineers named Sandy Irvine and George Mallory had made an unsuccessful attempt to
conquer the mountain, almost thirty years before Sir Edmund Hillary and Tenzing Norgay reached
the summit. Andrew Salkeld, co-author of a book on the mystery of Mallory and Irvine, is an
authority on Everest. He says, ‘Irvine and his climbing companion were spotted on the north-east
ridge, on June 8, 1924, by Noel Odell. I saw them going strong towards the top. What happened to
them afterwards is an enduring mystery.’
67
8 making friends
exercise a
a. She has no friends. b. They are not friendly.

c. She is not friendly to her new classmates. d. She is snooty.
e. You are friendly.
exercise b
exercise c
1. haven’t we 2. are you 3. do I 4. haven’t you 5. aren’t they

6. aren’t you 7. don’t they 8. isn’t it 9. is it 10. won’t they
9 idioms
The students will learn the idioms on their own.
10 interrogative sentences
exercise a
2. What does your father do?

3. What time does your father come back from his office?
4. Where does your mother work?
5. When does your mother return from her place of work?
6. Where do you go for shopping?
7. What fruits do you like the most?
8. What vegetables do you dislike the most?
9. When do you do your homework?
10. When do you play with your friends?
exercise b
2. Does it rain a lot in July?

3. Does the school start at 8 o’clock?
4. Do my friends play football?
5. Do those boys play cricket?
6. Does Sanjay play table tennis well?
7. Does he like classical music?
8. Does his sister paint well?
68
9. Do Sanjay and Sheila live with their grandparents?

10. Does he come to school on time?
11. Do his friends tease him a lot?
12. Do those NCC cadets go trekking every summer?
13. Do you drink a lot of soft drinks?
14. Does your brother complain a lot?
exercise c
Suma: Why is there no milk in the fridge?

Rohan: Why shouldn’t we trust him?
Bobby: Why don’t you like the idea?
Bobby: Why is he not the right person?
Amy: Why are they not coming this way?
Amy: What is not right?
exercise d
1. c./Do you agree with him on everything?

2. h./Can you come with me?
3. i./Could you please finish this for me?
4. j./Would you lend me your calculator?
5. g./Did you contact him yesterday?
6. e./Does he come here often?
7. f./Will you come in here a moment, please?
8. b./Have you finished the task?
9. d./Are you interested in this project?
10. a./Were you involved in this mischief?
11 question tags
exercise a
1. is there? 2. shouldn’t they? 3. should you? 4. weren’t you? 5. won’t you?

6. can’t you? 7. are they? 8. have you? 9. can I? 10. was he?
11. aren’t we? 12. isn’t it?
exercise b
1. is it? 2. isn’t it? 3. shouldn’t we? 4. is there? 5. can we?

6. did you? 7. don’t you? 8. shall we? 9. can’t we? 10. won’t you?
exercise c
1. haven’t you? 2. don’t you? 3. won’t you? 4. weren’t there? 5. wasn’t he?
6. was he? 7. wasn’t he? 8. wasn’t it? 9. wasn’t he? 10. didn’t he?
11. wasn’t it? 12. didn’t she? 13. do we? 14. can’t we? 15. shall we?
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12 short responses
exercise a
Mohan: he doesn’t
Mohan: he is
Mohan: she isn’t
Mohan: he doesn’t
Mohan: they don’t
Mohan: he doesn’t
Mohan: he does
Mohan: he does
Mohan: he is
exercise b
Neil: I think so.

Neil: I think so.
Neil: I suppose so.
Neil: I don’t think so.
Neil: I hope so.
Neil: I believe so.
Neil: I think so.
13 additions to remarks
exercise a
The students will study the words on their own.
exercise b
Alisha: So do
Alisha: So does
Binu: So do
Binu: Neither do
Binu: Neither would
Alisha: So does
Alisha: So did
Alisha: So do
Alisha: So have
Alisha: So would
Alisha: So is
Alisha: Neither am
Alisha: Neither do
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Alisha: Neither can

Alisha: Neither will
exercise c
14 reported speech
exercise a
1. a), 2. a), 3. a), 4. a), 5. b), 6. a), 7. a), 8. a), 9. b), 10. a)
exercise b
Vijay asked his friends if they were happy to be back at school.

Mohan remarked that he was happy to go back to school.
Arun wished that he could just go back home and sleep.
Anita complained that her bag was always heavy. She added that she couldn’t carry it.
Anila advised her not to worry. She added that she was always there for her.
Rahul remembered that he hadn’t done his homework.
Rita wondered when schooldays would get over.

Mohan told her not to say so.
He asked her whether she believed it when they said that childhood is the best time of one’s life.
exercise c
Gautam told Karan that his uncle often went to the Anthropology Museum. His uncle said
that there was an exhibition of art and craft there. Gautam asked Karan whether they should go
to see it that Saturday. Karan did not seem to be interested in art and craft. Instead he told
Gautam that there was one on fossil fuels. Sahil said that that was interesting. He added that he
would like to see that Exhibition. He asked whether it was at Bio Park. Karan said that he thought
so. Sahil wondered how they could organize that visit. Ganesh told him that they could request
the science teacher to take them. He was sure that she would also be interested. He wanted all of
them to try their luck. Sahil said that he was right.
exercise d
The patient complained to the doctor of a terrible toothache. The dentist asked him to open
his mouth as the doctor wanted to examine his teeth. The patient asked whether it would hurt.
The dentist promised that it wouldn’t if he cooperated. The patient opened his mouth a little
and asked whether it was okay. The dentist wanted to know what the use of opening his lips was.
The patient told him that he had kept his mouth open so the dentist could see the teeth. The
dentist said that he had kept them clenched and asked him to open his mouth wide. The patient
requested the doctor to be gentle with his teeth.
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15 prefixes and suffixes
exercise a
1. anti- opposed to 2. trans- across, beyond 3. pre- before

4. un- not, opposite of 5. mal- bad 6. dis- reversal of action
7. interact on each other 8. multi- many 9. mono- one, single
exercise b
insignificant, inhospitable, immortal, illogical, unnecessary, irresponsible, irreligious, insincere,

inconsiderate, impartial, inauspicious, unsophisticated, incapable, unnatural, unmanageable, inarticulate
exercise c
an unprovoked response
an inexpensive proposition
an unrealistic dream
an illogical solution
an imperfect combination
an unpublished novel
inadequate security
an irresponsible boy
an unpopular policy
exercise d
1. -ness showing qualities of

2. -ish resembling
3. -dom condition or state
4. -ible/-able quality
5. -dict to speak or say
6. -less without
7. -pathy suffering or feeling
exercise e
sickness, kingdom, happiness, boredom, freedom, goodness
exercise f
hopeful, lovely, lawful, childish, pitiful, senseless, bluish, helpful
exercise g
strengthen, beautify, ripen, simplify, sadden, identify, lengthen, certify
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16 synonyms and antonyms
Synonyms Antonyms
2. liberty, independence, freedom submission, restraint, servitude
3. prosperity, success, welfare adversity, failure, woe
4. resolute, steadfast, constant infirm, cowardly, weak
5. moderate, justifiable, reasonable excessive, flagrant, outrageous
6. illustrious, brilliant, glorious ignominious, dishonourable, scandalous
7. care, heed, consider overlook, ignore, neglect
8. disregard, condone, pardon mark, scrutinize, investigate
17 active voice and passive voice
was washed, was plagued, was found, was blessed, would turn, was spread, was finished, was
taunted, was kept, was troubled, was haunted, would be tortured, was tormented, was convinced
18 comics
19 conditionals
exercise a
1. had seen, could have sent

2. had tried, would have got
3. had had, could have contacted
4. had told, could have, made
5. had come, could have informed
6. would, have felt, would have gone
7. had, been, might have helped
exercise b
1. more schools could have visited it.

2. it wouldn’t have been such a mess.
3. they could have completed it by now.
4. more participants would have attended it.
5. she could have bought a few interesting books.
6. she could have read the message on her mobile phone.
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7. an ugly scene could have been avoided.

8. things might have worked better with him.
9. she could have saved the day.
10. she wouldn’t have been so embarrassed.
exercise c
1. If you intend a thing, God will help you.

2. If everyone gives one thread, the poor man will have a shirt.
3. If the string is long, the kite will fly.
4. If you run after two hares, you will catch neither.
5. If a crab gets fat, it will not stay in its hole.
6. If a ball does not stick to the wall, it will at least leave a mark.
exercise d
1. there will be a gold mine even in the jungles.

2. have no fear that the wind will damage the tree.
3. all the rest will follow.
4. he will pay himself.
5. you will hear them.
6. you will cry before night.
7. he will set him to work.
exercise e
1. You did not keep awake all night, and you did not feel lethargic in the morning.
2. Your mother did not have her way, and she sent you to this camp site.
3. I didn’t meet the lady, and I didn’t tell her the true story.
4. You didn’t take her advice, and you got into this mess.
5. You didn’t tell her the real reason, and the lady didn’t relent.
6. You didn’t have an inflammation down there, and the stomach was not hard and rigid.
exercise f
Answers will vary from student to student.
20 a film review
1. The phrase ‘chasing a dream’ means trying to achieve something which you aspire to.
2. The twist in the animation film is that it reworks the frog and the princess story completely. The
film sees both the hero and heroine ending up as a couple of amphibians.
3. The writer calls the film a ‘delightful revisionist tale’ because the princess is black and the prince is
Indian. The frog prince is named Naveen and is a typical brown Asian.
4. The frogs hope that the blind sorceress would share her secrets with them.
5. The two friends that they meet in the forest are the alligator Louis and the firefly Ray.
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21 future time reference
exercise a
Shiva: are
Sanjay: am
Shiva: don’t look, is
Sanjay: know, is, am going, am
Shiva: will be
Shiva: are, going
Sanjay: suppose, will greet, will say
Sanjay: am thinking, is, have helped
Shiva: is
Sanjay: have been studying, are having
Shiva: will be, is
exercise b
Rajesh: is, will plan, will make

Suhail: is
Mira: will be celebrating, will begin
Diya: will attend, will discuss, will start, is going
Rajesh: are visiting, will honour
Mira: will enact
Suhail: will ring, is
22 dare to dream
1. a) 2. a) 3. b) 4. c) 5. c)
6. b) 7. a) 8. c) 9. c) 10. b), c)
23 relative clauses
exercise a
where, who, which, that, which, where, who, that, who, which, who, who, which, who, who
exercise b
1. The Colosseum, which was built in 72 ad, is situated in Rome.

2. The Eiffel Tower, which was designed by Alexander Eiffel, is an iron-framed tower.
3. The Egyptian civilization, which existed along the river Nile, flourished from 3400–30 bc.
4. Emperor Asoka, who was the greatest among the Mauryas, renounced war.
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5. Emperor Akbar, who was the greatest of his dynasty, built a new capital near Agra.
6. Marie Curie, who was a Polish scientist, discovered radium.
exercise c
2. who migrated to the US last year.

3. that were added by the previous owner.
4. who built the bungalow several decades ago.
5. where the meeting was held last time.
6. which the Chairman sat during the meeting.
7. that his wife had painted while on a visit here.
8. that the lady planted five months ago.
9. who was on duty that day.
10. that I won’t forget easily.
exercise d
1. Acacia tree, which grows in warm countries, usually has small yellow or white flowers.
2. A tall tropical plant which has hard, hollow stems is called bamboo.
3. A daisy is a small wild flower which has a yellow centre and white petals.
4. A flower that has a lot of brightly coloured petals is dahlia.
5. Jasmine is a climbing plant which has small white flowers with a pleasant smell.
6. A climber that has thin, red or purple flowers is bougainvillea.
7. A plant that has pink, white or purple flowers shaped like short, wide cones is known as petunia.
8. Bamboo, which many people think is a tree, is actually a type of grass.
24 writing a letter
exercise a
1.
The address written at the top left hand side is that of Tina Rathore who wrote the letter.
2.
It has been addressed to the manager of Alpha Mobile.
3.
The subject of the letter is ‘Defective Mobile Phone’.
4.
Yes, but the handset would cease to be under the warranty if it is repaired.
5.
The handset would be accepted on the condition that the owner forsakes the warranty and pays
the repair charges.
6. The word ‘bizarre’ suggests the intensity of trauma the customer went through after buying that
mobile phone.
7. a) (i) The customer was not able to make or receive calls.
(ii) The customer was asked to forsake the warranty and pay repair charges for a defective
product.
(iii) The customer had trouble getting informed about the service status.
b) (i) Unjust forfeiture of customer’s right to claim warranty
(ii) Delay in providing the solution or information regarding the service status of the product
to the customer
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8. a) 13 September 2017
b) within a few days
c) Gallery Electronics, Greenville Town
d) 15 days
e) it was not fair on the part of the company to take any undertaking for forsaking the warranty of
the product unless confirmed that the handset isn’t originally a faulty one.
f) the company should keep their customers informed about service status. They should either
replace the faulty handset or refund the amount without any further delay.
exercise b
exercise c
25 do, have, make, take, give
exercise a
do duties, take decisions, do shopping, make enquiries, make a trip, make a choice, do harm,
take freedom, have breakfast, make progress, make a speech
exercise b
1. get 2. Get 3. Get 4. Get 5. Get
exercise c
b) Rita: My father has a textile shop in Central Market.

Nina: My mother has a boutique in Grand Mall.
c) Rita: I have a cousin living in Agra.
Nina: I have a cousin working in Agra.
d) Mohan: I have to complete my homework by 5 o’clock.
Mina: I have to finish mine by 6 o’clock.
e) Mohan: I have to send an urgent message to my uncle.
Mina: I have to send a birthday card to my cousin.
exercise d
2. obtain 3. contract 4. understand 5. prepare 6. catch

7. persuade 8. reach 9. become
exercise e
1. have got, Get, has got, got, have got, have

2. have, have got, got, get, has got, get
3. have got, has got, have, has got, get, have, has got
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exercise f
3. The imposing fortress had an impression on the tourists.

4. The visitors had a close look at the portraits displayed in the hall.
5. They sat down on the steps and had a discussion on the typical architecture in a lively manner.
6. They had no shops selling brochures or leaflets in the vicinity.
7. Luckily they had a hotel nearby.
8. The children came back from the park and had their clothes changed.
9. The parents had a walk in the garden when they went out.
10. They had a good view of the valley below from the sunset point.
11. They had a change of venue at the last moment.
12. ‘Please come and have an ice cream with us,’ said a tourist.
13. ‘You have to hail a taxi,’ said another.
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A. 1. d) 2. a) and (d) 3. b) 4. c) 5. d)

B. 1. exploits 2. fabulous 3. martyrs 4. shrine 5. legendary
C. 1. May I have a glass of water?
2. Can Ishan see the photograph?
3. Can Diya read a book?
4. Can Anushka open the chocolate box?
D. did not believe, edited, didn’t share, live, lives, have agreed
E. 1. of cycling 2. to go 3. shifting 4. to escort 5. to complete
F. 1. Did he believe that theory? 2. Does she enjoy reading classics?
3. Do they go for a holiday? 4. Are you free in the evening?
5. Is he one of the new employees?
G. 1. Who 2. What 3. When 4. Why 5. Where
H. 1. have you 2. shouldn’t we 3. hasn’t she 4. is there 5. won’t you
I. 1. Yes, he is. 2. So do you. 3. No, it wasn’t. 4. So must you. 5. Neither am I.
J. The students will write the answer on their own.
A. 1. d) 2. c) 3. a) 4. c) 5. b)

B. 1. indicates 2. activated 3. confirmed 4. dissociation 5. participants
C. 1. a very small margin 2. make overfine distinctions
3. become fixed or established 4. suppress or destroy at an early stage
5. under one’s responsibility
D. 1. pre-monsoon 2. anti-government 3. freedom 4. hopeful 5. identify
E. his stomach ached, he didn’t think anything was wrong, complained of severe stomach ache,
what he would say his pain level was at that time on a scale of zero to ten, zero represented no
pain at all and ten represented excruciating pain, he was not good at doing sums and that day
they had a maths test in school
F. is opened, is taken out, is plugged in, is pressed, are checked
G. Only suggested answers are given. The actual answers may vary from student to student.
1. If he had not been so careless, he would have finished the work by now.
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2. If they had shown some sensitivity, the problem would not have worsened.
3. If I were in her position, I would have cried.
4. If I could fly like a bird, I would have gone to London.
H. 1. am going 2. are attending 3. is
4. will preside 5. is about to start
I. who, which, what, who, when
J. The students will write the letter on their own.
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ANSWER KEY: SUPPLEMENTARY
READER
general guidelines
1. Remember that the objective of supplementary reading is to expose the students to good stories
and to inculcate the reading habit.
2. Do not attempt to give the same treatment to the stories given in this section as you have to those
given in the main reader section.
3. Alternate the reading of stories; sometimes silent reading and sometimes aloud.
4. Involve as many students as possible in reading the stories.
5. Do not tell the students the meaning of the words or to look them up in a dictionary. They should
be encouraged to infer the word meanings. Tell them how to do so.
6. Once a story has been read in class, ask the students to attempt the exercises on their own,
preferably in a separate notebook. These should be checked by the teacher to maintain seriousness
or else the students will not do them properly.
7. The textual questions (given in Exercise A) should be dealt with orally.
8. Activities like role-play, acting, etc. should be done in the class. Exercises like writing a diary entry
and drafting an invite should be done independently by the students.
9. Ensure that the books from which the excerpts have been taken are available in the class/school
library.
10. Discuss some of these stories so that you arouse the students’ curiosity in the book and lead him/
her to read them.
11. Aim to get the maximum number of students hooked on to reading in order to improve their
proficiency in English.
12. The entire list of suggested reading should not be given together. It might appear to be a massive
and formidable assignment and might kill the interest.
13. Ensure that the stories in the supplementary section are evenly spaced out. Do one story from the
supplementary section after three chapters from the main section. This will give the students time
to catch up on their reading at an enjoyable pace.
14. After one author is completed in the class, suggest one book at a time. Mention the timelines to
complete the book. Then give them the name of other books by the same author.
15. If the students depend on the school/class library for reading books, then divide the class into
the number of books available and let the students read different books by the same author
simultaneously.
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1 in memoriam
a comprehension
1. The old man was David’s father. He was weeping because David had been killed on the battlefield.
2. The work that had been left undone was the war.
3. For the fathers, the memories of the soldiers were that of the life they had shared back home. But
the officer lived with the memories of all fifty soldiers fighting alongside him in the battle.
4. In the first stanza ‘only’ is used to say that David’s father had only one son. In the third stanza ‘only’
is used to say that the old man was father to only David whereas the officer considered all the fifty
soldiers under him as his sons. In the fourth stanza ‘only’ is used to suggest that the fathers could
visualize their sons as little helpless babies and as young men whereas the officer had to see them in
their dying moments as well.
5. The soldiers were more the speaker’s sons than their fathers’ because the fathers could only see
them as little helpless babies and young men in their prime but the poet was present with them
when they were dying and held them in their last moments.
6. The phrase ‘the arch of the guns’ means accompanied with guns.
7. ‘Happy and young and gallant,
They saw their first-born go,
But not the strong limbs broken
And the beautiful men brought low,’
b appreciation
1. The rhyme scheme of the first two stanzas is abcbcded. In the last three stanzas the rhyme scheme is
abcbdefe.
2. At the end of the poem the poet is feeling guilty and helpless. His fifty sons looked up to him for
guidance. They called him for help before dying but he couldn’t save them all. He had to witness a
lot of deaths.
3. The repetition of and in stanza 1 is used to convey the never-ending sorrow of David’s father
because of his son’s untimely death.
c writing
The letter will vary from student to student.
2 thanks for your time
a comprehension
1. The old man referred to here is Mr Belser. Jack had not seen him for some time since he was busy
with his life.
2. Jack moved across the country to chase his dreams. His work kept him busy, which gave him no
time to visit his mother or Mr Belser. He didn’t have time to think about the past or even to spend
time with his wife and son.
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3. After Jack’s father died, Mr Belser stepped in to make sure that he had a man’s influence in his life.
He taught Jack carpentry and many other important things which made him the man he grew up
to be.
4. Jack felt that he had crossed over into another space and time because stepping into Belser’s house
was like stepping back into his childhood.
5. No, the house was not really just the way Jack remembered it. A small gold box that Mr Belser kept
locked on top of his desk was missing.
6. The actual answer may vary from student to student.
Suggested answer: Jack’s hands shook when he read the message because it was a letter from Mr
Belser, saying that the box contained the thing he valued most in his life and it should be given to
Jack.
7. The lesson that Jack learned from Mr Belser’s gift is that time is the most precious gift in life.
8. (d)
9. as busy as he was
like an old newsreel
like crossing over into another dimension
b writing
The letter will vary from student to student.
3 the lake isle of innisfree
a comprehension
A1. go to Innisfree, build a small cabin, beans, peaceful, peace, the sunrise, purple glow, moon, song,
crickets, the linnets, standing on the roadway, lapping of lake water, his heart
A2. 1. The songs of the cricket, the sound of the wings of linnets and the lapping sound of lake water are
the various sounds described by the poet. The rest of the answer will vary from student to student.
2. No, the poet does not wish for the company of other people. He says he will live alone in the bee-
loud glade.
3. The poet wishes to convey that he does not find city life attractive. He finds it rather dull.
4. The poet uses the phrase ‘midnight’s all a glimmer’ to suggest that in Innisfree the night is very
beautiful with stars glimmering in the sky.
5. ‘Full of the linnet’s wings’ means full of the sounds of birds.
7. The poet has decided to build a small cabin made of clay and wattles in Innisfree. He would
cultivate beans and have a beehive there. This tells us that the poet has planned his trip to Innisfree
in great detail.
b appreciation
1. Nine bean-rows will I have there, a hive for the honeybee;

I hear lake water lapping with low sounds by the shore;
2. Peace is compared to the sunrise here. ‘Veils’ means darkness here. The comparisons are indirect.
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3. The poet repeats the phrase ‘I will arise and go now’. He does so to show how intensely he desires
to get out of his present condition.
c writing
4 the last leaf
a comprehension
1. Sue and Johnsy became friends over their mutual tastes in art, chicory salad and bishop sleeves.
2. The author called pneumonia short-breathed because it affects the lungs and makes breathing
difficult.
3. No, that was not her true state of mind. We come to know that Sue was whistling cheerfully only
to make Johnsy feel easy and keep her spirits up.
4. Yes, Behrman felt angry with Sue and Johnsy for being fanciful and foolish about the vine leaf.
5. When Johnsy saw the last leaf still on the vine, she regained her hope and prepared herself to get
better.
6. Johnsy asked Sue to bring her some food. Also, she said she hoped to paint the Bay of Naples one
day.
7. Johnsy was called merciless because she was preoccupied with the thought of death while her
friend Sue wanted her to recover soon.
9. fanciful Johnsy
talented Behrman
caring Sue
loud Sue
selfless Sue, Behrman
emotional Johnsy
morbid Johnsy
motherly Sue
pessimistic Johnsy
matter-of-fact Behrman
b appreciation

c writing
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5 tom sawyer
a comprehension
1. Life seemed like a burden to Tom Sawyer because he was entrusted with the task of painting thirty
yards of a board fence which was nine feet high.
2. Jim always took a long time to come back from the town pump because white, mulatto and Negro
boys and girls were always waiting their turns there.
3. According to Tom, his aunt’s ‘awful’ talk actually hurt only when she cried.
4. Jim rushed away to fetch the water because Aunt Polly had caught him loitering with Tom instead
of doing his work and given him a spanking.
5. Tom dreaded the appearance of his friends because they would make fun of him for having to work.
6. Ben was making funny sounds and movements because he was pretending to be a steamboat.
7. Tom’s question ‘Does a boy get a chance to whitewash a fence every day?’ put the work of
whitewashing the fence in a new light. It had the intended effect as Ben stopped making fun of
Tom and wanted to whitewash for a while.
8. Tom pretended not to have noticed Ben because he wanted to make it look as if he was enjoying
the whitewashing.
9. Tom said there was not one boy in thousand, maybe two thousand, who could whitewash the
fence the way it had to be whitewashed. This made Ben feel that it would be a privilege to be
allowed to whitewash the fence.
10. No, Tom was telling a lie. He did so in order to tempt Ben to do the whitewashing.
11. By wealth, the author meant the toys, food items, etc. that were given to Tom by children in
exchange for being allowed to whitewash the fence.
12. The magnificent inspiration that struck Tom was to make other boys do the whitewashing by
projecting it as something that would be a privilege to do.
13. Tom behaved as though he was painting a masterpiece in order to avoid other children making fun
of him for having to whitewash the fence. He wanted everyone to think that whitewashing a fence
was not a simple thing or had been forced upon him.
14. The author meant that Tom’s intention was to fool many more children and make them whitewash
the fence for him.
15. a) Tom wanted Jim to whitewash the fence while he roamed about.
b) Tom was behaving as if he was doing something that was so interesting that he was completely
engrossed in it.
c) He wanted everyone to think that what he was doing was something he genuinely enjoyed.
d) He wanted to project that Aunt Polly would not let anyone except Tom to whitewash the fence
as he alone could do it perfectly.
e) Tom said so to make Ben believe that he was doing something special and he alone could do it
perfectly. He added that Aunt Polly would not want anybody else to do it.
f) Tom said so because he was not ready to give in to the temptation so fast. He wanted a better
bargain.
b appreciation
The students will write the answer on their own.
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6 to the cuckoo
a comprehension
1. The poet could not see the bird because it could either be hidden or the bird existed only in the
poet’s imagination.
2. The poet called the cuckoo a ‘newcomer’ because the poet had been lying on the grass for a long
time when the cuckoo arrived.
3. The song of the bird was both far off and near as it was echoed from a distant hill.
4. ‘I have heard,/I hear thee and rejoice’
‘Thy twofold shout I hear’
‘babbling’
‘A voice, a mystery;/The same whom in my schoolboy days I listen’d to’
5. This question needs a personal response.
8. blithe newcomer, bird, wandering voice, dancing to the spring, an invisible thing, a voice, a mystery,
a hope, a love still longed for, never seen, blessed
The students will answer the rest of the question on their own.
9. d)
11. words associated with
sunshine the song
flowers the song
visionary the song
welcome the bird
darling the bird
hope the bird
love the bird
golden the song
blessed the bird
faery the bird
b appreciation
1. The students will write the answer on their own.

2. The students will write the answer on their own.
3. mystery, hope, love, time. The students will answer the rest of the question on their own.
4. mystery, hope, love, time. The students will answer the rest of the question on their own.
c writing
The students will write a poem on their own.
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7 king lear
a comprehension
A1. 1. The Duke of Burgundy and the King of France visited King Lear’s court several times with the
hope to marry Cordelia, King Lear’s youngest daughter.
2. King Lear decided to divide his kingdom among his three daughters because he wanted to free
himself from all his duties and lead a peaceful life till his death.
3. The fight that might happen over the division of Lear’s wealth after his death was what was
referred to in this line. Lear proposed to prevent it by himself dividing his kingdom among his
three daughters.
4. Lear’s elder daughters Goneril and Regan answered his question using flattery by saying that
they loved him more than anything else. Cordelia answered honestly saying that she loved him
as a daughter ought to love her father. Lear asked this question to divide his kingdom among his
daughters according to the extent of the love they had for him.
5. The thought of whether to flatter her father as her sisters did or to be silent about her love was
what bothered Cordelia.
6. Lear bestowed one-third of his kingdom each upon his two elder daughters and disinherited
Cordelia. Later, he divided the share which was supposed to be given to Cordelia between his elder
daughters.
7. King Lear spoke these words to Cordelia because she replied ‘nothing’ when she was asked to
demonstrate her love for her father in words.
8. Cordelia said she loved her father as a daughter ought to love a father.
The rest of the answer will vary from student to student.
9. King Lear made this remark because Cordelia was his youngest daughter and was supposed to be
more tender-hearted. But she did not give the flattering reply that Lear expected from her.
10. King Lear spoke these words to the Earl of Kent because he tried to intervene on behalf of Cordelia.
11. King Lear divided Cordelia’s share of his kingdom between his two elder daughters Goneril and
Regan.
12. King Lear planned to spend the rest of his life by living with his elder daughters Goneril and
Regan on a monthly basis.
13. Kent advised Lear to revoke his decision to disinherit Cordelia. The king got infuriated and
ordered the banishment of Kent.
14. Kent invited Lear’s wrath by intervening on behalf of Cordelia. Lear ordered the banishment of
Kent as a result of it.
15. Kent wished that the gods will take care of Cordelia and asked Regan and Goneril to put their
speech into practice.
16. The disinheriting of Cordelia and the banishment of Kent are two instances of Lear’s rashness.
Those actions were rash as they were taken in anger.
17. The answers will vary from student to student.
A2. 1. a) King Lear spoke these lines to his daughters and their husbands.
b) His intention was to free himself from all the responsibilities of the kingdom. He planned to
divide his kingdom among his three daughters.
87
c) He trusted the ‘younger strength’ of his daughters and their husbands.

2. a) King Lear said these lines. Cordelia, his youngest daughter, was his joy.
b) The speaker meant that though Cordelia was the last of his daughters, she was not less loved.
c) They referred to the king of France and the Duke of Burgundy respectively.
d) The speaker wanted the listener to tell him how much she loved him.
3. a) King Lear spoke these lines to Cordelia.
b) The listener was getting the truth as her dowry. She was to get one-third of King Lear’s
kingdom otherwise.
c) The speaker was withdrawing all paternal care from the listener because she did not say what he
wanted to hear from her.
4. a) King Lear is referred to as ‘the dragon’ here. He was in wrath because his most loved daughter
answered him that she loved him only as a daughter ought to love a father instead of giving him
a more flattering answer.
b) The Earl of Kent was being asked not to come between the dragon and his wrath.
c) The speaker had the expectation of setting himself to rest under Cordelia’s love. He was shocked
when Cordelia said she couldn’t give him complete love as she would have to give half of her
love to her husband after marriage.
d) The speaker disinherited Cordelia as a punishment.
5. a) King Lear spoke these lines to the Earl of Kent.
b) The speaker was talking about Cordelia’s pride. He considered her to be proud because she did
not flatter him as her sisters did and talked about being honest.
c) Goneril and Regan. The speaker bestowed Cordelia’s share of his kingdom upon them.
6. a) The Earl of Kent spoke these lines to King Lear.
b) The doom the speaker talked about was the pathetic treatment that Lear would have to face.
This doom had been caused by trusting his elder daughters Goneril and Regan.
c) It could be reversed by revoking his decision to disinherit Cordelia.
7. a) The Earl of Kent was the speaker of these lines. These lines were spoken when he was leaving
King Lear’s palace.
b) Cordelia is the maid in the first line. The speaker complimented her for being thoughtful and
honest.
c) He asked Regan and Goneril to put their speeches into practice.
88
A3.
King Lear,
the King of Britain
His daughters Earls in his court
Goneril Regan Cordelia Earl of Kent Earl of

Gloucestor
Married to the Married to the Duke of Prince of France Is banished by King Edmund Edgar
Duke of Albany Duke of Burgundy Lear, disguises as Vile and villainous Good and dutiful
Cornwall a servant son son
Declines to Marries her

marry her without dowry
without dowry
8 more about people
a comprehension

3. According to the poet, the worst thing that people can do to you is to employ you.
4. They are not happy because they see other people who are not working.
b appreciation
1. questions, suggestions; those, toes; leisure, displeasure; irking, working; medicine, Edison; quirk,
work
c writing
89
9 the open window
a comprehension
1. Mr Framton came down to the rural retreat because he was undergoing a nerve cure.
2. When Mr Framton was preparing to come to the rural retreat, his sister said that he would bury
himself down there and not speak to a living soul. The initial conversation between Mr Framton
and Vera also suggested that he was an introvert.
3. Vera spoke of a tragedy in which Mrs Sappleton’s husband and her two young brothers had been
engulfed in a treacherous piece of bog while they were out shooting and thus never returned.
4. No, Mrs Sappleton did not seem interested in Mr Framton’s illness at all. After he explained his
illness to her, she replied in a voice which only replaced a yawn.
5. The doctors had advised Mr Framton to take complete rest, to ensure the absence of mental
excitement and to avoid anything in the nature of violent physical exercise. But his visit to the
house caused him restlessness and mental excitement.
8. Mrs Sappleton kept looking out of the window because she was waiting for the return of her
husband and her two young brothers who were out shooting ducks.
9. The reason Mrs Sappleton gave for Mr Framton’s rushing away was that he might have seen a
ghost. No, this was not what Mr Framton told her.
12. a) takes his stick and hat b) goes out of the door
c) runs down the drive d) rushes out of the gate
e) almost collides with a cyclist
b writing
The students will write the diary entry on their own.
10 mulga bill’s bicycle
a comprehension
1. h) It rushed down the hill. a) The bicycle went out of control.

g) It ran off the track. i) It narrowly missed a tree trunk.
e) It avoided collision with a box. b) It hit a stone.
d) It jumped over a fallen tree. c) It raced past near the edge.
f) It leapt into Dead Man’s Creek.
2. According to Mulga Bill, the bicycle ride was more dangerous than riding a wild bull round a yard,
which he did to win a five-pound bet.
4. Bill said he could ride anything and everything.
5. No, that was not true. He boasted about his abilities himself.
90
6. to move quickly, making a high sound

7. The animals went into hiding because they were scared that Mulga Bill’s cycle would hit them.
9. ‘I’ve had some narrer shaves and lively rides before;
I’ve rode a wild bull round a yard to win a five-pound bet.’
10. Bill decided at the end that a horse’s back was good enough for him.
b appreciation

2. as white as chalk
as close as close could be
like a silver steak
3. bolted, left, whistled down, shaved, dodged, struck, gave a spring, raced, made a leap
The rest of the answer needs a personal response.
c writing
The students will write the letter on their own.
11 fourteen
a comprehension
1. Mrs Pringle prepared a seating list with a diagram in order to make sure that her daughter Elaine
would sit with Mr Farnsworth. At the end, Mr Farnsworth had backed out from the party and sent
the Prince of Wales instead of him.
2. Mr Tupper weighing two hundred and fifty pounds and Mrs Conley not having a waistline
could affect the seating arrangement as there was not enough space and they were trying to
accommodate more people.
3. Mrs Pringle did not want to invite Hester Longley because she was prettier and cleverer than
Elaine. She was afraid that Oliver Farnsworth would get attracted to Hester Longley instead of
Elaine.
4. This question demands a personal response.
5. Mrs Pringle called the telephone a murderous instrument because each time the phone rang it
brought unpleasant news for her.
6. Elaine appeared distressed while talking to the Tuppers because Ella told her that they had two
house guests and asked her if they could also come along.
7. Mrs Tupper got annoyed with her daughter Ella for telling Elaine about the house guests.
8. Mrs Pringle and Elaine planned to handle the limited quantity of food by pretending that Elaine
did not like ice cream and gelatin and Mrs Pringle was on a diet.
9. According to Mrs Pringle Elaine lacked the ability to attract young people.
11. The constant change in the guest list made Dunham nervous and confused. He went through
unnecessary motions like removing plates, breaking them, dropping silver and aimlessly trying to
hurry.
91

13. Mrs Pringle made a resolution to never host another dinner party and to live only for herself and
be selfish.
The rest of the answer is subjective.
14. Mrs Pringle thanked God for the blizzard because it was inadvertently responsible for the Prince of
Wales being her guest.
15. Fourteen people were invited originally and there were fourteen people at the end.
a) Mr Harper informed that he was called away to the bedside of a friend who was very ill; the
number decreased to 13.
b) The number cannot be 13, so they decided to invite Mr Morgan.
c) Mrs Pringle invited Mr Morgan for the dinner, took the number to 14.
d) Mrs Sedgwick informed that she wouldn’t be able to come for the party. Mrs Pringle was
relieved that now the number can be 12 if she asked Mr Morgan not to come.
e) Mr Darby informed that, he, his wife and their two house guests won’t be coming, took the
number to 8.
f) Elaine telephoned the Tuppers and eight of them, including the two house guests agreed to
come, took the number to 16.
g) Jessica and her husband withdrew, the number was again 14.
h) Mr Farnsworth informed that he wouldn’t be able to come, the number became 13.
i) Elaine was ordered to go to bed, the number was 12.
j) Mr Morgan came and Elaine was asked not to go to bed. The number became 14.
k) The Tuppers informed that only 6 of them would come, the number became 12.
l) The Prince of Wales and his Secretary came, the number was again 14.
16. a) Mr Harper – was called away to the bedside of a friend who was very ill
b) Mrs Sedgwick – was caught in a snowdrift
c) Mr Darby – Mr and Mrs Darby’s baby had chickenpox
d) Jessica – the blizzard
e) Mr Olive Farnsworth – had to leave for Boston on a very important business
17. The question needs a personal response.
18. – invited Mr Morgan and tried to cancel the invitation later.
– blamed Mr Farnsworth and praised him later.
– asked Elaine to go to bed in a fury and then asked her to stay for dinner.
19. a) Uncle George – He never opens his head.
b) The Greens – She is not interesting enough.
c) Mr Conley – He never makes a dinner call.
d) Hester Longely – She is far too pretty and clever.
b writing
This question needs a personal response.
92

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What I Wish I Knew about 1

B1. 1. b) regret. 2. a) work hard. 3. d) the effort we put in

F1. The students will do this activity on their own.

G1. The students will do this activity on their own.

B1. 1. a) appreciate nature.

E1. The students will do this activity on their own.

B1. 1. it was Id and people were getting ready to go to the Idgah.

D1. 1. agog with rumours agog with anticipation

1. despair 2. hopelessness 3. worry 4. confusion 5. encouragement

B1. article substance it is made of colour the people

C1. Suggested answers:

D1. sleep – sleep

2. sent; scent 3. stationary; stationery 4. whether; weather

F1. The students will do the task themselves.

G1. The students will do the activity on their own.

1. nursery class 2. True 3. False

G1. Findings of the students will differ from one another.

F1. Suggested answers:

G1. Essay will vary from student to student.

B1. 1. makes the skies happy.

1. rhyming words: (a) flowers, showers (b) night, white

E1. The students will do the task on their own.

B1. 1. Belgian author Hergé; Georges Prosper Remi

City Centre Central

The students will do the activity on theit own.

G1. Findings of the students will differ from one another.

E2. A classroom activity; students will do it with the teacher’s support.

B1. 1. it is the autumn season.

Sounds and Pronunciation

B1. 1. a) ‘His’ refers to Norman Gortsby.

b) The bill was amended.

1. All that glitters is not gold 2. Mahesh 3. deceptive

E2. Discussions will vary from group to group.

G1. The students will do this activity on their own.

B1. 1. d) all of the above

we are going to build them near the big farms.

G1. The students will do the activity on their own.

B1. A deer came out of the thicket.

Sounds and Pronunciation

F1. 1. The students will do this passage-based activity on their own.

B1. 1. a burning matchstick and a campfire.

Sounds and Pronunciation

4. close/dear to one’s heart 5. by heart 6. lost heart

It was taken on the sea beach.

My uncle took the picture.

1. It shares borders with South Africa, Botswana, Zambia and Mozambique.

F1. Essay will vary from student to student.

Answer Key: Worksheets

3. Anne Sullivan taught Helen discipline, love and obedience.

2. Lily has a mass of creative ideas.

6. Umesh, whose house is in Madhu Vihar, comes to my café every day.

Answer Key: Model Test 1

A. 1. b) 2. b) 3. a) 4. d) 5. b)

Answer Key: Model Test 2

A. 1. c) 2. d) 3. d) 4. a) 5. a)

2. Can we look at the samples? 3. Can I test the samples?

The students will do it on their own.

1. A king has been searching for a few answers for long.

1. have been living 2. have known 3. has become

Sheila: suppose, know

Witness: were discussing

The answer will vary from student to student.

Mahesh: had, set, began

Paul: had given, saw

a. She has no friends. b. They are not friendly.

The answer will vary from student to student.

1. haven’t we 2. are you 3. do I 4. haven’t you 5. aren’t they