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48
IRIS Coursebook 8 Iris English Coursebꝏk 8 This book belongs to: Name ............................................................................................. Roll No. ......................................................................................... Class and Section ..................................................................... School ........................................................................................... Alice Velangani Joseph Jyotika Gi © S. Chand And Company Limited
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IRIS Coursebook 8
IrisEnglish Coursebook 8
This book belongs to:
Name .............................................................................................
Roll No. .........................................................................................
Class and Section .....................................................................
School ...........................................................................................
Alice Velangani JosephJyotika Gill
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Branches :
Ahmedabad : Ph: 079-2754 2369, 2754 1965, [email protected]
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Third-party website addresses mentioned in this book are provided in good faith and for information only. The Publisher and Author(s) disclaim any responsibility for the material contained therein.
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First Published 2018First Impression 2020
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PrefaceThe Iris English course has been especially designed as per the latest guidelines provided in the CISCE curriculum, 2016. The series, based on sound ELT principles, is an integrated language and literature course that gives both learners and facilitators an effective tool that addresses the need for a comprehensive, contemporary approach to the learning and teaching of English. Recognizing the need for imparting fluency in English for everyday use, as well as inculcating an expertise and appreciation of the language, the course components have been devised to give learners plenty of exposure and practice to different genres and usage of the English language.
Course components
• Primers A and B• Classes 1-8
• Primers A and B• Classes 1-8
• Teacher’s Resource Kits Primers - 8
• Web Support• Test Generator
• Content as per the CISCE guidelines• Projects, Life skills tasks, Graphic stories
• Chapter wise link with the Coursebooks• Extensive language practice• Three tests for evaluation
• Lesson plans• Answer to all questions in the Coursebooks and
Workbooks• Revision sheets• Listening text
Workbooks
Teacher’s Resource Kits
Coursebooks
Iris offers a wholesome exposure to a variety of literary genres through selections which include famous classics, fiction, mystery, humour, folk tales, fantasy, and so on. Plays, graphic novels, biographies and poetry form an integral part of each book.
The exercises and tasks accompanying each unit build on and extend previously learnt concepts, helping to reinforce and consolidate learning.
• Interdisciplinary projects for each level
• Life skills tasks to promote social, emotional awareness and a positive attitude
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Coursebook design
About the author provides information about the poet/
author’s life and work.
Words to know is a glossary
of difficult words to help learners understand the text.
Comprehension provides
in-text questions, from simple comprehension, to reference to context, to extrapolative.
Word web provides varied tasks to help build vocabulary.
Listen and speak comprises a variety of activities to hone
the oral-aural skills of the learners.
Interdisciplinary Projects develop the learner’s reference skills. As
students explore a topic from all its perspectives, they learn how to process
information better.
Appreciation draws the
learners’ attention to literary expressions and
devices while building their analytical skills.
Study skills includes spelling, pronunciation, dictionary
skills and punctuation.
Write gives formal, creative, descriptive writing tasks to develop the written skills of
the learners.
Life skills includes value-based questions which promote creative
and critical thinking, social and emotional awareness.
Grammar includes explanations and examples of grammatical concepts
followed by exercises.
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Contents Poem Where the Mind is Without Fear 91. Story The Time Machine 13
Life SkiLLS 1 24
2. Story The Old Man and the Sea 25 Poem If 333. Story Web Diaries 374. GraPhic Story Scrooge and the Ghost 49 Poem In the Bazaars of Hyderabad 595. Drama A Pound of Flesh 646. Story When the Earth Shook 79
Project 1 90
Poem The Mouse and the Snake 917. Story The Great Sport 968. Story Kayla Wheeler 107
Life SkiLLS 2 116
Poem The Tyger 1179. Story The Speckled Band 12210. Story Louis Pasteur 134
Project 2 145
Poem The Inchcape Rock 14611. Story Nyaminyami the Zambezi River God 15112. Drama The Bishop’s Candlesticks 159
LiSteninG text 171
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Deta
iled
Cont
ents
Uni
t and
Gen
reTh
eme
Com
preh
ensio
nW
ord
Web
/ A
ppre
ciat
ion
Gra
mm
arSt
udy
skill
sW
rite
List
en a
nd S
peak
Whe
re th
e Min
d is
With
out F
ear (
Poem
)O
ur C
ount
ryFa
ctua
l, in
fere
ntia
l, ex
trapo
lativ
eSi
mile
s and
M
etap
hors
1.
The
Tim
e M
achi
ne
(Sto
ry)
Scie
nce
and
Tech
nolo
gyFa
ctua
l, in
fere
ntia
l, ex
trapo
lativ
eC
ollo
catio
nsPh
rase
s and
cl
ause
sA
bbre
viat
ions
an
d ac
rony
ms
Imag
ine
that
yo
u ha
ve g
one
back
or a
head
in
time.
Writ
e yo
ur
expe
rienc
e.
List
en a
nd a
rran
ge th
e se
nten
ces i
n co
rrec
t se
quen
ce; S
peak
abo
ut ‘i
f you
co
uld
cont
rol t
he ti
me’
2.
The
Old
Man
and
Th
e Se
a (S
tory
)A
dven
ture
&
Imag
inat
ion
Fact
ual,
infe
rent
ial,
extra
pola
tive
Suffi
xes a
nd p
refix
esTy
pes o
f Su
bord
inat
e cl
ause
Stre
ss p
atte
rns
Not
ice
writ
ing
List
en to
the
pass
age
on
Scar
ab b
eetle
and
fill
in th
e bl
anks
; Des
crib
e ab
out a
n ad
vent
ure
you
have
had
If (P
oem)
Self,
Fam
ily,
Hom
e an
d Fr
iend
s
Fact
ual,
infe
rent
ial,
extra
pola
tive
Dra
mat
ic
mon
olog
ue a
nd
repe
titio
n
3.
Web
Dia
ries (
Stor
y)M
edia
Fact
ual,
infe
rent
ial,
extra
pola
tive
Syno
nym
s and
an
tony
ms
Nou
n cl
ause
Sile
nt le
tters
Writ
ing
a bl
og Li
sten
to th
e pa
ssag
e an
d pu
t the
stat
emen
ts in
a
chro
nolo
gica
l ord
er; D
ebat
e or
disc
ussio
n on
raci
sim o
r st
ereo
typi
ng
4.
Scro
oge
and
the
Gho
st (G
raph
ic
Stor
y)
Adv
entu
re a
nd
Imag
inat
ion
Fact
ual,
infe
rent
ial,
extra
pola
tive
Latin
and
Gre
ek
deriv
ativ
es, E
nglis
h w
ords
of A
sian
orig
in
Adv
erb
clau
se/
Rela
tive
adve
rbs
Sylla
ble
stre
ssW
ritin
g an
ad
verti
sem
ent
List
en to
a p
oem
and
writ
e tru
e or
false
; Ena
ct a
n im
agin
ativ
e en
coun
ter w
ith
a gh
ost
In th
e Baz
aars
of H
ydera
bad
(Poe
m)A
rt an
d C
ultu
reFa
ctua
l, in
fere
ntia
l, ex
trapo
lativ
eIm
ager
y/Ly
ric
poem
5.
A P
ound
of F
lesh
(D
ram
a)A
rt an
d C
ultu
reFa
ctua
l, in
fere
ntia
l, ex
trapo
lativ
eA
rcha
ic w
ords
and
ex
pres
sions
Adj
ectiv
e cl
ause
Sh
akes
pear
ean
phra
ses
Writ
ing
a bo
ok
revi
ewLi
sten
to th
e ph
rase
s coi
ned
by S
hake
spea
re c
aref
ully
and
ch
oose
the
corr
ect m
eani
ng;
Ena
ct th
e pl
ay -
A P
ound
of
Fles
h
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6.
Whe
n th
e E
arth
Sh
ook
(Sto
ry)
Env
ironm
ent
Fact
ual,
infe
rent
ial,
extra
pola
tive
Ana
gram
s T
ypes
of
sent
ence
Fi
gure
s of s
peec
hW
ritin
g an
em
ail
List
en to
the
para
grap
h an
d tic
k th
e co
rrec
t opt
ion;
C
ondu
ctin
g a
moc
k in
terv
iew
The M
ouse
and
the S
nake
(P
oem)
Plan
ts a
nd
Ani
mal
sFa
ctua
l, in
fere
ntia
l, ex
trapo
lativ
eBa
llad
7.
The
Gre
at S
port
(Sto
ry)
Spor
ts a
nd
Gam
esFa
ctua
l, in
fere
ntia
l, ex
trapo
lativ
eC
ollo
quia
lism
Tran
sfor
mat
ion
of se
nten
ces
Tong
ue tw
ister
sLe
tter t
o th
e E
dito
rLi
sten
to th
e pa
ssag
e an
d an
swer
the
ques
tions
; Deb
ate
8.
Kay
la W
helle
r (S
tory
)Sp
orts
and
G
ames
Fact
ual,
infe
rent
ial,
extra
pola
tive
Idio
ms a
nd fi
xed
expr
essio
nsTe
nse
Lite
rary
wor
dsW
ritin
g ne
wsp
aper
re
port
List
en to
a p
assa
ge a
nd
com
plet
e th
e se
nten
ces;
Disc
ussio
n on
— ‘W
here
Th
ere
is a
Will
The
re is
a
Way
’
The T
yger
(Poe
m)A
nim
als a
nd
Plan
tsFa
ctua
l, in
fere
ntia
l, ex
trapo
lativ
eRh
yme
sche
me
and
them
e, re
petit
ion
and
allit
erat
ion
9.
The
Spec
kled
Ban
d (S
tory
)A
dven
ture
and
Im
agin
atio
nFa
ctua
l, in
fere
ntia
l, ex
trapo
lativ
eSl
ang:
info
rmal
us
age
Voi
ceW
ords
with
sc, s
s an
d cc
Arg
umen
tativ
e es
say
writ
ing
List
en t
o a
pass
age
and
desc
ribe
wha
t is a
sked
; D
iscus
sion
on so
cial
nor
ms
and
thei
r im
porta
nce
in li
fe
10.
Loui
s Pas
teur
(S
tory
)Sc
ienc
e an
d Te
chno
logy
Fact
ual,
infe
rent
ial,
extra
pola
tive
Inve
rsio
nD
irect
and
in
dire
ct sp
eech
Into
natio
nPr
ecis
writ
ing
List
en a
nd c
ompl
ete
the
sent
ence
s; Sp
eak
abou
t the
sc
ient
ist y
ou li
ke th
e m
ost
The I
nchc
ape R
ock (P
oem)
The
Wor
ld
Aro
und
Us
Fact
ual,
infe
rent
ial,
extra
pola
tive
Eye
rhym
e
11.
Nya
min
yam
i The
Z
ambe
zi R
iver
G
od (S
tory
)
The
Wor
ld
Aro
und
Us
Fact
ual,
infe
rent
ial,
extra
pola
tive
Aut
hors
and
thei
r w
orks
Ana
lysis
of
sent
ence
sLe
xica
l and
fu
nctio
n w
ords
Pict
ure
com
posit
ion
List
en to
a p
assa
ge a
nd
com
plet
e th
e se
nten
ces;
Nar
rate
a m
ythi
cal s
tory
ab
out a
ny ri
ver i
n In
dia
12.
The
Bish
op’s
Can
dles
ticks
(D
ram
a)
Adv
entu
re a
nd
Imag
inat
ion
Fact
ual,
infe
rent
ial,
extra
pola
tive
Para
dox
Synt
hesis
or
com
bini
ng
sent
ence
s
Phon
etic
sym
bols
Dia
ry e
ntry
List
en to
the
poem
and
co
mpl
ete
the
sent
ence
s; Sh
are
your
exp
erie
nce
abou
t a
pers
on y
ou w
ere
fond
of i
n ch
ildho
od
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AcknowledgementThe publishers would appreciate information about the piece listed below, which they have not been able to trace. Appropriate acknowledgement will be made in future editions ofthe book.
‘TheMouseandtheSnake’byVikramSeth
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Where the Mind is Without Fear
Where the mind is without fear and the head is held high;
Where knowledge is free;
Where the world has not been broken up into fragments
By narrow domestic walls;
Where words come out from the depth of truth;
Where tireless striving stretches its arms towards perfection;
Where the clear stream of reason has not lost its way
Into the dreary desert sand of dead habit;
Where the mind is led forward by Thee
Into ever-widening thought and action—
Into that heaven of freedom, My Father, let my country awake.
RabindRanath tagoRe
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Words to knowWords to knowWords to know
fragments (n.) small pieces of something that have broken off from something largerdomestic (adj.) part of or pertaining to one’s own countrydepth (n.) the deepest partstriving (n.) the act of trying very hard to achieve somethingdreary (adj.) dull and not interestingThee (pro.) old or archaic word for you, used only in the singular or when talking to one person
who is the object of the verb
ComprehensionComprehensionComprehension
A. Answer the following questions. 1. What country is the poet writing about in his poem Where the Mind is Without Fear? 2. What, according to the poet, do people tirelessly strive towards? 3. How does the poet describe old habits? 4. What does the poet compare reason to in this poem? 5. What is the poet’s ideal country, as described in this poem? 6. What is the tone of the poem? Is it optimistic or pessimistic?
B. Answer the following questions with reference to context.
1. Where the mind is without fear and the head is held high, Where knowledge is free
2. By narrow domestic walls; Where words come out from the depth of truth; Where tireless striving stretches its arms towards perfection
Rabindranath Tagore (1861–1941) was a Bengali writer, educator, and social reformist. Tagore left behind a wealth of writing—for which he won the Nobel Prize in Literature in 1913—including poems, songs, plays, and dance dramas. Among Tagore’s rich and varied legacy is our national anthem, Jana Gana Mana, which was composed by him.
If you want to read more of Rabindranath Tagore’s poems, log on to http://www.poemhunter.com/rabindranath-tagore/
(a) What does the poet mean in the fi rst line of the poem?(b) What does the poet mean when he says that knowledge
is free?(c) Who is the speaker addressing in the poem?
(a) What do the words domestic walls mean?(b) How can words come out from the depth of truth?(c) What stretches its arms towards perfection?
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3. Where the clear stream of reason has not lost its way Into the dreary desert sand of dead habit; Where the mind is led forward by Thee
C. Think, discuss, and then answer the following questions. 1. The poem was written in 1910 in Bengali. Think about the state of the country at this time, and
with respect to the historical context of the poem, write the theme of the poem. 2. Based on the poem, what could be Tagore’s opinions on education and freedom of thought? 3. How does the poet describe heaven in this poem?
Appreciation
ThemeTheme is the central idea or the underlying meaning of a literary work. It may be stated directly or indirectly.‘Where the Mind is Without Fear’ is a prayer to a universal God or superior power. The theme of the poem can be found in its lines, which contain a prayer or hope for a bright future. While this poem is a hopeful prayer for the future of India, it is also a subtle critique of the British rule in India. Hope aside, freedom is another big theme of this poem. However, for Tagore, freedom was more than merely political. The poet looks forward to an awakening into a heaven of spiritual freedom—freedom of thought, belief, speech, practice, and behaviour.
A. Answer the following questions. 1. What is the overall theme of this poem? 2. Is Tagore optimistic about the future of India in this poem? 3. What is Tagore praying for in this poem? 4. Apart from his vision of the future, what has Tagore subtly conveyed through his poem?
Similes and metaphorsFigurative language can be a great tool for power of language and expression, and similes and metaphors are some common and user-friendly forms of fi gurative language that compare two unlike things.A metaphor is a fi gure of speech that compares two subjects without the use of ‘like’ or ‘as’, while a simile compares two subjects by connecting them with ‘like’ or ‘as’ (for example: ‘My granny is fi t as a fi ddle’). While a simile states that one thing is like another, a metaphor asserts that one thing is the other, or is a substitute for the other thing.
Refer to these lines from the poem:Where the clear stream of reason has not lost its way/Into the dreary desert sand of dead habit......Into that heaven of freedom
(a) What has not lost its way?(b) How can the dreary desert sand of dead
habit affect the clear stream of reason?(c) Give the synonyms of the word ‘forward’.
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The italicized words in these lines are metaphors.
Some more examples of metaphors in Literature:1. ‘My lips, two blushing pilgrims, ready stand to smooth that rough touch with a tender kiss’. Shakespeare,
Romeo and Juliet2. ‘But soft! What light through yonder window breaks? It is the east, and Juliet, the sun!’ Shakespeare,
Romeo and Juliet.3. ‘Shall I compare thee to a summer’s day? Thou art more lovely and more temperate.’ Shakespeare,
Sonnet 18
Examples of similes in literature:1. From Shakespeare’s Romeo and Juliet: ‘Her beauty hangs upon the cheek of night, Like a rich jewel in
an Ethiop’s ear.’2. InWilliamWordsworth’s‘IWanderedLonelyasaCloud’:‘Iwanderedlonelyasacloudthatfloatson
high o'er vales and hills.’3. From Emily Dickinson: ‘There is no frigate like a book/to take us lands away./Nor any coursers like
a page/of prancing poetry.’4. From Edgar Allan Poe’s ‘The Raven’: ‘Suddenly there came a tapping/as of someone gently rapping.’
B. Identifyandexplainthefigureofspeechinthefollowing. 1. All the world’s a stage. And all the men and women merely players. 2. My love is like a red, red rose 3. The detective listened to her tales with a wooden face. 4. Kissesaretheflowersofloveinbloom. 5. His cotton candy words did not appeal to her taste. 6. The wheels of justice turn slowly. 7. He’s a rolling stone. 8. The teacher planted the seeds of wisdom. 9. Hope shines like a pebble in the gloom. 10. She was as cool as a cucumber even under pressure.
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1 The Time Machine
When the Time Traveller told us about his invention, the Time Machine, none of us believed him. He always told his stories with such a straight face that it was very diffi cult
to know when he was playing a prank and when he was being serious. He could be so clever and cunning that it was impossible for us to separate facts from lies. That is why, at his previous dinner party, none of us had believed a word about the Time Machine.
Now, a week had passed, and here we were again, sitting once more around his table, ensconced in the chairs that he had designed. The Time Traveller has kept us waiting for half an hour. He had left a note telling us to start eating dinner if he hadn’t returned by seven o’clock.
At the appointed hour, we sat down for dinner. We were halfway through our dinner when our host fi nally walked in, completely bedraggled. His clothes were fi lthy and his hair was a mess.
I looked down and saw that he wasn’t wearing any shoes; he was only wearing dirty, blood-stained socks. There was a half-healed cut on his chin.
‘Good god, man!’ I cried, ‘What have you been up to!’
Our host looked dazed, but a few sips of water seemed to help him recover.
‘I’ll be fi ne,’ he said, starting to sound like himself again.
‘I have a most remarkable tale to share! However, fi rst, allow me to clean up and have a bite to eat,’ he said.
Once he had a bath and some food to eat, we moved to the drawing room.
Here, the Time Traveller began his amazing story.
My time machine fi nally began working at ten o’clock this morning. After putting the last screw in place, I sat on the saddle and pushed the start lever. Almost immediately, I pushed the lever to stop.
I felt dizzy. I felt like I was falling. I looked at the clock and realized something was wrong. It had been 10 am a few seconds ago; now, in my clock it was half-past three! The machine had worked! I gripped the starting lever with both hands and away I went.
The machine thudded along and everything around me began to look blurred. How can I describe the sensation of time travelling? It was like hurtling headlong down train tracks or a zigzag road. Days and nights passed by in seconds, and soon the room around me began to disappear!
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I reached a point in time when the room was destroyed. I saw many miraculously tall buildings. I saw the landscape change, trees growing and falling. I looked at the speedometer and realized that I was travelling at the rate of over one year per minute!
My earlier discomfort had been replaced by a kind of exhilaration, which soon gave way to fear. I knew I would have to be careful where I stopped, making sure that my machine didn’t crash into some other object. However, once the idea to stop had occurred to me, I knew it had to be done. So, I threw my weight upon the lever to stop.
When I fi nally stopped, I lurched forward and was thrown out of the machine. I found myself in a garden. There was hail falling as thunder clapped in the background. I stood up and looked around, already soaked to the bone.
Apart from the fl owers and some trees, the only visible structure was that of a colossal white marble statue. It was a sphinx, with wings spread out on the sides. The statue stood on a pedestal made of bronze.
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As I waited for the hailstorm to stop, my mind wandered. Where were all the people? Had humans died? What if they had evolved into some cruel species, with no humanity left? What if they saw me and thought I was a savage, a beast to be slaughtered? As these terrifying thoughts occurred to me, the hailstorm slowed down and soon the sun began to shine.
I could distinguish the shapes of buildings—vast and tall, with intricate parapets and long columns. Close to panicking, I ran back to my time machine. It had overturned when I landed, and I struggled to straighten it. Once I managed this, I felt more at ease.
Feeling more courageous, I once again looked around. That’s when I heard some voices. Some people were coming towards me. The fi rst one was short—about four-feet high—but an adult. He wore a purple robe cinched with a belt. I noticed how beautiful yet frail he was. As more people approached me, my fear subsided. These beautiful creatures were tiny and frail, and I could easily fi ght them—and win—if need be.
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Luckily, they came towards me smiling and laughing, all wearing similar, colourful robes. They spoke a strange, but beautiful language. When one spoke to me, I tried to use hand signals to show that I didn’t understand what he was saying. He could not understand me either. Some of these creatures went to touch my time machine, but I made a gesture with my hand, telling them not to.
Before any harm could be done, I removed the start and stop levers, and kept them with me. The reading on my machine said it was the year 802,701 AD! I quickly realized that these future people seemed rather dim-witted. This was a great disappointment. I had expected the future generations to be far more intelligent than us.
For some reason, these people seemed to think that I had come from the sun. They kept pointing at it and, then at me. Finally, I simply nodded. One creature, a female, I think (it was hard to differentiate), came forward and laughed, as she placed a garland around my neck.
They led me away through a garden fi lled with strange plants and trees. They took me to a grey stone building. Inside, there was a communal hall fi lled with tables bearing fruit. Some looked like a kind of futuristic raspberry; some like oranges. I couldn’t recognize most of the fruits; however, I ate them, and they were delicious.
In my eight days there, I observed these people ate nothing but fruits. In fact, dogs, horses, sheep, and cattle all appeared to be extinct!
After eating, I thought the next thing to do was to learn their language. However, after much laughter and excitement, I only managed to learn a handful of words before they lost interest. I soon found that these people of the future, though excited by new things, had no true sense of curiosity. Besides, even if they did, they seemed to be too lazy to even try and learn! Because of this, I spent most of my days there on my own. With no guide to help me, I couldn’t learn as much as I would have liked to.
The more I looked around, the more I saw how poorly everything was maintained. There were beautiful buildings everywhere, all fi lled with wondrous carvings and stained glass. However, all of these were broken, cracked, or chipped. Their gardens, too, were overgrown. The people of the future were lazy indeed!
I climbed up a hill to survey the land. Here, I was fi nally left alone. The future people were too weak to climb up here. I watched as the sun set, and it occurred to me now that this might be one of the last stages of human civilization.
In my time there, I saw no signs of battle and no signs of disease. Their gardens, though unkempt, had no weeds, and there were no insects or gnats fl oating about in the air. Mankind had triumphed over everything—disease and nature—and was living in great splendour and
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comfort. Only now, because of this, the people had grown soft and weak. The great buildings had in all likelihood been built when the only thing man had to pursue was art. Now, with artistic aspirations out of their systems, these people of the future did no more than eat, play, and dance in the sun. Soon, this urge would leave them too. What would happen then?
It was only after the moon had risen that I set back down the hill. I used the sphinx as a guiding star, as the white marble shone in the moonlight. However, as I walked, I noticed something strange. My Time Machine was no longer on the lawn before the sphinx! The little people couldn’t have moved it. They were too frail and lazy. So where could it be? I ran down to the lawn and looked everywhere, behind the bushes and trees and rocks. I thrashed plants aside, kicked rocks, and worked myself up to a frenzy. Finally, with nothing left to do, I returned to the large grey building and fell into a fi tful slumber.
In the morning, I returned to the lawn and found the spot where my Time Machine had landed. Leading away from that very spot were small, strange footprints that ended at the pedestal of the sphinx.
So some other creatures had taken my Time Machine and hidden it in the pedestal! I could not open the door at the sphinx’s pedestal, nor would any of the people help me. However, now that I knew where it was, I felt more at ease. I tried once again to interact with the strange future people.
I had a box of matches with me, and lighting them seemed to scare these people. I even explored some more, especially the odd wells. Looking down one, I saw it was very deep—so deep that I could not see any water. Oddly, I could hear the thudding of machines coming from the wells, and blasts of air as well. I thought perhaps they were some kind of ventilation or a sanitation system. I was wrong.
What struck me as most strange, however, was the lack of machines. You see, all the palaces I visited in the future appeared to be living quarters. These people had everything they needed—beds, linens, and fi ne clothing. I also knew that none of them worked at all. Yet, there were no machines, no shops, or workshops in sight. How were they getting along? And then there was the mystery of my Time Machine. Who had taken it and why?
Later that day I made a friend. Some of the little creatures were swimming in a pond when I noticed that one was drowning. None of the others even bothered trying to rescue the poor thing. I swam as fast as I could and pulled her out. She soon regained consciousness and we became friends.
Her name was Weena, and she followed me around everywhere. It was through her I learned that all the future people were scared of the dark. Her fear of the dark made me realize something I
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had missed. The future people never wandered out after dark. In fact, they all slept in communal halls every night. Once the sun set, these rooms were never devoid of light. Still, despite this discovery, I continued sleeping apart from them. Weena, though afraid, slept by my side.
I made several more stops. In a distant time, I stopped on a beach where I was attacked by giant crabs. The bloated red sun sat motionless in the sky. I then travelled thirty million years into the future. The air was very thin, and the only sign of life was a black blob with tentacles. Now, fi nally, I have returned, exhausted, to the present time.
After his fantastic tale ended, we were all speechless and sceptical. For a moment the Time Traveller’s memory seemed to lose strength, overwhelmed. The next day I returned to speak to the Time Traveller. He was about to go on another journey, but he promised to be back soon.
It has been three years since, he isn’t back. I wonder where he could be!
HERBERT GEORGE WELLS
(adapted and abridged )
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Words to knowWords to knowWords to know
ensconced (v.) became comfortablebedraggled (adj.) made wet, dirty, or untidy by rain, mud, etc.speedometer (n.) an instrument that shows how fast a vehicle is goingexhilaration (n.) a feeling of being very happy and excitedcolossal (adj.) extremely largehumanity (n.) the quality of being kind to other living beingsfrail (adj.) physically weak and thindim-witted (adj.) stupiddifferentiate (v.) to recognize that two things are not the samefuturistic (adj.) extremely modern and unusual in appearance, as if belonging to the future
ComprehensionComprehensionComprehension
A. Answer the following questions. 1. Why did the Time Traveller’s friends not believe that he invented a Time Machine? 2. Why was the Time Traveller late to his own party? 3. What did the Time Traveller see before dawn on the hilltop? 4. Did the Time Traveller make any friends? How? 5. How was the Time Traveller able to go back to his own time?
B. Answer the following questions with reference to context. 1. After much laughter and excitement, I only managed to learn a handful of words before they lost interest. (a) Who is the speaker of the above line? (b) What is the speaker talking about? (c) What does he glean from their loss of interest?
Herbert George Wells (1866–1946) was an English novelist, journalist, historian, and a science teacher too. Today, he is regarded as the Father of Science Fiction. Through his novel The Time Machine, he popularized the theme of travelling back and forth in time.
To read more stories by Herbert George Wells, log on tohttp://www.gutenberg.org/cache/epub/35/pg35-images.html
had missed. The future people never wandered out after dark. In fact, they all slept in communal halls every night. Once the sun set, these rooms were never devoid of light. Still, despite this discovery, I continued sleeping apart from them. Weena, though afraid, slept by my side.
I made several more stops. In a distant time, I stopped on a beach where I was attacked by giant crabs. The bloated red sun sat motionless in the sky. I then travelled thirty million years into the future. The air was very thin, and the only sign of life was a black blob with tentacles. Now, fi nally, I have returned, exhausted, to the present time.
After his fantastic tale ended, we were all speechless and sceptical. For a moment the Time Traveller’s memory seemed to lose strength, overwhelmed. The next day I returned to speak to the Time Traveller. He was about to go on another journey, but he promised to be back soon.
It has been three years since, he isn’t back. I wonder where he could be!
HERBERT GEORGE WELLS
(adapted and abridged )
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2. The future people were too weak to climb up here. I watched as the sun set, and it occurred to me now that this might be one of the last stages of human civilization.
(a) Why did the Time Traveller feel that he had witnessed the end of human civilization? (b) Why were the future people too weak to climb? (c) How were the future people affected by the lack of insects and gnats?
3. What struck me as most strange, however, was the lack of machines. (a) Of all the weird things that the Time Traveller saw, why does this fascinate him so much? (b) Who is he referring to in the above line? (c) Why do you think the people the Time Traveller met did not have machines?
C. Think, discuss, and then answer the following questions. 1. Why do you think the future people only lived on fruits? 2. Do you think the pale creatures the Time Traveller encounters are wicked or simply
afraid of something?
Word webWord webWord web
CollocationsRead the following sentences: Heavy rainfall is expected today. I need to make my bed every day.Note that heavy rainfall and make (my) bed are usually used together in a sentence. These are called collocations.When two or more words are used together habitually or with greater frequency, we say the words area collocation.Examples: scenic view, note down, make a wish, and so on.
Read the following sentences and underline the collocations. One has been done for you.1. He always talks with such a straight face.2. I will have a working lunch with my friends.3. The teacher asked the children not to make a noise.4. Romit looks tired. He should take a break.5. The fog was so thick that we had zero visibility.6. It was a long trip but we reached home safe and sound.
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Grammar
Phrases and clausesPhrases and their typesA phrase is a group of words which makes some sense but not complete sense. Phrases are of various types according to which part of speech they act as.Examples: this umbrella (this phrase acts as a noun, hence a Noun Phrase) very useful (this phrase acts as an adjective, hence an Adjective Phrase) very carefully (this phrase acts as an adverb, hence an Adverb Phrase)Phrases beginning with a preposition are sometimes called prepositional phrases.Examples: for twenty days, at the station, without any doubt
ClausesRead the following. I’ll wait till he comes. Clauses: (a) I’ll wait (b) till he comes They asked why I was late. Clauses: (a) They asked (b) why I was late.A clause is a part of a sentence which contains a subject and a finite verb.Clauses can be divided into two classes — main clauses and subordinate clauses.A main clause can be used on its own as a sentence. A subordinate clause cannot stand by itself and depends on another clause. In the sentences above, clauses numbered (a) are main clauses, while those numbered (b) are subordinate clauses. Subordinate clauses are usually introduced by conjunctions like when, after, before, till, until, because, as, if, though, so that, that, whether, who, and so on. Conjunctions such as these are called subordinating conjunctions.
A. Identify the phrases in the following sentences and say what kind they are. 1. The teacher was a young man of friendly disposition. 2. Rajan replied in a very pleasant manner. 3. He ran with great speed. 4. I hope to win the first prize. 5. The boy denied stealing the money.
B. Identify the clauses from the sentences and say whether they are main or subordinate clauses. 1. They felt that the criminal must be put to death. 2. The newspaper will tell us tomorrow what the world does today. 3. I need to call Priya for help because I don’t know how to do my maths. 4. I am saving my money as I want to buy a new laptop. 5. When I arrived, Jia was surprised to see me.
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Study skillsStudy skillsStudy skills
Abbreviations and acronymsThe shortened form of a word is known as an abbreviation.
Examples: Full forms Abbreviations
kilogram kg
limited ltd
A word formed from the fi rst letters of the words that make up a name of something is called an acronym.
Examples: Full Forms Acronyms
Acquired Immune Defi ciency Syndrome AIDS
Random Access Memory RAM
A list of abbreviations and acronyms is given below. Identify which of the following are abbreviations and which are acronyms. Write the full forms. 1. pvt. __________________________ 2. FAQ __________________________ 3. UFO __________________________ 4. mph __________________________ 5. dept. __________________________ 6. co. __________________________ 7. IST __________________________ 8. FIFA __________________________
Write
Imagine that you have gone either back or forward in time. Write about your experience.
You can start this way...I often fi nd myself wondering: if I could live for any single day in the history of mankind...I could fi nd out about....Or,I would like to go to the future to see how we’re doing with things like: global warming, technology, a cure for some of our diseases (like diabetes and cancer) and world relations.....
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Listen and speakListen and speakListen and speakA. Your teacher will read out a passage. Listen carefully and arrange the sequence of events correctly. 1. I realized I was on the hospital bed. 2. The driver had accelerated in his nervousness. 3. I bent down to pick up the bottle of water. 4. I tried turning my head but felt a terrible pain. 5. The car hit the truck in front. 6. I had been unconscious for the past seven days. 7. I was travelling from Shantiniketan to Kolkata. 8. There was a peculiar smell around me. 9. I had met with an accident. 10. I was deafened by a loud sound. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
B. Speak to your class about ‘If I could control the time’.
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Life skills 1Managing TimeTime stands still for no one and no matter how much we wish to turn back the clock with the help of a time machine, it is not possible. It is therefore very important to manage time such that we can complete all our designated tasks punctually without missing out any. Here are some tips that you need to keep in mind while managing your time. • Make a routine, listing down all the different tasks that you need to complete in a day. Do not forget
to include time for meeting friends, sleep and other such activities as well. • Do not procrastinate. The best time to complete a task is usually now, so do not put off your work.• Make a list of priorities to ensure that you can tackle the most important tasks fi rst.• Maintain focus on productive endeavours.• Make a to-do-list and update it regularly each day to ensure that no task gets left out.• Eliminate distractions. Put up a ‘Do not disturb’ sign when you absolutely have to get work done.• Avoid Social media unless you use these tools to generate work.
A. Share with the class some other ways that you fi nd useful in managing time.
B. With the help of the tips given above, answer the following questions. 1. How do you deal with the things that you have to do alone but fi nd it hard or boring? 2. How do you prepare for the day ahead?
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2 The Old Man and the SeaThe Old Man and the Sea tells the story of a battle between an aging, experienced � sherman, Santiago, and a large marlin. The story opens with Santiago having gone 84 days without catching a � sh.
It was eighty-four days since Santiago had caught a fi sh. He had really been unlucky. So unlucky was he that he was now being regarded as ‘salao’ or the worst form of unluckiness.
Manolin, the young boy who was Santiago’s apprentice, had been forbidden by his parents to sail with Santiago and instead to fi sh with successful fi shermen. Manolin, however, was very fond of the old man and continued to visit Santiago’s shack each night, hauling his fi shing gear, preparing food, talking about American baseball and his favourite player, Joe DiMaggio. Santiago felt confi dent that his unlucky streak was near its end and told Manolin that on the following day, he will venture far out into the Gulf Stream, north of Cuba in the Straits of Florida to fi sh.
On the eighty-fi fth day of his period of bad luck, Santiago took his skiff into the Gulf Stream, set his lines and waited. It was noon when he felt the pull. He realised that a fi sh had taken the bait that he had dropped a hundred fathoms deep and that his bait had been taken by a big fi sh. He was convinced that it was a marlin. His long period of bad luck had fi nally ended! The old man expertly hooked
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the fi sh, but he could not pull it in since he was alone and the fi sh was huge. Instead, the fi sh began to pull the boat.
Santiago was afraid to tie the line to the boat in case the struggle of the fi sh snapped a taut line. The old man tolerated the strain of the line with his shoulders, back, and hands. The marlin pulled at the line, sometimes so hard that Santiago thought that it would pull him into the sea. The line cut into his shoulder and palms. The struggle between the fi sh and the old man went on for two days and nights. The marlin pulled the boat along with it throughout the day and night till fi nally, tired out, it began to swim with the current. For all this time Santiago continued to bear the pain of the line cutting into his shoulder every time the fi sh made a bid for freedom. The strong and experienced fi sherman that he was, Santiago appreciated the struggle of his adversary in spite of his own suffering. He felt that the fi sh was his brother in pain and struggle.
On the third day, the fi sh gave up the struggle and began to circle the skiff. Santiago, completely worn out and almost delirious, used all his remaining strength to pull the marlin onto the boat’s side and stab it with a harpoon. He then strapped the marlin to the side of his skiff and
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headed home, thinking about the high price the fi sh would bring him at the market and how many people he would feed.
As he sailed with the dead marlin, it left a trail of blood which attracted the sharks. As they attacked, Santiago killed a great mako shark that was the fi rst to come. Unfortunately, he lost his harpoon and a long length of rope in this attempt and was left completely vulnerable to the attack of the sharks. He made a new weapon by strapping his knife to the end of an oar to help him ward off the next line of sharks. He managed to kill fi ve sharks and also drive away some but the sharks kept coming as they had smelt blood, and by nightfall the sharks had almost devoured the marlin’s entire carcass, leaving a skeleton consisting of its backbone, tail and its head. Santiago was now devastated. He felt that now he was entirely unlucky and defeated. He spoke to the sharks and told them how they have killed his dreams. Before dawn on the next day, Santiago reached the shore and struggled to his shack, carrying the heavy mast on his shoulder but leaving the fi sh head and the bones on the shore. Once home, he slumped onto his bed and fell into a deep sleep.
The next morning, a crowd of amazed fi shermen gathered around the skeleton of the fi sh, which was still tied to the boat. They measured it and exclaimed on its length. A group of tourists gathered at a nearby café to observe the remains of the giant marlin and thought that it was a shark. Manolin, who was fond of Santiago and was worried about the old man’s absence, was moved to tears when he found Santiago safe in his bed and saw his injured hands. He brought some coffee and the daily papers with the baseball scores, for the old man and watched him sleep. When the old man woke up, the two agreed to fi sh as partners once more. The old man returned to sleep and dreamt his usual dream of lions at play on the beaches of Africa.
ERNEST MILLER HEMINGWAY
(abridged )
Ernest Miller Hemingway (1899 – 1961) was an American novelist, short story writer, and journalist. His economical and elementary style had a strong influence on 20th-century fiction, while his life of adventure and his public image influenced later generations. Hemingway produced most of his works between the mid-1920s and the mid-1950s, and won the Nobel Prize in Literature in 1954. Many of his works are considered classics of American literature.
To read more stories by Ernest Hemingway, log on tohttps://www.cliffsnotes.com/literature/h/hemingways-short-stories/about-hemingways-short-storieshttp://www.gradesaver.com/complete-short-stories-of-ernest-hemingway/study-guide/summary© S
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Words to knowWords to knowWords to know
apprentice (n.) a person who is learning a trade from a skilled employer, having agreed to work for a fi xed period at low wages
forbidden (adj.) not allowed; bannedventure (v.) undertake a risky or daring journey or course of actionskiff (n.) a light rowing boat, typically for one personmarlin (n.) large edible fi sh of warm seas, which is a highly prized game fi sh experienced (adj.) having gained knowledge or skill in a particular fi eld over timeharpoon (n.) a barbed spear-like weapon attached to a long rope and thrown by hand or fi red from
a gun, used for catching whales and other large sea creaturesmako shark (n.) a large fast-moving oceanic shark with a deep blue back and white under partsoar (n.) a pole with a fl at blade, used to row or steer a boat through the waterdevoured (v.) ate (food or prey) hungrily or quicklycarcass (n.) the dead body of an animalshack (n.) a roughly built hut or cabinslumped (v.) sat, leaned, or fell heavily and without any control over one’s movementsinjured (adj.) harmed, damaged, or impaired
ComprehensionComprehensionComprehension
A. Answer the following questions. 1. Why was Santiago considered a ‘salao’? 2. What work did Manolin do as an apprentice? 3. Where was Santiago going the following day? 4. What happened on the eighty-fi fth day of Santiago’s unlucky streak? 5. How did Santiago lose his weapon?
B. Answer the following questions with reference to context. 1. Manolin has been forbidden by his parents to sail with him and has been told instead to fi sh with
successful fi shermen. (a) Who is Manolin? (b) Why has he been forbidden to sail with the person? (c) Does he obey his parents?
2. Santiago was now devastated. He felt that now he was entirely unlucky and defeated. He spoke to the sharks and told them how they have killed his dreams.
(a) Why did Santiago feel unlucky and defeated?
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(b) How did Santiago drive away the sharks? (c) Why did he say that sharks had killed his dreams?
C. Think, discuss, and then answer the questions. 1. Do you think Manolin’s parents were justifi ed in not allowing him to accompany Santiago?
Give reasons. 2. Do you feel that Santiago was actually unlucky? Give reasons.
Word webWord webWord web
Suf� xA. Complete the table below by adding, removing, or changing the suffi x as required. One has been done
for you.
Noun Adjective Verb
beauty beautiful beautify
commitment
amaze
satisfi ed
irritation
anger
emote
Pre� x
B. Add appropriate prefi x in the words given in brackets to get the correct word and complete the sentences. One has been donefor you.
1. A half moon is shaped like a _____________ (circle).
2. Do you believe in ghosts, werewolves, and other _____________ (natural) beings?
3. Kalpana has _____________ (served) a table for us at the new Chinese restaurant.
4. Rahul won’t be allowed to go on the school picnic if he _____________ (behaves).
5. The police had to _____________ (examine) the house twice before they fi nally found a clue.
6. To her great _____________ (pleasure), Amina had to _____________ (write) her entire English essay after her book got wet in the rain.
RememberA suf� x is a letter or a group
of letters added to the end of a word to make a new one.
RememberA pre� x is a letter or a group of letters that is added at the
beginning of a word to make a new one.
semicircle
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GrammarGrammarGrammar
Types of subordinate clauseA subordinate (dependent) clause may function as a noun, an adjective, or an adverb in a sentence. On the basis of their function in a sentence, subordinate clauses can be divided into a noun clause, an adjective clause, and an adverb clause.A dependent clause that functions as a noun in a sentence is called a noun clause.Examples: What you said made me laugh. I fear that I shall fail. There is no meaning in what you say.A dependent clause that functions as an adjective in a sentence is called an adjective clause. Examples: He is wearing a shirt which is blue in colour. The place where the accident occurred is nearby.A dependent clause that functions as an adverb in a sentence is called an adverb clause. Examples: Don’t go before he comes. You will be safe as long as you drive carefully.An adverb clause, like an adverb, adds to the meaning of a verb, an adjective, or an adverb.The fi lm started before we arrived. (modifi es started, i.e. tells when the fi lm started.)He is taller than I thought. (modifi es taller, i.e. tells how tall he is.)We can’t do crosswords as quickly as you do. (modifi es quickly.)
Identify the subordinate clause in the following sentences and say what kind of clause it is. 1. Because no one was home, the thieves robbed the house. ______________________ 2. Sam likes hamburgers that his mother makes. ______________________ 3. The club will give whoever wins the race a gold cup. ______________________ 4. Jose climbed the stairs after he fi nished his dinner. ______________________ 5. If Perry calls, please tell him I am on my way. ______________________ 6. The gentleman who is standing by the window is my father. ______________________ 7. The car which belongs to his neighbour is parked in the driveway. ______________________ 8. The speaker told about where he went on his vacation. ______________________ 9. The students were in trouble for what they did in the hall. ______________________ 10. The old house in which no one lived was burnt down last night. ______________________
Study skillsStudy skillsStudy skills
Stress patternsThe stress pattern of a word is the way all the syllables are stressed in it. There can be main and secondary stress, or unstressed sounds.Read the following sentences aloud. • I have to fi nish my science project tonight. • I will project the movie onto a big screen.Did you notice a difference in pronunciation and meaning when saying project in the fi rst and second sentences? In the fi rst sentence, the word project is used as a noun. Here, the stress is placed on the fi rst syllable, so it is said project.
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In the second sentence, the word is used as a verb, and hence pronounced with a stress on the second syllable, like project.
Read the following words aloud. Listen carefully for the stresses.
Noun Verb Noun Verb
address address shampoo shampoo
convict convict proceeds proceeds
insult insult increase increase
Write
A notice is a short formal piece of writing. It is used by individuals or organizations to announce events. A notice should give complete information in a clear and simple language.The format of notice writing will differ for various purposes but certain things remain the same.
a heading
the date of writing the notice
clear, complete information
including venue
the name and designation of the person who has
written the notice
These are only the basic instructions. Details will depend on the purpose of the notice. Notices play important roles in schools. Students look at the notice boards for information about holidays, meetings, competitions, annual celebrations, trips, camps, examination results, and so on.
Write a notice for your school notice board about an interschool competition to be held in your school.
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Listen and speakListen and speakListen and speakA. Your teacher will read out a short passage about the Scarab beetle. Listen carefully, and fi ll in the
blanks given below. 1. Ancient Egyptians believed that __________________ pushed the sun across the sky each day.
2. Scarab beetles were known as __________________ in Ancient Egypt.
3. Amulets shaped like __________________ were worn __________________.
4. The sacred scarab was said to symbolize __________________.
5. A heart scarab was famously found in the tomb __________________.
6. You can see statues of scarabs at __________________.
B. Describe to your class an adventure you have had. It can be about
1. a trip 2. an adventure sport like paragliding, river rafting, etc.3. hiking, trekking4. a scary experience
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IfIf you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or being lied about, don’t deal in lies,
Or being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise:
If you can dream—and not make dreams your master;
If you can think—and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build ’em up with worn-out tools:
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: ‘Hold on!’
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If you can talk with crowds and keep your virtue,
Or walk with Kings—nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much;
If you can fi ll the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the Earth and everything that’s in it,
And—which is more—you’ll be a Man, my son!
JOSEPH RUDYARD KIPLING
Joseph Rudyard Kipling (1865–1936) was an English journalist, short-story writer, poet, and novelist, who was born in Bombay (now Mumbai). He spent a happy childhood in India, but was sent to England for his schooling. Kipling's works of fiction include 'The Jungle Book’ (1894), ‘Kim’ (1901), and many short stories, including ‘The Man Who Would Be King’ (1888). His poems include ‘Mandalay’ (1890), ‘Gunga Din’ (1890), ‘The Gods of the Copybook Headings’ (1919), ‘The White Man’s Burden’ (1899), and
‘If—’ (1910). He is regarded as a major innovator in the art of the short story; his children’s books are classics of children’s literature.
In 1907, at the age of 42, he was awarded the Nobel Prize in Literature, making him the first English-language writer to receive the prize and its youngest recipient to date. He was also sounded out for the British Poet Laureateship and on several occasions for a knighthood, both of which he declined.
To read more poems by Rudyard Kipling, log on tohttp://www.poetryloverspage.com/poets/kipling/kipling_ind.html
Words to knowWords to knowWords to know
allowance (n.) the amount of something that is permitted or allowedimpostor (n.) a person who tries to trick others by pretending to be someone elseknave (n.) a dishonest personsinew (n.) strong tissue in the body that holds the muscle to the bonevirtue (n.) behaviour that shows high moral standards© S
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ComprehensionComprehensionComprehension
A. Answer the following questions. 1. What is meant by the expression, keep your head? 2. What advice does the narrator have about dreams? 3. What are Triumph and Disaster described as? 4. Who is known to twist the truth? 5. What, according to the narrator, must we do if we fail? 6. Who do you think is being addressed in this poem?
B. Answer the following questions with reference to context. 1. If you can dream—and not make dreams your master; If you can think—and not make thoughts your aim, If you can meet with Triumph and Disaster And treat those two impostors just the same: (a) How can dreams become a person’s master? (b) What does the poet mean by making thoughts your aim? (c) What are Triumph and Disaster symbolic of in this poem?
2. If you can force your heart and nerve and sinew To serve your turn long after they are gone, And so hold on when there is nothing in you Except the Will which says to them: ‘Hold on! (a) What does heart and nerve and sinew symbolize? (b) What, according to the above lines, encourages one to go on? (c) What do the above lines tell you about perseverance?
3. If you can talk with crowds and keep your virtue, Or walk with Kings—nor lose the common touch, (a) What does the crowd represent? (b) How is the crowd corrupting? (c) What is meant by the common touch?
C. Think, discuss, and then answer the following questions. 1. Do you think the poet approves of daydreams? How can they be good and how are they bad? 2. What does this poem teach readers about patience and losing? 3. Do you think the advice in the poem ‘If ’ is relevant today? Why or why not?© S
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Appreciation
Dramatic monologueDramatic monologue is a form of poetry in which an imagined speaker addresses a silent listener, usually not the reader. In poetry, dramatic monologue is like a monologue in a play.Examples include Robert Browning’s ‘My Last Duchess’, T.S. Eliot’s ‘The Love Song of J. Alfred Prufrock,’ and Ai’s ‘Killing Floor.’ A lyric may also be addressed to someone, but it is short and songlike and may appear to address either the reader or the poet.However, in Rudyard Kipling’s ‘If ’, the monologue is directed at the speaker’s son. The poem is being spoken by the poet to his young son. The poet is the persona or speaker and the young son is the audience or listener.
A. Read the following extract from Shakespeare’s Romeo and Juliet and answer the questions that follow. But soft, what light through yonder window breaks? It is the east and Juliet is the sun! Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief… O that I were a glove upon that hand, That I might touch that cheek! 1. Who is the persona or speaker? 2. Who is the audience or the listener? 3. What is the mood of the above lines?
RepetitionWhen reading any type of poetry, we often gloss over repeating sounds, syllables, words, phrases, lines, stanzas, or metrical patterns – at times not even realizing repetition has occurred. Repetition is a poetic device in which certain words or phrases are repeated often throughout a poem.Repetition is a way to produce deeper levels of emphasis, clarity, amplifi cation, and emotional effect. As a a basic unifying device in all of poetry, the device may reinforce, supplement, or even substitute for meter, the other chief controlling factor in the arrangement of words into poetry.So now that you are more familiar with the wonderful use of repetition in any type of poetry, we can explore the specifi c types of repetition to understand it better.alliteration – repetition of the same sound at the beginning of two or more stressed syllables.assonance – repetition of similar vowel sounds, preceded and followed by different consonants, in the stressed syllables of adjacent words.consonance – repetition of consonant sound in words stressed in the same place (but whosevowels differ).
B. Mark and explain the lines in the poem ‘If ’ that use repetition.© S
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3 Web Diaries
The Internet has changed the world we live in. It allows us to easily get in touch with the loved ones who live in different parts of the world. Chores, such as
buying groceries, which usually take some time, can be done with ease. Volumes and volumes of information on any topic imaginable are available at just the click of a button. The Internet is also a place you can discuss things that interest you with like-minded people. You can also share information with others. For those who love to share and discuss, blogs are the perfect place to do so.
What is a blog? The word blog is derived from the original term, web log. A log is basically a written record of events, like a journal or diary. This means a blog is essentially a journal that’s available online. Blog entries or posts are presented chronologically. Most recent entries are displayed fi rst, and you have to scroll down for the older ones. The act of maintaining a blog is called blogging, and a person who blogs is called
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a blogger. People fi rst started blogging in the 1990s. They were treated like online journals and used as a way to record the daily events of a blogger’s life. Of course, they have evolved greatly since then.
A blog is meant to be updated regularly. Usually, it is written or curated (in the case of photo or picture blogs) by one person. However, blogs can also be maintained by a team. In some cases, a blog owner may invite another person to write a guest post or guest blog. A blog is also usually about one topic in particular, though this doesn’t have to be the case. The topic a blog covers is referred to as its niche. If you start a blog, it can be on any topic under the sun (it could even be about the sun!). Is it better, however, to stick to one topic or subject? That depends on what your aim is. Do you simply want to blog because you love to write and want a place to showcase your work? In that case, you don’t necessarily need to stick to just one topic, especially if the main intention isn’t to make money. However, for people who want to earn through their blog (more on that later), it’s better to have a subject in focus.
Many believe that the more topics they cover, the more readers they attract. This isn’t necessarily the case. If you subscribed to a blog about pet care, and saw posts about fashion accessories too, wouldn’t that irritate you? To avoid losing readers, stick to what’s relevant. So, if you have a children blog, then a related topic such as cartoon characters may not seem so out of place. Since a blog requires dedication and time to maintain, it’s best to choose a topic that you’re passionate about. Choose something that interests you, that you like to write about, and which you’re at least slightly knowledgeable about. You can’t run a cooking blog if you don’t cook, how can you?
So can a person make money by blogging? It isn’t easy, but if done right, it’s possible. Of course not every blogger will meet with the same success. Some bloggers who earn money only earn a small amount— kind of extra pocket money. Others have been known to be able to live off what they earn. Now, the question arises how one can earn. There are many ways to earn from blogging, and unfortunately there are no hard-and-fast rules that a person can follow. Some common methods include selling space for advertisements and having areas that only paid members can access. Some blogs sell special products. For instance, a toy blogger may sell different types of toys. Bloggers can also endorse or back products and receive money for this. For example, a science blog may be paid by a company that makes microscopes to write about their latest model. A makeup blogger could be paid to mention a new line of lipsticks. A blog known for book reviews could even be paid to review a bookstore! This is cheaper than traditional methods of advertising. However, if a blog is popular enough,
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a brand can still attract customer attention. In this process, the blogger benefi ts as well, because his or her fee is paid. What, however, does the topic of your blog have to do with companies and endorsements? First, remember that the more readers or traff ic your blog has, the more likely you are to earn from it. Now, imagine you are a company that wants to advertise your product—an oven—on a blog. Which high traffi c blog are you likely to choose—the food blog with 10,000 views a day or a blog which gets twice as many views, but for a range of topics? As your product is most likely to attract food blog readers, the smarter move would be to choose that even though it gets less traffi c.
Some bloggers have even bartered their blogs into bigger careers. Julie Powell, for example, started a blog, which turned into a book, which was made into a major Hollywood movie! Her blog chronicled her attempt to cook all the recipes in Julia Child’s cookbook, Mastering the Art of French Cooking in 365 days. She wrote about her cooking adventures every day. Slowly, this blog gained the attention of the public, and the press wasn’t far behind. Thanks to the large following she gained, Powell signed a book deal. In 2005, her fi rst book, Julie and Julia: 365 Days, 524 Recipes, 1 Tiny Apartment Kitchen, was published. Then, in 2009, her book was adapted into a movie titled Julie and Julia, which focused on Powell’s year of cooking, as well as events from
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Julia Child’s autobiographical book, My Life in France. That year, Le Cordon Bleu, the cooking school Child graduated from decades earlier, awarded Powell an honorary diploma. All this, plus a second book deal in 2009, from blogging!
Like Powell, there are many who start blogging simply because they like to. Some want to write, some like to share what they’re doing with the world. And like Powell, most of these bloggers have a full time job. Their blogs become a way to escape the boredom of their daily lives. This, in fact, is a great reason to start blogging. It becomes a hobby that excites you. A blog should start out as something you want to do, not something you have to do. In some cases, blogs that started out as passion projects, get enough attention to attract advertisers, which could lead to bigger and better things.
What are the different kinds of blogs? As you’ve read, the topics and types of blogs available are limitless. A cartoonist can have a blog of his sketches and comic strips; painters, sculptors, photographers, and other visual artists can keep a blog to showcase their work; someone who loves to travel may have a travel blog; a home cook may have a blog of dishes they’ve made or places they’ve eaten… the options are limitless. Even within topics, there are many different ways to present your material. Take travel blogging as an example. These days, simply saying travel blog isn’t enough. Bloggers don’t just have a niche topic, they have an ultra-niche topic. A travel blog on Mumbai is good, but how about a travel blog that focuses on the best places to eat in Mumbai? And why not take it further—a travel blog to eat the best Konkani food in Mumbai, or the best south Indian, the best Parsi food? The options are endless. Though some blogs may fall under the same category, they may be presented differently. Some may prefer to write longer blog posts, like stories, some may favour listicles, while others may not want to write at all. Listicles are basically articles that are presented as a list (‘10 Best in…’, ‘40 ways to…’, etc.). Some travel bloggers, for example, may love it, while others simply prefer to share photographs of their travels.
Today, blogging is immensely popular. People seem to love reading personal stories on the topics they’re interested in. Why is that? In some cases, it gives readers a sense of community. Though only the blogger is contributing to the blog, a reader can leave a comment. This often becomes a discussion with the blogger and other readers. It’s always nice to discuss common interests, whether in person or online. Imagine you love Star Wars, but none of your friends do. However, you fi nd a cool blog that discusses news about the upcoming movie, and shares stories about the old ones. Wouldn’t you love to read that? It would give you the chance to discuss a topic you love with other people who love it too.
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Some people read blogs that remind them of their own lives. It’s good to know someone out there is going through the same things you experienced. Some others may read blogs because they haven’t experienced what the blogger has. Not everyone can be an astronaut, but following an astronaut’s blog might give you some insight into what it takes, and what the daily life of an astronaut looks like. Sometimes people follow a blog simply because they think the writer is funny, or shares sensible wisdom. Just like there are many types of blogs, there are many different reasons to follow one.
Since blogging has become so big, many large companies have started blogs along with their offi cial websites. These blogs are maintained by a person who is on the social media team of the company. Social media includes websites like Facebook, Twitter, Pinterest, and Tumblr, where users can create or share content. They provide an opportunity to interact with people near and far. A social media team manages a company’s online presence. This has become a great way for large corporations to receive feedback from the public. It’s also a good way to generate goodwill among customers. So what does a company blog look like? That, again, depends on the company. It could just cover the big events in a company’s year, or it could be more detailed or personal—a look at employees, for example, and what they contribute to their teams. As is always the case in blogging, there aren’t any strict guidelines to follow.
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How does one go about starting a blog? First, choose a blog host—the website you’ll use as your blogging platform. If you aren’t starting a professional blog, it’s best to choose a free blog host. Popular ones include Wordpress, Tumblr, and Blogger. Once you’ve chosen that, you’re nearly there! Signing up for an account on these sites is not too different from signing up for any site. Set up your account, and pick a blog name. Your blog name should say a little about your blog. For example, if you’re blogging about science fi ction, and your name is, say, Sally, maybe your blog’s name could be SciFiSal! Your URL—the address of your website—will look different depending on which hosting site you choose. For instance, if you’ve chosen Wordpress, it will look something like this: www.scifi sal.wordpress.com. Usually, unpaid blogging sites require users to stick to a certain template. Though there are many to choose from, it does limit your design options. Paid blog hosts do not usually have fi xed templates. They allow the user a lot more freedom in terms of presentation. Besides this, the blog host’s name will not be part of your URL.
Besides earning, are there any benefi ts of blogging? If used correctly, a blog can defi nitely be a good thing. It can help improve your writing, Internet, and technical skills. Since you’re controlling how the content is displayed on your blog, it can also help develop design skills. What’s more, blogging is a great way to improve on communication skills, especially if your blog leads to a healthy discussion about a particular topic. There are, however, certain points to remember if you’re blogging. The Internet is a vast place, and while that may be wonderful, it can also be dangerous. To stay safe, make sure you never put your home or school address on your blog. In fact, the personal details you share should be minimal. Mentions of where you live, your school’s name, even your full name are a no-no.
It’s also safer to avoid posting photos that could give some clue to where you live or where you regularly hangout. The best way to make sure unwanted people can’t access your information, is to keep your blog private. Find the blogging host’s Privacy or Safety settings. Then, choose the option which allows only people you have approved to read your blog posts. Remember, it’s no point allowing just about anybody. Make sure you know and trust the person fi rst! Blogs are great, but safety is the most important thing.
Once you’ve got your blog set up, you can let your imagination run wild. Blogs are a great way to get your writing out into the world and, with the right audience, you might just fi nd that you thrive!© S. C
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Words to knowWords to knowWords to know
chronologically (adv.) events arranged in order of when they happencurated (v.) collected, chosen, and displayed information or items (images, videos, music, etc.) for enjoyment of othersshowcase (v.) to present one’s abilities for others to admirededication (n.) hard work and effort put into an important activityhard-and-fast (adj., idiom) strict, cannot be changedtraffi c (n.) the messages or signals transmitted through a communications systemchronicled (v.) wrote a record of events in the order in which they happenedadapted (v.) changed so as to make more suitable for a new use or situationinsight (n.) an understanding of what something is likegoodwill (n.) friendly or good feelings towards another person or grouptemplate (n.) something that is used as a pattern for producing other similar thingsminimal (adj.) very small in size or amountthrive (v.) to become and continue to be successful and strong
ComprehensionComprehensionComprehension
A. Answer the following questions. 1. What is the term blog derived from? 2. When did people start blogging? 3. In what order are blog posts presented? 4. How many people does it take to maintain a blog? 5. What is a niche? 6. What is a listicle?
B. Answer the following questions with reference to context. 1. So can a person make money by blogging? It isn’t easy, but if done right, it’s possible. (a) What must a blogger do to ensure his or her blog is successful? (b) What can a blogger do to make money? (c) Name any blogger who has made a career through their blog.
2. Since blogging has become so big, many large companies have started blogs along with their websites. These blogs are maintained by a person who is on the social media team of the company.
(a) What is social media? Give examples. (b) Why do big companies feel the need to have an online presence? (c) What guidelines do company blogs follow?
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3. How does one go about starting a blog? First, choose a blog host—the website you’ll use as your blogging platform. If you aren’t starting a professional blog, it’s best to choose a free blog host.
(a) Name some popular blogging platforms. (b) What is a URL? (c) What are the benefi ts of using a paid blog host?
C. Think, discuss, and then answer the following questions. 1. Why do you think people blog? 2. Why do you think blogs are so popular these days? 3. Do you think it’s safe to maintain a personal blog? Can a blogger take certain steps to ensure his
or her safety? What are they?
Word webWord webWord web
SynonymsSynonyms are an important part of building your vocabulary, as well as the key to being a good writer—using the same word over and over again can get a bit repetitive, can’t it?Here are a few basic synonyms. dirty – unclean happy – glad sad – unhappyHere are a few slightly advanced ones. specimen – sample draw – illustrate offspring – progeny enemy – foe
A. Match the words in column to their synonyms. 1. true (a) destiny 2. fate (b) fortune 3. thin (c) big 4. large (d) ally 5. wealth (e) honest 6. friend (f) slim
AntonymsLook at the following word pairs. good – bad light – dark friend – foeThese are all examples of antonyms.There are certain words whose antonyms you can fi nd by attaching a prefi x such as un, dis, mis, and il. Here are a few examples. agree – disagree literate – illiterate tie – untie
RememberSynonyms are words that have the same or almost the same
meaning.
RememberAn antonyms is a word that
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B. Find the antonyms of the following words by choosing the correct prefi x. 1. honesty (a) un (b) dis (c) il (d) mis
2. behave (a) dis (b) il (c) mis (d) un
3. tolerant (a) il (b) in (c) un (d) non
4. represent (a) mis (b) un (c) dis (d) il
5. possible (a) im (b) mis (c) un (d) non
6. aggressive (a) un (b) im (c) in (d) il
GrammarGrammarGrammar
Noun clauseA noun clause is a dependent clause that acts as a noun in a sentence. Noun clauses begin with words such as how, that, what, whatever, when, where, whether, which, whichever, who, whoever, whom, whomever, and why. A Noun Clause can be: • subject of a verbExamples: What he said was interesting. (subject of was) That she will arrive today is certain. (subject of is) How she can manage is not clear. (subject of is) • object of a verb Examples: She said that she wouldn’t come. (object of said) I asked why he was late. (object of asked) I know where he lives. (object of know)• object of a preposition Examples: There is no truth in what he has said. (object of in) Everything now depends on who is in control. (object of on) She laughed at what I had done. (object of at) • complement of a verb Examples: The truth is that he has deceived us. (complement of is)
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My belief is that she won’t come. (complement of is) The news was that the boy was drowned. (complement of was)• in apposition to a noun or pronounExamples: The fact that you are lazy is known to everyone. (in apposition to the fact) The report that he was killed is untrue. (in apposition to the report) It isn’t clear who has done this. (in apposition to it)If we look closely at the examples above, we can see that the noun clause can be replaced by a noun or pronoun. When in doubt about how a clause functions, see what you can use in its place. For example, we might have, instead of the fi rst six sentences above: His story was interesting. (what he said) Her arrival is certain. (that she will arrive today) It is not clear. (how she can manage) She said something. (she wouldn't come) I asked a question. (why he was late) I know his address. (where he lives) All the words or groups of words used in place of the clauses are noun-like, so they are noun clauses. In short, if a clause can be replaced by it or that, it is usually a noun clause.
In the sentences given below identify the Noun Clause and say how it has been used. 1. I wondered what he was doing there. 2. He replied that he would come. 3. She asked if I could help her. 4. That honesty is the best policy is a well-known fact. 5. I expected that I would get the fi rst prize. 6. Do you know why he is late? 7. I don’t know what he wants. 8. Pay careful attention to what I am going to say. 9. That she should forget me so quickly hurts me. 10. That you should behave like this is strange.
Study skillsStudy skillsStudy skills
Silent lettersIn the examples below, the italicized letters are silent.knock balm reign gnat debt
A. Circle the silent letters in the words given below. 1. knit 2. castle 3. night 4. knight 5. resign 6. autumn 7. psychology 8. sword 9. wrack 10. chemist 11. lamb 12. honesty 13. answer 14. two 15. wrist
RememberSilent letters are letters present in a word that cannot be heard
when you say the words.
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B. Now read the words below along with your teacher and learn the spellings.
colonel corps coup pneumonia psychology receipt aisle debrisapropos bourgeois asthma ballet gourmet rapport ricochet colleagueguess guard guide guilt guitar tongue faux pas rendezvous
Write
Write a blog post on your favourite topic, and draw the blog page to show how you would present it.
What is a blog?
A blog is similar to an online diary except the fact that they are created for a specifi c audience. As in the case of a journal or diary, a blog is an easy way for getting students used to writing. Blogs can be written on any topic. Readers usually leave behind comments which lead to discussions on the content of the blog.
Guidelines to write a blog
Use a simple language which everyone can understand
Blogging requires not only a good knowledge regarding a subject but also good writing skills. Even if you are writing a blog on topics related to maths or science, you should keep some time in your hand to improvise upon your command on English.
Follow other blogs
Take some time out for reading the blogs which have been written by students. This will give you a perfect idea of the way a blog needs to be written.
Maintain a high level of consistency
Blogging requires a high level of commitment. If your posts are published in a haphazard manner, then people won’t fi nd them interesting to read. Therefore, your main goal should be to keep creating and posting. When you start off, aim to set a post of every two weeks for each student and gradually increase the number of submissions as people start following you on a regular basis.
Make sure that there is no plagiarism
The blogs which you create must be original and free from any type of plagiarism. Make sure that none of your post has copyrighted content or images.
Pay attention to social media
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Listen and speakListen and speakListen and speakA. Your teacher will read out a passage for you. Listen carefully and place the statements below in a
chronological order. 1. Blogger, the fi rst free blog hosting service, sparked the blogging trend. 2. Blog was named Word of the Year. 3. Tim Berners-Lee created a post about the growth in online browsing. 4. The fi rst personal blog was started by college student Justin Hall. 5. Jorn Barger coined the term web log.
B. We tend to attach certain habits and ways to certain groups of people. Have a debate or discussion in class on (i) racism and (ii) stereotyping.
Racism• Discuss the meaning of racism• Quote cases from history• Discuss racism in today's world• How it affects the society• How can we stop it
Stereotypes• Discuss the meaning of stereotypes• Discuss various kinds of stereotypes like gender,
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