IRIS Coseoo Iris Literature class 6.pdfIRIS Coursebook 6 Preface The Iris English course has been especially designed as per the latest guidelines provided in the CISCE curriculum,

IRIS Coursebook 6

IrisEnglish Coursebook 6

This book belongs to:

Name .............................................................................................

Roll No. .........................................................................................

Class and Section .....................................................................

School ...........................................................................................

Alice Velangani JosephJyotika Gill

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IRIS Coursebook 6

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 Paper Boats 91. Story The Diamond Necklace 122. Story The Lost Child 22 Poem The Way through the Woods 313. Story The Last Leaf 34

Life SkiLLS 1 43

4. Drama The Importance of Being Earnest 44 Poem All the World’s a Stage 555. Story The Adventures of Tom Sawyer 59

Project 1 69

Poem Night of the Scorpion 706. Story Madame Marie Curie 75

Project 2 83

7. Story A Letter from Dear Earth 848. GraPhic Story The Story of Mulan 93 Poem Echoing Green 103

Life SkiLLS 2 106

9. Story An Inspiring Tale of a Foot-and-Mouth Artist 10710. Story The Open Window 115 Poem Casabianca 12411. Story The Happy Prince 12812. Drama Twelfth Night 137

LiSteninG text 150

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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

Pape

r Boa

ts (P

oem)

Self/

Imag

inat

ion

Fact

ual,

infe

rent

ial,

extra

pola

tive

Exp

ress

ing

imag

inat

ion

1.

The

Dia

mon

d N

eckl

ace

(Sto

ry)

Fam

ily, H

ome,

Fr

iend

sFa

ctua

l, in

fere

ntia

l, ex

trapo

lativ

e

Wor

ds o

ften

conf

used

Pron

ouns

in

the

prop

er c

ase;

Pr

onou

ns: n

umbe

r an

d pe

rson

Parts

of a

di

ctio

nary

Writ

ing

a st

ory

from

gi

ven

outli

ne

List

enin

g to

a p

assa

ge a

nd c

hoos

ing

the

corr

ect o

ptio

n fo

r the

giv

en se

t of

wor

ds; F

ram

ing

polit

e qu

estio

ns

to se

ek in

form

atio

n.

2.

The

Lost

Chi

ld

(Sto

ry)

Self,

Fam

ily,

Nei

ghbo

urho

od

and

Com

mun

ity

Fact

ual,

infe

rent

ial,

extra

pola

tive

Syno

nym

s and

an

tony

ms

Inde

finite

pr

onou

ns, R

eflex

ive

pron

ouns

Wor

ds e

ndin

g in

‘er

’, ‘or

’, ‘ar

’ W

ritin

g a

diar

y en

tryLi

sten

ing

to a

con

vers

atio

n, a

nd

choo

sing

the

corr

ect o

ptio

n fo

r the

gi

ven

set o

f wor

ds; G

ivin

g pr

ecise

in

stru

ctio

ns (e

.g. i

nstru

ct y

our

youn

ger s

ister

how

to b

ake

a ca

ke).

The W

ay th

roug

h th

e W

oods

(Poe

m)E

nviro

nmen

t/

Plan

tsFa

ctua

l, in

fere

ntia

l, ex

trapo

lativ

e

Them

es,

met

apho

r

3.

The

Last

Lea

f (S

tory

)Se

lf, F

riend

s/

Nei

ghbo

urho

od

and

Com

mun

ity

Fact

ual,

infe

rent

ial,

extra

pola

tive

Hom

ogra

phs

Pron

ouns

- an

tece

dent

ag

reem

ents

Spel

lings

in th

e pa

st te

nse

Writ

e a

char

acte

r sk

etch

List

enin

g to

a p

assa

ge a

nd fi

lling

in

the

blan

ks. P

repa

ring

a sp

eech

on

how

to c

onvi

nce

your

cla

ssm

ates

to

visi

t an

orph

anag

e or

an

old

age

hom

e.

4.

The

Impo

rtanc

e of

Bei

ng E

arne

st

(Dra

ma)

Self,

Fam

ily,

Frie

nds

Fact

ual,

infe

rent

ial,

extra

pola

tive

Col

loca

tions

Subj

ect-v

erb

agre

emen

tPo

lite

wor

dsPi

ctur

e co

mpo

sitio

nLi

sten

to th

e pa

ssag

e an

d w

rite

true

and

false

; Mak

e a

pres

enta

tion

on

hone

sty

is th

e be

st p

olic

y.

All

the w

orld’

s a st

age

(Poe

m)Th

e W

orld

A

roun

d us

Fact

ual,

infe

rent

ial,

extra

pola

tive

Met

apho

rs,

simile

5.

The

Adv

entu

res

of T

om S

awye

r (S

tory

)

Adv

entu

re a

nd

Imag

inat

ion

Fact

ual,

infe

rent

ial,

extra

pola

tive

Oxy

mor

ons

Sequ

ence

of t

ense

sPr

onun

ciat

ion

of w

ords

in p

ast

form

s

Writ

e a

trave

logu

eLi

sten

ing

to so

me

sent

ence

s tha

t de

scrib

e th

e fe

elin

gs o

f a c

hara

cter

of

the

less

on, a

nd w

ritin

g ye

s (tru

e) o

r no

(fal

se);

Clo

sing

a co

nver

satio

n.

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Nigh

t of t

he S

corpio

n (P

oem)

Cul

ture

Imag

ery,

Th

emes

6.

Mad

ame

Mar

ie

Cur

ie (S

tory

)Sc

ienc

e an

d Te

chno

logy

Fact

ual,

infe

rent

ial,

extra

pola

tive

Scie

nce-

rela

ted

prof

essio

ns a

nd

inst

rum

ents

Tens

es to

con

vey

vario

us ti

mes

Sylla

bles

and

st

ress

esPa

ragr

aph

writ

ing

List

enin

g an

d pu

tting

the

poin

ts in

ch

rono

logi

cal o

rder

; Pre

parin

g a

spee

ch o

n an

inve

ntio

n w

hich

mad

e a

diff

eren

ce to

man

kind

.

7.

A L

ette

r fro

m

Dea

r Ear

th

(Sto

ry)

Env

ironm

ent

Fact

ual,

infe

rent

ial,

extra

pola

tive

Affi

xes a

nd

root

s as c

lues

to

the

mea

ning

of

a w

ord

Tens

es: s

tate

s and

co

nditi

ons (

pas

t an

d pr

esen

t per

fect

)

Soft

soun

d W

ritin

g a

form

al le

tter

List

enin

g to

a p

assa

ge a

bout

Sw

acch

Bh

arat

Abh

iyan

and

tick

ing

the

corr

ect a

nsw

er; G

roup

disc

ussio

n on

how

to k

eep

the

neig

hbou

rhoo

d cl

ean.

8.

The

Stor

y of

M

ulan

(Gra

phic

St

ory)

The

Wor

ld

Aro

und

Us

Fact

ual,

infe

rent

ial,

extra

pola

tive

Pun

Tran

sitiv

e an

d in

trans

itive

ver

bsor

y, ery

and

ary

wor

dsD

ialo

gue

writ

ing

List

enin

g an

d ar

rang

ing

the

sent

ence

s in

pro

per s

eque

nce.

Ech

oing G

reen

(Poe

m)E

nviro

nmen

t/Pl

ants

Fact

ual,

infe

rent

ial,

extra

pola

tive

Them

e,

Sym

bolis

m

9.

An

Insp

iring

Ta

le o

f a F

oot-

and-

Mou

th

Arti

st (S

tory

)

Art

and

Cul

ture

Fact

ual,

infe

rent

ial,

extra

pola

tive

Ass

onan

ceRe

cogn

ition

of

cor

rect

and

in

corr

ect /

in

appr

opria

te sh

ift

in v

erb

time

Non

-sta

ndar

d w

ords

Arti

cle

writ

ing

List

enin

g to

a p

assa

ge o

n bo

xing

an

d st

ate

true

or fa

lse; F

indi

ng o

ut

achi

ever

s who

suff

ered

from

cer

tain

im

pairm

ent a

nd p

rese

ntin

g in

cla

ss.

10.

The

Ope

n W

indo

w (S

tory

)Se

lf, F

amily

, H

ome,

Frie

nds

Fact

ual,

infe

rent

ial,

extra

pola

tive

Bino

mia

l ex

pres

sions

Dire

ct a

nd in

dire

ct

spee

chSi

lent

lette

rsRe

port

writ

ing

List

enin

g to

the

pass

age

and

fillin

g in

the

blan

ks; D

iscus

sion

on

impo

rtanc

e of

kno

win

g ab

out t

he

exte

nt to

whi

ch o

ne sh

ould

go,

to th

e ex

tent

of e

xper

ienc

ing

thril

ls an

d th

e pr

ecau

tions

to b

e ta

ken.

Casa

bianc

a (P

oem)

Self,

Fam

ily,

Nei

ghbo

urho

od

and

Com

mun

ity

Fact

ual,

infe

rent

ial,

extra

pola

tive

Ele

giac

stan

za/

balla

ds

11.

The

Hap

py

Prin

ce (S

tory

)Pe

ace

Fact

ual,

infe

rent

ial,

extra

pola

tive

Ono

mat

opoe

iaC

orre

lativ

e co

njun

ctio

ns a

nd

prep

ositi

ons

Stre

ssed

sylla

bles

Writ

ing

a fo

rmal

lette

rLi

sten

and

com

plet

e th

e se

nten

ces;

Read

ing

a po

em w

ith c

orre

ct

expr

essio

n an

d to

ne.

12.

Twel

fth N

ight

(D

ram

a)A

rt an

d C

ultu

reFa

ctua

l, in

fere

ntia

l, ex

trapo

lativ

e

Idio

mat

ic

expr

essio

nsPh

rase

s and

cla

uses

ie an

d ei

wor

dsM

essa

ge

writ

ing

List

en to

a st

ory

and

iden

tify

the

char

acte

rs. T

hen

conv

ert i

t int

o a

dial

ogue

; Rol

e pl

ay

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AcknowledgementsThe publishers would appreciate information about the pieces listed below, which they have not been able to trace. Appropriate acknowledgement will be made in future editions ofthe book.

‘TheLostChild’byMulkrajAnand;

‘NightoftheScorpion’byNissimEzekiel

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9

Paper BoatsDay by day I fl oat my paper boats

one by one down the running stream.

In big black letters I write my name on them

and the name of the village where I live.

I hope that someone in some strange

land will fi nd them and know who I am.

I load my little boats with shiuli fl ower from our garden,

and hope that these blooms of the dawn will be carried safely to land in the night.

I launch my paper boats and look up into the sky and see

the little clouds setting thee whitebulging sails.

I know not what playmate of mine in the sky sends them

down the air to race with my boats!

When night comes I bury my face in my arms and dream

that my paper boats fl oat on and on under the midnight stars.

The fairies of sleep are sailing in them,

and the lading their baskets full of dreams.

RABINDRANATH TAGORE

9

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Words to knowWords to knowWords to know

fl oat (v.) rest on the surface of a liquid without sinkingstrange (adj.) something which is unusual or unexpectedshiuli (n.) a small white fl ower with an orange stalk which blooms in the morningdawn (n.) the fi rst appearance of light in the sky in the morningbulging (v.) swelling or sticking outrace (v.) to compete against someone or somethingfairies (n.) small imaginary beings that have magical powerslading (v.) to cover or fi ll completely

ComprehensionComprehensionComprehension

A. Answer the following questions. 1. What does the poet write on the paper boats? 2. Why does he fi ll the boat with shiuli fl owers? 3. What does he see when he looks up at the sky? 4. What does he think about the clouds? 5. What does the poet dream of?

B. Answer the following questions with reference to context. 1. I hope that someone in some strange land will fi nd them and know who I am. (a) What will someone in some strange land fi nd? (b) How will they know ‘who I am’? (c) Do you think this will really happen? Give reasons.

2. I launch my paper boats and look up into the sky and see the little clouds setting their white bulging sails. (a) What does the poet mean by the word ‘launch’?

Rabindranath Tagore was a notable Bengali writer who wrote poems, essays, dramas, and songs. He was awarded the Nobel Prize for literature in 1913. His other famous works include Gitanjali, ‘Post Office’, and ‘Shyama’. He composed the National Anthem for two nations: India and Bangladesh.

If you want to read more poems by Rabindranath Tagore, log on tohttp://www.poemhunter.com/rabindranath-tagore/

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(b) Do clouds have sails? What does the poet mean by ‘clouds setting their white bulging sails’? (c) Who does the poet think sends down the clouds? Why do they do that?

3. The fairies of sleep are sailing in them, and the lading in their baskets full of dreams. (a) In what are the fairies of sleep sailing? (b) What has the poet written on them? (c) Do you think the poet really sees the fairies? Quote the line that gives the answer.

C. Think, discuss and then answer the following questions. 1. The poet imagines himself as a little boy sailing paper boats. How does the poet describe a child’s

world of imagination through this poem? 2. There are examples in the poem about the child’s desire to connect with people. Pick out some

examples and explain them.

Appreciation

Expressing imagination A boy writes his name and village name on paper boats and fl oats them down a stream, in the hope that ‘someone in some strange land will fi nd them and know who I am.’‘Day by day,/I fl oat my paper boats one by one,/Down the running stream,’ begins this quiet, gently philosophical poem. The poet imagines his frail craft’s journey, that his boats will go on many adventures and see new places and people. The images concern the wind that also moves the clouds and ‘the fairies of sleep’ that board the boats in his dreams.

Discuss how the poet has expressed imagination through these lines in the above poem.‘and hope that these blooms of the dawnwill be carried safely to land in the night.’When the child looks up, he sees the white clouds sailing in the sky-‘See the little clouds setting their white bulging sails.’

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1 The Diamond Necklace

Madame Mathilde Loisel was a beautiful and charming woman, but she was very unhappy with her life. She believed that life had deceived her. She wanted to marry a rich gentleman,

but had to marry a junior clerk who was working in the Ministry of Education. Though not very rich, her husband tried his best to make Mathilde happy and give her a comfortable way of life. Her existence was one of constant frustration as she had lots of regrets. She hated her apartment and spent time daydreaming about fancy things and a lavish lifestyle. While her husband, on being served a simple casserole, exclaimed, ‘Well, a good hot-pot. I don’t know anything better than that,’ she dreamt about an elaborate feast served in fancy crockery, eating in the company of wealthy friends. She longed for fancy clothing and expensive jewellery. She was so embarrassed about her not being well off that she did not want to meet her old friend, Madame Forestier, who was very wealthy and meeting her left Mathilde in great anguish. Instead, Mathilde chose to spend time alone in her apartment, crying over and longing for the things she could not have.

One night, her husband returned home with an invitation that read:

The Minister of Education and Mme. Georges Rampouneau request the honour of the company of M. and Mme. Loisel at the Ministry, on the evening of Monday, 18 January.

Monsieur Loisel thought his wife would be excited to attend such a party, but she got upset and threw the invitation on the table.

‘What am I to do with this?’ she asked angrily.

‘Why, I thought you would be pleased. You never get to go out, and this is a great opportunity. I had tremendous trouble getting it. Everyone wants one; and very few people got the invitation. You’ll see all the really big people there,’ he said.

Mathilde told her husband the reason for her distress.

‘What do you suppose I will wear to the party?’ she said, sounding sad.

‘How much would a gown cost?’ her husband asked her. She thought about it for a while and said, ‘400 francs would suffi ce.’

Her husband hesitated for a moment, but fi nally agreed to give her the money. Mathilde was still depressed. Now she complained that she did not have any jewellery to wear with the dress. Her husband suggested, ‘Go to your old friend, Madame Forestier. Ask her to lend yousome jewellery.’

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The next day, Mathilde went to Madame Forestier and explained her situation. Madame Forestier was more than willing to help her friend. She brought out her jewellery box and asked Mathilde to pick whatever she liked. Mathilde selected a diamond necklace. She was grateful to Madame Forestier for her generosity.

At the event, Mathilde was truly the most beautiful woman present; everyone wanted to dance with her! She was very happy and enjoyed herself a lot while Monsieur Loisel slept in a corner of a deserted room. At 4:00 am when the party ended, Mathilde and her husband took a taxi back home.

When they returned, Mathilde was overcome with sorrow as the night had ended. As she removed her wrap, she cried out loud, ‘Oh no! Where is the necklace!’ In a fi t of panic, Mathilde and her husband looked everywhere for the necklace. Monsieur Loisel went back all the way to the Ministry looking if the necklace had dropped anywhere. He returned home in

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greater panic as he had not found the necklace. He asked his wife to write to Madame Forestier and tell her that the clasp of the necklace had broken and she would return it after repairing it.

They kept looking for the necklace for a week, but they did not fi nd it. Finally they concluded that they would have to replace it. They visited many jewellers, but did not fi nd the same necklace. Finally they found a similar-looking one, which cost 40,000 francs, but the jeweller was ready to sell it for 36,000 francs. Mathilde and her husband spent a few days arranging for the money by borrowing from all kinds of sources. They even mortgaged their entire life’s savings. When Mathilde fi nally returned the necklace in its case, Madame Forestier did not even open it. She was only annoyed that the necklace was not returned earlier. Mathildewas relieved.

After this, Mathilde and her husband spent their lives in great poverty. They dismissed their only servant and moved to a much smaller apartment. Monsieur Loisel worked three jobs and Mathilde spent her days doing all the household chores. Their misery lasted ten years. By the time they paid off all their debts, Mathilde had lost her beauty and charm and both her husband and she were tired and damaged from years of hardship.

One day, Mathilde saw Madame Forestier walking in a park. Mathilde went up to her to greet her. Madame Forestier said, ‘I am sorry, I don’t know you. You must surely be mistaken.’ When Mathilde introduced herself, Madame Forestier exclaimed, ‘Oh! My dear Mathilde, you have changed so much! I could not recognize you.’

Mathilde explained the reason for this drastic change, ‘You see,’ she explained, ‘I lost the diamond necklace you lent me. My husband and I had to buy you another one. For ten years we have been paying off our debts. But now it is fi nally over and we are happy to have repaid all our debts.’

On hearing this Madame Forestier exclaimed, ‘Oh! My poor Mathilde! But mine was a fake. It was worth no more than fi ve hundred francs!’

GUY DE MAUPASSANT

(adapted and abridged)

Born on 5 August 1850, Guy De Maupassant was a French writer, who wrote short stories, novels, and travel books. He is considered to be the Father of Short Stories.

If you want to read more such stories of Guy De Maupassant, log on tohttp://www.online-literature.com/maupassant/

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deceived (v.) cheated someoneexistence (n.) state of livingfrustration (n.) feeling upset or annoyed because one cannot do something about a certain conditionregrets (n.) feel sorry about something that one has not been able to dolavish (adj.) something that costs a lot of money; luxuriouscrockery (n.) cups, plates, dishes, etc.embarrassed (adj.) feel ashamed, or shyanguish (n.) extreme unhappinesstremendous (adj.) very greatdistress (n.) a feeling of great worryfrancs (n.) currency of Francesuffi ce (v.) to be enough of something; suffi cienthesitated (v.) to be uncertain or nervous about somethingdepressed (adj.) feeling of sadness; without hopewilling (adj.) ready to do somethinggenerosity (n.) readily help someone, or give money, gifts, etc.wrap (n.) a garment to cover the body, protect it from coldclasp (v.) a device used to fasten a piece of jewellery or broochconcluded (v.) to arrive at a decisionmortgaged (v.) to loan something to someone in exchange for moneymisery (n.) great suffering of the mind and bodydebts (n.) a sum of money that is owed to someonehardship (n.) a diffi cult situation due to lack of food, clothes, or moneydrastic (adj.) to have a sudden effect on something


A. Answer the following questions. 1. Why was Mathilde always sad? 2. What did Mathilde’s husband bring home one evening? 3. When did Mathilde realize that she had lost her necklace? 4. How did Mathilde and her husband arrange for the money to buy another necklace? 5. What did Mathilde’s friend tell her at the end of the story?© S

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B. Answer the following questions with reference to context. 1. Her existence was one of constant frustration as she had lots of regrets. She hated her apartment and spent time

daydreaming about fancy things and a lavish lifestyle. (a) Whose existence is being referred to here? (b) Why did she have a lot of regrets? (c) What did she daydream about?

2. After this, Mathilde and her husband spent their lives in great poverty. (a) Why did Mathilde and her husband live in great poverty? (b) Describe their condition. (c) For how long did they live in such great poverty?

3. Madame Forestier exclaimed, ‘Oh! My dear Mathilde, you have changed so much! I could not recognize you.’ (a) Why could Madame Forestier not recognize Mathilde? (b) How had Mathilde’s appearance changed? (c) Why had it changed?

C. Think, discuss, and then answer the following questions. 1. What should Mathilde have done after she lost her necklace? Why? 2. What is the lesson that we learn from this story?

Word webWord webWord web

Words often confusedSome pairs of words sound or look alike or nearly alike but have different meanings.Sometimes they belong to different parts of speech. You should be careful to use the right word. Study the following:1. advice: He has given me good advice. (Advice is a noun.) advise: I advise you to apply for the post. (Advise is a verb.)2. birth: My date of birth is 6th June. berth: I am going to book a berth. (sleeping place on a train)3. diary: It is good to keep a diary. (a book where we write what we have done each day) dairy: I am going to the dairy to buy some butter. (a place where milk and milk products are sold)4. heal: This ointment will heal your wounds. (make well) heel: The shoe hurt my heel. (back part of the foot)© S

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5. loose: This shirt is loose. (not tight) lose: I often lose my keys. (not be able to fi nd) India may lose the match. (not win)6. practice: You need practice in spoken English. (noun) practise: You have to practise it every day. (verb)7. sight: His sight is poor, so he is wearing glasses. site: They have found a site for the new college. (place where something is, was or will be)

Given below are a few word pairs. Find out the meanings of each of the words and use them in sentences of your own.

1. course _____________________________________________________________________

coarse _____________________________________________________________________

2. stationary _____________________________________________________________________

stationery _____________________________________________________________________

3. principle _____________________________________________________________________

principal _____________________________________________________________________

4. formally _____________________________________________________________________

formerly _____________________________________________________________________

5. inquiry _____________________________________________________________________

enquiry _____________________________________________________________________

6. affect _____________________________________________________________________

effect _____________________________________________________________________

7. assure _____________________________________________________________________

ensure _____________________________________________________________________

8. there _____________________________________________________________________

their _____________________________________________________________________

9. alter _____________________________________________________________________

altar _____________________________________________________________________

GrammarGrammarGrammar

PronounA pronoun is a word that takes the place of a noun. Personal pronouns can be used as: subject or object (him); these can be used either in the singular or plural. Let us learn about case.

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CaseLook at these sentences. You will fi nd some of the pronouns italicized. I know Dr Bose. We know Dr Bose. Dr Bose knows me. Dr Bose knows us. The car he is driving is mine. The car he is driving is ours.The italicized pronouns in the sentences above refer to the person speaking. They are said to be in the fi rst person.When the fi rst person speaks as a subject, then it is said to be in the nominative case.Example: I/We know Dr Bose. (I in singular and we in plural)When the fi rst person becomes an object, then it is said to be in the objective case.Example: Dr Bose knows me/us. (me in singular and us in plural)Again, when the fi rst person speaks about its possession, it is said to be in the possessive case.Example: The car he is driving is mine/ours. (mine in singular and ours in plural)

Person Case

Singular Nominative Objective Possessive

First person I me mine

Second person you you yours

Third person he, she, it him, her, it his, hers

Plural Nominative Objective Possessive

First person we us ours

Second person you you yours

Third person they them theirs

A. Fill in the blanks with the correct pronouns. Choose from the brackets.

1. _______________ has done her duty. (they / she)

2. Cheena is as old as _______________. (I / me)

3. Jia and Tia are old friends, aren’t _______________? (she / they)

4. This book is _______________. (your / ours)

5. Srishti is intelligent. _______________ comes fi rst in class. (They / She)

6. This car belongs to _______________. (they / them)

7. _______________ will go for a picnic. (We / Our)

8. My friends have gone on a tour. _______________ will come back tomorrow. (He / They)

9. Susan is an excellent basketball player. _______________ achievements are many. (She / Her)

10. I am taller than _______________. (him / he)

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B. Write whether the underlined pronouns are in nominative, objective, or possessive case.

1. My mother is baking a cake. She has put it in the oven. _____________________

2. Summer is the season for mangoes. I love them. _____________________

3. Aunt Sarah is arriving in June. She will take us to the zoo. _____________________

4. This is the children’s room. The television is also theirs. _____________________

5. Can you give me Jane’s number? I will call her on her birthday. _____________________

6. Write to me from Dubai. I shall miss you when you are gone. _____________________

7. Simi said, ‘Let me go.’ _____________________

8. The woodcutter said, ‘Give me the iron axe. It is mine.’ _____________________

9. Here is the picture of a puma. It is a wild creature. _____________________

10. Zara came to my city but did not meet us. _____________________

Study skills

Parts of a dictionaryA dictionary is helpful in:

• findingmeaningsofwords • pronunciation • stating the parts of speech of a word • findingsynonyms • telling us from which language the word has been taken

word pronunciation parts of speech

meaning of word

idiom

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Find the meaning, origin, and part of speech of each of the following words from the dictionary. Then use the words in meaningful sentences. One has been done for you.1. canter – the movement of a horse at a speed that is fairly fast; from phrases such as canterbury gallop

of the early 18th century; noun _____________________________________________________________________________

2. manipulate

_____________________________________________________________________________

3. auspicious

_____________________________________________________________________________

4. optimistic

_____________________________________________________________________________

5. boulevard

_____________________________________________________________________________

Write

Develop the given outline into a meaningful story. Also give a suitable title to the story.Wildlife photographer __________ not very successful __________ warned by employer

__________ fear of losing job ____________ desperate to prove himself __________ went

to the jungle __________ nothing available ___________climbs tree __________ night

approaches __________ fixes camera on tree __________ falls asleep ____________ checks

camera ____________ finds pictures of men burying something ____________ goes to the

police ____________ men arrested ____________ mystery of missing businessman solved

____________ reward.

Annabel set off at a canter.

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Listen and speakListen and speakListen and speakA. Your teacher will read out a passage for you. Listen carefully and then circle the correct meaning of

the given phrases. 1. ‘all the material wealth’ (a) lot of cloth (b) money and all that can be bought with money (c) beautiful dresses

2. ‘struggling through their lives’ (a) fi ghting with someone (b) going through diffi cult times (c) pushing and pulling

3. ‘a state of mind’ (a) the way we think (b) mentally ill (c) thinking deeply

4. ‘multiple colours’ (a) changing colours (b) a number of colours (c) painting with a colour

5. ‘attract so much attention’ (a) calling out to someone (b) attending to a call (c) drawing someone’s attention

B. Frame polite questions to seek information. One has been done for you. Asking for directions to the Principal’s offi ce

____________________________________________ 1. Homework for the following day 2. Way to the station 3. Asking where your friend has put your book 4. Asking for information for a shop that sells craft material Follow the pattern below:

Could you tell me the way to the Principal’s offi ce?

Could you lend me your pencil for a whlie?

I am sorry. I have to rush home.

Certainly.pencil for a whlie? Certainly.

Could you help me with my homework?

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2 The Lost ChildIt is the festival of spring and a child goes to a village fair with his parents. He is happy and excited and wants the sweets and toys displayed there. But his parents don’t buy them for him. Read what happens as the boy lingers over interesting sights.

It was the festival of spring. From the wintry shades of narrow lanes and alleys emerged a gaily clad humanity. Some walked, some rode on horses, others sat, being carried in bamboo

and bullock carts. One little boy ran between his father’s legs, brimming over with life and laughter. ‘Come, child, come,’ called his parents, as he lagged behind, fascinated by the toys in the shops that lined the way.

He hurried towards his parents, his feet obedient to their call, his eyes still lingering on the receding toys. As he came to where they had stopped to wait for him, he could not suppress the desire of his heart, even though he well knew the old, cold stare of refusal in their eyes. ‘I want that toy,’ he pleaded. His father looked at him red-eyed, in his familiar tyrant’s way. His mother, melted by the free spirit of the day was tender and, giving him her fi nger to hold, said, ‘Look, child, what is before you!’

It was a fl owering mustard-fi eld, pale like melting gold as it swept across miles and miles of even land. A group of dragon-fl ies were bustling about on their gaudy purple wings, intercepting the fl ight of a lone black bee or butterfl y in search of sweetness from the fl owers. The child followed them in the air with his gaze, till one of them would still its wings and rest, and he would try to catch it. But it would go fl uttering, fl apping, up into the air, when he had almost caught it in his hands. Then his mother gave a cautionary call: ‘Come, child, come, come on to the footpath.’

He ran towards his parents gaily and walked abreast of them for a while, being, however, soon left behind, attracted by the little insects and worms along the footpath that were teeming out from their hiding places to enjoy the sunshine.

‘Come, child, come!’ his parents called from the shade of a grove where they had seated themselves on the edge of a well. He ran towards them. A shower of young fl owers fell upon the child as he entered the grove, and, forgetting his parents, he began to gather the raining petals in his hands. But lo! he heard the cooing of doves and ran towards his parents, shouting, ‘The dove! The dove!’ The raining petals dropped from his forgotten hands.

‘Come, child, come!’ they called to the child, who had now gone running in wild capers round

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the banyan tree, and gathering him up they took the narrow, winding footpath which led to the fair through the mustard fi elds. As they neared the village the child could see many other footpaths full of throngs, converging to the whirlpool of the fair, and felt at once repelled and fascinated by the confusion of the world he was entering.

A sweetmeat seller hawked, ‘gulab-jaman, rasgulla, burfi , jalebi,’ at the corner of the entrance and a crowd pressed round his counter at the foot of an architecture of many coloured sweets, decorated with leaves of silver and gold. The child stared open-eyed and his mouth watered for the burfi that was his favourite sweet. ‘I want that burfi ,’ he slowly murmured. But he half knew as he begged that his plea would not be heeded because his parents would say he was greedy. So, without waiting for an answer he moved on.

A fl ower-seller hawked, ‘A garland of gulmohur, a garland of gulmohur!’ The child seemed irresistibly drawn. He went towards the basket where the fl owers lay heaped and half murmured, ‘I want that garland.’ But he well knew his parents would refuse to buy him those fl owers because they would say that they were cheap. So, without waiting for an answer, he moved on.

A man stood holding a pole with yellow, red, green, and purple balloons fl ying from it. The child was simply carried away by the rainbow glory of their silken colours and he was fi lled

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with an overwhelming desire to possess them all. But he well knew his parents would never buy him the balloons because they would say he was too old to play with such toys. So he walked on farther.

A snake-charmer stood playing a fl ute to a snake which coiled itself in a basket, its head raised in a graceful bend like the neck of a swan, while the music stole into its invisible ears like the gentle rippling of an invisible waterfall. The child went towards the snake-charmer. But, knowing his parents had forbidden him to hear such coarse music as the snake-charmer played, he proceeded farther.

There was a roundabout in full swing. Men, women, and children, carried away in a whirling motion, shrieked and cried with dizzy laughter. The child watched them intently and then he made a bold request: ‘I want to go on the roundabout, please, Father, Mother.’ There was no reply. He turned to look at his parents. They were not there, ahead of him. He turned to look on either side. They were not there. He looked behind. There was no sign of them.

A full, deep cry rose within his dry throat and with a sudden jerk of his body he ran from where he stood, crying in real fear, ‘Mother, Father.’ Tears rolled down from his eyes, hot and fi erce; his fl ushed face was convulsed with fear. Panic-stricken, he ran to one side fi rst, then to the other, hither and thither in all directions, knowing not where to go. ‘Mother, Father,’ he wailed. His yellow turban came untied and his clothes became muddy.

Having run to and fro in a rage of running for a while, he stood defeated, his cries suppressed into sobs. At little distances on the green grass he could see, through his fi lmy eyes, men and women talking. He tried to look intently among the patches of bright yellow clothes, but there was no sign of his father and mother among these people, who seemed to laugh and talk just for the sake of laughing and talking.

He ran quickly again, this time to a shrine to which people seemed to be crowding. Every little inch of space here was congested with men, but he ran through people’s legs, his little sob lingering: ‘Mother, Father!’ Near the entrance to the temple, however, the crowd became very thick: men jostled each other, heavy men, with fl ashing, murderous eyes and hefty shoulders. The poor child struggled to thrust a way between their feet but, knocked to and fro by their brutal movements, he might have been trampled underfoot, had he not shrieked at the highest pitch of his voice, ‘Father, Mother!’

A man in the surging crowd heard his cry and, stooping with great diffi culty, lifted him up in his arms. ‘How did you get here, child? Whose baby are you?’ the man asked as he steered clear of the mass. The child wept more bitterly than ever now and only cried, ‘I want my mother, I want my father!’

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The man tried to soothe him by taking him to the roundabout. ‘Will you have a ride on the horse?’ he gently asked as he approached the ring. The child’s throat tore into a thousand shrill sobs and he only shouted: ‘I want my mother, I want my father!’

The man headed towards the place where the snake-charmer still played on the fl ute to the swaying cobra. ‘Listen to that nice music, child!’ he pleaded. But the child shut his ears with his fi ngers and shouted his double-pitched strain: ‘I want my mother, I want my father!’ The man took him near the balloons, thinking the bright colours of the balloons would distract the child’s attention and quieten him. ‘Would you like a rainbow-coloured balloon?’ he persuasively asked. The child turned his eyes from the fl ying balloons and just sobbed, ‘I want my mother, I want my father!’

The man, still trying to make the child happy, bore him to the gate where the fl ower-seller sat. ‘Look! Can you smell those nice fl owers, child! Would you like a garland to put round your neck?’ The child turned his nose away from the basket and reiterated his sob: ‘I want my mother, I want my father!’

Thinking to humour his disconsolate charge by a gift of sweets, the man took him to the counter of the sweet shop. ‘What sweets would you like, child?’ he asked. The child turned his face from the sweet shop and only sobbed, ‘I want my mother, I want my father!’

MULK RAJ ANAND

Mulk Raj Anand (1905–2004) was one of the first Indian writers in the English language to make a mark on the international scenario. He has many novels, short stories, and essays to his credit. Considered a pioneer of the Anglo-Indian fiction, he is best remembered for his depiction of the poorer classes of people in India and their plight.

To read more about Mulk Raj Anand and his works, log on to http://www.iloveindia.com/indian-heroes/mulk-raj-anand.htmlhttp://www.thefamouspeople.com/profiles/mulk-raj-anand-5317.php

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humanity (here) (n.) a large crowd of people brimming over (n.) to be full of a strong emotion lingering (here) (v.) glued to receding (v.) moving further away into the distance tyrant (n.) someone who has unlimited power over other people, and uses it unfairly and cruellyintercepting (v.) obstructing someone’s path cautionary (adj.) warning abreast (adv.) side by side; beside each other in a line capers (n.) playful skipping movementconverging (v.) roads or paths moving towards the same point where they join or meet irresistibly (adv.) moved by an overpowering urge convulsed (adj.) shook violently with sudden uncontrolled movements jostled (v.) knocked or pushed roughly against someone in order to move past them disconsolate (adj.) very unhappy and disappointed


A. Answer the following questions. 1. What time of the year was it? How were the people dressed? 2. Why did the child lag behind? 3. Describe what the mother pointed out to the child. 4. Mention three things that the child saw in the fair. 5. Why was the child panic stricken?

B. Answer the following questions with reference to context. 1. ‘I want to go on the roundabout, please, Father, Mother.’ (a) Who spoke these words? Where was he? (b) What response did he get to this request? (c) What were his feelings then?

2. ‘How did you get here, child? Whose baby are you?’ (a) Who asked this question? (b) Where was the child at this time? (c) What was the child’s answer?© S

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3. ‘Listen to that nice music, child!’ (a) What music is spoken of here? (b) What had been the child’s response when he had heard the music earlier? (c) What was his response now?

C. Think, discuss, and then answer the following question. We realize the value of something only upon losing it. Comment on the basis of your reading of

the story.


Synonyms and antonymsSynonyms are words that have a similar or almost similar meaning while antonyms are words which are opposite in meaning.Examples:

Word Synonym Antonym

amuse entertain bore

dread frightening comforting

short brief lengthy

lucky fortunate unlucky/unfortunate

huge enormous tiny

What we need to remember is that synonyms and antonyms will differ with the way a word is being used.

A. Give the synonyms and antonyms of the following words. 1. shrink 2. worry 3. tyrant 4. sure 5. plain

B. Find the synonyms of the following words and make sentences with them. 1. above 2. fear 3. indifferent 4. mischief 5. rash


Inde� nite pronounsThese pronouns do not refer to any defi nite person or object. Examples:• Anyone is called to participate in the contest. • Nobody answered the doorbell.• Everything will be okay.

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A. Underline the indefi nite pronoun in each of the following sentences. 1. Someone is knocking at the door. 2. Can anyone help me solve this problem? 3. Would you like anything to eat? 4. Your class has a test tomorrow so everyone must prepare for it. 5. He is working on an important paper and needs somewhere quiet to complete it.

B. Fill in the blanks with a suitable indefi nite pronoun.

1. The box is empty, there is _________________ in it.

2. I have cooked _________________ which you like.

3. That work is child’s play, _________________ can do it.

4. When I was in trouble _________________ offered any help.

5. I met _________________ who knows you and was appreciating you.

Re� exive pronounsRead the following sentences. He drove himself to offi ce. She does the work herself.In the above sentences ‘himself’ and ‘herself’ are examples of refl exive pronouns.Refl exive pronouns indicate that the doer of the action is the recipient of the action.Other examples of refl exive pronouns are – myself, yourself, itself, etc.

C. Choose the correct refl exive pronoun from the brackets to fi ll in the blanks.

1. Srishti did the homework ________________. (yourself/herself/themselves)

2. The children decorated the house ________________. (themselves/himself/yourself)

3. We saw it ________________. (yourself/themselves/ourselves)

4. The boy cried ________________ to sleep. (itself/himself/themselves)

5. The pretty girl admired ________________ in the mirror. (herself/itself/yourself)

6. He copied the work from his friend instead of doing it ________________. (herself/themselves/himself)

7. Would you please help ________________ to another cup of coffee? (itself/ourselves/yourself)

8. Well brought up children always behave ________________. (itself/themselves/yourself)

9. My mother busied ________________ in the kitchen. (yourself/herself/themselves)

10. The cat hurt ________________ while jumping down from the wall. (itself/themselves/yourself)© S. C

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Study skills

Words ending in -er; -or; -arListening to words does not always help us to make out whether a word ends with ‘er’; ‘or’; ‘ar’. However, most words end with –er and remember that verbs ending in silent e usually change to nouns by ending –er. dive/diver write/writer–or is used when the word ends in -ate, -ct, -it: calculate/calculator create/creator act/actorThere is no rule as such to recognize words that end in -ar except that many of them finish with -lar: regular popular

Correct the spellings of the words given below. Make other changes if needed. Then write them in the correct column below: calculater printor senater regulor editer seminer piller creater similer calander cleanar grammer

-er -ar -or

Write

Imagine you are the boy in the story, and have landed in a strange place. Write a diary entry about all that you see and hear, the people you meet, the adventures you have in the strange land, and also describe your feelings.

NoteA diary is a personal record of our experiences and feelings usually written on a daily basis, over a period of time. There are no rules for diary entries but here are some useful tips.

• Put a date on the page. It will be useful to know when you had written something when you refer to old pages from your diary.

• Write in as much detail as you feel like. It helps you to clear your thoughts and also keep a record of events that you may want to read about later.

• Write about the events of the day, whom you met, what happened, and what you felt.

• Write in a diary as if you were writing to yourself.

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Listen and speakListen and speakListen and speakA. Your teacher will read out a conversation in class for you. Listen carefully and then complete the

sentences by choosing the correct option from the words in brackets.

1. The passenger was travelling to ______________. (Kolkata / Durgapur / Ranchi)

2. He wanted to buy tickets by ______________. (train / Volvo Bus / State Bus)

3. The passenger wanted tickets by the bus leaving at ______________. (5.30 / 8.30 / 10.30)

4. The next bus was at ______________. (10.30 / 12.30 / 4.30)

5. Tickets were available for the bus leaving at ______________. (6.30 / 8.30 / 10.30)

6. The passenger had to go to Durgapur for an ______________. (admission / interview / identifi cation)

7. Tickets for a non-air-conditioned bus cost ______________. ( 400 / 200 / 100)

B. Give instructions to your friend/brother on how to bake a cake. Giving the right instruction for something to be done and doing so precisely is a skill. Follow exactly

what you do to accomplish the task. You can start like this:.

Can you bake a cake?

Sure, I will. Listen carefully!Firstly, collect all the ingredients........Then ......

No dear, please tell me how to bake a cake.

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The Way through the WoodsThey shut the road through the woodsSeventy years ago.Weather and rain have undone it againAnd now you would never knowThere was once a road through the woodsBefore they planted the trees.It is underneath the coppice and heath,And the thin anemones.Only the keeper seesThat, where the ring-dove broods,And the badgers roll at ease,There was once a road through the woods.

Yet, if you enter the woodsOf a summer evening late,When the night-air cools on the trout-ringed poolsWhere the otter whistles his mate.(They fear not men in the woods,Because they see so few)You will hear the beat of a horse’s feet,And the swish of a skirt in the dew,Steadily cantering throughThe misty solitudes,As though they perfectly knewThe old lost road through the woods…But there is no road through the woods! RUDYARD KIPLING

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Rudyard Kipling was an English short story writer, novelist, and poet. He was born in Mumbai in 1865. He wrote many famous poems like 'If', ‘A Child's Garden’, andmany more.

To read more poems by Rudyard Kipling, log on tohttp://www.poetryloverspage.com/poets/kipling/kipling_ind.html


coppice (v.) to cut back young trees in order to make them grow fasterheath (n.) a large area of open land that is not used for farming and is covered with rough grass

and other small wild plantsanemones (n.) a small plant with white, red, blue, or purple fl owers that are shaped like cups and

have dark centresbadger (n.) an animal with grey fur and wide black and white lines on its headcantering (v.) movement of a horse at a speed that is fairly fast but not very fastsolitudes (n.) the state of being alone, especially when you fi nd this pleasant


A. Answer the following questions. 1. What has the weather and rain undone? 2. What is the condition of the road through the woods now? 3. Why is the otter not afraid of men? 4. Why has a reference been made to the horse and the lady? 5. Does the poem have a rhyme scheme? Explain it.

B. Answer the following questions with reference to context.

1. They shut the road through the woods Seventy years ago. Weather and rain have undone it again And now you would never know

2. It is underneath the coppice and heath, And the thin anemones. Only the keeper sees

(a) When did they shut the road?(b) What effect does this opening line have on you? Why?(c) What is it that you would never know?

(a) What is there underneath the coppice?(b) Who is the keeper?(c) What does the keeper see there?

(a) Explain the words trout-ringed pool.(b) What activities would take place in the woods

at this time?(c) What does the otter do?

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3. Yet, if you enter the woods Of a summer evening late, When the night-air cools on the trout-ringed pools, Where the otter whistles his mate,

C. Think, discuss, and then answer the following questions. 1. Do you think that a road actually existed amongst the woods? 2. What do you like/dislike about the poem? Explain.

Appreciation

ThemesA theme is the underlying idea of a poem. Each work of literature is based on one or more themes. Understanding the theme of a poem helps us to understand why a writer has written a certain piece of work. Some key themes have been explored by Kipling in ‘The Way through the Woods’–1. Nature and wildlife2. Power of nature over man, and 3. How history can never entirely be forgotten.

A. Find out instances from the poem that highlight the following themes. 1. Nature and Wildlife 2. The power of nature over man

MetaphorsA metaphor is a fi gure of speech which is used for describing an object of action in a manner which isn't actually true. However it is useful in explaining a comparison or an idea.In this poem there can be a deeper meaning that says that the forest path in ‘The Way through the Woods’ is a metaphor for how man has lost his way—from the kind of life he lived in close contact with nature. Being written at the beginning of the modern age, this poem could be speaking about the alienation of mankind due to industrialization and urbanization.

B. Identify the metaphors in the poem ‘The Way through the Woods’. Also write what they mean.

Words to know

coppice (v.) to cut back young trees in order to make them grow fasterheath (n.) a large area of open land that is not used for farming and is covered with rough grass

and other small wild plantsanemones (n.) a small plant with white, red, blue, or purple fl owers that are shaped like cups and

have dark centresbadger (n.) an animal with grey fur and wide black and white lines on its headcantering (v.) movement of a horse at a speed that is fairly fast but not very fastsolitudes (n.) the state of being alone, especially when you fi nd this pleasant

Comprehension

A. Answer the following questions. 1. What has the weather and rain undone? 2. What is the condition of the road through the woods now? 3. Why is the otter not afraid of men? 4. Why has a reference been made to the horse and the lady? 5. Does the poem have a rhyme scheme? Explain it.

B. Answer the following questions with reference to context.

1. They shut the road through the woods Seventy years ago. Weather and rain have undone it again And now you would never know

2. It is underneath the coppice and heath, And the thin anemones. Only the keeper sees

(a) When did they shut the road?(b) What effect does this opening line have on you? Why?(c) What is it that you would never know?

(a) What is there underneath the coppice?(b) Who is the keeper?(c) What does the keeper see there?

(a) Explain the words trout-ringed pool.(b) What activities would take place in the woods

at this time?(c) What does the otter do?

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3 The Last Leaf

On a late Spring evening, Joanna Gaines from San Francisco, Sebastopol, was looking for a place to sit with her tray of food in hand, in a small café in the village of Greenwich.

Located in a small district just west of the Washington Square in New York city, this small and cozy residential community dated back to the 1820s. Today in 1899, this place was replete with many colourful restaurants, theatres, and shops, dotted still with beautiful, old, brick houses here and there. Budding artists generally came and settled down here because of its quiet and peaceful atmosphere and apartments that were available on low rent.

Joanna, or Johnsy as her friends called, finally spotted a small table with two chairs with just one diner. She went up to the girl and asked her permission to join her. The two soon began to talk. Johnsy learnt that her fellow diner’s name was Susan Cross or Sue and was an artist just like her. She had come all the way to Greenwich from Maine, hoping to make a career in the creative field. Before they knew it, the two began chatting with each other; a chanced meeting that turned into a solid bond of friendship. Soon the two decided to share an apartment to save rent, in a three-storey brick building.

Sue and Johnsy went about happily with their lives which came to a sudden halt during the winter months. A sudden bout of Pneumonia had gripped the entire village in its death trap. Johnsy, from sunny California, fell prey to this deadly disease. She was too weak to move or eat and kept staring at the blank side of the next brick house through the small windowpanes of her room.

One morning as the doctor came for a visit, he informed Sue that Johnsy had lost all desire to live which had brought down her chances of survival on a scale of ten to one. He enquired whether Johnsy wanted to do anything in particular in her life. When Sue informed him that Johnsy had always wanted to paint the Bay of Naples, the doctor rubbished harbouring such desires and asked Sue, ‘Does she have a man in her life who can instill some hope in her?’

‘A man, doctor? How can a man help…no there is no man in her life,’ said an exasperated Sue.

‘Well, find her something. Give her something to look forward to live.’

And saying so, the doctor left, leaving a clueless Sue trying to find ways to help her friend. She went into her workroom and cried for some time. A few minutes later, she gathered herself and went to Johnsy’s room and found her counting, ‘ten, nine, eight, seven…’

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‘What are you counting Johnsy?’ asked Sue.

‘You see that grapevine on the brick wall? There were so many leaves just a few days ago. Now it is almost empty. There are only seven leaves…oh, there goes another one…only six leaves left. I know that I too shall die when the last leaf falls,’ explained a tired Johnsy.

‘What nonsense Johnsy! Please don’t put such ideas in your head. Now, close your eyes and get some rest. I will go downstairs and see if Mr Behrman would agree to model for an old hermit miner that I have been working on. I will be back in just a few minutes,’ said Sue.

She stepped out of Johnsy’s room and made her way to the first-floor apartment where Mr Behrman lived. He too was a painter but in the forty years of his life as a painter he had not earned any name for himself. He sometimes modeled for budding artists to make ends meet, but he himself was waiting to paint what would be his masterpiece. As Sue entered the room, she noticed an empty canvas that had been waiting for a single stroke for the last twenty-five years.

‘How’s Johnsy, dear?’ asked Mr Behrman.

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Sue recounted all that the doctor had told her and how Johnsy believed that she would die with the last leaf.

‘What! That is ridiculous! Why is she behaving like a fool?’ exclaimed Mr Behrman.

‘She is very weak, Mr Behrman. Will you please come and model for my painting?’ asked Sue.

‘Yes, yes, let’s go dear. But this is no place for a girl like Johnsy to lie sick. We should all go away from here one day and I will paint my masterpiece,’ said a concerned but hopeful Mr Behrman.

Sue took him up to Johnsy’s room to find her sleeping. She very carefully pulled up the shades a little and showed Mr Behrman the grapevine. He looked at the grapevine, nodded his head disapprovingly and sat down to model for Sue.

The next morning when Sue went to check up on Johnsy she saw that she was awake. Johnsy asked her to pull up the shades. She wanted to see whether the last leaf had fallen or not. It had been a stormy night and she was convinced that the leaf would have fallen by now. However, to her surprise she found that it was still there!

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The morning after too Johnsy found that the last leaf was still there. She lay looking it at for a long time, contemplating. Suddenly she called Sue to her side.

‘Sue, I have been a terrible person. I thought a lot about the remaining leaf. Do you know why it’s still there? It’s because the last leaf is a sign that I need to live for something. There is something that wants me to live!’, said a weak but happy Johnsy.

‘Oh Johnsy! I am so glad for you! I am sure you will get better now,’ exclaimed Sue.

‘Do bring me some broth. And give me a hand mirror so that I can watch you cook,’ smiled Johnsy.

The doctor came to check up on Sue, later that day. He declared that she would soon recover and get her strength back thanks to how well Sue was nursing her friend back to health. However, he had some rather unfortunate news as well.

‘You know Mr Behrman from downstairs? He has fallen prey to Pneumonia. He is so old, so there is hardly any hope for him to survive. We will be taking him to the hospital to make things a little more comfortable for him.’

With each passing day, Johnsy regained her health and grew stronger. She had started to paint again. Now that she was up and walking, she wanted to visit Mr Behrman at the hospital.

That afternoon, Sue came to Johnsy’s room and sat down beside her.

‘Johnsy, I am afraid I have bad news. Mr Behrman succumbed to Pneumonia today at the hospital,’ she said softly.

‘Oh dear, no, no!’

‘You remember that night with the awful storm? He was found the next morning, downstairs by the janitor. Mr Behrman was dripping wet and cold, shivering and writhing in pain. They were not sure where he had been the night before until they found a lantern, ladder, paint brushes, and yellow and green colours on his palette in his room. Johnsy, did you never wonder why that last leaf on the grapevine never fluttered or fell? The last leaf of the vine had fallen the night of the storm. He placed this one in its place that night. The last leaf was Mr Behrman’s masterpiece.’

O. Henry

(adapted and abridged)

William Sydney Porter, known by his pen name O. Henry was an American short story writer. His stories are famous for their surprise endings. Some of his most famous works include The Gift of the Magi, The Ransom of Red Chief, and The Last Leaf.

To read more about O.Henry and his short stories, log on tohttp://www.online-literature.com/o_henry/.

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diner (n.) someone who is eating at a restaurantharbouring (v.) believingdisapprovingly (adv.) without approvalcontemplating (v.) thinking deeply broth (n.) a soup made of healthy nutrientssuccumbed (v.) died of a disease or injury


A. Answer the following questions. 1. Why did artists choose to live in the Greenwich Village? 2. What brought the doctor to the house of Sue and Johnsy? 3. What did the doctor say to Sue about Johnsy’s illness? How did Sue react to the doctor’s advice? 4. What was bothering Johnsy as she lay sick in her bed? 5. Who was Mr Behrman? How did he save Johnsy’s life? 6. Why did Sue refer to the last leaf as Behrman’s masterpiece?

B. Answer the following questions with reference to context. 1. Today in 1899, this place was replete with many colourful restaurants, theatres, and shops, dotted still with

beautiful, old, brick houses here and there. (a) Which place is being referred to here? (b) Where was this place located? (c) Who all came to live here mostly?

2. Sue and Johnsy went about happily with their lives which came to a sudden halt during the winter months. (a) How did Sue and Johnsy meet? (b) What happened in the winter months that brought their life to a halt? (c) Do you think both of them were affected by it?

3. ‘Do bring me some broth. And give me a hand mirror so that I can watch you cook.’ (a) Who said this to whom? (b) When did she say this? (c) Why do you think she said this?

4. ‘… a chanced meeting that turned into a solid bond of friendship.’ (a) Which bond of friendship is being referred to here? (b) Describe the ‘chanced meeting’ referred to here. (c) What do we learn from the passage that shows that this was a solid bond of friendship?

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5. ‘What! That is ridiculous! Why is she behaving like a fool? ’ (a) Who said this to whom? (b) Why did the speaker say this? (c) What did he do in order to help Johnsy?

C. Think, discuss, and then answer the following question. Mr Behrman was a man of great strength and positive attitude. Cite instances from the story to explain

your view.


HomographsHomographs are a group of words that are spelled the same way but have different meanings. They may or may not be pronounced the same way. Examples:• fi ne – It could mean nice or pretty. – It could also mean a penalty to be paid for a wrong act. • second – It could mean a unit of time, such as one second. – The position after fi rst, such as second place in a running race.

Find and write at least two different meanings of the words given below and make sentences. One has been done for you.

1. bank ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. tear ________________________________________________________________________

________________________________________________________________________

3. wind ________________________________________________________________________

________________________________________________________________________

4. refuse ________________________________________________________________________

________________________________________________________________________

5. bow ________________________________________________________________________

________________________________________________________________________

(a) an organization that provides various fi nancial services

(b) (of river/canal) the side of a river

Mole and Ratty met at the river bank.

The robbers looted the bank.

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PronounsAntecedent agreementsRead the following sentences. I know that boy. The boy was playing. I know the boy who was playing.Note that when we combine the two sentences to form one sentence, the noun boy changes to the pronoun who in the second clause and is directly related to boy. Such a pronoun, which is directly related to a noun that goes before it, is a relative pronoun and the noun is called its antecedent.Who is used for persons, which is used for animals or non-living things and that is used for persons as well as things. The pronoun should be the same in number, gender, and person as its antecedent. This means that the verb used has to be according to the number and person of the relative pronoun.

A. Identify the antecedent in the following sentences.

1. This is the best song that he ever sang.

2. The girl who came late was punished.

3. The horse which was sick was not used.

4. The man whose cycle was stolen caught the thief.

5. This is the New Market that was known as Hogg’s Market.

B. Combine the following sentences with relative pronouns.

1. Give me the book. The book is on the table.

2. I gave an answer. It was incorrect.

3. The girl is wearing a red dress. She is Srishti.

4. I missed the train. It was to take me to Kolkata.

5. These are the boys. Their parents were called by the Principal.

Study skillsStudy skillsStudy skills

Spellings in the past tenseRules of forming spellings in past forms:• Verbs ending in e which is silent take –d in the simple past. (live = lived)• Verbs ending in a vowel + y take –ed in the simple past. (enjoy = enjoyed)

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• Verbs ending in a consonant + y take –ied. (carry = carried)• All other verbs take –ed in the simple past. (wait = waited)• If there is a consonant after a stressed vowel at the end of the word, then double the consonant before

adding –ed. (crop = cropped)• If the vowel is not stressed then do not double the consonant. (consider = considered)• The consonant l is always doubled whether or not the last vowel is stressed. (travel = travelled)For irregular verbs, there is no particular rule. You need to learn them.Example: be = was/were; do = did; write = wroteThere are also some verbs that don’t change their form at all.Example: burst, cut, hurt, put

Complete the following sentences with the past form of verbs given in the brackets.

1. She _________________ (arrive) when we had left.

2. She had not _________________ (bring) her admit card to the examination hall.

3. My mother _________________ (bake) a cake for us yesterday.

4. She _________________ (ask) me if I could go to the market with her.

5. A gang of robbers _________________ (rob) the bank.

6. She _________________ (clear) all her debts.

7. Dianawas_________________(compel)tovacateherflat.

8. Everyone _________________ (agree) with what I said.

9. John _________________ (marry) Liza.

10. She _________________ (shed) tears last night.

Write

Write the character sketches of Sue and Johnsy. List three character traits for each. Also write evidences from the story that demonstrate these traits. You may choose character traits from the box below or add your own.

loving generous hard-working mean gives up easily friendly selfish sympathetic dreamer caring

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Listen and speakListen and speakListen and speakA. Your teacher will read out a passage for you. Listen carefully and fi ll in the blanks. Choose words from

the brackets.

1. Anushka found it _____________ (diffi cult/easy) to understand the situation after her mother explained it to her.

2. She was planning a _____________ (simple/grand) party for her birthday.

3. Her parents explained to her that nobody wanted to wish Anushka on her birthday, since she was _____________ (selfi sh/rude).

4. She was made to understand that if we behave _____________ (well/unfairly) with others, others would help us too.

5. Anushka _____________ (apologized/scolded) to her friends the day after her birthday.

B. Imagine you are organizing a visit to an orphanage or an old age home for your class. Make a listof points on why it is important to visit these places. Prepare a speech on how you will convinceyour classmates about this visit. If you have any personal experience of visiting such places, speak about your experience as well.

Your points may be: • to know the condition of children and old people living there • to help them • to show you care • to donate clothes, books, toys • give them food, chocolates, fruits • make them feel good • improve their living conditions

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Life skills 1Positive thinkingLife isn’t all about sunshine and rainbows. But neither is it all about gloom and darkness. It is a mixture of good and bad experiences and is therefore worth living.A positive attitude enables you to cope with the problems in your day-to-day life. It helps you to look at the brighter aspects of your life, and helps you to get over worries and negative thinking. If you can adopt positive thinking as a way of life, it will make you feel happier and more successful in life. So always be optimistic and expect the best things to happen in your life.Explain the positive and negative attitude through these tumblers.

NEGATIVE

HALF EMPTY HALF FULL

POSITIVE

Keeping a positive attitude in mind, answer the following questions.• What is the most wonderful/worst thing that has ever happened to you? • How did you react?• What did you learn from the best/worst thing that happened to you?• If you could travel back in time three years and visit your younger self, what advice would

you give yourself?• What are you most grateful for?

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4 The Importance of Being EarnestThe protagonist of the play is Jack Worthing. He has been living a double existence by the name of Ernest. However, to his friends, he claims that Ernest is actually his younger brother, who is a spoiled brat. One day, Jack decides to end this story. He announces that Ernest has died. However, the same day, he is startled to find out that a friend is staying at his home, as his brother, Ernest!

Jack Worthing Protagonist

cecily Jack’s cousin

MerriMan the Butler

algernon a Friend

scene i

The living room of Manor House. Mr Jack Worthing’s cousin, Cecily, is in the garden.

(Enter butler Merriman with a card on a salver.)

MerriMan Mr Ernest Worthing is here. He has come from the station. He has his luggage with him.

cecily (Takes the card and reads it.) Mr Ernest Worthing, B/4, The Albany. Uncle Jack’s brother! Did you tell him that Mr Worthing is not in town?

MerriMan Yes, Miss. He is disappointed. I mentioned that Miss Prism and you are in the garden. He is anxious to speak to you for a moment.

cecily Let him come in. In the meanwhile, you talk to the housekeeper and get a room arranged for him.

MerriMan Yes, Miss.

(Enter Algernon looking very happy. He is a charming young man.)

algernon (raising his hat) Are you Cecily, my little cousin?

cecily (looking pretty offended) There is some misunderstanding. I am not little! In fact, I am usually tall for my age. I see from your card that you are Uncle Jack’s brother. However, I cannot understand how you are here! You didn’t inform us of your visit. Uncle Jack won’t be back till Monday afternoon.© S

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ALGERNON That is a great disappointment. I will be leaving by the fi rst train on Monday morning. I have a business appointment to attend.

CECILY Well! If it is a business engagement, I will not pester you on waiting. However, I think you should wait until Uncle Jack arrives. I know that he wants to speak to you about your emigration.

ALGERNON About what?

CECILY Your emigration! Uncle Jack is sending you to Australia.

ALGERNON Australia! I would rather die than travel to Australia.

CECILY Well, he did mention it during dinner on Wednesday night. It is because of your wicked little affairs that he planned on sending you to Australia.

ALGERNON Oh, well! The accounts I have received of Australia are not particularly encouraging. This world is good enough for me, cousin Cecily.

CECILY Yes, but are you good enough for it?

ALGERNON I am afraid not. That is why I want you to reform me.

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Enter Miss Prism and Dr Chasuble. They have come to meet Cecily since Jack is supposed to be out of town. They are waiting at the porch to be escorted into the house. Jack enters at the same time. He is dressed with crape hatband and black gloves.

MISS PRISM Mr Jack Worthing. This is indeed a surprise. We did not expect you tillMonday afternoon.

JACK (shakes Miss Prism’s hand in a tragic manner) I have returned sooner than I expected. Dr Chasuble, I hope you are well?

CHASUBLE Dear Mr Worthing, I hope your dress does not indicate some terrible calamity?

JACK My brother…

MISS PRISM Don’t tell me that he has more shameful debts and extravagance to talk of? Still leading his life of pleasure?

JACK (shaking his head) Dead!

CHASUBLE Your brother Ernest is dead?

JACK Quite dead.

CHASUBLE Mr Worthing, I offer you my sincere condolence. You have been themost generous and forgiving brother.

JACK Poor Ernest! He had too many faults. However, this has been a huge blowfor me!

CHASUBLE This news is very sad indeed. Did you get to meet him before he passed away? Were you by his side at the fi nal hour?

JACK No. He died abroad. He was in Paris, in fact. I received a telegram about his sudden demise last night from the manager of the Grand Hotel.

(Mr Jack, Miss Prism, and Dr Chasuble enter the house.)

CECILY Uncle Jack! I am so pleased to see you back. Why are you dressed in such horrid clothes?

CHASUBLE My child! My child!

CECILY What is the matter, Uncle Jack? Why do you look so unhappy? You look as if you had toothache! I have a huge surprise for you. Wait till you meet the person who is right now in the dining room! You will be so pleased to meet him.

JACK Who has come to meet me?

CECILY Your brother, Ernest. He arrived about half an hour ago.

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Jack (looks at her in surprise) What nonsense! I don’t have a brother.

cecily Please, don’t say that. I know that he was badly behaved, but he is still your brother. Don’t be so heartless to disown him. Wait here, I will get him to come out. You will shake hands with him, won’t you, Uncle Jack? (runs back into the house)

chasuble This is the best news I have heard today! Isn’t it so wonderful that your brother is still alive?

Miss PrisM (in an amused manner) His sudden return seems unusually distressing to me.

Jack My brother is in the dining room? I don’t know what it all means. I think it is perfectly absurd. (enter Algernon and Cecily hand in hand)

Jack Good heavens! (is astonished to see Algernon there; motions him away)

algernon Brother Jack, I have come down from town! I want to tell you that I am very sorry for all the trouble I have given you. I promise to lead a better life in the future.

(Jack glares at him. Algernon offers his hand. Jack is too surprised to react.)

cecily Uncle Jack, you are not going to refuse your own brother’s hand?

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Jack Nothing will induce me to take his hand. I think his coming down here is disgraceful. He knows why.

cecily Uncle Jack, do be nice. There is some good in every one!

algernon (abruptly) Of course! I admit that it was my fault. However, I must say that brother Jack’s coldness towards me is painful. I expected a more enthusiastic welcome, especially considering it is the first time that I have come here.

cecily Uncle Jack, if you don’t shake hands with Ernest, I will never forgive you.

Jack Never forgive me?

cecily Never, never, never!

Jack Well, this is the last time I shall ever do it. (shakes hand with Algernon and glares.)

chasuble It is pleasant, is it not? Seeing so perfect a reconciliation? I think we should leave the two brothers alone for some time.

Miss PrisM Cecily, you come with us.

cecily Certainly, Miss Prism.

(They all go off except for Jack and Algernon.)

scene ii

Jack You Algy, why do you act as my younger brother, Ernest? You must get out of this place as soon as possible. I don’t allow any imposters here.

(enter Merriman)

MerriMan I have put Mr Ernest’s things in the room next to yours, sir. I suppose that is all right?

Jack No, order the dog-cart at once. Mr Ernest has been suddenly called back to town.

MerriMan Yes, sir. (goes back into the house)

algernon What a fearful liar you are, Jack. I have not been called back to town at all.

Jack Yes, you have.

algernon I haven’t heard any one call me.

Jack I did. You must go now.

algernon Well, I don’t like your clothes! You look ridiculous in them. Why on Earth don’t you go up and change? It is childish to be in deep mourning for a man who is actually staying

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salver (n.) a large plate, usually made of metalemigration (n.) the act of leaving your own country to go and live permanently in another countrycalamity (n.) an event that causes great damage to people’s lives, property, etc.extravagance (n.) the act or habit of spending more money than you can afford or than is necessarycondolence (n.) sympathy that you feel for somebody when a person in their family or that they know

well has died; an expression of this sympathy

for a whole week with you in your house as a guest.

JACK Well I don’t like you here! You are certainly not staying with me for a whole week as a guest. You have got to leave. The next train is at four.

ALGERNON I certainly won’t leave you as long as you are in mourning. It would be most unfriendly. If I were in mourning, you would stay with me, I suppose. I consider it very unkind if you didn’t.

JACK Well, will you go if I change my clothes?

ALGERNON Maybe! If I make up my mind up till then!

JACK Your vanity is unreasonable, and your presence is strange. However, you have got to catch the four-fi ve train, and I hope you will have a pleasant journey back to town. This trip has not been a great success for you.

(goes into the house)

ALGERNON I think it has been a great success. I am in love with Cecily, and that is all that matters. I must see her before I leave, and make arrangements for another lovely meeting. Ah, there she is…

(exit all)

OSCAR WILDE

Oscar Wilde was born in Dublin. He was an Irish writer. His full name was Oscar Fingal O’Flahertie Wills Wilde. During his course in medicine at the Magdalen College, Oxford, he started writing poems and short stories for children. Some of his plays are Lady Windermere’s Fan, A Woman of No Importance, and The Importance of Being Earnest.

To read the entire play, log on tohttp://www.gutenberg.org/files/844/844-h/844-h.htm

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horrid (adj.) very unpleasant or unkinddistressing (adj.) making you feel extremely upset, especially because of somebody’s sufferingabsurd (adj.) completely ridiculous; not logical and sensibleinduce (v.) to persuade or influence somebody to do somethingreconciliation (n.) an end to a disagreement and the start of a good relationship againridiculous (adj.) very silly or unreasonable

Comprehension

A. Answer the following questions. 1. What lie did Jack Worthing tell his friends? 2. Who had come to visit Jack Worthing? How did he introduce himself to Cecily? 3. Why did Mr Ernest have to be emigrated? 4. Why had Miss Prism and Dr Chasuble come to the Manor House? Whom did they meet on

their arrival? 5. What was Jack Worthing’s reaction on seeing Algernon, who was pretending to be his brother? 6. How did Jack Worthing get Algernon to leave his house?

B. Answer the following questions with reference to context. 1. Mr Ernest Worthing is here. He has come from the station. He has his luggage with him. (a) Who said these words to Cecily? (b) Who was Mr Ernest Worthing and why was he at the Manor House? (c) What was Cecily’s reaction on hearing this?

2. His sudden return seems unusually distressing to me. (a) Who said this to whom? (b) Whom is she referring to? (c) Why did she say this line?

C. Think, discuss, and then answer the following questions. 1. Write a character sketch of Jack Worthing. 2. According to you, why didn’t Jack Worthing reveal Algernon’s true character to Cecily?

Word web

CollocationCollocation refers to how words go together or form fixed relationships.

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Read the following sentences. She has blonde hair. Not: She has beige hair. She was discharged from hospital. Not: She was released from hospital.

correct collocations incorrect collocations

heavy rain thick rain, ‘strong rain’, or ‘big rain’

high temperature tall temperature

scenic view scenic picture

have an experience do/make an experience

make an effort do an effort

Complete the sentences by collocating the correct word. You can use a collocation dictionary for help.

1. My grandfather often complains about being tired and _______________ a headache.

2. We should _______________ a break. Let's go on holiday.

3. I _______________ a cold while I was working in my garden.

4. A good driver should _______________ attention to road signs.

5. When I was _______________ a bath, the phone rang.

6. I have _______________ a decision. I am not going to marry her.


Subject-verb agreement The rules to subject-verb agreement help us to write grammatically correct sentences. It refers to the fact that the subject and the verb in a sentence must agree in number and person. Number refers to the form of a word that indicates whether it is singular or plural. At times, there may be confusion on whether to use singular or plural number with the verb in a sentence. Let us look at the two sentences given below. The child is playing. The children are eating ice cream.In the fi rst sentence, the subject child is singular. With singular, we use the singular verb is. In the second sentence, the noun children is plural. Therefore, we have used the plural verb are in agreement with the subject.The table below shows the agreement of the subject with the verb ‘to be’.

subject ‘to be’ verb

I am

You are

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He/She/It is

We are

You are

They are

Rules of subject-verb agreement1. A verb must agree with its subject. A singular subject takes a singular verb and a plural subject takes

a plural verb with it.

Examples: A lily smells sweet. (Singular subject) Lilies smell sweet. (Plural subject)

2. The number of the subject is not affected by words that come between the subject and the verb.

Example: One of the spoons is missing.

3. There are some subjects that always take a singular verb even though the meaning may seem plural. Words like someone, anyone, neither, nobody, one, somebody, anybody, everyone always take a singular verb.

Example: Someone is standing at the gate.

4. The words like some, any, all, and most may be singular or plural, depending upon their use ina sentence.

Examples: Most of the castle is beautiful. (Singular) Most of the dogs were sleeping. (Plural)

A. Choose the correct verbs from the brackets to complete the sentences. 1. Each of the girls _____________ (is / are) good in athletics. 2. The employees _____________ (was / were) briefed on the offi ce policy. 3. Neither of my children _____________ (is / are) here. 4. _____________ (Is / are) you ready for a picnic? 5. Several of the lions _____________ (is / are) missing. 6. Some members of the team _____________ (is / are) playing cricket.

B. Circle the correct form of the verbs so that the subject and the verb agree in the following sentences. 1. One of the boxes is/are open. 2. The people who listen to that music is/are few. 3. The book, including all the chapters in the fi rst section, is/are boring. 4. The woman with three dogs walk/walks down my street. 5. When we encounters/encounter a diffi culty we must stay strong. 6. The Taj Mahal has/have a long history.© S

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Study skillsStudy skillsStudy skills

Polite words and expressions Read the following sentences to see how some polite words and expressions are used. • I would appreciate a quick response from you. • I beg your pardon, could you repeat what you just said? • Excuse me ma’am, could you please tell me the direction to the market? • Would you mind, if I borrowed this book for reference? • I would be extremely grateful if you let me pay the fees by tomorrow.

Given below is a list of polite expressions. Use the expressions and make sentences of your own. One has been done for you.

1. I hope that ______________________________________________________

2. shouldn’t we ______________________________________________________

3. shall I ______________________________________________________

4. may I take the liberty of ______________________________________________________

5. pardon me ______________________________________________________

6. I am sorry about ______________________________________________________

Write

Look at the picture and write a meaningful story. Also give a title to the story.

I hope that you will accept my apology.

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Listen and speakListen and speakListen and speak

A. Listen carefully to the passage your teacher reads out. Then write (T) for true sentences and (F) forfalse ones.

1. The hippo can’t swim.

2. The hippo can walk underwater.

3. It has tusks.

4. When excited, the hippo is covered with drops of blood.

5. Hippos live both on land and in water.

6. Hippos are usually harmful.

7. Hippos have thick skin.

8. Hippos eat plants.

9. Baby animals are born on land.

10. Baby hippos can walk before they can swim.

B. Make a presentation on ‘Honesty is the Best Policy.’ Give instances of how honesty can save a person from trouble. You can use charts, PowerPoint presentations, to present it before the class.

Consider the following points: • Honest people are trusted by others • Honesty has been linked to less fatigue, less depression, and less anxiety • Long-term consequences rather than short-term gains • Character, integrity, and morality earn respect from others

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IRIS Coseoo Iris Literature class 6.pdfIRIS Coursebook 6 Preface The Iris English course has been especially designed as per the latest guidelines provided in the CISCE curriculum,

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