tales and tunes - keralascert.kerala.gov.in/images/2014/teacher_text-2014/6-english_unit... · •...

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Teacher Text - VII

Fiction

• Aesop's Fable

• The Song of Songs

(by Swapna Dutta)

Discourses

• Story

• Character sketch

• Diary

• Script

• Memoir

• Profile

Unit II

Tales and Tunes

Language elements

• Subject-verb

agrement

• 'If' clause

• as if

• Prepositions (Using

songs)

Vocabularyactivities

• Proverbs (matching)

• Contracted forms

• Phrasal verbs with

'get'

• Words connected

with music

Poetry

• The Owl and the

Pussy cat (by Edward

Lear)

Poetic elements• Rhyming words

• Internal rhyme

• personification

Non-fiction

• An Excerpt from

Moon Walk

(autobiography of

Michael Jackson)

• Profile of

A. R. Rahman

Extendedactivities

• Story book

Periods allotted - 35

Unit at a Glance

Tales an

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Themes / Concepts / Ideas Process/Strategies Learning Outcome

Unit Frame

• Interprets and analyses pictures.• Reads and analyses short stories and po-

ems.

• Individual and group reading of the fable ofthe voyager.

• Reads and analyses the story 'Keep YourEyes Open.'

• Develops beginnings and endings ofstories.

• Generates a story using questions.• Sequences events of a story and develops

them into a paragraph using suitablelinkers.

• Writes own stories.

• Reads and analyse the poem 'The Owl andthe Pussy Cat.'

• Identifies internal rhyme andpersonification.

• Collects poems with internal rhymes andwrites a limerick.

• Reads and analyses the story 'The Song ofSongs.'

• Stories/fables impart values and moralprinciples.

• Stories help to develop the four basic skillsof language learning, viz., listening, speak-ing, reading and writing.

• Fables convey moral lessons.• Stories normally have certain essential

elements.

• Harmonious existence, even among swornenemies, is possible.

• Poems make use of devices like rhyme, in-ternal rhyme, images and personification.

• Thoughts and feelings can be effectivelyexpressed through discourses.

The learners will be able to:

• interpret and explain the picture given.

• read and analyse fables/stories andpoems.

• generate, sequence and write their own sto-ries.

• imbibe morals.

• identify various poetic devices like rhyme,internal rhyme, personification, etc.

• describe a person or sketch a character.

• write diaries and scripts.

• identify words related to music.

• get the meanings of phrasal verbs and ap-propriate use of contracted forms.

• actively participate in discussions andexpress their views properly.

• differentiate between a memoir and aprofile and write them.

• play language games.

• analyse the agreement between subject andverb in a sentence, frame 'if' clauses anduse 'as if.'

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II

• Uses various reading activities to ensurecomprehension.

• Prepares character sketch, diary and scriptand analyses the linguistic components ofthem.

• Familarises biographical andautobiographical styles of writing.

• Engages in vocabulary and languageactivities related to phrasal verbs, subjectverb agreement, ‘If’ clause, ‘as if,’ contractedforms.

• Edits different discourses/passages.• Participates and express their views freely

in discussions.• Learns the use of prepositions through

songs.• Prepares a Story Book.• Uses ICT resources.

• Stories lay stress on the noble relationshipbetween the Guru and the disciple.

• Music creates everlasting and eternal joy.

• The spelling, pronunciation, morphologyand syntax of the language are governedby certain rules and regulations.

• listen and enjoy English songs.

Themes / Concepts / Ideas Process/Strategies Learning Outcome

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Unit OverviewUnit Overview

Stories / Fables help to nurture cultural awareness and promote the

value of interdependence and universal brotherhood. They leave us

with everlasting joy and entertainment besides imparting values and

moral principles in an enjoyable, gentle and effective way. The Unit

focuses on the use of story as a learning tool to develop the four basic

skills of language learning, viz. listening, speaking, reading and

writing. It enables children to recognise talents and use them for the

good of the community, and to identify human foibles.

The fable used in the unit conveys the message that God helps those

who help themselves. It questions the human folly of believing only in

the help of the supernatural rather than doing things on one's own.

The story 'The Song of Songs' by Swapna Dutta highlights the eternal

joy that music creates, and lays stress on the noble relationship

between the Guru and the disciple in the Indian tradition. Greatness

and praise do not make Tansen proud and arrogant, but make him

realise the sublime greatness and creativity of Sant Haridas, his Guru,

who always listens to his soul and delivers everything free and

unasked for. The excerpts about Michael Jackson and A. R. Rahman,

in addition to giving information about the two legends of music, sketch

the difference between two styles of writing - the autobiographical

and the biographical. 'The Owl and the Pussy Cat' is one of the finest

poems written by the master of limerick, Edward Lear. The main

characters, the owl and the cat, sworn enemies in real life, are

lovebirds in the poem. They go on a joy ride to the land 'where the

bong-tree grows' to get married. All the animal characters in the poem

are given human traits by the poet.

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Teacher Text - VII

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Unit Titular Picture

The learners will be able to interpret and explain the picture given.

Generate a discussion on the picturesgiven in the text book.

Ø Can you identify the birds and animalsin the picture?

Ø How can we connect the pictures tothe title?

Fables normally have animals and birdsas characters, especially to arouse interestin children.

Let's beginYou may use the entry activity given in thetext or any other activity to lead thelearners in.

Suggested lead-in activitiesActivity 1You may initiate a discussion based onthe questions given below.

Ø Can you name some of the days wecelebrate? ( Children's Day, Teacher'sDay, Book Day, Women's Day,.....etc.)

Ø Do you know that there is a day fortelling stories?

Ø Why do we have a World Story TellingDay?

You may consolidate the discussion as:

• Stories are passed on from generationto generation.

• Stories once heard must be passed on.

Activity 2You may help the learners to visit thewebsite www. youtube.com to watch thestory 'The Monkey and the Crocodile.'

You may initiate a discussion.Ø Are you familiar with this story?Ø Did the elders/grandparents tell you

this story? Why?Ø Would you have been familiar with

the story if they hadn't told it?

Ø To enlighten posterity, our elders/grandparents passed on the storieswhich they had listened to. Shouldn'twe do the same?

Let's readLet the learners read the text individually.Let them comment on the questions givenin the text book.

Possible answer to textual questionon page 36

I really agree with grandma's statement.Stories which we hear are to be passedon from generation to generation.

Now, encourage the learners to tell astory that they've heard from theirgrandparents or their friends or theirelders. Select one of the stories and askthem to enact it.

Let's read one of Aesop's FablesAny discussion on Aesop fables will beincomplete without a reference to Aesop.You may use the points given in the boxfor further discussion.

AESOP

The legendary figure Aesop ispresumed to have been born around600 BC. Aesop took themes and ideasfrom the folklore tradition to createhis works. Aesop's fables were notwritten during his lifetime, but passedon from mouth to mouth. Over time,other fables were also credited toAesop. Finally, a collection of 352interesting and original work, simplycalled 'Aesop's Fables' was created.Aesop was most likely invented toprovide an author of fables centringon beasts, so that "a story of Aesop"became synonymous with "fable".

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Why teach fables?

Fables, whether it is about 'the Lionand the Mouse' or 'the Tortoise andthe Hare,' nonconsciously helpchildren learn important lessons inlife. By relating to the characters inthe fables, they are prompted tothink about their own behaviourand make corrective actions, ifnecessary. Children do not feel thatsomebody is lecturing to themabout how they should/shouldn'tbehave, nor are they made to feelguilty about their actions orinclinations. Moreover, as childrenrelate themselves easily to theanimal characters, they imbibe thelanguage used nonconsciously, andcan let their imagination fly.

One of the ancient and universalforms of entertainment, storytellinghas always been able to impartvalues and moral principles. In theclassroom, sharing, examining andbuilding fables can help to developtrusting communities in whichlearners practise ethical behaviourand strive to create an ideal andmoral world. As you tell stories,encourage the learners also to buildstories.

Fables help us to build literacy, andethical and moral development. Itis proven that the concise structureand language of fables help childrenrecognize narrative structures andpatterns and apply them to originalwriting. Moreover, fables helpchildren to develop and applycritical thinking about events instories to a variety of ethical issues.

You may initiate a discussion using thequestions given in the textbook.You may ask the learners to read theAesop's Fable silently.

Vocabulary activity

The learners will be able topredict the meanings of difficultwords and use them inappropriate contexts.

You may present the vocabulary activitygiven below to check how much thelearners have understood the text.

VOCAB CHECK

Write two or three words from thetext that are new or interesting.

Word 1 :

Word 2 :

Word 3 :

Guess the meanings by relating itto other words. e.g. For the word'capsized', you may relate it toother words 'violent storm' and'blew up' and infer its meaning andwrite it down.

Word 1 :

Word 2 :

Word 3 :

Use a dictionary to refer to themeanings of the words andexamine whether the meanings areright, and then write the meaningsin your notebooks.

Now, let the learners read the fableindividually or in groups. Use some ofthe questions given below to arrive at thegist of the text.

Ø What happened during the course ofthe voyage?

Ø Have you ever faced such a difficultsituation in your life? Narrate theincident.

Ø What does the companion mean whenhe says, 'use your arms as well'?

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Ø If you had been the voyager, wouldyou have behaved differently?

Now, lead the learners to the scaffoldingquestion.

Possible answer to textual questionon page 37God will not come to the aid of those

God has given all of us talents, attributes, thinking power,resources and opportunities to achieve what we want. Weshould rely on the gifts that God has given us to makeprogress in life, rather than rely on God to do it for us.Here, we find the rich voyager simply praying to Athenawithout taking any initiative on his own. Unless he useshis arms and swims, he is not going to be saved. Successin life depends mostly on our hardwork.

God helps those whohelp themselves.

You may ask the learners to infer the meaning of the other proverbs given.

Do not be upset about a mistake or a misfortune, sinceit cannot be changed now. Sometimes mistakes are funny,but sometimes they're deeply embarrassing. We shouldmake every mistake a beautiful opportunity to learn andgrow.

This proverb was first encountered in John Ray's Acollection of English Proverbs. The meaning of the proverbis clear: you snooze, you lose; that is, if a bird starts tosearch for food early, it can catch the worm easily,without much trouble. Similarly, we will be in trouble ifwe leave things till the last possible moment. This is truein every sphere and every phase of life, be it studies orbusiness or projects. There are numerous benefits ofmaking a head start. One doesn't have to worry aboutthe deadline of the job, and one can explore the task athand better.

Barking dogs seldom bite because they merely makemuch noise. They lack courage and they only try tofrighten people away by their bark. But there are dogsthat do not bark much. They are sure to bite us. Thereare people who talk too much without meaning anythingserious. Those who go about boasting are only anxiousto project a false image of themselves in front of others.They are weak and they are aware of their weakness andare trying to deceive themselves and others by making afalse show of strength. We need not take such peopleseriously.

Don't cry over spiltmilk.

The early bird catchesthe worm.

Barking dogs seldombite.

who refuse to try and help themselves;we must exert ourselves if we want tosucceed.

Activity 1 (a) on page 38

The learners will be able toselect the appropriate moral fromthe fable and imbibe it.

Possible answer

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Activity 1 (b) on page 38

The learners will be able toanalyse the meaning of theproverb.

Know More

Proverbs

Proverbs are the powerhouses oflanguage. They contain threads ofcommon meaning that weave thefabric of humanity. Proverbs say a lotin a few words. They are like the oceanin a pot. Proverbs and sayings bothreflect values and beliefs.

Through the path of proverbs, thelearners may• explore universal themes and

common values across cultures.

• develop depths of thought on theinterconnectedness of all life.

• discover the link between languageand cultural values, cognition andbehaviour.

The learners are already familiar with theproverb 'God helps those who helpthemselves.'You may help them to visit the websitewww.youtube.com to watch the story'The Four Friends and the Hunter' toconvey the meaning of the proverb, 'Afriend in need is a friend indeed.' If youfind it difficult to access the website, youmay read out the story given in the box.

THE FOUR FRIENDS AND THEHUNTER

Far from any town, there was a forestin which all the animals and birds livedtogether peacefully. The forest washome to four inseparable friends: adeer, a tortoise, a crow and a mouse.Every evening, they met to discuss theevents of the day. But one day, the deerbecame very frightened. "Hunters arelaying traps everywhere. Is there

anything we can do to escape?" "Yesthere is," the crow cried out, "as ourfriend the mouse knows!" The crowbegan telling everyone what he hadseen.

"Just the other day, I saw the mostamazing thing. A flock of doves gottrapped in a hunter's net, their wingsflapping wildly. Then suddenly, alltogether the doves picked up the netin their beaks and flew into the sky.And where did they go? Straight to ourfriend the mouse! With his sharp teeth,he tore the net to pieces. Free at last,the doves flew away. They were verygrateful to our friend." When the storyended, the deer went in search ofwater, while the three friends startednibbling on the fruits, shrubs andleaves of the forest. They chatted lateinto the night, still waiting for the deerto return. But the deer was nowhereto be seen, and the friends began toworry. At dawn, while the others calledout to the deer, the crow flew in everydirection looking for her. In a clearing,he spotted the deer with her footcaught in a net. "Don't worry" he toldher calmly. "We will think ofsomething." The crow rushed back tohis friends. The tortoise had an idea"Mouse, hop quickly onto the crow'sback." And they flew off to rescue thedeer. Without wasting time, the mousebit through the net. Just then, theanxious tortoise reached the spot."Why did you come here? If the hunterreturns, you will never escape!" thedeer exclaimed. And the hunter didreturn! Hearing his footsteps, all ofthem ran way, but the tortoise was tooslow. The hunter picked him up andtied him to a stick. "Oh no! Becauseof me, poor tortoise is in trouble,"said the deer. Suddenly the deer leapedup and ran to the pond near the path.

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She lay absolutely still, while the crowpecked at her. When the hunterdropped the tortoise and picked upthe deer, the mouse quickly cut thecords and released the tortoise. Whilethe tortoise slipped into the water, thedeer darted off and the crow simplyflew away. The hunter trembled withfear. He had never seen an animal comeback to life. Thinking that the forestwas haunted, he ran for his life. Thefour friends went home and werehappy to be together again.

Possible answers to 1 (b) on page 38

MEANING

1. Don't take the chance of losingsomething you already have bygoing after something you thinkis better.

2. If you eat the right food, you willbe healthy.

3. Don't put off doing or dealingwith something, or else, it willbecome worse and cause extrawork.

4. You can't be sure aboutsomething until you try it.

5. One good person can get the jobdone quicker.

Activity 1 (c) on page 38

The learners will be able toanalyse a fable and understandthe moral.

You may help the learners to visit thewebsite given in the textbook. If there isno access to the website, you may readout the following stories to them.

THE FATHER AND HIS SONSA father had a family of sons who wereperpetually quarrelling amongthemselves. One day, he told them tobring him a bundle of sticks. Whenthey had done so, he placed the bundle

in the hands of each of them insuccession, and ordered his sons tobreak the bundle into pieces. Theytried with all their strength, but werenot able to do it. He then opened thebundle, took the sticks separately, oneby one, and again put them into hissons' hands upon which they broke thesticks easily. He said, "My sons, if youare of one mind, and united to assisteach other, you will be like this bundle,uninjured by all the attempts of yourenemies. But if you are divided amongyourselves, you will be broken as easilyas these sticks."

United we stand, divided we fall.

THE FOX AND THE LION A young fox saw a lion for the veryfirst time. He was so frightened by theappearance of the great beast that heran away as fast as he could. The secondtime he saw the lion, he hid behind alarge rock and peeped out to look atthe lion. The third time he saw the lion,he went straight up to him and said,"Hello, Mr. Lion."

Familiarity breeds contempt.

THE FOX AND THE GOAT

One day, by an unlucky chance, a foxfell into a deep well from which hecould not get out. Shortly afterwards,a goat passed by and asked the foxwhat he was doing down there."Oh, have you not heard?" said theFox. ''There is going to be a greatdrought, so I jumped down here inorder to be sure to have water by me.Why don't you come down too?"The goat thought well of this advice,and jumped down into the well. Butthe fox immediately jumped on to herback, and by putting his foot on toher long horns managed to jump upto the edge of the well.

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"Good-bye, friend'" said the fox,"remember next time: Think twicebefore you listen to the words ofothers."

Look before you leap.

THE LION AND THE THREEBULLS

Three bulls for a long time pasturedtogether. A lion lay in ambush hopingto catch them, but was afraid to attackthem while they kept together.Having at last by guileful speechessucceeded in separating them, heattacked them without fear as they fedalone, and feasted on them, one byone, at his own leisure.

Union is strength.

MERCURY AND THEWORKMEN

A workman, felling wood by the sideof a river, let his axe drop by accidentinto a deep pool. Being thus deprivedof the means of his livelihood, he satdown on the bank and lamented hishard fate. Mercury appeared anddemanded the cause of his tears.When he told him of his misfortune,Mercury plunged into the stream,and, bringing up a golden axe,inquired if that was the one he hadlost. On his saying that it was not his,Mercury disappeared beneath thewater a second time, returned with asilver axe in his hand, and again askedthe workman if it was his. When theworkman said it was not, he divedinto the pool for the third time andbrought up the axe that had been lost.The workman claimed it andexpressed his joy at its recovery.Mercury, pleased with his honesty,gave him the golden and silver axesin addition to his own. The workman,on his return to his house, related tohis companions all that had happened.

One of them at once resolved to tryand secure the same good fortune forhimself. He ran to the river and threwhis axe into the pool at the same place,and sat down on the bank to weep.Mercury appeared to him just as hehoped he would, and having learnedthe cause of his grief, plunged intothe stream and brought up a goldenaxe, inquiring if he had lost it. Theworkman seized it greedily, anddeclared that truly it was the verysame axe that he had lost. Mercury,displeased with his knavery, not onlytook away the golden axe, but refusedto recover the axe he had thrown intothe pool.

Honesty is the best policy.

Possible answers

Moral

a) United we stand, divided we fall.b) Familiarity breeds contempt.c) Look before you leap.d) Union is strength.e) Honesty is the best policy.

Now, lead the learners to the story KeepYour Eyes Open.

Activity 1 on page 39You may make the learners read the storyKeep Your Eyes Open individually. Toanalyse the story you may ask thefollowing questions and generate adiscussion.

Ø Identify the characters.

Ø How does the story begin?

Ø What is the problem highlighted inthe story?

Ø How is the problem solved?

Ø What is the ending of the story?

Now, familiarise them with the essentialelements of the story.

Additional activityYou may give a web diagram to analysethe story given on page 37. The beginning

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and ending of the story is given. You may ask them to find out theother essential aspects of the story.

You may follow the process given andelicit free responses. Encourage thelearners to do the activity.

Activity 2 on page 40

The learners will be able tounderstand how a story shouldend and thereby apply it whenthey create their own stories.

Possible answersFor saving them, the other animalsrewarded the fox.

As the fox stood there talking, the lionstealthily came out and killed him. 'Mindyourself before you mind others,' thelion told the fox.

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The learners will be able togenerate a story by usingquestions.

This activity is intended to make thelearners write a story on their own. Youmay use the questions given in thetextbook to guide them. If the learnerchooses the answers in the following way,then the story may be as the one given inthe box.

A RICH VOYAGER

A rich voyagerfrom Athenswas on a voyagewith twocompanions.

'Don't leave itall to Athena;use your armsas well.'

1. in a castle 2. a. Jane

b. beautiful3. always sad 4. a ring

5. a flute 6. The fairy cast amagic spell

The joker toldjokes

7. a musician 8. a bear

9. happy 10. the bear


The learners will be able to write

a story using the hints provided.

JANE AND THE BEAR

Once upon a time there was a king anda queen. They lived in a lovely goldencastle. They had a very beautifuldaughter named Jane. But Jane wasalways very unhappy. Nobody knewwhy she was sad. She never laughed orsmiled. Both the king and the queenwere quite worried about theirdaughter. One day, the queen offereda golden ring to the person who couldmake Jane happy. A musician came andplayed the flute, a fairy cast a magicspell, and a joker came and crackedjokes, but none of them could makeher smile or laugh.

As days passed, a young musiciancame to work at the queen's castle. He

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was accompanied by his little bear. Thebear was extraordinarily brilliant andhe captured everyone's heart. One day,while Jane was standing at the balconyof the castle, she happened to see thebear. She was happy to see the bear'spranks. She started to laughwholeheartedly. The Queen was happyto see her daughter laugh. She kept herpromise by rewarding the bear with agolden ring!

Let the learners develop the story in pairs.

Group refinement.

You may present your own version.

Select one or two products for editing.

You may make use of the linkwww.learnenglishkids.britishcouncil.org/eng/make-your-own/story-maker for related activities.


The learners will be able tosequence the events of a story

and thereby write it into aparagraph using the linkers.

You may ask the learners to rewrite thestory given in a jumbled order.Assistance can be given wherevernecessary. You may invite the attentionof the learners to the linkers used. Afterthey have finished writing the story, youmay ask them to present it before theclass.

Possible answer for Activity 5

THE THREE LITTLE PIGS

Once there lived three little pigs. Thefirst and the second pig were lazy andbuilt their houses very quickly withstraw. However, the third little pigworked hard all day and built a stronghouse with bricks. One day, a big badwolf saw the first and second pigs anddecided to make a meal of them.

They felt scared, so they ran into thestraw house. Even though the pigstried to hide in their house, the wolfblew it down in minutes. Now, the twolittle pigs were terrified and they ranto the third pig's house. Though thewolf tried to huff and puff the housedown, he could not and he died in theattempt. The two little pigs now feltsorry for being so lazy. They too builttheir houses with bricks, and livedhappily ever after.


The learners will be able towrite their own stories.

Firstly, you may make the learners listento the audio version of the story or youmay help your learners listen to the storyby visiting the website: www.bbc.co.uk/schoolradio/subjects/english/aesops_fables/1-8/fox_crow. Later,ask the learners to complete the storywith a different middle and ending.

THE FOX AND THE CROW

One morning, a fox was walkingthrough the woods. He was looking forsomething tasty to eat. Soon, his nosepicked up a scent: a scent of somethingvery sweet. He stood still and sniffedthe air. The fox didn't have to wait longto find out what it was. A crow wassitting on a branch high up in a tree,and in its beak was the biggest pieceof cheese he'd ever seen. He thoughtfor a while. Soon, an idea struck him.He decided to flatter the crow andtherefore, began to praise him. He toldthe crow, "You are such a pretty andclever bird! If only you could sing asbeautifully!" Now, the crow was veryproud. He wanted to show the fox that

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Hey! Don'tforget yourpromise.

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he could sing very well. So he openedhis mouth to sing, and lo! The pieceof cheese fell to the ground. The foxlaughed at the crow and picked up thecheese and ate it hungrily.Too late the crow realised that oneshould not be vain.

Let the learners develop the story in pairs.

Group refinement.



Activity 7on page 44

The learners will be able to writea short story using the hintsprovided. They will be able topredict the outcomes of a story.

This activity is intended to make thelearners understand how a picturecartoon story can be generated. It isintended to develop their writing andspeaking skills. You may make them fillin the bubbles and frame the storyindividually. After they have finished, youmay make them role play the story. Asan extended activity, make them preparean anthology of picture cartoon storiesand display it.

Possible answers for Activity 7

I’ll kill you, littlecreature.

Pardon, O king!If you spare mylife, I will surely

repay yourkindness.

The mouse, who wasscampering about,heard the lion's cry.

Don't worry myLord, I will cut thenet with my teethand set you free.

The mouse set the lion free by gnawingthe net with his teeth. The lion was verythankful to the mouse.

Let the learners develop the story in pairs.Group refinement.You may present your own version.Select one or two products for editing.

Extended activityMy Fable

Learners have already been guided towrite stories on their own. Now, givethem a week to create their own fables.Give some questions to guide them. Callthe activity as 'My Fable' writing.

My FableAnswer these questions as you begin tothink about a fable.Ø What message or moral would you

like to convey to the reader?

Thank God,I'm spared.

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Ø Who are your characters?

Ø What is the conflict?

Ø How will the characters solve it?

Ø How will the fable end?

Give the children a chart and call it 'MyFable Chart.'

Folk tale: It is a story that parentspass on to their children orally throughtime.

Folklore: The traditional stories of acountry/community/ group of people.

My Fable Chart

Title Characters Setting Problem/Solution Moral

Fable festivalYou may conduct a fable festival with allthe fables written by the learners. Sendinvitations to parents and others. Ask thelearners to practise reading, emphasisingpresentation techniques like speakingloudly and slowly, reading withexpression, making eye contact, etc. Leteach learners get the name of a worldfamous author and read a fable to theaudience. Then, bring out an anthologyof fables.

You may also familiarise them with theterms Legends/Myths/Fairy tales/ Folktales, etc.

Know more

Myth: An ancient story or set of stories,especially explaining in a literary waythe early history of a group of peopleor about natural events and facts.

Legend: A very old story or set ofstories from ancient times, or thestories, which people tell about afamous event or person that are notalways true.

Lore: Traditional knowledge and storiesabout a subject.

Fairy Story/Fairy tale: It is atraditional story written for childrenwhich usually involves imaginarycreatures and magic.

Read more• Panchatantra Tales by Vishnu Sharma• The Arabian Nights : Tales from a

Thousand and One Nights• The Second Jungle Book and The Jungle

Book by Rudyard Kipling• English Fairy Tales by Joseph Jacobs

Now, you may lead the learners to thepoem by Edward Lear.

The Owl and the Pussy CatMeet the poetEdward Lear

Edward Lear (1812-1888), artist,traveller and writer, was born inHolloway. At the age of 13, Lear beganto earn money by sketching birds, usinga colouring method known as orientaltinting. He began his career as an artistat the age of 15. Instant fame followedand in 1832, the London ZoologicalSociety hired him to execute theillustrations of birds. He also worked forthe British Museum, drawing birds forthe ornithologist John Gould. He iswidely known as the writer of an originaltype of nonsense verse and as thepopulariser of the Limerick. Lear'snonsense verses are noted for theirlinguistic fantasies and inventiveness, andtheir occasional touches of underlyingmelancholy. He is remembered for hishumorous poems such as 'The Owl and

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the Pussy Cat.' His books of humorousverse also include Nonsense songs (1871)and Laughable Lyrics (1877). John Ruskinplaced Lear at the top of his list ofgreatest authors, and G. K. Chestertondubbed him "The Father of Nonsense."Lear died at the age of 76.

About the poem'The Owl and the Pussycat' is consideredas one of the best nonsense poems of alltimes. Edward Lear's nonsensical wordsgently undercut the sentimental story,balancing romance with frivolity, sensewith nonsense, adventure with security.

The owl is an elegant fowl who sets outto woo a pussycat in a boat laden withhoney and plenty of money and with aguitar at his side, ready for serenading.This is an impossible scenario, to havean owl and a cat together in the first placeand to have them sailing to sea makes iteven more improbable. But Lear lendshuman qualities and characteristics tothese two animals and also, it reveals hissense of humour. The cat that he writesabout is probably his own cat 'Foss'.Playing the guitar, the owl looking up atthe stars sings to the cat, 'What a beautifulkitty you are.' The cat returns the loveand calls the owl 'elegant fowl.' She urgeshim to marry her but they don't have aring. Now, they travel to a land for a yearor so where a 'bong - tree' grows to finda pig who will have a ring on his nose.This transaction also brings the 'real'world nearer to the surface. Without aring, the marriage cannot take place.Only when the 'deal' has been done canthe tale, and thus the poem, continue asbefore. The regular rhythm resumes, andeating mince and quince, the feline andthe fowl dance 'hand in hand' on the edgeof the sand...... by the light of the moon.Besides musicality, the other main featureof the poem is the 'word play' with Learincorporating made-up words: 'bong-

tree,' 'piggy-wig' and the nonsenseadjective 'runcible.' The words add to thehumorous effect and introduce elementsof spontaneous fantasy. On a symboliclevel, the poem also stands for theassimilation of the representatives oftwo diverse cultures. The poem seems tosuggest that harmonious existence ispossible even among sworn enemies.

You may help the learners to visit thewebsite http://etc.usf.edu/lit2go/111/po-ems-and-l imericks-of-edward-lear to listen to the poem.

To watch the animation of the poem,help the learners to visit the websiteh t t p : / / w w w. y o u t u b e . c o m /watch?v=FVU_6GLZ-5Q.

The learners will be able to reada poem and appreciate it. Theywill be able to visit differentwebsites to find additionalinformation.

ProcessYou may introduce the picture givenalong with the poem and trigger adiscussion about it.

Ø There is a cat and an owl in the picture.Ø Have you seen them together in real

life? Explain.Ø What is the owl doing in the picture?

Ø What might be the owl trying to tellthe cat?

Ø How do you think the cat willrespond?

Let the learners sit in groups and sharetheir ideas.

You may read the poem aloud once ortwice or you may use an audio version.Ask the learners to read the poem silently.After the reading, you may interact withthem using some pictures/objects. Forexample:

• the mask of an owl

• Kitty

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• pig

• the picture of a runcible spoon

• a ring

This may help the learners make senseof some of the unfamiliar expressions.Scaffold them using questions given inthe text or frame your own questions.

Additional questionsØ The very idea of an Owl and a Pussy

Cat on a journey together is funny.Why?

Ø What might the Owl and Pussy Catbuy with the money they took?

Ø Identify the expressions used by theOwl to convey his love?

Ø What did the Pussy say to the Owl?Ø What did they do for the ring?Ø Why did they need a ring?Ø If you were going to sail for a year

and a day, what objects/things wouldyou carry with you?

Ø What might they see as they sail fora year and a day?

Ø How did they dance?Ø Who, alive or dead, real or fictional,

would you invite to their weddingreception?

Now, you may divide the class into owls,pussy cats, piggy wigs and narrators andask them to read their part aloud. Beinggrouped with more confident readerswill help the learners who are lessconfident to read more expressively.Ask the learners to remain in groups andnote down the important words/expressions in the poem like:The SeaA beautiful pea-green boatOh! Let us be married (the picture ofan owl and a pussy cat)Piggy

The light of the moon

The scenes sketched are all visualimages from the poem. Allow thelearners to select more.

Ask the learners to illustrate the phrases.Now, divide them into groups, providethem with chart papers and ask thegroups to draw a map of the journey,starting with all the features they know.Let them stick the pictures of the phrasesonto the chart wherever it is appropriate.Ask them to go into details, be inventiveand add speech bubbles for theircharacters.Let the learners write a narrative versionof the story using the map as a guide.

Post selected stories in the blog of theschool.

Possible answers to textualquestions on page 46

1. The Owl and the Pussy Cat went tosea in a beautiful pea-green boat.

2. They took with them a lot of honeyand money.

3. The characters in the poem behave ashuman beings. The four animalcharacters in the poem areanthropomorphic (i.e. treating animalsor objects as if they had humanqualities).

4. a) The owl sang to a guitar to expresshis love for the Pussy cat.

b) He emphasised his love by usingexpressions like 'lovely Kitty', 'mylove', and repeating the expression"what a beautiful Kitty you are."

5. They sailed for a year and a day.

6. They sailed to the land where the bong-tree grew. They sailed in search of aring.

7. They paid one shilling for the ring.

8. The expression 'they danced by thelight of the moon.'

Read more

Julia Donaldson's 'The FurtherAdventures of the Owl and the PussyCat,' which is a sequel to Edward Lear'smuch loved poem.

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You may help the learners to visitwww.youtube.com to listen to theauthor's reading of some of theextracts from her new book.

Now, lead the learners to the activities.


The learners will be able toidentify the lines repeated andthe made-up words used in apoem.

You may ask the learners to revisit thepoem and identify the lines repeated andthe made-up words. Provide help onlyif necessary.

Possible answers

Lines repeated Made-up Words

With a ring at the Piggy-wigend of his nose

They danced by the runcible spoonlight of the moon.

Know More

'Runcible spoon' was created for 'TheOwl and the Pussy Cat' by Edward Lear.He had no particular meaning for theword 'runcible.' Lear also referred to a'runcible hat', a 'runcible cat', a 'runciblegoose', and a 'runcible wall' in otherpoems, probably without any sense.

Additional activity

You may inform the learners that manyEnglish words which are commonly usednowadays were coined by great masterslike Shakespeare and Milton. Some of thewords may be displayed on a chart.

Ask the learners to refer to a dictionaryto find out the meanings of the abovewords in the present day world. Let themmake a collection of such words for theclass magazine.

Activity1 (b) on page 47

The learners will be able toidentify the end-rhymingwords.

Let the learners identify the end-rhymingwords from the poem.

Possible answers

STANZA I STANZA II STANZA III

above-love sing-ring will-hill

guitar - are grows-nose spoon-moon


The learners will be able toidentify the internal rhyme usedin poems.

You may present a stanza from

Coleridge's The Rime of the Ancient

Mariner.

In midst or cloud, on mast or shroud,

It perched for vespers nine;

Whiles all the night, throughfog-smoke white,

Glimmered the white moon-shine

Initiate a discussion in the class by askingquestions like:

Ø Why are 'nine-shine' called as endrhymes?

Word Writer Work

addiction Shakespeare Othello

cold-blooded Shakespeare King John

eventful Shakespeare As you like it

fashionable Shakespeare Troilus and Cressida

pandemonium John Milton Paradise Lost Book XI

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Ø Do the words 'cloud-shroud' or 'nightwhite' rhyme at the end or within theline?

You may consolidate as follows:

• Poetry can have end rhymes orinternal rhymes.

• End rhymes occur at the end of aline of verse.

• Internal rhymes occur within a lineof verse.

The stanza given above illustrates thepatterned use both of internal rhymes(within lines 1 and 3) and of an endrhyme (lines 2 and 4).

Possible answers• They took some honey, and plenty of

money.• They sailed away, for a year and a day.• And there in a wood a Piggy-wig

stood.• So they took it away, and were

married next day.• They dined on mince and slices of

quince.• And hand in hand, on the edge of the

sand.

Activity 1 (d) on page 47

The learners will be able tocollect poems with internalrhymes.

Many poets have used internal rhymes intheir poems. For example:

1) 'Annabel Lee' by Edgar Allan PoeFor the moon never beams withoutbringing me dreamsOF the beautiful Annabel Lee;And the stars never rise but I feel thebright eyesOF the beautiful Annabel Lee;And so, all the night-tide, I lie downby the sideOF my darling, my darling, my lifeand my bride,In the sepulchre there by the sea,In her tomb by the sounding sea.

To listen to these examples of internalrhyme, you may help the learners tovisit www.examplesinpoetry.com.

2) In Edgar Allen Poe's 'The Raven'also you can see different patterns ofinternal rhyme.

3) Shell Silverstein's 'The Dirtiest Manin the World'

Oh I'm Dirty Dan, the World'sdirtiest man,I never have taken a shower.I can't see my shirt- it's so coveredwith dirt,And my ears have enough to growflowers.

(Visit www.youtube.com to listen tothe poem.)

4) The nursery rhyme Jack and Jill

Jack and Jill went up the hillTo fetch a pail of water;Jack fell down and broke his crownAnd Jill came tumbling after.


The learners will be able toidentify personification.

Let the learners answer the questiongiven. You may also present one of thefinest examples of personification usedby John Milton in Paradise Lost, as Adambit into the fatal apple.

'Sky lowered and muttering thunder,some sad drops

Wept at completing of the mortal sin'

You may ask the learners to identify theelements which are given a human qualityby Milton. If the learners face anyproblems, you may help them to find outthe elements like sky, thunder and raindrops.

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Possible answers to Activity 2 (a) onpage 47• They sailed away, for a year and a day.

• They dined on mince and slices ofquince.

• They danced by the light of the moon.

•Activity 3 on page 48

The learners will be able to writea limerick.

Know more

Edward Lear is considered as themaster of limerick. The name'limerick' is probably derived froma convivial song having the refrain:'Will you come up to Limerick?'(Limerick is a county in Ireland.)

You may encourage the learners to comeout with their own limericks with therhyme scheme aabba, or at least, a poemof five lines.

Possible answersA wonderful bird is the peacock,Whose friend was a cock,They befriended a peahen,Who now and thenMade her hide in a dock.

There once was an ape in a zooWho looked out through the barsand saw YOU!Do you think it's fairTo give poor apes a scare?I think it's a mean thing to do.

There was an old man with abeard,Who said, 'It is just as I feared!Two owls and a hen,Four larks and a wren,Have all built their nests in mybeard'.

Now, lead the learners to the story 'TheSong of Songs' by Swapna Dutta.

The Song of Songs

The learners will be able to readand analyse a story.

Meet the authorA prolific writer and translator based inNew Delhi, Swapna Dutta has beenengaged in creative writing for more thantwo decades and has successfully tried herhand at a variety of literary genres. Sheis the author of children's books asdiverse as Stories for a Winter's Night(1992), not to forget her ever popularJuneli series. She has also done severalretellings of stories.

About the story

The story highlights the ineffable joy thatmusic creates and also throws light uponthe noble relationship between a guruand his disciple in the Indian tradition.A man becomes great when he is humbleand not egoistic, the story seems tosuggest. Mesmerised by the exquisitestrains of Tansen's music, EmperorAkbar bestows him with immense praise.Thankful but humble, Tansen informsthat there is someone who sings betterthan him, but to listen to him they haveto go to his hut as ordinary people. Thegreat emperor agrees. Tansen takes theemperor to the hut of his Guru, SantHaridas. Both of them request him tosing. The Sant smiles, but refuses. Tansenknows that his Guru is a perfectionist.Offering to sing, he makes deliberatemistakes. Annoyed, Sant Haridas takesthe tanpura and sings the right note. Theemperor realises that Tansen has indeedspoken the truth as the Sant's music isunparalleled. As they walk back, Tansen

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reveals why his Guru's music is better. Itsprings from the depth of his soul, freeand unasked for. The story conveys a verybasic lesson: be simple and humble andnever be egoistic.

Author speak

Excerpts from an Interview with SwapnaDutta by Nandini Nayar:

Q: There is a general feeling that theretellings of traditional stories are'easy', that anyone can try their handat it. As someone who has doneseveral retellings, what is youropinion of this mode of storytellingin terms of the work involved, thepurpose behind the enterprise?

• I think the retelling of classics is farmore difficult than writing an originalstory, if one has to make it reallyattractive to the children of today.For one thing, it has to be told in alanguage they understand and presentthe happenings in a way that they cansympathize, if not exactly identifywith. It requires a lot of homeworkas there are several versions of thesame story from which one has topick out the one most likely to appealto the children of today..................

Q: What, in your opinion, is the role ofthe storyteller?

• I feel the primary role of thestoryteller is to make the readerunderstand what he or she is tryingto put across....... A writer can do thisonly if he or she is fully convincedabout the story (in terms of storyline,credibility, development and climax)himself or herself.....................

Lead-in

You may frame a new activity or use oneof the activities given below to lead thelearners into the story.

Suggested activity 1Let the learners listen to the renderingof the flute by Hariprasad Chaurasia orany other eminent musician/singer. Thenyou may initiate a discussion about theeffect of music. You may help childrento visit http://ragamusic.com/category to listen to HariprasadChaurasia.

Ask the learners questions like:

• Is there anybody who doesn't lovemusic?

• Why do we love music?

• What effect does it have on us?

• Can you name some famousmusicians/singers?

• Can you identify the musicalinstrument shown in the text?

• What impression does the picturecreate in you?

• Why do you think the story is titled'The Song of Songs'?

Activity 2 (Picture of gurukulam -to be shown)You may invite the attention of thelearners to the picture and initiate adiscussion on it. You may ask questionslike:• Can you identify the people in the

picture?• What is each one of them doing?• Do we have a name for such a system

of education?• How did the students learn in the

Gurukula system of education?• Can you tell a story about a Guru and

his students?• Can you talk about the Gurus/

teachers who inspired you the most?• Discuss the role played by Gurus/

teachers in our life?

Let's readReading: Segment 1Let the learners read the part of the storyfrom "Slowly, gently, ------humble lover

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of music.' You may follow the reading process given at thebeginning.During readingLet the learners skim through the passage and visualise the variousscenes in their minds.Reading activity 1Then you may ask them to draw matchstick figures of both Tansenand Emperor Akbar. Write a sentence each for Tansen and Akbar.After reading the sentence, ask the learners to list the words theycan associate with the characters.

There issomeone whosings far better

than I do.

I shall go as ahumble lover

of music.

Tansen Akbar

Introduction/BeginningTansen's music mesmerises

Emperor Akbar.

Characters

•

•The Song of

SongsSegment 1

Setting•

Solution

•Problem/Conflict

•

Climax/EndingEmperor Akbar shall go as a

humble lover of music.

Then ask the question: What do you find common in both the characters?

Possible answerEven though both the characters occupy different positions, they havethe common traits of being simple and humble.

Reading activity 2You may present the graphic organiser given below to the learners.Provide the beginning and ending parts. Do not insist on the learnersusing their own words to fill in. If they identify the sentences and write itdown, that will do. At the same time, the learners who use their ownwords may be encouraged.

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Possible answersCharacters - Akbar, Tansen

Setting - The palace of Akbar

Problem/Conflict -Tansen talks abouthis guru, the better singer, who will notcome to sing before Emperor Akbar.

Solution: The emperor will go to him.

Reading activity 3Now, you may present the Word Webbefore the learners.

Possible answers to textualquestions on pages 49-501. The exquisite strains of raag darbari

still vibrated within the hall.2. What the emperor means is that the

greatness of Tansen's music will makepeople listen to it again and again.

3. It reveals his simple and humblenature.

4. a) Elicit free responses like:1) The man is much more powerful

than the emperor.2) The man is scared of the emperor.3) The man is a sanyasi.4) .................................b) Elicit free responses like:1) I would use force to bring him to

court.2) I would punish him.3) ................................c) Akbar smiled and expressed his

readiness to go to the man as ahumble lover of music.

5) Probably, the man disliked royalty orroyal people.Probably, the emperor's presencemight disturb the peaceful life of theman.

Now, lead the learners to activity 7 (a)on page 59

The learners will be able toidentify the musical instrumentsand the persons who plays them.

You may show the pictures of musicalinstruments and familiarise the learnerswith the new words. Let them attemptthe tasks individually and check with thehelp of a dictionary how far they havebeen right in their attempts. Provide helponly if necessary.

Possible answersActivity 7 (b) on page 59

Violin−violinist Flute−flutistGuitar−guitarist Piano−pianist

Wonderful,

Superb

Ask questions like:

• Who uses these words?

• Why does he use such words?

Ask the children to refer to a dictionaryand find more words used tocongratulate /praise others.

List of words

Well done, great, excellent, marvellous,bravo, nice one, fantastic,congratulations, good job, superb!

You may help the learners get an insightinto the first segment of the story withthe questions given in the text or byframing your own questions.

Additional questions• How does Tansen react to Akbar's

comment of appreciation?

• How is Akbar different from otheremperors?

• Identify the expression which suggestsTansen was frightened.

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Trumpet−trumpeterSaxophone−saxophonistCello−cellist (Pronounced as 'chelo')

Know more

Drum − drummerHarp − harpistTrombone − trombonistXylophone − xylophonistTabla − tablistHarmonium − harmonist


The learners will be able to useprediction strategies tounderstand new vocabulary incontext.

1) band 2) orchestra3) guitar, band, lead 4) instrument5) player 6) musicians7) conductor

Before going to the second section ofthe story you may ask the followingquestions and allow the learners topredict freely.

Predict and go

• Who might be the 'man'?

• How would he receive Akbar andTansen?

• What might be the ending?

During reading - Segment 2

Let the learners read the story from 'SantHaridas.............. those heights?' You mayfollow the reading process given at thebeginning.

Reading activity 1You may present the following 'cause andeffect' orgainser and fill in one of theboxes. Ask the learners to skim throughthe part and find out the cause or effect.You may ask them either to identify thesentences and fill in the columns or fillin with their own words.

CAUSEWhy did it happen?

Tansen madedeliberate mistakeswhile singing.

EFFECTWhat happened?

Sant Haridasrefused to sing.

Akbar realisedTansen had spokenthe truth aboutSant Haridas.

Possible answers• Sant Haridas was long past the age of

singing.

• Sant Haridas took the tanpura andsang.

• The melody of the Sant's music spreadacross the forest. Both Akbar andTansen were hypnotised by the music.

Reading activity 2You may follow the process given inReading Activity 2 in segment 1. Here,the problem and solution are given. Letthe learners fill in the remaining columns.

Introduction/Beginning

•

Characters

•

The Song of

SongsSegment 2

Setting•

Climax/Ending

•

Solution

Tansenmakes a

deliberatemistake

Problem/Conflict

Sant Haridasrefuses to

sing despiterepeatedrequests.

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Possible answers• Characters: Akbar, Tansen and Sant

Haridas.

• Introduction/Beginning: EmperorAkbar and Tansen reach the hut ofSant Haridas.

• Setting: The Hermit's hut/Forest.

• Climax/Ending: The Guruji's musicis supreme as it springs from the depthof his soul, free and unasked for.

You may help the learners get an insightinto the passage with the questions givenin the text or by framing your ownquestions.

Additional questions

• Who was Sant Haridas and how didhe live?

• Why did he refuse to sing?

• How did the emperor realise thatTansen had spoken the truth?

Possible answers to textualquestions on page 506) The guru was amazed because he

never expected Tansen to commitsuch a mistake.

7) It was a clever ploy by Tansen to makehis Guru sing.

8) a) The song of Sant Haridas spreadacross the forest, like the first glimmerof dawn or the fragrance of jasmine.

b) Both Akbar and Tansen werehypnotised.

9) Tansen sang at the command of theemperor. But the Guruji sang for onewho was the king of kings − for God.

10) 'How can my music hope to reachthose heights?'

Post reading

Activity 1You may assign the roles of the narrator,Tansen, Akbar and Sant Haridas to thelearners and make them read the textaloud. After reading, you may write themain idea in the centre of the fish. Then

you may ask the learners to pick out theevents in the correct order from part 1and part 2 that show this.

Possible answersEvents:1) Akbar praises Tansen's voice as the

most wonderful in the world.2) Tansen says that there is someone

who sings far better than him.3) The emperor wishes to have him sing

in his court. Tansen says that he won'tdo it.

4) The emperor decides to go to him asa humble lover of music.

5) Sant Haridas refuses to sing despiterepeated pleas.

6) Tansen sings, but makes deliberatemistakes.

7) Sant Haridas takes the tanpura andsings melodiously.

8) Akbar realises that Tansen has reallyspoken the truth.

You may ask the learners to developthem into a paragraph, using suitablelinkers.e.g: 2 - But Tansen .... 3 - When

the emperor .... 4 - So, the emperor

decides .... 7 - Then, Sant Haridas

takes ....

Activity 2You may present the word feelings/emotions as the main idea on the centreof the blackboard. Ask the learners tofind out words from the story that theycould associate with the word. You maycategorise them as positive and negative.

Sant Haridas'smusic is unparalleled.

12 3

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You may ask the learners to develop astory of their own. They may be giventhe freedom to add more such words.

Now, lead the learners to Activity 5 (a).


The learners will be able to referto a dictionary and imbibe themeanings of the phrasal verbswith 'get'.

You may help the learners refer to adictionary and find out the phrasal verbsbeginning with 'get' and their meanings.Then, let them do activity 5 (b)individually and use appropriate phrasalverbs. Provide help, if necessary.

Possible answersget away - escape (A courageous personnever gets away from difficult situations,but faces it.)get across - to communicate clearly orconvincingly (It is a matter of graveconcern that parents fail to get the rightmessage across to their children.)get off - to dismount (Christy got offhis bike to help the accident victim.)get over - to overcome / recover from(Ram finally got over the fever.)get through - to finish somethingcompletely (You should get through thework before the weekend.)get up - to rise from bed (Ashraf gets upevery day at sunrise to go jogging.)get on/get along - to have a goodrelationship (He finds it difficult to geton with his new roommate.)

get round - to succeed in avoiding orsolving a problem (He is inviting troubleif he fails to get round the problem.)

Possible answers for 5 (b) on page581. get up

2. get away

3. get on/ get along

4. get across

Activity 6Lead the learners to Activity 6 on page58.

The learners will be able toapply the contracted forms indifferent contexts. They will beable to refer to a dictionary.

Let the learners revisit the story and findout the contracted forms. You may helpthem to refer to a dictionary to find outthe forms which are not there in the text.

Possible answersdo not - don'tthat is - that'sI am - I'mwill not - won'tdoes not - doesn'tIt is - It's

I would/I had - I'd

Know more

• Contractions are not normally usedin formal style, but are common andcorrect in informal writing/speech.

• Normally there are two types ofcontractions:

smile

admiration

gratitude

hypnotised

half-scared

enraged

cried

exasperated

Emotions /feelings

Positive Negative

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1) Noun / pronoun, etc + auxiliaryverb

e.g. - I'm going home.It's a rare sight.

2) Auxiliary verb + note.g. - She won't give me the key.

Don't you read the newspaperdaily?

• Avoid confusion between 'it's' (it is/it has) and 'its' (possessive).

• In questions, 'am not' is normallycontracted to 'aren't'.I'm late, aren't I?

'May not' is not normally contracted.

Now, lead the learners to activity 1(a)on page 51.

Activity 1 (a)

The learners will be able tochoose the correct meaning ofunfamiliar words based on thecontext. They will be able todescribe a person or sketch acharacter.

You may follow the instructions given inthe textbook. Let the learners refer to adictionary and find out the meanings ofunfamiliar words. Then you may askthem to work in pairs and find out theapt words for describing his/her partner.Ask the learners to consider the traitsgiven in the textbook while they preparea character sketch of his/her partner.You may allow the learners enough timeto prepare the description. Then youmay ask them to present it before theclass.You may help the learners to develop thehints provided in the textbook on page51 to write the character sketch of a boynamed Ramu.


The learners will be able to writea character sketch.

Now, ask the learners to revisit the story'The Song of Songs' and make a briefcharacter sketch of Tansen. You mayconduct a discussion in the class usingthe questions given in the textbook andhelp them to select the apt words.

Possible answers for the activitym reverent

m humble

m half-scared eyes

m clever

Now write (Possible answer)Tansen is the court musician of EmperorAkbar. He holds his emperor in highreverence. Quite humble in nature, heapsof praise never blind him from reality.When the emperor describes his voiceas 'the most wonderful' in the world, heis not flattered. He only says, "There issomeone who sings far better than I do."With half-scared eyes, he informs theemperor that he should not come as theEmperor of Hindustan to see themaestro. When Sant Haridas refuses tosing despite repeated requests, the cleverTansen offers to sing and makes adeliberate mistake. Tansen knows wellthat his Guru is a perfectionist and won'tput up with mistakes. His trick works andSant Haridas mesmerises them with hismasterly craft. As a perfect disciple, heunderstands why his Guru's music isbetter than his -it is free and unasked forand comes from the depths of his soul.

Let the learners do it in pairs.

Group refinement.




The learners will be able tosketch a character.

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You may provide the learners with aworksheet to help them attempt thecharacter sketch of Sant Haridas.

Name :

What do you know about him?:

(Job, his behaviour, how he leadshis life, his likes)

What else do you know about him? :

(His attitude towards music)

After they've completed the worksheet,you may ask the learners to write thecharacter sketch of Sant Haridas.

Possible answer

Sant Haridas is Tansen's music teacher,and he leads the austere life of a hermit.His music springs from the depths of hissoul, free and unasked for and he has nointention to showcase it, neither formoney nor for fame. He is so firm in hischaracter that not even his favourite pupilcan persuade him. Repeated pleas byTansen and the Emperor could only elicitthe reply,' I am long past the age forsinging.' But when Tansen sings andmakes deliberate mistakes, he is amazedand cries out, 'That's not the right note,Tansen.' Anguished, he takes the tanpuraand sings the right note. The melodiousmusic enchants nature and leaves Akbarand Tansen hypnotised. The Emperorrealises the greatness of the Guru. TheSant's unparalleled music and his love forhis disciple make him stand very tall.

Let the learners do it in pairs.Group refinement.You may present your own version.Select one or two products for editing.


The learners will be able to planand prepare a script.

You might have already familiarised thelearners with the process of script writingin Unit I. This activity is meant toreinforce the learning that has alreadytaken place.

Possible answerONE - ACT PLAY

(Tansen enters the court ofEmperor Akbar)... (Tansen bows ingratitude)

Tansen : (with a smile) ButShahensha, there issomeone who sings farbetter than I do.

Akbar : (disbelievingly) Really!Can you arrange hissinging in my court?

Tansen : (with fear and tension)Your Majesty, even if yousummon him, he won'tcome and sing in yourcourt.

Akbar : (smiles) If he doesn'tcome, I shall go to himmyself. Will you take meto him?

Tansen : (relieved) Yes, yourMajesty. But please donot come as the Emperorof Hindustan.

Akbar : I shall come as a humblelover of music.

(Akbar and Tansen…enchanting music.)

Sant Haridas : (smiles) I am long past theage of singing. Tansen,make your friendunderstand that.Otherwise, he may feelbad.

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Akbar and Tansen(together pleads): Please, please, Guruji.

We have come a longway to listen to yourmusic. At least once.(Repeated pleas don'tchange Guruji's mind.Tansen thinks for awhile.)

Tansen : Guruji, allow me to singbefore you.

Sant Haridas : I am eager to listen toyou, my disciple.

(As he sings, Tansenmakes a deliberatemistake.)

Sant Haridas : (amazed) That's not theright note, Tansen. Whathas happened to you?

(Tansen continues,repeating the samemistake.)

Sant Haridas : (puzzled) I think there issomething wrong withyou, Tansen. Come on,give the tanpura to meand listen carefully to theright note.

(Sant Haridas sings. Hismelodious music spreadsacross the forest)

Emperor : What a majestic(aside) performance this is!

Mind blowing. Tansenhas really spoken thetruth. This music isunparalleled. Wow!

(As the soul stirringmusic comes to an end,both the Emperor andTansen bow and leavethe hut.)

Emperor (breaking his silence) : 'Whycan't you sing like him,Ustadji?

Tansen : Your majesty, Guruji(smiles) sings for one who is the

King of kings! His musicsprings from the depthsof his soul, free andunasked for, unlike me.

(The Emperor nods in agreement. Bothof them walk as if they were still listeningto the enchanting music.)Let the learners do it in pairs.Group refinement.You may present your own version.Select one or two products for editing.


The learners will be able to enacta play and at the same time, willbe able to use handy cams.

As the skit is enacted in the schoolauditorium, you may record it with thehelp of your learners. Most of theschools are now equipped withhandycams and therefore recording maynot be a problem. If you cannot use avideo camera, you may seek the help ofthe learners or your friends. Then, uploadit in your school blog or Youtube. Thismay inspire others too. Moreover,recording may help you to analyse theshortcomings and prepare for a betterpresentation the next time.


The learners will be able toactively participate and expresstheir views freely.

A speech/talk is the representation ofthinking. So you may consider this oralactivity as a very important one. As aprelude to this activity, you may ask themto read the story again or conduct a visitto a nearby geriatric (old age) home.

Process:• Begin the discussion with informal

talk about some light-hearted topics.

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Informal 'small talk' will make thelearners comfortable and they may bemore inclined to add their opinions tothe discussion.

• Arrange the desks/benches in a circleor horseshoe shape. It improvescommunication as it helps to see eachother's faces and hear each other well.Moreover, it may help you to narrowand widen the communicationchannel, wherever and whenevernecessary.

• You may sit along with your learners.It is a concrete physical signal thatyou want to be a part of thecommunity rather than stand outsideit.

• Maintain good eye contact to keepeveryone involved.

• Try to avoid open questions as it mayallow the active learners to dominateand allows others to hide. Call onindividual students.

• Specify a class rule: 'I don't know' isnot permitted: Tell them they areexpected to think and alwaysencourage the learners to guess, tospeculate, to wonder aloud.

• Ask interactive questions.You may use the following questions toinitiate a discussion on the topic.

• Have you disobeyed your parents/teachers?

• Do you feel sad when you disobeyyour parents/teachers? Why?

• Why should we treat our parents/teachers/elders with respect?

• Do you think disrespect is the causeof many social evils in society?


The learners will be able toanalyse a diary entry.

You may display the diary entry given inthe text book on a chart or on the

blackboard or may use the questionsgiven in the textbook for discussion orcan even frame questions.

You may consolidate the discussion withthe hints given in the textbook on page54.

Activity 3(b) on page 55

The learners will be able toidentify the features of a diaryentry.

You may ask the learners to identify thefeatures of the diary entry given on page55.

Possible answerDate 5thOpening Up, it being very cold and

great snow.Feelingsexpressed Troubled, simply angry.Closing Home to supper and to

the office again, and thenlate home to bed.

Ann Frank's diary entries are worldrenowned. Some of her diary entriesare given below. You may use themto familiarise the learners with theessential elements of a diary entry.

Sunday, 21 June 1942

Everyone at school is waiting to hearwhat happens next. Who will move upa class, and who will stay down? We'reall trying to guess! I think my girlfriendsand I will be OK, though we'll have towait patiently to find out.Most of my teachers like me, but oldMr Keesing gets angry with me becauseI often talk too much! He made me dosome extra homework and write about'Someone Who Talks Too Much'.

Saturday, 1 May 1943

Yesterday was Dussel's birthday. Hepretended that he wasn't interested, butwhen Mep arrived with a large bag of

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presents from his friends, he was excitedas a child! He had chocolates, eggs,butter, oranges and books. Hearranged them on the table and leftthem there for three days, the silly oldfool!

He already has plenty of food. Wefound bread, cheese, jam and eggs inhis cupboard. He hasn't given usanything, but we've shared everythingwith him.

Possible answer for Activity 3 (c) onpage 55

The learners will be able tomake a diary entry.

Tansen's DiaryJune 25th

What a wonderful day! Long time sinceI heard the divine voice of my Guru.His voice was so melodious that I felthypnotized. The sweetness of his voicespread across the forest, like thefragrance of jasmine. I know his musicsprings from the depths of his soul.Moreover, his humble nature makeshim even more worthy of respect. I feelblessed to be one of his favouritepupils.

Let the learners do it in pairs.Group refinement.You may present your own version.Select one or two products for editing.

Activity 4 (a) on pages 56 and 57

The learners will be able todifferentiate between a memoirand a profile.

You may ask the learners to read thememoir of Michael Jackson. After thelearners have read it, initiate a discussionto make them understand the differencebetween a memoir and a profile and elicit

their responses. You may follow theprocess given in the text book.

You may ask questions like:

Did Michael Jackson use I or he whenhe wrote about himself ?

Will you use I or he when you write aboutMichael Jackson?

Possible answerThe sentences given in the first table showthe memoir or autobiography of MichaelJackson.

The sentences given in the second tableshow the profile/ biography of MichaelJackson.

Next, you may ask the learners to rewritethe memoir of Michael Jackson as aprofile.

Possible answerMichael Jackson had always wanted to beable to tell stories, stories that came fromhis soul. He would like to sit by a fireand tell people stories, make them seepictures, make them cry and laugh, takethem anywhere emotionally withsomething as deceptively simple aswords. He would like to tell tales to movetheir souls and transform them. He hadalways wanted to be able to do that.Imagine how the great writers must feel,knowing they have that power. Hesometimes felt that he could do that. Itwas something that he would like todevelop……………………

Let the learners do it individually.

Group refinement.



Activity 4 (b) 1 on page 57

The learners will be able tounderstand the differencebetween memoir and a profile.They will be able to write aprofile.

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Now, you may make the learners read theprofile of A. R. Rahman and ask themto rewrite his profile as a memoir.

Possible AnswerI'm popularly known as the man who hasredefined contemporary Indian Music. Iam hailed by the Time Magazine as the'Mozart of Madras.'

I pursued music as a career from a veryyoung age. In 1991, the noted film makerMani Ratnam offered me a movie called'Roja' which brought me nation-widefame and many awards. I have won theNational Award three times.

In 2008, my work gained globalprominence with my score for the film'Slumdog Millionaire'. I have beenbestowed with the 'Padma Bhushan' andthe 'Padma Shri', two of India's highestnational civilian honours, in recognitionof my contribution to music. I was alsonamed by the Time as one of the 100 most

influential people in the world, in 2009.

Let the learners do it individually.

Group refinement.



Read more• Swapna Dutta's Juneli series

Now, lead the learners to the languageactivities.


The learners will be able to readand analyse a passage. Theywill be able to identify thesubject and the verb insentences.

Let the learners read the passage given,individually. Then divide them intogroups of 5-6 and ask the groups to readthe passage again. Let them analyse thepassage and identify the subjects and theverbs and write them down.

Key8 (b)

Subject Singular Plural

He Yes

Tansen Yes

Tansen and the Emperor Yes

The guru Yes

Sant Haridas Yes

The melody of his voice Yes

8 (c)Verb Singular Pluralthinks Yesis Yesenquires Yeswants Yesreach Yesrefuses Yessings Yescorrects Yesspreads Yes

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After the learners identify the subjects/verbs, you may ask questions like:• How do you know that the subject is

singular/plural?

• What difference do you noticebetween the singular and plural formsof the verb?

• What changes do you notice in theverb form when the subject is singularand when it is plural?

• Which form of the verb goes alongwith the subject when it is singularand when it is plural?

8 (d)

You may ask the learners to do thetask individually. Provide help, ifnecessary.

Key1. They think Tansen has the most

wonderful voice in the whole world.

2. The courtiers enquire about theperson.

3. Tansen finds him busy with his dailychores.

4. The emperor reaches his hut.

Language game

You may help the children to visitwww.bbc.co.uk/skillswise/game/en30str u-game-verb-subject-treasure-hunt to play the verb-subject-treasure-hunt game.

Additional worksheetA day in the life of Ramu

Ramu ………. (gets/get) up at fiveo'clock in the morning. He ……….(brush/brushes) his teeth and ……….(drink/drinks) a cup of tea. Then he………. (go/goes) outside. His friends………. (wait/waits) for him there. They………. (cross/crosses) the road and………. (reach/reaches) the stadium.They ………. (play/plays) for an hour.Then he ………. (return/returns) home,

gets ready and goes to school. Hisclassmates ………. (is/are) waitingbecause he ………. (is/are) the classleader. Ramu ………. (study/studies)well. So his teachers ………. (likes/like)him a lot. He ………. (return/returns)home at four o'clock. He, along with hisbrother and sister, (play/plays) for anhour. Then he ………. (study/studies)upto ten o'clock and sleeps at 10.30 pm.

Know more

1) A) Read the conversationgiven below.

Ramu: Are you a doctor?Shibu: Yes, I am.Ramu: Sir, I have a kneeproblem.Shibu: You better take anx-ray and come tomorrow.Note: 'I' and 'You' havetheir own rules in English.

2) e.g. a) The collector, along withmany officials, has visitedthe drought prone areas.

b) Many officials, along withthe collector, have visitedthe drought prone areas.

c) Raghu as well as the catslikes milk.

d) The cats as well as Raghulike milk.

Note: When two nouns are combinedusing connectors like 'along with, aswell as, besides, including, in additionto, with, accompanied by, and not, noless than,' etc., the verb should agreewith the first noun.

3) e.g. a) Either a table or two chairshave got to be moved.

b) Either two chairs or atable has got to be moved.

c) Neither the monkey northe squirrels are botheringus.

" "

" "

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d) Neither the squirrels northe monkey is bothering us.

Note: When two subjects are joined by'either...or', 'neither...nor', the verb isusually singular if the second subject issingular, and plural if it is plural.

4) e.g. a) Twenty thousand rupees is alarge sum to earn for manyin the world.

b) Six months is the duration ofthe course.

c) 200 runs is not a difficulttarget to chase in a 20-20match.

d) Two hundred kilograms is ahuge weight for an old manto lift.

Note: When nouns expressingperiods of time, amount ofmoney, or quantities areconsidered as a single unit,singular verbs are used.

5) e.g. 1) Your trousers have been putoutside to dry.

2) Where are my spectacles?

3) The scissors that tailors useare very sharp.

Note: Trousers, bellows, pincers, jeans,pyjamas, pants, scales, scissors, glasses,spectacles, binoculars, pliers and thenames of many similar divided objectsare plural, and have no singular forms.(We may, however, say, 'A pair ofbinoculars is.........')

6) e.g. 1) The police are searchingevery nook and corner ofthe city for the criminal.

2) The staff are working dayin and day out to completethe project.

Note: Expressions like 'cattle, police,staff, crew, the British, the English, theFrench', etc. are plural with no singularforms.


The learners will be able toidentify the 'if clauses'.

You may ask the learners to read thesentences from the story 'The Song ofSongs'. After that, let them go throughthe conversation given below andidentify the 'if clauses' in it.


The learners will be able tocompare the two types of ifclauses.

Possible answer• If he sings in films, he will certainly

become famous.

• She will get an apartment, if she winsthe competition.

Now, you may ask the learners to readthe conversation between Anil and Joyand compare the two types. You maygenerate a discussion using Activity 9 (c)on page 62. Worksheets for betterunderstanding may also be provided.

Activity 9 (d) on page 63

The learners will be able toframe 'if clauses'.

Possible answers1. If you boil the water, it will turn into

steam.

2. If you cool the steam, it will turn backinto water.

3. If you heat a piece of metal, it willexpand.

4. If you cool a piece of metal, it willcontract.

5. If you freeze water, it will expand.

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Additional worksheetsActivity 1

Choose the correct verb tense for eachof the following sentences from the boxgiven below.

1 takes, will take, take

2 will consult, consulted, consult

3 ask, will ask, asked

4 am, was, will be, were

5 will keep, would keep, kept

1. If Ramu goes to the birthday party,he ----------------a present.

2. I -------------- the doctor, if mystomach-ache persists.

3. She would marry him if he -------------her.

4. I would make a sandwich if I --------------hungry.

5. If you behaved nicely, the teacher----------------you in the class.

Activity 2You may cut the following 'if' and 'main'clauses into strips and give one clause toeach student. Now, ask the students tosearch for the partner who has amatching strip.

If she gains more she will startweight dieting.

If I had a headache I would takesome aspirin.

If the police catches they will takethe culprit him to court.

If there is a power we will lightfailure some candles.

If I missed the bus I would hire ataxi.

Know more

An 'if clause' often refers to a condition- something which must happen so thatsomething else can happen.

Oil floats if you pour it on water.

Clauses of this kind are called'conditional clauses.' An 'if clause' cancome at the beginning or end of asentence. When an 'if-clause' comes first,it is separated by a comma.If you eat too much, you will becomefat.You will become fat if you eat too much.

There are three types of 'if-clauses.'

Type Condition

I Condition possible to fulfil.

II Condition in theorypossible to fulfil.

III Condition not possible tofulfil. (too late)

Type If Clause Main Clause

I Simple Present will future

II Simple Past would+infinitive

III Past Perfect would have+past participle

e.g. 'If clause' at the beginning

Type If Clause Main Clause

I If I study I will pass theexam.

II If I studied I would pass theexam.

III If I had studied I would havepassed the exam.


The learners will be able to readand take part in discussions.They will be able to use thelanguage element 'as if'.

You may ask the learners to read thesentence from the story 'The Song ofSongs'.

You may generate a discussion using thequestions given in the textbook so that

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the learners will get a betterunderstanding about the languageelement as if. You may consolidate thediscussion using the language note givenunder activity 10 (b) on page 64.


The learners will be able to usethe language element 'as if'.

Possible answers1. He is rich. But he walked as if he were

poor.

2. Raju treats Roy as if he were hisservant.

3. We laughed as if we heard a joke.

4. He lay on the floor as if he were dead.

Listening Task 1 on page 64

The learners will be able tolisten and enjoy English songs.

First of all, make the learners listen tothe song by visiting the website: http://w w w . y o u t u b e . c o m /watch?v=eKXfqpg. Play the song atleast twice. Then make copies of the taskgiven, give it to the learners and ask themto fill in the blanks. Let them do itindividually and then in pairs or ingroups. When they finish it, play the songonce again and ask them to check theanswers. If you don't have access to thenet, you may use the script given below.

Picture yourself in a boat on a river,With tangerine trees and marmalade

skiesSomebody calls you, you answer quite

slowly,A girl with kaleidoscope eyes.

Cellophane flowers of yellow andgreen,

Towering over your head.Look for the girl with the sun in her

eyes,

And she's gone.Lucy in the sky with diamondsLucy in the sky with diamondsLucy in the sky with diamonds

Aaaaahhhhh....Follow her down to a bridge by a

fountainWhere rocking horse people eat

marshmallow pies,Everyone smiles as you drift past the

flowers,That grow so incredibly high.

Newspaper taxis appear on the shore,Waiting to take you away.

Climb in the back with your head inthe clouds,

And you're gone.Lucy in the sky with diamondsLucy in the sky with diamondsLucy in the sky with diamonds

Aaaaahhhhh....

Listening Task 2 on page 65Somewhere over the rainbowWay up high,There's a land that I heard ofOnce in a lullaby.

Somewhere over the rainbowSkies are blue,And the dreams that you dare todreamReally do come true.

Someday I'll wish upon a starAnd wake up where the clouds are farBehind me.Where troubles melt like lemon dropsAway above the chimney topsThat's where you'll find me.

Somewhere over the rainbowBluebirds fly.Birds fly over the rainbow.Why then, oh why can't I?

If happy little bluebirds flyBeyond the rainbowWhy, oh why can't I?

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Activity 12 on page 66Kalyani decides to take part in apayasam-making contest. Her dogs alsogo with her. "If I win the first prize, Iwill give them a good gift," she thinks.Many women have assembled there. Thepayasam-making contest begins andeverybody eagerly participates. Finally,the judges announce the results. Kalyaniwins the first prize. With the money, shebuys some biscuits and returns home.

Activity 13 on page 66Key

1) frying, fire

2) count, hatched

3) honesty, policy

4) actions, words

Activity 14 on page 66You may help the learners prepare aStory Book. Motivate them and when itis ready, request the headmaster orarrange a special guest to release it in theschool assembly.

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