E n g l ish nCo n e c t i o - Kopykitab

The English Connection CB-4 The English Connection CB-4

Renu AnandPunita Nehru

This book belongs to:

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The

English Connection

Coursebook 4

The English Connection CB-4_CR

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First Published in 2017 Second Impression 2018

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The English ConnectionThe English Connection is an integrated skills course, based on insightful experiences of

practising teachers and ELT experts, as well as the transformation taking place in the

classroom methodology keeping in view the changing linguistic and communicative needs

of the learners.

Components

The series consists of:

• Primers A & B; Coursebooks 1 to 8

• Primer Activity Books A & B; Workbooks 1 to 8

• Literature Readers 1 to 8

• A Teacher’s Resource Kit for each level

The twin goals of a second language curriculum as enunciated by NCF 2005 and the New

Education Policy are attainment of basic proficiency and development of language into an

instrument for abstract thought and knowledge acquisition. The English Connection fulfils

these aims by harmonizing linguistic competence with Higher Order Thinking Skills

(HOTS). The communicative approach for language teaching as followed by the CBSE

textbooks at the secondary level has been adopted in this course, thus facilitating a smooth

transition for both the learners and the teachers after class 8. Hence, when the course

components of this series are effectively adopted in classrooms, there is no doubt that they

will provide a rich interactive environment that is a prerequisite for language learning.


85

Compound wordsFrom the following jumbled words find combinations for describing people.

Example: good-lookinglooking round mixed over well dressed legged

haired stocky good long race weight tanned

middle complexion faced red aged build

TensesSimple present and present continuousRead the sentence given below.I usually go to the library but today I am going for a movie.

If we want to express something that happens in general, we say it is in the simple

present tense. If we want to express something happening right now, we use the present

continuous tense.A. Fill in the blanks with simple present or present continuous forms of verbs. One has

been done for you. 1. I usually eat burgers. But today I am ___________eating a pizza. (eat)

2. You ___________ to school by bus. But today you ___________

by metro. (go) 3. Arjun ___________ badminton. But today he ___________ tennis. (play)

4. I ___________ movies daily. But today I ___________ a cricket

match. (watch) 5. Neena ___________ to ghazals. But now she ___________ to bhajans. (listen)

Spell well

Grammar

56

3. What did the kings of both the herds agree to do?

4. What request did the mother deer make to King Branch Deer?

5. How did King Banyan Deer solve the problem of the mother deer?

6. What change did Banyan Deer’s action bring about in the king?

Which of the two deer kings, Banyan Deer or Branch Deer, was more compassionate and

kind? Give a reason for your answer.

Discuss

Work with words

Homophones

Look at the pictures and read the words given below them.

hair

hare

Each of the above two words has the same pronounciation but different meanings.

Such words are called homophones.

Homophones are two or more words that are pronounced the same but differ in

meaning and spelling.

Example: write right

Usage: I write slowly but neatly.

My house is to the right, whereas his is on the left.

39

In this world of amazing creatures, plants can be carnivorous too! These plants use

the sneakiest of tricks to trap insects for their food. Identify and put a tick (3) against

carnivorous plants.

Amazing Plants 3

Plants give us food to eat. What do plants eat? Most plants make their own food. Do you

know some plants eat insects and small animals too? Read on to find out more about

these plants.

We eat food because it gives us energy. Good food helps us to grow strong and healthy.

Plants give us many things to eat. We get grains from plants. Plants also give us fruits

and vegetables.

Here we go!

27

‘I shall give it to all the hungry people,’ said Bholi, ‘and I shall leave a sack of rice for

you, too, if you promise from now on to take only as much rice as you need.’

‘I promise,’ said the Raja. And for the rest of his days, the Raja was truly wise and fair, as

a Raja should be.

Words to knowdecreed orderedofficiallydrought a long period of little or no rain

famine a situation in which many people do not have enough food to eat

miserably in a manner that is bad and pitiful

implored asked or begged for something

ensure to make sure or certainindulge to allow oneself to enjoy a particular pleasure

trickled fellslowlyinsmallnumbers,butinaconstantflow

modest not very large in size or amount

brahma bulls a breed of Indian bulls that are strong and sturdy

contents things that are contained in something

A. Tick ( 3) the correct answer. 1. When the Raja took away the extra rice

from the farmers, he said (a) itwastheirdutytofilltheRaja’s

storehouses. (b) he would keep it safe for them to eat in

bad times.

About the passage

SA

VE THE WORLD BE ECO-FRIENDLY

142

In order to reduce pollution, we need to adopt the 3R’s approach by reducing waste generation, reusing and recycling what we can. Your school has decided to collect waste paper and recycle it in school. A small unit for paper-recycling has been set up for the purpose. As the Junior Prefect of your school,

put up a notice on the school notice board telling students about the decision

and requesting them to bring waste paper/newspapers, etc., to school and put

them in the appropriate bins.Draw an arrow to place the right kind of waste in the right bin.

(a) Bin A for waste that can be used as compost. (These are wastes like vegetable

peels, waste food, etc, that decompose.)(b) Bin B for products that can be recycled.(c) Bin C for waste that cannot be recycled.(d) Bin D for waste that can be sold as old items.

ReduceReuseRecycle

E 2P R O J C T

87

Look at the pictures given below. Now write a story based on these pictures.

3. Theywere________(sleep)whenI________(call)them.

4. WhenReenawas________(talk)onthephone,them

an________(snatch)

her gold chain.

5. Whentheteacherwas________(teach)theb

oy________(sleep)peacefully.

Youpromisedyourmotherthatyouwouldgethom

eby8p.m.butyougotcarriedaway

talkingtoyourfriendandg

otlate.Nowitisaround10p.m.

1. Howwouldyouexplainyoursitu

ationtoyourmother?

2. Howcouldyouhaveprevented

suchasituation?

Write

Values and life skills

75

How would you feel if you saw a dragon?

A. ListentoastoryaboutaboycalledHiccupwhowentouttofightadragon.Onthebasisofyourlistening,fillintheblankswith1or2wordsonly.

1. Hiccupwasnotallowedtofightdragonsbecausehewas_______________and_______________.

2. Hiccup went to fight the dragon taking the _______________ that he had invented.

3. Henamedhisdragon_______________.

4. Hiccuplearnedthatpeoplehad_______________aboutdragons.

B. Dragonscanbekindandfriendly,ormeanandwicked.Imaginethatyouhavecomeface-to-face with a dragon. What will you do? Enact the scene in groups. Decide on which dragon you meet—a good or a mean one.

_________________________

_________________________

_________________________

_________________________

_________________________

Listen and speak

Each unit begins with a warm-up exercise – Here we go! followed

by a prose text.

Spell well includes spelling, pronunciation,

dictionary skills and punctuation.

Grammar includes explanations and

examples of grammatical concepts followed by

exercises.

Write gives formal, creative, descriptive writing tasks to develop the written skills of

the learners.

Values and life skills includes value-based questions

which promote creative and critical thinking, social and

emotional awareness.

Coursebook Design

Interdisciplinary Projects develop the learner's reference skills. As students explore a topic from all

its perspectives, they learn how to process information better.

Words to know is a list of difficult words

to help learners understand the text.

Listen and speak comprises a variety of activities to hone the oral-aural skills of the learners.

Work with words provides varied activities to help build vocabulary.

Discuss includes pair-work, group discussions,

role-play, critical appreciation, etc.

About the passage/poem includes factual, inferential and extrapolative comprehension

questions.


Contents Poem Daddy Fell into the Pond 9

1. Story The Three Surprises 12

2. Story A Grain of Rice 23

Poem The Ant and the Cricket 35

3. Story Amazing Plants 39

4. Graphic Story Banyan Deer 49

Poem Binker 62

5. Story Ah Ming: The Dragon Who Grew 66

Project 1 Design a poster/powerpoint presentation about Carnivorous Plants 76

6. Drama A Broken Promise 77

Poem My Frog Recycles All His Trash 89

7. Story Mother Teresa 93

8. Drama The Flower Girl Becomes a Princess 102

Poem Pizza Surprise 117

9. Graphic Story Rip Van Winkle 121

10. Story Robots 133

Project 2 Reduce Reuse Recycle 142

Listening Text 143


Uni

t and

Gen

re

Com

preh

ensi

onV

ocab

ular

ySt

udy

Skill

sG

ram

mar

Wri

ting

List

enin

g &

Spe

akin

g

D

addy

Fell

into

the

Pond

(P

oem

)

Imag

ery

and

onom

atop

oeia

1.

TheTh

reeSu

rpris

es

(Sto

ry)

Fact

ual,

evalua

tive,

infere

ntial

Wor

ds

show

ing

feelin

gsand

stat

eof

min

d

Dictio

nary

skill

sSe

nten

ce-

subj

ecta

nd

pred

icat

eD

iary

ent

ryLi

sten

ingan

dan

swer

ing

ques

tions

;Ask

ingan

dan

swer

ing

ques

tions

2.

AG

rain

ofR

ice

(Sto

ry)

Fact

ual,

evalua

tive,

infere

ntial

App

ropr

iate

wor

ds/S

ilent

letter

sSi

lent

letter

s

Nou

n

type

s-com

mon

,pr

oper,

colle

ctive,

abstra

ct,

conc

rete

Pict

ure

com

posit

ion

Listen

ingfo

rdet

ails;

Spe

akin

gon

a g

iven

topi

c

Th

e Ant

and

the

Cric

ket

(Poe

m)

Rhy

mesc

hem

e

3.

Am

azin

gPl

ants

(Sto

ry)

Fact

ual,

evalua

tive,

infere

ntial

Ant

onym

sSp

ellin

gsand

pr

onun

ciat

ions

Pro

noun

sty

pes-pe

rson

al,

poss

essiv

e,de

mon

stra

tive

Mak

inga

poster

Listen

ingfo

rspe

cific

in

form

atio

n

4.

Bany

an D

eer

(Gra

phicS

tory

)

Fact

ual,

evalua

tive,

infere

ntial

Hom

opho

nes

(dee

r-de

ar,

woul

d-wo

od,

etc)

Dictio

nary

skill

sA

djec

tive

ty

pes,

degr

ees

ofcom

paris

on

Than

k-yo

uno

teLi

sten

ingto

ast

oryan

dan

swer

ingqu

estio

ns

Bi

nker

(P

oem

)Refra

in

Det

aile

d C

onte

nts


5.

Ah

Min

g: Th

e D

rago

n W

ho G

rew

(S

tory

)

Fact

ual,

eval

uativ

e, in

fere

ntia

l

Hom

ogra

phs

(ban

k-ba

nk,

fine-

fine ,

etc.)

Pron

unci

atio

ns-

-ir a

nd -u

r so

unds

Use

of

a, a

n, th

eW

ritin

g a

lett

erLi

sten

ing

and

fillin

g in

the

blan

ks

6.

A B

roke

n Pr

omis

e (D

ram

a)

Fact

ual,

eval

uativ

e, in

fere

ntia

l

Com

poun

d w

ords

Com

poun

d w

ords

with

ad

ject

ives

Tens

es: s

impl

e pr

esen

t, pr

esen

t co

ntin

uous

, pr

esen

t per

fect

Pict

ure

com

posit

ion

List

enin

g to

the

stor

y an

d co

mpl

etin

g th

e st

atem

ents

M

y Fro

g Rec

ycles

All

His

Tra

sh

(Poe

m)

Acr

ostic

poe

ms

Para

grap

h w

ritin

g (d

escr

ibin

g a

pers

on)

7.

Mot

her T

eres

a (S

tory

)

Fact

ual,

eval

uativ

e, in

fere

ntia

l

App

ropr

iate

w

ords

Spel

ling

rule

s-do

ublin

g of

co

nson

ants

Subj

ect-

verb

ag

reem

ent:

(bas

ic ru

les)

is,

am, a

re, h

as, h

ave

Writ

ing

a bi

ogra

phy

from

ta

bula

ted

info

rmat

ion

List

enin

g fo

r spe

cific

in

form

atio

n an

d tic

k th

e co

rrec

t se

nten

ce; S

peak

ing

abou

t you

r he

ro

8.

The

Flow

er G

irl

Bec

omes

a P

rince

ss

(Dra

ma)

Fact

ual,

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uativ

e, in

fere

ntia

l

Idio

ms a

nd

prov

erbs

Spel

ling

rule

s

Adv

erbs

ty

pes:

time,

man

ner,

plac

e, fr

eque

ncy,

degr

ee

Writ

ing

a no

tice

List

enin

g to

a c

onve

rsat

ion

and

com

plet

ing

a st

atem

ent;

Prac

tisin

g bo

th p

ositi

ve a

nd

nega

tive

resp

onse

s

Pi

zza

Surp

rise

(Poe

m)

Rhy

min

g co

uple

ts

9.

Rip

Van

Win

kle

(Gra

phic

Sto

ry)

Fact

ual,

eval

uativ

e, in

fere

ntia

l

Prefi

xes

Pron

unci

atio

ns-

sure

-ture

so

unds

Prep

ositi

ons

Writ

ing

an

info

rmal

le

tter

List

enin

g fo

r det

ails;

Des

crib

ing

pict

ures

10.

Rob

ots (

Stor

y)Fa

ctua

l, ev

alua

tive,

infe

rent

ial

Shor

t for

ms

with

not

Spel

ling

rule

s -e

i and

-ie w

ords

Con

junc

tions

Writ

ing

an

artic

le

List

enin

g fo

r spe

cific

in

form

atio

n an

d co

mpl

etin

g se

nten

ces

9


Daddy Fell into the Pond

This poem describes a funny incident. Read it and you will learn about humour in writing.

Everyone grumbled. The sky was grey.

We had nothing to do and nothing to say.

We were nearing the end of a dismal day,

And there seemed to be nothing beyond,

THEN

Daddy fell into the pond!

And everyone’s face grew merry and bright,

And Timothy danced for sheer delight.

‘Give me the camera, quick, oh quick!

He’s crawling out of the duckweed.’

Click!

Then the gardener suddenly slapped his knee,

And doubled up, shaking silently,

And the ducks all quacked as if they were daft

And it sounded as if the old drake laughed.

O, there wasn’t a thing that didn’t respond

WHEN

Daddy fell into the pond!

Alfred Noyes

10


Alfred Noyes (1880–1958) was an English poet, short story writer and playwright, best known for his ballads. He was a college dropout. At the age of twenty-one he published his first collection of poems, The Loom Years (1902), which received a lot of praise.To know more about Alfred Noyes and his poems, log on tohttp://www.poetryfoundation.org/poems-and-poets/poets/detail/alfred-noyes

Words to knowdismal miserablebeyond further onduckweed smallest flowering plant that grows in still or slow-moving fresh waterdaft foolish

A. Tick ( 3) the correct answer.

1. What was the weather like that day?

(a) It was bright and sunny. (b) It was cloudy and dull.

(c) It was raining heavily.

2. What was the mood of the family members before Daddy fell into the pond?

(a) Everyone was bored.

(b) Everyone was worried about Daddy.

(c) Everyone was having fun swimming in the pond.

3. Who took Daddy’s photograph?

(a) The gardener (b) Mummy (c) Timothy

4. The gardener ‘doubled up’. Why did he do that?

(a) In pain (b) In amusement (c) In anger

About the poem

11


B. Answer the following questions.

1. How would you describe the day before Daddy fell into the pond?

2. Why was the gardener shaking so much?

3. What did the ducks and the drake do?

4. Did you like the poem? Share your views in class.

C. Imagery and onomatopoeia

Sometimes poets describe a scene in a poem. This is called imagery, or creating a word picture.

Example: The family is sitting indoors getting bored on a cloudy day. They are all gloomy as they cannot go out.

1. List the other word pictures that you find in the poem.

2. What makes a ‘click’ sound? Can you recognize more sounds like—boom, splash, whoosh, wow, pop? Can you name the things that make these sounds?

NoteThe creation of words that mimic natural sounds, such as meow, honk, or boom, is called onomatopoeia.

Quack! Quack! Quack! Quack!


12


Look at the picture of a meadow given below.

Now read the following situation in the story.

Once there was a little boy who didn’t want to play with his toys or look at his books any more. His mother, who could always think of lovely things for the little boy to do, said, ‘Go out into the sunshine and see if you can bring me back three surprises.’

The boy went into the meadow to look for them.

From the title of the story ‘The Three Surprises’, the picture of a meadow above and the situation you just read, try to predict what three surprises the child gets for his mother.

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

The Three Surprises1Here we go!

13

The English Connection CB-4 The English Connection CB-4The English Connection CB-4 The English Connection CB-4

Happiness can be attained through simple things. Read the story to find out what a little boy gets for his mother as surprises and the happiness these surprises bring them.

Once upon a time, there was a little boy. He had lots of toys to play with and books to look at. But when the spring sun shone through his window and the sky was as blue as a kingfisher’s wing, he grew tired of all his things. His mother came into the room and he said to her, ‘Mother, what shall I do? I don’t want to play with my toys or look at my books any more today.’ And his mother, who could always think of lovely things for little boys to do, said, ‘Go out into the sunshine and follow the path of the blowing wind across the meadow to the woods and see if you can bring me back three surprises.’

So the little boy took his basket and went out into the spring sunshine. He followed the blowing wind across the meadow and it whispered and sang in his ears.

‘O Wind!’ said the little boy, ‘I wish I knew what you were saying; perhaps you could tell me where I could find a surprise to put in my basket and take home to my mother.’

The wind blew and blew as if it wanted to be understood. Then it went winging its way ahead, and as it passed by it dropped a surprise at the little boy’s feet. There, curled like a tiny half-moon was a feather – a black, red-tipped feather. When he picked it up it lay in his hand, soft as silk, light as air, warm as spring sunshine. He put it carefully into his basket and called out to the speeding wind, ‘Thank you, wind, for my first surprise.’

Then he went on into the little woods. Last year’s leaves, russet and brown, lay about his feet on the path but the trees were green-tipped and the birds were singing.

14


‘O birds,’ said the little boy, ‘I wish I knew what you were saying; perhaps you could tell me where I could find a surprise to put in my basket and take home to my mother.’ The birds sang sweetly and clearly as if they wanted to be understood and a fat thrush flew hurriedly out of a hawthorn bush.

Then, all at once, the little boy saw lying there on the mossy ground under the hawthorn tree, a surprise – two pale blue halves of a thrush’s broken egg. A baby bird had shed them, for he no longer needed their protection. They lay like two tiny, empty cups waiting to be filled. Breathlessly, in case they should break, the little boy picked them up and put them in his basket beside the feather. Then he called out to the busy, singing birds, ‘Thank you, thank you, birds, for my second surprise.’

Then he went on through the woods to where the trees ended and the whole world seemed to lie at his feet. White clouds like wandering sheep were filling the distant sky and drifting across the sun. ‘O clouds and sun,’ said the little boy, ‘I wish I knew what you were saying; perhaps you would tell me where I could find a surprise to put in my basket and take home to my mother.’ The clouds moved slowly past as if they wanted to write a message in the sky and the little boy sat down on the soft, sandy ground, under the last, tall pine tree. All at once, a little shaft of sunlight slid between the dark branches of the pine tree turning the sand to gold. The little boy buried his hands in the warm amber

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