A1. Simple Factual Activities: State whether the following statements are Right or Wrong: (1) We should have vision for today not tomorrow. (2) If we close our eyes and feel the child inside us, we can listen to that child. (3) Mahatına Gandhi, Nelson Mandela and Martin Luther King are calling on us. (4) Satyarthi's vision of tomorrow is to see that cobbler's boy sitting with him in his classroom. As a child, I had a vision of tomorrow. A vision of that cobbler boy sitting with me in my classroom. Now, that tomorrow has become TODAY. I am TODAY, and you are TODAY. TODAY it is time for every child to have a right to life, right to freedom, right to health, right to education, right to safety, right to dignity, right to equality, and right to peace. TODAY, beyond the darkness, I see the smiling faces of our children in the blinking stars. TODAY, in every wave of every ocean, I see my children are playing and dancing. TODAY, in every plant, in every tree, and mountain, I see our children growing freely with dignity. Friends, I want you to see and feel this TODAY inside you. My dear sisters and brothers, as I said many interesting things are happening today. May I please request you to put your hand close to your heart - close your eyes and feel the child inside you? I am sure you can - Now, listen to that child.Listen please. Today, I see thousands of Mahatma Gandhis, Nelson Mandelas and Martin Luther Kings calling on us. Let us democratise knowledge. Let us universalise justice. Together, let us globalise compassion! I call upon you in this room, and all across the world. I call for a march from exploitation to education, I call for a march from poverty to shared prosperity, a march from slavery to liberty, and a march from violence to peace. Let us march from ignorance to awakening. Let us march from darkness to light. Let us march from mortality to divinity. Let us march! A2. Complex Factual Activities: Complete the following web-chart : A3. Activities based on Vocabulary: Write the infinitive forms of the following and use any two of them in your own sentences: (1) dancing (2) playing (3) growing (4) happening A4. Activities based on Contextual Grammar: Make nouns of the following: (1) universal (2) global (3) knowledge (4) exploitation A5. Personal Response: (1) What do you mean by 'Every child has a right to life'?

A1. Simple Factual Activities: (1) Right (2) Right (3) Right (4) Right A2. Complex Factual Activities: A3. Activities based on Vocabulary: (1) dancing - to dance (2) playing - to play (3) growing - to grow (4) happening - to happen Sentences: (1) Anish wanted to dance in the procession but his father did not allow him. (2) It is our duty to grow more and more trees to save the planet Earth. A4. Activities based on Contextual Grammar: (1) universal - universalize (2) global - globalize (3) knowledge - know (4) exploitation - exploit A5. Personal Response: (1) The right to life is a moral principle based on the belief that a human being has the right to live. Every child has some inherent right to life which is protected by laws. No one shall be arbitrarily deprived of his life. So it is our duty to protect every child and help him/her to live a happy and healthy life.

A1. Simple Factual Activities: State whether the following statem…

A1. Simple Factual Activity:
Complete the following sentences:
(1) The inventory of the State Party is called _______________.
(2) Tentative List is included on the _______________ File.

BECOMING A WORLD HERITAGE SITE
There are five steps in becoming a World Heritage Site, the first of which is for a country or State Party to take an inventory of its significant cultural and natural sites. This is called the Tentative List and it is important because nominations to the World Heritage List will not be considered unless the nominated site was first included on the Tentative List. Next, countries are then able to select sites from their Tentative Lists to be included on a Nomination File. The third step is a review of the Nomination File by two Advisory Bodies consisting of the International Council on Monuments and Sites and the World Conservation Union, who then make recommendations to the World Heritage Committee. The World Heritage Committee meets once a year to review these recommendations and decide which sites will be added to the World Heritage List. The final step in becoming a World Heritage Site is determining whether or not a nominated site meets at least one of ten selection criteria. If the site meets these criteria, it can then be inscribed on the World Heritage List. Once a site goes through this process and is chosen, it remains the property of the country on whose territory it sits, but it also becomes considered within the international community.

A2. Complex Factual Activity:
Complete the following flow-chart by choosing from the options given below to show how any site of any country can become a World Heritage Site:
(1) Inclusion of the name of a site from the tentative list to the nomination file.
(2) Name of the site is inscribed on the World Heritage list after meeting the criteria.
(3) Inclusion of the name of site for the nomination in a tentative list after an inventory in the country or the state.
(4) Decision of the World Heritage Committee after the review of the nominated file.
(5) A review of the file included by the advisory bodies.
A3. Activities based on Vocabulary:
Match the words in Column 'A' with their meanings in Column 'B':

Column 'A'	Column 'B'
(1) inventory	(a) fixed basis to judge
(2) territory	(b) suggestions
(3) criteria	(c) region
(4) recommendations	(d) a written list of material

A4. Activities based on Contextual Grammar:
Add a tailtag :
(1) There are five steps in becoming a World. Heritage Site, _______________?
(2) It remains the property of the country, ______________
A5. Personal Response:
(1) Why, do you think, should we preserve the World Heritage Sites?

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A1. Simple Factual Activities:
Name the following:
(1) The warrior mentioned in the passage -
(2) Native place of Mary Kom -
(3) Mary Kom's parents -
(4) The sportsperson who won gold medal in Asian games-

There had to be one successful story if Indians were to survive in sports and we have that story now. Enough has been said about this great warrior who conquered the world. This warrior is none other than Mary Mangte Kom-the Komqueror and the Komrade. She is famed as a five times World Boxing Champion and the only boxer to win a medal in every one of the six world championships. In the 2012 Olympics, she became the first Indian woman boxer to qualify and win a bronze medal in the 51
kg flyweight category of Boxing.
Kom was born in Kangthei village, Moirang Lamkhai in Churachandpur district of rural Manipur in eastern India. She came from a poor family. Her parents, Mangte Tonpa Kom and Mangte Akham Kom were tenant farmers who worked in jhum fields.
Kom grew up in humble surroundings, helping her parents with farm related chores, going to school and learning athletics initially and later boxing simultaneously. Her father was a keen wrestler in his younger age.
She had an eager interest in athletics since childhood and the success of Dingko Singh a fellow Manipuri returned from the 1998 Bangkok Asian games with a gold medal, Kom recollects, had inspired many youngsters in Manipur to try boxing
and she too thought of giving it a try.
Mary Kom’s career started in 2000 after her victory in the Manipur State women’s boxing championship and the regional championship in West Bengal. In 2001, she started competing at international level. She was only 18 years old when she made her international debut at the first AIBA Women’s World Boxing Championship in United States, winning a silver medal in the 48 kg weight category. Her greatness is reinforced by the way she apoligized to the whole nation for not being able to win the Gold. She is a legend for sure and an idol for all the sportswomen to look up to.

A2. Complex Factual Activities:
(1) Mary Kom's exceptional achievement is that _______________.
(2) Mary Kom's parents made their living by _______________.
A3. Activities based on Vocabulary:
Fill in the blanks by selecting words or phrases from the passage :
(1) My younger sister has so much _______________ in dancing and singing.
(2) Tanaji Malusare was a great _______________ in history.
A4. Activities based on Contextual Grammar:
Do as directed:
(1) Mary Kom was a warrior. She was a boxer. (Use 'as well as')
(2) Her father was a keen wrestler in his younger age. (Pick out and rewrite two adjectives from the given sentence.)
A5. Personal Response:
(1) Describe your favourite sportswoman.

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A1. Simple Factual Activities:
Complete the following sentences:
(1) Bholi's parents. were eager to accept Bishamber's proposal for marriage because they felt that _______________.
(2) _______________ were envious of her luck.

Thus the years passed.
The village became a small town. The little primary school became high school. There were now a cinema under a tin shed and a cotton ginning mill. The mail train began to stop at their railway station.
One night, after dinner, Ramlal said to his wife, “Then, shall I accept Bishamber’s proposal?”
“Yes, certainly” his wife said. “Bholi will be lucky to get such a well to do bridegroom. A big shop, a house of his own and I hear several thousands in the bank. Moreover, he is not asking for any dowry”.
“That’s right, but he is not so young, you know -almost the same age as I am- and he also limps. Moreover, the children from his first wife are quite grown up”.
“So what does it matter ?” his wife replied. “Forty five or fifty-it is no great age for a man. We are lucky that he is from another village and does not know about her pockmarks and her lack of sense. If we don’t accept this proposal, she may remain
unmarried all her life.”
“Yes, but I wonder what Bholi will say”.
“What will that witless one say ? She is like a dumb cow.”
“May be you are right”, muttered Ramlal. In the other corner of the courtyard, Bholi lay awake on her cot, and listened to her parents’ whispered conversation.
Bishamber Nath was a well - to - do grocer. He came with a big party of friends and relations with him for the wedding. A brass band playing a popular tune from an Indian film headed the procession, with the bridegroom riding a decorated horse. Ramlal was
overjoyed to see such pomp and splendour. He had never dreamt that his fourth daughter would have such a grand wedding. Bholi’s elder sisters who had come for the occasion were envious of her luck.
When the auspicious moment came the priest said, “Bring the bride”. Bholi, clad in a red silken bridal dress, was led to bride’s place near the sacred fire.
“Garland the bride,” one of his friends prompted Bishamber Nath.

A2. Complex Factual Activities:
(1) What were the drawbacks of Bishamber as a bridegroom?
A3. Activities based on Vocabulary:
Find out synonyms from the passage for the following words:
(1) fortunate
(2) surely
(3) senseless
(4) jealous
A4. Activities based on Contextual Grammar:
Change the following sentences in indirect speech:
(1) "What will that witless one say? She is like a dumb cow". "May be you are right," muttered Ramlal.
(2) "Yes, certainly," his wife said, "Bholi will be lucky to get such a well-to-do bridegroom."
A5. Personal Response:
(1) What is your opinion about Bholi's bridegroom? Should she get married to him?

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A1. Simple Factual Activities:
Write whether the following statements are True or False:
(1) At birth the child was very fair and pretty.
(2) Only the eyes of the child were saved.
(3) Ramlal's three elder daughters were bad looking, unhealthy girls.
(4) But Ramlal was worried about Bholi.

Her name was Sulekha but since her childhood everyone had been calling her Bholi the simpleton.
She was the fourth daughter of Numberdar Ramlal. When she was ten months old, she had fallen off the cot on her head and perhaps it had damaged some part of her brain. That was why she remained a backward child and came to be known
as Bholi, the simpleton.
At birth the child was very fair and pretty. But when she was two years old, she had an attack of small pox. Only the eyes were saved. But the entire body was permanently disfigured by deep black pockmarks. Little Sulekha could not speak till she was five and when at last she learnt to speak, she stammered. The other children often made fun of
her and mimicked her. As a result, she talked very little.
Ramlal had seven children, three sons and four daughters and the youngest of them was Bholi. It was a prosperous farmer’s household and there was plenty to eat and drink. All the children except Bholi were healthy and strong. The sons had been sent to
the city to study in schools and later in colleges. Of the daughters Radha, the eldest had already been married. The second daughter Mangla’s marriage had also been settled Ramlal would think of third Champa. They were good looking, healthy girls. And
it was not difficult to find bridegrooms for them.
But Ramlal was worried about Bholi. She had neither good looks nor intelligence.
Bholi was seven years old when Mangla was married. The same year a primary school for girls was opened in their village. The Tehsildar sahib came to perform its opening ceremony. He said to Ramlal, ‘‘As a revenue official you are the representative of the government in the village and so you must set an example to the villagers. You
must send your daughter to school.’’
That night when Ramlal consulted his wife. She cried, ‘‘Are you crazy? If girls go to school, who will marry them?’’
But Ramlal had not the courage to disobey the Tehsildar. At last his wife said, ‘‘I will tell you what to do. Send Bholi to school. As it is there is little chance of her getting married, with her ugly face and lack of sense. Let the teachers at school worry about her.’’

A2. Complex Factual Activities:
(1) Describe the appearance of Bholi.
A3. Activities based on Vocabulary:
Find out from the passage opposites for the following words:
(1) first
(2) unsaved
(3) temporarily
(4) figured
A4. Activities based on Contextual Grammar:
Name the Tenses:
(1) I will tell you what to do.
(2) Ramlal consulted his wife.
A5. Personal Response:
(1) What do you think about your school?

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A1. Simple Factual Activity:
State whether the following statements are True or False:
(1) The young seagull was not confident about the ability of his wings.
(2) The young seagull's parents guided and improved his siblings in the art of flying.
(3) The wings of the young seagull were not as short as his own.
(4) The whole family of seagulls commended him for his cowardice.

The young seagull was alone on his ledge. His two brothers and his sister had already flown away the day before. He had been afraid to fly with them. Somehow when he had taken a little run forward to the brink of the ledge and attempted to flap his
wings he became afraid. The great expanse of sea stretched down beneath, and it was such a long way down - miles down. He felt certain that his wings would never support him; so he bent his head and ran away back to the little hole under the ledge where he slept at night. Even when each of his brothers and his little sister, whose wings were far
shorter than his own, ran to the brink, flapped their wings, and flew away, he failed to muster up courage to take that plunge which appeared to him so desperate. His father and mother had come around calling to him shrilly, upbraiding him, threatening to let him starve on his ledge unless he flew away. But for the life of him he could not move.
That was twenty-four hours ago. Since then nobody had come near him. The day before, all day long, he had watched his parents flying about with his brothers and sister, perfecting them in the art of flight, teaching them how to skim the waves and how to dive for fish. He had, in fact, seen his older brother catch his first herring and devour it, standing on a rock, while his parents circled around raising a proud cackle. And all the morning the whole family had walked about on the big plateau midway down the opposite cliff taunting him for his cowardice.

A2. Complex Factual Activity:
Complete the web describing the young seagull's feelings while trying to fly:

A3. Activities based on Vocabulary:
Guess the meanings of :
(1) muster up courage
(2) eliff
(3) upbraiding
(4) brink
A4. Activities based on Contextual Grammar:
(1) He became afraid.
(2) Since then nobody had come near him.
A5. Personal Response:
(1) Are you afraid of playing any outdoor game? Explain why?

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A1. Simple Factual Activities:
Who said to whom?

Sentence	Who said	To whom
(1) "Let's chat."
(2) "We won't get a taxi in this rain."

‘Then stay with me tonight,’ she said. ‘Let’s chat. Do you know that, old friends and memories are precious and rare ?’
I couldn’t believe it. Was this really Meena ? I pinched myself hard to be sure it wasn’t a dream. But Meena was really standing there, right in front of me, squeezing my hand, smiling, and yes, she did look happy. In the three years she had been in Bangalore, I had never once seen her smiling like that. A few strands of grey in her hair reminded me that years had passed. There were a few wrinkles in her face, but the truth was that she looked more attractive than ever before.
Finally, I managed to say, ‘No Meena, I can’t stay with you tonight. I have to attend a dinner. Give me your card and I’ll keep in touch with you, I promise.’
For a moment, Meena looked disappointed, ‘Let’s go and have tea at least’, she insisted.
‘But Meena, it’s pouring.’
‘So what ? We’ll buy an umbrella and then go to the Grand Hotel,’ she said.
‘We won’t get a taxi in this rain’, I grumbled.
‘So what ? We’ll walk’.
I was very surprised. This wasn’t the same Meena I had known. Today, she seemed ready to make any number of adjustments.
We reached the Grand Hotel drenched. By then the only thought in my mind was to find out who or what had brought about such a change in the pessimistic Meena I had known. I was quite curious.
‘Tell me Meena, is there a Prince Charming who has managed to change you so ?’
Meena was surprised by my question. ‘No, there isn’t anyone like that’, she said.
‘Then what’s the secret of your energy?’ I asked, like Tendulkar does in the advertisement.
She smiled, ‘A beggar changed my life.’ I was absolutely dumbfounded and she could see it.

A2. Complex Factual Activities:
Complete the following sentences:
(1) Old friends and memories are precious and rare.
(2) A few strands of grey in her hair had reminded the writer that years had passed.
A3. Activities based on Vocabulary:
Find out synonyms for the following from the passage:
(1) inquisitive - _____________
(2) displeased - _____________
(3) attractive - _____________
(4) valued - _____________.
A4. Activities based on Contextual Grammar:
Complete the following table:

Present Tense	Past Tense	Past Participle
(1) see	_______	_______
(2) pour	_______	_______
(3) _______	brought	_______
(4) _______	_______	known

A5. Personal Response:
(1) What, according to you, is the difference between an optimistic person and a pessimistic person?

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A1. Simple Factual Activities:
State whether you Agree or Disagree with the following statements:
Statements
(1) The narrator made a mistake by saving the baby langur.
(2) Animals cannot convey emotions.

For a few seconds, the mother langur looked straight into my eyes. Even today, I cannot forget that look in her eyes, showering silent gratitude on me for saving her child. I was overwhelmed by the emotion, the sentiment and the way she said thanks to me. There sat a universal mother holding a stricken child in her lap.
Then, in a flash, she jumped with her baby clinging to her belly and reached our kitchen roof. She surveyed the area for the vicious male langur and then leapt away in the direction opposite to the place of the violent encounter.
The brief meeting with the mother and the baby langur convinced me that interspecies communication and mutual trust is indeed a reality and should anyone strike the right chord, the relationship hums into action. The mother langur showed me that food was not the only means of communication between man and animal but that there were other means of establishing a bond through trust, compassion and mutual understanding.
Fifty-five years have passed since that day. I am now seventy years old. But I still fondly remember that ‘encounter of a special kind’.

A2. Complex Factual Activities:
Complete the web:

A3. Activities based on Vocabulary:
Match the words in column 'A' with their meanings in column 'B':

Column 'A'	Column 'B'
(1) to be overwhelmed by	(a) to do something that makes people feel to have sympathy with.
(2) in a flash	(b) very quickly
(3) strike the right chord	(c) belief felt equally by both people involved.
(4) mutual trust	(d) to be affected emotionally in a powerful way.

A4. Activities based on Contextual Grammar:
Rewrite the sentences as per the tenses mentioned in the brackets:
(1) The mother langur looked straight into my eyes. (Simple Present Tense.)
(2) She surveyed the area for the vicious male langur. (Simple Future Tense.)
A5. Personal Response:
(1) What did the mother langur seem to convey to the narrator?

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A1. Simple Factual Activities:
Name the following:
(1) Two discoverers of New lands.
(2) Two conquerers of the peak of Mt. Everest.

The history of men’s progress from the darkness of ignorance to the glorious light of knowledge and enlightenment is full of chapters that tell of extraordinary men and women. These men and women worked with great courage, commitment, dedication and singleness of purpose in their effort to attain what seemed to be unattainable. These men and women were driven in their effort to uncover the truth and mystery of the universe with an indomitable spirit which characterises the human spirit. And this is the spirit that drove Columbus and Vasco de Gama to sail to the unknown seas, Robert Peary to race to the Pole, Sir Ronald Ross to fight against malaria, Hillary and Tenzing to reach the top of Everest, and Armstrong and his team to go to the moon.
One great woman who dedicated her life to the cause of science and to the welfare of humanity is Madame Curie, the discoverer of radium. The mere statement that Madame Curie discovered the radium will never tell the true story of the extraordinary courage, determination and singleness of purpose that this noble woman showed in the face of extreme poverty, pain and suffering that comes along with such condition.
Born Maria Sklodowska in Warsaw, Poland on November, 7 1867, Marie Curie’s childhood dream was to study science in Paris, but her father could not afford the expense for this. So Maria took a job as a governess and saved a little money. With that little money she finally went to Sorbonne, the University of Paris, to study science. Her father could send her only a small amount and her life in the university was a disheartening experience in poverty and hunger. She lived only on bread, butter and tea, and she often fainted for lack of food. In spite of all this she pursued her studies indomitably and she topped her class with Honours in Physics and Mathematics.
It was at the university that she met a Frenchman, Pierre Curie, a brilliant but poor scientist. Then they together began to work in a shabby laboratory. Soon, their friendship turned into love and in less than a year, in July, 1895, they were married. The couple then took a flat in Paris with scarcely any furniture in it except their books, a lamp, a white wooden table and two chairs.
After the birth of a daughter, Irene, the next year, Marie and Pierre set up a laboratory in a wooden shed near their flat, It had a leaky skylight and an earthen floor. Here Marie, after her daily household work, settled down to study.

A2. Complex Factual Activities:
(1) What information do you get about Marie's early life?
A3. Activities based on Vocabulary:
Find out the words from the passage which mean:
(1) unbeatable
(2) discouraging
(3) hardly
(4) illiteracy
A4. Activities based on Contextual Grammar:
(1) Her father could not afford the expenses of her education in Paris. (Make it affirmative.)
(2) Marie took a job as a governess and saved a little money. (Rewrite using 'by' + ing.)
A5. Personal Response:
(1) Describe your favourite scientist.

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A1. Simple Factual Activity:
Complete the following sentences with the information given in the passage:
(1) The man with crooked leg was _______________.
(2) Someone said that the Seth had hanged himself _______________.

Old Ganpat the beggar, had a crooked leg. He had been squatting on the pavement for years, calling for alms. In the evening someone would come with a barrow and take him away. He had never been known to walk. But now, on learning that the bank was about to collapse, Ganpat astonished everyone, leaping to his feet and actually running at top speed in the direction of the bank. It soon became known that he had a thousand rupees in savings!
Men stood in groups at street corners discussing the situation. Pipalnagar seldom had a crisis, seldom or never had floods, earthquakes or drought; and the imminent crash of the Pipalnagar Bank set everyone talking and speculating and rushing about in a frenzy. Some boasted of their farsightedness, congratulating themselves on having already taken out their money, or on never having put any in; others speculated on the reasons for the crash, putting it all down to excesses indulged in by Seth Govind Ram. The Seth had fled the State, said one. He had fled the country, said another. He was hiding in Pipalnagar, said a third. He had hanged himself from the tamarind tree, said a fourth, and had been found that morning by the sweeper-boy.
By noon the small bank had gone through all; its ready cash, and the harassed manager was in a dilemma. Emergency funds could only be obtained from another bank some thirty miles distant, and he wasn’t sure he could persuade the crowd to wait
until then. And there was no way of contacting Seth Govind Ram on his houseboat in Kashmir.

A2. Complex Factual Activity:
Complete the following sentences that tell you about Ganpat, the beggar:
(1) Ganpat was an old beggar who had a _______________.
(2) He had been _______________ for years.
A3. Activities based on Vocabulary:
Find the describing words for the following from the passage:
(1) fund (2) leg (3) manager (4) speed
A4. Activities based on Contextual Grammar:
(1) I must know the reason. You are late.
(Join the sentence with the word 'why'.)
(2) He was hiding in Pipalnagar.
(Rewrite the sentence using Simple Present Tense.)
A5. Personal Response:
(1) Have you ever heard a rumour that harmed people? Elaborate it.

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A1. Simple Factual Activity:
State whether the following statements are True or False:
(1) The book is filled with heavy grammar and difficult technical words.
(2) The book circles round the mischief of the kids in a view of the kid.
(3) R. K. Narayan's 'Swami and Friends' is a good read for the kids and teens alike.
(4) Mischievous kids are not as sensitive as other people.

Significance of the book...
‘Swami and Friends’ by R. K. Narayan is not merely an interesting read that could be enjoyed from top to bottom, but the work attributes a lot of literary values even if it is a teen book ‘Swami and Friends’ is a good read for the kids and teens alike. Also the book is widely used in the Asian continent as a study text for the students who study literature as a subject at schools. This does not mean that the book is filled with heavy grammar and technical jargon. Actually the truth is in contrary to this.
Swami and Friends is written in such simple English it is hard to imagine that it is a work of such a literary genius like R. K. Narayan. The English used in the book is both plain and simple, without any troubling words for the kids. Also the use of simple and short sentences adds to the simplicity of the book.
It is mentioned in the description that the book is about a mischievous ten year old Indian boy, and some parents may be concerned about the influence this will have on their already mischievous children. But the book is as such, that it encompasses the
mischief of the kids in a view of the kid which is harmless and pure in his perspective. Also amidst all the mischief and naughtiness, we actually find that Swami is a loving and a tender kid who's actually very sensitive. It is also a known fact that mischievous
kids are the most sensitive and loving people of all. And R. K. Narayan does a great job conveying that to all of us.

A2. Complex Factual Activity:
Complete the web:

A3. Activities based on Vocabulary:
Find the following from the passage:
(i) Noun forms of : simple, describe, naughty
(ii) Verb forms of : meaning, attribution imagination, loving
A4. Activities based on Contextual Grammar:
Add question tags:
(1) This does not mean that the book is filled with heavy Grammar.
(2) R. K. Narayan does a great job conveying ving that th to all of us.
A5. Personal Response:
(1) What difference do you find between the children of Swami's days and today's children?

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