Question
A1. Simple Factual Activities:
Complete the following sentences using the information given in the passage:
(1) Faraday succeeded as head of the laboratory ______________________.
(2) ______________________ was Faraday's another revolutionary discovery.

      In 1829, Davy died and Faraday succeeded him as head of the laboratory. He was free to pursue whatever he liked, and he made another revolutionary discovery. He noticed that if he moved a magnet, it could produce electrical current; thus he could now convert motion into electricity. This is how the electrical generator was born, something still used today to generate all kinds of power, like dynamos and other devices.
      Faraday was now a legend. In 1840, he developed memory loss, which continued for the rest of his life. But the disease did not stop him. He persevered, starting a complicated experiment to prove that light was closely related to electricity and magnetism - a novel thought in those times.
     Remember that piece of Bavarian glass Faraday had kept on his shelf ? He was determined to convert the reminder of his first major failure to an instrument of great success. He used the same glass now to show that in the presence of a magnet, light could be isolated into a single wave rather than spreading out randomly in all directions, a concept called polarization.

A2. Complex Factual Activity:
Write the idea behind an electrical generator. 
A3. Activities based on Vocabulary:
Write from the passage all the words related to science:
A4. Activities based on Contextual Grammar:
Do as directed:
Frame wh-question to get the underlined part as answers:
(1) He used the same glass now.
(2) They found the strange object under a bench in the garden.
A5. Personal Response:
Do you agree with Faraday's following quotation? Explain with his own examples:
'In order to succeed, your desire for success should be greater than your fear of failure'.

Answer

A1. Simple Factual Activities:
(1) People started telling Davy that of all his discoveries, the best was Faraday himself, this made him even more jealous.
(2) He handed him a piece of Bavarian glass, which was used in the lenses in telescopes and microscopes, and asked him to reverse engineer it.
A2. Complex Factual Activities:

(1) Faraday noticed that if he moved a magnet, it could produce electrical current. This gave Faraday an idea to convert motion into electricity. The idea of an electrical generator came into existence on that principle, that is still used today to generate all kinds of power.
A3. Activities based on Vocabulary:
laboratory, discovery, electrical current, electricity, electrical generator, dynamos, devices, experiment, magnetism, instrument, polarization.
A4. Activities based on Contextual Grammar:
(1) What did he use now?
(2) Where did they find the strange object?
A5. Personal Response:
Yes. I fully agree with Faraday's quotation. He wants to say that if you want to get success you should never fear of failures. If your desire for success is greater than your fear of failures, you can definitely achieve your success with determination and perseverance. Davy asked him to reverse engineer Bavarian glass. He toiled hard but failed to do it. He had lost his memory but the disease did not stop him. His failures did not become obstacles in the way of his success.

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A1. Simple Factual Activities:
Correct the following sentences using facts from the passage:
(a) Helen escaped with Menelaus.
(b) Troy was attacked because it was a strong rich city.

      The Iliad is the story of Ilium or Troy, a rich trading city in Asia Minor near the narrow sea that leads from the Aegean to the Black Sea. It was well situated, both for commerce and agriculture. In front of the city was the sea over which sailed the ships of Troy, carrying goods and grain. At the back rose the high peak of Mount Ida, from which flowed many rivers and streams. The valleys among the hills were well-watered and fertile, with corn growing in fertile fields and cattle feeding on the rich grass of the meadows while sheep fed on the slopes of the hills.
      Round their city the Trojans had built a strong wall so that no enemy should attack them from the sea. The wall was so broad that people could stand and sit and walk on it. The great gates stood open, and people could go to the seashore outside and come in as they pleased. But in time of war the gates would be closed; and then the city was like a strong fortress, quite safe from all attack, protected by the walls surrounding it, as well as by the hills behind.
      Thus, Troy was a strong city, strongly protected by its walls and strongly defended by its brave soldiers. But all the kings and heroes of Greece had declared war against the Trojans, because Paris, a prince of Troy, had persuaded Helen, wife of a Greek king Menelaus, to elope with him. He had brought her to Troy. The Greeks wanted to take revenge on Troy for the wrong done to Menelaus. They sailed to Troy and laid siege to the city. The Trojans, too, fought hard and the siege continued for ten long years.

A2. Complex Factual Activities:
(1) How did the location of Troy help it to grow into a very rich/prosperous city?
A3. Activities based on Vocabulary:
Match the adjectives in Column 'A' with the nouns in Column 'B':

'A''B'
 (1) high (a) fortress
 (2) brave (b) peak
 (3) fertile (c) fields
 (4) strong (d) soldiers

A4. Activities based on Contextual Grammar:
Underline the infinitives in the sentences
(1) Paris persuaded Helen to elope with him.
(2) The Greeks wanted to take revenge.
A5. Personal Response:
Do you know one of the wars in ancient India which was fought over a woman? Describe it in short.

A1. Simple Factual Activities:
State whether the following statements are True or False:
Statements
(1) Prospero was the duke of Milan, in the kingdom of Naples.
(2) Prospero's brother Gonzalo was a very treacherous man.
(3) Books were Prospero's most valued possessions.
(4) The king Antonio landed safely on an enchanted island.

      Prospero was the Duke of Milan, in the kingdom of Naples. He was such a studious and learned scholar that he spent most of his time reading books, while his brother Antonio managed the business of ruling his dukedom.
      Now, Antonio was a treacherous man, and he wanted to become Duke of Milan in his brother place. In fact, Antonio would not have hesitated to kill Prospero - but he knew that the people loved their Duke, and would never forgive his murderer. So Antonio got together with Alonso, the king of Naples who was Prospero’s enemy. They took Prospero to sea, and when they were far away from land, they put Prospero and his baby daughter Miranda into a broken, old boat and sailed away. Prospero and Miranda were left to drift into the wide, open sea Thus Antonio managed to take over the Dukedom of Milan, with all its wealth and power.
      Now, among Prospero’s courtiers was a true and loyal Lord called Gonzalo. Out of love and loyalty for the rightful Duke, Gonzalo had secretly placed in the boat fresh water, food and clothes - and along with them, Prospero’s most valued possessions, his books.
       You can imagine the hardships faced by Prospero cast adrift in an oarless boat, with a baby girl to care for! However, they were fortunate that the boat reached an island, and they landed in safety.
      The island was an enchanted island. For years together, it had come under the spell of an evil witch Sycorax, who had imprisoned all the good spirits she found on the island. She herself had died before Propspero arrived on the island, but the spirits remained trapped in their ‘prisons’ - the trunks of the large trees on the island.

A2. Complex Factual Activity:
What had the faithful Lord Gonzalo done to help Prospero? 
A3. Activities based on Vocabulary:
Choose the correct alternative given for the synonym of the words given below:
(1) studious: ___________
(a) outstanding (b) concerned (c) bookish (d) clever
(2) treacherous: ___________
(a) foolish (b) tricky (c) unreliable (d) favourite
A4. Activities based on Contextual Grammar:
Add a question tag:
(1) Prospero was the Duke of Milan, ___________?
(2) Antonio would not have hesitated to kill Prospero, ___________?
A5. Personal Response:
What will you do if you are left alone on an isolated island by your friends?
A1. Simple Factual Activities:
Complete the following sentences using the information from the passage:
(1) The most popular beverage in the world is ______________.
(2) ______________ is an evergreen plant that grows in tropical and sub-tropical climates.
(3) Tea plants require at least ______________ cm of rainfall a year.
(4) The teas we buy are usually classified according to the ______________

      Let us begin with a question : can you name the most widely consumed beverage in the world, after water?
      Perhaps many of you have guessed the answer : the most popular beverage in the world is tea - the fresh, aromatic brew with which people like to begin their day. It has a refreshing, astringent flavour. It is actually made by brewing, that is by infusing in boiling water, the leaves and shoots of a plant whose botanical name is the Camellia sinensis. The leaves are at first dried, cured and processed before they are packed and sold to us.
      Camellia sinensis is an evergreen plant that grows in tropical and sub-tropical climates. Tea plants require at least 100-125 cm of rainfall a year and prefer acidic soils. Many of the world’s best tea estates are located on hill slopes at elevations of up to 1500 metres : it is said that the tea plants grow slowly and acquire a richer flavour at this height.
      When the plants mature, only the top 1-2 inches of the plant are picked. These buds and leaves are called flushes. A new flush appears on the plant every seven to ten days during the peak growing season. Left to grow on its own, the tea plant may actually grow into a small tree. But in all tea gardens, the plants are pruned and kept at a height of about three feet (waist high) to enable easy plucking of the leaves. The teas we buy are usually classified according to their leaf size. Accordingly we have (1) Assam type of tea, characterised by the largest leaves; (2) China type, characterised by the smallest leaves; and (3) Cambod, characterised by leaves of intermediate size.
      We have three very distinct and different tea growing regions in India. Each of these regions is famous for the special type of tea it produces, which are unique in taste, aroma, strength and flavour. The three regions are : Darjeeling in North-Eastern India, Assam in far North-East India and Nilgiris in South India.

A2. Complex Factual Activities:
(1) Which geographical conditions (features) are required for growing tea plants? 
A3. Activities based on Vocabulary:

Column 'A'

Column 'B'

(1) aromatic

(a) any liquid for drinking

(2) brew

(b) the hot regions of the world

(3) beverage

(c) fragrant

(4) tropical

(d) to make tea etc. by boiling

A4. Activities based on Contextual Grammar:
Underline the adverbs from the following sentences: 
(1) Can you name the most widely consumed beverage in the world, after water?
(2) The tea plants grow slowly.
A5. Personal Response:
What are botanical names? How are they decided?

A1. Simple Factual Activities:
Who said to whom:
(1) "I was merely following your Highness's order."
(2) "Take him to the gallows without further delay."

Second Guard exits and returns with the goldsmith.
Goldsmith : (in a cranky tone) O Noble King ! I beg of you ! How can you give me such a harsh  sentence ? I was merely following your orders to  the letter. You commanded me to set aside all  my work and get the Queen’s ornaments ready  before Her Highness’s birthday. So there has been  a delay in making this lady’s bridal ornaments.  In the name of justice, Your Highness, pardon me.  Spare my life. I was just following Your Highness’s  orders.
King : Not another word. Your excuse does not hold  good. (To the guards) Take the goldsmith away  to the gallows and hang him at once.
Goldsmith : Have mercy, O, Generous King, I fall at  thy feet. Please, forgive me, just once, this time.  Let me live. I have....
King : (loudly) None of this anymore. Take him away  at once. Let him hang to death.
(Two guards drag the wailing goldsmith away.  Courtiers and others whisper to one another out  of shock. Soon the guards return with the goldsmith  and the hangman.)
King : (annoyed) What ? Why have you not carried out  my orders ? Hang the goldsmith at this moment  or else you will suffer the same punishment.
Hangman : (holding a noose in his hand) A thousand  apologies, O Great King, but this noose does not  fit the goldsmith’s neck. It is too loose.
King : Then try it around everyone’s neck here (Pointing  to the subjects) and see who it fits. Whosoever  has a neck of the size of the noose must be  hanged.
(Hangman tries the noose on many of the subjects  waiting for justice. They spurn and resist, but the  Hangman with the help of the guards overpowers  them. Finally, the noose fits the disciple.)
Hangman : Ah, Your Highness, It fits..... at last. 
Disciple : But... but.. King : Ah ! Justice at last ! Take him to the gallows without further delay.
(Hangman and guards force the protesting disciple out.)
King : Justice delayed is justice denied. Andher Nagari prides itself on prompt action. Our actions speak louder than words.

A2. Complex Factual Activities:
(1) What is the goldsmith's excuse?
A3. Activities based on Vocabulary:
Arrange the given words in the following columns as per their meanings:
Words: force, excuse, command, shout, pardon, order, apologise, forgive
A4. Activities based on Contextual Grammar:
Pick out the subject and object in the following sentences:
(1) The guards dragged the goldsmith.
(2) You commanded me
(3) The Hangman forced the disciple.
(4) The Hangman overpowers them.
A5. Personal Response:

Is the Goldsmith telling the truth? Give reasons for your answer.
A1. Simple Factual Activities:
State whether you Agree or Disagree with the following statements:
Statements
(1) A little boy Franz is narrating the story.
(2) Mr. Hamel is the teacher in Franz's school.
(3) Franz had learnt all his participles well.
(4) All bad news had come from the bulletin board which was kept in front of Franz's school.

     I started for school very late that morning and was in great dread of a scolding, especially because M. Hamel had said that he would question us on participles, and I did not know the first word about them. For a moment I thought of running away and spending the day out of doors. It was so warm, so bright ! The birds were chirping at the edges of the woods; and in the open field back of the sawmill the Prussian soldiers were drilling.
     When I passed the town hall there was a crowd in front of the bulletin board. For the last two years all our bad news had come from there. I thought myself. “What can be the matter now ?”
     Then, as I hurried by as fast as I could go, the blacksmith, Watcher, who was there with his apprentice, reading the bulletin, called after me :
     “Don’t go so fast, boy; you’ll get to your school in plenty of time !”
     I thought he was making fun of me, and reached M. Hamel’s little garden all out of breath.
     Usually, when school began, there was a great bustle, which could be heard out in the street - the opening and closing of desks, lessons repeated in unison, very loud, and the teacher’s great ruler rapping on the table. But now it was all so still !
     Through the window I saw my classmates, already in their place, and M. Hamel walking up and down with his terrible iron ruler under his arm. I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was.
     But nothing happened. M. Hamel saw me and said very kindly :"
     “Go to your place quickly, little Franz. We were beginning without you.”

A2. Complex Factual Activities:
Write the meaning of the following words :
(1) Sawmill machinery - ___________
(2) Prussian - ___________
A3. Activities based on Vocabulary:
Write the meaning of the following words :
(1) Sawmill machinery - ___________
(2) Prussian - ___________
(3) Apprentice - ___________
(4) bustle - ___________
A4. Activities based on Contextual Grammar:
Frame a Wh-question to get underlined answer:
(1) The birds were chirping at the edges of the woods.
(2) The blacksmith was there with his apprentice.
A5. Personal Response:
What is the scene like when your own school begins? Describe it in short.
A1. Simple Factual Activities:
Fill in the blanks with one word:
(1) Prospero took the prince to a cave.
(2) Ferdinand wanted to be the king of Naples.
(3) Many more tricks were played on Prospero's enemies by Ariel.
(4) Antonio wanted to kill king Alonso.

      Miranda begged her father to be kind to the sweet prince; but Prospero took the prince to a cave, where he was made to work, carrying heavy logs. This was only as a trial of his love, for as he watched them from afar, he saw the young people talking to each other, getting to know each other, and very soon, falling in love with each other. 
     “I shall be king of Naples one day,” Ferdinand said to Miranda, “and you shall be my Queen, I promise you !”
     At this, Prospero smiled, and appearing before them, said to Ferdinand, “All your troubles were merely trials of your love; and you have nobly stood the test. Now, I give you my daughter, a priceless gift.”
     In the meanwhile, in another part of the island, the evil and treacherous Antonio was once again plotting a murder. This time he planned to kill king Alonso, so that his brother Sebastian could become the king. The two wicked men were about to kill the sleeping king, when Ariel woke him up, saving his life in the nick of time.
     Many more tricks did Ariel play on Prospero’s enemies. He caused them to wander about; he filled their ears with strange and frightful noises; when they were faint with hunger, he set a huge banquet before them, only to take it away when they touched the food.
     When the men were nearly out of their senses with fear and hunger, Ariel reminded them of their treachery and wickedness in the past.
      King Alonso and the loyal lord Gonzalo were filled with grief, for all the injustice that had been done to Prospero. In this repentant mood, Ariel brought them before Prospero.
      At first, they could hardly recognise the former Duke of Milan, for he was clothed in his magic robe. But Prospero revealed himself to them in his own form. He thanked Gonzalo for his kindness, and reproached the king and Antonio for their treachery.

A2. Complex Factual Activity:
Who said to whom and when?
(1) ... and you shall be my Queen.
(2) "All your troubles were merely trials of your love".
A3. Activities based on Vocabulary:
Match the words in Column 'A' with their meanings in Column 'B':

Column 'A'

Column 'B'

(1) treacherous

(a) a grand dinner party

(2) revealed

(b) very valuable

(3) banquet

(c) showed

(4) priceless

(d) deceitful

A4. Activities based on Contextual Grammar:
(1) Prospero said to Ferdinand, "All your troubles were merely trials of your love and you have nobly stood the test. Now, I give you my daughter, a priceless gift."
(Rewrite the sentence in indirect narration.)
A5. Personal Response:
'Ariel was a faithful spirit' - why do you think so? 

A1. Simple Factual Activities:
Write who said it and to whom:
(1) "Choose, my dear."
(2) "You have nothing else?"
(3) "But I don't know what you like."
(4) "Would you lend me this, just this?"

     The next day she went to her friend’s house and told her of her distress.
     Madame Forestier went to her mirrored wardrobe, took out a large box, brought it back, opened it, and said to Madame Loisel :
     “Choose, my dear.”
     First Mathilde saw some bracelets, then a pearl necklace. She tried on the jewellery in the mirror. 
     She kept asking, “You have nothing else ?”
     “Why, yes. But I don’t know what you like.” 
     Suddenly she discovered, in a black satin box, a superb diamond necklace, and her heart began to beat with uncontrolled desire. Her hands trembled as she took it. She fastened it around her neck and stood lost in ecstasy as she looked at herself.
      Then she asked anxiously, hesitating, “Would you lend me this, just this ?”
      “Why, yes, of course.”
      She threw her arms around her friend’s neck, rapturously, then fled with her treasure.

A2. Complex Factual Activities:
(1) Which sentences tell us that Mathilde greatly desired the necklace?
A3. Activities based on Vocabulary:
Fill in the blanks with proper letters so as to find the words: "
(1) the objects such as rings, necklaces, etc, that people wear = ______________
(2) a large cupboard for hanging clothes = ______________
A4. Activities based on Contextual Grammar:
(1) She discovered, in a black satin box, a diamond necklace.
(a) What did she discover in a black satin box?
(b) When did she discover a diamond necklace in a black satin box?
(c) Where did she discover a diamond necklace?
(d) Why did she discover a diamond necklace?
(2) Write the following sentence in simple present tense:
She threw her arms around her friend's neck.
A5. Personal Response:
(1) Mathilde asked her friend, "Would you lend me this, just this?"
Why, do you think, did Mathilde say 'just this'?
A1. Simple Factual Activities:
Who said it and to whom:
(1) "I no longer have Madame Forestier's necklace."
(2) "What! ... How!... That's impossible!"

     The day of the party arrived. Madame Loisel was a success. She was prettier than all the other women, elegant, gracious, smiling, and full of joy.
     She danced wildly, with passion, forgetting everything in the triumph of her beauty and success, floating in a cloud of happiness.
     Mathilde and her husband left at about four o’clock in the morning. When they were finally in the street, they could not find a cab. They walked down toward the Seine, till they found one. They were dropped off at their door in the Rue des Martyrs, and sadly, it was all over, for her.
      In front of the mirror, she took a final look at herself in all her glory. But suddenly she uttered a cry. She no longer had the necklace round her neck ! “What is the matter ?” asked her husband.
      She turned towards him, panic-stricken, “I have ... I have ... I no longer have Madame Forestier’s necklace.”
      He stood up, distraught, “What !... How ! …That’s impossible !”

A2. Complex Factual Activities:
Complete the web :
Image
A3. Activities based on Vocabulary:
(1) Write any four adjectives from the passage.
(2) Write any four adverbs with '-ly' from the passage.
A4. Activities based on Contextual Grammar:
Find the determiners from the following sentences and underline them:
(1) They were dropped off at _______ door in _______ Rue des Martyrs.
(2) Forgetting everything in _______ triumph of _______ beauty.
A5. Personal Response:
Write what you think about the following actions of Mathilde :
(1) Mathilde borrowed a diamond necklace from her friend and wore it to the party.
A1. Simple Factual Activities:
Complete the following sentences with the information given in the passage:
(1) She remained in her ball dress all night, ______________.
(2) At the end of one week they ______________.
(3) The husband and wife were sick with ______________.
(4) Mr. Loisel said, ______________.

     They looked in the folds of her dress, in the folds of her cloak, in her pockets, everywhere. But they could not find it.
     “Are you sure you still had it on when you left the hall ?” he asked.
     “Yes. I touched it in the hall at the Ministry.”
     “But if you had lost it in the street we would have heard it fall. It must be in the cab.”
     “Yes. That’s probably it. Did you take his number ?”
     “No.”
     They stared at each other, stunned. At last Loisel put his clothes on again. “I’m going back,” he said, “Over the whole route we walked, and see if I can find it.”
     He left. She remained in her ball dress all night, her mind blank. Her husband returned at about seven o’clock. He had found nothing.
     He went to the police, to the newspapers to offer a reward, to the cab companies, everywhere the tiniest glimmer of hope led him.
     She waited all day, in despair at this frightful disaster.
     Loisel returned in the evening, a hollow, pale figure; he had found nothing. “You must write to your friend,” he said, “tell her you have broken the clasp of her necklace and that you are having it mended. It will give us time to look some more.”
     She wrote as he dictated.
     At the end of one week they had lost all hope. And Loisel, who suddenly looked aged, declared, “We must consider how to replace the jewel.”
     And so, they went from jeweller to jeweller, looking for a necklace like the other one, consulting their memories, both sick with grief and anguish.

A2. Complex Factual Activities:
Complete the following table:

Utterance

Who said it

To whom

When

(1) I touched it in the hall at the Ministry

_________

_________

_________

(2) It will give us time to look some more.

_________

_________

_________

A3. Activities based on Vocabulary:
Write the meanings of:
(1) glimmer of hope : ______________.
(2) a hollow, pale figure :  ______________.
(3) sick with grief and anguish : ______________.
(4) cloak : ______________.
A4. Activities based on Contextual Grammar:
Do as directed:
(1) They could not find it. (Begin with; It could not ... and change the voice.)
(2) He said to Mathilde, "Tell her you have broken the clasp of the necklace." (Change into Indirect speech.)
A5. Personal Response:
Write what you think about the following actions of Mathilde :
(a) Mathilde was shocked and despaired over the loss of her necklace.

A1. Simple Factual Activities:
Complete the following sentences:
(1) M. Hamel lived ___________.
(2) ___________ lived with him.
(3) M. Hamel wrote "___________"! on the blackboard with all his might.
(4) M. Hamel wrote ___________ on the grammar copy.

       After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us, on which were written in a beautiful round hand : ‘France, Alsace, France, Alsace.’ They looked like little flags fluttering everywhere in the school room, hung from the rod at the top of our desks. You ought to have seen how every one set to work and how quiet it was. The only sound was the scratching of the pens over the paper. On the roof, the pigeons cooed very low, and I thought to myself :
      “Will they make them sing in German, even the pigeons ?”
       Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair and gazing at one thing, then at another, as if he wanted to fix in his mind just how everything looked in the little school-room. Fancy ! For forty years he had been there in the same place, with his garden outside the window and his class in front of him, just like that. Only the desks and benches had been worn smooth and the walnut trees in the garden were taller. How it must have broken his heart to leave it all, poor man; to hear his sister moving about in the room above, packing their trunks ! For they must leave the country next day.
        After the writing, we had a lesson in history, and then the babies chanted their ba, be, bi, bo, bu. Ah, how well I remember it, that last lesson !
       All at once the church clock struck twelve. At the same moment the trumpets of the Prussians, returning from drill, sounded under our windows. M. Hamel stood up, very pale, in his chair. I never saw him look so tall.
       “My friends”, said he, “I - I -” But something was choking him. He could not go on.
       Then he turned to the blackboard, took a piece of chalk, and, bearing on with all his might, he wrote as large as he could :
      “VIVE LA FRANCE !”
      Then he stopped and leaned his head against the wall, and, without a word, he made a gesture to us with his hand:
      “School is dismissed - you may go.”

A2. Complex Factual Activities:
(1) Why does the author say, "I never saw him look so tall"? 
A3. Activities based on Vocabulary:
Find out synonyms from the passage for -
(1) awesome - ___________
(2) flapping - ___________
(3) intone - ___________
(4) discharged - ___________
A4. Activities based on Contextual Grammar:
Do as directed:
(1) He could not go on. (Use to be able to")
(2) He took a piece of chalk, he wrote as large as he could. (Begin the sentence with 'After taking ...)
A5. Personal Response:
Why M. Hamel was leaving the country?