A1. Simple Factual Activities: Correct the following sentences using facts from the passage: (1) The Greek armies and heroes always defeated the Trojans. (2) Both the enemies were eager to continue fighting. 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: State the counteraction for the following actions: (1) Hector was killed by Achilles. (2) The siege continued for ten long years. A3. Activities based on Vocabulary: Find antonyms of the following from the passage: 1) offended × ______________ (2) peace × ______________ (3) exposed × ______________ (4) begin × ______________ A4. Activities based on Contextual Grammar: (1) Greeks could not take the city. (Make the sentence affirmative.) (2) Every day Greeks came out of their gates. (Rewrite the sentence using past continuous tense.) A5. Personal Response: Which of the following are the adverse effects of war? Tick ☑ in the given box: (1) Many people are killed. (2) The country gains fame and glory. (3) They lose peace in the land. (4) Thousands are wounded.

A1. Simple Factual Activities: (1) Sometimes the Greeks defeated the Trojans and sometimes the Trojans defeated the Greeks. (2) Both the armies were tired of war. The Trojans of being shut in their city and the Greeks of living away from home. A2. Complex Factual Activities: (1) Counteraction: Achilles himself was killed later on by a poisoned arrow that entered his heel, the only part of his body, where he could be wounded. (2) Counteraction: The Trojans were tired of being shut up in their city and the Greeks deeply desired to see their homes again. A3. Activities based on Vocabulary : (1) offended × pleased (2) peace × war (3) exposed × closed (4) begin × end A4. Activities based on Contextual Grammar: (1) Greeks were unable to take the city. (2) Every day Greeks were coming out of their gates. A5. Personal Response: (1) √ (2) × (3) √ (4) √

A1. Simple Factual Activities: Correct the following sentences us…

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.

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A1. Simple Factual Activities:
State whether the following statements are True or False:
Statements
(1) The huge wooden horse was an offering to the god of the sea.
(2) The man left by the Greeks told the false story of the horse.
(3) Their wise priest told the Trojans not to make a hole in the wall.
(4) The Greeks were tired of the long war and had sailed away.

As they were wondering how the horse had been built and why it had been left behind, they found a Greek with his hands tied together lying under it. When the Trojans dragged him out, the man pretended to be very frightened of them. When he was commanded to tell them why the Greeks had gone and why they had left this horse behind, he pretended to tremble very much and refused to speak. When at last they threatened to kill him, he spoke and told them this false tale.
“The Greeks are tired of the long war and have sailed away in their ships,” he said. “But they are afraid of the long voyage home too, and so they have made this horse and left it as an offering to the god of the sea. They wanted also to kill me and offer me as a sacrifice to the sea-god; but I escaped and hid from them.”
“But why did the Greeks make such a huge horse ?” some of the Trojans asked. And the cunning Greek made this reply : “If they had made a smaller offering, you might have taken it into your city. Then the luck would have gone to the Trojans and not to the Greeks. That is why they made it too big to go inside your gates.”
The Trojans were delighted to hear this. “The Greeks have gone,” they said, “and the walls are no longer necessary. Let us make a hole in the wall and drag the horse in.”
Their wise priest warned them not to do so. “It may be a trick that will ruin us,” he said. “You will bring disaster on the city if you break down the walls.” But they were so excited that they paid no attention to his words. They broke down part of their strong wall in order to drag the horse in.
All that day the Trojans feasted and drank and celebrated. After all their celebrations, they went to sleep and slept soundly. But that day of rejoicing was soon followed by a night of terror and death.ss

A2. Complex Factual Activities:
Put the following events in the order in which they took place. Number them accordingly:
(1) The priest warned the Trojans not to break the wall.
(2) The Trojans found a Greek man under the big wooden horse.
(3) They broke down a part of the wall and brought the horse in.
(4) The Trojans slept soundly.
A3. Activities based on Vocabulary:
Write the meaningful sentences from the jumbled words:
(1) the Greeks did a large such Why horse make?
(2) wise their them priest warned not so to do.
A4. Activities based on Contextual Grammar:
Read the following constructions carefully and then use them to express your ideas:
(1) They went to sleep. (Write the sentence in past progressive tense.)
(2) Why did the Greeks make such a huge horse? (Rewrite the sentence using past perfect tense.)
A5. Personal Response:
Was the big wooden horse really an offering to the god of the sea?

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A1. Simple Factual Activities:
Fill in the blanks with one word:
(1) Prospero took the prince to a ___________.
(2) Ferdinand wanted to be the king of ___________.
(3) Many more tricks were played on Prospero's enemies by ___________.
(4) Antonio wanted to kill king ___________.

In reality, Ariel informed Prospero, the ship was safely anchored in one corner of the island; Ferdinand was all alone on the beach, and Alonso, Antonio, Gonzalo and the others were wandering about on the island, not knowing where to go.
“Ariel, my joyful spirit,” Said Prospero. “Bring Ferdinand here at once, for my daughter must see him.”
“Remember, Master, I have served you joyfully all these years. And you promised me that you would set me free one day.”
“Obey my commands now,” Prospero said to him “and in two days I shall set you free!”
Ariel, assuming a form invisible to Ferdinand enchanted the prince with a beautiful song, leading him carefully into the presence of Prospero and Miranda And, all happened exactly as Prospero had planned.
Miranda, who had never ever seen any human being except her father, looked at the handsome young prince and was thrilled.
“I might call him a thing divine,” she exclaimed “for nothing natural I ever saw so noble!”
Ferdinand too, was astonished to see such a beautiful young girl in a desolate place like the island “Most sure, she is the goddess of the island !” he thought to himself.
As they gazed at each other in wonder, admiration and love, Prospero was secretly pleased. But outwardly he pretended to be angry. He accused the Prince of spying on the island, to capture it for himself. “Follow me,” he said to the Prince, “I shall tie you up, neck and feet together.”
The brave prince drew his sword to defend himself - but Prospero waved his magic stick, and the prince was forced to stand like a statue, as still as stone..

A2. Complex Factual Activity:
How did Ferdinand and Miranda react on seeing each other?
A3. Activities based on Vocabulary:
(1) Write down minimum four infinitives from the passage:
A4. Activities based on Contextual Grammar:
Rewrite the following sentences in polite request in form of question :
(1) Obey my commands now!
(2) Bring Ferdinand here at once.
A5. Personal Response:
Do you think the power of magic can make you successful? Why?

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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:
Complete the following sentences:
(1) The only sound in the classroom was ___________.
(2) M. Hamel's sister moved in the room above to ___________.
(3) The gesture to students with his hand by M. Hamel was ___________.
(4) Only the ___________ had been worn smooth.
A3. Activities based on Vocabulary:
Write the meaning of:
(1) hold fast to something : ___________.
(2) at one stroke : ___________.
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:
With the coming of Prussians, will language be the only thing that will change? What other changes may take place?

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A1. Simple Factual Activities:
Complete the following statements by giving reasons:
(1) Faraday forgot to applaud with the rest of the crowd because ______________________.
(2) Faraday didn't just want to sell books because ______________________.

That day in 1812 Faraday was spellbound by Davy’s lecture. He kept taking notes about the ‘mysterious force of electric fluid’. He was so engrossed in the lecture that he forgot to applaud with the rest of the crowd. When he went back, his notes were so comprehensive that he bound them into a book, meaning to gift it to Davy some day. Faraday decided that day that he didn’t just want to sell books, he wanted to be a great scientist - good enough to write his own books. Davy became his role model. But there was a problem. He did not have the social status, money or the education to pursue science. Faraday thought it would be wonderful if Davy became his mentor, but Davy did not agree initially. Faraday was not dejected; he just kept trying.
Destiny had a strange plan in store for him. A few years later, a chemical explosion happened inside Davy’s lab and he was temporarily blinded. He now needed an assistant with an excellent memory to help him. He was reminded of Faraday and decided to hire him as his secretary. Davy never believed Faraday could do anything in the field of science going by his social status and education. He therefore dismissed Faraday’s aspirations and advised him to stick to bookbinding. But Faraday was relentless. He worked day and night and learnt as much as he could about Davy’s experiments. Soon Faraday became indispensable to Davy, and was promoted to his lab assistant. This was his first step towards a scientific career. Though much of his job now was cleaning labs, at least he got to see some of Davy’s leading experiments.

A2. Complex Factual Activity:
Was Davy fair in his treatment of Faraday? How did Faraday respond to that treatment?
A3. Activities based on Vocabulary:
Write four words from the passage that tell us the state of mind of a person:
A4. Activities based on Contextual Grammar:
Find and write from the passage the adjectives used for the following nouns:
(1) force (2) notes (3) explosion (4) memory
A5. Personal Response:
Is it necessary to have social status, money to pursue your goal? Explain why.

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A1. Simple Factual Activities:
Answer the following in words:
(1) Mark Twain received a letter from the editor of a small Missouri newspaper.
(2) Finding a spider in a paper is good luck for the reader according to Mark Twain.
(3) Mark Twain's birth was heralded by the return of Halley's comet.
(4) Mark Twain died in November 1835.

One day during his tenure as the editor of a small Missouri newspaper, Mark Twain received a letter from a reader who had found a spider in his paper. He wondered whether this portended good or bad luck.
“Finding a spider in your paper,” Twain replied, “is neither good luck nor bad. The spider was merely looking over our paper to see which merchant was not advertising so that he could go to that store, spin his web across the door, and lead a life of undisturbed peace ever afterward.”
Mark Twain’s birth in November 1835 was heralded by the return of Halley’s comet. Twain, who often remarked upon this curiosity, came to think of himself and the comet as ‘unaccountable freaks,’ cosmically linked: having come in together, he declared, they would go out together.
In fact, Twain was proven right. On the night of his death in April 1910, Halley’s comet once again blazed through the sky...
Some Quotations
• April Fool’s Day - This is the day upon which we are reminded of what we are on the other three hundred and sixty-four.
• A man cannot be comfortable without his own approval.
• A person with a new idea is a crank until the idea succeeds.
• Age is an issue of mind over matter. If you don’t mind, it doesn’t matter.
• All generalizations are false, including this one
• Be careful about reading health books. You may die of a misprint.
• Be careless in your dress if you will, but keep a tidy soul.
• ‘Classic’ - A book which people praise and don’t read. Humour is mankind’s greatest blessing.
• I am an old man and have known a great many troubles, but most of them never happened.
• I must have a prodigious quantity of mind; it takes me as much as a week sometimes to make it up.
• If you tell the truth, you don’t have to remember anything.
• It is better to deserve honours and not have them than to have them and not deserve them.
• It is better to keep your mouth closed and let people think you are a fool than to open it and
remove all doubt.
• It’s no wonder that truth is stranger than fiction. Fiction has to make sense.
• Whenever you find yourself on the side of the majority, it is time to pause and reflect.
• Why is it that we rejoice at a birth and grieve at a funeral? It is because we are not the person
involved.
• Thousands of geniuses live and die undiscovered either by themselves or by others.
• Thunder is good, thunder is impressive; but it is lightning that does the work.
• When I was younger I could remember anything, whether it happened or not.
• When your friends begin to flatter you on how young you look, it’s a sure sign you’re getting old.

A2. Complex Factual Activities:
Which episode shows that Mark Twain did not believe in superstitions?
A3. Activities based on Vocabulary:
Read the following and write the two meanings of 'mind' and 'matter'.
Age is an issue of mind over matter. If you don't mind, it doesn't matter.
A4. Activities based on Contextual Grammar:
Frame a wh-question to get the underlined part as an answer in each sentences:
(1) Mark Twain received a letter from a reader.
(2) Mark Twain's birth was heralded by the return of Halley's comet.
A5. Personal Response:
(1) Why should we take part in humorous sessions?

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A1. Simple Factual Activities:
Complete the following sentences:
(1) Prospero led his daughter to ___________.
(2) Miranda begged her father ___________.

As the tempest raged, Prospero led his daughter to the shore of the island and showed her the ship struggling on the wild waves.
Miranda, a kind-hearted girl, begged her father to have pity on the people caught in the storm “O Father!” she begged, “if by your art, you have raised this dreadful tempest, please, please quell the storm now! Save the poor souls on board!”
Prospero told his daughter not to be afraid. “I have so ordered it that no person on that ship will be hurt in any way. I intend to save every one of them-but what I have done now is in your interest,” he said to her.
Miranda was puzzled. Why should her father put the ship and its crew in peril for her sake?
Then, for the first time, Prospero told her the story of their past life. He explained that he had caused the tempest in order to bring his enemies, Alonso and Sebastian, within his power.
Having narrated this story, Prospero touched Miranda with his magic stick, and she fell fast asleep. Now Ariel appeared before him to give an account of the storm. He gave a lively story of the fears of the sailors, the anxiety of the lords and how Prince Ferdinand, king Alonso’s son, had leaped into the sea. His father and the rest of the royal party feared that he was dead; the Prince, for his part, believed that his father and the other lords had gone down with the ship.

Ariel’s Song

Full fathom five thy father lies,
Of his bones are coral made:
Those are pearls that were his eyes,
Nothing of him that doth fade,
But doth suffer a sea-change
Into something rich, and strange:
Sea-nymphs hourly ring his knell -
Hark ! now I hear them.
Ding-dong bell.

A2. Complex Factual Activity:
Who said to whom and when?
(1) "Please, please quell the storm now!"
(2) "What I have done now is in your interest!"
A3. Activities based on Vocabulary:
Give one word from the passage for the following description:
(1) A minor nature goddess usually depicted as a beautiful maiden
(2) Linear unit of measurement for water depth
(3) Causing fear or terror
(4) a relative permanent state of worry and nervousness
A4. Activities based on Contextual Grammar:
Use 'As soon as' in the following sentences:
(1) Prospero touched Miranda with his magic stick and she fell fast asleep.
(2) As the tempest raged, Prospero led his daughter to the shore of the island.
A5. Personal Response:
If you were given the power of magic for one day, what would you do? How would you use the power of magic?

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A1. Simple Factual Activities:
Complete the following sentences:
(1) The house in which the thief peered through the hole belonged to ______________.
(2) According to the merchant, ______________ had carelessly built the wall of his house.

King : Let the court begin !
Fourth Guard Messenger : The first complainant !
Thief : (rushes forward and wails loudly) Justice ! Oh, Most Great King ! I beg for Justice.
King : And what is your complaint ?
Thief : In this great land of Andher Nagari, my friend and I have been truly hard-working honest thieves. All these years we have been true to our profession. And what is our reward ? Last night, with great efforts, we made a hole in the wall of a merchant’s house, when all his family were away. My friend peered through that hole into the house, when suddenly the wall collapsed (Wails louder).... and .... and my friend was instantly killed. I’ve lost my only friend and partner. O King ! It’s the merchant’s fault for living in a house with such weak walls.
King : Fetch the merchant at once. A life for life ! The merchant must be hanged ! (Third Guard leaves and returns with the merchant who bows before the king.)
Merchant : Mercy, O Noble King ! I had no intention of killing these skilled professionals. It is not my fault that the wall of my house collapsed. My house has been recently built. It is the fault of the bricklayer, who carelessly built such a weak wall.
King : Bring the careless bricklayer immediately. He must hang for his fault.
Bricklayer : O Most Kind Lord and King ! (kneeling to the king) Have mercy. I beg you, don’t send me to the gallows. I agree that I built the wall which collapsed and killed a man. But it was not due to my carelessness. The mortar which I used to lay the bricks was of very poor quality. There was too much of water mixed in it. It is entirely the mortar-maker’s fault.

A2. Complex Factual Activities:
(1) List the characters that have appeared so far in the passage.
A3. Activities based on Vocabulary:
Pick out the verbs and state their kind:
(1) My friend peered through the hole.
(2) The merchant was living in a house.
A4. Activities based on Contextual Grammar:
(1) There was too much of water mixed in it. (Frame Verbal Questions)
(2) It is the fault of the bricklayer. He carelessly built such a weak wall.
(Combine the sentence with 'who')
A5. Personal Response:
If you had been the merchant, what would you have said?

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A1. Simple Factual Activities:
Complete the following sentences with reference to the passage:
(1) The ___________ became the core of Raza's paintings.
(2) For an artist like Raza, his work, or paintings are an effective ___________.
(3) Raza passed away on ___________.
(4) Raza's wife was ___________.

Raza was born in a small village in Madhya Pradesh. He began to paint from the age of twelve. He studied art at the ‘Chitrakala Mahavidyalaya’ at Nagpur and then at the J. J. School of Art in Mumbai. Later, he went to France to study Art. After a few years, he decided to settle in France. His wife was French. He won many national and international awards. He was honoured with all the three Padma awards - Padma Shri, Padma Bhushan and Padma Vibhushan. With all the awards and honours, his paintings were exploring a spiritual, metaphysical path. Gradually, the ‘bindu’ or point came to be the core of his paintings. He described his work in these words - My work is my own inner experience and involvement with the mysteries of nature and form which is expressed in colour, line, space and light’.
Sometimes, an artist’s thoughts appear to be too complex or even complicated when they are expressed through words. For him, the effective medium of communication is his work - his paintings. Raza had great creativity. His paintings are very expressive. This great artist passed away on 23 July 2016 at the age of 94, leaving behind a legacy of sensitive paintings (achieved through extra-ordinary compositions of lines and colours) that depict extra-ordinary compositions.

A2. Complex Factual Activity:
What legacy did Raza leave behind?
A3. Activities based on Vocabulary:
Find out antonyms from the passage for the following words:
(1) outer ×
(2) city ×
(3) ordinary ×
(4) international ×
A4. Activities based on Contextual Grammar:
Make the following sentences exclamatory :
(1) His paintings are very expressive.
(2) Raza had a great creativity.
A5. Personal Response:
What are the essential things required to become a good painter?

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A1. Simple Factual Activities:
Complete the following sentences:
(1) Prospero narrated the story of their past life to his daughter.
(2) Prospero raised a great tempest with his power of magic.
(3) He wanted to show how the ship was struggling on the wild waves due to his magic.
(4) Being kind-hearted, Miranda requested her father to have pity on the people caught in the storm.

As the tempest raged, Prospero led his daughter to the shore of the island and showed her the ship struggling on the wild waves.
Miranda, a kind-hearted girl, begged her father to have pity on the people caught in the storm “O Father!” she begged, “if by your art, you have raised this dreadful tempest, please, please quell the storm now! Save the poor souls on board!”
Prospero told his daughter not to be afraid. “I have so ordered it that no person on that ship will be hurt in any way. I intend to save every one of them-but what I have done now is in your interest,” he said to her.
Miranda was puzzled. Why should her father put the ship and its crew in peril for her sake?
Then, for the first time, Prospero told her the story of their past life. He explained that he had caused the tempest in order to bring his enemies, Alonso and Sebastian, within his power.
Having narrated this story, Prospero touched Miranda with his magic stick, and she fell fast asleep. Now Ariel appeared before him to give an account of the storm. He gave a lively story of the fears of the sailors, the anxiety of the lords and how Prince Ferdinand, king Alonso’s son, had leaped into the sea. His father and the rest of the royal party feared that he was dead; the Prince, for his part, believed that his father and the other lords had gone down with the ship.

Ariel’s Song

Full fathom five thy father lies,
Of his bones are coral made:
Those are pearls that were his eyes,
Nothing of him that doth fade,
But doth suffer a sea-change
Into something rich, and strange:
Sea-nymphs hourly ring his knell -
Hark ! now I hear them.
Ding-dong bell.

.A2. Complex Factual Activity:
Find out supporting points from the story to prove the following facts:
(1) Miranda was very kind-hearted.
A3. Activities based on Vocabulary:
Make a word register related with 'sea'.
A4. Activities based on Contextual Grammar:
Use 'As soon as' in the following sentences:
(1) Prospero touched Miranda with his magic stick and she fell fast asleep.
(2) As the tempest raged, Prospero led his daughter to the shore of the island.
A5. Personal Response:
If you were given the power of magic for one day, what would you do? How would you use the power of magic?

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