A1. Simple Factual Activities: Write down the relation between the characters given below: (1) Prospero and Miranda - ___________ (2) Prospero and Antonio - ___________ 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 evil deed did Antonio do, to become a Duke himself? A3. Activities based on Vocabulary: Find out adjectives used to describe the following nouns: (1) ___________ island (2) ___________ witch (3) ___________ boat (4) ___________ water A4. Activities based on Contextual Grammar: Make the following sentences exclamatory: (1) Antonio was a treacherous man. (2) Gonzalo was a true and loyal courtier. A5. Personal Response: What will you do if you are left alone on an isolated island by your friends?

A1. Simple Factual Activities: (1) Prospero and Miranda - Father and daughter (2) Prospero and Antonio - Brothers A2. Complex Factual Activities: Antonio conspired with the king of Naples, Alonso to take his brother's Dukedom. They took Prospero and his baby daughter Miranda far away from land. They left them in a broken, old boat and sailed away. A3. Activities based on Vocabulary: (1) enchanted island (2) evil witch (3) broken boat (4) fresh water A4. Activities based on Contextual Grammar: (1) What a treacherous man Antonio was! (2) What a true and loyal courtier Gonzalo was! A5. Personal Response: If I am left alone on an isolated island by my friends, first I will try to track the location with my mobile. Then I will send it to my parents and other faithful friends. If they get that location, they will definitely reach where I am and I would come out of that isolated island.

A1. Simple Factual Activities: Write down the relation between th…

A1. Simple Factual Activities:
Complete the following:
(1) Our ears are like funnels because ______________________.
(2) The two rows of teeth are like a fence because ______________________.

Man was meant to listen more and talk less. That is why as the great British statesman Benjamin Disraeli said: “Nature has endowed man with two ears and one mouth. If man was meant to talk more and listen less, he would have two mouths and only one ear.” Imagine how we would have looked, how strange with two mouths on the two sides and one ear at the centre.
And mind you, the ears are like funnels, open all the time. There is no door with which you can close them. Whereas if you have to speak even one single word, that word must pass through two walls - two fences. There is firstly the fence of these two rows of teeth. There is secondly the fence of the two lips. Before a word can be spoken, it has to pass, it has to pierce through these two walls, through these two fences. Therefore we must think at least twice before we utter a word.
A very wise man once remarked that of the unspoken word you are a master, of the spoken word, you are a slave. Once you have spoken a word you cannot get it back, do what you will. Therefore you must be very careful about the words that you speak. Once the word has left your lips, you will not be able to get it back.
What are unspoken words? They are things you want to say, but remain unsaid, as thoughts in your mind. Once you have put the thoughts into words, once the words have left your lips, you cannot change them or control them

A2. Complex Factual Activities:
(1) What does the narrator tell you about the two fences that you have to pass before speaking a word?
A3. Activities based on Vocabulary :
(1) Write from the passage the words related to our body parts:
(2) Write four words that have 'un-' as prefix:
Example: unspoken
A4. Activities based on Contextual Grammar:
Make two sentences of your own with each of the words given below, using the same word as a noun in one and as a verb in another :
(1) Change:
A5. Personal Response:
(1) Was Disraeli trying to give a scientific reason? Was he only trying to give a message in lighthearted but effective way?

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A1. Simple Factual Activities:
Answer the following in words:
(1) Henry Irving asked Mark Twain if he had heard the story before ______________
(2) Mark Twain could not lie the third time at any cost because ______________

One day Henry Irving, in the midst of telling Mark Twain a humorous story, abruptly stopped and examined his friend’s face. “You haven’t heard this, have you ?” he asked. Twain assured him that he had not.
When, some time later, Irving again paused, and again posed the question, Twain again reassured him. Then, approaching the climax, Irving broke off once more. “Are you quite sure you haven’t heard this?” he demanded suspiciously. “I can lie once,” Twain finally replied. “I can lie twice for courtesy’s sake, but I draw the line there. I can’t lie the third time at any price. I not only heard the story, I invented it !”
Mark Twain once proposed a ‘Plan for the Improvement of English Spelling’:
For example, in Year 1 that useless letter ‘c’ would be dropped to be replased either by ‘k’ or
‘s,’ and likewise, ‘x’ would no longer be part of the alphabet.
The only kase in which ‘c’ would be retained would be the ‘ch’ formation, which will be dealt with later.
Year 2 might reform ‘w’ spelling, so that ‘which’ and ‘one’ would take the same konsonant, wile Year 3 might well abolish ‘y’ replasing it with ‘i’ and Iear 4 might fiks the ‘g/j’ anomali wonse and for all.
Jenerally, then, the improvement would kontinue iear bai iear with Iear 5 doing awai with useless double konsonants, and Iears 6-12 or so modifaiing vowlz and the rimeining voist and unvoist konsonants. Bai Iear 15 or sou, it wud fainali bi posibl to meik ius ov thi ridandant letez ‘c,’ ‘y’ and ‘x’ — bai now jast a memori in the maindz ov ould doderez — tu riplais ‘ch,’ ‘sh,’ and ‘th’ rispektivli.
Fainali, xen, aafte sam 20 iers ov orxogrefkl riform, wi wud hev a lojikl, kohirnt speling in ius xrewawt xe Ingliy-spiking werld.

A2. Complex Factual Activities:
(1) Was Twain particular about what words he used?
(2) What did Mark Twain propose? What was his plan at the year 6-12?
A3. Activities based on Vocabulary:
Find out words from the passage that are used in place of the following words:
(1) world - ______________
(2) replace - ______________
(3) respectively - ______________
(4) modifying - ______________
A4. Activities based on Contextual Grammar:
Identify the tense:"
(1) Henry Irving was telling a humorous story.
(2) Mark Twain proposed a plan for the improvement of English Spelling.
A5. Personal Response:
(1) How can you improve English spellings?

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A1. Simple Factual Activities:
Read the passage on 'Gond Art' carefully. Then complete the following sentences without going back to the passage:
(1) Gond art is a tribal ___________.
(2) The Gondi language is similar to Telugu, a Dravidian ___________.
(3) Originally people used to draw pictures on the earthen walls of their ___________.
(4) In folk arts, you yourself prepare the 'canvas' - the surface on which to draw and the colours with which you ___________.

Gond art has spread mainly in Central India. Originally, people used to draw pictures on the earthen walls of their houses. Most folk arts involve natural techniques of preparing colours and use of several mediums. They are transferred from generation to generation in a smoothly flowing process. Gond art is no exception to this. A house decorated with beautiful pictures creates a pleasant atmosphere. Also, art is a medium of recording and preserving what is seen.
In folk arts, you yourself prepare the ‘canvas’ - the surface on which to draw and the colours with which you draw. That is why creating folk art is a very enriching experience.

A2. Complex Factual Activity:
Complete the following sentences:
(1) A house decorated with beautiful pictures creates _____________________.
(2) Creating folk art is ______________________.
(3) Gond art is developed and prepared by ______________________.
(4) Gond art has spread mainly in ______________________.
A3. Activities based on Vocabulary:
Spot the error in the spelling and rewrite them correctly:
(1) mithology (2) tibel (3) midiam (4) erthen.
A4. Activities based on Contextual Grammar:
Complete the following table with the help of the passage:

Adjective	Adverb
large	___________
main	___________
___________	beautifully
___________	traditionally

A5. Personal Response:
Write few sentences about your favourite art:

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A1. Simple Factual Activities:
Complete the following sentences by using one word:
(1) According to M. Hamel, ___________ was the most beautiful language in the world.
(2) M. Hamel had put on his ___________ clothes.
(3) M. Hamel had put in ___________ years of faithful service.
(4) Franz had not studied ___________.

Poor man ! It was in honour of this last lesson that he had put on his fine Sunday clothes; and now I understood why the old men of the village were sitting there in the back of the room. It was because they were sorry, too, that they had not gone to school more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country that was theirs no more.
While I was thinking of all this, I heard my name called. It was my turn to recite. I had not learnt my participles and so I could not say a single word. I heard M. Hamel say to me :
“I don’t scold you, little Franz, you must feel bad enough. See how it is ! Every day we have said to ourselves : ‘Bah ! I’ve plenty of time. I’ll learn it tomorrow.’ And now you see where we’ve come out. Ah, that’s the great troubles with Alsace; she put off learning tomorrow. Now those fellows out there will have the right to say to you: ‘How is it; you pretend to be Frenchmen, and yet you can neither speak nor write your own language.’ But you are not the worst, poor little Franz. We’ve all a great deal to reproach ourselves with.
“Your parents were not anxious enough to have you learn. They preferred to put you to work on a farm or at the mills, so as to have a little more money. And I’ve been to blame also. Have I not often sent you to water my flowers instead of making you learn your lessons ?”
Then, from one thing to another, M. Hamel went on to talk of the French language saying that it was the most beautiful language in the world. We must guard it among us and never forget it, because when a people are enslaved, as long as they hold fast to their language, it is as if they had the key to their prison.Then he opened a grammar and read us our lesson. I was amazed to see how well I understood it. All he said seemed so easy, so easy ! I think, too, that I had never listened so carefully, and that he had never explained everything with so much patience. It seemed almost as if the poor man wanted to give us all he knew before going away, and to put it all into our heads at one stroke.

A2. Complex Factual Activities:
(1) Why did M. Hamel not scold Franz?
A3. Activities based on Vocabulary:
Find out opposites from the passage for the following:
(1) disrespect x ___________
(2) unfaithful x ___________
(3) carefree x ___________
(4) best x ___________
A4. Activities based on Contextual Grammar:
Add a question tag :
(1) They had not gone to school, ___________?
(2) Your parents were not anxious enough to have you learn, ___________?
(3) You are not the worst, ___________?
(4) I had never listened so carefully, ___________?
A5. Personal Response:
Why is it the last lesson?

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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:
Say whether the following statements are True or False:
Statements
(1) When young Helen stretched out her hand, her mother took it.
(2) Young Helen learnt to spell many words without understanding them.
(3) Young Helen did not try to put the pieces of doll together.
(4) Young Helen felt sorry that she had broken the doll.

I felt approaching footsteps. I stretched out my hand as I supposed it was my mother. Someone took it, and I was caught up and held close in the arms of her who had come to reveal all things to me, and, more than all things else, to love me.
The morning after my teacher came she led me into her room and gave me a doll. The little blind children at Perkins Institution had sent it and Laura Bridgman had dressed it; but I did not know this until afterward. When I played with it a little while, Miss Sullivan slowly spelled into my hand the word “d-o- l-l.” I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was flushed with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation. In the days that followed I learned to spell in this uncomprehending way a great many words, among them pin, hat, cup, and a few verbs like sit, stand and walk. But my teacher had been with me several weeks before I understood that everything has a name.
One day, while I was playing with my new doll, Miss Sullivan put my big rag doll into my lap also, spelled ‘d-o-l-l’ and tried to make me understand that ‘d-o-l-l’ applied to both. Earlier in the day we had a tussle over the words ‘m-u-g’ and ‘w-a-t-e-r’. Miss Sullivan had tried to impress it upon me that ‘m-u-g’ is mug and that ‘w-a-t-e-r’ is water, but I persisted in confounding the two. In despair she had dropped the subject for the time, only to renew it at the first opportunity. I became impatient at her repeated attempts and, seizing the new doll, I dashed it upon the floor. I was keenly delighted when I felt the fragments of the broken doll at my feet. Neither sorrow nor regret followed my passionate outburst. I had not loved the doll. In the still, dark world in which I lived there was no strong sentiment or tenderness. I felt my teacher sweep the fragments to one side of the hearth, and I had a sense of satisfaction that the cause of my discomfort was removed. She brought me my hat, and I knew I was going out into the warm sunshine. This thought, if a wordless sensation may be called a thought, made me hop and skip with pleasure.

A2. Complex Factual Activities:
(1) Helen learnt many words without understanding them.
(2) Helen learnt the word 'doll' by imitation from her teacher for the very first time.
(3) She realised that everything has a name.
(4) When she was successful in making the letters of 'doll', she showed it to her mother.
A3. Activities based on Vocabulary:
Pick out 4 infinitives from the passage:
A4. Activities based on Contextual Grammar:
(1) Read the following sentences and frame at least two relevant questions on each:
One day I was playing with the new doll.
(2) Rewrite the following sentence using 'Helen Keller/Young Helen' appropriately in place of 'I' and making other necessary changes in the sentence:
The morning after my teacher came she led me into her room and gave me a doll.
A5. Personal Response:
(1) What is the difference between wordless sensation and thought?

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A1. Simple Factual Activities:
List the profession/occupation of the people mentioned in the passage:
(1) Little Franz: ___________
(2) M. Hamel: ___________
(3) Watcher: ___________
(4) Classmates : ___________

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:
(1) Describe the scene usually like when school begins.
A3. Activities based on Vocabulary:
Choose the correct meaning from the given alternatives:
(1) was in great dread of
(a) was in a great hall
(b) was in great demand
(c) was afraid of
(d) was angry with.
(2) did not know the first word about them
(a) did not know anything about them
(b) did not care about them
(c) knew all the words except the first word
(d) had not learnt them by heart.
A4. Activities based on Contextual Grammar:
Frame a Wh-question to get underlined answer:
(1) The narrator was blushed and frightened.
(2) The morning was warm and bright.
A5. Personal Response:
How do your teachers punish you when you make a mistake in the class?

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A1. Simple Factual Activities:
Complete the following sentences using the information given in the passage:
(1) Most people agree that tea is a ______________.
(2) Emperor Shennong was called the father of ______________.
(3) Bodhidharma found that chewing tea leaves acted as ______________.
(4) Tea got its distinctive flavour by its theanine as well as ______________.

Most people agree that tea is a refreshing drink. It contains no carbohydrates, fat, or proteins. What gives tea its special and distinctive flavour is theanine as well as caffeine, which give the drink its stimulating quality.
How and when did people first begin to drink tea? An amusing story has come down to us from Chinese legends. It is said that Emperor Shennong, the father of Chinese agriculture and medicine, was on his travels, when a servant was boiling some water for the emperor to drink. Just then, a few leaves from a nearby tree blew into the boiling water. The water immediately changed colour. On drinking the water, the emperor was amazed by the rich flavour and the refreshing quality of the resulting infusion. Excited by the unknown plant and its amazing flavour, he carried out further investigations, and discovered that tea had many healing and restorative properties and could also be used as an antidote to certain poisons.
Yet another legend tells us that it was a Buddhist monk named Bodhidharma who was the first to use tea as a drink. He was keen to find a herb or a medicinal plant which would help him stay awake and alert for long periods of time in prayer and meditation. After considerable search and trial, he found that chewing leaves from the tea shrub acted as a stimulant, helping him stay awake. It was he who introduced tea among his disciples in China. It is said that Japanese priests studying under Buddhist teachers in China carried tea seeds and leaves back home with them. Turkish traders also began to bargain for tea on the border of Mongolia. In fact, the story goes that the Chinese Emperor Hui Tsung was so taken up with tea that he set up a research into the best tea- whisking methods and also hosted tea-making and tea-tasting tournaments in the court. So ‘tea minded’ was he, that he failed to notice that Mongolia had actually taken over his empire!

A2. Complex Factual Activities:
(1) Who was Emperor Shennong? Why did he carry out further investigations about tea?
A3. Activities based on Vocabulary:
Match the words in Column 'A' with their meaning in Column 'B':

Column 'A'	Column 'B'
(1) investigation	(a) a substance (tea) that helps you to stay awake.
(2) stimulant	(b) a drink made by leaving shrubs (leaves), etc. in boiling water.
(3) infusion	(c) making you strong and healthy again.
(4) restorative	(d) a scientific examination for finding the truth.

A4. Activities based on Contextual Grammar:
Find the subject and the object from the following sentences:
(1) The water immediately changed colour.
(2) He carried out further investigations.
A5. Personal Response:
What is the difference between legends or stories and history?

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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?

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A1. Simple Factual Activities:
Correct the following sentences using facts from the passage:
(a) Troy traded in cattle and grass with other cities.
(b) During war, Trojans jumped over the fort gates.

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:
(a) Helen eloped with Paris.
(b) The Greeks sailed to Troy and attacked it.
A3. Activities based on Vocabulary:
(1) Write the words related to 'Geography' from the passage.
A4. Activities based on Contextual Grammar:
(1) A prince of Troy had persuaded Helen.
(Begin with Helen had and change the voice.)
Ans. Helen had been persuaded by a prince of Troy.
(2) The city was strongly defended by its brave soldiers.
(Choose the correct option of Active voice.)
(a) Its brave soldiers defended strongly by the city.
(b) Its brave soldiers defended the city strongly.
A5. Personal Response:
Do you know one of the wars in ancient India which was fought over a woman? Describe it in
short.

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