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Central Board of Secondary Education

CLASS - 6
UNIT - I

CARING FOR ANIMALS

The CBSE-International is grateful for permission to reproduce and/or translate


in copyright material used in this publication. The acknowledgements have been
included wherever appropriate and sources from where the material may be
taken duly mentioned. In case any thing has been missed out, the Board will be
pleased to rectify the error at the earliest possible opportunity.
All Rights of these documents are reserved. No part of this publication may be
reproduced, printed or transmitted in any form without the prior permission of
the CBSE-i. This material is meant for the use of schools who are a part of the
CBSE-International only.

Preface
The Curriculum initiated by Central Board of Secondary Education International (CBSE-i) is a progressive step in making the
educational content and methodology more sensitive and responsive to the global needs. It signifies the emergence of a fresh thought
process in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony with
the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about
11500 schools affiliated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the
varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning
process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being
designed by CBSE-i, has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture the
independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build
on values, beliefs and traditional wisdom, make the necessary modifications, improvisations and additions wherever and whenever
necessary.
The recent scientific and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed
and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approaches
for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will
enable the young learners to become life long learners. The ability to stay current, to upgrade skills with emerging technologies, to
understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the
global learners. The CBSE-i curriculum has taken cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking
skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt
flexibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace
of learners.
The CBSE has introduced the CBSE-i curriculum in schools affiliated to CBSE at the international level in 2010 and is now introducing
it to other affiliated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learner
is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent
to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which
would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the
learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would
form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research
would be the constituents of this Core. The Core skills are the most significant aspects of a learners holistic growth and learning
curve.
The International Curriculum has been designed keeping in view the foundations of the National Curricular Framework (NCF 2005)
and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of
whom are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise
in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve
on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of
empowerment with the help of the schools administering this system strongly recommends that practicing teachers become skillful
learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the
Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana
Parashar, Head (Innovations and Research) CBSE along with other Education Officers involved in the development and implementation
of this material.
The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums provided
on the portal. Any further suggestions are welcome.
Vineet Joshi
Chairman

Acknowledgements
Advisory

Conceptual Framework

Shri Vineet Joshi, Chairman, CBSE


Shri Shashi Bhushan, Director (Academic), CBSE

Shri G. Balasubramanian, Former Director (Acad), CBSE


Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Head (I & R),CBSE
Ideators

Ms Aditi Misra
Ms Amita Mishra
Ms. Anita Sharma
Ms Anita Makkar
Dr. Anju Srivastava
English :
Ms Rachna Pandit
Ms Neha Sharma
Ms Sonia Jain
Ms Dipinder Kaur
Ms Sarita Ahuja

English :
Ms. Sarita Manuja
Ms. Renu Anand
Ms. Gayatri Khanna
Ms. P. Rajeshwary
Ms. Neha Sharma
Ms. Sarabjit Kaur
Ms. Ruchika Sachdev
Geography:
Ms. Deepa Kapoor
Ms. Bharti Dave
Ms. Bhagirathi
Ms Archana Sagar
Ms Manjari Rattan
Dr. Indu Khetarpal
Ms. Vandana Kumar
Ms. Anju Chauhan
Ms. Deepti Verma
Ms Ritu Batra

Ms. Anuradha Sen


Ms Archana Sagar
Ms. Geeta Varshney
Ms Guneet Ohri
Dr. Indu Khetrapal

Ms. Jaishree Srivastava


Dr. Kamla Menon
Dr. Meena Dhami
Ms Neelima Sharma
Dr. N. K. Sehgal

Material Production Groups: Classes VI-VII


Science :
Mathematics :
Dr Meena Dhami
Mr. Saroj Kumar
Ms Rashmi Ramsinghaney
Ms Seema kapoor
Ms Priyanka Sen
Dr Kavita Khanna
Ms Keya Gupta

Ms Seema Rawat
Mrs. N Vidya
Ms Mamta Goyal
Ms Chhavi Raheja
Political Science:

Dr. Rajesh Hassija


Ms. Rupa Chakravarty
Ms Sarita Manuja
Ms Seema Rawat
Dr. Uma Chaudhry
Geography:
Ms Suparna Sharma
Ms Leela Grewal
History :
Ms Leeza Dutta
Ms Kalpana Pant

Ms Kanu Chopra
Ms Shilpi Anand

Material Production Groups: Classes IX - X


Mathematics :
Science :
Dr. K.P. Chinda
Mr. J.C. Nijhawan
Ms. Rashmi Kathuria
Ms. Reemu Verma

Ms. Charu Maini


Ms. S. Anjum
Ms. Meenambika Menon
Ms. Novita Chopra
Ms. Neeta Rastogi
Ms. Pooja Sareen

Political Science:

Economics:

Ms Sharmila Bakshi
Ms. Archana Soni
Ms. Srilekha

Ms. Mridula Pant


Mr. Pankaj Bhanwani
Ms Ambica Gulati

Material Production Group: Classes I-V


Ms. Rupa Chakravarty
Ms Anita Makkar
Ms. Anuradha Mathur
Ms. Kalpana Mattoo
Ms. Savinder Kaur Rooprai
Ms. Monika Thakur
Ms. Seema Choudhary
Mr. Bijo Thomas
Ms Kalyani Voleti

History :
Ms. Jayshree Srivastava
Ms. M. Bose
Ms. A. Venkatachalam
Ms. Smita Bhattacharya

Ms. Nandita Mathur


Ms. Seema Chowdhary
Ms. Ruba Chakarvarty
Ms. Mahua Bhattacharya

Coordinators:
Dr. Sadhana Parashar, Head (I and R) Ms. Sugandh Sharma, E O (Com) Dr. Srijata Das, E O (Maths)
Dr. Rashmi Sethi, E O (Science)
Shri R. P. Sharma, Consultant
Ms. Ritu Narang, R O (Innovations) Ms. Sindhu Saxena, R O (Tech) Shri Al Hilal Ahmed, AEO
Ms. Seema Lakra, S O
Ms Preeti Hans, Proof Reader

Why should we do this unit?


The theme CARING FOR ANIMALS addresses a global need and sets the plaorm for
a smulang discussion and a healthy engagement with the emoonal and physical
wellbeing of animals. Animals need our love, care and aecon, and this is not just
applicable to our pets only. Even wild animals need to feel protected within the environs
of the forest and free from the threat of poachers.
This unit throws light on the relaonship between animals and humans. The learners are
made to appreciate how nurturing care and love would go a long way in promong the
overall health and happiness of animals. It would help the students develop empathy
and understanding, and become more conscious of their social responsibility towards
animals.
General learning outcomes
At the end of this unit, the students will be able to :

develop sensitivity towards animals and their rights

understand the problems that plague animals

become more conscious of their duty towards animals

Specific learning outcomes


At the end of this unit, the students will be able to :

understand how human selshness results in endless suffering to animals

realize that even animals recuperate fast if tended with love and care

realize that even the most harmless of animals might turn into ferocious and
vindictive beasts if they are mistreated

CARING FOR ANIMALS


Section

Listening

Speaking

Reading

Writing

Skills

Skills

Skills

Skills

Vocabulary

Identifying Use of
animals
irregular
sounds
verbs

(A) The Call of


the Wild(an
extract)

Working out
Group
the meanings
discussion about
of new words
a given issue

Writing a
story

(B) Black
Beauty(an
extract)

Listening for
specic and
distinguishing
information

Learning
Writing an
Horse
informal letter
idioms

Writing a
notice
Identifying
main points of
Writing a
the story
character
sketch
Drawing
inferences
Working out
the meanings
of new words

Grammar

Identifying
main points of
the story
Drawing
inferences

(C) The Walrus


and the
Carpenter
(poem)

Staging a play

(D) The Voyages


of Doctor
Dolittle
(extract)

Group
discussion

Identifying
main points of
the poem
Drawing
inferences
Working out Writing a
postcard
the meanings
of new words
A conversation
with the caged
Identifying
king
main points of
the story
Drawing
inferences

(E) A Night
with a Wolf
(poem)

Listening
to the song
The Bare
Necessities
for specic
information
and comprehending
the message
conveyed

Describing a
character

Working out Writing a


magazine
the meanings
report in a
of new words
coherent
Identifying
planned and
main points of
organised
the poem
manner

Understanding
alliteration

CARING FOR ANIMALS


Contents
1.

Warming up

2.

The Call of the Wild (extract): Jack London

3.

Black Beauty(extract): Anna Sewell

16

4.

The Walrus and the Carpenter: Lewis Caroll

23

5.

The Voyages of Doctor Dolittle(extract): Hugh Lofting

36

6.

A Night with a Wolf(poem): Bayard Taylor

43

1. WARMING UP
1.

Look at the visuals given below and identify and label the pictures.

(A)

...................................

...................................

................................

...................................

...................................

................................

(B)

(C)

...................................

...................................

(D)

...................................

...................................

...................................

...................................

(E)

Is there any similarity in the animals depicted above? How would you describe
the attitude of humans towards them? Sitting in groups, discuss the treatment
meted out to the animals listed under A, B, C and D. Based on the discussion and
your personal experience, complete the table given below:

Animals Names

Status

__________, __________, __________

Extinct

__________, __________, __________

Used for Clothing/ Fur

__________, __________, __________

Used for Food

__________, __________, __________

Used for Entertainment

__________, __________, __________

Endangered

What is the reason behind the extinction of certain animals and the
endangered status of others? Can something be done to protect animals?
Discuss ways to protect animals and prevent their exploitation.
2.

The exploitation of animals in different parts of the world has caught


the attention of several animal rights groups and activists, who have
vociferously campaigned for the protection of animals and their rights.
Working in groups, find out the names of organizations/ public figures
who have contributed towards the safety and protection of animals. Use
the information thus collected to draft visually appealing posters about
animal rights. Different groups should attempt to draw attention towards
different species.
Your posters should contain the following:

catchy slogans

an attractive layout

about exploited species

ways to help

name of issuing authority

The posters should be put up at important places in the school so as to catch


the attention of people and facilitate the spread of awareness about animal
rights.

2. THE CALL OF THE WILD


1.

Read the newspaper report given below. Do you share a similar


relationship with your pet? Describe, in not more than 200 words,
the bonding with your pet. In case you dont own a pet, write about a
relationship that you have seen in real/reel life. Remember to illustrate
the description.

BOOK RELEASE
Of pug tales and pet musings
HT Correspondent
New Delhi: Cross-legged and with an occasional smile to oblige
the photographers, 11-year-old Dhruv Raman Singh, a class
VII student of Mount St Marys school, Delhi Cantonment,
looked quite at ease with all the attention showered on him at
the launch of his book As Cute as a Pug.
As part of my class V summer vacation project, I was asked to write a narrative and I chose
my newly- acquired pug as my subject. My teacher appreciated my writing and encouraged
me to write more and that is how the book began said Dhruv.
Apart from giving a detailed account of Dhruvs bonding with his pet dog , the 114 page
book attempted to look at the world through its eyes.
Dhruv has already acquired a celebrity status of sorts among his friends.
My aim is to educate people about the need to love nature and animals and how to conserve
them. They have as much a right to stay in the world as we do said Dhruv, who is also an
active member of the World Wildlife Foundation, Delhi.
I always wanted to keep pets and got some birds two year ago. But seeing them caged
pained me, so I set them free. That is when I decided to adopt Tuppy, my pug.
His heightened consciousness abound nature and animals has also shaped his ambitions.
I want to spread awareness about animals and nature in whatever way I can.
When asked what he wants to become when he grows up, Dhruv said, IFS officer.
And before one could react, he clarified, I want to join the Indian Forest Service.

2.

Make a list of animals that you would like to keep as pets and mention
the reason as well. Include the ways you would bond with your pet.
ANIMALS NAME

3.

I WOULD LIKE TO
KEEP AS A PET
BECAUSE.....

THINGS WE WOULD
DO TOGETHER.

Often instances of teasing and cruelty make pets behave in unexpected


ways. Have you come across instances of cruelty towards animals? Share
your experience with your friends.

THE CALL OF THE WILD (an extract)


- Jack London

ABOUT THE AUTHOR


Jack London was a prolific American novelist and short
story writer, whose works deal romantically with the
overwhelming power of nature and the struggle for
survival. Londons identification with the wilderness
made him popular among the Green movement. His
novels The Call of the Wild (1903) and The White
Fang (1906) brought him everlasting fame.
Buck, Judge Millers dog, is the lead character in this
extract. Pampered and loved, he considers himself
the master of the spacious Miler house in Santa Clara
Valley. After having lived a life of comfort and luxury,
Buck is in for a rude shock. Betrayed and sold to be a
sledge dog, he desperately craves for his master..........
1. And over this great demesne Buck ruled. Here he was born, and here he had
lived the four years of his life. It was true, there were other dogs. There could
not but be other dogs on so vast a place, but they did not count. They came and
went, resided in the populous kennels, or lived obscurely in the recesses of
the house after the fashion of Toots, the Japanese pug, or Ysabel, the Mexican
hairless, strange creatures that rarely put nose out of doors or set foot to ground.
On the other hand, there were the fox terriers, a score of them at least, who
yelped fearful promises at Toots and Ysabel looking out of the windows at
them and protected by a legion of housemaids armed with brooms and mops.

2. But Buck was neither house dog nor kennel dog. The whole realm was his.
He plunged into the swimming tank or went hunting with the Judges sons;
he escorted Mollie and Alice, the Judges daughters, on long twilight or early
morning rambles; on wintry nights he lay at the Judges feet before the roaring
library fire; he carried the Judges grandsons on his back, or rolled them in
the grass, and guarded their footsteps through wild adventures down to the
fountain in the stable yard, and even beyond, where the paddocks were, and
the berry patches. Among the terriers he stalked imperiously, and Toots and
Ysabel he utterly ignored, for he was king--king over all creeping, crawling,
flying things of Judge Millers place, humans included.

3. His father, Elmo, a huge St. Bernard, had been the Judges inseparable
companion, and Buck bid fair to follow in the way of his father. He was not so
large--he weighed only one hundred and forty pounds--for his mother, She had
been a Scotch shepherd dog. Nevertheless, one hundred and forty pounds, to
which was added the dignity that comes of good living and universal respect,
enabled him to carry himself in right royal fashion. During the four years since
his puppyhood he had lived the life of a sated aristocrat; he had a fine pride in
himself, was even a trifle egotistical, as country gentlemen sometimes become
because of their insular situation. But he had saved himself by not becoming
a mere pampered house dog. Hunting and kindred outdoor delights had kept
down the fat and hardened his muscles; and to him, as to the cold-tubbing
races, the love of water had been a tonic and a health preserver.
4. And this was the manner of dog Buck in the fall of 1897, when the Klondike
strike dragged men from all the world into the frozen North. But Buck did not
read the newspapers, and he did not know that Manuel, one of the gardeners
helpers, was an undesirable acquaintance. Manuel had one besetting sin. He
loved to play Chinese lottery. Also, in his gambling, he had one besetting
weakness--faith in a system; and this made his damnation certain. For to play
a system requires money, while the wages of a gardeners helper do not lap
over the needs of a wife and numerous progeny.
5. The Judge was at a meeting of the Raisin Growers Association, and the boys
were busy organizing an athletic club, on the memorable night of Manuels
treachery. No one saw him and Buck go off through the orchard on what Buck
imagined was merely a stroll. And with the exception of a solitary man, no
one saw them arrive at the little flag station known as College Park. This man
talked with Manuel, and money chinked between them.
6. You might wrap up the goods before you deliver them, the stranger said
gruffly, and Manuel doubled a piece of stout rope around Bucks neck under
the collar.
7. Twist it, and youll choke him plenty, said Manuel, and the stranger grunted
a ready affirmative.
8. Buck had accepted the rope with quiet dignity. To be sure, it was an unwonted
performance but he had learned to trust in men he knew, and to give them
credit for a wisdom that outreached his own. But when the ends of the rope
were placed in the strangers hands, he growled menacingly. He had merely
intimated his displeasure, in his pride believing that to intimate was to
command. But to his surprise the rope tightened around his neck, shutting

off his breath. In a quick rage he sprang at the man, who met him halfway,
grappled him close by the throat, and with a deft twist threw him over on his
back. Then the rope tightened mercilessly, while Buck struggled in a fury, his
tongue lolling out of his mouth and his great chest panting futilely. Never in
all his life had he been so vilely treated, and never in all his life had he been so
angry. But his strength ebbed, his eyes glazed, and he knew nothing when the
train was flagged and the two men threw him into the baggage car.
9. The next he knew, he was dimly aware that his tongue was hurting and that
he was being jolted along in some kind of a conveyance. The hoarse shriek of
a locomotive whistling a crossing told him where he was. He had traveled too
often with the Judge not to know the sensation of riding in a baggage car. He
opened his eyes, and into them came the unbridled anger of a kidnapped king.
The man sprang for his throat, but Buck was too quick for him. His jaws closed
on the hand, nor did they relax till his senses were choked out of him once
more.
10. Yep, has fits, the man said, hiding his mangled hand from the baggage man,
who had been attracted by the sounds of struggle. Im taking him up for the
boss to Frisco. A crack dog doctor there thinks that he can cure him.
11. Concerning that nights ride, the man spoke most eloquently for himself, in a
little shed back of a saloon on the San Francisco water front.
12. All I get is fifty for it, he grumbled, and I wouldnt do it over for a thousand,
cold cash.
13. His hand was wrapped in a bloody handkerchief, and the right trouser leg was
ripped from knee to ankle.
14. How much did the other mug get? the saloon-keeper demanded.
15. A hundred, was the reply. Wouldnt take a sou less, so help me.
16. That makes a hundred and fifty, the saloon-keeper calculated, and hes
worth it, or Im a squarehead.
17. The kidnapper undid the bloody wrappings and looked at his lacerated hand.
If I dont get hydrophobia--
18. Itll be because you was born to hang, laughed the saloon-keeper. Here,
lend me a hand before you pull your freight, he added.

19. Dazed, suffering intolerable pain from throat and tongue, with the life half
throttled out of him, Buck attempted to face his tormentors. But he was thrown

down and choked repeatedly, till they succeeded in filing the heavy brass collar
from off his neck. Then the rope was removed, and he was flung into a cagelike crate.
20. There he lay for the remainder of the weary night, nursing his wrath and
wounded pride. He could not understand what it all meant. What did they
want with him, these strange men? Why were they keeping him pent up in
this narrow crate? He did not know why, but he felt oppressed by the vague
sense of impending calamity. Several times during the night he sprang to his
feet when the shed door rattled open, expecting to see the Judge, or the boys at
least. But each time it was the bulging face of the saloon-keeper that peered in
at him by the sickly light of a tallow candle. And each time the joyful bark that
trembled in Bucks throat was twisted into a savage growl.
21. But the saloon-keeper let him alone, and in the morning four men entered and
picked up the crate. More tormentors, Buck decided, for they were evil-looking
creatures, ragged and unkempt; and he stormed and raged at them through the
bars. They only laughed and poked sticks at him, which he promptly assailed
with his teeth till he realized that was what they wanted. Whereupon he lay
down sullenly and allowed the crate to be lifted into a wagon. Then he, and
the crate in which he was imprisoned, began a passage through many hands.
Clerks in the express office took charge of him; he was carted about in another
wagon; a truck carried him, with an assortment of boxes and parcels, upon a
ferry steamer; he was trucked off the steamer into a great railway depot, and
finally he was deposited in an express car.
22. For two days and nights this express car was dragged along at the tail of
shrieking locomotives; and for two days and nights, Buck neither ate nor
drank. In his anger he had met the first advances of the express messengers
with growls, and they had retaliated by teasing him. When he flung himself
against the bars, quivering and frothing, they laughed at him and taunted him.
They growled and barked like detestable dogs, mewed, and flapped their arms
and crowed. It was all very silly, he knew; but therefore the more outrage to
his dignity, and his anger waxed and waxed. He did not mind the hunger
so much, but the lack of water caused him severe suffering and fanned his
wrath to fever-pitch. For that matter, high-strung and finely sensitive, the ill
treatment had flung him into a fever, which was fed by the inflammation of his
parched and swollen throat and tongue.
23. He was glad for one thing: the rope was off his neck. That had given them an
unfair advantage; but now that it was off, he would show them.

UNDERSTANDING THE NARRATIVE


4.

Match the words/phrases given in column A with their correct meaning


in colomn B.
Words/Phrases (A)

5.

10

Meanings (B)

Demesne

Unusual / infrequent

Kindred

In a state of physical or nervous tension

Imperiously

Extensive landed property (especially in the


country) retained by the owner for his own use

Lacerated

Wickedly

Hydrophobia

Tear the flese or skin

Egotistical

Destroy or severely damage

Gruffly

Rough and low

Unwonted performance

Extreme fear of water

Parched

Expecting unquestioned obedience

Highly strung

Similar in kids

Impending calamity

Self centred

Menacingly

A disaster waiting to happen

Vilely

Dry

Mangled

Threatening

Give reasons for the following:


i.

Buck was a king over all living creatures at Miller house, humans
included_________________.

ii.

Manuel was an undesirable acquaintance________________________.

6.

iii.

Manuels behavior was treacherous_____________________________.

iv.

Buck seethed with unbridled anger _____________________________.

v.

The author refers to Buck as the kidnapped King ________________.

Working in groups, find out the answers to the following questions. Share
your answers with members of other groups.
i.

What, according to you, accounts for the imperious behavior of Buck


vis--vis the other dogs at the Miller house?

ii.

The writer compares Buck to sated aristocrats and country


gentlemen. Suggest reasons for the same.

iii.

Despite being pampered, Buck maintained his fitness levels.


Explain

iv.

Faith in humans proved to be the undoing of Buck. Substantiate


giving examples from the extract.

v.

What made Buck lose consciousness? How did he react on regaining


consciousness?

vi.

What, according to Buck, was most puzzling about the behavior of


adults?

vii. Briefly describe Bucks transformation from a trusting pet to a


vindictive animal?
viii. Buck promptly assailed the sticks with his teeth till he realized what
the men wanted. Infer the meaning of the line to understand what
Bucks tormentors wanted. How did Buck respond to this realization?
ix.

Though attempting to tame a dog, the men behaved worse than


animals. Pick lines from the extract to support the above statement.

x.

Choose appropriate words from the box to draft a brief character


profile of Buck.

arrogant, moody, bossy, agile, vindictive, wise, weak, trusting, dignified,


coward, daring, rational, sensitive, proud, stubborn
xi.

Find five words from the extract that are new to you. Infer their
meaning from the extract, and use them to frame original sentences.
Share the sentences with your classmates and teacher.

11

7.

The extract closes with Buck deciding to take revenge for the injustice
meted out to him. Use your imagination to write an interesting story in
not more than 200 words about Bucks retaliation and escape from his
confinement. Remember to give it a catchy title and illustrations.

8.

The youth of a nation are its future leaders. Their endorsement and
advocacy of a cause would greatly help create mass awareness and
instigate action to facilitate change. Draft a notice inviting all members
of your schools Eco Club to a conference on animal rights in the school
premises. Make a mention about the presence of leading animal rights
activists on the occasion as well as the date, time and venue. You may use
the format given below.
NAME OF THE SCHOOL
DATE
NOTICE
TITLE/HEADING
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Name and designation of the person issuing the notice

12

9.

Read the following sentences from the extract:


i.

On the other hand, there were the fox terriers, a score of them at least,
who yelped fearful promises at Toots and Ysabel.

ii.

They growled and barked like detestable dogs, mewed, and flapped
their arms and crowed.
Can you spot the similarity between the words marked in bold? All of
them are animal sounds.

Match the animals name in column A with the correct animals sound in
column B. Make original sentences using the words.

10.

Bats

Laugh

Hyenas

Screech

Cicadas

Honk

Rhinos

Sing

Penguins

Bellow

Swans

Click

Dolphins

Cry

Deers

Bell

GRAMMAR: Irregular Verbs


Read the following sentences- given in the extract- and note the underlined
verbs :
a.

And over this great demesne Buck ruled.

b.

Here he was born, and here he had lived the four years of his life.

Verbs that form their past tense and past participle by adding d/ed are
known as regular verbs. For e.g. stroke, hug, laugh, talk, smile etc.

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Now, note the verb forms in the following sentences:


She cut the vegetables with a sharp knife.
The bell rang on time.
The landlord sat on the floor.
Verbs in which all three forms are the same( cut, cut, cut)/ two of the three
forms are the same(sit, sat, sat)/ all three forms are different ( ring, rang,
rung) are known as irregular verbs.
EXERCISE
Pick out sentences from the extract that have irregular verbs. Underline the
irregular verb and mention the different forms of the underlined verb as
well in case the verb has more than one form .
Complete the following sentences by using appropriate irregular verbs:

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1.

English is __________ all over the world. ( speak)

2.

He had _________ his speech before we arrived. (begin)

3.

It has _________ the test of time. (stand)

4.

He has ________ his collar bone. ( break)

5.

My patience _______ out at last. (wear)

6.

A better occasion for a celebration could not have been ______.


(choose)

3. BLACK BEAUTY
1.

Look at the visual given below:

a)

What do you see in the visual?


_____________________________________________________________
_____________________________________________________________

b)

What can be done to help the horse?


_____________________________________________________________
_____________________________________________________________

c)

What precautions need to be taken in future to avoid such incidents?


_____________________________________________________________
_____________________________________________________________

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HELPING AN INJURED ANIMAL: QUICK TIPS


Approaching the Animal- An animal that has been injured may be frightened
and could bite or scratch. Therefore, be cautious when handling an animal in
pain. Move slowly and talk to the animal reassuringly. If you feel that you
are in danger of being hurt, try to contact an animal shelter or veterinarian
for assistance.
Handling the Animal- For a small dog or cat who is biting or scratching,
wear protective gloves and/or wrap the animal in a thick towel or blanket.
In some cases, a muzzle may be required. A muzzle is a temporary means of
restraint to prevent biting. Using a small rope, belt, or leash, tie a slip knot
leaving a large loop. Hold the ends, gently draping the loop around the upper
and lower jaw.
Moving the animal- If it is necessary to move the animal, do so with caution
and care so as not to cause further injury to the animal and to protect yourself.
A small animal may be placed in a box if available, or wrapped in a towel or
blanket. A larger animal may be carefully placed onto a flat board or blanket
by first lifting the hind end and sliding the board or blanket under, then
repeating with the front end.

BLACK BEAUTY
by Anna Sewell

ABOUT THE AUTHOR


Anna Sewell was born in Yarmouth, England in 1820.
As a young girl, she learnt to know and love horses. She
took nearly seven years to write Black Beauty, her only
book, which was published in 1877.
Black Beauty has worked for a number of masters,
some kind, some gentle. He is finally bought by the
farmer Mr. Thoroughgood. Mr. Thoroughgood and his

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grandson, Willie, nurture Black Beauty back to health

by attending to his swollen and strained legs. Pleased with the improvement in
Beauty, they decide to find a good home where he would be loved and valued.
My Last Home
1. One day during this summer, the groom cleaned and dressed me with such
extraordinary care that I thought some new change must be at hand; he
trimmed my fetlocks and legs, passed the tarbrush over my hoofs, and even
parted my forelock. I think the harness had an extra polish. Willie seemed halfanxious, half-merry, as he got into the chaise with his grandfather.
2. If the ladies take him, said the old gentleman, theyll be suited and hell be
suited. We can but try.
3. At the distance of a mile or two from the village we came to a pretty, low
house, with a lawn and shrubbery at the front and a drive up to the door.
Willie rang the bell, and asked if Miss Blomefield or Miss Ellen was at home.
Yes, they were. So, while Willie stayed with me, Mr. Thoroughgood went into
the house. In about ten minutes he returned, followed by three ladies; one tall,
pale lady, wrapped in a white shawl, leaned on a younger lady, with dark eyes
and a merry face; the other, a very stately-looking person, was Miss Blomefield.
They all came and looked at me and asked questions. The younger lady -- that
was Miss Ellen - took to me very much; she said she was sure she should like
me, I had such a good face. The tall, pale lady said that she should always be
nervous in riding behind a horse that had once been down, as I might come
down again, and if I did she should never get over the fright.
4. You see, ladies, said Mr. Thoroughgood, many first-rate horses have had
their knees broken through the carelessness of their drivers without any fault
of their own, and from what I see of this horse I should say that is his case; but
of course I do not wish to influence you. If you incline, you can have him on
trial, and then your coachman will see what he thinks of him.
5. You have always been such a good adviser to us about our horses, said the
stately lady, that your recommendation would go a long way with me, and
if my sister Lavinia sees no objection we will accept your offer of a trial, with
thanks.
6. It was then arranged that I should be sent for the next day.

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7. In the morning a smart-looking young man came for me. At first he looked
pleased; but when he saw my knees he said in a disappointed voice:
8. I didnt think, sir, you would have recommended my ladies a blemished horse
like that.
9. `Handsome is that handsome does, said my master; you are only taking
him on trial, and I am sure you will do fairly by him, young man. If he is not as
safe as any horse you ever drove, send him back.
10. I was led to my new home, placed in a comfortable stable, fed, and left to
myself. The next day, when the groom was cleaning my face, he said:
11. That is just like the star that `Black Beauty had; he is much the same height,
too. I wonder where he is now.
12. A little further on he came to the place in my neck where I was bled and where
a little knot was left in the skin. He almost started, and began to look me over
carefully, talking to himself.
13. White star in the forehead, one white foot on the off side, this little knot just in
that place; then looking at the middle of my back -- and, as I am alive, there
is that little patch of white hair that John used to call `Beautys three-penny bit.
It must be `Black Beauty! Why, Beauty! Beauty! do you know me? -- little Joe
Green, that almost killed you? And he began patting and patting me as if he
was quite overjoyed.
14. I could not say that I remembered him, for now he was a fine grown young
fellow, with black whiskers and a mans voice, but I was sure he knew me, and
that he was Joe Green, and I was very glad. I put my nose up to him, and tried
to say that we were friends. I never saw a man so pleased.
15. Give you a fair trial! I should think so indeed! I wonder who the rascal was
that broke your knees, my old Beauty! you must have been badly served out
somewhere; well, well, it wont be my fault if you havent good times of it now.
I wish John Manly was here to see you.
16. In the afternoon I was put into a low park chair and brought to the door. Miss

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Ellen was going to try me, and Green went with her. I soon found that she was

a good driver, and she seemed pleased with my paces. I heard Joe telling her
about me, and that he was sure I was Squire Gordons old Black Beauty.
17. When we returned the other sisters came out to hear how I had behaved myself.
She told them what she had just heard, and said:
18. I shall certainly write to Mrs. Gordon, and tell her that her favorite horse has
come to us. How pleased she will be!
19. After this I was driven every day for a week or so, and as I appeared to be quite
safe, Miss Lavinia at last ventured out in the small close carriage. After this it
was quite decided to keep me and call me by my old name of Black Beauty.
20. I have now lived in this happy place a whole year. Joe is the best and kindest
of grooms. My work is easy and pleasant, and I feel my strength and spirits all
coming back again. Mr. Thoroughgood said to Joe the other day:
21. In your place he will last till he is twenty years old -- perhaps more.
22. Willie always speaks to me when he can, and treats me as his special friend. My
ladies have promised that I shall never be sold, and so I have nothing to fear;
and here my story ends. My troubles are all over, and I am at home; and often
before I am quite awake, I fancy I am still in the orchard at Birtwick, standing
with my old friends under the apple-trees.
2.

Infer the meaning of the following words from the context and use them
in making original sentences.
groom, tar brush, fetlocks, forelocks, blemished, chaise, harness,
whiskers

3.

Working in groups, discuss the answers to the following questions. Share


your answers with members of the other groups and your teacher.
i.

Willie seemed half-anxious, half-merry, as he got into the chaise with


his grandfather. Explain the reason behind Willies ambivalence.

ii.

Carelessness and recklessness of humans often account for the injury


caused to animals. Bring out lines from the extract to support the
statement.

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iii.

Why was the smart looking man disappointed on seeing Black


Beauty? How did beauty prove him wrong?

iv.

Handsome is that handsome does. Explain the statement with


reference to the extract.

v.

Life is full of unexpected twists and turns. Do you think that a


pleasant surprise awaited Black Beauty in his new stable? If yes, give
reasons for your answer.

vi.

Which distinguishing feature of Beauty enabled Joe to identify him?

vii. What is the one character trait that all major human characters, in the
extract, have in common? Give reasons for your answer.
viii. ...I feel my strength and spirits all coming back again. How did
Beauty regain his strength and spirits?
ix.

Every experience in life teaches us something new. What is your


learning from the above extract?

4.

Miss Ellen is quite excited on learning that Beauty is Squire Gordons


old Black Beauty. She decides to write a letter informing him about
this pleasant discovery and her plans of nursing him back to health and
retaining him for life. Write the letter on her behalf:
Hints:
-

injury sustained by Beauty.

recognition by Joe.

excitement caused by the discovery.

decision to nurse Beauty through adequate care and retain him for
life.

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5.

6.

Learn more about horse idioms. Match the idiom given in column A with
the correct meaning in column B.
A

A charley horse

in a haughty manner or mood

On a high horse

a sudden, painful tightening of a


muscle in your arm or leg

Horse sense

common sense; practical thinking

On a Trojan horse

a small and backward town

One-horse town

someone or something that attacks the


group or organization it belongs to

Breaking In
This is the term used when mounting the horse for the first time. After
sufficient ground work such as handling, lunging and long reining have
been done, then the breaking in process can begin, this way the horse will
already have a basic understanding of wearing tack, voice commands,
steering and stopping.
Arrange the following sentences in the correct order to understand the
process of breaking in.

When the horse will happily stand still with the rider lying across his
back in halt and in walk then the horse is ready to be mounted.

Once aboard, both trainer and rider need to praise and reassure the
horse and then the rider can gently sit down easing his weight into
the saddle.

Next , the horse has to be taught voice commands.

When the horse feels ready then the trainer can take off the lunge line
and the horse can be ridden around the menage, where steering and
stopping can be practiced.

Start by lunging the horse and once warmed up allow the stirrups to
hang down to accustom the horse to the feeling of having something
at his side.

The next step is to have the trainer holding the horse by the lunge
line and standing still, and have the assistant give the rider a leg up
so that they are lying over the saddle. This will accustom the horse
to the weight of the rider as well as having the rider in a position to
dismount quickly, if required.

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7.

How much do you know about horses? Test your knowledge about
the parts of a horses body by labeling the visual given below using
appropriate words from the box.

hoofs, crest, forearm, muzzle, knee, hindquarters, barrel, neck, chest,


shoulder, forelock, fetlock
8.

READING PROJECT:
In groups of four, read the novel Black Beauty. Chart the journey of Beauty
as he moves from one home to the other and the changes that you observe
in him. Remember to include the following points:
i.

Briefly about the new home

ii.

A brief profile of the master

iii.

The tasks assigned to Beauty

iv.

Your comments about the new home and Beautys feelings and
attitude towards the master

Draw/paste pictures to add to the visual appeal of the project.

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4. THE WALRUS AND THE CARPENTER


http://www.fanpop.com/spots/classic-disney/videos/314315/title/walrus-carpenter

ABOUT THE AUTHOR


Lewis Carroll was a church deacon and mathematician
who published Alices Adventures in Wonderland in
1865 and its sequel, Through the Looking Glass in 1871.
Originally conceived as nursery tales for the daughter of
family friends, they quickly became classics of childrens
literature. Carroll also wrote light verse, including The
Hunting of the Snark.
1.

All it takes to care for animals is a loving heart. Justice to animals can be
meted out only when we humans are honest and sincere about helping
them.

Ruskin Bond, the acclaimed writer, mentions in one of his stories The Leopard,
how he could roam about freely in the forest because a bond of trust had
developed between him and the animals.
However, many of our deeds and activities are not conducive to the safety of
animals. List some of the human activities that are a threat to animals; also mention
ways in which we can be more friendly towards animals.

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THE WALRUS AND THE CARPENTER


1.The sun was shining on the sea,
Shining with all his might:
He did his very best to make
The billows smooth and bright-And this was odd, because it was
The middle of the night.
7. The moon was shining sulkily,
Because she thought the sun
Had got no business to be there
After the day was done-Its very rude of him, she said,
To come and spoil the fun!
13. The sea was wet as wet could be,
The sands were dry as dry.
You could not see a cloud, because
No cloud was in the sky:
No birds were flying overhead-There were no birds to fly.
19. The Walrus and the Carpenter
Were walking close at hand;
They wept like anything to see
Such quantities of sand:
If this were only cleared away,
They said, it would be grand!

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25. If seven maids with seven mops


Swept it for half a year,
Do you suppose, the Walrus said,
That they could get it clear?
I doubt it, said the Carpenter,
And shed a bitter tear.
31. O Oysters come and walk with us!
The Walrus did beseech.
A pleasant walk, a pleasant talk,
Along the briny beach:
We cannot do with more than four,
To give a hand to each.
37. The eldest Oyster looked at him,
But not a word he said:
The eldest Oyster winked his eye,
And shook his heavy head-Meaning to say he did not choose
To leave the oyster-bed.
43. But four young Oysters hurried up,
All eager for the treat:
Their coats were brushed, their faces washed,
Their shoes were clean and neat-And this was odd, because, you know,
They hadnt any feet.

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49. Four other Oysters followed them,


And yet another four;
And thick and fast they came at last,
And more, and more, and more-All hopping through the frothy waves,
And scrambling to the shore.
55. The Walrus and the Carpenter
Walked on a mile or so,
And then they rested on a rock,
Conveniently low:
And all the little Oysters stood
And waited in a row.
61. The time has come, the Walrus said,
To talk of many things:
Of shoes--and ships--and sealing-wax-Of cabbages--and kings-And why the sea is boiling hot-And whether pigs have wings.
67. But wait a bit, the Oysters cried,
Before we have our chat;
For some of us are out of breath,
And all of us are fat!
No hurry! said the Carpenter.
They thanked him much for that.

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73. A loaf of bread, the Walrus said,


Is what we chiefly need;
Pepper and vinegar besides
Are very good indeed-Now, if youre ready, Oysters dear,
We can begin to feed.
79. But not on us, the Oysters cried,
Turning a little blue.
After such kindness that would be
A dismal thing to do!
The night is fine, the Walrus said,
Do you admire the view?
85. It was so kind of you to come,
And you are very nice!
The Carpenter said nothing but,
Cut us another slice.
I wish you were not quite so deaf-Ive had to ask you twice!
91. It seems a shame, the Walrus said,
To play them such a trick.
After weve brought them out so far
And made them trot so quick!
The Carpenter said nothing but,
The butters spread too thick!

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97. I weep for you, the Walrus said,


I deeply sympathize.
With sobs and tears he sorted out
Those of the largest size,
Holding his pocket-handkerchief
Before his streaming eyes.
103. O Oysters, said the Carpenter,
Youve had a pleasant run!
Shall we be trotting home again?
But answer came there none-And this was scarcely odd, because
108. Theyd eaten every one.
Lewis Carroll.

2.

The poet has personified the sun and the moon in the poem. The sun
has been portrayed as mighty and rude and the moon as sulky and
complaining. Pick lines from the extract that bring out these qualities of
the sun and the moon.
mighty:__________________________________________________________
rude:____________________________________________________________
sulky:____________________________________________________________
complaining:_____________________________________________________

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What are the adjectives/nouns that you would use to describe the sun, the
moon and the sea? Complete the table given below to indicate your views.

SUN

MOON

SEA

Noun/adjective

Reason

a ________________

______________________________

b ________________

______________________________

c ________________

______________________________

a ________________

______________________________

b ________________

______________________________

c ________________

______________________________

a ________________

______________________________

b ________________

______________________________

c ________________

______________________________

3.

Why were the young Oysters eager to accompany the Walrus and the
Carpenter? Working in groups, discuss the character traits of the young
Oysters who accompanied the Walrus and the Carpenter.

4.

Working in groups, find answers to the following:


i.

What makes the moon sulk and why?

ii.

What made the Walrus urge the Oysters to come for a walk?

iii.

Age and experience lead to a better understanding of people and


their motives. How is this brought out in the poem?

iv.

Pick out words from the box that best describe the Walrus and the
Carpenter respectively:

cunning, glib, insincere, reticent, unkind, callous, smart, brave, amiable,


sharp

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v.

When do the trusting Oysters first sense the danger to their lives?
Substantiate using lines from the extract.

vi.

Though both the Walrus and the Carpenter connived to deceive the
trusting Oysters, Who according to you, was the most selfish of the
two?

vii. Though outwardly sympathizing with the Oysters, the Walrus had
evil motives in his mind. Bring out lines from the text that show his
insincerity.
viii. Do you think that the poem conveys a message? If yes, mention what
youve learnt from your reading and comprehension of the poem.
5.

Use your imagination! In the poem, the Walrus and the Carpenter breached
the Oysters trust by devouring them. Think of a different ending to the
poem: one in which the Oysters teach the duo a lesson. Now sitting in
groups, write a script suitable for the enactment of the poem in the form
of a play. Stage the play in front of your classmates and teacher.
WRITING A SCRIPT:
Understanding the basics
Plot refers to the skeleton of the story: the chain of events that shows
causality.
Story pertains to the things that really happen; it is the chain of events that
take place according to a time sequence.
Exposition is the part of the play (normally in the beginning) in which the
writer exposes the background information that the audience needs to
understand the story. It is an introduction to the setting and characters.
Dialogue is the part that allows you to show your creativity. A play is
carried along through conversations, called dialogue.
Conflict - Many plots involve a struggle to make things interesting. This
struggle or conflict can be anything from a concept in one persons head
to a battle between characters. Struggle can exist between good and evil,
between one character and another, or between a dog and a cat.

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Complications - If your story is going to have a conflict, it should also have


complications that make the conflict even more interesting. For instance, a
struggle between a dog and a cat can be complicated by the fact that the dog
becomes friends with the cat, or the fact that the cat lives in the house and
the dog lives outside.
Climax - The climax happens when the conflict is resolved in some way.
GETTING STARTED
1.

Working in groups, think of the storyline. Decide on the number of


characters and their character traits.

2.

Once the skeleton /plot is ready, add dialogues. It should be ensured


that the dialogues are in sync with the storyline.

3.

Introduce the conflict and gradually proceed towards an interesting


climax.

4.

Remember to use interesting props /costumes to add to the overall


appeal.

5.

Last, but not the least, give your play an interesting title.

USE OF PROPS:
Props should not divert from the purpose or scope of your speech. If they do,
they are irrelevant and could undermine your credibility as a speaker. The
following points need to be kept in mind regarding the effective use of props.

The suitability of the prop for your audience.

The suitability of your prop to the venue you are using. For example:
If its a huge hall, will your small collection of miniatures actually
be seen when you hold them up? Think about the setting before
committing yourself to a particular prop and shaping your speech
around its use. In this example, close-up photos might be better than
the real things.

The best way is to integrate props into the body of your speech. It is
more effective to show and tell as you go, rather than wait to the end
of your speech and then show.

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6.

Less is more. Choose the best examples of whatever youve got to


show. Less is more effective. Dont clutter an audiences minds with
too many to take in.

Alliteration is a device frequently used by writers to lend rhythm and


creativity to their works.
Alliteration is defined by the Compact Oxford Dictionary as :
The occurrence of the same letter or sound at the beginning of adjacent or
closely connected words. For example: I have stood still and stopped the
sound of feet
Pick out lines from the poem that show the use of alliteration.

7.

PROJECT WORK: The excesses that are committed against animals have
inspired several individuals and groups to vociferously campaign for
animal rights. Working in groups, gather information about at least two
organizations that are working for animal rights. Compile the gathered
information under the following heads:

Origin of the organization and motto.

Briefly about important people associated with the organization.

Steps taken by the group to promote animal rights.

Some pictures/newspaper reports.

Now mention how you can contribute towards the protection of animal
rights

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SAMPLE

PETA
People For The Ethical Treatment of Animals

ABOUT PETA:
People for the Ethical Treatment of Animals (PETA) is the largest animal
rights organization in the world, with more than 2 million members and
supporters. The organization is based in Norfolk, Virginia, and led by Ingrid
Newkirk, its international president. A non-profit corporation it has on board
300 employees and two million members and supporters.
WEBSITE: www.peta.org
SLOGAN:

Animals are not ours to eat, wear, experiment on, or use for

entertainment.
DOMAIN OF WORK:
PETA focuses its attention on four areas wherein animals suffer for the
longest period of time : on factory farms, in the clothing trade, in laboratories,
and in the entertainment industry. It also works on a variety of other issues,
including the cruel killing of beavers, birds, and other pests as well as
cruelty towards domesticated animals.
MODE OF OPERATION:
PETA works through public education, cruelty
investigations, research, animal rescue, legislation,
special events, celebrity involvement, and protest
campaigns .
RECENT CAMPAIGN: No more Animal testing
for Tea

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After a worldwide alert , a leading tea company has agreed to end animal
testing for its tea and tea-based beverages.
CELEBRITY SUPPORT:
Celebrity supporters of PETA, include Paul McCartney, Forest Whitaker,
Charlize Theron, Aishwarya Rai , Alec Baldwin, Alicia Silverstone Alyssa
Milano, Anjelica Huston and Audrina Patridge among others.

PROMOTING THE CAUSE:

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Keep an eye out for products that arent tested on animals and
dont have animal ingredients.

Adopt the Vegetarian way of life.

Ensure that an injured animal is taken to the Vet.

Convince others to endorse the cause, start a campaign.

5. THE VOYAGES OF DOCTOR DOLITTLE


HUGH LOFTING
1.

Look at the visual given below:

a.

Where would you normally see such scenes? Do you find something
unusual in these pictures? If your answer is yes, then elaborate.

b.

Working in groups, discuss the answers to the following:

What is the natural habitat of these animals?

Why is it important to have national parks for animals?

What can be done to help endangered animals?

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THE VOYAGES OF DOCTOR DOLITTLE


HUGH LOFTING
ABOUT THE AUTHOR
Hugh John Lofting (January 14, 1886
September 26, 1947) was a British author,
trained as a civil engineer, who created the
character of Doctor Dolittle one of the
classics of childrens literature. The books,
about a man who talks to animals, were
later adapted into several feature films.
Hugh Lofting originally started writing the
series in letters to his children from the front
of the First World War. His family was so
delighted by the stories that they suggested
he attempt to find a publisher for them.
Young Tommy Stubbins could hardly wait to get back to the little house with
the big garden--to see Doctor Dolittle, who understands the language of the
animals, and his private zoo. For the first time in his life, he forgot all about
breakfast; and creeping down the stairs on tip-toe, so as not to wake his mother
and father, he opened the front door and stepped out into the empty, silent
street. He is quite in awe of the sights and animals that he sees in the garden,
however there is more in store.......
1. I did not think there could be anything left in that garden which we had not
seen. But the Doctor took me by the arm and started off down a little narrow
path and after many windings and twistings and turnings we found ourselves
before a small door in a high stone wall. The Doctor pushed it open.

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2. Inside was still another garden. I had expected to find cages with animals inside
them. But there were none to be seen. Instead there were little stone houses
here and there all over the garden; and each house had a window and a door.
As we walked in, many of these doors opened and animals came running out
to us evidently expecting food.

3. Havent the doors any locks on them? I asked the Doctor.


4. Oh yes, he said, every door has a lock. But in my zoo the doors open from
the inside, not from the out. The locks are only there so the animals can go
and shut themselves in any time they want to get away from the annoyance of
other animals or from people who might come here. Every animal in this zoo
stays here because he likes it, not because he is made to.
5. They all look very happy and clean, I said. Would you mind telling me the
names of some of them?
6. Certainly. Well now: that funny-looking thing with plates on his back, nosing
under the brick over there, is a South American armadillo. The little chap
talking to him is a Canadian woodchuck. They both live in those holes you see
at the foot of the wall. The two little beasts doing antics in the pond are a pair
of Russian minks-- and that reminds me: I must go and get them some herrings
from the town before noon--it is early-closing to-day. That animal just stepping
out of his house is an antelope, one of the smaller South African kinds. Now
let us move to the other side of those bushes there and I will show you some
more.
7. Are those deer over there? I asked.
8. DEER! said the Doctor. Where do you mean?
9. Over there, I said, pointing--nibbling the grass border of the bed. There are
two of them.
10. Oh, that, said the Doctor with a smile. That isnt two animals: thats one
animal with two heads--the only two-headed animal in the world. Its called
the pushmi-pullyu. I brought him from Africa. Hes very tame -- acts as a
kind of night-watchman for my zoo. He only sleeps with one head at a time,
you see very handy--the other head stays awake all night.
11. Have you any lions or tigers? I asked as we moved on.
12. No, said the Doctor. It wouldnt be possible to keep them here-- and I
wouldnt keep them even if I could. If I had my way, Stubbins, there wouldnt
be a single lion or tiger in captivity anywhere in the world. They never take
it. Theyre never happy. They never settle down. They are always thinking of

37

the big countries they have left behind. You can see it in their eyes, dreaming-dreaming always of the great open spaces where they were born; dreaming of
the deep, dark jungles where their mothers first taught them how to scent and
track the deer.
13. And what are they given in exchange for all this? asked the Doctor, stopping
in his walk and growing all red and angry--What are they given in exchange
for the glory of an African sunrise, for the twilight breeze whispering through
the palms, for the green shade of the matted, tangled vines, for the cool, bigstarred nights of the desert, for the patter of the waterfall after a hard days
hunt? What, I ask you, are they given in exchange for these? Why, a bare cage
with iron bars; an ugly piece of dead meat thrust in to them once a day; and
a crowd of fools to come and stare at them with open mouths!--No, Stubbins.
Lions and tigers, the Big Hunters, should never, never be seen in zoos.
14. The Doctor seemed to have grown terribly serious--almost sad. But suddenly
his manner changed again and he took me by the arm with his same old cheerful
smile.
15. But we havent seen the butterfly-houses yet--nor the aquariums. Come along.
I am very proud of my butterfly-houses.
16. Off we went again and came presently into a hedged enclosure. Here I saw
several big huts made of fine wire netting, like cages. Inside the netting all sorts
of beautiful flowers were growing in the sun, with butterflies skimming over
them. The Doctor pointed to the end of one of the huts where little boxes with
holes in them stood in a row.
17. Those are the hatching-boxes, said he. There I put the different kinds of
caterpillars. And as soon as they turn into butterflies and moths they come out
into these flower-gardens to feed.
18. Do butterflies have a language? I asked.
19. Oh I fancy they have, said the Doctor--and the beetles too. But so far I
havent succeeded in learning much about insect languages. I have been too
busy lately trying to master the shellfish-talk. I mean to take it up though.

38

20. At that moment Polynesia joined us and said, Doctor, there are two guineapigs at the back door. They say they have run away from the boy who kept
them because they didnt get the right stuff to eat. They want to know if you
will take them in.
21. All right, said the Doctor. Show them the way to the zoo. Give them the
house on the left, near the gate--the one the black fox had. Tell them what
the rules are and give them a square meal--Now, Stubbins, we will go on to
the aquariums. And first of all I must show you my big, glass, sea-water tank
where I keep the shellfish.
2.

Have you ever been to a zoo? Can you recollect some of the animals that
you have seen at the zoo? Do you think that all animals at the zoo are
happy? Based on your understanding, complete the table given below:

3.

Animal / Bird
Name

In Close Confinement
/ In Large Confinement

Problem Faced
by the Animal / Bird

a. __________________

_____________________

_____________________

b. __________________

_____________________

_____________________

c. __________________

_____________________

_____________________

d. __________________

_____________________

_____________________

e. __________________

_____________________

_____________________

f. __________________

_____________________

_____________________

The word exotic means something unusual or of foreign origin and not
native. Can you find some exotic species in Doctor Dolittles zoo? Given
below is a description of a Canadian woodchuck, one of the animals in
Doctor Dolittles zoo. Use the information to write a colourful postcard
and send it to your friend.

39

DESCRIPTION
The woodchuck Marmota monaxsometimes called groundhogis
a rodent and belongs to the large group of mammals Rodentia, which
includes squirrels, prairie dogs, and chipmunks. Within this large group,
the woodchuck is considered one of the marmots.
QUICK FACTS ABOUT THE WOODCHUCK:

is sometimes completely black or completely white.

is one of Canadas largest true hibernators and the subject of a


great deal of medical research.

spends much of its time eating and sunning when not


hibernating or caring for young.

is the major hole-digging mammal over much of eastern North


America, and in some places in the west, providing all sorts of
animals with shelter.
USE THE FORMAT GIVEN BELOW:
Date and place
Dear

40

stamp

Your Friend

4.

5.

Working in groups, discuss the answers to the following:


1.

Do you think that the Doctors zoo is different from the other zoos
you have visited or read about? Give reasons for your answer.

2.

The Doctor tells Stubbins about some of his animals that live in holes
or ponds. Recollect some other animals that live in either holes or
ponds. Share the information with the other groups.

3.

Who is the night watchman at the zoo? Can you think of any other
animal/bird which can be called a night watchman?

4.

How is the cruelty of humans brought out in the extract? Supply lines
from the extract to support your answer.

5.

What are the environs that the tigers and the lions crave for?

6.

The Doctor appears very sad at one point in the extract. What is the
reason behind his sadness?

7.

Have you wondered why Doctor Dolittle could understand the


language of the animals? Give reasons for your answer.

It would be wonderful if all humans had the ability to understand the


language of the animals just like Doctor Dolittle. Imagine yourself as
Doctor Dolittle and interview a caged lion. Think of the questions you
would like to ask him and the probable answers to the questions. You
must remember to ask questions about his life and upbringing, the story
of his capture, his feelings and emotions, his likes and dislikes etc. Now
don the interviewers hat and get cracking!

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IN CONVERSATION WITH THE CAGED KING

Q1 ____________________________________________________________________?
Reply __________________________________________________________________
Q2 ____________________________________________________________________?
Reply __________________________________________________________________
Q3 ____________________________________________________________________?
Reply __________________________________________________________________
Q4 ____________________________________________________________________?
Reply __________________________________________________________________
Q5 ____________________________________________________________________?

42

Reply __________________________________________________________________

6. A NIGHT WITH A WOLF


1.

Have you seen/read The Jungle Book by Rudyard Kipling? It is the


story of Mowgli,a human child that was raised by animals. The loving
and nurturing care bestowed by animals made Mowgli feel at ease and
consider the jungle his home. Not only this, he is also taught about
the bare necessities of life by the animals. Listen to the song The bare
necessities at http://www.youtube.com/watch?v=9ogQ0uge06o and fill
the blanks given below.
1.

Look for the bare necessities


The simple bare necessities
a)_____________________
I mean the bare necessities
Old Mother Natures recipes
That brings the bare necessities of life

7.

Wherever I wander, wherever I roam


I couldnt be fonder of my big home
The bees are buzzin in the tree
b)__________________________
When you look under the rocks and plants
And take a glance at the fancy ants
Then maybe try a few

14.

The bare necessities of life will come to you


Theyll come to you!

16.

Look for the bare necessities


The simple bare necessities
Forget about your worries and your strife
I mean the bare necessities
c)_____________________________
With just the bare necessities of life

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22.

Now when you pick a pawpaw


Or a prickly pear
And you prick a raw paw
Next time beware
d) ____________________________
When you pick a pear
Try to use the claw
But you dont need to use the claw
When you pick a pear of the big pawpaw
Have I given you a clue ?

32.

The bare necessities of life will come to you


Theyll come to you!

34.

So just try and relax, yeah cool it


Fall apart in my backyard
e)______________________________
If you act like that bee acts, uh uh
Youre working too hard

39.

And dont spend your time lookin around


For something you want that cant be found
f)_________________________________
And go along not thinkin about it
Ill tell you something true

44.

44

The bare necessities of life will come to you

ABOUT THE POET


Bayard Taylor was born to Joseph and
Rebecca Way Taylor on January 11, 1825,
in the village of Kennett Square. At that
time, the predominantly Quaker village
was only a crossroads with a few dwellings,
including a tavern, a hotel, and the stoneplastered building of two-and-a-half stories
where the Taylors lived. Bayard Taylor was
named in honor of the esteemed Delaware
senator James A. Bayard. Bayards mother
had taught him to read at age four, and early
in his life, he found his real refuge in books, never tiring of reading poetry
and books about the countries he longed to visit. At nineteen, he brought
out his first book, Ximen, or the Battle of the Sierra Morena. In this year,
the second desire of his life urged him to explore the world and he went
abroad, traveling about Europe on foot for nearly two years, with his only
luggage a knapsack and a scanty supply of script. From this trip, however,
came Views Afoot, almost the pioneer travel book of America.

1.

Who would you want for company if you were lost in the woods? How
about a wolf for company? Read the following poem which tells the story
of the poets night-out with a wolf.

45

A NIGHT WITH A WOLF


1. High up on the lonely mountains,
Where the wild men watched and waited;
Wolves in the forest and bears in the bush,
And I on my path belated.
5. The rain and the night together
Came down, and the wind came after,
Bending the props of the pine tree roof,
And snapping many a rafter.
9. I crept along in the darkness,
Stunned, and bruised, and blinded;
Crept to a fir with thick set boughs
And a sheltering rock behind it.
13. There, from the blowing and raining,
Crouching, I sought to hide me.
Something rustled; two green eyes shone;
And a wolf lay down beside me!
17. His wet fur pressed against me;
Each of us warmed the other;
Each of us felt, in the stormy dark,
That beast and man were brother.
21. And when the falling forest
No longer crashed in warning,
Each of us went from our hiding place
24. Forth in the wild, wet morning.

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2.

Can you spot any similarities between the song The bare necessities and
the poem. If yes, elaborate.

3.

In groups, infer the meaning of the following words/phrases from the


poem:
path belated, snapping, rafter, thick set boughs, rustled, falling forest,
crashed in warning
A. Working in groups, discuss the answers to the following
questions:

B.

1.

The poet speaks about wild men who watched and waited in
the first stanza. Who do you think are these men and what are
they waiting for?

2.

How would you describe the weather conditions in the second


stanza? Make use of adjectives to describe the night.

3.

Why is the poet stunned, bruised and blinded?

4.

Who was the poets mate in the shelter? How would you
describe the behavior of the mate?

5.

What lesson did the man and the beast learn in the poem?

6.

Does the poem convey a message? If yes, then give reasons.

Get creative! Imagine yourself in a similar situation as the poet.


Now describe the wolf and your experience with him. Share the
description with your classmates.

DESCRIBING A CHARACTER:
APPEARANCE:

Hair : long, short, cropped, silky, dry, wavy

Eyes: large, small, sunken, huge, bulging, bright

Face : round, oval, chubby, wrinkled, pale, sun-tanned

Build: frail, skinny, thin, plump, well-built, stout

47

A.

Intellectual ability
Ability: intelligent, bright, clever, smart, shrewd, able, gifted, talented,
brainy.
Lacking ability: stupid, foolish, half-witted, simple, silly, brainless,
daft, dumb.

B.

Attitude towards life


Looking on either the bright or the black side of the things: optimistic,
pessimistic.
Outward looking or inward looking: extroverted, introverted.
Calm or not calm with regard to attitude to life: relaxed, tense.
Practical, not dreamy in approach to life: sensible, down-to-earth.
Feeling things very intensely: sensitive.

C.

Attitude towards other people


Enjoying others company: sociable, gregarious.
Disagreeing with others: quarrelsome, argumentative.
Taking pleasure in others pain: cruel, sadistic.
Relaxed in attitude to self and others: easy-going, even-tempered.
Not polite to others: impolite, rude, ill-mannered, discourteous.
Telling the truth to others: honest, trustworthy, reliable, sincere.
Unhappy if others have what one does not have oneself: jealous
Helpful and compassionate attitude: altruist, kind, generous

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4.

Your school recently organized a seminar on Wildlife protection. Eminent


wildlife activists from around the world attended the seminar and shared
their views on the issue. As a member of the Schools Environment Club,
you had the opportunity of attending the seminar and interacting with
some of the guest speakers. Write a brief report(100-120 words) about the
same for your Schools Magazine. Refer to the notes and the format given
below:

FORMAT
Title should be catchy and brief
Name of the reporter
CONTENT
-

about the event

where was the event organized, by whom and when

who were the people present on the occasion

how did the programme begin

about the guest speakers

views of the speakers

interaction with the students

what you learnt

how the programme drew to an end

NOTES
i.

Participation from students across several schools

ii.

Enthusiasm and eagerness to hear and interact with the guests

iii.

Views expressed- growing concern about the extinction of certain


animals and the threat to others; discussion about ways to protect
endangered species and help animals feel safe in their natural
habitat

iv.

Student interaction- How can one contribute to wildlife protection?

v.

Conclusion- pledge to create awareness about the issue and facilitate


positive change

49