CBSE-i

CLASS VI

UNIT-5

ADVENTURE

Why should we do this unit?

The theme Adventure is an attempt to bring to the fore the thrill and excitement of indulging in
adventurous activities. However, all adventurous activities come with their share of risks. At
times one may not deliberately pursue adventure but unknowingly land in a situation which is
not only adventurous but is also fraught with risks.
This unit enables the learners to experience the thrill associated with adventure while at the same
time highlights the necessity of patience and fortitude in dealing with difficult situations. The
unit will train the students to exercise caution while indulging in adventurous activities, but will
also imbue the uninitiated with the spirit of adventure and zest to take up challenges.
General learning outcomes
At the end of this unit the students will:

Enjoy the thrill of adventurous activities

Understand the importance of survival skills

Realize the need to be courageous and calm when faced with challenging situations in life

Specific learning outcomes

At the end of this unit the students will:

Understand the functioning of a hot air balloon and a parabolic flight

Understand the use of imagery

Learn the use of modals

ADVENTURE
Contents

Warming up

Kidnapped( an extract): Robert Louis Stevenson

Tom Sawyer Abroad( a monologue):Mark Twain

Sea Fever(poem): John Masefield and Project Work

Zero Gravity Flights: Marlowe Hood

Teacher Resource Material

MATRIX
SECTION

READING

WRITING

SPEAKING

SKILLS

SKILLS

SKILLS

LISTENIN
G

VOCABULAR
Y

GRAMMA
R

One word
substitution

Learning the
use of
modals

SKILLS
(A)
Kidnapped(an
extract)

(B) Tom
Sawyer
Abroad
(an extract)

Working out the

meanings of
new words

Writing a
message

Taking part
in a group
discussion

Identifying main
points of the
story

Writing a
story

Working out the

Meanings of
new words/
phrases

Drafting an
advertisement

Narrating
an
experience

Project work
on sea
explorers

Taking part
in a group
discussion

Listening to
a newspaper
report and
responding
to questions

Word search on
sea life

Use of
idiomatic
phrases

Identifying main
points of the
story
(C) Sea Fever
(Poem)

Working out the

meanings of
new words/
phrases

Listening to
the song Sea
Fever

Identifying main
points of the
story
(D) Zero
Gravity
Flights

Working out the

meanings of
new
words/phrases

Identifying main
points of the
story

ADVENTURE

Writing a
description
based on an
interview

Learning words
related to
astronomy

I (WARMING UP)

Look at the visuals given below and identify the activities shown:

__________________

________________

________________

__________________
Have you indulged in any of the activities shown above or an activity of a similar nature?
How would you describe your mental, physical and emotional state during such
activities?
MENTAL

PHYSICAL

EMOTIONAL

Share any such similar experience with your friends. Now working in groups, discuss how the
activities shown above are different yet identical.

How would you describe an adventure? Get together in groups to define the word
adventure. Now share your definition with the rest of the class.

We all have a streak of adventure in us. While some of us indulge in adventure on a regular basis, others
are more circumspect and cautious about it. Working together in groups, list five activities that you
consider as adventurous:
1.
2.
3.
4.
5.

Read this true account of an adventure in the jungle.

Charge of the Tigress

As we all sat finishing lunch at Bijrani, we discussed who all would go for the elephant ride
among the eight of us. Finally, it was decided that Kookie, Valerie, Arnab and Vasu would go as
the rest of us had already experienced this on earlier visits.
So, with lunch out of the way and the party nicely rested, the two groups set out on their
respective rides. As we drove very slowly down the jungle track, everyone spoke in hushed
tones. The late afternoon sun gave the forest a very warm look with a lot of contrast between the
dark and light areas.
The weather was perfect with the warm sunshine balanced by a lovely cool breeze.
As we rolled forward on this seemingly perfect day, we discussed the coming new year which
began the next day. We were now entering a slightly more dense part of the jungle and we
noticed something small and dark absolutely in the middle of the track. On getting closer, we
realized it was the first hint of the presence of a tiger in the nearby vicinity. It was scat or in other
words, tiger droppings. We began the process of moving on very slowly, simultaneously tracking
the tell tale signs of the progress of the most beautiful animal in these jungles. Although,
sometimes one feels that the leopard gives the tiger excellent competition where good looks are
concerned.
From the pug marks we could make out that it was quite a large specimen. Although none of us
were expert enough to be able to tell whether it was a male or a female. The tension and
excitement was now rapidly building. All chatter had completely stopped. Sign language was
now the primary means of communication. Soon we came upon a fork and followed the track to
the left, sticking to the pug marks. I could make out that the marks were very fresh as the edges
were very sharp and had not yet been dulled by the effect of wind. This sent our expectations of
spotting a tiger to a new high . Then all of a sudden, the animal seemed to have taken a sudden
turn to the right and gone straight into the thickest part of the jungle. We contemplated what we
should do. Should we retreat a bit and wait. Maybe it had gone into the shrubs when it heard us
approaching. We were just discussing what we should do when we heard a monkey give a
warning call from the jungle further right. This confirmed the presence of the tiger. We wondered
what to do when Shayne said it would be worth a try to back-track a bit and take the other path

from the fork. We all thought this was a good idea since it seemed pointless to wait here. The
tiger was obviously not hanging around and moving away from us.
We were soon on the other path to the right from the fork with all eyes peeled for any kind of
movement. Nothing moved. We stopped and waited a while to listen for any clues. No sounds at
all. Even the monkey had stopped warning the rest of the jungle inhabitants. We moved on
slowly and after fifty yards or so, suddenly came upon the same pug marks. Once again
emerging from the bushes and onto the track. Shayne drove very slowly keeping a keen lookout
ahead while the two in the back seat scanned the jungle to either side. I kept track of the pug
marks. We came across some scratch marks on the path where the tiger had scratched the path
and dug up quite a bit of dirt. It looked fresh. Really fresh. Just then Shayne called out in a low
but very clearly audible voice," There, up ahead !!" I desperately searched the area ahead but
initially saw absolutely nothing. " There !!!" Shayne said to me almost in desperation since I was
the guy with the camera. The rest of us still couldnt make out. Then it moved. When it had stood
perfectly still, the dance of the warm sunlight and dark shadows had completely camouflaged it.
Now we all saw it. It was a beautiful tigress. She was huge. As we stopped and watched her in
total awe, she decided we werent a threat and came back on to the track and began climbing the
hill ahead. I can never forget that sight. She looked so incredibly powerful from that angle. As
she went around the corner, we waited a while before restarting the engine and creeping slowly
in pursuit. We saw her as soon as we rounded the bend. She was still walking down the track and
had gone around fifty yards ahead. Since the path ahead was visible for almost another fifty
yards or more, we stayed in the same place watching this most amazingly graceful, beautiful and
powerful being move majestically down the track. We again watched her disappear around the
next bend.
We slowly moved around the corner, expecting to see her around another fifty yards ahead. We
were in for a surprise because she was standing only around twenty yards ahead of us and facing
us. As she saw us come around the bend, she moved off into the bushes on the left side of the
road. We initially stopped for a moment but decided it would be better if we drove past. We had
been honoured with a brilliant sighting of over twenty minutes already and didnt want to spoil
her mood. As we came close to the bush she had gone into, we peered in trying to see if she had
gone up the hillside covered with bushes or whether she was waiting for us to go by. Initially we
felt she must have gone because we saw nothing but twigs, branches and leaves. Then we saw
the eyes. They were the only part of her that was visible. The rest was hidden by the most
amazing display of camouflaging any of us had ever seen. Just then we heard a lot of noise from
behind us. Around a hundred yards behind was a ten seater jeep with more than twenty people
coming towards us.
We were just planning to warn them about the danger when I guess they decided we hadnt seen
anything and were just hanging around. As they moved off, the guy to the rear left, I think as an
expression of disgust or maybe a last ditch effort to make sure there was nothing in the bushes,
flung a small stick into the bush. We decided the tigress must definitely have moved up the
hillside for them not to have seen her or for her not to have reacted to all the provocation and
irritation.
As the din of the jeep and its passengers disappeared over the hill, we contemplated where we
should head next. We neednt have bothered because out of the very same bush came our miss
world. She turned and gave us a glance and then headed slowly up the path towards the bend
between her and us. Soon she was out of sight . We all waited with bated breath to see if she
would come back on the path or whether she had taken some trail leading up the hill. I focused

the camera on where I expected her to come out, if she did, and sat ready with my finger on the
click button. Nothing happened. Half a minute went by and still nothing. Then I told Shayne to
take over the camera as he had a better view of the area where she would come out of since he
was on the right. Almost the very next second I heard him whisper, "shes coming !".

He had seen her just peep around the corner and take a quick look at us. I heard him click a snap
and saw him lower the camera to get a direct look at her. The moment he did that and made eye
contact with her, he saw her flatten her ears, get a wild look in the eyes and suddenly pull away
out of sight again. I looked in the direction he was indicating but my sight was obstructed by the
hillside around which the track went. Suddenly, I felt the camera being shoved into my hands and
Shayne was all movement. One hand was going for the ignition while the other handed me the
camera."Shes coming for us ! I cant see her but shes up to something !!" I quickly focused on
the spot I had before around thirty yards ahead and waited. Mistake !! Suddenly there was a roar
that sounded like one emanating from a quadraphonic system in a discotheque. It was louder than
anything Id heard ! Then she came around the bend at a speed that blurred our vision.
She was coming straight for us! Teeth bared and with fire in her eyes ! Shayne was also a blur of
movement as he turned the ignition key and simultaneously tried to reverse the car. In the chaos
his elbow bumped the horn and there was a short beep just as the tigress was about to pounce. I
think this kind of startled her, as instead of coming straight for us, she just deflected herself off
the front and went to the right. The impact of just this deflection was enough to lift the rear tyres
of the Gypsy off the ground

.
The jolt made my finger press the shutter release of the camera. This photograph turned out to be
just a flash of green inter-spersed with a few tell tale signs of black and white stripes. We
watched her move through the bushes away from us, finally come back on to the path ahead and
continue to climb up the hill to the left.
We all sat there for a couple of minutes just excitedly looking at each others faces. Nobody
managed to say a word for a while. Too much adrenaline !! Then we calmed down.
We went down the hill ahead and came down to a river bed. Here we came to a T-junction and
decided to turn left to head back and pick up the others. As we had gone around a hundred yards
down the sandy track, I saw a leaf rustle around halfway up the hillside to the left. Around
twenty yards ahead, I asked Shayne to turn the Gypsy around and stop. As we watched, we saw a
few more leaves on the bushy slope move Two minutes later, there she was again! As she came
out, she stopped and looked at us once more. Im sure she recognised us. Without any sign of
being bothered, she turned away and walked down the path. Soon she turned to the left and
headed across the grassland that lead up to the river. We moved to a spot from where we could
see her going. If we wanted, we could easily have followed her but I think wed seen enough and
realized that it would be wrong to pursue her any more. So as she walked off, we drove back to
pick up the others.

Working in groups attempt the following:

What made the tigress charge at the group?

How did the group come to know of the presence of a tiger in the vicinity?

Discuss some of the other ways of tracking a tiger.

Attempt a different ending to the above account and share it with the other groups.

TIGER QUIZ

1. Which of the five tiger subspecies is the smallest?

Siberian
Sumatran
Bengal
2. The Sumatran tiger is found:
throughout Indonesia
only on Borneo
only on Sumatra
3. The decline in tiger population is a result of:
poaching for Asian medicine
destruction of habitat because of human overpopulation
both of the above
4. Over the time white spots have evolved on the backs of tiger's ears. How might these
spots help the tiger?
by helping cubs keep track of their mothers
by functioning as false eyes to predators approaching from behind
they do not help the tiger at all
5. Tiger cubs stay with their mothers until the age of:
6 to 8 months old
2 to 2 1/2 years old
4 years old

II
1. How would you describe the word maroon? You might identify it as a dark purplish-red to

dark brownish-red color. However, the word has other meanings as well:
(i)The term Maroon is widely used throughout the Caribbean to represent escaped African slaves who
escaped into the wilderness during the 17th and 18th century.
(ii) The word also means: to abandon or isolate with little hope of ready rescue or escape.
The visual given below shows people marooned by flood waters waving towards an Army
helicopter for relief supplies.

Have you heard of people who have been marooned due to adverse circumstances? Get together in groups
of four to gather information about people who were marooned but were able to fight out the adversity
and survive the odds. Share the information collected by each group with your classmates. It should
include the following:

Place/ location where they were stranded

How they spent their time

Efforts to survive

Rescue operations

Is there scope for adventure if one is stranded alone on a remote island? Would you despair at your
loneliness or explore survival options if caught in such a circumstance? What are the five things you
would need the most to survive and why?
FIVE MOST IMPORTANT THINGS

REASON

How much do you know about geographical features?

Geographic features are components of a planet that can be referred to as locations, sites, areas, or
regions . There are three kinds of geographic features: natural geographic features, abstract geographic
features and artificial geographic features. Natural geographic features include landforms and ecosystems.
Landforms are terrain types and bodies of water.

MATCH THE GEOGRAPHIC FEATURES GIVEN IN COLUMN A WITH THE

CORRECT DESCRIPTION IN COLUMN B. YOU MAY DRAW A LINE TO
CONNECT THE MATCHING DESCRIPTION.
A

An island, especially a small one.

CREEK

STRAIT

A small stream, often a shallow or intermittent tributary to a

river.

A narrow channel joining two larger bodies of water

BAY

A body of water partially enclosed by land but with a

ISLE

wide mouth, affording access to the sea.

Search the internet to find out the names of the prominent isles, straits, bays and creeks in
the world. Use the information to complete the table given below.
CREEK

STRAIT

BAY

ISLE

KIDNAPPED
By
ROBERT LOUIS STEVENSON

Robert Louis Balfour Stevenson (13 November 1850 3 December 1894) was a Scottish
novelist, poet, essayist and travel writer. His most well known books include Treasure Island,
Kidnapped and the Strange Case of Dr Jekyll and Mr Hyde. His greatest power is, however,
shown in those works which deal with Scotland in the 18th century, such as Kidnapped,
Catriona, and Weir of Hermiston, and in those, e.g., The Childs Garden of Verse, which exhibit
his extraordinary insight into the psychology of childlife; Dr. Jekyll and Mr. Hyde is a
marvellously powerful and subtle psychological story, and some of his short tales also are
masterpieces. Of these Thrawn Janet and Will of the Mill may be mentioned as examples in
widely different kinds.

Orphaned and penniless, David Balfour sets out in search of his last living relative, Uncle
Ebenezer, who deceives him and gets him imprisoned on a ship headed for the Carolinas.
Misfortune strikes once again when the ship is wrecked and David finds himself marooned
on an isle. He dives into the sea in search of the yard, his only hope of escaping the isle.
Reaching the yard , however, proves to be quite a challenge.

( TEXT)

In I went, for the third time, into the sea. The sand was smooth and firm and shelved
gradually down; so that I could wade out till the water was almost to my neck and the
little waves splashed into my face. But at that depth my feet began to leave me and I durst
venture in no further. As for the yard, I saw it bobbing very quietly some twenty feet in
front of me.

I had borne up well until this last disappointment; but at that I came ashore, and flung
myself down upon the sands and wept.

The time I spent upon the island is still so horrible a thought to me,that I must pass it
lightly over. In all the books I have read of people cast away, they had either their
pockets full of tools, or a chest of things would be thrown upon the beach along with
them. My case was very different. I had nothing in my pockets but money and Alans
silver button; and being inland bred, I was as much short of knowledge as of means.

I knew indeed that shell-fish were counted good to eat; and among the rocks of the isle I
found a great plenty of limpets, which at first I could scarcely strike from their places.
There were, besides, some of the little shells that we call buckies; I think periwinkle is the
English name. Of these two I made my whole diet, devouring them cold and raw as I
found them; and so hungry was I, that at first they seemed to me delicious.

Perhaps they were out of season, or perhaps there was something wrong in the sea about
my island. But at least I had no sooner eaten my first meal than I was seized with
giddiness and retching, and lay for a long time no better than dead. A second trial of the
same food (indeed I had no other) did better with me and revived my strength. But as
long as I was on the island, I never knew what to expect when I had eaten; sometimes all

was well, and sometimes I was thrown into a miserable sickness; nor could I ever
distinguish what particular fish it was that hurt me.

All day it streamed rain; there was no dry spot to be found; and when I lay down that
night, between two boulders that made a kind of roof, my feet were in a bog.

The second day I crossed the island to all sides. There was no one part of it better than
another; it was all desolate and rocky; nothing living on it but game birds and the gulls
which haunted the outlying rocks. But the creek, or straits, that cut off the isle from the
main land of the Ross, opened out on the north into a bay, and the bay again opened into
the sound of Iona; and it was the neighbourhood of this place that I chose to be my home;
though if I had thought upon the very name of home in such a spot, I must have burst out
weeping.

I had good reasons for my choice. There was in this part of the isle a little hut of a house
like a pigs hut, where fishers used to sleep when they came there upon their business; but
the turf roof of it had fallen entirely in; so that the hut was of no use to me, and gave me
less shelter than my rocks. What was more important, the shell-fish on which I lived
grew there in great plenty; when the tide was out I could gather a peck at a time: and this
was doubtless a convenience. But the other reason went deeper. I had become in no way
used to the solitude of the isle, but still looked round me on all sides (like a man that was
hunted) between fear and hope that I might see some human creature coming. Now, from
a little up the hillside over the bay, I could catch a sight of the great, ancient church and
the roofs of the peoples houses in Iona. And on the other hand, over the low country of
the Ross, I saw smoke go up, morning and evening, as if from a homestead in a hollow of
the land.

I used to watch this smoke, when I was wet and cold, and had my head half turned with
loneliness; and think of the fireside and the company, till my heart burned. It was the
same with the roofs of Iona. Altogether, this sight I had of mens homes and comfortable
lives kept hope alive, and helped me to eat my raw shell-fish and saved me from the
sense of horror I had whenever I was quite alone with dead rocks, and fowls, and the rain,
and the cold sea.

I say it kept hope alive; and indeed it seemed impossible that I should be left to die on the
shores of my own country, and within view of a church tower and the smoke of mens
houses.

UNDERSTANDING THE NARRATIVE

Get together in groups of two and try to infer the meanings of the following
words/phrases from the context. Check your responses by referring to the internet and
your dictionary.
Words/Phrases
cast away
inland bred
strike from their places
devouring
seized with giddiness
streamed rain
desolate
haunted
turf
gather a peck
solitude
bog

Meanings

Working in groups, try to find out the answers to the following questions:

As compared to people cast away in books, David was at a disadvantage. Do

you agree with this? Give reasons for your answer.

Why did the cold and raw fish seem delicious to David?

One really doesnt know what to expect on a desolate isle. How does the writer
bring out the unpredictability of being on the lonely isle?

What made David conclude, There was no one part of it better than another;?

Which neighbourhood did David choose to be his home and why?

What are the various difficulties that David faces on the isle? How does he
respond to his circumstances?

Mention any two emotions that come out most prominently during Davids stay
on the isle? Give examples from the extract to support your views.

It is not easy to survive on a lonely isle. What according to you was the most
difficult part of being on the isle?

How would you describe David? Substitute the lines given below with one word
to find some of the character traits of David. Supply instances from the story to
support your views. Make use of the information thus collected to write a brief
profile of David.

Description
appearing sad or lonely
characterized by courage
expecting a favourable
outcome
deft and active
Adjusting to adverse
circumstances

One word substitution

Instance from the story

3. Despite being desolate and forlorn, David does not give up hope. He stumbles upon a glass
bottle and decides to send a message to guide rescuers to the isle. Write the message on his
behalf in 50 words. The message should contain the following:

location and description of the isle

adverse conditions and difficulties faced
4. David hangs on to the hope that he might be rescued soon. Use your imagination to write a
story in about 200 words on Davids escape from the isle. Use illustrations wherever necessary.
You may use the hints given below:
Hints:

Stranded on a desolate isle

Desperation and isolation

Keeps hope alive

Plan to escape

5. GRAMMAR: MODALS
(a)Read the following sentences given in the extract:
(i)When the tide was out I could gather a peck at a time.
(ii)... it seemed impossible that I should be left to die on the shores of my own country.
How do you infer the use of the modals could and should in the lines given above?
Choose word/s from the box that accurately describe the modals used in the two sentences.
Request/offer, probability, ability, obligation/ necessity, supposition

(b)Complete the table given below by using the most appropriate modals from the
box .
A
Permission
Obligation/necessity
Ability
Request/offer
probability

May, might, must, will, would, can, could, shall should

(c)Fill in the blanks using appropriate modals.

1. I ________ swim in the sea when I was young. (ability)

2. When the tide is out I ________ gather a peck at a time. (necessity)
3. I _______ survive on the isle if I dont lose hope. ( possibility)
4. We ___________ search for the survivors of the shipwreck. (promise)
5. You __________ keep the promise that you made to Tim. (duty)
6. We ________ help you escape the isle if you show us the way out. ( possibility)
7.

I _______ sit for hours practicing the Piano. (past habit)

8. __________ we leave office a little early today? (permission)

Your teacher will read out a newspaper report about people in an Indian town who were
trapped by floods. On the basis of your listening, respond to the following:
1. Besides the local administration, the _________ was also involved in the rescue effort
because ___________________ .
2. The steps taken to help the affected people were ____________________________ .
3. The waters of river _________ rose alarmingly during the floods.
4. All flood affected people could not reach the food packets _________________ .
5. The released water from Dharoi caused a swamp in ______________ .

6. Adventure on the seas

Track a variety of fish in this sea life word search by searching horizontally, vertically
and diagonally.

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anemone
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Seaweed

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jellyfish
limpet
lobster
octapus

dolphin

plankton
rockfish
sea horse
seal
sea lion

oyster

shark
squid
swordfish
turtle
whale

III

Watch this video of travel on board in a hot air balloon at http://www.youtube.com/watch?

v=k8sDmiMOUPU

Working in groups, discuss what helped the air balloon to rise and then fly in the air.
Read the history of flight given below and attempt the questions that follow.

Early History of Flight

Around 400 BC - Flight in China

The discovery of the kite that could fly in the air by the Chinese started humans thinking about
flying. Kites were used by the Chinese in religious ceremonies. They built many colorful kites
for fun. More sophisticated kites were used to test weather conditions. Kites have been important
to the invention of flight as they were the forerunner to balloons and gliders.
Hero and the Aeolipile

The ancient Greek engineer, Hero of Alexandria, worked with air pressure and steam to create
sources of power. One experiment that he developed was the aeolipile which used jets of steam
to create rotary motion.
Hero mounted a sphere on top of a water kettle. A fire below the kettle turned the water into
steam, and the gas traveled through pipes to the sphere. Two L-shaped tubes on opposite sides of
the sphere allowed the gas to escape, which gave a thrust to the sphere that caused it to rotate.
The importance of the aeolipile is that it marks the start of engine invention - engine created
movement will later prove essential in the history of flight.
1485 Leonardo da Vinci - The Ornithopter and the Study of Flight.

Leonardo da Vinci made the first real studies of flight in the 1480's. He had over 100 drawings
that illustrated his theories on bird and mechanical flight. The drawings illustrated the wings and

tails of birds, ideas for man carrying machines, and devices for the testing of wings.
The Ornithopter flying machine was never actually created. It was a design that Leonardo da
Vinci created to show how man could fly. The modern day helicopter is based on this concept.
Leonardo da Vinci's notebooks on flight were reexamined in the 19th century by aviation
pioneers.
1783 - Joseph and Jacques Montgolfier - The Flight of the First Hot Air Balloon

The brothers, Joseph Michel and Jacques Etienne Montgolfier, were inventors of the first hot air
balloon. They used the smoke from a fire to blow hot air into a silk bag. The silk bag was
attached to a basket. The hot air then rose and allowed the balloon to be lighter-than-air.
In 1783, the first passengers in the colorful balloon were a sheep, rooster and duck. After this
first success, the brothers began to send men up in hot air balloons. The first manned flight was
on November 21, 1783, the passengers were Jean-Francois Pilatre de Rozier and Francois
Laurent.
1799-1850's George Cayley Gliders

Sir George Cayley is considered the father of aerodynamics. George Cayley worked to discover a
way that man could fly. Cayley designed many different versions of gliders that used the
movements of the body to control. A young boy, whose name is not known,was the first to fly
one of Cayley's gliders, the first glider capable of carrying a human.
1891 Otto Lilienthal

German engineer, Otto Lilienthal, studied aerodynamics and worked to design a glider that
would fly. Otto Lilienthal was the first person to design a glider that could fly a person and was
able to fly long distances.
Based on his studies of birds and how they fly, he wrote a book on aerodynamics that was
published in 1889 and this text was used by the Wright Brothers as the basis for their designs.
1891 Samuel Langley

Samuel Langley was a physicist and astronomer who realized that power was needed to help
man fly. Langley conducted experiments using whirling arms and steam motors. He built a
model of a plane, which he called an aerodrome, that included a steam-powered engine. In 1891,
his model flew for 3/4s of a mile before running out of fuel.

Model of Langleys Aerodrome

1894 Octave Chanute

Octave Chanute was a successful engineer who undertook the invention of airplanes as a hobby,
after being inspired by Otto Lilienthal. Chanute designed several aircraft, the Herring - Chanute
biplane was his most successful design and formed the basis of the Wright biplane design.
Octave Chanute published "Progress in Flying Machines" in 1894. It gathered and analyzed all
the technical knowledge that he could find about aviation accomplishments. It included all of the
world's aviation pioneers. The Wright Brothers used this book as a basis for much of their
experiments.
1903 The Wright Brothers - First Flight
Orville Wright and Wilbur Wright spent many years learning about all the early developments of

flight. They completed detailed research of what other early inventors had done.

The next step was to test the shapes of gliders much like George Cayley did when he was testing
the many different shapes that would fly.
After they found a glider shape that consistently would fly in the tests in the North Carolina
Outer Banks dunes, then they turned their attention to how to create a propulsion system that
would create the lift needed to fly.
The early engine that they used generated almost 12 horsepower.

The "Flyer" lifted from level ground to the north of Big Kill Devil Hill, at 10:35 a.m., on
December 17, 1903. Orville piloted the plane which weighed six hundred and five pounds.

The first heavier-than-air flight traveled one hundred twenty feet in twelve seconds. The two
brothers took turns during the test flights. It was Orville's turn to test the plane, so he is the
brother that is credited with the first flight.

Wright Brothers - First Manned Flight

The brothers built a movable track to help launch the Flyer. This downhill track would help the
aircraft gain enough airspeed to fly. After two attempts to fly this machine, one of which resulted
in a minor crash, Orville Wright took the Flyer for a 12-second, sustained flight on December 17,
1903. This was the first successful, powered, piloted flight in history.
In 1904, the first flight lasting more than five minutes took place on November 9. The Flyer II
was flown by Wilbur Wright.

Match the names given in column A with the right details in column B.
A

Kites

start of engine invention

Leonardo Da Vinci

frontrunners to balloons and gliders

George Cayley

sheep, rooster and a duck

Passengers on board first hot air balloon

Father of aerodynamics

Otto Lilienthal

Ornithopter design

Octave Chanute

glider that could fly a person

Samuel Langley

progress in flying machines

Orville Wright

aerodrome

Wilbur Wright

Flyer II

Aeolipile

First manned flight

Which are the other modes of travelling through air? List them and find the mechanism
that propels them through air.

MEANS OF TRAVELLING THROUGH AIR

PRINCIPLE/MECHANISM GUIDING THE

MOVEMENT

TOM SAWYER ABROAD

A monologue from the book by Mark Twain

A monologue is a form of speech where the character may be speaking his or her thoughts aloud,
directly addressing another character, or speaking to the audience. Monologues are common
across the range of dramatic media (plays, films, animation, etc.). The term "monologue" was
actually used to describe a form of popular narrative verse, sometimes comic, often dramatic or
sentimental, which was performed in music halls or in domestic entertainments in the late
nineteenth and early twentieth century. Characters would break out, announcing their thoughts to
themselves. Famous examples include Idylls of the King, The Green Eye of the Yellow God and
Christmas Day in the Workhouse.

MARK TWAIN
Samuel Langhorne Clemens (November 30, 1835 April 21, 1910), known by his pen name
Mark Twain, was an American author and humorist. He is noted for his novels Adventures of
Huckleberry Finn (1885), called "the Great American Novel", and The Adventures of Tom
Sawyer (1876).
Twain was popular, and his wit and satire earned praise from critics and peers. Upon his death,
he was lauded as the "greatest American humorist of his age".William Faulkner called Twain "the
father of American literature".

This monologue describes Hucks emotions and journey on board a hot air balloon.
HUCK:
1. It was a noble big balloon, and had wings and fans and all sorts of things, and wasn't like any
balloon you see in pictures. It was away out toward the edge of town, in a vacant lot, corner of
Twelfth street; and there was a big crowd around it, making fun of it, and making fun of the man,
-- a lean pale fellow with that soft kind of moonlight in his eyes, you know, -- and they kept
saying it wouldn't go.
2. It made him hot to hear them, and he would turn on them and shake his fist and say they were
animals and blind, but some day they would find they had stood face to face with one of the men
that lifts up nations and makes civilizations; and right here on this spot their own children and
grandchildren would build a monument to him that would outlast a thousand years, but his name
would outlast the monument.
3.And then the crowd would burst out in a laugh again, and yell at him, and ask him what was
his name before he was married, and what was his sister's cat's grandmother's name, and all the

things that a crowd says when they've got hold of a fellow that they see they can plague. Well,
some things they said were funny, I ain't denying that, -- but all the same it wasn't fair nor brave,
all them people pitching on one, and they so glib and sharp, and him without any gift of talk to
answer back with.
4. They HAD him, you know. But that was his way. He couldn't help it. The part the professor
was in was like a boat, and was big and roomy. We went aboard, and there was twenty people
there, snooping around and examining, and old Nat Parsons was there, too. The professor kept
fussing around getting ready, and the people went ashore, drifting out one at a time, and old Nat
he was the last. Of course it wouldn't do to let him go out behind US. We mustn't budge till he
was gone, so we could be last ourselves. But he was gone now, so it was time for us to follow.
5. I heard a big shout, and turned around -- the city was dropping from under us like a shot! It
made me sick all through, I was so scared. Jim turned gray and couldn't say a word, and Tom
didn't say anything, but looked excited. The city went on dropping down, and down, and down;
but we didn't seem to be doing anything but just hang in the air and stand still. The houses got
smaller and smaller, and the city pulled itself together, closer and closer, and the men and
wagons got to looking like ants and bugs crawling around, and the streets like threads and
cracks; and then it all kind of melted together, and there wasn't any city any more it was only a
big scar on the earth, and it seemed to me a body could see up the river and down the river about
a thousand miles, though of course it wasn't so much. By and by the earth was a ball -- just a
round ball, of a dull color, with shiny stripes wriggling and winding around over it, which was
rivers.
6.The Widder Douglas always told me the earth was round like a ball, but I never took any stock
in a lot of them superstitions o' hers, and of course I paid no attention to that one, because I could
see myself that the world was the shape of a plate, and flat. I used to go up on the hill, and take a
look around and prove it for myself, because I reckon the best way to get a sure thing on a fact is
to go and examine for yourself, and not take anybody's word on it. But I had to give in now that
the widder was right. That is, she was right as to the rest of the world, but she wasn't right about
the part our village is in; that part is the shape of a plate, and flat, I take my oath.
Infer the meaning of the following phrases/expressions from the extract:

hot to hear

can plague

pitching on one

they had him

turned gray

kind of melted together

dropping from under us

wriggling

superstitions

Working in groups attempt the following questions:

What, according to you, makes Huck describe the balloon as noble?

On whom was the crowd poking fun and why?

What made the man angry?

How do you interpret the behavior of the crowd and that of the man? What
accounts for the difference in their behavior?

Do you feel that the monologue has a subtle underlying humour? Mention lines
that bring out the humour in the monologue.

Do you support the mans contention that a monument would be built in his
name? Give reasons for your answer.

How would you describe Huck? Supply lines from the extract that bring out the
following qualities of Huck:
SYMPATHETIC
UNDERSTANDING
OBSERVANT
RATIONAL
Huck had an adventurous journey on board the hot air balloon. Have you
experienced/heard of/ seen anything similar? Take turns in class to narrate your
experience.
Hints:

What, when,

where

Feelings/emotions

Excitement/fear

outcome
Look at the advertisement given below:

Now, draft an attractive display advertisement about a week-long horse riding camp for
students during the summers. Your advertisement should include information about the
training, interesting slogans and have an attractive look. It should also include the contact
address, email address, phone numbers and the name of the agency conducting the camp.
Read the following sentence from the extract:
It made him hot to hear them.
What, according to you, is the meaning of the underlined phrase in the above sentence.
Now read the idiomatic phrases given below and attempt the given exercise.

Hot foot -If you hot foot it out of a place, you leave very quickly, often running.
Hot potato -A problem or issue that is very controversial and no one wants to deal with
is a hot potato.
Hot ticket -(USA) A hot ticket is something that is very much in demand at the moment.
Hot water -If you get into hot water, you get into trouble.

I have lost the new kit that my coach gave me. I am in ____________ .

The players seem to think the ball's ___________ and don't want it.

Shelly had to catch a train. She _______________ out of the meeting.

This jersey is a ___________ since the world cup.

IV
1. Look at the diagram of the ship given below and label the parts using the words given in the
box. You may use the internet or your dictionary to find out the meanings of the words.

anchor
deck
funnel
hull
keel
life boat

porthole
propeller
prow
quarterdeck
radar

2. Read the Poem Life on the Ocean Wave by Epes Sargent . Based on your understanding of
the poem, match the words/phrases given in column A with the descriptions given in column B.

Life on the Ocean Wave

A LIFE on the ocean wave,
A home on the rolling deep,
Where the scattered waters rave,
And the winds their revels keep!
Like an eagle caged, I pine
On this dull, unchanging shore:
Oh! give me the flashing brine,

The spray and the tempest's roar!

Once more on the deck I stand
Of my own swift-gliding craft:
Set sail! farewell to the land!
The gale follows fair abaft.
We shoot through the sparkling foam
Like an ocean-bird set free; -Like the ocean-bird, our home
We'll find far out on the sea.
The clouds have begun to frown;
But with a stout vessel and crew,
We'll say, Let the storm come down!
And the song of our hearts shall be,
While the winds and the waters rave,
A home on the rolling sea!
A life on the ocean wave!
Epes Sargent
A
rolling deep
waters rave
revels keep
pine
brine
tempest's roar
swift-gliding craft
abaft
sparkling foam

B
sea water
Violent storm
ship
behind
deep longing
Gusty motion of the wind
Fast and violent motion of the sea waves
An accumulation of fine frothy bubbles
Surging motion of the sea

How do you interpret the mood of the poet in the poem? Pick out words from the
box that best describe the poets mood.
Excited, irritable, bored, somber, delighted, adventurous, enthusiastic, gloomy, zestful,
impulsive, complacent, violent
4. On the basis of your reading and comprehension of the lyrics, pick out phrases/ words
which bring out the following:
-dullness associated with life on land
- the poets longing for the sea
- the thrill of a sea journey
- desire for freedom

- lurking dangers
SEA FEVER
Video- http://www.youtube.com/watch?v=dhZ74Of5ZU0

ABOUT THE AUTHOR:

John Edward Masefield(1 June 1878 12 May 1967) was an English poet and writer, and Poet
Laureate of the United Kingdom from 1930 until his death in 1967. He is remembered as the
author of the classic children's novels The Midnight Folk and The Box of Delights, and many
memorable poems, including "The Everlasting Mercy" and "Sea-Fever". After his appointment
as Poet Laureate, Masefield received the Order of Merit by King George V and many honorary
degrees from British universities.
In the poem, the poet brings forth his immense longing for an exciting journey on the seas.
At a deeper level, he compares life to an adventurous sea-journey.
SEA FEVER BY JOHN MANSFIELD

I must go down to the seas again, to the lonely sea and the sky,
And all I ask is a tall ship and a star to steer her by,
And the wheel's kick and the wind's song and the white sail's shaking,
And a grey mist on the sea's face and a grey dawn breaking.
I must go down to the seas again, for the call of the running tide
Is a wild call and a clear call that may not be denied;
And all I ask is a windy day with the white clouds flying,
And the flung spray and the blown spume, and the sea-gulls crying.
I must go down to the seas again, to the vagrant gypsy life,
To the gull's way and the whale's way where the wind's like a whetted knife;
And all I ask is a merry yarn from a laughing fellow-rover,
And quiet sleep and a sweet dream when the long trick's over.

GLOSSARY
flung spray: fine drops of water thrown by the waves
spume: foam ; bubbles that form on the sea
seagulls: white aquatic bird having long pointed wings and short legs
vagrant: homeless
gypsy: a person who travels from place to place
whetted: sharpened
yarn: story
fellow-rover: fellow wanderer
trick: excitement of the sea voyage

5. Working in groups, respond to the following questions:

i. The poet begins each stanza with the words I must go down to the seas again. What
could be the possible reasons for the repetition?
ii. Why does the poet ask for a tall ship?
iii. How do you interpret the meaning of the word steer in stanza 1? What role would the
star play in the ships journey on the sea?
iv. Do you see any similarity between the vagrant gypsy life desired by the poet and the
gulls way and whales way? Give reasons for your answer.
v. Make a list of things that the poet asks for. What are the things you would ask for incase
you get a chance to sail on the seas?
6. Based on your understanding of the poem, complete the sentences given below:
a) The poet craves for the lonely sea and the sky______________________________________
b) The sounds that the poet wants to hear are__________________________________________
c) The desired weather conditions are ______________________________________________
d) The call of the sea is a wild and clear call__________________________________________:
e) A fellow rover can enhance the excitement of the sea journey by_______________________
7. The poem abounds in imagery: a flow of thoughts you can see, hear, feel, smell, or taste. For
example:

And all I ask is a tall ship and a star to steer her by

Underline the images in the lines given below:

a)And the wheel's kick and the wind's song and the white sail's shaking
b)And a grey mist on the sea's face and a grey dawn breaking
c)And all I ask is a windy day with the white clouds flying
d)And the flung spray and the blown spume, and the sea-gulls crying
e)To the gull's way and the whale's way where the wind's like a whetted knife

Based on your understanding of the poets mood and the scene, depict the song
visually. The picture can be accompanied by a short written description.

9 . PROJECT WORK: For thousands of years, people have wanted to move on the water.
They have used boats and ships to fish, to travel, to explore, to trade or to fight. Throughout the
time that people have been building boats and ships, they have made changes to them, to make
travelling on the water easier, faster and safer. Search the internet to gather more information
about the vessels of famous sea explorers. Paste /draw pictures of their vessels and the route
that they took to reach their respective destinations.

Look at the visual given below. Working in groups discuss why the men appear to be
floating ? Share your answer with the other groups.

Read the description about astronaut Dr. Sally Ride given below:

Doctor Sally Ride , Astronaut

Born in Encino, CA on May 26, 1951 to Dr. and Mrs. Dale Ride, Sally Rides early love was
tennis. After winning a tennis scholarship to Westlake School for Girls in Los Angeles, she
dropped out of Swarthmore college to pursue a professional tennis career. Soon, she realized that
all her hard practice wasnt sufficient to make her good enough for the competitive world of
professional tennis. She returned to her education, enrolling at Stanford University.
In 1977, she was 27 with a bachelor of science in Physics, a bachelor of arts in English, and a
master of science in Physics and was a Ph.D. candidate looking for postdoctoral work in
astrophysics. Picking up the Stanford University newspaper, she read about NASAs search for
astronauts and decided to apply to be an astronaut. Over 8000 people applied. 35 were accepted,
including 6 women, one of whom was Sally Ride.
After receiving her acceptance as an astronaut in January, 1978, Sally Ride began a 1-year
training and evaluation period. She underwent extensive training that included parachute
jumping, water survival, gravity and weightlessness training, radio communications and
navigation. She completed this in August, 1979. This made her eligible for assignment as a
mission specialist on future Space Shuttle flight crews.
In 1983, Dr. Sally Ride became the first American woman in space as an astronaut on the shuttle
Challenger. She was a mission specialist on STS-7, which launched from Kennedy Space Center,
FL, on June 18. This was the second flight for the Challenger and the first mission with a 5person crew.
After establishing a historic feat by becoming the first American woman in space, her next flight
was an eight-day mission in 1984, again on the Challenger, when she served as a mission
specialist on STS 41-G, which launched from Kennedy Space Center, Florida, on October 5. The
8-day mission deployed the Earth Radiation Budget Satellite and conducted scientific
observations of the earth.
In June 1985 Dr. Sally Ride was assigned to serve as a mission specialist on STS 61-M. When
Challenger exploded in January, 1986, she terminated mission training in order to serve as a
member of the Presidential Commission on the Space Shuttle Challenger Accident.
Retiring from NASA in 1987, Dr. Sally Ride accepted a position as a Science Fellow at the
Center for International Security and Arms Control at Stanford University. In 1989, she was
named Director of the California Space Institute and Professor of Physics at the University of
California, San Diego.
After working with the Internet companies, space.com & EarthKAM, Dr. Sally Rides most
recent endeavor is Imaginary Lines, an organization founded to provide support for all the girls
who are, or might become, interested in science, math and technology. One instrument of this
mission is the Sally Ride Club, created for upper elementary and middle school girls across the

country.

Based on your reading of the account, complete the time line given below.

1951

__________________________________________________

1977

__________________________________________________

1978

__________________________________________________

1979

___________________________________________________

1983

___________________________________________________

1984

___________________________________________________

1985

___________________________________________________

1987

__________________________________________________

Working in groups, discuss the following:

The qualities required to become a successful astronaut

Purpose of sending shuttles in space

Other famous astronauts

ZERO GRAVITY FLIGHTS

By Marlowe Hood
The zero-gravity experience is no longer beyond ones reach. One need not be an astronaut
to experience zero-gravity on board a parabolic flight.
Which child has not dreamed of breaking free from gravity's chains and floating weightless,
above Earth's surface?

This fantasy, long-since dismissed in the adult mind as a violation of nature, came true
last week for a small group of scientists, French parliamentarians and journalists,
including this reporter.

The lucky few experienced a dozen 30-second episodes of pure, head-spinning zerogravity aboard an Airbus A300, owned by French aeronautics firm Novespace and run by
France's National Center for Space Studies (CNES).

Make no mistake -- there's nothing like it, not even Frank Sinatra singing "Fly Me to the
Moon."

For this flight, which took off from the Paris Air Show in Le Bourget just north of the
French capital, passengers were offered a needle in the arm to stave off air sickness. To
understand how a so-called parabolic flight works, think roller-coaster.

Ahead of each half-minute dose of weightlessness, the jumbo jet sticks its nose in the air
at a 47 degree angle and climbs, climbs, climbs.

This is when those on board experience "hyper-G," a sharp intensification of gravity.

At it's maximum, the G-force reaches 1.8, enough to make one feel as if one's limbs have
turned to lead and a 900-pound gorilla is parked on one's chest. Try to imagine, then, a
gravitational force of 10Gs, which is what fighter pilots experience during some of their
death defying stunts.

"Injection!" says a voice over the loudspeakers as the Airbus hits the top of its arc.

Suddenly, the pressure is gone.

Indeed, a gentle push with a fingertip is enough to send one hurtling through space,
spinning head over heels. But air is not water, and there is not enough friction to generate
any movement, just a silly grin.

With one's eyes closed, there is no up or down, no tugging sensation telling the body how
to align itself before the gravity gets switched back on. One gentleman lying against the
ceiling during zero-G, dropped with an alarming thud as the Airbus leveled out from its
nosedive and prepared for the next up-and-down.

International scientists will continue to have priority, said Clervoy, who has clocked
hundreds of hours in space, including three trips on the U.S. shuttles Discovery and
Atlantis.

There is no better way to prepare astronauts for weightlessness, said Sebastien Rouquette,
CNES's project manager for parabolic flights.

"Nothing else has this level of realism. The sensations are genuine, like being in space,"
he said during the flight.

Minutes later, as the plane headed back to Le Bourget, Rouquette broke out into a fullthroated song.

Fly me to the moon, Let me play among the stars, Let me see what spring is like, On
Jupiter and Mars, he crooned

Pick out words from the text that are new and unfamiliar. Try to infer their meaning from
the context. Now look up the dictionary to check whether you were correct in guessing the
meaning.
Based on your reading of the text, complete the following:

One floats in space due to__________________________.

A roller coaster experience can be compared to a parabolic flight__________.

Prior to the sensation of weightlessness, one experiences______________.

The gentleman lying on the ceiling dropped with an alarming

thud___________.

Travel on board parabolic flights is the best way to prepare astronauts for
weightlessness because____________________.

Arrange the following in correct order to understand the working of a parabolic flight.
- Gentleman lying against the ceiling drops with a thud.
- Airbus prepares for the next up and down
- After the nosedive, the airbus levels
- The jet sticks its nose at a 47 degree angle and climbs
- At its maximum, the G-force reaches 1.8
- Those on board experience hyper-G
- Suddenly pressure goes away
- A gentle push is enough to send one hurtling through space

Parabolic flights help you experience weightlessness for brief intervals, but for
astronauts onboard space shuttles it is a prolonged experience. Imagine that you are
an astronaut on board a space shuttle. Describe your experiences on board the shuttle
in about 100-150 words.
Hints:
Describe what you felt, saw and heard, the experience of floating and the difficulties
you faced.
Give a first person account of your experience.
You may refer to excerpts from the interview of astronaut, Mike Good.

Interview with Astronaut Mike Good

Q. When astronauts go up into outer space, what do they wear under their
spacesuits?
A. Astronauts wear special long underwear with small tubes sewn into the garments.
Our suits hook into the Space Shuttle and water flows over our body to help keep us
cool inside the suit.
Q. How does the pressure in space affect you?
A. Inside the Space Shuttle, the pressure is the same as it is here on Earth, but outside
the space ship there is no pressure at all it is a vacuum! We have to wear a special
space suit that is pressurized inside to keep us safe when we go outside.
Q. How do astronauts breathe in the space shuttle?
A. Astronauts wear special pressurized suits for launch and landing. Inside the suit
and helmet we breathe pure oxygen. Most of the time on orbit though, we breathe
normally. The cabin is pressurized like an airplane with a mixture of oxygen and
nitrogen.
Q. How and what do astronauts eat in space?
A. Eating in space is fun. Most of our food and drinks come in plastic pouches that
we cut open and eat the food with a spoon. Drinks come with a special straw with a
clamp on it so that the fluid doesnt squirt out. Its hard not to play with your food
because everything floats.
Q. What would happen if an astronaut lost one of his tools while in space?
A. If a tool gets dropped or floats away out in space, eventually it will reenter the
Earths atmosphere and burn up. Luckily we didnt lose any tools on our trip to repair
the Hubble Space Telescope. We had to be especially careful while working inside the
telescope not to lose any tools or even create any debris.

Search the internet to gather more information about famous space shuttles.
Based on your search, fill in the blanks.

_____________ was named after a sailing vessel that explored the Columbia River in 1792 and was the first Ameri
to sail around the world.

______________ was named after two famous shipsHenry Hudsons ship that searched for a route from the Atla
Ocean to the Pacific Ocean in the 1610s and Captain James Cooks ship that sailed the Pacific Ocean where he fou
Hawaiian Islands in the 1770s.

______________ was named after the first U.S. ship used for ocean research.

_______________ was named after the first ship commanded by Captain James Cook. In 1788, the ship sailed to th
Pacific and around Tahiti, discovered New Zealand, mapped Australia, and sailed around the Great Barrier Reef.

__________ was named after a British Naval research ship, The HMS Challenger, that sailed into the Atlantic and P
Ocean in the 1870s.

Match the words given in column A with the definitions given in column B.
A

Asteroid

The smallest particle of any element.

Atom

A rock, or Minor Planet orbiting the Sun

Circumpolar star

A small object orbiting a larger one. There are many electronic ob

that orbit the Earth.

Constellation

High-speed particles that reach the Earth from Outer Space.

Cosmic rays

A group of stars, gas and dust held together by gravity.

Galaxy

A grouping of stars which have been given names by ancient

astronomers because of the way they look.

Satellite

A star which never sets, but can be viewed year round.

DIY:
Designing a
paper plane

DIG. 1
1 Fold the sheet in half along the line shown in DIG. 1 and then open it out again.

DIG. 2

2 Fold the two top corners in to the center line to get the form in DIG. 2

DIG. 3

3 Then fold the top large triangle over so that the two flaps formed in step 2 are underneath the large

triangle. Your paper should now look like DIG. 3

DIG. 4

4 Fold the two top corners into the center line again in such a way that you get the form in DIG. 4

DIG. 5

5 Now fold the small triangle up over the two flaps to give DIG. 5

DIG. 6

6 Fold along the center line so that the small triangle is on the underside of the plane on the outside along

with the two flaps as shown in DIG. 6

DIG. 7

7 Fold along the line AB on DIG. 6 then turn the plane over and do the same to the other side producing

DIG. 7.

DIG. 8

8 Fold along the line labelled AB on the diagram first one way and then the other creasing really well. Tuck

the triangular shaped depression in between the two wings to get DIG. 8. This stabilizes the plane.
GET, SET, GO!

READING LIST

The Adventures of Tom Sawyer

The Adventures of Huckleberry Finn

Artemis Fowl by Eoin Colfer

The Three Musketeers

The story of King Arthur

Robinson Crusoe

VI
TEACHER RESOURCE MATERIAL
Useful websites
http://www.sparknotes.com/lit/kidnapped/section2.rhtml
http://www.shvoong.com/books/classic-literature/1965165-summary-john-masefield-sea-fever/
freelanguagestuff.com/idioms/
busyteacher.org/.../modal_verbs-worksheets
englishforeveryone.org/Topics/Modal%20Auxiliary%20Verbs.htm
http://www.edhelper.com/language/reading_comprehension_skills100.html

NEWSPAPER REPORT(KIDNAPPED)
150 people marooned in central Gujarat
Efforts were on to rescue around 150 people trapped in a village in central Gujarat that face a fresh threat of
floods with the River Mahi waters rising alarmingly, even as Surat residents began coming out of their homes
after remaining marooned for days.
According to Vadodara district collector Rajeev Topno, the local administration and the army were jointly
trying to rescue villagers of Dabka in Dariabhatha area, about 30 km north of Vadodara city.
"We had advised the villagers onThursday but they refused to budge. We are now providing them life-jackets
and other essential things. And now they want to be evacuated as the water level has increased alarmingly,"
Topno told IANS.
Dabka village was marooned Friday night when the outflow from Kadana and Vanakbori dams reached 1.3
million cusecs, flooding the Mahi river. This posed a danger to more than 600 villages of four districts - the
Panchmahals, Vadodara, Kheda and Anand.
Around 30,000 people have been evacuated in about 200 villages in central Gujarat following the Mahi floods.
The state administration called in the Indian Army on Friday for rescue and relief operations in central Gujarat.
More than 30,000 people have been evacuated in rural areas.
Meanwhile, in Surat the receding floodwaters have left mud on the walls of homes and other buildings in the
south Gujarat city even as people were rushing Saturday morning towards the submerged areas of Adajan and
Rander to see their relatives.
"Helicopters used to drop food packets, but many of them fell in the water and we could not get hold of them,"
said Sabiha Sheikh.
According to official sources, 25 bodies have been recovered so far from Surat.
Authorities say that after the waters recede from Adajan and Rander, which are still reeling under floods, there
may be more reports of deaths.

Following heavy rains in south Rajasthan and north Gujarat, the water level on Dharoi dam on the Sabarmati
river reached above danger mark and 100,000 cusecs of water was released Friday night.
The released water from Dharoi caused a swamp in Sabarmati and an alert was sounded in the low-lying areas
of Mehsana, Gandhinagar and Ahmedabad districts.
Slum dwellers in the river belt in Ahmedabad were shifted to safer areas by the corporation authorities.

HOT AIR BALLOON

Fascinating facts about the invention of the Hot Air Balloon by Joseph and Jacques Montgolfier in 1783.

Since the dawn of time, humans have been intrigued by the mystery of flight and the
apparent magic that allows birds to take to the air and soar for hours. Attempts to copy birds
by building wings that could be flapped by attaching them to the arms failed consistently
through the years, and it wasn't until these methods were abandoned that ultimate success
was achieved.
In 1766 in England, Henry Cavendish isolated hydrogen,
the simplest of elements and the lightest of gases. Since it
was lighter than air, he described it as having "negative
weight" and proposed that it could be used to lift objects
from the Earth, but be apparently didn't pursue the idea.
In 1782 in France, Joseph Michel Montgolfier filled a silk
bag with hot air which, being less dense than the air around
it, lifted the bag to the high ceiling of his house. On April
25, 1783, Joseph and his brother Jacques Etienne built a
larger, spherical bag, filled it with hot air from a fire and
sent several farm animals aloft in a basket hung beneath
it.After this success, they created an even larger envelope,
and on November 21, 1783 in the Bois de Boulogne in
Paris the brothers launched a 70-foot high balloon carrying
Jean Francois Piltre de Rozier and the Marquis dArtandes.
The two men were lifted to 3000 feet, becoming the first humans to experience sustained
flight. They remained aloft for 25 minutes and traveled five miles, controlling their own
flight by adding straw to the fire. When this accomplishment was widely publicized, the
human-carrying balloon evolved quickly. On December 1, 1783, in Paris, Jacques Charles
and Noel Roberts flew 27 miles in the first flight of a hydrogen filled balloon. Elizabeth
Thible, the first woman to fly in a balloon, went aloft at Lyons, France, on June 4, 1784.
The first British-designed balloon was flown by its builder, James Satler, on October 4,
1784, and the first balloon flight in the United States was conducted by Frenchman JeanPierre Blanchard at Philadelphia on January 9, 1793. Blanchard and the American Dr. John
Jeffries had been the first humans to fly across the English Channel, on January 7, 1785. (In
that same year, Blanchard invented, and first used, the parachute.)

SPACE SHUTTLES
The space shuttle is a spacecraft designed for transporting people and cargo to and from orbit
around Earth. NASA built the shuttle in the 1970s to serve as a reusable rocket that could fly
many missions. After 10 years of preparing Columbia, the first space shuttle was launched on
April 12, 1981. Now four space shuttles are in useColumbia (1981), Discovery (1983),
Atlantis (1985), and Endeavour (1991), which replaced Challenger.

Important Missions
Two of the most important missions for a space shuttle are to carry satellites and other equipment
into space and repair them there if necessary and to allow astronauts to conduct space
experiments for studying weightlessness called "microgravity."

Main Parts
The space shuttle has three main partsthe orbiter, rocket systems (two solid rocket boosters
and three main engines), and an external fuel tank. The orbiter has the crew cabin (which can
carry up to seven crew members) the cargo bay, and the three main engines. Located on each side
of the shuttle, the solid booster rockets holds solid fuel. When the fuel is gone, the boosters fall
back down to Earth. The external fuel tank holds the shuttles liquid fuel.

Levels
The space shuttle has three levelsthe flight deck, the mid-deck, and the utility floor. The flight
deck is where the mission commander and the pilot control the shuttle. The astronauts sleep, eat,
and go to the bathroom on mid-deck. The utility floor storage area is where they keep the water
and air tanks. The cargo bay is large enough to fit a tour bus. The laboratory is located in the
cargo bay on the utility floor. That is where the satellites are stored and experiments are
conducted. The cargo bay is where they complete all the missions. For example if one of their
missions was to repair a satellite, the astronaut would fix it in the cargo bay.

Heat Shield Tiles

The space shuttle is covered with special tiles to protect it from the intense heat when it reenters
the Earths atmosphere. The tiles are so safe that if exposed to temperatures of up to 2,300 F, a
human could hold them in their bare hand without injury! The tiles can last for up to 100

missions. Without these tiles, the space shuttle would burn to a crisp, killing all the astronauts
inside.

Robotic Arm
Located on the left side of the space shuttle is a Canadian built robotic arm. It is used to pick up
satellites and astronauts. The arm has three moving joints similar to the human wrist, elbow, and
shoulder. The arm stretches fifty feet in length. It has two video cameras used to record the
activities of the crew. The robotic arm has been a very important tool because it was used to
build and repair the Russian space station, Mir, and the International Space Station.

Space Suit
Astronauts wear space suits and maneuvering units. These units strap on to an astronauts back
over the space suit, allowing them to move around in space without being connected to the
shuttle. This equipment allows astronauts to take space walks outside the shuttle to work on
satellites and other equipment.

Launch
Space shuttles are designed to leave Earth vertically using rockets and to land horizontally a lot
like an aircraft. The booster rockets take the shuttle 28 (45 km) miles high before they fall away.
These engines are designed to be used for 55 space missions, the worlds first reusable rocket
engines. The speed of the rockets reaches 3,049 mph (4,973 km/h) before they burn out and fall
into the ocean. After the booster rockets fall away, the three main shuttle engines kick in.

Crew

The mission commander and the pilot, who are responsible for flying the shuttle, lead the flight
crew. The rest of the crew is responsible for making sure the mission completes all of its
assignments. Payload specialists conduct experiments or launch and repair satellites or other
equipment.

Landing

The space shuttle usually lands back at Kennedy Space Center in

Cape Canaveral, Florida. If there is bad weather or other problems, the shuttle can land at
Edwards Air Force Base in California. Shuttles that land at Edwards have to be carried back to
Cape Canaveral by a special Boeing 747 at a cost of nearly $1 million.

The ISS and the Shuttle Working Together

The International Space Station (ISS) is a spacecraft where astronauts could live and work. Since
the ISS is large, it is less expensive to take it piece by piece into space and assemble it there
rather than build the entire station and launch it into space. In the year 2002, after 44 flights into
space, the ISS will be finished.
The center of the ISS is the U.S. Destiny Laboratory. This is where new and extraordinary
experiments will be done in near-zero gravity.
The first piece of the ISS put into space was the Zarya control module, launched on November
20, 1998. It was put into orbit by a Russian Proton rocket. Zarya will provide power and
communication and help dock other parts of the station. Following this mission, the Endeavour
carried the Unity connecting module into space. Unity allows the pieces of the ISS to connect
together.

X-33
One day the new X-33 will replace the space shuttle. It is only half the size of a space shuttle.
NASA is conducting test flights now.

Space Shuttle Names

Each space shuttle has been named after a famous ship.

WORKSHEETS
MODALS
WORKSHEET 1
1. She doesn't want to go to the swimming pool because she ________ swim.
2. We are going to the theatre tonight, Reema ________come with us if she wants to.
3. Excuse me, maam, ___________please tell me where the bus stand is ?
4. I am sure she ___________play the guitar marvellously when she is older.
5. It is hot in here ____________ open the windows please?
6. He was very casual about studies ! He ___________ cleared his exam if he had been serious.
7. Oh Mum ! you have made a cake! I ________ smell it when I entered the kitchen.
8. That armchair was too heavy for Jack, you __________ helped him.
9. What's the matter with Shelly? she didn't say a word tonight; are you sure she __________________
strike a conversation with the guests?
10. When she is older she ____________drive her father's car.

WORKSHEET 2
1. It _________ sound strange, but it is true.
2. _____________such a man be good?
3. You __________not park here, the notice says 'No parking'.
4. He ____________ be mad to say such a thing.
5. He _____________ play golf in the afternoon.

6. Must I go there? No, you __________not.

7. You ___________not to break your promise.
8. He knew the answer, but ________not answer.
9.I ____________ go to the stadium today.
10.You ____________ be respectful towards the elderly.

Worksheet 3 Modals
1. You seem to be having trouble there. __________ I help you ?
2. I don't have enough money to buy lunch. ______ you lend me a couple of dollars ?
3. That ice is dangerously thin now. You ________ go for ice-skating today.
4. It's way past my bedtime and I'm really tired. I ________ go to bed.
5. He __________ have finished the ice cream. It is lying in the refrigerator
6. John is over two hours late already, He ________ missed the bus again.
7. You ________ visit the dentist today for getting your tooth examined.
8. You ______ study regularly if you want to do well in exams.

Common Idiomatic Phrases Quiz

Choose the correct word or phrase to complete the idiomatic phrase in the question. Each
question has only one correct answer.
Q: Jack has egg ______ because he couldn't remember how to spell "Country"!
on his teeth
on his face
on his shirt
on his fingers
Q: As the maestro lifted his baton the theater was so still you could hear ____________.
his heartbeat
a pin drop
bird wings
the drum beating
Q: I wont join hip-hop as it is not my cup of ____________
water
coffee
tea
milk

Q: Oh, I shouldn't have said that to Rita. I guess I really put my _____ in my mouth.
foot
fingers
hands
thumb
Q: There is so much demand for this phone in the market. It is selling like hot __________.
buns
potatoes
cakes
bread

Idioms
Read the paragraph to help you complete the question.
1.
Down in the Dumps
Simran was unhappy. Her best friend was going away for the entire summer. She had just
found out she was going to summer school. As a result, Simran felt down in the dumps.
Down in the dumps means _________________.
sad
bringing the garbage to the end of the driveway
excited
2.

White Lie
Nehas grandmother spent months knitting a sweater for Jodi. When Neha took a look at it,
she really disliked the colors. She couldn't tell her grandmother that, so she told a little white
lie instead.
White lie means _____________.
huge, made-up story
truth
lie that is told to avoid hurting someone's feelings

3.

Cut Corners
The school play was getting too expensive. The team planning it had gone all out but they
didn't have enough money to pay for it all. The principal came in to speak with the group.
"You have some great ideas here. Now let's see where we can cut corners to make this play a
success. We may have to change the scenery and the playbook to save some money;
otherwise the play can't go on."
Cut corners means ___________.
cut the edges of the play's program
clip some coupons

use money wisely and try to save by spending only what is necessary

Idioms
Complete.
1.

Scratch the Surface

Rita wants to be a famous writer. She is very fond of reading and loves to write stories.
However, she has barely scratched the surface. She knows she will have to put in a lot of
effort to reach her goal.
Scratch the surface means

2.

Scarce as Hens Teeth

The toy was so popular when it was first launched that it was as scarce as hen's teeth in the stores.
Scarce as hen's teeth means

3.
Too Many Cooks Spoil the Broth
Katy and Tina were trying to plan a surprise party for their parents. However, it was
all getting very complicated as all the aunts, uncles and cousins had also joined
them.
Too many cooks spoil the broth means
__________________________________.
4.

Cry over Spilled Milk

"I'm sorry you lost your toy aeroplane at the park, but don't cry over spilled milk."
Cry over spilled milk means

ADVENTURE
Contents
Warming up
Kidnapped( an extract): Robert Louis Stevenson
Tom Sawyer Abroad( a monologue):Mark Twain
Sea Fever(poem): John Masefield and Project Work
Zero Gravity Flights: Marlowe Hood
Teacher Resource Material
SECTION

READING

WRITING

SKILLS

SKILLS

SPEAKIN
G

LISTENING

VOCABULARY

GRAMMAR

One word
substitution

Learning the
use of
modals

SKILLS

SKILLS
(A)
Kidnapped(a
n extract)

Working out
the meanings
of new words

Writing a
message

Taking part
in a group
discussion

Writing a story

Listening to a
newspaper
report and
responding to
questions

Word search
on sea life

Identifying
main points of
the story

(B) Tom
Sawyer
Abroad
(an extract)

Working out
the meanings
of new
words/phrases

Drafting an
advertisement

Use of idiomatic
phrases

Narrating
an
experience

Identifying
main points of
the story
(C) Sea
Fever
(Poem)

Working out
the meanings
of new

Taking part
in a group

Listening to
the song Sea
Fever

words/phrases

Project work
on sea
explorers

discussion

Identifying
main points of
the story
(D) Zero
Gravity
Flights

Working out
the meanings
of new
words/phrases

Identifying
main points of
the story

Writing a
description
based on an
interview

Learning words
related to
astronomy

MATRIX
WARMING UP
ACTIVITI
ES

LEARNING
OBJECTIVES

SKILLS

SUB SKILLS

Activity 1

To familiarize students
with different
adventurous activities
and to enable them to
articulate their
thoughts with precision
and clarity

Reading

To identify the names

of activities

To correctly describe
the word adventure and
enhance students
awareness about
adventurous activities

Speaking

To be able to
comprehend the word
adventure.

Writing

To be able to classify

To familiarize students
with a jungle adventure

Reading

To be able to
comprehend the text.

Activity 2

Activity 3

Speaking

Writing

Sharing experience of
indulging in
adventurous activities.

Attempting a quiz

WARMING UP
Adventure thrills and excites not just the adults but young children as well. Students
awareness needs to be enhanced about the various kinds of adventure, however,
they need to be alerted about the precautionary measures as well .
Activities 1 and 2 are an attempt to build the students interest in the topic by
encouraging them to share their experiences. The teacher can further pique the
students interest and engagement by referring to instances of adventure from
famous books and movies.
Activity 3 engrosses the students in a jungle adventure. The objective is to develop
the skills of critical analysis.

SECTION A: KIDNAPPED

ACTIVITY

LEARNING
OBJECTIVES

SKILLS

SUB SKILLS

Activity 1

To comprehend the
various meanings of
the word maroon.

Reading

Gathering more
information about
marooned people.

To learn survival
strategies

Writing

To learn to fight and

survive in difficult and
challenging situations

To enhance students
knowledge and
awareness of
geographical features.

Reading
Writing

To build students
awareness about
various landforms.

Reading

To be able to
understand the despair
of being lonely.

Activity 2

Activity 3
and 4

To build students
vocabulary
To be able to
comprehend the
passage and draw
inferences

Writing

To build mental
strength and courage.
To describe the
qualities of the
protagonist.

Activity 5

To be able to express
thoughts in an
accurate, lucid and
precise manner

Writing

To write a message

Activity 6

To build students
creativity and
imagination.

Writing

To write a story

Activity 7

To build grammatical
skills

Grammar

Learning about the

different modals and
their correct use

Activity 8

To reinforce the basic

language skill of
listening

Listening

To listen for appropriate

information and use it
to fill the blanks.

Activity 9

To familiarize students
with marine life

Reading

To locate names of fish

in a crossword

SECTION A: KIDNAPPED
The teacher can begin by comparing the previous and current section by
highlighting the difference between voluntarily indulging in an adventure and
landing in an adventurous situation which is fraught with risks. Students responses
about voluntary and involuntary adventure should be elicited and supplemented
with examples.
Activity 2 builds students awareness about landforms. The teacher should
encourage students to share their knowledge about other geographical features and
their location. Information and pictures should be gathered and shared in class.
Activities 3 and 4 are an attempt to build the vocabulary and critical analysis
skills of the students. Besides, the importance of life skills is reinforced.
Activities 5 and 6 are an attempt to develop the creativity and imagination of the
learners. Students should be guided about the need to write in a lucid manner. Use
of appropriate vocabulary, right expression and coherence should be highlighted.
Students can be provided with a few key words or hints to enable then to write.
Activity 7 is an attempt to strengthen grammatical concepts.
Activity 8 is an attempt to build the students listening skills by guiding them to
listen attentively. Students may read the given exercise before the commencement
of the task.
Activity 9 familiarizes the students with Marine life. They try to locate fish names in
a crossword. However, beyond this, they can be encouraged to share information
about other forms of marine life.

SECTION B: TOM SAWYER ABROAD

Activities

Learning

Skills

Sub skills

Reading

Learning about
important names
that contributed
towards the
development of air

Objectives
Activities 1a and
1b

To learn about the

history of flight.
To understand the
mechanism that
propels flight

Writing

travel.
Understanding the
science behind air
travel
Activity 2

To build the
students
vocabulary

Reading

Inferring meaning
from the context

Activities 3 and 4

To comprehend the
text

Reading and
Writing

To infer meaning
from the text
To understand the
character traits of
the protagonist.

Activity 5

To enable students
to articulate their
thoughts with
confidence

Speaking

Speaking fluently
and confidently
and expressing
ideas accurately.

Activity 6

To express ideas
creatively.

Writing

To draft a display
advertisement

Language building

Learning idiomatic
phrases

To provide all
relevant
information in an
appropriate
manner.
Activity 7

Building students
word power

SECTION B: TOM SAWYER ABROAD

Tom Sawyer Abroad introduces the students to a monologue. The teacher should
introduce students to this genre by referring to other such monologues from
literature which would appeal to the young learners. They may also be asked to
gather more information about Hucks friends.
Activity 1 enlightens students about the history of flight and famous names
associated with it. Students interest can be built by taking them to a museum. They
need to be encouraged to speak up about the mechanism that propels flight.

Activities 3 and 4 build the critical analysis skills of the learners.

Activity 5 students are encouraged to voice their own experience of flying.
Activity 6 builds the creativity of the students. They need to be informed about the
value points and style of drafting a display advertisement. Use of catchy words and
phrases, inclusion of relevant information, and attractive look should be stressed
upon.
Activity 7 attempts to strengthen the language skills of the students. Students may
be asked to share common idiomatic phrases and their meaning.

SECTION C : Sea Fever (Poem)

Activities

Learning

Skills

Sub skills

Objectives
Activity 1

To familiarize
students with parts
of a ship

Reading and
Writing

Labeling parts of
ship

Activity2 ,3 and 4

To enable students
to appreciate the
poem, its rhyme
and rhythm.

Reading and
Writing

To comprehend the
mood of the poet
and understand the
use of specific
expressions

To understand the
use of literary
devices
Activities 5 and 6

To enable students
to appreciate the
poem, its rhyme
and rhythm.

Reading and
Writing

To comprehend the
mood of the poet
and understand the
use of specific
expressions

Activity 7

To understand the
use of literary
devices

Reading

Understanding the
use of imagery

Activity 8

Writing with
fluency while using
suitable
illustrations.

Writing

Imaginative and
creative skills.

Activity 9

Enhancing
knowledge about

Writing

Gathering
information and

sea explorers.

compiling in
appropriate form

SECTION C : Sea Fever (Poem)

The teacher can commence the section by drawing a comparison between air travel
and sea travel. The thrills, excitement, challenges etc. of the two can be discussed
and shared.
The first activity requires students to indulge in a bit of research and thus builds
their interest. The two poems which follow next set the tone for the section. The
teacher should draw the students attention towards the rhyme, rhythm, tone,
literary devices and the mood of the poet. In fact the students can also be
encouraged to come up with their own poetic description of an adventurous activity.
Next, the students attention is drawn towards the imagery in Sea fever. They need
to be informed about the various kinds of imagery and its use in literature. The
students may be encouraged to illustrate some of the images. A written description
supplemented by an illustration can be put to good use to depict the poem.
The project work at the end enables students to gather and present information
pertaining to sea explorers in an organized and interesting manner and
supplements their knowledge about the vessels used by them. Students can be
encouraged to share the changes in the look, speed, infrastructure of sailing vessels
over the years. Some famous sea voyages, ships and sailors from the present times
can be discussed.

SECTION D : Zero Gravity Flights

Activities
Learning
Objectives
Activity 1
Understanding
zero-gravity
Activity 2
Inspiring students
to be courageous
and focused

Activity 3

Activities 4 and 5

Activity 6

Skills

Sub skills

Reading

Looking for specific

information and
comprehending the
personality traits
and the challenges
in the life of an
astronaut.
Inferring meaning
from the context

To build the
students
vocabulary
To comprehend the
text

Reading

Writing a
descriptive account

Reading and
writing

Reading and
Writing

To infer meaning
from the text.
To understand the
functioning of a
parabolic flight.
Power of inference,
reasoning and

Activities 7 and 8

Activity 9

in an appropriate
style and format.
Expressing relevant
information in a
coherent way.
Enhancing
Reading
students
And
knowledge about
Writing
space shuttles and
celestial bodies.
Learning to design
a paper plane.

Reading

analyzing.

Looking for
relevant
information to fill
the blanks and
match the
columns.
To follow the given
instructions
correctly

SECTION D : Zero Gravity Flights

The unit catches the students attention by opening with a visual depicting zerogravity. The teacher can initiate a discussion on zero gravity experience. Students
can also be informed about Newton and the Law of Universal Gravitation.
The descriptive account of astronaut Dr Sally Ride can be supplemented with
mention of other famous male and female astronauts. The courage and bravado of
Dr Ride should also be stressed.
Next, the students understand the functioning of a parabolic flight and the
experiences of the people on board. Students need to be told about the meaning of
the word parabola to supplement their understanding of the extract. Information
about NASA and other prominent space agencies in the world can also be shared
with the students.
Gathering information about space shuttles and celestial bodies further piques the
students interest. A hands-on-experience in the form of a DIY activity makes the
whole exercise enjoyable.
LESSON TEMPLATE
STEPS TO BE FOLLOWED
WARM UP ACTIVITIES
Identifying the
activities shown and
discussing mental,
emotional and
physical state while
indulging in them.

TEACHER ACTIVITY

STUDENT ACTIVITY

The teacher draws the

students attention
towards the pictures and
encourages them to
identify the activities
shown. She also tries to
elicit the students
responses about their
feelings and emotions as

Students try to identify

the activities shown. They
also discuss other
adventurous activities.

Describing the word

adventure and
listing some
adventurous
activities.

Reading about a
jungle adventure.

Quiz

SECTION A
Discussing the word
marooned and ways
to survive if
stranded /
marooned

Geographical
features

Reading the story

for a better
understanding of
the same
To summarize the
given elements and
answer the
feedback questions.
Writing a message

Writing a story

Grammar: Modals

well as their physical state

while engaging in
adventure.
Teacher encourages
students to describe the
word adventure and also
asks them to mention
some adventurous
activities that they have
indulged in.
The teacher reads the
jungle adventure and tries
to make it interesting by
modulating her voice and
using proper stress and
intonation.
The teacher initiates a
discussion on the habitat
of tigers, their declining
numbers, their physical
features etc.

Students attempt to
describe the word
adventure using
words/phrases/sentences.
They also list some
adventurous activities.
The students discuss the
account
and attempt the questions
that follow .
Students attempt the quiz

Teacher discusses the

various meanings of the
word maroon. Students
attention is drawn towards
people marooned due to
adverse circumstances.
Talk about geographical
features. Students asked
to share their knowledge
about the same
Read aloud and clarify if
required

Students explore survival

options and try to find out
the five most important
things required for
survival on a marooned
isle.

Instructions to be given
clearly.

Group Work

The format and style of

writing the message is
discussed.
Students instructed to use
their imagination and
creativity to write an
interesting story. Use of
appropriate words and
style is stressed upon.
Clear instructions and
time limit given

Individual Work

Students match
geographical features with
their correct description.
Can give examples of their
own observations and
reading.

Individual Work

Individual Work

Word Search

SECTION B
Watching a video of
travel on board a
hot air balloon

Clear instructions and

time limit given

Individual Work

Teacher plays the video

Students watch the video

and discuss the
mechanism that propelled
the balloon to fly.
Students attempt
questions based on the
account. They also discuss
other modes of travel
through air.
Group Work

The history of flight

Teacher asks the students

to read the account.

Feedback questions

Describing a
character

Narration

Display
advertisement

Phrases

Specially designed by the

teacher to draw the
students attention to the
salient points of the story
and check their level of
understanding.
The teacher guides
students to look for
specific information in the
text.
Teacher encourages
students to share their
personal experiences of
travel through air.
Teacher guides students
about the style, content
and look of a display
advertisement .
Teacher discuses idiomatic
phrases and their uses
with the students.

SECTION C
Labelling parts
of a ship

Reading a Poem

Interpreting the
mood of the
poet

To look for
specific

Students advised to
gather more information
about parts of a ship
Teacher reads poem using
proper stress and
intonation and draws
students attention
towards the rhythm and
rhyme scheme.
Teacher advises students
to read the poem silently
in order to understand the
poets mood.
Students advised to look
for phrases/words that

Students search the text

to collect information
about the character traits
of Huck.
Individual Work

Students use their

creativity to design an
attractive display
advertisement.
Students attempt an
exercise on phrases based
on their understanding of
the phrases given.

Students try to infer the

meanings of
words/phrases from the
context.
Students select words
which describe the poets
mood on the basis of their
understanding of the
poem.
Individual work

words/phrases
Feedback
questions

Completing
sentences
Imagery
Visual depiction
of song
accompanied by
written
description.
Project Work

SECTION D
Discussion

Feedback
questions

Learning new
words

Sentence
Completion
Arranging in
correct
sequence
Factual
Description

Fill in the blanks

Match the

match the description.

Specially designed by the
teacher to draw the
students attention to the
salient points of the story
and check their level of
understanding.
Students advised to look
for specific information.
Teacher tells students
about imagery and refers
to its use in the poem.
Teacher discusses ways to
depict the song visually.

Group Work

Students underline images

in the given exercise.
Individual Work

Teacher asks students to

gather more information
about the vessels of
famous explorers.

Students gather
information from various
sources and attempt the
project work.

Teacher draws students

attention towards the
given visual.
Designed to test students
understanding of the
account.
Teacher asks students to
pick new and unfamiliar
words from the extract
and infer their meaning
from the context.
Designed to test
understanding of text.
Designed to test
understanding of text.

Students share their

views

Teacher initiates a talk

about the journey on
board space shuttles, and
then encourages students
to describe the thrills and
challenges associated with
it using appropriate words.
Teacher encourages
students to gather
information about space
travel from different
sources.
Teacher advises students

Students attempt a firstperson account based on

the guidelines given.

Individual Work
Individual Work

Individual Work

Individual Work

columns

Designing a
paper plane

to gather information
pertaining to the given
question.
Students are instructed on
the steps to be followed.

Students design the plane

based on the guidelines
provided.

TEACHER RESOURCE MATERIAL

Useful websites
http://www.sparknotes.com/lit/kidnapped/section2.rhtml
http://www.shvoong.com/books/classic-literature/1965165-summary-john-masefieldsea-fever/
freelanguagestuff.com/idioms/
busyteacher.org/.../modal_verbs-worksheets
englishforeveryone.org/Topics/Modal%20Auxiliary%20Verbs.htm
http://www.edhelper.com/language/reading_comprehension_skills100.html

WORKSHEETS
MODALS
WORKSHEET 1
1. She doesn't want to go to the swimming pool because she
swim.

________

2. We are going to the theatre tonight, Reema ________come with us if she

wants to.
3. Excuse me, maam, ___________please tell me where the bus stand is ?
4. I am sure she ___________play the guitar marvellously when she is older.
5. It is hot in here ____________ open the windows please?
6. He was very casual about studies ! He ___________ cleared his exam if he
had been serious.
7. Oh Mum ! you have made a cake! I ________ smell it when I entered the
kitchen.
8. That armchair was too heavy for Jack, you __________ helped him.
9. What's the matter with Shelly? she didn't say a word tonight; are you
sure she __________________ strike a conversation with the guests?
10. When she is older she ____________drive her father's car.
WORKSHEET 2
1 It _________ sound strange, but it is true.
2_____________such a man be good?
3. You __________not park here, the notice says 'No parking'.
4. He ____________ be mad to say such a thing.
5. He _____________ play golf in the afternoon.
6. Must I go there? No, you __________not.
7. You ___________not to break your promise.
8. He knew the answer, but ________not answer.
9.I ____________ go to the stadium today.

10.You ____________ be respectful towards the elderly.

Worksheet 3 Modals
1. You seem to be having trouble there. __________ I help you ?
2. I don't have enough money to buy lunch. ______ you lend me a couple of
dollars ?
3. That ice is dangerously thin now. You ________ go for ice-skating today.
4. It's way past my bedtime and I'm really tired. I ________ go to bed.
5. He __________ have finished the ice cream. It is lying in the refrigerator
6. John is over two hours late already, He ________ missed the bus again.
7. You ________ visit the dentist today for getting your tooth examined.
8. You ______ study regularly if you want to do well in exams.

Common Idiomatic Phrases Quiz

Choose the correct word or phrase to complete the idiomatic phrase in the question. Each question
has only one correct answer.

Q: Jack has egg ______ because he couldn't remember how to spell "Country"!
on
on
on
on

his
his
his
his

teeth
face
shirt
fingers

Q: As the maestro lifted his baton the theater was so still you could hear ____________.
his heartbeat
a pin drop
bird wings
the drum beating

Q: I wont join hip-hop as it is not my cup of ____________

water
coffee

tea
milk

Q: Oh, I shouldn't have said that to Rita. I guess I really put my _____ in my mouth.
foot
fingers
hands
thumb

Q: There is so much demand for this phone in the market. It is selling like hot __________.
buns
potatoes
cakes
bread

Idioms
Read the paragraph to help you complete the question.
1.

Down in the Dumps

Simran was unhappy. Her best friend was going away for the entire summer. She
had just found out she was going to summer school. As a result, Simran felt
down in the dumps.
Down in the dumps means _________________.
sad
bringing the garbage to the end of the
driveway
excited

2.

White Lie
Nehas grandmother spent months knitting a sweater for Jodi. When Neha took a
look at it, she really disliked the colors. She couldn't tell her grandmother that, so
she told a little white lie instead.
White lie means _____________.

huge, made-up story

truth
lie that is told to avoid hurting someone's
feelings
3.

Cut Corners
The school play was getting too expensive. The team planning it had gone all out
but they didn't have enough money to pay for it all. The principal came in to
speak with the group. "You have some great ideas here. Now let's see where we
can cut corners to make this play a success. We may have to change the
scenery and the playbook to save some money; otherwise the play can't go on."
Cut corners means ___________.
cut the edges of the play's program
clip some coupons
use money wisely and try to save by spending only what is
necessary

Idioms
Complete.
1.

Scratch the Surface

Rita wants to be a famous writer. She is very fond of reading and loves to write
stories. However, she has barely scratched the surface. She knows she will
have to put in a lot of effort to reach her goal.
Scratch the surface means

2.

Scarce as hens teeth

The toy was so popular when it was first launched that it was as scarce as
hen's teeth in the stores.

Scarce as hen's teeth means

3.

Too Many Cooks Spoil the Broth

Katy and Tina were trying to plan a surprise party for their parents.
However, it was all getting very complicated as all the aunts, uncles
and cousins had also joined them.
Too many cooks spoil the broth means
__________________________________.

4.

Cry over Spilled Milk

"I'm sorry you lost your toy aeroplane at the park, but don't cry over spilled
milk."
Cry over spilled milk means