Subject: Level: B1 Class – VII Lesson-1: Three Questions

ENGLISH Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Speaking  To enable students to converse  Individual activity
(discussion) with friends, teacher and class.  Pair work
 Individual Reading  To ask questions based on the  Discussion and sharing
and Pair reading. text. answers / responses /
 Speaking (one to  To read with main idea and findings in the class.
one in pair) sequence of ideas and events.  Teacher-student
 Speaking (to the  To compare and contrast in the interaction.
class) text.
 To relate ideas with personal
experiences.

TLO: To comprehend pictures, compare, conclude and

ACTIVITYI:
describe using correct sentences.
Observe the pictures given below in pairs and answer the questions that follow. Say your answers
aloud in the class.
PICTURE – 1 PICTURE – 2

Q.1. What are the similarities between both the pictures?

Q.2. How is the first picture different from the second picture?
Q.3. What moral values do you draw after observing both the pictures?
Q.4. Why is it important to follow traffic rules?
ACTIVITYII: TLO: To arrange the events of story in a meaningful way
and construct a story.

List the following events of the first part of the story in correct order. The students will arrange the
events without reading the story. Let them write in pairs and share their correct order by speaking
aloud in the class.

1) The king felt that he would never fail if he knew three things.
2) Some suggested him to have council of wise men.
3) The king did not give award to any messenger.
4) The hermit gave no answer.
5) He planned to visit a hermit.
6) Some people suggested him to prepare a time table and follow it.
7) The king sent messengers to find out the answers.
8) The king took the hermit’s spade and started digging.
9) He was suggested to consult the magicians.
10)The king should consult councilors, doctors and soldiers.
11)The king asked three questions from the hermit.

Now the students will arrange the above events in the proper order as they appear in the story after
reading it in pair/group and discussion can be held on the basis of the first part of the story.
Subject: Level: B1 Class – VII Lesson-1: Three Questions
ENGLISH Worksheet – II

Skills focused Target Learning Outcomes Suggested Strategies

 Speaking (Asking  Writing correct spellings and  Discussion
questions)  Pair/ Group work
detecting the error in an
 Writing (Words  Individual activity.
and sentences) incorrect word.
 Speaking
 Writing a story / events in
(answering in the proper order.
class)


ACTIVITYI: TLO: To frame correct questions using question words.

Work in pair and frame at least five questions for each of the following starting with the following
question words. Say your sentences aloud in the class. (Teacher may give an example using each.)

1) What is…..
2) What does ….
3) When did……
4) Who was……
5) Why are…..
6) When will …..
7) How many/much…..
8) Where have/has…..

ACTIVITYII: TLO: To develop skill of writing correct spellings.

Test your spelling by choosing the correct ones from the table given below and read it aloud with
proper stress and accent.

Messenger Massanger Masanger

Throuhout Throughout Throwout
Nacessary Necessery Necessary
Counciler Councillor Concellour
Contenued Continued Conteniued

TLO: To enable students to construct a moral based

ACTIVITYIII: story.
Use the following outlines and write a short story of your own. Give your story a happy end. Assign it a
title. Tell the story to the whole class.

A priest, Puja in a farmer’s family, gift of a goat, three thugs on the way,
calling the goat a dog, priest throws away the goat, thugs take it away
happily.
Subject: ENGLISH Level: B1 Class – VII Lesson-1: The Squirrel (Poem)
Worksheet – I

Skills focused Learning Indicators focused Class Organization

 Reading.  Comparing and contrasting ideas in the text.  Individual activity
 Recitation.  Relating ideas with the real life.  Pair (Group) work
 Writing  Appreciating the poem and appropriate use
 Comprehension of words.
 Composing a poem.
 Showing concern for nature and animals.

Activity – I TLO: To appreciate and comprehend the poem.

Read the poem given below and answer the questions that follow. Please read your answers aloud in
the class.
THE RABBIT

THE moon is shining o'er the field,

A little breeze is blowing,
The radish leaves are crisp and green,
The lettuces are growing.

The owl is in the ivy-bush,

With both his eyes a-winking ;
The rabbit shakes his little tail,
And sits him down a-thinking—

"Oh ! where are all the dormice gone ?

And are the frogs a-vooing ?
Will no one come to play with me ?
What are they all a-doing ?"

Poor little rabbit, all alone,

Don't let the master meet you ;
He'll shoot you with his little gun,
And merrily he'll eat you !

Q.1. Name the creatures mentioned in the poem.

Q.2. What time of the day is described in the first stanza?

Q.3. Tell about the following in one sentence:

a) The Moon
b) The radish leaves
c) The owl

Q.4. What does the rabbit wish in the third stanza?

Q.5. Why is rabbit not allowed to meet the master?

Activity – II TLO: To comprehend and compare pictures and speak about
them.

Look at the following pictures of animals carefully:

Write five sentences describing each animal. Read your sentences aloud.

Activity – III TLO: To imagine and compose a poem of their own.

Observe the pictures given in Activity II carefully and compose a six-line poem on any one of them.
Read the poem aloud in the class.
Subject: ENGLISH Level: B1 Class – VII Lesson 2: A Gift of Chappals
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Listening  To listen and engage in activities as directed.  Pair work
 Reading  To relate ideas with personal experiences.  Individual activity.
 Writing  To engage in reading to seek information.
 Speaking  To identify and use grammar in context.
 Comprehension  Respond to the questions based on an
extract.
 Use grammatically correct sentences to
describe / narrate.

ACTIVITY– I TLO: To appreciate, comprehend and tell the story in own words.

Read the story aloud and tell it in your own words to the class.

1. Ankita couldn't believe what she saw in front of her. She had just been talking and laughing
with her friends. They also had been drinking some glasses of juice and most toasts were to
Ankita because it was her birthday. She hadn't been planning something special for this day
but the fate and her friends had been.

2. It was about seven o'clock when her friends insisted that Ankita should dress up because she
was wearing night clothes. One friend opened her wardrobe and took a fancy dress. Second one
did her hair. But she was too confused because she couldn't understand what was going
around her.

3. Meanwhile a friend of her called "Ankita go out on the balcony." She followed her words,
opened the door and was amazed to see something unexpected.

4. There was a little puppy in front of the balcony. The puppy was brown and white in colour.
Exactly the same colour combination that she was putting on. Then some kind of feeling ran
into her body. Her eyes were full of tears. They were the tears of happiness. All her friends
looked at her, smiled and said: "Happy birthday Ankita”. It was really one of the best gifts she
had ever received.

Now attempt the following questions:

a. Make a list of five more words which are pronounced in the same way as ‘laughing’ (used in
para no 1). Read your words aloud in the class.
b. Write some more words in which the letter ‘i’ is silent as in ‘juice’ (used in para no 1). Read
your words aloud in the class.
c. Categorise the words given below and prepare the list of words mean almost the same as those
given in capital letters below (synonyms): Read the words aloud in the class.
mixture, award, astonished, consolidation, bonus, perplexed, distracted, reward, merger,
startled, union, muddled, astounded, puzzled, present, amalgam
CONFUSED AMAZED COMBINATION GIFT
 TLO: To find out the meanings of words and spell them
ACTIVITY– II
correctly.

Use the letters given in jumbled up way and rearrange

them to form meaningfully correct spellings. Learn the
spellings by heart and read out aloud in the class.

Jumbled up Meaning
spellings
csarnwy thin
edescendtn comes or derives from
the same family
wiedr strange or unusual
gildde moved along smoothly
sonzoe short sleep
bslitrse Boils / bubbles on the
skin, from burns of
rubbing.

ACTIVITY– III TLO: To spell and pronounce the words correctly.

Work in group. Enlist as many words as possible and pronounce them correctly. Share your list of
words by reading them aloud in the class.

WORDS WITH A SILENT LETTER

Silent ‘c’ Silent ‘g’ Silent ‘h’ Silent ‘k’ Silent ‘t’ Silent ‘u’
Example: Example: Example: Example: Example: Example:
1) ascend 1) design 1) chord 1) Knife 1) listen 1) biscuit

PRACTICE MORE WORDS HAVING A SILENT LETTER

Subject: ENGLISH Level: B1 Class – VII Lesson 2: The Rebel (Poem)
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Reading  To listen and identify various sounds and  Individual activity.
 Listening situations.  Group work.
 Speaking  To appreciate and comprehend the poem /
 Writing text given.
 Concern for  To recite the poem with proper rhyme,
immediate rhythm, stress and intonation.
environment  To compose own poem and make a list of
various words

ACTIVITY– I TLO: To find out the antonyms, know their meanings and
pronounce them correctly.
Use dictionary to find out the meanings (Synonyms) and opposites (Antonyms) of the following
words. Read out the spellings aloud in the class.

Word Meanings (At least two) Opposites (At least two)

Short
Talk
Sober
Stay
Praise
Cut
Above

ACTIVITY– II TLO: To use grammatically correct words in the given

context.
Use the correct form of words given in the brackets and fill in the blanks. Read the passages aloud in
the class after completing the task.

1. Sohan and Mohan are __________ (nurses/students/boys) at Kendriya Vidyalaya in New Delhi.
__________ (there/their/that) school is very big. Sohan __________ (is/was/has) in class VI and
Mohan is in class VII. Sohan’s father __________ (work/works/working) in an office, and
Mohan’s mother is a nurse in a hospital. Sohan and Mohan __________ (play/plays/played)
badminton after school.

2. Sohan and I __________ (live/lives/lived) in the village. __________(I/we/he) go to school by bike.

We __________ (leave/leaves/left) our house at a quarter past seven. __________(my/his/our)
classes start at eight and we __________ (learn/learns/learning) so many things every day. I
have my lunch at eleven but Sohan __________ (has/have/had) his lunch at half past eleven.

3. Sohan’s father works __________ (in/on/upon) an office. He works at night and __________
(goes/ gains/ takes) to bed in the morning. His elder brother is a teacher and he goes to a big
school in New Delhi. __________ (their/ our/ us) mother is a nurse. She works in a __________
(shop / hospital/ hotel) in a town.
ACTIVITY– III TLO: To read and comprehend the passage properly.

Read aloud the following story published in ‘Children’s World’ newspaper. On the basis of your
understanding of the story do as directed:

Answer the following questions. Read out your answers aloud in the class.
1) How can you say that Ankita had no plans to celebrate her birthday party?

2) Why was Ankita confused?

3) What was it that amazed Ankita?

4) What was Ankita’s birthday gift? Describe it in your words.

5) Find a word from the passage that means the following. Pronounce the words
aloud in class.
a) To feel certain that something is true. (Paragraph No 1)
b) A large cupboard for hanging clothes (in paragraph No 2)
c) To express that something is correct in every way. (in paragraph No. 3)
6) Write at least three words that rhyme with the following. Read them aloud in the
class.
a) Glasses
b) Dress
c) Friend
d) Around
e) Combination
Subject: ENGLISH Level: B1 Class – VII Lesson 2: Gopal and the Hilsa Fish
Worksheet – I

Skills Target Learning Outcomes Suggested Strategies

focused
 Reading  To read the comic/conversations and locate  Individual work.
 Writing details, identify main idea, sequence of ideas and  Pair work.
 Concern for events.  Enactment in groups.
immediate  To identify the use of grammar in the context.
Environment  To write sentences / dialogues coherently.
 To organize sentences into paragraphs.
 To describe feelings / views effectively.
 To establish good communicative abilities in
society.

ACTIVITY– I TLO: To converse effectively in the given situation.

Complete the following conversation in your class. Read aloud the conversation in pairs in the class.

Father : Where are you going ___________________________ ?

Sarthak : ___________________________ on bike. Mother wants me to get some vegetables from
there?
Father : Why don’t you ___________________________? It’s always safe to have it while riding a bike.
Sarthak : Okay, dad. Let me take the helmet first. Thanks for advising me.
Father : What about the license? Do you have it with you?
Sarthak : Please don’t worry, I ___________________________ in my wallet.
Father : That’s like a good boy. Follow all the traffic rules and don’t be in haste anywhere.
Sarthak : Yes. I’ll drive ___________________________. I’ll concentrate on driving and I will not
receive any mobile calls while driving.
Father : Take care and drive safely. Good bye.

ACTIVITY– II To describe people using correct and suitable expressions.

Look at the pictures given below carefully. Describe them by writing five sentences about each of
them. Read out your sentences aloud in the class.
 PERSON – 1 PERSON – 2 PERSON – 3 PERSON – 4

To use the structures correctly and gain fluency in

ACTIVITY– III speaking.

Given below are three tables for practice. Make as many meaningfully correct sentences as you can.
Write your sentences in your notebook and read them out aloud in the class.

TABLE No 1
tell me manage time in exams.
guide him play chess.
Please how to
inform us write an application.
suggest them be winner.

Write of remaining questions.

Read the answers at your home.
Listen carefully the summary in the class.
Discuss with your friends.

TABLE No 2
I
working.
You get
singing .
They got
playing.
We
writing.
He confused while
driving.
She eating.
I gets reading.
Seema addressing students.
Ram

TABLE No 3
POSTITIVE STATEMENTS NEGATIVE QUESTION TAGS
You are singing now. Aren’t you?
We have studied. Haven’t we?
They will help you. Won’t they?
He loves you. Doesn’t he?
NEGATIVE STATEMENTS POSTITIVE QUESTION TAGS
It isn’t working well. Is it?
We have never seen a movie. Have we?
They will not go to Delhi. Will they?
He shouldn’t shout so much. Should he?

Note: Make some more question tags of your own and say them aloud.
Subject: ENGLISH Level: B1 Class – VII Lesson 3: The Shed (Poem)
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Reading  To describe a place/building/locality.  Individual work.
 Listening  To use grammatically correct sentences.  Pair work.
 Speaking  To compare and contrast ideas and relate ideas  Drawing a sketch.
 Concern for with the personal experiences.
immediate  To refer to dictionary/thesaurus.
Environment  To express sensitivity to social issues.

TLO: To identify various parts of a house and make sentences

ACTIVITY– I
using them.

Observe carefully the picture of a house and its periphery. Read aloud all the labeled parts. Make 10
sentences about the picture. Share your answer in the class by reading aloud.
 TLO: To identify and describe various parts of a shed and
ACTIVITY– II garden.

Observe carefully the picture of a shed and garden. Read aloud all the labeled parts. Make 10
sentences about the picture. Share your answer in the class by reading aloud.

TLO: To construct sentences on the basis of an imaginary

ACTIVITY– III
building/monument/etc.

Make/download/collect a colourful sketch of a building/monument/institution/etc. Then write ten

sentences to describe the picture. Show your picture to the class and read your sentences aloud in the
class.
Subject: ENGLISH Level: B1 Class – VII Lesson 4: The Ashes That Made Trees
Bloom
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Reading  To infer the meaning of unfamiliar words by  Individual work.
 Writing reading them in context / by utilizing dictionary.  Pair work.
 Listening  To read news clippings/ advertisements/  Drawing a sketch.
 Writing classifieds etc and write/prepare one.
 Concern for  To listen and engage in conversation and
immediate pronunciation activities.
Environment  To use words/lines from the text given in own
speaking activities.

ACTIVITY– I TLO: To arrange synonymous (same meaning) words in groups.

Read aloud the sentences given under column A carefully. Refer to a dictionary and select the
meanings of the underlined words from column B and arrange them against the word given under
column C.

Read aloud these sentences and discuss Words Word Synonyms

the meanings of the words underlined. signifying (Meanings)
meanings of words
(A) (B) (C) under (C)
 I spent the afternoon snug and warm in bed. shimmer, catch, SNUG
greedy, persuade,
 The moonlight gleamed on the water. GLEAM
miserly, warm,
 She coaxed the horse into coming a little closer. shine palely, COAX
 Don’t be so stingy with the cream! comfortable, cajole,
STINGY
avarice, not
 He seized her by the arm. generous, capture SEIZE

TLO: To understand and analyze advertisements and prepare

ACTIVITY– II their own piece of advertisement.
Observe the following advertisements published in a newspaper. Work in groups and write few lines
describing each of them. Share your write up with the class by reading it aloud. Make a colourful
advertisement of your own of the same kind and show it to the class.
ACTIVITY– III TLO: To converse in a given situation.

Read the comic strip given below and enjoy the humour it creates. Write the incident in your own
words and read it aloud in the class.

Write a joke and present it through a colourful comic strip using your own imagination. Enact the
comic in the class.

ACTIVITY– IV TLO: To use words in meaningfully correct sentences.

The following are instructions for inserting a special character in MS Word document while working
on computer. They are not in correct order. Work in pair/group and arrange the instructions in
correct order. Read the final instructions written by you aloud in the class.

Match your answer with the help option (F1) available in MS Word after completing your task.
Subject: ENGLISH Level: B1 Class – VII Lesson 4: Chivvy (Poem)
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Reading  To appreciate different forms of texts and to  Group work.
 Speaking express them through speech.  Individual activity.
 Writing  To write different types of texts.
 Concern for  To identify main idea and locate details.
immediate  To collect, read and write news stories, comics,
Environment. etc. and pronounce tongue twisters correctly.
 To show concern for nature and respond
through verbal and non-verbal expression.

TLO: To understand and infer news clippings and draft a news

ACTIVITY– I
story.

Read carefully the news story given below.

On the basis of your reading of the news story do as
directed:

1) Look up the meaning of following words in

dictionary. Write their opposites also. Learn their
spellings and read them aloud in the class.
a. Inside
b. Receive
c. Permit
d. Restrict
e. Including
2) Use the above words in the sentences of
your own. Read your sentences aloud in the class.
3) What is restricted at airports and in flights?
Discuss with your partner and ask him/her to share the answer in the class by reading it aloud.
4) Discuss with your partner and make a list of things we should not do inside an aircraft. Read the
list aloud in the class.
5) Do you think there are rules everywhere to follow? Make a list of five things you are allowed to do
in your school and five things that you are not allowed to do. Write a paragraph using your list.
Give your paragraph a suitable heading. Read your paragraph aloud in the class.
ACTIVITY– II TLO: To read with correct pronunciation and pauses and to
familiarize with various sounds of English.

Read one of the following tongue-twisters aloud to your partner. Ask him/her to write it by
listening to you carefully. Check for any spelling error of your friend. Repeat the exercise by
asking your friend to read one for you. Let your friend check your spellings.

Compose a tongue-twister of your own and read it aloud in the class.

TEST YOURSELF:

Complete the following sentences using an appropriate preposition.

1. India became independent ……………….. August 15, 1947.

2. My sister teaches ……………….. a school.

3. I have been waiting ………………. two hours.

4. It has been raining …………………. morning.

5. London is ………………… the river Thames.

6. I had a strange experience ………………….. the morning.

7. Can you jump …………………. the stream?

8. She climbed ………………….. the wall.

9. She fell ………………….. the ladder.

10. There is a spider ……………….. the roof.

11. Get that cat ………………… the piano.

12. You have to complete the job …………………. two years.

13. We arrived …………………. Mumbai ……………. 6 o’clock.

14. The decision …………………… the committee shall be final.

15. The boy was punished ………………….. the teacher.

Fill in the blanks with appropriate tense forms of the verb.

1. It ————————— since morning.

a) Is raining
b) Was raining
c) Has been raining

2. I ———————— answer the letter tonight.

a) Will
b) Will be
c) Had

3. I —————————- before he arrived.

a) Had finished
b) Would finish
c) Have finished
4. He ————————– little pride in his work.

a) Take
b) Takes
c) Was taking

5. It is time we ————————–

a) Left
b) Had gone
c) Will leave

6. I will write to her when I ———————– time.

a) Have
b) Will have
c) Had

7. He told me that he —————————- his work.

a) Finished
b) Had finished
c) Will finish

8. I would rather you ———————— till tomorrow.

a) Stay
b) Stayed
c) Will stay

9. I wish I ———————— French.

a) Speak
b) Spoke
c) Had spoken

10. The sun ————————– in the east.

a) Rise
b) Rises
c) Rose

Combine the following sentences using an appropriate form of the adjective.

1. Prevention is …………………. than cure. (good)

2. Iron is ………………….. than gold. (useful)

3. The mango is ……………….. than the apple. (sweet)

4. Wolfram is one of the ……………………. minerals. (rare)

5. The lead is the ……………………. of all metals. (heavy)

6. Asoka was one of the ……………………. of Indian kings. (great)

7. Very few Indian cities are as …………………. as Chennai. (big)

8. This is the …………………… of my two sons. (old)

9. Who is the …………………….. boy in the class? (smart)

10. Of two evils choose the …………………. (little)

Complete the following sentences using an appropriate word or phrase. This grammar exercise tests your
understanding of basic grammar principles.

1. She ………………….. in a car crash.

a) died
b) dead
c) is dead
d) was dead

2. I can’t tell you ………………….. I am about the result.

a) what pleased
b) how pleased

3. It is going to be ……………………..

a) very hot indeed

b) hot indeed
c) Either could be used here

4. That idea has been …………………. for years.

a) died
b) dead

5. I am …………………. about her safety.

a) very worried
b) very much worried
c) Either could be used here

6. His latest book is ……………………… than his last one.

a) quite more interesting

b) a lot more interesting

7. I think she is ……………………

a) a bit fool
b) a bit of a fool
c) Either could be used here
8. You have been …………………….

a) such help!
b) such a help!

9. The soup is not ………………….. ready.

a) quite
b) very

10. He is …………………. imaginative.

a) little
b) not very

Subject: ENGLISH Level: B1 Class – VII Lesson 5: Quality

Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Writing  To read, write and speak about people using  Individual
 Reading describing words and compare and contrast ideas.  Pair / Group
 Speaking  To make list of various things to be done and read  Field (outdoor) activity
them using correct pronunciation and accent.
 To create basic texts in a variety of forms.

ACTIVITY– I TLO: To frame correct sentences using given structure(s)

Complete the following expression in any suitable way. Make five sentences using each. Read aloud
your sentences in the class.

If I… 1 2 3 4
study well… go to the party… help the poor . make fun of my friend…

5 6
behave nicely with others… am selected as school captain…

ACTIVITY– II TLO: To write and speak sentences using describing words.

Read carefully the excerpt taken from ‘The Hindu’ having short interview of the following persons.
On the basis of your reading of the interviews above, discuss the following with your partner. Write
your answers and read them aloud in the class.

1) Write four paragraphs detailing each of the above persons. Read aloud the paragraphs you have
written in the class.

2) A press reporter wants to interview you. Give your own answers to the following questions asked
from you:

i) What is your most prized possession?

ii) If you were granted a wish, what would it be?

iii) What is your biggest fear?

iv) What does happiness mean to you?

v) If you could, what would you undo from your life?

3) You feel like interviewing your Principal or teacher in the school. Prepare a list of questions that
you would like to ask in the interview. Share your questions in the class by reading them aloud.
Interview the Principal / teacher after taking appointment.

ACTIVITY– III TLO: To use connectors to write and speak correctly.

Read the connecting words given below. Make sentence using each word. Write your sentences and
read them aloud in the class.
Subject: ENGLISH Level: B1 Class – VII Lesson 5: Trees (Poem)
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Reading  To relate ideas with personal experiences and  Group work.
 Speaking connect with real life.  Individual activity.
 Writing  To use grammatically correct sentences to  Colouring and designing
 Concern for describe / narrate.  Art and craft
immediate  To compose slogans, posters etc. that can be
Environment. used as resources, projects and contribution for
school magazine.
 To express feelings, emotions about
environment.

TLO: To observe pictures, correlate with the nature and

ACTIVITY– I
express correctly by writing and speaking.

Observe the following pictures of trees. Describe each picture by writing

five sentences on each of them. Read aloud your answer in the class.
Discuss in pairs and give reasons why trees should be protected by giving ten uses of trees. Share your
answer in the class by reading it aloud.

ACTIVITY– II TLO: To compose slogans, prepare posters etc. and draw a

moral out of it.

Observe the following colourful slogans carefully. Work in pairs/groups and compose five slogans
highlighting importance of trees. Show your slogans to the class and read them aloud.

Subject: ENGLISH Level: B1 Class – VII Lesson 6: Expert Detectives

Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Reading  To engage with different kinds of texts, and  Individual task
 Writing appreciate their different forms, express them  Pair / Group work
 Speaking through speech/writing.
 To identify the use of grammar in context.
 To use appropriate grammar in the context.

ACTIVITY– I TLO: To understand and use the phrasal verbs appropriately.

Read aloud the sentences given below in class. Work in pairs and match the phrasal verbs given below
with their definitions. Read aloud your answer in the class.

SENTENCES:
1) The total expenses added up to Rs. 5500.
2) His story doesn’t add up. I think he is lying.
3) Jane never backs down. She always wins arguments.
4) Shital backed out at the last second.
5) Feel free to jump in at any moment while we are talking.
6) You shouldn't jump to conclusions.
7) Keep the kids away from the cold drinks.
8) Keep the cat off the couch.
9) Keep the dog out of the garden; he keeps digging up the flowers.
 10) You have to keep up if you want to work here.
11) After battling cancer for several years, he finally passed away at the age of 87.
12) He tried to pass the fake watch off as a real Rolex.
13) I can't believe she passed up the opportunity to study in Rome.
14) She keeps picking on me! Make her stop.
15) Deepika picked out a lovely dress for the dance.
PHRASAL VERB DEFINITION/MEANING (TO BE MATCHED)
Add up to Stop defending your opinion in a debate
Add up Try to convince someone that something is real
Back down Equal an amount
Back out Prevent from stepping or climbing on to something
Jump in Make sense
Jump to Not take advantage (of an opportunity)
Keep away Prevent from entering
Keep off Not keep (a promise, agreement, deal)
Keep out Prevent access to, hold back
Keep up Stay on the required schedule
Pass away Make a quick, poorly thought out decision
Pass off Choose
Pass up To tease, bully
Pick on Enter a conversation
Pick out Die
Use dictionary and find more phrasal verbs stating with the following. Write their meanings and use
them in your sentences. Share the sentences in your class by reading aloud.

take; write; wipe; turn; show; run; pass; mix; put; look
 TLO: To learn one word for many words and use them in
ACTIVITY– II own sentences while speaking and writing.
Read aloud the following words with their descriptions in the class. Use them in your sentences and
read aloud your sentences in the class.

1. Infantry – soldiers, who fight on foot

2. Atheist – a person who does not believe in God
3. Volunteer – one, who offers one's services
4. Hangar – a place for housing aeroplanes
5. Truant – a person/student who absents himself from class or duty without permission
6. Portable – that can be carried easily
7. Optimist – a person who looks at the brighter side of things
8. Martyr – one, who dies for a noble cause
9. Omnivorous – one, who eats everything
10. Fatal – causing death
11. Autobiography – the life history of a person written by himself
12. Aquatic – animals/plants which live in water
13. Bouquet – a collection of flowers
14. Cavalry – soldiers, who fight on horse back
15. Anthology – a collection of poems

ACTIVITY– III TLO: To identify, write and speak about person’s

characteristics and describe correctly.

Observe the following details published in a Newspaper regarding two missing persons. Work in pairs
and write the description of both the persons in your own words with the help of the details given
herein. Read aloud your answer in the class.
Subject: ENGLISH Level: B1 Class – VII Lesson 6: Expert Detectives
Worksheet – II

Skills focused Target Learning Outcomes Suggested Strategies

 Listening  To respond to oral instructions and variety of  Individual task
 Writing questions on a passage for listening  Pair / Group work
 Speaking comprehension.
 To write coherently with appropriate beginning,
middle and end.
 To narrate/describe using grammatically correct
sentences.

TLO: To use the words given in the grid and make meaningfully
ACTIVITY– I
correct sentences.

Look at the grid of words given below. Work in groups and make as many sentences as you can. Read
aloud your sentences in the class and have fun.

the of a to is was you on are they

I have from one word all what were when your

said there do their other many about some would look

two more could people my been water who find long

come only work know year most give very our good

great where through right too want any also around put

does another large even because move here kind again change

off air away mother answer should learn world high every

near school father earth eye thought light head saw don’t

along might something always both night often walk four carry
ACTIVITY– II TLO: To write a composition/story based on certain category
of words given.

Read aloud the words given below. Use dictionary to look up the meanings of the words. Write a story
/ composition using the words along with your own imagination. Give your wirte up a suitable title.
Read aloud your story in the class.

Agent – informer – police officer – private eye – private investigator –

prosecutor – reporter – spy – cop – detective – inspector – snooper – sergeant
– force – law – patrol – vanguard – eavesdropper – suspicious – burglar

TLO: To make words using coded letters and fill in the gaps
ACTIVITY– III
to make meaningfully correct sentences.

SECRET CODE LIST

A=z B=y C=x D=w E=v F=u G=t H=s I=r J=q K=p
L=o M=n N=m O=l P=k Q=j R=i S=h T=g U=f V=e
W=d X=c Y=b Z=a

Use the Secret Code above and the clues in brackets next to each question to fill in the blank mystery
terms. For example, if the letter in the clue is an “A,” fill in the blank with a “z.”

1. A ____ ____ ____ ____ ____ ____ ____ is a person who might have committed a crime. (HFHKVXG)

2. A ____ ____ ____ ____ is the arrangement of events in a story. (KOLG)

3. A ____ ____ ____ ____ ____ is an act that violates the law. (XIRNV)

4. ____ ____ ____ ____ ____ ____ is another name for a detective. (HOVFGS)

5. A ____ ____ ____ ____ ____ ____ ____ is something that is secret or unknown. (NBHGVIB)

6. A ____ ____ ____ ____ ____ ____ ____ is someone who saw something related to the crime.
(DRGMVHH)

7. A ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ allows a
person to form an accurate and lasting visual memory or mental picture. (KSLGLTIZKSRX NVNLIB)

8. An ____ ____ ____ ____ ____ is an excuse given by an accused person to show that he/she was
somewhere else when a crime was committed. (ZORYR)

9. A ____ ____ ____ ____ ____ ____ is the reason that a person does something or acts in a certain way.
(NLGREV)

10. ____ ____ ____ ____ ____ ____ is a person who gathers information and investigates crimes.
(WVGVXGREV)
Subject: ENGLISH Level: B1 Class – VII Lesson 6: Mystery of a Talking Fan
(Poem)
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Speaking  To recite and compose rhyme/poems/songs in  Individual task
 Reading groups and individually  Pair work
 Writing  To write and speak rhyming words in poem.
 Concern for  To express feelings/views and show empathy.
Immediate  To show and express sensitivity to environment
Environment degradation and restoration.

TLO: To rearrange the lines of the poem so that it reads like

ACTIVITY– I poem.

Read carefully the following lines of poem which are not in proper order. The first line of the poem is
the opening line. Arrange them in proper order and compose a meaningful poem. Recite the poem
aloud in the class. Make a list of rhyming words and write three more words for each of them.

My Ailing Machine

The machine has water and electric supply

Oh! My machine, you have grown so frail and thin

When I press the knob, it gives a little sob

Of cleaning clothes in water watching them spin

But it has fever, I think it’s weak and wants to cry

I feel it needs a mechanic, not my daily job

ACTIVITY– II TLO: To imagine and express feelings in the form of short

poems.

Observe the pictures given below and feel the condition of each of them. Compose a short poem of 6-
10 lines on each of them. Make proper use of rhyming words in your poems. Recite your poem aloud
in the class.

A damaged car A withered flower plant A broken chair

Subject: ENGLISH Level: B1 Class – VII Lesson 7: The Invention of Vita-Wonk
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Listening  To listen to various onomatopoeic/natural sounds  Group work
 Speaking and use them in sentences.  Individual task
 Reading  To show interest in listening to different  Pair work
 Writing experiences of others.
 Concern for  To participate in various writing and speaking
Immediate activities like debate/speech/elocution/quiz etc.
Environment  To appreciate the feelings expressed towards
nature/ environment.

TLO: To identify the picture and explore details about various

ACTIVITY– I
insects and their characteristics.

Observe the pictures of various insects and their details. Write the details of the insects on the basis of
their size, colour, shape, wings, legs etc. Read aloud your answer in the class.

Collect pictures of more insects and write their names in English and Hindi. Compare your collection
with your class-mates.
ACTIVITY– II TLO: To use adjectives suitably while speaking and writing.

Read the sentences given below and fill in the blanks using the most suitable word from the brackets.
Read aloud your sentences in the class.

1. He is …………………… than his sister. (pretty, prettier, prettiest)

2. Muskaan is a …………………….. girl. (nice, nicer, nicest)
3. Sarthak is the ……………………… boy in the class. (intelligent, more intelligent, most intelligent)
4. Poonam speaks English ………………… . (well, better, best)
5. Russia is the ……………………. country in the world. (big, bigger, biggest)
6. India is a ……………….. country. (big, bigger, biggest)
7. Kutubminar is …………………… than three storey building.(tall, taller, tallest)
8. This is the …………………… book I have ever read. (interesting, more interesting, most interesting)
9. I am …………………. than you. (smart, smarter, smartest)
10. Take the ………………….. of the two routes. (short, shorter, shortest)

ACTIVITY– III TLO: To use instructions and write procedure using

passives.

Observe the instructions given on the wrapper of noodles. Imagine that you have completed the
process; inform the class how noodles are cooked.

First of all the noodle cake ……………………….. into four parts. Then noodles and Tastemaker are
……………………….. to one and a half cups of boiling water. It is ……………………….. for two minutes in an
open pan. It ……………………….. occasionally. The remaining water is not ………………………… . In this way,
noodle is prepared. It is served hot with tomato sauce.

ACTIVITY– IV TLO: To know and identify the sound of various insects,

birds and animals.
Look at the table given below. Enlist the animals, birds and insects as per the sounds they produce.
One animal/ bird/ insect may have more than one sound also. Read aloud the words in the class and
mimic some of the sounds of animals.

ANIMALS, BIRDS, INSECTS SOUNDS OF ANIMALS, BIRDS, INSECTS

Goats, Beetle, Elephants, Donkeys, Birds, Bees, trumpet, crow, mew, meow, yowl, bleat, moo,
Bats, Cats, Cocks, Dogs, Flies, Grasshoppers, bark, chirrup, purr, hiss, screech, hum, buzz chirp,
Cattle, Crickets twitter, tweet, sing, whistle, bray, creak, click
NAME OF ANIMALS / BIRDS / INSECTS SOUND(S) PRODUCED
Subject: ENGLISH Level: B1 Class – VII Lesson 7: Dad and the Cat and the
Tree (Poem)
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Listening  To listen with full attention and comprehend the  Individual task
 Speaking text.  Group work
 Writing  To take dictation and write with correct
 Concern for punctuation.
Immediate  To frame questions based on the text.
Environment  To use appropriate new words/concepts related to
environment.

TLO: To read aloud and listen to the given text and frame
ACTIVITY– I
questions based on it.

Read aloud the passage given below carefully regarding the comic element of Uncle Podger.

UNCLE PODGER HANGS A PICTURE ON THE WALL

Uncle Podger insisted that he would take care of hanging the picture,
and that no one else should worry about it at all. On the other hand, he
eventually had the whole family taking part in doing so. He dropped the
picture and broke the glass. He cut himself, and lost the coat that had
the handkerchief he wished to use in order to stop the bleeding. In the
end, he made a mess of hanging the picture, damaged the walls, and frustrated
everyone around him. In this way uncle Podger presented his confidence of hanging
the picture himself.

On the basis of your reading of the passage answer the following questions. Write your
answers in your note book and read them aloud in the class.

a) How can you say that uncle Podger was a confused person?
b) What did he do with the picture that he insisted to hang on the wall?
c) Find word from the passage that means the opposite of ‘repair’.
d) Based on the passage above, frame some questions and ask your friend to answer them.
e) Write three rhyming words each for: would; worry; picture; coat; mess.
f) Make a list of items / things mentioned in the passage.
 TLO: To appreciate the poem and find humour and rhyming
ACTIVITY– II
words in the poem.

Recite the poem given below aloud in the class and perform the activities that follow.
Daddy Fell into the Pond!
Alfred Noyes

Everyone grumbled. The sky was grey.

We had nothing to do and nothing to say.
We were nearing the end of a dismal day,
And then there seemed to be nothing beyond,
Then
Daddy fell into the pond!

And everyone's face grew merry and bright,

And Timothy danced for sheer delight.
"Give me the camera, quick, oh quick!
He's crawling out of the duckweed!" Click!

Then the gardener suddenly slapped his knee,

And doubled up, shaking silently,
And the ducks all quacked as if they were daft,
And it sounded as if the old drake laughed.
Oh, there wasn't a thing that didn't respond
When
Daddy Fell into the pond!

On the basis of your reading of the poem do as directed. Read aloud your answers in the class.
a) Why was everyone having a dismal day?
b) What brought merry and delight on everyone’s face?
c) What does the word “Click!” mean in the above lines?
d) How did the gardener, the ducks and the drake react in the last stanza?
e) Read aloud the lines that create laughter in you?
f) Write the rhyming words used in the poem.
g) Compose a humorous poem on one of the family members or friends and read it aloud in the
class.
 TLO: To locate, write and speak beginning blends and
ACTIVITY– III
ending blends.

Observe the train carrying Consonant Blends. Discuss with your partner and write words having the
same type of beginning and ending blends. Read the words aloud in the class.

BEGINNING CONSONANT BLENDS

Beginning blends Examples: Write more words using the beginning consonant
blends as given in the picture above and say them
Stop, Spin, Skip, Brick, frock,
aloud in class.
strap, block …..

ENDING CONSONANT BLENDS

Ending blends Examples: Write more words using the ending consonant
Last, Band, Camp, Grant, Tact, blends as given in the picture above and say them
aloud in class.
Raft, Mask, Grasp
Subject: ENGLISH Level: B1 Class – VII Lesson 8: Fire Friend and Foe
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Speaking  To connect with real life and express correctly.  Individual task
 Reading  To engage in reading to seek information.  Pair / Group work
 Writing  To observe and organize sentences into paragraph.
 Concern for  To write description of a thing/place/event etc.
Immediate  To Express feelings, emotions about environment
Environment through speech/writing, sign language etc.

TLO: To use present simple and present continuous tense in the

ACTIVITY– I
given context correctly by writing and speaking.

Read the sentences given below carefully and fill in the blanks using either ‘Present Simple’ or
‘Present Continuous’ form of the verb given in brackets. Read aloud the sentences in the class.

1. Look! The girls __________ (come) home.

2. Every day Alvi __________ (go) for a walk.  Observe the picture given below
3. Sarthak usually __________ (help) in the kitchen. carefully. Write a paragraph
4. Nipun __________ (make) breakfast now. describing the picnic scene using
5. I __________ (chat) with my mother at the moment. Present Tense.
6. It never __________ (rain) in Valencia.
7. Don´t disturb me now. I __________ (work).
8. They _____________ (swim) in the river.
9. I _____________ (play) chess with my father.
10. Look! She __________ (leave) the house.
11. Silence please! I __________ (write) a report.
12. I __________ (not do) anything at the moment.
13. __________ he __________ (watch) the news regularly?
14. I __________ (work) as a teacher.
15. Rekha __________ (work) eight hours a day.
16. I __________ (know) her very well.
17. My wife __________ (have) coffee at the moment.
 Read aloud your paragraph in the
18. __________ you __________ (meet) your friend now?
class.
19. Poonam __________ (work) on her project at the moment.
20. __________ Munna __________ (work) in a hotel?
 Make a sketch of your school
21. He __________ (wear) a T-shirt and shorts today.
playground/garden and describe it
22. Sita __________ (like) fruits and vegetables.
using Present Tense. Read aloud
23. Rehana __________ (have) long blond hair.
your paragraph in the class.
24. What´s that noise? Someone __________ (play) the guitar.
25. She often __________ (talk) to herself.
 TLO: To read news items with understanding and collect
ACTIVITY– II
more news items to prepare learning activities using them.

Read the news items given below carefully. Make a silent reading of each of
them. Write five new words from each of them. Learn their spellings. Look up
their meanings using dictionary and use them in your own sentences. Read
aloud your sentences in the class.

Collect more news items from English news papers and maintain them in a separate scrap book.
Subject: ENGLISH Level: B1 Class – VII Lesson 8: Meadow Surprises (Poem)
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Listening  To show interest in listening experiences of others.  Individual task
 Speaking  To respond to English words and sentences/used  Pair work
 Writing in class/school.  Visit to environment /
 Concern for  To describe the place / environment and show surrounding
Immediate concern and belongingness towards it.
Environment  Writes a personal diary / description / letter and
make a list for various purposes.

TLO: To observe and arrange the pictures in a patchwork design

ACTIVITY– I
and write and speak about the animals and insects.

Observe the given collage of animals and insects. Name the animals and insects in the picture. Discuss
the habitat of each animal with your partner and enlist the beauty of these creatures. Write a poem on
the beauty and importance of these creatures. Recite your poem aloud in the class.

TLO: To record experiences in the form of diary and express

ACTIVITY– II
them in the form of short paragraph or poem.

1. Visit the school/city garden everyday for a week. Observe the flowers, plants, trees, grass,
insects, colours, sounds etc. very carefully. Record them in the form of a diary every day. At the
end of the week, express your diary entries by writing a short paragraph / poem /letter to a
friend.

2. Make a colourful sketch of the school/city garden and show it to the class. Read aloud the
paragraph / poem / letter in the class.
Subject: ENGLISH Level: B1 Class – VII Lesson 9: A Bicycle in Good Repair
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Writing  To converse in English with others and describe  Pair work
 Reading vehicles in their immediate environment.  Group work
 Speaking  To use words in their own conversation using  Individual task
 Concern for meaningfully correct sentences.
Immediate  To observe and analyze the pictures and draw
Environment conclusions based on them.

TLO: To familiarize with various parts of an aeroplane and

ACTIVITY– I
describe their functions.

Observe the pictures of aeroplanes given below and familiarize yourself with various parts of the
plane. Make 10 sentences describing an aeroplane and functions of its various parts. Read aloud your
sentences in the class.
 TLO: To enlist various parts of a vehicle and tell about its
ACTIVITY– II
functions.

Look at the pictures of a bicylce and a ship carefully. Make a list of various parts of these vehicles and
tell about their functions in the class.

ACTIVITY– II TLO: To use modals meaningfully in the given context.

The words or expressions like can, could, may, might, will, would, shall, should, must, ought to, had
better etc. are known as modal verbs in English. Modal verbs are used to express functions such as
Permission, Ability, Obligation, Prohibition, Lack of necessity, Advice, Possibility and probability.

Fill in the blanks by choosing one word from the brackets to make the sentence meaningfully correct.
Read aloud your answers in the class.
 1. You _______ stop when the traffic lights turn red. (must/should/can)
2. I _______ swim. He is a National player. (can/may/shall)
3. Smoking _______ cause cancer. (should/must/can)
4. When I was younger I _______ run fast. (can/could/will)
5. Excuse me, _______ I just say something? (will / must / could)
6. He _______ be very tired. He's been working all day long. (must /can/ought to)
7. It _______ rain today. The clouds are dark. (will/must/may)
8. You _______ not smoke in the hospital. (should/would/must)
9. _______ I use your phone please? (will/may/must)
10. I _______ go on holiday to Australia next year. (should/might/would)
11. Can I use your phone please? (must/can/will)
12. I _______ not buy tomatoes. There are plenty of tomatoes in the fridge. (must/need/may)
13. I _______ see a doctor. I have a terrible headache. (may/ought to/will)
14. You _______ revise your lessons. (should/can/may)
15. He _______ be very tired. He's been working all day long. (can/will/ought to)

ACTIVITY– III TLO: To form new words by using prefix and suffix and
use them in sentences.

Look at the table given below carefully. Refer to a dictionary and add more words in every row. Use
the words in your own sentences and read aloud your answer in the class.

Prefix Meaning Example Your words using the prefix

a-; an- Not, Amoral,
Without Anaemic
tri- Three Tripod
sub- Under Submarine
in- Not, Inconvenient
Into Indulge
home- Same Homophone
ex- Former Ex-husband
Out Export
De- Opposite, Devalue
Down, Away Descent
Suffix Meaning Example Your words using the suffix
-acy State of quality Privacy
-er / -or One who Trainer
Protector
-ism Doctrine, Belief Scepticism
-ment Condition of Punishment
-ness State of being Heaviness,
-sion / - Concession, Abbreviation
tion
-ship Position held Fellowship
Subject: ENGLISH Level: B1 Class – VII Lesson 9: Garden Snake (Poem)
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Speaking  To listen to various sounds of animals and objects.  Group work
 Reading  To use words and expressions in sentences and ask  Individual task
 Writing questions about things around them.  Visit to environment
 Concern for  To compare and contrast words/ideas and relate
Immediate them to personal experiences.
Environment  To show concern for nature.

TLO: To use noun and verb forms of words correctly in the

ACTIVITY– I
sentences of their own and compose a short poem.
1. Names of animals are also used as verbs. Read the names of animals given below and their
meanings. Write one sentence each using the verbs given below. Read aloud your answer in the
class.
Animals Verbs Meaning Make a sentence using the ‘animal-verb’
To copy the way somebody
Ape else behaves or talks
a. to desert one's party or associa
te, especially in a time of troubl
Rat e.

b. to trick or confuse somebody

Fox

c. To move through the air, using

Fly wings

d. To allow somebody to believe

Kid something that is not true

e. To hide or store something so

Squirrel that it can be used later

f. To talk continuously about

things that are not important
Rabbit or interesting

g. To move, twist or wind

Snake
h. To frighten somebody in order
Cow to make them obey you

i. To catch or attempt to catch

Fish
 2. Make a list of more animals/insects that are used as Verbs. Look up their meanings using a
dictionary. Make sentences using each of them. Read aloud your sentences in the class.

3. Compose short poem of two-six lines using the noun and verb forms of animals. Recite the
poem with correct pause in the class. One example of such poem is given below:

Fox the fox

Rat on the rat,
You can ape the ape
I know about that.

TLO: To observe and know various parts of animals and

ACTIVITY– II
describe them by writing and speaking correctly.

Observe carefully the pictures of fish, frog and head of snake. Write a paragraph describing each of
them. Read aloud your answer in the class.
 TLO: To enrich vocabulary and using the new words in
ACTIVITY– III
meaningfully correct sentences.

Read the words given below aloud in the class. Look up their meanings in dictionary and categorize
them in the table given below. Use these words in your own sentences and share your answers with
your class.

Movement and Sound Words

Movement Words:
Grunt, Hum, Speed, Chatter, Gallop,
Hurry, Shriek, Bounce, Swing, Buzz,
Rumble, Bump, Hiss, Meander, Mew,
Whistle, Wriggle, Buzz, Clang, Plod,
Sound Words:
Knock, Loiter, Crash, Rub, Sway, Bang,
Glide, Plod, Wander, Throb, Loiter, Hop,
Snarl, Turn, Throw

TLO: To write a page of diary entry / letter drawing

ACTIVITY– IV comparison and contrast.

Draw comparison and contrast between the two pictures given below. Write a diary entry/letter to
your friend describing the life in a city and village. Read your diary/letter aloud in the class.

LIFE IN A CITY LIFE IN A VILLAGE

Subject: ENGLISH Level: B1 Class – VII Lesson 10: The Story of Cricket
Worksheet – I

Skills focused Target Learning Outcomes Suggested Strategies

 Speaking  To listen to words and sentences and write them  Group work
 Listening appropriately in the context.  Pair work
 Reading  To respond to the visual/verbal prompts in the  Individual task
 Writing given context and apply the same in real life  Observing a match in
 Concern for situation. ground / live on TV.
Immediate  To use phrases/idioms and participate in word
Environment games.
 To acquaint with rules of games and familiarize
with game equipments.

TLO: To think creatively and solve the crossword puzzles with

ACTIVITY– I
the help of cues given.

Study at the crossword puzzle given below. With the help of the prompts complete the puzzle. Record
the time taken by you in doing so. Use each word in the sentence of your own and read your sentences
aloud in the class.
 TLO: To locate given words in a grid and create such activities
ACTIVITY– II
of their own.

Observe the grid of words related to various games that are played with ball. Read the names of
various games given at the right hand side of the grid. Locate and shade them in the grid using
colourful pencils. Learn the spellings of the words and read them aloud in the class.

Work with your partner and prepare more word-search games of different types.

ACTIVITY– III TLO: To understand the meanings of idioms and phrases

and use them in sentences.

Match the ‘idioms and phrases’ under column ‘A’ with their meanings given under column ‘B’. Use
them in the sentences of your own. Read aloud your sentences in the class. In your group, collect more
idioms and phrases with the help of dictionary and your teacher. Practice them regularly by using
them in your speech and writings.
 IDIOMS AND PHRASES MEANINGS
‘A’ ‘B’
Eye for an eye In danger
Null and void Satisfactory
A bed of roses Full of joy and pleasures
Get rid of Revenge
A blessing in disguise Good outcome from evil situation
Hat trick A cowardly person
A chicken hearted man Be free
Root of the matter Cancelled
Jack of all trades To achieve three victories one after the other
A dark horse A selfish friend
A fair weather friend To punish
To bring to the book A person knowing something of everything
One who goes on changing his place or job
To give away
A man of hidden abilities
A rolling stone
To know
To keep abreast of
To distribute
A to Z
Thoroughly
To nip in the bud
To destroy in the very beginning
Add fuel o the fire Make a bad situation worse
Ups and downs Good and bad time
At stake Deep-seated truth
Upto the mark

ACTIVITY– IV TLO: To associate various games and sports equipments

with personalities and enhance knowledge.
Look at the following pictures of sports persons and sports equipments/symbols. Match them and
write a paragraph on each of the sports and games they are associated with. Read aloud your answer
in the class.

Equipment Equipment Player Player

TEST YOURSELF:

Complete the following sentences using a verb form that agrees with the subject.

1. The lifespan of these insects ………………….. very short. (is / are)

2. One of my friends …………………… me with this task. (help / helps)

3. …………………… it rain here in September? (Do / does)

4. How many guests …………………….. arrived? (has / have)

5. A box of sweets …………………… given to the children. (was / were)

6. Stories of this type ……………………… children. (fascinate / fascinates)

7. The winning of five medals by the same athlete …………………….. a rare achievement. (is / are)

8. ………………….. there a way out of this difficulty? (is / are)

9. A course of antibiotics ……………………. prescribed by the doctor. (was / were)

Complete the following sentences using an appropriate simple present tense form.

1. My sister ………………… a nurse.

a) is

b) are

c) has

2. My grandmother …………………… delicious cookies.

a) makes

b) make

3. …………………. you know the answer?

a) Do

b) Does

c) Did
4. Birds ………………….. their nests in trees.

a) make

b) makes

5. She ………………….. great popularity among children.

a) enjoy

b) enjoys

c) enjoying

6. We …………………….. this.

a) does not recommend

b) do not recommend

c) have not recommended

7. Janet ………………….. a six figure salary.

a) earn

b) earns

c) earning

8. You ………………….. understand the gravity of the situation.

a) do not

b) does not

c) have not

9. They ……………………… want to go.

a) do not

b) does not

c) have not

10. The boy ………………….. very well.

a) play

b) plays

c) playing
Complete the following sentences using appropriate articles.

1. Maya is …………………….. pretty girl. (a / an / the)

2. He is …………………….. smartest boy in ……………….. class. (a / an / the)

3. She is writing …………………… novel. (a / an / the)

4. She has ………………….. six year old son. (a / an / the)

5. India is one of ………………….. biggest countries in …………………. world. (a / an / the)

6. She has won ………………….. first prize in essay writing. (a / an / the)

7. Lion is …………………… king of beasts. (a / an / the)

8. Martha is ……………………. lovely girl. (a / an / the)

9. Why are you standing on ………………………. table? (a / an / the)

10. It was …………………… stupid thing to do. (a / an / the)

11. It was ………………. worst thing to happen to me. (a / an / the)

12. I will be back in …………………. hour. (a / an / the)

Exercise

Report the following statements.

1. Susie said to her friend Maria, ‘I don’t like your hairstyle.’

2. ‘I am going to the market,’ said Martin.

3. John said, ‘If my father gives me permission, I will go to America.’

4. ‘If you want to buy this dress, I can lend you some money,’ Maya told her friend Aswathi.

5. ‘I will show you how to do it,’ the father told his son.

6. ‘I want to see it before I buy it,’ he will tell us.

7. ‘No one can say what will happen next,’ the speaker said.

8. ‘I saw this book on your table yesterday,’ Mary told James.

Exercise

Report the following statements.

1. Susie said to her friend Maria, ‘I don’t like your hairstyle.’

2. ‘I am going to the market,’ said Martin.

3. John said, ‘If my father gives me permission, I will go to America.’

4. ‘If you want to buy this dress, I can lend you some money,’ Maya told her friend Aswathi.

5. ‘I will show you how to do it,’ the father told his son.

6. ‘I want to see it before I buy it,’ he will tell us.

7. ‘No one can say what will happen next,’ the speaker said.

8. ‘I saw this book on your table yesterday,’ Mary told James.

Complete the following sentences using an appropriate verb form.

1. …………………….. you know his name?

a) Do

b) Does

2. We ………………………. strangers.

a) do not trust

b) does not trust

c) do not trusted

3. Arun ……………………… with his left hand.

a) write

b) writes

c) writing

4. Salim …………………… for the national hockey team.

a) play

b) plays

c) playing

5. My parents …………………….. me to get good grades.

a) want

b) wants

c) wanting

6. She ……………………. get along with her sister.

a) does not

b) do not

c) has not

7. When we met yesterday, she …………………… recognize me.

a) did not

b) does not

c) do not

8. ………………… he speak English?

a) Does

b) Do

c) Has

9. ………………… Maria handed in her work?

a) Has

b) Have

c) Does

10. He …………………. to continue.

a) do not want

b) did not want

c) did not wanted