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                              Class 8
                            Teacher Book
                    Lesson Plan for Teaching a Poem

The Sea (CB 3, pages 55 - 56)
Warm-up
1. Start by asking the students whether they have seen the sea. What have they
   noticed? Let students discuss this for a few minutes in pairs or groups.
   Encourage them to share their ideas with the rest of the class.
   Listening and Active Recall
2. Read the poem aloud while students listen with their books shut.
   Ask: Is the poem about the feelings of the sea? (Students will—hopefully—say
   ‘No’.) What does the poem describe? (Students respond. Ensure that students
   understand the meaning of ‘moods’.) Can you recall any words or phrases that tell
   us what the sea is like? Get as many responses as possible.
3. Read the poem aloud once more while students listen with their books shut.
   Attempt to recreate the poem with help from the students. If students find this
   difficult, prompt them by miming some of the moods mentioned in the poem.
   Combining Auditory and Visual Experience
4. Ask students to open their books. Read the poem aloud yet again. This time
   the students will follow it in their books.
   Analysing the Poem
5. Ask students to read the poem silently. Draw their attention to the glosses of
   unfamiliar words. Add additional explanations to these, if necessary. If you
   decide that there are other words that might create problems for students,
   provide meanings/explanations of these.
6. After students read the poem,
   • encourage a discussion of it using the questions under Appreciation. Add
      questions of your own to ensure fuller coverage of the poem and to make
      sure that students understand it. [Make questions your teaching tool rather
      than ‘explanations’. Explanations and paraphrase prevent learners from
      making the effort to understand the poem on their own. Keep the questions
      short and simple. Do not demand complete sentences as answers.]
   • draw attention to the use of language (e.g. comparison of sea to living thing)
   • draw attention to the structure of the poem (e.g. the rhyme scheme: rough—
      tough, tear—bear)
   • do the exercise under Activity.
   Recreating the Experience
7. Encourage students to read the poem aloud. [When teaching poetry initially,
   this reading can be done by the class (with the teacher leading) or by small
   groups taking turns with a stanza each. At a later stage, individual students
   can take turns to read the poem aloud.]


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                                  Class 8
                                Teacher Book
8. (Optional) A good follow-up activity would be to encourage students to create
   a stanza in the style of the poem on a similar subject — e.g. ‘Wind’, ‘Sun’. This
   can be done in groups. (Attempt this only if the subject is simple.)
9. If you can find a thematically similar poem, read it out to the class.

Lesson Plan for Teaching a Prose Unit

India’s First Woman Doctor (CB 3, pages 46–54)
PREPARING TO READ
Warm-up
1. Ask students to look at the pictures.
2. Ask them to read the questions below the pictures and match the questions
   with the pictures.
 3. Ask students to supply answers. If there are any students who have not heard
    of any of these women, encourage others to add any information they have.
 4. Ask them how they would feel to be the first person to do something.
    (Their responses might be: excited; happy; thrilled; proud, etc.)
 5. Ask:
    • Is it easy to be the first person to do something that nobody has done
      before?
    • What problems would a person face? Why?
 6. Ask them to look at the people in the pictures again.
 7. Ask:
    • Are the problems the same if a woman is doing something for the first time?
      What problems could Kiran Bedi have faced? Indira Gandhi?
    • Do you know of any woman who had to fight to do something that women
      don’t usually do?
 8. Ask students if they can guess what they are going to read about.
    Students will probably read out the title.
 9. Ask students what they think the story will tell them about this person.
    Encourage a variety of responses. (If students say, ‘About her life,’ encourage
    them to be more specific.) Put up student responses on the blackboard and
    leave them there.
10. Tell students that they can find out if their guesses are right by reading the
    story.




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                                 Class 8
                               Teacher Book
Reading—1
STAGE ONE
1. Ask students to read the story silently – and stop when they reach the end of
   the third paragraph (up to the picture on page 47).
2. Direct their attention to the meanings of difficult words which are given in the
   right-hand margin.
3. When they have finished reading direct their attention to the blackboard. Ask
   them if the story so far has given them any of the information they were
   expecting. Students should be able to identify some of these. As they call them
   out, erase these from the board leaving the others intact.
4. Turn to page 48 - Reading—1 and ask students the first four questions.
   • Allow students to refer back to the text when answering.
   • Ask a question and allow several students to answer before affirming the
      correct answer. Ask a student who got the answer correct to go back to the
      text and tell you where the information is. The student should read out that
      portion of the text which contains the answer. Ask others if they agree.
    • Read the relevant portion aloud yourself so that the whole class can hear. If
      any student gave you a wrong answer initially, check briefly if she now
      understands why her answer was wrong. Get the student to state the correct
      answer or read the relevant portion from the text.
    • DO NOT attempt to correct grammar or pronunciation at this point.
      Concentrate on allowing students to express their understanding of what they
      have read. (However, you can unobtrusively ‘correct’ errors by repeating a
      student’s answer but with the mistake corrected. For example, if a student
      answers, ‘Anandi married to Gopalrao Joshi.’ Accept the answer for its
      ‘truth’ value. Do not point out the grammatical error. Instead, say, ‘Yes,
      that’s right. Anandi married Gopalrao Joshi.’)
 5. Go on to the next three questions. For each one, repeat steps as in 4 above.
    STAGE TWO
 6. Ask students to read to the end of the story.
 7. After they finish, turn to the blackboard and repeat step 3 above.
 8. Turn to page 48 – Reading –1 and ask students questions 5, 6, 7 and 8.
 9. Repeat step 4 above for each question.
10. Draw students’ attention to their correct predictions. Ask them how they
    guessed so many correctly. If there are any ‘guesses’ still on the blackboard,
    tell them that not all our predictions about a story turn out to be correct but
    several do.
11. HOMEWORK: Questions 1–8 can be set for homework. Ask students to write
    out the answers on their own.


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                                    Class 8
                                  Teacher Book
STAGE THREE
 Reading —2
The questions in this section—Reading—2—do not always have one and only
one correct answer. Responses may differ from student to student. Answers to
some of the questions may be written down after discussion. Other questions can
be used for discussion only.
1. Turn to Reading—2.
2. Question 1: Ask students to pick the words that describe Anandibai. For each
   word that they pick, ask for reasons. If a student picks a word that does not
   immediately appear correct, do not dismiss it. Ask the student to give a reason
   for his choice. Be prepared to accept it if the reasoning is convincing.
3. Question 2: Encourage students to discuss this by drawing on their own
   experience of what they have seen and heard at home and elsewhere.
Using words
1. Using Words A: Put up the 4 words on the blackboard. Say the words out loud
   so that students know how they are pronounced. Ask students if they know
   what they mean. Think of four situations that make you feel—calm, nervous,
   etc. Tell students about them. Ensure that they have understood the words.
   Tell them that the words express feelings that range from not scared, scared, very
   scared, very, very scared
2. Ask them to attempt the exercise.
3. When they finish ask them to work with a partner and tell each other about
   their choices.
4. After they have exchanged answers with their partners, ask if there are any
   disagreements. Some of the answers may be unexpected. But if the student can
   explain his/her choice, accept it along with the more ‘expected’ answer. E.g.
   For Item 2, a student might answer ‘calm’—I’m not scared of mice. I am calm
   when I see a mouse because I like mice. I think they are cute.
5. Using Words B: Ask students to look at the picture clues and then do the
   crossword that follows it. Check answers. With books closed ask students to
   spell some of the more difficult words in the crossword. ‘Hangman’ is a good
   way of checking spelling in a ‘fun’ way. You will find instructions on how to play the
   game at the end of this section.




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                                  Class 8
                                Teacher Book
Grammar
1. Tell students they are going to find out how to say ‘when’ something happens.
2. Let them read the sentences on page 51.
3. Draw their attention to the words ‘in’, ‘at’, ‘on’.
4. Put up some more sentences with ‘in’, ‘at’, ‘on’ on the blackboard.
5. Tell students that:
   We use ‘in’ with:
   • years: in 2002, in 1989
   • months: in February, in December
   • parts of the day: in the morning, in the evening
   We use ‘at’ with:
   • clock time: at 10 o’ clock
   • particular periods: at night, at noon
   • religious festivals: at Diwali, at Christmas
   We use ‘on’ with:
   • days: on Sunday
   • dates: on 23 March
6. Ask students to do the exercise.
7. Ask students questions about themselves:
   When were you born? When is your birthday? When do you have a holiday?
   When do you burst crackers? When does Santa Claus bring presents? When do
   you go home? When do you do your homework? When do you have
   games? Etc.
   Do not insist on complete sentences for answers. Answering in phrases is more
   natural (When are you going home? In the evening) and in this particular exercise,
   answering in phrases has the added advantage of emphasizing the item being
   practised.




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                                   Class 8
                                 Teacher Book
Spelling
Steps 1-3 are preparatory stages. If students already know the difference between vowels
and consonants, steps 1 and 2 can be omitted.
 1. Put up these words on the blackboard.
    cap red big pot fun
 2. Ask students how many letters there are in each word. Then ask them if they
    know how many vowels and how many consonants there are in ‘cap’. If they
    don’t know, tell them. Let them practise with the other words. Tell them that
    the letters a, e, i, o, u are called vowel letters. All the other letters of the
    alphabet are consonant letters.
 3. Write ‘sad’ on the blackboard. Say the word aloud. Write ‘happy’ on the
    blackboard. Say the word aloud. Demonstrate the difference. “We say sad but
    ha-pee. Sad has one syllable happy has two syllables.” Tap out the syllables
    on the desk to help students understand. Examples: cup (1 syllable) – saucer
    (2 syllables); door (1) – window (2)
 4. Write ‘big’ on the blackboard and ask students to call out the vowels and
    consonants. Ask them how many syllables ‘big’ has.
 5. On the blackboard write: – er. Say that this is something we add to a word to
    make another word. So also, – est, – ing, – ed.
 6. ‘When we add –er to big we get bigger.’ Draw attention to the extra g. Write
    the other words as in the book on to the blackboard and in each case highlight
    the doubled consonant.
 7. Say that this happens only to a ‘one syllable word’ which ends in a vowel +
    consonant b i g
 8. Contrast this pattern with: clean + -er cleaner. Ask students why there is no
    doubling of n here.
 9. Use the other examples to make the pattern clear.
10. Ask students to do the exercise.




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                                 Class 8
                               Teacher Book
Pronunciation
1. Write the example on the blackboard: kneel dead feed thief
2. Underline the vowel letters in each word.
3. Say each word aloud pointing to the vowel letters in the word as you do so.
   Ask students if they can hear the difference in sound.
4. Point out that kneel, feed and thief have a ‘long ee sound’. Dead has a ‘short e
   sound’. Therefore, dead is the ‘different sound word’.
5. Call out the words in each set, 1–5. Ask students to draw a circle around the
   ‘different sound word’.
6. When they finish, ask students to call out the ‘different sound word’ in each
   set.
7. Tell them that in English the same set of letters can have different sounds:
   e.g. said and paid food and good great and bean
Writing
1. Ask students to turn to page 52 and read the information in the box.
2. Ask questions about this (not necessarily in order) and let them answer.
   When was Kiran Bedi born? How many sisters does she have? What is her husband’s
   name? What does he do? How many children do Kiran Bedi and her husband have?
   Where did she study? Does she like sports? etc.
3. Ask students to do the task in their notebooks.




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                                 Class 8
                               Teacher Book
Speaking
1. Ask students what they do when they meet a person for the first time. Build on
   their responses and discuss ‘introductions’.
2. Tell them that they are going to learn how to introduce people to others.
   • Ask three volunteers to come to the front of the class.
   • Give them their roles: Mrs Carpenter, Mr Johnson, Mrs Anandibai Joshi.
   • Have the first two read out the dialogue on page 53.
   • Ask the class how Anandibai should reply.
   • Help them formulate Anandibai’s reply by looking at the illustration on the
       page.
   • Let the three perform the introduction again with ‘Anandibai’ saying her bit
       this time.
3. Show them how an introduction is generally structured:
   (i) Say name of person being introduced, e.g. This is . . . ; Meet . . .
   (ii)Say something about them.
4. Divide class into groups of three. (If there is one person left over, ask her to
   join another group and take turns to do the introductions. If there are two
   people left over, then ask one of them to double up as Speaker 1 and Speaker 3)
5. Show class how the introduction will proceed – the order in which
   people speak:
   • Speaker 1 introduces the person to ® Speaker 2
   • Speaker 2 says something to ® Speaker 3 (the person who is being
       introduced)
   • Speaker 3 replies to ® Speaker 2
6. Ask students to do the tasks on page 54.
7. Go around the class and listen to what students are saying. Offer help where
   necessary.
8. At the end, ask three sets of three volunteers to come up and act out their
   introductions of items 1, 2 and 3 before the class.




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                                    Class 8
                                  Teacher Book
Listening
(For this activity you can use the audio cassette. You can also read the story aloud to the
students if you wish.)
1. Ask students to read the questions in the book.
2. After they have done so, ask them to close their books. Tell them that they are
   going to listen to a story about a boy. Ask them if they can guess what the
   story is about. Acknowledge their responses with a “Let’s listen and find out”.
3. Tell them that you will play (or read) the story twice. The first time, they will
   listen with their books closed.
4. Play (or read) the story.
5. Ask a few general questions like: What is the name of the boy in the story?
   Did the events in the story really happen? Don’t discuss the answers at this point.
6. Tell students you will play (or read) the story again. Ask them to keep their
   books open and tick the correct answers as they listen to the story.
7. Play (or read) the story once more.
8. Check answers. If they go wrong, do not give them the correct answer
   yourself. Instead, rewind and play the story and stop at the appropriate point
   and let students check for themselves. Before you go on to the next question
   announce the correct answer so that there is no doubt about what is correct.
   Repeat this process with the other questions.
9. (Optional) If students wish to hear the story again, play it one more time.




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                                    Class 8
                                  Teacher Book
Instructions for playing ‘Hangman’
Hangman
Group: Whole class
Use: Guessing/spelling
Teacher thinks of a five-letter word, for example, and draws the same number of
dashes on the board. Students call out letters of the alphabet “Is there an E in it?”
“Is there a K in it?” If the letter is contained in the word, the teacher fills in the
appropriate blank. If a letter is not in the word, the teacher draws one part of the
‘hanged man’. (See figure on the next page)




Ten mistakes ‘hang’ the players. The numbers on the next page refer to the order
in which the lines are added to complete the drawing.



Project Clean Classroom

To the teacher
Project: Children will work in small groups to prepare posters encouraging all
students to keep their classrooms clean.
Aims of the project:
• to make students aware of the need to keep their surroundings clean
• to make them aware of their own responsibility in this matter
• to make them think of ways of assuming responsibility
• to make them draw the attention of other children to the problem
• to use English to achieve all of the above
Stages:
Step 1: awareness raising
Step 2: assuming responsibility
Step 3: spreading awareness


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                                 Class 8
                               Teacher Book
Time:
Three class hours
(1 hour for discussion + 1 hour for planning + 1 hour for plan implementation)
Materials:
Paper - A4 sheets (one for each poster and one poster per group)
Crayons/felt pens/markers
Magazine pictures
Glue
Procedure:
1. Warm-up: Start with a whole-class activity where students discuss the
   importance of clean surroundings. Prompt with questions.
2. Divide students into groups of 4 or 5. Tell them that they are going to work on
   a project that will highlight the importance of keeping the school clean.
3. Make it clear that all work will be done cooperatively – through discussion and
   sharing of ideas.
4. Teacher will monitor the work of the groups and provide language support
   where necessary.
5. After the posters are ready, the teacher should help students to display the
   posters where others can see them.
Language support:
1. Vocabulary
   Provide students with vocabulary help as and when they ask for it/appear to
   be having difficulty finding the right word(s).
   Verbs                     Nouns
   pick up                  sweet wrappers
   drop/throw/put (sth) into      pieces of paper
   scatter                  litter
   gather/collect           bin/wastepaper basket
   arrange                  duster
   dust/wipe/sweep          dust/dirt/chalk dust
   empty                    chewing gum
   clean                    pencil shavings

2. Grammar
   Revise the use of the imperative form.

Key to the Coursebook
1. A Fair Division


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                                    Class 8
                                  Teacher Book
Warm-Up (page 11)
The cake can be divided into eight pieces by cutting the cake into quarters and
halving each quarter.
Reading—1 (page 13)
1. eight coins
2. (a) 8 x 3 = 24 (b) 24 ÷ 3 = 8 (c) 5 x 3 = 15
   (d) 15 – 8 = 7 (e) 3 x 3 = 9  (f) 9 – 8 = 1
Reading—2 (page 13)
1. Ram decided to ask the Maulvi for advice because Shyam and he could not
   decide how to divide the eight coins. (Opinions may vary for second
   question.)Ram may have regretted going to the Maulvi because Shyam had
   earlier agreed to give him three coins whereas the Maulvi gave him only one.
   On the other hand, he might have been pleased because he realized that the
   Maulvi had shared the coins fairly between him and Shyam.
2. Personal responses by students.
Using words (page 13)
1. TIRED 2. HUNGRY 3. GRATEFUL 4. SURPRISED 5. SATISFIED
Grammar (page 14)
1. (a) My hair is curly but my sister’s hair is straight.
   (b) Seema was born in Chennai but Sheba was born in Pune.
   (c) Feroze plays cricket but Jamshed plays football.
   (d) My aunt is thin but my uncle is fat.
   (e) The book is interesting but the film is boring.
2. Responses will vary.
Using the dictionary (page 14)
1. catch 2. connect 3. chain          4. cinema
5. clap     6. coat      7. cricket   8. cut
Writing (page 15)
Answers will vary. Students will provide the following information:
Name of friend, Characteristic/quality of friend and self, Possession of friend
and self, Likes of friend and self, Ability of friend and self, Activity of friend and
self.
Speaking (page 15)
Answers will vary.




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                                    Class 8
                                  Teacher Book
Listening (page 16)
Play/read these sentences to the students. Pause after each sentence to allow
students to underline the correct word in their books.

Transcript of listening text
 1. They could not repair the tent.
 2. Fayaz will show you some shirts tomorrow.
 3. Please put this blue card on that table.
 4. There is a large goat lying under the tree.
 5. Has anyone seen a bin in this room?
 6. Can you fill the jug under the table?
 7. How can I train them in time for the show?
 8. Take the glass with you when you go out.
 9. Look at Bindu’s bag.
10. There are two birds on the branch.
The underlined words are the ones used in the sentence that is read aloud.
 1. They could not repair the dent/tent.
 2. Fayaz will show/sew you some shirts tomorrow.
 3. Please put this blue card/cord on that table.
 4. There is a large goat/coat lying under the tree.
 5. Has anyone seen a pin/bin in this room?
 6. Can you feel/fill the jug under the table?
 7. How can I train/drain them in time for the show?
 8. Take the class/glass with you when you go out.
 9. Look at Bindu’s bag/back.
10. There are two birds/buds on the branch.
Six Times One
Appreciation (page 18)
1. a child. There are references to studying maths – ‘multiplication’; childish
   behaviour – ‘cry and whine’; ‘vacation’, ‘start playing again’.
2. No. (d) multiplication
3. ‘unhinges me’; ‘put me in an awful state’, ‘makes me want to cry and whine’,
   ‘take a vacation from multiplication’. Also: ‘Is six times one a lot of fun?/Or
   eight times two?/Perhaps for you.’ Implication that while others may enjoy
   multiplication, the writer does not find it fun.




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                                  Class 8
                                Teacher Book
Activity (page 18)
1. Students’ personal responses. Encourage students to share their ideas with the
   class.
2. Students’ personal responses. Have the class vote on the best sketches and put
   these up on the notice board.
2. Kokila’s Wonderful Pot
Warm-Up (page 19)
2. pool 3. well 4. lake 5. pond 6. pump 7. river 8. stream
Reading—1 (page 21)
1. She wanted the pot because Ramkumar the potter always brought special
   things.
2. The pot could move about on its own. It could fetch and carry things. It could
   make Kokila do things for it.
3. Dai advised the women to drink and cook food with water collected from the
   pump, not taken from rivers, lakes and ponds.
4. No. They thought that pump water was not tasty.
5. Kokila’s little daughter.
6. (c)
7. (b)
Reading—2 (page 22)
1. Responses will vary—several responses possible. Encourage students to
   discuss their answers.
2. Responses will vary.
Using words (page 22)
Students will write the words beside the pictured objects.
Grammar (page 23)
1. Cover my mouth with a lid.
2. Fill me with clean water.
3. Place me on a stool.
4. Use a long-handled cup.
5. Collect water from the pump.
Using the dictionary (page 24)
1. cup 2. forest 3. hands 4. lid 5. muel 6. pump 7. river




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                                    Class 8
                                  Teacher Book
Writing (page 24)
Before students start writing, ask them to talk about all the pictures. Some of the
pictures are about dos and others about don’ts. Encourage students to take turns
to say what they should or should not do when collecting and storing water.
After the oral work is finished, ask them to write.
Collect water from a pump. Cover the mouth of the pot with a lid. Always use a
long-handled cup to take water from the pot. Clean the pot regularly. Scrub it
and dry it in the sun. Always place the pot on a stool.
After they have finished, you might want students to write out some of the
don’ts as well.
Speaking (page 25)
Encourage children to speak. Do not worry if they make mistakes. In this exercise it is
more important for them to talk about things in whatever way they can. Go around the
class while the activity is going on. If you hear a student making a grammatical error, do
not overtly correct the error. Restate what the student has said with the error corrected
and pass on. Children may also use words from the mother tongue. If they do, simply
repeat what the student has said but replace the mother tongue word(s) with the English
equivalent without making her feel that she has made a mistake.




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                                  Class 8
                                Teacher Book
Listening (page 25)
Play the recording of the story to the students. The first time, let them listen to it
without doing anything. Play the recording again. This time, allow them to
number the pictures to show the correct order.

Transcript of listening text
It’s Sunday night and Jeet has been watching a film on TV. Sunday is the only
day when he gets the time to watch TV. But it’s late now and Jeet’s mother thinks
he should be in bed. ‘Jeet,’ she calls, coming in from the kitchen where she has
been washing up, ‘that’s enough TV for today. It’s 9 o’clock. Time you went to
bed. Come on now, get up and go to your room. Right away. And when you get
there, go straight to sleep. Do you hear? Remember, you have to go to school
tomorrow. If you don’t go to bed now you’ll be yawning all day tomorrow.’ Jeet
doesn’t want to go to bed but he can’t think of any excuses. His mother wouldn’t
listen to them, anyway. Very reluctantly, he gets up from the sofa and climbs the
stairs up to his room. There, he takes off his clothes, changes into his pyjamas
and gets into bed. He lies in bed, propped up against the pillows, his arms
folded, and looks out of the window. He can’t sleep. He’s wide awake. His mind
is full of the adventures of Spiderman. ‘I’m not sleepy. What shall I do?’ he asks
himself. He spends some time wondering what to do. Then he has an idea.
‘Maybe I should revise my maths,’ he thinks. ‘We have a test on Wednesday.’ So
he gets out of bed, takes his maths book from the table and gets under the sheets
again. Jeet starts to read. He tries to solve a problem. And then, his eyes begin to
close, the book falls from his hands. In five minutes, Jeet is fast asleep!
The order of the pictures is as follows:


The Camel
Appreciation (page 27)
1. The friends are not cheerful whereas the camel is.
2. ‘keeps it on the go’
3. its hump. It can store water in the hump and go for long periods without
   drinking.
4. Because it has its own ‘special water pump’ which nobody else has
5. ‘but save some up’
6. He would always have water available in summer.




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                                      Class 8
                                    Teacher Book
Activity (page 27)
1.
   so       know go
   dump hump pump
   days place says
   eye      die    I
2. Answers will vary. Encourage students to share their ideas with each other.
3. Asking Permission
Warm-Up (page 28)
Illustration: (From L to R): 1, 4, 2, 3
Reading—1 (page 30)
1. She asked him to get some brinjals because she wanted to make brinjal sambar.
2. Vasaram Bhuvo
3. False
4. (c)
5. False
6. Tarwadi got home late because Bhuvo threw him into the pond and dipped
   him many times in the water.
7. Tarwadi was afraid that if he stole again he would be caught and punished. So
   he stopped stealing.


Reading—2 (page 31)
1. dishonest, stupid, lazy (If students have other answers ask them to give
   reasons. For example a student might think that a man who talks to a field is
   funny. Accept such answers as long as the student can justify them.)
2. Answers will vary. (Accept answers which are supported by reasons.
   Questions in this section are intended to give rise to discussion and there may
   not always be one single right answer.)
Using words (page 31)
1. countryside 3.    lake            5. house 7.      mountain
2. town      4. farm 6. rock         8. ocean




                                          Class 8

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                                Teacher Book
Grammar (page 32)
A 1. May I help you?
  2. May I go home now?
  3. May I speak to Shweta?
  4. May we take a photograph of this building?
  5. May I use the phone?
B 1. the kitchen, a cake, the cake
  2. a problem, the problem
  3. a nice flat, The flat
  4. A man, a red shirt, The man, the red shirt
  5. a car, the car
Spelling (page 33)
 1. N E I G H B O U R
 2. S O L D I E R
 3. S C I E N C E
 4. H E I G H T
 5. C H I E F
Pronunciation (page 34)
1. sugar 2. centre 3. gate 4. chorus 5. thick
Writing (page 34)
Get students to look at the illustration and describe what is happening. A sample is
given below.
Mr Anand and Sonu are in the drawing room. Mr Anand is reading the
newspaper. Sonu is playing with the cat. He is pulling the cat’s tail. The cat is
mewing in pain. Mr Anand says, ‘You mustn’t pull the cat’s tail. It’ll hurt the cat.’
‘Dad,’ says Sonu, ‘I’m not doing anything. I am only holding the cat’s tail. The cat
is pulling.’
Speaking (page 35)
For example:
A:     Can I borrow your book/pencil/cassette player/comics?
B: OK. Here you are. OR Of course, you can.
A:     Can I sit here/go inside/use this pen/call my sister/come with you?
B: Of course, you can.




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                            Copyright– Oxford University Press India
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                                  Teacher Book
Listening (page 36)
Tell the students that you will play/read them a description of a living-cum-dining room.
They have to listen and draw in the missing items mentioned in the description. When
you come to the text printed in bold—read it, pause, read it again and give students
enough time to finish the drawing. If they don’t recognise that they have to start drawing
when you pause, remind them to do so (only for the first item). After you finish the first
reading, ask students if they have succeeded in drawing everything. Read the description
once more. This time do not pause at the phrases in bold print, and do not repeat. But
read at a fairly slow but steady pace.

Transcript of listening text
This is a room in Hari’s house where he lives with his father and mother and his
sister Sneha. It is a living-cum-dining room. At the back of the room, near the
window, on the left, there is a TV. Hari’s mother is sitting on the sofa in front of
the TV. She is watching a film. She likes watching Hindi movies. Just behind her,
there is a dining table. There are four chairs around the table. The family has all
their meals here and they watch TV at the same time. On the table there is a
bottle of water and a glass. Hari took it out of the fridge a little while ago and
forgot to put it back. In front, in the living-room part of the room, there is a sofa.
You can see Hari’s father sitting on the sofa. He is reading a newspaper.
That’s what he does everyday after he comes home from work. In front of him
there is a small table. On the table there is a magazine. After he finishes the
paper Hari’s father will read the magazine. After Hari finishes his homework, he
likes to lie down on the divan and read. On the right side of the room just beyond
the armchairs is the door which leads out of the flat. Next to the door, there is a
pot with a plant growing in it. Hari’s mother likes to have plants inside the
house even though she cannot have a garden.
The students will draw the following: a TV, a bottle and a glass, a magazine and a
pot with a plant in it




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                             Copyright– Oxford University Press India
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                                Teacher Book
4. Who Should I Pray for?
Warm-Up (page 37)
Ask students to say what they would do. Encourage them to give reasons.
Reading—1 (page 38)
1. There was no rain. All their plants were dying. They could not sell anything.
   So life was very difficult.
2. Her father promised to pray for rain.
3. No.
4. The elder daughter wanted the hot dry weather to continue. (She did not want
   rain.)
5. He did not know who to pray for. The elder daughter did not want rain, but
   the younger daughter wanted rain.
 Reading—2 (page 39)
1. (b)
2. Answers may vary. It does not matter if students cannot come up with a
   solution to the problem. This should help them realize that all problems do not
   have easy solutions.
Using words (page 39)
1. (b) nurse – takes care of the sick
   (c) tailor – stitches clothes
   (d) driver – drives cars, buses (and trains)
   (e) carpenter – makes chairs, tables and other furniture
   (f) postman – brings our letters
Grammar (page 39)
A1     (a)    Tina bought a new dress and wore it to the party.
   (b) Anees bought a newspaper and some magazines.
   (c) The man jumped into the river and saved the boy.
   (d) My father put the book down and went out of the room.
   (e) I rang Javed and invited him to the party.
   (f) Asen finished her homework and went to bed.
2.
   (a) hot and tired
   (b) biscuits and juice
   (c) Oriya and Bengali
   (d) sang and danced
   (e) long and boring
   (f) gently and carefully


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B (page 41)
  (a) The man is working in the field.
  (b) The woman is reading a newspaper.
  (c) The baby is laughing.
  (d) The girls are listening to music.
  (e) The man is cooking dinner
Spelling (page 42)
1. ladies, stories, fairies
2. hobbies
3. donkeys, gooseberries and cherries
4. cities
5. holidays
Pronunciation (page 42)
neat, keep, she, people, leave, dream, eat, tea
1. green 2. cheese 3. jeans 4. reading 5. Erode 6. Egypt
Writing (page 43)
Ask students to look at the picture and name the various things in it. Then ask them to
say what each person is doing. What will they do next?
Example:
A gardener and his wife are working in their vegetable garden. The man is
digging the soil. He is going to plant seeds in it. His wife is carrying a pot of
water. She is watering the plants with it. They have picked the vegetables. There
are several different kinds of vegetables. Soon they will take them to the market
and sell them.
Speaking (page 43)
‘Good morning, father.’ (Encourage students to discuss the answer. While all the
options are technically correct and possible, it is the context of the story that makes ‘Good
morning, father.’ the more likely choice. This is because it is assumed that the rural
background suggests a more traditional relationship between father and child and
therefore the conventionally respectful term of address is more likely. A city child may
address the father using ‘Hello, Papa’ or ‘Hi, Dad.’ Draw students’ attention to the fact
that to speak well we must also choose the right words for the situation. Grammatical
correctness alone is not enough.)
1. Good morning, miss/ma’am/sir.
2. Hello, aunt (Minnie) (or other name). Or Good morning/evening aunty.
3. Hello, uncle (John) (or other name). Or Good morning/evening uncle.
4. Hello, aunty. Hi aunty.
5. Hi, Asif.


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                                       Teacher Book
Listening (page 44)
Read this description to the students. Pause after each sentence to allow students
to respond. Before you begin, go over the instructions in the coursebook and
make sure students understand what they have to do. Do a couple of examples
by making false statements about the classroom and letting students point out
the errors. (E.g. There are no books in X’s bag.)

Transcript of listening text
Look at this picture. You can see some children playing in the field. They are
trying to get mangoes from a tree behind their school. The field where the tree is
belongs to an old man. If he finds out he will be very angry. He does not like
children playing in his field. The mango tree is big but it does not have many
mangoes on it. 1 [Pause.] There are seven children in all.2 [Pause.] Four of them
are boys and four are girls. 3 [Pause.] They are all about nine years old. The boy
in the green shirt is throwing a stone at the mangoes. 4 [Pause.] He hopes it will
knock down a few mangoes. Behind the tree, a boy and a girl are lifting a basket
of mangoes. 5 [Pause.] The basket is full of nice ripe mangoes. 6 [Pause.] I wonder
what they’re going to do with so many mangoes. Can you see the girl at the
back? She is running towards the mango tree holding a short stick in her hand. I
think she is going to use it to knock down some more mangoes. 7 [Pause.] One of
the boys has decided to climb the tree. There, you can see him climbing on to that
branch on the right. 8 [Pause.] Two of the children are sitting on a bench near the
tree. 9 [Pause.] They look very happy – they are sitting there and eating the
mangoes. I wish I could be there, too.
Probable responses:
1. Wrong. The tree has many mangoes on it.
2. This is true. No response from students.
3. This is true. No response from students.
4. This is true. No response from students.
5. Wrong. They are in front of the tree.
6. This is true. No response from students.
7. This is true. No response from students.
8. Wrong. It’s not a boy. It’s a girl.
9. Wrong. It’s not a bench. They are sitting on a large rock.
You can use this picture several times. Each time make different false statements about
the picture and get students to identify the mistake and correct it.




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                                           Teacher Book
5. India’s First Woman Doctor
Warm-Up (page 46)
(a) 3 (b) 1 (c) 2 (d) 5 (e) 4
Reading—1 (page 48)
1. Yamuna
2. (a) nine years old
3. 14 years old
4. . . . to become a doctor.
5. (a) she was a woman
6. (b) 21
7. False
8. (a) happy and proud
Reading—2 (page 49)
1. hardworking, determined, clever, strong, brave (Whatever word students choose
   make sure that they give their reasons for choosing it. This is more important than
   merely choosing the right word. Sometimes a student may choose an unlikely word.
   This is not necessarily wrong as she may be able to give a valid reason for the choice.)
2. When she came back she was not just a woman but a doctor educated in
   America. She had succeeded in spite of great difficulty.
Using Words (page 49)
A.      There are no clearly right or wrong answers in this exercise. Student responses
   will vary. Accept them if they can give a reason. E.g. a child might say that she is calm
   when she sees a mouse under her chair because she likes mice. Such an answer is
   acceptable. Probable answers.
   1. nervous
   2. terrified
   3. afraid/nervous
   4. terrified/afraid
   5. terrified/afraid
B. Across: „ 2. bus, 3. ship, 4. platform, 7. train, 9. plane, 10. car
   Down: ‚ 1. passport, 5. luggage, 6. ticket, 8. road
Grammar (page 51)
1. on 2. at 3. in 4. at 5. on 6. at
Spelling (page 51)
1. drumming 5.         runner
2. sitting        6.   fatter
3. dropped        7.   flattest
4. batted         8.   saddest
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Pronunciation (page 52)
1. paid 2. food 3. bean 4. since 5. ages
Writing (page 52)
Kiran Bedi was born in 1949. She has four sisters. She is married to Brij Bedi who
is a textile engineer. They have a daughter, Saina.
Kiran Bedi went to school and college in Amritsar, Chandigarh and Delhi. Later,
she did her Ph. D. from IIT Delhi. She was also very good at sports and became
the Asian Lawn Tennis Champion in 1972.
In 1972, she joined the IPS, the first woman to do so. Recently, she was appointed
Advisor to the UN. Kiran Bedi has won many awards. (Optional. She has won the
Police Medal for Gallantry and the Ramon Magsaysay Award for government
service.)
Speaking (page 53)
Possible answers.
1. A: (Name of classmate), this is my mother.
   B: Hello, Aunty.
2. A: Mummy, this is Miss/Mrs/Mr . . . . . She/He is our class teacher.
   B: Hello, Miss/Mrs/Mr . . . . It’s nice to meet you. My daughter always talks
   about you.
3. A: Nihal, meet Vivek. Vivek has just come from Chennai. He’s going to be in
   our class.
   B: Hi, Vivek. Nice to meet you. I hope you’ll like it here.




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                           Copyright– Oxford University Press India
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                                    Teacher Book

Listening (page 54)
Before you play/read the listening text to the students, ask them to read the
questions. This will give them an idea of what they have to listen for.
Transcript of listening text
I like writing stories. Do you? You are going to hear a story that I wrote when I
was ten years old. It’s called, ‘The Adventures of Raju in Magic Land’. It’s about
the adventures of a boy named Raju. Some really strange things happen to him
but in the end everything turns out all right and he returns home. Today I’ll read
you a part of the story. Are you ready? Shall I start? OK. Listen.
Raju was a twelve-year-old boy. He lived with his mother and two sisters in a
little house just outside the town. His mother loved gardening and had a garden
with many interesting plants in it. She knew all about the uses of the various
plants. The leaves of one plant were good for stomach-ache, another was good
for boils and yet another cured coughs. One day, a friend brought her a new
plant. It did not look like any other plant. When Raju’s mother went inside the
house to get a pot, Raju broke off one of the leaves. It had a strange smell.
Curious, Raju put the leaf into his mouth and chewed it. Suddenly he began to
feel very strange. What was happening? Everything around him was getting
bigger. Soon he found himself in a forest surrounded by tall green trees. What
had happened? Raju did not know it but he had grown small. He still looked like
a boy but a very, very tiny boy. He was now as small as an ant. It was the magic
leaf that did it.
At first, Raju was very scared. He heard his mother and sisters calling him. He
answered but they could not hear him or see him because he was so small. One
day, he wandered into the house and with great difficulty climbed on to the
dining table. His mother and sisters were having tea. Raju walked across the
white tablecloth to where his mother was sitting and climbed on to her shoulder.
It was like climbing a mountain. He got to the top at last and stood there looking
down. Far below him there was a brown lake. It was a cup of tea. Suddenly, his
mother, who, of course, did not know that her son was standing on her shoulder,
moved her arm. The sudden movement upset Raju and he fell. Straight into the
cup of tea that she was drinking. Luckily for Raju the tea was not very hot. His
mother didn’t like hot tea. Raju nearly drowned. But he could swim and he soon
found a large brown carpet floating in the water beside him. He climbed on to it
and discovered that it was a tea leaf. Raju lay down on it and floated. It was fun,
really. The tea leaf floated along and soon touched the rim of the cup. Raju was
waiting. As soon as the tea leaf touched the rim of the cup he leaned forward and
jumped on to it. There was just enough room for him to stand on the rim. He
stood there and looked about him. Suddenly there was a sound like stones falling
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down a cliff. Then a big white stone hit him on the head and he slipped and fell
into the saucer on the other side. Raju did not know it but the stone was only a
grain of sugar. His mother had just added some sugar to her tea. She continued
stirring her tea. She didn’t even know what had happened to her son.
Well, that’s the first of Raju’s adventures. He has many more adventures before
the magic leaf loses its effect and he grows back to normal again. I hope you
liked my story.
1. (c) 12
2. (b) an ant
3. (a) fell
4. (b) climbed on to a tea leaf
5. False.
The Sea
Appreciation (page 56)
These are possible answers. Student responses may vary. Encourage personal
interpretation of poetry.
1. When the sea is rough and the waves rise high, it looks as if it is angry.
2. When there is a storm the waves can toss boats and even overturn them. At
   such times the sea looks like a wild animal.
3. Sails on sailing boats, wooden boats
4. Lines 7 – 8: The sea can roar/Like a hungry bear.
   Lines 11 – 12: The sea can be calm/As a sleeping cat.
5. Lines 13 – 14: The sea can glide/Over the sand . . .
Activity (page 56)
Get students to respond with names of animals. Ask them for reasons. There are no right
and wrong answers. What is important is that the child exhibits her response to the poem
through her answers.
Children can complete the lines in their own way. Encourage them to think of
many different things to which the sea can be compared.




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6. Lion and Leopard
Warm-Up (page 57)
Answers may vary. Encourage students to give reasons for their choices.
Reading—1 (page 59)
1. He was thirsty and wanted to drink some water.
2. He did not want the leopard to drink from the same water hole. Or He wanted
   to be the first one to drink because he thought he was king of the jungle.
   Answers may vary slightly.
3. (b)
4. They realized that the vultures were waiting for them to die. (Both animals
   were equally strong. If the two animals continued to fight they would end up
   killing each other. Then the vultures would eat their flesh).
5. (b)
Reading—2 (page 60)
1. (a) b may also be chosen by students. Encourage discussion of these options and ask
   students to give reasons.
2. Answers will vary.
Using Words (page 60)
A 1. angrily
  2. patiently
  3. silently
  4. thirstily
  5. proudly
B 1. fell
  2. tell
  3. told
  4. Tell
  5. said
Grammar (page 61)
A 1. They have curly hair.
  2. A spider has eight legs.
  3. David has fever. (or . . . has a thermometer in his mouth.)
  4. She has many friends.
  5. They have a house and a car.
B 1. decided 2. offered 3. asked 4. filled
  5. lifted  6. placed 7. called 8. did not wash



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Using the dictionary (page 62)
1. Yes 3. Yes         5. Yes
2. No 4. Yes
Writing (page 64)
Answers will vary.
Speaking (page 64)
Responses will vary.
Listening (page 65)
Let students read the words of the song in their books. Play the song and let the students
listen to it. Make sure they know what to do. Repeat the instructions once before you
begin.

Transcript of listening text
May God’s blessing keep you always. (1)
May your wishes all come true. (2)
May you always do for others
And let others do for you.
May you build a ladder (3) to the stars
And climb (4) on every rung.
May you stay forever young.
May you grow up to be righteous.
May you grow up to be true.
May you always know the truth (5)
And see the light (6) surrounding you.
May you always be courageous.
Stand upright and be strong. (7)
And may you stay forever young.
Forever young.
Forever young.
May you stay forever young.
                         —Joan Baez
1. always    4. climb     7. strong
2. true      5. truth
3. ladder    6. light




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                                    Teacher Book
7. Fishing for the Moon
Warm-Up (page 66)
(a) joke (b) riddle (c) trick
Reading—1 (page 69)
1. (a)
2. Brer Rabbit wanted to play a trick on Brer Fox, Brer Wolf and Brer Bear.
3. They were going to go fishing late in the evening.
4. (c)
5. (c)
6. They laughed because they had played a trick on Brer Fox, Brer Wolf and Brer
   Bear and it had worked very well.
7. greedy, foolish, silly
Reading—2 (page 69)
1. Answers may vary. They were probably angry. They felt very foolish because
   they realized that they had been tricked.
2. No. They will not trust him again. They will suspect that he is going to play
   another trick.
Using Words (page 70)
1.    Students will have their individual preferences.
P A/O watching TV            A/O             playing computer games
  A/O Dancing                 O              sleeping
   O    playing cricket       A              reading books
  A/O going shopping         A/O             helping your mother
A/Ogoing for walks           A/O             doing nothing
  A/O Swimming               A/O             going to movies
   O    talking on the phone A/O             eating out
  A/O listening to music
Grammar (page 70)
A 1. drove carefully 6. draws beautifully
  2. is shining brightly 7.         walked quietly
  3. looked sadly       8. waited hopefully
  4. put carefully      9. tricked cleverly
  5. spoke kindly      10. did badly
B (a) Are you hungry?
  (b) Are they twins?
  (c) Is your mother working?
  (d) Are they going home?
  (e) Are your exams in March?
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Spelling (page 72)
1. until 4. thrill     7. hall   10. tell
2. pill    5. cool     8. travel
3. steal 6. peel       9. still
Pronunciation (page 72)
Help students practise saying the words. Make sure they say the short and long sounds
correctly.
Writing (page 73)
Before students start writing, discuss the pictures and get them to tell the story orally.
Encourage them to add details. Let them give names to the characters in the story.
Example
It is early morning. Rupa the shoeshine girl is fast asleep on the footpath. Soon,
Rupa gets up. As she gets ready, a family passes by. There is a man, his wife and
their son. The boy looks at Rupa as he walks past. A man comes and asks Rupa
to polish his shoes. After she finishes, Rupa looks at the restaurant across the
road. It has large glass windows. Through the glass Rupa can see some people
sitting at a table. They are eating. It is the family she saw earlier. Rupa goes back
to her shoeshine box. The family comes out of the restaurant. The man walks up
to Rupa and asks her to polish his shoes. Rupa polishes his shoes and the man
gives her some money. Just then, the boy who is holding an ice cream in his
hand, steps forward. “Here,” he says. “This is for you.” He gives the ice cream to
Rupa. Rupa takes the ice cream and smiles happily. “Thank you,” she says to the
boy.
Speaking (page 74)
1. Play the audio cassette so that students can hear people inviting, accepting and
   declining invitations. In pairs, let students practise repeating the dialogues they hear.
   Draw their attention to the way in which we decline an invitation: Sorry . . . or
   Thanks, but . .
2. Show students how to replace the underlined words and phrases to make their own
   invitations. Do one or two dialogues with them.
   In pairs, let students practise some invitations on their own.




                                      Class 8

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                                 Teacher Book
Listening (page 75)
Tell students that they are going to listen to a conversation between two people.
Let them read the questions before they begin to listen. Start the tape and pause
after the waiter’s first response (‘Here you are ma’am.’.) Ask students to answer
the first question. Ask them how they arrived at the answer. Then continue with
the rest of the conversation. At the end, discuss how they arrived at the answers.

Transcript of listening text
Woman:          Can I have a glass of water, please?
Waiter: Certainly, ma’am. Here you are, ma’am.
Woman:          Not chilled. I have a bad cold, you see.
Waiter: Yes, ma’am. (Pause) Here you are, ma’am.
Woman:          Thank you. I’d like to order now.
Waiter: Here’s the menu, ma’am. We have some nice sandwiches today.
Woman:          No, not sandwiches. I think I’ll have cutlets. Do you serve potato
        chips with them?
Waiter: Yes, ma’am.
Woman:          Oh, good. What do you have to drink?
Waiter: There’s coffee, tea, milk, lime juice and cola.
Woman:          I’ll have some tea. With milk.
Waiter: With or without sugar, ma’am?
Woman:          Without.
Waiter: Thank you, ma’am.
1. (b) 2. False 3. True 4. True 5. True 6. False
The White Window
Appreciation (page 77)
1. Yes
2. (c)
3. She pretends to be asleep because she thinks the moon has come to check
   whether she is awake or asleep.
4. No. The child feels that the moon is like an adult who checks on little children.
   That is why the child feels that the moon ‘stops and stares’.
5. ‘And she never makes a sound!’
6. peep—asleep        goes—toes
   lie—by      me—maybe
Activity (page 77)
Answers will vary. But words like this are likely:
night, light, eclipse, astronauts, round, crescent, new, full, etc.


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                                 Teacher Book
8. The Pound of Butter
Warm-Up (page 78)
packet, scales, weights, loaf, can
Reading—1 (page 80)
1. True
2. True
3. His cakes were not turning out well.
4. Mr. Carson thought that it was because the butter he added to the cakes was
   not the right quantity.
5. True
6. (b)
7. They arrested the farmer for selling underweight butter. Or They arrested the
   farmer because Mr Carson accused him of selling butter that was underweight.
8. Mr Carson was cheating the farmer (by selling underweight bread).
Reading—2 (page 80)
1. Answers will vary depending on how students view the issue.
2. Answers may vary. Possible answers: upset, angry, furious, bewildered.
3. Answers will vary.
Using Words (page 81)
1. bake 3. mash 5. chop
2. fry  4. beat




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Grammar (page 81)
1. under       4. behind
2. in front of 5. near
3. across      6. between
After you have completed the exercise on prepositions, use the poster to provide
extra practice.
Hold up the poster so that the students can see the picture. Tell students that
you will ask them questions about the picture which they must answer using the
words at the top of the picture and the help provided in the box beside the
picture.
The questions you could ask are given below with the answers.
1. Can you see a bridge? [Yes]
   What else can you see? [A man]
   What is the man doing? [He is walking over the bridge.]
2. Can you see a post office? [Yes]
   What else can you see? [A woman]
   What is she doing? [Standing]
   Where is she standing? [Near the post office]
3. Where is the medical shop? [Between the post office and the bank.]
4. Can you see two girls? [Yes]
   What are they doing? [They are walking through the park.]
 5. Can you see a young man? [Yes]
    What is he doing? [He is sleeping under a tree in the park.]
 6. Can you see a bus? [Yes]
    Can you say something about it? [There are people in it.]
 7. What can you see near the medical shop? [A car]
    What else can you see? [A woman]
    Where is she standing? [Beside the/her car]
    Where is the car? [It is on the road.]
 8. Are there any animals in the park? [A dog and a cat]
    What is the dog doing? [Chasing the cat around the bush.]
 9. Do you see an old woman? [Yes]
    What is she doing? [She is walking across the road.]
10. Can you see a family? [Yes, in the park.]
    What are they doing? [They are sitting on the grass.]
Using the dictionary (page 82)
1. break 3. quiet 5. peace
2. letter 4. their


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Writing (page 83)
Ask students to talk about the times when they helped somebody. Ask questions
that will help them along if they have difficulty. Examples: What happened next?
Who saw what happened? What did they do? Etc.
Next, ask students to look at the pictures. Get students to construct the story
orally. Help them interpret the pictures by asking questions. Put up on the
blackboard any key words that might help students. Examples: traffic, pavement,
pedestrian crossing.
(Written answers will vary. The example below is only indicative of what can be written.)
Susan was going to school. Suddenly she saw an old lady standing on the
pavement by the side of the road. The old lady was trying to cross the road. She
stepped out into the road but she could not cross because there was a lot of traffic
(or many cars and buses going past). She was afraid. She stepped back on to the
pavement. Susan walked up to the old lady and offered to help her. She held out
her hand. The old lady held Susan’s hand and they walked to the nearest
pedestrian crossing. There, Susan and the old lady walked safely across the road.
The lady was very happy. She thanked Susan for her help.
Speaking (page 84)
Divide the class into pairs. Get one or two pairs to come up in front and demonstrate the
dialogue to the class. Help students practise the dialogue in pairs.
Sample dialogues:
1. (To friend who has fallen and twisted her ankle)
   A: What’s the matter?
   B: I fell. I think I have twisted my ankle.
   A: Let me help you. Come and sit here. I’ll go and telephone your mother.
   B: Thank you.
2. (To neighbour who needs help with shopping)
   A: May I help you, Auntie?
   B: I need some sugar and some biscuits. But I can’t go to the shop alone.
   A: Let me go to shop for you. Tell me what you want. I’ll buy whatever
   you need.
   B: That’s very kind of you, dear. Thank you very much.
3. (To teacher who is carrying several bags and books)
   A: Miss, let me help you carry those books
   B: Thank you.




                             Copyright– Oxford University Press India
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                                           Class 8
                                        Teacher Book
Listening (page 84)
Let students read the questions first.

Transcript of listening text
Woman:          Rahul, Rahul. Where are you? Will you come down, please?
Boy: Yes, Ma. What is it?
Woman:          Rahul, I want you to go to the shop and get me some things, please.
Boy: Oh, Ma! Do I have to go now? I’m playing a computer game.
Woman:          Sorry, Rahul. I’m afraid you’ll have to go. I need some things to
       cook dinner.
Boy: Oh, all right, Ma. What do you want?
Woman:          Now let’s see. What would you like for dinner? Noodles?
Boy: Oh, yes, Ma.
Woman:          Good. Then get me a packet.
Boy: OK.
Woman:          Then I’ll need some vegetables. Get me some beans, carrots and a
       kilo of onions. Think you can remember all that?
Boy: I think so.
Woman:          Right, here’s fifty rupees. Remember, get some beans, carrots and
       onions.
Boy: OK, Ma.
Woman:          Oh, and buy yourself some ice cream as well.
Boy: THAAANKS, Ma. ’Bye.
Woman:          ’Bye.
1. (a) 2. True 3.No 4. (b) 5. Fifty
9. My Mother
Warm-Up (page 85)
Ask students to look at the pictures and say what is happening in each one. Ask them to
place a tick in the box in the top left-hand corner of the box if it is an action that their
mother does every day. Ask them what other things their mothers do during the day.




                              Copyright– Oxford University Press India
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                                           Class 8
                                         Teacher Book
Reading—1 (page 87)
1. There could be more than one correct answer. Ask students to give reasons for
   their choice.
2. True. Ask students to give reasons for their choice
3. Yes. Ask students to give reasons for their choice
4. She played tennis, golf, badminton. (Chess, bridge and carom are indoor
   games. Officially, badminton is a game played indoors, but most people play it
   outdoors.)
5. True.
6. Yes.
Reading—2 (page 88)
1. (Possible answers.)
   She could do many things.
   She was always ready to talk to her children even though she was busy.
   She was different from other mothers.
   She was very smart – she knew such a lot.
2. She probably learnt to read on her own at home.
3. loving, interesting, active, caring
Using Words (page 88)
From left to right: golf, table tennis, carom, chess, bridge
Grammar (page 88)
A 1. They . . . they
  2. . . . they . . .They . . .
  3. . . . it . . .
  4. . . . it . . . . . . it . . .
  5. They . . . they
(page 90)
B 1. our            6. their
  2. Their          7. your
  3. their          8. Your
  4. Our            9. your
  5. our
Using the dictionary (page 91)
1. 2    4. 2
2. 1    5. 2
3. 1    6. 1




                                     Copyright– Oxford University Press India
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                                    Class 8
                                  Teacher Book
Writing (page 91)
Ask students to work in pairs and tell each other about their mothers. Ask
students to tell the class something about their mothers. Put these on the
blackboard. Once you are sure that students have enough to write about, help
them organize the material.
Use the headings in the coursebook for this. Against the first statement on the blackboard,
put the number of the appropriate heading. E.g. (2) My mother likes to paint. (In the
Coursebook, No. 2 has the heading: Her hobbies). Get students to classify the other
statements on the blackboard in this manner. Next, show them how to add detail to a
statement. E.g. She always carries her paints with her when we go on a picnic and paints
the scenery around her.
Example
My mother teaches art in a school. She loves gardening and sewing. She loves
animals and takes good care of our two pet dogs. My mother was the school
athletic champion when she was in school. She always won the 100 metres sprint.
She is a great cook and makes the best biriyani and plum cakes. She doesn’t read
novels but she reads the newspaper and newsmagazines.
Speaking (page 92)
Responses will vary. See model in illustration.




                              Copyright– Oxford University Press India
1
                                  Class 8
                                Teacher Book
Listening (page 92)
Tell students that they are going to listen to a news broadcast. Ask them to
suggest topics that are usually covered in such broadcasts.

Transcript of listening text
The Prime Minister arrived in Moscow a short while ago on a 3-day official visit
to Russia. He was welcomed by the first Deputy Prime Minister of Russia, and
other senior Russian officials. The Indian Ambassador to Russia, senior Indian
diplomats, school children of Kendriya Vidyalaya, Moscow, and members of the
Indian business community were also present.
Holi was celebrated in various parts of the country today. People belonging to
different faiths greeted each other on the occasion. The Vice President and the
Prime Minister exchanged Holi greetings with the President at Rashtrapathi
Bhavan.
Cricket. In Jaipur, India won the one-day international against Sri Lanka by a
margin of 24 runs. Sachin Tendulkar scored a brilliant 98 before being caught and
bowled by Muralitharan. The start of the match was delayed by rain. The next
one-day international will be held at Hyderabad on Thursday.
Help the students to understand that they must listen only for a mention of the topic.
[ ] The Prime Minister has arrived in Moscow on a 3-day official visit to Russia.
[ ] The President calls for peace.
[ ] Joy and goodwill mark Holi celebrations.
[ ] In cricket, India win the one-day international against Sri Lanka at Jaipur.
[ ] Heavy rains lash Mumbai.
Close Your Eyes
Appreciation (page 94)
1. picture
2. (b)
   Possible reasons for thinking that the poem is set in a village: You cannot hear
   the cry of owls in the city. Also, fruit bats. The mother will sleep on the floor –
   this suggests a hut in a village. (Also, the illustration!)
3. She is hungry, tired and thirsty.
4. Tired, hardworking, loving, caring, kind
5. night – light; day – play; dream – stream; anymore – floor
10. Chilika—Birds in Paradise
Warm-Up (page 95)
From left to right: eagle, flamingo (2), crane, gull (foreground), geese (2 – behind),
pelican



                            Copyright– Oxford University Press India
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                                  Class 8
                                Teacher Book
Reading—1 (page 97)
1. Chilika is a lake on the eastern coast of Orissa.
2. Chilika is a warm and sunny place. So, many birds come to Chilika to escape
   the cold winters of their homes.
3. They come from Central Asia.
4. Bird experts come to Chilika to study the many types of migratory birds.
5. Yes
6. The Irrawady dolphin is an endangered animal. People in Chilika think they
   are sacred.
Reading—2 (page 98)
1. To preserve wildlife. (Encourage the children to discuss the importance of
   protecting wildlife.)
2. (Answers will vary.) (Possible answers below)
   Be kind to all living creatures. Do not buy things made from animal skins, fur,
   ivory, feathers, etc. Join a group that helps to protect endangered animals and
   birds.
Using Words (page 98)
  animal or bird     parts
  elephant tusk
  tiger        claws and skin
  snakes       skin
  silkworms cocoon
  peacocks feathers
Grammar (page 99)
A 1. the 5. X
  2. X       6. The
  3. the 7. The, the
  4. X       8. the
B 1. We ate biscuits, chips, samosas, and some ice cream.
  2. There were apples, oranges, bananas, grapes, and watermelons in the fruit
      stall.
  3. Win the lottery and you will get a free trip to London, Paris, Frankfurt, and
      Geneva.
  4. Sabiya ran into the house and took off her wet cap, raincoat, shoes,
      and socks.
  5. Rupinder passed in Hindi, Maths, Science, and History but she failed in
      English.



                           Copyright– Oxford University Press India
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                                   Class 8
                                 Teacher Book
Spelling (page 100)
1. thieves     4. sleeping
2. foreign     5. thumb
3. journeys 6. listen
Pronunciation (page 100)
need these me steal            piece    eat    cheese
Writing (page 100)
The parrot is a small bird. It has green feathers. It also has a red curved beak. It is
found in woods and forests. It eats fruits and nuts. It builds its nests on trees.
Speaking (page 101)
Reasons will vary.
Listening (page 102)
Transcript of listening text
There are many types of ducks. They come in many colours and sizes. But the
one that most of us think of when we hear the word ‘duck’ is Donald Duck. You
must have seen Donald Duck on TV. Donald is the funny white bird with a
yellow beak and a loud voice. The duck, like our friend, Donald, is white in
colour. It has a flat yellow bill or beak. The beak is shaped like a spoon.
Donald Duck is a very funny fellow, isn’t he? Actually, real ducks also look
rather funny.
If you look at a duck, you will see that its legs are placed right at the back of its
body. This is why the duck looks so funny when it walks. Ducks have a short
neck and short legs with webbed feet. These webbed feet make it easy for the
duck to swim. They are very good swimmers.
Have you listened to Donald Duck? He has a loud harsh voice. Do you know
why? Well, that’s because real ducks also make a rather loud and not very nice
sound—they go ‘quack quack’. Ducks lay eggs. When the eggs hatch you get
little ducklings. These ducklings—that’s what baby ducks are called—are yellow
in colour and look like round fluffy balls of wool. They follow their mother
everywhere.
1. white        4. short
2. yellow       5. swim
3. spoon        6. ducklings




                             Copyright– Oxford University Press India
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                                     Class 8
                                   Teacher Book
Feather or Fur
Appreciation (page 104)
1. (b)                    5.   (b)
2. (b)                    6.   No
3. (b)                    7.   No
4. If you move, you       8.   (a)animals and birds and you               will   not   be
   will scare away the         able to watch them and study them.
Activity (page 105)
Responses will vary.
11. The Pot that Died
Reading—1 (page 112)
1. They were poor and could not always afford to buy meat.
2. False.
3. True.
4. He was surprised because Nasreddin often failed to return things he had
   borrowed.
5. Yes.
6. True.
7. It was dead.
Reading—2 (page 112)
1. Answers will vary.
2. Answers will vary.
Using Words (page 112)
1. wonderful
2. cruel
3. selfish
4. coward
5. handsome
Grammar (page 113)
1. a 2. wanted 3. liked 4. in 5. on 6. up 7. at 8. May




                               Copyright– Oxford University Press India
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                                     Class 8
                                   Teacher Book
Writing (page 114)
Before students begin to write, start a discussion about what they will include in the
letter. Make a list of the events that will be included in the letter. Which details will they
leave out? Allow students to decide among themselves. (This activity can also be done in
groups.)
Example
Dear Mikiko
It was good to get your letter. I am sorry I did not write earlier. We had our
school Annual day last week. I was busy preparing for it. Our class did a play
called The Pot That Died.
It is about a man called Nasreddin Hodja. One day Nasreddin borrowed a large
cooking pot from his rich neighbour. When he had finished using it, he put a
small pot into the large one and returned the pot to his neighbour. The neighbour
was very surprised to see the little pot. Nasreddin explained that the big pot had
had a baby while it was with him. Nasreddin said that he did not want to
separate the mother and child so he returned the big pot along with the little one.
The neighbour thought Nasreddin was crazy. But he was also a greedy man and
he was happy to get a new pot for nothing. A few days later, Nasreddin
borrowed the big pot again. The neighbour was very happy. He thought he
would get another new pot. But many days passed. Nasreddin did not return the
pot. The neighbour asked him to return the pot. Nasreddin told him that the pot
was dead. The neighbour was furious. ‘How can a pot die?’ he asked. Nasreddin
turned to him and said, ‘If a pot can have a baby, it can also die.’ The neighbour
was stunned. He did not know what to say. He realized that Nasreddin had
tricked him.
Isn’t that funny? I played the part of Nasreddin’s wife. We had a lot of fun doing
the play. The audience loved it. We made all the costumes with help from our
teacher and our parents.
I’m looking forward to doing another play soon.
That’s all for now. Do write and tell me all your news.
Yours affectionately
Amala




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