Central Board of Secondary Education

CLASS - 6
UNIT - III

EXPLORERS

Central Board of Secondary Education

You have powers you never dreamed of, you can do things you never thought you could do.
There are no limitations in what you can do except the limitations of your own mind.
-Darwin P.Kingsley

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

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

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

Acknowledgements
Advisory

Conceptual Framework

Shri Vineet Joshi, Chairman, CBSE

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

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

Ms. Aditi Misra

Ms. Amita Mishra
Ms. Anita Sharma
Ms. Anita Makkar
Dr. Anju Srivastava

Ms. Anuradha Sen

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

Ms. Jaishree Srivastava

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

Dr. Rajesh Hassija

Ms. Rupa Chakravarty
Ms. Sarita Manuja
Ms. Seema Rawat
Dr. Uma Chaudhry

Material Production Groups: Classes VI-VIII

English :

Science :

Mathematics :

Geography:

Ms. Rachna Pandit

Ms. Neha Sharma
Ms. Sonia Jain
Ms. Dipinder Kaur
Ms. Sarita Ahuja

Dr. Meena Dhami

Mr. Saroj Kumar
Ms. Rashmi Ramsinghaney
Ms. Seema kapoor
Ms. Priyanka Sen
Dr. Kavita Khanna
Ms. Keya Gupta

Ms. Seema Rawat

Ms. N. Vidya
Ms. Mamta Goyal
Ms. Chhavi Raheja

Ms. Suparna Sharma

Ms. Leela Grewal

Political Science:

History :
Ms. Leeza Dutta
Ms. Kalpana Pant

Ms. Kanu Chopra

Ms. Shilpi Anand

Material Production Groups: Classes IX - X

English :

Mathematics :

Science :

History :

Ms. Renu Anand

Ms. Gayatri Khanna
Ms. P. Rajeshwary
Ms. Neha Sharma
Ms. Sarabjit Kaur
Ms. Ruchika Sachdev

Dr. K.P. Chinda

Mr. J.C. Nijhawan
Ms. Rashmi Kathuria
Ms. Reemu Verma

Ms. Charu Maini

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

Ms. Jayshree Srivastava

Ms. M. Bose
Ms. A. Venkatachalam
Ms. Smita Bhattacharya

Geography:
Ms. Deepa Kapoor
Ms. Bharti Dave
Ms. Bhagirathi
Ms. Archana Sagar
Ms. Manjari Rattan

Political Science:

Economics:

Ms. Sharmila Bakshi

Ms. Archana Soni
Ms. Srilekha

Ms. Mridula Pant

Mr. Pankaj Bhanwani
Ms. Ambica Gulati

Dr. Indu Khetarpal

Ms. Vandana Kumar
Ms. Anju Chauhan
Ms. Deepti Verma
Ms. Ritu Batra

Material Production Group: Classes I-V

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

Ms. Nandita Mathur

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

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

Why should we do this Unit?

Exploraon is an extremely vast field with innumerable explorers on the path hitherto
unexplored. Reading and studying about explorers will movate the learners to unfold
the mysteries of the universe. This will create a posive atude towards learning and will
also bring about considerable change in the field of learning. It will inculcate creavity
and iniave in the minds of young learners.

General Learning Objecves of the Unit:

To give learners an insight into the adventurous lives of various explorers.

To enhance the curiosity of learners and to help them learn about exploration.

To facilitate deep questioning and knowledge.

To encourage learners to reflect on their learning.

To inculcate creativity and initiative in students.

Specific Learning Objecves of the Unit:

To develop curiosity in students about some topics such as voyages,tracing different

routes etc.

To help them articulate their views on various topics in the form of speech, paragraph,
diary entry, e-mail, itinerary etc.

To help them gather information about exploration & explorers.

To enable the learners to use their communication skills in a variety of situations.

To enable the learners to express their thoughts intelligently and accurately.

EXPLORERS
Section

Listening

Speaking

Reading

Writing

Skills

Skills

Skills

Skills

Section-A
Introduction

Section- B
James Cook

Section-C
PoemChristopher
Columbus

Listening
to an
extract and
answering
MCQs

Conducting
an
interview

Giving a
speech

Selecting and Planning and

presenting
extracting
ideas
specific
information
Completing a
web chart

Learning
new words
through
puzzle

Map work
Identifying
main ideas of
Writing a
the passage
diary entry
Selecting and
Filling up a
extracting
form
specific
information

Understanding
new words
related to
exploration

Completing
Analyzing,
the summary
interpreting,
of the poem
inferring and
by using
evaluating
appropriate
ideas in a
words
poem

Identifying
meanings in
context

Identifying
main points
of the text

Section- D
Grandpas Deep
Sea Fishing
Trip (story)
by Richard L.
Provencher

Sharing
experiences

Vocabulary

Writing a
speech

Rewriting
sentences
in simple
present
tense
Antonyms

Rhyming
words
Completing
crossword

Learning
Selecting and Writing an
new words
email
extracting
related to
information
fishing
Rewriting the
end of the story
Writing an
Itinerary

Grammar

Forming
nouns
from
words

Section

Section E:
I Keep My Tryst
With Everest
(An Extract
from the
Autobiography
of Bachendri Pal)

Listening

Speaking

Reading

Writing

Skills

Skills

Skills

Skills

Listening to
a paragraph
and punctuating it

Quiz
Exchanging
information
Giving a
speech

Vocabulary

Learning
Selecting and Planning,
new words
extracting
organizing
information
and presenting
Identifying
ideas
meanings
Identifying
in the given
Writing a
main points
context
formal letter
of the text

Grammar

Punctuation

Writing a
diary entry
Making a
collage

Section-F
Grammar
Corner

Vocabulary
pyramid

Use of
bring
and
take

EXPLORERS
Contents
I.

Section A

Introduction
II.

Section B

James Cook
(An account of his voyages)
III.

Section C

17

Christopher Columbus (Poem)

IV.

Section D

24

Grandpas Deep Sea Fishing Trip (story)

by Richard L. Provencher
V.

Section E

34

I Keep My Tryst With Everest

(An Extract from the Autobiography of Bachendri Pal)
VI.

Section F
Grammar Corner

44

Secon-A

Introducon

Q.1.

What is exploraon? Explain the types of exploraons depicted in the

pictures given above?

Q.2.

Have you ever tried to be adventurous and set out on a journey without
having any idea as to where you would nally reach?

Q.3.

Complete the web chart given below with the characteriscs of an

exploraon. One has been done for you as an example.

2
ADVENTURE

EXPLORATION

Q.4 (a). Given below are some extracts and headings. Match the headings to their
corresponding extracts.

Extracts:
A.

Cave exploraon is both a science and an adventure. The Frankfurt

geologist, Gerhard Schmi, has been descending into the depths of
the earth with like minded colleagues for more than 10 years and has
reached depths up to 975 meters in Turkey, Sardinia, Africa and South
America. Schmi and his team crawled on their bellies, through gaps
in the rocks, to unknown regions. The exploraon of a cave is just as
encing as climbing the highest of mountain peaks, enthuses Gerhard
Schmi when talking about his daring excursions.

B.

For twenty years, Valmik Thapar roamed in the forests of Ranthambore

in Rajasthan, hoping to catch a glimpse of a ger. He did see its pug
marks and fresh droppings, but it was only the night before he was
leaving that he nally spoed the beast striding majescally down
a forest track. For Thapar, that sight was the beginning of what he
describes as an endless pursuit to observe and discover more about
one of the worlds most elusive and evasive nocturnal predators.

C.

Early one summer morning, even before the sun had risen, Columbus
bade farewell to his friends who had gathered at the lile seaport of
Palos to say goodbye to him. The ships spread their sails and started
on a great untried voyage. There were three boats, none of which we
would think, nowadays, was large enough or strong enough to run the
risk of encountering the storms in the middle of the ocean.

D.

Gama, Vasco da was a Portuguese navigator. During 149798, he

completed the rst ocean voyage from Europe to Asia, opening the
Far East region to European trade and colonial expansion. In July 1497,
he sailed from Lisbon with four ships and 170 men. In November, the
expedion rounded the Cape of Good Hope. In April, aer months
of hardship, da Gama and his men landed on Africas east coast. Da
Gama hired an Arab pilot to guide his expedion to India and sailed to
the port of Calicut (now called Kozhikode) on Indias west coast in May
1498.

Headings:
1.

Cave exploraon

2.

The Challenge Ahead

3.

Trade route to India

4.

The Dwindling Numbers

5.

The Underground Mystery

6.

The Fruiul Encounter

elusive : dicult to nd or not oen seen

evasive : avoid being injured or harmed

4
Q.4.(b) Discuss in groups and write what is common in all the extracts.
(i)

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

(ii)

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

(iii) ............................
(iv) ............................
Q.5.

How many vocabulary words can you nd in this puzzle using the word
bank given below ?

COMPASS

INDIA

SAILING

SPAIN

EXPLORER

OCEAN

SANTA MARIA

SPICES

GLOBE

PINTA

SHIP

VOYAGE

Secon-B
Warm up:
Q.1. (a) What would your feelings be if you had to travel to an unknown place?

Fear

Yes/No

Unwillingness to set out

Yes/No

Desire to return home safely as soon as possible

Yes/No

Scared to go out at night

Yes/No

(b) Add some more points to the list.

...........................................
...........................................
...........................................
...........................................
(c) Would you make such a journey by choice? Why/Why not?
Q.2.

James Cook, an adventurous explorer, undertook three separate voyages

for the Royal Navy. Read the passages given below to explore Cooks
exploraons!

James Cook
The First Voyage
1.

The son of a day laborer, Cook, was chosen to

be the captain for a voyage when he was 39
years old.

2.

To all the men on board, the journey to Tahi

was primarily to calculate the distance of the
Earth from the Sun by observing the Venus

6
planet as it passed between the Earth and the Sun but James Cook also
had a hidden mission. On this voyage, he was curious to nd a fabled
Southern connent that the Dutch explorer had spoken of.
3.

Unlike many other ship captains, Cook was determined to keep his
ninety-four crew members healthy. This ship was kept impeccably
clean. The crew bathed daily and kept their clothing and bedding clean.
To prevent scurvy, a deadly disease that was common to sailors, Cook
kept fresh fruit and vegetables on board and made sure that his men
ate onions and cabbage daily.

4.

Aer his scienc observaons in Tahi of the planet Venus, Cook

headed Southwest in search of the mysterious connent and discovered
the island of New Zealand. Conicts with the nave people resulted in
Cook and his crews departure from New Zealand. They spent two months
circling the island from the water, charng the territory and observing
the land. Convinced that this was not the great connent he was looking
for, Cook sailed west. Cook soon reached Australia.

5.

Aer charng the Australian coast, Cook headed home through the
West Indies. Despite Cooks eorts, thirty crew members fell ill from
malaria and dysentery. Cook was forced to sign on new crew member in
South Africa in order to return to England.

6.

King George III rewarded Cook for his work with a promoon to Naval
Commander.

Q.3.

Discuss in groups and answer the following quesons:

a)

Why do you think Cook was chosen to be the captain of this

voyage?

b)

Did he prove to be a successful captain?

c)

What do you think about James Cooks hidden mission?

impeccably ; completely perfect

Q.4.

Now, read about the second voyage undertaken by James Cook

The Second Voyage

7.

In 1771, Captain James Cook

was asked to undertake another
Voyage. The purpose of this
voyage was to verify if there
was a great South land between
South America and New Holland.
Captain le England with Royal
Navy Ships the Resoluon and
the Adventure.

8.

During this voyage, Cook used chronometer, an invenon by John

Harrison. This helped him in knowing his exact posion on the globe
and to keep perfect me even under rough sea condions.

9.

In December, they began to see icebergs and ships were across the
Antarcc circle in January. This discovery of Antarcca was very near
but he turned North towards Tahi to resupply his ship.

10.

For several months, Cook charted Pacic Islands, then searched South
for the second me to nd the supposed connent. Aer few aempts
and traveling North again, he felt certain that there was no Southern
connent. On his return voyage, he landed at Friendly Islands, Easter
Island, Norfolk Island, New Caledonia and Vanuatu.

11.

On his return, he was honoured by the king and his men. He was ranked
post captain and was also appointed as the captain of Greenwich
hospital. In addion, he was also made a Fellow of the Royal Society.

Q.5.

Discuss in groups and answer the following quesons :

a)

Why was Cook sent on the second voyage? Was this voyage successful?

b)

Compare and contrast the rst voyage and the second voyage
undertaken by James Cook.

8
Q.6.

Now, its me to read about the Third Voyage undertaken by James Cook

The Third Voyage

12.

Another year passed before Cook and his 122 crew members once again
le England, this me aboard the Resoluon. This me, Cook was in
search of the Northwest Passage. Other explorers had failed but Cook
decided to aempt a route from the Pacic side.

13.

Six months into the journey, Cook discovered a set of islands in the
Pacic, which he named the Sandwich Island, aer the Earl of Sandwich.
The nave people welcomed Cook and his crew because they believed
him to be a god and that his men were supernatural beings for them.
Aer two weeks spent on the Sandwich Island, Cook sailed further
North to nd the passage. Aer six months, Cook concluded that there
was no Northwest Passage and headed back to the Sandwich Islands.

14.

During second two-week stay on the island, the naves become hosle
and abducted one of his ships. Cook held the islands king hostage unl
the ship was returned. During a ght elsewhere, one of Cooks men
killed a tribal chief. When this news reached the king, Cook and some of
his crew members were aacked with clubs and knives by the naves.
Captain James Cook was badly injured and died on February 14, 1779.

15.

In his career with the Royal Navy, he discovered a prevenve cure for
scurvy and charted most of the Pacic Ocean, sailing farther South
than any other explorer before him. He was the rst European
explorer, to chart Antarcca, and the rst explorer to chart Australia,
New Zealand, the Sandwich Islands, and to discover several other
island groups in the Pacic. In his three voyages, he lled in most of
the blank places on the map of his me!

Understanding the text

Q.7.

Discuss in pairs and answer the following quesons:

a)

What did Cook hope to learn by observing the planet Venus?

b)

What did Cook and his crew do to prevent themselves from diseases?

c)

Out of the three voyages, which voyage was the most adventurous in
your opinion? Give reasons to support your answer.

d)

How did chronometer help him in his second voyage? What do you
think about this invenon by John Harrison?

e)

On his last voyage, Cook discovered the Sandwich Island. What are
these Islands called today?

f)

Why do you think two Royal Navy ships were sent in the second
voyage? Pen down your thoughts and then use internet to nd out the
answer to this queson.

g)

List the achievements of James Cook during his three voyages.

h)

What qualies did James Cook possess which made him a popular
explorer?

i)

Complete the table given below:

Voyage

Purpose of this voyage

Was the voyage

successful?

The First Voyage

The Second Voyage
The Third Voyage

10
Mulple Skills
Q.8.

Use an Atlas to locate the following:

1.

What are the names of the seven connents?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2.

Through which connents does the equator run?

___________________________________________________________
___________________________________________________________

Q.9(a) Mark the various places explored by James Cook during his three voyages, in
the map given below. You can use internet for help.

(b) James Cook relied heavily on longitude and latude in all the three voyages.
Latude gives the locaon of a place North or South the equator. Longitude
gives the posion of a place east or west of the Prime Meridian (which runs
North to South).
Locate the following places on an Atlas, and record the latude and longitude
of each:
Equator____________________

Tahi______________________

England____________________

Australia____________________

Antarcca__________________

New York City________________

West Indies _________________

Sandwich ___________________

Prime Meridian______________

Cape of Good Hope___________

Wring
Q.10. Imagine that you are James Cook. Write a diary entry expressing your feelings
aer the successful compleon of your second voyage.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

11

12
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Q.11. You are the President of EXPLORER, an

adventure club of your school. The school
is planning an adventure trip for a week to
Rohtang Pass which is in the Northern part of
India. The trip requires interested adventurous
students to apply for the same. As one of the
applicants, complete the form given below:

EXPLORERS CLUB
Name:

____________________________________________________________

Age:

____________________________________________________________

Gender: __________________________________________________________
Height:

___________________________________________________________

Weight:

___________________________________________________________

Eye sight: ___________________________________________________________

Hobbies: ___________________________________________________________
Whether currently suering from any ailment: (If yes, Please specify) __________
__________________________________________________________________

Write a short descripon of yourself stang why you are suitable for this
adventure (100 words)__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Speaking
Q.12. In pairs, act one as interviewer and the other one as James Cook. Conduct
an interview for a TV channel asking James Cook about his experiences aer
the compleon of the first voyage.
Reporter :

Captain, Congratulaons for _____________________________

James Cook : ____________________________________________________

Reporter :

____________________________________________________

James Cook : ____________________________________________________

Reporter :

____________________________________________________

James Cook : ____________________________________________________

Reporter :

____________________________________________________

James Cook : ____________________________________________________

13

14
Reporter :

____________________________________________________

James Cook : ____________________________________________________

Reporter :

____________________________________________________

James Cook : ____________________________________________________

Reporter :

____________________________________________________

James Cook : ____________________________________________________

Reporter :

____________________________________________________

James Cook : ____________________________________________________

Reporter :

____________________________________________________

Grammar
Q.13(a) Make sentences in the simple present tense using the informaon given.
Your sentences should begin with There. Look at the example given
below:
Informaon: A man with a rope on the ship.
Sentence: There is a man with a rope on the ship.
1.

Fiy sailors ready to set sail.

..

2.

A big store in rear poron of the ship.

...

3.

Five chests on the table.

4.

Four windows in the cabin of the ship.

5.

Some sailors in a dinghy.

.

(b)

Make quesons using the informaon given. Your queson should contain
There. Look at the example given below:
Informaon: Safety jacket in my bag (past tense)
Sentence:
1.

Was there a safety jacket in my bag?

A doubt in your mind. (present tense)

2.

Any queson in your mind. (present tense)

3.

Any sailors in the hall. (past tense)

4.

A compartment in your new boat. (present tense)

5.

A computer in your bag. (present tense)

Listening
Q.14. Like James Cook, Ferdinand Magellan was also a popular explorer. Your
teacher will read a passage about Magellan. As you listen to the passage,
answer the following quesons by cking the correct opons :
1.

Ferdinand Magellans aim was to

(a) sail around his country
(b) sail around the globe
(c) sail for pleasure

15

16
2.

His crew consisted of

(a) 260 men and 5 ships
(b) 260 men and 3 ships
(c) 160 men and 5 ships

3.

Ferdinand Magellan discovered

(a) Strait of Madagascar
(b) Strait of Malacca
(c) Strait of Magellan

4.

Ferdinand was killed because

(a) his ship crashed on a rocky island
(b) he was involved in a dispute with the king
(c) he was involved in a dispute with his crew

5.

The expedion proved costly in terms of

(a) loss of property and life
(b) loss of life
(c) loss of me and money

Secon-C
Q.1.

Have you heard about Christopher Columbus? What do you know about
him?

Q.2.

Surf the internet and write a small paragraph about Christopher Columbus.
Share it with your partner.

Q.3.

Now, read the following poem:

Christopher Columbus
In fourteen hundred ninety-two
Columbus sailed the ocean blue.
He had three ships and le from Spain;
He sailed through sunshine, wind and rain
He sailed by night; he sailed by day
He used the stars to nd his way
A compass also helped him know
How to nd the way to go.
Ninety sailors were on board;
Some men worked while others snored
Then the workers went to sleep;
And others watched the ocean deep
Day aer day they looked for land;
They dreamed of trees and rocks and sand.
October 12 their dream came true,
You never saw a happier crew!

17

18
Indians! Indians! Columbus cried;
His heart was lled with joyful pride.
But India the land was not;
It was the Bahamas and it was hot.
The Arakawa naves were very nice;
They gave the sailors food and spice.
Columbus sailed on to nd some gold
To bring back home as hed been told.
He made the trip again and again,
Trading gold to bring to Spain.
The rst American? No, not quite.
But Columbus was brave, and he was bright .

Source: (hp://homeschoolingk.blogspot.com/2007/10/christopher-columbus-poem.html)

Q.4.

Aer reading the poem, complete the summary of the poem given below
with suitable words/phrases:
Once upon a me, there lived a boy named Columbus. He always dreamt of
sailing to far away lands. In .. his dream came true. He set sail
with . ships. He sailed for many days. He used ...
and . to nd his way. For many days, they did not see any land.
On October 12, 1492 their wish was fullled as they saw ..
They thought it was India but it was the . and the weather
was very .. The naves were very friendly. They gave the
sailors ... and ... Columbus brought
... from the Bahamas and made many trips.

Q.5.

Pick out any six rhyming words from the poem:

Q.6.

What were the names of the three ships used by Columbus for his
adventure? Surf the internet to nd out the answer.

Q.7.

(a)

_______________________

(b)

_______________________

(c)

_______________________

Soon aer Columbus discovery of the New World, another sailor and
explorer found the sea route to India. Find out the following about him:

His name

..

His nave country

..

The year of discovery

..

The route he discovered

..

Name of the place where

:

..

he landed in India

19

20
Q.8.

Given below is a crossword on Columbus. Complete the crossword with the

help of the clues given below:
1
2

6
8
9
10
11

12

Down

Across

1. city where Columbus was born

4. the name Columbus gave to the

naves

2. number of years he pleaded for

nancing

8. his largest ship

11. his desnaon when he started
his voyage

3. Queen of Spain
5. the religion of Columbus

12. King of Spain

6. He wanted for himself.

7. language he learned from geography
books
9. the island he mistook for China
10. the number of voyages he made

Word bank:
Genoa
Fame
Santa Maria

Lan
Eight
Indians

Indies
Isabella
Four

Chrisan
Ferdinand
Cuba

Q.9.

Imagine you are Christopher Columbus. Give a speech to your crew to

remove their fears about travelling to
an unknown sea. Promise them rewards
when they reach India and honour and
glory when they return to Spain. Your
speech can begin like this:
My Dear Fellow mates
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

21

22
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Q.10. Organize yourselves in groups of three for the following role-play:
You are Robert and your friend is Peter, two sailors sailing with Columbus.
You have just seen the sea full of weeds at a very small distance. Talk
to each other about this unusual scene, your fears of the unknown sea and
its dangers. You decide to talk to Columbus and ask him to turn the ship
back to your homeland. Columbus tries to encourage them to carry on the
expedion without fears and discusses the soluon of this problem.
Q.11 Columbus had to face many dicules before/during his voyage. In each of
the big waves, write one diculty he faced. Pick out the answers from the
box.
1.

Columbus believed that the earth was round.

2.

Columbus said that he would sail west.

3.

Surface of the sea was covered with sea-weed.

4.

Columbus did not agree to turn back.

Dicules

Columbus could not get any crew

Sailors wanted to turn back.

He got no support. People believed the earth was at.

Sailors planned muny.

Q.12. Amazing Fun

23

24

Secon-D
Q.1.

Discuss in groups and answer the following quesons:

(a)

Did you ever go shing? Do you like this acvity?

(b)

What do you think is the driving force among people to undertake such
acvity?

(c)

While going for shing, what are the things you are most likely to carry
with you?

(b)
Q.2.

What are the dicules that you may encounter during shing?

Now, read the following story:

Grandpas Deep Sea Fishing Trip

by Richard L. Provencher
1.

Would you like to go deep

sea shing? Grandpa asked
Colin, his grandson as the
young boy enjoyed a family
barbecue in the backyard, the
sky was the color of robin-egg
blue and seagulls were making
erk-erk sounds during their
search for food. Imagine
being in a shing boat, miles out in the ocean, Grandpa connued. I could
help you catch the biggest sh of your life.

2.

No, Colin nally answered. Im the one to catch the most awesome sh
in the whole world. He knew Grandpa really wanted him to go. The boys
home in London, Ontario was far away and they wouldnt be seeing each
other for a while. So he said, Yessss.

3.

When Saturday morning arrived, Colin was waing in the front seat. He had
already brought lunch and drinking water. Then, Grandpa and grandson
drove out of Truro. A busy highway of cars and trucks joined them. Colin
tried counng the broken lines in the middle of the asphalt road. Then, he
tried counng diesel trucks. But it was hard to concentrate. Images of a
huge sh jumped around in the boys head.

4.

As they crossed the MacDonald Bridge, the boys eyes feasted on sleek
ships from the Royal Canadian Navy at the docks below. Is that the size
of the boat were going on? Colin asked.Youll see soon, Grandpa
answered.

5.

Down the road ramp, they sped. Water Street ended at a parking lot
beside the waterfront where people milled about. Some had large
backpacks and lunch boxes. Everyone was chaering at once. It was
obvious that they were all going on the same boat. Grandpa and Colin
paid for their ckets then joined the lineup. Im going to catch a
monster sh, Colin bragged to everyone.

6.

Grandpa and grandson headed down the walkway to their own boat. Colin
read, THE PUFFIN in large leers on the side. Grandpa helped Colin
climb aboard the forty-foot boat. Ten more people came aboard. Chugging
loudly, the Pun headed towards the Atlanc Ocean. Colin liked that ships
bright orange sides and green top. He waved to people watching from the
shore. Im going deep sea shing! he yelled.

7.

Colin stared at the rocky shoreline. He noced an old fort and two
small buildings. When are we going to start shing, Grandpa? the boy
asked.Very soon, Grandpa answered.

8.

The boy felt grown up to be on this trip, traveling with men, women
and teenagers dressed in sandals and shorts. Some had backpacks and
sunglasses. No one had any shing gear since it was to be supplied.
Grandpa looked cool wearing his peaked Captains hat.

asphalt : a black scky substance used for making the surface of roads.

25

26
9.

The Sir William Alexander, a Canadian Coast Guard boat passed them. Its
red and white colors stretched proudly. Colin stood up and saluted the
Canadian ag, pretending he was the Captain of the Pun. But, the real
Captain was standing before his steering wheel in the cabin. And he was
smiling.

10.

Suddenly, there was silence. The motors chug-chugging was replaced

by ocean waves splashing against the hull. When the Captain called Time
to

sh!

everyone

scrambled for a good

spot. Were now seven
miles out from shore,
he

added,

making

sure everyone had the

proper equipment. And
that included Colin. The
Captain explained how
to use the rods and reels for jigging mackerel.

Q.3.

11.

In pairs, discuss the following quesons :

(a)

What kind of sh did Colin want to catch?

(b)

Why was there a look of excitement on Colins face?

(c)

What do you think would Colin do when he catches his rst sh?

(d)

Do you think Colin would be able to catch his dream sh?

First, drop the line and sinker to the boom, he said. This spot is about
25 feet deep. Bring your line up about two feet. Then swing your rod up
quickly and let it down slowly. If you feel anything, then jerk on the line.
And reel in quickly, Grandpa said.

mackerel : a sea sh that has oily esh and a strong taste.

12.

Colin squinted as he felt the sharp hooks. Three hooks were ed about eight
inches apart, each with a red and orange feather. There was also a heavy
sinker at the end of each line.

13.

Now watch this, Grandpa said, swinging his line over the side. It splashed
into the water with a loud KERPLUNK! Moments later his excited
movements meant success and brought a holler from Colin. Hey, you
caught something! Three mackerel sh ipped back and forth over the
watery surface. Grandpa gave his grandson a huge smile. Then he swung
his prizes onto the boats deck.

14.

ATTABOY GRANDPA! Colin shouted. Now its my turn.

15.

The air was soon lled with yelling from other lucky shermen. As
Mackerel lines were dropped on the deck, the captain quickly removed
their hooks. Smaller sized sh were returned to the ocean. Then sinkers
and feathery hooks were quickly ung back for more sh. The Captain
quickly lleted mackerel, Blue sh, Pollock and several Cod. Then placed
them in a large tub covered with crushed ice.

16.

By now, Colin had his share of success. Except he was too fussy. Not this
one, he kept saying. No, not that one either. He didnt want to keep any
sh for himself unless it was the largest one caught today.

17.

To help Colin out, the Captain moved the boat to several new locaons.
Each me, Colin hoped that his monster sh would be waing. By now they
were in sixty feet of water and nine miles from land.

18

Grandpa gently squeezed the boys shoulder. But, you shouldnt be so

fussy, Colin. You should bring home at least one sh.

19.

Nope, answered the stubborn boy. Only the largest one caught today
will sasfy me. And he kept careful checks on the size of each sh caught.
Once again, he threw a sh back. Of course, the sh didnt mind!

27

28
20.

That nice sized Codsh must be the one youre planning to keep, Grandpa
said paently, as Colin pulled another one in. The boy studied his newly
hooked sh, with huge lips and wide ns scking out from each side of
a brownish body. Everyone was staring at the boy, both hands holding
his prize. He looked at the sh
and compared it to the stack of
lleted sh in the ice chest.

21.

Colin

remembered

telling

everyone he wouldnt come

home unl he caught the largest
sh. Now he wished he hadnt
said that. The boy slowly walked
to the edge of the boat. Then
closed his eyes and gently released the Codsh into the ocean. Not big
enough, he whispered. Grandpa came and stood beside him. Colin knew
hed understand. Just then, the boat captain announced loudly, Pull your
lines in! Time to head back to Halifax harbor! Colins eyes misted as he
watched sail boats plow through the whitecaps. He didnt have one teensy
sh for his parents. And what about grandma?
22.

Colin slowly turned to his Grandpa. Okay if I try again next year? he
asked.

Understanding the text:

Q.4.

Aer reading the story, complete the following sentences:

(a)

The grandfather wanted to take his grandson for ______________

because________________________________________________.

(b)

Colin was very excited about the trip as he wanted to____________.

(c)

People going for shing were not carrying any shing gear because
_________.

(d)

_____________________________ briefed all the people on the boat

how to use the shing equipment.

(e)

Colin caught many sh but ____________________________________.

(f)

The Captain in a bid to help Colin to catch his dream sh _____________

(g)

Colin released the big cod sh into the ocean because _______________

(h)

Colin had tears in his eyes as the boat started back to the harbor
because ___________________________________________________

Q.5

Discuss in groups of four and answer the following quesons:

(a)

How did the grandfather help Colin? What traits of grandfather are
highlighted in the story?

(b)

Before leaving for the shing trip, what did Colin tell his family?

(c)

What did Colin do when a Canadian Coast Guard boat passed them?
Why?

(d)

How far do you agree with Colins atude of not keeping any sh that he
had caught?

(e)

What would you have done if you were in Colins place?

(f)

How did the captain of the ship try to help Colin? How would you have
helped Colin if you were in his shoes?

(g)

Why do you think the cod sh was put back in the water?

Vocabulary:
Q.6

Which word in the story means the same as :

1.

move slowly with a loud regular sound ___________________________

2.

looked with half closed eyes ___________________________________

3.

boasted ___________________________________________________

4.

walk hurriedly_______________________________________________

29

30
5.

moving around in a confused state ______________________________

6.

boneless pieces of meat _____________________________________

7.

to gaze with pleasure _________________________________________

scrambled

chugging

holler

feasted

ipped

milled

bragged

squinted

lleted

teensy

edge

Q.7(a)

Form nouns from the following words. The rst one has been done for you
as an example:

Words

Nouns

1.

regular

regularity

2.

careful

3.

apply

4.

happy

5.

hopeful

6.

control

7.

meet

8.

light

9.

follow

10. famous
(b)

Now, pick at least ve words from the story and use them in sentences
of your own as a Noun and a Verb.

Wring
Q.8

As Colin, write an e-mail to your friend sharing your

experiences about shing in about 100 words. The
format for the e-mail is given below:

DATE: ____________________________________________________________
FROM:(email id) ___________________________________________________
TO: (email id) ______________________________________________________
SUBJECT: _________________________________________________________
Dear .....
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Colin

31

32
Q.9.

The story ends on an opmisc note. Though Colin is sad but he is sll
hopeful that he would be able to catch his dream sh next year. Would you
like to end the story in any other way? Rewrite the ending of the story.

Q.10. Inerary is a planned and detailed record of travel where you specify what
you would be doing on each day of your travel. Imagine you are going to a
foreign land of your choice. Prepare a detailed inerary for 4 days.
Day-1
Morning:
Aernoon:
Evening:
Day-2
Morning:
Aernoon:
Evening:
Day-3
Morning:
Aernoon:
Evening:

Day-4
Morning:
Aernoon:
Evening:

Speaking
Q.11. Imagine that you are Colin. Share your experience about shing, with your
classmates. Also, explain the process of shing to classmates who are
curious to know about it.

About the Author

Born on September 10, 1942 in RouynNoranda, Quebec, Richard L. Provencher
has several stories novels and poems
published in various journals. Some of his
popular stories include Beth, a friend
living on the reserve, Okay to grow
older, Pandering Man, A Time to play
and many more. In one of his blogs, he
wrote I am a young thinking writer of age 68. The closer I get to 100, the
younger I feel

33

34

Secon-E
Q.1.

Read the poem given below :

What compels a person
to climb mountains so high?
To plumb the depths of oceans;
to y beyond the sky?
Is it to set new records
not aained before?
To go beyond the cusps;
a desire to explore?
This globe is shrinking fast
as new invenons come to fore.
New worlds now await us
in this quest to learn more.
By George J. Carroll

Q.2

What did you understand by this poem?

Q.3

What, according to you, compels a person to climb mountains so high?

Q4.

Now, read the autobiography of Bachendri Pal, the First Indian Woman to
Climb Mount Everest:

I KEEP MY TRYST WITH EVEREST

(An extract from the book- Everest: My Journey to the Top by Bachendri Pal)
1. I got up at 4 in the morning, melted snow and
brewed tea. Aer a light breakfast of a few biscuits
and half a slab of Chocolate, I le my tent at
around 5.30 a.m. Ang Dorjee was standing
outside. No one else was about.
2. Ang Dorjee was going to climb without oxygen.
But because of this, his feet would get very
cold. He, thus, wanted to avoid long exposure at
heights and a night at the Summit Camp. He had, therefore, to either get to
the peak and back to the South Col the same day or abandon the aempt.
3. He was keen to start immediately and asked if I would like to go with him.
Going to the top from the South Col and back in a day would be strenuous
and tough and there was the risk of Ang Dorjee turning back if his feet got
too cold. I, however, had full condence in Ang Dorjee as well as in my stamina
and climbing capability. Besides no one else was ready to move at that me.
4. At 6.20, when Ang Dorjee and I stepped out from the South Col, it was a
perfect day. There was a gentle breeze but the cold was intense. I was, however,
warm in my well-insulated climbing gear. We climbed unroped. Ang Dorjee set
a steady pace but I had no diculty keeping up with him.
5. The steep frozen slopes were as hard and brile as sheets of glass. We had to use
the ice-axe and I had to kick really hard to get the front teeth of the crampons
to bite into the frozen surface. I took every step very deliberately on the
dangerous stretches. In less than two hours we reached the Summit Camp.
Ang Dorjee looked back and asked if I was red. I replied, No, to his surprise

35

36
and delight. He told me that the earlier summit party had taken four hours to
reach the Summit Camp and added that if we could keep our present pace, we
would be on the summit by I p.m.
6. Lhatoo was following us and caught up with us when we rested below the
South Summit. Aer drinking some tea, we moved on. Lhatoo had brought a
nylon rope so Ang Dorjee and I roped up while Lhatoo walked in the middle,
holding the rope with one hand, more for balance than security.
7. Lhatoo noced that I had been climbing with oxygen at about two and a half
litres per minute against the normal four for these heights. Aer.he increased
the oxygen ow on my regulator, I found even the steeper stretches
comparavely easy.
8. Beyond the South Summit the breeze increased. At that height the eddies of
strong winds whipped up the powder snow, reducing visibility to nil. On many
occasions, I had to get into a crouching posion with my back to the onslaught
of the icy wind saturated with ne parcles of bone dry powder snow.
9. It was terrifying to stand erect on a knife-edge ridge, with a sheer drop on
either side. I had to dig my ice-axe deep and secure myself by aaching the
waist-strap to the ice-axe head. There was some tricky climbing between the
South Summit and what is popularly known as Hillarys Step. Ang Dorjee and
Lhatoo were already over it, but I was sll negoang its vercal face when
Ang Dorjee gesculated towards the top. I was thrilled. The goal was near.
With renewed vigour, I was on top of the step in seconds. The sun had made
the snow so and climbing was easier here than it had been earlier.
10. We trudged in the heavy powder snow for some me. Then the gradient
started easing o noceably. A few steps later, I saw that aer only a couple
of metres there was no upward climb. The slope plunged steeply down.

11. My heart stood slI. It dawned on me that success was within reach. And at
1.07 p.m. on 23 May 1984, I stood on top of Everest, the rst Indian woman to
have done so.

Understanding the text:

Q5.

In pairs, discuss the answers of the following quesons :

(a)

What does this extract tell you about Bachendri Pal, Ang Derjee and
Lhatoo?

(b)

What were the obstacles faced by the team on the last day while
climbing Mount Everest?

(c)

Explain Bachendri Pals feelings at the moment, 1.07 p.m. on 23rd May
1984, when she reached Mount Everest?

(d)

If you were at Bachendri Pals place, what is the rst thing that you
would have done aer reaching the top of Mount Everest?

(e)

Why do you think Ang Dorjee decided to climb the Everest without
oxygen? You may take help of internet to nd out the answer.

(f)

What do you think about the team work of Bachandri Pal, Ang Dorjee
and Lhatoo? Give instances from the extract to support your answer.

37

38
Wring
Q.6.

You are a Sherpa (a person who assists climbers in scaling Mt. Everest).
You are disappointed to see the serene beauty of The Himalayas being
spoiled by the people who come to scale the mighty peak. The snow covered
Himalayas are oen liered with plasc boles, empty oxygen tanks and
other equipments le behind by the climbers. Write a leer to the editor of
a naonal daily expressing your concern about this issue.
You can take help of the guidelines given below:
Senders address
Receivers address
Date
Salutaon
Subject
Body of the leer- Introductory para
-

Problems- causes- eects

Soluons

Concluding para

Complimentary close and name

Q.7.

Imagine you are Bachendri Pal, write a diary entry expressing your feelings on
reaching the summit and being the rst Indian woman to scale Mt. Everest.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Listening
Q.8

The students will work in groups of ve. One of the students would read out
the following passage and the others will punctuate.
bachendri pal was born in 1954 in nakuri village garhwal her rst exposure
to mountaineering was at the age of 12 when during a picnic she along with
several schoolmates climbed a 13,123 feet high peak aer compleng her

39

40
studies she joined the nehru instute of mountaineering (NIM) in 1982 while
at NIM she climbed gangotri (21,900 ) and rudugaria (19,091 ) in 1985
bachendri pal led an indo-nepalese everest expedion team comprising of
only women the expedion created seven world records and set benchmarks
for indian mountaineering.

Speaking
Q.9

As Bachendri Pal, give a speech to school students encouraging them to

explore new things around them and become responsible Global Cizens.

Acvity
Q.10 Quiz me!
Mount Everest is the highest mountain peak in the world. Many explorers
and mountain climbers have tried to conquer this amazing land form. If you
are one of those people who have always been fascinated by this majesc
mountain then answer this quiz to help you determine how much you know
about Mt. Everest. Good luck and have fun!
Mt. Everest Trivia Quiz
1.

Where is Mt. Everest Located?

a)

Mongolia

b)

Nepal

c)

China

d)

India

2.

3.

4.

In 1953, Mt. Everest was nally conquered by

a)

Edward Hillmund and Kumbu Garbay

b)

George Mallory and Andrew Irvine

c)

George Everest and Jamling Sherpa

d)

Edmund Hillary and Tenzing Norgay

What was the name of the rst woman who climbed Mount Everest?
a)

Junko Tabei

b)

Junko Tebei

c)

Junko Tobei

d)

Junko Tabolo

What was the naonality of the rst woman who climbed Mount
Everest?

5.

a)

Nepalese

b)

Japanese

c)

Korean

d)

Chinese

Who ran away from home when he was fourteen and worked as a porter
on Everest and has been climbing the mountain for a living?
a)

Tenzing Norgay

b)

Kushang Sherpa

c)

Khumbu Garbay

d)

Junko Tabei

41

42
6.

7.

8.

9.

Which of the following is the accomplishment of Kushang Sherpa?

a)

First man to summit Mt. Everest

b)

First man to climb all four sides of Everest

c)

First man to place a ag on Mt. Everest

d)

First man to ski on Mt. Everest

Which route did Reinhold Messner take when he climbed Mt. Everest?
a)

South

b)

North

c)

West

d)

East

How old was Erik Weihenmayer when he conquered Mt. Everest?

a)

Thirty ve

b)

Thirty one

c)

Thirty three

d)

Forty

Who was the rst man to paraglide from the summit of Mt. Everest with
his father?
a)

Erik Weihenmayer

b)

Roche Bertrand

c)

Peter Hebeler

d)

Reinhold Messner

10. Who were the two people Roche Bertrand paraglided with at Mt.
Everest?
a)

His father and his Son

b)

His father and his Wife

c)

His father and his Brother

d)

His father and his sister

Q.11 Organize yourselves in groups of four. Each group will get material to make
a collage to be put up on the class board. The collage should include the
following details:

First person to scale Mt. Everest

First woman to scale Mt. Everest

First Indian woman to scale Mt. Everest

The names of dierent people (men/women) who have scaled the mighty
peak.

Illustraons

43

44

Secon-F

Grammar Corner
Q.1.

Vocabulary Pyramid
Direcons:
(a)

Below is given a Pyramid with the leer A at the Apex.

(b)

Below the Apex, there are blocks up to the base.

(c)

Each block is divided into sub-blocks.

(d)

In each block, one sub-block goes on increasing in the descending order

from Apex to Base.

(e)

In block-2, you nd the leers A

(f)

In all the remaining blocks, you are to write a meaningful word starng
with A L and ending with the leer given.

(g)

There can be more than one answer in some cases.

Example. ALE, ALAS

_____________________

_________________

_____________________

_________________

_____________________

_________________

_____________________

_________________

_____________________

_________________

Language in use
Q.2 (a). Bring and take
Take =from here to there
Bring = from there to here

Are you going to school ? Take your book.(from here to the school)
Are you going to the kitchen? Can you bring me a glass? (from the kitchen to
here)

(b).

Fill in the blanks with take or bring.

1.

Are you going to the shops?......................... an umbrella. Its raining.

2.

Dont forget to . your books tomorrow! the teacher said to

the class.

45

46
3.

Are you going to the kitchen? Can you me some water?

4.

. your camera with you when you go to Bangkok. Its

beauful there.

5.

Are you going to the secretarys oce? Can you. these

papers, please?

6.

Shall I. you a present from New York?

Q.3 (a). Bring somebody something

A: Ive brought you some apples from

When she visits me, she always

my garden.

brings me owers.

B: Oh, Thank you!

Bring something back

Tom: This book is interesng.
Ann: Please take it with you and read it.
Tom: Thanks. Ill bring it back on Friday.
Ann: OK. No problem.
(b).

Fill in the blanks with take or bring back.

1.

Can I this book to read tonight? Ill it .

tomorrow.

(c).

(d).

2.

When she went to Belgium, she . me some chocolates.

3.

Please . my umbrella. You can ..it tomorrow.

Match the word on the le with the words on the right. Draw lines.
1.

Yesterday he brought me

a.

these leers, please.

2.

You must take

b.

bring your guitar.

3.

Come to my house and

c.

some owers.

4.

Go to the secretary and take

d.

food to the picnic.

5.

Everybody is going to bring

e.

your passport with you.

Fill in the blanks with the correct form of bring or take.

1.

She always ..... me presents. Yesterday she ..... me some

chocolates.

2.

Hello, Ive . you some owers. I hope you like them!

3.

I .. 72 photographs when I was in Rio de Janeiro.

4.

She has . my book but shes going to . it back

tomorrow.

(e).

Name three things someone has brought you recently.

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