Student Name:

Year & Section:

College:
UNIT 5
Trainer:

Date:

LONG BEFORE CHENNAI,

THERE STOOD A TREE
SOURCE: Asha Sridhar, The Hindu (Chennai Edition) June 5, 2013.
 Curriculum
Target Learning Objectives &Review
In this unit the students will be able to:
LO1: Explain what they feel when they read something and can pick out
relevant information and use them.
LO2: Learn about Verbs and its classifications along with examples
and also apply the same in sentences.
LO3: Learn the use of Vowels, Consonants and Syllables.
Check all
LO4: Express the ideas using their own words. pages
LO5: Recollect the points related to Verbs and can apply the
knowledge to reinforce their understanding.
LO6: Identify errors in the sentences and rectify them.
LO7: Learn the basic ideas about Dialogue Writing and can practice to Repeat
write dialogues on their own. unit
LO8: Learn how to tell a Story.
LO9: Write sentences on their own.
Final Grade:
PAGE NO. SKILLS LEARNING OBJECTIVES CW/ HW
LP Learning Pages
LP1,2,3 RC: LO1 Reading Comprehension Skills Classwork
(Skimming and Scanning, meanings, personal
response)
LP4,5,6,7 G: LO2 Grammar and its application (Verbs & its types) c/w
LP8,9 Spelling & Vocabulary (Vowels & Consonants, c/w
LP10 S&V: LO3 Syllabification and its application)

PP11 S&L: LO4 Speaking and Listening (Expressing ideas by talking c/w
to others)
PP Practice Pages Homework
PP12,13, 14 Spelling and Vocabulary (Application of syllables, h/w
S&V: LO3 Relating vocabulary) & Writing Skills (Write
WS: LO9 sentences of their own)

PP15,16 RC: LO1 Reading Comprehension (Tree planting) h/w

PP17 G: LO5 Grammar (Exercise on Verbs) h/w
PP18 VA: LO6 Verbal Ability (Correcting the errors in sentences) h/w
PP19,20,21 WS: LO7 Writing Skills (Dialogue Writing sample and h/w
exercise)
PP22,23 S&L: LO8 Speaking & Listening (Oral tradition of Storytelling) h/w
WS:LO9 Writing Skills (Write sentences of their own)
AP Assessment Pages
AP24,25 RC/WS/G/S&V: Reading, Spelling & Vocabulary, Grammar & Writing h/w
LO 1,2,3,5,9 Skills: AF3
AP26 WS: LO7,9 Writing Skills: AF2 h/w
AP27 S&L: LO4,8 Speaking Skills: AF1 h/w
TR28 Self-Assessment Target Review: All Learning Objectives h/w
Notes 29,30 WS/Drawing Extra writing/drawing page ( Extension) h/w

Symbols Key Extension activities / More things to do!

Write carefully. Look carefully, read.
Draw a picture of a plant labelling its parts
Listen to adult/friend; listen to sounds
carefully. Write down the underlined words and their
Ask/discuss/find out, read aloud. meanings from the reading passages
RC: Reading Comprehension
SV: Spelling/Vocabulary Write 7 disadvantages of cutting the trees
G: Grammar
Find out the meaning of monophthongs,
S&L: Speaking &Listening
diphthongs and triphthongs
WS: Writing Skills VA: Verbal Ability
LP/Classwork Reading Comprehension Unit 5:1/30

Learning Objective (LO1):

The students will be
Read the
following text aloud. As you
able to explain what
read, pay attention to the
they feel when they
words in red colour and their
read something and
meanings in blue colour.
can pick out relevant
information and use
them.

The Great Banyan

From a distance, the giant (huge, enormous, oversize) banyan at the Theosophical Society
headquarters in Adyar looks like a surreal (unreal, strange, weird) miniature (small form, tiny,
little) of a forest its age defined by the adult offshoots (branches, side-shoots, outgrowths) that
rely no longer on the legendary (famous, well-known, celebrated) central trunk (stem, shaft, stalk),
which was felled by a gale (windstorm, hurricane, strong wind) in 1989.
For a city that seldom (rarely, infrequently, hardly ever) pauses to look up at its trees, word about
the banyan has travelled famously afar (far away, in the distance, remote). It is arguably the oldest
existing tree in the city, said to be over 450 years old (the city itself came into being 372 years
ago) and is known to have accommodated (housed, lodged, put up) nearly 3,000 people under it
during the heyday (peak of success, glory days, pinnacle) of the society with Annie Besant at its
helm (rudder, wheel, controls). Even today, many auto rickshaw drivers know the Society only as
Aalamaram Society (aalamaram is Tamil for banyan).
Only after Annie Besant became the president (of the Society) did the banyan become the venue
(place, site, location) for annual international conventions (meetings, conferences, gatherings).
Towards the late 1970s, the conventions were shifted to the Adyar theatre primarily because the
number of delegates (representatives, ambassadors, deputies) attending was increasing, which was
disturbing the banyan, says Harihara Raghavan, general manager of the Society.
As of 1950, the tree covered an area of over an acre (over 43,560 sq.ft.) and had a hundred prop
roots. As of today, the Society estimates the tree to be covering around 65,000 sq.ft. Located right
outside the Blavatsky Bungalow in the Society headquarters, the banyan was discovered in 1908
when Annie Besant, after becoming the president, acquired 200 surrounding acres of woods and
other property and developed them into gardens. Since then, the banyan has been witness
(observer, bystander, watcher) to several momentous (historic, significant, important) speeches.
During the Diamond Jubilee (anniversary, celebration, festival) celebrations of the Society, held
in1935 under the banyan, loudspeakers were used for the first time in India. It was also under this
tree that personalities such as Mohandas Gandhi, J Krishnamurthi, Maria Montessori and the Dalai
Lama spoke.
There is a saying that the banyan is so big that an entire army can rest under it. A banyan can
grow only in areas such as parks and reserve areas, and the banyan at the Theosophical Society
has been able to grow very well. Nevertheless, it is a monumental (huge, vast, colossal) tree, says
G. Dattatri, former chief urban (city, town, municipal) planner of the Chennai Metropolitan
Development Authority and now an advisor with Nizhal, an NGO that works towards conserving
(protecting, preserving, saving) trees.
LP/Classwork Reading Comprehension Unit 5:2/30

Learning Objective (LO1): The students will be able to Read, deduce, infer or interpret
explain what they feel when they read something and information, events or ideas from the passage
can pick out relevant information and use them. and write the answer to the questions below.

1. What does the author say about the age of the tree in comparison with
Chennai city?

________________________________________________________________________

2. Mention the names of famous personalities who had spoken under this big
tree?
________________________________________________________________________

3. What is G. Dattatris remark regarding the Banyan tree?

________________________________________________________________________

4. What happened in the late 1970s and why?

________________________________________________________________________
5. Make a list of the historical events that took place under this tree in the past.
________________________________________________________________________
6. What is the expansion of the term NGO?

________________________________________________________________________
7. What is the role of Nizhal?

________________________________________________________________________
LP/Classwork Reading Comprehension Unit 5:3/30

Learning Objective (LO1): The students will be Read aloud page-1, Recollect all the
able to explain what they feel when they read information about the Great Banyan tree and fill in
something and can pick out relevant the cloud callouts with sentences. Try to describe it
information and use them. in your own words. One has been done for you.

One of the landmarks of

Chennai, Adyar is the
huge banyan tree at the
Theosophical Society. It
resembles a mini forest.
 LP/Classwork Grammar & Writing Skills Unit 5:4/30

Learning Objective (LO2): The students will be able to learn about verbs and its classifications along
with examples and also apply the same in sentences.

Do you know what a verb is?

You see, in the above sentence, the words do, is and know are verbs and the word verb
is a noun. Even the word verb is a not a verb unless it denotes an action, work or state of
being.

A Verb is one of the parts of speech that conveys an action, an occurrence, or a state of being.

CLASSIFICATION OF VERBS

1. Main / Principal verb: A verb which has major meaning in terms of action is
called main verb or principal verb.

MAIN VERB

Examples: The adult offshoots rely no longer on the legendary central trunk.
The tree covered an area of over an acre.
Annie Besant became the president of the Society.

Circle the main verb in the following sentences.

1. The banyan is at the Theosophical Society.
2. Famous personalities spoke under this tree.
3. It is a monumental tree.
4. Annie Besant acquired the property.
5. The tree accommodated nearly 3,000 people under it.
 LP/Classwork Grammar & Writing Skills Unit 5:5/30

Learning Objective (LO2): The students will be able to learn about verbs and its classifications along
with examples and also apply the same in sentences.

Transitive verbs: A transitive verb is a verb that takes an object.

Examples: Verb

Even today, many drivers know the Society only as Aalamaram Society

Object

Verb

Annie Besant acquired the woods for the society.

Object

Intransitive verbs: An intransitive verb is a verb that does not take an object.

Examples: Verb

Nizhal, an NGO works towards conserving trees. No object

Verb

It was under this tree that famous personalities spoke No object

Circle the transitive verb in the following sentences.

1. The banyan accommodated numerous people under its shade.
2. The tree covered an area of over an acre.
3. A number of delegates attended the convention.
4. The Society estimates the tree to be covering around 65,000 sq.ft.

Circle the intransitive verb in the following sentences.

1. The adult offshoots rely no longer on the legendary central trunk.
2. The central trunk was felled by a gale.
3. The word about banyan has travelled famously afar.
4. Conventions were shifted to the Adyar theatre.
 Grammar & Writing Skills
LP/Classwork Unit 5:6/30

Learning Objective (LO2): The students will be able to learn about verbs and its classifications along with
examples and also apply the same in sentences.

2. Auxiliary verb (Helping verb): A verb that helps or supports the main verb to
form its tense, number, voice, person or mood is called Auxiliary verb or helping
verb. The words is, was, am, are, were, be, been, do, did, done, has, have, had
often function as auxiliary or helping verbs.
The words can, could, may, might, will, would, shall, should, must, need to, used
to, ought to, dare also function as auxiliary or helping verbs by the name modal
verbs.

HELPING VERB
VERB HELPING VERB
MAIN VERB
Examples:
The central trunk was felled by a gale. MAIN VERB

In1935 under the banyan, loudspeakers were used for the first time in India.
There is a saying that the banyan is so big that an entire army can rest under it.

MAIN VERB
HELPING VERB

Circle the helping/auxiliary verb in the following sentences.

1. The banyan was discovered in 1908
2. The conventions were shifted to the Adyar theatre.
3. The banyan has been witness to several momentous speeches.
4. The banyan is known to have accommodated nearly 3,000 people under it.
5. A banyan can grow only in areas such as parks and reserve areas.
LP/Classwork Grammar & Writing Skills Unit 5:7/30

Learning Objective (LO2): The students will be
able to learn about verbs and its classifications
along with examples and also apply the same in
sentences.
Use the different types of verbs that you
have learnt and try to write sentences (extracting them
from The Great Banyan) for the pictures below.
Underline the verbs (specifying its type) in your
sentences.
 LP/Classwork Spelling & Vocabulary Skills Unit 5:8/30

Learning Objective (LO3): Read aloud the highlighted letters below and
The students will be able to learn the use of
see how they are pronounced.
vowels, consonants and syllables.

The 26 letters of the English alphabet can be

differentiated into consonants and vowels based
on how the sound is produced through the mouth.

CONSONANTS
When sounding consonants, air flow
is interrupted or limited by the
position of the tongue, teeth or lips.
b,c,d,f,g,h,j,k,l,m,n,p,q,r,s,t,v,w,x,z.
VOWELS
A speech sound made with your mouth open and your tongue
in the middle of your mouth not touching your teeth, lips. When
sounding vowels, your breath flows freely through the mouth.
Five of the 26 alphabets are vowels: a,e,i,o,u. The letter y
is sometimes considered a sixth vowel because it can sound
like other vowels.

Look at the box below and try to fill the blanks with appropriate vowels (a,e,i,o,u).
 LP/Classwork Spelling & Vocabulary Skills Unit 5:9/30

Learning Objective (LO3): The students will be able to learn the use of vowels, consonants and syllables.

Have you ever come In Chemistry, the word water

across this word is composed of two gases
Hydrogen and Oxygen,
syllabification but in Phonetics, it contains
? two syllables: wa and ter.

What is a syllable?
A syllable is the sound of a vowel (a, e, i, o, u) that is created when pronouncing the letters
A, E, I, O, U, or Y. The letter "y" is a vowel only if it creates an A, E, I, O, or U sound.

Example: Breaking the word environmental into

syllables can help you read & pronounce it as:

1 +1 + 1 + 1 + 1
En / vi / ron / men / tal
 Spelling & Vocabulary Skills
LP/Classwork Unit 5:10/30

Learning Objective (LO3): The students will be able to learn the use of vowels, consonants and syllables.

How to Count Syllables?

a. Say the word.

b. How many times do you hear a, e, i, o, or u as a separate sound?
c. This is the number of syllables.

Examples:

Trunk Banyan Delegates

1 syllable: trunk 2 syllables: ban / yan 3 syllables: del / e / gates

Look at the sentences below, read aloud the bold words in red, break the word and count the
number of syllables in each word andwrite them in the blanks provided. One has been done for you.

1. The giant banyan looks like a surreal miniature of a forest. __sur / re / al / - 3 syllables_.

2. The banyan became the venue for annual international conventions. __________________________.

3. The tree covered an area of over an acre. __________________________.

4. Word about the banyan has travelled famously afar. __________________________.

5. Towards the late 1970s, the conventions were shifted to the Adyar theatre. __________________.

6. As of today, the Society estimates the tree to be covering around 65,000 sq.ft. ________________.

7. In1935 under the banyan, loudspeakers were used for the first time in India. _________________.

8. There is a saying that the banyan is so big that an entire army can rest under it. _______________.

9. The NGO works towards conserving trees. __________________________.

10. The central trunk was felled by a gale in 1989. __________________________.

LP/Classwork Speaking & Listening Skills Unit 5:11/30

Learning Objective (LO4): The
students will be able to express
the ideas in their own words.
Talking to others to express straightforward ideas and
feelings pertaining to the disadvantages of cutting trees.
Plan what you will say in the lines below.

Do you know what

deforestation is? Deforestation is the act of
cutting down whole forests of
trees, and making it even less
likely for humans to survive.

The government has cut down 1

crore trees and has planted just 1
lakh trees. How can we save the
trees from destruction?

What do you think will be the impact on the environment due to this massive
cutting down of trees? Write down 4 disadvantages of this act.
1._________________________________________

2._________________________________________

3.________________________________________

4._________________________________________
PP/Home-work Spelling & Vocabulary Skills Unit 5:12/30

Look at the box below, read aloud the words, break the word and count the number of
syllables in each word and write them in the blanks provided. One has been done for you.

1. Arguably: __ _ ar / gu / a / bly__ ___ ___

4 ___ ___

2. Accommodated: _ __ __ __ __ __ __ __ __ __ __ __ __ _ __

3. Miniature: __ __ __ _ __ __ __ __ __ __ __ __ __ __

4. Heyday: __ __ __ __ __ __ __ __ __ __ __ __ __ __

5. Offshoots: __ __ __ __ __ __ __ __ __ __ __ __ __ __

6. Personalities: __ __ __ __ __ __ __ __ __ __ __ __ __ __

7. Legendary: __ __ __ __ __ __ __ __ __ __ __ __ __ __

8 Prop: __ __ __ __ __ __ __ __ __ __ __ __ __ __

9. Legendary: __ __ __ __ __ __ __ __ __ __ __ __ __ __

10. Monumental: __ __ __ __ __ __ __ __ __ __ __ __ __ __

11. Attending: __ __ __ __ __ __ __ __ __ __ __ __ __ __

12. International: __ __ __ __ __ __ __ __ __ __ __ __ __ __
PP/Homework Spelling and Vocabulary Unit 5:13/30

Look at the images below and relate them to the bold words in red of the passage. One has been
done for you.
 PP/ Home-work Spelling & Vocabulary Unit 5:14/30

Learning Objective (LO9): The Study the meanings of the words and frame
students will be able to write
sentences of your own.
sentences on their own.

Miniature (tiny/small)
__________________________________________________________________

Gale (windstorm/strong wind)

_______________________________________________________________
Surreal (unreal/strange)
__________________________________________________________________
Monumental (huge/vast)
__________________________________________________________________
Diamond jubilee (anniversary/celebration)
__________________________________________________________________
Helm (rudder/controls)
________________________________________________________________
Giant (huge/oversize)
________________________________________________________________
Delegates (representatives/ambassadors)
__________________________________________________________________
Conserving (protecting/preserving)
__________________________________________________________________

Legendary (famous/celebrated)
__________________________________________________________________
PP/ Homework Reading Comprehension Unit 5:15/30

Read the passage aloud, and as you read, underline all the terms related to environment.

Tree planting is an area of the reforestation

(replanting, cultivation, growing) activity
that involves planting seedlings. Because of
the benefits that our planet and ourselves get
from trees, such as trees being oxygen filters,
providing shelter (housing, protection,
accommodation) and food for humans as
well as other animals and their influence
(effect, impact, control) on the climate (to
mention a few); it is essential that we make
sure we make up for all the trees we lose or
use. If performed properly tree planting can
ensure (confirm, certify, warrant) the
successful restoration of a deforested area,
hence creating ecologically sustainable
(bearable, maintainable, supportable)
resource use.
Anyone can be a tree planter; all you have to
do is plant a tree and watch over it as it grows
and you will have become a tree planter.
Despite the fact that planting a tree does not necessarily need a special occasion (particular
event, moment, instance) for it to be done, you can nonetheless (however, even so, on the
other hand) make the act an unforgettable one by picking an important date (your birthday,
special event day etc.) for you to plant it and share the experience with loved ones around
you. But of course, you must look to the weather and because the climate plays an important
role for deciding on the right planting time. Newly planted trees do best when exposed to
moderate (medium, average, reasonable) temperature and rainfall.
Different people have different ideas for planting sites: personal gardens, schools, parks and
work places are some of the locations you can choose from. Once you have chosen the
location on which you would like to plant a tree, you need to speak to the owner or the
manager of the property in order to get the permission to go ahead and plant. This person
can either be a park ranger (warden, guardian, overseer), the principal at your school or
your employer.
PP/ Homework Reading Comprehension Unit 5:16/30

Read the above passage, comprehend and answer the questions in your own words.

1. What is tree planting?

__________________________________________________________________________________

__________________________________________________________________________________

2. Why is tree planting important?

__________________________________________________________________________________

__________________________________________________________________________________

3. Who can be a tree planter?

__________________________________________________________________________________

__________________________________________________________________________________

4. When can one plant a tree?

__________________________________________________________________________________

__________________________________________________________________________________

5. Where can one plant a tree?

__________________________________________________________________________________

__________________________________________________________________________________
PP/ Homework Grammar and Writing skills Unit 5:17/30

Learning Objective (LO5): The students will be able to recollect the points related to verbs and can apply
the knowledge to reinforce their understanding.

Read the following sentences and fill in the blanks with appropriate form of verbs (am, are, is, be, were).
1. The trees age _________ (is/am/are) defined by the adult off shoots.
2. The legendary central trunk __________ (am/is/was/are) felled by a gale in 1989.
3. It _________ (are/is/am) arguably the oldest existing tree in the city.
4. Aalamaram _________ (are/am/is) the Tamil word for banyan.
5. It __________ (is/was/has) under this tree that Gandhiji spoke.
6. The banyan _______ (is/was/are) discovered in 1908.
7. The conventions _______ (were/was/am/is) shifted to the Adyar theatre.
8. Are you the president of the Society? Yes, I ______, (is/am/are) answered Dr. Besant.
9. The Society estimates the tree to ______ (am/was/be/are) covering around 65,000 sq.ft .
10. The Diamond Jubilee celebrations of the Society _________ (was/is/be) held in 1935.

Fill in the blanks with the correct modal (helping) verbs.

1. Someone said the banyan is so big that an entire army ____ (can/will/must) rest under it.
2. A banyan __________ (should/can/ought) grow in areas such as parks and reserve areas.
3. __________ (might/may) I come in?
4. __________ (shall/can/must) you describe the benefits of growing trees?
5. You ___________ (should/may/will) stop cutting trees to prevent further disaster.

Choose the correct answer.

1. The Society estimates the tree to be covering 65,000 sq.ft. (Transitive / Intransitive)
2. The banyan became the venue for international conventions. (Transitive / Intransitive)
3. Annie Besant acquired acres of woods and properties. (Transitive / Intransitive)
PP/ Homework Verbal Ability Unit 5:18/30

Learning Objective (LO6): The students can learn to identify errors in the sentences and rectify them.

Each of the following sentences is divided into groups A, B, C, D. Read the sentences and look for
errors. Mark (X) against the group which contains a mistake and rectify it. If there are no mistakes, mark
(X) against E. One has been done for you.

1. From a distance, the giant banyan at the Theosophical Society headquarters in Adyar looks like
A B C D
a surreal miniature of a forest. _____x_______
E
2. For a city that seldom pauses look to up at its trees, word about the banyan has travelled
A B C
famously afar. ___________
D E

3. Towards the late 1970s, the conventions were shifted to the Adayar theatre primarily because
A B C
the number of delegates attended was increasing. __________
D E

4. As of today, the Society estimates the tree to be covering around 65,000sq.ft. __________
A B C D E

5. The banyan was discovered in 1908 when Annie Besant, after becoming the president, acquired
A B
200 surrounding acres of woods and other property and developed them in gardens. ________
C D E

6. During the diamond jubilee celebration of the Society, held in 1935 under the banyan,
A B C
loudspeakers were used for the first time in India. __________
D E
7. It was also under this tree that personalities such as Mohandas Gandhi J Krishnamurthi Maria
A B C
Montessori the Dalai Lama spoke. __________
D E

8. There is a saying that the banyan is so big that an entire army can rest under it. Nevertheless, it
A B C
is a monumental tree, says G. Dattatri, former chief urban planner of the Chennai _________
D E
9. It is arguably the oldest existing tree in the city, said to be over 450 years old and is known to
A B C
accommodated nearly 3,000 people under it. _________
D E
 PP/ Homework Writing Skills Unit 5:19/30

Learning Objective (LO7): The students will be able to learn the basic ideas about Dialogue writing and can
practice to write dialogues on their own.

When two persons talk to each other, it is termed as a dialogue. The written dialogue should be
coherent, logical and interesting so that it sounds or appears to be natural or unplanned.

A dialogue must be natural and appealing.

It must be pleasant and endearing never dominating.
The spoken language must be simple and comprehensive.
It must be spontaneous with a structured flow of thoughts.
Grammar must be perfect.

There are simple things to remember while writing a dialogue.

1. Both the persons must speak alternatively. One person must not be the sole speaker.
2. Write an interesting and realistic conversation.
3. Use colloquial language, but it must also be grammatically correct.
Sample conversation
Read the short conversation below between a student (Ravi) and one of his teachers on public speaking.
Teacher: Well Ravi, it is great to hear that you are going to take part in the oratory competition!
Ravi: Thank you sir. It is on the 15th of April.
Teacher: Ok. How is your preparation?
Ravi: I have learnt the content by-heart, sir. I am
confident.
Teacher: Do you think your strategy is good?
Ravi: Im surprised at this question. Is there anything
wrong?
Teacher: Yes. It is not a good practice to memorize and
reproduce the same exactly in public speaking.
Ravi: What is wrong with it, sir? It makes you feel
stronger and more sanguine, doesnt it?
Teacher: No. The fact is, it makes you sound boring and artificial because your concentration will be
on reproducing what you memorized and not on the audience.
Ravi: Is that so, sir?
Teacher: Yes. When you lose your contact with the audience, your communication is not successful.
Ravi: I never knew that. So, all my preparation was a waste!
Teacher: No, it is not a waste; just speak whatever you have prepared in a natural and casual
manner.
Ravi: I feel tensed when I am supposed to speak. How do I overcome that?
Teacher: You can overcome tension slowly not immediately. Practice will get you out of your fear.
It is possible. You dont have to worry about it.
Ravi: Ok. Thank you for your guidance, sir. I shall follow them.
PP/ Homework Writing Skills Unit 5:20/30

Learning Objective (LO7): The students Read what the banyan tree says Now develop a creative
will be able to learn the basic ideas dialogue with the tree.
about Dialogue writing and can practice
to write dialogues on their own.

Good day dear Student! I have a few questions to ask

you! Can I ask you? Can we have a heart-to-heart talk?

Good! Thanks for your interest. Do you know we are very useful to
you? We are called green gold. We give you fresh air, refreshing
shade, fruits, vegetables and flowers. We protect the environment
from pollution, soil erosion and cause rainfall. At times we refresh
your eyes and minds. Do you agree with me? Do you really like our
presence here?

Yes! You are correct, then why is that you are hacking and cutting
down trees everywhere? Can you feel the abnormal increase in
the temperature and peculiar changes in the seasons? What other
changes do you experience generally? Do you think these changes
are good for you?
PP/ Homework Writing Skills Unit 5:21/30

Learning Objective (LO7): The students will Read what the banyan tree says Now develop a
be able to learn the basic ideas about creative dialogue with the tree.
Dialogue writing and can practice to write
dialogues on their own.

Good observations dear!! Having undergone such ill effects why is that
people care a damn about it? Hardly people realize the seriousness of the
issue. People do not see this as a global issue and no measures are taken
to fix this serious issue. They need to realize and take it personally and set
things right to avoid a global catastrophe. Are you hurt by my words? You
can feel free to express your thoughts dear.

It was such a pleasure talking to you and listening to your thoughts from your
heart! Thanks for your commitment and interest in protecting the environment.
It is going to benefit mankind. Take care! GOD bless!!!
PP/ Homework Speaking & Listening Unit 5:22/30

Learning Objective (LO8): Read aloud the short story below to an adult or friend.
The students learn how to
tell a story .

This short story is quite interesting to all the people. Enjoy reading this story. Long, long ago, in a
dense forest there were thousands of tall and beautiful trees. They were happy, but proud of
themselves. Among them there was also an ugly tree whose branches were badly twisted (bent,
deformed, out of shape). Its roots had uneven curves. All the trees made fun of that ugly tree.

How are you, hunchback?" (a back deformed by a sharp forward angle, forming a hump,
typically caused by collapse of a vertebra) the other trees always shouted and their laughter
made the ugly tree feel sad. But, he never raised a voice against them. The ugly tree thought, I
wish I were as beautiful as the other trees. Why did God do this to me? Neither can I provide shade
to the travellers nor can the birds make their nests on me. Nobody needs me."
One day, a woodcutter came to the forest. He took a look
at the trees and said, These trees are lovely. I must cut
them." As soon as he picked up his axe the trees became
frightened (afraid, scared, upset).
Chop, Chop, Chop went the woodcutters axe and one
by one the trees started to fall. None of us is going to be
spared," screamed one of the beautiful trees. Soon that
tree too was brought to ground by the woodcutters axe.
By now, the woodcutter had come near to the ugly tree.
He had just raised his axe when suddenly he noticed how
crooked the ugly tree was. Hmm! This crooked tree seems to be useless for me. I cannot make
long straight logs of this ugly tree," he thought. And he moved towards another beautiful tree. The
ugly tree heaved (raised, dragged, rise and fall) a huge sigh of relief. He realized that by making
him ugly, God had actually given him a boon (benefit, gain, advantage).

From that day the ugly tree never complained. He was happy with his crooked branches. He never
forgot how he was spared (freed, released, saved) from the woodcutters axe, only because he
was crooked (uneven, not straight) and ugly.
(Source: http://www.english-for-students.com/The-Ugly-Tree.html)

Now answer the following questions.

Give a title to the short story: ____________________________________________________
What is the moral of the above story?
______________________________________________________________________________
What attribute of God can you see in this story?
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 Writing Skills
PP/ Homework Unit 5:23/30

Try to recollect some of the environmental terms that you studied back in your
school and write a meaningful paragraph for each of them. One has been done for you.

1. Roots: Roots are the part of the plant seen below the soil that helps in the absorption
of water and mineral salts from the soil and conduct them to the other parts. Roots also
provide anchorage to the plant, fixing it firmly to the ground. Plants cannot survive without
it.

2. Drought:

3. Environment:

4. Pollution:

5. Oxygen:

6. Rain:
AP/Homework Assessments Unit 5:24/30

Reading: AF3 - deduce, infer or interpret information, events or ideas from texts.

1. Give the name, location and the age of the tree mentioned in the passage, The
Great Banyan

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________________________________________________________________________

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2. Mention the historical importance and also the memorable events that took
place under this tree.

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3. What is the heritage that this banyan tree has offered to the city of Chennai?

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(I can explain what they feel when I read something and can pick out relevant information and use them.)
AP/Homework Assessments Unit 5:25/30

4. What do you mean by state of being verbs? Mention the importance of verb in
a sentence.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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(I know verbs and its classifications along with examples, and can also apply the same in sentences.)

5. Find out whether the following words are monosyllable (1), disyllable (2),

trisyllable (3), tetrasyllable (4) or pentasyllable (5).

a. drought b. convention c. pollution d. rain e. carbon dioxide

a. ________________________________________________________________________

b. ________________________________________________________________________

c. ________________________________________________________________________

d. ________________________________________________________________________

e. ________________________________________________________________________

6. Why y is considered a vowel?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

(I understood the use of vowels, consonants and syllables.)

AP/Homework Assessments Unit 5: 26/30

Writing: AF2 - produce texts which are appropriate to task, reader and purpose.
Imagine you are a talking tree, now a wood cutter comes to cut you down, write
an interesting and creative dialogue between you and the woodcutter.

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________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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(I know the basic ideas about Dialogue writing and can write dialogues on my own.)
 AP/Home work Assessments Unit 5: 27/30

Speaking: AF1 Talking to others to express our ideas and feelings with some relevant
details.

Tell your teacher the story that youve read on page 22 in your own words.

Markers Guide:

1. My story is clear and has continuity.

2. I spoke loud enough, and was neither too fast nor too slow.

3. I am able to point out the elements of the tale.

4. I am able to use the correct vocabulary.

5. I identified the moral of the story.

Draw a picture that illustrates the Ugly Tree in the space below and
explain it to your teacher.

(I can express my ideas using my own words)

 Target Review- Learning Outcome
Unit 5: 28/30

Tick the boxes if you can.

Cross the boxes if you cant. X
If you are not sure, then leave it blank.

LO1: I can explain what I feel when I read something and can pick out relevant information and
use them.

LO2: I can understand verbs and its classifications along with examples and also apply the

same in sentences.

LO3: I am able to gain knowledge and ensure the application of vowels, consonants and

syllabication.

LO4: I can express the ideas by using my own words.

LO5: I can recollect the points related to verbs and can apply the knowledge to reinforce my
understanding.

LO6: I can identify errors in the sentences and rectify them.

LO7: I can understand the basic ideas about Dialogue writing and can practice to write
dialogues on my own.

LO8: I can understand the oral tradition of storytelling.

LO9: I can write sentences on my own.

Extra Writing Space Unit 5: 29/30
Extra Drawing Space Unit 5: 30/30