903000607.pdf

 The Constitution of India Chapter IV A Fundamental Duties ARTICLE 51A Fundamental Duties- It shall be the duty of every citizen of India- (a) to abide by the Constitution and respect its ideals and institutions, the National Flag and th...

 The Constitution of India Chapter IV A Fundamental Duties ARTICLE 51A Fundamental Duties- It shall be the duty of every citizen of India- (a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem; (b) to cherish and follow the noble ideals which inspired our national struggle for freedom; (c) to uphold and protect the sovereignty, unity and integrity of India; (d) to defend the country and render national service when called upon to do so; (e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities, to renounce practices derogatory to the dignity of women; (f) to value and preserve the rich heritage of our composite culture; (g) to protect and improve the natural environment including forests, lakes, rivers and wild life and to have compassion for living creatures; (h) to develop the scientific temper, humanism and the spirit of inquiry and reform; (i) to safeguard public property and to abjure violence; (j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement; (k) who is a parent or guardian to provide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years.  The Coordination Committee formed by GR No. Abhyas - 2116/(Pra.Kra.43/16) SD - 4 Dated 25.4.2016 has given approval to prescribe this textbook in its meeting held on 3.3.2017 MY ENGLISH COURSEBOOK STANDARD NINE Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune. The digital textbook can be obtained through DIKSHA APP on a smartphone by using the Q. R. Code given on title page of the textbook and useful audio-visual teaching-learning material of the relevant lesson will be available through the Q. R. Code given in each lesson of this textbook.  First Edition : 2017 © Maharashtra State Bureau of Textbook Production and Fourth Reprint : 2022 Curriculum Research, Pune - 411 004. The Maharashtra State Bureau of Textbook Production and Curriculum Research reserves all rights relating to the book. No part of this book should be reproduced without the written permission of the Director, Maharashtra State Bureau of Textbook Production and Curriculum Research, ‘Balbharati’, Senapati Bapat Marg, Pune 411004. English Language Committee : English Language Study Group : Dr Prabha Sampath, Chairman Dr Manjushree Sardeshpande, Member Shri. Akhil Bhosale Dr Rohit Kawale, Member Dr Jyotimani Rocque Dr Muktaja Mathkari, Member Smt. Manjusha Sagrolikar Shri. Dagdu Garkar Dr Shruti Chaudhary, Member Shri. Nilkantheshwar Patil Shri. Gajendra Mugale Shri. Shridhar Nagargoje, Member Shri. Pundalik Kaviraj Dr Juee Kulkarni Shri. Nilesh Kedare, Member Smt. Renu Dhotre Shri. Mahesh Dudhankar Smt. Dhanavanti Hardikar, Member-Secretary Smt. Saraswathi Suram Shri. Nadeem Khan Shri. Sharad Pandhare Shri. Rajiv Sangpal Cover  : Abha Bhagwat Smt. Smita Pore Shri. Raju Korde Illustrations : Anupriya Joshi Shri. Amol Kamble Shri. Rakesh Jadhav Ashna Advani Shri. Anil Petkar Shri. Santosh Gaikwad Co-ordination : Shri. Ashok Gaikwad Smt. Yogita Patil Dhanavanti Hardikar Shri. Mohan Bapat Academic Secretary for Languages Shri. Balkrishna Shinde Invitee : Santosh J. Pawar Smt. Samannaz Irani Shri. Bhuvnesh Kumbhar Assistant Special Officer, English Production : Publisher : Sachchitanand Aphale Vivek Uttam Gosavi Chief Production Officer Typesetting : Controller DTP Section (Languages) Rajendra Chinderkar Maharashtra State Textbook Bureau, Pune. Textbook Bureau, Production Officer Printer : Prabhadevi, Rajendra Pandloskar M/s. Sahil Print Arts, Thane Mumbai - 400 025. Asst. Production Officer Print Order No. : Paper : N/PB/2022-23/0.30 70 GSM Creamwove  Preface Dear Students, Welcome to Std IX. We are happy to place this ‘My English Coursebook’ in your hands. English has been a part of your studies since Std I. Now you can read and understand simple English passages. You can now use English in familiar everyday situations. You can use English to express your thoughts and ideas in writing. You can handle different forms of writing. In Std IX, you will practise all this some more, and also learn to study on your own, to think independently, and to express yourself more effectively. You will also get acquainted with the beauty of English language and literature. Our main aim is to help you use English with confidence. We want you to be able to ask questions, gain knowledge and new skills, be creative and to spend your free time joyfully. That is why, we want you to take part in all the activities and exercises in the ‘Warming up!’ and ‘English Workshop’ sections without feeling shy. Talk to your teacher freely about the problems and difficulties you face while studying this textbook. Many of the activities are designed to show you ways of thinking and learning on your own. The more you use them, the better you will learn. We will be happy if you share your feelings about the contents of this book with us. We hope you enjoy studying it throughout the year. Wish you all the best in your studies ! Pune Date : 28 April, 2017 (Dr Sunil Magar) Akshayya Tritiya Director Indian Solar Year : Maharashtra State Bureau of Textbook 8 Vaishakh 1939 Production and Curriculum Research, Pune.  For Teachers - 1. Please take into account the various competencies specified on the following page alongside. They indicate the areas of language developments and the stages which the students are expected to reach by the end of Std IX. You can plan your classroom interaction and assessment of students in the light of these specific goals. 2. The coursebook is designed to help the students in many ways - 2.1 To learn to use the English language effectively : To learn to communicate their own ideas, thoughts and feelings in English clearly, in an appropriate manner. 2.2 To enjoy and appreciate literature in English : The textbook includes a few extracts from classics of English and world literature to enable students to appreciate literary pieces and human values. 2.3 To use English as a medium of studying other subjects : To use English to seek knowledge in other areas of study like science, geography, and even art and craft; learning to properly organise and present the information or knowledge one gets through English; learning to identify the difficulties in one’s understanding and then to make efforts to overcome them; ‘personalise’ learning by making notes for reference, to analyse and evaluate the information, and so on. Many activities in the textbook focus on these ‘study skills’. They will enable the students to use English throughout their life as an effective medium of learning. 2.4 Learning about language : At this stage, students may now be ready to consciously try to understand how the language works, and to use the knowledge to correct and improve their own work. The Language Study section given at the end should be used as a ready reference in the classroom and not for mechanical drilling. Show the students how they can use it on their own. 3. Please go through the entire book before you start teaching it. A variety of activities and games are provided here in the ‘Warming up !’ and ‘English Workshop’ sections. These activities and games can be used again and again according to the needs and interests of your class. 4. Most of the games and activities in the book involve open-ended questions. Please give the students enough time and opportunity to respond to these using their own ideas. Do not use readymade (or ‘teacher made’) answers. This is especially important for activities that involve analytical and critical thinking. 5. An innovative teacher may come up with many parallel or extension activities but do take care to see that all tasks and activities given in the textbook are carried out first.  Statement of Competencies Listening Speaking Listen attentively to an entire speech, Read aloud a poem highlighting its story, poem, programme, etc. rhyme and rhythm. Predict the next part of a narration, Initiate a conversation in English conversation, description. (with friends, elders, etc.). Summarize a story, conversation, Sustain a conversation. play, informative speech or debate. Contribute meaningfully to a Think critically about the information conversation. being presented. Talk about one’s opinions, points of Understand other people’s points of view, present an argument. view. Explain a concept, problem. Appreciate an effective presentation, Describe real or imagined things, understand what makes it effective. people, situations, emotions, etc. in Note different styles of presentation detail. (oral). Use idiomatic expressions Understand the meaning of rhetorical appropriately with ease and questions and ironical expressions. confidence. Tally/Verify the information / Sum up/paraphrase a given text. experiences being presented Discuss/talk about the characters, with his / her own observations / situations, plots, themes, etc. of a experiences / previous knowledge. literary piece. Analyse the content/argument being Communicate displeasure, presented. disagreement, difference of opinion Form his/her opinions after analysing politely but firmly. what is presented. Communicate pleasure, appreciation, Reflect on what is heard/presented. support politely. Understand English spoken in Compere a program. different parts of India irrespective Make efforts to improve his/her own of the variations. pronunciation and speech. Note the pronunciation and usage of Choose appropriate vocabulary/ new words/expressions. expressions in various formal/informal situations.  Reading Writing Read patiently till the end of the Attempt calligraphy and decorative piece. writing. Understand the overall structure of a Write correctly. (Avoiding mistakes literary piece : stanzas and refrain in in spelling, grammar, etc.) a song, stanzas and rhyme scheme in a verse, the various threads in a Review and if necessary correct story/play, etc. his/her own work as a matter of Understand the nature of the piece habit. of writing – informative, advertising, Write formal letters in the expected emotional (appealing), imaginative, format. persuasive, argumentative, etc. Explain a concept/an idea in Appreciate precision, clarity, detail. transparency in writing. Read carefully to understand a new Expand on a theme. concept/idea. Prepare a conversation/dialogue Relate and evaluate the information individually. against one’s previous knowledge and Write an essay. develop further insight. (social media) Understand and appreciate wit and Express one’s own thoughts and humour in writing. ideas coherently and effectively. Judge/find the authenticity/source of a Express one’s feelings/emotions piece of writing. (social media) using appropriate language. Learn new words, expressions and Compare and contrast : one’s own enrich his/her vocabulary through experiences with those of others. reading. Understand new constructions through Review a book/a film/a play, etc. reading. Attempt using different styles Develop respect for one’s identity as of writing and different literary an Indian. devices in creative writing. Understand and appreciate use of Use quotations, idiomatic literary devices, figures of speech, etc. expressions, etc. appropriately in Understand/empathise with other writing. points of view. Understand different interpretations of a literary piece.  Study Skills Make notes for personal references Prepare questionnaires so as to while listening/reading. compile data in a convenient form. Remember and recall necessary Present information in a concise, information (and the way it is lucid manner, and choose appropriate organised) with the help of personal graphics to do so. notes. Paraphrase a word/phrase. Revise (increasingly larger) chunks of Use facilities like online applications, information mentally. know how to make online payments, Identify which learning strategies etc. work best for oneself and use them. Use the computer/internet for the Use reference materials such as purpose of translation/transcription. different dictionaries, encyclopedias, Prepare a presentation with the help etc. effectively. of a computer. Compile lists of useful words, Appreciate and/or critically examine expressions, idioms, definitions, programmes, films, etc. available formulas, etc. through mass media/internet etc. Translate different types of informative Use the computer/internet for the texts from mother tongue into English purpose of translation/transcription. and English into mother tongue. Translate literary pieces from mother tongue into English and English into Language Study mother tongue. Parts of Speech : Finite verbs Identify and correct if necessary, the and infinitives - Participles and influence of mother tongue on his/her gerunds - Determiners English. Sentence Structure : Types of Prepare/compile bilingual glossaries, clauses - Passive constructions and other reference materials including Vocabulary and Word Building : graphics. Compound words - Changing word Use resources from other languages class while speaking/writing in English. Punctuation : Colon and Semi-colon Frame probing questions to find Speech : Stress and Intonation additional information, to find precise Figures of Speech : Euphemism, answers to one’s query. Pun, Irony, Antithesis  Contents UNIT ONE Let’s Begin!................................................................................................1 1.1 Walk a little slower................................................................................... 2 1.2 The Fun they Had.........................................................................................5 1.3 ‘Hope’ is the thing with feathers -...........................................................14 1.4 The Story of Tea........................................................................................17 1.5 The Necklace..............................................................................................23 UNIT TWO 2.1 Comparisons...............................................................................................33 2.2 Helen Keller and Anne Sullivan................................................................36 2.3 Mark Twain................................................................................................42 2.4 Please Listen !.............................................................................................50 2.5 A Play.........................................................................................................54 UNIT THREE 3.1 Coromandel Fishers...................................................................................65 3.2 The Fall of Troy.........................................................................................68 3.3 To a Butterfly.............................................................................................77 3.4 Think Before You Speak !..........................................................................80 3.5 Great Scientists..........................................................................................88 UNIT FOUR 4.1 What is Success ?.......................................................................................95 4.2 Reading Works of Art................................................................................98 4.3 Silver........................................................................................................104 4.4 The Tempest.............................................................................................106 4.5 The Last Lesson.......................................................................................116 Language Study....................................................................................... 123  Let’s Begin ! Acrostics Know your Teacher Write your first name in Interview your teacher using capital letters. Arrange the the following points - letters one below the other. His/Her name Write an English word or phrase beginning with each The qualities he/she likes best in his/her students letter in your name. Try to find words that are related His/Her favourite English author/book/film, to you or the meaning of etc. your name. His/Her favourite teacher in school or college, and the reasons why he/she liked England that teacher. Name What your teacher would like you to focus on in Std IX. Global Language Priorities International Hold a discussion in the classroom to decide School subject your priorities for this year’s work. Together with your classmates and teacher, number Higher education the following in order of priority. You may add more features to this list. List five words from your mother tongue for which you pronunciation acher may The te nts to use de don’t know the English words, speaking allow stu er tongue oth their m the but want to find them. See if listening to whil e d iscussing. your friends can give you English programmes priorities those words. Find the on radio and TV. remaining words with the help searching something in English every day. of your teacher/the internet/a good bilingual dictionary. learning rules of grammar learning rules of punctuation Sentences Form pairs. Each person in learning to correct your own work the pair writes the names of writing independently two objects on his own. memorizing spellings Then, work in pairs and try to form sentences, each of copying words and lines from the board/ which has all the four words. books. (You may add to this list.) 1  1.1 Walk a little slower... Warming up ! Chit-Chat five Form pairs or groups of four. Use these questions th e students ed Allow o f open-end to start a conversation with your friends. minute s acher t. The te Are you a talkative person ? chit-c h a that m a k e sure Do you like to share your thoughts ? should for u s e English stude n ts What would you like to do after 10th ? -chat’. this ‘chit My Thoughts Form groups of 4-6. Discuss the following with your friends in the group and then complete the sentences. (a) my mother about swimming lessons. We often need to communicate our my father about thoughts and feelings I would like my teacher about to others. Sometimes to talk to we do that freely. my best friend about Sometimes we are my grandparents about not able to do so my neighbours about because of various reasons. Let’s review it in this activity. Try to complete each (b) from my best friend sentence using a new from my grandmother idea. These are open I would ended questions. You like to from my teacher and your friends learn to from my neighbour need not write the play chess from my cousin same answers. (c) about my studies about the way he/she talks h ts enoug I hesitate e studen to my friends Allow th lk about their time to ta ngs. to talk a n d feeli ir about what I would like though ts se the to my may u the to do in future They n g ue in r to up mothe the gro about how I want to spend o f cours e hould s io n , b ut they s my holidays discu s s in te th e sentence comp le own about my favourite movies h , u s in g their Engli s ences. d experi about the things I want ideas an to buy 2  Walk a little slower... ‘Walk a little slower, Daddy,’ Said a little child so small. ö What would happen if the ‘I’m following in your footsteps child tried to And I don’t want to fall. walk fast ? Why ? ‘Sometimes your steps are very fast, Sometimes they are hard to see; So, walk a little slower, Daddy, For you are leading me.’ ‘Some day when I’m all grown up, You’re what I want to be; Then I will have a little child Does ö    the word walk refer only Who’ll want to follow me. to the act of walking ? What does the poet ‘And I would want to lead just right, actually mean And know that I was true; to say ? So walk a little slower, Daddy, For I must follow you.’ What do the ö    ‘footsteps’ of the - Author Unknown father refer to ? ENGLISH WORKSHOP 1. Read the poem aloud. 2. Put the words given in brackets in the proper blanks. (a) The is talking to its. (father / child) (b) The is leading and the is ö What qualities of following. (father /child) your parents /elders (c) Someday the will become a would you like to. (father /child) adopt ? (d) The does not wish to fall while following its. (father /child) 3 2. Find and write pairs of rhyming words from the poem. (Words that appear at the end of the line.) 3. The meanings of the words in the following pairs show that they are related Daddy/father D child follow D lead Find five more pairs of related words - Examples : teacher : doctor : give : 4. The child in the poem requests his father to walk slower. Here, the poet implies that the child wants to understand his father’s actions better. The child would like to act the same way, but wants the father to be more understanding towards the child’s needs. What is implied in the following lines ? (a) Sometimes, your steps are fast... (b) Sometimes your steps are hard to see... (c) I would want to lead just right... (d) And know that I was true. 5. Using your own ideas, frame three sentences that show continuous action. Example : You are leading me. 6. Using your own ideas, frame at least three sentences that show future action or state. Examples : Who’ll (who will) want to follow me. When I’m all grown up  ... 7. Discuss the following and write the summary of your discussion in the form of bullet points. ir own to w ri te on the nce den ts nfide (a) How are certain ideas/customs/knowledge Allow stu 7. Here, their co ortant y p in activit ion are more im passed on from one generation to the next ? x p re s s c y. and e l accura mmatica (b) Is it necessary for children to follow the than gra footsteps of their forefathers ? If yes, why ? Why is it sometimes necessary to change the old ways ? 8. Do you have a role model ? What qualities do you appreciate in your role model ? 9. Think of an occasion when you did not like the decision/actions of your family members but realised later on that they were right. Write about it in 5-8 lines. 10. Within two minutes, a little later write as many phrases Wait a a little or sentences as you can a little little longer higher using ‘a little’. a little to Just a little the left 4  1.2 The Fun they Had Warming up ! ould cher sh Chit-Chat The tea in e w s o rd dictate th one by !’ What do you like best about your school ? ‘Classify ents ing stud one, giv e to write Do you think school is fun ? m enough ti in the e w o rd Which is the part that you don’t like ? th mn. ate colu appropri How often should the teacher give you a test ? Classify! 1. Listen carefully and write each word in the appropriate column/columns. ancient modern futuristic ö Can you think of any devices/objects that came into use in the recent bicycles bullet trains school past but are now wheels robots flying cars outdated ? bullock carts horse-drawn tonga Find an example of tar roads   carriages homework outdated devices/ ships spaceships aeroplanes words from the list given here. Think of computers television cameras other examples on floppy disks windmills axes your own. audio/video earth movers mortar and pestle   cassettes brushes hot air balloons telephone mobile phones headphones books notebooks tests vacuum cleaners ball pens solar lamps umbrellas water on tap earthen stoves electric lamps candles fans air conditioners grammar geography should te a cher The f an microbiology n s tr a te the use o e dem o or th d ic tionary onli n e n the 2. Listen to the pronunciation of these words io a v a ilable o ary and practise saying them properly yourself.  aud CD/DVD a g o o of a dic d dic ti o tion n ary in or at. grandfather geography satisfactory superior onic form an electr pronouncing betcha nonchalantly 5  The Fun they Had ö When does the Margie even wrote about it that night in her diary. On story take place ? the page headed 17 May 2157, she wrote, ‘Today Tommy found a real book !’ It was a very old book. Margie’s grandfather once ö What does Margie said that when he was a little boy his grandfather told mean by ‘a real him that there was a time when all stories were printed book’ ? on paper. They turned the pages, which were yellow and crinkly, and it was awfully funny to read words that stood still instead of moving the way they were supposed to - on a screen, you know. And then when they turned back to the page before, it had the same words on it that it had when they read it the first time. “Gee,” said Tommy, “what a waste ! When you’re through with the book, you just throw it away, I guess. ö Margie and Tommy use Our television screen must have had a million books on ‘telebooks’. it and it’s good for plenty more. I wouldn’t throw it away.” What are they “Same with mine,” said Margie. She was eleven and like ? hadn’t seen as many telebooks as Tommy had. He was ö Margie uses thirteen. a diary. What She said, “Where did you find it ?” would it be “In my house.” He pointed without looking because he like ? was busy reading. “In the attic.” “What’s it about ?” “School.” Margie was scornful. “School ? What’s there to write about school ? I hate school.” Margie always hated school, but now she hated it more than ever. The mechanical teacher had been giving her test after test in geography and she had been doing worse and worse until her mother had shaken her head ö What do we sorrowfully and sent for the County Inspector. understand by He was a round little man with a red face and a the words, ‘took the whole box of tools with dials and wires. He smiled at teacher apart’ ? Margie and gave her an apple, then took the teacher apart. Margie had hoped he wouldn’t know how to put it together again, but he knew how all right, and, after an hour or 6 so, there it was again, large and black and ugly, with a big screen on which all the lessons were shown and the questions were asked. That wasn’t so bad. The part Margie hated most was the slot where she had to put homework and test papers. She always had to ö Which part of write them out in a punch code they made her learn the machine did when she was six years old, and the mechanical Margie hate teacher calculated the marks in no time. most ? The Inspector had smiled after he was finished and patted Margie’s head. He said to her mother, “It’s not the little girl’s fault, Mrs Jones. I think the geography sector was geared a little too quick. Those things happen sometimes. I’ve slowed it up to an average ten-year level. Actually, the overall pattern of her progress is quite satisfactory.” And he patted Margie’s head again. Margie was disappointed. She had been hoping they would take the teacher away altogether. They had What ö    fault did the once taken Tommy’s teacher away for nearly a month Inspector repair ? because the history sector had blanked out completely. What ö    is Margie like So she said to Tommy, “Why would anyone write as a student - bright, about school ?” average or below Tommy looked at her with very superior eyes. average ? “Because it’s not our kind of school, stupid. This is Do ö    you think the the old kind of school that they had hundreds and school described in the ‘book’ existed hundreds of years ago.” He added loftily, pronouncing centuries ago ? the word carefully, “Centuries ago.” Margie was hurt. “Well, I don’t know what kind of school they had all that time ago.” She read the book over his shoulder for a while, then said, “Anyway, they had a teacher.” “Sure they had a teacher, but it wasn’t a regular teacher. It was a man.” “A man ? How could a man be a teacher ?” loftily : airily, “Well, he just told the boys and girls things and in a superior gave them homework and asked them questions.” tone “A man isn’t smart enough.” betcha : surely “Sure he is. My father knows as much as my dispute : argue, quarrel with teacher.” 7  “He knows almost as much, I betcha.” Margie wasn’t prepared to dispute that. She said, “I wouldn’t want a strange man in my house to teach me.” ö Do you think Tommy screamed with laughter. “You don’t know Tommy likes much, Margie. The teachers didn’t live in the house. the school in the They had a special building and all the kids went olden days ? there.” “And all the kids learned the same things ?” “Sure, if they were the same age.” “But my mother says a teacher has to be adjusted to fit the mind of each boy and girl it teaches and that each kid has to be taught differently.” “Just the same they didn’t do it that way then. If you don’t like it, you don’t have to read the book.” “I didn’t say I didn’t like it”, Margie said quickly. ö Is Tommy She wanted to read about those funny schools. Margie’s brother They weren’t even half finished when Margie’s or friend ? mother called, “Margie ! School !” Find the sentences Margie looked up. “Not yet, Mamma.” that help you to “Now !” said Mrs Jones. “And it’s probably time decide that. for Tommy, too.” ö Would you Margie said to Tommy, “Can I read the book some like your own more with you after school ?” mechanical teacher ? “May be.” he said nonchalantly. He walked away whistling, the dusty old book tucked beneath his arm. Margie went into the schoolroom. It was right next to her bedroom, and the mechanical teacher was on and waiting for her. It was always on at the same time every day except Saturday and Sunday, because her mother said little girls learned better if they learned at regular hours. The screen was lit up, and it said: “Today’s arithmetic lesson is on the addition of proper fractions. nonchalantly : Please insert yesterday’s homework in the proper slot.” in an indifferent; Margie did so with a sigh. She was thinking about cool manner the old schools they had when her grandfather’s grandfather was a little boy. All the kids from the whole neighbourhood came, laughing and shouting in 8 the schoolyard, sitting together in the schoolroom, going home together at the end of the day. They learned the same things, so they could help one another with the homework and talk about it. And the teachers were people... The mechanical teacher was flashing on the screen ö Do you agree with Margie ? : When we add fractions 1/2 and 1/4...” Margie was thinking about how the kids must have loved it in the old days. She was thinking about the fun they had. - Isaac Asimov What ö   changes would you like to see in your own school ? Do ö   you have fun ENGLISH WORKSHOP playing/studying with your friends ? 1. Use the proper punctuation mark. Do you play ö   (a) Where did you find it outdoor games ? (b) What’s it about Do ö   you have fun (c) They had a teacher playing video/ (d) How could a man be a teacher mobile games ? Which games do (e) Sure, if they were the same age you play ? 2. The following sentences have an unusual meaning in the context of the story. Write what these sentences would mean today, and what they mean in the context of the story. (a) She had been hoping they would take the teacher away altogether. (b) They had taken Tommy’s teacher away for nearly a month. ts aware (c) It wasn’t a regular teacher. It was a man. th e studen M a k e nge in th is cha th a t g to (d) How could a man be a teacher ? g accordin m e a n in context (e) A teacher has to be adjusted to fit the mind of a n g e in the c h our. iv e s ri s e to hum each boy and girl it teaches. g 9 3. Write words related to the following words. (At least ten words each.) home book school family small minute Use one ne set o 4. Discuss: How would you like to learn - to write. d words from a human teacher or a mechanical teacher ? of relate Present your arguments in the form of a chart. Human teacher Mechanical teacher Advantages Disadvantages Advantages Disadvantages 5. Rewrite the following using complete words instead of contracted forms. (a)...when you’re through. (e) “What’s it about ?” (b)...and it’s good for plenty more. (f) I’ve slowed it up. (c) I wouldn’t throw it away. (g) I don’t know. (d) She hadn’t seen as many telebooks. (h) It wasn’t a regular teacher. Language Study 6. Underline the verbs and choose the correct option from the brackets. (a) (b) Margie even wrote about it. Margie was scornful. (present tense/past tense) (singular/plural) Today Tommy found a new book. This is the old kind of school. (present tense/past tense) (singular/plural) My father knows as much as my teacher. And the teachers were people... (present tense/past tense) (singular/plural) Thus, we see that verb forms show tense, number, etc. Here, the verb form changes according to the subject. A verb form which is decided by and changes according to the subject of the sentence is known as a finite verb. Example: ‘You are very kind.’ If the subject ‘you’ is changed to ‘she’, the sentence will be ‘She is very kind.’ Now change the verb form according to the change in the subject. I don’t know : Change ‘I’ to ‘She’. My father knows : Change ‘My father’ to ‘We’ I am following in your footsteps : Change ‘I’ to ‘He’. 10 7. Activity : Live English : Online shopping ord t the w (a) Read the following conversation between two cousins. Note tha ith ymes w ‘Live’ rh ith Tejaswini : Hi, Santosh. What are you thinking about ? d not w ‘five’ an is Here, it Santosh : Hi, Teju. Next week’s Didi’s birthday. ‘give’. c ti v e. an adje We want to give her a surprise gift. used as Tejaswini : Great idea ! What is your surprise gift ? Santosh : Well, we don’t have any big shops here, there’s little to choose from. Nothing new or surprising. Tejaswini : So why don’t you try online shopping ? Santosh : Is it safe ? Tejaswini : Yes, it is. If we take proper care, it is one of the most convenient ways of shopping. Plus, you will get so much variety. Santosh : True. But I don’t know how to do it. Tejaswini : It’s ok. I will show you. Do you have an internet connection ? Santosh : Yes. Tejaswini : That’s good, then. We can do it in five easy steps. Let’s start. Online shopping in 5 easy steps : Sign up and create Browse and select the your account product of your choice from the given categories Add your product to the cart Check your product Pay the total amount via when it is delivered online banking, debit card or to you pay cash on delivery (b) Write in a step-by-step manner, how Tejaswini and Santosh bought a gift for Didi online. 11  (c) Use this website (www.chalashikuya.com) to try your hand at a practical/mock trial of online shopping. 12 Look at above webpage and tell : The name of the website What we can buy there The offer on poster colours  (d) Read the following questions and answers. Form 8. There is one icon ‘Gift Coupons’. What does it mean ? pairs and frame similar questions and answers for this - You can give a gift coupon to your friend by using website. this icon and he/she can purchase the product of his/her How to use this website : choice with the help of it. 1. If I want to buy a story book on this website, where can 9. Is this site only for purchasing ? I find it ? - No, you can also sell your old books and other - In the categories on the left, in the options under Books educational things here. you will find story books. Click that option. 10. How can I find out whether the product is good or not ? 2. I want a CD of the dictionary. - You can see the ratings and reviews of users below each - Go to ‘e-learning’. Under that Click the ‘dictionary’ product. option. 3. Where can I look for books in the Hindi language ? (e) Suppose one of your parents or an older relative wants to - You can go to the Languages option on the left and tick know about online shopping and you are explaining how to the box before Hindi. do it. Write a conversation between you and your parent/ 13 4. How can I find what discounts are available ? relative about it. - Under the filters on left you will find discounts. (f) Form pairs. Discuss the advantages and disadvantages of 5. Are there any specific deals/offers on specific days ? online shopping and fill the following table. - There is a CSY (Chalashikuya) deal. You can click on Advantages Disadvantages it and find out the deal of the day. 1. Time saving 1. Delay in delivery 6. Can I purchase only one thing at a time ? 2. 2. - No, you can buy many things at a time. Select whatever 3. 3. you want and add to the cart and then browse again for 4. 4. another product. 5. 5. 7. When will my order be delivered ? - Maximum in 10 working days. You can also track your order by clicking the icon ‘track order.’ Write a paragraph on ‘Online Shopping’ using the points in the above table.  1.3 ‘Hope’ is the thing with feathers – Warming up ! Chit-Chat Do you ever feel nervous ? Do you ever feel really depressed ? What makes you nervous or depressed ? What do you hope for on these occasions ? (a) marooned on an island Have you hoped for something that you knew was difficult ? What do you have to do to fulfil your hopes ? The Only Ray of Hope Divide the class into groups of 4-6. Each group selects for itself, one of the difficult situations listed below. They imagine themselves to be in that situation and carry on (b) lost in a forest with the rest of the activity. (a) (b) A group of A group of passengers are pilgrims travelling marooned on an on foot have lost island in the middle their way in a of the ocean thick jungle. (c) (c) stranded on the highway A team of players from an office have got down at the wrong place on a highway at night. It is a lonely spot. Let each group make a presentation with the help Allow students to name of what they have written. anything they can think of, without restricting the Describe your surroundings in 4-5 sentences. choices. A few suggestions are : a torch, a whistle, Write the reactions of your companions using exclamations. food packets, a bottle of water, plastic/paper bags, Using your imagination, write what is the only ray of newspaper, a knife, rope, hope for you. matchbox, needle and thread, mobile phones, Two members of your group are going out to try to get a stick, a piece of cloth, help. They can take any five things with them. Write a basket. what they choose, and why they choose it. 14  ‘Hope’ is the thing with feathers – perches : alights, roosts ‘Hope’ is the thing with feathers - Gale : very strong wind That perches in the soul - sore : causing And sings the tune without the words - great pain And never stops - at all - abash : make uneasy, make it And sweetest - in the Gale - is heard - keep quiet And sore must be the storm - That could abash the little Bird That kept so many warm - I’ve heard it in the chillest land - And on the strangest Sea - Yet - never - in Extremity, It asked a crumb - of me. Think, discuss and answer : - By Emily Dickinson What ö   would be the ‘hope’ bird’s food ? Can it live on ENGLISH WORKSHOP without that food ? 1. Match the following. (A) (B) (1) Hope (a) difficulties and problems (2) Gale / storm (b) toughest times in life (3) keep warm (c) a very small bit (4) chillest land (d) a nest in the tree (5) a crumb (e) provide comfort (f) Bird chillest land : Here, it means 2. Use the proper form of the verb in each line. the most difficult ‘Hope’ is the thing with feathers - circumstances Extremity : Here, That (perch) in the soul - it means the worst And (sing) the tune without the words - of the situations And never (stop) at all - 15 3. Read the examples and fill in the blanks in the same pattern. (a) Examples : sweet  -  sweeter  -  sweetest fast - faster -   slow  -  slower -   high  - -  highest low  - - lowest great  - -   bright  - -  warm - -   cold   - - (b) Examples : strange  -  stranger  -  strangest brave - - bravest fine  - - finest simple - -   large - -   close   - -   wise - -   (c) Examples : pretty  -  prettier  -  prettiest (Note the changes in the last letter.) nasty - -   hungry - -   angry - -   naughty  -  naughtier  - naughtiest 4. Find the phrases/lines in the poem that mean the following : (a) Hope is a light, delicate thing : (b) Hope offers comfort to your soul : (c) Hope is not a wordy thought, it is more like a feeling, an emotion : (d) In the most difficult times, hope offers the greatest comfort : (e) Hope is not easily defeated : (f) Hope has given comfort to many people : (g) Hope lives on in very hard times, even when it gets nothing from you : 5. We can relate many of our feelings and experiences to events or things in nature. Which of our feelings or experiences can we relate to the following ? darkness : a storm : sunrise : a light shower : sunshine : earthquake : a rainbow : dawn : dark clouds : dusk (evening) : a peacock : flood : 6. Write in a few lines, about an experience of your own where you scored in your exams much more than you hoped for. What did that experience teach you ? Language Study 7. This poem is an example of personification. When we refer to inanimate objects, ideas, emotions as living things, it is an example of personification. Here, ‘hope’ is portrayed as a little bird. Describe it in your own words. Find other examples of personification. 16  1.4 The Story of Tea Warming up ! Chit-Chat Form ö   pairs and write the process of Can you make tea ? making tea in a How do you make tea ? step-by-step manner. What brand do you like ? At home, who makes tea/coffee for everybody ? Have you seen a tea-plantation ? What was it like ? Write the names of as many beverages as you can within two minutes. What do the following beverages remind you of  ? Draw word webs to show your associations. When ö   you draw word webs, think of describing words or biscuits adjectives describing mug colour, quality, feel, aroma, taste, etc. tea coffee Then think of the actions associated cup with the words : sip, slurp, gulp, swallow, heat, cool, boil, filter, pour, etc. summer glass cold thick You can easily think of other objects lime associated with it. lassi juice - spoon, straw, etc., ingredients morning beach tender coconut Compare ö   your coconut milk webs with those of water cream your friends and add more words to your vocabulary. babies 17  aromatic : having The Story of Tea a pleasant smell; Let us begin with a question : can you name the fragrant most widely consumed beverage in the world, after brew : drink made water? by boiling or keeping something Perhaps many of you have guessed the answer : in hot water for the most popular beverage in the world is tea - the sometime fresh, aromatic brew with which people like to begin astringent : sharp their day. It has a refreshing, astringent flavour. It is actually made by brewing, that is by infusing in boiling water, the leaves and shoots of a plant whose botanical name is the Camellia sinensis. The leaves are at first dried, cured and processed before they are packed and sold to us. Camellia sinensis is an evergreen plant that grows in tropical and sub-tropical climates. Tea plants require ö How is tea, the at least 100-125 cm of rainfall a year and prefer beverage, made ? acidic soils. Many of the world’s best tea estates are ö How is tea, that is located on hill slopes at elevations of up to 1500 packed and sold metres : it is said that the tea plants grow slowly and to us, made ? acquire a richer flavour at this height. When the plants mature, only the top 1-2 inches ö Where are tea of the plant are picked. These buds and leaves are estates located ? called flushes. A new flush appears on the plant every ö Why are tea seven to ten days during the peak growing season. plants pruned ? Left to grow on its own, the tea plant may actually grow into a small tree. But in all tea gardens, the plants are pruned and kept at a height of about three feet (waist high) to enable easy plucking of the leaves. The teas we buy are usually classified according to their leaf size. Accordingly we have (1) Assam type of tea, characterised by the largest leaves; (2) China type, characterised by the smallest leaves; and (3) Cambod, characterised by leaves of intermediate Find out : size. ö What are botanical We have three very distinct and different tea names ? How are growing regions in India. Each of these regions is they decided ? famous for the special type of tea it produces, which are unique in taste, aroma, strength and flavour. The three regions are : Darjeeling in North-Eastern India, 18 Assam in far North-East India and Nilgiris in South India. Most people agree that tea is a refreshing drink. It contains no carbohydrates, fat, or proteins. What gives tea its special and distinctive flavour is theanine ö What does tea as well as caffeine, which give the drink its stimulating contain ? What quality. does it not How and when did people first begin to drink tea? contain ? An amusing story has come down to us from Chinese legends. It is said that Emperor Shennong, the father of Chinese agriculture and medicine, was on his travels, when a servant was boiling some water for the emperor to drink. Just then, a few leaves from a nearby tree blew into the boiling water. The water immediately changed colour. On drinking the water, the emperor was amazed by the rich flavour and the refreshing quality of the resulting infusion. Excited by the unknown plant and its amazing flavour, he carried ö Who was Emperor out further investigations, and discovered that tea had Shennong ? many healing and restorative properties and could also Why did he ö    be used as an antidote to certain poisons. carry out further Yet another legend tells us that it was a Buddhist investigations monk named Bodhidharma who was the first to use about tea ? tea as a drink. He was keen to find a herb or a How ö    did tea reach medicinal plant which would help him stay awake and other parts of the alert for long periods of time in prayer and meditation. world ? After considerable search and trial, he found that chewing leaves from the tea shrub acted as a stimulant, helping him stay awake. It was he who introduced tea among his disciples in China. It is said that Japanese priests studying under Buddhist teachers in China carried tea seeds and leaves back home with them. Turkish traders also began to bargain for tea on the border of Mongolia. In fact, the story goes that the Chinese Emperor Hui Tsung was so taken up with Discuss : tea that he set up a research into the best tea- What ö    is the whisking methods and also hosted tea-making difference between and tea-tasting tournaments in the court. So legends or stories ‘tea minded’ was he, that he failed to notice and history ? that Mongolia had actually taken over his empire! 19  Thus the habit of drinking tea spread to Japan, Europe and England, where it became a fashionable and popular drink among the people. How did this magical beverage get its name? The ö Can you guess Chinese character t’u was first used in early inscriptions the origin of the to describe tea. But later, a new character, ch’a, was Marathi word developed to refer specifically to tea. The word ch’a ‘chaha’ ? is now sometimes used in English to refer to China tea. And, as we all know, it is very close to the Hindi word chai, which is used all over India to refer to tea. How did tea first come to India? Historians think that tea had been known in India as a medicinal plant since ancient times, but tea was not drunk for pleasure until the British began to establish plantations in the ö The paragraph 19th century. In the 1770s, the British East India about how tea Company made several unsuccessful attempts to grow came to India tea in Bhutan and Assam, with seeds from China. brings out the Although these attempts failed, the botanist Robert difference between Bruce in 1823 discovered tea plants growing wild in history based on the Upper Brahmaputra valley. In May 1838, the first oral sources and Indian tea from Assam was sent to England for public ‘recorded history’. sale. Since then India has gone on to become one of Discuss how the the leading producers of tea in the world. author brings it out. Tea lovers claim that tea may be able to reduce ö What is the the risk of cancer, control blood pressure, fight viruses difference between in our body and actually help us live longer! ‘claim’ and ‘fact’ ? Our body produces chemicals called free radicals. They can damage our body and our health. Tea contains antioxidants called flavonoids. Scientists believe these help to protect our system against free radicals. For many people tea is a popular drink to have with friends. In many countries around the world, tea drinking is an important social occasion. ö Do you have Japan, China, Russia and Korea have special tea any ceremonies ceremonies and traditions. These ceremonies give associated with people the time to relax and enjoy the taste and the food items? smell of the tea. Most people in Japan belong to a ‘tea club’ where they go every week to take part in the tea ceremony. 20 Ordinary people also feel that tea ceremonies are spiritual occasions that are closely associated with their religion. ‘Tea,’ they say, ‘is a healthy, enjoyable and stimulating drink, full of good qualities. It reduces loneliness and calms your heart; it is a comfort in everyday life’. ö What are the good qualities Many Koreans today still have tea ceremonies of tea? for important occasions including special birthdays and anniversaries. In most areas of China the tea is made in small clay teapots. At tea ceremonies, cups are only half-filled. The Chinese believe that the rest of the cup must be filled with friendship and affection. In Russia, tea is made and served in samovars - a special Russian tea kettle, made of metal. Vietnam produces special varieties of tea such as lotus tea and jasmine tea. In Japan, tea is made using powdered green tea ö Why are the called ‘matcha’. The tea is mixed with boiled water cups only half-filled using a bamboo whisk and served in small bowls. in Chinese tea And how about India ? A cup of tea is offered ceremonies? to any guest or visitor as a token of hospitality even in the humblest of homes. Most Indians like their tea hot with a good deal of milk and sugar in it. In the rainy season, it is brewed with ginger to give it additional medicinal properties. Others add spices, like cardamom, cloves or mace, to add to its taste and flavour. Tea is a must after a plate of spicy snacks, especially in the morning and evenings. Some connoisseurs relish delicately flavoured jasmine tea, green tea, lemon tea and even iced tea ! How about you ? Things to do: Make a bilingual glossary of the various spices used in the kitchen. 21  ENGLISH WORKSHOP 1. List all the names of Geographical places mentioned in the passage. 2. Make smaller words using the letters in the given words. (At least 5 words each) actually refreshing immediately investigations meditation enjoyable loneliness friendship 3. From the passage, copy correctly any three sentences that begin with ‘How’. 4. Find the meanings of the following from a good dictionary : infusion restorative inscriptions radicals connoisseurs 5. List the words related to (a) agriculture (b) chemistry from this passage. 6. Complete the following sentences with the help of the passage : (a) Camellia sinensis is an evergreen plant that grows in. (b) The teas we buy are usually classified according to. (c) In many countries around the world, tea drinking is an. (d) Our body produces chemicals called. 7. Prepare a flow chart to show the growth and journey of tea from the plantation to our homes. Use information from the lesson. plantation Leaves cured Leaves processed sold to us Language Study 8. From the passage, find all the words or pairs of words that begin with ‘tea’. Examples: teapot, tea plants. When two words come together to form a new word, the new word is called a compound word. What words do you see in the following compounds – evergreen, blood pressure, everyday? Note that some compound words are written as one word (teapot), some with a hyphen between them (tea-making) and some as two separate words (tea club). 9. Sometimes the form of a verb in a sentence names the action but does not change according to tense, number or person. Such a form is known as a non-finite form or an infinitive. An infinitive is used with or without ‘to’. Examples: How did people first begin to drink tea? Can you name the beverage? Underline the infinitive in the following sentences. It was funny to read words that Can I read the book? stood still. They could help one another To be or not to be - that is the with the homework and talk question. about it. 22  1.5 The Necklace Warming up ! Chit-Chat Do you like jewellery and ornaments ? Height : tall, short, of Do you like to dress up for special occasions ? medium height How do you do that ? What makes a person happy and confident during special functions and parties ? Talking about Myself Write a few lines about yourself - your name, appearance, family, the place where you live, your school, your friends, neighbours, relatives, your likes, dislikes, hobbies, what you are good at, etc. I like......... Now create an imaginary ‘persona’ for yourself. It I simply love......... should be quite different from your real self. Or, you may I enjoy......... choose a fictional character - a character from a novel, I don’t like......... story, etc. Write a few lines about this imaginary persona I hate......... and introduce yourself in that role. I find........ very sona Imaginary  Per interesting. Real   Self I can......... Hi, I am Hi, I am I am good at......... I am not so good at......... A Turn by Turn Story Form groups of 6-8. One person chooses any familiar object and announces its name in the group. All the others Build : thin, slim, talk about it one by one, adding one (new) complete stout, a little on the sentence at a time. The person who has chosen the object fat side, fat... takes down all the sentences. After 2-3 rounds, read the sentences together and try to build a story around them. 23  The Necklace Part I ö Why was Mathilde was a pretty and charming girl, born, as Mathilde if by an error of fate, into a family of clerks. She married to a had no means of becoming known, understood, loved ‘minor official’ ? or be wedded to an aristocrat; and so she let herself be married to a minor official at the Ministry of Education. She dressed plainly, because she had never been able to afford anything better. She suffered endlessly, feeling she was entitled to all the luxuries of life. She suffered because of her shabby, poorly furnished house. All these things, that another woman of her class would not even have noticed, tormented her and made her resentful. She dreamed of a grand, palatial mansion, with vast rooms and inviting smaller rooms, perfumed for afternoon chats with close friends. ö Why did Mathilde Yet, she had no rich dresses, no jewels, nothing; weep with misery and these were the only things she loved. She after visiting her wanted so much to charm, to be envied, to be sought schoolmate ? after. ö What did the She had a rich friend, a former schoolmate at the envelope hold ? convent, whom she avoided visiting, because afterwards she would weep with regret, despair and misery. One evening her husband came home with an air of triumph, holding a large envelope in his hand. “Look,” he said, “here’s something for you.” She tore open the paper and drew out a card, on which was printed the words: “The Minister of Education and Mme. Georges Rampouneau request the pleasure of M. and Mme. M. stands for Loisel’s company at the Ministry, on the evening of Monsieur and Monday, January 18th.” Mme. stands for Instead of being delighted, as her husband had Madame, French hoped, she threw the invitation on the table resentfully, terms of address and muttered, “What do you want me to do with that ? (like Mr and Mrs And what do you expect me to wear if I go ?” in English). He hadn’t thought of that. He stammered, “Why, 24 the dress you go to the theatre in. It seems very nice to me...” He stopped, stunned, distressed to see his wife crying... He stuttered, “What’s the matter ? Let’s see, Mathilde. How much would a suitable dress cost ?” ö Was the husband a considerate She thought for a moment, computing the cost, person ? How do and also wondering what amount she could ask for we now that ? without an immediate refusal. At last she answered hesitantly, “I don’t know exactly, but I think I could do it with four hundred francs.” He turned a little pale, because he had been saving that exact amount to buy a gun for a hunting summer, in the country near Nanterre, with a few friends. However, he said, “Very well, I can give you four hundred francs. But try and get a really beautiful dress.” The day of the party drew near, and Madame Loisel seemed sad, restless, anxious, though her dress was ready. One evening her husband said to her, “What’s the Why ö    was Mathilde matter ? You’ve been acting strange these last three sad, restless and days.” anxious though her She replied : “I’m upset that I have no jewels, not dress was ready ? a single stone to wear. I would rather not go to the party.” “You could wear flowers,” he said, “They are very fashionable at this time of year.” She was not convinced. The next day she went to her friend’s house and told her of her distress. Madame Forestier went to her mirrored wardrobe, took out a large box, brought it back, opened it, and said to Madame Loisel : “Choose, my dear.” First Mathilde saw some bracelets, then a pearl ö What did Madame necklace. She tried on the jewellery in the mirror. Forestier’s large She kept asking, “You have nothing else ?” box contain ? “Why, yes. But I don’t know what you like.” Suddenly she discovered, in a black satin box, a 25  superb diamond necklace, and her heart began to beat with uncontrolled desire. Her hands trembled as she took it. She fastened it around her neck and stood lost in ecstasy as she looked at herself. ö Which sentences Then she asked anxiously, hesitating, “Would you tell us that Mathilde greatly lend me this, just this ?” desired the “Why, yes, of course.” necklace ? She threw her arms around her friend’s neck, rapturously, then fled with her treasure. The day of the party arrived. Madame Loisel was a success. She was prettier than all the other women, elegant, gracious, smiling, and full of joy. She danced wildly, with passion, forgetting everything in the triumph of her beauty and success, floating in a cloud of happiness. Mathilde and her husband left at about four rapturously : with o’clock in the morning. When they were finally in the great joy street, they could not find a cab. They walked down fled with her toward the Seine, till they found one. They were treasure : Here, dropped off at their door in the Rue des Martyrs, and fled means went sadly, it was all over, for her. away quickly. In front of the mirror, she took a final look at panic stricken : herself in all her glory. But suddenly she uttered a with a sudden cry. She no longer had the necklace round her neck ! feeling of fear “What is the matter ?” asked her husband. distraught : She turned towards him, panic-stricken, “I have... worried, disturbed I have... I no longer have Madame Forestier’s necklace.” He stood up, distraught, “What !... How ! …That’s impossible !” Think and answer: Why did Mathilde not notice the loss of her necklace? 26  ENGLISH WORKSHOP 1. Read each of the following sentences aloud. Write who said it and to whom. (a) “Look, here’s something for you.” (e) “You have nothing else?” (b) “Why, the dress you go to the theatre (f) “Would you lend me this, just in !” this?” (c) “I would rather not go to the party.” (g) “What !... How !... That’s (d) “Choose, my dear.” impossible! ” 2. Read the conversations in the story aloud using proper intonation. 3. Write a few lines about what Mathilde had and what she dreamt about. 4. Write what you think about the following thoughts and actions of Mathilde. (a) Mathilde was beautiful, and so she wanted to marry an aristocrat (b) Mathilde was sad because she did not get any luxuries (c) Mathilde felt that her house was shabby and poorly furnished (d) Mathilde wanted other people to envy her (e) Mathilde was not happy to see the invitation (f) Mathilde wanted a new dress for herself (g) Mathilde borrowed a diamond necklace from her friend and wore it to the party (h) Mathilde lost the necklace 5. Prepare a formal invitation using the following format: Mr and Mrs.................. solicit / request the pleasure of your company on the occasion of the.................. of their...................... on.......... (day), date............ Venue.................. Time................... (Indude other requests like RSVP. No presents please, etc. at the bottom.) Language Study 6. Read the phrases: The necklace, an error, all these things, another woman, one evening, her husband. In all these phrases we see some words used before the nouns. They specify or make it clear what noun we are talking about. These words that are used at the beginning of a noun phrase are known as determiners. Determiners include articles (a, an, the), possessive pronouns (my, our, your, her, etc.), words like this, that, much, many, all, and numbers. “     “     “ 27  Part II They looked in the folds of her dress, in the folds cloak : a garment of her cloak, in her pockets, everywhere. But they worn over other could not find it. clothes. “Are you sure you still had it on when you left It has no sleeves the hall ?” he asked. and fastens at the neck. “Yes. I touched it in the hall at the Ministry.” glimmer : faint, “But if you had lost it in the street we would have wavering light. heard it fall. It must be in the cab.” “Yes. That’s probably it. Did you take his