Tamil Nadu State Board English
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Tamil Nadu State Board English
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STANDARD
Term 1
SIX
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PREFACE
The English textbook for standard six has been prepared following the guidelines
given in the National Curriculum Framework, 2005. It has been created to make English
language learning both effective and interesting. The aim has been to balance learning the
structures and vocabulary of the language with learning their use in everyday life.
The activities have been carefully graded to allow a gradual building of language
proficiency. The lessons provide effective individual and collaborative learning in pairs and
groups and enable differentiation in multilevel classrooms. Each unit focuses on the themes
of natural and social world to stimulate curiosity and imagination, engaging both heart and
mind. An ICT Corner has been introduced in each unit for the first time to enhance digital
literacy skills.
Section II
Take turns and read this section aloud. Work in pairs and underline the new
The First Term English Book for Standard VI has words. Find out their meanings from the dictionary.
Each unit is divided into sections and each line. Here, it scoops out a nest cavity 45 cm
deep, into which it lays about 100 eggs. Each
egg is in the shape and size of a table tennis
section is designed to initiate and sustain the ball. Once all the eggs are laid, the turtle fills
in the cavity, then it camouflages the nest
by tossing sand on it using its flippers. That
Active Learning process. done, it returns to the sea. The eggs are left
to incubate under the warmth of the sun.
Olive Ridley laying eggs
Hi Madhi!
I have something
interesting to show
Do you..?
Come, let’s
go.
Each unit starts with an introduction of the theme
you on the beach.
In-Text questions in each section can be used for We found an island, a small rocky island in a
dry river-bed. It was one of those river-beds so common
in the foothills, which are completely dry in summer but
discussion and to check and develop comprehension flooded during the monsoon rains. A small mango was
growing on the island. ‘If a small tree can grow here.’ said
Do you know
The Western Ghats is home
Grandfather, ‘so can others.’ As soon as the rains set in to nearly 325 globally-threatened
skills.
flora, fauna, bird, amphibian,
and while rivers could still be crossed, we set out with a reptile and fish species.
number of tamarind, laburnum, and coral tree saplings and
cuttings and spent the day planting them on the island.
Digital glossary can be used for hearing correct Discuss and answer.
1. Why do we need trees? List four reasons that Grandfather gives.
GLOSSARY
The ‘Do You Know?’ box can be used to enhance protested - opposed or disagreed
Language Check Point can highlight points 'Who' for subject and 'whom' for object.
Who do you want to Whom do you want If you can replace it with 'he' or 'she',
meet? to meet? use 'who'. If you can replace it with
How to make it
1. ___________________ the rice until the ___________________ runs clear.
The warm up picture at the head of the section can 3RHP THE CROCODILE
:KDWGRFURFRGLOHVHDW"7DONDERXWLW
The Focus should be on the enjoyment of the poem How doth the little crocodile
Improve his shining tail
And pour the water of the Nile
GLOSSARY
Do you know
CONNECTING TO SELF
Portugal
Calicut
1492
Christopher
Columbus Portugal
Vasco-da-Gama
Columbus 1492-1504
1497 -1499
South America
Calicut
Chilli
Black Pepper
Answer sections.
_ 1499 Calicut Portugal Melinda 1492 _ 1504 South America Brazil Portugal
mombaca Black pepper Chilli
CONTENT
Á Memoriter
Textbook Assessment
Digi Links
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Do you..?
Hi Madhi! Come, let’s
I have something go.
interesting to show
you on the beach.
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WARM UP
The Leatherback
Talk about …
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Section I
READING
Most of us have seen a tortoise in a zoo or a reptile park. However, not many
would have seen its marine relative, the sea turtle. This is not surprising, since these
reptiles spend almost their entire life in the sea.
Sea turtles live their life entirely in the oceans. But they still have a connection
with land – they must come ashore to lay eggs. Today, four of the sea turtle species
mentioned above have become extremely rare in India. The Olive Ridleys, however, are
still commonly seen nesting on sandy beaches all along our coasts.
GLOSSARY
marine - found in the sea
species - group of animals with common features
coastal - land by the edge of a sea
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Arribada
In most parts of the world, Olive Ridleys come ashore alone to lay their eggs. However,
Odisha is one of only three places in the world where a phenomenon known as ‘mass nesting’
or Arribada takes place. On certain nights during the nesting season, thousands of female
turtles come ashore simultaneously to lay their eggs on particular beaches.
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Section II
Take turns and read this section aloud. Work in pairs and underline the new
words. Find out their meanings from the dictionary.
In many places around the world, local people follow the tracks of the turtle
to its nest. They collect the eggs for eating. Jackals, domestic dogs and pigs too dig up
and eat the eggs by following the scent left by the turtle. Those eggs that escape such
people and predators hatch 45–60 days later. The hatchlings slash open the leathery
eggshell with the help of a tiny ‘egg-tooth’. This is like a razor blade at the tip of a hatchling’s
snout. When most of the eggs have hatched, the hatchlings push themselves upwards
through the sand and emerge on the surface of the beach. From here they make a
hurried dash to the sea.
GLOSSARY
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$UHWKHVHVWDWHPHQWVULJKW"'LVFXVVZLWK\RXUSDUWQHUDQG¥WKHPLIWKH\
are correct. Correct them if they are wrong. Share your answers in class.
1. Female Olive Ridleys come ashore at night to lay eggs.
2. The eggs of an Olive Ridley are in the shape and size of a cricket ball.
3. Ridleys come to lay their eggs in the month of January.
4. The turtles use their flippers and make a hollow for their nests.
5. The hatchlings use a tiny egg-tooth to come out of the eggs.
Do you know
There is an interesting aspect of sea turtle biology. The temperature inside the
egg determines the sex of the embryo while it is growing. When the eggs develop at
Û±Û&RQO\PDOHKDWFKOLQJVDUHSURGXFHG$WÛ&RQO\IHPDOHKDWFKOLQJVDUHSURGXFHG
An equal mix of male and female hatchlings is produced only when the eggs incubate
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Section III
Read this section in pairs.
Many of these tiny hatchlings, which weigh less than 20 grams each, will not
even reach the sea. They will fall prey to crabs or birds even before they reach the water.
Most of those that do make it into the water will also be eaten by many predators in
the sea within the first few days of their lives. In fact, scientists estimate that only one
in every thousand hatchlings becomes an adult. It is perhaps to ensure that enough
hatchlings survive to keep the species going that
sea turtles lay so many eggs.
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They have survived natural dangers for millions of years. But, sadly, human activities
during the last few decades have put them in grave danger. There are many factors that
threaten their survival. People hunt them for their meat or collect their eggs. Sometimes
they are accidentally trapped in the nests of motorboats. Problems like pollution, dumping
of plastics into the ocean and construction activities on nesting beaches also hurt their
survival. Only by systematically tackling these problems, and removing these threats,
can we ensure that sea turtles will continue to exist in the years to come.
Shekar Dattatri
Shekar Dattatri writes popular articles on wild life, conservation and film making.
He has been interested in nature from childhood. He is an award-winning wildlife and
conservation filmmaker. For more information on him visit www.shekardattatri.com
GLOSSARY
A. Choose the correct answers. You may choose more than one answer if
needed.
1. The ___________________ is a biological relative of tortoises.
a. sea turtle
b. fish
c. reptile
2. In India’s coastal waters we can see a species of ___________________.
a. tortoises
b. sea turtles
c. dolphin
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VOCABULARY
B. Find any five words related to sea from the text (Sections I & II).
Write them below. Then use the words to frame sentences of your own.
____________ ______________________________
____________ ______________________________
____________ ______________________________
____________ ______________________________
____________ ______________________________
C. Fill in the blanks with words that convey the correct meaning of the sentences.
1. Tiny hatchlings fall _________ (pray / prey) to many predators.
2. Sea turtles live their _________ (hole / whole) life in the sea .
3. The turtles come ashore only during the _________ (night / knight).
4. The predators follow the _________ (sent / scent) of the turtles to eat their eggs.
5. The female turtles lay eggs and go back to the _________ (see / sea).
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2 4
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*LISTENING
E. Listen to the flash news. Read the questions given below, then listen to
the flash news again and complete the responses.*
Questions Responses
SPEAKING
F. Look at the picture. Work in groups and give a short talk about it using the
words given below.
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PICTO GRAMMAR
USE GRAMMAR
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WRITING
J. Tortoises and Turtles are not the same. Read the facts given below.
List the similarities and differences between them.
Tortoise Turtle
reptile family reptile family
land animal sea animal
has a long life lives for many years
uses tiny feet to walk XVHVÀLSSHUVWRVZLP
HDWVJUDVVZHHGVDQGÀRZHUV eats insects and bugs
Similarities 'LHUHQFHV
K. Write a paragraph from the contents of the table given above. Frame
sentences with these words – but, as well as, whereas.
CREATIVE WRITING
L. Describe the picture in about fifty words and give a suitable title.
Make use of the words / phrases given below.
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WARM UP
Lewis Carroll was an English writer. His most famous book is ‘Alice in Wonderland’. This
poem appears in it.
GLOSSARY
Do you know
w
doth - an expression of old English for ‘does’ The Madras Crocodile Bank is
one of the largest reptile zoos in the
improve - to become better than before
world. It is a shelter for native wildlife
cheerful - happy and a secure nesting beach for Olive
Ridley Turtles. It is located at East
gently - softly, mildly Coast Road, Kovalam in Chennai.
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B. Choose the rhyming words from the box and write them in the correct blanks.
WRITING
E. What does the poet say about the crocodile? Write in your own words.
(in about fifty words)
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Supplementary
Owlie
‘Mom,’ Payal yelled in panic. ‘Owlie’s gone!’
What was an owl doing in a house, you ask? Well, Payal’s house was home
to all kinds of creatures, mainly abandoned animals. People brought lost dogs, injured
cats and baby birds that had fallen out of their cages to Payal’s mother. It wasn’t that
they had a large farm or even a large house. It’s just that everyone knew that Payal’s
mom had a BIG heart! But even in a household used to such unexpected visitors, Owlie’s
advent had been memorable. Shefali didi had just turned up one day, carrying a carton.
When Payal’s mother opened the carton, there was the smallest of owlets
sitting in one corner, a small ball of brown and grey. Payal’s mother picked her up gently
and placed her in her lap, talking to her just as she would to the dogs. She had never
handled owls before, so she was very careful not to get pecked. When the owl got used
to her, and seemed relaxed enough, Payal’s mother placed her inside a cage. There
were always empty cages in Payal’s house – just in case a bird dropped in! The baby owl
climbed on the rod and settled herself.
‘Mom, what shall we call her?’ asked Payal, all excited.‘You choose a name’,
said her mother, smiling.‘How about Owlie?’ asked Payal. So Owlie it was.The name was
settled, but there was a bigger problem. What does one feed an owl?
Owls are hunters. They eat rats and snakes and frogs. And in Payal’s house,
they were all vegetarian, even the dogs! Payal’s mother was totally anti-meat. But now
that Owlie had come to stay, she had to get over her dislike for meat. That was another
reason why that day was memorable. It was the first day that meat was brought to the
house! Payal got the number from her friend and called the meat shop to ask them to
deliver half a kilogram of minced meat to the house. They put the meat before Owlie.
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Of course, Owlie didn’t know what to do with it. She was just a baby, after
all. If the mother owl had been there, she would have softened the meat and shoved it
down Owlie’s throat. Payal’s mother decided she had to be mother owl! She picked up
a tiny bit of meat with her right hand and squished it up until it was soft. Then with her
left hand, she pressed open Owlie’s beak and shoved the food down. In a second, Owlie
fell off her perch on to the floor of the cage. She lay on her back on the floor of the cage
with feet up in the air.
‘Mom!’ Payal cried, ‘You’ve killed her!’ Payal’s mother was equally aghast. ‘Oh!’
she said. ‘Oh, what have I done ? The poor, little bird!’ After Payal and her mother had
finished crying and hugging each other, they started talking bravely about where to bury
Owlie. Just then, Owlie opened one eye and then the other. She got onto her feet and
quietly climbed the perch!
Reading up more about owls and their habits, Payal discovered that Owlie
was a Spotted Owlet. She had the typical grey-brown coat, heavily spotted with white,
the pale face, yellow eyes and the white neckband, which looked like a ribbon, Payal
decided. Soon, Payal took over the job of looking after Owlie. She saw that the cage was
cleaned every day. She filled the water bowl. Once Owlie began to eat by herself, Payal
too could feed her. She loved the way Owlie took a piece of raw meat from her hand.
During the day, Payal kept the cage covered. Owls are night birds, so they slept during
the day. At night, when owls are active, Payal took off the cover. They had decided that
they would let Owlie fly away once she had grown bigger. But that meant that she had
to learn to fly. To do that, Owlie had to be in a closed room.
After much discussion, Owlie’s cage was shifted to the library. It was a lovely
room with two doors – one which led to the rest of the house and the other that opened into
the garden. It was also Payal’s favourite room. It had tall bookshelves and she spent hours
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there, reading all kinds of books. The bookshelves also had lots of little knickknacks. Her
mother loved pretty things, and displayed them here along with the books. So there
were beautiful pieces of pottery, dolls from wherever they had travelled, and of course
wooden and clay animals and birds from all around the world.
Once Owlie was moved to the library, strict rules were laid down for everyone
in the house. The two doors were never to be left open – not at night, not in the day.
Every night, Payal would leave the cage door open and put a plate of mincemeat on top
of the cage. This was so that when Owlie flew out of her cage, she could also learn to
find her food.
Initially, Payal would shut the cage door every morning when she popped in
to say hello to Owlie before going to school. She would always find Owlie on her perch
inside the cage, though the cage door was still open. But Payal knew Owlie was flying
because she found bits of meat all over the room. After some time, Payal stopped
shutting the cage door even during the day. After all, people seldom went into that room
all day, and Owlie was always asleep, so there seemed little point.
Every day when Payal came back from school, the first thing she did was
to peep into the library. Usually, she would find Owlie fast asleep on her perch. But today, it
was different. The cage was empty and there was no sign of Owlie! And the door to the
garden was open.‘Mom!’ Payal howled. ‘Who left the garden door open? How will we
find Owlie now? ‘Don’t panic,’ said Mom. ‘She must be somewhere around.’ They shut
the garden door and looked in every corner of the room. Behind doors, on top of the tall
bookshelves, in every nook and cranny. No Owlie.
Tears ran down Payal’s cheeks. They had wanted Owlie to fly away, but not so
soon. She was still so small, how would she hunt for her food? What if a kite or eagle
swooped down on her? Finally, Mom said, ‘Well, now Owlie has gone, we may as well
leave the doors open and air the room.’ Wiping her tears, Payal threw open the doors
to the room. She hoped secretly that Owlie would come in if the doors were kept open.
Mom left the room to go do her afternoon errands. When she came back a
couple of hours later, Payal was sitting, gazing mournfully at Owlie’s cage.‘Why don’t
you find yourself a good book to read?’ Mom asked. She knew that reading a book was
the only way Payal would cheer up. When Payal was sad, she always read.‘Okay,’ sighed
Payal, and started looking for a book she had not read.
She noticed a curio on a shelf that she had never noticed before. Hello?
Where did this one come from, she wondered. Where did her mother get the owl from?
She was about to pick it up when the curio opened one eye... It was Owlie pretending
to be a curio! ‘Mom!’ bawled Payal. ‘She’s back!’ ‘Don’t you ever give me a fright like that
again,’ she scolded the owl as she put her back in her cage. Payal swore later that Owlie
winked back at her. She probably did.
Vijaya Ghose
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Payal and her mother started talking bravely about where to bury Owlie.
Just then, Owlie opened one eye and then the other. She got out her feet and quietly
climbed the perch! Payal learnt later that falling on her back and pretending to be dead
was Owlie’s way of defending herself against danger.
PROJECT
F. *Listen to the teacher read the passage. Watch this website: https://sstcn.org/
Then write a paragraph on Students' Turtle walk Chennai 2017.
*Listening text is on page - 152
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CONNECTING TO SELF
STEPS TO SUCCESS
H. Find their group name and write them in the blanks. One is done for you.
1. https://www.WorldWildlife.org> Species
2. https://en.m.wikipedia.org>wiki> Gahir
e-links
3. https://sstcn.org /
4. www.incredibleodisha.org > Gahirmatha - …
1. The world of Turtles and Crocodiles- Zai & Rom Whitaker and Indraneil Das
Book
2. Animal world - Aurobindo Kundu
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Procedure
1. Scan the QR code. It will go to a website.
2. You can see a link for the software / application.
3. Click the link to download the software / application.
4. open the game and you can move the turtle by using the pointers.
5. Like this you can find more games on sea turtles. Locate the appropriate one
and use it.
Steps to install the game
Step – 1
Type the word, ‘sea turtle’ in the search bar of the Android play store
Step – 2
Install the game and play it using the pointers
Step – 3
You can install similar such
applications from play store
Language Activity
Share your views about the aquatic animals with your friend after playing this turtle game.
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WARM UP
You can begin like this: 1. What are the children doing? Describe
This picture is about … their activities.
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Section I
READING
Listen to your teacher read the first part of the story. Many things described
in the story can be seen in the picture. Find and name them.
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One morning while I was sitting beside Grandfather on the veranda steps, I
noticed the tendril of a creeping vine trailing nearby. As we sat there in the soft sunshine
of a North Indian winter, I saw the tendril moving slowly towards Grandfather. Twenty
minutes later, it had crossed the step and was touching his feet.
There were other trees in the compound before the house was built, including
an old peepul that had forced its way through the walls of an abandoned outhouse,
knocking the bricks down with its vigorous growth. Peepul trees are great show offs.
Even when there is no breeze, their broad-chested, slim-waisted leaves will spin like
tops determined to attract your attention and invite you into the shade. Grandmother
had wanted the peepul tree cut down but Grandfather had said, ‘Let it be, we can always
build another outhouse.’
GLOSSARY
Section II
Read this section silently. Underline the most important events of the story.
Discuss what you have underlined with your partner. Did you underline the
same sentences? Discuss in class.
Grandfather wasn’t content with growing trees in our compound. During the
rains, he would walk into the jungle beyond the river-bed armed with cuttings and
saplings which he would plant in the forest.
‘But no one ever comes here!’ I had protested, the first time we did this.
‘Who’s going to see them?’
‘See, we’re not planting them simply to improve the view,’ replied Grandfather.
‘We’re planting them for the forest and for the animals and birds who live here and need
more food and shelter.’
‘Of course, men need trees too,’ he added, ‘To keep the desert away, to attract
rain, to prevent the banks of rivers from being washed away, for fruit and flowers, leaf
and seed. Yes, for timber too. But men are cutting down trees without replacing them
and if we don’t plant a few trees ourselves, a time will come when the world will be one
great desert.’
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‘One day the trees will move again,’ said Grandfather. 'They’ve been standing
still for thousands of years but there was a time when they could walk about like people.
Then along came an interfering busybody who cast a spell over them, rooting them to
one place. But they’re always trying to move. See how they reach out with their arms!
And some of them, like the banyan tree with its travelling aerial roots, manage to get
quite far.’
GLOSSARY
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Section III
Take turns and read this section aloud. Work in pairs, discuss, describe and
list the three main events in this section.
The monsoon season was the time for rambling about. At every turn, there
was something new to see. Out of the earth and rock and leafless boughs, the magic
touch of the rains had brought life and greenness. You could see the broad-leaved vines
growing. Plants sprang up in the most unlikely of places. A peepul would take root in the
ceiling; a mango would sprout on the window-sill. We did not like to remove them but
they had to go if the house was to be kept from falling down.
‘If you want to live in a tree, that’s all right by me,’ said Grandmother crossly.
‘But I like having a roof over my head and I’m not going to have my roof brought down
by the jungle.’
Then came the Second World War and I was sent away to a boarding school.
During the holidays, I went to live with my father in Delhi. Meanwhile my grandparents
sold the house and went to England. Two or three years later, I too went to England and
was away from India for several years.
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Some years later, I returned to Dehradun. After first visiting the old house – it
hadn’t changed much – I walked out of town towards the river-bed. It was February. As
I looked across the dry water-course, my eye was immediately caught by the spectacular
red blooms of the coral blossom. In contrast with the dry river-bed, the island was a
small green paradise. When I went up to the trees, I noticed that some squirrels were
living in them and a koel, a crow pheasant, challenged me with a mellow ‘who-are-you,
who-are-you.’
But the trees seemed to know me; they whispered among themselves and
beckoned me nearer. And looking around I noticed that other smaller trees, wild plants
and grasses had sprung up under their protection. Yes, the trees we had planted long ago
had multiplied. They were walking again. In one small corner of the world, Grandfather’s
dream had come true.
Ruskin Bond
Ruskin Bond is an award winning Indian author of more than 500 books, short stories,
essays and novels. He writes poetry and books for children as well as adults. He lives
with his adopted family in Landour, in Mussoorie, India. He was awarded the Padma
Shri in 1999 and Padma Bhushan in 2014.
4. Describe what the author saw when he went back to the island.
GLOSSARY
rambling - wandering
sprout - when seeds begin to grow small plants
spectacular - eye-catching
beckoned - to signal (someone) with your hand to ask the person
to come closer or follow
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B. Read the story on your own. Discuss in a group and complete the story
map below.
A story map is the main events of the story given in a flow chart.
During the second world war They found a small rocky island
-------------------- and Grandfather --------------------
VOCABULARY
E. Look at the words in the boxes. Match the words to make as many new
words as possible. One is done for you. Eg. out house.
out root
river wall
water garden
flower body
sun hill
aerial bed
busy sill
window house
foot shine
compound fall
F. Look at the words in the box. Make new words by adding ‘ly’ whereever
possible. It will not be possible with all the words.
lone blossom fertile vigorous place constant complete strong unlike great
cross immediate broad
Suffix : A letter or letters added at the end of a word to make a different or a new form
of the word. Eg. lone+ly= lonely
G. Look at the words in the box. Fill the wheel with their antonyms.
All the words begin with ‘S’ and are from the text.
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*LISTENING
H. Listen to your teacher read out what happened to Nandhu. Some of the
statements given below are correct. Tick them (3).
• The truck went over a stone.
• The box fell out of a truck.
• The brass lamp was in the truck.
• Nandhu wanted to play with the lamp.
• It was like the lamp Nandhu had at home.
• Nandhu pressed a button.
SPEAKING
I. Take something from your school bag. Describe it in three sentences. Ask
the class to find out the thing you have described.
J. Discuss in groups of five. Make a story about the comic strip. Then share
it in the class.
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PICTO GRAMMAR
A sentence begins with a capital letter and ends with a full stop or a question mark or
an exclamation mark.
A sentence can do four things.
USE GRAMMAR
M. Work in pairs and say the sentences to each other. Do you hear any
difference in the way it is spoken? Discuss and share with the class.
Discuss the difference in the meaning of the sentences.
1. This is a banyan tree.
2. Is this a banyan tree?
3. What a beautiful banyan tree!
4. Look at this banyan tree.
N. Read these sentences from the story carefully. Do they give commands
or requests or make statements? Write 'C' for command and 'R' for request
and 'S' for statement.
1. The tendril moved towards grandfather.
2. I want a roof over my head.
3. Please do not cut trees.
4. We spent the whole day planting saplings.
5. Will you please remove the trees growing on the wall?
6. There was a forest on the island.
7. Go to the river bed.
8. The island was a green paradise.
9. Grow more trees to protect nature.
10. Grandfather’s dream had come true.
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WRITING
O. Look at the picture and write a paragraph using the clues in the picture.
Home to different
birds and insects Give us
Give fruits
medicine
Provide shade
Bring
rain
Keep the
temperature low
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CREATIVE WRITING
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Poem *Trees
WARM UP
Have you seen the Adyar Banyan Tree? Would you like to visit that place? Why?
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C. Read the acrostic poem on ‘Friend’. Write an acrostic poem like this on ‘Tree’.
Friend Tree
Friends always love each other T
Respect each other R
Interact with each other E
Enjoy playing with each other E
Never hurt your friends
Do everything together
D. Work in pairs.
A rhyme is a repetition of the same sound in two or more words. Usually they
come at the end of lines in poems and songs. Eg. tower – power; king – sing
Discuss with your partner and pick out the rhyming words in the poem.
Read the poem aloud in pairs. Take turns to read the verses.
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Supplementary
The Apple Tree and the Farmer
Once upon a time there was a farmer. He lived in a village, up in the hills,
beside a forest. In his farm where he grew many kinds of vegetables, he also had an
apple tree. For many years the farmer and his family had enjoyed the tastiest apples
from the tree. As a boy, the farmer and his friends played under the apple tree. They
played hide and seek around the tree. They climbed the tree and swung on it and in
season they plucked and ate the apples.
As the years passed the boy grew into a man. He took over the farm and
continued to enjoy the fruits from the tree. In the meantime many small animals and
birds started living in the tree. The man’s children and their friends started playing
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under it. The large and shady apple tree now grew old and was bearing fewer and fewer
fruits. It was nice to sit under its shade in the summer but nothing grew under it. The
farmer felt the space could be used to grow some vegetables. He also felt he could use
the wood to build a new room in his house. Therefore, he decided to cut the tree. He
did not think about the wonderful times he and his friends had playing around the tree
or the delicious apples they ate. Rather he felt the tree had outlived its usefulness and
should be cut down.
When the farmer took his axe and began chopping the tree, all the little
animals, birds and insects that lived in the tree came rushing down. They started running
around in alarm, chirping and squeaking all over the place. The farmer was adamant. He
raised his axe and the uproar grew.
The farmer, however, forgot his childhood and his animal friends. He began to
chop the tree harder. All the little animals became desperate, and wanted to protect the
apple tree at any cost. They ran around in circles making a huge commotion.
This brought the children out. The farmer’s daughter and her friends began to
plead with him. They gathered around the farmer and said, “Please don’t cut the tree.
We play here just like you did. These small animals live here. If you cut the tree, where
will they go? You can enjoy the shade when you become old. It is a beautiful tree.”
All of a sudden, the farmer noticed a small fruit hanging from a branch. It was
an apple and looked as delicious as the ones he ate as a boy. He plucked it and bit into
the juicy fruit. The memories of the fun he had had as a boy came rushing back. When his
daughter saw the changed expression in her father’s face, she started pleading harder.
The farmer put down his axe. He understood that the tree was home to many
lovely animals and provided them with so many things. He wanted his little girl to have
the childhood that he had had. He threw away the axe and said to his daughter, “I
promise that I will never cut this tree. You and your friends will have your tree and your
playground.”
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All of a sudden, the farmer noticed a small fruit hanging from a branch. It
was an apple and looked as delicious as the ones he ate as a boy. He plucked it and bit
into the juicy fruit. The memories of the fun he had had as a boy came rushing back.
When his daughter saw the changed expression in her father’s face, she started pleading
harder.
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PROJECT
G. Look at the table. Read any story. Then fill the table.
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CONNECTING TO SELF
H. Lilly was on a trip to the beach with her friends. Some of her friends
carelessly threw plastic bags on the road after eating their snacks. She
wants to convince them that what they were doing was not correct and
they should be good citizens.
Discuss in your group. What could Lilly say? Role play the conversation
with one person being Lilly and the other a friend.
STEPS TO SUCCESS
I. For each item write the word that has the same relationship as the pair
on the left.
1. https://www.forests.tn.gov.in/
2. http://ifs.nic.in/
e-links
3. http://envfor.nic.in/
4. http://fsi.nic.in/
1. Growing up with Trees - Ruskin Bond, NBT
2. The World of Trees - Ruskin Bond, NBT
Books
3. A Bond of Love - Pushpa Saxena, NBT
4. Friends of the Green Forest - Ganesh Haloi, NBT
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Demo Steps
1. Scan the QR code. It will go to a website.
2. You can see a link for the software / application.
3. Click the link to download the software / application.
4. Click next and select the suffix by clicking the drop down arrow.
5. Click the letters to form the word.
Language Activity
1. Write down the list of words you learned.
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WARM UP
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Our teacher
So what? told us that
we should buy
and eat locally
grown food.
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the people there learnt to use this new spice
in their cooking. Before the entry of chillies
pepper was used in cooking.
Do you know
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some were fat and stubby. People in India and Sri Lanka began
to use these in their cooking. Soon it spread to many other parts
of the world.
Ah!
it’s hot
To waste you would and spicy!
be very bad and so
we are going to eat
you!
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GLOSSARY
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1. When Amma said,'Don’t upset our foreign visitor' she meant ___________________.
a) potatoes b) pepper c) chilli
2. Selvi asked, 'Did they come in an aeroplane?' because she ___________________.
a) was joking b) did not understand her mother c) thought it would be fun
3. Amma bought the vegetables from the ___________________.
a) shops b) shopping mall c) super market
C. Read the comic strip again. Make groups of four and frame some questions
on what you have read. Each group should ask a question in turns. You
cannot repeat the same question. The team which asks more questions
is the winner.
e.g:
D. Discuss in groups and share your views in three or four sentences with
others in the class.
• What is your favourite dish? Do you know the spices that go into it?
VOCABULARY
E. Add 'r' , ‘er’ or ‘or’ to get the name of the person who does the activity.
Take turns in class to make sentences with the words you have formed.
e.g: A teacher is a person who teaches. Teach + er – Teacher.
use buy sail watch operate foreign bake write govern act
*LISTENING
G. Listen to some interesting facts about spices and choose the best option.
1. Red peppers have ___________________.
a. Vitamin A b. Vitamin C c. Vitamin D
2. Red chilli is also called ___________________.
a. Paprika b. Carica c. Pyrus
3. One pound is equal to ___________________ grams.
a. 480 b. 450 c. 500
4. Mint leaves help to cure ___________________.
a. body pain b. fever c. upset stomach
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SPEAKING
PICTO GRAMMAR
A young puppy
Example : a chilli; a green chilli; some green chillies; a round chilly; many
tomatoes, some red tomatoes
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USE GRAMMAR
Use two or three words from the box to describe each picture.
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I. Correct the order of the words in bold and write them in the blanks.
1. Green little the chilli ___________________ was very hot.
2. Sailors many brave ___________________ tried to find a sea route to India.
3. Brown dog the big ___________________ barked at the children.
4. The spice most common ___________________ used today is the red chilli pepper.
5. The path mud long ___________________ led to a beautiful lake.
WRITING
wash boil water heat keep rice lid low water more ready
How to make it
1. ___________________ the rice until the ___________________ runs clear.
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4. Add the salt, stir, and then add the rinsed and drained ___________________.
5. Reduce the heat, cover the rice, and let it simmer on ___________________ heat
for 20 minutes.
7. If not, replace the ________________ and let the rice simmer for 5 _______________
minutes.
L. Work in groups.
• Discuss how your mother cooks rice in your house.
• Write down the ingredients you need like rice and water.
• List the steps in cooking. The words in the recipe above will help you.
• Each person in the group should tell others how rice is cooked in their house.
• Now write down the recipe.
CREATIVE WRITING
M. Your mother has written a message for you before going out.
Write a message to her after finishing your lunch.
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Raj Arumugam
GLOSSARY
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E. Tell the story of the poem in three or four sentences with the help of the
pictures given below.
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WRITING
F. Read the jumbled lines from the poem and rearrange them in correct order.
G. Fill in the blanks with different words and write your own poem.
Your Title for the poem:________________________
My ________would say:
“Little boy/girl ______
Go to ________
and get some
__________, __________
________ and ________”
And so I go to the __________
____________ all the way
and when _______ asks me
what I want
I rattle off a list:
“___________, __________
__________ and _________”
And back home,
________ twists my ears
Ouch!
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Supplementary
Spices of India
When it comes to Indian food, the first thing that comes to many people’s
minds is probably ‘Spicy curry’. People say curry comes from the Tamil word 'kari'. In
Tamil, kari means sauce. It is something that is cooked with a roasted or powdered
mixture of spices, condiments and herbs. This mixture of spices can be different in
different places. It can be mild or it can be spicy and pungent. Flowers, leaves, roots,
bark, seeds and bulbs, are combined in many different ways to produce a great variety
of flavours: sweet, sharp, hot, sour, spicy, aromatic, tart, mild, fragrant or pungent.
When cooked with rice, meat, fish, or vegetables, the spices give the dish a special,
savoury taste. It makes us want to eat more.
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How do you think the expansion of the spice trade set the stage for a new world?
Spices were always an important part of India’s trade. Spices were traded
with Mesopotamia, China, Sumeria, Egypt and Arabia, along with perfumes and
textiles as far back as 7000 years ago much before the Greek and Roman civilisations.
Indian epics and in writings dating back to the Roman Empire in the 1stcentury CE talk
about the cloves. Thousands of years ago the great masters of Ayurveda had listed the
use of spices for cooking and in medicines.
Cardamom, cloves, ginger, mace and nutmeg were some of the other spices
that left Indian shores to flavour the world’s kitchen.
Using spices in cooking has a long history. It may go back as far as 52,000
years ago. Though we cannot know for sure how men came to use spices, it is quite
possible that it was by chance. However, spices have played a vital role in our food
now for a long time. In earlier centuries, spices were not easily available and were
very expensive. Thus, spice traders became rich. Pepper and cinnamon no longer cost
a fortune. However, while they seem to have lost their glory and value, they will never
lose their place in a kitchen. Especially an Indian one!
Black Pepper
Black pepper also known as ‘Black gold’ was
the most prized spice traded from the Kerala coast.
Indians have been using black pepper for a very long
time. Farmers began growing it in around 5000 years
ago. And exported it to North and West Asia. The trade
soon spread to Greece, Rome, Europe, and China, and
also became popular in the Islamic empire. Recipes from
rich Roman households show the value of the spice in
ancient Rome. The Romans sent 120 ships a year from Egypt to trade with India and
bring back enormous quantities of pepper.
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Cinnamon
Indians have been using
cinnamon for a long, long time.
The Chinese wrote about it in
2700 BCE. Cinnamon not only
adds great flavour to food, it
also helps to preserve it.
Do you know
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1. People say curry comes from a Tamil word ‘kari’ which means ___________________.
a) soup b) sauce c) sambar
2. Pepper is also known as ___________________.
a) liquid gold b) black gold c) white gold
3. ___________________ wrote about cinnamon in 2700 BCE.
a) Chinese b) Indians c) Japanese
4. The Greeks, Romans and Egyptians all bought cinnamon from _______________.
a) Japan b) South America c) India
PROJECT
1492
Christopher
Columbus Portugal
Portugal
Calicut
Melinda,
Mombaca
Vasco-da-Gama
Columbus 1492-1504
1497 -1499
South America
Calicut
Chilli
Black Pepper
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Fill in the table with the prompts. Frame sentences with the help of the table.
CONNECTING TO SELF
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• Can you think of ways to reduce the amount of food wasted in your school?
• Have you seen or known anyone in need of food? Have you helped them? How?
• Take a pledge in your group not to waste food.
STEPS TO SUCCESS
1. Four of the following five are alike in certain ways and so form a group. Which is
the one that does not belong to that group?
a) Garlic b) Sesame c) Mustard d) Olive e) Corn
2. In a certain code language if KBOVBSZ is the code word for JANUARY, what is the
code word for OCTOBER?
a) PDUBCFS b) PDUPCFS c) BDUPCFB d) PDUPCFM
http://www.tnhorticulture.tn.gov.in/horti/spices
E-links
http://www.indianspices.com/
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Books
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Procedure
1. Scan the QR code. It will go to a website.
2. You can see a link for the software / application.
3. Click the link to download the software / application.
4. Open the game and you can move the spices by using the pointers.
5. Like this you can find more games on spices locate the appropriate one
and use it.
Steps to install the game
Step – 1
Type the word, ‘spices’ in the search bar of the Android play store
Step – 2
Install the game and start to play it using the pointers
Step – 3
You can install similar such applications
from play store
Language Activity
Share your views about the spices with your friend after playing this spices game.
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Unit – I
Flash news of an escaped monkey
Unit – II
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“It fell off a truck. Is it a magic lamp? It looks just like the one in the book,”
said Nandhu. As he wiped the lamp, Nandhu noticed a small button on the side. When
he pressed it a bright blue light came on and lit the whole room.
Unit – III
Spices
Mints are not only given at the end of a meal in restaurants to help refresh
your breath, but herbs like peppermint help settle nausea and upset stomach .
Acknowledgements
We thank the following for copyright permission.
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Photo Credits
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English – Class VI
List of Authors and Reviewers
Advisory Committee Authors
1. Uma Raman 1. Dhilip S
ELT Consultant & Executive Committee, B.T. Asst., GHSS, Sathyamangalam, Villupuram
Vidyodaya School, Chennai
2. Magdalene Premalatha B
2. Mangalam Neelakandan B.T. Asst., GHSS, Ammaiyappan, Thiruvarur
ELT Consultant, Chennai
Reviewers 3. Uma Pappa V
B.T.Asst., GHSS, Karapakkam, Kanchipuram
1. Dr. V. Saraswathi
Professor of English (Retd), 4. Akila S
Department of English, GBHSS, Chrompet, Chennai
University of Madras, Chepauk, Chennai
5. Shanti Raman
2. Nagalakshmi B TGT, Vidyodhaya Mat. Hr. Secondary School, Chennai
ELT- Consultant, Chennai
Domain Experts 6. Jayanthi P
B.T.Asst., GHS, Seethanancheri, Kanchipuram
1. Jayashree Arun
ELT Consultant, PSS Hr.Sec.School, 7. Swapana B
Mylapore, Chennai B.T.Asst., GHS, Anambakkam, Kanchipuram
2. Dr. Hithesh. C. Bhakat 8. Maria Shilpa J
Faculty of English, Regional Institute of English, B.T.Asst., GHS, Avvainagar, Dharmapuri
South India, Bangaluru, Karnataka
9. Gokulnathan R
3. Dr. Venkatshwaran
B.T.Asst., GBHSS, Perundurai, Erode
Director (Retd), Regional Institute of English,
South India, Bangaluru, Karnataka
10. Anitha Balasingh
Academic Coordinators B.T.Asst., GHSS, Thirumudivakkam, Kanchipuram
2. Shakila Christy S
SGT, Municipal Primary School,
Kargil Vetri Nagar, Thiruvotriyur, Chennai
Illustration
John Raja M
SGT,PUPS, Venkatesapuram, Kattumannar Koil, Cuddalore
Gopinath R
SGT, PUMS, Rajakuppam, Gudiyatham, Vellore
Anandakumar A
Drawing Master, GHSS, Azhividaithangi, Thiruvannamalai This book has been printed on 80 G.S.M.
Ramakrishnan G Elegant Maplitho paper.
Drawing Master, GGHSS, Nugambakkam, Chennai
Balaji K Printed by offset at:
Drawing Master, GHSS, Thirumullaivasal, Nagappattinam
Veeravel Murugan K
Drawing Master, ADWHS, Vandurayanpattu, Bhuvanagiri Block, Cuddalore
Magarasi M
Drawing Master, PCKGGHSS, Kodambakkam, Chennai
Art Teachers, Government of Tamil Nadu.
Students, Government College of Fine Arts,
Chennai & Kumbakonam.
In House QC
QC - Karthik Kalaiarasu
Asker Ali M
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