UNIT I

COMPETENCIES

A LISTENING: Using correct tones in speech (Intonation)

B SPEAKING: Participating in debates

C READING: Identifying main and Supporting ideas

Understanding discourse markers

D VOCABULARY: Forming words using prefixes and suffixes

Giving the expansion for abbreviations and acronyms

Using compound words

E STUDY SKILLS: Collecting information from the Internet

F GRAMMAR: Using conditional clauses

Using phrase prepositons and prepositional verbs

G WRITING: Expanding and explaining proverbs

H OCCUPATIONAL COMPETENCY: Interpreting

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I STRATEGIC COMPETENCY: Paraphrasing a given

concept

J CREATIVE COMPETENCY: Appreciating brave/unique

deeds

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A. Listening

The teacher will read an except from a cricket

commentary. As you listen, watch the fall and rise in the pitch of
his/her voice.
(The teacher reads)
Look at the following sentence taken from the excerpt:
1. It’s a short ball. (ordinary statement)
2. What a shot!(exclamation)
3. Where’s the ball? (‘wh’ questions said in a neutral way)
These sentence are said in the falling tone. In the falling
tone there is a fall in the pitch of the voice from a high level to a
low level. It is marked as [ ].

The falling tone is used commonly in:

¡ ordinary statements
¡ exclamations
¡ ‘wh’ questions said in a neutral way and in
¡ commands: Go and open the window.

Look at the following sentence taken from the excerpt:

1. Will he score a century? (questions with yes/no answers)
2. The batsman take one, two, three......(enumeration)
3. When Ganguly took his guard earlier today....(incomplete
statements)
These sentence are said in the rising tone. In the rising tone
there is a rise in the pitch of the voice from a low level to a high
level. It is marked as [ ].
The rising tone is used commonly in:
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 ¡ questions with yes/no answers
¡ enumeration
¡ incomplete statements
¡ and in
¡ polite requests: Take it away.
Task 1: The teacher will read the except again. Listen
carefully and identify the fall and rise in the pitch of
the voice.

Task 2 : The teacher will read the following sentences. Listen

carefully, mark the intonation and practise it.

1. What a magnificent sight!

2. India is a cricket crazy country.
3. Go and open the innings.
4. Can you get me another pair of gloves?
5. Are you alright?
6. We have one day matches in Delhi, Mumbai, Chennai,
Calcutta .............

B. Speaking
The following in a conversation among friends:
Raj : Hey Seema, did you watch the match yesterday?
Suchin was in terrific form.
Seema : Oh yes, I did. But don’t you think we should stop
spending so much money on cricket and cricketers?
Raj : N o w a y. I d o n ’t t h i n k s o . I d o n ’ t a g re e w i t h y o u ,
Seema, Cricket is, the only sport we excel at as a
nation. So there’s nothing wrong in encouragomg the
game.
What do you feel Arun?
Arun :I t e n d t o d i s a g r e e w i t h y o u R a j . H o w e v e r i f y o u
want my frank opinion, I feel India can do without
cricket until poverty und illiteracy are eradiaited.
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 Riglit, Seema ?
Seema : Absolutely! O U R focus should be on economic
development right now.
Raj : I think-both of you are very foolish. Cricket creates
so much national pride that it binds the nation.
Task 1: Practise the conversation.
Now look at these phrases:
don’t you think.... No way. I don’t think so. I don’t agree with
you..,, I tend to disagree.., However if you want my frank
opinion.., I feel.... Right ...? Absolutely...

All these phrases arc used to agree or disagree with or to

offer an opinion on a topic.

Task 2: Using the above phrases as hints do the following task:

India should stop spending money on cricket and focus

more on economic development. Agree / disagree

l Divide into four groups. The main groups can be divided

into two smaller groups. Finally there will be an equal
number of groups arguing for and against the topic.

l Now prepare your argument.

l Earth group will be given 3 minutes to talk. Any number

of students can talk within that time frame. No one should
interrupt the proceedings.

l A few students can act as moderators and time-keepers.

l After all groups have finished debating their stand, the

teacher along with the moderators will judge the best
groups and explain how their arguments were persuasive.
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C. Reading

Pre-reading questions
1. Eat cricket, sleep cricket, breathe cricket. What does this
Mmean?
2. Who is your favourite cricketer?

THE MASTER BLASTER

‘All work and no play makes Jack a dull boy’.

Karachi, Pakistan: History in the- making

Sachin Tendulkar ’s date with destiny began on a cold

November morning in Karachi when as a 16 years and 205 days
old teenager, he was given his first Test cap against Pakistan. Thrust
onto the centrestage his metile would be tested against the fire and
ferocity of the Pakistani fast bowlers empowered by Lht pace trio
Imran Khan, Wasim Akraim and Waqar Younis and the leg spin
wizard, Abdul Qadir. India’s score card read 4 for 41 when Sachin
walked out into the middle on the second day of the first Test.
Unless the youngster performed, defeat was unavoidable, If he did,
he would be a hero. Was he desperate or frightened?
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 “I was too young at 16 to be frightened by anything. I went
out to play as hard as I could. I dreamed of being the beat player in
the world, but you don’t disclose that. I just wanted to score more
runs than anybody else. I know now that it is mental discipline that
sets people apart, the ability to think differently and to generate energy in
t h e r i g h t d i re c t i o n . E v e r y b o d y i s t r y i n g h a rd ; t h e p l a y e r s
who succeed are the ones who push themselves a bit harder.”
S hivaji Park, Mumbai: The stepping stone

Sachin showed a remarkable passion for cricket ar an early

age and by 10, was batting with a cricket bat far bigger than him. Like
most other Indian children from a middle class background, his initial
cricket sessions were spent on the road - playing in the bylanes of
Bandra, near his home, Where weekend cricket is a community passion.
In the huge Shivaji Park, coaching classes for
yungsters were held every summer. Tendulkar took part in these
camps under the tutelage of his coach Ramakant Achrekar, whom
he calls on even today before every match. Achrekar believed in putting
his wards into match-situations and sometimes the young Tendulkar would
play in as many as 13 matches in a day. Achrekar would place a one
rupee coin on lop o f the stumps and call up the other boys und say
“Anyone who gets him (Sachin) out will take
this coin. It’no one gets him out. Sachin is going to take it.”

“It was a big thing to get that coin for myself. I lost a couple
af times but I didn’t giye up. I have 13 coins with me. I didn’t
Spend that money. At the age of 12 and 13 I was practising 12
hours a day. Seven till nine in the morning, then playing the game
from 9.30 to 4.30 and then practising again from 5,30 to 7,00 in
the evening. Once I played 54 matches in a row! My friends had
music and films and I had cricket.

“ Bandra, Mumbai: Early days

The third son of four siblings, three brothers and a sister,
Sachin Tendulkar was born on April 24.1973 to Ramesh and Rajni

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Tendulkar in a quiet, unpretentious locality of suburban M u m b a i .
H i s f a t h e r, w a s a M a r a t h i p o e t a n d w r i t e r a n d h i s m o t h e r w o r k e d
for the Life Insurance Corporation (LIC). Ajit, the second brother,
i s c r e d i t e d w i t h t h e p r o m o t i o n o f t h e y o u n g e r Te n d u l k a r i n t o t h e
cricket field and Sachin still turns to him for advice on his batting
or any other cricketing strategy since he feels nobody knows his
game better than Ajit. Sachin grew up in Sahitya Sahawas Colony,
a t y p i c a l c o l o n y o f w r i t e r s i n B a n d r a . A l i t t l e p r a n k s t e r, f u l l o f
mischief, he used to climb trees, play hide-and-seek and of course, cricket.
He loved to challenge new friends to beat him and they
would often withdraw in fear of losing to him. He was also a great
fan of tennis, especially the American John McEnroe. Had he
p u r s u e d t e n n i s , S a c h i n w o u l d n e v e r h a v e b e c o m e a c r i c k e t e r.
Sachin recently moved out of his old flat but continues to live near Sahitya
Sahawas with his wife Anjali and two children, daughter
Sara and son Arjun.

“I think it is my background, the typical middle class vir tues

of an Indian home, which has shaped me as a person. Whatever
you do in life, be sincere and honest, was my parents’ credo. “

Old Trafford, England: The making of the ‘Master Blaster’

Sachin hit his first test 100 (119) in the summer of 1990
against the English team at Old Trafford leading India to victory at
a crucial moment when it was chasing a total of 408. He was more
or less a pioneer of the ‘Master Blaster’ tradition which continues
to date and is feared for his capacity to dispose off even the most
aggressive bowler. At 17 years Sachin became the third youngest
player to score a test hundred and went on to brave the fierce
desert storm at Sharjah and the fiercer Australian bowling to lead
India to the finals of the Sharjah Cup. Then on his 25 lh birthday,
India met Australia in the final of the Coca Cola Cup to chase 273 runs.
Sachin was unstoppable. He notched up 134 runs and India was home
with the boundaries and sixers which flew from his bat.

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 No wonder this little man is compared to the great Don Bradman,
the world’s greatest cricketer. He went on to become the highest
run getter in One Day International history in a match against New
Zealand at Nairobi on October 15, 2000 by surpassing the previous
record of 9378 runs.

On September 5, 2002, Sachin appeared in his 100 th test

match at The Oval, England, making him the fourth Indian to reach
that prestigious milestone. Today he enjoys a superstar status in
India, a position he need not give up for several decades more.

“My dream is to score as many runs as possible. I don’t

elieve in playing a game only to set records. I just want to give
my very best to the game.”

All said and done, ‘All play and no work makes Jill a mere toy ‘,

Glossary

destiny /’destInI/ - fate

mettle / ’metl/ - courage
pace /peIs/ - speed
passion /’pæSn/ - zeal, enthusiasm
initial /I ‘nISl/ - first
tutelage /’tju:tIlIdZ/ - guidance
unpretentious /VnprI ‘tenS@s/ - humble, simple
suburban /s@ ‘b@:bn/ - relating to the area
on the outskirts of a city
credited / ‘kredItId/ - recognised as having
done so]nething good
strategy / ‘strætIdZI/ - plan
virtues / v@:tSu:z/ - good qualities
credo / ‘kri:d@U/ - belief, philosophy
saga / ‘sA:g@/ - legend
surpassing /s@ ‘pAsIn/ - exceeding
aggregate / ‘ægngeIt/ - total
prestigious /pre’stIdZ@s/ - remarkable

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Synonyms and Antonyms:
With the help of your teacher, find the synonyms for the
highlighted words and antonyms for the underlined words in
the passage below:
One of the world’s oldest known sports, hockey predates the
Ancient Games of Olympia by perhaps 1200 years or more. Indeed,
historians believe it existed in many of the world’s early
civilisations. The modern game we know as hockey - or field
hockey, for those distinguishing it from ice hockey - evolved in
the British Isles in the 19th century. It was a popular English school
game, possibly adapted from the Irish game of hurling. The British
army helped spread hockey internationally through the British
Empire, its popularity especially booming in the Indian
Subcontinent. Men’s hockey first appeared at the 1908 Olympic
games in London. India won six straight Olymbicgold medals
while winning 24 consecutive matches between 1924 and 1956, a
record likely to stand through the ages. The Indians have won two
more gold since then.
Comprehension
I. Say whether the following statements are True or False.
Give reasons for your answers.
1. Sachin was 17 years old when he first played in an
international cricket match.
2. He faced the ferocity of the Pakistani bowlers bravely.
3. At the age of 10 tennis was his passion.
4. Sachin first played cricket in the bylanes of Mumbai.
5. Sincerity and honesty were Tendulkar’s family values.
6. Sachin hit his first century against Australia.
7. In 2000 he became the highest run getter in test matches.
8. Sachin dreams to break all records.

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II. Answer the following questions in a few words.
1. How old was Sachin Tendulkar when he played in his
first test match?
2. Who were- the Pakistani bowlers Sachin faced?
3. What was Achrekar’s coaching strategy?
4. How many hours a day did Sachin practise?
5. Who was Sachin a great fan of?
6. What is Sachin popularly known as?

III. Answer the following.

1. When, where and against which team did Sachin hit his
first lest hundred?
2. In which series and how did Sachin lead India into the
finals?
3. Who is Sachin compared to? Why?
4. What happened on October 15,2000?
5. Which milestone did Sachin cross on September 5, 2002?

IV. Write a paragraph on the following.

1. Sachin’s early life and the beginnings of his cricketing
career,
2. Between 1990 and 2002 Sachin achieved a lot. Briefly
describe each event.

Identifying main and supporting ideas.

Task 1: In groups of four, read the following passage and
identify the ain and supporting ideas in it. Then make
a list of all the ideas and compare with the rest
of the class.

The origins of cricket are obscure, and there are several

theories on how it started. The shepherds used to play it, with one
Standing in front of the wicket gate to the sheep fold, and another
bowling a stone or something at him, and he would have to hit it

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 with his ‘crook’ Another theory is that it derives from a game
called club-ball. As well as shepherds’ crooks, early bats were
clubs and sticks. These gave way to long, ‘thin ‘battes’, which looked
a bit like straightened-out hockey sticks. By the 18th century, the
‘batte’ had developed into a longer, heavier, curved version of the
one we know now, carved out of a single piece of wood. Today’s
bat was invented around 1853, with the blade made of willow, and
a cane handle, which is layered with strips of rubber, tied with
twine, and covered with rubber to make a grip. The early balls
were stones and other missiles. They’re now made of cork, and
coverd with hand-stitched leather quarters dyed red. The wicket-
the stumps are the three posts. Originally there were two, and at
one point, four. The size has varied too - in the 17th century, were
up to two metre wide! The bails are the two bits of wood on the
top, and if they fall off, it’s all over!

Main ideas Supporting ideas

e.g. The origins of cricket- e.g. Shepherds used to
theories on how it play it
started

Linkers and discourse markers are words that are used in

sentences to link or join ideas. These include-’and’, ’but’, ’when’,
’if ’, ’since’, ’or’, ‘because’, ‘although’, ‘in addition’, ‘moreover’,
‘meanwhile’, ‘nevertheless’, ‘firstly’, ‘finally’, ‘so’, ‘therefore’,
‘however’, etc.

Task 2: Underlined all the discourse markers and linkers and linkers in the
passage given below:

Tellichery in North Kerala found a place in the world

(cricket) map when the 200th anniversary of the first ever match
played India was celebrated there recently. According to history
Sir Arthur Wellesley-who defeated Napoleon at Waterloo-came
to Tellicherry in the late 1790s as the military head of the East

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 India Company in Malabar, Canara, and Mysore. It can be assumed
that the Englishmen carried their cricket kits along with their gun-
cases and played their first match in Tellicherry in 1802. The game
caught the imagination of the local people even after the
Englishmen left the area. However, the Tellicherry Cricket Club
was formed only in’1860.

One of the anecdotes that have been doing the rounds of the
club is of Sir Wellesley playing cricket with his office staff. Many
of his sixers apparently landed near the well on one side of the
municipal stadium where people used to wash clothes and dry them.
They would pick up the ball and throw it back to Wellesley or one
of the Englishmen. It is said that they threw the ball with such
accuracy and speed that Wellesley often invited them to join t h e
game. e found them good at fielding but they had to be taught
how to bat and bowl. Yet another cricketing first that goes to
Tellicherry is that the Tellicherry stadium was the first one in India
to have a turf pitch laid. The year was 1898.

D. Vocabulary

I. Task 1; Match the words in Task 2; Match the prefixes

Column A with the suffixes in in Column A with those in
Column B as shown in the Column B as shown in the
example. example.
A B A B

1. passion al 1. inter eminent

2. whole er 2. anti national
3, fashion ate 3. out wave
4. other logy 4. pre aircraft
5. logic gram 5. micro ordinary
6. cardio able 6. sub violence
7. cricket wise 7. non break’
8. techno some 8. extra marine

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Task 3: Choose words from the list given in the table below
and place them around the five prefixes to make new
words.

broil legal claim

in fuse power
man stand literate
conductivity long natural
liberal noun bark
hold star legitimate
ploy bitter out
legible active computer
human logical draw
market file body

II. Task : Supply the full forms for the following abbreviations
and acronyms.
1.LBW- Leg Before Wicket 6. UNICEF-
2.ICC- 7. PIN-
3.MCC - 8. WWW-
4.YMCA- 9. TNCA-
5.BBC- 10 RADAR-

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III. Complete the sentences using the correct compound words
given below.
1. The boy used to................ about being the world’s best
batsman.
2. The children went for a.............. in a crocodile
infested lake.
3. The course on social sciences included a .................
4. The prince led the princess to the .....................
5. The children were bitten by the mosquitoes in
the.................. theatre.
6. The movie ended with a real .................
(cliffhanger, bMoat ride, dance hall, open air, field trip, day dream)

E. Study skills:
To collect information from the World Wide Web (www) or
the internet:
1. Type the address of the search engine in the browser’s
(Internet Explorer) address bar as shown below:
http://www.google.com
http://www.kartoo.com
http://www.askieeves.com
2. Type the ‘search word’ in the space provided in the site. For
e.g. ‘Sachin Tendulkar’.
3. The search engine will give you several ‘links’ to other sites
that have information on Sachin.
4. Here is a list of websites with information on Sachin
Tendulkar. In groups, visit your school computer lab or
browsing centre and collect information from the sites.

www.cricket.org/link_to_database/PLAYERS/ IND/T/
TENDULKAR

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 www.geocities.com/Colosscum/Stadium/6820/ sachin.html
www.sachin-tendulkar.com
www.tendulkaronline.com
F. Grammar
I. Conditional Clauses

Look at the follomwing sentence taken from the lesson:

If he did he would be a hero.

It is Conditional clause Type II.

Read the sentences below:

1. If Sachin hits a century, India will win the match.(Conditional

Clause 1)
2. If Sachin hit a century, India would win the match.
(Conditional Clause 2)
3. If Sachin hadn’t hit a century, India would have played a
follow-on. (Conditional Clause 3)
Clauses beginning with ‘if-or, ‘unless’ are called conditional
clauses. When these clauses are used in a sentence, they talk about
things that might easily happen, things that are not likely to happen
and things that are impossible.
There are three types of conditional clauses as mentioned
above. These conditionals are differentiated by the use of different
tenses in the if-clause and main clause.
(i) Conditional Clause 1
This refers to a grammatical structure used to talk about
the ‘likely’ result of something happening or not happening. This
is known as open condition /possible condition.
The structure is:
If- clause: if + present tense (hits)
Main clause: will, won ‘t, can, can ‘t, shall, shan ‘t, may, might

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If Sachin hits a century, India will win the match.
We normally use future simple tense in the main clause and
present tense in the if’ - clause. As a rule, we do not use future
tense after ‘if’.

Examples:
If it rains, we shall not play cricket.
If you go to New Delhi, you will see the Parliament House.
If he takes these antibiotics, he ‘ll get better quickly.

Task 1: Complete the incomplete statements below by choosing

an appropriate ending from the box:

e.g. If it rains we will stay at home.

1. If you sleep too much ...........................................

2. If she gets the first rank ...................................................
3. If school reopens early ..........................................
4. We will stay at home .............................................
5. Gopi will buy a new shirt ...................................
6. Sita will go to the movies .................................... ...
she will go abroad for higher studies/ if the music
programme is cancelled/ if he has money/ she will cut
short her vacation/ if she completes her homework /
you will feel lazy
Task 2: Write questions for the answers below.
e.g. If you are hungry what will you eat?
I will eat some biscuits.
1. .....................................................?
I will wear warm clothes.
2 .....................................................?
I will call the police.
3 .....................................................?
I will sit up late and study.
4 .....................................................?
I will watch television.
5 .....................................................?
I will go out with my friends.
(ii) Conditional Clause 2
This refers to a grammatical structure used to talk about an
unreal’ or ‘unlikely’ situation.
The structure is:
If- clause: ‘if’ + past tense (hit)
Main clause: ‘would’ or ‘wouldn’t’
If Sachin hit a century, India would win the match.
In the ‘if’ (2) conditional, we think of conditions that are
improbable and imaginary. This second conditional sentence type
is sometimes called hypothetical or imaginary condition. It is called
so because the condition is unreal.
Examples:
If I were a bird, I would fly to the top of Mount Everest.
If I went to Chepauk, I would meet Sachin.
In these examples the past tense is used in the ‘if’ clause.
This shows that that the event being referred to is unlikely to
happen or impossible. A close examination of sentences in ‘if’ (2)
conditionals reveals that:
The Simple past tense is used in the ‘if’ clause. ‘Were’ is often
used instead of ‘was’.
‘Unless’ cannot be used in this kind of conditional clause.

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 ‘Were to’ + infinitive can often be used instead of the simple
past tense. With ‘I’ or ‘we,’ ‘should’ may be used instead of
‘would.’

Task: Match the phrases in column A with those in

column B:

A B
1. If he played well he would pass the exam.
2. If he studied more if she found the time.
3. If I were the headmaster if it got out of the cage.
4. If I won a lottery he would win the prize.
5. You would buy a Santro car I would give more
holidays.
6. I would meet Sachin if you had more money.
7. She would meet us I would feed a 1000
people.
8. The lion would bite us if I were lucky.

(iii) Conditional Clause 3

This refers to a grammatical structure used to imagine the

impossible. It s impossible because something happened in the
past and can’t be changed.
The structure is:
If- clause: ‘if’ + past perfect (had rained)
Main clause: would have + past participle (hit)

If it hadn’t rained. Sachin would have hit a century.

In this type of conditional sentence, we discuss a past action

that could not be redone or re- nacted. We console ourselves using
this condition which is called rejected condition. It is often referred
to as the unfulfilled condition.

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Examples:

If I had gone to the stadium, I would have seen the Indian cricket
team.
If Hari had got the news, he would have left early.
If you had studied harder, you would have passed the exam.

The time in all these sentences is past. What was supposed to

happen did not happen.

Task 1 : Choose the correct option.

1. If Raj had won the election

(he would have3 become an M.P/he will be an m.p)

2. Jane would have found a new job

(if she stayed in Bangalore/if she had stayed in Bangalore)

3. If I had won the competion

(life would have been different/life will be different)

4. John would have seen him

(if he stayed back/if he had stayed back)

5. If I hadn’t gone home early

(I wouldn’t have met my friend/I would’t meet my friend)

Task 2: Complete these statements.

1. If I had not joined the College of Education ..............

2. If I had studied medicine ................................
3. If I had worked hard .........................
4. If Sachin had not scored a century
5. If Gandhi had not attended the prayer meeting on that
fateful day............
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II. Prepositional verbs
Look at the sentences taken from the lesson:
1. Whom he calls on even today ..................
2. Achrekar would place a one rupee coin on top of the stumps
and call up the other boys ........................
The underlined groups of words, ‘call on’ and ‘call up’ are
prepositional verb and phrasal verb respectively. In prepositional
verbs, the preposition must precede its’ compliment. The pronoun
comes immediately after the preposition. The preposition is linked
with the noun.

Now, look at the following sentences:

He called on the doctor.
He called on him.

Prepositional verbs are a group of words. Prepositional

verbs are made of: verb + preposition. Because apreposition always
has an object, all prepositional verbs have objects. Here are some
examples of prepositional verbs :

Prepositional Meaning Examples

verbs Prepositional Object
verb

Believe in Have faith in I believe in God.

the existence
of
Look after Take care of He is looking the dog.
after
Talk about Discuss Did you talk me?
about
Wait for Await John is waiting Mary.
for

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Prepositional verbs cannot be separated. That means, we cannot
out the direct object between the two parts. For example, we must
say “look after the baby”. We cannot say “look the baby after”:

Prepositional verbs are Who is looking This is

inseparable after the baby? possible.
Who is looking This is not
the baby after? possible.

Task: Complete the sentences below by adding a suitable

preposition from the list given.
1. The officer looked ..................... the matter.
2. The collector called ................... the meeting.
3. Some people are working ......... the country.
4. Gandhiji stood ............................. truth and non-violence.
5. The police went ......................... the criminals.
(with, for, into, after, off, against)
III. Phrase prepositions
In spite of being short, Sachin could reach the ball and strike
it with immense force.
The underlined group of words is known as phrase
preposition in English. The English language has many phrases
which are made up of preposition + noun + preposition. They are
also known as three word prepositions.
Here are a few more examples:
Sachin has a number of virtues. On top of everything, is his
modesty.

Whenever Sachin is in Mumbai, one could see a number of

fans in front of his house.

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 We have two-word prepositions also which function with the
force of a single preposition.
e.g. According to Bradman, Sachin is the greatest batsman.
Here are a few more examples:
Contrary to expectations, India won the world cup in 1983.
Because of his father’s death, Sachin had to return home.
Task: Complete the sentences choosing the right phrase
preposition from the list given below.
1. Sachin gave up his captaincy Ganguly.
2. Today Sachin is........................all other batsmen.
3. Even............................crisis Sachin remained unfazed.
4. Whatever the press may write Sachin is only.............
Bradman.
5. Sachin rose to the top his commitment and
hard work.
6. Sachin had to miss one or two matches.............injury.
7 ....................with Ganguly, he has set up many records.
8. Sachin always prefers to be ........................publicity.
(ahead of, away from, next to, in the face of, in
combination with, by dint of, in favour of, owing to)
G. Writing
Look at the way in which your lesson begins. It begins with a
proverb:
‘All work and no play makes Jack a dull boy’.
Proverbs are short sentences that express a well known truth.
The words used are very simple but the meaning they carry is
more than what is obvious.

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 Have you heard of the story of the hare and the tortoise? It
tells a moral that ‘Slow and steady wins the race’.
Task 1: Find more such old tales and find out the proverbs
that are highlighted in them.
e.g. The story of the lion and the mouse. (‘A friend in need is
a friend indeed’.)
Task 2: Select an interesting proverb and write a humourous
dialogue or paragraph so as to bring out its meaning.
You can also illustrate the meaning of the proverbs
on posters.
H. Occupational Competency
Here is a catchy advertisement:
‘Glamorooms, no more bathrooms.’
Task 1: C o l l e c t a f e w a d v e r t i s e m e n t s w i t h p i c t u r e s f r o m
newspapers and magazines. For example, Sachin
endorsing MRF Tyres or ADIDAS shoes. Read the
words used in the advertisement and interpret their
meaning.
Task 2: Try writing a new ‘caption’ for any other product or
rewrite the caption used in the advertisement chosen
for interpretation.
e.g. MRF: THE TYRES WE RACE ARE THE TYRES YOU BUY
can be written as “Tyre”less - meaning MRF tyres, like Sachin,
don’t tire easily.
I. Strategic Competency
‘Karpu’ is a Tamil word which means ‘chastity’ in English.
It is a quality usually associated with women and means a decent
or pure person. Should it not apply to men as well?! The poet
Subramanya Bharathi questioned the male chauvinistic concept

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on ‘Karpu’. An unchaste person is considered immoral and is
shunned by society. There are several Indian women who are
venerated for their chastity. They include Sita, Kannagi and Rani
Padmini.
Task: Using a bilingual dictionary find out the meaning of
the word ‘Ganniyam’ and write a short explanation.
J. Creative competency
Task: Read the hints below and write a short paragraph on the
personality described. But first guess who the person is.

l She is known as India’s ‘golden girl’.

l She was the queen of Indian track and field events for
two decades.

l At the 1986 Seoul Asian Games she won gold medals in

the 200 m, 400 m, 400 m hurdles and 4x400m relay.
l In the Beijing Asian Games she won a silver medal.
l She was named sportsperson of the century by the Indian
Olympic Association, and still continues to hold the record
for the most number of international track and field
medals.
l She was awarded the Arjuna Award in 1983, and the
Padma Shree in 1985.

l You can walk on a road named after her in Cochin.

l Her autobiography, ‘Golden Girl’, was published by

Penguin in 1987.

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 POEM
SIX AND OUT
(A Street Impression)

The pitch was only smooth in parts;

It sank at either crease,
And motor vans and bakers’ carts
At times disturbed the peace.
The bowlers found it hard to hit
The lamp-post’s slender stem
The broader wicket opposite,
Was cleared at 6.00 P.M.

It was a keen, determined school,

Unorthodox and free;
Harsh circumstance oft made the rule,
And not the M.C.C.
The scorer, seated by the well,
Kept up a fire of talk;
He was both umpires, crowd, and all,
And plied a busy chalk.
So, standing musing on the scene,
I let the moments pass;
How well he drove it to the screen.
And then - the crash of glass.
I watched the players as they ran,
And heard, while yet they fled,
The loud voice of an angry man,
The law’s majestic tread.

- G.D. Martineau
(G. D. Martineau is a cricket historian and poet.)

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Glossary
pitch /pItfS/ - playing field, area for
playing
crease /kri:s/ - one of the lines in cricket
marking off the positions
of the bowler and batsman
or the space between two
of these lines
unorthodox /Vn‘O:T@dQks/ - unconventional,
untraditional
circumstance / ‘s@ik@mst@ns/ - situation
plied /plaId/ - worked at
musing / mju:zIN/ - thinking
tread /tred/ - walk, stride

I. Comprehension questions.
1. How did the motor vans and bakers’ carts disturb the game?
2. What served as wicket?
3. What are the four words that describe the ‘school’?
4. What is the full form of M.C.C.?
5. Describe the scorer’s roles.
6. Who is the ‘I’ in the poem and what impression do you
get of the person?
II. Appreciation questions.
1. Why is the title of the poem ‘Six and Out’?
2. Where is the game being played?
3. ‘The crash of glass.’ ‘The law’s majestic tread.’ What is
the connection between the two phrases?

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