Miss Slippery

Workshop of miss slippery standard 8

Miss Slippery english workshop class 8th

Miss Slippery - Text lesson

Part 1

I got ready and went to school. In the first period, 

our class teacher, who taught us English, told us to 

take out our composition notebooks. I took out the 

mathematics notebook by mistake. I replaced it quickly 

but the teacher, perhaps, had kept her gaze fixed on 

me. She shouted, “Come here with your book, Sayali!” 

I obeyed her but her angry looks made my legs tremble 

and when I reached her chair, the notebook fell on her 

feet.

Some girls laughed loudly. The teacher thought that 

I had dropped the notebook on purpose. She stared at 

me with an all-devouring look. “Go and stand near 

your seat,” she yelled. I kept standing, punished for 

the whole period.

The next was History class and my favourite 

subject. The teacher had asked us to memorize the 

causes and effects of the Battle of Panipat. I was well-

prepared. She began testing all of us, one by one. 

When my turn came I went blank. The teacher gave 

me a stern stare, while I stood there stiff, still, with 

my head hanging down in shame. 

Mama and Papa continued their never-ending tiffs. 

P a p a u s e d e v e r y 

opportunity to express his 

annoyance. Mama on her 

part, did not allow any 

such occasion to slip 

without turning it into a 

vociferous quarrel. The 

quarrel was between the 

two, but the punishment 

inevitably descended

on a third one, that is 

me at school. Wherever 

and whenever I heard 

raised voices, I felt as 

if Mama and Papa were quarrelling. Sometimes, even in the midst of silence, 

Mama’s screams came piercing through my ears. And, 

whenever I heard Mama’s high-pitched yells, my legs 

quivered.

One day, I was coming down the school stairs. 

Somebody from the top gave a frantic scream. I fell 

and came tumbling down about seven steps. My elbows 

and knees were badly bruised. My new frock was torn 

at the seams. When I reached home, Mama shouted, 

‘‘I am sick of you. When will you stop making me 

pay through my nose for such extravagant losses?”

Mother seized me by the arm, gave me a good 

jerk and seated me on the bed. She fetched an antiseptic 

lotion and applied it to my elbow and knees; but did 

not hug me. Within me lingered the yearning that she 

would hold me and console me! Even if she had given 

me just a sympathetic pat, my smarting limbs would 

have been soothed.

My younger brother was close by. As Mama walked 

away to the kitchen, he came and sat beside me. He 

placed his little hand on my arm and whispered, “Are 

you in great pain?” I hugged him tight and started 

crying again.

I used to walk quite cautiously, yet I would often 

stumble. One day, the class monitress announced,

“We’ll call her ‘Slippery’. Others slip on wet ground. 

Sayali manages to slip even on dry land.”

That provided the other girls of the class new scope 

for fun. They teased me with the new title every day. 

Soon, a verse was composed in my honour :

“Slippery! Slippery!

Slipping without muck!

Ask her the simplest question

No answer is your luck!’’

I lived in perpetual fear of everyone the girls, the 

teachers, the young and the old. When I was in class, 

I dared not move out and when I was outside, I was 

afraid of re-entering the class. Nor could I muster the

courage to speak to anyone. 

Part - 2

The bell had already rung when I reached the 

school. The teacher was in the classroom. I sought 

permission to enter. The teacher wore a frown on her 

face, but she let me enter and told me to see her in the teachers’ room, after the class. Her tone was not 

of annoyance or anger. Yet an unknown fear made me 

nervous. Reassuring myself that she was a kind-hearted 

teacher and would not punish me, I reached the teachers’

room with hesitant steps.

The teacher greeted me with a smile and asked me 

to sit by her side. Her tender tone turned my sighs into 

sobs. She pulled her chair close to mine and patting 

me on the head, said, “What makes you cry, my child? 

I haven’t said a word to you.” After a brief pause, 

she continued, “Tell me what your trouble is. Confide 

in me, for am I not like a sister to you? ‘‘A rare thrill

ran through my entire frame. For a moment I felt I 

should cling to her and cry and cry. Of course, I did 

not do so, but I kept gazing at her with tearful eyes.

Tenderly, teacher continued, “Do you know the 

meaning of didi? It means elder sister. Won’t you tell 

your sister your troubles? ‘‘Amid sobs I said, “The 

girls keep teasing me.” She laughed, ‘‘Why are you 

scared of them? If you cry like this, they will pester 

you all the more. So ignore them. Who is your friend?’’

I shook my head and teacher smiled. It seemed the 

teacher had poured her smile into my eyes. “Like to 

be my friend?’’ she said.

The bell rang. She rose. With a tender pat on my 

back, she said, “Listen! You were a sister alright! Now 

you are a friend too. But I like my friends to be brave. 

You’ve got to try to be brave. I’ll always stand by

you, rest assured, my little pal. Now rise and hop off 

to your class.’’

Excitement made my face flush – red-hot to the 

ear-tips. Never before had anyone lavished love on me 

thus and here was my teacher who had spontaneously

accepted me as a sister, a friend! I was beyond myself

with joy. I wanted to chuckle – to burst into near-

hysterical laughter.

On winged feet I ran to my class. Soon I was lost 

in a rare reverie. I forgot that I was sitting in a class 

of wild girls whose prime pastime was teasing me.

During the break, the water bottle that I was 

drinking from, fell on me and I got fully drenched. 

Right in front stood Maya and Chanda, laughing away 

to their hearts’ content. Chanda teased, “From the 

slippery hands of Slippery, the slippery bottle went slip, slip, slip!’’ “And now, let’s watch the fun,’’ said Veena.

I was squeezing the water out of my wet frock. 

Remembering the teacher’s words, I turned my back to 

them and ignored them completely. They were non-

plussed and went away. I sensed a feeling of victory. 

Before the school closed for the day, the teacher 

came to the classroom again and said to me, “From 

today, you are going to be responsible for bringing the 

register, chalk and duster every morning. Come, take 

this key, carry these notebooks to the teachers’ room. 

Count them and keep them in my drawer. Ask the peon 

to show you my drawer.”

My otherwise trembling legs were now filled with 

some miraculous strength. I rushed enthusiastically and 

completed the assigned job in a jiffy. When I placed 

the key on the teacher’s table, she looked at me and 

smiled. I smiled back.

I was thrilled from top to toe. I felt my little heart 

inflate with pride. I found no awkwardness in moving 

about in my still-wet frock. Nor was there any trace 

of fear, while returning home. 

- Adapted from the story by 

Popti Hiranandani

Workshop of miss slippery standard 8

Miss Slippery english workshop class 8th

1. Two different words are joined to form a new word with a new meaning. Such 

words are called Compound words. (Sometimes there is hyphen (-) between 

compound words.)

For example : homework or kind-hearted 

Pick out some Compound words from the lesson.

Ans- 

 (1) Notebook
(2) well-prepared

 (3) Classroom
(4) ear-tips

 (5) Non-plussed
(6) Still-wet

2. (A) Add the proper prefix to make the following words opposite in meaning.
Ans-

 (1) obey x disobey
(2) sympathetic x  unsympathetic

 (3) honour x  dishonour
(4) afraid x  unafraid

(5) content x discontent

(B) Add suffix to convert the following words to Adjective forms.

Ans-

 laugh = laughter
 thought = thoughtful

 forget = forgetful
 care =careful

 count  = counter
fear = fearful

 move = movable
tear = tearful

 punish  = punishment
joy = joyful

3. Find words / expressions from the story which are similar in meaning to.

 (1) very expensive = 

 (2) longing for  ...........................

 (3) could not remember at all  ...........................

(4) constant  ...........................

(5) gather all ones courage  ...........................

(6) filled and increased in size  ...........................

(7) paining badly  ...........................

(8) forced to pay a big amount of money  ...........................

4. Answer in short, in your own words.

(1) The history teacher had asked them to memorize it (WHAT?)

(2) Sayali’s new frock tore (HOW?)

(3) Sayali hugged him tight (WHO?)

(4) Sayali was called ‘slippery’ (WHY?)

(5) Teacher told Sayali to meet her in the teachers’ room (WHEN?)

(6) Teacher asked Sayali to carry the notebooks (WHERE?)

5. Divide the class in 2 groups with the help of your teacher and convert the story 

into a skit. Each group can take up one part of the story and later combine 

both the parts. Mention the following in your compilation. Present the skit in 

your class.

 (1) A new title            (2) Scenes          (3) Characters           

(4) Dialogues .          (5) Entry.           (6) Exit

6. Write what expressions does a person use in the following situations. 

(1) When a person gets a sudden fright.

 (2) When a person is very nervous.

 (3) When a person is tensed.

(4) When a person is very happy.

 (5) When a person is very confident.

 (6) When a person is very angry.

 (7) When a person is very sad.


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Language study 2 standard 8th

Language study 2 standard 8th

1. Degrees of Comparison of Adjectives. Read the following sentences.

 (i) Yatin is strong.
 (ii) Amit is stronger than Yatin.
 (iii) Pravin is the strongest of all.
 In sentence (i) the Adjective ‘strong’ is in its simple form. It is called
 Positive Degree.
 In sentence (ii) the Adjective ‘stronger’ refers to a higher degree, when
there is a comparison of two nouns. It is called Comparative Degree.
 (-er is added to the basic adjective.)
 In sentence (iii) the adjective ‘strongest’ refers to the highest degree of
comparison of one with more than two nouns. It is called Superlative
Degree (-est is added to the basic adjective.)

l Fill in the gap in the table of Degrees of Comparison.
Positive Comparative Superlative
(1) kindest
(2) healthier
(3) near
(4) finer
(5) earliest
(6) small
(7) faster
(8) high

2. Adjectives which have more than two syllables (long words) take ‘more’
and ‘most’ before them to form Comparative and Superlative degrees.
For example : successful - Positive Degree
 more successful - Comparative Degree
 most successful - Superlative Degree
Give the Comparative and Superlative forms of :
Positive Comparative Superlative
(1) ancient
(2) special
(3) significant
(4) advanced
(5) accurate
3. When in a line of a poem human characteristics are given to something
non human, the Figure of Speech used is Personification.
For example : humming trees, running river, smiling flowers.
Find the examples of Personification from the poem.

English grammar quiz for school students

Trees are the Kindest Things I Know - English workshop

Trees are the Kindest Things I Know - English workshop

1. Pick from the poem words that rhyme with the following words.

(a) fun 

(b) no 

(c) now 

(d) sight 

(e) fly 

2. Pick from the poem lines that create a picture in your mind.

(a) And in the Spring, new buds of green.

(b) 

(c) 

(d) 

(e) 

3. The poet refers to trees as the ‘Kindest Things’. From the poem pick out 5 

facts which prove the kindness of trees towards others.

(1)

(2) 

(3) 

(4) 

(5) 

4. Find words that describe the following.

(1) cows

(2) new buds

(3) sun

(4) lullaby

(5) trees

5. Pick out lines that mean the following.

(1) Trees provide shelter for animals : 

(2) Trees provide food for all : 

(3) Trees are most lovable : 

(4) Kids love to listen to songs from trees : 

(5) Trees live a simple life :

6. Think and write in your own words.

(1) What living things can cause harm to one another? Name any five.

(2) Why are trees called harmless?

(3) Hallowe’en is a festival celebrated in many western countries on 31st October.
What is the season there? Why do you think is there a need to burn leaves
on Hallowe’en?

(4) ‘They are the last to hold the light, when evening changes into night’. Which
part of the day is referred to in the above lines? Which part of the trees hold
the last light of the day?

7. Search for a short poem about ‘Trees’ in your mother tongue. Write it in your
notebook and translate any two stanzas from the poem into English.

8. Your neighbour is having a huge old banyan tree chopped down to make space
for another construction. Write an imaginary conversation between you and your
neighbour, trying to stop him from having it cut down.
Begin with the following :

Myself : Good morning, Sir ! I am very disturbed and upset to see you
 having this good old banyan tree chopped down.
Neighbour :

Updating ...

Trees are the Kindest Things I Know poem appreciation

1.3 Trees are the Kindest Things I Know

Trees are the kindest things I know,

They do not harm, they simply grow.

And spread a shade for sleepy cows,

And gather birds among their boughs.

They give us fruit, in leaves above,

And wood to make our houses of,

And leaves to burn on Hallowe’en,

And in the Spring new buds of green.

They are the first when day’s begun

To touch the beams of morning sun.

They are the last to hold the light,

When evening changes into night.

And when a moon floats on the sky

They hum a drowsy lullaby

Of sleepy children long ago…

Trees are the kindest things I know.

                               - Harry Behn

Appreciation of poem Trees are the 

Kindest Things I Know standard 8th

Updating soos....

Language study 1 standard 8th

Auxiliary Verbs

 Verbs that help to form tenses, moods and voices are called Auxiliary (helping) 
verbs. For example : be, can, may, will, etc.
 The three most common Auxiliary verbs, which can stand alone in a sentence are 
forms of ‘be’, ‘do’ and ‘have’. They are called Primary Auxiliaries.

 For example : She is a student of Class 8.
 He does his work well.
 I have a cold.

 Forms of ‘Be’ : am, is, are, was, were, will / shall be

 Forms of ‘Do’ : do, does, did
 Forms of ‘Have’ : have, has, had
 There are other Auxiliary verbs which do not stand alone in a sentence.
 They accompany Main (Action) verb.
 These are called Modal Auxiliary Verbs (Modals)

 They are : can, could, shall, should, will, would, must, may, might, need, ought to

 For example : He can work hard.
 He will work hard.
 He must work hard.


 Underline the Auxiliary Verbs in the following sentences.

 (1) We have a holiday tomorrow.

 (2) Reena is injured badly.

 (3) You must wear clean clothes.

 (4) She should talk politely.

 (5) They did not help me.

 (6) A big thorn had pierced the lion’s toe.

 (7) The lion was caged.

 (8) Androcles did not like his master.

 (9) They could not leave him.

 (10) He would no longer be a slave.

Language Study

 (11) The slaves were forced to work.

 (12) We should show kindness to animals.

English Workshop Androcles and the Lion standard 8th

English Workshop Androcles and the Lion standard 8th

1. (A) Match the phrases in Column A with their meanings in Column B.

 Column A                           Column B
(1) looking out for            (a) anger reduced
(2) face to face                   (b) returned slowly
(3) summon up courage   (c) trying to search for
(4) rage melted                   (d) filled with soft                                                       feelings
(5) be moved by                  (e) try to be brave
                                                (f) in front of                                                          each other

Answers - (1) c  (2) f  (3) e  (4) a  (5) d

(B) Read the following sentences from the story.
(1) They were bound by law to obey their master.
(2) The kind man bound up the lions injured paw.
 (3) The lion bounded towards Androcles again.
 The word ‘bound’ carries 3 different meanings in each of the sentences.
 (a) rushed forward (b) forced to follow (c) tied up
 Put the correct letter a / b / c in the boxes according to the proper
 meaning.
(C) Now translate each of the three sentences (a,b,c) into your medium of
 learning.
 (a)
 (b)
 (c)

2. (A) Find from the story the Antonyms (opposite words) of the following.

(1) kind × cruel (5) punishment × reward

(2) poor × rich (6) unbound × bound

(3) slave × master (7) tender × tough

(4) high × low (8) happy × unhappy

(B) Find from the story 5 words that describe the sounds

made by the lion

Ans: moaned, roared, whimpered, growled, purr

3. Write the reactions that followed each of the actions given

below.

(a) Androcles did not like his cruel master, so he escaped from

the clutches of his cruel master at the first chance he got.

(b) The lion looked at Androcles piteously, so Androcles paused

and moved very cautiously towards the lion.

(c) Androcles bandaged the lion’s injured paw, so the lion licked

his arm, as if to show gratitude.

(d) A hungry ferocious lion was released into the arena, so

Androcles was filled with fear, but he put a brave front.

(e) The lion reached Androcles and it began to purr and rub its

nose against him.

(f) The emperor asked Androcles what other reward he would

like, so Androcles replied that he did not want anything for

himself, but he wanted the lion to be set free too.

4. Write in your own words 3 to 4 sentences about each of the

following.

(1) The condition of slaves in ancient Rome.

The slaves were forced to work for their masters. They had to do what their masters told them. They had no freedom, no rights. Even when they were unhappy with their

master, they could not leave him. They were bound by law

to obey their master, however wicked he might be.

(2) Qualities of Androcles.

Androcles was a kind, gentle and courteous man. He was a slave, he was very kind hearted. He helped the lion when it was injured; he cleaned and dressed the lion’s wound.

(3) Even wild animals can be our friends.

Wild animals can be our friends. The story of Androcles and the lion is the best example of this. Androcles helped the lion when the lion was in danger. He cleaned and dressed its wound and even shared his food with lion. Lion became good friends of him. At last when they met with each other in the arena the lion recognized him and showed gratitude and friendship between man and animal.

Androcles and the Lion

Androcles and the Lion

Long, long ago, there lived a kind, gentle and 

courteous man called Androcles. But he had a very 

cruel master. In those days, kings, nobles, and other 

wealthy men used poor people as their slaves. Androcles 

was a slave. The slaves were forced to work for their 

masters. They had to do what their masters told them. 

They had no freedom, no rights. Even when they were 

unhappy with their master, they could not leave him. 

They were bound by law to obey their master, however 

wicked he might be.

Androcles did not like his heartless, wicked master. 

His master starved his slaves and often whipped them. 

Androcles felt that even death was better than serving 

such a master. He kept looking out for a good 

opportunity. At the first chance he got, he escaped from 

the clutches of his cruel master. 

Now, although Androcles had thus run away, he 

was not a coward. He took shelter in a forest. He was 

not afraid of the wild beasts that roamed the forest. 

He did not mind that he had no roof over his head. 

He was happy that he was free as a bird to go wherever 

he wished.

One day, as he was wandering in the forest, he 

suddenly came face to face with a lion. His first reaction 

was to turn and flee. But then he saw that the lion 

had not moved on seeing him. It neither growled, nor 

roared. In fact, it looked at him piteously as if it was 

in great pain. 

Androcles paused. Then he moved very cautiously 

towards the lion, step by step. The lion moaned and 

whimpered. ‘‘Please help me,’’ its eyes seemed to say.

When Androcles drew near, the lion lowered its 

head and began to lick its paw. Then Androcles saw 

that the lion’s paw was wounded, sore and swollen.

On a closer look, Androcles noticed that a big thorn 

had pierced one of the lion’s toes. ‘So this is the cause 

of the lion’s distress,’ thought Androcles.

Summoning up all the courage, Androcles stretched 

his hand slowly towards the injured paw. He was afraid 

that the lion would attack him if he touched its swollen 

paw. But the lion seemed to understand his good 

intention. 

Androcles took the paw in his left hand. Deftly, 

he pulled out the thorn. Then, tearing a piece of his 

own clothing, the kind man bound up the lion’s injured 

paw. To his surprise and wonder, the lion then licked 

his arm, as if to show gratitude.

Androcles remained with the lion till it could walk 

again. He would hunt in the forest and share his food 

with the helpless beast. Every day, he would clean and 

dress the lion’s wound. Soon, the lion was able to 

move about. Many times, it followed Androcles, 

wherever he went.

In the meanwhile, Androcles’ master had complained 

to the authorities that his slave Androcles had run away. 

Soldiers were sent in all directions to capture Androcles. 

They searched for him high and low but couldn’t find 

him. At last, they came to the forest where Androcles 

lived.

It so happened that Androcles had gone out alone 

that day while the lion rested near the cave. Both of 

them fell into the hands of the soldiers. The soldiers 

took them back to the city. They put Androcles in 

chains in a prison. The lion was caged. 

In those days, people who were found to be guilty 

of a serious crime were fed to wild beasts, as 

punishment. Running away from one’s master was a 

very serious crime at that time. Therefore, Androcles, 

too, was to be thrown to the wild beasts.On the appointed day, the emperor arrived at the 

circus and took his place. The crowds cheered loudly. 

The trumpeters blew the trumpet and Androcles was 

brought into the arena. His chains were unbound. He 

felt weak and dismayed. He was certain that this was 

the last day of his life.

At the opposite end, a gate was raised and a 

ferocious lion was released into the arena. It had been 

kept hungry to make it more ferocious. Androcles was 

filled with fear, but he put up a brave front.

The lion saw Androcles and rushed towards him, 

bounding and roaring. But suddenly it stopped in its 

tracks. Then it moved slowly forward. All its rage 

seemed to have melted. Androcles saw this too. Each 

friend recognized the other.

To everyone’s amazement, the lion bounded towards 

Androcles again, but when it reached him, it began to 

purr and rub its nose against him. Androcles hugged 

the lion. He wept with relief and joy.

The audience, including the emperor, watched this 

tender sight in great wonder. People began to cheer 

Androcles and asked for his release. The emperor asked 

Androcles to explain the lion’s strange behaviour. When 

he heard the whole story, the emperor was also moved 

by the gratitude and friendship between man and beast. 

He ordered that Androcles should be set free. He would 

no longer be a slave.

When the emperor asked Androcles what other 

reward he would like, Androcles replied that he did 

not want anything for himself, but he wanted the lion 

to be set free too.

The two friends went back to the forest to live a 

free life. 

English workshop Be the best standard 8th

English workshop Be the best standard 8th

1. Read the words / names given below. Put the big-sized/ bigger ones in the big
circle and the smaller ones in the small circle.
(muskie, tree, pine, lake, bass, bush, highway, scrub, rill, sun, star, trail)

Ans-

In a small circle - scrub, bsush, bass, star, trail, rill

In a big circle - sun, pine, highway, lake, muskie, tree

2. Form groups of four. Read each stanza in the poem turn by turn.

Practical

3. Find and write the pairs of rhyming words from the poem.

Ans-

a) crew - do

b) here- near

c) trail - fail

d) star - are.

4. Complete the following with appropriate words/ phrases from the poem.

Ans-

(First one is done for you.)

(1) If you can't be a pine, be a scrub.

(2) If you can't be a tree, be a bush

(3) if you cant be muskie, be a bass.

(4) If you can't be a captain, you can be in

crew

(5) if you cant be a Highway, be a trail.

(6) If you can't be the sun, be a star

Q5. Write whether the following are true or false

Ans-

(1) All must be the Captains of the teams.

Ans- False

(2) A bit of grass can make the highway happier.

Ans - True

(3) We win or fail depending upon size or position.

Ans- False

(4) A scrub is found at the top of the hill.

Ans- False

(5) If your work is not important, don't do

it.

Ans - False

(6) Whatever job you have, do your best.

Ans- True

6. Write an appreciation of the poem wit the help of the points given below.

Ans-

(1) The title of the poem is. BE THE BEST

(2) The poem is written by DOUGLAS MALLOCH

(3) The poem has stanzas. Each stanza has FOUR lines.

(4) The lines that rhyme in each stanza, are FIRST

AND SECOND, THIRD AND FOURTH

(5) The poet compares big things with SMALL THINGS

(6) IF YOU CANT BE is a repeated expression in the poem.

(7) The line I shall always remember is BE THE BEST OF WHATEVER YOU ARE!

Be the best Appreciation of poem 8th standard

Be The Best poem

If you can’t be a pine on the top of the hill,
Be a scrub in the valley – but be
The best little scrub by the side of the rill;
Be a bush if you can’t be a tree.
If you can’t be a bush be a bit of the grass,
And some highway happier make;
If you are a muskie then just be a bass -
But the liveliest bass in the lake!
We can’t all be captains, we’ve got to be crew,
There’s something for all of us here,
There’s big work to do, and there’s lesser, to do,
And the task you must do is the near.
If you can’t be a highway then just be a trail,
If you can’t be the sun be a star;
It isn’t by size that you win or you fail -
Be the best of whatever you are !
 - Douglas Malloch

Appreciation of poem Be the best 8th standard

• About the poem, poet and title - The title of the poem 'Be the Best'.

The author of the poem is Douglas Malloch

The poem has 4 stanzas and each stanza has 4 lines.

 • Theme - The poet clearly suggests that whatever we do we do it best. The poet has used various different messages from nature to convey this messages.

 • Poetic style, language, poetic devices used in the poem -

The Rhym scheme of the poem is abab.

 • Special features -

 • Message/values/morals in the poem - 

 • Your opinion about the poem -

appreciation of the poem Be the Best Ans-

(1) The title of the poem is. BE THE BEST

(2) The poem is written by DOUGLAS MALLOCH

(3) The poem has stanzas. Each stanza has FOUR lines.

(4) The lines that rhyme in each stanza, are FIRST

AND SECOND, THIRD AND FOURTH

(5) The poet compares big things with SMALL THINGS

(6) IF YOU CANT BE is a repeated expression in the poem.

(7) The line I shall always remember is BE THE BEST OF WHATEVER YOU ARE!

  

Moral stories for kids

LITTLE GIRLS WISER THAN OLD PEOPLE

LITTLE GIRLS WISER THAN OLD PEOPLE

It was an early Easter. In the yards lay snow, 

and rills ran down the village. A large puddle had 

run down from a manure pile into a lane between 

two farms. And at this puddle two girls, one older 

than the other, had met. Both of them had been 

dressed by their mothers in new clothes. The little 

girl had a blue dress, and the elder a yellow one 

with a design. Both had their heads wrapped in red 

kerchiefs.

After prayers in the Church, the two girls went to 

the puddle, where they showed their new garments 

to each other, and began to play. They wanted to 

plash in the water. The little girl started to go into 

the puddle with her shoes on, but the older girl said 

to her: 

“Don’t go, Malasha, your mother will scold 

you. I will take off my shoes, and you do the same.’’

The girls took off their shoes, raised their skirts, 

and walked through the puddle toward each other. 

Malasha stepped in up to her ankles, and said:

“It is deep, Akulka, I am afraid.’’

“Never mind,’’ she replied, “it wil upl not be any 

deeper. Come straight toward me !’’

They came closer to each other. Akulka said: 

“Malasha, look out, and do not splash it up, but 

walk softly.’’

She had barely said that when Malasha 

plumped her foot into the water and bespattered Akulka’s new dress, and not only her dress, but also 

her nose and eyes. When Akulka saw the spots on 

her dress, she grew angry at Malasha, and scolded 

her, and ran after her, and wanted to strike her. 

Malasha was frightened and, seeing what trouble 

she had caused, jumped out of the puddle and ran 

home.

Akulka’s mother passed by; she saw her 

daughter’s dress bespattered and soiled.

“Where, accursed one, did you get yourself so 

dirty?’’

“Malasha has purposely splashed it on me.’’

Akulka’s mother grasped Malasha and gave 

her a knock on the nape of her neck. Malasha 

began to howl, and her mother ran out of the house.

“Why do you strike my daughter?’’ she began 

to scold her neighbour.

One word brought back another, and the women 

began to quarrel. The men, too, ran out, and a big 

crowd gathered in the street. All were crying, and 

nobody could hear his neighbour. They scolded 

and cursed each other; one man gave another man 

a push, and a fight had begun, when Akulka’s 

grandmother came out. She stepped in the midst of 

the peasants, and began to talk to them:

“What are you doing, dear ones ? Consider the 

holiday. This is a time for rejoicing. And see what 

sin you are doing !’’

They paid no attention to the old woman, and 

almost knocked her off her feet. She would never 

have stopped them, if it had not been for Akulka 

and Malasha. 

While the women exchanged words, Akulka 

wiped off her dress, and went back to the puddle 

in the lane. She picked up a pebble and began to 

scratch the ground so as to let the water off into the 

street. While she was scratching, Malasha came up 

and began to help her. She picked up a chip and 

widened the rill.

The peasants had begun to fight, just as the 

water went down the rill toward the place where 

the old woman was trying to separate the men. The 

girls ran, one from one side of the rill, the other 

from the other side.

“Look out, Malasha, look out !’’ shouted 

Akulka.

Malasha wanted to say something herself, but 

could not speak for laughter. The girls were running 

and laughing at a chip which was bobbing up and 

down the rill. They ran straight into the crowd of 

the peasants. The old woman saw them and said to 

the peasants:

“Shame on you before God, men ! You have 

started fighting on account of these two girls, and 

they have long ago forgotten it: the dear children 

have been playing nicely together. They are wiser 

than you.’’

The men looked at the girls, and they felt 

ashamed. Then they laughed at themselves, and 

scattered to their farms.

-Count Leo N. Tolstoy

(Adapted from a translation 

by Leo Wiener)

The Parts of Speech poem

The Parts of Speech

Every name is called a noun,

As field and fountain, street and town,

In place of noun the pronoun stands,

As he and she can clap their hands.

The adjective describes a thing,

As magic wand or bridal ring.

The verb means action, something done,

To read and write, to jump and run.

How things are done the adverbs tell,

As quickly, slowly, badly, well.

The preposition shows relation,

As in the street or at the station.

Conjunctions join, in many ways,

Sentences, words, or phrase and phrase.

The interjection cries out, “Hark !

I need an exclamation mark!

Through poetry, we learn how each

of these make up THE PARTS OF SPEECH.

 - Author Unknown

It’s a small world ... 7th class poem

1.1 It’s a small world ...

It’s a world of laughter, 

A world of tears.

It’s a world of hopes,

And a world of fears.

There’s so much that we share

That it’s time we’re aware

It’s a small world after all ...

It’s a small world after all

It’s a small world after all

It’s a small world after all

It’s a small, small world.

There is just one moon

And one golden sun

And a smile means

Friendship to every one.

Though the mountains divide

And the oceans are wide

It’s a small world after all ...

It’s a small world after all

It’s a small world after all

It’s a small world after all

It’s a small, small world.

Unit

1

- Richard M. Sherman and 

Robert B. Sherman

ENGLISH WORKSHOP


1. Sing the song.
Ans- Sing the song as taught by teacher.

2. Note down pairs of rhyming words from the poem.
Add one more rhyming word to each pair.

Ans- 1. Tears - fears - years
2. Share - aware - mare
3. Moon - sun - fun
4. Divide - wide - tide

3. Guess and discuss the meaning of the following lines. 

 It’s a world of laughter

 A world of tears

It’s a world of hopes

And a world of fears


4. The poem says ‘And a smile means friendship to everyone’. Give examples 
of other actions or gestures that mean the same in all parts of the world. Give 
three examples of gestures or actions that have a specific meaning only in 
certain regions. One such example would be the ‘Thumbs up’ sign.

5. The following sentences were heard in a school on the first day. Use these expressions 
to prepare simple conversations between two or more speakers. You may use the 
same expressions more than once, and add your own lines. Form pairs or groups 
and present the conversations in the classroom.

Write down three of the conversations you have prepared / presented / heard.
Hello! Hi!
So nice to see you again. 
I’m ........ .
I am so glad to 
see you all!
How are you?
How did you 
spend your holiday ?
How was your journey to...?
It’s nice to be 
back in school. 
We had so much fun together !
Meet my friends 
...... and ........ .
This is ....... .
I spent my holiday at ... .
We went to ..... 
in the vacation. How was your holiday ?
I’m new here. My name’s .... .
what’s yours ?

Ans-

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Appreciation of poem Animals

Appreciation of poem Animals

Animals poem appreciation

The title of the poem : Animals

The poet : Walt Whitman

Rhyme scheme : free verse (no rhyme schemej 

Favourite line : They bring me tokens of myself. 

The theme/central idea : Animals are better than humans.

Figure of speech : The figure of speech in the poem is Repetition.

Special features : Reflective and simple language. Subtle tone is used indirectly referring to human beings and expressive wordsaee used  for good animal qualities in this poem.

Why I like/don't like the poem : I like the poem because it teaches us which qualities are required to raise in order to grow good relationships among ourselves.

• About the poem, poet and title -

 • Theme -
 • Poetic style, language, poetic devices used in the poem -
 • Special features -
 • Your opinion about the poem -

Moral stories for kids

 • Message/values/morals in the poem -

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