2.5 book review english workshop

Vinayak Sir

Appreciation of the Poems,English Workshop, Explanation of the Poems and Lessons, Grammar.

Thursday 19 July 2018

English workshop 1.4 be smart, (with questions and answers) std 10th, english.

• As a student, we can't become President or Prime Minister but can hope to reach those heights in the future.
• To reduce weight we know how to go about it. But without consistent time-bound action, it never becomes a reality. It may be exercise, diet and stress-free thoughts. All these have to be practised and implemented without hesitation doubt or indifference but within a deadline
• While building a house, one must know what exactly is the capacity required and how long can it stretch?
• Life is like a trumpet if you don't put anything in, you can't get anything out.
• While playing football ones exact role and position has to be clearly defined.
•  a)  SMART goals are the methodology of thinking that helps people reach success smart stands for specific measurable achievable realistic and time-bound.
• b) Two valuable assets of setting goals are a sense of originality and a stepping stone to eliminate the path number.
• ‘If I don't put anything in we can't get anything out.’ Guess the meaning.
• Discuss in pairs find similar quotes that bring the same meaning.
• (a)      You reap as you sow
• (b)      Input is equal to output.
• (c)       No pains no gains.
• (d)      Tit for tat.
• (e)      Every action has a reaction.

• (a) Greeting and the introduction of the topic.
• (b) Exposition of main theme/ clarity of message/ organized thoughts/ ideas. 
• (c) Moral and practical application with examples.
•  (d) Conclusion.
• a) Verbal clarity pronunciation of words voice modulation and projection.
• (b) Presentation  /speaking style, mannerism, audience eye contact, ability to keep the audience engaged.
• (c) Confidence- gestures, expression and courage.
• (a) It's a pleasure to see you all/ I am happy to see you all today/ it's good to see you all here.
• (b) Today's topic is ......../ My talking about... /My topic is ………..
• (c) The purpose/aim of this speech.............
• (d)  I will focus on one/ two/ three major issues.
• (e) if you have any question, feel free to ask me.

36 comments:

Very useful sir thanks

Thank You, Madam.

Sir It's a great help for all English teachers.

Sir please science question and answer

I am an English language teacher..

Very nice sir

Thank You very much..

Very good sirji

This side so help full for me

Please make Summary on world heritage chapter

You will get it soon

baburav keidi hai kya

baburav kidar hai

baburav lidar hai bhai

baburaaaaaaaaavvvvvvv!

Nice sir! Sir can you give me speech about aim in my life to become CA

Vinayak sir You are great , Thank you very much for this workshop

Nice sir.give me 2.5 book review english work sohp.

The earth 🌎 is the most denset planet in the solar system and is the only planet not named after a god

GREAT VINAYAK SIR PLZ SEND ME UR MOBILE NO 9860921217

Nice teach sir,👌🏻👌🏻👌🏻

Vinayak sir very nice 👍👍👌👌 Thank you 🙏

Vinayak sir please send yoyr number

where is 9 question you are ariticle so bad

Nice Answer Thanks

Thankyou so much sir this is very useful for us

Sir, can you give an answer of Question (9) of this chapter. Because I'm not able to solve it. Please replay me if possible. Thank you for giving answers of other questions.

Is there no Answer for Que. No. 8?

very nice sir..You talent is useful for my daughter..thanks very much..

Thanks sir for workShop

Thank you so much sir This work shop very helpful

Thanks sir Thanks ones again

check my article https://www.elearning1.com/2021/12/Whatissuccess.html

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• 31 Writing Book Reviews

Start-Up Activity 

Make a list of your three favorite books. For each book, identify two or three things you like about it. Share your list with your class. Then have your students list their three favorite books and what they liked about each. Point out that these thoughts could be used in a book review. Then ask if there was anything students didn't like about one of the books. Note that a criticism also could be part of a book review. 

Think About It

“There are books of which the backs and covers are by far the best parts.”

—Charles Dickens

State Standards Covered in This Chapter

• CCSS.ELA-LITERACY.RI.4.1
• CCSS.ELA-LITERACY.RI.4.2
• CCSS.ELA-LITERACY.RI.4.3
• CCSS.ELA-LITERACY.RI.4.4
• CCSS.ELA-LITERACY.RI.4.5
• CCSS.ELA-LITERACY.RI.4.7
• CCSS.ELA-LITERACY.RI.4.9
• CCSS.ELA-LITERACY.RI.5.1
• CCSS.ELA-LITERACY.RI.5.2
• CCSS.ELA-LITERACY.RI.5.3
• CCSS.ELA-LITERACY.RI.5.4
• CCSS.ELA-LITERACY.RI.5.5
• CCSS.ELA-LITERACY.RI.5.7
• CCSS.ELA-LITERACY.RI.5.9
• CCSS.ELA-LITERACY.RL.4.1
• CCSS.ELA-LITERACY.RL.4.2
• CCSS.ELA-LITERACY.RL.4.3
• CCSS.ELA-LITERACY.RL.4.4
• CCSS.ELA-LITERACY.RL.5.1
• CCSS.ELA-LITERACY.RL.5.2
• CCSS.ELA-LITERACY.RL.5.3
• CCSS.ELA-LITERACY.RL.5.4
• CCSS.ELA-LITERACY.W.4.2
• CCSS.ELA-LITERACY.W.4.4
• CCSS.ELA-LITERACY.W.4.5
• CCSS.ELA-LITERACY.L.4.1
• CCSS.ELA-LITERACY.L.4.2
• CCSS.ELA-LITERACY.W.5.2
• CCSS.ELA-LITERACY.W.5.4
• CCSS.ELA-LITERACY.W.5.5
• CCSS.ELA-LITERACY.L.5.1
• CCSS.ELA-LITERACY.L.5.2

LAFS Covered in This Chapter

Lafs.4.ri.1.1, lafs.4.ri.1.2, lafs.4.ri.1.3, lafs.4.ri.2.4, lafs.4.ri.2.5, lafs.4.ri.3.7, lafs.4.ri.3.9, lafs.5.ri.1.1, lafs.5.ri.1.2, lafs.5.ri.1.3, lafs.5.ri.2.4, lafs.5.ri.2.5, lafs.5.ri.3.7, lafs.5.ri.3.9, lafs.4.rl.1.1, lafs.4.rl.1.2, lafs.4.rl.1.3, lafs.4.rl.2.4, lafs.5.rl.1.1, lafs.5.rl.1.2, lafs.5.rl.1.3, lafs.5.rl.2.4, lafs.4.w.1.2, lafs.4.w.2.4, lafs.4.w.2.5, lafs.4.l.1.1, lafs.4.l.1.2, lafs.5.w.1.2, lafs.5.w.2.4, lafs.5.w.2.5, lafs.5.l.1.1, lafs.5.l.1.2, teks covered in this chapter, 110.6.b.9.d, 110.6.b.9.d.i, 110.6.b.7.c, 110.6.b.7.d, 110.6.b.9.d.iii, 110.6.b.9.d.ii, 110.6.b.9.f, 110.7.b.9.d, 110.7.b.7.d, 110.7.b.9.d.iii, 110.7.b.9.f, 110.6.b.8.a, 110.6.b.8.b, 110.7.b.8.a, 110.7.b.7.c, 110.7.b.8.b, 110.7.b.8.c, 110.7.b.8.d, 110.7.b.10.d, 110.6.b.11.b, 110.6.b.12.b, 110.6.b.11.a, 110.6.b.11.c, 110.6.b.11.d, 110.6.b.1.c, 110.6.b.11.d.ix, 110.6.b.11.d.x, 110.6.b.11.d.xi, 110.7.b.12.b, 110.7.b.11.a, 110.7.b.11.c, 110.7.b.11.d, 110.7.b.1.c, page 224 from writers express, sample nonfiction book review.

Express to your students that reading nonfiction books can broaden their perspective on the people, places, and things that make up our world. Then introduce them to the sample book review on this page. Explain that they will be writing something similar about a nonfiction book they are currently reading or have finished recently. 

As you explore the sample, point out its key parts. Explain that the beginning gets the readers’ attention and the middle paragraphs answer key questions about the book.

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Page 225 from Writers Express

Sample Nonfiction Book Review (Continued)

Have your students read through the remainder of the sample nonfiction book review. Point out the use of the headings in the sample. Explain that they guide readers from section to section in the review. Finally, note how the ending tells why others might enjoy the book but doesn't spoil the book's ending.

Page 226 from Writers Express

Sample fiction book review.

Explain that fiction often presents readers with fascinating characters, interesting settings, and dramatic action. Then introduce them to the sample fiction book review on this page. Explain that they will be writing a similar review about a piece of fiction they are currently reading or have read recently.

Next, examine the key parts of the review as a class. Point out how the beginning hooks readers by sharing an interesting detail about the book. It also introduces the title and the author. Then review how the middle paragraphs answer key questions about the book.

Page 227 from Writers Express

Sample Fiction Book Review (Continued)

Read the remainder of the sample fiction book review with your class. Point out how the headings in the middle part review what's to come next in the review.

Finally, closely analyze the ending paragraph with your students. Point out how it shares an exciting summary of what happens in the book but doesn't spoil the ending. Note how the ending uses a question: How will anything turn out right? This question speaks directly to the reader, as does the closing line.

Page 228 from Writers Express

Writing guidelines.

Walk your students through the process of writing a book review. Encourage them to reserve space in a notebook or note-taking device for answering the four main questions of a book review: What is the book about? What do I like about the book? What is the book's theme or message? Why would others like it?  Then move on to the drafting tips. Explain that each question should be answered fully in separate paragraphs.

Next, you can discuss the final steps in the writing process: revising and editing. For revising, point your students to the four questions for "Improving Your Book Review." Students should be able to answer "yes" to each question before moving onto editing. If they cannot answer "yes," encourage them to add the missing details. This may require them to go back to the book they were reading. Finally, to help students understand the kinds of questions they should ask themselves when they edit, you can share with them the Editing Checklist download.

Page 229 from Writers Express

Collection sheet.

You can use the questions on this page to guide your students' prewriting and revising. Make sure to point out that fiction and nonfiction book reviews require different answers to these questions, as noted on this page. Download and distribute the book review collection sheet to help students gather details.

Encourage your students to check this page regularly as they read and write. While reading, they can search for and take notes of answers to the specific questions. While writing, they can use the page as a checklist of key questions to answer in their reviews.

Sharing Fiction with a Partner

Use shared inquiry to read fiction.

Page 230 from Writers Express

Sample book review brochure.

If you're looking for an alternative assignment to a standard book review, you could have your students create book review brochures. This page features one example. Show your students that the inside pages of the sample brochure answer the key questions from the previous page, only in bite-size pieces. 

• 01 A Basic Writing Guide
• 02 Understanding the Writing Process
• 03 One Writer's Process
• 04 Qualities of Writing
• 05 Selecting and Collecting
• 06 Focusing and Organizing
• 07 Writing and Revising
• 09 Publishing
• 10 Writing Basic Sentences
• 11 Combining Sentences
• 12 Writing Paragraphs
• 13 Understanding Writing Terms and Techniques
• 14 Understanding Text Structures
• 15 Writing in Journals
• 16 Using Learning Logs
• 17 Writing Emails and Blogs
• 18 Writing Personal Narratives
• 19 Writing Fantasies
• 20 Writing Realistic Stories
• 21 Writing Stories from History
• 22 Responding to Narrative Prompts
• 23 Writing Explanatory Essays
• 24 Writing Process Essays
• 25 Writing Comparison-Contrast Essays
• 26 Responding to Explanatory Prompts
• 27 Writing Persuasive Essays
• 28 Writing Persuasive Letters
• 29 Writing Problem-Solution Essays
• 30 Responding to Persuasive Prompts
• 32 Writing About Literature
• 33 Responding to Literature Prompts
• 34 Writing Reports
• 35 Writing Research Reports
• 36 Writing Summaries
• 37 Writing Plays
• 38 Writing Poems
• 39 Communicating Online
• 40 Researching Online
• 41 Staying Safe Online
• 42 Reading Strategies for Fiction
• 43 Reading Strategies for Nonfiction
• 44 Reading Graphics
• 45 Building Vocabulary Skills
• 46 Becoming a Better Speller
• 47 Giving Speeches
• 48 Improving Viewing Skills
• 49 Improving Listening Skills
• 50 Using Graphic Organizers
• 51 Thinking and Writing
• 52 Thinking Clearly
• 53 Thinking Creatively
• 54 Completing Assignments
• 55 Working in Groups
• 56 Taking Tests
• 57 Taking Good Notes
• 58 Marking Punctuation
• 59 Editing for Mechanics
• 60 Check Your Spelling
• 61 Using the Right Word
• 62 Understanding Sentences
• 63 Understanding Our Language

Maharashtra Board Class 10 English Solutions Unit 2.5 Let’s March

Balbharti Maharashtra State Board Class 10 English Solutions Unit 2.5 Let’s March Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 10 English Kumarbharati Textbook Solutions Unit 2.5 Let’s March

Maharashtra Board Class 10 English Solutions Unit 2.5 Warming Up Questions and Answers

Question 2. Put a [✓] or [✗] A good speech delivered requires the following characteristics. (1) Well planned and thoughts well-organized. [ ] (2) Delivered softly and in a low voice. [ ] (3) Speaker need not greet the dignitaries and audience. [ ] (4) Language used should be suitable to the audience. [ ] (5) Speech should be of a proper duration. [ ] (6) Speaker should be passive, and have no facial expressions. [ ] (7) Speech should be supported by good examples/episodes/ visual aids. (where possible) [ ] (8) Speaker should switch over from one language to another [ ] Answer: (1) Well planned and thoughts well-organized. [✓] (2) Delivered softly and in a low voice. [✗] (3) Speaker need not greet the dignitaries and audience. [✗] (4) Language used should be suitable to the audience. [✓] (5) Speech should be of a proper duration. [✓] (6) Speaker should be passive and have no facial expressions. [✗] (7) Speech should be supported by good examples/episodes/visual aids, where possible. [✓] (8) Speaker should switch over from one language to another. [✗]

Question 3. Read the expressions and insert them in the proper columns. Put the proper expression numbers in the right column.

Expressions (1) Imagine ! After ten years, what will happen? (2) Let me begin, today, by sharing my own experience. (3) Honourable Chief Guest ………………….., eminent dignitaries, ladies and gentlemen. (4) I don’t understand why we accept this issue so passively. (5) I am Adarsh Birajdar, (designation) standing before you ………………….. (6) A renowned personality (name) says “ ………………….. ” (7) Good morning, to one and all present today. (8) I express my deep gratitude to the organisers of this event/function ………………….. (9) Let me give you an example ………………….. (10) Thank you all for a patient listening and your interest in my talk. (11) You must have noticed that ………………….. (12) Before I conclude, I would like you to think over the fact that ………………….. Answer:

Let’s March Class 10 English Workshop Questions and Answers Maharashtra Board

Question 1. Name the following. (a) The persons to whom Kailash Satyarthi gives the highest credit of his honour – (b) The greatest personalities from the land of Buddha – (c) So called daughters of Kailash Satyarthi – (d) The foreign activists of equal rights, mentioned in the speech – Answer: (a) Kaalu Kumar, Dhoom Das, Adarsh Kishore and Iqbal Masih. (b) Buddha, Guru Nanak, Mahatma Gandhi (c) Daughters of Kailash Satyarthi (d) Iqbal Masih, Malala Yousafzai and Tom Harkin.

Question 5. Think and give your own response. (a) How can education help the deprived children and child laborers? Answer: Education will help the deprived children and child labourers to stand on their own feet and earn a decent living. It will help them to have financial independence. Education plays a huge role in building confidence, tolerance, and making children global: citizens.

(b) Name any other social activist who has worked/is working earnestly for child-welfare. Write about his/her activities.

(c) What message does the little bird’s story of the forest fire convey to us? Explain. Answer: The message the little bird story of the forest fire conveys to us is that we must try to do whatever we can to improve matters. We must not think that our efforts are insignificant. We must not think ‘What can one person do?’ Every little drop counts. If each of us makes a little bit of effort, the sum total will be substantial.

(d) Besides the political freedom that our nation enjoys, what other freedom should it strive for? Say why. Answer: Besides the political freedom that our nation enjoys. it should strive for social freedom, where everybody is treated equally irrespective of caste, creed and gender. Our nation should also strive for economic freedom, where everyone is above the poverty line. Only then will our nation progress.

(e) What is your impression of the acceptance speech given by Kailash Satyarthi, when he received the Nobel Prize? Write in 3 to 4 sentences. Answer: The speech was very emotional. It could be due to the fact that the speech was an earnest appeal to the hearts of the people world over. If we wish the children of the world to be looked after well, we have to rouse the adults to act in a responsible and compassionate manner. This can be done only by trying to touch their hearts and their emotions, which the speaker has attempted to do.

Question 6. Choose the correct option and write in front of the given word, to convey the exact meaning. (a) divinity : ……………………….. (i) goodness (ii) godliness (iii) god – fearing Answer: (ii) godliness

(b) extremist : ……………………….. (i) militant (ii) robber (iii) spy Answer: (i) militant

(c) culminate : ……………………….. (i) destroy (ii) succeed (iii) rise to a peak Answer: (iii) rise to a peak

(d) exploitation : ……………………….. (i) explosion (ii) misuse (iii) employment Answer: (ii) misuse

(e) mortality : ……………………….. (i) death (ii) virtues (iii) starvation Answer: (i) death

(f) dignity : ……………………….. (i) self-pride (ii) self-support (iii) self-esteem Answer: (i) self-esteem

Question 7. Pick out from the lesson the- (A) Noun forms of the following words- (a) dignified (b) pacify (c) pursue (d) ignore (e) poor (f) divine Answer: (a) dignity (b) pacification (c) pursuit (d) ignorance (e) honor (f) divinity

(B) Verb forms of- (a) democracy (b) global (c) hindrance (d) resolution (e) liberty (f) service Answer: (a) democret (b) globalise (c) hinder (d) resolve (e) liberate (f) serve

Question 8. (A) Use the following words as a noun as well as a verb and make meaningful sentences with each set, in your notebook. march, honour, credit, stitch Answer: March: (a) Gandhiji led the legendary salt march against the British, (noun) (b) The women marched to the police station angrily, (verb)

Honour: (1) honour – (a) The poor old man had the honour of shaking hands with the King, (noun) (b) We must honour oui’ national heroes. (verb)

Credit: (a) The athlete said that the full credit for her success goes to hci- coach. (noun) (b) She credits ‘her success to her farnlly’s support. (verb)

Stitch: (a) A stitch in time saves nine, (noun) (b) Mary always stitched her school uniform herself, (verb)

(B) Write minimum 4 hidden words of more than 4 letters from – intergovernmental Answer: intergovernmental:

• governmental,
• government,

(C) Make meaningful sentences by using the following phrases, in your notebook. (a) in the pursuit of (b) be afraid of (c) give up Answer: (a) In pursuit of a ha1thier diet, more people now turn to organic foods. (b) One should not be afraid of facing difficult situations. (c) We must never give up hope even when we face problems.

(D) Pick from the lesson the antonyms of (i) ignorance x ………………………. (ii) immortality x ………………………. (iii) deny x ………………………. (iv) violence x ………………………. (v) well- known x ………………………. (vi) slavery x ………………………. Answer: (i) knowledge (ii) freedom (iii) accept (iv) peace (v) unknown (vi) mortality

Question 9. (A) What will you do in the following situations? (a) If you see a child working in a restaurant. …………………………………………………….. (b) If you find a child working at a construction site. …………………………………………………….. (c) If you find a child working at a brickwork site. …………………………………………………….. (d) If you come across a beggar child. …………………………………………………….. Answer: (a) I will talk to the restaurant owner and ask him to send the child to a government school. I will offer to give the child my old books and clothes. (b) I will talk to the child’s parents and ask them to send him to school. I will also inform my parents and ask them to help. (c) I will find an NGO and inform them about it. (d) I will find an orphanage or NGO in the area and ask them to help him. I will also give him some picture books so that he begins to take an interest in books.

(B) Write any 2 efforts that you can make to enroll deprived children/ out of school children into a school. One is given for you. (a) I will persuade parents of such children to send them to school. (b) …………………………………………………….. (c) ……………………………………………………..

Question 10. (A) Types of Sentence A sentence is a group of words that expresses a complete idea. Sentences can be classified in various ways. The following is a classification of sentences.

(i) Assertive sentence (Statement) : A sentence that makes a statement or assertion is a sentence. For example, ‘There are many villages in India.’

(ii) Interrogative sentence : It is a sentence that asks a question. It is of two sub-types. Yes/no interrogative sentence : It generally begins with a helping verb or an auxiliary verb and can be answered by saying ‘Yes’ or ‘No’. For example, ‘Are you coming with us?’

Wh-interrogative sentence : It begins with a wh – word, such as ‘who’ and ‘why’ and cannot be answered by saying ‘yes’ or ‘no’. For example, ‘What is the time?’

(iii) Imperative sentence : It expresses commands, requests etc. It generally begins with a verb. For example, ‘Open your books’.

(iv) Exclamatory sentence : It expresses a strong feeling. For example, ‘How wonderful the river looks !’ ‘What a shame !’

(B) Say whether the following sentences are Assertive (Statements), Imperative (Commands, Requests, etc.), Interrogative (Questions) or Exclamatory (Exclamations). (1) The Mantra carries a prayer. ………………………….. . (2) Is the world so poor? ………………………….. . (3) Kill not your children because of poverty. ………………………….. . (4) Let’s walk together. ………………………….. . (5) What can one person do? ………………………….. . (6) We have made progress. ………………………….. . (7) How utterly we have failed our children! ………………………….. . (8) What a big challenge it is! ………………………….. . Answer: (1) Assertive (2) Interrogative (3) Imperative (4) Imperative (5) Interrogative (6) Assertive (7) Exclamatory (8) Exclamatory

(C) Rewrite the following sentences as Assertive (statements). (1) Why didn’t you come earlier? ………………………….. . (2) How frightened their eyes look! ………………………….. . (3) How angry it makes me! ………………………….. . (4) Should I accept such shackles of slavery? ………………………….. . (5) What can one person do? ………………………….. . Answer: (1) You should have come earlier. (2) Their eyes look very frightened. (3) It makes me very angry. (4) I should not accept such shackles of slavery. (5) One person cannot do much.

Question 11. (A) Observe the following underlined phrases. Here ‘have /has’ are followed by the past participle form of the verb. This construction indicates the present perfect tense. Find more such sentences from the text. (1) We have made progress in the last couple of decades. (2) We have prevented millions of child deaths. (3) It has happened. (4) ………………………….. . (5) ………………………….. . Answer: (4) Let us inculcate…. (5) Let us globalise compassion.

(B) In the following sentences the underlined words are called infinitives. Find such examples from the speech and underline the infinitives. (1) Every child is free to grow . (2) I refuse to accept that all the laws and constitutions, police and judges are unable to protect our children. (3) ………………………….. . (4) ………………………….. . (5) ………………………….. . Answer: (3) To grow and develop, to eat, to laugh, to play, to go to school, to dream (4) Kailash Satyarthi is. not ready to accept : (5) The Nobel Committee has generously invited me to present a lecture.

(C) Complete the following sentences with the help of the sentence given below. (a) The biggest challenge knocking on the doors of human kind is fear and intolerance. (i) No other challenge knocking ………………………….. as big as ………………………….. . (ii) Fear and intolerance are bigger ………………………….. . Answer: (i) No other challenge knocking on the doors of humankind is as big as fear and intolerance. (ii) Fear and intolerance are bigger than any other challenge knocking on the doors of humankind.

(b) The Nobel Prize is one of the greatest honours in the world. (i) Very few honours ………………………….. . (ii) The Nobel Prize is greater than ………………………….. . Answer: (i) Very few honours in the world are as great as the Nobel Prize. (ii) The Nobel Prize is greater than most other honours in the world.

Question 12. (A) Match the sentences given in part ‘A’ with the sentences given in part ‘B’. Note the differences in structure.

(B) You might have observed that The sentences in Part A are in the passive voice while the sentences in Part B are in the active voice. Now change the following sentences into the passive voice. 1. We can do it. …………………………… 2. Her angry question still shakes me. …………………………… 3. Governments must make child-friendly policies. …………………………… 4. His answer made me angry. …………………………… Answer: 1. It can be done by us. 2. I am still shaken by her angry question. 3. Child-friendly policies must be made by governments. 4. I was made angry by his answer.

Question 13. Imagine your school invites Malala to preside over ‘Children’s Day’ celebration programme. Draft a welcome speech for this guest of honour. Gather information about her from Internet or your school library. While drafting a speech the following points should be kept in mind. (1) Greeting and salutation (2) Self-introduction and introduction of the topic (3) A catchy thought/piece of news/short episode, to start with (4) Body of the speech supported with related examples and episodes (5) Conclusion Answer: A Welcome Speech

Honorable Chief Guest, respected Principal, teachers and my dear friends,

A pleasant good morning to you all. I am Ananya Iyer, the Cultural Secretary of our school. Today, on Children’s Day, I have the pleasure and privilege of welcoming an eminent personality, Ms. Malala Yousafzai. as our Guest of Honour. Ms. Yousafzai is a Pakistani activist who took up the cause of female education and fought for it with a missionary zeal. She is the youngest Nobel Prize laureate. She is known for human rights activities, especially the education of women and ’children in her native Swat Valley in Khyber Pakhtunkhwa. northwest Pakistan.

On 9 October 2012, while on a bus in the Swat District, Ma’am Yousafzai and two other girls were shot by a Taliban gunman in an assassination attempt in retaliation for her activism. Ma’am Yousafzai was hit in the head with a bullet and remained unconscious and in a critical condition. Following her recovery, she became a prominent voice for the right to education. She founded the Malala Fund, a non-profit organisation and in 2013 co-authored I am Malala, an international best seller.

In 2012, she was the recipient of Pakistan’s first National Youth Peace Prize and the 2013 Sakharov Prize. In 2014, she was the co-recipient of the 2014 Nobel Peace Prize, along with Shri Kailash Satyarthi. Aged 17 at the time, this made her the youngest-ever Nobel Prize laureate. In 2015, Ma’am Yousafzai was a subject of the Oscar- shortlisted documentary He Named Me Malala. The 2013, 2014 and 2015 issues of Time magazine featured her as one of the most influential people

Ma’am, we are proud and privileged to have you with us today. We hope that your presence will inspire and motivate all of us here to take up issues relating to women and children’s rights in earnest. We request you to say a few words to the audience before the inauguration of the function. Thank You.

Question 14. Select the correct alternative and complete the following: Kailash Satyarthi: (1) Wants to do this, so that no one is left behind in any corner of the world: walk together. (walk tog ether/remember his ancestors) (2) Wants to do this, to show respect to his late parents: bow to them, (bow to them/speak to them) (3) Feels if we do this, our minds will come together: speak together. (smile/speak together) (4) Feels this, each time he frees a child from slavery: liberated. (honoured/liberated) Answer: (1) walk together. (2) bow to them (3) speak together (4) liberated

Question 15. Match the words to their meanings: (Board’s Model Activity Sheet)

Question 16. This mantra carries a prayer, an aspiration and a resolve that has the potential to liberate humanity from all man-made crises. Answer: This mantra carries not only a prayer, but also an aspiration and a resolve that has the potential to liberate humanity from all man-made crises.

Question 17. I bow to my late parents, to my motherland India and to the mother earth. Answer: I bow not only to my late parents, but also to my motherland India and to the mother earth.

Question 18. Find sentences in the present perfect tense from the passage: Answer: I have freed a child from slavery.

Question 19. Find sentences from the passage that’ contain infinitives: (Board’s Model Activity Sheet) Answer: (1) I am deeply honoured to recite a mantra. (2) …the potential to liberate humanity… (3) Let’s walk together. (The infinitives without ‘to’ before them are called ‘Bare Infinitives’.) (4) Let’s speak together. (5) Let our minds come together. (6) Let us create knowledge together.

Question 20. Let us create knowledge for all. (Begin the sentence with ‘Let knowledge …’ and rewrite) (Board’s Model Activity Sheet) Answer: Let knowledge be created for all.

Question 21. Write about the various problems that children are facing today. (Board’s Model Activity Sheet) Answer: Children in cities face problems like severe competition, addiction to social networking and video games, etc. Children in rural areas face problems like exploitation, bonded labour, poverty, lack of: opportunities, etc.

Question 22. Explain the reason why a chair is kept empty on the podium by Shri Satyarthi. Answer: The empty chair kept on the podium by Shri Satyarthi represents or symbolises the suffering and struggles of millions of children who are left behind.

Question 23. Find the odd man out: (a) dream, tiny, militia, expenditure (b) compassion, liberty, children, pessimism Answer: (a) tiny-this is an adjective; the other words are nouns. (b) children-this is a common noun; the other words are abstract nouns.

Question 24. I am representing here – the sound of silence. Answer: (1) met – simple past tense (2) am representing – present continuous tense

Question 25. Find sentences in the present perfect tense from the passage: Answer: The Nobel Committee has generously invited me to present a lecture.

Question 26. Make a list of the things that Kailash Satyarthi is not ready to accept: Answer: Kailash Satyarthi is. not ready to accept: (1) that all the temples, churches, mosques and prayer houses have no place for the dreams of our 1 children, when all great religions and all countries ! teach us to care for our children. (2) that the world is so poor, whenust one week of global military expenditure is sufficient to pay for the education of all the children. (3) that all the laws and constitutions, police and judges, are unable to protect our children. (4) that the shackles of slavery can eves be’ stronger than the quest for freedom.

Question 27. Pick out from the passage the noun form of poor: Answer: poverty

Question 28. I have the privilege of working with many courageous people who have the same aim. (Rewrite using the noun form of the underlined wofd.) Answer: I have the privilege of working with many people with courage who have the same aim.

Question 29. All the great religions teach us to care for our children. (Frame a Wh-question to get the underlined words as the answer.) Answer: What do all the great religions teach us?

Question 30. Find sentences in the present perfect tense from the passage: Answer: We have never given up against any threat.

Question 31. Find sentences in the present perfect tense from the passage: Answer: (1) We have made progress. (2) We have reduced the number…….. (3) We have prevented millions of child deaths. (4) We have utterly failed our children…

Question 32. Find sentences from the passage that contain infinitives. Answer: Let us make no mistake.

Question 33. (1) Eighteen years ago, millions of individuals! demanded a new international law for the abolition of ’ the worst form’of child labour. (2) Satyarthi wants to inculcate and transform individuals’ compassion into a global compassion. Answer: (1) A new international law for the abolition of ’ the worst form’of child labour. (2) Individuals’ compassion into a global compassion.

Question 34. List the examples Kailash Satyarthi gives to show how the world is interconnected. Answer: Kailash Satyarthi says that we live in an age of rapid globalisation. We are connected through: (i) the high-speed internet (ii) the exchange of goods and services in one single global market and (iii) the thousands of flights from one corner to another corner of the globe.

Question 35. Change the following sentence into the passive voice: We can do it. Answer: It can be done by us.

Question 36. Do as directed: We are connected through high-speed internet. (Frame a Wh-question to get the underlined part as the answer.) Answer: How are we connected?

Question 37. The bird said, “I am doing my bit.” (Frame 2 questions which will give the above sentence as the answer.) Answer: (i) Who said, “I am doing my bit.”? (ii) What did the bird say?

Question 38. Find an example of present perfect tense from the passage. Answer: …….. and it has happened, …

Question 39. Find sentences from the passage that contain infinitives. Answer: (1) Let us inculcate…. (2) Let us globalise compassion.

Question 40. Pick out from the passage the noun forms of the following words: (i) passive Answer: (i) passivity

Question 41. Rewrite the sentences as directed: (1) I challenge the passivity and pessimism surrounding our children. (Rewrite replacing the participle with the finite verb.) (2) Children are questioning our inaction and watching our actions. (Rewrite as a rhetorical question.) Answer: (1) I challenge the passivity and pessimism that surrounds our children. (2) Aren’t children questioning our inaction and watching our actions? ‘

Question 42. Find an example of present perfect tense from the passage: Answer: ….. yet have never tasted chocolate…

Question 43. Find sentences from the passage that contain infinitives. Answer: (1) If we are to teach real peace… (2) We shall have to begin ……. (3) ….let us unite the world…. (4) ….the power to shake the whole world… (5) …will we allow to go without rescue….

Question 44. Explain why the eight-year-old girl’s question shakes Mr. Satyarthi. Answer: The eight-year-old girl’s question shakes Mr. Satyarthi because he realizes that we are doing too little too late for the exploited children of this world. Our collective inaction is robbing them of their childhood and allowing them to be exploited.

Question 45. What was the response of the boy’s father? What was Satyarthi’s reaction to it? Answer: The boy’s father said that he had never thought about the fact that his son was working outside the gate of the school and not studying with the others in the school. His answer made Satyarthi angry at that time and still makes him angry.

Question 46. Choose the correct verb forms of the following from the given options: (1) slavery: (a) sloven (b) slave (c) enslave. (2) bold: (a) bolden (b) embolden (c) embold. Answer: (1) enslave (2) embolden.

Question 47. Pick out from the following the words formed by using a prefix: (1) illiteracy (2) innovative (3) invest (4) abuse. Answer: (1) illiteracy (4) abuse.

Question 48. Replace the modal auxiliary in the following sentences with another showing obligation: (1) All of us must stand with our children. (2) We must keep our promises. Answer: (1) All of us ought to stand with our children. (2) We ought to keep our promises.

Question 49. Find a sentence in the present perfect tense from the passage: Answer: I have never thought about it.

Question 50. Find sentences from the passage that contain infinitives. Answer: (1) … to put an end to all forms…. (2) … must work together to accelerate action… (3) I gathered the courage to ask the boy’s father. (4) We are born to work .

Question 51. Do you think that it is possible to stop child labour in our country? Answer: Yes. If the government is determined enough, it can be done. The programme to eradicate small pox was conducted on a war footing, and we have managed to eradicate small pox from our country., In the same way, if a programme to educate children is conducted on similar lines, we will be able to send all our children to school and stop child labour.

Question 52. Complete the following: (The answers are given directly and underlined.) (1) Mr Satyarthi’s vision as a child was a vision of the future, of the cobbler boy sitting’ with him in his classroom. (2) The foreign activists of equal rights mentioned in the speech are Nelson ivfandela and Martin Luther King. (3) Mr Satyarthi requests the listeners to put their hands close to their hearts, close their eyes and feel and listen to the child inside them. (4) According to Mr. Satyarthi, thousands of Mahatma Gandhis. Nelson Mandelas and Martin Luther Kings are calling on us. Answer: (1) A vision of the future, of the cobbler boy sitting’ with him in his classroom. (2) Nelson ivfandela and Martin Luther King. (3) their hands close to their hearts, close their eyes and feel and listen to the child inside them. (4) thousands of Mahatma Gandhis. Nelson Mandelas and Martin Luther Kings are calling on us.

Question 54. Pick out from the passage the verb form of emocracy Answer: democratise

Question 55. As a child, I had a vision of tomorrow. (Rewrite as a complex sentence.) Answer: When I was a child. I had a vision of tomorrow.

Question 56. Find an example of present perfect tense from the passage: …that tomorrow has become today Answer: has become

Question 57. Find sentences from the passage that contain infinitives. Answer: (1) …for every child to have a right to life…. (2) I want you to see and feel this… (3) I request you to put your hand…. (4) let us democratise knowledge… universalise justice….globalise compassion…let us march ….

Question 58. What is your vision of tomorrow? Answer: My vision of tomorrow is of an India where there is no corruption and no poverty. In my vision of India everybody can live a life of comfort and ease.

Question 59. (1) Write two compound words of your own. (2) Pick out an infinitive from the lesson and use it in your own sentence. (3) Find out five hidden wordš from the given word : intergovernmental. (4) Use the following phrase in your own sentence: in small groups (5) Spot the error and rewrite the correct sentence: Let us made no mistake, great challenges still remain. (6) Identify the type of sentence: We have utterly failed our children in imparting education. (7) Write the following words in alphabetical order: invisibility, innocence, deliberations, expenditure (8) Write the present and past participles of a verb where the last letters are doubled: (9) Complete the word chain using nouns from the lesson: shackles →s_ _ _e, →e_ _ _e, → e_ _ _e, → e_ _ _n Answer: (1) classroom, motherland. (2) to teach: Someone needs to teach her what is right and wrong. (3) intergovernmental: governmental, meant, government, internal, train (4) The hikers waited in small groups at the base camp. (5) Let us make no mistake, great challenges still remain. (6) Assertive sentence (7) deliberations, expenditure, innocence, invisibility. (8) plot: plotting, plotted. (9) shackles → sense → expense → essence → education

Question 60. (1) Use the following word and its homophone in two separate sentences: peace (2) Prepare a word register of 4 abstract nouns from the lesson. (3) He asked me, “What is my fault?”(Rewrite in reported speech.) Answer: (1) (i) We said a prayer for world peace, (ii) We are missing one piece of their saw puzzle. (2) Abstract nouns: knowledge,ustice, compassion, prosperity, slavery, liberty, violence, peace. (3) He asked me what his fault was.

Question 61. (1) Use both the given words in a single meaningful sentence: privilege, progress. (2) Analyse the sentence: I refuse to accept that all the laws and constitutions, police andudges, are unable to protect our children. Answer: (1) Today, we have the privilege of witnessing the progress our country is making. (2) Complex Sentence: I refuse to accept – Main Clause; that all the laws and constitutions, police andudges, are unable to protect our children – subordinate noun clause.

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2.5 hr course video with notes and explanations

The Effortless Literature Review

► Step-by-step system from idea to finding relevant publications. ► Leverage Litmaps to find, prioritize and keep track of papers. ► Learn importance filtering to cut reading volume by 75%. ► Find reference gaps in any publication (even your own). ► Learn to use modern AI and discovery tools to finish fast .

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Transform your research, if you...

► …feel you can't read everything that you'd want to ► ...want to get to know cutting edge yet simple software and AI ► …feel ambitious to excel in your field of research ► …don't want to rely on journals to decide what is important ► ...are an interdisciplinary researcher and need insights fast

Literature discovery can be tedious. But it can be automated with tools and AI. We will build our own personal literature discovery engine. The components are: • Sciteai and Google Scholar to find "seed" publications. • Litmaps to find every relevant publication. • Zotero to gather PDFs • Scholarcy and SciSpace to help with understanding. • Obisidian to take notes and visualize our collection.

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Zero-to-Hero Workshop

► 2.5hr of video suitable for absolutely all skill levels. ► Extensive Questions & Answers asked by other academics. ► Access to a private discord chat, for 1-on-1 discussions. ► All software used is available on Mac or PC. ► Receive discount codes for paid tools.

After these 2.5 hours you will have no trouble discovering, keeping track and organizing your literature. We will not only dive into how to discover literature, but also how to identify what is important. We will learn a technique to organize your literature visually and leverage our spatial memory. Obsidian Canvas is a simple interactive mindmap of your notes/papers.

Leverage visual discovery of publications

Litmaps: Effortless Discovery

If you have followed me on Twitter, you have seen my reviews on many discovery tools. But one of them keeps coming back: Litmaps. It stands out in its simplicity, sophistication and innovation. That is why 2 hours is enough to make you into a Litmaps expert. Set it up once and click a button to automate your discovery process.

Why Litmaps: ► Discovers new literature in seconds. ► Upload your existing bibliography and fill out the gaps. ► Set up reminders for new publications based on your interests. ► It visualizes your research and makes it more intuitive. ► Enjoy working with elegant software. Litmaps is a payed tool: 10$ a month. But it solves an absolute critical challenge: Literate review. This can make or break your entire career. Besides, the free version is quite powerful. They offer a 50% discount for people in countries with lower income and this course will get you a 20% OFF.

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Wonders Reading/Writing Workshop, Grade 2

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The Reading/Writing Workshop provides students with powerful systematic support for the close reading of short complex texts with core lessons all in one place. Each volume introduces the week’s concept with photographs, interactive graphic organizers, videos, and more; teaches and models elements of close reading with shared short complex texts; allows for flexibility and efficient use of instructional time; and includes a grammar handbook in every volume starting at Grade 2.

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Benchmark Phonics

Print + digital  •  grades k-5, explicit, systematic, multi-modal instruction brings phonics to life..

Welcome to Benchmark Phonics, the new phonics program designed by Wiley Blevins, Ed.D., for Tier 1 and Tier 2 instruction —based on the latest  Science of Reading  research and the  7 Foundations of Strong Phonics Instruction !

Benchmark Phonics offers a structured literacy approach with an emphasis on application of learning to reading and writing —where the learning sticks—and unit topics designed for building vocabulary and content knowledge .

Bring phonics to life with explicit, systematic, multi-modal instruction! Benchmark Phonics, developed with Wiley Blevins, Ed.D., for Tier 1 and Tier 2 instruction, offers a structured literacy approach that emphasizes application of learning to reading and writing—where the learning sticks. Based on the latest science of reading research and the 7 foundations of strong phonics instruction, and designed for building vocabulary and content knowledge, this 5-copy student package for Grade K includes My Reading and Writing consumable books across 10 units of instruction.

Bring phonics to life with explicit, systematic, multi-modal instruction! Benchmark Phonics, developed with Wiley Blevins, Ed.D., for Tier 1 and Tier 2 instruction, offers a structured literacy approach that emphasizes application of learning to reading and writing—where the learning sticks. Based on the latest science of reading research and the 7 foundations of strong phonics instruction, and designed for building vocabulary and content knowledge, this 5-copy student package for Grade 1 includes My Reading and Writing consumable books across 10 units of instruction.

Bring phonics to life with explicit, systematic, multi-modal instruction! Benchmark Phonics, developed with Wiley Blevins, Ed.D., for Tier 1 and Tier 2 instruction, offers a structured literacy approach that emphasizes application of learning to reading and writing—where the learning sticks. Based on the latest science of reading research and the 7 foundations of strong phonics instruction, and designed for building vocabulary and content knowledge, this 5-copy student package for Grade 2 includes My Word Study volumes 1 and 2.

Bring phonics to life with explicit, systematic, multi-modal instruction! Benchmark Phonics, developed with Wiley Blevins, Ed.D., for Tier 1 and Tier 2 instruction, offers a structured literacy approach that emphasizes application of learning to reading and writing—where the learning sticks. This Grade K program, is based on the latest Science of Reading research and the 7 Foundations of Strong Phonics Instruction. Designed for building vocabulary and content knowledge, it features built-in differentiation that supports whole-group, small-group, and independent instruction, and opportunities for parents to actively engage in their child's learning experience. Plus, a powerful Teacher’s Resource System provides robust support for educators, including a sequential scope and sequence with spiral review to build transfer and mastery.

Bring phonics to life with explicit, systematic, multi-modal instruction! Benchmark Phonics, developed with Wiley Blevins, Ed.D., for Tier 1 and Tier 2 instruction, offers a structured literacy approach that emphasizes application of learning to reading and writing—where the learning sticks. This print and digital Grade 1 program, is based on the latest Science of Reading research and the 7 Foundations of Strong Phonics Instruction. Designed for building vocabulary and content knowledge, it features built-in differentiation that supports whole-group, small-group, and independent instruction, and opportunities for parents to actively engage in their child's learning experience. Plus, a powerful Teacher’s Resource System provides robust support for educators, including a sequential scope and sequence with spiral review to build transfer and mastery.

Bring phonics and word study to life with explicit, systematic, multi-modal instruction! Benchmark Phonics, developed with Wiley Blevins, Ed.D., for Tier 1 and Tier 2 instruction, offers a structured literacy approach that emphasizes application of learning to reading and writing—where the learning sticks. This print and digital Grade 2 program, is based on the latest Science of Reading research and the 7 Foundations of Strong Phonics Instruction. Designed for building vocabulary and content knowledge, it features built-in differentiation that supports whole-group, small-group, and independent instruction, and opportunities for parents to actively engage in their child's learning experience. Plus, a powerful Teacher’s Resource System provides robust support for educators, including a sequential scope and sequence with spiral review to build transfer and mastery.

Bring phonics and word study to life with explicit, systematic, multi-modal instruction! Benchmark Phonics, developed with Wiley Blevins, Ed.D., for Tier 1 and Tier 2 instruction, offers a structured literacy approach that emphasizes application of learning to reading and writing—where the learning sticks. This print and digital Grade 3 program, is based on the latest Science of Reading research and the 7 Foundations of Strong Phonics Instruction. Designed for building vocabulary and content knowledge, it features built-in differentiation that supports whole-group, small-group, and independent instruction, and opportunities for parents to actively engage in their child's learning experience. Plus, a powerful Teacher’s Resource System provides robust support for educators, including a sequential scope and sequence with spiral review to build transfer and mastery.

Bring phonics to life with explicit, systematic, multi-modal instruction! Benchmark Phonics, developed with Wiley Blevins, Ed.D., for Tier 1 and Tier 2 instruction, offers a structured literacy approach that emphasizes application of learning to reading and writing—where the learning sticks. This print and digital Grade 4 program, is based on the latest Science of Reading research and the 7 Foundations of Strong Phonics Instruction. Designed for building vocabulary and content knowledge, it features built-in differentiation that supports whole-group, small-group, and independent instruction, and opportunities for parents to actively engage in their child's learning experience. Plus, a powerful Teacher’s Resource System provides robust support for educators, including a sequential scope and sequence with spiral review to build transfer and mastery.

Bring phonics and word study to life with explicit, systematic, multi-modal instruction! Benchmark Phonics, developed with Wiley Blevins, Ed.D., for Tier 1 and Tier 2 instruction, offers a structured literacy approach that emphasizes application of learning to reading and writing—where the learning sticks. This print and digital Grade 5 program, is based on the latest Science of Reading research and the 7 Foundations of Strong Phonics Instruction. Designed for building vocabulary and content knowledge, it features built-in differentiation that supports whole-group, small-group, and independent instruction, and opportunities for parents to actively engage in their child's learning experience. Plus, a powerful Teacher’s Resource System provides robust support for educators, including a sequential scope and sequence with spiral review to build transfer and mastery.

Bring phonics to life with explicit, systematic, multi-modal instruction! Benchmark Phonics, developed with Wiley Blevins, Ed.D., for Tier 1 and Tier 2 instruction, offers a structured literacy approach that emphasizes application of learning to reading and writing—where the learning sticks. Based on the latest science of reading research and the 7 foundations of strong phonics instruction, and designed for building vocabulary and content knowledge, this 5-copy student package for Grade 3 includes My Word Study volumes 1 and 2.

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Entry level 2.

A resource suitable for Entry Level 2 Functional Maths, Functional English, ICT or ESOL

Adult Numeracy core curriculum (DfES, 2001)

Since the demise of the Excellence Gateway (EG) on September 30 2023, there is no official Government backed website where the old Skills for Life core curricula are available. The EG has (partially) migrated to the Education & Training Foundation (ETF) at https://www.et-foundation.co.uk/ but there is no sign of these classic documents. 

Adult Literacy core curriculum (DfES, 2001)

Adult ESOL core curriculum (DfES, 2001)

Since the demise of the Excellence Gateway (EG) on September 30 2023 there is no official Government backed website where the old Skills for Life core curricula are available. The EG has (partially) migrated to the Education & Training Foundation (ETF) at https://www.et-foundation.co.uk/ but there is no sign of these classic documents. 

At the Cafe E1-2 Functional Maths & English (SL&C)

  UPDATED 19/4/23    -  UK and Australian versions both updated: an error fixed (headings on p2 in both versions) and remapped for Reformed Functional Skills Maths and English. Covers:

Using a pharmacy in the UK

The purpose of this resource is for learners to learn the vocabulary and phrases relating to using a pharmacy in the UK; practise listening for detail, reading and writing and roleplay scenarios. There are discussion points, flash cards and exercises.

Use as a teaching aid, as assessment material or homework etc.

Editor's notes

Understanding the UK E1-2 reading comprehension

Reading comprehension based on the for countries of the UK.  

Includes basic information about each of the countries: England, Wales, Scotland and Northern Ireland which is followed by generic more detailed information about the NHS, education and working plus the emergency services. 

Picture quiz and two sets of differentiated questions. Part of the Living in the UK series. 

Living in the UK - A short guide to being polite

A four-page resource that discusses some of the polite conventions in the UK.  Sensitively Written with ESOL learners in mind. Topics include: being polite, saying sorry and punctuality. Part of the Living in the UK series. 

Although aimed at E1-E2 ESOL it would also be a useful quick starter in higher level classes. Includes exam style questions, cloze task, and discussion/role-play prompts.

A Day in The Life of Jane E2-E3 ESOL text types

Created for ESOL Reading E2-3, but also useful for E3 Functional English. This is a multifaceted resource that includes a range of text types all based on the same story.   It was made because learners struggled identifying types of text.  In this resource the documents are all based on a single topic - Jane. 

Capital letter (proper noun) dominoes - version 2

A wonderful kinaesthetic card matching game designed to help learners remember when to use capital letters.

This version was kindly adapted and updated by Emma Gentili to make it more suitable for today’s college learners. 

Master Functional Skills Maths books from MarsCademy

A new series of comprehensive Functional Skills Maths books now available from talented mathematician and teacher Marsida Horeshka who you may already know from her popular Functional Skills maths site https://marscademy.com/ (previously known as Maths Made Fun). The three Entry Level books are now available on Amazon (and soon from other booksellers).

Common Core State Standards Initiative

English Language Arts Standards » Writing » Grade 2

Standards in this strand:, text types and purposes:, production and distribution of writing:, research to build and present knowledge:, range of writing:.

• Key Design Consideration
• Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language
• How to Read the Standards
• College and Career Readiness Anchor Standards for Reading
• College and Career Readiness Anchor Standards for Writing
• College and Career Readiness Anchor Standards for Speaking and Listening
• College and Career Readiness Anchor Standards for Language
• Introduction for K-5
• Kindergarten
• Introduction for 6-12
• Grade 11-12
• Introduction
• Language Progressive Skills
• Measuring Text Complexity: Three Factors
• Range of Text Types for K-5
• Texts Illustrating the Complexity, Quality, & Range of Student Reading K-5
• Staying on Topic Within a Grade & Across Grades
• Range of Text Types for 6-12
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English workshop review course - softcover.

• About this edition

Highlights basic English writing skills

"synopsis" may belong to another edition of this title.

• Publisher Harcourt School
• Publication date 1987
• ISBN 10  0153153520
• ISBN 13  9780153153525
• Binding Paperback

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English workshop review course.

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English Workshop, Review Course, Liberty/Benchmark Edition: SoftText (1986 Copyright)

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English Workshop, Review Course, Liberty/Benchmark Edition: Soft Text (1986 Copyright)

Soft cover. Condition: Very Good. Liberty/Benchmark Edition. Very Good, Clean And Unmarked 1986 Copyright In Soft Cover Format, English Workshop, Review Course, Liberty/Benchmark Edition: Soft Text With Introduction For Students, Parts One - Four, Chapters 1-12, Index, Index Of Vocabulary Words, Consonant And Vowel Sounds And Their And Their Common Spellings, Key To English Grammar And Composition, 282 Pages, Pictorial Red And Light Blue Cover, And Light Shelf Wear; Dimensions 7" Wide X 9" High, ISBN 0153153520 (1986 Copyright) E5. Seller Inventory # 509563

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English Workshop Review Course Paperback – June 27, 1987

• Language English
• Publisher Harcourt School
• Publication date June 27, 1987
• Dimensions 7.25 x 0.5 x 9.25 inches
• ISBN-10 0153153520
• ISBN-13 978-0153153525
• See all details

Product details

• Publisher ‏ : ‎ Harcourt School (June 27, 1987)
• Language ‏ : ‎ English
• ISBN-10 ‏ : ‎ 0153153520
• ISBN-13 ‏ : ‎ 978-0153153525
• Item Weight ‏ : ‎ 1.65 pounds
• Dimensions ‏ : ‎ 7.25 x 0.5 x 9.25 inches
• #450,254 in Schools & Teaching (Books)

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Balbharati Solutions for English 7th Standard Maharashtra State Board

Maharashtra state board 7th standard english solutions guide.

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Maharashtra State Board 7th Standard English Textbook Solutions

Questions and answers for the 7th Standard English Textbook are on this page. Balbharati Solutions for 7th Standard English Digest Maharashtra State Board will help students understand the concepts better.

Balbharati Solutions for 7th Standard English Chapterwise List | 7th Standard English Digest

The answers to the Balbharati books are the best study material for students. Listed below are the chapter-wise Balbharati English 7th Standard Solutions Maharashtra State Board.

•  • Chapter 1.1: Past, Present, Future
•  • Chapter 1.2: Odd One In
•  • Chapter 1.3: In Time of Silver Rain
•  • Chapter 1.4: The King’s Choice
•  • Chapter 1.5: Seeing Eyes Helping Hands
•  • Chapter 1.6: A Collage
•  • Chapter 2.1: From a Railway Carriage
•  • Chapter 2.2: The Souvenir
•  • Chapter 2.3: Abdul Becomes a Courtier
•  • Chapter 2.4: How doth the little busy bee
•  • Chapter 2.5: Learn Yoga from Animals
•  • Chapter 2.6: Chasing the Sea Monster
•  • Chapter 2.7: Great Scientists
•  • Chapter 3.1: Tartary
•  • Chapter 3.2: Compere a Programme
•  • Chapter 3.3: A Crow in the House
•  • Chapter 3.4: The Brook
•  • Chapter 3.5: News Analysis
•  • Chapter 3.6: Think Before You Speak !
•  • Chapter 4.1: Under the Greenwood Tree
•  • Chapter 4.2: Unke Munke Timpetoo
•  • Chapter 4.3: The Red-Headed League
•  • Chapter 4.4: Home Sweet Home
•  • Chapter 4.5: Seeing Eyes Helping Hands
•  • Chapter 4.6: Papa Panov’s Special Christmas
• SSC (English Medium) 7th Standard Maharashtra State Board

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Balbharati 7th Standard solutions for other subjects

• Balbharati solutions for General Science 7th Standard Maharashtra State Board
• Balbharati solutions for Geography 7th Standard Maharashtra State Board
• Balbharati solutions for Hindi - Sulabhbharati 7th Standard Maharashtra State Board [हिंदी - सुलभभारती ७ वीं कक्षा]
• Balbharati solutions for History and Civics 7th Standard Maharashtra State Board
• Balbharati solutions for Marathi - Sulabhbharati 7th Standard Maharashtra State Board [मराठी - सुलभभारती इयत्ता ७ वी]
• Balbharati solutions for Mathematics 7th Standard Maharashtra State Board

Chapters covered in Balbharati Solutions for English 7th Standard Maharashtra State Board

Balbharati solutions for 7th standard english (class 7) chapter 1.1: past, present, future, balbharati 7th standard english (class 7) chapter 1.1: past, present, future exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 1.2: Odd One In

Balbharati 7th standard english (class 7) chapter 1.2: odd one in exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 1.3: In Time of Silver Rain

Balbharati 7th standard english (class 7) chapter 1.3: in time of silver rain exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 1.4: The King’s Choice

Balbharati 7th standard english (class 7) chapter 1.4: the king’s choice exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 1.5: Seeing Eyes Helping Hands

Balbharati 7th standard english (class 7) chapter 1.5: seeing eyes helping hands exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 1.6: A Collage

Balbharati 7th standard english (class 7) chapter 1.6: a collage exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 2.1: From a Railway Carriage

Balbharati 7th standard english (class 7) chapter 2.1: from a railway carriage exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 2.2: The Souvenir

Balbharati 7th standard english (class 7) chapter 2.2: the souvenir exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 2.3: Abdul Becomes a Courtier

Balbharati 7th standard english (class 7) chapter 2.3: abdul becomes a courtier exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 2.4: How doth the little busy bee

Balbharati 7th standard english (class 7) chapter 2.4: how doth the little busy bee exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 2.5: Learn Yoga from Animals

Balbharati 7th standard english (class 7) chapter 2.5: learn yoga from animals exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 2.6: Chasing the Sea Monster

Balbharati 7th standard english (class 7) chapter 2.6: chasing the sea monster exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 2.7: Great Scientists

Balbharati 7th standard english (class 7) chapter 2.7: great scientists exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 3.1: Tartary

Balbharati 7th standard english (class 7) chapter 3.1: tartary exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 3.2: Compere a Programme

Balbharati 7th standard english (class 7) chapter 3.2: compere a programme exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 3.3: A Crow in the House

Balbharati 7th standard english (class 7) chapter 3.3: a crow in the house exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 3.4: The Brook

Balbharati 7th standard english (class 7) chapter 3.4: the brook exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 3.5: News Analysis

Balbharati 7th standard english (class 7) chapter 3.5: news analysis exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 3.6: Think Before You Speak !

Balbharati 7th standard english (class 7) chapter 3.6: think before you speak exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 4.1: Under the Greenwood Tree

Balbharati 7th standard english (class 7) chapter 4.1: under the greenwood tree exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 4.2: Unke Munke Timpetoo

Balbharati 7th standard english (class 7) chapter 4.2: unke munke timpetoo exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 4.3: The Red-Headed League

Balbharati 7th standard english (class 7) chapter 4.3: the red-headed league exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 4.4: Home Sweet Home

Balbharati 7th standard english (class 7) chapter 4.4: home sweet home exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 4.5: Seeing Eyes Helping Hands

Balbharati 7th standard english (class 7) chapter 4.5: seeing eyes helping hands exercises.

Balbharati Solutions for 7th Standard English (Class 7) Chapter 4.6: Papa Panov’s Special Christmas

Balbharati 7th standard english (class 7) chapter 4.6: papa panov’s special christmas exercises.

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