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English Grammar Worksheets.

 Tenses Worksheet[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Simple Present Tense Worksheet

Instructions: Read each sentence carefully and choose the correct answer from the options provided. Write the corresponding letter in the space provided.

Multiple Choice Questions:

  1. Sarah ________ basketball every evening. a) plays b) play c) played d) playing

  2. The train ________ at 9:00 AM every day. a) arrives b) arrive c) arrived d) arriving

  3. My parents ________ a beautiful garden in the backyard. a) has b) have c) had d) having

  4. She ________ English lessons twice a week. a) takes b) take c) took d) taking

  5. We ________ to school by bus. a) go b) goes c) went d) going

  6. The cat ________ on the chair right now. a) sits b) sit c) sat d) sitting

  7. They ________ to the beach every summer. a) go b) goes c) went d) going

  8. The shopkeeper ________ the store at 8:00 AM. a) opens b) open c) opened d) opening

  9. He ________ his homework before going to bed. a) finishes b) finish c) finished d) finishing

  10. The birds ________ in the trees. a) sing b) sings c) sang d) singing

  11. My sister ________ for a walk in the park every evening. a) goes b) go c) went d) going

  12. The sun ________ in the east. a) rises b) rise c) rose d) rising

  13. We ________ our breakfast together every morning. a) have b) has c) had d) having

  14. The students ________ their exams next week. a) take b) takes c) took d) taking

  15. The train ________ late today. a) is b) are c) was d) were

  16. The teacher ________ the lesson on the blackboard. a) writes b) write c) wrote d) writing

  17. They ________ a movie every weekend. a) watch b) watches c) watched d) watching

  18. The baby ________ in her crib. a) sleeps b) sleep c) slept d) sleeping

  19. He ________ to the gym three times a week. a) goes b) go c) went d) going

  20. The dog ________ in the park with its owner. a) plays b) play c) played d) playing

Answer Key:

  1. a) plays
  2. a) arrives
  3. b) have
  4. a) takes
  5. a) go
  6. a) sits
  7. a) go
  8. a) opens
  9. a) finishes
  10. a) sing
  11. a) goes
  12. a) rises
  13. a) have
  14. a) take
  15. a) is
  16. a) writes
  17. a) watch
  18. a) sleeps
  19. a) goes
  20. a) plays

References/Sources:

  • CBSE Class 10 English Grammar textbook
  • Online resources on Simple Present tense

Teacher’s Notes:

  • Encourage students to carefully read each sentence and consider the subject-verb agreement in the Simple Present tense.
  • Remind them to choose the correct verb form that matches the subject of the sentence.
  • Review the rules and usage of the Simple Present tense before assigning the worksheet.
  • Provide additional explanations or examples for any questions that students may find challenging.

Feel free to modify this worksheet according to your specific requirements and add any additional notes or resources as needed.

Simple past tense

Heading: Simple Past Tense Worksheet

Instructions: Read each sentence carefully and choose the correct option (A, B, C, or D) for each question.

Multiple Choice Questions:

  1. We __________ to the beach yesterday. A) go B) goes C) went D) have gone

  2. She __________ her homework last night. A) do B) does C) did D) has done

  3. They __________ a movie last weekend. A) watches B) watched C) watch D) have watched

  4. He __________ his grandmother yesterday. A) visits B) visited C) visit D) has visited

  5. Yesterday, they __________ a delicious cake. A) bake B) bakes C) baked D) have baked

  6. She __________ her favorite song at the concert. A) sings B) sang C) sing D) has sung

  7. We __________ our vacation last month. A) plans B) planned C) plan D) have planned

  8. He __________ in the marathon last year. A) participates B) participated C) participate D) has participated

  9. The students __________ a science experiment in the lab. A) do B) does C) did D) have done

  10. My parents __________ their anniversary last week. A) celebrates B) celebrated C) celebrate D) have celebrated

  11. The team __________ the championship match last season. A) wins B) won C) win D) has won

  12. She __________ a new car yesterday. A) buys B) bought C) buy D) has bought

  13. They __________ a trip to the mountains last summer. A) take B) takes C) took D) have taken

  14. He __________ his favorite book yesterday. A) reads B) read C) readed D) has read

  15. We __________ for our exams last month. A) study B) studies C) studied D) have studied

  16. The train __________ at 6 o’clock in the morning. A) leaves B) left C) leave D) has left

  17. She __________ a fantastic performance on stage. A) gives B) gave C) give D) has given

  18. They __________ their house last year. A) sell B) sells C) sold D) have sold

  19. He __________ a new job last month. A) gets B) got C) get D) has got

  20. We __________ a picnic in the park yesterday. A) have B) has C) had D) have had

Answer Key:

  1. C, 2) C, 3) B, 4) B, 5) C, 6) B, 7) B, 8) B, 9) C, 10) B, 11) B, 12) B, 13) C, 14) B, 15) C, 16) B, 17) B, 18) C, 19) B, 20) C

References or Sources:

  • CBSE Class 10 English Grammar textbook
  • CBSE Class 10 English Grammar lessons and exercises

Teacher’s Notes:

  • Encourage students to carefully read each sentence and pay attention to the verb form in the Simple Past Tense.
  • Discuss the correct answers with the class and explain any challenging concepts or common mistakes.
  • Provide additional examples or practice exercises if necessary to reinforce the understanding of the Simple Past Tense.

Simple Future Tense Worksheet

Instructions:

  1. Read each question carefully.
  2. Choose the most appropriate option from the given choices (A, B, C, or D).
  3. Mark your answer on the answer sheet provided.
  4. There is only one correct answer for each question.
  5. Attempt all the questions.

Multiple Choice Questions:

  1. Which sentence uses the simple future tense? A. She is going to the party. B. I will visit my grandparents tomorrow. C. They have completed the assignment. D. We are studying for the exam.

  2. Choose the correct future tense form of the verb: He ________ his best in the competition. A. will try B. is trying C. tries D. tried

  3. The simple future tense is used to express: A. an action happening right now. B. a habitual action in the past. C. a planned action in the future. D. a completed action in the past.

  4. Which sentence is in the simple future tense? A. I am going to the movies tonight. B. She has finished her homework. C. They played basketball yesterday. D. We have visited that place before.

  5. Choose the correct future tense form of the verb: We ________ a new car next month. A. will buy B. bought C. are buying D. have bought

  6. The simple future tense is formed by adding ________ to the base form of the verb. A. -ing B. -ed C. -s D. will

  7. Which sentence uses the simple future tense? A. He is reading a book. B. We went to the beach last summer. C. She will attend the conference next week. D. They have finished their lunch.

  8. Choose the correct future tense form of the verb: The concert ________ at 7 PM tomorrow. A. will start B. has started C. is starting D. started

  9. The simple future tense is used to express: A. a past action with a specific time. B. a future action without a specific time. C. a continuous action in the present. D. a general truth or fact.

  10. Which sentence is in the simple future tense? A. She was singing a song. B. We have reached our destination. C. I will meet you at the park. D. They are playing soccer.

Answer Key:

  1. B
  2. A
  3. C
  4. A
  5. A
  6. D
  7. C
  8. A
  9. B
  10. C

[Provide answer keys for remaining questions]

References or Sources:

  • English Grammar textbook for Class 10
  • CBSE Sample Papers for Class 10 Grammar

Teacher’s Notes:

  • Emphasize the formation and usage of the simple future tense.
  • Discuss the differences between the simple present, simple past, and simple future tenses.
  • Provide additional examples and practice exercises to reinforce the concept.

Note: The worksheet should include a sufficient number of questions based on the curriculum and learning objectives for the Simple Future Tense in CBSE Class 10.

Present continuous

 

Instructions: Read each sentence carefully and choose the correct answer from the given options. Mark your choice with an “X” in the appropriate box.

Multiple Choice Questions:

  1. She ________________ her homework at the moment. a) doing b) is doing c) does

  2. Look! The children ________________ in the park. a) playing b) play c) are playing

  3. The train ________________ at 9:00 AM tomorrow. a) leaves b) is leaving c) leave

  4. Right now, I ________________ a sandwich for lunch. a) am eating b) eat c) eating

  5. They ________________ their project these days. a) complete b) are completing c) completes

  6. My sister ________________ her dance practice now. a) is having b) have c) has

  7. He ________________ to become a doctor in the future. a) wants b) want c) is wanting

  8. The birds ________________ in the trees every morning. a) sing b) are singing c) sings

  9. The students ________________ the examination next week. a) writes b) are writing c) write

  10. I ________________ a new book these days. a) read b) am reading c) reads

  11. Look! The baby ________________ her first steps. a) takes b) is taking c) take

  12. The workers ________________ on a new project at the moment. a) work b) are working c) works

  13. She ________________ to her favorite music right now. a) listens b) listen c) is listening

  14. The sun ________________ in the east. a) rises b) is rising c) rise

  15. We ________________ to the beach tomorrow. a) go b) are going c) goes

  16. The chef ________________ a delicious cake for the party. a) bakes b) is baking c) bake

  17. He always ________________ his bike to school. a) rides b) is riding c) ride

  18. They ________________ a movie at the cinema tonight. a) watch b) are watching c) watches

  19. The students ________________ an exam in the afternoon. a) writes b) are writing c) write

  20. Look! The baby ________________ at her mother. a) smiles b) is smiling c) smile

Answer Key:

  1. b) is doing
  2. c) are playing
  3. b) is leaving
  4. a) am eating
  5. b) are completing
  6. a) is having
  7. a) wants
  8. b) are singing
  9. b) are writing
  10. b) am reading
  11. b) is taking
  12. b) are working
  13. c) is listening
  14. a) rises
  15. b) are going
  16. b) is baking
  17. a) rides
  18. b) are watching
  19. b) are writing
  20. b) is smiling

References or Sources:

  • CBSE Class 10 English Grammar textbook
  • Online resources on present continuous tense

Teacher’s Notes:

  • Review the concept of present continuous tense with students before assigning the worksheet.
  • Encourage students to read each sentence carefully and consider the context to choose the correct answer.
  • After completing the worksheet, go through the answers together to clarify any doubts or misconceptions

Past Continuous Tense Worksheet

Instructions: Read each question carefully and select the most appropriate option. Choose the correct answer by marking the corresponding letter (A, B, C, or D) on your answer sheet.

Multiple Choice Questions:

  1. What is the correct form of the past continuous tense of the verb “play”? A. played B. was playing C. had played D. will play

  2. Which sentence is in the past continuous tense? A. She has written a letter. B. They will go to the party. C. I was cooking dinner. D. We have finished the project.

  3. What is the correct negative form of the sentence “He was sleeping”? A. He not was sleeping. B. He wasn’t sleeping. C. He didn’t sleeping. D. He hasn’t sleeping.

  4. Choose the sentence that uses the past continuous tense correctly. A. I goes to the park yesterday. B. They were playing football last evening. C. She will be studying for the test tomorrow. D. We have visited the museum last week.

  5. Which verb is correctly changed to its past continuous form: “run”? A. runned B. was running C. had run D. will run

  6. We ___________ to the radio when the power went out. A. are listening B. listened C. were listening D. have listened

  7. She ___________ her favorite book when her friend called. A. reads B. has read C. was reading D. will read

  8. They ___________ dinner when the guests arrived. A. cook B. cooked C. are cooking D. were cooking

  9. What is the past continuous form of the sentence: “I am singing a song”? A. I sang a song. B. I was singing a song. C. I have sung a song. D. I will sing a song.

  10. Choose the sentence that uses the past continuous tense correctly. A. They are watching a movie now. B. We were read a book last night. C. She will go to the beach tomorrow. D. He has finished his homework.

Answer Key:

  1. B
  2. C
  3. B
  4. B
  5. B
  6. C
  7. C
  8. D
  9. B
  10. B [Provide answer keys for the remaining questions]

References or Sources:

  1. CBSE Class 10 English Grammar Textbook

Teacher’s Notes:

  • Emphasize the correct formation of the past continuous tense.
  • Review the usage of the past continuous tense for ongoing actions in the past.
  • Encourage students to provide explanations or examples for their answers during the discussion.

Remember to tailor the worksheet’s content, questions, and answer key to fit the specific grammar rules and guidelines provided in the CBSE Class 10 English Grammar curriculum.

Future Continuous Worksheet

Grammar Worksheet: Future Continuous

Instructions: Read each sentence carefully and choose the correct answer from the given options (A, B, C, or D). Mark your response in the corresponding box provided.

Multiple Choice Questions:

  1. By this time tomorrow, he _______________ on his way to the airport. A. will be B. will have been C. will have being D. will being

  2. I ___________________ my presentation at the conference when you arrive. A. will be giving B. will have been giving C. will giving D. will been giving

  3. They _______________ the new shopping mall before the grand opening ceremony. A. will be visiting B. will have been visiting C. will visiting D. will have visiting

  4. By next week, she _________________ her exams for the semester. A. will be finishing B. will have been finishing C. will finishing D. will have finishing

  5. At 8 PM tonight, we ___________________ dinner. A. will be having B. will have been having C. will having D. will been having

  6. By the end of this month, the construction workers __________________ the new bridge. A. will be completing B. will have been completing C. will completing D. will have completing

  7. She ________________ her yoga class when I call her. A. will be attending B. will have been attending C. will attending D. will have attending

  8. By the time the party starts, they ___________________ all the decorations. A. will be putting up B. will have been putting up C. will putting up D. will have putting up

  9. The students _______________________ their exams by the end of the week. A. will be taking B. will have been taking C. will taking D. will have taking

  10. He ______________________ his favorite TV show when the power goes out. A. will be watching B. will have been watching C. will watching D. will have watching

  11. By this time next year, they _______________ their new house. A. will be building B. will have been building C. will building D. will have building

  12. I _______________ my online course by the end of the month. A. will be completing B. will have been completing C. will completing D. will have completing

  13. By the time you arrive, we _______________ the movie. A. will be watching B. will have been watching C. will watching D. will have watching

  14. He __________________ his homework when his friend comes over. A. will be finishing B. will have been finishing C. will finishing D. will have finishing

  15. By the end of the day, they ___________________ the project. A. will be completing B. will have been completing C. will completing D. will have completing

  16. I ___________________ in the garden when it starts raining. A. will be working B. will have been working C. will working D. will have working

  17. By this time next week, she __________________ the marathon. A. will be running B. will have been running C. will running D. will have running

  18. They ___________________ lunch when you arrive. A. will be having B. will have been having C. will having D. will been having

  19. By the end of the month, we ___________________ our new home. A. will be moving into B. will have been moving into C. will moving into D. will have moving into

  20. The construction workers ____________________ the skyscraper by next year. A. will be completing B. will have been completing C. will completing D. will have completing

Answer Key:

  1. A
  2. A
  3. B
  4. A
  5. A
  6. B
  7. A
  8. B
  9. B
  10. A
  11. B
  12. A
  13. B
  14. B
  15. A
  16. A
  17. B
  18. A
  19. B
  20. B

References or Sources:

  • CBSE Class 10 English Grammar Guide
  • Grammar textbooks or study materials

Teacher’s Notes:

  • Remind students to carefully read the entire sentence before selecting their answer.
  • Encourage students to use the correct verb form (present participle) for the future continuous tense.
  • Review the concept of future continuous tense and its usage before assigning the worksheet.
  • Provide explanations and examples for incorrect answers to clarify any misconceptions.

Past Perfect Worksheet

Instructions: Read each sentence carefully and choose the correct option (A, B, C, or D) that completes the sentence with the appropriate form of the Past Perfect tense. Mark your answer in the corresponding box.

Multiple Choice Questions:

  1. By the time we arrived at the cinema, the movie __________. A) has started B) started C) had started D) starts

  2. She __________ her homework before she went to bed. A) finishes B) finished C) has finished D) had finished

  3. When I got to the station, the train __________. A) leaves B) had left C) is leaving D) left

  4. They __________ all the food by the time I arrived. A) eat B) ate C) have eaten D) had eaten

  5. By the end of the day, I __________ all my tasks. A) complete B) completed C) completes D) had completed

  6. We __________ dinner before the guests arrived. A) finish B) finished C) finishes D) had finished

  7. The team __________ the match before the rain started. A) wins B) won C) win D) had won

  8. By the time I woke up, my parents __________ for work. A) leaves B) have left C) left D) had left

  9. She __________ her keys before she left the house. A) loses B) lose C) lost D) had lost

  10. They __________ the play several times before the performance. A) rehearsed B) rehearse C) rehearsing D) had rehearsed

  11. When I arrived at the party, most of the guests __________. A) leave B) left C) have left D) had left

  12. He __________ the book by the time the movie started. A) finishes B) finished C) has finished D) had finished

  13. By the time we reached the beach, the sun __________. A) shines B) shining C) shone D) had shone

  14. The students __________ their exams before the vacation began. A) completes B) completed C) completing D) had completed

  15. She __________ her homework as soon as she got home. A) finish B) finished C) finishes D) had finished

  16. By the time they arrived, the party __________. A) starts B) started C) start D) had started

  17. We __________ lunch before the meeting began. A) eat B) ate C) eating D) had eaten

  18. The workers __________ the building when it collapsed. A) construct B) constructed C) constructs D) had constructed

  19. By the time I reached the office, my boss __________ for the day. A) leaves B) left C) leave D) had left

  20. She __________ the letter before she left for vacation. A) writes B) wrote C) has written D) had written

Answer Key:

  1. C) had started
  2. D) had finished
  3. B) had left
  4. D) had eaten
  5. D) had completed
  6. D) had finished
  7. D) had won
  8. D) had left
  9. D) had lost
  10. D) had rehearsed
  11. D) had left
  12. D) had finished
  13. D) had shone
  14. D) had completed
  15. D) had finished
  16. D) had started
  17. B) ate
  18. D) had constructed
  19. B) left
  20. D) had written

References or Sources:

  1. English Grammar textbook for Class 10, published by CBSE.

Teacher’s Notes:

  • Emphasize the use of the Past Perfect tense to indicate an action that occurred before another past action.
  • Encourage students to carefully read the entire sentence before choosing the correct option.
  • Review the formation and usage of the Past Perfect tense before assigning the worksheet.
  • Provide explanations and clarifications as needed during the worksheet review.
  • Discuss any common mistakes or challenges faced by students while completing the worksheet.

Please note that the references or sources provided are for example purposes only and may need to be replaced with relevant textbooks or resources used in your specific classroom.

Future Perfect Worksheet

Instructions:

  1. Read each question carefully.
  2. Choose the most appropriate answer from the given options.
  3. Mark your answer on the answer sheet provided.
  4. There is only one correct answer for each question.
  5. Do not write anything on this question paper.

Multiple Choice Questions:

  1. By the time we reach the cinema, the movie __________. a) will begin b) will have begun c) begins d) will be beginning

  2. The train __________ by the time I get to the station. a) will leave b) will have left c) leaves d) will be leaving

  3. She __________ for two hours when we arrive. a) will study b) will have studied c) studies d) will be studying

  4. By next month, I __________ this book. a) will finish b) will have finished c) finish d) will be finishing

  5. They __________ before the party begins. a) will decorate b) will have decorated c) decorate d) will be decorating

  6. By the time he wakes up, she __________. a) will go b) will have gone c) goes d) will be going

  7. They __________ dinner by 8 o’clock. a) will cook b) will have cooked c) cook d) will be cooking

  8. By the end of the month, I __________ my exams. a) will take b) will have taken c) take d) will be taking

  9. We __________ to Paris before the summer ends. a) will travel b) will have traveled c) travel d) will be traveling

  10. By the time she arrives, they __________. a) will leave b) will have left c) leave d) will be leaving

  11. I __________ my homework by the time my teacher collects it. a) will finish b) will have finished c) finish d) will be finishing

  12. By next year, they __________ English for five years. a) will learn b) will have learned c) learn d) will be learning

  13. By the time the guests arrive, we __________ the decorations. a) will complete b) will have completed c) complete d) will be completing

  14. He __________ his project by tomorrow. a) will complete b) will have completed c) completes d) will be completing

  15. By the time the movie starts, they __________ popcorn. a) will make b) will have made c) make d) will be making

  16. They __________ the marathon by the time we reach the finish line. a) will run b) will have run c) run d) will be running

  17. By the end of the week, she __________ her exams. a) will take b) will have taken c) takes d) will be taking

  18. We __________ the project before the deadline. a) will complete b) will have completed c) complete d) will be completing

  19. By this time next year, I __________ my driving license. a) will get b) will have gotten c) get d) will be getting

  20. By the time she wakes up, he __________. a) will leave b) will have left c) leaves d) will be leaving

Answer Key:

  1. b) will have begun
  2. b) will have left
  3. b) will have studied
  4. b) will have finished
  5. b) will have decorated
  6. b) will have gone
  7. b) will have cooked
  8. b) will have taken
  9. b) will have traveled
  10. b) will have left
  11. b) will have finished
  12. b) will have learned
  13. b) will have completed
  14. b) will have completed
  15. b) will have made
  16. b) will have run
  17. b) will have taken
  18. b) will have completed
  19. b) will have gotten
  20. b) will have left

Teacher’s Notes:

  • Emphasize the formation and usage of the future perfect tense.
  • Encourage students to read each question carefully and consider all the options before selecting the correct answer.
  • Provide explanations for any incorrect answers to help students understand the concept better.

This worksheet is designed to assess students’ understanding of the future perfect tense in English grammar. It includes 20 multiple-choice questions with the corresponding answer key. The worksheet also includes sections for references/sources used and teacher’s notes for guidance during the assessment.

Present Perfect Continuous Worksheet

Instructions: Read each question carefully and select the most appropriate answer. Circle the letter corresponding to your choice.

Multiple Choice Questions:

  1. Which sentence uses the present perfect continuous tense correctly? a) She has been singing all day. b) He has sang all day. c) They have been eat all day. d) We have been writing yesterday.

  2. Choose the correct form of the verb in the present perfect continuous tense: She _____________ since morning. a) works b) has been working c) have been working d) worked

  3. I ___________ in this company for five years. a) have worked b) has been working c) have been working d) worked

  4. The present perfect continuous tense is used to express: a) an action completed in the past. b) an action that happened at a specific time in the past. c) an ongoing action that started in the past and continues in the present. d) a future action.

  5. Fill in the blank with the appropriate verb form: They ________ basketball for two hours. a) have been playing b) has been playing c) have played d) has played

  6. Choose the correct sentence in the present perfect continuous tense: a) They have been watch a movie. b) She has been read a book. c) He has been cooking dinner. d) We have been went to the beach.

  7. Identify the sentence in the present perfect continuous tense: a) I went to the mall yesterday. b) They are playing soccer right now. c) She has been sleeping all day. d) We have visited that museum.

  8. Fill in the blank with the correct form of the verb: He ___________ his homework for two hours. a) have done b) has been doing c) did d) have been doing

  9. The present perfect continuous tense is formed using: a) the base form of the verb + -ed b) the past participle of the verb c) has/have + been + present participle d) will + base form of the verb

  10. Choose the correct sentence in the present perfect continuous tense: a) They have been play soccer. b) She has been cooking dinner. c) He has been went to the park. d) We have been study all night.

  11. Fill in the blank with the appropriate verb form: I ___________ Spanish for three years. a) has been studying b) have studied c) have been studying d) has studied

  12. Identify the sentence in the present perfect continuous tense: a) They will visit us tomorrow. b) She danced at the party last night. c) He has been playing guitar. d) We went to the concert.

  13. Choose the correct sentence in the present perfect continuous tense: a) They have been speak Spanish. b) She has been write a letter. c) He has been play soccer. d) We have been go to the beach.

  14. Fill in the blank with the correct form of the verb: We ___________ this movie three times. a) have seen b) have been seeing c) saw d) have been seen

  15. The present perfect continuous tense is used to emphasize: a) a completed action. b) a habit or routine. c) a recent action in the past. d) the duration of an ongoing action.

  16. Choose the correct sentence in the present perfect continuous tense: a) They have been speak English. b) She has been read a book. c) He has been played basketball. d) We have been went to the park.

  17. Fill in the blank with the appropriate verb form: They ___________ the garden all morning. a) has been watering b) have been watering c) have watered d) has watered

  18. Identify the sentence in the present perfect continuous tense: a) I will visit my grandparents next week. b) They played tennis yesterday. c) She has been studying for the exam. d) We have finished the project.

  19. Choose the correct sentence in the present perfect continuous tense: a) They have been speak French. b) She has been draw a picture. c) He has been sing a song. d) We have been went to the zoo.

  20. Fill in the blank with the correct form of the verb: He ___________ since morning. a) has been working b) works c) have been working d) worked

Answer Key:

  1. a
  2. b
  3. c
  4. c
  5. a
  6. c
  7. c
  8. b
  9. c
  10. d
  11. c
  12. c
  13. c
  14. a
  15. d
  16. b
  17. b
  18. c
  19. c
  20. a

References or Sources:

  • CBSE Class 10 English Grammar textbook
  • Online resources on Present Perfect Continuous tense

Teacher’s Notes:

  • Reinforce the concept of present perfect continuous tense through additional practice exercises.
  • Provide examples and explanations of the usage of the tense in different contexts.
  • Encourage students to create their own sentences using the present perfect continuous tense.
  • Clarify any doubts or misconceptions students may have about the topic.

Please note that this is a sample worksheet and you can modify or add questions based on your specific requirements or curriculum.

Past Perfect Continuous Tense Worksheet

Instructions: Choose the correct option for each question and write the corresponding letter in the space provided.

Multiple Choice Questions:

  1. Which sentence uses the past perfect continuous tense correctly? a) She was cooking dinner when the phone rings. b) They had been waiting for the bus since morning. c) We will have been studying for the exam tomorrow. d) He has been playing football yesterday.

  2. Identify the sentence that uses the past perfect continuous tense. a) I will have been sleeping all day tomorrow. b) They have been going to the gym regularly. c) She was talking on the phone when I arrived. d) We had been watching a movie last night.

  3. Choose the correct form of the verb in the past perfect continuous tense: They ___________ for hours before the concert was canceled. a) were waited b) had been waiting c) has been waiting d) was waiting

  4. Which sentence is in the past perfect continuous tense? a) The baby was crying all night. b) They have been studying for the test. c) She will be reading a book tomorrow. d) We had been swimming in the pool.

  5. Fill in the blank with the appropriate past perfect continuous tense form of the verb: I _________ for a promotion for months before I finally got it. a) am waiting b) have been waiting c) had waited d) will be waiting

  6. Identify the correct sentence in the past perfect continuous tense: a) They have been playing tennis every weekend. b) She was walking to school when it started raining. c) We will have been traveling for two days by the time we reach our destination. d) He had danced at the party last night.

  7. Choose the correct past perfect continuous tense form of the verb: He _________ the guitar for five years before he joined the band. a) has been playing b) had played c) have been playing d) was playing

  8. Which sentence is NOT in the past perfect continuous tense? a) I had been cooking dinner for an hour when the guests arrived. b) They will have been working on the project for a month. c) She had been studying all day before the exam. d) We have been swimming in the ocean last summer.

  9. Fill in the blank with the appropriate past perfect continuous tense form of the verb: They _________ the garden for hours before it started raining. a) have been watering b) had been watering c) were watering d) will be watering

  10. Identify the sentence that uses the past perfect continuous tense: a) We will be going on vacation next week. b) She had been knitting a sweater for her friend’s birthday. c) They have been listening to music all day. d) He was running in the park this morning.

(Continue with 10 more multiple-choice questions)

Answer Key:

  1. b
  2. a
  3. b
  4. d
  5. b
  6. c
  7. a
  8. d
  9. b
  10. b

Teacher’s Notes:

  • The past perfect continuous tense is used to describe an ongoing action that had started in the past and continued until another point in the past.
  • Encourage students to carefully read each question and consider the tense usage before selecting their answer.
  • After completing the worksheet, review the answers together and discuss any questions or challenges that students might have encountered.
  • Provide additional examples and practice exercises to reinforce the understanding of the past perfect continuous tense.
Worksheet: Future Perfect Continuous Tense

Instructions: Read each sentence carefully and choose the correct answer from the options provided. Circle the corresponding letter for your chosen answer.

Multiple Choice Questions:

  1. By the time I arrive, they _______ for three hours. a) will wait b) will have waited c) will be waiting d) will have been waiting

  2. She _______ for ten years when she finally retires. a) will work b) will have worked c) will be working d) will have been working

  3. By next month, he _______ at this company for 25 years. a) will work b) will have worked c) will be working d) will have been working

  4. We _______ for a long time before we finish the project. a) will wait b) will have waited c) will be waiting d) will have been waiting

  5. They _______ for hours when the train finally arrives. a) will wait b) will have waited c) will be waiting d) will have been waiting

  6. By the end of the year, she _______ in this field for a decade. a) will work b) will have worked c) will be working d) will have been working

  7. When I come back, they _______ for two weeks. a) will wait b) will have waited c) will be waiting d) will have been waiting

  8. By next summer, we _______ for six months. a) will travel b) will have traveled c) will be traveling d) will have been traveling

  9. He _______ on that project for months before it is completed. a) will work b) will have worked c) will be working d) will have been working

  10. By tomorrow, I _______ all day. a) will sleep b) will have slept c) will be sleeping d) will have been sleeping

  11. They _______ for a long time when I meet them. a) will wait b) will have waited c) will be waiting d) will have been waiting

  12. By the end of this month, she _______ English for two years. a) will study b) will have studied c) will be studying d) will have been studying

  13. When the party starts, she _______ for hours. a) will prepare b) will have prepared c) will be preparing d) will have been preparing

  14. By the time they finish the game, they _______ for hours. a) will play b) will have played c) will be playing d) will have been playing

  15. We _______ on this project for a long time before we see any results. a) will work b) will have worked c) will be working d) will have been working

  16. By next week, he _______ the piano for six years. a) will play b) will have played c) will be playing d) will have been playing

  17. When I arrive, they _______ for an hour. a) will wait b) will have waited c) will be waiting d) will have been waiting

  18. By the time she reaches the summit, she _______ for hours. a) will climb b) will have climbed c) will be climbing d) will have been climbing

  19. He _______ for three months when he finally graduates. a) will study b) will have studied c) will be studying d) will have been studying

  20. By next year, they _______ in this city for a decade. a) will live b) will have lived c) will be living d) will have been living

Answer Key:

  1. b) will have waited
  2. d) will have been working
  3. b) will have worked
  4. d) will have been waiting
  5. d) will have been waiting
  6. b) will have worked
  7. b) will have waited
  8. b) will have traveled
  9. d) will have been working
  10. b) will have slept
  11. b) will have waited
  12. b) will have studied
  13. d) will have been preparing
  14. d) will have been playing
  15. d) will have been working
  16. d) will have been playing
  17. b) will have waited
  18. b) will have climbed
  19. b) will have studied
  20. b) will have lived

References/Sources:

  • CBSE Class 10 English Grammar textbook

Teacher’s Notes:

  • This worksheet is designed to assess students’ understanding of the Future Perfect Continuous tense.
  • Encourage students to carefully read each sentence and consider the correct form of the verb in the given context.
  • Remind students to review the rules and usage of the Future Perfect Continuous tense before attempting the questions.
  • After completing the worksheet, go over the answers as a class to provide explanations and clarify any doubts.

Note: Feel free to add any additional instructions, references, or teacher’s notes based on your specific teaching preferences and requirements. [/expand]

Grammar Worksheet: Modals[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Choose the correct answer from the options provided and write the corresponding letter in the space provided.

Multiple Choice Questions:

  1. Modals express: a) Necessity and obligation b) Possibility and ability c) Permission and prohibition d) All of the above

  2. I __________ go to the party if I finish my homework on time. a) May b) Might c) Must d) Should

  3. She __________ sing beautifully when she was young. a) Can b) Could c) Will d) Shall

  4. You __________ take an umbrella with you. It’s going to rain. a) Should b) Could c) Must d) Would

  5. They __________ attend the meeting tomorrow. a) Shall b) Will c) Can d) May

  6. He __________ finish his assignment by tomorrow. a) Should b) Will c) Can d) Must

  7. We __________ go to the concert if we get the tickets. a) Could b) May c) Must d) Shall

  8. ________ I borrow your pen, please? a) Can b) Shall c) Must d) Will

  9. You ________ have to apologize for your mistake. a) Should b) Could c) May d) Must

  10. She __________ dance really well. a) Can b) Could c) Will d) Shall

  11. I __________ stay late tonight. I have an early morning appointment. a) May b) Should c) Will d) Must

  12. ________ I turn on the air conditioner? a) Can b) Shall c) Must d) Would

  13. You __________ have visited the museum. It was fascinating. a) Should b) Could c) May d) Must

  14. They __________ come to the party if they want to. a) Can b) Could c) Will d) Shall

  15. We __________ start the project as soon as possible. a) May b) Should c) Must d) Would

  16. You __________ eat your vegetables. They are good for your health. a) Can b) Could c) May d) Must

  17. She __________ have gone to bed early last night. She looks tired. a) Can b) Could c) Will d) Shall

  18. ________ I help you with your bags? a) Can b) Shall c) Must d) Would

  19. They __________ play tennis when it’s raining. a) May b) Should c) Will d) Must

  20. You __________ finish the task by tomorrow morning. a) Can b) Could c) May d) Must

Answer Key:

  1. d) All of the above
  2. c) Must
  3. b) Could
  4. a) Should
  5. b) Will
  6. a) Should
  7. b) May
  8. a) Can
  9. a) Should
  10. a) Can
  11. b) Should
  12. b) Shall
  13. a) Should
  14. a) Can
  15. c) Must
  16. d) Must
  17. b) Could
  18. b) Shall
  19. a) May
  20. d) Must

References or Sources:

  • English Grammar Book for Class 10, CBSE
  • CBSE Sample Papers for Class 10 English

Teacher’s Notes:

  • Encourage students to read each question carefully before selecting an answer.
  • Remind students to refer to their grammar textbook or class notes if they need assistance.
  • After completing the worksheet, review the answers as a class and discuss any common errors or misconceptions.

Note: This is a sample worksheet, and the actual content and questions may vary based on the specific curriculum and requirements of the CBSE Class 10 Grammar: Modals unit. [/expand]

Subject-Verb Concord Worksheet[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Choose the correct verb form that agrees with the subject in each sentence.

  1. The dog __________ in the backyard. (bark/barks)

  2. She __________ to school every day. (walk/walks)

  3. The children __________ playing in the park. (is/are)

  4. My friend and I __________ going to the movies tonight. (is/are)

  5. The book on the table __________ mine. (is/are)

  6. The students __________ for the exam. (study/studies)

  7. He __________ his homework every day. (complete/completes)

  8. The car keys __________ on the kitchen counter. (is/are)

  9. A cup of coffee __________ my favorite morning drink. (is/are)

  10. The crowd __________ loudly at the concert. (cheer/cheers)

  11. Every student in the class __________ their textbooks. (carry/carries)

  12. The news __________ me happy. (make/makes)

  13. The box of chocolates __________ on the table. (sit/sits)

  14. The cat and the dog __________ friends. (is/are)

  15. A pair of shoes __________ on sale. (is/are)

  16. The sun __________ brightly in the sky. (shine/shines)

  17. The baby __________ in her crib. (sleep/sleeps)

  18. The flowers __________ beautiful in the garden. (look/looks)

  19. The team __________ a victory in the final match. (celebrate/celebrates)

  20. The river __________ through the valley. (flow/flows)

Answer Key:

  1. barks
  2. walks
  3. are
  4. are
  5. is
  6. study
  7. completes
  8. are
  9. is
  10. cheers
  11. carries
  12. makes
  13. sits
  14. are
  15. is
  16. shines
  17. sleeps
  18. look
  19. celebrates
  20. flows

References or Sources:

  • CBSE Class 10 English Grammar textbook
  • Grammar books or online resources on subject-verb agreement

Teacher’s Notes:

  • Emphasize the importance of subject-verb concord in maintaining grammatical correctness.
  • Discuss common patterns and rules for subject-verb agreement.
  • Provide additional examples and practice exercises to reinforce the concept.
  • Address any questions or difficulties students may have during the worksheet review.
  • Encourage students to apply subject-verb concord correctly in their writing and speaking [/expand]

Reported Speech Worksheet[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the given sentences and choose the correct reported speech option from the multiple-choice options provided. Write the corresponding letter in the space provided.

Multiple Choice Questions:

  1. “I will come tomorrow,” she said. a) She said she will come tomorrow. b) She said she would come tomorrow. c) She said she can come tomorrow. d) She said she might come tomorrow.

  2. “I have finished my homework,” he said. a) He said he had finished his homework. b) He said he finished his homework. c) He said he has finished his homework. d) He said he will finish his homework.

  3. “I am going to the mall,” she said. a) She said she was going to the mall. b) She said she is going to the mall. c) She said she will go to the mall. d) She said she went to the mall.

  4. “I saw a movie last night,” he said. a) He said he has seen a movie last night. b) He said he had seen a movie last night. c) He said he saw a movie last night. d) He said he will see a movie last night.

  5. “I don’t like spicy food,” she said. a) She said she didn’t like spicy food. b) She said she doesn’t like spicy food. c) She said she won’t like spicy food. d) She said she hadn’t liked spicy food.

  6. “I can swim,” he said. a) He said he can swim. b) He said he could swim. c) He said he will swim. d) He said he could have swum.

  7. “I will help you,” she said. a) She said she will help me. b) She said she would help me. c) She said she helps me. d) She said she has helped me.

  8. “I didn’t see him yesterday,” he said. a) He said he hadn’t seen him yesterday. b) He said he didn’t see him yesterday. c) He said he hasn’t seen him yesterday. d) He said he didn’t seen him yesterday.

  9. “I have been to Paris,” she said. a) She said she had been to Paris. b) She said she has been to Paris. c) She said she was to Paris. d) She said she is in Paris.

  10. “I am reading a book,” he said. a) He said he reads a book. b) He said he is reading a book. c) He said he read a book. d) He said he was reading a book.

  11. “I won the competition,” she said. a) She said she wins the competition. b) She said she had won the competition. c) She said she will win the competition. d) She said she won the competition.

  12. “I must finish this project,” he said. a) He said he must finish that project. b) He said he had to finish this project. c) He said he will finish that project. d) He said he finished that project.

  13. “I will be late,” she said. a) She said she will be late. b) She said she would be late. c) She said she has been late. d) She said she was late.

  14. “I didn’t eat lunch,” he said. a) He said he hasn’t eaten lunch. b) He said he didn’t eat lunch. c) He said he hadn’t eaten lunch. d) He said he wasn’t eating lunch.

  15. “I have lived here for two years,” she said. a) She said she had lived there for two years. b) She said she lived here for two years. c) She said she has lived here for two years. d) She said she will live here for two years.

  16. “I love playing football,” he said. a) He said he loves playing football. b) He said he loved playing football. c) He said he will love playing football. d) He said he has loved playing football.

  17. “I can’t come to the party,” she said. a) She said she couldn’t come to the party. b) She said she can’t come to the party. c) She said she won’t come to the party. d) She said she hadn’t come to the party.

  18. “I have never seen such a beautiful sunset,” he said. a) He said he had never seen such a beautiful sunset. b) He said he has never seen such a beautiful sunset. c) He said he never saw such a beautiful sunset. d) He said he will never see such a beautiful sunset.

  19. “I should have studied harder,” she said. a) She said she should study harder. b) She said she should have studied harder. c) She said she should be studying harder. d) She said she should have been studying harder.

  20. “I might go to the concert,” he said. a) He said he might go to the concert. b) He said he may go to the concert. c) He said he would go to the concert. d) He said he should go to the concert.

Answer Key:

  1. b
  2. a
  3. a
  4. c
  5. a
  6. b
  7. b
  8. b
  9. a
  10. b
  11. b
  12. b
  13. b
  14. b
  15. a
  16. b
  17. a
  18. a
  19. b
  20. a

References or Sources:

  • English Grammar and Composition textbook, Class 10 (CBSE)

Teacher’s Notes:

  • Remind students to pay attention to the tense changes and reporting verbs while converting the direct speech into reported speech.
  • Provide additional examples and explanations as needed during the worksheet discussion.
  • Encourage students to ask questions and clarify doubts regarding reported speech rules.

Remember to adjust the formatting and layout of the worksheet as per your requirements. [/expand]

Grammar Worksheet – Commands and Requests[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read each sentence carefully and choose the correct option (A, B, C, or D) to complete the command or request.

Multiple Choice Questions:

  1. Please ________ the door before leaving. A. close B. closing C. closed D. to close

  2. ________ the ball to me, please. A. Give B. To give C. Giving D. Gave

  3. Don’t ________ late for the meeting tomorrow. A. be B. being C. to be D. been

  4. ________ me your pen, please. A. Lend B. To lend C. Lending D. Lent

  5. ________ your homework on time. A. Complete B. To complete C. Completing D. Completed

  6. ________ your sister to the party. A. Bring B. To bring C. Bringing D. Brought

  7. Don’t ________ so much noise. A. make B. making C. to make D. made

  8. Please ________ the TV off when you’re done. A. turn B. turning C. turned D. to turn

  9. ________ the dishes after dinner. A. Wash B. To wash C. Washing D. Washed

  10. ________ your phone during class. A. Don’t use B. Not use C. Not using D. Not to use

  11. ________ me a favor and pick up some milk. A. Do B. To do C. Doing D. Did

  12. ________ to the store and buy some bread. A. Go B. To go C. Going D. Went

  13. ________ a moment, please. A. Wait B. To wait C. Waiting D. Waited

  14. ________ your room before guests arrive. A. Clean B. To clean C. Cleaning D. Cleaned

  15. Don’t ________ the door. It’s hot outside. A. open B. opening C. to open D. opened

  16. ________ the bus stop at 8 a.m. A. Be B. To be C. Being D. Been

  17. ________ me a glass of water, please. A. Fetch B. To fetch C. Fetching D. Fetched

  18. ________ so much sugar in your coffee. A. Don’t put B. Not put C. Not putting D. Not to put

  19. ________ a seat and make yourself comfortable. A. Take B. To take C. Taking D. Took

  20. Don’t ________ your homework at home. A. forget B. forgetting C. to forget D. forgot

Answer Key:

  1. A
  2. A
  3. A
  4. A
  5. A
  6. A
  7. A
  8. A
  9. A
  10. A
  11. A
  12. A
  13. A
  14. A
  15. A
  16. A
  17. A
  18. A
  19. A
  20. A

References or Sources:

  • CBSE English Grammar Textbook

Teacher’s Notes:

  • Remind students to pay attention to the subject-verb agreement in the command or request.
  • Emphasize the appropriate use of imperative verbs in commands and requests.
  • Encourage students to practice using commands and requests in their daily conversations.

Note: The answer choices provided in this worksheet are based on the assumption that option A is the correct choice for each question.[/expand]

Grammar Worksheet – Statements[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read each sentence carefully and choose the correct option that identifies it as a statement.

Multiple Choice Questions:

  1. Which of the following is a statement? a) How beautiful the sunset is! b) Don’t forget to bring your umbrella. c) Are you going to the party? d) Let’s go for a walk.

  2. Identify the statement in the options below. a) The dog barked loudly. b) Is it snowing outside? c) Hurry up or we’ll miss the bus! d) What a great performance!

  3. Which sentence is a statement? a) Why did you buy that expensive car? b) I cannot believe it! c) Let’s have pizza for dinner. d) The train arrives at 7 p.m.

  4. Choose the statement from the given choices. a) What a fantastic idea! b) Will you join us for dinner? c) I love playing tennis. d) Look at that beautiful flower!

  5. Identify the sentence that is a statement. a) Don’t be late for the meeting. b) Can you pass me the salt? c) The sun sets in the west. d) Let’s dance to celebrate.

  6. Which sentence is a statement? a) What time is the movie starting? b) How I wish I could travel the world! c) I want to eat ice cream. d) Are you coming with us?

  7. Choose the option that is a statement. a) What an incredible view! b) Don’t forget to do your homework. c) Can you lend me some money? d) Let’s go to the beach tomorrow.

  8. Identify the statement among the following sentences. a) The weather is so unpredictable! b) Did you see that shooting star? c) Shall we go for a walk? d) How talented she is!

  9. Which of the following is a statement? a) I can’t wait to see you! b) Will you help me with my math homework? c) What a lovely surprise! d) Let’s meet at the park.

  10. Choose the sentence that is a statement. a) Do you have any plans for the weekend? b) The movie starts in ten minutes. c) I hope we win the game! d) Can I borrow your pen?

[Questions 11-20 follow the same format as the previous questions]

Answer Key:

  1. c
  2. a
  3. d
  4. c
  5. c
  6. c
  7. d
  8. a
  9. a
  10. b [Answers for questions 11-20]

References or Sources:

  • Grammar textbook or resource used in class.

Teacher’s Notes:

  • Reinforce the concept of statements and their characteristics.
  • Discuss any common errors or misconceptions observed during the worksheet.
  • Provide additional examples of statements and encourage students to create their own.

Note: Please ensure that the questions and answer choices are appropriate and align with the curriculum and learning objectives of CBSE Class 10 Grammar.[/expand]

Grammar Worksheet: Questions[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Choose the correct option for each question. Mark your answers on the provided answer sheet.

Questions:

  1. She asked me ________ I would like to go to the party. a) if b) when c) why d) that

  2. ________ do you think will win the match? a) Who b) Whom c) Whose d) Which

  3. ________ is your favorite color? a) What b) When c) Where d) Why

  4. ________ is the capital of France? a) What b) Who c) When d) Where

  5. ________ are you going to the movie with? a) Whom b) What c) Which d) When

  6. ________ did you eat for breakfast this morning? a) What b) When c) Where d) Who

  7. ________ did you go on vacation last year? a) Who b) When c) Where d) What

  8. ________ is your favorite subject in school? a) Who b) What c) When d) Why

  9. ________ did you buy that book from? a) Whom b) What c) Which d) When

  10. ________ are you doing this weekend? a) Who b) What c) When d) Why

  11. She asked me ________ my name was. a) what b) when c) where d) who

  12. ________ did you meet at the party last night? a) What b) When c) Who d) Where

  13. ________ did you learn to play the guitar? a) What b) When c) Where d) Who

  14. ________ is your best friend? a) What b) When c) Where d) Who

  15. ________ did you get those shoes? a) What b) When c) Where d) Why

  16. ________ did you go to the supermarket? a) What b) When c) Where d) Why

  17. ________ is your favorite book? a) What b) When c) Where d) Who

  18. ________ is your favorite movie? a) What b) When c) Where d) Who

  19. ________ did you go on your last vacation? a) What b) When c) Where d) Why

  20. ________ is your favorite food? a) What b) When c) Where d) Who

Answer Key:

  1. a) if
  2. a) Who
  3. a) What
  4. d) Where
  5. a) Whom
  6. a) What
  7. c) Where
  8. b) What
  9. a) Whom
  10. b) What
  11. a) what
  12. c) Who
  13. c) Where
  14. d) Who
  15. c) Where
  16. c) Where
  17. a) What
  18. a) What
  19. c) Where
  20. a) What

References or Sources:

  • CBSE Class 10 English Grammar textbook
  • CBSE official website

Teacher’s Notes:

  • This worksheet is designed to test students’ understanding of question words and their usage in forming questions.
  • Emphasize the correct usage of question words in different contexts.
  • Encourage students to read the questions carefully before selecting the answer.
  • Provide explanations for the correct answers and address any questions or doubts that students may have.

Note: This is just a sample worksheet. Feel free to customize it further or add more questions based on the specific grammar concepts you want to assess. [/expand]

Determiners Worksheet[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read each question carefully before selecting your answer.
  2. Choose the most appropriate option from the given choices (A, B, C, or D).
  3. Mark your answer on the answer sheet provided.
  4. There is only one correct answer for each question.
  5. Do not use any reference materials while attempting the worksheet.

Multiple Choice Questions:

  1. ___________ boy in the classroom is my friend. A. The B. An C. A D. No article needed

  2. I bought ___________ new phone yesterday. A. a B. an C. the D. no article needed

  3. Are there ___________ apples left in the basket? A. any B. an C. the D. some

  4. She needs ___________ information about the project. A. any B. a C. an D. the

  5. ___________ dog in the park is very friendly. A. The B. An C. A D. No article needed

  6. I have ___________ few friends who live in this city. A. any B. a C. an D. no article needed

  7. ___________ milk in the fridge has gone bad. A. The B. An C. A D. No article needed

  8. He wants to buy ___________ red car. A. any B. a C. an D. the

  9. ___________ girls in the class are practicing for the play. A. The B. An C. A D. No article needed

  10. Please pass me ___________ salt. A. any B. a C. an D. the

  11. They have ___________ little time to complete the assignment. A. any B. a C. an D. no article needed

  12. ___________ cat is sleeping on the couch. A. The B. An C. A D. No article needed

  13. I need ___________ help with my math homework. A. any B. a C. an D. the

  14. ___________ hourglass on the shelf is very old. A. The B. An C. A D. No article needed

  15. Have you seen ___________ blue umbrella anywhere? A. any B. a C. an D. the

  16. She gave me ___________ interesting book to read. A. any B. a C. an D. the

  17. ___________ trees in the garden are blooming beautifully. A. The B. An C. A D. No article needed

  18. He has ___________ little money left in his wallet. A. any B. a C. an D. no article needed

  19. ___________ sun rises in the east. A. The B. An C. A D. No article needed

  20. I saw ___________ shooting star last night. A. any B. a C. an D. the

Answer Key:

  1. A
  2. A
  3. A
  4. B
  5. A
  6. D
  7. A
  8. B
  9. C
  10. D
  11. D
  12. A
  13. B
  14. A
  15. D
  16. C
  17. A
  18. D
  19. A
  20. C

References or Sources:

  • English Grammar Book for Class 10, CBSE

Teacher’s Notes:

  • Remind students to read each question carefully and select the best answer.
  • Encourage students to review the grammar rules related to determiners before attempting the worksheet.
  • After completing the worksheet, go over the answers as a class and discuss any challenging questions.
  • Provide additional practice or clarification if needed.

Note: This is a sample worksheet and may require customization based on the specific determiner grammar concepts covered in your curriculum.

Grammar Worksheet: Articles

Instructions: Read each sentence carefully and choose the correct article (a, an, or the) to fill in the blank. Circle the corresponding letter of your answer.

Multiple Choice Questions:

  1. _______ cat is sitting on _______ tree. a) A / a b) An / the c) The / a d) An / a

  2. She has _______ pet dog, and _______ dog is very friendly. a) A / a b) An / an c) The / the d) A / the

  3. _______ Nile River flows through _______ Egypt. a) The / an b) An / an c) The / the d) A / the

  4. We saw _______ amazing movie last night. a) A b) An c) The d) No article needed

  5. My brother is _______ engineer, and he works for _______ multinational company. a) A / the b) An / the c) An / a d) The / an

Answer Key:

  1. c) The / a
  2. d) A / the
  3. c) The / the
  4. b) An
  5. a) A / the

References or Sources:

  • English Grammar textbook, Class 10, CBSE
  • English Grammar Guide, CBSE

Teacher’s Notes:

  • Emphasize the usage of articles with specific and general nouns.
  • Discuss the rules for choosing the correct article.
  • Encourage students to justify their answers and explain why a particular article is correct in each sentence.

Note: Please ensure to provide additional space for students to write their answers on the worksheet.

Quantifiers Worksheet

Instructions: Choose the most appropriate quantifier to complete each sentence. Select the correct answer by circling the corresponding letter.

Questions:

  1. I have __________ books on my shelf. a) few b) many c) a few d) much

  2. She needs __________ help with her math homework. a) few b) much c) many d) a little

  3. There are __________ students in the classroom. a) little b) a few c) much d) many

  4. We have __________ time left to finish the project. a) few b) much c) a few d) many

  5. Can you give me __________ information about the event? a) few b) a little c) many d) much

Answer Key:

  1. c) a few
  2. c) many
  3. d) many
  4. a) few
  5. b) a little

References or Sources:

  1. English Grammar and Composition – Class 10 by Wren and Martin
  2. CBSE Class 10 English Language and Literature Syllabus

Teacher’s Notes:

  • Quantifiers are words that describe the quantity or amount of something.
  • “Few” and “a few” are used for countable nouns to indicate a small number.
  • “Many” is used for countable nouns to indicate a large number.
  • “Much” is used for uncountable nouns to indicate a large quantity.
  • “A little” is used for uncountable nouns to indicate a small quantity.

Note: The worksheet can be further customized based on the specific grammar rules and topics covered in the class, and additional questions can be added to provide more practice.

Ordinal Numbers Worksheet

Instructions: Read each question carefully and select the correct answer by circling the corresponding option. Choose the best answer that completes each sentence or question.

Multiple Choice Questions:

  1. Which of the following is the correct ordinal number for the word “eighth”? a) 8th b) 18th c) 80th d) 88th

  2. Fill in the blank: She stood __________ in the line. a) first b) second c) third d) fourth

  3. Choose the correct ordinal number for the word “forty-five”. a) 40th b) 41st c) 45th d) 50th

  4. In the sentence, “Today is my __________ birthday,” which word should be used to complete the sentence? a) eleventh b) twelfth c) thirteenth d) fourteenth

  5. Which of the following is the correct ordinal number for the word “ninety-ninth”? a) 9th b) 19th c) 99th d) 90th

Answer Key:

  1. a) 8th
  2. c) third
  3. c) 45th
  4. a) eleventh
  5. c) 99th

References or Sources:

  • CBSE Class 10 Grammar textbook
  • Online resources on ordinal numbers

Teacher’s Notes:

  • Emphasize the correct formation of ordinal numbers by adding the appropriate suffixes (-th, -st, -nd, -rd) to the cardinal numbers.
  • Reinforce the usage of ordinal numbers in sentences and contexts.
  • Discuss real-life examples where ordinal numbers are commonly used, such as sports rankings, birthdays, and positions in a race.

Remember to adapt this worksheet as needed to fit the specific requirements of your class and curriculum.

Demonstratives Worksheet

Instructions: Read each sentence carefully and choose the correct option to complete the sentence.

  1. The teacher asked the students to bring _________ books to class. a) this b) these c) that d) those

  2. _________ pencil on the table belongs to me. a) This b) These c) That d) Those

  3. _________ boys over there are playing football. a) This b) These c) That d) Those

  4. Can you pass _________ salt, please? a) this b) these c) that d) those

  5. _________ birds in the sky look beautiful. a) This b) These c) That d) Those

Answer Key:

  1. b) these
  2. a) This
  3. d) Those
  4. c) that
  5. d) Those

References or Sources:

  • English Grammar textbook for Class 10
  • CBSE Class 10 English Grammar resources

Teacher’s Notes:

  • Remind students that demonstratives (this, these, that, those) are used to point out specific people, objects, or ideas.
  • Explain the usage of demonstratives based on proximity (this, these for things closer to the speaker; that, those for things farther away).
  • Provide additional examples and practice exercises to reinforce the concept of demonstratives.

Remember to adjust the worksheet format and content as per your specific teaching style and the requirements of your students.

Possessives Worksheet

Instructions: Read each sentence carefully and choose the correct possessive form for the underlined word.

Multiple Choice Questions:

  1. The cat licked _______ paws. a) its b) it’s c) their d) they’re

  2. Can I borrow _______ pen? a) your b) you’re c) their d) they’re

  3. Sarah and _______ parents went on a vacation. a) her b) hers c) their d) them

  4. The book is _______. a) mine b) my c) our d) ours

  5. The students handed in _______ assignments. a) their b) they’re c) our d) ours

Answer Key:

  1. a) its
  2. a) your
  3. a) her
  4. b) my
  5. a) their

References or Sources:

  1. English Grammar and Composition Book, Class 10, CBSE Board.

Teacher’s Notes:

  • Remind students to pay attention to the context of the sentence and the noun being referred to when choosing the correct possessive form.
  • Emphasize the difference between “its” (belonging to an object or animal) and “it’s” (contraction of “it is”).
  • Encourage students to read each option carefully and eliminate incorrect choices before making their selection.
  • Provide additional examples of possessive forms and their usage to reinforce the concept.

Note: Please make sure to adapt the worksheet format, font, and layout as per your specific requirements and school guidelines.

Grammar Worksheet – Numbers

Instructions: Read each question carefully and choose the correct answer from the options provided. Circle the letter corresponding to your chosen answer.

Multiple Choice Questions:

  1. Which sentence uses numbers correctly? a) There were 1000 people at the concert. b) I have 5 mangoes, 3 apples, and 7 oranges. c) She bought two 2-liters of soda. d) Both a) and b)

Answer: d)

  1. Choose the correct form of the number to fill in the blank: There are _______ students in our class. a) eight b) 8th c) eighth d) eightieth

Answer: a)

  1. Which sentence uses ordinal numbers correctly? a) Today is the first day of summer. b) He won the 3th prize in the competition. c) We live on the thirteen floor of the building. d) She was the tenth to arrive at the party.

Answer: a)

  1. Select the correct form of the number to complete the sentence: I have ________ sisters. a) three b) third c) thirdly d) threefold

Answer: a)

  1. Identify the sentence that uses cardinal numbers correctly: a) There are fourth pencils in the box. b) My cousin is the second tallest in his class. c) We ate fifty of the chocolates. d) She was the fifteen to arrive at the party.

Answer: b)

Answer Key:

  1. d)
  2. a)
  3. a)
  4. a)
  5. b)

References or Sources:

  • English Grammar Book for Class 10, CBSE
  • CBSE Class 10 English Language and Literature Syllabus

Teacher’s Notes:

  • Emphasize the correct usage of cardinal and ordinal numbers.
  • Explain the difference between cardinal and ordinal numbers.
  • Encourage students to practice writing and using numbers correctly in different contexts.

Note: This is a basic example of a worksheet. You can modify it according to your specific requirements and add more questions or sections as needed. [/expand]

First Flight English: Prose

Chapter 1 – Understanding the Story “A Letter to God”[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read the questions carefully before attempting.
  2. Answer the questions in the space provided.
  3. Use complete sentences and provide relevant explanations when required.
  4. Review your answers before submitting.

Multiple Choice Questions:

  1. What is the central theme of the story “A Letter to God”? a) The power of belief b) The importance of friendship c) The value of money d) The consequences of greed

  2. Who wrote the story “A Letter to God”? a) Rabindranath Tagore b) Leo Tolstoy c) Gopi Chand Narang d) Gregorio López y Fuentes

Higher Order Questions: 3. Discuss the character traits of Lencho. How does his character contribute to the story’s plot and theme?

  1. Analyze the role of the post office employee in the story. How does he influence the outcome of the story?

Lower Order Questions: 5. Explain the significance of the hailstorm in the story. How does it affect Lencho’s life?

  1. Describe the irony present in Lencho’s letter to God.

Answer Key: Multiple Choice Questions:

  1. a) The power of belief
  2. d) Gregorio López y Fuentes

Higher Order Questions: 3. Sample answer: Lencho is depicted as a devout and optimistic person. His unwavering faith in God drives the story forward, highlighting the theme of the power of belief. His character also showcases resilience and determination in the face of adversity.

  1. Sample answer: The post office employee acts as a catalyst in the story. His decision to collect money for Lencho demonstrates empathy and kindness. It creates a sense of hope and unity among the community, emphasizing the theme of humanity and compassion.

Lower Order Questions: 5. Sample answer: The hailstorm symbolizes nature’s power and unpredictability. It acts as a turning point in the story, leading to Lencho’s desperation and subsequent letter to God.

  1. Sample answer: The irony lies in Lencho’s strong belief in God’s intervention, despite his lack of faith in the post office workers. He expects miracles from God but doubts the honesty and integrity of human beings.

Examples or Models:

  • Provide examples or models of well-written answers for some of the questions.

Visual Aids:

  • Include relevant visuals or images related to the story to support comprehension and engagement.

Word Bank or Glossary:

  • Provide a list of key vocabulary words from the story along with their definitions to aid understanding.

Grading or Scoring Criteria:

  • Clearly state the criteria or rubric that will be used to evaluate the students’ responses.

Teacher’s Notes:

  • Include any additional instructions, suggestions, or explanations for the teacher’s reference.

Note: Customize the questions, answers, examples, and visuals based on the specific requirements and content of the chapter. [/expand]

Worksheet: Chapter 2 – Nelson Mandela: Long Walk to Freedom[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the passage carefully and answer the following questions accordingly. Choose the most appropriate option for multiple-choice questions. Write your answers in the space provided.

Passage:

Nelson Mandela, the renowned anti-apartheid revolutionary, and political leader of South Africa, dedicated his life to fighting for freedom, equality, and justice. His unwavering commitment to the cause of ending racial segregation and discrimination led to his imprisonment for 27 years. Despite the hardships, Mandela remained resilient, and upon his release, he continued his struggle for a democratic and inclusive South Africa. His perseverance and vision made him an iconic global symbol of hope and reconciliation.

Multiple Choice Questions:

  1. Nelson Mandela’s lifelong struggle was mainly aimed at: a) Gaining personal power b) Promoting racial segregation c) Fighting for freedom and equality d) Accumulating wealth

  2. How long was Nelson Mandela imprisoned? a) 7 years b) 12 years c) 27 years d) 40 years

Higher Order Questions:

  1. Analyze the impact of Nelson Mandela’s imprisonment on his leadership style and the anti-apartheid movement.

  2. Compare and contrast the principles of non-violence followed by Nelson Mandela with those of Mahatma Gandhi.

Lower Order Questions:

  1. When did Nelson Mandela become a global symbol of hope and reconciliation?

  2. What does apartheid mean, and why was it significant in South Africa’s history?

Answer Key:

  1. c) Fighting for freedom and equality
  2. c) 27 years

Examples or Models:

  1. Write a short paragraph summarizing Nelson Mandela’s early life and the factors that motivated him to join the anti-apartheid movement.

Visual Aids:

[Insert relevant images or illustrations related to Nelson Mandela’s life and activism]

Word Bank or Glossary:

Apartheid, Reconciliation, Non-violence, Segregation, Democracy, Resilience

Grading or Scoring Criteria:

  • Multiple-choice questions: 1 point each
  • Higher Order Questions: 5 points each
  • Lower Order Questions: 3 points each
  • Examples or Models: 5 points
  • Total Score: 20 points

Teacher’s Notes:

  • Emphasize the historical significance of Nelson Mandela and the impact of his leadership on South Africa’s transition to democracy.
  • Encourage students to use evidence from the passage to support their answers to the higher-order questions.
  • Discuss the relevance of Nelson Mandela’s principles in contemporary struggles for justice and equality worldwide.

Note: Depending on the class’s level and time available, you can add more questions or modify the worksheet to suit your specific teaching objectives and the students’ abilities.[/expand]

Chapter 3: Two Stories About Flying[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the questions carefully and choose the correct option for multiple-choice questions. Write your answers for higher and lower order questions in the space provided. Refer to the chapter for examples or models, if necessary. Use the word bank or glossary for unfamiliar words. The teacher will use the provided grading criteria to assess your responses.

Multiple Choice Questions:

  1. What is the title of Chapter 3? a) Two Stories About Flowers b) Two Stories About Flying c) Three Stories About Friendship d) Three Stories About Food

  2. Who is the author of the story “Two Stories About Flying”? a) Mark Twain b) Charles Dickens c) Rabindranath Tagore d) O. Henry

  3. The first story in the chapter is about ___________. a) A brave pilot who saved a village b) A young boy’s dream of flying c) A bird with magical powers d) A scientist who invented a flying machine

Higher Order Questions:

  1. Compare and contrast the two stories in the chapter regarding their themes and central characters. (5 marks)

  2. Analyze the significance of the title “Two Stories About Flying” and its relevance to the stories. (4 marks)

Lower Order Questions:

  1. What was the young boy’s name in the second story? (1 mark)

  2. In the first story, how did the pilot manage to land the damaged aircraft safely? (2 marks)

  3. Explain the moral lesson learned from the second story. (3 marks)

Answer Key:

  1. b) Two Stories About Flying
  2. c) Rabindranath Tagore
  3. b) A young boy’s dream of flying

Higher Order Questions:

  1. (The answer to this question will vary based on students’ responses. Possible points include comparing themes of courage and determination, examining protagonists’ motivations, and discussing the impact of the stories on the reader.)

  2. (The answer to this question will vary based on students’ responses. Possible points include analyzing the common theme of flight, exploring how flying symbolizes freedom and aspirations.)

Lower Order Questions:

  1. (The answer will vary based on the story content.)

  2. (The answer will vary based on the story content.)

  3. (The answer will vary based on the story content.)

Examples or Models: [Examples or models from the stories can be provided here as necessary.]

Visual Aids: [Relevant images or illustrations related to the stories can be included here.]

Word Bank or Glossary: [Unfamiliar words from the chapter can be listed here along with their meanings.]

Grading or Scoring Criteria: Higher Order Questions: 5 marks each Lower Order Questions: 1-3 marks each

Teacher’s Notes:

  • Encourage students to provide evidence and examples from the text while answering questions.
  • Check for grammar, spelling, and clarity of responses in open-ended questions.
  • Assess students’ critical thinking and understanding of the themes while grading.
  • Provide additional support to struggling students and challenge advanced learners with supplementary questions or tasks. [/expand]

Chapter 4: From the Diary of Anne Frank[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read the questions carefully before answering.
  2. Write your answers neatly and clearly.
  3. Answer all the questions.
  4. For multiple-choice questions, choose the most appropriate option.
  5. Marks will be deducted for incorrect or incomplete answers.

Section 1: Multiple Choice Questions

  1. What is the genre of the book “The Diary of Anne Frank”? a. Fiction b. Biography c. Autobiography d. Poetry

  2. Where did Anne Frank and her family hide during World War II? a. Amsterdam b. Berlin c. Paris d. London

  3. Anne Frank wrote her diary during which period? a. Before World War II b. During World War II c. After World War II d. Throughout her life

Section 2: Higher Order Questions

  1. Describe Anne Frank’s relationship with her mother and sister.

  2. How does Anne’s diary provide insights into the experiences of Jews during World War II?

Section 3: Lower Order Questions

  1. Who was the person Anne Frank addressed her diary entries to?

  2. What were some of the challenges Anne and her family faced while in hiding?

Section 4: Answer Key

  1. c
  2. a
  3. b
  4. (Answers may vary)
  5. (Answers may vary)
  6. (Answer may vary)
  7. (Answer may vary)

Examples or Models:

  • Write a diary entry as if you were Anne Frank, describing a typical day in hiding.
  • Create a dialogue between Anne Frank and one of the other residents in the Secret Annex.

Visual Aids:

  • Include relevant images or photographs of Anne Frank and the Secret Annex.

Word Bank or Glossary:

  • Hiding, Diary, World War II, Holocaust, Secret Annex, Jews

Grading or Scoring Criteria:

  • Multiple-choice questions: 1 mark each
  • Higher Order Questions: 3 marks each
  • Lower Order Questions: 2 marks each
  • Examples or Models: 5 marks each
  • Total marks: ______________

Teacher’s Notes:

  • Monitor students’ progress during the worksheet activity and provide assistance when needed.
  • Encourage students to refer to the text and their own understanding to answer the questions.
  • Discuss the answers as a class after completing the worksheet to clarify any doubts and reinforce key concepts.

Note: The number of questions and marks assigned can be adjusted based on the specific requirements and time constraints of the classroom. [/expand]

Chapter 5: Glimpses of India[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the questions carefully and choose the most appropriate answer. Write the corresponding option letter (A, B, C, or D) in the space provided.

Multiple Choice Questions:

  1. Which chapter of the English textbook does “Glimpses of India” belong to? A. Chapter 1 B. Chapter 2 C. Chapter 3 D. Chapter 5

  2. What is the main purpose of “Glimpses of India”? A. To entertain readers with interesting stories B. To provide historical information about India C. To showcase India’s diverse culture and heritage D. To promote tourism in India

Higher Order Questions: 3. In your own words, describe the author’s perspective on India’s cultural diversity.

  1. Analyze the impact of the author’s personal experiences on the narrative style of “Glimpses of India.”

Lower Order Questions: 5. Who is the author of “Glimpses of India”? A. R.K. Narayan B. Jawaharlal Nehru C. Rabindranath Tagore D. Khushwant Singh

  1. Which state is known as the “Land of the Gods”? A. Rajasthan B. Kerala C. Himachal Pradesh D. Uttar Pradesh

Answer Key:

  1. D
  2. C
  3. (Open-ended question)
  4. (Open-ended question)
  5. D
  6. C

Examples or Models: Example: Describe one aspect of India’s cultural diversity mentioned in “Glimpses of India.”

Visual Aids: [Insert relevant images or photographs depicting Indian culture or landmarks]

Word Bank or Glossary:

  • Cultural diversity: The existence of a variety of cultural or ethnic groups within a society.
  • Heritage: The traditions, customs, and beliefs that are passed down through generations.
  • Narrative style: The way in which a story or account is presented or told.

Grading or Scoring Criteria:

  • Multiple-choice questions: 1 point for each correct answer (maximum 2 points).
  • Higher order questions: Graded based on depth of analysis and clarity of response.
  • Lower order questions: 1 point for each correct answer (maximum 2 points).

Teacher’s Notes:

  • Encourage students to provide detailed and well-structured answers for the higher order questions.
  • Discuss the answers to the multiple-choice and lower order questions as a class to clarify any misconceptions.
  • Provide additional examples or real-life anecdotes to enhance student understanding of the chapter’s themes.

Note: The worksheet format and content may vary depending on specific curriculum requirements or classroom preferences. Feel free to customize the worksheet as needed for your students.[/expand]

Chapter 6: Mijbil the Otter[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the passage carefully and answer the questions below.

Passage: Mijbil was a small, playful otter who lived in the houseboat of Maxwell, an Englishman. Mijbil was brought from the Iraq marshes as a pet and soon became an integral part of Maxwell’s life. Maxwell describes Mijbil as a mischievous creature who loved to explore and create chaos in the houseboat. Mijbil’s playful antics and interactions with Maxwell provided a unique bond between them.

Multiple Choice Questions:

  1. How did Mijbil come into Maxwell’s life? a) Maxwell found him in the Iraq marshes. b) Maxwell bought him from a pet store. c) Mijbil swam into Maxwell’s houseboat. d) Mijbil was a gift from Maxwell’s friend.

  2. What is one word that best describes Mijbil? a) Shy b) Mischievous c) Lazy d) Intelligent

Higher Order Questions:

  1. How did Mijbil’s presence change Maxwell’s life? Provide two examples from the passage to support your answer.

  2. What do you think the bond between Mijbil and Maxwell symbolizes in the story? Explain your answer with reasons.

Lower Order Questions:

  1. Why did Mijbil create chaos in the houseboat? Provide a reason based on the passage.

  2. What is the nationality of Maxwell, the owner of Mijbil?

Answer Key:

  1. c) Mijbil swam into Maxwell’s houseboat.
  2. b) Mischievous
  3. (Sample answer) Mijbil’s presence brought joy and excitement to Maxwell’s otherwise solitary life. He had a constant companion to share his experiences with and found happiness in observing Mijbil’s playful behavior.
  4. (Sample answer) The bond between Mijbil and Maxwell symbolizes the power of companionship and the ability of animals to bring joy and love into our lives. It highlights the importance of having a connection with nature and appreciating the beauty of all creatures, no matter how small.
  5. (Sample answer) Mijbil created chaos in the houseboat due to his curious and exploratory nature. He would often knock over objects, rummage through drawers, and playfully disrupt Maxwell’s daily routines.
  6. (Sample answer) Maxwell is an Englishman.

Teacher’s Notes:

  • Encourage students to support their answers with evidence from the passage.
  • Discuss the significance of Mijbil’s character and his impact on Maxwell’s life.
  • Engage students in a class discussion about the themes of companionship and the importance of respecting and appreciating nature.

Please format and design the worksheet based on your preferences, adding any necessary visual aids, word banks, glossaries, grading criteria, or additional teacher’s notes.

I hope this helps you create a worksheet for CBSE Class 10 English, Chapter 6 – “Mijbil the Otter”! [/expand]

 Chapter 7: Madam Rides the Bus[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the questions carefully and select the correct answer or provide detailed responses as required.

Multiple Choice Questions:

  1. What is the name of the chapter? a) Madam Goes to School b) Madam Takes a Taxi c) Madam Rides the Bus d) Madam’s Adventure

  2. Where does Madam usually travel? a) By taxi b) By bus c) By bicycle d) By train

  3. What problem does Madam face while riding the bus? a) The bus is never on time. b) She doesn’t know the bus route. c) The bus is always overcrowded. d) The bus fares are too high.

Higher Order Questions:

  1. Analyze the character of Madam in the chapter “Madam Rides the Bus.” How does she handle challenges, and what does she learn from her experiences?

  2. Imagine you are a journalist and Madam has agreed to give an interview about her daily bus adventures. Write five interview questions you would ask her and her possible responses.

Lower Order Questions:

  1. What time does Madam usually take the bus?
  2. Why does Madam prefer to take public transport?
  3. What happens when the bus gets stuck in traffic?
  4. Describe Madam’s first experience on the bus.

Answer Key:

  1. c) Madam Rides the Bus
  2. b) By bus
  3. c) The bus is always overcrowded

Examples or Models:

Example: Write a dialogue between Madam and the bus conductor when she realizes she doesn’t have the exact change for the fare.

Visual Aids:

Include a map of the city with the route Madam takes while riding the bus.

Word Bank or Glossary:

  1. Conductor – a person who collects fares and assists passengers on public transport.
  2. Overcrowded – filled with too many people or things.
  3. Fare – the money paid for transportation.

Grading or Scoring Criteria:

  • Multiple Choice Questions: 1 point each
  • Higher Order Questions: 5 points each
  • Lower Order Questions: 3 points each
  • Total Score: 20 points

Teacher’s Notes:

  • Discuss the challenges faced by people who rely on public transport in your city.
  • Encourage students to relate Madam’s experiences to their own encounters on public transport.
  • Use the map provided to have a class discussion about the importance of an efficient public transportation system.

Note: Customize the worksheet based on your specific teaching approach and classroom requirements. Ensure that the questions and activities align with the learning objectives of the chapter “Madam Rides the Bus.”[/expand]

Chapter 8: The Sermon at Benares[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the passage carefully and answer the following questions.

Passage: Once, while the Buddha was staying at the Jetavana monastery near Savatthi, he spoke to the monks about how people often misunderstand him. He said, “Monks, the Tathagata, the accomplished one, is freed from all kinds of bondage, whether it is past, present, or future. People who do not understand this truth perceive me wrongly. They do not understand that I have put an end to suffering, that I have broken the cycle of birth and death, and that I have reached the ultimate state of enlightenment.”

Multiple Choice Questions:

  1. According to the passage, where was the Buddha staying near Savatthi? a) Sarnath b) Nalanda c) Jetavana monastery d) Bodh Gaya

  2. How do people often misunderstand the Buddha? a) They think he is not a good teacher. b) They do not believe in his teachings. c) They don’t understand that he has attained enlightenment. d) They think he is still bound by suffering.

Higher Order Questions: 3. What does the Buddha mean by being “freed from all kinds of bondage”?

  1. Explain the significance of the Jetavana monastery in the Buddha’s teachings.

Lower Order Questions: 5. How does the Buddha describe himself?

  1. Why do some people misunderstand the Buddha’s true nature?

Answer Key:

  1. c) Jetavana monastery
  2. c) They don’t understand that he has attained enlightenment.
  3. The Buddha means that he is free from all forms of suffering and desires, and he has achieved liberation from the cycle of birth and death.
  4. The Jetavana monastery was a significant place of teaching and residence for the Buddha and his followers. Many important discourses were given here.

Examples or Models: Example of a correct answer for Question 1: “The Buddha was staying at the Jetavana monastery near Savatthi, as mentioned in the passage.”

Visual Aids: [Insert an image related to the Buddha or Jetavana monastery]

Word Bank or Glossary:

  • Tathagata: A term used to refer to the Buddha.
  • Savatthi: A city where the Jetavana monastery was located.

Grading or Scoring Criteria:

  • Multiple Choice Questions: 1 point each
  • Higher Order Questions: 3 points each
  • Lower Order Questions: 2 points each

Teacher’s Notes:

  • Emphasize the importance of understanding the true nature of the Buddha’s teachings.
  • Encourage students to refer back to the passage while answering the questions.
  • Discuss the significance of the Jetavana monastery and its role in the Buddha’s life and teachings.

Note: The above worksheet is a sample and can be modified or expanded based on the specific requirements of the classroom and the curriculum.[/expand]

Chapter 9: The Proposal[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read the questions carefully before answering.
  2. Choose the correct answer for multiple-choice questions.
  3. Answer the higher order and lower order questions in complete sentences.
  4. Refer to the passage or your textbook, if necessary, to answer the questions.
  5. Write your answers neatly and legibly.

Multiple Choice Questions:

  1. Which character proposes marriage in the story? a) Ivan Lomov b) Natalya Stepanovna c) Chubukov d) None of the above

  2. The main conflict in the story arises from: a) A land dispute b) A financial problem c) An argument about dog breeding d) An argument over marriage

  3. Ivan Lomov visits the Chubukovs’ house to: a) Buy their land b) Propose marriage to Natalya c) Resolve a family dispute d) Seek financial help

Higher Order Questions: 4. Explain the main reasons for the argument between Ivan Lomov and Chubukov.

  1. Analyze the characterization of Natalya Stepanovna and discuss her role in the story.

Lower Order Questions: 6. What does Ivan Lomov suffer from during his conversation with Natalya?

  1. How does the argument between Ivan Lomov and Chubukov get resolved in the end?

Answer Key:

  1. a) Ivan Lomov
  2. d) An argument over marriage
  3. b) Propose marriage to Natalya
  4. The main reasons for the argument between Ivan Lomov and Chubukov are their differing opinions on land ownership and dog breeding.
  5. Natalya Stepanovna is characterized as a strong-willed and manipulative woman. She plays a pivotal role in the story as the object of Ivan Lomov’s proposal.
  6. Ivan Lomov suffers from nervousness and a series of health issues, including palpitations and a loss of breath, during his conversation with Natalya.
  7. The argument between Ivan Lomov and Chubukov is resolved when Ivan collapses from exhaustion, and both characters realize the gravity of the situation. They unite in their concern for Ivan’s health.

Examples or Models:

  • Provide examples or models of how to answer higher order and lower order questions, demonstrating the expected level of detail and analysis.

Visual Aids:

  • Insert relevant visual aids, such as a picture of the characters or a diagram representing the conflict, to support comprehension.

Word Bank or Glossary:

  • Provide a word bank or glossary of key terms used in the questions or passage to assist students in understanding and answering the questions.

Grading or Scoring Criteria:

  • Specify the grading or scoring criteria for each question to help students understand how their answers will be evaluated.

Teacher’s Notes:

  • Include additional notes or suggestions for the teacher, such as possible class discussions or extension activities related to the chapter.

Note: The worksheet can be formatted and designed according to your preferences, with appropriate spacing, font styles, and layout.[/expand]

Footprints without Feet Supplementary Reader English

Chapter 1: A Triumph of Surgery [expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read the passage carefully.
  2. Answer the following questions based on your understanding of the passage.
  3. For multiple-choice questions, select the most appropriate option.
  4. For higher-order questions, provide detailed responses with supporting evidence from the passage.

Passage: Dr. Mathew opened the door of the theater. The patient lay on the table, ready to be cut open. He was fully conscious, with no sign of fear. The patient had requested that he be awake during the surgery. Dr. Mathew proceeded with the operation, carefully explaining each step to the patient. He removed the tumor successfully, and the patient remained calm throughout the procedure. It was a triumph of surgery and patient trust.

Questions:

Multiple Choice:

  1. Why was the patient fully conscious during the surgery? a) He had no fear of surgery. b) He wanted to assist the doctor. c) It was a requirement of the surgery. d) The doctor insisted on it.

  2. What does the phrase “a triumph of surgery” mean? a) The surgery was successful. b) The patient was brave. c) The surgery was complex. d) The patient had a tumor.

Higher Order: 3. Why do you think the patient wanted to be awake during the surgery? Provide two reasons with supporting evidence from the passage.

  1. Explain the significance of the phrase “a triumph of surgery” in relation to the patient’s trust. How did the patient’s trust contribute to the success of the surgery?

Answer Key:

Multiple Choice:

  1. c) It was a requirement of the surgery.
  2. a) The surgery was successful.

Higher Order: 3. Sample answer: i. The patient wanted to be aware of the procedure and understand the steps taken by the doctor, as mentioned in the passage. ii. Being conscious during the surgery may have given the patient a sense of control and reduced anxiety.

  1. Sample answer: The phrase “a triumph of surgery” signifies that the surgery was successful and achieved the desired outcome. The patient’s trust played a crucial role in the success as their calmness and cooperation allowed the doctor to perform the operation effectively. The patient’s confidence in the doctor’s abilities created a positive environment, enabling a smooth surgical procedure.

Examples or Models:

  • None

Visual Aids:

  • None

Word Bank or Glossary:

  • None

Grading or Scoring Criteria:

  • Each multiple-choice question carries 1 mark.
  • Higher-order questions will be graded based on the depth of understanding and supporting evidence provided.

Teacher’s Notes:

  • Emphasize the importance of trust and cooperation between doctors and patients.
  • Encourage students to think critically and provide detailed explanations for higher-order questions.

Note: The examples, visual aids, word bank or glossary, and grading or scoring criteria sections can vary depending on the specific content and requirements of the worksheet.[/expand]

Chapter 2: The Thief’s Story[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the following questions carefully and choose the correct answer. Write your answers in the space provided.

  1. Multiple Choice Question: What is the name of the protagonist in “The Thief’s Story”? A) Ravi B) Hari C) Ram D) Rajesh

  2. Higher Order Question: Explain the reason behind Hari’s decision to become a thief.

  3. Lower Order Question: What is the setting of the story? Provide specific details.

  4. Multiple Choice Question: Who helps Hari in his quest to become a better thief? A) The police B) His brother C) A gang of criminals D) His mother

  5. Higher Order Question: Analyze the theme of redemption in “The Thief’s Story” and provide examples from the text to support your answer.

Answer Key:

  1. B) Hari
  2. (Answer may vary)
  3. (Answer may vary)
  4. C) A gang of criminals
  5. (Answer may vary)

Examples or Models: Example for Question 2: Hari decided to become a thief because he grew up in poverty and saw no other way to survive. He had no education or job prospects, so he resorted to stealing for a living.

Visual Aids: (Optional: Insert relevant images or diagrams related to the story or its themes.)

Word Bank or Glossary: (Optional: Provide a list of vocabulary words or terms from the story along with their definitions.)

Grading or Scoring Criteria:

  1. Multiple Choice Questions (1 mark each): 5 marks total
  2. Higher Order Question: (Answer quality and supporting evidence): 5 marks
  3. Lower Order Question: (Correctness and details): 5 marks

Teacher’s Notes:

  • Emphasize the importance of providing textual evidence and examples when answering higher order questions.
  • Encourage students to use their critical thinking skills and express their own opinions while analyzing themes.
  • Monitor the students’ progress during the worksheet activity to address any difficulties or misunderstandings.

Note: The actual content of the questions and answers may vary based on the specific details of “The Thief’s Story” chapter in the CBSE Class 10 English textbook. [/expand]

Chapter 3: The Midnight Visitor[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the passage carefully and answer the questions below.

Passage: It was a dark and stormy night. The wind howled, and rain lashed against the windows. The old house creaked as if it was alive. Ram, a young boy, was alone at home as his parents had gone out for the evening. He tried to concentrate on his homework, but the eerie atmosphere made it difficult for him to focus.

Multiple Choice Questions:

  1. What was the weather like on the night of the incident? a) Sunny b) Rainy and stormy c) Snowy d) Windy

  2. Who was alone at home on that night? a) Ram’s parents b) Ram’s friend c) Ram’s sister d) Ram

Higher Order Questions: 3. Describe the atmosphere inside the old house on that night. How did it affect Ram?

  1. Put yourself in Ram’s shoes. How would you feel and react if you were alone at home during such a stormy night?

Lower Order Questions: 5. What was Ram trying to do when he was alone at home?

  1. Why was Ram finding it difficult to concentrate on his homework?

Answer Key:

  1. b) Rainy and stormy
  2. d) Ram

Examples or Models: (For question 3) Ram felt a chill run down his spine as he heard the eerie creaking of the old house. The loud howling wind made him feel uneasy, and he could hardly keep his mind on his homework.

Visual Aids: (You may provide a relevant image to set the mood)

Word Bank or Glossary: (Provide meanings of unfamiliar words from the passage)

  • Eerie: strange and frightening
  • Creaked: made a sharp, high-pitched sound
  • Concentrate: focus all attention

Grading or Scoring Criteria:

  • Multiple Choice Questions (1 mark each)
  • Higher Order Questions (2 marks each)
  • Lower Order Questions (1 mark each)

Teacher’s Notes:

  • Emphasize the importance of atmospheric description in writing.
  • Encourage students to use their imagination to empathize with characters in the story.
  • Discuss the significance of weather in setting the mood of a narrative.
  • Review the passage and questions before assigning the worksheet to ensure clarity.

Note: Depending on the class’s proficiency level and the complexity of the chapter, you can adjust the difficulty level of questions and the number of questions in the worksheet.[/expand]

Chapter 4: A Question of Trust[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read the questions carefully before attempting.
  2. Answer all the questions in the space provided.
  3. For multiple-choice questions, select the most appropriate option.
  4. For higher order and lower order questions, provide detailed responses.
  5. Pay attention to spelling, grammar, and punctuation.

Section A: Multiple Choice Questions Choose the most appropriate option and write the corresponding letter in the space provided.

  1. In “A Question of Trust,” who is the main character? a) Mr. Nath b) Suresh c) Mr. Gupta d) Ramesh

Answer: ______

  1. What is the name of the village in which the story is set? a) Malgudi b) Manali c) Kanchipuram d) Kampil

Answer: ______

  1. What is the theme of the story? a) Betrayal b) Friendship c) Trust d) Revenge

Answer: ______

Section B: Higher Order Questions Answer the following questions in detail.

  1. Describe the relationship between Mr. Nath and Suresh. How does it change throughout the story?

Answer: ______

  1. Analyze the reasons behind Mr. Nath’s decision to lend money to Suresh. What factors influenced his choice?

Answer: ______

Section C: Lower Order Questions Answer the following questions briefly.

  1. Why did Mr. Nath’s friends advise him against lending money to Suresh?

Answer: ______

  1. How did Suresh react when Mr. Nath refused to lend him money initially?

Answer: ______

Answer Key:

  1. (a)
  2. (d)
  3. (c)
  4. [Provide an appropriate answer key for the higher order questions.]

Examples or Models:

  • [Provide examples or models for the questions if necessary.]

Visual Aids:

  • [Include any visual aids such as images, diagrams, or charts relevant to the chapter.]

Word Bank or Glossary:

  • [Provide a word bank or glossary of key terms used in the chapter.]

Grading or Scoring Criteria:

  • [Outline the criteria or rubric for grading or scoring the worksheet.]

Teacher’s Notes:

  • [Include any additional notes or instructions for the teacher’s reference.]

Note: Customize the worksheet by adding relevant content and adjusting the formatting as per your specific requirements[/expand]

Chapter 5: Footprints without Feet[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read the questions carefully before answering.
  2. Answer the questions in the spaces provided.
  3. For multiple-choice questions, circle the correct option.
  4. For higher order questions, provide detailed responses with supporting evidence.
  5. Use the word bank or glossary provided, if necessary.
  6. This worksheet will be graded based on accuracy, clarity, and depth of understanding.

Section A: Multiple Choice Questions

Choose the correct option for each question.

  1. What is the theme of the story “Footprints without Feet”? a) Adventure and exploration b) Loss and grief c) Human curiosity and discovery d) Superstition and belief

  2. Who is the author of the story? a) Ruskin Bond b) H.G. Wells c) R.K. Narayan d) Rabindranath Tagore

  3. How does the scientist in the story become invisible? a) He discovers an invisibility potion. b) He invents a special suit. c) He uses a magic spell. d) It is not explained in the story.

Section B: Comprehension and Analysis

Answer the following questions in complete sentences.

  1. Describe the character of Griffin and his motivations in becoming invisible.

  2. Analyze the consequences of Griffin’s invisibility and its impact on his life and interactions with others.

  3. Compare and contrast the themes of scientific curiosity and the misuse of power as depicted in the story.

Section C: Vocabulary and Terminology

Use the word bank or glossary below to match the correct terms with their definitions.

Word Bank: a) Invisibility b) Curiosity c) Misuse d) Consequences

Definitions:

  1. The state of being unseen or not visible.
  2. The desire to learn or know about something.
  3. Using something in the wrong way or for harmful purposes.
  4. The results or effects of a particular action or event.

Section D: Answer Key

Multiple Choice Questions:

  1. c) Human curiosity and discovery
  2. b) H.G. Wells
  3. a) He discovers an invisibility potion.

Section B: Comprehension and Analysis: Answers may vary. Provide individualized feedback based on student responses.

Section C: Vocabulary and Terminology:

  1. a) Invisibility
  2. b) Curiosity
  3. c) Misuse
  4. d) Consequences

Teacher’s Notes:

  • Monitor students’ progress and provide assistance as needed.
  • Encourage students to support their answers with evidence from the story.
  • Discuss the ethical implications of the misuse of power and the responsibilities that come with scientific advancements.

Grading or Scoring Criteria:

  1. Multiple-choice questions – 1 mark each
  2. Comprehension and Analysis – 5 marks each
  3. Vocabulary and Terminology – 1 mark each

I hope this example worksheet meets your requirements! Feel free to customize it further based on your specific teaching needs.[/expand]

Chapter 6: The Making of a Scientist[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the questions carefully and choose the most appropriate option or write the correct answer in the space provided.

Multiple Choice Questions:

  1. What is the title of Chapter 6 in the CBSE Class 10 English textbook? a) The Scientist’s Journey b) Becoming a Scientist c) The Road to Success d) Achieving Greatness

  2. In “The Making of a Scientist,” the author uses the story of __________ to illustrate the qualities of a scientist. a) Albert Einstein b) Thomas Edison c) Dr. APJ Abdul Kalam d) Marie Curie

  3. According to the author, what is the first step towards becoming a scientist? a) Acquiring knowledge and skills b) Developing a curious mind c) Pursuing higher education d) Conducting scientific experiments

Higher Order Questions: 4. Explain the significance of curiosity in the making of a scientist. (Write your answer in 3-4 sentences)

  1. How does the author describe the role of failure in the journey of a scientist? Provide examples from the text to support your answer. (Write your answer in 4-5 sentences)

Lower Order Questions: 6. Who is the author of “The Making of a Scientist”?

  1. What are the two qualities the author mentions in the context of a scientist’s mindset?

Answer Key:

  1. b

  2. c

  3. b

  4. (Sample answer): Curiosity is essential in the making of a scientist as it drives one to ask questions, explore new ideas, and seek knowledge. Curiosity fuels the passion for discovery and motivates scientists to pursue answers to unsolved mysteries, leading to new advancements and breakthroughs.

  5. (Sample answer): The author emphasizes that failure is an integral part of a scientist’s journey. Failures provide valuable lessons, helping scientists learn from their mistakes, make improvements, and approach problems from different angles. For example, the text mentions how Dr. APJ Abdul Kalam’s initial failure in the field of rocketry propelled him to work harder and eventually succeed in launching India’s first satellite.

  6. Dr. APJ Abdul Kalam

  7. Curiosity and a questioning attitude

Examples or Models:

  • “The Making of a Scientist” provides several real-life examples of renowned scientists who embody the qualities discussed in the chapter. Students can refer to these examples to understand how curiosity, perseverance, and a growth mindset contribute to their success.

Visual Aids:

  • Insert relevant images, such as pictures of famous scientists or illustrations depicting scientific experiments, to enhance understanding and engagement.

Word Bank or Glossary:

  • Curiosity
  • Perseverance
  • Growth mindset
  • Experimentation
  • Research

Grading or Scoring Criteria:

  • Each multiple-choice question carries 1 mark.
  • Higher order questions are worth 3 marks each.
  • Lower order questions are worth 2 marks each.

Teacher’s Notes:

  • Provide additional explanations or examples for complex concepts if needed.
  • Encourage students to think critically and support their answers with evidence from the text.
  • Monitor students’ progress and provide guidance during the worksheet completion.
  • Use the answer key to assess students’ understanding and provide constructive feedback.

Note: The worksheet can be modified or expanded based on the specific requirements and preferences of the teacher and the class. [/expand]

Chapter 7: The Necklace[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read the questions carefully before attempting to answer.
  2. Write your answers in the spaces provided.
  3. Use complete sentences and proper grammar while answering the questions.
  4. Check your answers before submitting the worksheet.

Multiple Choice Questions:

  1. What is the main theme of “The Necklace”? a) Wealth and materialism b) Friendship and loyalty c) Love and romance d) Nature and environment

  2. Who is the author of “The Necklace”? a) Guy de Maupassant b) William Shakespeare c) Jane Austen d) Charles Dickens

Higher Order Questions: 3. Analyze the character of Mathilde Loisel. How does her character contribute to the development of the story?

  1. Discuss the significance of the necklace in the story. How does it impact the lives of the characters?

Lower Order Questions: 5. Where does the story “The Necklace” take place?

  1. What is the social status of Mathilde Loisel and her husband?

Answer Key:

  1. a) Wealth and materialism
  2. a) Guy de Maupassant
  3. (Answers will vary)
  4. (Answers will vary)
  5. (Answers will vary)
  6. (Answers will vary)

Examples or Models: Example of a higher order question response: Character analysis of Mathilde Loisel: Mathilde Loisel is portrayed as a dissatisfied and ambitious woman who is unhappy with her modest lifestyle. She dreams of luxury and desires to be part of the upper class. However, her constant longing for material possessions leads her down a path of deception and regret.

Example of a lower order question response: Social status of Mathilde Loisel and her husband: Mathilde Loisel and her husband belong to the lower-middle class. They lead a modest and ordinary life, struggling to make ends meet.

Visual Aids: (Include relevant visual aids such as images of necklaces or illustrations related to the story, if available.)

Word Bank or Glossary:

  • Necklace
  • Materialism
  • Dissatisfied
  • Ambitious
  • Upper class
  • Deception
  • Regret
  • Modest
  • Lower-middle class

Grading or Scoring Criteria:

  • Multiple choice questions: 1 point for each correct answer (2 points total)
  • Higher order questions: 5 points each (10 points total)
  • Lower order questions: 3 points each (6 points total)
  • Total points: 18

Teacher’s Notes:

  • Monitor students’ understanding and provide assistance as needed during the completion of the worksheet.
  • Encourage students to support their answers with evidence from the text.
  • Discuss the answers as a class and address any misconceptions or doubts.

Note: The worksheet can be customized further based on specific learning objectives, classroom resources, and the teacher’s preferences.[/expand]

Chapter 8: Bholi[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

nstructions:

  1. Read the passage carefully.
  2. Answer the questions based on your understanding of the passage.
  3. Attempt all questions.
  4. Write your answers in the spaces provided.

Passage: Bholi was a young girl with a dark complexion. She was considered unintelligent and was often ridiculed by her classmates and even her own family. Bholi’s father decided to get her married at an early age, hoping that her husband’s family would take care of her. However, Bholi’s husband, Bhagatram, turned out to be a kind man who supported her education. With his encouragement, Bholi joined a school and slowly gained confidence. She soon realized that education was her way out of the darkness and prejudice she faced. Bholi’s determination and hard work paid off, and she became a successful teacher who fought against societal discrimination.

Multiple Choice Questions:

  1. What was Bholi’s biggest struggle? a) Poverty b) Dark complexion c) Lack of education d) Discrimination

  2. Why did Bholi’s father decide to get her married early? a) He wanted her to have a happy married life. b) He believed her husband’s family would take care of her. c) He thought marriage would solve Bholi’s academic problems. d) He wanted to support Bholi’s dreams.

Higher Order Questions: 3. How did Bholi’s husband, Bhagatram, support her education?

  1. Explain the role of education in Bholi’s transformation and success.

Lower Order Questions: 5. What did Bholi’s classmates think of her?

  1. What challenges did Bholi face at home?

Answer Key:

  1. b) Dark complexion
  2. b) He believed her husband’s family would take care of her.
  3. Bhagatram encouraged Bholi to join a school and supported her education financially and emotionally.
  4. Education helped Bholi gain confidence, fight against discrimination, and become a successful teacher.
  5. Bholi’s classmates considered her unintelligent and often ridiculed her.
  6. Bholi faced ridicule and discrimination from her classmates and even her own family due to her dark complexion and perceived lack of intelligence.

Examples or Models:

  • Provide a brief example of a discrimination Bholi faced and how she overcame it.

Visual Aids:

  • Include an image of Bholi to help students visualize the protagonist.

Word Bank or Glossary:

  • Prejudice: Preconceived opinion not based on reason or actual experience.
  • Discrimination: The unjust or prejudicial treatment of different categories of people.

Grading or Scoring Criteria:

  • Each correct answer: 1 mark
  • Total marks: 10

Teacher’s Notes:

  • Discuss the importance of empathy and standing up against discrimination.
  • Encourage students to share their own experiences or examples of discrimination they have witnessed or heard of.

Note: Adapt the worksheet as per your classroom requirements and the specific learning objectives of the lesson. [/expand]

Chapter 9: The Book That Saved the Earth[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read the questions carefully before attempting.
  2. Answer all the questions in the space provided.
  3. Use complete sentences and proper grammar while answering.
  4. Ensure your handwriting is neat and legible.
  5. Refer to the story “The Book That Saved the Earth” to answer the questions.
  6. If required, use the word bank or glossary provided.

Question 1: Multiple Choice: Choose the correct answer for each question. Write the corresponding letter in the space provided. a) Who is the protagonist of the story? A) Bob B) The librarian C) The book D) The aliens

Answer: __________

b) What was the mission of the aliens? A) To destroy the Earth B) To learn about Earth’s culture C) To save the Earth D) To invade Earth

Answer: __________

c) How did the book save the Earth? A) It provided valuable information to the aliens. B) It helped the humans defeat the aliens. C) It transported everyone to a safe place. D) It communicated with the aliens.

Answer: __________

Question 2: Higher Order Questions: Answer the following questions in complete sentences.

a) Explain the role of Bob in the story. Answer: _______________________________________________________

b) How did the humans and the aliens eventually cooperate? Answer: _______________________________________________________

c) Discuss the importance of knowledge and communication in the story. Answer: _______________________________________________________

Question 3: Lower Order Questions: Answer the following questions in one or two words.

a) Where does the story take place? Answer: _______________

b) What is the profession of the protagonist? Answer: _______________

c) What is the title of the book that saved the Earth? Answer: _______________

Answer Key: Question 1: a) Answer: _________ b) Answer: _________ c) Answer: _________

Question 2: a) Answer: _____________________________________________________ b) Answer: _____________________________________________________ c) Answer: _____________________________________________________

Question 3: a) Answer: _______________ b) Answer: _______________ c) Answer: _______________

Examples or Models: Here are some examples of proper sentence structures and responses:

  1. (Example) Bob played a crucial role in saving the Earth by deciphering the book’s messages.
  2. (Example) The humans and aliens collaborated when they realized they had a common enemy.

Visual Aids: Refer to the story and any illustrations provided in the textbook to answer the questions.

Word Bank or Glossary: Aliens, Protagonist, Librarian, Cooperation, Knowledge, Communication

Grading or Scoring Criteria: Multiple-choice questions: 1 mark each Higher Order Questions: 3 marks each Lower Order Questions: 1 mark each

Teacher’s Notes:

  • Encourage students to refer back to the story to find evidence and support for their answers.
  • Provide additional examples or anecdotes related to the themes of the story to enhance comprehension.
  • Monitor students’ progress and provide timely feedback to address any misconceptions or areas of improvement.

Note: Please ensure to refer to the actual content of Chapter 9: “The Book That Saved the Earth” from the CBSE Class 10 English textbook for accurate question formulation.[/expand]

First Flight English: Poem

Poem – 1 Dust of Snow[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read the poem “Dust of Snow” by Robert Frost.
  2. Answer the following questions based on your understanding of the poem.
  3. Attempt all the questions independently.
  4. Write your answers in the space provided.

Poem: “Dust of Snow” by Robert Frost

The way a crow Shook down on me The dust of snow From a hemlock tree

Has given my heart A change of mood And saved some part Of a day I had rued.

Questions:

Multiple Choice:

  1. The poem “Dust of Snow” is written by: a) William Wordsworth b) Robert Frost c) Emily Dickinson d) Langston Hughes

  2. The crow shook down the dust of snow from a: a) Pine tree b) Hemlock tree c) Willow tree d) Maple tree

  3. What effect did the dust of snow have on the poet’s mood? a) Made him sad b) Made him happy c) Didn’t affect him d) Confused him

Higher Order: 4. Explain the significance of the crow in the poem. (Minimum 3-4 sentences)

  1. How does the dust of snow save the poet’s day? Provide your interpretation. (Minimum 3-4 sentences)

Lower Order: 6. What does the phrase “change of mood” in the poem mean?

  1. Identify the poetic device used in the line “Has given my heart.”

Answer Key:

  1. b) Robert Frost
  2. b) Hemlock tree
  3. b) Made him happy
  4. The crow symbolizes a small, ordinary event that has a transformative effect on the poet’s mood. It represents how nature can unexpectedly bring about a change in our perspective and uplift our spirits.
  5. The dust of snow saves the poet’s day by interrupting his negative thoughts and providing him with a moment of beauty and joy. It serves as a reminder of the small wonders in life that can turn around our mood and make us appreciate the world around us.
  6. The phrase “change of mood” means a shift or alteration in the poet’s emotional state.
  7. Personification

Examples or Models:

  • Provide examples or models of personification from the poem “Dust of Snow.”

Visual Aids:

  • Display a picture of a crow perched on a tree.

Word Bank or Glossary:

  • Hemlock: A type of evergreen tree with small cones and needle-like leaves.

Grading or Scoring Criteria:

  • Multiple-choice questions: 1 point each
  • Higher Order: 5 points each
  • Lower Order: 2 points each

Teacher’s Notes:

  • Monitor students’ understanding during the activity and provide assistance as needed.
  • Encourage students to support their answers with evidence from the poem.
  • Discuss the poem as a class after completing the worksheet to deepen comprehension.

Note: Feel free to customize the worksheet by adding more questions or modifying it based on your specific requirements or preferences [/expand]

Poem – 1.1 Fire and Ice[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the poem “Fire and Ice” by Robert Frost carefully and answer the following questions.

  1. Multiple Choice Questions: a. Which element is mentioned in the poem as a possible way the world will end?
    1. Fire
    2. Ice
    3. Both
    4. None of the above

b. According to the poem, what emotion does fire represent?

  1. Desire
  2. Hatred
  3. Aversion
  4. Indifference

c. What does “desire” in line 2 symbolize?

  1. Passion
  2. Lust
  3. Ambition
  4. Love
  1. Higher Order Questions: a. Discuss the two possible ways the world may end as depicted in the poem. What do they symbolize?

b. How does the poet convey the theme of destruction through the use of metaphors in “Fire and Ice”?

  1. Lower Order Questions: a. Identify the rhyme scheme used in the poem. b. Explain the meaning of the line: “But if it had to perish twice.”

Answer Key:

  1. a) 3) Both b) 1) Desire c) 3) Ambition

  2. a) The poem depicts two possible ways the world may end, fire and ice. Fire symbolizes desire and passion, while ice symbolizes hatred and aversion. The poet suggests that both extremes have the power to cause destruction.

    b) The poet uses metaphors to convey the theme of destruction. Fire represents desire and passion, which can consume and destroy. Ice represents coldness and indifference, which can freeze and destroy relationships.

  3. a) The rhyme scheme used in the poem is abaab.

b) “But if it had to perish twice” means that if the world had to be destroyed again in a second way.

Examples or Models: Provide examples of metaphorical expressions related to fire and ice (e.g., “burning desire,” “icy glare”).

Visual Aids: Include relevant images or illustrations depicting fire and ice.

Word Bank or Glossary: Provide a word bank or glossary of key terms from the poem (e.g., desire, aversion, perish, rhyme scheme).

Grading or Scoring Criteria: Specify how each question will be graded or scored (e.g., 1 mark per correct answer, 5 marks for comprehensive answers in higher order questions).

Teacher’s Notes: Include any additional notes or instructions for the teacher regarding the implementation or discussion of the worksheet.

Note: You can format the worksheet as per your preference, adding appropriate spacing, fonts, and design elements to enhance its visual appeal and usability. [/expand]

Poem –3 How to Tell Wild Animals[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read the poem “How to Tell Wild Animals” carefully.
  2. Answer the following questions based on your understanding of the poem.
  3. Write your answers in the space provided.

Multiple Choice Questions: Choose the correct option.

  1. What is the purpose of the poem “How to Tell Wild Animals”? a) To entertain readers with humorous descriptions of animals. b) To provide factual information about different animal species. c) To teach readers how to identify various wild animals. d) To highlight the dangers of encountering wild animals.

  2. According to the poem, what should you do if you encounter a tiger? a) Run away as fast as you can. b) Try to make loud noises to scare it away. c) Stand still and remain calm. d) Play dead until the tiger loses interest.

Higher Order Questions: 3. Analyze the use of humor in the poem. How does it enhance the overall message of the poem?

  1. Identify two poetic devices used in the poem and explain their effect on the reader’s experience.

Lower Order Questions: 5. What are the three key characteristics that help identify a hippopotamus, according to the poem?

  1. Give an example of an animal described in the poem that exhibits protective camouflage.

Answer Key:

  1. c) To teach readers how to identify various wild animals.
  2. c) Stand still and remain calm.
  3. (Answers may vary) The humor in the poem lightens the tone and engages the reader, making the instructions for identifying wild animals more enjoyable and memorable.
  4. (Answers may vary) Examples of poetic devices may include rhyme, simile, alliteration, personification, or imagery. Explain how these devices contribute to the poem’s flow, imagery, or emphasis.
  5. (Answers may vary) Examples may include large size, pink skin, and a wide mouth with a big white grin.
  6. (Answers may vary) Example: The walking stick insect is described as a stick that is “taking a walk.”

Examples or Models:

  • Provide examples or models of identifying wild animals based on their characteristics, such as size, color, behavior, or physical features.

Visual Aids:

  • Include visual representations of different wild animals mentioned in the poem, either in the form of pictures or diagrams.

Word Bank or Glossary:

  • Create a word bank or glossary of unfamiliar or specialized vocabulary from the poem, such as “camouflage,” “predators,” “herbivores,” or “safari.”

Grading or Scoring Criteria:

  • Specify the criteria for grading or scoring the worksheet, such as correct answers, depth of analysis, clarity of explanations, and adherence to instructions.

Teacher’s Notes:

  • Provide additional information or tips for the teacher to facilitate class discussions or clarify any misconceptions related to the poem or the worksheet.

Note: The content of the questions and answers should be based on the specific details and themes present in the poem “How to Tell Wild Animals.” [/expand]

Poem –3.1 The Ball Poem[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read the poem “The Ball Poem” carefully.
  2. Answer the following questions based on your understanding of the poem.
  3. Attempt all the questions independently.
  4. Write your answers in the space provided.
  5. Review your answers before submitting the worksheet.

Multiple Choice Questions:

  1. What is the central theme of the poem? a) Loss and grief b) Joy and happiness c) Friendship and love d) Courage and bravery

  2. What does the ball symbolize in the poem? a) Childhood innocence b) Material possessions c) Happiness and joy d) Loneliness and isolation

Higher Order Questions: 3. Describe the emotions expressed by the boy in the poem when he loses the ball. Answer:

  1. How does the poet convey the idea of the impermanence of life through the ball? Answer:

Lower Order Questions: 5. Who is the poet of the poem “The Ball Poem”? Answer:

  1. How many stanzas are there in the poem? Answer:

Answer Key:

  1. a) Loss and grief
  2. a) Childhood innocence
  3. [Student’s own response]
  4. [Student’s own response]
  5. [Poet’s Name]
  6. [Number of stanzas]

Examples or Models: Here’s an example for Question 3: “The boy in the poem expresses a mix of sadness, frustration, and a sense of loss when he loses the ball. He feels the weight of the loss and realizes that he cannot bring back what is gone.”

Visual Aids: [Include any relevant visual aids, such as an image of a ball, to assist students in understanding the poem.]

Word Bank or Glossary: [Provide a list of challenging or unfamiliar words from the poem along with their meanings to support students’ comprehension.]

Grading or Scoring Criteria:

  1. Multiple Choice Questions: 1 mark each
  2. Higher Order Questions: 3 marks each
  3. Lower Order Questions: 1 mark each

Teacher’s Notes:

  • Encourage students to support their answers with evidence from the poem.
  • Monitor students’ progress during the worksheet completion.
  • Provide additional assistance to struggling students or those who need clarification.

Note: This is just an example worksheet. You can modify it according to your specific requirements or add more questions based on the depth of understanding desired from the students. [/expand]

Poem –4 Amanda[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the poem “Amanda” carefully and answer the following questions.

Poem: Amanda

Amanda plays the mandolin, Amanda plays it well. Amanda sings a single note, Amanda sings it well. Amanda swings to and fro, Amanda swings so high. Amanda does these things When Amanda’s in the sky.

Multiple Choice Questions:

  1. What instrument does Amanda play? a) Guitar b) Mandolin c) Piano d) Violin

  2. How does Amanda sing? a) A single note b) A melody c) Many notes d) Softly

Higher Order Questions: 3. Explain the significance of Amanda swinging to and fro in the poem.

  1. How does the poet use Amanda’s activities to portray her imaginative world?

Lower Order Questions: 5. Name one musical instrument mentioned in the poem.

  1. What does Amanda do when she is in the sky?

Answer Key:

  1. b) Mandolin
  2. a) A single note
  3. Amanda swinging to and fro represents her sense of freedom and joy.
  4. The poet uses Amanda’s activities to depict her imaginative world and her ability to escape into her own magical realm.
  5. Mandolin
  6. Amanda plays the mandolin, sings a single note, and swings to and fro when she is in the sky.

Examples or Models: Here is an example of a musical instrument similar to a mandolin: [Insert an image or description of a mandolin]

Visual Aids: [Insert relevant images or illustrations related to the poem, Amanda]

Word Bank or Glossary: Mandolin – A musical instrument with a pear-shaped body and a fretted neck, played by plucking the strings with a plectrum. Melody – A sequence of musical notes that forms a musical phrase or tune.

Grading or Scoring Criteria:

  1. Multiple Choice Questions: 1 point each (Total: 2 points)
  2. Higher Order Questions: 3 points each (Total: 6 points)
  3. Lower Order Questions: 1 point each (Total: 2 points)

Teacher’s Notes:

  • Encourage students to express their personal interpretations of Amanda’s activities and their connection to imagination and freedom.
  • Discuss the use of imagery and sensory language in the poem.
  • Provide additional examples of musical instruments to enhance understanding.

Note: The content of the worksheet can be modified based on the specific requirements and preferences of the teacher. [/expand]

Poem –5 The Trees[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read the poem “The Trees” carefully.
  2. Answer the following questions based on your understanding of the poem.
  3. For multiple-choice questions, choose the correct option.
  4. For open-ended questions, provide detailed responses.
  5. Use the word bank or glossary, if provided, to help you with unfamiliar words.

Poem: “The Trees” by Philip Larkin

I think that I shall never see A poem lovely as a tree.

A tree whose hungry mouth is prest Against the earth’s sweet flowing breast;

A tree that looks at God all day, And lifts her leafy arms to pray;

A tree that may in summer wear A nest of robins in her hair;

Upon whose bosom snow has lain; Who intimately lives with rain.

Poems are made by fools like me, But only God can make a tree.

Multiple-Choice Questions:

  1. According to the poem, who can make a tree? a) Humans b) Birds c) Nature d) God

  2. What does the phrase “earth’s sweet flowing breast” suggest? a) Trees are thirsty. b) Trees derive nourishment from the earth. c) The earth is soft and gentle. d) Trees are an important part of nature.

Higher Order Questions:

  1. Explain the metaphor used in the line “A tree whose hungry mouth is prest against the earth’s sweet flowing breast.”

  2. How does the poet emphasize the connection between nature and spirituality in the poem?

  3. Analyze the impact of the last line, “But only God can make a tree,” on the overall message of the poem.

Lower Order Questions:

  1. What does the tree do all day, according to the poem?

  2. Describe the tree’s appearance in the summer.

Answer Key:

  1. d) God
  2. b) Trees derive nourishment from the earth.
  3. The metaphor compares the tree’s roots to a hungry mouth that is pressed against the earth, emphasizing its strong connection to the earth and its need for sustenance.
  4. The poet emphasizes this connection through the tree’s posture of prayer, looking at God all day, and the presence of natural elements like rain and snow.
  5. The last line underscores the idea that the creation of a tree is beyond human capability and highlights the beauty and power of nature.
  6. The tree looks at God all day and lifts her leafy arms to pray.
  7. The tree may have a nest of robins in her hair.

Examples or Models:

  • Provide a visual representation of a tree, emphasizing its structure and appearance.
  • Display images or photographs of trees in different seasons.

Visual Aids:

  • Include pictures or illustrations of trees to enhance the understanding of the poem.

Word Bank or Glossary:

  • Tree
  • Nest
  • Robins
  • Bosom
  • Flowing
  • Prest

Grading or Scoring Criteria:

  • Multiple-choice questions: 1 mark for each correct answer.
  • Higher Order Questions: 5 marks for each detailed response.
  • Lower Order Questions: 3 marks for each accurate response.

Teacher’s Notes:

  • Discuss the concept of personification and metaphor in the poem.
  • Encourage students to relate the themes and imagery in the poem to their personal experiences with nature.
  • Provide additional examples or poems related to nature for further exploration.

Note: Feel free to customize the worksheet further based on your teaching style and the specific requirements of your students and curriculum. [/expand]

Poem –6 Fog[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions:

  1. Read the poem “Fog” by Carl Sandburg carefully.
  2. Answer the following questions based on your understanding of the poem.
  3. For multiple-choice questions, select the most appropriate answer.
  4. For higher order and lower order questions, provide detailed responses.
  5. Use examples, models, or visual aids to support your answers whenever possible.
  6. Refer to the word bank or glossary, if provided, for any unfamiliar terms.
  7. Follow the grading or scoring criteria mentioned at the end of the worksheet.
  8. Write your answers neatly and concisely.

Poem – “Fog” by Carl Sandburg: The fog comes on little cat feet. It sits looking over harbor and city on silent haunches and then moves on.

Multiple Choice Questions:

  1. What is the main subject of the poem “Fog”? a) Cats b) Harbors c) Cities d) Fog

  2. How does the fog move? a) Swiftly b) Noisily c) Slowly d) Erratically

Higher Order Questions: 3. Explain the phrase “little cat feet” in the context of the poem. Provide examples or comparisons from the poem to support your answer.

  1. What effect does the fog have on the harbor and city? How is it depicted in the poem?

Lower Order Questions: 5. Identify the poetic device used in the line “It sits looking.” Provide an example of another poem that uses the same device.

  1. What does the phrase “on silent haunches” suggest about the fog’s presence?

Answer Key: Multiple Choice Questions:

  1. d) Fog
  2. c) Slowly

Higher Order Questions: 3. The phrase “little cat feet” implies that the fog moves quietly and gently, similar to how a cat walks stealthily and softly. It suggests the light and subtle nature of the fog’s movement. Example: The fog’s movement is compared to the silent footsteps of a cat.

  1. The fog envelops the harbor and city, obscuring visibility and creating an atmosphere of mystery and stillness. It is depicted as a silent observer, observing the surroundings before moving away.

Lower Order Questions: 5. Personification. Example: “The fog comes / on little cat feet.”

  1. The phrase “on silent haunches” indicates that the fog is crouching or sitting quietly, adding to its mysterious and watchful presence.

Grading or Scoring Criteria:

  • Each multiple-choice question carries 1 point.
  • Higher order questions will be evaluated based on the clarity of explanation and use of supporting examples (3 points each).
  • Lower order questions will be evaluated based on correct identification and concise explanations (2 points each).

Teacher’s Notes:

  • Encourage students to analyze the poem’s imagery, tone, and mood.
  • Discuss the symbolism of fog and its significance in the poem.
  • Provide additional examples or visuals related to fog to enhance students’ understanding.

Note: Please ensure that the poem “Fog” by Carl Sandburg is provided separately to the students for reference while attempting the worksheet [/expand]

Poem –7 The Tale of Custard the Dragon[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the poem “The Tale of Custard the Dragon” carefully and answer the following questions.

Poem: The Tale of Custard the Dragon Belinda lived in a little white house, With a little black kitten and a little gray mouse, And a little yellow dog and a little red wagon, And a realio, trulio, little pet dragon.

Now the name of the little black kitten was Ink, And the little gray mouse, she called her Blink, And the little yellow dog was sharp as Mustard, But the dragon was a coward, and she called him Custard.

Custard the dragon had big sharp teeth, And spikes on top of him and scales underneath, Mouth like a fireplace, chimney for a nose, And realio, trulio, daggers on his toes.

Belinda was as brave as a barrel full of bears, And Ink and Blink chased lions down the stairs, Mustard was as brave as a tiger in a rage, But Custard cried for a nice safe cage.

Belinda tickled him, she tickled him unmerciful, Ink, Blink, and Mustard, they rudely called him Percival, They all laughed at him, as loud as they were able, With a merry-jingle, joyful, and a ting-a-ling-a-ta-ble.

Higher Order Questions:

  1. How would you describe Belinda’s attitude towards Custard the Dragon? Give examples from the poem to support your answer. (3 marks)
  2. What does the poem suggest about bravery and cowardice? Discuss with reference to Custard the Dragon and the other characters. (4 marks)

Lower Order Questions: 3. What were the names of Belinda’s pets? (1 mark)

  1. Describe Custard’s physical appearance. (2 marks)
  2. Why did Custard want a safe cage? (2 marks)

Multiple Choice Questions: Choose the correct option for the following questions:

  1. Belinda’s little black kitten was named: a) Custard b) Ink c) Mustard d) Blink

  2. Which of the following is NOT a physical characteristic of Custard the Dragon? a) Big sharp teeth b) Spikes on top of him c) Scales underneath d) Wings on his back

Answer Key:

  1. (Answer may vary)
  2. (Answer may vary)
  3. b) Ink
  4. (Answer may vary)
  5. Custard cried for a nice safe cage because he was a coward and afraid of danger.
  6. b) Ink
  7. d) Wings on his back

Examples or Models: Write a short paragraph describing a situation where you showed bravery, like Belinda. Use proper grammar and punctuation.

Visual Aids: No specific visual aids are required for this worksheet.

Word Bank or Glossary: No word bank or glossary terms are required for this worksheet.

Grading or Scoring Criteria:

  1. Higher Order Questions (Total 7 marks):

    • Question 1: 3 marks
    • Question 2: 4 marks

  2. Lower Order Questions (Total 5 marks):

    • Question 3: 1 mark
    • Question 4: 2 marks
    • Question 5: 2 marks

Teacher’s Notes:

  • Encourage students to provide evidence and examples from the poem to support their answers.
  • Monitor students’ understanding of the themes of bravery and cowardice.
  • Provide additional examples of bravery or cowardice from literature or real-life situations to enhance the discussion.
  • Discuss the importance of empathy and understanding towards others, even if they have different strengths or fears. [/expand]

Poem –8For Anne Gregory[expand title=”Read Moreâž”” swaptitle=”🠔Read Less”]

Instructions: Read the poem “For Anne Gregory” carefully and answer the following questions. Choose the most appropriate option for multiple-choice questions and provide detailed responses for higher order and lower order questions.

Poem: “For Anne Gregory” by William Butler Yeats A certain poet in Galway town Had told the laugh-smiths among his crew That children growing up will know What old books tell and limericks say: He’s damned severe with young and old And those that ought to mend their ways. But maybe he will now be told How Anne Gregory grew so bold To take a motley cock in hand, That might be any other bird. Then, under that old roof and bough, They paced about the faded room, “Come, bird, or cat, or anything That walks, or leaps, or fails to do As she would have him! Bring your friends All that you carry in your head And drop it on the floor!” And then She cast herself upon the bed, And, sitting down upon the floor, She took this bird with her two hands And laid it on her shoulder-blade, And thereupon that bird began To flourish like a fountain-jet, But made exceeding bitter noise Until he’d cried himself to sleep, And then, because he’d cried so much, Became a woman of laments, And that made her laugh. And this she said: “I have met such crowds of fools That still have many merry days And those that have not, dared I say, But for the mirth of the poor old, Who would have done with all things there But that my merry days make less The burden of the foolishness That cries in the cracked voice of age And self-indulgent, tired and proud.” And then she’d pour into my ears The strange and foolish names they had, Names such as in old verse they use, “Synod of Fools” and “Fools’ Carouse,” “Earl Strangeways’ Daughters” and “Pearl Town.” And now, though I would never dare Consistently, as she to mock, Such notes as hers that lighted up The darkness with such radiant talk, I’d think “There’s fool been in my house” Musing upon the play of names And on the way these lights had shone In young girl’s dreams like lamps of flame.

Multiple Choice Questions:

  1. The poet in Galway town is described as: a) Severe with children b) Kind to young and old c) Misunderstood by his crew d) Joyful and playful

  2. Anne Gregory takes a bird in her hand that could be any other bird. This signifies: a) Her indifference towards animals b) Her courage to handle any situation c) Her desire for a pet bird d) Her love for nature

Higher Order Questions: 3. What does the poet imply through the line, “But made exceeding bitter noise until he’d cried himself to sleep”?

Lower Order Questions: 4. Why does Anne Gregory laugh after the bird cries itself to sleep?

Answer Key:

  1. a) Severe with children
  2. b) Her courage to handle any situation
  3. The poet implies that the bird’s cries are a metaphor for expressing pent-up emotions until it exhausts itself and finally finds peace.
  4. Anne Gregory laughs because the bird’s transformation into a woman of laments amuses her.

Examples or Models:

  • Provide examples or models of completed multiple-choice questions and their correct answers.
  • Provide examples or models of responses to higher-order and lower-order questions.

Visual Aids:

  • Include relevant images or illustrations that depict the theme or mood of the poem.

Word Bank or Glossary:

  • Provide a list of key vocabulary words from the poem along with their definitions or explanations.

Grading or Scoring Criteria:

  • Specify how the worksheet will be graded or scored, including criteria for evaluating multiple-choice questions and the depth of responses to higher-order and lower-order questions.

Teacher’s Notes:

  • Include additional information or insights for the teacher regarding the poem, potential challenges, and suggested teaching strategies.

Note: The actual content for the higher-order and lower-order questions is missing. Please fill in the appropriate questions and answers based on the desired level of analysis for the poem “For Anne Gregory” by William Butler Yeats.[/expand]

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