2.5: The Plight of the Shy Son-in-Law

Question a: (i) What are these relations called?

Answer:

• My sister’s son is my nephew
• My sister’s daughter is my niece
• My mother’s brother is my uncle (maternal)
• My father’s brother is my uncle (paternal)
• My uncle’s daughter is my cousin
• My sister’s husband is my brother-in-law
• My brother’s wife is my sister-in-law

(ii) Whom do we call?

Answer:

• son-in-law: A daughter’s husband.
• daughter-in-law: A son’s wife.

Question c: Read the story and state whether the statements are true or false.

Answer:

1. The man liked the dish at first. ➞ False (He refused it because he was shy. He only found out he liked it after a few drops accidentally fell on his hand!)
2. He could ask for the dish again at dinner. ➞ False (He could not ask for it because he was feeling very shy).
3. He hid among the sheep to escape. ➞ True
4. The thief wanted the lightest sheep. ➞ False (The thief naturally wanted the heaviest one).
5. The man escaped safely at last. ➞ True (The thief got scared, threw him down gently, and ran away!)

Question d: Look at the action pictures and number them in the order that they take place in the story.

Answer:(Since we cannot write inside the pictures, here is the correct story order of the events shown in the images):

1. The son-in-law is eating dinner with his father-in-law.
2. He reaches up high to the attic to get the pot of the sweet dish.
3. The pot slips from his grasp, and the sticky liquid falls all over his head and clothes.
4. He covers himself in cotton to wipe it off, but it sticks to him, making him look like a woolly creature.
5. He hides outside among the herd of sheep.

Question e: Assign the roles and dramatise the above story and present it before the class.

Answer: This is a fun classroom acting activity! You and your friends can take turns playing the Man (Son-in-law), Wife, Mother-in-law, Thief, Sheep, and the Narrator.

Question f: Write Past Tense form of the following given words.

Answer:

• serve ➞ served
• carry ➞ carried
• refuse ➞ refused
• creep ➞ crept
• try ➞ tried
• steal ➞ stole
• smear ➞ smeared
• stick ➞ stuck

Question g: Complete the following sentences using the appropriate form of verbs.

Answer:

1. Tanmayee stuck (stick) a stamp on the envelope before posting it.
2. Anurag went (go) to the park yesterday.
3. Someone stole (steal) my pen during the lunch break.
4. The thief crept (creep) into the room so as not to wake anybody up.
5. She knew (know) the answer but she did not tell me.

Question h: Use the correct form of verb and complete the story.

Answer: Last week our village Haripur had (have) a big fair. Many people came (come) from the nearby village. Children played (play) games and won (win) prizes. There were many shops. We ate (eat) delicious snacks. A magician performed (perform) tricks and everyone clapped (clap). We enjoyed (enjoy) it a lot.

Question i: Find and write the opposite words from the following grid.

Answer:

Word	Opposite
1. light	dark / heavy
2. loudly	softly
3. bold	shy
4. few	many
5. low	high
6. reject	accept
7. yes	no
8. come	go
9. over	under

Question j: Complete the following responses to make funny jokes.

(windows, memory, sharp)

Answer:

• Q – Why was the computer cold? A – Because it left its windows open.
• Q – Why did the pencil go to school? A – To become sharp.
• Q – Why did the computer get good marks? A – Because it had a lot of memory.

Phonics Awareness: Long Vowel Sounds

What is a Long Vowel Sound?

In English, the vowels are A, E, I, O, U.

A “long” vowel sound is very easy to spot because it sounds exactly like the name of the letter itself!

• Long A (/eɪ/): sounds like the letter A in cake or rain.
• Long E (/i:/): sounds like the letter E in see or field.
• Long I (/aɪ/): sounds like the letter I in time or pie.
• Long O (/oʊ/): sounds like the letter O in home or snow.
• Long U (/u:/): sounds like the letter U in moon or flute.

Task: Read each word carefully. Break it into syllables. Identify and underline the syllables that contain long vowel sounds.

Answer:Here is how you break these big words into syllables (beats) and underline the long vowel sounds. Notice how the underlined letters sound exactly like their alphabet name!

Group 1:

1. in / di / vid / u / al / i / za / tion (U says “You”, a says “A”)
2. com / mu / ni / ca / tion / al / ly
3. re / or / gan / i / za / tion / al
4. u / ni / ver / si / ty / ed / u / ca / tion
5. ap / pre / ci / a / tive / ly

Group 2:

1. de / ter / mi / na / tion / al / ly
2. con / sid / er / a / tion / al / ly
3. rep / re / sen / ta / tion / al / ly

(Tip : Any time you see “-ation” at the end of a word, the “a” right before it almost always makes a long “A” sound!)