1.

Tom has a
Toothache Self, Family, Home, Friends and Pets

Learning Outcomes
read the extract aloud with expressions and comprehend its central idea
learn new words and infer their meanings
draw from personal experiences or real-life situations
learn about anagrams and phrasal verbs
revise subject and predicate, and learn about direct and indirect objects
learn about /tr/ and /pr/ sounds
write a story (guided)

Digital Desk Warm up

Which is your favourite day of the week and why?

Write down in the space given below.

What do you mean by ‘Monday blues’? Why do you

think people experience it?

Dentistry, the branch of medicine that deals with oral health and hygiene, is one of the oldest
branches of medicine. People who specialised in helping others to deal with tooth problems
existed as long ago as 2600 BC, in ancient Egypt, and slightly later in ancient Greece and Rome.
However, people living at this time may not have had as many cavities as we do in modern times
because they didn’t consume as much sugar and processed food. Ancient toothpaste may have
included things like eggshells, bones and perfume agents. The Greeks even used mint, which is
found in toothpaste even today.
Cross-curricular Connection

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 A young boy experiences Monday blues and tries to invent a reason to skip school.
Monday morning found Tom Sawyer miserable. Monday morning always found
him so—because it began another week's slow suffering in school. He generally
began that day with wishing he had had no intervening holiday, it made the going
into captivity and fetters again so much more odious.
Tom lay thinking. Presently it occurred to him that he wished he was sick; then
he could stay home from school. Here was a vague possibility. He canvassed his
system. No ailment was found, and he investigated again. This time he thought he
could detect colicky symptoms, and he began to encourage them with considerable
hope. But they soon grew feeble, and presently died wholly away. He reflected
further. Suddenly he discovered something. One of his upper front teeth was loose.
This was lucky; he was about to begin to groan, as a ‘starter,’ as he called it, when
it occurred to him that if he came into court with that argument, his aunt would
pull it out, and that would hurt. So, he thought he would hold the tooth in reserve
for the present, and seek further. Nothing offered for some little time, and then he
remembered hearing the doctor tell about a certain thing that laid up a patient for
two or three weeks and threatened to make him lose a finger. So, the boy eagerly
drew his sore toe from under the sheet and held it up for inspection. But now he did
not know the necessary symptoms. However, it seemed well worthwhile to chance
it, so he fell to groaning with considerable spirit.
But Sid slept on unconscious.
Tom groaned louder, and fancied that he began to feel pain in the toe.
No result from Sid.
Tom was panting with his exertions by this time. He took a rest and then swelled
himself up and fetched a succession of admirable groans. Sid snored on.
Tom was aggravated. He said, ‘Sid, Sid!’ and shook him. This course worked well,
and Tom began to groan again. Sid yawned, stretched, then brought himself up on
his elbow with a snort, and began to stare at Tom. Tom went on groaning.
Sid said, ‘Tom! Say, Tom!’ There was no response from Tom.

intervening: (here) occurring in between canvassed: tried to discover some

fetters: chains used to keep someone information by asking
prisoner colicky: suffering from a severe pain in
odious: disgusting or extremely the stomach
unpleasant exertions: physical or mental efforts
2 aggravated: annoyed or exasperated

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 ‘Here, Tom! Tom! What is the matter, Tom?’ And he shook him and looked in his
face anxiously.
Tom moaned out, ‘Oh, dont, Sid. Dont joggle me.’
‘Why, what's the matter, Tom? I must call auntie.’
‘No—never mind. It'll be over soon, maybe. Dont call anybody.’
‘But I must! Don't groan so, Tom, it's awful. How long you been this way?’
‘Hours. Ouch! Oh, don't stir so, Sid. You'll kill me.’
‘Tom, why didn't you wake me sooner?
Oh, Tom, don't! It makes me frightened
to hear you. Tom, what is the matter?’
‘I forgive you for everything, Sid.
(Groan!) Everything you've ever done
to me. When I'm gone—’
‘Oh, Tom, you ain't dying, are you?’
‘I forgive everybody, Sid. (Groan!) Tell
'em so, Sid. And Sid, you give my
window-sash and my cat with one eye to that new girl that's come to town, and tell
her—’
But Sid had snatched his clothes and gone. Tom was suffering in reality, now, so
handsomely was his imagination working, and so his groans had gathered quite a
genuine tone.
Sid flew downstairs and said, ‘Oh, Aunt Polly, come! Tom's dying!’
‘Dying!’
‘Yes'm. Don't wait, come quick!’
‘Rubbage! I don't believe it!’
But she fled upstairs, nevertheless, with Sid at her heels. And her face grew white
too, and her lips trembled. When she reached the bedside she gasped, ‘You, Tom!
Tom, what's the matter with you?’
‘Oh, auntie, I'm—’
‘What's the matter with you—what is the matter with you, child?’
joggle: move or make somebody move rubbage: rubbish
quickly 3

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 ‘Oh, auntie, my sore toe's mortified!’
The old lady sank down into a chair and laughed a little, then cried a little, then did
both together. This restored her and she said, ‘Tom, what a turn you did give me.
Now you shut up that nonsense and climb out of this.’
The groans ceased and the pain vanished from the toe.
The boy felt a little foolish, and he said, ‘Aunt Polly, it seemed mortified, and it hurt
so I never minded my tooth at all.’
‘Your tooth, indeed! What's the matter with your tooth?’
‘One of them's loose, and it aches perfectly awful.’
‘There, there, now, don't begin that groaning again. Open your
mouth. Well, your tooth is loose, but you're not going to die
with that.’
Saying that, auntie was about to get a silk thread and
a chunk of fire out of the kitchen when Tom cried out.
‘Oh, please, auntie, don't pull it out. It doesn’t hurt any more.
I wish I may never stir if it does. Please don't, auntie. I don't
want to stay home from school.’
‘Oh, you don't, don't you? So,
all this row was because you
thought you'd get to stay
home from school and go
fishing? Tom, Tom, I love you
so and you seem to try every
way you can to break my old
heart with your outrageousness.
Now that tooth will come out
on its own. Go to sleep now
and we will decide what to do
when you wake up!’

an extract from The Adventures of Tom Sawyer by Mark Twain

mortified: dead and decayed outrageousness: the quality of being

row: a noisy argument shockingly bad or improper
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 About the Author
Mark Twain (1835–1910), pen name of Samuel Langhorne Clemens, was an
American novelist and publisher. Twain quit school to be an apprentice to a printer,
where he learnt how to typeset and print books and newspapers. This was the trade
he worked in for many years, while also educating himself through
extensive reading. He is best known for his series of books featuring Tom
Sawyer, especially the novels The Adventures of Tom Sawyer and
The Adventures of Huckleberry Finn.

Comprehension
A. Answer these questions.
1. What did Tom wish to be on a Monday morning?
2. What ailments did Tom consider having?
3. How did Tom try to get Sid’s attention?
4. How did Aunt Polly react to Tom’s condition?
5. What did Aunt Polly want to do to ease Tom’s toothache? Why did Tom stop
her from doing so?
B. Answer these questions with reference to the context.
1. He generally began that day with wishing he had had no intervening holiday, it
made the going into captivity and fetters again so much more odious.
a. Which day does the speaker mention here?
b. What is the word ‘captivity’ being used to describe here?
c. What does this line tell you about the protagonist of this story?
2. ‘Tom, why didn't you wake me sooner?’
a. Who said this and to whom?
b. What was making the speaker frightened?
c. What was the speaker doing before saying this?
C. Think and answer.
1. Why did Tom pretend to be sick? Did Aunt Polly care for Tom? Give reasons
for your answers.
2. Tom Sawyer wants to skip school, but many children around the world
do not have the opportunity to go to school and receive education. This is
especially true of girls, who are often not given the chance to go to school at
all. Explain why receiving education is important for every child.
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 Word Wonder
Look at these words.

listen room peals

silent moor leaps

What do the words LISTEN and SILENT have in common? What about ROOM and
MOOR; PEALS and LEAPS?
An anagram is a word that is made by arranging the letters of the word in a
different order to form a new word.

A. Match these words to their anagrams.

A B
1. plum a. serves
2. verses b. fired
3. viewer c. charmer
4. fried d. lump
5. marcher e. review
Read these sentences.
The hungry little girls gave away their breakfasts.
Meena had to pull herself out of the marathon because she was sick.
I ran into my schoolteacher at the mall.
The highlighted groups of words in the above sentences are phrasal verbs.
A phrasal verb is a phrase that contains a verb along with an adverb or a
preposition or sometimes both, to give a new meaning.

B. Underline the phrasal verbs in these sentences.

1. The meeting was called off after the chairman fell ill.
2. I broke down when my mother told me that my grandfather was
hospitalised.
3. We are having a party at our place tonight. Why don’t you join in?

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 4. The Sharmas moved in yesterday to a swanky new bungalow.
5. Riya’s friends tried to cheer her up when she lost her favourite pen.
6. Do not worry! The police are looking into the matter. The culprit will be
behind bars very soon.
7. My uncle and aunt brought me up after my parents died.
8. Julie woke up late as it was a Sunday.
C. Use the phrasal verbs given below in sentences of your own. One has been
done for you.
1. call off—We had to call off our Christmas party because of the snowstorm.
2. knocked over 3. broke out 4. catch up
5. set up 6. put off 7. hang up

Learn About Language

You have already learnt about subject and predicate in the previous grade.
A. Match the subjects in column A with their predicates in column B.
A B
1. The English paper a. has its own charms.
2. My school van b. should see the doctor.
3. Green trees c. had two difficult questions.
4. Life in the hills d. arrived late.
5. Ready-made garments e. is the king of the beasts.
6. The sick f. are reliable and quick.
7. We g. can be tiring.
8. A long journey h. drops me at my doorstep.
9. The train from Delhi i. keep pollution away.
10. The lion j. never fit well.
11. E-mails k. must be punctual.
12. Some girls l. should always wear his/her uniform.
13. The little child m. secured better marks than us.
14. The criminal n. is always crying for nothing.
15. The driver o. escaped from jail.

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 You have already learnt about transitive and intransitive verbs in the previous
grade.
Most transitive verbs take a single object. However, some transitive verbs like give,
ask, promise, tell take two objects after them. One of these objects is a thing and the
other is a person. For example,
I gave my dog, Tommy a bone.
Here, the thing (bone) is called a direct object and the dog (Tommy) is called an
indirect object. The indirect object usually comes before the direct object.
So, in the above sentence—
the doer is I.
the direct object is bone.
the indirect object is Tommy.
B. Underline the direct objects and circle the indirect objects.
1. She gave the book to me.
2. He gave her a ring.
3. I bought a purse for her.
4. Grandma told us a story.
5. The principal gave me a prize.
6. Kavita wrote a letter to him.
7. Sheep give us wool.
8. Mother made dinner for my friends.
9. The puppy played with the ball.
10. My mother baked a cake for me.

Language Lab
A. Say these words aloud. Circle the words that contain the /tr/ sound and
underline the ones that contain the /pr/ sound.

pram tetrapack preen tremble

cypress pride pastry trapeze

B. Listen to the audio recording of the story again. Identify the emotion each of
these sentences conveys.
1. ‘Here, Tom! Tom! What is the matter, Tom?’
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 2. ‘Hours. Ouch! Oh, don’t stir so, Sid. You’ll kill me.’
3. ‘Oh, please, auntie, don’t pull it out. It doesn’t hurt any more. I wish I may
never stir if it does. Please don’t, auntie. I don’t want to stay home from
school.’
4. ‘Oh, auntie, my sore toe’s mortified!’
5. ‘Tom, Tom, I love you so and you seem to try every way you can to break my
old heart with your outrageousness.’
C. Describe your family to your best friend. Talk about your parents, sibling(s),
relatives and pet(s). Also, share why you love your family.

Activity
Look at this picture.
Work in groups. Circle the food items you think are
unhealthy. Out of the remaining food items, create a
menu for a balanced diet for one week. Present your
menu in the class.

Further Reading: The Adventures of Huckleberry Finn by Mark Twain

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