CBSE Class 7 English Alien Hand Syllabus

FOREWORD

THE National Curriculum Framework (NCF), 2005, recommends
that children’s life at school must be linked to their life outside
the school. This principle marks a departure from the legacy
of bookish learning which continues to shape our system and
causes a gap between the school, home and community. The
syllabi and textbooks developed on the basis of NCF signify an
attempt to implement this basic idea. They also attempt to
discourage rote learning and the maintenance of sharp
boundaries between different subject areas. We hope these
measures will take us significantly further in the direction of a
child-centred system of education outlined in the National
Policy of Education (1986).
The success of this effort depends on the steps that school
principals and teachers will take to encourage children to reflect
on their own learning and to pursue imaginative activities and
questions. We must recognise that, given space, time and
freedom, children generate new knowledge by engaging with
the information passed on to them by adults. Treating the
prescribed textbook as the sole basis of examination is one of
the key reasons why other resources and sites of learning are
ignored. Inculcating creativity and initiative is possible if we
perceive and treat children as participants in learning, not as
receivers of a fixed body of knowledge.
These aims imply considerable change in school routines
and mode of functioning. Flexibility in the daily time-table is
as necessary as rigour in implementing the annual calendar
so that the required number of teaching days are actually
devoted to teaching. The methods used for teaching and
evaluation will also determine how effective this supplementary
reader proves for making children’s life at school a happy
experience rather than a source of stress or boredom. Syllabus
designers have tried to address the problem of curricular
burden by restructuring and reorienting knowledge at different
stages with greater consideration for child psychology and the

time available for teaching. The book attempts to enhance this
endeavour by giving higher priority and space to opportunities
for contemplation and wondering, discussion in small groups,
and activities requiring hands-on experience.
The National Council of Educational Research and Training
(NCERT) appreciates the hard work done by the textbook
development committee responsible for this book. We wish to
thank the Chairperson of the advisory group in languages,
Professor Namwar Singh, and the Chief Advisor for this book,
Professor R. Amritavalli for guiding the work of this committee.
Several teachers contributed to the development of this book;
we are grateful to their principals for making this possible. We
are indebted to the institutions and organisations which have
generously permitted us to draw upon their resources,
materials and personnel. We are especially grateful to the
members of the National Monitoring Committee, appointed by
the Department of Secondary and Higher Education, Ministry
of Human Resource Development under the Chairpersonship
of Professor Mrinal Miri and Professor G.P. Deshpande for their
valuable time and contribution. As an organisation committed
to systemic reform and continuous improvement in the quality
of its products, NCERT welcomes comments and suggestions
which will enable us to undertake further revision and
refinements.

Director
New Delhi National Council of Educational
20 November 2006 Research and Training

A Note For The Teacher

THE main objective of this supplementary reader is to promote
among learners the habit of reading independently with
interest, understanding and enjoyment. It seeks to enable them
to read independently in the sense that they would not expect
the book to be taken up page by page in the classroom. They
would rather read it on their own and later share and confirm
their responses and appreciation with the teacher and the peer
group through discussions, questions and, wherever possible,
even role-play.
The book contains ten pieces. Each piece has been divided
into two or three manageable sections, each section briefly
summarised in point form without revealing crucial turns and
twists of the storyline, thus sustaining readers’ curiosity and
interest. While-reading ‘Comprehension Check,’ given at the
end of sections, is a recall of what has been read and understood
so far.
This format is being tried to make comprehension easier
and concentration keener. Each piece is also followed by a set
of questions as aids to understanding and, at many places,
topics for discussion in groups. All questions should be
attempted orally before well-formulated answers are put down
on paper. Discussion on related topics should be encouraged
so that learners get an opportunity to go beyond the book and
feel inspired to reach hitherto undiscovered vistas of knowledge
and pleasure.
The stories, amply illustrated, deal with themes of
cooperation, compassion, respect and love for flora and fauna,
sound decision-making, science fiction, peace and harmony.
It is hoped that young readers will find the book enjoyable
and rewarding, and will feel motivated to read extensively on
their own to become proficient readers in the years to come.

Textbook Development Committee

CHAIRPERSON, ADVISORY GROUP IN LANGUAGES
Professor Namwar Singh, formerly Chairman, School of Languages, Jawaharlal Nehru University, New Delhi

CHIEF ADVISOR
R. Amritavalli, Professor, English and Foreign Languages
University (EFLU), Hyderabad

CHIEF COORDINATOR
Ram Janma Sharma, Former Professor and Head, Department
of Education in Languages, NCERT, New Delhi

MEMBERS
Beena Sugathan, PGT (English), Loreto Convent, Delhi
Cantonment, New Delhi
Madhavi Gayathri Raman, Lecturer, The English and Foreign
Languages University, Hyderabad.
Rooma Palit, PGT (English), Delhi Public School, Nalcognar
Angul, Odisha
Shyamala Kumaradas, (formerly of CIEFL), Hyderabad, 3C
Sheetal Haven, Peringavu, Trichur

MEMBER–COORDINATOR
Nasiruddin Khan, Former Reader in English, Department of
Education in Languages, NCERT, New Delhi

Acknowledgement

THE National Council of Educational Research and Training is
grateful to Professor M.L. Tickoo, formerly of the Central Insitute
of English and Foreign Languages, Hyderabad, and the
Regional Language Centre, Singapore for going through the
manuscript and making valuable suggestions. Special thanks
are due to Professor R. Amritavalli for her overall monitoring
and assistance as Chief Adivsor.
For permission to reproduce copyright material in this book
NCERT would like to thank the following: Gita Wolf and
Anoushka Ravishankar for ‘Children at work’ from Trash—On
Ragpicker Children and Recycling, Tara Publishing & Books
for Change, Chennai, 1999; M.S. Bela Raja, Editor, for ‘Treasure
Within’ from Sparsh—A Newsletter from The Resource Centre,
The valley School, Bengaluru, Vol : 003, July 2001; Ruskin
Bond for ‘The Fight’ from Time Stops at Shamli and Other
Stories, Penguin India, 1989; and Jayant Narlikar for ‘The
Comet’ from Tales of the Future, Witness Books, Delhi, 2005.
Every effort has been made to trace all copyright holders.
We apologise for some omissions, and will gratefully
acknowledge them as soon as they can be traced.
Special thanks are also due to the Publication Department,
NCERT, for its support. NCERT also acknowledges
the contributions made by Parash Ram Kaushik, Incharge,
Computer Resource Centre; Razi Ahmad and Inder Kumar,
DTP Operators; and Mathew John, Proof Reader.

Contents

1. Foreword iii
   A Note for the Teacher v
   1. The Tiny Teacher 1
   2. Bringing up Kari 7
   3. The Desert 15
   4. The Cop and the Anthem 20
   5. Golu Grows a Nose 30
   6. I Want Something in a Cage 36
   7. Chandni 43
   8. The Bear Story 52
   9. A Tiger in the House 58
   10. An Alien Hand 66