Summary - The Tsunami Notes | Study English Class 8 - Class 8

Class 8: Summary - The Tsunami Notes | Study English Class 8 - Class 8

The document Summary - The Tsunami Notes | Study English Class 8 - Class 8 is a part of the Class 8 Course English Class 8.
All you need of Class 8 at this link: Class 8

I
‘Tsunami’ refers to a very large and powerful wave in the sea. It is caused by some earthquake under the sea. One such calamity hit several countries on December 26, 2004. The worst affected parts were coastal parts of India, the Andaman and Nicobar Islands and Thailand. Some 1,50,000 people lost their lives. But animals suffered very few casualties. Perhaps they  had sensed the coming earthquake and they ran to safer high places.

This lesson recounts a few stories of bravery and intelligence when the Tsunami hit the Andamans. The first story is about Ignesious, the manager of a cooperative society in Katchall. He was woken up by his wife at 6 am. The family rushed out of the house. When the earth stopped shaking, the sea started rising. The waves washed away his two children and in-laws. But his three other children were saved because they were with him.Summary - The Tsunami Notes | Study English Class 8 - Class 8

Sanjeev was a policeman. He managed to save himself, his wife and daughter from the waves. But soon he heard cries for help from the wife of John, the guesthouse cook. He jumped into the water to rescue her. But both were washed away. 13 year old Meghna was carried away along with her parents and 77 other people. She held on to a wooden door for two days. Eleven times the relief helicopters flew overhead, but they couldn't spot her. However, she was brought to the shore at last by a wave.

Almas Javed was a ten-year-old student of a convent school in Port Blair. Her family had gone to another island to celebrate Christmas. Almas's father saw the sea waves receding in the morning. They understood that the waves would come back with force. He tried to take his family to a safer place. But her father and grandfather were swept away by a giant wave. Her mother and aunts were washed away. Almas climbed on to a log of wood. She later found herself in a hospital.

II
There is a story from Thailand. The Smith family was celebrating Christmas at a beach resort. The parents had two daughters. The water kept coming in on 26 December, 2004. But little Tilly Smith sensed the danger ahead. She recalled the geography lesson that Tsunami could be caused by quakes, volcanoes and landslides. She called her family to get out of the beach. Her parents went up to the third floor of the hotel and survived. Thus, her geography lesson saved their lives.

While humans lost their lives, wild and domestic animals sensed the danger in time. Elephants ran for higher ground and the dogs, birds and zoo animals looked for safer places. Perhaps animals possess a sixth sense. They feel the tremor long before humans realise. So not many animals were reported dead. At Yala National Park in Sri Lanka, no dead bodies of animals were found while sixty visitors were washed away.

Notes For the Teacher

  • A natural calamity causing huge destruction and loss of life andproperty. Alongside the story of deep sorrow are reassuring details of courage, survival and resilience.
  • While covering sections and sub sections of the text, focus on situations in which children realise the importance of doing whatever possible to save human and animal life, to participate in relief work and to understand the concept of disaster management.
  • Elicit their comments on, and reactions to, the stories of Meghna and Almas. Focus on values such as courage, care and compassion in the bitter struggle for survival and rehabilitation.
  • The activity under Before you read is like an elementary geography lesson. Map reading along with language work (asking/answering questions, spotting location/ direction and describing them with precision) is a good example of softening subject boundaries and conforming to the idea of language across the curriculum. Use other maps from the geography/ history textbook for further practice.
  • While dealing with ‘Active/Passive voice’ (working with language: Activity 3), provide samples of texts exemplifying the use of passive voice such as short newspaper reports and descriptions of processes/experiments. As far as possible, avoid a mechanical transformation exercise confined to isolated sentences.  Try a simple exercise given here.
    Complete the passage using passive forms of the verbs given in brackets.
    Olive oil ________ (use) for cooking, salad dressing, etc.
    Olives_____ (pick) in autumn when they are ripe. They ______(shake) from the trees and ________ (gather) up, usually by hand. Then they _______ (grind) to a thick paste which _______ (spread) onto special mats. The mats then ______ (layer) up on the pressing machine which will gently squeeze them to produce olive oil.
  • The last activity under speaking and writing is a step towards reducing the gap between children’s life at school and their life outside the school.
The document Summary - The Tsunami Notes | Study English Class 8 - Class 8 is a part of the Class 8 Course English Class 8.
All you need of Class 8 at this link: Class 8

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