THE LUMBER ROOM

Note: The transactional processes suggested in CISCE curriculum are highlighted in grey.

Learning Outcomes
● To note the relationship between those in power and those subjected to power
● To appreciate the cleverness and tact of a mischievous boy
● To infer the relationship between two different generations

Pre-reading
This section focuses on assessment for B. Pair work
learning as it indicates to the reader what 1. Recollect two occasions you have been
is to follow. caught doing mischief at home?
Pair work 2. Who found out what mischief you did?
A. Guide students to do the Pre-reading 3. Were you punished? What was the
section in the Reader. punishment?
4. Have you ever been unfairly punished?
Give some time to discuss. Let a few students
share their experiences.

READING

Students analyse the situation and characters,

and relate to situations Why does Nicholas repeat this? What do you
think he wants to hear from the adults?
Play the text in parts, on the screen. / Ask
students to read the text in parts. / Read This question focuses on assessment for
the text in parts. Pause to discuss / check learning as it glimpses into the character
comprehension. of Nicolas and indicates that the story
revolves around him.
● THE children were going ... and he was to
stay at home. (Ans: Nicholas repeated himself because
he wanted to prove that he was right
Why was Nicholas kept indoors all day while in saying there was indeed a frog in his
the other children went to the beach along breakfast. He wanted to hear the adults
with his siblings? Why do you think Nicolas put admit they were wrong when they said
a frog in his own breakfast? Why was he really that he lied about the frog.)
punished, though there was actually a frog in
his breakfast? (For refusing to eat his food, not ● His aunt, who was staying back with him ...
for putting a frog in his breakfast) gooseberry garden was not half as exciting.

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 Why did his aunt think that he would feel sorry he always gives in, does he really mean it?
and cry when the others left for the picnic? What What was he trying to do? (He was using her
was his reaction? Why did his aunt sternly tell him teachings to his advantage.) Does Nicholas
not to go into the gooseberry garden? According know that it was his aunt stuck in the water
to you, was the punishment fair? What does the tank? How does he try to test her?
writer convey here? (The writer makes it clear
that the tricks done by Nicholas are harmless.) Why does Nicholas sound gleeful here?
His aunt ‘kept a close watch on the two doors
This question focuses on assessment for
that led to the forbidden garden’. Why did she
learning. Readers become more involved in
do this? What was the forbidden garden? What
the plot as they become aware of certain
was his plan? (He was trying to distract his aunt
facts which Nicolas’ Aunt is not.
so that he would get her out of the way and
steal the key that unlocks the lumber-room of (Ans: Nicholas sounds gleeful here because
the house, and gain access to that forbidden he has caught his aunt’s lie and he also
chamber of secrets.) Was he able to outwit his managed to find an excuse to not have to
aunt? (Yes, Nicholas was able to outwit his aunt rescue her.)
and gained access to the lumber-room with its
hidden treasures and curiosities.) ● Tea that evening was taken... while the
wolves feasted on the stag?
What makes a place exciting to you? Has the purpose of the punishment been
(Free response) realised? (No, Nicholas ends up having an
This question focuses on assessment for extraordinarily happy day at home, plotting
learning as it opens a student’s imagination his way into the forbidden lumber room, a
to a world they would love to explore. It mysterious locked room that only the adults
also prepares the reader for the treasures are allowed to enter.) What was his aunt’s
to be found in the lumber room. reaction in the end? (His aunt is upset by
the events of the day and maintains silence
● The lumber-room was a storehouse...the as though she is the one who has suffered
aunt from the rain-water tank. undignified and unmerited punishment.)
Why was the lumber room ‘a storehouse
Who is enjoying their evening tea the most?
of treasures’? (For the children, it was a
How do we know this?
forbidden room with its hidden treasures and
curiosities) What catches his eye in the lumber This question focuses on assessment for
room? While admiring the objects in the lumber learning. Readers now get an overall view
room and firing his imagination, what happens of all that has happened, while Nicholas’
outside? How does Nicholas manage to escape aunt is still left in the dark.
helping his aunt? (Ans: Nicholas is enjoying his tea the most.
While the others are sulking because of
Do you think Nicholas’ aunt can really their terrible day, Nicholas is daydreaming
see him? (No) about the tapestry and thinking about
This question focuses on assessment imaginary adventures.)
for learning. It draws the reader to get
involved in the plot of the story and look What was Nicholas’ reaction? (He does not
forward to what is to come. gloat over his victory nor is he jubilant about
his aunt’s sadness. He has already moved on
When Nicholas says that his Aunt often tells to thinking about the interesting tapestry he
him that the Evil One tempts him and that discovered in the lumber room.)
2

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 Post-reading Suggested points for discussion:
This task can be used for assessment as 1. He was treated unfairly as an outing
learning as students share their opinions with should not have been denied for a young
their partners and assess the opinions shared child because of his mischief. He could
while they communicate using the right have been given different punishment.
words and expressions. His mischief was innocent. (Accept any
answer contrary to this provided it is
Group discussion supported by the text.)
1. Was Nicholas treated fairly? Give reasons. 2. His aunt seemed to have actually received
2. Who received punishment in the end – the punishment; she was seen sulking,
Nicholas or his aunt? Support you while he was already in his own dream-
answer. world about things he saw in the lumber-
room. (Accept any answer contrary to this
Let each group discuss one question. Allow
provided it is supported by the text.)
them to share with the entire class.

GRAMMAR The Present Perfect and the Simple Present tense

Present simple and present time
Revise the present tense.
We use the present simple to talk about:
● something that is true in the present: I am eleven years old.
● something that happens regularly in the present: I swim every Monday.
● something that is always true: The sun rises in the east.
The present perfect tense
Write these instructions on the board:
Activity
Find someone who has
… seen a bear, … been to Singapore, … eaten green mangoes, … never watched a movie in a
foreign language.
Add more to the list. Divide the class into large groups. Allow the students to move to the
other groups to find out someone who fits into any category. They must write the name of
the student next to it. Select the student who has the maximum number of names in their
list. Ask them to share the findings.
Write down the sentences on the board. Example: Anirudh has been to Singapore. Ask
Anirudh how many times he has been to Singapore. (I have been to Singapore twice.) When
did you go to Singapore? (I went in … and …)
Ask students to find out a classmate who has lived longest in your city. If you happen to
find more than one student fitting into the category, you may step in.

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 I have lived in … for 10 years / since 2000. Ask them the following questions:
Am I talking about now? / Am I talking about the past? / Am I talking about now and the past? /
Did the action start in the past? / Is it continuing now? Give them some time to think before
they answer. Tell them we use present perfect to talk about events that started in the
past and continue up to now.
Call two students and instruct them to mime the following actions. You may call out the
day/time.
Scene 1: Day 1 (Monday) Two students are riding a bicycle. They fall down from the bicycle
and are hurt.
Scene 2: Day 2 (Tuesday) They are seen lying at home with a broken leg each.
Now ask the class:
When did the accident happen? (In the past) / Can they walk now? (No) / Why can’t they walk
now? Can you see the result of the accident which happened in the past?
Explain that we use the present perfect to talk about an action in the past which is
connected to present time.
Example: The floor has been swept clean. (The floor was swept earlier and is still clean)

VOCABULARY Prefix to form antonyms

Prefix to form antonyms –un-, in-, il-, dis-
Follow the inputs given in the Reader.

LISTENING Post-listening
Tell students that they will be listening to a poem, Lions Running Over the Green. Point out
that it is a post-listening task.
Play the audio track once and let students answer the given questions. Play it once again so
that students check their work / complete their work.
Review the answers.

SPEAKING  Expressing certainty and uncertainty

This task can be used for assessment as learning as students communicate using the
sentences clearly expressing certainty and uncertainty.
Explain to the class that:
● Certainty is the state of being completely confident about something or having no
doubt about something.
● Uncertainty is the state of being unsure about something.
Talk to the class about how one can express certainty or uncertainty while conversing.

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 Pair work
Write the following sentence on the board and ask students to work in pairs and write a
few complete sentences expressing certainty and uncertainty.
Will Nina win the competition?
I’m sure she will… No, I’m not sure about that
I’m quite certain that… I don’t think so
Definitely It’s most unlikely that
Let students share with the class.
Instruct one student to ask a question and the other answers. They can reverse roles.
Guide students to
● use the correct intonation.
● speak softly without raising their voices. Point out that this is not an argument.

WRITING  Article
This task can be used for assessment as learning.
● Allow students to discuss the question, in groups and bring out points expressing ways
to make your vacation fun and interesting.
● Let students use the points given in the Reader for the discussion.
● Encourage each individual to write their own article.
Note: Help students set their objectives (Why do I want to write this?)
Guide students through every step. Share the sample passage and guidelines with them
but encourage them to write their own composition.
Article
What is an article?
An article is a non-fiction text on items of general interest or specific topics.
Introduction: The first paragraph of an article presents an overview of the article.
Body: This is followed by the body, comprising a few paragraphs. This section takes it
further and provides more information on the topic.
Conclusion: This is the last section and it sums up the main points.
How do I write an article?
Paragraph 1
General: Write down the main idea you are going to expand in the article. Write in a semi-
informal, conversational style. Make sure you organise your ideas well.

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 Everything you write in the article should provide information about the central idea. If
you choose to write about a clean environment write a general paragraph to introduce the
main idea.
I love taking walks in the park with my grandparents every morning. I love it all the more
because it is clean, green and beautiful. We need a clean environment so we can live healthy
lives and leave future generations a healthy Earth to live in…
Paragraph 2
Specific: Expand on the idea.
Write details of how we can keep our environment clean and beautiful.
The simpler our life the more we can contribute to a clean environment. One way to do this is
to use what we have and not buy things that we really do not need. That will help create less
waste that has to go into our already full landfills. The less waste we all create, the better our
environment will be.Another way to contribute to a clean environment is to buy reusable
shopping bags for all our shopping needs and avoid using plastic bags that just get thrown
away and clog the Earth. Plastic bags are bad for the environment.
We can donate unused items to someone who can use them, instead of throwing them
away…
Paragraph 3
General: Summarise what you have said earlier.
Conducting cleanliness drives regularly will help create awareness.
It is easy to take steps to create a clean environment. If everyone makes a few small changes,
it will have a big impact on our environment. We all need to be focussed on creating a clean
environment…

STUDENTS’ BOOK ANSWER KEY

Comprehension
A. 1. Nicholas was in disgrace because he put a frog in his breakfast.
2. His aunt punished him by not allowing him to go the beach with the others.
3. Nicholas wanted his aunt to believe that he wanted to go to the gooseberry
garden so that she would keep an eye out for him there. This would ensure that she
wouldn’t be anywhere near the lumber room, which is where he wanted to go.
4. The lumber room seemed like an unknown land to Nicholas because he had
never been inside it before and had never even seen the things that it contained.
The objects inside the room were strange and new to Nicholas, who found them
fascinating.
5. Nicholas insisted that it was the ‘Evil One’ who was talking to him and not his aunt
because he wanted to prove to his aunt that he did not give in to temptation and
enter the garden and that he had not disobeyed her. Also, by insisting that the

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 ‘Evil One’ was talking to him, he had an excuse to actually disobey his aunt without
getting into any trouble. He was also amused at what happened to his aunt and
didn’t want to help her.
6. Nicholas’ aunt managed to get out of the tank when a kitchen helper, who came to
the garden in search of parsley, helped her out.
B. 1. a. The older, wiser and better people were the adults.
b. They were proved wrong by the presence of an actual frog in the bread-and-
milk which had been put there by Nicholas himself.
2. a. Nicholas wasn’t bothered by the fact that his aunt was keeping an eye on the
gooseberry garden to make sure he didn’t go in there.
b. He wasn’t bothered by it because he didn’t even want to go into the gooseberry
garden. He wanted to go to the lumber room instead.
3. a. ‘It’ was the tapestry which was kept in the lumber room.
b. On the tapestry was woven a deeply fascinating picture of a hunting scene. A
hunter was aiming at a stag. Meanwhile four wolves were coming towards him
from four different directions. The scene was fascinating because the hunter had
only two arrows in his quiver making the observer wonder if he would be able
to escape if the wolves attacked. Yes, the tapestry was fascinating. Suggested
answer. Accept any logical answer.
4. a. Nicholas’ aunt said these words to Nicholas. When she couldn’t find Nicholas,
she went looking for him in the gooseberry garden, certain that he had
disobeyed her. That’s how she fell into the tank.
b. When she asked him to come into the garden and help her out, Nicholas refused
saying that the voice didn’t belong to his aunt but to the ‘Evil One’ who was
trying to tempt him into disobedience. The aunt referred to this idea of Nicholas’
as ‘nonsense’.
C. 1. Nicholas and his aunt don’t seem to share a very close or friendly relationship. She
seems to be very strict with him and doesn’t seem to like or understand children his
age. Nicholas doesn’t seem to like her very much or enjoy her company.
2. Free response   3. Free response
Grammar
A. 2. has travelled 3. have just completed 4. has worked  
5. has not reached 6. has taught 7. has already finished
B. 1. saves, has done 2. water, have forgotten 3. have already baked, bring
4. has recovered, release 5. practises, has just completed
Vocabulary
1. uninteresting 2. invisible 3. disadvantage
4. impatient 5. illegal

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 Listening
Listening text
Lions running over the green,
Fiercest of creatures that ever were seen,
Chasing Tom and Dick and Sue—
I hope they won’t be caught, don’t you?
The lions chase them through the gate,
But Sue cries out: “O lions, wait,
My shoe’s untied!” One lion then
Ties the lacing up again.
And after that the chase goes on
Until the afternoon is gone—
The fiercest creatures ever seen,
Lions running over the green!
1. as the fiercest of creatures that were ever seen
2. They are running away from the lions.
3. because her lace comes undone
4. all afternoon
5. The poem describes a game in which the children imagine that they are being chased
by lions. Suggested answer. Accept any logical answer.
Speaking
Free response
Writing
Free response
Dictionary Work
1. behave with someone or deal with someone in a particular way
2. to notice something
3. to express something choosing your words carefully / to make a person seem guilty of
a crime when they are not
4. went away from someone or something
5. to feel or express opposition or dislike to something or someone

QUESTION BANK
A. Answer in brief.
What was it that so fascinated Nicholas about the objects in The Lumber Room?
Ans: Nicholas was fascinated with the exhibits of the lumber room as it was a forbidden
delight for him.
8

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 B. Answer in detail.
Why did the aunt decide to send the children to the beach? Did she achieve her
intention by not including Nicholas in the party?
Ans: Nicholas’ aunt decided to send the children to the beach and not permit him to
go, so that she could punish him for refusing to eat his breakfast. She thought that
Nicholas would feel sorry and cry when the others left for the picnic, but he actually
had a very interesting day.
C. Choose the correct answer.
The main theme in ‘The Lumber Room’ is
a. denial of an outing to a mischievous boy.
b. the revenge a mischievous boy takes on an aunt who enforces punishment.
c. punishment sometimes turns into rewards.
Ans: c
D. Read the lines and answer the questions.
1. “... Aunt often tells me that the Evil One tempts me and that I always give in. This time I’m
not going to yield.”
a. What makes Nicholas speak these words?
b. What does he mean by these words?
c. Did Nicholas actually think that he was being tempted by the Evil One?
Ans: a. Nicholas’ aunt asks him to help her get out of the water tank which she had
accidently fallen into and by giving this excuse, he refuses to help her.
b. His aunt finds that he is a rebel and is a troublesome child. When he does some
mischief, she believed that the Evil One tempted him to do so, and that he always
gave in to the ways of evil. He merely repeats her words here.
c. Nicholas knew that he was not being tempted by the Evil One. He wanted to teach
his aunt a lesson for punishing him, and used her own words to find an excuse not
to help her.
E. Answer in brief. (Think and Answer)
What is the significance of the title with respect to the short story, The Lumber Room?
Ans: The title of Saki’s short story, The Lumber Room is significant because Nicholas
sneaks off to the lumber room and finds it a treasure trove where his imagination can
run wild and his ability to be creative in thinking is also exposed.
F. Answer in detail. (Think and Answer)
Describe the character of Nicholas in the story, The Lumber Room.
Ans: The two main characters in the story are Nicholas and his aunt. Both are complex
characters who have their own faults. Nicholas is a mischievous rebel and a clever
trickster. Judging from his aunt’s frustration and punishments, living with a child like
him is extremely tiresome. Yet, while some of Nicholas’s tricks might be wrong, his tricks
are actually innocent. He ruins his breakfast by putting a frog in it, and later uses his
aunt’s rule as a reason not to help her out of the water tank. The writer describes these
tricks with affectionate humour, making it clear that they are harmless.

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 WHEN TILLIE RIDES HER WHEEL POEM
Note: The transactional processes suggested in CISCE curriculum are highlighted in grey.

Learning Outcomes
● To visualise the scene described
● To note skillful use of vocabulary to express speed, fearlessness and confidence
● To note the rhyme scheme

Summary: ‘When Tillie Rides Her Wheel’ is about a young girl who was awarded the best
woman cyclist in the world. The vocabulary in the poem plays an important role and helps
to portray a fearless, confident, focused cyclist speeding towards victory. The reader is able
to visualise a woman cyclist who concentrates only on winning the race. With the skillful
use of vocabulary, the reader can almost hear the ‘whir’ of the bicycle as it speeds past and
accelerates towards its goal.

Pre-reading
Ask students: Tell students that they are going to listen to
a poem about a youth who was awarded ‘the
1. How do you feel when you ride a bicycle?
best woman cyclist in the world’. She was also
(Guide them to express their experience
selected as an undisputed champion and a
and feelings while riding a bicycle.)
true pioneer in women’s athletics.
2. What do you see along the way when you
ride fast?

READING

Students read to comprehend, and infer the determination. Why does the poet say that our
deeper meaning in the poem eyes are ‘too slow’? When does the cyclist take ‘a
dizzying slant’? (When she takes a turn at full
Read the first stanza. / Play the audio track
speed)
and pause after the first stanza.
Read the second stanza. / Play the audio track
Tell students
and pause after the first stanza.
● to underline the words that express speed.
Ask students;
● to circle the words that describes the rider.
Pick out the words that express that the cyclist
Ask students: is confident. Which line shows that the cyclist
What was the colour of the young girl’s hair? has accelerated speed? (She swings into the
Is the wheel really able to ‘slit’ the air? Pick lead.) Why is she able to hold the lead position
out the word in this stanza that expresses till the end? (She is highly focused and does

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 not feel tired while riding.) Pick out lines to with her when in a race is difficult.) Why do
show that this is a close race. What are the you think there is a ‘hush’ as the cyclist rides ‘her
senses evoked in the reader? (Sense of sight wheel’? (Spectators are filled with awe while
and sound) Why do the senses of readers “reel’? watching this skilful cyclist.)
(She travels at such speed that keeping pace

Post reading
Discuss: 2. Does the cyclist have any of these
qualities?
1. What qualities should an athlete possess
to be successful? (List these qualities on
the board.)

STUDENTS’ BOOK ANSWER KEY

Comprehension
A. 1. It is a cycling race that takes place on a cycling track.
2. Her expression is firm which tells us that she is very determined.
3. She is riding so fast that it appears that the wheel of the cycle is cutting
through the wind.
4. “How cool her nerve!”
5. Yes. The line, “a maddest race” tells us that the race is a close one.
6. The speaker feels a sense of awe, wonder and thrill when they see Tillie ride.
B. 1. a. The spectacle of Tillie riding a bicycle in a race is being described here.
b. These lines reveal that the speaker feels awe and shock at Tillie’s speed and
ability.
2. a. Our eyes are too slow to take in the speed at which she rides.
b. Tillie rides so fast that it seems like she is flying—this prompts the speaker
to say these words.
3. a. The word hush denotes a sudden silence.
b. Free response
C. 1. “So fast she flies”; “How wild her flight”
The first line reveals Tillie’s speed or her ability to cycle so fast.
The second line describes her action as a cyclist—it tells us that in order to ride like
that, Tillie must be extraordinary, bold and daring.
2. The goal is not to just win the event. The larger goal is for her to achieve great
things in a field dominated by men. It also refers to winning more freedom for
women and encouraging and inspiring them to achieve as much and more than
their male counterparts. Suggested answer. Accept any logical answer.

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 Appreciating the Poem
1. A whiz, a whir,
A firm-set face,
So fast she flies
swooping swerve!
Hear the hush
Effects of alliteration—makes certain words stand out, adds rhythm, makes the reader
focus on the mood and emotion in the poem and so on Suggested Answer. Accept any
logical answer.
2. The poet uses single words and short phrases and describes the action as it happens.
The use of these words and phrases make us understand that she rides so quickly
that one can hardly process or fully take in the speed at which she rides. The speaker
describes the whole race in this manner, keeping the reader waiting for what comes
next. This gives the reader a very clear picture of what is happening, and also gives the
feeling that the reader too is in the stands watching the race live. Suggested answer.
Accept any logical answer.
Vocabulary
1. a mixture of happiness and sadness
2. to be forced to make a certain decision because there are no other choices or
possibilities
3. something that should be a secret and yet a lot of people know about it
4. a striking absence of noise or sound that is very noticeable
5. when someone smiles even though they are unhappy
Going further
Free response

QUESTION BANK
A. Answer in brief.
Why is Tillie able to hold the lead position?
Ans: She is highly focused and does not feel tired while riding.
B. Answer in detail.
How does the poet make the readers feel as though they are watching the race?
Ans: The poem, ‘Tillie Rides Her Wheel’ is about a young girl who was awarded the best
woman cyclist in the world. The vocabulary in the poem plays an important role and
helps to portray a fearless, confident, focused cyclist speeding towards victory. The
reader is able to visualise a woman cyclist who concentrates only on winning the race.
With the skillful use of vocabulary, the reader can almost hear the ‘whir’ of the bicycle as
it speeds past and accelerates towards its goal.

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 C. Choose the correct answer.
And how our senses reel
To see the rush
Hear the hush
When Tillie rides her wheel
Why do you think there is a ‘hush’ as the cyclist rides ‘her wheel’?
a. The spectators wait in hushed silence for the victor of this highly competitive race.
b. The ‘hush’ is the sound from the wheels as it rushes past towards the finish line.
c. The spectators are filled with awe while watching this skilful cyclist.
Ans: c
D. Read the lines and answer the questions.
A whiz, a whir,
A dazzling blur,
A flash of yellow hair,
A firm-set face,
a. What senses are evoked in the reader, in these lines?
b. From these lines, what do we get to know about how the cyclist looks?
c. Pick out a phrase that indicates that she is determined.
Ans: a. A sense of sight and sound.
b. We get to know that her hair is yellow.
c.’ A firm-set face’
E. Answer in brief. (Think and answer)
1. How wild her flight,
And how our senses reel
To see the rush
Why do the spectators’ senses reel’?
Ans: She travels at such high speed that keeping pace with her, even when watching
the race, is difficult.
2. What qualities of the cyclist does the writer bring out in the poem?
Ans: The cyclist is fearless, confident, focused and speeds towards victory.

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