WINTER OAK

Learning Outcomes
By the end of the lesson, students will be able to:
●● interpret the context of winter in the story.
●● note the purpose of personifying Nature.
●● note the role reversal between the teacher and the student.
●● recognise the thrill of learning in the teacher.
●● infer the innocence of the student unaware that he is teaching.

Pre-reading
1. How do you think a child can relate to a tree?
2. Do you have a favourite tree or space in your garden or park where you feel at home? Describe it.
3. What would you connect the oak tree in winter with in a land of ice and snow?

Understanding the Text The geography teacher had complained to her

Read the text. / Play the audio from the Smart Book. about the boy disturbing the class every morning by
coming in late. She had found it difficult to handle the
Anna Vasilyevna’s first lesson…she had to continue students and Anna Vasilyevna had exchanged classes
the lesson. with her, confident that she could control the class by
making the lesson interesting. But now, even she was
Ask students: irritated with Savushkin’s tardiness.) Who is the other
How is the main character introduced in her main character? (Savushkin)
setting? (She is introduced as Anna Vasilyevna, a “Clear?” she addressed the class…A difficult boy,’
highly-respected teacher in a village school about to Anna Vasilyevna thought.
take her first class with the fifth form children.) Why
does she remember how tensed up she had been Ask students:
before teaching this lesson the previous year? (As
How did she teach the children about nouns? (She
a new teacher the previous year, she may have felt
asked them to give examples and they began to
nervous teaching about nouns, much like a student,
name familiar objects.) What did Anna Vasilyevna
desperately remembering the definition before an
make out from the response of her students? (The
examination. But this year she is more confident
children were excited to name familiar objects as if
and, therefore, calm.) Can you make out what
they were seeing them afresh and giving them an
she is teaching? (She is teaching about nouns in a
identity.) What impact did Savushkin’s naming
grammar class.) How is the intruder introduced?
word have on the other students and why? (The
(Savushkin is a student, a habitual late-comer) Why
was the teacher upset with the student? (Savushkin children laughed when Savushkin shouted, ‘Winter
Oak!’ as if he was naming something precious to him.
had spoilt the mood in the first class for the day by
The teacher tried to control the noise in class and
coming late and distracting the students.
asked him why he had not said, ‘Oak,’ as she found his

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 enthusiasm strange and unwarranted.) What does Ask students:
Savushkin mean by saying ‘Winter Oak’ was the real How does the writer describe the wood and why?
noun? (He thought of the noun not only as a naming (The wood with its snow-laden fir trees was white and
device in grammar but as providing the named item quiet, like an enchanted sanctuary. Birds flew from
with a personal identity as with our names. To him tree to tree knocking down pine cones and twigs. And
the oak tree in winter was different from what it was yet, the place was silent. The silence could be a haven
during the rest of the year. And obviously, he was of peace for Savushkin from the harsh world outside.)
attached to the winter oak in a special way to identify Describe their walk through the wood. (The student
it as such.) led his teacher along the edge of a winding stream.
Why did Anna Vasilyevna ask Savushkin to meet There were sunny open spaces as if the trees had
her later? (She was punishing him. She thought he made place for them. And they saw animal tracks, tiny
had not learnt to identify nouns because he had been ones left by hares and larger ones by larger animals.
coming late. He had added ‘winter’ which was an Savushkin could recognise elk tracks and assured his
adjective or describing word in this case, to the noun, teacher that they were gentle; she need not worry. The
‘oak’.) teacher was surprised to see water beneath the sheets
of ice in the stream and the student explained that
Later, Savushkin went to the common room…take
the water was from warm springs. Anna Vasilyevna
me home after lessons today,” she said.
was delighted to play by the stream, pushing the
Ask students: snow into the water to see it float like blobs of jelly.)

Why did she think of him as a difficult child? (He did Discuss:
not seem perturbed about meeting the teacher after
What is the role-reversal we can notice here? (The
class. He was smiling, perhaps, thinking of his winter
student gives practical lessons to the teacher about
oak and she thought he was being impertinent.) Why
the tracks on the ground and the play of snow in
did the teacher presume the boy was lying to her?
warm water and the teacher enjoys her lessons while
(He had said that he left home an hour before school
the student waits for her patiently until she joins him.)
time and she thought he was lying because his house
was about forty-five minutes away and he would The forest took them farther down… leisurely pace
have surely been on time if he took the highway.) along the winding footpath.
Which route did Savushkin take to school? (He did
not take the highway, he walked through the woods.) Ask students:
Why did the teacher want to talk to his parents? Describe Anna Vasilyevna’s meeting with
(She thought the boy was not telling her the truth that Savushkin’s winter oak tree. (In the middle of a
he played on the way to school. Also, she thought the clearing in the wood, the oak tree stood like a white
matter was serious because he could look innocent cathedral clothed in snow, glowing in the sunlight
while telling a blatant lie.) What does this tell us with snowflakes shimmering along its trunk. Anna
about the teacher? (She was like any other teacher Vasilyevna stood enthralled, enjoying the secret
who thought she knew student behaviour; students forest, as the tree seemed to wave a branch at her
lie when they come late to class because they have in greeting. As for Savushkin, he was engaged in
been playing on the way to school. She was sad her watching the insects that had made the tree their
student had resorted to lying and felt the need to talk home to protect themselves from the harsh winter.)
to his parents about it.) What do we learn about What did the teacher learn from her student?
Savushkin’s family background? (He had no father. (She had considered herself a competent teacher
His mother left home very early in the afternoon and and yet she realised that her student had given
worked hard as a nurse to bring up her four children. her a first-hand experience of the forest he knew
Perhaps, his life at home was hard and squalid.) familiarly, allowing her to discover the beauty of
That afternoon, the path along which...Savushkin the oak tree in winter on her own. She could feel the
was waiting for her ahead. She hurried after him. thrill her students felt in class while naming familiar

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 objects and giving them a fresh identity. She could advice does the student offer the teacher as she
understand why the oak tree had to be ‘winter goes back? (He gives her a stick to wave at the elk in
oak’ to Savushkin because it had an individuality case she meets it and tells her not to hit it lest it should
different from the oak during the other seasons and take offence and not return to the wood.) Why did
she had been able to see that.) What else did Anna the teacher feel happy to see her student watching
Vasilyevna learn that day? (That she too had been her as she walked away? (She was proud to see the
so engrossed in the wonders the wood had to offer boy as part of a new generation enjoying natural
that she was late to meet Savushkin’s mother just as beauty and caring for wild creatures with a personal
he was late for school without intending to be) What sense of responsibility.)

Post-reading
Discussion:
1. How do you enjoy Nature? Which aspects of Nature do you prefer? Why?
2. What have you learnt from Nature?
3. If the boy in the story was your classmate, what would you like about him?

Appreciating the Text ●● The trees stepped aside as if to display an

expanse of space.
The theme is role-reversal with the teacher
becoming the taught and learning that hands-on ●● The winter oak waves a branch to the teacher,
experience is better than classroom teaching. greeting her.
The main characters are the teacher and the ●● The boy speaks of the elk as if it is an old friend.
student with the teacher becoming a willing He advises his teacher not to beat it or else it
learner. may get upset.

Personification of trees, the oak and the elk makes

them come alive as friendly companions:

Grammar and Usage reported speech: imperatives and exclamations

Reported Speech (Revision)
Write on the board:
1. The teacher asked, “Why are you late today, Justin?”    2. Justin said, “I lost my bag in the bus.”
Tell students to help you report this conversation by filling in the blanks.
Write on the board:
The teacher Justin why he was late to class that day.
He that he lost his bag in the bus.

Ask students:
●● Is there any difference between the conversation had between the teacher and Justin and what you
had to say?
●● Guide them to answer that you were reporting what you heard.

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 Tell students:
●● The reported speech is used when one person wants to tell another about a conversation that
took place in the past.
●● There is a change in verb tense forms. In reported speech, we generally use the past tense.
●● The pronouns and time words also change.
●● There are some rules to be followed when reporting. Give them this chart for their reference:

Direct Speech Tenses Reported Speech Tenses

present simple… play/s football past simple… played football
present continuous… am/is playing football past continuous… was playing football
present perfect simple … have played football past perfect simple … had played football
present perfect continuous … have been playing past perfect continuous … had been playing
football football
past simple … played football past perfect simple … had played football
past continuous … was playing football past perfect continuous … had been playing
football
past perfect … had played football past perfect…had played football
past perfect continuous … had been playing past perfect continuous … had been playing
football football

Tell students:
●● There are some reporting verbs to be used: asked, told, wondered, admitted, inquired, exclaimed,
and so on to report general statements and exclamations.
Example: She admitted that she got up late every day.
●● Reporting verbs such as ordered, requested, advised, suggested, forbade or not to do report imperative
sentences.
Example: “Stay away from me”.     He warned them to stay away from him.

Activity
●● Display an illustration featuring some children.
●● Divide students into groups of three or four and tell them to write imaginary conversations
between these children.
●● Tell them to share their ideas with the rest of the class.
●● Now ask them to exchange their work with other groups and rewrite it in the reported speech.

Words in Use similes

Note: A simile is a phrase or figure of speech that compares two things using the words like or as.
Pattern 1: like verb + like + noun
Example: She swims like a fish.

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 Pattern 2: as as + adjective + as + noun
Example: She is as graceful as a swan

Write the following words on the board:

bat  mouse  lightning  cucumber  bee  feather  tree  desert  button
Tell students to work in groups and write the phrases (using ‘as’) associated with these words:
Example: blind as a bat
Answers: Quiet as a mouse; fast as lightning, cool as a cucumber, busy as a bee, light as a feather, tall as a
tree, dry as the desert, cute as a button
Now let them continue to work in pairs and write a few similes of their own using ‘like’

Writingspeech
What is a speech?
A speech is a formal talk given to a large gathering.

How do I write a speech?

A good speech is made to inspire, to instruct or to inform. Ask yourself what you want people/your
audience to do as a result of having listened to your speech.

A speech generally has three parts:

Think of it as a sandwich. The opening and ending are the slices of bread holding the filling (body)
together. You can make up a simple sandwich with one filling (idea) or you can add up to three or even
five fillings (ideas).

The three parts are:

1. The introduction: This part introduces your audience to the topic you are presenting.
2. 
The body: This is the main part and elaborates the main idea or ideas. If your focus is on more
than one idea then make sure that there is a flow between the ideas and that they are linked or
connected.
3. Conclusion: This part reviews the main idea.
Guide students to write the exercise given in the Reader.

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 WORKSHEET
WINTER OAK GRAMMAR

Name of Student: Class:

Choose the correct reporting verb from the list and complete the sentences in the indirect speech.

warned  advised  asked  begged  offered  announced

1. Gina: You should see a doctor.

Gina me to see a doctor.

2. Arjun: Come, let me help you with those bags.

Arjun to help me with the bags.

3. Satish: Do you know the way to the museum?

Satish me if I knew the way to the museum.

4. Mother: That path is very rocky, be careful!

Mother me that the path was rocky.

5. Anish: India has won the match!

Anish that India had won the match.

6. Boy: Please buy me that toy mother!

The boy his mother to buy him the toy.

1
WINTER OAK VOCABULARY

Use these words to make similes of your own. Then, use them in sentences of your own.
1. brave:

2. clear:

3. dry:

4. tall:

5. sly:

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 WINTER OAK WRITING

Name of Student: Class:

Pretend that you are Savushkin and prepare a speech on what learning through hands-on
experience is all about. Here are a few ideas you could use:
●● Introduction: As students, we keep learning all the time…Though we think we learn most in our
classrooms, we also learn constantly wherever we are…
●● Body: For instance, we learn to cook or clean while…(Give examples) We also learn how to behave, to
respect our teachers…We learn from Nature to…
●● Conclusion: We need to be aware of what we are learning and how best to use it...

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 ANSWER KEY TO THE WORKSHEETS

WINTER OAK
Answer key to grammar worksheet
1. advised  2. offered  3. asked  4. warned  5. announced  6. begged

Answer key to the vocabulary worksheet

Free response

QUESTION BANK WITH ANSWER KEY

WINTER OAK

1. Read the lines and answer the questions.

“Have you seen one?” Anna Vasilyevna asked excitedly.
a. Where is Anna? Who is she talking to?
b. What is she asking about?
c. What was the response she got?
Answers:
a. Anna is out in the wood. She is talking to her student, Savushkin.
b. Savushkin told her that the wood had elk roaming about. So Anna was keen to know if Savushkin
had seen one.
c. Savushkin said that he had not seen one till then, but he had seen their droppings.

2. Answer in brief.
a. Why did Anna summon Savushkin to the common room?
Answer: Anna was annoyed with Savushkin for coming to the class late. To add to her anger, she
was not happy with the example he gave for a Common Noun. When she disagreed with him, he
did not change the word instead insisted that what he said was a Common Noun. This angered
Anna more and she wanted to see him in the common room to warn him.
b. What scene awaited Anna as she stepped out of the school?
Answer: As soon as Anna stepped out into the wood along with Savushkin, it was like entering
into an enchanted magical world. There was total peace and quiet everywhere. Magpies and
crows flew around shaking the branches of the trees. Anna and Savushkin's path wound along the
edge of a pristine brook and the meadows were bathed in the sunlight. Anna had entered into a
different world altogether.

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 3. Answer in detail.
Why was Anna not able to meet Savushkin's mother? What delayed her?
Answer: Anna was determined to meet Savushkin's mother and complain to her about her son’s
being late to school every single day. She asked Savushkin to lead her to his house. The path
Savushkin took gave a unique, surreal experience to Anna. It was a different world she was passing
through to reach Savushkin's house. Everything fascinated her. The meadow, the stream, the fir tree
and even the foot prints of an elk—everything transported her to a magical world. Naturally, Anna
lost track of time and could not meet Savushkin's mother. She probably now understood why her
student was delayed every day.

4. Answer in detail. (Think and answer)

Do you think Anna would still complain about Savushkin's being late after her experience in the
wood? Give reasons.
Free response Suggested answer: Anna probably realised that anyone walking through such a magical
path would get engrossed in the beauty that Nature provided. She would have understood that for
Savushkin, every day would have been a new experience and he definitely could not have reached in
time for school. If it was difficult for her to meet Savushkin's mother in time, it would be more difficult
for a child to be punctual while coming to school. This realisation made her understand him better
and would have prompted her to pardon Savushkin.

STUDENTS’ BOOK ANSWER KEY

WINTER OAK
Style Focus
1. The writer compares Anna Vasilyevna’s first experience as a schoolteacher with that of a schoolgirl
preparing for an examination because he wants us to understand how nervous yet excited she felt—
almost as if she was the one who would be tested. He also wants to show us that even though she
is a teacher, she is as human as the rest of us and may thus feel anxious about how her students will
respond to her or whether they will obey her.
2. The writer shows us that Anna Vasilyevna is someone who has fixed ideas about how children behave
through her interaction with Savushkin in the common room. She is certain that he is late because he
was playing and refuses to listen to him or consider any other possible reason. When his answer does
not match the one that she expects to hear, she decides immediately that he is lying. The writer wants
to show us that as a teacher, she has certain rigid ideas which she is not willing to change.
(Suggested answer. Accept any logical answer.)
3. The writer makes us notice the absence of sound because he wants us to pay attention to the calm
and soothing atmosphere of the forest. The peace and quiet here, is thus a contrast to the noise of the
classroom and the highway that we read about earlier in the text.
4. The writer is reversing the roles of teacher and student. Here, Savushkin is the teacher, who is guiding
Anna Vasilyevna, the student, on a different path of learning.

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 Understanding the Text
A. 1. Anna Vasilyevna swapped lessons with the geography teacher because the latter found it difficult
to cope with the noise, the inattentive pupils and Savushkin’s lack of punctuality, so early in the
morning.
2. Anna Vasilyevna felt that Savushkin was a difficult boy because no matter how hard she tried, she
could not get him to tell her what she believed to be the truth.
3. While the others in the classroom named ordinary things such as wheel, tractor, cat and well,
Savushkin’s choice of noun was ‘Winter Oak’. His example was different because not only was it
unique but it specifically described the oak tree in winter. Thus, from his choice of example, we
understand Savushkin considers the winter oak to be important enough to recollect in a lesson.
This shows us that he has a deep connection with nature.
4. Anna Vasilyevna was sure that Savushkin was lying about coming late because she knew that his
house was closer to school than that of some other students who were on time. To her mind, the
only reason Savushkin could have been delayed was because he stopped to play and thus lost
track of time. She refused to even consider the idea that the child may be walking through the
woods; she didn’t understand why he would want to do so and thus, concluded that he must be
lying. In order to show him that she was right, she decided that she must meet his mother and
told Savushkin to take her along the path that he took.
5. The oak tree helps Savushkin establish a connection with nature. Through the tree, Savushkin
is able to observe and understand birds, animals and other creatures that come together in the
delicate web of life. Savushkin’s love for the tree tells us that he has a deep appreciation for nature
and enjoys spending time in its midst. Thus, the tree helps him by instilling sensitivity towards all
living creatures in him and is therefore, important to him.
(Suggest answer. Accept any logical answers.)
6. a. The walk in the woods helped Anna Vasilyevna change the way she thought about herself in
many ways. She realised that that there was so much that she didn’t know and was humbled
by this. She understood how her rigid ideas of learning and education stopped her from
enjoying the feeling of learning new things. Most importantly, she learned that she would be a
good teacher only when she was able to find joy in learning.
b. The walk in the woods changed Anna Vasilyevna’s perception about Savushkin. She realised
that the child was wise beyond his years. She now was able to appreciate the child’s
compassion for living things and his sensitivity to the world around him—this helped her
understand his transformation from a young schoolboy to a ‘little man’. It was these qualities
that made her view him as a ‘citizen of the future’ who could be counted on to make a
difference to the world.
B. 1. Anna Vasilyevna’s idea of a well-begun day appears to be one where she teaches the lesson to her
students who grasp it quickly. She also expects to be able to take charge of her class, command
her students’ respect and have them obey her. However, this particular day seemed spoilt because
Savushkin had come in late, thus disrupting her plan for the class.
2. Free response.
3. The path that Anna Vasilyevna has just discovered is the idea of enjoying the process of
discovering something and learning more about it. This path is special because it delights the
learner while also teaching them, thus making sure that they will cherish the lesson all their lives.
This path also teaches the learner that the process of learning is not at all difficult and can in fact,
bring people—the teacher and the learner—immense joy and satisfaction. This path could lead
the learner to a treasure trove of wisdom and knowledge that will guide them all their lives.
(Suggested answer. Accept any logical answer.)

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 Appreciating the Text
1. Free response
2. Free response
3. In this story, the writer has used the highway and the path as metaphors for different ways to
learn. The highway stands for a way of learning in a straightforward but dull and tiresome manner.
Just as we do on the highway, we have to learn things in a set manner and go at the same pace as
everyone else. On the highway, there is no time to wait and examine something that we may find
fascinating. The goal here is to move along until we get to our destinations. The highway is also
mostly dull and quiet; the silence is only disturbed by the loud noise of passing vehicles. Similarly,
in this way of learning, only silence is permitted and the only noise we hear is that of people
rushing ahead of us to prove that they are faster and better. A path refers to a method of learning
in a manner that brings us joy. Just as we would on a path, we can take our time observing and
understanding things. We can move at a pace that suits us, without having to worry about what
other people are doing. The path stands for a way of learning which teaches us to be aware that
we will reach our destination (which can be compared to our goal of learning) while ensuring that
we also pay attention to the journey itself (which can be compared to the fine details/little lessons
that we absorb while we learn). The serene, calm atmosphere of the path relaxes us but also helps
us learn and understand more.
(Suggested answer. Accept any logical answer.)

Grammar and Usage

A. 1. Parul said that she was going to clean her bookshelf that day.
2. Amol said that he had to buy a pair of running shoes.
3. Kumar said that Grandma was going away to Mumbai for a month.
4. The gardener told the children that they must not pluck the flowers.
5. Our captain said that we would win this tournament if we played well.
B. 1. The policeman asked them to stand in a queue if they wanted to buy tickets.
2. My mother told me not to cross the busy road alone.
3. Our coach suggested that we should get some rest.
4. The director congratulated me and said that it was my best performance.
5. Grandfather ordered us to close the window at once.
6. The captain exclaimed with joy and said that the trophy was ours.

Words in Use
A. 1. anxious  2. rapidly  3. grief  4. occasionally  5. transparent  6. doubtfully
B. Free response
C. Free response

Speaking
Free response.

Writing
Free response

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