contents - Saraswati House

CONTENTSSECTION A—READING

Unseen Passages Worksheets 1 to 22 ....................................................................................................................... 5–10

Formative Assessments Worksheets 23 to 25 ................................................................................................................... 11–12

SECTION B—WRITING & GRAMMAR

Writing a Diary Worksheets 26 to 28 .................................................................................................................. 13–14

Article Writing Worksheets 29 to 31 .................................................................................................................. 14–15

Story Writing Worksheets 32 to 34 ................................................................................................................... 16–17

Formative Assessments Worksheets 35 to 42 .................................................................................................................. 17–23

Filling Blanks with Suitable Words Worksheets 43 to 45 ........................................................................................................................ 24

Editing: Detecting & Correcting Errors Worksheets 46 to 51 .................................................................................................................. 24–26

Omission: Supplying Missing Word Worksheets 52 to 57 ................................................................................................................. 26–27

Sentence Reordering Worksheets 58 to 61 .................................................................................................................. 28–29

Sentence Transformation Worksheets 62 to 63 ................................................................................................................. 29–30

Formative Assessments Worksheets 64 to 73 ................................................................................................................. 30–32

SECTION C—LITERATURE TEXTBOOK & EXTENDED READING TEXT

FICTIONHow I Taught My Grandmother to Read (Sudha Murty)

Worksheets 74 to 80 .................................................................................................................. 33–36 Formative Assessments

Worksheet 81 ............................................................................................................................. 36–37A Dog Named Duke (William D Ellis)


Worksheet 89 ................................................................................................................................... 41POETRY The Brook (Alfred Lord Tennyson)


Worksheet 94 ................................................................................................................................... 44

(iii)

The Road Not Taken (Robert Frost) Worksheets 95 to 97 ................................................................................................................. 45–46

Formative Assessments Worksheet 98 ................................................................................................................................... 47

The Solitary Reaper (William Wordsworth) Worksheets 99 to 102 ............................................................................................................... 47–49

Formative Assessments Worksheet 103 .......................................................................................................................... 49–50

Lord Ullin’s Daughter (Thomas Campbell) Worksheets 104 to 108 ............................................................................................................. 50–53

Formative Assessments Worksheet 109............................................................................................................................... 53–54

DRAMA Villa for Sale (Sacha Guitry)

Worksheets 110 to 115 ............................................................................................................. 54–57 Formative Assessments

Worksheet 116 .......................................................................................................................... 57–58

EXTENDED READING TEXT Gulliver’s Travels (Jonathan Swift)

Worksheets 117 to 125 ............................................................................................................. 58–62 Three Men in a Boat (Jerome K Jerome)

Worksheets 126 to 131 ............................................................................................................. 62–64

PRACTICE PAPERS (1 to 5) .......................................................................................................... 65–84

(iv)

5MRET1ST OS NOITUL S

SUMMATIVE ASSESSMENTS

UNSEEN PASSAGES

WORKSHEET–1

I. (a) It can digest 200 times its own weight in protein. (b) Intake of raw papaya. (c) The fresh juice of raw papaya mixed with honey is applied. (d) The papaya juice can be used to make the skin beautiful. (e) The list of properties that it possesses. (f) Digestion, and cures skin irritation. (g) Papaya - A wholesome fruit. (h) Lack of nutrition.

WORKSHEET–2

I. (a) Drinking strong coffee could sharply increase cholesterol levels. Fat-like chemicals– cafestol and kahweol are responsible for this.

(b) European brewing method produces high concentrations of cafetol and kahweol. The filter and percolation methods almost remove the chemicals. Regular, moderate drinking of coffee neither raises blood pressure nor cause abnormal heart rhythms.

(c) Depletion of the nerve chemical dopamine in nerve cells causes the disease. Caffeine seemed to protect mice brain cells effectively. Caffeine’s protective role for humans is yet to be established.

(d) (i) Advantages: Drinking coffee boosts endurance, increases alertness and improves mood.

(ii) Disadvantages: Consuming coffee may lead to restlessness and sleeplessness; possibility of becoming addicts.

II. (a) isolated (b) stimulant (c) buzz (d) avid

WORKSHEET–3

I. (a) (i) Pocket-sized (ii) small (iii) loyal (iv) sharp (v) curious (vi) active (b) The long coated and the smooth coated. (c) (i) The long coated ones have flat or slightly wavy coats (ii) The smooth coated ones are soft textured and glossy in appearance. (d) They are always curious to know what is going inside the house. (e) They are popular because of their small size and they possess good sharpness and alertness. (f) Inherent (g) They require little care but their long nails need clipping. (h) They pose as burglar alarms, are good with children and loyal and devoted to the family.

READINGA

6 E N G L SI H IX–MO M UC N I AC T I V E

WORKSHEET–4

I. (a) Newspapers hold a key position in discriminating information as they are produced on a daily basis and give a wide range of information on various subjects affecting our lives.

(b) By reading different newspapers one gets views of so many persons that one is able to understand true nature of a subject.

(c) It is so because changes in a society are not abrupt. They take some time to evolve. Social developments are a continuous process and we need ample time to grasp the situation.

(d) Newspapers play a key role in the dissemination of information. By reading newspapers one is aware of one’s surroundings. We are more conscious of our efforts to understand a situation.

II. (a) monopolised (b) varied (c) perspective (d) endorsed

WORKSHEET–5

I. (a) The first step in silk production is to provide quality environment and feed for the silkworms.

(b) The worms are reared in controlled environmental conditions. (c) The traditional handloom silk is the most famous silk. (d) A few famous South Indian silk producing centres are Kanchipuram, Dharmavaram and

Arni. (e) Almost 85% of the price of silk in the market goes back to communities that are engaged

in sericulture and silk industry. (f) The saree is the traditional costume of Indian woman. (g) The final part of silk production is the weaving of the fabric which is considered more of

an art than an act. (h) Consumption.

WORKSHEET–6

I. (a) Pasteur did not view those who suffered from diseases just as a case that has to be cured but something much more than that.

(b) The fact that Pasteur never wholly forgot the imagery of his boyhood days, when he drew the familiar scenes of his birthplace and the longing to be an artist.

(c) The phrase ‘I cannot’, in context with the article, implies that’, Pasteur could not take the pain exhaution of being bedridden anymore and he did not want to live like that anymore.

(d) His greatest grief was when sheer physical exhaution made him give up his active work. II. (a) hard work/complete dedication (b) to abandon (c) sink (d) determination

WORKSHEET–7

I. (a) Sooty smoke was considered beneficial once because it was believed to counteract the effects of other kinds of pollution.

(b) It acted by screening the planet from the sun’s rays. (c) Scientists think that it can worsen global warming. (d) Thick haze was observed over Indian ocean.


(e) Haze sometimes act against the general notion and cloud cover could be sparse. (f) It was found that sun would heat up the cloud cover. (g) Clouds keep the earth cool by bouncing back solar radiation. (h) The haze does not always cause clouds to burn off because of weather conditions..

WORKSHEET–8

I. (a) The special children referred here are children with disabilities such as psychological disorders.

(b) Education is important for such children as, without education, they become a burden on their families as well as on the society.

(c) Factors responsible for hindering the path of education for such children are lack of opportunities or facilities in schools and apathy of the parents towards special children.

(d) Meagre resources in the form of some schools for special children cannot ameliorate the lot of these children. There is urgent need to strike at the root of this malaise.

II. (a) segregated (b) motivation (c) discrimination (d) mould

WORKSHEET–9

I. (a) To improve insulin function one must cut down all artificial foods. (b) Butter, ghee, oils and fried foods should be avoided. (c) Poly-unsaturated oil, like sunflower oil, mono-unsaturated oil such as olive oil is

recommended by the author. (d) Karela, methi seeds, neem, jamun fruits are the herbs which improve insulin response. (e) Garlic lowers blood sugar and decreases cholesterol. (f) High fibre diet is the cornerstone of the treatment of most of the diseases. (g) Potassium can be found in vegetable broths and raw, sprouted peanuts. (h) Black channa, legumes, buttermilk, turmeric and amla are low sugar/glycerin index foods.

WORKSHEET–10

I. (a) The successful completion of Garonne Bridge gave a boost to Gustave’s confidence and enthusiasm and he embarked on difficult projects in future.

(b) It was a challenge because it was to be constructed over rushing Douro river. The bridge was to be constructed above 200 feet with a span length of 500 feet.

(c) Eiffel Tower is a masterpiece as it rises 300 metres from a base which is 101 sq metre. It has restaurants, a weather station and also has space for conducting experiments.

(d) Gustave’s experiments in aerodynamics made it possible for future engineers to study the effects of air pressure on buildings so that sturdy structures could be made possible.

II. (a) prosperous (b) pylons (c) resentment (d) aerodynamics

WORKSHEET–11

I. (a) Yoga is a comprehensive technique to cure both body and mind. (b) Yoga therapy is good for any condition. It is superior to drugs because of its holistic

approach and healing capacity. (c) Disturbance in energy levels may cause Insomnia and fatigue. (d) Asanas calm you and inhibit random energy flow and meditation relaxes your mind.


(e) By breaking the vicious cycle of pain-agony-pain, yoga prevents pain from becoming a crippling problem.

(f) Chronic pain essentially is imbalance in Prana (energy). (g) The imbalance in energies, over a long period of time, leads to chronic pain and muscle

spasm. (h) Headache can be a signal of an underlying disease because pain is just a manifestation

of the internal inflammation or imbalance of energies in the body.

WORKSHEET–12

I. (a) The use of various drugs and addictive substances has affected innocent young lives and it creates many social ails.

(b) The majority of drug edicts are the young students, unemployed rural and urban youths. (c) The effects of prolonged use of addictive drugs severely affects the personality of the addict.

They become a nuisance to their families and the society. They succumb to the path of crimes.

(d) The desire to gain materialistic benefits has led us to loose our cherished goals. There is a complete administrative, moral and social failure.

II. (a) menace (b) callous (c) degenerated (d) scam.

WORKSHEET–13

I. (a) Water is vital to human health and fitness because it is a key nutrient as no life is possible without it.

(b) It is called a key nutrient because we cannot live longer than a couple of days. (c) As water approximates 60% of the body weight, it is an ideal constituent of the body fluids. (d) Water dissolves varried products of digestion and transports them to various parts of the

body. (e) By dissipating (distributing) the body heat efficiently, water regulates body temperature. (f) High specific heat implies that it takes a lot of heat to raise the temperature of water. (g) Water-therapy means drinking enough water to treat body ailments. (h) Hypothalamous regulates water in our body by creating the sensation of thirst and by

controlling the excretion of water in the form of urine.

WORKSHEET–14

I. (a) The writer believed that she was stupid because she could not concentrate on her studies. (b) The writer flinched as she saw her friend walking towards her as she was not in the mind

state to talk to her. (c) The writer lacked interest in her studies as she was not able to do well in her class. (d) The writer was not a very confident or an assertive girl due to repeated failures. II. (a) flinch (b) muster (c) relent (d) peer

WORKSHEET–15

I. (a) The young liftman was fined because he had thrown a passenger out of the lift. (b) The liftman demanded a little courtesy of ‘please’ from the passenger. (c) Law can be enforced while social practice needs to be obeyed. (d) First requirement of civility is that we should acknowledge a service. (e) These are important because they make our lives sweet. (f) The author blames the war as it had snapped the civility out of their lives.


(g) The policeman and law is necessary to keep social order intact. (h) Victory over oneself counts.

WORKSHEET–16

I. (a) Having a sound and honest character. (b) Because women/girls are responsible for the upbringing of a family and their level of

education is important. (c) Because earlier the task was only to fight, to wrest freedom, enthuse one another and

carry on the work. (d) It is because now we are responsible for our own actions and can’t blame other. II. (a) merely (b) conceived (c) multiply (d) evaluation

WORKSHEET–17

I. (a) Suspension bridge is built on the river Indus. (b) It looks like a circus tent because it is covered with prayer flags of every colour. (c) According to the driver the river would get angry if there were no flags. (d) The driver prays because the bridge is holy to him. (e) Timeless objects of Ladakh are the mountains which look like stupas. (f) When the heat increases, the colour of stones change. (g) While resting on the top of mountain pass the author found a deserted shephard’s hut. (h) It shows the deep faith of the common Ladakhi in the Buddha.

WORKSHEET–18

I. (a) Caste system, dowry system, drug addiction, alcoholism, etc are some of the social evils which still prevail in India.

(b) Dowry is a kind of help given in the form of gifts by which girls can start their family. (c) Alcoholism is alcohol taken in excess of what a man or woman can safely consume.

Alcoholics tend to quarrel and are a financial burden on their family. (d) The real remedy lies in educating people and a joint effort by all to fight these social evils. II. (a) extort (b) addiction (c) slum dwellers (d) eradicate

WORKSHEET–19

I. (a) Louisa wrote her first novel to earn money. (b) Louisa earned her livelihood by becoming school teacher. She also worked as a maid in a

laundry. (c) Louisa helped soldiers by bandaging their wounds; by giving them medicines and by

writing letters for them. (d) Louisa’s books are Little Women, Hower Fables, Hospital Sketches, Little Men, Jo’s Boys’

etc. (e) It shows her determination to fight all odds in life. (f) Her association with literary people like Henry David Thoreau influenced her towards

writing. (g) The family had to remain under financial strain because her father was a single minded

person with strong values. (h) Adversities are stepping stones to success.


WORKSHEET–20

I. (a) A listener can be tempted to remember what you have said if you think before you talk, know your message and get to the point quickly.

(b) A conversation is compared to a tennis match because each person have a turn to give and speak. The true art of conversation is talking and listening.

(c) As almost everything one says is an attempt to persuade the other person to accept your point of view, it is important that it should be practiced.

(d) Fear of failure, forgetting and humiliation should be controlled, otherwise it would boomrang on you. It can be controlled by checking your negative self talk and visualising a positive outlook.

II. (a) formulating (b) visualise (c) patient (d) crux

WORKSHEET–21

I. (a) Cursive writing was originally developed to make it easier for children to write with a quill. By joining up the letters, it kept the quill on the parchment and minimised ink blots.

(b) Research suggests that the process of writing information down on paper, by hand, has a more direct effect on the formation of memories in the learning process than typing. Taking notes in class is still the most effective way to learn. It’s a better way to store the skills for written language in a child’s brain than pressing keys.

(c) Although we teach children the formation of letters and the appropriate joining strokes, after a few years, we leave them on their own devices, just as the written workload starts to increase. That’s when the bad habits set in.

(d) Earlier school used to be all about writing, whether it was the exercise books we wrote in or the notes we passed around. But not anymore. Now it’s all about typing. Learning your QWERTY is almost as important as learning your ABC because most of the work is done on computers.

(e) The author was nonplussed when his daughter brought home her cursive writing book. (f) Yes. But with the changing time children should be taught to touch-type early on. Teachers

also feel that learning is aided by the physical act of writing. (g) Learning to use computer can be advantageous as the child grows and the learning

workload increases. It also helps the child to keep up with advancing technology. (h) (i) Nonplussed

(ii) Stimulation

WORKSHEET–22

I. (a) Indoor pollution affects our health as the level of carbon-dioxide is found to be higher than outside. Burning sensation in the eyes, drowsiness and tiredness are its symptoms.

(b) TERI findings are that indoor pollution can be as toxic as the quality of air outside. (c) Lack of certain restrictions such as smoking in office premises, which is closed due to air

conditioning, can worsen the situation for non-smokers. (d) Occupational hazards mean hazards due to one’s profession where such dangers lurk

around. II. (a) acute (b) fatigue (c) infrastructure (d) restrictions


FORMATIVE ASSESSMENTS

WORKSHEET–23

COMPREHENSION-1

1. 1.1 Word Pronunciation Meaning

1. Originated / ridzineitid/ appeared for the fi rst time Malaria is thought to have originated in the tropics. 2. Confi rmed /k n f3:md/ shown as true or correct His guilty expression confi rmed my suspicions. 3. Chief /t i:f/ main, most important Th eir chief problem is poverty.

4. Distant / dist nt/ far away in space Th e airport was about 20 kilometres distant.

5. Sedimentary /sedímentri/ formed from sand, stones, mud etc. that settle at the bottom of lakes/sea Sedimentary rocks are not as hard as granite rocks.

6. Remains /rimeinz/ the parts of something that are left She fed the remains of her lunch to the dog.

7. Obviously / ªob i sli/ clearly Diet and exercise are obviously important.

8. Crude /kru:d/ in its natural state Crude oil is treated in refi neries.

9. Vapours / eip rs/ mass of very small drops of liquid in air Water vapours rose high.

10. Various / e ri s/ several, diff erent She took the job for various reasons.


2. 2.1 Noun Verb Adjective Adverb imagination imagine imaginative imaginatively profession profess professional professionally potential potentiate potential potentially direction direct directional directly

2.2 Diffi cult word Synonym Antonym

Tremendous huge tiny Pathetic sad cheerful Talented gift ed hopeless Capture catch free Rampant fi erce mild Reconcile accept reject

WORKSHEET–24

COMPREHENSION-2

1. (a) (iv) a little narrow-minded creature (b) (iii) to put all things together (c) (iv) to occupy his humble place (d) (i) it can’t crack a nut (e) (ii) the squirrel 2. (a) (iv) nervous (b) (ii) a grave, calm man (c) (iii) he felt the narrator had a secret to reveal (d) (iv) his manner was mysterious (e) (i) revelation

WORKSHEET–25

COMPREHENSION-3 1. (a) (iii) early rising (b) (ii) an early riser (c) (i) well done (d) (iv) before midnight (e) (iii) necessity 2. (a) (iii) education and technical progress (b) (ii) cost of advertising is added to that of the product (c) (iv) advertisements (d) (i) a wider choice is available (e) (iv) inverting



WRITING A DIARY

WORKSHEET–26

1. Monday 28 Feb. 20XX Taj Mahal of Agra is the most beautiful of all monuments in India. My friends and I visited

the Taj during our summer vacations. The architectural skill stands proof for making it one among the Seven Wonders of the World. It is indeed a unique masterpiece of the Mughal architecture. What a fine lay out! The white marble sparkled on all sides. The lush green lawns and Cyprus trees in the garden adorned its majestic beauty. The Taj Mahal was built about three hundred and fifty years ago by the Mughal emperor Shah Jahan, in memory of his beloved queen, Mumtaj.

2. Wednesday 2 March 20XX O! What a horrible dream it was! My throat was dry and the whole body was full of sweat. I

trembled with fear like a dry leaf shaken by the wind. I tried to cry but felt that the dragon was choking my neck. I felt my end was near. So I hit my feet on the bed. I woke up with a start. I can never forget this terrible dream.

WORKSHEET–27

1. Monday 28 March 20XX What a feast for the eyes the flower show was! The organisers deserve kudos for excellent

arrangement. The participants presented their exhibits tastefully. The variety of flowers, their colour, fragrance and sizes filled my heart with wonder, excitement and joy. I wanted to have just a fleeting glimpse, but stayed on there for an hour. What a bliss it was!

2. Sunday 6 February 20XX How elated I felt this morning on watching a picturesque scene—an old man planting a sapling

and his grandchild watering it. Their silent dedication had a far deeper message for me than all the slogans raised by environmentalists. Their actions spoke louder than all the words. I resolved to follow their example and try environment friendly activities.

WORKSHEET–28

1. Tuesday 15 Nov. 20XX How euphoric I felt on hearing my name being announced as the winner in the inter school

art fest this afternoon. I was thrilled and excited and wanted to jump with joy. Somehow I controlled my self and went to the podium to receive the prize. I can never forget the affection I got from my teachers, friends and members of the family. It has inspired me to win further laurels.

WRITING & GRAMMARB


2. Friday 19 May 20XX What a terrible sight it was! The flower-like innocent puppy was run over by a careless speedy

crazy monster. I carried the little pup to the nearest hospital for medical aid. As it was not a Vet hospital, they could not do much. In spite of best efforts, I failed to save the pup’s life. I cursed the people responsible for the tragedy. I feel guilty. Had there been a Vet hospital in the vicinity, perhaps I could have saved him.

ARTICLE WRITING

WORKSHEET–29

IMPACT OF LESS PHYSICAL ACTIVITY ON GROWING CHILDREN(by Riti/Raj)

1. Video games, unlike physical games, may have bad effects on children’s health, including obesity, video-induced seizures, postural, muscular and skeletal disorders. Too much video game playing makes the child socially isolated. Also, he may spend less time in other activities such as doing homework, reading, sports, and interacting with the family and friends. Children spending too much time playing video games may have aggressive behaviour and attention problems. Academic achievement may be negatively related to over-all time spent playing video games. Studies have shown that the more time a child spends playing video games, the poorer is his performance in school.

2. HEALTH HAZARDS CAUSED BY JUNK FOOD(by Shobha/Shubham)

Junk food is easy food, easily available and easy to consume. So it has become a favourite with many. But junk foods are a major health hazard. There is no nutritional value that they possess. They lead to obesity. Children of today have got hooked on to these foods and consume them very often. They have developed a taste for drinks like Coke, Pepsi and relish eating pizzas, burgers, etc. As a result of its popularity, the number of joints offering these foods has increased manifold. At some of these places food is cooked in unhygienic conditions. Setting up of a Food Control Board restricting the sale of junk food could be one solution. Also, awareness through print and visual media needs to be generated on these being health hazards. Such steps could probably restrict as well as bring down the sale of these food items.

WORKSHEET–30

1. CARBON CYCLE (by Sonal) Carbon is an essential element found in all living beings. Plants and animals get this element

from carbon dioxide present in the atmosphere. Plants take carbon dioxide from air and in the presence of water and sunlight they make their food by the process of photosynthesis. Thus plants absorb carbon. Plants are consumed by other animals as food. In this way they get compounds of carbon. Energy is produced by digestion of these carbon compounds. Carnivores (flesh-eating animals) get carbon from flesh of herbivores (animals feeding on grass and plants). Omnivores like man get carbon from both plants and animals. Carbon cycle shows that all the animals absorb carbon dioxide during respiration or oxidation and this carbon dioxide is again released into the air. Carbon dioxide is also liberated during the decay of plants and animals and burning of fuels. Plankton exhales carbon dioxide and volcanoes also release it. The dead animals lying in the sea get decomposed and carbon dioxide is produced from these


dead animals as well as from the waste material of land. We also get carbon dioxide from burning of coal, natural gas and oil.

2. POLLUTED WATER IN CITY WATER PARK (by Maha/Ved) I recall with horror my visit to the Water Park near our city last week. We, a group of thirty

boys and girls, visited the Water Park as a part of school excursion. We had made many preparations for playing water games and swimming. Our enthusiasm ebbed away on having a glimpse of the water in the Water Park. It was not clean and had a stale smell. In fact, the smell was so nauseating that we had to step back instantly. We were not going to take things lying down. The crusading spirit of youth came to the forefront. We contacted the keeper of the Water Park and asked for the Visitors’ Book and Complaint Book. We recorded our experiences, observations and suggestions. Turning the pages of the Visitors’ Book, I noticed the remarks and complaints of the visitors in previous years. There has been a tremendous fall in the number of visitors each successive year. From around 5500 in 2004, the number has fallen to less than 3000 in the current year. I am afraid the number will fall further if no urgent remedial steps are taken to improve the quality of water in the Water Park. The authorities must ensure the replacement of unclean and foul smelling water with clean and fresh water. Insecticides in recommended quantity may be used to keep the water germ-free. Further, no eatables or waste of any type be allowed to be dumped in the Water Park. The fountains, slides and channels must be kept clean. Dirt and filth heaps in the neighbourhood must be removed. It is hoped that these measures will help to keep the water clean, fresh and unpolluted and attract more visitors.

WORKSHEET–31

1. PLIGHT OF CHILD LABOUR The evil of child labour still persists in the society. It has crippled our society. The other day I

happened to watch some children engaged in active work. It has disturbed me to no end. The inhuman conditions in which these children live and are made to work are deplorable. They are made to slog for 16-18 hrs. They are hardly provided any nutrition. They are physically tortured and sexually abused. They work in homes, restaurants and factories. These children are underpaid and exploited.

Though the government has put in place laws against this practice and they should be followed strictly. The people who exploit children must be discouraged. There is no fear of punishment as laws aren’t stringently implemented. It is also sad to note that parents of these children, in order to supplement their income send these children to work. They are very well aware of the conditions but simply ignore it as money seems more important to them. But I feel these children definitely deserve a better childhood.

2. WATERBORNE DISEASES—A THREAT The report published above is shocking. It brings to the fore the callous attitude of the administration.

It is a total failure of the Water Board to provide a basic necessity—clean, safe water—to the people. The report categorically says that this water is unfit for human consumption.

What are we going to do about this? Are we going to get together and fight or let waterborne diseases like cholera, hepatitis and typhoid spread? Contaminated water can cause these deadly diseases which can cause large-scale deaths, if not treated immediately. These water samples must be shown to the Municipal Commissioner and an explanation demanded. On the one hand, we celebrate World Health Day, while on the other hand, the basic commodity, water, is impure. I’m sure the concerned authorities will look into the matter and ensure clean and safe drinking water for the public.


STORY WRITING

WORKSHEET–32

1. A DAY WITH AN ENGINE DEIVER (by Reshmi) I was travelling in a train from Delhi to Mumbai. I met an old man in the same coach who

had retired as an Engine driver. He was narrating an incident where he averted an accident near a level-crossing. He was on a long-distance express train and was midnight when he saw from a distance that the gates of the level-crossing were open and could see a couple vehicles crossing by. He applied brakes and instantly brought the train to a halt 100 metres before the level-crossing gate that was lying opened. People from the nearby shops and houses rushed to see what went wrong when they heard the loud screeching sound of the train. There was a problem in their communication network due to which the stationmaster could not alert the gatekeeper at the level-crossing but informed the engine driver about the situation. The timely action helped to avoid any mishap that night.

2. THE BLIND LADY AND THE GREEDY DOCTOR Once a rich lady, who lived in a spacious mansion, became blind. She called in an eye specialist,

who promised to cure her within a fortnight. She agreed to pay a hefty fee for his services. The doctor operated upon her eyes and bandaged them.

The doctor came everyday. He gave her some medicine, stayed there for some time and removed some furniture or valuable article. This went on for fourteen days. On the fifteenth day, the doctor removed her bandages and said, “Now, you can see. Please pay my fees.”

The lady was cured. Her eyesight had been restored, but she was shocked to see that all the pieces of costly furniture were missing. She refused to pay the fees on the plea that she could not see her furniture in her room which meant that her eyesight had not been restored. The doctor filed a suit against her for not paying his fees. The court heard both the parties. On knowing the reality, the judge dismissed the doctor’s case. He was charged with theft and sentenced to prison for swindling and stealing.

WORKSHEET–33

1. There was a young girl in a small town in Maharashtra. She used to sell candles on the street. One day a rich lady saw her and stopped her car. She waved at the small girl and asked her to come near. The lady was kind and graceful. She enquired about the girl’s family and realized that because of their poverty the girl had to discontinue her schooling and sell hand-made candles for their living. The lady met the young girl’s parents, offered to help them with better job so they can earn well and also to sponsor the girl’s education. The girl’s family was happy and grateful for the kindness shown on them. That became a turning point in the young girl’s life and thereafter she studied well and remained loyal to the kind lady who helped her.

2. …him to take painkillers along with antibiotics after the operation. Also he was warned that it might get infected. Though the surgery went well, Pratap couldn’t help asking himself whether it was worth it. He could not see by his left eye anyway. Not just the surgery but the war itself had forced him into this life of invalidity and pain. What grudges had he with the people he had fought against? Who had won? Had that winning brought any happiness? There was a lot of destruction on both sides. Both men and material had perished. Smirking, he realised that the actual people who had grudges weren’t even present there themselves! So why send proxies to win their war? Why put on stake so many lives? Contemplating, Pratap went into a state of oblivion, where there was no pain, no war to win, no lives to take.


WORKSHEET–34

1. The function was to be held at the forest clearing. In came all the animals and birds in vibrant dresses. But when they entered the clearing they were shocked to see Booboo, the lion, lying lifeless at the center of the clearing. Cheeku, the rabbit, who was a dectative, forbade everyone to go near the body or to leave the clearing and set out to solve the mystery.

Foxy, the fox, was questioned first as he was a close friend of the lion. Foxy had a criminal record but being the lion’s friend, got exenorated all the time. He was of a duel nature but lion trusted him the most.

During questioning, foxy accepted his many crimes but pleaded that he hadn’t killed the lion as it wouldn’t be profitable. Cheeku said, “Now that you have told the truth, I would ask Booboo, the lion, to get up and punish you”. Now Booboo got up and thanked Cheeku for opening his eyes.

2. THE MYSTERY OF THE HAUNTED HOUSE It was a hot afternoon in June. We, a group of ten boys, were playing hockey outside the

town, in the big ground. When we sat down during the breather, one of us, perhaps it was Mohit, who pointed at a greyish dilapidated building towards the east. He also told us that it was a haunted house and his uncle had told him not to go near it. All of us laughed at Mohit’s timidity. A keen sense of adventure and expectation of thrill inspired us to explore the mystery of the haunted house. We decided our signals and code words. Two of us had their mobile phones with us. We picked our sticks and moved cautiously. We found the main gate blocked by a heap of stones and bushes. Rahul noticed a man coming out of a side gate. This was our chance. We grabbed it and rushed in. We were surprised at what we saw there. The place was neat and clean. Work was going on in the farthest room. A man sat at a printing machine. We threw discretion to the winds. Two of us advanced to see what the man was doing. We were shocked to find that he was printing fake currency. The other group had stumbled upon narcotics and drugs. We hid behind the pillars as we heard some noise. We overheard what they said. Then we came out. We blocked the side gate with stones, bushes and logs of wood. Then Sahil telephoned the police. His father, the local police Inspector came there with a police party. The people inside were taken by surprise and surrendered without any resistance. The police confirmed what we had guessed. It was the den of anti-social goons. They had spread the rumour of haunted house to hide their illegal activities.


WRITING ARTICLE/E-MAIL/STORY

WORKSHEET–35

1. MOBILE CULTURE—THE ETHICS More and more people are carrying their mobile phones with them. These phones help

instant connectivity and make communication easier. However, the use of mobile phones can be dangerous at times. Young persons keep on talking on mobile phones or listening while driving. It certainly distracts attention and may cause accidents. So mobile phone should not be used while driving. The use of cellular phones has been banned by the government at petrol pumps as they could ignite the flammable vapours present in the air. Mobile phones should be switched off inside an aircraft specially while taking off or landing as the electromagnetic


rays emitted/received by it may cause incalculable harm to the plane, as the latter might catch fire. Ethics of mobile culture impose another restriction on us. Mobiles should be switched off when in an ICU or if one is near a heart patient or someone who has pacemaker. It will be in the interest of the patient.

2. We celebrate Diwali to mark the day when Lord Rama returned to Ayodhya after his exile. Diwali is celebrated on a new moon day, that is, a moonless night. In order to light his path in the pitch dark night, the residents of Ayodhya lit diyas (small oil lamps) thus lighting up the city. Diwali, or Deepavali, literally means “row of lights,” and on Diwali, people decorate their homes with oil lamps, flowers and beautiful rangoli, make sweets and share them with friends and relatives. We can see that on Diwali, friends and family strive to recreate the spirit of togetherness, sharing and to mark the victory of good over evil with lights and sweets.

3. For self-attempt.

WRITING SHORT PARAGRAPH/ARTICLE/E-MAIL

WORKSHEET–36

1. MISUSE OF PUBLIC PROPERTY Some people do not use railway toilet properly. They throw garbage on the road and spit on

it while walking. Other people have to suffer because of this antisocial behaviour. Sometimes electric, telephone and telegraph lines are cut and stolen. As a result everyone suffers as communication gets disrupted. It has also been seen that telephone booths, post offices and letter-boxes are damaged. Benches are stolen from the parks and water sources contaminated, causing numerous problems to others. We know India is a developing country and whenever such things occur, they slow down its progress. Hence, it is foolish to destroy public property because one is harming oneself as well as the progress of the country. We must know, we have no right to destroy it or use it recklessly or steal it. It (public property) is something we own collectively and use jointly.

2. IMPACT OF GLOBALIZATION Globalization can augment economic success and help achieve better standard of living. It

boosts both domestic and international business opportunities thus creating competition in pricing of commodities. This is a great chance for all end- users to procure goods at low rates. With globalization, nation gets a wider worldly exposure in the form of food, movies, art, music, clothing, culture, etc. This is a great way of forming firm relations with the rest of the world. All developing countries can benefit from the already existing technologies globally and there is no need to undertake the process of developing any particular technology. Globalization helps in bringing governments of various countries together so that they can work together towards achieving common goals, spreading global awareness and find solutions for common concerns and issues.

3. MESSAGE Hi! I’m overjoyed to learn of your success. It must be very nice bagging the first prize and the

trophy. Heartiest congratulations to you and your team. Keep it up! Bye till we meet again. 4. A HARROWING EXPERIENCE It was around Christmas and my aunt was arriving from Mumbai for the festival. I went to the

airport to receive her and was waiting at the arrival lounge. As usual there was a lot of rush.


I had picked a magazine from the media outlet and was browsing through it, when suddenly I heard a sound. It seemed as if a big and powerful cracker had burst. Cries of people and clouds of smoke filled the air. Panic spread everywhere. The guards advised people to duck near the available counters. As people ran in panic, there was a stampede. People were crushed under the feet. Electricity had failed and phones had stopped functioning. The twenty minutes we spent huddled like animals seemed like two hours. The arrival of anti-bomb squad and fire-brigade eased the situation. The police rescued the people stranded inside. I felt happy that I was one of those who had been rescued first. It was a great relief to be alive and be with my family once again.

JUST A MINUTE

WORKSHEET–37

1. For self-attempt.

2. CHILDREN-TARGETED COMMERCIALS Good Morning Everybody!

Most of the TV commercials are targeted on the children of 5 to 15 years age group. These vary from toothpaste, soap, liquid shop, pen, pencils, chocolates, chewing gums, food supplements or eatables themselves. The advertisers target children knowing fully well that children are their most prospective buyers. Once something catches their fancy, they insist on buying it. They spread its popularity by word of mouth and all the children of a group vie with each other to possess the latest advertised object. Sometimes parents have to yield to some unreasonable demands of the children, who would not compromise on alternatives and must have the brand of their choice. The commercials do not commit themselves on the genuineness of the claims made in the advertisements. Some of these prove to be mere sales gimmicks.

Thank you

3. For the motion: Develop these value points

Mobile phones — source of distraction in class

— misuse by children: games–MMS–SMS

— divert attention from studies/games/driving etc.

— exposure to electromagnetic waves: not good for brain Against the motion: For self-attempt.

INTERVIEW/DESCRIPTION

WORKSHEET–38

1. Shweta : How did you get the idea of ‘Holi without wasting water’? Roshni : I observed that during Holi not just children but older people also tend to play

with water in an uncivilized fashion. And I felt disturbed. Shweta : Was this sufficient motivation for you? Roshni : It started the ball rolling. I got a direction to move forward. Then I interacted

with my neighbours and children in the street. Shweta : What was the outcome of your discussion? Roshni : We decided to have a Holi in a civilized safe manner. Shweta : Which was the first step that you took?


Roshni : I gave a slogan: “Holi is full of colours…why waste water?”. Shweta : How was the response? Roshni : The response was encouraging. Many more joined us. Shweta : How did you spread the message of water-free Holi? Roshni : We started with banners and posters. Then we held group discussions, seminars

and declamation contests. We told people about the disadvantages of synthetic colours and wastage of water.

Shweta : To what extent did you succeed in your mission? Roshni : To a great extent, I suppose. In some of the schools, students felt so inspired

that they vowed to save water and to play a safe Holi. Shweta : Congratulations, Roshni! It is a remarkable motivation. Roshni : Thanks for your compliment. Shweta : You’re welcome.

2. LEG LOST IN CRACKER BURST

had assembled in the square to watch illumination of homes and to celebrate Diwali with the explosion of crackers. Young boys were quite enthusiastic. One of them ignited the wick of 20 cm long 3 cm wide cracker. Unfortunately, the direction went wrong. Instead of rising upwards, it hit the leg of the boy. The cracker burst inside his leg. Both the bones of the leg were broken. The ankle and foot hung limp. The boy cried and fell down unconscious. A cloth was wrapped to stop bleeding, but in vain. He was immediately rushed to hospital. The doctors performed an emergency operation. Inspite of their best efforts they could not put the foot and leg together. The poison of gunpowder had infected the wound up to knee. The doctors had to save a life or a limb. In order to save life, they amputated the youngman’s leg just below the knee. Thus a young man lost his leg in cracker burst.

3. Holi is festival of colours, a joyous celebration marking the advent of spring – a season when trees blossom showcasing flowers of different colours filling the air with fragrance. Earlier Holi was celebrated with natural colours obtained from these flowering plants and other natural resources. Over the years, with the gradual disappearance of these trees and with the development of the industrial dye industry, natural Holi colours came to be replaced by cheaper, brighter, industrial dyes which were not developed for human use, definitely not for use as Holi colours. Synthetic Holi colours contain cheap, toxic substances which affect human health including mica, acids, alkalis, pieces of glass, etc. The mildest forms of adverse health effects include hair and skin problems like abrasions, irritation, itching, rashes, allergies, eye infections, hair roughness, etc. whilst the more serious forms include poisoning, impaired vision, respiratory problems and cancer. The risks increase when these colours are mixed with water and applied to the skin.

CONVERSATION

WORKSHEET–39

(a) (iv) others (b) (iii) by producing fruit for them (c) (ii) a good man (d) (i) the men of noble heart (e) (iii


ACTIVITY First option:

RWA Sector–15 GurgaonNOTICE

25 March 20XX IMPROVEMENT IN COMMUNITY PARK All the elected members of RWA are requested to attend a meeting this Sunday.

Date : 28 MarchTime : 11.00 amVenue : Community CentreAgenda : Suggestions for Improvements in Community Park

Senior residents are also requested to attend the meeting.Please come forward with your suggestions and solutions.

Udit VohraSecretary RWA

Second option:

Secretary, RWA : Gentleman! I draw your kind attention towards the bad shape of the Community Park. Grass has withered at many places and bald patches are visible. The plants and trees have stunted growth.

A Senior Citizen : May I know who was entrusted with the responsibility of looking after the park?

Cashier, RWA : Sir, a whole time gardener was engaged during autumn. It was not human negligence, but the vagaries of nature which are responsible for this sorry state of affairs.

A member, RWA : What leads you to say so?

Cashier, RWAand baked. Lack of rains led to withering of grass. Plants with short roots could not get enough nourishment for growth.

Chairman, RWA : Well, gentlemen. Let us discuss what steps should be taken to spruce up things.

A Senior Citizen : Let us involve local youth, students and residents to supervise the relaying of grass, plantation of saplings, pruning of trees, hedges, weeding out, manuring and watering etc.

Chairman, RWA : Any other suggestion?

A member, RWA : I support the above suggestion, but I would like to add something. Let us be

are properly assigned, we may get better performance.

Secretary, RWA : If the house approves it we may appoint a subcommittee to elicit cooperation from all the users as well as the horticulture department and municipal corporation. Thus we shall get plants, water and expert advice as well.

Chairman, RWA : Any dissensions? Those in favour may say ‘Ayes,’ dissenters may say ‘No’.

All : Ayes.


WRITING PARAGRAPH/STORY

WORKSHEET–40

1. ROLE OF INTERNET IN THE LIFE OF STUDENTS

Living in a digital era, internet plays an important role in the lives of students and academicians. It provides extensive information for products, courses or whatever is needed. Internet sites put forward entertainment, knowledge, advice, great shopping, and a whole social world. Students can prepare college assignments by collecting information from websites. It is viewed as an easy way to know about education around the world. Loaded with great advantages, users must know how to extract the needed information on the internet. The greatest advantage of Internet is that it is very simple way to find appropriate job without spending much time and money. Today several online jobs are available for students who have just completed their professional courses. They can apply online and get invitation of telephonic interview when their resume is accepted. Even they can join many higher level courses and keep on applying via Internet.

2. AN UNBELIEVABLE INCIDENT I was on my way to Dehradun on a cold dark night. I was travelling alone and the car was running

at full speed. I was in a hurry to see my friend who was critically ill. Suddenly fog descended

of the car. I was near an abandoned house with no light or activity of any sort. The lady had a dog on a lead. She obviously seemed annoyed at my apparent carelessness and rash driving. She gave me a cold look that shivered me to the spine. Braving the cold, I got out and apologised to her as politely as I could. The lady crossed the road. I too got in my car and turned the ignition key. But the car refused to buzz. I was scared. Drops of perspiration made my forehead wet even

The lady came near me. Perhaps she understood my plight. She pushed my car from the back. The unbelievable had happened. The car started but my benefactor had disappeared before I could thank her. Would that I could see that mysterious lady again.

3. Try yourself.

COMPLETING STORY, WRITING SPEECH/PARAGRAPH

WORKSHEET–41

1. Attempt yourself.

2. A POLLUTION-FREE DIWALI

Respected Chairperson, members of faculty and dear friends!

Diwali, the festival of lights, means a row of lamps. Let us illuminate our homes and surroundings with lamps of light and knowledge and dispel darkness and evil. The noise of cracker explosion is quite deafening. Pets and small children are quite scared. Their wailing is sometimes heart-rending. It is a well-known fact that crackers emit many toxic gases and pollutants when these are burst or ignited. Gases like carbon monoxide, carbon dioxide, sulphur dioxide are very poisonous. Hard metals like potassium are also released in air. Children and patients of asthma have a disturbed night. Some get headache or begin to vomit. Let us save


ourselves and our people by resolving to celebrate this Diwali without crackers. The money saved by not buying crackers can be used to buy sweets, candles and lamps. These can be distributed among the poorer section of society. Thus we can inspire others to celebrate a pollution-free Diwali.

Thank you 3. Cleanliness is next to godliness: cleanliness means maintaining a neat and clean surrounding

and self. We can estimate and analyse a person by his way of dressing. If one is dressed crarelessly, all the people will assess his character. A good heart is moulded from a good character. Cleanliness of mind will promote spiritual perfection and happiness. Swachh Bharat is a campaign recently announced by our Prime Minister Sh. NARENDRA MODI. This is a campaign to make India clean. This campaign is for ensuring clean environment and for a clean future. This campaign will end by 2019. This programme has resulted in improvement in our society and has helped our environment to thrive with life. Take out the rubbish, and the students themselves take responsibility for keeping their school green. “Cleanliness is next to godliness”, for a clean and green environment we must grow green plants around the house. It is the duty of every citizen to make India a beautiful India. Let us be clean and let us be civilized.

WRITING REPORTS

WORKSHEET–42

1. GHASTLY CAR ACCIDENT Tejpur: 15 July, 20XX Saket Shah: Reporter, National Herald Yesterday a very serious accident occurred near the Victory chowk. A truck coming at a very

fast speed had a head-on collision with a car. The truck driver jumped the red light and hit the car with full force. Since he had turned to the right at full speed, the driver of the Maruti car was caught unawares. The impact was quite forceful. The car swerved, turned over and hit a tree. The truck driver seemed to have lost control. The truck hit a stationary road roller. The

passengers in it had received burn injuries as well. They were rushed to the nearby military hospital for treatment. The driver of the truck tried to run away but his legs could not support him. The police arrived on the scene and arrested him. He was charged with the offence of reckless driving. Thus carelessness, negligence and craze for speed caused the accident. The car was badly damaged, however, there was no loss of life.

2. TREE PLANTATION WEEK Delhi: 20 August, 20XX Sunil/Sunita, Secretary Nature Club Our school, Goenka Public School celebrated a Tree Plantation Week this month. It was

inaugurated on the Independence Day i.e. 15 August, by the Director of Education by planting a sapling. Our Principal, teachers and senior students also participated in this campaign to make Delhi look green and clean. The D.O.E. praised the efforts of our school in keeping the environment pollution free by planting trees. Many inter-house competitions were held during this week. These comprised Poster-making Competition; Painting Competition; Speech Contests; Poetic Recitation Contests and Essay Writing Contests. The underlying theme of all these competitions was to highlight the need for ecological balance for man’s happiness. On the concluding day, our worthy Principal distributed prizes to the prize winners in various competitions. He exhorted the students to adopt one tree each and look after it. The survival of trees is more important than mere plantation as trees provide us life-breath.


SUMMATIVE ASSESSMENT

FILLING BLANKS WITH SUITABLE WORDS

WORKSHEET–43

1. (a) 2. is (b) 4. many (c) 2. was (d) 2. and (e) 3. after (f) 2. worried

2. (a) 2. has (b) 3. which (c) 4. have (d) 1. or (e) 2. under (f) 3. for

3. (a) 3. along (b) 3. his (c) 1. bend (d) 3. them (e) 2. but (f) 1. a

4. (a) 3. in (b) 1. at (c) 4. hidden (d) 3. and (e) 1. of (f) 3. being

WORKSHEET–44

1. (a) 2. of (b) 1. to (c) 2. is (d) 3. a (e) 4. more (f) 2. and

4. (a) 2. have (b) 1. of (c) 3. from (d) 2. tried (e) 1. away (f) 3. before 3. (a) 2. of (b) 3. by (c) 4. to (d) 2. as (e) 1. and (f) 2. which

4. (a) 1. who (b) 2. that (c) 2. is (d) 3. as (e) 2. for (f) 2. possesses

WORKSHEET–45

1. (a) 2. in (b) 3. the (c) 1. who (d) 4. when (e) 2. and (f) 3. may

2. (a) 2. that (b) 2. developed (c) 4. from (d) 4. their (e) 1. and (f) 4. embalming 3. (a) 4. largest (b) 3. that (c) 1. feel (d) 3. of (e) 2. and (f) 2. in

4. (a) 1. can (b) 2. eat (c) 3. the (d) 3. effective (e) 3. they (f) 3. their

EDITING: DETECTING & CORRECTING ERRORS

WORKSHEET–46

1. (a) a the (b) which where (c) mining minced (d) deepest deep (e) by as (f) drives driven (g) transform transforms (h) existed exist 2. (a) explaining explain (b) they it (c) in at (d) short shorter (e) with to (f) a the (g) in on (h) dosen’t don’t 3. (a) huge human (b) sweep sweeps (c) is are (d) a an (e) catch catches (f) move moves (g) these this (h) in of 4. (a) much many (b) clear clearly (c) attending attend (d) reasons reason (e) which that (f) a his (g) the his (h) advice advise

WORKSHEET–47

1. (a) decoding decoded (b) being been (c) who which (d) involve involved (e) transmit transmission (f) to from (g) then than (h) much more 2. (a) Beside Besides (b) contains contain (c) to in (d) whole all (e) extract extracted (f) cooling cool (g) saying said (h) where whereas

GRAMMAR


3. (a) whom which (b) carefree carefreely (c) trusting trusty (d) at on (e) target targets (f) spurn spurning (g) us our (h) on of 4. (a) resource resources (b) or and (c) discovers discover (d) this these (e) greater greatest (f) an the (g) who which (h) it’s its

WORKSHEET–48

1. (a) on to (b) or and (c) has have (d) before ago (e) remain remains (f) found (g) clue clues (h) on during 2. (a) asking asked (b) into and (c) an the (d) but and (e) a the (f) should could (g) star stars (h) for to 3. (a) Her His (b) at with (c) did do (d) take took (e) an the (f) were was (g) since and (h) about of 4. (a) them themselves (b) in about (c) on in (d) is are (e) at in (f) does do (g) a an (h) a the

WORKSHEET–49

1. (a) don’t you (b) aren’t they (c) John, Tom and I (d) will soon realize (e) roof of the house (f) were drowned (g) knowledges knowledge (h) either neither 2. (a) had have (b) which that (c) as and (d) is to (e) man men (f) the a (g) less more (h) was is 3. (a) tying tied (b) at on (c) popular popularize (d) considering considered (e) to with (f) dominating dominated (g) comes came (h) meaning meant 4. (a) as to (b) either neither (c) for to (d) about in (e) its their (f) they these (g) constitute constituents (h) philosophies philosophy

WORKSHEET–50

1. (a) for about (b) much many (c) until till (d) at on (e) less least (f) friend friends (g) in at (h) is was 2. (a) on in (b) breathing to breathe (c) are were (d) the their (e) one you (f) past ago (g) hill hills (h 3. (a) of with (b) in to (c) on in (d) who which (e) go goes (f) nation nations (g) among against (h) is are 4. (a) is was (b) had discovered (c) exist existed (d) is was (e) want wanted (f) shown show (g) spends spent (h) on up

WORKSHEET–51

1. (a) was is (b) of by (c) in of (d) on through (e) should would (f) in of (g) consider considered (h) Is Are 2. (a) use using (b) who which (c) sharp sharper (d) it them (e) become becomes (f) instant instance (g) little less (h) could can 3. (a) have had (b) stating stated (c) need needn’t (d) fastest faster (e) those this (f) with of (g) a the (h) it they


4. (a) looks look (b) are is (c) have has (d) were was (e) is are (f) doesn’t don’t (g) varies vary (h) depends depend

OMISSION: SUPPLYING MISSING WORD

WORKSHEET–52

1. (a) here on the (b) sanctuary has been (c) for a large (d) order to attract (e) near the entrance (f) would be developed (g) also have a library (h) animals and plants 2. (a) just as important (b) up at the (c) timing is amazing (d) cuckoos for examples (e) arrive in Britain (f) second or third (g) this, they use (h) clock that keeps 3. (a) do is to (b) cooperate with the (c) warn us not (d) not to touch (e) need to watch (f) out for abandoned (g) report the details of (h) and wait till

WORKSHEET–53

1. (a) on the road (b) skidding while turning (c) brake is applied (d) far better than (e) are therefore f) could use smooth (g) if they moved (h) have to move 2. (a across varying (b) enough for that (c) it takes several (d) for every time (e) rhythm and energy (f) means one requires (g) to the normal (h) lag are fatigue

3. (a) products are appearing (b) products have made (c) is one such (d) which has found (e) bags a day (f) used for packing (g) used as carry-bags (h) pointed out the

WORKSHEET–54

1. (a) candidates for a (b) children, one of (c) was what life (d) one of the (e) thing is for (f) February would be (g) should be near (h) it every four

2. (a) just to look (b) pasted on boards (c) Technology has now (d) students and parents (e) looking up the (f) on their mobile (g) results of the CBSE (h) be as they

3. (a) Kanchipuram in Tamil Nadu (b) going there in (c) numbers for many (d) because they want


(e) architecture of the (f) very few problems (g) Though the streets (h) buses are found

WORKSHEET–55

1. (a) during the b) but for the (c) seemed more like (d) I was no (e) wear a woollen (f) vest under my (g) over it I’d (h) to keep the

2. (a) asked the waitress (b) called that a (c) served him twice (d) as much the (e) him where he (f) customer replied/said that (g) sat by the (h) that for advertising

3. (a) as the b) advancement which brought (c) transformation of India (d) dams were constructed (e) as to produce (f) to have done (g) interest in Science (h) to what it

WORKSHEET–56

1. (a) pockets of intense (b) window to the (c) M82 was triggered (d) and the tremendous (e) hurricane that is (f) miles an hour (g) travels in two (h) scene can help

2. (a) light to reach (b) and does not (c) we are unable (d) advances have made (e) surgery very successful (f) is an out-patient (g) morning for surgery (h) can go home 3. (a) God for the (b) men gave a (c) explanation for this (d) scientist and philosopher (e) known to be (f) concentrations in atmospheric (g) moisture. The white (h) colours and bending

WORKSHEET–57

1. (a) you to understand (b) boy was alone (c) at a slow (d) except for the (e) boy was throwing (f) became his sport (g) ripples the pebbles (h) and its slow 2. (a) according to education (b) is an important (c) which the former (d) completely as latter (e) usage to a form (f) English that cuts (g) do the features (h) example of the

3. (a) plant whose leaves (b) right from ancient (c) makes an excellent (d) twigs are very (e) Neem has strong (f) treatment of chicken-pox (g) in which neem (h or infected


SENTENCE REORDERING

WORKSHEET–58

1. (a) It is said that respect is not demanded but given. (b) If it is so, then it should be in return for something. (c) Something that has come out of our self and that is self-respect. 2. (a) The animal cried and the farmer didn’t know what to do. (b) He invited all his neighbours to help him. (c 3. (a) The baby sits and plays here in the water. (b) The mother does not leave him there long enough to weary. (c) As he grows older, he is allowed to wade about at low tide. 4. (a (b) In the past I used to but not now. (c) Only last week you told me you had seen ‘The Three Idiots’. 5. (a) Take liquids every four hours during the fast. (b) Juice of lemons, grapes and oranges is recommended during the fast. (c) Your doctor may also recommend vegetable soup.

WORKSHEET–59

1. (a) It is cultivated in 96 countries around the world. (b (c) Some researchers say that it was grown in India at the same time. 2. (a) But in our times people feel the need for a common language. (b

language. (c) The second solution was the invention of a natural language based on a synthetic language. 3. (a) Indians live in the most crowded of spaces. (b (c) No Indian city is free of the growing dangers of pollution. 4. (a) Fire is the purest of all elements on the earth. (b (c 5. (a) Organic matter such as leaves can enrich soil fertility. (b) A compost pit can be made at a convenient location. (c) The refuse can be placed there with layers of soil.

WORKSHEET–60

1. (a) Our teacher Mr Shyam has a cat named Timmy. (b) My dog, Sandy, likes to run through the sprinkler. (c) Ram and Ravan like to play cricket. 2. (a) He said that in his childhood his birthday used to be celebrated differently. (b) Instead of cutting a cake they used to distribute sweets. (c) We blow out candles but they used to light a lamp. 3. (a) Every year people die in this way. (b) Even a small amount of current can kill. (c) Water is an excellent conductor of electricity.


4. (a) When the dial tone is heard, the required number is dialled. (b) When the receiver is picked at the other end, a one rupee coin is dropped into the provided

slit. (c) The conversation can go on for three minutes. 5. (a) In Africa, Tanzanians have the highest literacy rate. (b) But they hardly have anything to read. (c) The reasons are the soaring costs of paper and the interest rates.

WORKSHEET–61

1. (a) All the children walked down the hall. (b) Spot hid a bone in the garden. (c) There are two birds in the nest. 2. (a) The dinosaurs became very heavy. (b) As a result, their legs could not support them on the land. (c 3. (a) The stars twinkle in the night sky. (b) This could reveal the size of the universe. (c 4. (a) It has a long forked tail on the back, a sheen and wings. (b) It has a blue band with dark red beneath it at its throat. (c) Often swallows are seen skimming over a pond or an open space. 5. (a) The friend’s dog had given birth to six puppies. (b) Sita told Ravi many times we already have two dogs. (c) We do not need any more dogs.

SENTENCE TRANSFORMATION

WORKSHEET–62

1. 1. No one wants to be a traitor. 2. I am responsible for what I do. 3. She is known to me. 2. 1. He swored (by God) that he had not seen it.

3. He said that I needn’t wait. 3. 1. It is prayed that you may live long. 2. No one was blamed by me. 3. It is said that truth is evergreen. 4. 1. The fruit was eaten by the girl. 2. It is too dear to be bought. 3. He said that I need not worry.

WORKSHEET–63

1. . 2. Did mother give a piece of bread to the begger. 3. I dont love my country. 2. 1. Let nobody be hated by you. 2. This box will have to be moved by you. 3. It is time for the homework to be done. 3. 1. She is so good that she can not be dishonest. 2. Silver is not as precious as the gold. 3. No other girl in the class is as intelligent as Bhoomi.


4. 1. He called upon God to witness that he had not abused him. 2. A week is made of seven days. 3. All the letters will be typed by me.


TENSES OR USING CORRECT FORMS OF VERBS

WORKSHEET–64

1. (a) does not know (b) use (c) do not know (d) has grown (e) are (f) become 2. (a) paints (b) is (c) lived (d) worked (e) was murdered (f) had united

3. (a) (iii) had (b) (ii) came (c) (iv) woke (d) (ii) started (e) (i) bark (f) (iv) awoke

4. (a) (iv) invited (b) (iii) reached (c) (ii) had (d) (i) come

(e) (ii) introduced (f) (iii) brought

WORKSHEET–65

1. (a ness is a God-gifted virtue. (b puts his self aside) (c) He thinks for others and works for others. 2. (a) Most bats are harmless to people. (b) Bats are one of the world’s most misunderstood creatures. (c 3. (a) The elders give young ones gifts on festivals. (b) The boys lost their way in the jungle. (c) Monkeys attack when they are frightened. Or When monkeys are frightened, they attack. 4. (a) 2. is the shop? (b) 1. you going there in the evening? (c) 4. will you go there?

CONNECTORS

WORKSHEET–66

1. (a) Though (b) as (c) because (d) and (e) while (f) and

2. (a) and (b) because (c) or (d) when (e) Neither (f) because

3. (a) (ii) still (b) (iii) and (c) (ii) So (d) (iii) that (e) (ii) but (f) (iii) and


DETERMINERS

WORKSHEET–67

1. (a) the (b) an (c) most (d) An (e) a (f) the

2. (a) a (b) X (c) X (d) the (e) A (f) a

3. (a) our (b) an (c) some (d) the (e) A (f) a

4. (a) (iii) Some (b) (iv) these (c) (ii) the (d) (i) a (e) (iii) these (f) (iii) many

PRONOUNS

WORKSHEET–68

1. (a) your (b) our (c) She (d) her (e) them (f) they

2. (a) They (b) each other (c) this (d) everybody (e) what (f) he 3. (a) It (b) All (c) They (d) themselves (e) what (f) they

4. (a) (i) I (b) (ii) my (c) (iii) someone (d) (iii) no one (e) (iv) all (f) (iii) I

PREPOSITIONS

WORKSHEET–69

1. (a) of (b) in (c) from (d) of (e) with (f) of 2. (a) for (b) without (c) in (d) of (e) of (f) from

3. (a) in (b) on (c) of (d) From (e) of (f) with

4. (a) (iii) of (b) (ii) of (c) (iii) of (d) (ii) in (e) (ii) over (f) (iii) of

5. (a) (ii) by (b) (ii) of (c) (ii) in (d) (iv) of (e) (i) With (f) (ii) into


CLAUSES

WORKSHEET–70

1. (a) which (b) who (c) that (d) which (e) which (f) which

2. (a) when (b) where (c) so that (d) as if (e) if (f) because

3. (a) 4. where you bought it from (b) 2. which is situated in Kamla Nagar (c) 4. how much it cost you

4. (a) 2. how you managed (b) 3. which has helped me (c) 4. what your future plan is

MODALS

WORKSHEET–71

1. (a) may (b) should (c) can (d) may (e) Can (f) will

2. (a) May (b) can (c) shall (d) will (e) would (f) needn’t

3. (a) should (b) must (c) will (d) will (e) should (f) will

4. (a) will (b) can (c) can (d) could (e) must (f) will

PASSIVE VOICE

WORKSHEET–72

1. (a) 4. is killed (b) 3. can be made (c) 3. are given 2. (a) 2. was committed (b) 3. is believed (c) 4. had been forced 3. 1. (b) were killed 2. (c) were caned 3. (d) has been developed

NARRATION

WORKSHEET–73

1. (a) 3. if he could tell him the way (b) 3. if he wanted one in which he could (c) 4. he did not want to stay there 2. (a b) 3. why they didn’t take care (c) 2. that they couldn’t serve elephants

3. (a) 1. he was going to the market (b) 3. what he would bring home (c) 3. he would bring nothing


LITERATURE TEXTBOOK &EXTENDED READING TEXTC

LITERATURE TEXTBOOK

SUMMATIVE ASSESSMENT

HOW I TAUGHT MY GRANDMOTHER TO READ (Fiction)

WORKSHEET–74

1. (a) Triveni’s style was easy to read and very convincing. This made her a popular writer. (b) Triveni’s stories usually dealt with complex psychological problems in the lives of ordinary

people. So her stories were very interesting. (c) Sudha Murty feels sad at Triveni’s death at an early age. She considers it “unfortunate” for

Kannada literature. 2. (a) She lost her mother when she was young. There was nobody to look after her and guide her.

Her father was a busy man and got married again. In those days people did not consider education essential for girls. So she never went to school and could not learn to read.

(b) The central character of the story was an old lady. She had a strong desire to go to Kashi as worshipping Lord Vishweshwara is the ultimate punya. The grandmother was old. She too had never been to Kashi. So she could relate to the central character of the story.

(c) She had gone there for a couple of days, but she stayed there for a week. During her absence, ‘Karmaveera’ magazine came on Wednesday. Grandmother opened the magazine. She saw the picture that accompanied the story of ‘Kashi Yatre’. But she could not understand anything that was written.

(d) The grandmother was desperate to know what had happened in the story ‘Kashi Yatre’. Many times, she rubbed her hands over the pages wishing they could understand what was written. She waited eagerly for her granddaughter to return early and read it for her. She even thought of going to the village and ask her to read it. This made her feel dependent and helpless.

WORKSHEET–75

1. Respected Principal, teachers and dear friends! Today I want to share my feelings with you about something painful that is pricking my heart.

It is not some physical injury or pain caused by a blow. It is a deeper one—felt in the heart. By chance, I went through the story ‘How I Taught My Grandmother To Read’. The writer, Sudha Murty, has beautifully portrayed the anguish of the illiterate adults. How dependent and helpless do they feel because of their inability to read. The granddaughter’s efforts to teach her grandmother came as a beacon light.

Friends! I exhort you all to join the adult literacy mission. Let us make a sincere effort to educate the illiterate adults. I know that sparing time from your busy, hectic schedule will pose many problems. But, please pause and ponder. By helping the old people to read, we bring a change in the lives of the adult illiterates. They can then read and write letters to their near and dear ones. Reading newspapers and magazines will entertain them and keep them interested and busy.


I hope you will rise to the occasion and spare at least an hour each Sunday for this noble task. Let us go out to serve who need our services the most.

2. Thursday 18 March 20XX

How helpless and dependent I felt when I could not decipher from the ‘Karmaveera’ what happened next in the story ‘Kashi Yatre’. I waited eagerly for my granddaughter to return early and read it to me. I was so desperate to know what happened next in the story that I was ready to go to the neighbouring village and have the story read to me. I could have asked some lady in the neighbourhood to do so, but it would be embarrassing. It was at that moment that I decided to learn Kannada.

for myself to be able to read a novel on my own. I needed her help to guide me.

wrinkled hands, spectacles on eyes and having to do lot of work in the kitchen. I told her that there was no age bar for learning. If one is determined for a good cause, one can overcome any obstacle. Now I have started learning the alphabet. I did a lot of homework. I would read, repeat, write and recite. I persevered and by Dassara I could read by myself. I made my teacher sit on a stool. I gave her a gift, bent down and touched her feet. I told her that I was touching the feet

the toil, efforts and pain undertaken to surmount the one obstacle I faced—illiteracy.

WORKSHEET–76

1. (a) The author’s grandmother wanted to learn Kannada alphabets and she refers it to the good cause.

(b) Hard work refers to putting in a lot of efforts to learn to read and write. (c) The grandmother was determined to learn to read and write due to her helplessness in not

being able to read her favourite story.

2. (a) The author bought the book secretly as she wanted it to be a surprise to her grandmother. (b

is no age bar for learning. ( ) The old lady in the novel Kashi Yatre had an ardent desire to go to Kashi and worship Lord

Vishweshwara. She gives away all her savings to a poor young girl for her marriage without going to Kashi.

(d) The grandmother was not able to read the next episode of Kashi Yatre published in the magazine as the author was away. She neither could ask her grandchild to read it to her nor ask anyone in the village to do so. A sense of helplessness engulfed her. She felt very bad and therefore decided to learn to read and write.

WORKSHEET–77

1. Not being able to read and write independently is a big and embarrassing problem. Similar to the grandmother in the lesson, an uneducated person is always dependent on others to know or do something and thus possess a feeling of helplessness. Helping such a person to learn to read independently is indeed a noble job. The grandmother in the story was taught to read and write Kannada alphabet by her granddaughter at the age of sixty two. The story revolves round how the old lady was motivated to read, how her determination and hard work with the efforts of her


grandchild resulted in the accomplishment of her desire to become independent by being able to read on her own. The author too felt a great sense of achievement in helping her grandmother to read.

2. Try to do it yourself.

WORKSHEET–78

1. (a) The phrase “during that time” refers to the time when her granddaughter read the next episode of the story to her (grandmother).

(b) The grandmother was eager to know what happened next in the story. So she would insist that her granddaughter should read the serial out to her.

(c) The grandmother could relate to the central character of the story ‘Kashi Yatre’ because both had a strong desire to visit Kashi.

2. (a) The old lady helps a young orphan girl. The latter falls in love but there is no money for the wedding. The old lady gives away all her savings for the wedding. She cancels going to Kashi. She considers the happiness of that orphan girl more important than worshipping Lord Vishweshwara at Kashi.

(b) The serial ‘Kashi Yatre’ focused on the struggle of an old woman who wanted to visit Kashi and worship Lord Vishweshwara. The women who come to the temple are all religious by nature. So they could easily relate themselves with the protagonist of the story and try to learn her progress.

(c) The grandmother was illiterate, so she could not read the story herself. She did not ask anybody else in the neighbourhood to read it to her. It was embarrassing to do so. So she depended on her granddaughter to read the story to her.

(d) The granddaughter overstayed there. During her absence, ‘Karmaveera’ came on Wednesday. Being illiterate, the grandmother was unable to read the story ‘Kashi Yatre’ on her own. She was desperate to know what happened in the story, but couldn’t. So she began to weep at her helplessness.

WORKSHEET–79

1. O! What a surprise our school had for us today. We were led to ‘Asha Kiran’—an Old Age Home

to celebrate Grandparents’ Day. We decorated the hall of the old building with balloons and ribbons. A big cake was placed on a table in the centre. Then the grey-haired sweethearts were invited there. We sang songs for them. Some of them smiled and joined us in singing. Others sat without any expression. Some of us sat with them and talked to them. Then the pieces of cake were distributed. Their eyes sparkled with joy. The diabetic people were quite excited on seeing the forbidden delicacy.

I felt sad to learn that many of them almost missed their grandchildren. One of them told me

Though she had people of her age group there and got full medical care and other attention, she felt lonely, depressed and insecure as she had been cut off from her grandchildren.

I realised the plight of those who suffered silently without a word of complaint on their lips. We, the youngsters, have a special obligation towards them. Instead of forcing them to spend their old age in loneliness and insecurity, we must keep them happy in our own homes. Our love, affection and admiration can make them realise their worth to us.

2. There is no surer formula for success than determination. No illiterate ever became literate in a day. No genius became famous overnight. If every person trying to achieve anything in life had lost heart easily, the world would never have seen such great sportspersons, leaders, artists,


scientists and saints. When you read about the lives of the makers of history, you will realise how they had to try again and again, some for years, to achieve what they wanted. We give below

started the Ford Motorcar Company. Soichiro Honda failed even a small job interview with the Toyota company and was jobless for sometime before he started the Honda Motors company.

Famous people like Goswami Tulsidas, the author of the epic Ramcharitmanas, Plato, Burke, Virgil, J.K. Rowling (of Harry Potter books) had to strive hard repeatedly to succeed. They prepared themselves to be ready to strive till they reached their goal. They had lots of failures in the path of their success but they were never disheartened. They considered the moments of failure as the stepping stones to success, so they were closer to success.

Failures should only be treated as one more experience which makes us wiser so that we will not repeat the same mistakes. “What is defeat? Defeat is nothing but education, nothing but

So everyone, even ordinary people can rise to great heights of success if they have the courage to keep on trying i.e., are determined. For one who determines to keep trying till success is achieved, the sky is the limit.

WORKSHEET–80

1. (a) The grandmother bent down and touched the feet of her granddaughter. This was something ‘unusual’ because elders never touch the feet of youngsters.

(b) The grandmother touched her granddaughter’s feet as a mark of respect for her teacher. The granddaughter taught her grandmother to read.

(c) According to the narrator, touching the feet of young girls by an elder was not correct as it reversed the tradition.

2. (a) As a young girl she never went to school. After marriage at a young age, she became busy in rearing and feeding children. At times she used to regret not going to school. So she made sure that her children and grandchildren studied well.

(b) The sixty-two-year-old bespectacled grandmother told her granddaughter the story of her

was her inability to read the printed words that had caused the worried expression on her face.

(c) The illiterate grandmother needed the help of her educated twelve-year-old granddaughter. She wanted to start learning Kannada, though she was sixty-two and had to do a lot of work in kitchen. She defended her decision. She said, “For learning there is no age bar.” Secondly, determination can help one overcome all obstacles.

(d) She said that she had touched her feet as a mark of respect to her teacher. She had taught

short period. She reminded her of the scriptures which said, “A teacher should be respected, irrespective of the gender and age.”


ROLE-PLAY: How I Taught My Grandmother to Read (Fiction)

WORKSHEET–81

1. Sudha : Avva, is everything all right? Are you OK? Grandmother : (Weeping) I never went to school. I can’t read.


Sudha : Avva, don’t cry. Can I help you in any way? Grandmother : Yes, I need your help. I want to learn Kannada alphabet from tomorrow. I’ll

work hard. I want to read ‘Kashi Yatre’ on Saraswati Pooja day before Dassara. Sudha : You are sixty-two. Your hair is grey. Your hands are wrinkled. You wear spectacles.

You work so much in the kitchen ... . Grandmother : My child, I’m determined. I’ll overcome obstacles. Moreover, for learning there

is no age bar. Sudha : OK. Avva! Now sleep peacefully. We’ll start from tomorrow. 2. 19 June 20XX Wednesday 8 pm

granddaughter, Sudha, has at last consented to teach me. I found free time from my work according to her convenience. She began with Kannada alphabet. For an hour she taught me how

determined to read, repeat, write and recite whatever she taught me. I worked as a diligent and

and I will keep it burning brighter and brighter. 3. (a) (i) They blew balloons and hung them around the hall. (ii) They cut out chart papers, wrote quotes, drew pictures and stuck them on the wall. (iii) Some of them sang songs while others sat beside them and spoke to them. (iv) They cut the cake into several pieces and distributed it among them. (b) (i) sadness (ii) loneliness/cut off from grandchildren (iii) insecurity (c) (i) telling them how much we love them and making them feel their worth. Proper care,

love, respect and security are essential. (ii) keeping grandparents with us and showering regard, love and affection on them.


A DOG NAMED DUKE (Fiction)

WORKSHEET–82

1. (a (b) The chemical company employed Hooper as a Zonal Sales Manager in 1953. (c) The phrase implies that he had everything that a man aspires for.

2. (a) One autumn twilight Hooper was hit by a car. He was rushed to the hospital. The motor section of his brain had internal bleeding. It completely paralysed his left side. Thus an

(b) Marcy was driven to the hospital by one of ‘Chuck’ Hooper’s district managers. Her husband couldn’t talk. He could only breathe and see. His vision was double. Marcy phoned a neighbour. She asked him to put Duke in a kennel.

(c) Duke was a rough-playing Doberman Pinscher. He was four years old and weighed 23 kilos. His coat was red with a fawn vest. Chuck visited the kennel several times before deciding to have the big Doberman. He liked Duke’s high energy and capacity of making noise.


(d) As soon as Duke saw Chuck, he stood trembling as if hit by 5000 volts. Then he gave a loud, deep shout to express his anger. He was so happy that he jumped across three metres of air. He hit Chuck above the belt. The impact was so forceful that Chuck had to struggle to keep his balance.

WORKSHEET–83

1. Monday 22 March 20XX

O! What a faithful and responsible companion Duke has proved. The accident had left me a paralysed cripple. I was forced to lie on a bed alone with my thoughts. Despair had led me on to helplessness. At the same time I didn’t want to be a burden on Marcy.

Duke’s re-entry into my life lifted my numb spirits. One evening my good hand idly hooked the leash onto Duke’s collar to hold him still. I asked Marcy to help me to my feet. Duke pranced.

it. Then I leaned forward. Marcy supported me by the elbow. I moved my right leg out in front. Straightening the right leg caused the left foot to drag forward alongside the right. It could be called a step. Duke had rekindled hope. I decided to repeat it. Duke felt the sudden slackness in the leash. He pulled it taut. I swayed forward. I broke the fall with my right leg. Then I straightened. I did so thrice. I felt exhausted, so I collapsed into the wheelchair.

Next day Duke started early. He tugged steadily and I took four steps. Leaning back against the pull, I learned to keep my balance without any help. Everyday I moved on step by step. In two weeks we reached the front porch. Duke’s assistance seemed miraculous.

2. Hooper showed remarkable courage, endurance, determination, faith and perseverance during his struggle for survival. His paralysed arm and leg were worked on for weeks together. These were followed by baths, exercise and a wheeled walker. Chuck showed no improvement, but he did not lose hope. The re-entry of Duke into his life lifted his numb spirits. The day Duke

by step Duke made Hooper walk and keep his balance. In his daily struggle, Hooper showed determination and courage. Failures did not deter him as he had full faith. Duke and Hooper set daily goals. They advanced from one post to the other. It was now Duke who controlled the man. A course of physiotherapy with weights, pulleys and whirlpool baths followed. Sustained efforts yielded fruit. Duke went for two trips a day and covered longer distance. He no longer waited at each step, which indicated Hooper could walk. The struggle went on as Duke pulled Hooper along the street faster and faster. This increased his stability and endurance. Sometimes Hooper would trip and fall, but he struggled to get up. After Duke’s demise, the big man would walk alone day after day.

WORKSHEET–84

1. (a) ‘Him’ refers to Chuck Hooper who has been admitted in the hospital after he met with an accident.

(bhead on with his car.

(c) Hooper had a subdural haemorrhage in the motor section of his brain which completely paralyzed his left side.

2. (a) Both Chuck and Duke had great faith in each other. Duke always kept goading his master and Chuck also never disappointed him. Initially, they always did their daily exercise together


go for the physiotherapy programme. Instead, he completely turned to Duke. Sometimes, Chuck fell down while walking. When this happened, Duke did not show any sympathy. He simply waited for his master to get up. This showed that the two understood each other very well.

(bmetres without the assistance of his dog. It was his dog ‘Duke’ who awakened Hooper’s will,

(c) One evening, Chuck’s good hand hooked into Duke’s lead of the collar to hold him still. It was like ‘lightning a fuse’ because on the spur of the moment, an idea struck the dog’s mind as to how to help Chuck move about and walk.

(d) When Chuck was admitted to the hospital after his accident, every effort made by the doctors and others had failed to cure his paralysis. The intelligent effort made by Duke had changed an impossible situation into a possibile one. It is really an irony that he who had nursed Hooper back to normalcy, himself met with an accident. Just like Hooper, he was also hit by a vehicle. It is an irony that he who had been successful in bringing life to Hooper, himself could not survive and met with such a terrible end.

WORKSHEET–85

1. Life is often unpredictable; human powers are limited when it comes to controlling the course of our destiny. To avoid the undesirable, one goes to great lengths to alter the course of one’s life and is disappointed during the process. With time one realises that true strength does not lie in changing one’s fate, but in accepting it. Losses can make us grieve profoundly, but these few steps can help you rebuild your life again. First, accept your fate instead of being in denial which will only extend the pain. Second, take to creative vents to avert your negative emotions; express yourself in productive ways like writing, dancing or singing. Third, never forget to take care of your body; do not let grief deprive your body of nourishment and care. Lastly, learn from your experience and use the wisdom to prepare yourself for future losses. We often take our resilience for granted. We can indeed move mountains if we have faith.

2. Tragedy is inevitable in human life. The only variable is how we handle it. Whether we choose to overcome handicaps or wallow in it, it is our choice. So tragedy proves to be the true touchstone of a person’s character. Chuck Hooper could have chosen to remain paralysed and not respond to Duke’s helpful gestures. When Duke offers challenges, it is Hooper who rises to meet them. Pain, exhaustion, frustration take their toll but ‘Never say die’ spirit spurs him on. Days and weeks stretch into months. Step by step planning, setting deadlines – all were strategies towards a greater objective. Hooper did not want to remain an object of pity. Instead, he becomes an

WORKSHEET–86

1. (a) ‘Rangy’ frame here means having tall, slim and long limbed body. (b) Duke never jumped on Chuck again because Duke had realized that Chuck was not well

and could not balance himself. (c) Even Duke’s presence didn’t reach Chuck. This was because Hooper was lost in his own

grief and pain. 2. (a) In 1953, Hooper was a strong, agile young man. He was tall and slim. He had a strong

athletic and well built long limbed body. His competitive nature made him aggressive, but he hid it under a broad smile. He was the favourite of the bosses.

(b) (i) ‘They’ are some men from the chemical company in which he worked.


(ii) They had decided to do this as Hooper, who had been in critical state for a month after the accident, had survived. They told Hooper to take a year off and promised to create a desk job for him at headquarters.

(c) Chuck now came home. The excitement of homecoming wore off soon. Chuck hit a new low. At the hospital there were other injured people. But he felt lonely after Marcy went to work. Duke was still in the kennel. Chuck was alone with his thoughts.

(d) Chuck’s grin faded away. He stared at the ceiling for hours, then out of the window, then at Duke. Duke kept staring at Chuck. This went on for many days. Boredom set in as Chuck

WORKSHEET–87

1. Duke was an intelligent and faithful dog. He understood the problem of his master. Since the left side of his body was paralysed, he needed help to stand, move and retain balance. Duke could not bear the boredom of remaining idle and keep staring at his master’s face.

He tried hard to make his master come back to his normal life. Hooper held the leash tightly. Duke would stand still. Hooper leaned forward and moved his right leg out in front. As he straightened his right leg, this caused the left foot to drag forward alongside the right. Thus he

Duke motivated his master. He gave him full support. Now Hooper did not need the support of his wife. Duke took the full responsibility of his master. Gradually, they increased the length of their trip as well as speed. It was an ordeal for Duke and his master. But the rigorous exercise that Duke forced on his master led to the success of the mission. Now Hooper could walk alone without any help.

2. To: [email protected] From: [email protected]

Subject: Caring for dogs.

In your last mail you wanted to know about caring for dogs. Dogs are pack animals—they depend on us for love and protection. We have to make them a part

of our family. They can suffer from stress and loneliness. Though dogs and human beings speak different languages, interactive training gives dogs greater freedom and a better understanding of our world. We should be the one to train our dogs, not professionals—we should be the one who will need to know how to communicate with our dogs.

Dogs can also sense when something is wrong with people near them. Living with their owners they can sense the pain or sadness exhibited by their owners. They can realise that their owner or his/her children need their help and respond accordingly. Dogs get depressed if they are deprived of adequate social interaction, so let them ‘chat’ and play with other dogs on walks and at parks. Let them live a little, make choices and take their time.

Dogs are very sensitive and can become easily frightened, so speak softly to dogs, and don’t

his master was unable to move due to paralysis, he realised that his master needed assistance in trying to move his legs. And Duke tried hard everyday and his master made progress slowly. One day his master was ultimately able to walk on his own. If seemed that the dog knew that his job was to get his master back on his feet. So let’s take of our pet dogs for they would always be of help to us and not let us down. Dogs are after all man’s most faithful animal companion.

3. In anything you do, work one step at a time. There’s a saying, “Never bite off more than you can chew”. If each job done is divided into little steps, and each step done systematically, success will surely be close at hand.


care of themselves”. Moreover it is necessary to set daily goals, goals that can be achieved. If you falter or break down, go ahead with determination once again.

If you see problems as challenges, your mind is more prepared to handle them coolly. A problem is an opportunity given to you to solve something and feel good about it, like the

by a mature person, a “problem” by a person having less mental strength and a “crisis” by a weak person.

the bricks that others throw at him. Practice hard towards perfection and do it regularly. Keep on going, be determined, steadfast and you will be crowned with success.

WORKSHEET–88

1. (a) The target that Chuck hit on 1 March was a full day’s work. (b) In order to increase his stability and endurance, Hooper turned completely to Duke. It was

because there was no time for the physiotherapy programme. (c) Duke’s job was to get Chuck on his feet.

2. (a) Initially when Charles Hooper brought Duke home, Marcy was almost impolite to him. He was a rough-playing Doberman Pinscher. She preferred a Pomeranian. However, as she watched Duke taking the sole responsibility of making Chuck walk she softened towards him. When Duke was injured, she would not allow anyone else to carry him.

(bstalked to the bed, poked his pointed nose under Chuck’s elbow and lifted it. He nudged and needled and snorted. Hooper would ask him to go and run around the house. Duke would come over to the bed again and yap and poke.

(c) Duke would pull his leash taut. Then he would stand and wait. Hooper would drag himself up to the dog. Then the dog would move forward to the end of the leash and wait again. The pair set daily goals. They would move from one fence post to another.

(dhis old job. On the other hand, he could work only an hour per day. The problem was what to do with a salesman who couldn’t move around and would work for only an hour a day.


JUST A MINUTE: A Dog Named Duke (Fiction)

WORKSHEET–89

1. January 4 March 1 October 12, 1957 2. Courage: Subdural haemorrhage paralysed Charles Hooper. He remained in a critical condition

for a month, but he never gave up courage. Six weeks after the accident, he was put in a wheel-chair. When Marcy went out to work, he was left alone.

Perseverance: Chuck didn’t make much headway even after his paralysed arm and legs were worked on and he had been given baths, exercise and a wheeled walker. He kept following Duke

up to 200 metres after 8 months.



THE BROOK (Poem)

WORKSHEET–90

1. (a

(b) The phrases brimming river suggests that the river water is full to the brim. (c) This line creates a picture of a wavy or zig-zag motion. 2. (a

hilly watery place, frequented by water birds like coots and herons. (b) The poet uses this word to convey the idea of noise born out of ‘quarrels’. The brook makes

(c) The refrain in the poem ‘The Brook’ is: “For men may come and men may go, but I go on for ever.”

It conveys that the brook is permanent. It can’t die. It is perennial whereas men are mortal and short-lived.

(d) ‘The Brook’ has many examples of alliteration. Five of them are listed below: /b/ sound in ‘I bubble into eddying bays I babble on the pebbles. /f/ sound in ‘by Philip’s farm I ow’ ‘a eld and fallow’ /d/ and /t/ sound in ‘I wind about and in and out’ /s/ sound in ‘I slip, I slide’ ‘skimming swallows’ ‘sandy shallows’ /w/ sound in ‘Will-willow-weed and mallow’

WORKSHEET–91

1. (a (b) The waterbreaks are caused when the brook moves over uneven ground. (c

2. (a) The brook has many different things in its water. These are blossoms, lusty trout grayling

(b) The waterbreaks are caused as the brook moves over uneven gravel. These waves shine brightly under the light of the sun. So they are called ‘silvery’.

(c) The poet has used the devices of (i) alliteration and (ii) onomatopoeia. (i) Alliteration is the repetition of the same sound as in ‘Foamy Flake’ and ‘Golden Gravel’.

Alliteration enhances the musical quality of the poem. (ii) A word or a combination of words, whose sound seems to resemble the sound it denotes

is called onomatopoeia. Examples: chatter, babble, murmur, fret. (d) I like the following two images: (i

bridges and by the villages.


(ii) The second image is that of the zig-zag movement of the brook. It moves on carrying blossoms or foam on its waves. We can see ‘trout’ and ‘grayling’

gliding in its water.

WORKSHEET–92

1. (a) The brook is an eternal, fearless wanderer. It moves at night in frightening and lonely places having thorny bushes and trees.

(b (c) When the brook faces obstructions in the form of shingles it slows down a bit and moves

idly.

2. (a) The brook does not behave like ordinary travellers. It does not suspend its journey at night through desolate places. The brook is an eternal, fearless wanderer. It moves at night in frightening and lonely places having thorny bushes and trees.

(b) ‘Linger’ means to stay longer or spend a long time doing something. The brook slows down a bit when shingles bar its movement. ‘Loiter’ means to hang around; to stand and wait somewhere, with no obvious reason. When the brook comes across cresses—those pungent leaved plants like a cabbage—it moves around them very slowly.

(c) There is a strong parallelism between the movement of the brook and the course of human life. Just as one has to go through many ups and downs in one’s life, the brook also changes its course several times passing over smooth and rough surfaces alike. Human life is full of joys and sorrows, songs and tears, periods of activity and rest, fast speed and slow movements. The brook ‘sparkles’ in its early stage and makes a lot of noise as if it were bickering. It reacts angrily to obstacles just like human beings–it frets and fumes. It murmurs on pebbles and slips by some obstructions. It slows down its speed as the amount of obstacles increases.

(dculminates in death. The brook merges in the river and loses its identity. However, it remains

man who is mortal and death marks the end of his existence.

WORKSHEET–93

1. (aappears silvery.

(b) Perhaps the happy lovers who sit on the banks of the brook pluck the sweet smelling forget-me-not growing there and throw them into the brook.

(c) The word ‘Skimming

2. (a) ‘Steal’ means to move secretly and quietly so that other people do not notice you. ‘Slide’ means to move easily over a smooth or wet surface. The two words convey the gentle and quiet movement of the brook by lawns, grassy plots and hazel covers.

(b) ‘Forget-me-notson the banks of the brook. These are usually offered by the lovers to their beloveds.

(c) When the brook moves over ‘the golden gravel’ it breaks into many a silvery waterbreak. It goes

against its sandy shallows. It murmurs at night as it goes through wilderness full of thorny bushes. It lingers by shingly bars and loiters around the pungent learned cresses. It curves out

(d) ‘The netted sunbeam’ means the sunbeam which falls on the bottom of the brook. It is trapped



GROUP DISCUSSION: The Brook (Poem)

WORKSHEET–94

1. The other ‘movement words’ are: ‘hurry’, ‘slip’, ‘flow’, ‘wind’, ‘travel’ and ‘move’.

2. The other ‘sound words’ are: ‘chatter’, ‘babble’, ‘murmur’, ‘fret’.

3. (a) A word or a combination of words, whose sound seems to resemble the sound it denotes is called onomatopoeia.

Examples: ‘hiss’, ‘buzz’. (b) The onomatopoiec words are: ‘chatter’, ‘babble’, ‘murmur’, ‘fret’.

Reinforcement [Group Discussion] 1. (b) comes from the place where coots and herons live 3. (a 4. (d) crosses both fertile and fallow land 5. (c (e) goes through wilderness full of thorny bushes

ACTIVITYFirst Option

bridges. It moves in a zigzag manner and crosses both fertile and fallow lands. It passes through

dance against its sandy shallows. It murmurs at night as it goes through wilderness full of thorny bushes. It lingers by shingly bars and loiters around the pungent learned cresses. It curves out

Second OptionThe origin of the brook is a hilly watery place. It hurries down the hills and slips by the ridges. It is

have a childlike quality.When it moves on stony paths, it creates various noises. These noises are different when its water moves in spirals. W

encounters obstacles. It moves in a zigzag manner. It passes silently by lawns and grassy plots. It

at night when it passes through wilderness. It passes by the little town and under many bridges.



THE ROAD NOT TAKEN (Poem)

WORKSHEET–95

1. (a) The two roads diverged in a wood. The fallen yellow leaves had covered them because it was autumn. They were equally worn up to the point where he was standing.

(bwas not a beaten track. It also promised adventure.

(c) Metaphor is used as the literary device. 2. (a) The poet while travelling on foot in the woods reaches a junction where two roads diverge

and he has to choose on eamong them he stands there for long. Then he decides to choose the road, which was grassy and needed ‘to wear’. He feels this choice will make all the difference to his future life. He decides to try the other road, some other time, knowing fully well that he will not get a chance to go back to it. Later he wishes that he had taken the other road. This is the irony of life, we cannot travel on all the available roads, no matter howsoever we may wish to the poet feels that after ages from now he would be looking at this decision with a ‘sigh’. He would tell that since he had taken the road less travelled, it made all the difference.

Thus the poet speaks of the basic problems of making the right choice. Many alternatives are available at the time of choice but man has to select one. It is only the future that will reveal, whether the decision is wrong or not. After taking decisions we cannot undo them, we can only regret them. Even if we wish, we cannot start all over again.

(b) The poem is all about interpretation of life. Many a time. The dilemma as I see it (a mere interpreter) is the problem in making a choice. We make choices every day. Sometimes we get tired of these decisions and stress or struggle over actually getting a decision made.

tend to regret about the choice made without analyzing or understanding the situation. (c) Well, if the choice is between the familiar and unfamiliar, beaten track and risky ‘one’, I

would certainly choose the safer one. You live only once. So, why risk your neck knowingly? (d) The poet did regret his choice. He had taken the road less travelled by. This charming road

adopt it. And this had made all the difference. Our choices are irrevocable. One can’t retrace one’s steps and then make a fresh start again.

WORKSHEET–96

1. (a) He shall be telling that two roads diverged in a wood and he had taken the less travelled by. (b) Yes, the poet regretted his choice. The expressions ‘telling this with a sigh’ and ‘that has

made all the difference’ convey his sadness. (c) The poet wants to convey the idea that choices must be made very carefully because they

have far reaching consequences and can affect the course of life.

2. (a) He shall be telling that two roads diverged in a wood and he had taken the less travelled by. The poet wants to convey the idea that choices must be made very carefully because they have far reaching consequences and can affect the course of life.


(b) The poet regretted his choice. The expressions ‘telling this with a sigh’ and ‘that has made all the difference’ convey his sadness. He had taken the road less travelled by. This charming road looked adventurous but was hazardous. He chose the unconventional calling and became a poet. This has made all the difference in his life. Now he can not adopt his family business.

3. First Option

The poem ‘The Road Not Taken’ is about the choices that one makes in life. Robert Frost presents the theme through the metaphor of a fork from where two roads diverge in different directions. Here roads are metaphors for life, changes, journeys, partings, adventures, etc. The roads represent two alternatives of life: one is the familiar, beaten track on which so many have walked. The other is the fresh, adventurous and greener one. It may involve risks but looks more tempting. After deliberation the poet chooses the unbeaten trail. Years later he regrets his decision. The regret will remain because at a given moment one can choose only one of the alternatives, which means one has to yearn for the road not taken. One can only imagine what life would have been if the road not taken had been chosen.

Second Option

opportunities for advancement, risks involved. At the tender age of 15, one is too young to

the parents that lead the young student of 15 to opt for the stream of studies—science, arts or commerce that eventually leads to choice of profession in that stream. In this age of rapidly advancing technology, the beaten tracks offer no thrill or opportunities to show one’s worth. The untravelled ones, though risky, are more promising. I would opt for a fresher pasture and take risks. If I don’t venture, I won’t gain anything.

WORKSHEET–97

1. (a) The word ‘both’ stand for the two diverging roads.

(b) The interjection ‘oh’ expresses surprise and regret on the part of the poet.

(c) The rhyming scheme is abaab.

2. (a) The poet had to make a choice between the two roads. Both looked equally attractive that morning. He took one road thinking he would walk on the other some other time. The choice for the particular road depended on various reasons such as it was ‘fair’ and ‘grassy’. It also ‘wanted wear’.

(bthat seems more rewarding.

(c) He knew that one path would lead to another. So he wouldn’t get a chance to go back to the road not taken. The road not taken always seems attractive.

(d) The speaker doesn’t seem happy about his decision. The poet wants to convey the idea that choices must be made very carefully because it is not easily reversed. Hence, it makes all the difference.



GROUP DISCUSSION: The Road Not Taken (Poem)

WORKSHEET–98

1. The other choices are: Money, Profession, Children, Marriage [Answers will vary from student to student.]

2. Varied answers possible. The common dilemmas could be: (a) Choosing one’s apparels (b) One’s school/college/university (c) Opting for different professions (d) Food items, subjects, disciplines, books, friends etc.

Explanatory Note: First of all the choice of profession will have to be made. This choice is interconnected with studies. The determining factors in this choice will be one’s aptitude, capabilities

the determining factors will be whether one wants money to amass material possessions or just to meet one’s physical needs and live a comfortable life. Then comes the choice of marriage. Here one’s concept of a life partner will be the deciding factor. After marriage one has to decide how many children one would like to have. This decision too depends upon one’s concept of a happy family.

Reinforcement [Group Discussion]

Varied answers are possible. The choices and decisions made will make it clear whether the choices are acceptable and less risky or the usual ones.Students may discuss among themselves and their seniors. Teachers may help them by providing hints.


THE SOLITARY REAPER (Poem)

WORKSHEET–99

1. (a) The poet has compared the song of the solitary reaper to the song of the cuckoo, which heralds the spring and breaks the silence of the seas.

(b) The poet compares the girl’s song to that of a nightingale singing melodiously to tired travellers of Arabian desert now resting in some oasis.

(c) The poet compares the maidens’s song to that of the cuckoo to bring out its musical effect. The song of the cuckoo sounds a welcome note by announcing the arrival of the spring. It is a good news for the people weary of winter. The poet wants to convey the idea that the maiden’s song was more exciting and far more pleasant than that of the cuckoo singing gleefully of the arrival of spring.


2. (a) The cuckoo is known for her sweet songs. The song of the cuckoo heralds the spring and breaks the silence of the seas. The poet has compared the song of the solitary reaper to the song of the cuckoo to bring out its incomparable sweetness and musicality.

(b) The song of the cuckoo sounds a welcome note by announcing the arrival of the spring. It is a good news for the people weary of winter. The poet wants to convey the idea that the maiden’s song was more exciting and far more pleasant than that of the cuckoo singing gleefully of the arrival of spring.

(c) It is a vast desert. The sun is blazing. A heat wave is sweeping over the sand. I see a group

of some oasis where they can get fresh water and rest in the cool shade of the trees. (d) The tired travellers need water to quench their thirst and cool shade of trees to take rest.

They hear the sweet and melodious song of the nightingale. They feel thrilled. They are enchanted and move on with happy hearts.

WORKSHEET–100

1. (a) He listened to her song without making any movement. It is clear from the workds ‘motionless and still’.

(b) The music of the sweet song of the solitary reaper had cast its spell on the poet. He was greatly affected. The song echoed in his heart even though the girl had stopped singing.

(c) The poet stood ‘motionless and still’ because he wanted to enjoy the song of the reaper thoroughly and fully.

2. (a) In Scotland, while walking in the hills, the poet saw an ordinary Scottish girl, single in the

silently. He was greatly affected by the sheer melodiousness and found her song sweeter than that of a nightingale and the cuckoo.

(b) It was written after going home. Wordsworth believed in the theory ‘emotion recollected in tranquillity’. He wrote when the same mood of joy was recreated and not spontaneously or on the spur of the moment.

(c) Her song is melancholy but sweet and melodious. The poet is lost in the sheer melody and music of the song. Then there is the charm of the unseen, unknown and unfamiliar. These prompt his imagination to roam freely. It has an unending fascination.

(d) Wordsworth has chosen a simple incident—a solitary highland girl reaping and singing by herself. The highlands and valleys transport us to far-off, unknown lands. Then he refers to tired travellers in Arabian deserts refreshed by nightingale’s song and the sailors in farthest Hebrides thrilled by the cuckoo’s announcement of the ensuing spring. All these enchant our imagination. The sweetness, melody and music of the solitary reaper is established by comparison to two song-birds known for their sweet melodious music. The conjectures that the poet makes about the theme of her song are also romantic in nature.

WORKSHEET–101

1. (a) The ‘Maiden’ referred to here is the solitary reaper. (b) The poets fails to understand the theme of the maiden’s song. She was singing in an unfamiliar

Scottish dialect which was beyond the comprehension of the poet. (c) To the poet the song of the maiden seemed an endless source of joy. It was sweet though

sad. It was a thing of beauty and hence a joy forever.


2. (a) These words create a sense of solitude and loneliness. There is beauty and mystery. A lonely girl singing by herself on a hill looks like a painting in the backdrop of a hill. There is ‘mystery’ as no one is near the solitary lass. Her song adds beauty to the scene. It is sheer magic.

(b) The Hebrides islands are located in the north-east of Scotland. There is complete silence all around. Soon a ship appears on the horizon. The sailors hear the song of the cuckoo. They

Spring has come and the long icy winter is over. (c) Wordsworth has chosen the songs of the nightingale and the cuckoo because these are the

sweetest, most pleasant and most refreshing of all the songs of the birds. By comparing these, the poet wants to establish a fact that the song of the solitary reaper was simply incomparable in its magic, melody and sweetness to the song of the nightingale or the cuckoo-bird.

(d) Wordsworth uses the device of comparison to heighten the charm of the solitary reaper’s song. Further, he heightens its beauty, mystery and appeal by comparing unknown to known. The nightingale and the cuckoo are the two most musical song birds known to us. Wordsworth asserts that the solitary reaper’s song was more melodious and thrilling than that of either song bird.

WORKSHEET–102

1. (a) ‘Weary bands’ in line 2 means the tired groups of travellers in the sandy deserts of Arabia. (b) The phrase ‘shady haunt’ reminds us of shady place in a desert. (c) The sweet and enchanting song of the nightingale provides comfort to the tired travellers.

2. (a) The nightingales sing in the deserts of Arabia to welcome the tired travellers to a shady haunt. The tired travellers feel fresh on hearing the sweet song of the nightingale. Their tiredness disappears.

(b) The songs of the nightingale and the cuckoo are the sweetest, most pleasant and most refreshing. By comparing it, the poet wants to establish a fact that the song of the solitary reaper was simply incomparable in its music, melody and sweetness.

(c) The poet saw a highland girl, reaping and binding the grain all alone. She was singing a melodious song in her Scottish dialect. The whole valley was echoing her song. The poet was held spellbound. He did not wish to disturb her.

(d) The girl sang in Scottish dialect which the poet could not understand. However, the plaintive numbers suggested that she might be singing about a disaster or calamity in the past: “Old, unhappy, far off things” or “some natural sorrow”. She might be singing of “some natural sorrow, loss or pain” or of human misery “that has been, and may be again.”


APPRECIATION OF THE THEME: Solitary Reaper (Poem)

WORKSHEET–103

1. (a) some natural sorrow, loss or pain (b) familiar matter of today (c) natural loss/unhappy, far off things (d) battles long ago


2. Singer Place Heard by Impact on listener

Solitary Scottish the poet holds him spellbound Reaper Highlands

Nightingale Arabian sands/ weary travellers travellers feel fresh deserts tiredness disappears

Cuckoo farthest Hebrides sailors sailors feel thrilled

3. (a) was walking (b (c) was singing (d) affected/fascinated (e) listened (f (g) a sad one (h) plaintive (i) melancholy (j) reminded PROJECT “... and sings a melancholy strain, ...” “More welcome notes to weary bonds” Breaking the silence of the seas


LORD ULLIN’S DAUGHTER (POEM)

WORKSHEET–104

1. (a) The water of lake had assumed the shape of a ghost in that wild weather. (b) The sky started scowling in that rough and wild weather. The human faces had become

dark. (c) The armed men rode up and down with their crushing sound sending chill down everyone. 2. (a) The weather was already rough and wild. The storm grew loud quickly. The water-ghost

began to shriek loudly. Heaven seemed angry and turned black. Each face grew dark in the darkness enveloping them.

(b) The symbolism here is suggestive. It, certainly, is a premonition of the tragic death of the ill-fated lovers. It is a device of ‘fore-shadowing’. The poet prepares us to expect the ensuing tragedy and doesn’t want to surprise us with a rude shock.

(c) The use of harsh consonants creates an unpleasant effect. The hard, metallic sound seems to strike our ears and knock us down. The poet has used these harsh consonants to prepare us for the impending tragedy.

(d) The dilemma is that the lady has to face a ‘storm’ on either side. She can’t return as there is a ‘storm’ on land i.e. at her home. She can’t go forward as the ‘sea storm’ might engulf her.

him.

WORKSHEET–105

1. (a) They rowed in the middle of the roar of waters which had enveloped them all over. (b) The shore is called fatal because the lovers who boarded the boat from this shore were

caught in a tempest and fated to die.


(c) On seeing his daughter overpowered by storm, Lord Ullin was shocked and his anger changed to weeping.

2. First Option Yes, she wanted to reach out to her father. He was at the shore and could extend help. In

abnormal situations, one may do things one would avoid in normal circumstances. Faced with sure death, she appeals to her father for help.

Second Option

tightly by one arm and she was trying to reach out to her father with the other. Her plight in the severe storm shocked and disturbed even a hard-hearted person like Lord Ullin and his anger changed to weeping.

3. First Option 11.30 pm Friday, 25 April 20XX

during our hard and constant journey on horseback for three days and three nights. But what lay ahead was nerve wrecking. A violent storm had risen. The tempest was lashing the shores horribly. The waves were rising to the skies. The water seemed to touch the zenith. A boat was caught amidst these stormy waters. Lord Ullin was wailing bitterly and shouting to his daughter to come back. He raised hands upwards and cried most piteously but the heaven took no note of his change of heart. The storm razed unabated. It claimed the lives of his daughter and her lover, the Chieftain of Ulva isle. The scene was heart-rending and bone-chilling. The scene was so shocking that even hard-hearted soldiers like us had to avert our gaze from Lord Ullin’s piteous face. What an unlucky father!

Second Option Ullin Estate Scotland 5 May 20XX My dear Lord Harding I am really terribly upset at the loss of my lovely daughter at the cruel hands of destiny. The

more I recollect the scene of her death, the more I curse myself. I feel that my haughtiness and shallow pride has claimed the life of my delicate and beautiful daughter. I thwarted all her efforts to see the Chieftain of Ulva isle. The more obstacles I put in her path, the more adamant she

intensity of her love False ego led me to set my armed men to chase them across the glen and kill them instantly. Thus I had issued the death warrant against her myself. She understood my harsh nature well and instead of facing me she embraced death in the arms of her lover in the wild and stormy sea waves. All my frantic appeals to her to come back and promises to pardon them failed to calm the angry waves which lashed the shores violently.

I shall live for ever with the stigma of being the murderer of my daughter. Please pay us a visit at your convenience. Yours sincerely Lord Ullin

WORKSHEET–106

1. (a) She decided to sail further in the stormy weather rather than return to shore and face her angry father.

(b) ‘Thee’ in the line “O haste thee, haste!” is the boatman. (c


2. (a) ‘A stormy land’ suggests that the elopement of Lord Ullin’s daughter has stirred a ‘storm’ in her family on the land. Lord Ullin rides with a group of armed men to search her and punish her lover. ‘A stormy sea’ gives out the meaning that there is a sea storm rising then.

(b) The hardy Highland wight is the boatman over the ferry there. (c) The shore is called ‘fatal’ because Lord Ullin will see his daughter being killed by the sea

storm. Lord Ullin’s wrath changes into wailing on seeing his daughter being drowned in the wild waters. That’s why he calls her saying that he would forgive her Highland chief.

(d) The lines are: A stormy sea before her, When, O! too strong for human hand, The tempest gather’d o’er her.

WORKSHEET–107

1. (a) ‘He’ here is Lord Ullin. He cried in grief because he was watching his own daughter drowning in that stormy water.

(b) Lord Ullin promised to forgive the highland chief. (c) The repetition of the words ‘come back’ shows Lord Ullin’s insistence. He makes repeated

requests to his daughter to return to the shore. 2. First Option

could neither return nor get aid. They were drowned in the wild water and Lord Ullin stood lamenting.

Second Option The two different meanings of ‘stormy’ are as under: (i) The land was full of horsemen pursuing her. (ii) The waves were rising high because of tempest. 3. First Option I agree with the statement. This poem is included in most of the anthologies and textbooks for

various classes. It is indeed a popular romantic poem. It is located in the Scottish glens and blue lakes known as Lochs. It deals with the elopement of Lord Ullin’s daughter with her lover—a Scottish Chieftain. Since the Chief of Ulva is not on good terms with Lord Ullin, the match is not approved. The lady is caught in a dilemma. She overrules the opposition of her angry father

but a tempest overpowers them. She prefers death in the arms of her lover rather than face

is the usual tragic end of most of the romantic love stories. Second Option

the lover, would be killed at once. The lovers have been trying to run to safety from their pursuers for the last three days. They reach the shore. The Chieftain requests the boatman to ferry them

shore. Their trampling could be heard closely. The beloved asked the boatman to make haste. She would prefer to meet the second danger (angry skies) rather than her angry father. However, the stormy sea proves too strong for human beings. Lord Ullin softens and promises to forgive them. But the storm drowns the lovers.


WORKSHEET–108

1. (a) ‘His horsemen’ in line 1 refer to the horse riding soldiers of Lord Ullin. (b) If they are caught, the lover will be slain. Then there would be none left to make the beautiful

and charming bride happy. (c

The punishment for this crime is death. 2. (a) Scotland stretches across a vast tract. It has a spectacular fusion of wooded glens and

sweeping moors. There are rugged coasts, towering mountains and green valleys. It has deep blue lakes, which are known as Lochs.

(b) ‘Lord Ullin’s Daughter’ is a popular romantic poem. It describes how a Scottish Chieftain

(c) The daughter of Lord Ullin loves the Chieftain passionately. She wants to marry him. But she knows her father will never agree to it. He would rather get her lover killed. So she had no alternative except to defy her father and elope with her lover.

(d) The boatman who ferries the couple across the sea is courageous and helpful. He does not


APPRECIATION OF THE THEME: Lord Ullin’s Daughter (POEM)

WORKSHEET–109

1. (a) Chieftain (b) ferry (c) Lord Ullin’s men (d) beloved (e) grown loud (f) to make haste (g) stormy land (h) shore (i) vain (j) lover 2. Stanza 7 : ‘Water-wraith was shrieking’ : ‘Scowl of heaven’ Stanza 9 : ‘raging of the skies’ Stanza 10 : ‘stormy sea’ : ‘stormy land’ : The tempest gather’d o’er her’ Stanza 13 : ‘stormy water’ Stanza 14 : ‘loud waves lash’d the shore’ 3. Highlands bound; fast before her father’s; bonny bride; hardy highlands; bonny bird; wilder

blew the wind, Adown the glen; rode armed; stormy sea; human hand storm and shade; did discover; loud waves lash’d the shore; water wild went; left lamenting.

4. 11.30 p.m. Friday, 25 April 20XX

during our hard and constant journey on horseback for three days and three nights. But what lay ahead was nerve-wrecking. A violent storm had risen. The tempest was lashing the shores


horribly. The waves were rising to the skies. The water seemed to touch the zenith. A boat was caught amidst these stormy waters. Lord Ullin was wailing bitterly and shouting to his daughter to come back. He raised hands upwards and cried most piteously but the heavens took no note of his change of heart. The storm raged unabated. It claimed the lives of his daughter and her lover, the chieftain of Ulva isle. The scene was heart-rending and bone-chilling. The scene was so shocking that even hard-hearted soldiers like me had to avert our gaze from Lord Ullin’s piteous face. What an unlucky father!


VILLA FOR SALE (Drama)

WORKSHEET–110

1. (a) Juliette wants to sell her villa. The sign ‘Villa for Sale’ has been hanging on the gate for

(b) She calls herself a fool because she thinks that she had bought the villa for more than it was worth.

(c) Juliette expresses her disappointment to her Maid.

2. (a) Juliette had bought the villa for two hundred thousand francs a month ago. She put up a ‘For Sale’ sign that very night. She thinks that the villa has been a disappointment as nobody really wants it. In the past two weeks, four people almost bought it, but they didn’t. Now she is eager to get the wretched place off her hands. She is willing to let it go even at half its price.

(b) The villa is near Nogent-sur-Marne. It is ideally located as it is at stone’s throw from Joinville, the French Hollywood. It is a nice place to spend the weekends.

(cone has turned up to buy it during the whole month. She thinks that nobody has any money and nobody wants to buy.

(dthe times are hard, every little bit will help. They might engage her for eight days and she would get eight hundred francs. Juliette thanks her for her kindness but doesn’t accept the solution. She says that she’s not quite so hard up as that yet.

3. ‘Villa for Saleindustry and the Americans who are cash rich and always in haste.

Juliette, the owner of a villa wants to sell it as she is in need of money. Jeanne and Gaston, a couple visit her with the aim of buying the villa. While Jeanne is enthusiastic about buying, Gaston detests the idea as he does not want his in-laws in that house. He gives many reasons for

When Jeanne and Juliette go around the house, another customer walks in and starts talking to Gaston taking him to be Juliette’s husband. Gaston strikes a deal with the American lady by which he is able to give two hundred thousand francs to the owner and keep one hundred thousand francs for himself.

WORKSHEET–111

1. (a) By ‘take possession’ Gaston means that Jeanne’s parents would stay with them for a long time every year.

(b) Gaston makes it clear that he is not interested in buying the villa for themselves. It is Jeanne who wants the villa for her parents.


(c) According to Gaston, Jeanne’s parents will stay in the villa for the longest time.

2. (afor doing it. She can’t refuse the offer as Juliette pays her only four hundred francs a month. So she asks for an off between nine and noon the next day.

(bmaid. She tells Juliette that she could earn eight hundred francs by acting as a cook in the

quite easy. So, she says it’s really money for nothing. (c

(d) The maid has been offered a chance to play a maid. It is because they prefer real maids.

beautiful Swedish actress during Hollywood’s silent period. Her dream is not likely to be

3.He calls it a yard with a patch of grass in the middle. He is equally critical of the inside of the

anywhere. He does not want to see the rest of the house. He wittily remarks that he doesn’t want to see the kitchen to know that the garden is a myth and that the salon was impossible. When Jeanne suggests doing something original with the salon Gaston lightheartedly remarks that she could make it an annex to the garden. He snubs Jeanne with the remark that buying a villa was her idea, not his. His main objection seems to be the presence of Jeanne’s parents, her sister and sister’s children there. He tells her frankly that she wanted to house her parents there. Last but not the least, comes the cost. He says that the price is too steep. He asserts that he is not going to spend his money on buying it.

WORKSHEET–112

1. (a) As a salesman Juliette appears to be coaxing the customers. However, she doesn’t seem to be diplomatic or convincing.

(b) Juliette tries to impress the customers by listing the attractions of the villa. (c) The phrase ‘delightful pastel’ here refers to Jeanne.

2. (arefuses to pay for it. When Jeanne talks of paying from her dowry, Gaston reminds her that they had spent it long ago. He makes it clear that he is not going to pay anything for it.

(b

considerate and full of affection for her relatives. (c) Gaston knows what will happen if they buy the villa. They will stay there only during August

but Jeanne’s parents will live there from April to the end of September. Moreover, they would invite Jeanne’s sister and her children to stay with them. So Gaston is not interested in buying the villa.

(d) No, she does not stick to her words. She had bought the villa for two hundred thousand francs.

He offers to buy it for sixty thousand francs. Juliette insists that she can’t let it go for less than two hundred thousand francs.


3.middle of a lake. It is white in colour. There are rows of palm trees and shrubs in the front lawn.

also open in the garden. In the lawn, there is an enclosed area for the birds. In the backyard there is a huge tree under which there is a relaxing chair. It is beside the small pool. The red roof and a green chimney add to the scenic beauty of the villa. There are a lot of big trees to the left of the house. On the lake there are many houseboats. To the left of the lake there is a hill. It has a lighthouse on the top. Thus the location is picturesque.

WORKSHEET–113

1. (a) There is discrepency between what Gaston said earlier and what he says now. Earlier he did not want Jeanne’s parents to stay with them. But now he is showing concern for them.

(b) The above statement reveals a truth about Gaston’s character. He is a hypocrite. (c) Gaston has been thinking seriously about their own old age.

2. (a) She calls it the most delightful little place which has a charm of its own in spite of its modest appearance. The house possesses a great many advantages. It has electricity, gas, water,

last year. (b) It is Gaston who is better in business. Juliette tries her best to dispose of the villa. She tries

to please her customers. She has to reduce the asking price and sell villa at the cost price. Gaston tackles the American actress tactfully and writhily. He sells the villa for three hundred

(c) She says (i) “You French people have a cute way of doing business.” (ii) “Frenchmen usually have to consult about ten people before they get a move on.”

marked on the signboard ‘For Sale’. She hints at their habit of negotiating the deal. The second statement hits at the Frenchmen’s habit of consultation and not taking a decision independently.

(d) I like Gaston in spite of his many negative qualities. Admittedly, he is cunning, haughty, overbearing, domineering and disapproving, but he is also clever, witty, smart, humorous and practical. He may seem materialistic and money-minded but he is an expert at striking bargain and dealing with people. He causes a lot of humour by his witty remarks.

WORKSHEET–114

1. Try for yourself. 2. Tuesday, 23 October 20XX, 9.45 p.m. Oh! What a day it was. Gaston and I went to see a small villa that was offered for sale by

Madame Juliette, the villa’s owner. Initially he was not interested in the villa at all. Then he

villa and decided to leave that place he suddenly changed his stance. He started praising the villa and readily bought the villa by handing Juliette a cheque for two hundred thousand francs. He also convinced Juliette to part with her fond painting. Then he told me in the evening how

of one hundred francs by doing so. Oh what a disgusting, uncivilized, ungentlemanly thing to sell a property which was not his, by backdating a cheque. He had exhibited his greed and

on him. I thought that he would live up to his word by allowing my parents to stay in that villa.


Why did he do so when we had enough of everything? What if Juliette were to learn later on how

which we move? Won’t we be criticized and shunned for his disgusting behaviour and cheating? I wish Gaston had thought of the consequences before doing so. I wish he had been transparent and open in his dealings. I wish he had exhibited truth and honesty in his dealings.

In sadness.

WORKSHEET–115

1. It was due to impatience that Juliette had to sell her villa for two hundred thousand francs. Had she waited for some more days or for some more customers and evaluated each choice she would have got a better price for the property. In the same vein, Mrs Al Smith also showed impatience while buying the villa. She clearly showed that she was desperate to buy the villa. The moment she announced her plans to Gaston that she was going to demolish the villa and build a bungalow

can get a fantastic bargain by selling that villa to her. She never showed patience and didn’t haggle

settled only after a good deal of bargaining. She also didn’t see whether the house was worth the price she was paying. Lastly when she handed over the cheque, she didn’t even put his name on it. Instead she advised Gaston to write his name on the cheque himself. Little did she know that a unnamed cheque could by misused by anybody.

All these acts show us what damage impatience can cause in one’s life. It is necessary to be

patient always has an advantage over the other person who has been impatient in his dealings. Remember, patience always pays.

2. Gaston showed an excellent presence of mind by selling the villa (which he had not even bought) to Mrs Al Smith for three hundred thousand francs. It was this quality in him which make him realise that he could easily palm off that villa to her as she exhibited impatience and desperation in buying it. She was wanting to get that villa and price was not a factor for

build a bungalow so that she could be near Joinville, the French Hollywood centre. These hints

for her use and that she would buy the villa whatever be the price he may quote.

Another virtue which has been portrayed by Gaston was to strike hard when the opportunity comes. Opportunities don’t come again and again. Only the one who senses the opportunity and acts to grab it becomes victorious.

Gaston sensed the opportunity at the right moment and struck the deal instantly. So did he later strike the deal with Juliette to buy the villa from her for two hundred thousand francs. So it is necessary to have a presence of mind, alertness and the ability to strike hard when the opportunity presents itself.


DRAMATISATION/ROLE-PLAY: Villa for Sale (Drama)

WORKSHEET–116

1. Classroom activity.

2. The play deals with the eternal theme of greed—a basic human instinct. It is portrayed in modern


periods. Almost all the players have lived up to their roles. The helplessness of the houseowner,

and her reasons thereof—are all brought home clearly. It is Gaston, the cunning youngman, who keeps us in good humour by his witty dialogue and wins our admiration. The roles, language and dialogue are apt, concise and illustrative.

used properly. The costumes are in full agreement with the status of person portrayed by the character. Music highlights the ups and downs in the play.

I liked the ending of the play. It thrills and excites the spectators. What a clever but hilarious ending!

3. front lawn big trees/plants facing the east near a river or sea-shore having all modern amenities open space at the back of the house well ventilated

4. Juliette, the owner of a villa near Nogent-sur-Marne, wants to sell it as she is in need of money. Moreover, she is not in favour of the house. Jeanne and Gaston, a couple visit her with the aim of buying the villa. While Jeanne is enthusiastic about buying, Gaston detests the idea as he

to be expensive. When Jeanne and Juliette go around the house, another customer walks in and starts talking to Gaston taking him to be Juliette’s husband. Gaston strikes a deal with the customer by which he is able to give 200 thousand francs to the owner and keep one hundred thousand francs for himself.

EXTENDED READING TEXT


GULLIVER’S TRAVELS

WORKSHEET–117

1. When Gulliver landed on the shore he was so tired that he could not discover any sign of houses or inhabitants there and fell asleep. When he woke up, he found himself tied to the ground. He could see nothing except the sky. He relised that he had been held prisoner by several tiny people who were roaming on his legs and chest. Gulliver freed his left arm and then loosened

He then realized that the best thing to do was to calm down whereupon the inhabitants of the land realized that he was quiet and they stopped showering arrows. Gulliver was provided food and drink by the inhabitants before he was taken to the city.

2. Gulliver was taken to the city gate by an engine which was a frame of wood raised three inches from the ground, about seven feet long and four feet wide. This enpine moved on twenty two wheels. Gulliver was put on this machine by an army of 500 workmen with the help of ropes and pullies. When Gulliver was put on the vehicle, he was tied securely on all sides. While all this operation was going on, Gulliver was in profound sleep. Fifteen hundred of the emperor’s largest horses were deployed to carry the stage towards the metropolis. Gulliver was put in an ancient temple as a prisoner chained by eleven chains and thirty-six pedlocks.


WORKSHEET–118

1.his Courtiers. His features were strong and masculine; his countenance erect and his manners majestic. His dress was very plain and simple and had a light helmet of gold on his head adorned with jewels. His voice was very shrill but very clear and articulate. The king has made arrangements for the captivity of Gulliver but he was very kind to provide very convenience to Gulliver. Gulliver was provided with an army of six hundred persons to look after his needs. Three hundred tailors were deployed to make suit for Gulliver. Six of his majesty’s greatest scholars, were employed to instruct the language of the Lilliputians.

2. The two dangers that the kingdom of Lilliput faced were—the violent faction at the court and the

of two parties—Tramecksan and slamecksan—from the high heels and low heels of their shoes. Also there were the Big–Endians and the small-Endians–as to whether the egg was to be broken from which end. The animosity between them had separated the two and they disliked the company of other faction. The invasion is expected to be from the kingdom of Blefuscu.

WORKSHEET–119

1. While Gulliver was in the prison, the king and councils held many lengthy discussions about

might cause famine. Some wanted to keep him starved, some wanted to shoot him with poisoned arrows. But such a large carcass would cause plague in the city. Circumstances turned favourable to Gulliver when he treated six criminals very politely. This impressed the king and the council and they decided to feed Gulliver and ordered the neighbourhood villages to provide meals to Gulliver. Thus Gulliver gained favour of his majesty and council of ministers.

2. The fate of Gulliver was debated in the Royal Council in detail. There was the apprehension that feeding the mountain man would cause miseries to the people of Lilliput as famine might break out. The cost of feeding Gulliver was enormous for Lilliput exchequer. Some opined that Gulliver should be killed but it soon dawned on the council that such an action would cause plague to spread as his carcass would not be easily decomposed.

WORKSHEET–120

1. The emperor employed many diversions of the court of Lilliput. The diversion was practised

candidates petitioned the emperor to entertain his majesty and the court with a dance on the

threads of different colours—blue, red, and green. In this diversion the king holds a stick in his hand and candidates advance—backward or forward—according to the movement of the stick. Whoever performed with most agility was awarded blue coloured silk, the red given to next and green given to the third. Once the king requested Gulliver to stand erect with both legs apart and the whole army went past under him. This is really funny to watch.

2. The conditions under which Gulliver was granted libety were: (a) The man-mountain was not to depart without a licence under the seal. (b) He should not tread the city streets without permission and that too after inhabitants

were forewarned. (c

(d) Man-mountain was required to take utmost care not to trample upon the bodies of the loving subjects.


(e) Man-mountain was required to keep messeanger and horse and return them every week. (f) Man-mountain to be an ally against the enemies of the empire. (g) Man-mountain to assist workmen in civil walk. (h) Main-mountain was to get a daily allowance of meat and drink equal to the diet of 1724

Lilliputians for his service.

WORKSHEET–121

1. When Gulliver saw ships of the enemy country, he informed the emperor that he would seize the

which came out to be about six feet. He odered a great quantity of cable and bars of iron. With the help of cable and bars he prepared the hooks to be fastened to the ships. He waded through the sea

pulled all the ships to the shore. Gulliver puts on the spectacles to proteet the eyes from the arrows of the enemy. Thus Gulliver succeeded in preventing an invasion on Lilliput.

2. The king of Brobdingnag was a learned man. He had been educated in the study of philosophy

He doubted Gulliver’s nurse and her father. The emperor probed the farmer, his daughter and Gulliver before coming to any conclusion. He took great pleasure in conversing with Gulliver.

opinion of England and its institutions and practices. In his opinion people of Gulliver’s country suffered from hypocrisy, cruelty, rage, madness, anger and lust. He abhored violence and war. The king did not believe that the art of government could be learnt by reading hundreds of books. The principles of common sense, reason, justice and lineancy could be better guidelines for running a good government.

WORKSHEET–122

1.branches. Their manner of writing was aslant, i.e., from one corner of the paper to the other. Their laws and customs were peculiar. All crimes against state were punished severely. If an accused person made his innocence plainly upon his trial, the accuser was immediately put to death. The emperor also conferred on him some public mark of his favour. They looked upon fraud a greater crime than theft.

2. The two dangers that the kingdom of Lilliput faced were—the violent faction at the court and the

of two parties—Tramecksan and slamecksan—from the high heels and low heels of their shoes. Also there were the Big–Endians and the small-Endians–as to whether the egg was to be broken from which end. The animosity between them had separated the two and they disliked the company of other faction. The invasion is expected to be from the kingdom of Blefuscu.

WORKSHEET–123

1. Lilliputians were of the view that parents should not be entrusted with the care and education of their offsprings whose sole purpose was to bring them into this world. There were public nurseries in every town and parents were expected to leave their children there. In these nurseries children were reared and educated till they were at the age of twenty moons. These schools were of different kinds suited to different qualities and to both sexes. The nurseries of males of noble birth were provided with learned professors. The clothes and food were plain and


simple. They were brought up according to the principles of honour, Justice, courage, modesty, clemency, religion and love. The parents were allowed to see them twice a year.

2. When Gulliver was informed by Reldresal, a friend of his, that the court of the Emperor of Lilliput

of destroying Lilliput. But after some thought he resolved to leave Blefuscu without making any fuss. He had already taken the verbal permission of emperor of Lilliput to visit Blefuscu. So, he wrote a letter to his friend Reldresal informing him of his intention to see Blefuscu. Without waiting for the answer, Gulliver crossed over to the side of Blefuscu. Gulliver was received by the people who were expecting him. They took him to the king of Blefuscu. King of Blefuscu along with the courtiers and empress and ladies welcomed Gulliver to the land of Blefuscu.

WORKSHEET–124

1. When Gulliver was loitering on the north-east coast of Blefuscu, he saw an overturned boat in the sea. He immediately went to the king of Blefuscu to get help of some seamen to bring the boat to the shore. With the help of seamen Gulliver was able to bring the boat. With the help

put up oars and masts of the ship. In one month’s time Gulliver was ready to set sail. The king

length. Loading the boat with enough food and drink, Gulliver parted with the king and the queen of Blefuscu.

2. When one night Gulliver was woken up with loud cries of many hundred people, he was told

WORKSHEET–125

1. Lemuel Gulliver is the most important character in Swift’s ‘Gulliver’s Travels’. He is also a keen

character invented by Swift. But he impresses us as a detached and impartial observer and critic of mankind.

The voyages with the rough and stormy seas, the attack of sea-pirates or the fantastic

also a sharp critic of the political, social, cultural and religious institutions and practices of his own country.

Gulliver serves as a mouthpiece of Swift. Gulliver’s comments, conclusions, moralization or condemnation are Swift’s. Of course, they are veiled.

Gulliver gives his biographical details about his birth, marriage, education and profession. He is the third son of a small landowner in Nottinghamshire. He is educated in Cambridge and studied medicine. He is married to Mary who brings a good dowry to him. All these

Whether in Lilliput or in Laputa ; Brobdingnag or the land of the Houyhnhnms, Gulliver


our interest alive through humorous episodes and amusing and entertaining descriptions. In part IV, Gulliver as a mouthpiece of Swift goes very caustic in identifying men of his country with the Yahoos. Here, Gulliver acts like a moral judge. The portrayal of Pedro de Mendez’s character shows that Gulliver (or even Swift) was not a hater of mankind.

2.Though the king and majority of the cabinet was in favour of Gulliver’s liberty he opposed it and prepared articles and conditions of Gulliver’s release. These articles put some restrictions on Gulliver. Gulliver had to accept those conditions in order to get liberty. By these conditions Gulliver had to accept the sovereignty of the king by becoming a loyal servant of the king. By the description of it, Skyresh Bologlam seems to be an arrogant person always ready to harm Gulliver by all means.

THREE MEN IN A BOAT

WORKSHEET–126

1. The narrator portrays Harris as a man of no emotions. He is not in the habit of crying. He also does not know why it is so. He is also a jolly man. He is always after some sort of drink in the offering. When everybody is worried he simply comes out with a solution. The author is of the opnion that Harris always does know about a place round the corner where you can get something brilliant in the drinking line. Harris is an easy going person who cares little about other things.

2. Montmorency did not enjoy solitude. He liked noise and to participate in action. There was no adventure for him in the boat. Montmorency looked like an angel. His looks were as if he thought that this world was wicked and he could make it better and nobler. His innocent pious expressions could bring tears in the eyes of old ladies and gentlemen. The author thought he would not live long. He would soon be snatched away to heaven in a charot. He looked very frail. The author had to change his option about Montmorency when he killed a dozen chicken, fought with other dogs in the street and killed a cat belonging to an angry women.

WORKSHEET–127

1. When George suggested that we should take only such things that we can’t do without, the narrator appreciates him. He suggests that the boat of life should be light, packed with only what you need—a homely home and simple pleasures, one or two friends, someone to love you, a cat, a dog and a pipe or two, enough to eat and enough to wear and a little more than enough to drink for thirst is a dangerous thing. This would enable the boat easier to pull. So only essential things were packed–such as a rug (each), a lamp, some soap, a brush and comb, a toothbrush (each), a basin, some toothpowder, some shaving tackle and a couple of big towels for bathing.

2.whether he had packed the boots. The writer had to open the bag. Then he had a horrible thought that he hadn’t packed his toothbrush. The bag had to be emptied again to check it. Toothbrush was not found. Ultimately toothbrush was found in a boot. When he had packed, George asked whether the soup was in. George’s and Harri’s contribution was to begin with breaking things. They started with breaking a cup. Then Harris packed the strawberry jam on top of a tomato and squashed it. George, then, trod on butter. They packed pies on the bottom and heavy things on them. The butter was found on Harris’ back. Every one seems to be better than the other but it was not so.


WORKSHEET–128

1. While the author was smoking leaning against a low stone wall that guarded a little village church and enjoying the serene beauty there, an old man approached him. The old man was the watchman of the churchyard. The old man was carrying a bunch of keys and he thought that the author was interested in seeing the tombs. When the old man excused the author for coming late, the author scolded him by saying that he was not interested in seeing the tombs. When the old Sexton found that the author was not interested in seeing the tombs, he was shocked. He could not imagine that a person near the churchyard was not interested in seeing the tombs in the churchyard.

2. When the narrator and Harris were having lunch at Kempton Park, a gentleman in shirt-sleeves and a short pipe came along and wanted to know if they were trespassing. The author told him that they did not consider the matter but assured him that if they were trespassing, they would believe it. Harris even offered the man bread and jam when he did not go away. The real purpose of the man was to get some money from them. To author, the man seemed to be some

proprietor of these places to earn some money.

WORKSHEET–129

1. Jerome K Jerome is the main character of his classical comic novel ‘Three Men in a Boat’. He

to Oxford. Like both of his real life-friends Harris and George, Jerome is also a hypochondriac who is all the time concerned with his health.

Jerome is not a vocal and boisterous character like his other life-friends, Harris and George. He rarely takes any initiative but slowly and silently he makes his presence felt in all the decisions and operations that are associated with the river journey. Jerome has a long association with the Thames.

The narrator doesn’t forget to laugh at himself too. On many occasions he contradicts himself. On one hand he says that he takes a great pride in his work. But in the same breath he complains that it always seems to him that he is doing more work than he should do.

The narrator has an eye for beauty and romance. His description of the river and the villages and towns on it is graphic and fascinating. He displays a deep knowledge about the social practices, culture, history, costumes, food, drinks that the people and places of the Thames’s region are associated with.

2. The author is of the view that it is only when our stomach is full our body and mind does the business quite well. We can not work, we can not think unless our stomach is full. He says that after eggs and bacon, it says ‘work!’. After beefsteak and porter it says ‘sleep!’ After a cup of tea, it says to the brain ‘Now, rise, and show your strength...’ He says, we are the veriest, sorriest slaves of our stomach.’ When your stomach is full, you tend to be a good citizen, a loving husband and a tender father—a noble, pious man. The author aptly remarks that we can even forget the follies of others when our stomach is full.

WORKSHEET–130

1. When the author could not sleep in the boat at night, he observed some strange facts about night. It was a glorious night and the moon had sunk and left the quiet earth alone with the stars. While we slept, like her children, the stars were talking to her (night) in mysterious


voices which we are unable to decipher. They awe us, these strange stars, so cold so clear. We as children know not how to react to the situation.

Night seems so comfortable and full of strength. In its great presence our small sorrows creep away. The day is full of fret and care and world seems to be so hard and wrong to us. Then Night, like some great loving mother, gently lays her hand upon our head and smiles. We on our part get solace in her presence and all our sufferings are gone.

2. The two youngmen fooled the party guests by inviting Herr Slossenn Boschen to sing. Herr sang it in German. Nobody in the party knew German. The two youngmen deliberately told the author and other guests that the song of Herr Slossenn will amuse them. But professor sang a sad song in German. The guests at the party followed the young men by roaring and tittering. When they did so German professor was not happy because guests at the party annoyed him very much. It appeared that the song was not a comic one at all. By the time all realised that they had been befooled by the two youngmen, they (two men) had disappeared from the party. The party ended on a sad note.

WORKSHEET–131

1. When the author was rowing with his cousin from Goring, it was late and they planned to reach Cleeve by the night fall. In between Goring and Cleeve was Wallingford lock, as the map showed. They were rowing down–the river pretty fast but could not reach Wallingford lock. As time went on and no sight of the lock at the expected place, they thought that they had lost their way. The author got puzzled as to the location of the lock. The river seemed more and more gloomy and mysterious under the gathering shadow of night. By chance, some other people emerged on another boat. The author asked about the Wallingford lock. They told him that it had been closed down a year ago. They had just neared Cleeve. The author thanked them and he and his cousin got home for supper in time.

2. The narrator portrays Harris as a man of no emotions. He is not in the habit of crying. He also does not know why it is so. He is also a jolly man. He is always after some sort of drink in the offering. When everybody is worried he simply comes out with a solution. The author is of the opinion that Harris always does know about a place round the corner where you can get something brilliant in the drinking line. Harris is an easy going person who cares little about other things.


SECTION–A (READING)

1. 1. (a) Suspension bridge is built on the river Indus. (b (c (d) The driver prays because the bridge is holy to him. (e (f (g

hut.

(h

2. 1. (a

(b

(ccrops should be introduced in cropping cycle.

(d

2. (a) redeem (b) sustainable (c) replenish (d) integrated

SECTION–B (WRITING & GRAMMAR)

3.

in pouches.

4. THE LION AND THE HARE

I will kill him,” he roared.

the well to kill that lion. Since the well was a bit deep, the angry lion got drowned and died

5. (a b) 3. more (c) 4. or (d) 1. some (e) 3. their (f

SOLUTIONS TO PRACTICE PAPER–1


6. (a) have had (b) stating stated (c) need (d (e) those this (f) with (g) a the (h) it they 7. (a (b) Students are more prone to listening to their peers. (c

SECTION–C (LITERATURE TEXTBOOK & EXTENDED READING TEXT)

8.

dark. 3. The armed men rode up and down with their crushing sound sending chill down everyone.

Or Kashi Yatre 2. The old lady thought that she would get ultimate punya

So she had a strong desire to go to Kashi. 3. She could not go to Kashi because she gave away her savings to get a young orphan married. 9. (a

(b

(c

(d)

10. 20 April 20XX Tuesday 8 pm

and my desire to read the novels and scriptures. I am especially happy because I have achieved

writing and reciting whatever the teacher allotted her as homework.Kashi Yatre unaided, I decided to honour my teacher


Or

DUKE’S ROLE IN THE LIFE OF HIS MASTER

house. The master and his dog would come out on the sidewalk. Duke would pull his leash taut.

i.e.

walked 200 metres without Duke.

11. (a

is an allegorical satire where personalities and institutions are attacked not directly but in a

rather than to divert it.”

Or Gulliver’s Travels


(b

Or



1. 1. (apossible without it.

(b (c

(dthe body.

(e (f (g) Water-therapy means drinking enough water to treat body ailments. (h

2. 1. (adisorders.

(b

(c

(d

2. (a) segregated (b) motivation (c) discrimination (d) mould

SECTION–B (WRITING AND GRAMMAR)

3. TRAFFIC JAMS AND ACCIDENTS (by Raj Sinha)

During the last two decades there has been a boom in the automobile industry. This has led to



4. THE MYSTERY OF THE HAUNTED HOUSE

it and rushed in. We were surprised at what we saw there. The place was neat and clean. Work

hid behind the pillars as we heard some noise. We overheard what they said. Then we came

house to hide their illegal activities.

5. (a) 3. by (b) 2. its (c) 3. and (d) 4. across (e) 3. having (f 6. (a (b) at with (c) did do (d) take took (e) an the (f) were was (g) since and (h) about 7. (a) on behind (b) in (c) on and (d) is are (e) in on (f) does do


8. 1. The speaker is discussing her helplessness to sell the villa. 2. The speaker wants to sell the villa because she is hard pressed and needs money.

Or

sadness.

9. (a

thorny bushes. It lingers by shingly bars and loiters around the pungent learned cresses.

(b

at her helplessness. (c

She comes straight to the point and does not beat about the bush. She is not interested in


(d)

darkness enveloping them.

10. 22 April 20XX Thursday 9.30 pm

to be able to read Kannada alphabet and she conveyed this to me as she needed my help in

could help her overcome all obstacles.

and she blessed me.

Or

Friday 8 pm

machine.


11. (a

taken to the city.

Or

(b

and peace.Or

hypochondriac who is all the time concerned with his health.

association with the Thames.

complains that it always seems to him that he is doing more work than he should do.



1. 1. (a (b (c

recommended by the author. (d (e (f (g (h

diets. 2. 1. (a

it creates many social ails. (b (c

(d

2. (a) menace (b) callous (c) degenerated (d) scam


3. CARBON CYCLE (by Arjun/Anju)

volcanoes also release it. The dead animals lying in the sea get decomposed and carbon

4. THE HARE AND THE LION

day.” The lion agreed.



will kill him,” he roared.

jumped into the well to kill that lion. Since the well was very deep, the angry lion was drowned and killed instantly. Thus the other animals were saved by the clever hare.

5. (a) 2. has (b) 1. and (c) 3. will (d e) 2. is (f) 3. in 6. (a the Agra-Delhi (b) Sanctuary has been (c a large (d) order to attract (e) near the entrance (f) would be developed (g) also have a library (h) hall where slide 7. (a (b (c


8. 2. The poetic device used in these lines is alliteration.

sadness.Or

1. They would assemble daily in the temple courtyard.

3. The narrator could not understand why there was so much debate about the story because

9. (a

(b) The grandmother worked hard to accomplish her desire to read. She did her routine

(c

the other to condemn the villa.

(d)


10. The granddaughter and grandmother are poles apart in age, tastes, temperaments and

Kashi Yatre

She tells her granddaughter why she could not go to school in her childhood. She analyses

Kashi YatreOr

own responsibility. Though unable to communicate with his master through words he conveys his impatience to move out with him through gestures. Duke stalked to the bed. Then he

side.

to keep his balance without Marcy at his elbow. The progress was slow but sure. Duke would


was due to Duke.

11. (a

Or

(b

Nobody even knew the destination about a train leaving Waterloo. The Porter that took

Or

belonging to an angry women.



1. 1. (a (b (c (d (e) These are important because they make our lives sweet. (f (g) The policeman and law is necessary to keep social order intact. (h 2. 1. (a

(b (c

(daround.

2. (a) acute (b c d) restrictions


3. Monday 28 March 20XX

4. THE WASPISH GONG

sound always brings tears to my eyes.”

path. The tiger raised his paw and gave the gong a great blow, which shattered it. It was a

5. (a) 3. are (b) 2. how (c) 4. what (d) 3. by (e) 2. have (f) 3. with 6. (a) because what we (b) result the (c) tomorrow will be (d) decision we take (e) reverse the wrong (f) taken in the (g) overselves into becoming (h we 7. (a (b (c) During the day such deserts are burning hot.



SECTION–C (LITERATURE TEXBOOK & EXTENDED READING TEXT)

8.

Or

Maids made

9. (a

(b

(c)

(d

10.Kashi Yatre

homework she does.


Or

11. (a

political system, its judiciary, education and religious divisions. It does not mean that

Or


real and credible. (b

Or

about taking up a job. In order to hang a picture on the wall, Uncle Podger would create



1. 1. (a (b (c (d

(eper day.

(f

(g (h

every hour spent playing outdoors. 2. 1. (a

(b) A conversation is compared to a tennis match because each person have a turn to give

(c) As almost everything one says is an attempt to persuade the other person to accept

(d

a positive outlook. 2. (a (b) visualise (c) patient (d


3. Wednesday 2 March 20XX

4. THE BLIND LADY AND THE GREEDY DOCTOR Once a rich lady, who lived in a spacious mansion, became blind. She called in an eye specialist,

doctor operated upon her eyes and bandaged them.



5. (a) 3. other (b) 1. has (c) 4. last (d) 3. less (e) 3. by (f) 1. or 6. (a) beside besides (b) contains contain (c) to in (d) whole all (e (f) cooling cool (g) saying said (h) where whereas 7. (a (b (c) They travel through a universe that is very spacious.


8.

better claim. It was not a beaten track. It promised thrill and advantage.Or

2. According to the speaker, Frenchmen are indecisive.

9. (a) For men may come and men may go,

But I go on for ever.”

(b

(c

outwits the American lady, Mrs Al Smith, who is cash rich and always remains in haste. (d

10. Thursday 8 pm

Kashi Yatre . I opened it

elated.


Or COPING WITH LOSS

homecoming was over, helplessness, denial, dejection and anger surrounded him. Duke taught

11. (a

wars by sea and land, their schism in religion, education and about the two political


Or

(b

someone to love you, a cat, a dog and a pipe or two, enough to eat and enough to wear

brush and comb, a toothbrush (each), a basin, some toothpowder, some shaving tackle

Or

who cares little about other things.

contents - Saraswati House

Documents

Transcript of contents - Saraswati House