Xam Idea English Class 11 WWW - Examsakha.in

Syllabus
CENTRAL BOARD OF SECONDARY EDUCATION, NEW DELHI

ENGLISH (CORE)-XI
Code No. 301 (2023-24)
Section –A (26 Marks)

(Reading Skills)
Reading Comprehension through Unseen Passages (10+8= 18 Marks)

1. One unseen passage to assess comprehension, interpretation, analysis, inference and
vocabulary. The passage may be factual, descriptive or literary.
2. One unseen case-based factual passage with verbal/visual inputs like statistical data,
charts, etc. to assess comprehension, interpretation, analysis, inference and evaluation.
Note: The combined word limit for both the passages will be 600-750.
Multiple Choice Questions / Objective Type Questions will be asked.
3. Note Making and Summarization based on a passage of approximately 200-250 words.
(i) Note Making: 5 Marks

m Title: 1

m Numbering and indenting: 1

m Key/glossary: 1

m Notes: 2
(ii) Summary (up to 50 words): 3 Marks

m Content: 2

m Expression: 1
Section –B (23 Marks)

(Grammar and Creative Writing Skills)
Grammar (7 Marks)
4. Questions on Gap filling (Tenses, Clauses)
5. Questions on re-ordering/transformation of sentences
(Total seven questions to be done out of the eight given).
Creative Writing Skills (16 Marks)
6. Short writing task: Classified Advertisements, up to 50 words. One out of the two given
questions to be answered (3 Marks: Format : 1 / Content : 1 / Expression : 1)
7. Short writing task: Poster up to 50 words. One out of the two given questions to be
answered. (3 Marks: Format : 1 / Content : 1 / Expression : 1)
8. Long writing task: Speech in 120-150 words based on verbal / visual cues related to
contemporary / age-appropriate topic. One out of the two given questions to be
answered. (5 Marks: Format: 1 / Content: 2 / Expression: 2)
9. Long writing task: Debate based on visual/verbal inputs in 120-150 words, thematically
related to contemporary, topical issues. One out of the two given questions to be
answered. (5 Marks: Format: 1 / Content: 2 / Expression: 2)
Section –c (31 Marks)

(Literature Text Book and Supplementary Reading Text)

This section will have variety of assessment items including Multiple Choice
Questions, Objective Type Questions, Short Answer Type Questions and Long
Answer Type Questions to assess comprehension, interpretation, analysis,
evaluation and extrapolation beyond the text.
10. One Poetry extract out of two, from the book Hornbill, to assess comprehension,
interpretation, analysis, inference and appreciation. (3 x 1 = 3 Marks)
11. One Prose extract out of two, from the book Hornbill, to assess comprehension,
interpretation, analysis, evaluation and appreciation. (3 x 1 = 3 Marks)
12. One Prose extract out of two, from the book Snapshots, to assess comprehension,
interpretation, analysis, inference and appreciation. (4 x 1 = 4 Marks)
13. Two Short answer type questions (one from Prose and one from Poetry, from the book
Hornbill), out of four, to be answered in 40-50 words. Questions should elicit inferential
responses through critical thinking. (3 x 2 = 6 Marks)
14. One Short answer type question, from the book Snapshots, to be answered in 40-50
words. Questions should elicit inferential responses through critical thinking. One out
of two questions to be done. (3 x 1 = 3 Marks)
15. One Long answer type question, from Prose/Poetry of Hornbill, to be answered in 120-
150 words. Questions can be based on incident / theme / passage / extract / event,
as reference points to assess extrapolation beyond and across the text. The question
will elicit analytical and evaluative response from the student. Any one out of two
questions to be done. (1 x 6 = 6 Marks)
16. One Long answer type question, based on the chapters from the book Snapshots, to be
answered in 120-150 words, to assess global comprehension and extrapolation beyond
the text. Questions to provide analytical and evaluative responses, using incidents,
events, themes, as reference points. Any one out of two questions to be done.
(1 x 6 = 6 Marks)
PRESCRIBED BOOKS
1. Hornbill: English Reader published by National Council of Education Research and
Training, New Delhi
(PROSE)
n The Portrait of a Lady
n “We’re Not Afraid to Die… if We Can be Together
n Discovering Tut: the Saga Continues
n The Adventure
n Silk Road
(POETRY)
n A Photograph
n The Laburnum Top
n The Voice of the Rain
n Childhood
n Father to Son
2. Snapshots: Supplementary Reader published by National Council of Education
Research and Training, New Delhi
n The Summer of the Beautiful White Horse
n The Address
n Mother’s Day
n Birth
n The Tale of Melon City
INTERNAL ASSESSMENT
Assessment of Listening Skills – 05 Marks
Assessment of Speaking Skills – 05 Marks
Project Work – 10 Marks
The changes for classes XI-XII (2023-24) year-end

Board Examinations are as under:
(Classes XI-XII)
Particulars Academic Session 2022-23 Academic Session 2023-24
Composition u C
ompetency Based Questions are u ompetency Focused Questions in the
C
of question 30% in the form of Multiple-Choice form of MCQs/Case Based Questions,
paper year-end Questions, Case Based Questions, Source-based Integrated Questions or
examination/ Source Based Integrated Questions any other type = 40%
Board or any other type. u elect response type questions(MCQ) =
S
Examination u Objective
Questions are 20% 20%
(Theory)
u R
emaining 50% Questions are Short u onstructed response questions (Short
C
Answer/ Long Answer Questions Answer/Long Answer type Questions,
as per existing pattern) = 40%
Question Paper Design (2023-2024)
English Core XI
(CODE NO. 301)
SECTION COMPETENCIES TOTAL

MARKS
Reading Skills Conceptual understanding, decoding,

analyzing, inferring, interpreting,
appreciating, literary, conventions and
26
vocabulary, summarizing and using
appropriate format/s.
Grammar and Creative Conceptual understanding, application of

Writing Skills rules, analysis, reasoning, appropriacy of
style and tone, using appropriate format and
23
fluency, inference, analysis, evaluation and
creativity.
Literature Textbook and Recalling, reasoning, appreciating literary

Supplementary Reading convention, inference, analysis, creativity with
Text fluency, critical thinking. 31
Total 80
Assessment of Listening and Speaking Skills 10
• Listening 5
• Speaking 5
Project Work 10
Grand Total 100

SECTION–A
READING SKILLS
1. FACTUAL PASSAGE
2. DESCRIPTIVE PASSAGE
(26 MARKS)
3. LITERARY PASSAGE
4. CASE-BASED FACTUAL PASSAGE
5. NOTE-MAKING AND SUMMARIZATION

1 Factual Passage
1. Read the following passage carefully. (10 marks)

(1) Soil is your garden’s natural growing medium, so it’s vital for the health and successful
growth of your plants and crops that you keep it well maintained. Soil is basically rock
that’s been ground down by the effects of the weather over a long period of time and
made fertile by decayed organic matter (derived from dead insects and leaves). There
are hundreds of different soil types, but they can broadly be classified as sandy, loamy
or clay, referring to their basic texture. It is the texture that affects the drainage,
aeration and nutrient content of the soil and you may have to take steps to improve
this in certain types of soil.
(2) Take a handful of soil and run a small amount between your forefinger and thumb.
Although all soils contain varying proportions of sand, silt and clay, you’ll readily be
able to tell the difference between the main types.
(3) Sandy soil feels gritty when dry and even it’s wet particles will not stick together.
Loamy soil, on the other hand, can be moulded by hand when moist, but aren’t at all
sticky and gritty and are fairly loose when dry. Clay soil is sticky and smooth when wet,
but becomes polished when rubbed and baked hard when dry.
(4) A loamy soil is a well-balanced amalgamation of sand, silt and clay, which combines
excellent drainage with sufficient moisture retention to assure good growing conditions
for most plants. It’s fairly easy to look after, although loamy soils do benefit from
regular applications of well-rotted organic matter to prevent getting tightly packed.
(5) The particle consistency of sandy soil doesn’t hold water well, with the result that
plant foods are often taken away by rain before they can do any good. Again, well-
rotted organic matter can be added to bind the soil particles together.
(6) Clay soil is most difficult to work with, usually becoming waterlogged, so they
are virtually impossible to dig. Artificial drainage will probably be the first step in
improving the texture of the soil and various additives will break down the structure
to make use of its excellent food stocks.
(7) There are various methods of improving your soil’s texture. Essentially this requires
regular applications of a well-rotted organic substance called humus, which is obtained
from decayed plant and animal matter (manure, compost, and seaweed; each provides
ample sources).
(8) The presence of chalk in soil can also affect the growth of plants: some prefer slightly
acid (chalk-free) soils, while others grow more successfully in alkaline, chalky soils.
Most fruits and vegetables, however, grow better in neutral soil.
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(9) Although benefiting the soil in some ways, compost, manure and fertilizers can actually
add to its acidity, as organisms break them down. Over-acid soils can be treated with
applications of lime—either hydrated (slaked) lime, or ground limestone (chalk). Of
the two, ground limestone is your best choice.
(10) To apply lime, sprinkle it on the broken top soil and mix it lightly but don’t dig in;
leave it to be washed down by rain. Apply lime every other year if need be. An alkaline
soil can be treated with manure, garden compost or peat, well dug in.
Based on your understanding of the passage, answer the questions given below.
(a) Why should we keep soil well maintained?
(i) Because it absorbs and retains water
(ii) Because it responds to the effects of weather
(iii) Because it raises water table
(iv) Because it is the garden’s natural growing medium
(b) Complete the given statement.

By taking a handful of soil and running it between our forefinger and thumb, we
can tell ___________________________________________________.
(c) Complete the following.

Opinion: Clay soils are the most difficult to work with.
Reason:

________________________________________________________________________
(d) Soil is divided into various types on the basis of:
(i) colour (ii) drainage
(iii) texture (iv) aeration
(e) Fill in the blank.

The particle consistency of sandy soil doesn’t hold ________________ well.
(f) Complete the given analogy.

__________________ : combination : : moulded : shaped
(g) Loamy soil is the best for plant growth because:
(i) it is a well-balanced mixture of sand, silt and clay
(ii) it has weak drainage and retention
(iii) its texture responds slowly to decayed organic matter
(iv) it gets tightly packed unless looked after well
(h) Soils must be tested before growing fruits and vegetables because:
(i) they need alkaline soil
(ii) they prefer slightly acidic soil
(iii) they grow better in neutral soil
(iv) they flourish in over-acidic soil
(i) State whether the given statement is TRUE or FALSE.

The presence of chalk in soil affects the growth of plants.
(j) Pick a word from paragraph 5 which corresponds to the meaning of ‘firmness’
as in the passage.
8 Xam idea English (Core)–XI

(1) The defence mechanism of human body is a gift of nature provided to human beings.
The power of our body to fight against various disease-producing agents is known as
defensive mechanism. This defensive mechanism depends upon various factors which
can be categorised mainly into two types—common factors and special factors.
(2) Amongst the common factors, the most important is the health of human beings.
We all know if we have a good health, our body automatically remains protected
against the diseases. For keeping good health, one should have nutritious balanced
diet. A balanced diet is one which contains carbohydrates, fat, proteins, vitamins, etc.
in proportionate amount.
(3) The skin of our body protects us from many micro-organisms producing diseases,
provided that it is intact. In case there are cuts or abrasions on it, the micro-organisms
penetrate the body through those cuts and abrasions and can cause diseases. Therefore,
a cut or an abrasion should never be left open. In case there is no bandage, etc.
available, it may be covered with a clean cloth.
(4) Some bacteria are residing on and inside the human body. They are our friends and
are useful for us. They do not cause any disease and by their presence they do not
allow disease-causing organisms to settle on those places. For example, the micro-
organisms, present in human saliva secrete a chemical which does not allow diphtheria
causing bacteria to grow inside the oral cavity.
(5) The human body secretes a variety of fluids, which are killers for disease-causing
micro-organisms. For example, gastric juice (acidic in nature) secreted by our intestinal
tract kills all organisms which enter our body through food.
(6) There are a few automatic activities of our body known as “reflex phenomenon” which
protect the body against many infections. This reflex phenomenon includes sneezing,
coughing and vomiting.
(7) Fever is one of the most important constituents of the defensive mechanism of our body.
The organ which regulates the temperature of our body is known as hypothalamus and
it is situated in the brain. When micro-organisms after entering the body release toxic
products, which reach the brain through blood, the hypothalamus starts increasing
the temperature of the body and the person gets fever. This fever is very useful for the
human body because by the increase in temperature the micro-organisms which are
the root cause of the problem get killed.
(8) We are living in an environment which is full of bacteria. Many of these bacteria can
produce serious diseases, but all of us do not suffer from such diseases. It is due to a
special power present in our body to fight these diseases. A part of this special power
of our body is known as innate immunity. This is inherited by us. The other part of
this special power is called acquired immunity. This we gain during our lifetime.
(9) In a nutshell, we can say since nature has provided us with defensive mechanism to
fight against so many diseases, let us maintain it and rather increase it by the way of
immunisation.
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(a) Why should one have nutritious balanced diet?
(i) It has food items for various tastes.
(ii) It keeps one healthy.
(iii) It is recommended by a dietician.
(iv) It has all essential items.
(b) Fill in the blank.

We are living in an environment which is full of _________________.
(c) The defence mechanism of human body is important as:
(i) it protects us from diseases (ii) it checks deterioration of body
(iii) it saves us from depression (iv) it builds up the wear and tear
(d) Complete the given statement.

In order to check the micro-organisms’ penetration in the human body, we
should _____________________________________.
(e) We can increase our defensive mechanism by:
(i) developing friendly bacteria
(ii) checking infection through reflex phenomenon
(iii) seeking proper immunisation
(iv) suppressing fever in initial stages
(f) State whether the given statement is TRUE or FALSE.

Fever is one of the most important constituents of the defensive mechanism of
our body.
(g) Complete the given analogy.

Reflex phenomenon : automatic activities of our body : : ________________ :
power to fight against disease producing agents
(h) Fill in the blank.

The ____________ of our body protects us from many micro-organisms producing
diseases.
(i) Gastric juice secreted by our intestinal tract kills all extraneous organisms as:
(i) it flows very fast
(ii) it is acidic in nature
(iii) it prevents their multiplication
(iv) it is a natural stimulant
(j) Pick a word from paragraph 3 which means the same as ‘scrapping or rubbing
of ’.

(1) Just a century ago it would have been hard to imagine that human beings could
significantly pollute the oceans. Human beings constitute the greatest threat to the
oceans since the development of the nuclear industry. Nuclear power has become a
major source of the world’s electric energy. But nuclear power plants also produce a
great amount of nuclear waste which remains hazardous for thousands of years.
(2) For the purpose of disposal, nuclear wastes are of two categories: Low Level Waste
(LLW) which includes several substances used in connection with nuclear reactors and
High Level Waste (HLW) which consists primarily of spent fuel from nuclear reactors
and weapons. Currently, there is no permanent method of disposal for HLW. All the
HLW that has been produced so far is being stored near the reactor sites in swimming
pools or in dry casks. These storage pools are not designed to store the waste for an
indefinite period of time. As high-level nuclear waste presents a tremendous storage
problem, dumping it into the ocean was considered as the most cost-effective solution.
(3) Even though dumping of highly radioactive wastes at sea was banned worldwide
for more than three decades, it still continues. Russia has been dumping highly
radioactive materials in the Arctic Sea. Until the London Dumping Convention in
1983, the Atlantic Ocean was a favourite dumping ground for nuclear nations like
Great Britain, Germany, Japan, France, Switzerland and Sweden.
(4) The dumping of nuclear wastes not only goes against international practice, but is also
a violation of international treaties. Dumping of the wastes is regulated by the 1972
Convention on the Prevention of Marine Pollution by Dumping of Wastes and Other
Matter (the 1972 London Convention). The Convention outlawed the disposal of
high-level wastes at sea. It required the nations disposing low-level radioactive wastes
to do so in ocean basins at depths greater than 12,000 feet. But the depths at which
the actual dumping took place was within the range of 200 to 1,000 feet, which is a
clear violation of the convention.
(5) Although the dumping of any radioactive waste at sea has been prohibited by law
since 1994, the status of sub-seabed disposal has been ambiguous. If a resolution is
made to extend the definition of “dumping” to include “any deliberate disposal or
storage of wastes or other matter in the sea-bed and the subsoil thereof ” and accepted
by the convention, sub-seabed disposal will be prohibited, and the decision may not be
appealed for twenty five years. If it is so, then sub-seabed disposal will be subjected to
regulation and subsequent banning by the London Dumping Convention. Article III,
Section 1(a) of the convention defines dumping as “any deliberate disposal at sea of
wastes or other matter from vessels, aircraft, platforms or other man-made structures
at sea.”
(6) On the contrary, the United Nations Conference on the Law of the Sea (UNCLOS),
reveals that the seabed, ocean floor and subsoil are beyond the limits of national
jurisdiction. The seabed area is beyond the territorial jurisdiction of any nation and
is open to use by all in accordance with commonly acceptable rules. Even though
UNCLOS may not directly prohibit sub-seabed disposal, there are other provisions
such as “to protect and preserve the marine environment” which will put a legal
binding on the member states while undertaking the disposal.
(7) Clifton Curtis, a political adviser to Greenpeace International, who has fought against
sub-seabed disposal method since 1978 favours land-based disposal as a better option.
(a) Why are human beings the greatest threat to oceans?
(i) They conduct hazardous nuclear experiments.
(ii) They explore the oceans for its hidden treasures.
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(iii) Their lust for sea-food makes them plunge into the waves.
(iv) They pollute oceans by dumping nuclear waste.

Clifton Curtis favours _______________ as a better option than the method of
sub-seabed disposal.
(c) State whether the given statement is TRUE or FALSE.

Sweden has been dumping highly radioactive materials in the Artic Sea.
(d) The nuclear waste produced by the nuclear power plants is dreaded as:
(i) it is a health booster
(ii) it remains hazardous for thousands of years
(iii) it is biodegradable
(iv) it is a major source of electric energy
(e) Complete the table given below.
Nuclear Power
Positive Aspect Negative Aspect
(f) Nuclear nations practised dumping high level nuclear waste into the ocean
because:
(i) it was the easiest option (ii) it involved the least risk
(iii) it was the safest way (iv) it was the most cost effective solution
(g) State whether the given statement is TRUE or FALSE.

Dumping of highly radioactive waste at sea was banned worldwide for more than
five decades.
(h) The status of sub-seabed disposal has been ambiguous because:
(i) nuclear waste has been dumped at the depth of 200 to 1000 feet
(ii) the UN law of the sea makes it open to use by all
(iii) the definition of ‘dumping’ does not include sub-seabed
(iv) the sub-seabed area is under the territorial jurisdiction of the nearest country
(i) Complete the given statement.

All the HLW that has been produced so far is being stored ___________________
_________________________________________. (where)
(j) The word ‘deliberate’ in paragraph 5 means:
(i) done unconsciously (ii) happening by chance
(iii) done slowly and carefully (iv) done intentionally

(1) The National Disaster Management Authority has recently released guidelines on the
management of urban flooding. It clearly states that urban flooding should be treated
as a separate disaster as the causes of urban flooding and the strategies to deal with
them are different.
(2) Even though urban flooding has been experienced for decades in India, sufficient
attention was not given to plan specific efforts to deal with it holistically. In the past, any
strategy on Flood Disaster Management largely focused on riverine floods affecting
large tracts of rural areas.
(3) Urban flooding is significantly different from rural flooding as urbanisation leads to
developed catchments which increases the flood peaks by up to 8 times and flood
volumes up to 6 times. Consequently, flooding occurs very quickly due to faster flow,
sometimes in a matter of minutes.
(4) Urban areas are centres of economic activities with vital infrastructure which needs to
be protected 24 × 7. In most of the cities, damage to vital infrastructure has a bearing
not only locally but could even have global implications.
(5) Urban areas are also densely populated and people living in vulnerable areas, both
rich and poor, suffer due to flooding. It has sometimes resulted in loss of life, damage
to property and disruptions in transport and power bringing life to a grinding halt
and causing untold misery and hardships. Even the secondary effects of subsequent
epidemics and exposure to infection often takes further toll in terms of loss of livelihood,
human suffering, and, in extreme cases, loss of life. Therefore, management of urban
flooding has to be accorded top priority.
(6) There has been an increasing trend of urban flood disasters in India over the past
several years. Almost every major city in India has been severely affected. Mumbai
floods of July 2005 turned out to be an eye opener. The deluge of rains in the
catchment areas of the Yamuna during August and September in 2010 has inundated
many villages and towns of Haryana, besides threatening the low-lying areas of Delhi,
the national capital. The fury of floods did not spare many areas of Uttar Pradesh and
Uttarakhand.
(7) Storm Water Drainage systems in the past were designed for a rainfall intensity of 12-
20 mm/h. However, we have been experiencing rainfall of higher intensities in most
of our cities every year, which overwhelm the SWD system. Moreover, the systems very
often do not work to the designed capacities because of encroachments, dumping of
solid waste and poor operations and maintenance.
(8) Improper disposal of solid waste, including domestic, commercial and industrial waste
and dumping of construction debris into the drains also contributes significantly to
reducing their capacities. Everybody is responsible for this.
(9) Encroachments are a major problem in many cities and towns all over the country.
With large scale encroachments on the natural drains and in the floodplains, the
capacity of the natural drain has decreased, resulting in flooding even with lower
intensities of rainfall.
(a) Urban flooding is to be treated as a separate disaster because:
(i) the problems of urban areas are unique
(ii) urban areas get flooded easily
(iii) the causes of urban flooding are different
(iv) urban and riverine flooding are similar
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(b) State whether the given statement is TRUE or FALSE.

Storm Water Drainage systems in the past were designed for a rainfall intensity
of 12-20 mm/h.
(c) Urban flooding occurs very quickly as:
(i) the drainage is usually blocked
(ii) storm water drainage is poor
(iii) encroachments obstruct flow of water
(iv) developed catchments increase faster flow

Urban areas need a round the clock vigil as ________________________________
____________.
(e) Choose any one.

In urban areas, flooding occurs very quickly due to (faster/slower) flow time.
(f) Life comes to a grinding halt in a flooded urban centre as:
(i) people are vulnerable to deep water flowing fast
(ii) transport and power are disrupted
(iii) there is a loss of life and damage of property
(iv) people face hardships and untold misery
(g) Encroachment on natural drains intensifies flooding because:
(i) these divert the flow of water
(ii) these cause whirls and speed up the flow
(iii) these decrease the capacity of drain
(iv) these obstruct the smooth flow of water
(h) Fill in the blank.

There has been an increasing trend of _______________________ in India over
the past several years.
(i) The word ‘overwhelm’ in paragraph 7 means:
(i) stunned (ii) flooded
(iii) overpowered (iv) defeated
(j) Pick a word from paragraph 4 which means ‘basic system and service’.

(1) Gandhi never urged anyone to renounce wealth or power. He taught a set of values
that might make happiness less dependant on material possessions. “As long as you
desire inner help and comfort from anything, you should keep it,” he suggested
tolerantly. Otherwise, he said, you might renounce a worldly asset ‘in a mood of self-
sacrifice or out of a stern sense of duty’ but would want it back and hence suffer.
(2) “I wholeheartedly detest,” Gandhi declared, “this mad desire to destroy distance and
time, to increase animal appetites, and to go to the ends of the earth in search of their
satisfaction. None of this is taking the world a step nearer its goal.”
(3) Gandhi is known for his successful efforts to liberate India. Actually, for him the
development of the Indian into a free man was more important than the freeing of

India. Most of Gandhi’s followers in India were not Gandhians and did not share
his ideals; they merely accepted his leadership because it smoothed the way to their
objective which was an Indian nation without the British but with all the usual
attributes of nationhood. For them, national independence was an end, a goal in itself;
for him it was a means to a better man and better life, and because his heart was heavy
with doubts whether these purposes would be furthered by the manner in which
independence was achieved—two bleeding children torn violently from the body of
mother India—he did not celebrate on August 15, 1947, the day the Indian nation
came into his own world—he was sad and refused congratulations.
(4) Gandhi was a nationalist; he loved India, but he was no Indo-maniac. He said he
would not hurt England to help India. All the years he fought British-Boer racial
discrimination in South Africa and British imperialism in India, he never despised or
reviled ‘the enemy’. He wanted to understand them. The British in India were victims
of their past. In liberating India Gandhi thought he was also freeing England for a
new future.
(5) For mental health, Gandhi prescribed truth. He brought for himself a unity of what
he believed, what he did and what he said. Creed, deed and word for one. This is
the integration which is the integrity of truth. When utterances conflict with actions
and actions with beliefs, the individualism split and sick. Gandhi preached what he
practised and practised what he believed. I found him healthy, happy, and light-
hearted despite his many sorrows and burdens. He enjoyed inner harmony.
(6) ‘Perhaps’, the Indian poet Rabindranath Tagore wrote of Gandhi, ‘he will not succeed.
Perhaps he will fail as the Buddha failed and as Christ failed to wean men from their
iniquities, but he will always be remembered as one who made his life a lesson for all
ages to come.’
(a) The set of values that Gandhiji taught people:
(i) made them renounce wealth or power
(ii) to give up the mad desire to destroy distance and time
(iii) made happiness less dependant on material assets
(iv) to have a spirit of self-sacrifice
(b) State whether the following statement is TRUE or FALSE.

Gandhiji loved India, which made him a nationalist and an Indo-maniac.
(c) Most of Gandhiji’s followers accepted his leadership because:
(i) they were his dedicated disciples
(ii) it smoothed the way to their objective
(iii) they did not share his ideals
(iv) they had a common objective
(d) For Gandhiji, the most valuable object was:
(i) political freedom of India (ii) material development of India
(iii) renouncing worldly assets (iv) development of Indians into free people
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For ____________ Gandhiji, prescribed truth.
(f) The author found Gandhiji healthy, happy and light-hearted because:
(i) he had no sorrows or burdens (ii) he had no worldly possessions
(iii) he enjoyed inner harmony (iv) his life was an open book
(g) Complete the given statement.

Gandhiji brought for himself a unity of __________________________________.
(h) State whether the given statement is TRUE or FALSE.

It was his inner harmony that kept Gandhiji healthy, happy and light hearted.
(i) The word ‘material’ in paragraph 1 means:
(i) fabric for clothes/customs (ii) information or ideas used in books
(iii) items used in a performance (iv) relating to worldly possessions
(j) Pick a word from paragraph 1 which means the same as ‘to give up’.

(1) One thousand and five hundred years ago, when craftsmen began cutting rocks
and sculpting them into magnificent statues of gods, little did they realise that in the
second millennium, the Elephanta Caves would not just be a major tourist attraction
but would also be a World Heritage Site.
(2) Now the world’s oldest island caves are getting a new lease of life. The Indian National
Trust for Art and Cultural Heritage (INTACH) has teamed up with the Archaeological
Survey of India (ASI) to spruce up the caves and protect them from further decay and
degeneration.
(3) Elephanta Caves date back to the sixth century and boast of some of India’s most
magnificent rock-cut sculptures of Lord Shiva. Situated about 11 km from the Gateway
of India, these caves are reached by small boats. Once on the island, visitors have to
climb over 1,000 stone steps to get to the caves.
(4) The caves were originally built during the reign of the Rashtraputa kings. They contain
huge images of Brahma, Parvati, Natraja and Shiva. The best and most famous of
these is Maheshmurti—a three headed bust of Shiva which is about six metres high.
(5) The great elephant structure in black stone which gave the island its name was
removed in 1864 by British to take it to England. However, it was later returned to
India and now stands at the Victoria Gardens, a park with a small zoo in the centre of
Mumbai. On top of the caves are two huge cannons installed by the British in order to
protect Bombay harbour.
(6) In the main cave, there are nine carvings which depict the life of Lord Shiva in
different manifestations – the dancer (Nataraja), Shiva killing demon Andhaka,
marriage ceremony of Shiva and Parvati, Shiva’s descent to the Ganges, Shiva as
Ardhnarinateshwar, Shiva as Maheshmurti, Shiva lifting Mount Kailash, Goddess
Parvati on Mount Kailash and Shiva as ascetic.
(7) Back in the mid-eighties, a team of leading international archaeologists, conservators
and historians visited the site and forwarded a proposal to UNESCO to grant heritage

status to the caves. The proposal was accepted and Elephanta Caves were declared a
World Heritage Site in 1987.
(8) The most important part of the effort is to clean up the surroundings of the heritage
site. For example, there is an ancient site built adjacent to the gate which houses some
of the best frescoes and showcases the art of carving out statues by cutting rock.
(9) The next phase was to clean up the littered surroundings and also to discourage
visitors from carrying eatables and plastic bags inside the caves. This step too was
roundly criticised but gradually people were educated on the historic and religious
importance of the caves and the incidents of littering have considerably reduced.
(10) To protect the caves from vandalism, security personnel were deployed a year ago.
“This has helped authorities to implement regulations stringently,” says an INTACH
volunteer of the organisation’s Mumbai chapter.
(11) Elephanta Caves have for years been threatened by the rapid industrial development
in their vicinity. A toxic chemical storage terminal has been planned just 400 metres
away. Bilge from oil-exploring activities and plastic dumped in the sea have seriously
threatened marine and bird life of the area.
(a) Which of the following is the most distinguishing feature of the Elephanta
Caves?
(i) That they date back to one thousand and five hundred years ago
(ii) That these are the world’s oldest island caves
(iii) That rocks have been cut and sculpted into magnificent statues of gods
(iv) That they have some of the most magnificent rock-cut sculptures of Lord
Shiva

Elephanta Caves were declared a World Heritage Site in 1978.
(c) Before being declared a World Heritage Site, the caves were:
(i) in a filthy state (ii) in a dilapidated state
(iii) in a magnificent state (iv) in a precarious state
(d) Fill in the blank.

The six metres high three headed bust of Shiva is known as _________________.
(e) State whether the given statement is TRUE or FALSE.

In the main cave, there are nine carvings which depict the life of Lord Shiva in
different manifestations.
(f) What is the most potent threat which the caves suffer from?
(i) A toxic chemical storage terminal
(ii) The bilge from oil exploring activities
(iii) Plastic dumped in the sea
(iv) The rapid industrial development in their vicinity

On top of the caves are two huge cannons installed by British to
__________________________.
Reading Skills 17
(h) Why were the security personnel deployed?
(i) To protect the caves from vandalism
(ii) To help authorities implement regulations
(iii) To help clean up the surroundings
(iv) To discourage visitors from carrying eatables inside
(i) Pick a phrase from paragraph 2 which means ‘make tidy and clean’.
(j) The word ‘degeneration’ in paragraph 2 means:
(i) become bad (ii) the process of becoming worse
(iii) loosing too much water (iv) stop production

(1) Today, when we pick up a daily newspaper, we invariably find an increasing incidence
of vandalism, fraud, theft, robbery, rape, child abuse, battered spouses, murders,
hate crimes, genocide (now termed as “ethnic cleansing”) along with a multitude of
other senseless violent acts that have become disturbingly common. These are not the
actions of people who like themselves.
(2) The solution to a great many problems, whether personal, national or global, lies in
improving our feelings about ourselves both as individuals and members of society.
When the significance of good self-esteem is well understood and it achieves the
prominence it deserves, a transformation will begin, for when the people will realise
that they deserve self-respect, their respect for others will automatically increase.
(3) Most of our behaviour has been shaped by our parents, caregivers and authority
figures who played an important part in our early upbringing and were responsible
for crystallizing our ideas about ourselves and the world. While everyone has self-
esteem, only a small percentage of us have high self-esteem. High self-esteem denotes
that we accept ourselves unconditionally exactly as we are, and we appreciate our
value as a human being. When, on the other hand, we have low self-esteem, we believe
that we have little intrinsic worth.
(4) We believe our personal value is in direct proportion to the value of our
accomplishments. If we cannot accomplish certain results, we tend to feel low about
ourselves. Some of us try too hard and become workaholics and over-achievers.
With few genuine feelings of self-worth, we try to create some and prove that we are
somebody by our successes and achievements. Because our desire for perfection is so
great, we tend to set unrealistic goals and place unreasonable demands on ourselves.
Failing, rather than encouraging us to have more realistic aspirations, only leads to a
mere punishing round of self-blame and a resolve to drive ourselves harder next time.
If we do finally achieve our goals, we are disappointed; despite everything we have
done, we still feel empty inside.
(5) Vulnerable to the opinions of others, we desperately try to gain their recognition
and approval sometimes through risky and dangerous behaviour. Thus, we are at the
mercy of our emotions, instead of controlling them, we permit them to control us.
Since we allow circumstances to influence our feelings, we are inclined to be moody.
The insecurity we feel as a result of devaluing ourselves makes us react with jealousy,

envy and possessiveness. Fear makes us greedy and acquisitive, and feelings of self-
hate alternate with those of futility, unhappiness and depression.
(6) Sound self-esteem is the basis for all self improvement. As human beings, our potential
is limitless, our abilities inexhaustible, and the possibilities for creative and constructive
changes are endless. But, we won’t experience satisfactory progress towards our goals
or make any lasting improvements unless we believe we deserve the good we want.
Conditions in our lives will improve permanently only when we believe we are entitled
to something better. So improving our self-esteem inwardly is the vital ingredient for
improving our lives.
(a) These days the newspapers are full of:
(i) development news (ii) political news
(iii) acts of violence and crimes (iv) educational and employment news

Our personal value is in direct proportion to the value of our accomplishments.
(c) Why is good self-esteem stressed upon?
(i) Because it is essential for solving many problems
(ii) Because is builds up self-confidence
(iii) Because it increases one’s reputation
(iv) Becuase it helps one to respect others
(d) Complete the following.

Vulnerable to the opinion of others, we desperately try to ___________________.
(e) Why is high self-esteem considered a remarkable asset?
(i) Because it makes us worthless in our own eyes
(ii) Because it helps us to believe in our worth
(iii) Because it forces us to be achievers
(iv) Because it brings depression and disappointment
(f) Fill in the blank.

We are inclined to be ___________ because we allow circumstances to influence
our feelings.
(g) Sound self-esteem ensures success as:
(i) one reacts emotionally to problems
(ii) one becomes moody and insecure
(iii) one taps one’s latent talents and creative faculties
(iv) one makes instant improvements
(h) Complete the given analogy.

fear : ____________ : : self-hate : futility

We tend to set unrealistic goals and demands on ourselves because ___________
____________________________________________.
Reading Skills 19
(j) The word ‘potential’ in paragraph 6 means:
(i) possible (ii) ability of a person
(iii) a liquid with magic powers (iv) hidden power

(1) Fear of failure is an attitude problem. All of us postpone things. We procrastinate. We
rationalize. We make excuses. We foolishly believe that to be creative and to have a
positive attitude and to simply do things, we have to have all kinds of preconditions.
(2) You can find several excuses for waiting to be more creative. But scratch the surface of
these smooth and logical rationalizations, and if you’re honest, you’ll see the face of a
little demon, the fear of failure, hiding there.
(3) Zig Ziglar reminds us that this is nothing but an attitude problem: “The future can
be depressing or magnificent—it is not correlated to the present or the past, past
failures or successes. It is only our attitude towards these failures or successes which
determines our future.” You can change yourself by changing your attitude without
fear of error.
(4) Problems cause stress and stress reduces our effectiveness. So it is very logical that once
we solve our problems, we should be able to increase our efficiency and effectiveness.
Incidentally, we can’t eliminate problems unless we opt for the final exit—the very
thought of this itself is stressful!
(5) What causes our problems? Well, roughly speaking one-third of our problems are
there because we are alive and kicking; another one-third of our problems are created
by ourselves; and the remaining one-third of our problems exist because of greed and
ego.
(6) When too many problems are causing you enormous stress and strain, do the following:
Think…there must be a better way to solve these problems. It helps to remember the
crow and jug story! Recall similar stories and incidents.
Ask, ask, ask…from yourself and from others, how to do things in better ways. May
be certain things should not be done at all or should be clubbed with other activities!
Don’t forget that even stupid questions will get your intelligent and common sense
answers.
Do it now! Start doing it. Don’t forget that the first step towards solving a problem is
to begin. The first step is the most difficult one, but taking it will kill procrastination—
a disease or a problem in itself. Do not forget to prioritise your problems first. Those
which are “C” category jobs should be delegated to others, but do not forget to check
and recheck till these get done.
(7) There is always a silver lining in any gloomy situation, provided you starve the problems
and feed the opportunities. For every problem, there could be several solutions and
solutions point towards opportunities.
(8) Apply the MISER concept to solve problems. MISER… where M stands for Merge, I
for Improve, S for Simplify, E for Eliminate and R for Reduce. MISER is an excellent
conceptual sieve that helps in reducing many problems to a very few ones.

(a) Why do most people procrastinate?
(i) Because they are not creative
(ii) Because they adopt a wrong attitude
(iii) Because they are too lazy to do anything
(iv) Because they wait for better opportunity

One-third of our problems are created by ourselves.
(c) Why can’t we eliminate problems from our life?
(i) Because we are alive and kicking
(ii) Because we are inactive
(iii) Because we are afraid of final exit
(iv) Because we tend to postpone actions

Our future can be determined by _____________________________________.
(e) According to the passage, in which of the following circumstances does our
effectiveness get reduced?
(i) When our problems multiply
(ii) When the depressing time is painful
(iii) When there is stress due to some problems
(iv) When problems dishearten us
(f) Complete the given statement.

We can change ourselves by ______________________________.

starve : problems : : feed : _______________
(h) What is the best way to tackle a problem?
(i) To defer it for sometime (ii) To seek help from a friend
(iii) To think of an easy solution (iv) To begin at once
(i) Fill in the blank.

There is always a silver lining in any ___________ situation.
(j) The word ‘procrastinate’ in paragraph 1 means:
(i) obtain with difficulty
(ii) natural tendency to do something bad
(iii) delay or postpone an action
(iv) doing with ease
Reading Skills 21
Answers [Factual Passage]
1. (a) (iv)
Because it is the garden’s natural growing 2.(a) (ii) It keeps one healthy.
medium (b) bacteria
(b) the difference between the main types of soil. (c) (i) it protects us from diseases
(c) They usually become waterlogged. (d) keep cuts and abrasions covered
(d) (iii) texture (e) (iii) seeking proper immunisation
(e) water (f) True
(f) amalgamation (g) defensive mechanism
(g) (i) it is a well-balanced mixture of sand, silt and clay (h) skin
(h) (iii) they grow better in neutral soil (i) (ii) it is acidic in nature
(i) True (j) abrasions
(j) Consistency
3. (a) (iv) They pollute oceans by dumping nuclear waste. 4. (a) (iii) the causes of urban flooding are different

(b) land-based disposal (b) True

(c) False (c) (iv) developed catchments increase faster flow

(d) (ii) it remains hazardous for thousands of years (d) they are the centres of economic activities with vital
infrastructure

(e) Positive Aspect: source of world’s electric energy
(e) faster
Negative Aspect: produce great amount of nuclear
(f) (ii) transport and power are disrupted
waste

(f) (iv) it was the most cost effective solution (g) (iii) these decrease the capacity of drain
(h) urban flood disasters

(g) False
(i) (iii) overpowered

(h) (iii) the definition of ‘dumping’ does not include sub-
(j) Infrastructure
seabed

(i) near the reactor sites, in swimming pools or in dry
casks

(j) (iv) done intentionally
5. (a) (iii) made happiness less dependant on material 6. (a) (iv) That they have some of the most magnificent
assets rock-cut sculptures of Lord Shiva.

(b) False
(b) False

(c) (ii) it smoothed the way to their objective
(c) (ii) in a dilapidated state

(d) (iv) development of Indians into free people
(d) Maheshmurti

(e) mental health
(e) True

(f) (iii) he enjoyed inner harmony
(f) (iv) the rapid industrial development in their vicinity

(g) what he believed, what he did and what he said
(g) protect Bombay harbour

(h) True
(h) (i) To protect caves from vandalism

(i) (iv) relating to worldly possessions
(i) Spruce up

(j) Renounce
(j) (ii) the process of becoming worse

7. (a) (iii) acts of violence and crimes 8. (a) (ii) Because they adopt a wrong attitude
(b) True (b) True
(c) (i) Because it is essential for solving many problems (c) (i) Because we are alive and kicking
(d) gain their recognition and approval through risky (d) our attitude towards past failures and successes
and dangerous behaviour (e) (iii) When there is stress due to some problems
(e) (ii) Because it helps us to believe in our worth (f) changing our attitude without fear of error
(f) moody (g) opportunities
(g) (iii)
one taps one’s latent talents and creative (h) (iv) To begin at once
faculties (i) gloomy
(h) greedy (j) (iii) delay or postpone an action
(i) our desire for perfection is so great
(j) (iv) hidden power
zzz
Reading Skills 23
2 Descriptive Passage

(1) Roshni Bairwa remembers running all the way from her home in Tonk’s
Mahmoodnagar Dhani village to the room where the ‘bal samooh’ (children’s group)
met. “My grandparents are getting me married, you have to do something,” the then
12-year-old told the 20 or so children sitting there.
(2) The children, all aged between eight and 16, trooped up to Roshni’s house and urged
her grandparents to stop the impending wedding. Others, including village elders
and teachers, joined in. The wedding was stopped. She had discovered a way out of
the quagmire with the help of a local NGO and the village children.
(3) When she was in class XII, the pressure to get married returned. This time her uncle
found a match for her. When she resisted, she was taunted and beaten. People would
point to her as the girl who brought shame to her family and asked their children not
to speak to her. “I was 16 years old and alone in the world. I walked to school with my
eyes fixed to the ground. I would think sometimes, what have I done that is so terrible
for everyone to hate me so much?”
(4) “I would cry myself to sleep,” recalls Roshni, who lost her father when she was two and
had been abandoned by her mother shortly after. But even in those dark moments,
Roshni didn’t give up, moving out of the village to Peeplu tehsil in Rajasthan where
she rented a room and attended college.
(5) With education and independence came a sense of confidence. “I kept in touch with
the children in the village. Every time there was a child marriage, they would call me
and I would go to stop it. I realised I had already been thrown out of the village, the
worst had already happened, what else could the villagers do? So I went and fought
with everyone who was getting their child married,” she says with a laugh. So far she
has stopped over a dozen marriages.
(6) Even without the support of the law, young girls have been crusading against the
practice. Earlier this month, 19-year-old Sushila Bishnoi from Barmer succeeded in
getting her marriage annulled, submitting photographs, and congratulatory messages
from her husband’s Facebook account to the court. The court accepted these as
evidence that the union took place when both the bride and groom were 12 years old
and declared the marriage invalid.
(7) Seema Bairwal (name changed) was 15 when she was married to a man a few years
older. Later when she started attending ‘bal samooh’ meetings with NGO Shiv Shiksha
Samiti and Save the Children, it dawned on her that she had a choice. “I learnt that
my life is mine. I have the power to say no to marriage.”

(a) Fill in the blank.
The brides mentioned in the passage are rebel against the
_________________________.
(b) With whose help did the 12-year-old girl Roshni succeed in her mission?
(i) With the help of 20 children aged between eight and sixteen
(ii) With the help of her grandparents
(iii) With the help of 20 children, her grandparents, village elders and teachers
(iv) With the help of children and an NGO
(c) When she was sixteen, the people of the village:
(i) taunted her and beat her up
(ii) boycotted her
(iii) were angry with her
(iv) were sympathetic and understanding
(d) Roshni moved out of the village in order to:
(i) seek a job (ii) escape the village
(iii) attend college (iv) marry a boy of her choice
(e) The phrase ‘give up’ in para 4 means:
(i) stop attending classes (ii) stop doing something
(iii) very eager (iv) voluntary help
(f) Education and independence made Roshni confident. (True/False)
(g) Which of the following means the same as ‘annulled’ in para 6?
(i) To state officially that something is not legally valid
(ii) To help somebody
(iii) Impending doom
(iv) Social works
(h) Is the given statement TRUE or FALSE?

‘Bal Samooh’ meetings with NGO Shiv Shiksha Samiti and ‘Save the Children’
encouraged child marriage.
Roshni was _________________ years old when she lost her father.
(j) Complete the following statement.
Roshni gained confidence in her life with __________________________________.

(1) When M K Gandhi was thrown out of a train in South Africa, he had a choice to
make – either to ignore the event and live in peace or enter into a conflict and face
harassment, hardship and the possibility of getting physically hurt. He chose the latter.
Why? Did he not have a guru who had taught him that living in peace and tranquillity
was the ultimate objective of life and the best way to achieve this objective was to avoid
situations of conflict? Why did he not walk away?
Reading Skills 25
(2) The Dalai Lama chose to live in exile rather than live in peace in Tibet. He is a
spiritual master himself. He preaches peace around the world. Does he not know that
living in peace requires avoiding situations of conflict?
(3) Aung San Suu Kyi did not have to stay in jail. Winston Churchill did not have to join
the World War. Nelson Mandela did not have to suffer in solitary confinement. Julius
Nyerere did not have to fight a war with Idi Amin. There is a long list of people who
have embraced conflict, despite standing for peace, otherwise. They had the courage
to stand up against repression rather than submit to it. Ancient stories of war say
that it is absolutely necessary for one to stand up for what is right, rather than being
a coward and succumbing to tyranny and subjugation. Therefore, they did not find
anything wrong in waging a war if it was for upholding truth and justice, and believed
that it is the duty of every warrior.
(4) Most of us are confused between conflict and the method of resolving a conflict.
We assume, incorrectly, that Gandhi, as a peace-loving person, must have avoided
situations of conflict. On the other hand, he faced conflict head-on. Bhagat Singh and
Gandhi were both gearing themselves to deal with conflict, except that Gandhi tried
to employ peaceful means while Bhagat Singh chose aggression.
(5) The duty of a scientist, artist or professor is also to engage in conflict against repressive
regimes of knowledge. Any kind of limited knowledge is a form of bondage. Albert
Einstein advanced the boundaries of scientific knowledge. James Joyce did the same
in the world of literature. He flouted rules of writing as he saw them as restrictions on
creativity. Picasso and M.F. Husain, for example, explored realms beyond accepted
rules in visual art. Mother Teresa redefined the concept of caring. Every one of them
faced criticism and controversy, yet they remained convinced by the nature of their
work and the methods they used to fulfil their vision. They remained engaged.
(6) One can only conclude from this that the people we admire and even those whom we
worship have all rejected the existing as being adequate and have chosen to engage in
conflict to expand the existing. They have redefined the purpose of our life.
(7) The purpose of our life is not to live in passive acceptance but to engage with conflict
in order to be creative. Creativity is the purpose of life. The purpose is to advance an
individual soul and the collective consciousness. The only word of caution here is that
we must first settle ourselves spiritually so that we know whether a conflict is justified
or not.
(a) Peace loving personalities chose the way of conflict so that they could challenge
the forces of:
(i) peace and harmony (ii) war and peace
(iii) tyranny and repression (iv) peace and progress
(b) Ancient war stories justify war by saying that it is:
(i) the duty of a warrior
(ii) an excuse of a coward
(iii) a diplomatic stand in the larger interest
(iv) selfishness of an individual

(c) Fill in the blank.

Mahatma Gandhi enjoyed __________________ as a way of conflict.
(d) The author wants the scientists, artists and teachers to:
(i) support repressive regime (ii) challenge repressive knowledge
(iii) stand by old theories (iv) refute old beliefs
(e) Any conflict must be:
(i) personal (ii) general
(iii) justified (iv) groundless
(f) People like Albert Einstein, James Joyce, Mother Teresa, etc., have redefined:
(i) the literature of the world (ii) the purpose of our life
(iii) creativity (iv) controversy
(g) Fill in the blanks appropriately.

James Joyce flouted the rules of ____________ as he saw them as restrictions on
his ______________.
(h) Complete the given statement.

The purpose of our life is not to live in passive acceptance but to _____________
_________________________________.
(i) Find the word from para 1 which means the same as ‘adversity’.
(j) State whether the given statement is TRUE or FALSE.
Any kind of limited knowledge is a form of bondage.

(1) Today there is a lot of talk about the environment. All nations are coming to an
agreement to save planet earth. Like we pollute the earth, we pollute the water; we also
pollute the subtle environment through our negative feelings and emotions. We have
become a victim of our greed and needs. We are not in control of our mind. We hear
a lot about other things in life but we spend very little time to hear about ourselves.
How to handle our mind? How to be in the present moment? How to be happy and
be grateful? This we have not learnt. This is the most unfortunate thing. Then, what
is the solution? This is where we are reminded of a very fundamental principle that
governs our environment, our mind, our emotions and our life in general.
(2) Our body has the capacity to sustain much longer the vibrations of bliss and peace
than it does negative emotions because positivity is in the centre of our existence. Just
like in the structure of atom, protons and neutrons are in the centre of the atom and
electrons are only the periphery, the same is with our lives; the centre core of our
existence is bliss, positivity and joy, but it is surrounded by a cloud of negative ions.
Through the help of the breath, we can easily get over our negative emotions in a
short period of time. Through meditation and certain breathing techniques, we can
clear this negative cloud.
(3) This life has so much to offer to you. You can see this once you take some time off,
rejuvenating the soul. Your soul is hungry for a smile from you. If you could give this,
you feel energised the whole year and nothing, whatsoever, can take the smile away
from you.
Reading Skills 27
(4) Everyone wants to be successful in life. But without knowing what is success, you want
to be successful. What is the sign of success? Just having a lot of money, is that success?
Why do you think money means success? Because money gives you freedom to do
whatever you want. You may have a big bank balance but you have stomach aches,
ulcers, you may have to go for bypass surgery; can’t eat this, can’t do this, can’t do that.
We spend half our health to gain wealth and spend half our wealth to gain back the
lost health. Is this success? In fact, it is very bad mathematics.
(5) Look at those who claim to be successful – are they successful? No, they are miserable.
Then, what is the sign of success? It is confidence, compassion, generosity and a smile
that none can snatch away, being really happy and being able to be freer. These are
the signs of a successful person.
(6) Take some time off to look a little deeper into yourself and calm the mind down.
Thus, erasing all the impressions that we are carrying in our minds and experience
the presence of the divine that is the very core of our existence. The feeling gives us
immeasurable joy.
(a) How do we pollute our environment?
(i) By becoming victims to our greed and needs
(ii) By not listening to indicators about ourselves
(iii) Through our negative feelings and emotions
(iv) By not being in control of our mind
(b) How can we get rid of our negative emotions?
(i) By keeping longer, the vibrations of bliss
(ii) Through meditations and using some breathing techniques
(iii) By ignoring clouds
(iv) By preserving the protons and neutrons
(c) In para 2, ‘positivity’ has been compared to:
(i) protons and neutrons (ii) electrons
(iii) cloud of ions (iv) atom
(d) We can feel the presence of the divine at the core of our existence if we:
(i) are healthy
(ii) take time off
(iii) can erase the impressions in our minds
(iv) meditate
(e) Which of the following words means the same as ‘sustain’ as given in para 2?
(i) Keep alive (ii) Experience
(iii) Remember (iv) Create
(f) Is the given statement TRUE or FALSE?

We spend half our health to gain wealth and spend half our wealth to gain back
the health.
(g) The signs of a successful person are: (any three)
(1) _______________________________________

(2) _______________________________________
(3) _______________________________________
(h) When we calm the mind, we erase all the memories that we are carrying in our
minds. (True/ False)
Positivity is in the centre of our existence because __________________________
___________________________________.
(j) Fill in the blank.
Money gives you ______________ to do whatever you want.

(1) Computers are capable of doing extremely complicated work in all branches of
learning. They can solve the most complex mathematical problems or put a thousand
unrelated data in order. These machines can be put to varied uses. For instance,
they can provide information on the best way to prevent traffic accidents. They work
accurately and at high speed.
(2) They save research workers’ years of hard work. This whole process by which machines
can be used to work for us has been called ‘automation’. In future, automation may
enable human beings to enjoy more leisure than they do today. Automation is bound
to have important social consequences.
(3) Some years ago, an expert on automation, Sir Leon Bagrit pointed out that it was a
mistake to believe that these machines could think. There is no possibility that human
beings will be controlled by machines. Though computers are capable of learning from
their mistakes and improving on their performances, they need detailed instructions
from human beings to be able to operate. They can never lead independent lives or
rule the world by taking decisions of their own.
(4) Sir Leon said that in future, computers would be developed which would be small
enough to be carried in one’s pocket. Ordinary people would then be able to use
them to obtain valuable information. Computers could be plugged into a wireless
network and can be used like radios. For instance, people going on a holiday, could
be informed about weather conditions. Car drivers can be given an alternative route,
when there is a traffic jam. It will also be possible to make tiny translating machines.
This will enable people, who do not share a common language, to talk to each other
without any difficulty or to read foreign publications.
(5) It is impossible to assess the importance of a machine of this sort, for many international
misunderstandings are caused simply due to our failure to understand each other.
Computers will also be used in ordinary public hospitals. By providing a machine
with a patient’s symptoms, a doctor will be able to diagnose the nature of his illness.
Similarly, machines could be used to keep a check on a patient’s health record and
bring it up to date. Doctors will, therefore, have immediate access to great many
facts which will help them in their work. Bookkeepers and accountants too could be
relieved of dull clerical work. For the tedious task of compiling and checking lists of
figures could be done entirely by machines. Computers are the most efficient servant
Reading Skills 29
man has ever had and there is no limit to the way they can be used to improve our
lives.
(a) Study the following statements and choose the CORRECT one.
(i) There is no possibility that human beings can be on their own with no need of
machines.
(ii) Human beings are likely to be controlled by machines one day.
(iii) There is no possibility that human beings will ever be controlled by machines.
(iv) Machines can replace humans.
(b) Which one of the following statements is TRUE, according to the passage?
(i) Computers can solve only certain mathematical problems.
(ii) Computers can’t solve any mathematical problems.
(iii) Computers can solve the most complex mathematical problems.
(iv) Computers can solve only simple mathematical problems.
(c) Computers can be used to:
(i) find treatment for the patient’s illness
(ii) prescribe a medicine for the patient
(iii) diagnose the nature of patient’s illness
(iv) keep the patient in good mood
(d) Many international misunderstandings are caused due to our failure to
understand:
(i) ourselves (ii) other nations
(iii) our friends (iv) each other
(e) Which of the following is explained in the given passage?
(Competency-focused Question)
(i) Computer and its advantages (ii) The different uses of computers
(iii) Computers rule man (iv) Computers revolutionize man’s life
(f) Complete the table given below.
Provides information on ________________
Uses of Computer
Keeps a check on ________________
(g) Fill in the blank.

The process in which machines can be used to work for is called ______________.

Sir Leon Bagrit pointed out that there is no possibility that __________________
_________________________________________________.
(i) Many international misunderstandings are caused simply due to our failure to
understand each other. (True/False)
(j) Find the word from para 2 which means the same as ‘results’.

(1) Delhi has grown into a city that shuns children. It is now an urban sprawl, its development
model skewed in favour of motorised traffic and commercial capitalization. This
has snatched play fields from kids. With vehicles, both stationary and on the move,
occupying every inch of space available, the roads and even lanes and by-lanes are out
of bounds for the little ones. Unlike in American and European cities, there are few
public spaces where one can hang out. No wonder, our children spend a lot of time
indoors, glued to the TV, PC or mobile screens. ‘It’s time,’ urban planning experts say,
‘to reconsider Delhi’s growth with the welfare of its children in mind.’
(2) Supreme Court Judge Kurian Joseph expressed his anguish at the shrinking playing
space for children in Delhi. The condition of the parks in the city, he said in the letter,
was a “serious violation of human rights of children” as it was “their right in their
tender times to have a decent environment to play and frolic around.”
(3) Kuldeep Singh, an architect and urban planner, who worked with DDA during 1956-
57 to bring out Delhi’s first master plan, explained how initially children’s needs were
the town planners’ priority. “Space standards were set very rationally, and in every
neighbourhood, a huge open space was reserved for children which we called ‘tot-
lots’. This was the place where we thought children would get a space to play and
mingle with each other and we kept it away from roads,” recalled Singh. However,
due to administrative reasons, the idea of ‘tot-lots’ had to be dropped and regrettably,
was never entertained again.
(4) “Over the years, circumstances have changed and people are reluctant to let their
children go out without some kind of security, as a result of which the children are
now suffering.” says Mr. Singh. Before it’s too late, Mr. Singh hopes the few open
spaces for kids are restored and protected from vehicles looking for parking lots.
Another urban planning expert says the first rectification Delhi’s development model
needs to carry out is to ensure mobility of children.
(5) “Two thousand pedestrians die on Delhi’s roads every year of which several are children.
There may not be a dearth of green spaces in Delhi, the city has a unique advantage
on that front, but kids have no safe means to reach the places independently,” says
Manjit Rastogi, founder of architecture firm Morphogenesis. “It is catastrophic to
learn about child mortality on Delhi’s roads, but, on the other hand, you have the
tragedy of kids being confined to their homes,” points out Mr. Rastogi. “From a city
of cars, Delhi needs to become a city of pedestrians where children can enjoy and
identify themselves with their surroundings,” he adds.
(6) Developing public spaces with colourful street furniture, swings, art installations, etc.,
could draw in kids and bring them out of their homes. DDA officials say their focus is
on balanced development of the city, which takes into account children’s recreational
needs. “DDA is working on new policies like Transit Oriented Development which
have sufficient provisions for taking care of pedestrians and movement of children
and women safely. These policies will guide the future development of the city,” said
Neemo Dhar, Spokesperson, DDA.
Reading Skills 31
(a) What does the passage suggest? (Competency-focused Question)
(i) That Delhi kids enjoy sitting in front of TV
(ii) That Delhi has taken care of recreational needs of the kids
(iii) The appalling conditions of children living in Delhi
(iv) That motorists are not favoured by the city planners
(b) Which of the following invalidates the statement “Delhi shuns children”?
(i) Delhi’s development model is skewed in favour of motorised traffic.
(ii) Delhi kids have been deprived of play fields.
(iii) The few public places where children can hang out are not safe to reach.
(iv) DDA is working on Transit Oriented Development.
(c) Which of the following statements is TRUE, according to the passage?
(i) In past, children’s needs were a priority for city planners.
(ii) Delhi has an acute shortage of green spaces.
(iii) It is surprising that children spend much of their time in front of TV.
(iv) American and European cities don’t have many public spaces where children
can hang out.
(d) To __________________ is the human right of the children.
(i) have a good environment to play and enjoy
(ii) sit in front of TV screen
(iii) use a mobile phone
(iv) remain indoors
(e) The phrasal verb ‘draw in’ means:
(i) to persuade to draw together (ii) to persuade to draw inwards
(iii) to persuade to draw indoors (iv) to persuade to join or entice
(f) State whether the given statement is TRUE or FALSE.

Delhi has grown into a city that shuns children.
______________ : an open space reserved for children : : Transit Oriented
Development : policy for pedestrians, children and women safety
Manjit Rastogi observed that ______________________________________________
_____________________________.
(i) The full form of TOD: _______________________________________________.
(j) Which word from para 4 means the same as ‘the action of putting something
right’?

(1) White House security entrance at 2:15 p.m. on Tuesday, October 17: There are six
Indians in immaculate sherwanis that the secret service is trying to clear through by
matching their passports or drivers’ licenses to the information they have on their

computers. Four are clear and two have problems. One of them is me. The problem
is that my passport has no last name. Even though I have met with candidate Trump,
President-Elect Trump, and then President Trump, at least a dozen times, it’s never
been at the White House.
(2) Diwali at the White House was scheduled to begin at 3:15 p.m. For 30 minutes four
different White House officials tried to get me cleared, but these secret service guys
refused to break the protocol no matter who the visitor. It is 3:00 p.m. now. Finally,
seeing no solution in sight the Secret Service offer a way out – I could go in as long
as I am escorted by an official all the time. Three members of our group of six had
already gone in, and finally the rest of us – to the Roosevelt room, right next to the
Oval Office, just in time at 3:30 p.m.
(3) There were a total of 26 guests, most of them currently working for the Trump
administration such as Nikki Haley, Seema Verma, Ajit Pai, Raj Shah, Vanilla Singh,
along with six members of the Republican Hindu Coalition (RHC) that had played a
major role in the election of President Trump. I am the RHC India Ambassador.
(4) After a 10-minute wait in the Roosevelt room, all 26 of us line up in the Oval Office.
President Trump walks in, and comes over to us, the Kumar family which includes my
dad Shalabh “Shalli” Kumar, his son Vikram Aditya Kumar and of course me.
(5) The President then proceeded to read his statement and light the diya with Nikki
Haley and Seema Verma to his right and Shalabh Kumar and me to his left.
(a) Complete the given statement.
The author’s main problem was that ______________________________________.
(b) The author was allowed to go in on the condition that:
(i) she could prove that she had met President Trump several times earlier
(ii) she went in without a camera or a microphone
(iii) a security officer remained with her all the time
(iv) she could ask the Indian government to vouch for her character
(c) Where were Diwali celebrations held?
(i) On the lawns of the White House
(ii) In the Roosevelt Room
(iii) In the Oval Office
(iv) In President Trump’s drawing-room
(d) In which of the following sentences has the word ‘immaculate’ been used
appropriately as used in the first paragraph? (Competency-focused Question)
(i) Jenny made sure she looked immaculate before her job interview.
(ii) The only immaculate carrier was the Egyptian.
(iii) I prefer to keep my desk immaculate so that important papers are not lost.
(iv) Dressed immaculate in a black coat and striped trousers, he could have passed
for a top-flight barrister.
(e) The problem the Indians faced was that:
(i) their passports did not have a valid US visa marked on it
Reading Skills 33
(ii) they did not follow the protocol
(iii) the information on their documents did not match with the information US
security officials have on their computers
(iv) they are late for the function
(f) Complete the following.

The secret service was trying to clear the six Indians by _____________________
_____________________________________________.
(g) ‘Scheduled’ in para 2 means the opposite of:
(i) expected (ii) decided
(iii) charted (iv) spontaneous
(h) Six members of the Republican Hindu Coalition played a major role in the
election of President Trump. (True/False)
(i) Complete the following.
The author was part of the team consisting of 26 members that celebrated Diwali
with President Trump because ____________________________________________
_______________________________________.
(j) Find the word from paragraph 1 that means the same as ‘extremely clean and
tidy’.

(1) No student of a foreign language needs to be told that grammar is complex. By
changing word sequences and by adding a range of auxiliary verbs and suffixes,
we are able to communicate tiny variations in meaning. We can turn a statement
into a question, state whether an action has taken place or is soon to take place, and
perform many other word tricks to convey subtle differences in meaning. Nor is this
complexity inherent to the English language. All languages, even those of so-called
‘primitive’ tribes have clever grammatical components. The Cherokee pronoun
system, for example, can distinguish between ‘you and I’, ‘several other people and I’
and ‘you, another person and I’. In English, all these meanings are summed up in the
one, crude pronoun ‘we’. Grammar is universal and plays a part in every language, no
matter how widespread it is. So, the question which has baffled many linguists is – who
created grammar?
(2) At first, it would appear that this question is impossible to answer. To find out how
grammar is created, someone needs to be present at the time of a language’s creation,
documenting its emergence. Many historical linguists are able to trace modern
complex languages back to earlier languages, but in order to answer the question
of how complex languages are actually formed, the researcher needs to observe
how languages are started from scratch. Amazingly, however, this is possible. Some
of the most recent languages evolved due to the Atlantic slave trade. At that time,
slaves from a number of different ethnicities were forced to work together under
colonizer’s rule. Since they had no opportunity to learn each other’s languages, they
developed a makeshift language called a pidgin. Pidgins are strings of words copied
from the language of the landowner. They have little in the way of grammar, and
in many cases, it is difficult for a listener to deduce when an event happened, and

who did what to whom. Speakers need to use circumlocution in order to make their
meaning understood. Interestingly, however, all it takes for a pidgin to become a
complex language is for a group of children to be exposed to it at the time when they
learn their mother tongue. Slave children did not simply copy the strings of words
uttered by their elders; they adapted their words to create a new, expressive language.
Complex grammar systems which emerge from pidgins are termed creoles, and they
are invented by children.
(3) Further evidence of this can be seen in studying sign languages for the deaf. Sign
languages are not simply a series of gestures; they utilise the same grammatical
machinery that is found in spoken languages. Moreover, there are many different
languages used worldwide. The creation of one such language was documented quite
recently in Nicaragua. Previously, all deaf people were isolated from each other, but
in 1979 a new government introduced schools for the deaf. Although children were
taught speech and lip reading in the classroom, in the playgrounds they began to
invent their own sign system, using the gestures that they used at home. It was basically
a pidgin. Each child used the signs differently, and there was no consistent grammar.
However, children who joined the school later, when this inventive sign system was
already around, developed a quite different sign language. Although it was based on
the signs of the older children, the younger children’s language was more fluid and
compact, and it utilised a large range of grammatical devices to clarify meaning. What
is more, all the children used the signs in the same way. A new creole was born.
(4) Some linguists believe that many of the world’s most established languages were
creoles at first. The English past tense -ed ending may have evolved from the verb
‘do.’ It ended, may once have been ‘It end-did’. Therefore, it would appear that even
the most widespread languages were partly created by children. Children appear to
have innate grammatical machinery in their brains, which springs to life when they
are first trying to make sense of the world around them. Their minds can serve to
create logical, complex structures, even when there is no grammar present for them
to copy.
(a) In paragraph 1, why does the writer include information about the Cherokee
language?
(i) To show how simple, traditional cultures can have complicated grammar
structures
(ii) To show how English grammar differs from Cherokee grammar
(iii) To prove that complex grammar structures were invented by the Cherokees
(iv) To demonstrate how difficult it is to learn the Cherokee language
(b) Which of the following did the slave children do?
(i) Slave children did not simply copy the strings of words uttered by their elders.
(ii) Slave children adapted their words to create a new, expressive language.
(iii) Slave children created the complex grammar systems which emerge from
pidgins termed Creoles.
(iv) All of these
Reading Skills 35
(c) Which of the following statements is NOT TRUE about Nicaraguan language?
(i) The language has been created since 1979.
(ii) The language is based on speech and lip reading.
(iii) The language incorporates signs which children used at home.
(iv) The language was perfected by younger children.
(d) Fill in the blank.
_________________ is universal and plays a part in every language, no matter

how widespread it is.
(e) State whether the following statement is TRUE or FALSE.

Some of the most recent languages evolved due to the Atlantic slave trade.
(f) Which idea is presented in the last paragraph? (Competency-focused Question)
(i) English is probably once a creole.
(ii) The English past tense system is inaccurate.
(iii) Linguists have proven that English was created by children.
(iv) Children say English past tenses differently from elders.
(g) Pidgins are strings of words copied from the languages of the slaves. (True/
False)
(h) Complete the given analogy.
Creoles : complex grammar systems : : _____________ : pronoun system

We can find who created grammar by ______________________________________
______________________________________________________________.
(j) Fill in the blank with a word/phrase.
Children appear to have innate __________________ in their brains, which
springs to life when they are first trying to make sense of the world around them.

(1) The outer system is the name of the planets beyond the asteroid belt. These planets
are called gas giants because they are made up of gas and ice.
(2) The first stop of our tour is the fifth planet, Jupiter. It’s bigger than three hundred
Earths! It is made up of hydrogen and helium and a few other gases. There are violent
wind storms that circle around Jupiter. The most famous storm is called the Great Red
Spot. It has been churning for more than four hundred years already. At last count,
Jupiter has sixty-three known moons and a faint ring around it too.
(3) Next in our space neighbourhood comes Saturn. It is well-known for the series of
beautiful rings that circle it. They are made up of tiny bits of frozen dirt and ice. Like
Jupiter, Saturn is made up of mostly hydrogen and helium. It is smaller though, at
only ninety-five times the size of the Earth. Saturn has sixty-two moons.
(4) The seventh planet, Uranus and its twenty-seven moons orbit very far from the sun.
In addition to helium and hydrogen, Uranus’ atmosphere also contains ammonia
ice and methane ice. It is a very cold planet, with no internal heat source. One of the
strangest things about Uranus is that it is tipped over and orbits the sun on its side at a

ninety-degree angle. The twenty-seven moons it has orbit from top to bottom, instead
of left to right like our moon.
(5) The eighth planet is Neptune. Like Uranus, it is made up of hydrogen, helium,
ammonia ice and methane ice. But unlike Uranus, Neptune does have an inner
heat source, just like Earth. It radiates twice as much heat as it receives from the sun.
Neptune’s most distinctive quality is its blue colour. Most of the information we know
about it came from the Voyager 2 spacecraft passing close by it in 1989.
(6) Pluto is the last and was considered a planet after its discovery in 1930. In 2006,
Pluto was demoted and reclassified as a dwarf planet. Pluto exists in the Kuiper belt.
That’s just a fancy name for the band of rocks, dust and ice that lies beyond the gas
giants. Scientists have found objects bigger than Pluto in this belt. Thus, the outer
solar system has many secrets to explore.
(a) The two gases which make up most of Jupiter and Saturn are:
(i) hydrogen and ammonia (ii) hydrogen and methane
(iii) hydrogen and helium (iv) none of these
(b) The Great Red Spot is one of the violent wind storms that circle around Jupiter.
(True/False)

Saturn is ______________ times the size of the earth.
The moons of Uranus are peculiar because _________________________________
_________________________________.
(e) What is Kuiper belt?
(i) It is an area of rocks, dust, and ice that is between Jupiter and Saturn.
(ii) It is an area of rocks, dust, and ice that is beyond Pluto.
(iii) It is an area of rocks, dust, and ice that includes Pluto.
(iv) It is an area of rocks, dust, and ice that surrounds Saturn’s rings.
Neptune : inner heat source : : ___________ : violent wind storms
(g) Which of the following words is the synonym of ‘faint’ as used in paragraph 2?
(i) Indistinct (ii) Slight
(iii) Muffled (iv) Unconscious
In 2006, Pluto was demoted and reclassified as a dwarf planet because ________
_____________________________________________.
(i) Pick the word that means the same as ‘tipped’ as used in paragraph 4.
(i) Topped (ii) Tilted
(iii) Poured (iv) Presented
(j) Jupiter is only ninety-five times the size of the earth. (True/False)
Reading Skills 37
Answers [Descriptive Passage]
1. (a) child marriage 2.(a) (iii) tyranny and repression
(b) (iii) With the help of 20 children, her grandparents, (b) (i) the duty of a warrior
village elders and teachers (c) peaceful means
(c) (i) taunted her and beat her up (d) (ii) challenge repressive knowledge
(d) (iii) attend college (e) (iii) justified
(e) (ii) stop doing something (f) (ii) the purpose of our life
(f) True (g) writing; creativity
(g) (i) To state officially that something is not legally valid (h) engage with conflict in order to be creative
(h) False (i) Hardship
(i) two (j) True
(j) education and leading an independent life
3. (a) (iii) Through our negative feelings and emotions 4. (a) (iii) There is no possibility that human beings will ever

(b) (ii) Through meditations and using some breathing be controlled by machines.
techniques (b) (iii)
Computers can solve the most complex
mathematical problems.

(c) (i) protons and neutrons
(c) (iii) diagnose the nature of patient’s illness

(d) (iii) can erase the impressions in our minds

(e) (i) Keep alive (d) (iv) each other

(f) True (e) (iv) Computers revolutionise man’s life

(g) (1) Confidence (f) l on the best way to prevent traffic accidents;
(2) Compassion l on a patient’s health record

(3) Generosity (g) automation

(h) False (h) human beings will be controlled by machines
(i) our body has the capacity to sustain much longer the (i) True

vibrations of bliss and peace than it does negative (j) Consequences
emotions.

(j) freedom
5. (a) (iii) The appalling conditions of children living in Delhi 6. (a) her passport had no last name

(b) (iv) DDA is working on Transit Oriented Development.
(b) (iii) a security officer remained with her all the time

(c) (i) In past, children’s needs were a priority for city
(c) (iii) In the Oval Office
planners.
(d) (iv) Dressed immaculate in a black coat and striped

(d) (i) have a good environment to play and enjoy trousers, he could have passed for a top-flight

(e) (iv) to persuade to join or entice barrister.

(f) True
(e) (iii) the information on their documents did not match

(g) Tot-lots the information US security officials have on their

(h) two thousand pedestrians die on Delhi’s roads every computers
year of which several are children
(f) matching their passports or drivers’ licenses to the

(i) Transit Oriented Development information they have on their computers

(j) Rectification
(g) (iv) spontaneous

(h) True

(i) she belonged to the Kumar family and she was the
ambassador of RHC

(j) Immaculate

7. (a) (i) To show how simple, traditional cultures can have 8. (a) (iii) hydrogen and helium
complicated grammar structures (b) True
(b) (iv) All of these (c) ninety-five
(c) (ii) The language is based on speech and lip reading. (d) they orbit the planet from top to bottom instead of left
(d) Grammar to right like the earth’s moon
(e) True (e) (iii) It is an area of rocks, dust, and ice that includes
(f) (iii) Linguists have proven that English was created Pluto.
by children. (f) Jupiter
(g) False (g) (i) Indistinct
(h) Cherokee (h) the scientists had found objects bigger than Pluto in
(i) doing in-depth research into the creation of each the Kuiper belt.
language by studying how complex languages are (i) (ii) Tilted
actually formed, and observe how languages are (j) False
started from scratch
(j) grammatical machinery
zzz
Reading Skills 39
3 Literary Passage
1. Read the poem given below. (10 marks)

THE LAST WILL AND TESTAMENT OF THE TIGER
- By Amit Dahiyabadshah
(1) When you have stolen my skin from my entity
and removed the roar from my life
O hunter, wield that skinning knife
with some grace, a little skill
I too have hunted and killed many many times
but every kill
was a prayer in praise of the Creator
My movements were always quick, clean, merciful
Such is the way of true believers
(2) But do you now slice, slash and cut clean, O Skinner?
I pray only that you leave no part of me behind
to be eaten by the jackal and the hyena
for I have ruled this forest on behalf of the creator himself
and there is no honour in a king becoming carrion
(3) So send the sacred colour from my coat

back to the maker of sunsets
Send the darkness of my stripe
back to the shadows of the undergrowth
for that is where it was obtained
Send the white from the fur of my belly back to a new ice age
to the frost of a new ice age
that it return to avenge me
Send my roar back to my maker
that he fill the heavens with my rage
at this shabby end for a true king
(4) Send my claws to the young of the high-born

to save them from their own nightmares

Send my teeth to Tibet that their aspirations
for freedom find new teeth
Send my bones to China so they find a cure
for the fear that builds such great walls
Send my fat to Singapore
so they learn to make a balm for pain
that is mine not only in name
Send my waste to the alchemists
for this is the only substance they have not yet tried
(5) Give my entrails to whoever shall have them

But hang on to my eyes, you puny murderer
That your tribe might know
that you did not fell a creature beneath you
that I looked you in the eye and did not flinch
when you shot me
(6) Instead I have turned away

released
from the cancer of your footprint
Based on your understanding of the poem, answer the questions given below.
(a) Why does the tiger want its roar to be sent back to the maker?
(i) To take revenge (ii) To fill heaven with rage
(iii) To make a balm for pain (iv) In honour of the tiger’s life
(b) Which of the following emotions are embedded in the poem?
(1) Gloomy (2) Anger
(3) Fear (4) Restlessness
(5) Pride (6) Fearlessness
(7) Selflessness
(i) (2), (5), (6), (7) (ii) (1), (3), (4), (6)
(iii) (2), (3), (4), (7) (iv) (4), (5), (6), (7)
(c) The tiger wants the tribe of the hunter to know that the:
(i) hunter is happy with the kill
(ii) puny murderer doesn’t deserve an applaud
(iii) tiger was not afraid of dying
(iv) tiger fell beneath the hunter
The advice given to the hunter is to ________________________________________
_____________.
Reading Skills 41

The claws of the tiger are worn by the young of the rich to protect them from
_______________.
(f) The sacred colour of the tiger’s coat can be sent back to the maker of the shadows.
(True/False)
(g) Complete the following statement appropriately.

The tiger tells the hunter to hang on to its eyes, so that ______________________
_______________________________.
(h) Fill in the blank with ONE WORD.

Every kill of the tiger was a prayer in praise of the ____________________.
(i) Who is an alchemist?
(i) A person who turns base metal into gold.
(ii) A person who makes gold jewellery.
(iii) A person who never tries to invent gold.
(iv) A person who has not tried a new substance.
(j) What does the word ‘carrion’ given in stanza 2 mean?
(i) Carrier (ii) Corpse
(iii) Culprit (iv) Creator
RHYME OF THE RIVER AVEN

- By Bhavna Ramakrishnan
(1) The river flows, where it goes, nobody knows
The trees are like towers touching the stars
Down they bow their heads in a row
To the river as it flows
Down the town the river flow as, swirling it goes
Meandering the playground and houses in rows
(2) The rocks on the bank look still and stern

The waves, from eddies that twirl and turn
Water bubbles drench the flowers and ferns
Lovers gaze with a faraway look and yearn
Children enter into boats that cruise and return
(3) Slipping and sliding through the hills and forest green
The blue waters roaring, and then placid and serene
The bard’s town sliced by enigmatic stream
The waves dancing on the rainbow coloured sun beams
Through the labyrinth of branches, filtered sunlight gleams

(4) The river flows, silent and deep
Life’s lesson learnt as it bounds and leaps
Spread the message of peace, friendship you reap
Forget all sorrows, wonderful memories you keep
Life is a playground and sometimes mountains steep
(5) The river never stops till it merges with the ocean
Success and failure in life unfold in slow motion
Cut your own path and stay steadfast in this notion
Let ambition and determination be interspersed with emotion
Like the river, never stop until you reach your destination.
(a) Complete the following statement.
The river stops flowing when it ___________________________________________
_______.
(b) The poet calls life a:
(i) playground and enigmatic stream
(ii) playground and steep mountain
(iii) playground and coloured rainbow
(iv) playground and grasslands
(c) Fill in the blank with a word/phrase.

The filtered sunlight gleams through _________________________.
(d) The blue water is:
(i) like the ocean; placid and roaring
(ii) like raging waterfall; placid and quiet
(iii) roaring and sometimes placid and quiet
(iv) absolutely quiet and sometimes roaring
(e) Rocks on the shore appear to be:
(i) still and stern (ii) moving with the river
(iii) filled with fungus (iv) still and moving
(f) Any two qualities of human beings that have been enlisted in the poem:
(1)______________________________________________________________
(2)______________________________________________________________
(g) The flowing river flashes the message that:
(i) life is deep and silent (ii) forget all sorrows of life
(iii) live life king size (iv) give in to troubles
(h) The waves are dancing on the:
(i) eddies (ii) meandering path
(iii) sunlight falling on them (iv) rainbow-coloured sunbeams
Reading Skills 43
(i) State whether the following statement is TRUE or FALSE.
The poet says that success and failure in life unfold in slow motion.
(j) Find a word from the poem that means the same as ‘a maze’.

I WANDERED LONELY AS A CLOUD
- By William Wordsworth
(1) I wandered lonely as a cloud

That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
(2) Continuous as the stars that shine

And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
(3) The waves beside them danced; but they

Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed – and gazed – but little thought
What wealth the show to me had brought:
(4) For oft, when on my couch I lie

In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
(a) Complete the following.
The poet saw a crowd, a host of golden daffodils, ___________________________
___________________. (where)

The narrator has compared himself with a __________________.
(c) The expression ‘a crowd’ is used for:
(i) lake (ii) trees
(iii) breeze (iv) daffodils
(d) The poet has compared the spread of the daffodils to the millions of stars in the
milky way. (True/False)
(e) The sight of the dancing daffodils was a:
(i) painful experience for the poet
(ii) memorable experience for the poet
(iii) a shocking experience for the poet
(iv) grief-causing experience for the poet
(f) What happens when the poet’s heart fills with pleasure?
(i) He feels very lonely.
(ii) He dances with the daffodils.
(iii) He feels very light-hearted.
(iv) He goes into a vacant and pensive mood.

The poet says that he acquired a great deal of wealth by _____________________
____________________________________________.
(h) Fill in the blank with a word/phrase.

During the times when he lays on his couch, the memories associated with the
daffodils flash upon this inner mind, and this he believes is the ______________
_______________________.
(i) The daffodils were stretched in a never-ending line along the margin of a bay.
(True/False)
(j) Find the word from the poem which means the same as ‘loneliness’.
(i) Bliss (ii) Joined
(iii) Pensive (iv) Solitude

A LUCKY THING
- By Alice Schertle
High up in a hawthorn tree
a robin perched, where he could see
into a coop of wire and wood.
Inside the coop a farmer stood
Flinging grain upon the ground.
Twelve fat chickens gathered round.
The robin, singing, cocked his head
and watched the chickens being fed.
He saw it was a lucky thing
To be a chicken: Farmers bring
Reading Skills 45
You golden grain, scoop after scoop,
If you’re a chicken in a coop —
A lovely coop with nesting boxes
Safe from cats and crows and foxes.
The chickens
In the coop could see
The bird. They heard his melody
And clucked it was a lucky thing
To be a robin who could sing
A song upon a hawthorne tree.
They watched him through the woven wire.
They saw him fly up high, and higher.
Twelve fat chickens
Scratched the floor.
The farmer closed
And latched the door.
(a) The robin feels _______________ the chickens because they are safe from
predators and do not have to look for their food.
(i) happy about (ii) sorry for
(iii) envious of (iv) none of these
(b) Complete the following.
Through the poem, the poet conveys the thought that people often feel that
_______________________________________________________.
(c) People are content to be in a situation they perceive as being better than theirs.
(True/False)
(d) Which one of the following situations is similar to the situation described in the
poem?
(i) An insect hopes to escape being eaten by a frog.
(ii) A dog wishes to catch the cat living nearby.
(iii) A squirrel hopes to gather enough food for the winter.
(iv) A cow wishes to run free with wild horses.
(e) The farmer closed and latched the door after feeding the chickens, so that
predators could not attack the chickens, and the chicken would not escape.
(True/False)
(f) Complete the following statement appropriately.
The chickens are safe from _______________________________________. (Name
the three predators)
(g) Identify the rhyme scheme used in lines 1-6.
(i) aabbcc (ii) abcd
(iii) abbcc (iv) adccd
(h) The relationship between hawthorn tree and the coop is most similar to the
relationship between the chickens and the robin. (True/False)

The ______________ yearned to be in the farmer’s coop.
(j) Identify any one example of alliteration from the poem.

UPON WESTMINSTER BRIDGE
- By William Wordsworth
Earth has not anything to show more fair:
Dull would he be of soul who could pass by
A sight so touching in its majesty:
This City now doth, like a garment, wear
The beauty of the morning; silent, bare,
Ships, towers, domes, theatres, and temples lie
Open unto the fields, and to the sky;
All bright and glittering in the smokeless air.
Never did sun more beautifully steep
In his first splendour, valley, rock, or hill;
Ne’er saw I, never felt, a calm so deep!
The river glideth at his own sweet will:
Dear God! The very houses seem asleep;
And all that mighty heart is lying still!
(a) The morning sight of the city bears a/an:
(i) peaceful and serene look
(ii) noisy and crowdy look
(iii) dark and dreary scene
(iv) enchanting and haunting experience
(b) Complete the following.

The river glides at its own sweet will because _______________________________
______________.
(c) Fill in the blank with ONE WORD.

The poet feels a profound ____________________ while relishing the beauty of
the city of London in early morning.
(d) In the poem, the poet describes the beauty of the morning as silent and bare.
(True/False)
(e) ‘All bright and glittering’ refers to the:
(i) residents of the city
Reading Skills 47
(ii) gardens of the city
(iii) malls and multiplexes of the city
(iv) ships, towers, domes, theatres and temples of the city
(f) ‘A sight so touching in its majesty’. Which sight is referred to here?
(i) The sight of silent factories
(ii) The sight of smokeless and noiseless surrounding
(iii) The sight of the city of London surrounded by nature
(iv) None of these
(g) ‘…the very houses seem asleep.’ This implies that __________________________
___________.
(h) Find a word from the poem which means the same as ‘magnificence or grandeur’.
(i) Bare (ii) Splendour
(iii) Glideth (iv) Mighty
According to the poet, _______________ could pass by the captivating beauty of
nature as shown by the earth.
(j) The poet sees London as:
(i) part of nature (ii) the nerve centre of commerce
(iii) alienated from nature (iv) isolated

BALLAD OF THE TEMPEST
- By James Thomas Fields
We were crowded in the cabin,
Not a soul would dare to sleep, —
It was midnight on the waters,
And a storm was on the deep.
‘Tis a fearful thing in winter

To be shattered by the blast,
And to hear the rattling trumpet
Thunder, “Cut away the mast!”
So we shuddered there in silence, —

For the stoutest held his breath,
While the hungry sea was roaring
And the breakers talked with death.
As thus we sat in darkness

Each one busy with his prayers,

“We are lost!” the captain shouted,
As he staggered down the stairs.
But his little daughter whispered,

As she took his icy hand,
“Isn’t God upon the ocean
Just the same as on the land?”
Then we kissed the little maiden,

And we spake in better cheer,
And we anchored safe in harbour
When the morn was shining clear.
(a) ‘Then we kissed the little maiden,’ The sailors did this because:
(i) she was a pretty little girl
(ii) they wanted to say goodbye
(iii) she was the captain’s daughter
(iv) she filled their hearts with hope
(b) The captain’s daughter had faith that:
(i) winter would soon end (ii) god would protect them
(iii) her father could save the ship (iv) she could stop the storm
(c) Complete the given statement appropriately.
According to the poet, it is a fearful thing to ________________________________
______.
(d) Why were the people in the cabin not able to sleep?
(i) Because a party was going on
(ii) Because no one wanted to sleep
(iii) Because their ship was caught in a storm
(iv) Because the captain had not permitted them

The poet personifies the sea as hungry because _____________________________
_____________________________________.
(f) ‘The stoutest held his breath’ means even the:
(i) captain was scared
(ii) bravest was scared
(iii) captain’s daughter was panicked
(iv) sea was afraid
(g) The captain’s hands were icy because:
(i) he had taken a dip in the chilled sea
Reading Skills 49
(ii) he was suffering from high fever
(iii) he had noticed an iceberg on his way
(iv) he was scared and had given up hope

The winds would be icy cold and the water too would be freezing during winter
on the sea.
(i) Fill in the blank with ONE WORD.

The sea was so rough that the poet was trying to suggest that _______________
was around the corner.
(j) The sailors in darkness amidst the tempest could do nothing except:
(i) shouting (ii) praying
(iii) fearing (iv) cheering

(1) Had Dr Johnson written his own life, in conformity with the opinion which he has
given, that every man’s life may be best written by himself; had he employed in the
preservation of his own history, that clearness of narration and elegance of language
in which he has embalmed so many eminent persons, the world would probably have
had the most perfect example of biography that was ever exhibited.
(2) Wherever narrative is necessary to explain, connect, and supply, I furnish it to the
best of my abilities; but in the chronological series of Johnson’s life, which I trace as
distinctly as I can, year by year, I produce, wherever it is in my power, his own minutes,
letters or conversation, being convinced that this mode is more lively, and will make
my readers better acquainted with him, than even most of those were who actually
knew him, but could know him only partially; whereas there is here an accumulation
of intelligence from various points, by which his character is more fully understood
and illustrated.
(3) Indeed I cannot conceive a more perfect mode of writing any man’s life, than not
only relating all the most important events of it in their order, but interweaving what
he privately wrote, and said, and thought. Had his other friends been as diligent and
ardent as I was, he might have been almost entirely preserved. As it is, I will venture
to say that he will be seen in this work more completely than any man who has ever
yet lived.
(4) And he will be seen as he really was, for I profess to write, not his panegyric, which
must be all praise, but his life; which, great and good as he was, must not be supposed
to be entirely perfect. To be as he was, is indeed subject of panegyric enough to any
man in this state of being; but in every picture there should be shade as well as light,
and when I delineate him without reserve, I do what he himself recommended, both
by his precept and his example, as quoted below.
“If the biographer writes from personal knowledge, and makes haste to gratify
the public curiosity, there is danger lest his interest, his fear, his gratitude, or his
tenderness, overpower to fidelity, and tempt him to conceal if not to invent.”

(a) It can be inferred from the passage that Dr Johnson:
(i) wrote many biographies
(ii) wrote his own autobiography
(iii) was against writing his autobiography
(iv) did not want the author to write about him
(b) Dr Johnson would probably have agreed that:
(i) a biography tends to over-praise
(ii) an autobiography is always misleading
(iii) an autobiographer is the greatest authority on his own life
(iv) all of these
(c) The author intends to acquaint his readers completely with Johnson’s life by
following a chronological order, giving an account of his:
(i) personal thoughts (ii) feelings
(iii) trauma (iv) both (i) and (ii)
(d) State whether the given statement is TRUE or FALSE.
The author seems most proud of his thoroughness in obtaining the biographical
materials.
(e) Complete the given statement appropriately.

In the quotation given in the last paragraph of the passage, Dr Johnson is
concerned that __________________________________________________________
_____________________________________________________.
(f) Which of the following words means ‘preserved someone or something in an
unalterable state’?
(i) Perfect (ii) Preservation
(iii) Frozen (iv) Embalmed
(g) Fill in the blank with an appropriate word or phrase.

The author adopted the method of chronologically narrating Dr Johnson’s life
along with his own _______________________________________________________
_________.
(h) Which of the following is the correct synonym of the word ‘panegyric’?
(i) Eulogy (ii) Myth
(iii) Portrait (iv) Fame
(i) Complete the given statement appropriately.
According to the author, if Dr Johnson had written his own biography, the world
would have _____________________________________________________________
________.
(j) Pick a word from paragraph (4) which is the correct antonym of the word
‘dissatisfy’.
Reading Skills 51
(1) Justin was always prepared. His motto was “Never throw anything out, you never
know when it might come in handy.” His bedroom was so full of flat bicycle tires,
bent tennis rackets, deflated basketballs and games with missing pieces that you could
barely get in the door. His parents pleaded with him to clean out his room.
(2) “What use is a fish tank with a hole in the bottom?” his father asked. But Justin simply
smiled and repeated his motto, “Never throw anything out, you never know when it
might come in handy.”
(3) When Justin was away from home, he always carried his blue backpack. He liked to
think of it as a smaller version of his bedroom, a place to store the many objects that he
collected. It was so worn and stretched that it hardly resembled a backpack anymore.
It was full of the kind of things that seemed unimportant, but when used with a little
imagination, might come in handy.
(4) Justin had earned a reputation for figuring things out and getting people out of
otherwise hopeless situations. Many of his classmates and neighbours sought him out
when they needed help with a problem. On the first day of school, his friend Kenny
came looking for Justin.
(5) “Do you think you have something in your bag that could help me remember my
locker combination?” he asked. “I lost the scrap of paper it was written on. I have
science class in two minutes and if I’m late on the first day it’ll make me look bad for
the rest of the year.” Kenny looked genuinely worried.
(6) “Relax,” Justin said, taking his backpack off and unzipping the top. “Remember how
you borrowed my notebook in homeroom to write the combination down? Well, I
know how we can recover what you wrote.”
(7) He took the notebook and a soft lead pencil out of his bag. The page that Kenny had
written on had left faint indentations on another page in the notebook. Justin held
the pencil on its side and rubbed it lightly over the indentations. Slowly but surely
the numbers of the locker combination appeared in white, set off by the gray pencil
rubbings. “That’s amazing!” Kenny said. “I owe you one.” And he dashed off to open
his locker.
(a) The author’s purpose to write this story is to:
(i) inform (ii) entertain
(iii) educate (iv) satirize
(b) State whether the following statement is TRUE or FALSE.

Kenny had left indentations of the locker combination in Justin’s notebook.
(c) In what way is Justin’s backpack a smaller version of his bedroom?
(i) He uses it as a place to store objects.
(ii) He uses it to carry his books and sports equipment.
(iii) His parents tell him to clean it all the time.
(iv) He has had it for a long time.

(d) Why is Justin’s room a mess?
(i) He always forgets to clean it. (ii) He never throws anything away.
(iii) He has no time to clean it. (iv) He shares the room with Kenny.
(e) How does Justin help his friends?
(i) He offers them advice.
(ii) He loans them his backpack.
(iii) He listens to their problems.
(iv) He uses the objects in his backpack.
(f) Complete the following statement appropriately.
Justin helped Kenny by rubbing with a pencil lightly over the indentations so
that ____________________________________________________________________
___________.
(g) Fill in the blank with ONE WORD.

The word ___________________ from paragraph 4 means ‘how one is thought of
by others’.
(h) Justin is resourceful and finds importance in many things. (True/False)
(i) Fill in the blank with ONE WORD.

Justin helped people get out of __________________ situations.
(j) What does Justin’s motto in paragraph 2 mean?
(i) Being organised is a good trait.
(ii) Keeping old things might help you become rich.
(iii) It is always nice to keep things of no use already.
(iv) Things which you think are useless may be of use again in urgent cases.
Answers [Literary Passage]

1. (a) (ii) To fill heaven with rage 2.(a) merges with the ocean
(b) (i) (2), (5), (6), (7) (b) (ii) playground and steep mountain
(c) (iii) the tiger was not afraid of dying (c) the labyrinth of branches
(d) wield the skinning knife with some grace and a little (d) (iii) roaring and sometimes placid and quiet
skill (e) (i) still and stern
(e) nightmares (f) (1) Ambition
(f) False (2) Determination
(g) his tribe might know that the hunter did not kill a (g) (ii) forget all sorrows of life
creature that was weaker than him (h) (iv) rainbow-coloured sunbeams
(h) creator (i) True
(i) (i) A person who turns base metals into gold. (j) Labyrinth
(j) (ii) Corpse
Reading Skills 53
3. (a) beside the lake and beneath the trees 4. (a) (iii) envious of

(b) cloud (b) the grass is greener on the other side

(c) (iv) daffodils (c) False

(d) True (d) (iv) A cow wishes to run free with wild horses.

(e) (ii) memorable experience for the narrator (e) True

(f) (ii) He dances with the daffodils. (f) cats, crows and foxes

(g) just being in the company of such beautiful flowers (g) (i) aabbcc

(h) bliss of solitude (h) False

(i) True (i) robin

(j) (iv) Solitude (j) scoop after scoop/golden grain/woven wire/high and
higher
5. (a) (i) peaceful and serene look 6. (a) (iv) she filled their hearts with hope

(b) it suffers no movement of the boats or ships.
(b) (ii) god would protect them

(c) calmness
(c) be hit by a violent storm at sea in winter

(d) True
(d) (iii) Because their ship was caught in a storm

(e) (iv) ships, towers, domes, theatres and temples of (e) when the storm will turn severe, the huge waves
the city will drown the ship and sailors as if the sea is very

(f) (iii) The sight of the city of London surrounded by hungry.
nature
(f) (ii) bravest was scared

(g) the houses, like human beings, seem asleep.
(g) (iv) he was scared and had given up hope

(h) (ii) Splendour
(h) True

(i) dullard
(i) death

(j) (i) part of nature
(j) (ii) praying
7. (a) (i) wrote many biographies 8. (a) (ii) entertain

(b) (iii) an autobiographer is the greatest authority on his (b) True
own life (c) (i) He uses it as a place to store objects.
(c) (iv) both (i) and (ii) (d) (ii) He never throws anything away.
(d) True (e) (iv) He uses the objects in his backpack.
(e) if a biographer only wants to satisfy the public, he (f) the numbers of the locker combination appeared in
will not write honestly by concealing some facts and white
inventing others. (g) reputation
(f) (iv) Embalmed (h) True
(g) minutes, letters or conversations. (i) hopeless
(h) (i) Eulogy (j) (iv) Things which you think are useless may be of use
(i) seen the best example of how a biography/ again in urgent cases.
autobiography should be written.
(j) Gratify
zzz

4 Case-based Factual
Passage

(1) Today’s woman is a highly self-directed person, alive to the sense of her dignity
and the importance of her functions in the private domestic domain and the public
domain of the world of work. Women are rational in approach, careful in handling
situations and want to do things as best as possible. The Fourth World Conference of
Women held in Beijing in September, 1995 had emphasised that no enduring solution
of society’s most threatening social, economic and political problems could be found
without the participation and empowerment of women. The 1995 World Summit for
Social Development had also emphasised the pivotal role of women in eradicating
poverty and mending the social fabric.
(2) The Constitution of India had conferred on women’s equal rights and opportunities
– political, social, educational and of employment – with men’s because of oppressive
traditions, superstitions, exploitation and corruption. The majority of women are still
not allowed to enjoy the rights and opportunities bestowed on them. One of the major
reasons for this state of affairs is the lack of literacy and awareness among women.
Education is the main instrument through which we can narrow down the prevailing
inequality and accelerate the process of economic and political change in the status of
women.
How The World Sees The Role of Women

% of respondents agreeing with the following statements
“Things would work better if more “The role of women in society is
women held positions with responsibilities to be good mothers and wives”
in government/companies”
34% Russia 69%

79% India 64%
72% Turkey 47%
69% Brazil 43%
57% United States 41%
47% Germany 41%
70% South Africa 39%
52% South Korea 36%
43% Japan 35%
62% Australia 30%
57% Canada 25%
59% France 24%
60% UK 22%
62% Spain 19%
57% Sweden 17%
Reading Skills 55
(3) The role of women in a society is very important. Women’s education is the key to a
better life in the future. A recent World Bank study says that educating girls is not
a charity, it is good economics and if developing nations are to eradicate poverty,
they must educate the girls. The report says that the economic and social returns
on investment in the education of girls considerably affects the human development
index of the nation. Society would progress only if the status of women is respected,
and the presence of an educated woman in the family would ensure the education of
the family itself. Education and empowerment of women are closely related.
(4) Women’s education has not received due care and attention from planners and policy
makers. The National Commission for Women has rightly pointed out that even after
50 years of independence, women continue to be treated as the single largest group
of backward citizens of India. The role of women in overall development has not been
fully understood, nor has it been given its full weightage in the struggle to eliminate
poverty, hunger, injustice and inequality at the national level.
(5) The prevailing cultural norms of gender behaviour and the perceived domestic and
reproductive role of women tend to affect the education of a girl. Negative attitude
towards sending girls to schools, restrictions on their mobility, early marriage, poverty
and illiteracy of parents affect the girl’s participation in education.
(6) Women’s political empowerment got a big boost with the Panchayati Raj Act of 1993
which gave them 30% reservation in Village Panchayats, Block Samities and Zila
Parishads throughout the country. The National Commission for Women was also set
up in 1992 to act as a lobby for women’s issues.
(7) The educational system is the only institution which can counteract the deep
foundations of inequality of sexes that are built into the minds of people through the
socialisation process. Education is the most important instrument of human resource
development. The educational system should be used to revolutionize the traditional
attitudes and inculcate new values of equality.
(a) Which of the following statements is NOT TRUE, according to the passage?
(i) Women are rational in approach.
(ii) The National Commission for Women was set up in 1982.
(iii) Educating girls is not a charity.
(iv) Women want to do things as best as possible.
(b) What are the problems a girl child faces in her life? Choose the correct option.

(1) Lack of education (2) Premature marriage
(3) Enjoys independence (4) No social status
(5) Faces subjugation (6) Enjoys financial security
(i) (1), (2), (5), (6) (ii) (2), (3), (4), (5)
(iii) (1), (3), (5), (6) (iv) (1), (2), (4), (5)
(c) Complete the following.

The majority of women are still not allowed to enjoy ________________________
________________________________________________.

(d) Fill in the blanks.
_____________ and _____________ of women are closely related.
(e) State whether the following statement is TRUE or FALSE.

The role of women in overall development has not been fully understood.
(f) Women’s education has not received due care and attention from:
(i) government (ii) women in power
(iii) planners and policy makers (iv) political leaders
(g) Look at the graph and analyse the following statements.

(1) Things would work better if more women held positions with responsibilities
in government/companies.
(2) The role of women in society is to be good mothers and wives.
(i) 34% of Russians agree with statement (1)
(ii) 64% of Indians agree with statement (1)
(iii) 67% of Russians agree with statement (2)
(iv) 79% of Indians agree with statement (2)
(h) Fill in the blank with a word/phrase.

Education is the most important instrument of _____________________________.

(1) It’s not just the company’s financial health that makes it to boardroom discussions. In
the highly competitive business world, healthy employees mean a lot as well. Realising
this, many corporate houses in the city have now chalked out comprehensive health
programmes as part of their executive ‘well-being plan’. “In the era of globalisation
and competition, corporate houses have realised the importance of having a healthy
workforce. So many companies have now introduced health programmes for their
executives,” says Dr Motia Talapade from a multi-specialty hospital.
(2) Doctors agree that due to long working hours and irregular eating habits, most
executives are now suffering from hypertension, headache, fatigue and exhaustion.
“With competition increasing by the day, it’s tough for the white collared workforce.
In addition, IT revolution has brought about many changes in offices,” says Ankur
Dave, who has been working closely with a number of corporates on health plans.
(3) For people in the hospitality industry and call centres, the work involves a shift system
and irregular working hours which means going against the biological clock. “Stress
is the silent killer for young professionals. Most of them have lifestyle problems.
Interestingly, many executives also take to smoking under the pretext of work
pressure,” says Dr Dave. Tarun Patel, medical officer contribute to the growth of the
organisation. Apart from regular health check-ups, we have other programmes like
yoga and meditation workshops for executives,” says Patel.
Reading Skills 57
Poor Employee Employers Can Improve Health Improvements
Health Leads To: Employee Health By: Result In:
Lost Employee Time Sponsoring Employees Save Money

Wellness Fewer lost work days
45 million Programs
Slower premium growth
avoidable sick days every year, which is Change how they pay for care
the equivalent of the working population
of Salt Lake City calling in sick every day
for a full year
Promoting Quality Employees Are Healthier
Reports on Doctors Right care at the right time
Lost Revenue Participate in wellness programs
& Hospitals Better partners with healthcare team
$1,900
to
In lost revenue Implementing Employers Save Money
$2,250 per employee
every year
+
Value-Based Reduced co-pays/premiums
Benefit Design Avoid unnecessry care
Strain from Chronic Conditions

Joining a Health Care Providers
of the money spent
Business Respond
3/4 by private insurance
goes to treat people Health Alliance Motivates doctors and hospitals
with chronic illness to provide high-value care

(4) A leading telecom company recently organised an obesity detection and ophthalmology
camp for its employees. “Apart from having a gym, we also conduct regular classes in
yoga and aerobics to keep our employees fit. Lectures and workshops also create
awareness,” an official of the firm said. Food too has come under scrutiny. An oil
company now has introduced low-calorie lunch for its personnel.
(5) But sometimes, even such preventive measures can’t safeguard employees from
mental strain. No wonder that some firms are now organising counselling sessions
for employees. “Though we have started operations recently, we are in the process
of formulating a health programme for our staff. Employees’ health matter for the
company’s performance in the long run,” says Chris Robinson, head of a BPO.
Pumping iron and building muscles might not be everybody’s cup of tea, but staying
healthy is certainly the mantra for staying in business.
(a) What is the chief concern of the companies these days?
(i) Employees’ salary (ii) Employees’ working conditions
(iii) Management’s profit (iv) Employees’ health

Staying healthy is the mantra for staying in business.
(c) Fill in the blank with ONE WORD.

________________ is the silent killer for young professionals.
(d) Choose the factors that led to ill health.

(1) Long working hours (2) Long periods of relaxation
(3) Irregular eating habits
(i) (1) & (2) (ii) (1) & (3)
(iii) (2) & (3) (iv) All of these
(e) Complete the given statement.

Doctors agree that due to long working hours and irregular eating habits, most
executives are now suffering from ________________________________________.


________________ : excuse : : personnel : employees
(g) How does ill health manifest itself?
(i) Through chronic diseases (ii) Through stress and lifestyle problems
(iii) Through family problems (iv) Through bad performances
(h) What do corporate houses do to ensure the health of their employees?
(i) They conduct health check-ups. (ii) They take them for excursions.
(iii) They give them vacations. (iv) All of these

(1) The modern classroom has taken several steps forward in its evolution of the learning
environment in the past 25 years. Many of the benefits that we have seen in this setting
are due to the introduction of new technology options for students. Instead of having
a single computer for a class to use or a laboratory environment for the entire school
placed in one room, we can now help students learn at their table or desk with items
issued to them directly. Thus, there are quite a lot of advantages of having technology
in classrooms.

Most Students Prefer More
Technology Use at Their School
Student Perceptions of the Amount of

Technology Use at Their School
A lot of technology in use

Moderate amount of technology
Littlle/no technology in use
(2) Technology helps children to stay motivated during the learning process. Most
students don’t like to go to school if they feel like they are wasting their time. When
there is technology allowed in the classroom, then teachers have an opportunity to let
children work at a pace which suits them the best without disturbing others. They can
look up for any additional information about a subject they are learning about that
day, play educational games that reinforce the lesson, or work on advanced material
using a program.
(3) Because many of today’s technology options allow students to see how well they are
doing compared to the average of all users, it gives them a chance to push harder for
Reading Skills 59
themselves and their education. Many of the programs that encourage learning also
issue rewards or award certificates, which helps to make the lessons fun as well.
(4) Technology encourages more communication between teachers and parents. When
there is technology in the classroom, then there are more opportunities for parents
and teachers to connect with each other. Using a blog for the classroom can help
parents get to see what their children are learning each day. Apps and software options
allow teachers to instantly report on a child’s behaviour to let parents know in real-
time what is happening throughout the day. There are options for chat boxes, instant
messaging and other forms of communication as well.
(5) Technology also creates new ways to learn for today’s student. There are three
critical forms of intelligence that we see in children today: emotional, creative, and
instructional. The traditional classroom environment, which typically encourages
lecture-based lessons, focuses more on the latter option. Standardized tests and similar
ranking tools do the same. When children have access to technology today, then those
who excel outside of the standard learning setup can still achieve their full potential.
(6) Technology allows children to embrace their curiosity in multiple ways. They can
try new things without embarrassment because their tech access gives them a level of
anonymity. This process allows children to work, through trial and error if they wish,
to see if a different strategy helps them to learn more effectively.
(7) It even encourages students to stay engaged with their learning environment.
Children get bored very easily when they feel like they already know what is being
taught in their classroom. Some children will transform into mentors or leaders in
this situation to help their fellow students, but there are many more who disengage
because they lack stimulation. By introducing technology to the classroom, there are
fewer places where repetitive learning must take place. Teachers can introduce new
subjects, try new techniques, or use different projects to encourage ongoing learning,
which creates more overall engagement.
(a) Which of the following is NOT a way through which technology helps children
to stay motivated during the learning process?
(i) Playing educational games that reinforce a lesson
(ii) Working on advanced material using a program
(iii) Looking up additional information about a subject they are learning
about
(iv) Allowing them to work on a lesson beyond their curriculum

Children can try new things with the help of technology without embarrassment
because their tech access gives them a level of superiority.
(c) Complete the given statement.

Most children don’t like to go to school if __________________________________.
(d) The forms of intelligence that we see in children today are:
(1) motivational (2) creative
(3) instructional (4) competitive
(5) emotional
(i) (1), (2) and (3) (ii) (2), (3) and (4)
(iii) (2), (3) and (5) (iv) (1), (4) and (5)
(e) Which of the following is NOT a method through which technology encourages
more communication between teachers and parents?
(i) Apps and software options that allow teachers to instantly report on a child’s
behaviour
(ii) Usage of a blog for the classroom to help parents get to see what their children
are learning each day
(iii) Communication options such as chat boxes, instant messaging, and other
forms of communication
(iv) Software programs that allow parents to access the child’s tech and keep a
check on their usage
(f) Fill in the blank.

Technology allows children to embrace their _________________ in multiple
ways.
(g) What is the advantage of having a technology that allows students to see how
well they are doing compared to the average of other students?
(i) It gives them a chance to push harder for themselves and their education.
(ii) It gives them an opportunity to learn from other students.
(iii) It tells one how much more hard work is needed to achieve a goal.
(iv) It motivates them to seek help where needed to reach the level of others.
(h) Fill in the blank with ONE WORD.

Someone who gives help and advice related to something is called a ____________.

(1) Governments have traditionally equated economic progress with steel mills and
cement factories, while hundreds of millions of farmers remain mired in poverty.
However, fear of food shortage, a rethinking of anti-poverty priorities and crushing
recession are causing a dramatic shift in world economic policy in favour of greater
support for agriculture.
(2) The last time when the world’s farmers felt such love was in the 1970s. At the time, as
food prices spiked, there was real concern that the world was facing a crisis in which
the planet was simply unable to produce enough grain for an expanding population.
Governments across the developing world and international aid organisations plowed
investment into agriculture in the early 1970s, while technological breakthroughs like
high-yield strains of important food crops, boosted production. The result was the
Green Revolution and food production exploded.
(3) But the Green Revolution became a victim of its own success. Food prices plunged by
some 60% by the late 1980s from their peak in the mid 1970s. Policy makers and aid
workers turned their attention to the poor people’s other pressing needs, such as health
care and education. Farming got starved of resources and investment. By 2004, aid
directed at agriculture sank to 3.5% and ‘agriculture lost its glitter’. Also, as consumers
in high-growth giants such as China and India became wealthier, they began eating
Reading Skills 61
more meat, so grain once used for human consumption got diverted to beef up
livestock. By early 2008, panicked buying by importing countries and restrictions
slapped on grain exports by some big producers helped drive prices upto heights not
seen for three decades. Making matters worse, land and resources got reallocated to
produce cash crops such as bio-fuels and the result was that voluminous reserves of
grain evaporated. Protests broke out across the emerging world and fierce food riots
toppled governments.
Seed Poverty
Income
Food
Fertilizer Water production
Yield Livelihood
Biodiversity variation
Ecosystem Concern Socio-
Pesticide Green
Land Environmental of food economic
revolution
challenge security impact
Genetically Soil fertility Crop
modified diversity
Environment Nutrition Hunger
crop
Irrigation Gender
Green Revolution and its Impact
(4) This spurred global leaders into action. This made them aware that food security is one
of the fundamental issues in the world that has to be dealt with in order to maintain
administrative and political stability. This also spurred the US, which traditionally
provisioned food aid from American grain surpluses to help needy nations to move
towards investing in farm sectors around the globe to boost productivity. This move
helped countries become more productive for themselves and be in a better position
to feed their own people.
(5) Africa, which missed out on the first Green Revolution due to poor policy and limited
resources, also witnessed a change in poverty-fighting method favoured by many
policy makers in Africa, which was to get farmers off their farms into modern jobs in
factories and urban centres. But that strategy proved to be highly insufficient. Income
levels in the countryside badly trailed those in cities while the FAO estimated that the
number of poor going hungry in 2009 reached an all-time high at more than one
billion.
(6) In India, on the other hand, with only 40% of its farmland irrigated, entire economic
boom currently underway is held hostage by the unpredictable monsoon. With much
of India’s farming areas suffering from drought this year, the government will have a
tough time meeting its economic growth targets. In a report, Goldman Sachs predicted
that if this year too receives less rainfall, it could cause agriculture to contract by
2% this fiscal year, making the government’s 7% GDP growth target look ‘a bit rich’.
Another green revolution is the need of the hour and to make it a reality, the global
community still has much backbreaking farm work to do.
(a) Which of the following is an adverse impact of the Green Revolution?
(i) Unchecked crop yields resulted in large tracts of land becoming barren

(ii) Withdrawal of fiscal impetus from agriculture to other sectors
(iii) Farmers began soliciting government subsidies for their produce
(iv) None of these

Africa missed out on the first Green Revolution due to poor policy and limited
resources.

Governments across the developing world and international aid organisation
plowed investment into ___________________ in the early 1970s.
(d) What is the author trying to convey through the phrase ‘making the government’s
7% GDP growth target look a bit rich’?
(i) India is unlikely to achieve the target growth rate.
(ii) Allocation of funds to agriculture has raised India’s chances of having a high
GDP.
(iii) Agricultural growth has artifically inflated India’s GDP and such growth is not
real.
(iv) India is likely to have one of the highest GDP growth rates.

_______________________________________________ encouraged African policy-
makers to focus on urban jobs.
(f) What prompted the leaders throughout the world to take action to boost the
agriculture sector in 2008?
(i) Coercive tactics by the US which restricted food aid to poor nations
(ii) The realisation of the link between food security and political stability
(iii) Awareness that performance in agriculture is necessary in order to achieve the
targeted GDP
(iv) Reports that high-growth countries like China and India were boosting their
agriculture sectors to capture the international markets

Hoarding of food stocks by local wholesalers inadvertently created a food
shortage.
(h) Which of the following factors is/are responsible for the neglect of the farming
sector after the Green Revolution?
(1) Steel and cement sectors generated more revenue for the government as
compared to agriculture.
(2) Large-scale protests against favouring agriculture at the cost of other
important sectors such as education and health care.
(3) Attention of policy makers and aid organisations was diverted from
agriculture to other sectors.
(i) Only (1) (ii) Only (3)
(iii) Both (2) and (3) (iv) Both (1) and (2)
Reading Skills 63
(1) All of Earth’s oceans share one thing in common – “plastic pollution”. When people
litter, or when the trash is not properly disposed off, things like plastic bags, bottles,
straws, foam and beverage cups get carried to the sea by winds and waterways. About
80 percent of ocean plastic originates on land. The rest comes from marine industries
such as shipping and fishing.
(2) In 2015, engineer Jenna Jambeck at the University of Georgia and other researchers
calculated that at least 8 million tons of plastic trash is swept into the ocean from coasts
every year. That’s equivalent to a full garbage truck of plastic being dumped into the
sea every minute. If current trends in plastic production and disposal continue, that
figure will double by 2025. A report published by the World Economic Forum last
year predicts that by 2050, ocean plastic will outweigh all the fish in the sea.
(3) In today’s world, plastic is everywhere. It’s found in shoes, clothing, household items,
electronics and more. There are different types of plastics, but one thing they all have
in common is that they’re made of polymers – large molecules made up of repeating
units. Their chemical structure gives them a lot of advantages: they’re cheap and easy
to manufacture, lightweight, water-resistant, durable and can be moulded into nearly
any shape.

The Countries Polluting The Oceans The Most
Annual metric tons of mismanaged plastic waste and total amount ending up in global waters*
Mismanaged plastic waste Plastic marine waste
China 8.80m 3.53m

Indonesia 3.20m 1.29m
Philippines 1.90m 0.75m
Vietnam 1.80m 0.73m
Sri Lanka 1.60m 0.64m
Egypt 1.00m 0.39m
Thailand 1.00m 0.41m
Malaysia 0.90m 0.37m
Nigeria 0.90m 0.34m
Bangladesh 0.80m 0.31m
Brazil 0.50m 0.19m
United States 0.30m 0.11m
(4) Sea turtles eat plastic bags and soda-can rings, which resemble jellyfish, their favourite
food. Seabirds eat bottle caps or chunks of foam cups. Plastic pieces may make an
animal feel full, so it doesn’t eat enough real food to get the nutrients it needs. Plastic
can also block an animal’s digestive system, making it unable to eat.
(5) Plastic and its associated pollutants can even make it into our own food supply. Scientists
recently examined fish and shellfish bought at markets in California and Indonesia.
They found plastic in the guts of more than a quarter of samples purchased at both
locations; in organisms that people eat whole, such as sardines and oysters, it means
that we’re eating plastic too. In larger fishes, chemicals from plastic may seep into
their muscles and other tissues that people consume.

(6) One way to keep the oceans cleaner and healthier is through clean-up efforts. A lot of
plastic waste caught in ocean currents eventually washes up on beaches. Removing it
prevents it from blowing out to the sea again. Beach clean-up is ocean clean-up.
(7) Clean-up efforts can’t reach every corner of the ocean or track down every bit of
micro-plastic. That means it’s critical to cut down on the amount of plastic that reaches
the sea in the first place. Scientists are working towards developing new materials
that are safer for the environment. For example, Jambeck and her colleagues are
currently testing a new polymer that breaks down more easily in seawater.
(a) What is the biggest impact of plastic pollution on sea life?
(i) Plastic eating makes the animals feel full.
(ii) Plastic blocks the animal’s digestive system.
(iii) Plastic cuts the sea animal’s skin.
(iv) Both (i) and (ii)

The plastic’s ability of chemical absorption makes it great for consumer goods.

Scientists bought fish and shellfish for examination at markets in
_______________________.
(d) Which feature do all kinds of plastic have?
(i) Easy to manufacture and easy to dispose
(ii) Water resistant
(iii) Difficult to mould into any shape
(iv) Non-durability
(e) Complete the following.

Plastic is not biodegradable because ____________________________________.
(f) What is the ultimate way to clean up an ocean?
(i) The beach clean-up
(ii) Ban of plastic items
(iii) Prohibition of seabirds
(iv) No food supply in surrounding area

Percentage of ocean plastic that originates from land is 50%.
(h) Scientists are working towards developing new material to replace plastics.
Which material is being developed?
(i) Material that is safer for the environment
(ii) Material that breaks down more easily in seawater
(iii) Material that does not harm marine life
(iv) All of these
Reading Skills 65
(1) Indian Rhinoceros, (Rhinoceros unicornis), also called greater one-horned Rhinoceros,
the largest of the three Asian Rhinoceroses. The Indian Rhinoceros weighs between
1,800 and 2,700 kg. It stands 2 meters high at the shoulder and is 3.5 meters long.
The Indian Rhinoceros is more or less equivalent in size to the White Rhinoceros
of Africa and is distinguishable from the Javan Rhinoceros by its greater size, the
presence of a large horn, tubercles on its skin, and a different arrangement of skin
folds.
(2) The Indian Rhinoceros occupies the world’s tallest grasslands, where at the end of the
summer monsoon in October, grasses reach 7 meters tall. They are primarily grazers,
except during the winter when they consume a larger proportion of browse. The
Indian Rhinoceros fights with its razor-sharp lower outer incisor teeth, not with its
horn. Such teeth, or tusks, can reach 13 cm in length among dominant males.
(3) The Indian Rhinoceros previously occupied an extensive range across northern India
and Nepal from Assam state in the east to the Indus River valley in the west. Today this
species is restricted to about 11 reserves in India and Nepal. Nearly 3,600 individuals
of breeding age remain in the wild, and only one population, that of Kaziranga
National Park in Assam state, contains more than 500 individuals.
(4) The Indian Rhinoceroses’ dung piles, or middens, are of interest not only as
places where scent is deposited and as communication posts but also as sites for the
establishment of plants. Indian Rhinoceroses can deposit as much as 25 kg in a single
defecation. The Indian Rhinoceroses’ dung piles support interesting collections of
over 25 species of plants whose seeds are ingested by Rhinoceroses and germinate in
the nutrient-rich dung.
(5) A survey was conducted on the population of Rhinoceros unicornis between 1910 to
2005 and the result was interpreted in the form of a line graph.
Population - Rhinoceros unicornis

3000
2500
2000
1500
1000
500
0
1910
1915
1920
1925
1930
1935
1940
1945
1960
1965
1970
1975
1990
1994
1995
1997
1998
2000
2002
2005
Year

(a) What is the current scenario of the Indian Rhinoceros?
(i) They are now restricted to about 11 reserves in India and Nepal.
(ii) There are now 500 rhinoceros in the Kaziranga National Park.
(iii) They do not exist now.
(iv) They are now used as primary grazers during winter season.


The weight range of Indian Rhinoceros is 1800-2700 kg.
____________________ is the scientific name of the Indian Rhinoceros.
(d) Which of the following statements is CORRECT, according to the passage?
(i) The Indian Rhinoceros previously occupied an intensive range across southern
India and Sri Lanka from Tamil Nadu state in the south to Himachal Pradesh
in the north.
(ii) The Indian Rhinoceros previously occupied an intensive range across northern
India and Nepal from Assam state in the east to the Indus River valley in the
west.
(iii) The Indian Rhinoceros previously occupied an extensive range across
southern India and Sri Lanka from Tamil Nadu state in the south to Himachal
Pradesh in the north.
(iv) The Indian Rhinoceros previously occupied an extensive range across
northern India and Nepal from Assam state in the east to the Indus River
valley in the west.

The Indian Rhinoceroses’ dung piles support interesting collections of _______
__________________________________________.
(f) Which of the following rhinoceros is equivalent in size to the Indian Rhinoceros?
(i) African White Rhinoceros (ii) Javan Rhinoceros
(iii) Asian Rhinoceros (iv) All of these
(g) Which of the following statements is NOT TRUE, according to the passage?
(i) The Indian Rhinoceros occupies the world’s tallest grasslands.
(ii) The Indian Rhinoceroses’ dung piles support interesting collections of over 5
species of plants.
(iii) The Indian Rhinoceros stands 2 meters high at the shoulder and is 3.5 meters
long.
(iv) The Indian Rhinoceros can deposit as much as 25 kg in a single defecation.

The Indian Rhinoceros uses upper inner premolars for fighting.

(1) More than 87,000 healthcare workers have been infected with Covid-19, with just
six states – Maharashtra, Karnataka, Tamil Nadu, Delhi, West Bengal and Gujarat –
accounting for three-fourths (around 74%) of the case burden and over 86% of the
573 deaths due to the infection, official data showed. Maharashtra alone, with the
highest number of over 7.3 lakh confirmed Covid-19 cases so far, accounts for around
28% of the infected healthcare workers and over 50% of the total deaths, according to
the data.
(2) While Maharashtra, Karnataka and Tamil Nadu had tested over one lakh healthcare
workers each till August 28, Karnataka reported only 12,260 infected healthcare
Reading Skills 67
workers – almost half the burden in Maharashtra. Tamil Nadu reported 11,169 cases
that included doctors, nurses and Asha workers.
The three states together accounted for 55% of the total cases among health workers.
The three states also reported the highest number of deaths in healthcare professionals,
though with a wide gap between Maharashtra and the other two. While Maharashtra
reported 292 deaths among healthcare workers, Karnataka and Tamil Nadu had 46
and 49 deaths, respectively.
COVID-19 CASES TILL AUGUST 2020

States Total Total tests Positivity (%) Death among
healthcare conducted on healthcare
worker cases healthcare workers
workers
India 87,176 9,95,922 9 573
Maharashtra 24,484 1,58,878 15 292
Karnataka 12,260 1,07,100 11 46
Tamil Nadu 11,169 1,53,727 7 49
Delhi 8,396 61,358 14 51
West Bengal 5,126 65,540 8 21
Gujarat 3,177 29,246 11 35
Telangana 2,704 14,678 18 1
Haryana 2,434 32,787 7 9
Rajasthan 2,398 75,510 3 11
Odisha 2,185 40,849 5 2
MP 2,029 46,516 4 17
UP 1,650 26,557 6 6
Jharkhand 1,275 22,790 6 2
Assam 1,127 16,411 7 3
(3) A large number of infections and even deaths of healthcare workers in particular
states is being viewed with concern by officials and public health experts, who say
risks to frontline workers can jeopardise India’s fight against the pandemic. The
issue, discussed in a review meeting headed by the cabinet secretary on Thursday,
saw the Centre cautioning states about the need to protect a crucial resource. The
possible factors responsible for high infections, officials said, were lax infection control
in hospitals and the need for stringent containment measures in areas where health
professionals reside to safeguard them.
(4) Despite the high number of cases, the government has received only 143 claims since
April under the 50 lakh Covid-19 insurance scheme for healthcare workers engaged
in Covid mitigation activities. Official sources said the wide gap between the number

of deaths and claims could be because all the casualties may not be eligible under the
scheme. Besides, the claims are a bit slow in coming as families of the dead take time
to apply and do the required paperwork.
(5) “Solidarity with health workers cannot be met with mere words of encouragement
but by concerted efforts to strengthen the health workforce. Safety net for their
families should be provided including a term insurance cover of over 2 crore,
with the government as sole guarantee,” said Giridhar Babu, epidemiologist at the
Public Health Foundation of India. “Protecting healthcare workers is of paramount
importance to make sure we have a large force to take care of patients who need their
services”, said Dr H Sudarshan Ballal, chairman, Manipal Hospitals, who said such
workers may be at risk because of a large number of asymptomatic patients and lack
of proper use of PPEs.
(a) In the line “… risks to frontline workers”, the term ‘frontline workers’ does
NOT refer to:
(i) healthcare workers (ii) police
(iii) cleanliness workers (iv) teachers

Lax infection control in hospitals is the main reason for high infection among
healthcare workers.
(c) Choose the option that lists a statement that is NOT TRUE, according to the
passage.
(i) Maharashtra was the worst sufferer of Covid-19.
(ii) Tamil Nadu had less number of Covid-19 cases as compared to Maharashtra
and Karnataka.
(iii) The deaths of healthcare workers are disregarded by officials.
(iv) Most of the families of deceased healthcare workers received Rs 50 lakh under
Covid-19 insurance scheme.
(d) Based on your understanding of the passage, choose the option that lists the
factors responsible for high infection in healthcare professionals.
(1) Careless infection control in hospital
(2) Negligence by healthcare professionals
(3) Lack of stringest containment measures
(4) Lack of healthcare professionals
(i) (1) and (2) (ii) (2) and (4)
(iii) (1) and (3) (iv) (3) and (4)

COVID-19 tests have been conducted for 29,246 healthcare workers in the state
of ______________.
(f) How many healthcare workers, infected with COVID-19, were there in Karnataka
till August 2020?
(i) 11,169 (ii) 12,260
(iii) 1,07,100 (iv) 15,213
Reading Skills 69

‘Healthcare workers’ refers to ________________________________.
(h) Which state was on the top in terms of confirmed COVID-19 cases?
(i) Karnataka (ii) Tamil Nadu
(iii) Delhi (iv) Maharashtra

(1) There are visible signs of economic rejuvenation since the second half of May, with
the second wave of the pandemic abating in most parts of the country and state
governments lifting restrictions in phases, a finance ministry report said on 10 August
2021, while calling for sustaining the vaccination progress and the need for Covid-
appropriate behaviour. “The receding of India’s second wave, along with rapid
progress in vaccination, has set the stage to further accelerate economic recovery.
The movement of high frequency indicators in July clearly points towards a broad-
based economic revival,” said the finance ministry’s monthly economic report for July,
adding that these signs resonate with the fact that the economic impact of the second
wave is expected to be muted.
(2) It said PMI manufacturing sharply rebounded to be in the expansionary zone across
output and input sub-components of the index. Marking swift economic recovery, GST
collection has reclaimed its `1 lakh crore-plus territory in July, signifying increased
business and consumer activity. Rail freight at 112.7 MT in July hit a record for the
month and registered 18.3% growth (year-on-year) and 13.2% rise compared to pre-
Covid July 2019.
(3) The surge in economic activity is further corroborated by trends in Kharif sowing,
fertiliser sales, power consumption, vehicle registrations, highway toll collections,
e-way bills and digital transactions, the report said. “Latest available data on growth
of eight core industries, auto sales, tractor sales, port traffic, air passenger traffic also
indicate sequential improvement from the contraction induced by the second wave,”
it further added.
Progress in Kharif Sowing
(In Lakh Ha)

Aug 7, 2020
1000 Aug 6, 2021
800
600
400
200
0
Total
Foodgrain
Cereals
Pulses
Oilseeds
Fibres
Sugar
cane
Source: Department of Agriculture and Farmers Welfare,

Tractor and Mechanisation Association


(4) “At this juncture, the economy and society are at a crucial inflection point where
sustenance of economic recovery, vaccination progress and Covid-19 appropriate
behavioural strategies are needed in close synergy with each other.” It said that having
antibodies reduces the probability of acquiring serious illnesses, as is borne by studies.
So, any subsequent waves are expected to be mild in terms of severity of disease.
(a) Why do you think the Indian economy is reviving now?
(i) The second wave of pandemic is coming down.
(ii) Restrictions imposed due to Covid-19 are gradually lifted.
(iii) Both (i) and (ii)
(iv) Neither (i) nor (ii)

According to the bar graph, Kharif sowing was altogether done on an area of
approximately 600 lakh hectares by 6 August 2021 in our country.
(c) In order to control and prevent Covid-19 cases, which of these is a must?
(i) Strictly following Covid-19 protocols
(ii) Maintaining the vaccination progress
(iii) Both (i) and (ii)
(iv) Neither (i) nor (ii)
(d) Choose the correct option to complete the sentence.

The impact of an imminent wave of Covid-19 pandemic in terms of severity of
disease is (very serious/mild).
(e) What does the line ‘... the economic impact of the second wave is expected to be
muted’ mean?
(i) The impact of the second wave of Covid-19 pandemic on the economy would
be very disastrous.
(ii) The adverse impact of the second wave of Covid-19 pandemic on the economy
would be to a very less extent.
(iii) The impact of the second wave of Covid-19 pandemic on the economy would
be to a large extent.
(iv) The consequence of the second wave of Covid-19 pandemic would be positive
for the economy.
(f) Kiaan was vaccinated twice against Covid-19 virus. Which of the following
statements is TRUE regarding Kiaan, according to the passage?
(i) Covid-19 virus cannot affect him at all now.
(ii) He may even acquire serious illness if he is infected by Covid-19 virus.
(iii) If he is infected by Covid-19, he may become ill but his illness would not be
very serious.
(iv) If he is infected by Covid-19, he may even die of it.
(g) Fill in the blanks.

The GST collection of rupees 1 lakh crore plus territory in July 2021 reflects
increased ______________ and ______________ activity took place in July 2021.
Reading Skills 71
(h) Which one of these is an example of the term ‘year-on-year’?
(i) In March 2016, Aditi had received her electricity bill of 1540 and in May 2017,
she received her electricity bill of Rs 450.
(ii) In February 2020, I had earned 220,000, but in March 2020, I earned Rs
15,000.
(iii) In June 2020, Aryan had received his electricity bill of Rs 1450 and in June
2021, he received the same supposed amount of his electricity bill.
(iv) In May 2020, Sneha had spent 225,000 on household expenditure but in
August 2020, she spent Rs 30,000 on household expenditure.
Answers [Case-based Factual Passage]

1. (a) (ii) The National Commission for Women was set up 2.(a) (iv) Employees’ health
in 1982. (b) True
(b) (iv) (1), (2), (4), (5) (c) Stress
(c) the rights and opportunities bestowed on them (d) (ii) (1) & (3)
(d) education; empowerment (e) hypertension, headache, fatigue and exhaustion
(e) True (f) pretext
(f) (iii) planners and policy makers (g) (ii) Through stress and lifestyle problems
(g) (i) 34% of Russians agree with statement (1) (h) (i) They conduct health check-ups.
(h) human resource development
3. (a) (iv) Allowing them to work on a lesson beyond their 4. (a) (ii) Withdrawal of fiscal impetus from agriculture to
curriculum other sectors

(b) False (b) True

(c) they feel like they are wasting their time (c) agriculture

(d) (iii) (2), (3) and (5) (d) (i) India is unlikely to achieve the target growth rate.

(e) (iv) Software programs that allow parents to access (e) Misapprehension that it would alleviate poverty as it
the child’s tech and keep a check on their usage did in other countries

(f) curiosity (f) (ii) The realisation of the link between food security

(g) (i) It gives them a chance to push harder for and political stability
themselves and their education. (g) False

(h) mentor (h) (ii) Only (3)

5. (a) (iv) Both (i) and (ii) 6. (a) (i) They are now restricted to about 11 reserves in

(b) False India and Nepal.

(c) California and Indonesia
(b) True

(d) (ii) Water resistant
(c) Rhinoceros Unicorns

(e) it is made up of polymers
(d) (iv) The Indian Rhinoceros previously occupied an

(f) (i) The beach clean-up extensive range across northern India and Nepal

(g) False from Assam state in the east to the Indus River valley
in the west.

(h) (iv) All of these

(e) over 25 species of plants whose seeds are ingested
by Rhinoceroses and germinate in the nutrient-rich
dung

(f) (i) African White Rhinoceros

(g) (ii)
The Indian Rhinoceroses’ dung piles support
interesting collections of over 5 species of plants.

(h) False
7. (a) (iv) teachers 8. (a) (iii) Both (i) and (ii)
(b) True (b) False
(c) (iii) The deaths of healthcare workers are disregarded (c) Both (i) and (ii)
by officials. (d) mild
(d) (iii) (1) and (3) (e) (ii) The adverse impact of the second wave of
(e) Gujarat Covid-19 pandemic on the economy would be to a
(f) (ii)12,260 very less extent.
(g) doctors, nurses, Asha workers, etc. (f) (iii) If he is infected by Covid-19, he may become ill
(h) (iv) Maharashtra but his illness would not be very serious.
(g) business; consumer
(h) (iii) In June 2020, Aryan had received his electricity
bill of Rs 1450 and in June 2021, he received the
same supposed amount of his electricity bill.
zzz
Reading Skills 73
5 Note-Making and
Summarization

(1) Research has shown that the human mind can process words at the rate of about 500
words per minute, whereas a speaker speaks at the rate of about 150 words a minute.
The difference between the two at 350 words is quite large.
(2) A speaker must make every effort to retain the attention of the audience. The listener
should also be careful not to let his mind wander. Good communication calls for good
listening skills. A good speaker must necessarily be a good listener.
(3) Listening starts with hearing but goes beyond. Hearing, in other words, is necessary
but is not a sufficient condition for listening. Listening involves hearing with attention.
Listening is a process that calls for concentration. While listening, one should also be
observant. In other words, listening has to do with the ears, as well as with the eyes
and the mind. Listening is to be understood as the total process that involves hearing
with attention, being observant and making interpretations. Good communication is
essentially an interactive process. It calls for participation and involvement. It is quite
often a dialogue rather than a monologue. It is necessary to be interested and also
show or make it abundantly clear that one is interested in knowing what the other
person has to say.
(4) Good listening is an art that can be cultivated. It relates to skills that can be developed.
A good listener knows the art of getting much more than what the speaker is trying to
convey. He knows how to prompt, persuade but not to cut off or interrupt what the
other person has to say. At times the speaker may or may not be coherent, articulate
and well-organized in his thoughts and expressions. He may have it in his mind
and yet he may fail to marshal the right words while communicating his thoughts.
Nevertheless, a good listener puts him at ease, helps him articulate and facilitates him
to get across the message that he wants to convey. For listening to be effective, it is also
necessary that barriers to listening are removed. Such barriers can be both physical
and psychological. Physical barriers generally relate to hindrance to proper hearing
whereas psychological barriers are more fundamental and relate to the interpretation
and evaluation of the speaker and the message.
(a) Based on your reading of the above passage, make notes on it, using headings
and sub-headings. Use recognisable abbreviations, wherever necessary. Also,
provide a suitable title to it. (5)
(b) Write a summary of the notes prepared, in not more than 50 words. (3)

(1) In life, you’ll always come across situations where there will be someone else who’s
better than you, especially there is no one quality or standard that people can be
judged on. There will always be someone who looks better, has more money or is
more intelligent than you. How you choose to approach these situations, of course,
depends on the perspective you take. People in themselves aren’t intimidating, it’s
the opinions you form about them that make you feel so. Rather than judging people
on a single attribute and getting intimidated, be comfortable with who you are and
approach other people as complete individuals rather than a bundle of good or bad
attributes.
(2) The key to not letting others intimidate you is to know your own worth. Don’t let
your sense of ‘if ’ be defined by what others think of you or how you compare yourself
to them. Know what you are, and be comfortable in your skin. Instead of feeling
threatened and letting your ego get in the way, you could benefit a great deal by being
around people who might be better than you in some ways. Respect others for what
they are and use these opportunities to learn from the strengths and virtues of others.
(3) Don’t get bogged down by what you don’t have or can’t do. We all have limitations.
Learn to accept them and focus on your strengths. A lot of times, we come under
pressure from people we believe to be more popular and influential than us, in a
bid to fit in with them. However, at times like these, it’s important for you to stay
true to yourself and say ‘no’ when you’re expected to do something that makes you
uncomfortable.
(4) Your first response to an intimidating person or situation would probably be to
avoid them altogether. However, avoidance only goes on to increase your anxiety.
Confront these situations head on, with more and more practice, you’ll start finding
these situations easier to deal with. Always keep in mind that everybody has flaws and
everyone has his/her own share of struggles, even if you aren’t able to spot them. Our
self-esteem gets lowered when we focus too much on our weaknesses and neglect what
we get right. Change this pattern and start giving yourself credit for your strengths
and successes.

(1) Artificial intelligence (AI) is making a difference to how legal work is done, but it
isn’t the threat it is made out to be. AI is making impressive progress and shaking
up things all over the world today. The assumption that advancements in technology
and artificial intelligence will render any profession defunct is a false one. The only
purpose this assumption serves is creating mass panic and hostility towards embracing
technology that is meant to make our lives easier.
(2) Let us understand what this means explicitly for the legal world. The ambit of AI
includes recognizing human speech and objects, making decisions based on data,
Reading Skills 75
and translating languages. Tasks that can be defined as ‘search-and-find’ type can be
performed by AI. Introducing AI to this profession will primarily be for the purpose
of automating mundane, tedious tasks that require negligible human intelligence.
The kind of artificial intelligence that is employed by industries in the current scene,
when extended to the law will enable quicker services at a lower price. AI is meant
to automate a number of tasks that take up precious working hours lawyers could be
devoting to tasks that require discerning, empathy, and trust– qualities that cannot be
replicated by even the most sophisticated form of AI. The legal profession is one of
the oldest professions in the world. Thriving over 1000 years, trust, judgement, and
diligence are the pillars of this profession. The most important pillar is the relationship
of trust between a lawyer and clients, which can only be achieved through human
connection and interaction.
(3) While artificial intelligence can be useful in scanning and organizing documents
pertaining to a case, it cannot perform higher-level tasks such as sharp decision-making,
relationship-building with valuable clients and writing legal briefs, advising clients,
and appearing in court. These are over and above the realm of computerization.
(4) AI software that operates on natural language enables electronic discovery of
information relevant to a case, contract reviews, and automation generation of legal
documents. AI utilizes big-data analytics which enables visualization of case data. It
also allows for creation of a map of the cases which were cited in previous cases and
their resulting verdicts, as per the website towards Data Science. The probability of
a positive outcome of a case can be predicted by leveraging predictive analytics with
machine learning. This is advantageous to firms as they can determine the return
on investment in litigation and whether an agreement or arbitration should be
considered.

(1) Colour therapy is a complementary therapy for which there is evidence dating back
thousands of years to the ancient cultures of Egypt, China and India. If we define it
in simple terms, colour is a light of varying wavelengths, thus each colour has its own
particular wavelength and energy.
(2) Colours contribute to energy. This energy may be motivational and encouraging. Each
of the seven colours of the spectrum are associated with energy. The energy relating
to each of the seven spectrum colours of red, orange, yellow, green, blue, indigo and
violet, resonates with the energy of each of the seven main chakras/energy centres of
the body. Colour therapy can help to re-balance and/or stimulate these energies by
applying the appropriate colour to the body.
(3) Red relates to the base chakra, orange the sacral chakra, yellow the solar plexus chakra,
green the heart chakra, blue the throat chakra, indigo the brow chakra (sometimes
referred to as the third eye) and violet relates to the crown chakra.

(4) Colour is absorbed by the eyes, skin, skull, our ‘magnetic energy field’ or aura, and the
energy of colour affects us on all levels, that is to say, physical, spiritual and emotional.
Every cell in the body needs light energy, thus colour energy has widespread effects on
the whole body. There are many different ways of giving colour, including: solarised
water, light boxes/lamps with colour filters, colour silks and hands on healing using
colour.
(5) Colour therapy can be shown to help on a physical level, which is perhaps easier to
quantify, however there are deeper issues around the colours on the psychological and
spiritual levels. Our well-being is not, of course, purely a physical issue. Fortunately,
many more practitioners, both orthodox and complementary, are now treating
patients in a holistic manner.
(6) Colour therapy is a totally holistic and non-invasive therapy and, really, colour should
be a part of our everyday life, not just something we experience for an hour or two
with a therapist. Colour is all around us everywhere. This wonderful planet does
not contain all the beautiful colours of the rainbow for no reason. Nothing on this
earth is here just by chance; everything in nature is here for a purpose. Colour is no
exception. All we need to do is to heighten our awareness of the energy of colour,
absorb it and see how it can transform our lives.

(1) The epidemic of heart attacks has been attaining alarming proportion in recent times
causing grave concern especially to the medical fraternity.
(2) To contain and control the increasing death and disability from heart attacks and to
focus on public awareness and their involvement at global level, the World Health
Organisation (WHO) and the World Heart Federation observed September 29th as
the World Heart Day.
(3) What causes heart attacks? Few factors are: lack of physical exercise, wrong eating
habits, cigarette smoking, excessive alcohol consumption, and stressful lifestyle.
(4) The importance of physical exercise in minimising the incidence of heart attacks cannot
be underestimated. Doctors say that physical exercise plays a major role in achieving
a long and healthy life in general and prevention of heart attacks in particular. There
are several studies showing that physically active people have higher longevity than
those sedentary or physically inactive.
(5) In fact, the review of modern medical literature sums up the role of physical activity
in health as ‘regular physical exercise adds not only years to life but also life to years’.
It is the experience of many modern-day physicians that some patients with angina
(chest pain or discomfort on physical or mental exertion or after meals) do get relief
with regularly done physical exercise.
Reading Skills 77
(6) What type of physical exercise and how much, one may ask. It is the isotonic
(dynamic) exercise that is beneficial for the heart and not the isometric (static)
exercise, which should be avoided by heart patients. Weightlifting, carrying heavy
suitcases while travelling, pushing a car, etc. are some of the examples of isometric
exercises. Examples of the beneficial type of physical activity (dynamic exercise) are
brisk walking, swimming, golf without power carts, badminton and tennis.
(7) Walking in the early mornings is the best mode of doing regular physical exercise
which requires no equipment, money, material or membership of a club! 30 to 60
minutes brisk walk even on alternate days has been proven to be beneficial. Stationary
cycling or walking on a treadmill at home are the other alternatives.
(8) “Before starting any physical exercise programmes for the first time, one must get
fully evaluated by a cardiologist so as to avoid any harm being done by exercise, if
there is serious underlying heart disease needing treatment,” warns cardiologist Dr
Wasir.

(1) How does television affect our lives? It can be very helpful to people who choose the
shows that they watch, carefully. Television can increase our knowledge of the outside
world; there are high quality programmes that help us understand many fields of
study – science, medicine, the different arts and so on. Moreover, television benefits
very old people, who can’t often leave the house, as well as patients in hospitals. It also
offers non-native speakers the advantage of daily informal language practice. They
can increase their vocabulary and practise listening.
(2) On the other hand, there are several serious disadvantages of television. Of course,
it provides us with a pleasant way to relax and spend our free time, but in some
countries, people watch television for an average of six hours or more a day. Many
children stare at the TV screen for more hours a day than they spend on anything
else, including studying and sleeping. It’s clear that TV has a powerful influence on
their lives and that its influence is often negative.
(3) Recent studies show that after only thirty seconds of television viewing, a person’s brain
‘relaxes’ the same way that it does just before the person falls asleep. Another effect of
television on the human brain is that it seems to cause poor concentration. Children
who view a lot of television can often concentrate on a subject for only fifteen to twenty
minutes. They can pay attention only for the amount of time between commercials.
(4) Another disadvantage is that television often causes people to become dissatisfied with
their own lives. Real life does not seem so exciting to these people. To many people,
television becomes more real than reality and their own lives seem boring. Also, many
people get upset or depressed when they can’t solve problems in real life as quickly as
television actors seem to.

(5) Before a child is fourteen years old, he or she views eleven thousand murders on the
TV. He or she begins to believe that there is nothing strange about fights, killings and
other kinds of violence. Many studies show that people become more violent after
viewing certain programmes. They may even do the things that they see in a violent
show.

(1) Well-being is not just the absence of disease or illness. It is a complex combination of
a person’s physical, mental, emotional and social health factors. Well-being is strongly
linked to happiness and life satisfaction. In short, it could be described as how one
feels about oneself and one’s life. Every aspect of one’s life influences the state of one’s
well-being. Researchers investigating happiness have found the following factors
which enhance a person’s well-being: network of close friends, enjoyable and fulfilling
career, enough money, regular exercise, nutritious diet, sufficient sleep, fun hobbies
and leisure pursuits, healthy self-esteem, optimistic outlook and so on.
(2) The factors that influence one’s well-being are interrelated. For example, a job provides
not just money but purpose, goals, friendships and a sense of belonging. Some factors
also make up for the lack of others; for example, a good marriage can compensate
for a lack of friendship, while religious beliefs may help a person to accept physical
illness. Money is linked to well-being, because having enough money improves living
conditions and increases social status. But various international studies have shown
that it is the quality of our personal relationships, not the size of our bank balance,
which has the greatest effect on our state of well-being. Believing that money is the key
to happiness can also harm a person’s well-being.
(3) Understanding the well-being of the population is very important. Measuring well-
being, however, in a population is difficult because the interpretation of well-being is
so subjective — how one feels about peoples’ lives largely depends on the way one sees
it. Like the saying goes: ‘one person’s problem is another person’s challenge.’
(4) Keeping track of a population’s well-being helps governments to decide on particular
policies. It also acts as an indicator for various population trends. For example, knowing
the average weekly income of a population helps to set the ‘poverty line’, which
may then influence decisions on social welfare reforms. Well-being can be achieved
through a variety of means. Some are as follows: developing and maintaining strong
relationships with family and friends, making regular time available for social contact,
trying to find work that is enjoyable and rewarding rather than just working for the
best pay, eating healthy, nutritious foods, doing regular physical activity, involving
oneself in activities that interest people, joining in local organisations or clubs that
are appealing, setting achievable goals and working towards them and trying to be
optimistic and enjoying each day.
Reading Skills 79

(1) Keeping cities clean is essential for keeping their residents healthy. Our health
depends not just on personal hygiene and nutrition, but critically also on how clean
we keep our cities and our surroundings. The spread of dengue and chikungunya are
intimately linked to the deteriorating state of public health conditions in our cities.
(2) The good news is that waste management to keep cities clean is now getting attention
through the Swachh Bharat Mission. However, much of the attention begins and
stops with the brooms and the dustbins, extending at most to the collection and
transportation of the mixed waste to some distant or not so distant place, preferably
out of sight.
(3) The challenge of processing and treating the different streams of solid waste, and
safe disposal of the residuals in scientific landfills, has received much less attention in
municipal solid waste management than is expected from a health point of view.
(4) One of the problems is that instead of focusing on waste management for health, we
have got side tracked into ‘‘waste for energy’’. If only we were to begin by not mixing
the biodegradable component of solid waste (close to 60 percent of the total) in our
cities with the dry waste, and instead use this stream of waste for composting and
producing a gas called methane.
(5) City compost from biodegradable waste provides an alternative to farmyard manure
(like cow-dung). It provides an opportunity to simultaneously clean up our cities and
help improve agricultural productivity and quality of the soil. Organic manure or
compost plays a very important role as a supplement to chemical fertilisers in enriching
the nutrient-deficient soils. City compost can be the new player in the field.
(6) Benefits of compost on the farm are well-known. The water holding capacity of the soil
which uses compost helps with drought-proofing, and the requirement of less water
per crop is a welcome feature for a water-stressed future. By making the soil porous,
use of compost also makes the roots stronger and resistant to pests and decay. Farmers
using compost, therefore, need less quantity of pesticides. There is also evidence to
suggest that horticulture crops grown with compost have better flavour, size, colour
and shelf-life.
(7) City compost has the additional advantage of being weed-free unlike farmyard
manure which brings with it the seeds of undigested grasses and requires a substantial
additional labour cost for weeding as the crops grow. City compost is also rich in
organic carbon, and our soils are short in this.
(8) Farmers clearly recognize the value of city compost. If city waste was composted before
making it available to the farmers for applying to the soil, cities would be cleaned up
and the fields around them would be much more productive.

(9) Quite apart from cleaning up the cities of biodegradable waste, this would be a major
and sustainable contribution to improving the health of our soil without further
damage by excessive chemical inputs. What a marvellous change from waste to health!
(10) The good news is that some states are regularly laying plastic roads. Plastic roads will
not only withstand future monsoon damage but will also solve a city’s problem of
disposing of non-recyclable plastic. It is clear that if the mountains of waste from our
cities were to be recycled into road construction material, it would tackle the problem
of managing waste while freeing up the scarce land.
Answers [Note-Making and Summarization ]

I. (a) Notes:
BEING A GOOD LISTENER
1.Speed of speech and hearing 2. A good listener
1.1. human mind processes at 500 wpm. 2.1 should hear with concentration
1.2. speech is at 150 wpm. 2.2 should be attentive
1.3. diff. 350 wpm. 2.3 should observe
1.4. a good speaker keeps the audience attentive. 2.4 should interpret
1.5. be a good cmnctr and listener.
3. A good cmnctn 4.Listening skill

3.1. is an interactive process 4.1 an art that can be dvlpd
3.2. must have dialogues not monologues 4.2 know how to prmt or persuade
3.3. needs participation & involvement
4.3 should not cut off or interrupt what the other person
3.4. should show interest in what the other person is
is saying
saying
4.4 should put the speaker at ease
5. Barriers to listening
5.1. physcl barrier
5.1.1. hindrance to proper hearing
5.2. psychol. barrier
5.2.1. interpretation & evaluation of the speaker & the msg
KEY TO ABBREVIATIONS
l wpm = words per minute l diff. = difference
l cmnctr = communicator l cmnctn = communication
l & = and l dvlpd = developed
l physcl = physical l psychol. = psychological
l msg = message l prmt = prompt
Reading Skills 81
(b) Summary:
The human mind can process words at the rate of about 500 words per minute but is only able to speak at 150 words per
minute. The difference between the two is 350 words, which is quite large. So, a speaker must keep his audience engaged
and make efforts to retain their attention. A good speaker must be a good listener as well. A good listener must hear with
concentration, be attentive, observe and interpret what the speaker says. Communication between a listener and a speaker
is an interactive process. The participation and involvement from both the ends are essential. The interaction should be in the
format of a dialogue rather than a monologue. Apart from that, it is also necessary to remove the barriers that come in between
the task of listening which could be both physical as well as psychological. Any hindrance caused to proper hearing is due to
physical barriers and any hindrance related to interpretation and evaluation is due to psychological barriers.
II. (a) Notes:

LIFE – A PERSPECTIVE
1. Situations you may across in life 2.How to tackle these situations?
1.1. there will be sm1 else who’s better than you 2.1. dpnds on your prspctve
1.2. there will be sm1 who looks better 2.2. be cmfrtbl with who you are
1.3. there will be sm1 who has more money 2.3. approach people as cmplt individual
1.4. there will be sm1 who is more intlgnt 2.4. don’t compare yrslf with others
2.5. don’t feel threatened
2.6. respect others for what they are
2.7. learn from the strengths and virtues of others
3.How to cope with our limitations? 4.Ways to overcome

3.1. learn to accept them 4.1. cnfrnt heads on
3.2. focus on strengths 4.2. keep in mind that everybody has flaws
3.3. stay true to yrslf
4.3. don’t let your self-esteem get lowered
3.4. say ‘no’ to things that make you uncmfrtbl
4.4. don’t focus too much on our weaknesses
4.5. start giving yrslf credit
l sm1 = someone l intlgnt = intelligent
l dpnds = depends l prspctve = perspective
l cmfrtbl = comfortable l cmplt = complete
l instd = instead l uncmfrtbl = uncomfortable
l cnfrnt = confront l yrslf = yourself
(b) Summary:
We may come across various situations in life. In every situation, we should have a right approach which totally depends on
our perspective. A right perspective towards life and people makes living better. There is no set quality or standard to judge
people. You have to be completely comfortable with yourself and approach people as complete individuals. Every human being
is different, so we should respect them for what they are. We must learn to be comfortable with what we have. For that, one
should first know one’s worth, sense of self and one’s comfort zone. Learning to be fearless and keeping one’s ego away will
help a lot. One must avail the opportunities present around and should learn to accept their strengths and limitations, and start
giving credit to oneself.

III. (a) Notes:
LAW AND ARTIFICIAL INTELLIGENCE
1. AI in a legal profession 2. AI as an aid in the legal world

1.1. no form of threat 2.1. recogn. human speech & objects
1.2. simplifies clerical work 2.2. decisions based on data
1.3. does not make any prfsn defunct 2.3. langs. translated
2.4. does ‘search & fine’
2.5. automates mundane tasks
3. Limitations of AI 4. Functions of AI
3.1. writing legal briefs 4.1. collates relevant data
3.2. advising clients 4.2. automates generation of legal doc.
3.3. appearing in courts
4.3. map of cases, verdicts
3.4. making decisions
4.4. probability of outcomes
4.5. tells return on investment in litigation
l prfsn = profession l recogn. = recognise
l & = and l langs. = languages
l doc. = documents
(b) Summary:
Artificial Intelligence (AI) makes a difference in the legal world. AI is incapable of performing high-level tasks like writing legal
briefs, advising clients, making sharp decisions and appearing in courts. Law is based on understanding speech and AI helps
in collection of data and translation of languages. It can collate and visualise data, by mapping similar cases and their verdicts.
It helps in determining the return on investment in litigation and choose between agreement or arbitration to solve a case.
IV. (a) Notes:

THE HOLISTIC COLOUR THERAPY
1. Age old therapy 2. Colour related to energy of chakras

1.1 Found in 2.1. red - base
1.1.1. Egypt 2.2. orange - sacral
1.1.2. China 2.3. yellow - solar plexus
1.1.3. India 2.4. green - heart
1.2. light of vary’ng wavelength 2.5. blue - throat
2.6. indigo - brow
2.7. violet - crown
3.Holistic benefits
3.1. phy’l
3.2. spirit’l
3.3. emtnl
l vary’ng = varying l phy’l - physical
l spirit’l = spiritual l emtnl = emotional
Reading Skills 83
(b) Summary:
Colour therapy is a complementary therapy practised in the cultures of Egypt, China and India, thousands of years ago. Each
colour has its own wavelength and energy which is associated with the chakras. Red is for base chakra, orange for sacral,
yellow for solar plexus, green for heart, blue for throat, indigo for brow and violet for crown. Practitioners use it for physical,
spiritual and emotional well-being. Colours are everywhere, we need to absorb its energy and transform our lives.
V. (a) Notes:
INCREASE IN HEART ATTACKS AT ALARMING RATE
1.World Heart Day 2. Causes of heart atck by Dr Wasir
1.1. observed on 29th Sept. 2.1. lack of phy’l exercise
1.2. observed by WHO & World Heart Federation 2.2. wrong eating habits
2.3. cig. smoking
2.4. excessive alchohol consumption
2.5. stressful lifestyle
3. Exercises for good hlth 4. Precautions

3.1. brisk walking 4.1. avoid overcrowded lift
3.2. swimming 4.2. avoid jogging on heavy traffic roads
3.3. golf without power carts
4.3. consult physn. before any phy’l exercise prog.
3.4. badminton & tennis
l Sept. = September l & = and
l atck = attack l phy’l = physical
l cig. = cigarette l hlth = health
l physn. = physician l prog. = programmes
(b) Summary:
Heart attacks are increasing at an alarming rate. WHO and World Heart Federation has observed 24th September as the World
Heart Day. Lack of physical exercise is one of the major causes of heart attacks. Static exercises should be avoided whereas
dynamic exercises like brisk walking, swimming etc., should be taken up. Best time for brisk walking and jogging is early in the
morning when there is no traffic. Last but not the least, Dr Wasir warns that before starting any physical exercise programme,
a Cardiologist must be consulted so that there is no harm in taking any kind of exercise.
VI. (a) Notes:

TELEVISION – A BOON OR A BANE?
1. Advantages of TV 2. Disadvantages of TV
1.1. increases knowledge of the outside world 2.1. ppl. watch TV for 6 hrs or more
1.2. helps understand many fields of study 2.2. children stare at TV screen for hrs
1.2.1 science 2.3. negative influence
1.2.2 medicine 2.4. affects human brain & concentration power
1.2.3 arts
1.3. recreation for old ppl. & patients
1.4. offers daily informal language practice
1.5. increases vocab.
1.6. provides plsnt way to relax

3.Life of the viewer
3.1. Adults
3.1.1. reel life seems more exciting
3.1.2. real life not satisfactory
3.1.3. leads to depression
3.1.4. can’t solve problems in real life
3.2. Children
3.2.1. can only concentrate for fifteen to twenty min.
3.2.2. seem to become violent
3.2.3. killing seems normal to them
l TV = television l ppl. = people
l & = and l vocab. = vocabulary
l plsnt = pleasant l hrs = hours
l min. = minutes
(b) Summary:
Television programmes increase knowledge of the outside world, science, medicine and the different arts. It is also a medium
of recreation for old people and patients. Several programmes assist in informal language practice, improve vocabulary and
help to practise listening. However, watching too much television has a negative influence on people of all ages. It affects the
human brain and leads to poor concentration. Difference in reel and real life makes people upset and depressed of their own
life. Children watching violent television programmes, start considering violence of any kind normal which later on in life can be
quite dangerous. They may also imitate what they watch in a violent show.
VII. (a) Notes:
MAN AND HIS WELL-BEING
1. What is WB? 2. Factors enhnc’g WB
1.1 absence of disease or illness 2.1 network of close frnds
1.2. complex comb. of phy’l, emot’l, men’l, & soc’l health 2.2. enjy’g & fulfil’g career
factors 2.3. regular exercise
1.3. happiness & life satisfaction 2.4. nutritious diet
2.5. sufficient sleep
2.6. fun hobbies
2.7. healthy self-esteem
2.8. optimistic outlook
3. Contribution of the govt. 4. WB is achieved by
3.1. keeps track of population’s WB 4.1. strong family & soc’l relationship
3.2. set the poverty line 4.2. finding enjoyable, rewarding work
3.3. decides on soc’l welfare reforms 4.3. involving in interesting activities
4.4. leading a healthy lifestyle
l WB = well-being l comb. = combination
l phy’l = physical l emot’l = emotional
l soc’l = social l & = and
l enhnc’g = enhancing l enjy’g = enjoying
l fulfil’g = fulfiling l men’l = mental
l govt. = government
Reading Skills 85
(b) Summary:
The essence of ‘well-being’ is not just the absence of disease and illness, but the presence of a combination of physical,
emotional and mental health factors. Well-being is strongly linked to happiness and satisfaction. Life’s influences, activities,
friends, lifestyle, hobbies and the society work together to ensure our well-being. The government also helps to improve the
status of the society. Well-being is achievable if one is optimistic, well-employed, maintains a good social and family life, and
leads life in a healthy manner.
VIII. (a) Notes:

WASTE MANAGEMENT
1. Reasons for keeping cities clean 2. Swachh Bharat Mission
1.1. keeps surroundings clean 2.1. lmtd to transportation of waste to unseen places
1.2. prevents the spread of dengue & chikungunya 2.2. processing, treatment of waste required
1.3. promotes overall hlth
3. Waste mgmt prblms 4. Adv. of city compost

3.1. safe disposal of residuals in scientific landfills 4.1. provides alt. to farmyard manure
3.2. no focus on waste mgmt for hlth 4.2. keeps the city clean
3.3. biodegradable being mixed with solid waste 4.3. improves agricultural productivity
3.4. sidetracked into ‘waste for energy’ 4.4. better quality of soil
4.5. suppl. chmcl fertilisers
4.6. enriches nutrient deficient soils
4.7. free of weed & rich in organic carbon
5. Benefits of compost on farm 6. Adv. of plastic roads

5.1. helps drought proofing 6.1. withstands monsoon damage
5.2. less water required per crop 6.2. solves the prblm of disposing non-recyclable plastic
5.3 makes soil porous & roots stronger 6.3. better waste mgmt
5.4. use of less pesticides 6.4. frees up scarce land
5.4.1. better flavour
5.4.2. colour
5.4.3. shelf-life
l hlth = health l & = and
l prblm(s) = problem(s) l lmtd = limited
l mgmt = management l adv. = advantage
l alt. = alternative l suppl. = supplement
l chmcl= chemical
(b) Summary:
Cleanliness in cities keeps residents healthy and prevents the spread of diseases such as dengue and chikungunya. Swachh
Bharat Mission instituted by the government is beset by a lot of challenges. City compost from biodegrabdable waste has a
lot of advantages. It improves agricultural productivity, is weed-free and enriches nutrient-deficient soils as it is rich in organic
carbon. Using compost on farms is highly beneficial. Use of such compost in soil enhances the water holding capacity and thus,
there is less requirement of water per crop. It makes the soil porous and the roots stronger and resistant to pests and decay.
With plastic roads, there is less monsoon damage and simultaneously solves the city’s problem of disposing non-recyclable
plastic. It also tackles the problem of managing waste while freeing up scarce land.
zzz

SECTION–B
GRAMMAR AND CREATIVE
WRITING SKILLS
1. TENSES
2. CLAUSES
3. GAP FILLING
4. REORDERING OF SENTENCES
5. TRANSFORMATION OF SENTENCES (23 MARKS)
6. CLASSIFIED ADVERTISEMENT
7. POSTER
8. DEBATE
9. SPEECH
1 Tenses
Tense is a grammar term used to indicate whether a sentence or verb is an action in the past,
the present or the future.
Simple Present Tense

Structure: S + M.V1 / M.V5 + O
Uses of Simple Present Tense
Rule (1): This tense is used to express habitual, regular or repeated action.
(i) Mukesh goes to bed at 10 p.m.
(ii) He always comes here on Sunday.
Rule (2): This tense is used to express universal truth, principle and permanent activities.
(i) The sun rises in the east.
(ii) Two and two makes four.
Rule (3): This tense is used to express possession.
(i) This pen belongs to me.
(ii) He owns a big building.
Rule (4): This tense is used to express mental activity, emotions and feelings.
(i) He believes in God.
(ii) He understands my problem.
Rule (5): This tense is used to express fixed programme or fixed plan of future time. It denotes
future time.
(i) The college reopens in October.
Meaning: (The college will reopen in October.)
(ii) Your exam starts at 9:00 a.m.
Meaning: (The exam will start at 9:00 a.m.)
Rule (6): This tense is used to give instructions or directions.
(i) You walk for two hundred metres, then you turn left.
(ii) Open the packet and pour the content into hot water.
Rule (7): This tense is used when an action is happening right now.
(i) Ganguli runs after the ball, catches it and throws it on the stumps.
Grammar and Creative Writing Skills 89

Rule (8): This tense is used to express someone’s statement.
(i) Shakespeare says, “The course of true love never runs smooth”.
(ii) Keats says, “A thing of beauty is a joy forever.”
Present Continuous Tense

Structure: S + is/ are/ am + M.V4+O
Uses of Present Continuous Tense
Rule (1): This tense is used to describe an action taking place in the current moment.
(i) Mukesh is coming now.
(ii) They are playing.
Rule (2): This tense is used for a temporary action which may not be actually happening at the
time of speaking, but may continue for longer period or shorter period.
(i) I am living in a rented house.
(ii) He is studying in Berlin this year.
Rule (3): This tense is used for a fixed programme or plan of the nearest future (time).
(i) He is going to Chennai tonight.
(ii) She is going home tomorrow.
Rule (4): This tense is used to describe or emphasis a continuing series of repeated action.
(i) You are constantly complaining about your neighbour.
(ii) Harry and Sally are always arguing.
Present Prefect Tense

Structure: S + has/ have + M.V3 + O
Uses of Present Prefect Tense
Rule (1): This tense is used to indicate/denote completed activities in the immediate past.
(i) She has written a letter.
(ii) I have just bought a pen.
Rule (2): This tense is used to express the past action which are continued in the present time
(or their effect is in the present time).
(i) He has cut his finger.
(It is bleeding now.)
(ii) She has finished her work.
(She is free now.)
Rule (3): This tense is used to denote an action started at some time in the past and is continuing
in the present moment. The preposition for/ since is used with such actions, according
to needs.
(i) I have lived in this house since 1992.
(Now also I am living in this house.)
(ii) He has taught in this school for five years.
(Now also he is teaching in this school.)

Rule (4): This tense is used to express the past actions which have been completed in the past
time, but their time is not given and not definite.
(i) She has gone to America.
(ii) Have you read ‘The Arabian Nights’?
Rule (5): This tense is never used with the past time expressing words, such as last year, last
week, last month, yesterday, the other day, ago, etc.
(i) I have seen him last year. (3)
I saw him last year. (7)
(ii) He has arrived last week. (3)
He arrived last week. (7)
Present Perfect Continuous Tense

Structure: S + has been/have been + M.V4+Object + for/since + time
Uses of Present Perfect Continuous Tense
Rule (1): This tense is used for an action which began at some time in the past and is still
continuing.
(i) She has been reading a novel since morning.
(ii) It has been raining since last Monday.
Rule (2): This tense is used for an action which began at some time in the past and continued
for some time. It has been temporarily closed or finished at this time (moment). But
its effect is continuing now.
(i) It has been raining, so the pavement is wet.
(ii) He has been studying since morning, so he’s tired.
Simple Past Tense

Structure: S + M.V2 + O
Use of Simple Past tense
This tense is used for an action which completed at some certain time in the past.
(i) He went to Mumbai yesterday.
(ii) She came to see me last night.
Past Continuous Tense

Structure: S + was/ were + M.V4 + O
Use of Past Continuous Tense
This tense is used to express an action going at some time in the past. The time of the action
may or may not be indicated.
(i) I was writing this book yesterday morning.
(ii) She saw me as she was passing by yesterday.
Past Perfect Tense

Structure: S + had + M.V3 + O
Use of Past Perfect Tense
If the two actions took place in the past, out of which, the first action is completed first and
the second action is completed next, the first completed action is called previous action and
past perfect tense is used with it (the previous action), and the second completed action which
happened next is called subsequent action and simple past tense is used with it (the subsequent
action).
(i) The crops had destroyed before it rained.
(ii) The bell had rung before I reached the school.
Past Perfect Continuous Tense

Structure: S + had + been + M.V4 + O
Use of Past Perfect Continuous Tense
It is generally used to depict an action that started at some time in the past and continued
until a specific time in the past. This tense refers to an action that had been progressing until
a certain point in the past.
(i) He had been eating cereal out of the box when Dad walked into the room.
(ii) I had been working at the restaurant for two years when I got the promotion.
Simple Future Tense

Structure: S + shall/will + M.V1 + O
Use of Simple Future Tense
This tense is used to talk about things that haven’t happened yet.
(i) Ravi will fly across the Pacific at 2’o clock tomorrow.
(ii) She will join Delhi University in July this year.
Future Continuous Tense

Structure: S + shall/will + be + M.V4 + O
Uses of Future Continuous Tense
Rule (1): This tense is used to make predictions about the present.
(i) Mother will be cooking dinner now.
(ii) She will be getting ready for school.
Rule (2): This tense is used to talk about future events that will be in progress at a specific time
in future.
(i) This time tomorrow, I will be celebrating my birthday.
(ii) This time next week, I will be taking my exam.
Future Perfect Tense

Structure: S + shall/will + have + M.V3 + O
Uses of Future Perfect Tense
Rule (1): This tense is used to indicate the completion of an action by a certain future time.
(i) His brother will have finished the work by next month.

(ii) She will have come back home by evening.
Rule (2): This tense is used to express likelihood (possibility) or inference (guess), which is in
its relation with the past.
(i) You will have heard the name of Mother Teresa.
(ii) You will have read the Gita.
Future Perfect Continuous Tense

Structure: S + shall/will + have + been + M.V4 + O
Use of Future Perfect Continuous Tense
This tense is used to express an action which will be continued in future up to a certain time.
(i) Lata will have been singing from morning.
(ii) The farmers will have been working in the field.
Time Expression—Present, Past, and Future Perfect Continuous Tenses
(a) Time expression implies that action is/was/will be continuing from the past into the present.
Action is/was not yet complete. The time expression is normally indicated by ‘since, for, how
long, whole, all, throughout, all along’.
(b) Time expression can be used with both continuous and indefinite.
Continuous + Time Expression = Perfect Continuous (Present, Past, Future)
Indefinite + Time Expression = Perfect (Present, Past, Future)
Solved Questions
1. Fill in the blanks with the appropriate option given below.
Asaf Khan who (a) ____________ the expedition against the city, (b) ____________ that
the little country which (c) ____________ by a woman would (d) ____________ very easily
without (e) ____________ even a blow. It was to his surprise when he (f) ____________
that the city (g) ____________ to offer a strong resistance. He (h) ____________ with him
only a small force to fight the battle.
(a) (i) had led (ii) led (iii) was leading (iv) has led
(b) (i) expected (ii) has been expecting
(iii) had expected (iv) was expected
(c) (i) rule (ii) was ruled (iii) is ruled (iv) was ruling
(d) (i) was taken (ii) be taken (iii) will be taken (iv) is taking
(e) (i) striking (ii) is striking (iii) has been striking (iv) has struck
(f) (i) found (ii) had found (iii) finds (iv) will find
(g) (i) was preparing (ii) is preparing (iii) was prepared (iv) is prepared
(h) (i) had brought (ii) brought (iii) has brought
(iv) had been brought

2. Rewrite the following sentences, using the proper form of verbs in brackets.
(i) There have been heavy rains so the Narmada (flow) pretty fast
(ii) They (work) diligently because they are paid well.
(iii) After the derailment, the trains are again (run) on time.
(iv) We (do) our assignments. Now we can go out and play.
(v) The bus (break down) yesterday but the driver (repair) it.
(vi) The temperature (soar) to 45°C but it again (come) down.
Answers
1. (a) (ii) led (b) (iii) had expected
(c) (ii) was ruled (d) (ii) be taken
(e) (i) striking (f) (i) found
(g) (iii) was prepared (h) (i) had brought
2. (i) There have been heavy rains, so the Narmada is flowing pretty fast.
(ii) They work diligently because they are paid well.
(iii) After the derailment, the trains are again running on time.
(iv) We have done our assignments. Now we can go out and play.
(v) The bus broke down yesterday but the driver has repaired it.
(vi) The temperature had soared to 45°C but it again came down.
Questions for Practice

A. Rewrite the following sentences by changing the verbs given in brackets into past
tenses (simple past, past continuous, past perfect or past perfect continuous tenses).
1. The officer (order) all those who (feel) afraid of death to return to trenches.
2. I (wonder) what he (do) with the money I (lend) him.
3. He (do) everything he (can) to show us that he (be) a true patriot.
4. She could not cook unless she (has) a good fire.
5. Whatever the boy (do), he (not deserve) such a brutal punishment.
6. He ran so fast that he (be) soon out of breath.
7. I (infer) from what he (say) that he (be) not in a mood to listen to sound reasoning.
8. It (be) evident that he (be) a lunatic.
9. I (feel) surprised at what I (see).
10. I (can’t see) how you would be able to do that.
11. One day, a wolf really (come) and then the boy (begin) to cry.
12. He (eat) a good breakfast and then (ring) the bell for his horse.
13. A horseman (ride) past and (see) what they (do).
14. He (behave) nicely at the table, (talk) gently, (remain) cheerful, (think) of others, (keep)
an eye on all the company and (try) to be pleasant and polite in every way.

B. Change the verbs given in brackets into suitable tenses and fill in the blanks.
1. They (drink) ___________________ coffee when I arrived.
2. I don’t know what the matter (be) ___________________.
3. After I (wash) ___________________ the car I put it in the garage.
4. She often (play) ___________________ tennis.
5. While he (read) ___________________, the milk boiled over.
6. He (work) ___________________ in Kolkata for three years now.
7. Ravi thinks he (lose) ___________________ his watch on the road.
8. You (stay) ___________________ here until you apologize.
9. I (see) ___________________ them on the platform before they left.
10. Next year, we (go) ___________________ to Paris.
11. When the war (break out) ___________________, Mr Bhatnagar worked as a teacher
for twenty years.
12. My brother recently (enter) ___________________ the university.
13. Since 1900, science (progress) ___________________ rapidly.
14. His opinion (not matter) ___________________.
C. Change the verbs given in brackets to Past Perfect, Simple Past or Past Perfect
Continuous tense.
1. He (forget) ________________ my name, so I reminded him.
2. After he (finish) ________________ his studies, he (live) ________________ in England
for two years.
3. The artist (finish) ________________ the painting at exactly 3 o’clock.
4. The fire already (destroy) ________________ much of the building when the firemen
(arrive) ________________.
5. She (study) ________________ French for two years, when she (go) ________________
to Paris.
6. He (take) ________________ two degrees when he (be) ________________ in England.
7. The shop (sell) ________________ all the bread by the time I (get) ________________
there.
8. She (qualify) ________________ as a nurse and then (get) ________________ married.
9. I (wear) ______________ that jacket for a year when somebody (steal) ________________
it.
10. She (cook) _____________ the meal for over an hour, when we (arrive) ______________
at the house.
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2 Clauses
A clause is a group of words having a subject and a verb of its own, but it forms part of a
sentence. It has no independent existence.
In other words, a clause is a single sentence within a larger sentence, made of two or more than
two clauses which are joined by suitable conjunctions.
Look at the following sentences.
(i) A morning walk is useful.
(has one finite verb and hence one clause)

(ii) He saw an old beggar and gave him a coin.
(has two clauses joined by ‘and’)

(iii) This is the child who won the first prize.
(has two clauses joined by ‘who’)

Kinds of Clauses
1. Principle or Main Clause
2. Co-ordinate Clause
3. Subordinate Clause
Principle or Main Clause

This is the most important clause in the sentence. It is also called the independent clause. It
does not depend on any clause for its meaning.
(i) I love the village where I was born.
(ii) It is certain that they will help us.
(iii) We love India because it is our motherland.
Co-ordinate Clause
A clause which is equally independent like the principle clause is called a co-ordinate clause. It
is joined by co-ordinate conjunctions like and, but, so, or, otherwise, either, not only, etc.
(i) I know him and I like him.

(ii) Work hard otherwise, you will fail.
(iii) He felt tired, so he lay down to rest.
Subordinate Clause
A subordinate clause is dependent on the principle clause.
(i) I know that you are a good human being.
(ii) This is the watch which he gave me.
(iii) I shall wait here till you come back.
Kinds of Subordinate Clauses

1. Noun Clause
2. Adjective Clause
3. Adverb Clause
Noun Clause
It is a dependent clause that acts as a noun. Noun clauses begin with words such as how, that,
what, whatever, when, where, whether, which, whichever, who, whoever, whom, whomever and why. These
words generally come before the subject and the verb of the noun clause. Noun clauses can act
as subjects, direct objects, indirect objects, predicate nominatives, or objects of a preposition.
(i) Choose a gift for whomever you want.
(‘Whomever you want’ is a noun clause and it contains the subject ‘you’ and the verb ‘want’. The
clause acts as an object of the preposition ‘for’ in the sentence.)
(ii) On weekends, we can do whatever we want.
(‘Whatever we want’ is a noun clause and it contains the subject ‘we’ and the verb ‘want’. The
clause acts as a direct object in the sentence.)
(iii) I wonder how long we should wait here.
(‘How long we should wait here’ is a noun clause and it contains the subject ‘we’ and the verb
phrase ‘should wait’. The clause acts as a direct object in the sentence.)
Adjective Clause
It describes a noun or pronoun in the main clause. An adjective clause is also known as a relative
clause. This clause works like an adjective in a sentence and modifies (describes) a noun or a
pronoun. It is a specific type of subordinate clause that adapts describes or modifies a noun.
It begins with a relative pronoun, such as that, who, whom, whose or which.
(i) The book which has a green cover is mine.
(ii) The boy who is playing outside is my brother.
(iii) God helps those who help themselves.
There are two types of adjective or relative clauses.
1. Defining Relative Clauses: These clauses give necessary information essential to the
meaning of the sentence. We do not use commas in these clauses.

2. Non-defining Relative Clauses: These clauses give extra information that is not essential
to the meaning of the main sentence, therefore, we put them in commas.
(i) Let’s go to the theme park where there are lots of roller coasters. (Defining Relative Clause)
(ii)
Radha, who is wearing a green shirt, is the monitor of the class. (Non-defining Relative
Clause)
Adverb Clause
It functions as adverbs in relation to the main clause or other clauses. They may modify the
verb or an adjective or another adverb by expressing their time, place, reason, purpose, result,
condition, manner, etc.
The subordinating conjuctions used for adverb clauses are as follows:
1. Time: when, whenever, since, until, before, after, while, as, by the time, as soon as
2. Cause and effect: because, since, now that, as long as, so, so that
3. Contrast: although, even, whereas, while, though
4. Condition: if, unless, only if, whether or not, even if, provided that, in case
(i) Make hay while the sun shines.
(ii) You may go whenever you like.
(iii) Plants breathe as animals do.
Solved Questions
1. Fill in the blanks with proper connectives in the sentences given below.
(i) The boy, _________ is reciting the poem, is my brother.
(ii) Sam is in the habit of abusing ________ comes before him.
(iii) They went away saying ________ they would not come back again.
(iv) I know the place ________ he lives.
(v) Life is ________ we make of it.
(vi) I want to know ________you will return.
(vii) I know ________ he has cheated you.
(viii) Uneasy lies the head________ wears the crown.
(ix) This is the cat ________ drank all the milk.
(x) The lawyer ________ we hired was very clever.
2. Complete the following sentences with proper clauses.

(i) He could not understand _____________________________________
(ii) I don’t think _____________________________________
(iii) I want a list of boys _____________________________________
(iv) We asked the doctor the reason _____________________________________
(v) I reached the station _____________________________________

(vi) The peon had rung the bell _____________________________________
(vii) If I knew your address _____________________________________
(viii) If he had not wasted his time _____________________________________
(ix) The sooner you come _____________________________________
(x) A lawbreaker should be punished _____________________________________
Answers
1. (i) who (ii) whoever
(iii) that (iv) where
(v) what (vi) when
(vii) why (viii) that
(ix) which (x) whom
2. (i) where I had gone wrong.
(ii) (that) there will be time to watch a movie.
(iii) who were making noise in the class.
(iv) why the patient was not recovering.
(v) before the train had arrived.
(vi) before I reached the school.
(vii) I would have certainly come to your place.
(viii) he would not have failed.
(ix) the better it is.
(x) whoever he may be.

A. Tick the correct form of noun clause to complete the following sentences.
1. Ravi asked me (where was his wallet/where his wallet was).
2. I don’t know (how many children he has/how many children does he have).
3. (How close we are/How close are we) is not important.
4. (What did she say/What she said) was sad.
5. We are not responsible for (what our children say/what do our children say).
B. Choose the correct conjunction given in brackets to complete each adverb clause in
the given sentences.
1. (So that/After) ___________ he saw the way the animals were treated, he stopped
eating meat.
2. (After/Although) ___________ he worked very hard, his boss did not give him a raise.
3. (So that/Because) ___________ you have no money, I’ll pay for you.
4. I said goodbye to all my local friends (because/before) ___________ I moved to Mumbai.

5. I will show you how to prepare this sweet dish (so that/because) ___________ you can
prepare it for your family.
6. (Before/Since) ___________ he discovered this website, he couldn’t speak English.
7. I’m going to ask someone else (before/since) ___________ you obviously don’t know
the answer.
8. (Unless/After) ___________ they saw him turning the corner, they knew that he was
going to win the race.
C. Underline the clause and state whether it is an adjective clause, adverb clause or noun
clause.
1. My friend helped me when I was in danger. ______________
2. We believe in democracy though it has its shortcomings. ______________
3. My parents were happy because I won the first prize. ______________
4. This is the girl who talked to me yesterday. ______________
5. I have lost the tickets which I bought. ______________
6. He could not answer any of the questions that I asked him. ______________
7. Although he is very rich, he is a miser. ______________
8. Everybody admits that he is a brave man. ______________
9. We knew that he was guilty. ______________
10. What he told me was a lie. ______________
11. He gave me everything that I asked for. ______________
12. Your statement that you lost the money cannot be believed. ______________
D. Combine each of the following pairs of sentences into one sentence containing
adjective clause.
1. The theft was committed last night. The police has caught the man.
2. The French language is different from the Latin language. Latin was once spoken
throughout Europe.
3. You are looking upset. Can you tell me the reason?
4. He had several plans for making money quickly. All of them have failed.
5. The landlord was proud of his strength. He despised the weakness of his tenants.
6. This is the village. I was born here.
7. You put the keys somewhere. Show me the place.
8. Paul was an old gentleman. He was my travelling companion.
9. A fox once met a crane. The fox had never seen the crane before.
10. The shopkeeper keeps his money in a wooden case. This is the wooden case.
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3 Gap Filling
Make meaningful sentences by filling in the blanks with an appropriate word.

1. One of the important parameters (i) __________________ a healthy life is not what
we eat, but when we eat. All of us tend to consume carbohydrates in some form
(ii) __________________ our daily diet. They are one of the important sources of
the required energy for one’s body. But to process these carbohydrates, our body
(iii) __________________ active metabolism in the required proportion. Else, these
consumed carbs end up being stored as fats in (iv) __________________ body, leading to
weight gain.
2. Fast foods have several side effects. The most immediate effect is on the energy levels
that (i) ____________________ its peak on eating junk food. The temptation to have
more as one eats a quick snack is a result of this spike in energy levels. The energy levels
sometimes (ii) ____________________ high and cause sleep disorders. Drowsiness sets in
and the ability to concentrate (iii) ____________________ after the consumption of fast
food. This is because it has excess of oil and calories, and (iv) ____________________ not
easy to digest.
3. It is true that helping others (i) __________________ peace and happiness, but if
someone is suffering in his family and he is helping others (ii) __________________ it
is true that he cannot achieve happiness. Our family should be (iii) _________________
the top of our priority list. Before taking steps to make society better, we should fulfil
our responsibility towards our family. Our parents have taken care of us for years. They
(iv) ____________________ enabled us to be what we are today.
4. In life, we meet a lot of people and come (i) ____________________ numerous things.
Many people (ii) ____________________ to be extremely warm and friendly initially.
However, in most cases, as we get to know them, we find out that they are not that nice.
(iii) ____________________ actual personality is hidden (iv) ____________________ the
fake mask they wear to build relationships for their personal gain.
5. Uniforms are a great team-building resource (i) ____________________ your staff,
(ii) ____________________ they can improve overall customer service as well as
brand awareness. Company uniforms make it easy for buyers to locate employees
(iii) ____________________ a crowd, cutting down on response time. Uniforms also
benefit client satisfaction by extending awareness of your company, both during and
outside of work hours. Employees who wear uniforms with a company’s logo and
colours allow your business to become instantly recognisable (iv) ____________________
local customers.

6. Pollution touches all parts of (i) ____________________ planet and it’s the largest
environmental cause of disease and premature death in the world today. It
(ii) ____________________ our health through the food we eat, the water we drink
(iii) ____________________ the air we breathe. Addressing pollution is not only an
environmental priority, (iv) ____________________ a priority for the achievement of the
sustainable development goals.
7. Having strong communication skills aids in all aspects of life – from professional
life (i) ______________ personal life and everything that falls (ii) ________________
between. From a business standpoint, all transactions result (iii) _________________
communication. Good communication skills are essential to allow others and yourself
to understand information (iv) ____________________ accurately and quickly.
8. When a crocodile eats (i) _________________ prey, it actually sheds tears. Not
(ii) _________________ it feels bad for killing its prey, but simply because when it chomps
(iii) _________________ its food, it hisses a lot. That pushes warm air (iv) ______________
its sinuses, triggering the tear-glands into action. Although the science behind it was
worked out only recently, crocodile tears have been observed for centuries. And they
have entered our lexicon to mean insincere, fake tears.
9. Pampore, a small town (i) _________________ the banks of the river Jhelum, near
Srinagar, is the main centre (ii) _________________ saffron cultivation in India. The
best saffron (iii) _________________ from Spain, which is the world’s largest producer.
Saffron, the most expensive spice in the world, is known (iv) _________________ ‘kesar’
in other parts of India.
10. Take proper care (i) ______________ your hands, specially (ii) ______________ nails.
They should (iii) ______________ kept dirt-free (iv) ______________ trimmed regularly.
Hair should be washed regularly to appear neat and tidy.
11. A school is a place where many students (i) _________________ different cultures and
attitude converge. The first thing they learn in primary school (ii) _________________
that there are so many different kinds of people. They experience the pains and
pleasures of getting to know (iii) _________________ schoolmates. They discover their
own strengths (iv) _________________ weaknesses. They learn the meaning of tolerance,
teamwork, friendship, selfishness, etc.
12. Indian cuisines are known worldwide particularly for (i) _______________ hot spicy
curries involving the excessive chillies (ii) _________________ aromatic spices, enough
to stimulate one’s lost appetite. While cooking (iii) _______________ authentic Indian
recipe, one has to stick to the traditional Indian spice mixtures or even better, single
spices that (iv) _______________ available in India.
13. Children seem to (i) _________________ impatient to grow up while old people wish
they were young again. Each age (ii) _______________ with it its pleasures and pains.
One must (iii) _______________ to make the best of each age and enjoy the present
rather than brood over the past (iv) _______________ dream about the future.
14. Do you prefer window (i) _______________ aisle seat? How crucial is it to passengers
(ii) _______________ they sit while they are inside (iii) _______________ aeroplane?
Apparently, the seat they (iv) ________________ during a journey is important to them.

15. Contemporary lifestyle sees (i) _______________ increasing consumption of junk
food, and spending time watching television (ii) ________________ playing computer
games. Overeating along with lack of physical exercise are the major causes leading
(iii) _______________ teenage obesity. Large intake of high-calorie food and low-nutrient
food (iv) _______________ to unnecessary weight gain.
16. Diabetes is a metabolism abnormality that (i) _______________ the way your body uses
blood sugar (glucose), (ii) ______________ is the main source of energy. To understand
diabetes, you have to start from (iii) ________________ beginning—with food. Your
body converts a portion of the food you (iv) ________________ and digest into glucose.
17. As soon as I saw the elephant, I knew certainly that I ought not (i) _______________
him. But at the moment I (ii) ______________ round at the crowd that had followed me
and were eager (iii) ________________ fun and meat. The crowd (iv) ________________
the road for a long distance on either side.
(i) (a) shoots (b) is shooting (c) shot (d) shoot
(ii) (a) glances (b) glanced (c) is glancing (d) will be glancing
(iii) (a) follow (b) follows (c) following (d) had followed
(iv) (a) has blocked (b) had blocked (c) will be blocked (d) blocks
18. Asaf Khan who (i) _______________the expedition against the city (ii) ______________ that
the little country which (iii) ________________ by a woman would (iv) ________________
very easily without (v) ________________ even a blow. It was to his surprise when he
(vi) ________________ that the city (vii) ________________ to offer a strong resistance.
He (viii) ________________ with him only a small force to fight a battle.
(i) (a) has led (b) led (c) was leading (d) has led
(ii) (a) expected (b) has been expecting (c) had expected (d) was expected
(iii) (a) rule (b) was ruled (c) is ruled (d) was ruling
(iv) (a) was taken (b) be taken (c) will be taken (d) is taking
(v) (a) striking (b) is striking (c) has been striking (d) has struck
(vi) (a) found (b) had found (c) finds (d) will find
(vii) (a) was preparing (b) is preparing (c) was prepared (d) is prepared
(viii) (a) had brought (b) brought (c) has brought
(d) had been brought
19. The newspaper recently (i) _______________a report of a man in search of his newly
born twin. The babies were missing at hospital where his wife (ii) ______________ birth
to them. The hospital authorities claimed that the babies (iii) ________________ but
they refused to hand over (iv) ________________ bodies. Now, the unfortunate father
(v) ________________ a complaint with the police.
(i) (a) carries (b) is carrying (c) will be carried (d) carried
(ii) (a) has given (b) had given (c) will be given (d) giving
(iii) (a) to die (b) has died (c) is dying (d) had died
(iv) (a) theirs (b) her (c) his (d) their
(v) (a) to lodge (b) is lodging (c) has lodged (d) lodges

20. Yesterday, as I (i) _______________ along the mall, a taxi (ii) ______________ near me. A
man (iii) ________________ me by my first name. I (iv) ________________ as I failed to
recognize the man, who (v) ________________ and repearing my name.
(i) (a) walks (b) is walking (c) was walking (d) had been walking
(ii) (a) stopped (b) stops (c) to stop (d) will stop
(iii) (a) addressing (b) addressed (c) to address (d) has addressed
(iv) (a) is surprised (b) was surprised (c) surprising (d) to surprise
(v) (a) smiles (b) to smile (c) was smiling (d) has been smiling
21. Fill in the blank by using the correct form of the word in the bracket, for the given
portion of a letter:
Subject: Placement of order for electronics
We have never been given any opportunity to complain and the goods _______________
(reach) as well on time and in excellent condition.
22. Fill in the blank by choosing the correct option to complete the headline appeared on
a school notice board.
The students appearing for Pre-board ___________________ that there will be no prep
leave after the Dussehra break.
(a) are to be informed (b) are hereby informed
(c) is hereby informed (d) were being informed
23. Fill in the blank by using the correct form of the word in the bracket:
The policeman gave no __________________ (indicate) that there was a road banner
ahead.
24. Fill in the blank by choosing the correct option to complete the headline appeared in
a magazine.
India will record an increase of 116 per cent in Type 1 diabetes cases by 2040, up from
2021. Globally, the number of cases __________________ by 106.9 per cent.
(a) will increase (b) has increase
(c) will be increased (d) will be increasing
25. Fill in the blank by choosing the correct option to complete the narrative.
Sunday is the day __________________ most countries respect a day of rest in the week.
(a) which (b) whose (c) when (d) where
26. Fill in the blank by choosing the correct option to complete the instructions for
opening a bank account.
For opening a bank account, you (i) _______________ to select a bank of your choice.
You (ii) ______________ to visit the bank and contact the Customer Care Officer there.
Thereafter, you should meet the concerned authority. You (iii) ________________ to
submit the required documents. Don’t forget to visit the bank for collecting the passbook
and the ATM card.
(i) (a) require (b) are required (c) will require (d) have to require
(ii) (a) will (b) should (c) need (d) are
(iii) (a) must (b) shall (c) are required (d) should

Answers
1. (i) for (ii) to (iii) needs (iv) the
2. (i) reach (ii) remain (iii) reduces (iv) is
3. (i) brings (ii) then (iii) at (iv) have
4. (i) across (ii) appear (iii) Their (iv) behind
5. (i) for (ii) and (iii) in (iv) by
6. (i) the (ii) affects (iii) and (iv) it’s
7. (i) to (ii) in (iii) from (iv) more
8. (i) its (ii) because (iii) on (iv) through
9. (i) in (ii) for (iii) comes (iv) as
10. (i) of (ii) the (iii) be (iv) and
11. (i) of (ii) is (iii) their (iv) and
12. (i) the (ii) and (iii) an (iv) are
13. (i) be (ii) brings (iii) try (iv) and
14. (i) or (ii) where (iii) an (iv) occupy
15. (i) an (ii) and (iii) to (iv) leads
16. (i) affects (ii) which (iii) the (iv) eat
17. (i) (d) shoot (ii) (b) glanced (iii) (d) had followed (iv) (b) had blocked
18. (i) (b) led (ii) (c) had expected (iii) (b) was ruled
(iv) (b) be taken (v) (a) striking (vi) (a) found (vii) (c) was prepared
(viii) (b) had brought
19. (i) (d) carried (ii) (b) had given (iii) (d) had died (iv) (d) their
(v) (c) has lodged
20. (i) (c) was walking (ii) (a) stopped (iii) (b) addressed
(iv) (b) was surprised (v) (c) was smiling
21. reached 22. (b) are hereby informed 23. indication
24. (d) will be increasing 25. (d) where
26. (i) (b) are required (ii) (c) need (iii) (c) are required
zzz

4 Reordering of
Sentences
Read the jumbled sentences carefully and arrange the phrases/words in its correct order.
1. (a) will impact / we / our / all / feel / the / of / in / daily / leadership / lives
(b) the / lives / studying / of / understanding / way / of / it / is / by / and / believes / great
leaders / one
(c) and / much / an / leadership / is / human / trait / that / has / important / the subject /
of / been / research / study

(d) of / our / inculcate / early / in / leadership / the / must / we / virtue / lives
2. (a) born / geniuses / not / made / are

(b) the / moon / as / rare / they / blue / are / as
(c) have / qualities / that / of / training / instruction / or / are / inborn / they / independent

(d) have / in / been / their / respective / they / trailblazers / fields
3. (a) my / sailing / first / experience / it / was / the / of / in / sea

(b) morning / weighed / boarded / we / the / ship / 10:00 / in / anchor / the / but / it / was
well / 5 o’clock / before / ship / at / the / past
(c) retired / my / along / I / to / cabin / with / the / friends

(d) glory / breaking / in / the / all / its / day / was
4. (a) around / the / realised / an / corner / death / farmer / aged / that / was / for / him

(b) the / farm / he / not / able / said / he / longer / to / was / any / run
(c) the / farmer / nothing / his / from / nothing / sons / that / advised / comes

(d) he / reward / reminded / always / reaps / work / hard / them
5. (a) inseparable / part / of / become / an / earphones / have / our / lives

(b) listening / crossing / not / roads / unusual / to / it / is / to / music / while / see / people
/ busy
(c) take / such / I / often / have / wondered / they / why / risks

(d) to / if / want / it / bothering / is / as / tell / the / world / stop / them / to / they

6. (a) to / most / it’s / way / make / the / dreams / of / life / your / and / achieve / a / great /
your

(b) in / most / the / of / life / quality / offered / foreign / is / high / countries
(c) migrating / today / are / people / countries / therefore, / to / foreign

(d) be / loneliness / ready / there, / must / when / but / you / are / you / for
7. (a) invention / 21st / is / the / of / television / the / century / best

(b) has / the / is / television / educational / brought / also / world / universally / closer /
and
(c) imparts / instantly / about / information / to / everyone / world / almost / television /
the / and

(d) together / is / perhaps / it / the / only / family / medium / can / that / the / whole / watch
8. (a) technology / been / lives / created / modern / has / to / daily / enhance / our

(b) the / daily / our / are / to / world / enslaved / electronic / lives
(c) to / of / how / we’re / a / crowd / in / learning / live / front

(d) of / increasingly / ourselves / we / making / fools / are
9. (a) erosion / modern / is / wrath / the / of / flood / due / of / river / civilization / to /

experiencing

(b) standing / off / on / uprooted / the / coasts / not / should / cut / or / be / trees
(c) which / for / vegetation / provides / surface / the / controls / the / heat / build-up /
earth

(d) is / warming / major / factor / of / global / deforestation / global / the
10. (a) to / safe / the / Indian / changed / tendency / lie / the / last / has / over / 10 years

(b) people / disposable / a / higher / income / to / adventurous / have / activities / spend /
on
(c) their / to / executives / several / send / adventure-oriented / corporates, / activities /
these / days,

(d) available / are / easily / today / adventurous / for / the / activities / youth
11. (a) buildings / are / the / Egypt / the / stone/ in / of / oldest / the / world / pyramids

(b) 5,000 / nearly / stood / have / for / years / they
(c) thousands / continue / it / stand / that / they / will / to / seems / for / of / years

(d) helped / climate / has / Egypt / pyramids / of / to / preserve / the / dry / the
12. (a) uphill / of / laughing / for / us, / loud / is / task / most / out / an

(b) time / laughed / last / out / do / the / you / remember / you / loud?
(c) and / up / creative / laughter / the / the / juices / mind / frees / opens

(d) all / learn / can / comedian, / joyful / not / be / a / but / we / be / more / everyone / can
/ to
13. (a) children / country / asset / are / as / their / the / important / conserved / of / most

(b) powerful / flower / they / the / new / with / of / are / fragrance / any / nation
(c) future / the / country / some / the / and / declining / are / the / of / people / power /
destroying

(d) availed / must / all / they / resources / children / be / with / the / poor / which / lack
14. (a) will impact / we / our / all / feel / the / of / in / daily / leadership / lives

(b) soul / mind / great / book / elevates / and / a / the / enriches / the
(c) enables / reading / through / the / world / eyes / us / the / of / others / to / see

(d) be / points / flexible, / to / trains / the / other’s / of / to / comprehend / view / it / mind
15. (a) used / you’ve / if / you / a / favour, / after / favour / someone / that / follow-up / does

(b) forget / that / we / kindergarten / we / not / should / the / learned / basics / in
(c) must / who / progress / being / is / everyone / desires / to / make / in / life / courteous
/ a / for

(d) courtesy / manners / in / act / demands / our / daily / life / good / and / good
16. (a) morning / the / with / joy / the / of / the / air / fills / heart / coolness

(b) and / spirits / gain / in / health / in / but / of / work / as / well / efficiency / early / not /
only / risers
(c) enjoy / in / the / beauties / of / morning / they / can / the / nature / early

(d) at / risers / always / ill / late / ease / are
17. (a) disappointment / to / lead / broken / and / sorrow / promises

(b) and / his / word / thoughtful / keeps / is / always / gentleman / true / a
(c) to keep / and hasten / promise / it / will be / he / slow to / a / make

(d) friendship / a / you / broken / cost / promise / your / can
18. (a) this / has / bright / generation / future / a / young

(b) the / are / a / students / lot / motivated
(c) they / achieve / willing / are / tirelessly / to / their / goals / to work

(d) they / sky is / that / for / the / know / the / them
19. (a) Rajasthan / Bharatpur National Park / located / is / in

(b) by / vegetation / 29 sq. km / surrounded / it / and / is / area of / an / covers
(c) it / thousands / attracts / of / every year / migratory birds

(d) haven / for / this / is / a / many / place / birds
20. (a) the police / to inform / this man / if you see / immediately / you are advised

(b) last seen / at the / this man / was / in the / Kwality Restaurant / Parliament Street

(c) this man / decides to give / the police / unless / will not / a reward / be caught

(d) to his arrest / if I were / information / poor / I / would provide / leading
21. (a) the spiders / are / not / most of / dangerous

(b) every / found / spiders / are / continent / on / almost
(c) very / helpful / they are / eat / they / because / flies / other / and / insects

(d) don’t / get / caught / spiders / own / in / their / webs
22. (a) not speak in / a message / one need / order to communicate / or convey

(b) communicate in / of animals / a number / language / chemical
(c) to pass messages / smelly chemicals / pheromones are / secreted by / some insects

(d) antennae / others / messages with the / pick up these / help of
23. (a) winter sport / Luge is a / the luger lies on / in which / his back / and races down on /
on a sled / ice covered course

(b) French word / a / from / the name / the / of / sport / comes
(c) luge shed / is made / the / wood and fibre glass / of

(d) the Winter Olympics / Shiva Keshavan / the first Indian / to / compete / is / in a luge
event / at
24. (a) does / why / reddish orange / the rising / sun / setting / or / appear

(b) through the atmosphere / of the sun / the / are scattered as / rays / they / travel
(c) the sun / overhead / is / when / rays / the vertically / travel

(d) yellow colour / scattered / the / is / more so / appears / overhead / yellow / the sun
25. (a) healthy / donate / between / any / blood / person / 18 and 65 years / can

(b) blood / before / the doctor / all / screens / donors / donation
(c) does / donating / not / weakness or / cause / discomfort / blood

(d) all the blood / camps / sterilized / are / used / in / instruments
26. (a) a lot of / requires / mountaineering / a / expedition / careful planning

(b) waterproof tents / light warm / the equipment / includes / and oxygen cylinders /
clothing
(c) no footholds / have to make / climbers / over walls of rock / their way / where there
are

(d) they carry / this dangerous path / their tents, / across / food and everything else /
instruments / they may require
27. (a) living / was / religion / Gandhiji / a force / to

(b) studied / to find / different / approach to life / religions / correct / a / he

(c) to shed / this / mindedness / helped him / narrow

(d) he / tolerant / and / became / other religions / for
28. (a) writing / system / telephone / am / to / I / about / banking / your complain

(b) I / tried / four / details / this week / to / system / access / to / my account / times / have
/ use / the
(c) crashed / on / I / the / system / been / that / each / informed / computer / has / have /
occasion

(d) branch / day / person / unable / to / working / a / am / I / bank / my / as / during / the
/ visit
Answers
1. (a) We all feel the impact of leadership in our daily lives.

(b) One way of understanding it is by studying the lives and believes of great leaders.
(c) Leadership is an important human trait that has been the subject of much research
and study.

(d) We must inculcate the virtue of leadership early in our lives.
2. (a) Geniuses are born not made.

(b) They are as rare as the blue moon.
(c) They have inborn qualities that are independent of instruction or training.

(d) They have been trailblazers in their respective fields.
3. (a) It was my first experience of sailing in the sea.

(b) We boarded the ship at 10:00 in the morning but it was well past 5 o’clock before the
ship weighed anchor.
(c) I retired to the cabin along with my friends.

(d) The day was breaking in all its glory.
4. (a) An aged farmer realised that death was around the corner for him.

(b) He said he was not able to run the farm any longer.
(c) The farmer advised his sons that nothing comes from nothing.

(d) He reminded them hard work always reaps reward.
5. (a) Earphones have become an inseparable part of our lives.

(b) It is not unusual to see people listening to music while crossing busy roads.
(c) I have often wondered why they take such risks.

(d) It is as if they want to tell the world to stop bothering them.

6. (a) It’s a great way to make the most of your life and achieve your dreams.

(b) The quality of life offered in most foreign countries is high.
(c) Therefore, people are migrating today to foreign countries.

(d) But when you are there, you must be ready for loneliness.
7. (a) Television is the best invention of the 21st century.

(b) Television has brought the world closer and is also universally educational.
(c) Television imparts information about the world almost instantly and to everyone.

(d) It is perhaps the only medium that the whole family can watch together.
8. (a) Modern technology has been created to enhance our daily lives.

(b) Our daily lives are enslaved to the electronic world.
(c) We’re learning how to live in front of a crowd.

(d) We are increasingly making fools of ourselves.
9. (a) Modern civilization is experiencing the wrath of flood due to erosion of river.

(b) Trees standing on the coasts should not be cut off or be uprooted.
(c) The earth provides surface for vegetation which controls the heat build-up.

(d) Global deforestation is the major factor of global warming.
10. (a) The Indian tendency to lie safe has changed over the last 10 years.

(b) People have a higher disposable income to spend on adventurous activities.
(c) Several corporates, these days, send their executives to adventure-oriented activities.

(d) Adventurous activities are easily available for the youth today.
11. (a) The oldest stone buildings in the world are the pyramids of Egypt.

(b) They have stood for nearly 5,000 years.
(c) It seems that they will continue to stand for thousands of years.

(d) The dry climate of Egypt has helped to preserve the pyramids.
12. (a) For most of us, laughing out loud is an uphill task.

(b) Do you remember the last time you laughed out loud?
(c) Laughter opens up the mind and frees the creative juices.

(d) Not everyone can be a comedian, but we can all learn to be more joyful.

13. (a) Children are conserved as the most important asset of their country.

(b) They are the new flower with powerful fragrance of any nation.
(c) Some people are declining the power and destroying the future of the country.

(d) Poor children must be availed with all the resources which they lack.
14. (a) Books enrich humanity and transport us to a different world.

(b) A great book enriches the mind and elevates the soul.
(c) Reading enables us to see the world through the eyes of others.

(d) It trains the mind to be flexible, to comprehend other’s points of view.
15. (a) If someone does you a favour, follow-up after you’ve used that favour.

(b) We should not forget the basics that we learned in kindergarten.
(c) Being courteous is a must for everyone who desires to make progress in life.

(d) Courtesy demands good act and good manners in our daily life.
16. (a) The coolness of the morning air fills the heart with joy.

(b) Early risers gain not only in health and spirits but in efficiency of work as well.
(c) They can enjoy the beauties of nature early in the morning.

(d) Late risers are always ill at ease.
17. (a) Broken promises lead to disappointment and sorrow.

(b) A true gentleman is always thoughtful and keeps his word.
(c) He will be slow to make a promise and hasten to keep it.

(d) A broken promise can cost you your friendship.
18. (a) This young generation has a bright future.

(b) The students are a motivated lot.
(c) They are willing to work tirelessly to achieve their goals.

(d) They know that for them the sky is the limit.
19. (a) Bharatpur National Park is located in Rajasthan.

(b) It covers an area of 29 sq. km and is surrounded by vegetation.
(c) It attracts thousands of migratory birds every year.

(d) This place is a haven for many birds.
20. (a) If you see this man, you are advised to inform the police immediately.

(b) This man was last seen in the Parliament Street at the Kwality Restaurant.
(c) Unless the police decides to give a reward this man will not be caught.

(d) If I were poor I would provide information leading to his arrest.
21. (a) Most of the spiders are not dangerous.

(b) Spiders are found on almost every continent.
(c) They are very helpful because they eat flies and other insects.

(d) Spiders don’t get caught in their own webs.
22. (a) One need not speak in order to communicate or convey a message.

(b) A number of animals communicate in chemical language.
(c) Pheromones are smelly chemicals secreted by some insects to pass messages.

(d) Others pick up these messages with the help of antennae.
23. (a) Luge is a winter sport in which the luger lies on his back on a sled and races down
on ice-covered course.

(b) The name of the sport comes from a French word.
(c) The luge shed is made of wood and fibre glass.

(d) Shiva Keshavan is the first Indian to compete in a luge event at the Winter Olympics.
24. (a) Why does the rising or setting sun appear reddish orange?

(b) The rays of the sun are scattered as they travel through the atmosphere.
(c) When the sun is overhead, the rays travel vertically.

(d) The yellow colour is scattered more so the sun overhead appears yellow.
25. (a) Any healthy person between 18 and 65 years can donate blood.

(b) The doctor screens all donors before blood donation.
(c) Donating blood does not cause weakness or discomfort.

(d) Sterilized instruments are used in all the blood camps.
26. (a) A mountaineering expedition requires a lot of careful planning.

(b) The equipment includes waterproof tents, light warm clothing and oxygen cylinders.
(c) Climbers have to make their way over walls of rock when there are no footholds.

(d) They carry their tents, instruments, food and everything else that they may require
across this dangerous path.

27. (a) Religion was a living force to Gandhiji.

(b) He studied different religions to find a correct approach to life.
(c) This helped him to shed narrow mindedness.

(d) And he became tolerant for other religions.
28. (a) I am writing to complain about your telephone banking system.

(b) I have tried four times this week to use the system to access my account details.
(c) On each occasion, I have been informed that the computer system has crashed.

(d) As a working person, I am unable to visit my bank branch during the day.
zzz

5 Transformation of
Sentences
1. Read the dialogue between Shabnam and her mentor, Sara, regarding her summer
internship programme. Report Sara’s dialogue by choosing the correct option.
Sara: Why did you choose to participate in this internship programme?
Shabnam: Ah! I am convinced that this programme has the potential to enhance my
abilities.
Sara asked Shabnam _____________________________________________ in that
internship programme. Shabnam sighed and exclaimed that she was convinced that
that programme had the potential to enhance her abilities.
(a) why to choose to participate (b) to choose participation
(c) about her choice to participate (d) with her choice in participating
2. Read the dialogue between Charlie and Patty, about Santa Claus. Report the dialogues
by choosing the correct option.
Charlie: Dear Santa, here is a list of what I want. How do you suppose Santa Claus can
afford to give away all those toys?
Patty: Promotion! Don’t kid yourself. Everything these days is promotion! I will bet if
the truth were brought about, you will find that he’s being financed by some big eastern
chain.
While making the list of what Charlie wanted from Santa Claus, he asked Patty how
(i) _________________________ all those toys. She said that (ii) ______________________
and that it was possible as Santa (iii) ______________________ big eastern chain.
(i) (a) Santa Claus could afford to give away
(b) Santa Claus will give away
(c) Santa Claus gave away
(d) Santa Claus is giving away
(ii) (a) everything these days were promotion
(b) everything these days was promotion
(c) everything those days was promotion
(d) everything these days was going to be promotion
(iii) (a) was financing by some big eastern chain

(b) had been financed by some big eastern chain
(c) was being financed by some big eastern chain
(d) will be financed by some big eastern chain
3. Read the dialogue between Shruti and Aksa. Report the dialogues by choosing the
correct option.
Shruti: Your dress is very pretty!
Aksa: My mother gave it to me on my birthday.
Shruti: When does your birthday fall?
Shruti told Aksa (i) ____________________________________. Aksa informed her
(ii) ________________________. Shruti enquired (iii) _________________________.
(i) (a) that your dress is pretty (b) that her dress is pretty
(c) that your dress was pretty (d) that her dress was pretty
(ii) (a) that my mother had given it on her birthday
(b) that her mother had given it on her birthday
(c) that her mother had given it on my birthday
(d) that her mother has given it on her birthday
(iii) (a) when her birthday fell on (b) when your birthday falls on
(c) when your birthday is on (d) when your birthday was on
3. Report the dialogue between Shailaja and Ms. Ankita, by completing Shailaja’s
sentence:
Shailaja : Ma’am, when will you return my Geography project file?
Ms. Ankita : It is yet to be checked, child. And I am not keeping well these days.
Shailaja rang up her teacher Ms. Ankita and asked _______________________________
_____________ project file. Shailaja, in response to her question, replied that it was yet
to be checked and further added that she was not keeping well those days.
4. Read the dialogue between Doctor and Sagar, regarding morning walk. Report the
dialogues by choosing the correct option.
Doctor: Do you go for a morning walk?
Sagar: I don’t have enough time in the morning.
Doctor: But morning walk is very essential for you.
Sagar: I walk many miles a day during the course of my work.
The doctor asked Sagar (i) _______________________________. Sagar told him
(ii) ___________________________ enough time in the morning. The doctor insisted
that (iii) ___________________________. Sagar told him that he walked many miles a day
during the course of his work.
(i) (a) if you went for a morning walk (b) if he went for a morning walk
(c) if you go for a morning walk (d) if he goes for a morning walk

(ii) (a) that I do not have (b) that I did not have
(c) that he did not have (d) that he does not have
(iii) (a) morning walk had been very essential for him
(b) morning walk has been very essential for him
(c) morning walk was very essential for him
(d) morning walk is very essential for him
5. Read the dialogue between Alba and Gulab, regarding his grandfather. Report the
dialogues by choosing the correct option.
Alba: Where are you going now?
Gulab: I am going to look for my grandfather.
Alba: What happened to him?
Gulab: He was suffering from high fever.
Alba asked Gulab (i) __________________________________. Gulab replied that
(ii) ______________________. Alba further asked him (iii) ________________________.
Gulab told him that he had been suffering from high fever.
(i) (a) where I am going now (b) where he was going then
(c) where I was going then (d) when he is going then
(ii) (a) he is going to look for his grandfather
(b) I am going to look for my grandfather
(c) he was going to look for his grandfather
(d) he was going to look for my grandfather
(iii) (a) what was happening to him (b) what is happened to him
(c) what has happened to him (d) what had happened to him
6. Select the correct option to report the conversation between Sahil and his uncle.
Sahil : I need some cash before I leave for the trip.
Uncle : You can ask for some from your teacher, if required. I have already spoken to
her.
Sahil said that he needed some cash before he leaves for the trip. His uncle responded
that ___________________________. He had already spoken to her.
(a) he can ask for some cash from your teacher, if required
(b) he could asked for some cash from your teacher, if required.
(c) he could be asked for some cash from your teacher, if required.
(d) he can ask for some cash from his teacher, if required.
7. Select the correct option to report the conversation between Ayush and Alisha.
Ayush : What did you think about the question paper?
Alisha : I didn’t think it was very difficult.
Ayush : I found the writing section very interesting.
Ayush asked Alisha ___________________________. Alisha replied that she didn’t think
it was very difficult. Ayush added that he found the writing section very interesting.
(a) what she thought about the question paper
(b) what did you think about the question paper
(c) what you thought about the question paper
(d) what she think about the question paper
8. Read the dialogue between mother and daughter. Report the dialogues by choosing
the correct option.
Mother: Why don’t you clean up your study table, dear?
Daughter: I don’t have time, Mama.
Mother: How can you study in this mess?
The mother lovingly asked her daughter (i) ___________________________. The
daughter replied (ii) ___________________________. Expressing her surprise, the
mother asked her (iii) ___________________________.
(i) (a) why don’t you clean up your study table
(b) why you did not clean up your study table
(c) why she didn’t clean up her study table
(d) why she does not clean up her study table
(ii) (a) that I don’t have time (b) that she don’t have time
(c) that she does not have time (d) that she didn’t have time
(iii) (a) how she could study in that mess (b) how she can study in this mess
(c) how can you study in this mess (d) how you could study in that mess
9. Report the dialogue between a vendor and his customer, by completing the sentence.
Vendor: It is nice to see you, Sir.
Customer: Yes, indeed! Unlike last month, I have been away for quite some time this
month.
The vendor greeted his customer respectfully and mentioned that he was
pleased to see him. The customer answered in the affirmative and explained that
___________________________.
10. Report the dialogue between Mr Gupta and Raman, by completing Mr Gupta’s
sentence:
Mr Gupta : Can you manage the post of a public relations executive? It will involve
some degree of stress too.
Raman : I’m sure I will be able to do the job competently.
Mr Gupta asked Raman ____________________________________________. Raman
assured Mr Gupta that he would be able to do the job competently.

11. Read the dialogue between Raman and Sukanya. Report the dialogues by choosing
the correct option.
Raman: Sukanya, why is this old lady shouting at you?
Sukanya: I don’t know. I haven’t done anything to her, yet I am afraid.
Raman asked Sukanya (i) __________________________________. Sukanya replied
(ii) ___________________________ and she thought (iii) ___________________________
yet she was afraid.
(i) (a) why that old lady is shouting at her
(b) why that old lady was shouting at her
(c) why that old lady was shouting at you
(d) why that old lady is shouting at you
(ii) (a) that I did not know (b) that she does not know
(c) that I do not know (d) that she didn’t know
(iii) (a) she had not done anything to her (b) I had not done anything to her
(c) she hadn’t done anything to her (d) I have not done anything to her
12. Manoj shared some information with Neeraj about his flight to Kanpur. Report
Neeraj’s question.
Were you excited on your first flight?
____________________________________________
13. Change the speech by choosing the correct option.

My brother said, “I bought a cricket bat.”
(a) My brother said that I bought a cricket bat.
(b) My brother said that he bought a cricket bat.
(c) My brother said that he had bought a cricket bat.
(d) My brother said that he has bought a cricket bat.
14. Report the dialogue between a grandson and his grandfather, by completing the given
sentence:
Grandson : Grandpa, can you tell me what inspired you to set up a school in the village?
Grandfather : Seeing the lack of adequate facilities and the children’s eagerness to
learn.
In response to the question about his reason for setting up of a village school, the
grandfather says that ____________________________________________.
15. Rahul shared some information with Shahid about a marathon. Report Shahid’s
question.
Did you participate in the Flash Virtual Marathon?
____________________________________________

16. Read the dialogue between teacher and student. Report the dialogues by choosing the
correct option.
Teacher: Has anyone of you seen a camel’s skin?
Student: Yes, madam.
Teacher: Where did you see it?
Student: On camel’s back madam.
Raman asked Sukanya (i) ________________________________. Sukanya replied
(ii) ___________________________ and she thought (iii) ___________________________
yet she was afraid.
(i) (a) if anyone of them have seen a camel’s back
(b) if anyone of them has seen a camel’s skin
(c) if anyone of them had seen a camel’s skin
(d) if anyone of them saw a camel’s skin
(ii) (a) that I have seen it (b) that he had seen it
(c) that I had seen it (d) that he has seen it
(iii) (a) where he had seen it (b) where you have seen it
(c) where you had seen it (d) where he has seen it
17. Androcles stood in the arena in dismay. The king was watching the hungry lion coming
to eat Androcles. Report the dialogue between King and Androcles by completing the
given passage:
King : The lion is going to kill and eat you.
Androcles : Oh God! Please help me.
King : Why didn’t the lion kill you?
Androcles : We are old friends.
The king told Androcles that the lion (i) ___________________________ kill and
eat him. Androcles prayed to God (ii) ___________________________. The King
asked him (iii) _____________________________ him. Androcles replied that they
(iv) ___________________________.
18. Select the correct option to report the conversation between Rekha and Dolly.
Rekha : Anita’s mother is seriously ill and is in the hospital.
Dolly : What has happened to her?
Rekha : She complained of chest pain yesterday.
Rekha told Dolly ___________________________. Dolly asked what had happened to
her. Rekha told her that she had complained of chest pain the previous day.
(a) that Anita’s mother had been seriously ill and is in the hospital
(b) that Anita’s mother was seriously ill and was in the hospital
(c) that Anita’s mother is seriously ill and is in the hospital
(d) that Anita’s mother has been seriously ill and has been in the hospital

19. Select the correct option to report the conversation between Sumit and Kapil.
Sumit : My father has decided to gift me a bike on my birthday.
Kapil : It is a wonderful news!
Sumit informed his friend Kapil that ___________________________. Kapil was very
happy and said that it was a wonderful news.
(a) my father had decided to gift me a bike on my birthday
(b) his father has decided to gift me a bike on my birthday
(c) my father has decided to gift him a bike on his birthday
(d) his father had decided to gift him a bike on his birthday
20. Ritu met Anita and saw her crying. Report Ritu’s question.
Anita, what is the matter?
____________________________________________
21. Report the dialogue between Tony and Sarita, by completing the sentence:
Tony : Why did you call me?
Sarita : Will you go to the museum with me?
Tony asked Sarita why she had called him. Sarita wanted to know whether
Tony ____________________________________________.
22. Select the correct option to complete the conversation between Kamal and Disha.
Kamal : Disha, are you going to attend the concert tomorrow?
Disha : No, I have my assignments pending. I need to submit all the pending assignments
by tomorrow without fail.
Kamal asked Disha whether she was going to attend the concert the next day. In response
to his question, Disha replied in negative and said that she had her assignments pending
and she ____________________________________________without fail.
(a) needs to be submitted all the pending assignments by the next day
(b) needs to submit all the pending assignments by the next day
(c) needs to submit all the pending assignments by tomorrow
(d) needed to submit all the pending assignments by the next day
23. Report the dialogue between Ram and Shyam, by completing the given passage:
Ram : What a cold day it is! I think this must be the coldest day of the season.
Shyam : I don’t mind the cold. It is the summer that bothers me.
Ram explained that (i) ___________________________ and was positive that
(ii) ___________________________. Shyam replied that (iii) ___________________________
and further added that (iv) ___________________________.

24. Report the dialogue between Sanjay and Madan, by completing the given passage:
Sanjay : I am surprised to see you here in my office. When did you come?
Madan : I came here yesterday. I have been offered a job here.
Sanjay told Madan (i) _____________________________________ and asked
(ii) ___________________________. Madan replied that he had come there the previous
day and added that (iii) ___________________________.
25. Report the dialogue between two students. Complete the sentence by reporting the
reply correctly.
Ramesh : Are you planning to participate in the annual play?
Saera : I would like to but I don’t think I will be selected.
Ramesh asked Saera whether she was planning to participate in the annual day to which
Saera replied ___________________________.
Answers
1. (c) about her choice to participate
2. (i) (a) Santa Claus could afford to give away
(ii) (c) everything those days was promotion
(iii) (c) was being financed by some big eastern chain
3. (i) (d) that her dress was pretty
(ii) (b) that her mother had given it on her birthday
(iii) (a) when her birthday fell on
4. (i) (b) if he went for a morning walk
(ii) (c) that he did not have
(iii) (d) morning walk is very essential for him
5. (i) (b) where he was going then
(ii) (c) He was going to look for his grandfather
(iii) (d) what had happened to him
6. (d) he can ask for some cash from his teacher, if required.
7. (a) what she thought about the question paper
8. (i) (c) why she didn’t clean up her study table
(ii) (d) that she didn’t have time
(iii) (a) how she could study in that mess
9. unlike the previous month, he had been away for quite some time that month.
10. if he could manage the post of a public relations executive
11. (i) (a) why that old lady is shouting at her
(ii) (d) that she didn’t know

(iii) (c) she hadn’t done anything to her
12. Neeraj asked Manoj if he was on his first flight.
13. (d) My brother said that he has bought a cricket bat.
14. he did so seeing the lack of adequate facilities and the children’s eagerness to learn
15. Shahid asked Rahul if he had participated in the Flash Virtual Marathon.
16. (i) (c) if anyone of them had seen a camel’s skin
(ii) (b) that he had seen it
(iii) (a) where he had seen it
17. (i) was going to (ii) to help him
(iii) why the lion had not killed (iv) were old friends
18. (b) that Anita’s mother was seriously ill and was in the hospital
19. (d) his father had decided to gift him a bike on his birthday
20. Ritu asked Anita what the matter was.
21. would go to the museum with her
22. (b) he needs to submit all the pending assignments by the next day
23. (i) it was a very cold day
(ii) it must be the coldest day of the season
(iii) he did not mind the cold
(iv) it was the summer that bothered him
24. (i) that he was surprised to see him there in his office
(ii) when he had come
(iii) he had been offered a job there
25. that she would like to but she didn’t think she would be selected
zzz

6 Classified
Advertisement
You come across classified advertisements in the columns of newspapers and magazines. It
is categorised in separate columns, occupies less space and is more economical.
Important features of classified advertisements are:

Q Written in short phrases and words
Q Simple, concise and to the point
Q Comprehensive, yet must include all important matter
Q Give all necessary details in points using commas
Q Clearly state the category at the top. E.g.: For Sale, To-Let, Situations Wanted/Vacant,
Bride/Bridegroom Wanted, Lost And Found/ Missing, Travels & Tour, Sad Demise, etc.
Q Give address, name, and contact number
Q Put the matter in a box
Given below is a set of 10 advertisements with the required value points.
VALUE POINTS ADVERTISEMENT

Name, age and height, looks, features, Old woman named Anama aged 67
complexion, identification marks, clothes/shoes/ years is missing from Rahimnagar since 20th
spectacles/turban, language(s) known, health/ February, 20XX. She is about 5.4′′, fair, speaks
mental condition, date since when missing, only Hindi. She was wearing blue green suit
last seen when and where, contact, promise of and slippers. She has a big mole on her nose
reward. and is unwell. Anyone who finds her will
be suitably rewarded. Kindly contact: V.K.
Sharma, 22/14, Arabica Nagar, Delhi.

Begin with ‘wanted’ or ‘required’, name Applications are invited by Reddy
of the company, post and number of vacancies, Business Services, a division of Reddy
age and gender of the candidate, qualifications Finance Limited for the post of HEAD-HR
and experience, other details (optional), pay in Hyderabad.
scale and perks, mode of applying, contact Applicant should be around 35 years
address and phone no. of age, postgraduate in HR, minimum five
years of experience in HR functions and
conversant with the best HR practices in the
industry. Apply with full particulars and the
emoluments expected, within a week to Chief
HR Manager, Reddy Business Services, No.
5, Tarnaka, Hyderabad-04.
Handsome/smart boy, well settled in A reputed family based in South India
business or job, income, education, property, is looking for a suitable alliance from an
complexion/age/height, caste/religion commu- educated and cultured family for their fair
nity, family background, type of marriage: and handsome 5′6′′, 36 year old only son
early marriage, simple marriage, details of having good personal, social and business
the prospective bride, contact address and values. A Post Graduate in Economics and
telephone number. running his own business successfully since
the last 5 years in Delhi. Girl should be
good looking, tall, fair and well educated
with strong personal and family values.
Caste no bar. Please forward the details to:
goodalliance4@gmail.com.
No. of bedrooms/size of rooms, floor(s), Recently renovated, east-facing,
drawing-cum-dining room, lawn/garden, type fully furnished, and air conditioned flat,
of bathrooms/type of kitchen, porch/garage/ first floor with LED and refrigerator.
store, fixtures and fittings, direction/location, 3 BHK, two baths, modular kitchen with
type/condition of construction, electricity/water IGL gas pipe and 24 × 7 water supply.
supply, locality and surroundings, contact/ Parking facility for 2 cars. Near shopping
schedule for site visit, preference: executives/ complex. Rent ™50,000 p/m, Contact:
officers/companies/small families, expected rent, Mr Vansh:+91-32898-23XXX.
contact address/phone no.
Make of the vehicle, model of the vehicle, A black Maruti Polo 2008, 1.3 cc is
year of manufacture/purchase, colour, available for immediate sale. Completed
accessories, condition, mileage, ownership 27,789 kms only, VIP number, sparingly used,
details, licence plate number, insurance details, fitted with brand new tyres & alloy wheels.
kms run/done, price expected, contact name Latest Panasonic music system with CD Player,
and address/telephone number. 1000 W amplifier, woofer and speaker,
mileage 15 kmpl with AC. No dealers please.
Contact–Rehan, 98155-XXXXX.

Name of the deceased and family With profound grief we inform everyone
background, date and cause of death, of the untimely demise of our beloved
date, time and venue of last prayer, daughter Ramya Sharma (1995-2013)
a tribute of his/her work, achievement, on Sunday, the 15 February 2015, after
a list of mourners and contact details. a brief illness. Cremation will take place
on Tuesday, the 17 February at Municipal
Crematorium, Besant Road, Rahim Nagar,
New Delhi.
Grief-stricken: Mr and Mrs A.K. Sharma
(Parents); Soumya Sharma (Sister); All friends
and relatives.
Area: 1500 sq. yards/metres, locality, 1000 sq. metre Industrial plot with sale
situated: corner plot/park facing/on NH1, certificate and 250 KV industrial connection
name of promoter: HUDA/DDA/private suitable for manufacturing and supply chain
is for sale. Fully developed and furnished
dealers, etc. allotment details, expected
three storey office and waiting area. Parking
price, details of development of the area, space available, on Coimbatore-Chennai
suitability: residential/godown/commercial/ Highway, Coimbatore, Tamil Nadu.
industrial/software/IT companies/transport Contact: T. Balasubramanian,
companies/educational institutions etc., +91-973493XXXX.
contact number/e-mail.
Service(s) product(s) for which tender Sealed tenders are invited for repair
invited, estimated cost and security deposit, and maintenance of furniture items of
terms and conditions, availability of this office from reputed agencies. The
application/tender documents, last date to tender forms will be sold w.e.f. 7.2.2017
apply and date of opening tenders, issuing to 12.2.2017 between 10:00 A.M. and
authority/office/department with contact 1:00 P.M. The price of each tender form is
details. ™ 215/-, which is to be paid through a bank
draft in favour of ‘The Commissioner, Income
Tax, Mayur Bhavan, New Delhi’. The tender
forms can be submitted on 16.2.2017 between
11:00 A.M. and 1:00 P.M. in the office of
the Dy. Commissioner. The tenders will be
opened on 16.3.2017 at 4:00 P.M.
Rama Mishra (Dy. Commissioner-Income
Tax)

Description of articles found (withhold Found a bag full of professional

vital details for identification), invite the certificates in a bus from Yamunanagar to
owner to put on claim by identifying, contact Delhi. Whosoever has lost it may claim by
number.
identifying the contents and by providing
authentic proof of ownership. If nobody
claims the bag by 25-02-2015, it will be
handed over to The Senior Inspector, ISBT,
Delhi. Contact: Vikas, +91-39106870XX.
Name of the travel company/agency, Explore the world in ways you never
tours/cruises/sightseeing offered, duration thought with Sea Bourne Cruises. Discover
and dates of tours, tariff for individuals/ fresh foods and world-class entertainment
couples/groups including discounts, in a ship as relaxing as is stunning. Special
accommodation, food and mode of cruises to Singapore, Mauritius, and Maldives.
transport, visa requirements and assistance Most exciting and thrilling itineraries for
in visa process, booking period, quality of individuals/couples and groups. Deluxe hotels
service, contact address including e-mail, and choice of Continental, Chinese, Indian
phone number and website. and local cuisine. Courteous and multilingual
tour guides for sightseeing. Daily departures
at very attractive rates. Special discounts for
families. Free for children below 8 years.
Contact for booking now: Sea Bourne Cruises,
1st Floor, Raheja Towers, Vishakhapatnam,
Andhra Pradesh. Phone 040-5334455 or visit
our website www.seabournecruises.com.
Sample Advertisement
1. You are the Manager of Infocom Network, C-3 Main Shopping Centre, Vasant Vihar,
New Delhi. Draft an advertisement offering office furniture for sale. Give relevant
details. (3 marks)
Ans.
FOR SALE
Fourteen chairs, ten desktop tables, ten file cabinets,
special printer desk in perfect condition for sale.
The price is negotiable.
Contact Person: Ramakant Mishra, Phone: 9587290278
Manager, Infocom Network
C-3 Main Shopping Centre,
Vasant Vihar, New Delhi

2. The Principal of Sunrise Global School, Agra requires a receptionist for her school.
Draft a suitable advertisement in about 50 words to be published in the classified
columns of a national newspaper giving all the necessary details of qualifications and
experience required. (3 marks)
Ans.
RECEPTIONIST WANTED
Applications are invited by Sunrise Global School, Agra. Applicant should
be around 28 years of age, graduate, minimum five years of working experience,
conversant with the best practices of schools. Apply with full particulars and the
emoluments expected, within a week to the Principal of Sunrise Global School, Agra-
65. Phone no.: 040-234561.
3. You are Karan Kumar/Karuna Bajaj, a leading lawyer practising in Surat. You want to
buy an independent house at City Light Road to be used as office-cum residence. Draft
an advertisement in about 50 words for the classified columns of a local newspaper.
You can be contacted at 45645678. (3 marks)
Ans.
WANTED INDEPENDENT HOUSE
Wanted an independent house as office-cum-residence, newly constructed,
unfurnished/semi-furnished, east-facing, vaastu compliant, preferably ground floor,
minimum five rooms, two attached washrooms, in City Light Road. Should have
regular water supply, covered parking space. Contact Person: Karuna Bajaj, Phone
no.: 45645678.
4. You are Karan/Karuna of M-114, Mall Road, Delhi. You are a civil engineer and have
recently returned from UAE. You are looking for a suitable job in India. Draft an
advertisement for the same in about 50 words. Give details of your qualifications,
experience, nature of job and expected remuneration. (3 marks)
Ans.
SITUATION WANTED
Wanted a job with a reputed construction company for a UAE returned civil
engineer with more than 5 years of experience, B.Tech (Civil Engineering) from Delhi
College of Engineering. Worked for two years with Mahindra Group, New Delhi and
3 years with ACL Limited, Dubai. For further details, contact:
Karan
M-114, Mall Road, Delhi
904321651
5. Your school, Akash Public School, Agra needs a canteen manager. On behalf of the
Principal, write an advertisement in about 50 words to be published in the classified
columns of a local daily. Mention the educational and professional qualifications,
other qualities required in the manager, who to apply to and the last date for the
receipt of applications. (3 marks)

Ans.
REQUIRED A CANTEEN MANAGER
Applications are invited for the post of Canteen Manager.
Applicant should be around 35 years of age, minimum Class X pass, ten years of
experience in running a school canteen. Apply within a week with full particulars and
emoluments expected, to the Principal, Akash Public School, 12, Besant Road, Agra.
The Principal
Akash Public School
6. You need to buy a flat. Draft a suitable advertisement in about 50 words to be published
in the classified columns of a local newspaper giving all the necessary details of your
requirement. You are Karan/Karuna, M114, Mall Road, Delhi. (3 marks)
Ans.
WANTED FLAT
Wanted 2 BHK newly constructed, unfurnished/semi-furnished, east-facing, vastu
compliant flat, preferably ground floor, in North Delhi. Should have 24/7 water &
electricity supply, covered parking space. Contact Person: Karan, Phone: 654322100.
7. You are Vikram/Sonia, an Hon’s graduate in history with specialisation in Medieval

India. You are well acquainted with places of historical interest in Delhi, Agra and
Jaipur. You are looking for the job of tourist guide. Write an advertisement in not
more than 50 words for the ‘Situation Wanted’ column of a local newspaper. Your
contact no. is 999751234. (3 marks)
Ans.
SITUATION WANTED
A well-qualified, experienced Hon’s graduate in history, seeking a job as a tourist
guide, age – 28 years, hardworking, specialised in history of Medieval India, familiar
with places of historical interest in Delhi, Agra and Jaipur; good communication and
interpersonal skills. Salary negotiable.
Contact: Sonia 999751234
8. You are the Dean, Admissions, MNT Professional College, Chandigarh. Draft an
advertisement in about 50 words giving information about admission to undergraduate
courses offered by your college. Include all relevant details. (3 marks)
Ans.
Educational
MNT Professional College, Chandigarh
Offers
B.Com, B. Tech, B.SC., B. Mus, B. Pharm & LLB.

Admissions on–
• Experience & excellent faculty
• CBSE, ICSE, ISC & all state boards
• Candidates with pass certificates
• Apply immediately
Fee concession & exemption as per rules
Contact: Secretary, MNT PC, Sector 12, Chandigarh
Phone: 1122538790
9. You are Vikram/Sonia, an electronic engineer who has recently returned from the US
and looking for a suitable job in the IT industry. Draft an advertisement in about 50
words for the Situation Wanted column of a national newspaper. Your contact number
is 9193010203. (3 marks)
Ans.
SITUATION WANTED
A well-qualified, experienced and expert electronics engineer recently returned from
the US seeks a suitable job in a reputed IT company. M. Tech from the IIT Mumbai,
age 35 years, experience 10 years, working with Webcom, London. Expected salary
85k per month.
Contact: Vikram 9193010203
10. You are Arnit/Arnika. You want to sell your car as you are planning to buy a new
one. Draft a suitable advertisement to be published in the vehicles column of a
newspaper. (3 marks)
Ans.
CAR FOR SALE
Available for sale, black Honda City, model 2014, lineage 12 kmpl, 12,000 km driven,
new seat covers, stereo fitted, non-accidental, single hand driven, fully insured,
complete documentation, pollution control certificate, affordable prices.
11. You are Harish/Harshita of 12, Seva Nagar, Pune. You want to sell your flat as you are
shifting to another city for work. Draft a suitable advertisement in not more than 50
words to be published in ‘The Pune Times’ under the classified columns. (3 marks)
Ans.
FOR SALE
A 3 BHK, 1,500 sq. ft, on the ground floor, Savita Vihar, is available for outright
sale. East facing, 3 balconies, water heater, a/c, 24*7 water and electricity. Parking for
2 cars, near schools, colleges, metro, taxi, auto stand and Apollo hospital. Expected
price 1.5 crores.

12. You are the Principal of National Public School, Jaipur. You require a TGT (Maths)
for your school. Draft a suitable advertisement in not more than 50 words for the
‘Situations Vacant’ column of ‘The National Times’ stating essential and desirable
qualifications, experience, etc. of the candidates. (3 marks)
Ans.
SITUATION VACANT
Required a well-qualified, Mathematics TGT for National Public School, Jaipur. Aged
between 30-40, fluent in English, master’s degree in mathematics, minimum 5 years
experience, hard working, well mannered, salary negotiable. Walk-in interview at
Principal office, National Public School, Jaipur on 23rd June 20XX.
Contact no: 9999- 8373- 99
Email address- nationalpublicschool123@gmail.com

1. You are Rama/Radha, General Manager of Hotel Alpha, Hyderabad. You need a
receptionist for your hotel. Draft an advertisement in not more than 50 words to be
published in “The Times of India”, calling for applicants. (3 marks)
2. You are Ramesh/Ramani, the owner of an independent house in D-Block, Mayur
Vihar-I, Delhi. You plan to sell it off. Draft an advertisement in not more than 50 words
to be published in “Delhi Times”, giving all the relevant details. (3 marks)
3. You are Sudha/Sudhir of Shalimar Bagh, New Delhi. You wish to purchase some property
in Karol Bagh. Draft an advertisement in not more than 50 words to be published in
“Delhi Times”, giving all the relevant details. (3 marks)
4. You are Mahima/Mahesh. You plan to sell your two-wheeler. Draft an advertisement in
not more than 50 words to be published in “Delhi Times”, giving all the relevant details.
(3 marks)
5. You are Suchi/Sujit. You lost a folder containing your certificates while travelling on
a bus from Bhubaneshwar to Bhadrak. Draft an advertisement in not more than 50
words to be inserted in the ‘Lost and Found’ column of “The Indian Express”, giving
all the relevant details. (3 marks)
6. Organise My Trip, C-45, Hauz Khaz, New Delhi claims to offer the cheapest air tickets
for any destination by an airline besides offering free tour guide facilities. Draft an
advertisement in not more than 50 words to be published in “The Hindustan Times”,
giving all the relevant details. (3 marks)
7. You have shifted your company and are selling some printing and coating machines.
Draft an advertisement in not more than 50 words to be published in “Delhi Times”,

8. You have recently started an institute for ABACUS for schoolchildren. Draft an
advertisement in not more than 50 words to be published in “The Hindustan Times”,
9. You are Bipin, Manager of Raheja Publishing House. You are going to hold a children’s
books exhibition in Town Hall, New Faridabad. Draft an advertisement in not more
than 50 words to be published in “The Hindustan Times”, giving all the relevant details.
(3 marks)
10. Draft a matrimonial advertisement for a convent educated Punjabi Khatri girl, inventing
relevant particulars in about 50 words. (3 marks)
11. You are Sutapa/Damodar Dey of 22, Kalinga Nagari, Bhubaneshwar. You want to sell
your car as you plan to buy a new one. Draft a suitable advertisement in not more than
50 words to be published in a local newspaper in the classified columns. (3 marks)
12. You are Sameera/Sameer the owner of Pink Power, a café run only by women. You
are looking for an interior designer to design the interiors of the café. Draft a suitable
advertisement for the same, in about 50 words to be published in the classified columns
of the National Daily, the local newspaper. (3 marks)
13. You are Krishna/Tisha, Secretary, Greenland Enterprises Ltd, Delhi-110006. Your
Chairman has asked you to draft an advertisement for a local daily under the classified
columns for the vacant posts of one accountant and two office assistants. Draft an
advertisement. (3 marks)
14. You are Anil Verma of 257, Moti Nagar, New Delhi. You have just passed B.E. (Electrical)
in first division from a prestigious Engineering College. You are in need of a job in or
around Delhi. Write an advertisement for the ‘Situation Wanted’ column of The Times
of India. (3 marks)
15. You are Anurag/Aparna of 110, Swasthya Vihar, New Delhi and wish to let out a portion
of your newly built house. Draft an advertisement in not more than 50 words for
publication in the ‘To Let’ column of The Hindustan Times, giving all necessary details
like location, type of accommodation to be rented out, rent expected, contact address
including telephone number, etc. (3 marks)
16. Orient Export House, Delhi needs a receptionist for their office. Draft a suitable
advertisement to be published in the classified columns of the newspaper in not more
than 50 words. (3 marks)
17. You want to sell your car as you are going abroad. Draft a suitable advertisement in not
more than 50 words to be published in classified columns of ‘The Times of India’. Give
necessary details of the car. You are Amit/Amita residing in Karol Bagh, New Delhi.
(3 marks)
18. Ajay Arora wishes to let out a portion of his built house. Draft an advertisement for
publication in ‘To Let’ column of HT, giving all the necessary details. (3 marks)

19. Applications are invited from suitable candidates for the post of assistant in the Delhi
administration. All applications are to be addressed to Director, Recruitment, Old
Secretariat, 5, Rajpur Road, Delhi. Draft a suitable advertisement on this account in
about 50 words giving necessary details. (3 marks)
20. A company from the telecom and insurance sector requires customer service executives
for its branch in Navi Mumbai. The company is looking for young dynamic people with
good communication skills. Write an advertisement to be published in the classified
columns of a local paper. (3 marks)
zzz

7 Poster
Posters are part notices and part advertisements.

A poster is a useful means of making an announcement or appeal or to create awareness in
public interest. It is issued by political parties, NGOs, Education Department, Family Welfare
Department, etc.
A poster should exquisitely express their creativity through wonderful sketches, quotations
and paintings. It should also convey thought-provoking and meaningful slogans to create
awareness on the issue of the given subject.
Content
O The language of a poster should be such that it could easily outline and precisely reflect
its message through concisely and creatively drafted posters.
O It is important to be able to communicate your work and ideas effectively, using a variety
of presentational methods like poster.
O To start with, determine how large your poster will be and how much space you have
been allocated.
O Be succinct and clear in what you are trying to present through the poster.
O The audience should always be kept in mind before drafting anything about your
poster’s content; e.g., the crowd and the locality that you are targeting.
O Always represent the main findings of your work in the poster.
O You may also present data in a concise form e.g., showing trends, preferably figures,
where they support the text.
O The conclusion of your poster should be the climax of your work, and needs to address
the main aims and objectives of the project.
O Essential details can include date, time and venue, wherever required.
O Names, issuing authority, hosts/organisers must be distinctly reflected from the poster
that you have designed.
O Also, make sure that it doesn’t exceed more than 50 words.

Expression
O Simple, clear and concise language is always appreciated.
O Attention must be paid to the organising and sequencing of content.
O It’s not necessary that the language of the poster should always be absolutely in a
sentence; it may, sometimes, be written in a phrasal form.
O The theme should be the main focus of the poster.
O The poster must not represent any particular individual, organisation or brand name,
and must not depict any religious theme.
O While designing a poster, brevity should be maintained as there is always a limited space.
O Clarity is essential with visuals and pictures, and mustn’t detract from the message.
O The poster should be balanced with the content and must not be loaded with pictures
only.
O The opening of the poster should be able to introduce the purpose of the poster.
Format
SLOGAN
ORGANISATION’S NAME / ISSUING AUTHORITY
Title
(Seminar/ Competition/ Drama/ Workshop/ Opening, etc.)
DECENT VISUAL (Pictures/ Images)
Chief Guest (if any)
Esteemed presence/ lead artists/ actors, etc.
DATE TIME VENUE

Sample Poster
1. Design a poster that creates awareness to donate organs. (3 marks)
Ans.

2. Design a poster on ‘Save Water.’ (3 marks)
Ans.

3. Design a poster on creating awareness about the importance of voting. (3 marks)
Ans.
2024
.
L US

4. Design a poster inviting people to an e-learning fair. (3 marks)
Ans.
,
10 a.m. to 4 p.m.
,

5. Design a poster creating awareness to save girl child. (3 marks)
Ans.
yesìer
ye®eeDees
g c !

6. Design a poster creating awareness about conservation of oil. (3 marks)
Ans.

7. Design a poster inviting people to a screening, promoting women empowerment by
restricting violence. (3 marks)
Ans.

8. Design a poster to encourage tourism by promoting the concept of ‘Incredible
India’. (3 marks)
Ans.

9. Design a poster creating awareness about child adoption. (3 marks)
Ans.

10. Design a poster creating awareness about the government’s Digital India program.
(3 marks)
Ans.

11. Your school is organising a Public Awareness Exhibition. In connection with it,
prepare a poster to bring home the importance of conservation of electricity. Your
school is A.K. Public School, Green Park, Delhi. (3 marks)
Ans.
1. Replace light bulbs with CFLs

2. Unplug electronic gadgets when not in use
3. Adjust your thermostat 5° higher
4. Load up dishwasher until full
5. Keep cool with ceiling fans
6. Power down your computer
7. Wash clothes in cold water
Issued in Public Interest by Delhi Electric Board

12. In a recent survey, it was found that your city has the highest rate of pollution in the
country. Innumerable vehicles on the road and lack of green cover have made the air
unfit to breathe. Draft a poster in about 50 words, creating awareness about the need to
keep your city clean and green. You are Rakshita/Rohit of MVN Public School. (3 marks)
Ans.

1. You are Antesha/Antyoda of Sunrise International School, Panjim. Your school holds an
election for the post of the President of the student’s council, where you wish to contest.
Design a poster, in not more than 50 words for your voters with your persuasive slogans
to attract the voters. (3 marks)
2. You are Snigdha Subhashan, a student of Class XI, Tumkur Valley Public School,
Tumkur. You have been asked to design a poster, educating the public about safe cyber
practices. Design the poster. (3 marks)
3. As a Cultural Secretary of Green Vasundhra Club of Ayodhya City, design a poster in
not more than 50 words, for promoting good health through ‘Health Mela’ to be held
at the Central Community Hall of the city. Mention some of its attractions. (3 marks)
4. The air quality in the city is expected to remain at the higher end of the very poor
category even in a zero-firecracker scenario on the eve of Diwali. Draw a poster against
the ill-effects of firecrackers on the environment. You are Satish Khurana, President of
New Heights Residents Association, Noida. (3 marks)
5. As President of Society for Welfare of Animals, design a poster for the general public,
appealing for better treatment to animals. (3 marks)
6. The Handicrafts Society of India is organising a ten day ‘Art and Crafts Mela’ in
Surajkund, Faridabad. As a Secretary of the organising committee, draft a poster
inviting people for the mela. (3 marks)
7. Draft a poster announcing a ‘Book Exhibition’ being organised by the ‘Book Lovers’
Society of India’. (3 marks)
8. A ‘Health Mela’ is being organised by the Health Department of your state. As a secretary,
design a poster creating awareness about the benefits of exercising and inviting for a
free health check-up. (3 marks)
9. ‘A Star Nite’ is being organised by the Children’s Welfare Organisation of your city. The
night is being organised to collect funds for the victims of Uttarakhand floods. Design a
poster asking people to attend in great numbers, thus contributing for a noble cause.
(3 marks)
10. Our society often ignores the elderly. Draft a poster, emphasising how essential the
elderly are to our communities, noting that they have been the fathers and mothers
who have given us so much. You are Ashish Onkar, a student of class XII of Sunshine
Public School, Agra. (3 marks)
11. You are the Marketing Manager of Vision India. Design a poster creating awareness
about the importance of donating one’s eyes. (3 marks)
12. Regular exercise is one of the best things you can do for your health, but it should
not be at the cost of your life. Recently, Kannada film star, Puneeth Rajkumar died
of cardiac arrest and left a throng of grieving fans. Design an effective poster, raising
awareness about how excessive workout may be hazardous. (3 marks)
13. On behalf of the Department of Environment, draft a poster on the adverse effects on
the environment due to garbage burning. (3 marks)
14. You are the Secretary of Mukti−A drug de-addiction centre. Design a poster creating
awareness among the youth against the use of drugs. (3 marks)

15. A ‘Check Vehicular Pollution’ week is being organised in your community centre. Design
a poster creating awareness about vehicular pollution and inviting people to come for a
free pollution check. (3 marks)
16. Design a poster for the youth, creating awareness about the overuse of facebook.
(3 marks)
17. The reckless and selfish behaviour of people breaking the protocols of social distancing
and their unnecessary travelling left you perturbed. As Shekhar Srivastava, a responsible
citizen of Skytower Apartment, Ahmedabad, design a poster drawing attention of the
public to maintain proper etiquette to combat this virus. (3 marks)
18. A massive earthquake gave you a great jolt last evening. You have decided to educate
people about the precautions to be taken in such an hour. Prepare a poster, in not more
than 50 words, for creating this awareness. (3 marks)
19. Communal hostilities are on a rise. As a concerned social worker, design a poster, in
not more than 50 words, highlighting the importance of communal harmony. You are
Ajinkya/Ankita, Rainbow Residential School, Dadri. (3 marks)
20. You are the Secretary of the Welfare of Students Club of your school. Design a poster
creating awareness about ragging and its ill-effects. (3 marks)
zzz

8 Debate
Debate is an excellent way of exhibiting oratory skill and is particularly helpful in providing
experience in developing a convincing argument that leads to open-mindedness, critical and
logical thinking. Debate gives students a rare opportunity to take ownership over their own
intellectual development.
Initiating the skills of debating would promote and encourage the entrepreneurial culture.
While observing a debate, it is vital to talk at a pace which is fast enough to sound intelligent,
ensuring that the content is easily understood.
Format of a Debate
Q Salutation: ‘Respected chairperson, honourable judges, and my dear friends…’.
Q Introduction: ‘I am here to present my views for/against the motion…’
Q Body of the argument : May include views, facts, rebutting the statements, questions, etc.
Q Common phrases: ‘I strongly feel that…’, ‘I would like to draw your attention to…’, ‘May
I ask all present…’, ‘I wholeheartedly oppose/support…’, ‘In my opinion…’
Basic Debating Skills

Debate is an excellent way of exhibiting oratory skill and is particularly helpful in providing
experience in developing a convincing argument that leads to open-mindedness, critical and
logical thinking. Debate gives students a rare opportunity to take ownership over their own
intellectual development.
Initiating the skills of debating would promote and encourage the entrepreneurial culture.
While observing a debate, it is vital to talk at a pace which is fast enough to sound intelligent,
ensuring that the content is easily understood.
Ideal Structure of a Debate

Q Formal address
Q Introduction
Q Arguments for/against the motion
Q Conclusion
Q Formal thanks

Sample Debate
1. Should schools promote coaching institutes? Taking a cue from the points given below
and using your own ideas, write a debate speech for or against the topic, in about 120-
150 words.
O Despite CBSE’s ban, coaching centres are running classes in schools
O Teachers from coaching institutes teach subjects like physics, chemistry and
mathematics, English and physical education continue to be taught by the school

faculty.
Classes in separate sections from 8 a.m. to 12 noon for the CBSE and competitive
O
examinations.
(5 marks)
Ans. Respected Chairperson, honourable members of the jury, my worthy opponents and
dear audience, I, Bhavik Gautam, would like to speak for the motion, ‘Should schools
promote coaching institutes’?
CBSE has banned coaching centres running classes in school, yet it seems to flourish
in both public and private schools as many parents and guardians are very much in
favour of it. Firstly, if we look into the monetary aspect from the point of view of both,
then we find that both benefit from it by saving on the huge fee and regular conveyance
attached to this. Time management is the second factor. Coping with CBSE syllabus and
that of the competitive exams, yet maintaining the required attendance percentage and
keeping good health comes after. It is not possible for all parents to judge on the quality
of the faculty or time of most advertised institutes. Now, it is the school’s responsibility
to see to these factors and provide the best service at affordable cost. The safety of
the students who willingly join these extra or coaching classes beyond regular school
schedule is also their choice. Competition in some fields is so much that there can hardly
be an alternative to this for those who are ambitious and make it to the best educational
institutions.
I hope I have been able to get my point of view across to you by now.
Thank you
2. ‘Private cars should be banned in the congested commercial areas of the cities.’ Write
a debate, in 120-150 words, either for or against the motion. (5 marks)
Ans. Respected Chairperson, honourable members of the jury, worthy opponents and dear
audience. Today I, Ravi, would like to express my views for the motion, ‘Private cars
should be banned in the congested commercial areas of the cities’.
Owing to personally well managed economic policies and various schemes floated for
consumers, there are more private cars now per family than earlier days. The UN census
reveals approximately 7,00,000 people in congested commercial areas succumbing to
various types of respiratory diseases. The maintenance of some of the best buses are
not up to the mark and the size of vehicles are many a time unwieldy. Some individuals
regard it as a status symbol to flaunt their vehicles according to their rise in income. This
often results in parking spaces encroaching upon highways, where trucks and public
vehicles’ movements get clogged and bottlenecks are created. India does not have areas
demarcated exclusively for the movement of commercial transport, though a time had
been fixed to ease out complication for traffic control. Wholesale and retail markets are

most of the time an obsession for a chunk of consumers, who buy in bulk. Hence, the
incredible traffic jams that occur on weekdays add to the plight of pedestrian too, who
helplessly watch the two-wheelers taking to the footpaths to avoid the hour long wait
or snail-slow movement of traffic. It is not only the main towns or metropolises that
face this situation, but extended towns and districts too share the same fate. If there
is any accident, inadvertent heated exchanges, medical help required or if the police
have to intervene to set things right, nothing really works out because of this mesh of
private vehicles queued up. The other aspect is the infrastructure in Indian commercial
complexes that is far below international recommended norm. Therefore, unless
situations are supportive, private cars should be banned from entering or parking in
commercial areas.
Thank you
3. ‘Our large population is not a cause of poverty but an asset, a resource.’ Write a
debate, in 120-150 words, either for or against the motion. (5 marks)
Ans. Respected Chairperson, honourable members of the jury, my worthy opponents and
dear audience. Today I, Sasank, would like to express my views against the motion,
‘Our large population is not a cause of poverty but an asset, a resource.’
Be it IT jobs, sales, HR or marketing, job hunters frantically crowd at Job Fairs and
Career seminars. The literates, both skilled and semi-skilled, try their hand digitally
or knock at various doors for the so-called interview. Unemployment is, however,
a serious social issue and a major challenge for the state and central governments.
Though unemployment rate has fallen from 5.20 to 4.90 now, the agricultural sector
and agro- based industrial sector have a tough challenge. With the population reaching
to 1.3 billion and more and more hungry mouths to feed, natural and man-made
resources are unable to cope with the rising demand for food, shelter and clothing and
poverty glares at our face even in a supersonic age. 22% of our population is still below
poverty level according to official statistics. Theft, lechery, kidnapping, rape, robbery,
and burglary are in most cases committed by migrant labourers, living in slums on the
outskirts of towns and cities. Many a time, this teeming, unregistered population find
their names in the voters’ list or are used as muscle power by unethical political leaders
creating a class of hoodlums and assassins, etc.
Thank you
4. ‘It is cruel to put stray dogs to sleep.’ Write a debate, in 120-150 words, either for or
against the motion. (5 marks)
Ans. Respected Chairperson, honourable members of the jury, and my worthy opponents.
Today I, Karan, would like to express my views for the motion, ‘It is cruel to put stray
dogs to sleep’.
It’s all in the mind and of course one’s attitude and upbringing with respect to dogs.
The mongrels and curs are looked down upon, pelted with stones, kicked or beaten up
just because they do not carry a certificate to prove their breed. Initially, for a couple of
‘chapattis’, stale bread or leftover food they practise utmost loyalty to the street, lane,
pocket in which they are born and grow up naturally. Let a stranger try sneaking in
quietly, or ragpickers try their hands-on stealth, these stray dogs are the first to set a
general alarm, linking up with their kith and kin till the locality is aroused to caution
and acceptance. However, some people do not approve of the natural behaviour of
these dogs that only bark but not bite. It is true that in some localities, due to the quality

of food and care that they receive regularly, these mongrels do look presentable and
often surpass the well bred domesticated ones in some homes, hence posing a threat by
appearance to those allergic to dogs, but this by no way means that authorities have to be
intimated and dog catchers fetched to take away these loyal protectors or guards of the
locality and finally be put to sleep. Dogs by nature are harmless and man’s best friend.
We need to be less hyper and more balanced so as to co-exist with them who render
unpaid loyal service day and night till their last breath and express their gratitude to
a simple look or a polite tone as a sign of acceptance of their existence. Hence, I hope
killing of stray dogs, even legally should be banned.
Thank you
5. ‘A career counsellor (not you, yourself) is the best person to guide you in the choice
of a career.’ Write a debate, in 120-150 words, either for or against the motion.
(5 marks)
Ans. Respected Chairperson, honourable judges, my worthy opponents and dear audience.
Today I, Varun, would like to speak in favour of the motion, ‘A career counsellor is the
best person to guide you in the choice of a career’.
Career counsellors use aptitude and achievement tests to help us evaluate our interests,
skills and abilities, our backgrounds, education, training and so on to help us develop
realistic goals. They also teach us job searching skills like interviewing and networking.
They aid us with a career choice especially these days, when we are flummoxed or
frustrated with too many options before us. It is they who with their exposure and
experience guide us in the best possible direction. After assessing us through tests, they
try matching us with a field suitable for our skills and personality, creating the most
profitable match possible in terms of job satisfaction and monetary benefits. They often
work late hours to ensure a thorough and satisfactory result.
Hence, if we wish to have a scientific approach to an appropriate choice of career to
prosper and progress in life, then career counsellors are indispensable for us.
Thank you
6. ‘Social media (Facebook, Twitter, etc.) is being used to create disaffection in society.’
Write a debate, in 120-150 words, either for or against the motion. (5 marks)
Ans. Dear friends, today, I stand before you to argue in favour of the motion, ‘Social media is
being used to create disaffection in society’. These days people spend most of their time
on social media, updating all the events of their lives. Social networking on the internet
is important currently because the internet is the place to be for everything. People
head to the internet to shop, to sell things, to meet others and to find what they’re
looking for. The internet is full of social networking sites and tools that make it very easy
to connect with others. For them, it has become more important to connect to more and
more people online, rather than make actual connections in person.
It is a dangerous place for young adults or teenagers to be. For them, it is a time to
explore the world. But instead, they get addicted to social media. One can never be sure
of who the person is behind the profile that he/she has put up. We’ve even had people
committing suicides over rumours spread over some networks about their identities.
Another trouble with social media is that it makes us live for others. We want to have
more and more friends on our lists, so the world can see, and we can boast about
our ‘sociability’. This gives them undue pressure and stress. It has totally changed the
meaning of ‘friendship’. Now, people have more friends with weaker bonds, than the

other way around. People with camera phones mostly just take pictures when they go
out with friends, so they could flaunt it on social media. Although it gives us a chance to
know people from all over the world and make friends, we are losing our individuality
and our identity.
Thank you
7. ‘Gyms and fitness centres have reduced the importance of exercise in the park.’ Write
a debate, in 120-150 words, either for or against the motion. (5 marks)
Ans. Dear friends, today, I stand before you to argue against the motion, ‘Gyms and fitness
centres have reduced the importance of exercise in the park’. Nowadays, increasing
number of people are going to the gym more out of convenience and necessity to keep
themselves fit, since it is difficult to find open spaces to walk in the present model of
urbanisation.
Moreover, exercising in gym has both its pros and cons, whereas exercising in a park
is loaded with health benefits provided, one can find in the vicinity. Though going to
the gym is more attractive to the young generation as it gives a better physical health,
but it is exercising in parks which gives both physical and mental health. Fitness centres
and gyms have also become a quotient of status in the society. People going to gyms are
looked upon, whereas those going to parks are looked down on.
Another major reason for opting gym over the park is the convenient time for exercise.
In today’s busy world, people don’t have much time for health. By the time one gets back
home, it is already dark and closing time for parks. So, gyms are the best alternatives
available. Even though parks are the best medium to connect with nature and be fit,
people are shifting to gyms.
Thank you
8. ‘Homes for the aged is a necessity in India.’ Write a debate, in 120-150 words, either
for or against the motion. You are Shivam/Shivani. (5 marks)
Ans. Honourable Jury members, teachers and my dear friends. A very good morning to all
of you. Today, I am here to share my views on the topic, “Are old age homes necessary
in India?”
In today’s world, old age homes are necessary specially in India. Parents educate their
children and then they travel to different places and countries which may not suit their
parents. Hence, someone has to look after their needs. ‘Home’ here, does not mean
for the people who are deserted by their children but the people whose children are
working either abroad or somewhere else where they can’t take them along. They are
ready to pay any amount for their welfare.
In another case, if they are abandoned by their children, even then it is beneficial for
old people as old age homes provide them with security, physical and medical stability.
People can play, interact and relax at the same time. I feel, we need old age homes to
give some people shelter and to others the time of their lives.
Thank you
9. ‘Everyone should become vegetarian.’ Write a debate, in 120-150 words, either for or
Ans. Good morning! Respected teachers and my dear friends. Today, I got the opportunity
to speak against the motion, ‘Everyone should become vegetarian’.
Vegetarians are likely to face some difficulties, if they do not eat meat. One of the

difficulties is that the individuals have to pay attention to choose the correct balance
of vegetarian food that would meet energy needs. If they chose the wrong type of
vegetables, it may lead to malnutrition.
Benefits of non-veg is that high biological value protein is obtained from this diet. It is a
main source of vitamin B complex, i.e., B12. It is rich in certain amino acids which the
body cannot produce on its own. The risk of anaemia is reduced.
According to medical science, a diet constituting of sea food like fish, and eggs, sharpen
our intellect and promote the smooth functioning of our brain. This ultimately
accelerates our wisdom. Non-vegetarians have a wide range of food to choose from and
in some countries, it is difficult to find vegetarian food.
Thank you
10. ‘The government has banned the use of animals in the laboratories for the purpose of
dissection’. Write a debate, in 120-150 words, either for or against this decision.
(5 marks)
Ans. Respected Chairperson, honourable judges, and my dear friend. I stand here today,
to speak for the motion, ‘Ban the use of animals in the laboratories for the purpose of
dissection’.
Animal dissection in labs is an unethical and unnecessary part of the secondary school
biology curriculum. The millions of animals that are dissected each year in education
systems are subjects of severe animal abuse. Animals are often stockpiled on top of
one another and shipped in crowded containers with no temperature regulation, food,
or water. Animals are treated unjustly, and by conducting dissections, we fund and
promote the abuse of animals.
Millions of frogs are brought every year from the wild for dissection purposes. This means
that, along with all of the other ways humans are impacting frog species, such as global
climate change and pollution, humans are also destroying their population. In the school
curriculum, children are taught about the biodiversity crisis and all of its negative aspects.
However, at the same time, students are encouraged to contribute to it.
By continuing with animal dissections, school boards are promoting the mistreatment
of the animals.
It is not necessary for students to dissect animals in order to see what the insides of the
animals look like. If a student were to pursue a career in a field where this is needed,
they would have the opportunity to dissect human cadavers in University. However,
very few students who participate in these labs in high school will actually go down these
career paths. The only thing that an animal dissection lab teaches students is that an
animal’s life is disposable and unimportant.
Buying animals for all biology classes can be quite costly. The high school dissection sets
are also costly and are used only once or twice. The animals used for dissection are also
very costly. Children can learn dissection from programs on Discovery Science where
programs explaining detailed dissection are shown. Many educational CDs showing
dissections are also in the market. The schools can rather take help of such technology
to make the students understand how dissection takes place. This way, not only a lot of
money can be saved, but also a lot of innocent animal lives can be saved.
Thank you

11. Some people feel that electronic media (TV news) will bring about the end of print
media (newspapers). What are your views on the issue? Write a debate, in 120-150
words, either for or against this view. (5 marks)
l use of visuals on TV l authentic and fast
l not enough news for 24-hour telecast l may fabricate news
l become repetitive and dull l even scandals become news
l print media – time tested l analysed, verified news
l editorial comments l cater to all interests
Ans. Respected Chairperson, honourable judges, and my dear friends. I stand here today to
speak against the motion, ‘Electronic media will bring about the end of print media’.
We will keep on buying newspapers, that’s for sure. I feel that it is absurd to think that
there will only be online newspapers rather than a variety of options in the future.
Though I read e-newspaper every day, I do not feel satisfied till I have read a hard copy
of a newspaper. In fact, there are many like me.
It is nice to read updated news but even that can be a problem. Often the reliability of
the news is not checked and rumours get printed. Sometimes, reading online can also
be a problem. I remember how I was reading an interesting novel on the train, on my
iPad and because I hadn’t charged it, the battery ran out. It was so irritating because I
had reached almost the end and also because it was a mystery novel. A book I had with
me made my day, though earlier I was cribbing because it felt too heavy for a one-day
journey.
One of the things that drives technological changes, such as the proposition that
newspapers will go online, is not so much our ability to enforce that change as
technologists, but our desire as consumers to see it happen. I am neutral on whether
I read my stuff on a digital machine, such as a Kindle or an iPad, online or pre-
downloaded, or whether I read it on paper. But there are people who want the choice
and there is a generation that doesn’t want to adopt the digital newspaper. There are
people for whom, because of the upfront cost of the tablet technology, the idea of the
digital newspaper will never be right.
It’s not really a question of the so-called authority of paper over online journalism.
But the real issue is what the consumer wants. In the past, despite the leading-edge
technology available, the public rejected laser disc, minidisc and digital audio tape.
People just didn’t want it, and I think that is what will happen with this question. We’ve
had newspapers a long time and they aren’t going away in the near future.
Thank you
12. Consumerism is increasing day by day. Luxuries of yesterday have become necessities
of today. The result is that the more we want the more miserable we become. Write a
debate, in 120-150 words, on ‘The only way to minimise human suffering and pain is
to control our needs’. You are Navtej/Navita. (5 marks)
Ans. Respected Chairperson, honourable judges, and my dear friends. I stand here today to
speak for the motion, ‘The only way to minimise human suffering and pain is to control
our needs’.
Even when people have all they need, they feel deprived. Though they have money,
some people stare into empty cupboards or an empty refrigerator bemoaning their
circumstances.
Modern consumerism is, in part, a product of our instinct to cope with inner emptiness.
Consumerism creates the illusion that we’re rich. This is facilitated by credit cards
where one is allowed to make purchases beyond their income level. Advertisements also
reshape our desires and push us into buying things which we might not need. We are
driven to create the illusion of a pain-free life, full of choices that make us feel in control.
We need multiple choices for each and every thing, so that we feel like kings of the
universe. We need faster pain relievers, appliances to take away all inconvenience, and
communication devices to foster immediate exchange. All of these create the illusion of
complete pleasure at our fingertips, with none of the hassle of pain. When we are ruled
by this kind of physical materialism, we identify ourselves by what we have.
Since human ego is never satisfied, consumerism grows. Increased consumerism
evidently comes at a steep price. People are incurring debt and working longer hours
to pay for the high-consumption lifestyle, consequently spending less time with family,
friends, and community organisations. In the rat race to earn more, our health gets
affected and we feel stressful. Through rampant consumerism, we’ve created a monster
with a huge appetite for the planet’s natural resources. It’s depleting and polluting
the planet, impoverishing us and future generations. Excessive consumption can be
counterproductive. The irony is that less needs i.e., being satisfied can actually cure
some of these problems.
Thank you
13. Migration from villages to cities has led to the spread of urban slums. People living
in these slums lead a miserable life. Economic disparity leads to the problems of law
and order. Write a debate, in 120-150 words, on ‘Solution to the problem of misery in
the urban slums lies in creating jobs in the villages’. You are Navtej/Navita. (5 marks)
Ans. Respected Chairperson, honourable judges, and my dear friends. I stand here today
to speak for the motion, ‘Solution to the problem of misery in the urban slums lies in
creating jobs in the villages’. The vast majority of Indians, live in villages, and eke out
a meagre existence from agriculture related labour. We tend to forget the fact that
our economic prosperity and our lives in urban India are correlated. Therefore, if the
goal is India’s economic prosperity, somehow the 700 million living in some 600,000
villages of India have to have the same option of living and working in urban India
on jobs in non-agricultural sectors. Do we want a future where the majority of Indians
are urbanised and are engaged in highly productive non-agricultural sectors? We can
choose, and having chosen, we can actually make that future happen.
I believe that to prevent migration from villages to cities, we need to carry out equitable
development of rural areas. Instead of only creating job opportunities, Government
must improve the quality of slums. Government should also ensure compulsory service
in villages for its employers. This would reduce the burden on the cities and also help
these people explore the possibility of living in the village. Adoption of villages by
corporate would also help. Providing self-employment opportunities to villagers is also
a solution. Setting up small-scale industries would help reduce the misery in the urban
slums by creating multiple job opportunities. Only when these steps are taken, we can
reduce the migration from villages to cities, thereby reducing the spread of urban slums.
Thank you

14. ‘The policy of reservation of seats for admission to the professional courses is good
for the deprived sections of society.’ Write a debate, in 120-150 words, either for or
Ans. Dear friends, today, I stand before you to argue in favour of the motion, ‘The policy of
reservation of seats for admission to the professional courses is good for the deprived
sections of society’.
These days the demand for professional courses is on the rise. Professional courses have
become a way of life. These courses guarantee jobs and are usually for a short time. All
this has led to a sudden upsurge of such courses. We see every student rushing after these
courses. Since these courses are so specific, they are highly priced too. Students who
are rich can easily pay for the course and get a job. But what about the poor students?
For them getting a job is equally important. Many parents from poor homes pay for
their child’s education by doing two-three jobs. Seeing the importance and popularity
of professional courses, I think it would be good to have a policy of reservation of seats
for admission to such courses for the deprived sections of society. Only then, I feel can
equality be maintained.
Thank you
15. ‘Rising prices can be controlled only by the government.’ Write a debate, in 120-150
words, either for or against the motion. (5 marks)
Ans. Honourable Principal Sir, respected teachers and my dear friends. Today, I stand before
you to put forth my views for the motion, ‘Rising prices can be controlled only by the
government’.
India has witnessed huge economic development in the past 10 years, yet we are not
able to control inflation. It is sure that something has gone wrong somewhere. There
are many reasons for inflation in India. Increase in the cost of living, lack of control and
check over government spending, hoarding of essential commodities by greedy traders,
absence of an adequate mechanism to control and fix the prices of essential commodities
in market places are some of the reasons. The steep rise in price is not in keeping with
the income generated and this disparity is affecting the growth of individuals, and at a
higher level, that of the nation.
In order to have an egalitarian society, the government should intervene and defuse
the situation before it worsens. It is important that the government put a ceiling to the
prices of essential commodities and thus, make it affordable to the common people. The
Public Distribution System must be revamped, so that the benefit reaches maximum
number of people. Government officials should crack down on such retailers who try
to create artificial conditions of lack of commodities, thereby, increasing the price of
goods.
Some might say that the government has other important matters to consider than
to regulate market rates, others might say that the market should be governed by the
principal of demand and supply. However, it is important to remember that the principal
duty of the government is towards the public. It is important to do what is best for them.
Therefore, I believe that the rising prices can be controlled by the government.
Thank you

16. ‘The policy of no detention till Class VIII is not in the interest of students.’ Write a
debate, in 120-150 words, either in favour of or against the motion. (5 marks)
Ans. Honourable Principal Ma’am, respected teachers and my dear friends. Today, I stand
before you to put my views for the motion, ‘The policy of no detention till Class VIII is
not in the interest of students’.
Under this policy, the students up to Class VIII are automatically promoted to the next
class without being held back even if they do not get a passing grade. The policy was
implemented as part of the Continuous and Comprehensive Evaluation (CCE) under
the RTE Act in 2010 to ensure all-round development of students. The concept of CCE
imported from the West, emphasises on evaluating a child through the year, and not
just based on the performance in one or two term exams.
It was found that the detention system led to increased dropouts among students,
especially from economically and socially-weaker sections, who cannot afford costly
private education. In order to overcome this, the no-detention policy was brought in to
provide elementary school children an environment free from fear, anxiety and stress.
This would help the students learn and grow at their own pace. It would also reduce the
undue stress borne by the students due to the increasing competition among students,
parents and the educational institutions.
I feel that this policy is not in the interest of students. Since all the students are promoted
to the next class, irrespective of their learning, it will lead to students developing a
lackadaisical attitude towards studies. It also takes away the difference between good
and poor learners, since everyone is treated at par. This policy also does not take into
consideration that there can be slow and fast learners. Some students might need more
help. However, with this policy, such students cannot be helped, since everyone is the
same in the end.
I believe that detention is like a stepping stone to success. It helps students know what
is wrong and helps them grow. It is a way of monitoring learners. We need a system
of assessment where the learning outcomes are properly assessed. Therefore, I believe
that No Detention Policy is a bane for the students.
Thank you
17. ‘Brain drain is not a bane for a developing country like India’. Write a debate, in 120-
150 words, either for or against the motion. (5 marks)
Ans. Honourable Principal Ma’am, respected teachers and my dear friends. Today, I stand
before you to present my views against the topic, ‘Brain drain is not a bane for India’.
Brain drain refers to the situation when highly qualified and trained people leave a
country to permanently settle in some other country. Many of you might ask why it
should bother others if someone is going to another country. You might also feel that
brain drain might reduce the population in the country. But the truth is that with the
population other things like resources also reduce. Our government spends a lot of
money, collected from us through taxes, so that professionals progress in their respective
fields and help the country progress. But instead of that, we have students who let
the government invest money in them and then cruelly go and seek their fortunes
elsewhere. The cost of education being low in our country, we have people coming
from abroad who become professionals in their respective fields and go back and help
their country. So why is it that we are different? I think we need stringent laws where

professionals need to compulsorily work for some time in their country before going
abroad. With better economic policies, better facilities by industries and government
promoting entrepreneurship, research friendly atmosphere, better campus selections,
there is still hope for India. If proper measures are taken at a faster rate, India can be
saved!!!
Thank you
18. ‘The internet cannot replace a classroom teacher’. Write a debate, in 120-150 words,
either for or against the motion. (5 marks)
Ans. Honourable Principal Sir, respected teachers and my dear friends. Today I, Karuna,
stand before you to express my views on the topic, ‘The internet cannot replace a
classroom teacher’.
With the advent of internet, life has become really easy. All of us have time and again
taken the help of internet to collect information. In fact, it has become a lifesaver at
times. It can provide answer to all questions, provide different viewpoints on all topics
and most importantly help us learn at our own pace, without even going to the school.
It can even help students of remote and inaccessible areas. Many of you would question:
When we can find everything on the internet, why do we need teachers? This is because
teachers touch lives in innumerable ways. They are humans and give a positive impact.
Technology can never be a replacement to teachers. There are times when online
information may not be authentic. It can never replace the relationships between
students and teachers, the bond that we share with our teachers is irreplaceable. The
evaluation of internet is unbiased, but this is what is exactly required while teaching and
testing. Learning differences among students require different means of testing. Being
human and taking student’s background and level of understanding of the subject
into account is important. Remember teachers give knowledge and wisdom while the
internet only gives information. A big thank you to all our teachers for being there for
us, for giving us knowledge and wisdom, and for making us what we are today.
Thank you
19. Write a debate, in 120-150 words, either for or against the motion, ‘Capital Punishment
should be abolished’. (5 marks)
Ans. Respected jury members, teachers and my dear friends. I stand here to speak in favour
of the motion, ‘Capital Punishment should be abolished’.
Throughout history, societies around the world have used the death penalty as a way
to punish the most heinous crimes. While capital punishment is still practiced today,
many countries have since abolished it. In my opinion, death penalty guarantees that
convicted murderers will never kill again. There have been countless cases where the
convicts sentenced to life in prison have murdered other inmates and/or prison guards.
Convicts have also been known to successfully arrange murders from within prison.
There are also cases where convicts who have been released for parole after serving
only part of their sentences – even life sentences – have murdered again after returning
to society. A death sentence is the only irrevocable penalty that protects innocent lives.
I believe innocent lives should be valued over the lives of killers. Innocent victims who
have been murdered – and in some cases, tortured beforehand – had no choice in their
untimely and cruel death or any opportunity to say goodbye to friends and family,
prepare wills, or enjoy their last moments of life. Meanwhile, convicted murderers are

sentenced to life in prison – and even those on death row – are still able to learn, read,
write, paint, find religion, watch TV, listen to music, maintain relationships, and even
appeal their sentence. It can be truly said that capital punishment symbolises justice and
is the only way to adequately express society’s revulsion of the murder of innocent lives.
The death penalty is a way to restore society’s balance of justice – by showing that the
most severe crimes are intolerable and will be punished in kind.
In conclusion, I reiterate that death penalty has been used to maintain the balance of
justice throughout history, punishing violent criminals in the severest way to ensure
they won’t kill again.
Thank you

1. “Children should not participate a lot in reality shows.” Do you agree or disagree with
this viewpoint? Express your views, in not more than 120-150 words. (5 marks)
2. “Universities should accept equal numbers of male and female students in every subject.”
To what extent do you agree or disagree? Express your views, in not more than 120-150
words. (5 marks)
3. Some college and university students believe that it is important to focus solely on their
academic studies, while others see extracurricular activities, such as clubs and sports
as a valuable part of their educational experience. Which approach do you think is
the best? Express your viewpoint, in 120-150 words, to be presented in the morning
assembly. Give examples to support your argument. (5 marks)
4. “It is sometimes important for people to do things that they do not enjoy doing.” Do you
agree or disagree? Write your viewpoint for/against the motion, to be presented in the
morning assembly, in about 120-150 words. Give examples to support your argument.
(5 marks)
5. “There is no reason to study the past since we live in the present.” Do you agree or
disagree? Write your viewpoint for/against the motion, to be presented in the morning
assembly, in about 120-150 words. Give examples to support your argument. (5 marks)
6. “It is better to talk with people in person than to use other forms of communication, such
as the telephone or email.” Do you agree or disagree? Write your viewpoint for/against
the motion, to be presented in the morning assembly, in about 120-150 words. Give
examples to support your argument. (5 marks)
7. “Teenagers cannot make their own decisions; older people need to make decisions for
them.” Do you agree or disagree? Write your viewpoint for/against the motion, to be
presented in the morning assembly, in about 120-150 words. Give examples to support
your argument. (5 marks)
8. “Salaries of teachers should be based on the performance of their student.” Write your
viewpoint for/against the motion, to be presented in the morning assembly, in about
120-150 words. Give examples to support your argument. (5 marks)

9. “When people immigrate, should they adapt to the new country or customs?” Write
your viewpoint for/against the motion, to be presented in the morning assembly, in
about 120-150 words. Give examples to support your argument. (5 marks)
10. “I prefer a stable predictable life”. Write your viewpoint for/against the motion, to be
11. A person needs to earn a lot of money to be considered successful. Write your viewpoint
for/against the motion, to be presented in the morning assembly, in about 120-150
words. Give examples to support your argument. (5 marks)
12. “Entrance Test−True test of ability”. Write your viewpoint for/against the motion, to be
13. Though people say that media has no role in shaping the society, you believe that
media has a strong hold on society. It is the media which shapes the public opinion
and makes people believe/disbelieve in things. Write your viewpoint for/against the
motion, to be presented in the morning assembly, in about 120-150 words. (5 marks)
14. “In spite of scientific and technological advancement, man is still superstitious.” He has
landed on the moon and has been thinking of settling down there. But still, he consults
Pundits and Astrologers to decide on an auspicious day to send the satellite into space.
Write your viewpoint for/against the motion, to be presented in the morning assembly,
in about 120-150 words. (5 marks)
15. Your school is organising Senior Citizens Day. You have to speak in the morning
assembly about, “Senior citizens in India are being neglected by their children.” Write
your viewpoint for/against the motion, to be presented in the morning assembly, in
about 120-150 words. (5 marks)
16. After seven decades of Independence, India should remove the provision for reservation,
especially with respect to education and employment. Write a debate, in about 120-150
words, either for or against the motion. (5 marks)
17. It is a common perception that TV is the major distraction in the life of students today.
TV makes them suffer mentally and physically. That is why, television is called ‘an idiot
box’. Write your viewpoint for/against the motion, to be presented in the morning
assembly, in about 120-150 words. (5 marks)
18. You are Malika/Mahesh. You read a report in the newspaper about the disadvantages
of mobile phones and how mobile phones have become a toy in the hands of the young
and old. People hear it in the place of worship and in the classrooms when the lessons
are going on. You strongly believe that everything has its pros and cons, and it is up to
the user how to judiciously use any object. Write your viewpoint for/against the motion,
to be presented in the morning assembly, in about 120-150 words. Give examples to
support your argument. (5 marks)

19. You have interviewed many students studying in Classes XI and XII and their parents, on
academic performance. For a large number of students and parents, going for coaching
classes for competitive examinations have become an obsession. The mushrooming
coaching centres are an example of it. Though you also went for coaching in Class XI,
you feel that coaching classes are a great help and for students who need help, this is the
best way to learn. You feel that both, the students and the parents, need to understand
it. Going to a coaching centre should be a way of learning and not a means to show
which place one has trained in. Write your viewpoint for/against the motion, to be
20. Money can buy everything in life. It can buy things which bring happiness and enjoyment,
it can bring help when in need, it can also buy hospitality and hospital beds when in need.
In short, all the things which make people happy can be bought with money. Therefore,
money can buy happiness. You do not agree with this viewpoint. Write a debate, in
21. You see this cartoon in the ‘The New York Times’ and are thoroughly disturbed. The
cartoon showed members of the Elite Space Club reading a newspaper with a headline
about India’s Mars Mission.
They appear unhappy with the Indian man knocking at their door. You feel that the
western world was unable to find any fault with the Mars Orbiter Mission (MOM), and
thus, resorted to uncharitable tactics to take down India’s impressive foray into space.
You also feel that the cartoon failed to register the importance of the Mars Mission,
which is being seen as a major development in India’s Space Programme. Write your
22. Right To Information (RTI) Act is often misused by people to seek information which
is not rightfully for the public as it can create insecurity in the general public. It should
therefore be abolished. You do not agree with this viewpoint and feel that RTI is in fact
a step towards realisation of democracy, of making the general public proclaim their
rights. You also feel that this would keep the government officials on their toes and

increase their accountability to the public. Write your viewpoint for/against the motion,
to be presented in the morning assembly, in about 120-150 words. Give examples to
support your argument. (5 marks)
23. Youngsters these days do not believe in God and in fact believe more in logic. You
do not agree with this statement and believe that youngsters believe in God but do
not proclaim it in public. In fact, as a youngster, you feel that belief in God is in fact
a personal thing and need not be shown in public. Write your viewpoint for/against
the motion, to be presented in the morning assembly, in about 120-150 words. Give
examples to support your argument. (5 marks)
24. You have been asked to participate in a debate competition on the topic, “Community
service once a week should be introduced in all the schools and should be graded”.
Write your viewpoint for/against the motion, to be presented in the morning assembly,
in about 120-150 words. (5 marks)
25. The HRD Ministry recently replaced German with Sanskrit as the third language in
Kendriya Vidyalaya schools. According to the latest news, HRD Ministry is looking at
how “foreign languages can be prescribed as an additional tool” in a “highly competitive
world” and whether the three-language formula should be “debated”. Write your
26. “Homework should be abolished from the School Curriculum”. It is an unnecessary
burden. Rather than becoming a challenging activity which is supposed to refine the
skills and concepts learnt in school, it is becoming more of a stressful activity not only
for the children but also for the parents. Do you agree or disagree? Write your view
points for/against the motion, to be presented in the morning assembly, in about 120-
150 words. (5 marks)
27. Modern lifestyle means that many parents have little time for their children. Many
children suffer because they do not get as much attention from their parents as children
did in the past. Do you agree or disagree? Write your view points for/against the motion,
to be presented in the morning assembly, in about 120-150 words. (5 marks)
28. Taking a gap year between finishing high school and starting university has many
advantages. Do you agree or disagree? Write your view points for/against the motion,
to be presented in the morning assembly, in about 120-150 words. (5 marks)
29. Using a computer every day can have more negative than positive effects on your
children. Do you agree or disagree? Write your view points for/against the motion, to
be presented in the morning assembly, in about 120-150 words. (5 marks)
30. Computers and modems have made it possible for office workers to do much of their
work from home, instead of working in offices every day. Working from home should
be encouraged as it is good for workers and employers. Do you agree or disagree? Write
your view points for/against the motion, to be presented in the morning assembly, in
about 120-150 words. (5 marks)

31. Nowadays, many students have the opportunity to study for part or all of their courses
in foreign countries. While studying abroad brings many benefits to an individual
student, it also has a number of disadvantages. Do you agree or disagree? Write your
view points for/against the motion, to be presented in the morning assembly, in about
120-150 words. (5 marks)
32. In some countries, young people are encouraged to work or travel for a year between
finishing high school and starting university studies. Give your viewpoint for or against
the motion, in about 120-150 words. (5 marks)
zzz

9 Speech
The purpose of a speech is to convey one’s thoughts or opinions, share information with
or spread awareness among a large number of people.
A good speech has clarity of thought and expression, accuracy of facts and an unbiased
view of issues. Keep the speech to the point.
INTRODUCTION
l Get attention
l Preview the topics and main ideas
l Establish credibility as a speaker
BODY
l Discuss your main ideas
l Include sub-points along with main
points
l Make sure your main points are
related to each other
l Include cohesive markers. Check for
coherence
CONCLUSION
l Sum up all your key points

l Give a good closing statement

Sample Speech
1. On the occasion of International Museum Day, prepare a speech, in about 120-150
words, for the morning assembly, on the role of museums in preserving history and
heritage. Also, mention how students can benefit from visiting museums. You are
Karuna/Karan. (5 marks)
Ans. Good morning, respectable Principal Madam, teachers and my dear friends! Today I,
Karan, would like to deliver a speech on the role of museums in preserving history and
heritage.
Today is ‘International Museum Day’ and we need to remind ourselves about the rich
cultural heritage of India from Kanyakumari to Everest Peak. Preservations of artefacts
and exhibits of care value, unearthed by archaeologists at various sites, prove to be
an invaluable source of information which many historians can with authenticity, jot
down in books for handing down facts discovered about lost civilisations or kingdoms.
These not only encourage more excavations but also, an eagerness among scholars
and researchers to hunt for more concrete information for verification of historical
facts which are already accepted. The Egyptian mummies, the Indus Valley Civilization
tools, the parts of the sunken Titanic arouse more and more curiosities. This in turn
helps students to develop pride in their cultural heritage. This also becomes a part of a
student’s informal education and helps in the holistic growth of a student.
Thank you
2. As Mukul/Mahima of Alps Public School, write a speech, in about 120-150 words, to be
delivered in school assembly highlighting the importance of cleanliness suggesting
that the state of cleanliness reflects the character of its citizens. (5 marks)
Ans. Good Morning!
Respected teachers and my dear friends. Today I, Mahima of Class XI of Alps Public
School am here to share my views on the topic, “Importance of Cleanliness”.
It has been rightly said that “Cleanliness is next to Godliness”. The term cleanliness
implies the absence of dust, dirt garbage or waste, etc. If one wants to be healthy and fit,
a healthy environment is necessary. It is important for everyone’s mind and body as well
as spirit, like water and oxygen. The dirty environment affects the health of the people.
The state of cleanliness reflects the character of its citizens. We can take a live example
of today, when people travel in metro train, they never litter their surroundings, but
once they come out of that vicinity, they hardly care. This habit shows their character.
If we keep our surroundings clean, it will help in the nation-building exercise too as it
will attract more tourists in the country.
Awareness of the cleanliness is the need of the hour in our country where diseases like
viral fever, swine flu, malaria, jaundice, etc. are spreading fastly. The awareness camps
should be organised by government, private organisations and NGOs, and people, to
make the areas neat and clean. People in society and community should organise rallies.
The revolution of ‘Clean India Campaign’ is progressively making us aware. We have to
continue it by understanding the motto, “Importance and Necessity of Cleanliness”.
Thank you

3. The recent rise in incidents of violent behaviour of students is a matter of concern for
all. The problem can be cured if students learn how to manage anger. Write a speech
on the topic, in 120-150 words, to be delivered in the school morning assembly.
(5 marks)
Ans. Good Morning!
Respected teachers and my dear friends. Today I, Romila of Class XI am here to deliver
my views on the topic, “Violence Among Students”.
Recent news of the students’ aggressiveness within the educational institution makes
everyone think over it, how violent today’s students are. Be it the school premises or
any other place, they are unable to control their anger. On trivial issues, they become
temperamental and deal with vandalism.
Why do these students have such hostile and antagonistic approach? There are so many
reasons. The ‘low self-esteem’ among the students gives way to fear of failure, as a result,
they become frustrated and adopt combative attitude. They want to be the centre of
attraction by showing their authority, covering their deficit in other areas of skills. They
don’t know how to manage their anger. These are the students classically regarded as
‘Problem Students’. They often have Attention Deficit Hyperactivity Disorder (ADHD)
and show verbal aggression such as arguing, cut-down, threats, bossing, sarcasm and
teasing. On the other hand, they show physical aggression exhibiting actions like
kicking, lifting, fighting, hurting others, and destroying things and objects as well.
This problem can be curbed by teaching them how to manage anger through
introspection, meditation and counselling. Focus should be on moral science and anger
management for these students. Parents of these students should be given tips on
how to deal with patience and love. They should be taught to adopt helping attitude.
They should be appreciated for the task given to them rather than reprimanding and
insulting them before other students. They should be made to come out of their shell of
violence through love and care, and giving them what they desire.
Thank you
4. Your PGT English Ms. Geetha is a short story writer also. ‘Sky is not Far’ is a collection
of her latest short stories. This book has won a national award. Write a speech, in 120-
150 words, to deliver in her honour in the morning assembly. (5 marks)
Ans. A very good morning to Principal Sir/Ma’am, respected teachers and dear friends. I,
Anita, would like to speak about our PGT English, Ms. Geetha, a national awardee for
her collection of short stories, ‘Sky is not Far’.
Ma’am has had this literary talent for a long time. Many of us have already been made
familiar with her publications earlier too. We were touched many a times, when in our
Literary Club, she read out some of her short stories and requested us to write scripts to
enact them in various functions in our school, in the special assemblies and on two annual
day programmes. The themes of her stories are child labour, old age crises, girl child,
women empowerment, necessity of ethics for binding family members, compatibility,
love for nature and so on. Her lucid style, simple language, credible characterisation
must have moved the jury to select her collection for the National Award. We are proud
of Geetha Ma’am as she is an inspiration for us, who wish to follow her footsteps. Let’s
hope with the passage of time, she is endowed with more and more awards.
Thank you all. Have a nice day.
5. As a Principal of your school, you have found some students reaching school late in
the morning, coming late to their classrooms after recess, and returning lazily to the
theory class after doing practicals in the laboratory. Write a speech, in 120-150 words,
that you will deliver on the importance of discipline and punctuality in life. (5 marks)
Ans. Good morning students and my dear colleagues. Having noticed the current state of
discipline followed by the students, it has become imperative for me as the Principal of
this school to enlighten all of you on the significance of discipline in our lives to become
successful in our pursuits. Discipline, as understood by most of us, is not about putting
ourselves under constraint; it is not about curtailment of freedom but about taming
the mind in order to channelise our energies toward goals of greater happiness of life.
Discipline leads to consistent enjoyment of freedom, since it is synonymous to organised
life. Discipline begins with punctuality. Being punctual means doing the right thing at
the right time. Punctuality ensures that our efforts get due recognition and reward.
Discipline is a virtue. Lack of it can easily fail even the most experienced and
knowledgeable person. It is essential for all of us in our respective pursuits to obey
certain rules and regulations, be it a homemaker at home, student in school or college,
soldier in a battlefield, player in playground, administer in administration, etc. It
demands self-control and dedication. However, discipline is an art of living life which
could be honed only by practising your do’s and don’ts according to your priorities
in life. Therefore, I would expect all of you to make it a part of your life and see the
change in yourself.
Thank you
6. You are Suraj/Sandhya of Gargi Senior Secondary School, Delhi. Games and Sports
should be made compulsory in schools. Write a speech for morning assembly on
the ‘Importance of Games and Sports in Personality Development’, in about 120-150
words. (5 marks)
Ans. Good morning to one and all. Honourable Principal Sir, respected teachers and my
dear friends. Today I, Sandhya, would like to share my views on the topic, ‘Importance
of Games and Sports in Personality Development’.
Sports and games play a great role in developing our physical fitness. Playing a sport is
undoubtedly a fun activity. But did you know that regular sporting activities not only
take care of our physical fitness but also enhance our personality and help in maintaining
our mental well-being? To top it all, it’s also a great source of entertainment!
It helps develop leadership qualities too and foster a sense of team spirit. Sports
inculcate a sense of competition and help deal with success and failure with a positive
spirit. Games and sports also help in the development of social skills. It teaches us
to interact with people, communicate with them and collaborate as a team. It fosters
collective thinking and harnesses your planning and delegation skills too. It is more
joyful than sitting in front of a stationary computer and chatting. Sports make us active,
agile and alert. So, don’t just sit and chat during the games period. After all, it has so
many benefits for the body, mind and soul.
Thank you
7. You are Head Boy/ Head Girl of your school. Write a speech, in about 120-150 words,
on the relevance of good etiquette and cultured behaviour. (5 marks)

Ans. Good morning to everyone present here. Today, as the Head Boy of the school, I stand
before you to deliver a speech on the relevance of good etiquette and cultured behaviour.
I ask you all, what is the purpose of education? Is it to simply read, write and calculate
or is it to develop our minds in a way that we can conduct ourselves as responsible
citizens who can work for the progress of this great nation? I am sure you would go with
the second option. And that is because we all know that to teach manners and the way
we treat our fellow beings is what reflects how educated we are.
Be it at home, at school, on the street or anywhere else, good manners are respected
everywhere and they reflect well on your upbringing. Greeting teachers courteously,
showing respect to your seniors and care towards your juniors are only some little ways
in which you can become responsible members of the society. Every member of the
audience would agree with me when I say that we all always want to be treated with
respect. And to get respect, we need to give it. Therefore, it is always my humble appeal
to all present here to conduct yourself appropriately.
Thank you
8. Recent rains and consequent water-logging have increased the risk of malaria and
dengue. Write a speech, in 120-150 words, to be delivered in the morning assembly
advising the students on prevention of and protection against these ailments and
the steps that the school has taken to prevent mosquito breeding in and around the
school. Imagine you are the Principal of the school. (5 marks)
Ans. A very good morning to my colleagues and dear students. It is more a good morning
today, because after so many days, finally today, it is not raining. It is nice to be out in
the sun but dear children, we need to be really careful. Recent rains and consequent
water-logging have increased the risk of malaria and dengue. Be it your school or home,
the conditions are the same. At school, fogging has been done by municipal authorities.
As you can see, the school looks cleaner today. We had employed more workers to get
the school compound and its surroundings clean. I know it is still the summer uniform
time. But to protect ourselves from dengue and malaria, it is important that full-sleeve
clothes are worn. From tomorrow, you all have to wear your winter shirt, along with
trousers. Do not worry, all this is only till this risk of dengue and malaria is present. At
home also, you can take preventive measures. Do not allow water-logging in or around
your homes, in ditches, drains, potted plants, etc. Maintain cleanliness, so that diseases
can be kept at bay. If you are not using water coolers at home, ensure that they are
dry and clean. Also try and use mosquito nets, mosquito coils, repellents, etc. After all,
prevention is better than cure. Let us endeavour to make ourselves less susceptible to
dengue and malaria.
Thank you
9. Although students have been using cell phones consistently in their daily lives for
almost a decade, schools continue to resist allowing the devices into the classroom.
Schools generally grapple with new technologies, but cell phones’ reputation as a
nuisance and a distraction has been hard to dislodge. Using information given below,
prepare a speech, in about 120-150 words.
O encourage the non-educational use of devices in school
O they will be a significant distraction for teachers and students
O a potential tool for cheating

O could encourage cyberbullying
O BYOD-Bring Your Own Device is gaining momentum as a learning tool
O can be cost effective
O banning any type of technology may foster inequity
O develop rules for how students physically handle the device in the class (5 marks)
Ans. Good morning to one and all. Honourable Principal Sir, respected teachers and my dear
friends. Today I, Shalini, am here to share my views on ‘Mobile technology in schools’.
Of late, a new teaching-learning tool has come in our midst—the mobile devices. Critics
believe that allowing these devices will only encourage their non-educational use in
school. They feel that they will be a significant distraction for teachers and students.
They also feel that it is a potential tool for cheating.
But I feel that if used judiciously, its benefits outweigh its negative points. These days,
it has stopped being only a toy for entertainment and has in fact gained momentum as
a learning tool. Students are more motivated to finish lessons on mobile devices than
through traditional textbooks and workbooks. Using mobile technology makes students
get more involved in classes. They correct mistakes in real time and are more excited
to do the task. It is also cost effective for schools who need not purchase technology for
students. Teacher authority might be undermined when mobile technology is allowed
in classroom. But at the end of the day, the job of the teacher is to be the simulator and
to guide the students. The only thing that changes is the traditional books. When used
the right way, mobile technology has the potential to help students learn more and
comprehend that knowledge. Though in India, not every student has a mobile at home.
We can use this technology to make learners aware of how mobiles can be used for
more than just to play games or to listen to music. Privacy issues should be considered
and tracking of cookies should be done. All this will facilitate proper learning and help
learners not to deviate from the goal.
Thank you
10. The use of tobacco in cigarettes and other forms is a great health hazard. People do
not pay much heed even to the statutory warning on cigarette packs. On the occasion
of ‘No Tobacco Day’ write a speech, in about 120-150 words, about the hazards of
tobacco, giving arguments for your stand. You are Shalini/Suraj of Greenfields Public
School. (5 marks)
Ans. Good morning to one and all. Honourable Principal Sir, respected teachers and my
dear friends. Today, I, Shalini, am here to share my views on the ‘Hazards of Tobacco’.
Tobacco no matter which form it is, like cigarettes (even light or filtered), cigars, chewable
tobacco or huqqa, is a silent killer. Though tobacco does not kill anyone directly, the large
number of toxic chemicals including nicotine that are found in such products cause
various illnesses. Of these, prominent are various pulmonary and pregnancy related
complications. The most notable ill effect is cancer. Many people might say that they are
healthy and young. They would quit later on in life. However, they fail to understand
that smoking is similar to corrosion. It is a slow but irreversible process. The death rate
of smokers is twice than that of non-smokers. People who smoke compromise with their
life. They have bouts of cough with phlegm, feel weak and have a low stamina, become
breathless easily and so on. People do not pay much heed even to the statutory warning
on cigarette packs. Non-smokers also fall victim to second hand smoke and suffer from

various deadly diseases. At the end, I would like to say, ‘Quit tobacco, live long!’ It is the
best gift you can give to yourself and your family.
Thank you
11. Due to incessant rains during the past few weeks, the Army has launched ‘Operation
Megh Rahat’ in Naoshera, Rajouri, Thanamandi and Poonch districts of Jammu and
Kashmir in coordination with the civil authorities for search, rescue and relief of
people. Taking cue from the picture, write a speech, in about 120-150 words, to be given
at the Republic Day programme in your school, applauding the role of the army and
the need to boost their morale. You are Shalini/Suraj of Greenfields Public School.
(5 marks)
Ans. Great are the heroes who lay down their lives fighting for the country. Also great are
those, who without caring for their own safety help people in the hour of need.
Good morning to one and all. Honourable Principal Sir, respected teachers and my
dear friends. Today I, Suraj, am here to express my views about, ‘Our Indian Army’.
Our heroes, the army men fight at the border for the country. Be it rain, snow or
thunderstorm, they are forever there to help us lead a safe life. We sleep without fear
every night, without thinking of an impending attack by the enemy; all thanks to them.
These heroes spend sleepless nights at the border to ensure that we sleep peacefully.
Not only at the border, these men also coordinate with the civil authorities for search,
rescue and relief of people. Be it the incessant rains in Uttarakhand, Mumbai, Tamil
Nadu and Jammu and Kashmir or the floods in Assam and Bihar, we find the army
always at the forefront, searching and rescuing people. Just like a true friend, they are
always there in the hour of need. Due to incessant rains during the past few weeks,
the Army has launched ‘Operation Megh Rahat’ in Naoshera, Rajouri, Thanamandi and
Poonch districts of Jammu and Kashmir in coordination with the civil authorities for
search, rescue and relief of people. We find many other such programs to help the
civilians. Let us not forget these people when we see them on the road. A simple smile
and ‘Thank You’ when you see them will help a long way. It will boost their morale.
On this Republic Day, let us all salute these great men who help us live peacefully
every day.
Jai Hind

12. Write a speech, in 120-150 words, on ‘Benefits of early rising’ to be delivered by you in
the morning assembly of your school. You are Karuna/Karan, Head Girl/Head Boy.
(5 marks)
Ans. Honourable Principal Ma’am, respected teachers and my dear friends. Today I, Karuna,
stand before you to express my views on ‘Benefits of early rising’. All of us have heard
the famous saying “Early to bed and early to rise makes a man, healthy, wealthy and
wise”. But how exactly is rising early beneficial?
An early riser has many advantages over the late riser. In early morning, nature is
at its best. Early rising enables us to breathe fresh morning air and enjoy a variety of
natural sights which a late riser can’t even dream of. The early riser finds time to do
exercise, yoga and meditation, which are most beneficial when done in the morning. It
will keep the person calm, happy and energetic throughout the day. Early rising enables
us to start our day’s work early when the mind is fresh and there are no distractions.
It also helps to plan out our day which is not possible for a late riser who would be
virtually running to get things done. It is also said that whatever is studied early in the
morning is retained for a longer time. The early riser has no hurry to do his work. They
have sufficient time to do their work thoroughly. You can also help your parents with
household chores. With all these benefits of rising early, I am sure all of us should start
rising early. After all, it is the early bird that catches the worm.
Thank you
13. Write a speech, in 120-150 words, on the topic, ‘Library plays an important role at
school’. It is to be delivered in the morning assembly. You are Karuna/Karan, Head
Girl/Head Boy. (5 marks)
Ans. Respected Principal Sir, teachers and my dear friends. Today I, Karuna, stand before
you to present my views on the importance of library at schools.
The school library is integral to the teaching and learning process. It facilitates the work
of the classroom teacher and ensures that each student has equal access to resources,
irrespective of home opportunities or constraints.
The modern trend in education is to encourage students to collect their own information
from various sources. From this point of view, reading in a library itself is a part of
school education.
A library is indispensable for modern methods of teaching such as problem-solving
method, project method, assignment methods, supervised study, etc. Thus, a library
is the hub of intellectual activity in a recognised school and plays the same part, for all
subjects, as does a laboratory for science subjects, or a workshop for technical subjects.
Not only for academic purposes, for earnest readers too, school library is a boon. In
today’s age, where the reading habit is dying fast, it helps in cultivating reading habits
from a young age itself. Reading forms character of a person. What better place to start
such a good habit, than our very own school library. Let us resolve to use our school
library to the full, for that is what can make us not only intellectuals but also good
individuals.
Thank you

14. Write a speech, in 120-150 words, on the topic, ‘A student must know how to manage
his time’. It is to be delivered in the morning assembly. You are Karan/Karuna, Head
Boy/Head Girl of the school. (5 marks)
Ans. Good Morning everyone. Respected Principal Sir, teachers and my dear friends. Today
I, Karan, stand before you to express my views on ‘Time Management’. This my friends
is important for all of us. Especially with the board exams and entrance exams round
the corner, I feel it is only appropriate to stress on this most important commodity–
Time. It is a challenge to score well in board exams as preparation for entrance exams
are also going on. For my friends who would not be taking the boards this year, well,
managing time is equally important for all of you as well. Time management is the
way one organises and plans how much time is required for specific activities. Good
time management leads to greater productivity and efficiency; a better professional
reputation and lesser stress. It also leads to better opportunities. Poor time management
can lead to missed deadlines, inefficient workflow and a stalled career. One needs to
understand and control the interruptions and judiciously manage time. Set your goals
and work hard towards achieving them. The most important way to manage time is to
stop procrastinating – Stop saying ‘I will do it later’. There is never a better time than
now. I hope we all have learnt the value of time. Now, without wasting more of your
precious time, here is wishing you all the best for all the exams.
Thank you
15. Write a speech, in 120-150 words, on the topic, ‘Discipline shapes the future of a
student’. It is to be delivered in the morning assembly. You are Karuna/Karan.
(5 marks)
Ans. Honourable Principal Sir, respected teachers and my dear friends. Today I, Karuna,
stand before you to express my views on the topic, ‘Discipline shapes the future of a
student’.
Discipline means order or code of behaviour. It is the key to success. One needs to
inculcate a sense of duty and obedience in life to be successful. Self-discipline is essential
not only in student life but in all walks and ages of life. The absence of a structure in life
leads to absolute chaos and confusion in life. Self-discipline needs to be inculcated early
in life. It helps to promote restraint, and builds self-confidence. It balances personality
and inculcates good work ethics. Discipline is a must, whether we are at school or at
home. In today’s life, where there is a cut-throat competition and time is extremely
precious, self-discipline is the most essential quality. Through self-discipline will come
concentration, which will in turn help a student to scale new heights. Discipline includes
a system in our personal and public life. It creates an order, that is easy to follow. With
order comes structure, time management, and a systematic rhythm of our lives. So,
from today, let us aim to be more self-disciplined.
Thank you
16. Write a speech, in 120-150 words, to be delivered in the morning assembly on the
topic, ‘Water, a valuable asset, conservation at home and at school’. You are Karuna/
Karan. (5 marks)
Ans. Imagine a time when water becomes so costly that we have to pay to use water for our
daily needs. Imagine how it would be to pay through our noses for drops of water.
Whether such a situation remains a fantasy or becomes a reality is up to us.

Honourable Principal Sir, respected teachers and my dear friends. Today I, Karuna,
stand before you to present my views on the topic, ‘Water, a valuable asset, conservation
at home and at school’. Water is the unique source of life. Without water, we cannot
imagine the life here. Water is considered an endless source of renewable energy,
but what if we keep on wasting it and one day it becomes a non-renewable source?
With most of the organisms on this planet dependent on water for living, would it
not lead to a war? Already many communities around the world are running out of
water. Construction of desalination plants, reservoirs or importing water seem as costly
remedies, but this would be the only solution left if we do not take immediate measures
to conserve water at home and at school. Simple measures like closing the tap when not
in use and saving water from contamination would help. We can save water at home by
making smart choices like rainwater harvesting and recycling of water. Everyone should
be aware of the water shortage rules and restrictions and strictly follow them their own
area. Water conservation techniques should be promoted on every news media, such
as TV, newspaper, radio, FM, community newsletters, bulletin boards, banners, etc.
People should be more active in their area to report (to their owner, local authorities,
water management of district) any problems related to water loss through broken pipes,
errant sprinklers, open hydrants, abandoned free-flowing wells, etc. With all these
measures, we would surely be able to conserve water for our future generations.
Thank you

1. Nothing is perfect in this world. We all agree. Yet when it comes to the physically
challenged, we forget this and treat them differently. Many such individuals are far
better than able-bodied people in many respects. Write a speech, in about 120-150
words, expressing your concern on the same, urging people to treat everyone with the
same respect. Give examples of individuals, who have excelled despite their disabilities.
You are Kamla/Karim. (5 marks)
2. Your thinking is different from your parents about food, films and lifestyle. Prepare
a speech on ‘Generation Gap—A Myth or Reality’, in about 120-150 words. You are
Hema/Haytham Singh. (5 marks)
3. Though people feel that ‘brain-drain’ is a phenomenon that India faced quite a few years
back, you feel that it is still prevalent in the country. Write a speech in about 120-150
words, expressing your concern on the same. You are Gehna/Govind Kakkar. (5 marks)
4. India is known for its ethics, values and family system. In our country, youngsters live
with their parents till they are old enough to take care of themselves. In most of the
families, youngsters continue living with their parents, so that they can take care of them
in their old age. This was the trend prevalent in our country since many years. But of
late, Indians have started aping the west in this trend too. We see many youngsters
moving their parents to old age homes when their parents are not able to take care
of themselves. Using information from the question, write a speech, in about 120-150
words, for the morning assembly expressing your views and suggestions on the topic.
You are Fatima/Farhan Rathore. (5 marks)

5. India is a tourist hub. Many tourists visit India for its natural beauty, food, culture and
its monuments. To promote tourism and to cater to the needs of the tourists, Indians
have started looking up at the culture of the tourists and in fact have started adapting
the various ways of the culture of the tourists. Write a speech, in about 120-150 words,
to be delivered in the morning assembly expressing your concern on the topic, ‘Tourism
destroys the culture of a place’. Use specific details and examples to support your
speech. You are Evelyn/Edward Bose. (5 marks)
6. You see the children in your school paying less attention to cleanliness these days. As the
Principal, you are quite concerned and would like the children to understand and learn
the importance of cleanliness. You would also like to make them aware of the Swachh
Bharat Abhiyaan. Write a speech, in about 120-150 words, to be delivered in the morning
assembly expressing your views on the same. You are Daisy/Dinesh Shah. (5 marks)
7. You are concerned about the rising number of crimes against women. You feel that the
society needs to change its outlook and embrace women whole-heartedly. You feel that
it is more important to give respect to women than giving reservations. Upliftment of
women is required but treating them as humans is more important. Write a speech, in
about 120-150 words, expressing your views on ‘Empowerment of Women’. You are
Bela/Bala Subramanian. (5 marks)
8. Many cricket lovers have ridiculed India for not winning the World Cup. They feel
that India did not put in enough efforts. You feel that Indians need to understand that
sportsmanship is important. Playing well is much more important than winning and
you feel that the Indian team put in their best efforts. Write a speech, in about 120-150
words, expressing your views on the same. You are Asha/Armaan Jain. (5 marks)
9. Regular practice of yoga can help in maintaining good health and even in the prevention of
many ailments. Write a speech, in 120-150 words, to be delivered in the morning assembly
on the usefulness of yoga. You are Fatima/Fernandes. (5 marks)
10. You worked on a group project and found that some members didn’t contribute much
and got a “free ride”. They were rewarded if the team did a good job. The members
who put in a lot of efforts were not given any recognition. You also feel that certain
major decisions take time since group work requires taking everyone’s perspective as
compared to when only a single individual is involved. Write a speech, in about 120-150
words, expressing your views on ‘Individual work is more beneficial than group work’.
You are Shyama/Rahim. (5 marks)
11. These days English has become an important part of our lives. Be it, to meet workplace
demands, to interact with various people in our multi-lingual society or just for the sake
of it, English learning has become paramount. Write a speech, in about 120-150 words,
expressing your views on ‘Importance of English in the Present World’. You are Rama/
Ram. (5 marks)
12. People in India by and large are very religious. Almost all our schools begin their
activities with a morning prayer. Write a speech, in 120-150 words, to be delivered in
the assembly on the importance of morning prayers in the life of human beings. You are
Ajay/Veena Yadav. (5 marks)

13. Social networking sites and various mobile applications are making a slave of humans.
People these days are addicted to them and have hardly any time for real social
interaction. Write a speech, in about 120-150 words, expressing your views on ‘The
impact of various social networking sites and mobile applications on real human
interaction’. You are Lata/Lidwin. (5 marks)
14. Parents these days give more importance to small things like money, business, career
and education than teaching their children the basics of life like respecting elders, being
compassionate to others, being sensible, etc. In the future, these things matter more than
how many marks a child has scored or what education a child had. Write a speech, in
about 120-150 words, expressing your views on the topic, ‘People pay too much attention
to the less important things in life and fail to see the larger issues’. Use specific reasons and
details to explain your opinion. You are Mohini/Mohit Mehrotra. (5 marks)
15. You are Ajay/Anu, Head Boy/Head Girl of Kendriya Vidyalaya, Kanpur. You have seen
some students of junior classes littering the school compound and verandas with tiffin
left-overs. It makes the school look unclean and untidy. Write a speech, in 120-150
words, to be delivered in the morning assembly, advising such students to keep the
school neat and clean. (5 marks)
16. In your school, many children and parents worry about what career choices will be
available for the children. As the counsellor, you have in fact met some children who
were clueless about what to do and were even contemplating suicide because of anxiety
about their future. All this has got you worried and you decide to address the Class XI
students next day in the morning assembly. Write a speech, in about 120-150 words,
expressing your views on this issue. Use specific reasons and details to explain your
opinion. You are Neha/Namrit Malhotra. (5 marks)
17. A recent health check-up in your school revealed that many among your classmates
were suffering from weak eyesight. You feel concerned. Write a speech, in 120-150
words, to be delivered in the morning assembly on how to protect your eyesight. Make
use of the following clues: (5 marks)
O reading in bad light
O bad posture
O wrong direction from which light is coming
O excessive TV viewing
O regular washing of eyes
O eat more green vegetables
O enough sleep
18. Loudspeakers, bands, etc. create a lot of disturbance at all hours of day and night
specially for the students and the sick. Write a speech, in 120-150 words, on ‘The
Rising Noise Pollution’, to be delivered by you in the prayer assembly. You are Saurabh/
Shobha. (5 marks)
19. Nowadays, just about everyone owns a cellphone but most of the users do not follow
even the basic rules of cellphone conduct. They are seen speaking loudly, taking a
phone call in the middle of a meeting or even a funeral, etc. Write a speech, in 120-

150 words, to be delivered in the assembly of your school to apprise fellow students on
cellphone etiquette. (5 marks)
20. You are Ram/Ranjan, a nutritionist. You have been invited to speak on ‘Healthy Food’.
Prepare a speech, in 120-150 words, pointing out how healthy food contributes to
physical and mental well-being. (5 marks)
21. Children usually come to school without taking breakfast in the morning. This habit
affects the performance of students in academics and sports adversely. Write a speech,
in about 120-150 words, to be given in your school assembly giving the benefits of
taking breakfast. (5 marks)
22. The use of computers is becoming very popular in every sphere of life in India. Write
a speech, in about 120-150 words, emphasising the advantages of using computers in
everyday life. (5 marks)
23. Of late you have read a lot of newspaper reports on the cases of violent behaviour by
school children. Some instances have been quite injurious and harmful to the victims.
You are shocked by these accounts and decide to share your views with your schoolmates.
Write a speech for the morning assembly on the topic, ‘Growing violence in children:
causes and remedies’. You are Tushara/Tushar. (5 marks)
24. Tests and examinations are a central feature of school systems in many countries. Do
you think the educational benefits of testing outweigh any disadvantages?
Write a speech, in about 120-150 words, for the morning assembly on the importance
of tests. Also, suggest solutions. You are Shivi/Shivalik. (5 marks)
25. In today’s competitive world, many families find it necessary for both parents to go
out to work. While some say the children in these families benefit from the additional
income, others feel they lack support because of their parents’ absence. Since your
parents were working, you realise that having working parents is advantageous for
children. Write a speech for the morning assembly, in 120-150 words. You are Ruhina/
Ratan. (5 marks)
26. Some people say that advertising encourages us to buy things that we really do not
need. Others say that advertisements tell us about new products that may improve
our lives. You love advertisements and feel that advertisements are just a means of
presenting one’s products and the final decision lies with the consumer. Write a speech
for the morning assembly, in 120-150 words. You are Priya/Piyush. (5 marks)
27. Some people think that family is the most important influence on youngsters. Other
people think that friends are the most important influence on youngsters. You feel that
since youngsters spend more time with their family, they have more influence on them.
Write a speech, in 120-150 words, expressing your views on the same. You are Omana/
Oren. (5 marks)
28. Holi is a festival of colours. It expresses pure and simple joy. Sometimes, we start
throwing coloured water and that too on strangers. As the Head Boy/Head Girl of your
school, write a speech, in 120-150 words, that you will deliver in the morning assembly
of your school, describing why Holi is played and how it should be played. (5 marks)

29. You are concerned about the cleanliness of parks, roads and even your school premises.
In spite of various measures taken by local and school administration, lack of cleanliness
is still a problem. You are Namita/Keshav. Prepare a speech, in 120-150 words, to be
delivered in the morning assembly of your school on the topic, ‘Cleanliness is the
Responsibility of All’. (5 marks)
30. Regular practice of yoga is useful in maintaining good health. It is also important for
good concentration and peace of mind. You are Shivam/Shabnam. Write a speech, in
120-150 words, to be delivered in the morning assembly of your school, highlighting
the impact of yoga in our life. (5 marks)
zzz

SECTION–C
LITERATURE TEXTBOOK AND
SUPPLEMENTARY READING TEXT
HORNBILL: PROSE
1. THE PORTRAIT OF A LADY —KHUSHWANT SINGH
2. WE’RE NOT AFRAID TO DIE...
IF WE CAN ALL BE TOGETHER —GORDON COOK AND ALAN EAST
3. DISCOVERING TUT: THE SAGA CONTINUES —A.R. WILLIAMS
4. THE ADVENTURE —JAYANT NARLIKAR
5. SILK ROAD —NICK MIDDLETON
HORNBILL: POETRY
31 MARKS
1. A PHOTOGRAPH
2. THE LABURNUM TOP —TED HUGHES
3. THE VOICE OF THE RAIN —WALT WHITMAN
4. CHILDHOOD —MARKUS NATTEN
5. FATHER TO SON —ELIZABETH JENNINGS
SNAPSHOTS
1. THE SUMMER OF THE BEAUTIFUL
WHITE HORSE —WILLIAM SAROYAN
2. THE ADDRESS —MARGA MINCO
3. MOTHER’S DAY —J.B. PRIESTLEY
4. BIRTH —A.J. CRONIN
5. THE TALE OF MELON CITY —VIKRAM SETH
HORNBILL: PROSE
1 The Portrait of a Lady

—Khushwant Singh
Introduction
This is a story written by one of the most prolific writers in India. It symbolises human relationship, and
puts across the concept of the ‘generation gap’ very explicitly. The story gives an insight into how, an
elderly person resorts to other means of keeping herself content and occupied. Dependence on others for
one’s existence is something that man must move away from. This is characterised by the ‘lady’ in this very
poignant story.
‘The Portrait of a Lady’ includes in itself, the theme of family, changing relationships, differences in the
ideologies of each generation, growth, spreading of wings, empathy, love, care, needs of the elderly and
understanding the next generation. It also speaks about man co-existing in harmony, with other creations
of God. The story throws light upon the need of companionship and friendship felt by our elders. It also
shows how love and emotion is experienced not only by human beings but by animals and birds too.
Summary
This is a personal recollection of the narrator’s relationship with his grandmother. He recalls
the three phases of his relationship with his grandmother: childhood, boyhood and early youth.
The narrator lived with his grandmother as his parents had moved to the city in search of better
living. Initially the two, who were living in the village, had a very close and cordial relationship.
Once the parents had settled in their new environment, they decide to take the narrator and
the grandmother to the city. Here, the relationship between the two begins to disintegrate. The
busy school life, and eventually his moving abroad for further academic excellence, widens
the gap further. The grandmother, who was not to be belittled, seeks refuge in prayers. She
also has an uncanny knack of associating with animals and birds. In the village, she used to
feed stray dogs, and here in the city, she develops a friendship with sparrows. On the day the
narrator returns to his motherland, the grandmother exhibits immense joy and merriment.
This was a rise before the ultimate fall. Grandmother bids adieu to the mortal world, and is
mourned by thousands of her winged friends.
Literature Textbook and Supplementary... 181

Khushwant Singh (born as Khushal Singh) was an Indian author, lawyer,
diplomat, journalist and politician. His experience in the 1947 Partition of
India inspired him to write ‘Train to Pakistan’ in 1956, which became his
most well-known novel. As a writer, he was best known for his trenchant
secularism, humour, sarcasm, and an abiding love of poetry. He served
as the editor of several literary and news magazines, as well as two
newspapers, through the 1970s and 1980s.
Answers to NCERT Questions
UNDERSTANDING THE TEXT

Mention
1. The three phases of the author’s relationship with his grandmother before he left the
country to study abroad.
2. Three reasons why the author’s grandmother was disturbed when he started going to
the city school.
3. Three ways in which the author’s grandmother spent her days after he grew up.
4. The odd way in which the author’s grandmother behaved just before she died.
5. The way in which the sparrows expressed their sorrow when the author’s grandmother
died.
Ans. 1. The three phases of the author’s relationship with his grandmother before he left the
country to study abroad are as follows:
(i) First Phase: This is the period of his early childhood. During this time, the author
used to live with his grandmother in the village. She used to wake him up and get
him ready for school. They both would walk to school together and come back home
together. They enjoyed a unique and memorable relationship with each other.
(ii) Second Phase: During this phase, the narrator and his grandmother moved to
live in the city, as the former’s parents had settled comfortably into the city life.
Although the two shared the same room, there was an inexplicable distance that
existed between grandson and grandmother. This was the turning point in their
deteriorating relationship. They began seeing less of each other.
(iii) Third Phase: This happened when the narrator went to university, where he was
given a room of his own. The common link between them, ‘the same room’, snapped,
and this made their relationship weaker. She became quieter and changed into an
even more private person. She kept spinning the wheel and chanting prayers, all
day long. She would feed the sparrows once a day. This was the only thing that
made her happy now.
2. During the time the author lived in the village with his grandmother, they both enjoyed
a great relationship. She used to wake him up, get him ready for school, and accompany
him to school. She’d stay back in the templed precincts and read the scriptures. They’d
then walk back home together. This routine changed when they moved into the city.
The grandmother was disturbed for the following reasons:

(i) She could no longer help him in his lessons as he had started going to an English
medium school.
(ii) The city school did not include lessons from the scriptures or lessons on God.
(iii) She didn’t like him taking the music lessons. According to her, music was only for
beggars and harlots, and not meant for gentle folks.
3. The author claims that his grandmother changed a lot as he grew up. She would spend
most of her day at the spinning wheel, chanting prayers and feeding sparrows. She
accepted her seclusion with respectable resignation.
4. The author’s grandmother surprisingly did not pray in the evening before she passed.
On the contrary, she gathered the women from the neighbourhood and started singing
songs of the home-coming of the warriors, thumping continuously on the sagging skin
of a dilapidated drum. The next morning when she fell ill, she said her end was near.
She started praying peacefully while laying on her bed. She refused to talk to anyone
during her last hours.
5. While leading a lonely life in the city, the grandmother used to find peace and
contentment in feeding the sparrows, that would come in large numbers, onto her
verandah each day. She developed a special relationship with them. When she died,
thousands of sparrows sat scattered all around her on the floor, to express their sorrow.
One could not hear the usual veritable bedlam of their chirruping. They maintained
an unbelievably dignified silence. Besides, when the author’s mother tried to feed them
by breaking the bread and throwing it in front of them, they refused to eat any of it.
Thereafter, when the grandmother’s mortal remains were carried away for the final
rites, they all flew away noiselessly.
TALKING ABOUT THE TEXT

1. The author’s grandmother was a religious person. What are the different ways in
which we come to know this?
2. Describe the changing relationship between the author and his grandmother. Did
their feelings for each other change?
3. Would you agree that the author’s grandmother was a person strong in character? If
yes, give instances that show this.
4. Have you known someone like the author’s grandmother? Do you feel the same sense
of loss with regard to someone whom you have loved and lost?
Ans. 1. When the author’s grandmother lived in the village with him, she used to constantly
chant prayers in a monotonous sound, even as she was getting him ready each
morning. She used to go along with the author to his school. Thereafter, she would
go to the temple attached to the school every day, sit inside and read the scriptures.
Later, when they moved to the city, she would carry the beads of the rosary with her
all the time. She would be continuously chanting her prayers as her hand remained
busy counting the beads. When the author went to study at the university, she went
into seclusion and spent the entire day in chanting prayers and worshipping God.
2. In the early days, the author and his grandmother, shared a good bond. She would
get him ready for school and accompany him. After his school hours, they would
walk back home together, accompanied by the street dogs, who growled and fought
with each other to get their share of the stale chappatis that grandma gave them

every day. Grandmother would also help him with his studies. She would say her
morning prayers in a monotonous tone, everyday, while she got the young boy ready
for school, in the hope that he’d pick up the words eventually. When they moved to
the city, their relationship suffered. He started going to an English medium school.
She could no longer accompany him to the school nor could she help him with
his lessons. She disliked his new school as they did not teach him about God or
the scriptures. Knowledge of science and exposure to music met with her silent
disapproval. She stopped talking to him afterwards and would spend her day all
alone chanting prayers and spinning the wheel.
When the author went to university and then abroad, their bond weakened even
further. She would spin the wheel the whole day and chant her prayers. She accepted
her seclusion with a dignified resignation.
It would probably be right to say that their feelings for each other did undergo a
change, although they still loved each other deeply. This could be explained more
explicitly by the fact that the grandmother went to see the author off at the railway
station when he was going abroad for higher studies. She showed no emotion but
kissed his forehead silently. The author valued this as perhaps the last sign of physical
contact between them. However, the quality of the feeling they had for each other,
that is, the love, care and concern, would definitely have remained the same.
3. Yes, the author’s grandmother had a strong personality. Given below are a few
instances to prove this:
(i) She had her own opinions about the schools and their teachings. She considered
learning scriptures to be of greater significance than that of English or Science.
(ii) According to her, music was not meant for gentle folks.
(iii) When the author went to the university, she preferred to spend her time in
seclusion. She would therefore, engage herself by spinning the wheel, chanting
prayers, telling beads and feeding bread crumbs to the sparrows.
(iv) Her behaviour on the arrival of her grandson from abroad was remarkable.
The aged grandmother, sang songs in honour of the homecoming of warriors,
as she thumped on a dilapidated drum for hours. Her joy was so great that she
didn’t stop even when her family requested her not to overstrain herself.
(v) She realised that her end was near. Therefore, she didn’t want to waste any
time talking to anyone. She lay silently on her bed and chanted her prayers till
her peaceful end.
4. Self-attempt
THINKING ABOUT LANGUAGE

1. Which language do you think the author and his grandmother used while talking to
each other?
2. Which language do you use to talk to elderly relatives in your family?
3. How would you say ‘a dilapidated drum’ in your language?
4. Can you think of a song or a poem in your language that talks of homecoming?
Ans. 1. The author and his grandmother would have been talking to each other in their
mother tongue, which could possibly be Punjabi, as the author belongs to the state
of Punjab.

2. My elderly relatives are well-versed in English and Hindi. I feel at home greeting
them in English but I like to converse with them in Hindi. (Answer can vary)
3. In my language, ‘a dilapidated drum’ would be said as ‘phata-purana dhol’.
(Answer can vary)
4. There are many folk songs and poems dedicated to the brave warriors. All of these
songs talk about their homecoming after winning a battle.
WORKING WITH WORDS

I. Notice the following uses of the word ‘tell’ in the text.
1. Her fingers were busy telling the beads of her rosary.
2. I would tell her English words and little things of Western science and learning.
3. At her age one could never tell.
4. She told us that her end was near.
Given below are four different senses of the word ‘tell’. Match the meanings to the
uses listed above.
(a) make something known to someone in spoken or written words
(b) count while reciting
(c) be sure
(d) give information to somebody
Ans. Phrases Meaning
1. telling the beads (a) count while reciting
2. tell her (b) give information to somebody
3. one could never tell (c) be sure
4. told us (d) make something known to someone in spoken or
written words
II. Notice the different senses of the word ‘take’.
1. to take to something: to begin to do something as a habit
2. to take ill: to suddenly become ill
Locate these phrases in the text and notice the way they are used.
Ans. These phrases have been used in:
(i) “...she took to feeding sparrows in the courtyard of our city house.”
She would feed sparrows daily in the veranda. She made this her habit when they
moved to the city.
(ii) “The next morning she was taken ill.”
This phrase refers to the fact that the author’s grandmother was suddenly ill.
III. The word ‘hobble’ means to walk with difficulty because the legs and feet are in bad
condition.
Tick the words in the box below that also refer to a manner of walking.
haggle shuffle stride ride waddle
wriggle paddle swagger trudge slog

Ans. The words which refer to a manner of walking are:
shuffle, stride, waddle, swagger, trudge, slog
Additional Questions
Extract-based Questions
Read the following extracts carefully and answer the questions that follow. (3 Marks each)
1. This made her unhappy. She could not help me with my lessons. She did not believe
in the things they taught at the English school and was distressed that there was no
teaching about God and the scriptures. One day I announced that we were being given
music lessons. She was very disturbed. To her music had lewd associations. It was the
monopoly of harlots and beggars and not meant for gentlefolk. She said nothing but
her silence meant disapproval. She rarely talked to me after that.
(a) What made the grandmother unhappy?
(i) Because she didn’t understand English and could no longer help the author
with his lessons
(ii) Because the author couldn’t take out time for his grandmother
(iii) Because the author was being given music lessons
(iv) Because they had to move to the city
(b) What was the thing that she did not believe in? Why?
(c) What did the author announce one day?
Ans. (a) (i) Because she didn’t understand English and could no longer help the author with
his lessons
(b) She did not believe in the western education given at the English school because
there was no teaching about God and the scriptures.
(c) The author announced one day that they were being given music lessons at the
English school.
2. My grandmother and I were good friends. My parents left me with her when they
went to live in the city and we were constantly together. She used to wake me up in the
morning and get me ready for school. She said her morning prayer in a monotonous
sing-song while she bathed and dressed me in the hope that I would listen and get to
know it by heart; I listened because I loved her voice but never bothered to learn it.
(a) Where did the grandmother and the narrator live?
(i) In a village (ii) In an ashram
(iii) In a metropolitan city (iv) None of these
(b) What do you think of the grandmother’s character in the chapter?
(i) Emotional (ii) Strong
(iii) Selfless (iv) Loving
(c) Did the author ever take time to memorise his grandmother’s morning prayers?
Ans. (a) (i) In a village
(b) (ii) Strong

(c) No, the author never bothered to take time to memorise his grandmother’s morning
prayers, but he loved to listen to her prayers as he loved her voice.
3. People said that she had once been young and pretty and had even had a husband, but
that was hard to believe. My grandfather’s portrait hung above the mantelpiece in the
drawing room. He wore a big turban and loose-fitting clothes. His long, white beard
covered the best part of his chest and he looked at least a hundred years old.
(a) Describe the author’s grandfather’s portrait.
(b) What was hard for the author to believe?
(i) That his grandmother had a husband
(ii) That his grandmother had once been young and pretty
(iii) That his grandfather looked a hundred years old
(c) What do you think is a ‘mantelpiece’?
Ans. (a) The author’s grandfather wore a big turban and loose-fitting clothes. He had a long,
white beard covering most of his chest.
(b) (iv) Both (i) and (ii)
(c) A ‘mantelpiece’ is a shelf above a fireplace.
4. The common link of friendship was snapped. My grandmother accepted her seclusion
with resignation. She rarely left her spinning-wheel to talk to anyone. From sunrise to
sunset she sat by her wheel spinning and reciting prayers. Only in the afternoon, she
relaxed for a while to feed the sparrows. While she sat in the verandah breaking the
bread into little bits, hundreds of little birds collected round her creating a veritable
bedlam of chirrupings.
(a) What caused the common link of friendship to snap?
(b) How did she spend her day?
(c) Pick up the characteristics of the grandmother from the list given below.
(1) Calm (2) Strong (3) Independent
(4) Arrogant (5) Loving (6) Affectionate
(7) Rude (8) Intolerant
(i) (2), (5), (6), (7) (ii) (1), (3), (4), (8)
(iii) (1), (2), (3), (5), (6) (iv) (1), (4), (6), (7), (8)
Ans. (a) The common link of friendship between the narrator and the grandmother snapped
when he was sent to the university for higher education.
(b) She used to spend her day in seclusion, sitting by her spinning wheel from sunrise
to sunset and reciting prayers. In the afternoon, she used to feed the sparrows.
(c) (iii) (1), (2), (3), (5), (6)
5. When I decided to go abroad for further studies, I was sure my grandmother would
be upset. I would be away for five years, and at her age one could never tell. But my
grandmother could. She was not even sentimental. She came to leave me at the railway
station but did not talk or show any emotion.
(a) ‘... at her age one could never tell.’ What did the narrator mean?

(b) How did grandmother react to the narrator’s decision of going abroad for further
studies?
(i) She refused to let him go.
(ii) She was not at all sentimental at his leaving.
(iii) She was extremely happy for the narrator.
(iv) She angrily bid him goodbye.
(c) What was the narrator so sure about?
Ans. (a) The narrator meant that his grandmother was too old and may not be alive when he
returns from abroad.
(b) (ii) She was not at all sentimental at his leaving.
(c) The narrator was sure his grandmother would be upset on his decision of going
abroad for further studies.
6. There was no chirruping. We felt sorry for the birds and my mother fetched some
bread for them. She broke it into little crumbs, the way my grandmother used to,
and threw it to them. The sparrows took no notice of the bread. When we carried my
grandmother’s corpse off, they flew away quietly. Next morning the sweeper swept the
bread crumbs into the dustbin.
(a) What time of the day is described here?
(b) What did they see when they entered the room where the grandmother lay dead?
(c) What happened when they took the grandmother’s corpse away?
(i) Neighbours visited them to pay condolences.
(ii) They mourned her death in her room.
(iii) Birds flew away quietly.
(iv) Nothing happened.
Ans. (a) It is the dusk time of the day that has been described here.
(b) When they entered the room where the corpse of the grandmother lay, they saw
thousands of sparrows sitting on the floor, on the verandah and right up to her dead
body.
(c) (iii) Birds flew away quietly.
7. In the evening a change came over her. She did not pray. She collected the women
of the neighbourhood, got an old drum and started to sing. For several hours she
thumped the sagging skins of the dilapidated drum and sang of the home-coming of
warriors. We had to persuade her to stop to avoid overstraining. That was the first time
since I had known her that she did not pray.
(a) ‘In the evening a change came over her.’ What is the change being referred to
here?
(i) Grandmother did not pray.
(ii) Grandmother went for a walk.
(iii) Grandmother slept early.
(iv) Grandmother did not talk to anyone.
(b) What kind of songs did the grandmother sing?

(c) Why did they have to persuade her to stop beating the drum?
Ans. (a) (i) Grandmother did not pray.
(b) She sang songs about the home-coming of the warriors.
(c) They had to persuade her to stop beating the drum, so that she does not exert
herself and fall ill.
Short Answer Questions (40-50 Words: 3 Marks each)
1. Do you think the author and his grandmother shared a very strong bond of friendship?
When was their friendship at the peak in the story? (Constructed Response Question)
Ans. Yes, the author and his grandmother indeed shared a very strong bond of friendship
with each other. Their friendship was at the peak when they were living together in the
village. She used to wake him up and get him ready for school. The author loved her
voice when she used to sing the morning prayers. She also used to accompany him to
the school.
2. Why was it hard for the author to believe that his grandmother was once young and
pretty?
Ans. The grandmother was very old and had wrinkles all over her face. Ever since the author
was a child, he had been seeing her in this condition. When the grandmother told the
author that she used to play games when she was a little girl, the very notion of his
grandmother being young and pretty was quite absurd and unbelievable for him.
3. What was the daily routine of the grandmother in the village?
Ans. Grandmother used to start her mornings by reciting prayers. After waking up early
in the morning, she used to wake up the author, get him bathed and dressed for the
school. Then both of them would march to the school on foot. After sending him off,
grandmother would sit inside a temple, which was attached to the school, chanting and
telling beads. In the evening, on their way back home from school, she used to feed the
village dogs with stale chapattis.
4. What was grandmother’s opinion about modern education?
Ans. Grandmother considered modern education to be irrelevant. She did not approve of
the teaching methods in an English medium school due to many reasons. Moreover,
she did not like the fact that the school only taught about science and technology, and
nothing about God, the scriptures and spirituality. According to her, education should
be religious.
5. How did grandmother spend her lonely days without the author?
Ans. Grandmother accepted her loneliness quietly. She now lived alone in her room. She was
now busy with her spinning wheel. She sat at her spinning-wheel all day long reciting
prayers. She hardly talked to anyone. In the afternoon, she would feed the sparrows
which was her only pastime.
6. Why did the author think that the grandmother’s kiss was the last sign of physical
contact between them?
Ans. When the author was going abroad for his higher studies, his grandmother went to
the station to see him off. Although she did not utter a word, she bade him goodbye

by kissing his forehead. The author thought this gesture to be the last physical contact
between them, as his grandmother was growing older day by day, so he apprehended
that he might not see her again on his return. He thought that death might take her
away from him.
7. Mention the odd way in which the author’s grandmother behaved just before she died.
Ans. Just before the day the grandmother died, a change came upon her. She did not pray
in the evening. She got an old drum and started singing for her grandson, which went
on for hours. Next morning, she was taken ill. The doctor thought nothing of it but
the grandmother thought differently. She told everyone that her end was near and
so she would spend the last of her living moments in prayer and would not waste her
time in talking to anyone. She laid peacefully on the bed praying and before anyone
could suspect, her lips stopped moving. She passed away peacefully.
8. How did the sparrows mourn the death of the grandmother?
Ans. The day the grandmother died, thousands of sparrows came in the courtyard and the
verandah where she lay dead and wrapped in a red shroud. They all scattered around
her body. They sat there in utter silence, mourning the death of the grandmother. They
took no notice of the bread crumbs thrown at them and flew away silenly after the
corpse was taken away for the final rites.
9. How did the grandmother celebrate the home-coming of her grandson?
Ans. The grandmother was really very excited and happy when the narrator returned from
abroad. She celebrated his arrival by collecting the women of her neighbourhood in the
evening. She continued beating an old drum and sang for hours. She even forgot to
pray.
10. The grandmother had a divine beauty. How does the author bring it out?
(Constructed Response Question)
Ans. The author brings out the inner beauty of the grandmother by comparing her to a
snow covered winter landscape. This comparison shows her calmness and serenity. The
author brings out the serenity and peacefulness that lit her face.
11. How did the narrator’s grandfather appear in the portrait?
Ans. The narrator’s grandfather looked very old. He had a long white beard. His clothes were
loose-fitting. He wore a big turban. He looked too old to have a wife or children. He
looked at least a hundred years old. He could only have lots and lots of grandchildren.
12. Which thought about the grandmother was often revolting and for whom?
Ans. The narrator’s grandmother was very old and wrinkled. She had stayed at this stage
for the last twenty years. People said that once she was young and pretty. The narrator
couldn’t even imagine her being young. So the thought was revolting for him.
13. Grandmother has been portrayed as a very religious lady. What details in the story
create this impression?
Ans. She visited the temple every morning and read the scriptures. At home, she always
mumbled inaudible prayers and kept telling the beads of her rosary. She would repeat
prayers in a sing-song manner while getting the narrator ready for school. All these
details create the impression that she was a religious lady.

14. “When people are pious and good, even nature mourns their death.” Justify with
reference to the chapter.
Ans. When the grandmother passed away, thousands of sparrows clustered in the verandah
and the room without chirruping. When the body was taken away, the birds left quietly,
as if to declare that even nature acknowledges the godliness of a true benefactor.
Long Answer Questions (120-150 Words: 6 Marks each)
1. The grandmother herself was not formally educated but was serious about the author’s
education. Elucidate.
Ans. The grandmother was quite serious about the author’s education. She woke him up in
the morning and got him ready for school. She washed his wooden slate. She plastered
it with yellow chalk. She tied his earthen ink-pot and red pen into a bundle. She took
him to school. She even waited for him in the temple, reading scriptures. In the city, the
author went to an English school in a motor bus. When he came back, she would ask
him what the teacher had taught him. She could not help him with his lessons. She did
not believe in the things taught at the English school. She was distressed to learn that
her grandson was being taught music. She considered it unfit for gentle folks.
2. ‘The Portrait of a Lady’ partly dwells on the loneliness and insecurity of old age
and the efforts of the old to fit in. Driven by such thoughts while reading the lesson,
you think about the life of many old men and women in India, who lead a lonesome
existence at the end of their life. Write an article on ‘Life of Old People.’
Ans. LIFE OF OLD PEOPLE
No one wants to become old, but everyone has to. While young, no one thinks of what
life would be like in old age. The old, on their part, await attention from the young for
their small and big needs. Life is difficult for the old in all ways. Their physical strength
is low and they easily fall victim to diseases.
Their financial condition is poor. They have a small pension or limited income or no
income. Most devastating of all is loneliness. Their sons and daughters are busy with
their lives and are preoccupied with the young. The old feel neglected and irrelevant.
Their dismal situation should not be allowed to exist. Various agencies, like government
NGOs and social organisations should provide the elderly with financial and physical
support. Families should have a place for the old. Nowadays, the law demands that the
young take care of their aged parents.
3. Khushwant Singh’s mother observed closely the behaviour of his grandmother when
he returned home after studying abroad, her way of celebrating the occasion, her
illness and death. Write an account of this on her behalf.
Ans. This morning my son, Khushwant, returned from England after five years of studies. All
of us were excited, including his grandmother. Unlike others, she kept her excitement
under check. She insisted on going to the station to receive him. When he arrived, she
hugged him silently, all the while saying her prayers.
In the evening, she took out an old drum and called the women of the neighbourhood.
Together they sang for hours, celebrating the return of her grandson. I was anxious
for her and implored her to stop and not tire herself unduly. This was the only time
she was not praying. The next day, she was down with fever and exhaustion. We were
anxious, because in spite of the doctor’s reassurance, she was sure her end had come.
She stopped talking to us and lay quietly on the bed, telling the beads of her rosary. Her
end came peacefully. We came to know only when her lips stopped moving.
4. How did the grandmother receive the author when he returned from abroad?
Ans. When the author went abroad for higher studies, the grandmother went to the railway
station to see him off. The author thought that it would be his last meeting with her. But
he was wrong in his supposition. When he returned after five years, she had gone to the
railway station to receive him. She celebrated his home-coming in a grand way.
In the evening, she collected the women of the neighbourhood, got an old drum and
started singing for several hours, despite being told not to overstrain herself. Perhaps,
all the pain she experienced upon being distanced from her grandchild snapped, when
she saw him after so many years. The next morning, she was taken ill and she knew that
her end was near. But she went on praying and telling her beads. Then her lips stopped
moving and the rosary fell from her lifeless fingers. A peaceful pallor spread on her face
and she was dead.
5. Gradually the author and the grandmother saw less of each other and their friendship
snapped. Was the distancing in the relationship deliberate or circumstantial?
Ans. Gradually, the author and his grandmother saw less of each other and their friendship
was broken. This distancing was due to the circumstances and not deliberate. When
they came to the city, the author was sent to an English school. His grandmother could
no longer go to school with him as he used to go in a motor bus. Nor could she help him
with his lessons as she did not know the things that they taught at the English school.
She was concerned about what was being taught at school. For instance, she was shocked
to learn that they were given music lessons at school.
According to her, music was not meant for gentle folk. Subsequently, there was a
communication gap between them. They rarely spoke to each other, though they shared
the same room. Then the author went to a university. He was given a separate room of
his own. When the author went abroad for higher studies for a period of five years, the
distance increased even further, and whatever was left in their relationship was snapped
altogether.

Read the following extracts carefully and answer the questions that follow.
1. We stopped half-way in the courtyard. All over the verandah and in her room right
up to where she lay dead and stiff wrapped in the red shroud, thousands of sparrows
sat scattered on the floor. There was no chirruping. We felt sorry for the birds and
my mother fetched some bread for them. She broke it into little crumbs, the way my
grandmother used to, and threw it to them. The sparrows took no notice of the bread.
When we carried my grandmother’s corpse off, they flew away quietly.
(a) The birds refused to eat the bread crumbs because:
(i) they were not hungry.
(ii) they were mourning their friend’s death.
(iii) they did not like it.
(iv) they wanted something else to eat.
(b) What kind of a woman was the author’s grandmother?
(c) What was the atmosphere of the house?
2. But that was not so. After five years I come back home and was met by her at the
station. She did not look a day older. She still had no time for words, and while she
clasped me in her arms I could hear her reciting her prayers. Even on the first day of
my arrival, her happiest moments were with her sparrows whom she fed longer and
with frivolous rebukes.
(a) Where was the author for five years?
(b) How did the grandmother react when the author came back after five years?
(i) She was overwhelmed.
(ii) She clasped the author in her arms and said prayers.
(iii) She was least concerned.
(iv) She got sentimental.
(c) How did the grandmother spend her happiest moments?
3. We felt sorry for the birds and my mother fetched some bread for them. She broke
it into little crumbs, the way my grandmother used to, and threw it to them. The
sparrows took no notice of the bread. When we carrid my grandmother’s corpse off,
they flew away quietly. Next morning the sweeper swept the bread crumbs into the
dustbin.
(a) Who are ‘we’ here? Why did they feel sorry for the birds?
(b) What do you feel about the character of the grandmother?
(i) Emotional (ii) Strong
(iii) Selfless (iv) Loving
(c) Why were the bread crumbs thrown into the dustbin?

Short Answer Questions (40-50 Words)
1. Draw a comparison between village schools and city schools.
2. Grandmother never complained about anything. Her patience was beyond any measure.
Elucidate.
3. What would the author have experienced emotionally, when his parents left him with
his grandmother and moved to the city?
4. Was it appropriate of the author to ignore the fact that his grandmother was experiencing
loneliness? (Constructed Response Question)
5. Give your opinion on the grandmother accepting her seclusion with resignation. Did
she adopt the right attitude? (Constructed Response Question)
Long Answer Questions (120-150 Words)

1. What aspects of old people are highlighted in the chapter ‘The Portrait of a Lady’?
2. Describe the ups and downs of the relationship between the author and his grandmother.
How could this separation have been avoided? (Constructed Response Question)
3. Do you believe that old age is always accompanied by loneliness? Elucidate.
zzz

HORNBILL: PROSE
“We’re Not Afraid to

2 Die... If We Can All Be
Together”
— Gordon Cook and Alan East
Introduction
This is an autobiographical account of a real adventure. The authors were fortunate to have been able
to manoeuvre their way into safety after being engulfed in an unexpected mishap in the middle of their
journey.
The story ‘We’re Not Afraid to Die...If We Can All Be Together’ is based on the idea of unity among people.
It focuses on how we should react when we are surrounded by problems and how we should not lose
hope. Being optimistic is the key to tackle all the hurdles and pave the way to success. It also shows that
strength and determination can be shown by even small children while facing the strong waves of the
mighty sea. Their spirit to live together gave them immense power to brave death together. The adventure
unfolds specific characteristics that should be at hand while in a crisis. These include patience, support,
togetherness, teamwork, courage, strength, both emotional and mental, and most importantly presence
of mind.
Summary
‘We’re Not Afraid to Die...If We Can All Be Together’ is about the attempt made by Gordon
Cook to replicate the feat of Captain James Cook, and make a voyage around the world. Gordon
Cook’s family and crewmen face a near-death experience in the deep waters, and struggle to
find the means of survival.
In the month of July in the year 1976, the writer, his wife Mary, his son Jonathan and his daughter
Suzanne set sail from Plymouth, in England, in their professionally designed ship, named the
Wavewalker. They were accompanied by 2 sailors – Larry Vigil, who was an American and
Herb Sailor, a Swiss – to tackle one of the world’s coarsest oceans, the southern Indian Ocean.
The first phase of their journey which was about 1,05,000 kilometres up to Cape Town, passed
off pleasantly. On the 2nd day, out of Cape Town, they started to encounter strong windstorms.
Windstorms did not worry the narrator. But the height of the waves was alarming. They rose
up to fifteen meters, as high as the main mast. On the 25th of December, the ship sailed into the
southern Indian Ocean that was about 3,500 kilometres to the east of Cape Town. The family
welcomed the New Year on the ship.
At the dawn of 2nd January, they were confronted by gigantic waves and unfriendly weather.
The massive waves forced the sailors to slow the speed of the ship, drop the storm jib and take

various other precautions. The risk was so obvious that the sailors accomplished a life-raft
drill, attached the lifelines and donned the life jackets. Unexpectedly at 6 p.m., a torrent of
green and white water broke over the Wavewalker and the writer was thrown overboard. The
Wavewalker was about to overturn when another massive wave hit it, throwing it upright one
more time. The writer was thrown back again onto the deck and tossed around leaving his
ribs cracked, mouth filled with blood and some broken teeth. In spite of a lot of injuries, the
writer took charge of the situation and decided to handle it on his own. Larry and Herb started
pumping the water out of the ship.
The author somehow managed to cover the canvas across the gaps to stop the water from
entering into the ship. To add to their problems, the hand pumps stopped functioning and
the electric pumps short-circuited at the same time. Luckily, the writer found a spare electrical
pump that was functional. The entire night everyone was pumping, steering, repairing and
sending radio signals for help. The author checked the charts and found that reaching, ‘Ile
Amsterdam’, a French scientific base was their last hope.
Sue and Jon got heavily injured but they were not afraid to die as long as the whole family
was together. The support and resilience of his children gave the writer the courage and
determination to rescue his dear family from the unforeseen crisis. Finally, they were able to
touch the ‘Ile Amsterdam’. It was a volcanic island where 28 inhabitants were ready to receive
them.
Gordon Cook, born on December 3, 1978, in Toronto,

is a two-time Canadian Olympic sailor. He is the son
of Stephen Cook and Linda Cook. He sailed for the
Royal Canadian Yacht Club and had a great interest
in writing stories.
Alan East was admitted to the Roll of Solicitors
in 2003 and has gained extensive experience as a
litigator, manager and legal trainer.
In 2004, he co-founded and managed a niche legal practice specializing in Criminal Litigation
and Prison Law gaining higher rights of audience in criminal proceedings and working as a Duty
solicitor. In 2007, he joined the Crown Prosecution Service as a Senior Crown Prosecutor.

1. List the steps taken by the captain
(i) to protect the ship when rough weather began.
(ii) to check the flooding of the water in the ship.
Ans. (i) The narrator decided to slow down the ship to protect it from the bad and stormy
weather. He dropped the storm jib and lashed a heavy mooring rope across the
stern of the ship. Then everything was double-lashed. A life-raft drill was carried
out, they attached lifelines and donned life jackets and oilskins.
(ii) In order to check the flooding of the water, the narrator put waterproof hatches
that covered the gaping holes. This diverted the water flow to the side. The hand
pumps were blocked due to debris and unfortunately, the electric pump was short-
circuited. He then found a spare electric pump, connected it to the out-pipe and
started it.

2. Describe the mental condition of the voyagers on 4 and 5 January.
Ans. On January 4, the voyagers felt relieved as they had been continuously pumping out
water over the last 36 hours and only a few centimetres of water was left. They had
their first meal in two days. Mary found some corned beef and cracker biscuits. Later,
around 4 p.m., the weather changed as black clouds marched towards them. The wind
was now 40 knots and the sea was getting higher. The weather got worse and by the
early morning of January 5, the situation was bad. This gave them a great deal of mental
agony and fear of loss of their loved ones.
3. Describe the shifts in the narration of the events as indicated in the three sections of
the text. Give a subtitle to each section.
Ans. The dream voyage begins
The first section incorporated a cheerful and enthusiastic family who had set out on
their planned voyage. The desire was to replicate the feat accomplished 200 years ago
by the famous Captain James Cook. They had perfected their seafaring skills for the
past 16 years. Their ship ‘Wavewalker’ was built professionally for the voyage. It was a
23 metre long, 30 ton wooden-hulled ship. They celebrated Christmas on the ship. But
the New Year brought along with it bad weather.
Attack by nature
This section changed from cheerful to intense. The family was under great pressure
to confront the oncoming waves and bad weather conditions. The arrival of a gigantic
wave created chaotic conditions, and the ship was about to overturn. The narrator was
thrown off into the water and he almost drowned and got injured. Along with two hired
crewmen, the narrator pumped out the water from the ship for over 36 hours. He also
tried repairing the destroyed parts of the ship. He almost lost his hope and believed
they would die. But the courage and confidence displayed by his children proved to be
the impetus for the author to fight back.
The battle was won
With the support of his children, and his wife who was at the wheel, the narrator kept
trying to save the ship in order to reach the Ile Amsterdam. They finally reached their
destination and secured the help of the 28 inhabitants of the island. His son honoured
him by saying that he was the best daddy and the best captain.

Discuss the following questions with answers.
1. What difference did you notice between the reaction of the adults and the children
when faced with danger?
Ans. The children and the adults addressed the situation in totally different ways. The adults
succumbed to the pressure and lost all hopes of survival. On the other hand, the children
were hopeful and gave the narrator moral support. They gave the author the impetus
to handle the situation with greater determination. The support and confidence of his
children, Jonathan and Suzanne, and their willingness to die if they were all together,
lit a spark of conviction in the author’s mind. He decided that he will make it to the
island at any cost. The children showed maturity. His injured daughter handed over a
card with caricatures of the family together. She had added the words, “Oh, how I love
you both. So this card is to say thank you, and let’s hope for the best.” The author was
determined to uphold the faith his children had in their father.

2. How does the story suggest that optimism helps to endure “the direst stress”?
Ans. Optimism is the determination to overcome any challenges. Without optimism, it is
impossible to face difficulties and solve problems. When they were faced with the wrath
of nature, the family was enveloped in fear and darkness. The continued onslaught by
the sea created a great deal of stress. However, the attitude of the children initiated the
spirit of optimism because of which they didn’t stop trying to secure the boat and all the
people aboard.
The antidote to endure the stress was the team spirit displayed by the two little children.
They were fearless if the family was together. Therefore, when Jonathan told the author,
“We’re not afraid of dying if we can all be together — you and Mummy, Sue and I” he
was determined to fight the battle in all earnest. The maturity of the children and their
impression with regard to the situation, played an important role in motivating the
narrator who had decided to give in to the pressure. The injuries and pain were pushed
to the background. The decision to fight ensured that they reach the shores safely.
3. What lessons do we learn from such hazardous experiences when we are face-to-face
with death?
Ans. Life is a combination of the good and the bad, the ugly and the beautiful, happiness and
sorrow, growth and fall. This is the format of human existence. It is however, in one’s
interest to be as careful as one can be while walking through the journey called – life.
Unexpected situations may arise, this is unavoidable. Facing these with courage will
help us jump the hurdles with greater strength. Being cautious is important. It would be
ridiculous to invite trouble. Near death situations teach us to understand the value and
purpose of life. It teaches us to be better human beings and cherish life to the fullest. It
would be an ideal situation if we live and let others live happily.
4. Why do you think people undertake such adventurous expeditions in spite of the
risks involved?
Ans. The urge to experiment and accept challenges drives people to take up adventurous
expeditions in spite of the risk involved. People like to try out different elements of
nature and some do it as a passion. Despite being aware of the risks involved in such
activities, their passion for adventure makes them try out dangerous and challenging
expeditions.

1. We have come across words like ‘gale’ and ‘storm’ in the account. Here are two more
words for ‘storm’: typhoon, cyclone. How many words does your language have for
‘storm’?
Ans. In Hindi, there are many words for ‘storm’ – toofan, aandhi, andhad, etc.
2. Here are the terms for different kinds of vessels: yacht, boat, canoe, ship, steamer,
schooner. Think of similar terms in your language.
Ans. ‘Kashti’, ‘Naav’, ‘Nauka’, ‘Jahaz’ are some terms in Hindi.
3. ‘Catamaran’ is a kind of a boat. Do you know which Indian language this word is
derived from? Check the dictionary.
Ans. The word ‘Catamaran’ is derived from the Tamil language word ‘Kattumaram’.

4. Have you heard any boatmen’s songs? What kind of emotions do these songs usually
express?
Ans. Yes, such boatmen songs express love and nostalgia. They also express the longing to
meet their loved ones, and their faith in the Goddess of the rivers.
WORKING WITH WORDS

1. The following words used in the text as ship terminology are also commonly used in
another sense. In what contexts would you use the other meaning?
knot stern boom hatch anchor

Ans. Knot:
(a) a tangled mass in something
(b) interlacing, looping, etc.
Stern: harsh, firm, strict, etc.
Boom:
(a) to experience a sudden rapid economic growth
(b) a loud sound
Hatch:
(a) to cause an egg to break in order to allow a young animal to come out
(b) to make a plan
Anchor:
(a) host of an event
(b) a person who can be relied upon for support
2. The following three compound words end in -ship. What does each of them mean?
airship flagship lightship
Ans. Airship: a power-driven aircraft which is kept buoyant by a body of gas

Flagship: the ship in the fleet which carries the commanding admiral

Lightship: an anchored boat with a beacon light to warn ships at sea

3. The following are the meanings listed in the dictionary against the phrase ‘take on’. In
which meaning is it used in the third paragraph of the account:

take on sth: to begin to have a particular quality or appearance; to assume sth
take sb on: to employ sb; to engage sb
to accept sb as one’s opponent in a game, contest or conflict
take sb/sth on: to decide to do sth; to allows sth/sb to enter
e.g. a bus, plane or ship; to take sth/sb on board
Ans. In the third paragraph, in lines “… we took two crewmen to help us tackle.. roughest
seas”, the word ‘took on’ means to take somebody or to hire somebody.

1. In July 1976, my wife Mary, son Jonathan, 6, daughter Suzanne, 7, and I set sail from
Plymouth, England, to duplicate the round-the-world voyage made 200 years earlier
by Captain James Cook. For the longest time, Mary and I — a 37-year-old businessman
— had dreamt of sailing in the wake of the famous explorer, and for the past 16 years
we had spent all our leisure time honing our seafaring skills in British waters.
(a) What inspired the author to undertake a round-the-world voyage?
(b) What is the profession of the author?
(c) Which of the following adjectives are applicable to the author and his wife?
(1) Adventurous (2) Determined
(3) Ruthless (4) Careless
(5) Disorganised (6) Systematic
(7) Focussed (8) Enthusiastic
(i) (1), (4), (5), (7) (ii) (1), (2), (6), (7), (8)
(iii) (2), (5), (6), (7) (iv) (3), (4), (5), (6), (8)
Ans. (a) The voyage made by Captain James Cook 200 years ago inspired the author to
undertake a round-the-world voyage.
(b) The author is a businessman by profession.
(c) (ii) (1), (2), (6), (7), (8)
2. Our boat Wavewalker, a 23 metre, 30 ton wooden-hulled beauty, had been professionally
built, and we had spent months fitting it out and testing it in the roughest weather
we could find. The first leg of our planned three-year, 105,000 kilometre journey
passed pleasantly as we sailed down the west coast of Africa to Cape Town. There,
before heading east, we took on two crewmen — American Larry Vigil and Swiss
Herb Seigler — to help us tackle one of the world’s roughest seas, the southern Indian
Ocean.
(a) Why were the crewmen hired?
(b) Which phase of the journey was an enjoyable one?
(i) First leg – from England to Cape Town
(ii) Last part of the journey
(iii) First few months of the journey
(iv) None of these
(c) For how long did they plan to stay on water?
Ans. (a) The crewmen were hired by the author to help them tackle the roughest sea, i.e.,
the southern Indian Ocean.
(b) (i) First leg – from England to Cape Town
(c) They planned to stay on water for three years.

3. Unexpectedly, my head popped out of the water. A few metres away, Wavewalker
was near capsizing, her masts almost horizontal. Then a wave hurled her upright,
my lifeline jerked taut, I grabbed the guard rails and sailed through the air into
Wavewalker’s main boom. Subsequent waves tossed me around the deck like a rag
doll. My left ribs cracked; my mouth filled with blood and broken teeth. Somehow, I
found the wheel, lined up the stern for the next wave and hung on.
(a) What did the author see when his head popped out of the water?
(b) What happened to the author when the waves tossed him on to the deck?
(i) His head smashed and started bleeding.
(ii) His left ribs cracked; mouth got filled with blood and broken teeth.
(iii) His leg and his left hand broke.
(iv) All of these
(c) What had happened before the author popped out his head from the water?
Ans. (a) The author saw that the ship was near capsizing and her masts were almost horizontal.
(b) (ii) His left ribs cracked; mouth got filled with blood and broken teeth.
(c) The author had lost his consciousness as he was sinking below the waves due to a
torrent of green and white water that broke over the ship.
4. The first indication of impending disaster came at about 6 p.m., with an ominous
silence. The wind dropped, and the sky immediately grew dark. Then came a growing
roar, and an enormous cloud towered aft of the ship. With horror, I realised that it was
not a cloud, but a wave like no other I had ever seen. It appeared perfectly vertical and
almost twice the height of the other waves, with a frightful breaking crest.
(a) The first indication of disaster was:
(i) around 6 p.m. when the wind dropped and the sky grew darker.
(ii) in the next morning when the ship started creaking.
(iii) when it started raining.
(iv) when the winds were strong.
(b) What was the enormous cloud that towered the aft of the ship?
(c) What do you understand by the phrase ‘ominous silence’?
Ans. (a) (i) around 6 p.m. when the wind dropped and the sky grew darker.
(b) A wave that appeared vertical and almost twice the height of the other waves.
(c) ‘Ominous silence’ means an unpleasant and threatening silence.
5. Water, Water, Everywhere. I could feel that the ship had water below, but I dared not
abandon the wheel to investigate. Suddenly, the front hatch was thrown open and
Mary appeared. “We’re sinking!” she screamed. “The decks are smashed; we’re full
of water.”
(a) Explain: “... I dared not abandon the wheel to investigate.”
(b) Who are referred to as ‘we’ in the given extract?
(c) How did Mary react when the front hatch was thrown open?
(i) She got fainted.
(ii) She started screaming.

(iii) She started looking for her children.
(iv) She tried to repair the broken part of the ship.
Ans. (a) After the storm hit the Wavewalker, the author could feel that the water had begun
to pour in but he could not leave the wheel, the steering of the ship, and go down to
inspect the situation.
(b) ‘We’ here refers to the author, his wife and his two children.
(c) (ii) She started screaming.
6. We had survived for 15 hours since the wave hit, but Wavewalker wouldn’t hold
together long enough for us to reach Australia. I checked our charts and calculated
that there were two small islands a few hundred kilometres to the east. One of them, Ile
Amsterdam, was a French scientific base. Our only hope was to reach these pinpricks
in the vast ocean. But unless the wind and seas abated so we could hoist sail, our
chances would be slim indeed. The great wave had put our auxilliary engine out of
action.
(a) What does ‘pinpricks in the vast ocean’ mean?
(b) ‘...our chances would be slim indeed’. What is being referred to here?
(c) The Wavewalker ‘wouldn’t hold together’ means the same as:
(i) it will not be able to withstand
(ii) it will stay united in a relationship
(iii) it will be able to stand up against the waves
(iv) it will remain in one piece and not break
Ans. (a) ‘Pinpricks in the vast ocean’ refers to the islands.
(b) The author is referring to their chances of survival which seemed quite slim in the
extreme condition.
(c) (i) it will not be able to withstand
1. Why did the author and his wife go for a sea voyage and how did they prepare for it?
Ans. The author and his wife wanted to duplicate the round-the-world voyage made 200
years earlier by Captain James Cook. They got the boat Wavewalker professionally built
for this purpose and were honing their seafaring skills in the British waters since the
past 16 years.
2. How was Wavewalker prepared for the journey?
Ans. They bought a boat, Wavewalker, a 23 metre, 30 ton wooden-hulled vessel that had
been professionally built. They spent months fitting it out and testing it in the roughest
weather that they could find.
3. How was the journey till Christmas day?
Ans. From their second day out of Cape Town, they encountered strong winds that continued
for the next few weeks. The gales did not worry the narrator but the sizes of the waves
were disturbing. On December 25th, they were about 3,500 km east of Cape Town,
facing atrocious weather, which started deteriorating thereafter.

4. What ordeal awaited them on 2 January?
Ans. At the dawn of 2 January, the waves were gigantic. As the ship rose to the top of each
wave, they could see the vast sea rolling towards them. The screaming of the wind and
the spray was painful to their ears.
5. What measures did they take to counter this ordeal?
Ans. To counter the endless seas rolling towards them, they dropped the storm jib and lashed
a heavy mooring rope in a loop across the stern to slow the boat, and then double-lashed
everything, went through their life-raft drill, attached lifelines, put on oilskins and life
jackets.
6. What was the impact of the frightful breaking crest on the ship?
Ans. The roar of the waves increased to a thunder as the stern moved up the face of the wave.
For a moment, the author thought that they might ride over the wave. But unfortunately,
that was not to be. A mighty explosion shook the deck and a torrent of water broke over
the ship.
7. How did the narrator get back onto the ship after having been thrown into the sea?
Ans. After the narrator felt he was losing consciousness, his head suddenly popped out of the
water. A few metres away, he saw the Wavewalker, nearly capsizing. Then, a wave threw
it upright. He grabbed the guard rails and sailed through the air into Wavewalker’s
main boom.
8. Were things under control for the author after he got back onto the ship?
Ans. Unfortunately, no. The waves tossed him onto the deck like a rag doll. This caused his
ribs to crack and his mouth was filled with blood as he had broken his teeth. All he could
do was find the wheel, line up the stern and wait in abated silence for the next wave.
9. How did they manage to throw out water from the ship?
Ans. The author’s wife, Mary, took charge of the wheel. He half-swam, half-crawled into the
children’s cabin, where he found a hammer, screws and canvas, and struggled back
on deck. He secured waterproof hatch covers across the wide-open holes. Some water
continued to stream below, but most of it was now being deflected over the side.
10. How did the pumps add to their miseries?
Ans. Problems multiplied when the hand pumps started getting blocked up with the
debris floating around the cabins. The electric pump short-circuited. The two spare
hand pumps had been wrenched overboard. Eventually, a spare electric pump in the
chartroom was connected to an out-pipe that did the task of pushing out the water.
11. What were the difficulties that they faced that night?
Ans. The night was bitterly cold, and they were pumping water out of the ship, steering the
ship and working the radio. All attempts at getting help were failing as they were getting
no replies to their Mayday calls. This was probably because they were in a remote corner
of the world.
12. Describe the nature of Sue’s injuries. How did she handle them?
Ans. Sue had bumped her head and there was a big bump above her eyes. She had two black
eyes, and a deep cut on her arm. She showed remarkable maturity for a seven-year-old
when she said that she didn’t want to worry her father or mother while they were trying
to save all of them.
13. What further damage was noticed on the ship?
Ans. On 3rd January, things seemed under control. But they noticed a tremendous leak
somewhere below the waterline. On checking, the author noticed that nearly all of the
boat’s main rib frames were smashed to the keel. There was nothing holding up a whole
section of the starboard hull except a few cupboard portions. He was worried if the
Wavewalker could sustain till they reached Australia.
14. What was the plan they devised in order to survive?
Ans. Realising the gravity of the problem, the narrator checked the charts and calculated that
there were two small islands a few hundred kilometres to the east. One of them was Ile
Amsterdam. Knowing that the Wavewalker would not hold for much longer, they aimed
to reach the island.
15. Why was the respite from the torrential waves short-lived?
Ans. It was on January 4 that they ate their first meal in almost two days after pumping
out most of the water. But their breather was short-lived. Around 4 p.m., black clouds
gathered, the wind rose to 40 knots and the sea kept getting higher. The weather
deteriorated and by dawn on 5 January, the situation turned hopeless again.
16. What did Jon say that left the narrator speechless?
Ans. When the narrator tried to comfort and reassure the children, Jon said that they were
not afraid of dying if all four of them could be together. The narrator could find no words
to respond, but he left the children’s cabin determined to fight the sea with everything
he had.
17. What did the author do after leaving his children’s cabin?
Ans. He realised that it was necessary to protect the weakened starboard side. Therefore, he
decided to heave to with the undamaged port hull facing the oncoming waves, using an
improvised sea anchor of heavy nylon rope and two 22 litre plastic barrels of paraffin.
18. What surprise awaited the author when he woke up at 6 p.m.?
Ans. Just as he was resigning himself to the fact that they must have missed the island, he was
in for a great surprise. Jon and Sue had dropped by, to appreciate their dear dad. Jon
called him the best daddy in the whole world and the best captain, and Sue very casually
told her shocked father that the island was right in front of them.
1. Describe the harrowing experience of the author as mighty waves hit Wavewalker in
the southern Indian Ocean.
Ans. A mighty wave hit the stern of their ship Wavewalker in the evening of 2nd January. A
tremendous explosion shook the deck. A torrent of green and white water broke over
the ship. The author’s head struck against the wheel. He was thrown overboard. He
was sinking below the waves and losing his consciousness. He accepted his approaching
death. He felt quite peaceful. Suddenly, his head appeared out of the water. A few metres
away, ‘Wavewalker’ was turning over in water. Her masts were almost horizontal. Then a
wave hurled her upright. The narrator’s lifeline jerked taut. He grabbed the guard rails
and sailed through the air into Wavewalker’s main boom. Succeeding waves tossed him

around the deck like a rag doll. His left ribs cracked. His mouth was filled with blood
and broken teeth. Somehow, he found the wheel, lined up the stern for the next wave
and held on tightly.
2. How did the ‘disaster’ announce its ominous arrival? What followed thereafter?
Ans. The first warning of the approaching disaster came with an inauspicious silence.
The wind dropped, and the sky grew dark. Then there was a growing roar, and an
enormous cloud towered aft of the ship. The author realised that it was not a cloud but
an extraordinary huge wave. It turned out to be a vertical wave, almost twice the height
of the other waves, and had a fearsome breaking crest. The roar began to increase to a
thunder as the stern moved up the face of the wave, and for a moment, he expected that
they might possibly ride over it. Unfortunately, a tremendous explosion shook the deck.
A torrent of green and white water broke over the ship. The author’s head hit against
the wheel and he was thrown into the sea. He accepted his impending death, and felt he
was losing consciousness. But soon, he was tossed back onto the ship like a ‘rag doll’.
3. How did they deal with the water that had gushed into the ship?
Ans. As Mary took control of the wheel, the author made his way towards the hatch. Larry and
Herb were pumping out water frantically. He saw broken timbers hung at crazy angles,
the starboard side bulged inwards; clothes, crockery, charts, tins and toys sloshed about
in deep water. So, he struggled into the children’s cabin, found a hammer, screws and
canvas, and laboured back on to the deck. He managed to stretch the canvas and secured
waterproof hatch covers across the gaping holes. Some water continued to stream below,
but most of it was now being deflected over the side. More problems cropped up when
the hand pumps started to block up with the fragments floating around the cabins
and the electric pump short-circuited. The water level rose threateningly. Back on the
deck, he noticed that the two spare hand pumps, forestay sail, jib, the dinghies and
the main anchor had been wrenched overboard. He recalled that there was another
electric pump under the chartroom floor. He then connected it to an out-pipe, and this
thankfully worked.
4. Why do you think people undertake such adventurous expeditions in spite of the
risks involved? (Constructed Response Question)
Ans. Man is adventurous by nature. The greater the risk, the more the thrill. The thrill of
exploring unknown lands, discovering the beauty lying hidden in far off lands, etc.
inspires brave hearts to stake their lives. Perhaps the challenges, fear and risk involved
is more valuable than leading a long and uneventful life of sloth and inactivity. It is true
that sometimes adventures are quite risky and may prove fatal. The failures of some
people do not hamper the quest of the real lovers of adventure. They draw lessons
from the shortcomings and errors of others and make fresh attempts with greater
zeal. The thrill and charm of an adventurous expedition lies in adapting oneself to
the circumstances, preparing adequately and overcoming the odds. The success of an
adventurous expedition brings name, fame and wealth, and gives one the satisfaction
of having tried, failed and finally succeeded. History books illustrate the feats of famous
explorers like Columbus, Vasco da Gama, Captain Cook and Captain Scott.
5. What qualities of human life have been expressed in the lesson by the author?
Ans. The story ‘We’re Not Afraid to Die’ gives us an insight into the adventures of a family
that was out on a voyage, and the experiences they had while on the journey. The story

brings to the fore the emotional upheavals the family faces, which helps one understand
the importance of a family. The story highlights the role of each member of the family
and their contribution in the perseverance for survival. The support, confidence and
faith the children have in their father, enhances his determination to save his family. He
therefore, leaves no stone unturned and secures the safety of his beautiful family. Unity,
love, courage and responsibility, and an indomitable spirit of positivity is displayed by
the family members. They are even prepared to die, provided they are together.
6. ‘Our optimistic attitude helps us to ace extremely dangerous situations.’ Discuss with
reference to the chapter. (Constructed Response Question)
Ans. It was the optimism of the author, the captain of the Wavewalker, that saved the lives of his
family and the crew members. The craft suffered serious damage during the storm and
could have sunk with all on board. But the author had an extremely positive approach.
There was never a thought of giving up or allowing the situation to overwhelm him.
Rather, he constantly looked for solutions as problems came up one after the other.
The author was calm throughout the crisis and was, therefore, able to meet the
challenges of the moment. He and his crew members were determined to weather the
storm. He was thrown overboard but came back and hung on to the wheel. He arranged
for pumping the sea water out. The children were a great source of strength to him.
Their faith in him heightened his desire to protect them and his ship. Because of his
calmness, he was able to make the best use of his navigation skills and seamanship.
7. How did the children’s presence and behaviour during the crisis affect the author?
Ans. The children on board were fully aware of the crisis looming over their boat and yet
did not panic or express their anxiety, which strengthened the author’s resolve to save
the ship. His determination to fight against all odds was further strengthened when
his son proclaimed that they did not mind dying, but only wished to die together.
This encouraging bravery sharpened the author’s innovative streak as he worked
meticulously at calculating wind speeds, changes of course, drift and current, to reach
their destination.
When Sue had handed the author a ‘Thank-you’ card, the touching gesture dispelled
negativity and boosted his determination. Even when he turned skeptical of his
calculations about reaching the island, the children still had implicit faith in him and
believed he had guided them to the safety of the island.

1. The night dragged on with an endless, bitterly cold routine of pumping, steering and
working the radio. We were getting no replies to our Mayday calls — which was not
surprising in this remote corner of the world. Sue’s head had swollen alarmingly; she
had two enormous black eyes, and now she showed us a deep cut on her arm. When
I asked why she hadn’t made more of her injuries before this, she replied, “I didn’t
want to worry you when you were trying to save us all.”
(a) What do you understand by the phrase ‘Mayday call’?
(b) How did they spend their night?
(c) What had happened to Sue when the author went to check on them?
(i) She had enormous black eyes.
(ii) She had a deep cut on her arm.
(iii) She had fractured her right leg.
2. But our respite was short-lived. At 4 p.m. black clouds began building up behind us;
within the hour the wind was back to 40 knots and the seas were getting higher. The
weather continued to deteriorate throughout the night, and by dawn on January 5,
our situation was again desperate. When I went in to comfort the children, Jon asked,
“Daddy, are we going to die?” I tried to assure him that we could make it. “But,
Daddy,” he went on, “we aren’t afraid of dying if we can all be together — you and
Mummy, Sue and I.”
(a) ‘But our respite was short-lived’. Why did the author say so?
(b) Describe the weather condition on January 4.
(c) What was the attitude of the author’s children towards their deteriorating
condition?
(i) Optimistic (ii) Pessimistic
(iii) Reprimanding (iv) Imbalanced
3. With land under my feet again, my thoughts were full of Larry and Herbie, cheerful
and optimistic under the direst stress, and of Mary, who stayed at the wheel for all
those crucial hours. Most of all, I thought of a seven-year-old girl, who did not want us
to worry about a head injury (which subsequently took six minor operations to remove
a recurring blood clot between skin and skull), and of a six-year-old boy who was not
afraid to die.
(a) What were the thoughts running in the author’s mind when he felt land under his
feet?
(b) Who steered the boat at the crucial time?
(c) What does the word ‘recurring’ mean?
(i) Happening again (ii) Occurring irregularly
(iii) Happening occasionally (iv) None of these
1.
Describe Wavewalker.
2.
Elucidate the role of Mary in the story.
3.
How did the crewmen contribute in solving the crisis?
4.
Was it safe for the author and his wife to undertake such a dangerous voyage with two
little children? (Constructed Response Question)
5. Do you think the behaviour of the children was beyond normal expectations?

1. After having read the chapter, what is your opinion on ‘the rationale behind undertaking
such adventurous exercises’? (Constructed Response Question)
2. Was there an element of selfishness in the minds of the author and his wife, while
exposing their children to such a disastrous situation? (Constructed Response Question)
3. As a reader, how would you empathise with the mental trauma that the children might
have experienced in their disastrous rendezvous with death?
zzz

HORNBILL: PROSE
3 Discovering Tut:
the Saga Continues
— A.R. Williams
Introduction
The chapter deals with the mysteries and theories regarding the life and death of the youngest teenaged
Pharoah of ancient Egypt – Tutankhamun. It was speculated that the Pharoah was murdered. King Tut’s
tomb was discovered in 1922 by the famous archaeologist Howard Carter. After Carter’s investigation, Tut’s
mummy was also subjected to an X-ray and a CT scan. The investigations, though not conclusive, were able
to provide some insights into the mysteries surrounding the young King’s death.
The chapter ‘Discovering Tut: the Saga Continues’ is an account of the passion of a team of researchers and
the struggles they faced to unravel the mystery of the Pharoah’s sudden death. The story highlights the
developments in the field of archaeology. Modern technology gives us a hope to be well equipped to solve
crimes if it has taken place.
Summary
Tutankhamun was the last leader of the great Pharaoh Dynasty. He was young when he died.
According to some people, his death was a murder. In the year 1922, his tomb was exposed by
Howard Carter, an archaeologist. After 80 years, he was taken for a CT scan to solve the mystery
of his life and death through a forensic reconstruction. His father or grandfather, Amenhotep
III, was a very powerful Pharaoh who ruled over a period of 40 years. Moreover, his son,
Amenhotep IV, succeeded him and initiated the strangest period in the history of Egypt. His
name changed to Akhenaten, which means ‘servant of the Aten’. He changed the religious
capital from Thebes to Amarna. Later he attacked Amun, a god, ruined his images and shut his
temples. Another mysterious ruler succeeded him who died very soon. Tutankhamun sat on
the throne and ruled for 9 years.
Carter found Tut’s mummified body after years of searching, in a cramped, rock-cut tomb 26
feet underground, which also had some wall paintings. He was laid with lots of gold and wealth.
Many parts of the treasure in the tomb were already misplaced. After conducting research on
the treasures, Carter planned to examine his 3 nested coffins. It revealed that he was buried
in the months of March or April. One of the coffins put Carter into trouble. The gums used to
paste Tut to the bottom of the solid gold coffin had hardened, making it impossible to displace.
He placed the box under the sun for several hours so that the resins loosen up, but that didn’t
work. At last, he removed the adhesive with a chisel and hammer. Carter sensed he didn’t
have any choice other than cutting the mummy from limb to limb. If not, then thieves would
have robbed the gold and the treasures. His men first removed the head of the mummy, then

they cut off nearly every major joint. After the process of removing all the body parts, they
reassembled the parts on a layer of sand in a wooden box and placed it at the original place.
Later, in January 2005, the body was taken for a CT scan, which takes hundreds of X-Rays and
generates a 3D image. That night of the scan, the workmen carried his body from the tomb into
a box. They went through the ramp and stairs, and lifted the body on a hydraulic lift into the
trailer that was holding the scanner. The scanner suddenly stopped working and the process of
the CT scan stopped. After the use of spare fans, the scan was finally completed. After 3 hours,
they transferred his body back to his tomb where the pharoah is now resting in peace.
A.R. Williams developed a love for reading at a very young age and in the
fourth grade, when an assignment to write their own works of fiction
was given, it occurred to him that he too could craft tales for others
to enjoy. During a membership in a book club, Williams discovered that
there were books dedicated to teaching amateur writers more about the
craft of writing. He started putting that knowledge to the test, crafting
imaginative stories in science fiction and fantasy genres.

1. Give reasons for the following.
(i) King Tut’s body has been subjected to repeated scrutiny.
(ii) Howard Carter’s investigation was resented.
(iii) Carter had to chisel away the solidified resins to raise the king’s remains.
(iv) Tut’s body was buried along with gilded treasures.
(v) The boy king changed his name from Tutankhaten to Tutankhamun.
Ans. (i) King Tut’s body has been subjected to repeated scrutiny because of his ancestry,
the treasures he was buried with and to unravel the mystery that surrounded his
untimely death.
(ii) Howard Carter’s investigation was resented because of his unscientific methods. He
resorted to cutting the body of the Pharoah to take him out of the tomb. He also
focused more on protecting Tut’s funerary treasures, and less on finding solutions
to the mystery of his life and death.
(iii) Carter had to chisel away the solidified resins to raise the king’s remains because the
body was cemented to the bottom of the solid gold coffin as a result of the hardening
of the resins. It was impossible to extract the body from the coffin. Keeping the body
in the sun, under 149 degrees Fahrenheit also did not help.
(iv) Tut’s body was buried along with gilded treasures as the ancient Egyptian royals were
extremely wealthy. They also believed that the royalty would take all the treasures
with them for their use in the afterlife.
(v) Tutankhamun means ‘living image of Amun’. Amun was a major god of ancient
Egypt. Amenhotep IV smashed his images and closed his temples. When the boy
king sat on the throne, he changed his name to Tutankhamum, the living image of
Amun, and oversaw the restoration of the old ways.

2. (i) List the deeds that led Ray Johnson to describe Akhenaten as “wacky”.
(ii) What were the results of the CT scan?
(iii) List the advances in technology that have improved forensic analysis.
(iv) Explain the statement, “King Tut is one of the first mummies to be scanned — in
death, as in life...”
Ans. (i) According to Ray Johnson, Akhenaten was wacky because of the following reasons:
(a) He smashed images and closed Amun’s temples.
(b) He worshipped Aten, the sun disk.
(c) He moved the religious capital from the old city of Thebes to the new city of
Akhetaten, called Amarna.
(d) He changed his name to Akhenaten.
(ii) The CT scan machine scanned the mummy head to toe, creating 1,700 digital X-ray
images in cross section. Tut’s head, scanned in 0.62 millimetre slices to register its
detailed structures, takes on strange and frightening details in the resulting image.
The neck vertebrae appeared as clearly as in an anatomy class. Other images
revealed a hand, several views of the ribcage and a transection of the skull.
(iii) With the advancement in technology, it has become possible for many scientific tests
to be carried out with greater accuracy in order to determine the cause of a crime.
X-Ray, CT scan, post mortem, biopsy, and autopsy are the processes that are a part
of the improved forensic analysis.
(iv) Tut’s mummy was the first one to be X-rayed in 1968 and later, in 2005, the first
to be scanned through Computing Tomography (CT). CT scan revealed new three
-dimensional images of his body.

Discuss the following in groups of two pairs, each pair in a group taking opposite points of
view.
1. Scientific intervention is necessary to unearth buried mysteries.
2. Advanced technology gives us conclusive evidence of past events.
3. Traditions, rituals and funerary practices must be respected.
4. Knowledge about the past is useful to complete our knowledge of the world we live
in.
Ans. 1. For: To understand the various mysteries in history, it is important to be aware of
the mysterious circumstances that surrounded people and leaders. For this purpose,
scientific intervention plays an invaluable role. It can help get the answers to the
questions and gives us an idea about what occurred in the past, and the lifestyle of
our ancestors. Example – the scientific intervention of Indus Civilization.
Against: There is no doubt that scientific intervention can be useful but it destroys
the sanctity and respect that has been accorded to the dead. It interferes in the
secrecy of the funerary rituals and treasures. Unnecessary expenses are involved in
these processes.
2. For: With advanced technology, we can know about the past and those who could
have been involved in a supposed crime. Investigation using a CT scan made it
possible to get an idea about King Tut and his body. It provided data for forensic

reconstruction and satellite images helped find burial sites. Different kinds of
software make it possible to get an idea of the time, date and place where an event
might have ocurred.
Against: Even after the CT scan images of Tut, no conclusive premises could be
drawn. It was not possible to arrive at the cause of his death, which continues to
remain a mystery. Instead of using time and money on past events, the government
should focus on the present and the future.
3. For: Every religion has its own traditions, rituals and funerary practices which must
be respected. It should not be disturbed as Carter did with King Tut’s tomb. Cutting
up the body was the most disrespectful way in which the mortal remains of a dead
person was treated.
Against: Traditions, rituals and funerary practices, should be practised only to a
level that is logical and sensible. Elaborate and expensive funeral rites must be done
away with. It is important to give a respectful burial or cremation to the mortal
remains of a person, but indulging in fancifulness is disrespectful to the departed
soul.
4. For: Knowledge of past events and important personalities help us understand our
ancestry. It helps us to know about how the world we live in has evolved. From past
experiences and lessons, we learn not to commit the same mistakes and become
more sensitised. Knowing about King Tut’s life helped us understand the Pharaoh
Dynasty and the Egypt Empire.
Against: Delving into the past doesn’t help us in any way. It only wastes time and
resources. No one can change the past. It would be more advantageous if we focus
on the present and look forward to what the future has in store for us. Ranting
about what happened yesterday cannot help us.

1. What do you think are the reasons for the extinction of languages?
2. Do you think it is important to preserve languages?
3. In what ways do you think we could help prevent the extinction of languages and
dialects?
Ans. 1. A language can become extinct due to many reasons. The world adapts and changes
according to the advances in technology. Example, the Sanskrit language cannot be
seen used on a daily basis by people. However, in ancient times, it was a language
used both verbally and for the purpose of writing. Also, if some level of restrictions
are imposed on a certain class of people regarding the use of a language, other
languages will suffer. E.g., the compulsory use of English in institutions in India.
Modernisation, along with westernisation is another cause for extinction of the
mother tongue. Generations resort to using the more widely used language and
move away from the language of their birth, gradually wiping it off the surface of
the earth.
2. Yes, it is very important to preserve languages as it helps us understand our culture
and traditions. It gives us an identity. It helps in developing oneself culturally, and
helps us to connect with the important past events. It gives us knowledge about
literature and the history of the language.

3. We could help prevent the extinction of languages and dialects in the following ways:
(a) Include the teaching of mother tongue/state language in school and college
curriculums
(b) Promote the use of different languages and dialects verbally
(c) Conduct seminars and cultural activities to enhance the knowledge of the
languages among people
(d) Encourage people to study different languages
WORKING WITH WORDS

1. Given below are some interesting combinations of words. Explain why they have been
used together.
(i) ghostly dust evils (vi) dark-bellied clouds
(ii) desert sky (vii) casket grey
(iii) stunning artefacts (viii) eternal brilliance
(iv) funerary treasures (ix) ritual resins
(v) scientific detachment (x) virtual body
Ans. (i) ghostly dust devils: it refers to the anger of the dusty winds by frightful movements
on those people who try to disturb the king
(ii) desert sky: it refers to the dusky sky of the desert
(iii) stunning artefacts: it refers to the beautiful items which were found in the tomb
(iv) funerary treasures: it refers to the gold items which were kept while burying the
king because Egyptians believed that there is an afterlife
(v) scientific detachment: it refers to the objectiveness present in science
(vi) dark-bellied clouds: it refers to the dark clouds containing rain
(vii) casket grey: it refers to how the stars were covered by dark-bellied clouds similar to
the way jewels are kept in a casket box
(viii) eternal brilliance: it refers to how the timeless luster and shine of the gold and
other valuable items of the king
(ix) ritual resins: it is a customary duty in the process of burying a dead body
(x) virtual body: three-dimensional body created by CT scan
2. Here are some commonly used medical terms. Find out their meanings.
CT scan MRI tomography autospy dialysis

ECG post mortem angiography biopsy
Ans. (i) CT scan – a three-dimensional scan of a body with the help of hundreds of X-Rays,
in cross section together
(ii) MRI – Magnetic Resonance Imaging, a medical examination with the help of a
strong magnetic field and radio waves to create a detailed image of the organs of the
body
(iii) Tomography – a technique used to display a cross-section of a human body using
hundreds of X-rays or ultrasound
(iv) Autopsy – a post mortem examination used to discover the cause of death of the
dead person
(v) Dialysis – the process of purification of blood with the help of a machine which
works as a substitute for kidney
(vi) ECG – also known as Electrocardiography, it is a process to test for the signs of any
heart disease by recording the electrical activity through small electrodes attached
to the chest, arms and legs
(vii) Post Mortem – an examination of a dead body to know the cause of death
(viii) Angiography – radiography of blood or lymph vessels
(ix) Biopsy – examination of tissue removed from a living being to know the reason for
the disease
Read the following extracts carefully and answer the questions that follow. (3 Marks each )
1. Since the discovery of his tomb in 1922, the modern world has speculated about what
happened to him, with murder being the most extreme possibility. Now, leaving his
tomb for the first time in almost 80 years, Tut has undergone a CT scan that offers new
clues about his life and death — and provides precise data for an accurate forensic
reconstruction of the boyish pharaoh.
(a) Who is the ‘boyish pharaoh’?
(b) Why was his tomb being taken out?
(c) In which of the following sentences has the word ‘speculate’ been used differently
from the context in the extract?
(i) She could only speculate about her friend’s motives.
(ii) He speculated as to whether she would come.
(iii) If you want me to speculate, I’d say it ran far deeper than that.
(iv) Only speculate with money you can afford to lose.
Ans. (a) The ‘boyish pharaoh’ is King Tutankhamun, an ancient Egyptian king who ruled
Egypt and died very young at the age of 19.
(b) His tomb was being taken out to be scanned so as to get a precise data of his life and
early death.
(c) (iv) Only speculate with money you can afford to lose.
2. In his defence, Carter really had little choice. If he hadn’t cut the mummy free, thieves
most certainly would have circumvented the guards and ripped it apart to remove the
gold. In Tut’s time the royals were fabulously wealthy, and they thought — or hoped —
they could take their riches with them. For his journey to the great beyond, King Tut
was lavished with glittering goods: precious collars, inlaid necklaces and bracelets,
rings, amulets, a ceremonial apron, sandals, sheaths for his fingers and toes, and the
now iconic inner coffin and mask — all of pure gold.
(a) ‘...Carter really had little choice.’ What does this statement indicate?
(b) Explain the phrase, ‘journey to the great beyond’.
(c) What is a mummy?

(i) A body of a human being that has been ceremonially preserved by removing the
internal organs.
(ii) A body of a human being that has been treated with natron and resin.
(iii) A body of a human being that has been wrapped in bandages.
(iv) All of these
Ans. (a) This statement indicates that Carter was compelled to cut the mummy free, otherwise
thieves would have ripped it apart to steal the gold.
(b) The phrase ‘journey to the great beyond’ means the afterlife where one is said to go
after dying.
(c) (iv) All of these
3. Archaeology has changed substantially in the intervening decades, focusing less on

treasure and more on the fascinating details of life and intriguing mysteries of death.
It also uses more sophisticated tools, including medical technology. In 1968, more
than 40 years after Carter’s discovery, an anatomy professor X-rayed the mummy and
revealed a startling fact: beneath the resin that cakes his chest, his breast-bone and
front ribs are missing.
(a) What was Carter’s discovery?
(b) In what way has archaeology changed?
(c) What was the startling revelation made about Tut’s mummy?
(i) That his kidneys were missing (ii) That his breast-bone was missing
(iii) That his front ribs were missing (iv) Both (ii) and (iii)
Ans. (a) Carter discovered the largely intact tomb of King Tutankhamun after years of futile
searching.
(b) Archaeology has changed substantially in the intervening decades, focusing less on
treasure and more on the fascinating details of life and intriguing mysteries of death.
(c) (iv) Both (ii) and (iii)
4. The night of the scan, workmen carried Tut from the tomb in his box. Like pallbearers
they climbed a ramp and a flight of stairs into the swirling sand outside, then rose on
a hydraulic lift into the trailer that held the scanner. Twenty minutes later two men
emerged, sprinted for an office nearby, and returned with a pair of white plastic fans.
The million-dollar scanner had quit because of sand in a cooler fan. “Curse of the
pharaoh,” joked a guard nervously.
(a) Who are pallbearers?
(b) What happened to the scanner?
(i) It stopped working due to malfunctioning of a fan.
(ii) It functioned more efficiently.
(iii) It stopped taking images.
(iv) It got short circuited.
(c) What was the pharaoh’s curse?
Ans. (a) Pallbearers are those who carry the coffin to the grave.
(b) (i) It stopped working due to malfunctioning of a fan.

(c) The pharaoh’s curse was that death or misfortune would fall upon those who
disturbed him.
5. The boy king soon changed his name to Tutankhamun, ‘living image of Amun,’ and
oversaw a restoration of the old ways. He reigned for about nine years — and then
died unexpectedly. Regardless of his fame and the speculations about his fate, Tut is
one mummy among many in Egypt. How many? No one knows. The Egyptian Mummy
Project, which began an inventory in late 2003, has recorded almost 600 so far and is
still counting.
(a) Why has the phrase ‘boy king’ been used for Tut?
(b) How many mummies are there in Egypt?
(c) Which of the following informations is incorrect about Tutankhamun?
(i) He changed his name to Tutankhamun.
(ii) He oversaw a restoration of the old ways.
(iii) He ruled for more than ten years.
(iv) All of these
Ans. (a) The phrase ‘boy king’ has been used for Tutankhamun because he was a very young
boy when he became the king.
(b) The Egyptian Mummy Project has recorded almost 600 mummies so far but no one
knows the exact count of mummies that exist in Egypt.
(c) (iii) He ruled for more than ten years.
1. Who was Tut? What had happened to him?

Ans. The Pharaoh Tut, was the last heir of the powerful family of pharaohs that ruled Egypt
for centuries. He ruled for a period of nine years and then died unexpectedly. People
believed that the king died under mysterious circumstances and his death might involve
every possibility of murder.
2. Why did King Tut’s mummy have to undergo CT scan?
Ans. King Tut was a teenager when he died under very mysterious circumstances. Ever
since his tomb was discovered in the year 1922, the modern world has speculated about
what might have happened to him, with murder being the most extreme possibility.
Therefore, he was removed from his tomb after 80 years to undergo a CT scan, in order
to acquire some clues into his life and death.
3. What did the tourists in the burial chamber of King Tut do?
Ans. The tourists from around the world queued up as usual all afternoon into the narrow
rock-cut tomb. They lined up to pay their homage to King Tut. They looked keenly at
the murals on the walls of the burial chamber. Some also peered at Tut’s gilded face.
Some visitors read from guidebooks, whereas others stood silently, thinking about the
Pharaoh’s curse which stated that death or misfortune would befall those who disturbed
him.
4. Why did the artefacts in Tut’s tomb cause a sensation at the time of discovery?
Ans. The stunning artefacts of gold discovered in Tut’s tomb, whose eternal brilliance meant
to guarantee resurrection, caused a sensation and surprised all present there. They
remain the richest royal collection ever found and have become part of the pharaoh’s
legend.
5. What did Carter find in the three nested coffins?
Ans. In the first coffin, he found a shroud adorned with garlands of willow and olive leaves,
wild celery, lotus petals and cornflowers. His body was lavished with glittering goods:
precious collars, inlaid necklaces, bracelets, rings, amulets, a ceremonial apron, sandals
and sheaths for his fingers and toes — all of pure gold. The coffin also contained everyday
things for the afterlife, such as board games, a bronze razor, linen undergarments, cases
of food and wine.
6. Why did Carter have to detach Tut’s mummy from the coffin? What did he do?
Ans. When Carter and his men were working on the tomb of King Tut, they found that the
ritual resins had hardened and had cemented the mummy of King Tut to the bottom of
his solid gold coffin. The mummy could not be taken out. He set the mummy outside in
the blazing sun at 149 degrees Fahrenheit but did not serve any purpose.
7. How did Carter defend his action of cutting the mummy free?
Ans. Carter, in his defence, wrote later that if he hadn’t cut the mummy free, thieves would
have circumvented the guards and ripped it apart to remove all the gold. The mummy
had been kept with a lot of wealth in the form of ornaments and other riches, all of
gold. The funerary treasures would have surely attracted thieves had he not severed the
mummy to make it free from the adornments.
8. How was King Tut’s mummy scanned by the CT scanner?
Ans. A portable CT scanner was taken in a trailer to the sandy area near Tut’s tomb. Tut’s
body was carried there from his tomb in a box for scanning. However, the million-dollar
portable scanner quit because of sand in a cooler fan. In a short while, a pair of white
plastic fans were brought to help in the scanning. The CT machine scanned the mummy
from head to toe, creating 1,700 digital X-ray images in cross section. Tut’s head, which
was scanned in 0.62 millimetre slices to register its intricate structures, takes on eerie
detail in the resulting image.
9. What did the CT scan of Tut’s mummy reveal?
Ans. The CT scan gave surprising as well as fascinating images of Tut’s body. The image of
a grey head took shape from a scattering of pixels and the technician tilted it in every
direction. Neck bones appeared quite clearly. Other images revealed a hand, several
views of the rib cage, and a transection of the skull.
10. Carter had to take a drastic decision regarding the mummy. What was it? How did he
justify it?
Ans. The hard decision that Carter had to take was to chisel away the hardened resins from
under Tut’s body. This could damage the skeleton. The workers had to remove Tut’s
head and sever nearly all the joints. Carter’s justification was that if he hadn’t cut the
mummy free, thieves would have ripped it apart to get the gold.
11. “King Tut’s body had been subjected to repeated scrutiny”. Why?
Ans. King Tut was the last Pharoah who ruled Egypt. He died a teenager after ruling for nine
years. Mystery shrouded his untimely death. Therefore, since the discovery of his tomb

in 1922, Tut’s body had been subjected to repeated scrutiny to appease the speculations
that the possibility of death could be murder, and to provide a precise data for accurate
forensic reconstruction of the young pharaoh.
12. Enumerate the adornments on Tut’s body. Why had the adornments been buried along
with the body?
Ans. The tomb of the Pharoah consisted of stunning gold objects of great beauty like precious
collars, inlaid necklaces, bracelets, rings, amulets, and all other things needed by the
King in his afterlife such as board games, linen undergarments, cases of food and drink.
Egyptians believed that the king would need these articles in his life after death.
13. Who were the rulers who preceded King Tut?
Ans. King Amenhotep III, Tut’s grandfather or father, was succeeded by his son Amenhotep
IV, who changed his name to Akhenaten or the Servant of Aten, He was succeeded
by a mysterious ruler who vanished from the scene after a brief rule. King Tut, still a
young boy was the next heir to the throne. He ruled for a period of nine years, until his
untimely death as a teenager.
14. What were the changes that occurred in the viewpoint of archaeologists with the
passage of time?
Ans. Initially, the archeaologists focussed on the treasures that were in the tomb and
in protecting them from being robbed. Thereafter, the attention was more on the
fascinating details of life and intriguing mysteries of death. Moreover, now, they had
more sophisticated tools, including medical technology at their disposal.
15. Who was Amenhotep IV? Why is he described as ‘wacky’?
Ans. Amenhotep IV was the son of Amenhotep III who succeeded the throne after his
father. Akhenaten was ‘wacky’ because he moved the religious capital from the old city
of Thebes to the new city of Akhetaten. It is now known as Amarna. He also attacked
Amun, a major god, smashing his images and closing his temples.
16. How has archaeology undergone a change in the twentieth century?
Ans. The change is in two ways: approach and techniques. Firstly, archaeology now focuses
less on treasure and more on the fascinating details of life and interesting mysteries of
death. Secondly, it uses more sophisticated tools including medical technology.
1. “He was the last of his family line.” What do you learn about Tut’s dynasty from the
chapter ‘Discovering Tut: the Saga Continues’?
Ans. Tut’s father or grandfather, Amenhotep III, was a powerful Pharaoh who ruled for
almost four decades at the height of the eighteenth dynasty’s golden age. His son and
successor, Amenhotep IV promoted the worship of the Aten, the sun disk. He changed
his name to Akhetaten or ‘servant of the Aten’. He moved his religious capital from
the old city of Thebes to the new city of Akhetaten. He further shocked the country
by attacking Amun, a major god, breaking his images and closing his temples. Thus,
the ‘wacky’ king started one of the strangest periods in the history of ancient Egypt.
After Akhenaten’s death, a mysterious ruler named Smenkhkare appeared briefly
and vanished without leaving any sign. Then a very young Tutankhaten took over the
throne. He is widely known today as King Tut. The boy king soon changed his name to
Tutankhamun, meaning ‘living image of Amun’. He supervised the restoration of the
old ways. Tutankhamun ruled for about nine years and then died unexpectedly. The
details of his passing away are not known. The modern world has speculated about what
happened to him. How he died and how old he was at the time of his death are two
questions which remain unanswered even today.
2. A.R. Williams says, “King Tut is …. in death, as in life, moving regally ahead of his
countrymen.” How far do you agree with the assertion and why?
Ans. Perhaps no other Pharaoh of Egypt has fascinated the public mind so greatly as the
boyish King Tutankhamun. Although King Tut died in his teens and ruled for about nine
years only, he introduced certain changes during his brief rule. These were significant
as they marked the revival of the old ways of the worship of Amun. The unanswered
questions about the cause of his death are still present. After his death, his body has been
a centre of scientific examination. Howard Carter, the British archaeologist discovered
Tut’s tomb in 1922. In 1968, an anatomy professor X-rayed the mummy. The Egyptian
Mummy Project began an inventory in late 2003. It has so far recorded 600 and is
still counting. The next phase of CT scanning with a portable CT machine began on
January 5, 2005. King Tut’s mummy was the first one to undergo a CT scan. Hence,
King Tut being regally ahead of his countrymen in death as in life is undoubtedly a valid
assertion.
3. How has Tut’s mummy fascinated scientists and commoners alike over the previous
decades?
Ans. King Tutankhamun was the last Pharoah left of his line. His funeral marked the end of
a dynasty. He was laid to rest laden with gold as the royals in Tut’s time were extremely
wealthy and thought they could take their riches with them. His tomb was discovered
by Howard Carter, an English archaeologist in 1922, more than 3000 years after his
death. The rich royal collection of jewellery and golden artefacts fascinated Carter.
Visitors thronged to the teenage king’s tomb. The particulars of King Tut’s death and its
aftermath are not clear. Carter’s investigation revealed a startling fact. The breast-bone
and front ribs of Tut were missing. Thereafter, once again on 5th January 2005, a CT
scan was done to obtain precise data for an accurate forensic reconstruction of King Tut.
It was hoped that it would offer new clues about his life and death. Thus, Tut’s mummy
has been the centre of fascination throughout the previous decades.
4. Who was King Tut? What happened when his mummy was being CT scanned? What
did the tourists do?
Ans. King Tut was just a teenager when he died. He was the last heir of a powerful family that
ruled Egypt and its empire for centuries. He was laid to rest laden with gold and then
forgotten. After several years of research, in 1922, the British archaeologist Howard
Carter, discovered his mummy and startling facts about him came to light. Later, on
January 5, 2005, when his mummy was removed again to be subject to a CT scan, an
angry wind began to blow. Dark clouds appeared in the sky. The tourists gazed at the
murals on the walls in his burial chamber. They peered at the gilded face. Some tourists
stood silently. They wondered if the Pharaoh’s curse that death or misfortune befall
upon those who disturbed him was really true. But except a change in the weather
nothing happened.
5. What problems did Howard Carter face in regard to King Tut’s mummy? What did he
do to solve them?
Ans. After years of research, Howard Carter, the British archaeologist, discovered King Tut’s
burial chamber and his gold coffin in 1922. When he opened the last coffin, he found
that the ritual resins had hardened. It had cemented Tut to the bottom of his solid
gold coffin. He tried to loosen it by putting the mummy under 149 degree Fahrenheit
scorching sunshine. But nothing happened. Then he reported that the material had
to be chiselled away from beneath the limbs and trunk. It had to be done as it was not
possible to raise the King’s remains. Carter defended his decision by saying that the
thieves would have ripped the mummy apart to remove the gold. So, his men removed
the mummy’s head and severed nearly every major joint. Then they reassembled the
remains on a layer of sand and put the mummy in a wooden box.
6. What light does the chapter throw on King Tut’s father or grandfather?
Ans. King Tut’s father or grandfather was a powerful Pharaoh. He ruled Egypt for almost 40
years at the height of the 18th dynasty’s golden age. His son Amenhotep IV succeeded
him. He started certain changes. He promoted the worship of the Aten, the sun disk. He
changed his name to Akhenaten, or ‘servant of the Aten’ He also moved the capital from
Thebes to Akhenaten. It is now known as Amarna. He shocked the country by breaking
the images of Amun, a major god and closing his temples. After Akhenaten’s death,
Smenkhkare ruled Egypt briefly. Then a very young Tutankhaten sat on the throne —
King Tut as he is widely known today. The boy king changed his name to Tutankhamun,
which meant ‘living image of Amun’. He restored the old ways. He ruled for nine years
and then died unexpectedly.
7. Imagine you are Howard Carter. You were fortunate to find King Tut’s tomb intact.
Describe what you saw in the burial chamber. Describe King Tut’s coffin and its
contents. (Constructed Response Question)
Ans. I have searched for many years and today my search has come to a fruitful end. I have
found the tomb of King Tut. The year 1922 has become historic in archaeology. The
burial chamber is small, rock-cut and 26 feet underground with murals on the walls.
King Tut’s outer coffin shows his features in a gilded and painted face. There are three
nested coffins. In the first, I found a shroud adorned with garlands of spring flowers.
The innermost coffin contained the body of King Tut, lavished with precious collars,
inlaid necklaces and bracelets, rings, amulets, a ceremonial apron, sandals, sheaths for
his fingers and toes, all of pure gold, and a painted mask of great beauty. Besides, in the
burial chamber, there were articles of everyday needs like board games, a bronze razor,
linen undergarments and cases of food and wine.
8. In 1922 Tut’s tomb was discovered. Much of the treasure buried in the tomb had
already been plundered. The materialistic attitude of man does not allow even the
dead to rest in peace. Will there be any end to this attitude? Discuss.
Ans. For a handful of gold, man can go to any extent. Tut’s mummy was buried deep in the
desert with a lot of gold and other things believing that the dead Pharaoh would need
those things in the afterlife. It was a matter of faith. When Tut’s tomb was discovered,
most of the treasure had already been looted. The thieves who did so were driven by
the mad force of materialism. Materialistic attitude attaches no importance to beliefs,

religious sentiments, social rites and rituals. But when Carter finally succeeded in
discovering Tut’s tomb, he found the richest royal collections — all made of solid gold
— in the tomb. Even the coffin was made of gold. In order to remove Tut from his
coffin, Carter had to cut the body from its joints. So, man doesn’t allow even the dead
to rest in peace.

1. In his defence, Carter really had little choice. If he hadn’t cut the mummy free, thieves
most certainly would have circumvented the guards and ripped it apart to remove the
gold. In Tut’s time the royals were fabulously wealthy, and they thought — or hoped
— they could take their riches with them.
(a) What did the royals of Egypt think in ancient times?
(b) How did Carter’s men remove the gold from the mummy?
(i) By hardening the resins (ii) By softening the resins
(iii) By chiseling the body (iv) None of these
(c) What does the word ‘circumvent’ mean?
2. Back in the trailer a technician pulled up astonishing images of Tut on a computer

screen. A grey head took shape from a scattering of pixels, and the technician spun
and tilted it in every direction. Neck vertebrae appeared as clearly as in an anatomy
class. Other images revealed a hand, several views of the rib cage, and a transection
of the skull. But for now the pressure was off. Sitting back in his chair, Zahi Hawass
smiled, visibly relieved that nothing had gone seriously wrong. “I didn’t sleep last
night, not for a second,” he said.
(a) Who was Zahi Hawass?
(b) What was he worried about?
(c) Why was Zahi Hawass relieved?
(i) Because he could capture clear images of the mummy
(ii) Because the scan revealed that the head, neck and rib cage were in proper order
(iii) Because he could collect more archaeological evidence about Tut
(iv) All of these
3. The new pharaoh promoted the worship of the Aten, the sun disk, changed his name
to Akhenaten, or ‘servant of the Aten,’ and moved the religious capital from the old
city of Thebes to the new city of Akhetaten, known as Amarna. He further shocked
the country by attacking Amun, a major god, smashing his images and closing his
temples. “It must have been a horrific time,” said Ray Johnson.
(a) What changes did Akhenaten make to ancient Egypt’s religion?
(b) Who was Ray Johnson?
(i) An archaeologist
(ii) Director of the University of Chicago’s research centre

(iii) Secretary General of Egypt’s Supreme Council of Antiquities
(iv) Forensic Officer
(c) Why did Ray Johnson say, “It must have been a horrific time.”?

1. Write a short note on Amenhotep IV.
2. What changes in nature were observed during the excavation of Tut’s body?
3. What made Carter conclude that Tut died sometime in the month of March or April?
4. When King Tut was being finally laid to rest, nature was at rest too. Explain.
5. What attempt did Tut make to restore the ancient religion in Egypt?

1. The lesson ‘Discovering Tut’ allows us to peep into the past or history. For many, history
is a dry subject but its study does make us wiser. What do you think?
2. ‘Archaeology has changed substantially in the intervening decades.’ We find that
science is helping the cause of culture. Write an article showing that science can help in
investigating and preserving history. (Constructed Response Question)
3. Analyse the dynasty of King Tut as discussed in the lesson, ‘Discovering Tut: the Saga
Continues’. (Constructed Response Question)
zzz

HORNBILL: PROSE
4 The Adventure
— Jayant Narlikar
Introduction
‘The Adventure’, centres on certain unusual experiences that the historian Gangadharpant, the protagonist,
had undergone. He finds himself in two worlds that were completely different from each other. It begins
with the professor wondering about the fate of India if the Marathas had not allowed a concession to the
East India Company to stay in Mumbai. He believes that this step and the failure of Maratha soldiers during
the Battle of Panipat cost Indian history a great deal. But at the library he reads that Vishwasrao had a
narrow escape in the battle against Abdali. In one space Vishwasrao and the Marathas have lost the Battle
of Panipat and in the other they have won.
Professor Gaitonde travels through time and experiences very different events and is in a state of shock.
The discussion and attempted solution to this mystery has been discussed in this chapter.
The story deals with the explanation of time travel and is a perfect blend of history and science. In this
unique story, the author has tried to concoct a new blend of history and physics with a detailed explanation
of the theory of parallel worlds. The protagonist Professor Gaitonde travels through time and experiences
very different events and is in a state of shock. He imagines the state of India where Britishers have never
ruled and this lesson is a complete juxtaposition of facts and historical events.
Summary
This fictional narrative by Jayant Narlikar belongs to the genre of science fiction and deals
with the much intriguing aspect of time. The protagonist of this story, Professor Gaitonde, a
historian, is preparing for his thousandth presidential address in which he was to speak on the
topic “What course history would have taken if the result of the Battle of Panipat had gone the
other way?”. Professor Gaitonde was travelling from Pune to Bombay via the Jijamata Express,
a train which was faster than the Deccan Queen. As he was crossing towns and villages, he met a
man named ‘Khan Sahib’ who talked about his business and chatted about several things. They
got off at Victoria Terminus station which was neat and clean. It had British officers, Parsees
and Anglo-Indian staff all around. He was confused as to how the East India Company was
ruling the country as according to his facts, they had fled away after the events of 1857.
He walked along Hornby Road and noticed that the shops were different. He entered the
Forbes building and inquired about Mr Vinay Gaitonde but as checked by the receptionist, no
such man had ever worked there. He went to the Town Hall and sat in the reading room. He
took five books related to the history and decided to go through them one by one and check

how the facts had changed. He started investigating from the period of Ashoka to the Battle of
Panipat.
Most of the history was as he knew it in his world, but the point from where history had
changed was the Battle of Panipat. In this different world, the Marathas had won. They had
not allowed the East India Company to expand. In fact, its influence was limited to a few places
like Bombay, Calcutta and Madras. India had become a democracy but allowed the British to
carry on for commercial reasons. Prof. Gaitonde wanted to find out how the Marathas had
won the battle. While leaving the library as late as 8 p.m., he accidently puts the Bakhar into
his pocket.
The next morning, he went for a stroll to Azad Maidan. There was a lecture in progress,
and Prof. Gaitonde went and sat on the vacant presidential chair. It turned out that in this
world, people were fed up of long speeches and had abolished the custom of presidential chair,
introduction and vote of thanks. All they were interested in were the words of the speaker. Prof.
Gaitonde began speaking much to the angst of the audience. The maidan became a scene of
complete chaos. He only remembers that he was found lying in Azad Maidan. When Rajendra
enquired what he was doing prior to the accident in which a truck had hit him, he said that
he was thinking about the catastrophe theory, and its implications on history. Eventually he
lands in a hospital room and talked to Rajendra Deshpande about what he had experienced in
the last couple of days. But where had he been for the past two days remained a mystery. He
showed Rajendra Deshpande the proof – the torn-off page of the Bakhar – for his claim that
he had been somewhere else and was not just imagining things. After thorough discussions,
Prof. Gaitonde and Rajendra Deshpande came to the conclusion that there could be many
‘different worlds at different points of time.’ They could all have a different history. Rajendra
Deshpande, his scientist friend offers a scientific explanation of his strange experience. He
says that professor Gaitonde was living in the present but was experiencing different worlds.
They reach the conclusion that ‘the lack of determinism in quantum theory’ is what describes
the experience that Prof. Gaitonde had. He gives the example of a bullet and an electron to
explain the possibility of one person experiencing life at two different spaces in time.
Jayant Narlikar, born on 19 July 1938 at Kolhapur in Maharashtra, is

an Indian astrophysicist and emeritus professor at the Inter-University
Centre for Astronomy and Astrophysics. He developed with Sir Fred
Hoyle the conformal gravity theory, known as Hoyle–Narlikar theory. It
synthesises Albert Einstein’s theory of relativity and Mach’s principle.

I. Tick the statements that are true.
1. The story is an account of real events.
2. The story hinges on a particular historical event.
3. Rajendra Deshpande was a historian.
4. The places mentioned in the story are all imaginary.
5. The story tries to relate history to science.
Ans. 1. False 2. True
3. False 4. False
5. True
II. Briefly explain the following statements from the text.
1. “You neither travelled to the past nor the future. You were in the present
experiencing a different world.”
2. “You have passed through a fantastic experience: or more correctly, a catastrophic
experience.”
3. Gangadharpant could not help comparing the country he knew with what he was
witnessing around him.
4. “The lack of determinism in quantum theory!”
5. “You need some interaction to cause a transition.”
Ans. 1. This statement was said by Rajendra to Professor Gaitonde. As he made a transition
from one world to another, he had a real-life experience for two days in an alternative
reality. He neither travelled to the past nor the future. He was in the present all the
time, experiencing two time zones, one which belonged to the past and the one in
which he was currently living in.
2. This statement was said by Rajendra to Professor Gaitonde. When he was hit by the
truck, he was thinking about the catastrophe theory and its implications for history.
He did not have a clue as to where he had spent the last two days. He experienced
an alternate world, having a real-life experience of many things which were not true
in the real world he actually lives in. He could not get a grip of what had happened.
He noticed that the facts about history were different, the turning point of which
was the different results history had presented of the Battle of Panipat. That is why,
Rajendra feels that Prof. Gaitonde had experienced the catastrophic effect.
3. Gangadharpant Gaitonde had witnessed different facts of history which were the
decline of Marathas and British rule. In a different world, the reality was also
different. The Marathas had won the Battle of Panipat and there was no slavery
under the white man. India was free and the people had self-respect. When he
compared the two different facts of the same country, he liked this different version
of India more.
4. The lack of determinism in quantum theory states that: If a bullet is fired from a
gun in a given direction at a given speed, one will know where it will be later, but
such an assertion cannot be made for an electron. When an electron is emitted from
a source, it may be anywhere. This is the lack of determinism in quantum theory.
This theory asserts that reality is never one-sided. Alternative worlds may exist at
the same time.
5. Professor Gaitonde understands that he had made a transition from one world to
another and back again. But he wanted to know what caused the transition to happen.
Rajendra confessed that this could be one of the unsolved questions in science, but
offered to make a guess. He said, “You need some interaction to cause a transition.
Perhaps, at the time of the collision, you were thinking about the catastrophe theory
and its role in wars. Maybe you were wondering about the Battle of Panipat. Perhaps,
the neurons in your brain acted as a trigger.” Gaitonde appreciated the assumption
made by Rajendra and said that he was indeed wondering what course of history
would have taken if the result of the battle had gone the other way.

1. Discuss the following statements in groups of two pairs, each pair in a group taking
opposite points of view.
(i) A single event may change the course of the history of a nation.
(ii) Reality is what is directly experienced through the senses.
(iii) The methods of inquiry of history, science and philosophy are similar.
Ans. (i) For: A single event may change the course of the history of a nation. In the case of
the Battle of Panipat, had it been won by the Marathas, the course of India’s history
would have been different compared to the one we live in now. The British rule
would have ended and India would have become a democratic nation. People would
have been leading respectful and decent lives instead of being servile to the British.
Against: It is a matter of perspective that a single event may change the course of
the history of a nation. The experience that Prof. Gaitonde went through, made
him perceive two different patterns of the same nation, one that was in the present
and the other that was a period in history in a book written by him. The Bakhar had
a different report about the battle. The central point of the crisis was the result of
the Battle of Panipat. The event seemed to have caused a confusion rather than a
change in the course of history. Therefore, it cannot be conclusively claimed that a
single event may change the course of history.
(ii) For: Our senses, that is, the senses of touch, sight, taste, hearing and smell provide
us with the information about the realities that abound in the world that we live
in. If any of they senses fail, it would be difficult for the person to experience the
multitude of realities that are around him. Knowledge is acquired from experiences
that come through these senses. We would not be able to enjoy the fragrance of
flowers or enjoy the sweet music of nature, if our senses were not sensitive. The
reality is revealed to us because of our sense organs.
Against: Reality is not necessarily what is directly revealed to us by our senses. The
explanation given by Rajendra in the lesson, ascertains the fact that it is not only
“seeing that is believing.” We cannot experience so many entities like atoms and
molecules but they are real. We cannot even predict the behaviour of these entities
accurately. He explains how the electron orbits the nucleus of an atom and these
could be in various states of energy. All these are happening simultaneously, and
being in a particular reality, we are not able to know anything about it. We can
predict the position of a bullet fired in a particular direction from a gun but we
cannot predict the position of an electron fired from a source. This proves that
reality is not what is directly revealed to the senses. There can be alternative realities
existing side by side.
(iii) For: The methods of inquiry of History, Science and Philosophy are similar. In
the story, ‘The Adventure’, one can find the attributes of History, Philosophy
and Science converging towards a focal point. History employs the methods of
observation, analysis and rationalism to understand the details of events that
had transpired in the past. The study of Science is based on the principle of
‘Rationalism’ and involves observation, experimentation and analysis. Philosophy
is the study of the fundamental nature of knowledge, reality, and existence.
Philosophy examines everything including the assumptions and methodology of
science and other disciplines like History. In the story, ‘The Adventure’, History,
Science and Philosophy intersect. Prof. Gaitonde tried to understand his experience
rationally but he failed to get an answer. Rajendra intervened to explain this
phenomenon in the light of the catastrophe theory which is being employed by
Physicists in understanding the behaviour of atoms. Here we find Science and
History integrating. A similar perspective is seen in Philosophy, which is that truth is
relative and not absolute. In other words, the methods of inquiry of History, Science
and Philosophy are similar.

Against: It is absurd to state that the methods of inquiry adopted in History, Science
and Philosophy are similar. The similarity, if there is any, is on a superficial level
and not at the core. In the story ‘The Adventure’, Rajendra tries to rationalise
the experience of Prof. Gaitonde by applying the catastrophe theory. But this
explanation is not convincing though it seemed to have answered the queries of the
professor. Catastrophe theory explains the existence and functions of the physical
world, whereas History deals with the behavioural world. It tells us about the causes,
events and results of actions undertaken by a person or a group of people. The
methods of inquiry will also be centred around human behaviour. Philosophy is the
systematic study of ideas and issues, a reasoned pursuit of fundamental truths, a
quest for a comprehensive understanding of the world. In other words, the methods
of History, Science and Philosophy are not similar. The three disciplines, namely,
Science, History and Philosophy have to employ different methodologies of inquiry
in keeping with the subject matter involved.
2. (i) The story is called ‘The Adventure’. Compare it with the adventure described in
‘We’re Not Afraid to Die...’
(ii) Why do you think Professor Gaitonde decided never to preside over meetings
again?
Ans. (i) ‘We’re Not Afraid to Die…’ is a story about a family who went on a seafaring trip
with their two children and two crewmen. The challenge was to stay alive and reach
the shore safely when they were hit by a storm and their boat nearly capsized.
Their experience was real and painful. On the other hand, Professor Gaitonde’s
experience may be classified as an imaginary one, in which he had travelled into
another time zone, wherein he experienced a different era in Indian history. This
happened because of the thought processes that were going on in his mind prior to
an accident that had him in a coma. It was during this period of comatose that he
slipped into a different period in history. The two experiences are totally different
from each other.
(ii) When in a different world, the professor noticed the empty presidential chair on
the stage in an ongoing lecture at the Azad Maidan, he tried to sit on it as it is
unethical to have the presidential chair unoccupied. An enraged crowd and the
speaker asked the professor to move out. He was unperturbed, and continued to
make them realise their folly. The audience was not ready to listen to him. They
threw many objects at him and asked him to move aside. They physically lifted him
off the stage. This experience prompted the professor to say that he’d never preside
over meetings again.

1. In which language do you think Gangadharpant and Khan Sahib talked to each other?
Which language did Gangadharpant use to talk to the English receptionist?
2. In which language do you think Bhausahebanchi Bakhar was written?
3. There is mention of three communities in the story: the Marathas, the Mughals, the
Anglo-Indians. Which language do you think they used within their communities and
while speaking to the other groups?
4. Do you think that the ruled always adopt the language of the ruler?
Ans. 1. Gangadharpant and Khan Sahib communicated in Marathi, and they used a
translator to communicate with the English-speaking receptionist.
2. Bhausahebanchi Bakhar was written in Maratha language.

3. When they spoke to each other, they used their traditional slang, but when they
spoke to other groups, they used the language that is understood by people from all
three communities.
4. Answer may vary
WORKING WITH WORDS

I. Tick the item that is closest in meaning to the following phrases.
1. to take issue with
(i) to accept (ii) to discuss
(iii) to disagree (iv) to add
2. to give vent to
(i) to express (ii) to emphasis
(iii) suppress (iv) dismiss
3. to stand on one’s feet
(i) to be physically strong (ii) to be independent
(iii) to stand erect (iv) to be successful
4. to be wound up
(i) to become active (ii) to stop operating
(iii) to be transformed (iv) to be destroyed
5. to meet one’s match
(i) to meet a partner who has similar tastes
(ii) to meet an opponent
(iii) to meet someone who is equally able as oneself
(iv) to meet defeat
Ans. 1. (iii 2. (i) 3. (ii) 4. (ii) 5. (iii)
II. Distinguish between the following pairs of sentences.
1. (i) He was visibly moved.
(ii) He was visually impaired.
2. (i) Green and black stripes were used alternately.
(ii) Green stripes could be used or alternatively black ones.
3. (i) The team played the two matches successfully.
(ii) The team played two matches successively.
4. (i) The librarian spoke respectfully to the learned scholar.
(ii) You will find the historian and the scientist in the archaeology and natural science
sections of the museum respectively.
Ans. 1. (i) clearly (ii) defective eyesight
2. (i) one after the other (ii) in place of
3. (i) with success (ii) one after the other
4. (i) dignity (ii) same order

1. Meanwhile, the racing mind of Professor Gaitonde had arrived at a plan of action in
Bombay. Indeed, as a historian he felt he should have thought of it sooner. He would
go to a big library and browse through history books. That was the surest way of
finding out how the present state of affairs was reached. He also planned eventually
to return to Pune and have a long talk with Rajendra Deshpande, who would surely
help him understand what had happened.
(a) What was Professor Gaitonde’s plan of action in Bombay?
(b) Who was Rajendra Deshpande?
(c) Where was Professor Gaitonde travelling to?
(i) From Pune to Bombay (ii) From Pune to Delhi
(iii) From Bombay to Pune (iv) No where
Ans. (a) He planned to go to a big library and consult the history books there to find out how
history had changed.
(b) Rajendra Deshpande was a professor of physics at Mumbai University.
(c) (i) From Pune to Bombay
2. Prepared as he was for many shocks, Professor Gaitonde had not expected this. The
East India Company had been wound up shortly after the events of 1857 — at least, that
is what history books said. Yet, here it was, not only alive but flourishing. So, history
had taken a different turn, perhaps before 1857. How and when had it happened? He
had to find out.
(a) What had Professor Gaitonde not expected in Bombay?
(b) Why was Professor Gaitonde surprised to see the name of East India Company?
(c) Where was Professor Gaitonde in the given extract?
(i) Indore (ii) Victoria Terminus
(iii) Pune (iv) Kalyan
Ans. (a) Professor Gaitonde did not expect to see the domination of East India Company
in Bombay. According to the history books, the company had been wound up after
1857.
(b) As the professor came out of the station, he saw the headquarters of East India
Company which left him in utter shock because the company existed in the 18th and
19th century but was wound up after the revolt of 1857.
(c) (ii) Victoria Terminus
3. She searched through the telephone list, the staff list and then through the directory
of employees of all the branches of the firm. She shook her head and said, “I am afraid
I can’t find anyone of that name either here or in any of our branches. Are you sure he
works here?”
This was a blow, not totally unexpected. If he himself were dead in this world, what
guarantee had he that his son would be alive? Indeed, he may not even have been
born!
(a) Who is referred to as ‘she’ in the given extract? What was she searching?
(b) What shocked Gaitonde the most?
(c) In which of the following sentences has the word ‘branches’ been used in the same
context as in the extract?
(i) Sophie was on the branches of a tree eating an apple.
(ii) Under its branches men and aimals found pleasant shade.
(iii) Soft, pale shadows of waving branches moved back and forth, like the ghosts of
dreams.
(iv) The store has branches in all major towns.
Ans. (a) ‘She’ refers to the English receptionist. She was searching the details of Gaitonde’s
son.
(b) The fact that there was no trace of his son shocked Gaitonde the most because he
was not born at that time.
(c) (iv) The store has branches in all major towns.
4. Gangadharpant pressed home his advantage. “I had inadvertently slipped the Bakhar
in my pocket as I left the library. I discovered my error when I was paying for my
meal. I had intended to return it the next morning. But it seems that in the melee of
Azad Maidan, the book was lost; only this torn-off page remained. And, luckily for me,
the page contains vital evidence.”
(a) What does ‘pressed home his advantage’ mean?
(b) What did the professor slip into his pocket before leaving the library?
(i) Bakhar (ii) English literature
(iii) Newspaper (iv) Money
(c) What was Gangadharpant’s vital piece of evidence?
Ans. (a) It means that he used an advantage that he already had in order to succeed in what
he wanted to do.
(b) (i) Bakhar
(c) Gangadharpant had inadvertently slipped the Bakhar into his pocket when he left
the library. He was left with only a torn-off page of the book which contained the
vital evidence that described how Vishwasrao narrowly missed the bullet.
5. “Professor Gaitonde, you have given me food for thought. Until I saw this material
evidence, I had simply put your experience down to fantasy. But facts can be stranger
than fantasies, as I am beginning to realise.”
(a) Who is speaking the given lines?
(b) Which experience was mistaken for a fantasy?
(c) What ‘fact’ is the speaker talking about?
(i) The information in the Bakhar
(ii) The fact that the professor was fantasising
(iii) The fact that the war never took place
(iv) The fact that the professor met with an accident
Ans. (a) Rajendra Deshpande is speaking the given lines.

(b) The experience of the professor being in another time zone was mistaken for a
fantasy.
(c) (i) The information in the Bakhar
6. “You have heard a lot about the catastrophe theory at that seminar. Let us apply it
to the Battle of Panipat. Wars fought face to face on open grounds offer excellent
examples of this theory. The Maratha army was facing Abdali’s troops on the field of
Panipat. There was no great disparity between the latter’s troops and the opposing
forces. Their armour was comparable. So, a lot depended on the leadership and the
morale of the troops. The juncture at which Vishwasrao, the son of and heir to the
Peshwa, was killed proved to be the turning point.
(a) Who is speaking to whom in the given extract? What are they discussing about?
(b) What do you understand by the term ‘catastrophe theory’?
(c) What happened to the Maratha army in reality?
(i) They lost the battle.
(ii) They won the battle.
(iii) They signed a treaty after the battle.
(iv) Nothing happened.
Ans. (a) Rajendra Deshpande is speaking to Professor Gaitonde. They are discussing about
how the theory of catastrophe might have changed the fate of the battle.
(b) Catastrophe theory can be explained as a small change in circumstance that can
bring alternation in the manner or behaviour of something.
(c) (i) They lost the battle.
1. Who was Professor Gaitonde? What was his plan in Bombay?

Ans. Professor Gaitonde was a historian who lived in Pune. He had authored five volumes
of books on History. He was on his way to Bombay to visit the library and consult the
history books there to find out how the present state of affairs was reached.
2. Who was Khan Sahib? What was his travel plan?
Ans. Khan Sahib was a co-passenger who was enroute to Peshawar. After the train reached
Victoria Terminus, he planned to take the Frontier Mail out of Central Station the same
night. Therefore, he’d be travelling from Bombay to Delhi and from there to Lahore
and finally reach Peshawar. It would be a long journey and he would reach Peshawar
only two days later.
3. Why was Professor Gaitonde surprised to see the name of East India Company on an
imposing building in Bombay?
Ans. Prof. Gaitonde was a professor of history who lived in Pune during the 20th century.
But through a transition in time, he was taken to a different period of history. Thus, he
was surprised to see the name of East India Company, as he had studied that it had been
wound up after 1857.

4. For what did Professor Gaitonde enter the Forbes building? What was his experience
there?
Ans. The professor went to Forbes building to meet his son Vinay Gaitonde. The receptionist
consulted their directory of employees only to inform him that there was no person
bearing that name in their organisation. The blow was not totally unexpected. He
concludes that if he himself were dead, there was no guarantee that his son would be
alive or even born.
5. What did the professor do in the Town Hall library?
Ans. He entered the Town Hall library and asked for a list of history books, including the
ones he had written. While reading through them he gathered that there was no change
in the events up to the death of Aurangzeb. The change had occurred in the last volume.
Reading the fifth volume in and out, Gangadharpant finally converged on the precise
moment when history had taken a different turn. He read the description of the Battle of
Panipat. It mentioned that Abdali was defeated by the Maratha army led by Sadashivrao
Bhau and his nephew, Vishwasrao. It established the supremacy of the Marathas.
6. How did the Peshwas establish supremacy over the northern part of India?
Ans. Their victory in the battle was not only a great morale booster to the Marathas but it also
established their supremacy in northern India. The East India Company were observing
these events, and thought it wise to temporarily defer its plan of expansion. For the
Peshwas the immediate result was that the influence of Bhausaheb and Vishwasrao
increased and Vishwarao succeeded his father in 1780 A.D. Dadasaheb, who was a spoke
in the wheel was pushed to the background. He eventually had to retire from state
politics.
7. What was the effect of the victory of the Peshwas on the East India Company?
Ans. The East India Company was alarmed when the new Maratha ruler, Vishwasrao, and
his brother, Madhavrao, expanded their influence all over India. The Company was
limited to pockets of influence near Bombay, Calcutta and Madras. For political reasons,
they kept the puppet Mughal regime alive in Delhi. However, in the nineteenth century
the Marathas were aware of the importance of the technological age starting in Europe.
Hence, when they set up their own centres for science and technology, the East India
Company saw another chance to extend its influence, it offered support and experts.
But they were accepted only to make the local centres self-sufficient.
8. What ensued in the twentieth century?
Ans. During the twentieth century, inspired by the West, India moved towards a democracy.
By then, the Peshwas had lost their enterprise and democratically elected bodies slowly
but surely replaced them. The Sultanate at Delhi survived even this change because
it exerted no real influence. The Shahenshah of Delhi was a nominal head to rubber-
stamp the ‘recommendations’ made by the central parliament.
9. Why could Gangadharpant not help comparing the country he knew with what he was
witnessing around him?
Ans. As the train passed through the suburban rail traffic, he saw trains bearing the name
‘Greater Bombay Metropolitan Railway’, a service that was run by the British. When
he got off at Victoria Terminus, he found the station to be very neat, and the staff were
Anglo-Indians and Parsees along with a few British officers. Outside the station he found

an imposing building that had the letters ‘EAST INDIA HOUSE HEADQUARTERS
OF THE EAST INDIA COMPANY’ inscribed on it. He was shocked that while he was
living in the late 20th century, the sites he was seeing around him were a replication of
India under the British.
10. “But why did I make the transition?” What explanation did Rajendra give to the
professor?
Ans. Rajendra guessed that the transition must have been caused by some interaction. Perhaps,
at the time of the collision the professor had been thinking about the catastrophe theory
and its role in wars. The professor admitted that he had been wondering at that time
what course history would have taken if the Marathas had won the Battle of Panipat.
11. “That is, assuming that in this world there existed someone called Rajendra
Deshpande!” Why does Professor Gaitonde feel so?
Ans. Professor Gaitonde was travelling to Bombay to clarify the distortion of history, that was
being visualised by him due to a transition in the time zone. Though he was living in the
20th century, he was noticing around him a period in history that had already passed by.
He decided to go to a big library in Bombay and browse through the history books. He
felt that it would be the surest way to find out the reason for the changed state of affairs.
He also planned to have a discussion with Rajendra Deshpande who could probably
help him understand what was happening. However, he doubts the existence of such a
man because of all the distortions in history that he was experiencing.
12. Explain the professor’s experience at Azad Maidan.
Ans. After a frugal meal, Prof. Gaitonde decided to go on a stroll to Azad Maidan. There,
he noticed a throng moving towards a pandal, where a lecture was in progress. He was
surprised to see that the presidential chair was lying vacant. Like a piece of iron that
gets attracted to a magnet, the professor swiftly moved towards the chair. The entire
programme was disrupted as the audience dissapporved of the professor’s action and
told him to get off the chair and the stage. Being a speaker himself, he tried to pacify the
crowd and explain the significance of the symbolic chair. The crowd was agitated. They
began throwing eggs, tomatoes and objects at him. They swarmed to the stage to eject
him bodily. And after a while, Gangadharpant was nowhere to be seen.
13. What were the things that Professor Gaitonde noticed as the train entered the British
Raj territory?
Ans. As the train touched Sarhad, from where the British Raj began, an Anglo-Indian in
uniform went through the train checking permits. The blue carriages of the train carried
the letters GBMR on the side, an acronym for ‘Greater Bombay Metropolitan Railway’.
There was a tiny Union Jack painted on each carriage as a reminder that they were in
British territory. As the train stopped at its destination, Victoria Terminus, the station
looked remarkably neat and clean. The staff was mostly made up of Anglo-Indians and
Parsees along with a handful of British officers.
14. What came as the biggest blow to Professor Gaitonde?
Ans. Professor Gaitonde was shocked to see the East India Company flourishing. He found
a different set of shops and office buildings at Hornby Road. But when he turned right
along Home Street and entered Forbes building, a greater shock awaited him. He asked
for his son Mr Vinay Gaitonde. The English receptionist looked through the telephone

list, the staff list and then through the directory of employees of all the branches of the
firm but could not find anyone with that name.
1. How did Rajendra Deshpande analyse the professor’s experience as a catastrophic

experience? (Constructed Response Question)
Ans. Gangadharpant narrated to Rajendra his experience at the Azad Maidan meeting.
He informed him that for two days he was in coma as a result of the accident. He
asked Rajendra to explain where he had spent those days. He admitted that before the
accident, he had been thinking of the catastrophe theory and how it could change the
course of history. He produced a page from the Bakhar which he had accidently taken
from the library, to prove that his mind was working normally. The page described that,
“... And then Vishwasrao guided his horse to the melee where the elite troops were
fighting and he attacked them. And God was merciful. A shot brushed past his ear. Even
the difference of a til (sesame) would have led to his death.” This was contrary to what
his own history book said. And he wanted to know the facts. It was after hearing these
details that Rajendra chose to infer, that catastrophic situations offer radically different
alternatives for the world to proceed. It seems that so far as reality is concerned, all
alternatives are viable but the observer can experience only one of them at a time.
2. How did Rajendra explain the concept of reality with the example of movement of an
electron?
Ans. Rajendra Deshpande tried to rationalise the professor’s experience on the basis of
two scientific theories. Gangadharpant had passed through a strange catastrophic
experience. The juncture at which Vishwasrao was killed in the battle proved to be a
turning point. The Marathas lost their morale and the battle. Rajendra then moved to his
second explanation. Reality is not exactly what we experience directly with our senses.
It can have other manifestations. He elaborates his thought by giving the example of
an electron that doesn’t follow the laws of science. It is called as the lack of determinism
in quantum theory. It can be found in different places and each one of them is real. It
happens by transition. The professor also experienced two worlds–one that was in the
present, and the other that took him to a completely ancient period in history.
3. Describe the observations made by the professor as he entered the alternative universe.
Ans. Professor Gaitonde was shocked when the train stopped beyond the long tunnel at a small
station called Sarhad. An Anglo-Indian in uniform was checking the train permits. Then
the train passed through the suburban rail traffic. The blue carriages carried the letters,
GBMR, on the side that stood for ‘Greater Bombay Metropolitan Railway’. There was a
tiny Union Jack painted on each carriage as a gentle reminder that they were in British
territory. The station at Victoria Terminus looked impeccably neat and clean. The staff
comprised mostly of Anglo-Indians and Parsees along with a handful of British officers.
Coming out of the station, he found himself facing an imposing building. It was the
office of the East India Company. As he walked along the Hornby Road, as it was called,
he found a different set of shops and office buildings. There was no Handlooom House
building. Instead, there were Boots and Woolworth departmental stores, imposing
offices of Lloyds, Barclays and other British banks, as in a typical high street of a town

in England. The greatest shock that awaited him was when he entered Forbes building
and wished to meet his son, Mr Vinay Gaitonde. The receptionist searched through
the telephone list, the staff list and then through the directory of employees of all the
branches of the firm and finally shook her head and said that nobody of that name was
either here or in any of their branches.
4. What was the outcome of the Battle of Panipat in the alternative universe?
Ans. Their victory in the battle increased the morale of the Marathas. The East India
Company temporarily shelved its expansionist programme. The Peshwas expanded
their influence all over India. The Company was reduced to pockets of influence near
Bombay, Calcutta and Madras. The Peshwas kept the puppet Mughal regime alive in
Delhi. With the dawn of the technological age in Europe, they set up their own centres
for science and technology. Here, the East India Company saw another opportunity
to extend its influence but its aid and experts were accepted only to make the local
centres self-sufficient. The twentieth century brought about further changes inspired
by the West. India moved towards a democracy and democratically elected bodies and
replaced the Peshwas. After reading this, Professor Gaitonde began to appreciate that
India because it had not been subjected to slavery for the white man; it had learnt to
stand on its feet and knew what self-respect was. From a position of strength and for
purely commercial reasons, it had allowed the British to remain.
5. ‘But we live in a unique world which has a unique history.’ Why did the professor say
so?
Ans. Rajendra tried to rationalize Professor Gaitonde’s experience on the basis of two scientific
theories known today. He had passed through a catastrophic experience. He applied
it to the Batte of Panipat. The Maratha army was facing Abdali’s troops on the field
of Panipat. There was no great disparity between the latter’s troops and the opposing
forces. So, a lot depended on the leadership and the morale of the troops. In the history
known to us, Vishwasrao, the son of and heir to the Peshwa, was killed.
This proved to be the turning point in the battle. Whether Bhausaheb was killed in
battle or survived is not known. The soldiers lost their morale and fighting spirit and
were defeated. However, in the alternative universe, the bullet missed Vishwasrao, and
it boosted the morale of the army and provided that extra force that made all the
difference. Professor Gaitonde felt that similar statements are made about the Battle of
Waterloo, which Napoleon could have won. But all this is an assumption. We live in an
inimitable world which has a distinctive history. This idea of ‘it might have been’ is not
acceptable for reality.

1. “Vacate the chair!”
“This lecture series has no chairperson...”
“Away from the platform, mister!”
“The chair is symbolic, don’t you know?”
What nonsense! Whoever heard of a public lecture without a presiding dignitary?
Professor Gaitonde went to the mike and gave vent to his views. “Ladies and gentleman,
an unchaired lecture is like Shakespeare’s ‘Hamlet’ without the Prince of Denmark.
Let me tell you...”
(a) What did the professor do when he noticed the empty chair?
(b) How did the crowd react when he sat on the empty chair?
(i) They threw several objects at him and pushed him away.
(ii) They politely asked him to leave.
(iii) They heard his speech.
(iv) They did nothing but ignored him.
(c) What happened after the empty chair incident?
2. “That is all I have to tell, Rajendra. All I know is that I was found in the Azad Maidan
in the morning. But I was back in the world I am familiar with. Now, where exactly
did I spend those two days when I was absent from here?”
Rajendra was dumbfounded by the narrative. It took him a while to reply.
“Professor, before, just prior to your collision with the truck, what were you doing?”
Rajendra asked.
(a) Where are Rajendra and Gaitonde in the given extract?
(b) What mishap had occurred to professor Gaitonde?
(c) Where did Gaitonde spend his two days?
(i) He was in an alternative world.
(ii) He was under coma in a hospital.
(iii) He was looking for evidence.
(iv) He was studying his own theory of alternative worlds.
3. At eight o’clock the librarian politely reminded the professor that the library was
closing for the day. Gangadharpant emerged from his thoughts. Looking around he
noticed that he was the only reader left in that magnificent hall.
“I beg your pardon, sir! May I request you to keep these books here for my use
tomorrow morning? By the way, when do you open?”
“At eight o’clock, sir.” The librarian smiled. Here was a user and researcher right
after his heart. As the professor left the table he shoved some notes into his right
pocket. Absent-mindedly, he also shoved the Bakhar into his left pocket.

(a) What is the scene described in the given extract?
(b) What does ‘emerged from his thoughts’ mean?
(i) To come out of one’s thoughts
(ii) To speak about one’s thoughts
(iii) To expose your thoughts to others
(iv) To go down deep into your thoughts
(c) Why did the professor want to come again to the library?

1. Why was Professor Gaitonde going to Bombay?
2. What was the plan of action in professor Gaitonde’s mind as his train approached
Bombay?
3. What important discovery was made by Gangadharpant on reading history books?
4. How did Rajendra Deshpande try to rationalise Gangadharpant’s experience at Azad
Maidan scientifically?
5. ‘That is, assuming that in this world there existed someone called Rajendra Deshpande!’
Why does Professor Gaitonde feel so?

1. Write a summary of Professor Gaitonde’s catastrophic experience.
2. How would you concur with the inference of Rajendra Deshpande?
3. Do you believe the experience was real or a figment of the professor’s imagination?
zzz

HORNBILL: PROSE
5 Silk Road
— Nick Middleton
Introduction
The chapter ‘Silk Road’ is a travelogue written by the famous adventurer and geographer, Nick Middleton.
In this chapter, Nick has explained the importance of the Silk Road, also known as Silk Route, an ancient
trade route linking China with the West, that carried goods and ideas between the two great civilizations
of Rome and China. Silk went westward, and wools, gold, and silver went towards east. China also received
Nestorian Christianity and Buddhism (from India) via the Silk Road. The author also gives a vivid description
of kora, a religious pilgrimage taken by Tibetan Monks around Mount Kailash.
In this chapter, the author chronicles the challenges and hardships he faced in the Silk Road regions. Having
no religious inclinations himself, he begins to speculate on Tibetan Buddhism as a prerequisite for survival
at such an altitude, yet makes the classic Western error of putting bodily discipline before mental striving.
He faces a lot of difficulties, but is able to complete his pilgrimage due to his undeterred faith.
Summary
The author, Nick Middleton, describes his journey to Mount Kailash on the Silk Road. In order
to complete his kora, the author wishes to visit Mt. Kailash. Thus, he hires Tsetan (a tourist
guide and driver), so that he can get someone to drive him up to the mountain. While he was
parting with Lhamo (caretaker of the accommodation at Ravu), he receives a long-sleeved
sheepskin coat. In order to gain companionship, the author takes Daniel (interpreter from
Lhasa) with him till Darchen.
Upon starting their journey, Tsetan takes a shortcut to the south-west. He says that it is a direct
route to Mt. Kailash, and in order to reach their destination, they would have to cross the high
mountain passes. However, Tsetan assures them that due to lack of snow, it would be easy to
do so. On their way, they cross few gazelles, a herd of wild donkeys and shepherds that were
tending their flocks.
Upon reaching the hill, they notice dark tents. They learn that those tents are the homes of
nomads and see Tibetan mastiffs guarding the tents. When they reach near the tents, the dogs
with large jaws run after their car. Upon entering the valley, they witness mountains and rivers
covered in snow and ice.
They ride on the hill which starts turning sharper and bumpier. As they reach higher, the
author could feel the pressure and he noticed that they were at a height of 5,210 metres above
the sea level. After clearing the first hurdle of snow-filled roads, they were on and about. The

author, after some time, starts feeling uneasy due to the height and pressure. At around 2
o’clock in the afternoon, they stop for lunch.
Finally, they reach a small town called ‘Hor’ by late afternoon. The author takes a break in Hor
and sits at a local café sipping tea. During this time, Tsetan gets the car fixed and Daniel leaves
for Lhasa. The author does not like Hor very much. After resuming the journey, they spend
the night at a guest house in Darchen. The author suffers from nose congestion due to altitude
change and chilly weather. He goes to see a Tibetan doctor and receives a five-day course of
medication.
After that, he feels better and enjoys his stay at Darchen, where he meets another pilgrim,
Norbu. As Darchen had no pilgrims, the author is now relieved and decides to complete his
pilgrimage with him. Finally, they hire yaks for their luggage and climb Mount Kailash.
Nick Middleton teaches geography at Oxford University and is a fellow

of St Anne’s College. He is a Royal Geographical Society award-winning
writer, and the author of ‘Travelogues’. He specialises in desertification.
Dr. Nick Middleton’s background is in the physical side of geography, but
his interests span the entire subject. His academic role is supplemented
by his work as an environmental consultant and freelance author having
written more than 200 articles in journals, magazines and newspapers,
and 16 books. He has also co-written and edited another nine volumes.

I. Give reasons for the following statements.
1. The article has been titled ‘Silk Road.’
2. Tibetan mastiffs were popular in China’s imperial courts.
3. The author’s experience at Hor was in stark contrast to earlier accounts of the
place.
4. The author was disappointed with Darchen.
5. The author thought that his positive thinking strategy worked well after all.
Ans. 1. The article has been titled ‘Silk Road’ because the protagonist explored the region
of the old Silk Route which was one of the historical routes for trade. Trade of
Chinese silk, spices, teas and porcelain, Indian textiles, pepper and precious stones,
the Roman Empire’s gold, silver, glassware, wine, carpets, and jewels, etc. were done
through this route.
2. Tibetan mastiffs were popular in China’s imperial courts as big hunting dogs. They
were fearless and furious with big jaws. They were brought along the Silk Road as
watchdogs from Tibet. They were a tribute in ancient times.
3. Hor was a grim, miserable place. The dust and rocks were scattered everywhere in
abundance; there was little vegetation. The place seemed unfortunate and dejected,
though it sat on the shore of the lake Manasarovar. The author was flabbergasted to
realise the contrast in his experience to that of the earlier read accounts. A Japanese
monk, Ekai Kawaguchi, who had arrived there in 1990, was so moved by the
sanctity of the lake that he burst into tears. The hallowed waters had a similar effect

on Sven Hedin, a Swede who was not prone to sentimental outbursts. However,
when the author reached Hor, he first had to get two punctures mended. The only
relaxation was the tea served by a Chinese youth in the only cafe in the town, which
was constructed from badly painted concrete with three broken windows.
4. The author was disappointed with Darchen because he was having health issues due
to the change in altitude. He caught a cold and was unable to sleep at night. The
place had no pilgrims and it was filled with loads of remains and trash.
5. The author thought that his positive thinking strategy worked well after all because
he finally met someone who understood his language and was there to complete
the kora just like him. Earlier, he got ill as soon as he reached the place. No one
understood English well. He felt lonely as there were no pilgrims around. He met
Norbu at Darchen’s only cafe and decided to team up with him to complete his
journey. He was glad that he maintained his positive thinking approach in life.
II. Briefly comment on
1. The purpose of the author’s journey to Mount Kailash.
2. The author’s physical condition in Darchen.
3. The author’s meeting with Norbu.
4. Tsetan’s support to the author during the journey.
5. “As a Buddhist, he told me, he knew that it didn’t really matter if I passed away,
but he thought it would be bad for business.”
Ans. 1. The author wanted to go to Mount Kailash to complete the kora which is an essential
pilgrimage in Buddhism. Buddhist believers are supposed to perform meditation
during this process.
2. The author was ill when he reached Darchen. He caught a cold because of the
weather and altitude change. He didn’t sleep well and the next day, he went to a
Tibetan doctor who gave him some medicine.
3. The author was feeling lonely in Darchen as Tsetan left for Lhasa. No one knew
the English language much in that place. There were no pilgrims at that time of
the year. He met Norbu at a local café. Norbu was an academic from Beijing who
worked for the Institute of Ethnic Literature. He was at Darchen to complete the
kora.
4. Tsetan played an important role during the author’s journey. He was an efficient
driver. He took care of the author when he got ill after reaching Darchen. He took
him to the medical college and got medicine for him. He also informed him about
the places they were visiting in their journey.
5. Tsetan was a Buddhist who believed that death is not the end. He might have gone
directly to heaven as Kailash is a holy place. He thought it would be bad if the author
died because it might affect his business and he would not get any customers in the
future. He could have lost his credibility.

Discuss in groups of four
1. The sensitive behaviour of hill-folks.
2. The reasons why people willingly undergo the travails of difficult journeys.

3. The accounts of exotic places in legends and the reality.
Ans. 1. The hill-folks are very innocent and unsophisticated people. They are good at
hospitality like Tsetan, who took care of the author all the time.
2. The author was an academician who wanted to take the journey for the purpose of
education. He wanted to learn from this experience. Normally, people take such a
difficult journey for the spirit of adventure. Also, religious beliefs play an important
role in such journeys.
3. Mount Kailash and Lake Manasarovar are two prominent places in legends. Many
people talk about these and there are many articles published online regarding the
two places.

1. Notice the kind of English Tsetan uses while talking to the author. How do you
think he picked it up?
2. What do the following utterances indicate?
(i) “I told her, through Daniel …”
(ii) “It’s a cold,” he said finally through Tsetan.
3. Guess the meaning of the following words.
kora drokba kyang
In which language are these words found?

Ans. 1. Tsetan must have picked up English through his interactions with tourists.
2. (i) She didn’t know English, so Daniel translated what the author was saying in the
Tibetan language.
(ii) The Tibetan doctor was speaking in the Tibetan language. Tsetan translated it
to the author in English.
3. Kora – circumambulation of the temple
Drokba – shepherd
Kyang – a wild donkey of Tibet
These words are found in the Tibetan language.
WORKING WITH WORDS

1. The narrative has many phrases to describe the scenic beauty of the mountainside like:
A flawless half-moon floated in a perfect blue sky.
Scan the text to locate other such picturesque phrases.
2. Explain the use of the adjectives in the following phrases.
(i) shaggy monsters (ii) brackish lakes
(iii) rickety table (iv) hairpin bend
(v) rudimentary general stores
Ans. 1. (i) After ducking back into her tent, she emerged carrying one of the hand sleeved
sheepskin coats that ....
(ii) It involved crossing several fairly high mountain passes.

(iii) Extended banks of cloud like French loaves glowed as the Sun emerged to splash
the distant mountain tops with a rose-tinted blush.
2. (i) Shaggy means hairy and unkempt
(ii) Brackish means slightly salty
(iii) Rickety means wobbly or shaky
(iv) Hairpin means very sharp
(v) Rudimentary means elementary or basic
1. A flawless half-moon floated in a perfect blue sky on the morning we said our goodbyes.
Extended banks of cloud like long French loaves glowed pink as the sun emerged to
splash the distant mountain tops with a rose-tinted blush. Now that we were leaving
Ravu, Lhamo said she wanted to give me a farewell present. One evening I’d told her
through Daniel that I was heading towards Mount Kailash to complete the kora, and
she’d said that I ought to get some warmer clothes. After ducking back into her tent,
she emerged carrying one of the long-sleeved sheepskin coats that all the men wore.
Tsetan sized me up as we clambered into his car. “Ah, yes,” he declared, “drokba, sir.”
(a) Where was the author heading towards?
(i) Mount Kailash (ii) Himalayas
(iii) Uttarakhand (iv) Delhi
(b) What do you understand by ‘drokba’?
(c) Who was Lhamo?
Ans. (a) (i) Mount Kailash
(b) Drokba refers to the people who wander as nomads in the region of Tibet.
(c) Lhamo was a Tibetan woman who had set up a tent for pilgrims near Ravu. She was
honest and helpful. She offered a long-sleeved sheepskin coat as a farewell gift.
2. Tired and hungry, I started breathing through my mouth. After a while, I switched to
single-nostril power which seemed to be admitting enough oxygen but, just as I was
drifting off, I woke up abruptly. Something was wrong. My chest felt strangely heavy
and I sat up, a movement that cleared my nasal passages almost instantly and relieved
the feeling in my chest. Curious, I thought.
(a) Where is the author in the given extract? What has happened to him?
(b) Was he able to sleep that night?
(c) Where did Tsetan take the author to seek medical help the next day?
(i) Darchen Medical College (ii) Tibetan Ayurvedic Doctor
(iii) To Lhasa (iv) To Ravu
Ans. (a) The author is in a guest house staying for a night in Darchen. His nostril was
blocked again due to which he couldn’t sleep that night. He was gasping for oxygen
throughout the night.

(b) No, he could not sleep at all that night. As soon as he laid down to sleep, his sinuses
filled and he felt something strange in his chest.
(c) (i) Darchen Medical College
3. These shaggy monsters, blacker than the darkest night, usually wore bright red
collars and barked furiously with massive jaws. They were completely fearless of our
vehicle, shooting straight into our path, causing Tsetan to brake and swerve. The dog
would make chase for a hundred metres or so before easing off, having seen us off
the property. It wasn’t difficult to understand why ferocious Tibetan mastiffs became
popular in China’s imperial courts as hunting dogs, brought along the Silk Road in
ancient times as tribute from Tibet.
(a) Why were Tibetan mastiffs popular in China’s imperial courts?
(b) Why was the author fascinated by seeing the Tibetan Mastiffs?
(c) What did the big dogs do when they saw the approaching car?
(i) They ran behind it as a bullet fired from a gun.
(ii) They ignored it.
(iii) They barked towards the car.
(iv) They never saw it.
Ans. (a) Tibetan mastiffs were popular in China’s imperial courts as hunting dogs. They
were brought along the Silk Road in ancient times as tribute from Tibet. They were
huge black dogs used as watch dogs.
(b) Crossing the nomad’s dark tents pitched in remoteness, the author noticed that a
huge black dog guarded most of the tents. These monstrous creatures would tilt
their great big heads when someone moved towards the them.
(c) (i) They ran behind it as a bullet fired from a gun.
4. Hor was a grim, miserable place. There was no vegetation whatsoever, just dust and
rocks, liberally scattered with years of accumulated refuse, which was unfortunate
given that the town sat on the shore of Lake Manasarovar, Tibet’s most venerated
stretch of water. Ancient Hindu and Buddhist cosmology pinpoints Manasarovar
as the source of four great Indian rivers: the Indus, the Ganges, the Sutlej and the
Brahmaputra. Actually only the Sutlej flows from the lake, but the headwaters of the
others all rise nearby on the flanks of Mount Kailash. We were within striking distance
of the great mountain and I was eager to forge ahead.
(a) What was unfortunate, according to the author?
(b) Why was Hor an ugly and miserable place?
(i) Because it had no modern markets
(ii) Because it had no vegetation
(iii) Because it didn’t had any proper medical facilities
(iv) Because it had no place to live
(c) How was the author feeling on reaching Hor?
Ans. (a) It was unfortunate that the town of Hor which sat on the shore of lake Manasarovar,
Tibet’s most venerated stretch of water, had become a grim, miserable place with
years of accumulated refuse.
(b) (ii) Because it had no vegetation

(c) The author was feeling disappointed and depressed on reaching Hor.
5. One afternoon I sat pondering my options over a glass of tea in Darchen’s only cafe.
After a little consideration, I concluded they were severely limited. Clearly I hadn’t
made much progress with my self-help programme on positive thinking. In my
defence, it hadn’t been easy with all my sleeping difficulties, but however I looked at
it, I could only wait. The pilgrimage trail was well-trodden, but I didn’t fancy doing
it alone. The kora was seasonal because parts of the route were liable to blockage by
snow.
(a) What is ‘kora’?
(i) Yoga asana (ii) Medication
(iii) Name of a small town (iv) Meditation in Buddhist tradition
(b) Why did the author not dare to do the kora alone?
(c) How did the author conclude that he had arrived early to do the kora?
Ans. (a) (iv) Meditation in Buddhist tradition
(b) The author was afraid of getting sick and he thought that someone should be there
with him if he needs any kind of help or care. So he did not dare to complete the
kora alone.
(c) The author had planned to do the kora in the company of other devotees. But to his
surprise, there were no pilgrims to be found in Darchen. It looked quite deserted.
1. While crossing the rocky wilderness, whom did they see and what was their reaction?
Ans. While crossing the rocky wilderness, they saw solitary drokbas, both men and women,
well-wrapped in sheepskin coats, who were tending their flocks. They would pause and
stare at their car, sometimes waving as they passed.
2. How did the Tibetan mastiff react when they approached?
Ans. The dogs cocked their great big heads when they became aware of their approach and
fixed them in their sights. As they drew nearer, they exploded into action, speeding
directly towards them as fast as a bullet from a gun.
3. How did the author feel when they were at a height of about 5,400 metres above the
sea level?
Ans. When they were up about 5,400 metres from the sea level, the mountain was covered
with snow and the author felt his head throbbing horribly. He took some water from his
bottle, which was supposed to help a rapid ascent.
4. What disappointed the author at Darchen?
Ans. Darchen was grimy, partially dilapidated place scattered with rubble and refuse. The
lethargic and sluggish town had few simple general stores which sold Chinese cigarettes,
soaps and other basic necessities, as well as customary strings of prayer flags. The high
altitude also gave him health problems and he caught a cold. He did not see any pilgrims
in the place because of his early arrival. All these circumstances disappointed him.
5. When did the author feel unwell for the first time? What did he do?
Ans. When they went further up the trail and were 5,400 metres above the sea level, the
author got an awful headache. He took gulps from his water bottle, which was supposed
to help during a speedy uphill journey. His headache soon cleared as they went down
the other side of the pass.
6. What was the sight on the plateau ruins of the Tethys Ocean?
Ans. The author and his friends stopped for lunch in a long canvas tent, beside a dry salt lake.
The plateau was covered with salty desert area and salty lakes that were remnants of the
Tethys Ocean. The place was bustling with activity. Men with pickaxes and shovels were
moving back and forth in their long sheepskin coats and salt-covered boots.
7. Why was the author sorry to see the miserable plight of Hor?
Ans. Hor was a dismal place with no vegetation. It only had dust and rocks coupled with
years of accumulated refuse. The author found this unfortunate, since this town was on
the banks of Lake Manasarovar, which is Tibet’s most venerated stretch of water.
8. The author ‘...slept very soundly. Like a log, not a dead man’. Explain.
Ans. After going to the Tibetan doctor, the author soon recovered. Unpalatable as it seemed,
the medicine led him to a quick recovery. Hence, the author had a healthy and sound
sleep unlike when he was ailing and restless. He slept undisturbed. He was not tossing
and turning because he was in a sound sleep.
9. How did the author and his companions cross the first snow blockage on their way to
Mount Kailash?
Ans. The snow was so steep that they could not go around it. They had to go over it. The
danger was that they could slip. They flung handfuls of dirt and covered the snow
completely with soil. The author and Daniel got off the vehicle to lighten the load and
Tsetan drove the vehicle over the snow.
10. How does the author recount his experience at the Darchen Medical College?
Ans. The doctor at the Darchen Medical College did not wear the traditional white coat of a
doctor. He observed the author and diagnosed his problem as the effect of cold and high
altitude. He gave him brown powders and pellets to be taken with hot water. The author
benefitted from this treatment.
11. What did the author notice about the ‘drokbas’?
Ans. As the author went further up the hills from the rocky wasteland, he noticed the solitary
drokbas tending their flocks. Sometimes these well-wrapped figures would halt briefly
and stare at their car. They seldom waved as they crossed. When the road took them
close to the sheep, the animals would swerve away from the speeding car.
12. Who was Norbu? How could he be a help to the author?
Ans. The author met Norbu in a cafe. He was Tibetan, and worked in Beijing at the Chinese
Academy of Social Sciences, in the Institute of Ethnic Literature. He had come to do
the kora. Norbu had been writing academic papers about the Kailash kora and its
importance in various works of Buddhist literature for many years but he had never
actually done it himself. The author was relieved to team up with him. He would not be
alone then.
13. ‘As a Buddhist, he told me, he knew that it didn’t really matter if I passed away, but he
thought it would be bad for business.’ Demonstrate.
Ans. Tsetan was a Buddhist. He believed that death is the final ‘Nirvana’. Kailash was a holy

place. He had a feeling that the author’s death would discourage tourists from coming,
which might prove to be a bad sign for their business as their credibility for looking after
the tourists would be at stake.
14. How was the experience of the author at Hor different from the earlier visits to the
place?
Ans. Earlier, Hor was filled with natural beauty and was situated on the sacred Lake
Manasarovar. There were stories that various pilgrims cried seeing the beauty of the
place. But the narrator’s experience was different from theirs. He did not feel good
about the place as he observed that there was no vegetation in Hor and the entire place
looked dusty and rocky.
15. How do you think Tsetan supported the author during his journey?
Ans. Tsetan was a Buddhist who was also a good and efficient driver in the hills. He was
very careful while driving. During his journey with the author to Darchen, he looked
after the author. When he saw that the author was not well, he immediately took him to
Darchen Medical College and got him treated.
1. The author on his way to Mount Kailash came across a lot of topographic variation.
Comment.
Ans. The author and his companions took a short cut to get off the Changtang. Tsetan knew
a route that would take them south-west, almost directly towards Mount Kailash. It
involved crossing several fairly high mountain passes. From the gently rising hills of
Ravu, the short cut took them across vast open plains with nothing except a few gazelles
that were grazing in the arid pastures. Further ahead, the plains became more stony
than grassy. The hills ahead became steeper where solitary drokbas were tending their
flocks. This led them to the snow-capped mountains and then to the valley, where the
river was wide and clogged with ice. At a height of 5,515 metres, piles of stones marked
the landscape. Next was the plateau which was covered with salty desert areas and
salty lakes that were the remnants of the Tethys Ocean. Hor was next in line. It was a
wretched place with no vegetation and years of accumulated refuse scattered liberally.
2. The author realised that the snow was both dangerous as well as beautiful. Justify.
Ans. Tsetan on his way surveyed the snow on the path by stamping on it. It was not deep.
But in case they slipped, the car could turn over. Hence, to cover the risk, they flung
handfuls of dirt across the frozen surface. When the snow was spread with soil, they
drove without difficulty. Ten minutes later, they stopped at another blockage. This time
they decided to drive round the snow.
However, the risks did not undermine the scenic beauty of the place. In the valley, they
saw snow-capped mountains and the river was wide but mostly blocked with ice that was
sparkling in the sunshine. As they moved ahead, on their upward track, the turns became
sharper and the ride bumpier. The rocks around were covered with patches of bright
orange lichen. Under the rocks, hunks of snow clung on in the near-permanent shade.
3. Narrate the author’s meeting with the Tibetan doctor.
Ans. After an awfully uncomfortable and breathless night, Tsetan took the author to the

Darchen Medical College. The college was new and looked like a monastery from the
outside with a very solid door that led into a large courtyard. The consulting room was
dark and cold, and occupied by a Tibetan doctor who did not have any kit that the
author had been expecting.
He wore a thick pullover and a woolly hat. The author explained the symptoms and the
doctor shot him a few questions while feeling the veins in his wrist. Finally he said, it was
the cold and the effects of altitude. He said that the author would soon be well enough
to do the kora. He gave him a brown envelope stuffed with fifteen screws of paper.
Each package had a brown powder that had to be taken with hot water. It tasted just
like cinnamon. The contents of the lunchtime and bedtime package were less obviously
identifiable. Both contained small, spherical brown pellets. Though the medicine looked
like sheep dung, it helped him recover quickly.
4. Meeting Norbu came as an immense relief to the author. Why?
Ans. The author was not only disappointed with the filth in Darchen but also because of the
lack of pilgrims. Moreover, since Tsetan had left, he had not come across anyone in
Darchen who knew enough English to answer even his most basic questions. It was then
that he met Norbu in a cafe. He was Tibetan, he told him, but worked in Beijing at the
Chinese Academy of Social Sciences, in the Institute of Ethnic Literature. He had also
come to do the kora. Norbu had been writing academic papers about the Kailash kora
and its importance in various works of Buddhist literature for many years, but he had
never actually done it himself. The author was relieved to form a team with another
academician. Norbu suggested to hire some yaks to carry their luggage, and they began
their climb to Mount Kailash.
5. Describe in detail the author’s miserable night in Darchen.
Ans. The author reached the Darchen guesthouse after 10:30 p.m. This was just the beginning
of his troubled night. The open-air rubbish dump of Hor had set off his cold once more.
One of his nostrils was blocked again and he was tired and hungry. He started breathing
through his mouth. After a while, he woke up abruptly. His chest felt strangely heavy,
but when he sat up, his nasal passages cleared almost instantly and relieved the feeling
in his chest. He lay down again. Just as he was about to doze off, his sinuses filled and his
chest felt strange. He tried supporting himself against the wall, but could not manage
to relax enough to sleep. He did not know what was wrong but had a feeling that if he
slept, he would not wake up again. So, he stayed awake all night.

1. We took a short cut to get off the Changtang. Tsetan knew a route that would take us
south-west, almost directly towards Mount Kailash. It involved crossing several fairly
high mountain passes, he said. “But no problem, sir”, he assured us, “if there is no
snow.” What was the likelihood of that I asked. “Not knowing, sir, until we get there.”
(a) What did Tsetan say would be the only hurdle while they were on their way to
Mount Kailash?

(b) Why did Tsetan take a short cut?
(i) He wanted to avoid the traffic.
(ii) He knew the shortest route towards Mount Kailash.
(iii) He had to pick up another passenger.
(iv) He didn’t want to go to that town.
(c) Who was Tsetan? How did he know the route?
2. I didn’t think he was from those parts because he was wearing a windcheater and
metal-rimmed spectacles of a Western style. He was a Tibetan, he told me, but worked
in Beijing at the Chinese Academy of Social Sciences, in the Institute of Ethnic
Literature. I assumed he was on some sort of fieldwork.
“Yes and no,” he said. “I have come to do the kora.” My heart jumped.
(a) About whom is the author talking?
(b) What was the author’s assumption about the stranger?
(c) What was the purpose of the stranger in doing the kora?
(i) He wanted to become a monk.
(ii) He wanted peace.
(iii) He was practising meditation from a long time.
(iv) He was writing an academic paper on the Kailash kora.
3. The plateau is pockmarked with salt flats and brackish lakes, vestiges of the Tethys
Ocean which bordered Tibet before the great continental collision that lifted it
skyward. This one was a hive of activity, men with pickaxes and shovels trudging back
and forth in their long sheepskin coats and salt-encrusted boots.
(a) Why is it that on the top of the moountain there is a plateau pockmarked with salt
flats?
(b) What activity was going on in the area where there were flats of salt?
(c) Where is the author in the given extract?
(i) He has reached Hor. (ii) He is sitting in a cafe.
(iii) He is in a canvas tent. (iv) He is in a guest house.

1. Describe the initial phase of their journey.
2. How did Tsetan manoeuvre across the first patch of snow that they came across?
3. What difficulties did Tsetan face while taking shortcuts?
4. What made the author believe that his strategy of positive thinking went well?
5. Why, do you think, the chapter has been titled ‘Silk Road’?

1. Describe the author’s journey from the top of the pass to his stay at Hor.
2. “He’s an adventurer, but at heart he was more a meticulous academic than a daredevil.”
Explain the truth of the statement based on your reading of the chapter ‘Silk Road’.
3. The author realised that the snow was both dangerous as well as beautiful. Justify.
zzz
HORNBILL: POETRY
1 A Photograph
— Kathleen Shirley Toulson
Kathleen Shirley Toulson was an English writer, poet, journalist and local politician. She was born on 20 May
1924, at Henley-on-Thames, United Kingdom. Toulson attended Prior’s Field School and worked with the
Auxiliary Territorial Service during World War II. Starting in 1977 with her book, The Drovers’ Roads of Wales,
Toulson was the author of several books on the subject of walking routes used by farmers moving livestock
from Wales to England.
Introduction
The poem presents a contrast between the permanence of nature and the transitory (ever-changing) nature
of the lives of human beings. Human life is not permanent. We undergo stark changes from birth until old
age when we finally meet the end. On the other hand, elements of nature like the sea, tend to remain in the
same state. Man is a mortal being but nature has the quality of permanence. The poet is reminiscing about
her past while also recollecting the past of her mother as she looks at a photograph of her mother when
she was a young girl.
The poem ‘A Photograph’ focuses on the concept of loss, memory and the transience of life, which forms
the basis of human life. The poet establishes that people may die, but strangely, they continue to live within
individuals in the form of memories.
Summary
The poet has a photograph of her late mother and her two cousins when they had gone
paddling. Her mother was the eldest of the three. She was around 12 years of age at the time
the photograph was taken. The poet says that her mother had such a lovely face, before she
was born. The three girls were escorted to the beach by their uncle, and the photograph was
taken by him. The girls stood in the shallow waters, as the sea waves seemed to be washing their
transient feet. The sea remains as permanent as ever.
After a gap of over 20-30 years, when her mother looked at the photograph, she would be
amused at the way in which they had been dressed for the beach. She would laugh as she
thought about her wonderful childhood.
The poet now says that as she looks at the photograph, she realises that the sea holiday was
her mother’s past, and now that her mother is no longer with her, the joy and laughter of her
mother, has become a thing of the past for the poet. Both mother and daughter, had lost their
joy and laughter with the passage of time. And both of them were disappointed as they had to
struggle to handle their respective losses. It has been over 12 years since her mother’s demise,

and all that remains in the world for the poet is the silence that was brought upon her by the
loss of her dear mother.
Allusion
“The cardboard” is an indirect reference to something that originates from outside the text.
Transferred Epithet
“Terribly transient feet” – human life is temporary, not the feet itself (we transfer an adjective which is
usually associated with a human being to another object or idea)
Alliteration
“my mother’s”, “stood still to smile”, “terribly transient feet” (repetition of sound ‘t’) and “its silence
silences” (repetition of sound ‘s’)
Oxymoron
“laboured ease” (the coming together of two opposite ideas to describe the same concept)
Personification
“the cardboard shows me”, “and the sea, which appears to have changed less”, “silence silences” (the
situation has been given a human quality)
Enjambment
Used by the poet in the second and third verses (the continuation of a sentence or phrase from one line of
poetry to the next). An enjambed line typically lacks punctuation at its line break, so the reader is carried
smoothly and swiftly – without interruption – to the next line of the poem.
Synechdoche
“transient feet” (in this, a small part is used to describe the whole thing) Here, “feet” is used to describe the
whole human being and not only their feet.
Explanation of the Poem

1. The cardboard shows me how it was
When the two girl cousins went paddling,
Each one holding one of my mother’s hands,
And she the big girl — some twelve years or so.
All three stood still to smile through their hair
At the uncle with the camera. A sweet face,
My mother’s, that was before I was born.
And the sea, which appears to have changed less,
Washed their terribly transient feet.
Exp- In the first verse, the poet has a photograph that has been stuck on to a piece of
cardboard. The picture is of her mother and cousins, when they had gone paddling to
the beach. She was just twelve years of age at that time. In the picture, the three girls
were smiling at the camera through their hair that was strewn all over their face. The
poet looks at the picture and exclaims about the beauty of her mother before she was
born. She says this perhaps, as she had seen the changes in her mother’s face while she
was growing old. The poet says that the picture showed the waves that were slipping
away from under the feet of her mother and aunts. This is to point out the transient

nature of human beings in contrast to the permanence of nature. The waves keep going
back to their source and repeat their flow to and from the shore. (Feet is used to refer to
human beings)
2. Some twenty — thirty — years later

She’d laugh at the snapshot. “See Betty
And Dolly,” she’d say, “and look how they
Dressed us for the beach.” The sea holiday
Was her past, mine is her laughter. Both wry
With the laboured ease of loss.
Exp- The poet says that some twenty to thirty years after the picture was taken, her mother
would look at the photograph and laugh. She would take the names of her cousins Betty
and Dolly and tell her daughter in an amused way, to look at the attire they were made
to wear by the elders while going to the beach. With great sorrow, the poet says that for
her mother, the sea holiday was her past. But for the poet, the past is the laughter of
her mother while she reminisced about the sea holiday. She adds that both of them were
very cynical when faced with loss, but tried hard to lessen the pain that loss had given
them.
3. Now she’s been dead nearly as many years

As that girl lived. And of this circumstance
There is nothing to say at all.
Its silence silences.
Exp- The poet says that the number of years that have passed since her mother died is
equal to her age when the photograph was taken. With great sorrow she says that the
circumstances that had resulted have caused a great deal of silence in her life. With
great poignance, she says that the silence of the circumstance supersedes all words and
does not leave room to say anything.

THINK IT OUT
1. What does the word ‘cardboard’ denote in the poem? Why has this word been used?
2. What has the camera captured?
3. What has not changed over the years? Does this suggest something to you?
4. The poet’s mother laughed at the snapshot. What did this laugh indicate?
5. What is the meaning of the line “Both wry with the laboured ease of loss.”
6. What does “this circumstance” refer to?
7. The three stanzas depict three different phases. What are they?
Ans. 1. In the poem, the word ‘cardboard’ means a medium or base, which supports the
photograph. In the olden days, the pictures would be developed, printed and stuck

on to cardboards to ensure that they do not get spoiled. Sometimes it would be
further strengthened by framing it within a glass and wooden frame.
2. The camera has captured the poet’s mother and her two cousins, Betty and Dolly, on
the beach. They went for paddling where her mother’s uncle captured the nostalgic
moment. Her mother was around twelve years old and stood in the middle. She was
holding the hands of her cousins who were on either side of her. It was one of her
mother’s favourite memories of the past. Therefore, it would be appropriate to state
that youth, innocence, and memories were captured by the camera.
3. The lines ‘And the sea, which appears to have changed less’ depicts that the sea
which touched her mother’s feet is the one which has remained unchanged in all
these years. Contrarily, her mother and her cousins grew older. And her mother
has bid good bye to the mortal world. The sea symbolises eternity and immortality.
Human beings have a life span and they are known as mortal beings. That is, this
human life is not permanent. The poet’s mother had aged and changed from what
she was in the photograph, and the poet’s life too has undergone a drastic change
with the demise of her dear mother. This suggests that ‘change’ is the only thing
‘permanent’ in man’s life.
4. The poet’s mother laughed at the snapshot while recalling the occasion when she
was enjoying on the beach with her cousin sisters. She looked at the photograph
and remembered how their parents would dress them up for the beach holiday. Her
laugh indicated the joy that she experienced while leading a carefree and pleasure–
filled life as a child. Childhood is the best part of our lives. Behind the laugh, perhaps
there is a hidden longing for the times gone by, and it was also indicative of a closure
to the memories of childhood. The nostalgia that accompanied the photograph was
inexplicable.
5. In the poem, the poet is talking about losses – the loss of her mother’s memorable
childhood, and the loss of the poet’s memories of her mother reminiscing about her
childhood. Strangely, both of them have lost the best memories of their lives to time.
Both of them have changed with the circumstances, but they have been working
very hard to ensure that they handle the irony of life with greater ease.
6. The words ‘this circumstance’ refers to the situation they were in. Time keeps
moving and changes happened in the lives of her mother and her own. The mother
could not change the life she led and the poet could not enliven her memories.
She says that there is nothing one can say to pacify someone who is facing such
circumstances, thus, granting silence the power to take charge and supersede words,
actions and thoughts.
7. The first stanza depicts her mother’s childhood days when she was around twelve
years of age. It illustrates the fun and frolic that was part of her life as a little girl.
In the second stanza, the poet refers the child who has changed over the years and
grown older. Here the childhood of the poet is paralleled with the mother who is
probably around thirty-two to forty-two years of age. In the last stanza, the poet
speaks about a time when it was about twelve years since her mother’s demise. The
poem covers the childhood, middle age and demise of the poet’s mother.

Extract-based Questions (3 Marks each)
When the two girl cousins went paddling,
(a) How does this extract contrast with the rest of the poem?
(b) Why is there no punctuation at the end of line 1 of the stanza?
(i) To show that the poet is speaking in a casual tone
(ii) To create a sense of continuity between the past and the present
(iii) To indicate that the poet is confused about her feelings
(c) What does the use of the word ‘paddling’ suggest?
Ans. (a) This extract contrasts with the rest of the poem by showing the happiness and
innocence of the past, while the rest of the poem shows the sadness and loss of the
present.
(b) (iv) Both (i) and (ii)
(c) The use of the word ‘paddling’ suggests that the girls were having fun in the water.
2. All three stood still to smile through their hair

(a) Who is the uncle with the camera in the stanza?

(b) What is the effect of using the word ‘still’ in line 1 of the stanza? Select the option
that is NOT TRUE.
(i) To show that the photograph captures a moment in time
(ii) To contrast the movement of the sea with the stillness of the people
(iii) To imply that the people are no longer alive or smiling
(iv) To create a sense of suspense and mystery
(c) How does this extract relate to the theme of nostalgia in the poem?
Ans. (a) The uncle with the camera is the poet’s mother’s uncle.
(b) (iv) To create a sense of suspense and mystery
(c) This extract relates to the theme of nostalgia in the poem by showing the poet’s
longing for her mother and her childhood.

3. The sea holiday
was her past, mine is her laughter. Both wry
with the laboured ease of loss.
(a) Explain the phrase ‘laboured ease of loss’.

(b) What does the use of the word ‘holiday’ suggest?
(i) The poet’s mother enjoyed her time at the sea.
(ii) The poet’s mother was a carefree and adventurous person.
(iii) The poet’s mother had a different lifestyle than the poet.
(iv) All of these
(c) What does the word ‘wry’ mean in the context?
Ans. (a) The phrase ‘laboured ease of loss’ suggests that the poet and her mother have
learned to cope with their losses, but it is not easy or natural for them.
(b) (iv) All of these
(c) The word ‘wry’ means dry or mocking in this context.
4. Now she’s been dead nearly as many years

There is nothing to say at all.
(a) Explain, ‘Its silence silences.’

(b) Why is there nothing to say about the death of the poet’s mother?
(i) Because the poet was more focussed on the photograph
(ii) Because the poet was not on talking terms with her mother
(iii) Because the death of the poet’s mother has left a deep void in the poet’s heart
(iv) Because the poet did not have a good relationship with her mother
(c) What does the poet remember of that girl?
Ans. (a) The loss of her mother is too deep for the poet. Now she has nothing to say at all.
The silence of the whole situation silences the poet and leaves her quiet.
(b) (iii) Because the death of the poet’s mother has left a deep void in the poet’s heart
(c) The poet remembers how much her mother had changed from a young girl. She
also remembers the sweet laughter of her mother.

Dressed us for the beach.”
(a) Who are Betty and Dolly?

(b) Why did ‘she’ laugh?
(i) Because of the funny dresses they were wearing for the beach holiday
(ii) Because she remembered a joke one of them had cracked

(iii) Because of the funny dresses they were wearing as children
(iv) Because of the funny man they saw at the sea holiday
(c) Identify the poetic device used in the given stanza.
Ans. (a) Betty and Dolly were her cousins who had gone with her to the beach for paddling.
(b) (i) Because of the funny dresses they were wearing for the beach holiday
(c) The poetic device, enjambment, has been used in the given stanza.
1. What was in the cardboard that the poet has spoken about?
Ans. The cardboard had the picture of three girls who had gone on a beach holiday. The girls
were her mother and her cousins when they were small children. This photograph had
captured the joy, buoyant spirits and freedom of her mother’s childhood.
2. What do you learn about the poet’s mother from the photograph?
Ans. The poet’s mother was a twelve-year-old girl and was the eldest of the three girls in the
picture. She had a sweet face and enjoyed swimming as well as wading in the seawater
with her cousins. She held the memories of her childhood very close to her heart.
3. How did the three girls face the camera?
Ans. The three of them stood still to smile through their hair that was strewn all over their
face, as their uncle captured the moment in his camera. The poet’s mother stood in the
middle with her two younger cousins standing on either side.
4. The poet’s mother laughs at her past. How does the poet react to her past?
Ans. The sea holiday was a past experience for the poet’s mother. A glimpse of the photograph
perhaps revived some feelings of shared joy and she laughed. She was thinking about
the time when her mother was reacting to her childhood photograph, some twenty to
thirty years after it was taken. The poet was overcome with emotion as she was not able
to express in words the sorrow she experienced due to the loss of her mother.
5. Why, do you think, the poet says, “Its silence silences.”?
Ans. The poet has no words to express her reaction to such a solemn and painful incident.
Death silences everyone. The extensive quietness and prevailing misfortune silences her
and her mother. Her mother has lost her happy childhood, while the poet is embroiled
in a pall of gloom even after twelve years of her mother’s death. The circumstances of
loss that she and her mother underwent were so painful that she is at a loss of words
to express them. The silence of the loss is so powerful that no sound or expression can
express it as well as the silence itself.
6. Comment on the tone of the poem.
Ans. The tone of the poem is that of sadness. Shirley Toulson looks at an old paragraph of
her mother and is sadly reminded of her, who is no more. She mentions the death of her
mother indirectly and this photograph has made her speechless and silent.
7. Why does the poet feel nostalgic?
Ans. The poet sees an old photograph of her mother in which she was standing on the beach
with her two cousins – Dolly and Betty. They were enjoying themselves. The photograph
captured her mother’s sweet and smiling face. At that time, she was around twelve years

old. The poet remembers how her mother used to laugh whenever she looked at that
old photograph. But time has passed and now the poet has been left only with the
memories of her mother. Thus, she feels nostalgic.
8. The poet’s mother laughed at the snapshot. What does this laugh indicate?
Ans. The poet’s mother laughed at the snapshot. This is an indication of the fun and joy
she had experienced during the beach holiday and she had fond memories of that
particular incident. It brought joy to her when she looked at the snapshot.
9. Explain, ‘the sea holiday was her past, mine is her laughter’.
Ans. Gone are the childhood days of the poet’s mother and the sea holiday that had become
her past. The photograph flashes her back to the scene that was captured around 30
years ago. Gone is the carefree laughter of her mother which was love at one time. But
now, the laughter of her mother has eventually become a thing of the past for the poet.
She has silently resigned herself to this fate.
10. What is the meaning of the line “Both wry with the laboured ease of loss.”?
Ans. The line expresses the similarity between the facial expressions of her mother and herself.
Both faces had turned very cynical owing to the terrible feeling of loss in their respective
lives. The mother was sad about the absence of a happy and cheerful childhood. The
poet had turned sad at the loss of her mother’s laughter as the latter was dead.
11. Briefly evaluate the poet’s attitude towards life as seen in the last stanza of the poem,
‘A Photograph’.
Ans. The period of nearly twelve years since the poet’s mother passed away, has been painful
for the poet. She can not hear her laughter anymore. There is only silence now. The life
of the poet has been dull and eventless after the death of her mother. The void created
by her death is slowly becoming less painful. The time that passes silently but steadily
weakens old memories of loss and grief.
12. What did the girls do on the sea beach?
Ans. The poet’s mother is on the beach with two of her girl cousins. Each of the cousins is
holding one of the hands of the poet’s mother who is older than them. The wind was
blowing on the beach, the hair was flying on the girls’ faces and they were very happy.
Their smiles could be seen even through their hair. They were smiling at the person
who was taking their snap at that time. It was their uncle who was capturing the three
girls on his camera. While the young girls stood in the sea, the water washed their
mortal feet.
1. What impression do you form of the poet and the poet’s mother after reading the
poem ‘A Photograph’? (Constructed Response Question)
Ans. The poem presents the poet as a sensitive person who is quite affectionate towards her
mother and is deeply attached to her. She loves her ‘sweet’ face and has obviously observed
the changes in it as she advanced in age. She remembers all the incidents connected with
her life including her laughter as she sat looking at the photograph, years after it was taken.
She finds it hard to bear her death. The pangs of separation push her to speechlessness.
The poet’s mother appears as an attractive person with a sweet face and beautiful smile.

She has a friendly temperament and interacts well with other people. She has great
affection towards her cousins and goes with them for a sea holiday where they appear to
have created magical and nostalgic moments. She poses with them smilingly for a snap.
Her laughter on seeing the dresses in the snap shows her fine temperament and sense of
humour.
2. “Its silence silences,” writes Shirley Toulson. The loss of her mother has silenced her.
Do you think that this attitude of the poet is the right attitude to live life? Why/Why
not? (Constructed Response Question)
Ans. There is no doubt that Shirley Toulson has given a very touching tribute to her mother by
remembering her through her poem ‘A Photograph.’ It is apparent that she is nostalgic
and is grieving the loss of her mother. She avers that despite it being nearly twelve years
since her mother’s passing, she has not been able to adjust to the circumstances too well.
She finds herself surrounded by silence and a deep void.
It is difficult to handle the loss of someone close to one’s heart. But the attitude shown by
the poet may hamper the progress she needs to make in her life. Man is mortal, and death
is imminent. Therefore, instead of succumbing to emotions, we must try to live the life our
beloved ones wanted us to lead. If we let ourselves get depressed because of their passing
and forget to live, we may be distressing the souls of those who have gone.
3. Happy moments are short-lived but they provide a lifetime memory. They provide a
cushion to bear the difficulties which the future has in store for us. Comment in light
of the poem ‘A Photograph’ by Shirley Toulson. (Constructed Response Question)
Ans. Our life is a mixture of happy as well as adverse times. We must learn to hold on to those
happy memories which provided us with immense joy and happiness. As life is not a bed
of roses, everyone at one stage or another is likely to face difficulties. Life is like a roller-
coaster ride with all its high and low moments.
The happy moments can help to give us solace and fill us with positivity that may come
handy to tackle difficult times. Change is the only thing that is permanent in life. Therefore,
if times are bad, that too will change and usher in good times. It is this combination that
provides the cushion to soften the difficult times, and to maintain control when the going
is good.
4. ‘Both wry with the laboured ease of loss.’ The poet is missing her mother. What is the
role of the mother in forming the personality of a child? (Constructed Response Question)
Ans. A mother’s role in shaping the personality of a child is significant. The child watches his/
her mother intently and learns the techniques of surviving in the world. The mother
plays an important role in making a child become a good human being. When a mother
is nurturing and taking care of her child, she develops a strong and healthy bond with the
child.
This bond snaps after a while, when the parent is aged and has to surrender to the final
phase of life – death. This is a traumatic moment for the child. But loss of loved ones,
moments, and things is imminent. Just as, when the poet lost her mother, and the mother
her childhood, and both of them were trying to ease the pain that ensued, with a great
deal of difficulty. One wonders whether it was the exceptionally sensitive nature of the
mother in dealing with her loss that was seen in her daughter, who was unable to handle
the loss of her mother, even after twelve years of her demise.

When the two girl cousins went paddling.
(a) What does the word ‘cardboard’ refer to in the stanza?

(b) How old was the poet’s mother when this photograph was taken?
(i) Ten years (ii) Twelve years
(iii) Fourteen years (iv) Sixteen years
(c) What is the rhyme scheme of the stanza?
2. All three stood still to smile through their hair

(a) What are the three of them doing in the photograph?

(i) Playing (ii) Standing beside their house
(iii) Holding hands (iv) Holding hands and paddling
(b) How does the poet feel about her mother’s sweet face?
(c) What does the use of the word ‘transient’ suggest?
Dressed us for the beach.” The sea holiday
Was her past, mine is her laughter. Both wry
With the laboured ease of loss.
(a) What happened twenty-thirty years earlier?

(i) A photograph of a beach side was taken.
(ii) A photograph of the poet’s mother was destroyed.
(iii) A photograph of the poet’s mother was taken.
(iv) A photograph of the poet’s mother and cousin was taken.
(b) Who is being told to see in the given stanza?
(c) Which poetic device has been used in the last line of the stanza?

Short Answer Questions (40–50 words)
1. Why are the feet said to be transient?
2. What is the role that the cousins played in the mother’s life?
3. What had the camera captured in the poem ‘A Photograph’?
4. A philosopher once said, “Nothing is permanent except change”. Express your views in
reference to the poem ‘A Photograph’. (Constructed Response Question)
5. Does the poet’s mother come across as an emotional wreck?
Long Answer Questions (120-150 words)

1. Compare and contrast the relationship that existed between the mother and daughter
in ‘A Photograph’, with the author and his grandmother in ‘The Portrait of a Lady.’
2. Have you ever experienced loss in your life? How did you handle it?
zzz

HORNBILL: POETRY
2 The Laburnum Top

— Ted Hughes
Ted Hughes was an English poet, translator, and children’s writer. He was born on 17 August, 1930 in the
United Kingdom. Critics frequently rank him as one of the best poets of his generation and one of the
twentieth century’s greatest writers. He was appointed Poet Laureate in 1984 and held the office until his
death.
Introduction
The poem brings to the reader’s attention the relationship between birds and trees. A laburnum tree stands
silent and still. A goldfinch builds a nest and breeds her chicks upon the branches of the tree. The poet
highlights the difference in appearance of the tree when the bird sits on its branches and when it flies away.
The poet emphasises the dependence of the different elements of nature on each other for their survival,
happiness and growth.
The poem ‘The Laburnum Top’ is a beautiful poem in which the poet has used the laburnum tree and
goldfinch as a symbol of life and its fluctuations. The laburnum tree symbolizes the pattern of our life which
is usually dull and inanimate. The theme of the poem is the symbiotic or the close and long-term biological
interaction between two different biological organisms, in this case the tree and the bird.
Summary
The poet has drawn a beautiful picture of an autumn afternoon. The laburnum tree is silent
and still. Its leaves have turned yellow and some seeds have fallen. However, as soon as a
goldfinch comes and sits on its branches, the whole tree comes to life. The poet has compared
the alert, abrupt and sleek movement of the goldfinch with that of a lizard. After feeding her
young ones, the goldfinch flies away towards the infinite sky. The laburnum tree becomes quiet
and silent once again.
This is how the cycle of life goes on in nature. It is all instinctive. The mother bird makes her
nest amongst the thick leaves of a tree. She brings up her chicks until they are strong enough
to fly and find their food on their own. The yellow bird has her shelter on the tree where she
feeds her young ones. The dependence of the tree on the bird and the bird on the tree has
been depicted with a great deal of sensitivity by the poet.

Alliteration
repetition of a consonant sound at the beginning of two or more consecutive words—
“September sunlight”, “tree trembles”
Simile
comparison between two things using ‘like’ or ‘as’
“sleek as a lizard”
Metaphor
a figure of speech in which a word or phrase denoting one kind of object or action is used in place of another
to suggest a likeness or analogy between them
“a machine starts up” (the family of the goldfinch is a machine)
“It is the engine of her family” (the chicks in the nest are the engine)
“Showing her barred face identity mask” (the stripes caused by the shadows of the laburnum on its face is
a mask)
Personification
the attributes of human characteristics to something non-human
“the whole tree trembles and thrills”
Transferred Epithet
the figure of speech where the adverb is transferred to another noun
“her barred face”, “identity mask”

1. The Laburnum top is silent, quite still
In the afternoon yellow September sunlight,
A few leaves yellowing, all its seeds fallen.
Exp- The poet was observing a laburnum tree. It stood tall, but was silent and still. It was
afternoon, and the yellow hue of the sunlight was shining on the few leaves that were
left on the tree. Being September, most of the leaves and seeds had fallen off the tree.
All that could be noticed was the silence in the environment. The colour yellow
symbolizes happiness, warmth and sunshine in most cultures; these are characteristics
of the yellow sun and its effects on every object, animate and inanimate.
2. Till the goldfinch comes, with a twitching chirrup

A suddenness, a startlement, at a branch end.
Then sleek as a lizard, and alert, and abrupt,
She enters the thickness, and a machine starts up
Of chitterings, and a tremor of wings, and trillings —
The whole tree trembles and thrills.
Exp- This silence was all of a sudden broken with the arrival of a beautiful yellow coloured
bird. A Goldfinch bird comes suddenly with a twitching chirrup, and startles the branch
upon which she has perched. The bird with sleek, rapid, and alert moments like that
of a lizard, enters the thickness of the laburnum’s branches in which her young ones
live. She has started the engine and her younger ones started chirruping and imitating
vibrations with wings, making a sound like a machine. The whole interaction between
mother and children comes across as the sound and effect of the starting of a machine
and its working. Because of the movement of the bird and her young ones, the tree
starts to shake and thrill.
The poet has given two opposite scenarios of the tree. The tree first being death-like
and still and then giving life and shelter to the bird and her young ones. The birds have
given life to an almost dead tree. And alternately, the tree has given a place for the birds
to hatch and grow.
3. It is the engine of her family.

She stokes it full, then flirts out to a branch-end
Showing her barred face identity mask
Exp- The chicks in the nest are the engine of her family. She provides food to her young ones
and moves to the end of a branch to ensure that there are no predators and that her
children are safe. She teaches her children to identify her face that appears to be striped
as a result of the shadow of the branches and leaves falling on it. The children learn to
identify their mother by looking at her barred face that resembles a mask.
4. Then with eerie delicate whistle-chirrup whisperings

She launches away, towards the infinite
And the laburnum subsides to empty.
Exp- After the completion of her motherly duties, the bird makes delicate whistle-like chirping
sounds to her little chicks and flies off into the infinity of the skies. This saddens the
laburnum again and it slips into silence and solitude.

THINK IT OUT
1.
What do you notice about the beginning and the ending of the poem?
2.
To what is the bird’s movement compared? What is the basis for the comparison?
3.
Why is the image of the engine evoked by the poet?
4.
What do you like most about the poem?
5.
What does the phrase ‘her barred face identity mask’ mean?
Ans.
1. At the beginning and at the end of the poem, the laburnum tree was standing silent
and still, with a feeling of emptiness.
2. The goldfinch’s movement is compared to that of a lizard because she was as abrupt,
sleek and alert as the latter. The poet says that the bird was sleek, alert and abrupt
like the lizard, as she enters the thickness that nests her little chicks.
3. An engine is essential to run a machine. The bird is compared to the engine as
she is the feeder of her family. The poet assesses the entire activity that occurred

on the laburnum tree and compares the bird to an engine and her family to the
machine. She sets off the machine with her presence and her chirping, and enlivens
the fledgelings that are still dependent on her for food and life. The image of the
engine evokes the beginning of life and activity.
4. The most attractive portion in the poem is the beautiful relationship between the
laburnum tree and the goldfinch. The effect the bird has on the tree is incredible.
5. The phrase “her barred face identity mask” means that the bird’s face with the
stripes formed by the shadow of the branches and leaves, became her identity and
the symbol of recognition for her chicks.
NOTE DOWN
1. the sound words
2. the movement words
3. the dominant colour in the poem
Ans. 1. Twitching, chirrup, chitterings, trillings, whispering
2. Comes, enters, starts up, flirts out, launches away, tremble, subside
3. Yellow
LIST THE FOLLOWING

1. Words which describe ‘sleek’, ‘alert’ and ‘abrupt’.
2. Words with the sound ‘ch’ as in ‘chart’ and ‘tr’ as in ‘trembles’ in the poem.
3. Other sounds that occur frequently in the poem.
Ans. 1. Lizard, machine, and suddenness
2. Goldfinch, branch, chitterings, chirrup, trillings, twitching, tremors
3. ‘ing’ sound in words like twitching, chitterings, wings, trillings, whisperings
1. The Laburnum top is silent, quite still
In the afternoon yellow September sunlight,
A few leaves yellowing, all its seeds fallen.
(a) What do you understand by the ‘laburnum top’?

(b) What has happened to the tree?
(i) The tree is being worshipped.
(ii) The tree has been cut down.
(iii) The leaves of the tree have turned purple and are falling down.
(iv) The leaves of the tree have turned yellow and its seeds are falling down.
(c) Find a word from the stanza which is the antonym of the word ‘noisy’.
Ans. (a) ‘Laburnum top’ means the top part of the laburnum tree.

(b) (iv) The leaves of the tree have turned yellow and its seeds are falling down.
(c) The word ‘silent’ is the antonym of the word ‘noisy’.

(a) How is the goldfinch described in the given stanza?

(b) How did the bird arrive on the branch of the tree?
(i) With a chirping sound (ii) With a twitching chirrup
(iii) Without making any sound (iv) Circling above the tree for a while
(c) What does ‘machine’ refer to in the given stanza?
Ans. (a) The goldfinch is described as sleek, alert and abrupt in the given stanza.
(b) (ii) With a twitching chirrup
(c) It refers to the nest of the goldfinch where its young ones are staying.
3. It is the engine of her family.

She stokes it full, then flirts out to a branch-end
Showing her barred face identity mask
Then with eerie delicate whistle-chirrup whisperings
(a) What does the poet mean by ‘the engine of her family’?
(b) What happened to the bird?
(i) She completed her motherly duties and flew away.
(ii) She flew to the other side of the branch.
(iii) She stayed there and stared into the sky.
(iv) She took some rest in the nest and then flew away.
(c) How does the poet use imagery to create an effect in the extract? Explain with
examples.
Ans. (a) By ‘the engine of her family’ the poet means the bird’s nest.
(b) (i) She completed her motherly duties and flew away.
(c) The poet uses ‘imagery’ to create an effect of vividness and contrast in the extract.
He uses words and phrases that appeal to the senses of sight, sound, and touch to
describe the bird and the tree.

1. How does the laburnum tree appear in September? Does the arrival of the goldfinch
bring about a change in it?
Ans. It is autumn, and the laburnum tree has hardly any leaves and seeds left on it. Therefore,
it stands silent and quiet in the afternoon, under the yellow September sunlight.
However as soon as the goldfinch comes and perches on its branch, it bursts into activity
and life. There is plenty of sound and movement in its branches.
2. Why is the poem named ‘The Laburnum Top’?
Ans. The poem has been named ‘The Laburnum Top’ because the top of the laburnum tree
has been described in detail in the poem. It is on the top of the laburnum tree, in the
thickness of its branches, that the nest of the goldfinch is located.
3. What is the significance of ‘yellow’ in the poem?
Ans. The flowers of the laburnum tree and its leaves both are yellow in colour. The feathers of
the goldfinch are also yellow in colour. The sun is spreading its yellow hue on everything
it surveys. The poem signifies the efforts that the bird takes to ensure the safety of her
babies and the colour yellow all around helps in camouflaging from predators. It also
establishes a unity in everything around – the environment, the tree and the bird.
4. How is the tree transformed during the bird’s visit?
Ans. As soon as the goldfinch sits on the tree, the silent and still laburnum tree suddenly
starts trembling and moving with joy. The whole tree comes to life, the branches shake,
and there is a lot of noise as the chicks of the goldfinch begin to chirrup and trill on
seeing their mother.
5. Why is the image of the engine evoked by the poet in ‘The Laburnum Top’?
Ans. The image of the engine has been evoked by the poet in ‘The Laburnum Top’ to
establish the loud sound and activities that begin as soon as the mother bird begins her
routine. She chitters, tremors and trills, just as an engine is started, and enlivens the
chicks. It is a process of setting them on to activities that they have to follow every day
to become young independent birds. The stirrings and the sounds and energy that can
be seen when the goldfinch enters the thickness of the tree, sets alive the dead and silent
laburnum tree too. The engine begins to whirr and the entire surrounding is set into
motion. Life begins!
6. What is the engine of the machine? What is its fuel?
Ans. The chicks in the nest have been called the engine of the machine. The fuel of the
engine is the food that the goldfinch brings for her chicks. When goldfinch feeds them,
the engine starts working and naturally the machine too.
7. How does the laburnum ensure security for the nestlings?
Ans. The bark and the seeds of the laburnum tree are believed to be poisonous. So, predators
generally stay away from the tree. Besides this, the paling leaves in the autumn season,
and the yellow sunlight, complemented by the yellow-coloured feathers of the goldfinch,
provide a perfect camouflage for the bird and her nestlings. Additionally, she flirts along
the branches before she reaches her nest, to ensure that everything is safe before she
approaches the nest.

8. Explain the line, ‘And the laburnum subsides to empty’.
Ans. This is the last line of the poem. It describes that with the departure of the goldfinch
from the laburnum tree, it falls silent. The tree was noisy and lively when the goldfinch
came to feed its chicks, but it reverts to its earlier self after her departure from the tree.
9. Explain the expression: “barred face identity mask”.
Ans. There is an obvious black colour on the face of the goldfinch bird. So, wherever its face
remains bared or hidden behind the yellow leaves and flowers of the tree, it becomes
difficult to find it. As a result, its identity remains masked, meaning hidden.
10. What effect does the entrance of the mother goldfinch bird to the inner part of the
branch produce?
Ans. Due to the arrival of the mother goldfinch bird to the inner part of the branch, the
baby goldfinch birds twitter with delight and shake their wings. Later on, they produce
sounds of high notes. As a result, the tree shakes and produces a sound of its own.
1. What values do you learn from the goldfinch in the poem ‘The Laburnum Top’?
Ans. The goldfinch has its nest on the top of the laburnum tree in the poem ‘The Laburnum
Top’. Her chicks stay in the nest while she (the mother goldfinch) keeps going out at regular
intervals to get food to feed her chicks. This shows her caring nature and highlights the
values of motherly care and affection of a mother towards her offspring.
The other aspect of the goldfinch that is captured in the poem is its movement. She arrives
at the laburnum top in a sudden manner and is very much alert to her surroundings. The
poet had compared her movement with the sleek movement of a lizard. However, there
is a reason for her moving like this (in an alert and sudden manner). She is moving in this
manner so as to avoid getting noticed by any predator. She does not want any predator
to know that her chicks are resting in her nest on the laburnum top as then the predators
may kill them or harm them. The values of safety and security for her offsprings are
highlighted in this act of the goldfinch.
2. The arrival of the goldfinch on the laburnum top brings about a change in the poem.
How do you interpret the change? Is change good or bad in life?
Ans. At the beginning of the poem, the top of the laburnum tree in the poem is silent and still.
There is hardly any activity on it as the sunlight falls on it on a September afternoon.
However, with the arrival of the goldfinch, it suddenly becomes a place of feverish activity.
The silence of the place is broken by the twittering and chirruping of the chicks and the
goldfinch.
I think that the change brought about by the arrival of the goldfinch on the laburnum top
is good, as it breaks the monotony. The tree becomes alive and lively with the movement
of the goldfinch and the twittering and chirrupings of the chicks.

1. She enters the thickness, and a machine starts up
(a) Why does the whole tree tremble and thrill?

(b) Where are the young ones of the goldfinch bird?
(i) In the thickness of the branch (ii) On the top of the tree
(iii) On the edge of the branches (iv) They had fallen off with the leaves.
(c) Who is she? Where does she enter?
2. Then with eerie delicate whistle-chirrup whisperings

(a) What does ‘eerie delicate whistle-chirrup whisperings’ mean?

(b) Where does the bird vanish away?
(c) What effect does the last line of the given stanza create?
(i) It creates the contrast between the change of seasons.
(ii) It creates the contrast between the liveliness of the tree and its silence.
(iii) It creates an opportunity to plant more laburnum trees.
(iv) It creates the scene of the arrival of new bird species on the tree.

(a) Identify the poetic device used in the second line of the stanza.
(b) Why has the bird been compared to a lizard?
(c) What happens when the goldfinch comes to the branch of the tree?
(i) The tree becomes very happy and noisy.
(ii) The tree becomes still and angry.
(iii) The tree becomes silent and still.
(iv) The tree becomes silent, still and angry.

1. What do you like the most about the poem? (Constructed Response Question)

2. Describe the scene depicted in the poem ‘The Laburnum Top’.
3. Describe the activities of the laburnum tree.
4. What happened when the goldfinch came to the laburnum tree?
5. Write an account of the wonders of nature in the context of ‘The Laburnum Top’.

1. As the goldfinch, express your gratitude to the laburnum tree for allowing you to make
a nest on its top. (Constructed Response Question)
2. What would have happened to the tree if the goldfinch had not been there to enliven it?
zzz

HORNBILL: POETRY
3 The Voice of the Rain

— Walt Whitman
Walt Whitman is one of the most influential American poets who was born on May 31, 1819 in West Hills,
Long Island, New York. He was nicknamed “Walt” to distinguish him from his father. In 1855, he self-
published the collection ‘Leaves of Grass’; the book is now a landmark in American literature. Whitman later
worked as a volunteer nurse during the Civil War, writing the collection ‘Drum Taps’ (1865) in connection to
the experiences of war-torn soldiers.
Introduction
‘The Voice of the Rain’ is a beautiful poem that relates the importance of nature in human life. This poem
is a beautiful conversation (dialogue) between the poet and the rain. This is an imaginary conversation.
The rain describes her importance for Mother Earth and her inhabitants. The rain presents herself to be
unbiased, who showers her blessings equally upon everyone. In this poem, the rain symbolises a perpetual
periodic lifestyle and how it returns to its origin, making it beautiful and pure and giving it life. In the poem,
the poet says that both rain and poetry hold an equally important place on earth. The rain originates from
the bottom of the sea. In the form of water vapour, rain rises to the heaven (sky) upwards. It condenses to
form clouds and then precipitates on the earth and enables life to survive and to thrive. In the same way,
poetry originates from the heart of a poet and goes to various people who praise and criticise it. But in the
end, love comes from all directions to the poet.
The poem signifies the everlasting role that rain plays in nourishing, quenching, purifying and nurturing the
different elements of the Mother Earth. The poet finds a similarity between the music and the rain. He feels
that both share similar features. He feels that both music and rain take birth from the heart of the earth and
after fulfilling its deed, returns to its soul.
Summary
In the poem, the poet casually asks the soft-falling shower, “Who are you?” He is surprised
when the rain answers him. It replies that she is the poem of the earth. It is a strange thing for
the rain to reply to the poet. The rain tells the poet that she cannot be touched as she rises in
the form of water vapour in the sky from the land and the bottomless sea. It changes its shape,
yet it remains the same. The vapour changes into clouds due to condensation. Here, the rain
describes her journey (water cycle).
It precipitates back on the surface of the earth to provide water to the drought-prone areas,
and to beautify and purify the earth (its birthplace). It provides life to the seeds inside the earth
and helps them grow. The rain doesn’t care if anyone bothers about her deeds or not, she
completes her work and comes back home.

The poet also compares the rain with a song as they both share a common journey. The song
originates from the heart of the singer, travels across to fulfill the aim and comes back with due
love for the singer (its originator).
Personification
a poetic device in which non-living things are attributed with human traits. Here, the rain is personified and
expressed as a human.
“I am the Poem of Earth, said the voice of the rain”
“Eternal I rise impalpable”
“I descend”
Metaphor
a poetic device in which an indirect comparison is done based on some common qualities of two different
things.
“I am the Poem of Earth” (rain is being compared to a poem)
Hyperbole
a poetic device in which an idea or a statement is exaggerated.
“Bottomless sea”
Paradox
a poetic device is which a statement is seemingly contradictory or opposed to common sense, yet it appears
to be true.
“I give back life to my own origin”
Parallelism
a poetic device that represents connection and similarity.
“(For song, issuing from its birth-place, after fulfilment, wandering Reck’d or unreck’d, duly with
love returns.)”
Imagery
a poetic device that gives a visual description of something.
“soft-falling shower”
Rhyme Scheme
free verse

1. And who art thou? said I to the soft-falling shower,
Which, strange to tell, gave me an answer, as here translated:
I am the Poem of Earth, said the voice of the rain,
Eternal I rise impalpable out of the land and the bottomless sea,
Exp- The poet is speaking to the soft drizzle as it falls on him perhaps, and asks it, “who are
you?”. To his utter surprise, he receives an answer, and he has translated the voice of the
rain in the words his readers can comprehend. Rain tells him that it is the ‘Poem of the
Earth’. It says that it carries on an everlasting journey, as it rises in an impalpable form
out of the land and the sea, into the skies.

2. Upward to heaven, whence, vaguely form’d, altogether changed, and yet the same,
I descend to lave the droughts, atomies, dust-layers of the globe,
And all that in them without me were seeds only, latent, unborn;
Exp- The rain continues its tale, and says that it rises upward into the heaven and is initially
scattered in vague forms in the sky. Its appearance as clouds is different from its original
form, but the basic content within it remains unchanged. As the clouds gather and fall
down as rain, it washes of the dryness, tiny particles and layers of dust that are found all
over the globe. Further, it says that the latent seeds under the surface of the earth that
were waiting for the rain to fall, begin to germinate.
3. And forever, by day and night, I give back life to my own origin,
And make pure and beautify it;
Exp- The rain continues its duty of giving back life to its origin, day and night, and ensures
that the origin, Mother Earth is always kept pure and beautiful.
4. (For song, issuing from its birth-place, after fulfilment, wandering

Reck’d or unreck’d, duly with love returns.)
Exp- The last two lines are known as Parenthesis. Here the poet has completed the poem
in his words, and has therefore placed it within the brackets. The poet is comparing
the rain to the notes of music, which rise and fall like the rain. In doing so, both give
fulfilment to the source, whether it is reckoned or unreckoned, in the midst of their
journey. Both rain and music aim at returning love to their sources.

THINK IT OUT
I. 1. There are two voices in the poem. Who do they belong to? Which lines indicate this?
2. What does the phrase “strange to tell” mean?
3. There is a parallel drawn between rain and music. Which words indicate this? Explain
the similarity between the two.
4. How is the cyclic movement of rain brought out in the poem? Compare it with what
you have learnt in science?
5. Why are the last two lines put within brackets?
6. List the pairs of opposites found in the poem.
Ans. 1. The two voices in the poem are the ‘voice of the rain’ and the ‘voice of the poet’. The
line which indicates the voice of the rain is “I am the Poem of Earth, said the voice
of the rain” and the line which indicates the voice of the poet is “And who art thou?
said I to the soft-falling shower”.
2. The phrase “strange to tell” means that it was difficult to comprehend how the soft-
falling rain was replying to the poet’s question. The poet was surprised that the rain
had a voice.

3. The lines “For song, issuing from its birth-place, after fulfilment, wandering/Reck’d
or unreck’d, duly with love returns”, draws a parallel between rain and music.
Through these lines, the poet compares the rise and fall of rain to the melody of a
song. Songs originate from the soul of the singer and travel to numerous listeners.
Whether it is liked or not, the song comes back to the soul of the singer and gives
him satisfaction. Similarly, the rain that originates from the earth fulfils its duty to
beautify and purify the earth and wanders and comes back to love and nurture its
creator.
4. In the poem, the rain says that it rises from the land and the bottomless sea in the
form of vapour, and then changes its appearance and transforms itself into clouds. It
eventually comes down to the earth in the form of rain. While doing so, it washes the
drought, cleanses the earth, and provides water to enable the unborn and latent seeds
inside the earth to grow. The rain purifies, beautifies and propagates life on earth.
We have learnt in science, that water evaporates in the form of water vapour, then as
it goes upwards and mixes with the cooler areas in the atmosphere it condenses and
forms clouds. When the clouds get laden with a huge amount of moisture, it comes
down as rain. The rain water flows into the rivers, streams, ground, ocean, and to
the depth of the earth.
5. The poet has used parenthesis in the last two lines. In the main part of the poem,
he has transcribed the voice of the rain for the readers. He has concluded the poem
in his own words which has been put within the brackets, wherein the poet is giving
his view on the subject. The view being, to draw a similarity between the qualities of
the rain and a song.
6. Day, Night; Reck’d, Unreck’d; Rise, Descend
II. Notice the following sentence patterns.

1. And who art thou? said I to the soft-falling shower.
2. I am the Poem of Earth, said the voice of the rain.
3. Eternal I rise
4. For song…duly with love returns
Rewrite the above sentences in prose.
Ans. 1. I asked the soft-falling shower who it was.
2. The rain replied that it was the poem of the earth.
3. The rain tells the poet that it rises eternally.
4. The poet says that a song travels to the listener from the soul of the singer, and
comes back to his soul with the same love with which it had been rendered.

(a) What was the strange thing that happened?
(i) The rain began speaking. (ii) The rain started laughing.
(iii) The rain ignored the poet. (iv) The rain replied to the poet.
(b) Why is the rain calling itself as ‘the Poem of Earth’?
(c) Why is the answer being ‘translated’ by the poet?
Ans. (a) (iv) The rain replied to the poet.
(b) The rain is calling itself as ‘the Poem of Earth’ because it is an integral part of the
earth.
(c) The answer is being translated by the poet, so that the common people can
understand what the rain is saying.
2. Eternal I rise impalpable out of the land and the bottomless sea,
Upward to heaven, whence, vaguely form’d, altogether
changed, and yet the same,
(a) What does the word ‘eternal’ indicate here?

(b) What do you understand by ‘altogether changed, and yet the same’?
(c) Why is rain ‘impalpable out of the land’?
(i) Because rain is invisible as it rises
(ii) Because rain cannot be touched as it rises
(iii) Because she is up in the sky
(iv) Because she rises in the form of water vapour
Ans. (a) The word ‘eternal’ indicates the continuous process of rain which is everlasting.
(b) Here, the poet means that although the form of the rain changes, yet the basic
component of all these forms is water which remain the same.
(c) (iv) Because she rises in the form of water vapour
3. I descend to lave the droughts, atomies, dust-layers of the globe,

(a) With what purpose does the rain descend from the sky?
(b) Why are seeds latent?
(c) What will happen if ‘I’ was not there?
(i) It would result in happiness on the Earth.
(ii) It would not matter to the residents of the Earth.
(iii) The seeds will remain as seeds and plants will not grow.
(iv) It would result in the rise of temperature on Earth.
Ans. (a) The rain descends from the sky in order to give life to the dry areas and wash the
famine-stricken lands.
(b) Seeds are latent because of lack of water which is needed for them to germinate and
form a new plant.
(c) (iii)The seeds will remain as seeds and plants will not grow.

4. And forever, by day and night, I give back life to my own origin,
And make pure and beautify it;
(a) In what way does the rain help its place of origin?
(b) What idea do you form by the phrase ‘And forever, by day and night’?
(c) The voice of the rain says that it gives back life to its own origin. What does this
imply about the relationship between the rain and the earth?
(i) The rain and the earth are interdependent and harmonious.
(ii) The rain and the earth are independent and indifferent.
(iii) The rain and the earth are dependent and unequal.
(iv) The rain and the earth are conflicting and hostile.
Ans. (a) The rain helps its place of origin by providing water to the drought-stricken areas
and by washing away impurities from the earth.
(b) ‘And forever, by day and night’ means continuously without any rest or break.
(c) (i) The rain and the earth are interdependent and harmonious.
5. (For song, issuing from its birth-place, after fulfillment, wandering

Reck’d or unreck’d, duly with love returns.)
(a) Why are the above lines put within brackets?

(b) ‘Reck’d or unreck’d’ means the same as:
(i) enrichment or no enrichment (ii) to be judged or not judged
(iii) to purify or not (iv) to wash or not to wash
(c) Where does the song return?
Ans. (a) The above lines are put within brackets because they are a general observation made
by the poet about the course of a song.
(b) (ii) to be judged or not judged
(c) The song returns to the place of its origin i.e., it comes back to the singer (poet).
1. Why does the poet get surprised?

Ans. The poet gets surprised when he gets a response to a question he asks to the rain. The
poet is so amazed by this phenomena that he takes it upon himself to translate the voice
of the rain for the benefit of mankind.
2. ‘I am the Poem of Earth’. How does rain establish this fact?
Ans. A poem is a piece of writing in which the words are chosen for their beauty and sound,
and are carefully arranged, often in short lines which rhyme. Similarly, the rain follows
a carefully arranged process of evaporation and condensation, comes back to the earth
with a rhythmic sound, and appears to be falling in straight lines which has its own
intrinsic rhyme. In this process of creating poetry, it beautifies the earth from which it
originates.

3. “Eternal I rise impalpable out of the land and the bottomless sea”. Explain.
Ans. Water rises impalpably, in the form of vapour from the land and the bottomless sea. It
goes upward and changes its shape and form, and falls back on to the earth in the form
of rain. As it falls, it cleanses the small dust particles and drought and gives life to the
seeds that are lying under the ground. The water that falls flows back into the rivers,
oceans, seas, deep into the ground, to resume the process once again.
4. Why does the rain call itself ‘impalpable’?
Ans. Impalpable means something that cannot be felt by touching or seeing. When water
takes the form of vapour, it is not visible to the human eye. Thereafter, in the process
of cloud formation, condensation is also invisible to man. He knows the process, but
cannot touch or see it. Therefore, rain calls itself impalpable.
5. What happens when it rains after the hot summer months?
Ans. During the summer months, everything gets dried up on earth. A lot of dust and grime
is seen everywhere on the surface of the earth. The trees dry up and the leaves are
coated with dust. When it rains, all the dust that has accumulated on earth gets washed
away, giving a new fresh look to nature. The trees begin to look more alive. Besides this,
the seeds that are lying underground, latent and unborn, begin to germinate and grow.
6. Why do you think the poet says ‘reck’d or unreck’d’ while giving his opinion about
rain?
Ans. The words ‘reck’d and unreck’d’ when expanded reads as reckoned and unreckoned.
The poet is trying to emphasise the fact that even if the living beings on earth recognise
or do not recognise this natural process that is going on around them, it does not matter
to the rain. It continues its cycle diligently and returns with a lot of love for its origin,
Mother Earth, only to resume the process again.
7. What is the tone adopted by the poet in this poem? Why?
Ans. The poem adopts a conversational tone. The conversation is between the poet and the
rain. This conversation has been translated by the poet for the benefit of his readers.
The conversational tone gives it a magical quality of life. One begins to feel that the rain
is like a human being that nurtures and cares for all the living beings on earth. He has
personified the rain in the poem.
8. What is the central idea of the poem ‘The Voice of the Rain’?
Ans. The poet wants to convey the birth, growth, change and finally the blessings of rain. It
is water that turns into clouds, wanders in the sky, takes on strange shapes, but finally in
the form of water returns to the earth. It purifies, bathes and adds beauty to all things
on the earth. Rain does its duty unmindful of any recognition. Human beings should
learn a lesson from this and make efforts to preserve the earth.
9. Justify the title of the poem ‘The Voice of the Rain’.
Ans. ‘The Voice of the Rain’ is an imaginative conversation between the poet and the rain, in
which the poet is trying to point out that the rain does have a voice and even compares
it with a song. The poet sees the rain as an entity with a voice that is indispensable for
the survival of the earth. Therefore, the title of the poem is justly chosen by the poet.
10. ‘Behind the apparent simplicity, the poem hides a deep meaning’. What exactly does
the poem convey to the reader? (Constructed Response Question)
Ans. The poem conveys that like a song, the rain is also everlasting and has an unbreakable

life cycle. It rises from the earth, and comes back to it. The song also originates from its
birth place, wanders here and there, whether heeded to or not, and returns with love to
its own origin.
11. Describe the never ending cycle of rain.
Ans. Water rises unperceived in the form of vapour from land and water bodies on the earth.
It goes up, takes the form of a cloud, changes its shape and falls down on earth in the
form of water drops to bathe the small dust particles, land and sea. The water then
returns back to the sky from the rivers, oceans and seas after it rains on earth.
1. Rain is an eternal process benefiting mankind. Contrast it with human life which is
short-lived on this earth. Should we disturb these eternal elements of nature?
Ans. The poem, ‘The Voice of the Rain’ beautifully shows the continuous process of rain which
sounds like music to human ears, as it fulfills our needs. It is an ever-going process which
sustains human life and provides us with food, pure air and green cover. On the other
hand, human lives are mortal. We come on this earth for a short period and then depart
without leaving any mark on this planet. Moreover, human beings, for their greed and
selfish motives, indulge in destructive activities which may disturb these eternal processes
of nature. We must learn a lesson from nature, which is that if we want a peaceful co-
existence, we need not disturb the balance of nature, otherwise the whole of humanity will
be in danger. We must learn a lesson from such eternal processes and do something good
for humanity at large.
2. Rain does its duty unconcerned of any recognition. What is the lesson we learn from
the rain? (Constructed Response Question)
Ans. Rain is the poem of the earth and follows a rhythmic movement, of rise and fall from
and to the earth, its origin. It does not forget its mother and works relentlessly to keep
her green, happy and clean. It descends to the earth to wash off the dust and grime, and
provide moisture for the seeds lying under the ground to sprout and grow. It fulfils the
purpose of its birth by doing the different duties assigned to it, not bothered about pleasing,
annoying or satisfying anyone, and finally returns to its mother and rests in her lap. The
poet has conveyed a very significant message to man through this poem. Man must do
whatever he can to enhance the beauty and splendour of this earth which is his mother
too. But unfortunately, he destroys unmindfully, what has been given to him to relish,
enjoy, protect and preserve. Therefore, it is important that man understands and values
the gifts he receives from nature and stop indulging in its indiscriminate exploitation. Let
us take a leaf out of the life cycle of the rain, and become the nurturers and protectors of
our Mother Earth.
3. Compare the eternal quality of rain to the transient nature of human life. Elucidate
their inherent characteristics.
Ans. The poet has very beautifully explained in the poem that everything that nature gives us
has a quality of eternity attached to it. Nature continues to serve all living things on earth.
Rain is one such gift provided by nature to nurture life on earth and therefore possesses
the quality of being eternal. Nature is an eternal provider. On the contrary, man is a

mortal being. His time on earth is transient. However, he thinks he is the master of all
he surveys and does everything in his might to destroy what is eternal. His ruthless and
insensitive nature causes the disruption of the natural processes of nature at all levels.
Man in his transient life plays the role of a destroyer.
4. Summarise the poem ‘The Voice of the Rain’ in your own words.
Ans. The poet narrates a conversation he had with the falling drops of rain. In the Poem, he
asks the rain, “And who art thou?” on which the rain replies by calling itself ‘the poem of
Earth.’ Moreover, the rain defines how it rises unnoticeably (as vapour) out of the land
and sea, and floats up to the sky, where it converts into clouds. After that, it falls back to
the earth to refresh the drought-filled land. This allows the seeds to grow into something
necessary and beautiful. Further, the poet equates the role of the poet in making this
‘song’ (poet refers to the poem as a song). He also writes that this ‘song’ is born from the
poet’s heart. Besides, it leaves the poet’s soul and then it changes form. But it is the same
at its core and eventually, returns to the poet as love from the readers.

(a) Who is ‘I’ in the first line?

(b) What does the rain call itself?
(c) Which of the following themes is best represented in the given stanza?
(i) The cycle of water (ii) The dialogue between man and nature
(iii) The identity of the rain (iv) The beauty of poetry
2. Eternal I rise impalpable out of the land and the bottomless sea,
Upward to heaven, whence, vaguely form’d, altogether
changed, and yet the same,
I descend to lave the droughts, atomies, dust-layers of the globe,
(a) What does the word ‘atomies’ refer to?

(b) Where does it go?
(c) Select the option that is NOT TRUE about the use of the word ‘lave’ in the last
line of the stanza.
(i) It shows movement and action which contrasts with the static and dry state of
the earth.
(ii) It shows that the rain is cleaning and refreshing the earth.
(iii) It shows that the rain is destructive and violent.
(iv) It shows that the rain is gentle and soothing.

3. I descend to lave the droughts, atomies, dust-layers of the globe,
And forever, by day and night, I give back life to my own origin,
(a) The voice of the rain says that it gives back life to its own origin. What does this
imply about the relationship between the rain and the earth?
(b) With what purpose does the rain descend from the sky?
(c) ‘And all that in them without me were seeds only...’ What does this suggest about
the role of the rain?
(i) The rain is a creative and nurturing force that enables growth.
(ii) The rain is a destructive and oppressive force that prevents growth.
(iii) The rain is a passive and neutral force that observes growth.
(iv) The rain is a complex and mysterious force that influences growth.

1. Why does the poet call this poem a ‘translation’?
2. ‘Eternal, I rise impalpable.’ What gives eternity to rain?
3. How does the rain benefit the earth?
4. How has man’s activities disrupted the natural process of the rain?
5. The poem begins in a conversational tone. Who are the two participants? What is the
advantage of this method?

1. Scientifically explain the process of the water cycle. Does it concur with the claims of the
rain made to the poet? (Constructed Response Question)
2. Compare the relationship of the goldfinch and the laburnum tree with that of man and
rain. (Constructed Response Question)
zzz

HORNBILL: POETRY
4 Childhood
— Markus Natten
Markus Natten is a Norwegian writer who wrote poems in English that deal with serious topics related to
human emotions and complex psychological aspects. He raises important questions related to human life.
He is known for his poem ‘Childhood’ which talks about the transition of the poet from his childhood to
maturity.
Introduction
The poet is recalling his childhood with a great deal of remorse. He is not able to place the time during
which he lost his childhood. He is disappointed that he was not able to enjoy the best period of his life the
way he should have.
The poem, ‘Childhood’ focuses on the theme of loss of innocence. In this poem, the poet, Markus Natten
wonders when and where he lost his childhood. In this quest to find the moment, he grew up. Markus
highlights the innocence and faith he lost even as he gained rational individuality. Adolescence is usually
a confusing time for a child who is unable to immediately come to terms with the physical, hormonal and
psychological changes in his or her personality. He becomes a ‘young adult’; he neither wants to call himself
a child nor an adult. Now, he finally finds the answer that he lost his childhood to some forgotten place
and that his childhood has now become a memory. The poem also hints at the hypocrisy prevalent in our
society, where people pretend to be nice to each other, but in reality, they do not like each other.
Summary
As the name suggests, this poem is about childhood and innocence. The poet, who is an adult
now, misses his childhood days and his innocence. He finds the adults as hypocrites. Hence,
he longs to find the innocence which he had in his childhood. The poem has been divided
into four stanzas and is in the form of rhetorical questions which the poet is asking to himself.
The tone seems to be sad because the poet is missing his innocence which he had during his
childhood. In the poem, the poet wonders when he lost his childhood and the innocence he
had. He gets conscious because he can no longer see the world as he did earlier and can now
sense the hypocrisy in people. He recalls many instances in his life when he could have lost
his childhood. He wonders if it was the day when he ceased to be eleven or when he realised
that hell and heaven didn’t exist in this world and no one could find them in geography.
Then, he talks about his realisation that adults are not what they seemed to be and that they
are hypocrites. They talk and preach of love, but their actions don’t say so. He then wonders

if it was the day when he realised that his mind was his own and capable of producing his own
thoughts. No one could own his thoughts. He is an individual with a unique personality. In the
last stanza, he talks about the whereabouts of his childhood. He concludes that it had gone to
some forgotten place and it can only be found in the innocent face of an infant.
Inversion
when we reverse (invert) the normal word order of a structure, most commonly the subject-verb order, it
is known as inversion.
“To use whichever way I choose.”
Refrain
a group of phrase which is repeated in the poem
“When did my childhood go?”
“Was that the day!”
Antithesis
when two opposite words are used together in a sentence
Hell and Heaven
Alliteration
the occurrence of the same letter or sound at the beginning of closely connected words
“The time”; “My mind”; “Whichever way”; “Thoughts that”
Personification
the attribution of human characteristics to non-human things and animals. In this poem, childhood is
personified.
“It went to some forgotten place.”
Enjambment
the continuation of a sentence to multiple lines
Rhyme Scheme
abbccd

1. When did my childhood go?
Was it the day I ceased to be eleven,
Was it the time I realised that Hell and Heaven,
Could not be found in Geography,
And therefore could not be,
Was that the day!
Exp- The poet begins his poem with a very poignant question that gets one thinking–“When
did my childhood go?”. The poet is trying to decipher the course his life has taken,
and the changes that happened in the course of time. He wonders if it was when he
was eleven years old, or when he realized that “Hell and Heaven” had no geographical
representations. These are just the components of a child’s bedtime story, which were

probably told to teach moral values to children. Analysing his past has made it evident,
that the poet has already begun to rationalise the various facts and myths that he was
introduced to as a child.
The poet uses the line, “And therefore could not be” for emphasizing the fact that hell
and heaven are non-existent. They happen to be imaginary destinations that have been
passed down through generations. However, he wonders, if it was on the day he had
begun to rationalise that he lost his childhood. He uses the refrain to express to the
reader that he has still not got an answer to his question.
Was it the time I realised that adults were not
all they seemed to be,
They talked of love and preached of love,
But did not act so lovingly,
Was that the day!
Exp- In these verses, he is wondering if his upbringing had anything to do with the loss of his
childhood. He wondered if it was the behaviour of adults, and their hypocrisy, that had
snatched his childhood from him. He remembers that his elders used to preach about
love and relationship, but in reality, they do not include love or acts of love in their
individual lives. He asks himself, whether the day he realised this dual nature of adults
was the day he had lost his childhood.
Was it when I found my mind was really mine,
To use whichever way I choose,
Producing thoughts that were not those of other people
But my own, and mine alone
Was that the day!
Exp- The question still unanswered, he now wonders if he had lost his childhood when he
realised that he was an individual with a mind of his own. He could think and act the
way he chose to. There came a time when he had begun to stop thinking the thoughts
that were planted in his mind by others. Thoughts began to get produced in his own
mind which were his and sacred to him. Here, there is a concept of self-awareness that
develops in the mind of a child after stepping into adolescence. According to the poet, it
made him aware of his own body and thoughts. The poet could not think like a child, he
had lost his innocence and the touch of purity which is always there in an infant’s soul.
He tries to recall if that was the day when the change had happened.
4. Where did my childhood go?
It went to some forgotten place,
That’s hidden in an infant’s face,
That’s all I know.
Exp- In this stanza, the poet becomes practical. He accepts that he is an adult now. He can no
longer think like a child and cry over the spilled milk. The past has long gone by, never
to return. The question he asks himself has now changed from ‘when’ to ‘where’ his
childhood had gone. He concludes that it has perhaps gone to a place that is way beyond
his memories and is perhaps, hidden in the face of that infant, whose childhood he has
no clue about. But he rests assured that it definitely did exist on the child’s face. Other
than accepting this fact, neither he had any options to choose from nor he had any clues
to help him locate his lost childhood.

THINK IT OUT
1. Identify the stanza that talks of each of the following.
individuality rationalism hypocrisy
2. What according to the poem is involved in the process of growing up?

3. What is the poet’s feeling towards childhood?
4. Which do you think are the most poetic lines? Why?
Ans. 1. (a) Individuality – Third stanza
When did my childhood go?
Was that the day!
(b) Rationalism – First stanza
Was that the day!
(c) Hypocrisy – Second stanza
Was that the day!
2. According to the poem, the process of growing up involves attaining maturity and
becoming a rational and logical thinker. When the poet became an adult, he was able to
see the hypocrisy of other people. He could distinguish the double standard preach and
talk of love. A grown-up can tell the difference between reality and fantasy. A mature
person stresses on his thoughts and is capable of having his own opinion.

3. The poet is disappointed and puzzled by the loss of his childhood. He wants to know
the moment when he became a grown-up and lost his innocence. He expresses his
confusion by asking — when and where did his childhood go.
4. The following lines in the last stanza are the most poetic lines in the poem.
The poet beautifully describes the disappearance of his childhood. He talks about how
one can find innocence in an infant’s face. It is a process of life that an individual grows
and slowly starts understanding the concept of the world and the people around him.
During childhood, a person believes in things that aren’t true or has a different mindset
of reality. When the child grows up and is able to process his own thoughts, he realises
that many things don’t exist the way he had thought them to be.
Was that the day!
(a) What does the use of the word ‘ceased’ suggest?

(b) Do you agree or disagree with the poet’s view that childhood is linked to innocence
and ignorance? Give reasons for your answer. (Competency-focused Question)
(c) The poet realised that:
(i) hell and heaven are on the earth.
(ii) hell and heaven are marked on the globe.
(iii) hell and heaven do not exist.
(iv) hell and heaven are not found in Geography.
Ans. (a) The use of the word ‘ceased’ suggests that the poet’s childhood ended abruptly and
forcefully.
(b) I agree with the poet’s view that childhood is linked to innocence and ignorance,
because children are not exposed to the harsh realities and complexities of the
world, and they have a simple and imaginative outlook on life.
(c) (iv) hell and heaven are not found in Geography.

Was that the day!
(a) How did the poet feel when he realised that adults were not all they seemed to be?
(b) Do you think the poet’s view of adults is fair or unfair? Give reasons for your
answer. (Competency-focused Question)
(c) Why is the poet confused?
(i) Because he does not seem to understand when he lost his childhood
(ii) Because he could not find heaven and hell in geography
(iii) Because he is getting a lot of negative thoughts
(iv) Because he has lost his mind
Ans. (a) The poet felt betrayed and disillusioned when he realised that adults were not all
they seemed to be.
(b) The poet’s view of adults is fair, especially when seen through the eyes of an innocent
child who realises that the adults do not practise what they preach. They talk about
love and unity but practise hatred and hypocrisy.
(c) (i) Because he does not seem to understand when he lost his childhood

Was that the day!
(a) What did the poet realise?

(b) Identify the poetic device used in ‘Was it when I found my mind was really mine’.
(c) What did the poet sense about himself when he realised he could use his own
mind the way he wants?
(i) He sensed that he was as intelligent as his friends.
(ii) He sensed his own individuality and a separate personality.
(iii) He sensed that he was very smart.
(iv) He sensed that he could use his mind in creative work.
Ans. (a) The poet realised that his mind could produce thoughts that were his.
(b) Alliteration has been used in the line ‘Was it when I found my mind was really mine’.
(c) (ii) He sensed his own individuality and a separate personality.

(a) What is the tone of the given stanza?

(b) How does the poet relate his childhood to an infant’s face?
(c) What did the poet conclude about his lost childhood at the end of the poem?
(i) It went to another dimension.
(ii) It went to some other forgotten place.
(iii) It moved away with time.
(iv) It shifted to his younger sibling.
Ans. (a) The tone of the given stanza is melancholic and nostalgic.
(b) The poet relates his childhood to an infant’s face because an infant represents
innocence, purity, and joy which are the qualities that he associates with his
childhood.
(c) (ii) It went to some other forgotten place.
1. What, according to the poet, is involved in the process of growing up?

Ans. As a person grows up, he becomes a rationalist, an egoist and a hypocrite. He accepts
nothing that is not logical. He loses faith in God. He does not believe in hell or heaven.
He becomes very conscious of his self. He wants to follow his own desires and ideas. He
talks and preaches of love, but actually does not show love in his actions. In short, he
loses all the innocence of his childhood in the process of growing up.
2. How does the poem expose man and present him in his true colours?
Ans. According to the poet, childhood symbolises innocence, purity, softness and love. As
a child grows up, these qualities start receding. Man adheres to lying, shrewdness,
cunningness and hypocrisy. Adults preach about love and honesty, but they themselves
practise hatred and lying. The simplicity and honesty of childhood evaporates the
moment man crosses the threshold of innocent childhood.
3. What is the poet’s feeling towards his childhood?
Ans. The poet regards childhood as a period of innocence. A child sincerely feels that he
is free from all evils and that there is really a hell and a heaven. A child knows no
hypocrisy. There is no difference between his thoughts and actions. In short, childhood
is a state of innocence and purity of heart.
4. According to Markus Natten, when does a child become an adult?
Ans. Becoming an adult is a complex process which is associated with physical, mental and
social development. A child becomes an adult when he is able to live his own life and
take care of his responsibilities individually. He also develops his own thought process,
using which, he can form his own beliefs and opinions.

5. What is the poet trying to convey when he says that childhood is hidden in an infant’s
face?
Ans. The poet says that an infant is really innocent as it trusts everyone and does not try
to fool others. The poet brings out this fact by contrasting it with the behaviour of
adults, who are manipulative and hypocrites. As a person develops rational thoughts,
his childlike innocence fades away.
6. What did the poet notice about independent thinking? How important was this
discovery?
Ans. The poet discovered that he was different from others and could think independently.
He could have his own opinions without getting influenced by anyone else. This
discovery was very important to him as it revealed to him his abilities for independent
thinking and decision making.
7. Bring out the hypocrisy that the adults exhibit with regard to love.
Ans. As the poet grew up, he could understand the double standards followed by adults.
He realised that though adults preached and talked of love, their behaviour was totally
different and full of manipulation. They were all hypocrites who behaved differently
from the way they talked.
8. What does the poem tell us about human beings and their nature?
Ans. According to the poet, childhood symbolises innocence, purity, softness and love. As
a child grows up, these qualities start receding. Man adheres to lying, shrewdness,
cunningness and hypocrisy. Adults preach about truth and honesty, but they themselves
practise hatred and lying.
9. What is the poet talking about in the poem ‘Childhood’?
Ans. In the poem ‘Childhood’, the poet is trying to pinpoint the age when he lost his
childhood, and became mature enough to understand the worldly things. So he keeps
saying, “When did my childhood go?”. He finally realises that his childhood has gone to
some forgotten place, that is hidden in an infant’s face.
10. What is the poem ‘Childhood’ about?
Ans. ‘Childhood’ is written by Markus Natten. In this poem, the poet thinks over his lost
childhood. He wonders about the moment when he lost his innocence and realised that
the world is not what it seemed to be. He recalls when his thoughts changed and also
realises the hypocrisy of the people around him.
11. What does the poet feel had happened after he ceased to be eleven years of age?
Ans. The poet was trying to find out when and where he had lost his childhood. While doing
so, he wonders whether it was at the time he ceased to be eleven, that he had lost his
childhood.
12. How did the poet conclude that hell and heaven were imaginary places?
Ans. The poet would have at some point as a child, tried to locate hell and heaven on the
globe or the atlas. When he realised that these places are not a part of the geography of
the earth, he concluded that they are imaginary and created by man.
13. How does the poet analyse the character of adults?
Ans. Our elders always teach us to be loving, kind, giving and caring of everybody around us.
It was the same for the poet also. But, as he was growing older, he realised that none of
these characteristics were displayed in the behaviour of the adults while they engaged
with the people around them. He concluded that the adults never practised what they
preached.
14. What are the characteristics that form a part of childhood?
Ans. The poet regards childhood as a period of innocence. It is the time when one believes
that every word that comes out of the mouths of the elders is the gospel truth. It is the
time when one believes that there is a place called heaven and hell on earth, the time
when one believes in the concept of loving every one, and the time when one processes
only the thoughts that have been passed on from the minds of other people.
1. How does the poem explain childhood? What is so special about childhood? How are
children different from adults? (Constructed Response Question)
Ans. The poet regards childhood as a period of heavenly innocence. A child sincerely feels that
there is a God above. He is free from all earthly evils. He believes that there is really a
heaven and a hell. He is truly religious in his soul. A child knows no hypocrisy. He always
means what he says. There is no difference between his thoughts and actions. A child is
free from any sense of ego. He does not think himself to be different from or superior to
others. Childhood symbolises innocence, purity, softness and love. As a child grows, these
qualities start receding. Man becomes impure, cunning, shrewd and hypocrite. Grown-
ups become blatant liars. They talk of love but practise hatred. They preach brotherhood
of mankind but perpetuate hatred and killing. Simplicity and honesty evaporate into thin
air the moment man crosses the threshold of innocent childhood.
2. Write a brief summary of the poem ‘Childhood’.
Ans. The poet ponders deeply upon the spiritual questions of life and ultimately realises
the fact that his childhood days have finally become a thing of the past and would
never return. Childhood would now only remain in his memories. He wonders if the
end of his childhood was the day he ceased to be eleven years old; the time when he
realised that heaven and hell are not real places because they could not be located in any
geography books and never could be. The poet also realises that adults were not all they
seemed to be. They talk of love, but practise hatred. In the poem ‘Childhood’, the poet
is trying to find out the age when he lost his childhood; when he became mature enough
to understand the worldly things. So, he keeps asking, “When did my childhood go?”.
He finally realises that his childhood has gone to some forgotten place that is hidden in
an infant’s face.
3. Markus Natten, though showing disapproval regarding the behaviour of adults, also
raises a very important point, that of independent thinking and individuality. Do you
agree that independent thinking and individuality make us what we are? Elaborate in
the context of the poem ‘Childhood’. (Constructed Response Question)
Ans. Of course, independent thinking is a step towards adulthood. As a child, one is not able to
make one’s own decisions and one’s thinking is always influenced and directed by adults.
A child is so innocent that he cannot distinguish between truth and imagination. As a
child’s thinking is influenced by others, it has no individuality. Moreover, it is prone to
manipulations which lead to fickle-mindedness. Independent thinking makes us what we

are. It shapes our personality and we are known among people through what our mind
thinks and what decisions we take. Independent thinking helps us to stay away from evil
people who try to influence our thoughts for their selfish purposes. We cannot claim to be
an individual, if we cannot take decisions ourselves.
4. What is the greatest loss for the poet?
Ans. The poet has discussed a lot about the different losses he faced while growing up.
Through this poem, Markus Natten raises moral questions about education, immoral
behaviour of adults and one’s individuality and independence. He confesses that the
greatest loss is losing the innocence of childhood. The poet laments the loss of the
innocence he had as a child. He regards childhood as an important stage in the process
of growing up. When he turned twelve, he realised that contrary to what he had been
told, hell and heaven did not exist. He reasoned through his ideas and came to his own
conclusions. He lost confidence in people and began to be a bit more cynical. Towards
the end, the poet has one hope that he could see his childhood being manifested in
some other infant. He is happy that he could see his childhood, though he would not be
able to experience it any more.
5. Compare and contrast between childhood and adulthood, as mentioned in the poem.
Ans. Human life is full of experiences. It is divided into a number of phases. Markus Natten
is a great philosophical poet who has tried to explore the philosophy of life. He has
discussed about two of the most important phases of man – childhood and adulthood –
in the poem. He has distinctly brought out the difference between the two. He says that
childhood is the best part of one’s life. It is also the most important stage. Innocence is
the most integral part of it. The child is dependent on his parents for everything. He
believes in what is said or taught to him. He is irrational and unbiased. He does not
follow philosophies of life. He is limited to his knowledge gained by books. The next
stage discussed is adulthood. As the child enters into this stage, a number of changes
creep into him. He becomes rational. He becomes free and self-dependent. He seeks for
philosophical knowledge. He also becomes a hypocrite. There is discrepancy between his
words and his actions. Thus, we can clearly see that there is a lot of difference between
these two stages of human life i.e., childhood and adulthood.
6. Analyse the central theme of the poem, ‘Childhood’.
Ans. Childhood symbolises innocence, purity, beauty and love. As a child grows, these qualities
are left somewhere in the past. Man becomes selfish, cunning, shrewd, and hypocrite.
Lying is no longer a sin for an adult as he justifies it according to the circumstances.
The adults preach love but practise hatred. They speak of brotherhood and unity, but
propagate hatred and killing. Simplicity and honesty are left behind at the threshold
of innocent childhood. The poet seems to be affected by such a turn of events. He
laments the fact that elders teach children wrong things about hell and heaven, about
loving and giving. It is unfortunate that what is practised is not preached. His thoughts,
whether another’s or his own, should be chaste and pure. Perhaps, the poet wishes that
all that is taught in childhood should be the way that man leads his life in reality. Then,
there would be less hatred and more peace everywhere. The innocence and love with
which we are created should stay with us till we depart. Life is a gift given to us by the
Almighty; we should focus on leading it the right way.

7. Write an article in about 150 words about childhood and the process of growing up.
Ans. CHILDHOOD
By Manav Singh
When I was a child, the world seemed to be a place of joy and happiness to me. There
was nothing worth worrying about. Whenever I cried, somebody consoled me. When I
did not like to sit alone, I was always in somebody’s arms. My mother always looked after
me. These are my most cherished memories and I believe that looking at a child playing
and enjoying childhood makes me somewhat nostalgic.
Childhood is free from cares. There are no duties or responsibilities on the shoulders
of a child. A child only eats, drinks, sleeps and plays. Thus, a child lives in the bliss of
ignorance and innocence. As we grow in age, worries about studies, choice of profession,
shouldering responsibilities, etc. keep haunting us. Tension, stress and worry become a
part of adult life and the individual forgets to live a carefree life.

Was that the day!
(a) How does the poet express his confusion and doubt in the last line of the extract?
(b) At what age does the poet think that he might have lost his childhood?
(i) After he crossed the age of eleven
(ii) After he crossed the age of twelve
(iii) After he crossed the age of ten
(iv) After he crossed the age of nine
(c) Why did the poet realise that hell and heaven could not be found in Geography?

Was that the day!
(a) What is the effect of repeating the question, ‘When did my childhood go?’ at the
beginning of each stanza?
(b) What does the word ‘lovingly’ mean?

(c) The adults can be characterised as:
(i) trustworthy (ii) honourable
(iii) hypocrites (iv) truthful

(a) Where did the poet’s childhood go?

(i) It went to an unknown place.
(ii) It went to some forgotten or unknown place.
(iii) It went to a known place.
(iv) It went to the poet’s native place.
(b) Do you think childhood can be regained or restored? Why/Why not?
(c) What does the use of the word ‘forgotten’ suggest?

1. The poet has asked two question—one is about the time and the other is about the place.
Why has he used these questions?
2. What is the theme of the poem?
3. What did the poet notice about independent thinking? How important was this
discovery?
4. What is the poet’s feeling towards his childhood?
5. What idea do you get about the child who learns to see through the hypocrisy of an
adult? (Constructed Response Question)
Long Answer Questions (120–150 words)

1. In the poem, the poet has highlighted different aspects of human nature in the first
three stanzas. What are they? Explain.
2. “Is independence of mind a step towards adulthood?” Explain with reference to the
poem ‘Childhood’. (Constructed Response Question)
zzz

HORNBILL: POETRY
5 Father to Son
— Elizabeth Jennings
Elizabeth Jennings was born in Boston, Lincolnshire (18 July 1926 – 26 October 2001). When she was six,
her family moved to Oxford, where she remained for the rest of her life. There she later attended St Anne’s
College. After graduation, she became a writer. Regarded as a traditionalist rather than an innovator, Jennings
is known for her lyric poetry and mastery of form. Her work displays a simplicity of metre and rhyme.
Introduction
The author introduces the reader to a very disturbing concept – generation gap. In the poem, the father is
lamenting about the strained or negligent relationship with his son. The father is seen as a helpless human
who has found it impossible to establish an emotional rapport with his son. It is ironical that two people
who are biologically connected and living in the same house have no clue about each other.
The poem is based on the concept of Generation Gap between parents and their children. The father has his
own set of beliefs and ideas while the son has turned into a mature individual who wants to live life on his
own terms. Both are unable to compromise or reconcile with each other.
Summary
The poet shares the anxiety of a father regarding his relationship with his son. They have spent
several years in the same house yet, the father is unable to understand his son. He doesn’t know
his son’s likes and dislikes. The father made an effort to build up a relationship with his son’s
when he was small. However, over the years, there is a void in their relationship. He laments
the fact that there is no love lost between him and the child he has created, despite the fact that
they share the same space on the surface of the earth.
The father acknowledges his role in causing the communication gap between him and his son.
He explains that despite his efforts, things don’t seem to be improving. His son is in a place
that he is not able to access.
He says that silence surrounds them and he wishes that he could get back his prodigal son.
He’d pardon and welcome him with open hands. He does not want him to move into another
world of his own, away from him.
He asserts that the father and son must live in the same place on the globe. Unfortunately, the
son says that he does not understand himself, and often the grief within him manifests as anger
for the father. He further says, that both of them put out an empty hand, but neither of them

reciprocate by placing their hand on the one stretched out to make peace. Both want to forgive
the other, but neither is willing to take the first step.
Simile
a figure of speech that makes comparison and shows similarities between two things
“We speak like strangers”
Alliteration
the occurrence of the same letter or sound at the beginning of closely connected words
“The seed I spent or sown it where” (‘s’ sound)
“Silence surrounds us”
Metaphor
an indirect comparison between a quality shared by two persons or things
“The seed I spent or sown it where
The land is his and none of mine?”
The words ‘seed’, ‘sown’ and ‘land’ are metaphors for the father’s efforts that he made to build a relationship
with his son, and the son’s, heart, respectively.
Allusion
reference to ‘prodigal’ son story of the Bible
Personification
attribution of human characteristics to something non-human
“Anger grows from grief”
Enjambment
a poetic term for the continuation of a sentence or phrase from one line of poetry to the next
“I do not understand this child
Though we have lived together now
In the same house for years. I know
Nothing of him, so try to build
Up a relationship from how
He was when he was small”

1. I do not understand this child
He was when small. Yet have I killed
Exp- The poet is speaking about the anguish of a father who is unable to establish a cordial
relationship with his son. They have been living together in the same house from the
time the little boy was born. He has been trying hard to build up a relationship all this
time but all his efforts have been ‘killed’.

2. The seed I spent or sown it where
The land is his and none of mine?
We speak like strangers, there’s no sign
Of understanding in the air.
This child is built to my design
Yet what he loves I cannot share.
Exp- The father laments that though he has created this child in the same space which
belonged to him, now it appears that the space belongs to the child and none of it is his.
That is, there is no similarity in the original species, the creator (the father) and the one
that has been created (the son), who live in the same habitat. Under the same roof, in
the same environment, the child he has designed or created, is a stranger to the father.
He does not have any clue about the likes and dislikes of his offspring.
3. Silence surrounds us. I would have
Him prodigal, returning to
His father’s house, the home he knew,
Rather than see him make and move
His world. I would forgive him too,
Shaping from sorrow a new love.
Exp- Father and son are surrounded by silence. The father says, he’d welcome his prodigal
son to his home, and pardon him for all that has happened between them. He would
not like to see him move out of the house and create a world of his own. He would work
on building a new relationship, full of love, with his son, with the hope of wiping out all
the sorrow that existed between them.
4. Father and son, we both must live
On the same globe and the same land,
He speaks: I cannot understand
Myself, why anger grows from grief.
We each put out an empty hand,
Longing for something to forgive.
Exp- The son takes the turn to speak in the last verse. He agrees that father and son have to
stay together but is disturbed by the fact that he is unable to understand himself or the
agony that is within him. He experiences excessive anger towards his father that has
grown out of the grief that he has experienced over the passage of time. He says that
both of them put out their hand in the hope of forgiving each other. But all their efforts
are in vain, as they are not able to fill up the void that exists between them.

THINK IT OUT
1.
Does the poem talk of an exclusively personal experience or is it fairly universal?
2.
How is the father’s helplessness brought out in the poem?
3.
Identify the phrases and lines that indicate distance between father and son.
4.
Does the poem have a consistent rhyme scheme?
Ans.
1. This is a poem that has dealt with the perennial problem that exists between two
generations—the generation gap. In his struggle to take care of the family, the father
has no spare time to develop an emotional connection with his children. And, when
he grows old and has time on his hands, the children are too busy with no time to
spare for their father. This vicious circle continues from generation to generation.
2. The father’s helplessness is brought out in the poem in the following lines:
“I do not understand this child, though we have lived together now, In the same house for
years.”
“Yet what he loves I cannot share” and “I know nothing of him”.
“He speaks: I cannot understand myself, why anger grows from grief.”
These lines indicate the desperation of the father. He is striving to establish a
relationship with his son, but all his efforts are in vain.
3. The phrases/lines indicating distance between father and son are:
“I do not understand this child.”
“I know nothing of him.”
“We speak like strangers, there’s no sign
Of understanding in the air.”
“..What he loves I cannot share.”
“Silence surrounds us.”
“…see him make and move his world”
4. No, the poem does not have a consistent rhyme scheme. The first two stanzas have
the rhyme scheme abbaba whereas the third and fourth have a slight alteration. The
third stanza has abcaba, whereas the fourth one has abbcba scheme.
1. I do not understand this child
He was when small.

(a) What does the poet complain about?
(b) Who have been living together in the same house?
(c) What does the poet want?
(i) The poet wants to end his relationship with his son.
(ii) The poet wants to make his son realise his mistakes.
(iii) The poet wants to live with his son.
(iv) The poet wants to start a new relationship with his son.
Ans. (a) The poet complains that he knows nothing about his son.
(b) The father and his son have been living in the same house for many years now.
(c) (iv) The poet wants to start a new relationship with his son.
2. Yet have I killed
The seed I spent or sown it where
The land is his and none of mine?
We speak like strangers, there’s no sign
(a) Why does the father feel that the seed was sown in the land that was not his?
(b) What does the use of the word ‘strangers’ suggest about the relationship between
the father and the son?
(c) ‘Built to my design’ means:
(i) that his son does not look like him.
(ii) that his son looks like him as far as physical features are concerned.
(iii) that his son wears the same brand of clothes that he does.
(iv) that his son wears clothes designed by him.
Ans. (a) The father feels that the seed was sown in the land that was not his because the son
does not share any of the behavioural characteristics of his father.
(b) The use of the word ‘strangers’ suggests that the father and the son do not know
each other well and have no emotional connection or bond.
(c) (ii) that his son looks like him as far as physical features are concerned.
Shaping from sorrow a new love
(a) What does the word ‘prodigal’ mean in this context?

(b) Why does the father want his son to return to his father’s house rather than make
and move his world?
(c) What does ‘silence surrounds us’ mean here?

(i) It means the silence of the night.
(ii) It means the silence in the house due to the switching off of electrical appliances.
(iii) It means the silence in the house due to the demise of a loved one.
(iv) It means the silence due to no conversation happening between the father and
the son.
Ans. (a) The word ‘prodigal’ means wasteful or reckless in this context.
(b) The father wants his son to return to his father’s house rather than make and move
his world because he misses him and wants to reconnect with him.
(c) (iv) It means the silence due to no conversation happening between the father and
the son.
(a) How does the use of colon (:) show a change of perspective in the poem?
(b) What is the tone of the poet in the last line of the stanza?
(i) Hopeful (ii) Resentful
(iii) Desperate (iv) Indifferent
(c) What does the son mean by ‘why anger grows from grief ’?
Ans. (a) The use of colon (:) shows a change of perspective in the poem by introducing the
son’s voice and point of view.
(b) (iii) Desperate
(c) The son means that he is angry because he is sad about his relationship with his
father.
1. Why doesn’t the father know anything about his son though they have lived in the
same house?
Ans. The problem expressed in the poem is the strained relationship that exists between the
father and the son. They live under the same roof like strangers. Therefore, the father
doesn’t know anything about his son.
2. Why is the father unable to understand his son in the poem ‘Father to Son’?
Ans. The father is unable to understand his son due to generation gap. Over the years they
seemed to have grown apart, and as a result the father is unable to understand or see
eye to eye with his son.
3. Why is the father unhappy with his son?
Ans. The father is unhappy with his son because he is not able to fill the void that has grown
between them. Despite all his efforts to get through to his son, the father fails. This
makes him unhappy.

4. How does the father feel when his relationship with his son comes under strain?
Ans. The father is saddened by the fact that the relationship with his son is deteriorating by
the day. He laments the fact that he has not been able to understand his son and his
perspectives of life. This has subsequently lead to augmenting the strain between them.
5. Describe the relationship between the father and his son.
Ans. The poem emphasises the strained relationship between a father and his son. Their
interests are totally different. The father does not know what his son loves. The
communication between them is limited. They live like strangers under the same roof.
6. What does the poet mean by ‘Silence surrounds us’?
Ans. The father claims that he and his son live in a zone that is surrounded by a depressing
silence. They hardly communicate with one another. They do not have anything in
common, and therefore they are in their individual spaces, despite being in the same
house. Their companionship is with silence as words are never exchanged between
them.
7. “I would have him prodigal”. Elaborate.
Ans. In the Biblical parable of the Prodigal Son, a son receives his inheritance and travels to
a distant country, wastes all his money in wild extravagance, becomes desperately poor,
returns to his father, and is received with open arms. The father in the poem desires to
replicate this parable and welcome his son back.
8. What do the words ‘an empty hand’ signify?
Ans. The words ‘an empty hand’ signify that both the father and the son want to forgive each
other and extend a hand of friendship to each other, but neither of them is willing to be
the first one to do so. This means that although they recognise the void and desire to
forgive each other, their pride and ego is preventing them from taking the first step to
better their relationship.
9. How has the generation gap been presented by the poet?
Ans. Generation gap is the absence of understanding and communication between human
beings of different generations. In the poem, we hear only the father’s version of the
story. The young boy has been suppressed to speaking a line or two in the last verse
of the poem. This is evidently due to the non-acceptance of the individuality of their
offspring by the older generation. Consequently, the son speaks of his suppressed grief
manifesting in the form of inexplicable anger. Neither the father nor the son is willing
to relent and extend an olive branch to revive their strained relationship.
10. Is the father responsible for the present situation? What are your views?
Ans. Yes, I think the father is responsible for the present situation. We do not get to hear
the son’s version about his relationship with the father here. But the father is guilty of
allowing the silence and non-communication to continue between them and also not
understanding the son’s aspirations and feelings.
11. The father is ready to have his prodigal son back when he returns. What inference can
you draw from this? (Constructed Response Question)
Ans. Prodigal means wastefully extravagant. Here, the reference is to the story in the Bible in
which a father gives his inheritance to his sons. The younger brother leaves, wastes his
fortune and returns to his father’s home. Still the father is ready to take him back and

forgive him. In the poem, the father also wants to forgive his son, so that they can live
peacefully together again.
12. The root cause of the generation gap presented in the poem lies in the fact that it is
only the father talking to his son rather than hearing or understanding him. Explain.
Ans. One of the reasons of the generation gap is absence of understanding and communication.
Here in this poem, we hear only the father’s point of view. We do not hear anything
from the son’s side. The root cause of the generation gap has been lack of sharing of
interests or not paying attention to the child’s emotional needs when he is growing up.
The child should be allowed to express his opinions freely and adults should not behave
like dictators.
1. Do you sympathise with the anxiety of the father? (Constructed Response Question)
Ans. Being a youngster, I often disapprove of the authoritarian attitude of elders. It is
unfortunate that they fail to accept the fact that the children have grown and have a mind
of their own. I know that the relationship between a father and son is strong yet delicate.
It would be wonderful if the older generation becomes more flexible and liberal in their
attitude. Youngsters too, must appreciate the anxieties and fears that are experienced by
their parents. It is their over-cautiousness that makes them over-protective. This is so,
because of the love and concern for their children. The solution would be to decide upon
a middle path. This will re-establish cordial relations, which will fill the void that exists
between the generations.
2. The generation gap is a perennial problem that gets passed on to successive generations.
Can this be controlled? Analyse. (Constructed Response Question)
Ans. The generation gap is a psychological and emotional gap between the older and successive
younger generations. This gap causes misunderstanding and rebellion between the two
generations. The success of parenting lies in how effectively they avoid the generation
gap by establishing a strong rapport with their children. The generation gap is widening
further as a result of the fast-paced development of society. In earlier times, two or three
generations lived in the same house and followed the same culture and lifestyle. Obedience
and submission to the older generation was the accepted norm in every household. In
the modern world, the awareness and exposure that the youth enjoy has made them
desire greater independence. One should be flexible in their approach and must try to
understand the reason behind a particular behaviour. Learning and unlearning should be
followed by everyone, because change and growth is the inevitable reality of human life.
3. The poem talks about the universal problem of generation gap. Why does such a
situation exist? How can someone avoid such confrontations? Express your views.
Ans. Generation gap is a psychological and emotional gap between parents or elder people and
the younger ones. This creates misunderstanding and lack of attachment between parents
and children. The success of parenting lies in how effectively they avoid the generation
gap or ignore differences with their children. Generation gap is the result of the fast-
paced development of society. In earlier times, two or three generations lived in the same
lifestyle and environment, as development was slow. Today, parents do not even know

many of the modern technologies and equipment that their children use. Being up-to-
date is the only way to cope with the generation gap. Moreoever, generation gap occurs
when there are differences of opinion. One should be flexible in their approach and must
try to understand the reason for a particular behaviour.
4. In the fast moving materialistic world, parents are busy in earning while their children
grow without being given enough time by them. This is a major factor in creating a
generation gap. There should be a balancing act on the part of parents. Discuss.
Ans. In today’s materialistic world, parents, specially fathers, are busy with their careers, finding
very little time for their children. Childhood is a tender age and the child needs his/her
parents at every stage of his growing up. In the pursuit of money or career, children are
left at the mercy of caretakers or maids who may provide or fulfil the child’s basic needs
but their emotional and intellectual needs are left unfulfilled. Bonding between parents
and children keeps on dimnishing until it reaches an alarming level. Parents need to
understand that between career and children, a balancing act has to be practised. Children
need their parents to guide them, to share their likes and dislikes, to spend quality time
with them. No parent should allow such a situation where they may not understand their
children or there may be no communication at all between them. Emotional bonding is a
must for a family to stay together.

Shaping from sorrow a new love.
(a) How does the father’s attitude change from line 1 to line 5 in the extract?
(b) Identify the poetic device used in the phrase “shaping from sorrow a new love”.
(c) Which of the following words means a person who spends money or uses resources
freely and recklessly?
(i) Returning (ii) Prodigal
(iii) Prodigy (iv) Shaping
2. We speak like strangers, there’s no sign

(a) What is wrong between the father and his son?

(b) Select the option that is NOT TRUE about the lack of punctuation at the end of
line 1 in the extract. (Competency-focused Question)
(i) It creates a sense of continuity and flow.
(ii) It shows that the father is hesitant and unsure.
(iii) It reflects the distance and disconnect between them.
(iv) It emphasizes the contrast and conflict in the next line.
(c) How does the rhyme scheme of the extract contribute to the tone and mood of the
poem?

(a) What does the word ‘globe’ mean in the context of the poem?
(b) What does ‘empty hand’ signify?
(c) Why must father and son live on the same globe and the same land?
(i) To take care of each other
(ii) To not let others take disadvantage of them staying apart
(iii) To make their life easy
(iv) To rebuild their relationship

1. Father and son behave like strangers to each other. What can be the possible reason for
this?
2. What does the father feel about this stranger-like relationship with his son? Does he wish
to change it?
3. What is the need to live as a family?
4. Analyse the boy’s role in the life of his father.
5. The poem is a commentary on generation gap. Do you agree with the statement?
Support your answer. (Constructed Response Question)
Long Answer Questions (120–150 words)

1. Love, care and understanding are just pre-conceived notions for a man to live. Justify.
2. ‘Give and get respect.’ How relevant is this thought to the poem ‘Father to Son’?
Explain. (Constructed Response Question)
zzz

SNAPSHOTS
The Summer of the
1 Beautiful White Horse
— William Saroyan
Introduction
‘The Summer of the Beautiful White Horse’ is a story about two Armenian boys – Aram and Mourad. They
belong to the Garoghlanian family, a tribe that is renowned for their honesty. The two boys long to ride a
horse. Mourad the elder of the two, had stolen a horse from a farmer a month ago. They rode the horse
for many days. One day the owner of the horse, John Byro, comes to their house and mentions about his
missing horse to uncle Khosrove. The story unravels the honesty of the two boys.
There are two main themes in ‘The Summer of the Beautiful White Horse’ – conflict between feelings and
reason, and the importance of character and reputation. Throughout the short story, Aram and Mourad are
caught between what they feel and what they know. Though they live in extreme poverty, the Garoghlanians
do not steal, valuing honesty over wealth and their reputation over whatever they might gain through
stealing.
Summary
Aram and Mourad were two poor lads from the Armenian Garoghlanian family, who had a
reputation for honesty dating back to the eleventh century. Mourad, Aram’s cousin, arrived at
his window with a lovely white horse one early morning while Aram was sleeping and dreaming
happily. Aram couldn’t believe what he was seeing and thought it was a dream. But because
there was a sliver of light outside, he was certain that the horse was real. He couldn’t believe
that the horse was theirs, given their financial situation. He was attempting to figure out if his
cousin had taken the horse. Mourad had come to take him along for a trip. He asked him to
come quickly before the rest of the world awoke. Aram leaped out of the window, dressed, and
sat behind Mourad on the horse.
They rode along Walnut Avenue, which ran through the historic farmland of the area where
they lived. Mourad asked him to dismount after a while since he wanted to ride the horse alone.
Aram inquired if he could ride the horse alone like him, to which Mourad said that he will look
into it because it was for his own protection. Mourad had kidnapped the horse a month ago
and was riding it every morning, he discovered. When Aram was given the opportunity to ride,
the horse took him to the vineyard, flung him off, and fled. Mourad finally found the horse
after a thirty-minute search, and they concealed him in an abandoned vineyard with some oats
and hay. Mourad had a way with animals, particularly horses. He knew how to deal with all
kinds of animals, as well as humans. They would ride the horse every morning for two weeks
and then hide it again.

Then one day, farmer John Byro came to Aram’s house to speak with his uncle Khosrove,
who was ill-tempered and yelled at virtually everything. Byro informed him about his missing
horse, which he had purchased for $60. He couldn’t find it for a month and had to trek 10
miles to get to their house. “It is no harm; pay no mind to it”, Khosrove screamed at him. Byro
grew angered by his behaviour and left.
Aram went to Mourad and informed him of Byro’s missing horse, requesting that he not return
it until he had learned to ride it. Mourad estimated that learning to ride a horse would take him
a year. He went on to say that they couldn’t possibly be thieves because their tribe is known for
its honesty and that they would return the horse in six months.
On their way back to the hiding site to hide the horse, they met John Byro, who was returning
to town. He conversed with them and examined the horse with care. He admitted that the
horse looked just like his, but he didn’t think that they had his missing horse because he knew
their parents and their family’s honesty. He assumed it was a doppelganger. Mourad was able
to convince Byro that it was not his horse, and they were able to flee. The horse was returned
to Byro’s vineyard and put in the barn the next morning by both of them. The dogs silently
followed them all the way out of the area.
John Byro returned home later that day to inform Aram’s mother of his horse’s return. He
was overjoyed and amazed to observe the horse’s improved temperament and strength. Uncle
Khosrove shouted at him again to be quiet and not keep talking about his horse now that he
got it back.
William Saroyan (born on 31 August 1908, in Fresno, California, United States

& died on 18 May 1981, in Fresno, California, United States) was an Armenian-
American novelist, playwright, and short story writer. He was awarded the
Pulitzer Prize for Drama in 1940, and in 1943 won the Academy Award for Best
Story for the film The Human Comedy.

READING WITH INSIGHT
1. You will probably agree that this story does not have breathless adventure and exciting
action. Then what in your opinion makes it interesting?
2. Did the boys return the horse because they were conscience-stricken or because they
were afraid?
3. “One day back there in the good old days when I was nine and the world was full of
every imaginable kind of magnificence, and life was still a delightful and mysterious
dream...” The story begins in a mood of nostalgia. Can you narrate some incident
from your childhood that might make an interesting story?
4. The story revolves around characters who belong to a tribe in Armenia. Mourad and
Aram are members of the Garoghlanian family. Now locate Armenia and Assyria on
the atlas and prepare a write-up on the Garoghlanian tribes. You may write about
people, their names, traits, geographical and economic features as suggested in the
story.

Ans.
1. It is true that the story does not consist of any exciting action or breathless adventures.
But it certainly has an element of suspense, which makes it interesting for the readers.
The story touches the core of the readers heart, as it unravels the secret rendezvous
of the little boys with the stolen horse. It has been established in the story that their
family was poor and they could not afford to own such a magnificent horse. Mourad
had stolen it and the duo rode on it for quite some time. They returned the horse
to its owner before their little secret was discovered by the family. A child nurtures
several desires in his or her childhood. He achieves it sometimes, or is forced to
discard it due to circumstances. The innocent attempt of the young boys at fulfilling
their desire to learn horse-riding is what makes the lesson interesting.
2. The boys returned the horse not because they were afraid but because of their
conscience. Their family was known for its honesty yet they had stolen the horse
months ago. When they met John Byro on his way to town, the horse was with
them. He carefully examined it and said that it looked exactly like the one he had,
just like a twin. It felt like it was his own horse but since he knew their parents, he
didn’t believe that it was his horse they were carrying. This struck the boys and they
decided to take the horse back to the farmer’s vineyard and put it in the barn.
3. By reading these lines, no one can stop themselves from traveling down the memory
lane. I remember that when I was twelve years old, I used to visit my grandparent’s
home which was located at a hill station. I would spend my entire summer vacation
with them. We would go to the market to eat delicious snacks, would go shopping,
and watch TV together. I remember once going to a summer camp for a month.
They would drop me off at the place and would come to pick me up after the
classes got over. Sometimes, my grandmother would bring a packed lunch for me. I
would eat it as fast as I could and we would go shopping after that. I always got sad
whenever I had to go back to my home and to school.
4. The Garoghlanian tribe is said to be a work of fiction by the author William Saroyan
in his book ‘My Name is Aram’, published in the year 1940. They were Armenian.
They were poor people who hardly managed to gather food to feed their stomachs
every day but they were known for their honesty. Hospitality is one of the important
aspects of the tribe. Most of the Armenian people followed Christianity. They have
a huge variety of food at social gatherings. They focus on forgiveness of sins and on
the spirit of tolerance.
Read the extracts given below and answer the questions that follow. (4 Marks each)
1. Will you let me ride alone? I asked.
That is up to the horse, my cousin said. Get down.
The horse will let me ride, I said.
We shall see, he said. Don’t forget that I have a way with a horse.
Well, I said, any way you have with a horse, I have also.
For the sake of your safety, he said, let us hope so. Get down.

All right, I said, but remember you’ve got to let me try to ride alone.
I got down and my cousin Mourad kicked his heels into the horse and shouted, Vazire,
run.
(a) List any two sensory details present in this extract.
(b) Identify the line from the text that bears evidence to the fact that the narrator was
eager and curious to ride the horse alone.
(c) The narrator agreed to allow Mourad to have a solo ride on the horse on the
condition that:
(i) Mourad will keep the horse for a year.
(ii) Mourad will teach the horse to behave properly when it will be the narrator’s
turn for the solo ride.
(iii) Mourad will allow him to have a solo ride on the horse.
(iv) None of these
(d) Which of the following headlines best suggests the central idea of the extract?
(i) A Boy’s Challenge to his Cousin’s Skill
(ii) A Boy’s Desire to Prove Himself to a Horse
(iii) A Boy’s Dream of Riding a Horse Alone
(iv) A Boy’s Adventure with his Crazy Cousin
Ans. (a) Two sensory details present in the extract are “kicked his heels into the horse” and
“shouted, Vazire, run”.
(b) The line from the text that bears evidence to the fact that the narrator was eager
and curious to ride the horse alone is “but remember you’ve got to let me try to ride
alone”.
(c) (iii) Mourad will allow him to have a solo ride on the horse.
(d) (iii) A Boy’s Dream of Riding a Horse Alone
2.
We were poor. We had no money. Our whole tribe was poverty-stricken. Every branch
of the Garoghlanian family was living in the most amazing and comical poverty in the
world. Nobody could understand where we ever got money enough to keep us with
food in our bellies, not even the old men of the family. Most important of all, though,
we were famous for our honesty. We had been famous for our honesty for something
like eleven centuries, even when we had been the wealthiest family in what we liked
to think was the world. We were proud first, honest next, and after that we believed in
right and wrong. None of us would take advantage of anybody in the world, let alone
steal.
(a) What does the word ‘poverty-stricken’ mean in the given extract?
(i) Affected by a disease (ii) Lacking in education
(iii) Suffering from hunger (iv) Lacking in money
(b) Identify the line from the extract that shows that the narrator’s family was poor
for a long time.
(c) Explain any one possible inference that can be drawn from the line, “We were
proud first, honest next, and after that we believed in right and wrong.”

(d) How does the narrator’s tone suggest his attitude towards his family’s poverty?
(i) He is ashamed and embarrassed by it.
(ii) He is angry and resentful about it.
(iii) He is amused and optimistic about it.
(iv) He is indifferent and detached from it.
Ans. (a) (iv) Lacking in money
(b) The line from the extract that shows that the narrator’s family was poor for a long
time is “Every branch of the Garoghlanian family was living in the most amazing
and comical poverty in the world”.
(c) One possible inference that can be drawn from this line is that the narator’s family
had a very high sense of self-esteem and dignity. They valued their reputation and
honour more than anything else. They also had a clear moral code that guided their
actions and decisions.
(d) (iii) He is amused and optimistic about it.
3. I got down and my cousin Mourad kicked his heels into the horse and shouted, Vazire,
run. The horse stood on its hind legs, snorted, and burst into a fury of speed that was
the lovelist thing I had ever seen. My cousin Mourad raced the horse across a field of
dry grass to an irrigation ditch, crossed the ditch on the horse, and five minutes later
returned, dripping wet.
The sun was coming up.
Now it’s my turn to ride, I said.
My cousin Mourad got off the horse.
Ride, he said.
I leaped to the back of the horse and for a moment knew the most awful fear imaginable.
(a) What did the horse do when Mourad kicked and shouted at him?
(b) The ‘loveliest thing I had ever seen’ was:
(i) the running of the horse in a fury of speed
(ii) the walking of the horse
(iii) the galloping of the horse
(iv) the jumping of the horse
(c) The phrase ‘the most awful fear imaginable’ refers to:
(i) the immobility of the horse (ii) the running of the horse
(iii) the galloping of the horse (iv) the jumping of the horse
(d) Where did Mourad race the horse?
Ans. (a) The horse stood on its hind legs, snorted and burst into a fury of speed.
(b) (i) the running of the horse in a fury of speed.
(c) (i) the immobility of the horse
(d) Mourad raced the horse across a field of dry grass to an irrigation ditch.
4. No member of the Garoghlanian family could be a thief. I stared first at my cousin

and then at the horse. There was a pious stillness and humour in each of them which

on the one hand delighted me and on the other frightened me. Mourad, I said, where
did you steal this horse? Leap out of the window, he said, if you want to ride. It was
true, then. He had stolen the horse. There was no question about it. He had come to
invite me to ride or not, as I chose.
(a) What does the phrase ‘there was no question about it’ suggest?
(b) What does the term ‘pious’ indicate about the cousin and the horse?
(c) Why was it difficult to believe that the boys had stolen his horse?
(i) Because he didn’t examine the horse carefully
(ii) Because their family was known for their honesty
(iii) Because the horse did not recognise him
(iv) Because his horse had a twin
(d) Which of the following best suggests the central idea of the extract?
(i) A Boy’s Dilemma Between Family and Law
(ii) A Cousin’s Generous Offer to Share a Horse
(iii) A Family’s Tradition of Honour and Honesty
(iv) A Horse’s Mysterious Appearance and Disappearance
Ans. (a) The phrase ‘there was no question about it’ suggests that the narrator was sure that
his cousin had stolen the horse.
(b) The term ‘pious’ indicates that the cousin and the horse had an expression of
religious stillness.
(c) (ii) Because their family was known for their honesty
(d) (i) A Boy’s Dilemma Between Family and Law
5. I would swear it is my horse if I didn’t know your parents. The fame of your family
for honesty is well known to me. Yet the horse is the twin of my horse. A suspicious
man would believe his eyes instead of his heart. Good day, my young friends.
Good day, John Byro, my cousin Mourad said.
Early the following morning we took the horse to John Byro’s vineyard and put it in
the barn.
(a) Who was John Byro?
(b) Who was the true owner of the horse?
(i) John Byro (ii) Fetvajian
(iii) Dikran Halabian (iv) Zorab
(c) John Byro said, “A suspicious man would believe his eyes instead of his heart.”
What does it tell about him?
(d) Why did the boys return the white horse to its rightful owner?
(i) Because they were overcome by guilt
(ii) Because they were afraid of getting caught
(iii) Because they found it difficult to hide the horse
(iv) Because they were accused of theft
Ans. (a) John Byro was an Assyrian farmer who lived in the neighbourhood and was a
frequent visitor of Aram’s house.

(b) (i) John Byro
(c) It tells us that he believed in the honesty of the Garoghlanian family.
(d) (i) Because they were overcome by guilt
1. Why was Aram surprised when he saw Mourad in the morning?

Ans. Aram was surprised to see Mourad because he had come early in the morning with a
beautiful white horse. He could not believe that a boy of his tribe could buy or steal a
horse.
2. Who was uncle Khosrove? Why was he considered to be the craziest member of his tribe?
Ans. Uncle Khosrove was a relative of Aram who was an enormous man. A man so furious in
temper, so irritable, so impatient that he stopped anyone from talking by roaring, “It is
no harm; pay no attention to it.”
3. What had led to John Byro’s sadness?
Ans. John Byro was sad because his horse was stolen and now, he had to go on foot for long
distances as the surrey was useless without a horse.
4. Why did Mourad return the horse?
Ans. Mourad belonged to a tribe which was known for its honesty. He realised that Byro
had recognised his horse when he saw it. Mourad understood that it was not safe any
longer for him to hold on to the horse and he did not want to be looked down by the
community as a robber.
5. Why did John Byro fail to recognise his horse and claim ownership?
Ans. Though John Byro knew on examination that the horse was his, he did not blame the
boys of stealing, because he knew their parents well. He knew that their family and tribe
were famous for being honest.
6. What two character traits of Mourad are hinted at by the narrator in the initial part of
the story?
Ans. Firstly, Mourad was considered crazy by everybody who knew him. It was believed that he
was the natural descendent of Khosrove, who was a very crazy member of the family. He
was quite crazy about horses. Secondly, he enjoyed being alive more than anybody else.
7. “This was the part that wouldn’t permit me to believe what I saw.” What ‘part’ does the
narrator hint at?
Ans. The narrator refers to their poverty. They had no money. They lived in extreme poverty
and it was difficult to understand how they got food to satisfy their hunger. So, when
he saw his cousin with a beautiful white horse, he was not able to understand what was
going on.
8. What traits of the Garoghlanian family are highlighted in this story?
Ans. The Garoghlanian family though now poor, were famous for their honesty even when
they were wealthy. They were proud of their family first, honest next and after that they
believed in right and wrong. None of them would take advantage of anybody in the
world. They would not steal. No member of the Garoghlanian family could be a thief.

9. “It was true, then. He had stolen the horse. There was no question about it. He had
come to invite me to ride or not, as I chose.” How did the narrator convince himself
to enjoy a horse ride with his cousin Mourad?
Ans. It seemed to him that stealing a horse for a ride was not the same thing as stealing
something else, such as money. Since he and Mourad were quite crazy about horses,
it wasn’t stealing. He convinced himself with the thought that their action could be
considered stealing only if they offered to sell it.
10. Give an example to illustrate how uncle Khosrove’s impatience sometimes worked to
his own disadvantage.
Ans. Once uncle Khosrove was getting his moustache trimmed at a barber’s shop. At the same
time, his house was on fire. His own son Arak ran eight blocks to the barber’s shop to
inform him. Khosrove got impatient and roared at his son. When the barber reminded
him that his house was on fire, Khosrove roared at him and stopped him from talking.
His reply to both his son and the barber was: “Pay no attention to it, it’s no harm.”
11. “The distribution of the various kinds of spirit of our tribe had been from the beginning
capricious and vagrant.” Elucidate.
Ans. The narrator explains that a man can be the father of his son biologically, but it is not
necessary that he imbibe all his father’s attributes. He says that in his tribe the spirit,
nature, characteristics, have all been distributed among generations in such a way that
at times any of them could be possessing capricious (moody, erratic, inconsistent) or
vagrant (tramp, migrant, homeless) characteristics.
12. How does Aram describe Mourad’s horse-riding experience?
Ans. Mourad kicked his heels into the horse and shouted, “Vazire, run!” The horse stood on
its hind legs, snorted, and burst into a fury of speed that was the loveliest thing Aram
had ever seen. Mourad raced the horse across a field of dry grass to an irrigation ditch,
crossed the ditch on the horse, and five minutes later returned, dripping wet.
13. Describe the narrator’s first experience on horse back.
Ans. He kicked into the muscles of the horse and it reared and snorted. Then it began to run.
Aram didn’t know what to do. Instead of running across the field to the irrigation ditch
the horse ran down the road to the vineyard of Dikran Halabian where it began to leap
over vines. The horse leaped over seven vines before he fell. Then the horse continued
running.
14. “We’ll either take him back or hide him until tomorrow morning”. Which course of
action did the speaker take and why?
Ans. Mourad took the latter option. He hid the horse in the barn of a deserted vineyard
which at one time had been the pride of a farmer named Fetvajian. There were some
oats and dry alfalfa in the barn. So Mourad did not seem worried about the horse as it
had its supply of food.
15. “I have an understanding with a horse”, “Horses understand me”, “I have a way with
a horse.” How do you think Mourad developed an understanding with the horse and
what was the result?
Ans. Mourad had been quite tender and affectionate towards the horse. He would put his
arms around it, press his nose into the horse’s nose and pat it. It was not easy to tame

someone else’s horse and get it to behave nicely. At first, it wanted to run wild. Gradually,
Mourad was able to control the horse and make him do what he wanted. Even John
Byro, the rightful owner, admitted that the horse had become better-tempered and
stronger than ever.
16. What arguments did farmer John Byro advance to prove the usefulness of a horse to a
city dweller?
Ans. First, his surrey was no good without a horse. Second, that he had to walk ten miles to
get there and his left leg pained him. Thirdly, that the horse had cost him sixty dollars.
All of which, he claimed, a city dweller like Khosrove may not understand.
17. Why did farmer John Byro walk out of the house?
Ans. The farmer John Byro, visited the narrator’s house perhaps because he was homesick,
sad and lonely. His horse had been stolen for over a month, and he could not use
his surrey. Instead of showing any sympathy or concern for his loss, uncle Khosrove
repeated his catchphrase: “It is no harm; pay no attention to it”. When John Byro talked
about the cost of horse, uncle Khosrove commented, “I spit on money.” These words
were too much for John Byro to bear, so he left the house in disgust.
18. How did Mourad help the wounded robin to fly? What does this incident indicate?
Ans. The narrator noticed Mourad trying to heal the hurt wing of a young robin which could
not fly. He was talking to the bird. After sometime, he threw the bird into the air. The
bird tried hard and almost fell twice. However, at last it flew away, high and straight.
This incident shows that in spite of having a crazy streak, Mourad was kind and gentle
at heart and really did have a way with animals and birds.
19. What request did Aram make? Did Mourad comply to the request?
Ans. Aram requested his cousin Mourad not to return the horse to farmer John Byro till
he had learned to ride. Mourad observed that it might take him a year. The narrator
suggested that they keep the horse for a year. Mourad shouted that he was inciting him
to steal. He declared that the horse must go back to its true owner.
20. What did John Byro say after observing the horse that the two boys had with them?
Ans. After examining the horse, Byro knew that it was the horse that was stolen from his
stable. However, he says, “I would swear it is my horse if I didn’t know your parents.
The fame of your family for honesty is well known to me. Yet the horse is the twin of my
horse. A suspicious man would believe his eyes instead of his heart.”
21. “A suspicious man would believe his eyes instead of his heart.” In what context was
this observation made and by whom?
Ans. After recognising his horse, John Byro chose to ignore the wrong committed by the
boys. Respecting the honour of the family they belonged to, he said the above words.
It means that if he were to suspect the children, he would go with what his eyes had
proved to him, but alternately, he was choosing to listen to what his heart was telling him
which was about the respectability of the family the children belonged to.
22. What do you think induced the boys to return the horse to its owner?
Ans. The boys were impressed by John Byro’s attitude towards their parents and family. He
knew their parents very well and so believed whatever the boys said. Secondly, the fame

of their family for honesty was well-known to him. The boys returned the horse to him
for the sake of their family pride and dignity.
23. What is the main message of the story ‘The Summer of the Beautiful White Horse’?
Ans. The primary message of the story, ‘The Summer of the Beautiful White Horse’, is that
despite social or economic challenges, there are some truths which are absolute and
should be practised under all circumstances.
24. What is the conflict in the story ‘The Summer of the Beautiful White Horse’?
Ans. The conflict is between feelings and reason throughout the short story. Aram and
Mourad are caught between what they feel and what they know. When Aram first sees
Mourad riding the white horse, he knows that Mourad must have stolen it, as his family
was too poor to afford a horse. Yet, he reasons to himself that there is nothing wrong in
what they have done, as long as they were not indulging in any business deals or making
money. Byro feels that it is his horse, but reasons that the boys will not engage in any
wrong activity because of the family they belong to.
1. What characteristics of the Garoghlanian family does the narrator lay emphasis on?
Ans. The narrator says that he belongs to the Garoghlanian family, and that they were
poor and had no money. Their whole tribe was poverty-stricken. Every branch of the
Garoghlanian family was living in the most amazing and comical poverty in the world.
Nobody could understand where they ever got money enough to keep themselves
with food in their bellies, not even the old men of the family. Most important of all,
though, they were famous for their honesty. They had been famous for their honesty
for something like eleven centuries, even when they had been the wealthiest family in
what they liked to think was the world. They were proud first, honest next, and after
that they believed in right and wrong. None of them would take advantage of anybody
in the world, let alone steal.
2. “Every family has a crazy streak in it somewhere.” Explain.
Ans. Aram felt that every family has a crazy element somewhere, and Mourad seemed to
have inherited it from their uncle Khosrove, a man so furious in temper, so irritable,
so impatient that he stopped anyone from talking by roaring, “It is no harm; pay no
attention to it.” That was all he said no matter what anybody happened to be talking
about. Even when his own son Arak came running to the barber’s shop where he was
having his moustache trimmed to tell him that their house was on fire, Khosrove roared
exactly the same thing. The barber repeated what the boy had said but Khosrove roared,
“Enough, it is no harm, I say.” Mourad, was the one who had inherited the streak of
madness from Khosrove, though he was the son of Zorab, who was practical and nothing
else.
3. Aram’s first experience with the horse. Elucidate.
Ans. Mourad called out to the narrator who leaped onto the horse’s back behind his cousin
Mourad. In less than three minutes they were on Olive Avenue, and then the horse
began to trot. The air was new and lovely to breathe. The feel of the horse running

was wonderful. Mourad who was considered one of the craziest members of our family
began to sing, which sounded more like a roar. They let the horse run for as long as it
felt like running. Mourad then told Aram to get down as he wanted to ride alone. Aram
said that he too wanted to ride the horse alone. Mourad assured him that he could if the
horse allowed him to do so. When Mourad returned after his ride and told him to go on
a ride, Aram leaped on to the back of the horse and for a moment knew the most awful
fear imaginable. The horse did not move. Mourad told him to kick into his muscles.
When Aram did so, the horse once again reared and snorted and began to run. But
instead of running across the field to the irrigation ditch, the horse ran down the road
to the vineyard of Dikran Halabian where it began to leap over vines. The horse leaped
over seven vines before Aram fell, and then it galloped away.
4. How did Uncle Khosrove react to John Byro’s complaint?
Ans. Uncle Khosrove came to Aram’s house for coffee and cigarettes. Soon another visitor
arrived, a farmer named John Byro. The farmer, while having his coffee and cigarette,
said with a sigh, that his white horse that had been stolen the previous month was still
untraceable. Uncle Khosrove became very annoyed and shouted that it was no harm
since they had all lost their homeland. Hence, it was no use crying over a horse.
John Byro said that without a horse his carriage could not be put to use. “Pay no
attention to it,” roared Uncle Khosrove. When John said that he had walked ten miles
to get there, Uncle Khosrove shouted that he had legs. The farmer said that his left leg
pained but Uncle Khosrove roared again, “Pay no attention to it.” The farmer said that
the horse had cost him sixty dollars. Uncle Khosrove said, “I spit on money”. John Byro
got up and walked out of the house, slamming the door.
5. How does John Byro behave when he sees the horse?
Ans. One morning, on the way to Fetvajian’s deserted vineyard, where they would hide the
white horse, the boys met John Byro who was on his way to town. They wished each
other and the farmer studied the horse eagerly. He asked the boys the name of the
horse. Mourad said it was called ‘My Heart’ in Armenian. John Byro said that he could
swear it was his horse that was stolen many weeks ago.The farmer then looked into the
mouth of the horse. He was even more certain that the horse was a replica of his. He
said had he not known their family’s fame for honesty, he would have claimed the horse
to be his, and suggested that the horse was the twin of his horse. The next morning, the
boys took the horse to John Byro’s vineyard and left it in the barn, as they were affected
by the attitude of the farmer.
6. What impression do you form of cousin Mourad?
Ans. Mourad is a young boy of thirteen. He belongs to the Garoghlanian family of Armenia.
Their whole tribe was poverty-stricken. In spite of abject poverty, their family was
famous for their honesty. Mourad was quite adventurous and had a crazy streak in
him. He enjoyed being alive more than anybody else. Mourad loved horse riding. He
had a way with horses. He had tamed the horse with patience and affection. John Byro
vouches that the horse was no longer wild.
It obeyed Mourad faithfully. His love for the horse is evident in the last scene. While
parting, he put his arms around the horse, pressed his nose into the horse’s nose and
patted it. He also had a way with dogs. The dogs of John Byro followed them around
without making a sound. He was kind. He treated a young robin which had hurt its

wing. He was worldly-wise and knew how to talk to farmers. Though he loved horse-
riding he was averse to keeping the horse for a long time, as he did not want to come
across as a thief. He is proud of his family which is well known for their honesty and
trust. In short, he is a lovable young lad.
7. Compare and contrast uncle Khosrove and cousin Mourad.
Ans. Uncle Khosrove and cousin Mourad have one very important point in common—
their craziness. Mourad was considered the natural descendant of uncle Khosrove in
this respect. The second similarity is their ability to command and dominate over the
people around them. Both use pet words and phrases and roar aloud to quieten the
listener. While uncle Khosrove says, “It is no harm; pay no attention to it,” Mourad
boasts, “I have a way with horses/dogs/farmers.” Khosrove shouts at his son Arak, the
barber and farmer John Byro. The narrator is a patient listener of Mourad’s assertions.
The difference lies in their age groups and physical built. Uncle Khosrove, a middle-
aged person is an enormous man with a powerful head of black hair and a very large
moustache. Mourad is an athletic young boy of thirteen. Khosrove is irritable, impatient
and furious in temper. Mourad is reasonable, witty and mature.
8. Comment on the role of Aram, the narrator, in the story.
Ans. Aram plays an important role in the story. Besides being the narrator, he is also a
commentator. He not only narrates the various adventures, incidents and actions, but
also provides useful information regarding the main characters and their behaviour.
We see the story through his eyes. He gives a graphic description of the Garoghlanian
tribe, its members, their traits and their economic conditions. Mourad’s father Zorab
is described as a practical person, whereas Mourad and uncle Khosrove represent the
crazy members of the tribe. Abject poverty of the family does not diminish their pride
in being a part of a family which is famous for its honesty. He says, “No member of the
Garoghlanian family could be a thief.” He makes a fine distinction between stealing a
horse for a ride and stealing a horse to sell it off. He gives a fine description of the horse
ride and the country side with its vineyards, orchards, irrigation ditches and country
roads. He brings out the adventurous and curious nature of children of his age with
precision.

Read the extracts given below and answer the questions that follow.
1. Every family has a crazy streak in it somewhere, and my cousin Mourad was
considered the natural descendant of the crazy streak in our tribe. Before him was
our uncle Khosrove, an enormous man with a powerful head of black hair and the
largest moustache in the San Joaquin Valley, a man so furious in temper, so irritable,
so impatient that he stopped anyone from talking by roaring, “It is no harm; pay no
attention to it.”
(a) What does the word ‘furious’ mean?
(i) Calm (ii) Composed
(iii) Angry (iv) Soothing

(b) What was uncle Khosrove’s pet dialogue?
(c) What superlative feature did uncle Khosrove have?
(i) Largest head (ii) Largest hair
(iii) Largest moustache (iv) Largest brain
(d) What was the common feature between uncle Khosrove and Mourad?
2. I got down and my cousin Mourad kicked his heels into the horse and shouted, Vazire,
run. The horse stood on its hind legs, snorted, and burst into a fury of speed that was
the loveliest thing I had ever seen. My cousin Mourad raced the horse across a field
of dry grass to an irrigation ditch, crossed the ditch on the horse, and five minutes
later returned, dripping wet.
(a) What does the phrase ‘hind legs’ mean?
(i) Front legs (ii) Back legs
(iii) Both (i) and (ii) (iv) Neither (i) nor (ii)
(b) From where did Mourad get the horse?
(c) What happened when Aram tried to race the horse?
(d) Who was known for his dialogue “I have a way with...”?
(i) Aram (ii) Khosrove
(iii) John Byro (iv) Mourad
3. We were poor. We had no money. Our whole tribe was poverty-stricken. Every branch
of the Garoghlanian family was living in the most amazing and comical poverty in the
world. Nobody could understand where we ever got money enough to keep us with
food in our bellies, not even the old men of the family. Most important of all, though,
we were famous for our honesty.
(a) For what was the Garoghlanian family famous?
(i) Dishonesty (ii) Honesty
(iii) Stealth (iv) None of these
(b) What financial condition was the Garoghlanian tribe undergoing?
(c) Why did no member of the Garoghlanian tribe steal?
(d) What does the phrase ‘keep us with food in our bellies’ mean?
(i) To stay hungry (ii) To stay thirsty
(iii) To stay satiated (iv) To stay bewildered

1. Aram could not believe his eyes when he looked out of the window. Comment.
2. Should they have kept the horse? Share your views. (Constructed Response Question)
3. Were the boys able to prove the hallmarks of their tribe? Why/Why not?
4. How did the boys justify their act of stealing?
5. What conflicting thoughts passed through the narrator’s mind on seeing Mourad on a
beautiful white horse early one morning?

1. Fear and/or Conscience – what worked behind the boys’ decision of returning the stolen
horse? (Constructed Response Question)
2. Do you agree with the claim that Mourad is the crazy descendant of Khosrove?
3. Could the children have satisfied their desire for horse riding in a different manner?
Give your suggestion. (Constructed Response Question)
zzz

SNAPSHOTS
2 The Address
— Marga Minco
Introduction
The story is about the human predicament that follows the pre-war and post-war periods. Mrs S was a rich
Jewish lady, whereas Mrs Dorling was a non-Jew. The girl, daughter of Mrs S, had lost her house and her
mother during the war and has now come back to take her possessions from Mrs Dorling, an acquaintance
whose address was given by her mother years ago. When she reached the house, the woman treated her
with a cold reception and didn’t let her into the house. She decided to go back anyway and then she met
her daughter who let her in and told her to wait inside. When she saw all the possessions in front of her, she
couldn’t connect with them and decided to leave the house.
‘The Address’ by Marga Minco revolves around the theme of crisis that we as an individual encounter in
our daily life. War brings destruction, pain and loss of lives which impact humans in various ways. However,
this story speaks about the narrator and her mother’s life which were disrupted due to the war. It further
reiterates that both past and future are illusions, and all we have with us is the present. The story sheds light
on the importance of letting things go.
Summary
‘The Address’ begins with a victim of war going back to her native place. It is about a daughter
who returns to her home in Holland. She goes there to search for her mother’s belongings after
the war. When she reaches her native place, she does not receive a warm welcome. She follows
the address she has on her. It is House Number 46 in Marconi Street. A woman opens the door
and refuses to recognize the girl outside the door. The author notices the woman wearing her
mother’s green knitted sweater. Thus, she became even surer that she was in the right place.
However, the woman denied knowing her mother.
Despite the author’s resistance, the woman did not entertain her and closed the door on her.
The author was going back when she starts thinking about the bygone days. She got the address
from her mother years ago. After returning to her home post-war, she notices a lot of things
missing from the place. Thus, her mother gives her the address of Mrs Dorling. She learns
that Mrs Dorling is an old acquaintance of her mother. Her mother had handed over all their
valuable possessions to Mrs Dorling to keep them safe. After many years, the author thinks of
going back to take back their possessions. After being told to go away by Mrs Dorling on her
visit, she goes back once again. On her second visit, a fifteen-year-old answers the door.
We learn that the mother was not at home. The author told her about her wish to meet her
mother. The girl takes her inside the house. To the author’s surprise, she notices the room

full of things which belonged to her mother. The room was not similar but the things were
all very familiar. She started to feel uncomfortable and lost the desire to possess her mother’s
belongings. Thus, she leaves the house and thinks of forgetting the address and the thought of
ever getting those things back.
Marga Minco (pseudonym of Sara Menco; born on 31 March 1920) is a Dutch

journalist and writer. Her real surname was Menco, but an official accidentally
switched the first vowel. She was born to an Orthodox Jewish family. In 1957
Minco published her first book, ‘Het bittere kruid’ (The Bitter Herb).

1. ‘Have you come back?’ said the woman. ‘I thought that no one had come back.’ Does
this statement give some clue about the story? If yes, what is it?
2. The story is divided into pre-War and post-War times. What hardships do you think
the girl underwent during these times?
3. Why did the narrator of the story want to forget the address?
4. ‘The Address’ is a story of human predicament that follows war. Comment.
Ans. 1. Yes, this statement gives some clue about the story. It introduces the reader to the
fact that someone was expected to be coming back to execute something specific.
The statement indicates the greedy and covetous nature of the speaker. The story is
about the wartime when Jews faced a lot of problems. It introduces us to the people
who take undue advantage of those who are in distress. The narrator introduces us
to her gullible mother and her cunning acquaintance.
During the early part of the war, Mrs Dorling had shifted all of Mrs S’s valuable
belongings to her own house: Number 46, Marconi Street. This was very tactfully
done under the pretext of protecting Mrs S’s belongings, lest they get lost if they
were to go away because of the war. These included tables, silver wares, antique
plates and other nice things such as the iron Hanukkah, candle-holder, woollen
table cloth and a green knitted cardigan with wooden buttons, and any such thing
she could lay her hands on. As many years had passed since the war was over, Mrs
Dorling did not expect anyone from Mrs S’s family to come back and claim their
belongings. She did not open the door to the daughter of her former acquaintance
nor did she show any signs of recognition. She did not as much as let the girl into
her house. She refused to engage with her, saying it was not a convenient time for
her to do so.
2. During the pre-war times, the narrator lived in some other city far away from her
home and she visited her mother only for a few days. During the first half of the war,
the narrator’s mother was always afraid that they might have to leave the place and
lose all their valuable belongings. The narrator lived in the city in a small rented
room. Its windows were covered with black-out paper. She could not see the beauty
of nature outside her room. The threat of death loomed large. After the liberation,

everything became normal again. Bread was getting to be a lighter colour. She could
sleep in her bed without any fear of death. She could glance out of the window of
her room each day. She was able to walk around familiar places for the first time
since the war. However, she did not go further than was necessary, as she didn’t
want to upset herself with the sights of streets and houses full of memories from a
precious time.
3. The narrator remembered the address that her mother had told her. It was Number
46, Marconi Street, where her mother’s acquaintance Mrs Dorling lived. She had
stored the valuable belongings of the narrator’s mother there. After the war and her
mother’s death, the narrator had an urge to visit the place. She wanted to see those
things, touch them and remember. She went to the given address twice. She was
successful only during her second attempt when Mrs Dorling’s daughter allowed
her to enter the house. She found herself in the midst of things she had wanted to
see again. She felt oppressed in the strange atmosphere. Everything was arranged
in a tasteless way. The ugly furniture and the muggy smell that hung there seemed
quite unpleasant. The objects evoked the memory of her familiar life of former
times. But they had lost their value as they had been separated from her mother and
stored in strange surroundings. She no longer wanted to see, touch or remember
these belongings. She resolved to forget the address. She wanted to leave the past
behind and move on.
4. War creates many difficult and unpleasant situations for human beings. Life is
embroiled in uncertainties. The human predicament that follows war is amply
illustrated through the experience of the narrator. The war had caused many
physical difficulties as well as emotional sufferings to her. She had lost her dear
mother. She was left all alone in the world. Her attempt to connect with the past, of
touching and seeing her mother’s belongings also ended dismally.
She went to Number 46, Marconi Street to see her mother’s valuable possessions.
The extent to which human beings can be greedy and callous is exemplified by the
behaviour of Mrs Dorling. She had taken away all the valuable belongings of the
narrator’s mother, promising to keep them safe, but refused to even recognise, or
engage in a conversation with the narrator, when she called upon her after several
years. The presence of her mother’s possessions in a strange atmosphere pained
her. Now these valuables had lost all their importance for her as they had been
separated from her mother. She could get no solace or comfort from them.
1. “Every time she leaves here she takes something home with her,” said my mother.
“She took all the table silver in one go. And then the antique plates that hung there.
She had trouble lugging those large vases, and I’m worried she got a crick in her back
from the crockery.” My mother shook her head pityingly. “I would never have dared
ask her. She suggested it to me herself. She even insisted. She wanted to save all my
nice things. If we have to leave here we shall lose everything,” she says.

(a) What does the phrase ‘she suggested it to me herself ’ suggest?
(b) What can you infer from the line ‘If we have to leave here we shall lose everything’?
(c) The extract suggests that the narrator’s mother was a:
(i) foolish lady (ii) cunning woman
(iii) gullible woman (iv) witty person
(d) After reading the extract, how would you describe Mrs Dorling?
(i) Materialistic (ii) Selfish
(iii) Opportunist (iv) All of these
Ans. (a) The phrase ‘she suggested it to me herself ’ suggests that the woman was eager and
persistent to take the narrator’s mother’s belongings.
(b) One possible inference is that the narrator’s mother and the woman were living in
a time or place of war or conflict, and that they faced the risk of being displaced or
losing their property.
(c) (iii) gullible woman
(d) (iv) All of these
2.
“There is my daughter,” said my mother. She beckoned to me. The woman nodded
and picked up the suitcase under the coat-rack. She wore a brown coat and a shapeless
hat. “Does she live far away?” I asked, seeing the difficulty she had going out of
the house with the heavy case. “In Macroni Street,” said my mother. “Number 46.
Remember that.”
(a) List any two sensory details present in this extract.
(b) Identify the line from the extract that indicates that the woman lived nearby.
(c) Was the narrator convinced with her mother’s idea of letting Mrs Dorling take
away their things?
(i) Absolutely (ii) Partially
(iii) Quite a bit (iv) Significantly
(i) A Woman’s Difficult Departure with a Heavy Suitcase
(ii) A Woman’s Suspicious Behaviour to a Stolen Suitcase
(iii) A Woman’s Friendly Visit to a Generous Friend
(iv) A Woman’s Unexpected Encounter with a Stranger
Ans. (a) The two sensory details in this extract are “the difficulty she had going out of the
house with the heavy case” and “she wore a brown coat and a shapeless hat”.
(b) The line from the text that bears evidence to the fact that the woman lived nearby
is ‘In Macroni Street”.
(c) (ii) Partially
(d) (ii) A Woman’s Suspicious Behaviour with a Stolen Suitcase
3. “Won’t you sit down?” asked the girl. She held open the door of the living room and
I went inside past her. I stopped, horrified. I was in a room I knew and did not know.
I found myself in the midst of things I did want to see again but which oppressed me
in the strange atmosphere. Or because of the tasteless way everything was arranged,

because of the ugly furniture or the muggy smell that hung there, I don’t know; but
I scarcely dared to look around me. The girl moved a chair. I sat down and stared at
the wollen table-cloth. I rubbed it. My fingers grew warm from rubbing.
(a) Why does the narrator say, “I scarcely dared to look around me”?
(b) What was the narrator’s reaction when she entered the living room?
(c) How does the author describe the living room?
(i) Muggy smell (ii) Strange atmosphere
(iii) Sophisticated (iv) Both (i) and (ii)
(d) “I was in a room I knew and did not know.” What does the author mean by this?
(i) She saw familiar things but in unfamiliar surroundings.
(ii) She saw unfamiliar things but in familiar surroundings.
(iii) She did not recognize the things she saw.
(iv) She did not want to remember anything.
Ans. (a) The narrator says so because she was afraid of what she might see or find in the room.
(b) The narrator was horrified when she entered the living room.
(c) (iv) Both (i) and (ii)
(d) (i) She saw familiar things but in unfamiliar surroundings.
4.I had no need to follow her hand. I knew which things she meant. I just looked at the
still life over the tea-table. As a child I had always fancied the apple on the pewter
plate. “We use it for everything,” she said. “Once we even ate off the plates hanging
there on the wall. I wanted to so much. But it wasn’t anything special.” I had found
the burn mark on the table-cloth. The girl looked questioningly at me. “Yes,” I said,
“you get so used to touching all these lovely things in the house, you hardly look at
them any more...”
(a) What does the phrase ‘we use it for everything’ suggest?
(b) What can you infer from the line “you get so used to touching all these lovely
things in the house, you hardly look at them anymore”?
(c) Which of the following best suggests the central idea of the extract?
(i) A Woman’s Surprising Encounter With her Mother’s Things
(ii) A Woman’s Disgusted Reaction to a Tasteless Room
(iii) A Woman’s Awkward Conversation with a Strange Girl
(iv) A Woman’s Disturbing Discovery of a Burn Mark
(d) The narrator remembered that the table-cloth had:
(i) an ink mark (ii) a defect
(iii) a burn mark (iv) none of these
Ans. (a) The phrase ‘we use it for everything’ suggests that the woman and the girl did not
value or appreciate the narrator’s mother’s things as much as she did.
(b) The narrator felt nostalgic and sentimental about her mother’s things, and she
wished she could see them again in their original state and place.
(c) (i) A Woman’s Surprising Encounter With her Mother’s Things
(d) (iii) a burn mark

5.
She held her hand on the door as though she wanted to prevent it opening any further.
Her face gave absolutely no sign of recognition. She kept staring at me in silence.
Perhaps I was mistaken, I thought, perhaps it isn’t her. I had seen her only once,
fleetingly, and that was years ago. It was most probable that I had rung the wrong bell.
The woman let go of the door and stepped to the side. She was wearing my mother’s
green knitted cardigan.
(a) What does the phrase ‘her face gave absolutely no sign of recognition’ suggest?
(b) What do you understand by the term ‘fleetingly’ in the given extract?
(c) Why had the narrator come to visit Mrs Dorling?
(i) Because Mrs Dorling had belongings of the narrator’s mother
(ii) Because Mrs Dorling called the narrator
(iii) Because the narrator missed Mrs Dorling
(iv) None of these
(d) Mrs Dorling was ________________ when the narrator visited her.
(i) warm and welcoming (ii) cold and inhospitable
(iii) overjoyed and emotional (iv) nostalgic and emotional
Ans. (a) The phrase ‘her face gave absolutely no sign of recognition’ suggests that she did
not remember or acknowledge the narrator.
(b) The term ‘fleetingly’ indicates that the narrator’s memory of the woman was vague
and brief.
(c) (i) Because Mrs Dorling had belongings of the narrator’s mother
(d) (ii) cold and inhospitable
1. How did Mrs Dorling react when the narrator said, “I’m Mrs S’s daughter”?
Ans. Mrs Dorling held her hand on the door as if she wanted to prevent it from opening any
further. Her face showed no sign of recognition. She kept staring at the narrator without
uttering a word.
2. What two reasons did the narrator give to explain that she was mistaken?
Ans. She thought that perhaps the woman was not Mrs Dorling. She had seen her only once,
for a brief interval and that too years ago. Secondly, it was probable that she had rung
the wrong bell.
3. Why did the narrator go to Mrs Dorling’s house?
Ans. The narrator went to Mrs Dorling’s house to collect the valuable belongings which her
mother had given to her during the war time. She wanted to renew her past memories.
4. Why was the narrator confident that she had reached the correct address?
Ans. The narrator remembered the house No. 46. She recognised her mother’s green
cardigan which Mrs Dorling was wearing. The wooden buttons on it were now rather
pale from washing. She was confident that she had reached the correct address.
5. How did Mrs Dorling’s daughter treat the narrator?
Ans. Unlike Mrs Dorling, the daughter treated her with great courtesy. She told the author

that her mother had gone on an errand and would be back soon. She invited the narrator
inside her house and offered her a cup of tea.
6. Why did the narrator decide not to collect her belongings?
Ans. The narrator was disappointed after recognising her belongings in a strange environment.
She didn’t feel comfortable on seeing all those valuable articles in Mrs Dorling’s house.
7. Why did the narrator’s mother ask her to remember the address by heart?
Ans. The narrator’s mother asked her to remember the address by heart because she had
given a number of household and valuable articles to Mrs Dorling during the war time.
She thought that her daughter could collect them after the war was over.
8. To what extent did life assume its normal self after the war for the narrator?
Ans. Life returned to normal again gradually. The bread became lighter in colour, and there
was a bed where she could sleep unthreatened. But the loss of relations and possessions
made her feel dejected about them.
9. Who had given the narrator the address, when, and under what circumstances?
Ans. The narrator’s mother had given her the address, years ago during the first half of the
war. The narrator came home for a few days and missed various things in the rooms.
Then her mother told her about Mrs Dorling and told her to remember the address.
10. What did the narrator learn about Mrs Dorling from her mother?
Ans. Her mother told her that Mrs Dorling was an old acquaintance. The former had not
seen her for several years. Then she suddenly turned up and renewed their contact.
Every time she left their place she took something with her—table silver, antique plates,
etc. promising to keep them safe.
11. What reason did Mrs Dorling give for taking away the precious belongings of the
narrator’s mother?
Ans. Mrs Dorling suggested to the narrator’s mother that she should store her belongings at
a safer place. She wanted to save all her nice things. She explained that they would lose
everything if they had to leave the place.
12. What impression do you form of the narrator’s mother based on her conversation with
the narrator?
Ans. The narrator’s mother was a kind-hearted, generous and liberal lady. She was fond of
collecting valuable things. She is more worried about the physical risk to Mrs Dorling
than of losing them to her. She thought it an insult to tell her friends to keep those
things for ever.
13. Was the narrator convinced with what her mother had told her about Mrs Dorling?
How do you know?
Ans. The narrator did not feel convinced about her mother’s concern for Mrs Dorling.
The latter was keen on removing the precious possessions of the narrator’s mother to
her own house. It seems that the narrator did not like Mrs Dorling’s excessive interest in
her mother’s belongings. It is evident from the questions she puts to her mother.
14. What does the narrator remember about Mrs Dorling when she saw her for the first
time?
Ans. Mrs Dorling was a woman with a broad back. She wore a brown coat and a shapeless hat.
She picked up a heavy suitcase lying under the coat-rack and left their house.

15. Why did the narrator wait a long time before going to the address Number 46, Marconi
Street?
Ans. Initially, after the liberation, she was not at all interested in her mother’s belongings
lying stored there. She was also afraid of being confronted with things that were hidden
away in cupboards and boxes, and had belonged to her mother, who no longer existed.
16. When did the narrator become curious about her mother’s possessions?
Ans. Gradually, as normalcy returned, the narrator became curious about her mother’s
possessions. She knew that those things must still be at the address her mother had
mentioned to her. She wanted to see them, touch them and remember.
17. “I was in a room I knew and did not know,” says the narrator in the story ‘The Address’.
What prompted her to make this observation?
Ans. The narrator found herself in the midst of things she was familiar with and which she did
want to see again, as they oppressed her in the strange atmosphere. This was perhaps
because of the tasteless way everything was arranged, the ugly furniture, and the muggy
smell that prevailed in the room.
18. “I just looked at the still life over the tea-table,” says the narrator in the story ‘The
Address’. What does she mean by ‘the still life’? What prompted her to make this
remark?
Ans. The reference to antique box and silver spoons by the young host prompted her to
make this remark. By ‘the still life’, the narrator means the lifeless things that were over
the tea table such as the table-cloth, tea pot, cups and spoons. She had always fancied
the apple on the pewter plate as a child.
19. “You only notice when something is missing.” What does the speaker exactly mean?
Ans. The speaker says that one gets used to touching one’s lovely things in the house and
then hardly look at them anymore. It is only when something is missing that it is noticed,
either because it is to be repaired or it has been lent to someone.
20. When did narrator realise that the cutlery they ate off every day was silver?
Ans. Once the narrator’s mother asked her if she would help her polish the silver. The
narrator asked her which silver she meant. Her mother was surprised at her ignorance
and replied that it was the spoons, forks and knives, i.e., the cutlery they ate off every day.
21. Why did the the narrator suddenly decide to leave?
Ans. The narrator had visited Number 46, Marconi Street for a specific purpose—to see her
mother’s belongings and touch them. However, these objects were linked to the memory
of a familiar life in former times, and they instantly lost their value when severed from
them. And worse, if they are seen in strange surroundings.
22. Why did the narrator decide to leave before Mrs Dorling returned and to forget her
address?
Ans. The narrator realised that she could not have done justice to all her mother’s belongings
if she took them away from Mrs Dorling as she lived in a small rented room. The room
still had shreds of black-out papers along the windows. The narrow table drawers could
hardly hold a handful of cutlery. She therefore resolved to forget the address and move
on in life.

1. How did ‘The Address’ originate?

Ans. Years ago, during the first half of the war, the narrator went home for a few days to see
her mother. After staying there for a couple of days, she noticed that something about
the rooms had changed. She missed various things. Her mother told her about Mrs
Dorling, who was an old acquaintance. She had suddenly turned up after many years.
Now she came regularly and took something home with her every time she came. She
suggested that she could save her precious belongings by storing them at her place.
While talking to her mother about this, the latter mentioned Mrs Dorling’s address,
Number 46, Marconi Street, and told her to keep it in her memory. The narrator asked
her mother if she had agreed with her acquaintance to keep everything. Her mother
did not like that and found it to be rude and insulting to do so. She was on the contrary,
worried about the risk Mrs Dorling faced every time she left the house carrying a full
suitcase or bag. This is how ‘The Address’ originated.
2. The first visit in ‘The Address’. Elucidate.
Ans. In the post-war period, when things returned to normal, the narrator became curious
about her mother’s possessions that were stored at Mrs Dorling’s house. Since she
wanted to see them, she took the train and went to Number 46, Marconi Street. Mrs
Dorling opened the door a chink. The narrator came closer, stood on the step and
asked her if she knew her. Mrs Dorling told her that she didn’t know her. The narrator
then introduced herself and told her that she was the daughter of Mrs S. Mrs Dorling
kept staring at her in silence and gave no sign of recognition. She held on to the door
as if she wanted to prevent it from opening any further. The narrator recognised the
green knitted cardigan of her mother that Mrs Dorling was wearing. Mrs Dorling saw
her looking intently at the cardigan and therefore half hid herself behind the door. She
knew that she was at the right address, and asked the lady once more if she knew her
mother. Mrs Dorling asked with surprise if they had come back. The author replied that
only she had returned.
3. Describe the outcome of the narrator’s second visit in ‘The Address’.
Ans. The second visit of the narrator to Number 46, Marconi Street, was different from the
first one. During the first visit, the narrator was stalled at the entrance of the house by
Mrs Dorling. Whereas during the second one, she was led to the living room, by a young
girl who was more courteous. This time she could see and touch some of the things
that belonged to her mother. She had visited this place with a specific purpose—to see
her mother’s belongings. The touch and sight of familiar things aroused memories of
her former life. These objects that were linked to her past had now lost their real value
for her as they were severed from them, and worse so when she saw them in strange
circumstances. Thus, her mission to see, touch and remember her mother’s belongings
was partly successful. However, she resolved to forget these objects and the address and
move on.
4. Give a pen-portrait of the narrator.
Ans. The narrator comes across as a person with intense emotional and intellectual qualities.
A devoted daughter, she loves and respects her mother. Though she does not approve

of her mother’s trust in her acquaintance, Mrs Dorling, she does not challenge her
mother’s decisions, though she does ask her mother, “Have you agreed with her that
she should keep everything?” The narrator has a keen power of observation. She notices
during her brief stay at home that various things are missing from the rooms. It is
evident that she has a sharp sense of memory. The address that her mother had told her
to keep in mind stayed with her for several years, till the war was over and normalcy had
returned. She made persistent efforts to remind Mrs Dorling of her own identity and
the latter’s relations with her mother. This was indeed a revelation of an indomitable
spirit. She visits Number 46, Marconi Street twice to see, touch and remember her
mother’s belongings. She is a realist, who doesn’t like to remain chained to the past. Her
resolution to forget the address and move on shows her grit and forward-looking nature.
She chooses to move ahead in life, instead of holding on to the sorrowful memories of
the past.
5. Comment on the significance of the title of the story ‘The Address’.
Ans. The title of the story ‘The Address’ is quite appropriate, and in keeping with the essence
of the story. The address plays a significant role in the narration and appears at the
beginning, middle and end of the story. Marga Minco invites the reader’s attention to
the essence of her narration by the introduction she makes of Mrs Dorling. The middle
part of the story reveals how she was convinced that she had arrived at the right place.
It was her mother who had given her the address of the place where Mrs Dorling lived
and asked her to remember it. The story ends dramatically with the narrator’s resolve
to forget the address. She had remembered the address for so many years and now
since the belongings of her mother stored there had lost their value, she realises that
forgetting this address would be quite easy.
6. Give a brief note on Mrs Dorling.
Ans. Mrs Dorling appears as a mysterious woman with a greedy heart and a shrewd mind.
She contacted Mrs S when the war in Holland was about to break. She convinced Mrs
S to hand over all her possessions on the pretext of keeping them safe. Mrs S, a gullible
lady, is taken in by the pretended concern of her acquaintance. She is too simple to
question the appropriateness of the demand, and quite willingly allows Mrs Dorling to
take away all her belongings. She would come early in the morning so that she could
complete her ‘errands’, unnoticed by the neighbours. One by one she took away all the
stuff from Mrs S’s house. But she didn’t keep those things ‘safe’. She did not seem to
have a knack for keeping her house and the things in it in a systematic and tidy manner.
The callousness of Mrs Dorling was at its peak when she refused to acknowledge Mrs S’s
daughter when she saw her. When the narrator recognised the cardigan as her mother’s,
she was shrewd enough to hide herself behind the door. It was clear that she didn’t want
to return those valuables. Her queries to the narrator, “Have you come back?”, and “I
thought that no one had come back”, makes her intentions of keeping her loot very
clear.

1. As I walked slowly back to the station I thought about my mother, who had given
me the address years ago. It had been in the first half of the War. I was home for a
few days and it struck me immediately that something or other about the rooms had
changed. I missed various things. My mother was surprised I should have noticed so
quickly. Then she told me about Mrs Dorling. I had never heard of her but apparently
she was an old acquaintance of my mother, whom she hadn’t seen for years. She had
suddenly turned up and renewed their contact.
(a) What made the narrator turn up at the station?
(i) Mrs Dorling recognising her
(ii) Mrs Dorling abusing her
(iii) Mrs Dorling not recognising her deliberately
(iv) Mrs Dorling recognising her deliberately
(b) Where did the war take place?
(c) Why had Mrs Dorling renewed her contact with Mrs S?
(d) What does the word ‘acquaintance’ mean?
(i) Known one (ii) Unknown one
(iii) Stranger (iv) None of these
2. “Every time she leaves from here she takes something home with her,” said my mother.
“She took all the table silver in one go. And then the antique plates that hung there.
She had trouble lugging those large vases, and I’m worried she got a crick in her back
from the crockery.” My mother shook her head pityingly. “I would never have dared
ask her. She suggested it to me herself. She even insisted. She wanted to save all my
nice things. If we have to leave here we shall lose everything, she says.”
(a) Why did Mrs Dorling take all her belongings?
(b) What does the narrator mean by ‘silver’?
(i) Silver spoons (ii) Silver Hanukkah
(iii) Silver bed (iv) All of these
(c) Why did Mrs S have to give everything to Mrs Dorling?
(d) What does the word ‘lugging’ mean?
(i) Carrying with ease (ii) Carrying with difficulty
(iii) Carrying with comfort (iv) None of these
3. My fingers grew warm from rubbing. I followed the lines of the pattern. Somewhere
on the edge there should be a burn mark that had never been repaired. “My mother’ll
be back soon,” said the girl. “I’ve already made tea for her. Will you have a cup?”
“Thank you.” I looked up. The girl put cups ready on the tea-table. She had a broad
back. Just like her mother. She poured tea from a white pot. All it had was a gold
border on the lid, I remembered. She opened a box and took some spoons out.

(a) How did the author know there was a burn mark on the table cloth?
(b) Which literary device has been used in ‘Just like her mother’?
(i) Simile (ii) Metaphor
(iii) Personification (iv) Alliteration
(c) What did the narrator remember?
(d) How was Mrs Dorling’s daughter different from her?
(i) She was more beautiful. (ii) She was more dominating.
(iii) She was more hospitable. (iv) She was more cruel.

1. Why did Mrs Dorling refuse to recognise the narrator?
2. ‘I resolved to forget the address. Of all the things I had to forget, that would be the
easiest.’ Comment.
3. ‘The address was correct. But I didn’t want to remember it anymore.’ Why did the
narrator say so?
4. What important lessons of life do we learn from the story ‘The Address’?
5. Write a short note on the pain the narrator experienced as she stood watching her
mother’s belongings in such strange surroundings. (Constructed Response Question)

1. Comment on the statement, ‘The Address is a story of post-war human predicament’.
2. ‘It is not easy to let off past memories and possessions’. Comment.
3. ‘Bygones are bygones’. Explain with reference to the story ‘The Address’.
zzz

SNAPSHOTS
3 Mother’s Day
— J.B. Priestley
Introduction
The play written by J.B. Priestley reveals how a mother’s efforts are ignored by her family. It narrates how
the family members who work for eight hours a day look down on her, although she works for the whole
day and all week. After all she does for them, they take her for granted. They make her feel obligated to
provide for them and do not even appreciate her efforts. The play portrays the experience of a mother, Mrs
Pearson. On a daily basis, her kids disrespect and disregard her. In her own home, she is treated as a slave.
Thus, she feels ignored and embarrassed every day, not only from her daughter, Doris and son, Cyril but also
from her husband, George Pearson who has completely turned a blind eye from his wife. The rest of the play
revolves around how her friend, Mrs Fitzgerald, who is a fortune teller, helps her earn the place and respect
that she deserves as the woman of the house.
‘Mother’s Day’ is a play written by J. B. Priestley. It is a satirical and humorous depiction of the status of
women, in particular, a housewife in a family. The author brings out the plight of a mother very realistically
in the play. Mrs Annie Pearson, mother, is not treated well by her husband and children. With the help of her
neighbour and a magic spell, which temporarily allows them to interchange their roles, she stands up for her
rights. Mrs Annie Pearson’s family is shocked at the change, but they learn to behave properly with her. So
finally, she gets the respect that she deserves.
Characters
Mrs Annie Pearson

Wife of George Pearson, a loving wife and mother, fond of her husband and children, does her
best to keep them happy, simple-hearted, gentle to a fault, too weak to protest, works day and
night with no rest, submissive
George Pearson
Husband of Mrs Annie Pearson, about fifty, self-important and pompous, neglects his wife, club
members backbite and make fun of him
Doris Pearson
Daughter of George Pearson, a spoilt girl of around 20, the elder. She is already in an affair
with a young boy, named Charlie Spence

Cyril Pearson
Son of George Pearson, a spoilt child
Mrs Fitzgerald
A neighbour of Mrs Annie Pearson, a bold, talented, strong, liberated, dominating and
aggressive woman, knows some magic, drinks, smokes and plays cards, lives life on her own
terms
Summary
Mrs Pearson and Mrs Fitzgerald are neighbours. One afternoon Mrs Fitzgerald visits Mrs
Pearson. The two women sit comfortably in the living-room. While taking tea, Mrs Fitzgerald
tells Mrs Pearson her fortune with the help of cards. According to her, Mrs Pearson’s problem is
that she is excessively fond of her husband and children. She runs after them all the time, takes
their orders as if she was the servant of the house, and stays at home every night while they go
out enjoying themselves. They have come to believe that she is there simply to wait on them,
so they take no notice of her. Mrs Fitzgerald advises her that she should assert her rights as the
mistress of the house if she wants them to treat her properly.
Mrs Fitzgerald asks her to let them wait or look after themselves. Mrs Pearson says that she can’t
do it. At this, Mrs Fitzgerald tells her a plan and says that they would change their personalities
with each other. She had learnt this art when she was in the East. Mrs Pearson hesitates. But
Mrs Fitzgerald holds her hands, asks her to keep quiet and not to think about anything and
look at her. The two women stare at each other. Mrs Fitzgerald recites a spell. Gradually, their
personalities change bodies. Now Mrs Pearson is bold and domineering while Mrs Fitzgerald
is nervous and agitated.
After a few moments, Doris Pearson enters the room violently and orders her mother to iron
her yellow silk as she is to wear it that night. She is astonished to see her mother smoking.
Mother has not got her tea ready. She is in no mood to iron her yellow silk for her. She is rather
thinking of going out and getting a meal at the Clarendon. Doris is astounded at the unusual
behaviour of her mother. Then she tells her mother that she is going out with Charlie Spence.
Mother severely asks her whether she could not find anybody better than buck teeth and half-
witted Charlie Spence. This is too much for Doris. She runs out of the room with tears in her
eyes.
Then Cyril Pearson enters. She has not put his things out though she had promised that
morning to look through them in case there was any mending. He wonders what is going on in
the house. He stands aghast when she tells him that she wants stout to drink and moves to the
kitchen. She takes a bottle of stout and a half-filled glass. Cyril and Doris are unable to control
their laughter. Mrs Pearson looks at them with contempt and asks them to behave like grown-
ups. With tearful eyes, Doris asks why she is talking like that and what wrong they had done.
She asks mother whether she had fallen or hit herself with something. Mother rebukes her for
asking such a silly question. Doris begins to cry. Mother coldly asks her to stop crying noisily
like a baby.
Just then, George Pearson enters. He notices Doris’s tears and asks why she is crying. Doris
runs out of the room sobbing. He is astonished to see his wife sipping stout. He tells her that
he doesn’t want any tea as he would have supper at the club. Mrs Pearson tells him that there
is no tea ready. He is annoyed to know that his wife didn’t get tea ready for him. Mrs Pearson
laughs at his childishness and remarks that if he behaved like that at the club they would laugh
at him even more than they do now. George is surprised to know that they laugh at him at the

club. Mrs Pearson continues that he is one of their standing jokes. They call him Pompy-ompy
Pearson because they think he is too slow and pompous. George is shocked. He staggers out of
the room.
There is a knock at the door. Cyril hurries out and re-enters bringing in Mrs Fitzgerald. She
asks Mrs Pearson whether everything is all right. Cyril remarks sulkily that everything is wrong.
Mrs Pearson asks him sharply to keep quiet. Cyril walks out of the room. Mrs Fitzgerald is
surprised at this turn of events and asks Mrs Pearson nervously what she had been doing.
Mrs Pearson tells her calmly that she had just been putting them in their places, and they will
be eating out of her hand soon. Just then, George enters the room. He is looking very sullen.
Mrs Fitzgerald watches all this helplessly. She is utterly confused. She tries to stop Mrs Pearson
in vain. George and Doris are bewildered at this turn of events. They stare at Mrs Fitzgerald.
She requests them to leave her alone with Mrs Pearson and promises that everything will be
all right. George and Doris leave the room. Mrs Fitzgerald urges Mrs Pearson that they should
now regain their proper personalities.
Mrs Pearson wants to continue it a bit more but Mrs Fitzgerald would not listen to her. She says
that they are already very miserable and she cannot bear it any more. She stretches her hands
across the table eagerly. Mrs Pearson takes them. They stare at each other, and exactly as before
Mrs Pearson recites the spell. They become their proper personalities. Mrs Fitzgerald advises
Mrs Pearson not to go soft on them again, otherwise it will all have been wasted. Mrs Fitzgerald
warns her that she must not start giving explanations or ask for apologies, otherwise she will
be straight back where she was.
When Mrs Fitzgerald leaves the room, she finds George, Doris and Cyril standing in a row at
the doorway. The family looks anxiously at Mrs Pearson. She smiles. They feel much relieved
and they smile back at her. Mrs Pearson tells them what she thought they would do at night.
They would have a nice family game of rummy. Then the children could get the supper ready
while she has a talk with their father. Thus, Mrs Fitzgerald helps Mrs Pearson to become the
boss of her family. When she goes out, the family lovingly clusters around the mother.
John Boynton Priestley was an English novelist, playwright, screenwriter,

broadcaster and social commentator. His Yorkshire background is
reflected in much of his fiction, notably in ‘The Good Companions’, which
first brought him to wide public notice. He was born on September 13,
1894 in Manningham, Bradford, West Riding of Yorkshire, England and
died on August 14, 1984 in Warwickshire, England. He is noted for his
varied output and his ability for shrewd characterisation. His plays are
more varied in tone than his novels.

1. This play, written in the 1950s, is a humorous and satirical depiction of the status of
the mother in the family.
(i) What are the issues it raises?
(ii) Do you think it caricatures these issues or do you think that the problems it
raises are genuine? How does the play resolve the issues? Do you agree with the
resolution?

2. If you were to write about these issues today what are some of the incidents, examples
and problems that you would think of as relevant?
3. Is drama a good medium for conveying a social message? Discuss.
Ans. 1. (i) The main issue that the play raises is that the lady of the house, who is just like
an axis, is never given her due respect, especially, if she is a simple housewife.
The family members take her for granted. She works like an unpaid servant.
The second issue is that the mistress of the house should assert her position very
firmly to the family members. She should be ready to put across her views with
determination rather than surrender meekly.
(ii) The issues raised in the play are genuine even though they have been treated
with satire and humour. The problem that we come across in our life has been
depicted in the chapter very sensitively. The lady of the house should be the
master of the house and she should make sure that all the family members give
her the due respect and recognition that she deserves. The issue is convincingly
resolved in the play. The transformation of the personalities is symbolic. The
author has portrayed the fact that sometimes one has to put one’s foot down.
2. If I were to write about some of the relevant issues today, I won’t have to go very far.
The same incident happened in my house also. We are three brothers and sisters, all
school-going children. My father works in an office. My mother gets up early in the
morning to prepare four sets of breakfasts and tiffins. We take our time to get ready,
but if there is a delay even of five seconds on the part of my mother, we all bring
the roof down. The same ritual takes place in the evening as well. Mother gets up
before all of us and goes to bed after everyone else. We had all taken her presence
for granted. One day, my grandmother fell sick and mother had to go for two days.
Without her, the entire house looked as if it was hit by a tornado. We all waited for
her as if we were waiting for some miracle to happen. When, finally she came, we all
heaved a sigh of relief and vowed never to take her lightly.
3. Drama is a mode of representing something that is fictional through the medium of
dialogue and performance. Since it consists of both visual and auditory elements, it
is known to have a substantial effect on the minds of people. The effect is known to
be better than something that is read or just simply heard. Thus, if a social message
that holds a lot of importance is brought to life through drama, it holds immense
potential to herald a change. The play ‘Mother’s Day’ makes the viewers/readers
hear what is unsaid, feel what is not explicitly mentioned and conclude what is
right or wrong on their own. This motivates them to bring changes in their own
lives. This is the power of drama. Hence, drama can be considered a medium good
enough for conveying a social message.
1. [As she is about to rise, Mrs Fitzgerald reaches out across the table and pulls her
down.]

MRS FITZGERALD: Let ’em wait or look after themselves for once. This is where your
foot goes down. Start now. [She lights a cigarette from the one she has just finished.]
MRS PEARSON: [embarrassed] Mrs Fitzgerald—I know you mean well—in fact, I
agree with you— but I just can’t—and it’s no use you trying to make me. If I promise
you I’d really have it out with them, I know I wouldn’t be able to keep my promise.
MRS FITZGERALD: Then let me do it.
MRS PEARSON: [flustered] Oh no—thank you very much, Mrs Fitzgerald—but that
wouldn’t do at all. It couldn’t possibly be somebody else—they’d resent it at once and
wouldn’t listen—and really I couldn’t blame them. I know I ought to do it—but you
see how it is? [She looks apologetically across the table, smiling rather miserably.]
MRS FITZGERALD: [coolly] You haven’t got the idea.
(a) About whom are the women in the extract talking?
(b) What is the contrast in the personalities of the two women in the extract? Choose
the correct option.
(i) Polite vs Assertive (ii) Gentle vs Sensible
(iii) Scared vs Brave (iv) None of these
(c) Which of the following explains “This is where your foot goes down”?
(i) To physically fix your foot down to the floor
(ii) To restraint yourself against a strong person
(iii) To adopt a firm policy when faced with opposition or disobedience
(iv) To give into what is expected
(d) What does Mrs Fitzgerald mean by ‘let me do it’?
Ans. (a) The women are talking about Mrs Pearson’s family and how they would not comply
or even listen to her.
(b) (i) Polite vs Assertive
(c) (iii) To adopt a firm policy when faced with opposition or disobedience
(d) When Mrs Pearson tries to clarify what her neighbour had meant, Mrs Fitzgerald
says that Mrs Pearson had no idea. She is referring to her idea of exchanging their
personalities.
2. MRS PEARSON: I might. Who d’you think?

DORIS: [staring at her] Mum—what’s the matter with you?
MRS PEARSON: Don’t be silly.
DORIS: [indignantly] It’s not me that’s being silly— and I must say it’s a bit much
when I’ve been working hard all day and you can’t even bother to get my tea ready.
Did you hear what I said about my yellow silk?
MRS PEARSON: No. Don’t you like it now? I never did.
DORIS: [indignantly] Of course I like it. And I’m going to wear it tonight. So I want
it ironed.
MRS PEARSON: Want it ironed? What d’you think it’s going to do—iron itself?
(a) Why is Doris consistently reacting ‘indignantly’ towards her mother Mrs Pearson?
(b) Identify the tone in which Mrs Pearson talks.

(i) Cool and incisive (ii) Flattering and apologetic
(iii) Brave and strong (iv) Taunting and angry
(c) Choose the words that describe Doris’s personality on the basis of the given
extract.
(1) Spoilt (2) Independent
(3) Bad tempered (4) Kind
(i) (1) and (2) (ii) (1) and (3)
(iii) (2) and (4) (iv) (2) and (3)
(d) What does the extract reflect upon the relationship between Doris and Mrs
Pearson?
Ans. (a) Doris is consistently reacting with anger towards her mother, Mrs Pearson, as she is
acting unusual and is not complying to Doris’s demands.
(b) (i) Cool and incisive
(c) (ii) (1) and (3)
(d) Doris is a selfish child who only talks to her mother to get her work done. She takes
her mother for granted and the extract reflects that.
3. MRS FITZGERALD: I did. Twelve years I had of it, with my old man rising to be
Lieutenant Quartermaster. He learnt a lot, and I learnt a lot more. But will you make
up your mind now, Mrs Pearson dear? Put your foot down, once an’ for all, an’ be the
mistress of your own house an’ the boss of your own family.
MRS PEARSON: [smiling apologetically] That’s easier said than done. Besides I’m so
fond of them even if they are so thoughtless and selfish. They don’t mean to be...
MRS FITZGERALD: [cutting in] Maybe not. But it’ud be better for them if they learnt
to treat you properly...
MRS PEARSON: Yes, I suppose it would, in a way.
(a) What does the phrase ‘put your foot down’ suggest?
(b) “Besides I’m so fond of them even if they are so thoughtless and selfish.” In the
given line, Mrs Pearson is trying to:
(i) defend her family members
(ii) defend her own disposition
(iii) blame her subservient personality
(iv) state that she won’t be able to do anything
(c) How would you describe Mrs Pearson?
(i) pleasant, unhappy, impatient, in her forties
(ii) considerate, caring, worried, in her forties
(iii) compliant, caring, worried-looking, in her forties
(iv) pleasant, worried-looking, in her forties
(d) What do you infer from the line ‘he learnt a lot, and I learnt a lot more’?
Ans. (a) The phrase ‘put your foot down’ suggests that Mrs Fitzgerald wanted Mrs Pearson
to be more firm and assertive with her family.
(b) (ii) defend her own disposition

(c) (iv) pleasant, worried-looking, in her forties
(d) From this line, we can infer that Mrs Fitzgerald was proud and confident of her own
knowledge and experience gained from her husband’s military career.
4. MRS PEARSON: [embarrassed] Mrs Fitzgerald—I know you mean well—in fact, I
agree with you— but I just can’t—and it’s no use you trying to make me. If I promise
you I’d really have it out with them, I know I wouldn’t be able to keep my promise.
MRS FITZGERALD: Then let me do it.
MRS PEARSON: [ flustered] Oh no—thank you very much, Mrs Fitzgerald—but that
wouldn’t do at all. It couldn’t possibly be somebody else—they’d resent it at once and
wouldn’t listen—and really I couldn’t blame them. I know I ought to do it—but you
see how it is? [She looks apologetically across the table, smiling rather miserably.]
(a) How does Mrs Fitzgerald plan to help Mrs Pearson?
(b) Mrs Pearson was _____________ about Mrs Fitzgerald’s plan.
(i) excited (ii) hesitant
(iii) sure (iv) envious
(c) Select the suitable option from the given statements, based on your reading of the
extract.
(1) Mrs Pearson is not appreciative of the fact that Mrs Fitzgerald wants to teach
her family a lesson.
(2) Mrs Fitzgerald wants Mrs Pearson to get respect from her family members.
(i) (1) is false but (2) is true (ii) Both (1) and (2) are true
(iii) (2) is a fact but unrelated to (1) (iv) (1) is the cause for (2)
(d) What does the line ‘I know I ought to do it — but you see how it is’ indicate about
Mrs Pearson?
Ans. (a) Mrs Fitzgerald plans to help Mrs Pearson by swapping personalities with her and
then teaching the family a lesson.
(b) (ii) hesitant
(c) (i) (1) is false but (2) is true
(d) The line indicates that Mrs Pearson felt guilty and conflicted about her inability or
unwillingness to stand up for her family.
5. MRS FITZGERALD: [with Mrs Pearson’s personality] Oh—it’s happened.

MRS PEARSON: [complacently] Of course it’s happened. Very neat. Didn’t know I
had it in me.
MRS FITZGERALD: [alarmed] But whatever shall I do, Mrs Fitzgerald? George and
the children can’t see me like this.
MRS PEARSON: [grimly] They aren’t going to—that’s the point. They’ll have me to
deal with—only they won’t know it.
MRS FITZGERALD: [still alarmed] But what if we can’t change back? It’ud be terrible.
MRS PEARSON: Here—steady, Mrs Pearson—if you had to live my life it wouldn’t be
so bad. You’d have more fun as me than you’ve had as you.

(a) What does the phrase “Didn’t know I had it in me” suggest?
(b) In what endeavour does Mrs Fitzgerald help Mrs Pearson?
(i) To see the future (ii) To make her family treat her well
(iii) To run errands (iv) None of these
(c) Explain, ‘You’d have more fun as me than you’ve had as you’.
(d) When do Mrs Pearson and Mrs Fitzgerald get back to their original selves?
(i) When Mrs Pearson’s family gets to know about them
(ii) When they both get bored
(iii) When the situation goes out of hand
(iv) None of these
Ans. (a) The phrase ‘Didn’t know I had it in me’ suggests that Mrs Pearson (who has Mrs
Fitzgerald’s personality) was surprised and impressed by her own ability or power
to swap bodies with Mrs Fitzgerald.
(b) (ii) To make her family treat her well
(c) It means that Mrs Pearson (who has Mrs Fitzgerald’s personality) thought that the
real Mrs Pearson would be able to have a more enjoyable and exciting life as Mrs
Fitzgerald than she could have as herself.
(d) (iii) When the situation goes out of hand
1. What was Mrs Fitzgerald’s opinion of Mrs Pearson’s attitude?

Ans. Mrs Fitzgerald felt that Mrs Pearson’s attitude did no good to her family members.
Tending to their needs, taking their orders, and staying at home every night while they
went out to enjoy themselves made them spoilt.
2. What does Mrs Fitzgerald offer to do for her?
Ans. Mrs Fitzgerald sensed that Mrs Pearson was far too gentle, submissive and generous to
tackle her family. So, she offers to make them realise the error of their ways not as Mrs
Fitzgerald but as Mrs Pearson. She offers to change their bodies and then return back.
3. What is the first reaction of Doris on seeing her mother? Why?
Ans. Doris was taken aback to see her mother smoking and playing cards. When Doris asked
her what she was doing, she was startled to get the answer—‘whitewashing the ceiling.’
Moreover, her conduct was not nervous and apologetic but cool and incisive.
4. What did Doris want her mother to do? How did the mother react?
Ans. Doris wanted her mother to iron her yellow silk dress that she must wear that night. She
also wanted her mother to make tea for her. But the mother refused to make her tea
and iron her dress, telling her that she put in twice the hours Doris did but got neither
wages, nor thanks for it.
5. What did Mrs Pearson say to Doris that really bothered her?
Ans. Mrs Pearson asked where Doris would wear her yellow silk dress. She said that she
planned to go out with Charlie Spence. Mrs Pearson told her to find somebody better
and insulted Charlie Spence by calling him buck-toothed and half-witted.

6. What did Mrs Pearson say to Cyril that shocked him?
Ans. When Cyril walked in and insisted on getting the tea and his clothes ready, he was
stunned to hear that she didn’t like mending. She went on to tell him that when he does
not want to do something, he does not do it. So, she has planned to do the same. This
shocked Cyril as he could not believe his ears.
7. What is Mrs Pearson’s reaction on seeing her children giggling when she returns to
the room?
Ans. When her children were giggling, Mrs Pearson asks them the reason for their amusement.
Doris answers that she had never understood their jokes. To which Mrs Pearson retorts
rudely, saying that she was bored at their jokes even before they were born. Doris gets
tearful and Mrs Pearson blames them for being selfish about their needs.
8. What reason did she give Cyril for not making tea?
Ans. When Cyril asked for tea, as he had been working for eight hours in the day, Mrs
Pearson replied saying that she had done her eight hours and henceforth, she would
work only for forty hours a week. She declared that she would also want her two days
off on the weekend, just like them.
9. What, according to Mrs Pearson, were her plans for the weekends?
Ans. Mrs Pearson tells her children that she would have her two days off for the weekends.
She agreed to make beds and cook a little as a favour, conditional to how she was treated.
She also tells her children that in case they did not like the arrangement, she would go
elsewhere for the weekends.
10. What was the truth about Mr George Pearson that hurt him the most?
Ans. Mrs Pearson told George that he was one of the standing jokes in the club. He was called
‘Pompy-ompy Pearson’ because they thought that he was slow and pompous. She was
surprised that he spent so much time at a place where people always ridiculed him,
leaving his wife at home.
11. What were the two slips that could have let out the real identity of Mrs Fitzgerald?
Ans. Mrs Fitzgerald, in her nervousness, addresses Mr Pearson, as George. Mr Pearson is
surprised to be called by his first name, but Mrs Pearson covers it up for Mrs Fitzgerald.
Later, when Mrs Fitzgerald attempts to slap George, following an argument, the real
Mrs Pearson exclaims and calls out to her ‘Mrs Fitzgerald’, which confuses George.
12. How was the experience for the two women after the change of bodies?
Ans. The real Mrs Pearson (now Mrs Fitzgerald) had not enjoyed the experience as she had
to see her family being treated roughly and rudely by Mrs Fitzgerald. On the other
hand, Mrs Fitzgerald had enjoyed the experience, as she had been able to teach Doris,
Cyril and George Pearson a lesson to value Mrs Pearson.
13. How are Mrs Pearson and Mrs Fitzgerald contrasted?
Ans. The two ladies are sharply contrasted. Mrs Pearson is a pleasant but worried-looking
woman in her forties. She speaks in a light, flurried sort of tone, with a touch of suburban
Cockney. Mrs Fitzgerald is older, heavier and has a strong and sinister personality. She
smokes. She has a deep voice, rather Irish perhaps.

14. Who is Mrs Fitzgerald?
Ans. Mrs Fitzgerald is Mrs Pearson’s neighbour and good friend. She is also a fortune teller,
an art which she had learnt and perfected when she was in the East. She played a
significant role in changing the attitude of Mrs Pearson’s family towards her.
15. What was the style of prediction used on Mrs Pearson?
Ans. Mrs Fitzgerald is quite equivocal in her predictions. While speaking about Mrs Pearson’s
future, she states categorically that it could be a good fortune or a bad one, and what
follows would depend on Mrs Pearson herself now. It was for her to make up her mind
and then everything will be there right in front of her.
16. What is the problem that is disturbing Mrs Pearson?
Ans. Mrs Pearson devoted all her time and energy to serve her husband, son and daughter.
These thoughtless and selfish members of her family would go out every night to enjoy
themselves, leaving Mrs Pearson alone at home. She was no better than a servant in her
own home. Mrs Pearson herself was responsible for the ill-treatment, neglect and lack
of concern shown to her, because she did not develop the skill of asserting herself. She
bowed down to the demands of her family, and thus remained under everyone’s thumb
till the time she was advised by her friend to begin making changes.
17. What was the plan of action for bringing about ‘change’?
Ans. Mrs Fitzgerald tells Mrs Pearson to decide firmly and stick to her decision. The two
ladies were going to exchange their minds, making it easier for Mrs Pearson to execute
Mrs Fitzgerald’s plan. The changed Mrs Pearson’s aggressive behaviour created the
necessary drama, to make the members of the family understand the mistake they were
making.
18. What difficulties does Mrs Pearson face while dealing with the various members of
her family?
Ans. Mrs Pearson loves her husband and children too much. She found it difficult to muster
the courage to discuss the problems she had experienced with them. She only keeps
dropping hints. She hates any unpleasantness. She does not know where to start. She
doesn’t know how to begin a discussion with the other members of the family.
19. How does Mrs Pearson react to: “Then let me do it”, suggested by Mrs Fitzgerald?
Ans. Mrs Pearson is flustered when Mrs Fitzgerald offers to deal with her family members
and make them understand the need to treat her properly. She thanks her saying that
it wouldn’t do at all. They would resent being ill-treated by somebody else and wouldn’t
listen.
20. How does Doris react when she sees her mother?
Ans. Doris finds her mother smoking away—lighting a cigarette and laying out the cards on
the table. She shoots her a query about ironing her yellow silk, but feels astounded on
seeing her mother’s changed and non-cooperative behaviour.
21. Why was Doris annoyed?
Ans. Firstly, Doris was annoyed that her mother had not ironed her yellow silk dress which she
wanted to wear that night, whilst going on a date with Charlie Spence. More annoying
was that when she had returned home after working hard all day, and her mother
hadn’t bothered to get her tea ready.

22. How does Mrs Pearson refute Doris’s argument about working hard?
Ans. Mrs Pearson tells Doris that she has a good idea as to the number of hours of work Doris
puts in every day. Mrs Pearson claims that she puts in twice the hours that Doris does,
and gets no pay or gratitude for it.
23. Why was Cyril annoyed with his mother?
Ans. Mrs Pearson asks Doris if she could not find anyone better than Charlie Spence, whom
she calls buck-teethed and half-witted and added that, personally, she wouldn’t be seen
dead with Charlie Spence. At her age, she would either have found somebody better
than him or given herself up as a bad job.
24. Why was Cyril annoyed with Mrs Pearson’s attitude?
Ans. Cyril was annoyed when his mother tells him that tea was not ready and that she couldn’t
bother about preparing it. He enquires if she was unwell and then orders her to be quick
as he did not have too much time. His mother was not affected by any of his ramblings.
Another problem that annoyed the lad was that his mother had not taken out his clothes
for the night nor had she checked whether they needed mending. She was resolute on
not doing any work.
25. “That’s a nice way to talk. What would happen if we all talked like that?” says Cyril.
Explain the situation.
Ans. These words were told by Cyril, when his mother says, “Well, now I’ve decided I don’t
like mending.” She was supposed to take his clothes out and check if any of them needed
mending. In response to his words, she tells him that they all talk to her in the same
manner, and would refuse to do the work if they didn’t like to do so. She follows it up by
saying that if they were in the work place, their union would put a bar on workers doing
extra work. She says that she has now joined the movement started by such unions.
26. What changes in the behaviour of Mrs Pearson startle Doris and Cyril? What possible
reasons do they consider as being the cause?
Ans. Doris couldn’t believe her eyes when she saw her mother smoking and playing cards.
Cyril too noted the change and asked her if she was feeling ill. She looks just the same
but her behaviour is suddenly different. Cyril wonders if she could be slightly mad,
while Doris thinks that she might have had a concussion as a result of her head hitting
on something.
27. How does Mrs Pearson announce her hitherto changed working pattern to her
children?
Ans. Initially, she scolded them for their guffawing and giggling. Then she takes a dig at their
lifestyle, their practice of just coming in, asking for something, going out again and then
returning when there’s nowhere else to go. When Doris and Cyril boast of doing work
all day, Mrs Pearson tells them that she has also done her eight hours. She threatens
them that henceforth, it’s going to be a forty-hour-week for everyone. Also, that the two
days of the weekend would be off for her too.
28. “But any of you forty-hour-a-weekers who expect to be waited on hand and foot on
Saturday and Sunday, with no thanks for it, are in for a nasty disappointment,” says
Mrs Pearson. How has she planned to spend the weekends?
Ans. During the weekend, she says she might do a bit of cooking or make a bed or two as a

favour, but it would be done only if she was asked very nicely and thanked for it. The
rest of the family have to pay attention to her and show her some care and concern. She
adds that perhaps, she might go off for the weekend as it will provide her a change from
the boredom of staying indoors all the time.
29. “Well, that ought to be a nice change for you.” says Mrs Pearson. What ‘change’ does
she refer to and how does George react to it?
Ans. George finds his wife Annie (Mrs Pearson) drinking stout at the wrong time of the day.
He has never seen her doing so before. This made him confused and surprised. When
he remarked that he doesn’t like her drinking and it doesn’t look right, Mrs Pearson
replies to his chauvinistic statement by saying that it was a nice change for him, as it had
been quite a while since he was surprised at her.
30. How does the stern treatment reform the spoilt children?
Ans. The children look apprehensively at Mrs Pearson. However, they smile back at her as she
smiles. Since they are not going out, she suggests having a nice family game of rummy.
She tells the children to get the supper ready while she has a talk with their father. The
spoilt children meekly obey her. The impact of the stern treatment was impressive.
1. Write, in your words, about the conversation between Mrs Pearson and Mrs Fitzgerald
in the beginning of the play. What is the outcome of the meeting?
Ans. Mrs Fitzgerald predicts her friend, Mrs Pearson’s fate and tells her that it was high
time she asserted herself as the head of the family. Mrs Pearson says that it was not
easy because she loves her family despite the fact that they are very thoughtless and
selfish. But Mrs Fitzgerald insists that they ought to learn to appreciate her and treat her
appropriately. She tells her not to run after them and oblige them. Mrs Pearson agrees
with Mrs Fitzgerald, but wonders if anything would affect them. She is afraid of creating
unpleasantness in the family. As Mrs Pearson is about to rush off to prepare dinner for
her family, Mrs Fitzgerald comes up with an idea. She tells Mrs Pearson that they could
exchange their bodies. She then holds her hand and asks her to keep quiet for a minute.
They stare at each other and Mrs Fitzgerald mumbles ‘Arshtatta dum—arshtatta lam—
arshtatta lamdumbona…’ and they assume each other’s personality.
2. Describe Mrs Pearson’s conversation with Cyril when he walks in.
Ans. Mrs Pearson’s son, Cyril, walks in and insists on getting the tea and his clothes ready.
He reminds her of the promise she made the same morning, to mend his clothes. He is
surprised to hear that she does not like mending and that she would not do anything
that she did not want to do. Cyril could not believe his ears. Cyril again asks for the tea,
telling her that he had been working for eight hours, to which Mrs Pearson says that she
had done her eight hours and henceforth, she would work for only forty hours a week.
On weekends, she would also have her two days off. She might make a bed or two and
do a bit of cooking as a favour, but that would be conditional on them asking her very
nicely and thanking her for everything. Cyril and Doris are surprised and wait for their
father to arrive.

3. Pick out the instances that bring out the element of humour in the play.
Ans. The play is a light-hearted comedy. A mother, Mrs Pearson, succeeds in changing the
attitude of her family by exchanging her body with her friend, Mrs Fitzgerald, a bold
and assertive woman, thus, introducing humour in the play. After their spirits change,
Mrs Pearson notices the cigarette and snatches it off Mrs Fitzgerald, while the latter
looks down at her changed body and screams out of fright. Mrs Pearson answers her
daughter’s query sarcastically, that she was whitewashing the ceiling. Mrs Pearson insults
Doris’s date, comically, calling him ‘buck-toothed and half-witted’. Cyril is told that she
does not ‘like mending’ his clothes, stunning him to silence. When Mrs Pearson walks
out, Doris and Cyril laugh at the idea of her having gone crazy and decide to wait till
their father comes. She tells George that he was a standing joke in the club and was
called ‘Pompy-Ompy-Pearson’ because they thought that he was slow and pompous. She
also mocks him saying that he was George, and not the Duke of Edinburgh.
4. What is the reaction of Doris and Cyril to the unusual behaviour of their mother?
Ans. Both Doris and Cyril are astonished at the unusual behaviour of their mother. She
has always been very kind and affectionate, meek and submissive. But now she is very
cold and indifferent, and seems to be in a defiant mood. She has not bothered to get
tea ready for them and tells them to help themselves. When Doris asks her to iron her
yellow silk, she refuses to oblige. She has not cared to put Cyril’s things out, though
she had promised that morning to look through them in case there was any mending.
They are astonished to hear that mother, who has been running after them all the time
taking their orders, now proposes to work forty hours a week and have two days off
from household chores. They are against her drinking stout. As far as they know her,
she has never tasted stout. They thought that they had done something wrong and that
she was offended with them. But now they realise that there is something wrong with
their mother. Doris thinks that she might have hit her head and got some violent shock,
but her idea seems too far-fetched to Cyril. Nevertheless, they laugh to think how she
would behave when Dad comes home.
5. Sketch the character of Mrs Pearson.
Ans. The character of Mrs Pearson can be best studied in three parts: (a) before she changes
her personality with that of Mrs Fitzgerald; (b) after she changes her personality with
Mrs Fitzgerald; and (c) after she becomes her proper personality. Before Mrs Pearson
changes her personality with that of Mrs Fitzgerald, she is an ideal housewife. She spends
all her time in looking after her family, waiting on them like a servant and meeting
all their needs. She suffers in silence and does not express her resentment for fear
of creating any unpleasantness in the house. After changing her personality with Mrs
Fitzgerald, she is bold and defiant. She refuses to obey their orders. She speaks to them
impudently and shows them their proper place in the family. After Mrs Pearson gets
back into her original personality, we note a marked change in her behaviour. She is no
longer meek and submissive and docile. She knows how to tackle them with just a look
or a tone of voice. She is now the mistress of the house who could be tough with them if
she wanted to be.
6. Write a note on the title of the play ‘Mother’s Day’.
Ans. The title of the play is quite appropriate. It sums up the theme and action of the play
which revolve around a mother. The playwright confronts us at the outset with the

problems the mother faces from her grown-up children and their father. The technique
employed to tackle the spoilt children and the grown-up man is quite amusing and
thought-provoking. The bold and dominating mother acts tough with the children and
makes them realise the need of proper attention towards their mother. They are made
to learn lessons in courtesy and polite behaviour not only towards the mother but also
towards the visiting neighbour as well. The mother certainly has her day as the children
learn to treat her properly. The supper being prepared by the children, their stay at
home and the family game of rummy, are rare gifts that the mother receives on that
important day.
7. What has the author tried to convey in the play ‘Mother’s Day’?
Ans. The theme of the play is the status of women in their own household. The housewife
serves the members of her family with complete devotion, sincerity and love. However,
she is never given the regard, attention or thanks due to her. Her selflessness and
eagerness to please everyone eternally, reduces her quite unfortunately to the rank of an
unpaid domestic help. Instead of being politely spoken to, she is ordered or instructed
to do things. She is never appreciated for the efforts she puts in to make everyone in
her house safe, comfortable and happy. The author has presented this concern through
the characters of the Pearson family. Mrs Pearson is the harassed mother. Her daughter
Doris, son Cyril and husband George take her services for granted and they come across
as thoughtless and selfish people. The author introduces a humorous twist in the story
by causing an interchange of personalities and subjects the family members to harsh
treatment. This was meted out to them by the personality of Mrs Fitzgerald (in the
body of Mrs Pearson). The conclusion of the story is that the trick worked wonders and
changed the Pearson family to a great degree.
8. “The shock treatment makes the thoughtless and selfish persons realise the real
position of the lady of the house.” How far do you agree with the statement? Give
reasons for your answer. (Constructed Response Question)
Ans. This statement is certainly worth agreeing upon. Drastic measures need to be taken to
solve stubborn problems. The thoughtless, selfish and spoilt members of the Pearson
family do not understand the language of love and affection. When Mrs Fitzgerald’s
spirit entered her body, Mrs Pearson imbibed her bold and dominating personality
and toughness. This enabled to make the family realise their mistakes. Doris was the
first to receive a lesson on civility and politeness. The criticism of her boyfriend was an
unexpected experience which she found difficult to digest, compared to the issue with
the yellow silk dress. Cyril is also told to help himself. The mother’s declaration that she
too will henceforth work forty hours a week, have the weekends off and go somewhere
to enjoy herself came as a bolt from the blue. The balloon of her husband’s ego was
punctured by disclosing to him how people at the club made fun of him. In the end,
all the three members come around and showed their willingness to obey, respect and
appreciate the woman of the house.
9. Analyse the role of Mrs Fitzgerald in the play.
Ans. Mrs Fitzgerald plays a very important role in the play. She is introduced as a fortune
teller and the next-door neighbour of the Pearsons. It is through the initial conversation
between her and Mrs Pearson that we come to know the problems that Mrs Pearson faces.
Mrs Fitzgerald analyses the situation quite objectively and becomes the playwright’s

mouthpiece. As Mrs Pearson does not have the guts to stand up for herself, Mrs Fitzgerald
suggests a novel approach—an exchange of personalities. Now Mrs Pearson, with the
personality Mrs Fitzgerald, puts the plan of reformation in action. She smokes, drinks
and plays cards. All this unusual behaviour is noticed by the family. She further shocks
them by being tough with them both in words and actions. She asks them to fend for
themselves. She clearly tells them that she has already worked for more than eight hours
that day. She is equally blunt with Mr George Pearson, who goes away every evening
to the club, leaving his wife alone at home. She reveals to him how the people at the
club make fun of him. In short, she makes them realise their responsibility towards the
mother. In the end, she performs the exchange of personalities once again. Thus, Mrs
Fitzgerald uses her powerful personality to transform the frustrating and insipid life of
her friend, Mrs Pearson with ease.
10. How does the play ‘Mother’s Day’ end? Describe.
Ans. Mrs Pearson is reinstated as the matriarch of the family. This was accomplished by the
efforts taken by her friend Mrs Fitzgerald. Left to herself, the passive, humble lady
would have continued to live the life of a decorated maid. A few hours of planned drama
changes the character of three rigid, selfish and opportunistic family members with
amazing ease. This was made possible because of the acquired skills of Mrs Fitzgerald
in fortune telling and exchanging spirits. She exchanged her spirit with her friend and
actually made the day a Mother’s Day. The events of the day were resolved to be kept as
a secret between the friends. Mrs Fitzgerald leaves for her home with an advice to her
friend to build up on the foundation of change that had been very strongly set. The play
ends on a beautiful note, when the family decides to spend quality time in each other’s
company, with food and games.

1. MRS PEARSON: Yes, thank you, Mrs Fitzgerald. I’m much obliged, I’m sure. It’s
wonderful having a real fortune-teller living next door. Did you learn that out East,
too?
MRS FITZGERALD: I did. Twelve years I had of it, with my old man rising to be
Lieutenant Quartermaster. He learnt a lot and I learnt a lot more. But will you make
up your mind now, Mrs Pearson dear? Put your foot down, once an’ for all, an’ be the
mistress of your own house an’ the boss of your own family.
(a) What does Mrs Pearson find so wonderful?
(b) To whom does ‘old man’ refer to in the given extract?
(c) Mrs Fitzgerald learnt the art of _____________ in the East.
(i) Ouija board (ii) fortune telling
(iii) horoscope reading (iv) both (ii) and (iii)

(d) Which of the following has INCORRECT use of ‘once and for all’?
(i) I have settled the dispute once and for all.
(ii) I have sold my house once and for all.
(iii) I have decided to study medicine once and for all.
(iv) I have cooked my food once and for all.
2. MRS FITZGERALD: [alarmed] But whatever shall I do, Mrs Fitzgerald? George and
the children can’t see me like this.
MRS PEARSON: [grimly] They aren’t going to—that’s the point. They’ll have me to
deal with—only they won’t know it.
MRS FITZGERALD: [still alarmed] But what if we can’t change back? It’ud be terrible.
MRS PEARSON: Here—steady, Mrs Pearson—if you had to live my life it wouldn’t be
so bad. You’d have more fun as me than you’ve had as you.
(a) Who is George?
(b) Why would Mrs Pearson have more fun as Mrs Fitzgerald than she’d have as
herself?
(c) In the first line of the extract, why is Mrs Fitzgerald addressing herself?
(i) She is actually Mrs Pearson after switching her personality with Mrs Fitzgerald.
(ii) She has become insane.
(iii) She didn’t know what she was blabbering.
(iv) She has split personality disorder.
(d) Which of the following means the same as ‘complacently’?
(i) Considerately (ii) Cunningly
(iii) Casually (iv) Alarmingly
3. CYRIL: Now you shouldn’t have told him that, Mum. That’s not fair. You’ve hurt his
feelings. Mine, too.
MRS PEARSON: Sometimes it does people good to have their feelings hurt. The
truth oughtn’t to hurt anybody for long. If your father didn’t go to the club so often,
perhaps they’d stop laughing at him.
(a) “You’ve hurt his feelings.” Whose feelings are hurt?
(b) What was told to him to hurt his feelings?
(c) What possible solution did the lady give for George’s problem?
(i) He should fight with his friends.
(ii) He should call up his friends and ask for clarification.
(iii) He should visit the club less often.
(iv) He should work out to improve his personality.
(d) In the given extract, Mrs Pearson sounds:
(i) wise (ii) humorous
(iii) gloomy (iv) sincere

1. What social message does the play, ‘Mother’s Day’ convey? How relevant is it in the
present day context? (Constructed Response Question)
2. Rationalise the theme of the play, ‘Mother’s Day’.
3. Was it necessary for Doris to cry? (Constructed Response Question)
4. What changes do you observe in the Pearson family by the end of the play?
5. Does the ending of the play provide a feasible solution? Discuss.

1. Do you think that the issues raised in the play have relevance to every generation of
mankind? Give reasons. (Constructed Response Question)
2. The play is an ironical portrayal of the status of the mother in a family. Do you agree?
Give reasons. (Constructed Response Question)
3. A mother’s work is never ending. Explain with reference to the play and your own life
experiences. (Constructed Response Question)
zzz

SNAPSHOTS
4 Birth — A.J. Cronin
Introduction
‘Birth’ is an excerpt from “The Citadel” that revolves around Andrew Manson who just graduated from
medical school. It is an account of how the newly graduated medical practitioner helped in bringing Joe
and Susan’s child into this world despite going through a tough time with his girlfriend, Christine. The story
begins with Andrew Manson, who has just begun his medical practice in the small Welsh mining town of
Blaenelly. When he returns from a terrible evening with his girlfriend, Christine, Joe Morgan approaches
him to help in the delivery of his wife. Dr Andrew Manson has to put in much labour in the delivery, as the
mother requires much attention before she is revived. Moreover, the baby was not breathing at birth. Using
all his knowledge and intuition, Dr Andrew Manson makes more efforts to revive the child. After almost half
an hour of frantic efforts, he succeeds and gains a sense of achievement.
The chapter ‘Birth’ shows us that it is important to keep going, in order to accomplish every deed no matter
what adversities we come to face. It is only when we do this that we are blessed with the realisation of the
significance of the experience that has been given to us. A doctor has the capability of saving a life and if
he lets his personal woes get the better of him, the life would be lost. Each and every birth is significant
because each and every human being is special and different. We need to be aware of the gifts with which
we have been blessed and live every day according to our potential.
Summary
Dr Andrew had recently graduated from medical college. He was practising as an assistant to
Dr Edward Page in a small Welsh mining town named Blaenelly. One night, he was returning
home when he found Joe Morgan waiting for him outside his home. He had been there for
more than an hour. He looked relieved to see the doctor. He informed the doctor that he was
needed at their home as his wife was expecting to deliver a baby after almost 20 years of their
marriage. Dr Andrew asked him to wait for a few minutes. He went inside, got his medical bag,
and set out for Joe Morgan’s house. Joe Morgan stopped outside the house and requested Dr
Andrew to go inside alone. Through a narrow staircase, the doctor reached a small, clean but
scantily furnished room. He found two women beside the patient—Susan Morgan’s mother,
a tall, grey-haired woman of nearly seventy, and an elderly midwife. Susan’s mother offered
him a cup of tea. So, Dr Andrew sensed that she didn’t want him to leave, as there would be a
waiting period. Dr Andrew was tired but still decided to stay. An hour later, he went to check
the patient and came down. The restless footsteps of Joe Morgan could be heard as he paced
the street outside. Dr Andrew was so deep in his thoughts that the voice of the old lady (Susan
Morgan’s mother) surprised him. She informed him that her daughter didn’t want him to give

her chloroform if it would harm the baby. Dr Andrew replied that it would do no harm. Just
then, he heard the midwife’s voice. It was half-past three and Dr Andrew perceived that it was
time for him to start working on the delivery. After a harsh struggle for an hour, the child was
born, a perfectly formed boy. Unfortunately, it was not breathing. A shiver of horror passed
over Dr Andrew. He wanted to resuscitate the child, but the mother herself was in a very
desperate state. He gave the child to the midwife and turned his attention to Susan Morgan, the
mother, who was lying unconscious. Her pulse was slow and her strength was reducing. After a
few minutes of continuous efforts, he stabilised her by giving her an injection. Then, he asked
for the child. The midwife had kept the child under the bed, presuming him to be dead. Dr
Andrew pulled out the child. His head was hanging loosely and the limbs seemed boneless. He
concluded that the child was suffering from asphyxia pallida (an abnormal medical condition
in a newly born baby). Dr Andrew recalled a case he had once seen in the Samaritan (a medical
journal) and the treatment that was given. He asked the midwife to quickly get hot water and
cold water in two bowls.
He started plunging the child once into the icy water and then into the steaming bath alternately.
Fifteen minutes passed and nothing happened. Dr Andrew was getting frustrated. He could see
the unbelieving faces of the midwife and the old lady, but he continued his efforts. Dr Andrew
started rubbing the child’s chest with a rough towel and thumping his little chest, trying to get
breath into that limp body. Then, as if by a miracle, the child’s chest began moving. Dr Andrew
felt weak and nervous at the site of life springing under his hands. Life came to the child’s
limbs, his head became erect, the skin started turning pink and suddenly, the child cried. The
midwife exclaimed with tears of happiness in her eyes that the child was alive.
After such a frantic effort and its success, Dr Andrew felt weak and speechless. The old woman,
Susan’s mother, was still standing against the wall, praying. Andrew went downstairs and said
that he would fetch his bag later on. He found Joe Morgan still waiting with an anxious, eager
face. Dr Andrew gave him the happy news that both the mother and the baby were all right.
Andrew was really happy and exclaimed, “Oh God! I’ve done something real at last.” He had
achieved a feat in medical history which would certainly brighten his future.
A.J. Cronin was a Scottish physician, novelist, dramatist, and non-fiction

writer. He was born on July 19, 1896 in Dunbartonshire, Scotland. In 1914,
he entered Glasgow University to study medicine, but his studies were
interrupted by World War I, in which he served in the British Navy as a
surgeon sub-lieutenant. A.J. Cronin was one of the most renowned storytellers
of the twentieth century. His best-known works are ‘The Citadel’ and ‘The
Keys of the Kingdom’, both of which were made into Oscar-nominated films.

1. “I have done something; oh, God! I’ve done something real at last.” Why does Andrew
say this? What does it mean?
2. There lies a great difference between textbook medicine and the world of a practising
physician. Discuss.
3. Do you know of any incident when someone has been brought back to life from the
brink of death through medical help. Discuss medical procedures such as organ
transplant and organ regeneration that are used to save human life.
Ans.
1. Andrew said that he had done something real at last because he had handled a
tough situation. He had been successful in saving both – the mother and the child.
It was a complicated delivery and having accomplished it successfully made him feel
that he had done something worthwhile. Doing something real at last means that
Andrew felt content and jubilant at his own efforts and the achievement.
2. Textbook medicine gives knowledge about medicines, diseases, human anatomy
and treatments. However, it does not teach you how to handle stressful situations.
A practising physician has to work in various odd situations. His skills of endurance
and medical expertise are tested in such situations. So, textbook medicine and the
world of a practising physician are very different from each other.
3. Yes, once my neighbour was in a critical condition. He had a heart attack and was
rushed to the hospital. Timely medical help saved his life. He underwent a heart
surgery and now, he is hale and hearty. Medical procedures like organ transplant
and organ regeneration are very beneficial for people. Many people donate their
organs also, so that these can be of help to others. Organ transplant has a good
success rate and many people opt for it. The procedure gives them a new life and
a needy person gets financial help in return. However, just like other things, the
business of organ donation and transplant has become a money making industry
with a lot of exploitation of people.
1.
“Eh, Doctor, I’m glad to see you. I been back and forward here this last hour. The missus
wants ye — before time, too.” Andrew, abruptly recalled from the contemplation of
his own affairs, told Morgan to wait. He went into the house for his bag, then together
they set our for Number 12 Blaina Terrace. The night air was cool and deep with
quiet mystery. Usually so perceptive, Andrew now felt dull and listless. He had no
premonition that this night call would prove unusual, still less that it would influence
his whole future in Blaenelly.
(a) What is the name of the doctor?
(i) Andrew (ii) Morgan
(iii) Blaina (iv) Blaenelly
(b) Why does Morgan say that the missus wants the doctor “before time”?
(i) She is in a hurry. (ii) She is in labour.
(iii) She is in pain. (iv) She is in danger.
(c) What does the phrase ‘contemplation of his own affairs’ suggest about Andrew?
(d) Pick an evidence from the extract that shows that Andrew was not expecting
anything unusual to happen during his night call.
Ans. (a) (i) Andrew
(b) (ii) She is in labour.
(c) The phrase ‘contemplation of his own affairs’ suggests that Andrew was preoccupied
with his personal problems.

(d) The line “He had no premonition that this night call would prove unusual, still less
that it would influence his whole future in Blaenelly” shows that Andrew was not
expecting anything unusual.
2.An hour later he went upstairs again, noted the progress made, came down once
more, sat by the kitchen fire. It was still, except for the rustle of a cinder in the grate
and the slow tick-tock of the wall clock. No, there was another sound – the beat of
Morgan’s footsteps as he paced in the street outside. The old woman opposite him sat
in her black dress, quite motionless, her eyes strangely alive and wise, probing, never
leaving his face.
(a) Who is ‘he’ in the extract?
(i) Andrew (ii) Morgan
(iii) Blaina (iv) Blaenelly
(b) What does the phrase ‘noted the progress made’ imply about the situation upstairs?
(i) The situation was improving. (ii) The situation was worsening.
(iii) The situation was unchanged. (iv) The situation was unknown.
(c) What does the sound of Morgan’s footsteps as he paced in the street outside
suggest?
(d) What does the term ‘black dress’ indicate about the old woman?
Ans. (a) (i) Andrew
(b) (i) The situation was improving.
(c) The sound of Morgan’s footsteps as he paced in the street outside suggests that he
was anxious or restless.
(d) The term ‘black dress’ indicates that the old woman was mourning or grieving.
3.As he gazed at the still form a shiver of horror passed over Andrew. After all that he
had promised! His face, heated with his own exertions, chilled suddenly. He hesitated,
torn between his desire to attempt to resuscitate the child, and his obligation towards
the mother, who was herself in a desperate state. The dilemma was so urgent he did
not solve it consciously. Blindly, instinctively, he gave the child to the nurse and
turned his attention to Susan Morgan who now lay collapsed, almost pulseless, and
not yet out of the ether, upon her side. His haste was desperate, a frantic race against
her ebbing strength.
(a) What does the phrase ‘still form’ refer to in the extract?
(i) The child (ii) The nurse
(iii) The mother (iv) The doctor
(b) What does the term ‘frantic race’ indicate about the doctor’s actions?
(c) What had Dr Manson promised to the Morgans?
(i) A Doctor’s Tragic Failure (ii) A Doctor’s Difficult Choice
(iii) A Doctor’s Heroic Effort (iv) A Doctor’s Ethical Dilemma
Ans. (a) (i) The child
(b) The term ‘frantic race’ indicates that the doctor’s actions were fast and desperate.

(c) Dr Manson had promised a safe delivery of the child and mother to the Morgans.
(d) (ii) A Doctor’s Difficult Choice
4.
Snatching a blanket, he laid the child upon it and began the special method of
respiration. The basins arrived, the ewer, the big iron kettle. Frantically he splashed
cold water into one basin; into the other he mixed water as hot as his hand could bear.
Then, like some crazy juggler, he hurried the child between the two, now plunging
it into the icy, now into the steaming bath. Fifteen minutes passed. Sweat was now
running into Andrew’s eyes, blinding him. One of his sleeves hung down, dripping.
His breath came pantingly. But no breath came from the lax body of the child.
(a) Which method was used by the doctor on the child?
(i) Special method of respiration (ii) Mouth-to-mouth
(iii) Oxygen mask (iv) Inhaler
(b) What does the phrase ‘crazy juggler’ imply about the doctor’s actions?
(i) He was throwing things in the air.
(ii) He was moving things quickly and skillfully.
(iii) He was doing something dangerous and risky.
(iv) He was entertaining someone with his tricks.
(c) Which line from the extract shows that the doctor was exhausted?
(d) What does the term ‘plunging’ indicate?
Ans. (a) (i) Special method of respiration
(b) (ii) He was moving things quickly and skillfully.
(c) The line “Sweat was now running into Andrew’s eyes, blinding him. One of his
sleeves hung down, dripping. His breath came pantingly” shows that the doctor was
exhausted.
(d) The term ‘plunging’ indicates the doctor’s movements which were sudden and
forceful.
5.
Andrew handed her the child. He felt weak and dazed. About him the room lay in
a shuddering litter: blankets, towels, basins, soiled instruments, the hypodermic
syringe impaled by its point in the linoleum, the ewer knocked over, the kettle on its
side in a puddle of water. Upon the huddled bed the mother still dreamed her way
quietly through the anaesthetic. The old woman still stood against the wall. But her
hands were together, her lips moved without sound. She was praying.
(a) Who is ‘her’ in the first sentence of the extract?
(i) The child (ii) The nurse
(iii) The mother (iv) The old woman
(b) What was the condition of the room?
(c) What does the term ‘huddled bed’ indicate about the mother’s position?
(d) Which of the following titles best suggests the central idea of the extract?
(i) A Doctor’s Relief and Shock (ii) A Doctor’s Joy and Pride
(iii) A Doctor’s Guilt and Shame (iv) A Doctor’s Fear and Doubt

Ans. (a) (ii) The nurse
(b) The room was quite chaotic and messy.
(c) The term ‘huddled bed’ indicates that the mother’s position was curled up.
(d) (i) A Doctor’s Relief and Shock
1. Susan’s mother was wise in experience. What hints did she give of her wisdom?
Ans. Susan’s mother was a tall, grey-haired woman of nearly seventy. From her personal
experience, she knew that the childbirth would take some time. She was wise enough to
fear that Dr Andrew might not wait for long. So, she tried to make him stay by offering
him tea and sitting beside him.
2. Dr Andrew faced the biggest dilemma of his life that night. How did he act and save
two lives?
Ans. Dr Andrew was called to supervise the first and crucial delivery of Susan Morgan. He
was tensed and short of sleep. Still, he decided to wait. He promised Joe and his wife
that everything would go well. But he became nervous to find both the mother and her
baby in trouble. He first gave an injection to Susan. Next, he lifted the stillborn baby,
put him in hot and cold water alternately, and pressed the child’s chest continuously.
Luckily, he saved both of them.
3. Comment on the behaviour and role of the midwife attending on Susan Morgan.
Ans. The midwife attending on Susan showed lack of experience and professional attitude.
She declared at once that the baby was stillborn. She pushed it under the bed. Even
when Andrew was trying to bring back life into the baby, she showed disbelief and even
discouraged him from making feverish efforts. The cry of the baby made her exclaim
with joy.
4. What did Andrew do to restore life in the stillborn child?
Ans. Andrew recalled a similar case in the past. He gave the same treatment to the stillborn
baby. He asked for warm and icy cold water. He placed the baby in cold and warm water
alternately. He rubbed the child with a rough towel, pressed, and released the little chest
with his hands. After trying hard for more than half an hour, the miracle happened. The
baby’s skin turned pink and it started to cry.
5. Describe the moment when the stillborn child gave a short heave and slowly revived.
Ans. Andrew, for a while, felt beaten and disappointed. But he made one last effort. He
pressed the baby’s chest gently and then released it. The technique was successful. He
felt the little heart beating. A bubble of mucus came from one nostril. The child was
gasping and then started crying.
6. Who was Joe Morgan? Why had he been waiting for Dr Andrew Manson?
Ans. Joe Morgan was a driller in Blaenelly, a mining town. He was a big, strong and heavy
middle-aged man. Joe and his wife, Susan, who had been married for nearly twenty
years, were expecting their first child. Joe was waiting for the doctor to help Susan in
the delivery of the child.

7. Where did Joe lead Andrew? Why did he not go in with the doctor?
Ans. Joe Morgan led Andrew to his house, Number 12 Blaina Terrace. His wife was about to
deliver their first child after being married for nearly twenty years. Joe was quite tensed.
He refused to go inside the house. Even his voice showed signs of strain.
8. “Don’t fret, mother, I’ll not run away”. Why do you think Andrew said so?
Ans. Mrs Morgan’s mother offered to make a cup of tea for the doctor. The experienced
woman had realised that there must be a period of waiting. She was afraid that the
doctor would leave the case saying that he would return later.
9. Why did Andrew decide to remain there until everything was over?
Ans. Andrew had reached Bryngower at about midnight. He was very worried and upset.
He needed some rest and sleep. He knew that he could not sleep even for an hour if he
went home. Secondly, he knew that the case would demand all his attention. Though he
felt lethargic, he decided to remain there until everything was over.
10. What did the stillborn baby look like when Andrew turned his attention to it?
Ans. The baby’s body was perfectly formed. His limp, warm body was white and soft. The
head lolled on the thin neck. The limbs seemed boneless. His whiteness showed that he
suffered from ‘asphyxia pallida’ which meant lack of oxygen in the blood.
11. Why did a shiver of horror pass over Andrew?
Ans. Dr Andrew struggled for more than an hour to help the mother Susan Morgan safely
deliver the baby. But when the child was born he was lifeless. As Andrew gazed at the
still born baby, a shiver of horror passed over him.
12. “Andrew now felt dull and listless.” Give two reasons.
Ans. On Joe Morgan’s call, Andrew, along with Joe, set out for Joe’s house. The night air was
cool and deep with quiet mystery but Andrew felt dull and listless because it was past
midnight and he was reflecting about his own relationship with Christine, the girl he
loved.
13. What did Andrew notice as he entered Joe’s house?
Ans. As Andrew entered the door of Number 12, he saw a narrow stair which led up to a small
bedroom, clean but poorly furnished, and lit only by an oil lamp. Here, Mrs Morgan’s
mother, a tall, grey-haired woman of nearly seventy, and a stout, elderly midwife waited
beside the patient.
14. What was the old woman’s fear? How did Andrew reassure her?
Ans. When the old woman returned with a cup of tea, Andrew smiled faintly. He noticed that
the old woman, wise in experience, had realized that there must be a period of waiting.
She was afraid that he would leave the case, saying that he would return later. But he
assured her that he would not run away.
15. What were the only sounds that Andrew heard in the thick of the night?
Ans. As Andrew sat by the kitchen fire, he noticed that it was a still night. The only sound that
he could hear was the crackle of embers in the fireplace, the slow tick-tock of the wall
clock and Morgan’s footsteps as he moved to and fro in the street outside.

16. What was weighing on Andrew’s mind as he waited with the patient?
Ans. Andrew’s thoughts were heavy and muddled. The episode he had witnessed at Cardiff
station still gripped him and made him gloomy. He thought of Bramwell, foolishly
loyal to a woman who deceived him. He thought of Edward Page, tied to the shrewish
Blodwen and of Denny, living unhappily, apart from his wife.
17. Why does the writer say that the old woman’s ‘meditation had pursued a different
course’?
Ans. While Andrew was thinking about the futility of marriage and relationships, the old
woman was thinking about her daughter. She was concerned about both the mother and
the child. She said that her daughter, Susan, did not want chloroform if it would harm
the baby. She really looked forward to the birth of the child.
18. What dilemma was Andrew caught in? How did he resolve it?
Ans. After an hour-long struggle, the child was born lifeless and the mother was in a critical
state. Andrew was torn between his desire to save the child, and his obligation towards
the mother. Instinctively, he gave the child to the nurse and turned his attention to
Susan Morgan.
19. How did he revive the mother?
Ans. To revive Susan Morgan, who lay collapsed and almost pulseless, Andrew smashed a
glass ampule instantly, and injected the medicine. Then he flung down the hypodermic
syringe and worked ceaselessly to revive the almost lifeless woman. After a few minutes
of intense effort, her heart strengthened and she was safe.
20. What did Andrew think was wrong with the child? What did he do?
Ans. Andrew saw that the child was a perfectly formed boy. The head lolled on a thin neck
and the limbs seemed boneless. He knew that the whiteness meant asphyxia pallida. He
remembered the treatment used for a similar case he had seen in the Samaritan. He
applied the same to the stillborn child.
21. What was the treatment given to the child?
Ans. Andrew hurried the child from one basin filled with cold water to the one with warm
water. He continued his efforts for half an hour, to no avail. Lastly, he rubbed the child
with a rough towel, crushing and releasing the little chest with both his hands, till the
child finally gave a cry.
22. Why was Andrew so serious and overwrought that particular evening?
Ans. That evening Andrew was tense and serious. He had a disappointing evening with his
girlfriend Christine. Moreover, he had seen some painful incidents of husbands suffering
at the hands of their wives. He was short of sleep as well.
23. Who was Joe Morgan? Why was he waiting anxiously for Dr Andrew that night?
Ans. Joe Morgan was in dire need of Dr Andrew’s help. His wife Susan was in labour. She was
going to deliver their first child after 20 years of marriage. Joe and Susan were keen to
have the child delivered safely. So he stood waiting anxiously for the doctor.

1. Why was Andrew feeling so dull and listless that evening? How did that evening
influence his whole life and career?
Ans. Andrew returned home after midnight. His experience with Christine that evening
was not a happy one. Moreover, several episodes of unhappy married couples also
saddened him. Outside his house was Joe Morgan, waiting anxiously for the doctor. He
led Andrew to his house where his wife Susan was in labour. Andrew decided to wait and
give medical aid. He had no idea that the incident of that night would give him not only
supreme satisfaction but also name and fame. He worked very hard and intelligently
saved the life of the mother as well as her stillborn child.
2. Why was Andrew Manson called in? How did he react to the call of duty?
Ans. Andrew Manson had just begun his medical practice in the small Welsh mining town of
Blaenelly. He was called in to attend to Susan Morgan, who was expecting her first child
after being married for nearly twenty years. Her husband, Joe Morgan had been waiting
for an hour outside the closed surgery. It was nearly midnight when Andrew reached
there. As Joe informed Andrew of his wife’s condition, Andrew forgot his own affairs
and immediately left for the driller’s place. Since his services were not immediately
needed by the expecting mother, he decided to wait downstairs. He re-examined her
after an hour. It was at 3:30 a.m. when the nurse summoned him. He struggled for an
hour before the child was born. Then he worked feverishly to revive the weak mother
and the stillborn child. He had to use all his knowledge and experience. He did not
pay attention to his own physical tiredness or mental tension. Duty came first and he
responded to it with single-minded devotion.
3. Give a brief account of the efforts made by Andrew to revive the stillborn baby.
Ans. A shiver of horror passed over Andrew as he gazed at the still form of the newborn baby.
Though it was a perfectly formed boy, its limp, warm body was white. The whiteness
meant suffocation caused by lack of oxygen. Andrew remembered the treatment given
to such a case in the Samaritan. Before the hot and cold water came that he had asked
for, he laid the child upon a blanket and gave it artificial respiration. Then he dipped
the child alternately in hot and cold water, and rubbed it with a rough towel. Then he
pressed and released his chest till it heaved up. It was followed by other heaves. Andrew
redoubled his efforts. The child started gasping. A bubble of mucus came from one tiny
nostril. The pale skin turned pink. The limbs were no longer boneless. His head did not
lie back spinelessly. The child gave a cry. It came alive.
4. Compare and contrast Andrew’s emotional, mental and physical state at the beginning
of the story and at the end.
Ans. At the beginning of the story, Andrew is physically tired and emotionally upset. He
has just returned from a disappointing evening with Christine, the girl he loved. His
thoughts are heavy and muddled. The episode he had witnessed at Cardiff station
still filled his mind with sadness. Though he thought of marriage as a blissful state, he
couldn’t help remembering the miserable failure of many marriages. At the end of the
story, Andrew is physically exhausted but emotionally cheerful and mentally alert. His
mind is filled with joy and self-satisfaction. He has performed an unusual feat, no less

than a miracle. He calls upon God as witness to the fact that he has done something real
at last. This sense of achievement helps him overcome his physical fatigue. His sense of
duty towards his patients helps him to attend to them whole-heartedly. He forgets his
personal feelings and thinks only of reviving the patients.
5. What impression do you form of Andrew Manson on the basis of the story, ‘Birth’?
Ans. Andrew Manson is a young man who has recently qualified as a doctor and started his
medical practice as an assistant to Dr Edward Page in a small Welsh mining town of
Blaenelly. He is in love with Christine and thinks of marriage as an idyllic state. His heart
is overflowing with love. His steady mind helps him see the marriages of many couples
as dismal failures. Andrew is mature enough to keep his private and professional lives
apart. Once confronted with his responsibility, he discharges his obligations to his utmost
capacity. He is duty conscious and believes in practical approach. He is pragmatic and is
not afraid to try unique methods. Andrew has a tender heart. He is aware of the feelings
of others. He knows how deeply Susan loved her newborn baby. He has a polite and
reassuring tone. On the whole, Andrew impresses us as a dedicated doctor.
6. “He had no premonition that this night call would prove unusual, still less that it
would influence his whole future in Blaenelly.” What was the unusual event in store
for him?
Ans. At nearly midnight, when Andrew reached Bryngower, he found Joe Morgan waiting
for him. Joe and his wife had been married for nearly twenty years, and were expecting
their first child. He accompanied Joe to his place where after an hour-long harsh
struggle, the child was born lifeless and the mother was in a critical state. Andrew was
torn between his desire to save the child and his obligation towards the mother. After he
revived Susan Morgan, he turned his attention to the child. It was a perfectly formed
boy, but asphyxiated (unable to breath). He struggled to save the child and was finally
successful. Having saved two lives in the course of the night, his future in Blaenelly
seemed to hold promise.
7. Andrew’s visit to the Morgan’s gave him pleasure and satisfaction that he had not
achieved earlier. Justify.
Ans. At half past three, after an hour’s difficult struggle, the child was born lifeless. Andrew
attempted to revive the mother who lay collapsed and almost pulseless. He injected the
medicine and struggled to restore the lifeless Susan Morgan, and after a few minutes
of intense effort, her heartbeat became steady. Andrew then turned his attention to the
lifeless baby. He inferred that the condition was caused by lack of oxygen in the baby’s
blood. He initiated the artificially induced method of respiration. Pouring cold water
into one basin and warm into the other, he rushed the child, from one basin to the next,
for fifteen minutes. As his last resort, he rubbed the child with a rough towel, crushing
and releasing the little chest with both his hands, trying to get breath into that limp
body. Then miraculously, the tiny chest began to heave and they heard the child’s cry.
He had saved two lives and was eternally relieved at having ‘done something real at last.’
8. Justify the title of the story, ‘Birth’.
Ans. The title of this story is self-explanatory as the whole story revolves around the process
of giving birth to a child. The story is about a young doctor, Andrew, dealing with a

critical birth case. The baby is born lifeless. He takes certain decisions that prove quite
successful. Not only he succeeds in saving the mother, who is in a critical condition after
the delivery, but also succeeds in reviving the child. The doctor first saves the mother
who has delivered the baby and then goes on to save the baby, which was considered to
be stillborn or dead. After many efforts by the doctor, the life of the stillborn child was
saved. So, the baby born lifeless was born again owing to the efforts of the dedicated
doctor. Hence, the title is perfectly appropriate and justified.

1. As he gazed at the still form a shiver of horror passed over Andrew. After all that he
had promised! His face, heated with his own exertions, chilled suddenly. He hesitated,
torn between his desire to attempt to resuscitate the child, and his obligation towards
the mother, who was herself in a desperate state. The dilemma was so urgent he did
not solve it consciously. Blindly, instinctively, he gave the child to the nurse and
turned his attention to Susan Morgan who now lay collapsed, almost pulseless, and
not yet out of the ether, upon her side.
(a) How was the child born?
(i) Lively (ii) Lifeless
(iii) Lame (iv) Blind
(b) Which difficult position was Manson caught in?
(c) Based on the given extract, classify the following as fact (F) or opinion (O).
(1) The child was dead.
(2) Andrew should have tried to save the child first.
(3) Andrew decided to save Susan first.
(4) Andrew quickly gave an injection to Susan.
(i) F-1, 2; O-3,4 (ii) F-1, 3, 4; O-2
(iii) F-1, 3; O-2, 4 (iv) F-1, 4; O-2, 3
(d) Pick an evidence from the extract that shows that the doctor had made a promise
to someone.
2. And then, as by a miracle, the pigmy chest, which his hands enclosed, gave a short,
convulsive heave, another... and another... Andrew turned giddy. The sense of life,
springing beneath his fingers after all that unavailing striving, was so exquisite it
almost made him faint. He redoubled his efforts feverishly. The child was gasping
now, deeper and deeper. A bubble of mucus came from one tiny nostril, a joyful
iridescent bubble.
(a) What made Andrew turn giddy?
(b) What happened to the child in the end?

(c) What does the word ‘pigmy’ mean?
(i) Small (ii) Green in colour
(iii) Huge (iv) Black in colour
(d) What does the word ‘striving’ mean?
(i) Working normally (ii) Working slowly
(iii) Working tirelessly again and again (iv) Working smartly
3. “Susan said not to give her the chloroform if it would harm the baby. She’s awful set
upon this child, Doctor, bach.” Her old eyes warmed at a sudden thought. She added
in a low tone: “Ay, we all are, I fancy.” He collected himself with an effort.
“It won’t do any harm, the anaesthetic,” he said kindly. “They’ll be all right.”
(a) Who is ‘she’ in the extract?
(b) What do you understand by the term ‘anaesthetic’?
(c) Why did Susan’s mother not want chloroform to be given to her daughter?
(i) For the baby could die (ii) For it could harm her
(iii) For it could harm the baby (iv) Both (ii) and (iii)
(d) Why were all the Morgan’s worried?
(i) They were expecting their first child after a short period.
(ii) They were expecting their second child after a long period.
(iii) They were expecting their third child after a long period.
(iv) They were expecting their first child after a long period.

1. How did Andrew revive the stillborn child?
2. Why were Andrew’s thoughts on marriage confused and resentful?
3. How do you conclude that the meeting between Andrew and Christine was an unpleasant
one? (Constructed Response Question)
4. Why did Susan not want to be injected chloroform?
5. ‘As he gazed at the still born a shiver of horror passed over Andrew.’ Explain.

1. What does the story highlight about the essence of true happiness and fulfillment
through Dr Andrew’s experience? Discuss with reference to the story.
2. The greatest lesson, we can learn from Dr Andrew’s life is, ‘Never give up’. Do you
agree? Give reasons in support of your answer. (Constructed Response Question)
3. Describe at length how Andrew revived the stillborn child.
zzz

SNAPSHOTS
5 The Tale of Melon

City — Vikram Seth
Introduction
The poem ‘The Tale of Melon City’ narrates how the city found its new king, a melon. The story unfolds as
their King orders to have an arch built which turned out to be too low. It hit the King’s head resulting in the
falling off of his crown. The King considers it a disgrace and orders for the chief of builders to be hanged.
It is then followed by a series of events where they blame each other. Finally, a noose is built to determine
the guilty and the only one to fit the noose, is the just and placid King. The new King is then elected by the
first person to pass that arch.
‘The Tale of Melon City’ by Vikram Seth is a satire about a king, his ministers, and the kingdom. The king has
been ironically called lawful. But in reality, he stretches justice too far. Due to this quality of his character,
one day he himself is hanged. The ministers also are a group of fools who decide an odd way to choose the
next king. An idiot announces that a melon should be the king and the people unhesitatingly crown a melon
as their king. They do not bother about who their king is as long as they enjoy their freedom.
Characters
The King
He has been mockingly portrayed as just and quiet. But in reality, he was not an intelligent
person, and did not have any decision taking ability. Because of his foolishness he had to lose
his life.
The Architect
He was a smart person who is able to frustrate the king. When his turn came to be hanged, he
pointed out something which put the king in a tricky situation and made him angry.
The Wisest Man

He is very old. He can neither walk properly nor see well. He is picked up by the council of
ministers to give a wise decision to the king. But unfortunately, the decision given by him was
not wise at all.

The Idiot
He is a man of low intelligence and does not act rationally. His advice is asked for choosing the
king. Without thinking, he says that a melon should be made the king, as he was very fond of
melons.
Summary
This poem is about a city whose king was lawful and gentle. He orders an arch (curved
structure) to be built which would become a symbol of his triumphs and accomplishments. The
arch would be constructed on the main road and it would inspire and motivate the people who
would see it. As per the orders of the king, the arch was built. The king rode down the main
road to inspire others.
The arch was built too low and the king’s crown fell down when it struck the arch. It was a
disgrace for him. He ordered that the chief of builders should be hanged for this mistake. The
arrangements for the hanging were made. The chief of builders was called. He pleaded that
it was not his mistake; it was rather the workmen’s fault. So the king stopped the hanging of
the chief of builders. He ordered that all the workmen must be hanged instead. The workmen
claimed that the bricks used were not of the right size. So the masons were called. They were
trembling in fear. The masons in turn blamed the architect for a wrong design.
The architect was called. The king ordered that the architect must be hanged. The architect
reminded the king that he himself had changed the original plan of the arch when it was shown
to him sometime back. The king realised that the blame had shifted onto him. It was a tricky
situation. The king withdrew for consulting some wise people. He asked for the wisest man in
the country. The wisest man was chosen on the criteria that he should be very old. The person
chosen could not walk or see properly and he was carried there by other people. The wisest
man said in a shaking voice that the culprit should be punished. He announced that it was the
arch which banged against the crown, so it should be hanged.
The arch was being taken for the hanging when one of the councillors said that the arch
actually touched the royal head with respect. The king agreed, but the crowd was getting
restless and wanted a hanging. Perceiving the situation, the king ordered that someone must
be hanged, guilty or not. A loop of rope was set up quite high and each man was measured to
its height. Only one was tall enough to reach it and that was the king himself. So the king was
hanged. The ministers heaved a sigh of relief that someone was hanged or else the crowd might
have turned against them.
The ministers now faced a dilemma as the country had no king. They followed their old custom
and sent out messengers to proclaim that the next person who would pass the city gate would
choose the next king. After some time, an idiot passed the gate and the guards stopped him.
When they asked him to name the king, the idiot said ‘a melon’. This was his standard answer
to all the questions as he was very fond of melons.
After the answer was given by the idiot, a melon was made the king of the city. The ministers
respectfully carried the melon to the throne and set it down on the king’s throne. This happened
long ago. If you now ask the people why their king appears to be a melon, they reply that it
is a customary choice. It makes no difference to them if their king is a melon or not. They are
happy because the king doesn’t interfere in their lives. They live in peace and harmony.

Vikram Seth is an Indian novelist and poet. He was born on 20 June,
1952 in Kolkata. He has written several novels and poetry books. He has
received several awards such as Padma Shri, Sahitya Academy Award,
Pravasi Bharatiya Samman, WH Smith Literary Award and Crossword
Book Award.

1. In the city of which I sing
There was a just and placid King.
The King proclaimed an arch should be
Constructed, that triumphally
Would span the major thoroughfare
To edify spectators there.
The workmen went and built the thing.
They did so since he was the King.
The King rode down the thoroughfare
The poet says that he is going to talk about a justice-loving and peace-loving king who ordered
to build an arch (a curved structure) that would cover a part of the road, so as to impress the
spectators (who pass through). The workers built the arch. But when the king rode through
the arch (in order to impress the people there) something happened.
2. Under the arch he lost his crown.
The arch was built too low. A frown
Appeared upon his placid face,
The King said, ‘This is a disgrace.
The chief of builders will be hanged.’
The rope and gallows were arranged.
The chief of builders was led out.
He passed the King. He gave a shout,
‘O King, it was the workmen’s fault’
‘Oh! said the King, and called a halt
According to the poet, the arch was a little short which made the crown of the king fall down.
The face of the king grows red and he orders that the chief of builders should be hanged for
his mistake. Note that the king was described as just and placid in the beginning. However, it
was sarcastic because the king becomes angry at such a petty matter. The rope and gallows are
arranged for hanging him and the chief of builders is taken to that place. However, he pleads
to the king that it was the mistake of the workers. The hanging is stopped.

3. To the proceedings. Being just
(And placider now) he said, ‘I must
Have all the workmen hanged instead.’
The workmen looked surprised, and said,
‘O King, you do not realise
The bricks were made of the wrong size.’
‘Summon the masons!’ said the King.
The masons stood there quivering.
‘It was the architect...’, they said,
The architect was summoned.
Hearing the chief of builders, the king orders the hanging of the workers instead. However, the
workers look surprised over the decision and tell the king that it was the mistake of the masons
as they made the bricks of wrong size. The masons are summoned for hanging. However, the
masons tell the king that it was the mistake of the architect. Now the architect is summoned.
4. ‘Well, architect,’ said His Majesty.
‘I do ordain that you shall be
Hanged.’ Said the architect, ‘O King,
You have forgotten one small thing.
You made certain amendments to
The plans when I showed them to you.’
The King heard this. The King saw red.
In fact he nearly lost his head;
But being a just and placid King
He said, ‘This is a tricky thing.
The king tells the architect that he is going to hang him (the architect) for his grave mistake. At
this, the architect says that the king himself made changes to the plans made by the architect.
The king grows red with anger but is unable to reach a conclusion. He sighs, saying that it is a
tricky situation.
5. I need some counsel. Bring to me
The wisest man in this country.’
The wisest man was found and brought,
Nay, carried, to the Royal Court.
He could not walk and could not see,
So old (and therefore wise) was he —
But in a quavering voice he said,
‘The culprit must be punished.
Truly, the arch it was that banged
The crown off, and it must be hanged’.

The king summons the wisest man in his country. The orders are followed and the wisest man
who can neither walk nor see is taken to the Royal Court. He is old and shivering. He says that
it was the mistake of the arch so the arch should be hanged.
6. To the scaffold the arch was led
When suddenly a Councillor said —
‘How can we hang so shamefully
What touched your head, Your Majesty?’
‘True,’ mused the King. By now the crowd,
Restless, was muttering aloud.
The King perceived their mood and trembled
And said to all who were assembled —
‘Let us postpone consideration
Of finer points like guilt.
The king agrees and the arch is taken for hanging. But soon, a counselor says that this arch
has touched the head of the king, so it cannot be hanged. The king agrees. At this the crowd
becomes eager. The king, seeing the mood of the public, announces that the matter should be
postponed.
7. The nation
Wants a hanging. Hanged must be
Someone, and that immediately.’
The noose was set up somewhat high.
Each man was measured by and by.
But only one man was so tall
He fitted. One man. That was all.
He was the King. His Majesty
Was therefore hanged by Royal Decree.
‘Thank Goodness we found someone,’ said
The Ministers, ‘for if instead
However, now that the crowd wants to hang someone, the king has to reach a conclusion. The
noose (the rope for hanging) is set up in height. Every man is taken to the noose but nobody’s
height matches it except the king. Thus the king is hanged. The public finally feels relieved as
someone is hung at last.
8. We had not, the unruly town
Might well have turned against the Crown’.
‘Long live the King!’ the Ministers said.
‘Long live the King! The King is dead.’
They pondered the dilemma; then,
Being practical-minded men,
Sent out the heralds to proclaim

(In His [former] Majesty’s name):
‘The next to pass the City Gate
Will choose the ruler of our state,
The crowd says that it would be a bad omen if the hanging had not been done. They praise the
king (who is no more). Now, they have to choose their new king. So, it is decided that the one
who will pass through the City Gate first will choose the ruler of their country.
9. As is our custom. This will be
Enforced with due ceremony.’
A man passed by the City Gate.
An idiot. The guards cried, ‘Wait!
Who is to be the King? Decide!’
‘A melon,’ the idiot replied.
This was his standard answer to
All questions. (He liked melons.) ‘You
Are now our King,’ the Ministers said,
Crowning a melon. Then they led
This is their custom to choose the king and hence it is decided that the new king will be chosen
the same way with full ceremony. Soon, an idiot passes by the City Gate. The guards ask him
who their new king should be. He answers, ‘a melon’, because he loves melons. The ministers
agree.
10. (Carried) the Melon to the throne
And reverently set it down.
This happened years and years ago.
When now you ask the people, ‘So —
Your King appears to be a melon.
How did this happen?’, they say, ‘Well, on
Account of customary choice.
If His Majesty rejoice
In being a melon, that’s OK
With us, for who are we to say
What he should be as long as he
Leaves us in Peace and Liberty?’
The principles of laissez faire
Seem to be well-established there.
So, a melon is made the king. It is taken to the throne and crowned. According to the poet, it
happened many years ago. Now the people often ask how a melon can become a king. The poet
answers them that it was their customary choice. If the throne wants a melon to become a king
then only a melon would become the king, as long as it lets the people live in peace and liberty.
The poet further says that the principles of laissez-faire (minimal interference of government)
were well established in Melon City.

1. Narrate ‘The Tale of Melon City’ in your own words.
2. What impression would you form of a state where the King was ‘just and placid’?
3. How, according to you, can peace and liberty be maintained in a state?
4. Suggest a few instances in the poem which highlight humour and irony.
5. ‘The Tale of Melon City’ has been narrated in a verse form. This is a unique style
which lends extra charm to an ancient tale. Find similar examples in your language.
Share them in the class.
Ans. 1. The poem ‘The Tale of Melon City’ is about how the city found it’s new King, a
melon. The story unfolds as their King orders to have an arch built, which would
be a thoroughfare to edify the spectators there. While he went there after it was
completed, the arch hit the King’s head and his crown fell down. The King thought
it was dishonourable and thus, commanded the chief of builders to be hanged.
From here on, the blame game started. The chief of builders lay the blame on the
workmen who in turn, blamed the bricks. The King ordered the execution of the
mason who put the blame on the architect. The architect was brought to the Royal
Court and indirectly blamed the King for being the person who had made changes
to the design of the arch. The placid King now grows angry and demands for the
wisest man in the country to be brought to the Royal Court. They brought the wisest
man, who was so old that he could neither see nor walk. According to him, the arch
must be hanged. When the arch is to be executed, one of the councillors argues
that it would be a shame to punish something that had touched their mighty King’s
head. Everyone, along with the King, agreed. The crowd grew restless and the King
promised them a hanging. Therefore, a noose was set-up and the one to fit it would
be hanged. Everyone in the kingdom were measured one by one. But as fate would
have it, the only one to fit the noose was the King. The foolish ministers heave a
sigh of relief upon finding someone to execute, completely unconcerned about the
fact that it was their king who was to be hanged. Thereafter, as part of yet another
foolish custom of the kingdom, they sent out a proclamation that the next person to
pass the city gate, would choose the successor to the dead king. Unfortunately, the
first person to pass the gate was an idiot who, when asked about who the next king
should be, uttered, ‘A melon’. This was the only word he would say to any question
put to him. The melon was then placed on the throne as the new king. The foolish
kingdom continued to function following the laissez faire principles and the people
were left to live in peace and liberty.
2. Being ‘just’ means to treat everyone equally and to be fair in one’s dealings, whereas
being ‘placid’ means portraying a calm and composed behaviour or not losing one’s
cool easily. A state ruled by a ‘just and placid’ King must offer a safe space to its
people. The people would have complete confidence in their King and the evil
would get what they deserve. There would be equality and no one would be looked
at with the sense of superiority. People of the state would be happy and no one
would go to bed on an empty stomach. Therefore, a ‘just and placid’ King would

ensure quality living for all. The only condition being, that justice and placidness
should not be under the facade of foolishness.
3. The poet here describes a picture of how peace and liberty cannot be maintained.
The poet has shown various instances where the King kept ordering useless
executions just for his ego. It did not matter to him if his order was justified or not.
The poet wanted to suggest that to have peace and liberty in a state, the leader of
the state needs to have a fair sense of justice. He also wants to suggest that a leader
needs to have a great deal of intelligence, unlike the King of this poem who gets
easily manipulated by other people.
4. ‘The Tale of Melon City’ is completely written in a satirical sense where the author
has used irony to mean the opposite. The poet started his poem by mentioning the
King as just and placid. However, later it is shown that he was the exact opposite. His
crown fell off his head while he was passing under the arch and he felt embarrassed
about it. He simply decided to execute the chief of builders, then the workmen, then
the architect and finally the arch. An arch is an object, and nobody could execute it,
but the way the author used this line created humour.
The next humour that came in the poem was when the king was hung because
of his stupid law. It showed that, although the head of any state needed to have
a great deal of intelligence, he was a stupid King. The stupidity of the King was
complimented by the stupidity of the man who chose a melon to be the next King.
The poet here created the final humour with this incident. He portrayed that it did
not matter to the common people who the King was as they crowned the melon as
their new King.
5. The poet Vikram Seth has written a narrative poem of an ancient tale by writing
‘The Tale of Melon City’. It is written in verse form where every second line rhymes
with the first line, which is known as rhyming couplets. This writing style gives the
poem the impression of prose in a form of narrative style story-telling. The name
of the poem is ‘The Tale of Melon City’, which in a literal sense means the story of
Melon City. The poet here purposefully used the word ‘tale’ in the title, to make it
similar to the verse-like structure of the poem.
1. Under the arch he lost his crown.
The arch was built too low. A frown
Appeared upon his placid face.
The King said, ‘This is a disgrace.
The chief of builders will be hanged.’
The rope and gallows were arranged.
The chief of builders was led out.
He passed the King. He gave a shout,

(a) What does the term ‘gave a shout’ indicate about the chief of builder’s emotion?
(b) What does the phrase ‘placid face’ imply about the king’s personality?
(i) He was calm and peaceful. (ii) He was angry and violent.
(iii) He was sad and depressed. (iv) He was happy and cheerful.
(c) Complete the sentence appropriately.
The word ‘disgrace’ means _______________________________________.
(d) What happened when the king was going to edify the spectators?
(i) He had a tussle with his ministers.
(ii) His car’s wheel got punctured.
(iii) His head collided with his chariot.
(iv) His head collided with an arch.
Ans. (a) The term ‘gave a shout’ indicates that the chief of builder’s emotion was surprise or
fear.
(b) (ii) He was angry and violent.
(c) loss of reputation or respect; or shame or dishonour.
(d) (iv) His head collided with an arch.
2. ‘O King, you do not realise
The bricks were made of the wrong size.’
‘Summon the masons!’ said the King.
The masons stood there quivering.
‘It was the architect...’, they said,
The architect was summoned.
‘Well, architect,’ said His Majesty.
(a) Why did the king summon the masons?

(b) What were the masons’ emotions?
(i) They were excited and eager. (ii) They were scared and nervous.
(iii) They were angry and defiant. (iv) They were bored and indifferent.
The word ‘quivering’ means _______________________________________.
(d) Which of the following sums up the central idea of the extract?
(i) A King’s Ignorance and Arrogance
(ii) A King’s Curiosity and Intelligence
(iii) A King’s Forgiveness and Kindness
(iv) A King’s Humour and Wit
Ans. (a) When the King learned that the bricks were of the wrong size, he summoned the
masons.
(b) (ii) They were scared and nervous.
(c) trembling or shaking with a slight rapid motion
(d) (i) A King’s Ignorance and Arrogance

3. He could not walk and could not see,
So old (and therefore wise) was he —
But in a quavering voice he said,
‘The culprit must be punished.
Truly, the arch it was that banged
The crown off, and it must be hanged’.
(a) Who is ‘he’ here?

(i) The king (ii) The chief of builders
(iii) The architect (iv) The wise man
(b) What does the phrase ‘could not walk and could not see’ imply about his physical
condition?
(i) He was disabled and blind. (ii) He was injured and sick.
(iii) He was tired and sleepy. (iv) He was lazy and careless.
The word ‘culprit’ means _______________________________________.
(d) What does the term ‘banged’ indicate?
Ans. (a) (iv) The wise man
(b) (i) He was disabled and blind.
(c) a person who is responsible for a crime or other misdeed
(d) The term ‘banged’ indicates that the impact of the arch on the crown was strong and
loud.
4. ‘Long live the King!’ the Ministers said.
‘Long live the King! The King is dead.’
They pondered the dilemma; then,
Being practical-minded men,
Sent out the heralds to proclaim
(In His [former] Majesty’s name):
(a) What was the dilemma that the ministers faced?

(i) About the King’s death (ii) About the King’s crown
(iii) About the King’s successor (iv) About the King’s law
(b) What does the phrase ‘practical-minded men’ imply about the ministers’ attitude?
(i) They were realistic and sensible.
(ii) They were idealistic and creative.
(iii) They were pessimistic and cynical.
(iv) They were optimistic and enthusiastic.
The word ‘herald’ means _______________________________________.
(d) What does the term ‘proclaim’ indicate about the ministers’ intention?

Ans. (a) (iii) About the King’s successor
(b) (i) They were realistic and sensible.
(c) offical messengers bringing news; or signs that something is about to happen
(d) The term ‘proclaim’ indicates that the ministers’ intention was to announce
something publicly or officially.
5. Account of customary choice.

If His Majesty rejoice
In being a melon, that’s OK
With us, for who are we to say
What he should be as long as he
Leaves us in Peace and Liberty?’
The principles of laissez faire
Seem to be well-established there.
(a) What does the word ‘laissez faire’ mean in this context?
(i) Let it be (ii) Let it go
(iii) Let it happen (iv) Let it grow
(b) What is the tone of the extract?
(i) Critical (ii) Respectful
(iii) Amused (iv) Worried
(c) Fill in the blank with an appropriate word or phrase.
The phrase ‘who are we to say’ shows that the people are ______________.
(d) Identify the line from the extract that shows that the people are happy with their
new king.
Ans. (a) (i) Let it be
(b) (iii) Amused
(c) submissive
(d) The line from the extract that shows that the people are happy with their new king
is “If His Majesty rejoice in being a melon, that’s OK with us.”
1. What do the words ‘just and placid’ imply?

Ans. The words ‘just and placid’ imply that the king was fair and mild, and a great believer of
justice. He ensured that justice was meted out to his subjects. He was also mild mannered
and rarely showed any displeasure. Even if he did frown, he quickly wiped it off his
face.
2. What was the intention behind the building of an arch?
Ans. The king wanted an arch to be erected, that would extend over the main road. He felt
the arch would edify the spectators and would improve the morals and knowledge of
the onlookers there.

3. What angered the King?
Ans. After the arch was built, the king rode through the street. He wanted to edify the
spectators there. But as he was crossing the arch, his crown fell off, as the arch was built
too low. This angered the king.
4. What order did the king give when his crown was knocked off his head?
Ans. The king was angry that his crown had fallen off while he rode under the arch. A
frown came over his face because the arch was built too low. The king said that it was
disgraceful that this happened. In his anger, he ordered that the chief of the builders,
responsible for building the arch, will be hanged.
5. How did the chief of builders escape the gallows?
Ans. When the chief of builders was led away to the gallows, he pleaded innocent. He claimed
that it was the fault of the workers that the arch was built so low. He escaped the hanging
as the king who was just and placid, spared the innocent man.
6. Were the workmen put to death?
Ans. The next to be blamed were the workmen. They were held responsible for building the
low arch, by the chief of builders. The king had now ordered that they be hanged. The
workmen shifted the blame onto the masons who had made bricks of the wrong size.
Hearing their justification, the king pardoned them.
7. How did the blame eventually fall upon the King?
Ans. The masons blamed the architect for the poor design of the arch. Subsequently, the
architect, who seemed to be in trouble at this stage, clarified his position by stating that
he had acted on the instructions of the king. He thus, passed on the blame to the king
who had made certain changes in the architectural plans of the arch.
8. What was the King’s reaction to the architect’s accusation?
Ans. When the king heard the architect’s accusation, he was so angry that he almost lost
his ability to reason. But as he was righteous and tolerant, he accepted that this was a
difficult situation. The king now solicited the presence of the wisest man in the country
as he was in need of some counsel.
9. What was the advice of the wise old man?
Ans. The wisest man was found and carried to the royal court, as he could neither walk nor
see. He was an old and experienced man. He said in a trembling, feeble voice that the
offender must be punished. He condemned the arch and declared it guilty of throwing
the crown off the king’s head. Thus, he said that the arch should be hanged.
10. Was the arch the one who reached the gallows?
Ans. The wise man declared that it was the arch that had thrown the crown off, and it must be
hanged. A councillor objected to the arch being hanged; he called it a disgrace to hang
something that had touched the honourable head of the king. The king agreed with the
councillor and the arch was spared.
11. ‘But only one man was so tall, he fitted. One man. That was all’. Who was this man?
Ans. The crowd grew restless and tired. They did not appreciate the fact that the offenders
were escaping death, and they were not able to see a hanging. The king grew fearful of
their agitation and decided that someone must be hanged. To satiate the wishes of his

people, he decided that the person who would fit the measurement of the noose set up
on the gallows would be hung. For this purpose, all the people in the kingdom were
measured one by one. Unfortunately, the only man who was tall enough and met the
requirement for the hanging was the king himself.
12. How was the successor to the king decided?
Ans. After the king’s execution, the ministers realised that they had to find a new king. They
were in a dilemma as to what was to be done. They pondered upon the issue, and being
practical-minded men, sent out announcements to proclaim that the next person who
crosses the city gate would decide who the successor to the dead king would be.
13. Who proclaimed that a melon would be the heir to the throne?
Ans. The next man who crossed the city gate was entrusted with the task of choosing a
successor to the throne of the kingdom. However, the man who came was ‘an idiot’. The
only reply he made to questions asked of him was, ‘A melon’. Therefore, the word that
came out of his mouth regarding the choice of a successor was melon. The ministers
accepted the verdict and a melon was coronated as the king. They carried the melon
respectfully and placed it on the throne.
14. How did the people of the kingdom react to their melon king?
Ans. The people of the kingdom were content with their melon king. They found no reason
to criticize him as long as he lets them live in ‘Peace and Liberty’. In that kingdom, the
philosophy of ‘laissez faire’ (refusal to interfere) seemed to be well established.
15. The king was just and placid. Did he carry his notion of justice a bit too far?
Ans. The king was known to be cool-headed, fair and just. But he was, in fact, a fool with a
wavering mind. He foolishly thought that an arch would improve the people morally
and mentally. He lost his temper when his crown fell off his head due to the arch that
was low in height. He at once ordered the hanging of the chief of builders, the workers,
the masons and the architect. He carried his sense of justice a bit too far, and foolishly
agreed to hang the arch itself. When this was opposed, to appease his people he himself
was hanged. The story is humorous, satirical and ironical.
16. Which part of the poem do you find the most humorous?
Ans. In my opinion, the most humorous part is the selection of a new king. The incident
where the ministers decide that the next person to pass the city gate would decide their
future king, is hilarious. As luck would have it, the man who passed the gate was an idiot
who answered every question posed to him with the word ‘melon’. Thus, on asking who
should be the king, he said, ‘A melon’. So, it was! The ministers promptly put the melon
on the throne and accepted it as their king. The ‘Melon’ becomes crucial to the story as
the city was hitherto known as the ‘Melon City.’
1. How did the ‘just and placid king’ get executed?

Ans. The arch, commissioned by the king, was built low and it knocked off the king’s crown
when he was passing below the arch. He sentenced the chief of builders to death for
causing him the dishonour. With the blame game beginning, the chief of builders, to

save himself, passed the blame on to the workers. The workmen blamed the masons
and the masons in turn, blamed the architect. The architect reminded the king that
he had made certain changes in the plans himself when they were shown to him. This
was the reason the arch was not of the appropriate height. The king was infuriated to
hear that. Being righteous and tolerant, he called for the wisest man in the country, for
counsel, who advised the king to hang the arch as it was the real offender. The arch
had committed the crime of having thrown of the king’s crown. A councillor objected
to this ruling and declared it a disgrace to hang something that had touched the king’s
honourable head. The crowd that had gathered to witness the hanging became restless.
The king, apprehensive of their mood, ruled for someone to be hanged immediately.
The noose was at a height, and a suitable person was to be selected to be hanged. Every
citizen of the kingdom was measured. Finally, the noose that hung high, fitted the king
alone and he was hung as per the royal ruling.
2. How do the people fare under the melon king, in contrast to the human king?
Ans. The human king never applied his own brain and went by what others said. Instead
of handling the issue with the arch in a sensible manner, he created a situation which
embroiled him in a state of utter confusion. He declared that the person who wronged
him would be hanged. The foolish country men gathered to see the ‘event of the hanging’.
They turned out to be as foolish as their king. When the people became restless and
demanded that somebody be hanged, the king himself was taken to the gallows. He
had to pay a heavy price for his foolishness. According to the state custom, the new
ruler was to be chosen by the first person who passed by the city gate. That day, an idiot
happened to pass by the gate who said ‘melon’ to any question that people asked him.
And the ministers followed the custom mindlessly. They brought a melon and crowned
it as their new ruler. The people raised no objection. They only wanted to live in peace
and liberty. They accepted the melon king who followed the policy of non-interference
in whatever the people did. The poet concludes that the kingdom followed the laissez
faire principles and life moved along at a comfortable pace.
3. Discuss ‘The Tale of Melon City’ as a humorous as well as an ironical poem with the
help of examples from the poem.
Ans. ‘The Tale of Melon City’ is truly a humorous and ironical poem. It is humorous that an
arch was constructed to ‘edify’ the people. The oldest man of the city was considered
to be the wisest, which is both ironical and humorous, because the solution he came up
with was as foolish as the rest. The councillor’s retort to the wise man’s suggestion was
equally ironical. The order that was passed by the king was funnier. It was ordered that
whosoever fitted the gallows shall die. Then, it is highly funny and unbelievable that the
king himself was hanged because the noose fit him.
The selection of the new king, a melon, is extremely humorous. It is highly ironical how
one can order a death sentence for a minor offence. The King himself was so indecisive.
Then, the process of selection of the new king adds both to the humour and irony.
Finally, it is seen that people were living happily under a king who did not govern. The
whole poem is a satire that projects the idiosyncrasies of incapable leaders. The irony
is that the people who live under such rulers also turn out to be as foolish as the ruler
himself. And funnily, they are willing to be governed by a ‘melon’ too.

4. Describe the events that led to the hanging of the king by his own order.
Ans. A king ordered an arch to be constructed to ‘edify’ the people. The arch was low and
the king lost his crown when he passed under it. The king ordered the execution of the
chief of builders, but the latter said that it was the fault of the workers. The workers laid
the blame on the bricks because they were of the wrong size. So, the masons were called.
They blamed the architect, but the architect said that the king himself had made some
alterations. At this, the king sought the counsel of the wisest man in the country. The
oldest man alive was brought and he advised that the arch should be hanged. The arch
was not hanged because it had touched His Majesty’s head. The king said that because
the nation wanted a hanging, they will hang whoever fitted the gallows. Unfortunately,
the king himself fit best and was hanged.
5. Do you think the poem echoes the misgovernance prevailing in the world at large?
Ans. People all over the world experience difficulties due to the misgovernance and
incapabilities of the people at the helm of affairs. The evils of misgovernance are seen
everywhere. Corruption, inflation, crime, sinking economy, exploitation of natural
resources, etc. are the various faces of misgovernance and non-governance. This has
to end sometime. People have had enough. Everyone wants a change. Every new face
appears to bring hope, which is invariably belied. In a democracy, people get a chance
to change their rulers and law makers every five years.
A change is seen on the horizon. People with a record of clean service are now entering
politics, as candidates from political families have proved to be failures. The honest
public servant gets the support of the common people. The judiciary stands for the right
and the correct. Most powerful of all is the media. It spreads awareness among people.
It would not be the wish of any human being to be governed by a ‘Melon King’ any
more.

1. In the city of which I sing
There was a just and placid King.
The King proclaimed an arch should be
Constructed, that triumphally
Would span the major thoroughfare
The workmen went and built the thing.
They did so since he was the King.
The King rode down the thoroughfare

(a) The King has been described as:
(i) arrogant and selfish (ii) just and placid
(iii) egocentric and arrogant (iv) merciful, just and placid
(b) What was the purpose of the arch?
(c) What happened when the King rode down the thoroughfare?
(d) What is the rhyme scheme of the given extract?
(i) abab (ii) aabb
(iii) abaa (iv) none of these
2. ‘Well, architect,’ said His Majesty.
‘I do ordain that you shall be
Hanged.’ Said the architect, ‘O King,
You have forgotten one small thing.
You made certain amendments to
The plans when I showed them to you.’
The King heard this. The King saw red.
In fact he nearly lost his head;
But being a just and placid King
He said, ‘This is a tricky thing.
(a) What does the phrase, ‘The King saw red’ mean?
(i) That he was looking at red objects
(ii) That he wanted a red-coloured gallow
(iii) That he got nervous and scared
(iv) That he wanted to cover his town with a red-coloured cloth
(b) To whom did the architect pass the blame?
(c) What was the tricky thing for the King?
(d) “You made amendments to the plans,” Who said this to whom?
(i) The architect to the king
(ii) The chief of builders to the architect
(iii) The architect to the chief of builders
(iv) The masons to the builder
3. ‘True,’ mused the King. By now the crowd,
Restless, was muttering aloud.
The King perceived their mood and trembled
And said to all who were assembled —
‘Let us postpone consideration
Of finer points like guilt. The nation
Wants a hanging. Hanged must be
Someone, and that immediately.’

The noose was set up somewhat high.
Each man was measured by and by.
(a) After all the considerations and discussions, the crowd was getting:
(i) restless (ii) amused
(iii) horrified (iv) bored
(b) What was the public demand that the King sought to fulfil?
(c) Do you think the King took his ‘notion of justice’ too far?
(d) The public demand was fulfilled by:
(i) choosing the oldest man
(ii) the King’s discretion
(iii) measuring their height one by one
(iv) the councillor’s decision

1. What was the criterion for the choice of ‘the wisest man’. What was his verdict?
2. What message does the poet give through the use of irony and humour in the poem?
3. Describe the custom of the city to choose the king.
4. The poem portrays the principles of ‘laissez faire’. Discuss.
5. How did the choice of the person ‘to be hanged’ become ironical for the king?

1. How has the poet made fun of the system of governance by using the phrase ‘just and
placid’ for the king? (Constructed Response Question)
2. As an odd man out, among a bunch of foolish people in the kingdom, give an account
of the difficulties you face to survive in the Melon City. (Constructed Response Question)
3. Man does not need any one to govern him. Explain with reference to ‘The Tale of
Melon City’. (Constructed Response Question)
zzz

EXAMINATION
CORNER
S SAMPLE QUESTION PAPER
(AS PER LATEST CBSE PATTERN)
Sample Question Paper
Time Allowed: 3 hours Max. Marks: 80
General Instructions:
(i) 15-minute prior reading time alloted for Q-paper reading.
(ii) The Question Paper contains THREE sections – READING, GRAMMAR & WRITING
and LITERATURE.
(iii) Attempt questions based on specific instructions for each part.
SECTION–A
(READING SKILLS) (26 MARKS)
I. Read the passage given below: (10 marks)
(1) The Mastermind quiz is billed as a ‘battle of minds’. This battle is fought in two halves.
In the first, each of four participants faces a barrage of questions, for two minutes,
on any topic of his or her choice. In the second round, the questions are on general
knowledge. There are two points for each correct answer and zero for wrong answers
and passes. In the event of a tie, the person who has passed fewer questions wins.
(2) Questions can be bizarre, but they are answered none the less. “It absolutely amazes
you that these guys know so much. In KBC, it used to be, that this guy knows so little,”
says Basu after the show. Siddhartha Basu was the director of Kaun Banega Crorepati
(KBC).
(3) This year’s Mastermind final was won by Ramanand Janardhan, a 22-year-old software
engineer from Pune. Janardhan had Agatha Christie’s ‘Tommy and Tuppence’ novels
as his specialist topic. He even knew that Tommy used asafoetida to create a stink in his
room.
(4) There are, of course, all sorts of quizzers. The diary-toting, Manorama yearbook,
wielding variety will typically prepare for a contest by ‘studying’. He knows that the
best questions, the ones that get the ‘wah-wahs’, are always repeated. He is a solid
quizzer, because he knows the obvious.
(5) There is the other kind, like Janardhan, who claim they do nothing extra to prepare
for quizzes. They read the papers and magazines, watch TV, and become quizzers
because they enjoy the test of recall.
(6) It was a test the nation took when KBC fever was at its height. But long before KBC,
there were quiz societies across the country, in places from Guwahati to Gandhinagar.
Kolkata was the hub of the game; quizzing in India began here in 1967. Even now,
most quizzers are from Kolkata. Of the four 2002 Mastermind finalists, two were from
that city.
Sample Question Paper 375

(7) Quizzing is big in school and college festivals. It is the ‘literary’ highlight of all fests.
There are even professional quizzers, who, like mercenaries, play for money and the
thrill of the game. They represent various organisations at different times.
(8) Most quizzers grow out of active quizzing after college. Some, the hardcore devotees of
the game, keep at it. “I don’t get tired of quizzing,” says Pinaki Prasad Roy, a Mastermind
finalist. “I get excited.” Roy is a 46-year-old finance professional from Kolkata, and has
been a quizzer for three decades.
(9) Curiosity is the most essential quality for a quizzer. A fantastic memory and instant
recall help. And for Mastermind at least, the choice of specialist subject is critical. In
this year’s event, Janardhan took an unassailable lead in the specialist round itself.
Based on your understanding of the passage, answer the questions that follow. (1×10=10)
(i) Select the option that classifies that ‘The Mastermind Quiz’ is called a ‘battle of
minds’.
(a) It is a duel of wits.
(b) The participants are the most intelligent persons.
(c) The participants face a shower of questions.
(d) The mind is on the anvil.
(ii) How can you ascertain that the participants in the quiz seem to be ‘masterminds’?
(a) They seem to know so little.
(b) They have very polished manner.
(c) They show lot of self-confidence.
(d) They seem to know so much.
(iii) What, according to you, are the essential qualities a quizzer should possess?
(iv) Complete the sentence appropriately with a characteristic or a description:
Based on the information given in the passage, one can infer that the studious
quizzers are called ‘solid’ quizzers because ______________________.
(v) The quality most essential for a quizzer is:
(a) love of learning (b) mathematical accuracy
(c) curiosity to know (d) comprehensive learning
(vi) Share evidence from the text to support the view that Kolkata is associated very
intensely with the quizzing game.
(vii) In the line “There are even professional quizzers, who, like mercenaries, play

for money and the thrill of the game.” The word ‘mercenaries’ means:
(a) those who seek mercy (b) those who work on machines
(c) those who are lively and quick (d) those who fight for money
(viii) How does the following impact a prospective quizzer when they understand that
Janardhan was an ace quizzer?

“This year’s Mastermind final was won by Ramanand Janardhan, a 22-year-old
software engineer from Pune. Janardhan had Agatha Christie’s ‘Tommy and
Tuppence’ novel as his specialist topic”.
(ix) In this year’s event, Janardhan took an unassailable lead in the specialist round
itself. Which word from the following means the opposite of the word that is
underlined?

(a) Privileged (b) Protected
(c) Irreverent (d) Secure
(x) Find the words from the passage which are similar in meaning to the following.
(a) Those who fight for money
(b) A great number of questions fired at someone.
II. Read the following excerpt from a Case Study. (8 marks)

(1) The story of Joanne Kathleen Rowling’s near magical rise to fame is almost as well
known as the characters she creates.
(2) Rowling was constantly writing and telling stories to her younger sister Dianne. “The
first story I ever wrote down was about a rabbit called Rabbit.” Rowling said in an
interview. “He got the measles and was visited by his friends including a giant bee
called Miss Bee. And ever since Rabbit and Miss Bee, I have always wanted to be a
writer, though I rarely told anyone so.
(3) However, my parents, both of whom come from impoverished backgrounds and
neither of whom had been to college, took the view that my overactive imagination was
an amusing personal quirk that would never pay a mortgage or secure a pension.
(4) A writer from the age of six, with two unpublished novels in the * drawer, she was stuck
on a train when Harry walked into her mind fully formed. She spent the next five years
constructing the plots of seven books, one for every year of his secondary school life.
(5) Rowling says she started writing the first book, Harry’ Potter and the Sorcerer’s Stone,
in Portugal, where she was teaching English.
(6) At first nobody wanted to publish Harry Potter. She was told that plot was too complex.
Refusing to compromise, she found a publisher.
(7) In 1997 Rowling received her first royalty cheque. By book three, she had sky rocketed
to the top of the publishing world. A row of zeroes appeared on the author’s bank
balance and her life was turned upside down. Day and night she had journalists
knocking on the unanswered door of her flat.
(8) Rowling’s quality control has become legendary, as her obsession with accuracy. She’s
thrilled with Stephen Fry’s taped version of the books and outraged that an Italian dust
jacket showed Harry minus his glasses. “Don’t they understand that the glasses are the
clue to his vulnerability.”
Annual earnings of J.K. Rowling from 2010 to 2019
100 95
92
80
Earnings in million US dollars
60
40
17 19
20 14
13
5
0
2010-11
2011-12
2012-13
2013-14
2014-15
2015-16
2017-18
2018-19
2016-17

Based on your understanding of the passage, answer the questions that follow. (1×8=8)
(i) Explain J.K. Rowling’s ‘near magical rise to fame’.
(ii) Look at the given graph and state why there is no number over 2015-16.
(a) It was a typographical error.
(b) It is the same as the previous year-2019.
(c) He did not make any earnings in that period.
(d) He chose not to submit it for the survey.
(iii) What reason did the publishers give for rejecting Rowling’s book?
(iv) Identify the meaning of ‘legendary” from the following:
(a) “Crowds flock from far and wide to sample the club’s legendary recitals.”
(b) “No name is more legendary, when it comes to modern furniture, than
Eames.”
(c) “The legendary folk singer Woody Guthrie was one of his first influences.”
(d) “He was a travel writer whose exploits have become legendary”.
(v) Why was Rowling outraged with the Italian dust jacket?
(vi) What is the adjective you would use to describe the following statement?

“A row of zeroes appeared on the author’s bank balance and her life was turned
upside down.”
(vii) Complete the sentence appropriately according to your comprehension of the
passage:

“She was told that plot was too complex” therefore __________________________
(viii) Find a word from the last para that means the same as ‘insecure/helpless’.

III. Read the passage given below: (8 marks)

(1) It seems that there is never enough time in the day. But, since we all get the same 24
hours, why is it that some people achieve so much more with their time than others? The
answer lies in good time management. ‘Time management’ refers to the way that you
organise and plan how long you spend on specific activities. Good time management
requires an important shift in focus from activities to results – being busy isn’t the same
as being effective. (Ironically, the opposite is often closer to the truth.) Spending your
day in a frenzy of activity often achieves less, because you’re dividing your attention
between so many different tasks. Good time management lets you work smarter – not
harder – so you get more done in less time.
(2) It may seem counter-intuitive to dedicate precious time to learning about time
management, instead of using it to get on with your work, but the benefits are
enormous. It improves productivity and efficiency. Your reputation as a professional
grows. The stress levels dip and then a world of opportunities opens up for you. Your
career advances and important goals are achieved.
(3) Failing to manage your time effectively can have some very undesirable consequences.
Deadlines are missed and the work flow is not only inefficient but also of poor quality.
It dents your reputation as a professional and your career is in danger of being stalled.
As a result, your stress level shoots up.

(4) Everyday interruptions at work can be a key barrier to managing your time effectively,
and ultimately, can be a barrier to your success. Think back to your last workday and
consider for a minute the many interruptions that occurred. There may have been
phone calls, emails, hall way conversations, colleagues stopping by your office, or
anything else that unexpectedly demanded your attention and, in doing so, distracted
you from the task at-hand. Because your day only has so many hours in it, a handful
of small interruptions can rob you of the time you need to achieve your goals and be
successful in your work and life. More than this, they can break your focus, meaning
that you have to spend time re-engaging with the thought processes that are needed
to successfully complete complex work. The key to controlling interruptions is to know
what they are and whether they are necessary, and to plan for them in your daily
schedule.
(i) On the basis of your understanding of the passage, make notes on it using
headings and sub-headings. Use recognizable abbreviations (wherever necessary-
minimum four) and a format you consider suitable. Also, supply an appropriate
title to it. (5)
(ii) Write a summary of the passage in about 50 words. (3)
SECTION–B
(GRAMMAR AND CREATIVE WRITING SKILLS) (23 MARKS)
(GRAMMAR) (7 MARKS)
IV. Fill in the blanks with the correct form of the verb given in brackets. (3 marks)
(a) I think that tomorrow Ramita __________________ (start) on her new project.
(b) My class teacher will probably be __________________ (assign) a lot of homework
for the summer holidays.
(c) The building contractor __________________ (finish) my new house by next month.
V. Rearrange the jumbled words given below to make sensible sentences. (4 marks)
(a) communications/not matter/were slow/it did/between different/when the/parts of
the world
(b) unconnected with/creation of/the first/an artificial language/was the/any existing
language
(c) invention of a/natural/based on/the second solution/synthetic language/was the
(d) governments of the/international language/almost unlikely/to an/world will agree
that the/it is
(CREATIVE WRITING SKILLS) (16 MARKS)

VI. Answer ANY ONE of the two questions given below: (3 marks)
(A) Shubh/Shubha Marwah of M-3, Neel Kamal Apartment, Simla, has a very sound
knowledge of tourist places in the city. He/She wants to work as a tourist guide during
the winter break. Draft a suitable advertisement for this account in about 50 words by
giving the necessary details.
OR
(B) You are the director of Hinduja Sales Corporation Ltd. You want a suitable residential
accommodation in a good locality for yourself and your manager on a rent or lease
basis. Draft an advertisement suitable to be printed in the Accommodation Wanted
column of a local daily in not more than 50 words.
VII. Answer ANY ONE of the two questions given below. (3 marks)
(A) You are the Director of National Agriculture Organisation, Jaipur. You have to make
the people all over Rajasthan state aware of the necessity of conserving water and also
how to do it. Design a suitable poster to be inserted in the newspapers as well as to be
put up at prominent places in the towns of Rajasthan.
OR
(B) Incidents of road-rage are increasing day by day. Draft a poster on behalf of Delhi
Traffic Police on Road Safety tips.
VIII. Answer ANY ONE of the two questions given below. (5 marks)
(A) Students of senior classes sometimes quietly leave school to attend coaching outside
and spend/waste a lot of money. As Principal of your school, write a speech, in 120-150
words, to be delivered in the morning assembly describing the importance of regular
classroom teaching done by better qualified teachers who are more dedicated than
others. You are Mr/Mrs S. Gupta.
OR
(B) Cleanliness is very essential for the proper development of both mind and body. A
student can study in a calm and happy way if everything around is neat and tidy. You
are Joan/John. Write a speech, in 120-150 words, for your school’s morning assembly
on ‘Importance of Cleanliness in Life’.
IX. Answer ANY ONE of the two questions given below. (5 marks)
(A) The Nilgiris Senior Secondary School is holding an inter-school debate on the topic,
‘School bullies are a menace; they should be expelled’. You will be participating from
your school in the debate. Write your debate, in 120-150 words, choosing a stand for
or against the motion.
OR
(B) Some people believe that university students should be required to attend the classes
provided. Others believe that going to classes should be optional. Which point of view
do you agree with? Write your viewpoint for or against the motion, to be presented in
the morning assembly, in about 120-150 words.
SECTION - C
(LITERATURE TEXT BOOK AND SUPPLEMENTARY READING TEXT) (31 MARKS)
X. Answer ANY ONE of the following two extracts: (3 marks)

(A) Eternal I rise impalpable out of the land and the bottomless sea,
Upward to heaven, whence, vaguely formed, altogether changed, and yet the same,
I descend to lave the droughts, atomics, dust-layers of the globe.

(i) There are two voices in the poem. Who do they belong to?
(a) The poet (b) The rain
(c) The waves (d) The reader
(ii) How does the rain narrate the story of her birth and functions?
(iii) What impression do you form about the speaker?
OR
(B) Now she’s been dead nearly as many years
There is nothing to say at all,
(i) Who is being referred to in these lines?

(a) The poet’s mother (b) The poet
(c) The poet’s aunt (d) The poet’s neighbour
(ii) What is the tone of the poet in the given lines?
(iii) Explain the last line of the stanza.
XI. Answer ANY ONE of the two extracts given below: (3 marks)
(A) He wore a big turban, and loose-fitting clothes. His long, white beard covered the
best part of his chest and he looked at least a hundred years old. He did not look the
sort of person who would have a wife or children. He looked as if he could only have
lots and lots of grandchildren. As for my grandmother being young and pretty, the
thought was revolting.
(i) How has the author characterised his grandfather in the given lines?
(ii) Why does the author say that she has never been pretty, but was always beautiful?
(a) Because she was a good human being
(b) Because she was a human being
(c) Because she looked ugly
(d) Because he did not understand her as a person
(iii) “He did not look the sort of person who would have a wife or children.’ What
does the author mean?
OR
(B) The first indication of impending disaster came at about 6 p.m., with an ominous
silence. The wind dropped, and the sky immediately grew dark. Then came a growing
roar, and an enormous cloud towered aft of the ship. With horror, I realised that it
was not a cloud, but a wave like no other I had ever seen. It appeared perfectly
vertical and almost twice the height of the other waves, with a frightful crest.
(i) What is the ‘ominous silence’ that is being referred to in the given extract?
(ii) ‘aft’ of the ship is:
(a) front part of the ship
(b) deck of the ship

(c) towards the stern (rear) of the ship
(d) the lower part of the ship
(iii) “the frightful breaking crest” – crest means the same as:
(a) a growth of feathers
(b) a formal design that is used by a family
(c) a part of the body that sticks out of another body structure
(d) the top or highest part of something such as a wave
XII. Answer ANY ONE of the two extracts given below: (4 marks)
(A) Every family has a crazy streak in it somewhere, and my cousin Mourad was
considered the natural descendant of the crazy streak in our tribe. Before him was
our uncle Khosrove, an enormous man with a powerful head of black hair and the
largest moustache in the San Joaquin Valley, a man so furious in temper, so irritable,
so impatient that he stopped anyone from talking by roaring. It is no harm; pay no
attention to it.
(i) What was the common feature between uncle Khosrove and Mourad?
(ii) What was uncle Khosrove’s pet dialogue?
(a) It is no harm; pay attention to them
(b) It is no harm; pay no attention to it
(c) It is no harm; pay no attention to them
(d) It is no harm; pay attention to it
(iii) How has the author described the physical features of the uncle?
(iv) Which word from the given extract means the opposite of ‘affable’?
OR
(B) ‘Mrs Pearson: I might. Who d’you think?
Doris [Staring at her]: Mum—what’s the matter with you?
Mrs Pearson: Don’t be silly.
Doris: [Indignantly] It’s not me that’s being silly— and I must say it’s a bit much
when I’ve been working hard all day and you can’t even bother to get my tea ready.
Did you hear what I said about my yellow silk?
Mrs Pearson: No. Don’t you like it now? I never did.
Doris [Indignantly]: Of course I like it. And I’m going to wear it tonight. So I want it
ironed.
Mrs Pearson: Want it ironed? What d’you think it’s going to do—iron itself?’
(i) Why is Doris consistently reacting ‘indignantly’ towards her mother Mrs
Pearson?
(ii) Choose the words that describe Doris’ personality, on the basis of the extract.
(1) Spoilt (2) Independent
(3) Bad tempered (4) Kind
(a) (1) and (2) (b) (1) and (3)
(c) (2) and (4) (d) (2) and (3)

(iii) What does the extract reflect upon the relationship between Doris and Mrs
Pearson?
(iv) Identify the tone in which Mrs Pearson talks.
(a) Cool and incisive (b) Flattering and apologetic
(c) Brave and strong (d) Taunting and angry
XIII. Answer ANY TWO of the following in about 40-50 words each. (3×2=6)
(i) What has been the role of Harvard Carter in the Discovery of Tut?
(ii) In the poem ‘The Laburnum Tree’, what does the phrase ‘her barred face identity
mask’ mean?
(iii) What was the purpose of Nick Middleton’s journey to Mount Kailash?
(iv) Does the poem ‘Father to Son’ come across as a personal experience to you?
XIV. Answer ANY ONE of the following in about 40-50 words each. (3×1=3)
(i) “I’ve done something; Oh, God! I’ve done something real at last”. What is the
significance of this statement made by Andrew in the story ‘Birth’?
OR
(ii) Do you concur with the thought that ‘The Address’ is a story that represents the
human predicament that follows war?
XV. Answer ANY ONE of the following questions in 120-150 words. (1×6=6)
(i) Give a brief account of Professor Gaitonde’s stay and study of history books at
Town Hall library. What riddle was he keen to solve?
OR
(ii) How have the poets Ted Hughes (The Laburnum Top) and Walt Whitman (The
Voice of the Rain) used sound to express the beauty of nature?
XVI. Answer ANY ONE of the following in about 120-150 words each. (1×6=6)
(i) In the story ‘The Tale of Melon city’, the author says the king is ‘just and placid’.
Do you concur with the thought that the king carries the notion of justice to limits
of exaggeration?
OR
(ii) Compare and contrast the characters of uncle Khosrove in ‘The Summer of the
Beautiful White Horse’, with that of Mrs S’s daughter in the story ‘The Address’.
zzz

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Syllabus

CENTRAL BOARD OF SECONDARY EDUCATION, NEW DELHI

Section –A (26 Marks)

Reading Comprehension through Unseen Passages (10+8= 18 Marks)

Section –B (23 Marks)

Section –c (31 Marks)

n The Tale of Melon City

Assessment of Listening Skills – 05 Marks

Assessment of Speaking Skills – 05 Marks

Project Work – 10 Marks

The changes for classes XI-XII (2023-24) year-end

SECTION COMPETENCIES TOTAL

Reading Skills Conceptual understanding, decoding,

Grammar and Creative Conceptual understanding, application of

Literature Textbook and Recalling, reasoning, appreciating literary

Assessment of Listening and Speaking Skills 10

Grand Total 100

4. CASE-BASED FACTUAL PASSAGE

5. NOTE-MAKING AND SUMMARIZATION

1. Read the following passage carefully. (10 marks)

8 Xam idea English (Core)–XI

3. Read the following passage carefully. (10 marks)

4. Read the following passage carefully. (10 marks)

5. Read the following passage carefully. (10 marks)

14 Xam idea English (Core)–XI

6. Read the following passage carefully. (10 marks)

16 Xam idea English (Core)–XI

7. Read the following passage carefully. (10 marks)

18 Xam idea English (Core)–XI

8. Read the following passage carefully. (10 marks)

20 Xam idea English (Core)–XI

22 Xam idea English (Core)–XI

1. Read the following passage carefully. (10 marks)

24 Xam idea English (Core)–XI

2. Read the following passage carefully. (10 marks)

26 Xam idea English (Core)–XI

3. Read the following passage carefully. (10 marks)

28 Xam idea English (Core)–XI

4. Read the following passage carefully. (10 marks)

(g) Fill in the blank.

30 Xam idea English (Core)–XI

6. Read the following passage carefully. (10 marks)

32 Xam idea English (Core)–XI

7. Read the following passage carefully. (10 marks)

34 Xam idea English (Core)–XI

8. Read the following passage carefully. (10 marks)

36 Xam idea English (Core)–XI

(2) Compassion l on a patient’s health record

38 Xam idea English (Core)–XI

1. Read the poem given below. (10 marks)

(3) So send the sacred colour from my coat

(4) Send my claws to the young of the high-born

40 Xam idea English (Core)–XI

(5) Give my entrails to whoever shall have them

(6) Instead I have turned away

2. Read the poem given below. (10 marks)

RHYME OF THE RIVER AVEN

(2) The rocks on the bank look still and stern

42 Xam idea English (Core)–XI