Solutions to
COMMUNICATIVE PULLOUT WORKSHEETS FOR CLASS IX First Term By
Dr. M.M. Sharma M.A., Ph.D.
Since 1950
SARASWATI HOUSE PVT. LTD. EDUCATIONAL PUBLISHERS 9, Daryaganj, Near Telephone Office, New Delhi-110002 Ph: 43556600 (100 lines), 23281022 • Fax: 43556688 E-mail:
[email protected] Website: www.saraswatihouse.com Branches Bengaluru: (080) 26619880 • Chandigarh: (0172) 2624882 • Chennai: (044) 24343740 Jaipur: 9672987282 • Kochi: (0484) 3925288 • Lucknow: (0522) 4062517 Mumbai: (022) 28343022 • Patna: (0612) 2570403
CONTENTS SECTION A – READING Unseen Passages † Worksheets 1 to 11 ............................ 5–7 Comprehension † Worksheets 12 to 14 .......................... 8–9 SECTION B – WRITING Biographical Sketch † Worksheets 15 & 16 ............................. 10 Data Interpretation † Worksheets 17 & 18 ............................. 11 Dialogue Writing † Worksheets 19 & 20 ............................. 12 Description (People, Places, Events) † Worksheets 21 to 23 ....................... 12–13 Formal/Informal Letter † Worksheets 24 & 25 ........................ 13–15 E-mail † Worksheets 26 & 27 ........................ 15–16 Diary Entry † Worksheet 28 ...................................... 17 Story Writing † Worksheet 29 ................................. 17–18 Article Writing † Worksheet 30 ...................................... 18 Speech Writing † Worksheet 31 ...................................... 19 Debate † Worksheet 32 ................................. 19–20 Writing Article/E-mail/Story † Worksheet 33 ................................. 20–21 Organising Debate † Worksheet 34 ...................................... 21 Writing Short Paragraph/Article/E-mail † Worksheet 35 ................................. 21–22 Just A Minute † Worksheet 36 ...................................... 22 Interview/Description † Worksheet 37 ...................................... 23 Conversation † Worksheet 38 ................................. 24–25 Writing Paragraph/Story † Worksheet 39 ...................................... 25
Completing Story, Writing Speech/ Paragraph † Worksheet 40 ................................. 25–26 SECTION C – GRAMMAR Filling Blanks with Suitable Words † Worksheets 41 to 43 ............................ 27 Replacing Underlined Words/Phrases † Worksheets 44 to 46 ....................... 27–28 Detecting Errors † Worksheets 47 to 49 ............................ 28 Sentence Completion Using Headlines † Worksheets 50 to 52 ....................... 28–29 Paragraph Completion Using Notes † Worksheets 53 to 55 ............................ 29 Dialogue Completion † Worksheets 56 & 57 ........................ 29–30 Completing Sentences (with Reported Speech) † Worksheets 58 to 60 ............................ 30 Rearranging Jumbled Words † Worksheets 61 to 63 ....................... 30–31 Sentence Transformation † Worksheet 64 ...................................... 31 Tenses Or Using Correct Forms of Verbs † Worksheet 65 ...................................... 31 Sentence Structure † Worksheet 66 ................................. 31–32 Connectors † Worksheet 67 ...................................... 32 Determiners † Worksheet 68 ...................................... 32 Pronouns † Worksheet 69 ................................. 32–33 Prepositions † Worksheet 70 ...................................... 33 Clauses † Worksheet 71 ...................................... 33 Modals † Worksheet 72 ...................................... 33
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Passive Voice † Worksheet 73 ...................................... 34 Narration † Worksheet 74 ...................................... 34 SECTION D – LITERATURE Fiction How I Taught My Grandmother to Read † Worksheets 75 to 77 ....................... 35–37 ROLE-PLAY: How I Taught My Grandmother to Read † Worksheet 78 ................................. 37–38 A Dog Named Duke † Worksheets 79 to 81 ....................... 38–40 JUST A MINUTE: A Dog Named Duke † Worksheet 82 ................................. 40–41 Poetry The Brook † Worksheets 83–86 .......................... 41–43 GROUP DISCUSSION: The Brook † Worksheet 87 ................................. 43–44
The Road Not Taken † Worksheets 88–90 .......................... 44–45 GROUP DISCUSSION: The Road Not Taken † Worksheet 91 ................................. 45–46 The Solitary Reaper † Worksheets 92–95 .......................... 46–48 APPRECIATION OF THE THEME: The Solitary Reaper † Worksheet 96 ...................................... 48 Lord Ullin’s Daughter † Worksheets 97–101 ........................ 49–51 APPRECIATION OF THE THEME: Lord Ullin’s Daughter † Worksheet 102 .................................... 52 Drama Villa for Sale † Worksheets 103–106 ....................... 52–55 DRAMATISATION/ROLE-PLAY: Villa for Sale † Worksheet 107 ............................... 55–56 • PRACTICE PAPERS ....................... 57–76
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A
READING
SUMMATIVE ASSESSMENTS UNSEEN PASSAGES WORKSHEET–1 Passage–1
Passage–2
1. (b) excess TV viewing
1. (c) to provide warmth
2. (a) the weight loss was comparatively
2. (b) provide light
lower and they quickly regained the
3. (d) mere chance
weight lost
4. (a) using a reed as a wick in the fat
3. (c) it induces lethargy
5. (d) essential
4. (d) children adopt better habits 5. (b) decision after considering all information
WORKSHEET–2 Passage–1 1. (c) he had blue wings
Passage–2 1. (a) marketing ability
2. (b) then it could be sold
2. (b) dedicated workforce
3. (a) shot the bird down with a gun
3. (c) British failure
4. (d) it could not be eaten
4. (d) the poorer marketing ability of the British
5. (c) extremely unusual
5. (c) produced something quickly and in large amounts
WORKSHEET–3 Passage–1 1. (c) they are thirty metres long
Passage–2 1. (d) listen, think and formulate thoughts
2. (a) a few individuals
2. (a) when you get to the point quickly
3. (b) vibrating nasal sacs
3. (b) power of persuasion
4. (d) krill
4. (c) talking and listening
5. (a) weak and easily hurt
5. (d) to give all attention to something/someone
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WORKSHEET–4 Passage–1
Passage–2
1. (c) people suffering from imaginary illness 2. (b) health is only means to an end 3. (d) they often suffer from an imaginary illness 4. (a) his work which good health makes possible
1. 2. 3. 4. 5.
(c) (a) (b) (d) (c)
courage emotions capacity for reasoning he can face a situation boldly noticeable
5. (b) worry
WORKSHEET–5 Passage–1 1. 2. 3. 4. 5.
(a) (c) (b) (a) (d)
Passage–2
is ill and exhausted thin, hungry and weak full of hope in the future insecure knotty
1. (c) both (a) and (b) 2. (a) it makes the clouds weaker until they disappear 3. (d) both (a) and (b) 4. (d) they bounce back solar radiation 5. (b) difficult to understand
WORKSHEET–6 Passage–1
Passage–2
1. (d) confidence and enthusiasm 2. (a) it was to be constructed across the rushing Douro river 3. (d) he used steel cables anchored to pylons 4. (c) two million people visited it in three months—from March to May 1889 5. (b) feeling of anger or unhappiness
1. (c) education 2. (d) despite being difficult and complex, its principles are practised by so many people 3. (a) he does not feel himself competent to talk about it 4. (b) in literary and historical works 5. (d) making us realise that we all are children of God
WORKSHEET–7 Passage–1
Passage–2
1. (a) the dark wet shadows of clouds hover over the sky 2. (b) when it rains 3. (d) all the above things happen then 4. (c) sweet dreams or fancies 5. (b) dear
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1. (a) these make interesting reading 2. (b) they are often glorified 3. (d) is seldom presented in the right perspective 4. (d) for the crimes he has not committed 5. (c) the fact of having been found guilty
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WORKSHEET–8 Passage–1
Passage–2
1. (b) a hill of concrete 2. (c) the increase in number of vehicles
1. (a) they have made clear a fact about germs
3. (a) the evergrowing population
2. (c) they have the power of adaptability
4. (d) militancy has hit tourism in Kashmir
3. (d) much more difficult
5. (a) growing or developing rapidly
4. (b) they very rapidly develop new powers which enable them to resist the effect of the drug 5. (a) continues for a particular period of time
WORKSHEET–9 Passage–1
Passage–2
1. (b) in the heaven 2. (a) shaking down a dream
1. (c) we cannot survive for more than a couple of days without it
3. (c) sound of the temple gong
2. (b) no life is possible without it
4. (d) the peak
3. (a) it is an excellent solvent
5. (b) stealthily
4. (d) it has high thermal conductivity 5. (b) control
WORKSHEET–10 Passage–1
Passage–2
1. (c) it can create misunderstanding
1. (d) its socio-political conditions
2. (b) his vocabulary
2. (c) is more today than ever before
3. (a) foolish
3. (a) its history
4. (d) ambiguity in speech
4. (b) themselves
5. (c) something spoken without giving proper thought
5. (d) necessary for existence
WORKSHEET–11 Passage–1
Passage–2
1. (d) all of the above
1. (c) they cause greatest harm to man
2. (a) it improves insulin function
2. (a) they have a high rate of breeding
3. (c) of both (a) and (b)
3. (d) of all of the above
4. (d) of all of the above
4. (b) it causes diseases to men and animals
5. (a) the action of keeping liquid inside something
5. (a) immense damage
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FORMATIVE ASSESSMENTS COMPREHENSION WORKSHEET–12 Passage–1 Word Pronunciation Meaning 1. Originated /∂′ridzineitid/ appeared for the first time Malaria is thought to have originated in the tropics. 2. Confirmed /k∂n′f3:md/ shown as true or correct His guilty expression confirmed my suspicions. 3. Chief /t∫i:f/ main, most important Their chief problem is poverty. 4. Distant /′dist∂nt/ far away in space The airport was about 20 kilometres distant. 5. Sedimentary /sedímentri/ formed from sand, stones, mud etc. that settle at the bottom of lakes/sea Sedimentary rocks are not as hard as granite rocks. 6. Remains /rimeinz/ the parts of something that are left She fed the remains of her lunch to the dog. ª 7. Obviously / obυi∂sli/ clearly Diet and exercise are obviously important. 8. Crude /kru:d/ in its natural state Crude oil is treated in refineries. 9. Vapours /′υeip∂rs/ mass of very small drops of liquid in air Water vapours rose high. several, different 10. Various /′υe∂ri∂s/ She took the job for various reasons.
Passage–2 2.1
2.2
8
Noun
Verb
Adjective
Adverb
imagination profession potential direction
imagine profess X direct
imaginative professional potential directional
imaginatively professionally potentially directly
Difficult word
Synonym
Antonym
Tremendous Pathetic Talented Capture Rampant Reconcile
huge sad gifted catch fierce accept
tiny cheerful hopeless free mild reject
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WORKSHEET–13 Passage–1 (a) (b) (c) (d) (e)
(iv) (iii) (iv) (i) (ii)
Passage–2
a little narrow-minded creature to put all things together to occupy his humble place it can’t crack a nut the squirrel
(a) (b) (c) (d) (e)
(iv) (ii) (iii) (iv) (i)
nervous a grave, calm man he felt the narrator had a secret to reveal his manner was mysterious revelation
WORKSHEET–14 Passage–1 (a) (b) (c) (d) (e)
(iii) (ii) (i) (iv) (iii)
early rising an early riser well done before midnight necessity
Passage–2 (a) (iii) education and technical progress (b) (ii) cost of advertising is added to that of the product (c) (iv) advertisements (d) (i) a wider choice is available (e) (iv) inverting
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B
WRITING
SUMMATIVE ASSESSMENTS BIOGRAPHICAL SKETCH WORKSHEET–15 1.
MR SHAM LAL Mr Sham Lal is our school peon. He is around 45. He is not very tall. He is a fat fellow, yet he is active and good looking. He wears a khaki uniform and sits on a bench outside Principal’s office. He is educated upto middle standard. He is hardworking and dutiful. He comes to school very early. He dusts the benches. Then he cleanses the Principal’s table and chairs. He has many other duties to perform. He rings the bell and goes to post office to bring mail. He goes to bank to deposit money. He also carries important orders to classes. He is polite and soft spoken. We like him for his punctuality, regularity and cleanliness. Out of love children call him ‘chacha’.
2.
MR NARESH KUMAR Mr Naresh Kumar is the postman of our area. He is around forty. He is six feet tall but slim and agile. He has a family of four. Besides his wife, he has to support his two children. He is a matriculate. He wears a khaki uniform. He rides on his cycle. He carries letters in a bag. He puts the parcels on the carrier of his cycle. He has very difficult duties. First he goes to the post office. There he collects mail of our area. He sorts it streetwise and then arranges it housewise before starting to distribute the letters and parcels. I like him because he is punctual, polite and regular. He is sweet to talk to. He rings the bell before delivering letters.
WORKSHEET–16 1.
DR RAMESH MOHAN Dr Ramesh Mohan is the part-time doctor of our school. He visits our school on Tuesdays and Fridays from 11 a.m. to 1 p.m. as he is busy at Apollo Clinic in the mornings from 8 a.m. to 11 a.m. and in the evenings from 6 p.m. to 8 p.m. He is M.D. (Medicine) and has a Diploma in Child Health. He is around 35. He has medium height. He is slim, smart and good-looking. He organises health check-up of students, examines ailments and writes prescription for the sick. He also delivers lectures on taking care of health. He is soft-spoken, polite and good tempered. He is a patient listener and loves children. These qualities make him popular.
2.
MR JAI SINGH Mr Jai Singh is the physical training instructor (PTI) of our school. He is thirty-six years old. He is 175 cm tall and weighs 70 kg. He has a Master’s Degree in Physical Education from Rajasthan University, Jaipur and a Diploma in Coaching of Athletics from NIS, Patiala. He has experience of 10 years. He organises morning assembly and drill. In the evening he coaches us in various games and athletics. He organises tours. Hiking and trekking tours are his speciality. I like him for his commanding voice. He impresses us as a strict disciplinarian. But he orders us harshly and gets angry if he is disobeyed. Then we dislike him.
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DATA INTERPRETATION WORKSHEET–17 1.
PROBLEMS AND STRESSES FACED BY TEENAGERS The problems of the teenagers can be classified into three broad groups: (a) Educational (b) Employment related (c) Personal health and relationships. Educational problems related to finishing of education in a well deserved manner and passing the exams creditably to get a university degree rank as primary worries. More than half—52 to 54 per cent teenagers are victims of these two types of worries. Then the youth are faced with another Herculean task—prospecting for employment. In fact, 70 per cent graduates are worried about gainful employment. The number of unemployed youth is on the increase. Personal health is the concern of about 54 per cent teenagers whereas 63 per cent are worried about their aging parents. Fifty-seven per cent teenagers are emotionally attached with their relatives or peers.
2.
AROGYADHAM RAILWAY STATION From the map, the station building seems to be quite small. You will reach there by the 203 up Rajdhani Express. It will be received at platform no. one. Alight from the train. Pick up your handbag and briefcase. Then go up the overbridge. Hand over your ticket to the ticket collector. Then go to the waiting hall. Deposit your luggage in the cloakroom. Refresh yourself in the gents’ toilet. Then move over to the railway canteen. Take a cup of tea or coffee. Wait for your friend for some time. If he does not come, make a call at his residence. If the call does not mature, go to the Taxi/Auto stand. Hire a vehicle and reach his place.
WORKSHEET–18 1.
IMPORTANCE OF EDUCATION The population of the village has increased from about 650 to 1850 over the last twenty years. A study of the graph reveals that the percentage of the illiterates is far higher than that of matriculates or graduates. The number of illiterates has increased over the years. The figures for the last ten years show a healthy increase in the number of male matriculates and graduates as well as adult female literates. Perhaps the introduction of open schools and adult literacy classes have made this possible. Poverty and lack of opportunity have hindered majority of persons from attaining formal education. Concerted efforts are essential to take the lamp of knowledge to every nook and corner.
2.
TEENAGERS AND LEISURE HOURS A comparison of the emerging trends reveal the difference in likings of the boys and girls. While girls read more as compared to boys, they don’t seem to be much interested in games. For the boys, sports constitute an important diversion during leisure hours. They spend more than half their leisure hours playing games or watching them. TV serials and films songs attract more girls than boys. A shocking trend is also discernible. The percentage of boys and girls engaged in hobby-related activities is quite negligible. Isn’t it a cause of concern?
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DIALOGUE WRITING WORKSHEET–19 1.
(i) (ii) (iii) (iv)
(c) (d) (b) (a)
We purchased it last year. The reception is wonderful. you will be enjoying a movie a day. you can see a movie every Sunday.
2.
(i) (ii) (iii) (iv)
(c) (d) (b) (a)
Smoking is injurious to health. That is written on every packet of cigarette. it will injure your lungs. I am addicted to smoking.
WORKSHEET–20 1. (a) Was it interesting? (c) Can you come and see
(b) I had seen (d) have to do
2. (a) of a visit to/visiting (c) Should I come
(b) will have to seek (d) have you ever visited Dal Lake
DESCRIPTION (People, Places, Events) WORKSHEET–21 1.
BIHU FESTIVAL Bihu is an important festival of Assam. The word Bihu is derived from the Sanskrit word Biswa. The Bihu festival is celebrated with pomp and show. People express their joy while welcoming Spring, the most beautiful season. They spend the first day in prayers. The celebrations continue for a week. Men, women and children sing and dance. There are feasts and lot of entertainment.
2.
OUR NEW HOUSE We have shifted to a new house in the Green Valley recently. It is located in Western Noida. This locality has lots of greenery and open spaces. There are many public parks, amusement gardens and playgrounds. Our neighbours are friendly and co-operative. Within a couple of days we mixed with them easily. There is no smoke, dust or pollution in this locality. Spending evenings in such peaceful and exotic surroundings is a divine bliss.
WORKSHEET–22 1.
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STATE SCIENCE FAIR Delhi State Science Fair was organised in Gandhi Maidan in December. Preparations for the science fair started months ago. Almost all the schools of Delhi participated in the Science Fair. The whole area was divided into five sectors. The pavilions were numbered and the exhibits were arranged thematically. I was much impressed by the section dealing with ‘Energy’. It displayed working models of conventional sources of energy including fossil fuels and of the non-conventional ones such as solar energy, wind energy and energy from rubbish
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and wastes. The charts and models of atomic generators and power stations attracted a lot of visitors. People also appreciated the section dealing with environment. 2.
INDIA—A COUNTRY OF FESTIVALS India is a vast country with diverse social and cultural ways. A number of festivals are celebrated in different parts of India. These festivals are celebrated in a variety of ways which reflect the local colour and traditions. For example, in Northern India, Diwali or Deepawali is celebrated as the festival of lights signifying the victory of the good over the evil. Same is the case with Dussehra when the effigies of the demon king Ravana, an incarnation of evil, are set ablaze along with those of his son Meghanada (Indrajeet) and Kumbhakarna. The Navaratras that come before the Dussehra attract devotees of Kali or Durga to perform Puja in Assam and Bengal and to participate in Dandia in Gujarat and Maharashtra. Makar Sankranti is celebrated in North while Onam and Pongal in Tamil Nadu and Kerala. Baisakhi shows the joy of Punjabis on the harvesting of wheat. Holi, the festival of colours, is celebrated all over India.
WORKSHEET–23 1.
OUR PRINCIPAL Our Principal is really a gem. He is only forty-five years old but he carries an old head on his young shoulders. He is physically fit, mentally alert and emotionally balanced. He is hardworking, disciplined and dutiful. He is quite cool and never loses temper with anyone. Angry parents come out smiling after meeting him. His request to teachers and other members of society is a command. He shares their weal and woe. Everyone listens to his sagacious advice and acts on it.
2.
LAKSHMI NARAYAN TEMPLE The Lakshmi Narayan temple is the most famous temple in our city. It is spread over ten acres. There is a huge entrance gate. There are lawns on either side of the road. Pilgrims sit and relax there. Then there is tank. People take a dip in it before visiting the temple. There are at least fifty steps to the platform on which the building is built. There are three big halls. The idols of Lakshmi and Narayan are placed in the central hall. The other two have idols of Lord Shiva, Ganesh, Durga and Hanuman. Devotees offer gifts, bow before the gods and pray for fulfilment of their desires. The atmosphere echoes with the ringing of bells and joyful shouts of the devotees.
FORMAL/INFORMAL LETTER WORKSHEET–24 1. 235 Sector 5 Noida 25 August 20XX The Editor The Times of India New Delhi Sir Subject: Synthetic Milk—A Health Hazard The adulteration of milk is going on at a large scale in our district. The sale of synthetic milk continues unabated. The authorities have made many efforts to curb this evil practice, but failed. The synthetic milk being sold is a mixture of urea, liquid detergents, chalk powder,
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white paint, shredded blotting paper, vegetable oils and arrowroot. It may also contain chemicals like formalin, titanium, sodium sulphate and zinc oxide. These cause skin ailment, ulcers, disabilities and even death. Intake of this synthetic milk is a health hazard. The side-effects of this milk composed of urea are diarrhoea, subsequent malabsorption and nutritional deficiency. Hence, all out efforts should be made to educate the general public against the harmful effects of synthetic milk. Home testing kits can help the consumers to determine the quality of milk supplied by the vendors. Those found guilty of adulteration should be dealt with severely. The ordinary citizens must shake off their apathy and actively join the struggle for a better quality of life. Let us join in this struggle against death-dealers. Yours faithfully Promila Chopra 2. The Chairman Water Authority Ahmedabad 29 March 20XX Sir Sub: Complaint regarding inadequate water supply We, the residents of M.G. Colony, are facing immense water scarcity. Water is supplied to the residents for just about two hours on a given day. Even the pressure is very low. As a result after a two hours’ supply one manages to simply receive just about 450-500 litres of water. It has been brought to our notice that in some VIP colonies water is supplied throughout the day. Why this disparity? Also, another matter which surprises me is the availability of water to the watertankers. Somewhere, it appears that there is a nexus between the Water Authority officials and water tanker operators. With summer approaching, the situation is going to worsen. As residents and regular water tax payers we have right to this basic need. If not in surplus, at least an adequate amount should be provided. We hope and expect that as Chairman of Water Authority you would definitely treat this as urgent and provide relief to the residents of M.G. Colony. Yours faithfully XYZ
WORKSHEET–25 1. St John’s School Madna 15 June 20XX Dear Uncle Thank you for providing me an excellent opportunity to go on a trekking expedition. Our PT instructor is jolly good at organising adventure sports, tours and trekking expeditions. He briefed us about the requirements for high altitude climbing. We left for the hills on the 22nd May. We reached Helang on the Badrinath-Rishikesh Road by bus. Next morning at 9 a.m. we started our trek to Kapleshwar. We reached Kapleshwar late in the afternoon. We took our food, and then retired for the night. Next day we took the road to Rudranath. Our destination that day was Dhumak. This trek had a steep ascent and a high mountain ridge in between.
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The toughest part of the trek was from Toli to Rudranath. There were steep and slippery slopes. It took us five hours to reach the ridge. From the height of 12,200 feet, the valley looked superb. The steep descent proved more hazardous and risky. I hope I haven’t bored you with all these details. With regards Yours affectionately Prakash 2. B 325 Ashok Vihar New Delhi 1 October 20XX The Editor The Pioneer New Delhi Dear Sir The article regarding ban on manufacture of coloured bags from low grade plastic in the issue dated 30 September 20XX has greatly upset many. Plastic bags, everyone will agree, are a menace regardless of whether they are coloured or black or white. Moreover, with their increasing use they are becoming a serious environmental problem. The colours used in their manufacture contain lead and cadmium. These release small amount of poisons into the human body when they mix with food products such as ghee, curd and meat. This selective ban without any fiscal incentives or fine is a mere eyewash. Even high grade, good quality plastic also over time gets recycled into coloured bags. Hence a comprehensive legislation is required to protect and improve the quality of environment. The government should impose a ban on the use of coloured plastic bag immediately and the colourless plastic carry-bags under a time-bound programme. Moreover, efforts should be made to harness technology to produce biodegradable plastic. The State Pollution Control Boards should enforce the ban strictly. Yours faithfully Madhu Dutta
E-MAIL WORKSHEET–26 1.
[email protected] [email protected]
10 April 20XX
subject: bus hits tree and catches fire Message The sight of a bus striking a tree refreshed my harrowing experience of a similar predicament. Last week, I had a narrow shave, when the bus I was travelling in swerved to avoid collision with a truck which suddenly appeared from the right side. The driver lost control over the vehicle as the brakes failed. Consequently, the bus hit a huge tree on the roadside. The impact was so severe that the bus caught fire. I felt that my end was near. The conductor opened the emergency door. I rushed towards it and jumped outside. Other passengers followed suit. Women and children were shouting and crying. We helped them to alight. By this time the police and fire brigade arrived. Relief and rescue work began. It was a pathetic scene with two passengers lying burnt and five injured. I shudder with fear whenever I recall this incident.
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2.
[email protected] [email protected]
15 March 20XX
subject: selection in nationals Message You will be pleased to learn that I have been selected as one of the players in the state team to participate in the national championship for the under-nineteen category. It was an unexpected news for me, my friends and parents as there was a tough competition for the spot. Ten bowlers turned up for the five to be selected. Luckily, I gave a superb performance at the trials and was one of the five bowlers selected for the state team. I felt elated as our principal informed me of my selection. The joy of my friends knew no bounds. However, there was envy in the eyes of others, who failed to make the grade. Congratulating me on my selection, the coach and manager reposed confidence in my ability and told me clearly what they expected of me. I hope I will come up to their expectations.
WORKSHEET–27 1.
[email protected] [email protected]
9 November 20XX
subject: grading system and CCE Message I heaved a sigh of relief on reading the heartening news that students of X class will be free from the monster of Annual Examination. Grades will replace marks and CCE will be used for appraisal of performance. Both scholastic and co-scholastic areas will figure in the assessment, which will have formative and summative assessments. The grading system will de-stress the students as there will be no tension of board examinations. There will be no parental or peer pressure as percentage will not matter. The system is not altogether foolproof. It has a blend of good and bad effects. There will be less gap between intelligent students. Variety of percentage will not matter. Consequently, the level of education will fall down. 2.
[email protected] [email protected]
15 December 20XX
subject: experience in snowfall Message I have just seen a child playing with snowballs. It reminded me of my own experience of being caught unawares in snowfall. Last year we had gone to the hills. The pleasant and sunny morning held the promise of a glorious and splendid day. Suddenly there were cool winds and powdery snow was in the air. This unexpected snowfall surprised me and many others. I had come outdoors totally unprepared for it. I had no overcoat, cap, muffler or gloves to protect me. As a result, I was covered from head to foot with snow. I began to shiver. I feared that I might catch fever. I saw some of the tourists enjoying the snowfall. They too had no protective gear. I took heart from their example. I thought, however, that protection was the better form of valour. Within a couple of minutes the roads, picnic spots and roofs of houses were covered with snow. I beat a hasty retreat to the hotel we were staying in.
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DIARY ENTRY WORKSHEET–28 1.
VISIT TO HOSPITAL Tuesday 15 November 20XX Yesterday, during the Children’s Day celebrations I visited the local civil hospital. It was a pleasant experience. I was stunned by excellent maintenance of the hospital. Everything from corridors to beds and bathrooms was neat and clean. Common perception is that all state-run hospitals are ill-equipped and ill-managed. However, my visit to the local hospital forced me to change my opinion. The staff, both ministerial and medical, was courteous, co-operative and helpful. The children’s ward looked spick and span. Even the general wards were neat and clean. The patients and their attendants were all praise for the hospital staff. Indeed they were making the best use of the limited facilities available to them. I couldn’t help admiring their spirit of dedication and sacrifice to the cause of removing suffering.
2.
PLIGHT OF FLOOD-HIT PEOPLE Thursday 14 August 20XX The city of Delhi was plagued last month by unprecedented torrential rains. Low-lying areas like our colony were inundated by the overflowing waters of the Yamuna which had assumed threatening proportions and looked like a vast ocean. This was a novel experience for me because Delhi very often does not get the due share of its Monsoon rains. It rained cats and dogs for fifteen days intermittently. City’s drainage system was out of gears. Roads were broken and houses collapsed in large number. The rainwater overflowed the drain passing through our locality. River Yamuna broke her embankments and entered the city. Thousands of people were rendered homeless. Millions of cattle died. The roofs of hundreds of stone and brick built houses caved in. Thousands of huts, cottages and cabins collapsed. There was water on everyside, but we had no pure water to drink. Taps, handpumps, wells—all had been submerged. The stores of grains and pulses had been washed away. Small babies and children cried with hunger and thirst. The old complained of pain. The young and able-bodied persons had to stay at home. There was no transport. The fury of rain subsided after a fortnight, but it took us a week more to regain the previous routine. Thank God, it is normal now!
STORY WRITING WORKSHEET–29 1.
THE HARE AND THE LION Once a lion, the king of the forest, posed a great threat to all other beasts and animals. He killed many animals whenever he was hungry. The animals were much terrified. It had become impossible for them to leave their dens. One day, they held a meeting and went to the lion. They said to him, “O brave king! We are your subjects. Have pity on us. Please don’t kill us. We shall send you one animal every day.” The lion agreed. The arrangement worked for some time. The animals were no longer afraid to wander about, but their number was steadily decreasing. One day it was a hare’s turn. Though small in size, he was very clever. He thought of a plan to save himself and other animals. He reached the lion very late. The hungry lion was furious. He asked the hare the reason for his late arrival. The hare said that another lion had come in the forest. That lion held him up on
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the way. The lion became all the more furious with rage. “Show me that lion. I will kill him,” he roared. The clever hare led the lion to a deep well and said, “Sir, he lives inside.” The lion looked into the well and saw his own image in the water. Mistaking it for his enemy, he at once jumped into the well to kill that lion. Since the well was very deep, the angry lion was drowned and killed instantly. Thus the other animals were saved by the clever hare. 2.
THE FAIRIES Once the fairies of the trees set out to choose their dwelling places. Some were wise in making their choices and some were foolish. The wise fairies shunned the trees that stood alone in the open fields, and settled in a thick forest. But the foolish ones said, “Why should we crowd together in a forest? Let us go and live in the lovely trees near villages, where humans will bring us gifts.” So they settled there. One night a great tempest swept over the country. The lonely trees were blown down, and the foolish fairies became homeless. But the great dense forest resisted the fury of the storm. The wise fairies said to the foolish ones, “People should stand together like a dense forest. It is only the solitary tree, growing unprotected in the open field that is overthrown by a silly thing like a storm.” The foolish fairies felt ashamed.
ARTICLE WRITING WORKSHEET–30 1.
PLIGHT OF CHILD LABOUR The evil of child labour still persists in the society. It has crippled our society. The other day I happened to watch some children engaged in active work. It has disturbed me to no end. The inhuman conditions in which these children live and are made to work are deplorable. They are made to slog for 16-18 hrs. They are hardly provided any nutrition. They are physically tortured and sexually abused. They work in homes, restaurants and factories. These children are underpaid and exploited. Though the government has put in place laws against this practice and they should be followed strictly. The people who exploit children must be discouraged. There is no fear of punishment as laws aren’t stringently implemented. It is also sad to note that parents of these children, in order to supplement their income send these children to work. They are very well aware of the conditions but simply ignore it as money seems more important to them. But I feel these children definitely deserve a better childhood.
2.
WATERBORNE DISEASES—A THREAT The report published above is shocking. It brings to the fore the callous attitude of the administration. It is a total failure of the Water Board to provide a basic necessity—clean, safe water—to the people. The report categorically says that this water is unfit for human consumption. What are we going to do about this? Are we going to get together and fight or let waterborne diseases like cholera, hepatitis and typhoid spread? Contaminated water can cause these deadly diseases which can cause large-scale deaths, if not treated immediately. These water samples must be shown to the Municipal Commissioner and an explanation demanded. On the one hand, we celebrate World Health Day, while on the other hand, the basic commodity, water, is impure. I’m sure the concerned authorities will look into the matter and ensure clean and safe drinking water for the public.
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SPEECH WRITING WORKSHEET–31 1.
SCHOOL-GOING CHILDREN: LAZY AND DISEASE-PRONE Good Morning, Respected teachers and dear friends! I’m here today to discuss the trend prevalent among school-going children today regarding their various preferences. To begin with, if one looks at their commuting habits, one finds that only 20% prefer to cycle down to their school, just about 15% prefer walking and the rest 65% prefer to go by car or bus. The food preferences of today’s children are quite different from what it was a decade or two ago. Sixty per cent children prefer junk food, only 15% opt for cereals, rice and chapatis and as many as 25% like ice creams and cold drinks. Looking at their leisure time activities we find that outdoor games have taken a backseat. Only 5% children play outdoor games. Sixty per cent go for video games and 35% prefer net surfing. This has led to children becoming obese and even at young age many of them develop heartrelated problems. Inactivity gives rise to lethargy and dullness. This directly affects their performance. The reason for my taking up this topic for speech today was to highlight the need for good and regular eating and playing habits among children. I hope all of you will remember the ill-effects of wrong eating habits. Thank you
2.
CURBING NOISE POLLUTION Respected teachers and dear friends! The problem of noise pollution has become a malaise that has engulfed our metros as well as other big cities. A sample survey of the four metros—Delhi, Mumbai, Chennai and Kolkata— shows that the loudness of sound in these cities during the day exceeds the WHO limit by 18 to 31 decibels (the safe limit being 55). The citizens do not enjoy a peaceful night either because the loudness of sound is almost double the WHO limit of 35 decibels. It varies from 67 to 73 decibels. A question arises: Aren’t we heading for deafness? Constant exposure to loud noise over a period of time is sufficient cause to induce giddiness, nervousness, headache, mental tension, depression, insomnia and may lead to amnesia. It is high time some preventive measures and remedial actions were adopted in right earnest. The movement of heavy traffic inside the cities should be strictly banned at night. Even during the day honking of horns should be minimised. Peace zones—schools, colleges, hospitals, children’s parks—should be kept noise free. Generators are another source for loud noise. In these days of uncertain supply of electricity these have become a necessary evil. The manufacturers should take steps to make them as low sound emitting as possible. Use of loudspeakers should be curbed and if not totally possible, restrained to certain permissible limits. Music systems should not blare out music. Let us join hands to curb loud noise. Thanks
DEBATE WORKSHEET–32 1.
BOOKS ARE OUR BEST COMPANIONS Respected Chairperson, teachers and friends! I am a booklover and I stand before you to support the motion. Books enlighten us, cheer us and encourage us. They make us healthy, wealthy and wise.
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Books are our best companions as they never desert us in our hour of need. Friends may give us a cold shoulder in our adversity, but not so the books. They amuse, entertain and inspire us even in our darkest hour. They provide a welcome escape from the dullness and drudgery of life. Books contain best thoughts and experiences of the noblest mind that ever lived on the earth. They are repositories of knowledge and give us a glimpse of the divergent cultures, traditions, creeds and customs. Books are a source of pleasure and healthy diversion. When we are sad or alone, books provide a cheerful company. Loneliness is no trouble for a reader. The modern world is changing fast and one who wants to keep himself abreast of times must keep oneself well informed. Now we can have books on the computer as well. Reading makes a full man. Indeed books are the treasured wealth of the world, the fit inheritance of generations and nations. Thank you 2.
POVERTY IS THE CAUSE OF ALL SOCIAL EVILS Respected Principal, teachers and dear friends! I wholeheartedly oppose the motion: “Poverty is not the sole cause of all social evils.” I assert that poverty is the root cause of all social evils. Poverty is the state of being poor. We find around us hordes of people who are unable to afford the minimum necessities of life. They face the problem of getting a square meal for one time. Clad in rags, they can be seen engaged in petty jobs to earn their food. They lead a miserable life which is worse than that of brutes. Hunger and poverty force them to become shameless and they adopt evil practices to combat with their circumstances. It is poverty that leads to criminal activities like robbery, theft, murder, kidnapping and arson. The young street urchins teasing the vendors or the young boys selling tickets in black market are the products of poverty. Deprived of proper amenities such as food, clothes and education, these children grow into rowdy youngmen. Since they fail to get good jobs, they are forced to adopt dishonest means to earn their livelihood. Most of them turn criminals not because of love of adventure but because of hunger and poverty. Most of the criminals are found living in slums and poor colonies. In fact, poverty compels them to indulge in social evils and nefarious practices. If we want to eradicate social evils, we must alleviate their sufferings and poverty. Thank you
FORMATIVE ASSESSMENTS WRITING ARTICLE/E-MAIL/STORY WORKSHEET–33 1.
MOBILE CULTURE—THE ETHICS More and more people are carrying their mobile phones with them. These phones help instant connectivity and make communication easier. However, the use of mobile phones can be dangerous at times. Young persons keep on talking on mobile phones or listening while driving. It certainly distracts attention and may cause accidents. So mobile phone should not be used while driving. The use of cellular phones has been banned by the government at petrol pumps as they could ignite the flammable vapours present in the air. Mobile phones should be switched off inside an aircraft specially while taking off or landing as the electromagnetic rays emitted/received by it may cause incalculable harm to the plane, as the latter might catch fire. Ethics of mobile culture impose another restriction on us. Mobiles should be switched off when in an ICU or if one is near a heart patient or someone who has pacemaker. It will be in the interest of the patient.
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2. Holi is a traditional festival of India. Mother told me a story about Holi. King Hirankashyapu was a demon king. He opposed Lord Vishnu in particular and the other gods in general. But his son Prahlad was a devotee of Lord Vishnu. The king tried to persuade Prahlad to accept him as God and stop worshipping Vishnu, but Prahlad did not obey him. The king had a sister named Holika. She had a boon. Her shawl protected her from fire. She sat in a pyre of fire with Prahlad in her lap. Soon a wonder came to light as the flames decreased. Prahlad was safe but Holika—the incarnation of evil—had died. The igniting of fire on Holi means
the victory of good over evil. 3. For self-attempt.
ORGANISING DEBATE WORKSHEET–34 1. In favour of the motion: Try yourself. Against the motion: Respected chairperson and dear friends! The Internet has ushered in a change in communication. There is no doubt about it, but it is just a new form of communication. We can’t say that it has changed everything in our lives. People still like to visit banks and commercial establishments, have a face-to-face interaction— to haggle and bargain. Some of them enjoy window-shopping while going shopping. They prefer real interaction to virtual ones. In a poor country like India, many people don’t have the resources, patience and knowledge to use computers and the Internet. Reading on a computer screen is uncomfortable. People prefer to listen music and be entertained in traditional ways. Being glued to computer screen has led to passivity, poor eyesight and indigestion. Sedentary habits have led to obesity and lack of physical agility. Thank you
WRITING SHORT PARAGRAPH/ARTICLE/E-MAIL WORKSHEET–35 1.
MISUSE OF INTERNET Like other inventions of science, Internet may be misused. The data available on the Internet is objective and can be surfed easily. Young children get addicted to surfing and waste a lot of time doing so. Sometimes they come across undesirable sites which pour out a lot of garbage. Malicious sites pour out data with adult content. They may receive e-mails containing viruses. Hackers and spammers try to steal the password of genuine but innocent net users. Then they can log in onto their account details. Even the debit cards and credit cards of reputed banks are copied and misused. The data of these cards inserted in slot machines at various outlets may be misused by malicious persons by creating spurious cards. So one should protect one’s password carefully.
2.
IMPACT OF THE INTERNET ON OUR LIFE The Internet has indeed revolutionised our life. It has changed the world into a global village. We stay in touch with our friends/relatives in distant countries/place through the Internet. Information Technology has worked wonders for us. Communication has speeded up and become instant. No doubt people have discarded the old-fashioned snail mail and adopted the e-mail for communication. New business opportunities have been created by the Internet in the world of commerce. Banks have adopted e-banking. Many public and private sector institutions are
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providing new and economically viable facilities through the Internet. Besides being a storehouse of knowledge and information, the Internet provides us entertainment. We can watch a video or listen to MP3s on the Internet. People can stay at home and work via the Internet. 3. Message Hi! I’m overjoyed to learn of your success. It must be very nice bagging the first prize and the trophy. Heartiest congratulations to you and your team. Keep it up! Bye till we meet again. 4.
A HARROWING EXPERIENCE It was around Christmas when I went shopping in the fashionable shopping centre in the heart of the city. As usual there was a lot of rush. I had selected the articles and was about to take them to the cashier’s counter, when suddenly I heard a sound. It seemed as if a big and powerful cracker had burst. Cries of people and clouds of smoke filled the air. Panic spread everywhere. The guards advised the customers to duck near the counters. As people rushed downstairs, there was a stampede. People were crushed under the feet. Electricity had failed and phones had stopped functioning. The twenty minutes we spent huddled like animals seemed like two hours. The arrival of anti-bomb squad and fire-brigade eased the situation. The police rescued the people stranded inside. I felt happy that I was one of those who had been rescued first. It was a great relief to be alive and be with my family once again.
JUST A MINUTE WORKSHEET–36 1. For self-attempt. 2.
CHILDREN-TARGETED COMMERCIALS Good Morning Everybody! Most of the TV commercials are targeted on the children of 5 to 15 years age group. These vary from toothpaste, soap, liquid shop, pen, pencils, chocolates, chewing gums, food supplements or eatables themselves. The advertisers target children knowing fully well that children are their most prospective buyers. Once something catches their fancy, they insist on buying it. They spread its popularity by word of mouth and all the children of a group vie with each other to possess the latest advertised object. Sometimes parents have to yield to some unreasonable demands of the children, who would not compromise on alternatives and must have the brand of their choice. The commercials do not commit themselves on the genuineness of the claims made in the advertisements. Some of these prove to be mere sales gimmicks. Thank you
3. For the motion: Develop these value points Mobile phones — source of distraction in class — misuse by children: games–MMS–SMS — divert attention from studies/games/driving etc. — exposure to electromagnetic waves: not good for brain Against the motion: For self-attempt.
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INTERVIEW/DESCRIPTION WORKSHEET–37 1. Shweta : (Interviewer) Roshni : Shweta : Roshni :
2.
Shweta Roshni
: :
Shweta Roshni Shweta Roshni Shweta Roshni Shweta Roshni
: : : : : : : :
Shweta Roshni
: :
Shweta Roshni Shweta
: : :
Hi, Roshni! Welcome to Blue Bells School. Will you please spare a few minutes for us? Oh, yes! With pleasure! How did you get the idea of ‘Diwali without polluting’? I observed the strange behaviour of my pets and the restlessness of my grandmother on Diwali night. And I felt disturbed. Was this sufficient motivation for you? It started the ball rolling. I got a direction to move forward. Then I interacted with my neighbours and children in the street. What was the outcome of your discussion? We decided to have a Diwali without crackers. Which was the first step that you took? I gave a slogan: “Say No To Crackers”. How was the response? The response was encouraging. Many more joined us. How did you spread the message of Cracker-free Diwali? We started with banners and posters. Then we held group discussions, seminars and declamation contests. We told people about the disadvantages of crackers such as pollution and wastage of money. To what extent did you succeed in your mission? To a great extent, I suppose. In some of the schools, students felt so inspired that they threw all crackers in water and joined our movement. Congratulations, Roshni! It is a remarkable motivation. Thanks for your compliment. You’re welcome.
LEG LOST IN CRACKER BURST I shudder as I recall the horrific incident of that fateful Diwali night. The people of our street had assembled in the square to watch illumination of homes and to celebrate Diwali with the explosion of crackers. Young boys were quite enthusiastic. One of them ignited the wick of 20 cm long 3 cm wide cracker. Unfortunately, the direction went wrong. Instead of rising upwards, it hit the leg of the boy. The cracker burst inside his leg. Both the bones of the leg were broken. The ankle and foot hung limp. The boy cried and fell down unconscious. A cloth was wrapped to stop bleeding, but in vain. He was immediately rushed to hospital. The doctors performed an emergency operation. Inspite of their best efforts they could not put the foot and leg together. The poison of gunpowder had infected the wound up to knee. The doctors had to save a life or a limb. In order to save life, they amputated the youngman’s leg just below the knee. Thus a young man lost his leg in cracker burst.
3. Develop these value points children love sweets, new clothes, toys and bursting crackers disadvantages of crackers—pollution: wastage of money, fear of injury loss to property and lives due to firecrackers or pollution if crackers not exploded—pollution-free environment if money to be spent on crackers is saved, it can be used to help the poor if needy persons are helped—their condition will improve individual/social welfare
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CONVERSATION WORKSHEET–38 (a) (b) (c) (d) (e)
(iv) (iii) (ii) (i) (iii)
others by producing fruit for them a good man the men of noble heart benefitting mankind
ACTIVITY First option: RWA Sector–15 Gurgaon NOTICE 25 March 20XX
IMPROVEMENT IN COMMUNITY PARK
All the elected members of RWA are requested to attend a meeting this Sunday. Date
: 28 March
Time
: 11.00 am
Venue
: Community Centre
Agenda : Suggestions for Improvements in Community Park
Senior residents are also requested to attend the meeting. Please come forward with your suggestions and solutions. Udit Vohra Secretary RWA Second option: Secretary, RWA : Gentleman! I draw your kind attention towards the bad shape of the Community Park. Grass has withered at many places and bald patches are visible. The plants and trees have stunted growth. A Senior Citizen : May I know who was entrusted with the responsibility of looking after the park? Cashier, RWA
: Sir, a whole time gardener was engaged during autumn. It was not human negligence, but the vagaries of nature which are responsible for this sorry state of affairs.
A member, RWA : What leads you to say so? Cashier, RWA
: Sir, we had a very hot summer but not sufficient rains. The earth lay parched and baked. Lack of rains led to withering of grass. Plants with short roots could not get enough nourishment for growth.
Chairman, RWA : Well, gentlemen. Let us discuss what steps should be taken to spruce up things. A Senior Citizen : Let us involve local youth, students and residents to supervise the relaying of grass, plantation of saplings, pruning of trees, hedges, weeding out, manuring and watering etc. Chairman, RWA : Any other suggestion?
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A member, RWA : I support the above suggestion, but I would like to add something. Let us be practical and not simple idealistic. Duties must be fixed. If responsibilities are properly assigned, we may get better performance. Secretary, RWA : If the house approves it we may appoint a subcommittee to elicit cooperation from all the users as well as the horticulture department and municipal corporation. Thus we shall get plants, water and expert advice as well. Chairman, RWA : Any dissensions? Those in favour may say ‘Ayes,’ dissenters may say ‘No’. All
: Ayes.
WRITING PARAGRAPH/STORY WORKSHEET–39 1.
ROLE OF COMPUTERS IN THE LIFE OF STUDENTS Computers have come as a divine boon to the students. Computers store, analyse and transmit data. They are a source of information and knowledge. They disseminate knowledge on various topics in different spheres and that too with a click of the mouse. In short, computers have made the lives of students quite easy and fast. The main disadvantage of computers is that children have stopped using their minds. They bank on computers and go on browsing the net for readymade solutions instead of sharpening their own skills or making any efforts. So the computers hamper the thinking process. Students fail to sharpen their minds.
2.
AN UNBELIEVABLE INCIDENT I was on my way to Dehradun on a cold dark night. I was travelling alone and the car was running at full speed. I was in a hurry to see my friend who was critically ill. Suddenly fog descended and reduced visibility to 10 yards. I stopped the car as I sensed a human figure directly in front of the car. I was near an abandoned house with no light or activity of any sort. The lady had a dog on a lead. She obviously seemed annoyed at my apparent carelessness and rash driving. She gave me a cold look that shivered me to the spine. Braving the cold, I got out and apologised to her as politely as I could. The lady crossed the road. I too got in my car and turned the ignition key. But the car refused to buzz. I was scared. Drops of perspiration made my forehead wet even in such a cold night. All sorts of frightening ideas filled my mind and I could not help shouting. The lady came near me. Perhaps she understood my plight. She pushed my car from the back. The unbelievable had happened. The car started but my benefactor had disappeared before I could thank her. Would that I could see that mysterious lady again.
3. Try yourself.
COMPLETING STORY, WRITING SPEECH/PARAGRAPH WORKSHEET–40 1. Attempt yourself. 2.
A POLLUTION-FREE DIWALI Respected Chairperson, members of faculty and dear friends! Diwali, the festival of lights, means a row of lamps. Let us illuminate our homes and surroundings with lamps of light and knowledge and dispel darkness and evil. The noise of cracker explosion is quite deafening. Pets and small children are quite scared. Their wailing
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is sometimes heart-rending. It is a well-known fact that crackers emit many toxic gases and pollutants when these are burst or ignited. Gases like carbon monoxide, carbon dioxide, sulphur dioxide are very poisonous. Hard metals like potassium are also released in air. Children and patients of asthma have a disturbed night. Some get headache or begin to vomit. Let us save ourselves and our people by resolving to celebrate this Diwali without crackers. The money saved by not buying crackers can be used to buy sweets, candles and lamps. These can be distributed among the poorer section of society. Thus we can inspire others to celebrate a pollution-free Diwali. Thank you 3. In our colony, people understand the true spirit of Holi—the Festival of Colours. We understand the true spirit of the festival. This festival heralds the onset of spring. After the chilly winter, spring promises joy, warmth, pleasant flowers and sweet fruit. People welcome spring with songs and dances. Holi, the festival of colours, makes the culmination of the month-long celebrations. Early in the morning we assemble in the square with our musical instruments. We carry packets of dry colours. We sing devotional songs. We visit every household to spread the cheerful message of Holi—the equaliser. People apply gulal, embrace each other, and then offer sweets. The merry-making goes on till noon. At 2.00 pm all assemble for a community lunch. This is followed by a musical evening. Thus we have a neat, clean, colourful and musical Holi.
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SUMMATIVE ASSESSMENTS FILLING BLANKS WITH SUITABLE WORDS WORKSHEET–41 1. (a) in
(b) the (c) who (d) when
(e) and (f) may (g) beside (h) which
2. (a) has (b) which (c) have
(d) or
3. (a) of (b) by
(e) and (f) a (g) which (h) are
(c) to (d) as
4. (a) have (b) of
(c) from (d) tried
(e) under (f) for (g) that (h) only (e) away
(f) before (g) from (h) some
WORKSHEET–42 1. (a) of (b) to
(c) is (d) a (e) more
2. (a) in
(c) hidden (d) and (e) of
(b) at
3. (a) along (b) his (c) bend (d) them
(f) and (g) feeling (h) on (f) being
(g) finished (h) whose
(e) but (f) a
(g) see
4. (a) that (b) but (c) the (d) developed (e) from (f) their
(h) that (g) and (h) embalming
WORKSHEET–43 1. (a) is (b) many
(c) was
2. (a) who (b) that
(c) is
3. (a) largest (b) that 4. (a) can
(b) eat
(d) and (e) after (d) as
(f) worried
(g) that
(h) does
(e) for (f) to (g) possesses (h) are
(c) feel (d) of (e) and (f) the (g) in (h) like
(c) is (d) the (e) research
(f) effective
(g) they (h) their
REPLACING UNDERLINED WORDS/PHRASES WORKSHEET–44 1. (a) (c) (e) (g)
2. 1. 3. 2.
very jealous very exciting entire exceptionally good
(b) (d) (f) (h)
4. 3. 4. 1.
extremely happy made a long journey on foot attractive behave in a kind and pleasant way
2. (a) (c) (e) (g)
4. 1. 4. 3.
most lethal identified treatment with radiation change
(b) (d) (f) (h)
2. 3. 1. 2.
mortal signs doctor who treats tumours powerful effect
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WORKSHEET–45 1. (a) 1. Referring to (c) 2. Without being influenced by (e) 1. behaving as more important and intelligent than others (g) 3. holding responsible 2. (a) 1. worry (c) 2. reaction (e) 3. carried out (g) 3. not catching fire easily
(b) 4. be victims (d) 1. wrongs (f) 4. shocking (h) (b) (d) (f) (h)
2. 3. 4. 4. 2.
gain an advantage over very bad or serious damaging/destructive official actions full of vehicles
WORKSHEET–46 1. (a) (e) 2. (a) (e)
1. 3. 3. 3.
popular magically when convenient
(b) (f) (b) (f)
3. 2. 4. 1.
favour disappear rowdy looking up
(c) (g) (c) (g)
2. 1. 2. 2.
tiring actually noticeboards displayed
(d) (h) (d) (h)
4. 4. 1. 4.
escalators ride a bad memory demonstrate
DETECTING ERRORS WORKSHEET–47 1. (a) into 2. (a) over 3. (a) who
(b) possess (b) with (b) or
(c) which (c) or (c) him
(d) from (d) his (d) with
WORKSHEET–48 1. (a) illuminating 2. (a) for 3. (a) or
(b) to (b) which (b) presented
(c) less (c) but (c) failure
(d) with (d) that (d) being
WORKSHEET–49 1. (a) in 2. (a) of 3. (a) prove
(b) who (b) on (b) a
(c) nation (c) and (c) he
(d) is (d) consider (d) her
SENTENCE COMPLETION USING HEADLINES WORKSHEET–50 1. 2. 3.
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1. 3. 1. 3. 1. 3.
(b) (d) (b) (d) (a) (d)
was saved 15 leopard skins were seized have been terrorising were arrested has banned bull fights have been sold
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(b) (c) (c) (c) (b) (c)
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WORKSHEET–51 1. 2. 3.
1. 3. 1. 3. 1. 3.
(d) (b) (b) (d) (b) (d)
has been banned were rescued was test fired were injured were treated was witnessed
2. 4. 2. 4. 2. 4.
(c) (a) (a) (b) (c) (c)
will be held will be made available was interrogated were arrested has been allowed were killed
WORKSHEET–52 1. 2. 3.
1. 3. 1. 3. 1. 3.
(c) (d) (c) (d) (c) (d)
have been warned that were killed will be conducted has been discovered will be replaced were arrested
2. 4. 2. 4. 2. 4.
(b) (a) (b) (a) (b) (a)
will be bought is needed was suggested was thrown out of running train has been will be awarded
PARAGRAPH COMPLETION USING NOTES WORKSHEET–53 1. (a) (c) 2. (a) (c)
3. 2. 1. 3.
is a social worker and an accomplished has written many short is depicted is needed
(b) (d) (b) (d)
1. 1. 2. 4.
has provided was awarded are being eroded can create
WORKSHEET–54 1. (a) 2. 2. (a) 4. (c) 1. 3. (a) 4.
has widened (b) 3. has resulted was restricted have become more costly can be used (b) 3. can be made
(c) (b) (d) (c)
4. are facing (d) 1. has grown 3. have got hit severely 2. has not been touched 1. make it difficult (d) 2. does not pollute
WORKSHEET–55 1. (a) 4. was neglected 2. (a) 3. is believed 3. (a) 3. are
(b) 2. are educating (b) 2. are driven (b) 2. worsens
(c) 1. can become (c) 4. is retained (c) 4. are constipated
(d) 3. can develop (d) 3. are advised (d) 1. will do
DIALOGUE COMPLETION WORKSHEET–56 1. (a) (c) 2. (a) (c)
2. 4. 3. 4.
missed the direct bus apologise for my unintentional delay how I shall feel what to carry
S O L U T
I O N S
(b) (d) (b) (d)
3. 1. 2. 1.
is thinking of dropping you don’t have much time left when shall we reach come to ask you that
29
3. (a) 2. Have you visited it (c) 4. many latest books for us
(b) 1. Have you been (d) 3. how long the book fair will go on
WORKSHEET–57 1. (a) (c) 2. (a) (c) 3. (a) (c)
3. 4. 4. 2. 3. 2.
Will you like to join us When is she coming to India Will you please attend to me when did you go to bed Could I please speak to you like to sit and wait
(b) (d) (b) (d) (b) (d)
2. 3. 3. 4. 4. 1.
Why is it not possible I will miss you a lot what is your problem had you been doing is he likely to come back you please give him a message
COMPLETING SENTENCES (with Reported Speech) WORKSHEET–58 1.
2.
1. 2. 3. 1. 3.
(c) (b) (a) (c) (b)
told him that their new servant had run away. asked whether anything valuable was missing. that her gold watch was missing. 4. (d) where she had kept it. that their new servant had 2. (d) whether anything was missing. had stolen one of their blankets. 4. (c) it was the one that they had taken
WORKSHEET–59 1.
2.
1. 2. 3. 4. 1. 2. 3. 4.
(d) (b) (c) (d) (d) (c) (a) (b)
if all three of those books were not late. that he was only halfway through all three. advised him not to start three books whether he would like to check those books out again they would have to improvise meals. that he was sure he (Archie) could pull a breakfast together. that they were out of his usual waffles so he had to substitute. asked Archie what he had fixed.
WORKSHEET–60 1.
2.
1. 3. 4. 1. 2. 4.
(c) (b) (c) (d) (c) (c)
if he had ever worked out. 2. (d) he walked in order to stay fit. if he ever lifted weights that when one was as heavy as he was, walking itself was lifting weights. he had spent time on that homework assignment, and it really showed. if she meant it was that good. 3. (b) that it was covered with stains. it was a whole evening’s worth of snacks.
REARRANGING JUMBLED WORDS WORKSHEET–61 1. 2. 3. 4.
30
1. (ii) 1. (ii) 1. (iv) 1. (iii)
bdca bdca bdca cadb
2. 2. 2. 2.
(i) (i) (i) (i)
cabd badc acbd cadb
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S H
(iv) (i) (i) (iv)
badc cadb bdca cdba
4. (iii) 4. (iii) 4. (ii) 4. (ii)
C O M M U N I C A T
dacb cadb bdca cabd
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WORKSHEET–62 1. 2. 3. 4.
1. (i) 1. (i) 1. (ii) 1. (iii)
bdca cadb bacd dacb
2. (iii) 2. (iii) 2. (i) 2. (ii)
dbac bdca badc cadb
3. 3. 3. 3.
(iv) (iv) (iv) (i)
cadb bdca cadb cadb
4. (ii) 4. (ii) 4. (iii) 4. (iv)
bcda cadb cadb cadb
badc badc dbac dbac
4. (iii) 4. (iv) 4. (ii) 4. (iii)
bacd badc bacd bdac
WORKSHEET–63 1. 2. 3. 4.
1. 1. 1. 1.
(iv) (ii) (ii) (i)
bdca bacd bdca cadb
2. 2. 2. 2.
(i) (i) (i) (ii)
bdca badc bdca badc
3. (ii) 3. (ii) 3. (iii) 3. (iv)
SENTENCE TRANSFORMATION WORKSHEET–64 1.
2.
1. 2. 3. 4. 1. 3.
(d) (c) (b) (c) (d) (a)
He called upon God to witness that he had not abused him. He swore (by God) that he had not seen it (that). The peon asked the officer respectfully if he might go out. He said that I needn’t wait. It is prayed that you may live long. 2. (b) No one was blamed by me. It is said that truth is evergreen. 4. (b) A week is made of seven days.
FORMATIVE ASSESSMENTS TENSES OR USING CORRECT FORMS OF VERBS WORKSHEET–65 1. (a) (e) 2. (a) (e) 3. (a) (e) 4. (a) (e)
is do not know paints was murdered (iii) had (i) bark (iv) invited (ii) introduced
(b) (f) (b) (f) (b) (f) (b) (f)
does not know has grown is had united (ii) came (iv) awoke (iii) reached (iii) brought
(c) have seen (g) are (c) lived
(d) use (h) become (d) worked
(c) (g) (c) (g)
(d) (h) (d) (h)
(iv) woke (i) hear (ii) had (iii) served
(ii) started (iv) barking (i) come (ii) came
SENTENCE STRUCTURE WORKSHEET–66 1. (a) (b) (c) (d)
Selflessness is a God-gifted virtue. A selfless man puts aside his self. (or puts his self aside) He thinks for others and works for others. He seeks his happiness in the happiness of others.
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2. (a) (b) (c) (d)
Most bats are harmless to people. Bats are one of the world’s most misunderstood creatures. There are about 1000 kinds of bats. Bats account for nearly one quarter of the world’s mammal population.
3. (a) The elders give young ones gifts on festivals. (b) The boys lost their way in the jungle. (c) Monkeys attack when they are frightened. Or When monkeys are frightened, they attack. (d) Fifty-one deer died in the National Park last year. 4. (a) 2. is the shop? (c) 4. will you go there?
(b) 1. you going there in the evening? (d) 3. lovely an outing it’d be!
CONNECTORS WORKSHEET–67 1. (a) Though (e) while
(b) as (f) and
(c) because
(d) and
2. (a) and (e) Neither
(b) because (f) because
(c) or
(d) when
3. (a) (ii) still (e) (ii) but
(b) (iii) and (f) (iii) and
(c) (ii) So (g) (ii) while
(d) (iii) that (h) (iii) but
DETERMINERS WORKSHEET–68 1. (a) (e) 2. (a) (e) 3. (a) (e)
the a a A our A
4. (a) (iii) Some (e) (iii) these
(b) (f) (b) (f) (b) (f)
an the X a an a
(c) (g) (c) (g) (c) (g)
(b) (iv) these (f) (iii) many
most The X a some the
(c) (ii) the (g) (iv) their
(d) (h) (d) (h) (d) (h)
An a the the the those
(d) (i) a (h) (iii) many
PRONOUNS WORKSHEET–69 1. (a) your (e) them
(b) our (f) they
(c) She
(d) her
2. (a) They (e) everybody
(b) each other (f) him
(c) this (g) what
(d) one (h) he
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3. (a) It (e) what
(b) All (f) they
(c) They (g) Everyone
(d) themselves (h) some
4. (a) (i) I (e) (iv) all
(b) (ii) my (f) (iii) I
(c) (iii) someone (g) (ii) I
(d) (iii) no one (h) (iv) their
PREPOSITIONS WORKSHEET–70 1. (a) of (e) from
(b) of (f) of
(c) in (g) with
(d) in (h) of
2. (a) for (e) of
(b) without (f) from
(c) in (g) from
(d) of (h) to
3. (a) in (e) of
(b) on (f) with
(c) of
(d) From
4. (a) (iii) of (e) (ii) over
(b) (ii) of (f) (iii) of
(c) (iii) of (g) (iii) in
(d) (ii) in (h) (iii) in
5. (a) (ii) by (e) (i) With
(b) (ii) of (f) (ii) into
(c) (ii) in (g) (ii) Before
(d) (iv) of (h) (ii) on
CLAUSES WORKSHEET–71 1. (a) which (e) which
(b) who (f) which
(c) that
(d) which
2. (a) when (e) if
(b) where (f) because
(c) so that
(d) as if
3. (a) 4. where you bought it from (c) 4. how much it cost you
(b) 2. which is situated in Kamla Nagar
4. (a) 2. how you managed (c) 4. what your future plan is
(b) 3. which has helped me
MODALS WORKSHEET–72 1. (a) (e) 2. (a) (e) 3. (a) (e) 4. (a) (e)
may Can May would should should will must
S O L U T
(b) (f) (b) (f) (b) (f) (b) (f)
I O N S
should will can needn’t must will can will
(c) can
(d) may
(c) shall
(d) will
(c) will
(d) will
(c) can
(d) could
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PASSIVE VOICE WORKSHEET–73 1. (a) 4. is killed
(b) 3. can be made
(c) 3. are given
2. (a) 2. was committed (b) 3. is believed
(c) 4. had been forced
3.
3. (d) has been developed
1. (b) were killed 2. (c) were caned 4. (b) has been launched
NARRATION WORKSHEET–74 1. (a) 3. if he could tell him the way (c) 3. if he wanted one in which he could
(b) 4. that he could (d) 4. he did not want to stay there
2. (a) 4. that there was a fly in his soup (c) 3. why they served flies in soup
(b) 3. why they didn’t take care (d) 2. that they couldn’t serve elephants
3. (a) 4. where he was going (c) 3. what he would bring home
(b) 1. he was going to the market (d) 3. he would bring nothing
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LITERATURE
SUMMATIVE ASSESSMENTS HOW I TAUGHT MY GRANDMOTHER TO READ (Fiction) WORKSHEET–75 1.
1. 2. 3. 2. (a)
(c) her style was easy to read and very convincing (b) complex psychological problems in the lives of ordinary people (d) unfortunate for Kannada literature She lost her mother when she was young. There was nobody to look after her and guide her. Her father was a busy man and got married again. In those days people did not consider education essential for girls. So she never went to school and could not learn to read. (b) The central character of the story was an old lady. She had a strong desire to go to Kashi as worshipping Lord Vishweshwara is the ultimate punya. The grandmother was old. She too had never been to Kashi. So she could relate to the central character of the story. (c) She had gone there for a couple of days, but she stayed there for a week. During her absence, ‘Karmaveera’ magazine came on Wednesday. Grandmother opened the magazine. She saw the picture that accompanied the story of ‘Kashi Yatre’. But she could not understand anything that was written. (d) The grandmother was desperate to know what had happened in the story ‘Kashi Yatre’. Many times, she rubbed her hands over the pages wishing they could understand what was written. She waited eagerly for her granddaughter to return early and read it for her. She even thought of going to the village and ask her to read it. This made her feel dependent and helpless.
3. Respected Principal, teachers and dear friends! Today I want to share my feelings with you about something painful that is pricking my heart. It is not some physical injury or pain caused by a blow. It is a deeper one—felt in the heart. By chance, I went through the story ‘How I Taught My Grandmother To Read’. The writer, Sudha Murty, has beautifully portrayed the anguish of the illiterate adults. How dependent and helpless do they feel because of their inability to read. The granddaughter’s efforts to teach her grandmother came as a beacon light. Friends! I exhort you all to join the adult literacy mission. Let us make a sincere effort to educate the illiterate adults. I know that sparing time from your busy, hectic schedule will pose many problems. But, please pause and ponder. By helping the old people to read, we bring a change in the lives of the adult illiterates. They can then read and write letters to their near and dear ones. Reading newspapers and magazines will entertain them and keep them interested and busy. I hope you will rise to the occasion and spare at least an hour each Sunday for this noble task. Let us go out to serve who need our services the most.
WORKSHEET–76 1.
1. (c) her granddaughter read the next episode of the story 2. (a) she was eager to know what happened next in the story 3. (c) both had a strong desire to visit Kashi
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2. (a) The old lady helps a young orphan girl. The latter falls in love but there is no money for the wedding. The old lady gives away all her savings for the wedding. She cancels going to Kashi. She considers the happiness of that orphan girl more important than worshipping Lord Vishweshwara at Kashi. (b) The serial ‘Kashi Yatre’ focused on the struggle of an old woman who wanted to visit Kashi and worship Lord Vishweshwara. The women who come to the temple are all religious by nature. So they could easily relate themselves with the protagonist of the story and try to learn her progress. (c) The grandmother was illiterate, so she could not read the story herself. She did not ask anybody else in the neighbourhood to read it to her. It was embarrassing to do so. So she depended on her granddaughter to read the story to her. (d) The granddaughter overstayed there. During her absence, ‘Karmaveera’ came on Wednesday. Being illiterate, the grandmother was unable to read the story ‘Kashi Yatre’ on her own. She was desperate to know what happened in the story, but couldn’t. So she began to weep at her helplessness. 3. Thursday 18 March 20XX How helpless and dependent I felt when I could not decipher from the ‘Karmaveera’ what happened next in the story ‘Kashi Yatre’. I waited eagerly for my granddaughter to return early and read it to me. I was so desperate to know what happened next in the story that I was ready to go to the neighbouring village and have the story read to me. I could have asked some lady in the neighbourhood to do so, but it would be embarrassing. It was at that moment that I decided to learn Kannada. As soon as my granddaughter returned home, I told her of my decision. I had even fixed a deadline for myself to be able to read a novel on my own. I needed her help to guide me. At first she tried to dissuade me from my decision by telling me that I was 62 with grey hair, wrinkled hands, spectacles on eyes and having to do lot of work in the kitchen. I told her that there was no age bar for learning. If one is determined for a good cause, one can overcome any obstacle. Now I have started learning the alphabet. I did a lot of homework. I would read, repeat, write and recite. I persevered and by Dassara I could read by myself. I made my teacher sit on a stool. I gave her a gift, bent down and touched her feet. I told her that I was touching the feet of a teacher who taught me so well that I was able to read a novel confidently in such a short period. The sense of achievement and fulfilment on being independent has made me forget all the toil, efforts and pain undertaken to surmount the one obstacle I faced—illiteracy.
WORKSHEET–77 1.
1. (c) she bent down and touched the feet of her granddaughter 2. (a) as a mark of respect to her teacher 3. (d) not correct as it reversed the tradition
2. (a) As a young girl she never went to school. After marriage at a young age, she became busy in rearing and feeding children. At times she used to regret not going to school. So she made sure that her children and grandchildren studied well. (b) The sixty-two-year-old bespectacled grandmother told her granddaughter the story of her life in the middle of night. Her face looked unhappy and her eyes were filled with tears. It was her inability to read the printed words that had caused the worried expression on her face. (c) The illiterate grandmother needed the help of her educated twelve-year-old granddaughter. She wanted to start learning Kannada, though she was sixty-two and had to do a lot of work in kitchen. She defended her decision. She said, “For learning there is no age bar.” Secondly, determination can help one overcome all obstacles.
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(d) She said that she had touched her feet as a mark of respect to her teacher. She had taught her so well and so affectionately that she was able to read any novel confidently in a very short period. She reminded her of the scriptures which said, “A teacher should be respected, irrespective of the gender and age.” 3. Friday 26 March 20XX O! What a surprise our school had for us today. We were led to ‘Asha Kiran’—an Old Age Home to celebrate Grandparents’ Day. We decorated the hall of the old building with balloons and ribbons. A big cake was placed on a table in the centre. Then the grey-haired sweethearts were invited there. We sang songs for them. Some of them smiled and joined us in singing. Others sat without any expression. Some of us sat with them and talked to them. Then the pieces of cake were distributed. Their eyes sparkled with joy. The diabetic people were quite excited on seeing the forbidden delicacy. I felt sad to learn that many of them almost missed their grandchildren. One of them told me that her son was in the U.S. He found it difficult to look after her. So he left her at this Home. Though she had people of her age group there and got full medical care and other attention, she felt lonely, depressed and insecure as she had been cut off from her grandchildren. I realised the plight of those who suffered silently without a word of complaint on their lips. We, the youngsters, have a special obligation towards them. Instead of forcing them to spend their old age in loneliness and insecurity, we must keep them happy in our own homes. Our love, affection and admiration can make them realise their worth to us.
FORMATIVE ASSESSMENT ROLE-PLAY: How I Taught My Grandmother to Read (Fiction) WORKSHEET–78 1. Sudha
: Avva, is everything all right? Are you OK?
Grandmother : (Weeping) I never went to school. I can’t read. Sudha
: Avva, don’t cry. Can I help you in any way?
Grandmother : Yes, I need your help. I want to learn Kannada alphabet from tomorrow. I’ll work hard. I want to read ‘Kashi Yatre’ on Saraswati Pooja day before Dassara. Sudha
: You are sixty-two. Your hair is grey. Your hands are wrinkled. You wear spectacles. You work so much in the kitchen ... .
Grandmother : My child, I’m determined. I’ll overcome obstacles. Moreover, for learning there is no age bar. Sudha
: OK. Avva! Now sleep peacefully. We’ll start from tomorrow.
2. 19 June 20XX Wednesday 8 pm Today I am very happy as my cherished desire to learn to read is going to be fulfilled. My granddaughter, Sudha, has at last consented to teach me. I found free time from my work according to her convenience. She began with Kannada alphabet. For an hour she taught me how to read and write them. I resolved firmly that I would not let her effort go waste. I, therefore, determined to read, repeat, write and recite whatever she taught me. I worked as a diligent and devoted student. I know that the road ahead is difficult, but I have lit the lamp of knowledge and I will keep it burning brighter and brighter.
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3. (a) (i) (ii) (iii) (iv) (b) (i) (ii) (iii) (c) (i)
They blew balloons and hung them around the hall. They cut out chart papers, wrote quotes, drew pictures and stuck them on the wall. Some of them sang songs while others sat beside them and spoke to them. They cut the cake into several pieces and distributed it among them. sadness loneliness/cut off from grandchildren insecurity telling them how much we love them and making them feel their worth. Proper care, love, respect and security are essential. (ii) keeping grandparents with us and showering regard, love and affection on them.
SUMMATIVE ASSESSMENTS A DOG NAMED DUKE (Fiction) WORKSHEET–79 1.
1. 2. 3. 2. (a)
(d) a broad genuine smile (b) a Zonal Sales Manager (a) he had everything that a man aspires for One autumn twilight Hooper was hit by a car. He was rushed to the hospital. The motor section of his brain had internal bleeding. It completely paralysed his left side. Thus an active and highly energetic person was confined to bed as a paralytic. (b) Marcy was driven to the hospital by one of ‘Chuck’ Hooper’s district managers. Her husband couldn’t talk. He could only breathe and see. His vision was double. Marcy phoned a neighbour. She asked him to put Duke in a kennel. (c) Duke was a rough-playing Doberman Pinscher. He was four years old and weighed 23 kilos. His coat was red with a fawn vest. Chuck visited the kennel several times before deciding to have the big Doberman. He liked Duke’s high energy and capacity of making noise. (d) As soon as Duke saw Chuck, he stood trembling as if hit by 5000 volts. Then he gave a loud, deep shout to express his anger. He was so happy that he jumped across three metres of air. He hit Chuck above the belt. The impact was so forceful that Chuck had to struggle to keep his balance.
3. Monday 22 March 20XX O! What a faithful and responsible companion Duke has proved. The accident had left me a paralysed cripple. I was forced to lie on a bed alone with my thoughts. Despair had led me on to helplessness. At the same time I didn’t want to be a burden on Marcy. Duke’s re-entry into my life lifted my numb spirits. One evening my good hand idly hooked the leash onto Duke’s collar to hold him still. I asked Marcy to help me to my feet. Duke pranced. I fought for balance. I placed the leash in my left hand and folded the paralysed fingers over it. Then I leaned forward. Marcy supported me by the elbow. I moved my right leg out in front. Straightening the right leg caused the left foot to drag forward alongside the right. It could be called a step. Duke had rekindled hope. I decided to repeat it. Duke felt the sudden slackness in the leash. He pulled it taut. I swayed forward. I broke the fall with my right leg. Then I straightened. I did so thrice. I felt exhausted, so I collapsed into the wheelchair. Next day Duke started early. He tugged steadily and I took four steps. Leaning back against the pull, I learned to keep my balance without any help. Everyday I moved on step by step. In two weeks we reached the front porch. Duke’s assistance seemed miraculous.
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WORKSHEET–80 1.
1. (b) tall, slim and long limbed body 2. (c) Duke realized that Chuck was not well and could not balance himself 3. (d) Hooper was lost in his own grief and pain
2. (a) In 1953, Hooper was a strong, agile young man. He was tall and slim. He had a strong athletic and well built long limbed body. His competitive nature made him aggressive, but he hid it under a broad smile. He was the favourite of the bosses. (b) (i) ‘They’ are some men from the chemical company in which he worked. (ii) They had decided to do this as Hooper, who had been in critical state for a month after the accident, had survived. They told Hooper to take a year off and promised to create a desk job for him at headquarters. (c) Chuck now came home. The excitement of homecoming wore off soon. Chuck hit a new low. At the hospital there were other injured people. But he felt lonely after Marcy went to work. Duke was still in the kennel. Chuck was alone with his thoughts. (d) Chuck’s grin faded away. He stared at the ceiling for hours, then out of the window, then at Duke. Duke kept staring at Chuck. This went on for many days. Boredom set in as Chuck couldn’t move and Duke couldn’t talk. Duke lay as a motionless coil on the floor while Chuck was confined to bed. 3. Hooper showed remarkable courage, endurance, determination, faith and perseverance during his struggle for survival. His paralysed arm and leg were worked on for weeks together. These were followed by baths, exercise and a wheeled walker. Chuck showed no improvement, but he did not lose hope. The re-entry of Duke into his life lifted his numb spirits. The day Duke made him take his first step, there was a rekindled hope. Holding the leash with paralysed fingers and dragging the left foot forward were painful and exhausting. But he persevered. Step by step Duke made Hooper walk and keep his balance. In his daily struggle, Hooper showed determination and courage. Failures did not deter him as he had full faith. Duke and Hooper set daily goals. They advanced from one post to the other. It was now Duke who controlled the man. A course of physiotherapy with weights, pulleys and whirlpool baths followed. Sustained efforts yielded fruit. Duke went for two trips a day and covered longer distance. He no longer waited at each step, which indicated Hooper could walk. The struggle went on as Duke pulled Hooper along the street faster and faster. This increased his stability and endurance. Sometimes Hooper would trip and fall, but he struggled to get up. After Duke’s demise, the big man would walk alone day after day.
WORKSHEET–81 1.
1. (d) a full day’s work 2. (c) turned completely to Duke 3. (b) to get Chuck on his feet
2. (a) Initially when Charles Hooper brought Duke home, Marcy was almost impolite to him. He was a rough-playing Doberman Pinscher. She preferred a Pomeranian. However, as she watched Duke taking the sole responsibility of making Chuck walk she softened towards him. When Duke was injured, she would not allow anyone else to carry him. (b) Duke would lie on the floor beside his master’s bed. Then he would spring to his feet. He stalked to the bed, poked his pointed nose under Chuck’s elbow and lifted it. He nudged and needled and snorted. Hooper would ask him to go and run around the house. Duke would come over to the bed again and yap and poke.
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(c) Duke would pull his leash taut. Then he would stand and wait. Hooper would drag himself up to the dog. Then the dog would move forward to the end of the leash and wait again. The pair set daily goals. They would move from one fence post to another. (d) Chuck was fighting hard for a comeback. So no one could tell him that he could not handle his old job. On the other hand, he could work only an hour per day. The problem was what to do with a salesman who couldn’t move around and would work for only an hour a day. 3. Duke was an intelligent and faithful dog. He understood the problem of his master. Since the left side of his body was paralysed, he needed help to stand, move and retain balance. Duke could not bear the boredom of remaining idle and keep staring at his master’s face. He tried hard to make his master come back to his normal life. Hooper held the leash tightly. Duke would stand still. Hooper leaned forward and moved his right leg out in front. As he straightened his right leg, this caused the left foot to drag forward alongside the right. Thus he took the first step. Duke motivated his master. He gave him full support. Now Hooper did not need the support of his wife. Duke took the full responsibility of his master. Gradually, they increased the length of their trip as well as speed. It was an ordeal for Duke and his master. But the rigorous exercise that Duke forced on his master led to the success of the mission. Now Hooper could walk alone without any help.
FORMATIVE ASSESSMENT JUST A MINUTE: A Dog Named Duke (Fiction) WORKSHEET–82 1. June 1, 1956 January 4 March 1 October 12, 1957 2. Courage: Subdural haemorrhage paralysed Charles Hooper. He remained in a critical condition for a month, but he never gave up courage. Six weeks after the accident, he was put in a wheelchair. When Marcy went out to work, he was left alone. Perseverance: Chuck didn’t make much headway even after his paralysed arm and legs were worked on and he had been given baths, exercise and a wheeled walker. He kept following Duke everyday. The dog controlled his movements. From a single step on the first day, he could walk up to 200 metres after 8 months. Determination: Chuck decided not to yield. Duke was brought home. The dog was impatient for his master’s company. He pulled the leash taut and let Chuck sway forward. Chuck dragged his left foot alongside the right. He felt exhausted, but did not give up the effort. Endurance: Charles had to face physical pain, mental anguish, depression, sadness, loneliness, helplessness at his paralysed state. He felt shocked and grieved which expressed itself in the form of anger. He endured physical and emotional strain and adapted himself to new way of life. Faith: Duke’s re-entry into Hooper’s life lifted his numb spirits. He made Hooper take the first step. This rekindled hope. He had full faith in Duke. From shock, denial, helplessness and anger, he learnt to cope with challenge. He accepted the changed mode of life.
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3. (a) (c) (e) (g) (i)
quivering blonde shimmied critical subdural haemorrhage
(b) (d) (f) (h) (j)
grin rambunctiousness rampageous confinement bellow
SUMMATIVE ASSESSMENTS THE BROOK (Poem) WORKSHEET–83 1.
1. (d) constant but short high-pitched sounds in flow of water 2. (c) river water full to the brims 3. (a) a wavy or zig-zag motion
2. (a) The water of the brook sparkles in the sunlight when it flows from the place of its origin— a hilly watery place, frequented by water birds like coots and herons. (b) The poet uses this word to convey the idea of noise born out of ‘quarrels’. The brook makes a lot of noise when it flows down hurriedly. (c) The refrain in the poem ‘The Brook’ is: “For men may come and men may go, but I go on for ever.” It conveys that the brook is permanent. It can’t die. It is perennial whereas men are mortal and short-lived. (d) ‘The Brook’ has many examples of alliteration. Five of them are listed below: /b/ sound in ‘I bubble into eddying bays I babble on the pebbles. /f/ sound in ‘by Philip’s farm I flow’ ‘a field and fallow’ /d/ and /t/ sound in ‘I wind about and in and out’ /s/ sound in ‘I slip, I slide’ ‘skimming swallows’ ‘sandy shallows’ /w/ sound in ‘Will-willow-weed and mallow’
WORKSHEET–84 1.
1. (c) pieces of froth 2. (b) moves over uneven gravel 3. (d) alliteration
2. (a) The brook has many different things in its water. These are blossoms, lusty trout grayling fish, foamy flakes and ripples of waves. It draws them along to the river. (b) The waterbreaks are caused as the brook moves over uneven gravel. These waves shine brightly under the light of the sun. So they are called ‘silvery’.
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(c) The poet has used the devices of (i) alliteration and (ii) onomatopoeia. (i) Alliteration is the repetition of the same sound as in ‘Foamy Flake’ and ‘Golden Gravel’. Alliteration enhances the musical quality of the poem. (ii) A word or a combination of words, whose sound seems to resemble the sound it denotes is called onomatopoeia. Examples: chatter, babble, murmur, fret. (d) I like the following two images: (i) One image is that of the brook flowing rapidly through hills and valleys, under the bridges and by the villages. (ii) The second image is that of the zig-zag movement of the brook. It moves on carrying blossoms or foam on its waves. We can see ‘trout’ and ‘grayling’ gliding in its water.
WORKSHEET–85 1.
1. (c) alliteration 2. (d) the happy lovers 3. (b) flying very close
2. (a) ‘Steal’ means to move secretly and quietly so that other people do not notice you. ‘Slide’ means to move easily over a smooth or wet surface. The two words convey the gentle and quiet movement of the brook by lawns, grassy plots and hazel covers. (b) ‘Forget-me-nots’ are sweet smelling white ‘sundrop’ flowers. These sweet smelling flowers grow on the banks of the brook. These are usually offered by the lovers to their beloveds. (c) When the brook moves over ‘the golden gravel’ it breaks into many a silvery waterbreak. It goes in the dark, but glances out. Swallows fly over its surface. It makes the netted sunbeam dance against its sandy shallows. It murmurs at night as it goes through wilderness full of thorny bushes. It lingers by shingly bars and loiters around the pungent learned cresses. It curves out and flows to join the river. (d) ‘The netted sunbeam’ means the sunbeam which falls on the bottom of the brook. It is trapped in the water of the brook. Then it gleams and appears dancing when the water flows.
WORKSHEET–86 1.
1. (b) frightening and lonely places 2. (c) murmurs softly 3. (d) moves idly
2. (a) The brook does not behave like ordinary travellers. It does not suspend its journey at night through desolate places. The brook is an eternal, fearless wanderer. It moves at night in frightening and lonely places having thorny bushes and trees. (b) ‘Linger’ means to stay longer or spend a long time doing something. The brook slows down a bit when shingles bar its movement. ‘Loiter’ means to hang around; to stand and wait somewhere, with no obvious reason. When the brook comes across cresses—those pungent leaved plants like a cabbage—it moves around them very slowly. (c) There is a strong parallelism between the movement of the brook and the course of human life. Just as one has to go through many ups and downs in one’s life, the brook also changes its course several times passing over smooth and rough surfaces alike. Human life is full of joys and sorrows, songs and tears, periods of activity and rest, fast speed and slow movements. The brook ‘sparkles’ in its early stage and makes a lot of noise as if it were bickering. It
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reacts angrily to obstacles just like human beings–it frets and fumes. It murmurs on pebbles and slips by some obstructions. It slows down its speed as the amount of obstacles increases. (d) There is a striking contrast between the brook and human existence. Human life finally culminates in death. The brook merges in the river and loses its identity. However, it remains everflowing from its origin to the point of merger. There is no such perenniality in case of man who is mortal and death marks the end of his existence.
FORMATIVE ASSESSMENT GROUP DISCUSSION: The Brook (Poem) WORKSHEET–87 1. The other ‘movement words’ are: ‘hurry’, ‘slip’, ‘flow’, ‘wind’, ‘travel’ and ‘move’. 2. The other ‘sound words’ are: ‘chatter’, ‘babble’, ‘murmur’, ‘fret’. 3. (a) A word or a combination of words, whose sound seems to resemble the sound it denotes is called onomatopoeia. Examples: ‘hiss’, ‘buzz’. (b) The onomatopoiec words are: ‘chatter’, ‘babble’, ‘murmur’, ‘fret’. Reinforcement [Group Discussion]
1. 3. 4. 5. 6.
(b) (a) (d) (c) (e)
comes from the place where coots and herons live passes under fifty bridges crosses both fertile and fallow land passes lawns filled with flowers goes through wilderness full of thorny bushes
ACTIVITY
First Option The brook originates from a hilly watery place and flows down the valley with a lot of noise. Its water sparkles as it passes through the ferns grown in wet areas and shines brightly with flashes of light under the sun. The brook passes through valleys and near towns and villages. It passes under fifty bridges. It moves in a zigzag manner and crosses both fertile and fallow lands. It passes through lawns filled with flowers and carries flowers, leaves and fish—trout or grayling, as well as foamy flakes. When its water moves over ‘the golden gravel’ it breaks into many a silvery waterbreak. It goes in the dark, but glances out. Swallows fly over its surface. It makes the netted sunbeam dance against its sandy shallows. It murmurs at night as it goes through wilderness full of thorny bushes. It lingers by shingly bars and loiters around the pungent learned cresses. It curves out and flows to join the river. Second Option The origin of the brook is a hilly watery place. It hurries down the hills and slips by the ridges. It is in a buoyant mood as it flows down the valley with a lot of noise. Its cheerfulness and enthusiasm have a childlike quality.
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When it moves on stony paths, it creates various noises. These noises are different when its water moves in spirals. When it flows on pebbles, it creates sounds as if it were talking to itself. It gets angry when it makes many curves on its banks and fallow fields. It creates much noise as it encounters obstacles. It moves in a zigzag manner. It passes silently by lawns and grassy plots. It slides by small hazel trees. It slips, slides, glooms and glances merrily while flowing. It murmurs at night when it passes through wilderness. It passes by the little town and under many bridges. It then flows by Philip’s farm and joins the brimming river. Thus the journey of the brook is short but eventful. It is significant as it reminds us of ups and downs of life and our own mortal state.
SUMMATIVE ASSESSMENTS THE ROAD NOT TAKEN (Poem) WORKSHEET–88 1.
1. (c) abaab 2. (d) it promised adventure 3. (b) metaphor
2. (a) The two roads were covered with yellow leaves. They diverged at a particular point. One went in the undergrowth after a certain distance. The other was fair and grassy. Very few people had walked on it. So it wanted wear. (b) The speaker chose the ‘other’ road. It was just as fair as the first one. Moreover, it had a better claim. It had been less travelled by. It was not the beaten track. It promised adventure. (c) Well, if the choice is between the familiar and unfamiliar, beaten track and risky ‘one’, I would certainly choose the safer one. You live only once. So, why risk your neck knowingly? (d) The poet did regret his choice. He had taken the road less travelled by. This charming road looked adventurous but was hazardous. He kept the first road reserved, but he couldn’t adopt it. And this had made all the difference. Our choices are irrevocable. One can’t retrace one’s steps and then make a fresh start again.
WORKSHEET–89 1.
1. (d) the two diverging roads 2. (c) surprise and regret 3. (d) abaab
2. (a) The poet had to make a choice between the two roads. Both looked equally attractive that morning. He took one road thinking he would walk on the other some other time. The choice for the particular road depended on various reasons such as it was ‘fair’ and ‘grassy’. It also ‘wanted wear’. (b) The speaker decides to keep the ‘first’ path safe for another day and takes the other trail that seems more rewarding. (c) He knew that one path would lead to another. So he wouldn’t get a chance to go back to the road not taken. The road not taken always seems attractive. (d) The speaker doesn’t seem happy about his decision. The poet wants to convey the idea that choices must be made very carefully because it is not easily reversed. Hence, it makes all the difference.
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WORKSHEET–90 1.
1. (c) abaab 2. (d) regret 3. (d) long after making the choice
2. First Option He shall be telling that two roads diverged in a wood and he had taken the less travelled by. The poet wants to convey the idea that choices must be made very carefully because they have far reaching consequences and can affect the course of life. Second Option The poet regretted his choice. The expressions ‘telling this with a sigh’ and ‘that has made all the difference’ convey his sadness. He had taken the road less travelled by. This charming road looked adventurous but was hazardous. He chose the unconventional calling and became a poet. This has made all the difference in his life. Now he can not adopt his family business. 3. First Option The poem ‘The Road Not Taken’ is about the choices that one makes in life. Robert Frost presents the theme through the metaphor of a fork from where two roads diverge in different directions. Here roads are metaphors for life, changes, journeys, partings, adventures etc. The roads represent two alternatives of life: one is the familiar, beaten track on which so many have walked. The other is the fresh, adventurous and greener one. It may involve risks but looks more tempting. After deliberation the poet chooses the unbeaten trail. Years later he regrets his decision. The regret will remain because at a given moment one can choose only one of the alternatives, which means one has to yearn for the road not taken. One can only imagine what life would have been if the road not taken had been chosen. Second Option The choice of career will depend on many factors like aptitude, ability, financial position, opportunities for advancement, risks involved. At the tender age of 15, one is too young to foresee the pros and cons of the choice. It is the peer-pressure or the unfulfilled ambitions of the parents that lead the young student of 15 to opt for the stream of studies—science, arts or commerce that eventually leads to choice of profession in that stream. In this age of rapidly advancing technology, the beaten tracks offer no thrill or opportunities to show one’s worth. The untravelled ones, though risky, are more promising. I would opt for a fresher pasture and take risks. If I don’t venture, I won’t gain anything.
FORMATIVE ASSESSMENT GROUP DISCUSSION: The Road Not Taken (Poem) WORKSHEET–91 1. The other choices are: Money, Profession, Children, Marriage [Answers will vary from student to student.] 2. Varied answers possible. The common dilemmas could be: (a) Choosing one’s apparels
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(b) One’s school/college/university (c) Opting for different professions (d) Food items, subjects, disciplines, books, friends etc. Explanatory Note: First of all the choice of profession will have to be made. This choice is interconnected with studies. The determining factors in this choice will be one’s aptitude, capabilities and financial resources. The importance of money in today’s world cannot be overlooked. Here the determining factors will be whether one wants money to amass material possessions or just to meet one’s physical needs and live a comfortable life. Then comes the choice of marriage. Here one’s concept of a life partner will be the deciding factor. After marriage one has to decide how many children one would like to have. This decision too depends upon one’s concept of a happy family. Reinforcement [Group Discussion]
Varied answers are possible. The choices and decisions made will make it clear whether the choices are acceptable and less risky or the usual ones. Students may discuss among themselves and their seniors. Teachers may help them by providing hints.
SUMMATIVE ASSESSMENTS THE SOLITARY REAPER (Poem) WORKSHEET–92 1.
1. (d) comparison 2. (c) aabb 3. (b) islands in the north-east of Scotland
2. (a) The cuckoo is known for her sweet songs. The song of the cuckoo heralds the spring and breaks the silence of the seas. The poet has compared the song of the solitary reaper to the song of the cuckoo to bring out its incomparable sweetness and musicality. (b) The song of the cuckoo sounds a welcome note by announcing the arrival of the spring. It is a good news for the people weary of winter. The poet wants to convey the idea that the maiden’s song was more exciting and far more pleasant than that of the cuckoo singing gleefully of the arrival of spring. (c) It is a vast desert. The sun is blazing. A heat wave is sweeping over the sand. I see a group of tired travellers. They are crossing the sand dunes with difficulty. They are badly in need of some oasis where they can get fresh water and rest in the cool shade of the trees. (d) The tired travellers need water to quench their thirst and cool shade of trees to take rest. They hear the sweet and melodious song of the nightingale. They feel thrilled. They are enchanted and move on with happy hearts.
WORKSHEET–93 1.
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2. (a) These words create a sense of solitude and loneliness. There is beauty and mystery. A lonely girl singing by herself on a hill looks like a painting in the backdrop of a hill. There is ‘mystery’ as no one is near the solitary lass. Her song adds beauty to the scene. It is sheer magic. (b) The Hebrides islands are located in the north-east of Scotland. There is complete silence all around. Soon a ship appears on the horizon. The sailors hear the song of the cuckoo. They are thrilled at this melodious welcome. The song of the cuckoo fills their hearts with joy. Spring has come and the long icy winter is over. (c) Wordsworth has chosen the songs of the nightingale and the cuckoo because these are the sweetest, most pleasant and most refreshing of all the songs of the birds. By comparing these, the poet wants to establish a fact that the song of the solitary reaper was simply incomparable in its magic, melody and sweetness to the song of the nightingale or the cuckoobird. (d) Wordsworth uses the device of comparison to heighten the charm of the solitary reaper’s song. Further, he heightens its beauty, mystery and appeal by comparing unknown to known. The nightingale and the cuckoo are the two most musical song birds known to us. Wordsworth asserts that the solitary reaper’s song was more melodious and thrilling than that of either song bird.
WORKSHEET–94 1.
1. (c) without making any movement 2. (d) a solitary reaper 3. (b) the poet’s reaction to the song
2. (a) The music of the sweet song of the solitary reaper had cast its spell on the poet. He was greatly affected. The song echoed in his heart even though the girl had stopped singing. (b) It was written after going home. Wordsworth believed in the theory ‘emotion recollected in tranquillity’. He wrote when the same mood of joy was recreated and not spontaneously or on the spur of the moment. (c) Her song is melancholy but sweet and melodious. The poet is lost in the sheer melody and music of the song. Then there is the charm of the unseen, unknown and unfamiliar. These prompt his imagination to roam freely. It has an unending fascination. (d) Wordsworth has chosen a simple incident—a solitary highland girl reaping and singing by herself. The highlands and valleys transport us to far-off, unknown lands. Then he refers to tired travellers in Arabian deserts refreshed by nightingale’s song and the sailors in farthest Hebrides thrilled by the cuckoo’s announcement of the ensuing spring. All these enchant our imagination. The sweetness, melody and music of the solitary reaper is established by comparison to two song-birds known for their sweet melodious music. The conjectures that the poet makes about the theme of her song are also romantic in nature.
WORKSHEET–95 1.
1. (c) tired groups 2. (d) shady place in a desert 3. (c) sweet and enchanting
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2. (a) The nightingales sing in the deserts of Arabia to welcome the tired travellers to a shady haunt. The tired travellers feel fresh on hearing the sweet song of the nightingale. Their tiredness disappears. (b) The songs of the nightingale and the cuckoo are the sweetest, most pleasant and most refreshing. By comparing it, the poet wants to establish a fact that the song of the solitary reaper was simply incomparable in its music, melody and sweetness. (c) The poet saw a highland girl, reaping and binding the grain all alone. She was singing a melodious song in her Scottish dialect. The whole valley was echoing her song. The poet was held spellbound. He did not wish to disturb her. (d) The girl sang in Scottish dialect which the poet could not understand. However, the plaintive numbers suggested that she might be singing about a disaster or calamity in the past: “Old, unhappy, far off things” or “some natural sorrow”. She might be singing of “some natural sorrow, loss or pain” or of human misery “that has been, and may be again.”
FORMATIVE ASSESSMENT APPRECIATION OF THE THEME: Solitary Reaper (Poem) WORKSHEET–96 1. (a) (b) (c) (d) 2.
3. (a) (c) (e) (g) (i)
some natural sorrow, loss or pain familiar matter of today natural loss/unhappy, far off things battles long ago
Singer
Place
Heard by
Impact on listener
Solitary Reaper
Scottish Highlands
the poet
holds him spellbound
Nightingale
Arabian sands/ deserts
weary travellers
travellers feel fresh tiredness disappears
Cuckoo
farthest Hebrides
sailors
sailors feel thrilled
was walking was singing listened a sad one melancholy
(b) (d) (f) (h) (j)
field affected/fascinated to fill plaintive reminded
PROJECT
“... and sings a melancholy strain, ...” “More welcome notes to weary bonds” Breaking the silence of the seas
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SUMMATIVE ASSESSMENTS LORD ULLIN’S DAUGHTER (Poem) WORKSHEET–97 1.
1. (d) anger 2. (c) ghost 3. (d) abab cdec
2. (a) The weather was already rough and wild. The storm grew loud quickly. The water-ghost began to shriek loudly. Heaven seemed angry and turned black. Each face grew dark in the darkness enveloping them. (b) The symbolism here is suggestive. It, certainly, is a premonition of the tragic death of the ill-fated lovers. It is a device of ‘fore-shadowing’. The poet prepares us to expect the ensuing tragedy and doesn’t want to surprise us with a rude shock. (c) The use of harsh consonants creates an unpleasant effect. The hard, metallic sound seems to strike our ears and knock us down. The poet has used these harsh consonants to prepare us for the impending tragedy. (d) The dilemma is that the lady has to face a ‘storm’ on either side. She can’t return as there is a ‘storm’ on land i.e. at her home. She can’t go forward as the ‘sea storm’ might engulf her. She finally chooses the sea storm to die in the arms of her lover rather than live without him.
WORKSHEET–98 1.
1. (c) sail further in the stormy weather 2. (d) boatman 3. (b) imagery
2. (a) ‘A stormy land’ suggests that the elopement of Lord Ullin’s daughter has stirred a ‘storm’ in her family on the land. Lord Ullin rides with a group of armed men to search her and punish her lover. ‘A stormy sea’ gives out the meaning that there is a sea storm rising then. (b) The hardy Highland wight is the boatman over the ferry there. (c) The shore is called ‘fatal’ because Lord Ullin will see his daughter being killed by the sea storm. Lord Ullin’s wrath changes into wailing on seeing his daughter being drowned in the wild waters. That’s why he calls her saying that he would forgive her Highland chief. (d) The lines are: A stormy sea before her, When, O! too strong for human hand, The tempest gather’d o’er her.
WORKSHEET–99 1.
1. (d) the two lovers 2. (c) weeping 3. (b) was shocked
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2. First Option Yes, she wanted to reach out to her father. He was at the shore and could extend help. In abnormal situations, one may do things one would avoid in normal circumstances. Faced with sure death, she appeals to her father for help. Second Option Lord Ullin finds his daughter in a very precarious position. She had caught hold of her lover tightly by one arm and she was trying to reach out to her father with the other. Her plight in the severe storm shocked and disturbed even a hard-hearted person like Lord Ullin and his anger changed to weeping. 3. First Option 11.30 pm Friday, 25 April 200X At last after three days we could reach the shore of the Lochgyle. We had faced many difficulties during our hard and constant journey on horseback for three days and three nights. But what lay ahead was nerve wrecking. A violent storm had risen. The tempest was lashing the shores horribly. The waves were rising to the skies. The water seemed to touch the zenith. A boat was caught amidst these stormy waters. Lord Ullin was wailing bitterly and shouting to his daughter to come back. He raised hands upwards and cried most piteously but the heaven took no note of his change of heart. The storm razed unabated. It claimed the lives of his daughter and her lover, the Chieftain of Ulva isle. The scene was heart-rending and bone-chilling. The scene was so shocking that even hard-hearted soldiers like us had to avert our gaze from Lord Ullin’s piteous face. What an unlucky father! Second Option Ullin Estate Scotland 5 May 20XX My dear Lord Harding I am really terribly upset at the loss of my lovely daughter at the cruel hands of destiny. The more I recollect the scene of her death, the more I curse myself. I feel that my haughtiness and shallow pride has claimed the life of my delicate and beautiful daughter. I thwarted all her efforts to see the Chieftain of Ulva isle. The more obstacles I put in her path, the more adamant she became. A stage came when she defied me and eloped with her lover. I failed to understand the intensity of her love. False ego led me to set my armed men to chase them across the glen and kill them instantly. Thus I had issued the death warrant against her myself. She understood my harsh nature well and instead of facing me she embraced death in the arms of her lover in the wild and stormy sea waves. All my frantic appeals to her to come back and promises to pardon them failed to calm the angry waves which lashed the shores violently. I shall live for ever with the stigma of being the murderer of my daughter. Please pay us a visit at your convenience. Yours sincerely Lord Ullin
WORKSHEET–100 1.
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2. First Option He promised to forgive her lover, the highland chief. He couldn’t fulfil his promise as the lovers could neither return nor get aid. They were drowned in the wild water and Lord Ullin stood lamenting. Second Option The two different meanings of ‘stormy’ are as under: (i) The land was full of horsemen pursuing her. (ii) The waves were rising high because of tempest. 3. First Option I agree with the statement. This poem is included in most of the anthologies and textbooks for various classes. It is indeed a popular romantic poem. It is located in the Scottish glens and blue lakes known as Lochs. It deals with the elopement of Lord Ullin’s daughter with her lover—a Scottish Chieftain. Since the Chief of Ulva is not on good terms with Lord Ullin, the match is not approved. The lady is caught in a dilemma. She overrules the opposition of her angry father and flees with her lover. The paths of love never run straight. They want to cross the Lochgyle but a tempest overpowers them. She prefers death in the arms of her lover rather than face wrathful father. Her defiance leads to the death of the two lovers in a surging, stormy sea. This is the usual tragic end of most of the romantic love stories. Second Option The first danger is the wrath of Lord Ullin. If he or his men catch the lovers, the Chief of Ulva, the lover, would be killed at once. The lovers have been trying to run to safety from their pursuers for the last three days. They reach the shore. The Chieftain requests the boatman to ferry them across the Lochgyle. The storm has grown more fierce now. The horsemen were coming near the shore. Their trampling could be heard closely. The beloved asked the boatman to make haste. She would prefer to meet the second danger (angry skies) rather than her angry father. However, the stormy sea proves too strong for human beings. Lord Ullin softens and promises to forgive them. But the storm drowns the lovers.
WORKSHEET–101 1.
1. (b) Lord Ullin 2. (d) beautiful and charming 3. (c) be slain
2. (a) Scotland stretches across a vast tract. It has a spectacular fusion of wooded glens and sweeping moors. There are rugged coasts, towering mountains and green valleys. It has deep blue lakes, which are known as Lochs. (b) ‘Lord Ullin’s Daughter’ is a popular romantic poem. It describes how a Scottish Chieftain and his beloved flee from her wrathful father. They are caught in a surging, stormy sea. Their defiance leads to their deaths. (c) The daughter of Lord Ullin loves the Chieftain passionately. She wants to marry him. But she knows her father will never agree to it. He would rather get her lover killed. So she had no alternative except to defy her father and elope with her lover. (d) The boatman who ferries the couple across the sea is courageous and helpful. He does not care for money. He is a man of word. He risks everything to fulfil his promise.
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FORMATIVE ASSESSMENT APPRECIATION OF THE THEME: Lord Ullin’s Daughter (Poem) WORKSHEET–102 1. (a) (c) (e) (g) (i)
Chieftain Lord Ullin’s men grown loud stormy land vain
2. Stanza Stanza Stanza Stanza
Stanza Stanza
6: 7: : 9: 10 : : : 13 : 14 :
(b) (d) (f) (h) (j)
ferry beloved to make haste shore lover
‘Waves are raging white’ ‘Water-wraith was shrieking’ ‘Scowl of heaven’ ‘raging of the skies’ ‘stormy sea’ ‘stormy land’ The tempest gather’d o’er her’ ‘stormy water’ ‘loud waves lash’d the shore’
3. Highlands bound; fast before her father’s; bonny bride; hardy highlands; bonny bird; wilder blew the wind, Adown the glen; rode armed; stormy sea; human hand storm and shade; did discover; loud waves lash’d the shore; water wild went; left lamenting. 4. 11.30 p.m. Friday, 25 April 20XX At last after three days we could reach the shore of the Lochgyle. We had faced many difficulties during our hard and constant journey on horseback for three days and three nights. But what lay ahead was nerve-wrecking. A violent storm had risen. The tempest was lashing the shores horribly. The waves were rising to the skies. The water seemed to touch the zenith. A boat was caught amidst these stormy waters. Lord Ullin was wailing bitterly and shouting to his daughter to come back. He raised hands upwards and cried most piteously but the heavens took no note of his change of heart. The storm raged unabated. It claimed the lives of his daughter and her lover, the chieftain of Ulva isle. The scene was heart-rending and bone-chilling. The scene was so shocking that even hard-hearted soldiers like me had to avert our gaze from Lord Ullin’s piteous face. What an unlucky father!
SUMMATIVE ASSESSMENTS VILLA FOR SALE (Drama) WORKSHEET–103 1.
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1. (c) she is unable to find a suitable buyer for her villa 2. (c) she had bought the villa for more than it was worth 3. (a) Maid
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2. (a) Juliette had bought the villa for two hundred thousand francs a month ago. She put up a ‘For Sale’ sign that very night. She thinks that the villa has been a disappointment as nobody really wants it. In the past two weeks, four people almost bought it, but they didn’t. Now she is eager to get the wretched place off her hands. She is willing to let it go even at half its price. (b) The villa is near Nogent-sur-Marne. It is ideally located as it is at stone’s throw from Joinville, the French Hollywood. It is a nice place to spend the weekends. (c) Juliette bought a villa for two hundred thousand francs and hoped to earn a profit. But no one has turned up to buy it during the whole month. She thinks that nobody has any money and nobody wants to buy. (d) The maid suggests that she might play the role of a cook in a film. They want a cook. Since the times are hard, every little bit will help. They might engage her for eight days and she would get eight hundred francs. Juliette thanks her for her kindness but doesn’t accept the solution. She says that she’s not quite so hard up as that yet. 3. ‘Villa for Sale’ is a situational comedy with a dig on the behaviour of the people engaged in film industry and the Americans who are cash rich and always in haste. Juliette, the owner of a villa wants to sell it as she is in need of money. Jeanne and Gaston, a couple visit her with the aim of buying the villa. While Jeanne is enthusiastic about buying, Gaston detests the idea as he does not want his in-laws in that house. He gives many reasons for not buying the villa. He finds the asking price of three hundred thousand francs to be expensive. When Jeanne and Juliette go around the house, another customer walks in and starts talking to Gaston taking him to be Juliette’s husband. Gaston strikes a deal with the American lady by which he is able to give two hundred thousand francs to the owner and keep one hundred thousand francs for himself.
WORKSHEET–104 1.
1. (a) her parents would stay with them for a long time 2. (c) Jeanne wants the villa for her parents 3. (d) Jeanne’s parents
2. (a) The maid has been asked to act as a maid in a film. She will get a hundred francs a morning for doing it. She can’t refuse the offer as Juliette pays her only four hundred francs a month. So she asks for an off between nine and noon the next day. (b) The maid says that the film company is paying her a hundred francs a morning to play a maid. She tells Juliette that she could earn eight hundred francs by acting as a cook in the film. She would only have to peel potatoes one minute and make an omelette the next. It’s quite easy. So, she says it’s really money for nothing. (c) The maid makes this observation. She says that everybody wants to work in films. Yesterday, the butcher didn’t open his shop. He was busy being shot. That day nobody could find the four policemen. They were taking part in a fight scene in Monsieur Milton’s new film. (d) The maid has been offered a chance to play a maid. It is because they prefer real maids. The film-struck maid is so excited that she imagines herself as Greta Garbo, a talented and beautiful Swedish actress during Hollywood’s silent period. Her dream is not likely to be fulfilled. 3. Gaston gives many reasons for not buying the villa. First of all he finds fault with the garden. He calls it a yard with a patch of grass in the middle. He is equally critical of the inside of the house. He says it has twenty-five yards of furnishings and a dash of paint that one can get anywhere. He does not want to see the rest of the house. He wittily remarks that he doesn’t
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want to see the kitchen to know that the garden is a myth and that the salon was impossible. When Jeanne suggests doing something original with the salon Gaston lightheartedly remarks that she could make it an annex to the garden. He snubs Jeanne with the remark that buying a villa was her idea, not his. His main objection seems to be the presence of Jeanne’s parents, her sister and sister’s children there. He tells her frankly that she wanted to house her parents there. Last but not the least, comes the cost. He says that the price is too steep. He asserts that he is not going to spend his money on buying it.
WORKSHEET–105 1.
1. (b) coaxing 2. (c) listing the attractions of the villa 3. (a) Jeanne
2. (a) Jeanne wants to buy a villa for her parents. Her husband Gaston objects to it and flatly refuses to pay for it. When Jeanne talks of paying from her dowry, Gaston reminds her that they had spent it long ago. He makes it clear that he is not going to pay anything for it. (b) Gaston seems to be selfish, down-to-earth, money-minded and practical person having no sentiments. Jeanne, on the other hand, appears as a refined and cultured lady who is considerate and full of affection for her relatives. (c) Gaston knows what will happen if they buy the villa. They will stay there only during August but Jeanne’s parents will live there from April to the end of September. Moreover, they would invite Jeanne’s sister and her children to stay with them. So Gaston is not interested in buying the villa. (d) No, she does not stick to her words. She had bought the villa for two hundred thousand francs. She asks two hundred and fifty thousand francs for it. Gaston calls it “decidedly excessive”. He offers to buy it for sixty thousand francs. Juliette insists that she can’t let it go for less than two hundred thousand francs. 3. It is a two-floor villa situated in idyllic surroundings. The island on which it stands is in the middle of a lake. It is white in colour. There are rows of palm trees and shrubs in the front lawn. Multicoloured flowers greet a person as the big door opens. Four windows on the ground floor also open in the garden. In the lawn, there is an enclosed area for the birds. In the backyard there is a huge tree under which there is a relaxing chair. It is beside the small pool. The red roof and a green chimney add to the scenic beauty of the villa. There are a lot of big trees to the left of the house. On the lake there are many houseboats. To the left of the lake there is a hill. It has a lighthouse on the top. Thus the location is picturesque.
WORKSHEET–106 1.
1. (a) earlier he did not want Juliette’s parents to stay with them but now he is showing concern for them 2. (d) he is a hypocrite 3. (c) about their own old age
2. (a) She calls it the most delightful little place which has a charm of its own in spite of its modest appearance. The house possesses a great many advantages. It has electricity, gas, water, telephone and drainage. The bathroom is beautifully fitted and the roof was entirely repaired last year.
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(b) It is Gaston who is better in business. Juliette tries her best to dispose of the villa. She tries to please her customers. She has to reduce the asking price and sell villa at the cost price. Gaston tackles the American actress tactfully and writhily. He sells the villa for three hundred thousand francs and makes a profit of one hundred thousand without any investment. (c) She says (i) “You French people have a cute way of doing business.” (ii) “Frenchmen usually have to consult about ten people before they get a move on.” She makes the first statement when she finds that the selling price of the villa is not marked on the signboard ‘For Sale’. She hints at their habit of negotiating the deal. The second statement hits at the Frenchmen’s habit of consultation and not taking a decision independently. (d) I like Gaston in spite of his many negative qualities. Admittedly, he is cunning, haughty, overbearing, domineering and disapproving, but he is also clever, witty, smart, humorous and practical. He may seem materialistic and money-minded but he is an expert at striking bargain and dealing with people. He causes a lot of humour by his witty remarks. 3. Tuesday 16 March 20XX What a disgusting day I had and that too because of my husband who first belittled me in my own eyes for having no money of my own and yet insisting on buying a villa for my parents. I felt helpless when he flatly refused to buy the villa. He has no consideration for the softer feelings of others. His statement “I have never cared much about anybody’s opinion” keeps ringing in my ears even now. When I came downstairs with the landlady of the villa, Gaston—the great dissembler—posed to be sweet like honey and remarked that he had been thinking of my papa and mamma. Now in spite of my refusal, he bought the villa for two hundred thousand francs. I was shocked utterly and filled with rage when he boasted to me that he had made a hundred thousand francs and a Corot! When I insisted, he explained that he had entered into agreement to buy the villa only after he had received a cheque for selling it. In this way he fooled not only me but also the landlady. His cunningness pricks me hard. What a shameful act it is!
FORMATIVE ASSESSMENT DRAMATISATION/ROLE-PLAY: Villa for Sale (Drama) WORKSHEET–107 1. Classroom activity. 2. The play deals with the eternal theme of greed—a basic human instinct. It is portrayed in modern setting and in modern times. It uses five characters only but only two are on the stage for longer periods. Almost all the players have lived up to their roles. The helplessness of the houseowner, craze for films and acting in the French town, the queer haste of American lady to buy a villa and her reasons thereof—are all brought home clearly. It is Gaston, the cunning youngman, who keeps us in good humour by his witty dialogue and wins our admiration. The roles, language and dialogue are apt, concise and illustrative. The dramatisation is beautifully organised. Entrances and exits are flawless. Props have been used properly. The costumes are in full agreement with the status of person portrayed by the character. Music highlights the ups and downs in the play.
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I liked the ending of the play. It thrills and excites the spectators. What a clever but hilarious ending! 3. front lawn big trees/plants having all modern amenities
facing the east open space at the back of the house
near a river or sea-shore well ventilated
4. Juliette, the owner of a villa near Nogent-sur-Marne, wants to sell it as she is in need of money. Moreover, she is not in favour of the house. Jeanne and Gaston, a couple visit her with the aim of buying the villa. While Jeanne is enthusiastic about buying, Gaston detests the idea as he does not want his in-laws in that house. Also he finds the asking price of 300 thousand francs to be expensive. When Jeanne and Juliette go around the house, another customer walks in and starts talking to Gaston taking him to be Juliette’s husband. Gaston strikes a deal with the customer by which he is able to give 200 thousand francs to the owner and keep one hundred thousand francs for himself.
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PRACTICE PAPER–1 SECTION–A (READING) 1. 1. 2. 3. 4. 5.
(b) (d) (c) (d) (a)
altering our environment radically it is an untested technology lining highways with artificial trees it has the potential to cool the earth to change something completely so that it is the opposite of what it was before
2. 1. 2. 3. 4. 5.
(b) (a) (d) (c) (b)
she died long ago an aural image in the morning service in the temple the stillness of his mother’s gaze on his face to remain in the air
3. 1. 2. 3. 4. 5.
(c) (a) (b) (d) (b)
to sup soupy food the dinner knife evolved a rounded end these helped in preparation of dishes cutting and scooping food out of date
4. 1. 2. 3. 4. 5.
(d) (a) (b) (c) (b)
they believe their pets can’t possibly live without them they take the creatures out of their normal environment pet fees and deposits are too high in airlines and hotels to find a pet-friendly hotel and not to hide the animal taking somebody/something away in a quick, secret or mysterious way
SECTION–B (WRITING) 5.
Mr Abdul Karim, my favourite tailor, is in his fiftees. He is about six feet tall and weighs around 70 kg but looks taller as he is slim. He has a large family to support. Besides his wife he has six children–four boys and two girls. Although he is educated only upto middle standard, he is educating all his children. He likes listening to film music and expects prompt payment for his services. He is popular because he is gentle, polite and true to time limit.
6. 123/67 Mangolpuri New Delhi 15 May 20XX The Chairman CBSE New Delhi Sir Sub: Suggestions regarding change in school syllabus
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The average school student is burdened with books, tests, assessments, exams and marks. Today’s child goes to school to pass exams and then secure admission in colleges. There is no fun left in the process of learning. Due to the pressure of tests and exams the child’s creativity gets arrested. He is loaded with facts by the teacher without bothering whether these are assimilated or not. Learning for the sake of gaining knowledge is almost non-existent. The school syllabus in many subjects is not even relevant to the present-day world. Most of it is of no practical value to the child. I feel that the syllabus should be more interesting and challenging. More interactive activities should be included in the curriculum to make it student friendly. I am optimistic that you will take initiative to initiate deliberations over this issue and bring out a student-friendly curriculum. Yours sincerely Ankit/Asha 7.
THE VICIOUS CIRCLE OF POVERTY Poverty is the state of being poor. It means not having enough money for basic needs. Poverty compels one to have a low standard of living. Most of the children are ill-fed, ill-clad and illmannered. These malnourished children have neither physical strength nor do they enjoy any immunity against diseases. They are deprived of the lamp of knowledge and get very little education. Most cases of school dropouts are from the poorest sections of society. Their low efficiency makes them prey to inferiority complex. In order to supplement the income of the family small children are engaged in petty jobs which are usually poorly paid jobs. Low income and low productivity compels the family to exist in abject poverty. Most of the poor people do not adopt family planning. Consequently they have large families with more mouths to feed than hands engaged in work. Poor health forces them to take frequent leave from work. ‘No work-No pay’ means illness makes them poorer than before. The vicious circle of poverty goes on and on.
SECTION–C (GRAMMAR) 8. (a) by (b) its (c) and (d) across (e) having 9. (a) 2. to (b) 4. are drilled (c) 3. to drive (g) 4. renewable (h) 2. natural 10. 1. 2. 3. 4.
(b) (a) (c) (c)
11. (a) (b) (c) (d)
4. 2. 3. 2.
I met your class teacher in the market what did you go for why you didn’t show me your report card I was about to show it to you then
12. (a) (b) (c) (d)
3. 2. 4. 1.
their new servant had if anything was missing he had stolen one of their blankets it was the one they had taken
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(f) for
(g) to (h) these
(d) 4. one of the world’s
(e) 1. Since (f) 3. several
has been banned 8 persons were injured as a crude bomb exploded has developed a fan-cap have launched a drive against drug peddlers who are
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SECTION–D (LITERATURE) 13.
(i) 1. (d) personification 2. (c) emerging suddenly 3. (b) flow down noisily (ii) 1. (d) Maid 2. (a) the way out of hard times 3. (b) to help the listener (iii) 1. (b) Triveni 2. (d) she would get ultimate punya by worshipping Lord Vishweshwara 3. (c) she gave away her savings to get a young orphan married
14. (a) Robert Frost had to make a choice between the two roads. Both looked equally attractive that morning. He took one road thinking he would walk on the other some other time. The choice for the particular road depended on various reasons, such as it was ‘fair’ and ‘grassy’. It also ‘wanted wear’. (b) The music of the sweet song of the solitary reaper had cast its spell on the poet. He was greatly affected. The song echoed in his heart even though the girl had stopped singing. (c) Most of the women who visited the temple were old and had a religious bent of mind. The leading character of ‘Kashi Yatre’ was an old lady who had a strong desire to visit Kashi and worship the lord. So the women could relate easily with the protagonist of the serial. (d) Duke was certainly an extraordinary dog both in physical build and dedication to his master. He had a high level of intelligence. Only once did he throw Chuck off balance and that too to express his love at the reunion. From then on Duke behaved like a responsible companion. It was Duke’s initiative, persistence and perseverance that made Chuck walk again. (e) Gaston detests the idea of buying the villa as he does not want his in-laws in that house. He tells Jeanne that her parents will occupy the house every year from spring to autumn. They would also bring the children of Jeanne’s sister there. He implies that there would be no privacy left. Secondly, he finds the asking price of three hundred thousand francs to be excessive. 15. First Option 20 April 20XX Tuesday 8 pm Today I am very happy as I feel independent. By the grace of God, guidance of my teacher and my own determination, I have been able to overcome the obstacle of illiteracy that stood between me and my desire to read the novels and scriptures. I am especially happy because I have achieved the mission that I started so late in life—learning alphabet at the age of sixty-two to being able to read a novel by myself. For some observers, I might have presented a funny picture—an old grey haired woman in her sixties with spectacles on nose and wrinkled hands reading, repeating, writing and reciting whatever the teacher allotted her as homework. The day I was able to read the story of Kashi Yatre unaided, I decided to honour my teacher who had opened the gate of literacy to me. I called my granddaughter to the pooja place, made her sit down on a stool and gave her a gift of a frock material. Then I bent down and touched my granddaughter’s feet. She was surprised and taken aback. I had done the reverse of the tradition—an elder touching the feet of younger. I explained that I was showing respect to my teacher who taught me so well that I was able to read a novel within a short span of time. A teacher must be respected irrespective of the gender and age.
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Second Option DUKE’S ROLE IN THE LIFE OF HIS MASTER Charles–‘Chuck’–Hooper met with an accident in autumn and remained in hospital till spring. His left side was completely paralysed. He couldn’t move out of his bed. Duke was impatient to lead Chuck outside. One evening Chuck hooked the leash on to Duke’s collar. Duke pranced and Chuck had fight for balance. He put the lease under his paralysed fingers and moved his right leg out in front. Duke pulled the leash taut. Charles straightened his right leg. This caused the left foot to drag forward. From one step a day, they made a steady progress. In two weeks they reached the front porch. Duke and Chuck persevered. By mid-April neighbours saw a daily struggle in front of Marcy’s house. The master and his dog would come out on the sidewalk. Duke would pull his leash taut. Then he would stand and wait. The man would drag himself abreast of the dog. Then the dog would surge out to the end of the leash and wait again. On June 1, i.e. after one and half months, they made to an intersection quite far away. Soon Duke took Chuck for two trips a day. They lengthened the targets. It was one driveway at a time. Now Duke no longer waited at each step. The big move came on January 4 when Hooper walked 200 metres without Duke. Though Duke was physically not with his master, it was the dog that had lifted his master’s numb spirits and rekindled hope. In fact, Duke had assumed all the responsibility for leading Charles Hooper back to his office. Duke taught him to cope with the challenge and adjust to the changed way of living. In fact, Duke held the key to all that Chuck achieved in his life. ❑❑
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PRACTICE PAPER–2 SECTION–A (READING) 1. 1. 2. 3. 4. 5.
(a) (c) (b) (d) (c)
cold air and storms were absent it was the hottest for many places in the northern region there will be fewer thunderstorms these favour an early monsoon the process by which hot air collects close to the earth
2. 1. 2. 3. 4. 5.
(d) (a) (b) (a) (c)
they are obligate predators to preserve tigers tigers kill their cattle knowledge of exact number helps in their conservation proof
3. 1. 2. 3. 4. 5.
(c) (b) (d) (c) (a)
it is exceptionally cold and hence full of discomfort it offers sublime spectacles of nature she took the stairs to her second-floor hotel room she enjoyed watching spectacular views of Bhutan’s forests and mountains mysterious and difficult to understand
4. 1. 2. 3. 4. 5.
(b) (d) (c) (a) (b)
unpleasant a garrulous woman in the row at his back kept talking to her niece she revealed the murderer’s identity before the author intended she had spoiled for him all the charm of the play to arrive at a conclusion
SECTION–B (WRITING) 5. Shweta : No, I never paid attention to this aspect. Swati
: What will you do with the plastic bag after finishing lunch?
Shweta : I’ll throw it into the dustbin. Swati
: From the dustbin it flies on the drains and chokes the sewage or it may be eaten by some stray cow and clog her intestines and prove fatal. It makes soil barren by blocking its pores and leads to water pollution. If it is burnt, it creates air pollution. Moreover, it is a danger to health. It has a corrosive effect. Perishable items like curd, milk, butter, ghee, spicy vegetables etc. get sour and contaminated if kept in open in the polypacks.
Shweta : Well, if plastic bags are so harmful, why aren’t they banned? Swati
: The government has done so, but people are slow to act.
6. Value Points Punjabi Wedding—occasion for fun and merriment Various ceremonies and functions • Betrothal • ‘Mehndi’ • Ladies’ Sangeet • ‘Phere’ • Send off
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Festivities
• songs and dances • decoration and lights Elaborate food and clothes
• various sweets and dishes • colourful and gaudy dresses Wedding guests and family
• ceremonial welcome • reception • feast 7. For the Motion Respected Chairperson, members of faculty and dear friends! I want to defend the motion that reality shows for children do more harm than good. My worthy opponents have listed the benefits of reality shows for the children. They have cited their popularity on the ‘idiot box’ as an index of the benefit they give children in the form of exposure. I agree that reality shows discover latent talent. But I fear, the talent is not groomed properly. It is rather being exploited. All channels are in a rat race to cash on the craze among viewers. Parents are eager to see their children perform. The various channels are motivated by their commercial instincts to earn as much as they can. Programmes are made keeping in view the TRP ratings and the curiosity of viewers. As far as the participants are concerned these shows are doing more harm than good. Unnecessary anxiety is caused to children by adding their workload. They have to undergo untold strain and tension during rehearsals and performance. The inherent fear of failure and sense of defeat haunts them. They easily become victims of emotional instability. It is seen that even a child prodigy fails to adjust properly to the demands of life in adulthood. The negative competitiveness makes their personalities lop-sided. Negative qualities such as jealousy, disbelief, fear, suspicion, doubt etc. enter their mental make-up. The result is that they fall prey to inferiority complex. They have no time left for developing their own personality. Childhood is sacrificed at the altar of professionalism. Excuse me for a bit of plain speaking. There is nothing real in reality shows. It is all manipulated. The final show presents a resemblance of reality—but no reality at all. Thank you
SECTION–C (GRAMMAR) 8. (a) are (b) how 9. (a) (c) (e) (g)
2. 4. 2. 3.
(c) what (d) by (e) have (f) and (g) No
been constructed is spread and will be opening
(b) (d) (f) (h)
(h) with
3. on 1. being 4. be built 1. from
10. 1. (c) were hurt 3. (b) is strictly prohibited
2. (d) was arrested 4. (c) was auctioned
11. (a) 3. have you ever been (c) 4. do you like most
(b) 2. have been there (d) 1. are you leaving
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4. 3. 1. 2.
she was going very fast she had exceeded the speed limit requested him to let her go that time she had to report at the police station only the next day
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SECTION–D (LITERATURE) 13.
(i) 1. (b) confused 2. (a) both the roads were equally fair 3. (d) with cool deliberation (ii) 1. (d) her helplessness to sell the villa 2. (a) she is hard up and needs money 3. (b) anxiety (iii) 1. (c) she wanted to hide her feelings from Chuck 2. (d) Chuck’s smile was replaced by deep set lines showing pain and sadness 3. (b) Chuck had nothing else to do
14. (a) ‘Chatter’ means to talk rapidly. The word ‘chatter’ has been repeated in the poem to denote the idea of talking. Its murmuring sound over the stony ways is similar to its chattering. (b) Lord Ullin’s wrath changes into wailing on seeing his daughter being drowned in the wild waters. That’s why he calls her by saying that he would forgive her highland chief. (c) The grandmother was deeply interested in the story of the old woman in ‘Kashi Yatre’.The magazine arrived, but she couldn’t know what happened next. She was unable to read herself and her granddaughter was away to a neighbouring village to attend a wedding. She thought it unbecoming of her to get some neighbour to read it to her. The old lady’s tears reflect her helplessness at her inability to read. (d) On learning how Duke, the Doberman Pinscher, helped his master, Chuck Hooper to take a few steps even with his paralysed leg, the doctor prescribed a course of physiotherapy with weights, pulleys and whirlpool baths. He insisted that Hooper should continue walking everyday with Duke on a limited gradual scale. (e) She is a practical and forward looking. Being busy, she has no time for details of transaction. She comes straight to the point and does not beat about the bush. She is not interested in the details of the house as she wants only the land to build a bungalow after knocking down the villa. Like most Americans, she always thinks about the future. 15. First Option 22 April 20XX Thursday 9.30 pm What a non-comprehending slip of girl have I proved myself today. What else could one expect of a twelve-year-old irresponsible idiot. Grandma had taken a momentous decision. She wanted to be able to read Kannada alphabet and she conveyed this to me as she needed my help in acquiring the ability to read. What a fool and unthinking, unfeeling imp must have I appeared to her. I made fun of her age, looks, wrinkles and her workload vis-a-vis her desire to read. She was sixty-two years old. Her hair was grey, her hands were wrinkled and she wore spectacles. Moreover, she had a lot of work to do in the kitchen. It was childish of me to make fun of the old. She just smiled at my impudence and said that there was no age bar for learning. Determination could help her overcome all obstacles. After dinner, I lay on my mat in the open terrace. I kept thinking of what had transpired during the day. I felt ashamed at my conduct. Grandma had sought a little favour—just help and direction to enable her to read. How foolishly had I reacted! I was filled with self contempt. There were tears in my eyes. These were tears of repentance. I do not know how long I kept weeping. I only remember the touch of the soft wrinkled hands of my grandma on my forehead. No words were spoken. Her loving strokes on my cheeks reassured me of her love for me and confidence in me. Before bidding her good night I remarked, “Well, grandma, we begin reading after prayers tomorrow.” She felt happy. A tear rolled down her cheek. I wiped it with my finger and she blessed me.
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Second Option January 4 Friday 8 pm What an eventful day it was! All unexpected and bizarre incidents happened that day. The most unusual was the visit of Chuck Hooper, our erstwhile zonal manager who had suffered a stroke of paralysis after a car hit him. It was a pleasant surprise to all of us when he walked unaided to the branch office from the clinic 200 metres away. The staff was amazed by the visit. To me it was more than a courtesy call or a mere visit. Chuck said in his imposing voice: “Gordon, this isn’t just a visit. Bring me up to date on what’s happened, will you—so I can get to work? This was not a mere request. As it came from my senior, it was an order. I opened my mouth to say something but being full of amazement at his determination, confidence and assertion, I kept staring at him with my lips opened wide. Before I could say anything he expressed his intention to visit the office for only an hour a day to begin with. He added that he would use the empty desk in the warehouse and asked me for a dictating machine. I kept thinking of Chuck’s resolve. He was fighting hard for a comeback. He had undergone trauma for more than one and a half years. I was full of admiration for his spirited effort to combat his deficiency and overcome the challenge. It was for the high-ups to think what to do with a salesman who couldn’t walk or would attend the office only for an hour. I felt confident that sooner than we expected Hooper might regain his former agility, resolve and energy to direct the sales of our company upwards. Well, I express my sincere wishes for him and pray for his speedy recovery. ❑❑
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PRACTICE PAPER–3 SECTION–A (READING) 1. 1. 2. 3. 4. 5.
(d) (b) (a) (c) (b)
the first flights to London resumed on Tuesday after a week only under half of the 27,500 flights over Europe were given go ahead it was sheer joy to be travelling back passengers with current bookings were being given priority no movement of traffic
2. 1. 2. 3. 4. 5.
(c) (d) (b) (a) (d)
a deep breath the changing seasons the passage of time they face difficulties spending winter in a dormant state
3. 1. 2. 3. 4. 5.
(c) (d) (b) (c) (d)
they heal a wide range of diseases cream they want to get pleasure and thrill drugs can ruin a person’s life and even cause death the amount of medicine to be taken or used
4. 1. 2. 3. 4. 5.
(d) (a) (c) (b) (b)
electronically it ensures instant despatch and guaranteed delivery it provides access to the farthest place in no time check the post box (mail box) regularly clearly
SECTION–B (WRITING) 5.
GLOBAL WARMING All over the world temperatures are rising. Global warming is responsible for warming climate. Glaciers are melting and we have flash floods. Arctic meltdowns have increased the danger of coastal cities being submerged in sea water. The mischief maker is of course gas emissions. These gas emissions are from various sources such as burning fossil fuels in transport, burning coal in thermal plants to generate electricity, using various chemicals in industries and tanneries, pesticides and insecticides in agriculture, generators, air-conditioners and refrigerators in commercial and residential sites.
6. 123 Motibagh New Delhi 22 April 20XX The Editor The Hindustan Times New Delhi
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Sir Sub: Radiation Caused by Cobalt-60 in Scrap The news about radiation caused by Cobalt-60 in scrap shops in Mayapuri is quite disturbing. Till date eight persons have been reported to be the victims of radiation. All of them had burn injuries caused due to radiation exposure. It is feared that the number of people affected by Cobalt-60 radiation may rise. People in general should avoid touching radioactive substances. The exposure to the gamma radiation emanating from the radioactive source found lying in scrap shops resulted in six people falling ill seriously and one (Deepak Jain) critically. Ajay Jain, the eighth victim, who got a Cobalt-60 pin from scrap dealer Deepak Jain and kept it in his wallet, is battling for his life at a city hospital for the past fortnight. Various state and central agencies like health ministries, Bhabha Atomic Research Centre, Atomic Energy Regulatory Board and National Disaster Management Authority should join hands to tackle the situation on war footing. As a precautionary measure, the blood samples of all shopkeepers, workers and policemen on duty at the high risk zone in Mayapuri should be tested. It would be in public interest if the Health Department of NCT issues an advisory for the dealers in Mayapuri and residents in adjacent colonies. It is hoped that you will add your comments to my submission. Yours truly Dipti/Deepak 7.
IMPACT OF WESTERN CULTURE Western culture has a great impact on our minds even today. More than 60 years have passed since we regained independence. But the aping of Western culture still goes on unabated. It is clear from the fact that we observe so many different days as Mother’s Day, Valentine’s Day, Friendship Day etc. All these are originally not a part of our culture and tradition. Some of us tried to appear more westernised than the Western people and started observing these days. Others in their circuit did not want to lag behind or be labelled as orthodox old fogeys and joined the celebrations with a gusto. I think that instead of blindly following the West, we should question the utility and importance of observing or celebrating a particular day. Is a mother to be respected on only one day, every year? Is friendship something that should be celebrated just once every year. One does not need a special day. In fact, a lifetime is not enough for celebrating these relationships. Even if we decide to celebrate these days, why should we ape the Western style. Flowers, cards, messages etc. are superficial. Writing messages, preparing cards or selecting flowers are wastage of time and money. Our youth should awaken towards such extravagances. We should try to show respect, love and affection in our own unique way.
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(d) (c) (b) (d) 4. 1. 2. 3. 1. 4. 2. 3.
has been arrested was opened were killed will be inaugurated Who will be elected? that they will vote what he would do that he would promote where he had been the previous evening. that there was an exhibition of rare paintings at the Art Gallery how well he was prepared that he had been preparing
SECTION–D (LITERATURE) 13.
(i) 1. 2. 3. (ii) 1. 2. 3. (iii) 1. 2. 3.
(d) (b) (c) (a) (d) (c) (b) (c) (d)
alliteration song the valley is overflowing with the sound of the highland girl’s song the minimum sale price of the villa repartee helping poor people by giving money in the temple courtyard because they could relate with the protagonist of the serial she was too young to follow the way of thinking of the older women
14. (a) The daughter of Lord Ullin loves the Chieftain passionately. She wants to marry him. But she knows her father will never agree to it. He would rather get her lover killed. So she had no alternative except to defy her father and elope with her lover. (b) The two diverging roads represent two alternative ways of life. They meet at a fork. The fork represents a point in man’s life where he has to choose the course he wishes to adopt in life. (c) The grandmother worked hard to accomplish her desire to read. She did her routine work in kitchen. She overcame the obstacle of old age and its problems. She revised her lessons, learnt them and repeated them. She made learning to read her mission in life. Her single minded devotion helped her to make speedy progress. (d) Before the accident, Charles Hooper was a very fit high-charging zonal sales manager. After the accident, he was reduced to a paralysed cripple. He was forced to lie on a bed alone. He would go on thinking about himself. Despair led him on to helplessness. He did not want to be a burden on his wife Marcy, but would he be able to support himself? (e) Jeanne is eager to buy a villa. She has been looking for a suitable house for over a month. She wants to buy a villa for her papa and mamma.Gaston is not interested in buying a villa for his mother-in-law and father-in-law. He does not want to spend his hard earned money on a house where he may not live even for a month. So he makes one excuse after the other to condemn the villa. 15. First Option The granddaughter and grandmother are poles apart in age, tastes, temperaments and views on life. The granddaughter is a young girl of twelve while the grandmother is an old woman of 62. She has grey hair, wrinkled hands and weak eyesight. She uses spectacles. The grandmother still does a lot of work in the kitchen. She goes to the temple to worship and to talk to her friends. The granddaughter goes to the temple courtyard to play hide-and-seek. The young girl reads to
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her grandma the story of ‘Kashi Yatre’. Her absence from the village makes the grandmother conscious of her handicap. Being illiterate she is unable to read the magazine and know what happened in the story. The grandmother is quite sentimental. She has tears in her eyes at her inability to read. She tells her granddaughter why she could not go to school in her childhood. She analyses the factors quite intelligently and objectively. The granddaughter appears to be childish. She makes a fun of her grandmother’s desire to learn reading Kannada alphabet at her advanced age. She fails to realise the old lady’s aspirations, for whom education is the key to her independence. Both grandmother and granddaughter have full respect for Indian customs and traditions. The granddaughter is filled with surprise when her grandmother bends and touches her feet. She had learnt that in their families the juniors touched the feet of the elders to express respect. The grandmother explains why she had done so. For her the granddaughter is a teacher who taught her so well that she could read magazines and books by herself within a few months. She has a rational approach. The teacher may be of any age or sex. Being young or old makes no difference. As a mark of respect to her teacher she offers her granddaughter a gift also—the piece of cloth for a frock. The granddaughter has a present for her neo-literate grandma—a printed copy of the novel ‘Kashi Yatre’. In short, the two offer a study in contrast. Second Option Duke plays an important role in the life of Charles Hooper. When Duke is brought back from the Kennel, he finds Hooper lying in a bed alone and staring at the ceiling. He is always lost in his thoughts. Duke’s joy at reunion with Charles Hooper is immense but the impact throws Chuck off balance. From then on Duke realises the gravity of the situation and his own responsibility. Though unable to communicate with his master through words he conveys his impatience to move out with him through gestures. Duke stalked to the bed. Then he pointed his nose under Chuck’s elbow and lifted. He nudged and needled and snorted. He would go out when commanded, but return and then yap and poke. He never left his master’s side. It was only by a sheer chance that Chuck hooked the leash on to Duke’s collar. Duke took it as a positive command and jumped to go out. Hooper had to fight for balance. Marcy supported him by the elbow. He held the leash tight with his paralysed fingers and moved his right leg out in front. As he straightened his right leg, the left foot had to be dragged forward alongside the right. Thus Duke helped Chuck take the first step. Duke would pull his leash tight and Chuck would sway forward. Gradually Hooper learned to keep his balance without Marcy at his elbow. The progress was slow but sure. Duke would pull his leash tight and then stand and wait. Chuck would drag himself abreast of the dog. Then Duke would surge out to the end of the leash and wait again. After eight months, on January 4 to be precise, Hooper could walk 200 metres without Duke. He felt that he could work in the office for an hour a day. From March 1, Hooper started doing full day’s work. Thirteen months later, that is, in April next year, Chuck Hooper was promoted to regional manager covering more than four states. It was Duke who lifted his master up from the morass of despair and helplessness and assumed all the responsibility for leading him back to his office desk. People looked with surprise at the dog dragging his master as if he possessed the man. Duke taught Hooper how to cope with the challenge. He accepted the changed way of life. From anger, helplessness and despair, he once again became active, smiling and efficient officer. All this transformation was due to Duke. ❑❑
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PRACTICE PAPER–4 SECTION–A (READING) 1. 1. 2. 3. 4. 5.
(d) (b) (a) (c) (c)
it is completely impartial it is not limited by national boundaries or political parties they cause much damage it makes huge tidal waves sweep inland belonging to an early stage in development of humans
2. 1. 2. 3. 4. 5.
(c) (b) (d) (a) (b)
the flowers on the tree are falling fast they indicate rich fruit the flowers have a brief existence that death is the ultimate end of life abbccb
3. 1. 2. 3. 4. 5.
(c) (d) (a) (d) (b)
cultivating more land and setting up industries agroforestry cutting trees for using the land for food and industries planting trees in alleys and growing crops in interspaces afforestation
4. 1. 2. 3. 4. 5.
(d) (b) (c) (b) (b)
it has medicinal properties they ward off sickness they believe evil spirits will be driven away the yellow fruit of the Neem tree marked with spots
SECTION–B (WRITING) 5.
PRIZE DISTRIBUTION FUNCTION The Prize Distribution Function is a very important event in the school calendar. It is held every year to honour students who have distinguished themselves in academics, sports or other co-scholastic activities. Our school celebrated its prize distribution function last week. The school was decorated beautifully. The Education Minister was the chief guest. The principal and teachers received him warmly. Students offered him bouquet and sang a welcome song. The principal read out the school annual report. The minister gave away the prizes. Students clapped. The minister advised the students to work hard and make India a leading nation in the 21st century. The function came to a close with the national anthem.
6. 2345 Sector 7 Chandigarh 25 May 20XX The Editor The Tribune Chandigarh Sir Sub: The Need and Ways to Conserve Energy
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I want to highlight a problem that our country is facing today and affects every citizen. India is facing an energy crisis. The demand of electricity has exceeded much beyond its production and supply. All citizens must realise their responsibility in conserving energy. We must make judicious use of energy. Conservation of energy is the need of the hour. It is the responsibility of each individual as well as organisation. Wastage of electrical energy should be strictly avoided. All electrical appliances must be switched off when not needed. We must use good quality appliances and ensure they are in good condition. CFL lamps must be used at homes and in offices. Proper use of fuel is also essential. To save LPG we should use pressure cookers and energy-efficient burners. Maximum use of solar energy can solve the problem of shortage of electricity. Solar energy should be used for heating water, cooking etc. as far as possible. In order to encourage people to use solar energy, Government should provide these appliances to the general public at subsidized rates. To save petrol, diesel and CNG, the use of public transport must be maximized. Car-pools, riding bicycles and walking should be preferred. It is hoped that these steps would benefit not only the individual immediately but also help the nation and preserve our environment for future use. I hope my views will get a nod from you for publication in the columns of your renowned daily. Yours sincerely Rahul Sinha 7.
THE MYSTERY OF THE HAUNTED HOUSE It was a hot afternoon in June. We, a group of ten boys, were playing hockey outside the town, in the big ground. When we sat down during the breather, one of us, perhaps it was Mohit, who pointed at a greyish dilapidated building towards the east. He also told us that it was a haunted house and his uncle had told him not to go near it. All of us laughed at Mohit’s timidity. A keen sense of adventure and expectation of thrill inspired us to explore the mystery of the haunted house. We decided our signals and code words. Two of us had their mobile phones with them. We picked our sticks and moved cautiously. We found the main gate blocked by a heap of stones and bushes. Rahul noticed a man coming out of a side gate. This was our chance. We grabbed it and rushed in. We were surprised at what we saw there. The place was neat and clean. Work was going on in the farthest room. A man sat at a printing machine. We threw discretion to the winds. Two of us advanced to see what the man was doing. We were shocked to find that he was printing fake currency. The other group had stumbled upon narcotics and drugs. We hid behind the pillars as we heard some noise. We overheard what they said. Then we came out. We blocked the side gate with stones, bushes and logs of wood. Then Sahil telephoned the police. His father, the local police Inspector came there with a police party. The people inside were taken by surprise and surrendered without any resistance. The police confirmed what we had guessed. It was the den of anti-social goons. They had spread the rumour of haunted house to hide their illegal activities.
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has died has caused drought are being introduced are at standstill
11. (a) (b) (c) (d)
3. 1. 4. 2.
What do you think about Who is the best teacher How many marks did you get How did your teacher react
12. (a) (b) (c) (d)
4. 3. 2. 1.
if he knew that David had been hit by a two-wheeler the previous day when it had happened whether he was badly injured but it was doubtful whether he would be able
SECTION–D (LITERATURE) 13.
(i) 1. (d) a man of integrity 2. (a) abab 3. (c) pleasant and attractive (ii) 1. (c) the film producers at the Joinville Studio 2. (a) pun 3. (d) the payment is quite tempting (iii) 1. (c) still confined to bed/wheelchair 2. (a) he had no company 3. (d) kept on thinking by himself
14. (a) The poet regretted his choice. It is clear from the expressions “telling this with a sigh” and “that has made all the difference”. So he says that choices must be made very carefully. These are irrevocable. They have far reaching consequences and can affect the course of life. (b) The poet compares the maiden’s song to that of the cuckoo to bring out its musical effect. The song of the cuckoo sounds a welcome note by announcing the arrival of the spring. It is a good news for the people weary of winter. The poet wants to convey the idea that the maiden’s song was more exciting and far more pleasant than that of the cuckoo singing gleefully of the arrival of spring. (c) When the ‘Karmaveera’ came during the absence of the narrator, the grandmother was eager to know the story further. She opened the magazine and looked at the picture, but she could not understand the written words. She rubbed her hands many times over the pages wishing they could understand what was written. She even thought of going to the neighbouring village to ask the narrator to read it to her. (d) It was by sheer chance that Chuck’s good hand hooked the leash onto Duke’s collar. Perhaps he wanted to hold him still. The effect was just the opposite. Duke shimmied in anticipation. Chuck asked Marcy to help him to his feet. Duke jumped forward. Chuck fought for balance. Holding the leash tight, he leaned forward. Marcy supported him by the elbow. He moved his right leg out in front. As he straightened the right leg, it caused the left foot to drag forward. Thus Duke made Hooper take his first step. (e) The Maid has just bagged a minor role in a film. She offers to help her mistress financially by getting her the role of a cook in a film. Then she remarks that everybody is interested in film acting in that place. She cites the example of the butcher and the four policemen who got busy in shooting for a new film and forgot about their job.
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15. First Option The speaker craves for independence to be able to read by herself. Being illiterate she is dependent on her granddaughter to know the progress of the story in the novel ‘Kashi Yatre’. Her craving for education reflects the desire of millions of adults who were deprived of the fruit of education due to one reason or the other. Her craving for literacy shows the deep desire of those who are unable to read. They feel handicapped as they are always in need of support from an outside agency. Grandmother’s remarks show that money alone does not provide happiness and independence. She decides to master functional literacy—the ability to read by herself. She makes sincere efforts to fulfil her desire. She requests her twelve-year-old granddaughter to be her teacher. At first the narrator makes fun of the old lady, but her seriousness, devotion and firm resolution make her realise the old lady’s point of view. Along with her many duties in the kitchen, she finds time for her lesson. Her willingness to learn makes her a devoted learner. She reads, repeats, writes and recites her lesson. She is not tired by the amount of homework she does. It is the grandmother’s determination that helps her to overcome all obstacles in her way. The motivation comes from inside. She learns willingly and works harder than ever. Old age or weak eyes do not deter her from achieving her goal of independence. Her willpower helps her to accomplish what she wants and that too in limited time-span. It is the strength of the grandmother’s inner spirit and her resolve that help her to learn how to read. Second Option Chuck Hooper was a tall, athletic young man. He was six-foot-one. His wife Marcy, was not really a dog lover. She was a tiny blonde. For her Pomeranian was the right size dog for colonial house on a small plot. Chuck liked Duke for his rambunctiousness. After a car accident paralysed Chuck Hooper, Duke was sent to a kennel. Chuck remained in critical condition for a month. After six weeks, he was discharged. Duke remained away for four months. Chuck was helped to stand up to receive Duke. The dog could not restrain his joy and jumped towards his master to embrace him to express his joy. His sudden jump made Chuck totter. He had to fight to keep his balance. Duke never jumped on Chuck again because he had realised that Chuck was not well and could not balance himself. He never left his master’s ride. But Hooper was lost in his own grief and pain so even Duke’s presence didn’t reach Chuck. Then an idle prank on the part of Chuck Hooper made Duke a live wire. He helped Chuck take the first step. Marcy helped Chuck. Perhaps Duke had realised his responsibility. He had to get Chuck on his feet. The dog and the master began to move in tandem with the help of the taut leash. Whenever Duke felt the slack in the leash he pulled it taut. Chuck would sway forward, break the fall with his good right leg and then straighten himself. Leaning back against the pull, Hooper learned to keep his balance without Marcy at his elbow. Marcy’s attitude towards Duke underwent a change when she saw what Duke was doing for her husband. It seemed that Duke had taken the responsibility for leading Chuck back to his office desk. Then the span of the walk lengthened and so did the frequency. Duke no longer waited at every step. A time came when Chuck could walk without the help of Duke. Marcy’s softness towards Duke is apparent when she did not let anyone else pick up the wounded Duke. She lifted Duke in her arms, carried him gently to the car and drove him to the animal hospital. Duke’s injures were so severe that he could not survive. Perhaps he had completed his mission. He had helped his master advance step by step. ❑❑
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PRACTICE PAPER–5 SECTION–A (READING) 1. 1. 2. 3. 4. 5.
(a) (c) (d) (b) (c)
it is eco-friendly it has an unmatched texture it helps in preventing water, land and air pollution paper mills were established thrived
2. 1. 2. 3. 4. 5.
(c) (d) (b) (a) (c)
they ill-treat the kids eradicate poverty and hunger it is not a song of joy for hungry children with poor, ill-fed children their future is bleak to shock somebody very much
3. 1. 2. 3. 4. 5.
(c) (d) (b) (a) (c)
they consider sleep as a pleasure of life they think it as a waste of time they have wasted one-third of their life in sleep the human body recovers its health during sleep prevent from having or doing
4. 1. 2. 3. 4. 5.
(d) (c) (a) (b) (c)
whales are being killed indiscriminately prevent the danger of extinction of the species of whales whales can be bred and protected there only then we can protect the endangered species very strict and that must be obeyed
SECTION–B (WRITING) 5. Abraham Lincoln was born on the Big South Fork of Nolin Creek, Kentucky on February 12, 1809. In 1828 he saw slavery in operation for the first time. He vowed to hit slavery hard. It was in 1834 that he was elected to the Legislature and again in 1838 and third time in 1840. Twenty years later in 1860 he was elected President as a nominee of Republican party. At last he fulfilled his vow to uproot slavery from USA when the Thirteenth amendment to the constitution was passed. This amendment ended slavery for ever. The same year he was assassinated on 14 April 1865. 6. The Editor The Herald Gandhi Street Delhi 20 April 20XX Dear Sir I read an article in your newspaper regarding man’s wanton destruction of animal life to suit his own selfish needs. I strongly condemn this ghastly act in which some members of our society indulge and feel proud of their exploits. For centuries man has been a ruthless hunter. He has been constantly slaughtering various animals mercilessly to fulfil his needs. A cursory glance at the shopping
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list reveals that most of the articles such as chess pieces, belts, buttons, jewellery, purses and caps are made from animals. This cruelty towards animals should be stopped immediately. The hunters and poachers are disturbing the ecological balance. Nature has created man as well as multiple biological forms such as wild animals and they have co-existed for centuries. Today when the death-kiss of pollution overwhelms the earth, the need to preserve and protect vegetation and animal species is very urgent. We must devise ways to restore the ecological balance and they maintain it at a safe level for our own existence. I hope the readers will react favourably to my views and desist from cruelty to the mute and defenceless denizens of the forest. Yours truly Pranav/Poonam 7.
THE GENERATION GAP IS DESTROYING FAMILY LIFE (For the Motion) Respected chairman, honourable judges, members of the staff and my dear friends. I stand before you in favour of the motion ‘The Generation Gap is Destroying Family Life.’ There are many points to support this contention. Our forefathers believed in the motto ‘Simple living and high thinking’. Their wants were limited. They wore simple dress and followed old customs. Nature provided them music. On the other hand the modern youth is being swept by a strong current of western civilization. Lured by modern materialistic attitude, he has discarded the old values and customs, the traditional clothes and music. Wealth and material possessions are far more important for him than wisdom and truth. The generation gap has caused a chasm between the old and the young. There is a clash of ideas and ideals, tastes, way of thinking and lifestyle. The young hanker after luxury, comfort and material happiness. They believe in full enjoyment and complete freedom. The elders insist on moral and spiritual values. They advocate renunciation and control on desires. The children think that their parents are slave to customs. The generation gap is evident in behaviour and manners of the two classes. The elders believe in strict obedience to a superior authority. They want that children must respect their elders and learn to be polite. The children pine for freedom. They resent all sorts of curbs. They demand freedom of expression. They want to have a say in family affairs. They insist that their views must be given proper consideration. This leads to bickering, heart-burning and tension in the family. The elders insist on discipline and strict compliance of their orders. They advocate smiling acceptance of punishment meted out for breach of discipline. The young insist on unrestrained freedom and frankness. They advocate freedom of self-expression and are unwilling to tolerate any interference in their personal affairs—career, love-affair or marriage. Thus there is a wide gap between the two generations. This difference in their way of thinking and behaviour is destroying family life. Hence, I wholeheartedly support the motion, that ‘The Generation Gap is Destroying Family Life’. Thank you
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has been appointed invited Sarah Palin robbery was the motive Yuvraj would lead Board President’s XI
11. (a) (b) (c) (d)
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Will you like to join us Why is it not possible When is she coming I will miss you
12. (a) (b) (c) (d)
4. 3. 2. 1.
whether he was going to Singapore if he was also going whether his parents would allow him to tell them that it was a rare chance
SECTION–D (LITERATURE) 13.
(i) 1. (c) choice of one’s career 2. (b) alliteration 3. (d) he came to a decision after careful deliberation (ii) 1. (c) appreciative 2. (b) indecisive 3. (d) straightforward (iii) 1. (a) determined 2. (c) learning to read 3. (b) practical wisdom
14. (a) Yes, the symbolism is a premonition of the tragic death of the ill-fated lovers. It is a device of ‘fore-shadowing’. The poet prepares us to expect the ensuing tragedy and doesn’t want to surprise us with a rude shock. (b) The poet has used the word ‘brimming’ to denote the idea of the water full to the brim. It means that the water of the river flows touching its banks.It creates the picture of a river with water full up to the margin of its banks. (c) The granddaughter is amiable, tender, gentle, sympathetic, understanding, wise and helpful. When grandmother touched the granddaughter’s forehead, she realised that she wanted to speak and asked her, “What is the matter?” When grandmother told her why she could not learn to read, the granddaughter realised that there was some reason why she was talking to her. So she said, “Avva, don’t cry. What is the matter? Can I help you in any way?” (d) It was Duke who made Charles Hooper take his first step after the accident in which his left side had been paralysed. Duke had taken the full responsibility of leading Charles Hooper to his office. He made persistent, diligent and constant efforts. The progress was sure though slow. They advanced step by step. The chemical company’s order appointing Charles Hooper as Assistant National Sales Manager was worded as if it were a special tribute to Duke. The words “to advance our objectives step by step” stand out prominently. (e) Undoubtedly, Gaston who strikes a deal with Mrs Al Smith, who mistakes him to be the owner of the villa. Gaston thus makes a hundred thousand francs profit. He successfully, outwits the American lady, Mrs Al Smith, who is cash rich and always remains in haste.
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15. First Option 25 September 20XX Thursday 8 pm Today I am very happy as I have got double gift today from granddaughter who is my teacher as well. I think that no gifts can be more valuable than those I have received today and I will always treasure them in my heart as these have fulfilled my long cherished ambitions. Well, I must disclose the secret and not build suspense any more. The first gift that I’ve got is literacy. Now I can read independently. I’ve not to depend on anyone else to read to me from magazines or books. Secondly, my granddaughter has presented me the printed copy of ‘Kashi Yatre’. I opened it at once and immediately read the title and the names of the author and the publisher. I felt elated. My granddaughter was also happy. I was her first student and under her able guidance I had been able to learn how to read within the period I had fixed for myself. This ability of reading by myself has filled me with confidence and a new power to do something good. I will utilise the rest of my life in reading scriptures, women’s magazines and work for the welfare of women and children. Second Option COPING WITH LOSS Coping with loss is quite challenging. One is always conscious of what one is deprived of. The memory of the days when one was fully fit brings a train of thoughts with it which is painful as well as pinching. This is exactly what happened with Charles Hooper. The span of four years in his life from 1953 to 1957 was the most difficult and harrowing. In 1953, Hooper was a favoured young man—healthy, smiling and successful. He was a very fit high charging zonal sales manager. A small error by a car driver reduced him to a paralysed cripple. He was forced to lie on a bed and was lost in his own grief and pain. Left alone with his thoughts, he developed negative traits. Despair led him to helplessness. He did not want to vegetate in bed or depend on his wife Marcy for everything. He was shocked and led to a state of denial. The re-entry of Duke in his life at this stage was crucial for him. The faithful dog understood his responsibility and inspired his master to take the first step. He taught Hooper how to manage the difficult situation. Duke filled him with hope and lifted his numb spirits. Duke had realised how badly his master was hurt. So while leading him to walk he exercised the greatest caution. He would exercise patience and let his master drag his paralysed foot forward. Hooper had passed through many stages during this period. After recovering from the initial shock of the accident, a brief excitement at being alive followed. As the brief excitement of homecoming was over, helplessness, denial, dejection and anger surrounded him. Duke taught him how to cope with the challenge. He led Hooper to accept the changed mode of life. By coping with his loss Hooper learnt to advance step by step. Now he felt happy to be living as well as working successfully. ❑❑
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