Lesson Architecture Background Information/Source of the Poem Scientific Theories on the possibilities of destruction of Earth Theme Line-Wise Explanation Poetic Devices NCERT Solution Competency Based Questions Updated on April 10 , 2024 Background Information/Source of the Poem The poem is believed to have been inspired by Canto 32 of "Inferno", the first part of Italian poet Dante Alighieri’s epic poem ‘the Divine Comedy. The nine lines of 'Fire and Ice' echo the nine circles of hell depicted in Inferno. Dante's Inferno is the first part of the epic poem "The Divine Comedy" written by the Italian poet Dante Alighieri in the early 14th century. The poem begins with Dante's descent into Hell, where he encounters various sinners who are punished according to the nature of their sins. The ninth and deepest circle of hell in Dante's "Inferno" is a frozen lake called Cocytus, in which traitors and betrayers are punished. The souls of the traitors are submerged in ice, with only their faces above the surface, while those who betrayed their own kind are plunged even deeper, with their heads completely encased in ice. The punishment of being frozen in ice represents the coldness and lack of love and compassion that these sinners showed in their lives. The punishment of being submerged in ice in the deepest circle of hell in "Inferno" is also reflected in the line from "Fire and Ice" that reads "Some say the world will end in fire, / Some say in ice." The pairing of fire and ice in Frost's poem suggests that both desire (fire) and hate (ice) have the potential to destroy the world. The use of this imagery allows Frost to explore the themes of destruction and human behavior in a vivid and memorable way. Another possible source of inspiration for "Fire and Ice" was a conversation between Robert Frost and astronomer Harlow Shapley. When Frost asked Shapley how the world would end, Shapley responded that it could either be incinerated after the sun exploded, or freeze in deep space if the Earth managed to survive the explosion. This conversation seems to have influenced Frost's poem, as it also considers the potential end of the world through the contrasting forces of fire and ice. Frost's use of these opposing elements reflects the scientific understanding of the time, that the end of the world could be caused by a catastrophic event such as a supernova or a freeze in deep space. Scientific Theories on the possibilities of destruction of Earth There are various scientific theories about how the planet Earth could be destroyed, highlighting the fragility of human life and the planet we inhabit. The first scenario mentioned is the cooling down of the Earth's molten core, which could lead to the loss of our atmosphere and protection from solar winds, potentially turning Earth into a barren, Mars-like planet. The sun itself could eventually die and expand, causing Earth's incineration, or the expansion could push Earth out of orbit, causing it to freeze to death. Let me explain the concept a little further. As a star, the sun has a lifespan. After a few billion years, it will run out of fuel and undergo a series of changes before it eventually dies. One of the stages in this process is called the red giant phase, during which the sun will expand greatly in size and become much hotter. If the sun expands enough during this phase, it will engulf the Earth, burning it to a crisp and leaving no trace of life. This is what is meant by "Earth's incineration." On the other hand, it is also possible that the expansion of the sun may push Earth out of its current orbit, making it move further away from the sun. As a result, the Earth will be subjected to freezing temperatures, causing all forms of life to die out. This is what is meant by "Earth will freeze to death". Bonus Info: Other Possibilities of the End of Earth There are other possibilities as well, like the possibility of solar storms triggering geomagnetic storms that could take out our electricity, leading to a widespread power outage. Pandemics, such as the COVID-19 pandemic that the world is currently facing, are another potential threat that could cause global deaths. There is also a possibility of Earth being hit by asteroids or a rogue planet, which could lead to its destruction or being shoved out of orbit or the solar system. Global warming is also mentioned as a threat that could lead to a variety of inhospitable changes, such as severe drought, epidemics, famine, and natural disasters. Nuclear war can also be a real and potentially devastating threat, with the power to wipe out all of humanity. Overpopulation is another factor that could overtax the planet's resources and lead to mass starvation. Theme: In this poem, the poet refers to two predictions of how the world will end. Some say it will end in fire while others say it will end in ice. According to the poet ‘fire’ stands for desire, greed, avarice or lust. The more you try to satisfy them, the more they grow. They spread rapidly like fire and engulf your whole life. On the other hand, ‘ice’ according to the poet, stands for hatred, coldness and rigidity. One becomes insensitive and indifferent towards the feelings of others. The poet says that both fire and ice are growing with such a rapid speed that the world would soon perish either way, in fire or in ice. Line-Wise Explanation Lines 1-4 Some say the world will end in fire Some say in ice. From what I’ve tasted of desire I hold with those who favour fire. Vocabulary: 1. I’ve tasted of desire: The poet thinks that fire which symbolically means ‘desire’ or Greed will perish the world. 2. Hold with those: Here it means that the poet supports the view of those people who favour fire. Paraphrase # The poet suggests two possible causes for the end of the world. # On one side of the debate are those people who are in favour of fire. # On the other hand are those who favour ice which will freeze the world. # Symbolically speaking, ‘fire’ in the poem also means desire, greed or lust, which will cause destruction to the earth. # Ice on the other hand, symbolically stands for hatred, selfishness or indifference for one another is equally capable of destroying this world. Lines 5-8 But if it had to perish twice, I think, I know enough of hate To say that for destruction ice Is also great And would suffice. Vocabulary: 1. perish – die 2. suffice – be sufficient Paraphrase: # If the world had to end for the second time, ice which is symbolic of hatred and indifference among human beings, is sufficient to cause destruction to the world. # ‘Fire’ which is symbolic of greed, desire and lust, can cause destruction of the world. # On the other hand, the Ice, which is hatred, indifference and jealousy can equally cause the destruction of the world. Recapitulation: The poet suggest two possible causes to the end of the world. Fire and Ice can equally cause destruction of the world. Fire in physical sense means rise in global temperature , which will end the world. Metaphorically, ‘Fire’ means desire, greed and lust. Ice literally means melting of glaciers and snowy mountains, which can equally destroy the world. Metaphorically speaking, Ice represents hatred, indifference and jealousy among human beings that can also contribute to the end of the world. The world has become so materialistic that people have become greedy and selfish and indifferent to the needs of others. Hence destruction is inevitable. Message: "Fire and Ice" is a famous poem written by Robert Frost. It consists of a concise structure and explores the theme of destruction, specifically concerning how the world might end. The poem delves into the nature of human emotions and desires, using fire and ice as symbols to represent two opposing forces. The message of the poem revolves around the destructive capacities of both desire and hatred. Through the imagery of fire and ice, Frost contemplates how these powerful forces can bring about the end of the world. Here's a breakdown of the message: 1. Destructive Power of Desire (Fire): Fire represents desire, passion, and the intense emotions that can consume individuals and societies. It signifies a burning need, an uncontrollable and impulsive force that drives people to pursue their wants relentlessly. In the poem, Frost suggests that desire has the potential to lead to destruction, as it consumes everything in its path. 2. Destructive Power of Hatred (Ice): Ice symbolizes hatred, coldness, and indifference. It represents the absence of warmth, compassion, and human connection. Hatred can freeze relationships, extinguish love, and create a sense of apathy and isolation. Frost implies that hatred, when allowed to persist, can also bring about destruction and ruin. 3. Choosing between Desire and Hatred: The poem poses a question about how the world will come to an end. Frost presents two opposing viewpoints: fire and ice. He contemplates whether desire or hatred, or perhaps both, will be the cause of humanity's downfall. By presenting these two destructive forces, Frost prompts readers to reflect on their own experiences with passion and anger, and how these emotions can lead to negative consequences. 4. Human Nature: Ultimately, the poem suggests that it is human nature, with its capacity for desire and hatred, that has the potential to destroy the world. Frost's use of fire and ice as contrasting elements highlights the inherent duality of human emotions. It serves as a reminder that while desire and passion can ignite progress and creativity, they can also unleash chaos and destruction when left unchecked. Similarly, the presence of hatred and coldness can erode relationships and breed conflict. In summary, "Fire and Ice" by Robert Frost conveys the message that both desire and hatred have the potential to lead to destruction. Through the vivid imagery of fire and ice, the poem explores the inherent dangers of unchecked emotions and serves as a reminder of the delicate balance required to maintain harmony in the world. Poetic Devices used in the Poem Symbolism: Fire symbolizes human desires whereas ice symbolizes hatred and indifference. Alliteration: Some say the world will end in fire. Imagery: Fire forms image of heat and light, but also burning and pain. Ice also forms image of coldness, but also indifference and intolerance. Rhyme Scheme: abaa ababa 1. Alliteration: The repetition of initial consonant sounds in neighboring words or syllables, such as in the lines: - "Some say the world will end in fire," - "From what I've tasted of desire." 2. Repetition: The deliberate repetition of words or phrases for emphasis, as seen in the repetition of the word "fire" in the first line of the poem. 3. Assonance: The repetition of vowel sounds in neighboring words or syllables, for example: - "To say that for destruction ice" (repetition of the "ay" sound) - "Would suffice" (repetition of the "i" sound) 4. Metaphor: The poem uses fire and ice as metaphors to represent desire and hatred, respectively. Metaphors create imagery and allow readers to engage with abstract concepts through concrete and familiar objects. 5. Personification: The poem personifies fire and ice, attributing human qualities to these elements. For instance, fire is described as having the power to "consume" and ice as having the power to "kill." 6. Rhyme: The poem follows an ABAABCBC rhyme scheme, where the last word of most lines rhymes with another line. The rhyme scheme contributes to the poem's structure and musicality. 7. Imagery: Frost uses vivid and sensory language to create visual and experiential images. For example, "fire" invokes images of flames and heat, while "ice" evokes a sense of coldness and frost. 8. Paradox: The poem presents a paradoxical statement, suggesting that both fire and ice have the potential to bring about the end of the world. This creates a thought-provoking and contradictory idea within the poem. 9. Understatement: Frost's use of concise language and brevity contributes to understatement, allowing the weight of the message to be conveyed in a simple yet impactful manner. For Detailed podcast of the poem, Click Here NCERT Solution Thinking about the Poem (Page 15) Q1. There are many ideas about how the world will ‘end’. Do you think the world will end some day? Have you ever thought what would happen if the sun got so hot it burst or grew colder and colder? Ans: The world will certainly end someday. According to the poet, the world will end either in fire or in ice. The craze for power and possessing weapons of mass destruction and the way glaciers are melting and the surge in global warming is not a positive indication for the ailing earth. Change in climate resulting out of deforestation, industrialization, carbon footprints, global warming can certainly cause havoc to our mother earth. Q2. For Frost, what do ‘fire’ and ‘ice’ stand for? Ans: According to Frost , ‘fire’ stands for greed, desire, conflict and fury. Greed gives rise to conflict, which in turn, destroys the society. On the other hand, ‘ice’ stands for intolerance, indifference, hatred and insensitivity. Indifference and hatred in the minds of human beings also breed intolerance and cruelty, which ultimately spells disaster for human kind. Q3. What is the rhyme scheme of the poem? How does it help in bringing out the contrasting ideas in the poem? The rhyme scheme of the poem is a, b, a, a, b, c, b, c, b. The two sets of varied rhyme scheme present the contrasting ideas. The poet says that the world would end one day either by fire or by ice. Both are capable of igniting enough heat that can end the world. Not only does the greed, desire represented by fire, but also intolerance and enmity among human beings represented by ice can equally contribute to the depletion of our society. CBE-Based Questions Category 1 ( MCQ) 1. Choose the CORRECT statement about the given poem. a) Fire and ice are images—they help the readers visualise the power of nature over man. b) Fire and ice are symbols—not of natural disasters, but of humanity’s ability to create disasters of its own. c) Fire and ice are elements—not of Nature but man-made and possess the ability to create havoc for mankind. d) Fire and ice are agents—they change the thinking of mankind from negative to positive and bring harmony. 2. Select the option that correctly classifies the connotations for fire and ice, as suggested in the poem. (1) rage (2) violence (3) indifference (4) hate (5) greed a) Fire- 3,4; Ice- 1,2,5 b) Fire- 2, 5; Ice-1,3,4 c) Fire-1,3,5; Ice- 2, 4 d) Fire- 1,2,4; Ice- 3,5 3. The poem is a _________, put across by the poet. a) powerful warning b) heart-felt apology c) earnest appeal d) vengeful threat 4. Pick the option that is NOT TRUE about the poet according to the extract. The poet a) is inclined to believe that the world would most likely end with fire. b) has heard divided opinions about the way the world would end in all likelihood. c) preaches love and kindness to combat the spread of hate among all. d) declares the power of ice to be as destructive as that of fire. 5. Identify the most likely tone of the poet in the lines- ‘To say that for destruction ice/Is also great’. a) sarcastic b) serious c) amused d) celebratory CBE-based Short Questions Q1.In 20-30 words, compare the theme of the poem 'fire and Ice' with the poet's tone. Ans: The theme of the poem is that of destruction and the end of the world, which is a grim subject. The tone of the poem however, does not refelect this seriousness and is conversational and assertive. Q2. In the poem 'Fire and Ice' which literary device are fire and ice examples of ? Explain why the poet uses them. Ans: In the poem fire and ice are examples of symbolism. The poet uses them as they paint a vivid picture of destruction in our minds. We can easily imagine humanity being desroyed by raging fires as well as extreme winters. The symbols help the poet to create a lasting impression of emotions like desire and hate, which are difficult to visualise by themselves. Q3. Fire and Ice projects a pessimistic outlook. Comment. Indeed, "Fire and Ice" by Robert Frost can be seen as projecting a pessimistic outlook. The poem explores the destructive potential of desire (fire) and hatred (ice), suggesting that these powerful emotions have the capacity to bring about the end of the world. The pessimism arises from several aspects of the poem: 1. The Theme of Destruction: The central theme of the poem revolves around destruction and the end of the world. By focusing on the negative and potentially catastrophic consequences of desire and hatred, Frost presents a bleak vision of humanity's future. 2. Extremity of Emotions: The poem emphasizes the extreme nature of desire and hatred. Fire and ice are both powerful elements that can consume and destroy. By portraying these emotions as all-consuming and overpowering, Frost suggests that the negative aspects of human nature hold greater influence than the positive. 3. Inevitability of Destruction: The poem presents the question of how the world will end, implying that destruction is inevitable. This notion of inevitability contributes to the pessimistic tone, suggesting that human nature is ultimately doomed to lead to destruction, regardless of the path taken. 4. Lack of Redemption: The poem does not offer any hope or redemption in the face of the destructive forces it portrays. It does not provide an alternative or a way to counteract the negative aspects of human nature. This absence of hope contributes to the overall pessimistic outlook of the poem. However, it is important to note that while "Fire and Ice" may project a pessimistic outlook, it also serves as a cautionary reminder. By highlighting the destructive potential of desire and hatred, the poem prompts readers to reflect on their own actions and emotions. It serves as a call for self-awareness and the recognition of the potential consequences of unchecked desires and negative emotions. Q2. The tone of the speaker contrasts with the seriousness of the subject matter. Justify Ans: In "Fire and Ice," the tone of the speaker indeed contrasts with the seriousness of the subject matter, which contributes to the poem's overall impact. Here's a justification for this statement: 1. Conciseness and Brevity: The speaker's tone is concise and brief, using only nine lines to address a weighty subject like the end of the world. This brevity creates a sense of understatement and downplays the magnitude of the topic at hand. The short and straightforward lines contribute to a matter-of-fact tone that seems almost casual or nonchalant. 2. Absence of Emotional Intensity: The speaker's tone lacks emotional intensity or a sense of personal investment in the subject matter. There is a certain detachment or detachment in the way the speaker presents the ideas. This detachment is reflected in the objective language and the absence of personal pronouns, giving the impression that the speaker is merely an observer or commentator rather than someone deeply affected by the impending destruction. 3. Lack of Moral Judgment: The speaker adopts a neutral and impartial stance, presenting desire and hatred as two equally destructive forces. There is no moral judgment or explicit condemnation of these emotions. This absence of moralizing or passionate language further contributes to the detached and unemotional tone of the speaker. 4. Matter-of-Fact Questioning: The speaker poses the question of how the world will end as a simple and matter-of-fact inquiry. The straightforwardness of the question, without any sense of urgency or despair, contrasts with the gravity of the subject matter. It suggests a sense of detachment or philosophical contemplation rather than an emotional response. By presenting the serious subject matter with a detached and matter-of-fact tone, the poem generates a tension between the weight of the topic and the seemingly casual or objective manner in which it is addressed. This contrast creates a thought-provoking effect on the readers, as it invites them to consider the profound implications of the destruction presented in the poem while questioning the speaker's apparent detachment. Q3. Evaluate the line- Some say the world will end in fire/Some say in ice- in the context of volcanic eruptions, forest fires, meteor collisions, melting ice caps etc. The line "Some say the world will end in fire/Some say in ice" from "Fire and Ice" by Robert Frost can be evaluated in the context of natural phenomena such as volcanic eruptions, forest fires, meteor collisions, and melting ice caps. Here's an evaluation of the line in relation to these examples: 1. Volcanic Eruptions: Volcanic eruptions are associated with fire due to the presence of lava, molten rocks, and volcanic ash. The line can be seen as capturing the destructive power of volcanic eruptions and how they can potentially lead to the end of the world. The intense heat and catastrophic consequences associated with volcanic activity align with the notion of fire as a destructive force. 2. Forest Fires: Forest fires are often caused by a combination of heat, dry conditions, and combustible materials. They can spread rapidly, consuming vast areas of vegetation and causing significant damage. In the context of the line, forest fires can be viewed as a manifestation of fire's destructive potential, contributing to the idea that the world could end through the uncontrolled spread of flames. 3. Meteor Collisions: Meteor collisions with Earth can generate tremendous heat upon impact, leading to widespread devastation. The release of energy from such collisions can result in massive fires, shockwaves, and environmental disruptions. The mention of fire in the line can be associated with the catastrophic consequences of meteor collisions and their potential to cause widespread destruction. 4. Melting Ice Caps: The reference to ice in the line can be linked to the melting ice caps and the broader issue of climate change. As global temperatures rise, the melting of polar ice caps can have severe consequences, including rising sea levels, habitat destruction, and disruptions to ecosystems. The line implies that the melting of ice could be another path leading to the end of the world, highlighting the environmental impact of human activities. In the context of these natural phenomena, the line emphasizes the potential for both fire and ice-related events to contribute to the destruction of the world. It broadens the interpretation of fire and ice beyond metaphorical representations of desire and hatred, encompassing tangible examples of destructive forces in the natural world. Q4. How are fire and ice contrasted to convey human emotions? In "Fire and Ice," Robert Frost contrasts fire and ice to convey human emotions, specifically desire and hatred. Here's how the poem utilizes the contrasting elements to represent these emotions: 1. Intensity vs. Coldness: Fire is associated with intense heat, passion, and desire. It symbolizes the burning intensity of human emotions and the fervent pursuit of desires. Fire represents the impulsive, consuming, and often uncontrollable nature of desire. It signifies the powerful force that can drive individuals to act without restraint. On the other hand, ice represents coldness, indifference, and a lack of warmth. It symbolizes the absence of passion and connection, embodying the icy detachment that can result from hatred. Ice represents the emotional distance and apathy that can occur when negative emotions take hold. 2. Consuming vs. Freezing: Fire consumes everything in its path, leaving destruction in its wake. It is depicted as a force that can devour and engulf, leaving nothing but ashes behind. This imagery highlights the all-consuming nature of desire and the potential for it to lead to destruction. In contrast, ice freezes and immobilizes. It halts the natural flow and movement of things, representing the stagnation and rigidity that can arise from hatred. The image of ice freezing suggests a loss of vitality and the potential for relationships to become cold and lifeless. 3. Impulsivity vs. Indifference: Fire is often associated with impulsive actions driven by desire, symbolizing the intensity of emotions that can lead individuals to act without considering the consequences. It represents the passionate and impulsive side of human nature. In contrast, ice conveys a sense of indifference and emotional detachment. It suggests a lack of empathy and a coldness that can arise from hatred. Ice symbolizes the emotional barriers that can form when negative feelings overpower compassion and understanding. By contrasting fire and ice, the poem presents a dichotomy between the consuming intensity of desire and the freezing detachment of hatred. This juxtaposition highlights the extremes of human emotions and the potential consequences when they are not balanced or tempered. The contrasting elements serve to underscore the destructive capacity of both desire and hatred, emphasizing the need for moderation and self-awareness in managing our emotions. Q5. Explain the use of imagery and symbolism in 'Fire and Ice'. In "Fire and Ice," Robert Frost effectively employs imagery and symbolism to enhance the meaning and impact of the poem. Here's an explanation of the use of imagery and symbolism in the poem: 1. Imagery of Fire: The imagery of fire creates a vivid and sensory depiction of desire and passion. It evokes images of flames, heat, and intense energy. The image of fire conveys the idea of something all-consuming, destructive, and powerful. It represents the burning intensity of human emotions and desires, highlighting their potential to bring about chaos and devastation. 2. Imagery of Ice: The imagery of ice invokes a sense of coldness, stillness, and detachment. It paints a picture of something frozen, rigid, and devoid of warmth. The image of ice suggests emotional distance, indifference, and a lack of compassion. It represents the chilling effects of hatred and negative emotions, illustrating how they can freeze relationships, extinguish love, and create a sense of isolation. 3. Symbolism of Fire: Fire symbolizes desire, passion, and intense emotions. It represents the impulsive and consuming nature of human desires, driving individuals to pursue their wants relentlessly. The symbolism of fire conveys the destructive potential of uncontrolled desires, emphasizing how they can lead to ruin and chaos. 4. Symbolism of Ice: Ice symbolizes hatred, coldness, and indifference. It represents the absence of warmth, compassion, and human connection. The symbolism of ice conveys the emotional barriers that can form when negative feelings overpower empathy and understanding. It signifies the destructive power of hatred and its ability to freeze relationships and extinguish love. 5. Symbolic Opposition: The contrasting symbolism of fire and ice in the poem creates a dichotomy between desire and hatred. Fire and ice symbolize two opposing emotional forces and their destructive capacities. They represent the extremes of human emotions and serve as metaphors for the potential dangers of unchecked desires and negative emotions. Through the use of vivid imagery and symbolic representations, "Fire and Ice" effectively captures the essence of desire and hatred, exploring their destructive nature and the potential consequences they can have on individuals and societies. The imagery and symbolism in the poem enrich the reader's understanding of these emotions and their impact on the world. For explanation and CBE-Questions of the poem Dust of Snow, Click here <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< End >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Lesson Architecture: YouTube Concept Video Critical Commentary Message NCRT Solution CBE-Based Questions Extract Questions Subscribe to My Channel by clicking here Critical Commentary: The story "A Letter to God" by Gregorio López y Fuentes explores several themes, including faith, hope, and compassion. Let's delve into each of these themes: 1. Faith: Faith is a central theme in the story. Lencho and his family are deeply religious and have unwavering faith in God. When their crop is destroyed by a hailstorm, Lencho believes that God will come to their aid and provide them with the means to survive. However, there is irony in Lencho's faith, as he demonstrates a lack of understanding and perception. He fails to recognize the help offered by the postmaster and instead accuses the postal workers of being thieves. This highlights the theme of blind faith and raises questions about whether faith alone can render other human faculties, such as intelligence and reason, useless. 2. Hope: Hope is closely intertwined with faith in the story. Despite the devastation caused by the hailstorm, Lencho maintains hope. He watches the sky, hoping for rain and a bountiful harvest. When his hope for a good harvest is shattered, he finds a way to contact God by writing a letter. Lencho's hope is eventually realized when he receives an answer to his letter and obtains the help he sought. However, his hope turns into ingratitude as he expects God to send him the remaining pesos through another means. True optimism is displayed by Lencho's wife and the postmaster, who maintain hope and strive to help others. 3. Compassion: The story emphasizes the importance of compassion and having faith in fellow humans as a means of receiving help. While Lencho's letter could have been dismissed as the ramblings of a simpleton, the postal workers choose to respond with compassion. They see it as an opportunity to extend assistance and rally others to donate to a charitable cause. The theme of compassion is embodied by the postal workers and all those who contribute to the postmaster's call for help. It underscores the idea that faith in God alone may not alleviate suffering, and that human kindness and empathy play a vital role in helping those in need. 4. Perseverance: The theme of perseverance is evident in Lencho's unwavering determination to seek help from God. Despite the setback of the destroyed crop, Lencho remains resilient and takes action by writing a letter to God. His perseverance is also reflected in his hope for a positive outcome and his refusal to give up in the face of adversity. 5. Trust and Betrayal: The story touches on the theme of trust and betrayal. Lencho initially trusts in God's benevolence and expects help to come from Him. However, when he accuses the postal workers of stealing the money, he feels betrayed and loses trust in them. This highlights the fragile nature of trust and the potential for it to be broken, leading to disappointment and a sense of betrayal. 6. Irony and Satire: The story employs irony and satire to critique blind faith and expose human follies. Lencho's literal interpretation of religious teachings and his inability to recognize the kindness and help offered by the postmaster and others demonstrate the satirical aspect of the story. The ironic twist lies in the fact that Lencho's plea for assistance is answered, but he fails to recognize it due to his narrow-mindedness. 7. Materialism versus Spirituality: The story explores the conflict between materialism and spirituality. Lencho's expectation for God to send him the remaining pesos through another means reflects a materialistic outlook, focusing on tangible wealth. In contrast, the postmaster and those who respond to his call for help exhibit a more spiritual approach, emphasizing empathy, compassion, and the value of human connections over material possessions. 8. Gratitude and Ingratitude: The theme of gratitude and ingratitude is explored through Lencho's reactions. Initially, Lencho expresses gratitude and believes that God has answered his letter by sending the money. However, his ingratitude surfaces when he accuses the postal workers, failing to appreciate their efforts and attributing their kindness to theft. The story prompts reflection on the importance of gratitude and recognizing the kindness extended to us. In summary, "A Letter to God" explores themes of faith, hope, and compassion. It raises questions about blind faith, the relationship between faith and reason, the power of hope in challenging circumstances, and the importance of compassion and human connection in alleviating suffering. Message The message of the story "A Letter to God" revolves around the idea that faith should be accompanied by reason, gratitude, and an understanding of the interconnectedness of humanity. Here are the key messages conveyed by the story: 1. Balance faith with reason: While faith is portrayed as a powerful force in the story, the author highlights the importance of balancing it with reason and understanding. Blind faith, as demonstrated by Lencho, can lead to ignorance, misinterpretation, and a lack of appreciation for the help received. It suggests that faith should not render other human faculties like intelligence and reason useless. 2. Recognize the interconnectedness of humanity: The story emphasizes the idea that humans can be instruments of God's help and compassion. Lencho's expectation that God would directly intervene and send him money is challenged when it is revealed that the postal workers and the community have come together to assist him. It underscores the message that human kindness and empathy are essential in addressing the challenges faced by individuals and communities. 3. Practice gratitude and humility: The story highlights the importance of gratitude and humility in the face of help and support received. Lencho's initial expression of gratitude is overshadowed by his ingratitude when he accuses the postal workers of theft. It serves as a reminder to appreciate and acknowledge the kindness and assistance extended to us, rather than taking it for granted. 4. Question and reflect on religious teachings: The story subtly encourages readers to question and critically reflect on religious teachings and their interpretations. Lencho's literal understanding of religious teachings leads to misguided expectations and a failure to recognize the support provided by others. It suggests the need for a deeper understanding of religious principles and their application in everyday life. Overall, the story's message urges individuals to embrace faith, reason, gratitude, and compassion while recognizing the role of fellow humans as agents of help and support. It encourages a balanced and thoughtful approach to faith and a deeper appreciation for the interconnectedness of humanity. NCERT Solution: Comprehension Check (Page 5) Q1. What did Lencho hope for? Ans: Lencho hoped for a spell of a shower as it would ensure good harvest for his crops. Q2. Why did Lencho say the raindrops were like ‘new coins’? Ans: Lencho was expecting raindrops as they would pave the way for healthy harvest. Rain-fed harvest would bring financial gain for him in the market. Therefore, Lencho thought that raindrops are like ‘new coins. Q3. How did the rain change? What happened to Lencho’s fields? Ans: A spell of downpour suddenly gave way to torrential rain accompanied with hailstones. For an hour the hailstones rained on the field resulting in a complete damage to Lencho’s crops. Q4. What were Lencho’s feelings when the hail stopped? Ans: After the storm had passed over, Lencho stood in the middle of the field and told his sons with a heavy heart that a plague of locusts would have spared his crops to some extent. But the hail had left nothing for him for the entire year. Comprehension Check (Page 6) Q5. Who or What did Lencho have faith in? What did he do? Ans: Lencho had profound faith in the dispensation of almighty God whose eyes are able to discern every minute thing. He decided to write a letter to God entreating Him to send him hundred pesos to sow his field again and to sustain himself till the time his crops had full harvest. Q6.Who read the letter? Ans: An employee of the post office spotted the envelope addressed to God and took it to the postmaster, who eventually read the letter. Q7. What did the postmaster do then? Ans: On seeing the letter of Lencho addressed to God, the postmaster burst out into laughter. But he was taken aback to see his unflinching faith on God. He immediately entreated his employees to give donation for an act of charity for Lencho and send the sum to Lencho. Comprehension Check (Page 7) Q8. Was Lencho surprised to find a letter for him with money in it? Ans: No, Lencho did not appear to have been surprised on receiving a letter with money inside it. His faith in God was so profound and unshaken in nature that he was expecting that his wishes would be obliged by God. Q9. What made him angry? Ans: On counting the pesos he discovered only seventy pesos instead of hundred. His unflinching faith in God made him believe that God could not make any mistake. Therefore, the post office officials incurred his wrath and he held them guilty of stealing his thirty pesos. Thinking about the Text( Page 7) Q1. Who does Lencho have complete faith in ? Which sentences in the story tell you this? Ans: Lencho had complete faith in the dispensation of the almighty God. The following sentences reinforces the faith of Lencho in God. (i)But in the hearts of all who lived in that solitary house in the middle of the valley, there was a single hope: help from God. (ii)All through the night, Lencho thought only of his one hope: the help of God, whose eyes, as he had been instructed, see everything, even what is deep in one’s conscience. (iii)“God,” he wrote, “if you don’t help me, my family and I will go hungry this year.” Q2. Why does the postmaster send money to Lencho? Why does he sign the letter ‘God’? Ans: The Postmaster was highly impressed by Lencho’s unflinching faith in God. Therefore, in order to sustain his faith on God, the postmaster decided to do the act of charity by sending money to him. He signed the letter ‘God’ so that Lencho’s expectation from God remained unshaken. Q3. Did Lencho try to find out who had sent the money go him? Why/Why not? Ans: No, Lencho did not try to find out as his unflinching faith on God did not allow him to think otherwise. He never thought even in his wildest dreams that someone else could even send him money on behalf of God. Q4. Who does Lencho think has taken the rest of the money? What is the irony in the situation? Ans: Lencho thinks that the post office employees have taken the rest of the money. The irony in the situation lies in the fact that instead of being grateful to the charitable gesture shown by the post office employees, Lencho considers them a bunch of crooks and becomes suspicious of them. Q6. There are two kinds of conflict in the story: between humans and nature, and between humans themselves. How are these conflicts illustrated? The conflict between humans and nature is illustrated when there was a mismatch of Lencho’s expectation of rain being a harbinger of new coins for him. On the other hand , nature represented by torrential rain and hailstones threw cold water in Lencho’s expectation by destroying his crops. Therefore, the conflict between man and nature which always exists, is justified. The conflict between humans is also justified when Lencho shows an act of ungratefulness and suspects post office officials of being a bunch of crooks. He refuses to even enquire where the money has come from. Therefore, the act of not trusting post office employees is a metaphor to the fact that man has lost faith in man and thus illustrates the conflict between humans. CBE-Based Questions: Q1. People get support from family and friends during bad times. How does Lencho’s family behave after the harvest is ruined? Ans: Lencho's family displays resilience and support for one another after their harvest is ruined. Despite the devastating loss, they remain united and hopeful in the face of adversity. Here's how Lencho's family behaves in the story: 1. Unity and Emotional Support: Lencho's family comes together as a unit, offering emotional support to one another. They share the burden of the destroyed harvest and face the challenges as a team. Their solidarity is evident in their shared hope and determination to seek help from God. 2. Maintaining Faith and Hope: Similar to Lencho, his family maintains faith and hope throughout the ordeal. They watch the sky and pray for rain, just like Lencho does. They hold onto the belief that God will provide them with a way out of their difficult situation, demonstrating their strong faith and optimism. 3. Trust in Lencho's Judgment: Lencho's family trusts his judgment and decision to write a letter to God. They have confidence in his unwavering faith and see his actions as a legitimate way to seek assistance. Their trust in Lencho's beliefs further strengthens the familial bond and collective hope. 4. Resilience in Adversity: Lencho's family demonstrates resilience in the face of adversity. Despite losing their entire crop, they do not give in to despair. Instead, they rally together, maintain their faith, and look for alternatives to overcome their hardships. While the story primarily focuses on Lencho and his interactions with the postmaster and postal workers, it is evident that his family stands by him and supports him throughout the narrative. Their behavior reflects the importance of familial support and unity during challenging times. Q2. ‘Lencho was an ox of a man, working like an animal in the fields, but still he knew how to write.’ What does this line tell us about the norm amongst such farmers, then? Ans: The line "Lencho was an ox of a man, working like an animal in the fields, but still he knew how to write" suggests that among farmers like Lencho, the ability to write is not a common or expected skill. It implies that literacy or education may not be prevalent in the farming community to which Lencho belongs. The comparison of Lencho to an ox, a strong and hardworking animal, emphasizes his physical labor and the demanding nature of his work in the fields. It underscores the idea that farming is a physically demanding occupation requiring strength and endurance. However, the second part of the sentence highlights an exception in Lencho's case. Despite the norm among farmers, Lencho possesses the ability to write. This implies that he has acquired a skill that sets him apart from many others in his community. The line serves to emphasize the contrast between Lencho's physical strength and his intellectual ability. It suggests that while the norm among farmers may be a focus on physical labor, Lencho has taken the initiative to learn how to write, indicating that he values education or literacy, even in a predominantly agricultural setting. Q3. What, according to you would have been the likely reaction of Lencho’s wife upon knowing about him writing an actual letter to God? Ans: Based on the characterization of Lencho's wife in the story, it is likely that her reaction upon learning about him writing an actual letter to God would be supportive and understanding. Here's a possible portrayal of her reaction: Lencho's wife, who shares the same faith and hope in God, would probably be sympathetic towards her husband's decision to write a letter to God. She would understand the gravity of their situation and the importance of seeking divine intervention. Given their strong religious beliefs, she might even appreciate and admire his dedication and determination to reach out to God directly. Upon discovering that Lencho has taken the initiative to write a letter to God, Lencho's wife may respond with encouragement and reassurance. She would likely express her belief in the power of prayer and the significance of their plea for help. Her support might manifest in words of comfort, telling him that God will hear their prayers and provide assistance in their time of need. In essence, Lencho's wife would be expected to exhibit understanding, share in his faith, and offer emotional support as they navigate the challenges brought about by the ruined harvest. Her reaction would likely be aligned with their shared belief system and their mutual hope in divine intervention. Q4. Lencho waited eagerly for a reply to his letter to God. Do you think the postmaster was also very keen to know Lencho’s reaction upon receiving the ‘reply’? Yes, it is quite likely that the postmaster was also eager to know Lencho's reaction upon receiving the 'reply' to his letter. The postmaster had been moved by Lencho's sincere faith and belief in God, as well as his genuine need for help. The postmaster was touched by Lencho's trust in the postal system to deliver his letter to God and the sincerity with which he had written it. Given the postmaster's compassion and empathy, he would have been genuinely interested in how Lencho would respond upon receiving what he believed to be a reply from God. The postmaster had played a pivotal role in gathering donations from the postal workers to help Lencho, acting as a medium of assistance. The postmaster's curiosity about Lencho's reaction could stem from several factors, including: 1. Validation: The postmaster might have wanted to see if Lencho would interpret the money he received as a response from God. This would validate the postmaster's efforts and demonstrate that their assistance had truly made a difference in Lencho's life. 2. Impact of Faith: The postmaster might have been interested in witnessing the power of Lencho's faith and its effect on his perception of the world. He might have wanted to observe if Lencho's unwavering belief in God was reinforced or challenged by the events that unfolded. 3. Human Connection: The postmaster had developed a connection with Lencho through their interactions and correspondence. As a compassionate individual, he might have been genuinely curious to see how Lencho's situation had evolved and how his own efforts had impacted Lencho's life. Overall, the postmaster's keenness to know Lencho's reaction upon receiving the 'reply' stems from his genuine concern for Lencho's well-being, his interest in the power of faith, and the human connection they had established throughout the story. Q5. ‘The field was white, as if covered with salt.’ This is how the field is described after the hailstorm. The pelting hailstones could have been easily seen as sugar cubes. Do you think comparing it with sugar would have been more appropriate? Why/ Why not? Comparing the field after the hailstorm to a white, salt-covered surface rather than sugar cubes can be seen as a deliberate choice in the story. Here are a few reasons why the comparison with salt may have been more appropriate: 1. Visual Representation: The use of salt as a comparison provides a clearer visual representation of the field's appearance. Salt is commonly associated with a white, crystalline texture, similar to the aftermath of a hailstorm. The description helps readers visualize the extent of the damage caused by the hail, with the field being transformed into a white expanse. 2. Symbolism of Desolation: Salt is often associated with barrenness or desolation. By comparing the field to salt, the author underscores the destruction caused by the hailstorm. It conveys a sense of emptiness, loss, and devastation. The stark whiteness implies a lack of life and vitality, highlighting the grim consequences of the natural disaster. 3. Contrast to Sweetness: While sugar cubes could have been a potential comparison, using salt creates a deliberate contrast. Sugar is typically associated with sweetness and pleasantness, which would contrast with the negative impact of the hailstorm. The choice of salt emphasizes the bitter reality of the situation, emphasizing the harshness and difficulty Lencho and his family now face. 4. Cultural and Symbolic Significance: In certain cultures or literary traditions, salt carries symbolic meanings related to purification, preservation, or even the concept of being cursed. The comparison may have been influenced by such cultural or symbolic associations, adding depth and layers of meaning to the description. While the comparison with sugar cubes could have also conveyed a sense of whiteness, it may not have captured the desolation and starkness that the author intended to convey. The choice to liken the field to salt aligns with the tone and themes of the story, providing a more appropriate and evocative depiction of the hailstorm's aftermath. Q6. Lencho and his family knew the implications the hailstorm would have on their lives. Write a conversation between Lencho and his wife as they watched the downpour turn to a hailstorm. Lencho: (Staring at the sky, concerned) Maria, look at those dark clouds. I fear this rain will bring more trouble than relief to our fields. Maria: (Gazing at the sky with worry) Yes, Lencho, I can feel it too. It's not just rain anymore. Those hailstones... they will destroy everything we've worked so hard for. Lencho: (Clasping his hands together) We were already struggling, Maria. We were counting on this harvest to sustain us through the year. How will we survive if our crops are ruined? Maria: (Placing a hand on Lencho's shoulder) We must have faith, Lencho. We've weathered storms before, and somehow we've managed to endure. God will not abandon us now. Lencho: (Nodding, but with a worried expression) I know, Maria, I know. Our faith has always guided us. But this hailstorm... it feels different. It feels like a test of our resilience. Maria: (Squeezing Lencho's hand) We've faced adversity before, my love, and we've always found a way. Remember when the drought struck? We came together, rationed what little we had, and made it through. We'll do the same this time. Lencho: (Looking into Maria's eyes, searching for reassurance) But the crops... they're our livelihood. What if there's nothing left to salvage? Maria: (Taking a deep breath) Lencho, we cannot control the weather or its consequences. All we can do is put our trust in God and take the necessary steps to rebuild. We are strong, and together we will find a way to overcome this setback. Lencho: (Squeezing Maria's hand back) You're right, Maria. We must not lose hope. Our hard work and determination will carry us through. Let's gather what we can, seek help from our neighbors, and start anew. We have each other, and that's what truly matters. Maria: (Smiling softly) Yes, Lencho, we have each other and our unyielding spirit. We'll face this challenge head-on, as we always have. We'll rebuild our lives and continue to have faith in God's providence. In this conversation, Lencho and Maria express their concerns and fears about the hailstorm and its impact on their lives. They reaffirm their faith and resilience, emphasizing the importance of unity and trust in God. Despite their worries, they find solace in each other's support and vow to face the challenges together, determined to rebuild their lives with hope and perseverance. Q6. Lencho did not bother exploring any other means to resolve his situation but just turned to God. Do you feel that his approach was justified? Why/Why not? Ans: Lencho's approach of turning to God as his primary means of seeking assistance can be viewed from different perspectives, and whether it was justified or not depends on individual beliefs and interpretations. Here are two contrasting viewpoints: 1. Justification of Lencho's Approach: Faith and Belief: Lencho's deep faith in God and his belief in divine intervention justify his approach. For him, God is the ultimate source of help and guidance, and turning to God reflects his trust in a higher power. Cultural and Religious Context: Lencho's approach might be justified within the cultural and religious context he belongs to, where seeking assistance from God in times of difficulty is a common practice. It aligns with his upbringing and the teachings he has received. 2. Critique of Lencho's Approach: Self-Reliance and Proactivity: Some may argue that Lencho's approach is not justified because he solely relies on divine intervention without exploring other means or taking proactive steps to address his situation. They might contend that while faith is important, individuals should also take practical actions to resolve their challenges. Lack of Pragmatism: Lencho's approach could be criticized for being idealistic or lacking pragmatism. In the story, when the postal workers extend help, he fails to recognize it and continues to rely solely on divine intervention. This suggests a potential oversight in recognizing the assistance provided by fellow humans. Ultimately, whether Lencho's approach is justified or not depends on personal beliefs, religious background, and cultural context. It reflects his unwavering faith, but it may also invite discussions about the balance between faith and practical action, as well as the significance of human agency in resolving challenges. Extract Questions: Extract 1 So, in order not to shake the writer’s faith in God, the postmaster came up with an idea: answer the letter. But when he opened it, it was evident that to answer it he needed something more than goodwill, ink and paper. But he stuck to his resolution: he asked for money from his employees, he himself gave part of his salary, and several friends of his were obliged to give something ‘for an act of charity’. (i) Why did the postmaster come up with an idea to answer the letter written by Lencho? (A) He wanted to gain Lencho's trust. (B) The postmaster wanted to demonstrate goodwill. (C) To maintain Lencho's faith in God. (D) He needed to clarify misunderstandings with Lencho. (ii) What was evident when the postmaster opened Lencho's letter? (A) Lencho's request for assistance was genuine. (B) The letter contained a plea for financial help. (C) The postmaster required more than ink and paper to respond. (D) Lencho expressed gratitude for any help provided. (iii) How did the postmaster manage to gather the resources needed to respond to Lencho's letter? (A) By asking for donations from friends and employees. (B) He sought assistance from government agencies. (C) The postmaster borrowed money from Lencho. (D) By selling personal belongings. (iv) Why did the postmaster stick to his resolution despite the challenges in responding to Lencho's letter? (A) He wanted to test Lencho's faith in God. (B) The postmaster was determined to fulfill his duty. (C) To demonstrate the efficiency of the postal service. (D) The postmaster wanted to impress his colleagues. (V) How did the postmaster handle the challenge posed by Lencho's letter, and what does it reveal about his character? (Answer in approximately 30-40 words) (VI) Why did the postmaster decide to respond to Lencho's letter despite facing difficulties, and what does this decision demonstrate about his commitment? (Answer in approximately 30-40 words) Answers (v) The postmaster faced a dilemma when he opened Lencho's letter and found that fulfilling Lencho's request required more than just goodwill, ink, and paper. Despite the challenges, he resolved to answer the letter, demonstrating his determination to uphold Lencho's faith in God. This highlights his sense of responsibility and compassion towards Lencho's plight. (VI) The postmaster's decision to respond to Lencho's letter despite the difficulties showcases his dedication to his role and his empathy towards Lencho's situation. By going to great lengths to gather resources, he aimed to maintain Lencho's faith in God and uphold the trust in the postal service. This demonstrates his commitment to serving the community and ensuring their well-being. Extract 2 Lencho was an ox of aman, working like an animal in the fields, but still he knew how to write. The following Sunday, at daybreak, he began to write a letter which he himself would carry to town and place in the mail. It was nothing less than a letter to God. (i) What prompted Lencho to start writing a letter on a Sunday morning? (A) He felt a sudden inspiration to communicate with someone. (B) Lencho wanted to express his gratitude for the good harvest. (C) The passage suggests Lencho's religious devotion. (D) He decided to seek help from a higher power due to his desperation. (ii) Describe Lencho's physical characteristics and his ability mentioned in the passage. (Answer in approximately 30-40 words) (iii) Choose the statement that accurately reflects the reason behind Lencho's decision to write a letter to God. (A) Lencho wrote the letter because he felt burdened by the commitment of owning a farm. (B) The passage implies that Lencho brought up his knowledge of writing to emphasize his gratitude to God. (C) Lencho wrote the letter to express his sadness over the loss of his crops due to the hailstorm. (D) The passage suggests that Lencho's decision to write the letter stemmed from his love for traveling with his family. Answer Key (i) The correct option is (C) He wanted to play with Maxwell on his bed. (ii) Lencho is described as a physically strong man, likened to an ox, who also possesses the skill of writing. This suggests that despite his rugged appearance and hard labor, he is literate and capable of communication. (iii) The correct option is (D) Lencho wrote the letter to express his sadness over the loss of his crops due to the hailstorm. Extract 3 : Not a leaf remained on the trees. The corn was totally destroyed. The flowers were gone from the plants. Lencho’s soul was filled with sadness. When the storm had passed, he stood in the middle of the field and said to his sons, “A plague of locusts would have left more than this. The hail has left nothing. This year we will have no corn.’’ That night was a sorrowful one. “All our work, for nothing.” ‘‘There’s no one who can help us.” “We’ll all go hungry this year.” (i) What was Lencho's reaction upon surveying the aftermath of the hailstorm in his fields? (A) He expressed joy at the sight of the destroyed crops. (B) Lencho felt optimistic about the future harvest despite the damage. (C) He was filled with sorrow and despair. (D) Lencho remained indifferent to the devastation. (ii) Describe Lencho's emotional state and his statement to his sons after the hailstorm. (Answer in approximately 30-40 words) (iii) Choose the description that accurately reflects Lencho's feelings and situation depicted in the passage. (A) Lencho's reaction indicates he finds farming tedious and burdensome. (B) Lencho's sorrow suggests he needs time to adjust to the loss of his crops. (C) Lencho brought up the hailstorm because he was sad to lose his crops. (D) Lencho and his family had a history of enjoying traveling. (iv) How does the passage depict the extent of devastation caused by the hailstorm in Lencho's fields? (Answer in approximately 20-30 words) (V) Describe Lencho's emotional reaction to the destruction of his crops as portrayed in the passage. How does this reaction reflect his outlook on the situation? (Answer in approximately 30-40 words) Answer key (i) The correct option is (C) He wanted to play with Maxwell on his bed. (ii) Lencho's emotional state after the hailstorm is one of profound sadness and despair, as depicted by his statement to his sons about the devastation in the fields. He expresses sorrow over the loss of the crops and the impending hardship they will face. (iii) The correct option is (B) Lencho's sorrow suggests he needs time to adjust to the loss of his crops. (iv) The passage vividly portrays the aftermath of the hailstorm, depicting a scene where not a leaf remains on the trees, the corn is completely destroyed, and the flowers are gone from the plants, indicating the severe devastation inflicted upon Lencho's fields. (v) . Lencho's emotional reaction to the destruction of his crops is one of profound sadness, as his soul is filled with sorrow upon witnessing the extent of the damage. His statement about the hail leaving nothing and the realization that they will have no corn for the year highlights his despair and hopelessness in the face of the situation. For CBE-Based Questions of the Full Syllabus, click here

Sample Titles: Welcome to My Blog! or Welcome to My World or Welcome to (Blog Name) Q1. Read the following extract and answer the questions that follow. Let me put this more clearly, since no one will believe that a thirteen-year old girl is completely alone in this world. And I’m not. I have loving parents and a sixteen years old sister, and there are almost thirty people I can call friends. I have a family, loving aunts and a good house. No, on the surface I seem to have everything, except my one true friend. All I think about when I am with friends is having a good time. I can’t bring myself to talk about anything, but ordinary everyday things. (i) On the surface, it appears that Anne the thirteen year old girl _____. (ii) How can we infer that the speaker felt alone in the world ? (a) She had a family of many people. (b) She had loving parents. (c) She had thirty friends. (d) She craves for a true friend. (iii) Anne and her friends talked about _____. (a) their problematic parents (b) their financial problems (c) common everyday things (d) the commuting problems (iv) Complete the analogy by selecting the suitable word from the text : alone : friends : : nothing : _______ (v) Select the option that correctly captures the usage of the idiom ‘bring myself ’ from the extract : (a) to do something willingly (b) to do something unwillingly (c) a charitable act (d) an involuntary act Q2. Mrs. Hall almost fell down the stairs in hysterics. She was convinced that the room was haunted by spirits and that the stranger had somehow caused these to enter into her furniture. (i) Mrs. Hall tripped because ______ (a) the floor was oily. (b) she was standing on a chair. (c) she was in a state of panic. (d) the door was slammed. (ii) Mrs. Hall suspected everything in the room was put under a spell of witchcraft by ______. (iii) Fill in the blank with one word only : Mrs. Hall was afraid that spirits had entered _______. (iv) According to the extract, the feeling of Mrs. Hall can be best described as (1) stunned (2) happy (3) awestruck (4) nervous (5) outraged (6) agitated Select the correct option : (a) (2) and (4) (b) (3) and (6) (c) (5) and (6) (d) (1) and (6) (v) ‘Spirits’ in the above lines means the same as (a) ghosts (b) conscience (c) ego (d) attitude Q3. Though to distinguish beasts of prey A novice might nonplus, The crocodiles you always may Tell from the Hyena thus : Hyenas come with merry smiles; But if they weep they’re crocodiles. (i) Select the appropriate option to complete the sentence, according to the extract : Crocodiles can be identified by their _______. (a) tears (b) attitude (c) smiles (d) attacks (ii) State whether the following statement is True or False : Hyenas are famous for weeping. (iii) ‘Novice’ in line 2 means the same as : (a) learner (b) beast (c) tender foot (d) beginner (iv) In this extract the poet has presented two different behavioural traits of animals. They are ______. (v) The poet uses ‘A novice might nonplus” instead of the novice might get confused. How does this usage impact the poem ? (a) adds an incorrect option. (b) it is associated with beasts. (c) it rhymes and adds humour. (d) it simplifies the meaning. Q4. He stalks in his vivid stripes The few steps of his cage, On pads of velvet quiet, In his quiet rage He should be lurking in shadow Sliding through long grass Near the water hole Where plump deer pass. (i) Complete the sentence appropriately. The vivid stripes refer to the ______. (ii) Which word from the extract is the opposite of ‘loud’ ? (iii) The use of the phrase ‘pads of velvet’ means (a) neck (b) tail (c) skin (d) paws (iv) State whether the following statement is True or False : The confinement of the cramped space of the cage has restricted the tiger’s steps. (v) The tiger was lurking in shadow _________. (a) to catch its prey (b) as the cage was dark (c) as the velvet was quiet (d) as he was in a rage Q5. Attempt any four out of the five questions given below in 40-50 words each. 4x3=12 (a) What did Pranjol and Rajvir do during the journey ? Why ? (b) Who read the letter sent by Lencho ? What did he do then ? (c) Where is Coorg located ? Write any two characteristics of the people of Coorg ? (d) How does the poem ‘The Tale of Custard The Dragon’ differ from the traditional ballad ? (e) What does the Buddha say about the world ? Q6. Attempt any two out of the three questions given below in 40-50 words each : 2x3 = 6 (a) Why does Anil not hand over Hari Singh to the police ? (b) What opinion did Mr. Weiherer, Ebright’s Social Science teacher have about him ? (c) What was Mr. Herriot’s strict advice ? Did Mrs. Pumphrey agree to his advice ? Q7. Answer any one of the following questions in 100-120 words : 6x1=6 (a) Whenever we want to achieve something, difficulties always come in our way. What did Valli have to do to go and ride in a bus ? (b) Through the story of Kisa Gotami, what did the Buddha try to preach to the common man ? Q8. Answer any one of the following questions in 100-120 words : (6M) (a) Education is always a great asset in the life of a woman. How did Bholi, an educated girl, face the challenge posed by Bishamber’s greed ? (b) Those who are satisfied with what they have are happy in life. Those who aspire more than what they can afford ruin their life. Matilda was one such person. If she were content with her life she would have led a happy life. Elaborate on the basis of the chapter ‘The Necklace.’ For the PDF copy of the answer key as well as PDFs of all our worksheets, BUY Here

Solve the Competency Based Reading Worksheets 1.Happiness is like the sun; it is often hidden by the clouds of thoughts, worries and desires. We have to scatter and dissolve these clouds to experience happiness. You don t have to create it, all you have to do is calm your mind, because when there is a quiet mind and inner peace, there is happiness. It is not something far away and unattainable and does not depend on circumstances, objects or events. Happiness is an inseparable part of our consciousness, of our essence, but hidden and covered from sight by our thoughts, desires, and worries. 2. The mind is always in a constant race from one thought to another, from one worry to another. It constantly moves from one object or task to another. This restlessness hides the happiness that is within you. It is like a choppy sea that hides the bottom. When the sea gets calm, you can see the bottom. In the same way, when the mind gets quiet, you sense the happiness that is within you. 3. You cannot see a treasure at the bottom of a stormy and muddy lake although it is there. However, when the wind stops, the water becomes still and the mud sinks, you can see the treasure. The treasure is there, whether you see it or not. So is happiness. It is always here, only hidden by thoughts, desires and worries. 4. You can experience more happiness in your life. Only your thoughts stand in your way of experiencing it. Next time you feel happy, stop for a moment and watch the state of your mind. You will be surprised to discover that it is calm, and there are almost no thoughts in your mind. Since the mind is not accustomed to stay in this peaceful state for long, it soon becomes active again, and the sense of happiness disappears. 5. Many people connect happiness to achievement of certain goals. This makes happiness a reward and not an emotion that must be felt. We forget that it is something that comes by looking inward rather than waiting for an external trigger. Once you start looking inwards, you will have to treat yourself as you would treat a valued friend. This will lead to happiness. Take time to appreciate yourself, your work and your accomplishments. Surround yourself with happy people and recall positive memories. It is important to recognise that you have the power to feel happy within you and with practice, it will be felt frequently. Based on your understanding of the passage, answer the questions given below : 10x 1=10 (i) Why does the writer say that you have to scatter and dissolve these clouds to experience happiness ? (a) Our thoughts and worries hide the true essence of our happiness. (b) Our inner peace has to be dissolved to enhance true happiness. (c) Our desires, thoughts and worries are a part of our consciousness and bring happiness. (d) These clouds don't show us the real truth. (ii) Select the option that corresponds to the following relation below : Happiness is like the sun, hidden by clouds of worry. (a) Happiness is where there is a quiet mind and inner peace. (b) Less work is like a breeze which brings happiness. (c) The choppy sea hides the treasure of happiness. (d) The wind blows and brings happiness. (iii) Select the option that displays what the writer projects, with reference to the following : (Paragraph 1) Happiness is not something far away and unattainable. (a) doubt (b) caution (c) conviction (d) denial (iv) Select the phrase that states reference to the following reason (Paragraph 2) : (v) The writer compares the choppy sea hiding the bottom to _______________. (vi) Based on your reading of the text, list two reasons why the writer says happiness is an inseparable part of our consciousness . (a) ______________ (b) ______________ (vii) What connect does the writer draw out between the treasure that cannot be seen and happiness ? (Paragraph 3) (viii) The writer says time you feel happy, stop for a moment and watch the state of your mind The state of your mind will be : (a) resolute (b) calm (c) firm (d) decisive (ix) Supply one point to justify the following : Connecting happiness to achievement of certain goals makes it a reward, not an emotion. (x) Evaluate the inappropriate reason for having the power to feel happy to be within ourselves. (a) recalling positive memories (b) appreciating yourself (c) achievement of certain goals (d) looking inwards Answer Key (i) (a) Our thoughts and worries hide the true essence of our happiness. (ii) (c)The choppy sea hides the treasure of happiness. (iii) (c) conviction (iv) mind in a constant race (v) restlessness / worries /any other word with the same meaning (any one) (vi) not something far away & unattainable/ does not depend on circumstances, objects or events/ hidden within us / any other reason from the text ( any two ) (vii) both are always there, only hidden by our thoughts/desires/worries (viii) (b) calm (ix) rewards are usually associated with goals and emotions are felt inwardly / happiness doesn’t need external triggers and is found within (any one) (x) (c) achievement of certain goals Reading Comprehension 2 1.There was a time when human interference was minimum, the number of wild animals was quite high and there was no problem of their protection or conservation. 2. Due to the irrational use of natural and biotic resources of the Earth in the past, most of the wildlife has been destroyed beyond retrieval. According to an estimate, in India about 200 species of wild animals and birds have become extinct and another 2500 are on the verge of extinction. Some of them are black buck, chinkara, wolf, swamp deer, nilgai, Indian gazelle, antelope, tiger, rhinoceros, gir lion, crocodile, flamingo, pelican, bustard, white crane, grey heron, mountain quail, etc. 3. In India, the Government and NGOs are taking keen interest in protection of wildlife. The Wildlife Protection Act, 1972, has several provisions for the conservation of wildlife. As many as 165 game sanctuaries and 21 national parks have been deployed to protect the natural habitat and wild animals. Apart from this, Wildlife Conservation Week is also celebrated from 1st to 7th October every year. But still there is a long way to go in this direction. 4. Preservation of wildlife does not mean a blanket protection to all faunal and floral species; rather it implies a proper, judicious control over the multiplication of plants and animals which interact together to provide a proper environment to man whose very existence is in peril today. 5. It is our urgent duty to protect the natural splendour of ecosystems and to evolve a system of coexistence with every living creature upon the Earth. Q. Based on your understanding of the passage, answer the questions given below : 10 1=10 (i) Infer one reason for the following, based on the information in the passage. The number of wild animals was quite high and there was no problem of their protection or conservation. (ii) Select the appropriate options to fill in the blanks. Most of the wildlife has been __________ beyond __________ due to the irrational use of natural resources on the Earth. I. destroyed II. retrieval III. desertion IV. build V. revived (a) I and II (b) II and III (c) III and IV (d) IV and V (iii) Complete the following analogy correctly with a word/phrase from the passage. Flowers : Garden : : __________ : Sanctuaries (Clue : Just like flowers are in a garden, similarly _______ are in the sanctuaries.) (iv) Select the correct option to complete the sentence. Judicious control over the multiplication of plants and animals which provide (a) natural splendour of ecosystem (b) proper environment to man (c) blanket protection (d) happy and comfortable living (v) According to the graph, which is the most vulnerable animal species and the least vulnerable from the graph. I. Birds II. Insects III. Fishes IV. Reptiles V. Insects VI. Mammals VII. Molluscs (a) I and II (b) III and IV (c) V and VI (d) VI and VII (vi) Fill in the blanks by selecting the correct option. The Wildlife Protection Policy has several provisions for __________ of wildlife. (a) conservation (b) safety (c) habitation (d) well being (vii) Substitute the word extinction with one word similar in meaning from the passage. Many species are at the verge of extinction because of carelessness of human race. (a) multiplying (b) disappearance (c) diseased (d) poaching (viii) List any two examples of Government and NGOs trying to protect the wildlife. (ix) List one reason why the Government makes certain recommendations for protection of wild animals. (x) Select the option that can be the best title for the passage. (a) Wild Animals (b) Sanctuaries (c) Natural Resources (d) Conservation of Wildlife Answer Key (i) less human interference / bare minimum human interferance (ii) (a) I and II (iii) wildlife/animals/fauna (any one) (iv) (b) proper environment to man (v) (b) III & IV Options are incorrectly placed. B is the closest. (Printing error (Free mark to be awarded to each candidate who has attempted the question) (vi) (a) conservation (vii) (b) disappearance (viii) The Wildlife Protection Act, 1972, has several provisions for the conservation of wildlife /165 game sanctuaries and 21 national parks have been deployed / protecting the natural habitat and wild animals/ Wildlife Conservation Week is celebrated from 1st to 7th October every year (any two) (ix) to protect the natural habitat and wild animals / to keep ecological balance (any one) (x) (d) Conservation of wildlife For PDFs of all our worksheets, BUY here.

Practise the following Competency Based Grammar worksheet from the CBSE PYQs Gap Filling Editing Errors Reported Speech Q. Attempt any ten of the following twelve questions : 10x1=10 (i) Fill in the blank by choosing the correct option to complete the Social Service Club notice. Children ____________ volunteer for an hour a week to spend time with the elderly. ( a) must (b) used to (c) ought to (d) will (ii) Read the conversation between the Cobbler and Rohit and complete the sentence by reporting the reply correctly. Cobbler : Does this shoe hurt when you walk? Rohit : Yes, my left shoe pinches my toes. The Cobbler was trying to find out whether Rohit was uncomfortable in his shoes and asked whether they hurt him while he walked, to which Rohit replied _____________. (iii) Select the correct option to fill in the blank for the given line from a diary entry. When I was ten years old, I _________ speak three languages. (a) would (b) could (c) ought to (d) will (iv) Select the option that identifies the error and supplies the correction for the following line from a news report : The winning athletes were felicitation by the State Government and the City Council. (v) Complete the given narrative by filling in the blank with the correct option: It has been two weeks, but the team has still not ________ from its defeat. (a) got along (b) got in (c) got over (d) got about (vi) Fill in the blank by using the correct form of the word in the brackets. The hikers trudged up the narrow _______ (wind) path on the fourth day of the trek. (vii) Report the dialogue between the Coach and Gautam by completing the sentence. Coach : Gautam, have you recovered from your muscle injury ? Gautam : After physiotherapy, I am feeling much better. The coach while trying to understand Gautam's medical issue, asked about his muscle injury to which Gautam replied __________. (viii) Identify the error in the given sentence and supply the correction. There was exciting in the air, when the winning school team marched into the hall. (ix) Ragini shared some information with Jayanti about the new library set up in her colony. Report Jayanti's Questions. Can anyone become a member of the library? (X) Fill in the blank by choosing the correct option to complete the following advisory by the Weather Department. People _________ stay indoors as a severe storm is expected this evening. (a) ought to (b) must (c) will (d) would (xi) Fill in the blank by choosing the correct option ? You _______ wear a seat belt. (a) may (b) must (c) might (d) can (xii) Identify the error and supply the correction. The art displays in the wall were a wonderful way for children to express their talent. Answer Key (i) (c) ought to (ii) in affirmation and said that his left shoe pinched his toes (iii) (b) could (iv) (c) Error Correction felicitation felicitated (v) (c) got over (vi) winding (vii) that he was feeling much better after physiotherapy (viii) Error Correction exciting excitement No mark to be deducted if the format is not given (ix) Jayanti enquired/ asked if/ whether anyone could become a member of the library (x) (b) must (xi) (b) must (xii) Error Correction in on Premium Section Buy PDFs of all our Worksheet by clicking HERE

Ace your marks in Board Exam 2025 with our Worksheets. Reading Passage 1 (1) Organic food is very popular these days. It can also be very expensive. Some organic food costs twice as much as non-organic food. Parents of young children and even some pet owners, will pay high prices for organic food if they think it is healthier. But many others think organic food is just a waste of money. (2) There is one main difference between organic and non-organic food. Organic farms do not use agricultural chemicals such as pesticides that stop insects from damaging crops. In many countries, foods that claim to be organic must have special labels that guara grown organically. (3) Some people think organic also means 'locally grown' and originally it was indeed true. But over a period of time organic farming has become a big business, with many organic foods now being grown by large agricultural companies that sell their products far from where they're grown. Processed food made with organic ingredients has also become more popular. At first, only small companies produced these products. But as demand overtook supply, big food companies that had been selling non-organic products for many years also began selling organic products. (4) Is organic food safer and more nutritious? This is an important part of the debate. Many farmers and consumers believe it is safer and more nutritious. They think agricultural chemicals can cause serious illnesses such as cancer, but there isn't much evidence proving this is true. However, recent studies have shown that eating organically-grown produce reduces your chances of developing heart diseases. Many doctors think it is more important to stop dangerous bacteria from contaminating foods. These bacteria can contaminate both organic and non-organic fruits and vegetables, and doctors recommend washing produce carefully before eating it. Meat, fish and chicken can also become contaminated so washing your hands before handling these foods is also very important. Based on your understanding of the passage, answer the questions given below : 10x1=10 (i) People are willing to pay high prices for organic food because (a) it is not easily available. (b) it helps in weight loss. (c) it is produced by small companies. (d) it does not contain agricultural chemicals. (ii) Select the option that displays what the writer projects with reference to the following : Is organic food safer and more nutritious ? This is an important part of the debate. (a) denial (b) confirmation (c) caution (d) acceptance (iii) Complete the following with a phrase from paragraph 3. (iv) The writer contrasts organic food to non-organic food. State one point of comparison between the two. (v) Based on your reading of the text, list one benefit of eating organic food. (vi) What connect does the writer draw between contamination of food and washing hands? (vii) The writer says that people believe that it is safer and more nutritious to eat organic food. Select the reason for his sceptical view. (a) the price decides the popularity (b) there is no confirmed evidence (c) it is tastier (d) it is marketed by big food companies (viii) Supply one point to justify the following : Some people think organic also means ‘locally grown’. (ix) Supply one method of how we can control the contamination of organic and non-organic food. (x) List one factor that certifies food to be organic. Answer Key| Passage No. 1 (i) (d) – it does not contain agricultural chemicals (ii) (c) - caution (iii) because demand overtook supply (iv) chemicals (or pesticides) are not used while growing organic food / organic food is costlier than non-organic food. (v) reduces chances of developing diseases(heart disease/cancer) / safer and healthier (vi) bacteria from dirty hands can contaminate both organic and non-organic food. (vii) (b) there is no confirmed evidence (viii) because it was initially /originally locally grown (ix) washing (hands/produce/food) before eating (x) special labels Buy Your PDF Copy of all our Worksheets Here(One-Time Purchase) Q2. Reading Passage 2 (1)According to a new study, a vast blanket of pollution stretching across South Asia is cutting down sunlight by 10 per cent over India, damaging agriculture, modifying rainfall patterns and putting hundreds of thousands of people at risk. (2) It is said, "Acids in the haze may, by falling as acid rain, have the potential to damage crops and trees. Ash falling on leaves can aggravate the impact of reduced sunlight on the Earth's surface. The pollution that is forming the haze could be leading to several hundreds of thousands of premature deaths as a result of higher levels of respiratory diseases." (3) "The haze has cut down sunlight over India by 10 per cent (so far) - a huge amount! As a repercussion, the North-West of India is drying up," Prof. V. Ramanathan said when asked specifically about the impact of the haze over India. He said, "We are still in an early stage of understanding of the impact of the haze." 4. Prof. V. Ramanathan was asked whether the current droughts in most parts of India after over a decade of good monsoons was owing to the haze. H t was too early to reach a conclusion. If the droughts persist for about four to five years, then we would start suspecting that it may be because of the haze India, China and Indonesia are the worst affected owing to their population density, economic growth and depleting forest cover. Based on your understanding of the passage, answer the questions given below :     10x1=10 (i) Infer one reason for the following based on the information in paragraph 1. In India rainfall patterns are changing. (ii) The pollution spreading across South Asia is affecting India by ________. Choose the correct option from the ones given below : (a) I, II and III (b) I, III and IV (c) II, III and IV (d) I, II and IV (iii) Complete the following analogy correctly with a word/phrase from paragraph 2. possibility : _________ : : suspecting : doubting (iv) Select the correct option to complete the sentence. ___________ droughts were caused by the haze. (a) Strong evidence suggested that (b) Past surveys confirmed that (c) There has not been enough time to determine that (d) Superstitious people believe that (v) From the following pie chart, identify one reason each which does and does not contribute to weather disruption : (vi) Fill in the blank by selecting the correct option. Ash falling on leaves can sunlight on the Earth's surface. the impact of reduced (a) worsen (b) encourage (c) diminish (d) support (vii) Substitute the word 'repercussion' with one word similar in meaning in the following sentence from paragraph 3. The haze has cut down sunlight over India... As a repercussion, the North-West of India is drying up. (viii) List any two countries which are affected due to depleting forest cover. (ix) Which of the following mean the same as 'persist' in 'droughts persist' as used in para 4? (a) destroying (c) continue (b) halting (d) blocking (x) Select the option that titles paragraphs 1 - 4 appropriately with reference to information in the text. (a) 1. Impact of Pollution in South Asia 2. Effects of Acid Rain 3. Understanding Consequences of Haze 4. Debate over Droughts (b) 1. Impact of Droughts 2. Understanding Acid Rain 3. Effect of Haze 4. Debate over Pollution (c) 1. Impact of Pollution in South Asia 2. Effects of Acid Rain 3. Debate over Droughts 4. Understanding Haze (d) 1. Impact of Haze 2. Understanding Acid Rain 3. Debate over Pollution 4. Effect of Haze Answer Key| Passage No. 2 (i) vast blanket of pollution (ii) (a) I, II, III (iii) potential (iv) (c) – There has not been enough time to determine that (v) Does - ash/acid rain/ reduced sunlight/ aerosals / population bloom / depletion of forest cover Does not - organic farming/ tree cover / free cover/good monsoon (Does not) etc. (½ + ½) (vi) (a) worsen (vii) consequences / result (viii) India, China, Indonesia (ix) continue (x) (a) 1. Impact of pollution in South Asia 2. Effects of Acid rain 3. Understanding consequences of Haze 4. Debate over droughts To obtain Your PDF copy of all our worksheets for offline Use , PURCHASE our PDF HERE.

Score High Marks in English with Competency Based Reading Worksheet. Read the passage carefully and answer the questions that follow 1.Increasing traffic congestion every year is causing increasing air pollution, wasting time and productivity and diverse respiratory diseases. Moreover, the cost of solving or reducing traffic congestion is enormous. However, neglecting the traffic jam problem would increase the social problems among citizens. 2.The number of vehicles has increased considerably in the city in the past five years. Due to this increase, the city roads witness frequent traffic congestions, but above all, the vehicles emitting pollutants are affecting the environment adversely. 3. The Capital’s vehicular population saw an addition of more than five lakh vehicles last year, registering an increase of over 4%, according to the Delhi Economic Survey 2020-21. 4. In spite of the largest road network, through metro and bus services in major cities the transport system is not being able to keep pace with the growing demand. Consequently, more and more people use their private vehicles, leading to increased congestion on the roads. In spite of these challenges people in India prefer road travel over air and other means of travel. Citizens of Delhi/NCR have, time and again, pondered over the possibilities of how to reduce the traffic congestion in the city, especially during the peak hours. People should use public transport, the government must increase the facilities of public transport, people should avoid the unnecessary collection of vehicles and should use carpool and vehicle sharing. 5. What is required is proper implementation of corrective measures by citizens to get an organized traffic management system. (i) Infer one reason for the following, based on information in paragraph 1. Reducing traffic congestion is not easy. (ii) Select the appropriate option to complete the following sentence. The reasons for increased traffic congestion are ________. 1. use of private vehicles 2. increase in demand for cars 3. inability to keep pace with population control 4. travelling by public transport 5. emission of pollutants (a) 4, 5 (b) 1, 5 (c) 1, 2 (d) 2, 3 (iii) Complete the following analogy correctly with a word / phrase from the paragraph 5. organized : chaotic : : lowest : _______ Clue : Just as organized is an antonym of chaotic, lowest is an antonym of _______. (iv) The vehicles emit pollutants which affect _______ badly. (v) Complete the following sentence. Use of public transport will reduce ________. (vi) Select the appropriate option which states the methods of reducing traffic congestions. 1. start car pooling 2. add electric buses 3. increase in public modes of transport 4. increase car collection points 5. increase taxation (a) 1, 4, 5 (b) 3, 5 (c) 2, 3 ,4 (d) 1, 3 (vii) Analyze the status of traffic between the years 2019-2022. (viii) Give the reasons for increase in vehicular congestion. ix) Fill in the blank by selecting the correct option. There are _______ consequences of increasing vehicular congestion. (a) beneficial (b) adverse (c) implicit (d) explicit (x) Substitute the underlined word with ONE WORD similar in meaning in the following sentence. Citizens of Delhi/NCR have time and time again pondered over the possibilities of how to reduce traffic congestion. Answer Key (i) The cost of solving or reducing traffic congestion is enormous. (ii) (c) 1 and 2 (iii) peak, (1 mark to be awarded to any relevant word from the passage because there is no answer in para 5). (iv) the environment (v) traffic congestion (vi) (d) 1 and 3 (vii) # Higher in 2019 # Went down in 2020 #Slight increase in 2021 and further increase in 2022 (viii) Population increase, people find it easier and comfortable to travel by their own vehicles and by road. (ix) (b) adverse. (x) thought / wondered. Q2. Read the following passage carefully and answer the questions that follow. (1) If you’re like most kids, you may love snow. Not only can it get you out of school, but it’s also fun to play with. Who doesn’t love to sled and build snowmen ? Snow can also be dangerous, too. You may have heard your parents talk about how difficult it can be to drive in snow. Car accidents aren’t the only dangers created by snow. If you’re ever skiing in the mountains, you’ll want to be aware of avalanches. An avalanche is a sudden flow of snow down a slope, such as a mountain. The amount of snow in an avalanche will vary based on many things, but it can be such a huge pile that it can bury the bottom of a slope in dozens of feet of snow. (2) Avalanches can be caused by many things. Some of them are natural. For example, new snow or rain can cause built up snow to loosen and fall down the side of a mountain. Earthquakes and the movement of animals have also been known to cause avalanches. Artificial triggers can also cause avalanches. For example, snowmobiles, skiers, gunshots and explosives have all been known to cause avalanches. Avalanches usually occur during the winter and spring, when snowfall is greatest. As they are dangerous to any living beings in their path, avalanches have destroyed forests, roads, railroads and even entire towns. (3) Warning signs exist that allow experts to predict – and often prevent – avalanches from occurring. When over a foot of fresh snow falls, experts know to be on the lookout for avalanches. Explosives can be used in places with massive snow build-ups to trigger smaller avalanches that don’t pose a danger to persons or property. When deadly avalanches do occur, the moving snow can quickly reach over 80 miles per hour. Skiers caught in such avalanches can be buried under dozens of feet of snow. While it’s possible to dig out of such avalanches, not all are able to escape. (4) If you get tossed about by an avalanche and find yourself buried under many feet of snow, you might not have a true sense of which way is up and which way is down. Some avalanche victims have tried to dig their way out, only to find that they were upside down and digging themselves farther under the snow rather than to the top ! Experts suggest that people caught in an avalanche try to “swim” to the top of the moving snow to stay close to the surface. Once the avalanche stops, do your best to dig around you to create a space for air, so you can breathe easier. Then, do your best to figure out which way is up and dig in that direction to reach the surface and signal rescuers. (i) Complete the sentence by choosing an appropriate option : Avalanche can be caused by ______ (a) new snow or rain. (b) heavy winds. (c) high altitude. (d) global warming (ii) Comment on warning signs exist which allow experts to predict avalanches in two sentences. (iii) Mention two reasons which destroyed the natural scenery. (iv) Select the option that conveys the opposite of ‘massive’ : (a) tiny (b) lengthy (c) bulky (d) extensive (v) The writer will agree with one of the given statements (paragraph 4) (a) People caught in the Avala (b) Put on an oxygen Mask. (c) Digging is not possible. (d) Should not come close to the surface. (vi) Select the option that corresponds to the following relation below : You may not have an idea of which way is up and which way is down. (a) The crowd will gather at Gate No. 1 and disperse from Gate No. 2. (b) Due to the torrential rain, there was a heavy flooding. (c) The guest felt uneasy and uncomfortable watching the child’s performance. (d) The more the effort, the bigger the gain (vii) The major causes which do not trigger an avalanche : a) Earthquakes (b) Snow fall (c) Rain (d) Plastic waste (viii) (viii) Explosives can be used in places ___________. (complete the sentence) (ix) The word ‘deadly’ in the (3) paragraph most nearly means (a) likely to cause death (b) harmful (c) very boring (d) scary (x) Select the most suitable title for the above passage : (a) Avalanches (b) Adventure with Snow (c) Ice Games (d) Calamity Answer Key (i) (a) New snow or rain (ii) when more than a foot of snow falls avalanches can be predicted. It allows them to be on a lookout and take preventive measures (iii) any 2 of the following options: Earthquake / avalanche / explosions / snowmobiles/ skiers/ gunshots (iv) (a) tiny (v) (a) People caught in the avalanche can try to swim to the top. (vi) (a) gather/disperse (vii) (d) Plastic waste (viii) in places where massive snow builds up (to trigger smaller avalanches that don’t pose too much danger). (ix) (a) likely to cause death (x) Avalanches BUY Our PDFs Here

#investitureceremony #anchoringscript #schoolevent Event Flow 1. Welcome of the chief guest 2. Garlanding Saraswati Portrait. 3. Roles and Responsibility of student council 4. Badges distribution 5. Oath by students 6. Speech by Chief Guest 7. Vote of thanks 8. National Anthem: Introduction: Anchor 1: Good Morning everyone. We have gathered here this morning to celebrate the investiture ceremony of our school. This ceremony marks the induction of our new student council leaders who will carry the torch of responsibility in the discharge of various positions of student council. Anchor 2: Welcoming of the chief guest: To begin our event this morning, dear friends, It’s an honour and privilege for all of us to welcome Our Chief Guest for the Investiture Ceremony, Shri Raghavendrarao Jahagirdar sir, Cluster Head and LMC, Chairman, AVN, Upparwahi. We heartily welcome you, sir in our investiture ceremony. Anchor1: We’re also delighted to have with us Shri K SUBBULAKSHMANAN, COM, Maratha Cements Ltd. & Member, LMC, AVN, Upparwahi. We extend our hearty welcome to you sir. Anchor 2: On behalf of all the teaching & non-teaching faculty and students, It’s my privilege to request our Principal Sir to welcome our respected Chief Guest, Shri Raghavenrarao sir and also Subbulaxmanan sir with a bouquet. Stop (After the bouquet presentation) Thank you sir. Anchor 1: "I'd like now like to request our Coordinator Mr. Amber sir to welcome our Principal, Shri Rajesh Sharma with a bouquet. STOP (After the bouquet presentation) Thank you sir. 2. Garlanding Mata Sarwswati, lamp lighting & Saraswati Vandana (Anchor 2) Before we proceed, let us seek the blessings of knowledge and wisdom from the embodiment of learning, Goddess Saraswati as a symbol of commitment to seek knowledge and embrace learning in every aspect of our lives. (Anchor 1) With great reverence and utmost privilege, I request our esteemed Chief Guest to proceed towards the sacred act of garlanding the resplendent portrait of Goddess Saraswati and illuminating the lamp. (Anchor 2) In this auspicious endeavor, I humbly request Subbulaxmanan sir and Principal sir to graciously accompany our esteemed guest. STOP Commentary during Garlanding (Anchor 1 Dear Friends, May this profound gesture symbolize the pursuit of knowledge and wisdom that shall enlighten our hearts and minds on this momentous occasion. Dear friends, Lighting of the lamp will be followed by the Saraswati Vandana by the school choir. After Lamp Lighting (Anchor 2) We express our heartfelt gratitude to our esteemed guests. Your presence is greatly appreciated, and we kindly request you to take your seats. 3. Roles and Responsibility of student council (Anchor 1) “Leaders are the role models who inspire the followers and motivate them to reach the zenith of success” Investiture ceremony is one of the most important events of a school. It is here that we entrust faith and hope in our newly elected Student Council. Every student who obtains a leadership role feels proud. Today’s celebration makes every leader feel unique as they shoulder a big responsibility in various capacities for the smooth functioning of our school activities. (Anchor 2) To enlighten our esteemed guests, we wish to share the process of how our student council is formed. The positions of Head Boy, Head Girl, and House Captains are appointed through electronic voting mechanisms, ensuring a fair and transparent selection process. As for the discipline incharges, safety ambassadors, cleanliness incharges, and Health & Hygiene incharges, they are nominated for their roles, embodying the essence of teamwork and trust. With this meticulous approach, the student council takes shape, representing a diverse array of talents and commitment. (Anchor 1) : Delegation of responsibility and giving authority to children is important as it teaches them lifelong skills of leadership and at the same time making them shoulder a host of responsibilities that come along with leadership. Foreseeing the welfare of the student’s future and to train them in leadership skills the school’s student’s council has been constituted. (Anchor 2) Ambuja Vidya Niketan has been always inspired by the fact that students are the torch-bearers of tomorrow. Therefore, nurturing them and fostering in them a sense of self-respect, self discipline, the capacity to enjoy life as independent, self – motivated adults and the willingness to care for others are extremely pertinent, especially when it comes to making tomorrow’s global citizens. 4. Badge Distribution to Head Boy & Head Girl (Anchor 1) Moving ahead with our programme, now we have badge distribution to the elected representatives of our Student Council members. And to do the honour, May I now request our Chief Guest to begin by assigning badges to the Head Boy and Head Girl of our school. May I request the head boy, Master Sonu Tiwari and and the head girl Miss Adwaita Dwivedi to please come forward for the collection of their badges. Stop After Badge Distribution I have also the pleasure of requesting our Chief Guest to kindly hand over the school flag to the head boy & Head Girl as a symbol of discharging the responsibilities to the new leaders. Badge Distribution to Sports Captains (Anchor 2) May I request the sports captains- Master Aryan Yengalwar and Miss Shital Rathod to come forward for the collection of their badges and also request Subbulaxmanan sir to please assign badges to sports captains. After Badge Distribution With utmost respect, I humbly request Subbulaxmanan sir to kindly present the school sports flag, bestowing upon the captains the honor and responsibility of supervising the school's Sport pursuits. ASSIGNING BADGES TO HOUSE CAPTAINS (Anchor 1) Well, We have also elected some students and delegated them the responsibilities as House Captains to instill leadership quality and foster a profound sense of belongingness among them and their fellow mates. May I now request Our Principal Sir to assign badges to House Captains. (Anchor 2) To begin with the Aqua House Captains Master Narayan Pandey & Miss Ira Wasade are requested to come forward for the collection of badges. After Badge distribution I have the pleasure of requesting our Principal to handover the house flagsto Captains of Aqua House. (Anchor 1) Next is Ignis House. House Captains Master Yuvraj Bais & Miss Rutuja Somnathe are requested to kindly come forward & collect your badges. After Badge distribution I have the pleasure of requesting our Principal to handover the house flagsto Captains of Ignis House. (Anchor 2) Next comes Terra House. Master Shardul Bhatkar & Miss Elise Joseph are requested to to step forward and receive their well-deserved badges. After Badge distribution I have the pleasure of requesting our Principal to handover the house flags to Captains of Terra House. (Anchor 1) Next comes Ventus House. Master Rishi Singh & Miss Adamya Dwivedi are requested to come forward & collect your badges. After Badge distribution I have the pleasure of requesting our Principal to handover the house flags to Captains of Ventus House. Anchor 2: House Captains of Junior Classes (Anchor 2) Proceeding towards the induction of House Captains for the Junior classes. As we call your names and House Captains are requested to come forward & collect your badges. Aqua House: Shivam Nagre & Agamya Zade Ignis House: Aryant Ghagargunde & Nidhi Gadge Terra House: Rigved Tajane& Kavyanjali Bobhade Ventus House: Perth Longadge & Saanvi Doke After Badge Distribution of House Captains Thank you very much, sir. Congratulations to all the House Captains. Discipline Incharges (Anchor 1) Now, we shall proceed to acknowledge the Discipline In charges. It is with great privilege that I request Mr. Amber Trivedi sir to bestow badges upon the remaining in-charges responsible for various disciplines. Let this honorable act symbolize their commitment to their respective roles. Discipline fosters an optimistic attitude and enhances individual productivity. These in-charges shall ensure that AVN reaches its utmost potential, empowered by the virtue of discipline throughout the academic session. (Anchor 2) As I call out your names, you are requested to come forward and collect your badges. Ishan Tapase , Anushka Roy, Dhuruv Nandekar, Samriddhi Soni ,Sahil Pawar & Sanchi Khaire. Health & Hygiene Incharges (Anchor1) : Next is Health & Hygiene. The designated in-charges bear the duty of upholding the school's hygiene standards and will closely cooperate with the cleanliness in-charges to ensure a spotless and healthy school environment. As I call out your names, you are requested to come forward and collect your badges. The incharges this academic session 2023-24 are______________. Read out two names together. After the badge is distributed call out the next pair. Ayush Singh, Alfia Sheikh Sameer Mendhe, Sayali Bhagat Iram Kadri Rajlaxmi Sharma Safety Ambassadors (Anchor 2) The safety and well-being of all individuals hold paramount importance to us. With their dedication, the safety ambassadors shall serve as role models, not only within the school but also in their conduct elsewhere. As I call upon each safety ambassador, I extend the invitation for you to come forward and accept your well-deserved badges. Let us all join in appreciating their commitment to fostering a secure environment for everyone. Safety Ambassadors of our school in academic session 2023-24 are Aarush Kumbhare , Bhavya Fule Saksham Thakre , Shravani Mandavkar , Harsh Musale , Krutika More, Sumit Rathod Saundarya Gore Cleanliness Incharges (Anchor 1) The Cleanliness Incharges shall diligently Supervise the upkeep of cleanliness. ensuring that the school premises and the surrounding environment remain healthy and pristine for all of us. Cleanliness in-charges of our school in academic session 2023-24 are Sai Bawane, Aditi Karkade Siddhart Bhojekar Ketaki Sarode Sahil Gedam 5. Oath Taking Ceremony Anchor 2 Moving ahead with our programme, dear friends we have now oath taking ceremony. The oath-taking ceremony that awaits us embodies the essence of responsibility, integrity, and dedication. Our student leaders, with unwavering commitment, will pledge to uphold the values and principles that our school holds dear. This solemn act not only marks the transfer of authority but also signifies their promise to lead by example and inspire positive change within our school community. May I humbly request our esteemed Chief Guest to recite the oath, while the Council members, led by the Head Boy and Head Girl, repeat after him in unison. Through this solemn act, they will pledge their unwavering commitment to fulfill their responsibilities to the utmost satisfaction of all those involved. Let us witness this profound moment as they embark on a journey of service and leadership, upholding the values and principles that our school stands for. (Oath Taking takes place) 6. Speech by Chief Guest: Anchor 1 Dear friends, as we gather here today, we are eager to hear the words of wisdom and inspiration from our Chief Guest, whose experiences and insights shall undoubtedly ignite the spirits of our student leaders and the entire school community. His illustrious presence exemplifies the spirit of leadership, and we are humbled to have him address us on this momentous occasion. So, without further ado, with profound respect and excitement, may I request our esteemed Chief Guest, Shri Raghavendrarao Jahagirdar sir to kindly step forward and grace us with his words of encouragement and guidance. 7. Vote of thanks. Anchor 2 The vote of thanks is of paramount importance as it serves as a gesture of gratitude and appreciation towards all those who have contributed to the success of an event. By expressing heartfelt thanks, the vote of thanks fosters a sense of unity, encourages further collaboration, and leaves a positive and lasting impression on the attendees. So it’s my privilege to invite on the podium Miss Divyanka Jhanghel, the former head girl of our school to propose a vote of Thanks. National Anthem Anchor 1: As we draw the curtains on this remarkable Investiture Ceremony, let us carry with us the spirit of leadership, responsibility, and unity that has illuminated this event. The newly inducted student leaders, along with the entire school community, stand poised to embark on a journey of growth, service, and excellence. Let us now move forward, guided by the values and principles that define our school. Together, we shall rise and shine, making a profound difference in our school and the world beyond. Before we conclude, let us all stand up for singing our National Anthem. Thank you, everyone. May the legacy of this Investiture Ceremony inspire us all to reach greater heights. Have a wonderful day!

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"Unleashing Success: Mastering Board Exams with Insights from 2022 to 2023! 👇 Click on the Lesson Hyperlinks for Answer Key 👇 A Letter to God Two Stories About Flying Nelson Mandela: Long Walk to Freedom Glimpses of India The Sermons at Benares Madam Rides the Bus The Proposal The Tale of Custard the Dragon The Making of a Scientist Bholi The Necklace 2023 A Letter to God   Who read the letter sent by Lencho? What did he do then? What did Lencho hope for and why ? In what way would writing a letter to God help Lencho tide over his crisis ? The Postmaster had mixed emotions while opening the letter. Comment. Why did the night after the rains turn sorrowful for Lencho? What are the raindrops compared to and why? Answer Key (LTG) 1. The postman, who was also an employee at the post office, read the letter sent by Lencho. He then showed the letter to the postmaster, and both of them found amusement in the letter. The postmaster, however, decided to answer the letter to maintain Lencho's faith in God. 2. Lencho hoped for help from God because his crops had been destroyed by a hailstorm. He needed financial assistance to sow his field again and sustain his family until the new crop could be harvested. 3. Writing a letter to God was Lencho's way of seeking divine intervention and expressing his desperation. He believed that God, who sees everything, would understand his situation and provide the financial help he needed. In a symbolic sense, the act of writing the letter allowed Lencho to externalize his plea and find solace in the hope that divine help would come. 4. The postmaster had mixed emotions because, while he found amusement in the letter, he also admired Lencho's unwavering faith. He recognized the genuine belief Lencho had in God's ability to help him. This admiration led the postmaster to decide to answer the letter and attempt to provide some assistance, despite the practical challenges. 5. The night after the rains turned sorrowful for Lencho because the hailstorm had destroyed his entire cornfield. The crops, which were essential for his family's livelihood, were ruined. The realization of the significant loss and the impact on their sustenance made the night a sorrowful one for Lencho and his family. 6. The raindrops were compared to coins by Lencho. He expressed this metaphorically, stating that the big raindrops were like ten-cent coins, and the smaller ones were like five-cent coins. This comparison reflects Lencho's positive anticipation of the rain benefiting his crops, as if the drops were valuable currency from the sky, bringing prosperity to his fields. Two Stories About Flying 'I'll take the risk''. What is the risk? Why does the narrator take the risk? Describe the young seagull's first flight. Family played a vital role in the first flight of the young seagull. Give examples to substantiate the above statement. Motivation plays an important role in taking risks in life and in succeeding. Do you agree ? Discuss with reference to the pilot of the old Dakota and the young seagull. Answer Key Nelson Mandela: Long Walk to Freedom Mandela said, and if they can learn to hate, they can be taught to love. Discuss. (100-120 Words/ 6 Marks) No one is born hating another person because of the colour of his skin or his background or his religion. Do you agree? Elaborate on the basis of the chapter ' Nelson Mandela- Long Walk to Freedom'.  (100-120 Words/ 6 Marks) Answer Key (NM) Q1. Nelson Mandela's statement, "People must learn to hate, and if they can learn to hate, they can be taught to love," reflects his profound belief in the malleability of human attitudes. In the context of the chapter "Long Walk to Freedom," Mandela emphasizes the transformative power of education and exposure. He suggests that hatred is not inherent; rather, it is acquired through learning. This perspective underscores the importance of dismantling prejudiced ideologies through education and fostering understanding among diverse communities. Mandela's own journey from being oppressed under apartheid to advocating reconciliation and forgiveness exemplifies this principle. The idea is a call to break the cycle of hatred through enlightenment, education, and a shared commitment to building a just and inclusive society. Q2. Mandela's assertion, "No one is born hating another person because of the colour of his skin, or his background, or his religion," aligns with his personal experiences and the broader narrative in "Long Walk to Freedom." The chapter chronicles the impact of apartheid on South Africa, highlighting how a system of racial domination was imposed on the nation. Mandela describes his idyllic childhood, emphasizing that freedom and unity were natural until external influences disrupted this harmony. The narrative suggests that societal prejudices, including racial discrimination, are learned behaviors shaped by oppressive systems. Mandela's life journey, from his realization of lost freedoms to his activism for universal rights, underscores the notion that hatred is acquired and can be overcome through education, empathy, and a collective commitment to equality. Glimpses of India 2023 Where is Coorg located? Write any two characteristics of the people of Coorg? What did Pranjol and Rajvir do during the journey? Why? What is the Indian legend about the discovery of tea? Valour and hospitality are inherent in the people of Coorg. Explain. 'A Baker from Goa' is a nostalgic saga of childhood memories. Comment. Who are paders and why are they friends of children? Why did s excitement at seeing the tea gardens ? How is the Goan baker still an important part of the life of a Goan village? How did the baker become synonymous with celebrations and occasions in Goa? What does the writer recall about his childhood in Goa? 2022 9. What attracts visitors to Coorg ? (Glimpses of India) 10. Why is Coorg called the land of the rolling hills? Answer Key The Sermons at Benares What does the Buddha say about the world? 40-50 Words/ 3 Marks) Through the story of Kisa Gotami, what did the Buddha try to preach to the common man? (100-120 Words/ 6 Marks) Kisa Gotami went from door to door when her son died. What was the result? What does Kisa Gotami ask for when she goes from house to house after she speaks with Buddha ? Does she get it ? Why ? Why not ? What did Siddhartha Gautama come across by chance when he was about twenty-five years old ? As ripe fruits are in danger of falling early, so mortals when born are always in danger of death'. With this statement of the Buddha find out the moral values that Kisa Gotami learnt after the death of her child. (100-120 Words/ 6 Marks) Why did Kisa Gotami meet the Buddha? How did Buddha change her life? What did Kisa Gotami do after the death of her only son ? Grief is often seen as a measure of love. Justify your response to Buddha s sermon 'These sights so moved him that he at once went out into the world to seek enlightenment.'' What were the sights that moved him? 2022 9. How , according to Buddha, can one obtain peace of mind ? (The Sermon at Benares ) Answer Key Madam Rides the Bus Whenever we want to achieve something, difficulties always come in our way. What did Valli have to do to go and ride in a bus?  (100-120 Words/ 6 Marks) The people and surroundings are a great book to learn from. Valli in the lesson ' Madam Rides the Bus' learns a lot from others. Mention the traits of her character which help her to learn from people and her surroundings.  (100-120 Words/ 6 Marks) How did Valli gather the details of the bus journey? What stopped Valli from going to the stall to have a drink ? What do we learn about Valli from this ? Valli was an extra-ordinary girl who had self-confidence and courage to realize her ambition by planning and drawing on her spirit of adventure. Discuss in reference to the chapter ‘Madam Rides the Bus’. (100-120 Words/ 6 Marks) 2022 6. Valli was a mature girl and ahead of her age. Justify the statement with evidence from the text. (Madam Rides the Bus) 7. Valli was sensitive, but at the same time she was fearless and quite determined. Explain with reference to the text. Answer Key The Proposal 2023 Forgiveness is the foundation of a cordial relationship. Do you agree ? How is this message conveyed in the play ' The Proposal'? How did Chubukov react when Lomov asked for the hand of his daughter in marriage? Russian society emerges as an important character in the play. Support your answer giving instances. 2022 3. Write a brief character-sketch of Lomov. 4. What was the objective of Lomov's visit to Chubukov's house? Answer Key Q. Natalya and her father Chubukov 'turn around' when Lomov puts his proposal in the open. As a reader briefly describe what you think of Natalaya and Chubukov from the play "The Proposal". Ans: In "The Proposal," Natalya and her father Chubukov are initially portrayed as hot-tempered and argumentative characters. Natalya, though sought after by Lomov for marriage, is quick to engage in a heated dispute over the ownership of Oxen Meadows. Her fiery nature is evident as she vehemently defends her position. Chubukov, her father, mirrors this temperament, displaying a similar inclination towards confrontation and disagreement. However, the dynamics abruptly shift when Lomov reveals his true intention – a marriage proposal rather than a debate over land. This unexpected revelation prompts a sudden change in Natalya and Chubukov's demeanor. Their quick turnaround from anger to acceptance showcases a humorous and ironic aspect of their characters. It suggests that their contentious nature is perhaps more rooted in the trivialities of daily life rather than deep-seated animosity. The comedic element arises from the exaggerated reactions of Natalya and Chubukov, adding a layer of satire to their personalities in Anton Chekhov's play. The Tale of Custard The Dragon 2023 Q1. How does the poem ‘The Tale of Custard The Dragon’ differ from the traditional ballad? Q2. What did custard look like? Q3. How did the other pets celebrate Custard getting rid of the pirate? Q4. Describe how custard the dragon fights with the pirate. 2022 Q5. How did Custard prove 'the Cowardly dragon' tag to be untrue? Answer Key Amanda Q1. What impression do you form about Amanda in the poem? Q2. Why does Amanda wish to be a mermaid? Q3. Amanda is alone, but not lonely in the world she envisions. Give instances from the poem to justify. Answer 1. The impression of Amanda in the poem is that of a young person who is being constantly nagged and corrected by someone, presumably an authority figure, likely a parent or guardian. Amanda is given a list of instructions and admonishments throughout the poem, suggesting a sense of control and expectation imposed upon her. Despite being given instructions, Amanda seems to escape into her imagination, creating vivid and parallel worlds where she can experience freedom and tranquility. Answer 2 Amanda wishes to be a mermaid as it provides her with an imaginative escape from the constraints and expectations imposed upon her in the real world. The lines "There is a languid, emerald sea, where the sole inhabitant is me—a mermaid, drifting blissfully" suggest that in her mermaid fantasy, Amanda finds solace and freedom, away from the demands and restrictions of her everyday life. Ans 3 In the poem, Amanda's imaginative worlds provide instances where she is alone but not lonely. For example: In the mermaid world, she describes herself as the sole inhabitant of the emerald sea, drifting blissfully. This solitude is not depicted as a lonely experience but rather as a peaceful and content one. As an orphan roaming the street, she patterns soft dust with her hushed, bare feet. The silence is golden, and the freedom is sweet, indicating a sense of comfort in her state of being alone. When she envisions herself as Rapunzel in a tower, she describes life as tranquil and rare, suggesting that she finds fulfillment and peace in her solitary existence. These instances highlight Amanda's ability to find solace and contentment in her imaginative worlds, even when she is physically alone. 2022 Q3. Don't bite your nails, Amanda ! Don't hunch your shoulders, Amanda What does this reflect about Amanda's mother and Amanda. Q4. Amanda was blamed for a number of things. Mention any two. The Thief's Story Why does Anil not hand over Hari Singh to the police? How does Hari Singh justify to himself his stealing Anil's money? Trust and compassion can reform a person. Justify this statement in the light of the lesson 'The Thief's Story.' What does the thief say about the different reactions of the people when they are robbed ? Why did Hari Singh smile in his most appealing way towards the end of the story? Answer Key The Making of a Scientist 2023 What opinion did Mr. Weiherer, Ebright’s Social Science teacher have about him ?   How did Ebright's mother help him to become a scientist? Why did Richard Ebright raise a flock of butterflies? What lesson did Ebright learn when he did not win anything at a science fair?   A parent should try to be a companion to a child. Explain with reference to Richard s mother. (The Making of a Scientist) 2022 6. What are the essential qualities for becoming a scientist, according to Ebright (The Making of a Scientist) Answer Key (MOAS) Ans: 1. Mr. Weiherer, Ebright's Social Science teacher, had a positive opinion about him. He described Ebright as someone who gave extra effort, was competitive in a good sense, and wanted to be the best for the right reasons. 2. Ebright's mother played a crucial role in his development as a scientist. She encouraged his curiosity, took him on trips, provided him with educational tools, and engaged in activities with him. She was a constant companion and support, especially after his father's death. 3. Richard Ebright raised a flock of butterflies to facilitate his study of their migration patterns. Initially tagging individual butterflies proved tedious, so he opted to raise them from eggs in his basement, allowing for a more comprehensive study of their life cycle and migration. 4. When Richard Ebright didn't win anything at a science fair in the seventh grade, he realized the importance of conducting real experiments rather than presenting a neat display. This experience motivated him to strive for more meaningful scientific research. 5. Richard Ebright's mother was a companion to him, especially after his father's death. They spent evenings together, engaging in various activities and fostering a love for learning. This companionship and support likely contributed significantly to his success in science. 6. According to Ebright, essential qualities for becoming a scientist include a first-rate mind, curiosity, and a competitive spirit driven by the desire to do the best job for the right reasons. These qualities, combined with scientific curiosity, contribute to success in the field of science. The Midnight Visitor How did Ausable get rid of Max without using a weapon? Describe Max as a secret agent.  What does the phrase 'honour among thieves' mean? Why does Horace get angry at this phrase? A Triumph of Surgery What was Mr. Herriot’s strict advice ? Did Mrs. Pumphrey agree to his advice ? Why was Mr. Herriot Shocked at Tricki's appearance? How did Mrs. Pumphrey treat Tricki? What excuses did Mrs. Pumphrey make about Mr. Herriot’s advice ? Answer Key Bholi Education is always a great asset in the life of a woman. How did Bholi, an educated girl, face the challenge posed by Bishamber’s greed?  (100-120 Words/ 6 Marks) /2-4-1 Bholi was believed to be a dumb cow. What turned her into a fearless, bold and confident girl? Education is considered the most important tool for empowering women in the society. It plays an important role in social and cultural development. Prove the above statements in the light of the of the story 'Bholi'.  (100-120 Words/ 6 Marks) Destiny had been cruel to Bholi yet she made a place for herself in a conservative society. Discuss. The credit of Bholi's transformation to Sulekha goes to her teacher. Elaborate with instances from the text in 120 words. 2022 5. Imagine you are Bholi and you have been invited to give a speech on the importance of girl education. Write a speech on 'Girl Education and Empowerment.  6. After reading the story ' Bholi' you find her to be 'a role model' for village girls. Discuss Answer Key The Necklace 2023 Those who are satisfied with what they have are happy in life. Those who aspire more than what they can afford ruin their life. Matilda was one such person. If she were content with her life, she would have led a happy life. Elaborate on the basis of the chapter ‘The Necklace.’ (100-120 Words/ 6 Marks)  Mme Loisel's disposition invites her doom. Elucidate with reference to the text. (100-120 Words/ 6 Marks) Contentment in one's life is very important to lead a peaceful life. We should be happy with what we have and should not crave for what we do not have. Matilda suffered in life because she was not content in her life. Her desires led to her disaster. What do you learn from her mistake in life? (100-120 Words/ 6 Marks)  Matilda's over-ambitiousness was the cause of her destruction. Justify. Matilda was very proud of her beauty and charm and this led to her downfall. Elaborate. 6. How did the necklace change the life of Loisel ?  2022 6. Matilda realized that one little act of negligence can lead to total ruin. What do you learn from this and how would you move on in life? (The Necklace) Answer Key (2-5-1)/ 2-6-1 From the Diary of Anne Frank Let me put this more clearly, since no one will believe that a thirteen-year old girl is completely alone in this world. And I’m not. I have loving parents and a sixteen years old sister, and there are almost thirty people I can call friends. I have a family, loving aunts and a good house. No, on the surface I seem to have everything, except my one true friend. All I think about when I am with friends is having a good time. I can’t bring myself to talk about anything, but ordinary everyday things. (i) On the surface, it appears that Anne the thirteen-year-old girl _____. (ii) How can we infer that the speaker felt alone in the world ? (a) She had a family of many people. (b) She had loving parents. (c) She had thirty friends. (d) She craves for a true friend. (iii) Anne and her friends talked about _____. (a) their problematic parents (b) their financial problems (c) common everyday things (d) the commuting problems (iv) Complete the analogy by selecting the suitable word from the text: alone : friends : : nothing : v) Select the option that correctly captures the usage of the idiom ‘bring myself ’ from the extract (a) to do something willingly (b) to do something unwillingly (c) a charitable act (d) an involuntary act Footprints Without Feet Mrs. Hall almost fell down the stairs in hysterics. She was convinced that the room was haunted by spirits and that the stranger had somehow caused these to enter into her furniture. (i) Mrs. Hall tripped because ______ (a) the floor was oily. (b) she was standing on a chair. (c) she was in a state of panic. (d) the door was slammed. (ii) Mrs. Hall suspected everything in the room was put under a spell of witchcraft by ______. (iii) Fill in the blank with one word only : Mrs. Hall was afraid that spirits had entered _______. (iv) According to the extract, the feeling of Mrs. Hall can be best described as (1) stunned (2) happy (3) awestruck (4) nervous (5) outraged (6) agitated Select the correct option: (a) (2) and (4) (b) (3) and (6) (c) (5) and (6) (d) (1) and (6) (v) ‘Spirits’ in the above lines means the same as (a) ghosts (b) conscience (c) ego (d) attitude For Anne Gregory The poet in the poem ' For Anne Gregory' conveys beauty as temporary. Explain with reference to the poem. What is the colour of the woman's hair? Why will she change colour of her hair? How To Tell Wild Animals Though to distinguish beasts of prey A novice might nonplus, The crocodiles you always may Tell from the Hyena thus : Hyenas come with merry smiles; But if they weep they’re crocodiles. 1. Select the appropriate option to complete the sentence, according to the extract Crocodiles can be identified by their _______. (a) tears (b) attitude (c) smiles (d) attacks 2. State whether the following statement is True or False : Hyenas are famous for weeping. 3. ‘Novice’ in line 2 means the same as : (a) learner (b) beast (c) tender foot (d) beginner 4. In this extract the poet has presented two different behavioural traits of animals. They are ______. 5. The poet uses ‘A novice might nonplus” instead of the novice might get confused. How does this usage impact the poem ? (a) adds an incorrect option. (b) it is associated with beasts. (c) it rhymes and adds humour. (d) it simplifies the meaning. A Tiger in the Zoo He stalks in his vivid stripes The few steps of his cage, On pads of velvet quiet, In his quiet rage He should be lurking in shadow Sliding through long grass Near the water hole Where plump deer pass. (i) Complete the sentence appropriately. The vivid stripes refer to the ______. (ii) Which word from the extract is the opposite of ‘loud’ ? (iii) The use of the phrase ‘pads of velvet’ means (a) neck (b) tail (c) skin (d) paws (iv) State whether the following statement is True or False (v) The confinement of the cramped space of the cage has restricted the tiger’s steps. (v) The tiger was lurking in shadow _________ (a) to catch its prey (b) as the cage was dark (c) as the velvet was quiet (d) as he was in a rage Q2. State any three disadvantages that the tiger faces inside a cage. Q3. How would the tiger behave in the forest?

Recap the Most Important Questions from the Whole Syllabus. Flamingo Prose The Last Lesson Q1. What did Franz notice that was unusual about the school that day? Ans: Unlike other days in the school there was no bustle, no lessons repeated in unison. He could see his classmates being aready seated in their places. Mr. Hamel addressed Franz softly and asked him to go to his place very quickly. Mr. Hamel was dressed in his beautiful green coat, his frilled shirt and little black cap, which he normally wore on inspection days. The backbenches of the classroom were occupied by the village elders who looked very grave on that day. Q2. The people in this story suddenly realize how precious their language is to them. What show you this? Why does this happen? Ans: It shows the eruption of patriotic fervor among the people. The imposition of German language on the people of Alsace and Lorraine further strengthened their love for French. They felt that their freedom of expression in their motherland has been held in hostage by the Germans. This happens because people come together during time of identity crisis and try their utmost best to rescue their motherland and mother tongue from the aggressor. Their love for the country and their fellow countrymen suddenly get revamped during such emergency. Q3. Faranz thinks, ‘Will they make them sing in German, even the pigeons?’ What could this mean? Ans: This sentence could possibly mean that whatsoever hard the imperial power tries to impose their culture on the French, the French would hold fast to their language and remain loyal to it. As they cannot tame a pigeon to sing in German, so it would be very hard for them to embed the German language in the lives of the people of Alsace and Lorraine. Q4. How did M. Hamel say farewell to his students and the people of the town? Ans: M. Halmel bade farewell in a solemn and grave manner. He declared in the class that as the Province of Alsace and Lorraine passed off into the hands of Germans, it was their last French lesson on that day. From the next day onwards, Germany would be taught in the schools of Alsace and Lorraine. He requested the class to treasure French in their heart as language is the key to the prison of imperial power. Long Questions 120 words | 5 Marks Q5. What impact did the Franco-Prussian War have on the school in the village of Alsace, France? Substantiate with reference to the text. Ans: 1. Loss of Autonomy and Cultural Suppression The Franco-Prussian War had a profound impact on the school in the village of Alsace, leading to the loss of autonomy and cultural suppression. The mention of Prussian soldiers drilling in the open field near the school indicates the occupation of Alsace by the Prussians. This occupation resulted in the imposition of German as the sole language of instruction in schools, as mentioned in M. Hamel's announcement during the last French lesson. 2. Drastic Change in Language Instruction Policies The text explicitly states that the order from Berlin dictated that only German would be taught in the schools of Alsace and Lorraine. This drastic change in language instruction policies reflected the Prussians' attempt to erode the French cultural and linguistic identity of the region. The impact on the school was immediate, as M. Hamel declared the last French lesson, signifying the end of an era of French language education in Alsace. 3. Emotional Response and Realization The announcement of the change in language policy evoked strong emotions among the residents, students, and even M. Hamel himself. The realization of the impending loss of their language and cultural heritage became apparent during M. Hamel's last lesson. The text portrays the shock and sorrow felt by the community members, emphasizing the significance of language in shaping their identity and connecting them to their French heritage. 4. Symbolism in M. Hamel's Attire M. Hamel's choice to wear formal clothes, including a beautiful green coat and an embroidered black silk cap, on the day of the last lesson serves as a symbolic representation of the gravity of the situation. His attire, typically reserved for special occasions, underscores the solemnity and the end of an era in the school's history. It symbolizes the loss of French cultural symbols and traditions in the face of external forces. 5. Collective Regret and Acknowledgment of Mistakes M. Hamel, in his final address, acknowledges the collective regret and mistakes made by both the students and their parents. He highlights the procrastination and lack of commitment to learning, suggesting that these personal shortcomings contributed to the vulnerability of the community when faced with cultural assimilation. This acknowledgment adds a human dimension to the impact of the Franco-Prussian War on the school, emphasizing the role of individual choices in shaping the destiny of the community. In conclusion, the Franco-Prussian War brought about a significant transformation in the school in Alsace, France, marked by the loss of linguistic autonomy, cultural suppression, and a poignant realization of the importance of language in preserving identity. Q6. Language is the road map of a culture. It tells you where its people come from and where they are going. Justify this statement with reference to how Hamel demonstrated his last lesson in the story. 1. Cultural Identity Through Language In M. Hamel's last lesson, language is portrayed as a crucial element of cultural identity. The French language serves as a road map, indicating the origin and direction of the people in Alsace. Hamel emphasizes the beauty, clarity, and logic of the French language, asserting its significance in preserving the cultural heritage of the region. 2. Resistance Against Cultural Assimilation Hamel's last lesson becomes a symbolic act of resistance against cultural assimilation. By teaching the final lesson in French despite the Prussian mandate, he defiantly upholds the cultural road map of Alsace. The proclamation "Vive La France!" written on the blackboard signifies a commitment to the cultural journey rooted in the French language, resisting the imposition of German. 3. Preservation of Cultural Memory Through his passionate teaching, Hamel attempts to engrain the French language in the memories of the students. He underscores the importance of holding onto their language as a key to preserving their cultural memory. The lesson becomes a poignant reminder of the cultural road map that is being threatened by external forces. In conclusion, M. Hamel's last lesson exemplifies how language acts as a road map, shaping cultural identity, resisting assimilation, and preserving the collective memory of a community. 2. Lost Spring Q7. Rag picking has accomplished itself as a skill and form of art in Seemapuri. What factors are responsible for abject poverty among the slum dwellers? Ans: Abject poverty in Seemapuri's slums, as portrayed in "Lost Spring," is fueled by several factors. Rampant unemployment, lack of educational opportunities, and the absence of basic amenities contribute to the dire living conditions. The exploitation of children in rag-picking, rather than attending school, further perpetuates the cycle of poverty. Q8. Saheb’s full name, Saheb-e-Alam, means ‘lord of the universe’. Explain the irony involved in the statement. Ans: The irony in Saheb's full name, Saheb-e-Alam, meaning 'lord of the universe,' lies in the stark contrast between the grandeur and expansiveness suggested by the title and the harsh, impoverished reality of Saheb's life. While his name implies a position of cosmic significance and authority, Saheb's daily existence revolves around scrounging for gold in garbage dumps, reflecting the irony of his lofty name in the face of his marginalized, impoverished circumstances. Q9. Why do you think the author uses a hyperbole when he says that in Firozabad, families make ‘bangles for all the women in the land? Ans: The use of hyperbole in the statement "families make 'bangles for all the women in the land" in Firozabad serves to emphasize the pervasive and extensive nature of the bangle-making industry in the town. It exaggerates the scale of production, suggesting that the majority, if not all, women in the land wear bangles originating from Firozabad. This hyperbolic expression aims to emphasize the town's centrality in the bangle trade, portraying it as a dominant force in supplying this traditional ornament across a wide geographical area. Q10. ‘She still has bangles on her wrist, but no light in her eyes.’ Mention the health hazards in working in badly lit and poorly ventilated furnaces. The phrase "She still has bangles on her wrist, but no light in her eyes" reflects the health hazards of working in poorly lit and poorly ventilated glass furnaces. It symbolizes the adverse effects on vision, respiratory health, and overall well-being, portraying the physical and emotional toll of the hazardous working conditions in Firozabad. Q11.  Write two instances to prove that the young men echo the lament of their elders in Firozabad. 1. The young men in Firozabad express a shared lament when they mention the cyclical challenges of poverty, apathy, greed, and injustice that have trapped their fathers and forefathers. This echoes the generational struggle and the perception that little has changed over time. 2. The resistance to organizing into a cooperative reflects the young men's belief that even if they unite, they would face legal consequences, police brutality, and imprisonment, similar to the experiences of their fathers. This showcases a shared resignation and acceptance of their predicament in Firozabad. Long Questions 120 words | 5 Marks Q12. Poverty is not just lack of money; it is not having the capability to realise one’s full potential as a human being. (Amartya Sen). Justify the statement in the light of realising Saheb's & Mukesh's potentials in life. Ans: Saheb and Mukesh's stories reveal that poverty goes beyond financial constraints, hindering the fulfillment of their true potential. Lack of Economic Resources: Saheb, a ragpicker in Seemapuri, and Mukesh, a child laborer in Firozabad, exemplify Amartya Sen's perspective on poverty. Both face economic deprivation, lacking the resources to fulfill basic needs, hindering the realization of their potential. Limited Educational Opportunities: Saheb's inability to attend school due to the absence of educational facilities in his neighborhood constrains his learning and growth. Similarly, Mukesh's engagement in hazardous labor prevents him from accessing formal education, limiting his intellectual development. Constrained Aspirations: The dreams of Saheb to attend a school if one is built and Mukesh aspiring to be a motor mechanic reflect their constrained aspirations. Limited exposure and opportunities curtail their ability to envision and pursue broader life goals. Impact on Human Development: Amartya Sen's notion extends beyond financial constraints to encompass the inhibition of human capabilities. Saheb and Mukesh, constrained by their circumstances, struggle to realize their full potential as human beings, embodying the multidimensional aspect of poverty. Q13. Explain the societal problem in which the bangle makers of Firozabad are caught in Anees Jung’s ‘Lost Spring’. Anees Jung's 'Lost Spring' delves into the poignant societal problem plaguing the bangle makers of Firozabad. Trapped in a cycle of poverty, they grapple with discrimination, exploitation, and an absence of opportunities. Generational Entrapment: The bangle makers of Firozabad find themselves ensnared in a perpetual cycle of poverty, passed down through generations. Despite their artistic skill, the lack of alternative opportunities and education traps them in a vocation that offers meager returns. Caste-Based Struggles: Born into a caste associated with bangle making, the community faces societal discrimination. Limited by their hereditary occupation, they struggle to break free from the predetermined destiny dictated by societal norms. Exploitation and Lack of Initiative: Exploited by middlemen, police, and corrupt officials, the bangle makers lack the initiative to organize themselves into cooperatives. The absence of leadership leaves them vulnerable to systemic injustices, reinforcing the cycle of poverty and despair. Inherent Injustice: Despite their intricate craftsmanship, the bangle makers remain trapped in destitution, highlighting the inherent injustice ingrained in the social and economic fabric. Anees Jung's narrative highlights the complex web of societal problems that bind the lives of these artisans in 'Lost Spring.' Deep Water Q14. “My introduction to the Y.M.CA. swimming pool revived unpleasant memories and stirred childish fears.” Describe the author's nightmarish experience. The author's nightmarish experience at the YMCA swimming pool began when a larger boy, seemingly friendly, abruptly tossed him into the deep end. The sudden plunge triggered panic as he struggled underwater. Recalling a childhood incident at a California beach where powerful waves overwhelmed him, the author felt a resurgence of terror. The struggle for breath, disorientation, and fear of drowning left an indelible mark, stirring deep-seated childhood fears and making the YMCA pool a haunting reminder of the nightmarish ordeal. Q15.  Describe both the physical and emotional impacts that the misadventure at the YMCA pool had on the narrator. Physical Impact: The misadventure at the YMCA pool had immediate physical consequences for the narrator. When thrown into the deep end, he experienced a moment of panic, swallowing water upon impact. As he sank to the pool's bottom, the lack of air and the struggle to reach the surface resulted in a desperate fight for breath. The physical exertion, coupled with the fear, left him weak, trembling, and vomiting after being rescued. Emotional Impact: The emotional impact of the misadventure was profound and long-lasting. The incident revived childhood fears associated with water, particularly from a previous traumatic experience at a California beach. The narrator's initial aversion to the water, stemming from his early years, was intensified. The terror and helplessness he felt during the incident imprinted a lasting fear of water, affecting his emotional well-being for days, leading to a haunting fear and avoidance of water-related activities. Q16. Getting rid of fear is an extremely difficult task. Elucidate with reference to the chapter “Deep Water”. In the chapter "Deep Water" by William Douglas, the author vividly describes his intense fear of water, which originated from a traumatic experience in a swimming pool during his childhood. The narrative illustrates the enduring and challenging nature of overcoming fear. 1. Childhood Trauma: The author's fear of water was deeply rooted in a childhood incident where he was thrown into a swimming pool and struggled to stay afloat. This traumatic experience left a lasting imprint on his psyche, making it extremely difficult for him to confront and overcome his fear. 2. Persistence of Fear: Despite attempts to overcome his fear, the author finds that it persists over the years. The haunting memories of the near-drowning incident continued to affect him, even as he engaged with various water-related activities such as fishing and canoeing. The fear became a significant handicap, impacting his enjoyment of these activities. 3. Attempted Solutions: The author tries various methods to conquer his fear, including hiring a swimming instructor and practicing extensively in a controlled environment. However, the fear remains deeply ingrained, resurfacing each time he faces the prospect of being in the water alone. 4. Gradual Progress: The process of overcoming fear is depicted as gradual and challenging. The swimming instructor breaks down the learning process into smaller steps, addressing each fear-inducing aspect individually. It takes months of consistent effort before the author begins to see progress in controlling his panic reactions. 5. Final Triumph: The author's ultimate triumph over his fear comes after a series of deliberate and progressively challenging experiences. From swimming in a pool to crossing a lake and eventually swimming in a glacier-fed lake, each achievement contributes to his growing confidence. The final test involves confronting the fear head-on in a natural setting, symbolizing the complete conquering of his deep-seated terror. In summary, the chapter "Deep Water" underscores the arduous and lengthy process of overcoming fear, particularly when it is rooted in a traumatic experience. The author's journey reflects the persistence required to gradually dismantle the layers of fear and regain a sense of freedom. Q17. Roosevelt said, ‘All we have to fear is fear itself.’ Discuss the role of the swimming instructor & the narrator's subsequent efforts in conquering his fear of water. Introduction: Roosevelt's famous quote, "All we have to fear is fear itself," becomes a poignant backdrop for the narrative in "Deep Water" by William Douglas. The protagonist, haunted by a childhood near-drowning incident, grapples with an overwhelming fear of water. The subsequent involvement of a swimming instructor becomes a crucial element in his journey towards conquering this deep-seated fear. Role of the Swimming Instructor: The swimming instructor plays a pivotal role in the narrator's quest to overcome his fear. By breaking down the learning process into manageable steps, the instructor addresses each fear-inducing aspect individually. The use of a safety belt and controlled exercises gradually desensitizes the narrator to the panic that water induces. The instructor's patient guidance and systematic approach provide the necessary framework for the narrator's gradual progress. Subsequent Efforts of the Narrator: The narrator's efforts extend beyond the structured lessons, involving consistent practice and exposure to water in various settings. From controlled pool environments to open lakes and even a glacier-fed lake, each experience contributes to his growing confidence. The narrator's determination to confront and challenge his fear head-on becomes a testament to Roosevelt's idea that fear, when faced directly, loses its power. Conclusion: Through the collaboration with a skilled instructor and his own persistent efforts, the narrator successfully dismantles the layers of fear associated with water. The journey illustrates that, indeed, the primary obstacle was the fear itself, and by actively engaging with it, the narrator emerges triumphant over his once-crippling phobia. The Rattrap Q18. How does the peddler’s conception of the world as a rattrap breed in his mind? Ans: The peddler's conception of the world as a rattrap develops in his mind through a series of reflections and observations, as described in the story. His realization stems from his own experiences as a struggling peddler, facing hardships and deprivation in his vagabond life. As he plods along the road, left to his own meditations, the monotony and challenges of his existence lead him to a particular line of thought. While thinking about his rattraps, the peddler is struck by the idea that the entire world, with its lands, seas, cities, and villages, serves as a colossal rattrap. Q19. How was the identity of the peddler brought to light? The rattrap seller's mistaken identity as Captain von Stahle was exposed in the ironmaster's house. Despite the peddler being groomed and dressed in the ironmaster's clothes, the ironmaster's scrutiny revealed the true nature of the peddler's identity. The ironmaster realized the discrepancy between the peddler's appearance and the expected features of his old regimental comrade, Nils Olof. Q20. How did the peddler pay his gratitude to ironmaster & his daughter? The peddler expressed his gratitude to the ironmaster and his daughter by leaving a small package as a Christmas present. The package contained a rattrap and three ten-kronor notes. In a letter, he explained that the rattrap was a Christmas present from a rat (himself) who had been raised to captain, and he wished them well. Long Questions ( 120 Words | 5 Marks ) Q21. Despite his philosophical insights, the vagabond fails to resist temptations. What would you attribute this to? Explain with reference to any instance from the text. The Vagabond's Philosophical Insights The vagabond's philosophical insights, portraying the world as a rattrap, demonstrate a profound contemplation on the challenges of existence. This perspective reflects a keen awareness of life's traps and the temptations that individuals encounter in their journeys. The Temptation and the Vulnerability However, despite his philosophical depth, the vagabond's vulnerability becomes evident in a specific instance from the text. When generously welcomed into the cottage by a crofter and provided with hospitality, the allure of immediate gain proves overpowering. The vagabond succumbs to the temptation of stealing a money pouch hanging by the window. Struggle for Survival vs. Philosophical Reflections This moment highlights the inherent struggle between survival instincts and philosophical reflections. While the vagabond holds insightful perspectives on the world, the pressing reality of his destitute condition takes precedence. The immediate need for thirty kronor outweighs the broader philosophical musings about the world being a rattrap. Complexities of Human Behaviour This instance serves as a poignant illustration of the complexities of human behaviour. It emphasizes that individuals, despite holding profound insights, may succumb to immediate temptations when faced with the harsh realities of their circumstances. The vagabond's actions highlight the constant interplay between higher-level ideals and the pragmatic demands of survival in the intricate tapestry of human experience. Q22. How did the concept of 'bait' illustrated through the character peddler in the story? Explain with the help of instances given in the story. Ans: The concept of 'bait' is vividly illustrated through the character of the peddler in the story, portraying the enticements and traps that the world presents to individuals. The term 'bait' symbolizes alluring offers and temptations that lead individuals into unforeseen circumstances. 1. Rattraps as Bait: The peddler himself creates rattraps, using them as a metaphor for the larger world. These rattraps, designed to catch rats with cheese and pork, symbolize the enticements that the world offers to people. 2. The Old Man's Hospitality: The old man's generosity and hospitality serve as bait for the peddler. Welcomed into the cottage, the peddler is tempted by the warmth, supper, and the prospect of a comfortable night. 3. The Money Pouch as Temptation: The money pouch hanging by the window becomes a bait for the peddler. Despite his philosophical insights, he succumbs to the temptation, illustrating how immediate gains can overshadow higher principles. 4. The World as a Rattrap: The overarching theme of the world as a rattrap reinforces the idea that everything offered by the world, be it joys or riches, serves as bait to lure individuals into unforeseen traps. The peddler's experiences exemplify how individuals, like rats enticed by the promise of reward, can find themselves ensnared in life's intricate rattraps. Q23. Both the crofter & Edla Wilmanson were kind towards the peddler. But the peddler's attitude towards the both was a mismatch. Why do you think Edla was more persuasive than the crofter in the transformation of the peddler? Make a comparative answer with instances from the text. Introduction: In the narrative, the peddler encounters kindness from both the crofter and Edla Willmansson, yet his response to each differs significantly. While the crofter's generosity provides temporary relief, it is Edla's compassion that leads to a transformative impact on the peddler. Crofter's Kindness: A Temporary Respite The crofter at Ramsjo Ironworks extends kindness to the peddler by providing shelter, supper, and even sharing the earnings from his remarkable cow. However, the peddler's interaction with the crofter seems to be more transactional. Despite the crofter's generosity, the peddler doesn't form a personal connection or express deep gratitude. The crofter's kindness offers a temporary respite, but it doesn't deeply impact the peddler's perspective on life. Edla Willmansson's Persuasion: A Genuine Connection Edla Willmansson, on the other hand, goes beyond mere generosity. Her approach is marked by genuine compassion and an attempt to understand the peddler's predicament. Edla sees beyond his ragged exterior, addressing him as "Captain" and expressing sympathy for his hardships. Her kindness is not just material; she persuades him to accept her family's hospitality during Christmas. Edla's sincere efforts at human connection and her genuine concern for the peddler contribute significantly to his transformation. Comparative Analysis: Edla's Impactful Approach While both the crofter and Edla show kindness, Edla's approach is more persuasive in transforming the peddler. Her genuine empathy and efforts to connect with him on a personal level go beyond material assistance. Edla's persuasion is rooted in understanding the peddler's emotional needs, offering him not just physical comfort but a sense of belonging and compassion. This stark contrast in approach makes Edla's impact more profound, contributing to the peddler's unexpected transformation from a mere vagabond to someone capable of reciprocating kindness with a thoughtful Christmas present. Indigo Q24. How did Gandhiji tell the court that he was involved in ' a conflict of duties'? Ans: In the Champaran court, Gandhi explained that he was involved in a "conflict of duties" as he pleaded guilty. He clarified that, on one hand, he did not want to set a bad example as a lawbreaker, respecting lawful authority. On the other hand, he felt a duty to render "humanitarian and national service" for which he had come to Champaran. Gandhi emphasized that his disobedience was not due to a lack of respect for lawful authority but stemmed from obedience to what he referred to as the "higher law of our being" – the voice of conscience. This expression encapsulated Gandhi's philosophy of Satyagraha, where individuals prioritize their moral convictions over obedience to laws they consider unjust or oppressive. Q25. What were the terms of the indigo contract between the British landlords and the Indian farmers? Ans: The indigo contract in Champaran mandated sharecroppers to cultivate 15% of their land with indigo, surrendering the entire harvest as rent. The agreement became more complicated when synthetic indigo was introduced, leading to landlords seeking compensation for releasing sharecroppers from the arrangement. Q26. 'The battle of Champaran is won.' When and why did Gandhi utter these words? Ans: Gandhi uttered the words "The battle of Champaran is won" when lawyers, including Rajendra Prasad and others, agreed to court arrest and join him in jail. This occurred after Gandhi's disobedience, the spontaneous peasant demonstration, and the summons to court, forcing the authorities to confront the collective strength of nonviolent resistance. Q27. What made the Lieutenant Governor drop the case against Gandhi? The Lieutenant Governor dropped the case against Gandhi in Champaran due to the overwhelming support from the local population and the formidable presence of thousands of peasants demonstrating outside the courthouse. Faced with this mass mobilization and potential unrest, the authorities found themselves powerless without Gandhi's cooperation, leading to the decision to drop the case. Long Question | 120 words | 5 Marks Q28. Gandhi not only alleviated the economic conditions of the Champaran people but also their social and cultural background. Justify. Ans: Educational Reforms: Gandhi's commitment to social transformation in Champaran extended to addressing educational gaps. He appealed for teachers, leading to the establishment of primary schools, aiming to uplift the community's educational standards. Health and Hygiene Initiatives: Recognizing the poor health conditions, Gandhi took steps to improve healthcare. A volunteered doctor provided medical assistance, and basic medicines were distributed. Efforts to enhance personal cleanliness and community sanitation were also emphasized. Empowering Women: Gandhi's concern for women's conditions in Champaran manifested in instructions to address clothing issues. This initiative aimed at empowering women and improving their living conditions, contributing to broader societal upliftment. Self-Reliance and Holistic Transformation: Gandhi's emphasis on self-reliance went beyond economic aspects, fostering a holistic societal transformation. His vision integrated education, health, and empowerment initiatives, aiming to break social and cultural backwardness and create an inclusive and empowered community. Conclusion : The Champaran episode exemplifies Gandhi's multifaceted approach, not only addressing economic injustices but also laying the foundation for comprehensive social development. His initiatives formed an integral part of India's journey towards independence. Q29. How did Civil disobedience triumph for the first time in India? The triumph of civil disobedience in Champaran marked a pivotal moment in India's struggle for independence. Gandhi's principled stand and united peasant support showcased the power of nonviolent resistance. 1. Gandhi's Defiance and Court Summons: Responding to indigo sharecroppers' grievances, Gandhi refused to leave Champaran, defying British orders. Summons to court followed, marking an act of civil disobedience against unjust authority. 2. Spontaneous Peasant Support: News of Gandhi's summons spread rapidly among peasants. Thousands demonstrated outside the courthouse, showcasing massive and spontaneous support for Gandhi. 3. Authorities Powerless without Cooperation: - Faced with united peasant strength, British authorities were powerless. - Officials requested trial delay, acknowledging potential unrest without Gandhi's cooperation. 4. Case Dropped - Triumph of Civil Disobedience: - Influenced by the situation and support for Gandhi, the Lieutenant-Governor dropped the case. - First modern instance of civil disobedience's triumph in India, signaling the effectiveness of nonviolent resistance. 5. Impact and Symbolism: - Champaran episode symbolized civil disobedience's power against British rule. - Inspired confidence in peaceful mobilization to challenge colonial authority. Conclusion: - Champaran's success laid the foundation for Gandhi's Satyagraha philosophy, influencing future movements in India's struggle for independence.

NCERT Solution NCERT Official Audio Lecture on The Third Level by Jack Finney BIOGRAPHY Jack Finney’s first novel, ‘5 Against the House’, was published in 1954. It was made into a movie the following year. Finney's greatest success came with his science fiction novel Time and Again (1970). It involves time travel to the past, a theme he had experimented with previously in short stories. In 1987, Finney was given the World Fantasy Award for Life Achievement at the World Fantasy Convention. He lived in Mill Valley, California, and died of pneumonia and emphysema in Greenbrae, California, at the age of 84. THEME The lesson explores the science fiction genre of ‘time travel’. The author interweaves fantasy with reality in his projection of time travel. It is a story that weaves together a psychological journey into the past and present. The lesson highlights the harsh realities of War. War has irreversible consequences thus leaving people in a state of insecurity. Charley, the protagonist, wishes to be transported to the third level, the world of Galesburg, Illinois, 1894. The story also deals with theme of escapism as a psychological refuge from the grim realities of the present day world. It is also about modern day problems and how common man tends to escape reality by various means. Paraphrase in Easy English Page 1 ( Para 1) THE presidents of the New York Central and the New York, New Haven and Hartford railroads will swear on a stack of timetables that there are only two. But I say there are three, because I’ve been on the third level of the Grand Central Station. Yes, I’ve taken the obvious step: I talked to a psychiatrist friend of mine, among others. I told him about the third level at Grand Central Station, and he said it was a wakingdream wish fulfillment. He said I was unhappy. That made my wife kind of mad, but he explained that he meant the modern world is full of insecurity, fear, war, worry and all the rest of it, and that I just want to escape. Well, who doesn’t? Everybody I know wants to escape, but they don’t wander down into any third level at Grand Central Station. Paraphrase in Easy English The presidents of the New York Central and New York, New Haven, and Hartford railroads will say that there are only two levels in Grand Central Station. But I believe there is a third level because I have been there myself. I spoke to a psychiatrist friend of mine about it, and he said that it is just a dream-like experience where my wishes come true. He also mentioned that I am unhappy, which made my wife a bit angry. However, he explained that he meant the modern world is filled with insecurity, fear, war, and worries, and I simply want to escape from it all. Well, who doesn't? Almost everyone I know wants to escape, but they don't go wandering into the third level at Grand Central Station. Glossary swear on a stack of timetables: In the context of the story "The Third Level," the phrase "swear on a stack of timetables" is a figure of speech used to emphasize the certainty and conviction of the presidents of the New York Central and New York, New Haven, and Hartford railroads in their assertion that there are only two levels in Grand Central Station. It suggests that they are absolutely certain about their statement, to the point of making a strong oath, as if they were swearing on a stack of important documents. Grand Central Station: Grand Central Station, also known as Grand Central Terminal, is a major transportation hub located in Midtown Manhattan, New York City. It is one of the most iconic and historic train stations in the United States. Grand Central Station serves as a terminal for commuter trains and intercity trains, primarily operated by the Metro-North Railroad. In the context of the story "The Third Level," Grand Central Station refers to the real-life transportation hub located in New York City. The protagonist of the story, Charley, discovers a mysterious third level within Grand Central Station that is not officially recognized by the authorities. Page 1&2 (Para 2) But that’s the reason, he said, and my friends all agreed. Everything points to it, they claimed. My stamp collecting, for example; that’s a ‘temporary refuge from reality.’ Well, maybe, but my grandfather didn’t need any refuge from reality; things were pretty nice and peaceful in his day, from all I hear, and he started my collection. It’s a nice collection too, blocks of four of practically every U.S. issue, first-day covers, and so on. President Roosevelt collected stamps too, you know. Paraphrase in Easy English According to the protagonist's psychiatrist friend and his friends, the reason why the protagonist believes in the existence of the third level is because he wants to escape from the challenges of reality. He believes that everything in his life, including his stamp collecting hobby, is a way for him to temporarily escape from the difficulties of the modern world. The protagonist, however, disagrees with this explanation. He mentions that his grandfather, who lived in a different time, didn't need to escape from reality because things were peaceful during his grandfather's era. He takes pride in his collection, which includes blocks of four of almost every U.S. stamp issue, as well as first-day covers. To support his argument, the protagonist mentions that even President Roosevelt, a respected figure, collected stamps as well. Glossary: temporary refuge from reality.’ the phrase "temporary refuge from reality" refers to engaging in activities or hobbies that provide a temporary escape or diversion from the challenges, stresses, and uncertainties of everyday life. blocks of four of practically every U.S. issue The phrase "blocks of four of practically every U.S. issue" refers to the protagonist's stamp collection. It means that the protagonist has collected sets of four stamps together for almost every stamp issue released in the United States. Do you Know? Stamp collectors often seek to obtain complete sets of stamps, which may include different denominations, designs, or themes. These sets are typically organized in various formats, such as blocks, which are groups of four stamps arranged in a square or rectangular shape. first-day covers "first-day covers" are special envelopes that have a stamp attached to them and are stamped by the post office on the very first day that stamp is released. Stamp collectors like to collect these envelopes because they are considered special and unique. They represent the first use of a new stamp, and they have a special postmark that shows the date of the stamp's release. Page 2 (Para 1) Anyway, here’s what happened at Grand Central. One night last summer I worked late at the office. I was in a hurry to get uptown to my apartment so I decided to take the subway from Grand Central because it’s faster than the bus. Paraphrase in Easy English One night last summer, he worked late at the office. He was in a hurry to get uptown to his apartment, so he decided to take the subway from Grand Central because it's faster than the bus. Page 2 (Para 2) Now, I don’t know why this should have happened to me. I’m just an ordinary guy named Charley, thirty-one years old, and I was wearing a tan gabardine suit and a straw hat with a fancy band; I passed a dozen men who looked just like me. And I wasn’t trying to escape from anything; I just wanted to get home to Louisa, my wife. Paraphrase in Easy English In simple terms, the protagonist, a regular guy named Charley who was thirty-one years old, experienced something unexpected. He was dressed like many other men he saw, wearing a tan suit and a straw hat with a nice band. He wasn't trying to run away from anything or anyone; he just wanted to go back home to his wife, Louisa. Despite being an ordinary person, something out of the ordinary occurred in his life. Page 2 (Para 3) I turned into Grand Central from Vanderbilt Avenue, and went down the steps to the first level, where you take trains like the Twentieth Century. Then I walked down another flight to the second level, where the suburban trains leave from, ducked into an arched doorway heading for the subway — and got lost. That’s easy to do. I’ve been in and out of Grand Central hundreds of times, but I’m always bumping into new doorways and stairs and corridors. Once I got into a tunnel about a mile long and came out in the lobby of the Roosevelt Hotel. Another time I came up in an office building on Forty-sixth Street, three blocks away. Paraphrase in Easy English I went into Grand Central from Vanderbilt Avenue and went down the stairs to the first level where trains like the Twentieth Century go. Then I went down more stairs to the second level where suburban trains leave from. I went through an arched doorway to get to the subway but ended up getting lost. It's easy to get lost in Grand Central because there are many different doorways, stairs, and corridors. Even though I've been there many times, I always discover new paths. Once, I ended up in a long tunnel and came out in the lobby of the Roosevelt Hotel. Another time, I ended up in an office building on Forty-sixth Street, three blocks away. Page 2-3 (Para 1) Sometimes I think Grand Central is growing like a tree, pushing out new corridors and staircases like roots. There’s probably a long tunnel that nobody knows about feeling its way under the city right now, on its way to Times Square, and maybe another to Central Park. And maybe — because for so many people through the years Grand Central has been an exit, a way of escape — maybe that’s how the tunnel I got into... But I never told my psychiatrist friend about that idea Paraphrase in Easy English Sometimes I imagine that Grand Central is growing like a tree. It feels like it's extending new corridors and staircases, similar to how roots spread out. I think there might be a long tunnel under the city, unknown to anyone, making its way to Times Square. Maybe there's another tunnel leading to Central Park too. And perhaps, because Grand Central has been an escape route for many people over the years, that's how I ended up in the tunnel by accident. But I never shared this idea with my psychiatrist friend. Page 3 (Para 2) The corridor I was in began angling left and slanting downward and I thought that was wrong, but I kept on walking. All I could hear was the empty sound of my own footsteps and I didn’t pass a soul. Then I heard that sort of hollow roar ahead that means open space and people talking. The tunnel turned sharp left; I went down a short flight of stairs and came out on the third level at Grand Central Station. For just a moment I thought I was back on the second level, but I saw the room was smaller, there were fewer ticket windows and train gates, and the information booth in the centre was wood and oldlooking. And the man in the booth wore a green eyeshade and long black sleeve protectors. The lights were dim and sort of flickering. Then I saw why; they were open-flame gaslights. Paraphrase in Easy English The corridor I was walking in started to curve left and slope downward, which made me think it might be the wrong way. But I continued walking anyway. The only sound I could hear was the echo of my own footsteps, and I didn't encounter a single person. Then, I heard a distant noise and voices, as if there was an open space up ahead with people talking. The tunnel abruptly turned left, and I went down a short set of stairs and found myself on the third level of Grand Central Station. For a moment, I thought I had returned to the second level, but I noticed that the room was smaller and there were fewer ticket windows and train gates. I noticed a man sitting in the booth. He was wearing a green visor that covered his eyes and long black sleeves that protected his arms. The lighting in the area was not very bright, and the lights seemed to flicker. Then I realized the reason behind this—those lights were actually open-flame gaslights, which created a dim and slightly flickering glow in the surroundings. Page 4 (Para 1) There were brass spittoons on the floor, and across the station a glint of light caught my eye; a man was pulling a gold watch from his vest pocket. He snapped open the cover, glanced at his watch and frowned. He wore a derby hat, a black four-button suit with tiny lapels, and he had a big, black, handlebar mustache. Then I looked around and saw that everyone in the station was dressed like eighteen-ninety-something; I never saw so many beards, sideburns and fancy mustaches in my life. A woman walked in through the train gate; she wore a dress with leg-of mutton sleeves and skirts to the top of her high-buttoned shoes. Back of her, out on the tracks, I caught a glimpse of a locomotive, a very small Currier & Ives locomotive with a funnel-shaped stack. And then I knew. Paraphrase in Easy English As I looked around, I noticed brass spittoons on the floor. Suddenly, a glimmer of light caught my attention. I saw a man across the station taking out a gold pocket watch from his vest. He opened the cover, checked the time, and seemed displeased. He was wearing a derby hat, a black suit with small lapels, and had a large, black mustache styled like a handlebar. Then I observed that everyone in the station was dressed in a fashion reminiscent of the 1890s. I had never seen so many beards, sideburns, and fancy mustaches in one place before. A woman entered through the train gate wearing a dress with puffy sleeves and a skirt that reached the top of her buttoned shoes. In the distance, on the tracks, I caught a glimpse of a locomotive. It was a small Currier & Ives locomotive with a funnel-shaped smokestack. That's when I realized something significant. Glossary: derby hat: A derby hat, also known as a bowler hat, is a type of round, stiff-brimmed hat. It is typically made of felt and has a rounded crown. Derby hats were popular in the late 19th and early 20th centuries and were commonly worn by men as a fashionable accessory. They were often associated with formal or business attire and were a common sight in the fashion of the 1890s. tiny lapels Tiny lapels refer to the narrow or small-sized lapels on a suit jacket or coat. Do You Know? Lapels are the folded flaps of fabric on the front of a jacket that are attached to the collar. They can vary in width and style depending on fashion trends and personal preferences. In the context of the story, it suggests that the man's suit had lapels that were narrower or smaller in size compared to the typical or more traditional lapel styles. This detail helps paint a picture of the fashion style of the 1890s, which often featured more understated or slim lapels. handlebar mustache A handlebar mustache is a style of facial hair where the mustache is grown out and styled to curl upward at the ends, resembling the handlebars of a bicycle. The ends of the mustache are typically twisted or shaped using wax or other grooming products to maintain the distinctive shape. Do you Know? The handlebar mustache style was popular in the late 19th and early 20th centuries, and it is often associated with a more formal or refined appearance. In the context of the story, it indicates that the man had a large mustache styled in this distinctive way, contributing to the overall fashion and aesthetics of the 1890s era. sideburns In the context of the story, the mention of sideburns suggests that many people in the station were sporting facial hair that extended down the sides of their faces, which was a common style during the 1890s. leg-of mutton sleeves In the context of the story, "leg-of-mutton sleeves" refers to a specific style of sleeves worn by a woman entering the train gate. These sleeves are described as being puffy and voluminous at the upper arm, tapering down to a fitted cuff at the wrist. The mention of leg-of-mutton sleeves helps to convey the fashion of the time period, indicating that the woman's dress was designed with this particular style of sleeves commonly seen in the 1890s. Do you Know? Leg-of-mutton sleeves, also known as gigot sleeves, are a style of sleeves that were popular during the late 19th century, particularly in the 1890s. They are characterized by their large, puffy shape at the upper arm, tapering down to a fitted or narrower cuff at the wrist. The sleeves resemble the shape of a leg of mutton, hence the name. Currier & Ives locomotive A Currier & Ives locomotive refers to a type of steam locomotive that was commonly depicted in the artwork and prints created by the Currier & Ives publishing firm during the 19th century. Do you Know? Currier & Ives was known for producing popular lithographs and prints that showcased various scenes of American life, including landscapes, cityscapes, and transportation. The term "Currier & Ives locomotive" in the context of the story suggests that the protagonist caught a glimpse of a small locomotive on the tracks that resembled the ones often depicted in Currier & Ives prints. These locomotives typically had a distinctive appearance with a funnel-shaped smokestack and other characteristic features associated with steam locomotives of the time. By mentioning a Currier & Ives locomotive, the story evokes a sense of nostalgia and reinforces the setting of the late 19th century. It helps to create a vivid image of the locomotive and contributes to the overall ambiance and historical context of the scene. funnel-shaped stack In the context of the story, "funnel-shaped stack" refers to the design of the smokestack or chimney on the locomotive that the protagonist catches a glimpse of on the tracks. The term suggests that the smokestack had a shape similar to a funnel, wider at the base and tapering towards the top. The mention of the funnel-shaped stack helps to paint a visual image of the locomotive and its distinctive appearance. It indicates that the locomotive belonged to an older design, characteristic of steam locomotives from the past, such as those seen in the late 19th century. The detail adds to the overall atmosphere and setting of the story, reinforcing the idea that the protagonist has somehow entered a different time period. Page 4 (Para 2) To make sure, I walked over to a newsboy and glanced at the stack of papers at his feet. It was The World; and The World hasn’t been published for years. The lead story said something about President Cleveland. I’ve found that front page since, in the Public Library files, and it was printed June 11, 1894. Paraphrase in Easy English To confirm what was happening, I approached a young boy selling newspapers and looked at the pile of papers by his feet. The newspaper I saw was called The World, but I knew that The World hadn't been published for many years in the present time. On the front page of the newspaper, there was a story related to President Cleveland. Later, I went to the Public Library and searched through their files. I found the exact front page of the newspaper I had seen, and it was dated June 11, 1894. This experience was unusual because it showed that somehow I had traveled back in time. The fact that I found the same newspaper front page in the library's archives served as proof that I had indeed gone back to the year 1894. It added to the mystery and intrigue of my situation. Page 4 (Para 3) I turned toward the ticket windows knowing that here — on the third level at Grand Central — I could buy tickets that would take Louisa and me anywhere in the United States we wanted to go. In the year 1894. And I wanted two tickets to Galesburg, Illinois. Paraphrase in Easy English I walked over to the ticket windows on the third level of Grand Central Station, knowing that from there I could purchase tickets for me and my wife, Louisa, to travel anywhere we wanted in the United States. But there was a catch - we could only travel to places in the year 1894. I specifically asked for two tickets to Galesburg, Illinois, a specific destination I had in mind for our journey. Page 4 (Para 4) Have you ever been there? It’s a wonderful town still, with big old frame houses, huge lawns, and tremendous trees whose branches meet overhead and roof the streets. And in 1894, summer evenings were twice as long, and people sat out on their lawns, the men smoking cigars and talking quietly, the women waving palm-leaf fans, with the fire-flies all around, in a peaceful world. To be back there with the First World War still twenty years off, and World War II over forty years in the future... I wanted two tickets for that. Paraphrase in Easy English Have you ever been to Galesburg? it's a wonderful town. It still has big old houses made of wood, large lawns, and huge trees that create a roof-like canopy over the streets. In 1894, the town had longer summer evenings, and people would spend time sitting outside on their lawns. Men would smoke cigars and have quiet conversations, while women would use palm-leaf fans to keep cool. Fireflies would illuminate the surroundings, creating a peaceful atmosphere. I wanted two tickets to go back to that time, where the First World War was still two decades away and World War II was more than forty years in the future. I longed to experience that serene world again. Page 5 (Para 1) The clerk figured the fare — he glanced at my fancy hatband, but he figured the fare — and I had enough for two coach tickets, one way. But when I counted out the money and looked up, the clerk was staring at me. He nodded at the bills. ‘‘That ain’t money, mister,’’ he said, ‘‘and if you’re trying to skin me, you won’t get very far,’’ and he glanced at the cash drawer beside him. Of course the money was old-style bills, half again as big as the money we use nowadays, and different-looking. I turned away and got out fast. There’s nothing nice about jail, even in 1894. Paraphrase in Easy English The ticket clerk calculated the cost of the tickets. He glanced at my fancy hatband, but he still figured out the fare. I had enough money to buy two coach tickets for a one-way trip. However, when I counted the money and looked up, the clerk stared at me. He pointed out that the bills I had weren't the current money and accused me of trying to cheat him. He looked at the cash drawer next to him, perhaps considering calling the authorities. The money I had was from an older time, with bills that were bigger and had a different appearance than what we use today. I quickly left the scene because I didn't want to end up in jail, even in the year 1894. Page 5 ( Para 2) And that was that. I left the same way I came, I suppose. Next day, during lunch hour, I drew three hundred dollars out of the bank, nearly all we had, and bought old-style currency (that really worried my psychiatrist friend). You can buy old money at almost any coin dealer’s, but you have to pay a premium. My three hundred dollars bought less than two hundred in old-style bills, but I didn’t care; eggs were thirteen cents a dozen in 1894. Paraphrase in Easy English And that was the end of it. I left Grand Central Station the same way I had entered, I think. The following day, during my lunch break, I withdrew three hundred dollars from the bank, which was almost all the money we had. I used that money to purchase old-style currency, and this made my psychiatrist friend concerned. You can buy old money from various coin dealers, but it comes at a higher price. With my three hundred dollars, I could only get less than two hundred dollars' worth of old-style bills, but I didn't mind. In the year 1894, a dozen eggs cost only thirteen cents. Page 5 ( Para 3) But I’ve never again found the corridor that leads to the third level at Grand Central Station, although I’ve tried often enough. Paraphrase in Easy English But since that time, I have been unable to find the corridor that leads to the third level at Grand Central Station, no matter how hard I have tried. Despite my efforts, I haven't been able to locate the same pathway that took me there before. Page 5 (Para 4) Louisa was pretty worried when I told her all this, and didn’t want me to look for the third level any more, and after a while I stopped; I went back to my stamps. But now we’re both looking, every weekend, because now we have proof that the third level is still there. My friend Sam Weiner disappeared! Nobody knew where, but I sort of suspected because Sam’s a city boy, and I used to tell him about Galesburg — I went to school there — and he always said he liked the sound of the place. And that’s where he is, all right. In 1894. Paraphrase in Easy English Louisa was very concerned when I shared all this with her. She didn't want me to continue searching for the third level at Grand Central Station, and eventually, I stopped my efforts. I returned to focusing on my stamp collecting hobby. However, now both Louisa and I are searching for it again every weekend because we have proof that the third level still exists. Our friend Sam Weiner has disappeared, and no one knows where he went. But I have a hunch because Sam always expressed interest in Galesburg when I told him about it. I had attended school there, and he liked the idea of the place. And that's where he ended up, in 1894. Page 5-6 (Para 5) Because one night, fussing with my stamp collection, I found — Well, do you know what a first-day cover is? When a new stamp is issued, stamp collectors buy some and use them to mail envelopes to themselves on the very first day of sale; and the postmark proves the date. The envelope is called a first-day cover. They’re never opened; you just put blank paper in the envelope. Paraphrase in Easy English One night, while I was busy organizing my stamp collection, something surprising happened. I came across a special type of envelope called a "first-day cover." Do you know what that is? When a new stamp is released, collectors buy some and use them to mail envelopes to themselves on the very first day the stamp is available. The postmark on the envelope proves the date it was sent. These envelopes are called first-day covers. They are never opened; instead, blank paper is placed inside the envelope. Page 6 (Para 1) That night, among my oldest first-day covers, I found one that shouldn’t have been there. But there it was. It was there because someone had mailed it to my grandfather at his home in Galesburg; that’s what the address on the envelope said. And it had been there since July 18, 1894 — the postmark showed that — yet I didn’t remember it at all. The stamp was a six-cent, dull brown, with a picture of President Garfield. Naturally, when the envelope came to Granddad in the mail, it went right into his collection and stayed there — till I took it out and opened it. Paraphrase in Easy english That night, while going through my collection of oldest first-day covers, I discovered one that seemed out of place. It shouldn't have been there, but it was. The envelope had been mailed to my grandfather at his home in Galesburg, as stated on the address. Surprisingly, it had been in his possession since July 18, 1894, as shown by the postmark. Strangely, I had no recollection of it. The stamp on the envelope was a six-cent, dull brown one featuring President Garfield. Naturally, when the envelope arrived in the mail, my grandfather added it to his collection and kept it there until I eventually took it out and opened it. Page 6 (Para 2) 941 Willard Street Galesburg, Illinois July 18, 1894 Charley I got to wishing that you were right. Then I got to believing you were right. And, Charley, it’s true; I found the third level! I’ve been here two weeks, and right now, down the street at the Daly’s, someone is playing a piano, and they’re all out on the front porch singing ‘Seeing Nelly Home.’ And I’m invited over for lemonade. Come on back, Charley and Louisa. Keep looking till you find the third level! It’s worth it, believe me! Paraphrase in Easy english The note inside the envelope wasn't blank. It had a message written on it: 941 Willard Street Galesburg, Illinois July 18, 1894 Charley, I started to hope that you were correct. Then I started to believe that you were right. And, Charley, it's true; I discovered the third level! I have been here for two weeks now, and at this very moment, someone is playing the piano down the street at the Daly's house, and everyone is gathered on the front porch, singing the song "Seeing Nelly Home." They have invited me over for some lemonade. Charley and Louisa, come back! Keep searching until you find the third level! It's truly worth it, believe me! The note is from someone in Galesburg, dated July 18, 1894, who is confirming that they have indeed found the elusive third level. They express their excitement and joy about the experiences they are having in the past and invite Charley and Louisa to join them. They encourage them to continue their search for the third level, assuring them that it's worth it. Page 6 (Para 2) The note is signed Sam. At the stamp and coin store I go to, I found out that Sam bought eight hundred dollars’ worth of old-style currency. That ought to set him up in a nice little hay, feed and grain business; he always said that’s what he really wished he could do, and he certainly can’t go back to his old business. Not in Galesburg, Illinois, in 1894. His old business? Why, Sam was my psychiatrist. Paraphrase in Easy English The note is signed by someone named Sam. I found out at the stamp and coin store that Sam had purchased eight hundred dollars' worth of old-style money. With that amount, he could start a small business selling hay, feed, and grain, which he had always expressed a desire to do. It seems that Sam cannot return to his previous profession. It's interesting to note that Sam was actually my psychiatrist. STORY SEQUENCE The story begins with the mention of a third level at the Grand Central Station , which in reality has only two levels. Charley informs the entire experience to his psychiatrist friend, Sam. Charley thought he experienced time travel and had reached somewhere in 1890s. His friend, Sam informs him that he has experienced hallucination. According to Sam, in order to avoid the burden of modern life, Charlie experiences the third level of the Grand Central Station. Sam informs Charley that his stamp collection is also an effort from his end to escape into the past. His grandfather also collected stamp but in olden days, they had not experienced consequences of war and there was peace, harmony and security. Charley then explains how he chose to take the Subway to his apartment instead of the usual bus after a late night shift. He did this in order to save time. He describes himself as an ordinary man of 31 dressed in a tan gabardine suit and a straw hat with a fancy band.. Charley comes to the part of the incident where he entered the Grand Central from Vanderbilt Avenue and took the stairs to the first level where one boarded trains like the Twentieth Century. Then he went down another floor to reach the second level from where the suburban trains leave. From there he entered an arched doorway and got lost. Once he entered the wrong lobby and reached Roosevelt Hotel and another time in an office building which was three blocks away. But this time he reaches the third lievel. He wondered that Grand Central was expanding at a very fast rate because Grand Central is a place of exit for innumerable people. The unusual corridor he had entered into began angling left and slanting downward However, he kept on walking. There was no one except him and the voice of his feet echoed. He finally heard the sound of people talking from a distance, then he took a left and walked down the stairs again only to reach the third level of the Grand Central. He noticed, the room was smaller, there were fewer ticket windows and train gates, and the information booth in the centre was wood and old looking. The man in the booth was also different and the station was dim-lit for there were open-flame gaslights. As the clerk calculated the fare, Charley just had enough for one sided journey. Just as he took out money, the clerk informed that this is not the acceptable legal tender. He ran out because he didn’t want to go to jail. The next day during lunch he exchanged his 300 dollar for old style 200 dollars only. The loss does not trouble him as he thinks that in Galesburg everything will be cheaper. But unfortunately he could never find the corridor leading to the third level again despite hard efforts. His wife Louisa was pretty worried when she got to know about it all. And advised him not to look for third level any further. One night Charley came across a first-day cover. It is an envelope (with a stamp on it) that stamp collectors mail to themselves on the first day of its sale to mark the date. The envelopes are blank inside and are not meant to be opened. While searching for stamps, Charlie accidentally discovers a letter, which bears a postmark on a faded six-cent stamp with a picture of president Garfield. The envelope was sent on July 18, 1894 to Charley’s grandfather. The letter reads that Sam had reached the third level and had been there for two weeks. He asks Charley and Louis to never stop searching for the third level and come back. Recapitulation The story revolves around a 31 year old man named Charley, who experienced something weird. One day after work coming from he reached the third level of the Grand Central station (which does not actually exist). He shares his experience with his psychiatrist friend Sam who thought he experienced time travel and had reached somewhere in the eighteen-nineties. He went looking for the third level but failed to find it. It worried his wife. Charley thus resorts to his stamp collection in order to distract himself when suddenly one day he finds a letter from his friend Sam who had gone missing recently. He encourages Charley and Louisa to never stop looking for it. Conclusion This story brings us to the conclusion that people find it difficult to adjust with unpleasant things of everyday life. Like any common man, Charlie too appreciates the ‘pleasures of everyday life.’ He wants to go back to past because 1894 was much more peaceful , secure and quiet than the contemporary world. The insecurities and anxiety that come with war, terror and stress of modern day had occupied the common men like Charlie so much so that he wants a temporary relief from the pungent realities of life. NCERT Solution: Read and Find Out ( Page 1 & 5) 1. What does the third level refer to ? Ans: The third level refers to the medium of escape from the present into the past. It is a psychological adventure for Charley for whom it is an escape from the current day worries, anxieties and tensions. 2. Would Charley ever go back to the ticket-counter on the third level to buy tickets to Galesburg for himself and his wife? Ans: Third Level is a psychological adventure for Charley only. In reality it does not exist. His friend Sam refers to it as 'a waking -dream wish fulfilment only. Therefore, there is no possibility for Charley to ever go back to the ticket -counter on the third level to buy tickets for himself and his wife. Reading with Insight ( Page 7/Vistas) CBE Questions with Answers 1. Do you think that the third level was a medium of escape for Charley? Why? Ans: For Charley the third level was a medium of escape . -a waking -dream wish fulfilment only. He could discover that the modern world was replete with insecurity, fear, war and stress. Therefore, he became nostalgic and travelled psychologically to the past in Galesburg of 1894. 2. What do you infer from Sam's letter to Charley? Ans: Sam was influenced by Charley's insistence on the existence of third level at Grand Central Station. Like Charley he too became stressed from modern day anxiety, fear and tension . Therefore, he escaped into his imaginary world of third level. Sam's letter proves the fact that he was influenced by the Charley's ideas about the third level. The details of Galesburg and the year 1894 , which Sam furnished in his letter, goes on to prove that Sam himself liked the place and endorsed the fact that the third level does exist. 3. 'The modern world is full of insecurity, fear, war, worry and stress.' What are the ways in which we attempt to overcome them? Ans: The modern world is replete with workplace pressure, societal pressure and other inescapable burdens of existence. We cannot just bypass them as they are the inevitable truth of life. As we cannot avoid them, we should learn to live with them. Insecurity, fear, war, worry and stress have become embedded into the society owing to pursuit of matter and greed for astronomical attainment in life by the society at large. Therefore, every human being has to pass through this inevitable fact of life. They need to come to terms with every crisis - disaster, war, death and so on. They should remain preoccupied with their respective works, do their woks sincerely with utmost devotion and loyalty and leave the rest to the hands of the circumstances. We must understand that what cannot be cured must be endured. 4. Do you see an intersection of time and space in the story? The story is an example of intersection of time and space. It can be divided into modern world and the world of the 1890s. Firstly, two levels of Grand Central Station highlights the present time where as the third level belongs to the world of Galesburg, Illinois of 1890s. Moreover, the architecture of two levels of Grand Central is different from that of the third level. Secondly, the reference of the writer of 21st century through the mention of New York Central , New York, New Haven , Hartford and of olden time with the reference of Galesburg, Illinois of 1890s clearly presents an intersection of time and space. His visit to the third level of Grand Central and the description of the place indicates the world of the nineteenth century. Thirdly, Charley and his his wife Louisa belong to the modern time, yet he rushes to get two tickets to visit Galesburg of 1894 points to intersection of time and space. Fourthly, the reference of letter that was mailed to Charley's grandfather on July 18, 1894 also hints at intersection of time and space as both Charley and Sam belong to the modern world. 5. Apparent illogicality sometimes turns out to be a futuristic projection. Discuss. After reading the story we get to know that Charley was interested in travelling to Galesburg with his wife Louisa. However, he couldn’t locate the third level again. The first time round, he found the third level by accident. When he reached the ticket-counter, he realised that the currency he had with him was not useful as it belonged to a different period. He went back to convert his three hundred dollars into the “old-style currency” that could enable him to buy two tickets to Galesburg. However, when he returned to the Grand Central, he could not find the corridor leading to the third level. His psychological journey is an instance of illogicality. We can conclude that our minds tend to go back to the past , which is an escape route to get rid of unpleasant reality around. But there may be an indication of some futuristic projecton like the catastrophe theory given in ' The Adventure' by Jayant Narlikar. 6. Philately helps keep the past alive. Discuss other ways in which this is done. What do you think of the human tendency to constantly move between the past, the present and the future? Ans: Philately refers to the collection and study of postage stamps. Stamp collecting certainly makes us nostalgic and gives way to the past world as it has pictures of the people or things of the past. We love to ruminate over the facts and figures of the past when the pictures on the stamps make us feel curious to do research on things that interest us. For instance, the narrator’s seeing the stamps and first-day covers brings to life the past of his grandfather. The other ways in which we can keep the past alive include letter, photographs, historical monuments, paintings and so on. Human beings by nature love to switch between the past, present and future. Past, present and future are interconnected. What we are today is due to our action in the past, and what we shall be tomorrow is due to our action today. So every course of action is related to the past, present and the future. Existential worries act like a catalyst, which compel human mind to move between the past, the present and the future. ‘ The Third Level’ is a study of the human mind caught in this cycle of time. 7. You have rad ‘Adventure’ by Jayant Narlikar in Hornbill Class XI. Compare the interweaving of fantasy and reality in the two chapters. Adventure by Jayant Narlikar supports the catastrophe theory with the help of Professor Gaitonde. He went through the book on the Battle of Panipat and went to the Azad Maidan. The catastrophic influence affected his mind and he read something else in the book later. Similarly in ‘The Third Level’ Charley’s psychiatrist friend Sam diagnoses him as a product of ‘a waking-dream wish fulfilment.’ It is due to Charley’s escap from the modern world of insecurity , fear, war, worry etc When Charley tells his experience of third level to Sam, it strikes his mind that one can visit Galesburg from the third level. Therefore, with the help of catastrophic theory he started thinking of Galesburg and psychologically went there. Charley may have also visited to Galesburg through stamp seeing. Sam’s letter and Charley’s previous visit to Galesburg goes on to prove that there is an interweaving of fantasy and fact into these two stories. Extra Questions Q1. What does the narrator think of Grand Central? What does it symbolize? Ans :The narrator thinks that Grand Central is growing like a tree. It pushes out new corridors and staircases like roots. There are long tunnels under the city on their ways to Times Square and to Central Park. The Grand Central symbolizes the labyrinth that this world is with its intricate and tangled pathways. It has always been an exit, a way to escape. Q2. What strange things did the narrator see when he reached the third level of Grand Central? Ans :Charley noticed a difference in the way things looked at the third level of the Grand Central Station. It was smaller, with fewer ticket counters and had an old look of the 1890s with wooden booths, dim open-flame gaslights, brass spittoons and an old-style locomotive with a funnel shaped stack. Even the people’s attire was old fashioned and men had funny handle-bar mustaches and sideburns. The whole setting was in contrast to the modern times. Q3. How did the narrator come to know that he was actually at the third level of Grand Central? Ans :The narrator walked over to a news boy. He glanced at the stack of newspapers. It was The World and The World had not been published for years. The lead story was about President Cleveland. Later on, he confirmed from the public library files that the newspaper was dated 11th June 1894. Q4. How does the narrator’s psychiatrist friend react to the narrator’s statement that the third level exists? Ans :The narrator’s psychiatrist friend, Sam Weiner, says it is ‘a waking-dream-wish fulfilment’. He says that the narrator is unhappy and the modern world is full of insecurity, fear, war and worry. So, he wants to escape and has created an imaginary third level. Q 5. How did Louisa react when the narrator told his wish to go to the third level to buy tickets? Ans :When the narrator told Louisa about his wish she got pretty worried. She was a loving and a caring wife. She got alarmed at Charley’s claim of having been to the third level. His exchanging the currency was a cause of concern. She thought the third level to be a product of Charley’s imagination and asked him to stop looking for it. However, after some time they both started looking for the third level. Q6. What happened to the narrator’s psychiatrist friend Sam Weiner? Ans : One day the narrator’s psychiatrist friend Sam Weiner disappeared. He always said that he liked Galesburg very much and its sound. From this I deduce that even Sam was affected by the stress of modern living and sought temporary refuge by travelling through time. Q7. Why was Charley sure that his psychiatrist friend had gone back to the year 1894 in Galesburg? Ans :Charley’s psychiatrist friend Sam had disappeared. One night going through his first-day covers, Charley found one dated 1894 and with his Grandfather’s address on it. He opened and found inside a letter from Sam addressed to him. He invited him to the third level saying that it was worth it. Q8. What is the first-day cover? Describe the first-day cover envelope that the narrator found among his collection. Ans : At that time when a new stamp is issued, stamp collectors buy some of them and use them in order to mail envelopes to themselves and the postmark proves the date. That envelope is called the firstday cover. The first-day cover envelope was dated July 18, 1894. It was addressed to his grandfather in Galesburg. It carried a letter from Sam addressed to Charley. The stamp was a six-cent, dull brown, with a picture of President Garfield. Q9. What did the narrator find about Sam Weiner when he went to the stamp and coin store? Ans :When the narrator went to the stamp and coin store he came to know that Sam had bought eight hundred dollars worth of old currency. That ought to set him up in a nice little hay, feed and grain business. He always wanted to do that. He didn’t want to go back to his old business. Not in Galesburg, Illinois, in 1894, Charley felt that the services of a psychiatrist would not be needed in Galesburg of 1894, his friend would be jobless there. CBE-Based Questions: Q1. What would have Sam done in Galesburg for his living? Why? [CBSE 2020] Ans: Given the time period in which Sam finds himself in Galesburg, Illinois, in 1894, it's likely that he would have pursued a livelihood that aligns with the prevalent economic activities and opportunities of that era. One plausible option for Sam's living could be: Establishing a Business: Sam might have used a portion of the old-style currency he purchased to start a business, considering that he always wished he could own a hay, feed, and grain business. The agricultural nature of Galesburg and the surrounding areas during that time would have provided ample opportunities for such enterprises. Sam's familiarity with city life and his desire for a more straightforward lifestyle could have led him to embrace the agricultural sector as a means of earning a living. Q2.What would you describe as your “waking dream wish fulfilment”? Explain. [CBSE Question Bank 2021] "Waking-dream wish fulfillment," as explained by Sam, refers to the phenomenon of experiencing a dreamlike scenario that fulfills one's deepest desires or wishes while being awake. In the context of the story, the Third Level at Grand Central Station serves as a manifestation of this concept. Q3. What genre does ‘The Third Level’ belong to? "The Third Level" by Jack Finney belongs to the science fiction and fantasy genre. The story explores the concept of time travel and the existence of a mysterious third level at Grand Central Station that allows characters to escape to the past. Q4. Why do you think Charley withdrew nearly all the money he had from the bank to buy old-style currency? [CBSE Question Bank 2021] Ans: Charley withdrew nearly all the money he had from the bank to buy old-style currency because he needed it to make purchases on the Third Level at Grand Central Station. When he initially tried to buy tickets with modern currency, the clerk rejected it, considering it counterfeit. To avoid suspicion and ensure a successful transaction, Charley exchanged his modern money for old-style bills, matching the currency used in the year 1894 on the Third Level. This decision was driven by Charley's determination to explore the mysterious Third Level and his understanding that the currency of the time was necessary for any transactions in that unique temporal space. Q5. How would you evaluate Sam’s character? Elucidate any two qualities, and substantiate with evidence from the text. [CBSE Question Bank 2021] Ans: 1. Curiosity and Adventurous Spirit: Sam's character displays a strong sense of curiosity and an adventurous spirit. He actively explores the mysterious Third Level, embracing the idea of time travel and the opportunity to experience life in a different era. The evidence for this quality is found in Sam's letter, where he expresses his excitement about finding the Third Level: "I got to wishing that you were right. Then I got to believing you were right. And, Charley, it’s true; I found the third level!" 2. Willingness to Embrace Change: Sam exhibits a willingness to embrace change by choosing to stay in the past once he discovers the Third Level. Instead of being apprehensive about the unfamiliar environment of 1894, Sam fully immerses himself in the experience, even enjoying social interactions with people from that time. The evidence lies in his letter, describing the atmosphere in Galesburg, "someone is playing a piano, and they’re all out on the front porch singing ‘Seeing Nelly Home.’ And I’m invited over for lemonade." Sam's character is marked by a combination of curiosity and adaptability, making him open to unconventional experiences and willing to explore the unknown. Q6. At the beginning of the story, Sam is sceptical of Charley’s discovery of the third level. By the end of the story, the reader is told that he found the third level and travelled back in time. How would Sam diagnose himself? [CBSE Question Bank 2021] If Sam were to diagnose himself, considering his initial skepticism and eventual embrace of the Third Level and time travel, he might attribute his transformation to a shift in perspective or a reevaluation of his beliefs. Sam could diagnose himself with a change in mindset or a newfound openness to unconventional possibilities. This transformation could be described as a realization of the potential for extraordinary experiences beyond the constraints of conventional thinking, possibly aligning with concepts of personal growth and a broadening of one's worldview. However, as the story doesn't explicitly delve into Sam's self-diagnosis or psychological analysis, this interpretation remains speculative. Q7. Imagine that you come across Louisa’s diary. What might you find in it about the third level? Compose at least one diary entry based on any of the events from the story, ‘The Third Level’. [CBSE Question Bank 2021] Ans: Diary Entry - Louisa's Perspective: July 25, 2024 Today has been an extraordinary day, and I feel compelled to document it in my diary. Charley has been persistent in his search for the elusive Third Level at Grand Central Station, and I couldn't help but share his skepticism initially. However, something remarkable happened. Charley returned home with an old-fashioned envelope in his hands, and inside was a letter from Sam. Yes, our dear Sam, the one who doubted the existence of the Third Level. In disbelief, I read Sam's words recounting his journey back in time to 1894. His descriptions of Galesburg, Illinois, and the simplicity of life there were vivid, almost enchanting. I find myself torn between skepticism and a yearning to believe. Could Charley's discovery be true? Sam's letter seems genuine, and the presence of a first-day cover mailed to my grandfather in 1894 adds a layer of credibility. Charley's excitement is infectious, and now, we embark on a joint quest every weekend to find this mysterious Third Level. Is it a waking-dream wish fulfillment, as Sam initially thought? Or could there be a portal to another time right under our noses? Time will tell, and I can't help but feel a mix of apprehension and exhilaration as we continue this intriguing journey. Louisa Q8. Imagine that you have found the third level. Would you take this opportunity to travel to the past or let it go? Why/why not? If yes, where would you go from the Grand Central? Ans: The choice to travel to the past or let the opportunity go would likely depend on individual preferences, attachments, and motivations. Some might be drawn to the allure of a simpler time, free from the complexities of the modern world. Others might choose to remain in the present, valuing the advancements and opportunities that come with contemporary living. If one were to decide to travel to the past from the Grand Central Third Level, the destination would be a deeply personal choice. It could be a place with sentimental value, a historical period of interest, or simply a desire to experience a different era. Galesburg, Illinois, as mentioned in the story, might be a popular choice due to its idyllic portrayal in the narrative. The decision would hinge on individual aspirations, nostalgia, and the desire for a particular time and place. Recommended Reading Tiger King|English|NCERT Solution|Class12 (en glishwithadifference.com) Journey To the End of the Earth |CBE Questions | NCERT Solution | Text Translation | Concept Videos (englishwithadifference.com) The Enemy I English Core I Class 12 (englishwithadifference.com)