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Lesson Architecture: Biography Theme Story-At-A- Glance Recapitulation Message NCERT Solution Extra Questions CBE-Based Questions Biography of Catherine Mansfield Katherine Mansfield is remembered for her short stories and poems. Her most popular stories being The Garden Party, A Dill Pickle, Mr and Mrs Dove, and The Fly. During her writing career, Mansfield was incredibly inspired by the works of Oscar Wilde and Anton Chekhov Mansfield's health began to decline just as her work started receiving international attention. She was diagnosed with tuberculosis in 1917. Despite her health, she published two major collections, Bliss in 1920, and The Garden Party in 1922. Katherine Mansfield died in 1923 due to complications with tuberculosis. Many stories were collected posthumously and published. She was only 34 when she died. THEME The theme of the story is the relationship between children and their parents The writer conveys the message that children share a very important bond of love with their parents. During the early childhood, children might mistake their parents for being unnecessarily strict. But as they grow up, they share a strong bond. The story also focusses on the need of parents to be non-threatening and supportive from early childhood onwards. Parents are the role models for their children and therefore, they should take every effort to bring up their children with supportive and caring environment. STORY SEQUENCE This story begins with Kezia’s impression of her father being strict and non-approaching. Every morning before going to work he came into her room and gave her a casual kiss, to which she responded with “Goodbye, Father”. So this ritual on the part of her father shows that he has abundant love for her father. But Kezia would feel relieved when she heard that her father’s carriage was going away. It means she was very scared of him. In the evening when her father would return home, he would order that tea be served to him in the drawing room, he wanted the newspaper to be presented to him and he would also ask her to get him his slipper. Her father would tell her to hurry up and remove his boots. Her father would tell her to hurry up and remove his boots and keep them out of the room. Kezia never stammered while she spoke to other people. It was only when she talked to her father that she lacked confidence and that is why she tried very hard to speak properly and she stammered. Kezia’s father tells his wife that she should teach Kezia to behave in a better way and she should not appear as if she is so unhappy . Kezia felt that her father’s hand and his neck and his mouth were all so huge especially when he yawned. Whenever Kezia thought about her father she felt that she was thinking about a giant. Her father appeared to be a huge monster to her. Every Sunday, during the afternoon, Kezia’s Grandmother sent her downstairs to the drawing room in order to spend time with her parents. When Kezia went to her parents to meet them in the drawing room. They were busy doing their own things. Her mother was busy reading and her father was busy sleeping and snoring. Kezia’s father would compare Kezia to a little brown owl. He would say that Kezia was staring at him just like an owl does. Once Kezia was suffering from cold and was at home. Her grandmother suggested that she should make a birthday gift for her father as his birthday was approaching. She asked Keziato to make a pin cushion for him and she also gave her a yellow coloured fabric of silk to make the cushion. She used double cotton i.e a thread and stitched three sides of the cushion. She had to fill the cushion with something and stitch the fourth side. She did not know what to fill the cushion with. The grandmother was out in the garden, and she went into her mother’s bedroom to look for scraps of cloths or papers. On the bed-table she discovered a great many sheets of fine paper, gathered them up, tore them into tiny pieces, and stuffed her cushion and then sewed up the fourth side. Kezia’s father had prepared a speech for the Port Authority and he was unable to find it. When Kezia’s mother enquired about it, Kezia tells her mother that she found some pieces of paper which she used to stuff into the cushion, as she was making a surprised birthday gift for her father. Kezia’s mother became very angry and took her to her father, who asked her if she had torn her important papters. Kezia looked scared and started stammering. Kezia’s father asked his wife to bring that cushion downstairs and asked her to put Kezia to bed immediately. Kezia’s father went to her bedroom and told her that he would beat her with the ruler. He said, You must be taught once and for all not to touch what does not belong to you.” Kezia’s father hit the palms of her hand with a ruler. Hours later, when Grandmother had wrapped her in a shawl and rocked her in the rocking-chair, the child clung to her soft body. “What did God make fathers for?” she asked her grandmother crying. She gave her a handkerchief, to blow her nose in it and go to sleep. She added that by morning Kezia would forget the beating. Kezia told her grandmother that she was trying to explain to him the reason for tearing the sheets of paper but he was not ready to listen to her. Kezia being so little in her age, could not understand the fact that her father punished her as he wanted to teach her a lesson that she should not touch anything that does not belong to her. Whenever she saw her father, she got scared and her cheeks got full of red colour. Kezia’s father hit the palms of her hand with a ruler. Her neighbours were a family named Mac donalds. In all, the Mac donald’s had five children. And Kezia would peep at them through a hole in the fence. She would see that the family had a lot of fun. They played a game called tag. All the children were so much attached to their father. And then they would run around the garden, around the flower beds and they would laugh and laugh and laugh. Kezia also wanted to have such fun with her father and she missed it. One day,Kezia’s mother fell ill so she was taken to the hospital and the Grandmother also went along with her. The little girl was left alone in the house with Alice, the cook. That was all right in the daytime but while Alice was putting her to bed she grew suddenly afraid. Kezia’s father was sleeping in the next room and Alice told Kezia to sleep quietly.She removed Kezia’s socks and asked her not to scream. She warned her not to scream and wake her father. Kezia saw the old nightmare. She saw a butcher with a knife and a rope coming nearer, smiling that dreadful smile. Kezia was still scared of the nightmare. She said that there was a butcher who was holding a dreadful knife and she wanted her grandmother. He blew out the candle, bent down and caught up the child in his arms, carrying her along the passage to the big bedroom. Kezia’s father lay her in his bed next to him and covered her with the newspaper sheets. Kezia felt her father’s affection and went close to him. She held his shirt tightly so that she would not feel scared again. She felt that her father was a poor man who worked very hard and so, he got so tired that he went off to sleep and did not play with her like Mr. Macdonald did with his children. But Kezia felt that her father’s heart was also full of love for her. Kezia had placed her head on her father’s heart and herd his heart beat. She praised her father that he had a big heart. Her fear of her father had altogether gone for ever. Recapitulation This story revolves around a little girl, named Kezia who usually remained scared of him. She considered him to be as big as a giant. She would often get nervous and stammer while talking to him. She longed for his love and affection like her neighbour children had for their father, Mr Macdonald. Once at night she had a nightmare and woke up screaming. Her father picked her up, tucked her up in his bed and soon fell asleep. She realized her father was very loving and had a generous heart. You can see towards the end, Kezia is showing her love for her father. Now she has understood that her father might look cruel in his look and words, but inside he has abundant love for her. Henceforth, she has started enjoying the company of her father and is no longer scared of him. Message: The story showcases the deep bond between a father and his daughter. Kezia's father's immediate response to her distress in the middle of the night demonstrates his unconditional love and concern for her well-being. He goes to her room, not only to check her temperature but also to provide comfort and reassurance. This act highlights the significance of being present and supportive in the lives of our family members, especially during times of vulnerability. Additionally, the story portrays the role of parents as protectors and providers of emotional security. Kezia's father's actions show that a parent's love is not limited to basic needs but extends to offering comfort, care, and a sense of safety. By coming to her room, he creates a nurturing environment where Kezia feels loved and protected. The message of the story encourages readers to cherish and value the relationships with their loved ones, particularly with their children. It reminds us of the significance of being there for them, attending to their needs, and demonstrating affection and care. Through the father's actions, the story inspires us to prioritize the well-being and happiness of our family members, fostering a strong and loving connection with them. NCERT SOLUTION: (Page No. 38) II. Answer the following questions in one or two sentences: 1. Why was Kezia afraid of her father? Ans: Kezia's father looked terrifying to her. His hands and neck appeared to be very big and when he yawned he mouth appeared terrifying to Kezia. Thinking about him alone was like thinking about a giant. 2. Who were the people in Kezia’s family? Ans: Kezia's family consisted of her grandmother, mother and father. 3. What was Kezia’s father’s routine? (i) before going to his office? Ans: He used to kiss Kezia casually before going to his office. (ii) after coming back from his office? Ans: He would ask for the newspaper and tea after coming back from his office. (iii) on Sundays? Ans: On Sundays, he would take rest. He also used to sleep on the sofa. 4. In what ways did Kezia’s grandmother encourage her to get to know her father better? Ans: a) Her grandmother encouraged her by sending her to the drawing room so that she could interact with her parents. b) Once Kezia was kept indoors with a cold. As her father's birthday was approaching, her grandmother suggested that she should make him a pin-cushion for a gift out of a beautiful piece of yellow silk. III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each. 1. Kezia’s efforts to please her father resulted in displeasing him very much. How did this happen? Ans: Kezia’s grandmother advised her to make a pin-cushion for her father on his birthday. She made it out of a beautiful piece of yellow silk. She wanted something to fill it with. She found some sheets of papers lying on the bed table. She tore them up and filled in the pin-cushion.These papers contained an important speech for the Port Authority. When her father came to know about it, he punished Kezia. 2. Kezia decides that there are “different kinds of fathers”. What kind of father was Mr Macdonald, and how was he different from Kezia’s father? Mr Macdonald was Kezia’s next door neighbour. He had a happy family of five children. He was always happy with his family and could be seen playing with his children in the garden. He was different from Kezia's father as like Kezia's father he was never rude and assertive in nature. He used to interact with his children very softly and was affectionate towards them. 3. How does Kezia begin to see her father as a human being who needs her sympathy? Ans: One day,Kezia’s mother fell ill so she was taken to the hospital and the Grandmother also went along with her. The little girl was left alone in the house with Alice, the cook. Kezia saw the old nightmare. She saw a butcher with a knife and a rope coming nearer, smiling that dreadful smile. Kezia was still scared of the nightmare. She said that there was a butcher who was holding a dreadful knife and she wanted her grandmother. Kezia's father came to the room and blew out the candle, bent down and caught up the child in his arms, carrying her along the passage to the big bedroom. He lay her in his bed next to him and covered her with the newspaper sheets. Kezia felt her father’s affection and went close to him. She held his shirt tightly so that she would not feel scared again. She felt that her father was a poor man who worked very hard and so, he got so tired that he went off to sleep and did not play with her like Mr. Macdonald did with his children. But Kezia felt that her father’s heart was also full of love for her. Kezia had placed her head on her father’s heart and herd his heart beat. She praised her father that he had a big heart. Her fear of her father had altogether gone for ever. Extra Questions: 1. Why was Kezia punished by her father? Ans : Kezia wanted to give a pin-cushion to her father on his birthday. She filled it with some papers. These papers contained an important speech for the Port Authority. When her father came to know about it, he punished Kezia. 2. How did Kezia’s grandmother console her after she was punished by her father? Ans : Kezia was punished by her father for tearing his important papers. Her grandmother wrapped her in a shawl after she was beaten by her father. Her grandmother gave her a hanky and sent her to her bed. 3. Why did Kezia always stutter while talking to her father? Ans : Kezia was a normal girl but whenever she was in front of her father she felt nervous. She would try hard to speak words but would end up in stuttering. She was very afraid of her father. 4. What did Kezia usually find when she wanted to interact with her parents? Ans : Kezia’s grandmother used to send Kezia to her parents to talk to them. When she would go to the drawing room, she would find her mother reading some books and her father sleeping soundly and snoring. 5. How did Kezia make a pin-cushion for her father? Ans : Kezia’s grandmother advised her to make a pin-cushion for her father on his birthday. She made it out of a beautiful piece of yellow silk. She wanted something to fill it with. She found some sheets of papers lying on the bed table. She tore them up and filled in the pin-cushion. 6. What orders were passed to Kezia in the evening when father returned home from office? Ans : When father returned home from office, in his loud voice he ordered Kezia to bring tea for him in the drawing room. He also asked whether the paper had come. He also asked her to bring his slippers. 7. What was the nightmare that Kezia had? Ans : Kezia always had a nightmare. It was a butcher with a knife and a rope, who came nearer and nearer. The butcher had a smile on his face. Kezia could only stand still. She used to cry out ‘Grandma! Grandma!.’ 8. Why did Kezia always stutter while talking to her father? Ans : Kezia was a normal girl but whenever she was in front of her father she felt nervous. She would try hard to speak words but would end up in stuttering. She was very afraid of her father. CBE-Based Questions: 1. How does Kezia begin to see her father as a human being who needs her sympathy? In the story, Kezia begins to see her father as a human being who needs her sympathy through a moment of vulnerability and care. When Kezia's mother falls ill and is taken to the hospital, she is left at home with Alice, the cook. During the night, Kezia has a nightmare and becomes frightened. However, to her surprise, her father appears by her side, comforting her and protecting her from her fears. In this moment of vulnerability, Kezia seeks solace and security from her father. She snuggles close to him, finding comfort and warmth in his presence. As she lays half asleep, she realizes that her father is tired because he has to work hard every day, which prevents him from playing with her as much as Mr. Macdonald does. This realization brings forth a sense of empathy and understanding within Kezia. She begins to recognize her father's efforts and sacrifices for the family. By acknowledging his hard work and expressing her feelings, she demonstrates her growing awareness of his humanity and the challenges he faces. Kezia's statement that her father has a "big heart" reflects her appreciation for his love and care despite his fatigue and responsibilities. This shift in perception signifies Kezia's developing empathy towards her father. She moves beyond seeing him solely as a provider or authority figure and starts to understand his needs, emotions, and the weight of his responsibilities. This newfound understanding allows her to connect with her father on a deeper level and offer him her sympathy and support. Alternative Answer: Kezia's recognition of her father's humanity and need for sympathy is further demonstrated by her understanding of his exhaustion and the physical toll his work takes on him. When her father instructs her to rub her feet against his legs to warm them, she realizes that he is physically fatigued from his daily labor. This simple act of caring for her father's comfort and warmth allows Kezia to empathize with his hardships and the strain he endures to provide for their family. Through this moment, Kezia's perception of her father evolves from seeing him as a distant figure to recognizing his vulnerability and need for compassion. She grasps that her father is not invincible or unaffected by the demands of his work, and she begins to view him as someone who deserves her sympathy and understanding. Furthermore, the fact that Kezia seeks solace and finds comfort in her father's presence demonstrates her growing emotional connection with him. By snuggling close to him and holding tightly to his shirt, she seeks a sense of security and reassurance. In doing so, she not only acknowledges her father's role as a source of comfort and protection but also reciprocates the love and care he has shown her throughout the story. Overall, Kezia's realization of her father's humanity and the sympathy she extends towards him signify her maturation and the deepening bond between them. Through her empathy and understanding, Kezia recognizes her father's needs, both physical and emotional, and begins to see him as a person deserving of her love, support, and compassion. Q2. The story of Kezia's father coming to her room with a ruler carries a deeper message about the power of parental presence and the significance of small acts of care and comfort. Explain. At its core, the story highlights the importance of being emotionally available and attentive to our loved ones, especially children. Kezia's father's immediate response to her distress reveals his unconditional love and commitment as a parent. He puts aside his own rest and takes the time to address her needs, showing her that she is seen, heard, and valued. This sends a powerful message that her well-being matters to him. Furthermore, the story emphasizes the impact of simple gestures of care and comfort. By using a ruler to measure Kezia's temperature, her father not only tends to her physical health but also provides a sense of security and reassurance. His presence and willingness to offer solace in the form of a familiar object create a safe space for Kezia. This conveys the message that even the smallest acts of kindness and attention can have a profound effect on the emotional well-being of those we love. In essence, the message of the story encourages us to prioritize emotional connection and attentiveness in our relationships. It reminds us that love is not solely demonstrated through grand gestures but is often found in the small, genuine acts of care and comfort that help foster deep bonds and a sense of security. Q3. Do you think Kezia’s father was a bad father ? Why/Why not? Ans: Based on the information provided in the story, there is no indication that Kezia's father was a bad father. In fact, the story portrays him as a caring and attentive parent. Certainly! Here are some examples from the story that highlight the caring nature of Kezia's father: 1. When Kezia has a nightmare: Kezia's father immediately responds to her cries in the middle of the night. He goes to her room, comforts her, and holds her close. His presence and reassurance provide her with a sense of safety and comfort. 2. Checking her temperature: Kezia's father comes to her room with a ruler to measure her temperature when she is distressed. This shows his concern for her well-being and his willingness to take care of her. 3. Making her feel comfortable: Kezia's father suggests rubbing her feet against his legs to warm them up. This small act of care demonstrates his attentiveness and his desire to make her comfortable. 4. Providing emotional support: Kezia's father offers emotional support by being there for her when she needs comfort. He shows understanding and empathy, creating a nurturing environment where she feels loved and protected. These examples showcase Kezia's father's caring nature and his commitment to being a loving and supportive parent. He consistently demonstrates his affection, attentiveness, and willingness to meet her needs, portraying him as a caring and nurturing figure in Kezia's life. Based on these portrayals, it would be inaccurate to characterize Kezia's father as a bad father. The story presents him as a dedicated parent who is concerned about his daughter's well-being and demonstrates his love and care for her whenever the situation demanded. Q4. Do you think Kezia was at fault when she tore up the important papers of her father? Why/Why not ? In the story, Kezia tearing up her father's important papers can be seen as a mistake on her part, but it would not be fair to assign fault or blame to her, considering her young age and lack of understanding. Kezia is portrayed as a young child who is still learning and exploring the world around her. Her act of tearing the papers was not driven by malice or intent to cause harm. Instead, it stemmed from her innocent curiosity and the natural inclination of children to engage with objects in their environment. At her age, Kezia may not have comprehended the significance or value of the papers she tore. She likely did not fully understand the consequences of her actions. It is essential to recognize that children, especially at a young age, are prone to making mistakes as they navigate and learn about the world. Responsibility for safeguarding important documents falls upon the adults, such as parents or caregivers, who should ensure that such items are kept out of a child's reach or adequately secured. It is their role to provide guidance, supervision, and appropriate boundaries to prevent accidents or unintended damage. Therefore, while Kezia's action may have caused frustration or inconvenience, it would not be appropriate to attribute fault to her. Instead, the incident serves as a reminder of the need for adult supervision and safeguards when children are exploring their surroundings, helping to prevent similar situations in the future. Q5. Write a brief character sketch of Kezia’s grandmother. Do you think grandparents are necessary? Ans: Kezia's grandmother, as depicted in the story, is a significant character who plays a supportive and nurturing role in Kezia's life. The following instances support this statement. 1. Based on the limited information provided in the story, Kezia's grandmother is portrayed as a caring and attentive figure. When Kezia's mother falls ill and goes to the hospital, her grandmother takes on the responsibility of caring for Kezia at home. This highlights her dedication and willingness to step in and provide support during challenging times. 2. Kezia's grandmother is shown as someone who understands and empathizes with Kezia's needs. When Kezia has a nightmare, her grandmother is quick to comfort her and assure her that everything is okay. She provides a sense of security and a comforting presence for Kezia, highlighting her nurturing nature. As for whether grandparents are necessary, it depends on various factors and individual circumstances. They often bring a unique perspective and experiences that can enrich a child's upbringing. Grandparents can offer additional emotional connections, guidance, and familial bonds that are valuable in a child's development. However, the necessity of grandparents may vary from family to family, and the absence of grandparents does not necessarily hinder a child's well-being. Ultimately, the presence of grandparents can be beneficial, but it is not an absolute requirement for a child's growth and happiness. <<<<<<<<<<<<<<<<<<<<<<<<< End >>>>>>>>>>>>>>>>>>>>>>>>>>>

Lesson Architecture: Introduction Critical Analysis Text with Paraphrase Story-At-A Glance Message NCERT Solution Extra Short Questions We’re Not afraid to Die — If We Can All Be Together By Gordon Cook and Alan Easton Cook and Alan East INTRODUCTION The story, ‘We’re Not afraid to Die—if We Can All Be Together” is a story of extreme courage and skill exhibited by Gordon Cook, his family and crewmen in a war with water and waves for survival.The story describes how a mighty wave broke over them, and damaged the ship badly. But with much fortitude and optimism, the crew struggled and survived to reach Isle Amsterdam in the Indian Ocean. Critical Analysis: "We're Not Afraid to Die... if We Can All Be Together" is a gripping and inspiring story that recounts the harrowing experiences of a family facing tremendous challenges at sea. The story, written by Gordon Cook and Alan East, provides a vivid account of the power of determination, resilience, and the unbreakable bonds of love and unity. One of the notable strengths of the story is its ability to create a sense of tension and suspense. The authors effectively convey the relentless fury of nature through vivid descriptions of gales, monsoons, and the daunting conditions the family encounters. The readers are kept on the edge of their seats as they witness the family's struggle for survival in the face of treacherous seas, waterlogged boats, and constant danger. The narrative also delves into the psychological and emotional toll of the journey. The characters face fear, despair, and exhaustion, making their triumphs all the more remarkable. The story highlights the importance of inner strength, determination, and teamwork in the face of adversity. The characters' unwavering resolve and their refusal to give up despite overwhelming odds inspire readers and underscore the human spirit's capacity to endure. Furthermore, the story explores the themes of family bonds and camaraderie. The family's unity and support for one another become essential factors in their survival. The authors depict the deep love and commitment shared among the family members, reinforcing the notion that facing challenges together can make individuals stronger and enable them to overcome seemingly insurmountable obstacles. Critically analyzing the story, one might argue that some aspects could have been further developed. While the narrative emphasizes the physical challenges and survival tactics, the characters themselves could have been more fully fleshed out. Providing deeper insights into their thoughts, emotions, and backgrounds would have allowed for a stronger connection between the readers and the characters, enhancing the overall impact of the story. Additionally, while the story is engaging and inspiring, there may be a lack of in-depth exploration of the broader themes and implications of their journey. The story primarily focuses on the family's survival, and the wider social, cultural, and environmental contexts remain relatively unexplored. A more nuanced examination of these aspects could have added greater depth and resonance to the narrative. Overall, "We're Not Afraid to Die... if We Can All Be Together" is a compelling story that captivates readers with its gripping tale of survival and the power of human resilience. It serves as a testament to the strength of the human spirit, the importance of unity, and the unwavering determination to overcome challenges. While it could have benefited from further character development and deeper exploration of its themes, the story remains a testament to the indomitable nature of the human will. Text With Paraphrase ( Para 1) IN July 1976, my wife Mary, son Jonathan, 6, daughter Suzanne, 7, and I set sail from Plymouth, England, to duplicate the round the-world voyage made 200 years earlier by Captain James Cook. For the longest time, Mary and I — a 37-year-old businessman — had dreamt of sailing in the wake of the famous explorer, and for the past 16 years we had spent all our leisure time honing our seafaring skills in British waters. Paraphrase in Easy English In July 1976, my wife Mary, our son Jonathan, who was 6 years old at the time, our daughter Suzanne, who was 7 years old, and I started a sailing journey from Plymouth, England. Our goal was to recreate the same journey around the world that Captain James Cook had made 200 years earlier. Mary and I, who was a 37-year-old businessman, had been dreaming of following in the footsteps of the famous explorer for a long time. Over the past 16 years, we had spent all our free time practicing and improving our skills for sailing on the sea in the United Kingdom. Para 2 Our boat Wavewalker, a 23 metre, 30 ton wooden-hulled beauty, had been professionally built, and we had spent months fitting it out and testing it in the roughest weather we could find. Paraphrase in Easy English Our boat, Wavewalker, was a beautiful wooden-hulled vessel that measured 23 meters in length and weighed 30 tons. It was professionally constructed, and we had spent several months preparing and equipping it for our journey. We made sure to test it in the most severe weather conditions we could find to ensure its durability and suitability for our voyage. Para 3 The first leg of our planned three-year, 105,000 kilometre journey passed pleasantly as we sailed down the west coast of Africa to Cape Town. There, before heading east, we took on two crewmen — American Larry Vigil and Swiss Herb Seigler — to help us tackle one of the world’s roughest seas, the southern Indian Ocean. Paraphrase in Easy English The initial part of our planned three-year, 105,000-kilometer journey went well as we sailed along the western coast of Africa towards Cape Town. Once we reached Cape Town, we decided to take on two additional crew members, Larry Vigil from the United States and Herb Seigler from Switzerland. They joined us to assist in navigating through the southern Indian Ocean, which is known for being one of the most challenging and rough seas in the world. Para 4 On our second day out of Cape Town, we began to encounter strong gales. For the next few weeks, they blew continuously. Gales did not worry me; but the size of the waves was alarming — up to 15 metres, as high as our main mast. Paraphrase in Easy English On the second day after leaving Cape Town, we started experiencing powerful and strong winds known as gales. These gales continued for several weeks without stopping. I wasn't too concerned about the gales themselves, but what worried me was the enormous size of the waves they created. These waves reached up to 15 meters in height, which was as tall as our main mast on the ship. The sheer size of the waves was quite alarming and posed a significant challenge for us. Para 5 December 25 found us 3,500 kilometres east of Cape Town. Despite atrocious weather, we had a wonderful holiday complete with a Christmas tree. New Year’s Day saw no improvement in the weather, but we reasoned that it had to change soon. And it did change — for the worse. Paraphrase in Easy English On December 25th, we were located 3,500 kilometers to the east of Cape Town. Even though the weather was extremely bad, we managed to have a delightful holiday and even set up a Christmas tree to celebrate. As New Year's Day arrived, the weather didn't show any signs of improvement, but we hoped that it would get better soon. Unfortunately, things took a turn for the worse, and the weather deteriorated even further. Para 6 At dawn on January 2, the waves were gigantic. We were sailing with only a small storm jib and were still making eight knots. As the ship rose to the top of each wave we could see endless enormous seas rolling towards us, and the screaming of the wind and spray was painful to the ears. To slow the boat down, we dropped the storm jib and lashed a heavy mooring rope in a loop across the stern. Then we double-lashed everything, went through our life-raft drill, attached lifelines, donned oilskins and life jackets — and waited. Paraphrase in Easy English As the sun rose on January 2nd, we were faced with massive waves. We were sailing with only a small storm jib, a type of sail, yet we were still moving at a speed of eight knots. Each time our ship climbed to the top of a wave, we could see countless enormous waves approaching us. The sound of the wind and spray was so strong that it hurt our ears. To reduce the speed of the boat, we lowered the storm jib and secured a thick mooring rope in a loop across the back of the ship. We then made sure everything was tightly secured and prepared for emergency situations. We went through our life-raft drill, attached lifelines to keep us connected to the ship, put on our protective oilskin clothing and life jackets, and then we waited, knowing that the situation was serious and we needed to be prepared for whatever might happen. Para 7 The first indication of impending disaster came at about 6 p.m., with an ominous silence. The wind dropped, and the sky immediately grew dark. Then came a growing roar, and an enormous cloud towered aft of the ship. With horror, I realised that it was not a cloud, but a wave like no other I had ever seen. It appeared perfectly vertical and almost twice the height of the other waves, with a frightful breaking crest. Paraphrase in Easy English The first sign of something terrible about to happen occurred around 6 p.m. There was a strange and unsettling silence as the wind suddenly calmed down. The sky quickly became dark, and then a loud rumbling sound began to grow. Behind our ship, a massive cloud-like formation started to rise. But to my horror, I soon realized that it wasn't actually a cloud—it was a wave unlike any I had ever seen before. This wave looked incredibly steep and nearly twice as tall as the other waves around us. It had a terrifying crest that was breaking with great force. The sight of this wave filled me with fear and dread. Para 8 The roar increased to a thunder as the stern moved up the face of the wave, and for a moment I thought we might ride over it. But then a tremendous explosion shook the deck. A torrent of green and white water broke over the ship, my head smashed into the wheel and I was aware of flying overboard and sinking below the waves. I accepted my approaching death, and as I was losing consciousness, I felt quite peaceful. Paraphrase in Easy English The sound of the wave grew louder and louder, like the rumble of thunder, as the back of our ship started to climb up the steep slope of the wave. For a brief moment, I hoped that maybe we could ride over it and be safe. However, that hope was shattered when a tremendous explosion shook the ship violently. Suddenly, an overwhelming rush of green and white water crashed over the ship, hitting me with great force. My head slammed into the wheel, and before I knew it, I was thrown overboard and sinking beneath the waves. In that moment, I accepted that I might die, and surprisingly, I felt a strange sense of peace as I started to lose consciousness. Para 9 Unexpectedly, my head popped out of the water. A few metres away, Wavewalker was near capsizing, her masts almost horizontal. Then a wave hurled her upright, my lifeline jerked taut, I grabbed the guard rails and sailed through the air into Wavewalker’s main boom. Subsequent waves tossed me around the deck like a rag doll. My left ribs cracked; my mouth filled with blood and broken teeth. Somehow, I found the wheel, lined up the stern for the next wave and hung on. Paraphrase in Easy English To my surprise, I suddenly resurfaced above the water. Just a few meters away, our boat Wavewalker was in a dangerous position, on the verge of tipping over completely, with its masts nearly horizontal. Then, a powerful wave forcefully brought the boat upright again. In that moment, my lifeline tightened abruptly, and I instinctively grabbed onto the guard rails. I was flung through the air and ended up crashing into Wavewalker's main boom. As more waves came, they tossed me around the deck like a limp doll. The impact was so intense that my left ribs cracked, and my mouth filled with blood from broken teeth. Despite the pain and chaos, I managed to locate the wheel and positioned the stern of the boat to face the oncoming wave. Holding on tightly, I braced myself for whatever would come next. Para 10 Water, Water, Everywhere. I could feel that the ship had water below, but I dared not abandon the wheel to investigate. Suddenly the front hatch was thrown open and Mary appeared. “We’re sinking!” she screamed. “The decks are smashed; we’re full of water.” Paraphrase in Easy English There was water all around us, and I could sense that our ship had water inside it too. However, I was too afraid to leave the wheel and check what was happening. Then, out of nowhere, the front hatch burst open, and Mary, my wife, came into view. She was in a state of panic, screaming, "We're sinking! The decks are destroyed, and our ship is filled with water." Her words confirmed the seriousness of the situation, and it became clear that we were in great danger. Para 11( Page 15) “Take the wheel”, I shouted as I scrambled for the hatch Paraphrase in Easy English "Take the wheel!" I shouted to Mary as I quickly made my way towards the hatch. Para 12 Larry and Herb were pumping like madmen. Broken timbers hung at crazy angles, the whole starboard side bulged inwards; clothes, crockery, charts, tins and toys sloshed about in deep water. Paraphrase in Easy English Larry and Herb were pumping the water out with great intensity. They worked tirelessly, resembling madmen in their efforts. The ship's structure was severely damaged, with broken pieces of wood hanging at odd angles. The starboard side of the ship was noticeably deformed, bulging inward due to the pressure of the water. Everything inside the ship was in disarray as water filled the compartments. Clothes, dishes, navigation charts, cans, and even toys were floating around in the deep water, creating a chaotic scene. Para 13 I half-swam, half-crawled into the children’s cabin. “Are you all right?” I asked. “Yes,” they answered from an upper bunk. “But my head hurts a bit,” said Sue, pointing to a big bump above her eyes. I had no time to worry about bumped heads. Paraphrase in Easy English I managed to make my way, partly swimming and partly crawling, into the children's cabin. I asked them if they were okay, and they reassured me from the safety of their upper bunk. Sue mentioned that her head hurt a little, indicating a noticeable bump above her eyes. However, in that moment, I didn't have the luxury to worry too much about their minor injuries. There were more pressing matters at hand that required immediate attention. Para 14 After finding a hammer, screws and canvas, I struggled back on deck. With the starboard side bashed open, we were taking water with each wave that broke over us. If I couldn’t make some repairs, we would surely sink. Paraphrase in Easy English After managing to find a hammer, screws, and canvas, I made my way back to the deck, facing the challenging conditions. The starboard side of the ship was severely damaged, leaving us vulnerable to taking in water with every wave that crashed over us. It was clear that if I couldn't make some urgent repairs, our situation would become dire, and there was a high risk of our ship sinking. Para 15 Somehow I managed to stretch canvas and secure waterproof hatch covers across the gaping holes. Some water continued to stream below, but most of it was now being deflected over the side. Paraphrase in Easy English Through sheer determination, I found a way to stretch canvas over the holes and securely fasten waterproof hatch covers to cover the gaps in the ship's structure. While some water still managed to seep through, the majority of it was now being redirected and prevented from entering the ship. The measures I took helped to minimize the amount of water coming on board and improved our chances of staying afloat. Para 16 More problems arose when our hand pumps started to block up with the debris floating around the cabins and the electric pump short-circuited. The water level rose threateningly. Back on deck I found that our two spare hand pumps had been wrenched overboard — along with the forestay sail, the jib, the dinghies and the main anchor. Paraphrase in Easy English To make matters worse, our hand pumps began to clog up due to the debris floating around in the cabins. Additionally, the electric pump malfunctioned and short-circuited, leaving us without a reliable means to pump out the water. As a result, the water level inside the ship started to rise dangerously. Upon returning to the deck, I discovered that our two spare hand pumps had been torn away and thrown overboard, along with other essential items like the forestay sail, the jib, the dinghies, and even the main anchor. This unfortunate turn of events left us in an even more precarious situation, as we now had limited resources to combat the flooding and maintain control of the ship. Para 17 Then I remembered we had another electric pump under the chartroom floor. I connected it to an out-pipe, and was thankful to find that it worked. Paraphrase in Easy English In a moment of recollection, I remembered that we had an additional electric pump stored beneath the chartroom floor. Without wasting any time, I quickly retrieved the pump and connected it to an outlet pipe. Thankfully, when I tested it, the pump turned out to be functional. It was a moment of relief and gratitude, as having this additional working pump meant we now had a better chance of effectively draining the water from the ship and preventing further flooding. Bonus Info: chartroom floor: The chartroom floor is a specific area on a ship where the chartroom is located. The chartroom is a room or space on a ship where navigational charts, maps, and other navigation-related equipment and documents are kept. It serves as a central hub for navigation planning and monitoring the ship's course. Para 18 The night dragged on with an endless, bitterly cold routine of pumping, steering and working the radio. We were getting no replies to our Mayday calls — which was not surprising in this remote corner of the world. Paraphrase in Easy English The night seemed to stretch on endlessly, with a monotonous and bitterly cold routine of pumping out water, steering the ship, and operating the radio. Despite sending out distress signals and calling for help with Mayday calls, we received no responses. This lack of response was not unexpected, considering our remote location in this isolated part of the world. We continued to face the daunting challenges of the situation, battling against the elements and hoping for a breakthrough or assistance to come our way. Bonus Info: Mayday calls are distress signals used in radio communications to indicate that a vessel or aircraft is in grave and immediate danger and requires immediate assistance. The term "Mayday" comes from the French phrase "m'aider," which means "help me." Mayday calls are transmitted over the radio to alert nearby vessels, aircraft, or coastal authorities that a life-threatening emergency is occurring and that immediate action is needed. It is an internationally recognized distress signal and is typically used when there is a risk to human life or the safety of the vessel or aircraft. Mayday calls are taken very seriously, and emergency responders and nearby vessels will do their best to provide assistance and support. Para 19 Sue’s head had swollen alarmingly; she had two enormous black eyes, and now she showed us a deep cut on her arm. When I asked why she hadn’t made more of her injuries before this, she replied, “I didn’t want to worry you when you were trying to save us all.” Paraphrase in Easy English Sue's head had become significantly swollen, which was a cause for alarm. She had two large black eyes, and she showed us a deep cut on her arm. When I questioned why she hadn't mentioned her injuries earlier, she explained that she didn't want to add to our worries while we were focused on trying to save everyone. Her selflessness and concern for our well-being prevented her from drawing attention to her own injuries, as she understood the importance of our collective survival in that critical situation. Para 20 By morning on January 3, the pumps had the water level sufficiently under control for us to take two hours’ rest in rotation. But we still had a tremendous leak somewhere below the waterline and, on checking, I found that nearly all the boat’s main rib frames were smashed down to the keel. In fact, there was nothing holding up a whole section of the starboard hull except a few cupboard partitions. Paraphrase in Easy English By the morning of January 3, the constant pumping had managed to bring the water level to a more manageable state, allowing us to take turns resting for two hours at a time. However, we were still faced with a significant problem as there was a major leak somewhere below the waterline. Upon inspection, I discovered that nearly all of the boat's main rib frames, which provide structural support, were completely destroyed, extending down to the keel. In fact, a substantial section of the starboard hull had nothing left to support it except for a few cupboard partitions. This severe damage to the boat's structure added to the precariousness of our situation and highlighted the urgent need for further repairs to prevent a potential catastrophic failure of the hull. Para 21( Page 16) We had survived for 15 hours since the wave hit, but Wavewalker wouldn’t hold together long enough for us to reach Australia. I checked our charts and calculated that there were two small islands a few hundred kilometres to the east. One of them, Ile Amsterdam, was a French scientific base. Our only hope was to reach these pinpricks in the vast ocean. But unless the wind and seas abated so we could hoist sail, our chances would be slim indeed. The great wave had put our auxilliary engine out of action. Paraphrase in Easy English After enduring for 15 hours since the devastating wave struck our boat, it became evident that Wavewalker wouldn't hold together long enough for us to make it to Australia. I consulted our charts and identified two small islands located several hundred kilometers to the east. One of them, Ile Amsterdam, was a French scientific base. These islands became our sole glimmer of hope in the vast ocean. However, our chances of reaching them seemed bleak unless the wind and seas calmed down enough for us to raise the sails. Unfortunately, the powerful wave had rendered our auxiliary engine inoperable, further limiting our options and making our situation even more challenging. Bonus Info: But unless the wind and seas abated so we could hoist sail, our chances would be slim indeed. Sailing relies on harnessing the power of the wind to propel the boat forward. If the winds were still fierce and the seas remained rough, it would be incredibly difficult to control the sails effectively and maintain a stable course. The boat could be thrown off course by the force of the waves, leading to further damage or even capsizing. Therefore, our hope hinged on a significant change in the weather—a decrease in wind strength and a calming of the turbulent seas. If the elements were to relent and provide us with a window of opportunity, we could raise the sails and take advantage of the wind's assistance to steer towards the islands. This would greatly enhance our chances of reaching safety and finding assistance at the French scientific base on Ile Amsterdam. Para 22 On January 4, after 36 hours of continuous pumping, we reached the last few centimetres of water. Now, we had only to keep pace with the water still coming in. We could not set any sail on the main mast. Pressure on the rigging would simply pull the damaged section of the hull apart, so we hoisted the storm jib and headed for where I thought the two islands were. Mary found some corned beef and cracker biscuits, and we ate our first meal in almost two days. Paraphrase in Easy English On January 4, following an exhausting 36 hours of relentless pumping, we finally reached a point where the water level was only a few centimeters deep. At this stage, our primary focus shifted from pumping out water to maintaining a pace that matched the remaining water seeping into the boat. It was a delicate balance to prevent further flooding while keeping the boat afloat. Due to the severe damage to the main mast and the compromised structural integrity of the hull, it was not possible to set any sail on the main mast. The additional pressure exerted on the rigging would risk tearing apart the already damaged section of the hull. However, we were able to hoist the storm jib, a smaller and more manageable sail, to catch what little wind was available. With the storm jib set, we adjusted our course towards the estimated location of the two islands, aiming to reach safety and assistance. Amidst the challenging circumstances, a small glimmer of relief came in the form of sustenance. Mary discovered some corned beef and cracker biscuits, providing us with our first proper meal in almost two days. It was a welcome respite, nourishing our bodies and providing a much-needed boost in morale. The simple act of sharing a meal offered a moment of solace and a reminder of our resilience in the face of adversity. With the storm jib guiding us forward and some nourishment in our bellies, we pressed on, driven by the hope of reaching the islands and finding the help we desperately needed. It was a testament to our determination and resourcefulness as we faced the immense challenges that lay ahead on our journey to survival. Bonus Info: We could not set any sail on the main mast. Pressure on the rigging would simply pull the damaged section of the hull apart... The decision to hoist the storm jib instead of setting sail on the main mast was driven by the critical condition of the damaged section of the hull. With the hull compromised and weakened, any additional pressure on the rigging, such as that caused by larger sails, could potentially lead to further structural damage or even the complete separation of the damaged section from the rest of the boat. Understanding this risk, we opted to use the storm jib, a smaller sail that exerted less force on the rigging. The storm jib is designed specifically for challenging weather conditions and is more manageable in high winds and rough seas. By hoisting the storm jib, we could utilize what little wind was available to propel the boat forward without putting undue stress on the already weakened structure of the boat. Para 23 But our respite was short-lived. At 4 p.m. black clouds began building up behind us; within the hour the wind was back to 40 knots and the seas were getting higher. The weather continued to deteriorate throughout the night, and by dawn on January 5, our situation was again desperate. Paraphrase in Easy English Unfortunately, the relief we experienced with a meal and the hoisting of the storm jib was abruptly disrupted. At 4 p.m., foreboding black clouds started forming on the horizon behind us. Within a short span of an hour, the wind intensified, reaching speeds of 40 knots, and the waves grew taller and more treacherous. The promising signs of improvement were quickly replaced by a deteriorating weather system. By the time dawn arrived on January 5, our situation had once again plunged into a state of desperation. We were confronted with the harsh reality that the relentless forces of nature were relentlessly challenging our resolve and the fragile state of our vessel. Para 24 When I went in to comfort the children, Jon asked, “Daddy, are we going to die?” I tried to assure him that we could make it. “But, Daddy,” he went on, “we aren’t afraid of dying if we can all be together — you and Mummy, Sue and I.” Paraphrase in Easy English In a moment of vulnerability, as the storm raged on and uncertainty loomed, I entered the cabin to offer comfort to my children. It was then that my son Jonathan, with innocence and concern in his voice, posed a poignant question: "Daddy, are we going to die?" Trying to provide reassurance amidst the turmoil, I mustered my strength and expressed my belief that we had the ability to overcome this ordeal. However, Jonathan, with his young wisdom, shared a profound perspective that touched my heart. He expressed that our family's unity and togetherness were more important than the fear of death itself. He, along with his sister Sue, held a conviction that as long as we faced this challenge together, we could find solace and courage. Para 25 I could find no words with which to respond, but I left the children’s cabin determined to fight the sea with everything I had. To protect the weakened starboard side, I decided to heaveto — with the undamaged port hull facing the oncoming waves, using an improvised sea anchor of heavy nylon rope and two 22 litre plastic barrels of paraffin. Paraphrase in Easy English I was at a loss for words, unable to find a suitable response to Jonathan's heartfelt statement. However, his words stirred a determination within me to confront the mighty sea with all my strength and resolve. In order to safeguard the vulnerable starboard side of the boat, I made a decision to adopt a technique called heaving-to. To achieve this, I improvised a sea anchor using a strong nylon rope and attached two large barrels filled with paraffin, each holding 22 liters. This makeshift sea anchor would help us maintain stability and reduce the strain on the damaged side of the boat. Bonus Info: To protect the weakened starboard side, I decided to heaveto : Heaving-to involved positioning the boat in a way that the undamaged port side faced the powerful waves coming towards us. ...using an improvised sea anchor of heavy nylon rope and two 22 litre plastic barrels of paraffin: In order to stabilize our boat and protect the weakened side, I quickly devised a sea anchor using a sturdy nylon rope. To enhance its effectiveness, I attached two sizable barrels filled with paraffin to the anchor. Each barrel held 22 liters of paraffin. This improvised arrangement served as a counterbalance to the force of the waves, helping us maintain control and minimize the strain on the damaged portion of the boat. Para 26 That evening, Mary and I sat together holding hands, as the motion of the ship brought more and more water in through the broken planks. We both felt the end was very near. Paraphrase in Easy English As the evening progressed, Mary and I found solace in each other's presence. Holding hands tightly, we braced ourselves for the inevitable as the relentless motion of the ship allowed more water to seep in through the damaged planks. With each passing moment, we couldn't ignore the growing certainty that our journey was reaching its final moments. The weight of despair and acceptance settled upon us, as we prepared ourselves for whatever fate awaited us in the face of the overwhelming challenges we faced. Para 27 But Wavewalker rode out the storm and by the morning of January 6, with the wind easing, I tried to get a reading on the sextant. Back in the chartroom, I worked on wind speeds,changes of course, drift and current in an effort to calculate our position. The best I could determine was that we were somewhere in 150,000 kilometres of ocean looking for a 65 kilometre-wide island. Paraphrase in Easy English Despite the intense storm, our resilient vessel, Wavewalker, managed to withstand the turbulent conditions. By the morning of January 6, the wind began to calm down, providing a brief respite. Taking advantage of this lull, I made an attempt to determine our location using a sextant—an instrument used for celestial navigation. Inside the chartroom, I diligently worked on calculating various factors such as wind speeds, changes in course, drift, and currents. My aim was to estimate our position amidst the vast expanse of the ocean, spanning approximately 150,000 kilometers, in search of a relatively small island measuring only 65 kilometers in width. It was a challenging task, but I strived to make the best possible estimation to guide our journey towards safety. Para 28 While I was thinking, Sue, moving painfully, joined me. The left side of her head was now very swollen and her blackened eyes narrowed to slits. She gave me a card she had made. Paraphrase in Easy English As I pondered our situation, Sue, in a state of discomfort, came over to join me. The injuries she had sustained were visibly worsening, with the left side of her head significantly swollen and her bruised eyes almost closed. Despite her pain, she handed me a homemade card that she had crafted. Para 29 On the front she had drawn caricatures of Mary and me with the words: “Here are some funny people. Did they make you laugh? I laughed a lot as well.” Inside was a message: “Oh, how I love you both. So this card is to say thank you and let’s hope for the best.” Somehow we had to make it. Paraphrase in Easy English On the front of the card, Sue had sketched amusing caricatures of Mary and me, accompanied by the caption, "Here are some funny people. Did they make you laugh? I laughed a lot as well." Inside, a heartfelt message expressed her deep love for both of us. The card served as a thank-you gesture and a symbol of hope for better outcomes. Despite our challenging circumstances, we were determined to persevere and find a way to survive. Para 30 I checked and rechecked my calculations. We had lost our main compass and I was using a spare which had not been corrected for magnetic variation. I made an allowance for this and another estimate of the influence of the westerly currents which flow through this part of the Indian Ocean. Paraphrase in Easy English I carefully reviewed and double-checked my calculations. Unfortunately, our main compass was no longer functional, so I relied on a spare compass that hadn't been adjusted for magnetic variation. Taking this into account, I made necessary adjustments and also factored in the impact of the westerly currents that are present in this region of the Indian Ocean. It was crucial to consider these variables in order to estimate our approximate position and navigate our way forward. Para 31 About 2 p.m., I went on deck and asked Larry to steer a course of 185 degrees. If we were lucky, I told him with a conviction I did not feel, he could expect to see the island at about 5 p.m. Paraphrase in Easy English Around 2 p.m., I went on deck and instructed Larry to steer a course of 185 degrees. I tried to sound optimistic, assuring him that if luck was on our side, he might catch sight of the island around 5 p.m. However, deep down, I lacked the same conviction that I projected. Our hopes hinged on reaching the island within the given timeframe, but the outcome remained uncertain. Para 32 Then with a heavy heart, I went below, climbed on my bunk and amazingly, dozed off. When I woke it was 6 p.m., and growing dark. I knew we must have missed the island, and with the sail we had left, we couldn’t hope to beat back into the westerly winds. Paraphrase in Easy English Feeling despondent, I reluctantly descended below deck and settled onto my bunk. Surprisingly, exhaustion overcame me, and I drifted into a deep slumber. When I finally awoke, it was already 6 p.m., and the darkness was descending upon us. I realized with a sinking feeling that we must have passed the island, and considering the limited sail remaining, it was impossible for us to navigate against the strong westerly winds. Our situation seemed increasingly dire. Para 33 At that moment, a tousled head appeared by my bunk. “Can I have a hug?” Jonathan asked. Sue was right behind him. Paraphrase in Easy English In that very moment, a disheveled head popped up next to my bunk. "Can I get a hug?" Jonathan, my son, asked. Right behind him was Sue, my daughter, seeking solace as well. Para 34-39 “Why am I getting a hug now?” I asked. “Because you are the best daddy in the whole world — and the best captain,” my son replied. “Not today, Jon, I’m afraid.” “Why, you must be,” said Sue in a matter-of-fact voice. “You found the island.” “What!” I shouted. “It’s out there in front of us,” they chorused, “as big as a battleship.” Paraphrase in Easy English "Why am I getting a hug now?" I asked, confused by their sudden affection. "Because you are the best daddy in the whole world—and the best captain," my son replied. "Not today, Jon, I'm afraid," I said, feeling defeated. "Why, you must be," said Sue in a matter-of-fact voice. "You found the island." "What!" I exclaimed, taken aback. "It's out there in front of us," they both said in unison, "as big as a battleship." Para 40 I rushed on deck and gazed with relief at the stark outline of Ile Amsterdam. It was only a bleak piece of volcanic rock, with little vegetation — the most beautiful island in the world! Paraphrase in Easy English I hurriedly made my way to the deck and looked out in a mix of relief and joy at the unmistakable silhouette of Ile Amsterdam. It may have been a desolate and barren volcanic rock, with sparse vegetation, but to me, it was the most magnificent and beautiful island in the entire world. Para 41 We anchored offshore for the night, and the next morning all 28 inhabitants of the island cheered as they helped us ashore. Paraphrase in Easy English We dropped anchor at a safe distance from the shore and spent the night there. The following morning, to our delight, we were greeted by the enthusiastic cheers of all 28 residents of the island. They eagerly assisted us in coming ashore, providing us with a warm and welcoming reception. Para 42 With land under my feet again, my thoughts were full of Larry and Herbie, cheerful and optimistic under the direst stress, and of Mary, who stayed at the wheel for all those crucial hours. Most of all, I thought of a seven-year-old girl, who did not want us to worry about a head injury (which subsequently took six minor operations to remove a recurring blood clot between skin and skull), and of a six-year-old boy who was not afraid to die. Paraphrase in Easy English As I stood on solid ground once more, my mind was filled with gratitude and admiration for Larry and Herbie, who remained positive and hopeful throughout the most challenging moments. I couldn't help but reflect on Mary's unwavering determination as she steered the ship during those critical hours. Above all, my thoughts were consumed by the bravery of my seven-year-old daughter, who shielded us from her head injury, which later required multiple surgeries, and my six-year-old son, who faced the prospect of death without fear. Their strength and resilience left a profound impact on me. STORY-AT-A- GLANCE Para 1-2 In July 1976, the narrator with his wife Mary, son Jonathan and daughter Suzanne set sail from Plymouth, England, to repeat a round-the –world voyage, which Captain James Cook had made 200 years earlier. For about 16 years, the captain and his wife spent all their leisure time sharpening their sea-faring skills by travelling in British seas. The boat ‘Wavewalker’-23 metres long and weighing 30 tonnes, with a beautiful wooden structure was professionally built, and they took months to fit and teat it in the roughest weather. Vocabulary Voyage: journey on the sea in the wake of : following closely behind or as a result of honing: sharpening seafaring skills: specific knowledge, abilities, and expertise required to navigate and operate a vessel at sea. These skills encompass a wide range of competencies necessary for safe and effective maritime travel. hulled: the framework of a ship Bonus Info: Seafaring skills refer to the specific knowledge, abilities, and expertise required to navigate and operate a vessel at sea. These skills encompass a wide range of competencies necessary for safe and effective maritime travel. Some key seafaring skills include: 1. Navigation: The ability to determine a ship's position, plan routes, and navigate using charts, compasses, GPS systems, and other navigational instruments. 2. Seamanship: Proficiency in handling and maneuvering a vessel, including knowledge of sailing techniques, understanding wind and weather patterns, and executing tasks such as anchoring, mooring, and docking. 3. Maritime Communication: Effective communication skills, both verbal and non-verbal, necessary for maintaining contact with other ships, shore authorities, and crew members. This includes understanding and using maritime communication protocols and equipment, such as radios and signaling devices. 4. Safety and Emergency Procedures: Knowledge of safety protocols, emergency response plans, and lifesaving techniques to ensure the well-being of the crew and passengers in the event of accidents, storms, or other emergencies at sea. 5. Maintenance and Repair: Skills related to the maintenance and repair of essential equipment and systems aboard a ship, including engines, navigation instruments, electrical systems, and safety equipment. 6. Weather Interpretation: The ability to interpret weather forecasts, understand weather patterns, and make informed decisions regarding route planning and vessel operations based on current and projected weather conditions. 7. Leadership and Teamwork: Effective leadership and teamwork skills are vital for coordinating and managing a crew, delegating tasks, resolving conflicts, and maintaining a positive and efficient working environment onboard. 8. Knowledge of International Regulations: Familiarity with international maritime laws, regulations, and conventions, such as the International Maritime Organization (IMO) standards, to ensure compliance with safety, security, and environmental requirements. These are just a few examples of the diverse range of skills required for seafaring. Developing and honing these skills is crucial for sailors, ship captains, and other maritime professionals to operate vessels safely and effectively while navigating the challenges of the open sea. Para3 The first leg of their planned three year long journey which consisted of 1,05,000 kms ended safely. They sailed down the west coast of Africa to Cape Town. In their journey they hired two crewmen-an American named Larry Vigil and a Swiss named Herb Seigler. These two men would help them to tackle one of the roughest seas- Southern Indian Ocean. Vocabulary: First leg: first part of the journey. tackle: deal with a difficult situation. Para 4-6 On the second day, they encountered strong gales when they came out of Cape Town. The gales continued for weeks with the waves going up to 15 meteres, as high as their main mast. On December 25, they were 3500 kms away and had a wonderful time celebrating Christmas in spite of having rough weather. On January 2nd the waves were gigantic and they had put up only a small sail in the front part of the ship. When the ship rose to the top of each wave, they could see the endless huge sea rolling towards them. In order to slow down the speed , they dropped the storm jib. They secured everything tightly with the ropes, did their life raft drill, made life lines ready, put on oilskins and life jackets and took extreme precaution to ride over the waves. Vocabulary: encounter : meet unexpectedly or be faced with gales : very strong wind mast: tall upright post on a boat, carrying a sail or sails atrocious: horrible or dreadful. gigantic: huge, enormous storm jib: a triangular sail in front of a mast. mast: A mast is a tall, vertical pole or spar that is an integral part of a sailing vessel. Bonus Info: A mast is typically made of wood, aluminum, or steel and is used to support the sails and rigging of the ship. The mast plays a vital role in providing structural support and stability to the vessel, as well as facilitating the control and manipulation of the sails to harness the wind for propulsion. knots: units of speed used by ship enormous: very large. screaming of the wind : howling and screeching of strong wind over the sea spray: liquid sent through air in tiny drops lashed: beat against something : fastening a boat to an anchor mooring: shape produced by a curve that bends round and crosses itself. loop: A mooring loop is a type of knot or loop used to secure a vessel to a dock, buoy, or another fixed object. Mooring loops allow the ship to be fastened securely while docked or anchored. Stern : the rear of a ship or boat life-raft: a life raft is an inflatable ( expanded by filling air or gas) and self-contained emergency device designed to provide buoyancy and refuge for people in the event of an emergency or abandonment of the ship. It serves as a means of survival and rescue for individuals in situations where staying aboard the vessel is no longer safe or possible. Bonus info: In the context of a life raft, providing buoyancy means the ability of the raft to float and support the weight of occupants and equipment on the surface of the water. Buoyancy is the upward force exerted by a fluid, such as water, on an object immersed in it. It counteracts the force of gravity and allows the life raft to stay afloat. lifelines: a rope or line thrown to rescue someone . donned oilskins: "donned oilskins" refer to the act of putting on oilskin garments or protective clothing made from oil-treated fabric. Oilskins are waterproof or water-resistant clothing typically worn by sailors and seafarers to protect themselves from the harsh elements, such as rain, wind, and sea spray, while working on deck or in wet conditions. Bonus Info: Donning oilskins is a common practice in maritime settings, especially during stormy or rainy weather, when crew members need to maintain their comfort and protect themselves from the potential risks associated with being exposed to cold and wet conditions for prolonged periods. By wearing oilskins, sailors and seafarers can stay dry, retain body heat, and continue their duties onboard the ship without being hampered by the weather. Oilskins are an essential part of the protective gear worn by individuals working on ships or engaged in maritime activities. Para 7-9 At about 6 pm there was a dreadful silence. The wind stopped blowing and the sky grew dark. With a growing roar, huge cloud towered over the ship. With horror, they realized that it was not cloud but a huge wave. A dreadful explosion shook the deck and a torrent of water broke over the ship. The writer’s head smashed into the steering wheel. He was losing consciousness, but felt quite peaceful. A few metres away, Wave walker was near capsizing. Waves tossed the captain around the deck, his left ribs cracked and teeth were broken. His mouth was filled with blood, but he somehow hung on to the wheel. Vocabulary: impending: just about to happen. ominous: threatening towered: rose to or reached a greater height. aft: at or towards the rear of a ship. breaking crest: top of a wave breaking on the ship. Bonus Info: "breaking crest" refers to the turbulent and frothy upper portion of a wave that is in the process of breaking or collapsing. When waves become steep and unstable due to factors such as strong winds, opposing currents, or shallow water, they can reach a point where they break, leading to the formation of a breaking crest. The breaking crest is the highest part of the wave, characterized by the curling and foaming action as the wave energy is dissipated and the wave collapses forward. It is where the wave's momentum is disrupted, causing it to lose its regular shape and transform into a turbulent mass of white water. flying overboard: fly from the ship into the water. popped : came out quickly. capsizing: overturning in water. hurled: threw with great force. guard rails: metal horizontal bars put as protection. main boom: the main pole to which the foot of the ship's sail is attached. rag doll: soft toy or doll made from cloth or fabric scraps. ribs: curved bones round the chest. PARA 10 TO 15 There was water everywhere on the ship. But he could not dare to leave the steering wheel and go sown to investigate. Mary appeared from the front hatch and announced in great alarm that they were sinking. The lower decks have smashed allowing the water to sip through. Larry and Herb were pumping out water like madmen.. Clothes, crockery, charts, tins and toys lay scattered and floating on water. The captain half swam and half crawled into the children’s cabin. Sue had a big bump over her eyes. With a hammer, screws and canvas, he struggled back on the deck to make repairs on starboard side through which water was entering with every wave. Somehow, he managed to cover the gaping holes with canvas and water proof hatch covers. Vocabulary: abandon: give up front hatch scrambled: the hatch, which is an opening on the ship's deck leading to the lower compartments, might have been disarranged or damaged, possibly due to rough weather conditions or a significant impact. starboard: right hand side of a ship. bashed open: opened violently with a knock or blow. PARA 16-19 The electric pump went out of order due to a short circuit. With a spare pump connected to outer pipe, they managed to drain water out. The night dragged on in a routine of pumping, steering and sending radio signals. The Mayday calls were in vain as there was no response from the other end. Sue’s swelling got worse, and a deep cut on her arms was also prominent. Vocabulary: debris: rubbish, garbage wrenched: twisted and pulled with force. forestay: a rope or cable reaching from a ship's foremast to the bowsprit, for supporting the foremast. dinghies: small open boats or inflatable rubber boats main anchor: a heavy metal structure for securing a ship to the sea bottom. Para 20-21 The boat’s rib frames were smashed. The whole section of the starboard frame had nothing to hold it up except for a few cardboard partitions. They knew that the Wavewalker would not hold them long enough to reach Australia. The captain checked their charts and calculated that there were two small islands nearby towards their east. They planned to reach one of the islands, named Ile Amsterdam, which was a French Scientific base. That could be possible if the winds dropped and they could put up their sails. The great wave had already put the supporting engine out of order. Vocabulary: keel: timber or steel structure along the base of a ship. Pinpricks: small or tiny islands or land masses that appear as very small dots or points on a vast expanse of water. Para 22 They could not put any sail on the main mast for the fear of it being torn down. So they hosted only the storm jib and headed for the islands. Mary found some meat and biscuits, and they took their first meal in two days. Vocabulary: rigging: ropes used to support a ship's mast or sails. Para 23-26 The sense of relief was short lived as the weather worsened through the night creating an alarming situation again the next dawn. Jonathan asked his father whatever they were going to die. But Jon said firmly that they were not afraid of dying if they were all together. The narrator was speechless and left the cabin with a strong determination to fight the sea with all his might. The narrator sat holding Mary’s hand that evening as the motion of the ship brought in more and more water through the broken planks. Both of them felt their impending death. Vocabulary: heave: pull or lift with great effort. port hull: the left side of the body of a ship. improvised: makeshift arrangement. paraffin: wax planks: long flat pieces of timer. Para 27-29 On the morning of 6th January, the wind had ceased and Wavewalker rode out of the story. The narrator went to the chart room and concluded that they were looking for a 65 km wide island in the vast 1,50,000 kilometres of ocean. While the narrator and his wife were busy making calculations, Sue came to them with a swollen head on the left side and her eyes had narrowed to slits. Sue expressed her love for her parents with a cared where she had written how much she loved them both. Her spirit strengthened their determination to fight the turbulent sea and come out of it safely. Vocabulary: sextant: a navigational instrument used to determine the angle between celestial objects, such as the sun, moon, stars, and horizon. slits: narrow , straight opening caricatures: an exaggerated portrayal of a person for comic effect. Para 30 40 They had lost the main compass and had to manage with a spare one which was not corrected for magnetic variations. At about 2 pm he inspected the deck and instructed Larry to steer the ship at 185 degrees. They became hopeful of discovering ill Amsterdam by 5 in the evening. Around 6 pm Jonathan with Sue behind appeared beside the narrator’s bunk and asked for a hug to his father. He then told his father that he was the best father in the world and the best captain. They have Ile Amsterdam and the narrator rushed to the deck to confirm it. It was a bleak piece of volcanic rock with very little vegetation. Yet it seemed to be the most beautiful place on earth. Vocabulary: conviction: firm belief dozed off: a state of a short light sleep. beat back: overcome tousled: ruffled bleak: dull, dreary. Para 41-42 They anchored off the ship for the night. The next morning all twenty-eight inhabitants of the island cheered them and took them ashore. On landing his feet on the island the narrator recounted the hard work of Larry and Herbie and his wife, who have all displayed the team work and worked optimistically even under extreme stress. He thought of Sue the little seven year old girl, who endured the pain of the terrible injury for which she underwent six minor operations to remove recurring blood clot and Jonathan, who displayed amazing resilience in braving impending death. Vocabulary: direst: utomost, exgtreme recurring: occurring again and again clot: thick, semi solid mass especially of blood. Message The story "We're Not Afraid to Die... if We Can All Be Together" conveys a powerful and inspiring message about the strength of unity, resilience, and the indomitable human spirit in the face of adversity. At its core, the story emphasizes the importance of sticking together and supporting one another during challenging times. The family in the story faces unimaginable trials as they navigate treacherous waters and encounter life-threatening situations. However, their unwavering commitment to each other and their refusal to abandon one another serves as a driving force that enables them to endure. The story showcases the power of unity, emphasizing that when individuals join forces and work together, they become stronger and more capable of overcoming seemingly insurmountable obstacles. The family's determination to stay together and face their struggles as a cohesive unit highlights the profound impact of solidarity and mutual support. Additionally, the story underscores the significance of resilience and the refusal to succumb to despair. Despite facing numerous life-threatening challenges, the family members in the story exhibit extraordinary courage and tenacity. They refuse to give up or lose hope, even in the face of overwhelming odds. Their unwavering spirit sends a powerful message that perseverance and a refusal to be defeated can lead to triumph in the most dire circumstances. Furthermore, the story emphasizes the enduring power of love and family bonds. The deep affection and commitment shared among the family members serve as a guiding light throughout their journey. Their love for one another becomes a source of strength and motivation, inspiring them to keep fighting and to never lose sight of their ultimate goal. Ultimately, the message of "We're Not Afraid to Die... if We Can All Be Together" is one of resilience, unity, and the extraordinary capacity of the human spirit. It reminds readers that, even in the face of immense challenges, there is hope and strength in togetherness. The story serves as a powerful testament to the triumph of the human will and the enduring power of love and unity in the face of adversity. NCERT Solution: Understanding the Text ( Page 18) 1. List the steps taken by the captain (i)To protect the ship when rough weather began. Ans: (i) The captain took the following steps to protect the ship when rough weather began a) He decided to lower the speed of the boat. b) The storm jib was dropped. c) Heavy ropes were tied across the stern. d) They went through their life-raft drill. e) They put on oilskins and life jackets. (ii) to check the flooding of the water in the ship a) He took the hammer, screw and canvas and struggled t make repairs. b) He stretched the canvas and waterproof hatch covers across the gaping holes. c) Most of the water was now deflected over the sides. d) Spare hand pumps and an electric ump were put to work to pump out water. 2.Describe the mental condition of the voyagers on 4 and 5 January. Ans: On January 4, there was some respite initially as water level in the ship receded. They had to pump out water still coming in with every wave. They had their first meal in two days. But in the evening, black clouds built up and waves rose higher and higher. On Jan 5 the situation got worse as the narrator and his family were pretty certain that they would die. The narrator’s seven-year-old daughter, Sue, said that they were not afraid to die if they all could be together. These words strengthened the captain’s resolve to fight the sea with renewed hope. Q3. Describe the shifts in the narration of the events as indicated in the three sections of the text. Give a subtitle to each section. Section 1 ( Starting a Voyage) The first section deals with the description of the preparation and beginning of a voyage round the world. A 37-yr-old business man, the captain, with his wife and two children started on a voyage to duplicate round the world tour. Their boat ‘Wavewalker’ was professionally built and tested in rough weather. They began in July 1976 and had a pleasant sail till Cape Town from where two crewmen, an American and a Swiss joined them to help them tackle rough southern Indian Ocean. Trouble started when they left Cape Town and gigantic waves hit them on Jan 2. Section 2 ( Surviving the Struggles) The second section deals with struggle for survival. Strong gales and waves have struck the Wavewalker. The Captain was injured along with his little daughter. He managed to go on with repairs and replacements. Continuous pumping of water prevented the Wavewalker from sinking. This section also describes the emotional turmoil that the children underwent and their courage and cooperation kept inspiring their parents to fight the sea. Section 3 ( Restoration of Hope) The third section brought a sense of relief to the crew and everybody inside the ship. They were finally able to reach Ile Amsterdam, a tiny island in the vast ocean. They anchored their ship on reaching the island in the evening. The next morning all twenty-eight inhabitants of the island cheered and welcomed them in the island. Talking About the Text (Page 18) Question 1: What difference did you notice between the reaction of the adults and the children when faced with danger? Answer: The adults felt the stress of the circumstances but prepared themselves to face the dangers. They took sufficient precautions to protect the ship when the rough weather began. They equipped everyone with lifelines, water proof clothes, and life jackets. Larry and Herb worked cheerfully and optimistically for three days continuously to pump out water from the ship. Mary replaced the narrator at the wheel when the deck was smashed, and steered the ship. She also served them meal after two days of struggle against odds. The narrator performed his role as captain with courage, determination, resourcefulness and full responsibility. He undertook repair work and provided apparatus and directions needed to protect the ship. He also helped in steering the ship towards the island. The children suffered silently and patiently. Sue had a big bump over her eyes. Sue’s swelling got worse, and a deep cut on her arms was also prominent. Jonathan asked his father if they were going to die. But Jon said firmly that they were not afraid of dying if they were all together. Sue expressed her love for her parents with a cared where she had written how much she loved them both. Her spirit strengthened their determination to fight the turbulent sea and come out of it safely. Question 2: How does the story suggest the optimism helps to “endure the direst stress’’. Answer: The story is the living example of how optimism helps human beings endure the direst stress. Larry Vigil and Herb Seigler were two crewmen. As the mighty waves smashed the deck, water entered the ship through many holes and openings. Right from the evening of January 2, Larry and Herb started pumping out water. They worked continuously, excitedly and feverishly for 36 hours. It was a result of their continuous pumping that they reached the last few centimetres of water on January 4. They remained cheerful and optimistic while facing extremely dangerous situations. The narrator also fought the sea head-on and displayed the presence of mind during the crisis. He did not worry about the loss of equipment. He used whatever was available there. His self-confidence and practical knowledge helped them to steer out of storm and reach the Ile Amsterdam. Mary stayed at the wheel for all those crucial hours. She did not lose hope or courage either. Question 3: What lessons do we learn from such hazardous experiences when we are face to face with death? Answer: Hazardous experience is like a teacher who equips us with the challenges of life. The tale of life is replete with sweetness and sour. We must encounter life’s challenges with fortitude and courage. Adversity is the true test of character. The purity of gold is judged by putting it in fire. The hazardous experiences bring out the best in us. Coward persons die many times before their death. Fear is a negative feeling and leads to inactivity and abject surrender to circumstances. Such sailors or soldiers lose the battle against the odds in life. On the other hand, persons with self-confidence, courage, resourcefulness and presence of mind face all the dangers boldly and overcome all disasters. Their sharing and caring attitude inspires others also to face the adverse circumstances boldly and tide over them. Question 4: Why do you think people undertake such adventurous expeditions in spite of the risks involved? Answer: The greater the adventure, the more thrilled it is. The thrill of exploring unknown lands, discovering wealth and beauty lying hidden in far off lands inspires brave hearts to stake their life of rest and repose. Perhaps they value one crowded hour of glory more than a long uneventful life of sloth and inactivity. It is true that sometimes adventures are quite risky and prove fatal. The failures of some persons do not discourage the real lovers of adventure. They draw lessons from the shortcomings and errors of others and make fresh attempts with greater zeal. Part of the charm of an adventurous expedition lies in adapting oneself to the circumstances and overcoming the odds. The success of an adventurous expedition brings name, fame and wealth. History books are replete with accounts of famous explorers like Columbus, Vasco da Gama, Captain Cook and Captain Scott. Extra Short Questions Q.1. What preparations were made by the narrator before their round the world Voyage? Ans. The writer wanted to go around the world voyage as captain James Cook had done about 200 years earlier. For about 16 years, both he and his wife used to spend all their free time in improving their sailing skills on the British sea. They made a 23 m long boat wave walker, with great skill. They tested it in the roughest weather. Finally, the started their Voyage in July 1976. Q.2. How did the first leg of the journey pass? What happened to them immediately after they left? Ans. The first leg of the journey was from Plymouth (England) to Cape Town (Southernmost trip of Africa). It was a journey of 1,05,000 kilometres. It passed quite pleasantly. But after leaving Cape Town, they had to face strong gale. Q3. How does the author describe Wave walker? Ans. Wave walker was the name given to the narrator's boat. It was professionally built. It was a 23-metre long, wooden-hulled 30-ton boat. The narrator spent months fitting it out and testing it in the roughest weather. Q.4. What did the travellers find at dawn on 2 January and what preparation did the make? Ans. On this dawn, the waves were gigantic. The ship rose to the top of each wave that came their way. There was fear of shipwreck. So they made all possible preparations to save the ship and themselves as follows : 1. They dropped the storm jib to slow down ship. 2. They secured everything rightly. 3. The attached lifelines to the life-rafts. 4. They put on their oilskins and life-jackets. Q.5. "We are not afraid to die." Who speaks the words and when? Ans. The narrator' Son Jonathan, 6 years old, made this remark when his father went in to comfort the children. "But Daddy," he went on, "We are n't afraid of dying if we can all be together- you and mummy, She and I". Q.6. How did she make her father laugh when the situation was almost hopeless? Ans. The situation was hopeless and the parents were still tense. She made a card and drew their caricatures, laugh. The card also thanked them and gave a message of hope. CBE-Based Questions will be updated soon.

Learning spoken English can be an exciting journey. On the flip side, it can be a herculean task for some owing to deficit of perfect English ambience. To Quote George Bernard Shaw here. “You see, sleep or no sleep, hunger or no hunger, tired or not tired, you can always do a thing when you know it must be done. Well, that pipe must be got down...” Therefore, whatsoever daunting the task appear to be, we can always surmount any hiccups on our way to learning spoken English with the help of the 10 proven strategies. 1. Practice speaking regularly: The more you speak, the more comfortable you'll become. Engage in conversations with native English speakers or find language exchange partners to practice speaking with. 2. Immerse yourself in English: Surround yourself with English as much as possible. Watch English movies and TV shows with subtitles and also listen to English podcasts or radio, and read English books or newspapers. Immerse yourself in the language to improve your vocabulary and pronunciation & sentence structures. 3. Repeat and mimic Listen to native English speakers and try to mimic their pronunciation, intonation, and rhythm. Repeat phrases and sentences to practice your pronunciation skills. Pay attention to stress and intonation patterns. 4. Use English learning apps: There are several English learning apps available that focus on improving spoken English skills. They provide interactive exercises, pronunciation practice, and speaking drills to help you practice and receive feedback. 5. Take part in language courses or classes: Joining a language course or class can provide structure and guidance in your learning journey. Qualified teachers can provide valuable feedback, correct your mistakes, and offer speaking opportunities in a supportive environment. 6. Find a conversation partner: Look for a conversation partner who is a native English speaker or someone fluent in the language. Engaging in regular conversations will give you the opportunity to practice and receive real-time feedback on your spoken English skills. 7. Fake it Before you Make It: Use a voice recorder or your smartphone to record yourself speaking English. Listen to your recordings and identify areas where you need improvement. Pay attention to pronunciation, intonation, and fluency. 8. Learn common phrases and expressions: Focus on learning commonly used phrases and expressions in English. This will help you communicate more naturally in everyday conversations. Practice using these phrases in different contexts to build confidence. 9. Listen to spoken English: Listen to various sources of spoken English, such as podcasts, audiobooks, or TED Talks. This will help you familiarize yourself with different accents, improve your listening comprehension, and develop an ear for natural English speech. 10. Don't Be Afraid to Speak: Remember that making mistakes is a natural part of the learning process. Be confident, take risks, and don't be afraid to speak even if you're not perfect. The more you practice, the more you'll improve. Remember, consistency and persistence are key when learning any language. Practice regularly, be patient with yourself, and celebrate your progress along the way. Note: Read Hindi Translation of this post here

Why are they called Modals? A modal verb is so called because it indicates a modality such as a likelihood, ability, permission, request, capacity, suggestion, order, obligation, necessity, possibility or advice.

Listen to our podcasts on following platforms. Refer to worksheet below: This is a part of ASL activity in syllabus by CBSE. Listen our Podcasts HERE Worksheet 1 Podcast Name: Valley of Kashmir 1. On the basis of your listening, complete the following statements : (a) Jhelum is called the lifeline of Kashmir valley because___ (b) Two general features of Mughal gardens are (i) -------- (ii) ---------- (c) Who is reported to have said that Kashmir is a paradise on earth? (d) Why was the Dal lake chosen by the Mughals for gardening ? 2. Answer the following questions. (a) What is the chief attraction of Srinagar ? (b) What is a ''Shikara''? Worksheet 2 Podcast Name: How can Teens change the World? 1.1 On the basis of your listening of podcast on how teens can change the world , complete the statements that follow (a) As a teenager you can _____ (b) Donate your old things but don't_____ (c) You can save energy by_____ (d) A suggestion can get right attention by____ 1.2 Answer the following questions in brief. (a) How can we reduce vehicle pollution? (b) Who is a motivational speaker? Worksheet 3 Podcast Name: How to Make Best Use of Time? (1.1) On the basis of your listening of the podcast how to value time, complete the statements that follow. (a) We need to be conscious of time because ___. (b) The example of not using time wisely is ___. (c) We have to understand that time __. (1.2) Answer the following questions in brief. (a) How is time the most important thing for human beings? (b) How can we utilize time for a better future? Answer Key of Listening Worksheets 1-3 Transcript of the Podcast 'Valley of Kashmir'' Transcript of the Podcast 'How Teens can change the world'' Transcript of the Podcast 'How to Make Best Use of Time?''

Practise from the following topics and boost your ASL Score. Q1. Online teaching learning has become a new normal following covid-19 pandemic. Discuss with your partner some merits and demerits of online education. Q2. Electronic waste is a matter of concern both for human health and for the environment. Discuss with your partner the factors that gave rise to this problem and how we can minimize its effect on humans and the environment. Q3. Humans need to depend on alternative sources of energy in order to minimize dependence on non-renewable sources of energy. Discuss with your friends the reasons why we should switch to alternative sources of energy. Then discuss different types of alternative sources of energy and how to harness them. Q4. Global warming is an increasing cause of concern. Discuss with your friends the factors that gave rise to global warming and suggest some measures that can minimize the effect of global warming. Q5. Social media has its own share of enlightening people and help them stay updated. Discuss how the advent of social media has proved to be a warehouse of information and publicity. Q6. Effective communication skills are one of the most important skills of the 21st century. Discuss with your partner why students should strive for acquiring good communication skills. Suggest some measures for improving communication skills. Q7. Gadgets like cell phones, tabs and laptops have become essential tools for education nowadays. Discuss with your partner how students can maintain a balance between physical books and onscreen studies. What kind of precautions should students adopt so that their eye health can be maintained. Q8. Students nowadays have stopped playing outdoor games to a great extent. Instead they are playing on screen games. Discuss with your partner some of the health benefits of outdoor games and the reasons why children should avoid playing on screen games. 9. Students should be encouraged to join armed forces after their +2 courses. Discuss with your partner why students should be motivated to take up careers in the armed forces. Also discuss subject combinations in +2 so as to join NDA after +2. Q10. Obesity has become very common among teenagers nowadays. What according to you are the factors that lead to such a health issue. Also discuss some ways in which this problem of obesity can be managed? Q 11. Values among students have eroded a lot. Students should inculcate values from childhood onwards. Discuss with your friends the factors that are responsible for this deficit in the value system among students. Also discuss how home, school and neighbourhood can help teach values to students. Q12. You found a book from the school library lying on one of the tables of your classroom at the end of the day. You gave it to the class monitor hand it over to the class teacher. However, he has misplaced it and is unable to return it. Discuss with your partner (a) what you and the monitor will need to do and (b) how you will resolve the situation. Q13. You visit a place of historical importance with your friends and come across people who scribble their names and messages on the walls of the monuments. Although you don’t take it up with them, you are upset by the incident. Discuss with your partner (a) How you can create awareness regarding such things (b) What role students can play to check such actions. Q14. Your friend has not done as well as she expected to do in her exams. She is upset and now blames the teacher for her performance. Discuss with your partner what would you do (a) To help her get over her disappointment and to move forward and (b) To help her think about ways to improve her grades in future, and not blame others. Q15. Your friend has weak eyesight. He is unable to see the writing on the board but refuses to wear his glasses. As a result, he is not able to do well in his class assignments. Discuss with your partner (a) How you would encourage him to wear glasses and (b) What you would say to convince him. Q16. Your school does not have a playground and many students wish that there was one. They play close to the road and this has caused many problems in the past. Discuss with your partner (a) What alternative arrangements could be made. (b) How you could convince your school authorities to resolve the issue. Q17. Your friend has health problems but doesn’t share or explain this to his/teachers or classmates. He/she is often absent from school and is not able to perform well in exams. Discuss with your partner (a) How you could help you friend (b) What steps could be taken to deal with outside school. Q18. Some of your friends order more food than they can eat when they go out to eat at a restaurant. Often , the food is wasted. Discuss with your partner a) What you can do to persuade them not to waste food and b) What solutions can be offered? Q19. Every year you and your classmates discard notebooks and textbooks that are unused or in good condition. You plan to collect and donate these so that can be reused. Discuss with your partner a) How would you like to implement your idea and b) What challenges are you likely to face? Q20. . Your friend has recently been gifted a mobile phone. He spends all his time playing games on it, ignoring his studies and his friends. This is affecting your relationship. Discuss with your partner (a) How you could tell your friend what you feel and (b) What you could do to resolve the problem. Q21. On the way to school for an exam, you see an injured kitten. It is badly hurt and needs medical attention, but you don’t want to be late for your exam. People around it do not seem to want to help the animal . Discuss with your partner. (a) What you will do (b) How you will handle the consequences. Q22. At school, someone damaged the electricity switch board resulting in prolonged hours of humidity and heat in class. The head teacher says if the person does not own up, the whole class will be punished. Both of you know who it was. Discuss and decide what action you would take. Q23. One of your classmates has developed the habit of eating too much junk food. This is causing problems as she is becoming very overweight and unhealthy . Discuss how to help her break this habit. Q24. You find that a friend of yours copies your assignments, activities and project ideas and submits them to the teacher as his/her own contribution, therefore, getting better marks than you. With your partner, discuss this problem and what you should do in this situation. Q25. . The canteen Manager has complained to your Class Teacher about the indisciplined behaviour of some of your classmates. They refuse to stand in a queue and bully the juniors. Your class teacher has asked you, as class Monitors, to think of suitable measures to solve the problem. Discuss the issue and suggest ways to improve the behaviour. Q26. . A student of your school recently met with a bad accident while riding a motorbike. Many students of your school who are actually minors ride two wheelers without wearing a helmet. With your partner, discuss this problem and what you can do to encourage them to follow road safety rules. Q27. Your friend is very shy and does not take part in extracurricular activities/sports at school. His parents are worried that he does not mix with others, but studies all the time. With your partner discuss (a) What might be the reason for this and (b) What you can say or do to encourage your friend to interact with others. Q28. Your friend lives with his grandparents who are unwell. He reaches school late because he needs to help them in the morning. He is frequently penalized by the teacher. Discuss with your partner. Q29. Your friend has a hearing disability. She is teased by her classmates and is hurt and annoyed by their behaviour. You feel that the matter has to be addressed before it becomes serious and affects her deeply. Q30. Your friend is good at English, History and Geography. However, his parents feel he should continue to pursue Science and become a doctor even though he is not very good at Science. Discuss with your partner. (a) What your friend can do to convince his parents, and (b) What career options he could pursue. Q31. One of your neighbours plays loud music every night. This disturbs you and the other neighbours since children are not able to study and old people are not able to sleep. (a) How you can convince the person to not disturb others, (b) What effect can such noise pollution have on the community? Q32. There are some small houses near your school. Every morning you see the people living there walk a long distance to fetch water. You would like to help them in some way. Discuss with your partner (a) How you would like to go about this, and (b) Who you could approach to resolve the issue. Q33. Your elder sister learnt pottery as a hobby in college, but is now keen to start her own pottery studio/shop and earn her living. Your parents feel that she should continue to study and choose a safe career. Discuss with your partner. (a) What you could do to help your sister and (b) What steps you would suggest to help resolve the issue. Q34. Every morning your friend is late getting ready. So the school bus waits for several minutes for him. Since the driver keeps the engine running , fuel is wasted, everyone is annoyed with your friend because they are kept waiting. Discuss with your partner (a) How you would explain to your friend the resultant problems and (b) What steps you would suggest to help resolve the issue. Q35. During summer when there is scarcity of water, you notice that your immediate neighbours use water liberally to wash their vehicle and their front yard. Discuss with your partner (a) What advice you would give to them and (b) What steps you would suggest to help resolve the issue. Q36. Gadgets like cell phones, tabs and laptops have become essential tools for education nowadays. Discuss with your partner how students can maintain a balance between physical books and onscreen studies. What kind of precautions should students adopt so that their eye health can be maintained. Q37. Students nowadays have stopped playing outdoor games to a great extent. Instead they are playing on screen games. Discuss with your partner some of the health benefits of outdoor games and the reasons why children should avoid playing on screen games. Q38. Students should be encouraged to join armed forces after their +2 courses. Discuss with your partner why students should be motivated to take up careers in the armed forces. Also discuss subject combinations in +2 so as to join NDA after +2. Q39. Obesity has become very common among teenagers nowadays. What according to you are the factors that lead to such a health issue. Also discuss some ways in which this problem of obesity can be managed? Q40. Values among students have eroded a lot. Students should inculcate values from childhood onwards. Discuss with your friends the factors that are responsible for this deficit in the value system among students. Also discuss how home, school and neighbourhood can help teach values to students. Recommended Reading: Assessment of Speaking Skill

Click Here to watch the concept video of this lesson. There are four types of sentences They are Declarative Sentence Interrogative Sentence Imperative Sentence Exclamatory sentence. First let us learn what a declarative sentence is all about and how many types of declarative sentences are there. Declarative Sentence: Sentences that declare or announce something are called declarative sentences. For example, I like ice-cream/I do not play chess. 1. Declarative sentences are of two types. Affirmative Sentences Negative Sentences. Affirmative Sentence: Affirmative sentences are those sentences which express positive meaning. For example, I love to eat sweets. Negative sentences: Negative Sentences are those sentences, which express negative meaning. For example, I do not love sweets. 2. Interrogative sentences: Interrogative Sentences are those sentences which ask something. For example, Do you play cricket? What is your name? Interrogative sentences are of two types. Wh-Question Yes/No Question. Wh-Questions. Questions that are asked with WH-words like what , when, where , whom , who , whose , which, how etc are called Wh-Questions. For example, Where is the ball? /When do you play? Yes/No Question: Questions that are asked with the help of helping verbs and the answers of which are either YES or NO, are called YES-NO type of questions. Examples of YES-NO types of questions are Have you taken food? Do you play cricket? Helping Verbs are those verbs which help the action verbs to make tense, mode etc. Examples of helping verbs are am, is are, was, were, have, has, had, do , does, did, done, shall, should, will, would etc… 3. Imperative sentences: Imperative Sentences are those sentences that requests, orders or advises for something. For Example, Please sing a song. ( Expressing request) Shut the door. ( Expressing order or command) He should not waste his time. ( expressing advice) Now let us move on to the exclamatory type of sentences. 4. Exclamatory sentences: Exclamatory sentences are those sentences that express joy, sorrow, surprise , anger and other types of strong feelings. For example, Hurrah! We one the match. (It shows joy) Oh! We lost the match. ( It expresses sorrow) What a great idea it is! ( It shows surprise)

CONTENTS 1. Forms of Verbs 2. Conjugation of verbs 3. Position of BE and Have Verbs. 4. Tense and its Types. 5. Simple Present- Structure and Uses with examples. Forms of Verbs 2.Conjugation of verbs Conjugation of Regular/Irregular Verbs. 3.Position of BE and Have Verbs. 4.Tense and its Types. Tense refers to different Stages of time when a work is done. Tense has three forms. Present Tense Past Tense Future Tense Present Tense : I watch TV everyday. Past Tense : I watched TV yesterday. Future: I shall watch TV this evening. Present Tense A verb that represents the present time is said to be in Present tense. Tense basically refers to time. Every Tense has Four Forms. Simple Present Present Continuous Present Perfect Present Perfect Continuous Examples I sing a song ( Simple Present Tense) I am Singing a song ( Present Cont) I have sung a song. ( Present Perfect) I have been singing a song (Present Perfect Continuous Tense) 5. Simple Present- Structure and Uses with examples. Uses of Simple Present Tense 1. To indicate a work that happens at the present time. Ex: He reads the newspaper. 2. To indicate a habitual action. Ex: She goes for a walk every morning. 3. To indicate a fixed future event. Ex: The match starts at 9 o’ clock. 4. To express a general truth. Ex: Fortune favours the brave. 5. In broadcasting commentaries on sporting events. Ex: Ronaldo defends himself, passes the ball etc. 6. In newspaper headlines to describe the past events. Ex: Bus accident kills five/ Six die in boat capsize. 7. Used for dramatic narrative to indicate historic present. Ex: Gandhiji utters the word ‘Hey Ram’ and dies. 8. To introduce a quotation Ex: John says, ‘ All that glitters is not gold.’ Interrogative & Negative structure of Simple Present Tense 1. Interrogative Structure: Do/Does +Subject + Verb + Object/Complement Ex: Do you walk in the morning? Does he practise swimming? 2. Negative Structure Subject +do not /does not + V1 + Obj/ Complement Ex: I do not play cricket. He does not play cricket. Present Continuous Tense 1. To express an action that happens at the moment. Ex: I am watching TV now. 2.To express a future event. Ex: The Prime Minister is visiting Nagpur today. Note: Time adverbials like ‘ at the moment’ , presently, now are used with present continuous tense. Present Continuous Tense a) Structure Sub + am/is/are + V1 + ing + object/complement I am/we are/He is/They are watching a match now. b) Uses 1. To express an action that happens at the moment. I am watching TV now. 2. To express a future event. The PM is visiting Nagpur today. Note: Time adverbials like ‘ at the moment’ , presently, now are used with present continuous tense. Present Perfect Tense Structure: 1.Subject + have/has + V3 + Object/Complement Ex: I have done my work/He has done his work. 2. Negative Structure Sub+ have not/has not+ V3 +object/Complement I have not /He has not done this 3. Interrogative Structure: Have/Has + V3 + obj/Complement Have you gone there? Has he done his work? Uses 1. To express an action that has just completed. I have taken tea. 2.To describe a past experience. I have been to Manali twice. 3. To express an action that began in the past and still continues in present. I have not received any letter from him since October 2019. I have lived this place for five years. Present Perfect Continuous Tense Structure 1.Subject + have been /has been + V1 + ing + Object/Complement I have been reading a book since morning. 2. Negative Structure Sub+ have not been /has not been + V3 +object/ Complement I have not been writing for an hour. He has not been playing since morning. Note: We use ‘for’ to indicate a period of time and ‘since’ for a point of time in present perfect & perfect continuous tense. Use We use present perfect continuous tense to show an action that started in the past and is still continuing till the present. Ex: I have been/ He has been/ They have been watching a movie for two hours.

Contents Table •Simple Past •Past Continuous •Past perfect •Past Perfect Continuous •Structure & Uses with Examples. Structure of Simple Past 1.Sub+V2+ obj/Complement Ex: I went to the market. 2. Negative Structure Sub+ did not+V1+ Obj/Complement Ex: I did not go to the market 3. Interrogative Structure Did+Sub+V1+obj/Complement Ex: Did you go to the market. Uses 1. To express an action completed in the recent past. Ex: I visited the zoo last year. 2. To express a habitual or regular action in the past. She got up at five every day. Pt. Nehrau paid a visit to Manali every year. 3. To tell stories Once there lived a lion in the forest Past Continuous Tense Affirmative Structure Sub+was/were+ V1 + ing + obj/Complement Ex: I was reading a book. 2. Negative Structure Sub+was not /were not + V1 + ing + obj/Complement Ex: I was not reading a book. 3. Interrogative Structure Sub+was/were+V1+ing+obj/Complement Ex: Were you reading a book? Uses 1. To express an action that was happening at some time in past. Ex: They were washing their clothes. 2. To express an action that was going on at a given time in past. Ex: I was reading a book when he called me. Structure of Past Perfect Sub+ had + V3 +obj/complement Ex: I had met him long back USE Used to denote an action which had been completed before another action started. Ex: I had taken my breakfast before I went to the school. Illustration: 1st Action: I had taken my breakfast.(Past Perfect) 2nd Action: I went to School.(Simple Past) PAST PERFECT CONTINUOUS TENSE STRUCTURE OF AFFIRMATIVE SENTENCE Sub+ had been + V1 + ing + obj/Complement Ex: I was reading a book in the morning. USES: 1. It is used to indicate an action which was going on in the past. e.g. I was watching a movie last night. 2. It is also used to indicate that an action was going on for sometime before another started. Ex: I had been living in Pune for two years before I came to live in Nagpur.

Important Lessons for Board Examination 2023 . Click the Lesson below to directly read the Lesson. Contents: The Trees Fog The Book that Saved the Earth A Question of Trust How to Tell wild Anilmals The Tale of Custard the Dragon The Proposal Nelson Mandela The Making of a Scientist Mijbil the Otter The Trees Q1.What are the three things that cannot happen in a treeless forest? Ans: The three things that connot hapen in a treeless forest are (a) birds canot sit on trees (b) insects cannot hide and (c) the sun cannot bury its feet in shoadow. Q2. What are the cramped boughs compared to and why? Am. The cramped boughs are compared to patients who have been newly discharged from the hospital. The patients had been confined to their beds in the hospital and their limbs are cramped. Similarly, the boughs too were restricted by the roof of the house from growing and spreading out, and so are cramped. Q3. What do the whispers in the poet's head mean? Am The 'whispers in the poet's head mean intimations of change. The author had known that change was coming, that people would let go of all things that restricted them and confined them to an unnatural state. They would sooner or later seek their freedom. Q4. The glass is breaking- what does this symbolize? Ans: The glass symbolizes barriers that confine us. They are often invisible, and so we do not even realize what we are trapped under. But now such barriers are breaking, and people, women especially, are stepping out and seeking their true potential. Long Questions Q1. In what way does the poem The Trees remind us of evils like deforestation and excessive urbanisation and of the conflict between man and nature? Ans: Adrienne Rich, in her poem 'The Trees', creates a vivid impage of an empty forest where, without trees, birds cannot perch, squirrels cannot hide and the sun cannot 'bury its feed in shadow', for there is nothing to cast a shadow. All the trees are confined to a house or a greenhouse, where they are grown away from their natural surroundings. The trees long to break free and move out into the forest, where they belong. The poem can be understood as a grim reminder of evils such as deforestation and urbanisation. Human beings, with their insatiable greed for more land, cut down acres upon acres of forests to build cities. Plants are given a small space in human habitats where they are no longer in a symbiotic relationship with nature. Animals, insects and other creatures that rely on plants and trees lose their habitat, which further interferes with the ecosystem and the food chain. 'The Trees', therefore, displays the conflict between man and nature. Q2. Adrienne Rich is known to use trees as a metaphor for human beings. Discuss the poem "The Trees' in light of this statement. In the poem "The Trees, the poet uses trees as a metaphor for human beings, and being a feminist writer, women in particular. She describes a strange scenario where trees are uprooting themselves from the floor of the house, leaves are straining towards the glass windows and branches are shuffling under the roof to move out into the forest. The occurrence is not literal. It is symbolic of human beings breaking free of their confines to reach out to a state of existence that is natural and unenforced. The house symbolizes the fetters that bind us, while the forest is the unencumbered boundless space. The exodus of trees from the house to the forest signifies human beings, and women especially, breaking free of age-old shackles and seeking a union with absolute nature. Q3. What common element do the poems 'A Tiger in the Zoo' and 'The Trees' share? Explain. The common element in 'A Tiger in the Zoo' and 'The Trees' is the encaging of nature. In the former, we see the contrast between who is pacing with frustration inside his cage in a zoo, and who ought to be in the jungle, hunting for his prey, terrorising human beings and sleeping under the stars. He is, however, in captivity; he a spectacle for visitors and his strength is waning due to confinement and lack of activity apart from pacing the length of his cage. The trees in the latter poem by Adrienne Rich also go through a similar ordeal for their twigs turn stiff after exerting themselves against the glass of the greenhouse. The branches are cramped and have no freedom, no space to spread out in all their glory in their natural surroundings. The trees, like the tiger, ought to be in the forest. Human beings are the common enemy here, who carry on with their hubris that they can contain nature, without considering the catastrophic consequences of their actions. Glossary: ( Hubris: (in literature) the fact of somebody being too proud. A character with this pride usually dies because he/she ignores warnings. (साहित्‍य में) पात्र की हेकड़ी, अक्‍खड़पन, हेकड़ीबाज़ या अक्‍खड़ पात्र जो चेतावनियों की उपेक्षा करने के कारण प्रायः मारा जाता है) Fog Q1. What does the poet compare the fog with and why? The poet says that the fog comes only for a while and then it goes away. By comparing the fog with the cat, the poet says that like a cat, the fog sits on its haunches or hips for a while and looks over the city and its harbour. Cats cannot sit and relax in one place as they always stay alert and are ready to punce on a prey squuatting on their haunches. Similarly, the fog does not settle down anywhere and only hovers over the city before moving on. Q2. Why does the poet introduce the image of a harbour in the poem? Ans: The image of a 'harbour' suggests a departure. The image of the fog looking ove the harbour draws a panoramic image of a city covered in fog. The fog gazes over the harbour in anticipation of the departure as the day brightens. Q3. Which literary device is used in the line ' The fog comes on little cat feet'. Ans: The literary device used here is metaphor. The fog here is compared to a cat. A cat always walks silently. Similarly, the fog creeps over the city slowly and silently. The poet uses the cat as a metaphor to describe the fog. Q4. Why does the poet say that the fog sits on silent haunches looking over harbour and city? Ans: Just a s a cat sits on its haunches and silently observes its surroundings, the fog lingers in the air silently and does not announce its presence loudly and then gradually disappears. The poet has personified the fog in this poem. Long Question: Q1. How does the poet use imagery in the poem 'Fog'? Ans: In the poem the poet Carl Sandburg uses imagery to draw an analogy between fog and a cat. He compares fog to a cat by saying that it arrives as silently as s cat on its 'litlle cat feet', thus personifying it. He introdues the image of a cat sitting on its haunches while overlooking a harbour and the city to give the reader an idea of how the fog silently fills the air and exists over the landscape of the city. It moves on as noiselessly as it arrives, just like a cat goes away on its own after sitting silently and observing its surroundings. The Book That Saved the Earth Q1. Why were books important for the people of the twentieth century? Ans. The twentieth was also called the Era of the Book. In that century, there were books about everything, from anteaters to Zulus. Books taught people the how, when, where, and why of things. They illustrated information, educated the people, and even decorated their houses. But the most significant thing a book ever did was to save the Earth from the Martian invasion of 2040. Q2. How does Think-Tank regard himself? What does it tell you about him? Ans. Think-Tank regards himself as the most fantastically intellectually gifted being in the universe. He admires himself in the mirror and thinks himself, with his big head like a balloon, to be very handsome. Think-Tank is a narcissist. He thinks highly of himself and belittles others. Even when he is corrected by Noodle, he appropriates the information and relays it as if it were his own. Q3. What is Think-Tank's opinion about Earth and the Earthlings? Ans. Think-Tank's opinion of Earth and Earthlings is derogatory. He calls Earth 'a ridiculous little planet' and 'primitive ball of mud, and Earthlings, with their tiny heads, quite ugly. Q4. Why do you think Think-Tank mistakes the books for sandwiches? Ans. Think-Tank mistakes the books for sandwiches for just as sandwiches have two slices of bread and some filling in between, so do books have two covers and pages in between them. Q5. What is the 'code' in the 'communication sandwiches? What does Think-Tank ask the space people to do to be able to decipher the 'code'? Ans. The code in the 'communication sandwiches refers to the printed text in the books. To decipher the code, Think-Tank asks the space people to take the vitamins that the Martian chemical department had given them to increase their intelligence. Q6. What guesses are made by Think-Tank about the books found on earth? Ans. Think-Tank first guesses that the books are sandwiches. Then he thinks that they are communication sandwiches, to be listened to. When Noodle suggests that the Earthlings did not listen to the sandwiches; they opened them and watched them, Think-Tank says they are eye communication sandwiches. He says that the letters are codes, and demands them to be decoded. He misinterprets the nursery rhymes, thinking that Earthlings were more intelligent than Maritans and calls back the imminent invasion of Earth. Long Questions: Q1. A misunderstanding of cultural differences can cause confusion and conflict. Based on your reading of the play, how can such conflicts be avoided to maintain peace and harmony? Ans: The play analyses how misunderstanding of cultural differences between different races or groups can cause confusion and conflict. In the play, language becomes a code to be deciphered, but the deciphering happens with - and within - the limited scope of one group's vocabulary. For example, for Think-Tank, everything is about asserting his power and superiority, which he is able to do only by attacking and invading. Thus, his vocabulary and understanding of life is restricted to violence and militaristic manoeuvres. He therefore panics at what he believes is Earth's ability to destroy him and Mars. However, as we see in the end, achieving peace and amity is not impossible. It requires patience, an open mind and a willingness. to learn which, in the case of this play, result in libraries on Mars. The play teaches us that by consistently trying to educate ourselves about other cultures - without prejudice or preconceived notions, without imposing a meaning on something based on our own limited perspective - we can overcome confusion and conflict, and eliminate misunderstanding to achieve peace and harmony. Q2. In Martian history, which ruler would be remembered as great-Think-Tank or Noodle? Give reasons. Ans. In Martian history. Noodle would without a doubt be remembered as a great ruler. While Think-Tank is 'great and mighty, Noodle is 'wise and wonderful. This sums up the kind of rule that the two gave to the people of Mars. Think-Tank is power hungry. He demands total submission from his people, and wants to expand his control in the universe by bringing other plants under his rule. He has a high opinion of himself - he brooks no contradiction for he can make no mistake. Noodle, on the other hand, is wise and pragmatic. He does not follow a policy of conquest as he is not hungry for power and control. Rather, he focuses on collaboration. Under his rule, Earth resumes contact with Mars, and the two planets have friendly relations. Mars benefits from this - Martians now know the difference between sandwiches and books. They also know how to read and have a library of their own in their capital city of Marsopolis. Q3. How did Think-Tank decide to confirm his theory that the books were sandwiches? How did his team react? Think-Tank declared that the books were sandwiches because Earthlings were always eating sandwiches. The front and back covers of the books seemed like slices of bread to him, while the pages looked like some sort of filling. To confirm his theory, he ordered Captain Omega to eat it. Afraid of what an unknown object on an unknown planet would taste like, the team followed the orders unwillingly. Omega said that Lieutenant Iota had not had her breakfast and should therefore be the one to eat it. Iota deflected the command by saying that she could not be so impolite as to eat before her Sergeant. Oop, the lowest in the chain of command, thus reluctantly had to obey the orders and take a bite of the book. Q4. Compare and contrast the characters of Noodle and Think-Tank. The characters of Think-Tank and his apprentice Noodle are polar opposites. Think-Tank is a power-hungry leader obsessed with titles and honours. He expects his subordinates to be servile and does not like to be contradicted or doubted. We see this when he forces Noodle to go over his salutation again after Noodle misses a part. For Think- Tank, no work is urgent enough until the formalities of bowing and salutations are properly completed. He is also an inefficient and unimaginative leader who cannot come up with one original thought or idea. Noodle, on the other hand, is intelligent and sensible. Although afraid of Think-Tank', he courageously expresses his thoughts about what the books and the library on Earth might be. His ideas are stolen by Think-Tank, who exposes his ungratefulness by not giving Noodle due credit. Think-Tank is also a coward as he, despite being the leader, flees to Alpha Centauri instead of facing Earthlings because of which the wise and wonderful Noodle replaces him as the ruler of Mars and her two moons. Q5. Based on what you have read in the story "The Book that Saved the Earth', write a note on Mars and the Martian people. Ans. Mars is the neighbouring planet of Earth. However, there is a lot of difference between the two planets. Mars has advanced greatly, but perhaps not in the way an Earthling would understand. The Martians have achieved a lot in science and technology. They travel through space, explore other planets and want to conquer them. They are militarily strong, and are ruled by a despotic king. The ruler, regarded as the most intellectually gifted person in the universe, expects complete allegiance from all Martians. The Martians have balloon heads which they consider a mark of intellect the bigger the head, the more intelligent the person is. But they also appear to be automatons. They do as they are directed with little ability to think and judge for themselves. They take vitamins to increase their intelligence. Only Noodle appears to be an exception. A Question of Trust Q1. What are the subtle ways in which the lady manages to deceive Horace Danby into thinking she is the lady of the house? Why doesn't Horace suspect that something is wrong? Ans. The lady pretends that she has come down from the upper storey of the house, and says that she could hear Horace's sneezing from there. She walks to the fireplace and straightens the ornaments there. She speaks to Sherry, the dog. in a familiar manner. She says that she has returned just in time, but had not expected to encounter a burglar in her house. She picks up a silver box from the table and takes a cigarette from it. She says that she has forgotten the number code of the safe, implying that she knew it but has been careless. These are the subtle ways which the lady manages to deceive Horace Danby into thinking she is the lady of the house. Q2. "Horace Danby was good and respectable - but not completely honest". Why do you think this description is apt for Horace? Why can't he be categorised as a typical thief? Ans. This description is apt for Horace because despite being a good locksmith and earning enough to keep two assistants, he has a secret. He is a thief who steals from rich households in order to buy rare and expensive books. He cannot be categorised as a typical thief because he has a successful business and lives comfortably. He steals to indulge in an expensive fetish. He has been to jail only once and robs safes only once a year. He does not do it regularly as a common thief would do. Q3. Horace Danby was a meticulous planner but still he faltered. Where did he go wrong and why? Ans. Despite the fact that Horace Danby was a meticulous planner, he faltered because he was duped by the lady in the red dress who was an expert thief herself. He had planned to enter the house when it would be empty, so he was not very careful when he sneezed inside the house. He had not counted on any one being present there. When the lady in the red dress pretended to be the lady of the house, he assumed that she was speaking the truth. He believed her completely. so much so that he begged her to let him go because he thought she would call the police. His naiveté made him falter. Q4. Why did Horace Danby think that people who own valuable things are foolish? Ans: The owners of the house at Shotover Grange had been rather careless to let an article come out in a magazine that described their house in detail. The article gave a plan of all the rooms of the house and showed a picture of the drawing room. The article even mentioned that the painting on the wall of the drawing room hid a safe. Q5. Why did the police arrest Horace? Why was this unusual? The police arrested Horace for the robbery at Shotover Grange. This was unusual because it was uncharacteristic of Horace to be careless; even more so was the fact that he had been allegedly asked by the mistress of the house to break open the safe in question. When Horace tried to tell this to the police they did not believe him because the real mistress of the house was not the one he had 'helped'. Q6. Why do you think Horace did not realise that he was being deceived? Horace successfully robbed safes for years to facilitate the expansion of his book collection. However, he was deceived at Shotover Grange by a mysterious woman. It may be that Horace fell victim to overconfidence, distraction due to hay fever, as well as being intimidated by the woman's confident behaviour. Long Questions: Q1. What do you understand by 'honour among thieves'? Can there really be honour among thieves? Comment in the light of the story. The expression 'honour among thieves' refers to the concept that thieves do not encroach upon or compromise one another's activities by respecting professional boundaries. It also refers to the general belief that criminal individuals have a moral code of their own. It is amusing to consider that according to the expression essentially dishonourable people themselves have a code of honour. It is also difficult to concede that while they are willing to steal and harm others, they will not do so with their own kind. This double standard, along with the fact that they choose to participate in illegal activities, makes it difficult to think of thieves as honourable people. The story itself proves the opposite of the idea of 'honour among thieves'. Not only did the mysterious lady take away what Horace had come to steal, she ensured that she got him in trouble for it too, proving that it is irrational to expect honourable behaviour from dishonest people. Q2. How did the mysterious lady outwit Horace Danby? The lady in red used her presence of mind and observation of human nature to outwit Horace. She took advantage of his hay fever attack and took him by surprise. Her confident manner and subtle behaviour -petting the family dog and referring to it by name, adjusting the ornaments over the fireplace and taking a cigarette out of a silver case -convinced Horace that she was the lady of the house. Her amused behaviour gave Horace hope and made him eager to impress her. He removed his gloves as a gesture of respect. She utilised Horace's fear of imprisonment and cooked up a story to convince him to open the safe for her. The fingerprints left behind due to his carelessness caused him to be implicated for the robbery despite not possessing the jewels. Instead, the woman got the jewels and escaped unscathed without doing any work. Q3. Appearances can be deceptive. Discuss this statement with reference to the characters of Horace Danby and the lady. Ans. Appearances can be deceptive, and this saying is amply proved by both Horace Danby and the lady. Horace is regarded as a good and respectable citizen, for that is what he appears to be. He is fifty years old, a bachelor, and has a respectable business that allows him to live in comfort. But what people do not know is that he has a dangerous addiction - collecting rare, expensive books - for which he breaks the law and robs houses. The lady is a young and pretty woman. She has the grace and carriage of a lady, and Horace has no difficulty in believing that she is the mistress of the house. But she is not she is a thief just like him, and has come to Shotover Grange with the same intentions. She acts like the lady of the house, arranging ornaments on the fireplace, petting the dog and taking a cigarette from the cigarette box - all actions meant to show familiarity with the house. But by the end of the story we know her to be a trespasser and thief. Q4. Horace Danby was punished for a crime he did not commit. Do you feel sorry for him? Why? Why not? Ans. Horace Danby is punished for a crime he did not commit, but there were several other similar crimes committed by him for which he should have been punished, but he was not. So far, Horace had been caught only once. He has robbed several homes if one is to go by one robbery a year. After all, Horace is fifty years old. and must have started young. So, though he is arrested for a crime he did not do, we do not feel sorry for him. Had the young lady not outsmarted him, Horace would have robbed the safe at Shotover Grange and made off with the jewellery quite easily. In any case, the theft would have been accomplished, and Horace would have regarded it as another feather in his cap, either for his success at breaking the safe and stealing, or for the success at having escaped even after being caught red-handed. How to Tell wild Anilmals Q1. What is the difference between an Asian lion and a Bengal tiger? The Asian lion is a large animal with a yellowish-brown hide. It roar after killing its prey. The Bengal tiger on the other hand has yellow fur with black stripes. It preys on human beings. Q2.. How do we differentiate between a leopard and a tiger? A tiger has yellow fur with black stripes whereas a leopard is covered with spots. The tiger will eat us while the leopard will leap on us and attack again and again. Q3. Expain the use of humour in the poem. Ans. The poem 'How to Tell Wild Animals' is a humorous poem because it suggests funny ways to identify animals. In fact, they are funnily dangerous ways. For example, a way to tell an Asian lion is to see if it roars while you are dying, or to notice if a yellow animal with black stripes eats you to know that it is a Bengal tiger. The humour in the poem also draws from its language which has been used creatively for comic effect. For example, when talking about the leopard, the author misspells 'leapt' as 'lept' and 'leap' as 'lep'. She does this to create a rhyme with the first part of the word 'leopard' which is pronounced as 'le-pard'. The poet also draws on familiar expressions in English such as 'bear hug, 'crocodile tears' and 'laugh like a hyena' to suggest ways to identify the animals. When she talks of the 'true chameleon, she probably draws on the idioms 'changing colour like a chameleon' and 'showing one's true colours. Q4. Compare the tigers in 'A Tiger in the Zoo' and 'How to Tell Wild Animals". In 'A Tiger in the Zoo' the tiger is trapped, unable to fulfil its natural role in the wild. It is living a constrained life in the grim confines of a zoo. Leslie Norris contrasts the man-made surroundings with the idyllic one, of the jungles. The poem highlights the reduced circumstances of animals in zoos and emphasises their need to be conserved in natural territories. 'How to Tell Wild Animals', on the other hand, depicts the tiger as the 'noble, wild beast'. It shows the animals in their natural habitats. They are wild and free as they should be. Carolyn Wells celebrates the untamed and unconstrained quality of the animals as suggested by the use of the word 'wild' in the title. While 'A Tiger in the Zoo' poem depicts the artifical habitat of the teiger, the second poem depicts the tigers in their natural habitat. Q4. What is the central idea of the poem? The central idea the poem is to introduce wild animals in a humorous way through their basic characteristics. Although the traits of animals like hyenas, crocodiles and chameleons can be compared to human behaviour, the poem as such does not have any intended message. The poet uses popular ideas about wild animals in describing their natural behaviour. By presenting unrealistic scenarios of danger with identifying features of the animals, she adds humour to the poem. It also portrays the humorous use of language through wordplay, poetic devices and misplacement of words. The Tale of Custard the Dragon Q1. Why did Custard cry for a nice safe cage? Why is the dragon called “cowardly dragon”? Ans: Custard felt secured inside a protected cage as he was timid in nature. Dragon is timid in nature. He felt scared every time and wanted to cage himself to feel secured all the time. Therefore, he is referred to as ''cowardly dragon''. Q2. Writers use words to give us a picture or image without actually saying what they mean. Can you trace some images used in the poem? Ans: The following are the instances of images used in the poem: the dragon's mouth like a fireplace. the dragon's nose like a chimney Belinda being as brave as a barrel full of bears. Custard going at the pirate like a robin at a worm. Custard lashing his tail like chains in a dungeon. Q3. Why do you think Custard's attack on the pirate is significant? Ans: Throughout the poem Custard was mocked by everyone for being cowardly. However, when the need arose, he alone jumped up to help Belinda without any thought for his own safety. Thus he proved that he was not a coward at all. Q4. Don't judge a book by its cover. Explain this proverb in the context of 'The Tale of Cuistard the Dragon. Ans: Those who make tall claims do not perform when needed, whereas supposedly meek people show their true mettle in times of crisis. Belinda's pets are a perfect example of this. Mustard the dog believed he was as brave as a tiger in a rage. Tigers are ferocious enough and when they are in a rage, all steer clear of them. Ink and Blink claimed to be so fierce that they could chase lions down the stairs. Even Belinda herself was believed to be as brave as a barrel full of bears. Only Custard said that he yearned for a nice safe cage, away from all scary objects. However, when the pirate attacked, Belinda paled and shouted for help. All her 'brave' pets fled in terror while the cowardly Custard charged at the pirate and gobbled him up. Hence, they proved that none of them was true to their portrayal. Q5. Courage and confidence have nothing to do with appearance. Compare and contrast Valli and Custard to evaluate this statement. It is believed that bigger creatures are more courageous and confident than smaller ones. People relate courage with size and strength. However, Valli and Custard prove that these qualities have nothing to do with age or appearance. Custard is a fire-breathing dragon with sharp teeth, spikes and scales, daggers on toes and a powerful tail. Yet he is perceived to be scared of everything and wants the safety of a cage. When the situation demanded the Custard fought tooth and nail ( मुकाबला करना) with the dragon and killed him. His brave encounter with the custard proved that a book should not be judged by its cover. On the other hand, eight-year-old Valli fulfils her desire to go on a bus ride all by herself by showing courage and confidence beyond her years. She meticulously plans her journey, resolutely saves money for the bus fare and embarks on a journey which could have been frightening for a child of her age. She overcomes her fear with confidence and fulfils her wish to go to the nearby town in a bus. Thus in both the characters Custard and Valli proved that courage and commitment have nothing to do with appearance. The Proposal Q1. Why did Lomov choose to marry Natalya Stepanovna? Natalya Stepanovna was Lomov's neighbour & Chubukov's daughter. She was twenty-five years old. Lomov felt that Stepanovna was an excellent housekeeper, not bad-looking, and well-educated. He also probably thought that marriage would help him to expand their mutual busines prospects. Q2. What does 'Oxen Meadows' refer to? Why did Lomov and Natalya quarrel over it? 'Oxen Meadows' refers to a piece of land that was situated between Chubukov's birchwoods and the Burnt Marsh. Lomov claimed that it belonged to him and was only leased to the Chubukovs many years ago. Natalya insisted that Lomov was lying and that the Meadows belonged to her and her father. This led to a quarrel between the two. Q3. Good neighbours don't behave like that, Stepan Stepanovitch! You're not a neighbour, you're a grabber! Why did Lomov say this? When Lomov and Natalya argued about who owned Oxen Meadows, Chubukov sided with his daughter. In spite of Lomov's requests and a statement that he had the documents to prove his ownership, Chubukov did not change his mind. He insisted on being spoken to respectfully on account of his old age. Thus, Lomov called him a landgrabber in agitation. Q4. In what way did Lomov and the Chubukovs insult each other? Lomov and the Chubukovs insulted each other at the slightest provocation. Natalya called Lomov a rascal and a monster. Chubukov called him a villain, a scarecrow, a wizen-faced frump, a blind hen, stuffed sausage, a malicious, double-faced intriguer, a pettifogger, pup and fool. Lomov called Chubukov an old-rat and a Jesuit. Q5. Was Natalya eager for Lomov to propose? Explain with reasons. Or Why did Natalya change her attitude after learning about Lomov’s proposal? As a twenty-five year old woman in nineteenth century Russia, Natalya was aware that she was already too old to get married. She was apprehensive ( चिंतित, आशंकित) that she might not find another suitor. She went into a frenzy (उन्‍माद, पागलपन) when she found out that Lomov had intended to propose her. She asked her father to call him and changed her attitude towards Lomov. Long Questions: 1. Lomov and Natalya’s marriage would be a marriage of convenience. Do you agree? Explain. Ans: Lomov requested Chubukov for his Natalya’s hand in marriage. He consiered his age as a reason to get married. He saide that he was already thirty-five and it might be too late for him if he did not marry Natalya. He had a heart condition and irregular sleeping patterns, and he believed that only marriage could help regulate his life. Lomov's reason to marry Natalya was that he considered her to be an excellent house-keeper, She was also well-educated and not bad-looking. On hearing his intention to marry Natalya, Chubukov told him that she would certainly accept because she was in love with him. Her interactions with Lomov, however, contradicted this. She argued with him about a piece of land, but when she found out that he had come to propose, she quickly changed her opinion and agreed that the land was his. She was twenty-five, and her fear of remaining unmarried seemed to be at the core of her acceptance. Therefore, it seemed like their marriage is a marriage of convenience. Q2. Do you think all of us should know how to manage our anger? What happens when emotions are governed by materialsitic ambition? Answer with reference to the story. Check out the Detailed Answer. You need to be a Premium User. Q3. What, according to you, is the turning point when Natalya accepts Lomov’s claims of owning the Oxen meadows? When Chubukov informs Natalya that Lomov has come to propose to her, she lapses into hysterics & sends her father to fetch him back. Lomov comes in complaining about his heart & other ailments. Natalya wastes no time in apologising. She agrees with Lomov that the Meadows are his, and tries to get him around to propose to her. But again they fight over the superiority of their respective dogs. Lomov’s nerves fail & he collapses. Thankfully, however, it is only a faint & Lomov soon recovers. Natalya tells him that the Oxen Meadows are really his because she wants him to propose to her. Marriage with Lomov was a far more attractive proposition than the ownership of the Meadows. Thus Chuvukov’s information to Natalya about Lomov’s visit as well as Lomov’s sudden faint , in my opinion, is the turning point when Natalya accepts Lomov’s claim of owning Oxen Meadows. Q3. The pride in property, even the superiority of dogs, take priority over love and marriage. The characters lack patience, stop listening to each other, and then contradict each other. Do you think these quarrels will promise a happy life? What qualities would you consider for a well-matched couple? Justify your answer with reference to Lomov, Natalya & Chubukov. Check out the Detailed Solution. Need to be a Premium Student Nelson Mandela Q1. At the beginning of his speech, Mandela mentions ‘ an extraordinary human disaster’. What is an extraordinary human disaster ? What is ‘glorious human achievement’ he speaks of at the end? Ans: By ‘an extraordinary human disaster’ Mandela means the exploitation of the Black people by the Whites for decades together leading to untold suffering and multitude of deaths. ‘Glorious human achievement’ refers to the abolishment of the evil practice of apartheid and the birth of democracy where there will be no discrimination of any sort henceforth. Q2. What does Mandela thank the international leaders for? Mandela thanks the international leaders for their indispensable presence in his investiture ceremony as the first Black President of South Africa. He thanked all distinguished international guests for having come to take possession with the people of their country of what is, after all, a common victory for justice, for peace, forhuman dignity. Q3. What "twin obligations" does Mandela mention? Ans: "Twin obligations" refers to obligations to one’s family, to his parents, to his wife and children as well as his obligation to his people, his community and his country. Q4. How does Mandela contrast these “transitory freedoms” with “the basic and honourable freedoms”? Ans: "Transitory freedoms" refers to the freedom that we enjoy during our childhood. This is very much transitory in nature as when we grow up, such types of freedom take a back seat. But when we grow up, "the basic and honourable freedom" is what we crave for because it is a kind of freedom that is required for every one of us as adults in a civil society. Q5. What does Mandela mean by “depths of oppression” create “heights of character”? Ans: The statement “depths of oppression” create “heights of character” means that the more hardships you face in life, the more mental endurance you develop. Mandela illustrates the concept very aptly when he said that the decades of oppression and brutality inflicted on the Blacks had produced the likes of Oliver Tambos, the Walter Sisulus, the Chief Luthulis, the Yusuf Dadoos, the Bram Fischers, the Robert Sobukwes of our time. Q6. How did Mandela’s understanding of freedom change with age and experience? Ans: Mandela’s understanding of freedom change with age and experience. Mandela realized that the chains on anyone of his people were the chains on all of them. Similarly, the chains on all of his people were the chains on him. According to him, one is not truly free if he is taking away someone else’s freedom, just as he is not free when his freedom is taken away from him. Therefore, both the oppressor and the oppressed need to be liberated to ensure freedom in the right sense. Q7. How did Mandela’s ‘hunger for freedom’ change his life? Ans: As a young man Mandela saw that it was not just his freedom that was curtailed, but the freedom of everyone in his Black community. Therefore, he joined the African National Congress, and then the hunger for his own freedom became the greater hunger for the freedom of his people. It was this desire for the freedom of his people to live their lives with dignity and self respect that animated his life and he began to work tirelessly for the emancipation of his community from the tyranny of the Whites. The Making of a Scientist Q1.“Without the support and motivation of his mother, Richard Ebright would not have been a successful scientist.” Do you agree? Elaborate. Ans : It is true that without the support and motivation of his mother, Richard Ebright would not have been a successful scientist. It was his mother who recognised his driving curiosity and bright mind. She always encouraged his interest in learning. She organised trips for him , bought him telescopes, microscopes, cameras, mounting materials and other equipments to help hie learn. Q2. Why did Richard Ebright give up tagging of butterflies? Ans : Ebright lost interest in tagging butterflies because it was tedious and there was not much feedback. He could capture only two butterflies. Q3. How did Richard Ebright excite the world of science at the age of twenty-two? Ans : At the age of twenty-two, Richard Ebright excited the scientific world with a new theory on how cells work. Richard Ebright and his roommate explained the theory in an article published in the ‘Proceedings of the National Academy of Science’. Q4. When and how did Ebright get the idea of his new theory about cell life? Ans : During the junior year, Ebright got the idea for his new theory about cell life. He was looking at X-ray photos of the chemical structure of a hormone. Seeing the photos, he believed that the photos gave him the answer to the puzzle—how the cells can read the blueprint of its DNA. The Sermon At Benares Q1. According to Gautama Buddha, how can a person get a peace of mind? Ans: A person can get peace of mind only if he draws out the arrows of lamentation, complaint and grief. Grieving and lamentation only increases the pain of loss. Those who overcome all sorrows become free from sorrows, and be blessed. Q2. When did Kisa Gotami understand the significance of Buddha's teaching? Ans: Buddha changed her understanding when he told her to collect mustard seeds from only those families that had never experienced a loss of a dear one. She then realized that she had been selfish in her grief. She came to know that death is common to all; yet in this valley of desolation there is a path that leads him to immortality who has surrendered all selfishness. Thus she understood the significance of the Buddha's teaching. Q3. What did Kisa Gotami realize as she saw the city lights flicker up and die? Ans: Kisa gotami saw the lights of the city flicker up and were extinguished and the darkness of the night prevailed everywhere. She then realized that the fate of humans is similar to the lights- we are born only to die. Death is common to all and she had been selfish not to realize it in her grief. Q4. How did Buddha explain the mortality of man in his preaching? How does a human obtain peace of mind. Ans: Death and suffering according to Buddha are inescapable in life. As one is born, so one must suffer in his lifetime and die. The life of mortals in this world is troubled and brief and combined with pain. A human being who is born can by no means avoid death. As ripe fruits are early in danger of falling, so mortals when born are always in danger of death. As all earthen vessels made by the potter end in being broken, so is the life of mortals. Both young and adult, both those who are fools and those who are wise, all fall into the power of death; all are subject to death. How to obtain peace of mind? A person can get peace of mind only if he draws out the arrows of lamentation, complaint and grief. Grieving and lamentation only increases the pain of loss. The only way out of human suffering therefore is to stop complaining and grieving. Those who overcome all sorrows become free from sorrows, and be blessed. Q5. The sight of a sick man, an aged man, a funeral procession and a monk made Siddhartha leave his home and go out in search of enlightenment. What lesson about life do you learn from this episode? ANS: Siddhartha lived a life full of luxuries till the age of twenty-five. Once when he went outside to hunt, he saw a sick man, an aged man, a funeral procession and finally, a monk begging for alms. The sight moved Siddhartha so much that he left the home and went in search of enlightenment. The incident revealed a great truth — life is short. Beauty, riches, comforts all are transitory and vanish one day. If we all understand this fact and work towards making our life valuable for others, there would be no fight, grudges and pain. When somebody does something wrong, he/she forgets that one day we are going to be punished for our wrong deeds. In our trouble, we should have faith in God to struggle in life and wait for good times to come. Q6.What is the truth of life, according to Buddha? How should a wise man behave in times of trouble or misfortune? Ans: According to Buddha, all men are mortal. One who is born, is sure to die. All things in nature die and are reborn—be it animals, plants or objects. Some people start behaving like a madman whenever a problem arises in their life. They lose their sense of reasoning and become depressed. But this is not a solution to come out of your grief. A sensible person understands the realities of life and remains balanced in all the situations. The lesson here is that whenever we come across a problem, we should try to find out its solution. Instead of blaming our fate or others, we must think deep for the reason of that problem. By being calm, resolute and contented, most of the problems can be solved. Mijbil the Otter Q1. Mijbil is an active animal who shows many emotions. Explain with instances from the text. Mijbil is shown having human qualities throughout the story. Mijbil’s intelligence is clear from his attempts to turn on and off the tap in the bathtub. It can even dribble the ball and juggle the objects without even dropping them. He understands the narrator’s love for him and follows him everywhere. Mijbil spent most of his time in playing with a rubber ball with its feet. He dribbled and threw it. He was a fun-loving animal. He played with a plastic ball too. He had invented his own game. Mijbil, the otter, was a fun-loving intelligent animal. He loved water. On the first day, he went wild with joy in the water. Next day, Mijbil escaped from the bedroom and entered the bathroom. He struggled with the tap till it had a full flow of water. Q2. How can you say that Mijbil loved to be in water which was its natural habitat? Explain with reference to the story. The following instances prove that Mijbil loved to be in water. The narrator made a body-belt for him and took him on a lead to the bathroom, where for half an hour he went wild with joy in the water, plunging and rolling in it, shooting up and down the length of the bathtub underwater, and making enough slosh and splash. Next day, Mijbil escaped from the bedroom and entered the bathroom. He struggled with the tap till it had a full flow of water. In less than a minute after he entered the bathroom, he had turned the tap far enough to produce a trickle of water. Soon Mijbil would turn on the water taps himself to fill the bathtub and had a rollicking time in the bathroom. The narrator provides freedom to the otter to do what he likes the most—playing and rolling about in water in the bathtub like a playful and naughty child. Mijbil was allowed to spend most of his time in play without caring for the room being dirty. Thus we can see that Mijbil loved being flanked by water all around. He loved to play with water whenever the opportunity presented itself. Q3. From your reading of the story 'Mijbil-the Otter' describe how the writer portrays the otter and its relationship with humans. Ans: The narrator has revealed some interesting facts regarding his pet, Mijbil the otter. The main purpose behind this is to arouse feelings of empathy and concern for pets as well as wild animals. The narrator Maxwell and Mijbil share a unique relationship. Narrator’s considerate behaviour helped him in winning the trust of the otter, an otherwise wild animal. He provides freedom to the otter to do what he likes the most—playing and rolling about in water in the bathtub like a playful and naughty child. Mijbil was allowed to spend most of his time in play without caring for the room being dirty. It shows the narrator’s concern and empathy for the creature. He has compassion and empathy for him. He takes every care for his safety. He understands his needs and fulfils them. Lessons are being updated. Pls check back for the latest update.

Lesson Architecture: Theme summary Stanza-Wise Explanation NCERT Solution Short Questions Theme: The central idea of 'For Anne Gregory' is the difference between Human and Divine love. Human love is circumscribed by what can be seen, while Divine love goes deeper than that. A person's outward beauty has nothing to do with God's love. The poem dictates to a great extent the love that humans feel for one another. Summary: The poem 'For Anne Gregory' describes human love and compares it with Divine love. Human love is influenced by external factors, such as a person's physical beauty. God, on the other hand, loves us for who we are and not how we look. The poet says to Anne Gregory that young men who despair for her love do not love her for herself - they love her for the beauty of her golden locks ( hair). Nor shall these young men ever love her for anything but her outward beauty. To this Anne says that she will colour her hair in a less appealing hue so that men love her for herself. But the poet is of the opinion that only God is capable of giving such love. Such love is not possible among humans. Stanza-Wise Explanation Stanza 1 “Never shall a young man, Thrown into despair By those great honey-coloured Ramparts at your ear, Love you for yourself alone And not your yellow hair.” Glossary: 1. Thrown into despair : Plunged into a situation without hope (निराशा में डूब गया) 2. honey-coloured : Golden Hair 3. Ramparts at your ear: The poet compares Anne's hair to the walls of a fort to convey the idea that her beauty is impenetrable. Her golden hair is long and thick like the ramparts (walls) of a fort guarding her beautiful face. Stanza 2: “But I can get a hair-dye And set such colour there, Brown, or black, or carrot, That young men in despair May love me for myself alone And not my yellow hair.” Glossary Carrot: red Paraphrase: Anne Gregory means to say that if she were to dye her hair black, brown or red- less attractive colours-men would be less interested for her physical beauty and would come to appreciate and love her for who she really is. Stanza 3: “I heard an old religious man But yesternight declare That he had found a text to prove That only God, my dear, Could love you for yourself alone And not your yellow hair.” Glossary: Yesternight: Old English for 'last night' Paraphrase: The religious man told the poet that he had found a book to prove that only god loves a person unconditionally for who s/he reallly is. The poet is trying to counter Anne Gregory's claim that men will become attracted to Anne for her inner beauty if she dyes her hair to less attractive colours like brown, carrot-red or black. The poet tells her that only god can love her for her inner beauty, and not any young men who would always love her for her physical appearance which is represented by her golden hair. Rhyme Scheme: abcbdb Literary Device: NCERT Solution Thinking about the Poem 1. What does the young man mean by "great honey-coloured/Ramparts at your ear?" Why does he say that young men are "thrown into despair" by them? Ans. The "great honey-coloured/Ramparts at your ear" is Anne's honey blond hair .Young men are thrown into despair because they become captivated by its beauty.They fall in love with Anne and yearn to get her love. 2. What colour is the young woman's hair? What does she say she can change it to?Why would she want to do so? Ans. Her hair is golden yellow. She says she can change it to brown or black or carrot red. She would want to do so because she wishes to be loved for herself and not for her blond hair. Short Questions 1.How did Anne Gregory plan to test if men truly loved her inner beauty? Ans: On being told by the poet that the young men loved her for her golden hair, Anne replied that she would get her hair dyed in less attractive colours like black, brown or orange so that men do not fall for her outer appearance and love her for her inner beauty. 2. How did the poet react when Anne Gregory suggested dying her hair? Ans The poet told Anne Gregory that only god could love her without judging her for her outward appearnace. He was certain that whoever she met would love her for her outer beauty. Dying her hair a different shade would not force young men focus on her inner beauty. 3.What message does the poem 'For Anne Gregory' convey? Ans: The poem conveys the message that inner beauty is far more important than physical beauty. The love of human being depends on factors that are external to a person's true nature. For example, young men may fall in love with the physical beauty of women. But God's love sees no such things. It only sees the beauty and steadfastness of the human soul. 4. How does the poet describe Anne Gregory's hair? Ans: The poet describes Anne's hair as honey-coloured. They are long and thick like the ramparts of a fort guarding her beautiful face. They make young men fall in love with her and drive them to despair. 5. Do you think Anne Gregory's golden hair is a boon or a curse for her? Elaborate. Ans: Anne Gregory's golden hair seems to be a curse for her. Young men are obsessed with her golden hair so much so that they are not able to see her inner beauty. Her outward appearance prevents the young men from seeing her internal beauty.

Competency-Based English Integrated Grammar Topics Covered: Reported Speech Editing Errors S-V Agreement Gap Filling Passive voice Modals Tenses Q1.Choose the correct option as a suitable reply on behalf of Miss Grundy. (Topic: Reported Speech) (a) Miss Grundy angrily replied that it was covered with stains from a whole evening's worth of snacks. (b) Miss Grundy angrily replied that it is covered with stains from a whole evening's worth of snacks. (c) Miss Grundy angrily replied that Mohit's assignment page was covered with stains of snacks which he had in the previous evening. (d) Miss Grundy meant to say that she was angry as Mohit's assignment page was stained with snacks. Q2. Read the conversation between Tom & George & Complete the sentence by framing Tom's question in reported speech. (Topic: Reported Speech) Tom : Have you finished your lesson George ? George : No father, I haven't finished yet Tom : Why, my son? George : Because it is very difficult. Every time I learn it, I forget it. When Tom asked his son, George if he had finished his lesson, George replied in the negative. Tom then asked his son ___________________ Q3. Select the correct option to fill in the blanks for the given line from a health magazine. (Topic: Modals) Overweight, obesity and their impacts in different dimensions of health ____ be considered as one of the most important public health priority. There is a need for comprehensive strategies for prevention and control of this epidemic. (a) should (b) must (c) might (d) can Q4. Select the option that identifies the errors and supplies the correction for the following line from a news report. (Topic: Preposition) Attention is our state of grace, distraction the original sin. Get rid in the distractions, and attention will naturally return. Q5. Complete the given narrative by filling in the blank with the correct option. ( Topic: Tense) As newspapers recede further from mass circulation and breaking news, they ______ a new openness to narrative and literary styles. (a) have developed (b) had developed (c) were developed (d) were developed Q6. Fill in the blank by using the correct form of the word in the bracket for the given portion of a letter. Subject: Request for Granting Casual Leave Dear Sir, This is to bring to your notice that I _______(ask) for your approval in granting me a casual leave for a day. Q7. Report the dialogue between Reeta & her mother by completing the sentence. Reeta : Mom, we're going for a picnic tomorrow. Mother : Where are you going? In response to the statement of Reeta that she was going for a picnic the next day, her mother asked her __________. Q8. Identify the error in the given sentence from a school magazine report and supply the correction. (Topic: Tense) Despite limited empirical evidence, there are growing concern that junk food availability in schools has contributed to the childhood obesity epidemic. Recommended Reading: Tenses & their Uses Q9. Fill in the blank by choosing the correct option to complete the slogan by the Ministry for Child welfare. (Topic: Modals) You ___ force your child to hold a pencil, not to wash utensil. (a) can (b) may (c) must (d) shall Q10. Select the correct option to complete the narration of the dialogue between Parul & her mother. Parul : Mama, tell me where is Papa now? Mother: Your Papa has gone to his friend’s house. On being asked by Parul about where her papa was, her mother replied that ____ (a) he has gone to his friend's house. (b) he had gone to his friend's house. (c) he was gone to his friend's house. (d) he have gone to his friend's house. Q11. Combine the phrases given below to form a passive sentence in the present continuous tense. (Topic: Passive Voice) investigate/for fraud/this organisation/the government Q12. The sentence given below is divided into five parts. If converted to passive voice, which of these options can be used to begin the converted sentence? (i) The teacher (ii) has given (iii) Sunil (iv) a wonderful reward (iv) for his excellent performance in English. (1)Only (i) (2) only (iii) (3) either (i) or (iii) 4. both (ii) and (iii) Recommended Reading: Study Passive Voice here Q13. Rewrite the given sentence to indicate that the action described will occur in the future and continue for an expected length of time. (Topic: Tense) Wilson was reading the document very carefully this time yesterday. Q14. Fill in the blanks to complete the sentences given below. (Topic: Subject-Verb Agreement) The police (a)_____ prepared a list of suspects for the robbery case. Each of the suspects (b) ___ not allowed to leave the town until further notice. Recommended Reading: Study Subject-Verb Agreement Here Q15. Which of the following sentences does not use passive voice: My peer assured me that he'd have my parcel delivered by evening. Alex finished her shopping for the farewell party on Monday. The place will be decorated in time before the guests arrive. The town was flocked by visitor from far and wide. Q16. Which sentence shows that Edward is able to finish a painting in two days? Edward can finish a painting in two days. Edward may finish a painting in two days Edward has to finish a painting in two days. Edward ought to finish a painting in two days. Q17. Choose the option that completes the sentence below correctly. I just hear the journalist report that several highways in Uttarakhand _____ blocked due to landslides are incessant rain batters the hill state. had been have been were being will have been Recommended Reading: Tenses & their Uses Q18. Rewrite the conversation below and choose the option that best presents the designer words to Rachel. Ross: Hey, Rachel! What did the interior designer say about the new design? Rchel: The designer informed me that he would have the design ready by the following week. The designer said, 'I will have the design ready by next week.' The designer said, 'I would have the design ready by next week.' The designer said, 'I would have had the design ready by the following week.' The designer said, ' I will be having the design ready by the following week.' Q19. Report the father's response to his daughter's question in direct speech. Daughter : Will you allow me to go for trekking with my classmates ? Father affectionately replied in the negative because they were going to Singapore for a family holiday. Ans: Q20. Rewrite these sentences using the tense that is appropriate for the given context. I did the exercise hundreds of times before. If he had shown some patience, I answered his question. Ans: 1.(c) Miss Grundy angrily replied that Mohit's assignment page was covered with stains of snacks which he had in the previous evening. 2. Why he had not finished his lesson yet. 3. (b) must 4. (b) in___ of 5. (a) have developed 6. am asking 7. where she was going. 8. are___ is 9. (c) must 10. (b) he had gone to his friend's house. 11.This organisation is being investigated for fraud by the government. 12. (2) only (iii) Explainer: Sunil has been given a wonderful gift for his excellent performance in English ( Passive Voice starts with the object of the Active voice. Sunil, being the object of the active voice, passive voice will start from him. 13. Wilson will be reading the document very carefully this time tomorrow. Explainer: Future continuous tense is used to show an action that continues for some time in future. 14. (a) have (b) is 15. (2) Alex finished her shopping for the farewell party on Monday. 16. (1) Edward can finish a painting in two days. 17. (2) have been 18. (1) The designer said, 'I will have the design ready by next week.' 19. Father replied, 'No, dear. We are going to Singapore for a family holiday.' 20. (1) I have done the exercise hundreds of times before. (2) If he had shown some patience, I would have answered his question. Explainer: (1) We usually use present perfect tense for the time adverbial 'before'. (2) If we use 'had + V3' in the first part of the sentence, the second part should be written with 'should have/could have/would have + V3' e.g. If he had called me yesterday, I would have gone to his house. Recommended Reading: competency-based Grammar Worksheet We're updating grammar questions on a weekly basis. Keep visiting our Grammar Worksheet Page HERE