Decoding the Story with Insights & Important Questions for Board Exams 2026-27 Lesson Architecture Lesson Overview NCERT solution Competency Questions Board PYQs Lesson Overview Footprints Without Feet — H. G. Wells 1. Key Takeaways Griffin, a brilliant scientist, discovers a way to make the human body transparent and therefore invisible. He becomes invisible by swallowing rare drugs after conducting repeated experiments. Although scientifically brilliant, Griffin is lawless and irresponsible. He burns his landlord’s house when he is threatened with eviction. Being invisible does not make Griffin free; instead, it creates practical difficulties because he has no clothes, money or shelter. He enters a London store for warmth, steals clothes and food, and later robs a shopkeeper. At Drury Lane, he disguises himself with bandages, dark glasses, a false nose and whiskers, and attacks and robs the shopkeeper. At Iping, Mrs Hall considers him an eccentric scientist because of his strange appearance, behaviour and desire for solitude. Griffin misuses his invisibility to steal money, frighten people and escape from the law. His invisible presence causes the furniture in Mrs Hall’s room to appear haunted. When confronted, Griffin reveals himself as a headless-looking man and eventually escapes from the constable. Central message: Scientific discoveries become dangerous when intelligence is not accompanied by morality, responsibility and self-control. NCERT Solutions Think About It Q1. “Griffin was rather a lawless person.” Comment. Answer:Griffin was a brilliant scientist but a lawless and irresponsible person. When his landlord tried to evict him, he set fire to the house in revenge. Later, he stole clothes, food and money. He also attacked a shopkeeper and robbed him. His misuse of invisibility shows that he had little respect for law or morality. Q2. How would you assess Griffin as a scientist? Answer:Griffin was undoubtedly a highly talented and innovative scientist. He conducted repeated experiments and finally discovered how to make the human body transparent. However, his scientific brilliance was not matched by moral responsibility. Instead of using his discovery for the benefit of humanity, he used it for theft, violence and escape. Thus, Griffin was scientifically brilliant but ethically irresponsible. Talk About It Q1. Would you like to become invisible? What advantages and disadvantages do you foresee? Answer:Being invisible could have some advantages, such as moving unnoticed, observing situations secretly or escaping danger. However, it could also create serious problems. An invisible person might be tempted to misuse the power for theft, spying or harming others. Griffin’s experience shows that invisibility can lead to loneliness, lawlessness and fear. Therefore, I would not want to become invisible because such power requires exceptional responsibility and self-control. Q2. Are there forces around us that are invisible? What would the world be like if you could see them? Answer:Yes, many forces and forms of matter are invisible to the naked eye, such as magnetism, electricity and certain forms of radiation. If humans could see them, we would understand many natural processes more clearly. However, the world might also appear extremely complex and confusing because invisible forces are constantly operating around us. Such a change could greatly influence scientific research and our understanding of nature. Q3. What makes glass or water transparent? Do you think it would be scientifically possible for a man to become invisible? Answer:Glass and water appear transparent because they allow much of visible light to pass through them rather than strongly absorbing or scattering it. Complete human invisibility, as shown in the story, is much more complicated because the body interacts with light in many ways. Modern science has explored forms of camouflage and optical manipulation, but making a human completely invisible like Griffin remains beyond established science. Competency-Based Questions — Short Answer Q1. Scientific knowledge without moral responsibility can become dangerous. How does Griffin prove this? Answer Griffin’s discovery of invisibility demonstrates the danger of knowledge without ethics. Instead of using his invention responsibly, he commits theft, attacks people and escapes the law. His scientific brilliance becomes harmful because he lacks moral responsibility and self-control. Q2. How does Griffin’s invisibility become both an advantage and a problem for him? Answer Invisibility helps Griffin escape from people and the police and move without being noticed. However, it also leaves him without clothes, money and shelter. He has to steal to survive, while his strange actions create fear and suspicion among others. Q3. Why did Griffin’s footprints become visible even though he himself was invisible? Answer Griffin’s body had become transparent but remained solid. While walking barefoot, he stepped into mud, which stuck to his feet and left visible impressions on the ground. Thus, although his body could not be seen, his muddy footprints revealed his presence. Q4. What can Griffin’s behaviour teach modern scientists about scientific discoveries? Answer Griffin’s behaviour teaches that scientific discoveries must be guided by ethics. Knowledge alone does not guarantee positive outcomes. Scientists should consider how their inventions may affect society and use their knowledge responsibly rather than exploit discoveries for personal gain or harm. Q5. Why did the people at the inn believe that the room was haunted? Answer The people could not see Griffin, yet they heard strange sounds and saw furniture moving by itself. The hat attacked Mrs Hall and the chair pushed the couple out. Unable to understand the invisible scientist, they believed spirits or witchcraft were responsible. Competency-Based Questions — Long Answer Q1. “Griffin’s greatest weakness was not his scientific experiment but his misuse of it.” Discuss. Answer Griffin’s scientific achievement was remarkable because he successfully discovered how to make the human body transparent. He conducted repeated experiments and finally made himself invisible while remaining physically solid. However, his real weakness was his inability to use this discovery responsibly. He burned his landlord’s house in revenge, stole clothes and food, robbed a shopkeeper and later stole money from a clergyman’s house. He also used invisibility to escape the police rather than accept responsibility for his actions. Thus, the story shows that scientific intelligence without ethical values can become destructive. Griffin had extraordinary knowledge, but his lack of morality transformed a remarkable discovery into a means of committing crimes. Q2. Imagine that Griffin had used his discovery ethically. How could his invention have benefited society? Answer If Griffin had used his discovery ethically, invisibility could potentially have had valuable applications. Scientists might have explored it to improve understanding of light, transparency and the interaction between matter and the human body. It could perhaps have contributed to developments in medicine, scientific research or protective technology. Instead, Griffin used his discovery for personal survival and criminal activities. He stole clothes and food, robbed people and attacked a shopkeeper. His actions demonstrate how the same invention can produce very different consequences depending on the user’s values. Therefore, scientific progress should always be accompanied by ethical thinking, social responsibility and concern for human welfare. Griffin’s story reminds us that how knowledge is used is as important as acquiring it. Q3. How does the story establish that intelligence alone cannot make a person successful or admirable? Answer The story presents Griffin as an extremely intelligent scientist who succeeds in making the human body transparent. His repeated experiments demonstrate exceptional scientific ability. However, his intelligence does not make him admirable because he lacks moral discipline. He uses his extraordinary ability to burn property, steal money and clothes, attack a shopkeeper and frighten innocent people. His intelligence helps him escape difficult situations temporarily, but his irresponsible choices repeatedly create new problems. Even invisibility cannot protect him from suspicion and the law. The story therefore suggests that intelligence must be supported by character, empathy and responsibility. A truly successful person uses knowledge constructively rather than exploiting it for selfish or harmful purposes. Q4. “Power without responsibility can lead to misuse.” Explain this statement with reference to Griffin. Answer Griffin’s invisibility gives him extraordinary power because he can move without being seen and escape from people pursuing him. However, instead of using this power responsibly, he repeatedly misuses it. When his landlord tries to evict him, Griffin burns the house. Later, he enters a store secretly, takes clothes and food without paying, and sleeps there. At Drury Lane, he attacks a shopkeeper and steals his money. His invisibility therefore becomes a tool for crime rather than a useful scientific achievement. The story highlights an important lesson: having power or knowledge is not enough; responsible use of that power is essential. Without ethics and self-control, even a brilliant discovery can cause fear, harm and social disorder. Recommended Reading Poets & Pancakes A Roadside Stand

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Lesson Contents Concept Videos Theme Story Sequence Decoding the Story NCERT Solution CBQ-Based MCQs Extract Questions Premium Section Concept Videos Geo-Political Context The Franco-Prussian War The Franco-Prussian War (1870–1871) was a major European conflict in which France fought Prussia and its German allies. Prussia, led politically by Otto von Bismarck, defeated France. The defeat resulted in France losing control of Alsace and Lorraine, which came under Prussian/German control. The war is thematically central to the story, not merely its historical setting. After the French districts of Alsace and Lorraine came under Prussian control, an order from Berlin required schools to teach German instead of French. Thus, the political conquest becomes a cultural and linguistic conquest. Franz and the villagers suddenly understand that their French language represents their identity, freedom and connection with their homeland. M. Hamel's statement that language can be the “key to their prison” captures the story's central idea: a conqueror may control territory, but preserving one's language helps preserve one's cultural identity. To understand The Last Lesson, it is useful to know what Prussia was and why it was powerful enough to defeat France. 1. What was Prussia? Prussia was a powerful German kingdom in the 19th century. It was not exactly the same thing as present-day Germany. At that time, the German-speaking lands were divided into a number of independent states. Prussia was the largest and most powerful of these German states. It gradually became the leading force behind the political unification of Germany. The NCERT text explains this in a simplified way: Prussia at the time consisted of territories corresponding broadly to present-day Germany, Poland and parts of Austria. 2. Who led Prussia? The most important political figure was Otto von Bismarck, the Prussian statesman. Bismarck wanted to bring the various German states together under Prussian leadership. Through diplomacy and warfare, Prussia gradually strengthened its position and eventually helped create a unified German Empire in 1871. 3. Why did Prussia fight France? The Franco-Prussian War (1870–1871) was fought between France and Prussia, supported by other German states. The conflict was part of the larger struggle over the balance of power in Europe and the emergence of a unified Germany. Prussia's military strength and organisation played a decisive role in the war. France was defeated, and Emperor Napoleon III was captured after the Battle of Sedan in 1870. The defeat severely weakened France. 4. What happened after France's defeat? This is particularly important for understanding The Last Lesson. After the war, Alsace and Lorraine were transferred from France to the newly unified German Empire. The people living there consequently came under German/Prussian authority Theme: The Last Lesson is set in the days of the Franco-Prussian War (1870-1871). Led by Bismarck, Prussia defeated France, and the French districts of Alsace and Lorraine passed into Prussian hands. The two protagonists of the story, M Hamel and Franz, belong to Alsace. M Hamel is a French language teacher at a school and Franz is one of his students. The Last Lesson is set in the days of the Franco-Prussian War (1870-1871). Led by France, and the French dBismarck, Prussia defeated istricts of Alsace and Lorraine passed into Prussian hands. The two protagonists of the story, M Hamel and Franz, belong to Alsace. M Hamel is a French language teacher at a school and Franz is one of his students. The lesson deals with the themes of patriotism and love for one’s mother tongue. The lesson also emphasizes on the importance of education in one’s mother tongue. The lesson focusses on the strength of mother tongue in uniting people during national crisis. M Hamel is a French language teacher at a school and Franz is one of his students. The story revolves around how the war dislodges people and make them custodians of colonialism. englishwithadifference.com Story Sequence Franz set off to school very late that morning. His French teacher, M Hamel, his French teacher, would question the class on participles. Poor Franz, having not learnt his lesson, was afraid of a scolding from his teacher. The chirping of birds and the marching of the Prussian soldiers was much more alluring than the rules of participles. However, Franz was able to fight the temptation and hurried off to school. On his way to school, Franz passed the town hall and noticed a crowd in front of the bulletin board As he was hurrying past, Wachter, the blacksmith, told him that there was plenty of time to reach the school. Franz thought that he was making fun of him and reached the school immediately. After reaching the school, Franz was utterly surprised to find a pin-drop silence.. Usually, when the school began, there would be a great commotion and activity. The classroom wear a deserted look like Sunday morning. Franz noticed that all of his classmates were already in their seats and M Hamel was walking up and down with his iron ruler under his arm. Unlike in the past days, instead of scolding him, M Hamel spoke very kindly to him and asked him to take his seat. M Hamel was wearing a special attire, which he wore only on special occasions. The whole school was so strange and a utter silence existed in the class. But what was surprising and confusing for Franz was that village people were seated quietly on the back benches. They all looked very disappointed. After reaching the school, Franz was utterly surprised to find a pin-drop silence.. Usually, when the school began, there would be a great commotion and activity. The classroom wear a deserted look like Sunday morning. Franz noticed that all of his classmates were already in their seats and M Hamel was walking up and down with his iron ruler under his arm. Unlike in the past days, instead of scolding him, M Hamel spoke very kindly to him and asked him to take his seat. M Hamel was wearing a special attire, which he wore only on special occasions. The whole school was so strange and a utter silence existed in the class. But what was surprising and confusing for Franz was that village people were seated quietly on the back benches. They all looked very disappointed. M. Hamel announced the class that it was their last French lesson. The order had come from Berlin to teach only German in the schools of Alsace and Lorraine. Therefore, it was his last class in the school that day. Franz was totally shocked by the sudden turn of events. He regretted not having learnt his lessons when there was still time. His books, which were a disturnbance to him, suddenly felt like old friends. He suddenly started respecting his teacher. The thought that M Hamel was going away and Franz would never see him again, made him forget all about how cranky M Hamel was. It was in honour of his ‘Last Lesson’ that he had put on his fine clothes, and the village people had gathered there to express their gratitude towards him, and to show their respect for their country and their language. When Franz was lost in his thought, he heard his name called out ; it was his turn to recite. But unfortunately, he got mixed up on the first words. M Hamel assured him that he would not scold him. He criticized the people of Alsace for their habit of postponing their learning for future. He blamed their parents for not taking interest in their studies. He also blamed himself for this. Often, he sent the students to water his plants or gave them a holiday when he had wanted to go fishing. M Hamel then highlighted on the French language. He called it the most beautiful, the clearest and the most logical language in the world. He requested the people of France to treasure their language. According to him, whenever the people of any nation are enslaved, as long as they have attachment to their language, it is as if they have the key to their prison. M Hamel taught them their last lesson from a grammar book. Franz was amazed to see how well he understood everything. Then they had a lesson in writing. Finally, they had a lesson in history. Eventually when church-clock struck twelve, M Hamel stood up. It was obvious that he had become choked with emotion as he could not speak. Then he turned to the blackboard and wrote in large handwriting,‘Vive La France!’ which means ‘long live France’. He then declared the class closed. englishwithadifference.com Word-Meanings with Their Context Words / Expressions Meaning Contextual explanation / significance dread Great fear or anxiety Franz is afraid that M. Hamel will scold him because he has not prepared his lesson on participles. Prussian soldiers Soldiers belonging to the Prussian army Franz sees them drilling near the school. Their presence reminds the reader that Alsace is now under Prussian control. participles A grammatical form of a verb Franz was expected to know participles for his lesson, but he had not studied them. His lack of preparation becomes ironic because this turns out to be his last French lesson. town hall The local government building Franz passes the town hall where the bulletin-board displays official news. It is associated with the bad news of the war and the new orders. the lost battles Battles that France had been defeated in These were among the painful pieces of war news displayed on the bulletin-board during the previous two years. the draft The compulsory recruitment of people into the army The draft was another consequence of the war and part of the distressing official news received by the villagers. commanding officer The military officer in charge The orders of the commanding officer were displayed along with other wartime information, showing the military control over everyday life. apprentice A person learning a trade under an experienced worker Wachter, the blacksmith, is accompanied by his apprentice while reading the bulletin. commotion Noisy activity and confusion Franz had hoped that the usual noisy activity at school would allow him to enter unnoticed because he was late. blushed Became red in the face, usually because of embarrassment Franz becomes embarrassed and frightened when he has to enter the unusually silent classroom in front of everyone. solemn Serious, quiet and emotionally heavy The normally ordinary classroom has become serious and sorrowful because everyone knows that this is the final French lesson. old Hauser An elderly villager, formerly a familiar member of the community His presence on the normally empty back bench shows how deeply the loss of French affects the entire village, not merely the schoolchildren. old primer An old elementary reading book Hauser brings his old French primer to the final lesson, showing his respect for the language and his regret at not having valued education enough earlier. thumbed at the edges Worn or made rough at the edges through repeated handling The condition of Hauser's primer suggests that it has been used frequently over a long period. It also evokes his attachment to his French education. Alsace and Lorraine French regions that had come under Prussian control after the war Their political transfer explains why French can no longer be taught in the schools. They are therefore central to the story's conflict between political conquest and cultural identity. thunderclap Something extremely shocking and unexpected M. Hamel's announcement that this is the last French lesson strikes Franz with the force of a sudden shock. It is a metaphor for his emotional reaction. wretches Miserable or cruel people Franz uses the word emotionally when he realises that the notice at the town hall announced the loss of his French lessons. His anger is directed at the circumstances of the conquest. seeking birds' eggs Looking for birds' eggs instead of studying Franz regrets wasting his earlier opportunities to learn because he now realises that his French education is being taken away. going sliding on the Saar Going skating/sliding on the Saar River Franz recalls the pleasures that distracted him from his studies. What once seemed enjoyable now becomes a source of regret because he has lost the opportunity to continue learning French. nuisance Something troublesome or annoying Franz had earlier considered his books and grammar a burden, but now he sees them as precious because he can no longer continue studying French. “Will they make them sing in German, even the pigeons?” A humorous but symbolic thought about forced cultural change Franz wonders whether even the natural sounds of the pigeons will somehow be forced into German. The thought expresses his anxiety about the extreme reach of linguistic domination. “Vive La France!” “Long live France!” M. Hamel's final words on the blackboard are an expression of patriotism, emotional resistance and attachment to France. They form the powerful conclusion of the story. Decoding the Story NCERT Solution 1.What was Franz expected to be prepared with for school that day? Ans: Franz was expected to be prepared with the rules of participles assigned to him by his French teacher, Mr. M. Hamel , for school that day. 2. What did Franz notice that was unusual about the school that day? Ans: Unlike other days in the school there was no bustle, no lessons repeated in unison. He could see his classmates being aready seated in their places. Mr. Hamel addressed Franz softly and asked him to go to his place very quickly. Mr. Hamel was dressed in his beautiful green coat, his frilled shirt and little black cap, which he normally wore on inspection days. The backbenches of the classroom were occupied by the village elders who looked very grave on that day. 3. What had been put up on the bulletin board? Ans: It had been put up on the bulletin board that as the French districts of Alsace and Lorraine have passed into Prussian hands, the order had come from Berlin to teach only Germans in the schools of Alsace and Lorraine in place of French from next day onwards. 4. What changes did the order from Berlin cause in school that day? Ans: Unlike other days, there was no commotion in the school and no lessons were repeated in unison. . The last benches, which on other days used to be empty, were occupied by the village elders. Mr. Hamel appeared to be kinder than usual and was dressed in his beautiful green coat, his frilled shirt and little black cap, which he normally wore on special occasions. 5. How did Franz’s feelings about M. Hamel and school change? Ans: Franz suddenly could find it very easy to understand everything that Mr. Hamel spoke. He listened all that Mr. Hamel spoke very carefully. Mr. Hamel too taught with infinite patience on that day. Franz developed sudden obsession for the school and developed interest for the school. 6. The people in this story suddenly realize how precious their language is to them. What show you this? Why does this happen? Ans: It shows the eruption of patriotic fervor among the people. The imposition of German language on the people of Alsace and Lorraine further strengthened their love for French. They felt that their freedom of expression in their motherland has been held in hostage by the Germans. This happens because people come together during time of identity crisis and try their utmost best to rescue their motherland and mother tongue from the aggressor. Their love for the country and their fellow countrymen suddenly get revamped during such emergency. 7. Faranz thinks, ‘Will they make them sing in German, even the pigeons?’ What could this mean? Ans: This sentence could possibly mean that whatsoever hard the imperial power tries to impose their culture on the French, the French would hold fast to their language and remain loyal to it. As they cannot tame a pigeon to sing in German, so it would be very hard for them to embed the German language in the lives of the people of Alsace and Lorraine. Q8. How did M. Hamel say farewell to his students and the people of the town? Ans: M. Halmel bade farewell in a solemn and grave manner. He declared in the class that as the Province of Alsace and Lorraine passed off into the hands of Germans, it was their last French lesson on that day. From the next day onwards, Germany would be taught in the schools of Alsace and Lorraine. He requested the class to treasure French in their heart as language is the key to the prison of imperial power. Q9. Who did M. Hamel blame for the neglect of learning on the part of boys like Franz? Ans: M. Hamel held both parents and children for dereliction of learning on the part of Franz. He blamed parents for delegating work to their wards to earn money instead of going to school. He even blamed himself for delegating the work of watering his plants or declaring holidays for children whenever he wanted to go fishing. Q10. What words did M. Hamel write on the board before dismissing the last class? What did they mean? Ans: M. Hamel wrote ‘Vive La France’, which means ‘Long Live France’. These words describe his unflinching faith and profound love for his motherland. He was undergoing the waves of patriotic fervor while writing these words on the blackboard. englishwithadifference.com CBE-Based MCQ 1. ‘‘I had counted on the commotion to get to my desk without being seen.’’ In the light of Franz’s statement select the option that rightly brings out his intention. (a) He tried to avoid friends. (b) He tried to cheat his teacher M. Hamel. (c) He did not want to face the villagers in the class. (d) He wanted to escape M. Hamel’s scolding. [CBSE Term-1 2021] Ans. (d) He wanted to escape M. Hamel’s scolding. Explanation: By the statement, Franz indicates that whenever he gets late for the class, he always tries to get to his desk without his teacher, M. Hamel noticing him so that Franz may not get scolded. Hence, (d) is the right answer. 2. "There was usually great bustle and noise when school began, but it was all very quiet". Which of the following describes Franz’s emotions most accurately? (a) Shock and awe (b) Disappointment and anxiety (c) Confusion and distress (d) Curiosity and uncertainty [CBSE Question Bank 2021] Ans. (b) Disappointment and anxiety Explanation: Franz was anxious because the school was quiet and disappointed because he wouldn’t be able to sneak in. Hence, this proves that option (b) is the correct answer. 3. “I never saw him look so tall”. Which of the following best captures M. Hamel on the last day of school? (a) Cranky, miserable, dedicated, resigned (b) Patient, dignified, emotional, courageous (c) Calm, nostalgic, disappointed, patriotic (d) Proud, reproachful, persistent, heroic [CBSE Question Bank 2021] Ans. (b) Patient, dignified, emotional, courageous Explanation: M. Hamel was showing his patience and dignity while he was in his last class. He was dignified in his responses and showed courage till the end when he became emotional. Hence, option (b) is the correct answer. 4. On his way to school, Franz says that he had the strength to resist and chose to hurry off to school. The underlined phrase suggests that Franz was: [CBSE Term-1 SQP 2021] (a) hesitant (b) threatened (c) tempted (d) repentant Ans: (C) tempted. 5. Read the extract given below and answer the questions that follow: Poor man! It was in honour of this last lesson that he had put on his fine Sunday clothes, and now I understood why the old men of the village were sitting there in the back of the room. It was because they were sorry, too, that they had not gone to school more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country that was theirs no more. (i) Why does the narrator refer to M. Hamel as ‘Poor man!’? (a) He empathises with M. Hamel as he had to leave the village. (b) He believes that M. Hamel’s “fine Sunday clothes” clearly reflected that he was not rich. (c) He feels sorry for M. Hamel as it was his last French lesson. (d) He thinks that M. Hamel’s patriotism and sense of duty resulted in his poverty. Ans (c) He feels sorry for M. Hamel as it was his last French lesson. (ii) Which of the following idioms might describe the villagers’ act of attending the last lesson most accurately? (a) ‘Too good to miss’ (b) ‘Too little, too late’ (c) ‘Too many cooks spoil the broth’ (d) ‘Too cool for school’ Ans: (b) ‘Too little, too late’ (iii) Choose the option that might raise a question about M. Hamel’s “faithful service”. (a) When Franz came late, M. Hamel told him that he was about to begin class without him. (b) Franz mentioned how cranky M. Hamel was and his “great ruler rapping on the table”. (c) M. Hamel often sent students to water his flowers, and gave a holiday when he wanted to go fishing. (d) M. Hamel permitted villagers to put their children “to work on a farm or at the mills” for some extra money. Ans: (c) M. Hamel often sent students to water his flowers, and gave a holiday when he wanted to go fishing. (iv) Choose the option that most appropriately fills in the blanks, for the following description of the given extract. The villagers and their children sat in class, forging with their old master a .......... (i) .......... togetherness. In that moment, the class room stood .......... (ii) ........... It was France itself, and the last French lesson a desperate hope to .......... (iii) .......... to the remnants of what they had known and taken for granted. Their own .......... (iv) ........... (a) (i) graceful; (ii) still; (iii) hang on; (iv) country (b) (i) bygone; (ii) up; (iii) keep on; (iv) education (c) (i) beautiful; (ii) mesmerised; (iii) carry on; (iv) unity (d) (i) forgotten; (ii) transformed; (iii) hold on; (iv) identity [CBSE Question Bank 2021] Extract Questions Extract 1 Read the following extracts and answer the questions for any one of the given two, (a) or (b): (a) For a moment I thought of running away and spending the day out of doors. It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field back of the sawmill the Prussian soldiers were drilling. It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school. (The Last Lesson) (i) List two sensory details present in the extract. (ii) Why is the narrator tempted to spend the day out of doors? (iii) Complete the sentence appropriately. I hurried off to school resisting ________ (iv) Why does the narrator want to bunk school? (A) He doesn't like the teachers. (B) He doesn't like his classmates. (C) He wasn't prepared for the test on participles. (D) He had forgotten to complete his homework. (v) Which trait of the protagonist is revealed in the sentence 'I had the strength to resist'? (A) sincerity (C) bravery (B) determination (D) kindness (vi) Which of the following headlines best suggests the central idea of the extract? (A) The Drilling of Prussian Soldiers (B) The Rule of Participles (C) Strength to Resist (D) Out of Doors Answer Key (i) List two sensory details present in the extract. - Warm and bright weather - Birds chirping at the edge of the woods (ii) Why is the narrator tempted to spend the day out of doors? - The narrator is tempted because of the pleasant weather, the chirping birds, and the sight of Prussian soldiers drilling in the open field. (iii) Complete the sentence appropriately. I hurried off to school resisting the temptation to skip the day and enjoy the outdoors. (iv) Why does the narrator want to bunk school? (C) He wasn't prepared for the test on participles. (v) Which trait of the protagonist is revealed in the sentence 'I had the strength to resist'? (B) determination (vi) Which of the following headlines best suggests the central idea of the extract? (D) Out of Doors Extract 2 When I passed the town hall there was a crowd in front of the bulletin-board. For the last two years all our bad news had come from there — the lost battles, the draft, the orders of the commanding officer — and I thought to myself, without stopping, “What can be the matter now?” Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with his apprentice, reading the bulletin, called after me, “Don’t go so fast, bub; you’ll get to your school in plenty of time!” (i) What was the scene like when the narrator passed by the town hall? (ii) What kind of news had been regularly posted on the bulletin-board for the last two years? (iii) How does the narrator feel about the crowd and the bulletin-board as he passes by? (iv) Why does the blacksmith, Wachter, call out to the narrator as he hurries past? (A) To ask for directions (B) To warn him about running too fast (C) To offer him a job (D) To share news from the bulletin-board (v) Which of the following describes the blacksmith's apprentice? (A) Reading the bulletin with the blacksmith (B) Running errands (C) Repairing a wagon (D) Not mentioned in the extract (vi) What is the narrator's immediate concern as he passes by the town hall? (A) Getting to school on time (B) Avoiding the crowd in front of the bulletin-board (C) Finding out the latest news from the bulletin-board (D) Chatting with the blacksmith and his apprentice Answer Key (i) What was the scene like when the narrator passed by the town hall? Ans: The scene was crowded in front of the bulletin-board. (ii) What kind of news had been regularly posted on the bulletin-board for the last two years? Ans: The bulletin-board regularly posted bad news such as lost battles, drafts, and orders from the commanding officer. (iii) How does the narrator feel about the crowd and the bulletin-board as he passes by? Ans: The narrator wonders about the matter on the bulletin-board but hurries past without stopping. (iv) Why does the blacksmith, Wachter, call out to the narrator as he hurries past? Ans: (B) To warn him about running too fast (v) Which of the following describes the blacksmith's apprentice? Ans: (A) Reading the bulletin with the blacksmith (vi) What is the narrator's immediate concern as he passes by the town hall? Ans: (A) Getting to school on time Extract 3 While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and gentle tone which he had used to me, said, “My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson. I want you to be very attentive.” What a thunderclap these words were to me! (i) What announcement does M. Hamel make to the students? (ii) What is the reason behind M. Hamel's announcement? (iii) How does the narrator feel upon hearing M. Hamel's words? (iv) Why does the narrator describe M. Hamel's announcement as a "thunderclap"? (A) Because it was loud (B) Because it was unexpected and shocking (C) Because it was exciting (D) Because it was unclear (v) What change is expected to happen in the schools of Alsace and Lorraine according to M. Hamel's announcement? (A) Teaching only German (B) Teaching only French (C) Teaching both German and French (D) No change in the language of instruction (vi) What tone does M. Hamel use to deliver the announcement? (A) Cheerful (B) Serious and gentle (C) Angry (D) Jovial Answer Key (i) What announcement does M. Hamel make to the students? Ans: M. Hamel announces that it is the last lesson he will give them because the order has come from Berlin to teach only German in the schools of Alsace and Lorraine. (ii) What is the reason behind M. Hamel's announcement? Ans: The reason behind M. Hamel's announcement is the order from Berlin to teach only German in the schools of Alsace and Lorraine. (iii) How does the narrator feel upon hearing M. Hamel's words? Ans: The narrator feels shocked and surprised upon hearing M. Hamel's words. (iv) Why does the narrator describe M. Hamel's announcement as a "thunderclap"? Ans : (B) Because it was unexpected and shocking (v) What change is expected to happen in the schools of Alsace and Lorraine according to M. Hamel's announcement? Ans: (A) Teaching only German (vi) What tone does M. Hamel use to deliver the announcement? (B) Serious and gentle PREMIUM SECTION Buy Printable PDFs of all our Worksheets & PYQs HERE Key Features CBQs Short & Long Question-Answers Printable PDFs of our Worksheets. Reading Skill Worksheets Writing Skill Tips Solution of all Previous Year Questions (PYQs) Important Paragraph Explained in Easy English Chat/Mail Support Important Paragraph Explained Teacher's Video Resources <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< End >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Lesson Architecture Author Biography Theme Stanza-wise Explanation with paraphrase Recapitulation Literary Devices NCERT Solution CBE-Based Questions CBSE Board Previous year Questions Extra Questions Decoding the Poem Chapter-wise Board Exam Questions: English Core | Class XII | PYQs (englishwithadifference.com) Recommended Reading: A Thing of Beauty Aunt Jennifer's Tiger Keeping Quiet The Interview Poets and Pancakes Memories of Childhood Recommended Listening Activity Listening Skill Worksheet | Class XI-XII | Board Exam 2024| English Core (englishwithadifference.com) Buy Our Important PDFs for Board Exams 2027 https://www.englishwithadifference.com/product-page/board-pyqs-flamingo-vistas-full-syllabus https://www.englishwithadifference.com/product-page/flamingo-prose-board-pyqs-english-class-xii https://www.englishwithadifference.com/product-page/chapter-wise-vistas-previous-year-board-exam-questions-class-xii https://www.englishwithadifference.com/product-page/poetry-pyqs-english-core-class-12 Author Biography /Robert Frost (1874-1963) A highly acclaimed American poet of the twentieth century. Robert Frost wrote about characters, people and landscapes. His poems are concerned with human tragedies and fears, his reaction to the complexities of life and his ultimate acceptance of his burdens. Stopping by the Woods on a Snowy Evening, Birches, Mending walls are a few of his well-known poems. In the poem A Roadside Stand, Frost presents the lives of poor & deprived rural people with the deepest sympathy and humanity. Theme: The poem conveys to us the distrust of city-dwellers by the poet. They are extremely selfish and have no community feeling. City-dwellers lack compassion and concern towards their village counterparts. Frost wants all human beings to cultivate the value of fellow-feeling and empathy. Disparity between the rich & the poet must be addressed. The economic well being of a country depends on balanced development of villages and the cities. Stanza-wise Explanation (Lines 1-6) The little old house was out with a little new shed In front at the edge of the road where the traffic sped, A roadside stand that too pathetically pled,|| It would not be fair to say for a dole of bread, But for some of the money, the cash, whose flow supports The flower of cities from sinking and withering faint. Vocabulary: •Out with – extended •traffic sped – Vehicles move speedily. •pathetically pled: A roadside shop is pleading for some cash. ( Personification) • dole of bread: for a living. •flower of cities: extra cash flow that helps cities to flourish. •sinking and withering faint: Cash flow that supports city business and prevents it from any business failure. Note: Flower of Cities: In the last line the phrase ‘Flower of Cities’ is a metaphor. Just as flowers are kept from withering with extra care, similarly extra cash flow helps cities to flourish. So flower of cities means the growth of city business. Paraphrase: The little old house, the roadside stand, existed on the roadside to make a living out of the city money. The owners of the roadside stand expected to attract the rich city men by extending the shed closer to the road. The sole expectation of the roadside people is the flow of city-money into their hands. But their expectations are never fulfilled as the city-going people are not kind enough to stop for a while to buy their produce. Hence a pathetic existence for the roadside stand.|| The roadside owners of the shed do not want just bread or the basic amenities of life but a source of alternate income to liberate them from their hand-to-mouth existence. (Lines 7-13) The polished traffic passed with a mind ahead, Or if ever aside a moment, then out of sorts || At having the landscape marred with the artless paint Of signs that with N turned wrong and S turned wrong || Offered for sale wild berries in wooden quarts, Or crook-necked golden squash with silver warts, Or beauty rest in a beautiful mountain scene, Vocabulary: polished traffic– The so-called refined city-going people. with a mind ahead : Their minds were restless with greed for money. Out of sorts: city people feel uneasy as they think presence of roadside shed mars the beauty of landscape. Signs with S turned wrong and N turned wrong: The owner of the stand being illiterate has erected the board with wrong spelling with S and N inverted. beauty rest in a beautiful mountain scene: Beauty resting in a mountain scene is probably a scenic painting made by the inhabitants of the roadside stand meant for selling to the rich people. Paraphrase: The city people who passed by the roadside stand were busy with their own thoughts for earning profit in their business and were not kind enough to stop their vehicles and buy the products of the roadside shops. The city-going people if ever they stop for a moment, they complain that the roadside stand, with its artless paint, ruined the beauty of nature. || Another complaint is that the letters like ‘N’ and ‘S’ of the sign posts are wrongly written. The owner of the roadside shop being illiterate, has erected the signpost with S and N inverted. || The articles for sale at the roadside stand are Wild berries in wooden containers, crook-necked golden squash with silver warts and paintings of mountain scenery which are for sale at the roadside stand. LINES 14-17 You have the money, but if you want to be mean, Why keep your money (this crossly) and go along. The hurt to the scenery wouldn’t be my complaint || So much as the trusting sorrow of what is unsaid. || Vocabulary: Crossly: angrily. trusting sorrow : sorrow due to fake promises made by the rich people. Paraphrase: The lines reflect the frustration of the rural people who set up a stand by the roadside in hopes of earning some money from the passing city folks. The speaker addresses those who have wealth but choose not to help, criticizing their indifference. The phrase "if you want to be mean" refers to the cold-heartedness of those who pass by without making a purchase, while the parenthetical "(this crossly)" emphasizes the speaker’s exasperation. The speaker claims that the "hurt to the scenery" caused by the stand isn’t the real issue; instead, it's the "trusting sorrow" of the rural people, who silently hope for financial help but remain disappointed and unheard. Their unspoken despair is more painful than any disruption to the landscape. Extra Shot Why keep your money (this crossly) and go along The line "Why keep your money (this crossly) and go along." expresses the speaker's frustration with the indifferent behaviour of passing city dwellers. It questions why these people, who have the means to help by spending money at the roadside stand, choose to hold onto their money instead of offering support. The phrase "(this crossly)" highlights the speaker's irritation, suggesting that the act of withholding money is not just thoughtless but deliberately mean-spirited. The line criticizes the selfishness of those who prefer to ignore the needs of the struggling rural people. Trusting Sorrow "Trusting sorrow" refers to the deep sadness of the rural people who, despite their struggles, trustingly hope for help from the wealthy city dwellers. Their sorrow stems from the disappointment of being ignored and unacknowledged by those they rely on. Lines (18-22) Here far from the city we make our roadside stand And ask for some city money to feel in hand || To try if it will not make our being expand, || And give us the life of the moving-pictures’ promise That the party in power is said to be keeping from us. || Vocabulary: if it will not make our being expand : extra inflow of cash would improve the financial status of the poor villagers. life of the moving-pictures : Standard lifestyles as shown in movies. party in power : Ruling political party. And give us the life of the moving-pictures’ promise That the party in power is said to be keeping from us. These lines express the rural people's longing for the glamorous life depicted in movies, which they believe is being denied to them by the ruling authorities. They feel deprived of opportunities promised by those in power. Paraphrase: The village people ask for some city cash because they want to feel it in hand || and want to try if that generosity from city-people in buying their products would enable them to make financial progress. || The poor villagers have opened the roadside shops with expectations that their products would bring them some cash and bring about some improvement in their lifestyles as are shown on some movies. The poet further says that political parties have not yet provided the lifestyles that they promised to the people of villages while seeking votes. Village people are merely used as vote banks and therefore become victims of false promises. Annotation The rural people express their desire for a better life by setting up a roadside stand, hoping to earn some money from passing city dwellers. They seek "city money" to improve their lives, believing that it could bring them happiness and expand their existence. They are influenced by the glamorous lifestyle portrayed in "moving-pictures" (movies), which promises a life of comfort and excitement. However, they feel that the "party in power" is withholding this opportunity, suggesting that political systems and authorities are failing to uplift their economic conditions, leaving them deprived and disillusioned. Lines (23-26) It is in the news that all these pitiful kin Are to be bought out and mercifully gathered in To live in villages, next to the theatre and the store, Where they won’t have to think for themselves anymore, Vocabulary: Pitiful Kin: Here the village people. to be bought out and mercifully gathered: Poor people were given assurance to live in village next to theatre and multiplexes etc. It is in the news that all these pitiful kin Are to be bought out and mercifully gathered in These lines suggest that the rural poor ("pitiful kin") are being discussed in the news, with plans to "buy them out" and "mercifully gather them in" by the authorities or wealthy people. The phrase "bought out" implies that their land or property will be purchased, likely forcing them to relocate, while "mercifully gathered in" suggests that this is presented as a benevolent act. However, the use of "pitiful" and "mercifully" hints at a condescending attitude, as if these rural people are helpless and need to be saved, reflecting a disconnect between those in power and the actual needs of the rural poor. Annotation In these lines from "A Roadside Stand"*, the speaker refers to news suggesting that the rural poor ("pitiful kin") will be "bought out" by those in power and relocated to government-controlled villages. These new villages, near theatres and stores, seem designed to provide convenience and superficial entertainment. However, the underlying implication is that, in such places, the rural people will lose their independence and no longer have to "think for themselves." The line criticizes the authorities' superficial solutions, which, while offering material comforts, strip the rural poor of their autonomy and dignity. Lines (27-31) While greedy good-doers, beneficent beasts of prey, Swarm over their lives enforcing benefits That are calculated to soothe them out of their wits, || And by teaching them how to sleep they sleep all day, Destroy their sleeping at night the ancient way. Vocabulary: good-doers: Apparent benefactors. beasts of prey: Here authorities who claim to give them benefits. out of their wits: to be confused or unable to think clearly, often due to being overwhelmed or distressed. ancient way. In the old way. Paraphrase: Greedy good-doers and beasts of prey are the civic authorities who exploit the innocent village folk by giving them a short term sense of security. They swarm over their lives These unprincipled people shall proclaim to provide these farmer various facilities. || But in reality they will destroy their sleep and make their lives a living hell by snatching those material things from the rural people. That are calculated to soothe them out of their wits The phrase "that are calculated to soothe them out of their wits" means that the help given to the rural people is meant to make them feel calm and relaxed. However, it also confuses them and makes them less aware of their situation. Instead of helping them think for themselves, it makes them lazy and dependent on others. out of their wits: In this context, it indicates that the rural people are being soothed to the point of losing their ability to think critically about their situation. Annotation In these lines, the speaker talks about people who want to help the rural poor but actually take advantage of them. These "greedy good-doers" offer help that makes the villagers dependent and lazy. By teaching them to be idle, they disrupt their natural way of life, causing them to lose energy and independence. Lines 32-37 Sometimes I feel myself I can hardly bear The thought of so much childish longing in vain, || The sadness that lurks near the open window there, That waits all day in almost open prayer For the squeal of brakes, the sound of a stopping car, Of all the thousand selfish cars that pass.. || Vocabulary: 1.Childish longing in vain: village people’s futile expectations for city money. 2.Sadness that lurks: Suffering that lies in waiting for a customer to appear. 3.Selfish cars: Because city-goers don’t stop to buy products of roadside shops. Cars have been personified as being selfish. Paraphrase: The poet says that he can hardly bear the endless wait of the village folks for prospective customers from the city. The poor people’s futile expectation for the city money has been compared to children’s longing for things beyond their reach. || In the phrase ‘sadness that lurks’ sadness has been personified as it lies in wait near the open window praying for a city customer to arrive and enquire the price of the village people’s products. Lines 38-43 Just one to inquire what a farmer’s prices are. And one did stop, but only to plow up grass In using the yard to back and turn around; And another to ask the way to where it was bound; And another to ask could they sell it a gallon of gas || They couldn’t (this crossly); they had none, didn’t it see? || Vocabulary: 1. plow up grass While taking reverse gear and turning vehicles or to ask for directions, city goers plow up a cloud of grass. 2. gallon of gas : fuel for the city vehicles. 3. they had none: Village people did not have fuel for vehicles to sell. Paraphrase: If any city-goer ever stops at the roadside stand, it is either to reverse his car, to ask for directions or to ask if he could buy fuel for his car. || they had none: Village people did not have fuel for vehicles to sell. With every passing selfish car that stops, the farmer’s hope rises, only to be disappointed. None of them seems to be considerate enough to buy the products from roadside stand. This makes the village folk at the roadside stand cross (angry). Lines 44-48 No, in country money, the country scale of gain, The requisite lift of spirit has never been found, || Or so the voice of the country seems to complain. || I can’t help owning the great relief it would be To put these people at one stroke out of their pain. VOCABULARY: country scale of gain: Required quantity of money falls short. requisite lift of spirit Money is considered a catalyst to raise spirit of village folk. voice of the country Here the demand of village folk. Paraphrase: Country money is the small income that the poor village folks make. It cannot be compared to the affluence of the rich in cities. Village people estimate their economic growth by means of the small profit at hand.(country scale of gain) With such a meagre( small) income and small profit earned, village people could never experience ‘lift of spirit’ as small income can never give additional lift to one’s spirit. || The poet wishes to lift the poor people out of their pain, poverty and endless miseries. But as the reality is different, he is sad and thinks that death at one stroke can end all their grief and suffering. Lines 49-51 And then next day as I come back into the sane, I wonder how I should like you to come to me And offer to put me gently out of my pain. VOCABULARY: 1. into the sane As I come to my senses. 2. out of my pain: The poet’s pain is that the poor people are still waiting for the rich people’s generosity and that the rich people never help the poor people. He is also sad that his insane dreams of the poor people helped by a stroke were only dreams. Paraphrase: But next morning when he came to senses, he realized that his earlier thought of death being the only solution to come out poverty is useless and decided that govt/civic bodies can only uplift the miserable condition of the village folks. The poet’s pain is the yawning(huge) gap between the rich and the poor. The poet appeals to party in power to relieve these farmers out of their pains. Recapitulation: The poem is about roadside temporary sheds that come up on both sides of the national or state highways. They serve the road users with food and other items. The poem depicts Robert Frost’s scathing criticism of unequal society where there is a huge division between the rich and the poor owing to unequal distribution of wealth. The poem draws our attention towards lives of these poor people and our sympathy towards them. The poem thus highlights the government apathy towards the economic plight of these rural people. Literary Devices NCERT Solution: Think it out ( Page 102) 1. The city folk who drove through the countryside hardly paid any heed to the roadside stand or to the people who ran it. If at all they did, it was to complain. Which lines bring this out? What was their complaint about? Ans: The city folks did not stop their vehicles at these new sheds to show some interest for these rural folks. Their complaining attitude is reflected in 'the polished traffic passed with a mind ahead.'' Their implied complaint is seen in the landscape being marred with signs like N or S turned wrong. 2. What was the plea of the folk who had put up the roadside stand? Ans: The plea of the folks was that 'the party in power' did not pay any attention to their pathetic plights. They needed the money in cash which would bring miracles in their lives. The city dwellers do not stop on the highway while racing past their village. 3. The government and other social service agencies appear to help the poor rural people, but actually do them no good. Pick out the words and phrases that the poet uses to show their double standards. Ans: The following are the words and phrases that the poet uses to show double standards from government and social service agencies.... (i) the party in power is said to be keeping from us.' (ii) beneficent beasts of prey/swarm over their lives. (iii) to soothe them out of their wits. (iv) Destroy their sleeping.... 4. What is the ‘childish longing’ that the poet refers to? Why is it ‘vain’? The childish longing of the poet is that these city folks shall stop their vehicles near these newly extended little sheds and buy some things. That will generate some income for these village folks. But it is all 'vain' as they do not stop and simply pass ahead. 5. Which lines tell us about the insufferable pain that the poet feels at the thought of the plight of the rural poor? Ans: The following lines point to the insufferable pain of the poet at the thought of the plight of the rural poor. I wonder how I should like you to come to me And offer to put me gently out of my pain. The poet’s pain is that the poor people are still waiting for the rich people’s generosity and that the rich people never help the poor people. He is also sad that his insane dreams of the poor people helped by a stroke were only dreams. CBE-Based Questions Q1. Choose the option that correctly categorises the given literary devices as per the given analogy. selfish cars : _____ :: _________metaphor (a) personification; polished traffic (b) transferred epithet; trusting sorrow (c) metaphor; pitiful kin (d) oxymoron; greedy good-doers [CBSE Question Bank 2021] Q2. ‘I wonder how I should like you to come to me And offer to put me gently out of my pain.’ The tone of the poem by the end, as depicted by the given lines is: (a) frustrated. (b) commanding. (c) introspective. (d) emotional. [CBSE Question Bank 2021] Q3. Choose the quote that best describes the poet’s attitude to humanity: (a) Love and compassion are necessities, not luxuries. Without them humanity cannot survive. —The Dalai Lama (b) Faith in god necessarily implies a lack of faith in humanity. —Barbara G. Walker (c) We cannot despair of humanity since we ourselves are human. —Albert Einstein (d) We think too much and feel too little. More than machinery, we need humanity; more than cleverness, we need kindness and gentleness. Without these qualities, life will be violent and all will be lost. —Charlie Chaplin Q4. Read the extract given below and answer the questions that follow: Sometimes I feel myself I can hardly bear The thought of so much childish longing in vain, The sadness that lurks near the open window there, That waits all day in almost open prayer For the squeal of brakes, the sound of a stopping car, (A) Why does the poet call the farmers’ longing ‘childish’? (a) Because it sounds like a childish thing to do. (b) Because it has an obsessive quality to it. (c) Because the farmers have children who worry. (d) Because the farmers are worried like children. (B) Why does the poet say ‘Sometimes I feel myself I can hardly bear’? (a) Because the poet observes the farmers’ plight. (b) Because he knew the roadside stand farmer. (c) Because he has relatives who are farmers. (d) Because he empathises with the farmers. (C) Which poetic device is used in ‘The sadness that lurks near the open window there’? (a) Personification (b) Transferred epithet (c) Satire (d) Metaphor (D) Which of the following words from the extract mean ‘screech’? (a) Longing (b) Sadness (c) Brakes (d) Squeal (D) (d) Squeal Q5. Read the extract given below and answer the questions that follow: Of all the thousand selfish cars that pass, Just one to inquire what a farmer’s prices are. And one did stop, but only to plow up grass In using the yard to back and turn around; And another to ask the way to where it was bound; (A) Which poetic device is used in this line ‘Of all the thousand selfish cars that pass’? (a) Oxymoron (b) Personification (c) Transferred epithet (d) Symbol Ans: (c) Transferred epithet Explanation: Cars cannot be selfish. The adjective refers to the people inside the car. It has been transferred from the people to the car. The figure of speech in which the epithet is transferred from one noun to modify another is called transferred epithet. Hence, option (c) is the correct answer. (B) The phrase ‘Just one’ refers to .................... passing by. (a) one car (b) one farmer (c) one poet (d) one official Ans: (a) one car Explanation: The phrase ‘just one’ refers to a passing car. Hence, option (a) is the correct answer. Options (b), (c) and (d) are not the people passing by the roadside shed. So, they are incorrect. (C) Choose the meaning of the phrase ‘to plow up grass’: (a) To plant a neat surface of grass (b) To turn over the grass surface (c) To cut the grass neatly with a plow (d) To apply fertiliser to the grass. Ans: (b) To turn over the grass surface Explanation: To plow up the grass means to turn over the surface of the ground on which grass grows using a plow. Here, the car does the work of a plow. Therefore, option (b) is the correct answer. Q6. So much as the trusting sorrow of what is unsaid: Here far from the city we make our roadside stand And ask for some city money to feel in hand To try if it will not make our being expand, And give us the life of the moving-pictures’ promise That the party in power is said to be keeping from us. (A) Which poetic device is used in ‘trusting sorrow’? (a) Metaphor (b) Alliteration (c) Assonance (d) Transferred epithet Ans: (a) Metaphor Explanation: ‘Trusting sorrow’ is a metaphor where the rural folk trusted the city folk to buy their produce, but they didn’t, making the rural folk sorrowful. This points to option (a) as the correct answer. Options (b), (c) and (d) are not the devices used in the line. Hence, these options are incorrect. (B) Which point of view does the poet use in this extract? (a) First person singular (b) First person plural (c) Second person plural (d) Third person singular Ans: (b) First person plural Explanation: The poet uses ‘we’ and ‘our’ which indicates that it is the first-person plural point of view used. Hence, option (b) is the correct answer. Options (a), (c) and (d) cannot be inferred from the poem or these lines. Thus, they are incorrect. (c) What can be inferred to be the promise of the ‘moving-pictures’? (a) A life of extremes. (b) A hard and difficult life. (c) A good and easy life. (d) A life of glamour. Ans: (c) A good and easy life. Explanation: It can be inferred that the promise of the moving-pictures is a good and easy life. Therefore, option (c) is the correct answer. Evidence for options (a), (b) and (d) cannot be found in the poem. Hence, they are not the correct answer. (D) What is the satire in the line: ‘That the party in power is said to be keeping from us’? (a) The poet demands that the party in power release the funds allocated. (b) The poet praises the government for implementing the idea of relocation. (c) The poet rebukes the government for ignoring their promised prosperity. (d) The poet lists the problems that comes from following the people in power. Ans: (c) The poet rebukes the government for ignoring their promised prosperity. Explanation: Satire is a type of social commentary in which writers use exaggeration, irony and other devices to mock a leader, a social custom or tradition. The poet uses light satire here in rebuking the ruling party/government in their country for ignoring the plight of the roadside stand farmers. Hence, option (c) is the correct answer. Options (a), (b) and (d) are not the explanation that can be inferred from the context. Hence, they are not the correct answers. Answer Key Q1. Ans. (b) transferred epithet; trusting sorrow Explanation: ‘Selfish cars’ is a transferred epithet while ‘trusting sorrow’ is a metaphor. This points to option (b) as the correct answer. Options (a), (c) and (d) do not match the phrases with the correct literary devices. Hence, they are not the correct answers. Q2 .Ans. (d) emotional. Explanation: The poet starts off on an outraged tone but ends on an emotional one. This points to option (d) as the correct answer. Options (a), (b) and (c) are not the tone at the end of the poem so, they are incorrect. Q3. Answer: (d) We think too much and feel too little. More than machinery, we need humanity; more than cleverness, we need kindness and gentleness. Without these qualities, life will be violent and all will be lost. —Charlie Chaplin Explanation : All the quotes talk about humanity but only one talks about having a feeling for humanity. Hence, option (d) is the correct answer. Options (a), (b) and (c) do not describe the poet’s view of humanity accurately. Thus, they are not the correct answer. Q4. (a) Ans: (b) Because it has an obsessive quality to it. Explanation: The poet calls the farmers’ longing ‘childish’ because they are obsessed by making some extra ‘city money’. Hence, option (b) is the correct answer. Options (a), (c) and (d) are not correct as they cannot be inferred accurately from the context. Q4. (b) Answer: (d) Because he empathizes with the farmers. Explanation: The poet is moved because he has deeply empathised with the farmers’ plight not merely observed or being acquainted with it or being related to the farmers. Hence, option (d) is the correct answer. Options (a), (b) and (c) are incorrect as they do not accurately indicate the depth of feeling that the poet feels. Q4 (C) Answer: (a) Personification Explanation: ‘Sadness’ is an inanimate quality but is shown to be ‘lurking’, a distinctly human thing to do. The attribution of human qualities to inanimate objects is called personification. Hence, option (a) is the correct answer. Options (b), (c) and (d) are incorrect since they are not the devices used in this line. Q4. (d) Explanation: ‘Squeal’ is a synonym of ‘screech’. Hence, option (d) is the correct answer. Options (a), (b) and (c) are not correct since they do not have the same meaning. So, they are not the correct answer. Recommended Reading: A Thing of Beauty Aunt Jennifer's Tiger Keeping Quiet CBSE Board Previous year Questions Q1. What are the probable causes of the passing cars to stop near the roadside stand? [CBSE 2020] Ans. In ‘A Roadside Stand’ by Robert Frost, the poet lists three probable causes why the people in the ‘selfish cars’ stop by the roadside stand. One was to enquire about the price; another was to ask for directions; and a third asked if they sold gas. None of the probable causes was about the real reason the stand was there in the first place, which was to sell the produce. Q2. Though money holds the same value everywhere, the poet draws a distinction between city money and country money. Elaborate. [CBSE Question Bank 2021] Ans. According to Robert Frost, city money has more value than country money. The phrases in the poem ‘in country money, the country scale of gain’ illustrates this concept This means the profits in the country are of less value than profits in the city. The farmers also wait in vain for some ‘city money’ to augment their earnings. Q3. The roadside stand and the moving cars are a contrast around which the entire poem is woven. Expound. [CBSE Question Bank 2021] Ans. Indeed, the farmers in the stationary roadside stand wait for the moving cars to stop and buy their fruits and vegetables all through the poem. The roadside stand symbolises rural folk, who are in desperate help from the city people who pass through in the moving cars. Therefore, the moving cars here symbolises the city people. The poem is woven around this contrast and contradiction. Q4. Does the poet reach a conclusive solution for the issue at hand? Discuss. [CBSE Question Bank 2021] Ans. No, the poet does not reach any conclusion about the farmers’ problems. The Poet thinks that govt/civic bodies can only uplift the miserable condition of the village folks. The poet’s pain is the yawning(huge) gap between the rich and the poor. The poet appeals to party in power to relieve these farmers out of their pains. Note: Read this Stanza in the poem. Q5. Comment on the significance of the symbol of the car in the poem. [CBSE Question Bank 2021] Ans. In Robert Frost’s poem ‘A Roadside Stand’, cars were described as ‘polished’ and ‘selfish’. They are associated with urban prosperity. With cars, people can move around. Hence, they are symbols of prosperity and wealth. Note: Read this stanza in the poem ( Selfish Cars) Read Polished Traffic Stanza here ( Polished Traffic) Extra Questions 1. What was the plea of the folk who had put up the roadside stands? Ans: The little shed was added to the old house to accommodate the selling of the farm produce by the farmers. The folks were poor. They wanted to have some money in their hands. It was to pull on with life and to make some sort of economic progress. 2. What 'promises' does the government or the party in power hold for these 'pitiful kin' that is in the news? Ans: It is in the news that these pitiful kin shall live in villages. Theatres, stories, malls, multiplexes etc shall be built for them. Living there they won't have to worry about anything and shall lead contented lives. 3. What is the poet's 'open prayer' for these village folks? What actually happened? What ,ade the poet feel about this longing? Ans: The poet's 'open prayer' is that the road users shall stop their cars and inquire about the farmers' prices to buy some things. But none stopped and this made the poet feel sad about his 'longing' that things would be bought by them. 4. what would be the great relief for the poet in the context of the village folks? Ans The poet says that he would be happy to own the great relief if the pains of the village folks are removed at one one stroke only. The poet wishes to lift the poor people out of their pain, poverty and endless miseries. But as the reality is different, he is sad and thinks that death at one stroke can end all their grief and suffering. However, he appeals to party in power to relieve these farmers out of their pains. 5. How did the village folks mar the landscapes as claimed by the city-dwellers? Ans: The city-going people if ever they stop for a moment, they complain that the roadside stand, with its artless paint, ruined the beauty of nature. Another complaint is that the letters like ‘N’ and ‘S’ of the sign posts are wrongly written. The owner of the roadside shop being illiterate, has erected the signpost with S and N inverted. Decoding the Poem For the part I of Concept Video of this poem, CLICK Here For the part II of Concept Video of this poem, CLICK Here

Lesson Architecture Author Introduction Context of the Story Summary Word-Meanings NCERT Solution 1. Author Introduction Asha Nehemiah is a well-known Indian author for children, based in Bengaluru, with a writing career spanning over two decades. She began her professional life as a copywriter in an advertising agency before moving into editing and, eventually, writing books of her own. Her body of work spans picture books, chapter books, short stories and mystery novels for readers aged roughly 3 to 12, and includes titles such as Granny's Sari, The Village with a Long Name, Trouble with Magic, The Rajah's Moustache and The Adventures of Mooli series. Nehemiah's stories are recognised for their humour, brisk plotting and a spirit of adventure, often built around eccentric characters who land in comic predicaments. Alongside the fun, several of her books gently take up serious themes — inclusion, diversity, and the importance of respecting people across age groups — without losing their light, storytelling touch. Her work has been translated into several Indian languages, including Hindi, Tamil, Marathi, Bengali, Assamese and Urdu. "Vitamin-M" is a good example of her signature style: a warm, funny, detective-style chase narrative that carries a thoughtful message about dignity, independence and the two-way nature of care between the young and the old. 2. Context of the Story "Vitamin-M" is themed around caring for the elderly, and this story is paired with Rabindranath Tagore's poem "I Cannot Remember My Mother" and the supplementary story "The Lost Child" by Mulk Raj Anand — together the unit looks at memory, family bonds and how the very young and the very old are often seen (and treated) in similar, sometimes unfair, ways. The household at the centre of the story is a middle-class urban Indian family. A recently widowed grandfather, who had been managing his own home independently for years, has had to move in with his daughter's family in the city after a fall left him alone and injured overnight. He resents the move — he misses his quieter life back home and chafes at being treated as someone who can no longer be trusted to look after himself. The title itself grows out of a passing joke: a family member jokes about wishing for a "memory vitamin" for the elderly, assuming the grandfather's memory is failing. The story then spends its length quietly undercutting that assumption — the grandfather's memory turns out to be sharp in ways nobody expected, while the person who made the joke is shown, by the end, to have a memory lapse of her own. Structurally, it plays out as a light comic "detective chase" through the city, which makes it an engaging way to open up classroom discussion on bias, independence, and respect for the elderly with Class 9 students. 3. Page-wise Summary Page What Happens 98 The story opens with a throwaway joke about inventing a memory-boosting "Vitamin-M" for the elderly — made in earshot of the grandfather, who may or may not have heard it. We're given the family's recent backstory: a difficult month that included a medical scare and the grandfather getting lost outdoors. 99 Flashback to the grandfather's objections about the move — he'd been fully self-sufficient for years and resents being treated as incapable, and he openly misses his old home. 100 The real reason for the move is revealed: an accident at home left him stranded outdoors overnight. Before leaving for work, strict instructions are given about supervising him — delivered in a tone the grandson finds cringe-worthy. 101 Left in charge, the grandson suggests an activity; the grandfather, a sharp and strategic player with an excellent memory for detail, instead insists on a short errand outside and manoeuvres his grandson into agreeing not to stop him. 102 The grandfather heads out alone, putting the grandson in an awkward spot between two competing loyalties. He decides to secretly follow at a distance to keep watch without being noticed. 103 The covert "surveillance" mission turns into a string of embarrassing mishaps involving suspicious bystanders who assume the worst about a boy hiding behind bushes and trees. 104 While being watched, the grandfather indulges in several treats that go against his diet — which worries his shadowing grandson. A mix-up outside a barber shop leads to a fresh embarrassment. 105 A chase to catch a bus ends in a case of mistaken identity — a stranger is wearing an identical cap, leading to a moment of real confusion before the truth comes out. 106 The mystery of the cap is explained — a small act of generosity, entirely in character. But now the whereabouts of the grandfather are genuinely unknown. 107 A frantic search follows, with failed attempts to reach the parents by phone. Relief comes at home, where the grandson finds the grandfather safely asleep and feels a rush of tenderness watching him rest. 108 On returning, a parent asks what the two of them got up to; the answers are evasive on both sides. A surprise gift appears, tied to a birthday-based habit the grandfather has — which turns out to expose someone else's forgetfulness. 109 The earlier joke about "Vitamin-M" is turned back on the person who made it. A meaningful gift for the grandson hints strongly that the grandfather was aware of being followed all along, closing the story on a warm, knowing note. 4. Page-wise Vocabulary Page Word Meaning Context in the Story 98 frail physically weak and delicate, especially due to age or illness ...the grandson points out his grandfather sitting nearby, worried he might overhear the joke about elderly memory. 99 bustle busy, noisy movement and activity ...describing why the grandfather dislikes city life compared to his quiet hometown. 99 shuddered shook briefly, from fear, cold, or an unpleasant memory ...the mother reacts physically to recalling how difficult the previous month had been. 99 poky uncomfortably small and cramped ...the grandfather complains about the size of his daughter's city flat. 99 forbid to order someone not to do something ...the grandfather objects to being told he can't go out alone anymore. 100 winced showed a brief expression of discomfort or embarrassment ...the grandson reacts to the overly loud, patronising tone his mother uses while speaking to his grandfather. 100 pottering occupying oneself in a relaxed, unhurried, undirected way ...describing what the grandfather was doing in his garden just before his fall. 101 craftily in a cleverly cunning or scheming way ...the grandfather manoeuvres his grandson into a promise, getting his own way. 102 jauntily in a cheerful, confident, carefree manner ...describing how the grandfather sets off on his own, swinging his walking stick. 102 dilemma a situation requiring a difficult choice between two options ...the grandson is torn between two conflicting loyalties as his grandfather heads out. 102 furious extremely angry ...describing how the mother would react if she knew her father had gone out alone. 103 crouch to bend the body low, close to the ground ...the grandson hides awkwardly to avoid being seen while trailing his grandfather. 103 ducking quickly lowering the head or body to avoid being seen or hit ...part of the grandson's clumsy, embarrassing escape from an angry bystander. 103 boomed spoke in a loud, deep, resonant voice ...an annoyed parent confronts the grandson at the park, mistaking his intentions. 103 humiliation a strong feeling of shame or embarrassment ...describing the low point of the grandson's undignified retreat from the park. 104 a volley of a rapid, large burst of (something said or done) ...describing the reaction the grandson gets after wandering into the wrong shop by mistake. 105 deterred discouraged or prevented from doing something ...used to praise the grandson's persistence in not giving up the chase. 105 confront to face someone directly, often to challenge them ...the grandson pushes through the bus to challenge the person he believes is his grandfather. 105 attire clothing; dress ...describing the stranger's clothes, which closely resemble the grandfather's usual outfit. 107 frantic wild or distraught with fear, worry, or urgency ...describing the grandson's state of mind once he loses track of his grandfather completely. 107 creases folds or lines, here in skin ...the grandson studies his sleeping grandfather's face closely, feeling a wave of affection. 108 darted glanced or moved somewhere quickly and briefly ...the mother's reaction when she's reminded of something she'd written down and forgotten. 109 trailing following someone secretly, usually to observe them ...part of the grandfather's advice to his grandson about detective work, hinting he knew he'd been followed. 109 solemnly in a serious, grave, dignified manner ...describing the tone the grandfather uses while giving his grandson mock-serious advice. NCERT Solution

Lesson Architecture Significance of the Title Concept Videos Text Translation Glossary NCERT Solution CBE-Based Questions Quick Revision Significance of the Title The title ‘Journey to the End of the Earth’, has more than one meaning. It describes an educational journey to Antarctica undertaken by a group of high school students. To learn more about the real impact of global warming and future of the earth 52 students went to the coldest, driest, windiest continent in the world called Antarctica in Russian research vessel, the Akademik Shokalskiy. The author calls it a journey to the end of the earth because it began 13:09 degrees North of Equator in Madras, involved crossing nine time zones, six checkpoints, three oceans and as many ecospheres. She travelled over 100 hours in combination of a car, an aeroplane and a ship. The journey being to the extreme south of the the earth, was really towards the end of it. Another meaning of this title is more significant as the warnings that Antarctica gives are shocking and much concerning the humanity and the millions of other species on the earth. The changes taking place in Antarctica are pointing a warning finger at the existence of of the earth; the earth is journeying to its end. Concept Videos NCERT Official Audio Lectures on Journey to the End of the Earth Mystery of Antarctica Tales from the End of the World Introduction to Plate Tectonics Text Translation in Easy English Text ( Page 18/Para 1) If you want to know more about the planet’s past, present and future, the Antarctica is the place to go to. Bon Voyage! EARLY this year, I found myself aboard a Russian research vessel — the Akademik Shokalskiy — heading towards the coldest, driest, windiest continent in the world: Antarctica. My journey began 13.09 degrees north of the Equator in Madras, and involved crossing nine time zones, six checkpoints, three bodies of water, and at least as many ecospheres. Easy English Translation If you want to learn more about the history, current conditions, and what might happen in the future on our planet, Antarctica is the perfect place to visit. Have a great trip! Earlier this year, I went on an adventure aboard a Russian research ship called the Akademik Shokalskiy. Our destination was Antarctica, which is the coldest, driest, and windiest continent in the world. My journey started in Madras, which is 13.09 degrees north of the Equator. It involved traveling through nine different time zones, passing six checkpoints, crossing three bodies of water, and experiencing at least as many different environments. Glossary: 13.09 degrees north of the Equator : The Equator is an imaginary line that divides the Earth into the Northern Hemisphere and the Southern Hemisphere. Latitude is the measurement of distance north or south of the Equator, and it is expressed in degrees. When someone mentions a location as "13.09 degrees north of the Equator," it means that the place is situated approximately 13.09 degrees of latitude north of the Equator. This indicates that it is in the Northern Hemisphere, and the higher the value of latitude, the closer the location is to the North Pole. Text ( Page 18/Para 2) By the time I actually set foot on the Antarctic continent I had been travelling over 100 hours in combination of a car, an aeroplane and a ship; so, my first emotion on facing Antarctica’s expansive white landscape and uninterrupted blue horizon was relief, followed up with an immediate and profound wonder. Wonder at its immensity, its isolation, but mainly at how there could ever have been a time when India and Antarctica were part of the same landmass. Easy English Translation Before I finally arrived on the Antarctic continent, I had been traveling for more than 100 hours using a car, an airplane, and a ship. So, when I saw Antarctica's vast white landscape and never-ending blue horizon, my first feeling was relief, followed by an immediate and deep sense of amazement. I was amazed by its enormous size, its isolation, and most of all, by the fact that there was once a time when India and Antarctica were connected as part of the same landmass. Text ( Page 19/Para 1) Part of history Six hundred and fifty million years ago, a giant amalgamated southern supercontinent — Gondwana — did indeed exist, centred roughly around the present-day Antarctica. Things were quite different then: humans hadn’t arrived on the global scene, and the climate was much warmer, hosting a huge variety of flora and fauna. For 500 million years Gondwana thrived, but around the time when the dinosaurs were wiped out and the age of the mammals got under way, the landmass was forced to separate into countries, shaping the globe much as we know it today. Easy English Translation Around 650 million years ago, there was a massive supercontinent called Gondwana that existed in the southern part of the Earth, with its center roughly around present-day Antarctica. At that time, the world was very different from what it is today: humans had not yet appeared, and the climate was much warmer, supporting a wide variety of plants and animals. Gondwana existed and thrived for about 500 million years. However, around the time when dinosaurs disappeared from the Earth, and the age of mammals began, the supercontinent started breaking apart into separate landmasses, which eventually shaped the world as we know it today, with different countries and continents scattered across the globe. Glossary: a giant amalgamated southern supercontinent: A "giant amalgamated southern supercontinent" refers to a massive landmass formed by the merging and joining together of several smaller continental blocks in the southern part of the Earth. In the context of the passage, this supercontinent is called Gondwana. ''Supercontinent" indicates that it was a vast and significant landmass that included present-day South America, Africa, Antarctica, Australia, the Indian subcontinent, and parts of the Arabian Peninsula. Gondwana Gondwana existed around 650 million years ago and played a crucial role in shaping the Earth's geological history. Over time, due to the movement of tectonic plates, Gondwana began to break apart, eventually giving rise to the continents we know today. Gondwana was a massive supercontinent that existed in Earth's geological past, approximately 650 to 180 million years ago. It was one of the most significant landmasses in history, and its name comes from the Gondwana region in central India, where rocks from this ancient supercontinent were first studied. The splitting of Gondwana had a profound impact on the evolution of life on Earth. It played a significant role in the distribution of species across different continents, influencing biodiversity and shaping the natural history of our planet. Today, the remnants of Gondwana's geological heritage can be seen in the similarities between the rocks, fossils, and geological structures found in the continents it once encompassed. Text ( Page 18/Para 2) To visit Antarctica now is to be a part of that history; to get a grasp of where we’ve come from and where we could possibly be heading. It’s to understand the significance of Cordilleran folds and pre-Cambrian granite shields; ozone and carbon; evolution and extinction. When you think about all that can happen in a million years, it can get pretty mind-boggling. Imagine: India pushing northwards, jamming against Asia to buckle its crust and form the Himalayas; South America drifting off to join North America, opening up the Drake Passage to create a cold circumpolar current, keeping Antarctica frigid, desolate, and at the bottom of the world. Easy English Translation Visiting Antarctica today allows you to be a part of that fascinating history and gain insights into where we have come from and where we might be heading in the future. It helps you understand the significance of geological features like Cordilleran folds and pre-Cambrian granite shields, the importance of factors like ozone and carbon, and the concepts of evolution and extinction. When you contemplate the vast span of time, such as a million years, it can be truly mind-boggling. For instance, you can imagine how India gradually moved northwards, pushing against Asia, and causing the Earth's crust to buckle, forming the majestic Himalayas. Similarly, South America drifted away from North America, creating the Drake Passage and a cold circumpolar current that keeps Antarctica icy, desolate, and located at the bottom of the world. Antarctica's history is intertwined with the geological forces and natural processes that have shaped our planet over millions of years. Visiting this unique continent offers an extraordinary opportunity to appreciate the dynamic and ever-changing nature of Earth's geological and environmental history. Glossary Cordilleran folds Cordilleran folds are geological features that are a result of tectonic forces causing rocks in the Earth's crust to bend and fold. These folds are found in the Cordillera, a major mountain range system in North America extending from Alaska to Central America. The Cordilleran folds formed due to the collision between the Pacific Plate and the North American Plate. As these plates move towards each other, the rocks on the leading edge of the North American Plate are subjected to pressure, causing them to buckle and fold. This process creates large mountain ranges like the Rocky Mountains and the Coast Mountains. Cordilleran folds have shaped the landscape of the region, creating diverse terrains with steep slopes, deep valleys, and high peaks. They are important for various activities such as agriculture, mining, and tourism, and they provide valuable insights into the Earth's geological history. Pre-Cambrian granite shields Pre-Cambrian granite shields are ancient geological formations that consist of granite rocks and are some of the oldest and most stable parts of the Earth's crust. They date back to the Pre-Cambrian era, which is the earliest and longest period of Earth's history, lasting from about 4.6 billion years ago to around 541 million years ago. These granite shields are found in various regions around the world, often forming large, exposed areas of rocky landscapes. They are known for their resilience and resistance to erosion, which is why they have endured for billions of years. Drake Passage The Drake Passage is a narrow body of water that lies between the southernmost tip of South America (Cape Horn) and the northernmost part of the Antarctic Peninsula. It connects the Atlantic Ocean to the Pacific Ocean, and it is one of the most significant oceanic passages on Earth. The Drake Passage is known for its challenging and often treacherous conditions, characterized by strong winds, rough seas, and intense currents. The absence of any substantial landmass in the area allows for unobstructed water flow, making it a crucial region for the circulation of ocean currents around Antarctica. These currents play a crucial role in regulating the Earth's climate by distributing heat and nutrients throughout the global ocean system. The passage is named after Sir Francis Drake, the English explorer, who is believed to be the first European to navigate these waters in the late 16th century. Today, the Drake Passage is an essential route for ships and scientific research vessels traveling between South America and Antarctica, allowing access to the remote continent and its surrounding waters. Many expeditions and scientific missions pass through the Drake Passage to study Antarctica's unique ecosystem and climate patterns. Circumpolar current The circumpolar current, also known as the Antarctic Circumpolar Current (ACC), is a vast ocean current that flows around Antarctica. It encircles the continent in a west-to-east direction, connecting the Atlantic, Indian, and Pacific Oceans. Driven by strong winds and cooling near Antarctica, it plays a crucial role in global ocean circulation, climate patterns, and marine ecosystems. The circumpolar current acts as a barrier, preventing warm waters from reaching Antarctica's ice shelves and maintaining the frigid temperature of the continent. Text ( Page 19/Para 2) For a sun-worshipping South Indian like myself, two weeks in a place where 90 per cent of the Earth’s total ice volumes are stored is a chilling prospect (not just for circulatory and metabolic functions, but also for the imagination). It’s like walking into a giant ping-pong bal devoid of any human markers — no trees, billboards, buildings. You lose all earthly sense of perspective and time here. The visual scale ranges from the microscopic to the mighty: midges and mites to blue whales and icebergs as big as countries (the largest recorded was the size of Belgium). Days go on and on and on in surreal 24-hour austral summer light, and a ubiquitous silence, interrupted only by the occasional avalanche or calving ice sheet, consecrates the place. It’s an immersion that will force you to place yourself in the context of the earth’s geological history. And for humans, the prognosis isn’t good. Easy English Translation As a person from South India who loves the warmth of the sun, spending two weeks in a place where 90 percent of the Earth's total ice volumes are stored can be quite a chilling and intimidating experience. It's not just a challenge for our body's circulation and metabolism, but also for our imagination. It's like entering a vast, featureless space, similar to a giant ping-pong ball, with no human markers like trees, billboards, or buildings. Here, you lose all sense of earthly perspective and time. In Antarctica, everything you see ranges from the tiniest creatures like midges and mites to magnificent giants like blue whales and icebergs as large as countries (some as big as Belgium). The days seem to stretch on endlessly in the surreal 24-hour light of the austral summer, and there's a constant, all-encompassing silence, occasionally broken by the sound of avalanches or calving ice sheets. Being in this place makes you truly immerse yourself in the context of the Earth's geological history. It forces you to understand that human presence is minimal compared to the vastness of time and the natural world. Unfortunately, when considering the future for humans, the outlook isn't promising in the face of climate change and environmental challenges. Antarctica's stark beauty and isolation serve as a stark reminder of the delicate balance of our planet's ecosystem and the need for responsible stewardship to preserve it for future generations. Glossary: It’s like walking into a giant ping-pong bal devoid of any human markers The speaker is comparing the experience of being in a specific location to the feeling one would have if they were walking into a giant ping-pong ball. In this context, "giant ping-pong ball" is used to emphasize the vastness and the sense of being enclosed or surrounded by something immense and featureless. The phrase "devoid of any human markers" means that there are no signs of human presence or activity in that place. It suggests that the location is completely untouched and uninhabited by humans, lacking any man-made structures or signs of civilization. Overall, the sentence conveys the idea of entering a massive and desolate space where there are no human traces, possibly evoking feelings of isolation, awe, or a sense of being disconnected from the familiar human world. Days go on and on and on in surreal 24-hour austral summer light The phrase "Days go on and on and on in surreal 24-hour austral summer light" describes an extraordinary aspect of the Antarctic region during the austral summer. In the southern hemisphere, the austral summer refers to the period when Antarctica experiences its warmest months, usually from December to February. During this time, there are long periods of continuous daylight, known as the "midnight sun" phenomenon. The sun remains visible for 24 hours a day, without setting below the horizon. The phrase "Days go on and on and on" highlights the duration of the daylight hours during the austral summer in Antarctica. Unlike other parts of the world where the sun rises and sets daily, in Antarctica, it remains above the horizon, creating an uninterrupted stream of daylight that extends for weeks. The word "surreal" suggests that this phenomenon is highly unusual and dreamlike, as it defies the typical diurnal cycle that most people experience. It is an awe-inspiring and disorienting experience for visitors, as they can continue their activities under the constant illumination of daylight, and traditional concepts of day and night blur. It’s an immersion that will force you to place yourself in the context of the earth’s geological history. In brief, this sentence means that visiting Antarctica is a deeply engrossing experience that compels you to consider and understand the Earth's geological history. Being in this remote and ancient continent immerses you in the wonders of its unique environment, making you reflect on the immense timescales and geological processes that have shaped the planet over millions of years. It fosters a sense of connection to the Earth's past and the importance of preserving and comprehending its natural history. Being in such an ancient and isolated place prompts you to think about how the planet has evolved over millions of years, the movement of tectonic plates, the formation of mountains and ice, and other geological processes that have shaped the Earth's surface. And for humans, the prognosis isn’t good. In simpler terms, it indicates that considering the current state of the Earth's climate and the impact of human actions on the environment, the prospects or future consequences for humans may not be positive. It implies that there are serious concerns about how human activities, such as climate change, pollution, and other environmental issues, may affect the well-being and sustainability of the human species and the planet as a whole. The sentence serves as a cautionary note, urging us to be mindful of the impact we have on the Earth and to take actions to address environmental issues for a better future. Text ( Page 20/Para 1) Human impact Human civilisations have been around for a paltry 12,000 years — barely a few seconds on the geological clock. In that short amount of time, we’ve managed to create quite a ruckus, etching our dominance over Nature with our villages, towns, cities, megacities. The rapid increase of human populations has left us battling with other species for limited resources, and the unmitigated burning of fossil fuels has now created a blanket of carbon dioxide around the world, which is slowly but surely increasing the average global temperature. Easy English Translation Human civilizations have only existed for a relatively short time, just around 12,000 years. That's like only a few seconds compared to the long history of the Earth. In this short period, we have made a lot of noise and changes to the natural world. We built villages, towns, cities, and huge megacities, showing our dominance over nature. However, our fast-growing population has led to competition with other species for limited resources. Also, our excessive burning of fossil fuels has caused a build-up of carbon dioxide in the atmosphere. This is gradually raising the average temperature of the planet, causing global warming. It means the Earth is getting hotter overall. Glossary barely a few seconds on the geological clock "Barely a few seconds on the geological clock" means that in the context of Earth's long history, the time human civilizations have been around is extremely short and insignificant. It emphasizes the brevity of human existence compared to the vast timescales of geological processes that have shaped the planet over millions of years. We’ve managed to create quite a ruckus, etching our dominance over Nature In brief, the phrase "we've managed to create quite a ruckus, etching our dominance over Nature" means that humans have caused significant disruption and chaos, asserting their control and superiority over the natural world. The phrase serves as a reminder of the responsibility we have to be mindful of our actions and strive for more sustainable and harmonious interactions with the natural world. a blanket of carbon dioxide around the world "A blanket of carbon dioxide around the world" refers to the increasing concentration of carbon dioxide (CO2) in the Earth's atmosphere. This greenhouse gas, released primarily from human activities like burning fossil fuels and deforestation, accumulates in the atmosphere and acts like a blanket, trapping heat from the sun. This leads to the greenhouse effect, which causes the planet to warm up, resulting in global warming and climate change. Do you Know What is Geological Clock? The "geological clock" is a metaphorical concept used to represent the vast timescales and history of Earth's geological processes. It refers to the idea that the Earth's history can be imagined as a clock, where each minute or hour represents millions or billions of years. Geological processes, such as the formation of mountains, the shifting of tectonic plates, the deposition of sedimentary layers, and the evolution of life forms, have occurred over incredibly long periods of time. By using the metaphor of a clock, scientists and geologists can better comprehend the slow and gradual changes that have shaped the Earth's surface and its ecosystems throughout its history. For example, when we talk about human civilizations existing for around 12,000 years, it's just a tiny fraction of the geological clock, which has been ticking for billions of years. The geological clock allows us to understand the immense timescales involved in Earth's history and the slow but significant processes that have shaped the planet into what it is today. Text ( Page 20/Para 2) Climate change is one of the most hotly contested environmental debates of our time. Will the West Antarctic ice sheet melt entirely? Will the Gulf Stream ocean current be disrupted? Will it be the end of the world as we know it? Maybe. Maybe not. Either way, Antarctica is a crucial element in this debate — not just because it’s the only place in the world, which has never sustained a human population and therefore remains relatively ‘pristine’ in this respect; but more importantly, because it holds in its ice-cores half-million-year-old carbon records trapped in its layers of ice. If we want to study and examine the Earth’s past, present and future, Antarctica is the place to go. Easy English Translation Climate change is a big topic of discussion about the environment nowadays. People argue and debate about it a lot. They wonder if the huge West Antarctic ice sheet will completely melt. They worry about the Gulf Stream ocean current getting disrupted. Some even fear it might mean the end of the world as we know it. But we don't know for sure. Antarctica, however, plays a vital role in this discussion. It's crucial because it's the only place on Earth where humans have never lived, making it relatively untouched. But what's even more important is that Antarctica's ice holds ancient carbon records that go back half a million years. By studying these ice-cores, we can learn about the Earth's past, understand the present, and even predict the future. So, if we want to know more about our planet's history and what lies ahead, Antarctica is the perfect place to explore. Glossary Will the West Antarctic ice sheet melt entirely? Will the Gulf Stream ocean current be disrupted? Will it be the end of the world as we know it? All these questions revolve around the potential consequences of climate change and its impacts on the Earth's environment. 1. Will the West Antarctic ice sheet melt entirely? The West Antarctic ice sheet is a vast mass of ice that covers a significant portion of the Antarctic continent. It contains enough ice to raise global sea levels by several meters if it were to melt entirely. This has raised concerns among scientists and policymakers because the melting of this ice sheet could have severe implications for coastal areas around the world, leading to flooding and displacement of millions of people. However, the rate and extent of the ice sheet's melting are still uncertain and the subject of ongoing scientific research. 2. Will the Gulf Stream ocean current be disrupted? The Gulf Stream is a powerful ocean current that carries warm water from the Gulf of Mexico across the Atlantic Ocean, influencing weather patterns and climate in regions along its path, including Europe. There is evidence that the melting of the Greenland ice sheet and increased freshwater input into the North Atlantic could potentially disrupt the Gulf Stream. If the Gulf Stream were to weaken or change its course significantly, it could have profound impacts on regional climates, ocean ecosystems, and weather patterns in the affected areas. 3. Will it be the end of the world as we know it? This question is a more generalized and dramatic expression of concern about the potential consequences of climate change. While it is not likely that climate change will lead to the literal end of the world, it does raise valid concerns about the far-reaching impacts on the Earth's ecosystems, biodiversity, human societies, and economies. Climate change is a complex and multi-faceted issue that can exacerbate existing problems like extreme weather events, sea-level rise, food and water shortages, and disruptions to ecosystems. These changes could have significant consequences for human well-being and the planet's overall health. it holds in its ice-cores half-million-year-old carbon records trapped in its layers of ice. Ice-cores are cylindrical samples of ice drilled from the glaciers and ice sheets of Antarctica. These ice-cores serve as historical records of the Earth's climate and atmospheric conditions over an exceptionally long time span. The phrase "half-million-year-old carbon records" means that the ice-cores contain traces of carbon and other substances that have accumulated over the course of half a million years. As snow falls on Antarctica, it traps tiny air bubbles and various particles from the atmosphere. As more layers of snow accumulate, they compress and turn into ice, preserving these air bubbles and particles within the ice layers. These air bubbles serve as time capsules that hold the atmospheric composition of the past, including the concentration of greenhouse gases like carbon dioxide (CO2). The study of ice-cores from Antarctica has been instrumental in confirming the reality of human-induced climate change and its implications for the Earth's future. These ice-cores serve as an essential tool for climate researchers and policymakers to understand the long-term patterns of climate variability and the urgency of taking action to address the current global warming trend caused by human activities. Text ( Page 21/Para 1) Students on Ice, the programme I was working with on the Shokalskiy, aims to do exactly this by taking high school students to the ends of the world and providing them with inspiring educational opportunities which will help them foster a new understanding and respect for our planet. It’s been in operation for six years now, headed by Canadian Geoff Green, who got tired of carting celebrities and retired, rich, curiosity-seekers who could only ‘give’ back in a limited way. With Students on Ice, he offers the future generation of policy-makers a life-changing experience at an age when they’re ready to absorb, learn, and most importantly, act. Easy English Translation Students on Ice is a program that takes high school students to remote and exciting places in the world, like Antarctica, to give them a chance to learn and be inspired. The goal is to help them understand and appreciate our planet better. This program has been running for six years and is led by a Canadian named Geoff Green. He started this program because he was tired of taking rich and famous people on trips, as they could only give back in a limited way. With Students on Ice, he wants to give young people, who will become future leaders and decision-makers, a life-changing experience while they are still at an age to absorb, learn, and take action. Glossary/ Resource for CBE-Based Question Students on Ice, the programme I was working with on the Shokalskiy, aims to do exactly this by taking high school students to the ends of the world and providing them with inspiring educational opportunities which will help them foster a new understanding and respect for our planet. The sentence is describing the purpose and objectives of the "Students on Ice" program, which the speaker was involved with while working on the ship named "Shokalskiy." The program's main goal is to take high school students on journeys to remote and extreme places in the world, referred to as "the ends of the world." During these expeditions, the students are provided with educational opportunities that are inspiring and transformative. The program aims to achieve two significant outcomes: 1. Foster a New Understanding: By exposing the students to these unique and challenging environments, the program seeks to broaden their knowledge and awareness of the Earth's diverse and delicate ecosystems. It encourages the students to explore and appreciate the natural world in a way they might not have experienced before. 2. Develop Respect for Our Planet: Through these inspiring educational opportunities, the program also aims to instill in the students a deep sense of respect and care for the planet. By witnessing firsthand the beauty and vulnerability of remote environments, the students are encouraged to become responsible stewards of the Earth, actively participating in its conservation and protection. In essence, "Students on Ice" strives to provide young learners with eye-opening experiences in some of the most pristine and challenging environments on Earth. By doing so, it aspires to cultivate a new generation of environmentally conscious individuals who will value, respect, and protect our planet for the future. Text ( Page 21/Para 2) The reason the programme has been so successful is because it’s impossible to go anywhere near the South Pole and not be affected by it. It’s easy to be blasé about polar ice-caps melting while sitting in the comfort zone of our respective latitude and longitude, but when you can visibly see glaciers retreating and ice shelves collapsing, you begin to realise that the threat of global warming is very real. Easy English Translation The program's success is due to the fact that it's impossible to visit anywhere close to the South Pole without being profoundly impacted by it. While sitting comfortably at our own locations, we may take the melting polar ice caps lightly, but witnessing glaciers shrinking and ice shelves collapsing firsthand makes us realize that global warming is a genuine and immediate threat. Glossary/ Resource for CBE-Based Question It’s easy to be blasé about polar ice-caps melting while sitting in the comfort zone of our respective latitude and longitude.. The sentence highlights a common human tendency to be indifferent or nonchalant about the melting of polar ice-caps when one is in a comfortable and relatively unaffected location. It points out that people who live far away from the polar regions, in places with milder climates and no direct consequences of melting ice-caps, may not fully grasp the urgency and significance of this environmental issue. Blasé Attitude: The term "blasé" means being unimpressed, unconcerned, or apathetic about something. In the context of the sentence, it refers to the attitude some individuals might adopt regarding the melting of polar ice-caps. Since they are not directly experiencing the consequences of climate change, they may not fully appreciate the seriousness of the issue or the urgency to take action. Respective Latitude and Longitude: "Respective latitude and longitude" indicates that each person's location on the Earth's surface has different climatic conditions and geographical characteristics. It means people are situated at various distances from the polar regions, and therefore, their experiences with climate change may differ significantly. The sentence serves as a call to recognize the importance of considering the broader global implications of melting polar ice-caps and the need for collective action to address climate change, even for those who may not experience its direct effects in their immediate surroundings. Understanding the interconnectedness of the Earth's climate system is essential in tackling the challenges posed by climate change and protecting the planet for future generations. Text ( Page 21/Para 3) Antarctica, because of her simple ecosystem and lack of biodiversity, is the perfect place to study how little changes in the environment can have big repercussions. Take the microscopic phytoplankton — those grasses of the sea that nourish and sustain the entire Southern Ocean’s food chain. These single-celled plants use the sun’s energy to assimilate carbon and synthesise organic compounds in that wondrous and most important of processes called photosynthesis. Scientists warn that a further depletion in the ozone layer will affect the activities of phytoplankton, which in turn will affect the lives of all the marine animals and birds of the region, and the global carbon cycle. In the parable of the phytoplankton, there is a great metaphor for existence: take care of the small things and the big things will fall into place. Easy English Translation Antarctica is a great place to study how small changes in the environment can have significant impacts because its ecosystem is simple and lacks biodiversity. One example is the microscopic phytoplankton, tiny plants in the ocean that play a vital role in sustaining the entire food chain in the Southern Ocean. These small plants use the sun's energy to absorb carbon and create essential organic compounds through a process called photosynthesis. Scientists warn that if the ozone layer continues to deplete, it will affect the activities of phytoplankton. This, in turn, will impact the lives of marine animals and birds in the region, as well as the global carbon cycle. The lesson from the phytoplankton story is a metaphor for life: if we take care of the small things, the bigger things in our environment will fall into place. It emphasizes the importance of protecting and preserving even the tiniest parts of our ecosystem to maintain a healthy and balanced world. Glossary Antarctica, because of her simple ecosystem and lack of biodiversity, is the perfect place to study how little changes in the environment can have big repercussions. Take the microscopic phytoplankton — those grasses of the sea that nourish and sustain the entire Southern Ocean’s food chain. Antarctica is an ideal location for studying the impact of small environmental changes due to its unique characteristics, particularly its simple ecosystem and limited biodiversity. These features provide a controlled and clear environment to observe how even minor alterations can lead to significant consequences. 1. Simple Ecosystem: Antarctica's ecosystem is relatively straightforward compared to other regions on Earth. It has fewer species and ecological interactions, making it easier for scientists to understand the cause-and-effect relationships within the ecosystem. This simplicity allows researchers to isolate and study specific components and their responses to changes in the environment. 2. Lack of Biodiversity: The biodiversity in Antarctica is limited due to its extreme cold and harsh conditions. Only a few species of plants and animals can survive in this challenging environment. This limited biodiversity further simplifies the ecosystem, allowing scientists to focus on key species and their ecological roles. 3. Microscopic Phytoplankton: The sentence specifically mentions "microscopic phytoplankton," which are tiny, single-celled plants found in the ocean. Despite their small size, phytoplankton play a crucial role in the marine ecosystem. They are primary producers, using sunlight and nutrients to undergo photosynthesis and produce organic matter, acting as the foundation of the food chain. 4. Nourishing the Southern Ocean's Food Chain: Phytoplankton serve as the primary food source for many marine organisms in the Southern Ocean. Zooplankton, small animals that consume phytoplankton, are then eaten by larger marine creatures, creating a complex food web that sustains life in the region. By studying phytoplankton in Antarctica, scientists can gain insights into how changes in environmental conditions, such as temperature, light availability, and nutrient levels, impact these essential microscopic organisms. Even slight changes in these factors can influence the growth and distribution of phytoplankton, which, in turn, affects the entire food chain in the Southern Ocean. The study of Antarctica's simple ecosystem and phytoplankton offers valuable lessons about the interconnectedness of life on our planet and the importance of taking proactive measures to protect and conserve the environment for future generations. Text ( Page 22/Para 1) Walk on the ocean My Antarctic experience was full of such epiphanies, but the best occurred just short of the Antarctic Circle at 65.55 degrees south. The Shokalskiy had managed to wedge herself into a thick white stretch of ice between the peninsula and Tadpole Island which was preventing us from going any further. The Captain decided we were going to turn around and head back north, but before we did, we were all instructed to climb down the gangplank and walk on the ocean. So there we were, all 52 of us, kitted out in Gore-Tex and glares, walking on a stark whiteness that seemed to spread out forever. Underneath our feet was a metre-thick ice pack, and underneath that, 180 metres of living, breathing, salt water. In the periphery Crabeater seals were stretching and sunning themselves on ice floes much like stray dogs will do under the shade of a banyan tree. It was nothing short of a revelation: everything does indeed connect. Easy English Translation During my time in Antarctica, I had many eye-opening moments, but the best one happened just before reaching the Antarctic Circle at 65.55 degrees south. The ship I was on, the Shokalskiy, got stuck in thick ice between the peninsula and Tadpole Island, preventing us from going further. The Captain decided to turn back north, but before doing so, we were told to get off the ship and walk on the ocean! All 52 of us, dressed in special waterproof clothes and sunglasses, stepped out onto a vast expanse of pure white ice that seemed to stretch on forever. Underneath our feet was a layer of ice about one meter thick, and below that, there were 180 meters of living, breathing, salty water. We could see Crabeater seals relaxing and basking in the sun on ice floats, just like stray dogs find shade under a banyan tree. This experience was truly amazing and made me realize something important: everything in nature is connected. The ice we walked on, the water below it, the seals on the ice, and even us humans, are all part of the same intricate web of life. It was a powerful revelation that showed me the interdependence of all living things and the significance of our actions in preserving this delicate balance in our world. Glossary: My Antarctic experience was full of such epiphanies, but the best occurred just short of the Antarctic Circle at 65.55 degrees south. The sentence describes the speaker's experiences during their time in Antarctica and highlights a particularly profound and meaningful moment that happened near the Antarctic Circle at 65.55 degrees south. 1. Antarctic Experience: The speaker is reflecting on their overall experiences in Antarctica, suggesting that their time in this remote and extreme region was filled with significant moments and realizations. 2. Epiphanies: The word "epiphanies" refers to sudden and profound insights or revelations. It indicates that the speaker had moments of deep understanding or enlightenment during their Antarctic journey. 3. Near the Antarctic Circle: The Antarctic Circle is an imaginary line at approximately 66.5 degrees south latitude, marking the southernmost point where the sun is visible during the winter solstice and invisible during the summer solstice. The speaker's experience took place just short of this significant geographic marker, indicating that they were deep in the southern polar region. The sentence sets the stage for a story or reflection on the speaker's remarkable journey in Antarctica. It suggests that something extraordinary and life-changing occurred during their time near the Antarctic Circle, and it is likely that the following context will provide more details about this profound moment and its impact on the speaker's perspective and understanding. wedge herself into a thick white stretch of ice between the peninsula and Tadpole Island The sentence provides a description of a situation during the speaker's journey on the ship named "Shokalskiy" in Antarctica. The ship had encountered a challenging obstacle in the form of a thick expanse of white ice that was wedged between the peninsula and Tadpole Island. This ice barrier was preventing the ship from proceeding further on its intended route. 1. The Shokalskiy: The Shokalskiy is the name of the ship that the speaker was on during her Antarctic expedition. It is a vessel used for scientific research and exploration in polar regions. 2. Wedged into Thick White Ice: The phrase "wedged into" means that the ship had become stuck or trapped within the ice. The "thick white ice" refers to a massive and dense expanse of ice covering the surrounding waters, creating a formidable barrier for the ship's progress. 3. Between the Peninsula and Tadpole Island: The ship was positioned in a location situated between the Antarctic Peninsula and Tadpole Island. The Antarctic Peninsula is a long stretch of land extending from Antarctica towards South America, while Tadpole Island is a specific geographical feature in the vicinity. The sentence sets the stage for a potential tale of adventure and challenges faced during the expedition. The encounter with the thick ice creates a sense of suspense and anticipation for the reader, as they might wonder how the crew and passengers on the Shokalskiy would overcome this obstacle and continue their journey in the frozen and challenging Antarctic environment. we were all instructed to climb down the gangplank and walk on the ocean. The sentence describes a unique and extraordinary moment during the Antarctic expedition where all the people on board the ship (including the speaker) were given specific instructions to participate in a remarkable activity. 1. Climb Down the Gangplank: The gangplank is a movable bridge or ramp used to embark or disembark from a ship. In this case, the instruction was for everyone on the ship to "climb down the gangplank," which means they were to descend from the ship onto a particular location outside. 2. Walk on the Ocean: The surprising and unusual instruction was to "walk on the ocean." This might initially seem perplexing, as walking on water is not something humans can ordinarily do. However, in this context, it means that the location where the ship was situated had a thick layer of ice covering the ocean's surface. kitted out in Gore-Tex and glares.. The sentence paints a vivid picture of the scene during the Antarctic expedition. It describes the moment when all 52 people on board the ship were standing on the vast expanse of ice, dressed in special gear, and surrounded by an endless sea of brilliant white. Kitted Out in Gore-Tex and Glares: Kitted out" means that everyone was fully equipped or dressed in specialized clothing and gear. "Gore-Tex" is a high-performance fabric often used in outdoor clothing, known for its water-resistance and breathability, making it suitable for extreme weather conditions like those in Antarctica. "Glares" refer to sunglasses or protective eyewear to shield the eyes from the intense glare of the sun reflecting off the ice. Crabeater seals were stretching and sunning themselves on ice floes The sentence provides a captivating image of the Antarctic surroundings, specifically describing the presence of Crabeater seals and drawing a comparison to stray dogs seeking shade under a banyan tree. 1. Crabeater Seals: The sentence mentions "Crabeater seals," which are a species of seals commonly found in the Antarctic region. Despite their name, these seals primarily feed on krill, a small shrimp-like crustacean, rather than crabs. 2. In the Periphery: The term "periphery" refers to the outer edges or surrounding area. In this context, it means that the Crabeater seals were seen at the outskirts or on the fringes of the main area where the group of people was walking on the ice. 3. Stretching and Sunning Themselves: The seals were observed stretching their bodies and sunning themselves on ice floes. Sunning is a common behavior among seals to warm themselves under the sunlight, as the Antarctic sun can be quite intense, despite the cold temperatures. 4. Similar to Stray Dogs: The sentence draws a comparison between the behavior of the Crabeater seals and that of stray dogs seeking shade under a banyan tree. This analogy emphasizes how the seals are engaging in a behavior that mirrors what one might observe in a different context, with dogs seeking shade to escape from the heat. The sentence beautifully juxtaposes the serene image of the seals relaxing on ice floes with the relatable behavior of dogs seeking shade under a tree, which creates a sense of connection between different aspects of nature. It highlights the fascinating and often surprising similarities between the behaviors of animals in different environments and underscores the shared experiences and instincts that exist across diverse species. The vivid imagery paints a captivating picture of the Antarctic landscape and the diverse life that thrives in this extreme and mesmerizing region. It was nothing short of a revelation: everything does indeed connect. The sentence expresses a powerful revelation or realization experienced by the speaker during their time in Antarctica. This moment left a profound impact on them, leading them to recognize the interconnectedness of everything in nature. 1. Nothing Short of a Revelation: The use of the phrase "nothing short of a revelation" indicates that the experience was incredibly significant and eye-opening for the speaker. It was not a minor realization but a profound and transformative moment. 2. Everything Does Indeed Connect: The core message of the sentence is that the speaker came to understand that everything in nature is interconnected. The experiences and occurrences in one part of the environment can have ripple effects and connections that extend far beyond that specific location. The sentence encapsulates a moment of deep insight and understanding, where the speaker perceives the intricate and delicate web of connections that bind all living things and natural processes together. It suggests that the diverse elements of the Antarctic ecosystem—the ice, the seals, the phytoplankton, and more—are all part of a complex and harmonious whole. Moreover, this realization is not limited to just the Antarctic environment; it can be applied to the entire planet. The concept of interconnectedness in nature is an essential theme in ecology and environmental science. It highlights that actions or changes in one part of the world can have far-reaching consequences for other regions and species. Understanding this interdependence emphasizes the need for responsible stewardship of the Earth and the recognition that our actions can have both positive and negative impacts on the delicate balance of the natural world. Text ( Page 22/Para 2) Nine time zones, six checkpoints, three bodies of water and many ecospheres later, I was still wondering about the beauty of balance in play on our planet. How would it be if Antarctica were to become the warm place that it once used to be? Will we be around to see it, or would we have gone the way of the dinosaurs, mammoths and woolly rhinos? Who’s to say? But after spending two weeks with a bunch of teenagers who still have the idealism to save the world, all I can say is that a lot can happen in a million years, but what a difference a day makes! Easy English Translation After traveling through nine time zones, passing six checkpoints, crossing three bodies of water, and exploring various ecospheres, I continued to be amazed by the delicate balance present on our planet. I couldn't help but wonder: what if Antarctica returned to the warm place it once was? Would we be here to witness it, or would humanity have disappeared, similar to the fate of the dinosaurs, mammoths, and woolly rhinos? It's hard to predict. However, spending two weeks with enthusiastic teenagers who still believe in saving the world made me realize that a lot can change over a million years, but even a single day can make a significant difference! Glossary beauty of balance in play on our planet. suggests that the speaker is contemplating the harmonious coexistence and interdependence of the Earth's ecosystems. Despite the various landscapes and environments encountered during the journey, the speaker is struck by the beauty of how everything seems to work together in a delicate balance. How would it be if Antarctica were to become the warm place that it once used to be? It is essential to recognize that the scenario of Antarctica becoming warm again is purely speculative. Currently, the planet is experiencing global warming due to human activities, primarily the burning of fossil fuels, which release greenhouse gases into the atmosphere. This anthropogenic global warming is leading to the melting of polar ice and significant climate changes worldwide. NCERT Solution Q1. How do geological phenomena help us to know about the history of humankind? ( Page 19) Ans: The geological phenomena of separating various continents and water bodies from one compact landmass indicate the age of existence of human race. Six hundred-and -fifty million years ago, no human race existed on the earth because the environment was not conducive to existence of life. After dinosaurs were wiped out, the mammals started existing and after the separation of landmass, the human race started flourishing on the earth. Q2. What are the indications for the future of humankind? ( Page 20) The future of the humankind is in danger in the likely event of the the emission of carbon -dioxide and other poisonous gases . These gases deplete the ozone layer thus allowing the ultra-violet rays of the sun to enter the earth's environment. This gives rise to global warming. Increased temperature is likely to melt the ice of the Antarctica causing further damage to the environment vis-a-vis future of human kind. Reading with Insight ( Page 23) 1. The world's geological history is trapped in Antarctica. How is the study of this region useful to us? Ans: Antarctica is the only place in the world which has never sustained a human population. It thus remains relatively 'pristine' in this respect. But most importantly it holds in its ice-cores, half-million-year-old carbon records trapped in its layer of ice. Secondly, Antarctica has her simple ecosystem and lack of biodiversity. It is , therefore, the perfect place to study how little changes in the environment can have big repercussions. The microscopic phytoplanktons, nourish and sustain the entire Southern Ocean's food chain. These single-celled plants use the sun's energy to assimilate carbon and synthesise organic compounds in photosynthesis. Scientists warn that a further depletion in the ozone layer will affect the activities of phytoplanktons. In return, this effect will affect the lives of all the marine animals, birds of the region and the global carbon cycle. Thus the study of these phenomena in the context of increasing environmental pollution shall help us how to maintain the survival of life on Earth. The programme students on Ice is such a programme. 2. What are Geoff Green's reasons for including high school students in the Students on Ice expedition? Ans: Students on Ice is a programme headed by Canadian Geoff Green. It aims at taking high school students to the ends of the world and providing them with inspiring educational opportunities. These will help them foster a new understanding and respect for our planet. The reasons behind Green's programme are obvious. Geoff Green was tired of taking celebrities and retired rich curiosity seekers who could only 'give' back in a limited way. Green wanted something in 'return' from his 'passengers' to solve the problems relating to climatic changes due to environmental pollution. With Students on Ice he offers the future generation of policy-makers, a life changing experience at an age when they are ready to absorb, learn and act. Antarctica with its simple ecosystem and lack of biodiversity is the perfect place to study how little changes in the environment can have big repercussions. Antarctica holds the key to study all this. Students being the next generation shall learn to understand and respect our planet Earth by going to Antarctica. Q3. 'Take care of small things and the big things will take care of themselves.' What is the relevance of this statement in the context of the Antarctic environment? Ans Antarctica is the only place on earth which has never sustained a human population. So it remains pristine to the core in this respect. But most importantly it holds in its ice-cores, half-million-year-old carbon records trapped in its layers of ice. These shall reveal the Earth's past, present and future. Antarctica's simple ecosystem and lack of biodiversity are unique. It is thus the perfect place to study how little changes in the environment can have big repercussions. The author gives the example of the microscopic phytoplanktons-those sea grasses that nourish and sustain the entire Southern Ocean's food chain. These single-chained plants use the sun's energy to assimilate carbon and synthesize under the process 'photosynthesis.' A slight change in microscopic phytoplanktons shall affect the lives of all the marine animals, birds of the region and the global carbon cycle. This means that if w take care of these small things, bigger things shall take care of themselves. The programme students on Ice aims a this aspect of human life and research. Q4. Why is Antarctica the place to go to , to understand, the earth's present, past and future? Ans: The statement is true due to simple ecosystem and lack of bio-diversity of Antarctica. Then it has never had human population . Antarctica's Cordilleran folds and pre-Cambrian granite shields can best be studies together with ozone and carbon; evolution and extinction, to know and understand the evolution. Antarctica had once been a warmer place hosting a huge variety of flora and fauna. It is the only place in the world that has never sustained a human population. It holds in its ice-cores, half -million-year-old carbon records trapped in its layers of ice. These can throw immense light on the Earth's past, present and future. Next, Antarctica is the perfect and right place to study how climatic changes in the environment can have big repercussions. The author gives the example of the microscopic phytoplanktons. These are the sea grasses that nourish and sustain the entire Southern Ocean's food chain. A slight effect on them shall affect the lives of all the marine animals, birds, of the region and the global carbon cycle. Competnecy-Based Questions ( CBE) Q1. Why do you think Antarctica is the place to go if we want to study and examine the Earth’s past, present and future? (CBE Question) The statement emphasizes the importance of Antarctica as a crucial location for studying and examining various aspects of the Earth's past, present, and future. There are several key reasons why Antarctica holds such significance: 1. Earth's Geological History: Antarctica provides a unique and relatively undisturbed geological record that extends back millions of years. The continent's ice sheets and glaciers preserve layers of ancient sediment and ice-cores, containing valuable information about past climates, atmospheric conditions, and environmental changes. By studying these records, scientists can reconstruct the Earth's geological history and gain insights into past climate fluctuations, ice ages, and the evolution of the planet's ecosystems. 2. Climate Change Research: Antarctica plays a crucial role in understanding current climate change trends. As one of the coldest and most remote regions on Earth, it is particularly sensitive to global warming and its effects on the polar ice. Monitoring and studying changes in Antarctica's ice sheets, glaciers, and surrounding seas provide essential data for climate scientists to assess the impacts of human activities on the climate and its consequences for sea-level rise and ocean circulation. 3. Biodiversity and Ecosystems: Despite its harsh conditions, Antarctica supports unique and diverse ecosystems, including marine life, seabirds, seals, and penguins. By studying these ecosystems, scientists can gain valuable insights into the resilience of life in extreme environments and how these ecosystems may respond to environmental changes. 4. Global Collaboration: Antarctica is one of the few places on Earth governed by international agreements, and it is considered a continent for science. The Antarctic Treaty System promotes scientific research, cooperation, and the peaceful use of the continent. Scientists from different countries work together in research stations across Antarctica, fostering international collaboration in addressing global challenges such as climate change and environmental conservation. 5. Testing Ground for Space Exploration: Antarctica's remote and harsh environment makes it an ideal location for testing space technologies and conducting space-related research. Due to its similarities with the extreme conditions of space, scientists use Antarctica to simulate and prepare for future space missions. In summary, Antarctica's significance as a research destination lies in its unparalleled preservation of the Earth's geological history, its role in understanding climate change, the diverse and resilient ecosystems it hosts, global scientific collaboration, and its usefulness as a testing ground for space exploration. The scientific endeavors in Antarctica contribute not only to expanding our knowledge of the planet's past and present but also to formulating strategies for a sustainable and informed future. Q2. The author states that her Antarctic experience was full of epiphanies, but the best occurred just short of the Antarctic Circle of 65–55 degrees south? Explain. Ans: Epiphanies is a Christian festival that celebrates the revelation or enlightenment. Here epiphanies are used metaphorically to suggest moments when the author suddenly becomes conscious of something that is very important to her. The author experienced the rare of the rarest experiences there in Antarctica both in relation to beauty, wonder and geological phenomena. Such masterly geological epiphany was experienced by her when the Akademik Shokalskiy got wedged into a thick white stretch of ice between the peninsula and Tadpole Island. The captain decided to turn around and asked the passengers to walk on the ocean. They kitted out in Gore-Tex and glares, walking on a white sheet of ice. Underneath their feet was a metre-thick ice pack. And underneath that, 180 metres of living breathing, salt water lay before them. In the periphery crabeater seals were stretching and sunning themselves on ice floes. They were doing so like stray clogs will do under the shade of a banyan tree. It was nothing short of revelation. The author saw in it that everything does, indeed connect. This really proved to be the most wonderful experience of all experiences of Antarctica. Q3.What makes Antarctica an ideal subject of study? Ans : Antarctica is the only place in the world which has never sustained a human population. It thus remains relatively pristine in this respect. But, more importantly, it holds in its ice core, half a millionyear- old carbon records trapped in its layers of life. Antarctica has a simple ecosystem and lack of biodiversity. It is, therefore, a perfect place to study how little changes in the environment can have big repercussions. Visiting Antarctica means knowing where we have come from and where we could possibly be heading. This place holds the key to know the geological evolution and it shall reveal the earth’s past, present and future. Q4. What emotions did the author experience when she reached Antarctica at last? Ans : The author finally set foot on the Antarctica continent after travelling over 100 hours in combination of car, aeroplane and ship. Her first emotion on seeing the vast expansive white landscape and the blue horizon was of relief. She experienced the emotion of wonder at its immensity and isolation and its strange relationship with India. Q5. How has Antarctica sustained itself and managed to remain pristine? Ans: Antarctica, on account of being the coldest, windiest and driest continent in the world, has never sustained a human population and has thus managed to remain pristine. This has prevented man from being able to create ruckus in this part of the world by his thoughtless exploitation of the natural resources. Q6. What are the reasons for the success of the Students on Ice programme? Ans: Sitting distant in the comfort zone of our houses, any talk about global warming looks so unreal and one can be unconcerned. But the visible experience of seeing glaciers retreating, ice caps melting and ice shelves collapsing makes one understand and realize what global warming is all about. The indications for the future of humankind become clear when one actually witnesses the geological phenomena. Q7. What is that beauty of balance that a trip to Antarctica unfolded to the author? Ans: The author was wonderstruck by the beauty of balance in play on our planet. Travelling across nine time zones, three bodies of water and as many ecospheres was an experience that unfolded a wide range of climate, geographical features, and flora and fauna. It was also a visible experience of the varied geographical phenomena. Q8. By whom and with what objective was Students on Ice programme started? How far has it achieved its goals? Ans : The Students on Ice programme was started by Canadian Geoff Green. He felt students are the future generation of policy-makers. They should be provided an opportunity to have this lifechanging experience at a young age in order to foster a new understanding and respect for our planet. It would help them to absorb, learn and, more importantly, act for the benefit of the planet. Geoff Green was tired of taking celebrities and retired rich curiosity seekers who could only give back in a limited way. It means Geoff wanted something in return from his passengers to solve the problems relating to climate changes due to environmental pollution. It is difficult to imagine or be affected by the polar ice caps melting while sitting in our living rooms and so this visible life changing experience is important. Hence, this programme made the children learn that to save big things, small things must be cared for. Q9. How is Antarctica a crucial element in the debate of climate change? Ans : Antarctica is a crucial element not because it has no human population but because it holds in its ice cores half a million year old carbon records. They are trapped in its layers of ice. It will open up areas of knowledge about the past, present and future of the earth. For 6 marks Antarctica is a crucial element in the debate of climate change due to several significant reasons: 1. Ice Sheets and Sea-Level Rise: Antarctica is home to massive ice sheets that store approximately 70% of the world's freshwater. As global temperatures rise due to climate change, these ice sheets are melting at an accelerating rate. The melting of Antarctica's ice contributes to rising sea levels, posing a significant threat to coastal regions and low-lying islands worldwide. 2. Climate Research: Antarctica serves as a natural laboratory for scientists to study past climate changes. Ice cores drilled from Antarctica's ice sheets provide valuable records of past climate conditions, atmospheric composition, and greenhouse gas concentrations over hundreds of thousands of years. This data helps researchers understand historical climate patterns and how they relate to current changes. 3. Ozone Depletion: Antarctica has been a focal point in the study of ozone depletion, particularly the infamous "ozone hole" over the region. The discovery of the ozone hole led to global action through the Montreal Protocol to phase out ozone-depleting substances, showing that international cooperation can address environmental challenges. 4. Biodiversity and Ecosystems: While the harsh conditions limit biodiversity, Antarctica's unique ecosystems are highly vulnerable to even small environmental changes. Understanding these ecosystems helps researchers assess the impacts of climate change on wildlife and ecosystems in the polar regions. 5. Carbon Storage: Antarctic ice contains ancient air bubbles that preserve samples of past atmospheric carbon dioxide levels. Studying these ice cores allows scientists to reconstruct the history of carbon dioxide concentrations and understand the role of greenhouse gases in driving climate change. 6. Feedback Mechanisms: Changes in Antarctica's climate can trigger feedback loops that amplify global climate change. For example, melting ice can reduce the Earth's reflectivity, leading to more absorbed heat and further warming. 7. Global Climate Impact: The climate changes occurring in Antarctica have far-reaching consequences beyond the region itself. Changes in ocean circulation, sea ice extent, and atmospheric patterns influence weather patterns around the globe, affecting weather, agriculture, and ecosystems in various regions. In summary, Antarctica plays a vital role in the climate change debate due to its contributions to rising sea levels, its value as a climate research hub, its role in understanding ozone depletion, the vulnerability of its ecosystems, its carbon storage potential, its impact on global climate patterns, and its significance in shaping international policies for environmental protection. As a region highly sensitive to climate change, studying Antarctica provides crucial insights into the consequences of global warming and emphasizes the urgent need for effective climate action worldwide. Q10 How is global temperature increasing? What are the immediate fears due to it? Ans : Global temperature is increasing due to the increasing burning of fossil fuels. It has now created a blanket of carbon dioxide around the world. This has given birth to questions like: Will the West Antarctica ice sheet melt entirely? Will the Gulf Stream Ocean current be disrupted? Will it be the end of the world as we know of? It may be. It may not be. Q11. Does the study of the lesson give you a feeling that man is his own great enemy? Ans: In his 12000-year-long stint on the earth so far man has caused untold harm to the planet, its environment and biodiversity. His activities in the name of development have spelt doom for the flora and fauna and his own existence is in danger. Man is to blame for all the havoc and ruckus created on earth. Thus it is quite right that man is his own great enemy. Q12. What is the significance of the title ‘Journey to the End of the Earth’? Ans : The title ‘Journey to the End of the Earth’, has more than one meaning. It describes an educational journey to Antarctica undertaken by a group of high school students. To learn more about the real impact of global warming and future of the earth 52 students went to the coldest, driest, windiest continent in the world called Antarctica in Russian research vessel, the Akademik Shokalskiy. The author calls it a journey to the end of the earth because it began 13:09 degrees North of Equator in Madras, involved crossing nine time zones, six checkpoints, three oceans and as many ecospheres. She travelled over 100 hours in combination of a car, an aeroplane and a ship. The journey being to the extreme south of the the earth, was really towards the end of it. Another meaning of this title is more significant as the warnings that Antarctica gives are shocking and much concerning the humanity and the millions of other species on the earth. The changes taking place in Antarctica are pointing a warning finger at the existence of of the earth; the earth is journeying to its end. 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Illustration of The Pot maker Crafting Traditions in Rural India | The Pot Maker Lesson Architecture Author Information Theme & Context Socio-Cultural Context Story in Brief Vocabulary & Context Easy Translation of the Story Message NCERT Solution Author Information Temsula Ao (1945–2023) was one of India's foremost tribal writers, poet, and academician from Nagaland. She belonged to the Ao Naga tribe and wrote extensively about Naga life, culture, and identity. She was a Professor of English and served as the Head of the Department at North-Eastern Hill University (NEHU), Shillong. She received the Padma Shri in 2007 for her contributions to literature. The Pot Maker is taken from her celebrated short story collection "These Hills Called Home: Stories from a War Zone" (2006), which captures the lives of ordinary Nagas caught in the crossfire of insurgency, tradition, and modernity. Ao's writing is known for its simplicity, emotional depth, and authentic portrayal of Northeastern Indian tribal culture. Theme The central theme of The Pot Maker is the power of passion and determination over social and familial pressure. The story celebrates: Intergenerational transmission of traditional craft — skills passed silently from one generation to another. Individual identity through vocation — work is not just livelihood but a source of dignity and self-worth. Quiet defiance — Sentila's resistance is not loud or rebellious; it is patient and persistent. Tradition vs. utility — the conflict between preserving cultural craft and adapting to more economically rewarding trades. Socio-Cultural Context The story is set in a Naga tribal village in Nagaland, Northeast India. Understanding the cultural backdrop enriches reading: Naga tribal society has a rich tradition of craftsmanship — pottery, weaving, and woodcarving are among the oldest arts. Pot making is traditionally a community activity, carried out by women using hand-coiling techniques (not the potter's wheel). Clay is sourced from riverbeds. Weaving is considered more prestigious and economically rewarding in Naga society, as handwoven shawls are valued commodities. Village councils (elders) hold social authority and can question individual choices that deviate from community norms. The story reflects tension between modernisation and tradition — as newer crafts become more profitable, older ones like pottery risk dying out. The kiln (firing oven for pots) is a community space, symbolising shared cultural heritage. Story in Brief Sentila, a young Naga girl, is passionately drawn to pot making — a traditional craft she watches the village women practise since childhood. Her mother Arenla, however, wants her to learn weaving, which is cleaner, done indoors, takes less time, and earns more money. Secretly, Sentila visits the potters, watches every detail — the pounding of clay, the shaping, the firing — and teaches herself. When her mother discovers this, she is upset and approaches . Mesoba, the head potter, to discourage Sentila. Mesoba, however, speaks wisely, recognising that the girl has a genuine gift and that pot making is a dying art that needs young hands. Eventually, Arenla relents. Sentila is formally mentored. In a climactic moment, she successfully makes her first pot alone — and it is perfect. Her grandmother Onula, who had silently encouraged her all along, witnesses this moment with deep pride. The story ends on a note of quiet triumph — tradition has found a new keeper. Difficult Vocabulary — Meanings and Context Examples Word Meaning Context in Story Example Sentence Fascination A strong attraction or interest in something Sentila felt fascination for pot making from a young age She had a deep fascination for classical music since childhood. Disclose To reveal or make known something hidden Sentila did not disclose her interest in pottery to her mother He refused to disclose the identity of his source. Pounded Beat or struck repeatedly to soften The clay was mixed with water and pounded to make it workable She pounded the spices in a mortar and pestle. Intuitively Based on instinct rather than reasoning She intuitively sensed that something momentous had happened She intuitively knew something was wrong even before he spoke. Momentous Of great importance or significance The completion of her first pot was a momentous occasion Winning the award was a momentous moment in her career. Dormitory A large room with many beds, as in a hostel The girls lived in school dormitories away from their families The dormitory had beds for thirty students. Resolved Determined to do something; firmly decided Sentila was resolved to master the craft of pot making She was resolved to finish the project before the deadline. Outgrow To grow too old or mature to continue interest in something Her mother hoped Sentila would outgrow her interest in pottery Children often outgrow their favourite toys within a year. Reluctance Unwillingness; lack of enthusiasm to do something The village council sought explanation for Arenla's reluctance He agreed with great reluctance to attend the meeting. Catered Provided what is needed or required Pot making catered to the needs of the people in the village The new policy catered to the requirements of rural students. Momentum Increasing speed or force of movement or progress Like a sprinter who had suddenly found momentum, she worked faster The campaign gained momentum as more people joined. Kiln A furnace or oven for baking or firing pottery The pots were dried and then fired in the communal kiln The kiln must reach the right temperature for the clay to harden properly. Protagonist The main character of a story Sentila is the protagonist of The Pot Maker The protagonist of the novel faces great personal challenges. Spontaneous Happening naturally, without planning Her decision to try shaping the pot alone was almost spontaneous Their laughter was spontaneous and genuine. Perseverance Continued effort despite difficulty Sentila's perseverance finally won her mother's approval Success in any field requires patience and perseverance. Easy Translation of the Story Original Text | Para 1 | Sentila's Hidden Dream Ever since Sentila became old enough to accompany her mother to the fields and forests, she began to dream of becoming a pot maker like her mother and grandmother. However Arenla, her mother, wanted her to become a weaver. On days when she managed to stay at home while her parents went to the fields, Sentila approached expert potters to learn the skill. They were at first amused by the little girl's insistence as they thought that she would soon outgrow her childish passion for the craft. Simple English : From the time Sentila was old enough to go with her mother to the fields, she dreamed of becoming a pot maker — just like her mother and grandmother. But her mother Arenla had a different plan: she wanted Sentila to learn weaving. Whenever her parents were away in the fields and Sentila could stay home, she would go to the expert pot makers and watch them work. At first, the potters found the little girl's eagerness amusing. They expected her to soon lose interest, the way children lose interest in most things — but she never did. Original Text | Para 2 | Why Sentila Kept Her Passion Secret Sentila did not disclose her fascination with pot making at home as she had overheard a conversation between her parents one night. Her mother was complaining about Sentila's indifference to weaving. She said, "I shall not teach her pot making as it has brought no joy to me and only a pittance for my troubles. The riverbank, where the grey and red clay required for making pots is found, is sixteen kilometres from here. I need to climb down a sheer drop to the riverbank and my back aches from carrying the heavy load uphill all the way to the village. Pounding the stubborn clay inside bamboo cylinders to soften it, is also tedious. So many times, I've dropped the mould out of sheer exhaustion and have had to start all over again. It takes months to bring out a batch of pots after so much labour. And the reward? A few rupees. But if Sentila learns weaving, she can make much more money besides providing enough cloth for the family. Weaving is not messy like pot making and can be done indoors in all seasons. Also, the time spent on weaving one shawl is much less and the return is handsome." Simple English : Sentila never told her family about her love for pot making. One night she had accidentally overheard her parents talking. Her mother was upset that Sentila showed no interest in weaving. Arenla said she would not teach Sentila pot making because the craft had never made her happy and earned almost no money. She explained all the hardships: the clay is found 16 kilometres away, at the bottom of a steep riverbank. Climbing down to get it and carrying the heavy load back up hurt her back terribly. Then pounding the hard clay soft inside bamboo tubes was exhausting — she had dropped and ruined batches many times and had to start over. All of this took months, and at the end, the income was just a few rupees. Weaving, on the other hand, was clean, could be done inside the house in any weather, took far less time, and earned much better money. Arenla wanted this easier, better life for her daughter. Original Text | Para 3 | Sentila Watches and Learns Sentila continued her visits to watch the potters at work. She saw how the clay was mixed with water and pounded, how careful they were when they pushed their left hand into a lump of the softened clay and how deftly they rotated the lump as they started giving shape to the rotating clay with a spatula held in the right hand. The regular tap, tap of the spatula on the clay was music to her ears as she watched in fascination the pot emerging out of a shapeless lump right in front of her eyes. After two or three days, the pots would be given a final touch up to retain the required shape and to test the consistency. Only then would the pots be taken out to dry in the sun before being loaded on to a kiln in a uniform pattern on a bed of hay and dried bamboo and covered with another layer of the same materials, and then the kiln would be fired. One had to tend the fire carefully as over firing or under firing would ruin the entire batch. Simple English : Secretly, Sentila continued visiting the potters and watching them work. She noticed how they mixed clay with water and beat it soft. She watched how carefully the left hand was pushed into the lump to begin forming its shape, and how skillfully the potter's right hand held a flat tool (spatula) to tap and smooth it while rotating the clay. To Sentila, the rhythmic tapping sound was like beautiful music. She was mesmerised watching a shapeless lump turn into a beautiful pot right before her eyes. After a couple of days, the pots were checked and given their final shape. Then they were laid out in the sun to dry. Once dry, they were arranged in a special pattern on a layer of hay and dried bamboo in the kiln (a kind of large oven), covered with more hay and bamboo, and then set on fire. The fire had to be watched very carefully — too much heat or too little would destroy the entire batch of pots. Original Text | Para 4 | The Village Council Steps In Arenla heard of her daughter's visits but pretended to be ignorant of them. By late afternoon, Sentila had to return home quickly, so that when her mother came back from the fields, she would be there. Gradually, Sentila's visits became a topic of village gossip. People wondered why Arenla was refusing to teach the skill to her daughter. They were worried that if all pot makers followed suit, then there would be no expert potters to take their place. One day, Sentila's father, Mesoba was summoned by the village council and asked to explain why Arenla was refusing to pass on the skill to her daughter. He replied in a humble tone, "Uncles and elder brothers, Arenla has never said that she will not teach our daughter pot making; it is only that we wanted her to grow stronger after her illness. You will soon see Sentila making the best pots in the village." After listening to Mesoba's explanation, the elders decided to let him go, cautioning him to remind Arenla that it was her duty to teach her daughter the skill that was handed down from generation to generation. They also told him that skills such as pot making, which not only catered to the needs of the people but also symbolised the tradition and history of the people, did not 'belong' to any individual. And experts were obliged to pass on their skills not only to their own children but also to anyone who wished to learn. Mesoba went home and discussed the matter with Arenla. Simple English : Arenla knew about Sentila's visits but chose to pretend she didn't. Sentila was always careful to rush home before her mother returned from the fields. But over time, people in the village began talking. Why was Arenla not teaching her daughter the craft? The community was worried: if all expert potters stopped teaching their children, soon there would be no potters left at all. One day, the village elders called Sentila's father Mesoba to a meeting and asked him to explain. Mesoba was polite and calm. He told the elders that Arenla had never refused — they had only been waiting for Sentila to recover her strength after an illness. He promised the elders would soon see Sentila making the finest pots in the village. The elders accepted his answer but warned him firmly: Arenla had a duty to pass on this skill. Pottery, they said, was not a private family skill — it belonged to the whole community and to history. Experts had an obligation to teach it to any willing learner, not just their own children. Mesoba went home and had a serious conversation with Arenla. Original Text | Para 5 | Training Begins, But Struggles Follow The following year, Arenla took Sentila to the riverbank where the grey and red clay was found. She taught Sentila how to dig the clay with a dao, load it on to her carrying basket and soak it in the trough in the work shed before stuffing it into the bamboo cylinder in the right proportion to pound it. Sentila was a quick learner and turned the clay into malleable dough. But when she tried her hand at the shaping of the lump into a pot, she could not even hold the lump of dough properly. The mother simply sat in a corner and watched the girl try again and again. While Sentila hung her head in shame and frustration, Arenla took over the job, and transformed the lump into a beautiful pot. These sessions continued for almost a year but Sentila was unable to learn anything from her mother. Simple English : The next year, Arenla finally began teaching Sentila properly. She took her to the riverbank to dig clay with a special tool called a dao, carry it back in a basket, soak it in a trough in the work shed, then pound it inside a bamboo cylinder until it was soft enough. Sentila picked up all of these preparation steps quickly — she was a fast learner. But the real challenge was shaping the soft clay into an actual pot. When she tried, she could not even hold the lump properly. Arenla sat quietly in a corner and watched her struggle without saying a word. When Sentila finally gave up in shame and frustration, Arenla stepped in and shaped the same lump into a perfectly beautiful pot — without any visible effort. This pattern repeated for almost a full year. Sentila's hands just could not learn from watching her mother. Original Text | Para 6 | Onula: The Unexpected Teacher The next year, when Sentila matured, according to custom, she was sent to stay for some nights in one of the girls' dormitories supervised by a kind, middle-aged widow whom the girls called 'Onula' or Aunty. She had heard of the discord in Sentila's family and resolved to help the girl in every possible way. One evening, when everyone except Sentila went to attend a musical evening, Onula saw her taking out some clay and the implements from her basket quietly. She watched Sentila's clumsy efforts to make a pot and noticed that Sentila was too tense. As a result, the clay seemed unable or unwilling to yield the right shape. When Sentila wearily let the misshapen lump fall flat on the ground, Onula went to her and said, "Don't worry, little one, I shall teach you how to make a perfect pot." Sentila watched in amazement as Onula fashioned a beautiful pot and asked her to try again. Sentila took another lump of clay and with a confidence she had never felt before, started the process all over again following the instructions she had just received. She created a beautiful pot! When it was done, she sat there admiring her work but Onula said, "The mouth of the pot is all wrong." Sentila looked at Onula in frustration who smiled and said, "When you work with your mother next time, watch her carefully when she is shaping the mouth of the pot. You are a quick learner and you will do well." Simple English : According to the village's custom, when Sentila reached adolescence, she was sent to live for some nights in the girls' dormitory — a place supervised by a kind, middle-aged widow the girls called Onula (which means Aunty). Onula had already heard about the disagreement in Sentila's home over pot making, and she quietly decided to help. One evening, when all the other girls had gone to a musical event, Onula noticed Sentila secretly taking out her clay and tools. She watched as Sentila tried to make a pot — and saw right away that the girl was gripping the clay too tensely. Because she was nervous, the clay would not cooperate. When Sentila finally gave up and let the misshapen lump fall to the ground in exhaustion, Onula walked up gently and said, "Don't worry, little one, I will teach you how to make a perfect pot." Sentila watched wide-eyed as Onula effortlessly shaped a beautiful pot before her. Then Onula asked her to try again. This time, with new confidence flooding through her, Sentila followed the instructions she had just seen — and made a beautiful pot! She sat admiring it — but Onula pointed out quietly that the mouth of the pot was still not right. When Sentila looked up in frustration, Onula smiled and said: "The next time you work with your mother, watch very carefully how she shapes the mouth. You learn fast — you will get it." Original Text | Para 7 | Sentila Observes the Final Secret During the next pot making session, Sentila observed how her mother held the left hand and the spatula, how she slackened the rhythm when fashioning the mouth of the pots and how a strip of elongated dough was added to the mouth to make the rim. Then, on a bright sunny day, Arenla told Sentila that they should try to make as many pots as they could, otherwise they would not have enough days of sunshine to dry them. They went to the shed quite early to begin. As usual, Arenla completed a batch quickly and asked Sentila to take over. Complaining that she had a headache and a backache, she went out telling Sentila to try and make as many pots as she could. Sentila was surprised and reluctantly began to beat the dough in perfect coordination with her left hand. Simple English : The next time Sentila worked alongside her mother, she watched with sharper eyes than ever before. She noticed exactly how Arenla held her left hand and the spatula. She saw how her mother slowed down the rhythm of her hands specifically when forming the mouth — the hardest part — and how she added a small strip of extra clay to build up the rim perfectly. Sentila absorbed all of it like a sponge. Then one clear, sunny morning, Arenla said they must make as many pots as possible before the sunshine ran out for drying. They went to the work shed early. Arenla finished her own batch quickly as usual, then turned to Sentila and said she was feeling unwell — a headache and backache — and asked Sentila to carry on and make as many pots as she could. Then she walked out. Sentila was surprised to be left alone, but took a breath and slowly, hesitantly, began to pound the clay in coordination with her hands. Original Text | Para 8 | The Breakthrough Moment Before long, she realised that the pot was ready. She started on the next one, and like a sprinter who had suddenly found momentum, she continued making pot after pot with the same speed and dexterity that she had noticed in her mother's hands. Finally, when she looked at her row of pots, she saw that she had made just one short of her mother's tally. Simple English : Very soon, she looked down and realised — the pot was done. It was complete. She moved to the next lump of clay and began again. And then something remarkable happened: like a runner who suddenly hits her stride and cannot stop, Sentila moved from one pot to the next with speed and skill she had never felt before. Her hands finally knew what to do. When she finally looked up and counted, she had made all but one of the pots her mother would have made. She had almost matched her mother's total. Original Text | Para 9 | Tragedy Strikes Exhausted from the labour, she decided to go into the house and join her mother for lunch. When she reached the threshold, she found her mother lying on the floor. She was not breathing. Sentila ran towards the common area in the village for help. The villagers raced to the house, and sent for Mesoba. When Arenla's body was being carried out of the house the next morning, Sentila ran after it, shouting, "Mother, I did not wish it to happen this way; it simply came to me. Please forgive me." Simple English : Tired from the hard work, Sentila went inside to call her mother for lunch. At the doorway, she stopped. Her mother was lying on the floor. She was not breathing. Arenla had passed away. Sentila ran out screaming for help. The villagers rushed to the house and sent word to her father Mesoba. The next morning, as the villagers carried Arenla's body away, Sentila ran after it, crying out: "Mother, I did not want it to happen this way — it just came to me suddenly. Please forgive me." No one understood what she meant — except Onula. Original Text | Para 10 | Onula Discovers the Truth Those who heard her, did not understand what she meant, except for Onula. She intuitively sensed that something momentous had happened. On her way back, Onula noticed that the door to the work shed was slightly ajar. Out of curiosity, she stepped inside and abruptly stopped in her tracks; two neat rows of newly-made pots stood side by side. She could find nothing to tell one batch from the other. She was sure that it was not the handiwork of one person alone. Onula stood there for a long time as if trying to absorb a new phenomenon. Slowly she walked away from this place of wonder, as she considered it to be, because she believed that she had just witnessed a profound revelation in the two batches of still moist pots, standing side by side in perfect symmetry inside the shed. A new pot maker was born. Simple English : Only Onula understood the meaning of Sentila's heartbroken words. She had a strong inner feeling that something very important had happened. On her way back, she noticed the work shed door was slightly open. She stepped inside — and froze. Two perfect rows of freshly made pots stood side by side. She looked from one row to the other and could not tell which had been made by Arenla and which by Sentila. They were identical in quality, shape, and skill. Onula stood there for a long time, almost as if she was processing something too large and beautiful to understand quickly. Then, slowly, she walked away from what she could only call a place of wonder. She had just seen something profound: a skill had been completely and perfectly passed on. A mother's art lived on in her daughter's hands. A new pot maker was born. Message of the Story Follow your passion with quiet determination. Sentila never argued loudly or rebelled openly. She simply kept returning to what she loved — and that persistence eventually won over everyone around her. Traditional crafts are part of our cultural identity. Pot making in the story is not just a job — it is history, identity, and art. When a craft dies, a part of culture is lost forever. Every vocation has dignity. Whether it is weaving, pottery, farming, or any skilled work — all honest work deserves respect. The story challenges the idea that some crafts are "lesser" than others. Elders can be bridges, not barriers. Grandmother Onula and the potter Mesoba play gentle, wise roles — they do not force change, but guide it with love and patience. Skills pass from hand to hand, generation to generation. The most moving moment in the story is when Onula realises the craft has been inherited by Sentila — a living continuation of tradition. Broader Message of the Pot Maker NCERT Solution

Lesson Architecture Introduction Theme Socio-Cultural Context Summary Paragraph-wise Easy English Translation Vocabulary in Context Message NCERT Solution Credit: Canvas of Soil | Page 86 | Poorvi Textbook. Reflect and Respond I. Work in pairs. Discuss what all you see in a garden. Think of the colours you see and where you see them. Share your responses with your teacher. A garden is a vibrant space filled with natural beauty and variety. One can observe blooming flowers, green plants, trees, grass, butterflies, birds, pathways, and sometimes water features like fountains. Each element adds life and movement to the surroundings. Colours play a significant role in enhancing the beauty of a garden. Different flowers display bright shades such as red roses, yellow marigolds, pink lotuses, and purple petunias. The leaves and grass provide various shades of green, ranging from light green new leaves to dark green mature plants. The sky above adds blue, while butterflies and birds introduce additional colours like orange, black, and white. Thus, a garden appears like a colourful composition where every element contributes to a lively and refreshing environment. II. Look at the picture of a garden and a painting given below. Speak about any similarities between the garden and the painting. A garden and a painting share many similarities as both are forms of artistic expression. Just as a garden is carefully arranged with plants, flowers, and colours, a painting is thoughtfully created using brushes and colours on a canvas. Both a garden and a painting reflect creativity and imagination. A garden is designed by a gardener, while a painting is created by an artist; however, both involve planning, arrangement, and a sense of beauty. Colours are common to both, as gardens naturally display vibrant hues, and paintings represent these colours artistically. Like a garden, a painting can evoke emotions and create a sense of peace and joy. Both capture beauty—one in a natural form and the other in an artistic representation. Therefore, a garden can be seen as a living painting, constantly changing yet always visually appealing. Speak using the following: Just as a garden ______________, similarly, a painting ______________ Ans: Just as a garden displays a variety of colours and natural beauty, similarly, a painting presents a blend of colours and artistic beauty. A garden and a painting, both ________. Ans: A garden and a painting, both reflect creativity and aesthetic appeal. ______ is common to both a garden and a painting. Ans: The use of colours and design is common to both a garden and a painting. Like a garden, a painting too ______ Ans: Like a garden, a painting too creates a sense of peace and visual delight. III. Let us acquaint ourselves with the meanings of palette, hue, and canvas. 1. Palette: a thin oval or rectangular board or tablet that a painter holds and mixes colours on. 2. Hue: shade of a colour 3.Canvas: (here) painting Now, look at the painting given above and identify palette, canvas, and select a hue. In the given painting: Palette: The palette is not directly visible in the picture, but it is implied as the tool the artist uses to mix different colours before applying them to the painting. Canvas: The canvas refers to the entire painting shown in the picture, where the scene of the garden is created. Hue: One prominent hue visible in the painting is green, seen in the trees, plants, and grass. Other hues like blue (sky) and yellow (sunlight/flowers) can also be identified. Introduction The poem “Canvas of Soil” by Maya Anthony beautifully presents a garden as a work of art. It draws a comparison between gardening and painting, showing how nature and human effort come together to create beauty. Through simple yet vivid imagery, the poet highlights the creativity involved in nurturing plants and transforming soil into a colourful masterpiece. Theme The central theme of the poem is the connection between nature and art. It emphasises how gardening is not just a physical activity but also a creative process. The poem also highlights themes of growth, patience, and harmony, showing how beauty emerges over time through care and effort. Additionally, it celebrates nature’s continuous creativity, portraying the garden as a living and ever-changing artwork. Socio-Cultural Context The poem reflects the traditional importance of gardening and agriculture in human life. It highlights the role of gardeners and farmers, whose efforts often go unnoticed but are essential for sustaining life. In many cultures, especially in India, working with the soil is not only a livelihood but also a deeply rooted tradition. The poem elevates this everyday activity into an art form, encouraging respect for manual labour and a deeper appreciation of nature and its beauty. Summary The poem compares the earth to a rich palette where gardeners plant seeds like brushstrokes on a canvas. These seeds grow into colourful flowers, especially in spring, creating a vibrant and lively scene. The blooming flowers appear as if they are dancing in the sunlight, displaying various shades of colour. Each garden plot is described as a canvas where art and life come together. The poet concludes that in the hands of gardeners, the soil is transformed into a beautiful painting, showing that nature and human creativity together create lasting beauty. Word -Meanings Word Meaning Sentence in Context Palette A surface where colours are mixed The earth is described as a palette full of rich colours. Brushstrokes Marks made by a painter’s brush Seeds are compared to brushstrokes that create beauty in a garden. Hue Shade or colour The flowers wait for spring to show their vibrant hue. Blossoms Flowers in bloom In spring, blossoms bloom and make the garden colourful. Vibrant Bright and full of life The garden looks vibrant with many colours in it. Canvas Surface used for painting Each plot of land is compared to a canvas. Coincide Exist together or occur at the same time In a garden, art and life coincide beautifully. Till To prepare soil for planting Farmers till the land before planting seeds. Artwork A piece of creative work Nature’s artwork is seen in the garden’s beauty. Deep Intense or rich The soil is described as rich and deep, full of life. Detailed Explanation Stanza / Lines Explanation (Easy English for Grade 9) Palette of earth, rich and deep,Where dreams of gardeners seep.Brushstrokes of seeds, planted true,Awaiting spring’s vibrant hue. The poet compares the earth to a palette full of rich colours. Gardeners have dreams of growing plants. Seeds are like brushstrokes of a painting. They are planted carefully and wait for spring to grow into colourful plants. Blossoms bloom, a painted sight,Dancing in the morning light.Shades of green, red, and blue,Nature’s artwork, ever new. Flowers bloom and make the garden look like a beautiful painting. They seem to dance in sunlight. The garden shows many colours like green, red, and blue. Nature keeps creating new beauty every day. Each plot, a canvas wide,Where art and life coincide.In the hands of those who till,Gardens become paintings still. Every piece of land is like a canvas where life and art come together. Gardeners work on the soil and create beauty. Their efforts turn gardens into living paintings that stay beautiful and meaningful. Check Your Understanding | NCERT Solution Message of the Story NCERT Solution Critical Reflection ( Page 74-76) II Answer the following questions. To be continued… Stay tuned and keep visiting our site.

Lesson Architecture Introduction Theme Socio-Cultural Context Summary Paragraph-wise Easy English Translation Vocabulary in Context Message NCERT Solution Introduction Winds of Change is an expository article — meaning it is a factual, informational piece of writing — and its author is not named in the textbook. It is presented as an educational article about the traditional Indian handicraft of the pankha (hand fan). Anonymous articles of this kind are common in textbooks and encyclopaedic writing, where the focus is on the subject matter rather than on a personal authorial voice. The article draws on research about Indian craft traditions, regional culture, and the socio-economic challenges facing artisans in modern India. It is written in a clear, informative style with a tone of quiet celebration and concern — celebrating the beauty and diversity of the pankha craft while warning of the risk of its disappearance in the modern age. Evolution of Hand Fans in Various States of India Theme The central theme of Winds of Change is the cultural significance of traditional crafts and the urgent need to preserve them in the face of modernisation. The pankha (hand fan) is not merely a cooling device in this article — it is a symbol of India's artistic heritage, regional identity, and the skilled labour of generations of craftspersons. The article uses the pankha to explore several interconnected themes: Cultural Identity and Heritage Every variety of pankha — from Rajasthan's zardozi fans to Bengal's sola fans — reflects the cultural soul of the region that makes it. The pankha is not just a craft; it is a story. It carries within it the history, aesthetics, rituals, and identity of its community. Tradition Versus Modernity The arrival of electric fans and modern technology has displaced the pankha from everyday use. It has moved from a household necessity to a decorative item. This shift represents a broader tension in Indian society between preserving traditional ways of life and adapting to modern, technological convenience. Livelihood and Sustainability The article highlights that for many artisans — especially women in Gujarat and craftspeople in Bengal, Rajasthan, and Uttar Pradesh — pankha-making is not just a cultural activity but a source of income. Preserving the craft means preserving the livelihoods of thousands of skilled workers. Celebration as Preservation One of the article's most important ideas is that the first step to saving a dying craft is to celebrate it — to create awareness, appreciation, and demand. Workshops, exhibitions, and public interest are shown as practical tools for keeping the craft alive. Socio-Cultural Context To fully appreciate Winds of Change, it is important to understand the Indian cultural and historical background of the pankha. The Origin of the Word The word punkha or pankha comes from pankh, meaning a feather of a bird. A pankha refers to all fans, while pankhi specifically refers to a small, plumed fan used in ancient India. This linguistic root connects the fan to nature — specifically to the lightness and elegance of a bird's feather. Ancient History The pankha has a history going back to at least the 2nd century CE. Evidence of its use has been found in Buddhist wall paintings at Ajanta, one of India's greatest archaeological and artistic heritage sites. Pankhas appear in embroidery work, sculptures, and carvings from ancient India. In ancient times, they served a ceremonial and royal purpose — used in temples to fan deities and in royal courts to fan kings. Regional Craft Traditions India's diverse regional cultures each developed their own distinct styles of pankha using locally available materials: Rajasthan is known for the appliqué fan, zardozi (gold threadwork) fans, and brass-engraved temple fans. Gujarat specialises in mirror-work cotton fans, colourful bead fans, and Kutch's hand-stitched leather fans. Bengal (West Bengal) is known for delicate sola (water grass) fans and Tal Patar Pankha (palm leaf fans). Uttar Pradesh produces the elaborate Phadh fans decorated with gold zari, silk, and satin. Bihar is known for colourful, sturdy bamboo fans. Tribal communities across India use grass, metal, cane, and palm leaves with geometric patterns and striking colour combinations. Trade and Cultural Exchange Over centuries, pankhas became significant trade goods, travelling through India's trade routes. They were considered exotic and stylish, and their widespread use across India despite regional differences indicates a shared cultural appreciation for this object. Women Artisans A crucial socio-cultural point in the article is the role of home-based women workers — particularly in Gujarat — who have sustained the pankha-making craft for generations. Their tireless work in embroidery, mirror work, and cross-stitch has kept the tradition alive. This highlights the often-invisible contribution of women to India's craft economy. Modern Threat With the invention of electric fans, ceiling fans, and air conditioning, the need for manual hand fans has declined sharply. The pankha has largely moved from daily use to the realm of decorative art and tourist handicraft. This is a pattern seen across many traditional crafts in India — and the article's concern is both cultural and economic. Summary Winds of Change is an expository article that traces the history, regional variety, and present-day challenges of the Indian traditional hand fan — the pankha. The Origin The article begins by explaining the etymology of the word pankha — derived from pankh (feather). It distinguishes between pankha (all fans) and the ancient pankhi (a small plumed fan). The article notes that evidence of pankhas in India dates back to the 2nd century CE through Buddhist wall paintings at Ajanta. Ancient pankhas were used in temples and royal courts, and varied in size from tiny two-inch fans to large ones requiring a person's full arm strength. Cultural Significance Over time, pankhas became significant cultural goods traded across India. They were considered exotic and stylish. While there was some commonality in their use across the country, different regions developed their own distinct varieties using local materials — bamboo, cane, palm leaf, silk, brass, leather, silver — with intricate regional designs. Regional Varieties The article then takes the reader on a regional tour of India's pankha traditions: In Rajasthan, the appliqué hand fan is made of fabric pieces sewn onto cloth with ornamental needlework. The zardozi fan features glittering gold threadwork. Temple hand fans are made of engraved brass with long handles. The painted hand fan is a cardboard pankha with religious imagery, offered to gods. In Gujarat, elegant cotton fans with mirror work, colourful bead fans with silver handles, and hand-stitched Kutch leather fans decorated with thread and wool are produced. Gujarat is India's centre for bead craft, and its home-based women workers have played a crucial role in sustaining this tradition through embroidery and cross-stitch work. Bengal's artisans craft delicate pankhas from the spongy white centre of the sola (a type of water grass). Palm leaf fans, called Tal Patar Pankha, are also common and are prized possessions in Bengali households. Uttar Pradesh produces the Phadh fan, adorned with gold, silver zari, silk, and satin frills. Bihar is known for its colourful, sturdy bamboo fans. Tribal communities across India create their own versions using grass, metal, bamboo sticks, cane, and palm leaves, often featuring geometric patterns and striking white-on-red designs. The Modern Challenge The article then turns to the present. With the spread of technology and innovative creations, the pankha culture risks slowly losing its presence among Indians. Once made for personal use, pankha-making has transformed into a commercial business providing livelihoods to artisans. The slight increase in popularity and demand for pankhas is being driven by the growing variety of versions being crafted. The Way Forward The article concludes with a call to action. One of the first steps to preserve the craft is to celebrate it — to appreciate the culture, stories, and artistry that pankha-making represents. This allows contemporary pankha makers to demonstrate their craft, regain its popularity, and build a sustainable livelihood. Initiatives such as pankha-making workshops — both within and outside handicraft exhibitions — can help spread awareness about the beauty and importance of this craft in India's culture. Traditional Hand Fans of India Paragraph-wise Easy English Translation | Detailed Explanation Page 70 — Paragraph 1: The Origin of the Pankha Original Text: The word punkha or pankha originates from the word 'pankh', which means feather of a bird. Pankha is used to refer to all fans, whereas the word pankhi denotes a small plumed fan used in ancient India. Evidence of the existence and use of pankhi in India can be found in Buddhist wall paintings at Ajanta. These wall paintings date back to the 2nd century CE. Other representations of the punkha can be found in embroidery work, sculptures, and carvings. In ancient times, pankhas were used in temples to fan deities. They were also used in royal courts to fan kings. Pankhas varied in size from a tiny two inch one to large ones requiring a person's full arm strength to move them. Easy English: The words "punkha" and "pankha" come from the word "pankh," which means a bird's feather. The word "pankha" is used for all types of fans, while "pankhi" refers to a small, decorated fan that was used in ancient India. We know that pankhas existed in ancient India because they appear in Buddhist wall paintings at Ajanta — paintings that are about 2,000 years old (2nd century CE). Pictures of pankhas also appear in old Indian embroidery, sculptures, and stone carvings. In ancient times, pankhas were used to fan gods in temples and to fan kings in their royal courts. They came in many sizes — from tiny two-inch fans to very large ones that needed the full strength of a person's arm to wave. Page 70 — Paragraph 2: Pankhas as Cultural Goods Original Text: Over time, pankhas became significant cultural goods distributed through trade routes. They were considered exotic and stylish. Although there was substantial commonality in their use across India, different villages and towns developed their own varieties of traditional pankhas. Each place developed pankhas with distinct materials or a variety of intricate designs, that set them apart from one another. Bamboo, cane, palm leaf, silk, brass, leather, and silver pankhas, with decorative beads and stones were used depending on geographies, cultures, and traditional rituals. Easy English: Over time, pankhas became important cultural items that were bought and sold across India through trade routes. They were seen as unusual and fashionable. Although pankhas were used all over India, different villages and towns created their own special styles. Each place made pankhas using different materials or different patterns and designs, making their pankhas unique and recognisable. Depending on the region, pankhas were made from bamboo, cane, palm leaves, silk, brass, leather, or silver — and were often decorated with beads and gemstones. Page 71 — Paragraph 3: Modern Use and Rajasthan's Varieties Original Text: In modern times, the use of pankhas has been restricted to decorative purposes, and they have become traditional craft items in India. The structure of each fan reflects the cultural core of the region that crafts it. For instance, the appliqué hand fan of Rajasthan is an antique pankha made of pieces of fabric in different shapes and patterns sewn onto another cloth with the use of ornamental needlework. Furthermore, the zardozi hand fan of Rajasthan differs in its use of glittering ornate and encrusted gold threadwork. In Rajasthan, temple hand fans are popular too. These are made by engraving brass and have a long handle. The painted hand fan, a cardboard pankha featuring various images, is usually offered to gods. Easy English: In today's world, pankhas are mostly used as decorative items — they are no longer used for cooling in daily life. They have become traditional craft objects that represent India's heritage. Each fan's design reflects the culture of the region that makes it. For example, Rajasthan's appliqué hand fan is an old-style pankha made by cutting fabric into different shapes and patterns and sewing them onto another piece of cloth with beautiful needlework. A different Rajasthani fan — the zardozi fan — is decorated with shiny, golden embroidery thread. Rajasthan also has temple hand fans made by carving designs into brass, with a long handle attached. Another Rajasthani style is the painted fan — made from cardboard and decorated with religious images — which is usually offered to gods as a gift. Page 71–72 — Paragraph 4: Gujarat's Varieties Original Text: The adjoining state of Gujarat has its own indigenous take on pankhas. These hand fans are elegant pure cotton-based fans embellished with mirror work. The beads hand fan is covered with colourful beads and has a silver handle. Gujarat is the centre for bead craft in India and these dainty pankhas are commonly used as wall decorations. Kutch is recognised for its hand-stitched leather hand fans decorated with thread and wool at its seams. Gujarat's industrious home-based women workers have worked tirelessly in the handicraft of pankha-making to produce embroidered hand fans with traditional mirror work and cross-stitch embroidery in different shapes and sizes. Easy English: The neighbouring state of Gujarat has its own unique style of pankhas. Gujarat's fans are made from pure, soft cotton and decorated with small mirrors sewn onto the fabric — giving them a sparkling, elegant look. Another Gujarat style is the bead fan — covered entirely with colourful beads and fitted with a silver handle. Since Gujarat is India's leading centre for bead craftsmanship, these small, pretty fans are often hung on walls as decorations. The Kutch region of Gujarat is particularly known for its leather fans, hand-stitched and decorated with thread and wool along the edges. The home-based women workers of Gujarat deserve special mention — working quietly and tirelessly, they have kept the pankha tradition alive by producing beautifully embroidered fans with mirror work and cross-stitch patterns in many shapes and sizes. Page 72 — Paragraph 5: Bengal, UP, Bihar, and Tribal Fans Original Text: Artisans in Bengal make delicate pankhas from the beautiful milky-white spongy centre of the sola. The palm leaf hand fans are locally referred to as Tal Patar Pankha. They are easy to carry and are perpetually kept as an article of possession in Bengali households. Other states in India have their own variations of fans as well. The Phadh hand fans of Uttar Pradesh are adorned with pure gold, silver zari, silk, and satin frills. The large palm leaf fans of Odisha as well as Bihar's colourful and sturdy bamboo hand fans, are all recognised across India due to their antiquity and rarity. Many tribes in India have adopted this handicraft to make their own versions of the handheld fan. Materials such as grass and metal are embedded into the fans using bamboo sticks and grass. Cane and palm leaves are used, with silk and brass being reserved for antique pieces of these hand fans. The use of geometrical patterns and the white ink and red background combinations have helped the tribes create multiple beautifully designed pankhas. Easy English: Artisans in Bengal make delicate, soft pankhas from the milky-white, spongy inside part of a plant called sola (a type of water grass). Bengal's palm leaf fans are called Tal Patar Pankha. They are light and easy to carry, and they are found in almost every Bengali household — kept as a cherished possession. Other states also have their own famous pankha styles. The Phadh fans of Uttar Pradesh are richly decorated with gold, silver zari (fine metallic thread), silk, and satin frills — making them among the most ornate in India. The large palm leaf fans of Odisha and the colourful, strong bamboo fans of Bihar are famous across India because of their great age and rarity. Tribal communities across India also make their own versions of hand fans using grass, metal, bamboo sticks, cane, and palm leaves. They reserve silk and brass for their most special, antique pieces. Tribes often use bold geometric patterns and striking white-on-red designs to create beautifully unique pankhas. Page 72–73 — Paragraph 6: The Modern Challenge and Way Forward Original Text: With time and the advent of technology and innovative creations, the beautiful culture of pankhas runs the risk of slowly losing its presence among Indians. Once made for personal use, over time this handicraft has transformed into a commercial business and now provides some form of livelihood to India's artisans. The slight increase in popularity and demand is significantly factored by the different versions of the pankha being crafted. One of the first steps to preserve the essence of the craft is by celebrating pankhas, and appreciating the culture, stories, and artistry that this handicraft invokes. This allows contemporary pankha makers to demonstrate their craft and regain its popularity. It also helps provide them with a commercial platform to create a sustainable livelihood. Initiatives such as pankha-making workshops, both within and outside the handicraft exhibitions help spread awareness about the beauty and importance of this craft in India's culture. Easy English: As time has passed and electric fans, coolers, and air conditioners have become common, the traditional pankha is slowly disappearing from Indian homes. What was once made for personal, daily use has now become a commercial handicraft business — and for many artisans, it still provides an income. The small but growing increase in demand for pankhas is largely because craftspeople are now making new and varied styles that appeal to modern buyers. The best way to save this craft is to celebrate it — to take an interest in the culture, stories, and skill behind each pankha. When people appreciate pankhas, contemporary craftspeople get a chance to show their work and find new audiences. This appreciation also creates business opportunities that help artisans earn a steady and sustainable living. Events such as pankha-making workshops — both as part of handicraft exhibitions and outside them — can help spread awareness among people about how beautiful and culturally important this craft truly is. Vocabulary in Context — Page-wise Page 69–70 — Words from the Pre-Reading Activity (Reflect and Respond) These words are taken from the paragraph about a crafts fair and are used to build vocabulary before reading the article. Word Meaning Example Sentence Indigenous Local; originally from the place where it is found The Warli painting is an indigenous art form of Maharashtra. Innovative New and original in its approach or design The designer came up with an innovative way to use recycled fabric. Industrious Hardworking; diligent The industrious women of Kutch have kept the leather pankha tradition alive for generations. Intricate Elaborate and detailed; made up of many small, complex parts The zardozi fan has an intricate pattern of gold threads and beads. Invoked Brought out; aroused or called up a feeling or memory The sight of the old pankha invoked a sense of nostalgia in her. Initiatives Actions taken to improve a situation or start something new The government has taken several initiatives to promote traditional crafts at national exhibitions. Page 71 — Words from the Rajasthan Section Word Meaning Example Sentence Appliqué A craft technique where cut pieces of fabric are sewn onto a base cloth to create a pattern The appliqué bedcover was made from dozens of small triangular patches of silk. Ornamental Decorative; used to make something look beautiful The temple fan had an ornamental border of silver thread. Zardozi A form of heavy metallic embroidery using gold or silver thread The zardozi shawl was so richly worked with gold thread that it shimmered in the light. Encrusted Covered or decorated with something embedded on the surface The handle of the fan was encrusted with tiny gemstones. Engraving Cutting or carving a design into a hard surface The brass temple fan had intricate engraving of lotus flowers on its surface. Page 71–72 — Words from the Gujarat Section Word Meaning Example Sentence Embellished Decorated; made more attractive by adding ornaments The cotton fan was embellished with coloured mirrors and golden thread. Dainty Delicately small and pretty The dainty bead fan was so fine that it looked like a piece of jewellery. Tirelessly Without stopping; with great energy and effort The weavers worked tirelessly to complete their orders before the festival season. Page 72 — Words from the Bengal, UP, Bihar, and Tribal Section Word Meaning Example Sentence Sola A type of water grass whose spongy white centre is used in crafts Sola pith is also used to make traditional Bengali wedding decorations. Perpetually Constantly; without stopping; always The old clock in the hallway perpetually ticked, marking every second of the day. Adorned Decorated; made beautiful with additions The Phadri fan was adorned with golden zari and silk frills. Antiquity Great age; belonging to the distant past The bamboo fans of Bihar are famous for their antiquity — they have been made for hundreds of years. Embedded Fixed firmly inside something; set into a surface Grass and metal were embedded into the fan using bamboo sticks. Page 72–73 — Words from the Modern Challenges Section Word Meaning Example Sentence Advent The arrival or beginning of something important The advent of mobile phones changed the way people communicate. Sustainable Able to be maintained over a long period without causing damage or running out of resources The workshop helped artisans build a sustainable livelihood by connecting them with buyers across the country. Contemporary Belonging to the present time; modern Contemporary pankha makers are combining traditional designs with new materials to attract modern buyers. Commercial Related to buying and selling; intended for profit Pankha-making has evolved from a household craft into a commercial business that supports many families. Livelihood The means by which a person earns money to live For many women in Gujarat, pankha embroidery is their primary source of livelihood. Message of the Story Winds of Change leaves the reader with several important messages that are relevant not just to pankhas but to the entire tradition of Indian handicrafts and to life more broadly. Traditional crafts are living history. The pankha is not simply a fan — it is a record of the culture, climate, religion, and artistic tradition of the region that made it. When a craft disappears, the history and identity stored within it disappears too. We must recognise that objects like pankhas carry stories that no textbook can fully capture. Every craft deserves respect and preservation. The article gently challenges the modern tendency to discard old things in favour of new, convenient alternatives. An electric fan may cool a room more efficiently — but it cannot carry the artistry of a Rajasthani zardozi fan or the quiet elegance of a Bengali sola pankha. Efficiency and beauty serve different human needs. The artisan's work is cultural work. The women of Gujarat, the artisans of Bengal, the tribal craftspeople of central India — they are not just making objects for sale. They are keeping alive a form of knowledge, a set of skills, and a cultural language that would otherwise be lost. Their work deserves recognition and economic support. Celebration is the first step to preservation. One of the article's most practical and hopeful messages is that appreciation creates demand, and demand creates livelihood. When people take interest in traditional crafts — visit exhibitions, buy handmade pankhas, attend workshops — they directly support the artisans and the craft's survival. This is something every individual can do. Change is inevitable, but wisdom lies in balance. The title Winds of Change captures this message perfectly. Change is natural and unstoppable — new technologies will always arrive. But wisdom lies in finding a balance between the new and the old, between convenience and culture. India's greatest strength has always been its ability to hold both together. From The Last Leaf: Art has the power to save lives. Behrman's painted leaf — made in one cold, stormy night at the cost of his life — becomes Johnsy's reason to live. This reminds us that the purpose of art and craft goes far beyond decoration. At its deepest, art connects people to life itself. "One of the first steps to preserve the essence of the craft is by celebrating pankhas, and appreciating the culture, stories, and artistry that this handicraft invokes." — Winds of Change, Kaveri: Grade 9, NCERT 2026 NCERT Solution Critical Reflection ( Page 74-76) I Read the extracts given below and answer the questions that follow. 1. Over time, pankhas became significant cultural goods distributed through trade routes. They were considered exotic and stylish. Although there was substantial commonality in their use across India, different villages and towns developed their own varieties of traditional pankhas. Each place developed pankhas with distinct materials or a variety of intricate designs, that set them apart from one another. (i) State whether the following sentence is true or false. Pankhas were one of the most popular items of commerce Answer: True. (ii) Why has the word ‘traditional’ been used to describe pankhas? Answer: Because pankhas have been made and used in India for generations using indigenous materials and techniques, reflecting long-standing cultural practices. (iii) Complete the following statement. The sentence ‘They were considered exotic and stylish’ is an opinion and not a fact because __ Answer: it reflects personal judgement and cannot be universally proven. (iv) Infer one reason for commonality in the use of pankhas across India. Answer: The hot climate of India made pankhas a common necessity for cooling. (v) Select which one of the two statements is the correct assertion for the given reason. Reason: Pankhas were made of indigenous materials, unique to the region, with elaborate designs. A. Each kind of pankha could be distinguished from the other. B. Pankhas were used by many people. Answer: A. Each kind of pankha could be distinguished from the other. 2. With time and the advent of technology and innovative creations, the beautiful culture of pankhas runs the risk of slowly losing its presence among Indians. Once made for personal use, over time this handicraft has transformed into a commercial business and now provides some form of livelihood to India’s artisans. The slight increase in popularity and demand is significantly factored by the different versions of the pankha being crafted. (i) Infer one negative impact of technological advancement on pankha. Answer: It has reduced the practical use of pankhas, leading to a decline in their cultural presence. (ii) Complete the statement with an appropriate reason.The writer refers to ‘pankhas’ not just as an object but as a ‘culture’ because ____________. Answer: they represent traditions, craftsmanship, and the cultural identity of different regions. (iii) Select a line from the extract which depicts how the role of the pankha has changed over the years. Answer: “Once made for personal use, over time this handicraft has transformed into a commercial business.” (iv) List one way in which the increase in demand of pankhas might benefit artisans. Answer: It provides them with better income and livelihood opportunities. (v) Select the factor that has contributed to the commercialisation of pankhas. A. cultural preservation B. economic demand C. technological advancements D. artisan initiative Answer: B. economic demand II Answer the following questions. 1. How does the title ‘Winds of Change’ capture the essence of the chapter? Answer: The title symbolises both the literal use of pankhas and the metaphorical changes over time. It reflects how pankhas have evolved from essential cooling devices to decorative and commercial items, highlighting shifts in culture, technology, and lifestyle. 2. Support the following statement with any two relevant examples from the chapter.‘ The structure and design of pankhas are testimony to the cultural identity of the region.’ Answer: First, Rajasthan’s pankhas, such as appliqué and zardozi fans, use intricate fabric work and gold thread embroidery, reflecting royal craftsmanship. Second, Gujarat’s pankhas are decorated with mirror work and beads, showcasing the region’s traditional embroidery and handicraft skills. 3. The chapter mentions pankhas running the risk of slowly losing their presence among Indians. Evaluate how the balance between preserving traditional craftsmanship and incorporating innovative designs in the creation of pankhas will help in this regard. Answer: Balancing tradition with innovation can help keep pankhas relevant in modern times. Preserving traditional techniques ensures cultural continuity, while introducing new designs and uses can attract contemporary buyers. This balance can increase demand, sustain artisans’ livelihoods, and prevent the craft from fading. 4. How might initiatives such as pankha-making workshops contribute to the preservation of this traditional craft? Answer: Such workshops spread awareness, educate people about traditional skills, and encourage participation from younger generations. They also provide artisans with platforms to showcase their work, and ensure that the craft is passed on and remains alive. 5. The writer mentions celebrating pankhas in the concluding part of the chapter. Assess how this could be beneficial to artisans and the craft. Answer: Celebrating pankhas increases appreciation and demand for the craft. This recognition can boost artisans’ income, provide them with wider exposure, and help sustain the tradition by making it economically viable. 6. How does the restriction of the use of pankha for decorative purposes reflect the changing cultural role of these traditional fans in modern India? Answer:The shift from functional use to decorative purposes shows that pankhas are no longer essential for daily life due to modern technology. Instead, they are valued as cultural artefacts, reflecting changing lifestyles and a growing appreciation for heritage and aesthetics. To be continued… Stay tuned and keep visiting our site.

What makes India truly great? Is it her mighty mountains, sacred rivers, or timeless wisdom? This inspiring poem by Subramania Bharati takes you on a journey through India’s rich heritage, spiritual depth, and unmatched beauty—reminding us why our land is truly peerless and worthy of pride. Author Introduction Subramania Bharati (1882–1921) was a great Indian poet, nationalist, and social reformer. Popularly known as Bharatiyar, he wrote powerful poems in Tamil. His poetry reflects patriotism, spirituality, and social equality. He inspired people during the Indian freedom movement through his writings. His works celebrate India’s glory, culture, and intellectual heritage. Theme Deep love and pride for India Celebration of natural beauty (Himalayas, Ganga) Importance of spiritual knowledge (Upanishads, Buddha) Recognition of India’s ancient heritage Unity of culture, wisdom, and bravery India as a peerless and glorious nation Short Summary The poem praises India as a land of unmatched beauty, wisdom, and heritage. The poet highlights the greatness of the Himalayas, the Ganga, and sacred texts like the Upanishads. He mentions the contributions of warriors, sages, and spiritual leaders like Buddha. The poet proudly declares that India is peerless and encourages people to appreciate and honour their country. The poem reflects patriotism, cultural pride, and spiritual richness. Word Meanings Word Meaning Example Sentence Himavant The Himalayas The Himavant stands tall in the north. Generous Giving freely The Ganga is called generous. Sacred Holy The Upanishads are sacred texts. Scriptures Religious writings Many scriptures guide our lives. Peerless Without equal India is a peerless nation. Gallant Brave Gallant warriors fought for the country. Sanctified Made holy The land was sanctified by sages. Divinest Most divine The divinest music filled the air. Auspicious Lucky Auspicious events bring happiness. Antiquity Ancient past India is known for its antiquity. Bharat Our Land Detailed Explanation Poem Line Easy English Meaning The mighty Himavant is ours The great and powerful Himalayas belong to our country. there’s no equal anywhere on earth. No other mountain in the world is as great as it. The generous Ganga is ours The river Ganga, which gives life and supports people, is ours. which other river can match her grace? No other river is as beautiful and pure as the Ganga. The sacred Upanishads are ours The holy books called Upanishads belong to India. what scriptures else to name with them? No other religious texts can be compared with them. This sunny golden land is ours India is a bright, rich, and beautiful land. she’s peerless, let’s praise her! India has no equal; we should praise and respect her. Gallant warriors have lived here Brave soldiers have lived in this land. many a sage has sanctified this land Many wise saints have made this land holy. The divinest music has been heard here The most beautiful and spiritual music has been created here. and here all auspicious things are found All good, lucky, and positive things exist here. Here Brahma-knowledge has taken root Deep spiritual knowledge has developed in this land. and the Buddha preached his dhamma here Lord Buddha taught his message here in India. Of hoary antiquity is Bharat India is very ancient and has a long history. she’s peerless, let’s praise her! India is unmatched; we should honour and celebrate her. Historical & Cultural References Upanishads The Upanishads are ancient Indian philosophical texts forming the last part of the Vedas. They explain deep ideas about the soul (Atman) and ultimate reality (Brahman). In the poem, they represent India’s rich spiritual wisdom and intellectual heritage, showing the country’s contribution to global philosophy and timeless knowledge. Many a sage has sanctified this land This line refers to great sages and saints like Vyasa and Valmiki who lived in India. Through their teachings, meditation, and writings, they made the land sacred. It highlights India’s spiritual richness and shows that its greatness lies in the wisdom and guidance of enlightened individuals throughout history. The divinest music has been heard here This line highlights India’s rich tradition of classical and devotional music. Music has always been linked with spirituality and devotion in India. From ragas to bhajans, it reflects harmony and divine connection. The poet suggests that India’s music is pure, uplifting, and deeply rooted in culture and tradition. Brahma-knowledge Brahma-knowledge refers to the understanding of ultimate reality (Brahman) as explained in Indian philosophy. It represents the highest spiritual wisdom developed through the Upanishads and ancient sages. This shows India as a centre of deep philosophical thought, where people sought truth, self-realisation, and universal knowledge. Buddha preached his dhamma here This line refers to Gautama Buddha, who taught the path of Dhamma in India. His teachings focused on truth, non-violence, and overcoming suffering. Places like Bodh Gaya and Sarnath are linked to him. It highlights India as the birthplace of one of the world’s greatest spiritual and moral teachings. Of hoary antiquity is Bharat “Hoary antiquity” means very ancient. This line highlights India as one of the oldest civilizations, with a rich history from the Indus Valley to the Vedic period. It emphasizes India’s long cultural continuity, deep-rooted traditions, and timeless wisdom that have shaped its identity over thousands of years. Message of the Poem Be proud of India’s heritage and culture. Respect its spiritual and intellectual traditions. Recognize the contributions of sages, warriors, and leaders. Value unity, knowledge, and nature. Celebrate India as a unique and unmatched nation. Literary Devices Literary Device Example Effect Repetition “is ours” Emphasises ownership and pride Imagery Himavant, Ganga, golden land Creates vivid mental pictures Alliteration “sunny golden land” Adds musical quality Personification “she’s peerless” (India as a woman) Gives human qualities to India Hyperbole “no equal anywhere on earth” Shows greatness strongly Metaphor India as a golden land Symbolises richness and prosperity Tone Patriotic, proud Inspires national pride NCERT Solution Check Your Understanding | Page 25-26 III. What is the impact of the refrain “she’s peerless, let’s praise her!”? Answer: The refrain emphasizes India’s unmatched greatness and creates a strong sense of pride and admiration. It reinforces the patriotic tone and urges readers to honour and celebrate the nation. IV. Complete the sentence India is metaphorically described as ‘this sunny golden land,’ suggesting that it is __________. Answer: rich, prosperous, and full of warmth and beauty. V. The poet uses symbolism. Match the symbols in Column 1 to what they suggest in Column 2. (Page 26) Critical Reflection | Page 28-29 I Read the extract given below and answer the questions that follow. The mighty Himavant is ours there’s no equal anywhere on earth. The generous Ganga is ours which other river can match her grace? The sacred Upanishads are ours what scriptures else to name with them? 1. Complete the sentence The word ‘mighty’ refers to the ________ of the Himavant. Answer: greatness and strength Explanation: The word “mighty” describes the Himalayas as powerful, large, and majestic. It highlights their immense size, strength, and grandeur. The poet uses this word to show that the Himavant is unmatched in power and beauty, making India proud of its natural heritage. 2. Choose the correct option The question mark at the end of the fourth and sixth line of the extract is used to ________. Correct Answer: (ii) emphasise a point Explanation: The poet uses rhetorical questions like “which other river can match her grace?” not to seek an answer, but to strongly emphasize that no river or scripture can equal India’s greatness. These question marks highlight pride and admiration, rather than doubt or confusion. 3. The poet uses the word ‘generous’ to describe the Ganga. Why? Answer: The poet calls the Ganga generous because it gives water, supports life, nourishes land, and benefits people selflessly. It symbolizes kindness, abundance, and continuous giving without expecting anything in return. 4. Why has the movement of the river been described as graceful? Answer: The river’s movement is described as graceful because it flows smoothly, gently, and beautifully. Its calm and elegant motion reflects purity and serenity, making it appear pleasing and dignified to the observer. 5. Fill in the blank The poet is implying that the Upanishads are _________ (unmatched/abundant) in their wisdom and spiritual depth. Answer: The poet is implying that the Upanishads are unmatched in their wisdom and spiritual depth, as no other scriptures equal their profound knowledge and philosophical significance in Indian tradition. 1. How does the poem reflect a strong connection to cultural identity and heritage? Answer: The poem highlights India’s cultural identity through references to the Himalayas, Ganga, Upanishads, sages, and Buddha. These elements reflect India’s rich traditions, spiritual depth, and historical continuity, showing pride in its heritage. 2. What can you infer about the poet’s attitude towards India from the repeated phrase ‘she’s peerless, let’s praise her!’? Answer: The repeated phrase shows the poet’s deep admiration and pride for India. He believes the country is unmatched in greatness and urges everyone to respect, honour, and celebrate its unique qualities. 3. What does the line ‘many a sage has sanctified this land’ suggest about India’s spiritual heritage? Answer: This line suggests that India is spiritually rich due to the presence of great sages. Their teachings and lives have made the land holy, highlighting India’s deep-rooted tradition of wisdom, meditation, and enlightenment. 4. How does the poet connect warriors and music to India’s greatness? Answer: The poet connects warriors and music to India’s greatness by showing bravery and cultural richness. Warriors represent courage and protection, while divine music reflects spiritual and artistic excellence, together highlighting India’s balanced heritage. 5. How does this poem foster a sense of national pride? Answer: The poem fosters national pride by celebrating India’s natural beauty, ancient heritage, spiritual wisdom, and cultural richness. It encourages readers to value their country and feel proud of its unmatched greatness and contributions. Vocabulary in Context | Page 29-30 To be continued… Stay tuned and keep visiting our site.

Master Subject-Verb Agreement with this complete guide covering all rules, common errors, examples, and exercises with answers. Perfect for students, teachers, and competitive exam aspirants. What is Subject-Verb Agreement? Subject-Verb Agreement is one of the most fundamental rules in English grammar. It states that a verb must agree with its subject in number and person.  In simple terms, a singular subject takes a singular verb, and a plural subject takes a plural verb. Getting this rule right is the difference between writing that sounds polished and writing that sounds careless — and it is tested heavily in school examinations, competitive tests, and professional writing. Basic Examples: She writes  beautifully. (singular subject → singular verb) They write  beautifully. (plural subject → plural verb) The dog barks  at strangers. (singular) The dogs bark  at strangers. (plural) Understanding this basic principle is easy. The challenge lies in the many special cases and exceptions that English throws at us — and that is exactly what this guide will walk you through, rule by rule. RULE 1 — Singular and Plural Subjects The most basic rule: a singular subject  takes a singular verb  (usually ending in -s or -es in the present tense), and a plural subject  takes a plural verb  (without -s or -es). Examples: The bird sings  every morning. (singular) The birds sing  every morning. (plural) A child needs  love and discipline. Children need  love and discipline. The teacher explains  clearly. The teachers explain  clearly. Common Mistake: Students often confuse a noun ending in -s (plural) with a verb ending in -s (singular). Remember — when the noun is plural, the verb drops the -s. Exercise 1 — Fill in the blanks with the correct form of the verb. The girl ______ (run) to school every day. The boys ______ (play) cricket in the evening. A dog ______ (bark) when it senses danger. The students ______ (study) hard before examinations. She ______ (cook) dinner for the whole family. Birds ______ (migrate) to warmer regions in winter. The teacher ______ (check) our notebooks regularly. He ______ (not/like) crowded places. The children ______ (make) a lot of noise. A nurse ______ (take) care of patients. Answers: 1-runs, 2-play, 3-barks, 4-study, 5-cooks, 6-migrate, 7-checks, 8-does not like, 9-make, 10-takes RULE 2 — Collective Nouns A collective noun  refers to a group of people, animals, or things as a single unit. Words like team, jury, committee, class, family, army, crew, staff, government, audience, public, council, media, company  are collective nouns. The golden rule for collective nouns: If the group is acting together as a unit  → use a singular verb If the members are acting individually or separately  → use a plural verb Examples: Singular (acting as one): The team has  won the championship. The jury was  unanimous in its decision. The committee has  approved the proposal. The family is  going on a holiday. Plural (acting individually): The team are  arguing about their positions. The jury were  divided in their opinions. The family have  different views on the matter. The staff are  unhappy about the new policy. Important note on specific collective nouns: Collective Noun Singular Use Plural Use Government The government has passed the bill. The government are divided on this issue. Audience The audience was large. The audience were clapping at different times. Media The media is powerful. The media are covering the event differently. Crew The crew was ready. The crew were assigned different duties. Public The public is concerned. The public are expressing different opinions. Exercise 2 — Choose the correct verb. The committee (has/have) decided to postpone the meeting. The audience (was/were) divided in their reaction to the film. Our family (is/are) very close-knit. The jury (was/were) unable to reach a unanimous verdict. The staff (has/have) been asked to attend the training session together. The crew (is/are) assigned to different sections of the ship. The public (is/are) advised to remain indoors during the storm. The government (has/have) approved the new education policy. The media (is/are) reporting contradictory facts about the incident. The team (has/have) lost three members due to injuries. Answers: 1-has, 2-were, 3-is, 4-were, 5-has, 6-are, 7-is, 8-has, 9-are, 10-has RULE 3 — Compound Subjects (And / Or / Nor) When two or more subjects are joined by a conjunction, the verb changes depending on which conjunction is used. A — Subjects joined by AND When two subjects are joined by and , the verb is generally plural. Examples: Ram and Shyam are  best friends. Honesty and hard work lead  to success. The principal and the teachers have  agreed on the new schedule. She and her sister go  to the same school. Exception 1: When two nouns joined by 'and' refer to the same person or thing, the verb is singular. The director and producer is  attending the premiere. (one person holding both roles) Bread and butter is  my favourite breakfast. (considered one item) The sum and substance of his speech was  inspiring. Exception 2: When two singular nouns joined by 'and' are preceded by each or every, the verb is singular. Every student and every teacher is  expected to attend. Each boy and each girl has  been given a certificate. B — Subjects joined by OR / NOR / EITHER...OR / NEITHER...NOR When subjects are joined by or, nor, either...or, neither...nor , the verb agrees with the subject closest to it  (the nearer subject rule). Examples: Either the manager or the employees are  responsible. Either the employees or the manager is  responsible. Neither the students nor the teacher was  present. Neither the teacher nor the students were  present. He or his friends have  taken the book. His friends or he has  taken the book. Memory Tip: With OR/NOR — look RIGHT. The verb agrees with the subject to its right (the one closest to the verb). Exercise 3 — Fill in the blanks with the correct verb. Riya and Priya ______ (be) in the same class. Either the student or the teachers ______ (be) wrong. Neither the principal nor the staff ______ (know) about the incident. The coach and the captain ______ (have) agreed on the strategy. Every boy and every girl ______ (be) expected to participate. Either she or her friends ______ (have) taken my pen. Rice and curry ______ (be) his favourite meal. Neither the director nor the actors ______ (be) satisfied with the result. Each student and each teacher ______ (have) received the notice. Oil and water ______ (not/mix). Answers: 1-are, 2-are, 3-knows, 4-have, 5-is, 6-have, 7-is, 8-are, 9-has, 10-do not mix RULE 4 — Indefinite Pronouns as Subjects Indefinite pronouns  are pronouns that do not refer to any specific person or thing. They require careful attention because some are always singular, some always plural, and some can be either. Always Singular: everyone, everyone, everybody, everything, someone, somebody, something, anyone, anybody, anything, no one, nobody, nothing, each, either, neither, one Examples: Everyone  in the class has  submitted the assignment. Someone  has left their bag in the corridor. Each  of the students is  responsible for their project. Neither  of the answers is  correct. Nobody  in the team was  aware of the change. Either  of the routes leads  to the station. Common Error: Students often write "Everyone have" or "Each of the students are" — both are wrong. These indefinite pronouns always take singular verbs. Always Plural: both, few, many, several, others Examples: Both  of the players have  been injured. Many  students were  absent during the test. Few  of them know  the truth. Several  teachers have  raised the issue. Singular or Plural depending on context: some, any, none, all, most With these, look at the noun in the prepositional phrase that follows. Examples: Some of the milk has  been spilled. (milk = uncountable = singular) Some of the students have  arrived. (students = plural) All of the work is  done. (work = uncountable = singular) All of the books are  on the shelf. (books = plural) None of the information is  accurate. (information = uncountable) None of the boys were  present. (boys = plural) Exercise 4 — Choose the correct verb. Everyone in the hall (was/were) asked to remain seated. Both of the answers (is/are) incorrect. Each of the players (has/have) been given a jersey. Neither of the solutions (work/works) in this case. Some of the food (has/have) gone bad. Many of the students (has/have) not completed their homework. All of the water (has/have) evaporated. Few of the participants (was/were) satisfied with the arrangements. Nobody (know/knows) where he went. Some of the furniture (is/are) damaged. Answers: 1-was, 2-are, 3-has, 4-works, 5-has, 6-have, 7-has, 8-were, 9-knows, 10-is RULE 5 — Nouns Plural in Form but Singular in Meaning Some nouns look plural  because they end in -s, but they are actually singular in meaning  and always take a singular verb. These are commonly tested in examinations. Subjects/Fields of Study: Mathematics, Physics, Economics, Statistics, Civics, Ethics, Linguistics, Phonetics, Aerobics, Gymnastics, Athletics Examples: Mathematics is  my favourite subject. Physics has  many practical applications. Economics is  a fascinating field of study. Statistics is  used in almost every industry. Linguistics deals  with the study of language. Diseases: Mumps, Measles, Rabies, Rickets, Shingles Examples: Mumps is  a common childhood disease. Measles has  been largely eliminated through vaccination. Rabies is  a serious and fatal disease. News, Games, and Others: News, Billiards, Darts, Draughts, Checkers Examples: The news is  disturbing today. Billiards is  a popular indoor sport. Darts is  played in many countries. RULE 6 — Nouns Singular in Form but Plural in Meaning Some nouns look singular but refer to multiple things and take plural verbs.  These are called plurale tantum  (words that only exist in the plural form) or words that naturally come in pairs. Items that come in pairs (always plural): scissors, trousers, jeans, spectacles, goggles, binoculars, tongs, pliers, shears, compasses, pincers, shorts, pyjamas, bellows, scales Examples: Scissors are  kept in the top drawer. Trousers are  not allowed in this school. My spectacles have  been misplaced. Binoculars are  used for watching distant objects. Pliers are  made of metal. Tongs are  used for holding hot objects. Important:  When you use "a pair of" before these nouns, the verb becomes singular. A pair of scissors is  on the table. A pair of trousers was  found at the reception. A pair of spectacles has  been left behind. Exercise 5 — Fill in the blanks with the correct verb. The news from the border ______ (be) alarming. Mathematics ______ (require) both logic and practice. My trousers ______ (be) too long — I need to get them shortened. Measles ______ (spread) through contact with infected persons. A pair of scissors ______ (be) needed for this craft activity. Physics ______ (be) the study of matter and energy. His spectacles ______ (be) broken in the accident. The pliers ______ (be) missing from the toolbox. Darts ______ (be) a game of precision and skill. A pair of binoculars ______ (help) in birdwatching. Answers: 1-is, 2-requires, 3-are, 4-spreads, 5-is, 6-is, 7-were, 8-are, 9-is, 10-helps RULE 7 — Intervening Phrases and Clauses One of the most common sources of error in subject-verb agreement is when a phrase or clause comes between the subject and the verb. Students mistakenly make the verb agree with the nearest noun, which may not be the actual subject. The rule:  Always identify the true subject of the sentence and ignore any intervening phrase. Common intervening phrases: along with together with as well as in addition to accompanied by including except with rather than Key rule: These phrases do NOT make the subject plural. The verb still agrees with the original subject. Examples: The principal, along with  the teachers, is  attending the conference. Riya, as well as  her friends, has  been selected. The manager, together with  his staff, is  working on the project. The teacher, in addition to  the students, was  present at the function. She, accompanied by  her parents, is  visiting the school. He, rather than  his brothers, is  responsible for this. Everyone except the seniors is  required to attend. How to test:  Remove the intervening phrase and check — what remains is the true subject. "The principal, along with the teachers, is attending." Remove "along with the teachers" → The principal is attending.  ✅ Exercise 6 — Fill in the blanks by identifying the true subject. The headmaster, along with his staff, ______ (be) attending the seminar. She, as well as her sisters, ______ (have) qualified for the finals. The players, together with their coach, ______ (be) travelling by train. Ravi, accompanied by his parents, ______ (be) meeting the principal. The committee, in addition to the board members, ______ (have) rejected the proposal. He, rather than his colleagues, ______ (be) responsible for the delay. The CEO, along with his directors, ______ (be) present at the inauguration. My friend, as well as my cousins, ______ (be) coming to my birthday party. The teacher, together with the students, ______ (have) planted trees in the school garden. Everyone except the captain ______ (be) ready to leave. Answers: 1-is, 2-has, 3-are, 4-is, 5-has, 6-is, 7-is, 8-is, 9-has, 10-is RULE 8 — Special Cases A — There is / There are When a sentence begins with there , the verb agrees with the real subject  that follows the verb. Examples: There is  a book on the table. (book = singular) There are  three books on the table. (books = plural) There is  a problem with the plan. There are  several problems with the plan. There was  a dog outside. There were  many dogs outside. B — Relative Pronouns (Who / Which / That) When who, which,  or that  is used as a subject in a relative clause, the verb agrees with the antecedent  (the noun the pronoun refers to). Examples: She is one of those teachers who inspire  students. (teachers inspire) He is the only one of the students who has  submitted the form. (one has) The books that are  on the shelf belong to the library. The book that is  on the shelf belongs to the library. Tricky pattern — "One of those who": She is one of those writers who write  honestly. (writers = plural → write) He is one of those players who play  with passion. "The only one of those who": She is the only one of the writers who writes  honestly. (one = singular → writes) C — Titles of Books, Films, Subjects, Countries When a title or name is used as a subject — even if it looks plural — it takes a singular verb. Examples: "The Outsiders" is  a popular novel. "Three Idiots" is  a brilliant film. The United States is  a powerful nation. The Arabian Nights is  a classic collection of stories. D — Arithmetic Expressions Addition and multiplication → usually singular Division and subtraction → can be singular Examples: Two plus two is  four. Five times three is  fifteen. Ten divided by two is  five. Exercise 7 — Mixed Special Cases There ______ (be) a large crowd at the entrance. There ______ (be) many complaints about the new policy. She is one of those students who ______ (work) very hard. He is the only one of the players who ______ (arrive) on time. "The Jungle Book" ______ (be) a wonderful story. There ______ (be) no reason to worry. The United States ______ (have) a very large economy. She is one of those teachers who ______ (inspire) students. Four plus four ______ (be) eight. There ______ (be) a pen and two notebooks on the table. Answers: 1-is/was, 2-are/were, 3-work, 4-has arrived, 5-is, 6-is, 7-has, 8-inspire, 9-is, 10-is RULE 9 — Distances, Weights, Amounts, and Periods of Time When a sentence refers to a specific quantity, distance, weight, amount of money, or period of time as a single unit , the verb is singular , even if the noun looks plural. Examples: Ten kilometres is  a long distance to walk. Three hours is  not enough time for this task. Five thousand rupees is  a reasonable amount. Twenty kilograms is  the maximum weight allowed. Two weeks is  a short time to learn a new language. Fifty percent of the work is  complete. Contrast: Fifty percent of the students are  absent today. (students = plural) Fifty percent of the water has  evaporated. (water = uncountable) Exercise 8 — Fill in the blanks. Fifteen kilometres ______ (be) too far to walk in this heat. Two hours ______ (be) not enough to complete this paper. Three thousand rupees ______ (be) the cost of the course. Fifty percent of the students ______ (have) passed the examination. Fifty percent of the rice ______ (have) been distributed. Ten years ______ (be) a long time to wait. Forty kilograms ______ (be) the limit for baggage. Seventy percent of the work ______ (be) already done. Answers: 1-is, 2-is, 3-is, 4-have, 5-has, 6-is, 7-is, 8-is COMPREHENSIVE MIXED EXERCISE — Test Your Understanding Section A — Fill in the blanks with the correct form of the verb. The news about the floods ______ (be) very disturbing. Neither of the two candidates ______ (be) suitable for the post. Physics and Mathematics ______ (be) her strongest subjects. A pair of jeans ______ (be) kept on the chair. The committee ______ (have) unanimously passed the resolution. Some of the furniture ______ (be) damaged in the fire. Five kilometres ______ (be) too long a distance for an unfit person. Everyone except the monitors ______ (be) required to clean the classroom. She is one of those writers who ______ (believe) in simple language. There ______ (be) a number of complaints registered this week. Section B — Identify and correct the error in each sentence. The jury have unanimously declared the verdict. Mathematics are not as difficult as people think. A pair of scissors are kept in the drawer. Neither of the students have submitted the form. The principal, along with the teachers, are attending the meeting. Everyone in the auditorium were clapping loudly. There is many reasons to feel hopeful. Ten hours are a long time to wait. Each of the boys have been given a certificate. She is one of those artists who paints from the heart. Section C — Error Correction Answers The jury has  unanimously declared the verdict. (acting as a unit) Mathematics is  not as difficult as people think. (singular in meaning) A pair of scissors is  kept in the drawer. (pair of = singular) Neither of the students has  submitted the form. (neither = singular) The principal, along with the teachers, is  attending. (intervening phrase) Everyone in the auditorium was  clapping. (everyone = singular) There are  many reasons to feel hopeful. (reasons = plural) Ten hours is  a long time to wait. (period of time = singular) Each of the boys has  been given a certificate. (each = singular) She is one of those artists who paint  from the heart. (artists = plural) Quick Reference — Subject-Verb Agreement Cheat Sheet Rule Key Point Verb Basic rule Singular subject Singular verb Basic rule Plural subject Plural verb Collective noun (united) Team, jury, committee acting as one Singular Collective noun (divided) Members acting individually Plural Joined by AND Two different subjects Plural Joined by OR/NOR Agree with nearer subject Varies Indefinite pronouns everyone, each, neither, either Singular Indefinite pronouns both, many, few, several Plural -ics words Mathematics, Physics, Economics Singular Diseases Mumps, Measles, Rabies Singular Pair items Scissors, trousers, spectacles Plural A pair of + item A pair of scissors Singular Intervening phrase Along with, as well as, together with Ignore phrase; agree with main subject There is/are Agree with the real subject after verb Varies Distances/time/amounts As a single unit Singular Titles Book/film titles Singular Common Mistakes to Avoid Mistake 1:  Making the verb agree with the nearest noun instead of the true subject. ❌ The quality of the apples are  poor. ✅ The quality of the apples is  poor. (quality = subject) Mistake 2:  Treating collective nouns as always singular. ❌ The jury was  divided in their opinions. ✅ The jury were  divided in their opinions. (acting individually) Mistake 3:  Using plural verbs with indefinite pronouns. ❌ Everyone have  done their best. ✅ Everyone has  done their best. Mistake 4:  Forgetting that -ics words are singular. ❌ Statistics are  a difficult subject. ✅ Statistics is  a difficult subject. Mistake 5:  Making "a pair of" sentences plural. ❌ A pair of shoes are  on the floor. ✅ A pair of shoes is  on the floor. Key Takeaways Subject-Verb Agreement is not a collection of arbitrary rules — it is the language's way of keeping its subjects and verbs in conversation with each other. Master these rules, practise consistently, and you will find that correct agreement starts to feel natural rather than laboured. Related Post Determiners | Types, Uses & Examples with Exercises | English Grammar Note: Refer to Verb & its Forms here. Rule 1 If the two nouns suggest one idea or refer to the same person or thing, the verb is put in the Singular number. Bread butter is her only food. My friend and adviser is sick. Rule 2 When two or more singular subjects are connected by ‘or, not, either…or, neither….nor, the Singular Verb is used. He or his friend knows the secret. Either you or your brother has seen him. Neither he nor his friend was there. Rule 3 If one of the subjects is ‘ in the plural’ the verb also must be ‘plural’ e.g. Either you or your brothers have seen the match. Rule 4 When the subjects joined by or or nor are in different persons, the verb agrees in person with the subject nearest to it. Either he or I am mistaken. Neither you nor he is to blame. Note: The above sentences can also be written in a better way as the following. Either he is mistaken or I am Neither you nor he is to blame. Rule 5 When two subjects are joined by ‘as well as’, the verb agrees in number and person with the first subject. The leader as well as his followers was excited. ( not were excited..) My teachers as well as I was invited to the party. ( not were invited..) Rule 6 Words like ‘’either, neither, each, everyone, Many a’’ must be followed by a singular verb. Either of the two books reveals the idea. Neither of the two girls has passed the exam. Each of the boys is intelligent. Everyone of the boys is studious. Many a girl has attended the party. (‘many a girl’ means ‘many girls’) Rule 7 Two nouns qualified by ‘each’ and ‘every’ though connected by ‘and’ requires a ‘singular verb’. Each and every man has his own ways. Every boy and every girl is given chances. Rule 8 A collective noun takes a singular verb if it is regarded as a whole. But it takes plural verb if it is regarded as a number of individuals. The assembly has issued a circular. ( taken as a whole) The assembly have issued a circular ( when members are taken individually) Rule 9 When a plural noun names a quantity or an amount as a whole, its verb is in singular. Twenty thousand rupees is a large sum. A hundred thousand rupees is a lakh. The thousand rupees you gave me yesterday is pick-pocketed. Rule 10 When a singular noun or a pronoun is joined to another noun or pronoun by ‘with, besides, and not, together with, no less than, etc, the verb is singular. T he shop with its goods was gutted in fire. The ship with its crew was sunk. He no less than you is guilty. No one besides Sohan knows it. The teacher together with his students has watched the match. Rule 11 In modern day usage, ‘none’ is followed by plural verbs. None of his answers are correct. None of these facts are correct. Are there any boys in the hostel? There are none. Rule 12 Verbs take singular or plural in the following cases depending on whether the two profiles denote the same person or two different persons. The secretary and Chairman was present in the meeting. ( Same Person) The secretary and the Chairman were present in the meeting. ( different persons) Recommended Resource for Self-Study Given Below

Learn determiners in English grammar with types, rules, examples, and exercises. Improve sentence clarity and writing skills with simple explanations. What Are Determiners? | Articles & Demonstratives A determiner is a word placed before a noun to introduce it and give more information about it — specifically about quantity, possession, specificity, or identity . A determiner always comes before the noun (and any adjectives describing that noun). Simple rule:  If a word sits before a noun and tells us which one , how many , or whose  — it is a determiner. Examples: The  dog barked loudly. Some  children were playing outside. My  bag is on the table. Three  birds sat on the fence. TYPE 1 — ARTICLES Articles are the most commonly used determiners. There are only three: a, an, the. A — The Indefinite Article Usage: Used before a singular countable noun when it is mentioned for the first time. Used when the noun refers to any one member of a group, not a specific one. Used before words beginning with a consonant sound. Examples: I saw a  dog in the street. (any dog, not a specific one) She is a  doctor. He lives in a  small house. A  boy came to meet you. AN — The Indefinite Article Usage: Same as 'a' but used before words beginning with a vowel sound  (not just a vowel letter). Remember: it is the sound  that matters, not the spelling. Examples: She ate an  apple. He is an  honest man. (honest — 'h' is silent; begins with vowel sound 'o') It was an  hour-long match. ('hour' begins with vowel sound) She is an  MBA student. ('MBA' — pronounced 'em', begins with vowel sound) He is a  university student. ('university' begins with 'yu' sound — consonant) It was a  one-sided match. ('one' begins with 'wu' sound — consonant) Common Error to Avoid:  Students often write "a honest man" or "an university." Always say the word aloud and check the first sound. THE — The Definite Article Usage: Used when the noun has already been mentioned and both speaker and listener know which one is being referred to. Used when there is only one of something. Used with superlatives. Used with names of rivers, seas, mountain ranges, groups of islands. Used with musical instruments. Examples: I bought a pen. The  pen is blue. (second mention — now specific) The  sun rises in the east. (only one sun) She is the  best student in class. (superlative) We visited the  Himalayas. (mountain range) He plays the  violin beautifully. The  Ganges is a sacred river. When NOT to use 'the': Before names of people: The Rohan is my friend. Before names of languages: She speaks the French. Before names of meals: We had the lunch together. Before names of games: He plays the cricket. TYPE 2 — DEMONSTRATIVE DETERMINERS These point to specific nouns — near or far. Determiner Used with Distance This Singular noun Near That Singular noun Far These Plural noun Near Those Plural noun Far Examples: This  book is very interesting. (singular, near) That  building is very old. (singular, far) These  mangoes are sweet. (plural, near) Those  children are very noisy. (plural, far) Important distinction:  When used alone — "This is my pen" — 'this' is a pronoun. When used before a noun — "This pen is mine" — 'this' is a determiner. PERIOD 1 — PRACTICE QUESTIONS Section A — Fill in the blanks with a, an, or the. I have ______ idea that might help us. She is ______ honest person. ______ Amazon is the largest river by volume. He wants to become ______ engineer. We saw ______ elephant at ______ zoo yesterday. ______ moon was bright last night. It took ______ hour to complete ______ task. She plays ______ guitar every evening. He is ______ European traveller visiting India. ______ dog that bit me yesterday has been caught. Section B — Correct the errors in the following sentences. She is a honest woman who never lies. The gold is a precious metal. He plays the hockey for his school. A sun rises in the east. I saw a movie yesterday. A movie was very boring. Section C — Fill in the blanks with this, that, these, or those. ______ birds on the distant tree are parrots. ______ is my pen — don't touch it. ______ mangoes I am holding are very sweet. ______ mountains in the distance look beautiful. Can you hand me ______ book that is next to you? Section D — Short Answer What is the difference between 'a' and 'an'? Give two examples of each. When do we use 'the' before a noun? Give three different situations with examples. Are demonstratives always determiners? Explain with an example. Quantifiers | Possessives | Numbers TYPE 3 — QUANTIFIERS Quantifiers tell us how much  or how many  of something. This is where students need to be most careful because different quantifiers work with different types of nouns. Countable vs Uncountable Nouns — Quick Revision Countable nouns  can be counted: pen, book, child, mango, chair. Uncountable nouns  cannot be counted: water, milk, rice, sugar, advice, information, luggage. SOME and ANY SOME: Used in positive/affirmative sentences. Used with both countable (plural) and uncountable nouns. Also used in questions when offering something or expecting a 'yes' answer. Examples: There is some  milk in the fridge. (uncountable) She bought some  mangoes from the market. (countable plural) Would you like some  tea? (offer) ANY: Used in negative sentences and questions. Used with both countable (plural) and uncountable nouns. Examples: There isn't any  sugar left. (negative, uncountable) Are there any  students absent today? (question, countable) He didn't give me any  information. (negative, uncountable) Related Post Tenses in English Grammar | Present, Past & Future | Structure & Usage MUCH, MANY, A LOT OF Determiner Used with Sentence type Much Uncountable Negative / Question Many Countable plural Negative / Question A lot of / Lots of Both Affirmative Examples: How much  water do you drink daily? She doesn't have much  time. How many  books have you read? There aren't many  students in the hall. He has a lot of  patience. (uncountable) She has a lot of  friends. (countable) FEW, A FEW, LITTLE, A LITTLE This is a very important distinction for exams. Determiner Meaning Used with Few Almost none (negative idea) Countable plural A few Some, enough (positive idea) Countable plural Little Almost none (negative idea) Uncountable A little Some, enough (positive idea) Uncountable Examples: Few  students passed the test. (most failed — negative) A few  students passed the test. (some passed — positive) There is little  hope of finding him. (almost no hope) There is a little  milk left. (some milk — enough) Memory tip:  The article 'a' makes the quantifier positive. Without 'a' — the meaning is negative or pessimistic. EACH and EVERY Both mean 'all members of a group' but are used slightly differently. Each  — refers to members individually, one by one. Can be used with as few as two. Every  — refers to all members as a whole. Usually used with three or more. Both are used with singular countable nouns. Examples: Each  student was given a certificate. (individually) Every  child deserves a good education. (all, collectively) She checked each  answer carefully. He goes for a walk every  morning. EITHER and NEITHER Either  — one or the other (of two). Used with singular nouns. Neither  — not one and not the other (of two). Used with singular nouns. Examples: You can take either  road — both lead to the station. Neither  answer is correct. Either  team can win the match. TYPE 4 — POSSESSIVE DETERMINERS These show ownership or belonging. They always come before a noun. Possessive Determiner Refers to My First person singular Our First person plural Your Second person His Third person singular (male) Her Third person singular (female) Its Third person singular (thing/animal) Their Third person plural Examples: My  brother is a doctor. They forgot their  homework. The dog wagged its  tail. Our  school won the championship. Common Error:  'Its' (possessive) vs 'It's' (it is). Its  fur is soft. (possession — correct) It's fur is soft. (it is fur — wrong) TYPE 5 — NUMBERS AS DETERMINERS Cardinal numbers  (one, two, three...) and ordinal numbers  (first, second, third...) function as determiners when placed before nouns. Examples: Three  boys were absent today. (cardinal) She stood first  in the class. (ordinal) He has two  sisters. This is the fifth  time he has been late. PRACTICE QUESTIONS Section A — Choose the correct option. There isn't ______ time left. (much / many) ______ children were playing in the park. (Few / Little) She has ______ patience — she never loses her temper. (a lot of / many) Can I have ______ water, please? (some / any) He didn't have ______ money to buy the book. (much / many) ______ student in the school must follow the rules. (Each / Every) There is ______ milk in the glass — just enough for one cup. (a little / a few) ______ side of the argument has merit. (Either / Neither) We have ______ friends who live abroad. (a few / a little) ______ answer was correct — both were wrong. (Either / Neither) Section B — Fill in the blanks with much, many, few, a few, little, or a little. ______ people know the truth about what happened that night. He has ______ interest in sports — he prefers reading. She has ______ friends, so she is never lonely. There is ______ sugar in the jar — we need to buy more. I have ______ minutes to spare — shall we have tea? Section C — Fill in the blanks with possessive determiners. The cat licked ______ paws after eating. We submitted ______ project before the deadline. Riya forgot ______ lunch box at home. The students raised ______ hands to answer. He could not find ______ wallet anywhere. Section D — Error Correction Every students must submit their assignment by Friday. Few water was left in the bottle. She didn't eat many rice at dinner. Neither of the two options are acceptable. He has a little friends in the new school. Section E — Short Answer What is the difference between 'few' and 'a few'? Write two sentences to illustrate. When would you use 'each' instead of 'every'? Explain with examples. What is the difference between 'much' and 'many'? Give two examples of each. Interrogative & Distributive Determiners | Revision | Mixed Practice TYPE 6 — INTERROGATIVE DETERMINERS These are used to ask questions about nouns. The three interrogative determiners are what, which, and whose. WHAT Used to ask a general question when the choice is unlimited or open. Examples: What  colour do you prefer? What  time does the train leave? What  subject do you enjoy most? WHICH Used when the choice is limited — between specific options. Examples: Which  book do you want — this one or that one? Which  team won the match? Which  route should we take? What vs Which: " What  sport do you play?" (open — any sport) " Which  sport do you prefer — cricket or football?" (limited choice) WHOSE Used to ask about ownership or possession. Examples: Whose  bag is lying on the floor? Whose  turn is it to speak? Whose  idea was this? Important:  'Whose' as a determiner is followed by a noun. 'Whose' as a pronoun stands alone. Whose  book is this? (determiner — followed by noun) Whose  is this? (pronoun — stands alone) TYPE 7 — DISTRIBUTIVE DETERMINERS These refer to members of a group individually or in parts. Each, Every, Either, Neither  — already covered above on this link. Two more important ones: BOTH Refers to two things or people together. Used with plural countable nouns. Examples: Both  players played brilliantly. She speaks both  Hindi and English. Both  answers are correct. ALL Refers to the entire quantity or every member of a group. Used with plural countable nouns and uncountable nouns. Examples: All  students must be present. (countable plural) All  the milk has been used. (uncountable) She ate all  the mangoes. All  that glitters is not gold. COMPREHENSIVE SUMMARY TABLE Type Determiners Used with Articles a, an, the Singular countable (a/an); all nouns (the) Demonstratives this, that, these, those Singular (this/that); Plural (these/those) Quantifiers some, any, much, many, few, a few, little, a little, a lot of Varies — see Period 2 Possessives my, our, your, his, her, its, their All nouns Numbers one, two, first, second... Countable nouns Interrogatives what, which, whose All nouns Distributives each, every, either, neither, both, all Singular / plural — varies PRACTICE QUESTIONS Section A — Fill in the blanks with what, which, or whose. ______ pen is this? It was found near the gate. ______ of the two dresses should I wear to the function? ______ did you have for breakfast this morning? ______ train are you taking — the express or the passenger? ______ idea was it to go hiking in this heat? Section B — Fill in the blanks with both or all. ______ the children in the class were excited about the trip. ______ teams played well, but only one could win. She has read ______ the books on that shelf. ______ his parents are doctors. ______ that she said made perfect sense. Section C — Comprehensive Fill in the Blanks   (Mixed — use any appropriate determiner) ______ student must carry ______ identity card to the examination hall. ______ of the two roads leads to the station — you can take ______. There are ______ students in the library — it is almost empty. She has ______ experience in teaching — she is new to the profession. ______ honest answer is worth more than ______ clever lies. He did not give me ______ useful advice. ______ the three brothers work in the same company. I have only ______ minutes — can we talk quickly? ______ way you look at it, the problem remains unsolved. ______ book on this shelf belongs to the school library. Section D — Identify the determiner and its type. Those mountains look beautiful in the mist. Every child in this school is talented. Whose notebook is lying on the floor? She has a few concerns about the plan. Both the players were given a medal. Which dress did she finally choose? There is very little time left to finish. My grandfather was an extraordinary man. Three students represented the school. Neither answer was satisfactory. Section E — Error Correction (Mixed) Which of your friends are coming — Riya and Priya? Whose is the bag on the table? (used as determiner) All the milk were used up before noon. She has very few patience with careless work. Both the answer is correct. Every students must bring their own stationery. There wasn't many noise outside. He is a honest and hardworking man. I would like a little biscuits with my tea. Neither of the two boys were present. Section F — Rewrite using the correct determiner. I do not have ______ information about this. (some / any) ______ of the students could answer the question — it was too hard. (Few / Little) He has ______ patience left — he is about to lose his temper. (little / few) She wants to take ______ rest before the meeting. (some / any) ______ road you take, you will reach the station. (Either / Neither) Section G — Writing Task (applying determiners) Write a short paragraph of 8–10 sentences describing your classroom. Use at least eight different types of determiners and underline each one. You may describe what you see, how many students are present, whose belongings are where, and what activities are happening. ANSWER KEY — SELECTED ANSWERS Period 1, Section A:  1-an, 2-an, 3-The, 4-an, 5-an/the, 6-The, 7-an/the, 8-the, 9-a, 10-The Period 1, Section B:  1-an honest, 2-Gold is, 3-plays hockey, 4-The sun, 5-The movie was Section A:  1-much, 2-Few, 3-a lot of, 4-some, 5-much, 6-Every, 7-a little, 8-Either, 9-a few, 10-Neither Section D:  1-Every student, 2-Little water, 3-much rice, 4-is acceptable, 5-few friends Section A:  1-Whose, 2-Which, 3-What, 4-Which, 5-Whose Section D:  1-Those (demonstrative), 2-Every (distributive), 3-Whose (interrogative), 4-a few (quantifier), 5-Both (distributive), 6-Which (interrogative), 7-little (quantifier), 8-My (possessive), 9-Three (number), 10-Neither (distributive) Section E:  1-Which of your two friends, 2-Whose bag is on the table, 3-All the milk was, 4-little patience, 5-Both the answers are, 6-Every student must, 7-much noise, 8-an honest, 9-a few biscuits, 10-Neither of the two boys was Examples Identifiers: This book, that boy, these girls, those flowers. This, that, these , those identify nouns like book, boy, girls, flowers etc. Quantifiers: A toy, an egg, one boy, two boys , all girls, any man, either book, some women , both the girls, another child, every man, each boy, neither boy, few boys , many mangoes, little water, much sugar, more toys, most men, no man , severa l dolls, enough money , such boys etc. There are about 50 different determiners in the English language which include: Exercise: Here are a few questions and statements written down by the Cultural Secretary, that she/he needs to share. Tick the correct words from those given in brackets. (a) How (much/many) (chair/chairs) do we need? (b) (Much/ Several) (schools/ schools) will be participating. (c) (Several/much) (student/students) have arrived. (d) How (much/many) (information/ informations) does this brochure give? (e) We have only (a few/ a little) sponsors for (some/ much) events. (Reference: https://cbse.nic.in/publications/interact_in_english_wb_ix) Exercise Fill up the blanks with suitable determiners: 1. I read ______ books last night. 2. I didn't buy ______ vegetables today. 3. I want to have ______ water . 4. There are trees on ______ side of the roads. 5. Do you need _____ money? 6. This is ________ house. 7. Do you like _____ new house which I bought last night? 8 There are _____ students in the school today. 9. Please put ____ sugar in my coffee. 10. ______ Men make mistakes. 11. ________ books I had were all burnt. 12. There is _______ sugar left in the bowl. 13. I like ______ kind of music. 14. I can't get on well with ______ people. 15. ______ knowledge is a dangerous thing. Consider Visiting our Grammar Home Page Here for more Topics and Worksheets.