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Lesson Architecture Theme Lesson-At-A-Glance NCERT Solution Extra Questions Theme: The lesson describes the famous tea gardens of Assam. We come to know about the legends surrounding the discovery of tea. We also come to know about the how tea spread to Europe, the best months of yield, and the origins of some common words related to tea. The story highlights the significance of informed travelling. The informed traveller gets much satisfaction as he has gathered a lot of information about the place he visits. Lesson-At-A-Glance: This lesson describes a train journey by two friends-Pranjol and Rajvir to upper Assam where Pranjol's father is the manager of the Dhekiabari tea Estate. Pranjol being grown up in Assam is familiar with tea estates, whereas Rajvir is not familiar as he has grown up in Delhi. As a preparation for his visit to Assam, Rajvir has read a lot on tea. He tells Pranjol about a Chinese and an Indian legend regarding discovery of Tea. Rajvir also informs Pranjol about when tea was first drunk in China, when it was introduced to Europe and the origins of common words like chai and chini. When the train pulls into Mariani Junction in Assam, Prajol's parents greeted both of them. As they drive towards the tea-garden managed by Pranjol's father, Rajvir sees acres of tea bushes on either side of the road. As he has read a lot about tea, he immediately guesses that his is the sprouting period of tea plantation from may to July and which gives the best yield of tea. Mr Barua, Pranjol's father, is taken aback to learn that Rajvir knows so much about Assam. Rajvir replies that he further looks forward to learning more during his stay at the Dhekiabari Tea Estate. NCERT Solution: Thinking About Language (Do not write down these questions on English Notebook. You can write the answers with pencil on the textbook itself.) 1. Look at these words: upkeep, downpour, undergo, dropout, walk-in. They are built up from a verb (keep, pour, go, drop, walk) and an adverb or a particle (up, down, under, out, in). Use these words appropriately in the sentences below. You may consult a dictionary. (i) A heavy downpour has been forecast due to low pressure in the Bay of Bengal. (ii) Rakesh will undergo major surgery tomorrow morning. (iii) My brother is responsible for the upkeep of our family property. (iv) The dropout rate for this accountancy course is very high. (v) She went to the Enterprise Company to attend a walk-in interview. 2. Now fill in the blanks in the sentences given below by combining the verb given in brackets with one of the words from words as appropriate below. over by through out up down (i) The Army attempted unsuccessfully to ____________ the Government. (throw) Ans: overthrow. (ii) Scientists are on the brink of a major _________ in cancer research. (break) Ans: breakthrough. (iii) The State Government plans to build a ____________ for Bhubaneswar to speed up traffic on the main highway. (pass) Ans: bypass. (iv) Gautama’s _________ on life changed when he realised that the world is full of sorrow. (look) Ans: Outlook (v) Rakesh seemed unusually ________ after the game. (cast) Ans: downcast 3. II. Notice how these -ing and -ed adjectives are used. The -ing adjectives show the qualities that chess, trekking, or these books have: they cause interest, excitement, or boredom in you. The —ed/—en adjectives show your mental state, or your physical state: how you feel in response to ideas, events or things. Think of suitable -ing or -ed adjectives to answer the following questions. You may also use words from those given above. How would you describe (i) a good detective serial on television? Ans: exciting (ii) a debate on your favourite topic ‘Homework Should Be Banned’? Ans: interesting. (iii) how you feel when you stay indoors due to incessant rain? Ans: bored. (iv) how you feel when you open a present? Ans: excited. (v) how you feel when you watch your favourite programme on television? Ans: interested. (vi) the look on your mother’s face as you waited in a queue? Ans: frustrated. (vii) how you feel when tracking a tiger in a tiger reserve forest? ans: excited. (viii) the story you have recently read, or a film you have seen? Ans: amazing. Extra Questions: Q1. What legends are associated with the origin of tea? Ans : (a) There was one Chinese emperor who always boiled water before drinking it. One day a few leaves of the twigs burning under the pot fell into the water, which gave it a delicious flavour. It is said that they were tree leaves. (b) Bodhidharma, an ancient ‘Budhist ascetic, cut off his eyelids because he felt sleepy during meditations. Ten tea plants grew out of the eyelids. The leaves of these plants when put in hot water drunk banished sleep. Q2. Why did Rajvir feel that the view outside the window was magnificent? Ans : Rajvir had never seen such beautiful greenery in his life. He was fascinated to see the tea gardens and the wooded hills so he called it a magnificent view. The tea pluckers looked like dolls to him. Q3. Why does Rajvir call the workers doll-like figures? Ans: The tea pluckers were the local women. They had covered themselves with clothes from top to bottom. They looked like moving dolls. Rajvir called them doll-like figures. They really looked very pretty. Q4. Why was Pranjol not excited on seeing the tea garden? Ans : Pranjol was born and brought up in Assam. He had been watching the tea gardens since his childhood. There was nothing new for him. So he was not excited on seeing the tea gardens. Q5. What is the Chinese legend about the discovery of tea? Ans: According to the Chinese legend, a Chinese emperor discovered tea accidentally. He used to boil water before drinking it. One day a few leaves of some twigs burning under the pot fell into the water giving it a delicious flavour. It is said that they were tea leaves. Q6. What is the Indian legend about the discovery of tea? Ans : According to Indian legend, Bodhidharma, an ancient Buddhist ascetic, cut off his eyelids because he felt very sleepy during meditation. Ten tea plants grew out of the eyelids. The leaves of these plants when put into hot water and drunk banished sleep. Q7. Which tea is considered the best tea? Why? Ans : The tea prepared from the second flush on sprouting period which begins in the month of May and lasts till the end of July is considered the best tea. It is the best one because it is prepared from the new leaves.

Differences between Homophone, Homonym, Homograph & Paronym Homophone: Words having the same pronunciation, but different meanings & spellings. For Example, sum & some/ Knew & new / due & dew. These words which have the same pronunciation, but have different meanings & spellings are called homophones. Now let’s move on to ‘Homonym’. Do you know what it is all about? Well, let me explain. Homonym: Words having the same spellings and pronunciation, but different meanings are called Homonyms. For example, for example ‘ can’ meaning ‘be able’ and ‘ can ’ meaning ‘put something in a container’. Another example of homonym is ‘ bank ’ which means river bank and the ‘ bank ’ which means a place where money is kept. Now let’s move on to ‘Homograph’’. Do you know what a ‘Homograph’ is all about? Well, let me explain. Homograph: Words having same spellings, but different meaning and pronunciation. For Example, ‘bow’ means ‘ the front part of a ship’ and the same word ‘bow’ also means ‘ a weapon for shooting arrows.’ Another example is ‘ Sow’ which means an adult female swine and the same word also means ‘ a channel that conducts molten metal to molds ’. Now let’s move on to ‘Paronym’. Do you know what a paronym is all about? Well, let me explain. Paronym : a word which is a derivative of another and has a related meaning. "‘wisdom’ is a paronym of ‘wise’". Another example of a paronym is ‘ alternate’ and ‘ alternative’. Well, that’s all about today’s concept on Homophone, Homonym, Homograph & Paronym. Hope you have understood.

Lesson Architecture Theme Stanza-wise Explanation Recapitulation Literary Devices NCERT Solution Theme: This poem deals with the transition of a person from childhood to adulthood. The innocence and simplicity of the child is lost when he/she steps into adulthood. The poet presents some unanswered questions on the transition from childhood into adulthood. These questions are pertinent and universal. The poet concludes the poem with with a guess regarding where his childhood days might have discovered. He seems to be repenting at the passing away of his childhood days, which were full of fun and frolic. Stanza-wise Explanation: Stanza 1 When did my childhood go? Was it the day I ceased to be eleven, Was it the time I realized that Hell and Heaven, Could not be found in Geography, And therefore could not be, Was that the day! Vocabulary: ceased: came to an end Geography: the words 'Hell and Heaven' are mere fanciful concepts and did not physically exist. Paraphrase: The poet wonders about the fact that he was quite unaware when his childhood phase had passed. He guesses that it might be when he completed eleven years. He further guesses when he realized that names like Heaven and Hell could not be found in maps, he might have crossed his childhood phase. Stanza 2 When did my childhood go? Was it the time I realised that adults were not all they seemed to be, They talked of love and preached of love, But did not act so lovingly, Was that the day! Vocabulary: adults were not all they seemed to be: His eyes opened up to the hypocrisy of the adult world where love is preached, but not practised. Paraphrase: The poet ponders over the transition, which he guessed, might have occurred when he realized that adults were not what they appeared to be. They spoke and preached of love but did not practise it in their lives. The poet guessed that his childhood phase might have been over on that moment of realization. Stanza 3 When did my childhood go? Was it when I found my mind was really mine, To use whichever way I choose, Producing thoughts that were not those of other people, But my own, and mine alone Was that the day!” Vocabulary: my mind was really mine: The poet became aware of his own ability to think and realized that he could think independently. Paraphrase: In the process of growing up, the poet woke up to the fact that he had a mind which could think on its own, have individual thoughts and ideas and could use it as he decided to . Was it this understanding of his individuality that made him a man. Para 4 Where did my childhood go? It went to some forgotten place, That’s hidden in an infant’s face, That’s all I know. Vocabulary: forgotten place: innocence of childhood which can be found in the face of an infant is forgotten thereafter when the child grows up. infant’s face: Innocent of childhood is visible on the child's face. Paraphrase: The poet cannot figure out where his childhood has disappeared into. Perhaps it has gone to a place long forgotten and hidden itself beneath the face of an innocent infant. His childhood must be hidden in the face of an infant- in the innocence that is long forgotten. Recapitulation: The poet cannot figure out when exactly he ceased to be a child. When he turned twelve, he realised that concepts of heaven and hell were merely fanciful. in one of the phases of his transition from childhood, he could realize the hypocrisy of the adult people. He realized that they did not practise what they preach. His individuality developed as he further grew up. He started thinking independently without being influenced by others. the poem concludes with a shift in the question from 'when' to 'where' his childhood had disappeared. The poet comforts himself with a guess that it must be hidden in the face of an infant-in the innocence that is long forgotten. NCERT solution Think It Out 1. Identify the stanzas that talks of each of the following: individuality rationalism hypocrisy Individuality: stanza 3 where he talks about his own mind, individual thoughts and decisive power of his won. Rationalism: stanza 1 where he discusses the ability to distinguish fact from fantasy. Hypocrisy: Stanza 2 in which he talks about the duality of the adult world, where people do not practise what they preach. 2. What, according to the poem, is involved in the process of growing up? The innocence and simplicity of childhood gives way to rationalism and skepticism. One gradually learns to see through the hypocrisy of the adult world where love is preached and hatred is practised. His thoughts are no longer influenced or directed by others. But a the same time, there is a lamentation at the loss of childhood. 3. What is the poet's feeling towards childhood? Ans: the poet regrets the loss of childhood and along with it , the disappearance of innocence and simplicity. words like Heaven and Hell were enough to keep a child from doing wrong things. He has become nostalgic about about his childhood and laments that it is now lost and forgotten. 4. Which do you think are the most poetic lines? Why? Ans: The most poetic lines are the concluding lines of the poem' It went to some forgotten place. That's hidden in an infant's face. ..' These lines are filled with nostalgia and touch a deep chord in the reader's heart. It takes us back to a forgotten phase in our life, pure, innocent and divine. <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< End>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

TOPICS EDITING ERRORS GAP FILLING EXERCISE JUMBLED WORDS/PHRASES INTO MEANINGFUL SENTENCES TENSES REPORTED SPEECH PASSIVE VOICE DETERMINERS PREPOSITIONS MODALS SUBJECT VERB AGREEMENT TRANSFORMATION OF SENTENCES

1. Integrated Grammar For Class VI 2. Integrated Grammar for Class VI 3. Integrated Grammar For Class VI

Why do you get up every morning to start a day? What is the reason for your existence? These questions might seem absurd at the very first glance, but this is what people spend their whole life for, i.e, in quest of the answers to these questions. What is the purpose of your life? For some it might be living a peaceful and healthy life, others might want to help others, for some keeping their families happy might be the priority, while for some others having good relations with people may be the goal. The reason may be any but it’s important to have one to keep you moving. According to Japanese, everybody has an Ikigai, or what can be called raison d’etre by French philosophers. Some people might already know their Ikigai, while others may be in search of it. However, one would wonder what an Ikigai is. Ikigai comprises two words- ‘Iki’ meaning life or living; and ‘gai’ which refers to value, effect, result or usefulness. To best understand Ikigai it becomes prerequisite to refer to the venn diagram designed by Mark Winn: This diagram describes Ikigai as the best possible intersection of an individual’s Passion, Profession, Vocation and Mission. There’s a further interaction of all of these four elements: Passion and Profession converge to what one is good at. Profession and Vocation find their place where one is paid well. Vocation and Mission are something the world needs from an individual. Mission and Passion are what an individual loves. To comprehend, an Ikigai is what you live for, the reason for your being, the purpose of your life, your goals and the reason that motivates you to get up every morning. Any work without a purpose is a mere act, aimless, resulting in nothing. Every individual organism in this world has a purpose, an Ikigai, what is required, is to patiently discover it inside oneself. The venn diagram by Mark Winn could be of great assistance to find your Ikigai. But how does an Ikigai help an individual? Japanese believe that an Ikigai is the secret to a long and happy life. Ikigai brings satisfaction, happiness, and meaning to one’s life. The book Ikigai, by Hector Gargia and Francesc Miralles mentions the ‘Blue Zones’, which are the places in the world where people live longer, on average, than in the rest of the world. Japan, and the island Okinawa in particular, are such a region. A factor that plays an important role in the health and vitality of the residents of these regions is to have ‘a goal’ in their lives: ‘Ikigai’. In addition to having an Ikigai, Japanese and Okinawians say that “Whatever you do, don’t retire”; this is also what keeps a person’s willingness to live alive. Another most common saying of Japanese is “Hara hachi bu”- which means “Fill your belly to 80 percent”. This manner of eating may not give short term pleasure but will make us happier in the long term. And the last concept that is another requisite for the longevity of life is to stay connected to people and local communities. This connectedness of people is termed as moai, which is an informal group of people with common interests who look out for one another. Thereupon, to summarize in one sentence- Ikigai, persistence,healthy lifestyle and connectedness with people is what ultimately makes one’s life worthwhile. Begin with a purpose, be determined to your work, eat healthy, stay associated with your local community and life will go on. Reference: Book- Ikigai: The Japanese Secret to a Long and Happy Life by Hector Gargia and Francesc Miralles

Lesson Architecture Theme Plot Development NCERT Solution Questions for Practice MCQ Worksheet Theme: This story highlights the childhood years of Kalam in his birth place Rameswaram. It also describes his first earning during the World War when the demand of tamarind seeds suddenly experienced a spike. He also sold newspaper bundles to earn his pocket money. The story also focuses on his three childhood friends, who belonged to the Orthodox Brahmin families. The story throws light on the incidents when Kalam felt the pinch of social evils like religious divide and orthodox thoughts. Towards the end we can find Kalam’s decision to shift to Ramanathapuram for further studies. His father’s quotes of the famous poet Khalil Gibran, which had great influence in his life. Plot Development: Birth of Abul Kalam: Abdul Kalam was born into a middle-class Tamil family in the island-town of Rameswaram in the former Madras State. Rameswaram is a town on Pamban Island, in the southeast Indian state of Tamil Nadu. It’s known for Ramanathaswamy Temple, a Hindu pilgrimage site with ornate corridors, huge sculpted pillars and sacred water tanks. Devotees bathe in the waters of Agni Theertham, off the beach east of the temple. Gandamadana Parvatham is a hill with island views. A chakra (wheel) here is said to bear an imprint of Lord Rama’s feet. Impact of Second World War In 1939 when Kalam was eight years old, the Second World War broke out. Though the war did not affect Rameswaram directly, it brought opportunities for the young boy to make money. There was a sudden demand for tamarind seeds in the market. Kalam collected and sold tamarind seeds to a shop on Mosque Street. A day’s collection fetched him one anna. Soon India was forced to join the Allied Forces and a state of emergency was declared. The railways suspended the stopping of trains at Rameswaram station. Newspapers had to be bundled and thrown out from the moving train on the Rameswaram Road between Rameswaram and Dhanuskodi. Kalam helped his cousin Samsuddin, who distributed newspapers in Rameswaram to catch the bundles. This is how he earned his wages in his childhood. Kalam’s realization of Hindu-Muslim Divide Kalam’s childhood friends were Ramanadha Sastry , Aravindan and Sivaprakasan. All of them were from orthodox Hindu Brahmin families. But the boys did not feel the pinch of religious divide till this time. When Kalam was in the fifth standard at the Rameswaram Elementary School , new teacher came to the class. He could notice that Kalam was sitting in the front row with Ramanadha Sastry, a Hindu priest’s son sitting with a Muslim boy. He immediately asked Kalam to sit in the last row. Lakshmana Sastry, Ramanadha Sastry’s father, summoned the teacher and asked him not to spread the poison of social inequality and communal intolerance. The teacher regretted his behavior and apologized. Another incidence happened when Kalam was invited to have food in the residence of Kalam’s science teacher, Siovasubramania Iyer, who was a progressive thinker with a very conservative wife. His wife refused to serve Kalam in her ritually pure kitchen as he was Muslim. So the science teacher himself had to serve Kalam food on that day. Bridging the Religious Gap: In the first case the new teacher reformed himself when Lakshmana Sastry rebuked the teacher for his act of religious discrimination. The teacher did not indulge in such communal act henceforth. In the second case, Sivasubramania Iyer counseled his wife and transformed her orthodox perspective. On another occasion when Kalam visited the house of his Science teacher, his wife called Kalam in her kitchen and herself served Kalam food with her own hands. Kalam’s decision to to shift to Ramanathapuram for further studies: When India’s independence was approaching, Kalam requested his parents to give their consent to allow Kalam to move to the district headquarters for further studies. His mother was hesitant initially. But his father agreed and motivated his mother by quoting the poet Khalil Gibran comparing children to birds that have to leave the nest one day. Kalam recalled these childhood memories as they influenced him immensely and contributed to his holistic growth. He grew up to become the most loved and respected Scientist and later on the President of India. NCERT Solution Answer these questions in one or two sentences each. 1. Where was Abdul Kalam’s house? Ans: Abdul Kalam’s house was on Mosque Street in Rameswaram in the erstwhile Madras State. 2. What do you think Dinamani is the name of? Give a reason for your answer. Ans: Dinamani is the name of a newspaper. Abdul Kalam’s brother-in-law Jalauddin would tell him stories about the Second World War, which Abdul Kalam would later attempt to trace in the headlines of Dinamani. 3. Who were Abdul Kalam’s school friends? What did they later become? Ans: Abdul Kalam had three close friends in his childhood. They were Ramanadha Sastry, Aravindan and Sivaprakasan. All these boys were from orthodox Hindu Brahmin families. Ramanadha Sastry took over the priesthood of the Rameswaram temple from his father. Aravindan went into the business of arranging transport for visiting pilgrims; and Sivaprakasan became a catering contractor for the Southern Railways. 4. How did Abdul Kalam earn his first wages? Ans: Abdul Kalam earned his first wages when his cousin, Samsuddin engaged him to catch the bundled newspapers from the moving train on the Rameswaram Road between Rameswaram and Dhanuskodi. 5. Had he earned any money before that? In what way? Ans: Yes, Abdul Kalam had earned money previously. He used to collect tamarind seeds and sell them to a provision shop near his home. He would earn one anna for a day’s collection. II. Answer each of these questions in a short paragraph (about 30 words) 1. How does the author describe: (i) his father (ii) his mother (iii) himself? (i) his father: His father, Jainulabdeen, had neither much formal education nor much wealth. Despite these disadvantages, he possessed great innate wisdom and a true generous spirit. He used to avoid all inessential comforts and luxuries. However, all necessities were provided to the family in terms of food, medicine or clothes. (ii) his mother : She was kind and generous lady who could cook not just for the family, but also many outsiders who used to dine with them regularly. He inherited faith in goodness and deep kindness from his mother. (iii) himself : He was a short boy with rather undistinguished looks, born to tall and handsome parents. He had a secure childhood as he had loving and caring parents. 2. What characteristics does he say he inherited from his parents? He inherited honesty and self-discipline from his father and from his mother he inherited faith in goodness and deep kindness. III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each. 1. “On the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups,” says the author. (i) Which social groups does he mention? Were these groups easily identifiable (for example, by the way they dressed)? Ans: The two social groups that the writer mentions were the Hindu and the Muslim community of people. Yes, they were easily identifiable by the way they used to dress up. The Hindus had vermillion mark on their foreheads. Ramanadha Sastry, wore the sacred thread as he came from an orthodox Hindu Brahmin family. The Muslims, on the other hand, woe a cap and lived on the Mosque Street. (ii) Were they aware only of their differences or did they also naturally share friendships and experiences? (Think of the bedtime stories in Kalam’s house; of who his friends were; and of what used to take place in the pond near his house.) Ans: They naturally shared friendships and experiences. According to Abdul Kalam, his three friends were from orthodox Hindu Brahmin families. As children, none of them ever felt any difference amongst themselves because of their religious differences and upbringing. Events from the Ramayana and from the life of the Prophet were the bedtime stories Kalam’s mother and grandmother would tell the children in their family. Thus, in spite of religious differences they had natural bond for each other. (iii) The author speaks both of people who were very aware of the differences among them and those who tried to bridge these differences. Can you identify such people in the text? Kalam mentions two people who were very aware of the differences among the two religious groups. One of them was the new teacher of Kalam when he was in the fifth standard at the Rameswaram Elementary School. He did not allow Kalam and Ramanadha Sastry to sit together as the latter was a Hinud Priest’s son. Therefore, Kalam was asked to go and sit on the back bench. The other person was the science teacher Sivasubramania Iyer’s wife. She was too conservative that she refused to serve Kalam food in her kitchen. The people who tried to bridge the differences were Ramanadha’s father Lakshmana Sastry and the science teacher Sivasubramania Iyer. (iv) Narrate two incidents that show how differences can be created, and also how they can be resolved. How can people change their attitudes? Ans: One day when Kalam was in the fifth standard at the Rameswaram Elementary School, a new teacher asked Kalma to sit at the back bench. He could not stomach the idea of Ramanadha Sastry, the son of Hindu brahim to sit with Kalam in the front row. Lakshmana Sastry summoned the teacher, and strictly instructed him that he should not spread the poison of social inequality and communal intolerance in the minds of innocent children. Not only did the teacher regret his behaviour, but the strong sense of conviction Lakshmana Sastry conveyed ultimately reformed this young teacher. On the other hand, the wife of Kalam’s science teacher Sivasubramania Iyer declined to serve food to Kalam when his science teacher invited him in his house. His wife was horrified at the idea of a Muslim boy being invited to dine in her ritually pure kitchen. Instead his science teacher served him food. When he was leaving his house, Sivasubramania Iyer invited him to join him for dinner again the next weekend. He consoled Kalam saying that when the system needed to be changed, such opposition was bound to surface. The teacher then counseled his wife and reformed her eventually. 2. (i) Why did Abdul Kalam want to leave Rameswaram? Ans: He wanted to leave Rameswaram and go to the district headquarters in Ramanathapuram to pursue his further studies. (ii) What did his father say to this? Ans: His father gave a reference of a seagull and said that the seagull flies across the sun, alone and without a nest. He also quoted Khalil Gibran to his hesitant mother saying that her children were not her children. They were the sons and daughters of Life’s longing for itself. They were born through her but not from her. She might give them her love but not her thoughts as they have their own thoughts. Questions for Practice MCQ Worksheet To be uploaded shortly. Keep visiting the site.

Lesson Architecture Theme Story-At-A-Glance NCERT Solution Extra Questions Theme: In this lesson the writer contrasts Chinese paintings with the Western counterparts. Using anecdotes, she brings out the uniqueness of the spiritual landscapes of the Chinese and the figurative paintings based on ‘delicate realism, practiced by the Europeans. However, man has a universal role in them which is fundamental to their expression and hence he makes the landscape of the soul complete. Plot Development The writer draws a unique contrast between the Western from of landscape painting with the Chinese form and concludes that the western painters reproduce an actual view. They try to achieve ‘illusionistic likeness’ in their figurative paintings. But for the Oriental painter, the essence of the inner life and spirit is of utmost importance. For them, it is not a landscape of outward images, but a landscape of the soul. Reference of Chinese Art: Once a Chinese Emperor got a landscape painted to decorate a palace wall. The Emperor admired the wonderful painting which included forests, mountains, waterfalls, clouds and the immense sky. Drawing the Emperor’s attention to a cave in the painting, the painter told him that a spirit dwelt there. As the painter clapped his hands, the door to the cave opened up. The painter volunteered to show the way to the Emperor and thus stepped in. The door closed behind him and even before the Emperor could even react, the painting disappeared from the wall. The artist could never be traced again. There is another story of a painter who hesitated to draw the eye of a dragon he had painted for fear that it would fly out of the painting. Stories of such types are often found in books of Confucius and Zhuangzi and help in guiding students in the right direction. They also reveal the ethos of great works of art. These stories are in contrast with those of the West, as is evident in the story from the author’s native Flanders, which represents Western paintings. Reference of Western Art The example of outward realism is found in European art which is described in the anecdote of a blacksmith named Quinten hailing from Antwerp in Belgium. He fell in love with a painter’s daughter, but the painter was against this alliance as he did not approve of Quinten’s profession. One day Quinten entered the painter’s studio and painted a fly on the artist’s latest painting. It appeared so life-like that it deceived the artist who gave it a hard blow only to realize that it was not a real one. He was highly impressed with Quinten and took him as an apprentice. Quinten went on to become one of the most renowned painters of his age. These stories illustrate the varying approach and sense of achievement of painters belonging to East and West through the medium of art. In contrast to Chinese painting which try to bring out the eseence of inner life and spirit, the Western/ European art projects a perfect ‘illusionistic likeness. Concept of ‘Dao’- the mysterious works of the Universe In the Chinese story, the landscape painting is admired for its outward appearance by the Emperor who got it painted. But the artist shows the true meaning of his work. While the Emperor rules his kingdom, the artist knows the way into his painting. This ‘way’ or ‘path’ within the painting is the ‘Dao’ -the mysterious works of the Universe. The soul of the artist merges with the essence of his work. Chinese Landscape Painting Versus Western Painting: Classical Chinese landscape painting does not focus on realism or the actual view unlike the Western painting which is figurative or symbolic. European painters depict the actual landscape with delicate realism and the painter would like the viewers to look at it from his perspective from a specific angle. On the contrary, the Chinese paintings allow the freedom to view from any angle, back and forth, in a leisurely movement. This freedom of movement if enhanced in a horizontal scroll where the viewer can choose the speed and section of viewing, thus adding a dimension of time, not known to any other form of painting. The Chinese painter does not want anyone to borrow his eyes. He wants the viewers to enter his mind. The landscape is his inner mind, a spiritual and conceptual space. The Concept of ‘Shanshui’ Chinese Paintings develop on the concept of ‘Shanshui’, which means ‘mountain-water’. The mountain rises vertically to heaven and it is called ‘Yang’. On the other hand, water is horizontal and resting on the earth, which is called ‘Yin’. There is also the presence of a third element which is often overlooked. It is called the ‘Middle Void’. Yang and Yin are not opposites. They complement each other. ‘Yang’ is active and masculine. ‘Yin’ is feminine and the receptive concept of energy. Their interaction takes place in the Middle Void which is depicted by the unpainted white space in Chinese landscape. It is similar to the holding of the breath in the Yogic practice of ‘pranayama.’ Similarly, man plays a fundamental role as a channel of communication between the Heaven and Earth. His presence, therefore, is essential because he is ‘the eye of the landscape.’ Concept of ‘Outsider Art’ ‘Outsider Art’ or ‘art brut’ is a concept presented by a French painter named Jean Dubuffet in 1940s. It is the art of those artistes who have received no formal training, yet show immense talent and artistic insight. This form of art has seen rapid growth internationally in the contemporary art world. The style of art which belongs to this category of artists is unconventional and is described to belong to those who have ‘no right’ to be artists because they have had no formal training even though they show immense talent and artistic insight. However, their works stimulate the viewer much more than the ones done by trained professionals. Reference of Indian ‘Outsider Art’ During the same time as Dubuffet, a French Painter presented Outsider Art in the West, an untutored genius in India was creating paradise sculpted on stone and recycled material. Known to the world as the ‘Rock Garden’ of Chandigarh, its creator Nek Chand is hailed as the ‘Rock Garden’ of Chandigarh, its creator Nek Chand is hailed as India’s biggest contributor to ‘Outsider art.’ He received various awards and acclamations across the glove. A UK based magazine pioneering outsider art publication featured Nek Chand and his Rock Garden sculpture on their anniversary issue cover. As regards to artistic and cultural influences, ‘art brut’ or raw art are works in the raw state. Anything from a tin to a sink to a broken down car could become a part of this art form. This has been shown in the marvelous work of Nek Chand. Recognizing his outstanding example of converting dream to reality, the Swiss Commission for UNESCO honoured him by exhibiting his works through Europe. A five month long interactive show, ‘Realm of Nek Chand’ began in October 2005 at all leading museums in Switzerland, Belgium, France and Italy. However, to Nek Chand, the greatest satisfaction and reward is walking through his garden and seeing people enjoy his creations. Recapitulation: Chinese painter Wu Daozi made a landscape painting for the emperor’s palace wall. The emperor was highly impressed by the natural elements in the painting. The painter showed a cave in the painting and drawing the Emperor’s attention to a cave in the painting, the painter told him that a spirit dwelt there. He entered the cave and never returned to this world. Chinese painters emphasize on artistic insight on the inner soul of art. Western painters, on the other hand, emphasize on illusionistic likeness making it true to life. Shanshui is the fundamental concept of Daoism. Shanshui means mountain-water. The mountain is Yang while water is Yin. Yang vertically rises up and is warm, stable and dry. Yin is feminine, horizontal and resting on the earth. It is fluid, moist and cool. There is middle void where Yang and Yin meet. It is a very important part and is represented as the White, unpainted space in Chinese paintings. In the empty space between Heaven and Earth, man plays fundamental role as a channel of communication. Man is thus considered the ‘eye of the landscape’. The concept of ‘art brut’ or ‘raw art’ was first brought in by French painter Jean Dubuffet. Otherwise known as ‘outsider art’ it is the category of artists who have not received any formal training, but show immense talent and artistic insight. India’s greatest contributor to ‘outsider art’ has been Nek Chand, creator of the Rock Garden in Chandigarh. He used all imaginable recycled material and gave creativity a new dimension. He received international fame and recognition. NCERT Solution Notice these expressions in the text. Infer their meaning from the context. (Page 34) · Anecdote: a short entertaining story about a real incident or person. · Delicate realism: intricately accurate and true to life. · Figurative painting: representing by means of a figure of a or symbol in the painting. · Illusionistic likeness: a similarity which is almost real. · Conceptual space: an abstract idea of a space. Understanding the Text ( Page 38) 1. (i) Contrast the Chinese view of art with the European view with examples. The Chinese focuses on the essence of inner life and spirit in their paintings, whereas the Europeans try to achieve a perfect ‘illusionistic likeness’ or the actual image. An example to illustrate the above statement regarding Chinese painting is given below. Once a Chinese Emperor got a landscape painted to decorate a palace wall. The Emperor admired the wonderful painting which included forests, mountains, waterfalls, clouds and the immense sky. Drawing the Emperor’s attention to a cave in the painting, the painter told him that a spirit dwelt there.As the painter clapped his hands, the door to the cave opened up. The painter volunteered to show the way to the Emperor and thus stepped in. The door closed behind him and even before the Emperor could even react, the painting disappeared from the wall. The artist could never be traced again. A perfect ‘illusionistic likeness’ or the actual image of the European painting is given below: The example of outward realism is found in European art which is described in the anecdote of a blacksmith named Quinten hailing from Antwerp in Belgium. He fell in love with a painter’s daughter, but the painter was against this alliance as he did not approve of Quinten’s profession.One day Quinten entered the painter’s studio and painted a fly on the artist’s latest painting. It appeared so life-like that it deceived the artist who gave it a hard blow only to realize that it was not a real one.He was highly impressed with Quinten and took him as an apprentice. Quinten went on to become one of the most renowned painters of his age. These stories illustrate the varying approach and sense of achievement of painters belonging to East and West through the medium of art. (ii) Explain the concept of shanshui. Ans: Chinese Paintings develop on the concept of ‘Shanshui’, which means ‘mountain-water’. The mountain rises vertically to heaven and it is called ‘Yang’. On the other hand, water is horizontal and resting on the earth, which is called ‘Yin’. There is also the presence of a third element which is often overlooked. It is called the ‘Middle Void’. ‘Yang and Yin are not opposites. They complement each other. ‘Yang’ is active and masculine. ‘Yin’ is feminine and the receptive concept of energy. Their interaction takes place in the Middle Void which is depicted by the unpainted white space in Chinese landscape. It is similar to the holding of the breath in the Yogic practice of ‘pranayama.’ Similarly, man plays a fundamental role as a channel of communication between the Heaven and Earth. His presence, therefore, is essential because he is ‘the eye of the landscape.’ 2. (i) What do you understand by the terms ‘outsider art’ and ‘art brut’ or ‘raw art’? Ans: ‘Outsider Art’ is a concept presented by a French painter named Jean Dubuffet in 1940s. It is the art of those artistes who have received no formal training, yet show immense talent and artistic insight. This form of art has seen rapid growth internationally in the contemporary art world. The style of art which belongs to this category of artists is unconventional and is described to belong to those who have ‘no right’ to be artists because they have had no formal training even though they show immense talent and artistic insight. However, their works stimulate the viewer much more than the ones done by trained professionals. ‘Art Brut’ or Raw Art are works that are in the unrefined state as regards artistic and cultural influence. Anything and everything, from a tin or a sink or a broken down car or any recycled matter can be used as material in this art form. A marvelous example of raw art is seen in the Rock Garden of Chandigarh created by the untutored genius, Nek Chand. (ii) Who was the “untutored genius who created a paradise” and what is the nature of his contribution to art? Nek Chand, an Indian hailing from Chandigarh, took his style of raw art to an unimaginable level of excellence. He cleared a little patch of jungle to make himself a garden sculpted with stone and recycled material. This became the renowned ‘Rock garden’ of Chandigarh and Nek Chand is recognized as India’s biggest contributor to outsider art. He used everything from broken pieces of cups, bangles, tins and even run down vehicles as material for his garden. Extra Questions to be Uploaded soon

Lesson Architecture Biography Theme Stanza-Wise Explanation NCERT Solution Extra Questions MCQ Worksheet Biography Stephen Spneder- an English poet and essayist. Post World War Europe finds expression in Spender’s verse and prose. Famous books include ‘Poem of Dedication’, The Edge of Being’, ‘The Creative Element’ etc. The poem highlights on themes of social injustice and class inequalities. Theme The poem casts doubt about the purpose of education to the slum children. It contains Spender’s views about slum schools and the purpose behind establishing such schools. The poet thinks that lives of slum children will remain miserable unless they are educated and shifted elsewhere. The poem is a fine combination of hope and despair for the humanity unlike the dark vision of T. S. Eliot’s ‘The Wasteland’ The poem draws out a real picture of slum children in a school after the post-world war period. Stanza-Wise Explanation STANZA 1 ( PART I) Far far from gusty waves these children’s faces. Like rootless weeds, the hair torn round their pallor: The tall girl with her weighed-down head. The paper seeming boy, with rat’s eyes. Vocabulary gusty waves: Strong waves. Slum children are away from beautiful sights of nature. rootless weeds: Unwanted plants. Here useless/untidy hair. Pallor: Pale face. Hair as if torn apart falls on their pale faces. weighed-down head: heavy head due to malnutrition. Paper seeming boy: As thin as a paper. Rat’s eyes: hollow/protruding eyes of slum children. Paraphrase The poet here describes the miserable condition of the children sitting in a classroom in a slum school. ‘from gusty waves’means children are away from the beautiful sights of nature, which is indicated by their appearance. Their hairwhich looksuntidy and fall on their pale face is compared to rootless weeds here. As weeds are unwanted in a garden, similarlythe hair on their head appear to be unproductive as well. A tall girl in the classroom with her heavy head looks sad. Her ‘heavy head’ representsher abnormal growth due to malnutrition. One boy sitting in the class is as thin as paper. He has holloweyes like those of a rat. He too is the victim of under-nourishment due to glaring poverty. STANZA 1 ( PART II) The stunted, unlucky heir Of twisted bones, reciting a father’s gnarled disease, His lesson, from his desk. At back of the dim class One unnoted, sweet and young. His eyes live in a dream, Of squirrel’s game, in tree room, other than this. Vocab: ØStunted Unlucky Heir: Under-nourished unlucky successor. Øtwisted bones: deformed body Øgnarled disease: physical deformity. ØTree room: The boy thinks of squirrel’s game into the hollow of a tree rather than this cramped classroom. Paraphrase The poet says that there is a boy who is unlucky as he inherited a disease from his father due to which he has a deformed body. This disabled boy is reciting his lesson from his desk in the classroom. He too is the victim of poor nourishment. On the back of the dark class a bright and young boy was sitting. He is sitting there unnoticed, and dreaming of squirrels playing in a tree He appeared to be very promising. The dull and uninteresting ambiance in the classroom has failed to arrest his attention. STANZA 2 ( PART I) On sour cream walls, donations. Shakespeare’s head, Cloudless at dawn, civilized dome riding all cities. Belled, flowery, Tyrolese valley. Vocab: Sour Cream Walls: Dirty cream-coloured walls. Shakespeare’s head: donated bust of Williamm Shakespeare. Cloudless at dawn: Clear sky early in the morning. civilized dome: high-rise domes of modern civilization. Tyrolese valley : pertaining to the Tyrol, an Austrian Alpine province Paraphrase The walls of the classroom are pale and dirty. On these walls a host of donated teaching aids have been put up. These objects on the wall represent the world of the rich and prosperous. One of them is the picture of William Shakespeare The other picture shows early morning sky without any tinge of cloud in it. The pictures of high-rise domes of modern civilization represent the quality of life in those cities. There is also a picture of the beautiful Tyrolese valley, a region in the Austrian Alpine province, adorned with flowers. Unfortunately these colourful pictures on the walls have no relevance in the lives of these poor slum children. The world depicted on these walls is not the world of these children. Their world does not contain huge domes or advanced civilization or the scenic beauty as presented in the pictures on the wall of the classroom. STANZA 2 ( PART II) Open-handed map Awarding the world its world. And yet, for these Children, these windows, not this map, their world, Where all their future’s painted with a fog, Vocab: Awarding the world its world: the world map depicting beautiful countries of the world. not this map : The world map in the classroom is not the world of slum children, world outside windows is their actual world. painted with a fog : The future of slum children is hazy like fog. Paraphrase The world map hung on the classroom displays the names and locations of various countries of the world. (Awarding the world its world: the world map depicting various countries of the world. ) But these countries are outside the reach of the slum children and hence the world map has not importance for the children. The life existing outside the window of the classroom is their actual world, and not this map in the classroom. Unfortunately, their world is painted with fog, the fog of hopelessness and hunger. Their future is grim and uncertain. STANZA 2 ( PART III) A narrow street sealed in with a lead sky Far far from rivers, capes, and stars of words VOCABULARY: Lead Sky: Their future is compared to a narrow street having dull sky above. capes : landscapes Stars of Words: The acquisition of radiant light of knowledge is like stars in the sky, which slum children cannot touch. Paraphrase Their future is sealed with a dark and dull sky. The poet again says that their world is far away from the actual world of rivers and capes. stars of words here refers to the acquisition of radiant light of knowledge which is like stars in the sky, impossible for slum children to reach out to. These children are far away from the bright light of knowledge and education. STANZA 3 ( PART I) Surely, Shakespeare is wicked, the map a bad example, With ships and sun and love tempting them to steal— For lives that slyly turn in their cramped holes From fog to endless night? VOCABULARY: Shakespeare is wicked : picture of Shakespeare is useless as Slum children cannot read his books. the map a bad example : The map is also useless as slum children cannot dream of visiting places given in maps. slyly turn in their cramped holes: Their existence in their conjested houses will bring etrnal fog and miseries in their lives. Paraphrase The poet says that picture of Shakespeare on the classroom wall is irrelevant or meaningless as slum children will have no opportunity to read books of William Shakespeare. Similarly, map is also a bad example as these poor slum children can never visit such places as mentioned in the map of the classroom wall. The beautiful world depicted/presented on the classroom wall like the sun, ships, love and care only tempt them to steal because they cannot have access to these material world. They live in cramped houses and there is no end to their misery. Their continued existence in such cramped place will result in eternal fog and uncertain future in their lives. STANZA 3 ( PART II) On their slag heap, these children Wear skins peeped through by bones and spectacles of steel With mended glass, like bottle bits on stones. All of their time and space are foggy slum. So blot their maps with slums as big as doom.” VOCABULARY: Wear skins peeped through by bones : They are very thin and their bones are visible through the thin layer of their skin. With mended glass, like bottle bits on stones: The state of poverty is intensified by the fact that the glasses which these children wear are cracked and look like broken pieces of a bottle on stones. Paraphrase These kids are so thin that one can easily see their bones through the thin layer of skin. The perpetual or eternal state of poverty is highlighted when the poet says that the glasses which these children wear are cracked and look like broken pieces of a bottle on a stone. The future of these slum children is uncertain. Therefore, the map on the classroom actually here represents the pathetic slums for the children as they have no access to the world depicted in the map. Their map is their congested/ cramped and foggy slums only. STANZA 3 ( PART II) Unless, governor, inspector, visitor, This map becomes their window and these windows That shut upon their lives like catacombs, Break O break open till they break the town VOCABULARY: these windows…….catacombs: Like the cemetery/tombs shut the dead bodies, the presence of slums outside their windows also restrict their movement and holistic growth. The poet means to say that unless government authorities like the governor , and inspector visit the school and provide the infrastructure and educational resources to the slum children, their situation will not improve. If they are not given basic education, their map in the classroom will be just the cramped slum outside the classroom window. Like the tomb or cemetery confines the dead body under the soil, likewise the slum that exists outside the classroom window will also restrict the growth and development of the child. The poet requests the authorities to voluntarily take initiative to facilitate basic education , otherwise, these children will grow up to become violent and indulge in destructive activities. NCERT Solution ( Page 94) 2. What do you think is the colour of ‘sour cream’? Why do you think the poet has used this expression to describe the classroom walls? Ans: The colour of ‘sour cream’ is ‘pale yellow’. The poet has used this expression to describe the dull and pale walls of the classroom in a slum. The ‘sour cream’ symbolizes the morbid atmosphere of the classroom owing to the indifference of the authorities to the learning needs of the slum children. 3. The walls of the classroom are decorated with the pictures of ‘Shakespeare’, ‘buildings with domes’, ‘world maps’ and ‘beautiful valley’. How do these contrast with the world of these children? Ans: These fanciful pictures consisting of civilized society and beautiful natural landscapes are irrelevant to the learning needs of slum children. These pictures represent a progressive and advanced society in which these slum children can never have access to due to their glaring poverty. These children live in an environment of poverty, hunger, scarcity and disease in a pathetic condition in contrast to the prosperous and developing world as depicted on the classroom walls. Therefore, these pictures are irrelevant as they can have negative impact in the minds of the children. 4. What does the poet want for the children of the slums? How can their lives be made to changes? Ans: The poet wants the slum children to come out of their glaring poverty and malnutrition. He also wants them to have access to basic education. Their lives can be made to changes only when the authorities in power extend their helping hands and cater to the educational and nutritional needs of the children. If the basic school infrastructure, books, shelter and food are facilitated to these children, their educational needs can be fulfilled and malnutrition be curved in the long run. Extra Qustions How is ‘Shakespeare wicked and the map a bad example’ for the children of the school in a slum? Ans : The lives of slum children have no access to what is displayed on the walls. Shakespeare showcases an array of ambitious characters and a host of royal scenes, which are quite irrelevant to the slum children. The map also shows the foreign land with beautiful landscapes. The slum children cannot ever visit such places. Therefore, Shakespeare and the map is a bad example for the slum children. 2. Which words/phrases in the poem show that the slum children are suffering from acute malnutrition? Ans : ‘Stunted’, ‘twisted bones’ ‘paper-seeming boy’, ‘skin peeped through by bones’, etc. are some of the words/phrases that show the conditions of acute malnutrition of the slum children. 3. What changes does the poet hope for in the lives of slum children? Ans : The poet exhorts the people in power to improve the plight of the slum children and break their windows which shut the growth of these children. He asks them to show the children the green fields and golden sands. The poet hopes that if these children are facilitated proper infrastructure for education, they will mould the history in their favour. For the MCQ Worksheet of this lesson, Click Here.

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LESSON ARCHITECTURE Theme Story-At-A-Glance NCERT Solution Extra Questions for Practice Theme: The theme of the lesson is the gradual build-up of Einstein’s genius and how his theories revolutionized our understanding of space, time and the world around us. The story also provides insight into Einstein’s views regarding the misuse of atomic bombs, and his fear about massive destruction in the run up to World War II. We also come to know about the efforts taken by him to restore peace by putting an end to arms build-up. STORY AT A GLANCE 1. Birth of Albert Einstein : Albert Einstein was born on 14 March 1879 in Ulm, Germany. He played alone most of the time and loved mechanical toys. In his early years he was considered ordinary, with no potential for success. 2. His Early Childhood: His mother made him play the violin the violin at the age of six. Soon he became a gifted amateur violinist. 3. His Days in School: He went to a high school in Munich and was a good student. However, he had disregard for the school’s regimentation and had differences with his teachers. At the age of 15, he left the school for good. 4. His Meeting with Mileva Maric in Zurich: When he was studying Physics and Mathematics at the University, he developed liking for his fellow student Mileva. He worked as a teaching assistant in 1900 and gave private lesions. In 1902 he landed a regular job for himself as a technical expert in the patent office in Bern. In 1903 he married Mileva Maric. 5. Publication of his Theory of Relativity : When Einstein got a job at the Bern paten t office, he devoted most of his time developing his research ideas. In 1905 he wrote a paper on the Special Theory of Relativity, according to which time and distance are not absolute. In 1915 he published his General Theory of Relativity, which provided a new interpretation of gravity. 6. His Marital Conflict and Separation: After sixteen years of married life in 1919, Einstein’s marriage to Mileva ended in divorce. Einstein then married his cousin Elsa the same year. 7. His Shot to International Fame: After his publication of his paper- General Theory of Relativity - in 1915, he became an internationally renowned physicist. Among the accolades he received, the most prominent one being the Nobel Prize for Physics in 1921. 8. Einstein’s letter to American President Franklin D. Roosevelt : Einstein moved to the US after the Nazis came to power in Germany. After five years nuclear fission was discovered in Berlin. At the beginning of the World War II when the news came to surface that the Nazis were working on the atomic bomb, he wrote to Roosevelt about the destructive effects of nuclear bomb. However, the Americans developed the atomic bomb in a secret project of their own to counter the attack by the Japanese and in August 1945 dropped it on the Japanese cities of Hiroshima and Nagasaki. 9. Einstein’s Efforts to Restore Peace and Harmony in the world: He wrote a public letter to the United Nations where he proposed the formation of a world government. Over the next decade, he used his popularity to campaign for peace and democracy. Einstein is regarded not only as a scientific genius but also as a visionary and world citizen. NCERT SOLUTION Thinking About the Text ( Page 50) Here are some headings for paragraphs in the text. Write the number(s) of the paragraph(s) for each title against the heading. The first one is done for you. i) Einstein’s equation 9 ii) Einstein meets his future wife 7 iii) The making of a violinist 3 iv) Mileva and Einstein’s mother 10 v) A letter that launched the arms race 15 vi) A desk drawer full of ideas 8 vii) Marriage and divorce 11 2. Who had these opinions about Einstein? (i) He was boring. Ans: Einstein’s playmates. (ii) He was stupid and would never succeed in life. Ans: His headmaster (iii) He was a freak. Einstein’s mother 3. Explain what the reasons for the following are. (i) Einstein leaving the school in Munich for good. Ans: Einstein left the school in Munich as he hated the strict disciplinarian approach of the school. He also had differences with his teachers. (ii) Einstein wanting to study in Switzerland rather than in Munich. Switzerland being more liberal than Munich, Einstein wanted to study there. (iii) Einstein seeing in Mileva an ally. Einstein made an alliance with Mileva as she too did not care for the philistines or people who did not appreciate art, literature or music. (iv) What do these tell you about Einstein? Einstein loved being free and open-minded. He valued humanity and longed for peace and harmony in the world. 4. What did Einstein call his desk drawer at the patent office? Why? Ans: Einstein called his desk drawer ‘bureau of theoretical physics’ because he kept all his theory papers inside that bureau. 5. Why did Einstein write a letter to Franklin Roosevelt? Ans: Einstein wrote a letter to Franklin Roosevelt so that he could warn the American President about the harmful effects of a single atomic bomb which has a devastating effect on a place and its neighbouring areas. 6. How did Einstein react to the bombing of Hiroshima and Nagasaki? Ans: Einstein was deeply shaken by the extent of the destruction caused due to the bombing on Hiroshima and Nagasaki. This time he wrote a public missive to the United Nations and proposed the formation of a world government to restore love and peace in the world. 7. Why does the world remember Einstein as a “world citizen’? Ans: Einstein is remembered as a’ World Citizen’ for his untiring work in establishing peace and harmony in the world. He was agitating for an end to the arms buildup and became involved in campaign for peace and democracy. 8. Here are some facts from Einstein’s life. Arrange them in chronological order. [ ] Einstein publishes his special theory of relativity. [ ] He is awarded the Nobel Prize in Physics. [ ] Einstein writes a letter to U.S. President, Franklin D. Roosevelt, and warns against Germany’s building of an atomic bomb. [ ] Einstein attends a high school in Munich. [ ] Einstein’s family moves to Milan. [ ] Einstein is born in the German city of Ulm. [ ] Einstein joins a university in Zurich, where he meets Mileva. [ ] Einstein dies. [ ] He provides a new interpretation of gravity. [ ] Tired of the school’s regimentation, Einstein withdraws from school. [ ] He works in a patent office as a technical expert. [ ] When Hitler comes to power, Einstein leaves Germany for the United States. CHRONOLIGAL ORDER Ans: 1. Einstein is born in the German city of Ulm. 2. Einstein attends a high school in Munich. 3. Einstein’s family moves to Milan. 4. Tired of the school’s regimentation, Einstein withdraws from school. 5. Einstein joins a university in Zurich, where he meets Mileva. 6. He works in a patent office as a technical expert. 7. Einstein publishes his special theory of relativity. 8. He provides a new interpretation of gravity. 9. He is awarded the Nobel Prize in Physics. 10. When Hitler comes to power, Einstein leaves Germany for the United States. 11. Einstein writes a letter to U.S. President, Franklin D. Roosevelt, and warns against Germany’s building of an atomic bomb. 12. Einstein dies. I. Here are some sentences from the story. Choose the word from the brackets which can be substituted for the italicized words in the sentences. 1. A few years later, the marriage faltered. (failed, broke, became weak). Ans: became weak 2. Einstein was constantly at odds with people at the university. (on bad terms, in disagreement, unhappy) Ans: in disagreement 3. The newspapers proclaimed his work as “a scientific revolution.” (declared, praised, showed) Ans: declared 4. Einstein got ever more involved in politics, agitating for an end to the arms buildup. (campaigning, fighting, supporting) Ans: campaigning 5. At the age of 15, Einstein felt so stifled that he left the school for good. (permanently, for his benefit, for a short time) Ans: permanently 6. Five years later, the discovery of nuclear fission in Berlin had American physicists in an uproar. (in a state of commotion, full of criticism, in a desperate state) Ans: in a state of commotion 7. Science wasn’t the only thing that appealed to the dashing young man with the walrus moustache. (interested, challenged, worried) Ans: interested II. Study the following sentences. • Einstein became a gifted amateur violinist, maintaining this skill throughout his life. • Letters survive in which they put their affection into words, mixing science with tenderness. The parts in italics in the above sentences begin with –ing verbs, and are called participial phrases. Participial phrases say something more about the person or thing talked about or the idea expressed by the sentence as a whole. For example: Einstein became a gifted amateur violinist. He maintained this skill throughout his life. Complete the sentences below by filling in the blanks with suitable participial clauses. The information that has to be used in the phrases is provided as a sentence in brackets. 1. the firefighters finally put out the fire. (They worked round the clock.) 2. She watched the sunset above the mountain, (She noticed the colours blending softly into one another.) 3. The excited horse pawed the ground rapidly, (While it neighed continually.) 4. I found myself in Bangalore, instead of Benaras. (I had taken the wrong train.) 5. I was desperate to get to the bathroom. (I had not bathed for two days) 6. The stone steps, needed to be replaced. (They were worn down). 7. The actor received hundreds of letters from his fans, (They asked him to send them his photograph.) Ans: 1. Working round the clock, the firefighters finally put out the fire. 2. She watched the sunset above the mountain, noticing the colours blending softly into one another. 3. The excited horse pawed the ground rapidly, while neighing continually. 4. Having taken the wrong train, I found myself in Bangalore, instead of Benaras. 5. Not having bathed for two days, I was desperate to get to the bathroom. 6. The stone steps, being worn down needed to be replaced. 7. The actor received hundreds of letters from his fans, asking him to send them his photograph. EXTRA QUESTIONS TO BE ADDED SOON