CONTENTS 1. Forms of Verbs 2. Conjugation of verbs 3. Position of BE and Have Verbs. 4. Tense and its Types. 5. Simple Present- Structure and Uses with examples. Forms of Verbs ​BE VERBS ​am, is, are, was, were ​HAVE VERBS ​have, has, had ​STRONG VERBS ​Write- wrote- Written (Note: Strong Verbs or irregular verbs form their past tense by changing the inside vowels of present tense.) ​WEAK VERBS ​flow- flowed/ feel- felt etc. (Note: Weak verbs also called regular verbs form their past tense by adding ‘-d, -ed, or –t’. ) Conjugation of Regular/ Irregular Verbs Conjugation of Verbs Position of Be & Have Verbs Position of Be and have Verbs INTRODUCTION TO TENSES A tense  is the form a verb takes to show the time  at which an action takes place. Every sentence has a tense, and choosing the wrong tense is one of the most common errors in written and spoken English. There are three main tenses  — Present, Past, and Future — and each has four forms: Form Function Simple Basic fact or habit Continuous Action in progress Perfect Completed action with present/past relevance Perfect Continuous Action that began earlier and is still continuing 1 . SIMPLE PRESENT TENSE Structure: Subject + V1 (base form) He / She / It / Singular noun → add -s  or -es  to the verb I / We / You / They → base form Usage: a) Habitual or repeated actions She wakes  up at six every morning. They play  cricket on Sundays. b) Universal truths and facts The earth revolves  around the sun. Water boils  at 100 degrees Celsius. c) Permanent situations He lives  in Mumbai. She works  at a hospital. d) Scheduled future events The train leaves  at 7 p.m. tonight. The match begins  at 4 o'clock. e) Instructions and directions You take  the first left and then turn  right. Negative: Subject + do/does + not + V1 She does not  eat meat. They do not  know the answer. Question: Do/Does + Subject + V1? Does  he speak French? Do  they live nearby? 2. PRESENT CONTINUOUS TENSE Structure: Subject + is/am/are + V1+ing Usage: a) Action happening right now She is reading  a novel at the moment. They are playing  in the garden. b) Temporary action (not permanent) He is staying  with his uncle this week. I am working  from home these days. c) Planned future action We are leaving  for Delhi tomorrow. She is meeting  the principal in the evening. d) Annoying/repeated habits (with 'always') He is always losing  his keys. She is always interrupting  when others speak. Verbs NOT used in continuous form (Stative Verbs): know, believe, understand, love, hate, want, need, see, hear, smell, taste, own, belong, seem, appear. ❌ She is knowing the answer. ✅ She knows the answer. 3. PRESENT PERFECT TENSE Structure: Subject + has/have + V3 (past participle) Usage: a) Action just completed She has just finished  her homework. The train has left  the station. b) Action completed but time not specified I have visited  Agra. He has read  this book before. c) Action that began in the past and continues She has lived  here for ten years. I have known  him since childhood. d) With: just, already, yet, ever, never, recently, since, for Have you ever  eaten sushi? She has never  been abroad. I have already  submitted the form. Have  you finished yet ? Since vs For: Since  → specific point in time: since Monday, since 2010, since morning. For  → duration: for three hours, for a week, for many years. 4. PRESENT PERFECT CONTINUOUS TENSE Structure: Subject + has/have + been + V1+ing Usage: a) Action that started in the past and is still continuing She has been studying  for three hours. It has been raining  since morning. b) Action recently stopped but its effect is visible He looks tired — he has been working  all day. Her eyes are red — she has been crying . c) To emphasise duration They have been waiting  for the bus for forty minutes. EXERCISE QUESTIONS Section A — Fill in the blanks using Simple Present Tense. The sun ______ (set) in the west. She ______ (teach) Mathematics at our school. He ______ (not/eat) non-vegetarian food. Water ______ (freeze) at zero degrees Celsius. The bus ______ (leave) at eight every morning. ______ she ______ (speak) any foreign language? Honest people always ______ (tell) the truth. He ______ (not/know) where she lives. The match ______ (start) at five this evening. Nurses ______ (take) care of patients in hospitals. Section B — Fill in the blanks using Present Continuous Tense. Listen! Someone ______ (knock) at the door. She ______ (not/watch) television right now. They ______ (plan) a surprise party for her birthday. He ______ (always/talk) during the class — it's very annoying. We ______ (leave) for Pune tomorrow morning. The children ______ (play) cricket in the ground. I ______ (read) a very interesting novel these days. ______ you ______ (wait) for someone? Section C — Fill in the blanks using Present Perfect Tense. She ______ (just/finish) cooking dinner. I ______ (never/see) such a beautiful sunset before. He ______ (live) in this city since 2015. ______ you ______ (ever/ride) a horse? They ______ (not/receive) any reply yet. We ______ (know) each other for fifteen years. The teacher ______ (already/explain) this chapter. It ______ (not/rain) here for three months. Section D — Fill in the blanks using Present Perfect Continuous Tense. She ______ (study) since six in the morning. They ______ (wait) for over an hour. He looks exhausted — he ______ (run) all afternoon. It ______ (snow) since last night. I ______ (work) on this project for two weeks. Section E — Identify the tense in each sentence. She has been learning French for six months. The earth moves around the sun. They are building a new school in our area. He has already eaten his lunch. We play badminton every evening. The doctor is examining the patient right now. I have never tasted this dish before. It has been drizzling since afternoon. Section F — Error Correction She is knowing the answer very well. I am living here since ten years. He have finished his homework already. They are play cricket in the park. She has been wait for you since morning. Water are boiling at 100 degrees. Has she went to the market yet? He is always loosing his things. Past Tenses — All Four Forms 1. SIMPLE PAST TENSE Structure: Subject + V2 (past form) Negative: Subject + did + not + V1 Question: Did + Subject + V1? Usage: a) Completed action at a definite time in the past She visited  Jaipur last year. He finished  the work at noon. b) Series of completed past actions She entered  the room, sat  down, and opened  her book. c) Past habits (with 'used to' or simple past) He used to  walk to school every day. They played  together when they were children. d) Historical facts Gandhi was  born in 1869. India became  independent in 1947. Common Irregular Verbs: V1 V2 V3 go went gone write wrote written take took taken speak spoke spoken know knew known begin began begun break broke broken see saw seen give gave given come came come 2. PAST CONTINUOUS TENSE Structure: Subject + was/were + V1+ing Usage: a) Action in progress at a specific past time At eight last night, she was studying . What were  you doing  at this time yesterday? b) Longer action interrupted by a shorter one She was cooking  when the phone rang . I was walking  to school when it started  raining. c) Two simultaneous past actions While she was reading , he was watching  television. She was singing  while he was playing  the guitar. d) Background description in narrative The sun was setting . A cool breeze was blowing . Birds were returning  to their nests. Past Continuous vs Simple Past: Simple Past = completed, shorter action. Past Continuous = longer, ongoing background action. Ex: She was sleeping  (ongoing) when the alarm rang  (short, completed). 3. PAST PERFECT TENSE Structure: Subject + had + V3 (past participle) Usage: a) Action completed before another past action When I reached the station, the train had already left . She had finished  her homework before dinner. b) Reporting what someone had done He said he had never  visited Mumbai. c) With 'by the time', 'before', 'after', 'when', 'already' By the time we arrived, the function had ended . After she had eaten , she went for a walk. Key Rule: When two past actions are mentioned, the action that happened first  uses Past Perfect (had + V3) , and the one that happened second  uses Simple Past. She had locked  the door before she left . (locking happened first) 4. PAST PERFECT CONTINUOUS TENSE Structure: Subject + had + been + V1+ing Usage: a) Action that had been going on for some time before another past action She had been waiting  for an hour when he finally arrived. They had been playing  for two hours before it started raining. b) Cause of a past situation He was tired because he had been working  all day. Her eyes were red because she had been crying . c) Emphasising duration before a past moment By 2010, she had been teaching  at the school for fifteen years. EXERCISE QUESTIONS Section A — Fill in the blanks using Simple Past Tense. She ______ (write) a letter to her friend yesterday. They ______ (not/attend) the function last evening. ______ he ______ (speak) to the principal about the matter? The children ______ (run) out of the classroom when the bell ______ (ring). India ______ (win) the match by ten wickets. She ______ (not/know) anyone at the party. He ______ (take) his medicine before going to bed. We ______ (go) to the museum last Sunday. The teacher ______ (give) us a lot of homework. She ______ (see) him at the market this morning. Section B — Fill in the blanks using Past Continuous Tense. She ______ (read) when her mother called her. What ______ you ______ (do) at nine last night? They ______ (not/study) when the teacher entered. While he ______ (drive), it ______ (start) to rain heavily. The children ______ (play) in the park when the accident occurred. She ______ (cook) dinner while he ______ (watch) television. At this time yesterday, I ______ (sit) in the examination hall. The old man ______ (walk) slowly when we ______ (meet) him. Section C — Fill in the blanks using Past Perfect Tense. When we arrived at the cinema, the film ______ (already/begin). She ______ (never/travel) by air before that journey. By the time he reached home, everyone ______ (eat) dinner. He told me that he ______ (finish) the project. After she ______ (lock) the door, she realised she had left her keys inside. They ______ (not/meet) before that conference. I knew her because I ______ (see) her at the school earlier. She ______ (just/leave) when I arrived. Section D — Fill in the blanks using Past Perfect Continuous Tense. He was breathless because he ______ (run) for a long time. She ______ (teach) at this school for twenty years before she retired. They ______ (wait) for three hours when the bus finally arrived. By the time the doctor came, the patient ______ (suffer) for days. I was exhausted because I ______ (work) all night. Section E — Choose the correct tense. When she (entered / was entering) the room, everyone (stood / was standing) up. He (lived / had lived) in that house for thirty years before he sold it. While they (played / were playing) cricket, it (began / was beginning) to thunder. She (finished / had finished) cooking before the guests arrived. I (saw / was seeing) him at the market — he (wore / was wearing) a red shirt. Section F — Error Correction When I reached, the train already left. She was cook dinner when I called her. They had went to the market before noon. He known the answer but he didn't speak. While she was singing, he slept. By the time I arrived, she is waiting for an hour. She didn't knew anyone at the function. I was see him walking towards the station. Section G — Rewrite using the correct past tense. She (be) very tired because she (work) all day. After he (eat) his dinner, he (go) to sleep. While the teacher (explain), the students (take) notes. I (not/meet) her before I (see) her at the wedding. By 2020, they (live) in that house for fifteen years. Future Tenses | Revision | Mixed Practice 1. SIMPLE FUTURE TENSE Structure: Subject + will + V1 Negative: Subject + will + not (won't) + V1 Question: Will + Subject + V1? Usage: a) Decisions made at the moment of speaking It's cold. I will close  the window. I will call  you in the evening. b) Predictions based on opinion or belief I think it will rain  tomorrow. She will probably  win the competition. c) Promises and offers I will help  you with your homework. Don't worry — I won't  tell anyone. d) Threats and warnings If you don't study, you will fail . They will regret  this decision. e) Facts about the future She will turn  eighteen next month. The new school will open  in January. 2. FUTURE CONTINUOUS TENSE Structure: Subject + will + be + V1+ing Usage: a) Action in progress at a specific future time At this time tomorrow, I will be travelling  to Delhi. She will be attending  a seminar all morning. b) Planned or expected future action He will be waiting  for you at the airport. They will be celebrating  their anniversary this weekend. c) Polite enquiries about plans Will  you be joining  us for dinner? Will  she be coming  to the meeting? 3. FUTURE PERFECT TENSE Structure: Subject + will + have + V3 Usage: a) Action that will be completed before a specific future time By next month, she will have finished  the course. By eight o'clock, he will have reached  home. b) Action that will be completed before another future action By the time you arrive, I will have cooked  dinner. She will have left  before you get there. c) With 'by', 'by the time', 'before' By 2030, scientists will have found  a cure for the disease. He will have retired  before the new system comes into place. 4. FUTURE PERFECT CONTINUOUS TENSE Structure: Subject + will + have + been + V1+ing Usage: a) Duration of an action up to a point in the future By December, she will have been working  here for five years. By next year, they will have been living  in this house for a decade. b) Emphasising continuity leading up to a future moment When he retires, he will have been teaching  for thirty years. By tonight, I will have been travelling  for twelve hours. GOING TO — Future Plans and Intentions Structure: Subject + is/am/are + going to + V1 Usage: a) Plans and intentions already decided She is going to  study medicine. They are going to  renovate the house next month. b) Predictions based on present evidence Look at those dark clouds — it is going to  rain. He is driving too fast — he is going to  have an accident. Will vs Going to: Will Going to Spontaneous decision Pre-planned decision "I'll answer the phone." "I'm going to call him later." General prediction Evidence-based prediction "It will rain tomorrow." "Look at the clouds — it's going to rain." COMPREHENSIVE TENSE SUMMARY TABLE Tense Structure Key Words Simple Present V1 / V1+s/es always, usually, every day, often Present Continuous is/am/are + V-ing now, at the moment, currently, today Present Perfect has/have + V3 just, already, yet, ever, never, since, for Present Perfect Continuous has/have + been + V-ing since, for + duration (ongoing) Simple Past V2 yesterday, last week, ago, in 1990 Past Continuous was/were + V-ing while, when, at that time, all morning Past Perfect had + V3 before, after, by the time, already, when Past Perfect Continuous had + been + V-ing for, since + past point, before a past event Simple Future will + V1 tomorrow, next week, soon, probably Future Continuous will + be + V-ing at this time tomorrow, next morning Future Perfect will + have + V3 by, by the time, before + future point Future Perfect Continuous will + have + been + V-ing by + future time, for + duration EXERCISE QUESTIONS Section A — Fill in the blanks using Simple Future or Going To. Look at those clouds — it ______ (rain). I ______ (help) you carry those bags — they look heavy. She ______ (study) engineering next year — she has already applied. Don't worry about the bill — I ______ (pay) it. He is driving carelessly — he ______ (cause) an accident. We ______ (visit) our grandparents during the holidays. I think the blue team ______ (win) the tournament. She ______ (not/attend) the function — she already has plans. Section B — Fill in the blanks using Future Continuous Tense. At this time next week, we ______ (travel) through Rajasthan. She ______ (present) her project all afternoon tomorrow. ______ you ______ (use) the car this evening? He ______ (wait) for you at the station when you arrive. This time tomorrow, the children ______ (write) their examination. Section C — Fill in the blanks using Future Perfect Tense. By the time you wake up, I ______ (leave) for the airport. By next March, she ______ (complete) her graduation. He ______ (finish) the report before the meeting begins. By 2030, scientists ______ (discover) new treatments for many diseases. By the time the guests arrive, we ______ (prepare) everything. Section D — Fill in the blanks using Future Perfect Continuous Tense. By December, she ______ (work) at this organisation for a decade. When he retires, he ______ (teach) for thirty-five years. By tonight, I ______ (drive) for over twelve hours. By next year, they ______ (live) in this house for twenty years. When the project ends, we ______ (work) on it for six months. Section E — Mixed Tenses — Fill in the blanks. (Choose the most appropriate tense) By the time she ______ (arrive), we ______ (wait) for two hours. She ______ (teach) at this school since 2010. While he ______ (read) the newspaper, the phone ______ (ring). I ______ (call) you as soon as I ______ (reach) home. The sun ______ (rise) in the east — this is a fact. He ______ (already/finish) his work when she ______ (call). At this time tomorrow, they ______ (play) the final match. Look — that child ______ (fall) off the bicycle! By next month, she ______ (complete) the course. I ______ (never/visit) London before I ______ (go) there last year. Section F — Comprehensive Error Correction She will finishes her work by evening. By the time I arrive, he will left. They are study for the examination right now. I have saw this film three times before. She will be study at this time tomorrow. When I reached, the match already started. He is knowing the answer but didn't say. By next year, she will working here for five years. I will to help you with your project. She had went to the market before I arrived. Section G — Rewrite as directed. She finishes her homework. (Change to Present Perfect) They are playing cricket. (Change to Past Continuous) I visited Agra last year. (Change to Present Perfect) She will complete the project. (Change to Future Perfect — "by Friday") He works here. (Change to Present Perfect Continuous — "for ten years") Section H — Tense in Context Fill in the blanks in the following paragraph using the most appropriate tense of the verbs given in brackets. Riya ______ (be) a student of class nine. Every morning she ______ (wake) up at six and ______ (get) ready for school. Yesterday, however, she ______ (wake) up late because she ______ (study) till midnight. By the time she ______ (reach) school, the first period ______ (already/begin). Her teacher ______ (look) at her sternly as she ______ (enter). After school, she ______ (decide) that she ______ (never/repeat) the same mistake. "From tomorrow," she ______ (say), "I ______ (sleep) on time so that I ______ (not/be) late again." Section I — Creative Writing Task Write a short paragraph of 8–10 sentences about your plans for the upcoming summer holidays. Use at least five different tenses (Simple Present, Simple Future, Future Continuous, Future Perfect, and Going to). Underline each verb and write the tense above it. ANSWER KEY — SELECTED ANSWERS Period 1, Section A:  1-sets, 2-teaches, 3-does not eat, 4-freezes, 5-leaves, 6-Does/speak, 7-tell, 8-does not know, 9-starts, 10-take Period 1, Section F:  1-knows, 2-have lived/since, 3-has finished, 4-are playing, 5-has been waiting, 6-boils, 7-Has she gone, 8-always losing Period 2, Section A:  1-wrote, 2-did not attend, 3-Did/speak, 4-ran/rang, 5-won, 6-did not know, 7-took, 8-went, 9-gave, 10-saw Period 2, Section F:  1-had already left, 2-was cooking, 3-had gone, 4-knew, 5-was sleeping/slept, 6-had been waiting, 7-did not know, 8-saw Period 3, Section A:  1-is going to rain, 2-will help, 3-is going to study, 4-will pay, 5-is going to cause, 6-are going to visit, 7-will win, 8-will not attend Period 3, Section F:  1-will finish, 2-will have left, 3-are studying, 4-have seen, 5-will be studying, 6-had already started, 7-knows, 8-will have been working, 9-will help, 10-had gone

Lesson Architecture Theme Lesson Summary Word-Meanings NCERT Solution Competency Based Questions & Answers Jahnavi, a curious village girl, dreams of going to school but faces obstacles at home. When the river begins to speak, it encourages her to overcome fear and take a bold step. A heartwarming tale of courage, determination, and the power of believing in oneself. The River speaks to Janhavi Theme | Poorvi | Class VII The Day the River Spoke  revolves around themes of self-belief, courage, gender equality , and the transformative power of education . At its core, the story reflects the emotional journey of a young girl, Jahnavi, who dreams of attending school like her brothers but is denied the opportunity simply because she is a girl. This highlights the prevailing gender biases in many communities, where girls are expected to handle household responsibilities while boys pursue education. The turning point comes through a symbolic and magical interaction with the River, which represents wisdom, nature, and inner strength. The River’s voice encourages Jahnavi to challenge the limitations placed on her. This interaction embodies how inspiration can arise from the most unexpected places and how nature can be a silent but powerful ally in the path to self-realization. The story emphasizes that change begins with a single act of courage. Jahnavi’s decision to step into the classroom becomes a step toward breaking stereotypes and social norms. It also introduces the idea that one girl’s education can inspire and uplift an entire community . Overall, the story promotes empowerment, the value of inclusive education, and the importance of listening to one’s inner voice. Lesson Summary | The Day the River Spoke The Day the River Spoke  tells the inspiring story of Jahnavi, a young girl from a coastal village who yearns to go to school. Unlike her brothers, she is denied an education by her family, who expect her to care for younger siblings and manage household chores. Saddened and frustrated, Jahnavi wanders to the riverbank where, to her surprise, she hears the River speak to her. The River, personified as a gentle and wise friend, listens to her problems and encourages her to act bravely. Motivated by this magical conversation, Jahnavi musters the courage to visit the village school. There, the teacher welcomes her with warmth and kindness and assures her that she belongs in the classroom just like any other child. The teacher also promises to speak to her father. With the quiet support of her mother and the guidance of the River’s voice, Jahnavi begins her educational journey. By the end of the story, Jahnavi not only fulfills her own dream but also pledges to help other girls in her village access education. The story is a touching account of how a child’s determination, combined with encouragement and empathy, can challenge social norms and plant seeds for lasting change. Word Meanings Word Meaning Example Sentence Paddled Moved a boat using a paddle She paddled slowly across the river in a small boat. Drifted Moved slowly by the flow of water or air A leaf drifted down the stream with the current. Fluttering Moving with a light, quick motion The birds were fluttering above the riverbank. Encouragement Support or inspiration to act The teacher’s kind words gave her encouragement to learn. Beamed Smiled brightly Jahnavi beamed with joy when the teacher welcomed her. Gurgled Made a bubbling sound The river gurgled softly as it passed the rocks. Gasped Took a sudden breath due to surprise Jahnavi gasped when she heard the river speak. Hesitated Paused before acting or speaking She hesitated before entering the classroom for the first time. Hummed Made a low, continuous sound The river hummed like a lullaby in the background. Twinkling Shining with a flickering light The stars were twinkling as she walked home that evening. NCERT Solution Let Us Discuss 1. What was Jahnavi’s dream? Was it important to her? Why? Jahnavi’s dream was to go to school just like her brothers. Yes, it was very important to her because she wanted to learn, grow, and have a better future. She felt it was unfair that only boys were allowed to study while she was expected to stay home and care for her younger siblings. Her desire to study was strong, and it showed that she valued knowledge and equal opportunities. Education meant freedom and self-worth to Jahnavi. 2. Do you think the river can help her in fulfilling her dream? How? Yes, the river played an important role in helping Jahnavi. Although it may not help physically, the river became her emotional support. It listened to her pain and gave her the courage and confidence to try going to school. The river’s kind and wise words made her feel less alone and more determined. In this way, the river acted like a friend or guide who gave her the strength to take the first brave step toward fulfilling her dream. Extract-Based Questions & Answers “You shouldn’t cry, you know,” the voice went on. “And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.” She was puzzled. It was such a voice, like the river. It couldn’t be the river! “Well, tell me all about it,” said the River, for it was the River. “I’ve got to hurry to reach the sea, you know.” (i) Complete the sentence with the correct option from those given in the brackets. The tone of the River in the given extract is assuring . (ii) Select a phrase from the extract which shows that Jahnavi was a frequent visitor to the spot. Phrase:   “you have been coming here to see me every day, well, almost every day” (iii )Choose the correct option to complete the sentence. The use of an exclamation mark at the end of the line “It couldn’t be the river!”  expresses D. disbelief   (iv)Choose three qualities of the River highlighted in the extract from the words in the box below:  affectionate forgiving thoughtful impatient kind-hearted Answer: Affectionate Thoughtful Kind-hearted “You shouldn’t cry, you know,” the voice went on. “And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.” She was puzzled. It was such a voice, like the river. It couldn’t be the river! “Well, tell me all about it,” said the River, for it was the River. “I’ve got to hurry to reach the sea, you know.” (i) Complete the sentence with an appropriate reason. According to the River, there was no difference between girls and boys because girls are just as capable—they swim as fast and can do everything boys can do . (ii) Identify whether the following statement is true or false: The River encourages Jahnavi to have faith in herself and fulfill her desire to go to school. ( True) (iii) Choose the correct option to complete the sentence: When the River suggests that Jahnavi should ‘slip along’, it means that she should move:  A. quickly B. casually C. quietly D. confidently Ans: C. quietly (iv) What does the repetition of the phrase “I couldn’t” tell us? The repetition shows Jahnavi’s fear, lack of confidence, and hesitation . It reflects her internal struggle and how deeply scared she is of being rejected or scol ded. II. Answer the following questions ( Page 8 ) 1. Why does the writer describe different aspects of nature in great detail at the beginning of the story? Why do you think the writer does this? The writer uses nature’s vivid imagery to set a calm, reflective tone. It connects the reader with Jahnavi’s surroundings and prepares for the magical moment when the River speaks, blending realism with imagination. 2. How did the River know so much about Jahnavi? The River had been observing Jahnavi daily as she visited its banks. Through her tears, expressions, and murmurs, it understood her emotions, becoming a silent witness to her hopes, dreams, and struggles. 3. Jahnavi says, “And I’m so old now, they’ll never let me go.” What can you infer about Jahnavi and the school from this line? Jahnavi feels insecure and believes she’s missed the chance to learn. It shows how social norms delayed her education, and that the school likely enrolls younger children, making her feel excluded. 4. Why did the River laugh when Jahnavi said she would be scared at school? The River laughed kindly because it found Jahnavi’s fear unnecessary. It believed in her strength and knew school was a place of learning, not fear. The laugh encouraged her to overcome hesitation. 5. Why should Jahnavi follow the River’s advice? Jahnavi should follow the River’s advice because it motivates her to believe in herself, take the first step, and not let fear stop her from pursuing education, which she deeply desires. 6. How does the conversation between Jahnavi and the River make the story more appealing? The magical conversation adds warmth, wonder, and imagination. It personifies nature as a wise friend, making the message of courage and empowerment more engaging and memorable for young readers. 7. What is the main message that the writer intends to convey? The writer emphasizes the right of every child, especially girls, to education. The story inspires courage, challenges gender stereotypes, and shows that small acts of bravery can lead to big change. I. Nouns and Capitalization Question: You have learnt that naming words are called nouns and only proper nouns begin with a capital letter. Why has the author used a capital letter for the ‘River’ even when it is a common noun? Answer: The author uses a capital letter for the word ‘River’  because the River has been personified—it speaks, listens, and gives advice like a human being. By giving it human qualities, the River becomes a character in the story, and like names of people, it is treated as a proper noun. Definition Sound Word 1. Made a high-pitched piercing sound shrieked 2. To cause liquid to strike or fall on something splashed 3. A low continuous background noise murmuring 4. Cry with loud uncontrollable gasps wailed 5. To make a soft dry sound, like paper or leaves moving rustled 6. Took a short quick breath through the mouth due to surprise, pain or shock gasped 7. Shaking rapidly to make continuous short, sharp sounds rattling 8. Making a lot of noise noisy 9. Made a long, high cry, usually because of pain or sadness screamed III. Fill in the Blanks with Sound Words Text: The classroom grew (i) noisy  as the students noticed the teacher carrying the answer papers. As the teacher turned the pages with a (ii) rustle , the children (iii) gasped , wondering what comments awaited. Someone (iv) wailed  in frustration, and the (v) murmuring  of the students steadily increased. Finally, when the teacher praised the students for their excellent performance, the students (vi) shrieked  with excitement. III The word ‘catamaran’ is used in the text. The word originates from Tamil language ‘kattu maram’ meaning ‘tied wood’. Find out the meanings of these words. From which Indian language these words were borrowed. Word Meaning Language of Origin 1. karma The belief that actions in this life will affect one’s fate in future lives. Sanskrit 2. sahib A respectful term used to address a man, especially a European. Hindi/Urdu 3. chutney A spicy or savory condiment made with fruits, vegetables, and spices. Hindi 4. guru A spiritual teacher or guide; also used for expert in a field. Sanskrit 5. verandah A roofed platform along the outside of a house; porch. Hindi/Portuguese-influenced 6. jungle A dense forest or wilderness. Hindi 7. areca A palm tree whose nuts (betel nuts) are often chewed in Asia. Kannada/Malayalam 8. palanquin A covered litter carried on poles, used to transport people. Sanskrit (originally palanki ) via Hindi NCERT Text | Learning Together | Unit 1 Competency-Based Questions (30 Words Each) What qualities in Jahnavi helped her overcome societal restrictions? Jahnavi’s inner strength, courage, and determination led her to challenge the norms. Her desire to learn and the river’s support helped her take the first step. How does the teacher influence the story’s outcome? The teacher acts as a change-maker. Her encouragement and promise to talk to Jahnavi’s father helped turn the girl’s dream into reality. What role does nature play in the story? The river represents a comforting, wise friend who listens and empowers Jahnavi. It plays the role of motivator and guide, pushing her to chase her dreams. What does Jahnavi’s willingness to approach the school alone reveal about her character? Jahnavi’s decision to go to school alone shows her courage, determination, and desire for change. Despite fear and rejection, she takes initiative, proving that inner strength can help overcome social barriers. How does the river act as a symbol of empowerment in the story? The river represents wisdom, freedom, and strength. By speaking kindly and motivating Jahnavi, it becomes a symbol of nature's nurturing force, encouraging her to believe in herself and seek education. Why is the support of Jahnavi’s mother important in the story? Though silent, the mother’s support reflects hope for change within the family. It shows that even quiet approval from a parent can make a difference in a child’s life decisions and self-worth. How does the teacher contribute to breaking gender barriers in the story? The teacher’s kind and welcoming attitude challenges traditional gender roles. By encouraging Jahnavi and offering to speak to her father, she empowers girls to dream and pursue education equally. How would the story change if Jahnavi had not listened to the River? If Jahnavi hadn’t listened to the River, she might have stayed silent and missed the opportunity to study. The River’s encouragement is the turning point that leads to her transformation. What lesson can children learn from Jahnavi’s journey to school? Children can learn to be brave, to speak up for their dreams, and to believe that change is possible even when the odds seem against them. Small steps can lead to big changes. How does the story encourage readers to question gender roles? The story shows how girls are often denied equal rights. By highlighting Jahnavi’s struggle and triumph, it encourages readers to reflect on fairness, challenge discrimination, and support equal opportunities for all. Multiple Choice Questions MCQs Jahnavi hesitates to go to school mainly because she A. dislikes studies B. fears rejection and judgment C. has no books D. dislikes teachers The River advising Jahnavi reflects which life skill? A. Memorisation B. Critical thinking C. Decision-making and confidence D. Competition If Jahnavi had ignored the River’s advice, what would most likely happen? A. She would forget her dream B. She would still go to school later C. Her fear would continue to control her D. The teacher would visit anyway The River’s statement “little girls can do as much as little boys” promotes A. discipline B. gender equality C. obedience D. competition Jahnavi’s curiosity about nature (moon, frogs, bamboo) shows A. distraction B. scientific temperament C. carelessness D. laziness Which situation best reflects Jahnavi’s initial mindset? A. “I will try again.” B. “I cannot do this.” C. “I am confident.” D. “I know everything.” The River acts as a mentor because it A. solves Jahnavi’s problem directly B. encourages her to act independently C. forces her to go to school D. complains about society When Jahnavi finally goes to school, it shows A. obedience B. courage overcoming fear C. luck D. pressure If a student today faces similar fear, what should they learn from Jahnavi? A. Avoid challenges B. Wait for others to act C. Take small brave steps D. Ignore education The teacher’s response to Jahnavi entering class shows A. strict discipline B. inclusivity and support C. anger D. indifference The River being personified mainly helps to A. confuse readers B. make nature relatable and meaningful C. add humour only D. shorten the story Jahnavi’s dream reflects which fundamental right/value? A. Right to property B. Right to education C. Right to speech D. Right to vote The River laughing at Jahnavi’s fear suggests A. mocking her B. helping her realise her inner strength C. ignoring her problem D. being careless Jahnavi deciding to teach other girls later shows A. selfishness B. leadership and social responsibility C. fear D. competition Which real-life situation best matches the lesson’s message? A. Memorising answers for exams B. Helping others overcome barriers to education C. Playing games daily D. Avoiding difficult tasks The River asking questions instead of giving orders shows A. control B. guidance through reflection C. confusion D. weakness Jahnavi’s change from fear to action is an example of A. external pressure B. personal growth C. failure D. luck The story suggests that true help comes from A. forcing decisions B. self-realisation and encouragement C. punishment D. ignoring problems If Jahnavi’s parents had continued refusing, what value would be most important for her? A. Giving up B. Persistence C. Anger D. Silence The central message of the story can best be applied when a student A. copies homework B. avoids difficult subjects C. overcomes fear to pursue learning D. competes with friends Answer Key Answer Key B C C B B B B B C B B B B B B B B B B C Interactive Quiz

Lesson Architecture Author Introduction KeyTheme Socio-Cultural Context Summary Stanza by Stanza Text and Translation — Line by Line Word Meanings Message Literary Devices NCERT Solution Competency Based Questions Gifts of Grace: Honouring Our Vocations Kaveri — English Textbook for Grade 9 | Unit 2 | Book Pages 57–59 Author Introduction: Poet: Anonymous The poem Gifts of Grace: Honouring Our Vocations  is an anonymous poem , meaning the name of its author is not known. Anonymous poems are common throughout literary history — many folk songs, hymns, community verses, and celebratory poems were passed down orally or in print without the poet's name being recorded. Their authorship was either deliberately left out or simply lost over time. Though we cannot identify who wrote this poem, the voice within it is unmistakably warm, inclusive, and celebratory. The poet writes as an observer of India — someone who listens to the sounds of working life around them and finds beauty, rhythm, and dignity in every vocation. The use of the name "Bharat"  (the ancient and official name of India) gives the poem a distinctly Indian identity, suggesting the poet was deeply rooted in the Indian experience of community, craft, and labour. Key themes: Dignity of Labour  — Every worker in the poem is shown with pride and skill. No vocation is presented as lowly or unimportant. This challenges the idea that some jobs are more respectable than others. Celebration of Diversity  — India (Bharat) is celebrated through the variety of its workers. The poem shows that India's identity is woven from the skills of many hands, many crafts, and many communities. Work as Identity  — The final lines state clearly: "The voice of their vocation is the voice of their identity."  This is the poem's most powerful idea — that what a person does for work is not separate from who they are. Their vocation is  their self-expression. Harmony and Community  — All these workers exist together, contributing to a shared society. The poem presents India as a living, breathing community of skilled people, each playing their part. Socio-Cultural Context India's Tradition of Skilled Crafts India has a history thousands of years old of extraordinary craftsmanship. Weavers, potters, blacksmiths, carpenters, cobblers, boatmen, and cooks have been the foundation of Indian village and urban life for centuries. Many of these trades were passed down within families or communities (called jatis ) as a form of inherited knowledge and identity. The Dignity Question Historically, and even today, there is a social tendency in India — as in many parts of the world — to consider manual or trade-based work as inferior to white-collar or professional jobs. Educated families often discourage their children from taking up vocational paths. This poem is a gentle but firm counter-voice to that attitude. Bharat as a Concept The poet uses the word "Bharat"  — India's Sanskrit name — rather than "India." Bharat evokes a cultural and civilisational identity that is ancient, rooted, and inclusive. The choice of this name connects the poem to the idea of India as a land of diverse communities unified by shared values, including the value of honest work. The Artisan and the Lute The reference to "artisans with lutes"  connects craftwork to music — both are seen as forms of creative expression. In Indian classical tradition, music and craft are both considered kalas  (arts). Placing them side by side reinforces the poem's view that making a pot, weaving cloth, or building furniture is as artistic as composing a song. Vocations Mentioned in the Poem The poem names: craftspersons, artisans, carpenters, electricians, boatmen, shoemakers, cooks, designers, and masons. These represent a cross-section of both traditional and modern Indian work life — from ancient trades (boatmen, shoemakers) to modern ones (electricians, designers). Traditional Indian craftsmanship in action 4. Summary — Stanza by Stanza Opening Lines (Lines 1–2) "I hear Bharat celebrating, the varied vocations I hear;" The poem opens with the poet as a listener. They hear the sounds of India — not speeches or festivals, but the sounds of people working. The word "celebrating"  is key: even the act of working is framed as a celebration. India (Bharat) is joyfully alive with the sounds and sights of its workers. Stanza 1 — The Crafts persons "Those of crafts erson, each one celebrating their craft, woven with colours and myriad hues." The poet introduces the crafts persons — a broad group of skilled makers. Their craft is described as "woven with colours and myriad hues"  — suggesting richness, variety, and artistic beauty. The word "woven" also connects to the physical act of weaving, one of India's most ancient crafts. Stanza 2 — The Artisans "The artisans with lutes, each hailing varied emotions and celebrating dreams, echoing in the streets." Artisans are shown alongside lutes (a stringed musical instrument), connecting their handiwork with music. Their work "echoes in the streets"  — it is public, living, and joyful. Their dreams and emotions are poured into their craft. Stanza 3 — The Carpenters "The carpenters celebrating; they create anything out of wood with mathematical precision," Carpenters are celebrated for their precision and skill . The phrase "mathematical precision" elevates carpentry from simple labour to an exact, intellectual art. A carpenter does not merely cut wood — they calculate, design, and execute with accuracy. Stanza 4 — The Electricians "The electricians humming; they get ready for work, work with cables and wires to brighten our lives," The electricians are described as "humming"  — a sound of cheerful focus. The phrase "brighten our lives"  works on two levels: literally (providing light) and figuratively (improving life's quality). It is a gentle celebration of a profession often taken for granted. Stanza 5 — The Boatmen "The boatmen gathering their nets from the shore, sailing, and singing while at work, return to tell the tales of life at sea," The boatmen are romanticised and celebrated. They sing while working  and carry back "tales of life at sea"  — suggesting that their vocation gives them stories, experiences, and a unique connection with nature and the world beyond the shore. Stanza 6 — The Shoemakers "The shoemakers affirming the quality of their work, for the feet that walk, dance, run, jump, return home." Shoemakers take pride in quality . Their work serves every human movement — walking, dancing, running, jumping. The list of actions is energetic and alive, reminding us that the humble shoemaker enables all human activity and journey. Stanza 7 — The Cook, Designer and Mason "The delicious singing of the cook, or the rhythm of designer, mason, each celebrating what belongs to them and to none else," The cook's work is called "delicious singing"  — a beautiful metaphor blending the senses of taste and sound. The designer and mason are linked by "rhythm"  — their work too has a beat, a pattern, a structure. Crucially, the poet says each professional celebrates "what belongs to them and to none else"  — their craft is uniquely their own. It cannot be taken from them. Closing Lines "The voice of their vocation is the voice of their identity. I hear Bharat celebrating, the varied voices I hear!" The poem ends with its most powerful statement: vocation = identity.  The closing lines mirror the opening, creating a circular structure. The poet still hears Bharat — but now it is not just "vocations" being heard; it is "voices."  Each worker has found their voice through their work. India is the chorus of all these voices together. 5. Text and Translation — Line by Line Original Lines Simple English Meaning I hear Bharat celebrating, the varied vocations I hear; I can hear India rejoicing — the sounds of many different kinds of work fill my ears. Those of craftsperson, each one celebrating their craft, woven with colours and myriad hues. I hear the craftspeople — each one joyfully engaged in their work, which is rich with colour and variety, like a piece of woven cloth. The artisans with lutes, each hailing varied emotions and celebrating dreams, echoing in the streets. I hear the artisans, playing their lutes, expressing all kinds of feelings through their art and celebrating their hopes and dreams — their sounds echo through the streets. The carpenters celebrating; they create anything out of wood with mathematical precision, I hear the carpenters, full of pride in their work — they can make anything from wood, with exact measurements and great skill. The electricians humming; they get ready for work, work with cables and wires to brighten our lives, I hear the electricians, humming cheerfully as they prepare for the day — working carefully with wires and cables to bring light and power into our lives. The boatmen gathering their nets from the shore, sailing, and singing while at work, return to tell the tales of life at sea, I hear the boatmen at the shore, gathering their fishing nets, sailing across the waters, singing as they work — and coming back with stories of all they have seen on the sea. The shoemakers affirming the quality of their work, for the feet that walk, dance, run, jump, return home. I hear the shoemakers, proudly standing by the quality of what they make — shoes that carry people through every movement of life: walking, dancing, running, jumping, and coming home. The delicious singing of the cook, or the rhythm of designer, mason, each celebrating what belongs to them and to none else, I hear the cook — their work is like delicious music. I hear the designer and the mason too, each moving to their own rhythm, each proud of a skill that is uniquely and entirely their own. The voice of their vocation is the voice of their identity. I hear Bharat celebrating, the varied voices I hear! The work a person does speaks for who they are — their vocation is their identity and their voice. I hear India celebrating through all these voices — each one different, each one beautiful. Skilled Indian Workers in Action 6. Message of the Poem Gifts of Grace: Honouring Our Vocations  leaves the reader with several important messages: Every job is honourable.  The poem does not place the designer above the shoemaker or the electrician above the boatman. All workers are celebrated equally, side by side. This is a direct message to students and society: no honest work is inferior. Work is an expression of the self.  The poem's most important line — "The voice of their vocation is the voice of their identity"  — tells us that what we do is part of who we are. Skilled workers are not performing a job. They are expressing themselves. India's strength lies in its diversity of skills.  By naming workers from so many different fields — ancient and modern, land-based and sea-based — the poet shows that India's true wealth is its skilled, hardworking people. Take pride in what you do.  Each worker in the poem — the humming electrician, the singing boatman, the precise carpenter — takes visible joy and pride in their work. The poem encourages this attitude in all of us. Listen to those around you.  The poet's role is that of a listener. They hear Bharat. This is a quiet but important message: pay attention to the workers around you. Their work, their sounds, and their lives are worthy of your attention and respect. 7. Literary Devices Used in the Poem Anaphora : The repetition of a word or phrase at the beginning of successive lines or clauses. In this poem, almost every stanza begins with "The"  — "The artisans," "The carpenters," "The electricians," "The boatmen," "The shoemakers."  This repetition creates a rhythmic, chant-like quality that mirrors the steady rhythm of work itself. Example:  "The carpenters celebrating… The electricians humming… The boatmen gathering…" Metaphor A direct comparison between two unlike things without using "like" or "as." "The delicious singing of the cook"  — The cook's work is compared to singing. Cooking is not literally music, but the poem presents it as equally beautiful and rhythmic. "Delicious" blends the senses of taste and sound in a single, vivid phrase. "Woven with colours and myriad hues"  — The craftspersons' craft is compared to a piece of woven cloth, rich in colour and variety. Personification Giving human qualities to non-human things. "I hear Bharat celebrating"  — India (Bharat) is personified as a living being that can celebrate and be heard. This makes the nation feel alive, joyful, and active. "The voice of their vocation"  — A vocation (a type of work) is given a voice, as if it can speak on behalf of the person who practises it. Imagery The use of vivid, descriptive language to create pictures in the reader's mind. "Woven with colours and myriad hues"  — Visual imagery of a rich, colourful tapestry. "Work with cables and wires to brighten our lives"  — Visual and metaphorical imagery of light. "Gathering their nets from the shore, sailing, and singing while at work"  — A vivid scene of boatmen at sea, combining movement, sound, and setting. "For the feet that walk, dance, run, jump, return home"  — Kinesthetic (movement-based) imagery showing all the ways human feet — and therefore shoes — are used. Alliteration The repetition of the same consonant sound at the beginning of nearby words. "Celebrating their craft, woven with colours"  — repetition of the c  sound. "Sailing, and singing"  — repetition of the s  sound. Synesthesia A literary device where one sense is described using the language of another. "The delicious singing of the cook"  — "Delicious" is a word of taste, applied to "singing" which is a sound. This blending of two senses (taste + sound) creates an unusually rich, multi-sensory image that captures the joy and artistry of the cook's work. Repetition (Refrain) The opening line — "I hear Bharat celebrating, the varied vocations I hear"  — is echoed at the closing: "I hear Bharat celebrating, the varied voices I hear!"  This circular structure (called a refrain ) ties the poem together, giving it a song-like quality. Importantly, the last word shifts from "vocations" to "voices" — suggesting that by the poem's end, each vocation has found its unique voice and identity. Enumeration The listing of several items or people to create a cumulative effect. "For the feet that walk, dance, run, jump, return home."  — The list of actions builds energy and shows the full range of movement that the shoemaker supports. The poem itself is structured as an enumeration — a list of workers, each given their moment of celebration. Tone The overall tone of the poem is celebratory, warm, and inclusive.  There is no sadness, no complaint, and no hierarchy. The poet is a joyful witness to the richness of Indian working life. Poem by Anonymous | Kaveri: English Textbook for Grade 9 | NCERT 2026 | Book Pages 57–59 NCERT Solution To be continued… Stay tuned and keep visiting our site.

Lesson Architecture Author Introduction Theme Short Summary Word Meanings Detailed Page-wise Explanation NCERT Solution Competency Based Questions Author Introduction: Sudha Murty is a renowned Indian author, social worker, and philanthropist. She is known for writing simple yet meaningful stories based on real-life experiences. She has been awarded prestigious honours like the Padma Shri  and Padma Bhushan . Her writing focuses on values like empathy, education, humility, and human relationships. She is also associated with the Infosys Foundation , contributing to social causes. Her stories are widely appreciated for their simplicity, moral depth, and emotional appeal. How I Taught My grandmother to Read Theme Lifelong Learning : The story strongly conveys that learning is a continuous process and age is never a barrier to education. Power of Education : Education is shown as a tool that brings independence, confidence, and self-respect. Determination and Willpower : The grandmother’s journey highlights that strong determination can overcome any limitation, even old age. Self-Reliance and Dignity : The story emphasizes that being able to read and write gives a person freedom from dependence and a sense of dignity. Role Reversal in Relationships : The granddaughter becomes the teacher, showing that learning can happen from anyone, regardless of age or status. Emotional Bond Between Generations: The relationship between the grandmother and granddaughter reflects love, respect, and mutual growth. Value of Respect for Teachers: The grandmother touching her granddaughter’s feet highlights the Indian tradition of respecting the teacher (Guru). Importance of Realisation and Self-Improvement: The turning point comes when the grandmother realizes her weakness and decides to improve, showing the importance of self-awareness. Cultural and Moral Values : The story subtly reflects Indian cultural values, traditions, and festivals (like Dussehra) symbolizing victory—here, the victory of knowledge over ignorance. Short Summary of the Story The story is about a young girl and her grandmother who was illiterate. The grandmother loved listening to stories, especially a serial called Kashi Yatre , which her granddaughter read aloud to her. One day, the girl had to go away for a few days. During her absence, the grandmother realized her helplessness as she could not read the story on her own. This made her feel dependent and sad. Determined to overcome this, she decided to learn how to read and write, despite her old age. When the granddaughter returned, the grandmother requested her to become her teacher. With dedication and hard work, the grandmother learned to read. On the festival of Dussehra , she read a passage on her own and touched her granddaughter’s feet as a mark of respect for being her teacher. The story beautifully conveys that education brings independence and self-worth at any stage of life . Word Meanings ( Page-wise) Page 1: Introduction & Story Setting Word / Phrase Meaning Example Sentence Novel A long fictional story The grandmother enjoyed listening to the novel daily. Episode A part of a serial story She waited eagerly for the next episode. Magazine A periodical publication The story was published in a weekly magazine. Curious Eager to know something She was curious about the ending of the story. Village A small rural settlement The story is set in a village. Page 2: Emotional Attachment to the Story Word / Phrase Meaning Example Sentence Devoted Very loving or loyal She was devoted to listening to the story. Characters People in a story She loved the characters deeply. Journey Travel from one place to another The novel described a journey to Kashi. Pilgrimage A religious journey Kashi is a famous place of pilgrimage. Eagerly With excitement and interest She waited eagerly every week. Page 3: Granddaughter Leaves – Problem Arises Word / Phrase Meaning Example Sentence Wedding Marriage ceremony The narrator went to attend a wedding. Helpless Unable to act independently The grandmother felt helpless alone. Depend Rely on someone She depended on her granddaughter. Illiterate Unable to read or write She realized she was illiterate. Upset Sad or disturbed She felt upset when she could not read. Page 4: Realisation and Decision Word / Phrase Meaning Example Sentence Ashamed Feeling embarrassed She felt ashamed of her condition. Determined Having a strong decision She was determined to learn reading. Resolve Firm decision She made a resolve to study. Effort Hard work She put great effort into learning. Courage Bravery to face difficulty It took courage to start learning at her age. Page 5: Learning Process Begins Word / Phrase Meaning Example Sentence Practice Repeating to improve She practiced reading every day. Discipline Self-control and routine She followed strict discipline. Teacher One who teaches Her granddaughter became her teacher. Lesson A unit of learning She completed her lesson daily. Improve Become better Her reading improved gradually. Page 6: Achievement and Success Word / Phrase Meaning Example Sentence Dussehra Festival of victory She achieved success on Dussehra. Achievement Something successfully done Learning to read was her achievement. Respect Admiration She showed respect to her teacher. Touch feet Traditional sign of respect She touched her granddaughter’s feet. Confidence Self-belief Reading gave her confidence. Page 7: Message and Conclusion Word / Phrase Meaning Example Sentence Independence Freedom from reliance Education gave her independence. Literacy Ability to read and write Literacy changed her life. Dignity Sense of self-worth She gained dignity through learning. Inspiration Motivation to do something Her story is an inspiration. Knowledge Information and understanding Knowledge brings empowerment. Detailed Page-wise Explanation Page 1: Introduction of Characters and Setting The story begins with the narrator introducing her grandmother, who was very fond of listening to stories. She lived in a village and had never been to school. Despite being illiterate, she had a strong interest in literature, especially religious and emotional stories. The narrator reads out a popular Kannada serial called Kashi Yatre  to her every day. The grandmother listens with great enthusiasm and curiosity . Page 2: Grandmother’s Emotional Attachment The grandmother becomes deeply involved in the story. She eagerly waits to know what happens next. Her emotional connection with the characters reflects her sensitive nature. She is particularly interested in the old woman’s journey to Kashi, which creates a parallel with her own life and desires. Page 3: Turning Point – Granddaughter Leaves The narrator goes to attend a wedding, leaving the grandmother behind. During this time, the grandmother is unable to read the next episode of the story. This moment becomes a turning point as she realizes her dependence on others due to illiteracy. Page 4: Realization and Determination The grandmother feels deeply helpless and ashamed. She decides that she must learn to read and write, no matter how old she is. Her decision shows strong determination and self-respect. She does not want to remain dependent anymore. Page 5: Learning Begins When the granddaughter returns, the grandmother requests her to teach her. The roles reverse—now the young girl becomes the teacher. The grandmother studies sincerely, practicing daily with discipline and dedication. Page 6: Achievement and Emotional Climax On the festival of Dussehra , the grandmother successfully reads a passage on her own. This moment symbolizes victory, learning, and empowerment. She touches her granddaughter’s feet, showing respect to her teacher. This act reflects humility and the importance of education. Page 7: Message and Conclusion The story concludes with a powerful message. Learning has no age limit , and education gives confidence, dignity, and independence. The relationship between the grandmother and granddaughter highlights love, respect, and mutual growth. Page-wise Hindi Translation of the Story NCERT Solution Check Your Understanding Page 6-7 Page 7 II. Do you think the narrator expected to see her grandmother in tears when she returned to the village? If yes, why? If no, why not? Answer: No, the narrator did not expect to see her grandmother in tears. She was unaware of the deep emotional impact caused by her absence. For the narrator, reading the story aloud was a routine activity, but for the grandmother, it was a source of joy and connection. When she could not read the story on her own, she felt helpless and dependent. This emotional realization led to her tears. Thus, the narrator was surprised because she had not anticipated how important reading had become in her grandmother’s life. III. How might the narrator help her grandmother to fulfil her desire to learn to read and write? Answer: The narrator can help her grandmother by becoming her teacher and guiding her patiently. She can start with basic alphabets, simple words, and gradually move to sentences. Regular practice, encouragement, and a supportive environment will help the grandmother gain confidence. By reading stories together and revising lessons daily, the narrator can make learning enjoyable. Her patience and dedication will play a key role in helping her grandmother achieve her goal of becoming literate. Page 10 I Read the extracts given below and answer the questions that follow. 1. When I came back to my village, I saw my grandmother in tears. I was surprised, for I had never seen her cry even in the most difficult situations. What had happened? I was worried. ‘Avva, is everything all right? Are you okay?’ Kaveri 10 I used to call her Avva, which means mother in the Kannada spoken in north Karnataka. She nodded but did not reply. I did not understand and forgot about it. In the night, after dinner, we were sleeping in the open terrace of our house. It was a summer night and there was a full moon. Avva came and sat next to me. Her affectionate hands touched my forehead. (i) Complete the sentence The phrase ‘never seen her cry in the most difficult situations’ tells us that the grandmother was __________. Correct Answer: A. strong-willed Explanation: The line shows that the grandmother is emotionally strong and does not easily break down, even in difficult situations. This reflects her inner strength and resilience. (ii) Why did the grandmother not reply ? Answer: The grandmother did not reply because she was too emotional to respond . Seeing her helplessness due to illiteracy made her deeply upset, and she was overwhelmed with feelings, which prevented her from speaking. (iii) Identify the clue that indicates a rural setting with traditional customs. Answer: The line “Avva came and sat next to me. Her affectionate hands touched my forehead.” reflects a rural and traditional setting.Additionally, references like speaking in Kannada (North Karnataka) and the simple household environment suggest a traditional village lifestyle. (iv) Which lines establish a tender atmosphere? Answer: The lines that create a tender and emotional atmosphere are: “Her affectionate hands touched my forehead.” This line shows love, care, and emotional bonding between the grandmother and granddaughter. (v) Which aspect is NOT emphasised in the extract? Options: A. emotional turmoil of the grandmother C. grandmother’s regret over her lack of education D. narrator’s concern for her grandmother Correct Answer: C. the grandmother’s regret over her lack of education Explanation: In this extract, the focus is on emotions and bonding, not yet on regret about education. That realization comes later in the story. 2.‘ I have decided I want to learn the Kannada alphabet from tomorrow onwards. I will work very hard. I will keep Saraswati Puja day during Dassara as the deadline. That day I should be able to read a novel on my own. I want to be independent.’ I saw the determination on her face. Yet I laughed at her. ‘Avva, at this age of sixty-two you want to learn the alphabet? All your hair is grey, your hands are wrinkled, you wear spectacles and you work so much in the kitchen...’ Childishly I made fun of the old lady. But she just smiled.  (i) What does the grandmother’s statement, “I want to be independent,” reveal about her character? Options: A. She wanted to be literate. B. She desires self-sufficiency. C. She wants to prove her intelligence to others. D. She feels pressured by society to learn. Correct Answer: B. She desires self-sufficiency. Explanation: The grandmother’s statement reflects her strong desire to become independent and not depend on others for reading. It highlights her dignity and self-respect. (ii) Fill in the blank The grandmother’s determination shows that learning has no __________. Options:   (age limit / gender bias / cultural barriers) Correct Answer: age limit Explanation: Her decision to learn at the age of sixty-two proves that education is not restricted by age. (iii) Complete the sentence The narrator laughs at her grandmother’s decision to learn the alphabet at the age of sixty-two because __________. Answer: The narrator laughs because she finds it unusual and surprising that an elderly woman wants to start learning the alphabet at such an advanced age. She initially underestimates her grandmother’s determination. (iv) List any two qualities displayed by the grandmother. Answer: Determination  – She firmly decides to learn despite her age. Perseverance  – She is ready to work hard and overcome all obstacles. (Other acceptable answers: strong-willed, self-respecting, disciplined) (v) How can we say that the narrator is making assumptions about her grandmother? Answer: The narrator assumes that her grandmother cannot learn because of her old age. She laughs at her decision without considering her determination. This shows she judges her grandmother based on age, not ability. Vocabulary Structures in Context | Page 13 Page 14 Read the following words from the text given in the box below. III Identify any five words with prefixes from the story and make sentences using each. Word Prefix Sentence Independent in- Education made the grandmother independent. Unable un- She felt unable to read the story alone. Illiterate il- The grandmother did not want to remain illiterate. Return re- The narrator returned after the wedding. Disrespect dis- We should never disrespect our teachers. IV. In the sentence, “I knew, then, that my student had passed with flying colours”, the phrase “passed with flying colours” is an idiom. It means outstanding performance. Idiom: “Passed with flying colours” Meaning:  Outstanding performance Sentence:The grandmother passed with flying colours when she successfully read the story on her own. Page 15 Page 15-16 ( Past Perfect Tense) Page 16 (ii) Fill in the blanks with the correct form of verbs given in brackets.

Lesson Highlights YouTube Concept Video Introduction Stanza-Wise Explanations Literary Devices/ Figures of Speech NCERT Solution CBE-Based Questions YouTube Concept Video Spotify Podcast of the Poem NCERT Official Discussion on My Mother at Sixty Six by Kamala Das Introduction: The poem drives home the fact that aging is a natural process and we have no sway (i.e control) over it. Like aging, death is also inevitable (i.e a must) in the lives of people. We should come to terms with this hard core fact of life. If we fail to negotiate with this universal process of aging and mortality, we shall end up being in despair. The writer in this poem is so obsessed with her mother that she has become totally blind to the fact of inevitability of aging and death. Due to her possessiveness for her mother since her childhood, she developed subdued fear and consequent pain in her mind that one day she would have to part with her mother. Like the woman in the poem ‘Mirror’, the poet is unable to digest the fact of aging and death. Therefore, she is in conflict with herself. From a personal pain and agony the poem transcends into universal problem of pain at separation from our beloved ones. This inevitable pain at separation is fairly universal in nature. Hence justified at all layers of human relationship. Theme My Mother at Sixty-Six  explores the themes of aging, mortality, fear of separation, and the deep bond between a mother and daughter. Aging and Mortality  – The poet becomes painfully aware of her mother’s aging as she notices her frail, pale face resembling a corpse and a "late winter’s moon." This symbolizes the inevitable decline that comes with old age. Fear of Separation  – The poet experiences an “old, familiar ache” —her childhood fear of losing her mother. This fear of separation from a loved one is universal and deeply emotional. Contrast Between Youth and Old Age  – The poet contrasts her mother’s aging with the vitality of the outside world, where young trees seem to sprint and children are happily playing. This contrast emphasizes the transient nature of life. Suppressed Emotions  – Despite her deep pain, the poet chooses not to express her emotions openly. Instead, she smiles and reassures her mother, symbolizing how people often hide their true feelings to avoid causing distress to their loved ones. Stanza-Wise Explanations Lines 1 to 6 ​Driving from my parent’s home to Cochin last Friday morning, I saw my mother, beside me, doze, open mouthed, her face ashen like that of a corpse and realised with pain that she was as old as she looked but soon put that thought away,… Glossary: Doze: A light sleep Her face ashen like that of a corpse: The face of her mother is pale and dull like that of a corpse. Literary Device: Simile  ( Direct comparison using ‘like’ or ‘as’ ) “her face ashen like that of a corpse” The poet compares her mother’s pale, lifeless face to a corpse, highlighting her frailty and aging. Paraphrase: The poet was driving with her mother to the Cochin Airport. Her mother was sitting next to her. The running of the car made her doze off open mouthed. When the poet looked at her, she realised that her mother’s face was pale like a dead body. This painful thought made her realize that she looked as old as she was - a sixty-six year old woman. But this realisation hurt the poetess so much that she put that thought away for a while. Lines 6 to 12 ​… and looked out at Young Trees sprinting, the merry children spilling out of their homes, but after the airport’s security check, standing a few yards away, I looked again at her, wan, pale as a late winter’s moon … Glossary: Young trees sprinting : When the vehicle is moving, the young trees appear to be racing behind. Merry Children spilling out of their homes : Cheerful children rushing out of their homes. As a late winter’s moon : Here the poet means that her mother’s colourless face appeared like that of a late winter’s moon. Literary Device: Personification  ( Giving human qualities to non-human things ) “Young Trees sprinting” Trees are personified as if they are running, symbolizing energy and youth. Simile (Direct comparison using ‘like’ or ‘as’) ''wan, pale as a late winter’s moon” Her mother’s face is compared to the dim, weak winter moon, symbolizing old age and approaching death. Paraphrase: In order to divert her attention from her ailing mother, the poetess looked out of the vehicle at the young trees and happy children coming out of their houses. When they reached the airport, the poet went to the airport’s security check. After the physical separation from her mother after the security check at the airport, she looked back at her mother and again saw her pale and colourless face, which she compared to a late winter's moon. Lines 12 to 15 ​… and felt that old familiar ache, my childhood’s fear, but all I said was, see you soon, Amma, all I did was smile and smile and smile ...... Glossary: familiar ache : the pain was which was known to her. That old familiar ache: The old familiar ache refers to the poet’s childhood fear that her mother would die one day. Literary Device: Repetition (Repetition of words for emphasis) “smile and smile and smile” The repetition of "smile" shows the poet’s attempt to hide her sadness and reassure her mother, despite feeling emotional pain. Paraphrase: After looking at her mother’s face from the other side of the security check, the poet felt an old familiar pain again. But these emotional thought were so overpowering in nature that she had to mask her obsessive thought in front of her mother and said to her Amma that she would see her soon and smiled away all her underlying thoughts. Literary Devices/ Figures of Speech Symbolism  (Using objects or images to represent deeper meanings) “Late winter’s moon”  – Symbolizes old age, dimming vitality, and approaching death. “Sprinting trees”  – Symbolizes the fast passage of time. “Merry children”  – Represents youth, liveliness, and energy, in contrast to the poet’s mother ​Alliteration ​A figure of speech in which consonants at the beginning of words or stressed syllables are repeated. f amiliar ache, my childhood’s f ear Assonance ​A repetition of similar vowel sounds usually close together to achieve the effect of being pleasing to the ear is called assonance. Driving fr o m my parent’s h o me to C o chin last Friday • m o rning, I saw my m o ther, beside me, • doze, open mouthed, her face ashen like that ​Personification The attribution of human qualities to inanimate objects is called personification Young Trees sprinting Repetition A repetition of sounds, words, phrases or stanzas that create a certain effect. all I did was smile, smile and smile. Simile A figure of speech in which one thing is likened to another to clarify and enhance an image. It is an explicit comparison using works ‘like’ and ‘as’. I looked again at her, wan, pale as a late winter’s moon Symbol A symbol is an object, animate or inanimate, which represents or stands for something else (a) ‘a late winter’s moon’ is a symbol of death (b) ‘merry children’ are a symbol of youth and life Recapitulation: The writer in this poem is so obsessed with her mother that she has become totally blind to the fact of inevitability of aging and death. While driving to the Cochin airport, the poet noticed that her mother was sleeping with her mouth open. Her face looked like that of a corpse. She at once realised that her mother had gone very old. The poet put away the thought of the distressing reality of her mother getting old and her impending death. The contrast between the old mother inside the car and the young and lively tress outside the car has been brought out in the poem. The ‘merry children’ epitomises exuberance and vigour of youth. In contrast to this image, the mother is old and pale. Therefore, the image of cheerful children rushing out their homes brings out the contrast between the old age and the youth. The late winter’s moon looks very hazy and lacks brightness and lustre. Similarly, the mother who is now sixty-six is pale and has a shrunken and ashen face which is like a corpse. The poet’s parting words and smile are a facade to suppress her feelings of insecurity. The poet feels the pangs of separation, yet she sees her mother off with a smile to reassure her that they would meet again. They signify the fact that such separations in life are inescapable and inevitable. NCERT Solution 1. What is the kind of pain and ache that the poet feels? Ans: `The poet feels excruciating pain at the very thought of being separated from her mother. Her childhood fear that her mother would die one day starts surfacing in her mind at the time of departure from her mother at the airport. 2. Why are the young trees described as ‘sprinting’? Ans: Here the contrast between the old mother and the young and lively tress has been brought out in the poem. The poet in the company with her mother is travelling by a car. Therefore, the roadside trees seem to be speeding past the vehicle. 3. Why has the poet brought in the image of the merry children ‘spilling out of their homes’? Ans: The ‘merry children’ epitomises exuberance and vigour of youth. In contrast to this image, the mother is old and pale. Therefore, the image of cheerful children rushing out their homes brings out the contrast between the old age and the youth. 4. Why has the mother been compared to ‘late winter’s moon’? The late winter’s moon looks very hazy and lacks brightness and lustre. Similarly, the mother who is now sixty-six is pale and has a shrunken and ashen face which is like a corpse. She is devoid of the effervescence and exhilaration of youth. 5. What do the parting words of the poet and her smile signify? The poet’s parting words and smile are a facade to suppress her feelings of insecurity. The poet feels the pangs of separation, yet she sees her mother off with a smile to reassure her that they would meet again. They signify the fact that such separations in life are inescapable and inevitable. 6. Why did the poetess smile and smile? The poetess smiled and smiled only because she wanted to suppress her fears from her mother. She is reassuring herself and also her mother that they will meet again. 7. Which thought did the poet put away? Ans: The poet put away the thought of the distressing reality of her mother getting old and her impending death. 8. Why does her mother’s face look like that of a corpse? Ans: Her mother’s face has lost all its glow and colour owing to old age. As she has lost the lustre of her face, so her face looks like that of a corpse. 9. What were the poet’s fears as a child? Why do they surface when she is going to the airport? Ans: As a child the poet was insecure about losing her mother. The same feelings are evoked inside her while she is on the way to the airport by seeing her mother’s pale face, which is a sign of her old age and impending death. 10. What did the poet notice about her mother when she was driving for the airport? Ans: The poet noticed that her mother was sleeping with her mouth open. Her face looked like that of a corpse. She at once realised that her mother had gone very old. Recommended Reading: The Last Lesson Lost Spring by Annes Jung CBE-Based Questions Q1. Read the following extract and answer the questions that follow. Driving from my parent’s home to Cochin last Friday morning, I saw my mother, beside me, doze, open mouthed, her face ashen like that of a corpse and realized with pain that she was as old as she looked but soon put that thought away… 1.1 Choose the option that best applies to the given extract. 1) a conversation 2) an argument 3) a piece of advice 4) a strategy 5) a recollection 6) a suggestion a) 1, 3 & 6 b) 2, 4 & 5 c) Only 5 d) Only 1 1.2 Choose the option that applies correctly to the two statements given below Assertion: The poet wards off the thought of her mother getting old quickly. Reason: The poet didn’t want to confront the inevitability of fate that was to dawn upon her mother. a) Assertion can be inferred but the Reason cannot be inferred. b) Assertion cannot be inferred but the Reason can be inferred. c) Both Assertion and Reason can be inferred. d) Both Assertion and Reason cannot be inferred. 1.3 Choose the option that displays the same literary device as in the given lines of the extract. her face ashen like that of a corpse… a) Just as I had I had this thought, she appeared and… b) My thoughts were as heavy as lead that evening when … c) I think like everyone else who… d) I like to think aloud when … Q2. …I looked again at her, wan, pale as a late winter’s moon and felt that old familiar ache, my childhood’s fear, but all I said was, see you soon, Amma, all I did was smile and smile and smile...... 2.1 What is the speaker's emotional state when looking at her mother? A. Confused and disoriented B. Nostalgic and longing C. Empathetic and understanding D. Fearful and apprehensive 2.2 What does the use of the word "but" at the beginning of the line, ‘ but all I said..’, suggest ? 2.3 Select the word that WILL NOT complete the sentence appropriately. The description of the mother as "wan, pale / as a late winter's moon" creates a vivid image of ________ . A. vulnerability B. sensitivity C. frailty D. mortality 2.4 State whether the given statement is TRUE or FALSE. The poetic device used in the line, ‘pale as a winter’s moon’ is the same as the one used in the line, ‘the winter wind wistfully wailed at night’. 2.5 What message do these lines highlight, in the context of familial relationships, and the speaker’s sense of anxiety and fear at the prospect of losing her mother? 2.6 Complete the sentence appropriately. The repetition of the word, ‘smile’ suggests that _______________. Q3. And looked out at Young Trees sprinting, the merry children spilling out of their homes, but after the airport’s security check, standing a few yards away, I looked again at her, wan, pale as a late winter’s moon and felt that old familiar ache… 3.1 What is the most likely reason the poet capitalised ‘Young Trees’? This was to a) convey a clearer meaning. b) highlight the adj.-noun combination. c) enhance the contrast. d) draw a connection with the title. 3.2 Choose the option that appropriately describes the relationship between the two statements given below. Statement 1: The poet knows her mother has aged. Statement 2: The poet feels the pain of separation. a) Beginning – Ending b) Cause – Effect c) Question – Answer d) Introduction – Conclusion 3.3 Choose the option that completes the sentence given below. Just as the brightness of the winter’s moon is veiled behind the haze and mist, similarly, __________________. a) the pain of separation has shaded mother’s expression. b) age has fogged mother’s youthful appearance. c) growing up has developed a seasoned maturity in the poet. d) memories warm the heart like the pale moon in winter. Short Questions ( 2 Marks) Q1. The pain of separation is expressed both literally and metaphorically in this poem. Elucidate. Ans: The pain of separation is expressed both literally and metaphorically. Literally, the speaker observes her aging mother's frailty during a car journey, realizing the stark reality of her mother's old age. This is evident when she describes her mother's ashen face, resembling that of a corpse. Metaphorically, the poem delves into the emotional separation as the speaker witnesses the generational gap between her aging mother and the vibrant world outside, symbolized by young trees and joyful children. The ache of realizing her mother's mortality triggers childhood fears and emotions, emphasizing the universal experience of coming to terms with the aging of loved ones. The poem ends with the speaker masking her emotions with a smile, highlighting the complexity of emotions surrounding separation and aging. Q2. Comment on the tone of the poem with references to “My Mother at Sixty Six”. Ans: The tone of Kamala Das' "My Mother at Sixty-Six" is one of poignant reflection and bittersweet nostalgia. The poem's sensitivity is evident as the speaker observes her mother's vulnerability and aging. It carries an underlying sense of melancholy, acceptance, and nostalgia, reflecting a deep reverence for the mother. The poem beautifully captures the complex emotions tied to aging and separation, creating a heartfelt and moving atmosphere. Q3. Imagery was an effective literary device to bring out the contrast between the “merry children” and mother. Comment. Ans: In "My Mother at Sixty-Six" by Kamala Das, imagery is a powerful literary device that vividly highlights the contrast between the "merry children" and the speaker's mother. The poet uses visual imagery to paint contrasting pictures: 1. Merry Children : The poem portrays the image of joyful, energetic children spilling out of their homes. This imagery is bright, lively, and filled with youthful exuberance. It represents the vitality and enthusiasm of youth, symbolizing the ongoing cycle of life. 2. Mother's Fragility : In contrast, the imagery surrounding the mother is starkly different. She is described as "wan" and "pale as a late winter’s moon." This imagery conveys her frailty and vulnerability, emphasizing her advanced age and the physical toll it has taken on her. The stark contrast between the vibrant, spirited children and the elderly, frail mother underscores the theme of aging and the passing of time. Through imagery, the poet effectively conveys the emotional impact of this contrast, creating a poignant and thought-provoking atmosphere in the poem. Q4. The poet does not directly mention the fear of her mother’s death and yet she is successfully able to convey the same through different poetic techniques. Discuss Ans: The fear of the mother's death is not explicitly mentioned, but it is skillfully conveyed through various poetic techniques: (Mention any two of the following poetic devices). 1. Imagery: The poet employs vivid and evocative imagery to describe her mother's appearance as "ashen like that / of a corpse" and "wan, pale / as a late winter’s moon." These descriptions evoke a sense of mortality and impending death without explicitly stating it. 2. Symbolism : The mother's frailty and her face resembling that of a corpse serve as symbols of mortality. The poem's journey, the young trees, and the merry children symbolize the passage of time and the cyclical nature of life. 3. Tone : The melancholic and reflective tone of the poem conveys an underlying sense of fear and anxiety about the mother's aging and eventual demise. The sensitivity with which the speaker observes her mother's vulnerability hints at the unspoken fear. 4. Contrast : By contrasting the vibrant, youthful world outside the car with the mother's frailty within, the poet indirectly emphasizes the inevitable contrast between life and death. 5. Irony : The poet's decision to smile and mask her emotions at the end of the poem can be seen as a form of irony. It suggests a coping mechanism to deal with the fear of losing her mother, as she is unable to express her true emotions directly. Through these poetic techniques, Kamala Das effectively conveys the fear of her mother's death without explicitly mentioning it, allowing readers to infer and engage with the deeper emotional layers of the poem. Recommended Reading CBQ-MCQs For English Board Exam 2024, Class 12, CBSE, English Core (englishwithadifference.com)

Lesson Architecture Concept Video Biography of the Poet Theme Line-wise Explanation of the Poem Recapitulation Literary Devices NCERT Solution CBE-Based Questions Extract-Based Questions Extra Questions Chapter-wise Board Exam Questions: English Core | Class XII | PYQs ( englishwithadifference.com ) NCERT Official Discussion on the poem ' A Thing of Beauty by John Keats Biography of the Poet (John Keats ( 1795-1821) John Keats- Second Generation of Romantic Poet with Lord Byron and P. B. Shelley. By the end of 19th century he became one of the most beloved of all English poets. His poetry is characterized by the sensual imagery, esp in series of Odes. His notable works are To Autumn, Ode to a Nightingale, On First Looking into Chapman’s Homer, Ode on a Grecian Urn. 'A Thing of Beauty’ is based on a Greek legend, in which Endymion: A Poetic Roma nce’. INTERACTIVE QUIZ Theme | Summary The poem highlights how various objects of nature are a perennial source of pleasure for human beings. A beautiful object is always treasured in our mind because it provides us eternal and everlasting joy. An object of beauty never fades into insignificance , but multiplies manifolds whenever it returns to our mind. The poem focuses on the theme of happiness and how it can be exper ienced. Line-wise Explanation of the Poem | Line-by-Line Explanation (Lines 1-5) A Thing of beauty is a joy forever Its loveliness increases, it will never Pass into nothingness ; but will keep A bower quiet for us , and a sleep Full of sweet dreams, and health, and quiet breathing . Vocabulary: Pass into nothingness: become insignificant A bower quiet for us: shady place under the tree quiet breathing : relaxed state of mind. Literary Device: Metaphor  – "A thing of beauty" refers to anything that brings joy and inspiration. Paraphrase: The poet says that beauty stays forever. It never fades away and it increases with the passing time. The poet means to say that an object of beauty never goes off with the passing time, rather it multiplies with passage of time. According to the poet, beauty is like a beautiful tree under whose shade all the creatures can sleep peacefully, enjoy good health and relaxed breathing. (Lines 6-7) Therefore, on every morrow , are we wreathing A flowery band to bind us to the ear th, Vocabulary: Morrow: The following day Wreathing: surround, encircle flowery band: here attachment. Literary Device Metaphor  – " Bower quiet for us" (beauty is compared to a restful place). Imagery  – Evokes a picture of restful sleep, happiness, and health. Paraphrase: The poet says that with every passing day, it is the beauty which fills us with immense joy to live on this earth. With the object of beauty providing us sustenance of life, we are being attached to the earth like all the flowers remain attached to each other in a garland of flowers. Literary Device Symbolism  – "Flowery band" represents the connection between humans and nature. Alliteration  – "Band to bind" (repetition of ‘b’ sound). (Lines 8-11) Spite of despondence , of the inhuman dearth Of noble natures , of the gloomy days, Of all the unhealthy and o’er-darkened ways Made for our searching : yes, in spite of all , Vocabulary: despondence– depressed. noble natures : virtuous people. o’er-darkened ways: trials and tribulations. Made for our searching: Gloomy days inhibit our search for those things of beauty. Literary Device: Alliteration  – "Noble natures" (repetition of ‘n’ sound). Personification  – "Gloomy days" (dark days are given human-like em otions). Paraphrase : The poet means to say that a beautiful object has such magnetic charm that it tends to overpower everything. In spite of being depressed, in spite of having shortness of virtuous people, in spite of our sad days, trials and tribulations which tend to restrict us to find those things of beauty, we overcome all limitations and find joy in recollecting the moment of happiness in our lives. (Lines 12-13) Some shape of beauty moves away the pall From our dark spirits. Vocabulary: Pall: pain Dark spirits: sad state of mind. Paraphrase: The poet emphasizes on the fact that in spite of all shortcomings of life, all the hurdles of life, in spite of all, an object of beauty that is found in nature, takes away our pain from our depressed mind. (Lines 14-19) Such the sun, the moon, Trees old, and young, sprouting a shady boon For simple sheep; and such are daffodils With the green world they live in; and clear rills That for themselves a cooling covert make ‘Gainst the hot season; the mid forest brake Rich with a sprinkling of fair musk-rose blooms Vocabulary: a shady boon : a shady tree. clear rills : clean small rivers a cooling covert : a source of cool breeze. mid forest brake: forest fern. Literary Devices: Imagery  – Vivid description of the sun, moon, and trees. Alliteration  – "Shady boon for simple sheep" (repetition of ‘s’ sound). Imagery  – Creates a scenic picture of flowers, greenery, and flowing streams. Personification  – "Rills make a cooling covert" (streams are given human-like ability to create shade). Paraphrase: The poet gives the examples of the sun, moon , trees , daffodils, and small rivers and forest fern- which are the things of beauty found in nature and they are responsible for creating beautiful memories for us during our bad phase of life. For example, tress both young and old provide shades to young sheep, daffodils by their green surroundings are a source of perennial joy for us, clear streams provide cool breeze and give relief from the hot season. The forest fern of musk roses is also a refreshing treat for the eyes. Lines 20-24 And such too is the grandeur of the dooms We have imagined for the mighty dead ; All lovely tales that we have heard or read; An endless fountain of immortal drink , Pouring unto us from the heaven’s brin k Vocabulary: 1. grandeur of the dooms : presence of joy even in sadness. 2. mighty dead: famous people who have died . 3. Immortal drink: perennial fountain of nectar. 4. Heaven’s brink: poured onto us from the Heaven ( i.e we experience heavenly bliss) Literary Devices: Oxymoron  – "Grandeur of the dooms" (beauty in death, contrasting ideas). Metaphor  – "Endless fountain of immortal drink" (beauty compared to a divine, never-ending source). Hyperbole  – Exaggeration of beauty as a flowing fountain from heaven. Paraphrase: While talking about the objects of nature that give us immense pleasure, the poet takes reference from our everyday life to justify that there is presence of joy even in the remembrance of famous people who are dead. They continue to inspire us with their contribution in the world even though they are no longer with us. The poet further says in this reference that all beautiful stories of great people that we have heard or read are a source of perennial ( endless) pleasure for us as these stories continue to inspire us and help us sustain the hard times of life. These stories are like endless flow of water from a fountain, which are showered upon us from the almighty God. We experience heavenly bliss when we take recourse to the life stories of great personalities. They are like endless fountain from which mankind can drink elixir of life. Recapitulation: The poem gives us the message that a thing of beauty is a joy forever. In spite of the occasional bad patch in our lives, things of beauty are a source of perennial pleasure that helps us to sustain the trials of life. Anything that gives us pleasure sustains us to face life during our adversary. Any form of beauty that inspires us is like an endless fountain from which mankind can drink the elixir of life. The poem conveys the message that anything beautiful remains engraved in our heart and helps us live life in spite of trials and tribulations. Literary Devices Literary Device NCERT Solution ( Page 99/Flamingo) | Question-Answers 1. List the things of beauty mentioned in the poem. A ns: The things of beauty that are mentioned in the poem are the sun, the mooon , old and young sprouting trees, daffodils, clear rills, sheep, the mid forest brake, fair musk-rose blooms etc. 2. List the things that cause suffering and pain. Ans: The things that cause suffering and pain include 'the inhuman dearth of noble natures', 'gloomy days', ' the unhealthy and o'er-darkened ways' resulting out of undesirable habits. 3. What does the line, 'Therefore are we wreathing a flowery band to bind us to earth' suggest to you? Ans: The poet says that with every passing day, it is the beauty which fills us with immense joy to live on this earth. With the object of beauty providing us sustenance of life, we are being attached to the earth like all the flowers remain attached to each other in a garland of flowers. 4. What makes human beings love life in spite of troubles and sufferings? Ans: The sun, the moon, old and young trees with their shades give us immense pleasure. The daffodils with the green world around is a treat for our eyes. Clear rills provide us a 'cooling covert' against hot season. The forest ferns with a sprinkling of fair musk-rose blooms and the lives of the mighty dead leave us with everlasting memory to draw pleasure from and strengthen us to fight all odds of life. 5. Why is 'grandeur' associated with the 'mighty dead'? Ans: The 'grandeur' is experienced in the contemplation of the 'mighty dead'. The poet talks about the fond remembrance of the famous persons who are dead. The recollection of such mighty dead inspires us to work hard. The contemplation of those people gives us same pleasure that we derive in experiencing beautiful things of nature. 6. Do we experience things of beauty only for short moments or do they make a lasting impression on us? Ans: 'Things of beauty' make a lasting impression on us when they make an indelible mark in our mind and become a permanent source of pleasure for us. Thus they are 'an endless fountain of 'immortal drink'. 7. What image does the poet use to describe the beautiful bounty of the earth? Ans: The poet draws an image of ' an endless fountain of immortal drink' that describes the beautiful bounty of the earth. This bounty might include the sun, the moon, old and young sprouting trees, daffodils, clear rills, blooming forest ferns etc. CB-Based Questions | Question-Answers On the basis of the extract, pick the opinion that is NOT TRUE about the theme of the poem. (a) A thing of beauty transcends time and doesn’t fade away. (b) Beauty doesn’t dispel darkness and is surrounded by evil. (c) A thing of beauty is not only physical but spiritual as well. (d) A beautiful thing has a therapeutic quality and brings in a ray of hope. [CBSE Question Bank 2021] Ans. (b) Beauty doesn’t dispel darkness and is surrounded by evil. Explanation: Only option (b) is not true of the theme of beauty as expressed in John Keats’ poem ‘A Thing of Beauty’. Hence, option (b) is the correct answer. Options (a), (c) and (d) are all true about the theme so they are incorrect. 2. Pick the statement that contradicts the idea as expressed by the poet: (a) People are beautiful not in looks but just in what they are. (b) Beautiful people have known suffering, struggle and loss. (c) We must think of all the beauty that is left around us and be happy. (d) We must dwell on the beauty in life and be inspired by it. [CBSE Question Bank 2021] Ans. (b) Beautiful people have known suffering, struggle and loss. Explanation: It can be inferred that only option (b) contradicts the idea of beauty as expressed by John Keats in his poem. Hence option (b) is the correct answer. Options (a), (c) and (d) are incorrect since they support Keats’ idea of beauty. 3. Choose the quote that best describes the poet’s attitude to beauty: (a) Life is full of beauty. Notice it. Notice the bumble bee, the small child, and the smiling faces. Smell the rain and feel the wind. Live your life to the fullest potential, and fight for your dreams. —Ashley Smith (b) The seeds of beauty are in humility. —Maxime Lagacé (c) Beauty is how you feel inside and it reflects in your eyes. It is not something physical. —Sophia Loren (d) Youth is happy because it has the capacity to see beauty. Anyone who keeps the ability to see beauty never grows old. —Franz Kafka Ans: (a) Life is full of beauty. Notice it. Notice the bumble bee, the small child, and the smiling faces. Smell the rain and feel the wind. Live your life to the fullest potential, and fight for your dreams. —Ashley Smith Explanation: All the quotes talk about beauty but only one talks about noticing it and living life. Hence, option (a) is the correct answer. Options (b), (c) and (d) do not come close to John Keats’ vision of beauty. So, they are not the correct answer. 4. Choose the ‘unhealthy and o’er-darkened ways’ from this list: (1) indulge in excess of eating and sleeping (2) discover a new business idea (3) make deals with corrupt people (4) help other people earn money (a) (1) and (3) (b) (1) and (4) (c) (2) and (4) (d) (3) and (4) Ans. (a) (1) and (3) Explanation: Keats’ ‘unhealthy and o’erdarkened ways’ could be inferred to apply to one’s own and others’ physical and financial health as well. This points to option (a) as the correct answer. Options (b), (c) and (d) are partially correct, and hence not the correct answer. 5. Choose the word that DOES NOT mean ‘despondence’: (a) Unhappy (b) Melancholy (c) Misery (d) Exuberance Ans: Exuberance. 6. Which poetic device is used in this line: ‘of the gloomy days,/ Of all the unhealthy and o'er-darkn'd ways’? (a) Internal rhyme (b) Transferred epithet (c) Oxymoron (d) Inversion Ans. (b) Transferred epithet Explanation: The adjective ‘gloomy’ and ‘unhealthy and o'er-darkn'd ways’ describe the human but the epithet has been transferred to the objects like 'days & Ways' here. The poetic device used here is transferred epithet. Hence, option (b) is the correct answer. 7. What purpose do ‘sweet dreams, health and quiet breathing’ have in our lives? (a) To help us understand the origin of beauty in life. (b) To help us see the beauty of nature and human life. (c) To help us tolerate the trials and tribulations of life. (d) To help us appreciate the true beauty of human life. Ans: (d) To help us appreciate the true beauty of human life. Extract-Based Questions 1. Read the extract given below and answer the questions that follow: A thing of beauty is a joy forever: Its loveliness increases, it will never Pass into nothingness; but still will keep A bower quiet for us, and a sleep Full of sweet dreams, and health, and quiet breathing. (A) Which poetic device is used in the first line: ‘A thing of beauty is a joy forever’? (a) Anaphora (b) Transferred epithet (c) Epigram (d) Metaphor Ans: (c) Epigram Explanation : Epigram: A short witty statement in verse or prose which may be complementary, satiric or aphoristic. Ex: A thing of beauty is a joy forever (B) Which of the following options describe ‘to pass into nothingness’ ? (a) To slip away (b) To survive (c) To become alive (d) To become extinct Ans: (d) To become extinct Explanation: ‘To pass into nothingness’ means to become extinct. Hence, option (d) is the correct answer. (C) Which poetic device is used in ‘but still will keep/A bower quiet for us’? (a) Anaphora (b) Transferred epithet (c) Epigram (d) Metaphor Ans: (d) Metaphor Explanation: Metaphor: A figure of speech in which one thing is described in terms of another. A comparison is usually implicit, whereas in simile it is explicit. For Example: A bower quiet for us (the clam and quiet of the bower is equated with the clam offered by beauty) … are we wreathing A flowery band to bind us to the earth, (beauty and beautiful things bind us to the earth) (d) According to the poet, it can be inferred that beauty can help us ................ (a) lead a healthy and wholesome life. (b) love each other and attain peace. (c) understand the human condition. (d) enjoy nature’s delightful bounty. Ans: (a) lead a healthy and wholesome life. 2. And such too is the grandeur of the dooms We have imagined for the mighty dead; All lovely tales that we have heard or read; An endless fountain of immortal drink, Pouring unto us from the heaven’s brink. (A) Which of the following does the ‘grandeur of the dooms’ refers to? (a) The stories told to commemorate the dead. (b) The forests grown to give shelter to people. (c) The fountains built in honour of beauty. (d) The monuments erected to honour the heroes. Ans: (a) The stories told to commemorate the dead. (B) Which poetic device is used in this line ‘We have imagined for the mighty dead’? (a) Oxymoron (b) Apostrophe (c) Assonance (d) Symbol Ans: (a) Oxymoron Explanation: The poetic device ‘oxymoron’ is used in the phrase ‘mighty dead’. It is a figure of speech which combines incongruous and apparently contradictory words and meanings for a special effect. Hence, option (a) is the correct answer. (C) Whose tales has the poet heard of or read? (a) The joy of beauty (b) The eternal fountain (c) The heroic dead (d) Gods and goddesses Ans: (c) The heroic dead Explanation: The poet praises the heroic dead for their deeds and for inspiring the living through the tales of their bravery. Therefore, option (c) is the correct answer. (D) Which of the following pours from the heavens according to the poet? (a) nector (b) Beauty (c) Streams (d) Grandeur Ans: (a) nector CBE Questions -Short Answer Type Questions: 1. Rationalize why Keats uses the metaphor ‘an endless fountain of immortal drink’ in his poem, A Thing of Beauty. [CBSE Term-2 SQP 2022] Ans. Things of beauty are just like the immortal drink of the gods that flow continuously and never die Just as the endless fountain of immortality is an elixir of life, similarly things of beauty are constant/ perennial in providing everlasting joy/ motivation/ bliss. 2. How is a thing of beauty a joy forever? [CBSE 2015, 12] Ans. The phrase ‘a thing of beauty is a joy forever’ means that a beautiful object-be it a natural or artificial is a source of joy for a person for a long time even if the original beauty fades or circumstances change. 3. What makes human beings love life in spite of troubles and sufferings? [CBSE 2015, 12, 10] Ans. It is beautiful things around us which make human beings love life in spite of troubles and sufferings. This sublimating effect of the bounty of nature keeps the spirit alive and full of love and life and keeps away the gloom caused by sufferings and troubles. 4. If you were given an opportunity to share your perception of beauty, what would you say? Explain. [CBSE Question Bank 2021] Ans. Beauty to me is simple and natural. Simple and natural beauty can be found in a kind heart, a sweet smile, a quiet moment and a generous attitude. In nature and in human beings, all the things which adhere to these two criteria can be considered as beautiful in my opinion. 5. ‘Beauty is best left undefined’. Support your position on this statement with your rationale, coupled with ideas in the poem. [CBSE Question Bank 2021] Ans. I agree that beauty is best left undefined. In defining beauty, something is lost. For example, the beauty of nature cannot be captured in words no matter how wonderful the words are. Similary, beauty of life in love, empathy, forgiveness cannot be put in words. These are feelings & emotions which can only be treasured and experienced by human beings. For the concept Video of this Poem , Click HERE Additional CBE Questions ( Short Questions) 1. What does a thing of beauty do for us? Or How do beautiful things help us to live a happy life? Ans : In the midst of despondency and disappointments in human life, beautiful things serve as a remedy, lifting the veil of gloom. They infuse life with joy, hope, and optimism, making it worth living despite tribulations and loss of faith. 2. What does Keats consider an endless fountain of immortal drink and why does he call its drink immortal? Ans : Keats views the joy offered by nature as an everlasting fountain that uplifts human spirits. The beauty of nature is a perpetual source of pleasure and delight, akin to an immortal heavenly drink that brings eternal happiness to the human mind. 3. How is a thing of beauty a joy for ever? Ans : According to John Keats, beauty is intransient. It never fades away, rather increases as time passes by. All the beautiful things have the ability to give everlasting pleasure and so are a joy forever. 4. What philosophy of life is highlighted in the poem? Ans : Keats often celebrates the beauty and transformative power of nature in his works. In "A Thing of Beauty,". He emphasizes that nature is a wondrous creation of God, and its presence has a healing and rejuvenating effect on humans. Nature's influence is described as "embalming" and "refreshing," suggesting that it has the ability to soothe our troubles and invigorate our spirits. According to Keats, nature provides more than just physical pleasure; it offers a heavenly and spiritual joy. Engaging with the natural world can elevate the human experience beyond the mundane and connect us to something larger and more profound. It's through this communion with nature that Keats finds a source of eternal joy and inspiration. By portraying nature as a source of solace and spiritual fulfillment, Keats encourages readers to seek solace and joy in the natural world. For him, nature's beauty and transformative qualities are a testament to the wonder and divinity of the world around us. 5. What makes human beings love life in spite of troubles and sufferings? Or What makes human beings love life in spite of all the troubles they face? Ans : It is beautiful things around us which make human beings love life in spite of troubles and sufferings. This sublimating effect of the bounty of nature keeps the spirit alive and full of love and life and keeps away the gloom caused by sufferings and troubles. 6. According to Keats, what spreads the pall of despondence over our dark spirits? How is it removed? Ans : In the face of hardships, suffering, and disappointments caused by our unhealthy habits, despondency and gloom can take over. However, beautiful things in life provide a reason to persevere. They dispel the gloom, offer hope, and bring eternal joy, making life worthwhile and meaningful. 7. Who are the ‘mighty dead’ that are remembered for centuries? Ans : In "A Thing of Beauty" by Keats, the 'mighty dead' refers to our ancestors and great heroes who accomplished glorious deeds in the past. Despite their physical passing, they remain larger than life due to their heroic actions, making them immortal in history. The poem emphasizes the enduring impact of beauty and greatness, which, like the legacy of these heroic figures, inspires and uplifts the human spirit through time. 8. In what context does Keats mention ‘immortal drink’? What is it? Ans : In the poem "A Thing of Beauty" by Keats, 'immortal drink' symbolizes heavenly nectar that grants eternal life. Keats likens the pleasure derived from a thing of beauty to this divine nectar, which brings everlasting happiness to the soul. The beauty's influence is so powerful that it elevates the human experience and connects it with the eternal. Recommended Extracts for Exam 1. (Lines 1-5) 2. (Lines 6-7) 3. (Lines 8-11) 4. Lines 20-24 Recommended Reading: A Roadside Stand Aunt Jennifer's Tiger

Literature Extract ( ERCs) Questions of Previous Years 2024-2022

This heart-warming poem celebrates compassion. When others ignore a frail woman, one boy guides her safely across the road, reminding us that every act of kindness enriches life and humanity. Somebody's Grandmother Crossing the Road Summary: The poem Somebody’s Mother  is a touching story about compassion and empathy. On a cold winter evening, an old, frail woman stood at the roadside, hesitant to cross the busy street filled with rushing children and careless passersby. She looked poor, weak, and scared, knowing she might stumble or fall if she attempted to cross alone. Nobody came forward to help her, as people were concerned only with themselves. At that moment, a young schoolboy noticed her plight. Unlike others, he did not ignore her. He gently took her hand and carefully guided her across the slippery road. After ensuring her safety, he left quickly to rejoin his friends. The woman, deeply moved, prayed for God’s blessings upon the boy, asking that someone equally kind might one day help his own mother in her time of need. The poem concludes with the idea that kindness, no matter how small, creates ripples of goodness in the world. By helping “somebody’s mother,” the boy revealed his sensitivity, empathy, and respect for elders. The poem emphasizes how selfless acts of kindness not only bring comfort to those in need but also return as blessings and goodwill to the doer. Theme : The central theme of Somebody’s Mother  is compassion and empathy . The poet highlights the value of selfless kindness through the boy’s simple yet profound act of helping an old woman. The poem shows how respecting and caring for others, especially the weak and helpless, reflects true humanity. It also suggests that kindness circles back as blessings — by helping “somebody’s mother,” the boy ensured prayers for his own mother’s well-being. Thus, the poem teaches that every small deed of goodness strengthens the bond of human love and creates a more caring world. Word-Meanings Word Meaning (Easy English) Sentence (Usage) Ragged Torn, old, and in bad condition The beggar wore a ragged  coat that kept him warm. Grey Having white or silver colour due to age Her hair had turned grey  with years of wisdom. Bent Curved or stooped due to weakness The old man was bent  with age as he walked slowly. Chill Coldness, especially uncomfortable The chill  of winter made everyone wear warm clothes. Aged Very old The aged  woman found it hard to walk quickly. Slow Not fast; taking more time He was very slow  in completing his homework. Throng A large crowd of people A throng  of fans gathered to see the actor. Timid Shy, nervous, or afraid The timid  child hid behind her mother. Trembling Shaking because of fear, weakness, or cold His hands were trembling  before giving the speech. Proud Feeling pleasure or satisfaction She was proud  of her daughter’s achievement. Firm Strong and steady He gave me a firm  handshake of confidence. Strong Having physical power or ability The bridge was strong  enough to carry heavy vehicles. Content Satisfied and happy The monk lived a simple life, feeling content  with little. Noble Having high moral qualities Helping the poor is a noble  act of kindness. Prayer Words spoken to God to ask for help/bless The child whispered a prayer  for his sick mother. Interactive Word-Matching Exercises Hindi Translation of the Poem Original Lines (English) Easy Hindi Translation The woman was old and ragged and gray, वह औरत बूढ़ी, फटे-पुराने कपड़ों में और सफ़ेद बालों वाली थी। And bent with the chill of the winter’s day; और ठंडी सर्दियों के दिन में ठिठुर कर झुकी हुई थी। The street was wet with a recent snow, सड़क पर हाल ही में गिरी बर्फ़ से नमी थी। And the woman’s feet were aged and slow. और उस औरत के पैर बूढ़े होने के कारण बहुत धीमे थे। She stood at the crossing and waited long, वह सड़क पार करने की जगह पर खड़ी रही और काफी देर इंतज़ार करती रही। Alone, uncared for, amid the throng भीड़ के बीच अकेली और उपेक्षित थी। Of human beings who passed her by, लोग वहाँ से गुज़रते रहे, Nor heeded the glance of her anxious eye. पर किसी ने उसकी चिंतित नज़रों पर ध्यान नहीं दिया। Down the street with laughter and shout, सड़क पर हँसी-खुशी और चिल्लाहट थी, Glad in the freedom of “school let out”; बच्चे “स्कूल खत्म होने” की आज़ादी से खुश थे। Came the boys like a flock of sheep, लड़के झुंड में भेड़ों की तरह आ रहे थे। Hailing the snow piled white and deep. वे गहरी और सफ़ेद बर्फ़ देखकर खुशी मना रहे थे। Past the woman so old and gray, वे उस बूढ़ी औरत के पास से गुज़र गए, Hastened the children on their way. बच्चे जल्दी-जल्दी अपनी राह चले गए। Nor offered a helping hand to her— किसी ने भी उसकी मदद के लिए हाथ नहीं बढ़ाया— So meek, so timid, afraid to stir, वह इतनी शांत, डरी हुई और हिलने से घबराई हुई थी। Lest her trembling feet step wrong; डर था कि उसके काँपते पैर कहीं ग़लत कदम न रख दें; Give way beneath the crowd so strong. और मज़बूत भीड़ में वह गिर न जाए। At last came one of the merry troop, अंततः उस मस्ती से भरे दल में से एक लड़का आया, The gayest laddie of all the group; जो पूरे समूह का सबसे खुशमिजाज लड़का था; He paused beside her and whispered low, वह उसके पास रुका और धीरे से बोला, “I’ll help you across, if you wish to go.” “अगर आप जाना चाहें तो मैं आपको सड़क पार करा दूँगा।” Her aged hand on his strong young arm उसका बूढ़ा हाथ उस लड़के की मज़बूत बाँह पर रखा गया, She placed, and so, without hurt or harm, और इस तरह, बिना चोट खाए या गिरे, He guided the trembling feet along, उसने उसके काँपते पैरों को आगे बढ़ाया, Proud that his own were firm and strong. और गर्व महसूस किया कि उसके अपने पैर मज़बूत और स्थिर हैं। Then back again to his friends he went, फिर वह अपने दोस्तों के पास लौट गया, His young heart happy and well content. उसका युवा दिल खुशी और संतोष से भर गया। She’s somebody’s mother, boys, you know, “वह किसी की माँ है, दोस्तों, यह जान लो, For all she’s aged, and poor and slow. चाहे वह बूढ़ी, ग़रीब और धीमी हो।” And somebody’s mother bowed low her head और किसी की माँ ने अपना सिर झुका लिया In her home that night, and the prayer she said: उस रात अपने घर में, और उसने यह प्रार्थना की: “God, be kind to that noble boy, “हे भगवान, उस महान लड़के पर कृपा करना, Who is somebody’s son, and pride and joy.” जो किसी का बेटा है और गर्व और आनंद का कारण है।”

Lesson Architecture Theme Stanza-Wise Explanation Literary Devices NCERT Solution CBE-Based Extract Questions: Short Questions from CBSE Board Exams Extra Short Questions: MCQ TEST Chapter-wise Board Exam Questions: English Core | Class XII | PYQs ( englishwithadifference.com ) Recommended Reading My Mother at Sixty Six by Kamala Das (englishwithadifference.com) A Thing of Beauty , CBE & NCERT Questions , Poem Explanation | Board Exam 2024 (englishwithadifference.com) Kindly subscribe to the Channel with a CLICK HERE. NCERT Official Live Discussion on Keeping Quiet by Pablo Neruda Theme: The poem highlights the need for quiet introspection and mutual human understanding. The poem stresses on building a peaceful and harmonious world. The poem also appeals for fostering the spirit of brotherhood among the people of the world. The poem appeals us to stop waging war against indiscriminate exploitation of Mother Earth for vested interests. The poem shows concern on isolation of human beings resulting out of their selfishness. The poem strongly condemns nuclear and chemical wars and victory with human surviv ors. Buy Our Important Books for Board Exams 2025 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 Stanza-Wise Explanation | Word-Meanings (Lines 1-6) Now we will count to twelve and we will all keep still . For once on the face of the Earth let’s not speak in any language, let’s stop for one second, and not move our arms so much. Vocabulary: Keep Still : Keep Quiet. face of the Earth Everywhere in the world. Paraphrase: The poet wants us to keep quiet after a count-down of 12. He does not want us to move our arms very much. The poet wants us not to move our arms so much because physical activity will divert us from being silent. Not moving our arms also suggests stopping the use of all kinds of weapons. The literary device ‘pun’ is used here while talking about arms. Literary Device Symbolism   "Twelve" symbolizes time, completeness, and unity. Alliteration "we will" (repetition of ‘w’ sound). Repetition  Let’s" is repeated to emphasize unity and collective action. Metaphor – "Face of the Earth" (Lines 7-10) | Word -Meanings It would be an exotic moment without rush , without engines, we would all be together in a sudden strangeness . exotic moment Moment of peace and quietness. without rush: Without any mechanical life style. sudden strangeness : Blissful experience of universal spirit in human beings. Paraphrase When People all over the world irrespective of their religions, languages and nationalities will remain quiet for a while, they will experience moment of peace and quietness. On that day human beings would not go to work and no industry/factory/vehicles will work on that day, which is indicated by the word ‘engines’. They will undergo blissful experience of universal spirit, which is present in all human beings. The poet means to say that only when we shall introspect in silence, we shall feel the need for fostering universal brotherhood with one another. Literary Device Alliteration   – "sudden strangeness" (repetition of ‘s’ sound) . Imagery – The poet creates a visual of a quiet world, free from rush and noise. ( without rush, without engines.) (Lines 11-14) | Word Meanings Fishermen in the cold sea would not harm whales and the man gathering salt would look at his hurt hands . harm whales – No person would be harming any other living being. hurt hands : injuries and the damage salt-gathering man causes to his hands. Paraphrase: The poet means to say that fishermen on that day would not cause any damage to whales in the sea. Here the poet is urging everyone not to harm the animals. Here he cites an example of whales, which are being hunted for the purpose of food or trade. The man gathering salt would also introspect that in the process of salt gathering, he has caused injuries to his hands. Metaphorically, it means that in the mad rush for human beings to attain material things, they have caused damage to their health. (Lines 15-21) | Word-Meanings Those who prepare green wars , wars with gas, wars with fire , victory with no survivors , would put on clean clothes and walk about with their brothers in the shade, doing nothing. green wars : Green wars refers to war against nature. wars with gas, wars with fire : War with chemical and nuclear weapons. victory with no survivors : Victory in war but at the cost of precious human lives. clean clothes: Here fostering universal brotherhood as a result of introspection. Literary Device: Symbolism – " Fishermen" represent human greed; "salt gatherer" represents the suffering of labourers. Imagery  Creates a vivid picture of nature and human hardship. Metaphor  – "Green wars" for environmental destruction. Iro ny – "Victory with no survivors" (what’s the point of winning if no one remains?). Alliteration  – "wars with" (repetition of ‘w’ sound). Paraphrase I n these lines the poet has become optimistic or hopeful while imagining a situation when even those who wage war against nature indicated by ‘green wars’ and those who indulge in war with chemical and nuclear weapons of mass destruction will also foster the spirit of brotherhood. They will give up the spirit of animosity for fellow human beings. They would develop brotherly feeling with others and live amicably in peace and harmony. (Lines 22-25) What I want should not be confused with total inactivity . Life is what it is about; I want no truck with death Vocabulary: . total inactivity : suspension of all activities. no truck with death : death-like silence. Literary Device Symbolism – "Total inactivity" symbolizes lifelessness, which the poet rejects. Paraphrase The poet means to say that what he wants is not suspension of all activities during the process of remaining silent. We should introspect by being silent so that we are able to understand why there is so much misunderstanding among human beings. To bring all activities to a halt is only to facilitate introspection and not to bring life to a standstill. Life is an on-going process and humanity should move on. LINES 26-32 If we were not so single-minded about keeping our lives moving, and for once could do nothing, perhaps a huge silence might interrupt this sadness of never understanding ourselves and of threatening ourselves with death. single-minded : Men are focused, determined about his own progress. I nterrupt: s top Literary Device Symbolism  – "Total inactivity" symbolizes lifelessness, which the poet rejects. Personification  – "Silence might interrupt sadness" (silence is given human qualities). Paraphrase The poet means to say that as human beings are so determined about his own progress in life by owning more and more things, they have become mechanical and have no time to introspect. Hence they need to introspect by being silent so that they would certainly know why there was so much conflict and violence in the world. The race for more arms and ammunition and the desire to overpower and dominate over more and more areas and countries is what has threatened mankind with death. LINE 33-37 | Word-Meanings Perhaps the Earth can teach us as when everything seems dead and later proves to be alive. Now I’ll count up to twelve and you keep quiet and I will go. Earth can teach us: The earth teaches us how new life springs from dead remains. Literary Device Personification – "Earth can teach us" (Earth is given wisdom). Symbolism  Winter symbolizes death, and spring represents rebirth. Paraphrase: The seeds that lie dormant throughout winter germinate or come to life with the arrival of spring. It appears as if nature is vibrant and throbbing with life. Therefore, the poet is optimistic about the outcome of introspection. Like the earth throbs with life when the spring comes, likewise man gets new direction in life-the direction of being peaceful, empathetic and forgiving as an outcome of introspection. Literary Devices Literary Devices NCERT Solution Think It Out ( Page 96) 1. What will counting upto twelve and keeping still help us achieve? Ans: The poet exhorts us to count upto twelve and keep quiet so as to feel exotic moment. Counting will help us to be prepared for introspection. We shall establish a communion at spiritual level with humanity at large. Introspection will help us to ward off any kind of misunderstanding with people belonging to other nations. 2. Do you think the poet advocates total inactivity and death? Ans: No, the poet means to say that there should not be any suspension of activities during the process of remaining silent. To bring all activities to a halt is only to facilitate introspection and not to bring life to a standstill. Life is an on-going process and humanity should move on. 3. What is the 'sadness' that the poet refers to in the poem? Ans: The 'sadness' refers to the fact that human beings do not understand one another. The race for more arms and ammunition and the desire to overpower and dominate over more and more areas and countries is what has threatened mankind with death. 4. What symbol from Nature does the poet invoke to say that there can be life under apparent stillness? Ans: The poet draws the symbol of the Earth to explain that there can be life under apparent stillness. The earth teaches us how new life springs from dead remains. The seeds that lie dormant throughout winter germinate or come to life with the arrival of spring. It appears as if nature is vibrant and throbbing with life. Therefore, the poet is optimistic about the outcome of introspection. CBQ-Based Extract Questions: 1. Read the given extracts to attempt the questions with reference to context (1) What I want should not be confused with total inactivity Life is what it is about; I want no truck with death. If we were not so single-minded about keeping our lives moving– and for once could do nothing Perhaps a huge silence might interrupt this sadness of never understanding ourselves and of threatening ourselves with death. (A) The poet’s intention in the first line is to: (a) give warning to the readers. (b) give right direction to the readers. (c) give choice to the readers. (d) give a clarification to the readers. (B) Select the option that best explains the stand of the poet in the expression: ‘‘I want no truck with death’’. (a) He advises people to escape death. (b) He asserts that death is inevitable. (c) He assures that he does not advocate death. (d) He expresses his desire not to die. (C) Select the option that aptly describes the tone of the poet in the expression: ‘‘If we were not so single minded’’. (a) Regretful (b) Critical (c) Encouraging (d) Friendly (D) According to the poet who is to blame for the condition of threatening ourselves with death? (a) Stressful life (b) Keeping quiet (c) Lack of understanding (d) State of confusion (E) The tone of the poet in the expression ‘‘perhaps a huge silence might interrupt this sadness’’ is: (a) unsure yet optimistic. (b) sure and confident. (c) poetic & melodramatic. (d) hopeful but not confident. (F) “What I want should not be confused with total inactivity.” Choose the option that draws the most accurate parallel. keeping quiet: total inactivity = ______ : ______ a) reflection and death b) silence and chaos c) stagnation and introspection d) mindfulness and fear 2. If we were not so single-minded about keeping our lives moving, and for once could do nothing, perhaps a huge silence might interrupt this sadness of never understanding ourselves and of threatening ourselves with death. (A) What do you think is the mood of the poet in the above extract? a) gloomy, cynical b) reflective, inspired c) introspective, aware d) critical, demotivated (B) Pick the option that DOES NOT complete the given sentence suitably, as per the extract. Threatening ourselves with death __________ a) feeds on the fear of death. b) challenges finiteness of life. c) keeps us rushing through life. (C) What might the “huge silence” signify? a) melancholy b) understanding c) discomfort d) flexibility (D) Which of the following can be inferred to lead to ‘threatening ourselves with death’? (a) Constantly being silent (b) Constantly rushing about (c) Constantly being sad (d) Constantly doing nothing (E) According to the poet, it can be inferred that silence can help humans .................... (a) understand the earth. (b) understand each other. (c) understand themselves. (d) understand stillness. 3. For once on the face of the Earth let’s not speak in any language, let’s stop for one second, and not move our arms so much. It would be an exotic moment without rush, without engines, we would all be together in a sudden strangeness. (CBSE Question Bank 2021) (i) The poet uses the word ‘let’s’ to (a) initiate a conversation between the poet and the readers. (b) invite readers as part of the poem’s larger call to humanity. (c) welcome readers into the world of the poem and its subject. (d) address readers as fellow members of the human race. (ii) Margaret Atwood said, “Language divides us into fragments, I wanted to be whole.” Choose the option that correctly comments on the relationship between Margaret Atwood’s words and the line from the above extract – “let’s not speak in any language”. (a) Atwood endorses Neruda’s call to not speak in any language. (b) Atwood justifies Neruda’s request to not engage in any speaking. (c) Atwood undermines Neruda’s intent to stop and not speak in any language. (d) Atwood surrenders to Neruda’s desire for silence and not speak in any language. (iii) Why do you think the poet employs words like “exotic” and “strangeness”? (a) To highlight the importance of everyone being together suddenly for once. (b) To emphasise the frentic activity and chaos that usually envelops human life. (c) To indicate the unfamiliarity of a sudden moment without rush or without engine. (d) To direct us towards keeping quiet and how we would all be together in that silence. 4. “ What I want should not be confused with total inactivity. Life is what it is about; I want no truck with death.” (i) About which confusion the poet is referring to here? (a) Keeping still means total inactivity. (b) Introspect for sometime while being active. (c) Stillness and keeping quiet for some time does not mean end of everything. (d) All of the above (ii) What is life about according to the poet? (a) Living it gainfully (b) Living a hectic life with no time for anything else (c) Multiple activities to earn as much money as possible (d) Gainfully occupied with time to analyse and introspect ( i ii) Choose the book title that perfectly describes the purpose of the given lines. (a) Silence: The Power of Quiet in the world full of Noise by Thick Nhat Han. (b) Of chaos and clarity by Rubu Yari (c) Awareness, Clarity, Power by Jill’s McDonald (d) The confusion by Neal Stephenson (iv) Explain: ‘No truck with death’. (a) Inactivity mean death (b) No association with death as life is to be lived fully (c) Stillness and inactivity for few minutes in different from death (d) Both (b) and (c) 5. Now we will count to twelve [All India 2016] and we will all keep still. For once on the face of the Earth let’s not speak in any language, let’s stop for one second, and not move our arms so much. Answer the following. (a) What does the poet urge humanity to do? Ans: The poet urges humanity to remain silent for the duration of twelve counts. (b) Why does the poet want us not to speak any language? Ans: The poet wants us not to speak any language as during the introspection, we shall all reflect on the universal language of love and brotherhood. (c) Why should we not move our arms so much? Ans: We should not move our arms so much so as to be able to focus on the task of introspection. (d) What will ‘counting up to twelve and keeping still’ help us to achieve? Ans: Counting up to twelve and keeping still will help us to realize the real im pact of our selfish actions on each other and, finally, on the entire humanity. 6. It would be an exotic moment without rush, without engines, we would all be together in a sudden strangeness. 7. Those who prepare green wars, wars with gas, wars with fire, victory with no survivors, would put on clean clothes and walk about with their brothers… 8. ...perhaps a huge silence [Foreign 2016] might interrupt this sadness of never understanding ourselves and of threatening ourselves with death. 9. Perhaps the Earth can teach us as when everything seems dead and later proves to be alive. Now I’ll count up to twelve and you keep quiet and I will go. Short Questions from CBSE Board Exams Q1. In a world that is constantly running after ‘more’ chasing the next new thing, would it be fair to think of Neruda’s call as merely a fanciful idea? [CBSE Question Bank 2021] Ans. I think that especially in a world that is constantly running after more, Neruda’s idea would resonate with the people. Silence and stillness are therapeutic for the chaos that plagues modern life. Q2. The world has become a global village, and people across boundaries, nationalities and communities are now connected to one another. With the advancement of technology, and the advent of social media, do you think that the task of keeping quiet, as envisaged by Neruda, has become easier or more complicated? Justify your stance. [CBSE Question Bank 2021] Ans. It is precisely because we are more connected than ever before that the task of keeping quiet has become more complicated. Earlier, it was possible to divide day and night activities but now everything is on for twenty-four hours. Whether that is the media or the internet. Keeping quiet is more necessary but also more difficult at this time. Q3. How is the earth a source of life when all seems dead on it? [CBSE 2017, 15] Ans. The earth teaches us how new life springs from dead remains. Like the earth throbs with life when the spring comes, likewise man gets new direction in life-the direction of being peaceful, empathetic and forgiving as an outcome of introspection. Q4. What is the sadness that the poet Pablo Neruda refers to in the poem ‘Keeping Quiet’? (CBSE 2014) The 'sadness' that the poet refers to is the race for more arms and ammunition and the desire to overpower and dominate over more and more areas and countries which has threatened mankind with death. Man has developed misunderstanding owing to his selfish objectives. Extra Short Questions: Q1. Which symbol from nature does the poet invoke that there can be life under apparent stillness? Ans : The poet uses ‘Earth’ as a symbol to invoke that there can be life after apparent stillness. The Earth seems ‘still’ from outside but is alive and vibrant deep within. Similarly, our silence can help us to maintain a harmonious life on Earth and stop destruction. Q2. How will keeping quiet protect our environment? Ans : Keeping quiet refers to stopping all activities for a moment and introspect. This will help us to analyse the kind of deeds we are doing for our selfish purpose but which harm nature. This moment will make us understand the fact that harmony with nature is very essential for the survival of mankind. Q3. What will possibly be the effect of ‘keeping quiet’? Ans : Keeping quiet will result in a mutual understanding among all human beings and understanding ourselves. We will be able to understand the fact that the balance between nature and human beings is essential for our existence on the Earth. Q4. Which is the exotic moment that the poet refers to in ‘Keeping Quiet’? Ans : The poet refers to the exotic moment when everyone would be silent and still and there would be no noise or mad race. It will evoke an environment of peace and quietness with no conflicts, quarrels, agreements or wars. This moment will bring a sense of togetherness among all human beings. Q5. Which images in the poem ‘Keeping Quiet’ show that the poet condemns violence? Ans : Pablo Naruda gives the images of ‘green war’, ‘war with gas’ and ‘wars with fire’ and then associates these wars with ‘victory with no survivors’. This is to emphasize the fact that wars will bring an end to the entire human race. This shows that he condemns violence. Q6. What are the different types of wars mentioned in the poem? What is Neruda’s attitude towards them? Ans : Pablo Neruda has mentioned ‘green wars’, ‘wars with fire’ and ‘wars with gas’. The poet does not appreciate the concept of war. He condemns it by saying that these wars will result in victory with no survivors. So instead of these wars and conflicts we must develop the concept of mutual understanding and co-existence. Q7. How can suspension of activities help? Ans : The suspension of activities will help us to introspect. It will provide an insight into the mad rush and selfish actions we indulge in. When we all are able to ponder and analyse our own actions and attitude, we will develop mutual understanding and realise the importance of co-existence. Q8. Do you think the poet advocates total inactivity and death? Why/Why not? Ans : The poet does not advocate ‘total inactivity’ because he has a firm belief in life. He wants everyone to live a complete life, full of peace and contentment. He wants everyone to take a break from the hectic schedule and introspect for a while to improve the quality of life. Q9. What will be the ultimate end of man if the present scenario of wars and conflicts continues? Ans :If the present scenario of war and destruction continues, it will lead to total destruction of the humanity. We all will perish and nobody will be left to celebrate the victory. MCQ TEST Please Click here to attempt MCQ Test Recommended Reading Journey To the End of the Earth |CBE Questions | NCERT Solution | Text Translation | Concept Videos (englishwithadifference.com) Lost Spring | | CBE-Based Questions | NCERT Solution |Board Exam 2024 (englishwithadifference.com)

The art of narrating the words of a speaker is Narration. There are two ways in which a speaker can express his ideas and statements 1. The Direct Speech 2. The Indirect Speech or Reported Speech The speech in which the actual words of the speaker is given is known as ‘ The Direct Speech’ e.g. The teacher said, ‘Study sincerely and be present in the school.’ ( Direct Speech) The speech in which the substance of the speaker’s speech is given is known as The Indirect Speech/ Reported Speech. e.g. The teacher advised us to study sincerely and be present in the school. ( Indirect Speech) There are three parts of a Direct Speech a) The speaker is known as ‘ Reporter’ b) The verb initiating the speech of the speaker is known as ‘The Reporting Verb’ c) The words of speaker which are reported are known as ‘ The Reported Speech’ e.g Ram said, ‘I don’t know who he is. ‘ Ram: Reporter Said: Reporting Verb ‘I don’t know who he is’’: reported speech. Note: a) The reporting verb and the reported speech are separated by a ‘comma’ b) Reported Speech always begins with Capital letter. c) The reported Speech is always enclosed in inverted (“………..”) commas. d) Any tense can be used in the Reported Speech. e) The Reported speech may consist of following types of sentences ASSERTIVE INTERROGATIVE IMPERATIVE EXCLAMATORY. a) If the reporting verb is in present tense or future tense, there will be no change of tense of direct speech. e.g. He says, “ I am not feeling well.’’ Ans: He says that he is not feeling well No change of tense e.g. She will say, ‘My father is a doctor.’ Ans: She will say that my father is a doctor. b) If the Direct Speech contains Universal Truth, characteristics, habitual action, then there is no change of tense of direct speech in converting to reported speech. e.g. The teacher said, ‘’New Delhi is the capital of India.’’ (No Change of Tense) The teacher said that New Delhi is the capital of India. (Universal Truth) e.g. My friend said, ‘’ I get up every day at 6 in the morning. ( No Change of Tense) My friend said that he gets up every day at 6 in the morning. (Habitual Action) e.g. My brother said, ‘’ My watch keeps right time.’’ ( No Change of tense ) My brother said that his watch keeps right time. (Characteristics) c) In assertive and negative sentences, the reporting verb ‘said ’ is converted into ‘told’ if said is followed by an object. e.g. He said to me , ‘ I was watching a movie last night.’ (Said is followed by object ‘me’ ) He told me that he had been watching a movie the previous night. How to Convert Direct Speech into Indirect Speech in Interrogative Sentences? a) If the interrogative sentence starts with ‘ Do/Does/Did/Have/Has/Was/Were/am/Is/Are’ the answer of which is either ‘yes’ or ‘no’, then we use ‘if’ to connect reporting verb with reported speech. e.g. The teacher asked, Did you have your breakfast?’’ The teacher asked if I had my breakfast. The teacher asked, ‘Have you done your homework?’ The teacher asked if I had done my homework. b) If an interrogative sentence starts with ‘ Why/How/When/Where/ Which etc the answer of which is neither ‘yes’ nor ‘no’, then we should use the same interrogative word in reported speech to connect with reporting verb. e.g. The teacher asked him, ‘ How old are you?’ The teacher asked him how old he was. e.g.The teacher asked me, ‘When did you come?’ The teacher asked me when I had come. c) In converting interrogative sentence in reported speech, always remember to use the order ‘ subject + verb+ object’. In other words, the sentence should have assertive structure reported speech. e.g. The teacher asked ‘ What time do you sleep? The teacher asked what time I slept. (not ‘what time did I sleep’) How to Convert Direct Speech into Indirect Speech in Imperative Sentences? a) If the imperative sentence in direct speech refers to some suggestions/proposals, then reporting verb is changed into ‘suggested’ or ‘ proposed’ and in reported speech ‘…… should’ is introduced. e.g. My friend said to me, ‘ Let us go to the theatre this evening.’ My friend suggested/proposed to me that we should to the theatre that evening. b) When the word ‘let’ in direct speech does not express any suggestions or proposals, then we should write ‘ might’ / might be allowed in reported speech instead of ‘..should’ e.g. My friend said to me, ‘ Let me do this work.’ My friend wished that he might do that work/ he might be allowed to do that work. c) Reporting verb is also changed into ‘advise’, ‘order’, ‘request’ , ‘warn’ etc according to the context in the direct speech. e.g The teacher said to us, ‘ Always bring textbook in the class.’ The teachers advised/instructed us to always bring textbook in the class. e.g. The master said to the servant, ‘ Post the letter.’ The master ordered the servant to post the letter. How to Convert Direct Speech into Indirect Speech in Exclamatory Sentences? a) Reporting verb is changed into ‘wished’, exclaimed, prayed, applauded, exclaimed with joy, exclaimed with sorrow etc. e.g. He said to me , ‘May you live long.’ He wished that I might live long. Mother said to me, May God bless you.’ Mother prayed that God might bless me. He said to me, ‘Good morning.’ He wished me good morning. The boy said, ‘What a joy! We have won the game.’ The boy exclaimed with joy that they had won the game. I said to him, ‘What a fool you are.’ I exclaimed that he was a great fool. The commander said to the soldiers, ‘Bravo! You fought bravely.’’ The commander applauded the soldiers saying that they had fought bravely. Recommended Reading: Reported Speech Worksheet Note: To solve Exercise Questions based on Reported Speech, Click Here .