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A quirky glimpse into a stone garden where beauty hides beneath your feet and humour blooms between the rocks. Lesson At- A-Glance Theme in English Theme in Hindi Summary In English Summary In Hindi Text of the Poem Word-Meanings Text with Paraphrase Theme in English The central theme of “A Concrete Example”  is the contrast between human perception and appreciation of beauty , especially in nature. The poet humorously depicts how people can be passionate about their creations, no matter how peculiar they seem to others. Mrs. Jones, the poet’s neighbour, takes great pride in her stone-filled garden, where tiny, almost invisible plants grow between rocks. Her intense admiration for the garden reflects how personal taste can differ widely. The poem subtly explores themes of subjective beauty , individual eccentricity , and the ironic disconnect  between the observer and the creator. While the speaker finds the garden strange and the plants insignificant, Mrs. Jones sees it as a source of joy and pride. The poem ends with a gentle punchline when the speaker asks about a beautiful flower, only to be told he is unknowingly standing on it. This highlights how people often overlook delicate beauty underfoot while seeking something grander. Through light-hearted irony and gentle humour, the poem encourages readers to reconsider how they value and observe beauty in their surroundings. Theme in Hindi “A Concrete Example”  कविता का मुख्य विषय है सौंदर्य की व्यक्तिगत परिभाषा और दृष्टिकोण । कवि अपनी पड़ोसन श्रीमती जोन्स की बगिया का चित्रण करते हैं, जो पत्थरों से भरी हुई है। यह बगिया पारंपरिक फूलों वाली नहीं, बल्कि विचित्र पत्थरों, झील, और एक सन्डायल से सजी है। श्रीमती जोन्स उसमें बेहद छोटे-छोटे पौधे लगाती हैं जिन्हें शायद सुई से लगाया गया हो, क्योंकि वे इतने सूक्ष्म हैं। कवि को यह सब अजीब लगता है, लेकिन श्रीमती जोन्स को अपनी बगिया पर गर्व है। यह कविता दर्शाती है कि किस प्रकार सौंदर्य का अनुभव प्रत्येक व्यक्ति के लिए अलग हो सकता है। जब कवि उस बगिया में एक फूल के बारे में पूछते हैं, तो श्रीमती जोन्स बताती हैं कि वह फूल उनके पैरों के नीचे है, जिससे यह स्पष्ट होता है कि हम अक्सर सूक्ष्म सुंदरता को अनदेखा कर देते हैं। कविता हल्के-फुल्के व्यंग्य और हास्य के माध्यम से हमें यह सिखाती है कि कभी-कभी जो चीज़ हमें सामान्य लगती है, वह किसी और के लिए बेहद खास हो सकती है। Summary in English The poem humorously narrates the speaker's observation of his neighbour, Mrs. Jones, who has an unusual garden made mostly of stones. Instead of colourful flowers, her garden features: A winding stone path A lily pond A rockery (stone arrangement) A sundial with a curious device Between these stones, Mrs. Jones plants tiny, delicate plants that are barely visible. The speaker is amused and puzzled by how she manages to plant them—perhaps using a pin. One day, Mrs. Jones invites the speaker to admire her garden. They spend fifteen minutes discussing a flower, which the speaker eagerly looks for. When he asks where the flower is, Mrs. Jones amusingly replies that he is standing on it. The poem ends on a witty note, showing how we often overlook subtle beauty while searching for something obvious. Through light humour and irony, the poem highlights: Individual taste in beauty Eccentricity and personal passion How beauty can be found in unexpected places Summary in Hindi यह कविता कवि की पड़ोसन श्रीमती जोन्स  और उनके असामान्य पत्थर वाले बगीचे के बारे में है। उनके बगीचे में रंग-बिरंगे फूलों की बजाय शामिल हैं: एक टेढ़ी-मेढ़ी पत्थरों की पगडंडी एक लिली तालाब एक रॉक गार्डन (पत्थरों का सजावटी ढांचा) एक सन्डायल (धूपघड़ी) जिसमें एक अजीब-सा उपकरण जुड़ा है वह पत्थरों के बीच बहुत ही छोटे और नाजुक पौधे लगाती हैं, जिन्हें देख पाना भी मुश्किल है। कवि को आश्चर्य होता है कि इतने छोटे पौधों को वह कैसे लगाती हैं—शायद सुई से। एक दिन श्रीमती जोन्स कवि को अपना बगीचा दिखाने बुलाती हैं। वे दोनों लगभग पंद्रह मिनट (quarter of an hour)  एक फूल के बारे में बात करते हैं। जब कवि पूछते हैं कि वह सुंदर फूल कहां है, तो श्रीमती जोन्स कहती हैं—"आप उसी पर खड़े हैं।" कविता हास्य और व्यंग्य के साथ यह दर्शाती है: सौंदर्य की व्यक्तिगत समझ किसी की अनोखी पसंद और जुनून सूक्ष्म सुंदरता को अक्सर लोग नज़रअंदाज़ कर देते हैं Text of the Poem Word Meanings Word Meaning Example Sentence Concrete Real or physical; not abstract Mrs. Jones’s garden is a concrete example of her creativity with rocks and plants. Device A decorative or functional object or mechanism The sundial with a strange device intrigued the poet. Delicate Fragile or very fine and subtle She plants delicate flowers between the heavy stones. Rockery A garden feature made with rocks and small plants The rockery in Mrs. Jones's yard was full of tiny plants and stones. Lily Pond A small water body designed for growing water lilies There is a lily pond at the centre of her stone garden. Strange Unusual or unexpected The sundial had a strange device that caught everyone’s attention. Quarter of an hour A time period of fifteen minutes They discussed a tiny flower for a quarter of an hour. Admiration A feeling of respect or wonder Mrs. Jones looked at her garden with quiet admiration. Whimsical Playfully unusual or quaint The poem has a whimsical tone that lightly mocks human behaviour. Eccentricity Unusual or quirky behaviour Her love for stone gardens shows her eccentricity in aesthetic taste. Text with Paraphrase Original Line Easy English Meaning My next-door neighbour, Mrs. Jones, My neighbour who lives next to me is Mrs. Jones. has got a garden full of stones: She has a garden that is filled with stones. A crazy path, a lily pond, There is a winding path and a pond with lilies. a rockery and, just beyond There’s a rock garden, and a little further, A sundial with a strange device, A sun clock with a strange-looking part, which Mrs. Jones thinks rather nice. Mrs. Jones thinks it looks very nice. My next-door neighbour, Mrs. Jones, My neighbour, Mrs. Jones, puts little plants between the stones She plants tiny plants between the rocks. They are so delicate and small, The plants are very tiny and soft. they don’t mean anything at all. They seem unimportant to me. I can’t think how she gets them in, I don’t understand how she plants them, unless she plants them with a pin. Maybe she uses a pin to put them in the ground. My next-door neighbour, Mrs. Jones, My neighbour, Mrs. Jones, once asked me round to see her stones. One day, she invited me to see her stone garden. We stood and talked about a flower We stood together and talked about a flower. for quite a quarter of an hour. We talked for about fifteen minutes. “Where is this lovely thing?” I cried. I asked loudly, “Where is this beautiful flower?” “You’re standing on it,” she replied. She replied, “You are standing on the flower!” NCERT Solution ( Page 19) Let Us Think & Reflect ( Page 20-21) To be Updated shortly. Keep Visiting our site. ❤❤❤❤❤

"When wit sows seeds of laughter, even the proudest hearts learn to bloom – discover how Tenali Rama’s cleverness mended a royal quarrel in 'The Wit that Won Hearts'. Theme The story highlights how intelligence and wit are more powerful than pride and arrogance. It shows that quick thinking, humor, and wisdom can solve conflicts, win respect, and bring harmony. Tenali Rama’s clever approach emphasizes that true intellect lies in understanding situations and responding smartly rather than engaging in arguments. SUMMARY The story "The Wit That Won Hearts" is set during the reign of King Krishnadeva Raya, a renowned and wise ruler of the Vijayanagara Empire. Known as the golden era of the empire, his court was home to celebrated poets and scholars, including the witty and intelligent Tenali Ramakrishna. Tenali Rama was known for his sharp sense of humor and clever problem-solving skills, which often helped resolve difficult situations. The story begins with a disagreement between the king and his queen, Thirumalambal, over a seemingly trivial issue. The king, proud of his poetic abilities, composed a poem filled with metaphors. When he recited it to the queen, she inadvertently yawned due to exhaustion. Misinterpreting her action as disrespect, the king became angry and stopped speaking to her, leaving the palace atmosphere tense and gloomy. Distressed by the situation, the queen approached Tenali Rama for help. Understanding the delicate nature of the problem, Rama devised a clever plan to make the king realize his mistake. During a court session, he presented a plate of paddy seeds, claiming they would yield triple harvests, but only if sown with proper attention and care. Using humor and an indirect reference to yawning while sowing seeds, Rama subtly reminded the king that yawning is natural and not an insult. The king soon realized his folly and reconciled with the queen, apologizing for his overreaction. The story concludes with joy returning to the palace. The narrative highlights the power of wit, tact, and intelligence in resolving conflicts and emphasizes the importance of humility and understanding in relationships. Word-Meanings Word Meaning Sentence Renowned Famous and well-known The king was a renowned patron of arts. Illustrious Distinguished and respected The court was filled with illustrious poets. Patron A supporter or sponsor Krishnadeva Raya was a patron of literature. Eminent Important and famous Tenali Rama was an eminent poet. Insurmountable Too great to be overcome Rama’s wit solved even insurmountable problems. Trivial Small and unimportant Their quarrel was over a trivial matter. Forlorn Lonely and sad The palace looked forlorn during their silence. Distraught Very upset or worried The queen was distraught by the king’s anger. Vague Unclear or imprecise The king’s poem was filled with vague expressions. Profusely In large amounts The queen thanked Rama profusely for his help. Bustling Full of busy activity The royal court was bustling with ministers. Intricately In a detailed way The pillars were intricately carved. Exquisite Beautiful and delicate The rugs in the court were exquisite. Ornate Highly decorated The king’s throne was ornate and majestic. Sarcasm Mockery or irony A courtier spoke with sarcasm about Rama’s seeds. Unfazed Not disturbed or worried Rama was unfazed by the courtiers’ comments. Absurd Ridiculous and illogical The king dismissed the idea as absurd. Furrowed Wrinkled or creased The king’s eyebrows furrowed in doubt. Sceptical Doubtful or unconvinced The courtiers were sceptical of Rama’s plan. Keenly Sharply or intensely Rama observed the king keenly. Gesture Movement expressing an idea The king misunderstood the queen’s gesture. Orchestrated Arranged skillfully Rama orchestrated the reunion. Brimmed Overflowed The palace brimmed with laughter again. NCERT Solution ( Page No. 7) Let us discuss I Rectify the following false statements from the text. 1. The queen insulted the king by speaking against the quality of his poem. 2. Tenali Rama immediately went to the king and convinced him to talk to the queen. 3. The courtiers admired the king’s poemandpraisedhisliterary talent. 4. The ministers in the court were eager to hear Tenali Rama’s idea about paddy cultivation. 5. The king never realised his mistake and continued to stay angry with the queen. Answers Let us discuss – Answers The queen did not insult the king; she only yawned due to tiredness. Tenali Rama first planned a strategy instead of going to the king immediately. The courtiers avoided commenting on the king’s poem. The ministers were discussing paddy cultivation, not eager for Rama’s idea. The king realised his mistake and apologised to the queen. Let us Think and Reflect – I ( Page 7-8) 1. Why does the queen believe that only Tenali Rama can help the king understand? The queen trusts Tenali Rama’s wit and problem-solving skills. She knows his humour can make the king realise his mistake without hurting his pride. 2. What does the queen’s statement, “If I had known this would happen, I would have chosen another day”, suggest about her feelings?   B. She regrets the unintended misunderstanding. 3. How does Tenali Rama’s response reflect his wisdom and problem-solving skills? Rama plans a humorous yet indirect strategy to make the king understand, showing both patience and cleverness. 4. The king’s reaction shows that he is sensitive and ________. (has a lot of faith/takes great pride) in his poetry. Answer:  The king’s reaction shows that he is sensitive and takes great pride  in his poetry. Let us Think and Reflect – II | Page 8-9 1. Why was the Vijayanagara Empire considered to be in its ‘Golden Era’ during Krishnadeva Raya’s reign? It was called the Golden Era because art, literature, and architecture flourished under the wise and powerful rule of Krishnadeva Raya. 2. How did Tenali Ramakrishna gain a special place in the king’s court? His quick wit, humour, and clever solutions to problems made him the king’s trusted poet and advisor. 3. How did the quarrel between the king and the queen affect the palace? The palace became silent and gloomy as the king stopped speaking to the queen. 4. What strategy did Tenali Rama use to make the king realise his mistake? He used the example of sowing paddy seeds and linked it humorously to yawning, making the king reflect on his behaviour. 5. What was the reaction of the courtiers when Tenali Rama introduced his ‘special’ paddy seeds? The courtiers laughed and mocked his claim, thinking it was impossible. 6. How does the story conclude, and what lesson can be learnt from it? The king apologized to the queen, and harmony returned. The story teaches that wit, patience, and understanding resolve conflicts. To be Continued later this week. Keep visiting the site.

ADVERTISEMENT can be defined as a public notice or announcement, regarding goods or services in newspapers. It is a very potent medium for promoting sales or services or raising public awareness . Newspaper advertisements can be broadly classified into two categories: Classified Advertisements Occupy less space More economical Simple, concise compact Non-Classified Advertisement Commercial purpose Visually attractive appealing Catchy slogans Varying font size’s shape Type of Classified Advertisements Situation Vacant/Wanted Points to remember: Use Heading- Situation Vacant/Wanted Begin with Wanted or Required Mention name of the employee with address Mention the number of posts lying vacant Mention required age limit and minimum qualification (educational and professional) Pay scale and perks of the post concerned Mode of applying and whom to apply Deadline/last date for submission of application Contact address and phone number of contact person/authority SAMPLE EXAMPLES 1. On behalf of the principal of your school draft a classified advertisement inviting application for some posts of teachers lying vacant and to be filled soon. SITUATION VACANT DAV Public School, Shastri Park. Delhi-31 requires 2 PGTs in English against permanent post. Only experienced and highly qualified candidates with linguistic fluency need to apply. Salary commensurate to experience and professional achievements. Attend Walk-in interview with resume, attested testimonials and passport size photographs on Monday 16th May20XX at 9:00 AM in Principal’s office. No TA/DA admissible. 2. You are Principal, Himalaya Public School. Draft an advertisement for the post of receptionist in the school. Mention qualifications, experience, requirements suited to the post. SITUATION VACANT   Wanted a receptionist for the school. Candidate should be well qualified, must possess impressive communication skills with fluent English and should have pleasing personality. Interested candidates between 22-30 years may send their resume with latest passport size photograph to Principal, Himalaya Public School, Sector-29, Rohini, Delhi within 10 days. Contact No. 9899xxxxxx. Exercise: (a) You are the General Manager of a leading concern. You need an IT Assistant for your office. Draft an advertisement to be published in the local daily. (b) Mohini Devi International Public School needs two Post Graduate Teachers for their school in the subjects English and Hindi. As the Chairman of the school draft an advertisement for leading newspaper inviting applications from suitable candidates at PO Box No. 26, Rajpura Road, New Delhi. (c) Sanskar International School requires a receptionist. As the Administrative Officer draft an advertisement for publication in the Situations Vacant column of the local newspaper, inviting applications for a walk-in-interview. Mention all the necessary details. (d) You are the Manager of Indira Industries. Draft an advertisement to hire Computer Operator for your company in not more than 50 words. Invent necessary details. (e) National hospital requires experienced Nurses for their hospital. As Manager of the hospital draft an advertisement in not more than 50 words. Invent necessary details. 2. You are in need of a job. Draft a classified advertisement offering your services.   SITUATION WANTED                                                       An electronics and communication engineer, 25, healthy, male looking for a suitable job in or around Delhi in an electronics or communications company offering good  working environment and growth opportunity. The candidate has good communication skills, is open to correction and continued professional development. He is available for interview with a notice of 72 hours. Contact:- +91-999999XXXX or write to ritucaplot@gmail.com   Example : You are Sneha F-46, Sec.-9, Rohini, Delhi. You are well qualified in music and dance forms (Classical). Draft an advertisement for seeking work/ job to be published in local daily in about 50 words. SITUATION WANTED A well qualified and experienced professional, with a Post Graduate Degree in Classical music and dance, willing to teach the art to the girls in evening 4 p.m. to 7 p.m., moderate charges, transport facility available. Interested candidates may contact Sneha, Director, Indian Musical Centre, F-46, Sec-9, Rohini, Delhi or Contact 9546xxxxxx Exercise: (a) You are Sunil Verma of 57, Civil Lines Rohtak. You are a youngman of 32 with seven years of experience as an expert executive in a reputed medical firm. You seek an immediate change to some other medical firm Mumbai/Pune. Draft a suitable advertisement for the 'Situation Wanted' column of a National Daily. (b) You are a Computer Engineer seeking a job. Write a suitable advertisement stating your qualifications, experience for 'Situation Wanted' column of a National Daily'. (c) You are Arun of Pragati Nagar, Kanpur. You are a CA and are capable of handling accounts and managing finances. You have 05 years experience. Draft an advertisement for a National Daily seeking a suitable position. (d) You are a first class graduate in English from Delhi University with on experience of 4 years in teaching in leading International school. You seek a job in Delhi, NCR. Draft an advertisement in 'Situation Wanted' column of The Hindustan Times in 50 words. (e) You are Manak, a hardware engineer looking for a suitable job opportunity. Draft an advertisement for local daily giving details about yourself in 50 words. SALE AND PURCHASE Points to remember: Begin with For Sale/ purchase or Available/Wanted. Type of house (Flat, Independent floor/ house/ office etc.) Size of floor, No. of rooms etc. Surrounding centrally located, park facing, near to market, school, hospital, bank etc. Use adjectives like airy, well ventilated, fully furnished , brand new, newly constructed, well furnished Company or Bank lease preferred Expected price- Rs. XXXXXXXXXfixed/ negotiable Contact address and phone no. Sample Examples: 1. Your aunt, emigrating to Canada wants to put up a classified advertisement to dispose off her flat before she leaves. Draft a suitable advertisement putting her flat on sale. FLAT ON SALE                                                                    Ready to move in luxury flat with 3 bedroom, drawing / dinning and servant room, laminated wooden flooring, wardrobes in all rooms, modular kitchen available for sale at affordable price in Greater Noida. Ground floor, adjoining to reputed schools and hotels, personal car parking. Ideal for both investment and living. Owner migrating abroad. Contact: Sanjna- 99999XXXXX 2. You are Ranveer / Ravina of 254 Greater Kailash, New Delhi. You want to sell the first floor of your newly constructed house. Draft an advertisement for local daily under its classified column "Property for Sale'' in not more than 50 words. Include the relevant details like location, type of accommodation, cost and contact address including telephone number etc. HOUSE FOR SALE   Available for sale the first floor of a newly constructed house at Greater Kailash comprising two spacious bedrooms with attached bathrooms, a large drawing room cum dining room and a large modular kitchen, East facing, located near Shopping Plaza, price negotiable. Interested parties may contact Ranveer/Ravina 254 Greater Kailash, New Delhi, Mobile No. 9818xxxxxx. Exercise: (a) You own an independent house in West Delhi and want to sell it. Draft an advertisement for a local daily giving all necessary details. (b) You have a prime space approximately 5000 sq. ft. near Mathura Road suitable for show rooms, Mall/Plaza etc. Draft an advertisement for the 'For Sale' column of a daily newspaper. (c) You possess one acre of land in Punjab. You want to dispose of this agricultural land. Write an advertisement to be published in National Daily giving all necessary details. You are Harpreet of Purana Street, Punjab. (d) As you are going abroad, you want to sell your 3 BHK (Bedroom + Hall + Kitchen) villa with pool and tennis court located in a gated society. Draft and advertisement for a National Daily classified advertisement column in 50 words. (e) You want to sell your 20,000 sq ft built up area industrial plot in Pushpanjali, Brijwasan. Draft an advertisement for classified column 'FOR SALE' in 50 words. For Purchase of Property 1. You want to purchase a floor. Draft an advertisement for a newspaper detailing your requirement, affordability and other preferences. FLOOR REQUIRED Floor required at North Delhi, with three bedrooms, drawing room and a study room. Ground / first floor preferred. Price around 30-35 lakhs. Free hold and clear from all legal angles. Owner may contact: Rohit/ Rohini - (99999XXXXX) at 12, Shankar Road, New Delhi. 2. Example :You are Ranveer / Radhika. You want to purchase a flat. Write an advertisement for the newspaper giving full details of your requirements and capacity to pay. FOR PURCHASE   For purchase, a DDA HIG Flat in North Delhi, Rohini with three bedrooms, attached baths, drawing cum dining room with family lounge. Price negotiable, well ventilated, modern facilities, near big market and metro station will be preferred. Owners or dealers may contact Ranveer / Radhika, Janta Appartments, Lajpat Nagar, Delhi. Exercise: 1. You are Suraj Nanda, Director to Study Plus Academic Centre. You want to purchase land for setting up a school in India. Write a suitable advertisement inviting offers from land owners. Give necessary details like required plot size, location. Do include your address in India. 2. A nationalized back requires premises to open an ATM in a prime market area. Draff an advertisement to be published in a local newspaper. 3. You are interested in buying a flat in a co-operative group housing society. As per your requirement draft an advertisement to be published in HTnewspaper. 4. You got a job in Delhi. You want buy a flat 2 BHK near your office in Dwarka. Draft an advertisement in 50 words. 5. You want to open an eating point near DDA market Vikas Puri. Draft an advertisement for purchase of small space (10 ft × 12 ft) in market. LOST AND FOUND Points to remember: Begin with Lost / Found Brief physical description - Name of the object/ article, brand, colour, size, condition etc. When/Where lost/found Reward / incentive, if any For lost all details whereas for found keep strategic details undisclosed for authenticity verification of the claimant Contact address and Phone no. SAMPLE EXAMPLES 1. You lost some important documents the other day. You want to apply for duplicate documents for which you need to publish a public notice in a newspaper. Draft an advertisement giving details about the lost document. LOST                                                          Lost my property documents of flat no 12, Sun Tower, Rohini on 21St April 20XX somewhere between Tees Hazari Court and Azadpur Mandi. The documents include allotment letter, payment schedule and sale agreement. If found, please contact 2356140000 (M). Token reward for the informer finder. 2 .While travelling in a bus you found some certificates, a wallet and some jewellery in a bag. You found no contact details of the owner in the bag. Draft an advertisement to be published in a local newspaper.   FOUND                                                            Found a bag with some certificates, a wallet and some jewellery items. Whosoever has lost it may claim the same by providing authentic proof of ownership. In case of no claim within a week, the bag will be submitted to Mayapuri police station. Contact: Sanchay at 9999XXXXXX. 3.You lost your briefcase in Metro between Uttam Nagar and Dwarka while going for an interview. It contains a file having important certificates. Draft an advertisement for a local daily under column 'Lost and Found' in not more than 50 words. LOST AND FOUND   Lost a Black VIP Bag, 16" x 20" containing certificates and important papers, in Metro, between Uttam Nagar and Dwarka on 4th August. 2017 between 9 to 9.40 a.m.. If found, kindly contact Mr. Rajeev Kumar 3-B, Sector-2, Rajendra Nagar, Delhi or call at 9998xxxxxx (M). Finder will be duly rewarded. Exercise: (a) You are Puran Singh, a property dealer. You lost a bag containing valuable documents, while travelling by bus between Model Town and Rohini on Route No. 982. Draft an advertisement in not more than 50 words. (b) You are Manisha. You have lost your mark sheets and educational certificates while commuting to Delhi University by bus. Draft an advertisement published in national daily given details of the missing documents. 4. Example : You found a wrist watch in the public park of your area. Draft an advertisement for a local newspaper in not more than 50 words. LOST AND FOUND Found a ladies wrist watch in Diamond Park, Janak Puri on 5th Aug. 2018 at around 11.30 a.m. The owner can take it from the finder after providing details about the wrist watch. Contact Mr. Sharma at Ph. 9998xxxxxx (M). Exercise: (a) You have found a beg in the compartment of Chennai Express while travelling from Delhi to Chennai. Draft an advertisement in classified columns of a National Daily. TO LET To let means available for rent , as the word suggests 'To-Let' Begin with 'Wanted' or 'Available'. Type of accommodation - size, floor, number of rooms etc. Location and surrounding Rent expected, bank company lease preferred Contact address, email address or telephone number. Word limit - 50 Sample Example : You want to let out a portion of your newly constructed independent house. Write an advertisement to be published in the 'To Let' classified columns of the Hindustan Times. (Word Limit : 50) TO LET  Available, for rent first floor of a newly constructed house in B-Block, Ashok Vihar, Delhi. Two bedrooms with attached baths, well ventilated and spacious with wooden work. Walking distance from market, school, hospital and metro station. Expected rent Rs. 25000/- per month (negotiable). Contact Lala Ji at 9868xxxxxx (M.) Exercise: (a) You want to rent out your newly constructed office in a prime location of Preet Vihar, Vikas Marg, New Delhi. Draft an advertisement stating the facilities, price etc. (b) You have a space of 18 x 18 sq. ft. in a Commercial Market. Draft an advertisement to be published in 'To Let' column of the national daily stating all your requirements and expected rent. (c) You have a 2 bedroom flat in Rohini, which you want to let out on rent. Draft an advertisement in not more than 50 words to be published in a newspaper. (d) You are Nitin of 115 Vivek Vihar, Delhi. You want to let your newly constructed shop on rent. Draft an advertisement in 50 words. (e) You are Nihal Singh of 22, Model Town Delhi. You have parking space in the basement of your 1000 sq. mtr. kothi. Draft an advertisement 'To Let' this space for parking purpose. ACCOMMODATION Example : You are R.V. Singh looking for an independent house in East Delhi on rent. Draft a suitable advertisement to be published in a stating all your requirements and expected rent. ACCOMMODATION WANTED Required a newly built independent house in East Delhi. Having three bed rooms with attached baths, drawing and dining area along with modular kitchen, and parking. East end park facing, near school, bank and shopping complex. Rent Rs. 15,000 per month. Contact Mr. R.V. Singh, 90122xxxxx (M). Exercise: 1. You need to take a 2BHK flat on rent. Draft an advertisement for local newspaper giving all necessary details of your requirement. 2. You want to take on rent a newly constructed office in a prime location of Preet Vihar, Vikas Marg. Draft an advertisement as per your requirements about location and price etc. 3. You are Dr. Meena a child specialist. You are looking for an independent house in Patel Nagar on a reasonable rent for your residence-cum-clinic. Draft a suitable advertisement to be published in HT. 4. You want to open a boutique. You are looking for a space/shop in a locality on a reasonable rent. Draft an advertisement to be published in 'Accommodation Wanted' column of the newspaper. 5. As manager of Akash Institute of Studies draft an advertisement in 'Accommodation Wanted; column of newspaper for a building with 3 floors on rent to run classes for competitive examinations. VEHICLE FOR SALE Points to Remember Begin with 'Available' Model No. Year of manufacturing Colour, accessories (new seat cover, mats, music system A/C etc Single hand driven, good condition, new tyres, non accidental, good mileage, authorized CNG kit/diesel petrol version. Insurance, Road Tax, and Pollution Certificate. Expected price (fixed/negotiable). Contact address and telephone No. Word limit - 50 Example : You are Mohan / Mohini, a car dealer at Mahindra Automobiles Moti Nagar, New Delhi. Draft an advertisement for a Maruti WagonR that has come to your showroom for sale to be published in a local daily. FOR SALE Available, Maruti Wagon RLX 2010 Model for sale, Metallic Grey with new seat covers, new tyres, A/C and stereo fitted. Single hand driven, non accidental, sparingly used with beautiful insterior Insurance, Road Tax and PUC done. Price negotiable. Contact Mohan / Mohini, Mahindra Automobiles, Moti Nagar, New Delhi at 011-27xxxxxx Exercise: (a) You want to sell your Honda City as you are going abroad. Draft an advertisement for the classified columns of a local daily giving the necessary details. (b) You plan to sell your two-wheeler. Draft a suitable advertisement in not more than 50 words under the classified column of a local daily, giving all necessary details. (c) A multinational company wants to sell its 5 cars. Draft an advertisement in FOR SALE column of newspaper giving the specification/condition of cars. You are Nitin/Neha, Manager of company. MATRIMONIAL Points to Remember Beauty and looks of the girl/ boy Complexion/Age/height Upbringing and manners Education Working/Non working/Income Caste/ Religion/ Community Family background Desired details of the prospective match Contact address and Phone no . Sample Exercise 1. Your sister Anjali is of marriageable age. You belong to a Brahim Hindu Community. On behalf of your parents draft a suitable advertisement inviting a suitable match for her.   BRIDEGROOM WANTED The family of Anjali ,23/5’8", Hindu, Brahmin, slim, cultured, smart, radiologist working in a super specialty hospital in New Delhi seeks compatible match, preferably 26/6', faircomplexioned, doctor, IAS, IFS officer with strong Christian values. Write with full particulars to Post Box XXXX, Times of India, New Delhi-01. Example 2 : Mr. S.K. Jain is looking for a suitable match in Delhi for his daughter aged 23 years. Draft a matrimonial advertisement for him to be published in local daily inventing all details GROOM WANTED Looking for a suitable and compatible life partner for a beautiful, fair-complexioned Jain girl, 23 years old, height 165 cm. She is a convent-educated graduate with sharp features, a pleasant personality, and strong family values. The family seeks a well-educated, caring, and cultured groom with good professional prospects, preferably from a respectable Jain family. Interested matches may contact S.K. Jain at 9810xxxxxx (M) for further details and discussions. 3. Example : After completing his M.B.A. from a reputed University, your son is working as a Manager in an M.N.C. in Noida. He wants to marry a beautiful, educated, well cultured girl. Draft an advertisement for the "Matrimonial" columns of a national newspaper. BRIDE WANTED Proposals are invited for a 26-year-old, 5'8" tall, handsome and fair-complexioned MBA professional, working as an executive in a reputed MNC and well-settled in Noida. The ideal match would be a 24-year-old, 5'5" tall, science graduate, computer-savvy girl from a reputed and cultured family. Caste is no bar, and the family values compatibility, education, and good character. Interested families may respond with details to Post Box 678, Times of India, New Delhi – 110001. Exercise 1. A retired army officer is looking for a suitable match for his smart, convent educated son Write a matrimonial advertisement for a local newspaper. 2. Draft an advertisement for the matrimonial column of a newspaper for your brother who is physically handicapped and working as an IAS officer with Govt. of India. 3. Draft an advertisement for the matrimonial column of a newspaper for your sister who is working in an MNC as a Manager. 4. Draft a matrimonial for your younger sister who is 25 years old, a software engineer with an MBA degree. Caste and religion are no constraints. Note: Non-classified advertisements will be updated separately. Keep visiting the site. Reference: Directorate of Education ( Delhi Govt.)

Communication is a vital part of our everyday lives, affecting how we connect with others and navigate the world around us. Clear communication serves as the foundation for building strong relationships, fostering understanding, resolving conflicts, and promoting collaboration in various settings, from personal relationships to professional environments. In this blog post, we will explore the significance of effective communication skills, practical ways to enhance them, and the impact they have on our daily interactions. Understanding Communication Skills Communication skills refer to the ability to convey information, emotions, and ideas effectively. These skills include both verbal and non-verbal communication, which means how we speak, write, and even how we use body language to express ourselves. Poor communication can lead to misunderstandings, conflicts, and even lost opportunities, while effective communication can enhance our personal and professional lives. The Significance of Clear Communication Clear communication is crucial in everyday life as it helps to ensure that messages are received and understood as intended. For instance, think about a situation at work where a team is assigned a project. If the project’s goals are not communicated clearly, team members may go in different directions, wasting time and resources. In contrast, clear communication helps to build trust and encourages teamwork. When people feel heard and understood, they are more likely to engage positively, be open to collaboration, and express their ideas freely. This is particularly important in a workplace, where effective communication can drive productivity and innovation. Improving Your Communication Skills Improving communication skills requires practice and dedication. Here are some effective ways to enhance your communication: Active Listening : Listening is just as important as speaking. Pay attention to what others are saying without formulating your response while they are speaking. This ensures that you fully understand their message. Be Clear and Concise : Avoid jargon and convoluted language. Aim to express your ideas clearly and succinctly. Simplicity is often key to being understood. Use Non-Verbal Cues : Body language, eye contact, and facial expressions can enhance or detract from your message. Be mindful of your non-verbal communication, as it can communicate just as much as your words. Ask Questions : This shows that you are engaged in the conversation. It also helps clarify points you may not fully understand. Adapt Your Communication Style : Different situations and audiences require different approaches. Being adaptable in your style can make your communication more effective. Seek Feedback : Ask for feedback on your communication from trusted colleagues or friends. Constructive feedback can provide insights into areas for improvement. Practice Empathy : Consider other people’s feelings and perspectives when communicating. This helps in crafting messages that resonate and foster understanding. What are the 7 Effective Communication Skills? Listening Skills : As mentioned, active listening plays a pivotal role in effective communication. Verbal Communication : The ability to articulate thoughts and ideas clearly using spoken words. Non-Verbal Communication : Effective use of body language and facial expressions to convey messages. Written Communication : Writing clearly and concisely in emails, documents, and social media. Empathy : Understanding and respecting the feelings and perspectives of others. Confidence : Conveying your message with conviction and assurance enhances credibility. Open-Mindedness : Being receptive to new ideas and differing opinions can promote healthy discussions. The Role of Communication in Conflict Resolution Conflict is a common occurrence in everyday life, and effective communication is crucial in resolving disputes. For example, in personal relationships, misunderstandings can lead to arguments if not addressed properly. Approaching conflicts calmly and with open communication can help clarify issues and lead to resolutions. In professional settings, conflicts can arise between team members due to differences in opinions or expectations. Effective communicators can facilitate constructive discussions that bring about teamwork solutions rather than divisiveness. Statistics on Communication in the Workplace Studies have shown that clear communication in the workplace significantly impacts employee engagement and productivity. According to a report by the Harvard Business Review, teams that communicate effectively achieve 25% more productivity than those that do not. Furthermore, a survey conducted by LinkedIn revealed that 57% of workers believe effective communication contributes to job satisfaction. These statistics highlight the importance of honing communication skills in both personal and professional realms. Communication Skills in Personal Relationships Communication skills also play a significant role in building and maintaining personal relationships. Partners who communicate effectively are more likely to resolve conflicts amicably and foster a deeper understanding of each other’s needs. Active listening, empathy, and open-mindedness are essential in relationships. Consider a situation where one partner is feeling down. A partner who listens actively and expresses empathy is likely to strengthen their bond, demonstrating that they care and are invested in each other’s well-being. Actionable Recommendations for Personal Relationships Schedule Regular Check-Ins : Make time to talk openly with family and friends about feelings and any necessary topics. Practice Active Listening : Focus on what the other person is saying without forming a response until they finish. Express Appreciation : Remember to acknowledge and appreciate each other’s contributions and feelings regularly. Use "I" Statements : Instead of saying “You always…” use “I feel…” to express your feelings without placing blame. Building a Culture of Communication Fostering a culture of communication within a group or organization can lead to significant benefits. Whether in a workplace, school, or community group, encouraging open lines of communication can lead to innovation and better problem-solving. Encourage Open Dialogue : Create environments where people feel safe to share their opinions without fear of judgment. Utilize Technology : Leverage communication tools and platforms that facilitate easy interaction among members. Develop Communication Policies : Establish guidelines on communication practices to ensure clarity and respect. By working together to develop a culture of clear communication, groups can achieve greater cohesion, enhance collaboration, and improve overall outcomes. In summary, the importance of clear communication in everyday life cannot be overstated. From personal relationships to professional settings, effective communication skills help foster understanding, collaboration, and conflict resolution. By practicing active listening, being clear and concise, and seeking feedback, individuals can significantly improve their interactions and strengthen their relationships. If you are looking to enhance your communication skills, consider exploring resources and training that can provide you with tools and strategies for effective interaction. The ability to communicate clearly and effectively is a lifelong skill, critical to personal and professional success.

Effective communication is crucial in both personal and professional realms. One significant element that impacts how clearly we convey our thoughts is our usage of tenses. Tenses help specify time frames and clarify whether an action is ongoing, completed, or upcoming. Understanding English tenses not only improves our grammar but enhances our overall communication skills. English Tenses English tenses can be broadly categorized into three main types: past, present, and future. Each of these tenses is further divided into four aspects: simple, continuous, perfect, and perfect continuous. Together, these formations give us the ability to express nuanced meanings about any action or situation. Past Tense : Used to describe actions that have already happened. Examples: "I walked to the store." or "She studied for the exam." Present Tense : Used to discuss actions happening now or habitual actions. Examples: "I walk to the store every day." or "She studies every evening." Future Tense : Used to describe actions that will happen. Examples: "I will walk to the store." or "She will study for the exam." Different tenses provide essential context and clarity. For instance, if someone says, "I run a marathon," it implies a habitual action, whereas, "I ran a marathon," indicates that it is a completed action. Importance of Each Tense Understanding the importance of each tense contributes to clear communication. Each tense serves a distinct purpose that helps the listener or reader comprehend the time frame and nature of the action being described. Clarity : Using the correct tense ensures that your message is understood clearly. For instance, saying "I am eating" specifies the present action, while "I was eating" refers to a completed action in the past. Context : The tense you choose provides the necessary context for your message. It lets others know whether the action is ongoing or completed, thus preventing misunderstandings. Engagement : Proper tense usage can make your writing or speech more engaging. It helps set the scene and draws readers into your story, making them feel the action as it unfolds. Here's an example of how different tenses can change the meaning within a narrative: "I feel nostalgic about my childhood." (Present tense) "I felt nostalgic about my childhood." (Past tense) "I will feel nostalgic about my childhood." (Future tense) The subtle shift in tenses changes the timeframe of the emotion being expressed. When to Use Each Tense in English? Knowing when to use each tense is crucial for effective communication. Here’s a breakdown of when to use different tenses: Simple Tenses Simple Present : Use for habitual actions and universally true statements. Example: "The sun rises in the east." Simple Past : Use for actions completed at a definite time in the past. Example: "They traveled to Paris last summer." Simple Future : Use for actions that have yet to occur. Example: "We will go shopping tomorrow." Continuous Tenses Present Continuous : Use for actions currently in progress. Example: "I am writing a blog post." Past Continuous : Use for actions ongoing at a specific time in the past. Example: "They were playing football when it started to rain." Future Continuous : Use for actions that will be in progress at a certain time in the future. Example: "I will be working at 10 AM tomorrow." Perfect Tenses Present Perfect : Use for actions completed at some indefinite time before now. Example: "I have finished my homework." Past Perfect : Use to express an action completed before another past action. Example: "She had left before I arrived." Future Perfect : Use for actions that will be completed before a specified future time. Example: "I will have completed the project by next week." Perfect Continuous Tenses Present Perfect Continuous : Use for actions that started in the past and are still continuing, or have recently stopped. Example: "I have been studying for three hours." Past Perfect Continuous : Use for actions that were ongoing in the past before another action occurred. Example: "He had been working there for five years before he quit." Future Perfect Continuous : Use for actions that will continue up to a point in the future. Example: "By next month, I will have been living here for a year." Each tense varies in its use and understanding, which makes mastering them vital for clear and effective communication. Practical Tips for Mastering English Tenses Understanding English tenses can seem overwhelming, but here are some practical tips to help you master them: Practice Daily : Use each tense in daily conversations or writing. Consistent practice will help you remember how to use them correctly. Read Regularly : Pay attention to the tenses used in books, articles, or online content. Observing how skilled writers employ tenses can reinforce your understanding. Use Flashcards : Create flashcards with examples of each tense. Quiz yourself to reinforce your learning. Engage in Exercises : Participate in online activities and quizzes that focus on tense usage. This interactive approach can enhance your skills. Seek Feedback : Write journal entries or essays in English and share them with someone proficient in the language. Constructive criticism can pinpoint areas needing improvement. Mastering tenses is a gradual process, but the clear communication it fosters makes the effort worthwhile. If you're looking for more insights, check out this comprehensive resource on english tense usage . The Effect of Tenses on Communication Proper tense usage can make a significant impact on how effectively we communicate. It can prevent misunderstandings and clarify our intentions. Whether you are writing an email, giving a presentation, or telling a story, the incorrect use of tenses can lead to confusion. For example, consider the following sentences: "I want to eat dinner." (Present tense) "I wanted to eat dinner." (Past tense) The first sentence implies a current desire, while the second one suggests that the desire has passed. The difference can significantly affect how the listener interprets the message. Moreover, in professional settings, incorrect tense usage might convey unprofessionalism or a lack of attention to detail. Being precise boosts credibility and portrays a strong command of the language. By integrating the correct tenses in our speech and writing, we can create a more transparent and engaging communication style. Final Thoughts Mastering English tenses is essential for anyone looking to communicate effectively. With a clear understanding of how and when to use each tense, you set the foundation for successful interactions. Utilizing these insights will ultimately lead to more engaging conversations and improved writing skills. Remember that practice is key. By applying what you learn, you will gradually become more proficient, leading to clearer and more effective communication in your personal and professional life.

Lesson Architecture 1. NCERT Solution 2. Theme 3. Story Sequence 4. Recapitulation 5. Extra Questions NCERT Solution Understanding the Text (page 6) 1. The Three pha ses of the author’s relationship with his grandmother before he left the country to study abroad. Ans: (a) His parents left the author under the pastoral care of his grandmother when they left the village for the city. (b) The author started going to an English school in the city. (c) The author went to the university and he was assigned a separate room for studies. 2. Three reasons why the author’s grandmother was disturbed when he started going to the city school. Ans: (a) She could not help the author with his lessons. (b) She could not teach him about God and scriptures. (c) The author starte d getting lessons in music as the grandmother thought that Music had lewd association. 3. Three ways in which the author’s grandmother spent her days after he grew up. Ans: (a) She spent time at the spinning wheel. (b) She spent her time in chanting her rosary and prayers. (c) She spent her happiest hours feeding hundreds of sparrows in the verandah. 4. The odd ways in which the author’s grandmother behaved just before she died. (a) She missed her prayers for the first time in her life. (b) She invited the neighbourhood women and thumped a drum and sang songs of homecoming of warriors to celebrate the return of the author from abroad. (c) She lay down peacefully in bed praying and telling her beads. 5. The way in which the sparrows expressed their sorrow when the author’s grandmother died. Ans: (a) Thousands of sparrows lay scattered on the floor of the verandah and in her room. (b) They took no notice of the bread crumbs thrown to them by the author’s mother. (c) They quietly flew away when the grandmother’s dead body was carried away. Talking about the text 1. The author’s grandmother was a religious person. What are the different ways in which we come to know this? Ans: The following are the ways in which we come to know that grandmother was a religious lady. (i) While she used to make the author ready for the school, she herself kept chanting the morning prayers. (ii) She dropped the author in the school because there was a temple attached to school where she used to visit to read scriptures for the entire duration of the school time. (iii) Later on, when the author took admission to a city school, she was disturbed to know that there were no lessons on God and the scriptures. (iv) At the time of her death she lay in her bed and peacefully prayed till she breathed her last. 2. Describe the changing relationship between the author and his grandmother. Did their feelings for each other change? Ans: (i) The first change in relationship can be observed when the author shifted to the city where the grandmother could no longer accompany the author in the city school. (ii) As he grew up, they saw less of each other and therefore, they interacted rarely. (iii) Later on when the author went to the University , the common link of friendship was snapped as he was given a separate room in the house. No, their feelings for each other did not change. The grandmother went to see the author off in the railway station when the latter left for abroad fo r higher studies. She was beyond herself with joy when the author came back home from abroad after five years. All these instances suggest that they shared a strong bond with one another. 3. Would you agree that the author’s grandmother was a person strong in character? If yes, give instances that show this. Ans: The following are the instances to suggest that the grandmother was a person strong in character. (i) The grandmother took care of the author very responsibly when the author’s parents left for the city. She was very caring and under her pastoral care, the author had a very jovial childhood. (ii) She always kept herself busy when they all shifted to the city. When the author was given a separate room, she accepted her resignation with seclusion. (iii) She did not show her emotional outburst when the author went abroad for higher studies. She went to the railway station to see him off, planted a parting kiss on his forehead and controlled her emotions strongly. (iv) She had extreme faith in God and her prayers, which was reason for her indomitable strength in character. (v) When the author returned from abroad, she celebrated his return in a grand manner by inviting the neighbourhood women and thumping the drums and singing songs of homecoming of warriors. (vi) At the time of her death, she showed her religious bent of mind by chanting silent prayers on her lips. 4. Have you known someone like the author’s grandmother? Do you feel the same sense of loss with regard to someone whom you have loved and lost? Ans: This is a subjective answer. Please write down according to your experience. Theme: This story is taken from Khushwant Singh’s book’ The Mark of Vishnu and Other Stories.’ The story deals with the author’s memories of childhood days spent with his grandmother. It highlights the strong emotional bond of love & affection that was present in Indian joint families. The story describes the three phases of changing relationship between the author & his grandmother. The lesson also highlights the devout religious nature of the author’s grandmother. The lesson also portrays the grandmother as a woman of strong and responsible character. Story Sequence: The author’s grandmother was a very old woman- so old that it was difficult to imagine that she had even been young or pretty. The author’s grandfather whose portrait was hung in the drawing room also looked so old in the picture that he too did not appear to have a wife or children. The grandmother was a wrinkled old lady with grey hair. She use to wear clean white clothes and constantly chanted on the beads of the prayer garland. She was the embodiment of peace and contentment. When the author’s parents moved to the city, the author was left in the company of his grandmother in the village. While getting him ready for the school, she used to chant her prayers so that the author would pick up. The author never learnt the prayers , but listened as he loved his grandmother’s voice. The Grandmother always accompanied him to the school which was attached to the temple. When the little children attended the school, she used to read the scriptures. On her way back from the school, she always fed the stray dogs on bits of stale chapattis that she carried from home. But the turning point in their friendship took place when the author’s parents sent for the him and his grandmother in the city. He gradually became detached with his grandmother as the grandmother could neither accompany him to the city school, nor could help him with his studies. She took to feeding sparrows as there were no dogs to feed in the city. She did not like many things that were taught to the author. Therefore, a prominent change could be visible in their friendship. The author was given a separate room in the house when he went to the university and this separation has brought about a marked distance in the last link of their friendship. His grandmother started spending most of her time at the spinning wheel and kept on reciting her prayers. In the evening, she threw little bits of bread to the sparrows who came in hundreds and sat around her. Some of the sparrows used to sit even on her legs and shoulders. It used to be the happiest half hour of the day for her. Then the time came for the author to go abroad for five years to pursue higher studies. His grandmother came to the railway station and planted a kiss on his forehead at the time of parting. Her lips moved in prayer constantly while her fingers moved over the beads of the rosary. While leaving the author thought that perhaps it was the last physical contact with his grandmother. But fortunately when he returned after five years, the grandmother did not look even a day older. She spent even happier moments with the sparrows. One day in the evening a change came over her. She collected the women of the neighbourhood , took an old drum and sang for many hours to celebrated the return of her grandson. The next morning his grandmother suffered from a mild fever. She started praying and chanting on her beads. Suddenly the rosary fell from her hands and her lips stopped moving. And she died. Her body was wrapped in a red shroud and laid on the floor. But in the evening when a stretcher was taken to carry her dead body, golden light filled her room and verandah and thousands of sparrows sat silently around her body. The author’s mother threw some bread crumbs to the sparrows, but they did not take any notice of them. When the dead body was carried off for cremation, the sparrows silently few away. Even the birds reacted to the death of the grandmother. Recapitulation: The author’s grandmother was an old wrinkled lady, short and slightly bent. Her hands rested on her waist to balance her stoop. She used to wear spotless white clothes and she looked like she is the embodiment of peace and happiness. She was very pious and constantly kept her hands on her rosary. She took great care of the author in the village when his parents moved to the city. His school was attached to a temple and she always accompanied him to the village school. A distance suddenly came up when the grandmother and the author left for the city. The grandmother did not approve of the English medium school where he was taught Science and Music. Grandmother spent her time in the city at her spinning wheel, reciting prayers or feeding the sparrows. The last link of friendship was broken when the author studies in the university and was given a separate room. The author went to abroad and returned after five years. He was surprised to find his grandmother still alive. She was excited to see her grandchild back and collected the neighbourhood women to sing songs. The next day she developed mild fever, but she kept on praying. Suddenly the rosary fell from her hands and her lips stopped moving. And she died. When the dead body was carried off for cremation, the sparrows silently few away. Even the birds reacted to the death of the grandmother. Extra Questions Q1. What was the happiest moment of the day for the Grandmother? Why? · She broke bread into small crumbs and scattered around her for the sparrows. · They came and ate and sat on her head and shoulders. · She enjoyed the chirping and hopping of the sparrows. Q2. Why was the author’s grandmother unhappy with the city education? · Teaching of Science and English incurred displeasure in the minds of the grandmother. · There was no teaching about God and scriptures. · Music lessons were taught in the school which the grandmother disapproved of. Q3. How did the sparrows express their sorrow at the death of the grandmother? · Thousands of sparrows sat in proximity to her body without chirruping. · They did not eat bread given by the author’s mother. · They simply flew away after her body was taken away. Q4. What was the last physical contact with his grandmother? · The grandmother planted a moist kiss on his forehead when he was going abroad. · He presumed that it was his last physical contact with her because she being terribly old, had no hope of survival. · Fortunately she was alive and hugged him when he came back from abroad. Q5. What did Khushwant Singh’s grandmother think of education in the city school? · Khushwant Singh’s grandmother did not approve of the education in the city school. · She could not understand English and science. · She did not approve of the fact that religious instructions were not given in the school. · When Khushwant Singh started pursuing music, she was embarrassed.

Lesson Architecture 1. Author Biography 2. Theme of the Poem 3. Stanza-wise Vocabulary with paraphrase. 4. Short Summary 5. NCERT Solution 6. Extra Questions for Practice. Author Biography: Shirley Toulson was a British writer, journalist, and poet known for her reflective and poignant verse. She often explored themes of memory, loss, and the passage of time . Born in England, she studied English literature and later worked as a teacher and editor. Her poetry is marked by emotional depth and simplicity. In "A Photograph,"  she expresses personal grief over her mother's death with gentle sensitivity. Toulson’s work resonates with readers for its personal yet universal emotions , making her a notable voice in modern poetry that connects past and present through vivid imagery and quiet reflection. 2. Theme of the Poem: This poem highlights the nostalgic moment of the poetess about the memory of her mother who has been captured inside a photograph. The photograph shows the poet’s mother as a jubilant young girl with her cousins on a beach. The poem focusses on the mortal nature of human beings vis-à-vis the immortality of nature. There is all pervasive sadness throughout the poem. The poetess shows the transient nature of human life as against the perennial nature indicated in the poem by the example of a sea. 3. Stanza-Wise Vocabulary with Paraphrase Line 1 – 4: The cardboard shows me how it was When the two girl cousins went paddling , Each one holding one of my mother’s hands, Vocabulary: 1. Cardboard : thick hard paper used to frame photos. 2. Paddling : Walking through shallow water. Paraphrase The cardboard photograph reminds the poetess of her mother. The beach scene of the poetess’ mother with her two cousins for water sport is displayed in photograph . Each of the cousins was holding the hand of her mother’s hands. They were walking bare feet on the shallow water of the sea. Line 5 – 9 All three stood still to smile through their hair At the uncle with the camera. A sweet face, My mother’s, that was before I was born. And the sea, which appears to have changed less , Washed their terribly transient feet Vocabulary 1. smile through their hair : their hair strewn over the face by the sea breeze when they smiled at the camera. 2. which appears to have changed less : The sea, which is a part of nature, has not changed. 3. transient feet : human feet are personified as having a short life span as against immortal nature. Paraphrase: All three girls posed for the camera while their hair dangled over their face. They smiled at the uncle as he was taking the photograph. The poetess admires the sweet and tender face of her mother during her youthful days. The poetess regrets that the sea, which is a part of perennial nature, washed away their transient feet. Here, by transient feet, the poetess indicates the mortality of human beings. Line 10 – 13: Some twenty — thirty — years later She’d laugh at the snapshot . “See Betty And Dolly ,” she’d say, “and look how they Dressed us for the beach.” The sea holiday Vocabulary: 1. Snapshot : photograph. 2. Betty And Dolly: Two cousins of the poetess’ mother. Paraphrase: Twenty-Thirty years later the poetess’ mother would laugh at her own picture. Her mother would refer to her two cousins. The way the y all got dressed up for the sea holiday appeared to be strange to the poetess’ mother. Line 14 – 15: Was her past, mine is her laughter. Both wry With the laboured ease of loss . Vocabulary: 1. Both wry: Both here refers to the sea holiday of the poetess’ mother and the smile of the poetess’ mother that the poetess now badly misses. Both have disappeared now. 2. l aboured ease of loss: Both the past memories- her mother’s sea holiday and for the poetess her mother’s smile have suffered a sense of loss, which is hard to come to terms with . ( i.e. hard to accept) Paraphrase: The poetess says that her mother’s sea holiday and the beautiful smile that her mother always wore on her face both disappeared with the passage of time. It is very difficult for the mother of the poetess to forget her sea holiday and for the poetess her mother’s lively smile. Both of them have at different point of time experienced a sense of loss, which is very difficult to accept . Line 16 – 19: Now she’s been dead nearly as many years As that girl lived. And of this circumstance There is nothing to say at all. Its silence silences . Vocabulary: 1. as many years as that girl lived: The poet's mother was around 12 years old  in the photograph. She lived a full life , long enough to become a mother  and recall the photograph with laughter . Now, she has been dead for nearly 12 years  — as long as she had lived in that photo . 2. this circumstance: the circumstance here refers to the moment pertaining to the death of the poetess’ mother. 3. Its silence silences : The silence caused due to the death of her mother silences the poetess as well. She is just speechless when she is reminded of the moment when her mother died. Paraphrase: The poet's mother has been dead for about 12 years , which is roughly the age she was in the photograph — a poetic way of marking the passage of time and expressing loss. The poetess thinks that the circumstance that has led to the death of her mother is so painful that she has nothing to say about it. The silence cau sed at the death of her mother has silenced everything else as it is very painful. NCERT SOLUTION Think It Out Q1. What doe the word ‘cardboard’ denote in the poem? Why has this word been used? Ans: ‘Cardboard’ denotes a thick hard paper which has been used as a support to frame photos. The cardboard carries the photograph of the poetess’ mother when she was merely 12-year-old. The word has been used to convey the message that it has survived the onslaught of time to show the smiling face of a 12-yr-old girl who has lived and died a long time ago. The word also symbolically represents the transitory life of human beings against the permanence of any art form. Q2. What has the camera captured? The camera has captured three girls on a sea holiday. Each of the two cousins was holding the hand of the poetess’ mother. Q3. What has not changed over the years? Does this suggest something to you? The sea, which is a part of nature, has not changed over the years. This suggests to us the permanence of nature. Nature is perennial whereas human beings are transitory in this wo rld. Q4. The poet’s mother laughed at the snapshot. What did this laugh indicate? This laugh on the part of the poet’s mother indicates that she became nostalgic. She also lived that pleasurable moments with her cousins and uncle on the sea beach in her memory. Q5. What is the meaning of the line ‘Both wry with the laboured ease of loss.’? The mother had to reconcile to the loss of her happiness of sea holiday whereas the poet had to come to terms with the loss of her mother’s beautiful smile. Both have suffered a sense of loss, which is hard to accept. Q6. What does ‘this circumstance’ refer to? This circumstance refers to the moment which caused the death of the poet’s mother. The death of her mother had created a vacuum in the life of the poet. Q7. The three stanzas depict three different phases. What are they? The first phase depict the mother as a twelve-year-old girl, who went on a beach holiday with her two cousins. The second phase depicts the poet’s mother as a middle-aged woman who laughs at the memory of her childhood photo. The third phase depicts the tinge of sadness and repentance on the part of the poet at having lost her mother who has been shown to have died. CB Questions Extract 1 The cardboard shows me how it was When the two girl cousins went paddling, Each one holding one of my mother’s hands, And she the big girl — some twelve years or so. Q1. What literary device is employed in the phrase "The cardboard shows me how it was"? A. Metaphor B. Simile C. Personification D. Symbolism Q2. How does the speaker feel as she look at the cardboard? A. Joyful nostalgia B. Profound sadness C. Indifference D. Confusion Q3. What does the image of the two girl cousins paddling symbolize in the poem? A. Childhood innocence B. Regret and loss C. Maternal love D. Future aspirations Q4. In the line "And she the big girl — some twelve years or so," what emotion is associated with the phrase "the big girl"? A. Pride B. Maturity C. Regret D. Envy Q5. How does the use of the word "paddling" contribute to the mood of the poem? A. Elicits a sense of playfulness B. Evokes a feeling of urgency C. Creates a somber atmosphere D. Induces nostalgia Non-MCQs: Q6. Explain the impact of the speaker's choice of words on portraying memories in the description of the cardboard. Ans: The speaker's use of "cardboard" suggests a tangible representation of memories, emphasizing their fragility and the potential for distortion over time. This choice underscores the theme of the impermanence of memories and the struggle to preserve the authenticity of past experiences. Q7. Explore the emotional undertones conveyed through the image of the two girl cousins holding the speaker's mother's hands while paddling. Ans: The image conveys a sense of familial connection and shared experiences. The act of holding hands symbolizes unity and support, emphasizing the bond between family members. The speaker likely experiences a mix of nostalgia and melancholy, reflecting on the passage of time and the fleeting nature of childhood. Q8. Discuss why the speaker reflects on this specific childhood memory and its connection to the poem's theme. Ans: The speaker may reflect on this childhood memory to explore themes of nostalgia, loss, and the impact of time on personal recollections. The specific details of the memory, such as the two girl cousins paddling and holding the mother's hands, may hold symbolic significance, representing moments of innocence and familial closeness. The reflection serves as a lens through which the speaker grapples with the transient nature of time and the preservation of cherished memories. Extract 2 A sweet face, My mother’s, that was before I was born. And the sea, which appears to have changed less, Washed their terribly transient feet. Q1. What is the speaker's tone when describing their mother's face as "A sweet face"? A. Regretful B. Nostalgic C. Melancholic D. Critical Q2. How does the speaker perceive the sea in relation to her mother's past? A. Unchanging B. Transient C. Indifferent D. Hostile Q3. What does the phrase "terribly transient feet" suggest about the individuals mentioned? A. They are physically unstable. B. Their presence is temporary. C. They possess extraordinary agility. D. They are emotionally detached. Q4. In the line "That was before I was born," what effect does the temporal reference have on the poem? A. It evokes a sense of separation. B. It signifies a new beginning. C. It emphasizes continuity. D. It creates a feeling of regret. Q5. How does the speaker's observation of the sea contribute to the theme of the poem? A. It highlights the constancy of nature. B. It symbolizes the passage of time. C. It represents the changing tides of life. D. It conveys a sense of tranquility. Q6. Analyze the impact of the temporal reference "before I was born" on the speaker's perception of her mother. Ans: The temporal reference "before I was born" creates a temporal distance between the speaker and the moment described. It adds a layer of separation, emphasizing that the sweetness of the mother's face existed in a time preceding the speaker's existence. This temporal gap contributes to the speaker's reflection on the transient nature of time and memories. Q7. Explore the symbolism behind the sea and its role in conveying the theme of transience in the poem. Ans: The sea serves as a powerful symbol of continuity and change. Its apparent unchanging nature contrasts with the transient nature of human experiences. The washing of "terribly transient feet" in the sea symbolizes the fleeting and impermanent nature of life. The sea becomes a visual metaphor for the passage of time and the inevitable changes that occur. Q8. Discuss the emotional nuances conveyed through the description of the mother's face as "A sweet face" and its connection to the speaker's reflections. Ans: The description of the mother's face as "A sweet face" conveys a tender and affectionate emotion. The sweetness suggests a fond and cherished memory of the mother's visage. This emotional nuance is likely tied to the speaker's reflections on the passage of time and the realization that the depicted moment occurred before the speaker's birth. The sweetness becomes a poignant element in the speaker's contemplation of transience and the changing dynamics of life. Extract 3 ”The sea holiday Was her past, mine is her laughter. Both wry With the laboured ease of loss. Now she’s been dead nearly as many years As that girl lived. And of this circumstance There is nothing to say at all. Its silence silences. Q1. How does the speaker characterize their own past in relation to the sea holiday? A. Nostalgic B. Joyful C. Contemplative D. Regretful Q2. What emotional quality is attributed to the laughter mentioned in the line "Mine is her laughter"? A. Wry B. Boisterous C. Melancholic D. Hysterical Q3. What does the phrase "Both wry With the laboured ease of loss" suggest about the speaker and the girl from the past? A. They share a humorous outlook on life. B. They bear the weight of loss with difficulty. C. They find ease in experiencing loss. D. They approach loss with indifference. Q4. In the line "Now she’s been dead nearly as many years As that girl lived," what is the effect of comparing the years of the speaker's mother's death to the girl's life? A. It emphasizes the brevity of the girl's life. B. It highlights the duration of the mother's absence. C. It creates a sense of symmetry and reflection. D. It suggests a parallelism between the two timelines. Q5. How does the phrase "Its silence silences" contribute to the overall theme of the poem? A. It emphasizes the power of spoken words. B. It conveys the ineffability of certain circumstances. C. It signifies the end of communication. D. It introduces a hopeful tone. Q6. Analyze the dual nature of the laughter mentioned in the poem, connecting it to the theme of loss. Ans: The laughter in the poem seems to carry a bittersweet quality, reflecting both joy and sorrow. It becomes a poignant reminder of the speaker's mother's past happiness, now overlaid with the weight of loss. This duality enhances the theme of transience and the complex emotions tied to memories. Q7. How does comparing the years of the mother's death to the girl's life impact the reader's perception of time and loss in the poem? Ans: The comparison creates a poignant parallelism, emphasizing the finite nature of life. It prompts reflection on the brevity of existence and the enduring impact of loss. The juxtaposition of timelines serves to underscore the universality of experiences, where one life ends, and another continues. Q8. Explain how "Its silence silences" conveys the emotional depth of the circumstance in the poem. Ans:   "Its silence silences" encapsulates the profound emotional impact of the circumstance. The repetition of "silence" intensifies the depth of the unspoken grief and loss, emphasizing the inability to articulate the complex emotions tied to the mother's death. The phrase signifies the overwhelming and inexpressible nature of the silence surrounding such significant life events.

Answer the following grammar questions bases on the instructions given below: Complete any ten of the following twelve tasks as directed. Complete any ten of the following twelve tasks as directed. 10x1=10 (i) Fill in the blank by choosing the correct option to complete a school notice. Students ______ report to the auditorium for the workshop on career guidance. (a) may (b) must (c) will (d) can (ii) Read the conversation between Maya and her brother. Complete the sentence by reporting Maya’s reply correctly. Brother : Maya, have you seen my headphones? Maya : No, I haven’t seen them since yesterday. Her brother asked Maya if she had seen his headphones. In response, Maya said that ______ (iii) Select the correct option to fill in the blank for the given line from a health article. Children ______ learn healthy eating habits early in life to prevent lifestyle diseases. (a) could (b) must (c) shall (d) might (iv) Select the option that identifies the error and supplies the correction for the following line, from a press release. The team of volunteers has distribute food packets to flood-affected families. Error Correction (a) has have (b) distribute distributed (c) packets packet (d) families family (v) Fill in the blank by using the correct form of the word in the bracket. The players (practice) ______ regularly to maintain their performance before the finals. (vi) Report the dialogue between a teacher and a student by completing the sentence. Teacher : Why haven’t you submitted your project? Student : I was unwell and could not complete it. The teacher asked the student why he had not submitted the project. The student replied that __________ (vii) Identify the error in the given sentence and supply the correction: The children enjoyed the puppet show on the cultural fest. Error Correction (viii) Mohit shared details of his painting exhibition with his friend Aarav. Report Aarav’s question. 'Did many people attend your exhibition?' (ix) Fill in the blank by choosing the correct option to complete the public awareness slogan. _______ we act now, climate change will cause irreversible damage. (a) If (b) Until (c) Unless (d) Though (x) Select the correct option to complete the narration of the dialogue between Nisha and her cousin Tia. Nisha : I couldn’t find your name in the attendance sheet. Tia : I joined the session late. Nisha told Tia that she couldn’t find her name in the attendance sheet and Tia replied that __ (a) she has joined late (b) she joined the session late (c) she had joined the session late (d) she was joining late (xi) Report the dialogue between two classmates by completing the sentence. Kabir : How did you prepare for the debate? Neha : I watched videos and read articles online. In response to Kabir’s question, Neha shared that ________ (xii) Identify the error in the given sentence and supply the correction: One of the girl has won the inter-school essay competition. Answer Key (i)  Students ______ report to the auditorium for the workshop on career guidance. Answer:  (b) must (ii)  Her brother asked Maya if she had seen his headphones. In response, Maya said that she had not seen them since the previous day. (iii)  Children ______ learn healthy eating habits early in life to prevent lifestyle diseases. Answer:  (b) must (iv)  Error: distribute Correction: distributed Corrected sentence: The team of volunteers has distributed  food packets to flood-affected families. (v)  The players ______ regularly to maintain their performance before the finals. Answer:   practiced (vi)  The teacher asked the student why he had not submitted the project. The student replied that he was unwell and could not complete it. (vii)  Error: enjoys Correction: enjoy Corrected sentence: The children enjoy  the puppet show during the cultural fest. (viii)  Reported question: Aarav asked Mohit if many people had attended his exhibition. (ix)  ______ we act now, climate change will cause irreversible damage. Answer:  (c) Unless (x)  Nisha told Tia that she couldn’t find her name in the attendance sheet and Tia replied (c) she had joined the session late (xi)  In response to Kabir’s question, Neha shared that she had watched videos and read articles online. (xii)  Error: girl Correction: girls Corrected sentence: One of the girls  has won the inter-school essay competition.

Lesson Architecture Theme Lesson At-A-Glance NCERT Solution Extra Questions Theme: The lesson is a humorous piece portraying the status of a mother in a family. The housewife mothers are always taken for granted by the members of her family. This lesson is education as the playwright brings about reformation in the family of Mrs. Pearson with the help of personality exchange with a lady called Mrs. Fitzgerald. This play provides a glimpse into the miserable lives of mothers who are house-wives who work non-stop from morning to night for keeping their family members happy. The story teaches us to be thoughtful and respectful to our mothers. Lesson At-A-Glance Mrs. Pearson is a committed wife and mother who caters to each and every demand of her husband George and children Doris and Cyril. All the three family members of her family take Mrs. Pearson for granted and do not help her out in any of the domestic chores. Mrs. Pearson conveys her family matters to her neighbour Mrs. Fitzgerald who opined that her tender and compliant nature is responsible for her present state of affairs at home. Both Mrs. Fitzgerald and Mrs Pearson agree to exchange their personalities with each other. They both hold hands and their personalities get transferred. Doris is shocked to discover her mother smoking on returning home. As usual she commands her mother to prepare tea. But Mrs. Pearson remains indifferent towards her demand, which surprises Doris. Dorris shows her disappointment when she discovers that her yellow dress is not ironed by her mother. Mrs. Pearson teaches her lesson that being a grown up girl, she should do her work on her own. Mrs. Pearson's son Cyril comes home and discovers that Doris is crying and mother playing cards. Like his sister he also demands tea and snacks but is shocked to receive the same treatment from his mother. The children discuss their mother's strange behavior when they see her filling a glass of wine for herself. Mrs. Pearson informs her children that she would not work for more than eight hours henceforth and will also go for a vacation during weekend. She also declares that she would do some work on Saturday and Sunday only if she is acknowledged for her work. Her husband George Pearson enters the room and is annoyed that instead of preparing tea his wife is sipping wine and is a relaxed state of mind. When Mr. George informs his wife that he would have supper at the club, Mrs. Pearson gets annoyed at his attitude and rebukes him by telling him that people at the club make fun of him behind his back. When all the members of Mrs. Pearson are feeling uncomfortable, Mrs. Fitzgerald enters. All members of Mrs. Pearson's family look at each other in confusion when Mrs. Fitzgerald (actually Mrs.pearson) requests to have their personalities exchanged. Mrs. Pearson (actually Mrs. Fitzgerald) agrees on a condition that Mrs. Pearson would not go soft on her family again. They get into their original bodies and Mrs. Fitzgerald leaves. The mother, the children and husband smile at each other with relief and it is decided that they all will have the dinner together and play a game of rummy. The story ends at a happy note when all four members of Mrs. Pearson's family are seen in a family reunion mode by playing the game of rummy. NCERT Solution: 1.This play , written in the 1950s, is a humorous and satirical depiction of the status of the mother in the family. (i) What are the issues it raises? Ans: The major issue that the play raises in this story is the status of a mother in a family. She is not acknowledged for her work and all her hard work meets a watery grave. Her likes and dislikes , comforts and commitment for the family goes unnoticed and unrecognized. The play highlights the need for every member of a family to be self-reliant in so far as their domestic chores are concerned. They should not be dependent on their mothers for the accomplishment of their tasks. They should be non-complaining in nature and develop the sense of discipline and gratitude for each and every member of the family. (ii) Do you think it caricatures these issues or do you think that the problems it raises are genuine? How does the play resolve the issues? Do you agree with the resolution? Ans: The problems that the play raises are genuine and oft-repeated practice in every household of that time. Mothers are always taken for granted for all the hard work they do to keep their family members happy and comfortable. In return mothers are neither recognized nor given any relief from their relentless work schedule. The play resolves the issue with the help of personality exchange between Mrs. Pearson and Mrs. Fitzgerald. Although the personality exchange appears to be exaggerated, but this poetic license is required to set the errant family members back on the track. Yes, I am happy with the resolution of the conflict towards the end. The family members understand Mrs. Pearson and they all come together and live happily thereafter. 2. If you were to write about these issues today what are some of the incidents, examples and problems that you would think of as relevant? Ans: The issue raised by the playwright in the story is also relevant in India, especially in rural India. Urban India has undergone tremendous change with mothers being bread earners and financially independent in most of the families. In rural India the situation is very sad as the mothers have to bear the brunt of all kinds of household chores. They are uneducated in rural India and are always dependent on their husbands and in-laws for their sustenance. Therefore, they become victim of all kinds of exploitation and prejudice. The other issues that I would consider relevant if I am likely to write a play would include the following: Social Networking sites and its evil effects on teenagers. Violence on Women. Educated Unemployment Climate Change owing to Global warming. How has technology revolutionized our lives? Today's gadget-fed children. 3. Is drama a good medium for conveying a social message? Ans: Drama is indeed a good medium for conveying a social message due to the following reasons: In a drama every character with their roles transport the spectators into a world of their own making . As in a drama every character is in a live interaction with one another, so we are in a better position to understand the message conveyed by the playwright. Drama can be played in educational institutions, street, auditorium and can cater to a larger audience in so far as entertainment is concerned and therefore, the social message is conveyed through the medium of entertainment. Extra Questions 1.What kind of problem was being faced by Mrs. Pearson in her family? Ans: Mrs. Pearson bore the brunt of indiscriminate behaviour by her husband and children. She was working relentless for everyone from ironing their clothes to making food all by herself. Moreover, she was uncomplaining by nature. Her family members never showed any respect and concern for her hard work. 2. What did Mrs. Fitzgerald suggest to Mrs Pearson ? Ans: Mrs. Fitzgerald suggested to Mrs. Pearson that they should exchange their personalities so that Mrs. Pearson could be strong and assertive in behaviour like Mrs. Fitzgerald. Mrs. Fitzgerald claimed that she had learnt the art in the East. With the help of Mrs. Fitzgerald's strong and dominant personalities after the personality exchange, Mrs. Pearson could set the errant members of her family right. 3. How did Mrs. Pearson in the personality of Mrs. Fitzgerald reform the members of her family? Ans: Mrs. Pearson could bring about a tremendous change in the attitude of the members of her family towards her. George, Doris and Cyril were all ungrateful. They did not acknowledge or appreciate the labour and concern of Mrs. Pearson. They took her for granted. She did the following things to set the errant members of her family right. Her attitude towards Doris Mrs Pearson told Doris to make tea for herself. She was not going to help her in her work. she further told her that she might eat out if the she could not make the food at home. She further told her to iron her yellow dress herself. Mrs. Pearson was also very critical of Doris' boyfriend , Charlie Spence. Her Attitude towards Cyril Mrs. Pearson did not serve him tea and asked him not to be dependent. When Cyril asked whether his mother had put his tings out, she ignored him completely. Cyril reminded her of her promise to mend his clothes, but Mrs. Pearson refused saying that she would also refuse to do things she didn't like doing. She further told her children that she wouldn’t work on weekends. Her Attitude towards George George was surprised to see his wife drinking stout. She told him that she did not prepare any tea for him. He then became angry to see her attitude. She further told him that people at his club laugh at him because he is fat. At last Mrs Fitzgerald advised her not to go soft on the family again and give them a tough look be assertive on them so as to keep them on track. Q4. What was Mrs. Fitzgerald's final advice to Mrs. Pearson after they change back? Ans: She advised Mrs. Pearson to be firm and not to offer any explanation or apology. If she failed to comply with her advice, all her efforts to mend her family would go waste. She should be assertive and she was advised not to go soft on the family again.

Lesson Architecture Theme Summary Translation of Text into Hindi Word-Meanings Question-Answers Competency-Based Questions Three Days to See Theme The central theme of Three Days to See  revolves around the value of the senses , especially sight , and the importance of gratitude and mindfulness  in everyday life. Helen Keller, blind and deaf since early childhood, powerfully conveys how much people take their senses for granted. Through her imagined "three days of sight," she emphasizes the beauty and richness of the world that most overlook. Her reflections urge readers to cherish life’s simple pleasures and use their senses with greater awareness. The essay ultimately teaches us to live each day fully, appreciating the ordinary as extraordinary. Summary In Three Days to See , Helen Keller imagines what she would do if she were granted vision for just three days. Blind from infancy, Keller describes how she experiences the world through touch and how even a leaf or tree bark gives her immense joy. However, she longs to see the world visually. On the first day , she would look at the faces of her loved ones and appreciate the beauty of human expression. On the second day , she would observe nature at dawn and visit museums to see humanity’s historical and artistic achievements. On the third day , she would explore city life, watching people go about their daily routines and learning from their expressions. As her imaginary experience ends, Keller reminds readers that most people waste their senses and fail to see the world’s wonder. She urges everyone to live as if each day were their last chance to experience the world, using all senses fully. Her narrative is a powerful reflection on how sensory awareness leads to deeper appreciation and joy. Through her words, Keller inspires us to live with purpose and gratitude, never taking the ordinary for granted. Hellen Keller Translation of the Text in Hindi Original English Text Hindi Translation I, who cannot see, find hundreds of things to interest me through mere touch. मैं, जो देख नहीं सकती, केवल स्पर्श के माध्यम से सैकड़ों चीजों में रुचि पाती हूँ। I feel the delicate symmetry of a leaf. मैं पत्ते की नाजुक समानता को महसूस करती हूँ। I pass my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy bark of a pine. मैं अपने हाथों को प्यार से सिल्वर बर्च के चिकने तने या चीड़ के खुरदरे, रेशेदार छाल पर फिराती हूँ। In spring, I touch the branches of trees hopefully in search of a bud, वसंत में, मैं आशा से पेड़ों की शाखाओं को छूती हूँ कि कोई कली मिल जाए, the first sign of awakening Nature after her winter’s sleep. जो सर्दियों की नींद के बाद जागती प्रकृति का पहला संकेत होती है। Occasionally, I am very fortunate; I place my hand gently on a small tree and feel the happy quiver of a bird in full song. कभी-कभी मैं बहुत भाग्यशाली होती हूँ; मैं अपने हाथ को धीरे से किसी छोटे पेड़ पर रखती हूँ और एक पक्षी के गाते समय उसके हर्षित कंपन को महसूस करती हूँ। At times, my heart cries out with longing to see all these things. कभी-कभी मेरा हृदय इन सभी चीजों को देखने की तीव्र इच्छा से व्याकुल हो उठता है। If I can get so much pleasure from mere touch, how much more beauty must be revealed by sight. अगर मुझे केवल स्पर्श से इतना आनंद मिल सकता है, तो दृष्टि से कितनी अधिक सुंदरता सामने आएगी। And I have imagined what I should most like to see if I were given the use of my eyes, say, for just three days. और मैंने कल्पना की है कि यदि मुझे अपनी आँखों की दृष्टि सिर्फ तीन दिनों के लिए भी मिल जाए, तो मैं सबसे अधिक क्या देखना चाहूँगी। I should divide the period into three parts. मैं उस समय को तीन भागों में बाँटूँगी। On the first day, I should want to see the people whose kindness and companionship have made my life worth living. पहले दिन मैं उन लोगों को देखना चाहूँगी जिनकी दयालुता और साथ ने मेरे जीवन को जीने योग्य बनाया है। I do not know what it is to see into the heart of a friend through that ‘window of the soul’, the eye. मैं नहीं जानती कि आत्मा की खिड़की — आँख — के ज़रिए एक मित्र के हृदय में झाँकना कैसा होता है। I can only ‘see’ through my fingertips the outline of a face. मैं केवल अपनी उंगलियों के स्पर्श से किसी चेहरे की रूपरेखा 'देख' सकती हूँ। I can detect laughter, sorrow and other obvious emotions. मैं हँसी, दुःख और अन्य स्पष्ट भावनाओं को पहचान सकती हूँ। I know my friends from the feel of their faces. मैं अपने मित्रों को उनके चेहरे के स्पर्श से पहचानती हूँ। Original English Text Hindi Translation The next day I should arise with the dawn and see the thrilling miracle by which night is transformed into day. अगले दिन मैं सुबह भोर के समय उठूँगी और उस रोमांचकारी चमत्कार को देखूँगी जिससे रात दिन में बदल जाती है। I should behold with awe the magnificent panorama of light with which the sun awakens the sleeping earth. मैं विस्मय से उस भव्य प्रकाश दृश्य को देखूँगी जिससे सूर्य सोई हुई पृथ्वी को जगाता है। This day I should devote to a hasty glimpse of the world, past and present. इस दिन मैं अतीत और वर्तमान की दुनिया की एक त्वरित झलक देखने के लिए समर्पित करूँगी। I should want to see the pageant of man’s progress, and so I should go to the museums. मैं मानव प्रगति की झाँकी देखना चाहूँगी, और इसलिए मैं संग्रहालयों में जाऊँगी। There my eyes would see the condensed history of the earth—animals and the races of men pictured in their native environment; वहाँ मेरी आँखें पृथ्वी का संक्षिप्त इतिहास देखेंगी — जानवर और मानव जातियाँ अपने प्राकृतिक वातावरण में चित्रित होंगी; gigantic carcasses of dinosaurs and mastodons that roamed the earth before man appeared, विशालकाय डायनासोरों और मैस्टोडोन के कंकाल जो मनुष्य के आने से पहले पृथ्वी पर घूमते थे, with his tiny stature and powerful brain, to conquer the animal kingdom. जिन पर काबू पाने के लिए मनुष्य ने अपने छोटे कद और शक्तिशाली मस्तिष्क का उपयोग किया। The following morning, I should again greet the dawn, anxious to discover new delights, new revelations of beauty. अगले दिन सुबह, मैं फिर से भोर का स्वागत करूँगी, नई प्रसन्नताओं और सुंदरता के नए रहस्यों को खोजने के लिए उत्सुक रहूँगी। Today, this third day, I shall spend in the workaday world, amid the haunts of men going about the business of life. आज, तीसरे दिन, मैं इसे रोजमर्रा की दुनिया में बिताऊँगी, जहाँ लोग अपने जीवन की गतिविधियों में लगे होते हैं। The city becomes my destination. शहर मेरी मंज़िल बनेगा। First, I stand at a busy corner, merely looking at people, trying by sight of them to understand something of their daily lives. सबसे पहले, मैं एक व्यस्त चौराहे पर खड़ी होऊँगी और लोगों को देखकर उनके दैनिक जीवन को समझने की कोशिश करूँगी। I see smiles, and I am happy. मैं मुस्कानें देखती हूँ, और मैं खुश होती हूँ। I see serious determination, and I am proud. मैं गंभीर संकल्प देखती हूँ, और मुझे गर्व होता है। I see suffering, and I am compassionate. मैं दुःख देखती हूँ, और मुझे सहानुभूति होती है। Word-Meanings Word Meaning Example Sentence Mere Just; only She found joy in the mere touch of a leaf. Symmetry Balanced and proportionate arrangement The symmetry of the leaf fascinated her fingertips. Silken Smooth and soft like silk The spider dropped with a silken thread. Filmy Thin and almost transparent The spider spun a filmy clue from the ceiling. Awaken To wake up or arouse from sleep She hoped to feel the buds—the first sign of awakening nature. Quiver A slight trembling movement The bird quivered with song when she touched the tree. Longing A strong desire Her heart was filled with longing to see. Hasty Done quickly without delay She planned a hasty visit to the museum to see history. Panorama An unbroken view of a wide area The dawn revealed a breathtaking panorama of light. Carcass The dead body of an animal She saw the carcasses of ancient creatures in the museum. Mastodon A large extinct elephant-like mammal The mastodons amazed her with their gigantic size. Native Belonging to a particular place by birth The museum displayed men in their native environment. Haunts Places where people frequently go She visited the haunts of busy city life. Compassionate Feeling or showing sympathy for others She saw suffering and became compassionate. Stricken Seriously affected by an undesirable condition Use your eyes as if tomorrow you would be stricken blind. Tactile Related to the sense of touch Touch each object as if your tactile sense will vanish tomorrow. Relish Enjoyment or delight Taste each morsel with relish as if it’s your last. Facet One side or aspect of something Nature offers many facets of beauty through our senses. Descend To go or come down Darkness would again descend after her three days of vision. Delightful Giving great pleasure Of all senses, sight is the most delightful to her. Nature imagined by Hellen Keller City Busy life as envisaged by Hellen Keller Question-Answers | NCERT Solution ( To be Continued ) Keep Visiting the Site

Lesson Architecture Theme Lesson Summary Poem Explanation Word-Meanings NCERT Solution Competency Based Questions & Answers Theme | A Funny Man | Unit II | Class VII The poem explores the theme of humour, imagination, and individuality . It introduces a whimsical man who breaks all conventions—he wears shoes on his head, hats on his feet, and offers a bun instead of a rose. Through this humorous portrayal, the poem celebrates eccentricity, creativity , and the joy of looking at life from a fun, different perspective. It also encourages readers to embrace the unexpected  and enjoy the lighter side of life. Lesson Summary | Unit II | A Funny Man | Poem Explanation The poem describes an encounter with a strange but polite man  who behaves in a completely unexpected way. He walks down the street wearing a shoe on his head and hats on his feet. When he meets the speaker, he lifts his shoe to greet them and offers a currant bun  instead of a rose. The speaker is both puzzled and amused, especially by the man’s claim that the bun is a rose. The man sings a strange-sounding song and sits on the ground. When asked about his hats, he does something even funnier—he turns around and hops away on his head . The poem ends with this hilarious image, leaving readers smiling at the absurdity and charm of this unusual character. Funny Man 1 Poem Explanation  Stanza 1 One day a funny kind of man Came walking down this street The poet describes an unusual man walking down the street. The word “funny” means strange or amusing here. He wore a shoe upon his head And hats upon his feet. This is a humorous and silly image. The man wears his shoe on his head (instead of his foot) and hats on his feet (instead of his head), which is the opposite of normal! Stanza 2 He raised the shoe and smiled at me, His manners were polite; The man lifts the shoe from his head (like tipping a hat) and smiles. He is polite, even though he looks strange. But never had I seen before Such a funny sounding sight. The poet is amazed. She’s never seen anything so strange. The phrase “funny sounding sight” is playful—it mixes two senses (hearing and sight), adding to the humour. Stanza 3 He said, “Allow me to present Your Highness with a rose.” The man speaks grandly and formally, calling the poet “Your Highness” like she is royalty. He wants to present her with a rose. And taking out a currant bun He held it to my nose. Instead of a rose, he offers a currant bun (a type of sweet bread), which makes the situation even more funny and confusing. Stanza 4 I staggered back against the wall And then I answered, “Well! The poet is so surprised that she steps back in shock and says “Well!” as a sign of disbelief. I never saw a rose with such A funny looking smell. She jokes that the bun smells strange for a rose, mixing the idea of how something looks with how it smells. It's playful and ironic. Stanza 5 He then began to sing a song, And sat down on the ground; The man sits down and starts singing, showing even more unusual behaviour. You never heard in all your life Such a funny feeling sound. His singing is so odd that it’s described as a “funny feeling sound,” which suggests it's both strange and amusing. Stanza 6 “My friend, why do you wear two hats Upon your feet?” I said. The poet finally asks him directly why he’s wearing hats on his feet, showing her curiosity. He turned the other way about, And hopped home on his head. Instead of replying, he turns and hops away—on his head! This ending adds a final touch of silliness and wonder. Word Meanings | Poem Explanation Word/Phrase Meaning Example Sentence Funny kind of man A man with strange or amusing behaviour A funny kind of man greeted me by wearing his shoes on his head. Currant bun A small cake or bread roll with dried fruits Instead of a flower, he offered me a currant bun! Staggered Moved unsteadily or in surprise I staggered back when he held the bun to my nose. Polite Having good manners Despite his odd look, the man was polite in speech. Funny looking smell A humorous way to describe a strange aroma I couldn’t stop laughing at the funny looking smell he offered. Hopped Jumped on one foot or in a bouncing motion He hopped home on his head, which made everyone laugh. Present (as a verb) To offer formally He said, “Allow me to present Your Highness with a rose.” Raised Lifted or moved upward He raised the shoe from his head to greet me. Sounding sight A poetic mix-up—something that looks funny and sounds odd It was a funny sounding sight indeed—he wore hats on his feet! Highness A respectful title (often used for royalty) He jokingly called me ‘Your Highness’ while offering the bun.  Let us discuss | NCERT Solution Work in pairs. Identify the true statements. Check your answers with the teacher. 1. The poet says that she had never heard such an amusing song. 2. The funny man was quite ill-mannered. 3. The funny man wore two hats on his feet. 4. The funny man hopped on his head to reach home. 5. The funny man gave a rose to the poet. 6. The funny man smiled at the poet. Answers No. Statement True/False Justification 1. The poet says that she had never heard such an amusing song. True The poet says, “You never heard in all your life / Such a funny feeling sound.” 2. The funny man was quite ill-mannered. False The poet says, “His manners were polite.” 3. The funny man wore two hats on his feet. True The line says, “And hats upon his feet.” 4. The funny man hopped on his head to reach home. True The poem ends with, “And hopped home on his head.” 5. The funny man gave a rose to the poet. False He offered a currant bun , calling it a rose. 6. The funny man smiled at the poet. True The poem says, “He raised the shoe and smiled at me.” Page 61 | A Funny Man | Vocabulary Exercise Answers II. Clue Answer 1. A small seedless raisin Currant 2. Moved unsteadily Staggered III. The tone of the poem is  humorous because  it describes a man behaving in strange, silly ways that make the reader laugh. The rhyme scheme of the poem is  AABB ; and it gives a  rhythmic quality to the poem. The poet has frequently repeated the word ‘funny’ in order to  highlight the amusing and strange actions of the man. IV. The poem uses vivid imagery to create a  humorous and nonsensical scene. The structure of the poem is in  monologue form. The phrases ‘sounding sight’ and ‘hopped home’ are examples of  alliteratio n V. Correct sentence: But I had never seen such a funny sounding sight before. Why has the poet used phrases like ‘funny sounding sight’ and ‘funny feeling sound’ with reference to the funny man? Ans: The poet has used phrases like ‘funny sounding sight’  and ‘funny feeling sound’  to reflect the absurd and confusing experience  of encountering the funny man. These unusual combinations of words, where the sense of sight and sound seem mixed up, highlight the whimsical and nonsensical nature  of the man’s actions. VI.   Can you think of any real-world situations where people do similar things for fun, entertainment, or performance? Share with your classmates and the teacher. Ans: Yes, there are many real-world situations where people behave in humorous or unusual ways for fun, entertainment, or performance . Here are a few examples: Clowns in a circus  wear funny clothes, use oversized shoes, paint their faces, and perform silly actions to make people laugh. Street performers or mime artists  often act in strange or exaggerated ways to entertain passers-by, sometimes without even speaking. Fancy dress competitions  or costume parades  in schools and communities often have people dressing as unusual or imaginary characters. Comedians or comic actors  in movies and plays may do unexpected things, speak in funny voices, or move in odd ways to entertain the audience. During festivals or carnivals , people may wear costumes, dance in the streets, and play harmless pranks as part of the celebration. These situations show how, like the funny man in the poem, people enjoy using imagination, exaggeration, and humour  to bring joy to others. Funny Man 2 Let us think and reflect ( Page 62) I Read the extracts given below and answer the questions that follow. 1. He said, “Allow me to present Your Highness with a rose.” And taking out a currant bun He held it to my nose. I staggered back against the wall And then I answered, “Well!” (i) Why does the funny man address the poet as ‘Your Highness’? (ii) Choose a phrase from the extract which indicates a polite request. Ans: (i) He addresses the poet as ‘Your Highness’  to act in a humorous and exaggeratedly formal manner, possibly pretending that the poet is royalty. This adds to the funny and imaginative tone  of the poem and reflects his quirky behaviour. (ii) The phrase is: “Allow me to present” . It shows that the funny man is making a respectful and polite offer  in a formal tone.  (iv) Complete the sentence with an appropriate reason. When the poet says, ‘Well!’, it expresses surprise. This was so because _________________. Ans: When the poet says, ‘Well!’, it expresses surprise. This was so because the man offered a currant bun instead of a rose, which was completely unexpected and absurd. Extract 2 You never heard in all your life Such a funny feeling sound. “My friend, why do you wear two hats Upon your feet?” I said. He turned the other way about, And hopped home on his head. (i) Choose the line from the extract which tells us that the sound was unique: “You never heard in all your life / Such a funny feeling sound.” (ii) Complete the sentence with an appropriate reason: The poet calls the funny man ‘my friend’ because despite his strange actions, the man was polite and friendly. (iii) What does the reaction of the funny man to the poet’s question tell us about him? His reaction— hopping away on his head instead of answering —shows that he is playful, unpredictable, and enjoys being funny rather than logical. (iv) Choose the correct option to complete the sentence: The last line of the extract makes the readers feel D. cheerful . II. Answer the following questions | Page 63 1. Which character trait of the funny man was most appealing to you? Why? The most appealing trait is his creativity . He dares to be different and expresses himself freely. His silly yet polite behaviour adds charm, making him enjoyable and showing that it’s okay to be unique and imaginative. 2. The funny man does unusual things in the poem. How does it affect the overall mood of the poem? The man’s odd actions, like wearing hats on his feet and hopping on his head, create a light-hearted, humorous mood . His behaviour makes the poem entertaining and whimsical, allowing readers to laugh and enjoy his strange way of living. 3. What alternative title would you suggest for the poem? Give reason(s) for your choice. An alternative title could be "The Man Who Hopped on His Head"  because it captures the quirky essence of the character and reflects the poem’s playful tone. It also sparks curiosity and highlights his most comical action. 4. Why do you think the poet has included dialogues in the poem? The poet uses dialogue to make the interaction more lively and personal . It helps readers connect with both characters, adds humour, and brings out the funny man’s eccentric personality more vividly through his spoken words. 5. What does the poet wish to convey by highlighting the unusual behaviour of the funny man? The poet wants to convey that being different is not wrong. The funny man’s behaviour teaches us to accept uniqueness, find joy in the unexpected , and see humour in ordinary situations without judging people for being unconventional.   Let us learn I. Match the phrasal verbs in Column 1 with their correct meanings in Column 2 Column 1 Matched with Column 2 1. take up (iii) to begin to study, practice, or do something 2. take after (v) to resemble or look similar to (usually a family member) 3. take in (i) to understand or comprehend something 4. take over (ii) to assume control or responsibility for something 5. take off (iv) to become successful or popular quickly II. Fill in the blanks with suitable phrasal verbs (from Section I) Sentence No. Sentence 1 The new technology is set to take over  traditional methods of communication. 2 I tried hard to take in  what the writer wanted to say but was unsuccessful. 3 Arjun decided to take up  painting as a hobby. 4 The smartphone quickly took off  the sales in the market. 5 Sheela takes after  her father; they have the same smile. II. Match the verbs in Column 1 with suitable prepositions/adverbs and write meanings Column 1 Column 2 (with) Column 3 (Meaning) 1. look after take care of 2. run away escape or leave quickly 3. put off postpone 4. break down stop functioning / lose control 5. call off cancel Competency-Based Questions Q1. How does the poet use humour to highlight the unique behaviour of the funny man? Answer: The poet uses exaggerated and absurd imagery, such as wearing a shoe on his head and hopping home on his head, to create humour. This reflects how unusual actions can challenge our normal expectations and make us laugh. Q2. What can we infer about the poet’s reaction to the funny man’s behaviour? Answer: The poet is surprised and amused by the man’s antics. Phrases like “I staggered back” and “Well!” show a mix of confusion and delight, indicating that the poet is open to viewing oddity with curiosity rather than fear. Q3. What life skill does the poet demonstrate when interacting with the funny man? Answer:The poet demonstrates open-mindedness and observation. Despite the man’s odd behaviour, the poet remains polite, tries to understand, and responds without judgment, showing emotional awareness and social sensitivity. Q4. Why is the poem suitable for building creativity in students? Answer:The poem encourages imagination through humorous and surreal situations. It helps students explore poetic devices, wordplay, and alternative thinking, fostering creative expression and divergent thinking skills. Q5. What message does the poem convey about accepting differences in people? Answer:The poem suggests that people may behave differently, but instead of judging them, we can appreciate their uniqueness with kindness and humour. It promotes empathy and inclusion through light-hearted storytelling.

Lesson Architecture Theme Lesson Summary Character Introduction Translation of the Play Word-Meanings NCERT Solution Competency Based Questions & Answers Theme | Say the Right Thing | Unit II | Class VII The drama Say the Right Thing  explores the humorous and sometimes awkward consequences of social inexperience and the pressure to make a good impression. It focuses on the importance of polite conversation and the unspoken rules of social etiquette in upper-class gatherings. The play highlights how honesty, when unfiltered or poorly timed, can lead to unintended embarrassment. Through the character of Mary, who tries to follow her mother’s instructions but fails hilariously, the play underscores the gap between intention and social expectation. Ultimately, it teaches that kindness, sincerity, and thoughtful speech form the foundation of meaningful communication. Say the Right Thing Lesson Summary | Unit II | Say the Right Thing | Drama Explanation Say the Right Thing is a humorous one-act play that revolves around Mrs. Shaw and her daughter Mary as they prepare to host two important guests—Mrs. Harding and Mrs. Lee—in their home in the town of Lanfield. Mrs. Shaw is eager to impress the ladies, especially Mrs. Harding, who belongs to a wealthy and influential family. She coaches Mary on how to behave properly—what to say, how to act politely, and most importantly, to avoid saying anything that might offend the guests. Mary, though eager to help, is inexperienced in polite society and takes her mother’s advice literally. She assures her mother that she knows the "right things" to say and is confident in her ability to manage a conversation. However, once the guests arrive, Mary unintentionally creates one awkward moment after another. She mistakes other people’s children as belonging to Mrs. Harding, criticizes bankers—only to discover that Mrs. Lee’s brother is one, mocks fashion choices that turn out to reflect the guests' own preferences, and even insults the family dog without realizing it belongs to them. Despite several attempts to recover the situation, Mary’s well-meaning but blunt observations lead to mounting discomfort. In the final scene, when the guests prepare to leave, Mary, trying to recall her mother’s parting instructions, mixes them up and hilariously says the opposite—“Must you stay? Can’t you go?”—leaving everyone speechless. The play ends on a humorous note, revealing how hard it can be to navigate polite society, especially when trying too hard to impress. Through witty dialogue and a relatable situation, the drama portrays the challenges of social conversation and the importance of timing, tact, and empathy in communication. Character Introduction | Role in Play | Personality Traits Character Role in the Play Personality Traits Contribution to the Plot Mrs. Shaw A polite and socially conscious lady; mother of Mary Sophisticated, image-conscious, guiding, a bit controlling Hosts an important tea gathering and tries to teach Mary how to behave in society. Mary Mrs. Shaw’s daughter, young and outspoken Honest, blunt, naïve, unintentionally funny Creates humorous and awkward moments while trying to "say the right thing." Mrs. Harding Wife of a wealthy man who has recently moved to Lanfield Elegant, reserved, easily offended Her presence is important for Mrs. Shaw’s social aspirations; Mary unknowingly offends her. Mrs. Lee Mrs. Harding’s sister, more expressive and talkative Observant, sharp, mildly sarcastic Reacts to Mary’s comments and helps move the conversation, adding to the drama. Mr. Best   (Mentioned) A banker who commutes daily to London Not shown on stage; described humorously by Mary Used to highlight Mary’s critical and unfiltered way of speaking. Mr. Pomeroy   (Mentioned) A horse-riding man who practices shooting Passionate about horses and shooting Another target of Mary’s commentary, leading to awkwardness with Mrs. Lee. Scene I: At Home Character & Original Dialogue (English) Translation / Explanation in Hindi Mrs. Shaw:  The room looks cleaner now. Put that coat away in your bedroom. This room isn’t the place for coats. कमरा अब साफ लग रहा है। वह कोट अपने कमरे में रख दो। यह जगह कोट रखने के लिए नहीं है। Mrs. Harding and Mrs. Lee will soon be here, and they don’t want to see that. मिसेज़ हार्डिंग और मिसेज़ ली अभी आने वाली हैं, और वे ये सब नहीं देखना चाहेंगी। Mary:  You’re always telling me to put things away. आप हमेशा मुझसे चीजें हटाने को कहती हैं। Mrs. Shaw:  Yes, I am. You leave your clothes all over the house. हाँ, क्योंकि तुम कपड़े पूरे घर में फैला देती हो। Mary:  I’m not a child! मैं कोई बच्ची नहीं हूँ! Mrs. Shaw:  No, you’re not. So please keep your clothes in your own room. हाँ, तुम बच्ची नहीं हो। इसलिए अपने कपड़े अपने कमरे में रखो। Mary:  Why are those two women coming here? Who’s Mrs. Harding? वे दोनों औरतें यहाँ क्यों आ रही हैं? मिसेज़ हार्डिंग कौन हैं? Mrs. Shaw:  She’s the wife of a wealthy man, Mr. Harding. He has just bought a big house in Lanfield. They lived in London before. She’s coming to have a talk. I met her in a shop and asked her to come. वह एक अमीर आदमी, मिस्टर हार्डिंग की पत्नी हैं। उन्होंने हाल ही में लैनफील्ड में एक बड़ा घर खरीदा है। पहले वे लंदन में रहते थे। वह सिर्फ बातचीत करने आ रही हैं। मैं उन्हें एक दुकान में मिली थी और उन्हें आने के लिए कहा। Mary:  Oh, I’ve seen her children. They often come along the road. Who’s Mrs. Lee? ओह, मैंने उनके बच्चों को देखा है। वे अकसर सड़क पर आते हैं। मिसेज़ ली कौन हैं? Mrs. Shaw:  She’s Mr. Harding’s sister. She has been staying with them for a while. वह मिस्टर हार्डिंग की बहन हैं। वह कुछ समय से उनके साथ रह रही हैं। Mary:  What are you going to talk about? आप उनसे क्या बात करने वाली हैं? Mrs. Shaw:  I don’t know. All kinds of things. One day you’ll have to go to some of these houses yourself and talk to the people there. पता नहीं, बहुत सी बातें। एक दिन तुम्हें भी इन घरों में जाकर लोगों से बात करनी होगी। Mary:  I can talk now. I’ve been able to talk for a long time. मैं अब भी बात कर सकती हूँ। मैं तो काफी समय से बात करना जानती हूँ। Mrs. Shaw:  Yes, that’s true. You always talk too much. But does anyone want to hear the things that you say? हाँ, ये सही है। लेकिन तुम बहुत ज़्यादा बोलती हो। पर क्या कोई तुम्हारी बात सुनना चाहता है? Mary:  I can talk very well when I like. I’ll stay with you today and talk to them when they come. जब मेरा मन हो, तो मैं बहुत अच्छी तरह बात कर सकती हूँ। मैं आज आपके साथ रहूँगी और उनसे बात भी करूँगी। Mrs. Shaw:  Oh, I don’t think so. You can go out for a walk. It will be better if you do that. मुझे नहीं लगता कि ये अच्छा रहेगा। तुम टहलने चली जाओ, वही बेहतर होगा। Mary:  Why? क्यों? Mrs. Shaw:  If you stay with me, you may not say the right thing. अगर तुम मेरे साथ रहोगी, तो शायद कुछ गलत कह बैठोगी। Mary:  I know the right things to say: “Good afternoon”, “How are you?” and things like that. Let me stay today. I can do it very well. I’ll show you. Anyone can talk. मुझे पता है क्या कहना होता है: "गुड आफ्टरनून", "हाउ आर यू?" जैसी बातें। मुझे आज रहने दीजिए। मैं अच्छे से कर लूंगी। किसी से भी बात की जा सकती है। Mrs. Shaw:  You may stay if you like. But take care. I want to know Mrs. Harding well. I want her to ask me to go to their house. There isn’t much to do here in Lanfield, and I want to know some more people. I want some more friends here. So take care when you say anything. अगर तुम्हारी इच्छा हो तो तुम रुक सकती हो। लेकिन ध्यान रखना। मैं मिसेज़ हार्डिंग से अच्छे से जान-पहचान बनाना चाहती हूँ। मैं चाहती हूँ कि वे मुझे अपने घर बुलाएं। लैनफील्ड में ज़्यादा कुछ करने को नहीं है, तो मैं और लोगों को जानना चाहती हूँ। इसलिए जो भी कहो, सोचकर कहना। Mary:  Tell me what to say. मुझे बताइए क्या कहना है। Mrs. Shaw:  I can’t tell you everything, but you’ll always be right if you’re kind to people. Say things that will please them. Then they’ll like you. Laugh a lot, and try to make them laugh too. And if everyone stops talking, say something to make them talk again. They don’t want to sit here and look at the floor without speaking. Think of something to say. मैं तुम्हें सब नहीं सिखा सकती, लेकिन अगर तुम लोगों से विनम्रता से पेश आओगी, तो सब ठीक रहेगा। ऐसी बातें कहो जिससे लोग खुश हों। हँसो और दूसरों को भी हँसाओ। अगर सब चुप हो जाएँ, तो कुछ कहो ताकि बात फिर से शुरू हो। कोई यहाँ चुपचाप बैठकर ज़मीन नहीं देखना चाहता। कुछ अच्छा सोचकर कहना। Mary:  I can do that. There’s always something to say. Must I do anything else? मैं ये कर सकती हूँ। कुछ न कुछ तो कहने को होता ही है। और कुछ करना होगा क्या? Mrs. Shaw:  When they are ready to leave, don’t jump out of your chair and look gladly at the door. You must look sorry when they want to leave. जब वे जाने के लिए तैयार हों, तो अपनी कुर्सी से खुशी से उछल मत पड़ना और दरवाज़े की तरफ मत देखना। तुम्हें दुखी दिखना चाहिए कि वे जा रहे हैं। Mary:  What shall I do when they want to go? जब वे जाने लगें, तब मैं क्या करूँ? Mrs. Shaw:  Ask them to stay a little while longer. Just say, “Must you go? Can’t you stay?” or something like that. You like them and you want them to stay, and you must let them understand that. उन्हें थोड़ी देर और रुकने को कहो। बस इतना कहो: "क्या आपको जाना ही है? क्या आप थोड़ी देर और नहीं रुक सकतीं?" ऐसा कुछ कहो जिससे उन्हें लगे कि तुम उन्हें पसंद करती हो और चाहती हो कि वे रुकें। Mary:  That’s not very hard, is it? I’ll remember that. “Must you go? Can’t you stay? Must you go? Can’t you stay?” यह तो बहुत मुश्किल नहीं है, है न? मैं याद रखूँगी। "क्या आपको जाना है? क्या आप रुक नहीं सकतीं?" Mrs. Shaw:  That’s right. Now take your coat to your room and change into a clean dress. You must look nice when they come. And if everyone stops talking, say something kind to make them talk again. And don’t say anything that will make them angry. बिल्कुल ठीक। अब अपना कोट अपने कमरे में ले जाओ और एक साफ़ कपड़े पहन लो। जब वे आएँ तो तुम्हें अच्छा दिखना चाहिए। अगर सब चुप हो जाएँ, तो कुछ अच्छा बोलो जिससे बात फिर से शुरू हो जाए। और कोई ऐसी बात मत बोलना जिससे वे नाराज़ हो जाएँ। Mary:  I will remember. I’ve often done harder things than this. मैं याद रखूँगी। इससे ज़्यादा मुश्किल चीजें मैंने की हैं। Scene II: In the Sitting Room Character & Original Dialogue (English) Translation / Explanation (Hindi) Mrs. Shaw:  So you like Lanfield, Mrs. Harding! I’m very glad. तो आपको लैनफील्ड पसंद है, मिसेज़ हार्डिंग! मुझे बहुत खुशी हुई। Mrs. Harding:  Yes, we like it very much. It’s not the same as London, but there are some very nice people here, and we’ve found a good house. हाँ, हमें यह बहुत पसंद है। यह लंदन जैसा नहीं है, लेकिन यहाँ कुछ बहुत अच्छे लोग हैं, और हमें एक अच्छा घर भी मिल गया है। (No one says anything more, and Mrs. Shaw looks at Mary.) (कोई कुछ नहीं कहता, और मिसेज़ शॉ मेरी की ओर देखती हैं।) Mary:  What beautiful children you have, Mrs. Harding! I’ve often seen them walking along the road. आपके बच्चे कितने प्यारे हैं, मिसेज़ हार्डिंग! मैंने उन्हें अक्सर सड़क पर चलते देखा है। Mrs. Harding:  Oh, I haven’t any children. ओह, मेरे कोई बच्चे नहीं हैं। Mary:  Oh yes, you have! I’ve seen them: a little boy and a little girl. अरे नहीं, आपके हैं! मैंने देखा है – एक छोटा लड़का और एक छोटी लड़की। Mrs. Harding:  (not very pleased) I have no children; believe me. (अप्रसन्न होकर) मेरे कोई बच्चे नहीं हैं, यकीन मानिए। Mary:  Oh! ओह! Mrs. Shaw:  (quietly) They must be someone else’s children. Have you met Mr. Best? He’s a nice man. He lives near you. (धीरे से) वे शायद किसी और के बच्चे होंगे। क्या आप मिस्टर बेस्ट से मिली हैं? वह अच्छे व्यक्ति हैं। आपके पड़ोस में रहते हैं। Mary:  Oh, Mr. Best! He lives here and he works in London. He goes all the way to London by train every morning, and then he comes all the way back by train every night. He lives in trains! (she laughs) What kind of life is that? Why do people do things like that? They do not know how to live. And he reads two newspapers in the train every day. He never reads a book. But he’s only a banker, and bankers can’t think. ओह, मिस्टर बेस्ट! वे यहीं रहते हैं और लंदन में काम करते हैं। वो हर सुबह ट्रेन से लंदन जाते हैं और रात को लौटते हैं। वह तो ट्रेन में ही रहते हैं! (हँसती है) ये कैसी ज़िंदगी है? लोग ऐसा क्यों करते हैं? उन्हें जीना नहीं आता। वह हर दिन ट्रेन में दो अखबार पढ़ते हैं। कभी किताब नहीं पढ़ते। पर वह तो केवल एक बैंकर हैं, और बैंकर तो सोच भी नहीं सकते। Mrs. Lee:  My brother’s a banker. He goes to London by train every morning and comes back every night. He reads two newspapers in the train in the morning, and another every night. मेरे भाई भी बैंकर हैं। वह हर सुबह ट्रेन से लंदन जाते हैं और रात को वापस आते हैं। वो भी सुबह दो और रात को एक अखबार पढ़ते हैं। Mary:  Oh, I’m sorry. I didn’t know. ओह, माफ़ कीजिए। मुझे पता नहीं था। Mrs. Shaw:  Bankers always have to read a lot of newspapers. Do you know Mrs. Best? She’s a nice woman. I like her. बैंकरों को हमेशा बहुत से अखबार पढ़ने होते हैं। क्या आप मिसेज़ बेस्ट को जानती हैं? वो एक अच्छी महिला हैं। मुझे वह पसंद हैं। Mary:  But have you seen her clothes? She goes out in a blue dress with a red coat over it. (she laughs) लेकिन क्या आपने उनके कपड़े देखे हैं? वो नीली ड्रेस के ऊपर लाल कोट पहनकर बाहर जाती हैं। (हँसती है) Mrs. Harding:  I have a blue dress, and I often put on my red coat at the same time. मेरी भी एक नीली ड्रेस है, और मैं भी उस पर अक्सर लाल कोट पहनती हूँ। Mrs. Shaw:  (quickly) I like blue dresses and red coats. (No one says anything.) (जल्दी से) मुझे नीली ड्रेस और लाल कोट पसंद हैं। (कोई कुछ नहीं कहता) Mary:  I saw Mrs. Cotter this afternoon. I met her in the street. No one sees her in the morning because she always stays in bed then. And she’s always asking the doctor to go to see her. I can’t understand women who stay in bed in the morning. And why must she always ask for the doctor? I’ve never been to a doctor in my life. मैंने आज दोपहर मिसेज़ कॉटर को देखा। मैं उन्हें सड़क पर मिली। कोई उन्हें सुबह नहीं देखता क्योंकि वो हमेशा बिस्तर में रहती हैं। और वह हमेशा डॉक्टर को बुलाती रहती हैं। मैं उन महिलाओं को नहीं समझती जो सुबह तक बिस्तर में रहती हैं। और वह हमेशा डॉक्टर क्यों बुलाती हैं? मैं कभी डॉक्टर के पास नहीं गई हूँ। Mrs. Harding:  I stay in bed in the morning myself. मैं खुद सुबह बिस्तर में रहती हूँ। Mrs. Lee:  I often go to the doctor. मैं तो अकसर डॉक्टर के पास जाती हूँ। Mary:  Oh, I’m sorry. ओह, माफ़ कीजिए। Mrs. Shaw:  Do you know Mrs. Grantley? She’s one of my best friends. क्या आप मिसेज़ ग्रांटली को जानती हैं? वह मेरी सबसे अच्छी दोस्तों में से एक हैं। Mary:  But she’s so talkative! Talkative women aren’t very interesting, are they? लेकिन वो तो बहुत बोलती हैं! बहुत बोलने वाली औरतें ज्यादा दिलचस्प नहीं होतीं, हैं ना? Mrs. Lee:  My mother’s a very talkative woman. मेरी माँ बहुत बातूनी हैं। Mary:  Oh, I’m sorry. I didn’t know. (No one says anything.) ओह, माफ़ कीजिए। मुझे पता नहीं था। (कोई कुछ नहीं कहता) Mary:  (looking out of the window): Oh, there’s that dog again! It always looks very dirty. I don’t like dogs, do you? Who wants a dog? That dog’s always near our house. Why do people keep dogs? Who wants a dog? Why doesn’t its owner keep it clean? Have you seen it? (खिड़की से बाहर देखती है): ओह, वो कुत्ता फिर आ गया! वह हमेशा गंदा दिखता है। मुझे कुत्ते पसंद नहीं हैं, क्या आपको हैं? लोग कुत्ते क्यों रखते हैं? वो कुत्ता हमारे घर के पास हमेशा घूमता है। उसका मालिक उसे साफ क्यों नहीं रखता? क्या आपने उसे देखा है? Mrs. Harding:  (looking out of the window) Yes, I’ve seen it. That’s Towzer. It’s our dog. (खिड़की से बाहर देखती हैं) हाँ, मैंने देखा है। वह टॉउज़र है। वो हमारा कुत्ता है। Mary:  (with a red face) Oh, I didn’t know! (No one speaks.) (शर्मिंदा होकर) ओह, मुझे पता नहीं था! (कोई कुछ नहीं कहता) Mary:  (still looking out of the window) There’s Mr. Pomeroy on his horse. He’s always talking about horses. He rides a horse every day, and practises shooting. Why must he do that? What have they done to Mr. Pomeroy? Why do some men like horses more than they like people? It’s hard to understand men. (अब भी खिड़की से बाहर देखते हुए) वो मिस्टर पोमेरॉय हैं, अपने घोड़े पर। वो हमेशा घोड़ों की बात करते हैं। रोज़ घुड़सवारी करते हैं और शूटिंग का अभ्यास करते हैं। वह ऐसा क्यों करते हैं? उन्हें क्या हो गया है? कुछ मर्द घोड़ों को लोगों से ज़्यादा क्यों पसंद करते हैं? मर्दों को समझना मुश्किल है। Mrs. Lee:  My brother practises shooting when he has the time, and he rides his horse when he can. He sold his house in London and bought a house here because he wanted to ride and practise shooting. मेरे भाई भी शूटिंग का अभ्यास करते हैं जब समय मिलता है, और जब हो सके तो घुड़सवारी करते हैं। उन्होंने लंदन का घर बेचकर यहाँ घर खरीदा ताकि वो ये सब कर सकें। Mrs. Harding:  (looking at Mrs. Lee) It’s getting a little late. We must go now, Mrs. Shaw. It has been very nice to have a little talk. (मिसेज़ ली की ओर देखती हैं) अब थोड़ा देर हो रही है। हमें अब चलना चाहिए, मिसेज़ शॉ। आपसे थोड़ी बातचीत करके अच्छा लगा। Mrs. Lee:  Very nice. (She looks at Mary.) बहुत अच्छा रहा। (वो मेरी की ओर देखती हैं) Mrs. Shaw:  It was very good of you to come to see us. Please stay a little longer. आप आकर मिलीं, इसके लिए धन्यवाद। कृपया थोड़ी देर और रुकिए। Mary:  (unable to say the right thing even now) Oh, must you stay? Can’t you go? (अब भी सही बात न कह पाने पर) ओह, क्या आपको रुकना ही है? क्या आप जा नहीं सकतीं? Word-Meanings with Sentences Word Meaning Example Sentence Blunders Careless mistakes Mary made several blunders while talking to the guests. Polite Showing good manners The funny man raised his shoe politely and smiled at the poet. Staggered Moved unsteadily or shocked She staggered back against the wall in surprise. Manners Social behaviour Despite being funny, he had polite manners. Present (verb) To give or show formally He said, “Allow me to present your Highness with a rose.” Hilariously In a very funny way Mary hilariously described the man’s strange train routine. Embarrass To make someone feel uncomfortable or ashamed Mary embarrassed her mother by saying the wrong things. Practise To repeat an activity regularly to improve Mr. Pomeroy practises shooting every day. Conversation A talk between two or more people Mrs. Shaw wanted the conversation to go smoothly. Talkative Fond of talking too much Mary said talkative women aren’t very interesting. Compliment A polite expression of praise or admiration Giving a compliment can help start a conversation. Unexpected Not anticipated or planned Her comments about the dog were completely unexpected. React To respond or behave in a particular way Mary reacted quickly when she realised her mistake. Tone The general attitude or mood in speech The tone of Mrs. Shaw became tense after Mary’s remarks. Interrupt To break the flow of a conversation or action Mary tried not to interrupt the silence with wrong words. Encourage To give support or confidence Mrs. Shaw tried to encourage Mary to say the right things. Apology A statement saying sorry Mary offered an apology when she offended the guests. Reputation What others think about someone Mrs. Shaw was concerned about her reputation in Lanfield. Offend To hurt someone’s feelings Mary did not mean to offend Mrs. Lee by her comment. Mistaken Being wrong about something Mary was mistaken about who the children belonged to. Say The Right Thing Let Us Discuss | Page 77 Sl. No. False Statement Rectification 1 Mrs. Harding states that they do not like London as it is not the same as Lanfield. Mrs. Harding states that they like Lanfield very much even though it is not the same as London. 2 Mrs. Harding was pleased to know that Mary was familiar with her children. Mrs. Harding was shocked and offended when Mary mistook someone else’s children as hers. 3 Mrs. Shaw shared that she liked Mrs. Best as she read a lot of newspapers. Mrs. Shaw shared that she disliked Mrs. Best because she was always interfering and gossiping. 4 Mrs. Harding and Mrs. Shaw agree that wearing a blue dress with a red coat is unfashionable. Mrs. Harding and Mrs. Shaw argue over fashion, with one defending and the other criticizing the outfit. 5 Mary shares that she finds the dog outside the window cute. Mary says the dog outside the window looks like a "horrid little brute," upsetting Mrs. Shaw. Let Us Think and Reflect | Page 78 Extract 1 Read the extracts given below and answer the questions that follow. Mary: What are you going to talk about? Mrs. Shaw: I don’t know. All kinds of things. One day you’ll have to go to some of these houses yourself and talk to the people there. Mary: I can talk now. I’ve been able to talk for a long time. Mrs. Shaw: Yes, that’s true. You always talk too much. But does anyone want to hear the things that you say? Mary: I can talk very well when I like. I’ll stay with you today and talk to them when they come. Mrs. Shaw: Oh, I don’t think so. You can go out for a walk. It will be better if you do that. (i) What does Mrs. Shaw imply when she says, “One day you’ll have to go to some of these houses yourself and talk to the people there”? A. She believes Mary should start learning about hosting guests then. B. She thinks Mary is ready to visit these houses independently C. She wants Mary to develop social skills for the future. D. She hopes Mary will avoid these social interactions entirely. (ii) Complete the following sentence with the correct option from the brackets. Mrs. Shaw and Mary are discussing how to have a polite conversation . (have a polite conversation / get to know people better) (iii) Why did Mary insist on staying with her mother when the guests arrived? Mary insisted on staying with her mother because she wanted to prove that she could talk well and contribute meaningfully to the conversation, believing she was capable of handling social interactions. (iv) Match the following character traits to the characters in the extract: Character Trait Mary A. eager B. inexperienced Mrs. Shaw C. cautious Extract 2 Mary : I saw Mrs. Cotter this afternoon. I met her in the street. No one sees her in the morning because she always stays in bed then. And she’s always asking the doctor to go to see her. I can’t understand women who stay in bed in the morning. And why must she always ask for the doctor? I’ve never been to a doctor in my life. Mrs. Harding : I stay in bed in the morning myself. (i) Complete the following sentence suitably. Mary could spot Mrs. Cotter in the street because Mrs. Cotter comes out only in the afternoon. (ii) What does Mary’s comment about Mrs. Cotter staying in bed and calling the doctor suggest about her understanding? A. She is worried about why Mrs. Cotter stays in bed all morning. B. She is unable to understand why people need medical help. C. She thinks Mrs. Cotter is scared and lonely for staying in bed. D. She believes Mrs. Cotter is right to rest and take care of herself. (iii) How can we say that Mary enjoyed good health? Mary mentions that she has never been to a doctor in her life, indicating that she rarely falls ill and enjoys good health. (iv) Identify whether the following statement is true or false. Mary might have unintentionally offended Mrs. Harding. True  – Mary criticized people who stay in bed in the morning, not knowing Mrs. Harding does the same. II. Answer the following questions | Page 79 1.What does Mary’s comment about Mr. Best’s routine and profession reveal about her viewpoint on bankers and their way of life? Mary views Mr. Best’s banker lifestyle as dull and overly routine-based. Her comment reflects her lack of appreciation for formal professions and her belief that such people do little of real interest. What can we infer about Mary’s understanding of polite conversation based on her interactions with the guests? Mary lacks the tact and sensitivity required for polite conversation. Her blunt remarks and inappropriate topics suggest she does not fully grasp the importance of social etiquette and courteous dialogue. What do you think the repeated stage direction ‘no one speaks’ indicates about the atmosphere in the room when Mary speaks? The phrase "no one speaks" indicates discomfort and awkwardness in the room. It suggests that Mary’s comments often create unease, leaving others unsure of how to respond politely. How does Mary’s attitude towards the guests change throughout the play? At first, Mary is eager and confident about speaking with the guests. However, as the play progresses and her comments cause embarrassment, she becomes more aware of her mistakes and less assertive. What do Mrs. Harding’s and Mrs. Lee’s responses to Mary’s blunders during their visit reveal about their characters? Mrs. Harding and Mrs. Lee respond with grace and patience, showing their maturity and understanding. Their polite reactions reveal they value social harmony and are considerate of Mary’s inexperience. In what way does the play show the importance of knowing how to engage in polite conversation? The play highlights that polite conversation is essential in social settings. Through Mary’s missteps, it becomes evident that awareness, tact, and empathy are necessary to build rapport and avoid offending others.