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

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

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

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

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

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

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

Illustration of The Pot maker Crafting Traditions in Rural India | The Pot Maker Lesson Architecture Author Information Theme & Context Socio-Cultural Context Story in Brief Vocabulary & Context Easy Translation of the Story Message NCERT Solution Author Information Temsula Ao  (1945–2023) was one of India's foremost tribal writers, poet, and academic from Nagaland. She belonged to the Ao Naga tribe and wrote extensively about Naga life, culture, and identity. She was a Professor of English and served as the Head of the Department at North-Eastern Hill University (NEHU), Shillong. She received the Padma Shri  in 2007 for her contributions to literature. The Pot Maker  is taken from her celebrated short story collection "These Hills Called Home: Stories from a War Zone"  (2006), which captures the lives of ordinary Nagas caught in the crossfire of insurgency, tradition, and modernity. Ao's writing is known for its simplicity, emotional depth, and authentic portrayal of Northeastern Indian tribal culture. Theme The central theme of The Pot Maker  is the power of passion and determination over social and familial pressure . The story celebrates: Intergenerational transmission of traditional craft  — skills passed silently from one generation to another. Individual identity through vocation  — work is not just livelihood but a source of dignity and self-worth. Quiet defiance  — Sentila's resistance is not loud or rebellious; it is patient and persistent. Tradition vs. utility  — the conflict between preserving cultural craft and adapting to more economically rewarding trades. Socio-Cultural Context The story is set in a Naga tribal village in Nagaland, Northeast India . Understanding the cultural backdrop enriches reading: Naga tribal society  has a rich tradition of craftsmanship — pottery, weaving, and woodcarving are among the oldest arts. Pot making  is traditionally a communal activity, carried out by women using hand-coiling techniques (not the potter's wheel). Clay is sourced from riverbeds. Weaving  is considered more prestigious and economically rewarding in Naga society, as handwoven shawls are valued commodities. Village councils (elders)  hold social authority and can question individual choices that deviate from community norms. The story reflects tension between modernisation and tradition  — as newer crafts become more profitable, older ones like pottery risk dying out. The kiln  (firing oven for pots) is a communal space, symbolising shared cultural heritage. Story in Brief Sentila, a young Naga girl, is passionately drawn to pot making  — a traditional craft she watches the village women practise since childhood. Her mother Arenla , however, wants her to learn weaving , which is cleaner, done indoors, takes less time, and earns more money. Secretly, Sentila visits the potters, watches every detail — the pounding of clay, the shaping, the firing — and teaches herself. When her mother discovers this, she is upset and approaches Mesoba , the head potter, to discourage Sentila. Mesoba, however, speaks wisely, recognising that the girl has a genuine gift and that pot making is a dying art that needs young hands. Eventually, Arenla relents. Sentila is formally mentored. In a climactic moment, she successfully makes her first pot alone  — and it is perfect. Her grandmother Onula , who had silently encouraged her all along, witnesses this moment with deep pride. The story ends on a note of quiet triumph — tradition has found a new keeper. Difficult Vocabulary — Meanings and Context Examples Word Meaning Context in Story Example Sentence Fascination A strong attraction or interest in something Sentila felt fascination for pot making from a young age She had a deep fascination for classical music since childhood. Disclose To reveal or make known something hidden Sentila did not disclose her interest in pottery to her mother He refused to disclose the identity of his source. Pounded Beat or struck repeatedly to soften The clay was mixed with water and pounded to make it workable She pounded the spices in a mortar and pestle. Intuitively Based on instinct rather than reasoning She intuitively sensed that something momentous had happened She intuitively knew something was wrong even before he spoke. Momentous Of great importance or significance The completion of her first pot was a momentous occasion Winning the award was a momentous moment in her career. Dormitory A large room with many beds, as in a hostel The girls lived in school dormitories away from their families The dormitory had beds for thirty students. Resolved Determined to do something; firmly decided Sentila was resolved to master the craft of pot making She was resolved to finish the project before the deadline. Outgrow To grow too old or mature to continue interest in something Her mother hoped Sentila would outgrow her interest in pottery Children often outgrow their favourite toys within a year. Reluctance Unwillingness; lack of enthusiasm to do something The village council sought explanation for Arenla's reluctance He agreed with great reluctance to attend the meeting. Catered Provided what is needed or required Pot making catered to the needs of the people in the village The new policy catered to the requirements of rural students. Momentum Increasing speed or force of movement or progress Like a sprinter who had suddenly found momentum, she worked faster The campaign gained momentum as more people joined. Kiln A furnace or oven for baking or firing pottery The pots were dried and then fired in the communal kiln The kiln must reach the right temperature for the clay to harden properly. Protagonist The main character of a story Sentila is the protagonist of The Pot Maker The protagonist of the novel faces great personal challenges. Spontaneous Happening naturally, without planning Her decision to try shaping the pot alone was almost spontaneous Their laughter was spontaneous and genuine. Perseverance Continued effort despite difficulty Sentila's perseverance finally won her mother's approval Success in any field requires patience and perseverance. Easy Translation of the Story Original Text | Para 1 | Sentila's Hidden Dream Ever since Sentila became old enough to accompany her mother to the fields and forests, she began to dream of becoming a pot maker like her mother and grandmother. However Arenla, her mother, wanted her to become a weaver. On days when she managed to stay at home while her parents went to the fields, Sentila approached expert potters to learn the skill. They were at first amused by the little girl's insistence as they thought that she would soon outgrow her childish passion for the craft. Simple English : From the time Sentila was old enough to go with her mother to the fields, she dreamed of becoming a pot maker — just like her mother and grandmother. But her mother Arenla had a different plan: she wanted Sentila to learn weaving. Whenever her parents were away in the fields and Sentila could stay home, she would go to the expert pot makers and watch them work. At first, the potters found the little girl's eagerness amusing. They expected her to soon lose interest, the way children lose interest in most things — but she never did. Original Text | Para 2 | Why Sentila Kept Her Passion Secret Sentila did not disclose her fascination with pot making at home as she had overheard a conversation between her parents one night. Her mother was complaining about Sentila's indifference to weaving. She said, "I shall not teach her pot making as it has brought no joy to me and only a pittance for my troubles. The riverbank, where the grey and red clay required for making pots is found, is sixteen kilometres from here. I need to climb down a sheer drop to the riverbank and my back aches from carrying the heavy load uphill all the way to the village. Pounding the stubborn clay inside bamboo cylinders to soften it, is also tedious. So many times, I've dropped the mould out of sheer exhaustion and have had to start all over again. It takes months to bring out a batch of pots after so much labour. And the reward? A few rupees. But if Sentila learns weaving, she can make much more money besides providing enough cloth for the family. Weaving is not messy like pot making and can be done indoors in all seasons. Also, the time spent on weaving one shawl is much less and the return is handsome." Simple English : Sentila never told her family about her love for pot making. One night she had accidentally overheard her parents talking. Her mother was upset that Sentila showed no interest in weaving. Arenla said she would not teach Sentila pot making because the craft had never made her happy and earned almost no money. She explained all the hardships: the clay is found 16 kilometres away, at the bottom of a steep riverbank. Climbing down to get it and carrying the heavy load back up hurt her back terribly. Then pounding the hard clay soft inside bamboo tubes was exhausting — she had dropped and ruined batches many times and had to start over. All of this took months, and at the end, the income was just a few rupees. Weaving, on the other hand, was clean, could be done inside the house in any weather, took far less time, and earned much better money. Arenla wanted this easier, better life for her daughter. Original Text | Para 3 | Sentila Watches and Learns Sentila continued her visits to watch the potters at work. She saw how the clay was mixed with water and pounded, how careful they were when they pushed their left hand into a lump of the softened clay and how deftly they rotated the lump as they started giving shape to the rotating clay with a spatula held in the right hand. The regular tap, tap of the spatula on the clay was music to her ears as she watched in fascination the pot emerging out of a shapeless lump right in front of her eyes. After two or three days, the pots would be given a final touch up to retain the required shape and to test the consistency. Only then would the pots be taken out to dry in the sun before being loaded on to a kiln in a uniform pattern on a bed of hay and dried bamboo and covered with another layer of the same materials, and then the kiln would be fired. One had to tend the fire carefully as over firing or under firing would ruin the entire batch. Simple English : Secretly, Sentila continued visiting the potters and watching them work. She noticed how they mixed clay with water and beat it soft. She watched how carefully the left hand was pushed into the lump to begin forming its shape, and how skillfully the potter's right hand held a flat tool (spatula) to tap and smooth it while rotating the clay. To Sentila, the rhythmic tapping sound was like beautiful music. She was mesmerised watching a shapeless lump turn into a beautiful pot right before her eyes. After a couple of days, the pots were checked and given their final shape. Then they were laid out in the sun to dry. Once dry, they were arranged in a special pattern on a layer of hay and dried bamboo in the kiln (a kind of large oven), covered with more hay and bamboo, and then set on fire. The fire had to be watched very carefully — too much heat or too little would destroy the entire batch of pots. Original Text | Para 4 | The Village Council Steps In Arenla heard of her daughter's visits but pretended to be ignorant of them. By late afternoon, Sentila had to return home quickly, so that when her mother came back from the fields, she would be there. Gradually, Sentila's visits became a topic of village gossip. People wondered why Arenla was refusing to teach the skill to her daughter. They were worried that if all pot makers followed suit, then there would be no expert potters to take their place. One day, Sentila's father, Mesoba was summoned by the village council and asked to explain why Arenla was refusing to pass on the skill to her daughter. He replied in a humble tone, "Uncles and elder brothers, Arenla has never said that she will not teach our daughter pot making; it is only that we wanted her to grow stronger after her illness. You will soon see Sentila making the best pots in the village." After listening to Mesoba's explanation, the elders decided to let him go, cautioning him to remind Arenla that it was her duty to teach her daughter the skill that was handed down from generation to generation. They also told him that skills such as pot making, which not only catered to the needs of the people but also symbolised the tradition and history of the people, did not 'belong' to any individual. And experts were obliged to pass on their skills not only to their own children but also to anyone who wished to learn. Mesoba went home and discussed the matter with Arenla. Simple English : Arenla knew about Sentila's visits but chose to pretend she didn't. Sentila was always careful to rush home before her mother returned from the fields. But over time, people in the village began talking. Why was Arenla not teaching her daughter the craft? The community was worried: if all expert potters stopped teaching their children, soon there would be no potters left at all. One day, the village elders called Sentila's father Mesoba to a meeting and asked him to explain. Mesoba was polite and calm. He told the elders that Arenla had never refused — they had only been waiting for Sentila to recover her strength after an illness. He promised the elders would soon see Sentila making the finest pots in the village. The elders accepted his answer but warned him firmly: Arenla had a duty to pass on this skill. Pottery, they said, was not a private family skill — it belonged to the whole community and to history. Experts had an obligation to teach it to any willing learner, not just their own children. Mesoba went home and had a serious conversation with Arenla. Original Text | Para 5 | Training Begins, But Struggles Follow The following year, Arenla took Sentila to the riverbank where the grey and red clay was found. She taught Sentila how to dig the clay with a dao, load it on to her carrying basket and soak it in the trough in the work shed before stuffing it into the bamboo cylinder in the right proportion to pound it. Sentila was a quick learner and turned the clay into malleable dough. But when she tried her hand at the shaping of the lump into a pot, she could not even hold the lump of dough properly. The mother simply sat in a corner and watched the girl try again and again. While Sentila hung her head in shame and frustration, Arenla took over the job, and transformed the lump into a beautiful pot. These sessions continued for almost a year but Sentila was unable to learn anything from her mother. Simple English : The next year, Arenla finally began teaching Sentila properly. She took her to the riverbank to dig clay with a special tool called a dao, carry it back in a basket, soak it in a trough in the work shed, then pound it inside a bamboo cylinder until it was soft enough. Sentila picked up all of these preparation steps quickly — she was a fast learner. But the real challenge was shaping the soft clay into an actual pot. When she tried, she could not even hold the lump properly. Arenla sat quietly in a corner and watched her struggle without saying a word. When Sentila finally gave up in shame and frustration, Arenla stepped in and shaped the same lump into a perfectly beautiful pot — without any visible effort. This pattern repeated for almost a full year. Sentila's hands just could not learn from watching her mother. Original Text | Para 6 | Onula: The Unexpected Teacher The next year, when Sentila matured, according to custom, she was sent to stay for some nights in one of the girls' dormitories supervised by a kind, middle-aged widow whom the girls called 'Onula' or Aunty. She had heard of the discord in Sentila's family and resolved to help the girl in every possible way. One evening, when everyone except Sentila went to attend a musical evening, Onula saw her taking out some clay and the implements from her basket quietly. She watched Sentila's clumsy efforts to make a pot and noticed that Sentila was too tense. As a result, the clay seemed unable or unwilling to yield the right shape. When Sentila wearily let the misshapen lump fall flat on the ground, Onula went to her and said, "Don't worry, little one, I shall teach you how to make a perfect pot." Sentila watched in amazement as Onula fashioned a beautiful pot and asked her to try again. Sentila took another lump of clay and with a confidence she had never felt before, started the process all over again following the instructions she had just received. She created a beautiful pot! When it was done, she sat there admiring her work but Onula said, "The mouth of the pot is all wrong." Sentila looked at Onula in frustration who smiled and said, "When you work with your mother next time, watch her carefully when she is shaping the mouth of the pot. You are a quick learner and you will do well." Simple English : According to the village's custom, when Sentila reached adolescence, she was sent to live for some nights in the girls' dormitory — a place supervised by a kind, middle-aged widow the girls called Onula (which means Aunty). Onula had already heard about the disagreement in Sentila's home over pot making, and she quietly decided to help. One evening, when all the other girls had gone to a musical event, Onula noticed Sentila secretly taking out her clay and tools. She watched as Sentila tried to make a pot — and saw right away that the girl was gripping the clay too tensely. Because she was nervous, the clay would not cooperate. When Sentila finally gave up and let the misshapen lump fall to the ground in exhaustion, Onula walked up gently and said, "Don't worry, little one, I will teach you how to make a perfect pot." Sentila watched wide-eyed as Onula effortlessly shaped a beautiful pot before her. Then Onula asked her to try again. This time, with new confidence flooding through her, Sentila followed the instructions she had just seen — and made a beautiful pot! She sat admiring it — but Onula pointed out quietly that the mouth of the pot was still not right. When Sentila looked up in frustration, Onula smiled and said: "The next time you work with your mother, watch very carefully how she shapes the mouth. You learn fast — you will get it." Original Text | Para 7 | Sentila Observes the Final Secret During the next pot making session, Sentila observed how her mother held the left hand and the spatula, how she slackened the rhythm when fashioning the mouth of the pots and how a strip of elongated dough was added to the mouth to make the rim. Then, on a bright sunny day, Arenla told Sentila that they should try to make as many pots as they could, otherwise they would not have enough days of sunshine to dry them. They went to the shed quite early to begin. As usual, Arenla completed a batch quickly and asked Sentila to take over. Complaining that she had a headache and a backache, she went out telling Sentila to try and make as many pots as she could. Sentila was surprised and reluctantly began to beat the dough in perfect coordination with her left hand. Simple English : The next time Sentila worked alongside her mother, she watched with sharper eyes than ever before. She noticed exactly how Arenla held her left hand and the spatula. She saw how her mother slowed down the rhythm of her hands specifically when forming the mouth — the hardest part — and how she added a small strip of extra clay to build up the rim perfectly. Sentila absorbed all of it like a sponge. Then one clear, sunny morning, Arenla said they must make as many pots as possible before the sunshine ran out for drying. They went to the work shed early. Arenla finished her own batch quickly as usual, then turned to Sentila and said she was feeling unwell — a headache and backache — and asked Sentila to carry on and make as many pots as she could. Then she walked out. Sentila was surprised to be left alone, but took a breath and slowly, hesitantly, began to pound the clay in coordination with her hands. Original Text | Para 8 | The Breakthrough Moment Before long, she realised that the pot was ready. She started on the next one, and like a sprinter who had suddenly found momentum, she continued making pot after pot with the same speed and dexterity that she had noticed in her mother's hands. Finally, when she looked at her row of pots, she saw that she had made just one short of her mother's tally. Simple English : Very soon, she looked down and realised — the pot was done. It was complete. She moved to the next lump of clay and began again. And then something remarkable happened: like a runner who suddenly hits her stride and cannot stop, Sentila moved from one pot to the next with speed and skill she had never felt before. Her hands finally knew what to do. When she finally looked up and counted, she had made all but one of the pots her mother would have made. She had almost matched her mother's total. Original Text | Para 9 | Tragedy Strikes Exhausted from the labour, she decided to go into the house and join her mother for lunch. When she reached the threshold, she found her mother lying on the floor. She was not breathing. Sentila ran towards the common area in the village for help. The villagers raced to the house, and sent for Mesoba. When Arenla's body was being carried out of the house the next morning, Sentila ran after it, shouting, "Mother, I did not wish it to happen this way; it simply came to me. Please forgive me." Simple English : Tired from the hard work, Sentila went inside to call her mother for lunch. At the doorway, she stopped. Her mother was lying on the floor. She was not breathing. Arenla had passed away. Sentila ran out screaming for help. The villagers rushed to the house and sent word to her father Mesoba. The next morning, as the villagers carried Arenla's body away, Sentila ran after it, crying out: "Mother, I did not want it to happen this way — it just came to me suddenly. Please forgive me." No one understood what she meant — except Onula. Original Text | Para 10 | Onula Discovers the Truth Those who heard her, did not understand what she meant, except for Onula. She intuitively sensed that something momentous had happened. On her way back, Onula noticed that the door to the work shed was slightly ajar. Out of curiosity, she stepped inside and abruptly stopped in her tracks; two neat rows of newly-made pots stood side by side. She could find nothing to tell one batch from the other. She was sure that it was not the handiwork of one person alone. Onula stood there for a long time as if trying to absorb a new phenomenon. Slowly she walked away from this place of wonder, as she considered it to be, because she believed that she had just witnessed a profound revelation in the two batches of still moist pots, standing side by side in perfect symmetry inside the shed. A new pot maker was born. Simple English : Only Onula understood the meaning of Sentila's heartbroken words. She had a strong inner feeling that something very important had happened. On her way back, she noticed the work shed door was slightly open. She stepped inside — and froze. Two perfect rows of freshly made pots stood side by side. She looked from one row to the other and could not tell which had been made by Arenla and which by Sentila. They were identical in quality, shape, and skill. Onula stood there for a long time, almost as if she was processing something too large and beautiful to understand quickly. Then, slowly, she walked away from what she could only call a place of wonder. She had just seen something profound: a skill had been completely and perfectly passed on. A mother's art lived on in her daughter's hands. A new pot maker was born. Message of the Story Follow your passion with quiet determination.  Sentila never argued loudly or rebelled openly. She simply kept returning to what she loved — and that persistence eventually won over everyone around her. Traditional crafts are part of our cultural identity.  Pot making in the story is not just a job — it is history, identity, and art. When a craft dies, a part of culture is lost forever. Every vocation has dignity.  Whether it is weaving, pottery, farming, or any skilled work — all honest work deserves respect. The story challenges the idea that some crafts are "lesser" than others. Elders can be bridges, not barriers.  Grandmother Onula and the potter Mesoba play gentle, wise roles — they do not force change, but guide it with love and patience. Skills pass from hand to hand, generation to generation.  The most moving moment in the story is when Onula realises the craft has been inherited by Sentila — a living continuation of tradition. Broader Message of the Pot Maker NCERT Solution

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

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

"Unleashing Success: Mastering Board Exams with Insights from 2019 to 2024 '' 2024-2019 (Board-PYQs-English) 👇Lessons Hyperlinks for Quick Access👇 The Third Level The Tiger King Journey To The End of the Earth The Enemy On the Face of It Memories of Childhood VISTAS The Third Level   Q1. Describe briefly the Third Level. How did it differ from the Second Level? The Third Level is a mysterious and seemingly time-traveling location within Grand Central Station. Charley discovers it accidentally when he gets lost trying to take the subway home. The Third Level is distinct from the Second Level in that it appears to be a portal to the past, specifically the year 1894. The atmosphere on the Third Level reflects the late 19th century, with people dressed in clothing from that era, gaslights illuminating the space, and outdated technology. It is a place where one can apparently purchase train tickets to various destinations in the United States but for the year 1894. Q2. What role does Sam’s letter play in the story? Sam's letter serves as crucial evidence for Charley and Louisa that the Third Level is real. It confirms that Sam, who disappeared mysteriously, has found the Third Level and is living in Galesburg, Illinois, in 1894. The letter is a message of invitation for Charley and Louisa to join him on the Third Level, emphasizing the idyllic and peaceful life of that time. Sam's letter becomes a catalyst for Charley and Louisa to believe in the existence of the Third Level and motivates them to keep searching for it. Q3. What do you learn about Galesburg, Illinois, during 1894 from the lesson 'The Third Level'? From the story, we learn that Galesburg, Illinois, in 1894 is depicted as a charming and peaceful town. The description includes big old frame houses, huge lawns, and tall trees with branches meeting overhead. The evenings are described as being twice as long, with people sitting on their lawns, men smoking cigars and talking quietly, and women waving palm-leaf fans. The setting portrays a serene and idyllic atmosphere, emphasizing the nostalgia and appeal of the past. Q4. Why did Charley buy old-style currency? Charley bought old-style currency because he wanted to use it to purchase tickets on the Third Level at Grand Central Station. When he initially tried to buy tickets with modern currency, the clerk rejected it, considering it counterfeit. To avoid suspicion and ensure a successful transaction, Charley exchanged his modern money for old-style bills, matching the currency used in the year 1894 on the Third Level. Q5. Do you think that the third level was a medium of escape? Why/Why not? Yes, the Third Level can be interpreted as a medium of escape. Charley and others who find this mysterious level have the opportunity to travel back in time to a seemingly simpler and more peaceful era, away from the complexities and troubles of the modern world. The appeal of Galesburg, Illinois, in 1894, with its nostalgic charm, represents a desire for an escape from the anxieties of the present. The Third Level becomes a literal and metaphorical escape route for those seeking refuge from the challenges of their contemporary lives. 2020 Q6. The modern world is full of insecurity, fear, war, worry and stress. What are the ways in which we attempt to overcome them? (120-150 Words/ 5 Marks) 1. Psychological Escapism:    Individuals often resort to psychological escapism as a means of overcoming the challenges posed by the modern world. This involves seeking refuge in alternate realities or daydreams to temporarily detach from the harsh realities of life. 2. Hobbies and Collections:    Engaging in hobbies or building collections, as seen in the protagonist's stamp collecting, serves as a temporary refuge from the stresses of the contemporary world. These activities provide a sense of purpose and diversion from daily anxieties. 3. Seeking Unconventional Solutions:  In the case of Charley from "The Third Level," the discovery of the mysterious Third Level at Grand Central Station becomes an unconventional solution. It symbolizes a physical and temporal escape, offering a retreat to a seemingly simpler era. 4. Nostalgia and Idealization:   An inclination towards nostalgia and idealization of the past is a common strategy. The desire to revisit a perceived better time, as showcased in the story's portrayal of 1894, reflects an attempt to escape the challenges of the contemporary world. 5. Materialistic Distractions:  Some individuals turn to materialistic distractions, such as acquiring old-style currency, to recreate a semblance of the past. This may involve collecting vintage items or engaging in activities that evoke a sense of historical comfort. In summary, people employ diverse strategies ranging from psychological escapism to tangible actions like exploring mysterious avenues, all in an effort to overcome the insecurities, fears, wars, and stress prevalent in the modern world. Q7. In the story “The Third Level”, reality and fantasy are interwoven. Justify. (All India 2024 | Set 1/1/1) Ans: Reality  is reflected in the post-World War II setting, where Charley feels overwhelmed by the pressures of modern life. Seeking an escape, he enters Grand Central Station and stumbles upon what seems to be a third level. However, in reality, only two levels exist. Charley’s psychiatrist, Sam, later dismisses the experience as a "waking dream" or wish fulfillment. Charley even buys old-style currency from the third level, but when he looks for it again, it vanishes. The final twist reveals Sam’s letter in a collection of first-day covers, suggesting that Sam himself may have disappeared into this imagined space. Fantasy  is evident in Charley’s description of the third level: a place with an old locomotive, fewer ticket windows, and brass spittoons. The setting feels like the late 19th century, with gas lamps, old-style currency, and people dressed in the fashion of that era. The presence of a newspaper dated 1894 further reinforces the fantasy, blending Charley’s wish for an idealized past with his escape from the present. Q8. Louisa behaves like a perfect wife. Give evidence from The Third Level in support of the above statement. ( All India 2024 | Set 1/4/1) Ans: Louisa behaves like a perfect wife by showing concern and support for Charlie despite his unusual obsession. She is initially upset and offended when her psychiatrist friend, Sam, suggests that Charlie is "unhappy," indicating her protective nature. Louisa also worries when Charlie searches for the Third Level, understanding his desire for escape. Despite her doubts, she later accompanies Charlie in looking for the Third Level, showing her loyalty and willingness to stand by him, even in his seemingly irrational pursuits. The Tiger King Q1. What was Maharaja's mission? How did he resolve to overcome the obstacles in the fulfilment of his mission?    The Maharaja's mission was to kill a hundred tigers. He resolved to overcome obstacles in the fulfillment of his mission by issuing a proclamation that banned tiger hunting by anyone except himself. The State astrologer's prediction also played a crucial role in shaping his determination. He faced dangers during the hunts, but his indomitable courage and determination allowed him to successfully kill seventy tigers. Q2. What was the hidden agenda behind the Tiger King’s marriage with the princess in the neighbouring state ? The hidden agenda behind the Tiger King's marriage with the princess in the neighbouring state was to find a bride from a royal family with a large tiger population. This strategic decision was made to ensure that he could continue his tiger hunts, as killing tigers had become a significant aspect of his identity and rule. Q3. What did the astrologers depict about the child when he was born? The astrologers foretold that the newborn prince would mature into a heroic figure, renowned for his bravery and warrior prowess. Additionally, He noted that the infant was born during the hour of the bull, and as the bull and the tiger were considered adversaries, the astrologers predicted that his demise would be attributed to a tiger. Q4.  How  did the ‘duraisani’ behave on receiving the gifts? Upon receiving expensive diamond rings from the Maharaja, the duraisani (wife of the British officer) did not send back the rings as expected. Instead, she thanked the Maharaja for the gifts. Subsequently, a bill for three lakh rupees arrived from the British jewellers, and the Maharaja considered it a small price to pay to retain his kingdom. Q5. Which problem did the Maharaja face after killing seventy tigers when he had vowed to kill 100 tigers? After killing seventy tigers, the Maharaja faced a problem when the tiger population became extinct in the forests of Pratibandapuram. Despite his determination to kill a hundred tigers, the scarcity of tigers in his own state became a hurdle, and he struggled to find the remaining thirty tigers. Q6. Did the Tiger King manage to kill the hundredth Tiger / why /why not ? No, the Tiger King did not manage to kill the hundredth tiger. In a twist of events, the last tiger he believed he had killed turned out to be alive. The tiger had fainted from the shock of a missed bullet, and the Maharaja remained unaware of this. The tiger was later killed by one of the hunters to maintain the Maharaja's belief that he had successfully completed his mission. In a tragic turn of events, the Maharaja contracted a fatal infection from a wooden splinter while playing with a toy tiger, and the surgeons declared him dead after a failed operation. This marked the hundredth tiger's final revenge upon the Tiger King. 2020 Q7.   How  did the Tiger King meet his end ? What is ironical about his death? Ans: The Tiger King, Maharaja Jilani Jung Jung Bahadur, met his end due to an unexpected turn of events following his mission to kill a hundred tigers. After successfully hunting numerous tigers, he faced a shortage as the tiger population in Pratibandapuram's forests became extinct. The irony lies in the fact that the Maharaja, known for his prowess in tiger hunting, did not meet his end during a tiger hunt. Instead, his death resulted from a seemingly trivial incident. While playing with a wooden tiger toy meant for his son, he suffered an infection from a splinter that led to a fatal suppurating sore. This ironic twist contrasts with his grand ambitions and fearless encounters with real tigers. Despite efforts by renowned surgeons to treat the infection, the Maharaja's condition worsened. The irony deepened when the surgeons, who intended to save him through an operation, emerged from the theatre declaring the operation successful while simultaneously announcing the Maharaja's demise. This unforeseen consequence marked the hundredth tiger's final revenge, fulfilling the astrologers' prediction in an unexpected and ironic manner. Q8. What confusion does the Dewan have when the Tiger King broaches the topic of his marriage ? ( All India 2024 | Set 1/1/1) Ans: When the Tiger King broaches the topic of his marriage, the Dewan is confused because he initially thinks the King wants to marry him or perhaps a tiger, or even bring in a tiger queen. This confusion arises from the King's unconventional way of speaking. Q9. The story “The Tiger King” is a satire on the conceit of those in power. How does the author employ the literary device of dramatic irony in the story ? (All India 2024 | Set 1/2/1)   Ans: In The Tiger King , the author uses dramatic irony to satirize the conceit of those in power, particularly the Maharaja. The Maharaja’s arrogance and misuse of power are evident as he is focused solely on proving the astrologer's prediction wrong, disregarding the welfare of his subjects and the animals. His callous attitude towards the tigers, who are killed recklessly to fulfill his obsession, demonstrates his self-centeredness and indifference to the world around him. Dramatic irony is employed when readers know that the Maharaja is destined to die not from the hundredth tiger, but from a seemingly harmless wooden one. Despite his relentless pursuit of the tigers and his belief that he has escaped the astrologer’s curse, the irony lies in his unexpected death from a sliver. While he survives numerous tiger hunts, he ultimately dies in an entirely different manner, highlighting the futility of his actions and the inevitable nature of fate. Q10. Do you think the prediction made by the state astrologer “was indisputably disproved”? Give reasons in support of your answer.  (All India 2024 | Set 1/2/1) Ans: Yes, the prediction made by the state astrologer was indisputably disproved . Although the astrologer warned that death would come to the king from a tiger, the hundredth tiger did not kill him. Ironically, the Tiger King was killed by an inanimate wooden tiger. While he believed he had defeated fate by killing 99 tigers and surviving the encounter with the hundredth one, a small splinter from the toy tiger, which he overlooked as harmless, led to a fatal infection. This twist underscores that while he escaped death by a real tiger, destiny found an unusual way to fulfill the prophecy. Q11. “Tiger population became extinct in the forests of Pratibandapuram.” Tiger King is a typical example of man’s dominance over nature. As a member of your school Eco Club, write an article for your school magazine on how man should follow the policy of ‘Live and Let Live’. You may begin like this. The noblest principle, man should follow in his life is co-existence. ( All India | Set 1/4/1) Ans: Live and Let Live: A Call for Co-existence The noblest principle man should follow in his life is co-existence. The story of The Tiger King  is a stark example of how man’s desire for dominance can disrupt nature’s balance. The Tiger King, instead of protecting the creatures of his kingdom, hunted tigers relentlessly to disprove an astrologer’s prophecy. This obsession led to the extinction of tigers in Pratibandapuram and even affected the population in his in-laws’ estate. Man must recognize that he is a trustee, not the owner, of the Earth. Respect for all life forms and practicing sustainable development are vital for our survival. We should educate people to be responsible stewards of the environment, promote afforestation, and enact stringent laws against poaching. Preserving ecological balance is essential for maintaining harmony. Only by adhering to ‘Live and Let Live’  can we ensure a future where nature and mankind coexist peacefully. Q12. Until then the Maharaja had given his entire time and energy to tiger hunting. He had no time to spare for the crown prince. (The Tiger king) In the present times, we see people following their profession and running after money and neglect their children. As a professional counselor, you address working parents, stressing the need to spend quality time with children. Take material from the story ‘The Tiger King’ to re-inforce your points of view. You may begin like this. Spending time with children will boost their confidence….. ( All India 2024 | set 1/4/2) Ans: Address to Working Parents on the Importance of Quality Time with Children Spending time with children will boost their confidence and nurture their emotional well-being. In today’s fast-paced world, many parents prioritize their careers and financial pursuits, often neglecting their children. As seen in The Tiger King , the Maharaja devoted all his time to tiger hunting, driven by his obsession to disprove the royal astrologer. He paid little attention to the crown prince, spending time with him only when forced by circumstances. Even his birthday gift—a crude wooden tiger—was chosen with minimal thought, reflecting his detachment. Parents’ presence, not presents, is vital for a child’s development. A busy schedule should not lead to a widening emotional gap between parents and children. Quality time fosters strong family bonds, social cohesion, and instills valuable cultural and social values. Parents are the best guides and motivators; their active involvement shapes confident, balanced individuals who thrive in all aspects of life. Journey to the End of the Earth Q1. What were the author's initial emotions on setting foot in Antarctica? The author's initial emotions on setting foot in Antarctica were relief, followed by immediate and profound wonder. The relief likely stemmed from the culmination of a long and arduous journey involving various modes of transportation. The wonder was directed at the immensity and isolation of Antarctica, particularly reflecting on the historical connection when India and Antarctica were part of the same landmass. Q2. What are the significant features of the ‘Students on Ice Programme’? The significant features of the 'Students on Ice Programme' include its aim to provide high school students with inspiring educational opportunities at the ends of the world, particularly in Antarctica. The program, led by Geoff Green, focuses on fostering a new understanding and respect for the planet among the future generation of policy-makers. It offers life-changing experiences for students, allowing them to absorb, learn, and take action regarding environmental issues. Q3. Why did Geoff Green include young students in his programme? ( All India 2024 | Set 1/3/1) Geoff Green included young students in the 'Students on Ice Programme' because he wanted to offer the future generation of policy-makers a life-changing experience at an age when they are ready to absorb, learn, and act. The program aims to instill a deeper understanding and respect for the planet in young minds, emphasizing the importance of environmental conservation and sustainability. Q4. How can a visit to Antarctica be an enlightening experience? Elaborate. A visit to Antarctica can be an enlightening experience due to several factors. The continent's pristine environment, devoid of human population, allows for a direct observation of natural processes and ecosystems. Antarctica's simple ecosystem and lack of biodiversity make it an ideal place to study how small changes in the environment can have significant repercussions. Additionally, the continent holds ancient ice cores with half-million-year-old carbon records, providing insights into the Earth's past, present, and future. The immersive experience in Antarctica forces individuals to place themselves in the context of the Earth's geological history, fostering a deep appreciation for the planet's fragility and the impact of human activities. Q5. How has human civilization impacted our environment? Comment with reference to the lesson 'Journey to the End of the Earth'. Human civilization has impacted the environment significantly, as highlighted in the lesson 'Journey to the End of the Earth.' The author mentions that human civilizations have been around for a relatively short period of 12,000 years, yet in this brief time, humans have created a considerable impact. The rapid increase in human populations has led to competition with other species for limited resources, while the unmitigated burning of fossil fuels has contributed to a rise in carbon dioxide levels, affecting the global climate. The lesson emphasizes climate change as one of the most contested environmental debates, and Antarctica plays a crucial role in this discussion. The continent's pristine nature and ice cores containing ancient carbon records make it a vital location for studying the Earth's past, present, and future. The author suggests that witnessing the visible effects of climate change, such as glaciers retreating and ice shelves collapsing, makes the threat of global warming more tangible. Overall, the lesson highlights the importance of understanding and addressing the environmental impact of human activities, especially in the context of climate change and its potential consequences. 2020 Q6. How was Gondwana different from today’s world ? Describe it. Ans: Gondwana was a giant amalgamated southern supercontinent that existed approximately 600 to 500 million years ago. It was centered roughly around the present-day Antarctica and included landmasses that are now part of South America, Africa, Antarctica, Australia, the Indian subcontinent, and the Arabian Peninsula. Gondwana was significantly different from today's world in several aspects: 1. Geographical Configuration: Gondwana represented a massive landmass that was a combination of several continents. The continents we recognize today were part of this singular supercontinent, and their current positions and shapes were vastly different from what we see today. 2. Climate: The climate of Gondwana during its existence was much warmer than the present. It hosted a diverse range of flora and fauna due to the milder temperatures. The climate supported a wide variety of ecosystems across the supercontinent. 3. Biodiversity: Gondwana thrived for approximately 500 million years, and during this time, it harbored a rich diversity of plant and animal species. However, these species were different from the ones we find today, as evolution and extinction events have shaped the Earth's biodiversity over millions of years. 4. Human Presence: Human beings had not yet appeared on the global scene during the time of Gondwana. The emergence of complex life forms, including humans, occurred much later in the Earth's history. 5. Landmass Arrangement: Over time, as the dinosaurs went extinct and the age of mammals began, Gondwana started to break apart. The landmasses drifted and separated, forming the continents as we know them today. This process shaped the modern geographical arrangement of continents and ocean basins. 6. Continental Drift: The breakup of Gondwana played a crucial role in the phenomenon of continental drift. The separation of landmasses and their movement over geological time scales has influenced the Earth's topography and climate patterns. In summary, Gondwana was a vastly different world from today, characterized by a warmer climate, different species, and a singular supercontinent that eventually gave rise to the continents we recognize in the present day. The study of Gondwana provides insights into the dynamic geological and climatic changes that have shaped the Earth over millions of years. Q7. “My Antarctic experience was full of such epiphanies,” says Tishani Doshi. Which experience does she consider the best and why? ( All India 2024 | Set 1/1/1 ) Ans: Tishani Doshi considers the experience of walking on the frozen ocean as the best because it was a profound moment of connection with nature. She describes walking on the stark whiteness that stretched out forever, with 180 meters of living, breathing saltwater beneath her, and observing Crabeater seals sunning themselves on the ice, which was a surreal and transformative experience. Q8. Tishani Doshi considered the programme ‘Students on Ice’ a success. Do you agree with her? Why/Why not? (All India 2024 | Set 1/2/1) Ans: Yes, ‘Students on Ice’ was successful as it exposed future policymakers to Antarctica's pristine environment, fostering a life-changing awareness. This experience deepened their respect for Earth and instilled a commitment to sustainability and responsible environmental decision-making. Q9. ‘And for humans, the prognosis is not good;’ What is in store for humans, as per the above statement ?   (All India 2024 | Set 1/2/1) Ans: The statement refers to the alarming consequences of climate change. Rising global temperatures and global warming are leading to the melting of the Antarctic ice sheets and glaciers, causing sea levels to rise. Additionally, the disruption of the Gulf Stream ocean currents could further exacerbate climate instability, impacting weather patterns, agriculture, and human habitats. These changes pose a significant threat to humanity's future, highlighting the urgent need for action to mitigate environmental damage. Q10. ‘With students of ice, he offers future generation of policy makers a life-changing experience…’ (The Journey to End of the Earth) What expectation of the narrator is reflected in the above line? (All India 2024 | Set 1/4/3) Ans: The narrator expects that by giving students first-hand experience of environmental issues, they will gain a deeper understanding of Earth’s challenges. This experience will shape them into future policymakers who are better equipped to frame effective policies for preserving nature and protecting the planet for generations to come. The Enemy Q1. What impressions do you form of Dr. Sadao's father from the story 'the Enemy'? Ans: Dr. Sadao’s father is depicted as a stern, disciplined, and traditional man with a strong sense of national pride and ambition for his son. His primary focus is Sadao's education, as he believes that knowledge and skill will lead Japan toward a prosperous future. He takes pride in Japan’s progress and believes in its potential for greatness, a belief he instills in Sadao by frequently saying that the islands are "stepping stones" for Japan’s future. Although he doesn’t display affection openly, his dedication to Sadao’s growth is evident. Sadao’s father is selective, even in personal matters, and would only accept a Japanese wife for his son. This portrayal shows his deep-seated cultural values and his hopes for Sadao to serve the country. Q2. Why was Dr. Sadao not sent abroad with the troops? Dr. Sadao was not sent abroad with the Japanese troops because of his crucial contributions to medical science, particularly in surgery. He was working on a significant discovery to make wounds completely clean, which was essential for Japan during the wartime. His medical expertise and ongoing research made him invaluable at home, as his skills were needed for both soldiers and possible emergency cases within Japan. Additionally, the old General had a medical condition that might eventually require surgery, so Dr. Sadao’s presence was required for the General’s potential operation. His talents were too valuable to risk in combat, so he remained in Japan, where he could continue his research and be available for critical cases. Q3. Dr. Sadao emerges as a Saviour of humanity. Substantiate your answer with evidence from the text. Ans: Dr. Sadao demonstrates a commitment to humanity when he saves the life of an American prisoner of war despite his nationality and the risk of being labelled a traitor. Although the American is technically his enemy, Sadao’s medical ethics drive him to perform surgery to save his life, even under societal pressure to let him die. He operates skilfully, using his expertise and compassion, and later provides the prisoner with a means of escape to ensure his safety. Sadao’s decision not only saves the man’s life but also demonstrates his moral courage in choosing human compassion over prejudice and nationalism, reinforcing his role as a healer dedicated to saving lives, regardless of race or political affiliations. Q4. Dr. Sadao is torn between his duty as a doctor and his responsibility as a patriotic citizen. Elaborate. Dr. Sadao faces a profound inner conflict between his professional duty as a doctor and his loyalty to Japan. On one hand, his medical ethics compel him to save the injured American soldier, who is in dire need of care. As a doctor, Sadao believes in preserving life, regardless of nationality. However, as a Japanese citizen during wartime, he understands the risks of helping an enemy soldier, which could be viewed as treasonous. His struggle is further heightened by the pressure from his household staff and the potential threat to his family. Ultimately, Sadao chooses to heal the man, even risking his safety, and later helps him escape. This choice reflects his dedication to his ethical principles, demonstrating the difficult balance between personal integrity and national allegiance. All India 2024 | Set 1/1/1 Q5. Dr. Sadao is disturbed and in a dilemma since he has decided to help the enemy soldier. Describe his conflict and the challenges faced in the form of a diary entry. Ans: March 3, 1945 Tonight, I find myself in great turmoil. I made the decision to save the life of an American soldier—an enemy—despite knowing the risks. The sight of his wounds stirred something in me; as a doctor, I am bound to heal, regardless of who lies before me. But, as a Japanese citizen, my actions could be seen as betrayal. I know that my staff disapproves, and Hana, though loyal, fears for our safety and the children's. I cannot ignore the whispers of doubt around me, yet I cannot abandon my duty as a healer. The General’s condition also complicates matters; he depends on me, but would he protect me if he knew? I am haunted by uncertainty. My hope now rests in finding a solution that keeps my family safe while staying true to my profession. Q6. What was the servants' reactions to Sadao's decision of treating the American soldier? (All India 2024 | 1/4/1) Ans: The servants strongly disapproved of Dr. Sadao’s decision to treat the American soldier. They viewed the wounded soldier as an enemy who deserved to die, not to be saved. The old gardener believed it was against nature to heal what the “sea and rocks” had tried to destroy. Yumi, the children’s caretaker, outright refused to wash the soldier, feeling disgusted by the idea of aiding a foreign enemy. Their discontent grew over time, and they feared that Sadao’s actions would bring misfortune upon the household. Eventually, unable to accept his choice, the servants left the house altogether. Their reaction highlights the intense patriotism and prejudice against the enemy, contrasting sharply with Dr. Sadao’s compassionate commitment to his medical duty. Q7. “I must get rid of this man for your sake”. Said Dr. Sadao. How will you describe Dr. Sadao as a husband with reference to the above line ? (Word Limit 40-50) | All India 2024 | Set 1/5/1) Ans: Dr. Sadao’s words, “I must get rid of this man for your sake,” reveal his deep care and responsibility toward Hana. Although he is conflicted as a doctor, he prioritizes Hana’s safety and well-being, understanding the fear and burden his decision places on her. This shows his sensitivity and protective nature as a husband. Q8. After having escaped from Japan with the help of Dr. Sadao, Tom (the prisoner of war) writes an article highlighting how Sadao’s actions demonstrated the importance of humanity and living in harmony. (150 Words).  ( All India 2024 | Set 1/5/1) You may begin like this : Humanity is a value that binds us together …… Ans: Humanity is a value that binds us together, beyond borders, conflicts, or nationalities. I realized this profoundly when I was saved by a man who should have considered me his enemy—Dr. Sadao Hoki, a Japanese surgeon, who risked everything to save my life. When I washed ashore, gravely wounded and helpless, he could have handed me over to authorities or left me to die, as I was a foreign soldier and Japan’s enemy. Yet, he didn’t. Dr. Sadao’s actions went beyond mere medical duty; he exemplified compassion and bravery, driven by a belief in the sanctity of human life. Dr. Sadao’s choice reminded me that, at our core, we are all human, bound by shared empathy. His willingness to risk his reputation and family’s safety for a stranger is a lesson in living with kindness and harmony. His example inspires a vision of a world where humanity prevails over hostility. Q9. “I will have nothing to do with it,” Yumi said, “I am a poor person and it is not my business.” What inference can be drawn about the character of the speaker from the above expression ? ( 40-50 Words) ( All India 2024 | Set 1/5/1) Yumi’s response, “I will have nothing to do with it,” reveals her strong adherence to social hierarchy and traditional beliefs. As a domestic servant, she feels her role is limited to caring for the family, not aiding an enemy. Her reluctance shows her loyalty to Japan and her discomfort in opposing social norms, even for humanitarian reasons. Q10. ‘Don’t thank me too early.’ Sadao said coldly. What inference is drawn about Sadao’s state of mind from the above line? (All India 2024 | Set 1/4/3) Ans : The line reflects Sadao’s inner conflict and uncertainty about his actions. He is still in a dilemma regarding the fate of the American soldier he has helped. Although he has provided medical treatment, Sadao is unsure whether he should protect the soldier further or hand him over to the police once he recovers. This statement indicates that Sadao is torn between his sense of duty as a doctor and the potential consequences of sheltering an enemy soldier during a time of war. On The Face of It Q1. Mr . Lamb stands as a symbol of optimism and hope. Support your answer with examples from the text . Ans: Mr. Lamb exemplifies optimism and hope through his acceptance of life’s imperfections. Despite losing a leg in the war, he dismisses it, saying, "Tin doesn’t hurt." He finds beauty in all life, even calling weeds “alive, growing,” challenging conventional judgments about appearance. His open garden symbolizes his open heart, welcoming everyone regardless of their flaws. Mr. Lamb encourages Derry, a boy with a scarred face, to embrace life, stating that he has “two arms, two legs, eyes, ears, a tongue, and a brain.” Through his words and actions, Mr. Lamb teaches Derry to look beyond physical appearances, inspiring him to live with a positive outlook on life. Q2. What gave Derry the courage to go back to Mr. Lamb’s house despite his mother’s refusal? Derry returns to Mr. Lamb's house, defying his mother, because Mr. Lamb's words deeply resonate with him. For the first time, he encounters someone who doesn’t judge him by his appearance but sees him as an individual with potential. Mr. Lamb’s encouragement to “look, listen, and think” opens Derry’s mind to new perspectives, and he finds a sense of belonging and understanding that he doesn’t experience elsewhere. This motivates Derry to confront his fears and insecurities, as he realizes he wants to explore life fully. Mr. Lamb’s influence instills in Derry the courage to break free from his isolation. Q3. Derek wants to go back to Mr. Lamb's House against his mother's will. What does this tell you about Mr. Lamb? Ans: Derry’s determination to return to Mr. Lamb’s house shows Mr. Lamb’s deep impact on him. Mr. Lamb is not merely a stranger but a mentor who encourages Derry’s growth. His genuine kindness, resilience, and nonjudgmental outlook make him a powerful influence, instilling confidence in Derry that he never received from others. Derry's willingness to defy his mother’s instructions reveals the trust and respect he has for Mr. Lamb, who offers him acceptance and a positive view on life. This demonstrates Mr. Lamb’s remarkable ability to uplift others, even those burdened by hardship, making him a transformative figure in Derry’s life. 2022 Q4. Who is Mr. Lamb? How does Derry get into his garden? Ans: Mr. Lamb is an elderly man with a physical disability—he has a tin leg, which he lost in the war. He lives alone in a large house with an open garden, filled with plants, trees, and a beehive. Known for his kindness and wisdom, Mr. Lamb keeps the garden gate open, inviting anyone who wishes to enter. His outlook on life is optimistic; he finds beauty in everything, including weeds, and encourages others to look beyond appearances. Derry, a young boy with a scarred face, enters Mr. Lamb’s garden by climbing over the wall, assuming the place is deserted. Drawn by the peaceful environment, Derry explores the garden, unaware that Mr. Lamb is watching him. Q5. How did Mr. Lamb's conversation and company change Derry's desire to isolate himself from the society? Mr. Lamb’s acceptance and philosophy challenge Derry’s desire for isolation. Unlike others who pity him, Mr. Lamb treats Derry as an equal, reminding him that “it’s what’s inside that matters.” His stories of children calling him “Lamey-Lamb” demonstrate how he accepts his own imperfections without resentment. Mr. Lamb’s outlook encourages Derry to reject self-pity and to see the world as a place of potential beauty, even if flawed. Through Mr. Lamb’s openness and understanding, Derry’s perception shifts, and he begins to realize that he, too, can connect with others without being defined solely by his appearance. Q6. Imagine you are Derry speaking at the funeral of Mr. Lamb highlighting Mr. Lamb’s optimism and the change he brought about in your attitude towards life. You may begin like this. Dear friends, I will be eternally grateful to Mr. Lamb …… (All India 2024 | set 1/5/1) Ans: Dear friends, I will be eternally grateful to Mr. Lamb, who transformed my life in ways I never thought possible. When I first met him, I was bitter, isolated, and full of self-pity because of my scarred face. I believed everyone saw me as nothing but ugly. But Mr. Lamb saw beyond my scars; he taught me to look past what’s on the outside and see the beauty within myself and others. He often said, “It’s all life, growing, just like the weeds in the garden.” He taught me that everything, even what seems unwanted, has worth. Mr. Lamb’s optimism showed me that life is meant to be embraced, not feared. He encouraged me to face the world with courage and live fully, regardless of what others think. Today, I am stronger, braver, and no longer afraid to be myself—all because of Mr. Lamb’s friendship and wisdom. His spirit of kindness and resilience will live on in me forever. Q7. Derry : It’s got nothing to do with my face and what I look like. You do agree with Derry that appearance doesn’t define a person. Only one’s potential and innate qualities gain one respect and dignity in society. As Derry, write a diary entry regretting how you wasted your time indulging in self-pity and frustration and how your encounter with Mr. Lamb transformed your personality. You may begin like this. I do really thank my stars for bringing Mr. Lamb into my life …… Ans: Time: 21:00 hrs Dear Diary, I do really thank my stars for bringing Mr. Lamb into my life. Before meeting him, I spent so much time drowning in self-pity, believing that my scar defined me. I was certain that people saw nothing beyond my disfigured face, and I let that belief limit my life. Looking back, I realize how much time I wasted in bitterness and isolation. But Mr. Lamb changed everything. He showed me that appearance is only a small part of who we are. He made me understand that self-worth comes from within, from our potential, our dreams, and how we choose to see the world. He saw value in everything, even the weeds, and he helped me see that I, too, have worth beyond my appearance. Now, I feel stronger, and I’m ready to face the world without fear. I owe this newfound courage to Mr. Lamb and his unshakable optimism. Q8. Physically impaired people have to suffer pain and a sense of alienation due to the behaviour of the people around them. It’s ironical that people who should be treated with empathy are either avoided or pitied. Discuss. (All india 2024 | Set 1/3/1) Ans: Physically impaired people often suffer emotional pain and a sense of alienation due to the insensitive behavior of others. Ironically, those deserving empathy are often either avoided or pitied, exacerbating their isolation. In On The Face Of It , this harsh reality is depicted through Derry and Mr. Lamb. Derry, with a burnt face, faces constant rejection and taunting, which fosters his bitterness and mistrust of the world. Mr. Lamb, referred to as "Lamey Lamb" because of his disability, lives a solitary life and battles loneliness. Despite his positive outlook, he too experiences alienation. Both characters highlight that the disabled seek dignity, respect, and genuine acceptance, not sympathy. Society’s behavior can either uplift or deepen their sense of inferiority. True empathy requires understanding and supporting their humanity, not just acknowledging their disabilities. Q9. Why does Derry not like being with people ? ( All Iindia 2024 | Set 1/3/1) Ans: Derry dislikes being with people because he feels they find his acid-burned face repulsive. He perceives rejection and lack of love from others, which fuels his sense of isolation. His oversensitivity about his appearance leads him to avoid social interactions, fearing judgment and pity . Q10. Mr. Lamb: Lord, boy, you’ve got two arms, two legs and eyes and ears……. You could get on better than all the rest. Optimism is the best tool to face challenges in life. Imagine you are Mr. Lamb. You want to give a motivational speech to a group of differently abled students urging them to be positive in their approach to life. Write the speech on behalf of Mr. Lamb. You may begin like this. Hello ! Dear Students ! Believe in yourself. Nothing is impossible. ( All India 2024 | Set 1/4/1) Ans Hello! Dear Students! Believe in yourself. Nothing is impossible if you approach life with courage and optimism. Remember, no disability is a handicap unless you make it one. Count your blessings, not your negatives. I lost a leg, but I never grieve over it. I don’t take offence when people call me ‘Lamey Lamb’ because I know who I am and what I can achieve. Your belief in yourself is the key to success. Be a support to yourself first; don’t wait for others to lift you up. Embrace life with an open heart and be willing to learn and adapt. Challenges will come, but your strength lies in your positive approach. Like me, look at what you have—two arms, two legs, eyes, ears—and know that you can get on better than the rest. Be fearless and embrace life with hope and joy. Q11. Mr. Lamb: Oh, there’s lot of things I’ve learned to do, and plenty of time for it. Years. I take it steady.” Mr. Lamb, despite his handicap learnt to be independent and has proved where there is a will, there is a way. As a motivational speaker, write a speech to be delivered to school students, highlighting how one should develop resilience and determination to achieve one’s goal citing references from this story. You may begin like this. To remain resilient during difficult times, will help one move forward in life. ( All India 2024 | Set 1/4/2 ) Ans: Speech on Resilience and Determination To remain resilient during difficult times will help one move forward in life. No disability or challenge should ever be seen as an insurmountable barrier. Problems and adversities are temporary, and facing them with a positive mindset builds true resilience. Determination is the cornerstone of success. Mr. Lamb from On the Face of It  exemplifies this perfectly. Despite his handicap and being called ‘Lamey Lamb,’ he never takes offence or lets negativity dictate his life. Living alone, he creates a fulfilling life by making toffees, leaving his gate open to welcome visitors, and ensuring there are no curtains to shut out the world. He keeps himself busy and learns to climb a ladder to pluck crab apples, showing that independence is achievable with willpower. Let Mr. Lamb’s story inspire you to face challenges head-on, stay positive, and be determined to achieve your goals. Resilience is your path to succ ess. MEMORIES OF CHILDHOOD We Too Are Humans What does Zitkala-Sa mean by eating by formula? Ans: By "eating by formula," Zitkala-Sa refers to the regimented, mechanical dining process imposed on the Native American children at the boarding school. Each movement, from drawing a chair to picking up cutlery, is dictated by bells and overseen by authority figures. This “formulaic” approach robs the act of eating of any comfort or personal freedom, symbolizing the school's rigid control over the children's lives. However, Zitkala-Sa suggests that even this lack of autonomy pales in comparison to the emotional anguish she feels from deeper cultural violations, such as the cutting of her hair. Bama and Zitkala-Sa, though victims of a system that crushes their aspirations, are determined to break out. Comment. (120 150 words/ 5 Marks) Ans: Both Bama and Zitkala-Sa face oppressive systems that seek to confine them to a predetermined social position, yet both display strong determination to resist. Zitkala-Sa, a Native American girl forced to cut her long hair—a sign of courage and tradition—defiantly hides under a bed to avoid the scissors, fighting even as she is eventually caught and shorn. Her hair, which symbolizes her cultural identity, becomes a powerful marker of resistance as she experiences the pain of forced conformity. Similarly, Bama, a Dalit girl, encounters the sting of caste discrimination when witnessing an elder in her community humbly delivering food to an upper-caste man. Although she initially finds the scene amusing, her brother's explanation of the discriminatory practices fills her with anger, leading her to a resolve: she will excel academically to rise above such social constraints. These experiences reveal how both women, despite early encounters with injustice, channel their indignation into resistance, marking the beginning of their journeys toward autonomy and dignity. I n the two stories of Bama and Zitkala-Sa in the lesson of 'Memories of Childhood,' there are certain similarities of strength in the face of social challenges. Write a diary entry sharing your observations. (All India 2024 | Set 1/3/1) Ans: Time: 20:00 Hrs Dear Diary, Today, I read about two women, Bama and Zitkala-Sa, whose stories deeply moved me. Though from different backgrounds—Bama, a Tamil Dalit, and Zitkala-Sa, a Native American—both experienced harsh discrimination in their early years. Bama, through a seemingly simple act of an elder carrying food for an upper-caste man, understood the weight of caste oppression. Her reaction was powerful; rather than feel helpless, she resolved to succeed through education. Zitkala-Sa, on the other hand, fought to retain her cultural identity when her long hair, a symbol of pride and heritage, was forcibly cut by authorities. Each woman, in her own way, confronted societal norms, refusing to accept the subjugation imposed on them. Their resilience is inspiring—a reminder that even in the face of systemic injustice, courage and determination can become powerful tools for change. Q4. ‘The words that Annan spoke to me that day made a deep impression on me’. What inference do you draw about the bond between Annan and Bama ? (Word Limit 40-50) | (All India 2024 | set 1/5/1) The bond between Annan and Bama in Memories of Childhood  is one of deep respect and guidance. Annan’s words make a lasting impact on Bama, particularly when he explains that education can help them overcome caste discrimination. When he says, “If you are always ahead in your lessons, people will come to you of their own accord,” he inspires her to strive for excellence. This advice strengthens Bama’s resolve to work hard and succeed, showing how Annan’s wisdom and encouragement empower her to face social injustice with determination. Q5. Zitkala-Sa says, “Eating by formula wasn’t the hardest trial in that first day.” What does she mean by “Eating by formula” ? ( All India 2024 | Set 1/1/1 ) By "eating by formula," Zitkala-Sa refers to the strict and regimented pattern of eating imposed on the Native American children in the boarding school. The bells dictated every action: the first bell signaled moving into the dining room, the second bell indicated when to start praying, and the third bell told them when to sit and use utensils like forks and knives to eat, all of which were unfamiliar and mechanical to her. Q6. Justify the statement, ‘It may take a long time for oppression to be resisted but the seeds of rebellion are sowed early in life.’ ( All India 2024 | Set 1/2/1) Ans: Zitkala-Sa faced deep humiliation at the Carlisle Indian School, where her self-respect was continually challenged by forced assimilation practices: wearing tight-fitting clothes, eating by formula, and the shingling of her hair. These experiences made her feel like a powerless animal, yet they sowed seeds of rebellion as she put up a fight against these injustices, signaling that the spirit to resist had taken root early in her life. Similarly, Bama's anger was ignited when she understood the discriminatory practices against her community, symbolized by a man carrying a packet in a demeaning manner. This realization provoked her and fueled her belief that her people should no longer perform menial tasks for the oppressors. Education became her tool to resist, empowering her to rise above and challenge the unfair treatment. These stories show that while resistance might take time to manifest fully, the seeds of defiance are planted in childhood, spurred by early experiences of injustice. Q7. “Then I lost my spirit.” What are the incidents that led Zitkala-Sa to feel this way? ( All India 2024 | Set 1/2/1) Ans: Zitkala-Sa felt, “Then I lost my spirit,”  after a series of dehumanizing incidents. She was dragged from under the bed, forcibly tied to a chair, and had her hair shingled against her will. For her, cutting hair symbolized mourning and cowardice, stripping away her cultural identity and pride. This forced submission made her feel defeated, causing her to lose the spirit to fight against the oppressive system.

"Unleashing Success: Mastering Board Exams with Insights from 2019 to 2024 '' 2024-2019 (Board-PYQs-English) 👇Lessons Hyperlinks for Quick Access👇 The Last Lesson Lost spring Deep Water Rattrap Indigo Poets & Pancakes The Interview Going Places The Last Lesson Q1. When do the residents of Alsace realize how precious their language is to them? The residents of Alsace realize how precious their language is to them when M. Hamel announces that the order has come from Berlin to teach only German in the schools of Alsace and Lorraine. This revelation occurs during M. Hamel's last French lesson, marking the end of French language instruction. The news shocks the students and the villagers present in the school, making them aware of the imminent loss of their language. The realization dawns upon them that holding onto their language is crucial, as it is a key to preserving their identity and resisting the cultural assimilation imposed by the occupying Prussians. Q2. What was Franz's feeling as he set out for school and why? Franz's feeling as he set out for school was a mixture of dread and fear. He was particularly anxious about M. Hamel's announcement that there would be a question on participles, a topic he knew nothing about. The fear of a scolding and the pressure of the upcoming examination made Franz briefly consider skipping school and enjoying the beautiful day outdoors. However, Franz ultimately resists the temptation and decides to go to school despite his apprehensions. Q3. Why was M. Hamel dressed in formal clothes in school? M. Hamel was dressed in formal clothes in school because it was his last lesson before leaving Alsace. He wore his beautiful green coat, frilled shirt, and a little black silk cap, all embroidered. This attire was reserved for special occasions like inspections and prize days. M. Hamel's formal dressing on this particular day symbolized the significance and solemnity of the occasion, marking the end of his forty years of faithful service as a teacher in Alsace. Q4. The last lesson reflects the flaws in human character that led to the sad plight of people in Alsace. Substantiate your answer with evidence from the text. The text suggests the flaws in human character that contributed to the sad plight of the people in Alsace. M. Hamel, in his final lesson, points out the procrastination and neglect of learning among both the students and their parents. He mentions how everyone, including himself, had put off learning, thinking they had plenty of time. The teacher acknowledges his own role in diverting students from studies, such as sending them to water flowers or giving holidays for fishing. Moreover, the mention of the old men of the village sitting in the back of the room with regretful expressions indicates a collective sense of remorse. Their failure to prioritize education and language learning contributed to the vulnerability of the community when faced with the imposition of German as the sole language of instruction. Overall, the text suggests that personal shortcomings, including procrastination and a lack of commitment to education, played a part in the cultural and linguistic crisis faced by the people of Alsace. Q5. Explain the inference that can be drawn from the line : “Will they make them sing in German, even the pigeons ?” ( All India 2024/ Set 1/5/1) Ans: The line “Will they make them sing in German, even the pigeons?”  reflects the speaker’s frustration with the forced imposition of German on French villagers. It suggests the absurdity of the situation, as if the Prussians aim to control everything, even nature, symbolizing the villagers' helplessness at losing their language and identity. Q6. We miss a thing when we are in fear of losing it. Substantiate this statement with two examples from ‘The Last Lesson’, how the people in the story suddenly realised how precious their language was to them. ( All India 2024 | Set 1/1/1) Ans: The villagers realized the true value of their language when they were faced with losing it. Firstly, everyone, including Franz, regretted neglecting their French lessons. Franz felt a deep remorse for not paying attention earlier and suddenly saw his books as old friends. Secondly, the presence of village elders, like old Hauser, the former mayor, and postmaster, sitting in the back benches with tears and trembling voices highlighted their collective regret. This moment revealed their deep, belated appreciation for their language, which they feared losing forever. Q7. M. Hamel in “The Last Lesson” and Gandhiji in “ Indigo ” were both concerned about the state of education in the face of oppression. Write a speech to be shared with your peers on the importance of education. You may use cues from the two texts. ( All India | Set 1/1/3) Ans: Dear friends, Education is not just about acquiring knowledge; it is a powerful tool for freedom, resilience, and empowerment. We can see this through the stories of M. Hamel in The Last Lesson and Mahatma Gandhi in Indigo, both of whom understood the profound impact education has on individuals and communities. M. Hamel, a dedicated teacher, taught us that language is the key to freedom. When the Alsatians were forbidden to speak their language, M. Hamel highlighted how precious their own language was to them. He showed that education instills resilience, helping people fight oppression and value their identity. Similarly, Gandhiji recognized that illiteracy allowed exploitation to thrive. He opened primary schools in six villages and appealed for teachers, emphasizing that education is essential to break free from fear and oppression. Gandhi believed that education provides the capability to stand up against injustice and empower communities to shape their own futures. In today’s world, let us not take education for granted. It is the gateway to freedom, equality, and a brighter future. Let’s ensure that we not only learn but also share the power of education with those around us. Thank you. Q8. Franz in “The Last Lesson” realizes the importance of going to school while Saheb in Lost Spring yearns to go to school. Write a paragraph exploring the different perspectives of these two young boys on learning and education. ( All India 2024 | Set 1/2/1) Ans: Franz in The Last Lesson  and Saheb in Lost Spring  offer contrasting perspectives on education shaped by their circumstances. Franz, who has the privilege of attending school, takes it for granted. He is often distracted and uninterested, preferring the allure of activities outside the classroom. His casual approach changes when he learns that this will be his last lesson in French due to the imposition of German rule. It is only then, faced with the loss of his education, that he realizes its true value and regrets not appreciating it earlier. In contrast, Saheb yearns for the opportunity Franz had but never received. Growing up in poverty, he dreams of going to school and is filled with hope when the author mentions setting one up. However, these promises prove empty, and Saheb remains deprived of education. While Franz’s realization comes from loss, Saheb’s perspective is marked by a longing for an opportunity that is continually out of reach. Q9. What was the ‘thunderclap’ the narrator received as M. Hamel began the lesson? (All India 2024 | Set 1/2/1) Ans: The ‘thunderclap’ the narrator received as M. Hamel began the lesson was the sudden realization that it was the last French lesson . This shocking revelation came after an order from Berlin had been issued, mandating that German, not French, would be taught in schools in Alsace and Lorraine. For the narrator, this was a bolt from the blue, as he understood that he had taken his education, especially in his native language, for granted. This moment of realization struck him with the force of a thunderclap, symbolizing the loss of something deeply valued. Q10. What was more tempting for Franz than the rule for participles ? Did he get tempted ? (All India 2024 | Set 1/2/2) Ans: Franz found the warm and bright day more tempting than the rule for participles. The chirping of birds, the open fields, and the sight of Prussian soldiers drilling outside the classroom distracted him. Despite his temptation, he did not act on it, as he had to attend the last lesson. Q11. Imagine you are Mukund Padmanabhan from the Indian (The Interview) and you interview M. Hamel, after he finished delivering the last lesson. (The Last Lesson) Write a paragraph on Hamel’s views on individual responsibility and nationalism. ( All india 2024 | Set 1/4/2) Ans: In the interview, M. Hamel expresses a deep sense of responsibility towards education, emphasizing its importance for both individuals and the nation. He reflects on the role of parents, urging them to prioritize education over sending children to work in the mills or fields. As a teacher, Hamel stresses the need to engage students in meaningful academic pursuits, rather than allowing them to take their education lightly or procrastinate. He highlights the collective responsibility of the villagers to value their mother tongue, as it is essential for preserving cultural identity and fostering nationalism. Hamel believes that language is the key to freedom and self-expression, and by holding on to their mother tongue, individuals can safeguard their heritage and contribute to the strength of their nation. Q12. Franz from ‘The Last Lesson’ and the peddler from ‘The Rattrap’ demonstrate the importance of learning from one’s mistakes and rising up to evolve as a better person. Write an article based on the two texts on how a man evolves after learning from his mistakes. ( All India 2024 | Set 1/4/3) Ans: In The Last Lesson , Franz, a young schoolboy, begins by seeing his school lessons as a nuisance, particularly his grammar lessons. However, when he attends his final French lesson, he is struck by the gravity of the situation. The realization that he has taken his education and mother tongue for granted comes too late, as the district has been annexed and French is no longer taught. His regret is palpable, as he now comprehends his grammar lessons with ease, understanding them in a way he never did before. Franz begins to appreciate the value of learning and the importance of his language, now realizing that these were "old friends" he had neglected. His respect for his teacher, M. Hamel, grows, as he recognizes the teacher's commitment to his students despite the end of an era. The elderly villagers' presence in the class shows that everyone, irrespective of age, values the power of education and language. Through this painful experience, Franz learns that procrastination and neglecting one’s responsibilities lead to irreversible loss, teaching him the importance of cherishing one’s opportunities to learn. Similarly, in The Rattrap , the peddler starts as a cynical, self-centered man who sees life only as a series of traps, offering no hope for change. He steals thirty kronor from Edla, yet her kindness and compassion cause him to reflect on his actions. In contrast to his previous behavior, where he justified his theft, the peddler feels remorse. He returns the stolen money and confesses his wrongdoing to Edla, marking a crucial turning point in his life. The peddler, once a petty thief, is now a reformed individual who has learned from his mistake. His redemption is further symbolized when he signs a letter as a dignified Captain, representing the change in his character from a man driven by greed to one who values integrity. Both Franz and the peddler demonstrate that learning from one's mistakes is essential for personal growth. Franz evolves from a careless student into one who values education, while the peddler transforms from a thief into a man of honor. These characters remind us that mistakes are inevitable, but it is how we learn from them that defines our journey towards becoming better individuals. Lost Spring 2023 Q1. What vicious circle are the bangle-makers trapped in? The bangle-makers in Firozabad are trapped in a vicious circle involving middlemen, police, bureaucrats, and politicians. These middlemen exploit the poverty and helplessness of the bangle-making families, keeping them in a perpetual state of poverty. The lack of organization and leadership among the bangle-makers prevents them from breaking free from this cycle. The middlemen, along with other authorities, create a system that perpetuates their exploitation, making it difficult for the bangle-makers to improve their lives or escape from the clutches of poverty. Q2. The description of Seemapuri creates a very dismal picture. Explain   Ans: Seemapuri is described as a place on the periphery of Delhi, inhabited by squatters who came from Bangladesh in 1971. The living conditions in Seemapuri are dismal, with structures made of mud, roofs of tin and tarpaulin, and a lack of basic amenities such as sewage, drainage, or running water. The 10,000 ragpickers who live in Seemapuri have no official identity or permits, but they manage to survive through ration cards that allow them to buy grain. The place is characterized by poverty, lack of infrastructure, and a struggle for survival, highlighting the harsh realities faced by those who have migrated and settled in such areas. Q3. Firozabad presents a strange paradox the beauty of the glass bangles and the misery of the people who make bangles. Discuss. (120-150 words/ 5 Marks) Firozabad encapsulates a poignant paradox where the aesthetic allure of glass bangles sharply contrasts with the pervasive misery of the individuals responsible for crafting these intricate ornaments. The town, renowned for its glass-blowing industry, produces bangles that epitomize vibrant hues and cultural significance, symbolizing auspiciousness in marriages. The craftsmanship involved in creating these adornments adds to their beauty, making them sought after across the country. However, this picturesque image unravels when one delves into the lives of the bangle-makers. These artisans, toiling in dingy cells without adequate light or ventilation, endure harsh conditions while creating these symbols of beauty. The narrative unveils the grim reality of child labor, where approximately 20,000 children work in the glass furnaces, exposed to high temperatures and risking the brightness of their eyes. The families involved in bangle-making, despite being an integral part of a renowned industry, live in squalor. Poverty, lack of education, and absence of basic amenities define their daily existence. The paradox lies in the stark dichotomy between the allure of the final product and the grim circumstances of those crafting it. Firozabad becomes a microcosm of the societal disparities, where the beauty of tradition is overshadowed by the exploitation and destitution of the very artisans preserving it. Q4. Why can the bangle-makers not organize themselves into a cooperative ? The bangle-makers cannot organize themselves into a cooperative due to the fear of legal repercussions. The young men in Firozabad express concern that even if they were to organize, they would be targeted by the police, beaten, and possibly sent to jail for engaging in what is considered illegal activities. This fear reflects the power dynamics and exploitation present in their working environment. The absence of a leader among them and the belief that even organized efforts would be met with legal consequences contribute to their reluctance to form a cooperative and break free from the exploitative system imposed by middlemen and authorities. Q5. ‘Lost Spring’ and ‘Indigo’ bring out how the common man is a victim of exploitation. Explain. Ans: Both "Lost Spring" and "Indigo" highlight the exploitation and victimization of the common man, especially in the context of socio-economic and cultural issues. 1. Economic Exploitation in 'Indigo' In "Indigo," the exploitation is evident in the relationship between the English landlords and Indian sharecroppers in Champaran. The landlords, owning large estates, forced the peasants to plant a significant portion of their land with indigo and surrender the entire harvest as rent. The landlords took advantage of the peasants' lack of awareness and literacy to secure agreements, later compensating them for the release of the indigo arrangement when synthetic indigo was introduced.  The peasants were coerced and oppressed, facing the dilemma of signing agreements that they didn't fully understand. The landlords, backed by legal and physical force, perpetuated the economic exploitation. 2. Social and Cultural Exploitation in 'Lost Spring': In "Lost Spring," the focus is on the socio-economic conditions of ragpickers living in Seemapuri, a settlement of squatters on the outskirts of Delhi. The residents, originally from Bangladesh, lack official identities and live in abject poverty. They scavenge through garbage dumps for a living, highlighting their economic exploitation and marginalization.  The story also touches upon the cultural exploitation as the ragpickers, despite living in the same city, remain invisible and excluded. They lack access to basic amenities like education, perpetuating a cycle of poverty. 3. Child Labor and Lack of Opportunities in 'Lost Spring':     "Lost Spring" introduces characters like Saheb and Mukesh, who symbolize the exploitation of child labor. Saheb scrounges for gold in garbage dumps, and Mukesh works in a glass-blowing industry in Firozabad. Mukesh's dream of becoming a motor mechanic is overshadowed by the harsh reality of poverty, lack of education, and limited opportunities. The children are forced into labor due to economic conditions and social structures that deny them a chance for personal development. 4. Resistance and Change in 'Indigo':  In "Indigo," resistance comes in the form of Mahatma Gandhi, who challenges the unjust system. His involvement in the Champaran episode illustrates how civil disobedience can be a powerful tool against economic exploitation.  Gandhi's efforts lead to an official inquiry, exposing the exploitation by landlords, and ultimately a settlement that brings relief to the sharecroppers. This marks a significant shift in power dynamics and the beginning of liberation for the peasants. In summary, both stories shed light on the multifaceted exploitation faced by the common man, encompassing economic, social, and cultural dimensions. They emphasize the need for resistance, awareness, and collective efforts to bring about positive change and alleviate the plight of the marginalized. 2020 Q6.  Life  of the bangle makers of Firozabad shows the grinding state of poverty and traditions that condemn thousands of people to live a life of misery. Elaborate Introduction: The depiction of life in Firozabad in "Lost Spring" unveils a stark reality – the relentless grip of grinding poverty on families engaged in the traditional occupation of bangle-making. This narrative sheds light on the hazardous working conditions, lack of education, and limited opportunities that generations of bangle makers face. Cycle of Poverty: The families, deeply entrenched in glass-blowing and bangle-making, find themselves trapped in a perpetual cycle of poverty. Despite their artistic contributions to culturally significant items, such as bangles, economic exploitation and societal norms prevent them from breaking free. Hazardous Working Conditions: The story highlights the dismal working conditions in which children, often losing their eyesight before adulthood, are forced to contribute to the family's meager income. The lack of awareness about legal protections perpetuates their exploitation. Societal Norms and Economic Exploitation: The tradition of making bangles, passed down through generations, becomes both a source of identity and a shackle. The families remain ensnared in poverty, unable to break free due to societal norms and economic exploitation by middlemen and sahukars. Call for Reforms: The narrative highlights the urgent need for social reforms, education, and economic empowerment to break the cycle of poverty that persists in traditional occupations like bangle-making. The lives of these bangle makers illuminate the broader issues of poverty and exploitation plaguing the common man. Q7. Rajkumar Shukla in ‘Indigo ’ decided to take up the cause of the peasants and raise his voice against injustice. The bangle makers were a stark contrast and accepted their plight of oppression because of tradition and caste. Write a comparative analysis of the two different attitudes towards unjust domination. ( All India 2024 | Set 1/1/2) Ans: Rajkumar Shukla and the bangle makers of Firozabad represent two contrasting responses to unjust domination. Rajkumar Shukla , though illiterate, was resolute and fearless in challenging oppression. He fought against the exploitation of the peasants in Champaran, despite their crushed spirits and fear. Shukla sought help from Mahatma Gandhi, eventually spearheading the Champaran movement to address the injustices of British landlords. His determination to seek justice sparked a larger resistance against oppressive authority. In contrast, the bangle makers of Firozabad  accepted their plight as a consequence of tradition and caste. Trapped in poverty and bound by societal stigma, they saw bangle making as their inevitable destiny. The younger generation mirrored the despair of the older generation, and their efforts to organize against the exploitation of middlemen, sahukars, policemen, and politicians were stifled by the harsh realities of mind-numbing toil. The stark difference lies in Rajkumar Shukla’s defiance and the bangle makers' resigned acceptance of their oppression. their vulnerability and the transient, fleeting nature of their childhood. ecting change. Q9. Explain the sentence “an army of barefoot boys who appear like the morning birds and disappear at noon.” ( All India 2024 | Set 1/2/1) Ans: The sentence refers to a group of young ragpickers in Lost Spring . These boys begin their day early in the morning, collecting scraps and working in harsh conditions, much like the early birds that appear at dawn. By noon, they disappear, likely due to the heat or exhaustion, symbolizing their brief, difficult existence in a harsh world where they are forced to work instead of attending school. The comparison to birds also emphasizes Q10. Why is Mukesh’s dream compared to a mirage? (All India | set 1/3/1) Ans: Mukesh’s dream of becoming a car mechanic is compared to a mirage because it seems like an unattainable illusion amidst his harsh reality. Living in poverty and trapped in an endless cycle of exploitation by middlemen, his dream appears distant and nearly impossible given his current circumstances. Q11. Compose an oral presentation to be shared with your peers on what Gandhi’s advice (Indigo) would be the bangle makers of Firozabad. (All India 2024 | Set 1/3/2) Ans: Good morning, everyone. If Gandhi’s advice from Indigo were shared with the bangle makers of Firozabad, it would focus on conquering fear and fostering empowerment. Gandhi believed in self-reliance and urged individuals to stand up against oppression. He would advise the bangle makers to gain knowledge about their rights and not yield to the unjust control of middlemen. Awareness and unity among them could break the cycle of exploitation. Education and collective action would be key to transforming their circumstances. Lastly, Gandhi would emphasize that those in power must be held accountable to support the community’s growth and end the social discrimination that traps them in poverty. Thank you. Q12. How is Mukesh different from other boys of his age ? (All India 2024 | Set 1/3/2) Ans: Mukesh is different from other boys of his age because he dares to dream of a better future beyond the generational bangle-making trade. Unlike others who accept their fate, he aspires to break free from the cycle of poverty. With conviction and determination, he plans to become a mechanic, showing a realistic approach and courage to pursue his goal. Q13. In spite of the conditions prevailing in Seemapuri, children like Saheb and Mukesh are not devoid of hope. How far do you agree ? (All India 2024 | Set 1/3/2) Ans I agree that, despite the harsh conditions in Seemapuri, children like Saheb and Mukesh are not devoid of hope. Saheb views garbage as a source of wonder and excitement, symbolizing his hope and curiosity about life. He even expresses a willingness to attend school, showing his aspiration for a better future. Similarly, Mukesh dares to dream beyond the cycle of poverty and bangle-making, with the ambition of becoming a mechanic. His willingness to walk to the garage for training reflects his determination to pursue his goal and break free from the constraints of his environment. Q14. ‘A Roadside Stand’ and ‘Lost Spring’ depict two contrasting worlds existing in the society. Justify this statement with reference to the poem ‘ A Roadside Stand’ and the text ‘ The Lost Spring’. You may begin. Social satire in the two texts portrays two contrasting worlds that exist in society. ( All India 2024 | Set 1/4/1) Ans: Social satire in A Roadside Stand  and Lost Spring  portrays two contrasting worlds that exist in society, highlighting social and economic inequalities. In A Roadside Stand , the poem depicts the stark divide between the prosperous city dwellers and the impoverished countryside people. The city people, indifferent and self-serving, pass by without empathy, while the “greedy good-doers” exploit the simple, trusting villagers, worsening their hardships. Lost Spring  similarly contrasts the world of the rag pickers and bangle makers with that of the affluent. The poor are trapped in a vicious cycle controlled by sahukars, middlemen, and the police, unable to break free from poverty. The narrative exposes how the marginalized struggle for survival while the privileged remain unaware of their plight. Both texts emphasize the need to address these disparities and create a more equitable society. Deep Water What were Douglas' initial thoughts when he was pushed into the pool? Ans: When pushed into the pool, Douglas initially felt frightened but retained enough composure to plan an escape. He intended to jump off the bottom to reach the surface but was quickly overtaken by panic as he felt suffocated, unable to scream, and paralyzed by fear​. Why did Douglas decide to go to the YMCA pool to learn swimming ? Ans: Douglas chose the YMCA pool for learning to swim because it was safer than the dangerous Yakima River, known for frequent drownings. His mother’s warnings reinforced his choice to opt for the more controlled and shallow environment of the pool for practising​. What handicap did Doughlas suffer from? How did he overcome that? Ans: Douglas suffered from an intense fear of water after nearly drowning experiences in childhood. This fear became a significant handicap, affecting activities like boating and fishing. He overcame it by working with an instructor who used structured practice. Step by step, Douglas learned swimming techniques, building confidence through repeated exposure and systematic training. Eventually, he tested himself by swimming in lakes & thus he overcame his fear of water. 2020 Q4. How did William Douglas’s fear of water start ? Douglas’s fear of water began when he was three or four years old at a beach in California. While standing in the surf with his father, a strong wave knocked him down and swept over him. He was buried under water, lost his breath, and felt immense terror. Though his father laughed, the incident left Douglas deeply frightened by the overpowering force of water​. Q5. The persistent determination of both Raj Kumar Shukla in “Indigo” and Douglas in “Deep Water” reflects a strong will to overcome challenges and achieve one’s goal. Elaborate with reference to the texts. ( All India 2024 | Set 1/2/3 )  Ans: Raj Kumar Shukla and William Douglas both demonstrate unwavering determination in overcoming challenges. Shukla’s persistence in Indigo  is evident as he follows Gandhi tirelessly, determined to secure a meeting with him to address the plight of peasants in Champaran. His tenacity played a key role in initiating the Champaran movement, ultimately leading to the abolition of sharecropping and empowering the oppressed farmers. Similarly, in Deep Water , Douglas exhibits remarkable determination to learn swimming despite a traumatic drowning experience. Undeterred by his fear, he hires an instructor and overcomes his anxieties. Through relentless practice, he conquers his fear of water, eventually becoming a proficient swimmer. Both individuals, through their resolute actions, achieve their goals, highlighting the power of perseverance in overcoming obstacles. Q6. “I was frightened, but not yet frightened out of my wits.” Says Douglas. Which qualities of the speaker are highlighted in the above statement? ( All India 2024 | Set 1/4/1) Ans: The statement highlights Douglas’s resilience and ability to remain calm and composed in the face of adversity. It shows that even when confronted with fear, he retained enough presence of mind to think clearly and act systematically. This determination and courage allowed him to plan and execute steps to overcome his fear of wate r. The Rattrap Q1. Why was the peddler hesitant to accompany the ironmaster to the manor house? The peddler was hesitant to accompany the ironmaster to the manor house because he had initially deceived the ironmaster by pretending to be an old acquaintance named Captain von Stahle. The ironmaster mistook him for someone else, and the peddler was afraid that his true identity as a poor trader would be revealed. Additionally, he had stolen money from the old man's leather pouch in the cottage, and he feared facing consequences if he went to the manor house with the ironmaster. Q2. Edla is a contrast to her father, the ironmaster. Explain. (120-150 words/ 5 Marks) Edla, the daughter of the ironmaster, serves as a stark contrast to her father in terms of compassion, empathy, and social outlook. The ironmaster, driven by societal norms and skepticism, initially views the peddler with suspicion, assuming he is an old acquaintance. In contrast, Edla approaches the situation with a more humane perspective, recognizing the peddler's need for shelter and warmth. While the ironmaster represents a more rigid and class-conscious attitude, Edla exhibits a kind and open-hearted nature. Her actions, such as interceding for the peddler and insisting on his stay for Christmas Eve, reveal a willingness to see beyond societal stereotypes and extend help to those in need. Edla's compassionate demeanor challenges her father's initial judgment, emphasizing a stark generational and ideological difference between them. This contrast highlights the theme of kindness and humanity prevailing over social status and skepticism in the narrative. Q3. What made the ironmaster invite the peddler to his house ? The ironmaster invited the peddler to his house initially because he mistook him for an old regimental comrade named Captain von Stahle. Believing the peddler to be an acquaintance, the ironmaster thought it was only right to offer him shelter and hospitality, especially on Christmas Eve. However, once the ironmaster discovered the deception and the peddler's true identity, he was less pleased and wanted him to leave. Q4. Who was Edla Williamson ? Why did she visit the forge at night ?   Edla Willmansson is the daughter of the ironmaster in the story. She represents a compassionate and empathetic character in contrast to her father's initial skepticism. Edla visited the forge at night to offer help and shelter to the peddler, a man she believed to be in need. This act of kindness stemmed from her understanding of the peddler's difficult life, as well as her desire to bring warmth and Christmas cheer to someone who seemed destitute. Q5. Why did the iron master compare Edla to a parson ? The ironmaster compared Edla to a parson because of her compassionate and charitable nature. He used the phrase when he said, "You do preach worse than a parson," in response to Edla's plea to let the peddler stay for Christmas Eve. The ironmaster acknowledged her inclination towards kindness and generosity, even though he may not have fully shared her sentiments initially. Q6. What made the peddler think that he had fallen into the trap? The peddler thought that he had fallen into the trap when he found himself lost in the confusing forest after stealing money from the old man's leather pouch. He had earlier compared the world to a rattrap, where people are enticed by baits, and once ensnared, everything comes to an end. Now, he realized that he had become a victim of his own analogy. The forest represented the trap closing in on him, and he felt trapped in an impenetrable prison from which he thought he could never escape. This situation made him reflect on his own thoughts about the world and its traps. Q7. The iron master accuses the peddler of not being quite honest. What does the peddler say to justify the situation? ( All India 2022 | Set 1/2/1) The peddler, in response to the ironmaster's accusation of dishonesty, emphasizes several points to justify his actions. Firstly, he asserts that he had not pretended to be anything other than a poor trader. Furthermore, the peddler emphasizes that he had pleaded and begged to be allowed to stay in the forge. The act of pleading and begging suggests a vulnerability and a sincere desire for temporary shelter rather than a malicious intent. Lastly, the peddler presents the option of putting on his rags again and leaving. Q8. What did the peddler say in his defence when it was clear that he was not the person the ironmaster thought him to be ? ( All India 2024 | Set 1/1/1 ) Ans: In The Rattrap , when exposed as an imposter, the peddler defended himself by asserting he never pretended to be anything other than a poor trader. He reminded the ironmaster that he had only pleaded for shelter at the forge and, when confronted, expressed readiness to don his rags and leave without causing any trouble. Indigo (2024-2022) Q1. Describe the role of Raj Kumar Shukla in Indigo. Ans: Raj Kumar Shukla played a crucial role in the Champaran episode related to the indigo cultivation issue. He was a sharecropper from Champaran who approached Gandhi during the 1916 Indian National Congress party convention. Shukla, representing the grievances of indigo sharecroppers, persistently requested Gandhi to visit Champaran and address the injustice of the landlord system. Shukla's determination and continuous presence alongside Gandhi influenced him to eventually agree to visit Champaran. Shukla served as a catalyst in drawing Gandhi's attention to the plight of the peasants, leading to Gandhi's involvement in the Champaran struggle against the oppressive indigo plantation system. Q2. Champaran Episode as the Beginning of Indian Struggle for Independence . The Champaran episode is considered the beginning of the Indian struggle for independence because it marked Mahatma Gandhi's first organized act of civil disobedience against British rule in India. In 1917, Gandhi, in response to the plight of indigo sharecroppers, led a nonviolent protest against oppressive British landlords in Champaran, Bihar. This was a pivotal moment as it demonstrated Gandhi's method of nonviolent resistance and mass mobilization against unjust colonial policies. The success of the Champaran movement showcased the power of nonviolent civil disobedience, inspiring subsequent movements against British rule. It laid the foundation for Gandhi's philosophy of Satyagraha and provided a template for the larger independence struggle, setting a precedent for peaceful resistance against colonial oppression. Q3. Why did Gandhi agree to a settlement of twenty-five percent refund to the peasants? Gandhi agreed to a settlement of twenty-five percent refund to the peasants in the Champaran indigo issue as a pragmatic compromise. When the British planters offered to refund only 25 percent of the money extorted from the sharecroppers, Gandhi surprisingly accepted the offer. Despite the expectations that he would demand full repayment, Gandhi prioritized the symbolic victory over the monetary amount. By accepting the 25 percent refund, he aimed to break the deadlock and emphasize the landlords' obligation to surrender part of the money, thus diminishing their prestige. For Gandhi, the essence lay in establishing the principle that the landlords were accountable and that the peasants had rights and defenders. Q4. Civil Disobedience had triumphed for the first time in modern India. When and how did it happen? (120-150 words/ 5 Marks) The triumph of civil disobedience in modern India occurred during the Champaran episode. In 1917, when Gandhi was summoned to court for his refusal to leave Champaran and received a notice to quit the region, he disobeyed the order. Facing a potential legal battle, Gandhi declared his guilt and was prepared to face the consequences. However, a spontaneous demonstration by thousands of peasants in support of Gandhi outside the courthouse created a situation where the authorities felt powerless without his cooperation. The officials requested a delay in the trial, and eventually, the Lieutenant-Governor ordered the case to be dropped. This marked the first instance of civil disobedience succeeding against the British authorities in modern India, establishing a precedent for future nonviolent resistance. Q5. What does Gandhi refer to as ‘conflict of duties’? Ans: Gandhi refers to the ' conflict of duties ' when he explains his refusal to obey the order to leave Champaran immediately. On one hand, he felt a duty not to set a bad example as a lawbreaker, and on the other hand, he was committed to rendering "humanitarian and national service" for the distressed peasants. Gandhi believed that his disobedience was not a disregard for lawful authority but an obedience to the higher law of conscience, emphasizing the moral and ethical dimensions of his actions. This 'conflict of duties' highlights Gandhi's philosophy of balancing legal obligations with a higher moral duty to serve humanity and fight against injustice. Q6. What would be the impact of synthetic indigo on the prices of natural indigo? Ans: The landlords in Champaran compelled sharecroppers to cultivate indigo as the chief commercial crop. However, when Germany developed synthetic indigo, the landlords obtained agreements from sharecroppers to release them from the 15 percent indigo cultivation arrangement. This suggests that the availability of synthetic indigo made the traditional cultivation less profitable or desirable. The shift to synthetic indigo would likely have led to a decline in demand for natural indigo, potentially affecting its prices negatively. The landlords sought compensation from sharecroppers for releasing them from the indigo arrangement, indicating a recognition of the changing economic dynamics due to the introduction of synthetic alternatives. 2022 Q7. What would be the impact of synthetic indigo on the prices of natural indigo? Ans: Refer to the above answer. Q8. What changes occurred in the lives of farmers after Gandhi's visit to Champaran? Ans: After Gandhi's visit to Champaran, several significant changes occurred in the lives of the farmers: 1. End of Indigo Sharecropping: The successful intervention by Gandhi and the subsequent inquiry led to a resolution of the issues faced by the indigo sharecroppers. The British planters agreed, in principle, to make refunds to the peasants, signaling the end of the oppressive indigo sharecropping system. 2. Empowerment and Liberation: The spontaneous demonstration by thousands of peasants in support of Gandhi marked the beginning of their liberation from fear of British authorities. This empowerment was a result of the nonviolent resistance led by Gandhi, showcasing the potential of civil disobedience in challenging colonial oppression. 3. Land Reversion to Peasants: Within a few years, the British planters abandoned their estates, and the land reverted to the peasants. This marked a significant shift in land ownership, giving the peasants control over the land they cultivated. 4. Cultural and Social Development: Gandhi recognized the cultural and social backwardness in Champaran villages. As part of his efforts to bring about immediate change, he appealed for teachers, and volunteers, including Gandhi's associates and their wives, started opening primary schools in six villages. This initiative aimed to address the educational needs of the community. 5. Health and Sanitation Improvement: Gandhi, during his stay, addressed health conditions by getting a doctor to volunteer services. Basic medical treatments were provided, and efforts were made to improve personal cleanliness and community sanitation. 6. Development of Self-Reliance: Gandhi's emphasis on self-reliance was evident when he opposed the idea of relying on an Englishman, Charles Freer Andrews, during the struggle. This instilled a sense of self-reliance among the local leaders, as highlighted by Rajendra Prasad's comments. In summary, Gandhi's visit to Champaran brought about a positive transformation in the lives of the farmers, leading to the end of oppressive practices, empowerment, and improvements in education, health, and self-reliance. Q9. How did Civil disobedience triumph for the first time in India? Ans: The triumph of civil disobedience for the first time in modern India is illustrated in the Champaran episode, as depicted in the story . Here's a detailed explanation: 1. Gandhi's Disobedience and Summons to Court: Gandhi, in response to the grievances of indigo sharecroppers in Champaran, refused to obey the order to leave the region, asserting his commitment to addressing the issues faced by the peasants. This act of civil disobedience by Gandhi, openly defying British authorities, led to his summons to appear in court for his refusal to comply with the order. 2. Spontaneous Peasant Demonstration: The news of Gandhi's summons spread quickly among the local peasants in Champaran. In a remarkable show of support and solidarity, thousands of peasants gathered outside the courthouse in a spontaneous demonstration, expressing their backing for Gandhi. 3. Authorities Powerless without Gandhi's Cooperation: Faced with the massive and united demonstration of the local population, the British authorities found themselves powerless to proceed without Gandhi's cooperation. The officials, feeling the strength of the united peasant front, requested a delay in the trial, indicating their recognition of the potential unrest and challenges they would face without Gandhi's cooperation. 4. Case Dropped and Triumph of Civil Disobedience: The Lieutenant-Governor, influenced by the situation and the support for Gandhi, ordered the case against him to be dropped. This marked the triumph of civil disobedience for the first time in modern India. Gandhi's refusal to obey the order and the subsequent overwhelming support from the local population forced the British authorities to concede, signaling the effectiveness of nonviolent resistance against colonial oppression. 5. Impact and Symbolism: The Champaran episode became a symbol of the power of civil disobedience and nonviolent resistance against British rule. It inspired confidence among Indians that peaceful mass mobilization could challenge and triumph over the seemingly unquestionable authority of the British colonial rulers. Conclusion: In essence, the Champaran episode represents the first successful instance of civil disobedience in modern India, as Gandhi's principled stand and the united support of the peasants compelled the British authorities to back down and drop the case against him. This event laid the groundwork for Gandhi's philosophy of Satyagraha and became a beacon for future movements in the Indian struggle for independence. Q10. Gandhiji worked for the social backwardness in Chamaparan villages. Elaborate with instances from the text. Ans: Gandhi's work in Champaran extended beyond addressing the economic grievances of the indigo sharecroppers. He also focused on alleviating the social and cultural backwardness in the villages. Several instances from the text highlight Gandhi's efforts in this regard: 1. Education Initiatives: Gandhi appealed for teachers to address the educational needs of the community in Champaran. Volunteers, including Gandhi's associates and their wives, responded to the call, and primary schools were opened in six villages. This initiative aimed to uplift the educational standards of the local population, contributing to the overall social development. 2. Focus on Personal Cleanliness and Community Sanitation: Kasturbai, Gandhi's wife, took on the role of teaching the ashram rules on personal cleanliness and community sanitation. This effort was a practical step toward improving hygiene practices and living conditions in the villages, addressing a crucial aspect of social well-being. 3. Health Improvement Measures: Gandhi noticed the poor health conditions in Champaran and took action to address them. A doctor volunteered his services for six months, offering medical assistance to the villagers. Basic medicines, including castor oil, quinine, and sulphur ointment, were provided to address common health issues, reflecting Gandhi's concern for the well-being of the community. 4. Empowerment of Women: Gandhi, recognizing the conditions of women in Champaran, addressed the issue of dirty clothes. He instructed Kasturbai to talk to women about improving cleanliness and hygiene. This intervention aimed at empowering women and enhancing their living conditions, contributing to the broader social upliftment. 5. Societal Transformation Through Education: Gandhi's emphasis on education went beyond academic learning; it included imparting values and principles for personal and community development. By establishing schools and promoting education, Gandhi sought to bring about a broader societal transformation, empowering individuals with knowledge and fostering a sense of responsibility and community. 6. Awareness of Latrine Maintenance: Gandhi, even from a distance, monitored the ashram and its activities in Champaran. He emphasized the importance of maintaining hygiene by instructing the filling of old latrine trenches and digging new ones. Conclusion : This directive reflected Gandhi's holistic approach to social development, considering even basic sanitary facilities as essential for community well-being. In summary, Gandhi's work in Champaran went beyond the economic aspects, encompassing initiatives to address social backwardness. Through education, health interventions, cleanliness campaigns, and empowerment efforts, he aimed to uplift the overall well-being of the Champaran villages, reflecting his commitment to holistic and sustainable social development. 2022 Q11. Gandhi effectively managed to redress the problems of the indigo sharecroppers with the Lieutenant Governor. What did he achieve? Ans: Gandhi, through persistent efforts, convinced the Lieutenant Governor to appoint an official commission of inquiry into the grievances of indigo sharecroppers in Champaran. This led to a resolution where landlords agreed, in principle, to refund 50% of the unjustly extorted money, marking a significant victory for the peasants. Q12.  Gandhi not only alleviated the economic conditions of the Champaran people but also their social and cultural background. Justify. Ans: Educational Reforms: Gandhi's commitment to social transformation in Champaran extended to addressing educational gaps. He appealed for teachers, leading to the establishment of primary schools, aiming to uplift the community's educational standards. Health and Hygiene Initiatives: Recognizing the poor health conditions, Gandhi took steps to improve healthcare. A volunteered doctor provided medical assistance, and basic medicines were distributed. Efforts to enhance personal cleanliness and community sanitation were also emphasized. Empowering Women: Gandhi's concern for women's conditions in Champaran manifested in instructions to address clothing issues. This initiative aimed at empowering women and improving their living conditions, contributing to broader societal upliftment. Self-Reliance and Holistic Transformation: Gandhi's emphasis on self-reliance went beyond economic aspects, fostering a holistic societal transformation. His vision integrated education, health, and empowerment initiatives, aiming to break social and cultural backwardness and create an inclusive and empowered community. Conclusion : The Champaran episode exemplifies Gandhi's multifaceted approach, not only addressing economic injustices but also laying the foundation for comprehensive social development. His initiatives formed an integral part of India's journey towards independence. 2020 Q13. What was the contract between the sharecroppers of Champaran and their British landlords? Ans: 1. Mandatory Indigo Cultivation: The landlords required all tenants, who were sharecroppers, to plant a specific portion of their holdings with indigo. This was typically set at three twentieths or 15 percent of their total land. 2. Surrender of Entire Indigo Harvest: According to the contract, the sharecroppers were obligated to surrender the entire indigo harvest from the specified portion of their land to the landlords as rent. This was done under a long-term contractual arrangement. Q14. Why did Gandhi say : “Freedom from fear is more important than legal justice for the poor” ? (All India 2024 | Set 1/3/1) Ans: Gandhi said, “Freedom from fear is more important than legal justice for the poor” because he believed true change begins with self-reliance and courage. He aimed to empower the peasants to overcome their fear of oppression, as courage would enable them to stand up for their rights and fight for justice independently. Poets & Pancakes   In the chapter ' Poets and Pancakes', the author has used gentle humour to point out human foibles. Pick out instances of this to show how it served to make the extract engaging. ( All India 2023 | Set 1/3/1) Ans: 1. Humorous Description of the Make-up Department Asokamitran humorously describes the make-up department, likening it to a “hair-cutting salon” filled with incandescent lights. The staff could transform any “decent-looking person into a hideous crimson-hued monster” with their pancake make-up. This exaggeration highlights the absurdity of the excessive make-up, bringing a comedic tone to the otherwise mundane activities. 2. Strict Hierarchy within the Department The hierarchy in the make-up department is amusingly portrayed, where only the chief artist handles lead actors and actresses. Lesser artists work on secondary actors, while the office boy is tasked with painting the crowd players. This rigid system, which applies even to make-up, serves to mock the overly serious approach to trivial matters. 3. The Office Boy’s Unfulfilled Dreams The office boy, who once aspired to be a star, now finds himself applying make-up to extras. His disappointment and bitterness are humorously directed at Subbu, whom he envies and blames for his lack of success. This resentmen t showcases human vanity and ambition, adding a layer of irony to the narrative. 4. Contrast between Poetic Aspirations and Studio Reality Asokamitran highlights the irony of poets and writers, often serious and idealistic, working in a film studio. The author humorously presents Gemini Studios as a place where the lofty ideals of poetry clash with the commercial world of cinema. This adds a layer of subtle satire, making the text more engaging and reflective of human contradictions. What does “The God That Failed” refer to? (All India 2024 | Set 1/1/1) Ans: “The God That Failed” refers to a book comprising essays by six prominent writers, including Stephen Spender, which critiqued and reflected on their disillusionment with communism. In Poet and Pancakes , it symbolizes the failure of communism, and the edition mentioned was a low-priced student version commemorating the 50th anniversary of the Russian Revolution . Q3. How was there a great deal of national integration in the make-up department? ( All India 2024 | Set 1/2/1) Ans: There was a great deal of national integration in the make-up department as it was composed of people from diverse backgrounds and regions. The team included individuals of different castes and creeds, such as Bengalis, Maharashtrians, Kannadigas, Andhras, Anglo-Burmese, Madras Indian Christians, and local Tamils. This diverse mix symbolized unity and collaboration across cultures within the department. The Interview Q1. What according to Umberto Eco is the belief that most journalists and publishers have ? ( All India 2024 | Set 1/1/1) Ans: According to Umberto Eco, most journalists and publishers believe that readers prefer easy, superficial content rather than complex, challenging reading experiences. They think people generally avoid serious literature. This belief left them puzzled by the unexpected success of Eco's intellectually demanding novel The Name of the Rose , which became widely popular despite its depth and complexity. Q2. Did Umberto Eco like to be identified as a novelist ? Give reasons in support of your answer. ( All India 2024 | Set 1/2/1) Ans: Umberto Eco did not like to be primarily identified as a novelist. He viewed himself as a university professor who wrote novels on Sundays and preferred academic activities over literary circles. Eco identified with the academic community, participating in conferences rather than pen clubs or writers' meetings. Q3. Imagine you are Mukund Padmanabhan (The Interview) and you interviewed M. Hamel, after he had finished delivering the last lesson (The Last Lesson). Write a paragraph on Hamel’s views on individual responsibility and nationalism. ( All India 2024 | Set 1/2/2) Ans: As M. Hamel reflected on his teaching after delivering the last lesson, he emphasized the crucial role of individual responsibility in both education and nationalism. He urged parents to prioritize their children's education over sending them to the mill or fields to work. For students, he stressed the importance of valuing their education and not procrastinating, while teachers must engage their students with genuine academic pursuits. On a broader level, Hamel highlighted the significance of preserving one's mother tongue as a vital aspect of identity and freedom. He strongly believed that language is a powerful symbol of national pride, and it is essential to hold fast to one’s cultural roots. For Hamel, nationalism was rooted in respect for one's language and the understanding that education, particularly in the mother tongue, was the key to freedom and self-determination. Q4. Umberto Eco (The Interview) has a talk with Danny Casey from the story “Going Places”. Danny, being a football prodigy, feels his popularity may affect his game as he can’t devote much time to it. What advice will Umberto Eco give Danny about time management ? Write a paragraph on the interaction between the two and the advice given by Umberto Eco. ( All India 2024 | Set 1/3/1 ) Ans: In their conversation, Umberto Eco, known for his philosophy of using “interstices” or gaps of time effectively, would offer Danny Casey advice on managing his demanding schedule. Eco would emphasize the importance of making the most of the small, often overlooked moments throughout the day for reflection and strategizing. He would tell Danny that balancing his popularity and game requires a judicious use of time, ensuring he dedicates intervals for focused thinking, planning, and practice, free from distractions. Eco would encourage Danny to remain grounded, reminding him that true mastery and fame in football come from consistent effort and dedication. By channeling his energy into productive gaps and maintaining a sharp focus, Danny could manage his popularity while continuing to excel on the field. Eco’s advice would blend practical time management with a reminder of prioritizing passion and commitment to avoid being overwhelmed by fame. Q5. What do you understand by “interstices”? How does Umberto Eco utilize his interstices ? (All India 2024 | Set 1/3/1) Ans: "Interstices" refer to gaps or intervals between activities. Umberto Eco uses these interstices effectively by treating them as valuable time pockets to engage in productive work. He utilizes these spaces between tasks to plan, write, and sketch out his next projects, maximizing his output and creativity. Q6. Stephen Spender’s visit to the Gemini Studios was viewed as an unexplained mystery by the Gemini family. How did Asokamitran solve this mystery years later ? ( All India 2024 | set 1/3/1) Ans: Stephen Spender’s visit to Gemini Studios puzzled everyone as they were unfamiliar with his name and relevance. Years later, Asokamitran discovered that Spender was a co-writer of The God That Failed , a book critiquing communism. This revelation clarified that Spender’s visit was linked to anti-communist ideology, solving the long-standing myst ery. Going Places 1 . Why did Sophie wish to delve more deeply in her brother's affections? Ans: Sophie wished to delve more deeply into her brother's affections because she felt a sense of curiosity and longing for the world outside her immediate surroundings. Geoff, being older and working as an apprentice mechanic, represented a connection to a broader world that Sophie desired to explore. She sensed that Geoff had experiences and knowledge beyond her reach, and she wanted to be a part of that, breaking free from the limitations of her current life. 2. Fantasizing and unrealistic dreams sometimes lead to disappointment and disillusionment. Discuss this with reference to the story Going Places. (120-150 Words/ 5 Marks) Answers: In the story "Going Places," Sophie's fantasizing and unrealistic dreams serve as a central theme that leads to disappointment and disillusionment. Sophie dreams of having a boutique and compares herself to successful figures like Mary Quant. However, her family's financial constraints and the practicalities of life make achieving these dreams challenging. Her aspirations clash with the reality of her future earmarked for the biscuit factory. Similarly, Sophie's encounter with Danny Casey, a famous footballer, becomes a source of fantasy and excitement. However, when she waits for him by the canal, he doesn't show up, shattering her dreams. This highlights the contrast between her idealized vision and the harsh realities of life. The story underscores the notion that indulging in fantasies and unrealistic dreams can set one up for inevitable disappointment and disillusionment when confronted with the limitations and practicalities of the real world. Q3. What inference can you draw about Sophie’s relationship with her father from the story ‘Going Places’? (All India 2024 | set 1/1/1) Ans: Sophie’s relationship with her father in Going Places  is strained and distant. While Sophie sought his approval, her father showed disapproval and dismissiveness toward her imaginative stories. His practical, no-nonsense nature clashed with Sophie’s dreamy outlook. He was often aggressive, prompting Sophie to avoid confrontations, revealing a lack of warmth or understanding. Q4. Bring out the contrast between Jansie and Sophie in the story ‘Going Places’. (All India 2024 | Set 1/2/1) Ans: Jansie  is pragmatic and practical-minded, fully aware of her limitations and realistic about life. She is level-headed and uses reason, accepting their working-class background without unrealistic aspirations. On the other hand, Sophie  is a daydreamer, constantly romanticizing her adolescence with fanciful ideas. She is highly imaginative and infatuated with the idea of a glamorous life, indulging in hero-worship, particularly of the football star Danny Casey. Sophie’s unrealistic dreams contrast sharply with Jansie’s grounded nature . Q5. The lesson ‘The Rattrap’ is both entertaining and philosophical. Do you agree with the statement? Give reasons. (All India 2024 | Set 1/2/1) Ans:   Yes, The Rattrap  is both entertaining and philosophical. Entertaining aspects  include the humor infused in the story, such as when the peddler amusingly calls himself a rat caught in the world’s rattrap. His comical revenge of imagining others as rats adds a light-hearted touch, as does the humorous outburst when he interacts with the ironmaster, who mistakes him for an old acquaintance. Philosophically , the story portrays life as a metaphorical rattrap, suggesting that the world offers temptations as baits, trapping people in a cycle of greed and consequences. The peddler’s eventual realization that kindness and generosity can set one free from this trap carries a profound message about the power of compassion and redemption. Q6. ‘Resignation was no sudden thing’. What is the implication of this remark in the context of Sophie’s character? ( All India 2024 | Set 1/3/1) Ans: The remark "Resignation was no sudden thing" reflects Sophie’s refusal to accept the harsh realities of her life. She lives in a world of fantasy, dreaming of meeting Danny Casey and achieving something extraordinary. Even when disappointed, she doesn’t quickly give up, clinging to her dreams rather than resigning herself to reality. Q7. ‘Soaf, you really should be sensible !’ What does Jansie’s advice to her friend Sophie reveal about their friendship? ( All India 2024 | Set 1/4/1) Ans: Jansie’s advice  reveals a true and honest friendship between her and Sophie. Their friendship is marked by contrasts: Jansie is practical, cautious, and grounded, while Sophie is a dreamer who lives in a world of fantasies. Jansie’s concern shows her genuine care for Sophie, urging her to be realistic and avoid disappointment. This reflects a supportive dynamic where Jansie tries to protect Sophie from her unrealistic aspirations. Q8. After reading ‘Aunt Jennifer’s Tiger’ and ‘Going Places’, you realize that Aunt Jennifer and Sophie’s mother have been subdued by their respective husbands. As a social activist you have to write an article to a newspaper on the need to empower women. ( All India 2024 | Set 1/4/1) You may begin like this. Empowerment of women is a very essential social reform. It needs to be accelerated for any nation to progress……. Ans: Empowerment of Women: A Need for Progress Empowerment of women is a very essential social reform. It needs to be accelerated for any nation to progress, as women make up approximately 50% of the population. An empowered woman contributes to social, economic, and educational growth, driving a nation forward. Gender equality, representation in government, and increased opportunities for education and employment are critical for this change. In literature, examples like Aunt Jennifer in Aunt Jennifer’s Tigers  and Sophie’s mother in Going Places  illustrate the impact of subjugation. Aunt Jennifer’s life is overshadowed by the dominance of her husband, restricting her potential and leaving her broken. Similarly, Sophie’s mother is portrayed as a silent, passive observer, reflecting the lack of empowerment. To build a just and progressive society, we must challenge these norms, ensuring that women are empowered to use their voices, reach their potential, and shape their futures.