Chapter 1 - A Letter to God

Oral Comprehension Check Pg-5

Q.1 What did Lencho hope for?

T IO S
Ans.: Lencho hoped for rain because his crop of corn has ripened and

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needed rain.
NO A D
CO N
A
Q.2 Why did Lencho say the raindrops were like ‘new coins’?

PY
DO U A

Ans.: Lencho addressed the raindrops as coins because of the following

T
ED PR

two reasons:
1. The brightness of the raindrops resembled that of new coins.
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2. Being a farmer, his livelihood dependent on the rain.

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Q.3 How did the rain change? What happened to Lencho’s field?
Ans.: The pleasant rain eventually changed to hailstorm. Lencho’s whole
crop was destroyed because of the hailstones.

Q.4 What were Lencho’s feelings when the hail stopped?

Ans.: Lencho became very sad because all his crops were destroyed. He
was very upset and worried thinking about what will he eat now. He could
sense his dark future where he won't be able to feed his family in the year
ahead.
Oral Comprehension Check Pg-6

Q.1 Who or what did Lencho have faith in? What did he do?
Ans.: Lencho had a deep faith in God. So, he wrote a letter to God asking
for 100 pesos so that he can sustain his family till the next harvest.

T IO S
Q.2 Who reads the letter?

I
NO A D
Ans.: The postman saw the letter and could not understand where to

CO N
A
deliver the letter. So, he took it to the postmaster. The postmaster read the
letter and started laughing at once but was impressed to see Lencho’s faith

PY
DO U A
in God.
T
ED PR

Q.3 What did the postmaster do then?

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Ans.: The postmaster collected money from his employees, gave a part
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of his salary and sent the money to Lencho. He also asked for help from
his friends who contributed as a gesture of charity.

Oral Comprehension Check Pg-7

Q.1 Was Lencho surprised to find a letter for him with money in it?
Ans.: No, Lencho was not surprised to get a letter from God as he had
great faith in God.

Q.2 What made him angry?

Ans.: The less number of pesos than what he had requested made him
angry. He thought that the post office employees have cheated him and
took out some of his money.

Thinking about the Text

Q.1 Who does Lencho have complete faith in? Which sentence in the
story tells you this?

T IO S
Ans.: Lencho has complete faith in God. The following sentences in the
story tell us about this:

I
NO A D
1. Lencho thought only one hope-the help of God.

CO N
A
2. He wrote, “God”, if you don’t help, my family and I will go hungry

PY
this year.”
DO U A

3. Lencho showed not the slightest surprise on seeing the money.

T
ED PR

Q.2 Why does the postmaster send money to Lencho? Why does he sign
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the letter ‘God’?

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Ans.: The postmaster in the story is a kind man. He is very impressed by

Lencho’s faith in God. He doesn’t want to shake his faith. So, he collects
money from various sources and sends it to Lencho. He signs the letter
“God” because he wants to keep Lencho's faith in God intact.

Q.3 Did Lencho try to find out who had sent the money to him?
Why/why not?
Ans.: Lencho did not try to find out who had sent him money. The reason
for this was his firm faith in God. He had no doubt about God granting his
request and sending the money he requested.
Q.4 Who does Lencho think has taken the rest of the money? What is the
irony in the situation? (Remember that the irony of a situation is an
unexpected aspect of it. An irony situation is strange or amusing because
it is the opposite of what is expected)
Ans.: Lencho thinks that the post office employees have taken the rest of
the money. According to him, God cannot send him less money than he
had requested. The irony in this situation is that the post office employees
collected the money and sent it to him and even then, were called “bunch
of crooks” by Lencho.

T IO S I
NO A D
CO N
Q.5 Are there people like Lencho in the real world? What kind of a
A
person would you say he is? You may select appropriate words from the

PY
box to answer the question.
DO U A
T
greedy, naive, stupid, ungrateful, selfish, comical, unquestioning
ED PR

Ans.: Yes, we may find persons like Lencho in the real world.
C

He had an deep and unquestioning faith in God. He was not greedy or

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selfish but very naïve.

Q.6 There are two kinds of conflicts in the story: between humans and
nature, and between humans themselves. How are these conflicts
illustrated?
Ans.: After reading the story, we can easily say that there are two kinds
of conflict in the story.
1. Between humans and nature-When Hailstorm destroyed Lencho’s
crops completely.
2. Between humans themselves-When post office employees send money
to Lencho and he called them “bunch of crooks” as he felt deceived for
receiving less money than requested.

Thinking about language

Q.1 Look at the following sentence from the story:

Suddenly a strong wind began to blow and along with the rain very large
hailstones began to fall.

T IO S
‘Hailstones’ are small balls of ice that fall like rain. A storm in which

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hailstones fall is a ‘hailstorm’. You know that a storm is bad weather with
NO A D
strong winds, rains, thunder and lightning.

CO N
A
There are different names in different parts of the world for storms,

PY
depending on their nature. Can you match the names in the box with their
DO U A
description below, and fill in the blanks? You may use a dictionary for
T
help.
ED PR

gale, whirlwind, cyclone, hurricane, tornado, typhoon

1. A violent tropical storm in which strong winds move in a circle: _ _c_
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_ _.
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2. An extremely strong wind: _a_ _.

3. A violent tropical storm with very strong winds: _ _p_ _ _ _.
4. A violent storm whose center is a cloud in the shape of a funnel: _ _
_n_ _ _.
5. A violent storm with very strong winds, especially in the western
Atlantic Ocean: _ _ _r_ _ _ _ _.
6. A very strong wind that moves very fast in a spinning movement and
causes a lot of damage: _ _ _ _l_ _ _ _
Ans.:
1. Cyclone
2. Gale
3. Typhoon
4. Tornado
5. Hurricane
6. Whirlwind

Speaking
Q.1 Have you ever been in great difficulty, and felt that only a miracle
could help you? How was your problem solved? Speak about this in class

T IO S
with your teacher.

I
Ans.: Earlier this year, I was travelling from my aunt's place to my city
NO A D
by train. As I did not know the roads and the traffic schemes of the new

CO N
A
city, I got stuck in the jams and could not reach the station before five

PY
minutes have passed from the train's scheduled time of departure. The
DO U A
station was a lot weird as well, with platforms arranged in a non
T
conventional manner. Knowing that the train must have left, I cursed my
ED PR

luck and subconsciously reached the designation platform. I was surprised

to see that the train was still there, it left as soon as I got in my
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compartment. The miracle here is that the train was originating from that
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station and had a reputation of never starting late.

Listening

Listen to the letter (given under in this lesson) read out by your teacher/on
the audio tape. As you listen fill in the table given below:
The write apologizes (says sorry)
because
The writer has sent this to the
reader
The writer sent it in the month of
The reason for not writing earlier
Sarah goes to
who is writing to whom
Where and when were they last
together?
Ans.:
The write apologizes (says sorry) She has not been writing to her for
because a long time
The writer has sent this to the As a birthday card
reader

T IO S
The writer sent it in the month of
January 2006
The reason for not writing earlier
Because she was busy shifting her

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NO A D house

CO N
Sarah goes to ‘Little Feet’ school
A
who is writing to whom Jaya to Arti

PY
Where and when were they last They went together to Bangalore in
DO U A

together? 2005
T
ED PR

Dust of Snow - Thinking about the Poem

C

Q.1 What is a ‘dust of snow’? What does the poet say has changed his
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mood? How has the poet’s mood changed?

Ans.: ‘Dust of Snow’ means the small particles of snow that can be felt
in the air after or during snowfall. The poet is very sad and is sitting under
the hemlock tree. Suddenly a crow shakes the tree and the dust of snow
falls on the poet. This incident changes the poet’s mood as he starts to
think about nature and beauty.

Q.2 How does Frost present nature in this poem? The following questions
may help you to think of an answer.
(i) What are the birds that are usually named in poems? Do you think a
crow is often mentioned in poems? What images come to your mind when
you think of a crow?
(ii) Again, what is ‘a hemlock tree? Why doesn’t the poet write about a
more ‘beautiful’ tree such as a maple or an oak, or a pine?
(iii) What do the ‘crow’ and ‘hemlock’ represent-joy or sorrow? What
does the dust of snow that the crew shakes off a hemlock tree stands for?
Ans.: In this poem, Robert Frost praises and describes different sights of
nature. Here he touches different aspects of natural sights. There are many

T IO S
things in nature that are not considered auspicious like-crow and hemlock.

I
Generally, birds like cuckoo, sparrow and peacock which have some
NO A D
pleasing qualities about them are mentioned in the poems. The images of

CO N
A
loud and unpleasant cawing come when one thinks about crows.

PY
DO U A
T
Crow is not considered a good bird. Similarly, hemlock tree is a poisonous
ED PR

tree and that is why it is the symbol of sadness. When the crow shakes off
the dust of snow from the hemlock tree, it falls on the poet. Thus, the
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poet’s mood changes due to this incident.

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The poet uses these symbols to express that natural beauty can improve
the human mood. Also, by using these symbols the poet hopes to steer
clear of the stereotypes.

Q.3 Have there been times when you felt depressed or hopeless? Have
you experienced a similar moment that changed your mood that day?
Ans.: Yes, there had been times when I felt depressed and hopeless and
eventually felt relieved when the situation got sorted.
My results for twelfth standard boards were really unexpected. I had
prepared well but could not perform commensurately in the examinations.
I felt very depressed and did not know what to do further. A few weeks
later, the results of my college entrance tests arrived and I got picked for
a good college. This lifted up my mood and made me believe that no
trouble is permanent.

Fire and Ice - Thinking about the Poem

T IO S I
Q.1 There are many ideas about how the world will ‘end’. Do you think
NO A D
the world will end some day? Have you ever thought what would happen

CO N
A
if the sun got so hot that it ‘burst’, or grew colder and colder?

PY
Ans.: According to some people, this world will end in fire, and some
DO U A
opine that it will end in ice. Both are destructive powers. According to
T
me, nothing is permanent in this universe. So, someday this world will
ED PR

also perish. But no one can tell the exact time and the way it is going to
happen.
C
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If the sun gets too hot then it will burst. Everything will either burn or
grow colder. The change in the state of sun will lead to great disasters as
life is directly dependent on sun.

Q.2 For Frost, what do ‘Fire’ and ‘ice’ stand for? Here are some ideas:
Ans.: For Frost, ‘fire’ and ‘ice’ stands for- destructive powers.
The other words – that stand for these are as follows-
Fire: greed, conflict, avarice, fury, lust, intolerance, rigidity.
Ice: insensitivity, coldness, cruelty, indifference, hatred.
Q.3 What is the rhyme schemes of the poem? How does it help in bringing
out the contrasting ideas in the poem?
Ans.: The rhyme scheme of the poem is – ab, aa, bc, bcb.
This rhyme scheme brings out the contrasting ideas very beautifully: as
first line’s word- ‘fire’ rhymes with third and fourth line’s word-desire,
fire.
Third line’s word – ‘ice’ rhymes with fifth line’s – twice.
Sixth line’s word – ‘hate’ rhymes with eight line’s – great.
Ice- rhymes with suffice.

T IO S
Both ‘fire’ and ‘ice’ are different ideas. In the poem, these words are used

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beautifully.
NO A D
CO N
A

PY
DO U A
T
ED PR
C
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 Chapter 2
Nelson Mandela Long Walk to Freedom

Oral Comprehension Check Pg-18

Q.1 Where did the ceremonies take place? Can you name any public

T IO S
buildings in India that are made of sandstone?

I
NO A D
Ans.: The ceremonies took place in the Union Buildings amphitheater in

CO N
Pretoria. It was a special occasion. There are many public buildings in
A
India that are made of sandstone such as the Red Fort, the Hawa Mahal,

PY
DO U A
The Jama Masjid, etc.
T
ED PR

Q.2 Can you say how May 10 is ‘an autumn day’ in South Africa?
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Ans.: May 10 is an ‘autumn day’ in South Africa because on this day the
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democratic government took oath. In autumn season, old leaves fall from
the trees and new leaves begin to grow, the same analogy is being
indicated here.

Q.3 At the beginning of his speech, Mandela mentions “an extraordinary

human disaster.” What is the “glorious………human achievement” he
speaks of at the end?
Ans.: At the beginning of his speech, Mandela mentions “an
extraordinary human disaster”. It was the policy of apartheid in South
Africa under which people were the victims of racial discrimination. Now
they had achieved freedom. The “glorious………….human achievement”
he speaks of at the end is that they will never be oppressed on the basis of
their skin color.

Q.4 What does Mandela thank the international leaders for?

Ans.: Mandela thanks the international leaders for their support to first
anti-racial democratic government in South Africa.

T IO S I
NO A D
CO N
A
Q.5 What ideals does he sent out for the future of South Africa?

PY
Ans.: Nelson Mandela sets out many ideals for the future of South Africa.
DO U A

He says that all the people will be free from poverty, deprivation and
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ED PR

discrimination. They will never experience oppression by others.

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Oral Comprehension Check Pg-21

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Q.1 What do the military generals do? How has their attitude changed,
and why?
Ans.: The military generals do their duties. They were always loyal to the
rules of the country. Previously they might have arrested Mandela under
the regime of the whites, but now they have changed their attitude. They
saluted Mandela as he has become the President of South Africa. So, they
were loyal to their country and to the President.

Q.2 Why were two national anthems sung?

Ans.: Two national anthems were sung because they wanted to pay honor
and respects to the whites and the blacks equally. Second reason was that
it was the pattern to remove all racial differences. One anthem was related
to the whites and other was related to the blacks.

Q.3 How does Mandela describe the system of government in his country
(i) in the first decade; and (ii) in the final decade, of the twentieth century?
Ans.: In the first decade of the 20th century, the whites erected a system
of racial discrimination against the blacks. They set up the most inhumane
system of apartheid where the blacks were denied the fundamental rights

T IO S
of freedom. In the last decade of 20th century, the system was overturned.

I
The policy of apartheid was uprooted and a new non-racial democratic
NO A D
CO N
government was installed to set up equal rights.
A

PY
DO U A
Q.4 What does courage mean to Mandela?
T
ED PR

Ans.: To Mandela, courage means the triumph over fear. According to

him, a brave man is not he who does not feel afraid, but he who conquers
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that fear.
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Q.5 What does he think is natural, to love or to hate?

Ans.: Mandela thinks that to love is natural because the feeling of loving
comes to our heart naturally. On the other hand, we have the learn how to
hate as this feeling does not develop on itself.

Oral Comprehension Check Pg-24

Q.1 What ‘twin obligations’ does Mandela mention?
Ans.: Mandela mentions that every man has ‘twin obligations’. The first
obligation is towards family, parents, wife and children. The second
obligation is to work for his people, community and the nation.
Q.2 What did being free mean to Mandela as a boy, and as a student?
How does he contrast these ‘transitory freedoms’ with ‘the basic and
honorable freedoms’?
Ans.: For Mandela, freedom had different meanings at different stages.
As a boy, freedom meant to be able to run freely in the fields and to swim
in the stream according to his will. As a student, freedom meant to stay
out at nights, read whatever pleased him or go wherever he wanted. But
later he realized that this sort of freedom was only an illusion. For him,
the basis and honorable freedoms were-achieving his potential, earning

T IO S
his keep, marrying and having a family. These freedoms were more

I
NO A D
important for him when we was a young man.

CO N
A

PY
Q.3 Does Mandela thinks the oppressor is free? Why/why not?
DO U A
T
Ans.: Mandela thinks that the oppressor is not free. This is because a man
ED PR

who takes away other’s freedom is a prisoner of hatred. According to

Mandela, neither the oppressor nor the oppressed is free. Both are equal
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as they are robbed of their humanity.

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Thinking about the Text

Q.1 Why did such a large number of international leaders attend the
inauguration? What did it signify the triumph of?
Ans.: A large number of international leaders attended the inauguration
ceremony of first democratic non-racial government in South Africa
because it was the end of apartheid regime; in real sense, it was the victory
of humanity.
It signified the triumph of humanity against discrimination on the basis of
color. It was a unique day in the history of South Africa.
Q.2 What does Mandela mean when he says he is “simply the sum of all
those African patriots” who went before him?
Ans.: Mandela wants to say that he was not all alone on the path of
freedom. He was guided and inspired by all those African patriots who
had contributed to the struggle against oppression. He wished to pay his
respect to those who were not there to see the fruitification of their efforts
and sacrifices.

T IO S
Q.3 Would you agree that the “depths of oppression” create “heights of

I
character”? How does Mandela illustrate this? Can you add your own
NO A D
CO N
examples to this argument?
A
Ans.: Yes, it is true that the depths of oppression create heights of

PY
DO U A
character. World history is full of such examples where oppression
T
produced great leaders. In South Africa, oppression and brutality
ED PR

produced great leaders like-Oliver Tambo, Walter Sisulu, Bram Fisher,

Chief Luthuli, Yusuf Dadoo and Mandela himself.
C
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We can say that the history of India is also full of individuals like Subhash
Chandra Bose, Chandra Shekhar Azad and Mahatma Gandhi who fought
against oppression and showed great character while struggling for
national independence.

Q.4 How did Mandela’s understanding of freedom change with age and
experience?
Ans.: Mandela’s understanding of freedom changed with age and
experience. He was carefree and felt free during his childhood as he could
do all he wanted without having to worry about the outside world. Later
in his life, his definition of freedom changed as he desired other things.
After gaining experience and perspective, he realized that freedom has
been taken away from all the black Africans and he needed to fight to
make sure that it is restored.

Q.5 How did Mandela’s ‘hunger for freedom’ change his life?
Ans.: Mandela was not born with a hunger for freedom. But when he
realized that his freedom had been taken away from him, he decided to
get it. His decision made him hungry for freedom. Now he had changed
in bold, and a man without home. He had won over the fear in his heart.

T IO S
He had only one dream and it was “freedom” to all.

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NO A D
CO N
A
Thinking about Language

PY
DO U A
T
Q.1A Make a list of such pairs of nouns and verbs in the text.
ED PR

Noun Verb
Rebellion Rebel
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Constitution Constitute
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Ans.:
Noun: Noun is the name of a person, place or a thing. Examples – Rajeev,
New Delhi, Book, etc.
Verb: Verb signifies action in the sentence. Examples – Rebel, install,
inaugurate, etc.
Noun Verb
Rebellion Rebel
Constitution Constitute
Inauguration Inaugurate
Oppression Oppress
Celebration Celebrate
Imagination Imagine
Installation Install
Expression Express
Separation Separat
Obstruction Obstruct
Demonstration Demonstrate
Devotion Devote
Emancipation Emancipate

T IO S
Generation Generate

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NO A D
Prevention Prevent

CO N
A
Possession Possess

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Contribution Contribute
DO U A
T
ED PR

Q.1B Read the paragraph below. Fill in the blanks with the noun forms
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of the verbs in brackets.

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Martin Luther King’s…………….(contribute) to our history as an

outstanding leader began when he came to the …………..(assist) of Rosa
Parks, a seamstress who refused to give her up seat on a bus to a white
passenger. In those days American Blacks were confined to positions of
second-class citizenship by restrictive laws and customs. To break these
laws would mean…………..(subjugate) and…………(humiliate) by the
police and the legal system. Beatings, ……………..(imprison) and
sometimes death awaited those who defied the system. Martin Luther
King’s tactics of protest involved non-violent ……………..(resist) to
racial injustice.
Ans.: Martin Luther King’s contribution to our history as an outstanding
leader began when he came to the assistance of Rosa Parks, a seamstress
who refused to give her up seat on a bus to a white passenger. In those
days American Blacks were confined to positions of second-class
citizenship by restrictive laws and customs. To break these laws would
mean subjugation and humiliation by the police and the legal system.
Beatings, imprisonment and sometimes death awaited those who defied
the system. Martin Luther King’s tactics of protest involved non-violent
resistance to racial injustice.

T IO S
Q.2 Using the Definite Article with Names

I
You know that the definite article ‘the’ is not normally used before proper
NO A D
CO N
nouns. Nor do proper nouns usually occur in the plural. (We do not say:
A
*The Nelson Mandela, or *Nelson Mandelas). But now look at this

PY
sentence from the text:
DO U A
T
…..the decades of oppression and brutality…… produced the Oliver
ED PR

Tambos, the Walter Sisulus,……….of our our time.

Used in this way with the and/ or in the plural, a proper noun carries a
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special meaning. For example, what do you think the names above mean?
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Choose the right answer.

(a) for example Oliver Tambos, Walter Sisulus,……..
(b) Many other men like Oliver Tambo, Walter Sisulu……/many men of
their type or kind, whose names may not be as well known.
Did you choose option (b)? Then you have the right answer.
Here are some more examples of ‘the’ used with proper names. Try to say
what these sentences mean. (You may consult a dictionary if you wish.
Look at the entry for ‘the’).
1. Mr. Singh regularly invites the Amitabh Bachchans and the Shah Rukh
Khans to his parties.
2. Many people think that Madhuri Dixit is the Madhubala of our times.
3. History is not only the story of the Alexanders, the Napoleans and the
Hitlers, but of ordinary people as well.
Ans.:
Articles: A, an and the are Articles. They come before nouns.

T IO S
There are two types of Articles.

I
NO A D
1. Indefinite Articles (a, an)

CO N
A
2. Definite Article (the).

PY
DO U A
T
Indefinite Articles – (a, an): ‘An’ is used before a word beginning with a
ED PR

vowel sound and ‘a’ is used before a word beginning with a consonant
sound – i.e.:
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A boat, a cow, a dog, a fan, a goat, a hen, etc.

An ass, an inkpot, an elephant, an orange, an umbrella, etc.
Note: Some words begin with vowels but they sound like a consonant so
‘a’ should be used before that.
Some words begin with consonants but sound like a vowel, so ‘an’ should
be used there.
For example, A one rupee-note.
An honest man.
Definite article: ‘The’ is used before some particular person or things,
books, oceans, rivers, etc.
1. In the first sentence, used of ‘the’ before Amitabh Bachchans and Shah
Rukh Khan means that Mr. Singh invites all the big stars of film industry
to his parties.
2. In the second sentence, use of ‘the’ before Madhubala means Madhuri
Dixit has been compared with Madhubala in beauty and quality.
3. In the third sentence, use of ‘the’ before Alexandors, Napoleans and
Hitlers means that there are many people like Alexandor, Napolean and
Hitler in history.

T IO S I
NO A D
Q.3 Idiomatic Expressions

CO N
A
Match the italicized phrases in column A with the phrase nearest in

PY
meaning in column B. (Hint: First look for the sentence in the text in
DO U A
which the phrases in column A occurs).
T
ED PR

A B
1. I was not unmindful of the fact (i) had not forgotten; was aware of
the fact
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(ii) was not careful about the fact.

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(iii) forgot or was not aware of the

fact.
2. when my comrades and I were (i) pushed by the guards to the
pushed to our limits wall.
(ii) took more than our share of
beatings.
(iii) felt that we could not endure
the suffering any longer.
3. To reassure me and keep me (i) make me go on walking.
going
(ii) help me continue to live in
hope in this very
difficult situation.
 (iii) make me remain without
complaining.
4. the basic and honorable (i) earning enough money to live
freedoms of earning my keep. on.
(ii) keeping what I earned.
(iii) Getting a good salary.

Ans.:

T IO S I
NO A D
CO N
1. not unmindful of (i) had not forgotten; was aware of the
A
fact.

PY
2. were pushed to our limits (iii) felt that we could not endure the
DO U A
suffering any longer.
T
ED PR

3. keep me going (ii) help me continue to live in hope in

this very difficult situation.
4. earning my keep (i) earning enough money to live on
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Q.4 In groups, discuss the issues suggested in the box below.

Then prepare a speech of about two minutes on the following table.
(First make notes for your speech in writing).
True liberty is freedom from poverty, deprivation and all forms of
discrimination.
•Causes of poverty and means of overcoming it.
•Discrimination based on gender, religion, class, etc.
•Constitutionally guaranteed human rights.
Answer :
Notes
1. Causes of poverty and means to overcome it:
Causes 1.1 Non-technical education
1.2 Rapidly increasing population
1.3 Illiteracy
1.4 Lack of employment
Means to overcome it 1.5 To get inclined to technical
education
1.7 Check increasing population

T IO S
1.8 Self awareness for literacy

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1.9 Increasing employment
NO A D
CO N
opportunities
A

PY
DO U A
T
2. Discrimination based on Gender, Religion, Class, etc.
ED PR

2.1 Male-dominance
2.2 Jealously
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2.3 Differences in society

2.4 Exploitation of human rights
2.5 Government policies

3. Constitutionally Guaranteed Human Rights

3.1 Equal chances for everyone to
develop
3.2 No difference between men and
woman
3.3 Free education to all
3.4 Harmony

Speech:
Respected Principal, teachers and my dear friends!
Today I am here, in front of you to express my views on the topic – True
liberty is freedom from poverty, deprivation and all forms of
discrimination.
There are many poor people in our country who cannot get food properly.
They face a lot of difficulties in their lives. They can never fulfill their
basic needs. It has many causes – unemployment, non-technical
education; etc. They are not fully aware about their basic rights. To

T IO S
overcome this situation, one must work hard.

I
There is a lot of discrimination in our society based on gender, religion,
NO A D
CO N
class etc. The rich exploit the poor, and woman live at the mercy of men.
A
Everyone should enjoy constitutionally guaranteed rights. Only than we

PY
can say that we have true liberty.
DO U A
T
ED PR
C

Writing
©

Q.1 Looking at contrasts

Nelson Mandela’s writing is marked by balance: Many sentences have
two parts in balance.
Use the following phrases to complete the sentences given below:
(i) They can be (ii) I was born free
thought to love
(iii) but the triumph (iv) but he who
Over it. Conquers that
Fear
(v) to create such
Heights of character
1. It requires such depths of oppression
…………………….
2. Courage was not the absence of fear
……………………..
3. The brave man is not he who does not feel afraid ……………………

T IO S
4. If people can learn to hate…………………

I
NO A D
CO N
5. I was not born with hunger to be free.
A
Ans.:

PY
DO U A
1. (v) to create such heights of character.
T
ED PR

2. (iii) but the triumph over it.

3. (iv) but he who conquers that fear.
C

4. (i) they can be taught to love.

©

5. (ii) I was born free

Q.2 This text repeatedly contrast the past with the present or the future.
We can use coordinated clauses to contrast two views, for emphasis or
effect.
Given below are sentences carrying one part of the contrast. Find in the
text the second part of the contrast, and complete each item.
Identify the words which signal the contrast. This has been done for you
in the first item.
1. For decades the Union Buildings had been the seat of white supremacy,
and now…..
2. Only moments before, the higher generals of the South African defense
force and police……saluted me and pledged their loyalty….not so many
years before they would not have saluted…..
3. Although that day neither group knew the lyrics of the anthem….they
would soon……………..
4. My country is rich in the minerals and gems that lie beneath its
soil,…………….
5. The Air show was not only a display of pinpoint precision and military

T IO S
force, but…………………..

I
NO A D
6. It was this desire for the freedom of my people………that

CO N
transformed………….into a bold one, that drove………………to
A
become a criminal, that turned……………..into a man without a home.

PY
DO U A
Ans.: 1. It was the site of a rainbow gathering of different colors and
T
nations for the installation of South Africa’s first democratic, non-racial
ED PR

government.
C

2. Officials; but arrested me.

©

3. now; know the words by heart.

4. But I have always known that its greatest wealth is its people.
5. A demonstration of the military’s loyalty to democracy.
6. A frightened young man; a law-abiding attorney; a family-loving
husband.

Q.3 Expressing your Opinion

Do you think there is a color prejudice in our own country? Discuss this
with your friend and write a paragraph of about 100 to 150 words about
this. You have the option of making your paragraph a humorous one.
(Read the short verse given below)
When you were born you were pink
When you grew up you became white
When you are in the sun you are red
When you are sick you are yellow
When you are angry you are purple
When you are shocked you are grey
And you have the cheek to call me ‘coloured’.
Ans.: Color prejudice in India
There is no lawful color prejudice in India. Indian constitution

T IO S
guarantees equal rights to every citizen, irrespective of their color,

I
religion or any other demographic distinction. Having said this, it is
NO A D
essential to note that the society is not free from prejudices. Preference of

CO N
A
color and caste is still prevalent in the society. Laws have been made to

PY
protect the rights of every individual but the reluctance of the people to
DO U A
follow these laws instead of the pre-conceived societal notions has created
T
an anomaly.
ED PR

The law of the land doesn’t permit such discriminations and it is the fault
C

of the societal mindset that the regional and color prejudice is still present
©

in India.

A Tiger in the Zoo - Thinking about the Poem

Q.1 Read the poem again, and work in pairs or groups to do the following
tasks.
(i) Find the words that describe the movements and actions of the tiger in
the cage and in the wild. Arrange them in two columns.
(ii) Find the words that describes the two places, and arrange them in two
columns.
Now try to share ideas about how the poet uses words and images to
contrast the two situations.
Answer :

(i)
Movements and actions of the tiger Movements and actions of the tiger
in the cage in the world

Stalking Lurking
Ignoring Sliding
Starting Snarling

T IO S
Hearing Baring
Terrorizing

I
NO A D
CO N
A

PY
DO U A

(ii)
T
ED PR

Places in the cage Places in the World

Pads of velvet quite Long grass
C

Concrete cell Water hole

©

Behind bars Jungle’s edge

Q.2 Notice the use of the word repeated in lines such as these:
(i) On pads of velvet quite,
In his quite rage.
(ii) And stares with his brilliant eyes
At the brilliant stars.
What do you think is the effect of this repetition?
Ans.: (i) The word ‘quite’ has been repeated in these lines.
The repetition of the word expresses the intensity of the tiger’s action.
(ii) ‘Brilliant’ word has been repeated in these lines.
It expresses both the anger and brightness in the eyes of the tiger. It creates
an effect of intensity of the action.

Q.3 Read the following two poems – one about a tiger and other about a
panther. Then discuss:
Are zoos necessary for the protection or conversation of some species of

T IO S
animals? Are they useful for educating the public? Are there alternatives
to zoos?

I
NO A D
The Tiger

CO N
A
The Tiger behind the bars of his cage growls,

PY
DO U A
The Tiger behind the bars of his cage snarls,
T
ED PR

The Tiger behind the bars of his cage roars,

Then he thinks.
C

It would be nice not to behind all the bars all The Time
©

Because they spoil my view

I wish I were wild, not on show.
But if I were wild, hunters might shoot me,
But if I were wild, food might poison me,
But if I were wild, water might drown me.
Then he stops thinking
And…..
The Tiger behind the bars of his cage growls,
The Tiger behind the bars of his cage snarls,
The Tiger behind the bars of his cage roars,
-Peter Niblett
The Panther
His vision, from the constantly passing bars, has grown so weary that it
cannot hold anything else. It seems to him there are a thousand bars; and
behind the bars, no world.
As he paces in cramped circles, over and over,

T IO S
The movement of his powerful soft strides is like a ritual dance around a

I
center in which a mighty will stands paralysed. Only at times, the curtain
NO A D
of the pupils lifts, quietly. An image enters in, rushes down through the

CO N
A
tensed, arrested muscles, plunges into the heart and is gone.

PY
DO U A
-Rainer Maria Rilke
T
Ans.: Through these two poems, it is clear to all us that freedom is very
ED PR

important for everyone. Not only human beings, but also animals like it
deeply. Without freedom, no one can feel happy. Animals in the cage are
C

taken care of. They are given food several times, yet they lead a very
©

pitiable life. They do not like to be caged. They like to move freely, to
chase their hunt. They are very powerful, but in the cage, they cannot find
proper atmosphere for running and hunting. So, it is very difficult to live
in prison.
Although zoos are necessary for the protection or conservation of some
species of animals. The dangerous dip in the number of animals in wild
has increased the need for the zoos at many places.

Q.4 Take a point of view for or against zoos, or even consider both points
of view and write a couple of paragraphs or speak about the topic for a
couple of minutes in a class.
Ans.: Zoos are both necessary and as unnecessary. The reasons in favor
are more than its opposite idea. That’s why the number of zoos are
increasing throughout the world.
Day-by-day the number of many species is decreasing rapidly. So, zoos
are important to protect and conserve them. Many species of wild animals
have already become extinct. Animals too are very important for this earth
and needed to be taken care of.
There are many reasons to say that there are no apparent alternatives of

T IO S
zoos in the current scenario.

I
Note: Students may add their own ideas to it.
NO A D
CO N
The Greater Cats
A

PY
The Greater cats with golden eyes Stare out between the bars.
DO U A

Deserts are there, and different skies,

T
ED PR

And night with different stars

-Victoria Sackville-West
C
©
 Chapter 3
Two Stories about Flying

I. His First Flight - Thinking about the Text

1. Why was the young seagull afraid to fly? Do all young birds are afraid

T IO S
to make their first flight or are some birds more timid than the others? Do

I
you think a human baby also finds it a challenge to take its first step?
NO A D
CO N
Ans.: The young Seagull was afraid of flying as he thought that his wings
A
were not able to support him. Yes, it is a natural fact that all young birds

PY
DO U A
are afraid to make their first flight. Yes, even a human baby is also
T
confronted with the fear of taking its first steps.
ED PR

2. “The sight of the food maddened him.” What does this suggest? What
C
©

compelled the young seagull to finally fly?

Ans.: “The sight of the food maddened him,” suggests that the seagull
was so hungry that when he saw the food, he excitedly wanted to have it.
The young seagull had been hungry for the past 24 hours and desperately
wanted to eat something but he could not get it which made him furious.
The sight of a fish in his mother’s beak who flew upwards was eventually
successful in making the seagull spread his wings for the first time. Thus,
it was the food that forced the seagull to take the risk of his life.

3. “They were beckoning to him, calling shrilly.” Why did the seagull’s
father and mother threaten him and cajole him to fly?
Ans.: The young seagull was afraid to fly as he thought that his wings
would not support him. His two brothers and his sister had already flown
away the day before and so, he was left alone and hungry on the ledge.
His father and mother threatened to starve him on the ledge and cajoled
him to fly because learning the art of flight was very necessary for a bird.
But the young seagull was too timid to fly.

T IO S
4. Have you ever had a similar experience, where your parents

I
encouraged you to do something that you were too scared to try? Discuss
NO A D
CO N
this in pairs or groups.
A
Ans.: Yes, I have had a similar experience in my life. It is absolutely

PY
DO U A
natural to feel scared in doing something new. It also happened to me
T
when I was a small child. I had a great fear of cycling. I thought that I
ED PR

would not be able to balance it properly. This feeling had seized me

altogether. However, my parents encouraged me to conquer my fears and
C

go ahead.
©

One day my father took me to the ground with my bicycle. I began to ride
it but failed in my initial attempts. But my father’s continuous help and
support eventually helped me fearlessly in completing my first round.
Then I gradually gained confidence and after the second and third rounds,
I was able to make a good balance. Thus I was able to overcome my fear
of cycling.

Q.5 In the case of a bird flying, it seems a natural act and a foregone
conclusion that it should succeed. In the examples you have given in
answer to the previous question, was your success guaranteed or was it
important for you to try, regardless of a possibility of failure?
Ans.: When we learn any new skill, we come across a set of difficulties.
However, it is these difficulties that have to be bridged in order to be
successful in learning a new skill.
In the case of the seagull, his parents cajoled him to fly.
In the same way, I was cajoled by my father to learn cycling. Although
my success was not guaranteed it was very important to try as it has been
very rightly said, “Try try until you succeed.”

T IO S
I. His First Flight – Speaking

I
NO A D
Q.1 We have read about the first flight of a young seagull. Your teacher

CO N
A
will now divide the class into groups. Each group will work on one of the
following topics. Prepare a presentation with your group member’s and

PY
DO U A
then present it to the entire class.
T
ED PR

A) Progression of models of Airplane

B) Progression of models of Motor cars
C

C) Birds and their wing span

©

D) Migratory birds-tracing their flights

Ans.: A) The very first model of an aircraft was found long back in Egypt
in 1898. And, with the dream of flying in the sky came Wright brothers
from America. They were the first in the world to successfully invent and
fly the airplane. The two brothers set a milestone for the aviation industry.
And today, there exist many models of airplane and aircraft.

B) The credit of inventing the first motor car goes to a French person. He
invented the first internal combustion motor car in 1808. After him,
another successful discovery of the first petrol car was invented by a
German engineer, Karl Benz in 1885. And, then finally a diesel motor car
was invented in 1890’s by Rudolf Diesel.

C) Birds are amazing animals which can fly around in the sky and are
exist different types of species according to different environmental
conditions. Birds have wings of different lengths, some have short wings
whereas some have very large wings. The wingspan of a bird is the
distance from one wingtip to another wingtip. In the living birds, the

T IO S
wandering albatross has the largest wingspan ranging from 8 ft to 11 ft.

I
NO A D
CO N
D) The birds migrate due to various reasons. The two most important
A
reasons being the food and nesting conditions. Due to the scarcity of food

PY
DO U A
in one location to the regions of high resources of food. But a very
T
common fact is known about migrating birds is that two-thirds of the birds
ED PR

prefer flying in the nights.

C

I. His First Flight – Writing

©

Q.1 Write a short composition on your initial attempt at learning a skill.

You could describe the challenges of learning to ride a bicycle or learning
to swim. Make it as humorous as possible.
Ans.: I remember that I faced a lot of difficulties in learning swimming.
The Yamuna River flows near to my village and I had the fear of
swimming. But the children of my age often went there to enjoy and play
in the water. I too wanted to enjoy but was always taken aback due to my
deep seated fears. However, one day I decided to go in the river in the
presence of my uncle. He held me with his hands and I gave my first
attempt in shallow waters. Slowly I started to move my hands and legs
and gradually began to float in water. I repeated it again and again and
within some days of rigorous practice, I gained a lot of confidence.
Eventually, I overcame my fears and learned to swim confidently.

II. The Black Aeroplane - Thinking about the Text

Q.1 Study the sentences given below:

(a) They looked like black mountains.

T IO S
(b) Inside the clouds, everything was suddenly black.

I
NO A D
(c) In the black clouds near me, I saw another aero plane.

CO N
A
(d) The strange black aero plane was there.

PY
DO U A
The word ‘black’ in sentences (a) and (c) refer to a very dark colour i.e.
T
the colour of the clouds mentioned in both these sentences.
ED PR

Whereas
C

In sentences (b) and (d) it means lack of light or without light.

©

Thus, the word ‘Black’ has a variety of meanings in different contexts.

Now, consider the following sentences for example:
(a) ‘I prefer black tea’ means ‘I prefer tea without milk’.
(b) ‘With increasing pollution the future of the world is Black ‘which
means ‘with increasing pollution the future of the world is very
depressing/without hope.”
In sentence (a) the person is conveying his preference by saying that he
prefers Black Tea which is a Tea without milk.
Whereas
In sentence (b) the person is conveying the hazards of pollution which is
making the future of the world Black. By using the word black here, he is
referring to the bleak and depressing future of the world.
Consider the following sentences and guess the meanings.
1. Go and have a bath; your hands and face are absolutely
black…………………
2. The taxi-driver gave Ratan a black look as he crossed the road when
the traffic light was green……………………….

T IO S
3. The bombardment of Hiroshima is one of the blackest crimes against

I
NO A D
humanity. …………….

CO N
A
4. Very few people enjoyed Harold Pinter’s black comedy.
……………………..

PY
DO U A

5. Sometimes shopkeepers store essential goods to create false scarcity

T
ED PR

and then sell these in black…………………..

6. Villagers had beaten the criminal black and blue.
C

………………………
©

Ans.:
1. Here the word black refers to the Dirt on his hands.

2. Here the word black refers to the Angry Look.

3. Here the word blackest refers to the most wicked crimes.

4. Here the black comedy refers to the Funny side of things that are usually
taken seriously.

5. Here the word refers to selling goods at a very high rate

6.Here the words black and blue are used to show the intensity of beating
the criminals

Q.2 Look at these sentences taken from the lesson you have just read:
(a) I was flying my old Dakota aeroplane.
(b) The young seagull had been afraid to fly with them.
In the first sentence (a) the author was controlling an aircraft in the air.

T IO S
In the second sentence (b) the seagull was afraid to move through the air,

I
using its wings.
NO A D
CO N
Another example can be: Children are flying kites
A
III. Match the phrases given under column A with their meanings given

PY
DO U A
under column B.
T
ED PR

A B
1. Fly a flag Move quickly/suddenly
2. Fly into rage Be successful
C

3. Fly along Show support for one’s country

©

4. Fly high Escape from a place

5. Fly the coop Become suddenly very angry

Ans.:
A B
1. Fly a flag Show support for one’s country
Eg. The soldiers of our country leave no stone
unturned in flying the flag of our country at all
times.
2. Fly into rage Becomes suddenly very angry
Eg. She suspected her mother would fly into a rage
if she asked her this question.
3. Fly along Move quickly/ suddenly
 Eg. On the sight of a lizard, she suddenly flew along.
4. Fly high Be successful
Eg. Hard work is the only key to fly high.
5. Fly the coop Escape from a place
Eg. The criminal flew the coop when he saw the
cops patrolling near by.

Q.3 We know that the bird ‘fly’ (of birds/insects) means to move through

T IO S
the air using wings. Tick the words which have the same or nearly the

I
same meaning.
NO A D
CO N
swoop flit paddle Flutter
A
ascend float Ride skim

PY
sink dart hover Glide
DO U A

descend Soar shoot Spring

T
ED PR

stay fall sail Flap

Ans.:
C

swoopâ flit paddle Flutterâ

©

ascendâ floatâ Ride skimâ

sink dart hoverâ Glideâ
descendâ Soarâ shoot Spring
stay fall sailâ Flapâ
Writing

Q.1 Have you ever been alone or away from home during a thunderstorm?
Narrate your experience in a paragraph.
Ans.: Yes. During the summer vacations last year, one of my friends who
lived in Nainital invited me to spend few days with him. I reached there
on 5th June and we spent quality time together. Next day we planned to
visit some temples and we began from the Naina Devi Temple. However,
when we were going to visit another temple suddenly a strong wind started
blowing. We were surrounded by a dark dust storm. We could not see
anything except the black blanket of the wind that surrounded us. We
heard the sound of trees falling nearby which made us all the more
anxious. Soon there was thunder and lightning and it began to rain heavily.
Eventually, after some time, the dust settled down and we took a sigh of
relief and returned home safely.

How to tell Wild Animals - Thinking about the Poem

T IO S I
Q.1 Does ‘dyin’ really rhyme with ‘lion’? Can you say it in such a way
NO A D
CO N
that it does?
A
Ans.: The word ‘dyin’ does not really rhyme with ‘lion’. However, the

PY
DO U A
two words can be said to be rhyming as there are only minor differences
T
when it is spoken that way.
ED PR
C

Q.2 How does the poet suggest that you identify the lion and the tiger?
©

When can you do so, according to him?

Ans.: The poet suggests that we can identify the Asian Lion by his
enormous brownish-yellow colored body and loud sounds of roaring as
he comes nearer. The Bengal Tiger can be identified by the black stripes
on his yellow skin background who eats in one go as he comes near.

Q.3 Do you think the word ‘lept’ and ‘lep’ in the third stanza are spelt
correctly? Why does the poet spell them like this?
Ans.: The words ‘lept’ and ‘lep’ is not spelled correctly. The correct
spellings are ‘leapt’ or ‘leap’. ‘Leapt’ is used sometimes in poetry as a
past participle of ‘leap’. The poet spells them creatively to show the
magnitude of the attack of the leopard in the poem.
Q.4 Do you know what a ‘bearhug’ is? It’s a friendly and strong hug-
such as bears thought to give, as they attack you! Again, hyenas are
thought to laugh, and crocodiles to weep (‘crocodile’s tears’) as they
swallow their victims. Are there similar expressions and popular ideas
about wild animals in your own language(s)?
Ans.: A bearhug is the bear’s tight embrace when it kills its victim. No,
the hyenas do not laugh and crocodiles do not cry which reflects their false

T IO S
attitude. However, in every language, we have similar expressions and

I
popular ideas about wild animals.
NO A D
CO N
A
Q.5 Look at the line “A novice might nonplus”. How would you write

PY
DO U A
this correctly’? Why is the poets ‘incorrect’ line better in the poem?
T
“A novice might nonplus”
ED PR

Ans.: The correct form is “A novice might get nonplussed.” In the poem,
C

the incorrect line seems to be better because it maintains the rhythm with
©

the word caress.

Q.6 Can you find other examples of poets taking liberties with language,
either in English or in your own language(s)? Can you find examples of
humorous poems in your own language(s)?
Ans.: Yes, we can find many examples of the poet taking liberties with
the language which is only done to create humor and interest of the reader,
or else, the piece of writing would sound boring.
For example, in the following lines the word ‘prest’ is used instead of
‘pressed’ so that it may rhyme with ‘breast’:
A tree whose hungry mouth is prest Against the earth’s sweet flowing
‘breast’
Q.7 Much of the humor in the poem arises from the way language is used,
although the ideas are funny as well. If there are particular lines in the
poem that you especially like, share these with the class, speaking briefly
about what it is about the ideas or the language that you like or find funny.
Ans.: Students must try to do it at their own level:
These are the lines that I like the most:

T IO S
If he roars at you as you’re dyin’

I
A noble wild beast greets you
NO A D
CO N
Just notice if he eats you.
A
will do no good to roar with pain

PY
DO U A

Who hugs you very, very hard,

T
ED PR

A novice might nonplus,

Hyenas come with merry smiles
C
©

The true Chameleon is small

In all these lines the ideas are treated
Humorously. They are wild beasts.
They can neither laugh, smile nor
Be gentle. They will kill the human
Beings at once as they get the chance.

The Ball Poem - Thinking about the Poem

Q.1 Why does the poet say, “I would not intrude on him”? Why doesn’t
he offer him money to buy another ball?
Ans.: The poet says, "I would not intrude on him" because he wants the
little boy to experience the meaning of loss in life. He knows that his loss
cannot be compensated by another ball. The poet does not offer him
money to buy another ball because he wants to make him realize that
nothing is permanent in this world and one has to accept the loss as a part
of life and give up on things one loves in order to survive.

T IO S I
NO A D
CO N
Q.2 “……………starting down/All his young days into the harbor
A
where/his ball went…’ Do you think the boy has had the ball for a long

PY
DO U A
time? Is it linked to the memories of days when he played with it?
T
ED PR

Ans.: Yes, the boy has had the ball for a long time i.e. from the very
beginning of his childhood days. Since it has been a part of his life, he
admires playing with that ball. He has numerous memories of the days
C

when he played with it.

©

Q.3 What does “in the world of possessions” mean?

Ans.: The phrase “in the world of possessions” means that people in this
world are driven by materialistic goods where everyone wants more and
more. Money is the tool that encourages people to buy these materialistic
possessions but sadly it does not possess the power to buy things one
dearly loves.

Q.4 Do you think the boy has lost anything earlier? Pick out the words
that suggest the answer?
Ans.: No, the boy has not lost anything earlier. The boy seems to rejoice
merrily playing with the ball before it fell in the water. The line mentioned
in the poem i.e. “He senses first responsibility” throws light on the fact
that it was the first instance when the little boy was surrounded by feelings
of grief on the loss of the ball.

Q.5 What does the poet say the boy is learning from the loss of the ball?

T IO S
Try to explain this in your own words.

I
NO A D
Ans.: According to the poet, the boy is understanding the meaning of loss

CO N
on account of losing his ball. Through this loss, he is understanding the
A
worldly ways and trying to cope up with them. In this way, he is learning

PY
DO U A
that one has to lose many things in life that may never come back.
T
Therefore, in order to survive one needs to let go of things they love.
ED PR
C

Q.6 Have you ever lost something you liked very much? Write a
©

paragraph describing how you felt then, and saying whether-and how-you
got over your loss.
Ans.: Yes, I have lost many things that were dear to me which I never
wanted to lose. But among them, it was the loss of a watch that I could
not bear since it was given to me by my dearest uncle who is no more
now. He gave it on my 14th birthday which was really very special. When
I went to visit the Lotus Temple in Delhi with my family, I lost it
unknowingly being part of a large crowd. I found about the lost watch
after returning home. At that time, I experienced feelings of dismay which
I could not overcome for a long period of time.
 Chapter 4
From the Diary of Anne Frank

Oral Comprehension Check Pg-51

Q.1 What makes writing in a diary a strange experience for Anne Frank?
Ans.: Writing in a diary was a really strange experience for Anne Frank

T IO S
because firstly, she had never written anything before. Secondly, she

I
thought that neither she nor anyone else would be interested in the
NO A D
CO N
musings of a thirteen-year-old school girl later on. But she went on with
A
it because she wanted to get rid of the various kinds of thought she hid in

PY
her mind.
DO U A
T
ED PR

Q.2 Why does Anne want to keep a diary?

Ans.: Anne didn’t have any real friends to share her feelings and thoughts
C
©

with. Further, she believed that paper had more patience than people and
so she wanted to get all kinds of things off her chest and confide her
innermost perceptions of different things with the diary.

Q.3 Why did Anne think she could confide more in her diary than in
people?
Ans.: Anne believed that paper had more patience than people and
thought that she could freely express herself in her diary. Additionally,
given the fact that Anne did not have that one trustworthy friend in her
life, she was prompted to trust the diary more than the people around her.

Q.1 Why does Anne provide a brief sketch of her life?

Ans.: Anne provides a brief sketch of her life because she thought that no
one would understand a word of her musings without knowing her
background i.e. about her family, friends and the environment she had
grown up in.

Q.2 What tells you that Anne loved her grandmother?

Ans.: Anne’s grandmother died in January 1942. The line mentioned by
Anne i.e. “No one knows how often I think of her and still love her” gives

T IO S
us a deep insight into the feelings of sadness that surrounded her and the

I
magnitude of love that she had for her grandmother. Further, the lighting
NO A D
CO N
of a candle by Anne on her birthday to mark the loving memory of her
A
grandmother brings together those poignant feelings that hid inside Anne.

PY
DO U A
T
ED PR

Oral Comprehension Check Pg-54

C

Q.1 Why was Mr. Keesing annoyed with Anne? What did he ask her to
©

do?
Ans.: Mr. Keesing was Anne’s math’s teacher. He was annoyed with her
because she talked too much in his class. After several warnings, he gave
her an extra homework in which he asked her to write an essay on the
subject ‘A Chatterbox’.

Q.2 How did Anne justify her being a chatterbox in her essay?
Ans.: Anne wanted to give convincing arguments to prove the necessity
of talking to Mr. Keesing. After a lot of brainstorming, she wrote three
pages arguing that talking was a student’s trait. However, she would do
her best to keep it under control. She also wrote that she would never be
able to cure herself of the habit as her mother also talked as much as she
did and besides one cannot do much about inherited traits.

Q.3 Do you think Mr. Keesing was a strict teacher?

Ans.: Yes, Mr. Keesing was a strict teacher. He did not allow students to
talk in his class as he wanted them to concentrate on their studies. He often

T IO S
punished Anne for talking in between classes by giving her essays and
extra work. However, he appreciated Anne for her strong arguments every

I
NO A D
time which can be traced from the instance when Mr. Keesing read out

CO N
her beautiful poem on the topic ‘Quack Quack Quack, said Mistress
A
Chatterbox.’ Such an instance shows that he was not only a strict teacher

PY
DO U A
but also a fun loving person.
T
ED PR
C

Q.4 What made Mr. Keesing allow Anne to talk in the class?
©

Ans.: Anne was able to justify herself by giving strong arguments every
time Mr. Keesing gave her a topic for writing. On three occasions, Anne
was asked to do so however, she managed to impress Mr. Keesing every
time with her unique ideas and opinions. Finally, Mr. Keesing gave up
and accepted the talkative nature of Anne and allowed her to talk in the
class.

Thinking about the Text

Q.1 Was Anne right when she said that the world would not be interested
in the musings of a thirteen-year-old girl?
Ans.: No, Anne was not right when she said that the world would not be
interested in the musings of a thirteen-year-old girl because after her death
her diary became very popular and was translated into several languages.
It emerged to be a very successful piece of writing and was widely read.

Q.2 There are some examples of diary or journal entries in the ‘Before
You Read’ Section. Compare these with what Anne writes in her diary.
What language was the diary originally written in? In what way is Anne’s

T IO S
diary different?

I
Ans.: Though Anne was only thirteen when she started writing her diary,
NO A D
CO N
yet she became very famous when her diary got published after her death.
A
It was translated into several languages and became one of the most

PY
popular books in the world. It was originally written in the Dutch
DO U A

language. Anne’s diary is different from other diaries in various ways

T
ED PR

because Anne considered her diary Kitty to be her closest and true friend
with whom she shared very minute details of her life.
C
©

Q.3 Why does Anne need to give a brief sketch of her family? Does she
treat ‘Kitty’ as an insider or an outsider?
Ans.: Anne did not have a true friend with whom she could share her
thoughts, personal feelings and experiences. She often felt depressed and
alone. She thought that nobody would understand her musings and
considered the need of giving a brief sketch of her family which
comprised of an adorable father and mother, a kind grandmother and a
caring elder sister. She named her diary ‘Kitty’, who became a true
confidant and an insider to her.
Q.4 How does Anne feel about her father, her grandmother, Mrs. Kuperus
and Mr. Keesing? What do these tell you about her?
Ans.: Anne respected her father and claimed him to be the most adorable
father in the whole world. She loved and missed her grandmother very
much after her death in 1942. Mrs. Kuperus was the headmistress of her
Montessori School and her teacher as well in the sixth form. Both of them
had a heartbreaking farewell at the end of the year. Mr. Keesing was a
strict teacher who punished Anne for her talkative nature. However, Later
Anne was able to bring about a change in his attitude tactfully through her

T IO S
strong and amusing arguments. All these instances show that Anne loved

I
NO A D
and respected her elders and teachers. She was both sensible and sensitive.

CO N
A

PY
DO U A
T
Q.5 What does Anne write in her first essay?
ED PR

Ans.: In her first essay, Anne was given the task of writing on the subject
“A Chatterbox” in which she had to present the necessity of talking. As
C

she began thinking, she was able to write three pages in which she argued
©

that talking was a student’s trait but would do her best to control it.
Further, she wrote that she would never be able to cure herself of this habit
since her mother talked as much as she did and there was not much she
could do about the inherited traits.

Q.6 Anne says teachers are most unpredictable. Is Mr. Keesing

unpredictable? How?
Ans.: According to Anne, Mr. Keesing could be termed as unpredictable.
In the beginning, he was very strict and punished Anne by asking her to
write essays on topics related to talking. In this way, he tried to play jokes
on her in different ways. Each time Mr. Keesing gave Anne the topic for
her essay; she smartly presented her arguments and successfully
countered his jokes. Eventually, after Anne’s third write up, his attitude
towards her changed and he became very lenient. He never punished her
after that and even allowed her to talk in the class.

Q.7 What do these statements tell you about Anne Frank as a person?
(i) We don’t seem to be able to get any closer, and that’s the problem.

T IO S
Maybe it’s my fault that we don’t confine in each other.

I
(ii) I don’t want to jot down the facts in a diary the way most people
NO A D
CO N
would, but I want the diary to be my friend.
A
(iii) Margot went to Holland In December; I followed in February When

PY
I was plunked down on the table as a birthday present for Margot.
DO U A

(iv) If you ask me, there are so many dummies that about a quarter of the
T
ED PR

class should be kept back, but teachers are the most unpredictable
creatures on earth.
(v) Anyone could ramble on and leave big spaces between the words,
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but the trick was to come up with convincing arguments to prove the
©

necessity of talking.

Ans.:
(i) These lines show that Anne had no true confidence. She even does not
hesitate to blame her own self for this loneliness.
(ii) These lines show that she wanted to pursue things in her own way.
She doesn’t want to maintain a diary only for jotting down the things but
wanted the diary to be her true friend.
(iii) This sentence shows that Anne did not have a stable life from the very
beginning of her early days of childhood.
(iv) This sentence shows that Anne is a very frank girl. She freely
expresses her opinion about her class fellows as well as her teachers.
(v) This sentence shows that Anne is no rambler*. She is a serious girl
who wants to do her best and make it different in every way possible.
Rambler* Meaning – A person who enjoys going for long walks.

Thinking about Language

Q.1 Look at the following words.

T IO S
headmistress Long Homework

I
NO A D awaited

CO N
Notebook Stiff- Outbursts
A
backed

PY
These words are compound words. They are made up of two or more
DO U A

words.
T
ED PR

Compound words can be:

•Nouns (a word that identifies a person, a place, an animal or a thing):
C

headmistress, homework, notebook, outbursts

©

•Adjectives (a word that gives the description of a noun or a pronoun):

long-awaited, stiff-backed
•Verbs( Verbs can be described as words that describe actions): sleep-
walk, baby-sit
(Compound word)
Match the compound words under ‘A’ with their meanings under ‘B’. Use
each in a sentence.

A B
1 .Heartbreaking Obeying and respecting the law
2.Homesick Think about pleasant things, forgetting about the
present
3.Blockhead Something produced by a person, machine or an
organization
4. Law-abiding Producing great success
5. Overdo An occasion when vehicles/machines stop
working
6. Daydream An informal word which means a very stupid
person

T IO S
7. Break down Missing home and family very much
8. Output Do something to an excessive degree

I
NO A D
CO N
A
Ans.:

PY
A B
DO U A

1. Heartbreaking Producing great sadness

T
ED PR

Eg. The sight of the accident was very

heartbreaking.
2.Homesick Missing home and family very much
C

Eg. Hostellers often feel homesick being

©

away from their close ones.

3.Blockhead An informal word which means a very stupid
person
Eg. Your friend seems to be a big time
blockhead.
4. Law-abiding Obeying and respecting the law
Eg. Honesty is an attribute of a Law-abiding
citizen.
5. Overdo Do something to an excessive degree
Eg. Excess of everything is bad.
6. Daydream Think about pleasant things, forgetting about
the present
Eg. Sometimes we tend to waste a lot of time
daydreaming.
7. Break down An occasion when vehicles/machines stop
working
Eg. Our car broke down in the middle of the
highway and the situation turned very
chaotic.
8. Output Something produced by a person, machine or
an organization
Eg. In order to meet the increasing demands,
the company hired workers to increase its
output.

T IO S I
NO A D
CO N
A
Q.2A Phrasal verbs

PY
DO U A
A phrasal verb is a verb followed by a preposition or an adverb. Its
T
meaning is often different from the meaning of its parts.
ED PR

Compare the meanings of the verbs gets on and run away in (a) and (b)
below. You can easily guess their meanings in (a) but in (b) they have
C

special meanings.
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(a) She got on at Agra when the bus stopped for breakfast.
Dev Anand ran away from home when he was a teenager.
In (a) i.e. the first sentence, she got on refers to the movement of a person
Whereas
In the second sentence, it says that Dev Anand ran away i.e. left his house
(b) She’s eager to get on in life. (Succeed)
The visitors ran away with the match. (Won easily)
In (b) i.e. the first sentence, it refers to climbing the ladder of success
Whereas
In the second sentence, it refers to winning the match (ran away with the
match)
Some phrasal verbs have three parts: a verb followed by an adverb and a
preposition. For Example:
(c) Our car ran out of petrol just outside the city limits.
(d) The government wants to reach out to the people with this new
campaign.

T IO S
A. Look up the following in a dictionary for their meanings (under the
entry for the italicized word).

I
NO A D
(i) Plunge (right) in (ii) Kept back

CO N
A
(iii) Ramble on

PY
DO U A
(iv) Get along with
T
ED PR

Ans.:
(i) Plunge in – drive into. Eg- The drunk man plunged into the pole.
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(ii) Kept back – to withhold. Eg- His result was kept back due to a
©

compartment in three subjects.

(iii) Ramble on – to walk or talk in a confused way. Eg- He just went on
rambling all evening.
(iv) Get along with – to be friendly with one another. Eg- In their first
meeting only, they got along very well.
NOTE: As a noun, plunge means a brief swim or a fall but as a verb, its
meaning may differ.

Q.2B Phrasal verbs

A phrasal verb is a verb followed by a preposition or an adverb. Its
meaning is often different from the meaning of its parts.
Compare the meanings of the verbs gets on and run away in (a) and (b)
below. You can easily guess their meanings in (a) but in (b) they have
special meanings.
(a) She got on at Agra when the bus stopped for breakfast.
Dev Anand ran away from home when he was a teenager.

T IO S
In (a) i.e. the first sentence, she got on refers to the movement of a person

I
Whereas
NO A D
CO N
In the second sentence, it says that Dev Anand ran away i.e. left his house
A
(b) She’s eager to get on in life. (Succeed)

PY
DO U A

The visitors ran away with the match. (Won easily)

T
ED PR

In (b) i.e. the first sentence, it refers to climbing the ladder of success
Whereas
C
©

In the second sentence, it refers to winning the match (ran away with the
match)
Some phrasal verbs have three parts: a verb followed by an adverb and a
preposition. For Example:
(c) Our car ran out of petrol just outside the city limits.
(d) The government wants to reach out to the people with this new
campaign.
B. Now find the sentences in the lesson that have the phrasal verbs given
below. Match them with their meanings. (you have already found out the
meanings of some of them.) Are their meanings the same as that of their
parts? (Note that two parts of the phrasal verb may occur separated in the
text.)
(i) plunge in Speak or write without focus
(ii) kept back Stay indoors
(iii) move up Make (them) remain quite
(iv) ramble on Have a good relationship with
(v) get along with Give an assignment (homework)
to a person in authority (the
teacher)
(vi) calm down Compensate
(vii) stay in Go straight to the topic

T IO S
(viii) make up for Go to the next grade
(ix) hand in Not promoted

I
NO A D
CO N
A
Ans.:

PY
(i) plunge in Go straight to the topic
DO U A

(ii) kept back Not promoted

T
ED PR

(iii) move up Go to the next grade

(iv) ramble on Speak or write without focus
(v) get along with Have a good relationship with
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(vi) calm down Make (them) remain quite

©

(vii) stay in Stay indoors

(viii) make up for Compensate
(ix) hand in Give an assignment (homework)
to a person in authority (the
teacher)

Q.3A Idioms
Idioms are groups of words with a fixed order, and a particular meaning
different from the meanings of each of their words put together. (Phrasal
verbs can also be idioms; they are said to be ‘idiomatic’ when their
meanings are unpredictable). For example, do you know what it means to
meet one’s match in English? It makes to meet someone who is as good
as oneself, or even better, in some skill or quality. Do you know what it
means to let the cat out of the bag? Can you guess?
A. Here are a few sentences from the text which have idiomatic
expressions. Can you say what each means? (You might want to consult
a dictionary first.)
(i) Our entire class is quaking in its boots.
…………………………………………………………..

T IO S
(ii) Until then, we keep telling each other not to lose heart.

I
…………………………………………………………….
NO A D
CO N
(iii) Mr. Keesing was annoyed with me for ages because I talked so much.
A
…………………………………………………………………..

PY
DO U A

(iv) Mr. Keesing was trying to play a joke on me with this ridiculous
T
ED PR

subject, but I’d make sure the joke was on him.

…………………………………………………………………..
C

Ans.:
©

(i) The sentence is trying to convey that all the students were frightened.
(ii) The sentence states that one must not stop believing that one can
succeed.
(iii) The sentence says that Mr. Keesing had been annoyed since a long
period of time.
(iv) The sentence is trying to convey the situation where a person who
tried to make somebody look foolish instead looked ridiculous himself.

Q.3B Here are a few more idiomatic expressions that occur in the text.
Try to use them in sentences of your own.
(i) Caught my eye
(ii) He’d had enough
(iii) Laugh ourselves silly
(iv) Can’t bring myself to
Ans.:
(i) caught my eye:
Meaning- to grab attention.

T IO S I
Example: All of a sudden, the beautiful view of the valley caught my eye.
NO A D
CO N
A
(ii) He’d had enough:

PY
DO U A
Meaning- enough of something in particular.
T
ED PR

Example: I have had enough before I joined the job.

C

(iii) Laugh ourselves silly:

©

Meaning- laugh for a long period of time.

Example: On the sight of a joker in the circus, we laughed ourselves silly.

(iv) Can’t bring myself to:

Meaning - The inability to do something that seems unpleasant.
Example: I can’t bring myself to speak about medicines.
Q.4 Do you know how to use a dictionary to find out the meanings or
idiomatic expressions? Take, for example, the expressions caught my eye
in the story. Where-under which word-would you look for it in the
dictionary?
Look for it under the first word. But if the first word is a ‘grammatically’
word like a, the, for, etc., then take the next word. That is, look for the
first ‘meaningful’ word in the expression. In our example, it is the word
caught.

T IO S
But you wouldn’t find caught in the dictionary because it is the past tense
of catch. You’ll find caught listed under catch. So you must look catch for

I
NO A D
the expressions caught my eye. Which other expressions with catch are

CO N
A
listed below in your dictionary?

PY
Note that a dictionary entry usually first give the meanings of the word
DO U A

itself, and then gives a list of idiomatic expressions using that word. For
T
ED PR

example, study this partial entry for the noun ‘eye’ from the Oxford
Advanced Learner’s Dictionary, 2005.
C

Eye
©

•Noun
•Part of the body, either of the two organs of the face that you see with:
The suspect has dark hair and green eyes.
•Ability to see: A surgeon needs a good eye and a steady hand.
•The way of seeing -a particular way of seeing: He looked at the design
with the eye of an engineer.
You have read the expressions ‘not to lose heart’ in this text. Now find
out the meanings of the following expressions using the word ‘heart’. Use
each of them in a sentence of your own.
1. Break somebody’s heart
2. Close/dear to heart
3. From the (bottom of your) heart.
4. Have a heart
5. Have a heart of stone
6. Your heart goes out to somebody.
Ans.:
1. Break somebody’ heart:
Meaning-to crush someone to grief.Example: Mohan’s failure broke the

T IO S
heart of his parents.

I
NO A D
CO N
A
2. Close/dear to heart:

PY
DO U A
Meaning of deep importance and concern to one.Example: My parents are
T
very close to my heart.
ED PR
C

3. From the (bottom of your) heart:

©

Meaning-with sincere feelings.Example: I love my little sister from the

bottom of my heart.
4. Have a heart:
Meaning-be merciful.
Example: One should always have a heart for the poor and the needy.

5. Have a heart of stone.

Meaning- to be of cruel nature.Example: One must never have a heart of
stone for anybody.
6. Your heart goes out to somebody:
Meaning to show concern for somebody.Example: My heart goes out to
the poor who are deprived of the basic necessities in life.

Q.5 Contracted forms

When we speak, we use ‘contracted forms’ or short forms such as these:
Can’t (for can not or cannot)

T IO S
I’d (for I would or I had)

I
NO A D
She’s (for she is)

CO N
A
Notice that contracted forms are also written with an apostrophe to show

PY
a shortening of a spelling of not, would, or is as in the above example.
DO U A

Writing a diary is like speaking to oneself. Plays (often novels) also have
T
ED PR

speech in written form. So, we usually come across contracted forms in

diaries, plays, and novels.
C

1. Make a list of the contracted forms in the text. Rewrite them in full
©

forms of two words. For Example, I’ve = I have

2. We have seen that some contracted forms can stand for two different
full forms:
For Example, I’d = I had or I would
There can be many such shorts forms i.e. contracted forms to shorten
sentences. We often use such contractions in our daily life as well.
Find in the text the contracted forms that stand for two different full forms,
and say what these are.
Ans.:
There’s There is
It’s It is
Don’t Do not
Didn’t Did not
I’ve I have
I’d I would, I had
You’re You are, You were
I’m I am
I’d I would, I had
You’re You are You are

T IO S I
NO A D
CO N
A
Speaking

PY
DO U A
Q.1 Here is an extract adapted from a one-act play. In this extract, angry
neighbors who think Joe the Inventor’s new spinning machine will make
T
ED PR

them lose their jobs come to destroy Joe’s model of the machine.
You’ve just seen how contracted forms can make a written text sound like
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actual speech. Try to make this extract sound more like a real conversation
©

by changing some of the verbs back into the contracted forms. Then speak
out the lines.
[The door is flung open, and several men tramp in. They carry sticks, and
one of them, HOB, has a hammer.]
HOB Now, where is your husband, mistress?
MARY In his bed. He is sick and weary. You would not harm
him!
HOB We are going to smash his evil work to pieces. Where is
the machine?
SECOND On the table yonder.
MAN
HOB Then here is the end of it!
[HOB smashes the model. Mary screams.]
HOB And now your husband!
MARY Neighbours, he is a sick man and almost a cripple. You
would not hurt him!
HOB He is planning to take away our daily bread....we will
show him what we think of him and his ways!
MARY You have broken his machine.... You have done
enough....

Ans.:

T IO S
HOB Now, where is your husband, mistress?

I
MARY
NO A D In his bed. He is sick and weary. You would not harm

CO N
him!
A
HOB We are going to smash his evil work to pieces. Where is

PY
the machine?
DO U A

SECOND On the table yonder.

T
ED PR

MAN
HOB Then here is the end of it!
[HOB smashes the model. Mary screams.]
C

HOB And now your husband!

©

MARY Neighbours, he is a sick man and almost a cripple. You

would not hurt him!
HOB He is planning to take away our daily bread....we will
show him what we think of him and his ways!
MARY You have broken his machine.... You have done
enough....

Writing

Q.1 Now you know what a diary is and how to keep one. Can you keep
a diary for a week recording the events that occur? You may share your
diary with your class if you wish to. Use the following hints to write your
diary.
Though your diary is very private, write as if you are writing for someone
else.
Present your thoughts in a convincing manner.
Use words that convey your feelings, and words that ‘paint pictures’ for
the reader. Be brief.

T IO S
‘Diary language’ has some typical features such as subjectless sentences
(Got up late in the morning), sentence fragments without subjects or verbs

I
NO A D
(…… too bad, boring, not good), contracted forms (they’re, I’ve, can’t,

CO N
didn’t, etc.) and everyday expressions which people use in speech.
A
Remember not to use such language in more formal kinds of writing.

PY
DO U A
Ans.: Do it yourself.
T
ED PR
C

Listening
©

Q.1 Your teacher will read out an extract from The Diary of Samuel
Pepys (see textbook page 60) about the great fire of London. As you listen
complete this summary of the happenings.
Summary
This entry in the diary has been made on …. (i)…. By …..(ii) The person
who told Pepys about the fire was called….(iii)….She called
at….(iv)….in the morning. Pepys went back to sleep
because…..(v)…..Pepys rose again at….(vi)…..in the morning. By then
about….(vii)…..houses had been burned down. The fire had spread
to…..(viii)…..by London Bridge. Pepys then walked to
the….(ix)…..along with sir J. Robinson’s….(x)……
Ans.:
(i) 2nd September.
(ii) Samuel Pepys
(iii) Jane
(iv) About three
(v) The fire was on the backside of Marke-Lane at the farthest
(vi) Seven

T IO S I
(vii) 300
NO A D
CO N
(viii) All fish street
A
(ix) Tower

PY
DO U A
(x) Little son.
T
ED PR

Amanda - Thinking about the Poem

C

Q.1 How old do you think Amanda is? How do you know this?
©

Ans.: According to the poem, Amanda seems to be a school going

teenager who is asked about the completion of her homework and
cleaning of her shoes. Further, the lines mentioned in the poem where
Amanda is stopped from eating chocolates and the warning of Acne, a
skin disease that clarifies she is an adolescent.

Q.2 Who do you think is speaking to her?

Ans.: The person speaking to Amanda in the poem is the parent (probably
her mother) who is constantly advising her about the difference between
the right and the wrong.
Q.3 Why are the stanzas 2, 4 and 6 given in the parenthesis?
Ans.: These stanzas are given in Parenthesis because they depict
Amanda’s state of mind at different times. In stanza 2, she imagines
herself as a mermaid* who is moving about and joyfully enjoying the
pleasant waves of the sea. In stanza 4, she imagines herself as an orphan
who can freely roam the streets leaving impressions of her bare feet. In
stanza 6, she imagines herself to be Rapunzel who lived her life in a

T IO S
tranquil state of mind always since she would be alone in the tower as

I
mentioned in the story of Rapunzel.
NO A D
CO N
A
Mermaid* Meaning – A fictitious half human creature.

PY
DO U A
Rapunzel* Meaning- The heroine of a fairy tale who had golden hair.
T
ED PR

Q.4 Who is the speaker in stanza 2, 4 and 6? Do you think this speaker is
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listening to the speaker in stanzas 1, 3, 5 and 7?

©

Ans.: Amanda is the speaker in the stanzas 2, 4 and 6. These stanzas

depict her state of mind where she is talking to her own self. However,
she is not listening to the speaker in stanzas 1, 3, 5 and 7 which can be
clearly understood from the line – “Will you please look at me when I’m
speaking to you, Amanda!” Amanda is lost in her own thoughts in which
she aspires to be free to live her life the way she wants i.e. away from the
nagging of her parents.

Q.5 What could Amanda do if she were a mermaid?

Ans.: According to the poem, if Amanda were a mermaid, she would
have blissfully drifted in the sea enjoying its smooth waves being the sole
inhabitant.

Q.6 If Amanda is orphan? Why does she say so?

Ans.: Amanda is not an orphan. She only imagines herself to be so
because she feels that if she would be have been an orphan, she would
have had the freedom to roam the streets leaving behind the soft

T IO S
impressions of her bare feet. In such a situation, she finds the silence to

I
be golden and the freedom to be sweet.
NO A D
CO N
A

PY
DO U A

Q.7 Do you know the story of Rapunzel? Why does she want to be
T
ED PR

Rapunzel?
Ans.: Rapunzel was a beautiful golden-haired girl who had been kept in
C

captivity by an evil witch. Amanda’s mother used to often scold her for
©

not listening to her and so in order to get rid of her mother’s scolding, she
thought that living in a lonely tower, just the way Rapunzel lived would
be a life full of peace and tranquility.

Q.8 What does the girl Yearn for? What does this poem tell you about
Amanda?
Ans.: Amanda yearns for perfect freedom in her life where she imagines
escaping the expectations required of a school going, teenage girl.
Amanda is an inquisitive girl who does not like to be constantly nagged
and controlled by her parent. She wishes to set free and discover life in
her own ways.
Q.9 Read the last stanza. Do you think Amanda is sulking* and is moody?
Ans.: After reading the last stanza, Amanda does not seem to be moody
or sulking. She only longs for freedom because she has her own opinion
and ways of discovering life which is different from the opinion of her
parent who constantly wants Amanda to listen and follow her advice.
Sulking* meaning -

T IO S I
NO A D
CO N
A

PY
DO U A
T
ED PR
C
©
 Chapter 5
The Hundred Dresses - I

Oral Comprehension Check Pg-65

Q.1 Where in the classroom does Wanda sit and why?
Ans.: Wanda usually sat on the seat next to the last seat, in the last row,

T IO S
in the room thirteen. She sat there because her feet were usually covered

I
with dry mud. Therefore in order to avoid being the butt of jokes of her
NO A D
classmates, she sat in the corner quietly.

CO N
A

PY
DO U A
Q.2 Where does Wanda live? What kind of a place do you think it is?
T
ED PR

Ans.: Wanda lived in Boggins Heights. It was probably very far away
from the school and it also seemed that there was a lot of dry mud,
indicating that it was not a posh and rich locality.
C
©

Q.3 When and why do Peggy and Maddie notice Wanda’s absence?
Ans.: Peggy and Maddie noticed Wanda’s absence on Wednesday i.e.
after three days. They noticed her absence because Wanda had got them
late for school. Peggy and Maddie waited for her in order to have some
fun, but she did not turn up.

Q.4 What do you think ‘to have fun with her’ means?
Ans.: It is a human tendency to make fun of others for their different style
and behaviour. In the given text, Wanda Petronski is the girl who is made
fun of by her classmates. So ‘to have fun with her’ meant that her
classmates liked to tease and mock at her ways.

Oral Comprehension Check Pg-67

Q.1 In what way was Wanda different from the other children?
Ans.: Wanda was a polish girl who had a funny and difficult name. She

T IO S
walked alone to school as she didn’t have any friends. She had only one

I
blue faded dress which she wore every day to school. All these aspects
NO A D
about Wanda made her different from her classmates in school.

CO N
A

PY
DO U A
T
ED PR

Q.2 Did Wanda have a hundred dresses? Why do you think she said she
did?
C

Ans.: Wanda was a poor polish girl who did not have a hundred dresses
©

as she wore the same faded blue dress to school every day. She had an
inferiority complex and knew that other girls were making fun of her by
asking questions about her dresses. So, in order to hide this complex and
counter the fun made by her classmates, she said so.

Q.3 Why is Maddie embarrassed by the questions Peggy asks Wanda? Is

she also Wanda, or is she different?
Ans.: Maddie was embarrassed by the questions Peggy asked Wanda as
she herself was a poor girl. She used to wear old clothes given handed
down by others. But she was different from Wanda as she was not as poor
as her and also had a few friends in the class. Maddie considered herself
to be different from Wanda in the sense that she would never claim that
she had a hundred dresses. Yet she was afraid that others might make fun
of her too.

Oral Comprehension Check Pg-70

Q.1 Why didn’t Maddie ask Peggy to stop teasing Wanda? What was she
afraid of?

T IO S
Ans.: Peggy and Maddie were best friends. But Maddie didn’t like Peggy

I
making fun of Wanda as she herself was poor. However, she didn’t have
NO A D
the courage to stop her to tease Wanda because she was afraid that she

CO N
A
might become Peggy’s next target and could be asked about her dresses.

PY
DO U A
T
Q.2 Who did Maddie think would win the drawing contest? Why?
ED PR

Ans.: Maddie thought that Peggy would win the drawing contest as she
had good artistic skills. She could copy a picture in a magazine or some
C

film star’s head beautifully and with complete perfection. Therefore

©

Maddie thought that she was better than everyone and was sure of her
victory.

Q.3 Who won the drawing contest? What had the winner drawn?
Ans.: Wanda Petronski won the drawing contest. She had drawn a
hundred designs of dresses. They all were very beautiful and different and
Wanda was applauded by the judges and her fellow classmates for her
exquisite collection.

Thinking about the Text

Q.1 How is Wanda seen as different by the other girls? How do they treat
her?
Ans.: Wanda was a polish girl and other girls were American. She had a
very strange name and was very poor. She used to sit in the seat next to
the last seat in the last row in the class. She sat in the corner of the room
among the rough boys and always remained quiet. The girls especially
Peggy made fun of her as she had only one faded blue dress while she

T IO S
claimed to have a hundred dresses.

I
NO A D
CO N
A

PY
Q.2 How does Wanda Feel about the dresses game? Why does she say
DO U A
that she has a hundred dresses?
T
ED PR

Ans.: Wanda feels bad about the dresses game since she was a poor polish
girl and disliked being the butt of everyone’s joke. Peggy usually made
fun of her faded blue dress and so in order to counter Peggy’s fun, she
C
©

claimed that she had a hundred dresses which in reality did not hold true.

Q.3 Why does Maddie stand by and not do anything? How is she different
from Peggy? (Was Peggy’s friendship important to Maddie? Why? Which
lines in the text tell you this?)
Ans.: Maddie stands by and does not do anything because she did not
have the courage to speak against Peggy as she was her best friend.
Maddie is different from Peggy because she did not make fun of Wanda.
Moreover, Peggy’s friendship was important to Maddie because she was
the best-liked girl in the whole class and she was afraid to be the next
target of everyone’s fun.
The line, “She was Peggy’s best friend, and Peggy was the best-liked girl
in the whole room. Peggy could not possibly do anything that was really
wrong, she thought.” shows that their friendship was important to Maddie.

Q.4 What does Miss Mason think of Wanda’s drawings? What do the
children think of them? How do you know?
Ans.: Miss Mason appreciated Wanda’s drawings as she admired her
creativity. The children were also surprised to see her hundred drawings

T IO S
with each drawing having an exquisite and unique design. When Miss

I
Mason announced Wanda’s name as the winner, they stopped to look at
NO A D
CO N
them and whistled loudly giving her drawings a big round of applause.
A

PY
DO U A
Thinking about Language
T
ED PR

Q.1 look at these sentences

(a) She sat in the corner of the room where the rough boys who did not
C

make good marks sat, the corner of the room where there was most
©

scuffling of feet…
(b) The time when they thought about Wanda was outside the school
hours….These clauses help us to identify a set of boys, a place, and a time.
They are answers to the questions ‘What kind of rough boys?’ ‘Which
corner did she sit in’? And ‘What particular time outside of school hours?’
They are ‘defining’ or ‘restrictive’ relative clauses. (Compare them with
the nondefining relative clauses discussed in Unit-1)
Combine the following to make sentences like those above.
1. This is the bus (What kind of bus?) It goes to Agra. (Use which or
that)
2. I would like to buy (a) shirt (which shirt?). (The) shirt is in the shop
window. (use which or that)
3. You must break your fast at a particular time. (when?). You see the
moon in the sky. (use when)
4. Find a word (what kind of word). It begins with the letter Z. (use
which or that)
5. Now find a person (what kind of person?). His or her name begins
with letter Z. (use whose).
6. Then go to a place (What place?). There are no people whose name
begins with Z in that place. (use where)
Ans.:

T IO S I
1. This is the bus which goes to Agra.
NO A D
CO N
A
2. I would like to buy the shirt that is in the shop window.

PY
DO U A
3. You must break your fast when you see the moon in the sky.
T
ED PR

4. Find a word which begins with the letter Z.

C

5. Now find a person whose name begins with the letter Z.

©

6. Then go to a place where there are no people whose name begins with
Z.

Q.2A The narrative voice.

This story is in the ‘third person’ that is, the narrator is not a participant
in the story. But the narrator often seems to tell the story from the point
of view of one of the characters in the story. For example, look at the
Italianized words in the sentences.
Thank goodness, she did not live up on Boggins Heights or have a funny
name.
Whose thoughts do the words ‘Thank goodness’ express? Maddie’s, who
is grateful that although she is poor, she is yet not as poor as Wanda, or as
‘different’. (So she does not get teased; she is thankful about that.)
A. Here are two other sentences from the story. Can you say whose point
of view the italicized words express?
(i) But on Wednesday, Peggy and Maddie, who sat down front with other
children who got good marks and who didn’t track in a whole lot of mud,

T IO S
did notice that Wanda wasn’t there.

I
(ii) Wanda Petronski. Most of the children in Room Thirteen didn’t have
NO A D
names like that. They had names easy to say, like Thomas, Smith or Allen.

CO N
A
Ans.:
(i) The italicized words in the sentence express Peggy and Maddie’s point

PY
DO U A
of view.
T
ED PR

(ii) The italicized words in the sentence express the narrator’s point of
view.
C
©

Q.2B Can you find other such sentences in the story? You can do this
after you read the second part of the story as well.
Ans.:
1. “Goodness! Wasn’t there anything she could do? If only she could tell
Wanda she hadn’t meant to hurt her feelings.”
2. Peggy was not really cruel. She protected small children from bullies.

Q.3 Look at these sentences. The italicized adverb expresses an opinion

or point of view.
Obviously, the only dress Wanda was the blue one she wore every day.
(This was obvious to the speaker).
Note: A word that tells us more about the verb, adjective or (except noun
and pronoun) other words is called an Adverb.
For Example:

Fortunate Fortunately
Lucky Luckily
Sharp Sharply
Rapid Rapidly
Beautiful Beautifully

T IO S I
Other such adverbs are apparently,
NO A D
CO N
A
evidently, surprisingly, possibly, hopefully, incredibly, etc. Use these
words appropriately in the blanks in the sentences below. (You may use a

PY
DO U A
word more than one word may be appropriate for a given blank.)
T
ED PR

1. ………………… he finished his work on time.

2. ………………… it will not rain on the day of the match.
C

3. ………………….., he had been stealing money from his employer.

©

4. Television is ………………… to blame for the increase in violence in

society.
5. The children will ……………….. learn from their mistakes.
6. I can’t ………. Lend you that much money.
7. The thief had ……………….. been watching the house for many days.
8. The thief …………. Escaped by bribing the jailor.
9. ………………., no one had suggested this before.
10. The water was ………….. hot.
Ans.:
1. Surprisingly, he finished his work on time.
2. Hopefully, it will not rain on the day of the match.
3. Evidently, he had been stealing money from his employer.
4. Television is evidently to blame for the increase in violence in society.
5. The children will hopefully learn from their mistakes.
6. I can’t possibly Lend you that much money.
7. The thief had apparently been watching the house for many days.
8. The thief possibly escaped by bribing the jailor.
9. Surprisingly, no one had suggested this before.
10. The water was incredibly hot.

T IO S I
NO A D
CO N
A

PY
DO U A
T
ED PR
C
©
 Chapter 6
The Hundred Dresses - II

Oral Comprehension Check Pg-74

Q.1 What did Mr. Petronski’s letter say?

T IO S
Ans.: Mr. Petronski’s letter said that Wanda won’t come to school

I
NO A D
anymore because they were moving to a big city. He also mentioned that

CO N
there would not be any more fun on names as there were plenty of funny
A
names in the big city

PY
DO U A
T
ED PR

Q.2 Is Miss Mason angry with the class, or is she unhappy and upset?
Ans.: Miss Mason was unhappy and upset with the class as she did not
C

like the ill treatment meted out to Wanda by her classmates and called it
©

unfortunate. She thought it all happened in utter thoughtlessness and asks

the students to think about this incident and feel sorry.

Q.3 How does Maddie feel after listening to the note from Wanda’s
father?
Ans.: After listening to the note from Wanda’s father, Maddie was deeply
hurt and felt sad for Wanda. She could not concentrate on her lessons and
felt guilty in the bottom of her stomach for her decision of not stopping
Peggy from making fun of Wanda.
Q.4 What does Maddie want to do?
Ans.: Maddie wants to tell Wanda that she did not want to hurt her
feelings. She also wanted to inform her about her victory in the contest
and praise her for the exquisite hundred dresses she made.

T IO S
Oral Comprehension Check Pg-76

I
NO A D
CO N
A
Q.1 What excuses does Peggy think up for behavior? Why?

PY
Ans.: Peggy said that she never called Wanda a foreigner and made fun
DO U A

of her name. She did not realize that Wanda was sensible enough to
T
ED PR

understand her fun and mockery and realized her mistake later on.
C

Q.2 What are Maddie’s thoughts as they go to Boggins Heights?

©

Ans.: Maddie thought that they would find Wanda as she and Peggy were
going to Boggins Heights. She wanted to apologize and stop Wanda from
leaving the school. They wanted to tell her about her victory in the contest
and praise her beautiful dresses. They also wanted to convince her that
they would fight anybody who was not nice to her.

Q.3 Why does Wanda’s house remind Maddie of Wanda’s blue dress?
Ans.: Wanda’s house which was small and shabby looking but clean
reminded Maddie of Wanda’s blue dress as she always wore that faded
blue dress which was shabby in appearance but clean and tidy.
Q.4 What does Maddie think hard about? What important decision does
she come to?
Ans.: Maddie felt deeply hurt for Wanda. She constantly thought about
Wanda’s decision of leaving school and at last, she is prompted to take a
decision that she would protest if she ever heard anybody making fun of
others only for their names and appearances and would no longer be a
mute spectator.

T IO S
Oral Comprehension Check Pg-79

I
NO A D
Q.1 What did the girls write to Wanda?

CO N
A
Ans.: The girls wrote a friendly letter to Wanda. They wrote about her

PY
exquisite drawings and her victory in the contest. They also wanted to ask
DO U A
her about the new place and her new teacher. They ended it by signing
T
with lots of X’s for love.
ED PR
C

Q.2 Did they get a reply? Who was more anxious for a reply, Peggy or
©

Maddie? How do you know?

Ans.: No, they did not get any reply from Wanda. Maddie was more
anxious about the reply. We come to know this because with the passage
of time Peggy forgot about Wanda but Maddie continuously thought
about her and made speeches to Wanda before sleeping.

Q.3 How did the girls know that Wanda liked them even though they
had teased her?
Ans.: When Miss Mason read out the letter in the classroom, they came
to know that Wanda liked them even though they had teased her. Wanda
asked Miss Mason to give the green dress with red trimming to Peggy and
the blue one to Maddie and later when Maddie realized that Wanda had
drawn her picture, she was overwhelmed with joy and shared it with
Peggy.

Thinking about the Text

Q.1 Why do you think Wanda’s family moved to a different city? Do you
think life there was going to be different for their family?
Ans.: Wanda’s family moved to a different city because her father felt
bad about the insensitive behavior of the girls in Wanda’s school. Her

T IO S
family had decided to move to a big city where no one would tease Wanda

I
NO A D
for her funny name as there were plenty of funny names in the city. In

CO N
school, Wanda was among the American girls and they did not respect
A
her. She was a quiet girl who was always cornered by her classmates. So

PY
DO U A
it is quite natural that after going to the different city their life would be
different.
T
ED PR

Q.2 Maddie thought her silence was as bad as Peggy’s teasing. Was she
C
©

right?
Ans.: Peggy was Maddie’s best friend who used to make fun of Wanda
by asking her how many dresses she had. Maddie did not like it but she
stood by silently as she did not have the courage to stop Peggy in the fear
of losing her friendship with Peggy. Wanda had to leave the school and
the town because of teasing and Maddie felt very bad about it. Therefore,
she was right in thinking that her silence was as bad as Peggy’s teasing
because it was a quiet support to Peggy in her wrong deeds.

Q.3 Peggy says, “I never thought she had the sense to know we were
making fun of her anyway. I thought she was too dumb. And gee, look
how she can draw!” What led Peggy to believe that Wanda was dumb?
Did she change her opinion later?
Ans.: Peggy always teased Wanda by asking her about dresses since
Wanda always wore a faded blue dress because she was very poor. Wanda
knew that Peggy was making fun of her and so she made a counter attack
by answering that she had one hundred dresses lined up in her closet but
she never became angry which became the base of Peggy’s opinion.
However, at last, when Wanda won the contest, Peggy’s opinion changed.

Q.4 What important decision did Maddie make? Why did she have to

T IO S
think hard to do so?

I
NO A D
Ans.: After returning from Boggins Heights, Maddie became restless. She

CO N
was remembering Wanda, her blue dress, and her house again and again.
A
She could not even sleep. She was thinking herself guilty because she

PY
DO U A
never opposed Peggy in teasing Wanda and was deeply distressed. At last,
she came to a conclusion that she would never stand by one who does
T
ED PR

wrong and would not be a mute spectator. She made a decision of acting
swiftly in such circumstances in future without caring about the aftermath
C

of it.
©

Q.5 Why do you think Wanda gave Maddie and Peggy the drawing of the
dresses? Why are they surprised?
Ans.: Wanda gave Maddie and Peggy the drawings of the dresses to show
her real feelings towards them. Wanda was a soft hearted and loving girl
who did not have jealousy towards anyone. Although Maddie and Peggy
made fun of her, yet she did not hate them and drew their faces in the
drawings. Maddie and Peggy were surprised to see their faces in the
drawing designs as they did not know Wanda’s true feelings of love and
concern for both of them in spite of their unruly and insulting behavior.
Q.6 Do you think Wanda really thought the girls were teasing her? Why
or why not?
Ans.: Yes, Wanda knew that the girls were teasing her. It could be
recognized when she replied that she had a hundred dresses lined up in
her closet. That’s why her father took the decision to shift in the big city
and wrote a letter to her teacher to make her classmates realize their
mistakes.

Thinking about language

Q.1 Here are thirty adjectives describing human qualities. Discuss them

T IO S
with your partner and put them in the two-word webs (given below)

I
according to whether you think they show positive or negative qualities.
NO A D
You can consult a dictionary if you are not sure of the meanings of some

CO N
A
of the words. You may also add to the list the positive or negative ‘pair’

PY
of a given word.
DO U A
T
Kind, sarcastic, courteous, arrogant, insipid, timid,
ED PR

placid, cruel, haughty, proud, zealous, intrepid,

Sensitive, compassionted, introverted, stolid,
C

cheerful, contented, thoughtless, vain, friendly,

©

unforgiving, fashionable, generous, talented, lonely,

determined, creative, miserable, complacent.

Ans.:
POSITIVE - kind, courteous, placid, intrepid, sensitive, compassionate,
cheerful, contented, friendly, fashionable, generous, talented, determined,
creative, complacent, stolid

NEGATIVE – sarcastic, arrogant, insipid, timid, cruel, haughty, proud,

zealous, introverted, thoughtless, vain, unforgiving, lonely, miserable

T IO S
Note: The word that qualifies any noun or pronoun is called Adjective.

I
Ex. Rashmi is a good girl.
NO A D
CO N
A

PY
Q.2 What adjective can we use to describe Peggy, Wanda, and Maddie?
DO U A
You can choose adjectives from the list above. You can also add some of
T
your own.
ED PR

1. Peggy ………………………. ……………………………

2. Wanda ……………………… …………………………...
C

3. Maddie ……………………… ……………………………

©

Ans.:
1.Peggy Sarcastic, cheerful, contented

2. Wanda Introverted, sensitive, creative, lonely, placid, talented,

courteous, compassionate, forgiving, kind , timid

3. Maddie Friendly, compassionate, generous, sensitive, determined,

timid.

Q.3A Find the sentences in the story with the following phrasal verbs.

lined up, thought up took off stood by

Answer :

1. And she thought of the glowing picture those hundred dresses

made-all lined up in the classroom.
2. Peggy, who had thought up this game.
3. Miss Mason took off her glasses.

T IO S
4. She had stood by silently.

I
NO A D
CO N
Q.3B Look up these phrasal verbs in a dictionary to find out if they can
A
be used in some other way. (Look at the entries for line, think, take and

PY
DO U A
stand in the dictionary). Find out what other prepositions can go with these
T
verbs. What does each of these phrasal verbs mean?
ED PR

1. Lined up: All the students were lined up for the national anthem in the
assembly.
C

2. Thought up: Dr. A.P.J. Abdul Kalam had thought up his inventions for
©

the country.
3. Took off: After coming home from school, I first took off my shoes.
4. Stood by: The teachers always stood by the Principal.
Ans.: Verbs with other Prepositions
1. Lined up: A group of spectators were lined up in the stadium to watch
the cricket match.
2. Take about: I will think about your suggestions.
3. Take off: The flight took off for America.
4. Stand up: After seeing their principal, the students stood up.
Q.3C Use at least five such phrasal verbs in sentences of your own.
Ans.:
1. Act upon (Follow): Aarti did not act upon my advice. So she failed.
2. Bear down (To move closer to somebody in a frightening way): We
could see the hurricane bearing down the town.
3. Call on (To ask for help): The Principal called on the Manager before
the function.

T IO S
4. Call off (To cancel): The match was called off due to heavy rain.

I
5. Get away (Escape): The thief got away with my car last Saturday.
NO A D
CO N
A
Q.4 Colours are used to describe feelings, moods, and emotions. Match

PY
the following ‘colour expressions’ with a suggested paraphrase.
DO U A

(i) the Monday morning blues Feel embarrassed/ angry ashamed

T
ED PR

(ii) go red in the face feel very sick, as if about to vomit

(iii) look green Sadness or depression after a weekend
of fun
C

(iv) the red carpet The sign or permission to begin an

©

action.
(v) blue-blooded a sign of surrender or acceptance of
defeat; a wish to stop fighting
(vi) a green belt in an unlawful act; while doing
something wrong
(vii) a blackguard a photographic print of building plans; a
detailed plan or scheme
(viii) a grey area the land around a town or city where
construction is prohibited by law
(ix) a white flag an area of a subject or a situation where
matters are not very clear
(x) a blueprint a dishonest person with no sense of right
or wrong
(xi) red-handed a special welcome
(xii) the green light Of noble birth or from a royal family

Ans.:
(i) the Monday morning blues Sadness or depression after a weekend
of fun
(ii) go red in the face feel embarrassed/angry/ashamed
(iii) look green feel very sick, as if about to vomit
(iv) the red carpet a special welcome
(v) blue-blooded Of noble birth or from a royal family

T IO S
(vi) a green belt the land around a town or city where
construction is prohibited by law

I
NO A D
(vii) a blackguard a dishonest person with no sense of right

CO N
or wrong
A
(viii) a grey area an area of a subject or a situation where

PY
DO U A
matters are not very clear
(ix) a white flag a sign of surrender or acceptance of
T
ED PR

defeat, a wish to stop fighting

(x) a blueprint a photographic print of building plans; a
detailed plan or scheme
C

(xi) red-handed in an unlawful act, while doing

©

something wrong
(xii) the green light the sign or permission to begin an
action.

Speaking

Q.1 Role Play

The story of Wanda Petronski presents many characters engaged in many
kinds of behavior (teasing, playing, sitting in class). From groups. Choose
an episode or episodes from the story. Assign roles to each member of the
group from that episode, and try to act it.
Ans.: Attempt yourself as it is a classroom activity.

Writing

T IO S
Q.1 Look again at the letter which Wanda’s father writes to Miss Mason,

I
Wanda’s teacher. Mr. Petronski is not quite aware how to write a formal
NO A D
CO N
letter in English. Can you rewrite it more appropriately? Discuss the
A
following with your partner before you do so. The format of a formal

PY
DO U A
letter: How to begin the letter and how to end it; the language of the letter
needs to be formal (Avoid informal words like ‘holler’ and fragments like
T
ED PR

‘No more ask why funny name.’)

Write complete sentences.
C

Ans.:
©

Types of Letters :

Formal Letters
Informal letter
Business Letters

The Format of a Formal Letter:

1. Sender’s Address
2. Date
3. Receiver’s address with name
4. Salutation
5. Subject
6. Letter content
7. Last complimentary words
8. Sender’s Name

T IO S I
Letter-
NO A D
CO N
Boggins Heights
A
U.S.A.

PY
DO U A
17th Sep, 20xx
T
ED PR

Miss Mason
8, Bridge Lane
C
©

Respected Madam,
I would like bring to your notice that my daughter, Wanda Petronski, has
complained to me that the students of her class make fun of name and her
dresses. This behavior has affected her mind badly. Now she does not
want to go to school anymore. It is not good for a reputed school to have
such unruly behaving students in a class. However, I have taken a decision
that my daughter will not come to your school as we are moving to
Chicago where we will not face such problems.

Yours sincerely
Jan Petronski
NOTE – Students can write the letter differently. The above answer is
only an example.

Q.2 Are you interested in drawing and painting? Ritu Kumar, one of
India’s best- known dress designers, has no formal training in designing.

T IO S
She started by sketching ideas for her own dresses so much that they asked
her to design clothes for them, and even paid her for it! Imagine you are

I
NO A D
going to make a career out of your hobby. What sort of things will you

CO N
need to learn? Write a paragraph or two on this topic after consulting an
A
expert or doing reference work on your chosen area.

PY
DO U A
Ans.: Each one of us has a hobby. Sometimes our hobby becomes our
T
ED PR

passion and later it becomes our profession. We can cite the example of
Ritu Kumar. She did not plan to be a dress designer. But ultimately she
became one. About me, photography is my hobby. And if I go for this I
C

will have to buy a good camera and undergo some training under the
©

guidance of an expert photographer. Gradually, making my career out of

my hobby, I could do a beautiful study of life and its aspects, animal life,
and nature through photographs which could be later displayed in my art
gallery in future.
NOTE- Students can write about their own hobbies as well. The above
answer is only an example.

Q.3 Rewrite a part of the story as if Wanda is telling us her own story.
Ans.: I am a Polish girl and I have settled in America with my parents. I
have to study among American girls who make fun of my name and
dresses, especially Peggy and Maddie. When I could not bear this insult,
I requested my father to get me admitted into any other school after
informing him about the reasons behind my decision. Before leaving the
school, I submitted one hundred designs of dresses in the drawing
competition. My father wrote a letter to my teacher named Miss Mason
before leaving.

When my teacher read the letter in the class, all the students became sad
and Peggy and Maddie were very disappointed. When they got to know
that I was the winner of the competition, they wanted to congratulate me

T IO S
for my victory and also apologize for their insulting behavior. They

I
expressed the same through a letter but I did not answer them.
NO A D
CO N
However, before Christmas Eve, I wrote a letter to Miss Mason. I wished
A
all my classmates Merry Christmas and asked my teacher to give the

PY
design of the green dress with red trimming to Peggy and the blue one to
DO U A

Maddie from my side.

T
ED PR

NOTE – Students can explain it in their own way. The above answer is
only an example.
C
©

Animals - Thinking about the Poem

Q.1 Notice the use of the word 'turn' in the first line, "I think I could turn
and live with animals...” What is the poet turning from?
Ans.: The poet is turning from living with other human beings and instead
is convinced to live with animals. He takes this decision because he has
analyzed this world deeply and realized that humans are very complicated
and false whereas animals are placid and self contained. They are satisfied
with their condition but human beings are always dissatisfied and
grumbling.
Q.2 Mention three things that humans do and animals don't.
Ans.: The three things are as follows:

1. Human beings sweat and work hard to make a living and later cry at
their condition and the amount of work they have to do to survive, but
animals don’t whine and sulk about their conditions.

T IO S
2. Human beings stay awake in the dark and weep for their sins, but

I
animals never weep for anything they do and always sleep in tranquility.
NO A D
CO N
A
3. Human beings feel troubled and disturbed and always make each other

PY
DO U A
sick by discussing their duties to God, but animals do their duties without
T
disturbance.
ED PR
C

Q.3 Do humans kneel to other humans who lived thousands of years ago?
©

Discuss this in groups.

Ans.: Yes, humans kneel to other humans who lived thousands of years
ago. Human beings have developed these complex concepts naming them
as their religious practices and beliefs where they have created gods and
goddesses and saints and prophets who they worship and consider holy
and spiritual.

Q.4 What are the 'tokens' that the poet says he may have dropped long
ago, and which the animals have kept for him? Discuss this in class. (Hint:
Whitman belongs to the Romantic tradition that includes Rousseau and
Wordsworth, which holds that civilization has made humans false to their
own true nature. What could be the basic aspects of our nature as living
beings that humans choose to ignore or deny?
Ans.: The tokens which human beings have left behind in the race of
civilization include love, complacency, honesty, kindness, respect, and
simplicity. Humans have chosen to ignore these basic aspects of humanity
and have instead become selfish and self-centered. With the main aim of
grabbing material wealth in life, man has become ruthless. But animals
still have all the qualities that humans once possessed. They are always
satisfied with their condition and never grumble.

T IO S I
NO A D
CO N
A

PY
DO U A
T
ED PR
C
©
 Chapter 7
Glimpses of India

I. A Baker from Goa - Oral Comprehension Check Pg-86

Q.1 What are the elders in Goa nostalgic about?
Ans.: The elders in Goa are nostalgic about the good old Portuguese

T IO S
days. They also reminisced about the loaves of bread famous from the

I
Portuguese times which they were immensely fond of.
NO A D
CO N
A
Q.2 Is bread-making still popular in Goa? How do you know?

PY
DO U A

Ans.: Yes, bread-making is still popular in Goa. The author can say so as
T
ED PR

one can still find mixers, the moulders, the bakers and the old age
furnaces. The main festivals and occasions are also still not celebrated
without loaves, bol or bread-bangles.
C
©

Q.3 What is the baker called?

Ans.: The baker in Goa is known as pader.
Note*: Pader in general sense is a wall made of stone.

Q.4 When would the baker come every day? Why did the children run
to meet him?
Ans.: When the author was a young child, the baker would come twice
a day, once when he set out in the morning and the second time when he
returned after emptying his basket. When the baker arrived at their
houses, they ran to meet him as they loved bread bangles. They gathered
around him and when they were asked to get aside with a mild rebuke,
they used to peep into the basket and climb on the railings and benches.

I. A Baker from Goa - Oral Comprehension Check Pg-87

Q. 1 Match the following. What is a must?

(i) As marriage gifts ? (a) Cakes and boilnhas

T IO S
(ii) For a party or a feast ? (b) Sweet bread called bol

I
(iii) For a daughter’s engagement ? (c) Bread
NO A D
(iv) For Christmas? (d) Sandwiches

CO N
A
Ans.:

PY
(i) As marriage gifts ? (b) Sweet bread called bol
DO U A

(ii) For a party or a feast ? (c) Bread

T
(iii) For a daughter’s engagement ?
ED PR

(d) Sandwiches
(iv) For Christmas? (a) Cakes and boilnhas
C
©

Note* - The following answers have been given according to the

traditions and practices of the Portuguese in Goa during the good old
days.

Q.2 What did the bakers wear: (i) in the Portuguese days? (ii) When the
author was young?
Ans.: (i) During the Portuguese days, the bakers had a specific dress
known as the Kabai. It was a single-piece-long frock till the knees.
(ii) When the author was young, he saw the bakers in shirts and trousers
which were shorter than full-length ones and longer than half pants.

Q.3 Who invites the comment- “he is dressed like a pader”? Why?
Ans.: Any person who would be seen dressed in half pants which were
short and reached just below the knees-invited the comment that “he is
dressed like a pader.” This was because bakers (known as pader) wore
such an uncommon dress which gave them a different look all together.

T IO S I
NO A D
Q.4 Where were the monthly accounts of the baker recorded?

CO N
A
Ans.: The monthly accounts of the baker were recorded on the walls

PY
DO U A
with a pencil. It was done in this manner because at that time there were
no proper systems of maintaining records in notebooks.
T
ED PR

Q.5 What does a ‘jackfruit-like appearance’ mean?

C
©

Ans.: A jackfruit is considered strong and healthy and a jackfruit-like

appearance is indicated of having a plump physique. According to the
text, such a physique was linked to the bakers as their profession was
considered a profitable one. The text also mentions that the baker’s
family and his servants always looked happy and prosperous with a
jackfruit-like appearance.
I. A Baker from Goa - Thinking about the Text

Q.1 Which of these statements are correct?

(i) The pader was an important person in the village in old times.
(ii) Paders still exist in Goan villages.
(iii) The paders went away with the Portuguese.
(iv) The paders continue to wear a single-piece long frock.

T IO S I
(v) Bread and cakes were an integral part of Goan life in the old days.
NO A D
CO N
(vi) Traditional bread-baking is still a very profitable business.
A
(vii) Paders and their families starve in the present times.

PY
DO U A
Ans.: (i) Correct.
T
ED PR

Because the Portuguese people reminisced about the loaves of bread

famous from the bakers.
C

(ii) Correct.
©

Because the bakers were known as Paders and they still exist in the
Goan villages.

(iii) Incorrect
Because paders still exist in Goan villages.

(iv) Incorrect
Because paders wear shirts and trousers which are shorter than full-
length ones and longer than half pants.
(v) Incorrect
Because breads and cakes are still an integral part of Goan life.

(vi) Correct.
Because people love eating loaves of bread.

(vii) Incorrect

T IO S I
Because baking is still a very profitable business in Goa.
NO A D
CO N
A
Q.2 Is bread an important part of goan life? How do you now this?

PY
DO U A
Ans.: Yes, bread is an important part of goan life. One can say so
T
ED PR

because their main festivals can never be celebrated without the famous
loaves of bread. Marriage ceremonies were incomplete without the
sweet bread known as the bol. Bread was also a must at parties, and
C

cakes and bolinhas for Christmas. The tradition of making sandwiches

©

by the lady of the house on her daughter’s engagement was also

meaningless without loaves of bread. Thus, in other words, the fact that
the profession of baking is a profitable business in Goa, it clearly
exhibits the love of Goans for bread.

Q.3 Tick the right answer. What is the tone of the author when he says
the following?
(i) The thud and the jingle of the traditional baker’s bamboo can still be
heard in some places. (Nostalgic, hopeful, sad)
(ii) Maybe the father is not alive but the son still carries on the family
 profession. (Nostalgic, hopeful, sad)
(iii) I still recall the typical fragrance of those loaves. (Nostalgic,
hopeful, naughty)
(iv) The tiger never brushed his teeth. Hot tea could wash and clean up
everything so nicely, after all. (Naughty, angry, funny)
(v) Cakes and bolinhas are a must for Christmas as well as other
festivals. (Sad, hopeful, matter-of-fact)
(vi) The baker and his family never starved. They always looked happy
and prosperous. (Matter-of-fact, hopeful, sad)

T IO S
Ans.:

I
NO A D
(i) nostalgic

CO N
A
Meaning: Feeling of nostalgia/remembrance

PY
(ii) hopeful, nostalgic
DO U A
T
(iii) nostalgic
ED PR

(iv) funny
C

(v) matter-of-fact
©

(vi) matter-of-fact.

I. A Baker from Goa – Writing

Q.1 In the extract, the author talks about traditional bread-baking during
his childhood days. Complete the following table with the help of the
clues on the left. Then write a paragraph about the author’s childhood
days.
Clues Author's childhood days
The way bread was baked
The way the pader sold bread
What the pader wore
When the pader was paid
How the pader looked

Ans.:

T IO S
Clues Author's childhood days
The way bread was baked in the furnace as it is done today

I
NO A D
The way the pader sold bread Having the basket on the head and

CO N
wandering around
A
What the pader wore Shirt and half pants covering

PY
knees
DO U A

When the pader was paid At the end of the month

T
ED PR

How the pader looked Funny due to his peculiar dress

Paragraph about the author’s Childood

C
©

Baking and Bakery products have always been a part of the popular
culture of the Goan society. When the author was a young child, he often
heard his elders reminiscing nostalgically the famous loaves of bread.
Although, the eaters of those loaves might have disappeared, the makers
(paders) were still making those loaves in the same furnace following the
similar processes. During his childhood, he and his family members were
woken-up by the jingling thud of his bamboo and the children used to run
to him after hearing the jhang-jhang sound. They loved to eat bread-
bangles although his main servants used to take loaves. The baker was
seen in a special dress (known as the Kabai) in which he moved around
the entire village selling his bread. He had a monthly account and was
paid at the end of every month. Thus, baking was a profitable profession
and the baker’s family and his servants were often said to be having a
jackfruit-like appearance.

Q.2A Compare the piece from the text (on the left below) with the other
piece on Goan bakers (on the right). What makes the two texts so
different? Are the facts the same? Do both writers give you a picture of
the baker?
Our elders are often heard After Goa's liberation, people used

T IO S
remniscing to say

I
nostalgically about those good old nostalgically that the Portuguese
NO A D
Portuguese days, the Portuguese bread

CO N
A
and vanished with the paders. But the
their famous loaves of bread. paders

PY
DO U A
Those eaters of loaves might have have managed to survive because
T
vanished but they
ED PR

the makers are still there. We still have perfected the art of door-to-
have door
C

amongst us the mixers, the delivery service. The paders pick

©

moulders and up the

those who bake the loaves. Those knowledge of bread making from
age traditions in the family. The
old, time-tested furnaces still leavened,
exist. oven-baked bread is a gift of the
The Portuguese to India.
fire in the furnaces had not yet
been extinguished. The thud and
the jungle of
the traditional baker's bamboo, [adapted from Nanda Kumar
heralding Kamat's 'The Unsung Lives of
his arrival in the morning, can still Gaon Paders']
be
heard in some places.
May be the father is not alive, but
the son
still carries on the family
profession

Ans.: The topic of both the given texts are same i.e. they talk about
paders in Goa and art of baking bread. But the patterns of describing it
are different and also at different times i.e. the text on the left side talks
about the memories of the elders who recollect the past nostalgically

T IO S
whereas the text on the right-side talks about the period after Goa’s

I
liberation talking about the realities of Portuguese bread that now seem
NO A D
CO N
to be faded with the passage of time.
A

PY
DO U A
T
ED PR

Q.2B Now find a travel brochure about a place you have visited. Look
at the description in the brochure. Then write your own account, adding
C

details of your own experience, to give the reader a picture of the place,
©

rather than an impersonal, factual description.

Ans.: Our School announced an Educational Tour to Amritsar, Punjab
in February 2017 for 4 days. It was during our winter vacation. Each
student had to pay Rs. 6000 for all the expenditure including hotel and
meals for each day. We began our journey on the night of 15 February
2017 and enjoyed the company of our teachers on our way to Amritsar.
Next morning, we reached there without any difficulty. We checked into
the hotel after reaching and took some rest and left to see the Jallianwala
Bagh and the Golden Temple in the afternoon. We saw the bullet marks
and were made familiar with the Jallianwala Bagh massacre. We also
visited a small museum which gave us a deep insight into the same. All
lit up with lights, we could see the beautiful reflection of the Golden
Temple in the crystal-clear water of the Sarovar in the evening. Late
night, we came back to our hotel. Early morning, next day, we began our
drive towards Wagah Border. There we witnessed a spectacular
combined drill of Indian and Pakistani soldiers and the evening
ceremony. It was among the most memorable experiences we ever had
and we returned in the evening. Next morning, we visited the
Gobindgarh Fort and became aware of the historical context in which it
was built, significant changes over time and the 7D show on the life of
Maharaja Ranjit Singh. On the last day, we had some fun and frolic in
our hotel itself and enjoyed amongst ourselves. Above all, we had an

T IO S
unforgettable experience during our visit and enjoyed their famous

I
sweets and food items as well.
NO A D
CO N
Note*– This is purely based on a person’s experience. Students can
A
write their own descriptions as well.

PY
DO U A
T
ED PR

Group Discussion
C

Q. 1 In groups, collect information on how bakeries bake bread now and

©

how the process has changed over time.

Ans.: Students can do this activity in groups. They can visit a factory of
any bakery and watch the process of baking and note it down. Then this
process can be compared with the one given in the chapter.

Q.2 There are number of craft-based professions which are dying out.
Pick one of the crafts below. Make a group presentation to the class
about the skill required, and the possible reasons for the decline of the
crafts. Can you think of ways to revive these crafts?
(i)Pottery
(ii)Batik work
(iii)Dhurri (rug) weaving
(iv)Embroidery
(v)Carpentry
(vi) Bamboo weaving
(vii) Making jute products
(Viii)Handloom

T IO S I
Ans.: Yes, it is quite right that today there are number of craft-based
NO A D
professions which are dying out, approximately, including all the given.

CO N
A
The reason is very clear since all of them are based on old techniques.
They take much time, labor and hard work.

PY
DO U A

While on the other hand, factories have new technologies and advanced
T
ED PR

patterns of working.
However, it depends on our government and its policies which can
C

revive these craft-based works and professions. Loans on low-interest

©

rate can help in providing an incentives to people in order to work and

establish a market for their products. Various other economic policies
can also contribute towards the betterment of the artisans and producers
of such goods.

II. Coorg - Thinking about the Text

Q.1 Where is Coorg?

Ans.: Coorg (or Kodagu) is the smallest district situated midway
between Mysore and Mangalore in Karnataka. It is believed to be
heaven on earth which must have been drifted from the kingdom of God.
Q.2 What is the story about the Kodavu people’s descent?
Ans.: The people of Coorg are believed to be of Greek or Arabic
descent. It is said that a part of Alexander’s army moved towards the
south and had to settle there when their return became impractical. They
married amongst the locals and their culture is manifested in marriage
and religious rites and martial traditions. The long, black coats with
embroidered waist belts worn by Kodavus, known as Kuppia resembles

T IO S
the Kuffia worn by the Arabs and the Kurds also throw light on the

I
Arabic origins of Kodavu people.
NO A D
CO N
A
Q.3 What are some of the things you now know about -

PY
DO U A
(i) The people of Coorg?
T
ED PR

(ii) The main crop of Coorg?

(iii) The sports it offers to tourists?
C

(iv) The animals you are likely to see in Coorg?

©

(v) Its distance from Bangalore, and how to get there?

Ans.: (i) The author has described the people of Coorg as a proud race
of martial men and beautiful women who are of Greek or Arabic
descent. They have a tradition of hospitality and enjoy telling the stories
of bravery about their sons and forefathers. In addition, Kodavus are the
only people in India who are permitted to carry firearms without a
license.
(ii) The main crop of Coorg is coffee. After monsoons, the air breathe
of invigorating coffee with coffee estates and bungalows tucked under
tree canopies.
(iii) Coorg offers adventurous sports to its tourists including river
rafting, canoeing, rock climbing, elephant riding, rappelling and
mountain biking and trekking.

(iv) The animals one can see in Coorg include birds, bees, butterflies,
macaques, wild elephants, Malabar squirrels, langurs, and loris.

T IO S
(v) The distance between Coorg and Bangalore is about 260kms. One
can reach there via train, air or road transport.

I
NO A D
CO N
A
Q.4 Here are six sentences with some words in italics. Find phrases

PY
DO U A
from the text that have the same meaning. (Look in the paragraphs
indicated)
T
ED PR

(i) During monsoons, it rains too heavily that tourists do not visit Coorg.
(Para 2)
C

(ii) Some people say that Alexander’s army moved south along the coast
©

and settled here. (Para 3)

(iii) The Coorg people are always ready to tell stories of their son’s and
father’s valour. (Para 4)
(iv) Even people who normally lead an easy and slow life get smitten by
the high-energy adventure sports of Coorg. (Para 6)
(v) The theory of the Arab origin is supported by the long coat with
embroidered waist-belt they wear. (Para 4)
(vi) Macaques, Malabar squirrels observe you carefully from the tree
canopy. (para 7)
Ans.: (i) Keep away many visitors away.
Meaning- stay away to avoid a certain situation.
(ii) As the story goes.
Meaning- As a situation is told or rumored to be so

(iii) Are more than willing to recount.

Meaning -Happily ready to tell or describe people about a story or
incident

T IO S I
NO A D
(iv) The most laid-back individuals become converts.

CO N
A
Meaning – even the slow ones become high spirited.

PY
DO U A
T
ED PR

(v) Draws support from.

Meaning – to take support from a fact or instance to prove something.
C
©

(vi) Keep a watchful eye.

Meaning – to observe something or someone very carefully.

II. Coorg - Thinking about language

Q.1A Collocations
Certain words ‘go together’. Such ‘word friends’ are called collocations.
The collocation of a word is ‘the company it keeps’.
For example, look at the paired sentences and phrases below. Which is a
common collection, and which one is odd? Strike out the odd sentence
or phrase.
(a) ● How old are you?
● how young are you?

(b) ● a pleasant person

T IO S
● a pleasant pillow

I
NO A D
CO N
A
A. Here are some nouns from the text.

PY
Culture monks surprise experience weather tradition
DO U A
T
Work with a partner and discuss which of the nouns can collocate with
ED PR

which of the adjectives given below. The first one has been done for
you.
C

Unique terrible unforgettable serious ancient wide sudden

©

(i) culture: unique culture, ancient culture

(ii) monks:
(iii) surprise:
(iv) experience:
(v) weather:
(vi) tradition:
Ans.: (ii) monks: serious monks
(iii) surprise: sudden surprise, terrible surprise, unforgettable surprise
(iv) experience: unique experience, terrible experience, unforgettable
experience
(iv) weather: terrible weather
(vi) tradition: ancient tradition, unique tradition
Q.1B Complete the following phrases from the text. For each phrase,
can you find at least one other word that would fit into the blank?
(i) tales of ………….
(ii) coastal …………
(iii) a piece of……

T IO S
(iv) evergreen…….

I
NO A D
(v) …… plantations

CO N
A
(vi) ………. Bridge.

PY
DO U A
(vii) wild…….
T
ED PR

Ans.:
From the text: OTHER THAN THE TEXT
C
©

(i) tales of valour (i) tales of morality

Valour meaning: Brave,
courageous.
(ii) coastal town (ii) coastal areas
(iii) a piece of heaven (iii) a piece of cloth
(iv) evergreen rainforests (iv) evergreen tree
(v) coffee plantations (v) crop plantations
(vi) rope bridge (vi) well-made bridge
(vii) wild elephants (vii) wild animals

III. Tea from Assam - Thinking about Language

Q.1A Look at these words: upkeep, downpour, undergo, drop out, walk-
in. They are built up from a verb (keep, pour, go, drop, walk) and an
adverb or a particle (up, down, under, out, in).
Use these words appropriately in the sentences below. You may consult
a dictionary.
(i) A heavy …… has been forecast due to low pressure in the Bay of
Bengal.(ii) Rakesh will ……. Major surgery tomorrow morning.(iii) My
brother is responsible for the …… of our family property.(iv) The …….

T IO S
rate for his accountancy course is very high.(v) She went to the
Enterprise Company to attend a …… interview.

I
NO A D
CO N
Ans.:
A
(i) downpour

PY
DO U A
(Meaning/synonym – a heavy rainfall/rainstorm, thunderstorm)(ii)
T
undergo(Meaning/synonym – to experience something or being
ED PR

subjected to something/experience, undertake)(iii)

upkeep(Meaning/synonym – to keep something in good
C

condition/maintenance, aftercare)(iv) dropout(Meaning/synonym – an

©

act of abandoning a course of study or rejecting conventional norms to

pursue alternative lifestyle/free spirited, rebel)(v)walk-in(Meaning – a
service available for people without prior appointment)

Q.1B Now fill in the blanks in the sentences given below by combining
the verb given in brackets with one of the words from the box as
appropriate.
Over, by, through, out, up, down

(i) The Army attempted unsuccessfully to …… the Government. (throw)

(ii) Scientists are on the brink of a major …… in cancer research.
 (break)
(iii) The State Government plans to build a …… for Bhubaneswar to
speed up traffic on the main highway. (pass)
(iv) Gautama’s ….. on life changed when he realized that the world is
full of sorrow. (look)
(v) Rakesh seemed unusually ……. after the game. (cast)
Ans.: (i) overthrow
(Meaning/synonym – to remove from a powerful position/dissolve,
topple)

T IO S I
(ii) breakthrough(Meaning/synonym – a very dramatic and important
NO A D
discovery/revolution, development)

CO N
A
(iii) by-pass(Meaning/synonym – a road passing around a town to provide

PY
DO U A
an alternative route/ring road, diversion)
T
(iv) outlook(Meaning/synonym – a person’s point of view or
ED PR

opinion/perspective, stance)
C

(v) downcast(Meaning/synonym – feeling discouraged/low-spirited,

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sorrowful)

Q.2A Notice how these -ing and -ed adjectives are used.

(a) Chess is an interesting game. -I am very interested in chess.

(b) Going trekking in the Himalayas this summer is an exciting idea. –We
are very excited about the trek.
(c) Are all your school books this boring? -He was bored as he had no
friends there.
The –ing adjectives show the qualities that chess, trekking, or these books
have: they cause interest, excitement, or boredom in you. The –ed/ -en
adjectives show your mental state or your physical state: how you feel in
response to ideas, events or things.
A. Think of suitable –ing or –ed adjectives to answer the following
questions. You may also use words from those given above.
How would you describe
(i) a good detective serial on television? __________
(ii) a debate on your favorite topic ‘Homework Should Be Banned’?
___________
(iii) how you feel when you stay indoors due to incessant rain?
___________
(iv) how you feel when you open a present? _________

T IO S
(v) how you feel when you watch your favorite programme on television?

I
_________
NO A D
(vi) the look on your mother’s face as you waited in a queue?

CO N
A
___________

PY
(vii) how you feel when tracking a tiger in a tiger reserve forest?
DO U A
__________
T
ED PR

(viii) the story you have recently read, or a film you have seen?
___________
C
©

Ans.:

(i) interesting
(Meaning/synonym – to catch attention or arouse curiosity/ fascinating,
compelling)

(ii) exciting
(Meaning/synonym – to cause great enthusiasm or eagerness/gripping,
startling)

(iii) bored
(Meaning/synonym – feeling impatient due to lack of interest in a certain
activity/lacking interest, monotonous)

(iv) excited
(Meaning - It is the past tense of excite)

(v) excited/interested

T IO S
(Meaning - It is the past tense of excite/ interest)

I
NO A D
CO N
A
(vi) tired

PY
DO U A
(Meaning/synonym – in need of rest due to much hectic schedule or
T
activities/weary, exhausted)
ED PR
C

(vii)thrilled
©

(Meaning/synonym – to have a sudden feeling of excitement/delighted,

high spirited)

(viii)boring
(Meaning - It is the present participle of bore)

Q.2B Now use the adjectives in the exercise above, as appropriate, to

write a paragraph about Coorg.
Ans.: The description that we got from the chapter is very interesting
and exciting. It gives an account of natural and scenic beauty. The
running sights of description about Kodavus are also quite thrilling. The
wildlife and beautiful view of the entire landscape enthralls us. We can
feel the internal beauty of nature in the company of birds, langurs, and
wild-beasts along with the revitalizing plantations of coffee. The
adventurous sports of Rafting, Rappelling and Canoeing and Trekking
sports are of much attraction to the readers.
NOTE – This is only a small overview about Coorg. Students can use
more adjectives (apart from those given) in the paragraph to make it
more enriching.

T IO S I
NO A D
CO N
A

PY
DO U A
T
Speaking and Writing
ED PR

Q.1 Read the following passage about tea.

C
©

India and tea are so intertwined together that life without the brew is
unimaginable. Tea entered our life only in the mid-nineteenth century
when the British started plantations in Assam and Darjeeling. In the
beginning, though, Indians shunned the drink as they thought it was a
poison that led to umpteen diseases. Ironically, tea colonized Britain
where it became a part of their social diary and also led to the
establishment of numerous tea houses. Today, scientific research across
the world has attempted to establish the beneficial qualities of tea - a fact
the Japanese and the Chinese knew anyway from ancient times,
attributing to its numerous medicinal properties.
[Source: ‘History: Tea Anytime’ by Ranjit Biswas from Literary review,
The Hindu, 1 October 2006]
Collect information about tea, e.g. its evolution as a drink, its beneficial
qualities. You can consult an encyclopedia or visit Internet websites.
Then form groups of five and play the following roles: Imagine a
meeting of a tea planter, a sales agent, a tea lover (consumer), a
physician and a tea shop owner. Each person in the group has to put
forward his/her views about tea. You may use the following words and
phrases.
- I feel…… - It is important to know….

T IO S
- I disagree with you - I think that tea

I
- I would like you to know - I agree with
NO A D
CO N
- It is my feeling… - I suggest…
A
- May I know why you… - I am afraid…

PY
DO U A

Ans.: Views About Tea - Tea has become a very important part of our
T
ED PR

life. It is significant to know that tea can be found in every Indian

household which is also a must in all functions. Tea plantation is the
C

main occupation in Assam. Tea is a beverage as well as possesses

©

medicinal qualities. It reduces blood pressure and provides instant relief

from tiredness. Thus one can see that tea has become a necessity for all.
NOTE – Students can attempt it and put in various additional details
about tea.

Q.2 You are sales executive of a famous tea company and you have been
asked to draft an advertisement for the product. Draft the advertisement
using the information you collected for the role play. You can draw
pictures or add photographs and make your advertisement colorful.
Ans.:
 BROOK BOND RED LABEL
Now in a new brand and taste 'Natural Flavour'. It gives
new energy and revitalizes your body. It is available in
your nearby shops in 1 kg, 500 gm, 250gm packs. Get a
coupon in every pack and enjoy free vouchers and
coupons and much more. Don't miss the chance and
enjoy the natural fragrance -sales Executive.

T IO S I
The Trees - Thinking about the Poem
NO A D
CO N
A
Q.1A Find in the first stanza, three things that cannot happen in a

PY
DO U A
treeless forest.
T
ED PR

Ans.: Three things that cannot happen in a treeless forest are as

follows -
C

(i) The birds cannot sit on the trees.

©

(ii) The insects cannot hide in the trees.

(iii) The sun rays cannot be seen burying their feet in the shadow of the
forest.

Q.1B What picture do these words create in your mind? “…. Sun bury
its feet in shadow ….”? What could the poet mean by the sun’s ‘feet’?
Ans.: The Sun’s feet here refer to the rays of the sun that reach the
earth’s surface. Since the sun radiates heat, the words “Sun bury its feet
in shadow” show the image of the radiating sun cooling its feet in the
shadow of the forest’s trees.
Q.2A Where are trees in the poem? What do their roots, their leaves,
and their twigs do?
Ans.: In the poem, the trees are in the poet’s house. The roots are
working all night to disengage themselves from the cracks in the
veranda’s floor. The leaves are straining towards the glass while the
twigs are becoming stiff with exertion.

Q.2B What does the poet compare the branches to?

T IO S
Ans.: The poet compares the long-cramped branches that have been

I
shuffling under the roof to newly discharged patients who seem to be
NO A D
half-dazed as the step forward towards the hospital doors after

CO N
A
recovering from long illnesses. In a similar condition, the branches also

PY
have been confined under the roof and want to get out into the open to
DO U A
spread themselves in the fresh air.
T
ED PR
C

Q.3A How does the poet describe the moon:

©

(a) At the beginning of the third stanza, and

(b) At its end? What causes this change?
Ans.: In the beginning of the third stanza, the poet describes the moon
saying that it is full and shining in the night sky. However, at the end of
the stanza, she describes the moon as broken into many pieces that are
similar to a shattered mirror. Since the trees have changed their place
and made their way outside the poet’s house, their branches have risen
high, blocking the moon which is responsible for changing its
appearance (that of a shattered mirror.)In the end, these pieces can be
seen flashing in the crown of the tallest oak tree.

Q.3B What happens to the house when the trees move out of it?
Ans.: When the trees move out of the house, the glass gets broken and
the winds rush to meet the trees which are stumbling forward in the
night. However, the poet feels that the smell of the leaves of the trees
and lichens still reaches the rooms of her house.

Q.3C Why do you think the poet does not mention “The departure of
the forest from the house” in the letters? (Could it be that we are often
silent about important happenings that are so unexpected that they
embarrass us? Think about this again when you answer the next set of

T IO S
questions.)

I
Ans.: The poet does not mention the departure of the trees in her
NO A D
letters because till now they were imprisoned and their departure from

CO N
A
the house was like a hard-won freedom for the poet. It seems that the

PY
poet herself was willing that the trees go out and had been preparing for
DO U A
the same. By writing a long letter and letting them go, the poet is trying
T
to free herself of her feelings which were earlier suppressed.
ED PR
C

Q.4A Now that you have read the poem in detail, we can begin to ask
©

what the poem might mean. Here are two suggestions. Can you think of
others? (i) Does the poem present a conflict between man and nature?
Compare it with A Tiger in the Zoo. Is the poet suggesting that plants
and trees, used for ‘Interior decoration’ in cities while forests are cut
down, are ‘imprisoned’, and need to ‘breakout’?
Ans.: Yes, the poem, ‘The trees’ presents a conflict between man and
nature. Man often uses nature recklessly for his own comforts and needs
curbing their freedom. Plants and trees are used for interior decoration in
homes, trees are cut down for wood, forests cleared for commercial and
residential purposes and animals are put in cages. They seemed to be
imprisoned and struggle to come out. In many such ways, man becomes
a hindrance in the freedom of plants and animals. The poem shows their
struggle as they strive to move out. To compare it with the poem ‘A
Tiger in Zoo’, it can be said that the tiger also longs for freedom. The
poet thus presents the fact that animals should not be bound in cages
because it restricts their freedom to move around. Their condition, in the
prison, is pitiable and they want to break out from this imprisonment.

Q.4B On the other hand, Adrienne Rich has been known to use trees as
a metaphor for human beings; this is a recurrent image in her poetry.
What new meanings emerge from the poem if you take its trees to be

T IO S
symbolic of this particular meaning?

I
NO A D
Ans.: If trees are symbolic of human beings, then it can be said that

CO N
humans also want to break away from the handcuffs of their hectic and
A
self-centered lives they lead. They work hard all through the days and

PY
DO U A
nights to achieve their selfish goals and keep striving hard as they are
confined under the roofs of their homes and offices. Even they wish to
T
ED PR

live freely and go out and enjoy the tranquil nature.

C
©

Q.5 You may read that poem ‘On Killing a Tree ‘by Gieve Patel
(Beehive – Textbook in English for Class IX, NCERT). Compare and
contrast it with the poem you have just read.
Ans.: The poem ‘The Trees’ describes the internal feelings of trees and
narrates their struggle of escaping the confines of man’s cages.
However, the poem ‘On Killing a Tree’ describes the ways of killing a
tree completely, highlighting the cruelty of man towards the
environment. The poet sarcastically explains how a tree should not just
be cut with an axe but should be destroyed completely from its roots. In
the poem ‘The Trees’ the poetess throws light on the freedom of plants
and animals which are curbed by man’s reckless actions. Thus, both the
poems in different ways show the deteriorating condition of nature and
its elements and try to convey a hidden message to the audience.
 Chapter 8
Mijbil the Other

Oral Comprehension Check Pg-106

Q. 1 What 'experiment' did Maxwell think Camusfearna would be
suitable for?

T IO S
Ans.: Maxwell thought about keeping an Otter as a pet after the death of

I
his dog. Camusfearna, ringed by water a very short distance from its
NO A D
CO N
door, he thought would, therefore, be a suitable spot for this experiment
A
he had in mind.

PY
DO U A
T
ED PR

Q.2 Why does he go to Basra? How long does he wait there and why?
Ans.: He went to Basra, to Consulate-General, to collect and answer his
C

mail from Europe. He had to wait there for five days because his mail
©

did not reach on time. At first, he sent a telegraph to England but

nothing happened for three days. Then he had to book an international
call 24hours in advance and on the very first day the line was not
working properly. On the second day, it was a public holiday followed
by another breakdown on the third day. However, after a tedious time of
five days, his mail finally arrived.

Q.3 How does he get the otter? Does he like it? Pick out the words that
tell you this.
Ans.: When he received his mail, he carried it to his bedroom to read it.
There, he saw two Arabs with a sack. They handed him a note from his
friend saying that he had sent him an other.
Yes, he liked it very much. The sentence from the text, ‘It is, in effect, a
thraldom to otters, an otter fixation, that I have since found to be shared
by most other people, who have ever owned one’ throws light on the
strong feeling of happiness that he had.

Q.4 Why was the otter named "Maxwell's Otter"?

Ans.: The otter belonged to a race previously unknown to science and
was at length christened by zoologists Lutrogale perspicillata maxwelli,

T IO S
or Maxwell’s otter.

I
NO A D
CO N
A
Q.5 Tick the right answer. In the beginning, the otter was-

PY
• aloof and indifferent
DO U A
T
• friendly
ED PR

• hostile
C

Ans.: In the beginning, the otter was aloof and indifferent.

©

Q.6 What happened when Maxwell took Mijbil to the bathroom? What
did it do two days after that?
Ans.: When Maxwell took Mijbil to the bathroom, it was plunging and
rolling in the bathtub, shooting up and down the length of the bathtub
underwater, and making enough slosh and splash for a hippo.

After two days, it escaped from the bedroom to the bathroom. By the
time he got there, Mijbil was fumbling at the chromium taps with its
paws and in less than a minute, it had turned the tap enough to produce
some water and after some time, achieving full flow.
Oral Comprehension Check Pg-108

Q.1 How was Mij to be transported to England?

Ans.: Maxwell booked a flight to Paris and then to London. The airline
insisted that Mij should be packed in a box (not more than eighteen
inches square) that was to be placed on the floor.

Q.2 What did Mij do to the box?

T IO S
Ans.: Mij did not sit silently in the box and found it very uncomfortable.

I
NO A D
It kept on moving round and round and in an attempt to escape; he tore

CO N
the metal lining of the box. As a result, Mij had hurt himself and started
A
bleeding.

PY
DO U A
T
Q.3 Why did Maxwell put the otter back in the box? How do you think
ED PR

he felt when he did this?

Ans.: Maxwell put the otter back in the box because he was left with no
C

other option at the last moment. Only ten minutes were left for the flight
©

to take off and the distance of airport was about five miles. When he did
this, he must have felt pity for the way the otter was hurt as well as
worried at the same time.

Q.4 Why does Maxwell say the air hostess was 'the very queen of her
kind'?
Ans.: Maxwell said that the air hostess was ‘the very queen of her kind'
because she was very friendly and helpful. When Maxwell took her into
confidence about the incident with the box, she suggested him to keep
his pet on the knees. The author, therefore, developed a profound
admiration for the cooperative lady who could understand his pain and
trouble.
Oral Comprehension Check Pg-110
Q.1 What game had Mijbil invented?
Ans.: Mijbil had invented a game of his own which he played with a
ping-pong ball. There was a slope on one end of the suitcase. Mij placed
the ball on one end of the sloping lid, and then grab it as it ran down to
the other-end.

Q.2 What are 'compulsive habits'? What does Maxwell say are the

T IO S
compulsive habits of(i)school children (ii)Mij?

I
NO A D
Ans.: 'Compulsive habits' are strange acts of behaviour which one does

CO N
without a particular reason.
A

PY
DO U A
School children on their way to school and back placed their feet on the
center of the each paving block. Similarly, Mijbil would tug the author
T
ED PR

to the two feet high wall of a school when he walked with him. On his
way home, he made it a habit of jumping on to the wall and go galloping
C

all along its length of thirty yards.

©

Q.3 What group of animals do otters belong to?

Ans.: Otters belong to a comparatively small group of animals called
Mustellines shared by badger, mongoose, weasel, stoat, mink and others.

Q.4 What guesses did the Londoners make about what Mij was?
Ans.: According to Maxwell, the average Londoner could not recognize
an otter. They made varied guesses about who he was considering him to
be a baby seal, a squirrel, a walrus, a hippo, a beaver, a bear cub, a
leopard and a brontosaur.
Thinking about the Text

Q.1 What things does Mij do which tells you that he is an intelligent,
friendly and fun loving animal who needs love?
Ans.: Mij was an intelligent animal. It invented a game of his own out of
the ping-pong balls. It was able to screw the tap till water began to flow
and then it would play and splash underwater. Though it was aloof and
indifferent in the beginning, it soon became very friendly and developed

T IO S
a special attachment with Maxwell. It gradually began responding to him

I
when he called Mij. It grew extremely desperate when Maxwell left him
NO A D
in a box and clung to his feet as soon as he came out. Mij was also a fun

CO N
A
loving animal who liked to play all kinds of games including toys, ping-

PY
pong balls, marbles, rubber fruit and a terrapin shell.
DO U A
T
ED PR

Q.2 What are some of the things we come to know about otters from
this text?
C

Ans.: Otters belong to a comparatively small group of animals called

©

Mustellines shared by badger, mongoose, weasel, stoat, mink, and

others. Maxwell’s Otter was of a race previously unknown to science
and was at length named by zoologists as Lutrogale Perspicillata
Maxwell or Maxwell's Otter. In accordance with the text, Mijbil was a
very friendly, intelligent and fun loving animal who developed his own
sliding game and also liked to play ping-pong balls and going up and
down the bathtub underwater. He possessed an exquisite way of
enjoying his free life and surroundings. We can thus conclude that not
only otters but all kinds of animals posses a hilarious as well as caring
attitude and tend to build a very healthy and affectionate relationship
with whomsoever they live.
Q.3 Why is Mij's species now known to the world as Maxwell's otter?
Ans.: Maxwell’s Otter was of a race previously unknown to science and
was at length named by zoologists as Lutrogale Perspicillata Maxwell or
Maxwell’s Otter.

Q.4 Maxwell in the story speaks for the otter, Mij. He tells us what the
otter feels and thinks on different occasions. Given below are some
things the otter does. Complete the column on the right to say what

T IO S
Maxwell says about what Mij feels and thinks.

I
NO A D
What Mij does How Mij feels or think

CO N
Plunges, rolls in the water and
A
makes the water splash and splash

PY
Screws the tap in the wrong way
DO U A

Nuzzles Maxwell's face and neck

T
ED PR

in the aeroplane.

Ans.:
C

What Mij does How Mij feels or think

©

Plunges, rolls in the water and Went wild with joy

makes the water splash and splash
Screws the tap in the wrong way Irritated and disappointed
Nuzzles Maxwell's face and neck Shows his love and affection
in the aeroplane.

Q.5 Read the story and find the sentences where Maxwell describes his
pet otter. Then choose and arrange your sentences to illustrate those
statements below that you think are true. Maxwell description
(i) Makes Mij seem almost human, like a small boy.
(ii) Shows that he is often irritated with what Mij does.
(iii) Shows that he is often surprised by what Mij does.
(iv) of Mij's antics is comical.
(v) Shows that he observes the antics of Mij very carefully.
(vi) Shows that he thinks Mij is a very ordinary otter.
(vii) Shows that he thinks the otter is very unusual.
Ans.:
(i)The following instances show that Mij seems almost human, like a
small boy.

T IO S I
He plunges and rolls in the water. He shoots up and down the bathtub
NO A D
underwater. He makes enough slosh and splash and turns the water tap

CO N
A
enough to produce a trickle of water. He plays and juggles small objects

PY
between his paws lying on its back. He nuzzles the author's face and
DO U A
neck.
T
ED PR

(iii) Mij turned the tap enough to produce a trickle of water, followed by
C

full flow in less than a minute with the help of his paws.
©

(v) Mij developed his own game from the damaged suitcase of the
author. He discovered that if he would place the ball at the high end, it
would slide down to the lower end. He always dashed around from one
end of the suitcase to another and would grab the ball and trot it off to
the high end again and again.

(vii) He did not believe that the otter is an unusual animal. However, the
variety of guesses Londoners made about who Mij was what came as a
surprise to the author.
Thinking about Language

Q.1 Describing a Repeated Action in the Past

To talk about something that happened regularly in the past, but does not
happen any longer, we use would or used to. Both would and used to can
describe repeated actions in the past.
(a) Mij would follow me without a lead and come to me when I called

T IO S
his name.

I
(b) He would play for hours with a selection of toys.
NO A D
(c)On his way home... Mij would tug me to this wall.

CO N
A
(d) When I was five years old, I used to follow my brother all over the

PY
place.
DO U A
(e) He used to tease me when mother was not around.
T
To describe repeated states or situations in the past, however, we use
ED PR

only used to.(We cannot use would for states or situations in the past.)
So we do not use would with verbs like be, have, believe, etc. Look at
C

the following sentences.

©

(a) When we were young, we used to believe there were ghosts in

school. (Note: belief shows a state of mind.)
(b) Thirty years ago, more women used to be housewives than now.
(Note: be here describes a situation.)
From the table below, make as many correct sentences as you can using
would and/ or used to, as appropriate. (Hint: First decide whether the
words in italics show an action, or a state or situation, in the past.) Then
add two or three sentences of your own to it.
Emperor Akbar Be fond of musical evening
Every evening we would Take long walks on the beach
Fifty years ago, very few Own cars
people
Till the 1980s, Shanghai Used to Have very dirty streets
My uncle Spend his holidays by the sea

Ans.:
(i) Emperor Akbar used to be fond of musical evenings.
(ii) Every evening we used to take long walks on the beach.

OR
Every evening we would take long walks on the beach.

T IO S I
(iii) Fifty years ago, very few people used to own cars.
NO A D
(iv)Till the1980's Shanghai used to have very dirty streets.

CO N
A
(v) My uncle used to spend his holidays by the sea.

PY
DO U A
More Example-
T
(i) Our English teacher used to teach us moral education.
ED PR

(ii) My mother used to read the Ramayana in the morning.

C
©

Q.2A Look at these examples from the text and say whether the
modifiers (in italics) are nouns, proper nouns, or adjective plus noun.
(i) An otter fixation
(ii) The iron railings
(iii) The Tigris marshes
(iv) The London streets
(v) Soft velvet fur
(vi) A four-footed soccer player
Ans.: (i) Noun

(ii) Noun

(iii) Proper noun

(iv) Proper noun

(v) Adjective plus Noun

(vi) Adjective plus Noun

Q.2B Given below are some nouns, and a set of modifiers (in the box).
Combine the nouns and modifiers to make as many appropriate phrases

T IO S
as you can. (Hint: The nouns and modifiers are all from the texts in this

I
book.)
NO A D
Temple – girls – triangle - Dresses

CO N
A
Person – thoughts – boys - roar
Gifts – scream – farewell - expression

PY
DO U A
Time – subject – landscape - handkerchief
T
Crossing – flight – chatterbox - profession
ED PR

Physique – coffee - view - celebration

College – rough – hundred – Stone - ordinary
C

Love - Uncomfortable - white - slang - slack

©

Bare – railroad – tremendous – family - marriage

Plump – invigorating – panoramic – heartbreaking - birthday
Incorrigible – Ridiculous – loud – first – three
Ans.: Temple – white temple, stone temple

Person- incorrigible person, ridiculous person

Gifts – birthday gifts

Time – first time, rough time

Crossing – railroad crossing

Physique – plump physique

Three girls – incorrigible three girls, first three girls

Thoughts – heartbreaking thoughts, ridiculous thoughts

Scream – loud scream

Subject – college subject

T IO S I
Flight – first flight
NO A D
CO N
A
Coffee – invigorating coffee

PY
DO U A
Triangle – love triangle
T
ED PR

Boys – college boys

C

Farewell – heartbreaking farewell

©

Landscape- bare landscape

Chatterbox – incorrigible chatterbox

View – panoramic view

Dresses – birthday dresses, marriage dresses

Roar – loud roar

Expression – bare expression

Handkerchief – white handkerchief

Profession – family profession

Celebration – birthday celebration, family celebration

NOTE – Students can frame more phrases using suitable words given.
The above given are few examples.

T IO S
Q.3A Match the words on the left with a word on the right. Some words

I
on the left can go with more than one word on the right.
NO A D
CO N
A
(i) a portion of -blood
(ii) a pool of – cotton

PY
DO U A
(iii) flakes of – stones
T
(iv) a huge heap of – gold
ED PR

(v) a gust of – fried fish

(vi) little drops of – snow
C

(vii) a piece of – water

©

(viii) a pot of – wind

Ans.: (i) a piece of cotton

(ii) a pool of blood

(iii) Flakes of snow

(iv) a huge heap of stones

(v) a gust of the wind

(vi) little drops of water

(vii) a portion of fried fish

(viii) a pot of gold

Q.3B Use a bit of/a piece of/a bunch of/a cloud of/a lump of with the
italicised nouns in the following sentences. The first has been done for
you as an example.
(i) My teacher gave me some advice. __________

T IO S
(ii) Can you give me some clay, please? _________

I
(iii) The information you gave was very useful. ___________
NO A D
(iv) Because of these factories, smoke hangs over the city. _________

CO N
A
(v) Two stones rubbed together can produce sparks of fire. ___________

PY
(vi) He gave me some flowers on my birthday. __________________
DO U A
T
Ans: (i) My teacher gave me some advice - My teacher gave me a bit of
ED PR

advice.
C

(ii) Can you give me some clay, please? - Can you give me a lump of
©

clay, please?

(iii) The information you gave was very useful. - The piece of
information you gave was very useful.

(iv) Because of these factories, smoke hangs over the city. - Because of
these factories, a cloud of smoke hangs over the city.

(v) Two stones rubbed together can produce sparks of fire. - Two pieces
of stones rubbed together can produce sparks of fire.

(vi) He gave me some flowers on my birthday. - He gave me a bunch of

flowers on my birthday.
Fog - Thinking about the Poem

Q.1A What does Sandburg think the fog is like?

Ans.: According to Sandburg, fog is like a cat.

Q.1B How does the fog come?

Ans.: The fog comes silently like a cat. It sits on haunches looking

T IO S
around the harbour and the city and then moves on.

I
NO A D
CO N
Q.1C What does ‘it’ in the third line refer to?
A
Ans.: In the third line, ‘it’ refers to the fog that has covered the city.

PY
DO U A
T
ED PR

Q.1D Does the poet actually say that the fog is like a cat? Find three
things that tell us that the fog is like a cat.
C

Ans.: No, the poet does not actually say that the fog is like a cat.
©

However, he uses the cat as a metaphor to describe the fog. The three
things that tell us that the fog is like a cat are:
(i) The fog comes slowly and silently like a cat.

(ii) It spreads over the city and stays for some time like a cat sitting on
its haunches.

(iii) The fog disappears after some time just as a cat moves away after
some time.

NOTE – Metaphor refers to a figure of speech in which a word or phrase

is applied to an object or action to which it is not applicable in a
practical sense.
Q.2 You know that a metaphor compares two things by transferring a
feature of one thing to the other.

Storm Tiger Pounces over fields, growls

Train
Fire
School
Home

T IO S
(ii) Think about a storm. Try to visualise the force of the storm, hear the

I
sound of the storm, feel the power of the storm and the sudden calm that
NO A D
happens afterwards. Write a poem about the storm comparing it with an

CO N
A
animal.

PY
DO U A
T
ED PR

Ans.:
(i) Find metaphors for the following words and complete the table
C

below. Also, try to say how they are alike. The first is done for you.
©

Storm Tiger Pounces over fields,

growls
Train Gush of Wind Swift movement
Fire Anger Symbolises the dangers on
the basis of their
magnitude
School Temple Provide knowledge
Home Refugee camp Provide protection and
care

(ii) Ferocious as a leopard,

It touches the terrain.
Growling all over the place,
Howling at its highest pace.
NOTE - This is just a small example using leopard as a metaphor.
Students can write the poem using innovative ideas.

Q.3 Does this poem have a rhyme scheme? Poetry that does not have an
obvious rhythm or rhyme is called ‘free verse’.
Ans.: No, this poem has no rhyme scheme. It is written in ‘free verse’.

T IO S I
NO A D
CO N
A

PY
DO U A
T
ED PR
C
©
 Chapter 9
Madam Rides the Bus

Oral Comprehension Check Pg-119

Q.1 What was Valli's favourite pastime?

T IO S
Ans.: Valli's favourite pastime was to stand in the front doorway of her

I
house and observe everything happening around on the street.
NO A D
CO N
A
Q.2 What was a source of unending joy for Valli? What was her strongest

PY
desire?
DO U A

Ans.: Valli derived unending joy by looking at the bus plying on the
T
ED PR

street. Her strongest desire was to ride the bus one day as she was highly
attracted towards it.
C
©

Q.3 What did Valli find out about the bus journey? How did she find out
these details?
Ans.: Valli found out the bus took forty-five minutes to travel between
the town which was six miles away from her village. She also found out
that the fare for the one-way trip was thirty paisa. She found out these
details by listening to the conversation of the passengers and sometimes
by asking them.

Q.4 What do you think Valli was planning to do?

Ans.: Valli was planning to ride on the bus. She had calculated the time
to cover the complete journey. It took ninety minutes in total to go to the
town and return. She also planned and saved the money that was required
for the bus ride.
Oral Comprehension Check Pg-122

Q.1 Why does the conductor call Valli 'madam'?

Ans.: The conductor calls Valli 'madam' because of her confidence. When
she was trying to board the bus, the conductor stretched his hand to help
her, but Valli didn’t take his help and said that she can get on the bus by
herself. She tried to behave like a mature lady. Therefore, the conductor
tried to crack a light-hearted joke by addressing her as ‘madam’.

T IO S I
NO A D
CO N
Q.2 Why does Valli stand up on the seat? What does she see now?
A
Ans.: Valli wanted to look out of the window and see the things outside

PY
DO U A
the moving bus. But as bus curtains had covered the lower part of the
windows she was not able to see the sights. So, she stood up. She saw the
T
ED PR

bus moving along the canal, the narrow road, green grass fields, and palm
trees.
C
©

Q.3 What does Valli tell the elderly man when he calls her a child?
Ans.: Valli tells the elderly man when he calls her a child that there was
no child on the bus as she had paid full fare just like other passengers.

Q.4 Why didn't Valli want to make friendship with the elderly woman?
Ans.: Valli didn't want to make friendship with the elderly woman
because she found her repulsive in nature. Also, she thought that the
elderly woman looked dirty because the earing holes in the ear lobes of
the woman were quite big and she was wearing an ugly earing. Moreover,
the betel juice almost flowing through her lips. Due to the appearance of
the elderly woman, Valli did not want to socialize with her.
Oral Comprehension Check Pg-125
Q.1 How did Valli save up money for her first journey? Was it easy for
her?
Ans.: To save up money for her first journey, Valli resisted her
temptations to buy toffees, peppermints, toys, balloons, etc. from the stray
coins that she had collected. Moreover, in the village fair, she eagerly
wanted to ride the merry-go-round but she suppressed her desire to save
the money for using it later in the bus ride.

T IO S
Q.2 What did Valli see on her way that made her laugh?

I
NO A D
Ans.: On her way, Valli saw that a cow coming in front of the bus. The

CO N
driver slowed down the vehicle and sounded the horn but the cow got
A
scared and instead of leaving the road, she kept on galloping in front of

PY
DO U A
the bus. This made Valli laughed heartily. She laughed so hard that she
had tears in her eyes.
T
ED PR

Q.3 Why didn't she get off the bus at the bus station?
C

Ans.: She didn't get off the bus at the bus station as she was afraid to
©

move alone. She had already planned to take the return journey from the
same bus. Also, she knew that she did not have money to buy things from
the stalls.

Q.4 Why didn't Valli want to go to the stall and have a drink? What does
this tell you about her?
Ans.: Valli didn't want to go to the stall and have a drink because she
didn't have money for it. She even tried to refuse the offer of a treat by the
conductor. This tells us that she was a wise girl and had self-control on
her feelings. She also knew the value of money and was righteous enough
to avoid taking a favour from strangers.
Thinking about the Text

Q.1 What was Valli's deepest desire? Find words and phrases in the story
that tell you this.’
Ans.: Valli's deepest desire was to enjoy a ride on the bus. The words and
phrases that tell us this are:

T IO S I
(i) A fascinating thing
NO A D
CO N
A

PY
(ii) the sight of the bus
DO U A
T
ED PR

(iii) a source of unending joy

C
©

(iv) a tiny wish crept into her head

(v) she watched the bus

(vi) wanted to ride on that bus

(vii) became stronger and stronger

Q.2 How did Valli plan her bus ride? What did she find out about the bus,
and how did she save up the fare?
Ans.: Valli enquired about the fare of the bus from the people who
traveled on the bus. She also listened to the travelers to understand the
time taken to complete the journey. She saved the money for the fare by
making sure she did not spend the money she got on buying things like
toys, sweets etc. She also saved money by avoiding riding the swings in
the village fair.

Q.3 What kind of a person is Valli? To answer this question, pick out the

T IO S
following sentences from the text and fill in the blanks. The words you

I
fill in are the clues to your answer.
NO A D
(i) "Stop the bus! Stop the bus!" And a tiny hand was raised.......

CO N
A
(ii) "Yes, I ...... go to town,"said Valli, still standing outside the bus.

PY
(iii) "There's nobody here ......," she said haughtily. "I have paid my thirty-
DO U A
paise like everyone else."
T
(iv) "Never mind," she said, "I can .......
ED PR

You don't have to help me. I'm not a child, I tell you," she said .......
(v) "You needn't bother about me. I .....," Valli said, turning her face
C

toward the window and staring out.

©

(vi) Then she turned to the conductor and said, "Well, sir, I hope ......."
Ans.: (i) commandingly

(ii) simply have to

(iii) who's a child

(iv) get on by myself; haughtily

(v) can take care of myself

(vi) to see you again.

Valli is a confident and courageous girl.

T IO S
She had clarity about what she wanted to do.

I
NO A D
CO N
A
She didn't like to call herself a child. She understands the value of money

PY
and the dynamics attached to it. She wants to be considered like a matured
DO U A
lady.
T
ED PR

She is strong-willed and does not like to take any unnecessary favours
C

from anyone.
©

She is independent and does not like to be told what to do.

She is good natured and mild mannered.

Q.4 Why does the conductor refer to Valli as a 'madam'?

Ans.: The conductor refers to Valli as 'madam' because as a joking jibe
on the manner in which she behaved when he offered her help to get on
the bus. Her behaviour is like that of a matured lady while she is just eight
years of age. She behaves like a mature woman.

Q.5 Find the lines in the text which tell you that Valli was enjoying her
ride on the bus.
Ans.: These lines in the text tell us that Valli was enjoying her ride on the
bus-

T IO S
(i) Valli clapped her hands with glee.

I
(ii) This was very funny to Valli.
NO A D
CO N
(iii) Se laughed and laughed.
A
(iv) Struck dumb with wonder.

PY
DO U A

(v) Valli gaped at everything.

T
ED PR

Q.6 Why does Valli refuse to look out of the window on her way back?
C
©

Ans.: Valli refuses to look out of the window on her way back because
she saw the cow lying dead on the wayside. It was hit by a vehicle. Valli
has seen the same cow happily galloping while travelling from the village
to the town. The death of the cow made her very sad.

Q.7 What does Valli mean when she says, "I was just agreeing with what
you said about things happening without our knowledge."
Ans.: When Valli returned home after bus riding, her mother was talking
with one of Valli’s aunts. They were talking about things happening
without their knowledge in the world outside. Valli was also agreed to
their view because she had enjoyed a bus journey and they did not know
about it.
Q.8 The author describes the things that Valli sees from an eight-year
old's point of view. Can you find evidence from the text for this statement?
Ans.: These are the evidence from the text for this statement:
(i) A fascinating thing for her was the bus.
(ii) She travelled between her village and the nearest town.

T IO S
(iii) Valli devoured everything with her eyes.

I
NO A D
(iv) It was all so wonderful for her!

CO N
A
(v) She was very happy to see the canal, palm trees, grassland, distant

PY
mountains and the blue sky.
DO U A
T
(vi) Struck dumb with wonder.
ED PR

(vii) Valli gaped at everything.

C
©

Writing

Q.1 Write a page about three paragraphs-on one of the following topics
1. Have you ever planned something entirely on your own, without taking
grown-ups into your confidence? What did you plan, and how? Did you
carry out your plan?

2. Have you made a journey that was unforgettable in some way? What
made it memorable?
3. Are you concerned about traffic and road safety? What are your
concerns? How would you make road travel safer and more enjoyable?
Ans.: Plan to Visit the Taj Mahal
When was a young boy and studied in class VIII. I lived in Mathura with
my family. I have heard a lot about the beauty of the Taj Mahal from my
classmates. My city was about thirty kilometers away from the Taj Mahal.
Many of my friends used to go there. When they talked about their
journey, I heard very carefully. I collected every information from their

T IO S
explanation such as its distance, its fare and it's time to cover this journey.

I
A desire to visit the Taj raised in my heart and it became stronger day by
NO A D
day. One day on a holiday I decided to visit the Taj and I had saved enough

CO N
A
money from my pocket money that my father gave at the end of the month.
I rode on a city bus and enjoyed the journey. I watched green trees,

PY
DO U A
market, and many different schools. When the bus stopped, I got down
T
and covering a distance on foot reached the Taj. After watching its beauty
ED PR

I forgot everything. I spent one hour there. It was looking like a heaven.
Then I started for my house, once again, I rode the city bus and reached
C

my house without' any problem. No one could know about it because my

©

father was on duty and my mother was busy in her daily work. It was my
first journey and a unique experience.

The Tale of Custard the Dragon - Thinking about the Poem

Q.1 Who are the characters in the poem? List them with their pet
names.
Ans.: There are five characters described in this poem. A girl Belinda
and her four pets; a kitten, a mouse, a dog and a dragon. List with their
pet names-

Character Pet Names

1. A girl Belinda
2. A black kitten Ink
3. A little grey mouse Blink
4. A little yellow dog Mustard
5. A little dragon Custard5

Q.2 Why did Custard cry for a nice safe cage? Why is the dragon called
the 'cowardly dragon'?

T IO S
Ans.: Custard cried for a nice safe cage to be safe in case some danger

I
comes up.
NO A D
CO N
A
The dragon had a very ferocious and frightening appearance but did not
behave in an aggressive manner. This made others think that he was a

PY
DO U A
coward and thus he is called the ‘cowardly dragon’.
T
ED PR

Q.3 "Belinda tickled him, she tickled him unmerciful..," Why?

Ans.: Belinda and everyone considered the dragon to be a coward. She
C

wanted the dragon to show some behaviour that suited his fearsome
©

external appearance. Also, as she was not afraid of him she behaved very
casually around him.

Q.4 The poet has employed many poetic devices in the poem. For
example, "Clashed his tail like iron in a dungeon"-the poetic device here
is a simile. Can you, with your partner, list some more poetic devices used
in the poem?
Ans.:
Lines Poetic Device
1. And the little yellow dog was Simile
sharp as Mustard
2. Mouth like a fireplace Simile
3. Chimney for a nose Metaphor
4. Belinda was as brave as a barrel Simile
 full of bears
5. Mustard was as brave as a tiger Simile
in a rage
6. But up jumped Custard snorting Simile
like an engine
7. Clashed his tail like irons in a Simile
dungeon
8. He went at the pirate like a robin Simile
at a worm

T IO S
9. Belinda giggled till she shook Personification
the house

I
NO A D
CO N
A

PY
DO U A
Q.5 Read stanza three again to know how the poet describes the
appearance of the dragon
T
ED PR

Ans.: In the third stanza, the poet describes the appearance of the dragon
as having big sharp teeth, spike on the top body and scales underneath it.
The dragon’s mouth had fire and thus has been called a fireplace and the
C
©

nostrils have been compared with the chimney.

Q.6 Can you find out the rhyme scheme of two or three stanzas of the
poem?
Ans.: The rhyme scheme of the first and second stanza is-aa bb.

Q.7 Writers use words to give us a picture or image without actually

saying what they mean. Can you trace some images used in the poem?
Ans.: The looks of the dragon have been illustrated by simulating a visual
imagery of fireplace and nostrils. The author has depicted the bravery of
the cat, dog, and the mouse by creating a written image of them chasing
lions etc. In the latter part of the poem, the author uses these imageries to
describe the appearance and the engagement of pirate with Belinda and
her pets.

Q.8 Do you find 'The Tale of Custard the Dragon' to be a serious or a

light-hearted poem? Give reasons for your answer.
Ans.: The poem 'The Tale of Custard the Dragon' is a humorous poem.
The names of the characters are funny. The pets called Custard by funny

T IO S
names, which makes the poem all the more humorous. All the pets boasted

I
of being very brave but went into hiding as soon as the pirate arrived.
NO A D
After the events have finished, they again started to boast like nothing has

CO N
A
happened. This part is funny as well.

PY
DO U A
Q.9 This poem, in ballad form, tells a story. Have you come across any
T
such modem songs or lyric that tells a story? If you know one, tell it to the
ED PR

class. Collect such songs as a project.

Ans.: 'Light of Asia' is an epic ballad. It tells the story of Prince Siddartha,
C

whose life started as a royal and culminated as a saint.

©
 Chapter 10
The Sermon at Benares

Thinking about the Text

Q.1 When her son dies, Kisa Gotami goes from house to house. What
does she ask for? Does she get it? Why not?

T IO S
Ans.: Following the death of her son, Kisa Gotami goes from house to
house to ask for medicine to bring her son back to life. She does not get it

I
NO A D
because there is no medicine to bring a dead person back.

CO N
A

PY
DO U A
Q.2 Kisa Gotami again goes from house to house after she speaks with
T
the Buddha. What does she ask for, the second time around? Does she get
ED PR

it? Why not?

Ans.: Kisa Gotami goes from house to house after speaking with Buddha.
C

This time she asks for a handful of mustard seeds. She does not get it
©

because the condition stated by Buddha for the choice of the house was
one where nobody has ever died, which was not possible.

Q.3 What does Kisa Gotami understand the second time that she failed to
understand the first time? Was this what the Buddha wanted her to
understand?
Ans.: Second time Kisa Gotami understands that death is inevitable and
no one can be saved from it. She understood the temporary nature of
human life. Yes it was exactly the same thing that Gautama Buddha
wanted her to understand.
Q.4 Why do you think Kisa Gotami understood this only the second
time? In what way did the Buddha change her understanding?
Ans.: Kisa Gotami understood the truth about death because the first time
she was overwhelmed by the feeling of loss due to the death of her son.
She was not able to see the bigger truth behind the actual situation.
Buddha helped her in understanding by sending her house to house to find
the house where nobody has ever dies. This expanded her viewpoint and
she was able to see beyond her grief.

T IO S
Thinking about language

I
NO A D
CO N
Q.1 This text is written in an old fashioned style, for it reports an incident
A
more than two millennia old. Look for the following words and phrases

PY
DO U A
in the text, and try to rephrase them in more current language, based on
how you understand them.
T
ED PR

• give thee medicine for thy child.

• Pray tell me.
• Kisa repaired to the Buddha.
C

• there was no house but someone had died in it.

©

• kinsmen
• Mark!
Ans.:
They give you medicine for your child.
• Please tell me.
• Kisa went to the Buddha.
• There was no house in which 'someone had not died.
• relatives
• Listen! / look!
Q.2 You know that we can combine sentences using words like and, or,
but, yet and then. But sometimes no such word seems appropriate. In such
a case we can use a semicolon (;) or a dash (-) to combine two clauses.
She has no interest in music; I doubt she will become a singer like her
mother.
The second clause here gives speaker's opinion on the first clause.
Here is a sentence from the text that uses semicolons to combine clauses.
Break up the sentence into three simple sentences. Can you then say which
has a better rhythm when you read it, the single sentence using

T IO S
semicolons, or the three simple sentences?

I
For there is not any means by which those who have been born can avoid
NO A D
dying; after reaching old age there is death; of such a nature are living

CO N
A
beings.

PY
Ans.:
DO U A
(i) For there is not any means by which those who have been born can
T
avoid dying.
ED PR

(ii) After reaching old age there is death.

(iii) Such is the nature of living beings.
C
©

In my opinion, the three simple sentences have better rhythm.

Writing

Q.1 Write a page (about three paragraphs) on one of the following topics.
You can think about the ideas in the text that are relevant to these topics,
and add your own ideas and experiences to them.

1. Teaching someone to understand a new or difficult idea

2. Helping each other to get over difficult times
3. Thinking about oneself as unique, or as one among billions of others.
Ans.:
Teaching someone to understand a new or difficult idea

We know that to teach someone is difficult because the perspective and

understanding of each individual is different and for teaching one needs
to understand the psyche and mindset. It is generally seen that once a
person starts following a path, every suggestion that goes against that
established belief is considered unwelcomed. This makes the situation all
the more difficult.

T IO S I
It takes a whole new level of wisdom and patience to help someone
NO A D
understand your own viewpoint. At the time when a person is going

CO N
A
through a period of grief or mental turmoil, they find understanding the

PY
bigger picture all the more irrelevant. Thus, only a wise and patient person
DO U A
can teach the tensed individual any new idea.
T
ED PR

Helping each other to get over difficult times

C

When an individual of a community is going through hard times, it

©

becomes the responsibility of all the other community members to try to

bring peace to the tensed individual. It is a harsh reality that problems are
a part and parcel of the life and it is impossible to bypass them at all times,
but the support of others makes it easier to handle.

At the times when someone is grieving the loss of a loved one, then the
moral support and consoling from the fellow community members makes
it relatively easier to get that phase of mental and emotional stress.

Thinking about oneself as unique or as one among billions of others

Humans tend to be selfish in the short term and it is a well known

characteristic trait. We tend to consider our sorrows, our own troubles a
pedestal up than others. This idea is because of our understanding that our
personal problems are exclusive and hence nobody else has gone through
that level of suffering.

This is the basic reason behind the grief that one faces at certain instances.
It becomes hard for anyone to see past that grief at that time. If a person
is able to see the bigger picture and understand the harsh reality that
nothing is exclusive in this world then the amount of grief and the degree

T IO S
of suffering can be drastically cut down.

I
NO A D
For Anne Gregory - Thinking about the Poem

CO N
A

PY
Q.1 What does the young man mean by "great honey coloured/Ramparts
DO U A
at your ear?" Why does he say the young men are "thrown into despair"
T
by them?
ED PR

Ans.: "By the honey-coloured ramparts", the young man means the
golden coloured hair locks of his lover that hung around her ears. By
C

“thrown into despair”, the poet means that the hairs were so attractive that
©

young men gained a strong desire to love her. They loved her for her
beautiful hair and not for what she actually was as a person.

Q.2 What colour is the women’s hair? What does she say she can change
it to? Why would she want to do so?
Ans.: The colour of young woman’s hair is grey and yellow like gold.
She wished that her hairs changed to brown or black instead of golden
because she wanted her lover to love her for her personality not because
of her golden hair.
Q.3 Objects have qualities which make them desirable to others. Can you
think of some objects (a car, a phone, a dress .....) and say what qualities
make one object more desirable than other? Imagine you were trying to
sell an object: what qualities would you emphasise?
Ans.: The physical and utility qualities of objects make them desirable
as people tend to get attracted to these qualities.

When choosing a car, we are generally affected by the way it looks and
the style it imparts to the riders. Only after looking at the physical traits

T IO S
we shift to other traits like utility and specifications.

I
NO A D
If I would be willing to sell an object then I would like to emphasize on

CO N
A
the utility and the performance traits of it. This is so because the physical

PY
characteristics tend to wither over time and lose their sheen but favourable
DO U A
utility characteristics will remain with the object for far long.
T
ED PR

Q.5 What about people? Do we love others because we like their

qualities, whether physical or mental? Or is it possible to love someone
C

“for themselves alone”? Are some people ‘more lovable’ than others?
©

Discuss this question in pairs or in groups, considering points like the

following:
(i) a parent or caregiver's love for a newborn baby, for a mentally or
physically challenged child; for a clever child or a prodigy?
(ii) the public’s love for a film star, a sportsperson, a politician, or a social
worker.
(iii) your love for a friend, or brother or sister.
(iv) your love for a pet, and the pet’s love for you.
Ans.:
There is no denying the fact that the liking of an individual is highly
dependent on the physical appearance and mental maturity shown at the
times of interaction. Indeed some people are more lovable, but this choice
depends on the individual preferences and there is no hard lined rule for
this.

(i) A parent's love for a newborn baby or a mentally or physically

challenged child depends only on the emotional connect and the feeling
of belongingness. A parent will like the child irrespective of the mental
and physical abilities but in practical terms cleverness of the child is the
next benchmark for the liking.

T IO S
(ii) The public's love for a film star, a sports person, a politician, a film

I
star or sports person is based on his/her performance in the respective
NO A D
genre. This means that this love will eventually wither if these individuals

CO N
A
fail to deliver on their respective jobs.

PY
DO U A
(iii) The love for siblings is basically an emotional connect. There is
T
hardly any materialistic stance to this emotional attachment and therefore
ED PR

this love will remain unchanged even in the face of most difficult
situations.
C
©

(iv) Love for the pets and vice versa is dependent on the compatibility
between the two parties at a given instant. This means that the degree of
belongingness and emotional connect can vary over time.

Q.5 You have perhaps concluded that people are not objects to be valued
for their qualities or riches rather that for themselves. But elsewhere Yeats
asks the questions: How can we separate the dancer from the dance? Is it
possible to separate ‘the person himself or herself’ from how the person
looks, sounds, walks and so on? Think of how you or a friend or member
of your family has changed over the years. Has your relationship also
changed? In what way?
Ans.:
The general idea of liking is based on the fact that every person has some
basic characteristics that make them likable. These traits can be physical,
mental or some vocational abilities.

It is obviously difficult to see someone beyond their traits, but once

someone develops a level of liking for the person, it hardly matters
whether the abilities remain the same or change. At personal interaction
level, it is possible to make the distinction between the characteristics and
the personality of the people.

T IO S I
There were many friends in school but over the time this number got on
NO A D
reducing as new people started to come in everyone’s lives. One of the

CO N
A
friends of that time is still with me; his nature, preferences, likings and the

PY
stance towards the life has changed a lot and obviously it has affected our
DO U A
relationship dynamics in one way or another but the level of
T
belongingness and attachment remains constant. This shows that even in
ED PR

the light of changes, strong relationships remain intact.

C
©
 Chapter 11
The Proposal

Thinking abpout the Play

Q.1 What does Chubukov at first suspect that Lomov has come for? Is
he sincere when he later says, “And I’ve always loved you, my angel, as
if you were my own son”? Find reasons for your answer from the play.

T IO S
Ans.: At first Chubukov suspected that Lomov has come to borrow

I
NO A D
some money from him. Chubukov is not sincere when he later says

CO N
“And I have always loved you, my angel, as if you were my own son.”
A
This is evident from the fact that he starts fighting with Lomov just a

PY
DO U A
short while later. He takes the side of his daughter in the fight and even
T
abused Lomov.
ED PR
C

Q.2 Chubukov says of Natalya, “….as if she won’t consent! She’s in

©

love; egad, she’s like a love-sick cat….” Would you agree? Find
reasons.
Ans.: Natalya is evidently in love, which can be easily inferred from her
behaviour and talking. She even started weeping when she got to know
about Lomov’s proposal. Her love is visible when she urges her father to
bring back Lomov at once, even after such a huge argument.

Q.3A Find all the words and expressions in the play that the characters
use to speak about each other, and the accusations and insults they hurt
at each other.

(For example, Lomov in the end calls Chubukov an intriguer; but earlier,
Chubukov has himself called Lomov a "malicious, doublefaced
intriguer." Again, Lomov begins by describing Natalya as "an excellent
housekeeper, not bad-looking, well-educated.")
Ans.: Natalya calls Lomov: rascal, the monster.

Lomov calls him: villain, blind hen, the stuffed susage, malicious,
double faced, intriguer, old rat, fool. Chubukov calls Lomov's father: a
guzzling gambler.

T IO S I
Lomov calls Chubukov: Intriguer, Natalya's mother, hump-backed.
NO A D
CO N
A

PY
Chubukov calls Lomov: My precious.
DO U A
T
ED PR

Lomov calls Natalya: Excellent housekeeper, not bad-looking, ell-

educated.
C
©

Q.3B Then think of five adjectives or adjectival expressions of your

own to describe each character in the play.
Ans.: Chubukov: low-minded, insensible, cunning, quarrelsome, mean.
Lomov: well-dressed, weak, assertive, stupid, idiotic.
Natalya: quarrelsome, lovable, immature, foolish, mean.

Q.3C Can you imagine what these characters will quarrel about next?
Ans.: All the characters seem to have a short temper and thus are
expected to get into a quarrel even on the pettiest issues. It can be said
that they’ll quarrel soon enough.
Thinking about Language

Q.1A This play has been translated into English from the Russian
original.
Are there any expressions or ways of speaking that strike you as more
Russian than English? For example, would an adult man be addressed by
an older man as my darling or my treasure in an English play?
Read through the play carefully, and find expressions that you think are

T IO S
not used in contemporary English, and contrast these with idiomatic

I
modem English expressions that also occur in the play.
NO A D
Ans.: Many expressions or ways of speaking are in the play that strike

CO N
A
as more Russian than English-
• You must excuse my apron and negligee.

PY
DO U A
• Double-faced intriguer.
T
• The stuffed sausage.
ED PR

• What a weight off my shoulder, ouf.

• We are shelling peas for drying.
C

• Ouf, frump, sausage, egad.

©

• Spit it out, she's like a lovesick cat, malicious.

• Rascal, the villain, the scare crow, house-keeper.
In an English play an adult man is highly unlikely to be addressed by an
older man as ‘my darling’ or ‘my treasure’. [Hints: ouf, frump, sausage,
egad etc. are the words not used in Modern English.]
Q.1B Look up the following words in a dictionary and find out how to
pronounce them. Pay attention to how many syllables there are in each
word, and find out which syllable is stressed, or said more forcefully.
Palpitations interfere implore thoroughbred pedigree principle evidence
misfortune malicious embezzlement architect neighbours accustomed
temporary behaviour documents

Ans.:

T IO S
Words Pronunciation Syllables Stress Or
More

I
forcefully
NO A D
CO N
Palpitations IkyfiVs'kal Pal-pi-ta-tions (4) T
A
Interfere In-ter-fere (3) F

PY
Implore Im-plore (2) P
DO U A

Thoroughbred Thorough-bred (2) B

T
ED PR

pedigree Pe-di-gree (3) B

Principle Prin-ci-ple (3) P
Evidence Evi-dence (2) D
C

Misfortune Mis-for-tune (3) f-t

©

Malicious Ma-li-cious (3) M

Embezzlement Em-be-zzle-ment (4) b
Architect Archi-tect (2) a
Neighbours Neigh-bours (2) n
Accustomed Accus-tomed (2) k
Temporary Tem-po-rary (3) t
Behaviour Be-ha-viour (3) h
Documents Do-cu-ments (3) d
Q.1C Look up the following phrases in a dictionary to find out their
meaning, and then use each in a sentence of your own.
(i) You may take it that
(ii) He seems to be coming round
(iii) My foot’s gone to sleep
Ans.: (i) You may take it that – suppose
(ii) He seems to be coming round – to come to senses.
(iii) My foot’s gone to sleep – be numb.

T IO S
Uses in the sentences –

I
NO A D
CO N
A
(i) My father may take it that I shall pass in this examination.

PY
(ii) After drinking water Lomov seems to be coming round.
DO U A
(iii) Hearing the news of her husband’s death her foot’s gone to sleep.
T
ED PR
C

Q.2 Reported Speech

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A sentence in reported speech consists of two parts; a reporting clause,

which contains the reporting verb, and the reported clause. Look at the
following sentences.
(a) “ I went to visit my grandma last week,” said Mamta.
(b) Mamta said that she had gone to visit her grandma the previous
week. In sentence (a), we have Mamta’s exact words. This is an example
of direct speech. In sentence (b), someone is reporting what Mamta said.
This is called indirect speech or reported speech. A sentence in reported
speech is made up of two parts-a reporting clause and a reported clause.
In sentence (b), Mamta said is the reporting clause containing the
reporting verb said. The other clause-that she had gone to visit her
grandma last week-is the reported clause.
Notice that in sentence (b) we put the reporting clause first. This is done
to show that we are not speaking directly, but reporting someone else's
words. The tense of the verb also changes; past tense (went) becomes
past perfect (had gone). Here are some pairs of sentences in direct and
reported speech. Read them carefully, and do the task that follows:
1. (i) LoMov: Honoured Stepan Stepanovitch, do you think I may count
on her consent? (Direct Speech)
(ii) Lomov asked Stepan Stepanovitch respectfully if he thought he
might count on her consent. (Reported Speech)

T IO S
2. (i) LoMov: I'm getting a noise in my ears from ecitement. (Direct

I
Speech)
NO A D
(ii) Lomov said that he was getting a noise in his ears from excitement.

CO N
A
(Reported Speech)

PY
3. (i) NATALYA: Why haven't you been here for such a long time?
DO U A
(Direct Speech)
T
(ii) Natalya asked why he hadn't been there for such a long time.
ED PR

(Reported Speech)
4. (i) CHUBUKov: What's the matter? (Direct Speech)
C

(ii) Chubukov asked him what the matter was. (Reported Speech)
©

5. (i) NATALYA: My mowers will be there this very day! (Direct

Speech)
(ii) Natalya declared that her mowers would be there that very day.
(Reported Speech)
You must have noticed that when we report someone's exact words, we
have to make some changes in the sentence structure. In the following
sentences fill in the blanks to list the changes that have occurred in the
above pairs of sentences. One has been done for you.
1. To report a question, we use the reporting verb
………..asked………(as in Sentence Set 1) .
2. To report a declaration, we use the reporting verb …………….
3. The adverb of place here changes to………………..
4. When the verb in direct speech is in the present tense, the verb in
reported speech is in the ............ tense (as in Sentence Set 3).
5. If the verb in direct speech is in the present continuous tense, the verb
in reported speech changes to ………….. tense. For example, ………….
changes to was getting.
6. When the sentence in direct speech contains a word denoting respect,
we add the adverb …………. in the reporting clause (as in Sentence Set
1).
7. The pronouns I, me, our and mine, which are used in the first person

T IO S
in direct speech, change according to the subject or object of the

I
reporting verb such as …………….., ……………….,…………..or
NO A D
…………………in reported speech.

CO N
A
Ans.: 1. asked

PY
2. declared [as in sentence 5]
DO U A
3. there [as in sentence 3]
T
4. past
ED PR

5. past continuous
6. respectfully
C

7. you, you, your, thine (your).

©

Q.3 Here is an excerpt from an article from the Times of India dated 27
August 2006. Rewrite it, changing the sentences in direct speech into
reported speech. Leave the other sentences unchanged.

"Why do you want to know my age? If people know I am so old, I won't

get work!" laughs 90-year-old A.K. Hangal, one of Hindi cinema's most
famous character actors. For his age, he is rather energetic. "What's the
secret?" we ask. "My intake of everything is in small quantities. And I
walk a lot," he replies. "I joined the industry when people retire. I was in
my 40s. So I don't miss being called a star. I am still respected and given
work, when actors of my age are living in poverty and without work. I
don't have any complaints," he says, adding, "but yes, I have always
been underpaid." Recipient of the Padma Bhushan, Hangal never
hankered after money or materialistic gains. "No doubt I am content
today, but money is important. I was a fool not to understand the value
of money earlier," he regrets.

Ans.: Ninety-year-old A.K. Hangal, one of the Hindi cinema's most

famous character actors, laughs asking why they want to know his age.
For his age, he is rather energetic. They ask him what is the secret. He

T IO S
replies that it is his intake of everything in small quantities and he walks

I
a lot. He further states that he joined the industry when people retire. He
NO A D
was in his forties. So he doesn't miss being called a star. He is still

CO N
A
respected and given work when actors of his age are living in poverty

PY
and without work. He doesn't have complaints, he says adding that he
DO U A
has always been underpaid. Recipient of the Padma Bhushan, Hangal
T
had never hankered after money or materialistic gains. He regrets that no
ED PR

doubt he is-content today but money is important. He had been a fool

not to understand the value of money earlier.
C
©