LUMO_ENG_G10_ebook by Uolo

LUMO is a comprehensive and student-friendly one-stop resource for English Language and Literature (CBSE subject code 184) for Grades IX–X. It offers a balanced blend of well-structured theory and a wide variety of practice questions, designed to promote conceptual clarity, core skill development and exam readiness. The book presents the entire NCERT curriculum in a clear, accessible, and exam-oriented format to support students at every stage of their learning journey.

Special Features • Integrated AI tutor for evaluation, effective feedback and doubt clarification • Includes latest solved CBSE papers for 2024–25

• Benefit from solved question papers- 9 CBSE board examination papers, 3 sample papers and 3 practice papers

• Expert video content on exam strategy and time management

• Concise chapter summaries and key concepts for quick revision

• Objective, short answer, long answer and competency-based questions • Fully aligned with the latest CBSE assessment pattern • Access to personalised learning support via app

• Suitable for classroom instruction, self-study and revision

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English Language and Literature (Subject Code–184)

About the Book

LUMO for Grade 10

ISBN 978-93-49697-13-3

Singapore

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Gurugram

Bengaluru

NEP 2020 based

NCF compliant

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Do not buy this book if the scratch card is missing or already scratched.

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English Language and Literature (Subject Code–184)

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Acknowledgements Academic Authors: Melanie Grobler, Kashika Parnami, Simran Singh, Arpit Agarwal, Simran Nagpal, Ruchita Khurana Book Production: Rakesh Kumar Singh, Tauheed Danish Project Lead: Chandani Goyal VP, Learning: Abhishek Bhatnagar

All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners. © Lumo Learning Private Limited First impression 2025 This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book. Book Title: LUMO English Language and Literature 10 ISBN: 978-93-49697-13-3 Published by Lumo Learning Private Limited Corporate Office Address: 91Springboard, 3rd Floor 145, Sector 44, Gurugram, Haryana 122003 CIN: U74999DL2017PTC322986 Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com All suggested use of the internet should be under adult supervision.

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ENGLISH LANGUAGE AND LITERATURE Code No. 184 2025-26 1. Background At the secondary stage of English language learning the textual materials and other resources should represent a wide range of learning experience. Literature has always played a significant role in learning language. However, it is felt that pupils should be apprised with contemporary issues, read authentic literature and experiences of people to reflect and build their personality traits. While there is a trend for inclusion of a wider range of contemporary and authentic texts, accessible and culturally appropriate pieces of literature should play a pivotal role at the secondary stage of education. The English class is meant for reading literature from different perspectives and to engage in activities for developing communicative competence, creativity and enrichment of language skills It should not be seen as a place merely to read poems and stories in, but an area of activities to develop the learner’s imagination as a major aim of language study, and to equip the learner with communicative skills to perform various language functions through speech and writing. 2. Objectives: Objectives of the course are to enable learners to: • build greater confidence and proficiency in oral and written communication • develop the ability and knowledge required in order to engage in independent reflection and inquiry • make appropriate usage of English language • to communicate in various social settings • equip learners with essential language skills to question and to articulate their point of view • build competence in the different aspects of the Language • develop sensitivity to, and appreciation of world literature representing varieties of English and cultures embedded in lt. • enable the learner to access knowledge and information through reference skills (consulting a dictionary / thesaurus, library, internet, etc.) • develop curiosity and creativity through extensive reading • facilitate self-learning to enable them to become independent learners • review, organise and edit their own work and work done by peers • integrate listening and speaking skills in the curriculum. • give a brief oral description of events / incidents of topical interest • retell the contents of authentic audio texts (weather reports, public announcements, simple advertisements, short interviews, etc.) • participate in conversations, discussions, etc., on topics of mutual interest in non-classroom situations • narrate a story which has been depicted pictorially or in any other non-verbal mode • respond, in writing, to business letters, official communications email etc. • read and identify the main points / significant details of texts like scripts of audio-video interviews, discussions, debates, etc. • write without prior preparation on a given topic and be able to defend or explain the stand taken / views expressed in the form of article, speech, or a debate • write a summary of short lectures on familiar topics by making / taking notes • write an assessment of different points of views expressed in a discussion / debate • read poems effectively (with proper rhythm and intonation) • transcode information from a graph / chart to a description / report and write a dialogue, short story or report • Develop appreciation for Indian languages(multilingualism), translations and Indian Literature.

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3. Language Items In addition to consolidating the grammatical items practised earlier, the courses at the secondary level seek to reinforce the following explicitly: • sequence of tenses • reported speech in extended texts • modal auxiliaries (those not covered at upper primary) • non-finites (infinitives, gerunds, participles) • conditional clauses • complex and compound sentences • phrasal verbs and prepositional phrases • cohesive devices • punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and exclamation mark) 4. Methods and Techniques The methodology is based on a multi-skill, activity-based, learner-centered approach. Care is taken to fulfill the functional (communicative), literary (aesthetic) and cultural (sociological) needs of the learner. In this situation, the teacher is the facilitator of learning, She/he presents language items, create situations which motivates the child to use English for the purposes of communication and expression. Aural-oral teaching and testing is an integral feature of the teaching-learning process. The electronic and print media could be used extensively. A few suggested activities are: • Role play • Simulating real life situations • Dramatising and miming • Problem solving and decision making • Interpreting information given in tabular form and schedule • Using newspaper clippings as a resource for comprehending and analysing issues. • Borrowing situations and registers from the world around the learners, from books and from other disciplines • Using language games, riddles, puzzles and jokes • Interpreting pictures / sketches / cartoons • Debating and discussing • Narrating and discussing stories, anecdotes, etc. • Reciting poems • Working in pairs and groups • Using media inputs—computer, television, video cassettes, tapes, software packages

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ENGLISH LANGUAGE AND LITERATURE (Code No. 184) CLASS – X 2025-26 SECTION - WISE WEIGHTAGE Sections

Weightage

Reading Skills

(40 periods)*

20 Marks

Writing Skills and Grammar

(40 periods)*

20 Marks

Language through Literature

(50 periods)*

40 Marks

*This is a suggestive number.

Section A

Reading Skills

I. Reading Comprehension through Unseen Passage 1. Discursive passage of 400–450 words.

(20 Marks) (10 marks)

2. Case-based factual passage (with visual input- statistical data, chart etc.) of 200–250 words. (10 marks) (Total length of two passages to be 600–700 words) Multiple Choice Questions / Objective Type Questions, and Short Answer Questions (to be answered in 30-40 words) will be asked to assess comprehension, interpretation, analysis, inference, evaluation and vocabulary. Section B Writing Skills and Grammar

II. Grammar (10 marks) • Determiners • Tenses • Modals • Subject – verb concord • Reported speech o Commands and requests o Statements o Questions 3. The courses at the secondary level seek to cement high professional grasp of grammatical items and levels of accuracy. Accurate use of spelling, punctuation and grammar in context will be assessed through Gap Filling/ Editing/Transformation exercises. Ten out of 12 questions will have to be attempted. III. Writing Skills

(10 Marks)

4. Writing a Formal Letter based on a given situation, in 100–120 words. One out of two questions is to be answered. (5 marks) 5. Writing an Analytical Paragraph in 100–120 words on a given Map / Chart / Graph / Cue/s. One out of two questions is to be answered. (5 marks)

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Section C

Language through Literature

IV. Reference to the Context

6. One extract out of two from Drama / Prose.

(40 Marks) (5 + 5 = 10 Marks)

7. One extract out of two from poetry. Multiple Choice Questions / Objective Type Questions Very Short Answer Questions (one word/ One sentence), Short Answer Questions (to be answered in 30–40 words) will be asked to assess inference, analysis, interpretation, evaluation and vocabulary. V. Short & Very Long Answer Questions

(30 Marks)

8. Four out of Five Short Answer Type Questions to be answered in 40–50 words from the book FIRST FLIGHT to assess interpretation, analysis, inference and evaluation. (4 × 3 = 12 marks) 9. Two out of Three Short Answer Type Questions to be answered in 40–50 words each from FOOTPRINTS WITHOUT FEET to assess interpretation, analysis, inference and evaluation. (3 × 2 = 6 marks) 10. One out of two Long Answer Type Questions from FIRST FLIGHT to be answered in about 100–120 words each to assess creativity, imagination and extrapolation beyond the text and across the text. This can be a passage-based question taken from a situation/plot from the text. (6 marks) 11. One out of two Long Answer Type Questions from FOOTPRINTS WITHOUT FEET, on theme or plot involving interpretation, extrapolation beyond the text and inference or character sketch to be answered in about 100–120 words. (6 marks) 1. FIRST FLIGHT

Prescribed Books: Published by NCERT, New Delhi

A. Prose

1. A Letter to God

2. Nelson Mandela - Long Walk to Freedom 3. Stories About Flying

4. From the Diary of Anne Frank 5. Glimpses of India 6. Mijbil the Otter

7. Madam Rides the Bus

8. The Sermon at Benares 9. The Proposal (Play) B. Poems

1. Dust of Snow 2. Fire and Ice

3. A Tiger in the Zoo

4. How to Tell Wild Animals 5. The Ball Poem 6. Amanda!

7. The Trees 8. Fog

9. The Tale of Custard the Dragon 10. For Anne Gregory vi

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2. FOOTPRINTS WITHOUT FEET

1. A Triumph of Surgery 2. The Thief's Story

3. The Midnight Visitor 4. A Question of Trust

5. Footprints Without Feet

6. The Making of a Scientist 7. The Necklace 8. Bholi

9. The Book that Saved the Earth (Play) 3. WORDS AND EXPRESSIONS – II (WORKBOOK FOR CLASS X) – Units 1 to 4 and Units 7 to 11 Note: Teachers are advised to: I. encourage interaction among peers, students and teachers through activities such as role play, discussions, group work etc. II. reduce teacher-talking time and keep it to the minimum, III. take up questions for discussion to encourage pupils to participate and to marshal their ideas and express and defend their views, and IV. follow the Speaking and Listening activities given in the NCERT books. Besides measuring learning outcome, texts serve the dual purpose of diagnosing mistakes and areas of non-learning. To make evaluation a true index of learners’ knowledge, each language skills to be assessed through a judicious mixture of different types of questions. INTERNAL ASSESSMENT

Listening and Speaking Competencies

30 Periods

Assessment of Listening and Speaking Skills will be for 05 marks.

It is recommended that listening and speaking skills should be regularly practiced.

Art-integrated projects based on activities like Role Play, Skit, Dramatization etc. must be used. Please refer to the Circular no. Acad-33/2020 dated 14th May 2020 at the http://cbseacademic.nic.in/web_material/Circulars/2020/33_Circular_2020.pdf for details. Guidelines for the Assessment of Listening and Speaking Skills are given at Annexure I.

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ENGLISH LANGUAGE AND LITERATURE (Code No. 184) 2025-26 CLASS – X (Marks-80) Sections

Competencies

Total marks

Reading Comprehension

Conceptual understanding, decoding, analysing, inferring, interpreting and vocabulary

20 Marks

Writing Skills and Grammar

Creative expression of an opinion, reasoning, justifying, illustrating, appropriacy of style and tone, using appropriate format and fluency. Applying conventions, using integrated structures with accuracy and fluency

20 Marks

Recalling, reasoning, appreciating, applying literary conventions, illustrating and justifying. Extract relevant information, identifyLanguage through Literature ing the central theme and sub-theme, understanding the writers’ message and writing fluently.

40 Marks

For the details of Internal Assessment of 20 marks, please refer to the circular no. Acad-11/2019, dated March 06, 2019.

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Annexure I Guidelines for Assessment of Listening and Speaking Skills (ALS) ALS is a component of the Subject Enrichment Activity under Internal Assessment. ALS must be seen as an integrated component of all four language skills rather than a compartment of two. Suggested activities, therefore, take into consideration an integration of the four language skills but during assessment, emphasis will be given to speaking and listening, since reading and writing are already being assessed in the written exam. Assessment of Listening and Speaking Skills:

(5 Marks)

I. Activities: • Subject teachers must refer to books prescribed in the syllabus. • In addition to the above, teachers may plan their own activities and create their own material for assessing the listening and speaking skills. II. Parameters for Assessment: The listening and speaking skills are to be assessed on the following parameters: a. Interactive competence (Initiation & turn taking, relevance to the topic) b. Fluency (cohesion, coherence and speed of delivery) c. Pronunciation d. Language (grammar and vocabulary) A suggestive rubric is given below: 1. Interaction

• C ontributions are • Contributions mainly unrelated to those of other speakers

• S hows hardly any initiative in the development of conversation

• V ery limited interaction

Fluency & Coherence

• N oticeably / long pauses; rate of speech is slow

• F requent

repetition and/ or self-correction this is all right in informal conversation

• L inks only basic sentences; breakdown of coherence evident.

areoften unrelated to those of the other speaker

• Generally

passive in the development of conversation

• Usually fluent;

produces simple speech fluently, but loses coherence in complex communication

• Often hesitates

and/or resorts to slow speech

• Topics partly

developed; not always concluded logically

• D evelops

interaction adequately, makes however minimal effort to initiate conversation

• N eeds constant

• Interaction is adequately initiated and developed

• Takes turn but needs some prompting

• I nitiates &

logically develops simple conversation on familiar topics

• T akes turns

appropriately

prompting to take turns

• I s willing to

speak at length, however repetition is noticeable

• H esitates and/

or self corrects; occasionally loses coherence

• T opics developed, but usually not logically

• Speaks without

noticeable effort, with a little repetition

• Demonstrates

hesitation to find words or use correct grammatical structures and/or self-correction

• S peaks fluently

almost with no repetition & minimal hesitation Develops topic fully & coherently

• Topics not fully developed to merit.

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Pronunciation

• F requent

• F requently

• C ommunication

• F requent

inaccurate pronunciation is severely affected

unintelligible articulation phonological errors

• M ajor

communication problems

Vocabulary & Grammar

• D emonstrates

• I s able to

• M any

• F requent errors,

almost no flexibility, and mostly struggles for appropriate words Grammatical errors impacting communication

communicate on some of the topics, with limited vocabulary.

but self-corrects

• L argely correct

• M ostly correct pronunciation & pronunciation& clear articulation clear articulation except occasional • I s clearly errors understood most of the time; very few phonological errors

• Is able to

communicate on most of the topics, with limited vocabulary. A few grammatical errors

• I s able to

communicate on most of the topics with appropriate vocabulary

• M inor errors that do not hamper communication

• P ronounces

correctly & articulates clearly

• I s always

comprehensible

• u ses appropriate intonation

• I s able to

communicate on most of the topics using a wide range of appropriate vocabulary, using new words and expressions

• N o grammatical errors

III. Schedule: • The practice of listening and speaking skills should be done throughout the academic year. • The final assessment of the skills is to be done as per the convenience and schedule of the school.

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Chapter Walk Through 1

A Letter to God

QR Code: Provides access to digital content (videos/quizzes) of each chapter.

—Gregorio López y Fuentes

About the Author

Gregorio López y Fuentes, a Mexican novelist, poet and journalist, was born on 17 November 1895� He is regarded as one of the most effective chroniclers of the Mexican Revolution and its effects� He started using his experiences of the Revolution as a source of inspiration for his novels� He spent much of his youth in his father’s general store, interacting with the Indians, farmers, and labourers of the region� His first successful work was Campamento (‘Encampment’, 1931), followed by others like Tierra (‘Earth’, 1932), a novel about the Mexican revolutionary Emiliano Zapata and ¡Mi general! (‘My General!’, 1934)� These novels explored various facets of the Revolution and its aftermath�

Summary

‘A Letter to God’ depicts a farmer’s unwavering faith in God� Lencho is an honest and hardworking farmer� He lives with his family in a solitary house on a low hill, which offers a view of the river and his cornfield� He eagerly awaits the rain for his crop to grow� It starts raining during dinner but soon turns into a destructive hailstorm that destroys Lencho’s cornfield� With his crop ruined, Lencho’s faith leads him to write and post a letter to God, asking for a hundred pesos to sow his field again and support his family� A postman comes across the letter and makes fun of it, but his boss, the postmaster, is a serious and friendly man� He is moved by Lencho’s faith and decides to help him by giving a part of his salary and asking his employees and friends to contribute as well� They collect only seventy pesos� The postmaster assumes that the farmer will be grateful and sends the amount with a letter signed only as ‘God’� Upon receiving the money, Lencho thinks that the postal workers must have stolen the money as he believes that God would have sent him the amount he asked for� He writes back to God, asking for the rest of the money and accusing the post office staff of theft�

Chapter Number and Chapter Name Summary and Theme: The summary and theme of prose/poetry explained in simple and easy to understand language.

Theme of the Story

The theme of ‘A Letter to God’ is about unwavering faith and hope� Lencho, the main character, shows deep faith in God by writing a letter asking for help after a hailstorm destroys his crops� His strong belief in God's kindness remains intact despite the disaster, highlighting the power of faith� Another theme is human kindness� The postmaster and his colleagues, moved by Lencho's faith, collect money to help him� This act of generosity shows the importance of compassion and helping others� The story emphasises the significance of having faith and hope, as well as the impact of human kindness in times of need�

Glossary crest: top of a hill intimately: in a detailed manner draped: covered (with cloth) hail: small balls of ice that fall from the sky locusts: insects that fly in big swarms (groups) and destroy crops conscience: an inner sense of right and wrong

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peso: the currency of several Latin American countries amiable: friendly and pleasant contentment: satisfaction resolution: a firm decision affixed: attached, stuck on crooks: dishonest people; cheats

Glossary: The meaning of difficult and unfamiliar words are given to ensure better comprehension. ‘Has given my heart A change of mood And saved some part Of a day I had rued.’

In the second stanza, the poet reflects on how this small, seemingly insignificant event has a powerful effect on his mood. The word “rued” suggests that the poet had been feeling regretful or disappointed, possibly having a bad day or being in a bad state of mind. But the snow falling on him has lifted his spirits. The ‘change of mood’ is significant because it shows how even tiny moments, like the falling of snow, can change our perspective and bring joy, turning a day that felt wasted into one worth being appreciated. The poet suggests that even moments that seem ordinary or trivial—like a crow shaking snow from a tree—can lead to emotional change. It is ironic that something associated with darkness or gloominess (the crow and the hemlock) can turn into a moment of light and renewal. It teaches us that small moments in life can have a big impact on our mood and our day.

Poetic Devices: Literary devices used in poetry are explained to help learners appreciate the depth and beauty of poetic expressions.

Glossary

hemlock: a poisonous tree with small white flowers rued: held in regret

Poetic Devices Rhyming Scheme

The rhyme scheme of the poem is ABAB. The first- and third-lines rhyme with each other (crow/snow, heart/part), and the second and fourth lines also rhyme with each other (me/tree, mood/rued). This ABAB rhyme scheme gives the poem a rhythmic and consistent flow.

Metaphor

A metaphor is a figure of speech that describes one thing by saying it is something else, without using ‘like’ or ‘as’. It helps create a comparison between two different things to show their similarities in a more direct way. In the poem, the phrase ‘dust of snow’ compares the tiny particles of snowflakes atop the hemlock tree with dust. It has been used metaphorically to represent something small, light, and delicate, yet impactful.

Imagery

Imagery refers to the use of descriptive language that appeals to the senses, helping the reader to visualize scenes and experience emotions. The phrase ‘dust of snow’ creates a vivid image of fine, light snowflakes falling gently, appealing to the sense of sight. ‘Shook down on me’ evokes the image of snow falling from a tree, creating a sensory experience of movement and change.

Synecdoche

Synecdoche is a figure of speech where a part of something is used to represent the whole, or the whole is used to represent a part. The word ‘heart’ represents the poet’s entire emotional being. This adds depth to the poem by highlighting how a seemingly small, external event can have a huge impact on the poet’s inner world.

NCERT Solutions Thinking About the Poem

1. What is a ‘dust of snow’? What does the poet say has changed his mood? How has the poet’s mood changed? Ans: The ‘dust of snow’ means the fine particles or flakes of snow that fall from the hemlock tree when the crow shakes them loose. The poet says that his mood is changed by this incident. The moment when the crow dusts him with snow, his spirit is lifted. The poet who was otherwise feeling gloomy about his day, feels rejuvenated. 2. How does Frost present nature in this poem? The following questions help explain how nature is presented in the poem: 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, an oak, or a pine?

Ans: A hemlock tree is a type of evergreen that has dark, needle-like leaves and is poisonous. In literature, the hemlock tree can be associated with death and poison, so it isn’t typically considered a beautiful or cheerful tree.

Enjambment

Enjambment is the continuation of a sentence or thought beyond the end of a line or stanza without a pause. The entire poem is an enjambment as there is no punctuation at the end of the lines to create a natural pause. This gives the poem a smooth, continuous flow, which mirrors the gentle falling of the snow. The thought that starts the in the first stanza is completed in the last. The poem starts with mention of the crow which is the cause of the change and ends with the effect of the crow’s action on the poet. A discursive passage is a type of text that discusses a specific topic, issue, or idea in a balanced way, providing Symbolism multiple perspectives or arguments about the subject. It allows readers to understand various viewpoints without Symbolism when object, event represents something beyond its literal meaning. pushingisthem toan agree withperson, any oneor side. Typically consisting of 400–450 words, a discursive passage is designed Traditionally, crows associatedanalysis, with darkness, mystery, or evil omens. In the poem, thealso crow may symbolise to test skills suchare as inference, interpretation, evaluation and vocabulary. It may include opinions an ordinary or gloomy moment or even sighta to worsen the poet’sreasoning mood, however, the crow’s action has a or feedback, encouraging students to areach conclusion through rather than intuition. The primary positive effect the poet.passage is to promote critical thinking, enabling readers to discuss the subject and purpose of on a discursive Hemlock is often associated withunderstanding death and poison astopic. every part of the tree is poisonous. The symbol of the develop a balanced, objective of the crow and hemlock has been used by the poet to make the readers understand the seriousness of his misery When Attempting Passage andTips dejection. The snow, which isa aDiscursive symbol of the death of nature, here symbolises transformation and has a 1. Take your to readdark the passage purifying effect ontime the poet’s mood. carefully and understand the author’s main argument and the different viewpoints presented.

Discursive Passage 1 NCERT Solutions: Detailed answers to NCERT Questions (Oral Comprehension Check, Thinking about the Text, Thinking about Language) given in simple, easy to understand language.

Alliteration

2. Identify the main ideas presented in the passage and the arguments made for each idea. Take note of the Alliteration is repetition of the same consonant sound at the beginning of adjacent or closely connected words. supporting evidence presented to back up each argument. For example, in ‘Has given my Heart’ and ‘And saved some part’. 3. Understand the author’s position on the topic and be aware of any biases or opinions that may influence their argument.

The poet may have chosen the hemlock tree to evoke a depressed, sad and gloomy mood. This contrast — between the dark, poisonous tree and the white dusting of snow — is essential to the poem’s meaning. It shows how beauty and change can emerge from even the most unlikely or gloomy situations.

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III. What do the ‘crow’ and ‘hemlock’ represent — joy or sorrow? What does the dust of snow that the crow shakes off the hemlock tree stand for?

5. If you come across any unfamiliar words, try to use the context of the sentence to help you understand the meaning. 6. Discursive passages may have complex sentences and use academic vocabulary. Try to paraphrase the information presented in simpler language to improve your understanding.

Practice Exercise: Solved and unsolved questions in Section A (Reading Skills) and Section B (Grammar and Creative Writing) for ample practice to build learners’ confidence.

Ans: Frost is very often called the poet of nature. But, his take on nature is different from that of other poets. Other poets usually use elements of nature that are known for their beauty. They may use birds like the nightingale, sparrow, peacock or swan and trees that are full of beautiful flowers and fruit because they are associated with beauty, freedom, and positive emotions. Crows, however, are less commonly mentioned in a positive light. A crow in poetry often symbolizes darkness, mystery, or even death, and it is usually considered a bird of bad omen. When we think of a crow, images of a black, solitary, and somewhat eerie bird come to mind. Crows are typically associated with sadness, gloom, or foreboding.

4. Discursive passages often use complex language and idiomatic expressions. Make sure you understand the meaning of these expressions and how they relate to the argument being presented.

Ans: The crow and hemlock tree are traditionally symbols of sorrow or darkness. The crow is usually associated with gloom, and the hemlock is linked with poison and death.

However, in this poem, the dust of snow that the crow shakes from the hemlock tree, represents an unexpected moment of beauty, lightness, and renewal. It signals a blessing and symbolizes how small, simple moments in nature can bring about a change in mood, even when the surroundings seem gloomy, dull, dark or negative.

7. Make sure your answers are based on the information presented in the passage and avoid bringing in outside knowledge or opinions.

Practice Exercise 1. Read the following passage carefully.

1. In recent years, new-age technology has transformed the way we live, work, and interact. Advancements in artificial intelligence (AI), robotics, smartphones, and virtual reality have brought significant benefits, making life easier and more efficient. These technologies have revolutionised industries such as healthcare, education, and communication, but they also raise concerns about their impact on society, the economy and personal well-being.

3. Have there been times when you felt depressed or hopeless? Have you experienced a similar moment that changed your mood that day?

2. One of the major benefits of technology is its impact on healthcare. According to Dr. Arvind Kumar, a leading surgeon at AIIMS, ‘AI has the potential to revolutionise how

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Section C • Dust of Snow

we diagnose diseases and personalise treatments.’ AI allows doctors to diagnose more accurately and tailor treatments to individual patients. In education, new learning platforms powered by technology have made learning more personalised and accessible, improving student engagement. Additionally, communication has become instant and global, connecting people through smartphones and social media.

3. However, there are significant concerns about the over-reliance on technology, particularly in terms of employment. Automation and AI are increasingly capable of replacing jobs traditionally performed by humans. A World Economic Forum report from 2020

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. The house — the only one in the entire valley — sat on the crest of a low hill� From this height one could see the river and the field of ripe corn dotted with the flowers that always promised a good harvest� The only thing the earth needed was a good downpour or at least a shower� Throughout the morning Lencho — who knew his fields intimately — had done nothing but see the sky towards the north-east� (CBSE Question Bank) I. Based on the detail of the house’s location, (1) how can it best be described? a. majestic b. imposing c. solitary

d. unique

II. The field of corn dotted with flowers means (1) that a. not a single flower was bigger than a dot�

IV. Based on the given extract, what is Lencho NOT likely to think while looking at his field? (1) i. Such a blessing, God! Thank you�

ii. Just a downpour, God and everything will be perfect

iii. All set for the grand harvest� I'm going to be rich!

iv. I wish we have enough food to eat after this harvest�

a. Option i

c. Option iii

b. Option ii

d. Option iv

V. Which quote supports the idea in the given (1) extract? a. ‘Farming is a profession of hope�’ b. ‘I would rather be on my farm than be emperor of the world�’ c. ‘Farming looks mighty easy when your plough is a pencil, and you’re a thousand miles from the cornfield�’ d. ‘Those too lazy to plough in the right season will have no food at the harvest�’ Ans: I. c. solitary II. b. the flowers were scattered across III. d. 1-iii, 2-v, 3-i, 4-ii, 5-iv IV. d. Option iv V. a. Farming is a profession of hope�

Assessments: Assessments at the end of the chapters to help learners prepare for tests and exams. b. the flowers were scattered across� c. the flowers were shaped like dots� d. the flowers had shrunk in size�

III. Lencho wished for a downpour or a heavy shower. Pick the option that correctly lists the correct match for the kinds of rain. (1) 1. heavy rain

2. thunderstorm 3. drizzle

4. torrential rain 5. downpour

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i. light rain that falls in very fine drop

ii. very heavy rain, tropical rain

iii. itʹs coming down quite strong and you get very wet very quickly iv. really heavy rain that comes very suddenly

v. is a violent, short-lived weather disturbance associated with lightning, thunder and strong, gusty winds�

a. 1-ii, 2-iv, 3-v, 4-i, 5-iii

b. 1-iv, 2-i, 3-iii, 4-v, 5-ii c. 1-v, 2-iii, 3-iv, 4-ii, 5-i

d. 1-iii, 2-v, 3-i, 4-ii, 5-iv

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Additional Questions: Questions (Extract-based, Short and Long Answer type) as per CBSE guidelines to develop an in-depth understanding of the chapters.

2. Read the following extract carefully and answer the questions that follow.

Lencho showed not the slightest surprise on seeing the money, such was his confidence but he became angry when he counted the money� God could not have made a mistake, nor could he have denied Lencho what he had requested� Immediately, Lencho went up to the window to ask for paper and ink� On the public writing table, he started to write, with much wrinkling of his brow, caused by the effort he had to make to express his ideas� When he finished, he went to the window to buy a stamp which he licked and then affixed to the envelope with a blow of his fist� The moment the letter fell into the mailbox the postmaster went to open it� It said, ‘God, Of the money that I asked for, only seventy pesos reached me� Send me the rest, since I need it very much� But donʹt send it to me through the mail because the post office employees are a bunch of (CBSE Practice Questions, 2022-23) crooks� Lencho�’

the calm beginning and the destruction later emphasises the storyʹs message about lifeʹs unpredictability and the strength required to keep our faith during tough times�

Assessment

I. What does Lencho’s behavior show when (1) he arrives at the post office? a. He is impatient and excited� b. He is indifferent to the letter� c. He is angry and frustrated� d. He is calm and collected�

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow.

(2 × 5 = 10 marks)

a. Lencho was an ox of a man, working like an animal in the fields, but still he knew how to write� The following Sunday, at daybreak, he began to write a letter which he himself would carry to town and place in the mail� It was nothing less than a letter to God�

I. Why is Lencho described as ‘an ox of a man’? (1) a. Because he works hard and tirelessly b. Because he is large and strong c. Because he is foolish d. Because he is stubborn II. What literary device is used in the phrase ‘Lencho was an ox of a man’? a. Metaphor b. Simile c. Personification d. Hyperbole III. What does Lencho’s ability to write indicate about him? a. He is educated� b. He is illiterate� c. He prefers not to communicate� d. He only writes out of necessity� IV. Why does Lencho decide to carry the letter himself? a. He wants to ensure it gets to right person�

(1)

II. Who was the person who handed Lencho the letter? (1) a. The postmaster b. Lencho’s friend c. The postman d. A stranger

QR Code: Scan to view the answer key.

III. In the phrase, ‘experiencing the contentment of a man who has performed a good deed,’ what does the word ‘contentment’ mean? Choose the option closest to the meaning. (1) a. Satisfaction b. Disappointment c. Kindness d. Confusion IV. How does the postmaster feel about his actions in sending the money? (2) 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Why did the night after the rains turn sorrowful for Lencho? (CBSE Question Paper, 2/4/2; 2022-23)

(1)

b. What role do Lencho’s family members play in the narrative, and how do they support him? c. How does Lencho’s final letter to God reflect his perception of the post office employees? d. ‘I wish I had the faith of the man�’ Describe Lencho’s character in light of this statement�

3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. What lesson or moral can be derived from the story, considering Lencho’s actions and beliefs?

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Table of Contents Section A: Reading Skills

Poetry/First Flight

2. Case-based Passages �� 24

11. Fire and Ice �� 274

Section B: Writing Skills and Grammar

13. How to Tell Wild Animal �� 295

1. Discursive Passage �� 4

Writing Skills

1. Formal Letter (Based on Complaint/ Suggestion/Enquiry/Placing an Order/ Letter to Editor) �� 42 2. Analytical Paragraph (Based on Map/Chart/ Report/Graph) �� 65

Grammar

3. Determiners �� 83 4. Tenses �� 87 5. Modals �� 94 6. Direct and Indirect Speech �� 98

7. Subject-Verb Agreement (Concord) ��106 8. Gap Filling ��112 9. Editing ��117

10. Transformation of Sentences ��124

Section C: Literature Prose/First Flight

1. A Letter to God �� 132 2. Long Walk to Freedom �� 143 3. Two Stories About Flying �� 159 4. From the Diary of Anne Frank �� 179 5. Glimpses of India �� 193 6. Mijbil the Otter �� 216 7. Madam Rides the Bus �� 231 8. The Sermon at Benares �� 244 9. The Proposal �� 253

10. Dust of Snow �� 265 12. A Tiger in the Zoo �� 284 14. The Ball Poem �� 307 15. Amanda! �� 315 16. The Trees �� 328 17. Fog �� 340 18. The Tale of Custard the Dragon �� 350 19. For Anne Gregory �� 364

Prose/Footprints Without Feet

20. A Triumph of Surgery �� 377 21. The Thief’s Story �� 389 22. The Midnight Visitor �� 400 23. A Question of Trust �� 411 24. Footprints Without Feet �� 421 25. The Making of a Scientist �� 431 26. The Necklace �� 444 27. Bholi �� 456 28. The Book That Saved the Earth �� 467

ASL – Assessment of Speaking and Listening Skills �� 480 CBSE Question Paper 2024–25 (Solved) �� 500 Sample Question Paper – 1 (Solved) �� 521 Sample Question Paper – 2 (Solved) �� 533 Sample Question Paper – 3 (Solved) �� 546 Sample Question Paper – 4 (Unsolved) �� 559 Sample Question Paper – 5 (Unsolved) �� 567 Sample Question Paper – 6 (Unsolved) �� 574

xiii

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Section A

Reading Skills

(20 Marks)

1. Discursive Passage �� 4

2. Case-based Passages �� 24

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Reading Comprehension Types of Passages

Example

Source

1. Discursive

Opinion

Newspapers & magazines

2. Case-based

Straightforward account

Encyclopaedia, reference books, public information, tourist brochures, newspapers, magazines

Reading Objectives Learners will be able to:

• develop an ability to read with comprehension and not merely decode

• develop an ability to construct meaning by drawing inferences and relating the texts to previous knowledge

• read the given text/material with comprehension, employing strategies like skimming, scanning, predicting, previewing, reviewing, inferring, and summarising. • read silently with comprehension and interpret layers of meaning.

• interpret maps, graphs and tables to speak or write a paragraph based on interpretation

• read literary texts for enjoyment/pleasure and compare, interpret and appreciate characters, themes, plots, and incidents and give opinions.

• identify and appreciate significant literary elements, such as metaphor, imagery, symbol, simile, personification, onomatopoeia, intention or point of view, rhyme scheme, themes, titles, etc.

Reading Strategies • Skimming

• Scanning

Skimming Skimming is a fast-reading technique that helps readers grasp the main ideas and the overall structure of a text without focussing on every single word or detail. It’s like quickly browsing through a text or an article to get a sense of what it’s about. This strategy is particularly useful when you want a general overview of a text and don’t need to delve into specifics. Skimming doesn’t involve reading everything but reading what is important for your purpose.

How to Skim 1. Start with the Title and Headings

• Titles and headings give a clear idea of the text’s subject and organization.

• Example: In an article titled ‘The Impact of Climate Change on Agriculture’, you know the focus is on agriculture and climate change. 2. Read the Introduction and Conclusion

• The introduction usually introduces the main topic, while the conclusion summarises the key points or arguments. 3. Look at the Subheadings and Bullet Points

• Subheadings divide the text into key sections. They act like a table of contents within the text. • The bullet points or numbered lists highlight important takeaways.

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4. Focus on the Topic Sentences

• The first sentence of each paragraph usually introduces the main idea. Read through these sentences to understand the overall flow. 5. Pay Attention to Keywords and Phrases

• Look for bold, italicised, or underlined words. These often signal essential ideas.

• Words like advantages, challenges, causes and impacts can indicate what the paragraph discusses. 6. Notice Visual Elements

• Scanning charts, graphs, images, and captions can provide key information without needing to read the surrounding text. 7. Ignore Unnecessary Details

• Avoid reading in-depth explanations, long examples, or detailed descriptions unless they are directly relevant to your purpose. Focus on grasping the main ideas instead.

Scanning Scanning is a focussed reading strategy that helps you find specific details or information in a text quickly. Unlike skimming, which gives you an overview, scanning involves pinpointing precise data, such as names, dates, numbers, keywords or answers to specific questions. It’s a technique used when you already know what you’re looking for, and you’re not reading the entire text for understanding but instead searching for targeted information.

How to Scan 1. Understand What You Need

• Before starting, be clear about the information you’re searching for. Think of a keyword, phrase, or detail that will help you locate it. • Example: If you’re reading about World War II, you might scan for a date like 1945 or keywords like Allied Forces. 2. Use Organisational Features of the Text

• Most texts are structured to make scanning easier. Focus on headings, subheadings, bold or italicised text, bullet points, numbered lists, and charts. 3. Focus Your Eyes

• Move your eyes rapidly over the text, looking for your keyword/s or target detail. Avoid reading full sentences unless the keywords appear in them.

• Example: If scanning for climate change effects, you would quickly move through paragraphs, looking for terms like melting glaciers, rising sea levels, or extreme weather. 4. Look for Key Clues

• Texts often emphasise important information using numbers (years, statistics, page references), capitalised words (names, places), bold/Italicised text (definitions, key concepts).

• Example: In a timeline of events, years like 1914 or 1918 might be bolded, making them easy to locate. 5. Stop and Verify

• When you locate what you’re looking for, stop and carefully read the surrounding text to confirm it’s the information you need.

Section A • Reading Comprehension

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Discursive Passage

A discursive passage is a type of text that discusses a specific topic, issue, or idea in a balanced way, providing multiple perspectives or arguments about the subject. It allows readers to understand various viewpoints without pushing them to agree with any one side. Typically consisting of 400–450 words, a discursive passage is designed to test skills such as inference, analysis, interpretation, evaluation and vocabulary. It may also include opinions or feedback, encouraging students to reach a conclusion through reasoning rather than intuition. The primary purpose of a discursive passage is to promote critical thinking, enabling readers to discuss the subject and develop a balanced, objective understanding of the topic.

Tips When Attempting a Discursive Passage 1. Take your time to read the passage carefully and understand the author’s main argument and the different viewpoints presented. 2. Identify the main ideas presented in the passage and the arguments made for each idea. Take note of the supporting evidence presented to back up each argument. 3. Understand the author’s position on the topic and be aware of any biases or opinions that may influence their argument.

4. Discursive passages often use complex language and idiomatic expressions. Make sure you understand the meaning of these expressions and how they relate to the argument being presented. 5. If you come across any unfamiliar words, try to use the context of the sentence to help you understand the meaning. 6. Discursive passages may have complex sentences and use academic vocabulary. Try to paraphrase the information presented in simpler language to improve your understanding. 7. Make sure your answers are based on the information presented in the passage and avoid bringing in outside knowledge or opinions.

Practice Exercise 1. Read the following passage carefully.

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states, ‘By 2025, automation could displace 85 million jobs worldwide.’ As industries like manufacturing and customer service adopt automation, many workers are at risk of unemployment. This could lead to economic inequality and social unrest, making it crucial to address the consequences of job displacement.

4. Another growing concern is the impact of technology on mental health. Excessive use of social media and smartphones has been linked to anxiety, depression, and poor sleep. ‘Studies have shown that excessive social-media use can lead to a rise in mental-health issues among teenagers,’ says Dr. Pratima Murthy, a psychiatrist at NIMHANS. Constant connectivity and the pressure to maintain a perfect online image can contribute to feelings of isolation and low self-esteem, especially among the younger generation. 5. Finally, privacy and security risks are becoming more prominent with the rise of new technologies. With more personal data being shared online, the risk of cyberattacks and identity theft is higher than ever. As reported by The Times of India in 2023, ‘With the rise of IoT devices, the risk of security breaches has increased.’ 6. In conclusion, while new-age technology offers numerous benefits, it also presents challenges. A balanced approach is necessary to maximise its advantages while addressing its potential drawbacks, ensuring a safer, more equitable future. Based on your understanding of the passage, answer the questions given below. I. How can the author’s attitude towards new age technology be best described? (1) a. The author is against the use of new technology. b. The author sees technology as both beneficial and problematic. c. The author believes technology will lead to economic collapse. d. The author supports only the benefits of new-age technology. II. Complete the sentence appropriately. (1) AI has the potential to revolutionise healthcare by _________________________. Section A • Discursive Passage

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III. What does the word ‘over-reliance’ most likely mean in the context of the passage? (1)

a. Complete dependence b. Limited use

c. Occasional need

d. Infrequent necessity IV. What is the primary reason for concern about the rise of AI and automation, according to the passage? (1)

a. It replaces the need for healthcare professionals

b. It leads to job displacement in various industries c. It has no impact on the economy

d. It improves mental-health conditions V. Complete the sentence appropriately.

(1)

The World Economic Forum report raises concerns about _______________________.

VI. Based on the reading of the passage, describe in about 30 words the relationship between the new-age technology and mental health. (2) VII. Give reason to support the statement.

(2)

‘With the rise of IoT devices, the risk of security breaches has increased.’

VIII. Which of the following is a key point discussed in the passage? (1) a. The benefits of new-age technology are unlimited and unquestionable.

b. The drawbacks of technology need careful consideration.

c. Technology will lead to a complete loss of jobs in every sector. d. Mental-health issues are unrelated to the use of social media and smartphones. 2. Read the following passage carefully.

1. Social media has revolutionised how people communicate and share information in the world. Platforms like Instagram, Twitter, Facebook, and TikTok have become integral parts of daily life, influencing everything from personal relationships to global movements. However, this digital phenomenon is a double-edged sword, offering both significant benefits and potential drawbacks. 2. One of the most profound benefits of social media is its ability to connect people across the globe. Friends and family separated by

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distance can stay in touch through messages, video calls, and shared content. Social media also serves as a platform for raising awareness about social issues, from environmental conservation to mental health. Activists can reach a broader audience, mobilise support, and drive meaningful change. Notably, movements like #MeToo and #BlackLivesMatter gained momentum through the power of social media.

3. On the other hand, the pervasive use of social media has raised concerns about its impact on mental health. Studies suggest that excessive use of these platforms can lead to feelings of inadequacy, loneliness, and anxiety, particularly among teenagers. The curated nature of online content often promotes unrealistic standards of beauty, success, and happiness, leaving users feeling pressured to conform. Moreover, the addictive design of social media platforms keeps users scrolling endlessly, reducing productivity and disrupting sleep patterns.

4. Another contentious issue is the spread of misinformation. False news, conspiracy theories, and unverified content often travel faster than facts, influencing public opinion and even elections. Social media companies have implemented measures to combat this, such as fact-checking and flagging misleading posts. However, critics argue that these efforts are insufficient and highlight the need for stronger regulations and user education.

5. Despite these challenges, social media remains a powerful tool for education, business, and self-expression. Online learning platforms use social media to reach students worldwide, while businesses leverage these platforms to market products and interact with customers. Creators and influencers use social media to share their art, ideas, and perspectives, finding audiences they might not have reached otherwise. 6. The role of social media in modern society is undeniably significant, but its future depends on how individuals and organisations choose to use it. Will it continue to be a force for connection and progress, or will its negatives overshadow its positives? Ultimately, responsible use and thoughtful engagement

are key to ensuring that social media remains a constructive element in our lives. Based on your understanding of the passage, answer the questions given below. I. In the passage, what does the term ‘doubleedged sword’ imply about social media? (1) a. It is a weapon used for spreading information quickly. b. It has both positive and negative effects on society. c. It is a platform for promoting unrealistic standards. d. It primarily causes harm despite its benefits. II. Based on your reading of the passage, in about 30 words, describe the role social media has played in social movements.

(2)

III. The word ‘pervasive’ in the passage most likely means:

(1)

IV. Give a reason to support the statement.

(2)

V. What is a significant concern regarding misinformation on social media?

(1)

a. Present everywhere b. Rare and uncommon c. Beneficial and helpful d. Controlled and limited

‘Social media impacts negatively on mental health.’

a. Social media users find reliable sources for information. b. False news and unverified content can influence public opinion. c. It exercises control over the spread of conspiracy theories.

d. Information is communicated faster and is accessible to all. VI. What steps have social media companies taken to address misinformation?

a. Banning all user-generated content from being shared.

(1)

b. Partnering with independent organisations to verify information. c. Implementing fact-checking and flagging misleading posts.

d. Restricting global access to social platforms. VII. Complete the sentence appropriately.

(1)

Social media helps businesses _______________________.

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VIII. Which central question does the passage pose about the future of social media?

4. We walk along a zigzag motor road or cut across a mountain path in search of adventure. We may have bright sunny weather or might get caught in a shower of rain. We may look below us into the yawning chasm or up at the mountain peak. The feeling of unlimited freedom makes our hearts leap with joy.

(1)

a. Can the global connectivity offered by social media justify its role despite its impact on mental health and misinformation? b. Is it possible for social media platforms to balance their commercial interests with ethical responsibilities to users?

5. Hiking is one of the healthiest sports. It ensures a complete escape from the urgent and busy activities of life and therefore gives solace to our brain. We regain our lost energy and are able to do twice as much work as before.

c. Should the regulation of social media focus on combating misinformation or addressing its addictive design?

d. Will the benefits of social media, such as its educational and activist potential, continue to outweigh its societal risks? 3. Read the following passage carefully.

1. Besides being beneficial for health, hiking can be a big source of pleasure. Once we leave the crowded streets of a city and go on a walking tour away from the mad world, we really feel free. The open air has a bracing effect on the mind. The congestion of the city, the uproar and tumult, the intolerable noise of traffic, the hectic daily routine, all these are forgotten, and the mind is at peace. Suddenly we feel like running, leaping, singing and laughing and have the energy to travel mile after mile in the company of friends and fellow hikers. 2. Hiking places us in the midst of nature. The sight of waterfalls, flowers, streams, trees and bushes heightens our senses and connects us with nature. The various sounds of nature, like the murmur of a brook or the song of a bird, acquire a new meaning and significance to us.

3. You become aware of the beauty of nature. Minute observations like a snake casting its slough, a mouse peeping out of its hole, a squirrel leaping about on the branches of a tree, a bird flying past, all these are noticed and arouse our interest. We have no business worries, no fear of exams, no anxieties about home. We have the leisure to look around, to walk and talk. It is more thrilling and pleasurable to hike in a mountainous region than on the plains. The excitement of climbing up to the top of a hill, the adventure of coming down a slope, the grandeur of sunset behind a mountain – these sights lend a rare charm and interest to our journey. Section A • Discursive Passage

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6. The fresh air, beautiful mountains, majestic trees, and the chirping sound of birds make one’s mind and soul at peace with nature.

(CBSE Question Paper Modified, 2/4/2; 2023–23)

Based on your understanding of the passage, answer the questions given below. I. To go out on a walking tour is …

a. to stroll. c. to hike.

(1)

b. to ramble.

d. to saunter.

II. Why does the writer say that the mind is at peace when you hike? (1)

a. Because hiking is an inexpensive activity. b. Because it brings families together.

c. Because of the intolerable noise of traffic. d. Because the depressing daily routine is forgotten. III. Complete the following with a phrase:

(1)

The various sounds of nature acquire _____________.

IV. Infer one reason for the following based on information in paragraph 2. (1)

A contact is established between us and nature.

V. Complete the following analogy correctly with a word from paragraph 2. (1)

aroma : cooking : : fragrance : _____________

VI. Give one reason why it is a pleasure to hike in the mountains than on the plains. (1)

a. Because observation is sharpened.

b. Because of the excitement of climbing up and the adventure of coming down. c. Because it is leisurely to stand and to walk. d. Because there are no worries.

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VII. Hiking gives the brain the rest it needs because...

a. it is a short-time activity.

(1)

b. it is one of the healthiest sports. c. it makes us sleep peacefully.

d. it is an escape from our busy schedule. VIII. List any two examples of minute observations you make while on a hike. (1) IX. Supply one point to justify the following:

Hiking gives us a feeling of unlimited joy.

(1)

X. Substitute the phrase ‘leap with joy’ with one word similar in meaning in the following sentence from the passage. (1)

The feeling of unlimited freedom makes our hearts leap with joy. 4. Read the following passage carefully.

1. We live in an era where fast food and junk food are nearly impossible to avoid, contributing significantly to the rise in teenage obesity and related health issues. During adolescence, weight gain is normal, but when it becomes excessive, it leads to obesity. Our bodies require energy to function, derived from the food we eat; however, when calorie intake exceeds the body’s energy needs, the surplus is stored as body fat. 2. Contemporary lifestyles, marked by increased consumption of junk food and sedentary activities like watching television or playing computer games, are major contributors to teenage obesity. A diet high in calories and low in nutrients leads to unnecessary weight gain. Additionally, some individuals inherit genetic tendencies that cause them to burn calories more slowly than others. Stress also plays a significant role in obesity, as many teens resort to overeating to cope with emotional pressure. 3. Teenage obesity is now often referred to as an ‘obesity epidemic’. This condition can lead to several health issues, including diabetes, high blood pressure, high cholesterol, sleep disorders, hormonal imbalances, and asthma. Obesity also causes psychological challenges, such as low self-esteem, stemming from peer jeering and bullying. As The Times reported, ‘Half of all children in the worst-affected areas are overweight, contributing to a national obesity crisis that demands urgent attention.’

Dr. Rani Whitfield from the American Heart Association told Medical News Today, ‘Obese children tend to become obese adults, and there are many medical issues associated with obesity.’ 4. Addressing this issue requires immediate action. Inactivity is a primary cause of obesity, and regular physical activity is essential. Activities like jogging, swimming and outdoor sports can help teens stay fit. A balanced diet rich in vegetables, fruit, and whole grains is also vital. Junk food and sugary drinks should be replaced with healthier alternatives. Dr Aileen McGloin of Safefood was quoted in The Sun as saying, ‘Children are exposed to about 1,000 ads for unhealthy food annually, making it critical for parents to help create a healthier food environment.’ 5. Parents play a vital role in preventing teenage obesity by setting examples of healthy eating and active lifestyles. Schools and workplaces must also support healthier habits through nutritious meals and wellness programs. Dr Charles H. Hennekens, quoted in The New York Times, emphasised, ‘Through coordinated efforts, we can address these troubling trends and work toward a healthier future for children and families globally.’ 6. In conclusion, tackling teenage obesity requires collective effort from parents, teens, and society. With determination and collaboration, this growing concern can be effectively addressed, ensuring a healthier future for the next generation. Based on your understanding of the passage, answer the questions given below. I. What is the primary cause of teenage obesity mentioned in the passage? (1) a. Genetic factors only b. Peer pressure and bullying c. Excessive calorie intake and inactivity d. Lack of awareness about obesity II. Based on your reading of the passage, explain the connection between lifestyle choices and teenage obesity. (2) III. Explain how the passage balances its evaluation of genetic and lifestyle factors in obesity. (2)

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IV. What does the word ‘epidemic’ most likely mean as used in the passage?

a. A widespread occurrence of an infectious disease

(1)

b. A situation where a problem spreads widely and rapidly c. A rare and localized health-care issue

d. A medical condition with unknown causes V. According to Dr Rani Whitfield, why is teenage obesity a significant concern? (1)

a. Obese children face many health issues and psychological challenges. b. Obese children rarely become obese adults, as they become aware and adopt healthy lifestyle.

c. Obesity in childhood often continues into adulthood, leading to numerous health issues.

d. Obese children often fall sick which primarily affects academic performance and job opportunities as adults. VI. Justify the following statement.

Advertising unhealthy food influences children’s eating habits significantly.

(1)

VII. What does the passage imply about the role of parents in addressing teenage obesity? (1) VIII. What critical recommendation does the passage make for addressing teenage obesity at the societal level? (1)

a. Encourage individual effort without parental involvement.

b. Mandate calorie restrictions for all teenagers. c. Eliminate outdoor activities as they have minimal impact.

d. Foster a combined effort between parents and teenagers. 5. Read the following passage carefully.

1. Frankness may be among the most overrated of virtues! And here’s why. Unrestricted and unfiltered frankness is a recipe for breaking relationships, even the closest ones. Such frankness is understandable, acceptable and even ‘cute’ only in children under the age of five.

2. Thinking before one speaks and using restraint are hallmarks of growing maturity and preparation for life. Learning to put a filter between thoughts and the spoken word (and, Section A • Discursive Passage

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even more importantly, the written word) is an important life skill. THINK is a popular acronym for True, Helpful, Inspiring, Necessary, and Kind. This would do wonderfully well as a filter in our minds.

3. It is good to speak what’s true, but only along with the other attributes in the acronym, particularly the last one, kindness. In the righteous glow of speaking what we see as the truth, we often forget to be kind. We blurt out ‘truths’ even when it is totally unhelpful and unnecessary to do so, let alone inspiring! Too often, such truth-telling is destructive rather than noble. Only those who do not care about the consequences can afford the luxury of ‘speaking their minds’ whenever and wherever they please. When relationships are at stake, it is essential to choose the time, place and words appropriately when imparting unpleasant truths. And even then, only when absolutely necessary and with the utmost kindness. 4. Speaking without forethought can be even more dangerous in other circumstances, for example, when someone has entrusted us with a secret. A sign of maturity is the ability to keep a secret. Very young children are incapable of understanding the concept of a secret. To them, every piece of information is interesting, new and meant to be shared. As we grow older, we all learn how to keep a secret, but too often we keep only our own secrets and not those that others confide in us. We may blurt out something a friend told us in confidence, perhaps carelessly but often to appear important in other people’s estimation. It gives us a sense of power to know something that our friends don’t, and it requires conscious effort to keep the information to ourselves. 5. But this is the real test of an important life skill: self-restraint. Revealing a friend’s secret is a betrayal of friendship. Indeed, the consequences may well spread way beyond the friendship alone. It may lead to gossip spreading like a forest fire, destroying peace of mind and even lives.

6. Words have the power to hurt or heal. They are not mere tools for tweeting and messaging. Before the tongue speaks, before the fingers fly over the keyboard, it is important to pause and apply the THINK acronym filter. Is this True, 9

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Helpful, Inspiring, Necessary, and Kind? As speaker and author Celeste Headlee highlights in her TED Talk ‘10 Ways to Have a Better Conversation’, ‘Honesty is important, but brevity and kindness are what make the message impactful. Don’t speak just to fill the silence; speak to add value.’

7. While effective communication is important, being considerate and compassionate is far more crucial. Speaking well is a skill; speaking kindly is a life skill. Based on your understanding of the passage, answer the questions given below.

a. It undermines self-expression. b. It is often misunderstood by others. c. It damages relationships and shows immaturity. d. It leads to a lack of creativity in communication.

II. What does the passage imply about ‘speaking one’s mind’? (1)

a. It is always an admirable quality. b. It is a sign of intellectual superiority. c. It is a responsibility of every individual. d. It is acceptable if done with tact and restraint.

a. Kindness is secondary to honesty in communication. b. Kindness weakens the impact of one’s message. c. Kindness enhances the delivery of even unpleasant truths. d. Kindness is irrelevant in effective communication. IV. What inference can be drawn about the importance of keeping secrets?

a. Secrets are trivial and unworthy of effort. b. Keeping secrets requires maturity and self-control. c. Sharing secrets can help build trust and make friends. d. Keeping secrets is only necessary in professional relationships. V. What is the most likely meaning of ‘selfrestraint’ as used in the passage?

a. Refraining from impulsive actions or words b. Avoiding social interaction

d. Following societal norms without thinking VI. What does the passage imply about the longterm consequences of revealing secrets? (2) VII. What does the passage suggest about the power of words?

a. Words can heal or hurt and should be used responsibly.

(1)

b. Words are insignificant compared to actions.

c. Words always carry less weight than physical deeds. d. Words have limited impact on relationships.

I. What is the primary criticism of unrestricted frankness in the passage? (1)

III. How does the passage evaluate the role of kindness in communication?

c. Suppressing all emotions

(1)

VIII. Analyse why the passage emphasises the THINK filter in communication.

(2)

6. Read the following passage carefully.

1. Organic food is very popular these days. It can also be very expensive. Some organic food costs twice as much as non-organic food. Parents of young children and even some pet owners, will pay high prices for organic food if they think it is healthier. But many others think organic food is just a waste of money.

2. There is one main difference between organic and non-organic food. Organic farms do not use agricultural chemicals such as pesticides that stop insects from damaging crops. In many countries, food that claims to be organic must have special labels that guarantee they’re grown organically. 3. Some people think organic also means ‘locally grown’ and originally it was indeed true. But over a period of time organic farming has become a big business, with many organic foods now being grown by large agricultural companies that sell their products far from where they’re grown. Processed food made with organic ingredients has also become more popular. At first, only small companies produced these products. But as demand overtook supply, big food companies that had been selling non-organic products for many years also began selling organic products. 4. Is organic food safer and more nutritious? This is an important part of the debate. Many farmers and consumers believe it is safer and more nutritious. They think agricultural chemicals can cause serious illnesses such as cancer, but there isn’t much evidence proving that this is true. However, recent studies

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have shown that eating organically grown produce reduces your chances of developing heart diseases. Many doctors think it is more important to stop dangerous bacteria from contaminating food. These bacteria can contaminate both organic and non-organic fruit and vegetables, and doctors recommend washing produce carefully before eating it. Meat, fish and chicken can also become contaminated so washing your hands before handling these foods is also very important.

(CBSE Question Paper,2/2/2; 2022–23)

Based on your reading of the passage, answer the questions given below. I. People are willing to pay high prices for organic food because

a. it is not easily available.

(1)

b. it helps in weight loss.

c. it is produced by small companies.

d. it does not contain agricultural chemicals. II. Select the option that displays what the writer projects with reference to the following.

Is organic food safer and more nutritious? This is an important part of the debate. a. denial

c. caution

b. confirmation d. acceptance

III. Complete the following with a phrase from paragraph 3. Opinion Big food companies have started selling organic food products.

(1)

Reason _________________________ _________________________

IV. The writer contrasts organic food to non-organic food. State one point of comparison between the two.

(1)

V. Based on your reading of the text, list one benefit of eating organic food.

(1)

VI. What connection does the writer draw between contamination of food and washing hands? (1) VII. The writer says that people believe that it is safer and more nutritious to eat organic food. Select a reason for his sceptical view. (1)

a. The price decides the popularity b. There is no confirmed evidence c. It is tastier

d. It is marketed by big food companies Section A • Discursive Passage

English_Question Bank_G10.indb 11

VIII. Supply one point to justify the following:

(1)

IX. Supply one method how we can control the contamination of organic and non-organic food.

(1)

X. List one factor that certifies food to be organic.

(1)

Some people think organic also means ‘locally grown’.

7. Read the following passage carefully.

1. Online learning has become an integral part of education, especially in recent years, with the rise of digital technology and the global need for remote learning solutions. While it offers numerous advantages, it also presents significant challenges that warrant careful consideration. 2. One of the main benefits of online learning is its flexibility. Students can learn at their own pace and schedule, allowing them to balance academics with extracurricular activities or personal commitments. This flexibility is particularly beneficial for those with unique learning needs or those living in remote areas where traditional schools may be inaccessible. Furthermore, online platforms often provide a wealth of resources, from interactive videos to quizzes and e-books, catering to diverse learning styles. 3. Another advantage is the global access to education that online learning provides. Students can enrol in courses offered by prestigious institutions anywhere in the world, breaking geographical barriers. This democratisation of education enables individuals from different socioeconomic backgrounds to access high-quality learning materials and expert instructors.

4. However, online learning has its drawbacks. A major concern is the lack of personal interaction. Traditional classrooms offer opportunities for face-to-face communication with teachers and peers, fostering collaboration and the development of social skills. Online learning, on the other hand, can be isolating, leading to reduced motivation and engagement. 5. Technical challenges also pose a significant issue. Not all students have access to reliable internet or suitable devices, creating a digital divide that widens educational inequalities. Additionally, the self-discipline required for

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online learning can be daunting for some students, resulting in procrastination and incomplete or poor assignments.

IV. What is implied about the effectiveness of online learning for developing social skills? (1)

6. Critics also argue that excessive screen time associated with online learning can have adverse effects on health, including eye strain and disrupted sleep patterns. The absence of physical activities like sports or classroom breaks further exacerbates these concerns.

7. In conclusion, online learning has revolutionised education by offering flexibility and accessibility. However, it cannot entirely replace the benefits of in-person learning, such as personal interaction and hands-on experiences. A hybrid approach that combines the strengths of both online and traditional methods may be the most effective solution, ensuring that education remains inclusive, engaging, and holistic. Based on your understanding of the passage, answer the questions given below. I. Complete the analogy.

Online learning: flexibility : : traditional classrooms : __________ a. isolation

c. collaboration

b. digital resources

(1)

d. self-discipline

II. Which statement best explains how online learning can address educational inequalities?

(1)

a. By reducing the need for traditional classroom spaces b. By offering uniform resources despite location or socioeconomic status c. By eliminating the need for self-discipline

d. By providing free education globally without requiring internet access III. What does the word ‘democratisation’ mean in the context of the passage? (1)

a. The promotion of political democracy in education b. The prioritization of certain groups in education

c. The process of making education expensive and exclusive d. The equal access to and availability of educational opportunities for all

a. It enhances social skills through digital interaction.

b. It offers equivalent social skills development compared to traditional classrooms.

c. It lacks sufficient opportunities for interpersonal communication and collaboration. d. It replaces face-to-face communication with technical skills development.

V. In the passage, the term ‘digital divide’ is used. What does it refer to? (1)

a. The increasing reliance on digital technology in education b. The gap between those with and without access to technology and the internet

c. The separation between online and traditional learning methods d. The division of educational materials into digital and non-digital formats

VI. Discuss why self-discipline is a critical factor in online learning and the potential consequences of its absence. (2) VII. Highlight the impact of online learning on students’ health as discussed in the passage. Provide two examples. (2) VIII. The conclusion of the passage advocates for a complete overhaul of the traditional education system in favour of a hybrid model. Do you agree with this interpretation of the conclusion? Justify your answer with textual evidence. (1) 8. Read the following passage carefully.

1. Climate change is one of the most pressing global challenges of our time, with rising temperatures, melting ice caps, and extreme weather events becoming increasingly common. Addressing this crisis requires coordinated efforts, but the question remains: who bears the greater responsibility – individuals or collective entities like governments and corporations?

2. On the one hand, individual actions play a crucial role in combating climate change. Everyday choices, such as reducing energy consumption, using public transportation, and minimising waste, contribute to lowering carbon emissions. As Greta Thunberg stated in

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her famous TED Talk, ‘You are never too small to make a difference.’ Adopting sustainable practices like recycling, switching to renewable energy sources, or reducing meat consumption can collectively have a significant impact. Advocates of individual responsibility argue that small changes, when multiplied across millions of people, can drive meaningful progress. Furthermore, individuals have the power to influence others, creating a ripple effect that promotes sustainable living on a larger scale.

3. On the other hand, systemic change driven by governments and corporations is essential to tackle climate change effectively. Largescale policies, such as investing in renewable energy, implementing carbon taxes, and regulating industries, have a far-reaching impact that individual actions alone cannot achieve. According to a report by The Guardian, ‘Just 100 companies have been responsible for 71% of global emissions since 1988.’ Without stringent regulations, corporate activities can undermine efforts to mitigate climate change. Governments, too, have the authority to enforce policies that hold polluters accountable and fund research into innovative green technologies. As former U.S. President Barack Obama noted, ‘We’re the first generation to feel the effect of climate change and the last generation who can do something about it.’

4. Critics of individual responsibility highlight the limitations of personal actions in the face of systemic issues. For example, while individuals can reduce plastic use, industrial-scale pollution remains a far greater concern. Conversely, sceptics of collective responsibility point out that government policies and corporate initiatives often take years to implement and may face resistance from powerful interest groups.

5. Ultimately, addressing climate change requires a balance between individual and collective efforts. While systemic change provides the framework for large-scale transformation, individual actions foster awareness and demonstrate public commitment to sustainability. As The New York Times aptly states, ‘The fight against climate change cannot succeed without a shared commitment from citizens and Section A • Discursive Passage

English_Question Bank_G10.indb 13

leaders alike.’ Only by embracing this shared responsibility can humanity hope to mitigate the impact of climate change and secure a sustainable future for generations to come. Based on your understanding of the passage, answer the questions given below. I. Complete the following sentence.

(1)

By mentioning that individuals can influence others and create a ripple effect, the passage infers that small-scale personal actions have the potential to drive _________________.

II. Why is the idea of a ‘ripple effect’ important in the context of climate change action, according to the passage? Justify your answer. (2) III. In the passage, the term ‘systemic’ is used to describe certain issues related to climate change. Which of the following best defines ‘systemic’? (1)

a. random and disorganized

b. related to an individual component

c. affecting the entire system or structure d. temporary or short-term

IV. By highlighting the 71% contribution of 100 companies to global emissions, the passage suggests that individuals bear minimal responsibility for climate change. (True/False) (1) V. What is the primary reason critics down-play the role of individual actions in combating climate change, according to the passage? (1)

a. Individual actions are not scalable.

b. Industrial-scale pollution cannot be addressed through personal efforts. c. Personal actions require too much effort compared to their minimal impact.

d. Most individuals lack awareness about climate change. VI. Which of these challenges to address climate change is highlighted in the passage? (1)

a. Public resistance to renewable energy technologies.

b. Lack of awareness about climate change among individuals.

c. Delayed implementation of government policies and corporate resistance to change.

d. High costs of individual sustainable practices compared to systemic changes. 13

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universally understood, such as love, nature, or faith. Being able to actually understand what the poet is trying to say can feel like a little victory and is a welcome relief after grappling with more perplexing poetry.

VII. Which of the following most accurately captures the central argument about balancing individual and collective responsibility in addressing climate change? (1)

a. Individual actions create awareness, but their overall impact is negligible without systemic reforms.

3. Then there are poems that are emotionally charged; the ones that make the reader curl up in a ball and cry or jump up and down with joy. One is left in awe of the poet’s ability to convey emotion through words. Let’s not forget the downright weird poems. These are the ones that defy categorisation and leave the reader to their own devices in attempting to interpret meaning. The author’s use of figurative language and unconventional imagery can create a sense of bewilderment that is either intriguing or off-putting. Regardless, the reader can appreciate the uniqueness of the work.

b. Systemic reforms are sufficient to combat climate change, and individual actions serve primarily as symbolic gestures.

c. Individual and systemic efforts are equally important but operate independently of each other in combating climate change. d. Individual and systemic efforts are interdependent and must complement each other to ensure meaningful progress. VIII. Complete the analogy.

Climate change : collective responsibility as individual actions : __________________

(1)

4. Despite the wide range of emotions and reactions that come with studying poetry, it can be a rewarding pursuit. Not only does reading poetry allow one to appreciate the artistic beauty of the written word but also enables one to develop crucial critical thinking and analytical skills. The process of unlocking a poem’s meaning can feel like cracking a code or solving a puzzle but the sense of accomplishment derived from mastering a challenging piece can be deeply gratifying. Finally, impressing an English teacher with a well-analysed poem can be a source of pride and validation.

a. Government policies b. Systemic change c. Personal choices

d. Corporate responsibility IX. In the sentence ‘The fight against climate change cannot succeed without a shared commitment from citizens and leaders alike,’ the word ‘shared’ is a (n): (1)

a. Verb

c. Adjective

b. Noun

d. Adverb

9. Read the following passage carefully.

1. As a high school student, studying poetry can be a rollercoaster ride. This journey is punctuated by moments of profound appreciation for simpler pieces and intermittent frustration with more complex works. Let’s be real here – some poems are just plain confusing and no amount of re-reading seems to help decipher the intended meaning. The puzzlement that results from such instances can be both vexing and demotivating. If solving a riddle is what was intended, then playing Sudoku is a better option. One is led to ponder if obscurity was the goal. 2. Conversely, some pieces resonate with the reader’s soul. stirring feelings of warmth, happiness, and connection to the world. Often, these compositions centre on themes that are

5. Overall, studying poetry is like a box of mixed chocolates, you never know what you’re going to get. But whether it’s complex, emotional, simple, or just downright weird, there’s always something to be gained from the experience. So, let’s applaud all the poets out there, for making us laugh, cry, scratch our heads, and occasionally feel like a genius.

(CBSE Sample Question Paper; 2023–24)

Based on your understanding of the passage, answer the questions given below. I. Which of the following statements best describes the author’s attitude towards studying poetry?

a. Finds poetry to be a frustrating and meaningless endeavour.

(1)

b. Believes that the emotional rollercoaster of studying poetry is not worth the effort.

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c. Recognizes the challenges of studying poetry but also acknowledges the rewards it offers. d. Feels that poetry is too obscure and abstract for the average person to appreciate.

II. What is the tone of the writer in the lines from paragraph (1)? Rationalise your response in about 40 words. (2) If solving a riddle is what was intended, then playing Sudoku is a better option. One is led to ponder if obscurity was the goal. III. Complete the sentence appropriately.

(1)

IV. The passage includes some words that are opposites of each other. From the sets (a)–(e) below, identify two sets of antonyms: (1)

a. intriguing and off-putting

b. deciphering and interpreting c. appreciate and applaud d. simple and challenging e. emotions and feelings

We can say that the author’s tone becomes more neutral and objective when discussing weird poems, compared to other types of poetry because _______________________.

(1)

VI. Based on the reading of the passage, examine, in about 40 words, how studying poetry can be like exploring a new city. (2) VII. What is the message conveyed by Hina’s experience, in the following case?

(1)

Hina spends hours trying to analyse a poem for her assignment and finally feels a sense of accomplishment and pride, once she understands it. a. Only those with natural talent for poetry should engage with it. b. Persistence makes studying poetry a rewarding pursuit.

c. Study of poetry is guaranteed to impress others. d. The effort of studying poetry is inversely proportional to the rewards gained. Section A • Discursive Passage

English_Question Bank_G10.indb 15

The sun rises in the east,

A new day begins, a fresh start.

A peaceful feeling in my heart.

Birds chirp, nature wakes up,

10. Read the following passage carefully.

The author’s use of vivid imagery in the paragraph (3), such as ‘curl up in a ball and cry’ and ‘jump up and down with joy’, greatly affects the reader because _______________________.

V. Complete the sentence appropriately.

VIII. State whether the following lines display an example of a simple / complex / emotionally charged / downright weird/, poem. (1)

1. The global shift toward electric vehicles (EVs) is being hailed as a significant step towards a more sustainable future. As countries strive to reduce carbon emissions and combat climate change, EVs have become a symbol of progress. According to a report by The Guardian, ‘Electric vehicles are central to the fight against climate change’ due to their reduced emissions compared to conventional gasoline cars. However, the rise of EVs, while beneficial in many ways, is not without its challenges, leading to debates on whether their widespread adoption is ultimately a boon or a bane. 2. One of the key advantages of EVs is their environmental impact. Unlike traditional vehicles that rely on fossil fuels, electric vehicles produce zero emissions at the point of use, significantly reducing air pollution in urban areas. This shift is especially important in combating global warming, as transportation is one of the largest contributors to greenhouse gas emissions. ‘EVs represent an enormous opportunity to reduce pollution and tackle climate change,’ says Mary Barra, CEO of General Motors, in a TED Talk on sustainable automotive solutions. Furthermore, as the grid becomes increasingly powered by renewable energy sources, the environmental benefits of EVs will only grow.

3. However, critics argue that the transition to electric vehicles comes with its own set of challenges. One major concern is the environmental impact of battery production. The extraction of raw materials, such as lithium and cobalt, used in EV batteries, raises serious ethical and environmental issues. The New York Times highlights that ‘the mining of materials for electric car batteries can have devastating environmental and human costs.’ Moreover, the 15

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disposal of these batteries at the end of their life cycle remains a significant challenge, with limited recycling options available for certain components.

IV. Complete the following sentence.

4. Another concern revolves around the economic implications of EVs. While electric vehicles are becoming more affordable, they are still often more expensive than traditional cars, primarily due to the high cost of their batteries. For many consumers, the initial price tag can be a barrier to entry, even with government incentives and subsidies. Additionally, the job market may be affected as the automotive industry shifts away from internal combustion engines, potentially leading to job losses in sectors related to oil, gas, and traditional vehicle manufacturing. 5. In conclusion, the rise of electric vehicles presents both opportunities and challenges. While they offer significant environmental benefits and play a crucial role in reducing global carbon emissions, their widespread adoption also brings issues that need to be addressed, such as the impact of battery production and the economic implications of shifting job markets. As we continue to move towards a greener future, it is essential to balance the pros and cons of this transformative shift and ensure that it benefits all aspects of society. Based on your understanding of the passage, answer the questions given below. I. Why are electric vehicles considered central to the fight against climate change, according to the passage? (1)

a. They require no raw materials for production.

b. They produce zero emissions at the point of use. c. They are cheaper to manufacture than traditional cars.

The ethical and environmental concerns surrounding electric vehicle batteries arise primarily from ____________________.

V. The passage claims that electric vehicles can increase social inequality Do you agree or disagree? Justify your response. (2) VI. What challenges associated with electric vehicles are highlighted in the passage? (1)

a. High costs, lack of interest, and reduced job opportunities in tech industries.

b. Over-reliance on fossil fuels for electricity and decreasing government subsidies. c. Limited innovation, low adoption rates, and reduced market demand.

d. Battery production’s environmental impact, disposal challenges, and job displacement in traditional industries. VII. Select the sentence from the options that correctly uses the word ‘adoption’ as used in the passage.

a. The adoption of a new puppy brought immense joy to the family.

(1)

b. The adoption of renewable energy sources is crucial to combating climate change. c. The adoption process for the orphaned children was lengthy but successful.

d. Her adoption of traditional cooking methods amazed everyone at the party. VIII. Select the correct option to complete the sentence given below.

The closing statement of the passage sounds very ____________________.

(1)

a. optimistic and hopeful b. critical and sceptical

c. dismissive and negative d. balanced and reflective

d. They completely eliminate the need for renewable energy. II. Why might the author emphasise the importance of renewable energy in the context of electric vehicles?

(1)

11. Read the following passage carefully.

(2)

III. The adoption of electric vehicles will automatically resolve all environmental concerns related to transportation. (True/False) (1)

1. Fossil Fuels (oil, coal, and natural gas) are our most traditional sources for power generation. The energy that’s produced from any source other than fossil fuels is termed as alternative energy. Between the two sources, using alternative energy has a lower environmental impact.

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2. We now know that alternative energy sources are the sources we use to supplement or even replace traditional energy sources used for power generation. You could almost say the same thing about renewable energy sources. But there is one subtle difference between the two. All renewable energy sources fall under the category of alternative energy sources, but it doesn’t work the other way around.

3. That’s because renewable energy sources are derived from naturally replenished sources or processes of Earth, such as the sun, wind, and water. We refer to these resources as renewable or sustainable since, unlike fossil fuels, this naturally occurring continual renewal makes them inexhaustible. However, alternative energy sources are exhaustible, and therefore not renewable. That’s the difference! 4. The equipment necessary to harness energy from alternative sources used to be so expensive that it wasn’t practical for consumer use. However, thanks to increased demand, more experienced energy developers, competitive supply chains, improved renewal technologies, and enhanced energy efficiency capabilities, that’s no longer the case.

5. When it comes to energy efficiency, the leader of the renewable energy pack is wind energy. Behind wind comes geothermal energy, hydropower, nuclear energy, and then solar power. Wind power serves both individuals and entire communities. It is versatile and can be produced from small-scale windmills or wind turbines on residential properties. It can also be produced from large-scale offshore wind farms in the ocean.

6. We generate geothermal power by tapping into underground reservoirs of hot water and steam. Geothermal electricity can directly heat or cool buildings. Generated from the energy of moving water, hydroelectricity (also known as hydropower) is produced when water behind a dam causes turbine blades to move as it flows through an intake. The turbine blades then rotate a generator to produce electricity that is sent to power homes. 7. Nuclear energy is created in the form of heat through the fission process of atoms. The initial fission process creates energy and triggers a Section A • Discursive Passage

English_Question Bank_G10.indb 17

chain reaction that repeats the process and generates more energy. In nuclear power plants, the heat that fission produces creates steam. The steam then rotates the turbine, which leads to the production of electricity.

8. Solar power most commonly refers to the use of solar cells to create energy. On a small scale, you may see a few solar panels on a house roof used to produce energy for just that one home. On a larger scale, you may see a solar farm used as a power plant to produce electricity for its consumers.

(CBSE Question Paper, 2/2/2; 2023–2024)

Based on your reading of the passage, answer the questions given below. I. Which of the following statements best describes the difference between renewable energy sources and alternative energy sources? (1)

a. Alternative energy sources are more expensive than renewable energy sources.

b. Renewable energy sources are inexhaustible whereas alternative energy sources could be exhaustible. c. Alternative energy sources are as renewable as renewable energy sources.

d. Renewable energy sources are exhaustible but alternative energy sources are inexhaustible. II. What is the tone of the writer in the given lines from para (4)? Rationalise your response in about 40 words. (2)

‘However, thanks to increased demand, more experienced energy developers, competitive supply chains, improved renewal technologies, and enhanced energy efficiency capabilities, that’s no longer the case.’ III. Complete the sentence appropriately.

(1)

In the past, alternative energy sources were not used much by the consumers because __________________.

IV. The passage includes some words that are opposite of each other. From the sets (a) to (e) below, identify two sets of antonyms. (1)

a. generate and produce

b. exhaustible and inexhaustible c. subtle and versatile d. power and energy

e. sustainable and exhaustible 17

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V. Who is the leader of the renewable energy pack and why?

(1)

VI. Based on the reading of the passage, examine, in about 40 words, the difference between geothermal electricity and hydroelectricity. (2) VII. What is the message conveyed by the passage?

a. Only those energy sources should be used which are renewable.

(1)

b. Wind energy is a renewable as well as inexhaustible source of energy.

c. There are plenty of renewable energy sources that can be used to replace traditional energy sources. d. Alternative energy sources are the emerging energy trends and are still evolving.

VIII. State whether the following statement is True or False with reference to the given extract. (1)

Hydroelectricity as a renewable energy source is used for residential as well as commercial purposes. 12. Read the following passage carefully.

1. Space exploration has long been a topic of fascination and debate. As humanity continues to reach for the stars, we have seen remarkable achievements, such as landing on the moon, sending probes to distant planets, and developing the International Space Station (ISS). However, while the potential benefits of space exploration are vast, it is essential to weigh these against the challenges and costs involved. 2. One of the most significant advantages of space exploration is the advancement of scientific knowledge. By studying other planets, moons, and celestial bodies, we can learn more about the origins of our own planet and the broader universe. For instance, NASA’s Mars rover missions have provided invaluable data on the possibility of past life on Mars. As Dr. Neil de Grasse Tyson, a renowned astrophysicist, stated in his TED Talk, ‘Space exploration gives us a perspective that allows us to better understand our own world and our place in the cosmos.’ These discoveries not only enhance our scientific understanding but also inspire future generations to pursue careers in STEM (Science, Technology, Engineering, and Mathematics).

3. Moreover, space exploration has led to technological advancements that have practical applications on Earth. Many innovations, such as satellite communication, GPS, and weather forecasting, have their roots in space research. The space program also drives advancements in 4. material science, medical technology, and energy production. According to a report by Scientific American, ‘The technologies we develop for space missions often lead to improvements in our daily lives, from medical imaging to the development of new materials for use in construction and transportation.’

5. However, the costs associated with space exploration are staggering. NASA’s budget alone runs into tens of billions of dollars each year, and private companies like SpaceX also invest heavily in space missions. Critics argue that these funds could be better spent on solving urgent problems here on Earth, such as poverty, climate change, and public health crises. As The New York Times reported, ‘While space exploration has its rewards, the billions spent on space missions could do much more to alleviate the suffering faced by millions globally.’

6. Another challenge is the environmental impact of space exploration. The launch of rockets generates significant amounts of pollution, both from the fuel used and from debris left in orbit. Additionally, the potential for space missions to contribute to the militarisation of space and the increase in global tensions is a concern for many.

7. In conclusion, space exploration presents a complex set of pros and cons. While it offers opportunities for scientific discovery, technological progress, and global cooperation, the costs and environmental impact cannot be overlooked. The key will be to balance these ambitions with the pressing needs of our planet and its people. Based on your reading of the passage, answer the questions given below. I. According to the passage, how does space exploration benefit daily life on Earth?

a. By providing jobs for astronauts only.

(1)

b. By reducing poverty directly.

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c. Through innovations like satellite communication and GPS.

d. By making space travel accessible to everyone. II. Complete the following analogy:

NASA : Space Exploration : : GPS : __________ a. Innovation

c. Communication

b. Education

(1)

V. According to the passage, why should the funds allocated for space exploration be scrutinised?

VI. Complete the following with a sentence from paragraph 5. (1) Opinion

d. Navigation

III. What does the word ‘staggering’ imply in the phrase ‘the costs associated with space exploration are staggering’?

a. Slightly higher than anticipated

(2)

Reason

The environmental impact of space exploration is a pressing concern.

(1)

b. Significant enough to inspire global action

c. Shockingly large and difficult to comprehend d. Moderate but necessary for progress

IV. What concern is raised about the cost of space exploration? (1)

VII. Based on the passage, why is the concept of ‘militarisation of space’ concerning to many? (1)

a. It may lead to less international collaboration.

b. It could increase global tensions and conflicts. c. It could result in more technological advancements.

a. It leads to an increase in global tensions.

d. It might reduce the number of scientific discoveries made in space.

c. It prevents the development of new technologies.

VIII. Why is space exploration considered both a benefit and a burden, based on the passage? Justify your answer with reference to the advantages and disadvantages mentioned in the text. (2)

b. It consumes funds that could address urgent Earth-based issues.

d. It is completely financed by private companies.

Answers 1.

I. b. The author sees technology as both beneficial and problematic.

II. diagnosing diseases more accurately and personalising treatments to suit individual patients.

III. a. Complete dependence

IV. b. It leads to job displacement in various industries

V. The World Economic Forum report raises concerns about the potential displacement of 85 million jobs worldwide by 2025 due to automation and AI. VI. The passage highlights that excessive use of new age technology, such as social media and smartphones, negatively affects mental health by causing anxiety, depression, poor sleep, and fostering feelings of isolation and low self-esteem, especially among younger generations.

VII. With the rise of IoT devices, more personal data is being shared online, making it Section A • Discursive Passage

English_Question Bank_G10.indb 19

easier for cyberattacks and identity theft to occur. This creates greater risks to privacy and security. VIII. b. T he drawbacks of technology need careful consideration. 2.

I. b. I t has both positive and negative effects on society.

II. Social media has helped movements like #MeToo and #BlackLivesMatter gain momentum by raising awareness, mobilising supporters, and reaching a broad audience for impactful change. III. a. Present everywhere

IV. Social media promotes unrealistic standards of beauty, success, and happiness, leading to feelings of inadequacy, anxiety, and loneliness, especially among teenagers.

V. b. False news and unverified content can influence public opinion. 19

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VI. c. Implementing fact-checking and flagging misleading posts. VII. Social media helps businesses to market products, interact with customers, and provides creators a platform to share their work with wider audiences.

VIII. d. W ill the benefits of social media, such as its educational and activist potential, continue to outweigh its societal risks? I. c. to hike.

II. a. B ecause the depressing daily routine is forgotten.

III. a new meaning and significance to us.

IV. The sight of waterfalls, flowers, streams, trees and bushes is pleasing and establishes a contact between us and nature. Various sounds of nature, like the murmur of a brook or the song of a bird, acquire a new meaning and significance for us. V. flowers

VI. b. because of the excitement of climbing up and the adventure of coming down.

V. c. Obesity in childhood often continues into adulthood, leading to numerous health issues. VI. The passage highlights that children are exposed to around 1,000 unhealthy food ads annually, which affects their choices.

VII. Parents are crucial as role models, influencing their children’s eating habits and activity levels by creating a healthier home environment.

III. c. Kindness enhances the delivery of even unpleasant truths. IV. b. Keeping secrets requires maturity and self-control.

V. a. Refraining from impulsive actions or words VI. The passage implies that revealing secrets can destroy trust, lead to widespread gossip, and negatively affect relationships and reputations, showcasing the importance of self-restraint and integrity.

VIII. Minute observations like a snake casting its slough or a mouse peeping out of its hole. (answer may vary)

X. joyful (answer may vary) 4.

I. c. Excessive calorie intake and inactivity

II. The passage links teenage obesity to lifestyle choices such as consuming highcalorie junk food, engaging in minimal physical activity, and spending excessive time on sedentary activities like watching TV and playing computer games.

III. While acknowledging genetics as a contributing factor, the passage emphasises lifestyle factors like diet, exercise, and stress management as more significant and modifiable causes of teenage obesity. It suggests that adopting healthier habits can mitigate genetic risks. IV. b. A situation where a problem spreads widely and rapidly

I. c. It damages relationships and shows immaturity.

II. d. It is acceptable if done with tact and restraint.

VII. d. it is an escape from our busy schedule.

IX. Minute observations like a snake casting its slough, a mouse peeping out of its hole, a squirrel leaping about on the branches of a tree, a bird flying past, all these are noticed and arouse our interest. (answer may vary)

VIII. d. Foster a combined effort between parents and teenagers.

VII. a. Words can heal or hurt and should be used responsibly.

VIII. The THINK filter ensures that communication is thoughtful, avoids unnecessary harm, and fosters positive interaction. It helps individuals balance truthfulness with kindness, inspiring trust and maintaining relationships. 6.

I. a. it does not contain agricultural chemicals.

II. d. acceptance

III. Demand overtook supply and people are willing to pay high prices.

IV. Organic farms do not use agricultural chemicals such as pesticides that stop insects from damaging crops. (answers may vary) V. Recent studies have shown that eating organically grown produce reduces your chances of developing heart diseases.

VI. Bacteria can contaminate both organic and non-organic food. Meat, fish and chicken can also become contaminated so washing your hands before handling these foods is also very important.

English_Question Bank_G10.indb 20

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VII. b. There is no confirmed evidence

forgive individuals but emphasises their role in fostering awareness and small-scale impact.)

VIII. Some people think organic also means ‘locally grown’ and originally it was indeed true. It was locally produced and sold.

V. b. I ndustrial-scale pollution cannot be addressed through personal efforts.

IX. Doctors recommend washing produce carefully before eating it.

X. In many countries, food that claims to be organic must have special labels that guarantee they’re grown organically. 7.

I. c. collaboration

II. b. By offering uniform resources despite location or socioeconomic status III. d. The equal access to and availability of educational opportunities for all IV. c. It lacks sufficient opportunities for interpersonal communication and collaboration.

V. b. The gap between those with and without access to technology and the internet

VI. Self-discipline ensures that students manage their time effectively and complete assignments. Without it, students risk procrastination, incomplete tasks, and poor learning outcomes.

VII. Excessive screen time can lead to eye strain and disrupted sleep patterns. Additionally, the absence of physical activities in online learning can negatively affect overall health. VIII. No, the conclusion does not call for a complete overhaul but rather suggests that a hybrid model combining the strengths of online and traditional learning is the most effective solution. 8.

I. collective or widespread change on a larger scale

II. The passage suggests that individual actions can influence a broader collective effort through the ‘ripple effect’. Small changes in individual behaviour, when adopted by a large number of people, can create widespread awareness and drive larger-scale changes. This shows that individual responsibility can lead to greater collective action in addressing climate change. III. c. affecting the entire system or structure IV. False (Explanation: While the passage highlights corporate responsibility, it does not Section A • Discursive Passage

English_Question Bank_G10.indb 21

VI. c. Delayed implementation of government policies and corporate resistance to change.

VII. d. Individual and systemic efforts are interdependent and must complement each other to ensure meaningful progress. VIII. c. Personal choices IX. c. Adjective 9.

I. c. R ecognizes the challenges of studying poetry but also acknowledges the rewards it offers. II. The tone is critical. The writer seems to be expressing their scepticism and dissatisfaction with poems that are overly obscure and difficult to understand. The writer suggests that such poems may not be worth the effort and compares them unfavourably to solving a riddle. Overall, the tone suggests a frustration with poetry that prioritises obscurity over clarity and meaning. OR

The tone is sarcastic. The statement suggests that the writer is not impressed with the level of complexity in some poetry. Additionally, the phrase ‘led to ponder if obscurity was the goal’ implies that the writer believes some poets may intentionally make their work difficult to understand, which can be frustrating for readers. The sarcastic tone in these lines is likely a reflection of the writer’s opinion that poetry should not be needlessly complex and should strive to connect with readers. III. it creates a powerful emotional impact and enhances the reader’s understanding of the intensity of emotion that can be conveyed through poetry. IV. a. intriguing and off-putting d. simple and challenging

V. the author acknowledges that weird poems can be off-putting but also appreciates their uniqueness and the challenge they present to readers. Hence, the author is being neutral and objective with no bias. 21

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VI. Just as exploring a new city requires an open mind and a willingness to embrace the unexpected, studying poetry requires an openness to different styles and approaches, and a willingness to be challenged and surprised by what you find.

11.

II. The tone is optimistic and reassuring, as the writer highlights advancements in renewable energy technologies, competitive supply chains, and increased expertise, suggesting that previous challenges in sustainable energy adoption are now being effectively addressed. This inspires confidence in progress.

VII. b. P ersistence makes studying poetry a rewarding pursuit.

VIII. Simple. This verse is simple in terms of its language, structure, and content. It describes a natural scene, which is easy to comprehend and has a peaceful effect on the reader. 10.

I. b. They produce zero emissions at the point of use.

II. The author emphasises the importance of renewable energy in the context of electric vehicles because the environmental benefits of EVs can be significantly enhanced when the electricity used to power them comes from renewable sources. As the grid increasingly relies on clean energy like solar and wind, the carbon footprint of EVs decreases, making them a more effective solution in reducing global emissions and combating climate change. III. False

(Explanation: While EVs reduce emissions at the point of use, the passage highlights environmental challenges associated with battery production and disposal.)

IV. the extraction of raw materials like lithium and cobalt, and the challenges of battery disposal.

V. I agree because the high cost of EVs makes them inaccessible to lower-income groups, and the transition may result in job losses in traditional automotive and oil industries, which disproportionately affect certain communities. VI. d. B attery production’s environmental impact, disposal challenges, and job displacement in traditional industries.

VII. b. T he adoption of renewable energy sources is crucial in combating climate change. VIII. d. balanced and reflective

I. b. Renewable energy sources are inexhaustible whereas alternative energy sources could be exhaustible.

III. It used to be so expensive that it wasn’t practical for consumer use. IV. b. exhaustible and inexhaustible and e) sustainable and exhaustible

V. The leader of the renewable energy pack is wind energy. Wind power serves both individuals and entire communities. It is versatile and can be produced from small-scale windmills or wind turbines on residential properties and can also be produced from large-scale offshore wind farms in the ocean.

VI. We generate geothermal power by tapping into underground reservoirs of hot water and steam. Geothermal electricity can directly heat or cool buildings. Generated from the energy of moving water, hydroelectricity is produced when water behind a dam causes turbine blades to move as it flows through an intake. The turbine blades then rotate a generator to produce electricity that is sent to power homes. VII. c. There are plenty of renewable energy sources that can be used to replace traditional energy sources.

VIII. True 12.

I. c. Through innovations like satellite communication and GPS. II. d. Navigation

III. c. S hockingly large and difficult to comprehend IV. b. It consumes funds that could address urgent Earth-based issues.

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V. The funds for space exploration should be scrutinised because the passage highlights concerns about the excessive spending on missions while urgent issues, like poverty and climate change, remain underfunded. Critics argue that the billions spent on space could address more pressing problems on Earth. VI. The launch of rockets generates significant amounts of pollution, both from the fuel used and from debris left in orbit

Section A • Discursive Passage

English_Question Bank_G10.indb 23

VII. b. It could increase global tensions and conflicts.

VIII. Space exploration is seen as a benefit because it leads to advancements in technology and new discoveries that improve life on Earth. However, it is also a burden due to the high costs and its environmental impact, such as pollution and space debris, which raises concerns about its sustainability.

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Case-based Passages

A case-based passage presents a real-life scenario, situation, or example that helps illustrate a specific concept or topic. It encourages readers to analyse and draw insights from a real-world context rather than relying solely on theoretical information. Essentially, it is a narrative that uses a specific case study to explain a broader idea. These passages often include background details (e.g., key players, context and relevant facts) or a specific situation, event or issue, followed by analysis or discussion. They are commonly used to promote critical thinking and problem-solving skills.

Tips When Attempting a Case-based Passage 1. Read the passage carefully to identify the scenario, key facts, the main issue or the problem presented.

2. Skim the questions before reading in detail to focus on key points and look for direct answers in the passage to avoid misinterpretation. 3. Take note of any supporting details, statistics or evidence provided.

4. Identify what led to the problem and its potential consequences and think critically about possible solutions or outcomes.

5. Connect ideas to draw conclusions that are not explicitly stated and compare different viewpoints or possible solutions.

6. Support answers with evidence from the passage. Avoid giving personal opinions and quote or reference key parts of the text when required. 7. Allocate time for reading, analysing, and answering questions. Avoid spending too much time on a single question.

8. Approach the case from an unbiased perspective and avoid assuming details not mentioned in the passage.

Practice Exercise 1. Read the following passage carefully.

1. After more than two years of halted travel, India’s tourism and hospitality industry is now cautiously hopeful. Tourism constituted almost 3% of India’s GDP and generated around 100 million jobs in 2019. But the sector was severely hit in India like in other countries in the past two years. 2. Indians are now travelling with a vengeance, ‘revenge travel’ as the phenomenon is called. And, many experts say, they now prefer to travel within the country instead of flying to more expensive destinations abroad. The industry is also benefiting from new trends born of the pandemic such as micro-holidays and workcations. 3. According to a survey, 51 percent of Indian travellers believed that international travel

remained an important means of expanding their horizons and connecting with other cultures. Over two years, the survey said, Indian travellers are now dreaming about their next international trip and more than 70 percent Indians are excited about being able to travel internationally.

4. There has also been an increase in the number of students going abroad to study. The increasing desire to study overseas is credited to the pent-up demand from the pandemic’s two-year duration. This has got further pronounced because of growing aspirations and affordability among the middle-class students from Tier II and Tier III cities.

The table below shows foreign travel by Indians for different purposes from 2019 – 2022.

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Purpose

2019

2020

2021

2022

Job

25.2 L

7.1 L

8.3 L

21.4 L

Education

5.8 L

Business

Residency

Tourists

14.7 L

2.6 L

1.2 L

4.6 L

89.5 L

28.9 L

34.6 L

72.5 L

63.8 L

13.1 L

12.8 L

30.8 L

2.6 L

4.4 L

6.5 L

Visit

42.1 L

10.1 L

15.1 L

40.9 L

Pilgrimage

8.8 L

1.1 L

4,139

4.6 L

Medical Others Total

1,448

2.6 L

2.5 Crore

390

54,775 66.2 L

545

58,767 77.2 L

1,253

1.6 L

1.8 Crore

(CBSE Question Paper, 2/5/2; 2023–24)

On the basis of your reading of the passage, answer the following questions. I. Complete the following analogy appropriately, based on your understanding of paragraphs 1 and 2.

(1)

We can say that the situation when people were travelling with a vengeance is comparable to people going out to dine in hordes, because ___________.

II. Fill in the blanks with the appropriate option from those given in brackets, based on your understanding of paragraph 1. (1)

The statement that, ‘Tourism constituted almost 3% of India’s GDP and generated around 100 million jobs in 2019’, is a/an ___________ (fact/opinion) because it is a/an ___________. (subjective judgement/objective detail).

III. Justify the following in about 40 words. (2)

After being cooped up inside their houses for more than two years, Indians are now excited about being able to travel internationally.

IV. Based on the given table, for which ‘purpose’ did Indian foreign travel increase in 2022 as compared to 2019? (1) V. ‘The industry is also benefitting from new trends born of the pandemic such as microholidays and workcations.’ Which ‘industry’ is being talked about here?’ (1)

VI. As per the given table, for which purpose did the maximum number of Indians undertake foreign travel in 2019 and in 2022?

State any one inference that can be drawn from this. (1)

Section A • Case-based Passages

English_Question Bank_G10.indb 25

VII. Why are students today choosing to go abroad to study? Answer in about 40 words. (2)

VIII. Which of the following is the main takeaway from the study mentioned in the passage? (1)

a. International travel remains an important means of expanding horizons and connecting with other cultures. b. Though travel, both domestic and international has picked up, it has yet to reach its previous levels. c. Indians are excited about being able to travel internationally.

d. The study needs to include experts from the Tourism Department to offer any recommendations for further research. 2. Read the following passage carefully.

1. A thorough study conducted across several villages of north-west India unveiled

fascinating insights into the mural* landscape. It revealed that a significant majority,

comprising around 80%, of these vibrant artworks are meticulously crafted by the villagers themselves. Approximately 15% of the murals stem from collaborative endeavours between villagers and local or visiting artists.

2. Surprisingly, a small fraction, about 5%, of the murals are the result of sponsored initiatives, often commissioned by governmental or nongovernmental organisations. These murals convey social messages ranging from education and environmental conservation to public health awareness. 3. Among the locally crafted murals, nearly 55% depict scenes from mythology and folklore, celebrating the rich cultural heritage of the region. About 26% of these murals showcase daily life in the villages, capturing moments of joy, struggle, and victory. The remaining 19% feature abstract or contemporary themes, reflecting evolving artistic expression in rural settings.

4. Further analysis reveals that among the locally crafted murals, nearly 63% are found on the walls of community centres, temples, and other public spaces. Around 27% adorn the exterior walls of residential houses. The remaining 10% 25

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are scattered across schools, health centres, and other institutional buildings, serving as educational tools and sources of inspiration for the younger generation.

5. To delve deeper, comparisons across various parameters such as demographic patterns, subject matter, techniques, community engagement, and impact are crucial. Analysing these facets not only provides a comprehensive understanding of mural creation in north-west Indian villages but also unveils avenues for cultural preservation, community development, and creative expression. (*a large painting or artwork that is typically created directly on a wall or ceiling)

(CBSE Sample Question Paper, 2024–25)

On the basis of your reading of the passage, answer the following questions.

I. What does the use of the phrase ‘fascinating insights’ by the writer, in paragraph 1, tell us about their feelings? (1)

a. The writer is expressing surprise.

c. The writer is indicating interest and enthusiasm.

d. The writer is showing disappointment. II. Select the option that is true for the assertion and reason given below.

(1)

a. Both the assertion and reason are true, and the reason is the correct explanation of the assertion.

In Hari’s village, a mural depicting sustainable farming practices is showcased on the Panchayat office wall.

The percentage of mural type that this would be counted in is ___________. (26% / 19% / 55%)

VI. What does the highest percentage of different mural themes suggest about the artistic preferences and cultural priorities in northwest Indian villages? (1)

VII. Complete the sentence suitably.

The significant presence of murals on the exterior walls of residential houses highlight ___________ (1) VIII. Complete the following with a suitable reason.

(1)

The most likely reason the writer believes that a mural can serve as an ‘educational tool’ is because it can ___________.

3. Read the following passage carefully.

Assertion: The murals in northwest Indian villages are meticulously crafted.

(1)

IX. In the context of the last paragraph, describe the significance of comparing various parameters such as demographic patterns, subject matter, techniques, community engagement, and impact in understanding the mural landscape in northwest Indian villages. (2)

b. The writer is conveying boredom and frustration.

Reason: The murals are the result of collaborative endeavours.

V. Read the given prompt and select the correct option in the brackets to fill in the blank.

b. Both the assertion and reason are true, but the reason is not the correct explanation of the assertion.

c. The assertion is true, but the reason is false.

d. The assertion is false, but the reason is true.

III. Identify the word that indicates that the writer anticipated a higher percentage of sponsored initiative murals? (1) IV. How do the murals in northwest Indian villages contribute to community engagement and awareness? (1)

1. The internet has transformed the way people connect, learn and communicate across the globe. Over the past two decades, the number of internet users worldwide has grown exponentially. In 2000, only 8% of the global population was using the internet. However, by 2010, this number had increased to 30%, and by 2020, it had reached 60%. This dramatic rise reflects a combination of technological advancements, infrastructure development and societal changes.

2. The early 2000s were marked by slower internet adoption due to the high cost of access, limited availability of broadband infrastructure, and a general lack of awareness about the internet’s potential. However, as technology advanced and the internet became more accessible through smartphones, the number of users began to grow at a faster pace.

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3. In the first decade of 2000s, the introduction of affordable smartphones, lower internet prices and increased availability of 4G networks contributed to the sharp rise in users. Moreover, social media platforms like Facebook, Instagram, and Twitter, as well as streaming services like YouTube and Netflix, played a crucial role in attracting millions of users. As the world became more interconnected, the internet became a fundamental part of daily life. 4. The global digital divide, however, remains a concern. While internet penetration has increased significantly in urban and developed areas, rural regions, especially in developing countries, still face challenges in accessing the internet due to inadequate infrastructure and higher costs. Efforts are ongoing to bridge this divide with initiatives aimed at expanding internet access to underserved areas. The chart below shows the urban vs rural internet access (2000-23). Year 2000

Urban Internet Access (%)

Rural Internet Access (%)

55%

15%

2010 2020 2023

30%

72% 81%

I. What does the word ‘exponentially’ in the phrase ‘the number of internet users worldwide has grown exponentially’ most likely mean? (1)

a. with leaps and bounds b. at a snail’s pace c. steadily

(1)

III. Smartphones are to internet accessibility as ___________ are to physical connectivity. (1)

a. Roads b. Laptops

c. Satellites d. Electricity

Section A • Case-based Passages

English_Question Bank_G10.indb 27

a. Digital literacy b. Digital divide

c. Broadband expansion

d. Technological disruption

VII. What is the significance of the ‘digital divide’ mentioned in the passage in the context of global internet growth? (1)

a. It suggests that all countries benefit equally from the rise in internet usage.

b. It highlights that urban areas have higher internet penetration than rural regions. c. It indicates that internet infrastructure is improving faster in developed countries.

d. It points to a decreasing global disparity in internet access.

VIII. Based on your analysis of the chart, what does the trend in urban and rural internet access from 2000 to 2023 suggest about the digital divide? (2)

On the basis of your reading of the passage, answer the following questions.

The increase in internet usage from 2000 to 2020 can primarily be attributed to the rise in ___________.

VI. Based on the passage, which term refers to the gap in internet access between different regions or populations? (1)

50%

II. Complete the statement.

V. Why do rural areas still lag behind urban areas in internet access despite overall growth? (1)

38%

(2)

‘The rise in internet usage has been significantly influenced by social media and streaming platforms.’

d. decreasing

IV. Justify the statement.

4. Read the following passage carefully.

1. The rapid expansion of e-commerce has transformed shopping in India. With increasing internet penetration, smartphone usage, and digital payments, e-commerce is now a dominant force in retail. According to a 2023 industry report, India’s e-commerce market is growing at 19% annually, expected to reach $120 billion by 2026.

2. The rise of platforms like Amazon, Flipkart, and Meesho has made online shopping more accessible. Discounts, doorstep delivery, and easy return policies have driven this surge. The COVID-19 pandemic further accelerated adoption, as consumers shifted to contactless shopping. 3. E-commerce growth varies across India. Metropolitan cities like Delhi, Mumbai, and Bengaluru generate the highest online sales, while tier-2 and tier-3 cities are expanding

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rapidly. Rural areas are also growing, though internet connectivity and logistics remain challenges. The map below illustrates e-commerce adoption across India in 2023.

c. It increased online shopping due to contactless transactions.

III. According to the map, which regions in India show the highest e-commerce penetration?

(1)

V. Select the correct option for the given assertion and reason.

(1)

IV. If a city with low e-commerce penetration improves its digital infrastructure, what changes can be expected? (1)

Delhi Lucknow Bhopal

Mumbai

Bengaluru

Patna Kolkata

Hyderabad

Chennai

E-Commerce Peneteration High Moderate Low

4. E-commerce benefits both businesses and consumers. Small businesses and artisans can sell nationwide, while consumers enjoy greater variety, competitive pricing, and digital payment options. However, cybersecurity risks, counterfeit products, and packaging waste pose challenges. 5. To sustain growth, the Indian government is strengthening data security laws, digital infrastructure, and eco-friendly packaging practices. With continuous technological advancements, India’s e-commerce future looks promising, offering vast opportunities for businesses and consumers alike.

On the basis of your reading of the passage, answer the following questions.

I. What is the primary reason for the growth of e-commerce in India? (1)

a. Decrease in physical stores

b. Increase in internet penetration and digital payments c. Government restrictions on offline shopping

d. Reduction in demand for retail goods

II. How did the COVID-19 pandemic influence e-commerce adoption? (1)

a. It led to a decline in online shopping.

d. It made traditional shopping more popular.

b. It caused e-commerce companies to shut down.

Assertion: Rural areas are witnessing an increase in e-commerce adoption.

Reason: Internet connectivity and logistics are still major obstacles in rural regions.

a. Both the assertion and reason are true, and the reason is the correct explanation of the assertion.

b. Both the assertion and reason are true, but the reason is not the correct explanation of the assertion.

c. The assertion is true, but the reason is false.

d. The assertion is false, but the reason is true.

VI. Based on the map of e-commerce adoption in India, which region shows the slowest e-commerce growth, and what could be a possible reason? (1)

VII. What can be inferred about the role of e-commerce in small businesses? (1)

VIII. The Indian government is strengthening data security laws and promoting ___________ to support long-term e-commerce growth. (1)

IX. Justify why e-commerce is beneficial for consumers in India. (2)

5. Read the following passage carefully.

1. Increased traffic levels every year is causing an increase of air pollution, wasting of time and productivity and diverse respiratory diseases. While the cost of solving or reducing traffic congestion is enormous, neglecting everincreasing traffic congestion can lead to serious social problems among citizens. 2. The number of vehicles has increased considerably in the Delhi NCR in the past five years. Due to this increase, there is frequent traffic congestion and serious pollution and environmental damage.

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3. The Capital’s vehicular population saw an addition of more than five lakh vehicles last year, registering an increase of over 4%, according to the Delhi Economic Survey 2020–21. 4. In spite of largest road network, through metro and bus services, the transport system is not being able to keep pace with the growing demand, as a result of which, more and more people use their private vehicles, leading to increased congestion on the roads. Still people in India prefer road travel over air or other means of travel. 5. Citizens of Delhi/NCR have, time and again, pondered the possibilities of how to reduce traffic congestion in the city, especially during the peak hours. People should use public transport, the government must increase the facilities of public transport, people should avoid unnecessary collection of vehicles and should use carpool and vehicle sharing.

6. What is required is proper implementation of corrective measures by citizens to get an organised traffic management system.

(CBSE Question Paper, 2/1/2; 2022–23)

On the basis of your reading of the passage, answer the following questions.

I. Infer one reason for the following, based on information in paragraph 1. (1)

Reducing traffic congestion is not easy.

II. Select the appropriate option to complete the following sentence. (1) he reasons for increased traffic congestion T are ___________.

i. use of private vehicles.

ii. Increase in demand for cars

iii. Inability to keep pace with population control iv. Travelling by public transport v. Emission of pollutants

a. iv, v b. i, v

c. i, ii d. ii, iii

III. Complete the following analogy correctly with a word/phrase from paragraph 5. (1)

organised : chaotic : : lowest : ___________

(Clue: Just as organised is an antonym of chaotic, lowest is an antonym of ___________.)

IV. The vehicles emit pollutants which affect ___________ badly. (1)

Section A • Case-based Passages

English_Question Bank_G10.indb 29

V. Complete the following sentence. (1)

Use of public transport will reduce ___________.

VI. Select the appropriate option which states the methods of reducing traffic congestion. (1)

i. start car pooling

ii. add electric buses

iii. increase in public modes of transport iv. increase car collection points v. increase taxation

a. i, iv, v b. iii, v c. ii, iii, iv d. i, iii

VII. What is required to get an organised traffic management system? (1)

VIII. Give the reasons for the increase in vehicular congestion. (1)

IX. Fill in the blank by selecting the correct option. (1)

There are ___________ consequences of increasing vehicular congestion.

a. beneficial b. adverse c. implicit d. explicit

X. Substitute the underlined word with one word similar in meaning in the following sentence: (1)

Citizens of Delhi/NCR have, time and again, pondered over the possibilities of how to reduce traffic congestion in the city.

6. Read the following passage carefully.

1. The Amazon Rainforest, known as the ‘lungs of the Earth’, is essential for sustaining the planet’s ecological balance. However, in recent years, deforestation in this region has surged to critical levels, severely impacting biodiversity, indigenous communities, and global climate stability. Current estimates indicate that around 10,000 square kilometers of forest are being lost each year. The pie chart below highlights the primary drivers of deforestation in the Amazon: Urban Expansion 5% Agriculture

15%

Logging 20%

Cattle Ranching 60%

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2. Large tracts of land are cleared to create pastures, often through slash-and-burn techniques that release significant amounts of carbon dioxide into the atmosphere. Logging, including illegal operations driven by the demand for timber, further accelerates forest loss, often bypassing regulations meant to protect the rainforest. Agriculture is fueled by the cultivation of cash crops such as soybeans and palm oil, sometimes expanding into protected areas. Urban expansion is steadily increasing as populations in the region grow, adding pressure on forested land.

3. Deforestation not only destroys habitats but also contributes to climate change by reducing the forest’s capacity to absorb carbon dioxide. The loss of biodiversity is equally concerning, with countless plant and animal species pushed to the brink of extinction. 4. Addressing deforestation in the Amazon requires a multifaceted approach, including sustainable land management practices, stricter enforcement of environmental laws, and international cooperation to fund conservation efforts. Without immediate action, the long-term consequences could be catastrophic for the planet.

On the basis of your reading of the passage, answer the following questions.

I. Explain how the Amazon’s role in carbon absorption helps combat climate change. (1)

II. Biodiversity Loss is to Habitat Destruction as: (1)

a. Education is to Knowledge

b. Global Hunger is to Food Scarcity

c. Pollution is to Air Quality Improvement d. Rainfall is to Desertification

III. Based on the pie chart, which activity contributes most to deforestation, and why? (2) IV. How does cattle ranching contribute to climate change? (1)

a. By releasing methane gas from livestock

b. By using fertilisers that emit greenhouse gases c. By clearing forests, reducing carbon absorption, and using slash-and-burn methods

d. By overgrazing, which damages the soil

V. Justify the statement. (1)

Illegal activities accelerate deforestation despite existing regulations.

VI. What does the phrase ‘carbon absorption’ mean in the passage? (1)

a. The release of carbon dioxide into the atmosphere

b. The storage of carbon dioxide in the ocean c. The process by which plants capture and store carbon dioxide d. The elimination of carbon dioxide through human activity

VII. Complete the following statement with a phrase. (1) The loss of biodiversity in the Amazon is concerning because it ___________.

VIII. Propose two strategies to mitigate deforestation in the Amazon while balancing economic needs. (2)

7. Read the following passage carefully.

1. Plastic pollution has become a severe environmental crisis, with oceans bearing the brunt of this issue. Millions of tons of plastic waste enter marine ecosystems annually, endangering aquatic life and disrupting the food chain. A report from 2020 highlights the contribution of various regions to this growing problem.

The bar graph below illustrates the estimated plastic waste dumped into oceans by region in 2020 (in million tons): Asia North America Europe Africa South America 0

2. Asia is the largest contributor, accounting for 50 million tons of plastic waste, more than double that of all other regions combined. This is attributed to rapid urbanisation, inadequate waste management systems, and the high consumption of single-use plastics. North America and Europe, while contributing less, still generate significant waste, reflecting a lifestyle centred around

English_Question Bank_G10.indb 30

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convenience and high plastic consumption. Africa and South America, though smaller contributors, face growing challenges as economic development increases the demand for plastic products.

3. The impact of this pollution is far-reaching. Marine animals, such as turtles, birds, and fish, often ingest plastic, mistaking it for food, leading to starvation or death. Microplastics, tiny fragments of plastic, enter the food chain and eventually reach humans, posing health risks. Coral reefs, vital for marine biodiversity, are also smothered by plastic waste.

4. To address this crisis, global cooperation is essential. Strategies like reducing singleuse plastics, investing in effective recycling systems, and raising awareness about plastic pollution can significantly mitigate the issue. Without immediate action, the health of marine ecosystems and human populations will continue to deteriorate.

On the basis of your reading of the passage, answer the following questions.

I. What does the word ‘brunt’ in the passage mean? (1)

a. The least significant part of something

b. The main impact or force of something c. A minor inconvenience or setback d. A gradual reduction in intensity

II. Complete the statement. (1) The reasons Asia is the largest contributor to plastic waste in oceans is ___________.

III. Urbanisation is to Plastic Waste as: (1) a. Education is to Knowledge

b. Industrialisation is to Pollution c. Exercise is to Health

d. Tourism is to Environmental Protection

IV. How does plastic waste reflect modern lifestyle choices? (1) V. According to the passage, the plastic waste crisis is only a concern for regions with lower economic development. (True/False) (1)

VI. What does the term ‘microplastics’ in paragraph 3 refer to? (1) a. Large plastic items like bottles and bags b. Tiny fragments of plastic Section A • Case-based Passages

English_Question Bank_G10.indb 31

c. Plastic products that can be easily recycled d. Biodegradable plastics used in packaging

VII. What can be inferred from the passage about the long-term effects of plastic pollution on marine life and humans? (2)

VIII. Suggest two measures to combat plastic pollution effectively. (1) IX. Which phrase best conveys the meaning of ‘mitigate’ in the passage? (1) a. Strengthen environmental policies to reduce plastic waste

b. Delay action on plastic pollution until it worsens

c. Increase plastic production for commercial use d. Ignore the harmful effects of plastic waste

8. Read the following passage carefully.

1. Water scarcity is emerging as one of the most pressing environmental issues of the 21st century. Factors such as population growth, industrial expansion, and climate change are intensifying the demand for freshwater resources, leading to severe shortages in many parts of the world. According to United Nations estimates, nearly 2 billion people live in regions experiencing high water stress. This study explores the primary causes, consequences, and potential solutions to the water crisis, focussing on areas facing extreme shortages. 2. One of the main drivers of this crisis is the increasing demand for water due to a growing global population. Water is essential for agriculture, industry, and domestic use, but excessive consumption and climate-related changes are depleting natural water sources faster than they can be replenished.

The table below presents projected water stress levels across different regions by 2030: Region Sub-Saharan Africa

Water Stress Level (%)

Status

80%

High

South Asia

60%

High

Europe

20%

Middle East & North Africa

North America

90%

30%

Extremely High Moderate Low

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3. As seen, regions like Sub-Saharan Africa and the Middle East are expected to face serious water stress, with more than 80% of their water resources being used. In contrast, Europe and North America will likely experience moderate to low water stress, owing to better management and infrastructure. 4. The impact of water scarcity is extensive. Agricultural productivity declines as irrigation becomes challenging, leading to food shortages. Additionally, limited access to clean water exacerbates poverty, health issues, and sanitation crises. In some cases, disputes over scarce water resources escalate into conflicts.

5. To address this crisis, sustainable water management, investment in efficient technologies, and conservation efforts are vital. Developing alternative water sources such as desalination and ensuring global cooperation can help secure water availability for future generations.

On the basis of your reading of the passage, answer the following questions.

I. Based on the passage, what can be inferred about the impact of population growth on water resources? (1)

II. The passage suggests that climate change has no significant impact on the global water crisis. (True/False) (1)

III. What does the term ‘water stress’ mean in the context of the passage? (1) a. An excess of water resources in a region

b. Difficulty in accessing sufficient water for basic needs c. The physical strain caused by carrying heavy water containers

d. The contamination of freshwater sources

IV. Complete the statement: (1)

The passage indicates that regions like SubSaharan Africa are expected to face extremely high water stress due to ___________.

V. How could water scarcity impact on food production in water-stressed regions? (2)

VI. What does the passage infer about the relationship between water scarcity and health? (1)

VII. Justify why global cooperation is necessary to address the global water crisis. (2)

VIII. Complete the analogy.

‘Scarcity’ is to ‘Abundance’ as: ___________ (1) a. Water is to River

b. Drought is to Flood

c. Consumption is to Waste d. Shortage is to Deficiency

9. Read the following passage carefully.

1. Energy consumption is a key indicator of a nation’s industrial, economic, and social development. The table below presents the energy consumption of four major countries in 2020, measured in terawatt hours (TWh): USA India China Brazil 0

1000

2000

3000

4000

5000

2. China had the highest energy consumption at 5000 TWh, reflecting its rapid industrial growth and its status as the most populous country in the world. The USA followed closely with 4000 TWh, indicating its advanced economy, high standard of living, and heavy reliance on energy-intensive industries and lifestyles. India, despite being the second-most populous country, consumed a relatively lower 1200 TWh, which can be attributed to its developing status and lower per capita energy use. Brazil, a leader in renewable energy, recorded the lowest consumption among the four countries, at just 600 TWh. 3. This data illustrates the significant disparities in energy use between developed and developing nations. China’s high energy demand is driven by its manufacturing-centric economy, urbanisation, and expanding infrastructure projects. The USA, with a smaller population than China, still consumes almost as much energy due to its high consumption per capita, driven by energy-intensive transportation, heating, and industrial practices. 4. India’s comparatively low energy consumption reflects its ongoing development phase. However, with industrialisation accelerating and urbanisation expanding, energy demand is expected to grow significantly in the coming

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years. Brazil’s low consumption, on the other hand, highlights its unique reliance on renewable energy sources like hydropower and wind energy. Approximately 80% of Brazil’s electricity comes from renewable sources, contributing to its smaller carbon footprint compared to other countries in this group.

On the basis of your reading of the passage, answer the following questions.

I. What does the graph suggest about the relationship between energy consumption and economic development? (1) a. Energy consumption is unrelated to development. b. Developing nations consume more energy than developed ones.

c. Developed nations consume more energy due to industrialisation and higher living standards. d. Energy consumption depends only on population size.

II. China’s energy consumption is higher than the combined energy consumption of the USA and India. (True/False) (1)

III. Complete the statement with a phrase. (1)

The primary reason for China’s high energy consumption is ___________.

IV. Brazil’s reliance on renewable energy is to low carbon footprint as USA’s reliance on fossil fuels is to ___________. (1) a. High energy efficiency

b. High carbon emissions c. Renewable energy mix d. Low industrialisation

V. Justify the following statement. (2)

‘Brazil’s energy consumption reflects its emphasis on sustainability.’

c. The measure of industrial growth in a country

d. The footprint left by vehicles powered by carbon-based fuels

10. Read the following passage carefully.

1. Rotation of crops is a universal phenomenon which is practised by most of the farmers of the tropical and temperate countries. The main objective of rotation of crops is to obtain higher agricultural returns on the one hand, and to maintain soil fertility on the other. 2. In other words, the rotation of crops helps in making agriculture more sustainable. The importance of crop rotation is more in the areas where farmers grow two or more than two crops in the same field in a year. Irrigation facilities have also been appreciably developed in the country during the last three decades. The availability of water to the arable land has helped in the intensification of agriculture.

3. In the areas such as Punjab and Haryana, where the Green Revolution is a big success, one soil exhaustive crop (rice) is followed by another soil exhaustive crop (wheat). Subsequently, the field vacated by wheat is devoted to either rice, maize or cotton. Thus, in one year, the farmers are harvesting three soil-exhaustive crops from the same field. Such a rotation of crops may give more income to the farmers, but depletes the soil fertility at a faster pace. 4. A number of field studies were conducted to assess the traditional crop rotation pattern. One such field study about the changes in the rotation of crops was conducted in the village Banhera (Tanda), Haridwar district. The main rotation of crops of the village is shown in the table below. Traditional Rotation of Crops (1960–65) in Banhera (Tanda)

VI. Why is India’s energy consumption lower than that of China and the USA? (1)

Year

VIII. What is the meaning of the phrase ‘carbon footprint’ as used in the passage? (1)

Kharif Rabi Zaid No. of (mid(mid(April to days June to October June) land left midto midfallow October) April)

1960

Millet/ fodder/ rice

Gram

Fallow

1961

Fallow

Wheat

Fallow

210

VII. How does the passage highlight the contrast between energy consumption patterns in developed and developing countries? (2)

a. The amount of energy consumed per capita

b. The total emissions of greenhouse gases produced by activities Section A • Case-based Passages

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1962

Millet/ fodder/ rice

Gram

Fallow

1963

Fallow

Wheat

Fallow

210

1964

Millet mixed with urad/ fodder/ rice

Gram

Fallow

Wheat

1965

VI. Select the option that correctly states the significance of crop rotation as given below. (1)

i. Crop rotation is done to obtain higher agricultural returns.

ii. Higher agricultural returns can be obtained by harvesting soil-exhaustive crops. iii. Crop rotation demands that land should be left fallow for a few months to increase the fertility of soil.

Fallow

210

(CBSE Question Paper, 2/4/2; 2023–24)

On the basis of your reading of the passage, answer the following questions.

I. Fill in the blanks with the appropriate option from those given in brackets, based on your understanding of paragraph 2. (1) One of the reasons that there has been an intensification of agriculture in the country is that the development of irrigation facilities is a/an _______________ (fact/opinion) because it is a/an _______________ (subjective judgement/ objective detail).

II. Based on your understanding of paragraphs 1 and 2, state whether the following statement is true or false. (1) If proper irrigation facilities are provided, higher agricultural returns can be obtained by making crop rotation more sustainable.

III. Justify the following in about 40 words. (2) Crop rotation may fetch more income to the farmers, but depletes the soil fertility at a faster pace.

IV. Based on the table, mention the years when the land was left fallow for a maximum number of days. (1)

V. The study conducted in village Banhera (Tanda) reflects that during the years 1960 to 1965, from April to June, the land was left fallow or uncultivated throughout. State any one inference that can be drawn from this. (1)

iv. Better irrigation facility to the arable land has helped in the intensification of agriculture.

v. If crops to be harvested are chosen wisely, crop rotation can help in maintaining fertility of soil. a. (i), (ii), and (iv) c. (iii) and (v)

b. (i) only

d. (i) and (v)

VII. Crop rotation is helping in making agriculture more sustainable. Mention one benefit and one drawback of crop rotation. (Answer in about 40 words) (2)

VIII. Which of the following is the main takeaway from the study mentioned in the passage? (1) a. The study needs to include more valid data to support the practice of crop rotation.

b. Crop rotation is a sustainable practice that can transform the agricultural sector. c. The impact of crop rotation on farmer’s upliftment has been thoroughly explained.

d. Crop rotation is independent of the type of crops harvested and availability of water for irrigation. 11. Read the following passage carefully.

1. Cardamom, known as the ‘Queen of Spices’, is a highly valued spice derived from a herbaceous perennial plant. It is prized for its distinct aroma, flavour, and medicinal benefits. The spice thrives in warm, humid climates with loamy soil rich in organic matter. India is one of the major producers of cardamom, which is known for its superior quality, distinct green colour, and high oil content. It is also one of the most expensive spices in the world, second only to saffron.

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2. Two types of cardamom are produced in India. The first type is larger and primarily grown in the North-Eastern states like Sikkim and Nagaland, this variety is not traded in the futures market and holds lower commercial significance. The second type mostly produced in Kerala, Karnataka, and Tamil Nadu, this variety is traded in commodity exchanges. Initially, only 7 mm quality was permitted for trading, but 6 mm quality is now also accepted under revised market regulations.

3. India was the largest producer and exporter of cardamom until the 1980s. However, by the 1990s, Guatemala surpassed India as the leading producer, significantly influencing global cardamom prices. Currently, Guatemala produces around 2,200 tonnes annually, while India’s production fluctuates between 1,000– 2,000 tonnes per year. Despite its higher output, Guatemalan cardamom is of lower quality and is available at a cheaper price. In contrast, Indian cardamom is priced at $3–4 per kilogram, making it more valuable in international markets. The table below provides a detailed breakdown of India’s cardamom production by region, including percentage contribution, estimated production, and major producing districts. Region

Kerala Karnataka

Tamil Nadu

Percent- Estimated Major age Con- Production Producing tribution (Tonnes) Districts 60%

600–1,200

25%

300–500

10–15%

100–300

Idukki, Wayanad

Kodagu, Chikkamagaluru Coimbatore, Dindigul

On the basis of your reading of the passage, answer the following questions.

I. Which of the following statements correctly describes the significance of Indian cardamom in global markets? (1) a. Indian cardamom is cheaper than Guatemalan cardamom due to its lower quality.

b. Indian cardamom is valued higher because of its superior quality and distinct aroma. Section A • Case-based Passages

English_Question Bank_G10.indb 35

c. India remains the largest producer and exporter of cardamom.

d. The North-Eastern states are the largest contributors to India’s cardamom production.

II. Why is the larger variety of cardamom less commercially significant in India? (1) a. It is mainly used for domestic consumption. b. It is cultivated in smaller quantities in North-Eastern states. c. It is not traded in the futures market. d. It is not used in food products.

III. How does the relaxation of norms for futures trading benefit Indian cardamom farmers? (2) IV. State True or False. (1) The passage suggests that Guatemala has a lower global market influence than India in the cardamom trade.

V. What does the shift of global dominance from India to Guatemala in the cardamom market suggest about international trade dynamics? (2)

VI. Justify the statement. (1) ‘Indian cardamom fetches higher prices in the global market.’

VII. Based on the table, what can be inferred about the role of Kerala in India’s cardamom production? (1)

VIII. What does the term ‘commodity exchanges’ in the passage refer to? (1) a. A system where spices are grown together in a single field.

b. A platform where agricultural products are bought and sold based on quality standards.

c. A market for selling only high-quality crops. d. A trading hub limited to domestic spice producers. 12. Read the following passage carefully.

1. Adolescence is a crucial phase of development, marked by physical, emotional, and psychological changes. However, increasing academic pressure, social expectations, and digital influence have led to a rise in mental health concerns among Indian teenagers. Studies indicate that one in five adolescents 35

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in India experiences anxiety, depression, or stress-related issues, yet less than 10% seek professional help due to stigma, lack of awareness, and inadequate resources.

2. Academic pressure remains the leading cause of adolescent stress, often resulting from competitive exams, parental expectations, and career-related concerns. Additionally, social media and cyberbullying negatively impact self-esteem and body image, causing anxiety and depression. Family issues, such as financial struggles, lack of communication, and domestic conflicts, further contribute to emotional distress. Peer pressure forces adolescents to conform to social trends, leading to stress and risky behaviours. Lack of emotional support from parents, teachers, or friends makes it difficult for teenagers to cope with these challenges.

Causes of Adolescent Mental and Emotional

Factords Affecting Adolescent Mental Health

Breakdown (2023 Survey) Causes of Mental and Emotional Breakdown Among Adolescents (2023 Survey) Academic Pressure

40% 25%

Social Media & Cyberbullying Family Issues

15%

Peer Pressure

10% 10%

Lack of Emotional Support 0

10 15 20 25 30 35 40 Percentage (%)

3. Unmanaged stress can lead to serious consequences, including sleep disorders, concentration difficulties, social withdrawal, and self-harm. Despite this, mental health awareness in schools and families remains low. Initiatives such as MANAS and Tele-MANAS provide accessible online support, but greater counselling services and awareness campaigns are needed.

4. To combat this crisis, schools and families must work together to promote open discussions, reduce academic pressure, and provide mental health support. Without intervention, the longterm impact on India’s youth and society could be severe. (Created for academic purpose)

On the basis of your reading of the passage, answer the following questions.

I. Which of the following is the leading cause of mental and emotional breakdown among adolescents in India, according to the passage? (1)

a. Social media and cyberbullying b. Family issues

c. Academic pressure

d. Lack of emotional support

II. Select the option that is true for the following assertion and reason. (1) Assertion: Many adolescents in India do not seek professional help for mental health concerns. Reason: Mental health awareness is widely promoted in schools and families.

a. Both the assertion and reason are true, and the reason is the correct explanation of the assertion. b. Both the assertion and reason are true, but the reason is not the correct explanation of the assertion. c. The assertion is true, but the reason is false.

d. The assertion is false, but the reason is true.

III. According to the 2023 survey, which two factors together contribute to 50% of adolescent mental health challenges? (1)

IV. What can be inferred about the role of digital influence in adolescent mental health? (1) V. Complete the sentence. (1) Mental health programs like MANAS and Tele-MANAS are necessary because they provide ___________.

VI. Justify why lack of emotional support contributes to adolescent mental health issues. (2)

VII. What does the phrase ‘structured interventions’ in paragraph 4 refer to? (1) a. Random counselling sessions

b. Well-organised programs and policies for mental health support c. Peer discussions on social media

d. Strict laws against stress-related issues

VIII. Suggest one step each that schools and families take to help adolescents manage mental health challenges effectively. (2)

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Answers 1. I. both reflect a pent-up demand and a strong desire to compensate for restrictions and missed experiences during the pandemic. II. fact, objective detail

III. After two years of pandemic restrictions, Indians are eager to travel internationally to explore new horizons, experience different cultures, and fulfill long-awaited travel aspirations. This excitement reflects their desire for freedom, adventure and reconnecting with the world. IV. Based on the given table, education is the only purpose for which Indian foreign travel increased in 2022 (6.5 lakh) compared to 2019 (5.8 lakh). V. The tourism and hospitality industry is being talked about here.

VI. Residency-related travel is the most stable category, indicating a significant number of Indians relocating or staying abroad for extended periods, even during challenging times.

VII. Students today are choosing to go abroad to study due to the pent-up demand arising from the pandemic, growing aspirations for quality global education and increasing affordability, especially among middle-class families from Tier II and Tier III cities.

VIII. a. International travel remains an important means of expanding horizons and connecting with other cultures.

2. I. c. The writer is indicating interest and enthusiasm.

II. c. The assertion is true, but the reason is false.

III. Surprisingly

IV. The murals serve as visual platforms for conveying important social messages, such as education, environmental conservation and public health awareness / The murals not only beautify the village but also serve as educational tools and sources of inspiration, nurturing community engagement and promoting awareness of pressing issues V. 19% (category that features abstract or contemporary themes)

VI. Indicates – A deep-rooted connection to cultural heritage, as a significant portion (55%) of murals depict scenes from mythology and folklore / Section A • Case-based Passages

English_Question Bank_G10.indb 37

a desire to celebrate and preserve traditional narratives and values

VII. ...the integration of art into everyday life / artistic skills of village folk / inclination to decorate exterior walls with local art / pursue a form of artistic expression (accept any other logically relevant response)

VIII. ...convey information through vivid imagery and symbols, making complex topics easier to understand and remember IX. A holistic understanding of mural creation

Researchers can → identify trends → assess the significance of different themes → understand the involvement of the community in mural projects → evaluate the overall impact of murals on cultural preservation and community development (CBSE Marking Scheme)

3. I. a. with leaps and bounds

II. the availability of affordable smartphones and the development of 4G networks.

III. a. Roads (Explanation: Just as roads enable physical connectivity, smartphones enable internet access by making the internet more widely available.)

IV. Social media platforms like Facebook, Twitter and Instagram, as well as streaming services such as YouTube and Netflix, have been key drivers in increasing internet usage. They provide compelling reasons for users to stay connected online, contributing to the rise in internet adoption.

V. Rural areas lag behind due to inadequate infrastructure, higher costs, and limited digital literacy compared to urban regions.

VI. b. Digital divide

VII. b. It highlights that urban areas have higher internet penetration than rural regions.

VIII. The trend suggests that while both urban and rural internet access have increased significantly, the gap between them persists. Urban areas continue to have higher internet penetration, but rural areas have shown substantial growth, indicating efforts to bridge the digital divide.

4. I. b. Increase in internet penetration and digital payments

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II. c. It increased online shopping due to contactless transactions.

III. Metropolitan cities such as Delhi, Mumbai, and Bengaluru.

IV. Increased online transactions, better logistics, improved accessibility to e-commerce platforms, and a rise in digital payment adoption. V. b. Both the assertion and reason are true, but the reason is not the correct. (Explanation: The passage states that rural areas are growing in e-commerce adoption, but logistics and internet challenges still exist.)

VI. Rural areas in states like Bihar and Madhya Pradesh show the slowest e-commerce growth due to limited internet access and weak delivery networks.

VII. E-commerce platforms enable small businesses and artisans to sell their products nationwide, providing them with wider market access and increasing sales opportunities.

VIII. sustainable packaging practices and digital infrastructure.

IX. E-commerce provides wider product choices, competitive pricing, and the convenience of doorstep delivery. Consumers also benefit from easy return policies and digital payment options, making shopping more accessible and efficient.

5. I. The cost of solving or reducing traffic congestion is enormous. II. c. i, ii

III. peak

IV. environment

V. traffic congestion

VI. d. i, iii

VII. What is required is proper implementation of corrective measures by citizens to get an organised traffic management system.

VIII. The transport system is not being able to keep pace with the growing demand, as a result of which more and more people are using their private vehicles. IX. b. adverse

X. contemplated (answer may vary)

6. I. The Amazon absorbs carbon dioxide through photosynthesis, reducing greenhouse gases and helping regulate global temperatures, which slows down climate change.

II. b. Global Hunger is to Food Scarcity

III. Cattle ranching contributes the most to deforestation in the Amazon, accounting for 60% of the total forest loss. This is because large areas of forest are cleared to create grazing pastures for livestock. The global demand for beef and leather drives this activity. IV. c. By clearing forests, reducing carbon absorption, and using slash-and-burn methods

V. Weak enforcement mechanisms and corruption allow illegal logging and land-clearing to persist. This undermines conservation laws and accelerates forest loss, making it harder to combat deforestation effectively.

VI. c. The process by which plants capture and store carbon dioxide

VII. pushes countless plant and animal species to the brink of extinction.

VIII. Addressing deforestation in the Amazon requires a multifaceted approach, including sustainable land management practices, stricter enforcement of environmental laws, and international cooperation to fund conservation efforts.

7. I. b. The main impact or force of something II. rapid urbanisation, inadequate waste management systems, and the high consumption of single-use plastics.

III. b. Industrialisation is to Pollution

IV. Plastic waste reflects modern lifestyle choices by highlighting the increasing reliance on singleuse plastics for convenience, such as packaged foods, disposable cutlery, and plastic bags. V. False (Explanation: The passage highlights that even developed regions like North America and Europe contribute significantly to plastic pollution due to high plastic consumption and conveniencedriven lifestyles.)

VI. b. Tiny fragments of plastic

VII. Plastic pollution will have severe long-term effects on both marine life and humans. Marine species will continue to suffer from habitat destruction, entanglement and ingestion of plastic, leading to biodiversity loss and disruption of the food chain. For humans, microplastics entering the food chain may pose health risks, while industries like fishing and

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tourism could decline due to the degraded marine ecosystem.

VIII. Strategies like reducing single-use plastics, implementing strict regulation on plastic production and promoting biodegradable alternatives help combat plastic effectively.

IX. a. Strengthen environmental policies to reduce plastic waste.

8. I. Population growth increases the demand for water in agriculture, industry and domestic use, leading to greater stress on available water resources.

II. False. (Explanation: The passage highlights that climate change exacerbates water scarcity by affecting rainfall patterns, increasing droughts, and reducing the availability of freshwater resources.)

III. b. Difficulty in accessing sufficient water for basic needs IV. overuse of water resources, inadequate infrastructure, and environmental factors

V. Agriculture relies heavily on irrigation. As water becomes scarcer, farmers will struggle to maintain crops and livestock, leading to lower food yields. This can result in food shortages.

VI. The passage infers that water scarcity leads to inadequate sanitation, which can cause health problems, including waterborne diseases.

VII. Global cooperation is essential because water scarcity is a global issue that requires coordinated efforts to manage resources, improve water efficiency, and ensure that water is distributed fairly across regions to meet the needs of growing populations and protect the environment.

VIII. b. Drought is to Flood

9. I. c. Developed nations consume more energy due to industrialisation and higher living standards.

II. False (Explanation: The USA (4000 TWh) and India (1200 TWh) together consume 5200 TWh, which is greater than China’s 5000 TWh.)

III. large population and industrial growth. IV. b. High carbon emissions

V. Brazil’s energy consumption is the lowest at 600 TWh because it relies heavily on renewable energy sources like hydropower and wind energy, which are environmentally sustainable and have a smaller carbon footprint.

Section A • Case-based Passages

English_Question Bank_G10.indb 39

VI. India’s energy consumption is lower due to its developing economy, lower levels of industrialisation and fewer energy-intensive industries.

VII. The passage shows that developed countries like the USA and China consume significantly more energy due to high industrialisation, urbanisation and energy-intensive lifestyles. In contrast, developing nations like India and Brazil have lower energy consumption, reflecting their lower industrial output and reliance on renewable energy sources.

VIII. b. The total emissions of greenhouse gases produced by activities

10. I. fact, objective detail

II. True. (Explanation: Based on paragraphs 1 and 2, the passage suggests that the availability of proper irrigation facilities has helped intensify agriculture and supports the practice of crop rotation. This, in turn, can make agriculture more sustainable, leading to higher agricultural returns while maintaining soil fertility.)

III. Crop rotation involving soil-exhausting crops like rice and wheat increases income by allowing multiple harvests per year. However, frequent cultivation of nutrient-depleting crops drains essential minerals from the soil, leading to a decline in fertility over time if not managed properly. IV. 1961, 1963, 1965

V. The land was left fallow or uncultivated from April to June to allow the soil to recover and replenish its nutrient content, ensuring better fertility for the next cropping cycle..

VI. d. (i) and (v)

VII. Benefits: Crop rotation helps maintain soil fertility by replenishing essential nutrients, reducing the need for chemical fertilisers.

Drawback: If soil-exhausting crops are grown repeatedly, it can lead to rapid depletion of nutrients, making the soil less productive over time VIII. b. Crop rotation is a sustainable practice that can transform the agricultural sector.

11. I. b. Indian cardamom is valued higher because of its superior quality and distinct aroma II. c. It is not traded in the futures market.

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III. By allowing 6 mm quality cardamom in futures trading, farmers with smaller-sized but good-quality produce can access the market, potentially increasing their income and market participation.

IV. False. (Explanation: Guatemala produces around 2,200 tonnes annually, surpassing India’s 1,000–2,000 tonnes, which gives it a larger market influence in determining global cardamom prices.) V. It suggests that production volume and price competitiveness can significantly influence global market dominance, even if the quality of the product is inferior, as seen with Guatemalan cardamom.

VI. Indian cardamom is considered superior in quality, with higher oil content, a distinct green colour, and strong aroma. In contrast, Guatemalan cardamom is of lower quality, making it cheaper. This quality difference allows Indian cardamom to fetch $3–4 per kilogram, commanding a higher price in global trade.

VII. Kerala is the largest contributor to Indian cardamom production, accounting for 60% of the total, indicating its pivotal role in the country’s spice trade and agriculture economy.

VIII. b. A platform where agricultural products are bought and sold based on quality standards.

12. I. c. Academic pressure

II. c. The assertion is true, but the reason is false. (Explanation: Less than 10% of adolescents seek professional help due to stigma, lack of awareness, and inadequate resources, not due to widespread awareness and accessibility.)

III. Social media & cyberbullying (25%) and family issues (15%) together contribute 50%.

IV. Digital influence, particularly social media and cyberbullying, negatively affects adolescents by promoting unrealistic beauty standards, social comparison, and online harassment, all of which contribute to low self-esteem, anxiety, and depression. V. accessible and structured mental health support to adolescents facing emotional distress.

VI. Teenagers rely on emotional support from parents, teachers, and friends to navigate stress. Without this support, they may feel isolated, misunderstood, and unable to express their struggles, leading to increased anxiety, depression, and emotional distress.

VII. b. Well-organised programs and policies for mental health support

VIII. Schools can provide mental health awareness sessions, counselling services, and stressmanagement workshops. Families can support adolescents by encouraging open conversations, reducing academic pressure, and creating a safe emotional environment.

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Section B

Writing Skills and Grammar

(40 Marks)

Writing Skills

1. Formal Letter (Based on Complaint/Suggestion/Enquiry/Placing an Order/Letter to Editor) �� 42

2. Analytical Paragraph (Based on Map/Chart/Report/Graph) �� 65

Grammar

3. Determiners �� 83 4. Tenses �� 87 5. Modals �� 94 6. Direct and Indirect Speech �� 98

7. Subject-Verb Agreement (Concord) ��106 8. Gap Filling ��112 9. Editing ��117

10. Transformation of Sentences ��124

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Formal Letter (Based on Complaint/ Suggestion/Enquiry/Placing an Order/ Letter to Editor)

Letter writing is the process of communicating through written messages sent from one person to another. It serves as a means of sharing thoughts, information or feelings, and can be formal or informal, depending on the purpose and audience. Formal letters include business letters, letters of complaint, letters to government officials or to the editors of a newspaper or magazine. Informal letters include letters to friends, relatives and acquaintances.

Key Features of a Formal Letter 1. Clear Purpose: The letter focusses on a specific reason, like making a request, giving information or expressing a concern. 2. Polite Language: The words and tone are respectful and professional, avoiding informal or casual expressions. 3. Proper Format: The letter follows a standard format that includes: • Sender’s address Example:

House 1067, Amar Colony New Delhi

110076 • Date

Example: 20 December 2024 or December 20 2024 • Receiver’s address Example:

The Editor

Bahadurshah Zafar Marg

The Times of India

New Delhi–1100XX

• Subject line: It is a must in formal letters. Keep it as brief as possible, in about three to four words. Capture the essence of what you are going to address in the letter. • Salutation: It is a greeting that addresses the recipient. The form of greeting or salutation depends on the relation between the writer and the addressee in personal letters. The most common forms of salutation used in formal letters are: Example: Dear Sir/Madam or Sir/ Madam • Body of the letter: The body of a formal letter consists of three parts: an introduction, stating the reason for the letter; the message, which includes the main message; and the conclusion, which is always expressed politely and gives suggestions about how the problem could be addressed. The ideas in the letter should be well arranged and suitably divided into different paragraphs. It should be clear and concise. It is important to be polite and courteous.

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• Closing: Use a polite concluding phrase. Example: Yours sincerely (if you know the name of the recipient)

Yours faithfully (if you don’t know the recipient’s name)

Sign your name below the closing phrase. Include your full name and designation (if applicable). Example: Yours faithfully Aarav Sharma Head Student

Letter of Complaint / Suggestion

A Letter of Complaint is a formal letter used to express dissatisfaction about a service, product or situation. It helps communicate problems to businesses, organisations or individuals and asks for a solution or explanation. Keep the following points in mind while writing this type of letter: •

State your complaint clearly and maintain a formal and polite tone.

•

If describing an issue with a product or service, provide the invoice number, date and place of purchase or any other specific information that will help the recipient understand the problem and solve it.

•

Be clear about the resolution you seek. Whether you want a refund, replacement or an apology, mention it clearly.

•

For social complaints, such as problems with public amenities, the environment or community welfare, explain how they impact individuals or the community at large and suggest practical solutions.

•

Always be specific and give real-life examples or relate personal experiences that highlight the issue or topic you are addressing. This makes it more relatable and authentic.

A Letter of Suggestion is a formal letter addressed to a person in authority or an organisation, offering helpful recommendations or advice on how to improve a situation, resolve an issue or implement beneficial changes. •

Clearly state the purpose of your letter and provide necessary background information.

•

Explain your suggestion in detail and highlight the potential benefits or improvement that your suggestion can bring.

•

Offer practical steps or methods for implementing your suggestion.

•

Politely request the reader to consider or act on your suggestion.

Letter of Enquiry

A Letter of Enquiry is a formal letter written to ask for information or details about a product, service or situation. It is used to acquire details or clarification in a polite and professional manner. Keep these points in mind while writing this type of letter: •

Clearly state the purpose of your Enquiry and keep the tone polite.

•

Provide specific details about what you need, like the product name, service type, price, discount, terms and conditions, etc. to help the recipient understand your request.

•

Explain how you want the recipient to respond, such as by sharing details or sending brochures and information.

Letter to the Editor

A Letter to the Editor is a formal letter written to the Editor of a newspaper or magazine to express an opinion, raise a concern, make a suggestion or comment on a particular issue. The purpose is to inform or influence the public or decision-makers about the issue.

Section B • Formal Letter

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Keep these points in mind while writing this type of letter:

Mention the specific issue or event you are referring to, such as a recent article, situation or ongoing issue, to provide a context to your letter.

•

Be brief and to the point. As you want readers to continue reading your letter, your introduction must grab their attention. Avoid unnecessary details, and make sure the key message comes across clearly.

•

Note that a letter to the editor is usually persuasive so your should structure and motivate your opinions well.

•

End the letter with a call to action or a suggestion on how the issue should be addressed.

•

Letter for Placing an Order

A Letter for Placing an Order is a formal letter written by a customer to a supplier or business to order goods or request services. It typically includes all the necessary details about the products or services you wish to purchase and any related requirements. Keep these points in mind while writing this type of letter:

Mention the product name, quantity, specifications (e.g. size, colour, model number) and any other details that will help the supplier execute the order.

•

Specify the payment terms (e.g., advance payment, credit terms) and provide the delivery address or any specific delivery instructions.

•

Politely ask for confirmation of the order and enquire about the expected delivery time, any discounts or additional charges.

•

Some Useful Expressions While Writing the: Introduction:

Body:

Conclusion:

•

I am writing to express my concern about…

•

It is disheartening to note that…

•

I wish to highlight the issue of…

•

I strongly believe that…

I sincerely hope that you will take this matter into consideration.

•

This issue requires immediate attention because…

•

I trust that you will address this issue at the earliest.

•

I look forward to your prompt response.

•

I would greatly appreciate any action taken to resolve this concern.

•

Please feel free to contact me for any further discussion.

•

I would like to draw your attention to…

•

As a concerned citizen/ student/employee, I would like to…

•

It is with great urgency that I address…

•

Through the column of your esteemed newspaper, I wish to bring to the notice of the concerned authorities…

•

I would like to emphasise the need for…

•

In light of recent events, I urge you to consider…

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Practice Exercise Solved Questions Letter of Complaint / Suggestion

1. You are Nirmal Pillai, a concerned citizen from Aluva, Kochi. Compose a letter, in about 120 words, to the Project Head of the E-Waste Management Cell at Electronics Vatika, New Delhi, highlighting the adverse effects of e-waste* pollution. Suggest measures for addressing its management through community engagement and government initiatives. (*Discarded electronic devices such as smartphones, computers and televisions, which are no longer in use or have reached the end of their lifecycle.) (5 marks)

(CBSE Sample Question Paper, 2024–25)

Ans: Plot 13, Near Old Bus Stand Aluva Kochi – 683101 17 December 2024 The Project Head E-Waste Management Cell Electronics Vatika New Delhi - 110001

Subject: Addressing E-waste Pollution through Effective Management Dear Sir/Madam I am writing to express my concern over the growing e-waste pollution and its harmful effects on the environment and public health. Toxic chemicals from discarded electronic devices pose severe environmental and health risks when not properly managed. To manage e-waste effectively, manufacturers should introduce buy-back schemes to encourage recycling. Establishing dedicated e-waste zones and launching public awareness campaigns are crucial. Promoting recycling and involving communities through collection drives can also ensure active participation. Government support is essential to enforce eco-friendly production practices and stricter regulations. By implementing these measures, we can reduce e-waste pollution and safeguard the environment. I request you to take Section B • Formal Letter

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immediate action on this critical issue for a cleaner and safer environment. Yours faithfully Nirmal Pillai 2. You are Vinay Khosla, the Purchase Executive at Haven Book Store in Secunderabad, Andhra Pradesh. You had a telephonic discussion with a sales executive from Prakashan Book House, the wholesalers. The conversation pertained to the delivery of books, stationery and art materials for your store. Despite the conversation, there has been no response from Prakashan Book House, and attempts to contact them through the provided phone number have been unsuccessful. Write a complaint letter, in about 120 words, to the proprietor of Prakashan Book House, 60, Haveli Market Street, Hyderabad, A.P. (5 marks)

(CBSE Additional Practice Question Paper, 2023–24)

Ans: Haven Book Store 231, Gulmarg Bazaar Secunderabad Andhra Pradesh–500003 12 January 2025 The Proprietor M/s Prakashan Book House (Wholesalers) 60, Haveli Market Street Hyderabad Andhra Pradesh–500001 Subject: Follow-up on Pending Delivery Sir

I trust this letter finds you in good health. I am reaching out to address a concerning matter related to an order placed telephonically with your store for books, stationery and art materials. Following a recent telephonic conversation with one of your sales executives, Khushi Sodhi, regarding the delivery schedule, we have not received any updates or communication from your end. Attempts to contact your office using the listed telephone number have been unsuccessful, as the calls are not going through. This lack of communication and the absence of follow-up from your end have caused significant disruptions in the schedule of our planned operations. 45

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I kindly request your prompt attention to this matter. Given the importance of our business relationship, we hope to resolve this issue amicably. Please feel free to reach out to me at 9717199442. Yours sincerely Vinay Khosla (Purchase Executive)

(CBSE Marking Scheme)

3. You are Aarav Gupta, a student of Class X at JJP Valley International, Raipur. Your school lacks adequate opportunities for students to participate in extra-curricular activities, which are essential for their overall growth and personality development. Write a letter to the principal, in about 120 words, suggesting the introduction of clubs such as drama, robotics, music and sports. Explain how these activities can help students explore their talents, reduce academic stress and build teamwork and leadership skills. (5 marks) Ans: JJP Valley International Near Bada Bazaar Raipur–492001 13 January 2025 The Principal JJP Valley International Near Bada Bazaar Raipur–492001 Subject: Request to Introduce Extra-Curricular Clubs Dear Sir I am writing to bring to your attention the lack of adequate opportunities for students to participate in extra-curricular activities in our school. While academics are undoubtedly important, activities, such as drama, robotics, music and sports, are equally essential for our overall growth and personality development. Participation in drama and music clubs can enhance creativity and communication skills, while robotics can encourage innovation and problemsolving abilities. Sports activities not only promote physical fitness but also instil discipline and teamwork. These activities would help students discover their hidden talents, reduce academic stress and prepare them for challenges beyond the classroom. Introducing such clubs would also foster a sense of community and school spirit.

With educational policies encouraging holistic learning, introducing these clubs would make our institution a frontrunner in providing wellrounded education. I kindly request you to consider this suggestion and establish these clubs to create a more enriching and balanced environment for all students. Yours sincerely Aarav Gupta Class X 4. As Geetanjali/Girish of 83, Star Apartments, Virbagh, you have noticed that a lot of senior citizens in your society are leading lonely lives. Write a letter, in about 120 words, to the President of RWA of your society, requesting him to organise more community get-togethers and celebrations to bring cheer to their lonely lives. (5 marks) (CBSE Question Paper, 2/5/2; 2023–24) Ans: 83, Star Apartments Virbagh 22 January 2025 The President Residents’ Welfare Association Star Apartments, Virbagh Subject: Request to Organise Community Activities for Senior Citizens Dear Sir/Madam I am writing to bring to your attention the growing loneliness among senior citizens in our society. Many of them live far from their families and lack regular social interaction, which affects their mental and emotional well-being. To address this issue, I propose organising regular community activities and celebrations. Events like monthly tea gatherings, festive celebrations and hobby workshops—such as storytelling, gardening or art sessions—would provide opportunities for engagement and companionship. These initiatives would not only reduce their sense of isolation but also foster stronger bonds among all the residents. As a community, it is our responsibility to create a caring, inclusive and supportive environment for all. I hope the RWA will take this suggestion into consideration and implement these measures soon. Thank you for your time and consideration. Yours sincerely Geetanjali Goyal

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5. You are Riya Sharma, a resident of 56, Neelkanth Apartments, Green Park, Delhi. The buses on your route are often overcrowded, irregular and poorly maintained, causing significant inconvenience to daily commuters, especially students and senior citizens. Write a letter to the manager of ABC Bus Service, in about 120 words, requesting improvements. Mention how the current situation affects passengers’ safety and punctuality. Suggest appropriate solutions which can be beneficial for all commuters. (5 marks)

Ans: 56, Neelkanth Apartments Green Park Delhi–110016 11 January 2025 The Manager ABC Bus Service Delhi–110096

Subject: Request for Improvements in Bus Services Dear Sir/Madam I am writing to express my concern regarding the poor condition of bus services on our route from Green Park to Kendriya Terminal. The buses are often overcrowded, irregular and poorly maintained causing significant inconvenience to the daily commuters, particularly students and senior citizens. Overcrowding poses serious safety risks, with passengers often forced to stand on the footboards. The irregular timings lead to delay, affecting students’ punctuality and compelling office-goers to shift to expensive alternatives. Additionally, the poor maintenance of buses— such as broken seats and faulty doors—adds to the discomfort. I kindly request you to increase the number of buses during peak hours to reduce overcrowding and ensure punctuality. Regular maintenance checks should also be conducted to enhance passenger safety and comfort. Implementing priority seating for senior citizens and students would be a thoughtful measure. I trust you will address these concerns at the earliest to provide a safer and more efficient service for all commuters. Yours faithfully Riya Sharma Section B • Formal Letter

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Letter of Enquiry 6. You are Shivam/ Shivani of C-12, Janakpuri, Indore. You wish to make a pilgrimage to Badrinath, Kedarnath and Haridwar with your family of six. Write a letter to R.K. Travels, enquiring about the schedule of their conducted tour by Deluxe buses to these places. Ask about the charges, boarding and lodging arrangements and the total time needed for the tour. (5 marks) (CBSE Question Paper, 2/6/1; 2022–23) Ans: C-12 Janakpuri Indore–452007 10 January 2025 The Manager R.K. Travels Indore–452008 Subject: Enquiry About Pilgrimage Tour Dear Sir/Madam I am writing to enquire about your conducted tour by deluxe buses to Badrinath, Kedarnath and Haridwar. My family of six, including four adults and two children, is planning a pilgrimage to these holy destinations, and we are keen to join your tour. It would be great if you could provide details regarding the tour schedule, including the departure dates, duration and the daily itinerary. Additionally, I would like to know the charges per person and whether any discounts are available for group bookings. Please also share information regarding the boarding and lodging arrangements, specifying the type of accommodation, meal inclusions and any other facilities provided. Furthermore, I would appreciate details on the mode of transport between the destinations, safety measures in place and whether any experienced guide accompanies the group for sightseeing and pilgrimage rituals. Please share brochures, if available. A prompt response would be greatly appreciated, as it will help us plan our trip accordingly. Thank you for your assistance. Yours faithfully Shivani Parnami

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7. You are Aruna/Arjun C.C.A. in charge of St. Joseph’s High School. You have read an advertisement in a newspaper regarding admission into a foreign languages institute. Write a letter, in about 100–120 words to the director of the institute, ‘Lingua for All’, making relevant enquires: a. Eligibility b. Duration of Course c. Time Schedule d. Fee Structure e. Faculty f. Placement

(5 marks) (CBSE Question Paper, 2/4/2; 2022–23)

Ans: St. Joseph’s High School Laxmi Nagar Gurgaon–122003 15 January 2025 The Director Lingua for All Gurgaon–122018 Subject: Admission to Foreign Language Courses Dear Madam I recently came across your advertisement in the newspaper regarding admissions to foreign languages course at Lingua for All. As the C.C.A. in-charge of St. Joseph’s High School, I am keen to explore opportunities to enhance the language skills of our students and staff. I would appreciate it if you could provide details about the following: • Eligibility criteria for admission • D uration of the courses and the available time schedules (morning, evening or weekend) • F ee structure, including any discounts for group admissions • D etails about the faculty and their qualifications • T eaching methodology adopted • P lacement opportunities upon course completion Additionally, if you have brochures or course materials, kindly share them for reference. Your response will help us determine how we can collaborate or encourage participation in your programmes. I look forward to your prompt response. Yours faithfully Aruna Chauhan C.C.A. In-Charge

8. You are Neha Soni, a resident of Q-15, M.G. Road, Mumbai. You are looking for a good fitness centre to join in order to improve your physical health and maintain fitness. Write a letter to Fitness Lifestyle Gym, enquiring about the types of fitness classes they offer, their charges, class schedules and any special packages available for long-term membership. Also, ask if they provide personal training or group sessions, and enquire about the duration of each class. (5 marks) Ans: Q-15 M.G. Road Mumbai–400001 1 January 2025 The Manager Fitness Lifestyle Gym Mumbai–400002 Subject: Enquiry about Fitness Classes and Membership Packages Dear Sir/Madam I am writing to enquire about the fitness programmes offered at Fitness Lifestyle Gym. I am interested in joining a fitness centre to improve my physical health and overall fitness. Please provide details on:

• The types of fitness classes available • T he charges for each programme and any special packages for long-term memberships • C lass schedules, including morning and evening slots • A vailability of personal training and group sessions • D uration of each class Additionally, I would appreciate it if you could let me know about any promotional offers or discounts for new members. I look forward to hearing from you soon and possibly joining your gym. Yours faithfully Neha Soni 9. You are Nisha Malhotra, a resident of H-14, Rose Garden, Lucknow. You are interested in sending your child to a summer camp and are considering Adventure for Life as the camp provider. Write a letter to Adventure for Life, enquiring about the schedule, types of activities, charges and boarding arrangements

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for a 2-week summer camp for children aged 10–12 years. Additionally, ask about the safety measures in place and the qualifications of the camp instructors. (5 marks) Ans: H-14 Rose Garden Lucknow–226002

structure, course duration, fees, class timings, on-job trainings, etc. (5 marks) (CBSE Question Paper, 2/1/2; 2023–24)

13 January 2025 The Director Adventure for Life Shimla–171019 Subject: Enquiry Regarding Summer Camp for Children Dear Sir/Madam I am considering sending my child, aged 11, to your summer camp and would like to gather some details before finalising the registration. I am particularly interested in the 2-week programme for children aged 10-12 years. I would appreciate it if you could provide information on: • T he schedule and types of activities included in the camp • T he programme charges, along with any available discounts for early registration or group bookings • B oarding arrangements, including accommodation facilities and meal provisions • S afety measures, including medical support and emergency procedures Additionally, I would like to understand the safety protocols during adventure activities, such as trekking, water sports and rope courses. Are communication facilities available for parents to stay updated on their children’s wellbeing? Furthermore, I would appreciate details on the qualifications of the camp instructors. I look forward to your response and hope to proceed with the registration soon. Yours faithfully Nisha Malhotra 10. You are Soumya/Soham, living at 43-B, Blue Apartments, Prashant Lok. You wish to take up a three-week summer course in baking after finishing your class X board exams. Write a letter, in about 120 words, to the Principal of Excellent Cooking, Block-D, Mahesh Enclave, seeking information about the course Section B • Formal Letter

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Letter to the Editor 11. As Armaan Khan, the School Literary Captain of Ujjwal Academy, Old City, Kiladerabad, you believe that languages can help bridge regional divides and promote unity. Write a letter to the editor of a national daily, in about 120 words, suggesting the introduction of an online regional language learning programme managed and run by student councils and language clubs in the city. The programme aims to help residents who have recently relocated to a new region in picking up the local language organically. Share the importance and credibility of such a programme and suggest a feasible way to execute it along with possible activities. (5 marks) (CBSE Sample Question Paper, 2023–24) 49

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Ans: Ujjwal Academy Old City Kiladerabad

Ans: U-15 Paschim Vihar Delhi–110063

11 February 2025

9 January 2025

The Editor The Update Times New Delhi–110092

The Editor The Times of India Delhi–110091

Subject: Suggestion for an Online Regional Language Learning Programme

Subject: The Importance of Right to Education for a Unified India Dear Sir/Madam

Dear Sir/Madam

I am writing to express my views on the transformative power of the Right to Education (RTE) Act in fostering a more inclusive and progressive India. The RTE ensures that education is accessible to all children, irrespective of their caste, colour or economic status.

I am writing to propose the introduction of an online regional language learning programme aimed at helping residents who have recently relocated to a new region. As the School Literary Captain at Ujjwal Academy, I believe that language plays a crucial role in bridging regional divides and fostering unity.

Through quality education, RTE can break the deep-rooted prejudice based on caste, creed or economic background. It empowers children from marginalised communities with the tools to rise above social barriers and contribute to a more just and equitable society. As they grow and become educated, they will be better equipped to challenge corruption, injustice and inequality.

The programme could be managed by student councils and language clubs across the city, offering a platform for volunteers to help newcomers learn the local language. The learning process would be organic, emphasising day-to-day conversations, cultural exchanges and familiarising them with local expressions. Activities such as online lessons, group discussions, language exchange sessions and storytelling could be incorporated.

Moreover, education nurtures critical thinking and empathy, making the next generation more socially responsible. The RTE Act is undoubtedly a crucial step toward a unified India, where every individual has equal opportunities to succeed.

Such an initiative would not only help newcomers smoothly integrate into the community but also promote mutual respect and understanding. I trust you will consider this idea. Thanking in anticipation.

Yours faithfully Nandita Sharma

Yours sincerely Armaan Khan Literacy Captain 12. You feel that the Right to Education is going to help India rise above the narrow boundaries of prejudices of caste, colour, creed and corruption. Write a letter to the editor of The Times of India, reflecting your views on the subject. Sign yourself as Nandita/Naveen of Paschim Vihar, Delhi. (5 marks) (CBSE Question Paper, 2/1/2; 2022–23)

13. Stakeholders associated with the education of children are concerned about the poor reading habits of students today. There are multiple reasons for this disinterest in students. Academic pressure, technology and distraction, social media, parents don’t read, children don’t visit libraries, lack of leisure time are some of the reasons. As a concerned parent, write a letter to the editor, in about 100–120 words, expressing your concern. Suggest innovative ways in which children can be brought back to books. You are Sahil/Sushila. (5 marks) (CBSE Question Paper, Code 2/4/2; 2022–23)

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Ans: C-12 B-Block, Saket Delhi–110062

Ans: Vasant Valley School Nirman Vihar Delhi–110092

13 January 2025

18 February 2025

The Editor The Update Times Delhi–110091

The Editor The Retail Times Delhi–110050

Subject: Concern Regarding Poor Reading Habits Among Students

Subject: Impact of E-Commerce on Traditional Retailers

Dear Sir/Madam

Through the columns of your esteemed newspaper, I would like to bring to the attention of all parents and children, the declining reading habits among children today. As a parent, I have observed that academic pressure, excessive exposure to technology and social media and limited time spent in libraries are contributing to this worrying trend. Additionally, many parents, including myself, fail to set a good example by not dedicating enough time to reading.

I recently read an article in your publication about the rise of e-commerce and its effects on traditional stores. It is evident that the growth of online shopping has significantly changed consumer behaviour, with more people opting for the convenience of shopping from home. This shift has led to a decline in footfall at physical stores, posing various challenges for traditional retailers, such as the need to offer competitive prices while still coping with the high costs of rent and operating overheads.

To address this issue, I suggest creating reading clubs in schools and communities where children can participate in book discussions and storytelling sessions. Organising author visits and encouraging the use of e-books and audiobooks may also spark interest in reading. Furthermore, parents should be encouraged to read with their children, making it a shared and enjoyable activity. Schools could also provide more leisure reading time, turning it into an enjoyable experience rather than an academic task. I hope these suggestions reach the right people, and that we can collectively work towards reviving the joy of reading. Yours faithfully Sushila Dhawan 14. You are Sameer Patel, a student at Vasant Valley School, Delhi. You recently read an article about the rise of e-commerce and its effect on traditional stores. Write a letter to the Editor of The Retail Times, discussing how online shopping has changed consumer behaviour, the challenges faced by physical stores and suggesting ways in which traditional retailers can adapt to the growing popularity of e-commerce. (Competency-based Question) (5 marks) Section B • Formal Letter

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In response to this, traditional retailers should focus on creating unique in-store experiences in ways that cannot be replicated online, such as personalised services or interactive displays. Additionally, offering options for online ordering with in-store pickup, alongside a strong online presence through websites or mobile apps can help attract tech-savvy shoppers. By embracing both online and offline strategies, retailers will be better positioned to serve a wider range of customers. In conclusion, while e-commerce is here to stay, it need not mean the end of physical retail. By innovating and adapting to the new shopping habits of consumers, traditional stores can continue to thrive and offer added value to their customers. Yours faithfully Sameer Patel Student

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15. The street lights of your locality are not functioning properly, leaving stretches of dark/ blind spots at night. Due to this problem, chain and mobile snatching incidents have increased.

Write a letter to the editor of a local daily, in about 120 words, expressing your concern at the situation, suggesting measures to resolve the problem and drawing the attention of the concerned authorities. You are Tanmay Saroha/Gauri Saroha of 709, Gold Apartments, Prem Vihar, Amar Nagar. (5 marks)

(CBSE Question Paper, 2/4/2; 2023–24)

Ans: 709 Gold Apartments Prem Vihar, Amar Nagar 23 January 2025

Letter for Placing an Order 16. You are Punit/Punita of Eric India Pvt. Ltd., Saman Chowk. You have received the reply to your letter of enquiry from Lifeway India Company. You feel confident about the company’s terms and conditions. Write a letter placing an order for the furniture for your office, that you had mentioned in the previous communication. Include a reference to your previous letter. Remember to mention quantity, quality, mode of payment, delivery date and discount. (5 marks) (CBSE Question Paper, 2/1/2; 2023–24) Ans: Eric India Pvt. Ltd. Saman Chowk Varanasi–221008 25 January 2025

The Editor The Startling Edge Lucknow–226005

The Sales Manager Lifeway India Company Varanasi–221010

Subject: Non-Functioning Street Lights in Our Locality

Subject: Order for Office Furniture

Dear Sir/Madam

Dear Sir/Madam I am writing to place an order for the office furniture as per our previous correspondence (Ref: Enquiry Letter dated 12 January 2025). After reviewing your terms and conditions, we are pleased to proceed with the order.

Through the column of your esteemed newspaper, I am writing to bring to the notice of the concerned authorities, the issue of non-functioning street lights in Amar Vihar and surrounding localities. The lack of proper lighting has resulted in several blind spots, leaving parts of the area dangerously dark at night. Due to this, there has been a noticeable increase in chain and mobile snatching incidents, putting the safety of residents, especially women and elderly people, at risk. I urge the concerned authorities to take immediate action to resolve this issue by repairing the malfunctioning street lights and installing additional street lights in poorly lit areas. Regular maintenance should be ensured to avoid further issues. Furthermore, increased police patrolling would help reduce the growing incidents of crime in the locality. I hope this matter will be given prompt attention to ensure the safety and well-being of all residents in our locality.

• 1 0 Executive Chairs (Model: XYZ-500) • 6 Wooden Desks (Model: WDF-100) • 5 Filing Cabinets (Model: FC-200)

The total quantity is 21 pieces. We require the furniture to be of high quality, as per the specifications mentioned in your catalogue. We agree to the payment terms of 50 per cent advance and 50 per cent upon delivery. Kindly deliver the order by 30 January 2025. We would also appreciate the 5 per cent discount you offered for bulk orders. We look forward to a prompt and smooth delivery. Yours sincerely Punita Singh

Yours faithfully Gauri Saroha

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17. You are Sudha/Sudhir, Principal of Vasant School, Agra. Your school has started a Music Department. Write a letter to the Manager of Melody House, M.G. Road, Agra, wholesale suppliers of musical instruments, placing a detailed order for five musical instruments for the school. Ask for a discount on the catalogue price. (5 marks) (CBSE Question Paper, 2/1/2; 2021–22) Ans: Vasant School J-Block Agra–282004 2 March 2025 The Manager Melody House M.G. Road Agra–282001

Ans: Wisdom High School Main Road Lucknow–226005 17 January 2025 The Manager Sports Mart Lucknow–226007 Subject: Order for Sports Equipment Dear Sir/Madam I am writing to place an order for sports equipment for the newly established sports club at Wisdom High School. We would like to purchase the following items: Item

Basketball

Badminton Racket

Dear Sir/Madam

I am writing to place an order for musical instruments for our newly established Music Department at Vasant School. After reviewing your catalogue, we would like to order the following items: • 2 Acoustic Guitars (Model: MH-250) • 1 Piano (Model: MH-500) • 1 Drum Kit (Model: MH-350) • 1 Violin (Model: MH-120)

We require high-quality instruments suitable for educational purposes. Kindly confirm the availability of these items and provide us with the total cost. As we are purchasing in bulk, for the school, we would appreciate a discount on the catalogue price.

Please also share information regarding delivery charges and expected delivery time. We look forward to your prompt response and a successful long-term business relationship.

Yours sincerely Sudha Kohli Principal

18. You are Meera Joshi, Principal of Wisdom High School, Lucknow. Your school is starting a new sports club and needs to purchase basketballs, volleyballs and other equipment. Write a letter to the Manager of Sports Mart, Lucknow, placing an order for the required items and requesting a discount on the catalogue price. (5 marks) Section B • Formal Letter

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Model No.

SM-300

Volleyball

Subject: Order for Musical Instruments

Quantity

Football

SM-500 SM-100

SM-200

The equipment should meet the standards suitable for school use. Kindly confirm the availability of the items and the total cost of the order. As we are making a bulk purchase, we kindly request a discount on the listed prices. Please also inform us about the delivery charges and estimated time of delivery. We look forward to your prompt response and a continued association. Yours sincerely Meera Joshi Principal 19. You are Niharika, in-charge of the Neighbourhood Library for Children. Write a letter to Manautal Publishers placing an order for books, two sets each of Panchatantra and Amar Chitra Katha in about 120 words. Mention the mode of payment, library discount and date of delivery. (5 marks)

(CBSE Question Paper, 2/2/2; 2021–22)

Ans: Neighbourhood Library for Children Somgarh Himachal Pradesh 16 January 2025 The Manager Manautal Publishers New Delhi

Subject: Order for Books for Neighbourhood Library 53

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Dear Sir/Madam

• 3 Projectors (Model: SI-300)

• P anchatantra (set of books) • A mar Chitra Katha (set of books)

These items are crucial for various sciencerelated demonstrations during the exhibition. As we are purchasing in bulk, for a school event, we kindly request a discount on the listed prices. Additionally, please inform us of the expected delivery time and any associated charges. We would like the items delivered by 21 February 2025 to ensure ample preparation time.

I am writing to place an order for books for our Neighbourhood Library for Children. We would like to purchase two sets each of the following:

We request that the books be of good quality and that they are delivered at the earliest. As this is a purchase for a community library, we would appreciate a library discount on the catalogue prices. For payment, we will remit 50 per cent in advance and the remaining 50 per cent upon delivery. Kindly confirm the total cost, including any applicable discount, and let us know the estimated delivery date. We look forward to a long and successful association with your publishing house and hope for a prompt response.

We appreciate your prompt attention to this request and look forward to your response. Yours sincerely Arjun Kumar Principal

Unsolved Questions Letter of Complaint / Suggestion

Yours sincerely Niharika Library In-charge 20. You are Arjun Kumar, Principal of Yellow Acres School, Pune. Your school is planning to hold a science exhibition and requires special equipment such as telescopes, magnifying glasses and projectors. Write a letter to the Manager of Scientific Instruments, Pune, placing an order for these items and asking for a discount on bulk purchases. (5 marks)

Ans: Yellow Acres School Curve Chowk Pune–411002 18 February 2025

The Manager Scientific Instruments Pune–411006 Subject: Order for Equipment for Upcoming Science Exhibition Dear Sir/Madam I hope this letter finds you well. We are in the process of organising a science exhibition at Yellow Acres School and require several items to ensure the success of the event. We would like to place the following order: • 5 Telescopes (Model: SI-200)

• 1 0 Magnifying Glasses (Model: SI-150)

1. You are Chhavi Pathak of Ranchi, Bihar. Write a letter, in about 120 words, addressing the Secretary of the City Municipal Authority. Detail the problem of overgrown trees and shrubs in the neighbourhood and request the delegation of personnel for regular pruning. (5 marks) (CBSE Sample Question Paper, 2024–25)

2. You are Rakesh Mehta, Secretary of Rainbow Apartments, Marathalli, Bengaluru. A major pipeline, supplying water to your apartment complex, burst recently. Repairs are expected to be time consuming, and the available water is insufficient to meet the requirements of residents and staff within the premises. Write a letter to the Area Development Officer, Marathalli Area, Bengaluru, in not more than 120 words, requesting him/her to complete the repair work at the earliest, drawing attention to the difficulties faced by the people and the challenges of procuring water from outside. (5 marks) (CBSE Practice Questions, 2022–23) 3. You are Radhika Sharma, a student living at 56, Green Valley Apartments, Pratap Nagar, Jaipur. Write a letter to the Mayor of Jaipur, sharing your belief that protecting the environment is not just the government’s responsibility but something every citizen, especially young people, should be actively involved in. Highlight the importance of youth-led initiatives in stopping environmental damage and suggest practical steps that young

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people can take, in partnership with the local government, to improve your city’s environment. Write your letter in about 120 words. (5 marks)

4. You have purchased a computer for personal use. After using it for about a month, you are having problems, such as the CPU not working properly, the screen flickering, etc. Write a letter to the manager of the complaint cell of Abott Computers Pvt. Ltd. about the faulty computer in about 100-120 words. Sign yourself as Dev/ Devika of Janakpuri, Delhi. (5 marks) (CBSE Question Paper, 2/1/2; 2022–23, Modified)

5. As Komal Gupta of 987, Dev Apartments, Rajpur, you believe that proper waste management is a must in today’s times when we need to promote ‘Recycling’ for optimum utilisation of things/products. Despite ample promotion by civic authorities about segregation of waste into ‘recyclable’ and ‘non-recyclable’ waste, the garbage collectors in your areas do not follow the rules. Write a letter to the MLA of your city, in about 120 words, apprising him of the situation, sharing the importance of waste segregation and requesting him to take strict action against erring personnel. (5 marks)

(CBSE Question Paper, 2/2/2; 2023–24)

Letter of Enquiry 6. You are Reema/Rajesh living at Mayur Colony, Mumbai. Write a letter of enquiry, in 100-120 words, to the Director of National Science Centre, Mumbai, to gather relevant information, as you are interested in joining their Astronomy Club. Enquire about eligibility, activities, frequency of meetings and other details. (5 marks) (CBSE Question Paper, 2/5/2; 2022–23)

7. You are Sanjay Singh, a physical education teacher at Blue Meadows School, Kolkata. You are looking to purchase basketball equipment for your school’s basketball team. Write a letter to Sports Plus, enquiring about the prices and specifications of basketballs, jerseys, uniforms and other related sports equipment. Additionally, ask about any bulk purchase discounts, payment options, delivery charges and the estimated delivery time for a large order. (5 marks)

Community Service Initiative by Grow Earth Foundation

Grow Earth Foundation is organising a community service initiative to help underprivileged children with their education and healthcare needs. Volunteers will assist in tutoring, organising educational workshops and helping with healthcare drives. Date: 1 February to 30 March 2025 Location: Various areas of the city Volunteers Are Needed

You are Rajiv Goyal, a teacher at Red Moon School, Kolkata. You have seen an advertisement for a community service initiative organised by the Grow Earth Foundation, which focusses on helping underprivileged children with their education and healthcare needs. Write a letter to Grow Earth Foundation enquiring about the initiative. Ask for more details about the volunteer work involved, such as the specific tasks volunteers will assist with, how to register and the training or orientation provided to volunteers. (5 marks) 9. You are Avik Chatterjee, the head of V.S. International School’s Drama Club, and you are planning for the upcoming school play. You saw an advertisement for a costume rental service. Write a letter to the service provider enquiring about: a. The types of costumes available for school plays b. The rental prices and bulk discounts c. The booking process, delivery timelines and payment terms (5 marks) 10. You are Priya Sharma, the head of the Cultural Club at Silver Rose School. You saw an advertisement for a dance workshop being organised by a professional dance academy. Write a letter to the academy asking for details about the types of dance styles offered, the duration of the workshop, the fees and whether they offer any group discounts for school clubs. (5 marks)

Letter to the Editor 11. You are Polly Chawla, a resident of Worli Park, Mumbai. You recently saw a documentary about the youth of the nation titled, ‘A Country in Good Hands’.

Write a letter of appreciation to the Editor of The Youth Times, in not more than 120 words, Section B • Formal Letter

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drawing her attention to the good that the youngsters around you are doing. Suggest ways in which they can further contribute to the betterment of society. (5 marks)

(CBSE Practice Questions, 2022–23)

12. You are Armaan/Anjali of C-63, Panvel. You recently read a magazine article which highlighted the condition of underage children working in hazardous conditions. Instead of going to school, they are working in dimly lit factories, tea stalls, in garages, etc. to supplement family incomes. Write a letter to the Editor of The Times of India, in about 100–120 words, drawing attention to this national problem and suggesting solutions. (5 marks)

(CBSE Question Paper, 2/2/2; 2022–23)

13. You are Raghav Singh, a student at New Horizon School, Bengaluru. You recently read an article discussing the increasing reliance on mobile phones and the impact on students’ academic performance. Write a letter to the Editor of The Times of Youth, in 100–120 words, expressing your concerns about the negative effects of excessive screen time on studies and mental health. Suggest practical steps that students can take to limit phone usage and focus more on their academic and personal growth. (5 marks) 14. You are Sonia Desai, a resident of Kolkata. You came across an article about the importance of preserving cultural heritage in the modern world. Write a letter to the Editor of The Cultural Times, in 100–120 words, discussing why it is essential to protect traditional arts, crafts and cultural practices. Suggest ways in which communities and individuals can help in keeping cultural heritage alive for future generations, ensuring it is not lost in the face of modernity. (Competency-based Question) (5 marks) 15. You are Rohit/Rohini of A-45, Pitampura, Delhi. You observed that the subways in Delhi are seldom used by pedestrians who are always trying to cut across traffic. You have decided to write a letter to the Editor of Hindustan Times, highlighting the dire need of creating awareness about it. Based on the points given, along with your own ideas, write a letter in 100–120 words. (5 marks) • I nfrastructure unutilised

• A ccumulation of stagnant water/garbage in subways

• N eed for improvement and regular cleanliness under proper supervision

(CBSE Question Paper, 2/6/1; 2022–23)

Letter for Placing an Order 16. You are Sneha Shrivastava, the purchasing officer at Neelam Industries, Mumbai. You have received a positive response from a stationery supplier regarding their prices and terms. Write a letter to place an order for the required office supplies, specifying the quantity, quality, delivery time and mode of payment. (5 marks) 17. You are Rani Sharma, a volunteer for an NGO. The organisation is conducting a fundraising event and needs to order printed flyers, banners and donation boxes. Write a letter to the Manager of PrintMedia Solutions, Mumbai, enquiring about prices, how to place an order and asking for a discount on bulk orders. (5 marks) 18. You are Deepika Sharma, a marketing manager at Cute Designs Pvt. Ltd., Kolkata. You need to purchase customised t-shirts with your company’s logo for an upcoming promotional event. Write a letter to the Manager of Fashion Prints, Kolkata, placing an order for 100 t-shirts and requesting a discount for bulk purchase.

(5 marks)

19. You are Tanvi, the head of the Eco Club at Blue Valley School, Pune. Your school is participating in a local environmental fair and you need to order recycled paper products, eco-friendly bags and tree saplings. Write a letter to the Manager of Eco Supplies, Pune, placing an order and asking for a discount for educational purposes.

(5 marks)

20. You are Shruti, a fashion consultant at Shine Boutique, Mumbai. Your boutique is expanding and you need to place an order for new mannequins, hangers and display racks. Write a letter to the Manager of Display Essentials, Mumbai, placing an order for the required items and asking for a discount on large orders. (5 marks)

• P edestrians prone to accidents

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Answers Letter of Complaint 1. J-905 Old Colony Ranchi, Bihar 27 January 2025 The Secretary City Municipal Authority Ranchi Bihar–834001 Subject: Request for Regular Pruning of Overgrown Trees and Shrubs Dear Sir/Madam I am writing to highlight the problem of overgrown trees and shrubs in our neighbourhood. The unchecked growth of these plants is causing several issues, such as restricted visibility on roads, which poses a risk to pedestrians and vehicles. In addition, the overgrowth has created an untidy environment, attracting insects and raising other health concerns. I kindly request that a team of municipal workers be assigned to regularly prune and maintain the trees and shrubs in our area. This will not only enhance the appearance of the locality but will also ensure the safety and wellbeing of residents and passersby. Your immediate attention to this matter would be highly appreciated. I look forward to your positive response. Yours sincerely Chhavi Pathak 2. Rainbow Apartments Marathalli Bengaluru–560037 10 May 2022 Area Development Officer Marathalli Area Bengaluru–560037 Subject: R equest for Timely Completion of Pipeline Repair Work

Section B • Formal Letter

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Dear Sir This is with reference to the ongoing repair work of the water supply lines in our area that burst earlier this week. We were informed that the repair work will be a lengthy and timeconsuming process. Our complex has around 2000 families and staff. While we have provision for water in our overhead tanks, it is insufficient to meet daily needs, especially during the peak summer months. Additionally, the area surrounding the complex has been dug up for repairs, making it difficult for water tankers to reach the premises. Besides, procuring water through these tankers has proven costly and the quality of water from alternate sources is also subpar. I sincerely request that you expedite the repair work to alleviate the difficulties faced by residents and staff. Yours truly Rakesh Mehta (Secretary)

(CBSE Marking Scheme Modified)

3. 56, Green Valley Apartments Pratap Nagar Jaipur–302001 19 January 2025 The Mayor Municipal Corporation of Jaipur Jaipur–302005 Subject: Youth Involvement in Environmental Protection Dear Sir I am writing to express my belief that the responsibility for protecting our environment does not solely rest on the government, but also requires an active involvement from every citizen, particularly the youth. Young people can play a significant role in addressing environmental challenges and promoting sustainability. Youth-led initiatives, such as tree plantation drives, waste management programmes and awareness campaigns can make a

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considerable impact. In collaboration with the local government, students and youth can organise workshops, clean-up drives and ecofriendly events that promote sustainability. The successful Jaipur Youth Drive in 2023 saw enthusiastic participation in local green spaces. However, more such initiatives are needed. I request your support in encouraging and facilitating such initiatives, as they can inspire wider participation in protecting our environment. Together, we can create a greener and cleaner Jaipur. Thank you for your attention to this matter. Yours sincerely, Radhika Sharma 4. L-234 Janakpuri Delhi–110046 11 January 2025 The Manager Complaint Cell Abott Computers Pvt. Ltd. Delhi–110056 Subject: Complaint Regarding Faulty Computer Dear Sir/Madam I am writing to formally report issues I have encountered with the computer I purchased from your store a month ago. Since the purchase, I have noticed several problems. The CPU is malfunctioning, leading to frequent system crashes, and the screen flickers continuously, making it difficult to use. These problems have caused significant inconvenience, as I rely on the computer for personal tasks. I request that you arrange for immediate repairs or, if necessary, a replacement of the defective parts. I have attached a copy of the purchase receipt for your reference. I trust that your company, known for its excellent customer service, will resolve this matter promptly. I look forward to your quick response. Yours sincerely Devika Singh

5. 987 Dev Apartments Rajpur 13 February 2025 The Municipal Commissioner Municipal Corporation of Rajpur Main Block Subject: Improper Waste Segregation by Garbage Collectors Dear Sir/Madam I am writing to express my concern regarding the improper waste collection practices in our locality. Despite continuous efforts by civic authorities to promote waste segregation into ‘recyclable’ and ‘non-recyclable’ waste, the garbage collectors in our area fail to adhere to these guidelines. As a result, recyclable waste gets mixed with nonrecyclable waste, undermining recycling efforts and harming the environment.

As responsible citizens, we understand the importance of proper waste segregation for sustainable waste management and environmental protection. I urge you to take strict action against those failing to comply with the rules and to implement regular checks to ensure that waste is being managed efficiently. Your prompt attention and action in this regard will be highly appreciated. Yours sincerely Komal Gupta

Letter of Enquiry

6. Mayur Colony Mumbai–400065

24 February 2025

The Director National Science Centre Mumbai–400068

Subject: Enquiry About Astronomy Club Membership Dear Sir/Madam I am Rajesh, a resident of Mayur Colony, Mumbai, and an avid astronomy enthusiast. I recently learned about your Astronomy Club and am eager to join. I believe being part of such a group would allow me to deepen my understanding of astronomical phenomena.

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I would like to enquire about the eligibility criteria for membership, particularly whether beginners can apply or prior knowledge is required. Kindly provide details regarding the club’s activities, such as stargazing sessions, workshops and lectures. Additionally, I would appreciate information on the frequency of meetings, timings, membership fees and any prerequisites. Joining your club would be a valuable learning opportunity. I request your guidance and look forward to your response at the earliest. Yours faithfully Rajesh Sharma

7. Blue Meadows School Kolkata–700009 23 January 2025 The Manager Sports Plus Kolkata–700001 Subject: Enquiry About Basketball Equipment and Bulk Purchase Option Dear Sir/Madam I am Sanjay Singh, the Physical Education teacher at Blue Meadows School, Kolkata. We are looking to purchase basketball equipment for our school basketball team and would like to enquire about the prices and specifications of basketballs, jerseys, uniforms and other related sports equipment. Additionally, please provide details regarding bulk purchase discounts, payment options, delivery charges and the estimated delivery time for a large order. I am also interested to know if you offer any customisation options for jerseys, such as adding team logos or player names. Kindly send a detailed catalogue and pricing information at your earliest convenience. Your assistance will help us make an informed decision. Yours faithfully Sanjay Singh Physical Education Teacher 8. Red Moon School Kolkata–700003 19 January 2025 The Coordinator Grow Earth Foundation Kolkata–700006 Section B • Formal Letter

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Subject: Community Service Initiative for Underprivileged Children Dear Sir/Madam I am Rajiv Goyal, a teacher at Red Moon School, Kolkata. I recently came across your advertisement about the community service initiative aimed at supporting underprivileged children with their education and healthcare needs. This noble cause aligns closely with my interests, and I am keen to volunteer and would like my students to participate in this initiative, too. I would appreciate it if you could provide more details regarding the specific tasks volunteers would undertake, such as tutoring, conducting workshops or assisting in healthcare drives. Additionally, I would like to know the registration process, eligibility criteria and whether any training or orientation sessions would be conducted. Furthermore, please inform me if any transport or accommodation support would be offered to volunteers and how to confirm participation, once registered. I look forward to your response and an opportunity to contribute to this meaningful cause. Yours sincerely Rajiv Goyal Teacher 9. V.S. International School Drama Club Kolkata–700009 21 January 2025 The Manager Costume World Rental Services Kolkata–700010 Subject: Enquiry About Costume Rental Services for School Play Dear Sir/Madam I am Avik Chatterjee, the head of the Drama Club at V.S. International School, Kolkata. We are in the process of organising our annual school play and are seeking a reliable costume rental service to bring our characters to life. I came across your advertisement and am eager to learn more about your offerings.

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Please provide details on the types of costumes available, especially for historical, fantasy and contemporary themes. Additionally, I would like to know about your rental charges and bulk order discounts, if any. Kindly share details of your booking process, required advance notice for large orders, delivery timelines, associated delivery or pickup charges and payment terms. If you offer customisation or assistance in selecting costumes, please include that information as well. Your prompt response with a catalogue or brochure would be greatly appreciated, as it will help us make informed decisions for our event. Yours sincerely Avik Chatterjee Head, Drama Club 10. Silver Rose School Cultural Club Kolkata–700006 11 January 2025 The Manager Dance Rhythms Academy Kolkata–700001 Subject: Enquiry About Dance Workshop for School Club Dear Sir/Madam I am Priya Sharma, the head of the Cultural Club at Silver Rose School, Kolkata. We are excited about the opportunity to participate in a dance workshop organised by your academy, as we aim to enrich our students’ cultural experiences through dance. Could you please provide details about the dance styles covered in the workshop, such as classical, contemporary or folk? Additionally, we would like to know the workshop duration, session schedule and the overall fees for participation. As we plan to enrol a group of students, we would also appreciate information on any group discounts or special offers available for school clubs. Furthermore, kindly share details about the registration process, deadlines and any

preparatory materials or requirements for participants. We look forward to your response and hope to confirm our participation soon. Yours sincerely Priya Sharma Head, Cultural Club

Letter to the Editor 11. Worli Park Mumbai–400018 15 December 2025 The Editor The Youth Times Mumbai–400010 Subject: The Future of the Country is Safe in the Hands of Our Youth Dear Madam Through the column of your esteemed newspaper, I would like to express my appreciation for the documentary ‘A Country in Good Hands’, which beautifully showcased the positive role of youth in our nation’s progress. It was heartening to see young individuals actively involved in different activities to improve society, such as cleanliness drives, assisting the elderly with their chores, feeding stray animals, etc. From the documentary, it is clear that their commitment reflects strong values of responsibility and patriotism. They are living up to the values instilled in them by the great leaders of the past. They work hard towards achieving their goals. Drawing inspiration from it, we can encourage our youth to dedicate themselves to more social causes, raise awareness about key societal issues and participate in leadership programmes. Their energy and dedication are shaping a brighter future, and they deserve recognition for their efforts. Through the column of your newspaper, I wish to commend these youngsters and highlight their many positive contributions to society. Yours faithfully Polly Chawla

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12.

only during study hours. Schools can promote the importance of offline activities, such as reading, sports and creative hobbies to encourage a balanced lifestyle, which help in mental and physical development. Parents must also lead by example by monitoring screen time at home. By adopting these measures, students can improve focus, achieve academic success and maintain better mental well-being. Yours sincerely Raghav Singh 14. B-2344 Main Street Kolkata–700010 3 March 2025 The Editor The Cultural Times Kolkata–700006 Subject: Importance of Preserving Cultural Heritage for Future Generations Dear Sir/Madam

(Topper’s Answer 2023)

13. New Horizon School Bengaluru–560030 13 January 2025 The Editor The Times of Youth Delhi–110092 Subject: Excessive Mobile Phone Usage and Its Impact on Students Dear Sir/Madam I recently came across your article on the increasing reliance on mobile phones and its adverse effects on students’ academic performance and mental health. As a student, I strongly relate to these concerns. Excessive screen time not only distracts us from studies but also leads to issues such as anxiety, poor sleep and reduced concentration. To mitigate these effects, I suggest that students set specific time limits for mobile phone usage and reserve devices for educational purposes Section B • Formal Letter

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I recently read your insightful article on the importance of preserving cultural heritage in the modern world, and I wholeheartedly agree with the points raised. Traditional arts, crafts and cultural practices not only reflect our history but also foster a sense of identity and community. In the face of rapid technological advancements and globalisation, it is crucial that we safeguard these aspects of our heritage. Communities can play an active role by organising cultural festivals, art exhibitions and craft fairs that bring attention to traditional practices. Supporting local artisans and cultural groups ensures that these crafts remain relevant in today’s economy. Individuals can also engage in learning these arts, supporting local artisans and even teaching younger generations the value of cultural preservation. Moreover, schools and educational institutions should introduce programmes that promote cultural awareness, while digital platforms can document and share cultural practices, making them accessible to a wider audience. Together, these efforts will help safeguard our traditions. Yours sincerely Sonia Desai 61

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15. A-45 Pitampura Delhi–110034 13 January 2025 The Editor Hindustan Times Delhi–110092 Subject: Need for Creating Awareness About the Utilisation of Subways in Delhi Dear Sir/Madam I am writing to express my concern over the underutilisation of subways by pedestrians in Delhi. Despite the availability of these pedestrianfriendly infrastructures, many people continue to cross busy roads, risking accidents and disrupting traffic flow. This not only jeopardises road safety but also contributes to the rising number of pedestrian accidents. The recent tragic incident, where a pedestrian was killed while crossing a busy road, instead of using the nearby subway, highlights the urgency of this issue. Moreover, the subways that are available are often neglected, with stagnant water and garbage accumulating, making them unappealing and unsafe. These conditions discourage pedestrians from using them. There is a dire need for greater public awareness campaigns highlighting the importance of using subways for pedestrian safety. Furthermore, the infrastructure should be regularly cleaned and maintained under proper supervision to ensure a safe and clean environment for everyone. If this issue is addressed with urgency, it can help reduce accidents, improve traffic flow and make Delhi a safer city for all. Yours faithfully Rohit Yadav

Letter for Placing an Order 16. Neelam Industries Colaba Mumbai–400005

25 January 2025 The Manager Stationery Supplies Pvt. Ltd. Mumbai–400001

Subject: Order for Office Supplies Dear Sir/Madam

I am Sneha Shrivastava, the purchasing officer at Neelam Industries, Mumbai. Following our recent correspondence regarding your prices and terms, we are pleased to place an order for the following office supplies: • A 4-sized copier paper: 200 reams • B allpoint pens (blue): 500 units • S taplers: 50 units • F ile folders (A4): 200 units • W hiteboard markers: 100 units We kindly request that the supplies be delivered within seven days from the date of this order. Please ensure that the items meet the previously agreed quality standards. As for payment, we will settle the invoice via bank transfer within 15 days of delivery, as per our agreed terms. Kindly confirm the order and delivery details at your earliest convenience. Yours sincerely Sneha Shrivastava Purchasing Officer 17. Nayi Asha Foundation Kandivali Mumbai–400010 10 January 2025 The Manager PrintMedia Solutions Mumbai–400018 Subject: Enquiry and Order for Printing Materials Dear Sir/Madam I am Rani Sharma, a volunteer with Nayi Asha Foundation. Our NGO is organising a fundraising event, and we require printed materials to support the event and collect donations. We would like to enquire about the pricing and available options for the following:

• F lyers (A4 size, full-colour print) – 1,000 copies • B anners (3x5 ft, vinyl material) – 5 units

• D onation Boxes (custom-printed with logo) – 10 units As we plan to place a bulk order, we kindly request a discount on these materials. Please provide a detailed quote, including the

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estimated delivery time and any special offers available for bulk orders. We look forward to your prompt response and hope to proceed with the order soon. Yours sincerely Rani Sharma Volunteer 18. Cute Designs Pvt. Ltd. Main Street Kolkata–700010 29 December 2024 The Manager Fashion Prints Kolkata–700008 Subject: Order for Customised T-shirts Dear Sir/Madam I am Deepika Sharma, the Marketing Manager at Cute Designs Pvt. Ltd., Kolkata. We are preparing for an upcoming promotional event and would like to place an order for 100 customised T-shirts with our company logo printed on them. The specifications are as follows: • T -shirt colour: White • L ogo: Full-colour print on the front • S ize: A mix of S, M, L, XL and XXL We would appreciate it if you could provide a discount on this bulk purchase. Kindly send us a quote, including the total cost, delivery time and any available discounts for large orders. Please confirm the order at your earliest convenience and let us know if you need any further details regarding the logo or design specifications. Yours sincerely Deepika Sharma Marketing Manager 19. Blue Valley School M-Block Pune–411001 18 January 2025 The Manager Eco Supplies Pune–411008

Section B • Formal Letter

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Subject: Order for Eco-friendly Products for Environmental Fair Dear Sir/Madam I am Tanvi, the head of the Eco Club at Blue Valley School, Pune. Our school is participating in an upcoming local environmental fair, and we would like to place an order for the following eco-friendly products: S. No

Product

Quantity

Recycled paper notebooks

500 units

Eco-friendly cloth bags (with our school logo)

200 units

Tree saplings (native species)

100 units

As this order is for an educational event, we kindly request a discount for the purchase. Please provide a detailed quote, including the pricing, delivery time and any educational discounts available. We look forward to receiving the products in time for the event. Kindly confirm the order and provide the necessary details at your earliest convenience. Yours sincerely Tanvi Mehra Head of Eco Club Blue Valley School, Pune 20. Shine Boutique Borivali Mumbai–400015 13 February 2025 The Manager Display Essentials Mumbai–400010 Subject: Order for Display Items for Boutique Expansion Dear Sir/Madam I am Shruti, the fashion consultant at Shine Boutique, Mumbai. As part of our boutique’s expansion, we are in need of additional display items to enhance our store layout and ensure its visual appeal. We would like to place an order for the following items: • 1 0 full-body, adjustable mannequins (4 male, 4 female and 2 kids)

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• 2 00 wooden hangers with our boutique’s logo engraved • 1 5 adjustable display racks for clothing (sturdy and easy to move) As we are placing a substantial order, we kindly request a discount on the total price. Please provide a detailed quote, including the breakdown of individual prices, total cost, delivery time and any special discounts or offers available for large orders. Additionally, it would be helpful if you could provide any information on payment terms and delivery support. We hope to receive the items well before our boutique’s grand reopening, which is on 28 February 2025, and look forward to your prompt response. Yours sincerely, Shruti Bora Fashion Consultant

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Analytical Paragraph (Based on Map/Chart/ Report/Graph)

An analytical paragraph is a concise piece of descriptive writing in which information presented visually or descriptively in a report, map, graph or chart is interpreted and explained in a clear, concise and logical manner. The focus is on extracting meaningful insights from the data and presenting them objectively.

Components

• Topic Sentence or Claim: Introduces the main idea or focus of the paragraph • Description: Highlights key details or patterns from the data

• Evidence: Includes specific data points to support observations • Analysis: Explains the significance of the data and its meaning • Conclusion: Summarises the insights or key findings

Points to Keep in Mind

• Analyse and understand the data before writing. • Begin with a clear and focussed topic sentence.

• Describe key trends, patterns or features objectively. • Support your observations with precise data and evidence.

• Use relevant and formal vocabulary for clarity.

• Explain the significance or implications of the data. • Maintain a logical flow between description and analysis. • Conclude with a concise summary or insight. • Avoid personal opinions and biases.

• Proofread for grammar, clarity and accuracy.

Practice Exercise Solved Questions 1. Tsering, of class X, is contesting for the post of the Junior School Captain, in the upcoming student council elections. Given below is her character traits’ graphic, shared in the public domain, by the school counsellor, for the awareness of student voters, at school.

Works hard to achieve goals

Is less impulsive but highly sensitive Believes in unity: One for all and all for one

Is an average academic performer Helps her peers with academic and personal challenges Thrives only on appreciation

Maintains disciplined study routine Exhibits good decision making skills

Focuses on excellent outcome

All Tsering’s peers have been asked to write a paragraph in about 120 words, analysing these traits, to either support or oppose her candidature. As one of her peers, write this Section B • Analytical Paragraph

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Ans:

analytical paragraph, by selecting some of the traits that support your analysis. (5 Marks) (CBSE Sample Question Paper, 2023–24)

Tsering– A Capable and Inspiring Leader Tsering is an excellent candidate for the post of Junior School Captain, as her character traits highlight her suitability for leadership. Her ability to help peers with academic or personal difficulties shows her empathy and teamwork skills. Additionally, her disciplined study routine and belief in ‘one for all and all for one’ demonstrate her commitment to collective progress. Tsering’s hard work to achieve goals combined with good decision-making skills indicates she can handle responsibilities effectively. Though she thrives on appreciation, this can motivate her to deliver exceptional results. While she may be an average academic performer, her focus on achieving excellent outcomes ensures she strives for success. These qualities make her a reliable and inspiring leader for the student council. 65

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the students’ safety, interest and physical wellness. Write this analytical paragraph in about 120 words, by selecting features that support your analysis. (5 Marks)

2. As the Captain of the school’s Cultural Club, you have been asked to study the given itinerary provided by a tour organising vendor.

Day

22 Nov 2023 23 Nov 2023

A 3N/2D Educational Tour for the Senior School Students:

Jabalpur and Ranha National Park (Vandhya Pradesh) • Tour Travel & sightseeing by bus • Accommodation on quad sharing basis • One staff complimentary for every 20 students • Bottled mineral water throughout the tour • Dance party on 22 November • Insurance policy of ₹20,000/- per head • Provision of Tour Manager’s assistance to all places Estimated Time of Departure

Estimated Sight-seeing Time Spent Destination/ at the Time of Destination Activity Arrival 5:23 pm

Reporting at the hotel

9:00 am (hotel)

10:00 am

Bhawartal Garden

1 hr

11:00 am (garden)

11:40 am

Bhedaghat Dhuandhar Falls

1 hr

12:40 pm (falls)

1:00 pm

1 hr

2:00 pm (restaurant)

2:15 pm

Lunch (nearby restaurant)

3:45 pm (Marble Rocks)

4:45 pm

Rani Durgavati Museum

1 hr 30 mins

8:49 am (Nagpur Junction) – 8 hrs 30 min

1 hr 30 Marble Rocks Cable mins Car Tour

6:15 (Museum)

7:00 pm

4:40 pm (Tiger Reserve)

9:00 pm

Back to the hotel

4:21 pm

Nagpur Railway Junction

24 Nov 2023

5:30 am (hotel) 9:30 am – 170 km – 4 hrs drive

25 Nov 2023

7:54 am (Jabalpur Railway station) – 8 hrs 45 mins

Back to the hotel

Ranha Tiger 7 hrs Reserve

Analyse this itinerary to either approve or reject the tour proposal, while focussing on

Ans:

(CBSE Sample Question Paper, 2023–24)

Approval of the Educational Tour Proposal The proposed educational tour itinerary appears well-structured and suitable for senior school students, considering their safety, interest and physical wellness. The inclusion of bottled mineral water ensures hydration, and the insurance policy of ₹20,000/- per head offers financial security in case of emergencies. Sightseeing destinations such as Bhedaghat Dhuandhar Falls, Marble Rocks and the Ranha Tiger Reserve provide a balance of natural beauty and educational value, catering to students’ interests. The quad-sharing accommodation and a dedicated Tour Manager enhance safety and organisation. The dance party on the first evening adds an element of excitement, making the tour enjoyable. However, the duration of travel, such as the 8-hour journey on the first and last days, may cause physical fatigue. Overall, the itinerary is engaging and safe, making it a feasible choice for the tour.

3. Read the product details on a stainless-steel water bottle label: STAINLESS STEEL WATER BOTTLE • Made from BPA-free, food-grade stainless steel • Keeps liquids hot or cold for hours with double-wall insulation • Leak-proof and spill-resistant lid • Lightweight and easy to carry • Available in various colours and sizes Now, analyse why this water bottle would be a beneficial purchase. Write the analytical paragraph in 120 words, considering various features of the bottle. (5 Marks) Ans: A Smart and Eco-Friendly Choice The stainless-steel water bottle is an excellent choice for students due to its durability, safety and convenience. Made from BPA-free, foodgrade stainless steel, it ensures that drinking water remains safe and free from harmful chemicals. The double-wall insulation keeps beverages hot or cold for hours, making it perfect for all seasons. Its leak-proof and spill-resistant lid prevents accidental spills, keeping school bags dry and mess-free. Additionally, the bottle

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description letters of two flower vendors for the decoration of the Annual Day celebrations. She has requested you to share your recommendation, based on analytical inputs. Write an analytical paragraph in about 120 words, recommending Vendor B, as opposed to Vendor A, for the event.

is lightweight and easy to carry, making it ideal for daily use. As it is available in various colours and sizes, students can choose a design that suits their style. With its health benefits, functionality and stylish appeal, this water bottle is a smart and eco-friendly choice for students. 4. Read the given details of a playground intended for your residential area.

Vendor A

• A central climbing structure inspired by traditional Indian architecture, such as a miniature fort, with multiple levels and slides • Swings adorned with colourful Indian patterns, along with monkey bars and a zip line • A water play feature inspired by Indian fountains or rivers • Shaded seating areas with benches and swings, resembling traditional • chaupals or gazebos • Trees, shrubs and flower beds • Ample open space

Dear Madam Co-ordinator Dear Madam Co-ordinator Our team at Blossom Delight is dedicated to delivering beautiful and vibrant floral arrangements that will enhance the aesthetic appeal of your event.

We offer a variety of packages to suit your needs, including elegant bouquets, table centrepieces and decorative installations. Our experienced team will work closely with you to understand the theme and colour scheme of the event, ensuring that our floral designs complement the overall atmosphere.

Analyse the details and write an analytical paragraph in about 120 words about the suitability of this playground. Focus on factors such as safety, inclusivity, fun features and suitability for different age groups and overall experience. (5 Marks)

(CBSE Sample Question Paper, 2024–25)

Price Estimate for Basic Package:

Ans: A Safe, Inclusive, and Culturally Rich Playground The proposed playground is a well-designed, inclusive space that ensures fun and safety for all age groups. The central climbing structure, inspired by Indian forts, offers exciting activities like slides and adds a cultural touch. Swings with colourful Indian designs, monkey bars and a zip line ensure that there is something for children of all ages to enjoy. The water play feature, inspired by Indian fountains, provides a refreshing experience, especially in warm weather. The shaded seating areas, resembling traditional chaupals, offer a welcoming space for people of all ages to sit, relax and connect. Trees, shrubs and flower beds enhance the environment, making it more inviting. With ample open space for free movement and play, the park is accessible, inclusive and a perfect community hub for families. 5. Your school’s teacher coordinator for co-curricular activities has tasked you, as the head girl, with reviewing the quotes and

Section B • Analytical Paragraph

English_Question Bank_G10.indb 67

Vendor B

• Standard two-flower bouquets: ₹290 per piece • (Customised – Extra charges) • Table centre-pieces: ₹150 each

• Decorative installations: ₹550 per area

We look forward to the opportunity to contribute to the success of your annual day celebrations. Yours sincerely [Vendor A]

At Petal Perfect, we take pride in creating unique and personalised floral arrangements that reflect the essence of your school.

Our packages include a diverse range of floral designs, from classic bouquets to intricate installations. We understand the importance of customisation and will tailor our creations to align seamlessly with the theme and spirit of your event. Price Estimate for Basic Package: • Bouquets: ₹310 per piece for two-flower setting (standard or customised)

• Table Centre-pieces: ₹150 each

• Decorative Installations: ₹575 per area (One ceremonial flower rangoli FREE.) As part of our commitment to sustainability, we use locally sourced and ecofriendly materials in our arrangements.

We look forward to the prospect of contributing to the annual day celebrations. Warm regards [Vendor B]

(5 Marks)

(CBSE Additional Practice Question Paper, 2023–24)

25/04/25 6:50 PM

Ans: A thorough analysis reveals that Vendor B, Petal Perfect, emerges as the superior choice for the Annual Day celebrations’ decorations when compared to Vendor A, Blossom Delight. One key aspect is Vendor B’s emphasis on customisation of floral arrangements to align with the school’s unique theme and spirit. In contrast, Vendor A, while offering beautiful arrangements, does not highlight the same level of personalised service. Moreover, the pricing structures of the two vendors play a crucial role in the decision-making process. Vendor B not only provides competitive rates for bouquets but also goes a step further by offering a free ceremonial flower rangoli with their decorative installations. This added value enhances the overall appeal of Vendor B’s proposal. Vendor A’s pricing, while reasonable, lacks the extra incentives that Vendor B provides. Additionally, Vendor B’s commitment to sustainability, utilising locally sourced and eco-friendly materials, aligns with contemporary values and adds a socially responsible dimension to their services. This factor is not explicitly addressed in Vendor A’s proposal. Therefore, Vendor B outshines Vendor A and makes it the preferred choice for the Annual Day celebrations’ decorations.

Write a paragraph in 100-120 words to analyse the given argument. You could think about what alternative explanations might weaken the given conclusion and include rationale/evidence that would strengthen/ counter the given argument. (5 Marks)

6. Read the following excerpt from an article in a fashion magazine: ‘Colourism’ is the term describing the preference for lighter skin. Several of the world’s biggest advertising firms have come under severe criticism for selling beauty products that promise whiter skin. What is worse is the manner in which these fairness products are being promoted - the parallel drawn between being fair and being successful; the perfect fair heroine showcased in movies; celebrity endorsements of fairness products; and matrimonial advertisements where everyone seeks a fair bride. This type of advertising has created an inferiority complex among darker-skinned women as seen in the rising sales of fairness cosmetics. This form of biased advertising has come under harsh criticism. Are we as a society encouraging and supporting ‘colourism’?

We as a society have always been obsessed with fair skin tone and it is time to put a stop to this. This prejudice has been around for way too long, including in our books, movies and real life. We find a wonderful example in the children’s fairy tale ‘Snow White’, where her mother, the wicked queen, asks the magic mirror, ‘Who is the fairest of them all?’ and the mirror replies that Snow White is the most beautiful, thus stressing on inner beauty rather than outer appearance. Fair skin instils confidence and sets one up for success. Fairer people seem to get better jobs, deals and life partners, so it’s natural that people desire to be fair. If some people want to use beauty products to make their skin lighter, they should be allowed to do so without criticism as it is a matter of personal choice.

(CBSE Marking Scheme)

(CBSE Practice Questions, 2022–23)

Ans: Argument FOR the subject of the statement: The desire to be beautiful is natural. What is not natural is determining that only one type of skin colour is beautiful. We need to be inclusive of all skin tones and look at the diversity of beauty. Every skin colour shade is beautiful. Additionally, beauty is only skin deep. We need to stop equating light-coloured skin with beauty because dark skin is beautiful too. Beauty is in the eyes of the beholder and therefore is a very subjective matter. Discrimination on the basis of skin shade is therefore not logical. Such discrimination has been defeated over the past decades. We should stop encouraging ads that promote colourism. Let us not regress but rather progress. Real beauty is the personality and the qualities of a person. The focus should lie on being beautiful from within, rather than obsessing over outer appearance. Argument AGAINST the subject of the statement:

(CBSE Marking Scheme)

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You could think about what alternative explanations might weaken the given conclusion and include rationale / evidence that would strengthen / counter the given argument. OR

7. B

The monthly expenditure ofrepresented a familyinisthe pie chart The monthly expenditure of a family is shown below. represented in the pie chart below.

Healthcare

Write paragraph aboutwords, 100–120 words, Write a a paragraph in aboutin100-120 analysing the information in the pie chart to support your stand on how the family is usingto the money analysing the information in the pie chart wisely. support your stand on how the family is using the money wisely. (5 Marks) SECTION C - LITERATURE 40 Ans:

Fun and Flawless

It is a comedy gem guaranteed to keep you laughing from start to finish. With a witty cast and a humour-packed storyline, it’s the perfect escape for anyone seeking a lighthearted, fun-filled experience. Critics’ Verdicts:

• Laugh Central Weekly hails it as a ‘laugh riot’ and an ideal choice for a relaxed, entertaining movie night.

• The Comedy Corner praises it as a classic comedy with amazing timing and a script that keeps the audience in great spirits— a fantastic pick for a delightful screening. (5 Marks)

‘Fun and Flawless’: A Perfect Pick for School Screening V Reference to the Context 10 Ans: A Balanced and Wise Financial Allocation The reviews for ‘Fun and Flawless’ suggest it given represents the monthly 1 The Attempt ANYdata ONE of the two extracts given. 5 is an excellent choice for the school’s Movie expenditure of a family, highlighting a Club screening. Described as a ‘comedy gem’ 1.A Lencho showed not the slightest surprise on seeing the money, such was balanced approach to financial management. his confidence - but he became angry when he counted the money. God with a witty cast and humour-packed The highest portion, 30%, is allocated to storyline, the film guarantees an engaging food, ensuring the family’s basic nutritional and enjoyable experience. Critics praise its needs are met. Education receives 25%, nature, making it perfect for a Page 14 oflight-hearted 22 reflecting a strong emphasis on learning and relaxed screening. Laugh Central Weekly calls it future growth. Healthcare and rent, both a ‘laugh riot,’ highlighting its strong audience at 10%, indicate that health and housing appeal, while The Comedy Corner commends are prioritised. Transport accounts for only its well-timed humour and delightful script. 5%, suggesting efficient travel choices. The film’s clean comedy and universal Miscellaneous expenses take up 20%, allowing appeal ensure it is appropriate for students. flexibility for unforeseen or leisure costs. The Considering its positive reviews, entertainment distribution shows a wise allocation of funds, value and suitability for a school audience, with essential needs like food, education Fun and Flawless is an ideal choice for the and healthcare taking precedence while event, promising a fun-filled experience still maintaining a balance between savings for all. and other expenses. Overall, the family demonstrates responsible financial planning. 9. Given below are the pollution figures for some major towns and cities in India. 8. As the Secretary of the Movie Club of your school, you have been tasked with choosing Suspended Sulphur Nitrogen Particulate Matter Dioxide Oxide a movie for the upcoming screening event. Given below is a snippet of a newspaper Permissible 200 80 80 and critic reviews for a potential film choice. Limits Analyse the information in 100–120 words and Ludhiana 453 20 64 decide whether this movie would be suitable for the school screening. Consider aspects Delhi 680 124 137 such as content appropriateness, audience Mumbai 485 27 53 engagement and critical acclaim.

(CBSE Practice Questions, 2022–23)

Chennai Section B • Analytical Paragraph

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262

25/04/25 6:50 PM

Using the information given above, along with your own ideas, write an analytical paragraph in 100–120 words. (5 Marks)

Ans:

(CBSE Question Paper, 2/2/2; 2022–23)

Rising Pollution Levels: A Serious Concern The pollution levels in major Indian cities are alarmingly high, exceeding permissible limits. Ludhiana’s Suspended Particulate Matter (SPM) level stands at 453, more than twice the safe limit of 200, while Mumbai records an even higher 485. Delhi’s SPM level is the most severe at 680, indicating hazardous air quality. Although Chennai’s SPM is lower at 262, it still exceeds the limit. Sulphur Dioxide and Nitrogen Oxide levels vary, with Delhi’s Sulphur Dioxide at 124, significantly above the permissible 80. While some cities remain within safe limits for certain pollutants, the overall air quality remains a serious concern. Immediate action is required to curb pollution and protect public health, ensuring a cleaner and safer environment for all.

10. The given pie chart shows how water is consumed in households in a metropolitan city in India. Study the information carefully and write a paragraph in about 100–120 words drawing a comparative analysis of water consumption. Emphasise wasteful water consumption and suggest possible ways to save water. (5 Marks) (Competency-based Question)

(CBSE Question Paper, 2/4/2; 2022–23)

Other 2%

Ans:

Alarmingly, leaks at 14% highlight significant wastage. Bathing and other uses consume 2% each, and dishwashing accounts for just 1%. The high percentage of water lost through leaks, excessive toilet use and clothes washing is concerning. To conserve water, regular plumbing maintenance can prevent leaks. Installing low-flow toilets, water-efficient washing machines and aerated faucets can reduce consumption. Simple habits like taking shorter showers and using buckets instead of running taps for cleaning can further help ensure sustainable water use for the future.

Water Consumption in Households: Need for Conservation The given pie chart illustrates household water consumption in a metropolitan city in India. Toilets account for the highest usage at 26%, followed by clothes washing at 22%. Faucets contribute 17%, while showers use 16%.

11. The number of tigers, the biggest cats in the world, is gradually decreasing. Given below is data which reveals the number of Royal Bengal Tigers in different countries. Write an analytical paragraph in 100–120 words interpreting the data. (5 Marks)

(CBSE Question Paper, 2/5/2; 2022–23)

S. No. 1.

Bangladesh

China

2. 4. 5.

Ans:

Name of Country

Bhutan India

Nepal

Minimum

Maximum

460

300 30

2500 150

460 35

3800 250

Declining Tiger Population: A Call for Conservation The table presents data on the population of Royal Bengal Tigers across five countries. India has the highest tiger population, ranging from 2,500 to 3,800, highlighting its key role in tiger conservation. Bangladesh follows with 300 and 460 tigers, while Bhutan’s population fluctuates significantly between 80 to 460. Nepal has a moderate range of 150 to 250 tigers. In contrast, China reports the lowest figures, with only 30 to 35 tigers. The data highlights the urgent need for conservation efforts, especially in countries with declining numbers like China and Bhutan. Enforcing strict anti-poaching laws, preserving habitats and fostering international collaboration can help protect these creatures and ensure their survival for future generations.

12. The given line graph shows the decline in the use of television and newspapers with the excessive use of smartphones over the years. Write an analytical paragraph in 100–120 words describing the information. (5 Marks)

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Number of Families that use Newspapers and Television Television

Ans:

Newspaper

Number of Families

250 200 150 100 50 0

2016

2017

2018

2019

2020

Years

Ans:

Decline of Traditional Media with Smartphone Growth

The line graph illustrates the decline in the number of families using television and newspapers from 2016 to 2020, possibly due to the growing popularity of smartphones. In 2016, around 250 families used television, but this number steadily decreased to about 50 families by 2020. Similarly, newspaper usage dropped significantly from 225 families in 2016 to fewer than 100 families in 2020. Notably, by 2019, television and newspaper usage converged, indicating an equal decline in preference for both media. This trend reflects a shift in consumer habits, as digital platforms and smartphones provide more convenient access to news and entertainment. The convenience of smartphones seems to have replaced traditional media sources. The data underscores the growing dominance of smartphones in modern (b) As Geetanjali / Girish of 83, Star Apartments, Virbagh, you have households. noticed that a lot of senior citizens in your society are leading 13. E-commerce business for shopping RWA of your society, requesting him to organize picked more community get-togethers and celebrations to bring cheer to their lonely lives. up manifold during the pandemic year and consumers have continued to shop online. 5. Given Attempt any one from and (b) given below : below is a(a)chart that depicts the various 5 (a) E-commerce business for shopping picked up manifold during the trends associated with E-commerce shopping. pandemic year and consumers have continued to shop online. Analyse this and anvarious analytical Given belowchart is a chart that write depicts the trends associated with E-commerce shopping. Analyze this and write an paragraph in about 120 words, bychart selecting analytical paragraph in about 120 words, by selecting features that features that your analysis. (5 Marks) support your support analysis. lonely lives. Write a letter in about 120 words, to the President of

(CBSE Question Paper, 2/5/2; 2023–24)

The Rise of E-Commerce Shopping Trends The chart highlights the rapid growth of e-commerce shopping in India during and after the pandemic. According to the data, 49% of consumers preferred e-commerce websites and apps, surpassing malls, markets and local retailers (31%) and local retailers offering home delivery (18%). Only 2% of respondents were uncertain about their shopping preferences. Regarding online purchases, groceries and essentials accounted for the highest percentage (69%), indicating their necessity during lockdowns. Medium-value items followed at 54%, while high-value items constituted 32% of online purchases. The data underscores a clear shift toward online shopping for convenience and safety. To sustain this trend, e-commerce platforms must ensure competitive pricing, efficient delivery and a user-friendly experience, catering to diverse consumer needs.

14. There are two types of bottles available in the market: glass and plastic. Based on the information given in the chart below, write an analytical paragraph, in about 120 words, assessing the pros and cons of using glass and plastic bottles. (5 Marks) (CBSE Question Paper, 2/5/2; 2023–24)

Glass vs. Plastic Bottles Pros and Cons GLASS BOTTLES PROS • Non toxic, no chemicals

• Environmentally friendly

• Easy to clean and sanitize

• Durable, last forever • Do not absorb odours

PLASTIC BOTTLES PROS • Easy to use, lightweight • Unbreakable

• Widely available • Wide variety of options

• More affordable

• Dishwasher safe CONS • Heavy

CONS • More chemicals

• Breakable

• Harder to clean

• More expensive • Fewer options

• Shorter life span • Cannot completely

sanitise

• Can absorb odours 2/5/2-15

Section B • Analytical Paragraph

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Ans: Glass vs. Plastic Bottles: A Comparative Analysis Glass and plastic bottles each have distinct pros and cons, catering to different needs and preferences. Glass bottles contribute to environmental sustainability and are non-toxic, durable and easy to clean. They are dishwashersafe and do not retain odours, making them ideal for long-term use. However, they are heavy, breakable, more expensive and offer fewer design options. In contrast, plastic bottles are lightweight, unbreakable, widely available and more affordable, with a variety of choices. Yet, they contain chemicals, have a shorter lifespan and are harder to clean or sanitise. They also tend to absorb odours over time. While glass bottles prioritise health and sustainability, plastic bottles focusWriting on affordability and Creative Skills Note : All details presented in the questions are imaginary and created for convenience. This comparison highlights that assessment purpose. the on individual priorities such 4. Attempt anychoice one fromdepends (a) and (b) given below : (a) Thedurability, street lightscost of your locality are functioning properly as or health andnotenvironmental leaving stretches of dark/blind spots at night. Due to this problem, concerns. chain and mobile snatching incidents have increased.

and cultural participation. They provide key services such as access to reading materials, digital resources, cultural activities and healthrelated information. For instance, libraries improve digital literacy, increase reading habits and promote creativity, helping individuals achieve their potential. These offerings lead to significant outcomes like cultural enrichment, stronger and more resilient communities and healthier, happier lives. This data underscores the role of libraries as hubs of knowledge, creativity and social cohesion, making them invaluable for personal development and societal progress.

Write a letter to the editor of a local daily, in about 120 words,

expressing your concern access at the situation and suggesting 15. Libraries provide to resources andmeasures to resolve the problem and drawing attention of the concerned materials that be available authorities. You aremight Tamay not Saroha/Gauri Saroha or of 709, Gold Apartments, Prem Vihar, Amar Nagar. affordable otherwise, allowing students to OR (b) As Sarla Mehta/Santosh Mehta of 983, Sterling Apartments, further their learning, understanding and Vikas Nagar, you believe in the importance of staying fit and exercising. research. Thenot following chart the library Your society does have an open gym shows in the premises. Write a letter to the RWA of your society, in about 120 words, requesting framework and the importance of libraries. them to set up an open gym in the garden area where residents can exercise, emphasizing the importance of staying Based on the given upon information, write an fit and healthy. analytical inbelow about 120 words, Attempt any one fromparagraph, (a) and (b) given : (a) Libraries provide access to resources and materials that might not assessing the importance of libraries for us. be available or affordable otherwise, allowing students to further

16. A survey was conducted to find out the number of speakers of various languages in the world. The chart below reflects the same. Analyse this chart and write an analytical paragraph, in about 120 words, by selecting features that support your analysis. (5 Marks) (CBSE Question Paper, 2/4/2; 2023–24)

The Most Spoken Languages of the World

their learning, understanding and research. The following chart (5 Marks) shows the library framework and the importance of libraries. (CBSEwrite Question Paper, 2/4/2; 2023–24) Based on the given information, an analytical paragraph, in about 120 words, assessing the importance of libraries for us.

Ans: The bar graph illustrates the number of speakers (in millions) for the ten most spoken languages worldwide. Mandarin tops the list with nearly 1,000 million speakers, showcasing its dominant position globally. English, with over 500 million speakers, ranks second, closely followed by Hindustani. Spanish Help people achieve their holds the fourth position with slightly fewer full potential speakers than Hindustani. Russian, Arabic and Bengali are spoken by similar numbers, each with approximately 200–300 million speakers. OR Portuguese, Malay Indonesian and French Role of 11 Libraries 2/4/2-14 P.T.O. have relatively fewer speakers, ranging from Ans: Libraries are essential for fostering community 100 to 200 million. The data shows a clear growth and individual well-being. The Universal imbalance, as Mandarin has far more speakers Library Offer Framework highlights that than any other language. This disparity is due libraries address societal needs by connecting to China’s population size and the widespread communities, enhancing equality and improving use of English as a global language of overall well-being through learning, literacy communication. 72

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17. Riti/Ritik has to write a paragraph on the qualities required for success. She/He notices the chart given below and decides to use it as the basis of her/his writing. Using the pie chart along with your own ideas, write a paragraph for her/him in about 120 words on ‘The Most Important Thing in Life’. (5 Marks) (CBSE Question Paper, 2/3/2; 2023–24)

• I didn’t like the school

73%

• I didn’t see value in the work I was being asked to do

60%

• I didn’t like the teachers

• I had family issues

• I need to work for money • I was bullied

28% 54%

• The work was too easy

(CBSE Question Paper, 2/2/2; 2023–24)

Ans:

Understanding the Reasons for School Dropouts

The reasons for students considering dropping out of school highlight a mix of personal, academic and social factors. A significant 73% of students disliked the school environment, and 61% were dissatisfied with their teachers. Additionally, 60% of students felt that the work they were assigned was of little value. Family issues (42%) and the need to work for money (35%) were also major contributing factors. Academic challenges were another concern with 54% finding the work too difficult. Bullying affected 28% of students, leading to an uncomfortable environment. Interestingly, only 19% found the work too easy suggesting that it was the challenges and lack of engagement, rather than simplicity, that influenced their decision to drop out. These findings highlight the need for effective support systems to address these challenges.

Ans: Success in life requires a blend of various qualities, as shown in the chart. Knowledge, contributing 48%, is the most crucial factor for success. It is the foundation for personal growth, critical thinking and decision-making, helping individuals navigate challenges and achieve their goals. Love, at 20%, plays a significant role in fostering emotional well-being and building strong relationships, both of which are essential for a fulfilling life. Money, at 18%, provides stability and resources, though it cannot ensure true happiness. Fame (8%) and power (6%) play minor roles but can influence opportunities when used wisely. While each element contributes, knowledge stands out as the key to achieving long-term success and personal fulfilment. True success lies in balancing these aspects thoughtfully.

19. The chart given below displays data about the number of gyms and the number of members in your city over the past decade. Write a paragraph analysing the given data.

18. Students dropping out of school is a universal fact. However, reasons for dropping out vary from country to country. According to a study conducted by an NGO, students gave various reasons for dropping out of school. Based on the figures given below, write an analytical paragraph, in about 120 words, analysing and assessing the reasons.

English_Question Bank_G10.indb 73

19% (5 Marks)

Section B • Analytical Paragraph

42% 35%

• The work was too difficult

Reasons for Dropping Out of School Students who considered dropping out of high school gave these reasons for considering this option:

61%

(5 Marks)

(CBSE Question Paper, 2/1/2; 2023–24)

25/04/25 6:50 PM

For Visually Challenged Candidates. Junk food can harm our bodies in different ways. Write an analytical paragraph in about 100-120 words on “Junk Food and its impact on the Body”. You may use the following cues :  They have high level of cholesterol, sugar/salt, calories and more.  rising popularity of junk food due to taste, low prices, convenience.  Spikes energy levels and then leads to drop in concentration. Unsolved Questions  Consumption leads to obesity and adverse impact on liver. givencognitive bar graph shows the preferences of 1. The Impairs functions  children Role of media in creating awareness. in a school in playing different games OR over the span of six years. Write an analytical (b) The paragraph given bar graph the information preferences of aboutshows the given in children about in a school in playing different games over the span of six years. Write an 100 words. (5 Marks) analytical paragraph about the given information in about 100 (CBSE Question Paper, 2/6/1; 2022–23) words :

(a)

(CBSE Topper’s Answer)

20. The maps show the changes that have taken place in S M Public School since its construction in 1985. Write an analytical 5. (b) paragraph in 100–120 words and compare the two maps. (5 Marks) 1985

2025

(a)

Ans: The maps illustrate the development of S M Public School from its original structure in 1985 2/6/1 to its current layout. Over time, the school has undergone significant changes. The farm, which occupied a substantial area in 1985, has been replaced by a car parking and a basketball court, reflecting a shift towards modern facilities. The size of the library has increased, highlighting greater attention to academic resources. The main building remains unchanged in location and size, showing consistency in core infrastructure. The playground has been 5. (a) modified and reduced to accommodate the additional facilities like the basketball court. These changes reflect the school’s efforts to adapt to evolving needs.

English_Question Bank_G10.indb 74

(b)

For Visually Challenged Candidates. 2. Stressusage and pressure havedamage an Excessive of screensometimes time can cause to a growing child. Moreover, it cannot be denied that the child of the digital era cannot adverse effect on young adults. ‘Budding be separated from the use of technology. Write an analytical Minds’ conducted a survey to show how the paragraph in about 100-120 words on ‘Screen Time and the Digital mental health of young people has been Generation’. You can use the following cues : affected. 4,324 young people took part in the  Technology has changed our lifestyle. stress and competition  survey Screenswhich refer shows to mobiles, televisions, laptops, Ipads etc. have impacted performance and Stress and pressure sometimes has mental an adverse effect on young  have become a part of our lives. adults. ‘Budding Minds’ conducted a survey show how the menta Write an analytical paragraph into about  health. Many progressive schools encourage the use of laptops. health of words young people has beencame affected. people took on how–the mental health of4,324 youngyoung  100 During lockdown screens to the rescue of uninterrupted part inpeople the survey which shows stress and competition has impacted education. has been impacted in the modern performance and mental health. Write an analytical paragraph  world. Cannot replace face to face, physical interaction betweenin (5 Marks) about 100 words on how the mental health of young teacher and taught.(CBSE Question Paper, 2/1/2; 2022–23) people has been

impacted in the modern world.

P.T.O

For Visually Challenged Candidates Only 3. are TheAnita/Anil. chart belowWrite gives an theanalytical percentageparagraph of social on the tourism You media users by age in India in 2020. Write a potential of India. given information, Usingparagraph your own analysing ideas andthe the information given below, write th paragraph in 100-120 words.among different age drawing comparisons – Places of historical travellers. – groups in 100–120 interest words. – interests(5foreigner Marks) religious tourism – medical – with (CBSE tourism Question Paper, 2/1/2; world 2022–23)class hospitals – leisure tourism – hill stations in summers, beaches in winter, th back waters and adventure sports. OR The given graph shows the competition between big online shoppin sites that is ABC and XYZ in India over the duration between 2019 to 2022. Write an analytical paragraph in about 100 words from th details found in the graph. 25/04/25 6:50 PM

Internet Activities by Age Group Activity %

Get News

Online games

Downloads

Product research

Buying a product

Searching for people

Age Group

Teens 20s 30s 40s 50s 60s 70+ 76

4. The table given below contains data related to the annual increase in the number of vehicles in major Indian cities (percentage data has been given). Write an analytical paragraph in 100–120 words interpreting the data. (5 Marks)

Plastics are not easy to dispose of as they are non-biodegradable. Over a period of time, the chemicals accumulate in the soil and are eventually absorbed which contaminate the underground water. Even more frightening is the fact that there is currently no known technology for removing BPA and other leachates from the soil and water once they’re there.

Annual Increase in the Number of Vehicles in Major Indian Cities (Percentage) Passengers

City (in Private descending order of Two Cars and population) Wheelers Jeeps

Mumbai

12.7

6.9

Taxis —

(CBSE Question Paper, 2/1/2; 2023–24)

—

17.2

10.8

32.7

Chennai

42.5

31.3

36.8

1.3

19.4

7. You are a teacher in New City Global School. The given bar graph shows a comparative analysis of students’ performance in different subjects in the final exam. Write an analytical paragraph on the variation in the performance of students in about 120 words. (5 Marks)

Three Wheelers

18.2 18.7

(CBSE Question Paper, 2/3/2; 2023–24)

Intermediate

Kolkata Delhi

(5 Marks)

(CBSE Question Paper, 2/5/2; 2022–23)

6. Read the following excerpt from a newspaper and write an analytical paragraph in about 120 words based on it.

3.6

18.2

5. In a city with rising traffic congestion and pollution, the local government is looking into ways to promote sustainable transportation options. Based on the transportation data provided, analyse in no more than 120 words, how the shift from car usage to public transport and bicycles could help reduce traffic congestion and pollution in the city. (5 Marks) (Competency-based Question)

8. The following bar graph shows the number of digital devices purchased across Main Colony, from 2020 to 2024. Write an analytical paragraph in 100–120 words, focussing on the trends in digital device purchases over the five years and the factors that could have influenced these trends, such as technological advancements, economic conditions or changes in consumer needs. (5 Marks)

Mode of Transport Used By Commuters

Digital Devices Purchased Across Main Colony

Other modes 8.0%

Bicycle 12.0% Public Transport 30.0%

Section B • Analytical Paragraph

English_Question Bank_G10.indb 75

Car 40.0%

Laptops

60 Devices

Walking 10.0%

Smartphones

40 20 0

2020

2021

2022

2023

2024

Years

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(i)

You are Sudha/Sudhir, Principal of Vasant School, Agra. Your school has started a Music Department. Write a letter to the Manager of Melody House, M.G. Road, Agra, wholesale suppliers of musical instruments, placing a detailed order for five musical instruments for the school. Ask for a discount on the catalogue price.

9. Conventional forms of marketing have been replaced byforms technology-driven online (ii) Conventional of marketing orhave been replaced by marketing methods. These methods are technology-driven digital or online marketing amethods. These better are contributor to business expansion. methods a better contributor to business expansion. Write a Write a paragraph of not more than 120 words paragraph in not more than 120 words analysing the following analysing the following information. (5 Marks) information :

(CBSE Question Paper, 2/1/2; 2021–22)

Causes of Deforestation

Other causes 5.0% Mining 10.0% Logging for Timber 5 20.0%

Agriculture 40.0%

Urbanisation 25.0%

12. Read the given details of the Smart City Project intended for your resident area. The Smart City project aims to improve urban living by using advanced technology in city infrastructure. Key changes include: • smart traffic systems • public Wi-Fi hotspots

• energy-saving streetlights that adjust to

2/1/2

natural light

Digital Marketing Benefits

10. A survey was conducted in the National Page 5 of 7 Capital in over twenty schools about the different activities that interest the children in the age group of 13 years to 15 years. Write a paragraph in not more than 120 words, analysing the following information. (5 Marks)

(CBSE Question Paper, 2/2/2; 2021–22)

Analyse the effectiveness of the Smart City project in improving urban living in 100–120 words. Focus on its key benefits, and how concerns about data privacy and security can be addressed to ensure public trust and participation. (5 Marks) 13. The return of the Asiatic Lion in Gujarat has sparked excitement among conservationists because it highlights the successful efforts in wildlife protection and restoring ecological balance.

11. Deforestation is a growing concern, driven by various human activities such as agriculture, urbanisation, logging and mining. These activities not only lead to the loss of forest cover but also harm biodiversity and disrupt ecosystems. Write a paragraph in not more than 120 words analysing the primary causes of deforestation and suggesting ways to address them to protect forests and wildlife.

A city-wide app also provides real-time updates on public transport, parking and local events. To P.T.O. address privacy concerns among citizens, the government is holding community workshops to involve residents in creating a safe and transparent data management system.

(5 Marks)

Reasons for being endangered: • habitat destruction • illegal poaching • human-wildlife conflict • deforestation • lack of prey Strategies for conservation: • creating wildlife corridors • increasing prey availability • anti-poaching measures • educating local communities

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Based on the information provided, write a paragraph in about 100–120 words analysing the status of endangered species in India. (5 Marks)

16. The given graph shows the data collected regarding the sale of different kinds of books to understand which category is popular among teenagers. Using this data, write an analytical paragraph in 100–120 words. (5 marks)

14. Excessive usage of screen time can cause damage to a growing child. Moreover, it cannot be denied that the child of the digital era cannot be separated from the use of technology. Write an analytical paragraph in about 100–120 words on ‘Screen Time and the Digital Generation’. You can use the following cues: • technology has caused our lifestyle

• screens refer to mobiles, televisions, laptops,

iPads, etc.have become a part of our lives

• many progressive schools encourage the use

of laptops

• during lockdown – screens came to the rescue

of uninterrupted education

• cannot replace face to face, physical interaction

between teacher and those taught

(5 Marks)

(CBSE Question Paper, 2/6/1; 2022–23)

17. There are many benefits of healthy eating for adults as well as children. The following charts reflect the same. Based on the information given in the charts, write an analytical paragraph in benefits about 120 words,eating assessing the as well as (b) There are many of healthy for adults children. The following charts reflect same. importance of healthy eating forthe adults asBased well on the information given in the charts, write an analytical paragraph in as children. marks) about 120 words, assessing the importance of (5 healthy eating for adults as well as children. (CBSE Question Paper, 2/5/1; 2023–24)

15. The plan shown below includes the layout of the Wildfury Park and how it looks after redevelopment. Write an analytical paragraph in 100–120 words focussing on how it has improved for the public. (5 marks)

Before Redevelopment

After Redevelopment

Section B • Analytical Paragraph

English_Question Bank_G10.indb 77

2/5/1-15

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P.T.O.

2/6/2

(a)

18. In an exclusive survey conducted by a leading daily, students of class X expressed their job preferences. On the basis of the information given in the pie chart, write a paragraph In an exclusive survey conducted by atoleading daily, students of class analysing the careers they want pursue after X expressed their job preferences. On the basis school. (word limit 100–120 words) (5 marks)of the information

given in the pie chart, write a paragraph analysing the careers they (CBSE Question Paper, 2/6/2; 2022–23) want to pursue after school. (word limit 100 – 120 words)

20. Study the given graph showing the sales of a popular toothpaste brand ‘White Shine’ over the first six months of the year. Write an analytical paragraph in 100–120 words by identifying the months with the highest and lowest sales and looking for any patterns in the data. (5 marks) Sales of 'White Shine' Toothpaste

(a)

(b)

For Visually Challenged Candidates.

19. The given bar graph shows the increasing Junk food can harm our bodies in different ways. It is write an useparagraph of skin carein products men and women analytical about by 100-120 words on Junk Food and its over the period of three months. Write an cues. impact on the Body you many use the following analytical paragraph the given calories and more.  They have high level ofelaborating cholesterol,on sugar/salt, information in about 100 words. (5 marks)  rising popularity of junk food due to taste, low prices, convenience.

Paper, 2/6/1; 2022–23)  Spikes energy levels (CBSE andQuestion then leads to drop in concentration.  Consumption leads to density and adverse impact on lives.  Impairs cognitive functions  Answers Role of decision creating awarders. OR 1. Trends in Game Preferences Among Students competition on young people’s mental health. Given below is a graph comparing the consumption of health care The bar graph depicts of between students the age ofOut supplements amongst men the andnumber women 25of–4,324 35 participants, 29% reported feeling ‘Much Worse’, while 41% felt a ‘Bit Worse’, from thepreferring year 2018-2022 terms of their volleyballin and basketball in a sales. school Write an analytical paragraph in about 100-120 words using the details given : 5 a majority of young adults highlighting that from 2014 to 2019. Volleyball witnessed

significant popularity in 2016, reaching its peak with around 450 students, while basketball also saw its highest participation in 2016, with approximately 400 students. In 2014, basketball was more popular, with around 350 students compared to 200 for volleyball. However, volleyball overtook basketball in 2016 and maintained higher participation until 2018. By 2019, the numbers for both games declined sharply, with volleyball seeing a steeper drop. Overall, the data highlights fluctuating trends in the students’ preferences for these games over the years. Impact of Stress and Competition on Young Adults 10

The survey conducted by ‘Budding Minds’ reveals the concerning impact of stress and

have experienced a decline in their mental well-being. Only 9% felt a ‘Bit Better’ and a mere 5% reported feeling ‘Much Better’, while 16% noticed no difference. These findings suggest that modern pressures, including academic competition, career uncertainty and social expectations, have led to increased stress and anxiety. The data emphasises the urgent need for better mental health awareness, counselling and a more balanced lifestyle to support young people. Schools, workplaces and families must take proactive steps to ensure that young adults receive the necessary support to maintain their mental well-being amidst growing societal pressures. *

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Social Media Usage Across Different Age Groups in India (2020)

The table illustrates Internet activities among different age groups in India, highlighting trends in online engagement. Teens dominate online gaming (81%) and downloads (52%), whereas product research is absent in this group but significantly high among adults in their 30s and 40s (80% and 83%, respectively). News consumption remains steady across all age groups, ranging from 70% to 76%. Buying products online is preferred by adults, peaking at 69% in the 30s. Interestingly, searching for people is least common among teens (5%) but becomes more frequent in older age groups. The data indicates that younger individuals favour entertainment-based activities, while older users prioritise research and online shopping, showing a shift in Internet usage patterns with age. 4.

Annual Growth of Vehicles in Major Indian Cities

The table presents data on the annual increase in the number of vehicles across major Indian cities, categorised by type. It highlights a significant rise in private vehicles, particularly two-wheelers and cars. Chennai records the highest growth in two-wheelers (42.5%) and cars (31.3%), followed by Delhi and Kolkata. Intermediate transport, such as taxis and three-wheelers, also shows variation; Chennai has the highest increase in taxis (36.8%), while Kolkata leads in three-wheeler expansion (32.7%). Mumbai, in contrast, shows lower growth in all categories, with no data for intermediate transport. This data suggests a growing preference for private transport, with Chennai experiencing the highest surge, indicating rapid urbanisation and changing commuting patterns in these cities. 5.

Promoting Sustainable Transportation

The shift from car usage to public transport and bicycles could significantly reduce both traffic congestion and pollution in the city. Currently, 40% of commuters use cars, contributing to road congestion and high emissions. Increasing public transport usage, which stands at 30%, would accommodate more passengers while reducing the number of vehicles on the road. Encouraging bicycle use (12%) would promote a cleaner, healthier mode of transport, reducing Section B • Analytical Paragraph

English_Question Bank_G10.indb 79

fuel consumption and air pollution. Walking (10%) is already a sustainable option and could be further encouraged. To facilitate this transition, the government should invest in better public transport, create safe cycling lanes and develop pedestrian-friendly infrastructure, making sustainable travel more accessible and appealing to commuters. Environmental Impact of Plastic Waste

The issue of plastic disposal presents a severe environmental threat due to its nonbiodegradable nature. Over time, plastics accumulate, releasing harmful chemicals like BPA into the soil, which eventually contaminates underground water sources. This pollution poses significant risks to ecosystems, biodiversity and public health. Alarmingly, no existing technology can effectively remove these toxic substances once they have entered the environment. The persistence of plastic waste highlights the urgent need for better waste management and innovative solutions. To combat this crisis, a collective effort is required to reduce plastic consumption, enhance recycling practices and invest in research for eco-friendly alternatives. Immediate action is crucial to prevent further environmental damage and safeguard natural resources for future generations. 7.

Analysis of Studentsʹ Performance in Final Exams

The bar graph presents a comparative analysis of students’ performance in different subjects across two terms at New City Global School. It is evident that students have improved in all subjects in the second term. Maths shows the highest performance, with students scoring nearly 90% in the first term and improving further in the second term. Science also reflects strong performance, maintaining high scores across both terms. English, Hindi and Social Studies exhibit moderate improvements, with Social Studies showing the least variation. The overall trend suggests consistent academic progress, possibly due to better teaching methods, increased student efforts or enhanced learning strategies. This positive development reflects students’ growing understanding and adaptability, contributing to their overall academic success. 79

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Trends in Digital Device Purchases Over Five Years

The bar graph illustrates the number of smartphones and laptops purchased in Main Colony from 2020 to 2024. Smartphone purchases show a steady rise, starting at around 30 units in 2020 and reaching a peak of 80 units in 2024. Laptop sales also increased, rising from just over 20 units in 2020 to 60 units in 2022, but witnessed a sharp decline in 2023 before surging again in 2024. The consistent growth in smartphone purchases could be attributed to technological advancements, affordability and increased reliance on mobile devices. The fluctuation in laptop sales may be due to economic conditions, changing work and study requirements or shifting consumer preferences. Overall, the data suggests a growing demand for digital devices.

The Rise of Digital Marketing Over Traditional Marketing

The shift from conventional to digital marketing has revolutionised business expansion. The given data highlights key benefits of digital marketing, with 45% of businesses experiencing a wider reach, making it the most significant advantage. Universal brand awareness accounts for 20%, while 15% of businesses gain a global identity, demonstrating the power of digital platforms in establishing an international presence. Additionally, 10% of businesses find digital marketing cost-effective, and another 10% value its ability to connect directly with customers. These statistics indicate that digital marketing helps businesses reach larger audiences, enhance brand recognition and engage customers more efficiently at a lower cost. With the growing influence of social media, search engines and targeted advertisements, adopting digital marketing strategies is essential for businesses to remain competitive in the global marketplace. 10.

Interests of Children Aged 13 to 15 Years

A survey conducted in over twenty schools in the National Capital analysed the interests of children aged 13 to 15 years in various activities. The data reveals that music is the most preferred activity, with around 60 children participating. Cricket follows closely, with around 40 children, while theatre also attracts a

11.

similar number. Dance and art are comparatively less popular, with around 20 children each. This suggests that children have a strong inclination towards music and sports, while theatre holds moderate appeal. Schools should focus on enhancing extracurricular programs that cater to students’ creative and athletic interests, ensuring a balanced learning environment. Encouraging participation in diverse activities can help nurture talent, boost confidence and enhance overall personality development. Causes and Impact of Deforestation

Deforestation, as shown in the pie chart, is mainly caused by agriculture, which contributes to 40% of forest loss. Urbanisation follows, accounting for 25%, as growing populations demand more space for housing and infrastructure. Logging for timber is responsible for 20%, driven by the demand for wood products, while mining causes 10% of deforestation. Other minor causes make up 5%. These activities not only reduce forest cover but also disrupt ecosystems and endanger wildlife, thereby threatening biodiversity. To address this issue, adopting sustainable farming methods, enforcing stricter logging and mining regulations and promoting urban planning that reduces forest destruction are crucial. Additionally, reforestation programmes and public awareness campaigns can help restore forests and maintain ecological balance, ensuring long-term environmental sustainability. 12.

Effectiveness of the Smart City Project

The Smart City project introduces advanced technologies to enhance urban living. Smart traffic systems help reduce congestion, while public Wi-Fi enhances public connectivity. Energy-saving streetlights adjust to natural light, conserving electricity. The city-wide app further simplifies daily life by providing real-time updates on public transport, parking and events, making commuting and planning more efficient. These innovations enhance convenience, sustainability and urban efficiency. However, the extensive use of surveillance cameras and data collection raises valid concerns about privacy and security. To address this, the government’s initiative to hold community workshops is crucial. Involving citizens in creating a

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transparent data management system will build trust and ensure ethical data use. Overall, the project promotes a smarter, more efficient and inclusive urban environment.

13. Successful Conservation of the Asiatic Lion

The return of the Asiatic Lion in Gujarat signifies the success of India’s wildlife protection efforts. This species once faced extinction due to habitat destruction, illegal poaching, human-wildlife conflict, deforestation and scarcity of prey. However, effective measures such as creating wildlife corridors, increasing food implementing anti-poaching laws and educating local communities about peaceful coexistence have contributed to their revival. The comeback of the Asiatic Lion proves that these efforts not only protect the lion but also restore ecological balance. The success of the Asiatic Lion’s conservation serves as a model for protecting other endangered species in India. Strengthening wildlife protection laws and promoting sustainable coexistence between humans and animals can further aid in preserving India’s rich biodiversity for future generations. 14.

Screen Time and the Digital Generation

Excessive screen time can negatively affect a child’s physical and mental well-being. In the digital era, screens—including mobiles, televisions, laptops and tablets—have become an integral part of daily life. Many progressive schools encourage digital learning, and during the lockdown, screens played a crucial role in ensuring uninterrupted education. However, while technology provides easy access to information, it cannot replace faceto-face interactions between teachers and students. Physical classrooms support better communication, social skills and emotional development. Striking a balance between screen time and real-world experiences is essential to maintaining children’s overall growth. Encouraging outdoor activities, limiting gadget usage and fostering interpersonal interactions can help children develop in a healthy and well-rounded manner.

15.

Redevelopment of Wildfury Park

The given diagrams illustrate the redevelopment of Wildfury Park, showcasing significant

Section B • Analytical Paragraph

English_Question Bank_G10.indb 81

16.

improvements for public use. Initially, the park featured a simple layout with a fountain, seating areas, a pond and rose gardens. However, after redevelopment, several new amenities have been added. A café now provides a space for visitors to relax and socialise. A children’s play area makes the park more family-friendly, encouraging recreational activities for younger visitors. Additionally, a stage near the pond has been introduced for performances and events, enhancing community engagement. The increased seating areas ensure better comfort for visitors. These upgrades have transformed the park into a more vibrant, inclusive and functional space, catering to people of all ages and enhancing public recreation. Trending Book Genres Among Teenagers

The bar graph illustrates the sales of different book genres to determine their popularity among teenagers. The data reveals that detective fiction is the most preferred genre, with sales exceeding 4,000 copies, indicating a strong interest in suspenseful and engaging narratives. Romantic fiction follows, with approximately 2,800 copies sold, while science fiction records around 2,200 sales. Poetry and horror books are the least popular, with sales below 1,000 copies. The significant difference between detective fiction and other genres suggests that teenagers enjoy thrilling and mystery-filled stories the most. Meanwhile, the lower sales of poetry indicate limited appeal. Overall, the data highlights that teenagers prefer imaginative and fast-paced genres over traditional literary forms like poetry. 17.

Benefits of Healthy Eating for Adults and Children

The given charts highlight the numerous benefits of healthy eating for both adults and children. For adults, a balanced diet lowers the risk of heart disease, type 2 diabetes and certain cancers. It also strengthens immunity, supports muscle and bone health, aids digestion and promotes healthy pregnancies and breastfeeding. Additionally, maintaining a nutritious diet contributes to skin, teeth and eye health. For children, healthy eating is essential for brain development, overall growth and strong immunity. It also helps maintain a healthy weight and supports digestive health. 81

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18.

Both charts emphasise that good nutrition is vital at all stages of life, ensuring overall wellbeing, disease prevention and physical and cognitive development. A balanced diet is crucial for a healthy and active lifestyle. Career Preferences Among Class X Students

The given pie chart represents the career preferences of Class X students based on a survey conducted by a leading daily that the most preferred careers are that of teachers and IT professionals, with 20% of students choosing each, reflecting a growing interest in education and technology. Fashion designing and scientist roles are the next popular choices, with 15% each. Meanwhile, doctors, engineers and photographers each account for 10% of students’ preferences, indicating a balanced interest in creative, healthcare and technical fields. The data suggests that students are considering both traditional and modern career paths, with an increasing inclination towards education and technology-driven professions, showing diverse aspirations in today’s evolving job market. 19.

Increasing Use of Skincare Products Among Men and Women

The given bar graphs illustrate the usage of skincare products—facewash, toner and sunscreen—by men and women over three months (June, July and August). Among men,

20.

facewash was the most used product, showing a peak in August. Toner usage remained relatively stable but dipped slightly in July. Sunscreen had the lowest usage among men but saw a rise in August. For women, toner was the most frequently used product, reaching its highest usage in August. Facewash usage remained steady but was slightly lower than for men. Sunscreen usage among women was relatively higher and showed a gradual increase. Overall, the data suggests growing skincare awareness among both genders, with an increasing preference for toner and sunscreen, particularly among women. Sales Trends of ʽWhite Shineʹ Toothpaste

The graph presents the sales data of the toothpaste brand ‘White Shine’ over the first six months of the year. January recorded the lowest sales, with less than 10 lakh units sold. A steady rise is observed in February and March, peaking at 40 lakh units. However, sales declined slightly in April to 30 lakh units before rising sharply in May and reaching a peak of 65 lakh units in June. The overall trend indicates a consistent increase in demand, except for a minor drop in April. The sales surge may be due to seasonal demand, marketing campaigns or promotional offers. To sustain growth, the company should analyse the cause of the April dip and implement strategies to ensure continuous sales growth.

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Determiners

Determiners are words which ‘determine’ or ‘modify’ nouns or noun phrases. This means that they tell us more about the nouns, for example, how many or how much. Determiners come before a noun or a noun phrase. They specify which noun you are talking about and give more context. Note how the determiners modify the noun or noun phrase. Articles

Demonstrative Adjectives

• A train is faster than a bicycle.

• This train is the one I take.

a, an, the

• An electric train is even faster. • The train is late.

this, that, these, those

• That train is the one you take. • These trains look very similar.

Quantifiers

Possessive Adjectives

one, two, half, no, all, both

• My train is on platform 1.

Words such as:

some, few, fewest, fewer, several many, more, much, most less, least, enough, little

• There are two trains at the station. • Both trains are leaving soon.

my, your, his, her, its, our, their • Your train is on platform 2. • Is his train here yet?

• Her train is coming soon.

• Our train has left already.

• Their train is coming soon.

Distributives

Interrogatives

Every, each, either, neither, any, all

Which, what, whose

• You can take any train.

• Which two trains do you like best?

• Every train here goes to Delhi.

• You can take either this train or that one.

• What train will you take? • Whose little bag is this?

Note that interrogatives and distributives can also be used with other determiners to give more specific information.

1. Articles

What is the difference between ‘a’ and ‘an’ and why are they called indefinite articles? • Indefinite articles refer to nonspecific items or concepts.

They live in a house, not in an apartment. (This tells us the type of accommodation, but not which house or which apartment. • ‘A’ is used before a word beginning with a consonant sound. A cow, a man, a girl, a dreamy boy, a young man

• If the first letter in a word is a vowel but sounds like a consonant, use ‘a’. A used car, a useful gadget (The ‘u’ sounds like a ‘y’.)

• ‘An’ is used before a word beginning with a vowel sound. An electric train, an internet search, an epic journey • If the first letter sounds like a vowel, use ‘an'.

An MLA (‘M’ sounds like ‘em’), an X-ray machine (‘X’sounds like ‘ex’)

• We use ‘a’ or ‘an’ when referring to any one of a group of similar items, not a particular one.

I would like an apple please.

Section B • Determiners

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• Use an indefinite article (‘a’ or ‘an’) to introduce a topic when you want to refer to a single, nonspecific item or concept that hasn’t been mentioned before. For example, when you’re starting a paragraph about a new subject which is not yet familiar to the reader. Once the topic is introduced, definite articles like ‘the’ or other appropriate determiners can be used A new study shows… The study…

A strange phenomenon occurred... This phenomenon… The is pronounced thee when the word following it begins with a vowel: the(e) idea is good.

2. Possessive Adjectives

A possessive adjective tells us who or what something belongs to. • It is my book. • The students took out their books.

• The dog ate its food. • This is our plan. • They designed the game. It is their design.

3. Demonstrative Adjectives

• This book is mine. (the book near me)

• That book is mine. (the book that is farther away from me)

• These books are ours. (plural, some books near us)

• Those books are ours. (plural, some books farther away from us)

4. Quantifiers

Note the difference between adjectives and pronouns

Possessive adjectives and demonstrative adjectives modify (describe) nouns. They are placed directly before the noun or noun phrase. It is my book.

This book is worth reading. Possessive pronouns and demonstrative pronouns replace nouns. The book is hers. (Anu’s)

This is a good book. (Wonder)

Quantifiers indicate quantity and include words like some, few, most, enough. • I can give you a few books to read. • Do you have enough books now? • Most books here are non-fiction.

5. Distributives

Distributives in grammar refer to words that describe how something is shared or distributed among members of a group. These words help convey the idea of distribution and include terms like each, every, either, neither, any and all. Note that distributives can appear in combination with other determiners. • All these books are good.

• You can choose either this book or that one. • Neither book is suitable.

• You can choose any books you like. • Every book here is for sale.

6. Interrogatives

Interrogatives are used to ask questions. If they are used to modify the noun, they are called determiners. • Which book do you want to read? • What colour is your favourite? • Whose book is this?

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Practice Exercise 1. Fill in the blank by choosing the correct option to complete the slogan:

_____________ EDUCATED MIND CAN TEACH MANY. a. THE c. AN

b. A

d. THIS

(CBSE Question Paper, 2/6/1; 2023)

2. Choose the correct determiner to fill in the blank.

To be able to spot your own errors is _____________ useful skill to have. a. the c. an

b. a

d. that

3. Fill in the blank by choosing the correct option to complete the warning given before a YouTube video. Any props used in this video that show resemblance to _________________ (some/many/any) illegal materials are merely props and should not be taken seriously. Do not try this at home.

(CBSE Question Paper, Code 2/5/2;2024)

4. Choose the most appropriate word from those in brackets.

The police have found _____________ (either/neither) footprints nor fingerprints to identify the intruder. 5. Identify the error in the sentences and supply the correction. This one is mine. Yours pencil case is on the table. Use the given format for your response. Error

Correction

6. Fill in the blank by choosing the correct option to complete the sentence. _____________ (More/Most/Few) people in the company a maths background, and the few who do not, majored in science. 7. Fill in the blank by choosing the correct option from the bracket, to complete the sentence. We have lots of paint to choose from. You can choose _____________ (many/all/any) colour you like. 8. Choose the best option to complete the sentence. Look at _____________ buildings across the river. Are they residential or commercial buildings? a. many b. some c. those d. that Section B • Determiners

English_Question Bank_G10.indb 85

9. Fill in the blank by choosing the correct option from those in brackets to complete the sentence.

It was access to __________________ (these/that/this) books here that enabled me to do so well in the test. 10. Identify the error in the opening lines of a Privacy Policy document.

Your email address will only be recorded if you agree. It will not be used for any other purpose, and will not be disclosed without a consent. Use the given format for your response. Error

Correction

11. Choose the correct option to complete the sentence. This is the _____________ decision that management has taken to improve customer service. a. better b. most c. second d. fewest 12. Choose the correct option from those in brackets to complete the question. _____________ (Whose/Which/What) dress have you chosen to wear to the party? You have so many pretty ones. 13. Identify the error in the sentence and correct it. She set her sights on becoming a MP before she was 30. Use the given format for your response. Error

Correction

14. Choose the correct option to fill in the blank.

_____________ idea is good, but will you be able to put it into practice? a. A

b. An

c. The

15. Complete the blanks by filling in the missing articles. _____________ recent investigation into the benefits of daily exercise revealed surprising results. _____________ research showed that just 20 minutes of physical activity per day can greatly improve mental health. 85

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16. Select the option that identifies the error and supplies the correction. The students took out his books and opened them at page twelve. Error

Correction

a. The

b. his

their

them

d. at

for

17. Select the options from the brackets to complete the sentence correctly. The books in _____________ (this/that/these) pile in front of me are mine.

18. Select the option that best completes the sentence. Give me _____________ moments to read the text, and then I’ll answer your question. a. many b. fewer c. a few d. less 19. Choose the correct options from those in brackets to complete the sentence. We are all ready. _____________ (All/Each/Any) skydiver has _____________ (his/our/its) parachute. 20. Identify the error in the sentence and correct it. What book is this? I don’t know whom it belongs to. Use the given format for your response. Error

Correction

Answers 1. c. AN

12. Which

2. b. a

13.

3. Any

4. Neither

Error

Yours

Correction

Your

15. A, The 16.

Error

11. c. second

their

18. c. a few

9. these

Correction

17. this

8. c. those Error

b. his

7. any

Correction

14. c. The

6. Most

10.

Error

Correction

your

19. Each, his

20.

Error

What

Correction

Whose

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Tenses

Irreguar Verbs

Regular Verbs

Base form Past Past Participle (Perfect) (Every day I…) (Yesterday I …) (I have just) call

called

jump

jumped

carry

carried

help

helped

live

lived

did

done

make

made

have

had

went

gone

cut

break

broke

broken

Note:

• A sentence always has one main verb. Look at the examples given in bold in the table below. The verb form shows the tense or time of the action. • Except for statements in the Simple Present and Simple Past, sentences also have helping (auxiliary) verbs.

Look at how the helping (auxiliary) verbs in red combine with the main verbs to show the time or change the statements into questions or negatives.

• Because there is no ‘helper’ in statements in the Simple Present and Simple Past, we use do/does/ did to form questions or negatives. • Forms like do not, does not, are not, have not, and will not, can be used instead of the contracted forms in the table.

Present Simple Present Tense Use this tense:

• to express general truths – The Earth orbits the Sun.

• for habits and routines – She drinks coffee every morning. • for scheduled events – The train leaves at 6 o’clock.

• for instructions and directions – Open the window, please.

• with verbs that describe a state rather than an action – I know his address. I know my strong points • for commentaries – He dribbles the ball. He shoots and scores!

Time words to watch out for: Every day/week/year, always, usually, generally, often, sometimes, never, ever Statement/Affirmative Use the base form but add -s or -es for He/She/It.

I make my bed every morning.

Insert do/does to form questions and negatives.

I do my work every morning.

Note: After does use the base form of the verb.

Section B • Tenses

English_Question Bank_G10.indb 87

She makes her bed every morning.

Question/Interrogative Do I make my bed every morning?

I don’t make my bed every morning.

Do I do my work every morning?

I don’t do my work every morning.

Does she make her bed every morning?

She does her work every morning.

Does she do her work every morning?

I have breakfast every morning.

Do I have breakfast every morning?

He has breakfast every morning.

Negative

Does he have breakfast every morning?

She doesn’t make her bed every morning.

She doesn’t do her work every morning.

I don’t have breakfast every morning.

He doesn’t have breakfast every morning.

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Present Continuous Tense Use this tense:

• f or actions that are occurring at the moment of speaking – She is reading a book right now.

• f or actions that are temporary and may not be happening at the exact moment of speaking, but around this time – I am staying with my friend this week. • f or arrangements or plans that have already been made for the near future – I am meeting my friends tomorrow.

• F or actions that are developing over time – The number of electric cars is increasing.

• f or repeated actions with adverbs like forever, always, constantly – He is forever hunting for his shoes.

Time words to watch out for: now, at this moment, busy, these days, etc. am/is/are + base form of the verb + -ing

Statement/Affirmative

Question/Interrogative

Negative

I am making my bed now.

Am I making my bed now?

I am not making my bed now.

She is doing her work now.

Is she doing her work now?

She isn’t doing her work now.

They are drawing maps now.

Are they drawing maps now?

They aren’t drawing maps now.

Present Perfect Tense Use this tense:

• to express unfinished actions that started in the past and still continue or have relevance in the present – We have lived here for 20 years. He has been a farmer since 2021. She has done her exercises. • To talk about actions that occurred or completed recently, often with words like just, already or yet. She has just left the hall. Have you finished your homework yet? I have already done my homework.

• To talk about experiences – I have visited Turkey twice.

Time words to watch out for: just, since, ever, never, always, many times, recently, already, yet Statement/Affirmative Past participle + has or have

Question/Interrogative

Negative

I have made my bed.

Have I made my bed?

I haven’t made my bed.

He has made his bed.

Has he made his bed?

He hasn’t made his bed.

I have had lunch already.

Have you had lunch?

I haven’t had lunch.

She has had lunch already.

Has she had lunch?

She hasn’t had lunch.

Present Perfect Continuous Tense Use this tense:

• to emphasise the duration of an action that began in the past but is still happening now They have been studying for three hours.

• to describe an action that recently stopped but still has an effect on the present

he has been cooking all morning, and the kitchen smells amazing. (Present perfect continuous followed by the S simple present)

• to describe repeated actions over time – He has been calling her every day this week.

Time words to watch out for: for more than, since, or words indicating a period of time Statement/Affirmative Has/have + been + base form of the verb + -ing

Question/Interrogative

Negative

I have been working for more than 12 hours.

Have you been working for more than 12 hours?

I haven’t been working for more than 12 hours.

She has been sitting here since this morning.

Has she been sitting here since this morning?

She hasn’t been sitting here since this morning.

English_Question Bank_G10.indb 88

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Past Simple Past Tense Use this tense:

• for actions completed in the past – We visited Bengal last year.

• to describe a sequence of actions in the past – She woke up, brushed her teeth and then made breakfast.

• for habitual actions in the past – When I was a child, we went on holiday every year.

• to describe facts that were true in the past – Dinosaurs roamed the Earth millions of years ago.

• to refer to a duration or period in the past – We lived in that community for 10 years.

Time words to watch out for: yesterday, last week/month/year, ago, in 1990, when I was young, etc. Use the past form of the verb. Use did to make questions or negatives. After did use the base form of the verb.

Statement/Affirmative

Question/Interrogative

Negative

I made my bed yesterday.

Did I make my bed yesterday?

I didn’t make my bed yesterday.

She made her bed yesterday.

Did she make her bed yesterday?

She didn’t make her bed yesterday.

I did my work yesterday.

Did I do my work yesterday?

I didn’t do my work yesterday.

I had breakfast yesterday.

Did I have breakfast yesterday?

I didn’t have breakfast yesterday.

They went on holiday last year.

Did they go on holiday last year?

They didn’t go on holiday last year.

Past Continuous Tense Use this tense:

• t o describe an action that was happening at a certain time in the past – I was reading a book at 5 o’clock.

• t o describe an action that was happening when another action interrupted it – I was reading a book when the phone rang. (Past continuous followed by the simple past)

• t o describe two or more actions that were happening at the same time in the past – She was cooking dinner while he was setting the table. Time words to watch out for: at that time, at 5 o’clock, when something happened, etc. was/were + base form of the verb + -ing

Statement/Affirmative

Question/Interrogative

Negative

I was making my bed at that time.

Was I making my bed at that time?

I wasn’t making my bed at that time.

They were getting up at that time.

Were they getting up at that time?

They weren’t getting up at that time.

Past Perfect Tense Use this tense:

• to describe actions that occurred before a specific time in the past – By the time we arrived, the movie had already started. (Simple present followed by the past perfect)

• to show that one past action happened before another one in the past – He had already left when you called. (Past perfect followed by the simple past)

• for conditional statements (If statements) – If I had known about the meeting, I would have attended.

• to report what someone said, with the action having occurred before the reporting – She said that she had seen the movie already.

Time words to watch out for: before, after, already, by the time, when, before had + past participle

Section B • Tenses

English_Question Bank_G10.indb 89

Statement/Affirmative

Question/Interrogative

Negative

I had made my bed by that time.

Had I made my bed by that time?

I hadn’t made my bed by that time.

They had done their work by that time.

Had they done their work by that They hadn’t done their work by time? that time.

25/04/25 6:50 PM

Past Perfect Continuous Tense Use this tense:

• t o emphasise the duration of an action that was happening before another action in the past – They had been waiting for an hour before the bus finally arrived. (Past perfect continuous followed by the simple past)

• t o show that an ongoing action in the past caused a particular action or state – She was tired because she had been running for two hours. (Simple past followed by the past perfect continuous) • t o describe an action that was still in progress when another action occurred – I had been studying for the exam when my friend called. (Past perfect continuous followed by the simple past)

Time words to watch out for: for more than, since, or words indicating a period of time Statement/Affirmative had been + base form of the verb + -ing

Question/Interrogative

Negative

He had been waiting for an hour Had he been waiting for an hour He hadn’t been waiting for an when she arrived. when she arrived? hour when she arrived. By the time he reached the cave it had been raining for an hour.

Had it been raining for an hour by the time he reached the cave?

It hadn’t been raining for an hour by the time he reached the cave.

Future Simple Future Tense Use this tense:

• to make predictions about what you think will happen in the future – It will rain tomorrow.

• to make promises, offers, or threats – I will help you with your homework. I will know if you lie to me. • to state facts or actions that are certain to happen in the future – The sun will rise tomorrow.

Note: Will can be used interchangeably with going to when discussing plans or intentions for the future – I will travel to Delhi by bus. I am going to Bangalore.

Time words to watch out for: tomorrow, in an hour/a year, in two weeks, this week/month/year, someday, sometime soon, etc. Statement/Affirmative will + base form of the verb am/is/are + verb + -ing

Question/Interrogative

Negative

They will make their beds tomorrow.

Will they make their beds tomorrow?

They won’t make their beds tomorrow.

She will do her work tomorrow.

Will she do her work tomorrow?

She won’t do her work tomorrow.

They will go to school next week.

Will they go to school next week? They won’t go to school next week.

They are going to school next week.

Are they going to school next week?

They aren’t going to school next week.

Future Continuous Tense Use this tense:

• to express that an action will be in progress at a certain point in the future – This time next week, I will be travelling to India.

• to describe two or more actions that will be happening simultaneously in the future – While you are working on the project, I will be preparing the presentation. (Present Continuous followed by the future continuous)

• to indicate actions that are planned or expected to occur in the future – They will be visiting us next week. • to ask politely about someoneʹs plans or arrangements – Will you be attending the meeting tomorrow?

Time words to watch out for: This time tomorrow/next week, in two weeks, this week/month/year, someday, sometime soon, etc. 90

English_Question Bank_G10.indb 90

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Statement/Affirmative will be + base form of the verb + -ing

At 7 o’clock tomorrow I will be making my bed.

Question/Interrogative Will I be making my bed at 7 o’clock tomorrow?

Negative At 7 o’clock tomorrow I won’t be making my bed, I will still be sleeping.

Future Perfect Tense Use this tense: • to express that an action will be finished before another action or a specific time in the future – By next week, I will have finished the report.

• to indicate that something will continue up until a certain point in the future – They will have been married for 10 years by the end of this month.

• t o show that something will be achieved by a specific time in the future – She will have graduated from college by next year. Time words to watch out for: by a certain time Statement/Affirmative will have + past participle

Question/Interrogative

Negative

By that time I will have made my bed.

Will I have made my bed by that time.

I won’t have made my bed by that time.

They will have had lunch by 12.

Will they have had lunch by 12?

They won’t have had lunch by 12.

Future Perfect Continuous Tense Use this tense:

• to emphasise the duration of an action that will be ongoing up until a certain point in the future – By next year, she will have been working at the company for five years.

• to explain that a future situation will be the result of a continuous action – By the time we arrive, they will have been travelling for 24 hours, so they will be exhausted.

Time words to watch out for: by a certain time Statement/Affirmative will have been + base form of the verb + -ing

Question/Interrogative

Negative

By the time we finish the race, we will have been running for two hours.

Will you have been running for two hours by the time you finish the race?

We will not have been running for two hours by the time we finish the race.

By the time he retires, he will have been working for 45 years.

Will he have been working for 45 years by the time he retires?

He will not have been working for 45 years by the time he retires.

Practice Exercise 1. Select the option that identifies the error and supplies the correction for the following sentence:

Ten years ago, researchers have never heard of the COVID 19 virus. It was only identified in Wuhan, China in December 2019. Error

Correction

have

had

b. was

were

identify

identified

d. in Section B • Tenses

English_Question Bank_G10.indb 91

2. Complete the given narrative by filling in the blanks with the correct option: NO NEWS _____________ GOOD NEWS. a. HAS b. HAD c. IS d. ARE

(CBSE Question Paper, 2/6/1; 2022–23)

3. Fill in the blank by using the correct form of the words in the bracket:

Photosynthesis did not occur in this experiment because the plant _____________ (not have) access to sunlight, water and carbon dioxide. a. did not have b. may not have c. have not had d. had not

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4. Select the correct option to complete the given sentence.

9. Fill in the blank by choosing the correct option to complete a sentence in a news article.

a. am not understanding

There _____________ many prior attempts before the Americans finally managed to deploy a lander on Mars from the orbiter Viking 1 in 1975.

c. was not understand

c. had been

I _____________ the question. Can you please help me work through it? b. do not understand

a. are

d. could not understand

10. Identify the error and supply the correction for the following note in a mobile phone’s user guide.

5. Fill in the blank with the correct option to complete the opening line of a formal letter: Dear Mr. Patel,

We are pleased to inform you that your proposal for the upcoming project _____________ by the board of directors. a. had endorsed

d. have endorsed

(CBSE Sample Question Paper; 2024–25)

6. Identify the error in the given sentence and supply the correction. When leaving school, we will had different study or employment opportunities. Use the given format for your response: Error

Correction

The chairman _____________ (start) the meeting by the time I arrived. It was my own fault; I should have arrived much earlier. c. started

b. was starting d. had started

8. Read the given sentence from a travel brochure. Identify the error and supply the correction.

Dear Mam,

Unfortunately, I will not be able to attend the meeting as I will _____________ (visit) my parents at that time. 12. Fill in the blank using the correct form of the word in the brackets, for the given portion of a letter. I am writing this letter to officially inform you that the management has _____________ (approve) the request submitted by you for a business trip to Germany.

Correction

(CBSE Question Paper, 2/5/2; 2023–24)

13. Select the option that identifies the error and supplies the correction for the following lines from a health report.

The incidence of malaria have reduced in the city. a.

Use the given format for your response:

(CBSE Question Paper, 2/5/2; 2023–24)

11. Fill in the blank using the correct form of the word for the given portion of the letter.

One of the routes follow the river up to its source. It is a steep climb, but the view makes it worth it. Error

Correction

Dear Mr. Sanjay,

7. Select the correct option to complete the sentence.

a. starting

Use the given format for your response.

c. has been endorsed

d. has been

To maintaining the water-resistant and dustresistant features of your device, make sure that the SIM card tray openings are free of dust and water. Error

b. will have been endorsed

b. have been

Error

incidence

have

reduced

Correction

incident

has

reduction

(CBSE Question Paper, 2/1/2; 2022–23)

English_Question Bank_G10.indb 92

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14. Complete the given narrative by filling in the blank with the correct option.

students will be honoured for good performance in various fields.

Babysitting is not the ideal holiday job if you _____________ the patience to handle children.

Use the given format for your response.

c. are not having

a. don’t have

b. hasn’t have d. can’t have

Error

Correction

15. Complete the sentence from a letter to a TV presenter by filling in the blank with the correct option.

18. Fill in the blank using the correct form of the word in brackets to decline an invitation to lunch.

a. has been

a. already have

I _____________ following your program since the first show. c. were

b. have been d. was been

16. Fill in the blank with the correct option from an announcement.

This is to inform you that the Sport Association _____________ conducting the workshop next week. The workshop will now be presented by Delhi Sports Club. a. will not be

c. would not be

b. had not been d. has not been

17. Identify the error and supply the correction for the given sentence from an invitation to an Award Ceremony. The staff and students of Premier High School invites you to an Award Ceremony at which

Thank you for your kind offer but I _____________ (has) my lunch. c. have already had

b. already has

d. has already had

19. Fill in the blank with the correct option.

By the end of the season, he would _____________ 58 matches. a. play

c. have play

b. played

d. have played

20. Identify the error and supply the correction. No, he was not having breakfast when I arrived, they had washed the dishes at that time. Use the given format for your response. Error

Correction

Answers 1. a.

Error

Correction

have

had

2. c. IS

11. be visiting 12. approved 13.

b. have

3. a. did not have

4. b. do not understand Error

Correction

had

have

Error

Correction

follows

9. c. had been

10.

Error

Correction

To maintaining

To maintain

Section B • Tenses

English_Question Bank_G10.indb 93

has

15. b. have been 16. a. will not be

17.

7. d. had started 8.

Correction

14. a. don’t have

5. c. has been endorsed 6.

Error

Correction

invites

invite

18. c. have already had 19. d. have played 20.

Error

Correction

had washed

were washing

25/04/25 6:50 PM

Modals

Modals are auxiliary (helping) verbs that are used with main verbs. They change the meaning of a sentence slightly to express conditions such as likelihood, ability, permission, obligation, necessity or to make requests. For example:

I attend a music class every Monday. (A statement of fact)

I can attend a music class every Monday. (The speaker is capable of attending the class.) I may attend the Monday music class. (It is possibility but not definite) Note:

• Modal verbs are followed by the main verb in its most basic form.

• Modals cannot stand alone unless the main verb is implied through previous use – Can you attend the class on Monday? Yes, I can.

• They come directly before the main verb, except in questions. I will go immediately. Will you go immediately? Modal Can

Could

May

Might Must

Used to Express

Examples

Ability

She can swim well.

Permission

Can I also go? (Using may to ask for permission is politer but can is acceptable and used in informal conversation.)

Possibility

It can be quite cold in winter.

Request

Can you help me with the assignment, please?

Offer

Can I help you fix that?

Past ability

When she was young, she could swim well.

Possibility

The dark clouds suggest that it could rain this afternoon.

Permission

Could I please join you?

Polite request

Could you please pass the salt?

Suggestion

You could take the bus instead of walking.

Possibility

The survey says that India may win the match today.

Permission

May I please leave the room, sir? (May is more polite and can be used in formal conversation.) Yes, you may.

Wish

May he succeed in his mission.

Polite Offer

May I connect with you a bit later?

Future possibility

The principal might attend the function.

Suggestion

You might want to check your answers.

Likelihood

You must be tired after running so far.

Command

You must do your homework.

Necessity

You must wear a seatbelt to stay safe.

Obligation

Employees must all complete their training before being placed.

English_Question Bank_G10.indb 94

25/04/25 6:50 PM

Modal

Used to Express

Examples

Request

Will you please pass the salt? Note: Using ‘May’ in this sentence would be incorrect. When asking permission or making a request ‘may’ is used only with I and We.

Future intentions/ actions

I will call you tomorrow. They will come to my party.

Promises

I will help you with your homework.

Prediction

I think it will rain tomorrow.

Shall

Formal suggestions

Shall we dance?

Would

Polite request/offer

Would you like some tea?

Past habits

When I was young, I would sleep with a teddy.

Hypothetical Situations

I would go if I had the time.

Invitation

Would you attend my webinar?

Likelihood

It should be safe to go out now that the rain has stopped.

Suggestion/Advice

You should try doing yoga to lose weight.

Obligation

You should submit your assignment on time.

Express a desired outcome

Parents should take an interest in their children’s performance.

Ought to

Suggestion/Advice

You ought to see a doctor if you feel unwell.

(Similar to should)

Express a desired outcome

Parents ought to take an interest in their children’s performance.

Have to

Obligation/Necessity We have to wait for him to get here before we leave.

Will

Should

Modals as Negatives

• In most cases, the same modal can be used to form a negative and retain same function. For example:

She can swim well. (ability)

She can’t/cannot swim well. (lack of ability)

She could swim well when she was younger. (past ability) May I please leave the room? (permission) The principal might attend. (possibility)

She could not/couldn’t swim well. (lack of ability)

No, you may not. (permission denied)

The principal might not attend.

• In some cases, it may make more sense in the context to change the modal or adjust the sentence. For example: You must do your work. (command)

You need not/needn’t do the work. (this is not a command)

We have to wait for him. (obligation)

We needn’t wait for him. / We don’t have to wait for him. (no obligation)

Although ‘need’ and ‘need to’ do not function as modals, ‘needn’t/need not’ does.

Section B • Modals

English_Question Bank_G10.indb 95

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Practice Exercise 1. Read the sentence from a recipe book. Identify the error and supply the correction in the sentence.

If you follow the recipe instructions carefully, you can find it simple to make a fluffy lemon tart that will impress your friends. Use the given format for your response. Error

Correction

instructions

instruction

can

will

make

making

impress

express

2. Identify the error and supply the correction for the following polite request made in a court of law.

Your Honour, can I approach the bench to present these documents to you? Use the given format for your response. Error

Correction

(CBSE Question Paper, 2/6/1; 2022–23)

3. Select the correct option to fill in the blank for the given sentence:

______________ you help me cross the road, young man? a. Will

c. Shall

May

b. d.

had to will

5. Select the correct option to fill in the blank for the given line on a ‘Save the Environment’ poster.

Keep the environment clean. Do not litter. You ______________ follow rules. a. should

c. must

b. c.

b. d.

(CBSE Question Paper, 2/4/2; 2022–23)

Correction

choose

chooses

can

purpose for

will

purposes of

(CBSE Question Paper, 2/5/2; 2023–24)

7. Read the given sentence from a sports journal. Identify the error and supply the correction in the sentence.

An octopus is a fascinating creature. If it is stressed or feels threatened it would release an inky substance to camouflage itself. Use the given format for your response. Error

Correction

8. Complete the slogan, by filling in the blank with the correct option.

Take action now! We ______________ still change the tide on climate change. a. will not c. had to

b. d.

ought to can

9. Fill in the blank by using the correct form of the word in the bracket, for the following notice.

Kindly note that the buses to Goa will _____________ (depart) at 5 a.m. from the school parking lot. 10. Read the given sentence from a research study. Identify the error and supply the correction in the sentence:

Today, researchers are trying to establish whether yoga must help relieve people from depression and arthritis. Use the given format for your response. Error

may will

Error

(CBSE Question Paper, 2/6/1; 2022–23)

When she was in primary school, she ______________ outrun all her classmates. c. could

Your email address can only be recorded if you choose to send a message. It will not be used for any other purpose and will not be disclosed without your consent.

Might

4. Select the correct option to fill in the blank for the given sentence.

a. ought to

6. Select the option that identifies the error and supplies the correction for the opening line of a Privacy Policy document.

Correction

(CBSE Question Paper, 2/2/2; 2023–24)

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11. Fill in the blank by choosing the correct option to complete the prediction.

The preliminary polls seem to suggest that the MK Party ______________ win the elections. a. shall

c. would

b. d.

may

ought to

12. Fill in the blank with the correct option from a company document. The management felt that the company ___________ include corporate social responsibility as part of its mission statement and work for the betterment of society. a. must b. ought c. need d. might

(CBSE Question Paper, 2/1/2; 2023–24)

13. Select the correct option to fill in the blank for the given line from a travel magazine. Any person who enters this property unlawfully, ______________ be prosecuted. a. should b. may c. will d. might 14. Fill in the blank by choosing the correct option: If I were attending a workshop, I ______________ stay till the end of the second session as well. a. would b. may c. can d. should

(CBSE Question Paper, 2/2/2; 2022–23)

15. Select the correct option to fill in the blank for the given line: I think it is safe to put the cake in the oven. It ______________ be warm enough by now. a. might c. won’t

b. d.

could

should

16. Fill in the blank using the correct form of the word: The package ______________ reach you until Friday as there has been a delay. a. will

c. may not

b. d.

would

could not

17. Identify the error in the given sentence and supply the correction: Do you know that slouching should cause many problems? Use the given format for your response. Error

Correction

(CBSE Question Paper, 2/2/2; 2022–23)

18. Fill in the blank by choosing the correct option: You ______________ see a physiotherapist if your back keeps troubling you. a. should b. can’t c. don’t

ought

19. Select the correct option to fill in the blank for the given line, from a newspaper report:

The report read, “there __________ a traffic diversion due to the student parade on the main street.” a. cannot be

c. must be

should be

will be

(CBSE Question Paper, 2/1/2; 2022–23)

20. Fill in the blank by choosing the correct option, to complete the hoarding on a shop. ARE YOU LOOKING FOR THE PERFECT COMPANION? YOU ______________ FIND THE PERFECT DOGGIE PAL ON OUR WEBSITE! a. MAY

c. NEED

b. d.

WOULD WILL

Answers 1. b. Error: can 2. Error: can 3. a. Will 4. c. could 5. c. must 6. a. Error: can 7. Error: would 8. d. can 9. depart 10. Error: must Section B • Modals

English_Question Bank_G10.indb 97

Correction: will Correction: may

Correction: will Correction: will

Correction: can

11. b. may 12. a. must 13. c. will 14. a. would 15. d. should 16. c. may not 17. Error: should 18. a. should 19. d. will be 20. d. WILL

Correction: can

25/04/25 6:50 PM

Direct and Indirect Speech

Direct and indirect speech (reported speech) are two ways of conveying what someone has said.

• In direct speech, the exact words spoken by a person are given in quotation marks. The direct speech is separated from the introductory phrase using a comma (,).

• The punctuation of the words of the speaker like a full stop (.), an exclamation mark (!) or a question mark (?) come before the closing quotation mark. Example: She says, ‘I’m going to the store.’

Direct speech can also appear in a speech bubble or be written in play or dialogue format. In indirect or reported speech, the speaker’s words are paraphrased—someone else reports what the speaker says (or said at a time in the past). Example: I’m going to the store today.

She says that she is going to the store today. She said that she was going to the store that day.

How the words are reported depends on the time of reporting. Is it immediately after the person has spoken or is the report made later when the time and the situation have changed? A. Reporting immediately after the words have been spoken: Direct Speech Congratulations, Shakthi! You are today’s winner. Shakthi says, ‘I want to tell my mom that I have won.’ Friend: Will you save the prize money or spend it?

Reported or Indirect Speech The director congratulates Shakthi and tells her that she is today’s winner.

Shakthi says that she wants to tell her mom that she has won. Shakthi’s friend asks whether/if Shakthi will save the prize money or spend it.

Rules for reporting a speech/dialogue in the same situation as the words are spoken: 1. Use a present tense reporting verb such as say/s, congratulate/s, tell/s, ask/s.

2. The introductory verb aligns with the punctuation used for the direct words of the speaker, for example, we use ask/s instead of a question mark, say/s for a statement ending with a full stop and exclaim/s instead of an exclamation mark. 3. Conjunctions like that, if or whether are used after the reporting verb. Shakthi says that…/Shakthi’s friend asks whether/if ….

With the reporting verb tell/s we don’t use the conjunction that.

4. The inverted commas are removed.

5. Because someone else is reporting what the director and Shakthi say, the pronouns change. I want to tell my mom → She wants to tell her mom.

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Subject Pronouns

Object Pronouns

Possessive Adjectives

Possessive Pronouns

Reflexive Pronouns

I → he/she

me → him/her

my → his/her

mine → his/hers

myself → himself/herself

you → I/he/she

you → me/him/her

your → my/his/ her

yours → mine/his/hers

yourself → myself/himself/herself

we → they

us → them

our → their

ours → theirs

ourselves → themselves

6. The tense (in this case the simple present) does not change although the verb form may change to agree with the new pronoun – I want to… → She wants to… B. Reporting at a later time:

When reporting a speaker’s words after some time, the situation has changed, and we need to show the difference in time. Direct Speech Congratulations, Shakthi! You are today’s winner. Shakthi said, ‘I want to tell my mom that I have won.’ Friend: Will you save the prize money or spend it?

Reported or Indirect Speech

The director congratulated Shakthi and told her that she was that day’s winner.

Shakthi said that she wanted to tell her mom that she had won.

Shakthi’s friend asked whether/if Shakthi would save the prize money or spend it.

Rules: 1. Use a past tense form of the reporting verb as the report is made after some time – said, asked, exclaimed, reported, etc. 2. The reporting verb can be followed by words like that, if or whether. Shakthi said that…

Shakthi’s friend asked whether/if…

3. The inverted commas are removed. 4. Because someone reports what the director and Shakthi said, the pronouns change – I want to tell my mom.

→

She wanted to tell her mom

5. The tense changes because the statement/speech/event is being reported at a later time. The simple present becomes the simple past tense ‘You are the winner,’ announced the director.

The director announced that she was the winner.

‘Shakthi, looks so happy,’ said Anju.

Anju said that Shakthi looked so happy.

Shakthi exclaimed, ‘I have a medal!’

Shakthi exclaimed that she had a medal.

The present continuous becomes the past continuous tense ‘Shakthi is giving her best,’ whispered her friend.

Her friend whispered that Shakthi was giving her best.

The present perfect becomes the past perfect tense Shakthi has made us all proud,’ said the director.

Section B • Direct and Indirect Speech

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The director said that Shakthi had made them all proud.

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The simple past becomes the past perfect tense ‘Shakthi received a big prize,’ said her teacher.

Her teacher said that Shakthi had received a big prize.

‘Shakthi was excited about winning,’ said her teacher.

Her teacher said that Shakthi had been excited about winning.

The past continuous becomes the past perfect continuous tense ‘Shakthi was performing at the time,’ said her friend.

Her friend said that Shakthi had been performing at the time.

The past perfect and the past perfect continuous tenses When converting direct to indirect speech, we shift the verb tense back to a previous time. However, in these two perfect tenses the verbs remain unchanged. The past perfect tense

‘Yes, I had already received my prize by then,’ said Shakthi.

Shakthi confirmed that she had already received her prize by that time.

The past perfect continuous tense

‘She had been practising for many months when I met her,’ said the judge. (past perfect continuous tense)

The judge said that Shakthi had been practising for many months when he met her.

In the future tenses only the auxiliary verb (helping verb) changes to show the shift in time. will/shall become would

am/is become was

are becomes were

Note: Shall changes to would and not to should as should changes the meaning. The simple future tense

‘She will receive her prize tomorrow,’ said the director. ‘I shall come next week,’ he confirmed.

I am going to another competition tomorrow,’ said Shakthi.

The future continuous tense

Shakthi said, ‘I will/shall be travelling at 5 tomorrow.’ The future perfect tense

She said that by 6 this evening she will have written her speech.

The director said that she would receive her prize the next day.

He confirmed that he would come the following week. (Not should)

Shakthi said that she was going to another competition the next day. Shakthi said that she would be travelling at 5 the next day. Shakthi said that by 6 that evening she would have written her speech.

6. Other expressions that change: Direct Speech

Reported Speech

Direct Speech

Reported Speech

here

→

there

‘Your shoes were here.’

He said that my shoes had been there.

this

→

that

‘This is the place.’

She confirmed that that was the place.

These

→

those

‘These are my shoes’

He said that those were his shoes.

come

→

‘Come and stand here.’

He told me to go and stand there.

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7. Time references change because the words are reported at a later time. Direct Speech

Reported Speech

Direct Speech

Reported Speech

today

→

that day

now

→

then

tomorrow

→

the next day the following day

yesterday

→

the day before the previous day

next year

→

the following year

ago

→

before

last week

→

the week before

tonight

→

that night

In an hour

→

An hour later

Hither

→

Thither

8. Some modals change. Direct Speech

Reported Speech

Examples

will

→

would

‘Will you come?’

shall

→

would/should

‘What shall we do if he does not come?’ (future action)

He asked if she would come.

She asked what they would do if he did not come. ‘Shall I fetch you?’ (formal suggestion) He asked if he should fetch her. Note: Look at the meaning of the sentence when deciding when to use would and when to use should.

can

→

could

‘I can go tomorrow.’

may

→

might/could

‘I may go if I have the time.’ (possibility)

She said that she could go the next day.

She said she might go if she had the time. ‘You may go to town.’ (permission) She said that he could go to town.

Must

→

had to (or no change)

‘I must use sunscreen daily, or my face will peel.’ He said that he had to use sunscreen daily or his face would peel. ‘You must not eat too much.’ She said that he must not eat too much.

Note: Other modals such as ought to, might, could, would and should do not change.

Converting questions to reported speech: • Drop the question mark. ‘Where are you?’

She wanted to know where I was. • Use reporting verbs like asked, wondered, wanted to know, enquired. ‘Where can she be?’

He wondered where she could be. • For questions where the answer can be a Yes or No, use if or whether. ‘Will you save the prize money or spend it?’

Shakthi’s friend asked if/whether she would save the prize money or spend it. Section B • Direct and Indirect Speech

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‘Do you enjoy grand wedding celebrations?’

Nishant enquired whether I liked grand wedding celebrations. • For Wh-questions use the wh-word as a conjunction to join the sentences. ‘Why are you going to the competition, Shakthi?’ he asked. He asked Shakthi why she was going to the competition.

We do not use the conjunctions if or whether for wh- questions.

• Look at the subjects and verbs that have been underlined. Note that the subject-verb order changes— the subject is placed before the verb in the reported questions. The question in the direct speech changes to statement. Changing imperative sentences into reported speech.

• Replace the reporting verb like said with verbs like told, asked, requested, advised, ordered, etc., depending on the tone of the sentence. • Add ‘to’ before the verb: Change the main verb in the sentence to its base form and add to before it. ‘Don’t touch the wires.’

He advised me not to touch the wires. The captain said, ‘Stay alert during the game.’

The captain ordered us to stay alert during the game. Using introductory verbs and adverbs to convey the tone of a direct statement: ‘You are being silly! I am not angry.’

He accused him of being silly and said that he was not angry.

‘See Mr Anderson. He will help you’

She recommended that I see Mr Anderson and stated that he would help me.

‘I did not say anything of the kind!’

He denied that he had said anything of the kind.

‘I will do it for you.’

She promised that she would do it for me.

‘Yes, I can go tomorrow.’

He replied in the affirmative and said that he could go the next day.

‘I can change the tyre for you’

She politely offered to change the tyre for me.

Changing exclamatory sentences into reported speech. • Use the reporting verb exclaimed.

• Replace any interjection (e.g., Oh, Wow, Alas) with a word describing the tone (e.g., happily, sadly, excitedly). • Remove the exclamation mark.

‘Yuk! This is the worst meal I have ever tasted!’

He exclaimed with disgust that that was the worst meal he had ever tasted. ‘It is disgusting!’

He exclaimed with contempt that it was disgusting.

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Practice Exercise 1. Rhea asked her colleague, Deepak, the following question.

In response to the salesperson’s question the customer replies …

Report Rhea’s question correctly.

7. Select the correct option to complete the narration of a dialogue between two brothers, Ajit and Sono.

Have you finalised the magazine content to be submitted tomorrow?

(CBSE Question Sample Paper, 2024-25)

2. Read Surbhi’s reply to her teacher, regarding an invitation she had to send out.

I’m sorry I forgot ma’am. I’ll send out the invitation before lunchtime today. Report Surbhi’s reply by completing the following sentence correctly.

Sana apologised for having forgotten and said … 3. Report the dialogue between an instructor and her student, by completing the sentence.

Teacher: Did you understand the procedure?

Student: Yes, thank you ma’am, the steps were quite clear.

The teacher asked if the student had understood the procedure, to which the student politely replied that … 4. Read the conversation about vaccinations, between a teacher and a student.

Mimi: Do you think vaccinations should be made mandatory? Ankit: Yes, because if vaccinations are made mandatory, a lot of lives will be saved.

Report the student’s response by completing the following.

The student replied in the affirmative and said that a lot of lives … 5. Read the conversation between a customer and a waiter. Complete the sentence by reporting the waiter’s reply correctly: Customer: Waiter, come here. The plate is dirty.

Waiter: I’ll change it, sir.

The customer asked the waiter to come there. He pointed out that the plate was dirty. The waiter politely offered … (CBSE Question Paper, 2/6/1; 2022–23) 6. Report the dialogue between a customer and a salesperson in a bookshop correctly by completing the sentence.

Salesperson: What are you looking for, ma’am.

Customer: I am looking for a book by Jack Connor. Section B • Direct and Indirect Speech

English_Question Bank_G10.indb 103

Ajit: I have sent out my invitations to the party. Sono: I must email mine today.

Ajit told his brother that he had sent out his invitations to the party. Sono replied and said that … a. he must email his today.

b. he must email his that day. c. he has to email his today.

d. he had to email his that day. 8. Tanmay and Sonia had a conversation about their summer vacation plans.

Report Tanmay’s question.

‘Where are you planning to go this summer vacation?’ (CBSE Question Paper, 2/5/2; 2023–24) 9. Read the dialogue between Surabh and his sister Urmi regarding his future plan.

Urmi: Are you going to do computer science next year? Surabh: Yes, but I am looking at other options as well. Select the correct option to complete the reporting of the above dialogue.

Urmi asked Surabh if he was going to do computer science the following year. Surabh replied in the affirmative but said that … a. he had been looking at other options as well. b. he may look at other options as well.

c. he was looking at other options as well. d. he looked at other options as well.

10. Read the dialogue between Yogita and Nandini, regarding the progress of a task. Yogita: How long have you been working on this task? Nandini: I’ve been working on it for two hours. Select the correct option to complete the reporting of the above dialogue. Yogita asked Nandini ________________ .

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a. for how long was she working on the task

b. how long she had been working on that task

c. for how long had she been working on this task

d. how long had she been working on this task

(CBSE Question Paper, 2/4/2; 2023–2024)

11. Report the following dialogue between a call centre agent and a customer, by completing the sentence. Customer: When will you resolve the query?

Call centre agent: As soon as you have shared the information we asked for yesterday. The customer asked when the call centre agent would resolve the query. The call centre agent replied that it would be done as soon as the customer … 12. Read the dialogue between Karen and Matt, regarding his chess club. Karen: What led you to join the chess club?

Matt: Chess is not just a game, it’s a mental battle which I enjoy. Select the correct option to complete the reporting of the above dialogue.

Karen questioned Matt about ________________ the chess club. Matt reflected and commented that chess was more than just a game to him, it was a mental battle which he enjoyed. a. what led to join him b. what led him to join

c. what is leading him to join

d. what led him joining

(CBSE Question Paper, 2/3/2; 2023–24)

13. Nikhil and Riti had a conversation about a book that Riti read. Report Nikhil’s question. How has this book changed your views?

14. Swati and Anshul had a conversation about a new online clothing website. Report Swati’s question. Do they have free delivery?

15. Read the dialogue between Neena and her friend Preeti.

Neena: Did your mother buy you new shoes for the party?

Preeti: Yes, she did and I will wear them tomorrow evening. Select the correct option to complete the reporting of the above dialogue. Neena asked Preeti if ________________.

Preeti replied in the affirmative stating that she had and that she would wear them the following evening. a. her mother had bought her new shoes for the party. b. mother bought herself new shoes for the party. c. her mother bought new shoes for the party. d. mother has already bought new shoes for the party. 16. Report the dialogue between two friends, Swati and Akshat, by completing the sentence. Swati: Are you looking forward to the summer vacation?

Akshat: Yes I am! My father is planning a trip to Goa. Swati asked Akshat if he was looking forward to the summer vacation. Akshat exclaimed that he was and explained that ________________.

17. Read the conversation between a personal trainer and an athlete and complete the sentence to report what was said. Personal trainer: You will have to work very hard. Athlete: Yes, I will as I am determined to win the tournament. The coach reminded the athlete that he would have to work very hard, to which the athlete replied that he … 18. Report the dialogue between two friends Mary and Matt, by completing the sentence.

Mary: What do you enjoy most about going on treks? Matt: I enjoy getting out in nature and seeing new places.

In response to Mary’s question about what he enjoys most about going on treks, Matt replies that he … 19. Maria shared some information with Mathew about her flight to Kanpur. Report Mathew’s question. Were you nervous on your first flight?

(CBSE Question Paper, 2/1/2; 2022–23)

20. Select the correct option to complete the narration of the dialogue between Anil and Prachi. Anil: What are you doing?

Prachi: I am taking the art supplies back to the storeroom.

Anil: Can I help you? I’m going in that direction.

Anil asked Prachi what she was doing and asked if ________________ as he ________________.

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Answer 1. Rhea asked Deepak if he had finalised the magazine content to be submitted the next day. 2. Sana apologised for having forgotten and said that she would send out the invitation before lunchtime that day.

3. The teacher asked if the student had understood the procedure, to which the student politely replied that the steps had been quite clear.

4. The student replied in the affirmative and said that a lot of lives would be saved if vaccinations were made mandatory. 5. The customer asked the waiter to come there. He pointed out that the plate was dirty. The waiter politely offered to change it.

6. In response to the salesperson’s question the customer replies that she is looking for a book by Jack Connor. 7. d. he had to email his that day.

8. Tanmay asked Sonia where she was planning to go that summer vacation. 9. d. he was looking at other options as well.

10. b. how long she had been working on that task 11. The call centre agent replied that it would be done as soon as the customer had shared the information that they had asked for the previous day.

Section B • Direct and Indirect Speech

English_Question Bank_G10.indb 105

12. b. what led him to join

13. Nikhil asked Riti how that book had changed her views.

14. Swati asked if they/the clothing website had free delivery. 15. a. her mother had bought her new shoes for the party.

16. Swati asked Akshat if he was looking forward to the summer vacation. Akshat exclaimed that he was and explained that his father was planning a trip to Goa. 17. The coach reminded the athlete that he would have to work very hard, to which the athlete replied that he would as he was determined to win the tournament.

18. In response to Mary’s question about what he enjoys most about going on treks, Matt replies that he enjoys getting out in nature and seeing new places. 19. Mathew asked Maria whether/if she had been nervous on her first flight.

20. Anil asked Prachi what she was doing and asked if he could help her as he was going in that direction.

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Subject-Verb Agreement (Concord)

Subject-verb agreement or concord refers to the agreement between parts of a sentence. Specifically, it involves the agreement between the subject of the sentence and the verb used. The verb form must agree with the subject in person and in number. Person

Singular (Number)

Examples of Verb Forms

Plural (Number)

Examples of Verb Forms

1st Person

am/was/have/go/run/play

are/were/have/go/run/play

2nd Person

You

are/were/have/go/run/play

You

are/were/have/go/run/play

3rd Person

He/She/It

is/was/has/goes/runs/plays

They

are/were/have/go/run/play

Here are some key rules for subject-verb agreement:

1. A singular subject takes a singular verb; a plural subject takes a plural verb.

She runs every morning. Jack plays drums.

They run every morning.

The children play drums.

2. Subjects joined by ‘and’ take a plural verb.

My friend and I run every morning.

Sono and the boys are going on a hike. BUT:

• When two subjects introduce one idea, a single verb is used.

Fish and chips is my favourite fast food.

Each boy and each girl has a book.

• When two nouns are qualified by ‘each’ or ‘every’ to identify them individually, they take a singular verb despite being joined by ‘and’.

Each and every child is a blessing.

3. Multiple singular nouns joined by ‘or’ take a singular verb.

Wheat, corn or maize is used to make bread. Jatinder or Mohan has the key.

4. Multiple plural nouns joined by ‘or’ take a plural verb.

Men or women are welcome.

Jerseys or blazers are worn.

5. Subjects joined by ‘either/or’ or ‘neither/nor’ take the verb that agrees with the subject nearest the verb.

Either the teacher or the students themselves have the musical instruments. Neither the students nor the teacher has the key.

6. Some pronouns take a singular verb while others are regarded as plural.

Singular:

Everyone/Everybody was cold.

Nobody/No one is going to complain.

Each of them has an answer.

Somebody was looking for you.

Nothing is impossible.

Anything is possible if you believe.

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Someone is in the kitchen.

Neither of the options works for me.

Either of them is suitable.

Something was going on.

One of them is guilty.

Everything is in a muddle.

Anybody in the group is allowed to present their ideas. Anyone who breaks the rules will face the consequences. Much of what was said is not relevant to us. Plural:

Both of them are involved. Only a few are involved.

Most people I know are coming.

Several of us are coming.

Many have asked this question.

7. Collective nouns usually take singular verbs.

The team is winning.

The committee decides today.

The staff works hard every day.

The family lives in a large house.

The band is playing a new song. The audience enjoys the play.

However, if the meaning of the sentence shows that parts of the collective act separately, the collective noun can take a plural verb. In these cases, be very sure that the meaning of the sentence shows individual action. The team go to their own homes after practice.

The family are planning to go on separate holidays.

The class were all working on their individual projects. 8. Mass nouns (uncountable nouns) are considered as singular subjects.

Water is a scarce resource.

Information is shared on the internet.

Good advice was given.

Music is the food of love.

Furniture is sold there.

Money was scarce.

Homework is mandatory.

Knowledge is power.

The weather was bad.

The stationery is in the cupboard.

9. Some common phrases that are considered as a single unit take a singular verb.

Dal and rice is a staple meal in many households. This bed and breakfast is wonderful. Rock and roll has a rich history. Bacon and eggs is a classic English breakfast.

10. Titles of books, movies, plays, musical compositions, etc., even if plural, take a singular verb.

‘The Chronicles of Narnia’ is a popular series. ‘The Minions’ is being screened tonight.

11. Quantities and amounts that are seen as a whole take a singular verb.

Ten dollars is not enough.

Five kilometres is a long distance to walk. Three years is the maximum sentence for the offence.

Section B • Subject-Verb Agreement

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12. When speaking about portions or percentages, look at the noun that follows the portion or percentage. Singular

Plural

Fifty percent of the cake is gone.

Fifty percent of the students are here.

Twenty percent of the work was done.

Twenty percent of the items were sold.

All the cake is gone.

All of the slices are gone.

Some of the pie is eaten.

Some of the pies are eaten.

13. Some nouns appear plural but are singular in meaning.

Mathematics is difficult for some students. News travels fast.

Politics is a dirty game.

The data was gathered in different ways.

The *pair of trousers/shorts/jeans/pliers/glasses/spectacles/binoculars/scissors is on the table.

*Note that the phrase ‘pair of’ makes the difference here. 14. Nouns that represent items that come in pairs, or have two matching parts, take a plural verb even though they are considered as a unit.

The scissors are on the table.

My trousers are too loose.

Other words like these – shorts/jeans/pliers/glasses/spectacles/binoculars 15. If an additional phrase comes between the subject and the verb, the verb must still agree with the subject.

The man, as well as his family, is moving to Karnataka. The box, containing crayon sets, is packed and ready.

The mother, with 5 of her children, is crossing the street.

The manager, along with his secretary, is expected shortly. 16. In sentences beginning with ‘Here’ or ‘There’, the true subject follows the verb.

There are four exercises to do. Here is the key to the house.

17. If the subject is an infinitive (to find) or a gerund (finding), the verb is always singular.

To seek is to find.

To forgive is divine.

Seeking knowledge opens doors to endless opportunities. Forgiving others gives you peace.

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Practice Exercise 1. Choose the correct option to fill in the blank.

Most shops in our neighbourhood _______________ closed on Diwali. a. is

b. are

c. have

d. has

Use the given format for your response. Error

Error

Correction

a. was

were

b. excited

exciting

was

were

d. of

Although the initial data reveal promising trends, further examination has uncovered challenges that necessitate the review of the entire dataset. Error

3. Complete the given narrative, by filling in the blank with the correct option.

The news from home ______ better than I expected. a. were

d. is

4. Identify the error in the given statement and supply the correction.

Isn’t it great when you find one of those books that completely pulls you in and make you fall in love with the characters? Use the given format for your response. Error

Correction

(CBSE Question Paper, 2/5/2; 2023–24)

6. Identify the error and supply the correction for the given sentence from an art exhibition invitation.

The Artisan Club invite you to ‘Art and Soul’– an art exhibition featuring artwork created by our budding artists. Section B • Subject-Verb Agreement

English_Question Bank_G10.indb 109

examinations

have

has

Error

Correction

5. Read the given sentence from a book review article. Identify the error and supply the correction in the sentence.

b. examination

necessitates

My pet dog are very playful.

Use the given format for your response.

reveals

8. Select the option that identifies the error and supplies the correction.

Water was vital for humans. Error

Correction

a. reveal

d. necessitate

b. be

c. are

(CBSE Question Paper, 2/4/2; 2024)

7. Select the option that identifies the error and supplies the correction for a statement from a company report.

2. Identify the error and the correction in the sentence from the options given.

I was so excited to see the lions! The whole pride were lying in the shade of a tree.

Correction

a. My

Our

b. pet

pets

are

d. playful

playing (CBSE Question Paper, 2/3/2; 2024)

9. Complete the given narrative, by filling in the blank with the correct option.

Neither the team members nor the coach _______________ to give us any information. a. want

c. do want

b. wants

d. don’t want

10. Identify the error and supply the correction for the given sentence. Rohan or Anuj have the book that you need. Use the given format for your response. Error

Correction

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11. Complete the given narrative, by filling in the blank with the correct option. ‘The Incredibles’ _______________ a beloved animated superhero film produced by Pixar Animation Studios. a. was c. is

b. were d. are

12. Select the option that identifies the error and supplies the correction for part of a character essay.

Arpit and Shreya finds themselves navigating life in the orphanage. Arpit is mature for his age and Shreya relies on his guidance. Error

Correction

finds

find

was

relies

is relying

for

13. Fill in the blank with the correct verb.

Macaroni and cheese __________ my favourite dish. 14. Select the option that identifies the error and supplies the correction for a statement from a social science book. About 71% of the Earth’s surface is covered by water, while the remaining 29% have land. Error

Correction

a. Earth’s

Earths’

b. is

are

have

d. land

lands

15. Complete the following sentence by filling in the blank with the correct option from an advertisement. You can now buy two pairs of pruning shears for the price of one. The large pair of shears _______________ for ₹800. Visit our website and place your order. a. sold c. sell

b. selling d. sells

16. Select the option that identifies the error and supplies the correction from a conversation. The teacher, as well as the students, have gone to the library. You will definitely find them there.

Error

Correction

have

has

b. to

for

will

may

d. find

finds

17. Identify the error and supply the correction for the given sentence from a letter. Dear Ma’am,

A few students has requested that we make newspapers available in the library. I would appreciate it if you could arrange this. Use the given format for your response. Error

Correction

18. Complete the following sentence by choosing the correct option.

Each spanner and each screwdriver _______________ to be put in the correct place. a. am

c. are

b. were d. is

19. Complete the following sentence by filling in the blank with the correct option. I cannot go into class like this. My trousers _______________ torn and everyone will laugh at me. a. is

c. was

b. were d. are

20. Identify the error and supply the correction for the sentence from a book review. Reading these books are like embarking on a journey through the human mind. Use the given format for your response. Error

Correction

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Answers 1. b. are

11. c. is

Error

Correction

c. were

was

3. d. is

Error

was

make 6.

Error

invite 7.

Correction

is Correction

makes Correction

invites

Error

Correction

a. reveal 8.

Error

Correction

a. finds

find

13. is

5. Use the given format for your response. Error

12.

reveals

Error

Correction

c. are

14.

Error

Correction

c. have

15. d. sells 16.

Error

a. have 17.

Error

has

Correction has Correction

have

18. d. is

19. d. are 20.

Error

are

Correction

9. b. wants

10.

Error

have

Correction

has

Section B • Subject-Verb Agreement

English_Question Bank_G10.indb 111

111

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Gap Filling

Practice Exercise 1. Fill in the blank by using the correct form of the word in brackets, in the given portion of a letter.

I am also enclosing documents ___________ (mention) our terms and conditions with this letter. Please go through the same and if you have any doubts regarding that, please feel free to call or meet me personally.

6. Fill in the blank by choosing the correct option, to complete the part of a notice on the school notice board.

Students who wish to attend the workshop ___________ (could/may/should) register at the front desk by 10 am. 7. Fill in the blank by choosing the correct option, to complete the disclaimer given before a documentary film.

(CBSE Question Paper, 2/5/3; 2023–24)

2. Complete the slogan, by filling in the blank with the correct option.

Protect our forests and rivers before our future generation ___________ watch them disappear forever. a. may has to c. have to

b. has to

d. should

3. Fill in the blank by using the correct form of the word in brackets, in the given portion of a letter.

Dear Sir,

I am an account holder at your branch at Jayanagar. My current ATM card is ___________ (damage) and I am unable to use it for any POS transaction.

(CBSE Question Paper, 2/4/2; 2023–24, Modified)

4. Complete the sentence from the song, by filling in the blank with the correct option.

The frosty winter mourns your absence,

The snowflakes and ice ___________ your warmth. The fireplace flickers in longing,

As the cold night awaits your return. a. crave

c. craved

b. craves

d. shall crave

(CBSE Question Paper, 2/3/3; 2023–24)

5. Complete the given narrative by filling in the blank with the correct option.

Volunteering at the animal shelter made her ___________ the significance of protecting endangered species. a. realising c. realised

The film has been created by taking creative liberties and dramatising the events ___________ (about/for/on) cinematic expressions.

(CBSE Question Paper, 2/5/1; 2023–24)

8. Complete the given narrative by filling in the blank with the correct option.

The director is excited because the actors ___________ through the script multiple times before the final rehearsal. a. has been

c. are going

b. have been

d. were going

9. Fill in the blank by choosing the correct option from the ones given below.

Breaking News!

The school’s debate team ___________ first place in the state competition. a. clinching c. clinched

b. was clinched d. had clinched

10. Fill in the blank by choosing the correct option to complete the part of the disclaimer given in a textbook. The authors of the book ___________ all reasonable care to ensure that the contents of the book do not violate any copyright or other intellectual property rights of any person in any manner. a. has been taking c. has taken

b. have taken

d. have been took

(CBSE Question Paper, 2/2/1; 2023–24)

b. to realise d. realise

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11. Complete the given narrative by filling in the blank with the correct option.

Considering the team’s exceptional performance, the manager is wondering if he should ___________ them to take on more challenging projects. a. expecting

c. have expected

b. expected d. expect

17. Complete the slogan by filling in the blank with the correct option. Save the green and blue before our future generation ___________ paint everything black. a. may has to c. have to

b. has to

d. should

(CBSE Question Paper, 2/4/3; 2023–24)

12. Fill in the blank by choosing the correct option to complete the advertisement given by a car company.

18. Fill in the blank by choosing the correct option to complete the concluding line from an educational report.

a. to be driven

19. Fill in the blank by choosing the correct option to complete the sentence.

The vehicle also has a divider to separate the front passengers from the rear, in case you want ___________ around like Miss Daisy. c. the drive

b. to driving

d. the driving

(CBSE Question Paper, 2/4/3; 2023–24)

13. Fill in the blank by using the correct form of the word in brackets in the given portion of a letter. Dear Sir,

This is in reference to our recent meeting where it was agreed that the school would ___________ (arrange) a field trip for the students of grade 4 and 5. 14. Fill in the blank by choosing the correct option to complete the part of the grievance posted by a citizen on a social media platform. Crossing this stretch at any time of the day is a challenge. Even during afternoons, there ___________ ice cream vendors on the road with people crowding around their carts. a. were

c. have been

b. are

d. would be

(CBSE Question Paper, 2/5/1; 2023–24)

15. Fill in the blank by using the correct form of the word in brackets, in the given portion of a letter. Kindly pay heed to our request and provide the students with ___________ (adequacy) support on their project.

(CBSE Question Paper, 2/4/3; 2023–24)

16. Complete the given narrative by filling in the blank with the correct option.

The students ___________ to submit their assignments by the end of the week and present their findings in class. a. were ask

c. will have asked Section B • Gap Filling

English_Question Bank_G10.indb 113

b. had been asked d. were asked

The data collected from various schools is useful, but it is important to ___________ (access/assess/ accept) the factors affecting student performance.

Enclosed are the updated project guidelines and ___________ (this/ these/ they) need to be shared with the entire project team to ensure compliance.

(CBSE Question Paper, 2/3/2; 2023–24)

20. Complete the given narrative by filling in the blank with the correct option.

Nidhi ___________ working on this project for the past three months. a. has been

b. have been c. were

d. was been 21. Complete the given narrative by filling in the blank with the correct option.

The documentary on wildlife conservation left me ___________ more aware of the challenges faced by endangered species. a. being b. was

c. been

d. to be 22. Select the correct option to fill in the blank in the given line from a neighbourhood weekly. Residents are requested to segregate the wet from the dry waste. Residents ___________ adhere to civic norms. a. can

b. ought to c. will be d. might

(CBSE Question Paper, 2/5/3; 2022–23)

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23. Complete the line from a self-awareness song, by filling in the blank with the correct option.

29. Fill in the blank by choosing the correct option.

The seagulls and sky ___________ your presence.

The teacher reminded the students that they should ___________ with their homework during the holidays.

As you sail towards the horizon’s expanse.

c. carry in

c. signalled

There is a beautiful gift waiting ___________ her when she opens the drawer.

The ocean waves carry your dreams The clouds sketch your portrait,

a. carried by

a. signal

30. Fill in the blank with the correct option.

b. signals

d. will signal

(CBSE Question Paper, 2/3/2; 2023–24)

24. Fill in the blank by choosing the correct option to complete a circular issued to its managers by an organisation.

Please refer to the attached meeting agenda and ___________ (it/ these/ them) should be shared with all participants prior to the meeting. 25. Fill in the blank by choosing the correct option, to complete the line from the policy document of an insurance company.

It is our endeavour to settle your maturity claim on or before the due date. The Servicing Branch ___________ (likely/ usually/ occasionally) sends maturity claim intimations two months in advance.

(CBSE Question Paper, 2/2/3; 2023–24)

26. Complete the given narrative by filling in the blank with the correct option.

The event organisers are eager to ___________ the concert despite the challenges. a. put off

c. put down

b. put up d. put on

27. Complete the slogan, by filling in the blank with the correct option. There’s No Place Like Earth To Live and Work. So Let’s ___________ A Better Place. a. Making It c. Make It

b. Creates It d. Create It

(CBSE Question Paper, 2/2/3; 2023–24)

28. Complete the given narrative by filling in the blank with the correct option.

One scorching summer, the desert became dry, and there was no water left for the plants. The rose quickly ___________ to wilt. a. beginning c. began

b. begin

d. begins

(CBSE Question Paper, 2/2/2; 2023–24)

a. for

b. about

b. carry into d. carry on

c. of

d. inside

31. Fill in the blank by choosing the correct option to complete the part of the pop-up on a computer screen.

We use essential cookies to make our site work. With your consent, we may also use non-essential cookies to ___________ and analyze website traffic. a. improve user experience

b. improving user experience c. improve using experience

d. improved user experience

(CBSE Question Paper, 2/2/2; 2023–24)

32. Fill in the blank by choosing the correct option to complete the advisory by the Health Department. Schools ___________ instruct students to wear fullsleeved shirts during monsoon time. a. ought c. might

b. would

d. ought to

(CBSE Question Paper, 2/6/3; 2022–23)

33. Select the correct option to fill in the blank in the given line from the school notice board.

Students ___________ walk silently in the corridor during class hours. a. should c. must

b. may

d. would

(CBSE Question Paper, 2/4/3; 2022–23)

34. Fill in the blank with the correct option.

Since this morning, she ___________ for her final exams. a. has been study c. had studied

b. has been studying d. is studying

35. Fill in the blank by choosing the correct option. I appreciate even ___________ help given to me. a. little

c. the little

b. much d. few

(CBSE Question Paper, 2/2/3; 2022–23)

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36. Fill in the blank by choosing the correct option to complete an online update. The issue was ___________ of context, leading to unnecessary confusion among the readers. a. blown out c. blown up

b. blown in d. blown

37. Fill in the blank by choosing the correct option. You ___________ achieve success with hard work and determination. a. can

c. may

b. could

d. might

38. Select the correct option to fill in the blank in the given line from the weather report.

The forecast stated, ‘There ___________ strong winds and thunderstorms in the coastal regions tomorrow.’ a. should be

c. ought to be

b. must be d. will be

39. Select the correct option to fill in the blank in the given sentence.

The residents ___________ eagerly for the young ones to visit them every Sunday and bring cheer to their lonely lives. a. has waited

c. were waiting

b. has been waiting d. waited

(CBSE Question Paper, 2/1/2; 2023–24)

40. Fill in the blank by using the correct form of the word in brackets in the given portion of the letter. Subject: Complaint about Poor Service. Dear Sir,

I ___________ (will) like to draw your attention to the poor service provided by your technical team.

(CBSE Question Paper, 2/1/3; 2022–23)

41. Fill in the blank by using the correct form of the word in brackets. Neither Rohan nor his friends ___________ (be) interested in the movie. a. was c. is

b. were d. am

42. Fill in the blank by choosing the correct option, to complete the hoarding on a shop. NEED A GIFT? YOU ___________ FIND ONE FOR EVERY OCCASION. a. OUGHT TO c. NEED

Section B • Gap Filling

English_Question Bank_G10.indb 115

b. WOULD d. WILL

(CBSE Question Paper, 2/1/2; 2022–23)

43. Fill in the blank with the correct option.

The number of people attending this evening’s annual function is ___________. a. fewer

b. few

c. less

d. much

(CBSE Question Paper, 2/2/1; 2022–23)

44. Fill in the blank by using the correct form of the word in brackets.

When we reached the station, the train ___________ (leave) already. 45. Fill in the blank by using the correct form of the word in brackets.

Governments are starting programmes ___________ (teach) adults how to read and write. a. that teaching c. to teach

b. which taught

d. were teaching

(CBSE Question Paper, 2/4/1; 2022–23)

46. Fill in the blank by choosing the correct option to complete the slogan. ___________ EDUCATED MIND CAN TEACH MANY. a. THE

b. A

c. AN

d. THIS

(CBSE Question Paper, 2/6/1; 2022–23)

47. Select the correct option to fill in the blank in the given line.

___________ student in the class must submit their homework by tomorrow. a. Some

b. Every

c. Much

d. Few

48. Select the correct option to fill in the blank in the given sentence.

The captain and the coach of the team ___________ arrived for the press conference. a. have

b. has

c. are

d. is

49. Complete the line from a song by filling in the blank with the correct option. The morning dew captures your essence,

The flowers and grass ___________ your colour, The Sunrise embraces your arrival, As the dawn welcomes a new day. a. reflect

b. reflects

c. reflected

d. shall reflect

(CBSE Question Paper, 2/1/1; 2023–24)

50. Select the correct option to fill in the blank in the given sentence. They packed ___________ bags and left for the airport early in the morning. a. them

b. their

c. theirs

d. they 115

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Answers 1.

mentioning

26. d. put on

b. has to

27. c. Make It

damaged

28. c. began

a. crave

29. d. carry on

d. realise

30. a. for

should

31. a. improve user experience

for

32. d. ought to

b. have been

33. a. should

c. clinched

34. b. has been studying

10. b. have taken

35. c. the little

11. d. expect

36. a. blown out

12. a. to be driven

37. a. can

13. arrange

38. d. will be

14. b. are

39. d. waited

15. adequate

40. would

16. d. were asked

41. b. were

17. b. has to

42. d. WILL

18. assess

43. a. fewer

19. these

44. had left

20. a. has been

45. c. to teach

21. a. being

46. c. An

22. b. ought to

47. b. Every

23. a. signal

48. a. have

24. it

49. a. reflect

25. usually

50. b. their

116

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Editing

Practice Exercise 1. Identify the error and supply correction for the given sentence from a commercial company’s current marketing strategy.

The company aimed at increasing authority in areas frequently visited by the clients. Use the given format for your response. Error

Correction

(CBSE Sample Question Paper, 2023–24)

2. Select the option that identifies the error and supplies the correction for the opening line of a report.

Facebook, with more than 1 billion users is celebrated its 10th birthday this year.

Error

Correction

Either

Neither

b. were

was

providing

provided

d. but

and

5. Read the given sentence from a public announcement. Identify the error and supply the correction.

Visitors can switch off their mobile phones before entering the auditorium, as the event requires complete silence. Use the given format for your response. Error

Correction

Error

Correction

with

for

6. Select the option that identifies the error in a museum plaque and supplies the correction for the same.

b. is

are

then

than

d. celebrated

celebrating

These building, inaugurated on 29 March 1954, was a former residence of a Maharaja.

(CBSE Additional Practice Question Paper, 2023–24)

Error

3. Read the given sentence from a science journal. Identify the error and supply the correction in the sentence.

‘When nutrition therapy is provided by a qualified professional, people could learn how to make better food choices.’ Use the given format for your response. Error

4. Select the option that identifies the error and supplies the correction for the sentence below.

Either of the solutions provided by the teacher were acceptable, but the students preferred the second one. Section B • Editing

English_Question Bank_G10.indb 117

a. These

This

b. building

buildings

d. of

Correction

(CBSE Question Paper, 2/4/1; 2023–24)

Correction

(CBSE Practice Questions, 2022–23)

7. Read the given sentence from a book review article. Identify the error and supply the correction in the sentence.

Its flexible to ferry up to seven adults made the Banana Boat hugely appealing. Use the given format for your response. Error

Correction (CBSE Question Paper, 2/5/3; 2023–24)

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8. Read the given sentence from a historical article. Identify the error and supply the correction.

The ancient Egyptians was building pyramids thousands of years ago to honour their pharaohs. Use the given format for your response. Error

Correction

9. Select the option that identifies the error and supplies the correction for the following line.

Use the given format for your response. Error

(CBSE Question Paper, 2/3/3; 2023–24)

13. Select the option that identifies the error and supplies the correction for the following line.

At the end of the street stand the tallest building in the city. Error

The children cheers loudly when their captain scored the winning goal.

ending

b. stand

stands taller

Correction

cheers

cheered

when

d. in

scored

scoring

winning

winner (CBSE Question Paper, 2/6/3; 2022–23)

10. Identify the error in the given sentence and supply the correction.

The orchestra performed on the central theatre in front of a huge audience. Use the given format for your response. Error

Correction

(CBSE Question Paper, 2/6/3; 2022–23)

11. Select the option that identifies the error and supplies the correction for the sentence below.

Approximately thirty percent of the population are affected by seasonal allergies every year. Error

Correction

a. are

b. affected

affecting

d. every

each

12. Read the given sentence from a recipe review article. Identify the error and supply the correction in the sentence.

The upma recipe was so delicious that I couldn’t barely stop myself from having a second helping.

Correction

a. end

Error

Correction

tallest

on (CBSE Question Paper, 2/5/2; 2022–23)

14. Identify the error in the given sentence and supply the correction: The dog has eaten his food before the trainer arrived. Use the given format for your response. Error

Correction

(CBSE Question Paper, 2/4/3; 2022–23)

15. Identify the error and supply correction for the given part of the note appearing on an educational website.

Please Note: An early and active communication is required as late notification may result in a delay redressal of your request. Error

Correction

(CBSE Question Paper, 2/2/3; 2023–24)

16. Read the given sentence from a sports commentary. Identify the error and supply the correction. The team lost the match because they had not been practised enough before the tournament. Error

Correction

17. Select the option that identifies the error and supplies the correction for the following line.

More of the fun and excitement in our lives comes from using our imagination.

118

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Error

Correction

Most

our

the

from

using

use

(CBSE Question Paper, 2/4/1; 2022–23)

18. Identify the error in the given sentence and supply the correction. Playing outdoor games have benefits over being indoors. Use the given format for your response. Error

Correction

(CBSE Question Paper, 2/2/3; 2022–23)

19. Identify the error in the given sentence and supply the correction.

What mobile number should we contact you on for further details? Use the given format for your response. Error

20. Identify the error and supply correction for the following sentence taken from a copyright’s document. The information contained herein is subject to change without notice. Reproducing, adaptation or translation without prior written permission is prohibited. Use the given format for your response.

Correction

(CBSE Question Paper, 2/2/3; 2023–24)

21. Select the option that identifies the error and supplies the correction for the following line. I can’t never forget my childhood friend Bella. a.

b. c.

Error

Correction

forget

forgotten

can’t my

friend

Section B • Editing

English_Question Bank_G10.indb 119

Neither of the scientists agree on the cause of the sudden climate change. Use the given format for your response. Error

can

mine

friends

Correction

23. Identify the error and supply the correction for this line from a sociological research paper.

There’s a significant correlation of low income and high crime rates. Use the given format for your response. Error

Correction

(CBSE Question Paper, 2/3/3; 2023–24)

24. Select the option that identifies the error and supplies the correction for the sentence below.

There was hardly some food left on the plate after the guests had finished eating. Error

Correction

Error

22. Identify the error in the given sentence.

Correction

a. was

were

b. hardly

almost

any

some

d. after

before

25. Read the given sentence from a sports journal. Identify the error and supply the correction in the sentence. In present times, physiologists travel the world to conferences and meetings to present their findings to other scientists. Use the given format for your response. Error

Correction

26. Select the option that identifies the error and supplies the correction for a product description.

This product comes with a guarantee of 2 years, and the warranty is valid only if the customer register the product within 30 days.

(CBSE Question Paper, 2/2/3; 2022–23)

119

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Error

Correction

guarantee

guarantees

is valid

are valid

registers

within

27. Read the given sentence from a recipe review article. Identify the error and supply the correction in the sentence.

Use the given format for your response. Error

My sister lives at the ground floor of a two-storeyed apartment and hates living there. Error

living

b. at

hates

hate

d. there

their

Correction

(CBSE Question Paper, 2/3/2; 2023–24)

28. Select the option that identifies the error and supplies the correction for the opening line of a Policy document. Material featured on this website should be reproduced free of charge. However, the material has to be reproduced accurately and is not to be used in a derogatory or in a misleading context. Error

Correction

b. however

therefore

a. c.

should has

d. material

materialism

(CBSE Question Paper, 2/5/3; 2023–24)

29. Read the given sentence from a travel guide. Identify the error and supply the correction.

Tourists should always keep his passports in a safe place while travelling abroad. Use the given format for your response. Error

By next month, she have been working at this company for five years. Error

Correction

a. at

b. been

will have

have

d. year

years

33. Read the given sentence from an art journal. Identify the error and supply the correction in the sentence.

When marginalised voices get a chance to tell their story, anger or sadness would be a justified theme. Use the given format for your response.

Correction

(CBSE Question Paper, 2/2/2; 2022–23)

32. Select the option that identifies the error and supplies the correction for the sentence below.

may

have

Correction

a. live

Use the given format for your response.

(CBSE Question Paper, 2/5/2; 2023–24)

31. Select the option that identifies the error and supplies the correction for the following line.

The salad, prepare with fresh and crisp ingredients, is truly a summer delight. Error

Correction

Error

Correction

30. Read the given sentence from a book review article.

Isn’t it great when you find one of those books that completely pulls you in and make you fall in love with the characters?

Whoever drove a motor vehicle without a safety belt or carries passengers without seat belts will be fined.

Identify the error and supply the correction in the sentence.

(CBSE Question Paper, 2/4/3; 2023–24)

34. Select the option that identifies the error and supplies the correction for the following traffic advisory.

120

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Error

Correction

drove

drives

b. or

nor

within

without

d. fined

celebrated

(CBSE Question Paper, 2/2/1; 2022–23)

35. Identify the error on a shop’s hoarding and supply the correction. Elegant Furniture Mart

Get best quality furnitures at an affordable price. Use the given format for your response. Error

Correction

36. Select the option that identifies the error and supplies the correction for the following line from a news report.

The traffic situation in the city calls out immediate intervention by the traffic police. Error

Correction

a. traffic

traffics

b. out

for

later

immediate

d. by

with

Use the given format for your response. Error

The couple were divided in their opinions about the vacation plan. Use the given format for your response. Error

40. Read the given sentence from a travel blog. Identify the error and supply the correction in the sentence. The best things about the resort are its private beaches and luxurious villas. Use the given format for your response. Error

a. might

might be

b. can

be able to

and

d. hasn’t

didn’t

38. Identify the error in the given sentence and supply the correction. The new machines are used to identify the differences among two types of grains.

Correction

41. Select the option that identifies the error and supplies the correction for the opening line, from a Terms and Conditions document.

Though all efforts have been made to ensure the accuracy of the content on this website, the same could not be construed as a statement of law or used for any legal purposes.

(CBSE Question Paper, 2/1/3; 2022–23)

Correction

Error

Jeevika might can join us for the trip, but she hasn’t confirmed yet.

but

(CBSE Question Paper, 2/1/3; 2022–23)

39. Read the given sentence from a news article. Identify the error and supply the correction.

37. Select the option that identifies the error and supplies the correction for the sentence below.

Error

Correction

a. efforts

effort

b. ensure

ensuring

should

could

d. of

for (CBSE Question Paper, 2/5/1; 2023–24)

42. Identify the error and supply the correction for the following note in a smartphone user’s manual.

This manual explains settings that are applicable to all models. Some options must not be accessible on your device. Use the given format for your response. Error

Correction

Section B • Editing

English_Question Bank_G10.indb 121

121

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43. Select the option that identifies the error and supplies the correction for a line from a Research Report.

In many low and middle income countries, health coverage has improved dramatically in the last two decades, but health outcomes may not.

47. Select the option that identifies the error and supplies the correction for the sentence below.

Nobody except his closest friends have been told about his decision to leave the city. Error

Use the given format for your response: Error

Correction

a. has

have

b. improved

improve

may

have

d. but

thus

(CBSE Question Paper, 2/2/1; 2023–24)

44. Identify the error in the given sentence. The ship Titanic and her fate continues to fascinate the imagination of the people.

Correction

(CBSE Question Paper, 2/1/1; 2022–23)

45. Read the given sentence from a legal notice. Identify the error and supply the correction.

Employees may attend the safety training session next week, as it is mandatory for everyone working in the factory. Use the given format for your response. Error

Correction

46. Read the given sentence from a movie review article. Identify the error and supply the correction in the sentence.

The movie doesn’t let you rest and is packed with engaged action sequences. Use the given format for your response. Error

Correction

a. Nobody

No one

b. have

has

was told

been told

d. about

48. Read the given sentence from a recipe review article. Identify the error and supply the correction in the sentence.

The cake recipe was to sweet for my liking, but the texture was perfect. Use the given format for your response. Error

Use the given format for your response. Error

Correction

(CBSE Question Paper, 2/3/1; 2023–24)

49. Select the option that identifies the error and supplies the correction for the sentence below.

You ought to took an umbrella with you because it looks like it will rain soon. a.

Error

Correction

ought to

might

b. took

take

because

d. will

shall

50. Identify the error in the given sentence and supply the correction.

By the time the guests arrived, the host prepared everything for the dinner. Use the given format for your response. Error

Correction

(CBSE Question Paper, 2/5/1; 2023–24)

122

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Answers S. No

Error

Correction

S. No

Error

Correction

aimed

aims

28.

a. should

may

d. celebrated

celebrating

29.

his

their

could

can

30.

make

makes

b. were

was

31.

a. at

can

must

32.

c. have

will have

a. These

This

33.

would be

flexible

flexibility

34.

a. drove

drives

was

were

35.

furnitures

furniture

a. cheers

cheered

36.

b. out

for

10.

37.

b. can

be able to

11.

a. are

38.

among

between

12.

couldn’t

could

39.

were

was

13.

b. stand

stands

40.

are

14.

has

had

41.

could

should

15.

delay

delayed

42.

must

may

16.

practised

practising

43.

a. may

have

17.

a. More

Most

44.

continues

continue

18.

have

has

45.

may

have to

19.

What

Which

46.

engaged

engaging

20.

reproducing

reproduction

47.

b. have

has

21.

a. can’t

can

48.

too

22.

agree

agrees

49.

b. took

take

23.

between

50.

prepared

had prepared

24.

c. some

any

25.

present

the present

26.

c. register

registers

27.

prepare

prepared

Section B • Editing

English_Question Bank_G10.indb 123

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Transformation of Sentences

Practice Exercise 1. Abhilash and Neha had a conversation about the inauguration of Neha’s Dance Academy. Report Abhilash’s question.

Is your best friend helping you in this venture?

(CBSE Sample Question Paper, 2023–24)

2. Report the following dialogue between two friends who are discussing a school event, by completing the sentence.

Arunima: Why are you looking so excited?

Shikhar: I just found out that my favourite author is visiting our school! I can’t believe it! Arunima asked Shikhar why he was looking so excited. Shikhar exclaimed that he had just found out that his favourite author was visiting their school and that ___________. 3. Select the correct option to complete the narration of the dialogue between Riya and Meera.

Riya: Why are you packing your bags? Meera: I am going on a trip.

Riya: Can I give you a lift to the station as I’m going in that direction? Meera asked Riya where she was going and offered to give her a lift as ___________. a. she could be going in that direction b. she would be going in the direction c. she was going in that direction d. she is going in the direction

4. Report the dialogue between the shopkeeper and customer, by completing the sentence.

Customer: Do you offer any discounts on bulk purchases?

Shopkeeper: Yes, we provide a 10% discount if you buy more than three items. The customer asked the shopkeeper if he offered any discounts on bulk purchases. In response, the shopkeeper replied ___________.

5. Select the correct option to complete the narration of a dialogue between Raj and his wife.

Raj: I have invited my friends for dinner. Wife: I’ll invite my friends too.

Raj told his wife that he had invited his friends for dinner. The wife added that ___________. a. she will invite her friends too

b. she would invite her friends too c. she can invite her friends too

d. she could invite her friends too

(CBSE Question Paper, 2/6/1; 2022–23)

6. Report the dialogue between a vendor and his customer, by completing the sentence.

Vendor: It seems like you’re in a hurry today!

Customer: Yes, I have to pick up my daughter at school soon. The vendor noticed his customer’s sense of urgency and asked about it. The customer confirmed this and explained that ___________.

(CBSE Question Paper, 2/3/3; 2023–24)

7. Read the dialogue between Raashi and Ratul regarding volunteer work.

Raashi: Have you encouraged others to volunteer? Ratul: Absolutely, I always encourage my friends and family to consider volunteering. Select the correct option to complete the reporting of the above dialogue.

Raashi asked Ratul ___________. Ratul affirmed that he always encourages his friends and family to consider volunteering. a. whether he encouraged others to volunteer b. whether he had encouraged others to volunteer

c. whether he encourages others to volunteer

d. whether he encouraging others to volunteer

(CBSE Question Paper, 2/1/3; 2023–24)

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8. Neha and Rohan had a conversation about their weekend plans. Report Rohan’s question.

thanked her and explained that ___________ which had limited his recent visits to the library.

Rohan: Are you going to visit your grandparents this weekend?

a. he had been overloaded with assignments

9. Select the correct option to complete the narration of the dialogue between Ayan and his mechanic, Vir.

c. he was overloaded with assignments

Ayan: By when do you think you can fix my car?

Vir: Probably by tomorrow. I don’t think your car has any major issues.

Ayan asked his mechanic, Vir, when he thought he could fix his car. Vir replied that he could probably fix the car by ___________ as it had no major issues. a. that day b. one day

c. tomorrow d. the next day

(CBSE Practice Questions, 2022–23)

10. Read the dialogue between a driver and a passenger regarding the route. Passenger: Is this the shortest route to the airport?

Driver: No, this is a longer route. We should have taken the expressway. Select the correct option to complete the reporting of the above dialogue.

The passenger asked the driver if this was the shortest route to the airport. The driver replied that ___________. a. it was a longer route and they should have taken the expressway

b. this was a longer route and they should have taken the expressway

c. this is a longer route and they should take the expressway

d. it was a longer route, and they should take the expressway 11. Read the dialogue between a librarian and a student.

Librarian: Welcome back! It’s good to see you, young man! Student: Thanks! I was overloaded with assignments, so I have not visited the library this week.

Based on the conversation above, report the dialogue between a librarian and a student by completing the sentence. The librarian greeted the student warmly, expressing pleasure at his visit. The student Section B • Transformation of Sentences

English_Question Bank_G10.indb 125

b. he has been overloaded with assignments d. he is overloaded with assignments

(CBSE Question Paper, 2/1/1; 2023–24)

12. Read the announcement made by the school coordinator regarding an upcoming cultural event. Report the announcement.

The purpose of this announcement is to inform all students about the upcoming cultural fest and encourage participation in various activities. 13. Read the dialogue between Jeena and Satyam about a career option.

Jeena: Why did you choose to pursue a career in medicine?

Satyam: I’ve always been passionate about helping people and making a difference in their lives. Select the option to complete the reporting of the above dialogue. Jeena asked Satyam ___________ in medicine. Sophia explained that she had always been passionate about helping people and making a difference in their lives. a. why did he choose to pursue a career b. why he chose to pursue a career

c. why had he chosen to pursue a career

d. why he had chosen to pursue a career 14. Read the dialogue between the coach and the players during practice. Coach: Run five laps around the field right now! Report the coach’s command.

15. Read the conversation between a lawyer and his client. Complete the sentence by reporting the lawyer’s reply correctly. Client: Will I win this case?

Lawyer: I cannot guarantee the outcome, but I will do my best. The client asked if he would win the case, but the lawyer told him ___________.

16. Manthan and Sonalika had a conversation about Sonalika’s job interview. Report Manthan’s question.

How are you preparing for the interview?

(CBSE Question Paper, 2/2/1; 2023–24)

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17. Read the conversation between Neha and her teacher. Complete the sentence by reporting Neha’s statement correctly.

The doctor asked the patient if he still had any pain in his lower back. The patient answered in the negative and explained that ___________.

Neha: Yes, ma’am. I already submitted it yesterday.

21. Swara and Arpit had a conversation about the opening of Swara’s Jewellery Exhibition. Report Arpit’s question.

Teacher: Have you completed your science project?

The teacher asked Neha if she had completed her science project. Neha replied that ___________. a. she already submitted it yesterday.

b. she had already submitted it the previous day. c. she had already been submitting it the day before. d. she had already submitted it yesterday.

(CBSE Question Paper, 2/5/2; 2023–24)

Did the organisers offer you any free passes for the exhibition?

22. Read the dialogue between Shabnam and her mentor, Sara, regarding her summer internship programme. Sara: Why did you choose to participate in this internship programme?

18. Read the dialogue between Riya, a passenger, and the train conductor regarding a delay in train arrival.

Shabnam: Ah! I am convinced this programme has the potential to enhance my abilities.

Train Conductor: Apologies for the delay, ma’am. The train will be delayed by an hour due to track maintenance.

Sara asked Shabnam ___________ in that internship programme. Shabnam sighed and exclaimed that she was convinced that the programme had the potential to enhance her abilities.

Riya: What time are we expected to arrive in Delhi?

Select the correct option to complete the reporting of the above dialogue.

a. why to choose to participate

Riya asked the train conductor about the time they were expected to arrive in Delhi. The train conductor apologised for the delay and replied that ___________ due to track maintenance. a. the train would be delayed by an hour b. there would be a delay in train arrival c. there will be a delay by an hour

d. the train could be delayed by an hour

b. to choose participation

c. why she had chosen to participate d. with her choice in participating

(CBSE Sample Question Paper, 2023–24)

23. Read the dialogue between Ananya and her manager, regarding a project deadline. Ananya: Will the project submission date be extended due to technical issues?

19. Report the dialogue between two friends by completing the sentence.

Manager: We are discussing the possibility and will inform the team soon.

Saheb: The sense of joy in the simplest things of life.

Ananya asked her manager ___________. The manager replied that they were discussing the possibility and would inform the team soon.

Rahul: Saheb, what did you like most about your visit to the village?

In response to the question about what he liked about his visit to the village, Saheb says ___________.

(CBSE Question Paper, 2/1/2; 2022–23)

20. Report the following dialogue between a doctor and his patient, by completing the sentence. Doctor: Do you still have any pain in your lower back?

Patient: No, there is no pain in the lower back, but I feel a numbing sensation in my left leg.

Select the correct option to complete the reporting of the above dialogue.

a. if they had extended the project submission date due to technical issues

b. if the project submission date was extended due to technical issues c. whether they are extending the project submission date due to technical issues

d. whether the project submission date would be extended due to technical issues

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24. Report the following dialogue between a hawker and his customer, by completing the sentence. Hawker: Do you want some fresh oranges?

Customer: Yes, of course! Even though they are slightly sour, I enjoy having oranges every morning.

The hawker asked the customer whether he wanted some fresh oranges. The customer answered in the affirmative and explained that ___________. 25. Read Sameer’s reply to his coach, regarding his practice session. I’m sorry, I missed today’s practice session. I’ll make sure to attend the next one without fail. Report Sameer’s reply by completing the following sentence correctly.

Sameer apologised for having missed the practice session and said ___________. 26. Read the dialogue between Aarav and Siya regarding a cleanliness campaign.

Siya: How do you plan to support the cleanliness campaign?

28. Read the conversation between Srishti and Pranjal. Complete the sentence by reporting Pranjal’s statement correctly.

Srishti: The traffic is terrible today. I don’t think I’ll make it to the meeting on time. Pranjal: Don’t worry. I’ll update you on everything that happens in the meeting.

Srishti, after facing the traffic, admitted that it was terrible and she didn’t think she would make it to the meeting on time. Pranjal reassured her, saying ___________. 29. Read the dialogue between Karan and his friend, Parvaiz regarding Parvaiz’s winter vacation plans. Karan: How is your winter vacation plan shaping up? Parvaiz: Alas! There are no plans. We have extra classes during our winter vacation. Select the correct option to complete the reporting of the above dialogue.

Karan asked Parvaiz how his winter vacation plan was shaping up. Parvaiz sighed and said there were no plans. He further added that ___________.

Aarav: I have organised a community meeting to discuss waste management.

a. they had extra classes during our winter vacation

Siya asked Aarav ___________. Aarav replied that he had organised a community meeting to discuss waste management.

d. they have extra classes during their winter vacation

Select the correct option to complete the reporting of the above dialogue.

a. how he had planned to support the cleanliness campaign b. how did he plan to support the cleanliness campaign

c. how he planned to support the cleanliness campaign

d. how was he planning to support the cleanliness campaign 27. Read the given conversation between two friends. Sumit: What do you plan to do after your graduation?

Rahul: I have processed my admission at Harvard Business School. Very soon, I shall be leaving for London.

Report what Rahul told his friend, by completing the following sentence. Rahul replied that ___________.

(CBSE Additional Practice Question Paper, 2023–24)

Section B • Transformation of Sentences

English_Question Bank_G10.indb 127

b. he has extra classes during their winter vacations c. they had extra classes during their winter vacation

(CBSE Question Paper, 2/2/3; 2023–24)

30. Maya and Raghav had a conversation about managing schoolwork and extracurricular activities. Report Maya’s question.

Maya: How do you manage your time between school assignments and your extracurricular activities?

Raghav: I prioritize my tasks, plan ahead and make sure I stay organised so I can balance both effectively. 31. Choose the correct option to change the speech. The tour guide tells the visitors, ‘You must stay with the group at all times.’

a. The tour guide tells the visitors that they had to stay with the group at all times. b. The tour guide tells the visitors that you must stay with the group at all times.

c. The tour guide tells the visitors that they must stay with the group at all times. 127

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d. The tour guide tells the visitors that they must stayed with the group at all times. 32. Roma asked Gopal to go by the metro. Report Gopal’s question. Which way is the metro station?

(CBSE Question Paper, 2/2/2; 2022–23)

33. Read the conversation between Mr. Sharma and his assistant. Complete the sentence by reporting Mr. Sharma’s statement correctly.

Mr. Sharma: I may need you to stay late at the office today. Assistant: Sure, sir. I’ll be available if needed.

Mr. Sharma told his assistant that ___________. The assistant agreed and said that he would be available if needed. 34. Report the following dialogue between a teacher and her student, by completing the sentence. Teacher: Why did you arrive late for class today?

38. Read the dialogue between Vilakshna and her physician, Dr Sharnani, regarding the effectiveness of her medication.

Dr Sharnani: How is your acid reflux problem now? Vilakshna: I’d tried everything without success, but this new medicine is great. Select the correct option to complete the reporting of the above dialogue.

Dr. Sharnani asked Vilakshna about her acid reflux problem to which Vilakshna replied that she had tried everything without success, ___________. a. but she found the new medicine to be great

b. but she thought that this new medicine was great c. but the new medicine was great

d. but that new medicine was great

(CBSE Question Paper, 2/4/1; 2023–24)

39. Select the correct option to complete the narration of a dialogue between a passerby and a farmer.

Student: There was heavy traffic due to an accident on the main road.

Passerby: Can you tell me the way to Rampur.

The teacher asked the student why he had arrived late for class. The student answered that ___________.

The passerby asked the farmer if he could tell him the way to Rampur. The farmer replied that ___________.

35. Marie and Peter had a conversation about volunteer work. Report Marie’s questions.

a. he may drive for four kms and then turn right.

b. he should drive for four kms and then turn right.

Farmer: Drive for four kms and then turn right.

How has this volunteer work impacted your life?

c. he might drive for four kms and then turn right.

(CBSE Question Paper, 2/3/2; 2023–24)

d. he had to drive for four kms and then turn right.

36. Select the correct option to complete the narration of the dialogue between Rahul and Yash.

40. Choose the correct option to change the speech.

Rahul: Did you watch yesterday’s cricket match? Amit: Yes, I did. It was a thrilling game!

Rahul met his friend Amit and they started discussing the cricket match. Rahul asked Amit whether he had watched the previous day’s cricket match. Amit affirmed and said ___________ . a. that it was a thrilling game.

b. that it had been a thrilling game.

(CBSE Question Paper, 2/4/1; 2022–23)

The librarian reminds the student, ‘Return the book by tomorrow.’

a. The librarian reminds the student that he must returned the book by the next day. b. The librarian reminds the student to return the book by the next day. c. The librarian reminds the student that return the book by the next day.

c. that it has been a thrilling game.

d. The librarian reminds the student returning the book by the next day.

37. Report the dialogue between a vendor and his customer, by completing the sentence.

41. Read the dialogue between Priya and her friend Neha regarding a dirty park.

d. that it could have been a thrilling game.

Vendor: You seem to be wearing a new jacket! Customer: Yes, I bought it yesterday.

The vendor noticed that his customer was wearing a new jacket and asked him about it. The customer admitted this, citing the fact that ___________.

Priya: Oh no! This park is so filthy! How can people be so careless? Report Priya’s reaction.

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42. Read the conversation between a driver and his passenger. Complete the sentence by reporting the passenger’s reply correctly. Driver: Do the bus timings suit you?

Passenger: Yes, if I catch the 9 a.m. one, I reach office on time. The driver was trying to figure out whether the bus timings were convenient for the passenger. The passenger clarified that ___________.

(CBSE Question Paper, 2/5/1; 2022–23)

43. Report the dialogue between two friends, Madhur and Priyanka, by completing the sentence.

Madhur: Do you know the importance of water for our body? Priyanka: Yes, indeed! Water is essential for digestion and regulates body temperature.

Madhur asked Priyanka if she knew about the importance of water for their body. Priyanka answered in the affirmative and explained that ___________.

(CBSE Question Paper, 2/2/3; 2023–24)

44. Read the dialogue between Aman and Rishi regarding a project deadline.

Aman: How many days have you spent on this project? Rishi: I have spent five days working on it.

Select the correct option to complete the reporting of the above dialogue.

Aman asked Rishi ___________. Rishi replied that he had spent five days working on it.

a. for how many days was he working on the project b. for how many days had he been working on this project

c. how many days he had spent on that project d. how many days had he spent on this project

45. Read the dialogue between a police officer and a suspect. Police Officer: You committed the crime and tried to escape! Report the police officer’s statement.

The Chief Guest asked the student how long he had been practising classical music. The student replied ___________. 47. Simran’s manager asked her to inform the team about the new deadline for the project submission. She was told to report the following sentence. The new submission deadline is 15 February 2025, instead of the earlier date. Write how she would have reported the following information to the team.

48. Read the dialogue between Manish and his father, regarding Manish’s cricket coaching.

Father: Did you get a new coach in the academy to train you? Manish: Yes, the new coach is very motivating and pushes us to perform better. Select the correct option to complete the reporting of the above dialogue. Manish’s father asked him ___________.

Manish answered in the affirmative and added that the new coach was very motivating and pushed them to perform better.

a. if he had got a new coach in the academy to train him.

b. if he is getting a new coach in the academy to train him. c. whether he got a new coach to train him.

d. whether he gets a new coach in the academy to train him.

(CBSE Question Paper, 2/2/2; 2023–24, Modified)

49. Read the conversation between Sumit and his sister. Complete the sentence by reporting Aarav’s exclamation correctly. Aarav: What a fantastic performance that was! Sister: Yes, the dancers were truly amazing.

Aarav ___________. His sister agreed, saying that the dancers were truly amazing. 50. Report the dialogue between a grandson and his grandfather by completing the sentence. Grandson: Grandpa, can you tell me what inspired you to set up a school in the village?

46. Read the conversation between the Chief Guest and the student. Complete the sentence by reporting the reply correctly.

Grandfather: Seeing the lack of adequate facilities and the children’s eagerness to learn.

Student: I have been practising it for five years.

Chief Guest: How long have you been practising classical music? Section B • Transformation of Sentences

English_Question Bank_G10.indb 129

In response to the question about his reason for setting up of a village school, the grandfather says that ___________.

(CBSE Question Paper, 2/5/1; 2022–23)

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Answers 1. Abhilash asked Neha whether / if her best friend was helping her in that venture. 2. he couldn’t believe it

27. he had processed his admission at Harvard Business School and added that very soon, he would be leaving for London.

4. that they provided a 10% discount if the customer bought more than three items.

29. c. they had extra classes during their winter vacation.

3. c. she was going in that direction

28. that he would update her on everything that happened in the meeting.

6. he had to pick up his daughter at school in a little while/shortly

30. Maya asked Raghav how he managed his time between school assignments and extracurricular activities.

8. Rohan asked Neha if she was going to visit her grandparents that weekend.

32. Gopal asked Roma which way the metro station was.

10. a. it was a longer route and they should have taken the expressway

34. there had been heavy traffic due to an accident on the main road

5. b. she would invite her friends too

7. whether he had encouraged others to volunteer

31. c. T he tour guide tells the visitors that they must stay with the group at all times.

9. d. the next day

33. he might need him to stay late at the office that day

11. a. he had been overloaded with assignments

35. Marie asked Peter how that volunteer work had impacted his life.

12. The school coordinator announced that the purpose of the announcement was to inform all students about the upcoming cultural fest and to encourage participation in various activities.

36. b. that it had been a thrilling game.

37. he had bought it the day before/ the previous day. 38. d. but that new medicine was great

13. d. why he had chosen to pursue a career.

39. b. he should drive for four kms and then turn right.

15. that he could not guarantee the outcome but would do his best.

41. Priya exclaimed with disgust that the park was very/extremely filthy and wondered how people could be so careless.

14. The coach ordered the players to run five laps around the field immediately.

16. Manthan asked Sonalika how she was preparing for the interview.

40. b. T he librarian reminds the student to return the book by the next day.

17. b. she had already submitted it the previous day.

42. if he caught the 9 a.m. one, he would reach the office on time

19. that he likes the sense of joy in the simplest things of life.

44. c. how many days he had spent on that project

18. a. the train would be delayed by an hour

20. there was no pain in the lower back but he felt a numbing sensation in his left leg. 21. Arpit asked Swara if the organisers had offered her any free passes for the exhibition. 22. c. why she had chosen to participate

23. d. whether the project submission date would be extended due to technical issues 24. even though they were slightly sour, he enjoyed having oranges every morning

25. that he would make sure to attend the next one without fail. 26. c. how he planned to support the cleanliness campaign 130

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43. Water is essential for digestion and regulates body temperature 45. The police officer accused the suspect of committing the crime and trying to escape.

46. that he had been practising it for five years.

47. The manager instructed that the new submission deadline was 15 February 2025, instead of the earlier date. / Simran’s manager asked her to inform the team that the new submission deadline was 15 February 2025, instead of the earlier date. 48. a. i f he had got a new coach in the academy to train him. 49. exclaimed what a fantastic performance that had been

50. he was inspired to set up the school after / on seeing the lack of adequate facilities and children’s eagerness to learn

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Section C Literature

(40 Marks)

Prose/First Flight

1. A Letter to God �� -G.L.Fuentes

2. Long Walk to Freedom �� Nelson Rolihlahla Mandela 3. Two Stories About Flying

i. His First Flight �� Liam O’ Flaherty

ii. The Black Aeroplane �� -Frederick Forsyth

4. From the Diary of Anne Frank �� -Anne Frank 5. Glimpses of India

i. A Baker from Goa �� -Lucio Rodrigues

ii. Coorg �� -Lokesh Abrol

iii. Tea from Assam �� -Arup Kumar Datta

6. Mijbil the Otter ��-Gavin Maxwell 7. Madam Rides the Bus ��-Vallikkannan

8. The Sermon at Benares �� -Betty J. Renshaw 9. The Proposal ��-Anton Chekov

Poetry/First Flight

10. Dust of Snow �� -Robert Frost 11. Fire and Ice �� -Robert Frost

12. A Tiger in the Zoo �� -Leslie Norris 13. How to Tell Wild Animal �� -Carolyn Wells

14. The Ball Poem ��-John Berryman 15. Amanda! �� -Robin Klein 16. The Trees ��-Adrienne Rich

17. Fog �� -Carl Sandburg 18. The Tale of Custard the Dragon �� -Ogden Nash 19. For Anne Gregory ��-William Buttler Yeats

Prose/Footprints Without Feet

20. A Triumph of Surgery �� -James Herriot 21. The Thief’s Story �� -Ruskin Bond

22. The Midnight Visitor ��-Robert Arthur

23. A Question of Trust �� -Victor Canning 24. Footprints Without Feet ��-H.G. Wells

25. The Making of a Scientist �� -Robert W. Peterson

26. The Necklace �� -Guy De Maupassant 27. Bholi ��-K.A. Abbas 28. The Book that Saved the Earth �� -Claire Boiko 131

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A Letter to God

—Gregorio López y Fuentes

About the Author

Gregorio López y Fuentes, a Mexican novelist, poet and journalist, was born on 17 November 1895. He is regarded as one of the most effective chroniclers of the Mexican Revolution and its effects. He started using his experiences of the Revolution as a source of inspiration for his novels. He spent much of his youth in his father’s general store, interacting with the Indians, farmers, and labourers of the region. His first successful work was Campamento (‘Encampment’, 1931), followed by others like Tierra (‘Earth’, 1932), a novel about the Mexican revolutionary Emiliano Zapata and ¡Mi general! (‘My General!’, 1934). These novels explored various facets of the Revolution and its aftermath.

Summary

‘A Letter to God’ depicts a farmer’s unwavering faith in God. Lencho is an honest and hardworking farmer. He lives with his family in a solitary house on a low hill, which offers a view of the river and his cornfield. He eagerly awaits the rain for his crop to grow. It starts raining during dinner but soon turns into a destructive hailstorm that destroys Lencho’s cornfield. With his crop ruined, Lencho’s faith leads him to write and post a letter to God, asking for a hundred pesos to sow his field again and support his family. A postman comes across the letter and makes fun of it, but his boss, the postmaster, is a serious and friendly man. He is moved by Lencho’s faith and decides to help him by giving a part of his salary and asking his employees and friends to contribute as well. They collect only seventy pesos. The postmaster assumes that the farmer will be grateful and sends the amount with a letter signed only as ‘God’. Upon receiving the money, Lencho thinks that the postal workers must have stolen the money as he believes that God would have sent him the amount he asked for. He writes back to God, asking for the rest of the money and accusing the post office staff of theft.

Theme of the Story

The theme of ‘A Letter to God’ is about unwavering faith and hope. Lencho, the main character, shows deep faith in God by writing a letter asking for help after a hailstorm destroys his crops. His strong belief in God's kindness remains intact despite the disaster, highlighting the power of faith. Another theme is human kindness. The postmaster and his colleagues, moved by Lencho's faith, collect money to help him. This act of generosity shows the importance of compassion and helping others. The story emphasises the significance of having faith and hope, as well as the impact of human kindness in times of need.

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NCERT Solutions Oral Comprehension Check

1. What did Lencho hope for? Ans: Lencho hoped for a good harvest that year. 2. Why did Lencho say the raindrops were like ‘new coins’? Ans: Lencho said that the raindrops were like new coins because, firstly, they resembled coins in shape and size. Coins are often shiny like raindrops. Also, the rain would result in a good harvest, which would bring him wealth. 3. How did the rain change? What happened to Lencho’s fields? Ans: The pleasant rain changed to large hailstones accompanied by a strong wind. Lencho’s field got covered with hail and appeared white, as if covered with salt. His corn was totally destroyed. 4. What were Lencho’s feelings when the hail stopped? Ans: Lencho was very disappointed and disheartened to see the condition of his field as the crop was destroyed. He was worried that he would not have anything to feed his family.

post office staff had helped themselves to a portion of the money.

Thinking about the Text

1. Who does Lencho have complete faith in? Which sentences in the story tell you this? Ans: Lencho has complete faith in God and when he faces hardship, he decides to seek help from Him. The following sentences from the story show this: i. ‘But in the hearts of all who lived in that solitary house in the middle of the valley, there was a single hope: help from God.’ ii. ‘All through the night, Lencho thought only of his one hope: the help of God, whose eyes, as he had been instructed, see everything, even what is deep in one’s conscience.’ iii. ‘God,” he wrote, “if you don’t help me, my family and I will go hungry this year.’ iv. ‘God could not have made a mistake, nor could he have denied Lencho what he had requested.’ v. ‘It said: “God: Of the money that I asked for, only seventy pesos reached me. Send me the rest, since I need it very much.”

5. Who or what did Lencho have faith in? What did he do? Ans: Lencho had faith in God and believed that God sees everything, even what is kept in one’s conscience. He wrote a letter to God with the belief that He would help him in this time of adversity.

2. Why does the postmaster send money to Lencho? Why does he sign the letter ‘God’? Ans: The postmaster is an amiable and kind-hearted person who is moved by Lencho’s firm faith in God. He does not want Lencho to lose faith, so he responds to the letter and signs it as ‘God’. He wants Lencho to believe that God has written back to him and sent the money to help him.

7. What did the postmaster do then? Ans: The postmaster, who was a serious man, was amazed by the faith of the writer in God. To preserve this faith, he came up with an idea to respond to the letter. He collected money with the help of his employees and friends and even contributed a part of his salary.

3. Did Lencho try to find out who had sent the money to him? Why/Why not? Ans: No, Lencho did not try to find who had sent the money to him as he was confident that God would help him. His faith in God was so strong that it did not even cross his mind that someone else may have sent the money. He was confident that God had answered his prayers and sent money to help him because he had a clear conscience.

6. Who read the letter? Ans: A postman read the letter at the post office.

8. Was Lencho surprised to find a letter for him with money in it? Ans: Lencho was not surprised at all to find that God had responded, because he was confident that God would help him. 9. What made him angry? Ans: Lencho was angry when he counted the money. He had asked God for a hundred pesos but he received only seventy. He suspected that the Section C • A Letter to God

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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 ironic situation is strange or amusing because it is the opposite of what is expected.) 133

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Ans: Lencho thinks that the post office employees took the rest of the money. The irony in the situation is that the employees, whom Lencho accuses of stealing the money, are actually the people who gave him the money. Despite their good intentions and kindness, they are ironically labelled as crooks. 5. Are there people like Lencho in the real world? What kind of a person would you say he is? You may select appropriate words from the box to answer the question. greedy selfish

naive stupid ungrateful comical unquestioning

Ans: I don’t think there are many people like Lencho in the real world, as he is very naive and unquestioning. He doesn’t question how the letter reached God when he hadn’t put any proper address on it, nor does he question how he received a response. He is more concerned about the missing thirty pesos. 6. There are two kinds of conflict in the story: between humans and nature, and between humans themselves. How are these conflicts illustrated? Ans: The conflict between humans and nature is illustrated by the destruction of the crops in Lencho’s field during a hailstorm. He expected good rain to ensure a good harvest that would boost his earnings, but the weather changed drastically and destroyed all his hopes. The conflict between humans is also evident. The postmaster, kind-heartedly, decides to help Lencho by collecting money. It is a generous and selfless act. Lencho, however, shows very little faith in his fellow humans and blames the post office employees for stealing some of the money. This highlights the conflict and mistrust between humans.

Thinking about Language

I. There are different names in different parts of the world for storms, depending on their nature. Can you match the names in the box with their descriptions below, and fill in the blanks? You may use a dictionary to help you. gale whirlwind hurricane tornado

cyclone typhoon

1. A violent tropical storm in which strong winds move in a circle: __ __ c __ __ __ __

2. An extremely strong wind: __ a __ __

3. A violent tropical storm with very strong winds: __ __ p __ __ __ __

4. A violent storm whose centre 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. A violent tropical storm in which strong winds move in a circle: cyclone 2. An extremely strong wind: gale 3. A violent tropical storm with very strong winds: typhoon 4. A violent storm whose centre is a cloud in the shape of a funnel: tornado 5. A violent storm with very strong winds, especially in the western Atlantic Ocean: hurricane 6. A very strong wind that moves very fast in a spinning movement and causes a lot of damage: whirlwind II. Match the sentences in Column A with the meanings of ‘hope’ in Column B. A

1. Will you get the sujects you want to study in college? I hope so.

a feeling that somting good will probably happen

3. This discovery will give new hope to HIV/AIDS sufferers.

stopped believing that this good thing would happen

2. I hope you don’t mind my saying this, but I don’t like the way you are arguing.

4. We were hoping against hope that the judges would not notice our mistakes. 5. I called early in the hope of speaking to her before she went to school.

thinking that this would happen (It may or may not have happened.)

wanting something to happen (and thinking it quite possible) showing concern that what you say should not offend or disturb the other person: a way of being polite

6. Just when everybody had wishing for something to happen, although given up hope, the fishermen came back, seven this is very unlikely days after the cyclone.

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Ans:

1. Will you get the sujects you want to study in college? I hope so.

wanting something to happen (and thinking it quite possible)

2. I hope you don’t mind my saying this, but I don’t like the way you are arguing.

showing concern that what you say should not offend or disturb the other person: a way of being polite

3. This discovery will give new hope to HIV/AIDS sufferers.

a feeling that something good will probably happen

4. We were hoping against hope that the judges would not notice our mistakes.

wishing for somthing to happen, although this is very unlikely

5. I called early in the hope of speaking to her before she went to school.

thinking that this would happen (It may or may not have happened.)

1. The trees lost all their leaves.

2. The letter was addressed to God himself.

3. The postman saw this address for the first time in his career.

Ans: 1. Not a leaf remained on the trees. 2. It was nothing less than a letter to God. 3. Never in his career as a postman had he seen that address. V. In pairs, find metaphors from the story to complete the table below. Try to say what qualities are being compared. One has been done for you. Object

Cloud

4. Lencho prayed to God. His eyes see into our minds. (whose)

5. This man cheated me. I trusted him. (whom)

Ans: 1. I often go to Mumbai, which is the commercial capital of India. 2. My Mother, who cooks very well, is going to host a TV show on cooking. 3. These sportspersons, whose performance has been excellent, are going to meet the President. 4. Lencho prayed to God, whose eyes see into our minds. 5. This man, whom I trusted, cheated me. IV. Find sentences in the story with negative words, which express the following ideas emphatically. Section C • A Letter to God

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The mass or Huge mountains ‘hugeness’ of of clouds mountains

Hailstones Locusts An epidemic (a disease) that spreads very rapidly and leaves many people dead

III. Join the sentences given below using who, whom, whose, which, as suggested. 1. I often go to Mumbai. Mumbai is the commercial capital of India. (which)

3. These sportspersons are going to meet the President. Their performance has been excellent. (whose)

Quality or Feature Compared

Raindrops

6. Just when everybody had stopped believing that given up hope, the fisher- this good thing would happen men came back, seven days after the cyclone.

2. My mother is going to host a TV show on cooking. She cooks very well. (who)

Metaphor

An ox of a man

Ans:

Object

Metaphor

Quality or Feature Compared

Cloud

The mass or Huge mountains ‘hugeness’ of of clouds mountains

Raindrops

Coins

Money earned from a good harvest

Hailstones

Frozen pearls

The similarity in brightness, colour, and hardness of pearls

Locusts

A plague of locusts

Severe damage and loss of life caused by a plague

Locusts

A plague of locusts

An epidemic (a disease) that spreads very rapidly and leaves many people dead

Lencho

An ox of a man

Working hard and with the strength of an ox

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Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. The house — the only one in the entire valley — sat on the crest of a low hill. From this height one could see the river and the field of ripe corn dotted with the flowers that always promised a good harvest. The only thing the earth needed was a good downpour or at least a shower. Throughout the morning Lencho — who knew his fields intimately — had done nothing but see the sky towards the north-east. (CBSE Question Bank) I. Based on the detail of the house’s location, how can it best be described? (1) a. majestic b. imposing c. solitary

d. unique

II. The field of corn dotted with flowers means that (1) a. not a single flower was bigger than a dot. b. the flowers were scattered across. c. the flowers were shaped like dots. d. the flowers had shrunk in size.

III. Lencho wished for a downpour or a heavy shower. Pick the option that correctly lists the correct match for the kinds of rain. (1) 1. heavy rain

2. thunderstorm 3. drizzle

4. torrential rain 5. downpour

i. light rain that falls in very fine drop

ii. very heavy rain, tropical rain

iii. itʹs coming down quite strong and you get very wet very quickly iv. really heavy rain that comes very suddenly

v. is a violent, short-lived weather disturbance associated with lightning, thunder and strong, gusty winds.

a. 1-ii, 2-iv, 3-v, 4-i, 5-iii

b. 1-iv, 2-i, 3-iii, 4-v, 5-ii c. 1-v, 2-iii, 3-iv, 4-ii, 5-i

d. 1-iii, 2-v, 3-i, 4-ii, 5-iv

IV. Based on the given extract, what is Lencho NOT likely to think while looking at his field? (1) i. Such a blessing, God! Thank you.

ii. Just a downpour, God and everything will be perfect

iii. All set for the grand harvest. I'm going to be rich!

iv. I wish we have enough food to eat after this harvest.

a. Option i

c. Option iii

b. Option ii

d. Option iv

V. Which quote supports the idea in the given extract? (1) a. ‘Farming is a profession of hope.’ b. ‘ I would rather be on my farm than be emperor of the world.’ c. ‘Farming looks mighty easy when your plough is a pencil, and you’re a thousand miles from the cornfield.’ d. ‘Those too lazy to plough in the right season will have no food at the harvest.’ Ans: I. c. solitary II. b. the flowers were scattered across III. d. 1-iii, 2-v, 3-i, 4-ii, 5-iv IV. d. Option iv V. a. Farming is a profession of hope. 2. Read the following extract carefully and answer the questions that follow.

Lencho showed not the slightest surprise on seeing the money, such was his confidence but he became angry when he counted the money. God could not have made a mistake, nor could he have denied Lencho what he had requested. Immediately, Lencho went up to the window to ask for paper and ink. On the public writing table, he started to write, with much wrinkling of his brow, caused by the effort he had to make to express his ideas. When he finished, he went to the window to buy a stamp which he licked and then affixed to the envelope with a blow of his fist. The moment the letter fell into the mailbox the postmaster went to open it. It said, ‘God, Of the money that I asked for, only seventy pesos reached me. Send me the rest, since I need it very much. But donʹt send it to me through the mail because the post office employees are a bunch of crooks. Lencho.’ (CBSE Practice Questions, 2022-23)

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I. Why was Lencho not surprised when he received the money? (1) a. because he knew the post office employees were kind b. because he knew his hard work would pay off c. because he had been lucky in the past d. because he had faith in a higher power II. How did the postmaster MOST LIKELY feel when he read Lenchoʹs second letter?

(1)

III. Fill in the blank with ONE WORD only. (1) The postmaster rushed to open Lenchoʹs second letter. This tells us that the postmaster was ________ to know the contents of the letter. IV. Why did Lencho wrinkle his brow when writing the letter? (1) a. He was not able to put his thoughts into words. b. He was not sure that God would respond again. c. He was not comfortable writing in front of the others. d. He was not able to calculate how many pesos were missing. V. Which of these uses the word ʽstampʹ with the same meaning as used in line 5 of the extract? (1) a. Simon could stamp and crush dry twigs with his boots if he had to. b. Simon has an impressive stamp collection he liked to boast of. c. Simon happily gave his stamp of approval on the new recipe. d. Simon bears the stamp of a retired naval officer with pride. Ans: I. d. because he had faith in a higher power II. The postmaster most likely felt disappointed/ hurt/sad/disheartened when he read Lenchoʹs second letter. III. eager / curious / excited IV. a. He was not able to put his thoughts into words. V. b. Simon has an impressive stamp collection he liked to boast of. 3. Read the following extract carefully and answer the questions that follow. ‘Now we’re really going to get some water, woman.’ The woman who was preparing supper, replied, ‘Yes, God willing.’ The older boys were working in the field, while the smaller ones were playing near the house until the woman called to Section C • A Letter to God

English_Question Bank_G10.indb 137

them all, ‘Come for dinner.’ It was during the meal that, just as Lencho had predicted, big drops of rain began to fall. I. What does Lencho’s statement about getting water imply about the relationship between the family and Nature? (1) a. The family is unaware of Nature’s forces. b. The family is hopeful and dependent on the weather. c. Lencho doesn’t trust the weather. d. Lencho is unsure about the coming rain. II. What does the woman’s reply ‘Yes, God willing’ suggest about her belief? (1) a. She has complete faith in God. b. She does not believe in God. c. She is uncertain about the rain. d. She hopes for the rain but is unsure. III. What was the woman doing when Lencho spoke to her?

(1)

IV. What is the contrast between the older boys and the younger ones? (1) a. The older boys are playful, while the younger ones work hard. b. Both groups are equally involved in farming. c. The older boys are indoors, while the younger ones are outside. d. The older boys are hard-working, while the younger ones are carefree. V. What does the interaction between Lencho and his wife reveal about their outlook on life? (1) Ans: I. b. The family is hopeful and dependent on the weather. II. a. She has complete faith in God. III. The woman was preparing supper. IV. d. The older boys are hard-working, while the younger ones are carefree. V. The interaction between Lencho and his wife reveals their reliance on Nature and faith in Godʹs will. Lenchoʹs confident statement about getting water and the womanʹs response ʽYes, God willingʼ show their optimism and trust in divinity. They maintain hope and a positive outlook despite the unpredictability of the natural elements. 4. Read the following extract carefully and answer the questions that follow. The field was white, as if covered with salt. Not a leaf remained on the trees. The corn was totally 137

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destroyed. The flowers were gone from the plants. Lencho’s soul was filled with sadness.

I. ‘…bunch of crooks.’ Pick the option that DOES NOT collate with ‘bunch of’, correctly. (1)

I. How does the description of the field as ‘white, as if covered with salt’ contribute to the mood of the passage? (1) a. It creates a feeling of hope. b. It adds a sense of loss and devastation. c. It indicates the success of the coming harvest. d. It reflects the coldness of the storm.

i. keys

II. What effect did the storm have on the plants? a. The plants were untouched. b. The plants were ruined. c. The plants thrived. d. The plants grew faster.

(1)

III. How does the phrase ‘Lenchoʹs soul was filled with sadness’ affect the reader’s understanding of his character? (1) a. It suggests that Lencho is indifferent to the loss. b. It implies that Lencho is focussed only on money. c. It shows that Lencho feels deeply connected to his crops. d. It shows that Lencho has no hope and will give up farming. IV. How does the destruction of the crops affect Lencho emotionally? (2) Ans: I. b. It adds a sense of loss and devastation. II. b. The plants were ruined. III. c. It shows that Lencho feels deeply connected to his crops. IV. d. The destruction of the crops fills Lencho with deep sadness, reflecting his deep connection to the land and his reliance on the crops for his familyʹs survival. This loss signifies a major setback, highlighting the harsh realities of his life as a farmer. 5. Read the following extract carefully and answer the questions that follow. When he finished, he went to the window to buy a stamp which he licked and then affixed to the envelope with a blow of his fist. The moment the letter fell into the mailbox the postmaster went to open it. It said: ‘God: Of the money that I asked for, only seventy pesos reached me. Send me the rest, since I need it very much. But don’t send it to me through the mail because the post office employees are a bunch of crooks. Lencho.’ (CBSE Question Bank)

iv. islands

bunch of

ii. grapes

iii. flowers

a. Option i c. Option iii

b. Option ii d. Option iv

II. What was the most likely response that the postmaster expected in Lencho’s second letter? (1) i. sorrowful ii. gratitude iii. disappointment iv. elation v. shock a. ii and v b. i and iii c. ii and iv d. iii and v III. Pick the option that lists the option corresponding to – ‘with a blow of his fist.’

(1)

iv.

ii.

iii.

a. Option i c. Option iii

b. Option ii d. Option iv

IV. Lencho’s letter included a. details of his problems. b. description of the post office. c. belief of being looted. d. list of further demands.

(1)

V. Pick the most suitable quote for this extract. (1) a. ‘It is easier to fool people than to convince them that they have been fooled.’ – Mark Twain b. ‘Real knowledge is to know the extent of one’s ignorance.’- Confucius c. ‘You see a person’s true colours when you are no longer beneficial to their life.’ – anonymous d. ‘True generosity means accepting ingratitude.’ – Coco Chanel

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Ans: I d. Option iv II c. ii and iv III d. Option iv IV c. belief of being looted V a. ʽ It is easier to fool people than to convince them that they have been fooled.ʼ – Mark Twain

Short Answer Questions

Answer the following questions in about 40–50 words. 1. Lencho did not bother exploring any other means to resolve his situation but just turned to God. Do you feel that his approach was justified? Why/Why not? (CBSE Question Bank)

Ans: Lenchoʹs approach of turning only to God can be seen as both justified and limited. It was justified because his strong faith provided him comfort and hope during a desperate time. He believed that only God could help him in a time of disaster. However, it was also limited because he did not consider practical solutions or seek help from his community, which could have provided additional support. Relying solely on divine intervention may have made him miss out on other potential resources and assistance available to him.

2. Explain how the description of the devastation caused by the hailstorm reflects the sadness within Lencho, in ‘A Letter to God’. Refer to the given lines from the text – Not a leaf remained on the trees. The corn was totally destroyed. The flowers were gone from the plants. Lencho’s soul was filled with sadness. (CBSE Sample Question Paper, 2023-24) Ans: The description of the devastation caused by the hailstorm reflects Lenchoʹs deep sadness because it shows how everything he worked for was destroyed. The trees lost their leaves, the corn was completely ruined, and the flowers were gone, symbolizing a sense of emptiness and the loss of hope and the future harvest. Lencho’s sadness is connected to the destruction of his crops (corn), as they were a source of his livelihood. The destruction reflects his inner struggle, disappointment, and despair about the challenges his family would now face. The emptiness and desolation of the landscape thus serve as a powerful metaphor for Lencho’s inner state of mind. Section C • A Letter to God

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3. ‘The field was white, as if covered with salt.’ This is how the field is described after the hailstorm. The pelting hailstones could have been easily seen as sugar cubes. Do you think comparing it with sugar would have been more appropriate? Why/ Why not? (CBSE Question Bank) (Competency-based Question) Ans: Comparing the field to salt is more appropriate because salt is usually white, hard, and harsh, much like the destructive hailstones that damaged Lencho’s crops. Sugar cubes are softer and sweet, which would not accurately reflect the damage and devastation caused by the hailstorm. The comparison to salt emphasises the destruction and the loss Lencho experienced, while sugar would have suggested something pleasant or something that benefited him, which doesn’t reflect the situation in the story. 4. What are the raindrops compared to and why? (CBSE Question Paper, 2/6/1; 2022-23) Ans: In the story, Lencho compares the raindrops to coins. He sees the big raindrops as ten-cent pieces and the smaller ones as five-cent pieces. This comparison reflects Lencho’s hope and optimism that the rain would bring him wealth and prosperity. To him, the rain is not just a natural event but a form of divine blessing that would help his crops grow and ensure a good harvest, similar to receiving money that would help him and his family. 5. Who read the letter sent by Lencho? What did he do then?

(CBSE Question Paper,2/1/2; 2022-23) Ans: The postmaster read the letter sent by Lencho. After reading it, he was surprised and amused by the unusual request, as the letter was addressed to God. However, instead of dismissing it, the postmaster was moved and deeply touched by Lenchoʹs strong faith. He decided to help Lencho by collecting money from his colleagues and even contributing from his own salary. He sent seventy pesos to Lencho. The postmaster’s actions show his kindness and compassion, as he wanted to fulfill Lenchoʹs request to the best of his ability. 6. What idea does the postmaster come up with? What did he do to stick to his resolution?

(CBSE Question Paper, 2/2/2; 2023-24) Ans: The postmaster is astounded by the amount of faith Lencho has in God and wishes he has the 139

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same. So, in order not to shake the writerʹs faith, he decides to help him by collecting money from his employees and friends. He even donates a part of his own salary. He collects seventy pesos for Lencho and sends it back in a letter. This is an act of kindness and compassion.

understand his situation and provide the needed help as He was the only one ʽwho can see everything, even what is deep in one’s conscienceʹ. This act of faith allowed Lencho to express his fears and needs in a letter to God, alleviating some of his stress. When the postmaster responded with money, it validated Lenchoʹs faith, showing that his plea was heard, even though it was answered by kind humans instead of through divine intervention.

7. What does the postmasterʹs reaction to Lenchoʹs letter reveal about his character?

(CBSE Sample Question Paper, 2024-25) Ans: The postmasterʹs reaction to Lenchoʹs letter reveals that he is compassionate and empathetic. Upon reading the letter, he is moved by Lenchoʹs faith in God and decides to help him. Even though the request seems unusual, the postmaster gathers money from his colleagues and contributes money from his own salary. His willingness to help, shows his kindness, generosity and belief in being kind to others, highlighting his caring nature. 8. How does Lencho react when he sees that the letter from God contains only seventy pesos? Ans: When Lencho sees that the letter from God contains only seventy pesos, he is angry and disappointed. He expected to receive the full amount of a hundred pesos, as he had asked. Lencho believes that God cannot make a mistake, so he assumes that the postal workers stole part of the money. He immediately writes another letter to God, asking for the outstanding money. In the letter he accuses the post office employees of being dishonest and calls them ‘crooksʹ. 9. Do you think Lencho was justified in accusing the postal workers of theft? Why or why not?

(Competency-based Question) Ans: Lencho was not justified in accusing the postal workers of theft. The postal workers did their best to help him by giving money from their own salaries. They gave him what they could, even though it was less than the amount Lencho had requested. Lencho’s strong faith in God led him to expect the exact amount, but his accusation shows a lack of trust in humanity. His faith blind him to considering the possibility that someone may have helped him with the money. 10. In what way would writing a letter to God help Lencho tide over his crisis?

(CBSE Question Paper, 2/2/2; 2022-23) Ans: Writing a letter to God helped Lencho cope with his crisis as it gave him hope and a sense of control. Lencho believed that God would

Long Answer Questions

Answer the following questions in about 100–120 words. 1. The people at the post office contribute to putting together whatever they can manage, for Lencho. a. What do you think was the main reason behind their help? Would you have done the same if you were one of the employees? b. As an employee, write about your perspective and reason(s) for contributing to the fund. The fact that you donʹt want to say ‘no’ to a cause initiated by your boss can also be an equally compelling reason!

(CBSE Question Bank) (Competency-based Question)

Ans: a. The main reason behind the employeesʹ help was to keep Lencho’s faith in God intact. They also felt a sense of compassion and empathy towards Lencho. The postmaster, who was the leader, saw Lenchoʹs strong faith in God and decided to respond to his letter. The employees, seeing their bossʹs kindness, likely felt moved to contribute to the cause. If I were one of the employees, I would have contributed as helping someone, who has such an immense faith in God and is going through difficult times, is a good deed. b. As an employee at the post office, I would have contributed to the fund because I believe in helping people in need. I would support my boss’s decision to contribute to a good cause and be a part of something that could have a positive impact on Lencho’s life. He was a poor farmer, in need of help. Lending a helping hand is the true spirit of being human. Another reason for contributing would be that I would feel a sense of responsibility as part of a team. If my boss had started the initiative, it would have been difficult to say ‘no’ and it is important to show solidarity with your

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colleagues, especially when it involves a cause such as helping someone who is struggling. 2. The postmaster was a representative of God. Evaluate this statement in the context of your understanding of ‘A Letter to God’.

(CBSE Question Bank) Ans: In the story ‘A Letter to God’, the postmaster can be seen as a representative of God in the way he responds to Lenchoʹs letter. Lencho, after his crops are destroyed by the storm, writes a letter to God, asking for a hundred pesos to survive. The postmaster, after reading the letter, decides to help Lencho despite the unusual nature of the request. The postmaster shows kindness and compassion. He responds, much like how one would expect God to do, with mercy and help. He understands Lenchoʹs faith and does everything he can to help. The postmaster collects money from his colleagues and even contributes from his own salary. This act of kindness reflects how God is often viewed as helping those who are in need. However, Lenchoʹs reaction to receiving only part of the money shows that he does not see the postmasterʹs help as divine help. He accuses the postal workers of stealing part of the money, showing that he does not recognize their role in fulfilling his request. The postmasterʹs actions reflect the qualities often associated with God—generosity, care, and support in times of hardship. The postmasterʹs actions depict how people can act as instruments of good in the world, helping others in different ways. 3. Lencho had faith in God but lacked faith in humanity. Elaborate with reference to ‘A Letter to God’. (CBSE Sample Question Paper 2020-21) Ans: In the story ‘A Letter to God’, Lencho shows complete faith in God but lacks faith in humanity. After the hailstorm destroyed his crops, Lencho believed that only God could help him. He had no doubt that God would send him the money he needed to replant his field and support his family, showing how deeply he trusted in divine help. However, when Lencho received the money sent by the postmaster and his colleagues, he became angry. He found that the amount was less than what he had asked God for. He even assumed that the postal workers had stolen a part of it. He accused them of being ‘a bunch of crooks’, revealing his lack of trust in people. Section C • A Letter to God

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Lenchoʹs belief in God was strong, but he was quick to judge and distrust the people. His faith in God led him to expect a miracle, but his lack of faith in humanity made him suspicious of the help he received. In conclusion, Lencho’s faith in God remained unshaken, but his distrust of people prevented him from appreciating their efforts. 4. Lencho’s faith in God remained unshaken even after the storm destroyed his crops. Do you think that faith alone can solve all problems, or is human effort also necessary? Provide reasons for your answer.

(Competency-based Question) Ans: Lencho’s faith in God remained strong even after the storm destroyed his crops. He believed that God would help him and his family survive the loss. However, while faith is important, human effort is also necessary to solve problems. In Lencho’s case, his faith led him to write a letter to God asking for help. But faith alone cannot always solve problems. In this case, it was the efforts of the postmaster and the people around him, which helped Lencho through the crisis. Human effort played an important role in addressing Lencho’s needs. Faith can give a person hope and strength during difficult times, but it is also important to take practical steps to overcome challenges. Just like Lencho needed help from others, in real life, we may need to work hard, seek support, and make decisions to solve our problems. In conclusion, while faith can guide and inspire us, it is our efforts, along with support from others, that ultimately help us solve problems and move forward. 5. Describe the setting of the story and explain how it contributes to the overall mood and theme. Ans: The story takes place in a lonely house on a low hill in a big valley, surrounded by fields of ripe corn and flowers. At first, this quiet and beautiful setting gives a feeling of peace and hope for a good harvest. However, a sudden hailstorm changes everything, turning the peaceful scene into one of destruction and loss. This change reflects the story’s shift from hope to sadness. The isolation of the house shows Lenchoʹs reliance on God, as there is no one else to help. The setting is important as it highlights the charactersʹ vulnerability and their strong faith despite challenges. The contrast between 141

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the calm beginning and the destruction later emphasises the storyʹs message about lifeʹs unpredictability and the strength required to keep our faith during tough times.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. Lencho was an ox of a man, working like an animal in the fields, but still he knew how to write. The following Sunday, at daybreak, he began to write a letter which he himself would carry to town and place in the mail. It was nothing less than a letter to God.

I. Why is Lencho described as ‘an ox of a man’? (1) a. Because he works hard and tirelessly b. Because he is large and strong c. Because he is foolish d. Because he is stubborn

II. What literary device is used in the phrase ‘Lencho was an ox of a man’? a. Metaphor b. Simile c. Personification d. Hyperbole

III. What does Lencho’s ability to write indicate about him? a. He is educated. b. He is illiterate. c. He prefers not to communicate. d. He only writes out of necessity.

IV. Why does Lencho decide to carry the letter himself? (1) a. He wants to ensure it gets to right person. b. He does not trust the postmaster at all. c. He enjoys the journey to town. d. He wants to impress others.

(1)

V. How does Lencho’s decision to write a letter reflect his desperation and faith? (1) b. The following Sunday Lencho came a bit earlier than usual to ask if there was a letter for him. It was the postman himself who handed the letter to him while the postmaster, experiencing the contentment of a man who has performed a good deed, looked on from his office.

I. What does Lencho’s behavior show when he arrives at the post office? (1) a. He is impatient and excited. b. He is indifferent to the letter. c. He is angry and frustrated. d. He is calm and collected.

II. Who was the person who handed Lencho the letter? (1) a. The postmaster b. Lencho’s friend c. The postman d. A stranger

IV. How does the postmaster feel about his actions in sending the money? (2)

2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Why did the night after the rains turn sorrowful for Lencho? (CBSE Question Paper, 2/4/2; 2022-23) b. What role do Lencho’s family members play in the narrative, and how do they support him? c. How does Lencho’s final letter to God reflect his perception of the post office employees? d. ‘I wish I had the faith of the man.’ Describe Lencho’s character in light of this statement. 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. W hat lesson or moral can be derived from the story, considering Lencho’s actions and beliefs? b. Compare and contrast Lencho’s initial reaction to the rain with his reaction to the hailstorm. How do these reactions demonstrate his relationship with nature and his livelihood? c. Explore the theme of faith in the story. How does Lencho’s unwavering belief in divine intervention drive the plot and influence the other characters? d. Evaluate the problem-solving skills displayed by the postmaster when he decides to respond to Lencho’s letter. What steps does he take to ensure Lencho’s faith remains intact? (Competency-based Question)

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Long Walk to Freedom —Nelson Rolihlahla Mandela

About the Author

Nelson Rolihlahla Mandela was born in the village of Mvezo, in the Eastern Cape, on 18 July 1918. He was a South African anti-apartheid activist and politician who served as the first democratically elected president of South Africa from 1994 to 1999. Mandela attended the University College of Fort Hare but was expelled for participating in a student protest. He later moved to Johannesburg, where he studied law at the University of the Witwatersrand. In 1944, he joined the African National Congress (ANC) and helped form the ANC Youth League. Mandela’s activism against apartheid led to his arrest and imprisonment in 1962. He spent 27 years in prison, during which he became a symbol of resistance against racial oppression. In 1990, Mandela was released from prison, and he played a crucial role in negotiating the end of apartheid. Nelson Mandela who was always devoted to democracy, equality and learning died at his home in Johannesburg on 5 December 2013.

Summary

This chapter is an extract from ‘Long Walk to Freedom’, the autobiography of Nelson Mandela (born 18 July 1918). He was the first Black President of South Africa after three centuries of white supremacy. It begins with the description of the inaugural ceremony that took place on 10 May 1994 where the entire nation along with many international leaders welcomed the victory of a fairly elected government. It involved the swearing in of the President and the two Deputy Presidents, followed by an impressive air show of fighter jets and helicopters. When the all-white National Party came into power in 1948, they introduced the system of apartheid. It was intended to enforce racial segregation and maintain the dominance of the white minority over other racial groups. It gave rise to one of the most inhumane societies of the world. In Mandela’s inaugural speech he celebrates democracy and freedom from what he calls the ‘disaster’ of apartheid. He thanks all the freedom fighters who couldn’t live to see the autumn day at the Union Buildings. He refers to the citizens as the greatest asset of the country. It is these people he gathered his courage from. Mandela believes that being courageous does not mean the absence of fear but overcoming it. He also mentions that every human has two responsibilities—to his family and to his community, people and country. When he became a man of people, he was forced by circumstances to neglect his family. Realising that his own freedom and the freedom of his people had been taken from him, he joined the then banned African National Congress and fought the rights of his people. According to him, the oppressor is as much a prisoner as the oppressed. As soon as the former robs the oppressed of their freedom he, himself is filled with hate and robbed of his humanity. Thus, the oppressor too, is not free.

Theme of the Story

The central theme revolves around the relentless pursuit of freedom, justice and equality. Nelson Mandela’s life is a testament to the power of perseverance and the determination to challenge oppressive systems. It is a profound lesson in endurance, leadership and reconciliation. Mandela’s journey from a prisoner to a president encapsulates the resilience of the human spirit and offers timeless wisdom for leaders in all spheres of life.

Glossary

dawned: (of a day) began besieged: to be surrounded closely by dignitaries: people considered to be important because of high rank or office amphitheatre: an open-air theatre pledged: promised; vowed assembled: gathered confer: grant Section C • Long Walk to Freedom

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glory: honour outlaws: (here) individuals or groups in apartheid South Africa that were considered as dangerous to the apartheid state on our own soil: in our own country emancipation: the fact or process of being set free from legal, social or political restrictions deprivation: state of not having one’s rightful benefits 143

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liberate: free; release bondage: the state of being a slave discrimination: being treated differently or unfavourably oppression: prolonged cruel or unjust treatment or exercise of authority spectacular array: an impressive display (colourful and attractive) precision: accuracy bedecked: decorated chevron: a pattern in the shape of a V overwhelmed: have a strong emotional effect erected: built; constructed racial domination: when people of one race have power over another race inhumane: cruel, brutal wrought: done; achieved; worked into shape by efforts profound: deep and strong brutality: cruelty comrades: fellow patriots resilience: the ability to deal with any kind of hardship and recover from its effects

defies: refuses to obey triumph: victory conquers: gets victory grimmest: saddest, worst pushed to our limits: pressurised glimmer: hint or glimpse of inclination: natural tendencies of behaviour isolated: separated from others inevitably: that which cannot be avoided twilight existence: not being allowed to live freely, as if living in semi-darkness roast mealies: fire-roasted maize corn cobs abided: obeyed; followed transitory: not permanent yearned: have an intense feeling or longing for something curtailed: limited animated: gave purpose to prejudice: a strong dislike without any good reason; hatred; bias

NCERT Solutions Oral Comprehension Check

1. Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstones?

Ans: The ceremonies took place at the Union Buildings in Pretoria and were attended by dignitaries and leaders of many nations. In India, Rashtrapati Bhavan and the Red Fort are buildings made of red sandstone.

2. Can you say how 10 May is an ‘autumn day’ in South Africa?

Ans: As South Africa is in the Southern Hemisphere, May falls in the autumn season. Thus, 10 May is an ‘autumn day’. 3. At the beginning of his speech, Mandela mentions ‘an extraordinary human disaster’. What does he mean by this? What is the ‘glorious human achievement’ he speaks of at the end?

Ans: By ‘an extraordinary human disaster’ Mandela means the practice of apartheid in South Africa. During this time, there was racial segregation based on colour and the blacks suffered a lot. They were not allowed to vote, enter certain

places, move around in cities without a pass (identity document) or demand freedom. Labelled as a ‘terrorist’ Mandela spent 27 years on the infamous ‘Robben Island’ as a prisoner. The ‘glorious human achievement’, according to him, is how a black person became the President of a country where the blacks formerly had no rights and were treated badly. 4. What does Mandela thank the international leaders for?

Ans: Mandela feels privileged to be the one to welcome the international leaders to the ceremony because not too long ago, he and other freedom fighters were considered as outlaws. He thus thanks all of them for having come to witness the historical ceremony. Their presence is a gesture of international recognition of a newly born, democratic nation that could be considered as a common victory for justice, peace and human dignity. 5. What ideals does Nelson Mandela set for the future of South Africa? Ans: Nelson Mandela set the ideals of liberating people from the bondage of poverty, deprivation

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and suffering. He also set the ideal for a society where there would be no discrimination based on gender or racial origins. 6. What did the military generals do? How did their attitude change and why? Ans: The highest military generals of the South African defence force saluted Mandela and pledged their loyalty which was of great significance, as during the apartheid era they would have arrested him. The change in their attitude was because of the struggles and sacrifices of many anti-apartheid heroes of South Africa. This struggle not only ensured the freedom of a nation struggling with apartheid but also brought a change in the mindset of many. Mandela believed that love can be taught and human beings are naturally drawn to love over hate. 7. Why were two national anthems sung? Ans: The two national anthems were sung to symbolise the coming together of a previously divided nation. One anthem was the version previously sung by the white population (Die Stem meaning The Voice of South Africa) and the other that was traditionally sung by the black population (Nkosi Sikele–iAfrika meaning God Bless Africa), bringing in a new era of equality. At the ceremony the anthems were combined and sung side by side. 8. How does Mandela describe the systems of government in his country

i. in the first decade, and

ii. in the final decade, of the twentieth century? Ans: i. In the first decade of the century, the whites formed a system of racial domination (Apartheid) against the blacks, thus creating the basis of one of the harshest and most inhumane societies the world had ever known. ii. In the final decade of the 20th century, the previous system was overturned and replaced by a democratic system that recognised the rights and freedom of all people regardless of the colour of their skin. 9. What does courage mean to Mandela? Ans: For Mandela, courage does not mean the absence of fear but a victory over fear. Section C • Long Walk to Freedom

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According to him, brave men need not be fearless but should be able to overcome fear. 10. Which does Mandela think is natural, to love or to hate? Ans: For Mandela, love comes more naturally to the human heart than hate. He says that no one is born hating others, hate is learnt. According to him, ‘Man’s goodness is a flame that can be hidden, but never extinguished.’ 11. What ‘twin obligations’ does Mandela mention? Ans: Mandela mentions that every man has twin obligations. The first is to his family, parents, wife and children; the second obligation is to his people, his community and his country. 12. 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 honourable freedoms’? Ans: As a boy, Mandela thought freedom meant enjoying life and being happy. He was born free to run around the fields near his mother’s hut or swim in the clear stream in his village. His idea of freedom was only about his own happiness. As long as he obeyed his father and followed tribal customs, he felt free. Later, Mandela realised that his boyhood freedom was just an illusion. As an adult, he saw that childhood activities were temporary and often meaningless. At first, he wanted personal freedoms, like staying out late, reading what he liked and going wherever he wanted. But as a young man in Johannesburg, his idea of freedom changed. He began to long for true freedom—the freedom to reach his potential, earn an honest living and support a family—these are ‘the basic and honourable freedoms’ he sought. He realised that neither he nor anyone in the black community had this kind of freedom. 13. Does Mandela think the oppressor is free? Why/Why not? Ans: Mandela does not think that the oppressor is free because according to him an oppressor is a victim of hatred who is caught behind the bars of prejudice and narrow-mindedness. He realises that both the oppressor and the oppressed are robbed of their humanity and peace. 145

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Thinking about the Text

1. Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of? Ans: International leaders attended the inauguration to show the international community’s solidarity with the end of apartheid. It signified the victory of good over evil and the triumph of a tolerant society devoid of discrimination. 2. What does Mandela mean when he says he is ‘simply the sum of all those African patriots’, who had gone before him? Ans: By saying that he is simply the sum of all those African patriots, Mandela pays his tribute to all the people who sacrificed their lives for the sake of freedom. He says that he is grateful to those who had gone before him because those heroes of the past paved the path of cooperation and unity for him. Their struggle led to a discrimination-free nation, where people could be free and respected regardless of race and gender. 3. Would you agree that the ‘depths of oppression’ create ‘heights of character’? How does Mandela illustrate this? Can you add your own examples to this argument? Ans: I agree with the statement that depths of oppression create ‘heights of character’. Nelson Mandela illustrates this by giving examples of great heroes of South Africa like Oliver Tambo, Walter Sisulu and others who were inspired to sacrifice their lives in the long freedom struggle. India is full of such examples. During our freedom struggle, a galaxy of leaders with remarkable character emerged, forged by the oppression of British rule. The long history of oppression and brutality faced by these people encouraged others like Mahatma Gandhi, Lala Lajpat Rai, JL Nehru, Chandra Shekhar Azad, Sardar Bhagat Singh and many more to fight for our rights and justice. 4. How did Mandela’s understanding of freedom change with age and experience? Ans: With age and experience, Mandela understood the real meaning of freedom. As a young boy, he thought that he was born free and believed that as long as he obeyed his father and abided by the customs of his tribe, he was free in every possible manner. As he grew older, the

freedom to raise a family, achieve his potential and earn a livelihood started dominating his thoughts. He slowly understood that it was not just his freedom that was being curtailed, but the freedom of all blacks. Age and experience widened his perspective of freedom. This realisation turned him into a freedom fighter— he changed from a husband to a man without a home, from a law-abiding attorney to a criminal and from a life-loving man to a monk. 5. How did Mandela’s ‘hunger for freedom’ change his life? Ans: Mandela realised in his youth that it was not just his freedom that was being curtailed, but the freedom of all blacks. This changed the fearful man to a fearless rebel. He sacrificed the comforts of a settled family life to fight for a greater cause. He joined the African National Congress and fought against racial prejudice.

Thinking about Language

I. There are nouns in the text (formation, government) that are formed from the corresponding verbs (form, govern) by suffixing – (at)ion or ment. There may be a change in the spelling of some verb-noun pairs; such as rebel, rebellion; constitute, constitution. 1. Make a list of such pairs of nouns and verbs in the text. Noun

Verb

Rebellion

Rebel

Constitution

Constitute

Formation

Form

Government

Govern

Obligation

Oblige

Transformation

Transform

Discrimination

Discriminate

Deprivation

Deprive

Demonstration

Demonstrate

Oppression

Oppress

Inauguration

Inaugurate

Inclination

Incline

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2. Read the paragraph. Fill in the blanks with the noun forms of the verbs in brackets. 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 up her 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 up her 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. II. Using the Definite Article with Names 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 Napoleons and the Hitlers, but of ordinary people as well. Ans: 1. This implies that Mr. Singh regularly invites prominent personalities of calibre such as Mr. Amitabh Bachchan and Mr. Shah Rukh Khan to his parties. Section C • Long Walk to Freedom

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2. This implies that in the current generation, Madhuri Dixit is compared to the great actress, Madhubala. 3. This means history is not only the story of great fighters such as Alexander, Napoleon or Hitler, but also of other ordinary people. III. Idiomatic Expressions Match the italicised phrases in Column A with the phrase nearest in meaning in Column B. (Hint: First look for the sentence in the text in which the phrase in Column A occurs.) A 1. I was not unmindful of the fact

B i. had not forgotten; was aware of the fact ii. was not careful about the fact iii. forgot or was not aware of the fact

2. when my comrades and I were pushed to our limits

3. to reassure me and keep me going

i. p ushed by the guards to the wall ii. took more than our share of beatings iii. felt that we could not endure the suffering any longer i. make me go on walking ii. help me continue to live in hope in this very difficult situation iii. make me remain without complaining

4. the basic and honourable freedoms of… earning my keep,…

i. e arning enough money to live on ii. keeping what I earned iii. getting a good salary

Ans: 1. i. had not forgotten; was aware of the fact

2. iii. felt that we could not endure the suffering any longer 3. ii. help me continue to live in hope in this very difficult situation 4. i. earning enough money to live on

Writing

I. Looking at Contrasts Nelson Mandela’s writing is marked by balance: many sentences have two parts in balance. 147

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Use the following phrases to complete the sentences given below. i. they can be taught to love.

iv. but he who conquers that fear.

ii. I was born free.

v. to create such heights of character.

iii. but the triumph over it.

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 _________________________________________ 4. If people can learn to hate ________________________________________________ 5. I was not born with a hunger to be free. ________________________________________________ Ans: 1. It requires such depths of oppression (v) to create such heights of character.

2. Courage was not the absence of fear (iii) but the triumph over it. 3. The brave man is not he who does not feel afraid (iv) but he who conquers that fear. 4. If people can learn to hate (i) they can be taught to love. 5. I was not born with a hunger to be free. (ii) I was born free. II. This text repeatedly contrasts 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 the second part of the contrast in the text 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 highest generals of the South African defence 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 force, but _______________ 6. It was this desire for the freedom of my people…that transformed _________________ into a bold one, that drove _________________ to become a criminal, that turned _________________ into a man without a home. Ans: 1. For decades the Union Buildings had been the seat of white supremacy, and now it was the site of a rainbow gathering of different colours and nations for the installation of South Africa’s first democratic, non-racial government. 2. Only moments before, the highest generals of the South African defence force and police… saluted me and pledged their loyalty. …not so many years before they would not have saluted but arrested me. 3. Although that day neither group knew the lyrics of the anthem…, they would soon know the words by heart. 4. My country is rich in the minerals and gems that lie beneath its soil, but I have always known that its greatest wealth is its people, finer and truer than the purest diamonds. 5. The Air Show was not only a display of pinpoint precision and military force, but a demonstration of the military’s loyalty to democracy, to a new government that had been freely and fairly elected. 6. It was this desire for the freedom of my people…that transformed a frightened young man into a bold one, that drove a lawabiding attorney to become a criminal, that turned a family-loving husband into a man without a home.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. We, who were outlaws not so long ago, have today been given the rare privilege to be host to the nations of the world on our own soil. We thank all of our distinguished international guests for having come to take possession with the people of our country of what is, after all, a common victory for justice, for peace, for human dignity. (CBSE Question Bank)

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I. The guests at the spectacular ceremony are being called distinguished because (1) a. they have been invited as guests to attend it.

b. they are eminent world leaders witnessing it.

c. they are visiting the country for this purpose. d. they have resumed diplomatic relations with the country.

II. It is a victory for ‘human dignity’. Pick the option that lists the correct answer for what ‘human dignity’ would include. (1) a. i. equality

ii. liberty

iii. indecency

b. i. liberty

ii. indecency

iii. self-respect

c. i. immorality ii. self-respect

iii. equality

d. i. equality

iii. self-respect

ii. liberty

III. Why does the speaker say that it is a ‘rare privilege’?

(1)

He says this as they have a. been deprived of this honour. b. seldom been given this honour. c. experienced it for the first time. d. been chosen over other countries, for this honour. IV. How do you think the speaker feels? Choose the option that best fits his state of mind. (1)

I feel...

a. i. emotional

ii. elated

iii. unmindful

c. i. overwhelmed ii. elated

iii. honoured

b. i. elated d. i. elated

ii. unmindful iii. overwhelmed ii. honoured iii. unmindful

V. Pick the option that showcases the usage of ‘host’ as in the extract. (1) a. He was praised for his hospitality as the host of the party. b. She was able to host the event without any hindrance. Section C • Long Walk to Freedom

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c. She met the host and apologised for her friend’s misbehaviour.

d. He is the best host that one can ever come across. Ans: I. b. they are eminent world leaders witnessing it II. d. i. equality ii. liberty iii. self-respect III. c. experienced it for the first time. IV. c. i. overwhelmed

ii. elated

iii. honoured

V. b. S he was able to host the event without any hindrance.

2. Read the following extract carefully and answer the questions that follow. TENTH May dawned bright and clear. For the past few days, I had been pleasantly besieged by dignitaries and world leaders who were coming to pay their respects before the inauguration. The inauguration would be the largest gathering ever of international leaders on South African soil. The ceremonies took place in the lovely sandstone amphitheatre formed by the Union Buildings in Pretoria. For decades this had been the seat of white supremacy, and now it was the site of a rainbow gathering of different colours and nations for the installation of South Africa’s first democratic, non-racial government. I. ‘I had been pleasantly besieged by dignitaries and world leaders.’ This line means that… (1) a. Mandela was surrounded by important and influential people. b. Mandela was waiting for important and influential people. c. Mandela was one of the dignitaries. d. Mandela wanted to flaunt his power. II. It was a celebration of South Africa’s first ________________ government. (1) a. autocratic, racial b. democratic, non-racial c. democratic, racial d. monarch, non-racial III. Other countries broke off diplomatic relations with South Africa because of ________________. a. white rulers b. other countries being racial c. poverty and low literacy levels d. its apartheid policy

(1)

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IV. Complete the analogy about the speaker. Racial discrimination: Decline :: Democratic rule:

(1)

V. Fill in the blank with ONE WORD only. (1) The celebration was to acknowledge South Africa‘s ________________. Ans: I. a. M andela was surrounded by important and influential people. II. b. democratic, non-racial III. d. apartheid policy IV. Progress V. freedom 3. Read the following extract carefully and answer the questions that follow. Time and time again I have seen men and women risk and give their lives to an idea. I have seen men stand up to attacks of torture without breaking, showing a strength and resilience that defies the imagination. I learned that courage is not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers fear. I. Pick the option that uses ‘stand up’ in the same way as seen in the extract. (1) a. The teacher told the students to stand up and recite the morning prayer. b. ‘You must stand up to your bullies,’ Mark advised Tom. c. Due to her recent surgery, the athlete could barely stand up. d. Kenny Sebastian is a renowned stand-up comedian. II. Why do you think that the men Mandela talks about withstood so much torture? (1) a. They had a competition to see who was the strongest. b. They liked feeling pain. c. They were dedicated to a cause. d. They were told to do so. III. According to Mandela, who is a brave man?

(1)

IV. How has Mandela described the strength and resilience of the African patriots? (1) a. He describes it as unimaginable. b. He describes it as flattering. c. He describes it as heart-breaking. d. He describes it as unrealistic.

V. Fill in the blank with only ONE WORD. (1) By ‘time and time again’’ Mandela means ________________. Ans: I. b. ‘You must stand up to your bullies,’ Mark advised Tom. II. c. They were dedicated to a cause. III. According to Mandela, a man who conquers his fears is considered brave. A brave man does not lack fear but knows how to withstand challenges with courage and determination. IV. a. He describes it as unimaginable. V. repeatedly

4. Read the following extract carefully and answer the questions that follow. It was only when I began to learn that my boyhood freedom was an illusion, when I discovered as a young man that my freedom had already been taken from me, that I began to hunger for it. At first as a student, I wanted freedom only for myself, the transitory freedoms of being able to stay out at night, read what I pleased and go where I chose. Later, as a young man in Johannesburg, I yearned for the basic (CBSE Question Bank) and honourable freedoms... I. The title that best suits this extract is ________________ a. Freedom for everything b. Knowledge about Freedom c. Significance of Freedom d. Realisation of Freedom

(1)

II. Why do you think the speaker mentions some freedoms as ‘transitory’? (1) a. The freedoms are momentary and keep changing with time. b. The definition of freedom is constant but perspectives differ. c. Freedom means different things to different people. d. Freedom is not that important after a certain age.

III. Choose the option that best fits the usage of the word ‘illusion’ as used in the extract. (1) a. He was never able to get past the illusion. b. The illusion I experienced was quite intriguing. c. A large mirror in the room creates an illusion. d. I was living under the illusion that this is possible.

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IV. The speaker says, ‘at first as a student I wanted freedom only for myself.’ Why do you think he only thought about himself? (1) a. He didn’t want to think about the freedom denied to others. b. He was being selfish and was only bothered about himself. c. He didn’t think that freedom denied to him was important for others. d. He was too young to realize that freedom was denied to others as well. V. A part of the extract has been paraphrased. Choose the option that includes the most appropriate solution to the blanks in the given paraphrase of the extract. (1) The speaker’s belief about freedom, since childhood proved false. It was not until the speaker grew up to be a young man when it (i) __________________ on him that he was (ii) __________________ of freedom. Then he began (iii) __________________ it. a. i. desired ii. dawned iii. depriving b. i. dawned ii. deprived iii. desiring c. i. dawned ii. arrived iii. desiring d. i. arrived ii. deprived iii. dawned Ans: I. c. Significance of Freedom II. a. The freedoms are momentary and keep changing with time. III. d. I was living under the illusion that this is possible. IV. d. He was too young to realize that freedom was denied to others as well. V. b. i. dawned ii. deprived iii. desiring 5. Read the following extract carefully and answer the questions that follow. To the assembled guests and the watching world, I said: Today, all of us do, by our presence here... confer glory and hope to newborn liberty. Out of the experience of an extraordinary human disaster that lasted too long, must be born a society of which all humanity will be proud. We who were outlaws not so long ago, have today been given the rare privilege to be host to the nations of the world on our own soil. We thank all our distinguished international Section C • Long Walk to Freedom

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guests for having come to take possession with the people of our country of what is after all, a common victory for justice, for peace, for human dignity. (CBSE Question Paper 2/2/2; 2022–2023) I. A society that ___________ was born out of human disaster. (1) a. all humanity would be proud of b. was full of extraordinary human disaster c. was full of outlaws and fighters d. hosts Nations on the soil II. Outlaws were given the privilege of ___________. a. getting citizenship of the country b. participating in a trade conclave c. finalising the foreign policy d. hosting the nations of the world on their soil

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III. The speaker was overwhelmed with the sense of ___________. (1) a. gratitude b. achievement c. happiness d. charity IV. State whether the following statement is true or false. (1) The common victory was when South Africa did not become an independent nation. V. The noun form of the word ‘confer’ is ___________. a. conferring b. confident c. conference d. configuring

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Ans: I. a. all humanity would be proud of II. d. h osting the nations of the world on their soil III. a. gratitude IV. False V. c. conference 6. Read the following extract carefully and answer the questions that follow. The day was symbolised for me by the playing of our two national anthems, and the vision of whites singing ‘Nkosi Sikelel –iAfrika’ and blacks singing ‘Die Stem’, the old anthem of the Republic. Although that day neither group knew the lyrics of the anthem they once despised, they would soon know the words by heart. On the day of the inauguration, I was overwhelmed with a sense of history. In the first decade of the twentieth century, a few years 151

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after the bitter Anglo-Boer war and before my own birth, the white-skinned peoples of South Africa patched up their differences and erected a system of racial domination against the darkskinned peoples of their own land. The structure they created formed the basis of one of the harshest, most inhumane, societies the world has ever known. I. How does the playing of the two national anthems symbolise the unity of South Africa?

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II. Why did neither group know the lyrics of the anthem they once despised? (1) a. It was sung in a foreign language. b. It symbolised the segregation of the past. c. It was a newly created anthem. d. Both groups refused to learn the anthem.

III. Choose the sentence that is closest in meaning to the word ‘overwhelmed’ as given in the extract. (1) a. She was overwhelmed with joy when she received the award. b. The teacher overwhelmed the students with information. c. He was overwhelmed by the complexity of the math problem. d. The city was overwhelmed with heavy rainfall.

IV. What does the reference to the Anglo-Boer War and its aftermath suggest about the origins of apartheid? (1) a. It was an unintended result of industrialization. b. It was deliberately constructed by the white-skinned peoples to dominate others. c. It was a natural evolution of South African society. d. It arose from economic inequality between races. Ans: I. The playing of the two national anthems symbolises South Africa’s unity by bridging past divisions, as both races honour each other’s cultures, fostering reconciliation and mutual respect for a shared future. II. b. It symbolised the segregation of the past. III. a. She was overwhelmed with joy when she received the award IV. b. It was deliberately constructed by the whites to dominate others.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. Based on your reading of the lesson, what can you infer about Mandela as a father and as a leader? (CBSE Question Bank) Ans: Based on the reading of the lesson, it can be inferred that Mandela was visionary leader who, although deeply committed to his family, chose to struggle for justice and equality. When he entered the freedom struggle, he had to prioritise his commitment to his people over being with his family. As a leader, Mandela was a unifying force who was able to bring together people from diverse backgrounds and perspectives in the fight against apartheid. He was a man of great conviction and principle, who was willing to sacrifice his own freedom and family life for the greater good of his people. 2. Explain the given statement with reference to Nelson Mandela’s dreams. ‘A winner is a dreamer who never gives up.’ Ans: The statement ‘A winner is a dreamer who never gives up’ refers to the idea that those who achieve great things are often driven by a powerful vision or dream and that they are willing to persevere in the face of obstacles and setbacks in order to make that dream a reality. This is a sentiment that is closely aligned with Nelson Mandela’s life and work. Mandela was a visionary leader who dreamed of a South Africa that was free, democratic and equitable. Despite facing immense challenges, including imprisonment and persecution, he never gave up on his dream. Instead, he continued to fight for what he believed in, even when it seemed impossible.

3. Mandela feels that courage is triumph over fear. How would you define courage in this context? (CBSE Question Bank) Ans: According to Mandela, courage was not the absence of fear, but overcoming it. The brave man is not he who does not feel afraid, but he who conquers that fear. Mandela learned the true meaning of courage from his comrades in the struggle. Throughout his life, Mandela faced many challenges, including oppression, imprisonment and brutal treatment in prison. Even though he felt afraid at times, he chose to act bravely to

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fight against apartheid and for the freedom of his people. His idea of courage teaches us that true bravery is about standing up for what is right, even when it is difficult or frightening. 4. Nelson Mandela in his inauguration speech says, ‘We, who were outlaws not so long ago, have today been given the rare privilege to be host to the nations of the world on our own soil.’ What is the significance of this statement with reference to the political system that prevailed before this? (CBSE Question Paper,2/4/2; 2023–2024)

Ans: Earlier, the whites in South Africa had founded a system of supremacy, where non-white South Africans faced systemic discrimination and were denied basic rights. People like Mandela who fought for the freedom of the masses were considered outlaws and were punished. However, with the end of that system, now a democratic government was being set up and thus, these freedom fighters were now considered as the torchbearers of freedom. The so-called terrorists became the frontrunners of the nation who were hosting the world leaders on the occasion of the swearing-in ceremony.

5. Mandela says that his country’s greatest wealth is its people and not the purest diamonds. Justify his statement. (CBSE Question Bank) Ans: Nelson Mandela believed that even though his country was rich in minerals and diamonds, its greatest wealth was its people. Mandela knew that the people’s revolution and the sheer resilience of people had brought on the end of the apartheid era. When people set their mind to something, they could do anything, change anything and revolutionise anything. Hence, people are the greatest resource of any nation. 6. ‘No one is born hating another person because of the colour of his skin, or his background or his religion’. Do you agree? Elaborate on the basis of the chapter ‘Nelson Mandela – Long Walk to Freedom’. (CBSE Question Paper, 2/4/2; 2022–23)

Ans: Through his fight for freedom, Nelson Mandela demonstrated how hatred was more a social construct than a basic human trait. He talks about how he observed racism among white people, which was fostered socially rather than naturally. He recalls that despite the prisons’ extreme brutality, there was a sliver of hope for peace in the eyes of a few guards, Section C • Long Walk to Freedom

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whose eyes reflected a flicker of humanity. He came to understand that removing someone else’s freedom places the oppressor in a cage of prejudice because hatred is harder on the human heart than love. According to Mandela, hatred is a learned, not an innate, trait. Since love comes more naturally to the human heart, if one could learn to hate, they could also be taught to love. No one is therefore born with the intent to spread hatred, but they may do so by way of indirect adaptation to a world that has gone astray. 7. If you were in Mandela’s position, would you have given preference to your family or your country? Why? (Competency-based Question) (CBSE Question Bank) Ans: Being a leader of a country is a very challenging role, which requires balancing different priorities and responsibilities. It is difficult to say whether one should prioritise their family or their country, as both are important in their own way. In Mandela’s case, he was faced with a difficult choice between his family and his country. He was committed to fighting against apartheid and working towards a more just and equitable society, but this often meant sacrificing time with his family and even risking his own safety. If I were in Mandela’s position, I would likely prioritise the greater good of the country over the needs of my own family. This is because I would feel a deep sense of responsibility towards my fellow citizens, and would believe that the work I was doing was more important than any personal considerations. 8. What does Nelson Mandela refer to as ‘an extraordinary human disaster’?

Ans: Nelson Mandela refers to the apartheid policy of the white race against the black people as ‘an extraordinary human disaster’. White people snatched freedom from the coloured people of South Africa who had an equal stake in the country. The black people were subjected to oppression for a long time. They were not even allowed to discharge their obligations to their own families, community and their country. The white government had no compassion for people of colour and put anyone who fought for their rights in prison. This was likely out of fear as the black population greatly outnumbered the white population. 153

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9. Mandela said, ‘People must learn to hate and if they can learn to hate, they can be taught to love.’ Discuss. (CBSE Question Paper, 2/2/2; 2022–2023) Ans: Mandela’s quote suggests that hatred is learned and can be unlearned. He believed that just as people are taught to hate, they can also be taught to love. This idea reflects his belief in the power of education and understanding to overcome prejudice and division. Mandela’s life and actions demonstrated his commitment to reconciliation and forgiveness, showing that even in the face of deep-seated conflict, positive change is possible through empathy, education and mutual respect. 10. What does Mandela think about the oppressor and the oppressed? Ans: Nelson Mandela doesn’t think that the oppressor is free, because, in his opinion, an oppressor is a victim of hatred, and lives behind the bars of prejudice and narrow-mindedness. Mandela thinks that both the oppressor and the oppressed are robbed of their humanity and peace.

11. Your teacher organised a mini-debate competition in class on the topic: Courage, Wisdom and Generosity are the ONLY attributes of a remarkable leader. Write the debate script with two points to supplement your stand, either as a proposition speaker or as an opposition one.

(Competency-based Question) (CBSE Question Bank)

Ans: Proposition Speaker: Honourable judges and esteemed opponents, I firmly believe that courage, wisdom and generosity are the only attributes of a remarkable leader. As illustrated in Nelson Mandela’s – ‘Long Walk to Freedom’, his courage in the face of apartheid and imprisonment inspired millions. His wisdom guided his decisions, ensuring a peaceful transition from apartheid to democracy. Moreover, Mandela’s generosity in forgiving his captors helped heal a divided nation. These qualities are essential to effective leadership. Thank you. Opposition Speaker: Honourable judges, while courage, wisdom and generosity are important, a remarkable leader also requires integrity, vision and empathy. In Nelson Mandela’s – ‘Long Walk to Freedom’, Mandela’s integrity is evident as he remained steadfast to his values even during hardship. His vision of a united, free South Africa shaped

his leadership, and his empathy allowed him to connect with both allies and adversaries. These attributes, alongside courage, wisdom and generosity, form a complete leader. Thank you.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Prejudice based on race and colour or any other reason causes profound hurt. Write about any one character from the chapters in First Flight who was subjected to such prejudice. Discuss the consequence of this prejudice for the character. (CBSE Question Bank) Ans: In the book First Flight, the chapter ‘Nelson Mandela – Long Walk to Freedom’ highlights Mandela’s struggle against racial prejudice under apartheid in South Africa. The apartheid system discriminated against non-white South Africans, denying them basic rights, access to education and other opportunities. Mandela, along with millions of black South Africans, was forced to live under harsh segregation laws. His fight for racial equality led to his imprisonment for 27 years in harsh conditions on Robben Island, where he endured personal loss and declining health. Despite immense suffering, Mandela emerged as a symbol of peace and resilience. Mandela’s story illustrates the profound hurt caused by racial prejudice but also highlights the transformative power of forgiveness and determination. His perseverance inspired a nation to dismantle the apartheid system and strive for equality. Mandela’s leadership not only brought freedom to South Africa but also became a beacon of hope for oppressed people worldwide. 2. ‘Freedom is insignificant if it is shrouded in prejudice.’ How would you explain this statement? Support your answer with suitable examples from the lesson ‘Nelson Mandela – Long Walk to Freedom’. (Competency-based Question) Ans: Freedom is inconsequential if it is behind the bars of prejudice and narrow-mindedness. Freedom, in its truest sense, is not merely the absence of physical restraints but also the liberation from societal prejudices and narrowmindedness. Nelson Mandela’s ‘Long Walk to Freedom’ emphasises that true freedom is often constrained by the biases and mental

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barriers that exist within society. Prejudice creates a divide among people, limiting their opportunities and rights. In ‘Long Walk to Freedom’, Mandela describes apartheid, a system of institutionalised racial segregation in South Africa, and his experiences in prison. Despite being physically confined, he recognised the strength of the human mind and spirit. He notes that while the physical bars of the prison cell limited his movement, the apartheid system imprisoned the spirits of millions. His struggle became a fight for equality and justice for all South Africans from the shackles of narrow-mindedness. Mandela’s journey teaches us that freedom without justice and equality is hollow. True freedom can only exist in a society free from prejudice. 3. How does Nelson Mandela’s idea that ‘freedom is indivisible; the chains on any one of my people were the chains on all of them…’ connect with the theme of liberation in Adrienne Rich’s poem ‘The Trees’? Ans: Nelson Mandela’s idea that ‘freedom is indivisible; the chains on any one of my people were the chains on all of them’ resonates deeply with the theme of liberation in Adrienne Rich’s poem ‘The Trees’. Both explore the interconnectedness of individual and collective freedom and emphasise the need to break free from constraints to achieve true liberation. Mandela believed that freedom for one person or a selected group is meaningless. He saw the struggle for freedom as a collective endeavour, where the liberation of each individual contributes to the liberation of the entire society. According to him, freedom is a shared responsibility and a shared achievement. In the poem ‘The Trees’, Adrienne Rich uses the imagery of trees breaking free from the confines of a stifling environment (symbolic of oppression or societal restrictions). The trees’ movement out of the house into the open signifies a collective yearning for liberation and reclaiming of natural spaces. The poem suggests that stifling environments— physical, social or emotional—must be challenged, and true freedom lies in breaking out of such constraints. Mandela’s struggle led to the rebirth of a free South Africa, while the trees’ departure from the confines of the house symbolises the renewal of life and hope. Both advocate for moving from Section C • Long Walk to Freedom

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oppression to freedom as a transformative process. Mandela’s belief in the indivisibility of freedom aligns with the collective liberation seen in ‘The Trees’. Both works emphasise that freedom is not just an individual pursuit but a shared journey where breaking the chains of one contributes to the liberation of all. 4. A desire is more personal whereas a vision has broader connotations. You have been asked to present an analysis of Valli’s desire and Mandela’s vision and how they are respectively fulfilled. Write this presentation draft including your insights in about 120 words comparing the approaches of both Valli and Mandela. You may begin like this: One acknowledges that both Valli and Mandela…however, (CBSE Question Paper, 2/2/2; 2023–24) Ans: One acknowledges that both Valli and Mandela pursue aspirations that define their respective journeys, however, their approaches and the scope of their goals differ significantly. Valli, from Madam Rides the Bus, has a personal desire to experience the thrill of riding a bus to town. Her dream is simple and centred on her curiosity and joy. Through careful planning and resourcefulness, she fulfils her desire, symbolising how even small ambitions bring immense satisfaction. In contrast, Nelson Mandela’s vision in Long Walk to Freedom is monumental, aimed at liberating an entire nation from the chains of apartheid. His vision encompasses collective freedom, requiring sacrifice, perseverance and unity. While Valli’s fulfilment is immediate and personal, Mandela’s vision transforms lives, symbolising resilience and selflessness. 5. ‘Freedom is a birthright. It is the most beautiful gift of God. It is valuable for all human beings as well as for creatures.’ Draft a dialogue conversation between the tiger from the poem ‘A Tiger in the Zoo’ and Nelson Mandela in ‘Long Walk to Freedom’ highlighting their views about freedom and captivity. Ans: Tiger: (growling softly) Who are you, human? I rarely see men here who don’t want to put me in chains or a cage. Mandela: (smiling warmly) I am Nelson Mandela. I fought for my people’s freedom in South Africa. 155

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And you, mighty creature, seem troubled. What weighs on your heart?

Tiger: (pausing to gaze into the distance) Freedom, or rather, the lack of it. I was born in the wild, yet I am confined behind iron bars. My spirit is restless, my roar is silenced. Mandela: (nodding with empathy) I understand well. For twenty-seven years, I lived in a prison cell, away from my family, my people and my purpose. Like you, I knew the pain of captivity, my soul was confined but my dreams remained free. Tiger: (growling softly) Unlike me, you have walked free again. What gave you the strength to endure the chains?

Mandela: Hope. Hope for a day when my people would walk the streets of South Africa without fear, without discrimination. I believed in the power of collective freedom—where every man, woman and child could live with dignity. And you? Do you dream of your forest?

Tiger: (eyes gleaming) Every moment. The rustle of leaves, the freedom to hunt and to roam under the moonlight. I dream of the life I was meant to live, not one dictated by human amusement. I do not think, I will ever be able to forgive mankind for what they have done to me. Mandela: (calmly) Freedom is both a gift and a right, but often stolen. It requires compassion to restore. Forgiveness is a part of freedom. Holding onto anger keeps us in chains. I forgave my captors because I wanted to free my spirit from hatred. But forgiveness does not mean forgetting the fight. Tiger: (thoughtfully) You speak wisely, human. Perhaps one day, those who cage me will understand that I am not just a spectacle—I am a soul that yearns for the wild.

Mandela: (placing a hand on his heart) And perhaps your roar will one day be heard as a call for freedom. 6. You recently read a blog by your teen friend, on ‘Freedom—My Perception’. You feel that your perception of freedom has seen a transformation after having read ‘Long

Walk to Freedom’. Complete the dialogue with your friend in 120 words, explaining your new understanding of freedom.

You may begin like this:

Friend: I think the freedom to watch T.V. for extended hours or choose the kind of programmes I’d like to watch is important.

You: ______________________________________________

Friend: Hmmm. I still feel that the restrictions are not required. I want my freedom. I’m human too, am I not? You: ______________________________________________

(Competency-based Question) (CBSE Question Bank)

Ans: Friend: I think the freedom to watch TV for extended hours or choose the kind of programmes I’d like to watch is important. You: I used to think the same way, but after reading ‘Nelson Mandela – Long Walk to Freedom,’ I now realise that freedom is much more than being able to make personal choices. It’s about the right to live without fear, to be treated equally and to have dignity. Nelson Mandela’s struggle taught me that true freedom involves responsibility to others and society. Friend: Hmmm. I still feel that the restrictions are not required. I want my freedom. I’m human too, am I not? You: I understand, but freedom isn’t just about doing what we want without limits. It’s about creating a world where everyone’s rights are respected. Mandela’s life shows that freedom is most valuable when it’s shared and earned through sacrifice. It is collective freedom not just the freedom to have and do what you please.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. Perhaps it requires such depths of oppression to create such heights of character. My country is rich in the minerals and gems that lie beneath its soil, but I have always known that its greatest wealth is its people, finer and truer than the purest diamonds.

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I. What does the author mean by ‘heights of character’? (1) a. Rich, powerful and influential men b. Men of great courage, wisdom c. Tall men d. Versatile Men II. The author’s metaphor comparing the people to the ‘purest diamonds’ most likely conveys: (1) a. Their monetary value b. Their beauty and brilliance c. Their resilience and inner strength d. Their rarity and exclusivity III. ‘Depths of oppression’ create heights of character. (1) a. The above phrase is not suitable for Mandela. b. The above phrase is used for Mandela. c. The above phrase is used for the African patriots. d. The above phrase is used for the people of Africa. IV. Pick the option that shows the use of ‘purest diamond’ as in the extract. (1) a. My mother has a 24-carat diamond necklace. b. My friend’s ring is made of the purest diamond. c. She is given the title of ‘purest diamond’ because of her contribution to society. d. The shop is known for selling the purest diamonds. V. Give the extract the most suitable title you can think of. (1) b. A few moments later we all lifted our eyes in awe as a spectacular array of South African jets, helicopters and troop carriers roared in perfect formation over the Union Buildings. I. What was the occasion?

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II. Where did the inauguration ceremony take place? (1) a. The Union Buildings in Johannesburg. b. An amphitheatre in Pennsylvania. c. The Union Buildings in Pretoria. d. An amphitheatre in New York.

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III. Why was this specific building chosen for the inauguration ceremony? (1) a. The buildings had been the seat of black patriarchy. b. The buildings had been the seat of antifeminist governments. c. The building had been the seat of black supremacy. d. For decades it had been the seat of white supremacy. IV. What was the wish for the country? (1) a. The wish for the country was that it would never be under imperial rule again. b. The wish for the country was that it would remain free forever and nobody would be oppressed. c. The wish for the country was that it would remain dependent and backwards. d. The wish for the country was that it would remain a Commonwealth country. V. What kind of government followed the apartheid government? (1) 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks)

a. How did the desire for the freedom of his people change Nelson Mandela’s life?

b. What does Mandela think about the patriots? Can they be repaid?

c. Describe the value of freedom for human beings and how it is important for the growth of civilisation and humanism as described in the lesson ‘Nelson Mandela – Long Walk to Freedom.’ (CBSE Question Paper; 2014)

d. What do you understand by ‘apartheid’? Elaborate on the effect of the system of apartheid on the people of South Africa.

3. Answer the following questions in about 100–120 words. (3 × 6 = 18 marks)

a. Describe Mandela’s views about the people who fought and sacrificed their lives for the country’s political independence.

b. After having read the lesson on the oppression that communities faced in South Africa, you were deeply hurt. You could also relate to the struggles and hardships

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of millions of Indians who fought against the oppressive British rule. Write a diary entry expressing your feelings about the oppression faced by people in their homeland. (CBSE Question Bank)

You may begin like this:

24 August 20XX Monday 9:00 p.m. My heart is filled with sadness as I think of the oppressed who had to tolerate the inhuman attitude of the oppressors in their own land. ___________________

c. You have been chosen to address a student gathering from the neighbourhood schools, to speak on the resilience of the human spirit required to transcend discrimination. Prepare the speech draft in not more than 120 words, with reference to the commonality of themes in ‘Nelson Mandela – Long Walk to Freedom’ and ‘The Trees’ by Adrienne Rich. You may begin this way: Good morning, everyone. Today, I’d like to discuss two pieces of literature that offer a powerful insight into the resilience of the human spirit required to transcend discrimination. You may end this way: To conclude, I’d like to say that ...

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Two Stories About Flying

I. His First Flight

—Liam O’ Flaherty

About the Author

Liam O’Flaherty was an Irish author best known for his novels and short stories that vividly depict the harsh realities of life in Ireland. He was born in 1896, and his writing often reflected his own experiences growing up during a time of political upheaval and social change in Ireland. O’Flaherty’s writing style is known for its powerful descriptions and raw, emotional portrayal of characters and events. His most famous work is the novel The Informer, which was adapted as an Oscar-winning film by John Ford. His writing often delves into the complexities of human nature and the moral dilemmas faced by individuals in challenging times.

Summary

The story ‘His First Flight’ by Liam O’Flaherty is a short story about a young seagull who is afraid to take his first flight. Despite his family’s encouragement and his siblings’ successful flights, the young seagull hesitates due to his fear of falling. He is frightened of the height and depth of the sea and is convinced that his wings will not support him. His family tries various approaches—encouraging, scolding, threatening, and even punishing him— to persuade him to fly. As a punishment the mother and father seagull leave him on the ledge, hungry and alone. His family is on a plateau on the other side. He sees his mother scraping at a piece of fish and calls out to her for food. His mother uses a clever tactic to motivate him. She flies close to him with a piece of fish in her beak, tempting him with food. Driven by hunger, the young seagull dives off the ledge in an attempt to reach the fish. Initially, he screams in fear as he plunges downwards. However, to his surprise, he discovers that he is flying. His fear vanishes as he experiences the joy and freedom of flight. The story concludes with the young seagull soaring confidently in the sky and then landing and floating on the sea, having overcome his initial fear.

Theme of the Story

The theme of the story ‘His First Flight’ revolves around overcoming fear and gaining self-confidence. It follows the journey of a young seagull who confronts his apprehension about flying for the first time. Through the seagull’s experiences, the story highlights the importance of stepping beyond one’s comfort zone, confronting one’s fears and embracing new challenges to grow and develop self-assurance. It conveys the message that bravery and determination are essential for personal growth and transformation., as the young seagull learns to believe in himself and soars to new heights.

Glossary

ledge: a narrow horizontal shelf projecting from a wall or (here) a cliff brink: edge muster up: to gather or collect plunge: to jump or dive quickly and energetically upbraiding: scolding skim: to move lightly just above a surface (here, the sea) herring: a soft-finned sea fish devour: to eat with great enjoyment cackle: a loud harsh sound cowardice: lack of bravery dozing: lightly sleeping or resting preening: cleaning and grooming feathers Section C • Two Stories About Flying

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scrapped: rubbed (to) whet: to sharpen derisively: mockingly, contemptuously, sneeringly plaintively: sorrowfully dizzy: an uncomfortable feeling of spinning around and losing one’s balance swooped: moved down quickly and suddenly through the air curveting: (here) flying in leaps and curves banking: flying with one wing higher than the other beckoning: signalling someone to come to you shrieking shrilly: (here) screaming very loudly with a harsh sound 159

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NCERT Solutions Thinking about the Text

1. Why was the young seagull afraid to fly? Do you think all young birds are afraid to make their first flight, or are some birds more timid than others? Do you think a human baby also finds it a challenge to take its first steps? Ans: The young seagull was afraid to fly because the distance down to the sea and depth of the sea frightened him. He was scared that his wings might not support him, and he might fall. Yes, doing something for the first time is challenging. Although flying is instinctive, there is evidence that young birds of some species are hesitant to take first flight and that some chicks may stay in the nest a bit longer. Just like birds, a human baby is also afraid of taking its first steps. Like the mother and father seagull, human parents support, encourage and motivate their child to overcome their fear. 2. ‘The sight of the food maddened him.’ What does this suggest? What compelled the young seagull to finally fly? Ans: The phrase ‘The sight of the food maddened him’ means that the young seagull became very excited and desperate upon seeing the food. His intense hunger made him forget his fear of flying. As he had been without food since the previous evening and starvation acted as a powerful driving force. When his mother flew by with a piece of fish she cunningly stopped at a distance —close enough to tempt him, yet out of his reach. Overcome by his desire for the food, he leapt off the ledge. At that moment, he flapped his wings and realised he could fly. So, the physiological need for food helped him overcome his fear and take his first flight. 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 seagull’s father and mother threatened and cajoled him to fly because they wanted him to overcome his fear and learn to fly. The young

seagull was hesitant and afraid to take his first flight, despite his family’s encouragement. His parents knew that flying was essential for his survival, as it would enable him to find food and avoid danger. 4. Have you ever had a similar experience, where your parents encouraged you to do something that you were too scared to try? Discuss this in pairs or groups. Ans: Yes, I have had a similar experience. When I was younger, I was afraid to swim. My parents encouraged me to try, even though I was scared of the water. They stayed close by, reassuring me that I was capable and that they would be there to support me. Despite my fear, their encouragement helped me gain the confidence to swim. Eventually, I found myself swimming on my own, just like the young seagull who finally took flight in the story ‘His First Flight.’ Overcoming my fear of swimming was a significant moment for me, and it taught me the importance of perseverance and trust in my parents’ guidance. 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: The act of trying something new, like swimming, inherently comes with the possibility of failure. However, I needed to attempt it regardless of that uncertainty. While success in swimming wasn’t guaranteed, the act of trying was important. It taught me valuable lessons about perseverance, courage and the significance of support from loved ones. Just like the young seagull in ‘His First Flight,’ taking that leap into the unknown can lead to wonderful discoveries and personal growth, regardless of the outcome.

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II. The Black Aeroplane

—Fredrick Forsyth

About the Author

Frederick Forsyth, born on 25 August 1938 in Ashford, Kent, is a renowned British novelist and former journalist best known for his thrillers. His most famous works include The Day of the Jackal, The Odessa File and The Fourth Protocol. Forsyth’s writing is characterised by meticulous research and a journalistic style that brings realism to his fast-paced plots.

Before becoming a novelist, Forsyth served in the Royal Air Force and worked as a journalist for various publications, including the BBC and Reuters. His experiences covering significant events, such as the Biafran War, inspired his first book, The Biafra Story, published in 1969.

Summary

The ‘The Black Aeroplane’ by Frederick Forsyth, is the story is about a pilot flying an old Dakota plane from Paris to England. He is excited to get home to his family and have breakfast. However, he soon encounters a fierce storm that makes the flight perilous. Despite the worsening weather, he chooses to press on, only to find that all his instruments fail, leaving him lost and unable to navigate. In a moment of desperation when he thinks he might be in trouble, he sees a mysterious black aeroplane without any lights. The pilot of this strange plane signals for him to follow. Trusting this unknown pilot, he follows the black aeroplane through the storm and manages to land safely. Upon landing, the pilot is curious to meet the other pilot and thank him. He asks about the other pilot but is stunned to find out that no other planes are flying that night. This leaves him questioning whether the mysterious pilot was real or if some supernatural force guided him through the storm. The story delves into themes of trust, courage and the unknown, leaving readers pondering the mysterious nature of the help the pilot received.

Theme of the Story

The theme of ‘The Black Aeroplane’ by Frederick Forsyth revolves around courage, survival and trust. The pilot shows great bravery as he navigates through a storm, highlighting the need to face fears during difficult times. The mysterious black aeroplane represents hope and guidance, illustrating how important it is to trust our instincts, even when we are unsure of what lies ahead. The twist at the end—where it turns out no other aircraft was recorded—suggests that the black aeroplane might have been a figment of his imagination, symbolising the strength of the human spirit in challenging situations. The theme conveys that even in moments of despair, we can find unexpected sources of support and resilience.

Glossary

countryside: rural areas outside of towns and cities compass: an instrument that helps in finding directions twisted: a change in direction or a deviation from the expected dead: (here) had stopped working glad: a feeling of happiness or pleasure. radar: a machine that uses radio waves to detect and locate objects

Section C • Two Stories About Flying

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NCERT Solutions Think about the Text

1. ‘I’ll take the risk.’ What is the risk? Why does the narrator take it? Ans: In ‘The Black Aeroplane,’ the narrator decides to take the risk of flying through a dangerous storm to reach home on time for breakfast with his family. His strong desire to be with them outweighs his safety concerns, leading him into a dangerous situation that tests his courage. 2. Describe the narrator’s experience as he flew the aeroplane into the storm. Ans: As the narrator flew into the storm, he faced dark clouds, turbulence and strong winds that made navigation difficult. The instruments, compass and radio, became unreliable, adding to the danger. Suddenly, a mysterious black aeroplane appeared, guiding him safely through the storm. Upon landing, he discovered that no other plane had been reported in the area that night. 3. Why does the narrator say, ‘I landed and was not sorry to walk away from the old Dakota…’? Ans: The narrator says, ‘I landed and was not sorry to walk away from the old Dakota…’ because he had just experienced a terrifying flight through a severe storm. The old Dakota aeroplane had become difficult to control in the turbulent weather due to its failing instruments. The lack of fuel made him worry about the landing. The relief of landing safely and escaping the adverse situation made the narrator grateful to leave the aircraft behind. 4. What made the woman in the control centre look at the narrator strangely? Ans: The woman in the control centre looked at the narrator strangely because he asked about another aeroplane and its pilot, despite the fact that there were no other aircraft flying during the storm. She found his question surprising, as her radar showed only the narrator’s plane, leading her to laugh at the absurdity of his inquiry.

5. Who do you think helped the narrator to reach safely? Discuss this among yourselves and give reasons for your answer. Ans: The narrator may have landed safely because of his own flying skills. Even though the storm is very strong, he keeps control of the old Dakota plane. His calm and quick thinking may have helped make good decisions, allowing him to arrive safely without any help from the control centre. While some might argue that the pilot in the mysterious black aeroplane is a ghost plane that helps him, I think it is his own experience, resilience and instinct that enables him to land safely.

Thinking about Language

I. Guess the meanings of the word ‘black’ in the sentences given below. Check the meanings in the dictionary and find out whether you have guessed right. 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. ___________________ 3. The bombardment of Hiroshima is one of the blackest crimes against humanity. ___________________ 4. Very few people enjoy Harold Pinter’s black comedy. ___________________ 5. Sometimes shopkeepers store essential goods to create false scarcity and then sell these in black. ___________________ 6. Villagers had beaten the criminal black and blue. ___________________ Ans: 1. In the first sentence, black refers to something dirty and soiled. 2. In the second sentence, a black look means an angry or disapproving expression. 3. In the third sentence, the blackest refers to one of the cruellest or most heinous crimes. 4. In the fourth sentence, black refers to dark humour or gloomy comedy. 5. The term black in the fifth sentence indicates unethical or illegal practices of selling at a higher price. 6. In the last sentence, black means bruised or severely injured.

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II. Match the phrases given under Column A with their meanings given under Column B. Column A

Column B

1. Fly a flag

– Move quickly/suddenly

3. Fly along

– Display a flag on a long pole

2. Fly into rage 4. Fly high

5. Fly the coop

– Be successful

– Escape from a place

– Become suddenly very angry

Ans: Column A

Column B

1. Fly a flag

– Display a flag on a long pole

3. Fly along

– Move quickly/suddenly

2. Fly into rage 4. Fly high

5. Fly the coop

– Become suddenly very angry – Be successful

– Escape from a place

III. We know that the word ‘fly’ (of birds/insects) means to move through the air using wings. Tick the words which have the same or nearly the same meaning. swoop ascend sink descend stay

flit float dart soar fall

paddle ride hover shoot sail

flutter skim glide spring flap

Ans: The words that have similar meanings to ‘fly’ in the table are swoop, flit, float, dart, soar, hover, sail, skim, glide and flutter.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. The young seagull was alone on his ledge. His two brothers and his sister had already flown away the day before. He had been afraid to fly with them. Somehow when he had taken a little run forward to the brink of the ledge and attempted to flap his wings, he became afraid. The great expanse of sea stretched down beneath, and it was such a long way down— miles down. I. Why does the young seagull hesitate to fly despite being physically capable? (1) Section C • Two Stories About Flying

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II. In the extract, the word ‘afraid’ is used to describe the young seagull’s feelings. Choose a suitable synonym for ‘afraid’ from the options below and explain how this synonym conveys a similar meaning while adding depth to the seagull’s emotions. (1) a. anxious b. excited c. confident d. indifferent III. How does the description of the sea contribute to the young seagull’s fear? (2) IV. In the extract, the phrase ‘the great expanse of sea’ is used. What does this phrase suggest about the young seagull’s perspective on flying? (1) a. The sea is a beautiful sight that inspires him to fly. b. The vastness of the sea makes him feel insignificant. c. The sea is a safe place where he can learn to fly. d. The sea is inviting and encourages him to take risks. Ans: I. The young seagull hesitates to fly because he is overwhelmed by fear. Even though he possesses the physical ability to fly, his fear of falling and the unknown keep him from taking that first leap into the air. II. a. anxious The word ‘anxious’ serves as a suitable synonym for ‘afraid.’ While both words express fear, ‘anxious’ adds depth by highlighting the young seagull’s nervousness and unease about flying. III. The description of the sea adds to the young seagull’s fear by showing it as large and frightening. The sight of the endless water makes him feel small and scared, which increases his worry about flying. The sea represents something unknown, making him even more anxious about taking that first flight. IV. b. T he vastness of the sea makes him feel small and insignificant. 2. Read the following extract carefully and answer the questions that follow. The day before, all day long, he had watched his parents flying about with his brothers and sister, perfecting them in the art of flight, teaching 163

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them how to skim the waves and how to dive for fish. He had, in fact, seen his older brother catch his first herring and devour it, standing on a rock, while his parents circled around raising a proud cackle. And all the morning the whole family had walked about on the big plateau midway down the opposite cliff taunting him with his cowardice. (CBSE Question Bank Modified) I. Based on the given sentence, pick the option that corresponds to what human parents would say. ‘while his parents circled around raising a proud cackle.’ (1) a. Well done! b. Oh no! c. Ready?! d. Really?! II. Explain the phrase, ‘skim the waves’.

(1)

III. Imagine that the young gull attended a workshop on inspiration and confidence building, and received some advice. Choose the option that reflects the advice, most relevant to his situation. (1)

ii.

iii.

iv.

a. i and ii c. iii and iv

b. ii and iii d. i and iv

IV. Which of the following feelings did the young gull, NOT feel according to the given context?

‘...all day long, he had watched his parents flying about with his brothers and sister...’ (i) sad (ii) incompetent (iii) excluded (iv) ungrateful (v) inspired (vi) jealous (vii) anxious (1) a. i, iii, vi b. ii, v, vii c. ii, iii, vii d. iv, v, vii

V. Select the most appropriate option for the following. (1) devour : guzzle : : nibble : ___________ a. chew b. savour c. peck d. gulp

Ans: I. a. Well done! This option reflects the pride and encouragement that parents typically express when their child achieves something significant. II. The phrase ‘skim the waves’ refers to flying very close to the surface of the water, almost touching it, to be able to look for food (fish). It evokes an image of grace and agility, suggesting that the young gull is mastering his flying skills by gliding smoothly over the water’s surface. III. c. (iii) and (iv) These pieces of advice encourage selfawareness and overcoming fear, both of which are crucial for the young seagull as he learns to fly. IV. d. iv, v, vii V. c. peck 3. Read the following extract carefully and answer the questions that follow. He waited a moment in surprise, wondering why she did not come nearer, and then, maddened by hunger, he dived at the fish. With a loud scream, he fell outwards and downwards into space. Then a monstrous terror seized him, and his heart stood still.

I. How does the young seagull learn to fly? (1) a. His mother shows him the fish and moves away to encourage him to fly. b. His brother and sister help him learn to fly by accompanying him. c. He does not learn to fly at all. d. He is hungry and flies to find food.

II. Fill in the blank with one word. As he dives towards the fish, he experiences a feeling of ______________ that makes his heart stand still. (1) III. Based on the extract, analyse how the young seagull’s feelings of surprise and hunger influence his actions. (Competency-based Question) (2) IV. Choose the option that shows the correct relationship between the following statements. i. ‘maddened by hunger, he dived at the fish’ ii. ‘then a monstrous terror seized him, and his heart stood still’

(Competency-based Question) (1)

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a. Both statements are unrelated to each other. b. Both statements indicate that he is fearless in his actions. c. The second statement contradicts the first, suggesting he is not truly hungry. d. The first statement describes his motivation; the second describes his reaction. Ans: I. a. His mother shows him the fish and moves away to encourage him to fly. When his mother tempts him with a piece of fish, he dives forward in desperation. This act pushes him off the ledge, and as he falls, he instinctively spreads his wings and discovers that he can fly. II. terror III. The young seagull is surprised to see his mother halt at a distance not too far. He waits for her but soon maddened by hunger he loses is patience. Twenty-four hours of hunger and surprise of having food so close but unreachable drives him to take the leap. IV. d. T he first statement describes his motivation; the second describes his reaction. This option accurately reflects the relationship between the two statements: the first statement explains why the young seagull dives (his hunger), while the second statement describes his emotional response (terror) as he attempts to catch the fish. 4. Read the following extract carefully and answer the questions that follow. He just felt a bit dizzy. Then he flapped his wings once and he soared upwards. ‘Ga, ga, ga, Ga, ga, ga, Gaw-col-ah,’ his mother swooped past him, her wings making a loud noise. He answered her with another scream. Then his father flew over him screaming. He saw his two brothers and his sister flying around him curveting and banking and soaring and diving. Then he completely forgot that he had not always been able to fly, and commended himself to dive and soar and curve, shrieking shrilly. (CBSE Question Bank) I. Pick the most appropriate reason why the young seagull felt dizzy. (1) a. He hadn’t eaten anything for a day. b. He was dizzy with excitement. c. He was wary of heights. d. He was flying for the first time. Section C • Two Stories About Flying

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II. How would you describe the screams of the gulls in the given extract? (1) a. elation b. bewilderment c. shock d. protection III. The line ‘he completely forgot that he had not always been able to fly’ implies the (1) a. great confidence the young gull had in his skills b. naturalness of the act of flying for the young gull c. satisfaction and joy of flying together as a family d. desire of the young gull to leave his fears behind IV. The extract refers to the many movements of the young gull’s brothers and sister. Choose the option that correctly sequences these movements. (1) a. The young gull’s brothers and sister flew by tilting their wings, rose high, made darting movements and plunged headfirst. b. The young gull’s brothers and sister flew by plunging headfirst, making darting movements, titled their wings and rose high. c. The young gull’s brothers and sister flew with darting movements, titled their wings, rose high and plunged headfirst. d. The young gull’s brothers and sister flew by rising high, plunging headfirst, making darting movements and tilting their wings. V. Which of the following mirrors the use of the literary device in ‘shrieking shrilly’? (1) a. sparkling saga b. singing softly c. slippery sloppily d. sneeze silently Ans: I. d. He was flying for the first time. This option best explains the young seagull’s dizziness, as the experience of flying can be overwhelming and disorienting for a bird that has just learnt to take flight. II. a. elation III. b. naturalness of the act of flying for the young gull. IV. c. T he young seagull’s brothers and sisters flew by plunging headfirst, making darting movements, tilting their wings and rising high. 165

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V. c. ’slippery sloppily.’ This mirrors the use of the literary device in ’shrieking shrilly,’ as both phrases employ alliteration and repetition of the initial consonant sound. 5. Read the following extract carefully and answer the questions that follow. Everything was going well—it was an easy flight. Paris was about 150 kilometres behind me when I saw the clouds. Storm clouds. They were huge. They looked like black mountains standing in front of me across the sky. I knew I could not fly up and over them, and I did not have enough fuel to fly around them to the north or south. ‘I ought to go back to Paris,’ I thought, but I wanted to get home. I wanted that breakfast. ‘I’ll take the risk,’ I thought, and flew that old Dakota straight into the storm. (CBSE Question Bank Modified) I. What motivates the pilot to continue flying towards his destination despite the storm clouds? (1)

II. How would you describe the ‘risk’ the narrator took? a. calculated b. impetuous c. unavoidable d. navigable

(1)

III. In what way might the reference to the Dakota as ‘old’ be relevant? (1) a. Its antique value made it expensive and precious to the narrator. b. It is employed by the narrator as a term of endearment. c. It did not have enough fuel to fly around the storm clouds. d. Its ability to navigate the storm clouds might have been suspected.

IV. Read the statements given below, and then select the option that best describes the given statements. (1) Statement 1 – The narrator’s desire to reach home and see his family made him complacent. Statement 2 – The narrator was unaware of the threat that the adversarial storm clouds presented. Statement 3 – The narrator’s decision making was quick but irresponsible as well as dangerous.

a. Statement 1 is False, Statement 2 is True, Statement 3 cannot be inferred b. Statement 1 and 3 are True, Statement 2 cannot be inferred. c. Statement 1 cannot be inferred, Statement 2 is False, Statement 3 is True. d. Statement 1 and 2 are False, Statement 3 is True. V. Select the correct option to fill in the blanks below. risk : risky : : ________ : ________ a. danger: dangerously b. hazard: hazardous c. peril: imperilled d. caution: precaution

(1)

Ans: I. The pilot is motivated by his desire to reach home and have a comforting breakfast with his family. II. b. impetuous

III. d. Its ability to navigate the storm clouds might have been suspected.

IV. b. Statement 1 and 3 are True, Statement 2 cannot be inferred.

Explanation: The narrator’s strong wish to get home might have made him careless (Statement 1), and his quick choices in a stressful situation were definitely irresponsible (Statement 3). However, we can’t say for sure that he didn’t recognise the danger of the storm clouds (Statement 2). V. b. hazard: hazardous

6. Read the following extract carefully and answer the questions that follow. I saw the clouds. Storm clouds. They were huge. They looked like black mountains standing in front of me across the sky. I knew I could not fly up and over them, and I did not have enough fuel to fly around them to the north or south. I. What does the pilot decide to do even after seeing the storm and dark clouds? (1) a. Turn back and land immediately b. Fly over the clouds despite the danger c. Continue flying towards his destination d. Contact air traffic control for advice II. What does the phrase ‘not enough fuel’ imply about the narrator’s situation? (1)

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III. What does the narrator’s description of the storm clouds as ‘huge’ and resembling ‘black mountains’ primarily symbolise in the context of his journey? (1) a. The beauty of nature b. A sense of adventure c. Overwhelming challenges d. The calm before a storm

IV. What emotions does the description of the storm clouds evoke in the reader? (2) (Competency-based Question)

Ans: I. c. Continue flying towards his destination

II. The phrase ‘not enough fuel’ implies that the narrator is in a difficult situation with limited options. It highlights his vulnerability, as he cannot safely navigate around or over the storm clouds, which increases his feelings of anxiety and helplessness. III. c. Overwhelming challenges

IV. The description of the storm clouds evokes feelings of fear and anxiety in the reader. The description of the storm clouds evokes emotions of fear, tension, and uncertainty in the reader. The dark, towering clouds create a sense of impending danger and highlight the narrator’s vulnerability as he navigates through the treacherous weather. This imagery helps to build suspense and keeps the reader engaged in the story. 7. Read the following extract carefully and answer the questions that follow. Inside the clouds, everything was suddenly black. It was impossible to see anything outside the aeroplane. The old aeroplane jumped and twisted in the air. I looked at the compass. I couldn’t believe my eyes: the compass was turning round and round and round. It was dead. It would not work! The other instruments were suddenly dead, too. I tried the radio. ‘Paris Control? Paris Control? Can you hear me?’ There was no answer. The radio was dead too. I had no radio, no compass, and I could not see where I was. I was lost in the storm. (CBSE Question Paper, 2/4/2; 2022–23) I. As soon as the pilot was inside the cloud _________________. (1) a. His ear got blocked.

b. He choked with fear.

c. His vision was obstructed.

II. The devices in the aeroplane were _________________.

(1)

a. malfunctioning

b. broken completely

c. giving wrong readings

d. stopped responding completely III. The Paris air control did not reply to the pilots call because _________________. (1) IV. Select the option that correctly captures the application of the word ‘twisted’ as used in the extract. (1) a. Ragini twisted Raghav’s wrist.

b. Ragini twisted the story to suit the occasion. c. Ragini didn’t appreciate Raghav’s twisted bent of mind.

d. Ragini matched the swimmer as he twisted twice in the air before diving into the water. V. Fill in the blank with ONE WORD only. The narrator’s _________________ comes through clearly when he sees the compass turning round and round. (1) Ans: I. c. His vision was obstructed. II. a. malfunctioning III. The Paris air control did not reply to the pilot’s call because the radio was dead. IV. d. Ragini matched the swimmer as he twisted twice in the air before diving into the water. V. fear (or any synonym) 8. Read the following extract carefully and answer the questions that follow. I could see nothing but the black clouds. I was lost. I had no radio, no compass, and I could not see where I was. I was in the storm. Suddenly, I saw another aeroplane. It was flying towards me through the clouds. It was a black aeroplane, and it seemed to be guiding me. I followed it, trusting that it would lead me to safety.

I. How does the narrator feel when he realises he has no radio or compass? (1) a. excited b. confident c. lost d. indifferent

II. What does the narrator see that gives him hope while he is lost in the storm? (1)

d. He was jumping up and down. Section C • Two Stories About Flying

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III. Why does the narrator choose to follow the black aeroplane? (1) a. He knows the pilot. b. He has no other option and trusts it will help him. c. He wants to race it. d. He believes it is a rescue mission.

IV. What does the reader feel when they see the black aeroplane guiding the pilot? Explain how this feeling relates to the theme of hope in the story. (Competency-based Question) (2) Ans: I. c. lost II. In the black clouds, the narrator sees another aeroplane flying next to him. This sight gives him hope as it represents a potential guide and a way out of his difficult situation. III. b. He has no other option and trusts it will help him. IV. When the reader sees the black aeroplane guiding the narrator, they likely feel a sense of relief and hope. This moment signifies that even in difficult situations, help can appear unexpectedly. The black aeroplane represents guidance and support, illustrating that trust and hope can lead one through challenging times. This reinforces the theme of hope in the story, showing that light can emerge from darkness, helping individuals navigate their struggles. 9. Read the following extract carefully and answer the questions that follow. I was safe! I turned to look for my friend in the black aeroplane, but the sky was empty. There was nothing there. The black aeroplane was gone. I could not see it anywhere. I landed and was not sorry to walk away from the old Dakota near the control tower. I went and asked a woman in the control centre where I was and who the other pilot was. I wanted to say ‘Thank you’. She looked at me very strangely and then laughed. ‘Another aeroplane? Up there in this storm? No other aeroplanes were flying tonight. Yours was the only one I could see on the radar.’ So, who helped me... (CBSE Question Bank) I. Select the option that correctly tracks the progression of emotions experienced by the narrator in the given extract. (1) a. excited – surprised – relieved – grateful – perplexed

b. relieved – confused – curious – dejected – panic-stricken c. optimistic – lonely – calm – elated – appreciative d. triumphant – reassured– inquisitive – thankful – uncertain II. Why do you think the woman in the control centre laughed? a. She found the narrator funny.

(1)

b. She thought his question preposterous. c. She thought he was teasing her.

d. She was relieved the narrator was safe. III. Filled with questions, the narrator decides to place an advertisement in the local newspaper to look for his ‘friend’. (1)

Read the advertisement given below and select the option that includes the most appropriate solutions for the blanks:

Looking for a pilot of a black aeroplane who (i) ______________ an old Dakota out of storm clouds late last night, but (ii) ______________ before the Dakota pilot could express his gratitude after landing. Though control centre and radar did not (iii) ______________ its presence, the Dakota pilot would really appreciate if his friend reached out. Please contact the Dakota pilot at 5200100110. In deep gratitude and eager (iv) ______________, XXX a. (i) guided; (ii) disappeared; (iii) register; (iv) anticipation b. (i) took; (ii) landed; (iii) acknowledge; (iv) appreciation c. (i) brought; (ii) went away; (iii) confirm; (iv) expectation d. (i) helped; (ii) vanish; (iii) make note; (iv) excitement IV. The narrator exclaimed that he was ‘safe’. Which of the following represented the most immediate threat to the narrator’s safety? (1) a. The black mountain-like storm cloud b. The depletion of fuel in the last fuel tank c. Being lost due to non-functioning equipment d. The old rattling Dakota aeroplane

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V. Choose the option that correctly matches the idioms in Column A to the story’s events in Column B: (1) Column A— Idioms

Column B—Story events

1. Every cloud has a silver lining.

i. The narrator really wanted to have a hearty English breakfast, even though he really ought to have turned back.

2. To be on cloud nine.

ii. The man in the other plane waved at the narrator and asked him to follow, closely drawing him out.

3. To have iii. The compass and other instruments stopped working. your head in The radio was dead too. the clouds. 4. gathering clouds.

iv. And there it was —the well-lit runway, an airport. The narrator could safely land.

a. 1-(iv); 2-(iii); 3-(ii); 4-(i) b. 1-(iii); 2-(i); 3-(iv); 4-(ii) c. 1-(i); 2-(ii); 3-(iii); 4-(iv) d. 1-(ii); 2-(iv); 3-(i); 4-(iii) Ans: I. a. excited – surprised – relieved – grateful – perplexed II. b. She thought his question preposterous. III. a. (i) guided; (ii) disappeared; (iii) register; (iv) anticipation IV. b. The depletion of fuel in the last fuel tank V. d. 1-(ii); 2-(iv); 3-(i); 4-(iii)

Short Answer Questions

Answer the following questions in about 40–50 words.

1. If you were the family member of the young seagull, would you also decide to not go near him? Elaborate with reason. (CBSE Question Bank) Ans: If I were a family member of the young seagull, I would decide not to go near him initially. This approach allows him to confront his fears independently, which is crucial for his development. By giving him space, I would encourage him to build confidence in his abilities. It is important for young birds to learn to fly on their own, as this experience will help them grow stronger and more self-reliant in the long run. 2. Describe the young seagull’s first flight. (CBSE Question Paper, 2/4/2; 2023–24)

Ans: The young seagull finally takes flight when he sees his mother bringing food. Driven by hunger, Section C • Two Stories About Flying

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he instinctively dives towards the fish, spreading his wings for the first time. Initially, he is engulfed in fear, hesitant to leave the safety of the nest. However, the overwhelming urge to eat pushes him forward. As he soars through the air, he experiences exhilaration and joy, realising that he can fly and overcome his fears. This moment marks a significant turning point for him, as he embraces his newfound freedom and ability. 3. Flying is a natural act in birds. Then why was the young seagull ‘exhausted by the strange exercise’? Justify the given statement with reference to baby seagull’s fear.

(CBSE Question Paper, 2/3/2; 2023–24) Ans: The young seagull feels exhausted by the strange exercise of flying because he is initially hesitant and fearful. Although flying is a natural act for birds, his lack of confidence and previous inexperience make the effort physically demanding. This fear, combined with his hunger, contributes to his fatigue and drains his energy, leaving him weak and tired after his first flight. Thus, the act of flying becomes both a challenge and a significant turning point in his life. 4. The young seagull ‘failed to muster up courage to take that plunge’. In what way can the reference to the ‘plunge’ here be both literal and metaphorical? Explain. (CBSE Question Bank) Ans: The reference to the ‘plunge’ is both literal and metaphorical. Literally, it describes the young seagull’s physical leap from the ledge into the air, which requires courage. At first he plunges down before realising he can fly. Metaphorically, it represents his emotional leap into independence and self-confidence. This duality highlights his struggle against fear, emphasising the challenges of overcoming both physical and psychological barriers in growth. 5. What does the young seagull’s initial fear of flying suggest about the challenges faced by individuals when stepping out of their comfort zones? (Competency-based Question) OR

How does allowing the young seagull to face his fears independently contribute to his development? Discuss the importance of independence in overcoming challenges, using examples from the story.

(Competency-based Question)

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Ans: The young seagull’s initial fear of flying illustrates the anxiety and hesitation individuals often experience when stepping out of their comfort zones. This fear stems from self-doubt and the unknown, highlighting that personal growth necessitates overcoming internal barriers. OR Allowing the young seagull to face his fears independently is vital for his development; it empowers him to take risks and embrace new experiences. By choosing to dive for food, he learns that independence is crucial in overcoming challenges, leading to increased confidence and resilience. 6. The ‘fight or flight response’, that is, to stay and face a situation or run from it is an automatic reaction to an event perceived as stressful or harmful. How would you evaluate the young gull’s response on finding himself (CBSE Question Bank) off the ledge? OR

‘The only difference between success and failure is the ability to take action’. Justify the statement in the light of the story. Ans: The young gullʹs reaction when he finds himself off the ledge illustrates his initial fear and hesitation to fly. However, driven by hunger, he chooses take the plunge off the ledge and dive for the fish. The moment he realises he has taken the leap he is engulfed by his fear. Within a fraction of seconds, he comes to his senses and fights his fears. This decision to confront his fear demonstrates that taking action is crucial for growth and success, transforming a moment of fear into an opportunity for achievement. OR The young gull is motivated by hunger, and is compelled to reach out for the piece of food. His need makes him take action. Once he has taken action, he feels the wind on his breast and his wings open up and cut through the air. It is only through action that he overcomes is fear and achieves success. 7. Validate the given statement with reference to baby seagull’s fear. ‘Fear doesn’t exist anywhere else other than one’s mind.’

(CBSE, Sample Question Paper; 2022–23)

Ans: The transformation of the young seagull—from fear to flight—validates the statement that fear

exists primarily in one’s mind. Once he confronts and overcomes this mental barrier, he realises his true potential, demonstrating that fear is often an internal barrier shaped by individual perceptions rather than a shared reality 8. How would you describe the mood of the story, ‘The Black Aeroplane’ as it begins? (CBSE Question Bank) Ans: The mood of the story ‘Black Aeroplane’ at the beginning is one of happiness and relaxation. The narrator enjoys flying over the calm countryside and looks forward to being with his family for breakfast. This cheerful feeling sets a positive tone before the later tension and fear in the story. The mood of the last paragraph is contemplative and mysterious but the pilot would undoubtedly feel relief at having landed safely. 9. I‘ll take the risk.’ What is the risk? How does the narrator take it? (CBSE Question Paper,2/2/2; 2022–23) Ans: The risk in the statement ‘I’ll take the risk’ refers to the narrator’s decision to fly directly into a storm despite knowing it could be dangerous. He chooses to take this risk because he is eager to reach home and enjoy time with his family. His is looking forward to a hearty English breakfast. Overwhelmed by his desire to be with them, he ignores the safer option of turning back to Paris, ultimately leading him into a dangerous situation of being lost and without instruments. 10. As a reader, do you feel betrayed or let down in the way the story ends? Validate your opinion.

(CBSE Question Bank)

Ans: As a reader, I do feel let down by the story’s ending. The sudden appearance of the mysterious black aeroplane saves the narrator, but it raises questions about its origin and purpose. This unresolved mystery leaves a sense of uncertainty, making the conclusion feel incomplete and unsatisfying. I would have liked to know if the mysterious plane was a ghost plane or a figment of the pilot’s imagination. 11. Based on your reading, would you call the narrator a family man? Justify your stance.

(CBSE Question Bank)

Ans: Yes, I would call the narrator a family man. His strong desire to return home and enjoy a meal with his family demonstrates his deep affection

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and commitment to them. Throughout the story, his thoughts are focussed on reuniting with his loved ones, highlighting the importance of family in his life. 12. Look at the given image. Briefly evaluate the narrator’s decision to not go back to Paris with reference to the image. (CBSE Question Bank)

Ans: The narrator’s decision not to go back to Paris is an important choice that highlights the difference between fear and opportunity. The crossed-out threat in the image shows that the narrator does not allow the lurking threat to stop him from reaching his destination. In contrast, the opportunity presented suggests a chance for new experiences and growth. By choosing to continue the journey, the narrator envisions himself having an English breakfast. At a deeper level, he is willing to face the unknown instead of returning to what is familiar. This decision shows bravery and a desire to explore new possibilities. It emphasises how important it is to take chances and move beyond our fears. 13. James Lane Allen says, ‘Adversity reveals character.’ What do you learn about the narrator from the experience? Mention any two traits supported by the textual evidence.

(CBSE Question Bank)

Ans: From the narrator’s experience, we learn that he possesses resilience, determination and a certain dare-devil attitude. Despite the severe storm he decides to take a chance and brave the storm. When his instruments fail, he continues to navigate through the dangerous conditions. His strong desire to return home and be with his family motivates him to persevere, showcasing his unwavering commitment to his loved ones.

14. Do you think that after his experience, the narrator would be able to truly enjoy the English breakfast he had yearned for? Why/ Why not? (CBSE Question Bank) Section C • Two Stories About Flying

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Ans: After his challenging experience, the narrator might find it difficult to truly enjoy the English breakfast he had yearned for. The intense stress and fear he faced during the flight could leave him feeling shaken and preoccupied, making it hard to fully relax and savour the meal. He would also be preoccupied by the thought of the strange black aeroplane. However, the relief of having landed safely might also bring a sense of gratitude and appreciation, allowing him to enjoy the breakfast more than ever. 15. How does the interaction between the pilot and the lady in the control centre highlight the mysterious nature of the events during the flight? Ans: The interaction between the pilot and the lady in the control centre highlights the mysterious nature of the events during the flight. The pilot’s account of being guided by another aeroplane through the storm is met with confusion and disbelief by the lady, as no other aircraft had been reported in the area. This discrepancy adds an element of intrigue and leaves both the pilot and the reader questioning the reality of the experience. 16. Why and when did the narrator say that ‘everything’ was going well, it was an easy flight? (CBSE Question paper, 2/2/2; 2019–20) Ans: The narrator said that ‘everything’ was going well and it was an easy flight when he was flying his old Dakota aeroplane over France. The weather was clear, and he was looking forward to a good breakfast with his family in England. This was before he encountered the storm.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Compare and contrast the lives of the young seagull and the pilot from the text of the ‘Two Stories about Flying’. (Competency-based Question) Ans: In ‘Two Stories about Flying,’ the young seagull and the pilot represent contrasting experiences of fear and courage. The young seagull, initially fearful of flying, struggles with self-doubt and the pressure from his family. His journey reflects a quest for independence, culminating in a triumphant leap into the sky. In contrast, the pilot embodies confidence and skill, navigating challenges with expertise. His experience highlights the thrill of adventure and the 171

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responsibilities of flight. While the seagull’s story focusses on personal growth and overcoming fear, the pilot’s narrative showcases mastery and the excitement of flying. Together, they illustrate different facets of flight—one who fears the vastness beneath him and other who sees adversity as an opportunity. 2. A noted author, Richard Bach wrote—’For most gulls it was not flying that mattered, but eating. For this gull, though, it was not eating that mattered, but flight.’ Evaluate this statement with respect to the young seagull. (CBSE Question Bank) Ans: Richard Bach’s quote resonates with the events in ‘His First Flight’ by Liam O’Flaherty, highlighting the young seagull’s transformation from fear to courage. Initially, the seagull is terrified of flying and remains on the ledge, watching his family soar and hunt for fish. Despite hunger and his family’s attempts to encourage him with taunts and scolding, he is paralysed by the fear of falling. His mother cleverly tempts him by holding a piece of fish just out of reach. Driven by starvation, he leaps towards the food and unexpectedly begins to fly. Though initially frightened, he soon feels the thrill of soaring and gliding through the air, cheered on by his family. This journey reflects the quote’s message. The seagull’s fear held him back, but overcoming it led him to experience the joy and fulfilment of flight. At first, the seagull only thought about eating because of his fear. However, once he experienced flying, it became his greatest joy, showing that overcoming fear can lead to greater achievements. 3. Look at the given image of different parenting styles and what they signify. THE FOUR PARENTING STYLES Sensitive & Responsive

Stern & Punitive

Demanding Authoritative Authoritarian Doesn't Enforce Limits

Permissive

Uninvolved

(CBSE Question Bank)

Which of the given parenting styles would you attribute to the young seagull’s parents? Do you think there was a difference between the mother’s and father’s attitude? Support your answer with reference to the text.

Ans: The young seagull’s parents exhibit contrasting parenting styles. Initially the parents use the authoritative approach, scolding, taunting and encouraging him from time to time. The mother seagull tempts the young seagull with food, encouraging him to overcome his fear and take flight. Her actions show a balance of sensitivity and insistence, guiding the seagull towards independence. In contrast, the father’s approach is uninvolved. He remains distant and does not actively participate in encouraging the young seagull. This lack of involvement highlights a stark difference in their parenting styles. The mother is more responsive and sensitive to the young seagull’s fear and uses a more nurturing approach by tempting the young seagull with food, while the father is sterner and more insistent, pushing the young seagull to overcome its fear. —her nurturing and his firmness—help the young seagull gain the confidence needed to take its first flight. The parents’ approach highlights their commitment to their child’s growth and independence. 4. In the poem, ‘Dust of Snow’, the crow symbolically transforms the narrator’s mood, while in the story, ‘His First Flight’, the baby seagull undergoes a literal transformation as it learns to fly. Analyse how these avian characters play similar or different thematic roles in their respective poem and story.

(Competency-based Question)

(CBSE Practice Question Paper; 2023–24)

Ans: In the poem ‘Dust of Snow’, the crow and the young seagull in ‘His First Flight’ both act as significant symbols of transformation and renewal, each in their unique way. The crow’s sudden interaction with the narrator prompts an unexpected shift in perspective. Its simple act of dislodging snow onto the narrator becomes a metaphor for a turning point, lifting the narrator’s sadness and rekindling an appreciation for nature’s beauty.

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Similarly, the young seagull’s first flight represents a pivotal moment of personal growth. By overcoming fear and embracing its ability to fly, the seagull not only learns to navigate its environment but also discovers newfound confidence and self-reliance. Both avian characters, despite their distinct contexts, play a central role in inspiring positive change—whether by altering a mind-set or achieving an important developmental milestone. 5. Look at the image of Maslow’s hierarchy of needs. Abraham Maslow devised a theory of motivation that shows the basic needs at the bottom, and more advanced needs as you move up. It includes the theory that fundamental needs must be met before an individual can be motivated to achieve higher order needs.

higher-order needs, such as self-esteem and self-actualisation, as he gains independence and mastery over his environment.

6. The young seagull’s parents wanted him to fly, like his brothers and sister. How could the young seagull’s newly flying siblings (Brother 1, Brother 2 and Sister) have motivated him? Write a brief conversation among them.

(CBSE Question Bank)

Ans: In order to motivate the young seagull, the sibling might have had the given conversation: Brother 1: Hey, little brother! Look at us! We’re flying high! It’s amazing up here! Brother 2: Yeah! You’re missing out on so much fun! The wind feels incredible beneath your wings!

Sister: Don’t be scared! Remember how we felt when we first flew? It was a little scary, but once we took off, it was the best feeling ever!

Brother 1: Exactly! Just think about all the places you can explore. You’ll love it once you try! Brother 2: And if you fall, we’ll be right here to help you. You won’t be alone! Sister: Come on! Just give it a shot! You’re stronger than you think!

Brother 1: We believe in you! Take that leap, and you’ll see how wonderful flying can be!

Where in this hierarchy of needs, would you locate the young seagull’s first flight? Justify your response. (CBSE Question Bank) Ans: The young seagull’s first flight can be located in the ‘physiological needs’ level of Maslow’s hierarchy. This level includes basic needs such as food and survival. In the story, the young seagull is driven by hunger, which compels him to overcome his fear and take flight. His initial hesitation and fear are overcome by the necessity to find food. This aligns with the idea that fundamental needs, such as hunger, must be met before an individual can focus on higherorder needs. By successfully taking his first flight, the young seagull moves closer to fulfilling his Section C • Two Stories About Flying

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7. Motivation plays an important role in taking risks in life and in succeeding. Do you agree? Discuss with reference to the pilot and the young seagull. (CBSE Question Paper, 2/6/1; 2022–23)

Ans: Motivation indeed plays a crucial role in taking risks and achieving success. In the case of the young seagull, his parents’ encouragement and his hunger drive him to overcome his fear of flying, leading to his first successful flight. Similarly, the pilot’s determination to return home to his family motivates him to navigate through the storm despite the challenges. Both characters demonstrate that motivation can push individuals to take necessary risks and achieve their goals. The young seagull’s newfound confidence and the pilot’s successful landing highlight the importance of motivation in overcoming obstacles and realising one’s potential.

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8. Imagine that the narrator shared his story with friends and family once he got home. One of them, a spiritual leader, decided to incorporate the story as part of his weekly sermon to the congregation. Another friend, a psychologist, worked the story into his next lecture on survival instinct and crisis management. Do you think the two interpretations of the story would be different? If so, how? What insights might the narrator get about his mysterious experience, if he were to attend both the sessions?

(CBSE Question Bank)

Ans: Yes, the interpretations would likely be different. The spiritual leader might focus on the story as a metaphor for faith and divine intervention, emphasising the mysterious black aeroplane as a symbol of hope, guidance and protection in times of crisis. On the other hand, the psychologist might analyse the story from a practical perspective, discussing the pilot’s survival instincts, decisionmaking under pressure, and the psychological impact of the experience. The psychologist might argue that the black aeroplane was a figment of his imagination due to the stressful circumstances. Attending both sessions, the narrator might gain a deeper understanding of his experience, appreciating both the spiritual and psychological dimensions. Knowing the spiritual perspective would deepen his faith in the divine power and hearing the psychologist would strengthen his faith in self. It would boost his confidence on his ability to handle the adverse situations calmly. This dual perspective could provide him with a more holistic view of his ordeal, blending faith and reason.

9. In a parallel world, the pilot of the black aeroplane narrates his adventure in a story titled ‘The Old Dakota’. You come across an excerpt from the story, which responds to the ending questions of ‘Black Aeroplane’ and describes the black aeroplane pilot’s decision to fly away after watching the Dakota land. Compose the said excerpt of the story employing relevant details from ‘The Black Aeroplane’. (CBSE Question Bank) Ans: As I watched the old Dakota land safely, a wave of relief washed over me. The storm had

been fierce, yet here was this brave aircraft, defying the odds. While navigating my way through the dark clouds, I witnessed the pilot struggling and feeling lost, seemingly having lost contact. Looking at his plight, I was reminded of my responsibility as a pilot and signalled to him to follow me. I felt a pull to join the pilot, to share in that moment of triumph. However, I knew my journey was different. With a heavy heart, I made the decision to fly away into the vast sky. My duty was to protect my own passengers and ensure their safety. The Dakota’s landing reminded me of the risks we face in aviation, but it also reinforced my commitment to flying responsibly, ensuring that every flight is a safe adventure for all aboard. 10. How does the narrator’s experience in the storm reflect his character and decisionmaking skills? Discuss with reference to the text.

Ans: The narrator’s experience in the storm shows his strong character and good decisionmaking skills. At first, he feels scared and overwhelmed by the fierce weather, but he quickly gathers himself and focusses on flying safely. Instead of turning back, he decides to fly through the storm, which shows his bravery, his unconditional love for his family, but also a reckless, adventurous trait. This choice highlights his ability to stay calm under pressure and think clearly in a crisis. The storm tests him, but he rises to the challenge, proving that he is a skilled pilot. Ultimately, his journey through the storm reveals that true strength of character shines through in difficult situations. 11. Describe the role of the mysterious black aeroplane in the narrator’s journey. How does it contribute to the overall theme of the story?

Ans: The mysterious black aeroplane plays a crucial role in the narrator’s journey in ‘The Black Aeroplane.’ It appears unexpectedly during a fierce storm, guiding the narrator when he is lost and his instruments fail. This enigmatic aircraft represents hope and assistance in dire circumstances, helping him navigate safely through the crisis.

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The presence of the black aeroplane contributes to the story’s overall theme of unexpected help and supernatural intervention. Its sudden appearance and subsequent disappearance after the narrator lands safely leave readers questioning its true nature. This element of mystery emphasises that sometimes, guidance comes from unknown sources, suggesting a deeper connection between fate and human experience, ultimately highlighting the importance of trust in moments of uncertainty. 12. The narrator’s encounter with the black aeroplane raises questions about reality and perception. How does this experience challenge his understanding of the events? Discuss the possible explanations for the mysterious aeroplane. (Competency-based Question) Ans: The narrator’s encounter with the black aeroplane raises significant questions about reality and perception. Initially, he perceives the black aeroplane as a guiding force during his desperate struggle through the storm. However, upon landing, he learns that no other planes were in the area, challenging his understanding of what truly occurred. This experience blurs the lines between reality and imagination, leaving him puzzled and questioning his own experiences. Possible explanations for the mysterious aeroplane include the idea of a guardian angel or a supernatural entity providing assistance in times of crisis. Alternatively, it could represent the narrator’s subconscious desire for help when faced with overwhelming challenges. This ambiguity enhances the story’s themes of hope and the unknown, prompting readers to reflect on the nature of assistance during perilous moments. 13. How does the interaction between the narrator and the woman in the control centre highlight the tension and uncertainty during the flight? Discuss the role of the woman in ensuring the safety of the flight. Ans: The interaction between the narrator and the woman in the control centre highlights the tension and uncertainty he experiences during his flight. After safely landing, the narrator eagerly asks about the mysterious black aeroplane that guided him through the storm. Section C • Two Stories About Flying

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The woman’s strange look and laughter, coupled with her assertion that no other planes were in the sky, deepen his confusion and reinforce the surreal nature of his experience. Her role is crucial in ensuring the safety of the flights in air, as she represents authority and knowledge about air traffic. She was likely the one who using radar guided him in thus ensuring his safety. By confirming that only the narrator’s aircraft was visible on radar, she underscores the mystery surrounding his encounter. This interaction not only heightens the sense of uncertainty but also leaves readers questioning the boundaries between reality and perception, emphasising themes of hope and unexplained phenomena in challenging situations. 14. Discuss how the narrator’s experiences in ‘The Black Aeroplane’ reflect themes of courage, responsibility, and the unknown. How can these lessons about facing fear and seeking help be applied to real-life situations? Provide relevant examples from your own life or observations. (Competency-based Question)

Ans: In ‘The Black Aeroplane,’ the narrator’s experiences highlight themes of courage, responsibility, and the unknown. As he navigates through a fierce storm, his initial fear transforms into determination. The decision to fly through the storm rather than turn back demonstrates his sense of adventure, courage and commitment. The mysterious black aeroplane serves as a symbol of hope and guidance, reminding us that help can come from unexpected sources. This theme resonates in real life, where individuals often face challenging situations that evoke fear and uncertainty. For example, firefighters, despite their fear, trust their skill, their experience, their team and also have faith and hope that they will walk away from a fire safely. It is the trust and hope in the known and unknown that drives them to face challenges unfalteringly. The narrator’s journey underscores the importance of confronting fear with courage, seeking support when needed, and relying on resilience and trust to navigate life’s uncertainties. 175

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15. You have been asked to present an evaluation of the approaches of the mothers of both, the baby seagull and Amanda, towards helping their children. Write this presentation draft including your insights, in about 120 words, comparing the approaches of both parents. You may begin this way: One acknowledges that both parents, Amanda’s mother and the baby seagull’s mother both....however,... (CBSE, Sample Question Paper; 2023–24) Ans: One acknowledges that both parents, Amanda’s mother and the baby seagull’s mother, both exhibit a strong desire to guide and support their children. However, their approaches differ significantly. Amanda’s mother employs a more direct and authoritative method, often emphasising discipline and societal expectations. This can be seen in her constant reminders to Amanda about proper behaviour and keeping up appearances. On the other hand, the baby seagull’s mother uses a more indirect and experiential approach. She encourages the young seagull to overcome its fear of flying by demonstrating and withholding food until it propelled to fly. While Amanda’s mother focusses on conformity and obedience, the seagull’s mother prioritises independence and survival skills. Both approaches aim to prepare their children for the future, but they do so in contrasting ways. 16. Examine the significance of flight as a metaphor in both ‘His First Flight’ and ‘The Black Aeroplane.’ How does flight represent freedom, growth, and self-discovery for the young seagull and the pilot? Use specific examples from the texts to support your analysis. (Competency-based Question) Ans: Flight serves as a powerful metaphor in both ‘His First Flight’ and ‘The Black Aeroplane’, symbolising freedom, growth, and self-discovery. For the young seagull in ‘His First Flight’, flight represents a crucial turning point in overcoming fear and embracing independence. Initially paralysed by his fear of falling, the young seagull refuses to leave the safety of the ledge. However, his hunger and his mother’s clever encouragement push him to take the leap. As he experiences the thrill of flying, he discovers his strength and gains confidence, signifying his transition into self-reliance and growth.

Similarly, in ‘The Black Aeroplane’, flight becomes a journey of self-discovery for the pilot, navigating through a storm that tests his courage and instincts. Faced with uncertainty, the mysterious black aeroplane acts as a beacon of guidance, reflecting his need to trust and persevere. The experience underscores the pilot’s resilience and the importance of embracing the unknown. In both stories, flight metaphorically captures the transformative journey of overcoming challenges, gaining confidence, and discovering one’s potential.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (1 × 5 = 5 marks) a. He was near the sea now, flying straight over it, facing straight out over the ocean. He saw a vast green sea beneath him, with little ridges moving over it and he turned his beak sideways and cawed amusedly. I. What does the young seagull see beneath him as he flies over the sea? a. A vast blue ocean b. A vast green sea with little ridges c. A sandy beach d. A stormy sky (1) II. Identify and quote the part of the text that describes the young seagull’s reaction to flying over the sea. (1) III. Explain what the young seagull’s amusement, while flying over the sea, suggests about his feelings towards flying. (1) IV. Reflect on a time when you faced fear and how overcoming it led to a positive experience. Relate this to the young seagull’s journey in the extract. (2) OR b. With a loud scream he fell outwards and given downwards into space. Then a monstrous terror seized him and his heart stood still. He could hear nothing. But it only lasted a minute. The next moment he felt his wings spread outwards. The wind rushed against his breast feathers, then under his stomach, and against his wings.

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He could feel the tips of his wings cutting through the air. He was not falling headlong now. He was soaring gradually downwards and outwards. (CBSE, Sample Question Paper; 2024–25) I. What effect does the experience, as described in the lines below, have on the baby seagull? With a loud scream he fell outwards and downwards into space. Then a monstrous terror seized him, and his heart stood still. Choose the most suitable option. (1) a. exhilarates b. overwhelms c. energises d. confuses II. How does the author’s use of descriptive language enhance the narrative technique in the paragraph? (2) III. Fill in the blank with the correct word from the bracket. The use of the word ‘rushed’ adds to a sense of __________ (speed/relief), in the extract. (1) IV. How does the seagull’s feelings towards the end of the extract contrast with the initial feeling of terror? (1) 2. Read the following extracts carefully and answer the questions that follow. (1 × 5 = 5 marks) a. I was starting to feel frightened again. But then he started to go down and I followed through the storm. Suddenly I came out of the clouds and saw two long straight lines of lights in front of me. It was a runway! An airport! I was safe! I turned to look for my friend in the black aeroplane, but the sky was empty. There was nothing there. The black aeroplane was gone. I could not see it anywhere. I. What does the narrator see that indicates he is safe? a. A storm cloud b. The runway lights c. Another aeroplane d. A mountain range (1) II. What does the narrator’s reaction upon seeing the airport reveal about his feelings during the flight? (1) III. How does the disappearance of the black aeroplane impact the narrator’s understanding of his flight experience? (1) Section C • Two Stories About Flying

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a. It makes him feel more confident about flying. b. It leaves him question his experience. c. It reassures him that he was never in danger. d. It encourages him to fly again without fear. IV. Describe a situation in your life where you felt lost or afraid but found your way back to safety or comfort. How does this relate to the narrator’s experience in the extract? (2) OR b. She looked at me very strangely, and then laughed. ‘Another aeroplane? Up there in this storm? No other aeroplanes were flying tonight. Yours was the only one I could see on the radar.’ So who helped me to arrive there safely without a compass or a radio, and without any more fuel in my tanks? Who was the pilot on the strange black aeroplane, flying in the storm, without lights? I. What does the narrator mean when he asks, ‘So who helped me to arrive there safely without a compass or a radio, and without any more fuel in my tanks?’ (2) II. The lady at the air control mentioned that the narrator’s aeroplane was the only one visible on the radar, which implies that flying in such a storm was _______________. (1) III. Based on the extract, what can be inferred about the mysterious pilot who helped the speaker? (1) IV. A part of the extract has been paraphrased. Choose the option that includes the most appropriate solution to the blanks in the given paraphrase of the extract. (1) he narrator was puzzled when he landed. He T realized that there was (i) ______________ flying in the storm, and he wondered who (ii) ______________ him arrive safely. He was left with questions about (iii) ______________ helped him during his flight. a. (i) no one, (ii) guided, (iii) who b. (i) someone, (ii) assisted, (iii) what c. (i) everyone, (ii) allowed, (iii) how d. (i) anyone, (ii) led, (iii) where 177

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3. Answer any FOUR of the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Describe the role of the young seagull’s family in encouraging him to take his first flight. b. What challenges does the pilot face during his flight through the storm? c. How does the appearance of the black aeroplane impact the pilot’s decision-making? d. What event ultimately prompts the young seagull to overcome his fear and attempt to fly? e. How does the young seagull feel after successfully completing his first flight, and what does this experience signify for him? f. What was the pilot’s reaction upon landing and discovering the truth about the black aeroplane? g. What is the moral of each of the two stories in ‘Two Stories about Flying’? 4. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. In ‘The Black Aeroplane,’ the pilot faces a life-threatening situation during a storm. Describe how his experiences reflect the values of resilience and hope. How does the mysterious black aeroplane contribute to these themes?

b. Both stories highlight the importance of support and guidance in challenging situations. Compare and contrast how the young seagull receives support from his family and how the pilot receives help from the mysterious aeroplane. What do these forms of support reveal about human and animal behaviour? (Competency-based Question) c. Analyse the factors contributing to the pilot’s confusion in the story ‘The Black Aeroplane.’ Discuss how these elements reflect the broader themes of fear, decision-making, and the impact of external influences. Use specific examples from the text to support your analysis. In your response, consider the following points: (Pilot’s emotional state, external influences, communication and instructions, and consequences of confusion) (Competency-based Question) d. In ‘His First Flight,’ the young seagull’s transformation is central to the story. Discuss how his character develops throughout the narrative. What lessons does he learn about courage and independence, and how do these lessons apply to our own lives?

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From the Diary of Anne Frank —Anne Frank

About the Author

Anne Frank (Anneliese Marie) was a Jewish girl born on 12 June 1929 in Frankfurt, Germany. She and her family fled to Amsterdam in 1933 to escape the increasing persecution of Jews under the Nazi regime during World War II. In July 1942, as the situation of Jews in the Netherlands worsened, Anne and her family, along with many others, went into hiding in a concealed area of her father’s office.

During their time in hiding, Anne kept a diary, which was given to her for her thirteenth birthday, where she wrote about her thoughts, feelings and experiences. Her diary provides a personal view of the hardships of living through war and her search for identity. In 1944, the group was arrested and sent to a concentration camp. Anne Frank died of typhus in the BergenBelsen concentration camp in 1945, within days of her sister, Margot Frank’s death. Her father, Otto Frank, was the only survivor of the group. He found Anne’s diary after his return to Amsterdam and decided to share her unique record of daily life under German occupation with the world, under the name ‘The Diary of a Young Girl’. The book is a strong reminder of human courage and strength during difficult times.

Summary

‘From the Diary of Anne Frank’ depicts Anne’s experience of writing in a diary and her feelings of isolation and loneliness despite having a loving family and friends. Anne, a thirteen-year-old girl, feels the absence of a true confidant and decides to treat her diary as her closest friend. She names her diary ‘Kitty’. Writing in a diary is unusual for her, but she believes that paper has more patience than people, allowing her to express her thoughts and feelings freely.

Anne was born in Frankfurt, Germany, and lived there until her family moved to the Netherlands in 1933 to escape the growing threat of Nazi persecution. Anne provides a brief sketch of her family. She also recounts her school days, where she formed strong bonds with her teachers, particularly Mrs. Kuperus, the headmistress, whose farewell brought both of them to tears. Anne’s love for her grandmother is evident when she mentions the grief of losing her in 1942 and the special tribute paid on her birthday that year. On 20 June 1942, Anne highlights her school experiences, particularly her interaction with Mr Keesing, her mathematics teacher. Anne’s habit of talking in class leads to several humorous punishments, such as writing essays on the subjects ‘A Chatterbox’, ‘An Incorrigible Chatterbox’ and ‘Quack, Quack, Quack, Said Mistress Chatterbox’. Anne uses her creativity to justify her behaviour and even collaborates with her friend Sanne to write a clever poem. Her cleverness and humour impress Mr Keesing, who eventually allows her to talk freely in class. This chapter reveals Anne’s lively personality, her sharp intellect, and her ability to find joy and humour despite the challenges she faces.

Theme of the Story

The chapter ‘From the Diary of Anne Frank’ reflects themes of self-expression, feelings of loneliness, and resilience. Anne feels disconnected from the outside world and struggles with loneliness. She shares her thoughts, emotions, and personal experiences through her diary, which becomes a safe space for her to express herself freely. Even in difficult circumstances, Anne maintains a positive and hopeful outlook. Her humour and ingenuity in handling Mr Keesing’s punishments demonstrate her ability to turn challenges into opportunities, showcasing her resourcefulness and optimism. The chapter also portrays themes of self-discovery and growth. Anne’s candid writing reveals her personality and her determination to find joy even in difficult times. Ultimately, the chapter underscores the importance of resilience, creativity, and the enduring human spirit in navigating life’s challenges. Section C • From the Diary of Anne Frank

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Glossary

German occupation: the period when Germany invaded and took control of several countries in Europe Nazis: the people who supported or were part of the National Socialist party in Germany persecutions: unfair treatment of people concentration camp: a place where large groups of people are imprisoned under harsh conditions chronicles: a record of events in the order that they happened intimate: deeply personal Holocaust: it was the mass killing of people by the Nazis during the World War II musing: thinking about things listless: with no energy or interest brooding: thinking deeply and seriously confide: to tell personal things privately to a person that one trusts liable: likely jot down: write plunge: jump or dive into something

emigrated: left one’s own country to live in another country permanently plunked down: (an informal word) put down in a casual way solemn: sincere, serious quaking in its boots: shaking with fear and nervousness outbursts: sudden releases of strong emotion old fogey: an old-fashioned person chatterbox: a person who talks a lot ramble on: talk or write aimlessly for a long time convincing argument: a statement made in such a manner that people believe it inherited traits: qualities (physical or mental) that one gets from one’s parents proceeded: carried on, especially after stopping; continued incorrigible: something that cannot be corrected (usually a bad quality) ingenuity: originality and inventiveness contrary: opposite in nature

NCERT Solutions Oral Comprehension Check

1. What makes writing in a diary a strange experience for Anne Frank? Ans: Writing in a diary is strange for Anne Frank because it is her first time doing so. She doubts that anyone would be interested in reading the thoughts of a thirteen-year-old girl. 2. Why does Anne want to keep a diary? Ans: Anne wants to keep a diary to share her thoughts and feelings because she feels lonely and lacks a true friend. She believes writing a diary will provide her with a sense of companionship and allow her to get things off her chest. 3. Why did Anne think she could confide more in her diary than in people? Ans: Anne believed she could confide more in her diary than in people because she believed paper has more patience than people. She lacked a true friend in her life. She had family and friends, who loved her, but couldn’t bring herself to talk beyond the ordinary things with them. The diary became her long-awaited friend with whom

she could share her most natural thoughts, experiences and emotions without being judged. Thus, Kitty became her true companion. 4. Why does Anne provide a brief sketch of her life? Ans: Anne provides a brief sketch of her life to offer context for her thoughts. She feels that without this, no one would understand the meaning behind her writing. 5. What tells you that Anne loved her grandmother? Ans: Anne’s love for her grandmother is evident as she continues to miss her even after her passing. She lit a candle for her on her own birthday as a mark of love and in fond memory of her grandmother. 6. Why was Mr Keesing annoyed with Anne? What did he ask her to do? Ans: Mr Keesing was annoyed with Anne because she talked too much in class. As a punishment, he asked her to write an essay on the topic ‘A Chatterbox’ to address her habit of talking during class.

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7. How did Anne justify her being a chatterbox in her essay? Ans: In her essay, Anne justified her being a chatterbox by arguing that talking is a natural trait of students. She argued that it was an inherited quality, as her mother also talked a lot. 8. Do you think Mr Keesing was a strict teacher? Ans: Mr Keesing was a strict teacher but not a rigid one. He was strict about maintaining discipline and silence in the classroom while he was teaching. He just wanted Anne to improve her behaviour during class. He did not use physical punishment or humiliation to stop Anne from talking. He asked her to write essays on subjects like ‘A Chatterbox’, ‘An Incorrigible Chatterbox’ and ‘Quack, Quack, Quack, said Mistress Chatterbox’, as a means for Anne to realise her mistake, but he also showed humour and flexibility when he praised her creative poem. He can therefore not be labelled as a strict teacher. 9. What made Mr Keesing allow Anne to talk in class? Ans: Anna was able to justify her need to talk. Also, Mr Keesing allowed Anne to talk in class after she presented her poem, ‘Quack, Quack, Quack, Said Mistress Chatterbox,’ which he found amusing. She wrote about a father swan who had bit his ducklings to death for quacking too much. Anne was able to juxtapose the natural act of a duck’s quacking to talking, which is a natural trait of students. Mr Keesing not only enjoyed her creativity and humour but understood Anne’s point of view. So, he stopped punishing her and let her express herself freely.

Thinking about the Text

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, she was not right when she said that the world would not be interested in the musings of a thirteen-year-old girl. Her diary, ‘The Diary of a Young Girl’, has become one of the most significant and widely read books. Through her honest and poignant reflections, Anne’s thoughts, emotions, and experiences during the Holocaust have resonated with readers across generations, showing the world the profound insights of a young girl living through extraordinary circumstances. Section C • From the Diary of Anne Frank

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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 diary different? Ans: Anne Frank’s diary was originally written in Dutch. Compared to the examples of diary entries in the ‘Before You Read’ section, Anne’s writing is more thoughtful and introspective. While the examples of diary entries are focussed on daily events, simple observations and surface-level reflections, Anne’s diary delves deeply into her personal feelings, experiences, and her inner world. Her entries reflect her unique perspective on the challenges of growing up during World War II, making her writing not just a chronicle, but a profound emotional expression. 3. Why does Anne need to give a brief sketch about her family? Does she treat ‘Kitty’ as an insider or an outsider? Ans: Anne provides a brief sketch about her family to give context to her experiences and her thoughts as she felt without it no one would understand a word of what she writes in the diary. As for ‘Kitty’, she treats ‘Kitty’ as an insider. She confides in her as her true friend, revealing her innermost feelings, thoughts, and experiences with complete honesty. 4. How does Anne feel about her father, her grandmother, Mrs Kuperus and Mr Keesing? What do these tell you about her? Ans: Anne has a deep affection for her father, whom she describes as ‘the most adorable father’ she could ever have. Her love for her grandmother is equally evident, as she continues to mourn her passing, lighting a candle in her memory on her own birthday. She also shares a fond attachment to Mrs Kuperus, who was both her teacher and the headmistress at Montessori Nursery School. Their warm bond is highlighted by the fact that they both cried during their farewell. Anne’s relationship with Mr Keesing is more complex. Initially, she sees him as strict because he punishes her for talking in class. However, his amused response encourages her to make her essays increasingly creative. 181

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Her interactions with these individuals reveal her sensitivity and emotional depth, as she cherishes those who show her affection. They also highlight her wit and intelligence, particularly as Mr Keesing could not help but laugh at her essays. 5. What does Anne write in her first essay? Ans: In her first essay ‘A Chatterbox’, Anne Frank humorously explains her talkative nature. She tries to justify that being chatty is a characteristic of students. She also argues that she cannot entirely cure this habit as it is a trait she has inherited from her mother, who is also quite talkative. Through wit and humour, Anne defends herself against Mr Keesing’s punishment and provides a playful yet insightful explanation of her natural inclination to speak. 6. Anne says teachers are most unpredictable. Is Mr Keesing unpredictable? How? Ans: Anne remarks that teachers are unpredictable, as she believes that a quarter of her class is not academically capable and should not be promoted. However, she acknowledges that the teachers’ decisions remain uncertain and unpredictable. This unpredictability is soon demonstrated by Mr Keesing. Initially, he is portrayed as a strict teacher who is frustrated by Anne’s habit of talking too much in class. As punishment, he assigns her extra homework, including essays on topics related to her talkative nature—A Chatterbox, An Incorrigible Chatterbox and Quack, Quack, Quack, said Mistress Chatterbox. However, when Anne responds with humorous and imaginative essays, his reaction changes. Rather than maintaining his stern approach, he begins to appreciate her creativity and wit. Eventually, he stops giving her extra homework and even jokes about her talkativeness. This unexpected shift in his behaviour reveals a more good-humoured and flexible side to his character, reinforcing Anne’s belief that teachers can indeed be unpredictable. 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. Maybe it’s my fault that we don’t confide in each other.

II. I don’t want to jot down the facts in this diary the way most people would, but I want the diary to be my friend.

III. Margot went to Holland in December, and I followed in February, when I was plunked down on the table as a birthday present for Margot. IV. If you ask me, there are so many dummies that about a quarter of the 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, but the trick was to come up with convincing arguments to prove the necessity of talking. Ans: I. This statement reveals Anne’s introspective nature and her feelings of loneliness. She seems to feel responsible for not having a close confidante, reflecting her vulnerability and desire for deeper connections with others. II. This statement highlights Anne Frank’s deep need for a companion and how she differs from others. She really considers the diary to be her true friend whom she could trust and to whom she could narrate all her stories. Unlike others, she doesn’t just want to note down facts in her diary but wants her diary ‘Kitty’ to be an emotional outlet. III. This statement reflects Anne Frank’s witty humour and her ability to write about an ordinary event in a playful manner. She presents a simple family event in a playful and humorous way, showcasing her ability to add charm to everyday occurrences. IV. This statement reflects Anne Frank’s humorous nature and her perspective on the class and teachers. She has an opinion on everything. When she calls a quarter of her class dummies, she implies herself as intelligent enough to make it to the next class. She calls teachers ‘unpredictable’, signifying that she views teachers with a degree of scepticism but also uses humour to cope with her experiences in school. V. This statement reflects Anne Frank’s creativity, intelligence and willingness to prove herself. It also shows that she knows a lot about writing. She takes the punishment with full vigour and wants to do justice to it. She

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doesn’t want to be like those who leave big spaces between the words to fill pages. She wants to give a convincing argument to defend her talkative nature, demonstrating her ability to think critically and creatively even in the light of her misbehaviour.

Thinking about Language

I. Match the compound words under ‘A’ with their meanings under ‘B’. Use each in a sentence. A

Ans:

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 organisation

4. Law-abiding

– producing great sadness

5. Overdo

– an occasion when vehicles/ machines stop working

6. Daydream

– an informal word which means a very stupid person

7. Breakdown

– missing home and family very much

8. Output

– do something to an excessive degree

1. Heartbreaking

– producing great sadness

2. Homesick

– missing home and family very much

3. Blockhead 4. Law-abiding

5. Overdo

6. Daydream 7. Breakdown 8. Output

– an informal word which means a very stupid person

– obeying and respecting the law – do something to an excessive degree – think about pleasant things, forgetting about the present – an occasion when vehicles/ machines stop working – something produced by a person, machine or organisation

Sentences: 1. It was heartbreaking to hear the news about Sam’s dog. 2. After moving to a different city, I began to feel homesick. Section C • From the Diary of Anne Frank

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3. I jokingly called Aman a blockhead for forgetting to help me. 4. Aniket is a law-abiding citizen who respects the rules and maintains peace. 5. Akansha didn’t want to overdo the decoration for the party as simplicity has the best effect. 6. During the maths class, Harshit would always daydream about TV shows. 7. We were late for the meeting as our car broke down. 8. The factory’s output of electric cars has doubled in the past year due to the increased demand. II. Now find the sentences in the lesson that have the phrasal verbs given below. Match them with their meanings. i. plunge in – speak or write without focus ii. kept back – stay indoors iii. move up – make (them) remain quiet 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 viii. make up for – go to the next grade ix. hand in – not promoted Ans: i. plunge in ii. kept back iii. move up iv. ramble on v. get along with vi. calm down vii. stay in viii. make up for ix. hand in

– go straight to the topic – not promoted – go to the next grade – speak or write without focus – have a good relationship with – make (them) remain quiet – stay indoors – compensate – give an assignment (homework) to a person in authority (the teacher)

III. 1. 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. ii. Until then, we keep telling each other not to lose heart. 183

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iii. Mr Keesing was annoyed with me for ages because I talked so much. iv. Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him. Ans: i. Our entire class is quaking in its boots. Shaking with fear and nervousness ii. Until then, we keep telling each other not to lose heart. To stay hopeful and not give up iii. Mr Keesing was annoyed with me for ages because I talked so much. For a long time iv. Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him. The person who tried to joke ended up being the one fooled 2. 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. The beautiful painting in the gallery caught my eye as I walked in. ii. After hours of working, he’d had enough and decided to take a well-deserved break. iii. We watched a funny film and laughed ourselves silly throughout the entire film. iv. I can’t bring myself to admit the truth to the teacher about my incomplete homework. IV. You have read the expression ‘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 the 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. Meaning: to make someone sad Sentence: It broke her heart to learn that her childhood friend was moving away. 2. Meaning: something is very important to you personally and holds emotional significance Sentence: The old family photograph is very close to my heart.

3. Meaning: to feel something with sincerity Sentence: I thank you from the bottom of my heart for your kindness and support. 4. Meaning: to show sympathy or have pity Sentence: Pease, have a heart and help the homeless dog find a safe place. 5. Meaning: to be emotionally distant, unsympathetic and cruel person Sentence: He seemed to have a heart of stone, showing no empathy with others 6. Meaning: to feel sympathy or sorry for someone Sentence: My heart goes out to the families affected by the natural disaster. V. 1. Make a list of the contracted forms in the text. Rewrite them as full forms of two words. For example: I’ve = I have Ans: I’ve – I have Doesn’t – Does not I’m – I am You’re – You are They’re – They are Don’t – Do not Can’t – Cannot That’s – that is It’s – it is I’d – I would / I had He’d – He had Who’s – Who is Won’t – Will not Who’ll – who will We’ll – We will Haven’t – Have not Didn’t – Did not 2. We have seen that some contracted forms can stand for two different full forms. I’d – I had or I would Find in the text the contracted forms that stand for two different full forms and say what these are. Ans: I’d – I had or I would He’d – He had or he would

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow.

I started right away at the Montessori nursery school. I stayed there until I was six, at which time I started in the first form. In the sixth form my teacher was Mrs Kuperus, the headmistress. At the end of the year we were both in tears as we said a heartbreaking farewell. In the summer of 1941 Grandma fell ill and had to have an operation, so my birthday passed with little celebration. (CBSE Question Paper, 2/1/2; 2023–24)

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I. ‘In the summer of 1941 Grandma fell ill and had to have an operation, so my birthday passed with little celebration.’ State any one inference about Anne from the above text. (1) II. The first education of Anne started at ________________. a. Some Kindergarten School b. a Nursery School c. Montessori Nursery School d. Elementary School III. Who was Mrs Kuperus? What kind of relationship did Anne share with her?

(2)

2. Read the following extract carefully and answer the questions that follow. Let me put it more clearly, since no one will believe that a thirteen-year-old girl is completely alone in the world. And I’m not. I have loving parents and a sixteen-year-old sister, and there are about thirty people I can call friends. I have a family, loving aunts and a good home. No, on the surface I seem to have everything, except my one true friend. All I think about when I’m with friends is having a good time. I can’t bring myself to talk about anything but ordinary everyday things. (CBSE Question Paper, 2/1/2; 2022–23) I. On the surface, it appears that Anne the thirteen-year-old girl ________________. (1) II. How can we infer that the speaker felt alone in the world? (1)

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III. Anne and her friends talked about ______________. a. their problematic parents b. their financial problems c. common everyday things d. the commuting problems

(1)

IV. Substitute the word ‘heartbreaking’ with a word similar in meaning in the following sentence: ‘At the end of the year we were both in tears as we said a heartbreaking farewell.’ (1) Ans: I. The statement reflects Anne’s thoughtful, mature, and caring nature as she valued her grandmother’s health over her own birthday celebration. II. c. Montessori Nursery School III. Mrs Kuperus was Anne Frank’s teacher and headmistress at Montessori nursery school in the Netherlands. Anne had a close and emotional bond with her, as she felt sad and cried during their farewell. IV. At the end of the year we were both in tears as we said a painful/heartrending farewell.

Section C • From the Diary of Anne Frank

a. She had a family of many people. b. She had loving parents. c. She had thirty friends. d. She craves for a true friend. (1)

IV. Complete the analogy by selecting the suitable word from the text. (1) alone : friends : : nothing : ________________

Ans:

V. Select the option that correctly captures the usage of the idiom ‘bring myself’ from the extract: (1) a. to do something willingly b. to do something unwillingly c. a charitable act d. an involuntary act

I. On the surface, it appears that Anne the thirteen-year-old girl has everything, a loving family and many friends. II. d. She craves for a true friend. III. c. common everyday things IV. everything V. a. to do something willingly 3. Read the following extract carefully and answer the questions that follow.

To enhance the image of this long-awaited friend in my imagination, I don’t want to jot down the facts in this diary the way most people would do, but I want the diary to be my friend, and I’m going to call this friend ‘Kitty’.

I. Anne wants her diary to be more than just a record of ______________. (1)

II. How does Anne personify her diary in this extract? (1) a. She treats the diary as a neutral observer. b. She refers to the diary as a source of advice. c. She calls the diary her friend. d. She ignores the diary and writes only facts. III. What can we infer about Anne’s emotional state from her desire for the diary to be a friend? (1) 185

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IV. How does this extract highlight the importance of self-expression for Anne? (1) a. It shows Anne’s desire to keep her thoughts private. b. It reveals Anne’s need to share her thoughts with someone. c. It indicates Anne’s preference for writing about facts. d. It suggests Anne avoids expressing her feelings altogether. V. Substitute the word ‘long-awaited’ with a word similar in meaning in the following sentence: (1) ‘To enhance the image of this long-awaited friend in my imagination.’ Ans: I. Anne wants her diary to be more than just a record of facts. II. c. She calls the diary her friend. III. From Anne’s desire for the diary to be a friend, we can infer that she feels lonely and isolated. It highlights her plight of having everything yet longing for a true friend with whom she can share her feelings and experiences. IV. b. It reveals Anne’s need to share her thoughts with someone. V. To enhance the image of this much-anticipated friend in my imagination. 4. Read the following extract carefully and answer the questions that follow. Mr Keesing had a good laugh at my arguments, but when I proceeded to talk my way through the next lesson, he assigned me a second essay. This time it was supposed to be on ‘An Incorrigible Chatterbox’. I handed it in, and Mr Keesing had nothing to complain about for two whole lessons. However, during the third lesson, he’d finally had enough. “Anne Frank, as a punishment for talking in class, write an essay entitled-‘Quack, Quack, Quack, said Mistress Chatterbox’. (CBSE Question Bank) I. What convincing argument was made by Anne? (1) a. She was talkative just like any other student in the class. b. She had the right to be talkative, as it was a classroom and not a prison. c. She had inherited the trait from her mother, so couldn’t stop being talkative. d. She found it impossible to be quiet like the others as she couldn’t change herself.

II. What does ‘had a good laugh’ imply, in the context of Mr. Keesing? It means that he … (1) a. celebrated his ability to make Anne write the essay. b. ridiculed Anne in front of the whole class. c. pulled up Anne for her arguments in the essay. d. realised the humour in it and was amused. III. Based on this extract, pick the option with the list of words that best describe Mr Keesing. (1) a. jovial and creative b. strict and innovative c. tolerant and strict d. innovative and jovial IV. Why do you think Mr Keesing chose the title - ‘An Incorrigible Chatterbox’ - for Anne to write on? This was so because he expected … (1) a. Anne to express her inability to elaborate on such a topic. b. that this would embarrass Anne and would check her indiscipline. c. her to apologise and not repeat her talkative behaviour. d. Anne to explore her creative writing skills. V. How did Anne feel when she was punished the third time by Mr Keesing? She… (1) a. was happy as she had to write three essays on the same topic. b. enjoyed making fun of Mr. Keesing in her own way. c. was worried as she had run out of original ideas for her essay. d. was thrilled at another opportunity to showcase her writing abilities. Ans: I. c. She had inherited the trait from her mother, so couldn’t stop being talkative. II. d. realised the humour in it and was amused. III. b. strict and innovative IV. c. her to apologise and not repeat her talkative behaviour. V. c. was worried as she had run out of original ideas for her essay.

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5. Read the following extract carefully and answer the questions that follow. I can’t bring myself to talk about anything but ordinary everyday things. We don’t seem to be able to get any closer, and that’s the problem. Maybe it’s my fault that we don’t confide in each other. In any case, that’s just how things are and, unfortunately, they’re not liable to change. This is why I’ve started the diary.

I. What is the speaker’s reason for not being able to get closer to her friends? (1)

II. What does the phrase ‘can’t bring myself’ imply about Anne’s feelings? (1) a. She is determined to talk about something important. b. She finds it hard to talk about something important. c. She enjoys discussing complex topics. d. She is excited to share her thoughts.

III. What does Anne believe cannot be changed in the given extract? a. Her relationship with others. b. Her feelings of loneliness. c. Her personality. d. The way she expresses herself. IV. How does this extract show Anne’s self-awareness?

(1)

V. Pick the option that is the odd one out with reference to the meaning of ‘confide’. (1) a. Disclose

b. Cover up

Confide

b. Speak freely

c. Open up Ans: I. The speaker’s reason for not being able to get closer to her friends is because she can’t bring herself to talk about anything other than ordinary everyday things. II. b. She finds it hard to talk about something important. III. a. Her relationship with others IV. This extract shows Anne’s self-awareness as she acknowledges that it might be her fault that she and others don’t get close. V. d. Cover up Section C • From the Diary of Anne Frank

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Short Answer Questions

Answer the following questions in about 40–50 words. 1. Give two reasons to support the opinion that Anne’s diary is interesting to readers. (CBSE Practice Questions, 2022–23) Ans: Anne Frank’s diary is interesting because it provides a personal and heartfelt perspective on her life under German persecution during World War II, helping readers understand her struggles. Her thoughtful ideas, sense of humour, and relatable emotions make her writing engaging, turning her story into a powerful and impactful narrative that resonates even today. 2. Paper has more patience than people. Explain with reference to ‘From the Diary of Anne Frank’. (Competency-based Question) Ans: The phrase ‘Paper has more patience than people’ reflects Anne Frank’s belief that writing in her diary allows her to express her thoughts and feelings freely, without judgment. Though she has a loving family and a number of friends whom she can talk to, she feels that people might often misunderstand her. Her diary becomes her trusted friend, allowing her to express her true thoughts and emotions freely. Her dairy is always available to her whenever she wishes to share her feelings. 3. How does Anne’s way of writing show her personality? Give an example. (Competency-based Question) Ans: Anne’s writing style reveals her introspective and thoughtful personality. She often reflects deeply on her feelings and experiences, showcasing her maturity. For example, she expresses her feelings of loneliness and her wish for a true friend, revealing her deep need for connection and understanding. Her writing is also a testimony to her wit and humour as she mentions how she was ‘plucked down’ on the table as a birthday present. She amuses her teacher, Mr Keesing, with her creative and convincing arguments. Thus, we can conclude that Anne is a witty, smart and sensitive person.

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4. Do you agree with Anne when she says that teachers are the most unpredictable creatures on earth? Rationalise. (CBSE Question Bank) Ans: Anne makes the comment with reference to the forthcoming meeting during which the teachers will decide who will move to the next class and who won’t. I agree with Anne, that teachers can be unpredictable depending on the situation, leading to unexpected consequences. An example is Mr Keesing, who initially was annoyed with Anne and punished her for talking too much, but later appreciated her creativity when she wrote a humorous poem instead of a standard essay. This inconsistency makes the teacher unpredictable. 5. Which subject was Anne unsure about being promoted in, and why? Ans: Anne was unsure of getting promoted in Maths because she found her relationship with the maths teacher, Mr Keesing, not good enough. She believed that Mr Keesing was annoyed with her for a long time because of her talkative nature during class. 6. Anne says that there were so many dummies in the class that about a quarter of them shouldn’t be promoted. Is she being rude or brutally honest? Evaluate. (CBSE Question Bank) Ans: Anne was not being rude but brutally honest as she was angry and frustrated with the students in the class who were betting on their results. She specifically mentioned C.N. and Jacques, who spent their entire holiday saving for their bet, which added to her frustration. 7. How does Anne use humour to handle the tough situations she faces, particularly with Mr Keesing? Ans: Anne uses humour as a coping mechanism to handle the tough situations she faces, especially with Mr Keesing, her teacher. When he reprimands her for talking too much in class, Anne responds to her punishment by writing humorous essays. She cleverly incorporates humour into her punishment, turning it into a witty, playful and convincing argument to prove her necessity to talk. This not only helps Anne deal with the stress of her situation but also showcases her resilience and ability to maintain her sense of humour despite the challenges she faces. Finally, she is able to earn the respect of her teacher who then allows her to talk freely.

8 What can you infer about Anne’s final writing on the topic ‘Quack, Quack, Quack, Said Mistress Chatterbox’? Ans: Anne decided to ask her friend, who was good at poetry, for help to write a poem on the topic ‘Quack, Quack, Quack, Said Mistress Chatterbox.’ By turning a punishment into a creative poem, she demonstrates her resilience and wit. The playful nature of the poem shows that she doesn’t take the punishment negatively. In her poem, she beautifully juxtaposes the natural act of ducklings quacking to talking, which is a natural trait of students. She subtly asserts her point up view in a humorous manner. This also highlights her writing talent and desire to express herself freely, making her relatable. 9. How did Mr Keesing react to Anne’s poem? Ans: Mr Keesing found the poem funny and took the joke very positively. He praised Anne for her intelligence and creativity. He even read the poem to the class and shared it with other classes, which showed that he recognised her talent. After that, he stopped giving her extra homework and allowed her to talk in class. He even started making jokes himself. 10. Writing a diary is a way to give vent to one’s deepest emotions and anxiety. Do you agree? Explain with reference to Anne’s habit of writing in her diary. (Competency-based Question) Ans: I agree that writing a diary is a powerful way to express deep emotions and anxieties. Anne Frank’s diary serves as her confidante, where she shares her fears, hopes, and frustrations during the challenging time. Through her entries, she reflects on her experiences and relationships, allowing her to process her feelings. This not only provides her with comfort but also helps her maintain a sense of identity during the difficult time.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Describe the importance of diary in Anne Frank’s life. (CBSE Question Paper, 2/1; 2017–18) Ans: Anne Frank’s diary, which she called ’Kitty,’ was extremely important to her because she saw it as a true friend during a time when she had no close companions. Although Anne had many

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friends, she could only talk to them about ordinary things. She had a loving family as well, but she never found anyone with whom she could truly share her thoughts and feelings. She believed that ‘paper has more patience than people’, allowing her to confide her deepest thoughts and emotions in her diary. While hiding during World War II, Anne wrote about her thoughts, feelings, and daily life. Her diary helped her deal with her emotions, think about her relationships, and feel a little normal. Over time, her diary turned into a symbol of strength and hope, and it now helps people understand the human experience during one of history’s darkest times. 2. Write a brief character sketch of Mr Keesing. Ans: Mr Keesing is Anne Frank’s maths teacher. He is known for being strict and following traditional teaching methods. At first, he seems oldfashioned and annoyed by Anne’s talking habits in class. However, when he asks her to write an essay on being a ‘chatterbox,’ he unintentionally encourages her creativity. His reaction to her poem, ‘Quack, Quack, Quack, said Mistress Chatterbox,’ reveals his appreciation for her talent and humour. He even shares her poem with other classes, showing that he values her writing. This shift in his character highlights his ability to adapt and recognise the importance of student expression. Overall, Mr Keesing is a teacher who balances discipline with understanding, ultimately helping Anne grow as a writer. 3. You have been chosen to address the school assembly, to speak on the epistemology of loss and the resilience of the human spirit during times of crisis. Prepare the speech draft, with reference to the commonality of themes in ‘The Ball Poem’ by John Berryman and ‘From the Diary of Anne Frank’. You may begin this way: Today, I’d like to discuss two pieces of literature that offer a powerful insight into how to deal with loss and the resilience of the human spirit required during times of crisis. You may end this way: To conclude, I’d like to say that _______________ . Thank you. (CBSE Question Paper, 2/5/2; 2023–24) Ans: Today, I’d like to discuss two pieces of literature that offer valuable insights into dealing with loss and the resilience of the human spirit during Section C • From the Diary of Anne Frank

English_Question Bank_G10.indb 189

times of crisis. These themes are explored in ‘The Ball Poem’ by John Berryman and ‘From the Diary of Anne Frank.’ Though the contexts are different, both works highlight how we cope with loss and find strength in difficult times. In ‘The Ball Poem,’ the boy’s loss of a ball in the water gives him the pain of losing something valuable. The poem shows that loss is a part of life and we must learn to accept it, even though it hurts. In ‘From the Diary of Anne Frank,’ Anne’s experiences of living in hiding during World War II reflect her own struggles with loss, not only of freedom but also her sense of normal life. Despite her hardships, Anne remains hopeful, finding strength in her writing. Both pieces show us that loss is inevitable, but it is our ability to keep going that defines us. To conclude, I’d like to say that both remind us of the strength within us to face loss and keep moving forward with hope. Thank you. 4. How do Anne Frank’s relationships with her teachers, Mrs. Kuperus and Mr. Keesing, reflect the nature of teacher-student interactions, and what do they reveal about Anne’s character? (Competency-based Question) Ans: Anne had a strong emotional bond with Mrs Kuperus, her headmistress, who was supportive and caring. Their heartfelt farewell at the end of the school year shows that Anne valued her teachers and felt a deep connection with them. Anne’s relationship with Mr Keesing, her maths teacher, was more challenging. Anne was talkative, which often got her in trouble with Mr. Keesing, who would punish her and give her extra work and essays to write. Despite the punishments, Anne responded with humour and creativity in her essays to defend her habit of talking in class. Her clever and playful attitude eventually earned the respect of her teacher, and he stopped punishing her. This shows Anne’s strong character, intelligence and ability to use humour to deal with difficult situations. 5. Your teacher has organised a debate and you have been asked to speak on: ‘Consequences and Positive Reinforcements Have a Great Impact on Student Behaviour’. Write the debate script with three–four points to supplement your stand, either as a proposition speaker or as an opposition one. (CBSE Question Bank) 189

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Ans: Proposition Good morning, respected judges, teachers, and fellow students. I strongly support the motion that consequences and positive reinforcement shape student behaviour effectively. Firstly, consequences teach responsibility. In ‘From the Diary of Anne Frank’, Mr Keesing initially punished Anne for talking too much. While it seemed strict, it made her reflect on her habit and respond creatively. Consequences help students understand the importance of self-discipline. Secondly, positive reinforcement boosts confidence and motivation. When Anne responded with humour in her essays, Mr Keesing recognised her wit and eventually allowed her to talk. His changed attitude encouraged her self-expression, proving that appreciation fosters growth. Lastly, a balance between discipline and encouragement leads to improvement. If Mr Keesing had only punished Anne without acknowledging her creativity, she might have felt discouraged rather than inspired. Fair consequences and rewards together create responsible, motivated learners. Thank you! Opposition Good morning, everyone. I strongly oppose the motion that consequences and positive reinforcement always impact positively on student behaviour. Firstly, strict consequences can stifle creativity. In ‘From the Diary of Anne Frank’, Anne was constantly scolded for being talkative. If she had feared consequences too much, she might have lost her unique voice. Over-disciplining can limit self-expression. Secondly, positive reinforcement is not always meaningful. If students expect constant rewards for good behaviour, they may become dependent on external motivation rather than learning self-discipline. True learning should come from curiosity, not fear of punishment or expectation of rewards. Lastly, strict rules do not always bring positive change. Mr Keesing only changed his approach after realising that Anne’s wit and intelligence made her stand out. If he had understood her earlier, she wouldn’t have needed to prove herself through punishment. Students thrive best in an environment of understanding rather than control.

Thus, discipline and rewards should not be the only methods to shape student behaviour. Thank you! 6. Write a character sketch of Anne Frank.

(CBSE Question Paper, 2/2/1; 2018–19)

Ans: Anne Frank was a thirteen-year-old Jewish girl born in Frankfurt, Germany. Anne and her family had to move out of Germany to escape the rising tide of Nazi persecution. She adored her father and loved her grandmother, often thinking of her after her death. She had an older sister, Margot, and a loving mother. She also had many friends. Despite a loving family and so many friends, she felt lonely. She could not share her thoughts and feelings with anyone, so she decided to keep a diary where she could express herself. Anne was very talkative and was often punished by her maths teacher. Yet, she was intelligent and had a good sense of humour. With her ability to write, she convinced her teacher, who ultimately stopped punishing her. Anne’s writing shows her strong feelings and the way she became wiser, even though she faced difficult situations.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow.

(2 × 5 = 10 marks)

a. I wrote the three pages Mr Keesing had assigned me and was satisfied. I argued that talking is a student’s trait and that I would do my best to keep it under control, but that I would never be able to cure myself of the habit since my mother talked as much as I did if not more, and that there’s not much you can do about inherited traits. (CBSE Question Paper, 2/2/2; 2022–23, Modified) I. What was the assignment given to Anne by Mr Keesing, and how did she feel about completing it? (2) II. According to the extract, the incorrigible habit possessed by the speaker was i. making a noise in class (1) ii. talking too much iii. procrastinating iv. coming late to class v. asking irritating questions

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Select the correct option: a. i and iii b. Only ii c. i, iv and v d. Only iii

III. Pick the option that is the ODD one out with reference to the meaning of ʻpatience’.

III. Complete the analogy by selecting the suitable word from the extract. (1) routine : habit : : characteristic : __________ IV. Which of the following most nearly means the opposite of the phrase ‘under control’? a. to spend less b. unable to take on the challenge c. find it difficult to manage d. being very stubborn

(1)

ii.

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English_Question Bank_G10.indb 191

iii.

iv.

patience

ii. perseverance

iii. tolerance a. Option i

b. Option ii

I. ‘Paper has more patience than people.’ What does this imply? This implies that Anne (1) a. believed in the power of writing more than speaking to people. b. felt that she could pour her heart out on paper without any hindrance. c. had more faith in sharing her thoughts and feelings with paper. d. felt that she could share her feelings openly on paper.

i. a. Option i b. Option ii c. Option iii d. Option iv

i. indolence iv. Self-restraint

b. ’Paper has more patience than people’ I thought of this saying on one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or go out. I finally stayed where I was, brooding: Yes, paper does have more patience, and since I’m not planning to let anyone else read this stiff-backed notebook grandly referred to as a ‘diary’, unless I should ever find a real friend, it probably won’t make a bit of difference. (CBSE Question Bank)

II. Pick out the emoticon which clearly brings out the meaning of ‘listless’ as used in the extract.

(1)

c. Option iii d. Option iv IV. If the diary were a ‘real friend’, what qualities would Anne expect it to have? Pick the option that lists these correctly. (1) i. optimism ii. a good listener

iii. a confidante iv. energetic

v. non-judgemental

vi. outgoing

vii. ambitious a. i & vi c. ii, iii & v

b. v, vi & vii d. iii & vii

V. Pick out the sentence that brings out the meaning of ‘brooding’ as used in the extract? (1) a. The mysterious house on the hill is still brooding above the village. b. The people at the stock market always keep brooding about the gains. c. He was brooding over the matter and took a long time to decide. d. Suspense and drama were brooding at the site of the investigation. 2. Answer the following questions in 40–50 words. (4 × 3 = 12 marks) a. How did Anne want her diary to be different? b. What does the phrase ‘quaking in its boots’ mean? What were the reasons behind Anne Frank’s class ‘quaking in its boots’? 191

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c. How does Anne’s attitude towards her punishment evolve throughout the chapter? d. How does Anne’s experience with Mr Keesing highlight the importance of communication in education? 3. Attempt any THREE of the following questions in 100–120 words. (6 × 3 = 18 marks) a. How did Kitty help Anne overcome her loneliness? (CBSE Question Paper, 2/1/1; 2018–19) b. Anne said that the only thing missing was the presence of a true friend. Imagine that Anne had access to the internet and had chosen to blog instead of writing a diary. As Anne, write a blog post on the value of a true friend. DearestKittyblogger.com

Anne Frank, 25 June, 1942 The Value of a True Friend

c. Anne was intelligent and had a great sense of humour. Give instances from the chapter to show how she used her intelligence and humour.

d. You are stressed and anxious since your annual results are going to be announced soon. You decide to meet the school counsellor to share your anxiety and apprehensions. Write the dialogue between you and your school counsellor. (Competency-based Question) (CBSE Question Bank)

You may begin like this:

School Counsellor: Hello Anne, please sit down. You look very disturbed and irritated. What’s the matter?

You: Well, to be honest, we all are disturbed. But the irritation is because of the two boys sitting behind __________

School Counsellor: First of all, you need to relax. Take a deep breath. How do you feel we can deal with this situation rationally? You: _______________________________ (continue)

(CBSE Question Bank)

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Glimpses of India

I. A Baker from Goa

—Lucio Rodrigues

About the Author

Lucio Rodrigues (1916–1973) was an important Konkani writer and a well-known figure in Goan literature. He is famous for his essays, which often include humour and for his informal writing style. Rodrigues wrote for many newspapers and magazines, such as ‘The Navhind Times’ and ‘The Times of India’. He worked as a professor of English in Mumbai and Goa, and in 1969, he taught folklore at Indiana University in the United States. Some of his notable works include ‘Of Soil and Soul and Konkani Folktales’, which were published after his death and highlight his love for both English and Konkani literature. Rodrigues also helped promote Konkani culture by starting ‘The Skyline’, a platform for young writers to express their creativity. His contributions continue to inspire many students and writers today.

Summary

In ‘A Baker from Goa,’ the author Lucio Rodrigues reflects on his childhood experiences in Goa during the time of Portuguese rule. The story focusses on the importance of bakers, known as ‘paders’ in Goan culture. The bakers come to the village twice a day, making a jingling sound with their bamboo sticks that wakes up the children. The narrator and his friends eagerly run to greet the baker and buy bread bangles and fresh loaves. The maidservants collect the loaves, which are essential for daily meals and special occasions. Rodrigues explains how bread plays a key role in various celebrations, such as weddings and festivals, with sweet bread called ‘bol’ being especially popular. Although traditional baking methods may have changed over time, the presence of bakers remains important in the community. The chapter captures a sense of nostalgia while highlighting the lasting significance of bakers in Goan society.

Theme of the Story

The theme of ‘A Baker from Goa’ by Lucio Rodrigues revolves around the importance of bakers in Goan culture and the memories of childhood. The story highlights how bakers, known as ‘paders’, played a vital role in the daily lives of people in Goa, especially during the time of Portuguese rule. Rodrigues shares his childhood experiences, describing how the arrival of the baker, marked by the sound of his bamboo stick, excited the children. This shows the strong connection between the community and the bakers, who provide not just bread but also a sense of tradition. The chapter also emphasises the significance of bread for different celebrations and in everyday life. Even though baking methods may have changed over time, the presence of bakers remains significant in Goan society. Overall, the theme reflects a deep appreciation for cultural heritage and the simple joys of childhood related to food and community.

Glossary

reminiscing nostalgically: thinking fondly of the past loaves:whole pieces of bread that can be sliced for eating vanished: disappeared completely mixers: people who mix the flour

Section C • Glimpses of India

English_Question Bank_G10.indb 193

moulders: people who shape the dough into loaves before baking furnaces: ovens or heating chambers used for baking bread extinguished: put out or stopped something from burning

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heralding: announcing rebuke: an expression of disapproval; a scolding parapet: a low wall or barrier along the edge of a roof or balcony peep: to look quickly and secretly at something fragrance: scent

bolinhas: ‘little balls’, traditional Goan cookies made primarily from semolina and coconut plump physique: pleasantly fat body open testimony: public statement about a character or quality

NCERT Solutions Oral Comprehension Check

1. What are the elders in Goa nostalgic about? Ans: The elders in Goa feel nostalgic about the traditional bread-making practices and the role of bakers, known as ‘paders’, during the old Portuguese days. They remember the familiar sounds of the bakers delivering fresh bread and the cultural significance of bread in their community. 2. Is bread-making still popular in Goa? How do you know? Ans: Yes, bread-making is still popular in Goa. The presence of bakeries and the traditional ovens, or furnaces, show that bread is still an essential part of daily life. Many people still enjoy bread during celebrations and special occasions, such as weddings and Christmas festivities. 3. What is the baker called? Ans: The baker is called a ‘pader’ in Goa. This term comes from the Portuguese word for baker. 4. When would the baker come every day? Why did the children run to meet him? Ans: The baker would come early every morning and again in the evening after he had emptied his huge basket. The children ran to meet him because they were excited about buying fresh bread, including the bread bangles and the special sweet bread that he sometimes brought with him. 5. Match the following. What is a must i. as marriage gifts?

– cakes and bolinhas

iii. for a daughter’s engagement?

– bread

ii. for a party or a feast?

iv. for Christmas?

– sweet bread called bol

Ans:

i. as marriage gifts ii. for a party or a feast iii. for a daughter’s engagement iv. for Christmas

– sweet bread called ‘bol’ – bread – sandwiches – cakes and ‘bolinhas’

6. What did the bakers wear: (i) in the Portuguese days? (ii) when the author was young? Ans: i. In the Portuguese days bakers wore a peculiar dress known as the ‘kabai’, which was a single-piece long frock that reached down to the knees. ii. When the author was young bakers wore shirts and trousers that were shorter than full-length trousers but longer than half pants. 7. Who invites the comment—‘he is dressed like a pader’? Why? Ans: Anyone who wears half pants which come to just under the knees is said to dress like a ‘pader’. This is because earlier bakers used to wear these kinds of pants. 8. Where were the monthly accounts of the baker recorded? Ans: The monthly accounts of the baker were recorded on the walls of the house. 9. What does a ‘jackfruit-like appearance’ mean? Ans: A ‘jackfruit-like appearance’ means looking plump and healthy, just like a jackfruit, which is big and round. This description is often used for bakers because they tend to be well-fed and strong, showing that they have plenty of food from their baking work.

– sandwiches

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Thinking about the Text

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. v. Bread and cakes were an integral part of Goan life in the old days. vi. Traditional bread-baking is still a very profitable business. vii. Paders and their families starve in the present times. Ans: i. correct ii. correct iii. incorrect iv. incorrect v. correct vi. correct vii. incorrect 2. Is bread an important part of Goan life? How do you know this? Ans: Yes, bread is an important part of Goan life. It holds significant cultural value and is essential for various celebrations and social gatherings. There is no party or marriage without bread. Marriage gifts are often incomplete without the sweet bread known as ‘bol’. The lady of the house or the maidservant prepares sandwiches for a daughter’s engagement. Cakes and ‘bolinhas’ are a must for Christmas. The tradition of bread-making has been passed down through generations, with bakers, or ‘paders,’ playing a crucial role in the community. Their early morning routines and the familiar sounds associated with their arrival evoke nostalgia and connect people to their heritage. Overall, the importance of bread in Goa is evident through its cultural significance, daily consumption, traditional practices and economic value. 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 sticks 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) Section C • Glimpses of India

English_Question Bank_G10.indb 195

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) Ans: i. nostalgic ii. hopeful iii. nostalgic iv. naughty v. matter-of-fact vi. matter-of-fact

Writing

I. In this 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.

Ans:

Clues

Author’s Childhood Days

the way bread was baked

Bread was baked in traditional ovens called furnaces, and the bakers used to mix the dough and shape it by hand. The smell of freshly baked bread filled the air.

the way the pader sold bread

The ‘pader’ would arrive early in the morning, ringing a bell or making sounds with his bamboo stick to announce his presence. He carried a large basket on his head filled with fresh bread, loaves for the elders and bread-bangles for the children

what the pader wore

The ‘pader’ wore a traditional outfit called a ‘kabai’, which was a long frock that reached down to his knees. This distinctive dress made him easily recognisable in the community.

when the pader was paid

The ‘pader’ was usually paid at the end of the month, when families settled their accounts for the bread they had purchased.

what the pader looked like

The ‘pader’ had a plump and healthy appearance, often described as having a ‘jackfruit-like’ physique, reflecting his access to food from baking.

In the author’s childhood days, traditional breadbaking was an integral part of life in Goa. Bread was baked in special ovens called furnaces, and bakers mixed and shaped the dough by hand. 195

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The smell of freshly baked bread filled the air, creating a warm and inviting atmosphere. The ‘pader‘ would arrive early in the morning, ringing a bell or making sounds with his bamboo stick to announce his presence. He carried a large basket on his head filled with fresh bread, loaves for the elders and bread-bangles for the children. The author and other children would run to meet the ‘pader’, excited to buy fresh bread. They would be pushed aside with a mild rebuke if they got too eager. Dressed in a long frock known as a ‘kabai’, the ‘pader’ was easily recognisable. Families would pay him at the end of the month for the bread they had bought. The ‘pader’ often had a plump and healthy appearance, reflecting his access to delicious baked goods. These memories of bread-baking and the ‘pader’s’ presence are cherished by the author as part of his childhood experiences. II. 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,

about those good old

nostalgically that

reminiscing nostalgically Portuguese days, the

Portuguese and their

famous loaves of bread. Those eaters of loaves

might have vanished but

the makers are still there.

We still have amongst us the mixers, the moulders and

those who bake the loaves. Those age-old, time-tested furnaces still exist. The fire in the furnaces have not

yet been extinguished. The thud and the jingle of the

traditional baker’s bamboo, heralding his arrival in the

morning, can still be heard

in some places. May be the father is not alive but the

son still carries on the family profession.

people used to say the Portuguese

bread vanished with the ‘paders’. But

the ‘paders’ have

managed to survive because they have

perfected the art of

door-to-door delivery service. The ‘paders’

pick up the knowledge of bread-making from

traditions in the family. The leavened, oven-

baked bread is a gift

of the Portuguese to India.

[Adapted from

Nandakumar Kamat’s ‘The Unsung Lives of Goan Paders’]

Ans: The two texts provide different perspectives on the tradition of bread-making in Goa. Both texts highlight the importance of breadmaking in Goan culture and the role of the ‘paders’, but the text on the left focusses more on the nostalgic aspect and the continuity of traditions, while the text on the right highlights the adaptation and survival of the ‘paders’ in modern times. Both texts provide a picture of the baker, but from different angles—one from a nostalgic viewpoint and the other from a perspective of adaptation and survival. III. Now find a travel brochure about a place you have visited. Look at the description in the brochure. Then write your own account, adding details from your own experience, to give the reader a picture of the place, rather than an impersonal, factual description. Ans: Exploring the Beautiful Hills of Munnar Munnar is a beautiful hill station in the Western Ghats of India. When I arrived, the cool breeze welcomed me, bringing the fresh smell of tea leaves from the green plantations. The landscape was full of colourful flowers, making it look like a lovely painting. One of my favourite experiences was visiting the tea estates. I learnt how tea is made and even tried plucking tea leaves myself. The local workers were friendly and shared interesting stories about their lives. I also hiked to Anamudi Peak, the highest point in South India. The trek was tough, but reaching the top was worth it. The views of the valleys below were breathtaking and made me feel peaceful. In the evenings, I explored Munnar’s market, where I found handmade crafts and enjoyed delicious street food like crispy dosas and sweet coconut ladoos. The warmth and hospitality of the people made my visit even more special. Munnar is not just a place to visit; it is an unforgettable experience filled with natural beauty and rich culture. Whether you are walking through tea gardens or enjoying the views, Munnar has something wonderful for everyone.

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II. Coorg

—Lokesh Abrol

About the Author

Lokesh Abrol is a well-known doctor and writer. He started the first multispecialty hospital in Gurgaon, which helped improve healthcare in the area. Besides his work in medicine, he is also a social worker and set up the first stray cow shelter in Gurgaon, showing his care for animals. As an author, Abrol has written about many places in India. His writing describes the beauty of these places and shows his love for travel. He also helps underprivileged children through his foundation, Aravindam, which provides education and support for kids.

Summary

In the chapter ‘Coorg’ by Lokesh Abrol, the author expresses a deep appreciation for the charm and cultural richness of Coorg, also known as Kodagu, a beautiful district in Karnataka, India. He vividly describes the refreshing aroma of coffee that fills the air and highlights various activities that visitors enjoy, such as trekking, river rafting and bird watching. Coorg is renowned for its evergreen rainforests, which cover thirty percent of the region and contribute to its rich biodiversity and stunning landscapes. Abrol notes that the region experiences heavy rainfall during the monsoon season, which enhances its natural beauty even though it may deter some visitors. The climate is particularly pleasant from September to March, making it an ideal time for tourists to explore the scenic hills and vibrant flora. The Kodavas, or Coorgis, are celebrated for their bravery and hospitality. They are unique in India as they are allowed to carry firearms without a licence. The Coorg Regiment of the Indian Army has received numerous bravery awards, and General Cariappa, the first Chief of the Indian Army, hails from Coorg. The Kodavas are believed to be descendants of either Greeks or Arabs, as reflected in their traditional attire and customs. Abrol also mentions the significance of the Kaveri River, which originates from the hills and forests of Coorg. This river serves as a lifeline for agriculture and supports a diverse range of wildlife. It is home to Mahseer fish and attracts animals like elephants and kingfishers along its banks. Overall, Abrol’s writing reflects his keen observation and ability to capture the essence of Coorg as a paradise for nature lovers and adventure enthusiasts. His motive behind writing this piece is to showcase the unique blend of natural beauty and cultural heritage that Coorg offers, inviting readers to experience this enchanting region for themselves.

Theme of the Story

The overall theme of ‘Coorg’ focusses on the beauty of nature and the rich culture of the region. Coorg is known for its lush green landscapes, coffee plantations and evergreen rainforests, which create a stunning environment that attracts nature lovers. The author highlights the diverse plant and animal life found in Coorg, making it a great place for outdoor activities. In addition to its natural beauty, the chapter explores the unique traditions of the Kodava people, who are famous for their bravery and warm hospitality. Their culture has interesting customs and a history that suggest that they may be of Greek or Arabic origin. This background helps readers understand the identity of the local community. Overall, the theme combines the wonders of nature with cultural richness, inviting readers to discover a place that offers both exciting adventures and peaceful surroundings. Coorg stands out as a special destination for those looking for both fun and relaxation.

Glossary drifted from: been carried along gently by air martial: having to do with war commences: begins or starts something invigorating: refreshing tucked: hidden canopies: roof-like coverings that form shelters Section C • Glimpses of India

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prime: (here) best fiercely independent: persons who value their independence very highly descent: origin, ancestry mainstream: tradition which most people follow apparent: clear or obvious to see or understand. 197

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Kurds: an ethnic group of Iran tales of valour: stories of courage and bravery, usually in war most decorated: having received the most awards for bravery in war firearms: weapons such as guns mahouts: individuals who are responsible for the care and training of elephants laidback: relaxed; not in a hurry

rafting: travelling in a river on a raft (a floating platform made by tying planks together) canoeing: travelling in a river in a canoe (a large, narrow boat) rappelling: going down a cliff by sliding down a rope trails: paths created by walking panoramic view: a view of a wide area of land ochre: a brownish-yellow colour

NCERT Solutions Thinking about the Text

1. Where is Coorg? Ans: Coorg, also known as Kodagu, is a beautiful district located in the state of Karnataka, midway between Mysore and the coastal town of Mangalore. Coorg is renowned for its lush greenery, coffee plantations and rich cultural heritage. 2. What is the story about the Kodavu people’s descent? Ans: The Kodavu people, also known as Coorgis, are believed to be descendants of either the Greeks or the Arabs. According to the story, a part of Alexander’s army moved south along the coast and settled in Coorg when they were unable to return to their homeland. These soldiers married among the locals. Their culture is evident in the martial traditions and religious rites of the Kodavu people, which are distinct from those of the Hindu mainstream. 3. What are some of the things you now know about i. the people of Coorg? ii. the main crop of Coorg? iii. the sports it offers to tourists? iv. the animals you are likely to see in Coorg? v. its distance from Bangalore, and how to get there? Ans: i. The Kodavus, or Coorgis, are known for their bravery and hospitality. They are the only people in India permitted to carry firearms without a licence. The Coorg Regiment of the Indian Army has won many bravery awards, and General Cariappa, the first Chief of the Indian Army, was a Coorgi. The Coorgis are

believed to be descendants of either the Greeks or the Arabs, as suggested by their traditional attire and customs. ii. Coffee is the main crop of Coorg. The region is famous for its coffee plantations, which produce some of the best coffee in India. iii. Coorg offers various adventure sports for tourists, including trekking, river rafting, canoeing, rock climbing and rappelling. iv. Coorg is home to a rich variety of wildlife. You are likely to see animals such as elephants, langurs and kingfishers. The river Kaveri, which originates from Coorg, is home to the Mahseer fish. v. Coorg is approximately 250 kilometres from Bangalore. One can get there either by road or by train. 4. Here are six sentences with some words in italics. Find phrases from the text that have the same meaning. (Look in the paragraphs indicated) i. During monsoons it rains so heavily that tourists do not visit Coorg. (para 2) ii. Some people say that Alexander’s army moved south along the coast and settled there. (para 3) iii. The Coorg people are always ready to tell stories of their sons’ and fathers’ 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 their Arab origin is supported by the long coat with embroidered waist-belt they wear. (para 3) vi. Macaques, Malabar squirrels observe you carefully from the tree canopy. (para 7)

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Ans: i. The phrase ‘it pours enough to keep many visitors away’ effectively conveys the same meaning. ii. The phrase that has the same meaning in the text is ‘As one story goes’. iii. The phrase ‘more than willing to recount numerous tales of valour’ conveys the meaning in the text.

iv. The phrase from the text, ‘the most laidback individuals become converts to the life of high-energy adventure’ conveys the same meaning.

v. The phrase ‘the theory of Arab origin draws support from the long, black coat with an embroidered waist-belt worn by the Kodavus’ conveys the meaning of the italicised text.

vi. The phrase ‘keep a watchful eye from the tree canopy’ has the same meaning.

Thinking about Language

1. Here are some nouns from the text.

culture monks surprise experience weather tradition Discuss which of the nouns can collocate with which of the adjectives given below.

unique terrible unforgettable serious ancient wide sudden

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Ans: i. culture: unique culture, ancient culture ii. monks: serious monks, ancient monks iii. surprise: unforgettable surprise, terrible surprise, unique surprise iv. experience: unforgettable experience, unique experience, terrible experience v. weather: terrible weather, unforgettable weather vi. tradition: unique tradition, ancient tradition 2. 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 __________ iv. evergreen _________ v. __________ plantations vi. __________ bridge vii. wild __________ Ans: i. tales of valour ii. coastal town iii. a piece of heaven iv. evergreen rainforest v. coffee plantations vi. rope bridge vii. wild elephants Other than the text: i. tales of courage iii. a piece of cake v. tea plantations vii. wild creatures

ii. coastal food iv. evergreen hero vi. wooden bridge

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III. Tea from Assam

—Arup Kumar Dutta

About the Author

Arup Kumar Dutta is a well-known Indian author and freelance journalist. He was born on 2 July 1946, in Jorhat, Assam. Over his career of more than fifty years, he has written many different types of works, including fiction, non-fiction, newspaper articles and adventure novels for young readers. Dutta has written around thirty-five books. Some of his notable titles include ‘The Anagarika’s Swansong’,’ The Brahmaputra’ and ‘Unicornis’. Dutta is recognised as a pioneer in English writing from Northeast India and has played a significant role in introducing the region’s culture and history to a broader audience. His works often reflect meticulous research and a deep understanding of the subjects he tackles. Dutta continues to be an influential figure in Indian literature, particularly in promoting the rich cultural heritage of Assam through his storytelling. His latest work, ‘Saint; Saviour; Soul; Society’, published in 2024, explores the life and teachings of Mahapurush Srimanta Sankardev, a 15th–16th century Assamese polymath, further showcasing his dedication to cultural narratives.

Summary

The chapter ‘Tea from Assam’ explores the rich history and intricate process of tea production in Assam, a region renowned for its high-quality tea. Assam tea is celebrated for its rich taste, which stems from the unique climatic conditions and fertile soil of the area. The narrative begins by describing the journey of two friends, Rajvir and Pranjol, as they travel to Assam, a state in northeastern India known for its tea plantations. Rajvir is excited to see the tea gardens, while Pranjol, who has grown up in Assam, is more familiar with them. As they travel by train, Rajvir shares interesting facts about tea, such as its origins and the different types of tea produced in Assam. When they arrive in Assam, they are greeted by the sight of vast tea gardens stretching as far as the eye can see. Rajvir is fascinated by the lush green plantations and the hardworking tea pluckers. Pranjol’s father, who manages a tea estate, explains the process of tea production, from plucking the leaves to processing them. The chapter highlights the importance of tea in Assam’s economy and culture. It also provides insights into the history and significance of tea, making it an informative and engaging read.

Theme of the Story

The theme of ‘Tea from Assam’ revolves around the deep connection between culture, friendship, and the significance of tea in the region of Assam. The chapter highlights how tea is not just a beverage but an integral part of Assam’s identity and economy. Through the journey of Rajvir and Pranjol, the story showcases the lush tea gardens, the process of tea production, and the rich history associated with tea. The story highlights the difference between Rajvir’s excitement and Pranjol’s familiarity with their surroundings, showing how personal experiences shape how we see things. Their friendship helps to reveal the rich history and traditions linked to tea. The chapter emphasises the beauty of Assam’s landscapes and the hard work of the tea pluckers, providing readers with a deeper understanding of the cultural and economic importance of tea in Assam.

Glossary

high-pitched: sharp or shrill steaming: very hot buried his nose in: started reading pulled out: (here) started moving away from ardent: enthusiastic, very keen keener: more eager paddy: rice fields often flooded with water magnificent: extremely beautiful densely wooded hill: a hill covered thickly with trees dwarfing: making something appear small busily: in a busy manner

billowing: moving or flowing outward concentration: (here) large number of tea plantations near to one another legends: stories or myths, often involving historical figures or events, that are passed down through generations twigs: small, thin branches of a tree or bush scoffed: to speak about somebody in a way that shows you think that he/she is stupid ascetic: a person who lives a simple strict life of self-discipline

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banished: get rid of permanently clattered: made a loud noise veered: turned cattle-bridge: a bridge made for the passage of cattle gravel-road: a road made of gravel, which is small stones used for surfacing acre upon acre: large areas of land, typically measured in acres (a unit of area)

pruned: cut back to tidy or shape sprouted: began to grow trailer-load: a large amount of something carried in a large container pulled by a car or truck second-flush: the second growth of tea leaves that come out after the first harvest

NCERT Solutions Thinking about Language

1. Look at these words: upkeep, downpour, undergo, dropout, walk-in. They are built up from a verb (keep, pour, go, drop, walk) and an adverb or a particle (up, down, under, out, in). Use these words appropriately in the sentences below. You may consult a dictionary. i. A heavy _____________ 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 _____________ rate for this accountancy course is very high. v. She went to the Enterprise Company to attend a _____________ interview. Ans: i. A heavy downpour has been forecast due to low pressure in the Bay of Bengal. ii. Rakesh will undergo major surgery tomorrow morning. iii. My brother is responsible for the upkeep of our family property. iv. The dropout rate for this accountancy course is very high. v. She went to the Enterprise Company to attend a walk-in interview. 2. Now fill in the blanks in the sentences given below by combining the verb given in brackets with one of the words from 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) Section C • Glimpses of India

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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 realised that the world is full of sorrow. (look) v. Rakesh seemed unusually _______________ after the game. (cast) The Army attempted unsuccessfully to Ans: i. overthrow the Government. ii. Scientists are on the brink of a major breakthrough in cancer research. iii. The State Government plans to build a bypass for Bhubaneswar to speed up traffic on the main highway. iv. Gautamaʹs outlook on life changed when he realised that the world is full of sorrow. v. Rakesh seemed unusually downcast after the game. 3. 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 favourite 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? ___________________ v. how you feel when you watch your favourite programme on television? ___________________ vi. the look on your mother’s face as you waited in a queue? ___________________ vii. how you feel when tracking a tiger in a tiger reserve forest? ___________________ 201

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viii. the story you have recently read, or a film you have seen? ___________________ Ans: Answers may vary. i. interesting, riveting iii. bored v. interested vii. thrilled

ii. exciting iv. excited vi. tired, exhausted viii. boring, exciting

4. Now use the adjectives in the exercise above, as appropriate, to write a paragraph about Coorg. Ans: Coorg, as described in the chapter by Abrol, is an interesting and exciting place that captures the imagination of visitors. The lush greenery and coffee plantations keep tourists interested and thrilled as they explore the region. Even the most tired travellers find themselves rejuvenated by the beauty of the landscape. The local people, with their rich cultural heritage, add to the charm of Coorg, making it a place that is never boring. The adventure sports available in Coorg ensure that visitors remain excited and engaged throughout their stay.

Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. Our elders are often heard reminiscing nostalgically about those good old Portuguese days, the Portuguese and their famous loaves of bread. Those eaters might have vanished but the makers are still there. We still have amongst us the mixers, the moulders and those who bake the loaves. Those age-old, time-tested furnaces still exist. The fire in these furnaces has not yet been extinguished. The thud and jingle of traditional baker’s bamboo, heralding his arrival in the morning, can still be heard in some places. (CBSE Question Bank) I. The narrator says that the furnaces were ‘time-tested’ because (1) a. they had been thoroughly tested each time, before being used. b. they had proved the test of time and were working well. c. they had been tested by modern day experts. d. they had the power to withstand inexperienced usage.

II. Those eaters might have vanished but the makers are still there. (1)

Pick the option that expresses the tone of the narrator. i. elated ii. morose iii. nostalgic iv. hopeful v. sarcastic vi. critical vii. celebratory a. i and vii c. iii and iv

b. ii and vi d. iv and v

III. Pick the idiom that brings out the same meaning of ‘reminiscing’ as used in the passage (1) a. train of thought. b. commit something to memory. c. a trip down memory lane. d. jog somebody’s memory. IV. Why do you think the baker came in with ‘a thud and a jingle’? (1) a. He wanted to make everyone alert and active with his presence. b. He wanted to wake up everyone from their slumber and ask them to visit the bakery. c. He was used to making a loud noise as most people responded to just that. d. He wanted to make people aware that he had come around to sell his goodies. V. The ‘fire in the furnaces has not yet been extinguished’ implies that (1) a. the furnaces are still being used to bake loaves of bread. b. The fire is in the process of being reviewed as a replaceable method for heating furnaces. c. The furnaces are very strong and cannot be shifted for use in other areas. d. The fire in the furnaces takes a long time to cease burning, once lighted. Ans: I. b. they had proved the test of time and were working well. II. c. iii and iv (nostalgic and hopeful) III. c. a trip down memory lane. IV. d. H e wanted to make people aware that he had come around to sell his goodies. V. a. the furnaces are still being used to bake loaves of bread.

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2. Read the following extract carefully and answer the questions that follow. ‘Tell me another!’ scoffed Pranjol. ‘We have an Indian legend too. Bodhidharma, an ancient Buddhist ascetic, cut off his eyelids because he felt sleepy during meditations. Ten tea plants grew out of the eyelids. The leaves of these plants when put in hot water and drunk, banished sleep.’ ‘Tea was first drunk in China,’ Rajvir added, ‘as far back as 2700 B.C.! In fact, words such as tea, chai and chini are from the Chinese. Tea came to Europe only in the sixteenth century and was drunk more as medicine than as beverage’. (CBSE Question Bank)

I. The main idea of this extract is: (1) a. Tea as a popular beverage in Europe and how it spread. b. Origin of tea in India and why it became popular in Europe. c. Importance of India in popularising tea and influencing Europe. d. Indian legend on tea and how it travelled from China to Europe.

II. Why do you think Pranjol ‘scoffed’? (1) a. He was upset with the legend Rajvir shared. b. He was mocking Rajvir for his lack of knowledge. c. He was amused and tickled at what Rajvir shared. d. He was impressed with what Rajvir had shared. III. Pick the option that includes the tea label information that corresponds to the given sentence. ‘The leaves of these plants when put in hot water and drunk, banished sleep.’ (1) i. Its calming effects may be attributed to an antioxidant called apigenin, which is found in abundance in chamomile tea. Apigenin binds to specific receptors in your brain that may decrease anxiety and initiate sleep. ii. It increases levels of a neurotransmitter called gamma-aminobutyric acid (GABA) and improves over all sleep quality by shortening the time it takes to fall asleep and decreasing night-time awakening. iii. It interferes with REM sleep, has some unwanted side effects, keeps sleep away Section C • Glimpses of India

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and allows the possibility of inducing hours of sleeplessness and increased night-time awakenings. iv. It alleviates anxious thoughts and soothes the spirit before bedtime. It improves energy levels and helps banish stress and results in a better night’s sleep, naturally. a. Option i c. Option iii

b. Option ii d. Option iv

IV. Based on the inference from the extract, which of these is NOT TRUE about tea drinking in 16th-Century Europe? Dr Smith was a doctor in 16th-Century Europe. (1) a. Dr Smith encouraged drinking of green tea whenever available, to reduce chances of tooth loss. b. Dr Smith prescribed regular tea drinking to all his patients with a weak heart. c. Dr Smith always served tea as refreshment when he had guests, as they all enjoyed this beverage. d. Dr Smith usually recommended black tea to reduce inflammation in the body. V. Based on this extract, how do you think Rajvir felt while narrating his story? (1) a. i. excited ii. agitated b. i. hysterical ii. nervous c. i. nervous ii. agitated d. i. enthusiastic ii. passionate

Ans: I. d. Indian legend on tea and how it travelled from China to Europe. II. b. He was mocking Rajvir for his lack of knowledge. III. c. Option iii

IV. c. Dr. Smith always served tea as refreshment when he had guests, as they all enjoyed this beverage. V. d. i. enthusiastic

ii. passionate

3. Read the following extract carefully and answer the questions that follow. This land of rolling hills is inhabited by a proud race of martial men, beautiful women and wild creatures. Coorg, or Kodagu, the smallest district of Karnataka, is home to evergreen rainforests, spices and coffee plantations. Evergreen rainforests cover thirty per cent of this district. 203

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During the monsoons, it pours enough to keep many visitors away. The season of joy commences from September and continues till March. I. What is Coorg also known as? a. Kodagu b. Karnataka c. Kerala d. Maharashtra II. What type of natural features can be found in Coorg? a. Deserts and dunes b. Rolling hills and rainforests c. Urban landscapes and skyscrapers d. Rocky mountains and valleys

(1)

III. Fill in the blanks. (1) Coorg is famous for its _______ and _______ plantations, which contribute to its economy. IV. Imagine you are planning a trip to Coorg. Based on the information in the extract, discuss how the geography and climate of Coorg might influence your travel plans, including the best time to visit and activities you could enjoy. (2)

(Competency-based Question)

Ans: I. a. Kodagu II. b. Rolling hills and rainforests III. Coorg is famous for its spices and coffee plantations, which contribute to its economy. IV. When planning my trip to Coorg, the geography and climate might play a crucial role. I could consider visiting from September to March for pleasant weather, ideal for trekking and coffee plantation tours. The region’s rolling hills and rainforests offer stunning scenery which I would like to take time to enjoy. However, I would avoid the monsoon season (June to September) due to heavy rainfall and potential landslides, which could disrupt my travel plans. 4. Read the following extract carefully and answer the questions that follow.

It was a magnificent view. Against the backdrop of densely wooded hills a sea of tea bushes stretched as far as the eye could see. Dwarfing the tiny tea plants were tall sturdy shade-trees and amidst the orderly rows of bushes busily moved doll-like figures.

The train pulled out of the station. Pranjol buried his nose in his detective book again. Rajvir too was an ardent fan of detective stories, but at the moment he was keener on looking at the beautiful scenery. It was green, green everywhere. Rajvir had never seen so much greenery before. Then the soft green paddy fields gave way to tea bushes.

(CBSE Question Paper, 2/2/2; 2023–24)

I. State any one inference about Rajvir from the given context: ‘Rajvir too was an ardent fan of detective stories, but at the moment he was keen on looking at the beautiful scenery.’ (1) II. State True or False. The reason why Rajvir was interested in looking at the beautiful scenery was that the detective book he was reading was not interesting. (1) III. People who live in big cities are always fascinated by the natural beauty and abundant greenery. Elaborate in about 40 words, with reference to the extract. (2) IV. Which phrase would correctly substitute ‘doll-like figures’, in the given sentence from the extract? Dwarfing the tiny tea plants were tall sturdy shade-trees and amidst the orderly rows of bushes busily moved doll-like figures. (1) Ans: I. Rajvir appreciates nature and is curious, as he is captivated by the beautiful scenery outside the train. This shows that he enjoys new experiences and values the beauty of his surroundings. II. False III. People from big cities often find themselves captivated by nature’s beauty when they visit places like Coorg. The lush greenery and vast tea plantations provide a refreshing change from urban life, making them appreciate the serenity and charm of natural landscapes. IV. A suitable substitute for ‘doll-like figures’ could be ‘small figures’ or ‘tiny figures’. 5. Read the following extract carefully and answer the questions that follow. The baker usually collected his bills at the end of the month. Monthly accounts used to be recorded on some wall in pencil. Baking was indeed a profitable profession in the old days. The baker and his family never starved. He, his family and

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his servants always looked happy and prosperous. Their plump physique was an open testimony to this. Even today any person with a jackfruit-like physical appearance is easily compared to a baker.

(CBSE Question Paper Modified, 2/2/1; 2018–19)

I. Where did the baker record his accounts? (1) a. In a notebook b. On a wall with a pencil c. In a computer system d. On a piece of paper II. Why did the baker and his family never starve? (1) a. They had other sources of income. b. Baking was a profitable profession. c. They received help from the community. d. They grew their own food. III. Which word in the extract is a synonym of ‘rich’? (1) IV. How can a baker be identified in Goa? (Select two options) (1) a. By their unique clothing style b. By their cheerful demeanor c. By their jackfruit-like physical appearance d. By the smell of fresh bread V. Assertion: The baker and his family always looked happy and prosperous. (1) Reason: Their plump physique was an open testimony to their wealth. Choose the correct option. a. Both assertion and reason are true, and the reason correctly explains the assertion. b. Both assertion and reason are true, but the reason does not explain the assertion. c. The assertion is true, but the reason is false. d. The assertion is false, but the reason is true. Ans: I. b. On a wall with a pencil II. b. Baking was a profitable profession. III. prosperous IV. a. By their unique clothing style. c. By their jackfruit-like physical appearance. V. a. B oth assertion and reason are true, and the reason correctly explains the assertion.

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6. Read the following extract carefully and answer the questions that follow. The river, Kaveri, obtains its water from the hills and forests of Coorg. Mahaseer—a large freshwater fish—abound in these waters. Kingfishers dive for their catch, while squirrels and langurs drop partially eaten fruit for the mischief of enjoying the splash and the ripple effect in the clear water. Elephants enjoy being bathed and scrubbed in the river by their mahouts. I. What type of fish is abundant in the waters of the Kaveri? a. Trout b. Mahaseer c. Catfish d. Salmon

(1)

II. What does the term ‘mischief’ imply in the context of the extract? (1) a. Seriousness b. Playfulness c. Sadness d. Hard work III. Identify the part of speech for the word ‘abound’ as used in the extract. (1) a. Noun b. Verb c. Adjective d. Adverb IV. Based on the extract, what can be inferred about the relationship between wildlife and the Kaveri River? Discuss how this relationship might contribute to the ecosystem in that area. (2) (Competency-based Question) Ans: I. b. Mahaseer II. b. Playfulness or troublemaking III. b. Verb IV. Based on the extract, it can be inferred that the Kaveri River and the wildlife around it have a strong connection. The river provides water and food for creatures like the mahaseer fish and kingfishers. Squirrels and langurs play near the river, and elephants enjoy bathing in it. This interaction helps maintain a balanced ecosystem, showing the importance of the river in supporting various species. 7. Read the following extract carefully and answer the questions that follow. Pranjol’s parents were waiting for them. Soon they were driving towards Dhekiabari, the tea-garden managed by Pranjol’s father. An hour later the car veered sharply off the main road. They crossed a cattle-bridge and entered Dhekiabari Tea Estate. On both sides of the gravel-road were acre upon acre of tea bushes, all neatly pruned to the same 205

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height. Groups of tea-pluckers, with bamboo baskets on their backs, wearing plastic aprons, were plucking the newly sprouted leaves. I. What is the name of the tea estate managed by Pranjol’s father? a. Dhekiabari b. Pranjol’s Garden c. Tea Heaven d. Bamboo Estate

(1)

II. State True or False. (1) The tea bushes at Dhekiabari Tea Estate are described as being irregularly pruned. III. Assertion: Groups of tea-pluckers were wearing plastic aprons. Reasoning: The tea-pluckers wore plastic aprons to enhance their plucking speed and productivity. Which of the following is correct?

(1)

a. Both Assertion and Reasoning are true, and the Reasoning is the correct explanation for the Assertion. b. Both Assertion and Reasoning are true, but the Reasoning is not the correct explanation for the Assertion. c. Assertion is true, but Reasoning is false. d. Assertion is false, but Reasoning is true.

IV. Arrange the events in the order they occurred based on the passage. 1. They crossed a cattle-bridge. 2. They drove towards Dhekiabari Tea Estate. 3. They entered Dhekiabari Tea Estate. 4. They were driving on the main road.

(1)

V. Alliteration is a literary device where the same consonant sound is repeated at the beginning of multiple words in close succession. Which of the following words from the passage represent alliteration? (1) a. Gravel-road b. Tea-pluckers c. Bamboo baskets d. Newly sprouted Ans: I. a. Dhekiabari II. False III. c. Assertion is true, but Reasoning is false. IV. b. 2, 4, 1, 3 V. c. Bamboo baskets

8. Read the following extract carefully and answer the questions that follow. The theory of Arab origin draws support from the long, black coat with an embroidered waistbelt worn by the Kodavus. Known as kuppia, it resembles the kuffia worn by the Arabs and the Kurds. Coorgi homes have a tradition of hospitality, and they are more than willing to recount numerous tales of valour related to their sons and fathers.

I. The kuppia, a traditional outfit of the Kodavus, resembles the attire of which of the following groups? (1) a. Arabs and Kurds b. Greeks and Romans c. Persians and Turks d. Egyptians and Babylonians

II. Look at the given image of a traditional Coorgi outfit. Identify the garment that supports the Arab origin theory. (1)

a. The long, black coat b. The embroidered waist-belt c. Both (a) and (b) d. The headscarf worn by the Kodavus III. What does the resemblance of the kuppia to Arab and Kurdish attire suggest about the Kodavus’ history? (1) IV. Which word in the passage means ‘courage or bravery in the face of danger’? a. Hospitality b. Valour c. Ancestry d. Tradition

(1)

V. What do the Kodavus’ tradition of hospitality and tales of valour reveal about their cultural identity? (1) a. They are deeply connected to their ancestry and are proud of their heritage. b. They value luxury and material possessions above all else.

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c. Their community is driven by innovation and technological advancements. d. They emphasise individual success over collective traditions.

Ans: I. a. Arabs and Kurds II. c. Both (a) and (b) III. The resemblance suggests that the Kodavus may have ancestral ties to Arabs and Kurds, supporting the idea that they might have Arab origins. IV. b. Valour V. a. They are deeply connected to their ancestry and are proud of their heritage.

9. Read the following extract carefully and answer the questions that follow. Marriage gifts are meaningless without the sweet bread known as the bol, just as a party or a feast loses its charm without bread. Not enough can be said to show how important a baker can be for a village. The lady of the house must prepare sandwiches on the occasion of her daughter’s engagement. Cakes and bolinhas are a must for Christmas as well as other festivals. Thus, the presence of the baker’s furnace in the village is absolutely essential. I. What does the extract suggest about the cultural significance of bread in the village? (1) a. Bread is associated with religious rituals only. b. Bread symbolises prosperity in the community. c. Bread is deeply ingrained in celebrations and traditions. d. Bread is primarily a luxury item for special occasions. II. Which word in the passage implies ‘an absolute necessity or something crucial’? (1) a. Charm b. Essential c. Prepared d. Presence III. Why might the baker’s furnace be described as ‘absolutely essential’ for the village?

(1)

IV. Complete the following sentences with the correct words or phrases.

The _____________ of the baker’s furnace is deemed essential for the village. Section C • Glimpses of India

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(1)

V. How does the passage reflect the community’s dependence on the baker? (1) Ans: I. c. Bread is deeply ingrained in celebrations and traditions. II. b. Essential

III. The baker’s furnace is described as absolutely essential because it provides bread, which is an integral part of social and cultural occasions such as engagements, Christmas and other festivals. IV. The presence of the baker’s furnace is deemed essential for the village.

V. The passage shows that the community depends on the baker because bread is needed for important events and celebrations, and the baker makes sure they have it.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. How is the Coorgi tradition of courage and bravery recognised in modern India? Ans: The Coorgi tradition of courage and bravery is recognised in modern India through their significant contributions to the Indian Army. The Coorgis are the only citizens permitted to carry guns without a licence. This shows that the valour of the Coorgis remains evident in modern India. 2. Why are Kodavus permitted to carry firearms without license? (CBSE Question Paper, 2/2/2; 2021–22) Ans: The Kodavus people are allowed to carry firearms without a licence because of their strong tradition as a warrior community. This privilege comes from their history of bravery and service in the military, especially with the Coorg Regiment, which is highly decorated. General Cariappa, the first Chief of the Indian Army, was also from Coorg, showing the community’s important role in the armed forces.

3. Why did Pranjol not share Rajvir’s excitement at seeing the tea garden.

(CBSE Question Paper, 2/5/2; 2022–23)

OR What excited Rajvir? Why did Pranjal not share his excitement? Ans: Pranjol did not share Rajvir’s excitement because he had grown up in Assam and was accustomed to seeing tea gardens. For him, it was a common sight, unlike Rajvir, who was seeing the area for the first time. 207

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4. Why does the author in ‘Coorg’ say that the visitors’ search for the heart and soul of India would be found in Coorg? (CBSE Question Bank) Ans: The author of ‘Coorg’ suggests that visitors looking for the heart and soul of India will find it in Coorg because of its unique culture, rich traditions and strong sense of community. The Coorgis, known for their warm hospitality, represent values like bravery and a deep connection to nature, which are key aspects of Indian identity. The Coorg Regiment and notable figures such as General Cariappa further showcase the region’s contributions to India’s history and military. This combination of cultural richness and historical significance makes Coorg representative of India’s essence. 5. How did the baker become synonymous with celebrations and occasions in Goa?

(CBSE Question Bank)

Ans: The baker became synonymous with celebrations and occasions in Goa due to the integral role that bread and other baked goods played in various social and cultural events. Traditional Goan festivities, such as weddings, engagements, Christmas and other festivals, required items like cakes, bolinhas, and sandwiches, which could not be prepared without the baker. The presence of the baker’s furnace in the village was essential to ensure these treats were available, making the baker a central figure in all celebrations.

6. ‘Coorgi homes have a tradition of hospitality, and they are more than willing to recount numerous tales of valour related to their sons and father’. Elaborate with reference to chapter ‘Glimpses of India’. (CBSE Question Paper, 2/5/2; 2023–24) OR Coorgis belong to a valorous and hospitable race. Comment on this statement with reference to the text. (CBSE Question Bank) Ans: Coorgi homes are known for their warm hospitality and deep sense of pride in their traditions. They welcome visitors with open hearts and love sharing stories of bravery and courage about their ancestors. The Coorgis belong to a valorous race, with many of their men serving in the Indian Army. The region has produced notable figures like General Cariappa,

who was the first Indian Army Chief. The Coorg Regiment is one of the most decorated in the Indian Army, further highlighting their bravery. This combination of their heroic legacy and welcoming nature reflects their unique identity, making Coorg a land of valor and hospitality. 7. How is the Goan baker still an important part of the life of a Goan village? (CBSE Question Paper, 2/6/1; 2022–23) Ans: The Goan baker continues to be an essential part of village life due to the cultural and traditional significance of bread in Goan society. Bread is a must for various occasions like weddings, feasts, and festivals such as Christmas, where cakes and bolinhas are essential. The baker delivers fresh bread daily, which remains a staple in every household. Beyond providing food, the baker symbolises continuity, preserving traditions passed down through generations. The rhythmic sound of the baker’s bamboo stick and the joy of collecting freshly baked goods make the baker a cherished figure in the life of a Goan village. 8. Explain why the author describes Coorg as ‘a piece of heaven that must have drifted from the kingdom of god’. (CBSE Practice Questions; 2022–23) Ans: The author describes Coorg as ‘a piece of heaven that must have drifted from the kingdom of god’ to highlight its breathtaking natural beauty, serene environment and vibrant culture. Coorg is surrounded by misty hills, lush green coffee plantations and thick forests, making it peaceful and refreshing. The rivers, waterfalls and rich wildlife add to its charm. The Coorgis, known for their bravery and warm hospitality, make the region even more special. The natural beauty and unique culture of Coorg make it feel like a little piece of heaven on Earth. 9. ‘During our childhood in Goa, the baker used to be our friend, companion and guide.’ What does this statement imply in relation to the character of the baker?

(CBSE Question Paper, 2/3/2; 2023–24)

Ans: This statement highlights the friendly and approachable nature of the baker in Goan villages. It implies that the baker was not just a provider of bread but also an integral part of the community’s daily life. He was someone the children admired and interacted with regularly.

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The baker’s visits brought joy and excitement, as children eagerly waited for his basket of goodies. His cheerful personality and close connection with the people of the village made him much more than a tradesman—he was a trusted, prosperous and popular figure. 10. The baker and his family never starved. Elaborate. (CBSE Question Paper, 2/2/2; 2023–24) Ans: The statement ‘The baker and his family never starved’ reflects the important role bakers played in Goan society and their financial stability. Bread was a staple in every Goan household and was essential for occasions like weddings, feasts, and festivals. The demand for bread ensured that bakers had a steady income and consistent work throughout the year. They were respected members of the community, and their profession guaranteed them a reliable livelihood. This statement emphasises how vital the baker was to the village, making his family secure and well-provided for. 11. Do adventure sports like river rafting and rock climbing require a person to possess just physical strength? Why/Why not? (CBSE Question Bank)

Ans: No, adventure sports like river rafting and rock climbing need more than just physical strength. While being fit is important, these activities also require mental strength, focus, and quick thinking. In river rafting, teamwork and the ability to stay calm in fast-moving water are important. Similarly, rock climbing needs planning, confidence, and staying composed even in tough situations. These sports require a mix of physical ability, mental sharpness, and determination to succeed.

(Competency-based Question)

12. Pranjol buried his head in his detective book while Rajvir was eager to look at the beautiful scenery during the train journey. Why was there a difference in their attitude? (CBSE Question Bank) Ans: The difference in their attitude stems from their individual perspectives and experiences. Rajvir was visiting the tea plantations for the first time and was fascinated by the beautiful scenery, eager to learn and explore something new. On the other hand, Pranjol had grown up in Assam,

Section C • Glimpses of India

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where tea plantations are common, so he did not find the sights as exciting or novel. This familiarity made him more engrossed in his detective book than in the view outside. Their contrasting reactions highlight how experience and familiarity shape one’s interest and excitement. 13. Rajvir did his study before his visit to the tea plantation. Is it good to do one’s research before the start of a new venture or does it take away from the thrill of discovery? Elucidate your stance. (CBSE Question Bank)

Ans: Rajvir’s research before visiting the tea plantation shows his curiosity and eagerness to learn. It highlights how being informed enhances the experience, as he could identify tea gardens and share fascinating facts with Pranjol. Doing research doesn’t take away the thrill; instead, it adds depth to the excitement of discovery.

14. The culture, lifestyle and traditions of a place are influenced by the people who lived or settled there at some point of time. Cultural assimilation adds flavour to the existing structure of a society. Summarise your opinion on the given idea. (CBSE Question Bank) Ans: Cultural assimilation enriches a society by blending traditions, lifestyles, and values from diverse groups. It promotes mutual understanding, preserves shared heritage and fosters innovation through the exchange of ideas. For example, Goa’s baking tradition reflects Portuguese influence, while Coorg’s unique culture shows traces of Arab origins, adding vibrancy to India’s diverse identity. 15. Inspired by the diversity in the chapter, ‘Glimpses of India’, you wrote an article for your school magazine on the topic, ‘Diversity – the Uniqueness of India’. Write a paragraph, sharing two key opinions from the article. (CBSE Question Bank) Ans: India’s diversity is its biggest strength, bringing together many cultures, languages and traditions. From the tea plantations of Assam to the warm hospitality of Coorg and the unique baking traditions of Goa, every region has something special. This mix of traditions makes India unique and brings people together.

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Long Answer Questions

Answer the following questions in about 100–120 words. 1. Pen down a brief travelogue* entry, narrating any personal impression/s about a visit to Coorg. Include your reflections about the differences between the place where you live and the place you’ve visited. (* A travelogue is a person’s account of a journey to another country or place. It can either be a written report with many factual details or a narrative story about personal impressions and experiences.) You may begin like this... As I stepped into the land of evergreen forests, I was blown away by the pristine beauty and ……………………(continue) (CBSE Question Bank) Ans: As I stepped into the land of evergreen forests, I was amazed by the beautiful scenery and calmness of Coorg. The air was fresh and filled with the rich smell of coffee, which was a big change from the busy city life I was used to. It was unlike my hometown, where noise and chaos were everywhere, Coorg offered a peaceful escape with its green landscapes and gentle sounds of nature. The winding roads took me through lovely coffee plantations and rolling hills, making every moment feel like a scene from a movie. I felt a deep sense of calm as I walked through the quiet streets, greeted by warm smiles from the friendly locals. Their hospitality reminded me of the close community spirit that seems to be fading in urban areas. In Coorg, time seemed to slow down. I enjoyed relaxing evenings by a bonfire, sharing stories with fellow travellers, which felt more meaningful than the rushed conversations back home. This visit not only deepened my appreciation for nature but also highlighted the difference between my fast-paced life and the slower, more fulfilling way of life in Coorg. As I got ready to leave, I realised that Coorg had left a lasting impression on me. It reminded me that sometimes stepping away from our daily routines can help us reconnect with what truly matters—nature, community and the simple joys of life. 2. The narrator shares, ‘Baking was indeed a profitable profession in the old days.’ a. What do you feel has changed now? Why?

b. State any one way, you feel, the paders can regain their lost glory. (CBSE Question Bank) Ans: a. In ‘A Baker from Goa,’ the author highlights that baking was once a profitable profession, deeply integrated into Goan culture. However, this has changed due to the rise of massproduced bread and changing consumer habits. Many traditional bakers, known as paders, have struggled to maintain their businesses as people increasingly opt for convenience over the artisanal quality of handmade bread. Additionally, the cultural significance of bread in daily life and celebrations has diminished, leading to a decline in the demand for bakers. b. One way paders can regain their lost glory is by using modern marketing strategies while still keeping their traditional baking methods. They could promote their unique products through social media and local markets, highlighting the quality and authenticity of their bread. By offering workshops or tastings to teach the community about traditional baking, they can spark interest in their craft and attract a new generation of customers who appreciate handmade goods. 3. Examine how both ‘Madam Rides the Bus’ and ‘Tea from Assam’ (Glimpses of India), celebrate the power of exploration, with reference to Valli and Rajvir, respectively. (CBSE Additional Practice Paper; 2023–24) Ans: Both ‘Madam Rides the Bus’ and ‘Tea from Assam’ celebrate the power of exploration through the characters of Valli and Rajvir, each showing different ways of discovering the world. In ‘Madam Rides the Bus,’ Valli, an eight-year-old girl, shows her adventurous spirit by wanting to see what lies beyond her village. Her bus journey is not just a trip; it represents her desire for independence. Valli carefully plans her outing by saving money and checking the bus route, which shows her determination and curiosity. During the ride, she enjoys the sights and sounds around her, from the green fields to the busy town. This exploration helps her learn about life outside her familiar surroundings and leads to a deeper understanding of both joy and sadness when she witnesses a tragic event on her way back. In ‘Tea from Assam,’ Rajvir’s exploration is more about culture and knowledge. As he travels to Assam with his friend Pranjol, he is eager to learn about tea growing and its

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importance. Rajvir’s curiosity pushes him to find out about the history of tea and how it came from China to India. His experiences in Assam, especially watching tea pluckers work and learning about how tea is made, help him connect with his cultural roots. This exploration allows him to appreciate the tea industry and its significance. Both characters show that exploration can lead to personal growth. Valli gains confidence and independence through her adventure, while Rajvir learns more about his cultural identity. Together, they demonstrate how stepping out of one’s comfort zone can enrich life experiences and help us appreciate the world around us. 4. In the chapter, ‘A Baker from Goa’ the narrator talks about his childhood in Goa and his fond memories. Compare the childhood of Nelson Mandela with that of the narrator. (CBSE Question Bank) OR In the chapter ‘A Baker from Goa’ the narrator talks about his childhood in Goa and his fond memories. In about 120 words write a presentation draft comparing the childhood of the narrator in ‘A Baker from Goa to that of Nelson Mandela. (CBSE Question Paper, 2/1/2; 2023–24) Ans:

(Topper Answer, 2024)

5. What attracts visitors to Coorg? (CBSE Question Paper, 2/1/2; 2021–22) Ans: Coorg, also known as Kodagu, attracts visitors with its stunning natural beauty and rich culture. Located between Mysore and Mangalore, this region features rolling hills, evergreen rainforests and vast coffee plantations. The best time to visit is from September to March when the weather is pleasant and ideal for outdoor activities. The people of Coorg are famous for their hospitality and unique traditions. They have a proud martial heritage, with the Coorg Regiment being one of the most decorated in the Indian Army. Visitors can experience this rich culture through local customs and delicious food. Coorg also offers plenty of adventure activities, such as river rafting, trekking and rock climbing, making it a great place for those seeking excitement. Nature lovers can enjoy the diverse wildlife, including elephants and various bird species. Overall, Coorg’s mix of natural beauty, rich culture and fun activities makes it a must-visit place for tourists who want to relax and explore. 6. Justify the opinion that the traditional baker and his bread play a significant role in the cultural and social fabric of Goan society.

Ans: The traditional baker and his bread hold a significant place in the cultural and social fabric of Goan society because bread is deeply rooted in their traditions and celebrations. The baker’s products, such as bread, bolinhas, and cakes, are essential for various occasions like weddings, Christmas, and other festivals. Bread is also a daily staple in Goan households, reflecting its importance in their cuisine. Beyond just providing food, the baker symbolises a connection to Goan heritage and traditions that have been preserved for generations. The baker’s morning visits to the village, marked by the sound of his bamboo stick, were a cherished routine that fostered a sense of community. This unique bond between the baker and the villagers highlights how the traditional baker remains a vital part of Goa’s cultural identity. 7. ‘The most laidback individuals become converts to the life of high-energy adventure’. Elaborate with reference to Coorg.

Section C • Glimpses of India

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(CBSE Sample Paper; 2023–24)

(CBSE Question Paper Modified, 1/4/3; 2023–24)

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Ans: The serene beauty and adventurous spirit of Coorg have the power to transform even the most laid-back individuals into seekers of thrilling experiences. Coorg offers numerous adventure activities, such as river rafting, canoeing, rappelling, rock climbing and trekking through its lush green hills and forests. The natural landscape, with its misty hills, coffee plantations, and rivers, creates an environment that encourages visitors to engage actively with nature. The adventurous spirit of the Coorgis, known for their bravery and outdoor lifestyle, further inspires visitors. This unique blend of beauty and adventure makes Coorg a place where even the most relaxed individuals feel energised and want to explore. 8. Imagine a conversation between Pranjol and Rajvir discussing their upcoming trip to Goa after their visit to Assam. In this dialogue, have them share their excitement about exploring Goa’s beautiful beaches and rich culture. How do they connect their experiences in Assam, particularly regarding tea, to the culinary delights they anticipate in Goa, such as the famous Goan bread mentioned in ‘A Baker from Goa’? In your response, reflect on how their discussion highlights the significance of local traditions and food in shaping cultural identities. What insights do they provide about the role of food in fostering connections and preserving heritage? Be sure to include specific references to both chapters to support your points.

(Competency-based Question)

Ans: Pranjol: I can’t believe we are heading to Goa after Assam! I’m so excited about the beaches and the food there.

Rajvir: I know! Goa has such a vibrant culture. I’ve heard so much about the local cuisine. I can’t wait to try the famous Goan bread! Pranjol: Exactly! Just like tea is an integral part of life here in Assam, I bet the bread has its own significance in Goan culture. It’s fascinating how food connects us to our roots. Rajvir: Absolutely! In Assam, we learnt that tea isn’t just a drink; it’s a part of social gatherings. I wonder if Goan bread is served during special occasions too.

Pranjol: That reminds me of the stories we read in ‘A Baker from Goa.’ The way the bakers are part of the community really highlights how important food is in bringing people together. Rajvir: Yes! It’s interesting to see how different regions have their own culinary traditions. Just like sharing a cup of tea with friends here, enjoying Goan bread with locals will create such memorable experiences. Pranjol: I agree! Food really tells the story of a community’s heritage. I’m looking forward to experiencing that firsthand in Goa.

Rajvir: Me too! It’s through these culinary adventures that we can understand and appreciate the diverse cultures of India even more. 9. Discuss the historical and cultural significance of the ‘kuppia’ in relation to the Kodava community of Coorg, as well as its connections to Arab and (Competency-based Question) Kurdish heritage. Ans: The ‘kuppia’ holds significant historical and cultural importance for the Kodavu community in Coorg. This traditional garment, typically a long black coat with an embroidered waist-belt, is not only a symbol of identity but also reflects the community’s martial heritage. The design of the ‘kuppia’ is similar to the ‘kuffia’ worn by Arabs and Kurds, that suggests connections to these cultures, possibly dating back to the time of Alexander the Great. It is believed that some of his soldiers settled in the region, influencing local customs and attire. Moreover, the ‘kuppia’ is worn during festivals and special occasions, showcasing the Kodavus’ pride in their heritage. The garment’s historical significance is further highlighted by its association with the warrior culture of Coorg, as seen in the decorated Coorg Regiment of the Indian Army. Thus, the ‘kuppia’ serves as a vital link between the Kodavu identity and their rich cultural tapestry, embodying stories of valour and tradition that continue to resonate within their community. 10. What is the story behind the discovery of tea in Indian folklore? Ans: The story behind the discovery of tea in Indian legend is often linked to Bodhidharma, an ancient Buddhist monk. According to the legend, Bodhidharma was on a spiritual journey and vowed to meditate for nine years

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without sleeping. However, he struggled with drowsiness during his meditation. In a moment of desperation, he cut off his own eyelids to prevent himself from falling asleep. When he threw his eyelids on the ground, it is said that ten tea plants grew from them. Bodhidharma discovered that when he brewed the leaves of these plants in hot water, they produced a beverage that banished sleep and provided him with renewed vitality. This marked the beginning of tea’s legendary status in India. The invigorating properties of tea soon spread throughout the region, becoming a cherished drink among both sages and common people alike. Over time, tea evolved into a symbol of hospitality and community, deeply embedded in Indian culture.

Assessment

Scan to see answers.

1. Read the extracts carefully and attempt any TWO of them. (2 × 5 = 10 marks) a. ‘Well, there’s the one about the Chinese emperor who always boiled water before drinking it. One day a few leaves of the twigs burning under the pot fell into the water giving it a delicious flavour. It is said they were tea leaves.’ ‘Tell me another!’ scoffed Pranjol. ‘We have an Indian legend too. Bodhidharma, an ancient Buddhist ascetic, cut off his eyelids because he felt sleepy during meditation. Ten tea plants grew out of the eyelids. The leaves of these plants when put in hot water and drunk banished sleep.’ I. What did Bodhidharma do to stay awake during his long meditation? (1) a. He drank tea made from local plants. b. He cut off his eyelids. c. He recited mantras. d. He took short naps. II. Write True or False. (1) The legend states that ten tea plants grew from Bodhidharma’s eyelids after he discarded them. III. What role did the Chinese emperor play in the popularisation of tea according to the legend? (1) a. He discovered tea while travelling in India. Section C • Glimpses of India

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b. He mandated that all citizens drink tea daily. c. He promoted tea as a medicinal beverage after learning about its benefits. d. He banned the consumption of tea in his kingdom. IV. What does the term ‘perseverance’ mean in the context of Bodhidharma’s legend? Choose the correct definition: (1) a. The ability to relax and take breaks. b. The determination to continue despite difficulties. c. The act of giving up when faced with challenges. d. The practice of meditation for short periods. V. How does the legend of Bodhidharma influence contemporary views on tea? Select the most appropriate option. (1) a. It suggests that tea is merely a beverage without significance. b. It emphasises tea as a symbol of vitality and perseverance. c. It indicates that tea should only be consumed during meditation. d. It portrays tea as a drink only for the wealthy. b. Coorg, or Kodagu, the smallest district of Karnataka, is home to evergreen rainforests, spices and coffee plantations. Evergreen rainforests cover thirty per cent of this district. During the monsoons, it pours enough to keep many visitors away. The season of joy commences from September and continues till March. The weather is perfect, with some showers thrown in for good measure. The air breathes of invigorating coffee. Coffee estates and colonial bungalows stand tucked under tree canopies in prime corners. I. Which of the following best describes the atmosphere in Coorg as mentioned in the extract? (1) a. Dry and arid b. Invigorating and aromatic c. Cold and harsh d. Hot and humid 213

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II. Fill in the blanks. (1) During the monsoon season, Coorg receives enough rain to keep many _____________ away. III. What is the significance of colonial bungalows in Coorg as mentioned in the extract? (1) IV. Match the following features of Coorg with their descriptions. Choose the correct option. (1) i. Lasts from

1. Evergreen

Rainforests

September to March

ii. Covers thirty

2. Coffee

Plantations

percent of the district

3. Monsoon Season

iii. Characterised by

4. Season of Joy

iv. Known for

heavy rainfall

producing

invigorating coffee

a. 1.-ii, 2.-iv, 3.-iii, 4.-i b. 1.-i, 2.-iii, 3.-iv, 4.-ii c. 1.-iv, 2.-ii, 3.-iii, 4.-i d. 1.-ii, 2.-iii, 3.-i, 4.-iv V. In your opinion, how do the natural features of Coorg, such as its rainforests and coffee plantations, impact on tourism in the region? Choose the most appropriate option. (1) a. They discourage tourism due to difficult access. b. They enhance tourism by providing unique experiences and natural beauty. c. They have no significant effect on tourism. d. They only attract local visitors. c. Our elders are often heard reminiscing nostalgically about those good old Portuguese days, the Portuguese and their famous loaves of bread. Those eaters of loaves might have vanished but the makers are still there. We still have amongst us the mixers, the moulders and those who bake the loaves. Those age-old, timetested furnaces still exist. I. What do the elders in the extract reminisce about regarding the Portuguese days?

(1)

II. What does the term ‘nostalgically’ mean in the context of the extract? Choose the correct definition: (1) a. With a sense of sadness for the past b. With excitement for future events c. With indifference to past experiences d. With anger towards past events III. Assertion: The age-old furnaces used by bakers still exist today.

Reason: These furnaces are essential for baking traditional loaves of bread.

Choose the correct option: (1) a. Both the assertion and reason are true, and the reason correctly explains the assertion. b. Both the assertion and reason are true, but the reason does not explain the assertion. c. The assertion is true, but the reason is false. d. The assertion is false, but the reason is true. IV. Which group of people mentioned in the extract continues to exist despite the passage of time? (1) a. Eaters of loaves b. Portuguese settlers c. Bakers and their helpers d. Elders buying bread V. The extract suggests that while the ____________ of loaves might have vanished, the ____________ who make them still remain.

(1)

d. The river, Kaveri, obtains its water from the hills and forests of Coorg. Mahaseer — a large freshwater fish — abound in these waters. Kingfishers dive for their catch, while squirrels and langurs drop partially eaten fruit for the mischief of enjoying the splash and the ripple effect in the clear water. Elephants enjoy being bathed and scrubbed in the river by their mahouts. I. From where does the Kaveri River obtain its water? (1) II. What does the term ‘abound’ mean in the context of the extract? Choose the correct definition: (1)

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a. To be scarce or limited b. To exist in large numbers c. To be harmful or dangerous d. To be hidden or concealed III. Find the word in the extract that means the same as ‘a wave’. Choose the correct option. (1) a. splash b. ripple c. dive d. enjoy IV. Which animal is mentioned in the extract as enjoying being bathed in the Kaveri River? (1) a. squirrels b. langurs c. elephants d. kingfishers V. Arrange the following activities and habitats mentioned in the extract about the Kaveri River in chronological order. (1) 1. Kingfishers dive for their catch. 2. Elephants are bathed by their mahouts. 3. Squirrels and langurs drop partially eaten fruit into the river. 4. Mahaseer fish abound in the waters. 2. Answer any FOUR of the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Coorg has been defined as a piece of heaven by the writer. Justify.

(CBSE Question Paper, 2/4/2; 2023–24)

(CBSE Question Paper, 2/1; 2016–17)

(CBSE Question Paper, 2/2/2; 2022–23)

b. What do we learn about the financial condition of the bakers of Goa?

c. What did Pranjol and Rajvir do during the journey? Why? (CBSE Question Paper, 2/1/2; 2022–23) d. What do the Chinese legends reveal about the origins of tea? e. Who are paders and why are they friends of children? (CBSE Question Paper, 2/4/2; 2022–23) f. Valour and hospitality are inherent in the people of Coorg. Explain. g. Analyse how the author uses the character of the baker to represent the blending of tradition and modernity in Goan culture. What specific examples from the text highlight this relationship, and what do they reveal about the changing dynamics of community life in Goa? (Competency-based Question)

Section C • Glimpses of India

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3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. In your opinion, what does the interaction between the children and the baker reveal about community relationships in Goa? Provide specific instances from the chapter to illustrate your points. (Competency-based Question) b. How does the author describe the geographical features of Coorg? Discuss the significance of its rolling hills, rainforests and coffee plantations in shaping the identity of the region. c. In ‘Tea from Assam,’ Rajvir shares interesting facts about tea consumption worldwide. How can you relate this information to the importance of tea in Indian culture? Provide examples from your own experiences or observations. (Competency-based Question) d. Compare and contrast the themes of hospitality and tradition in ‘A Baker from Goa’ and ‘Coorg.’ How do these themes reflect the cultural identities of their respective communities? Use specific references from both chapters to support your analysis. e. Imagine you are Rajvir. Write a letter to your friend back home after your trip to Assam and your planned visit to Goa. In your letter, describe your experiences in Assam, focussing on the tea culture and its significance. Share your excitement about visiting Goa and what you hope to learn about the local traditions, particularly those related to the bakers as mentioned in ‘A Baker from Goa.’ In your response, include details about the landscapes, people, and any interesting stories you encountered during your travels. Use the appropriate letter format and language to convey your thoughts effectively.

(Competency-based Question)

f. Discuss the historical narrative surrounding the descent of the people of Coorg as mentioned in the chapter. How does the story of Alexander’s army contribute to our understanding of the cultural identity of the Kodavu people? In your answer, include specific references to their traditions, attire, and martial heritage, and explain how these elements reflect their unique heritage within India. (Competency-based Question) 215

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Mijbil the Otter

—Gavin Maxwell

About the Author

Gavin Maxwell was a Scottish naturalist, author, and conservationist best known for his work with otters and his book ‘Ring of Bright Water’ (1960). Born on 15 July 1914, he was passionate about nature and spent much of his life exploring wildlife. Maxwell's work chronicled his experiences living in the remote Scottish Highlands and his efforts to rear and protect otters. He had an adventurous life, travelling widely, including working with the British forces during World War II and later exploring Iraq. His writing captures both the beauty of the natural world and the complexities of his personal struggles. Maxwell remains an iconic figure for his contributions to natural history and literature.

Summary

Gavin Maxwell’s ‘Mijbil the Otter’, written in 1956, employs a first-person narrative that provides readers with direct insight into his personal experiences with his pet. The story begins in Iraq and concludes in England, tracing the gradual development of the unique bond between Maxwell and his otter. The narrative opens with a moment of grief, as Maxwell mourns the death of his beloved pet dog, Jonnie. Deciding to get another pet, he opts against having a dog again. His home in Scotland is surrounded by water, making it an ideal environment for an otter. Seeking advice, Maxwell shares his idea with a friend, who not only supports it but also suggests obtaining an otter from the Tigris marshes, where these animals are domesticated by the Arabs. The two friends decide to go to Basra to get the otter. His friend receives his mail and has to leave. After a week’s delay, Maxwell receives a letter. Upon returning to his room, he finds two Arabs with a sack containing an otter. The opening of the sack marks the beginning of a new chapter in Maxwell’s life, filled with joy and entertainment brought by his new companion. The otter bears a strange resemblance to a small dragon, with his body completely covered in mud, making it difficult for Maxwell to observe him clearly. Initially, he remains neither friendly nor hostile, keeping his distance from him. As the otter belongs to a rare and previously undocumented species, he is named Lutrogale Perspicillata Maxwelli or Maxwell’s Otter. Over time, Mijbil grows curious about his surroundings, particularly bathrooms. His love for water leads him to learn how to turn on taps to fill the bathtub. Their bond strengthens as Mijbil begins to follow Maxwell and respond to his name. He delights in playing with rubber balls and marbles, which become his favourite toys. Days pass peacefully in Basra, but soon it is time for Maxwell to return to Camusfearna in Scotland. The thought of transporting Mijbil to England and then to Camusfearna fills him with anxiety. As British airlines does not allow animals on flights to London, Maxwell decides to fly via Paris with another airline. He places Mijbil in a box an hour before leaving for the airport, but to his shock, he finds the box covered in blood. Mijbil has injured himself by tearing at the box’s edges. With only ten minutes to spare, Maxwell rushes to the airport, where officials reprimand him for being late. Fortunately, Maxwell’s seat is at the front, and he covers the floor with newspapers to accommodate Mijbil. He explains the recent events to a kind air hostess, who allows him to comfort the frightened otter by keeping him on his knee. However, as soon as Mijbil is let out, he escapes, causing chaos and panic among the passengers. Eventually, Mijbil returns and settles on Maxwell’s lap. Maxwell and Mijbil stay in London for nearly a month. Mijbil continues to display mischievous behaviour, inventing new games and rituals. He plays with ping-pong balls, marbles, rubber fruit, and a terrapin shell. One of his favourite pastimes is rolling a ball down the sloping top of a broken suitcase and trying to catch it before it falls off. During walks, Mijbil enjoys interacting with his surroundings, touching and rubbing against objects on the street. Near a primary school, he jumps on a wall and gallops along it. As Londoners are unfamiliar with otters, many make wild guesses about Mijbil’s species, mistaking him for a baby seal, squirrel, walrus and even a hippo. Maxwell concludes the narrative with an encounter with a labourer who, intrigued by Mijbil, pauses in his work to ask Maxwell what the animal is. 216

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Theme of the Story

In ‘Mijbil the Otter’, the central theme revolves around the profound bond between humans and animals. Gavin Maxwell illustrates this connection through his relationship with Mijbil, the otter he adopts. This relationship highlights the significance of companionship and the joy that pets bring into human lives. Maxwell portrays responsible pet ownership, emphasising the care and attention required to nurture an unusual pet like Mijbil. The playful and curious nature of Mijbil showcases how animals can enrich human experiences, bridge emotional gaps, and provide comfort during lonely times. Furthermore, the story reflects on adaptability and mutual understanding, as Maxwell navigates the challenges of integrating Mijbil into his life, demonstrating that a love for animals can lead to personal growth. Overall, the theme underscores how pets not only offer companionship but also teach us valuable lessons about responsibility, affection, and the beauty of nature.

Glossary crossed my mind: (a thought) came into my mind Camusfearna: name Gavin Maxwell gave to his home in the Scottish Highlands eminently: very; extremely a stone’s throw: a very short distance tamed: trained or disciplined cabled: sent a message by telegraph squirmed: twisted about thraldom: (old fashioned) being under the control of fixation: obsession or a very strong attachment or feeling emerged: made an appearance; came out medievally-conceived: imagined in the Middle Ages symmetrical: well proportioned christened: named hostile: unfriendly aloof and indifferent: keeping a distance apathy: absence of interest plunging: diving slosh: spill and splatter so to speak: as it were (one could say this) provoking: causing anger or some other reaction static: fixed, stable keen: interest crook: bend mole: a small burrowing mammal with dark velvety fur, a long muzzle, and very small eyes fumbling: trying to do something in a clumsy manner trickle of water: a small, slow flow of water that is often quiet and gentle chittering: making a series of high-pitches sounds or chatter-like noises flick: a quick, light movement dreaded the prospect: was in great fear of something that would happen in the future accustomed: used to

Section C • Mijbil the Otter

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an appalling spectacle: a shocking scene whipped off: quickly took off ricochetting bullet: a bullet which changes direction after hitting a surface infuriated: very angry took her into my confidence: (here) shared my experiences profound: very great or intense retained: keep, hold onto squawks: makes a loud, harsh noise shrieks: screams, squeals portly: stout bounded on to: climbed up quickly nuzzle: to rub gently with the nose resumed: (here) got back to craning: stretching out one's body or neck in order to see something terrapin shell: the shell of a small turtle found in North America engrossed: completely interested in trot off: to leave someone or something in a hurry dash around: move quickly and energetically crouching: squatting or ducking down ambush: to attack suddenly from a hidden position compulsive habits: habits impossible to control upright: (here) post or rod placed straight up vertically gallop: race or jump slope: a surface of which one end or side is at a higher level than another; a rising or falling surface whimpered: cried softly barrage of conjectural questions: a stream of questions filled with guesses. affront: in an offensive manner abreast: by side growled: spoke angrily

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NCERT Solutions Oral Comprehension Check

1. What ‘experiment’ did Maxwell think Camusfearna would be suitable for? Ans: Maxwell believed Camusfearna, with its water surroundings, would be ideal for keeping an otter as a pet. He thought it would be a perfect environment to conduct an 'experiment' of raising and observing an otter in its natural habitat. 2. Why does he go to Basra? How long does he wait there, and why? Ans: Maxwell goes to Basra to the Consulate-General in order to collect and respond to his mail which was supposed to come from Europe. He waits there for five days due to a delay in the arrival of his mail. During this time, he faces several challenges, as the telephone lines are not working and the offices are closed due to a religious public holiday. 3. How does he get the otter? Does he like it? Pick out the words that tell you this. Ans: When Maxwell expresses his desire to get a new pet, his friend suggests that he get an otter from the Tigris marshes, where they are domesticated by the Arabs. Upon receiving the mail after a fiveday delay, he goes to his room to read it. To his surprise, he finds two Arabs waiting for him with a sack. They hand the sack to him along with a note stating that it was sent to him by his friend. He likes the otter and is fixated on it. The line which conveys his admiration is, ‘It is, in effect, a thraldom to otters, an otter fixation’. He feels that his attachment to otters is something that is shared by most people who have ever owned one. 4. Why was the otter named ‘Maxwell’s otter’? Ans: The species of the otter which was owned by Maxwell was a rare breed, which was unknown and undiscovered by the scientists. Therefore, the zoologist named it Lutrogale Perspicillata Maxwelli, or Maxwell’s otter. 5. Tick the right answer. In the beginning, the otter was • aloof and indifferent • friendly • hostile

Ans: aloof and indifferent

6. What happened when Maxwell took Mijbil to the bathroom? What did it do two days after that? Ans: Being an animal of the marshes, otters love to dwell in habitats surrounded by water. When Maxwell took Mijbil to the bathroom, the otter went wild with joy in the water for half an hour. He plunged, rolled, and jumped up and down the length of the bathtub, splashing water everywhere. Two days later, Mijbil escaped from the bedroom and went straight to the bathroom, where he managed to turn on the taps with his paws. This behaviour demonstrated his intelligence and curiosity. 7. How was Mijbil to be transported to England? Ans: Maxwell initially faced difficulty in planning the transport of Mijbil because the British airline to London did not permit the transportation of animals. Therefore, he decided to book a flight to Paris on another airline, followed by a flight from Paris to London. As instructed by the airlines, Mijbil was kept in an eighteen-inch square box which was supposed to be kept at his feet during the entire flight. 8. What did Mij do to the box? Ans: In order to escape from the box, Mijbil tore the lining of the box. In this attempt, he hurt himself which shocked the narrator as the whole box was covered in blood. 9. Why did Maxwell put the otter back in the box? How do you think he felt when he did this? Ans: Maxwell had to put Mijbil back in the box because this was the only means available for transporting him to London. Although the box was covered in blood, he could not carry Mijbil in any other way. Also, he didn’t have much time to clean Mijbil or replace the box as it was ten minutes to the flight and the airport was five miles away. The narrator must have felt helpless and miserable in this situation. 10. Why does Maxwell say the air hostess was ‘the very queen of her kind’? Ans: Maxwell refers to the airhostess as ‘the very queen of her kind’ as she is generous and helpful. She understands the state of both Maxwell and Mijbil. She allows Maxwell to keep Mijbil on his knees during the flight.

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11. What happened when the box was opened? Ans: When the box was opened, Mijbil quickly ran out and disappeared into the aircraft, creating chaos on the plane. The passengers began screaming and shouting in fear as they saw the little otter running around. A woman stood up on her seat screaming that there was a rat. Maxwell tried to catch him but found his face covered in curry when he tried to catch him under the legs of a turbaned Indian. 12. What game did Mij invent? Ans: Upon reaching London, Mij invented his own game with a ping pong ball and Maxwell’s broken suitcase. He would place the ball at one end of the suitcase, and as it rolled down, he would run to catch it. Then, he would hide from the ball and take it by surprise. This game became a source of amusement for Mijbil. 13. What are ‘compulsive habits’? What does Maxwell say are the compulsive habits of (i) school children and (ii) Mij? Ans: Compulsive habits are types of behaviour which individuals develop without any clear reason. These habits are impossible to control. i. According to Maxwell, school children have the habit of placing their feet exactly on the centre of each paving block and they must touch every seventh upright of the iron railings or pass to the outside of every second lamp post. ii. Similar to the school children, Mijbil, on his way home, would pull Maxwell towards the wall of the primary school and then jump onto it. He would gallop along its length of thirty yards. This behaviour distracted both the students and staff at the school. 14. What group of animals do otters belong to? Ans: Otters belong to Mustellines, which is a comparatively small group of animals. This group includes other animals like the badger, mongoose, weasel, stoat, mink and others. 15. What guesses did the Londoners make about what Mij was? Ans: The otters were an unknown species for the Londoners, so they made wild guesses about Mij. They thought Mij was a baby seal, a hippopotamus, a walrus, a bear cub, a beaver, a leopard, a brontosaur or even a squirrel. One of the labourers was so confused that he directly asked Maxwell what Mijbil was. Section C • Mijbil the Otter

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Thinking about the Text

1. What things does Mij do which tell you that he is an intelligent, friendly and fun-loving animal who needs love? Ans: Mijbil’s intelligence is demonstrated when he quickly learns to turn on the tap to fill the bathtub. Maxwell is amazed at how the otter quickly figures out how to operate the faucet, something that shows Mijbil’s curiosity and problem-solving abilities. His friendly nature becomes evident as he gradually forms a strong bond with Maxwell, following him and responding when called by name. This shift from distance to closeness indicates that Mijbil forms an emotional bond with Maxwell. Mijbil also seeks affection, often sitting on Maxwell’s lap, proving his need for love. His playful side is revealed through his enjoyment of playing with rubber balls and marbles, as well as creating games with a sloping suitcase. Through these events—his learning ability, emotional attachment to Maxwell, and playful personality—Mijbil clearly emerges as an intelligent, friendly, and fun-loving animal who deeply needs love and companionship. 2. What are some of the things we come to know about otters from this text? Ans: Humans are often not familiar with the unique characteristics of otters, but this chapter reveals several interesting facts about them. Otters belong to a small group of animals called Mustellines, which includes other species such as badgers, mongooses, weasels, stoats, and minks. They are found in marshes and are mainly domesticated by Arabs. They are very fond of water and love to splash and sit in it. For them, water must be kept on the move. Otters are intelligent and fun-loving as shown by their love of toys. Maxwell’s otter was of a race previously unknown to science. Zoologists named him Lutrogate Perspicillata Maxwelli or Maxwell’s otter. 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. Zoologists classified him and named him Lutrogate Perspicillata Maxwelli or Maxwell’s otter. 219

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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 Maxwell says about what Mij feels and thinks What Mij does

How Mij feels or thinks

Plunges, rolls in the water and makes water splosh and splash Screws the tap in the wrong direction Nuzzles Maxwell’s face and neck in the aeroplane

Ans:

What Mij does

How Mij feels or thinks

Plunges, rolls in the water and makes water splosh and splash

Mij goes wild with joy and thinks of himself as a hippo.

Screws the tap in the wrong direction

He chitters with irritation and disappointment.

Thinking about Language

Nuzzles Maxwell’s face and neck in the aeroplane

He feels comfort and a sense of recognition after his distressed chitter.

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.

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’s 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 v ery carefully. vi. shows that he thinks Mij is a very ordinary otter. vii. shows that he thinks the otter is very unusual. Ans:

iii. True, the narrator watched amazed when in less than a minute Mij had turned the tap far enough to produce a trickle of water. iv. False, there is no evidence in the story that the narrator thinks that the otter’s antics are comical. What he does find comical is the questions that people ask about Mijbil. v. True, With the ping-pong ball Mijbil invented a game of his own which could keep him engrossed for up to half an hour at a time. A suitcase that Maxwell had taken to Iraq had been damaged on the journey home. Mij discovered that if he placed the ball on the high end it would run down the length of the suitcase. He would dash around to the other end to ambush its arrival. vi. False vii. True, the narrator realises when questioned by the Londoners that the otter is unusual. The narrator also studies the otter carefully and is amazed by what it can do.

i. T rue, Mij spent most of his time in play. He spent hours shuffling a ball around the room. ii. False

I. Describing a Repeated Action in the Past

Emperor Akbar

be fond of musical evenings.

Every evening we

take long walks on the beach.

Fifty years ago, very few people Up to the 1980s, Shanghai My uncle

would used to

own cars. have very dirty streets. spend his holidays by the sea.

Ans: Emperor Akbar used to be fond of musical evenings. Every evening we used to take long walks on the beach. Fifty years ago, very few people used to own cars. Up to the 1980s, Shanghai used to have very dirty streets. My uncle would spend his holidays by the sea.

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II. Noun Modifiers

1. Look at these examples from the text and say whether the modifiers (in italics) are nouns, proper nouns, or adjectives plus nouns. 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 2. Given below are some nouns, and a set of modifiers (in the box). Combine the nouns and modifiers to make as many appropriate phrases as you can. (Hint: The nouns and modifiers are all from the texts in this book.) temple dresses boys scream time handkerchief chatterbox

girls person roar farewell subject crossing profession

triangle thoughts gifts expression landscape flight

college stone uncomfortable slack tremendous Plump heartbreaking ridiculous three

rough ordinary white bare family invigorating birthday loud

hundred love slang railroad marriage panoramic incorrigible first

Ans:

i. temple: stone temple; white temple; first temple ii. person: ordinary person; incorrigible person; ridiculous person iii. gifts: marriage gifts, birthday gifts, ordinary gifts, hundred gifts, three gifts iv. time: slack time, college time, rough time v. crossing: railroad crossing; first crossing vi. physique: plump physique; ordinary physique Section C • Mijbil the Otter

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vii. girls: plump girls, first three girls, three incorrigible girls, college girls viii. thoughts: ridiculous thoughts; ordinary thoughts, uncomfortable thoughts; incorrigible thoughts; heartbreaking thoughts; first thoughts ix. scream: loud scream; tremendous scream x. subject: college subject xi. flight: first flight; rough flight xii. coffee: invigorating coffee; ordinary coffee xiii. triangle: love triangle xiv. boys: rough boys; plump boys, college boys; incorrigible boys, first three boys xv. farewell: heartbreaking farewell; college farewell xvi. landscape: panoramic landscape; bare landscape; rough landscape xvii. chatterbox: incorrigible chatterbox xviii. view: panoramic view; ordinary view; tremendous view xix. dresses: hundred dresses; birthday dresses; marriage dresses xx. roar: tremendous roar; loud roar xxi. expression: uncomfortable expression xxii. handkerchief: white handkerchief xxiii. profession: family profession xxiv. celebration: marriage celebration; family celebration; birthday celebration III. 1. Match the words on the left with a word on the right. Some words on the left can go with more than one word on the right. i. a portion of

– blood

iii. flakes of

– stones

ii. a pool of

iv. a huge heap of v. a gust of

vi. little drops of

vii. a piece of

viii. a pot of Ans: i. a portion of fried fish ii. a pool of blood iii. flakes of snow iv. a huge heap of stones

– cotton – gold

– fried fish – snow

– water – wind

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2. 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.

___________________________________________ ii. Can you give me some clay, please?

___________________________________________

iii. The information you gave was very useful.

___________________________________________ iv. Because of these factories, smoke hangs over the city.

___________________________________________

v. Two stones rubbed together can produce sparks of fire.

___________________________________________ vi. He gave me some flowers on my birthday.

___________________________________________ Ans: i. My teacher gave me a bit of advice. ii. Can you give me a lump of clay, please? iii. The piece of information you gave was very useful iv. Because of these factories, a cloud of smoke hangs over the city. v. Two pieces of stone rubbed together can produce sparks of fire. vi. He gave me a bunch of flowers on my birthday.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow.

For the first twenty-four hours Mijbil was neither hostile nor friendly; he was simply aloof and indifferent, choosing to sleep on the floor as far from my bed as possible. The second night Mijbil came on to my bed in the small hours and remained asleep in the crook of my knees until the servant brought tea in the morning, and during the day he began to lose his apathy and take a keen, much too keen, interest in his surroundings. I made a body-belt for him and took him on a lead to the bathroom, where for half an hour he went wild with joy in the water,

plunging and rolling in it, shooting up and down the length of the bathtub underwater, and making enough slosh and splash for a hippo.

(CBSE Question Bank Modified)

I. ‘Mijbil was neither hostile nor friendly; he was simply aloof and indifferent...’ From the actions of the given set of friends, choose the person whose behaviour is likely to resemble Mijbil’s. (1) a. Akanksha rudely tells her best friend to stop calling. b. Piyush was amicable since the day he walked into his new classroom. c. Rishabh became nasty as soon as he started earning money. d. Urvashi was distant for a while after losing her grandmother. II. Select the option that puts the following events in the correct order. (1) i. Maxwell planned to take Mijbil to the bathroom. ii. Mijbil slept at a significant distance from Maxwell’s bed. iii. Mijbil immensely enjoyed playing in water. iv. Mijbil slept in much closer vicinity to the author compared to the previous night. a. i, iii, iv, ii b. iii, i, ii, iv c. ii, iv, i, iii d. iv, iii, i, ii III. The words ‘slosh and splash’ are examples of the onomatopoeic words that go together phonetically, resembling the sound that they describe.

Choose the option that DOES NOT fit the given description. (1) a. hip hop b. bow wow c. tick tock d. pitter patter IV. Choose the option that correctly describes a body-belt in the given context as explained by the four people given below.

(1)

a. A body-belt is a device especially made for swimmers and scuba divers, which helps them breathe under water. b. Body-belts basically resemble waist belts and keep our body upright, in a standing position.

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c. Body-belts are used for restraining while doing certain activities, in order to prevent hurt. d. A body-belt is an accessory used by body builders for weight training as a measure against muscle and bone injuries. V. Select the option that best describes the final action of the otter, based on the given passage.

ii.

iii.

c. His thraldom to the strict rules of the monastery was evident in his disciplined lifestyle. d. Their thraldom to video games was a source of joy, as they spent hours immersed in their favourite worlds. III. What does the creature look like? a. a small dragon b. a beaver c. a baby squirrel d. a leopard

(1)

IV. Which of the following word can replace the underlined word in the given sentence. (1) The creature that emerged out of this sack on to the spacious tiled floor. a. exposed b. came out of c. ran out of d. jumped out of

iv.

a. Option i b. Option ii c. Option iii d. Option iv Ans: I. d. Urvashi was distant for a while after losing her grandmother. II. c. ii, iv, i, iii III. a. hip hop IV. c. Body-belts are used for restraining while doing certain activities, in order to prevent hurt. V. c. Option iii 2. Read the following extract carefully and answer the questions that follow. With the opening of that sack began a phase of my life that has not yet ended, and may, for all I know, not end before I do. 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. The creature that emerged from this sack on to the spacious tiled floor of the Consulate bedroom resembled most of all a very small, medieval-conceived dragon. I. What resulted in the beginning of a new phase of the narrator’s life? (1) a. Entry of the otter b. Meeting the two Arabs c. Receiving his mail d. Time spent with his friend II. Choose the sentence that best uses the word thraldom as it is used in the passage. (1) a. She felt a thraldom to her responsibilities, unable to escape their hold on her life. b. The king imposed thraldom on his enemies, forcing them into a life of servitude. Section C • Mijbil the Otter

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(1)

Ans:

V. What does the narrator mean by ‘an otter fixation’? a. fixing an otter b. repairing an otter c. strong obsession with otters d. strong hate of otters

(1)

I. a. Entry of the otter II. d. T heir thraldom to video games was a source of joy, as they spent hours immersed in their favourite worlds. III. a. a small dragon IV. b. came out V. c. strong obsession with otters

3. Read the following extract carefully and answer the questions that follow. When I returned, there was an appalling spectacle. There was complete silence from the box, but from its airholes and chinks around the lid, blood had trickled and dried. I whipped off the lock and tore open the lid, and Mij, exhausted and bloodspattered, whimpered and caught at my leg. He had torn the lining of the box to shreds; when I removed the last of it so that there were no cutting edges left, it was just ten minutes until the time of the flight, and the airport was five miles distant. I put the miserable Mij back into the box, holding down the lid with my hand. I sat in the back of the car with the box beside me as the driver tore through the streets of Basra like a ricochetting bullet. (CBSE Question Bank Modified) 223

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I. Choose the speaker that uses the phrase ‘appalling spectacle’ correctly. (1) Speaker 1 – We got back home to see that our pet dog had eaten kheer my mother had kept out of the fridge. Indeed, an appalling spectacle. Speaking 2 – We got back home and witnessed that our cousin had dressed our pet dog in his t-shirt. Have to admit that it was an appalling spectacle. Speaker 3 – We got back home to see that our pet dog sitting with a mangled rat. It was an appalling spectacle,

4. Read the following extract carefully and answer the questions that follow. For the first twenty-four hours, Mijbil was neither hostile nor friendly; he was simply aloof and indifferent, choosing to sleep on the floor as far from my bed as possible. The second night Mijbil came on to my bed in the small hours and remained asleep in the crook of my knees until the servant brought tea in the morning, and during the day he began to lose his apathy and take a keen, much too keen, interest in his surroundings. I made a body-belt for him and took him on a lead to the bathroom, where for half an hour he went wild with joy in the water.

Speaking 4 – We got back home from the airport and observed our pet dog sound asleep on the rug. What an appalling spectacle!

a. Speaker 1 c. Speaker 3

I. Which of the following is not a reason why Mijbil came on to Maxwell‘s bed in the small hours? (1) a. He had started taking interest in his surroundings. b. He was becoming friendly with Maxwell. c. He wanted to play with Maxwell on his bed. d. He wanted to feel safe and not remain indifferent.

b. Speaker 2 d. Speaker 4

II. Which of the following options correctly states Maxwell’s likely feelings, in the situation below? (1) ʽ... I put the miserable Mij back into the box, holding down the lid with my hand.ʹ a. Anxious and insulted b. Disappointed and terrified c. Anxious and guilty d. Anxious and disappointed

II. Maxwell says that Mijbil was neither hostile nor friendly, he was simply aloof and indifferent for the first twenty-four hours. Give reasons in not more than 40 words. (2)

III. What does the ‘complete silence from the box’ imply about Mij’s condition before Maxwell opened it? (2)

III. Read the following descriptions and identify which one correctly corresponds to the extract. (1) a. Owning a pet is tedious and needs commitment. b. A pet needs his own space and time to adjust to his owner‘s environment. c. Maxwell decided to bring Mijbil because he was very sad to lose his dog. d. M axwell and Mijbil loved travelling.

IV. What does the narrator try to convey through ‘like a ricochetting bullet’? (1) a. moving rapidly, with great energy b. moving at a moderate speed c. moving slowly and steadily d. moving at an average pace Ans:

I. c. Speaker 3 II. c. Anxious and guilty III. The ‘complete silence from the box’ implies that Mij was exhausted and severely distressed after his struggle inside the box. The lack of any noise suggested that he had worn himself out, likely from his attempts to escape and the injuries he sustained in the process. IV. a. moving rapidly, with great energy

(CBSE Question Paper, 2/4/2; 2023–24)

Ans:

IV. Which characteristic trait of otters is revealed when Mijbil is taken to the bathroom? (1) I. c. He wants to play with Maxwell on his bed. II. Mijbil is in a new environment and needs time to adapt. He is unsure about Maxwell and chooses to keep his distance, sleeping far from the bed and showing no hostility or friendliness during this period.

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III. b. A pet needs his own space and time to adjust to his owner’s environment. IV. Otters are naturally playful and love water, as seen in Mijbil’s joyous reaction to the bathroom and water, where he displays his wild enthusiasm for splashing and exploring.

Ans:

5. Read the following extract carefully and answer the questions that follow. Two days later, Mijbil escaped from my bedroom as I entered it, and I turned to see his tail disappearing round the bend of the corridor that led to the bathroom. By the time I got there he was up on the end of the bathtub and fumbling at the chromium taps with his paws. I watched, amazed; in less than a minute he had turned the tap far enough to produce a trickle of water, and after a moment or two achieved the full flow. I. What does Mijbil’s action of turning on the tap indicate about his character? (1) a. He is mischievous and disobedient. b. He is intelligent and curious. c. He is careless and clumsy. d. He is aloof and indifferent. II. What tone does the narrator use to describe Mijbil’s first encounter with water in a bathtub? a. indifference b. amazement c. enthusiasm d. amusement III. How did Maxwell feel when he saw Mijbil fumbling with the taps? a. relief b. surprise c. sympathy d. amusement

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IV. What was the narrator amazed to see? (1) a. Mij was playing in the water and splashing it. b. Mij produced a trickle of water and was disappointed. c. Mij invented a new game and was enjoying his time. d. Mij was able to turn on the tap in a minute’s time. V. What does the word ‘fumbling’ in the extract suggest about Mijbil's actions? (1) a. He is struggling to understand the mechanism of the taps. b. He is deliberately trying to break the taps. Section C • Mijbil the Otter

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c. He is cautiously approaching the bathtub. d. He is uninterested in the taps and the water. I. b. He is intelligent and curious.

II. b. amazement

III. b. surprise

IV. d. Mij is able to turn on the tap in a minute’s time V. a. He is struggling to understand the mechanism of the taps.

Short Answer Questions

Answer the following questions in 40–50 words. 1. Why was Maxwell’s mail delayed? What did he do about it? Ans: Maxwell received his mail after five days due to multiple delays in the communication. Initially he waited patiently and then made several attempts to get his mail as he tried to connect through the telephone lines, but they weren’t working. Further, he tried to contact the office, but they were shut down due to some religious holiday. 2. Give a brief description of the otter. Ans: Mijbil, the otter, is of a race previously unknown to science. Zoologists name him Lutrogate Perspicillata Maxwelli or Maxwell’s otter. Mijbil is like a small dragon with symmetrical pointed scales. Mijbil is a playful, and curious creature. Initially aloof and indifferent to his new environment, Mijbil gradually becomes more affectionate and curious. He enjoys water immensely, displaying his joy by splashing and diving in it. He is highly intelligent and quickly learns to manipulate objects like taps with his paws. Despite his initial detachment, he forms a strong bond with Maxwell, showing his social and affectionate nature. 3. What does the writer consider as the ‘real play’ of an otter? Ans: Mijbil amuses Maxwell with his mischievous acts but according to the writer, juggling is the real play of the otter. In this act, he lays down on his back and juggles two or more small objects between his paws. He rolls two or more marbles up and down on his wide, fat belly without missing one shot. 225

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4. Maxwell decides to keep an otter as a pet. Elucidate with reference to the fact that owning a pet gives us a life of commitment.

(CBSE Question Paper, 2/5/2; 2023–24)

Pets act as companions. Comment on the given statement with respect to the relation between Mijbil and Maxwell.

Ans: The chapter on Mijbil the otter demonstrates the bond between humans and their pets wherein the master nurtures and raises the pet as a small infant. After his dog dies, Maxwell feels the need for a new companion and he decides to keep an otter. The way he takes care of the otter shows his commitment. He makes the relevant adjustments in order to carry him along with him to London. Further, upon seeing him covered in blood, he feels helpless, guilty and miserable. He looks after his wellbeing and makes sure that he is comfortable with the environment. He takes the responsibility seriously and provides him with a safe and loving environment and in return, Mijbil brings joy and companionship into Maxwell’s life. 5. What difficulty did the author face in order to transport him? Briefly describe the journey of Mijbil from Iraq to London. Ans: Maxwell decided to take Mijbil with him to London, but he faced several challenges. He had to change his travel plan because British Airlines didn’t allow pets. He first flew to Paris with another airline, then from Paris to London. To carry Mijbil, Maxwell made a box that was 18 inches square, as required by the airline. Maxwell also had to deal with the angry looks from the airline staff because he was late. Throughout the journey, Mijbil caused trouble, even frightening the passengers on the plane. While trying to catch him, Maxwell fell into a curry spilled by an Indian passenger. It was an eventful trip, but Maxwell felt relieved when he finally reached London. 6. What does Mijbil's behaviour suggest about the otter's adaptability to urban surroundings? (CBSE Additional Practice Question Paper; 2023–24) Ans: Being animals of the marshes, otters possess great fondness for water. Mijil too had great liking for water and his actions and behaviour suggest that as long as there is water to

play with, an otter can adapt to the urban surroundings. Maxwell chose an otter as he knew there was was plenty of water around his house in Camusfearna. Also to bring a pet like Mijbil into an urban setup, Maxwell had to make sure to take care of and protect Mijibil from the dangerous elements of an urban setup like fast moving traffic, electric wiring and so on. 7. ‘... every drop of water must be, so to speak, extended and spread about the place…’ Describe Maxwell’s observation regarding Mij with reference to the given quote. (CBSE Question Bank) Ans: Maxwell’s given description of Mijbil highlights the love of water which otters have. Being animals of the marshes, otters possess great fondness for water as they spread and extend every drop of water that surrounds them. Mij is excited to see the water in the bath and soon learns to turn on the tap. This portrays the otter's lively and spirited personality. 8. Compare any one compulsive human habit with respect to the otter’s compulsive habit, as mentioned in the text. (CBSE Question Bank) Ans: One compulsive habit which is evident in humans is their constant fiddling with gadgets, especially phones. Many people are compulsively drawn to their phones, constantly scrolling, swiping, or tapping, even without any specific purpose. This is quite similar to Mijbil’s compulsive habit of distracting pupils and staff of the primary school opposite to Maxwell’s flat. He would tug Maxwell to the low wall of the school and jump on to it. He would then gallop the full thirty-yard length of it. 9. How did Mijbil spend his time in London? Which compulsive habit did he develop? Ans: Upon reaching London, Mijbil invented his own game with Maxwell's broken suitcase and a ping pong ball. In this game, he would place the ball on the higher end and then let it roll to the other side. Furthermore, Maxwell creates a parallel between the school kids and Mij as he developed a compulsive habit. On his way home, he would drag Maxwell to the wall in front of the primary school and then jump on and run the length of it. This distracted the kids and the school staff. He would only do this while they were returning home.

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10. Mijbil caused a sensation in London. Expound with reference to the chapter ‘Mijbil the Otter’.

(CBSE Question Bank)

Ans: Mijbil’s mischief continued in London as well. He remained busy with his selection of toys, ping-pong balls, marbles, rubber fruit, and a terrapin shell. He developed a compulsive habit of jumping on the wall in front of the primary school which distracted the students and school staff. When out on walks he caused a sensation. The Londoners were not familiar with his species, and kept making wild guesses about him. Thus, all these activities show that he must have caused a sensation. 11. How does the ignorance about Mijbil as a creature in the urban environment of London reveal insights about people's perceptions and knowledge regarding animals? (CBSE Sample Question Paper; 2024–25)

(Competency-based Question)

Ans: The ignorance about Mijbil in London’s urban environment shows how people have limited knowledge about different animal species. Many mistook Mijbil for a dog, squirrel, walrus or even a baby seal, showing a lack of awareness about otters. This reflects how urban environments often disconnect people from nature, leading to misconceptions about wildlife. The curiosity and confusion Mijbil inspired reveal the need for greater education about animals and their habitats to foster awareness and appreciation for diverse species. 12. Analyse how the writer’s journey with Mijbil to London reflects his evolving understanding of otters. Provide an example from the text to support your response. (Competency-based Question) Ans: The writer’s journey with Mijbil to London highlights his evolving understanding of otters. Initially, he underestimates Mijbil’s playful and inquisitive nature. However, during the journey, he realizes how resourceful and mischievous otters can be, especially when Mijbil runs away when Maxwell opens the box causing chaos on the flight. The incident where the author falls into a passenger's curry while trying to catch Mijbil further reflects his growing awareness of the challenges and joys of caring for such a unique pet. Section C • Mijbil the Otter

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Long Answer Questions

Answer the following questions in 100–120 words. 1. ‘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.’ What does the narrator mean to convey in the above statement? Explain any two pieces of evidence from ‘Mijbil the Otter’ that support this statement in 100–120 words. (CBSE Question Bank) Ans: The statement by the writer highlights the connection he shares with his otter. He believes that otters are adorable creatures who fill life with amusement and learns that most people are not very familiar with their peculiar characteristics. According to the author, any petparent of an otter would love and care for the animal very much. The presence of Mijbil completely changes the life of the writer—it is a new journey for him which is filled with wonder and entertainment. He nurtures and raises Mij like an infant. His love and care is depicted through various incidents in the story and one of them is when the narrator takes Mij to the bathroom. He is amused to see Mij’s fondness for water and the way he is splashes and rolls in the water. This sight fills his heart with happiness and joy. Further, we can see Maxwell’s distress when he sees Mij injured and covered in blood in the box. This makes Maxwell feel helpless and worried. Although he is late for the flight, he makes sure to remove all the pieces that could harm Mij. Further, during the chaotic flight, Mij nuzzles the narrator, showing his love and companionship. This shows the closely knit and nurturing bond they share which transforms Maxwell as a person. 2. The otter appeared distant and indifferent when it first met the narrator. Why do you think it behaved this way? Justify your answer. Ans: Initially the otter was not friendly as he was interacting with narrator for the first time and was wary. In the early period of his life, he was domesticated by the Arabs and was then brought to the narrator, therefore there was a drastic environmental shift for the little creature. The surroundings and people were all new to the otter, which made him aloof and 227

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distant in the beginning. He chose to sleep on the floor, away from Maxwell’s bed. This indicated his discomfort and reluctance to engage with his new environment and owner. However, the second night Mijbil slept on the bed in the crook of the author’s knee. Over time, he settled in his environment and created an inseparable bond with the narrator. He became familiar with the surroundings and was nurtured by the narrator. As he became familiar, his playful and curious nature came to the surface. He played with his toys and invented new games. The otter’s situation is quite similar to human nature, as it is initially difficult for humans to adapt to any new environment. This shows that every living being requires a time to adjust to new surroundings. 3. The Air hostess was seen as a figure of generosity in the world controlled by rules and regulations. What virtues does she possess which sets her apart from others?

(Competency-based Question)

OR Without the assistance of the airhostess, the narrator could not have transported Mijbil from Basra to London safely. Comment. (CBSE Question Bank) Ans: In order to transfer Mij to London, the narrator was supposed to carry him in an eighteen-inch box as instructed by the flight officials. In an attempt to escape from the box, Mij tore the lining which hurt him badly. Upon seeing Mij injured and covered in blood, Maxwell was greatly concerned and was in a helpless state. Due to shortage of time, he rushed to airport and caught the flight. He sought help from the air hostess and explaining what had happened. She understood Maxwell’s distress and the scared state of the otter. Instead of ignoring his request and following the rules, she allowed Maxwell to keep Mij on his knees to calm the frightened creature. This shows that the air hostess has a compassionate, empathetic and caring attitude. She does not remain bound by the rules and regulations, instead she makes the necessary arrangements to make sure that both Maxwell and Mij are comfortable. This further highlights the aspects of humanity and compassion in our society.

4. In ‘Mijbil the Otter’ and ‘A Tiger in the Zoo’, both the animals are being taken care of by humans. Do they have the same joyful experience? Support your answer with examples. Ans: Gavin Maxwell and Leslie Norris both use animals as protagonists in their respective works, ‘Mijbil the Otter’ and ‘A Tiger in the Zoo’, but the treatment and scenario are different. They do not feel the same joyful experience. In ‘Mijbil the Otter’, Maxwell has presented a loving and affectionate bond between humans and animals where the pets are being nurtured and taken care of by their masters. They are kept in an environment filled with warmth, care and love and eventually they form an inseparable bond with their masters. This is highlighted when Maxwell and the otter travel to London and Maxwell is distressed and helpless on seeing Mij injured. Contrary to this, Leslie Norris depicts a completely opposing image where the animals are in a state of captivity and helplessness due to human actions. The Tiger was captured and confined in a cage, devoid of any freedom. He was a mere piece of entertainment for humans. The tiger is depressed and helpless. This depicts the contrasting experience of both the animals where the former is joyous and content while the latter is sad and lonely. 5. Imagine yourself to be the narrator of ‘Mijbil the Otter’. A friend of yours is confused about whether to adopt an otter as a pet or not and has asked for your advice. Based on the experiences described in the chapter, write a letter to your friend giving your opinion on the matter. (CBSE Question Bank Modified)

Ans: XYZ, Camusfearna Sandaig Bay, UK 4 December 1961

Dear Kevin, I hope you’re doing well. I understand you’re considering adopting an otter as a pet and are unsure whether it’s the right decision. As someone who has shared countless adventures with Mijbil, let me offer some advice. Otters are extraordinary creatures—playful, intelligent, and full of character. Mijbil brought immense joy into my life and watching him explore and play is a delight. However, they require significant time, effort and care. They need plenty of space and access to water to stay happy and healthy.

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My journey with Mij hasn’t been without challenges. He can be mischievous and needs constant supervision, especially in unfamiliar settings. Travelling with him has been the most complicated and stressful event of my life. Adopting an otter is a huge commitment, and one must be ready for the responsibilities that come with it.

If you’re willing to provide the love, patience and resources an otter needs, it can be a deeply fulfilling experience. However, I encourage you to carefully consider whether you can meet their unique needs. Let me know if you need more guidance. I’m here to help! Yours affectionately Gavin 6. The People’s Collective for Endangered Species has invited the narrator of ‘Mijbil the Otter’ as a guest speaker to address the audience about the importance of protecting otters and their natural habitats like lakes and ponds. As the narrator, write a speech detailing your own experience with Mijbil and why it is important to conserve water bodies for animals like otters. You may use the prompt given below My Experiences with Mijbil Theodore Roosevelt said, ‘Wildlife cannot speak, so we must and we will.’ Dear friends, I have had a pet otter named Mijbil as my roommate for several years now. What I want to share with you today, is how all forms of wildlife are integral to .............. (CBSE Question Bank) Ans: My Experiences with Mijbil Theodore Roosevelt said, ‘Wildlife cannot speak, so we must and we will.’ Dear friends, I have had a pet otter named Mijbil as my roommate for several years now. What I want to share with you today, is how all forms of wildlife are integral to the health of our planet and the balance of nature. My journey with Mijbil, an unforgettable otter who became my companion and teacher, has deeply shaped my understanding of the natural world and the urgency to preserve it. Mij’s playful antics revolved around water, his element of life. I was amazed to see his cheerfulness around water, he would swim, splash, and splatter. This connection to water is essential not just for otters but for many species that depend on clean, thriving ecosystems to exist. Section C • Mijbil the Otter

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Sadly, as we move forward with urbanisation and pollution, many of these habitats are being destroyed. We need to protect lakes, rivers, and wetlands— ecosystems that support not just otters but countless other species. I urge you to join efforts in conserving these vital water bodies. It is our responsibility to ensure that wildlife like Mijbil can thrive, and that future generations can experience the same beauty and harmony with nature that I have been fortunate to witness. Thank you. Let us work together to protect these vital habitats for the many creatures that call them home.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. I made a body-belt for him and took him on a lead to the bathroom, where for half an hour he went wild with joy in the water, plunging and rolling in it, shooting up and down the length of the bathtub underwater, and making enough slosh and splash for a hippo. This, I was to learn, is a characteristic of otters; every drop of water must be, so to speak, extended and spread about the place; a bowl must at once be overturned, or, if it will not be overturned, be sat in and sploshed in until it overflows. Water must be kept on the move and made to do things; when static it is wasted and provoking. I. Why did Maxwell create a body-belt for Mijbil?

(1)

II. Which word from the passage most likely means ‘to make a sudden movement in the water’?

(1)

a. plunging c. rolling

b. sloshing

d. overturned

III. Why does the author compare Mijbil to a hippo? (2) IV. What does the statement ‘Water must be kept on the move and made to do things; when static it is wasted and provoking’ imply about otters? (1) 229

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a. Otters prefer water to remain still for their enjoyment. b. Otters are bothered by still water and need movement. c. Otters dislike water and avoid it as much as they can. d. Otters use water for practical purposes only. b. The days passed peacefully at Basra, but I dreaded the prospect of transporting Mij to England, and to Camusfearna. The British airline to London would not fly animals, so I booked a flight to Paris on another airline, and from there to London. The airline insisted that Mij should be packed into a box not more than eighteen inches square, to be carried on the floor at my feet. I had a box made, and an hour before we started, I put Mij into the box so that he would become accustomed to it, and left for a hurried meal. I. Fill in the blank with the most appropriate word from the options. The airline insisted that Mij should be packed into a box not more than eighteen inches square, to be carried on the floor at my feet, which was quite _______________ for an animal used to much more space. (1) a. uncomfortable b. luxurious c. accommodating

d. spacious

II. Why did the author put Mij into the box an hour before the flight?

a. To make Mij comfortable in the box.

(1)

b. To test if Mij would fit in the box.

c. To let Mij become accustomed to the box before the trip.

d. To ensure the box was secure for the journey. III. Why was the author nervous about traveling with Mij to England?

(1)

IV. Choose the sentence that best uses the word ‘insisted’ correctly. (1) a. She insisted on attending the meeting despite feeling unwell.

b. He insisted the sun would rise at noon.

V. What can be inferred about the relationship between the author and Mij from the author's actions? (1) 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Peculiar behaviours are a characteristic of otters. Discuss with respect to ‘Mijbil the Otter’. (CBSE Question Bank) b. Is an otter an intelligent creature? Support your answer with an instance from the chapter ‘Mijbil the Otter’. c. Maxwell’s fear of taking Mij to England was legitimate. Give a reason. (CBSE Question Bank) d. Was Mijbil happy living in the London flat? Support your answer with reasons. 3. Answer any THREE the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Can humans and animals be connected in a friendly and affectionate manner? Kindly support your answer with instances from the chapter ‘Mijbil the Otter’.

b. Kindness fosters a compassionate environment which keeps the spirit of humanity alive. Throw light on the given statement by taking an instance from the chapter ‘Mijbil the Otter’. (Competency-based Question) c. Mijbil and the Tiger, both were looked after by humans. Assume they meet each other in the zoo and have a conversation about their lifestyle and feelings.

Write a conversation according to your understanding of ‘Mijbil the Otter and ‘A Tiger in the Zoo’’. You may begin like this

Tiger- Thanks for visiting me, though I don’t usually like visitors. Mijbil- Oh? I would love visitors, I think.

(CBSE Additional Sample Question Paper; 2023–24)

d. How does the ignorance about Mijbil as a creature in the urban environment of London reveal insights about people's perceptions and knowledge regarding animals? (CBSE Sample Question Paper; 2024 –25)

c. They insisted that there was a party and got there late. d. He insisted at playing the game without taking breaks. 230

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Madam Rides the Bus

—Vallikkannan

About the Author

Vallikannan is the pen name of R.S. Krishnaswamy. Born on November 12 1920, in a village near Tirunelveli, Tamil Nadu. He was a renowned Tamil writer, journalist, critic, and translator. By the age of thirty, he had published twenty-five books, and throughout his lifetime, he authored a total of seventy-five books, including novels, poetry collections, plays, and essays. In 1978, he was awarded the Sahitya Akademi Award for his critical works on modern Tamil poetry. He passed away on November 9 2006.

Summary

The story, ‘Madam Rides the Bus’ by Vallikkannan, revolves around an eight-year-old girl named Valliammai (Valli). She is curious, observant, and filled with a sense of adventure. Since she has no playmates of her age on her street, her favourite pastime is to stand at the front doorway of her house and watch things happening outside. Valli becomes fascinated by a bus that passes her village, and she dreams of taking a ride on it. After saving money for weeks, she finally boards the bus, pretending to be a grown-up. She enjoys the journey, marvels at the sights, and experiences the thrill of independence. However, on the return journey, she encounters the harsh reality of life when she sees a dead cow on the road, which deeply impacts her. This incident makes her realise the fragility of life, ending her joyous adventure on a serious note.

Theme of the Story

The theme of ‘Madam Rides the Bus’ revolves around curiosity, independence, and the desire for adventure. The story follows Valli, an eight-year-old girl, who is curious about the world beyond her small village. She dreams of riding the bus to the town, which represents the unknown and exciting possibilities outside her routine life. Her journey shows her growing independence as she saves money, plans the trip, and travels alone without any help. The story also highlights the idea of childhood innocence and the clash between comfort and exploration, as Valli experiences both excitement and the challenges of stepping into the unfamiliar. Ultimately, it explores how curiosity can lead to personal growth and new experiences. The journey of her character teaches us that where there is a will, there is a way.

Glossary curious: with a strong desire playmates: friends elaborate: complex; fancy fascinating: interesting; attractive gradually: slowly crept: past form of ‘creep’; crawled wistfully: longingly; sadly kindle: set alight (a fire), here, feelings; give rise to emotions a slang expression: informal words, often used within a close group discreet: careful slack time: a time when there is not much work; free time gleaming: shining

Section C • Madam Rides the Bus

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devoured: to look at something with desire and admiration peered: gazed haughtily: proudly chimed in: added cheerfully mimicking: copying repulsive: causing strong dislike sociable: friendly drivel: nonsense painstaking: careful; with lots of effort and pain thriftily: spend money carefully temptation: attraction resolutely: firmly stifled: suppressed excursion: journey; trip

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ventured out: went out gobbling: eat something quickly pedestrians: people who are walking obstacle: hurdle; difficulty galloped: raced; sped thoroughfare: busy road merchandise: things for sale gaped: stared

spreadeagled: spread out haunted: returned repeatedly to her mind; was impossible to forget dampening: reducing chatterbox: somebody who talks a lot pokes her nose: takes an interest in something that doesn’t concern her

NCERT Solutions Oral Comprehension Check

1. What was Valli’s favourite pastime? Ans: Valli’s favourite pastime was standing at the doorway of her house and watching the happenings on the street, including observing the bus that travelled between her village and the nearest town. 2. What was a source of unending joy for Valli? What was her strongest desire? Ans: Watching the bus that travelled between her village and the nearest town was a source of unending joy for Valli. Her strongest desire was to take a ride on the bus. 3. What did Valli find out about the bus journey? How did she find out these details? Ans: Valli found out several important details about the bus journey. She learned that the fare for the trip to the town was thirty paise and that the bus would make a forty-five minute journey to reach the town. Valli gathered these details by listening carefully to the conversations between her neighbours and people in her village who used the bus. She asked questions and observed the bus from a distance as it passed by. Her curiosity and attention to detail helped her plan the journey. 4. What do you think Valli was planning to do? Ans: Valli was planning to take a bus ride to the town. She had always been curious about the town and the bus journey, so she saved money and waited for the right opportunity. Her plan was to take a bus ride to the town, stay on her seat and return home on the same bus. 5. Why does the conductor call Valli ‘madam’? Ans: The conductor calls Valli ‘madam’ humorously because of her mature and serious behaviour,

which contrasts with her young age. She pretends to be independent, confident and adult-like during the journey. The conductor was amused by her behaviour and teased her. 6. Why does Valli stand up on the seat? What does she see now? Ans: Valli stands up on the seat because the view from the lower part of her window was cut off by the canvas blind. She cannot see the view outside while sitting, so she decides to stand. She is able to see the narrow road, on one side of which she sees a canal, palm trees grassland, distant mountains and blue sky. On the other side, she sees a deep ditch and many acres of green fields. 7. What does Valli tell the elderly man when he calls her a child? Ans: Valli firmly tells the elderly man that there is nobody on the bus who is a child, indirectly asserting that she is grown-up, has paid the fare and is capable of travelling alone. 8. Why didn’t Valli want to make friends with the elderly woman? Ans: Valli didn’t want to make friends with the elderly woman because she found her unattractive, with her big earrings. She smelt of betel nuts and the betel juice was spilling over her lips. She disliked her unpleasant chewing habits and overly intrusive nature. 9. How did Valli save up money for her first journey? Was it easy for her? Ans: Valli saved money by exercising control and resisting temptations like buying toys, balloons, and sweets. At the village fair, she controlled her desire to ride the merrygo-round. It wasn’t easy for a young girl to sacrifice small pleasures.

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10. What did Valli see on her way that made her laugh? Ans: Valli saw a young cow running in the middle of the road with its tail raised, amusingly blocking the bus. The bus slowed and the driver sounded the horn. However, this frightened the cow and it ran faster in front of the bus. This sight made her laugh heartily.

take the one o’clock bus, reach the town by one forty-five and return home in the same bus by two forty-five. Valli saved the money by resisting temptations like buying toys, balloons, and sweets. She even controlled her wish to ride the merry-go-round. Thus, she was able to collect sixty paisa, which was just enough for her to take the ride and return home.

11. Why didn’t she get off the bus at the bus station? Ans: Valli didn’t get off the bus in the town because she had no money for sightseeing or shopping. She wanted to enjoy the journey and return home on the same bus.

3. What kind of a person is Valli? To answer this question, pick out the following sentences from the text and fill in the blanks. The words you fill in are the clues to your answer. I. ‘Stop the bus! Stop the bus!’ And a tiny hand was raised. _____________ II. ‘Yes, I _____________ go to town,’ said Valli, still standing outside the bus. III. ‘There’s nobody here _____________,’ she said haughtily. ‘I’ve paid my thirty paise like everyone else.’ IV. ‘Never mind,’ she said, ‘I can _____________. 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 toward the window and staring out. VI. Then she turned to the conductor and said, ‘Well, sir, I hope.’_____________

12. Why didn’t Valli want to go to the stall and have a drink? What does this tell you about her? Ans: Valli refused to go to the stall and have a drink because she did not have any money for that. Also when the conductor offered to buy her the drink, she refused and asked for her return ticket. This shows that Valli was disciplined, self-reliant, and determined.

Thinking about the Text

1. What was Valli’s deepest desire? Find the words and phrases in the story that tell you this. Ans: Valli’s deepest desire is to experience the outside world, particularly the excitement of a bus ride to the town. The text shows this through her fascination with the bus and her determination to travel. The line ‘Day after day she watched the bus, and gradually a tiny wish crept into her head and grew there’ shows her slowly growing desire to take the bus ride, The phrase, ‘Valli had always wanted to ride a bus,’ illustrates her longing for this adventure. She also wants to experience the world beyond her village, as seen when she ‘stood on tiptoe to see the faraway places she longed to visit.’ 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 planned her bus ride carefully by gathering information about the fare, the distance, and the time that the bus left and returned. She listened intently to the conversations of her neighbours and then people who had travelled, asking questions to learn more about the bus ride and how much it cost. She planned that she would Section C • Madam Rides the Bus

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Ans:

I. ‘Stop the bus! Stop the bus!’ And a tiny hand was raised commandingly.

II. ‘Yes, I simply have to go to town,’ said Valli, still standing outside the bus. III. ‘There’s nobody here who’s a child,’ she said haughtily. ‘I’ve paid my thirty paise like everyone else.’

IV. ‘Never mind,’ she said, ‘I can get on by myself. You don’t have to help me. I’m not a child, I tell you,’ she said, irritably.

V. ‘You needn’t bother about me. I can take care of myself,’ Valli said, turning her face toward the window and staring out.

VI. Then she turned to the conductor and said, ‘Well, sir, I hope to see you again These sentences reflect Valli’s confident, determined, and independent nature. She like an adult pays for the bus fare. She speaks and acts like a grown up, even though she is a child, showing her self-assurance and strong personality. She 233

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has a high sense of self-respect as she avoids taking anyone’s help. She feels responsible and can take care of herself very well. 4. Why does the conductor refer to Valli as ‘madam’? Ans: The conductor refers to Valli as ‘madam’ in ‘Madam Rides the Bus’ because of her confident and mature behaviour. Despite being just an eight-year-old girl, Valli carries herself with a strong sense of independence. When the conductor playfully offers his hand to help her board the bus, she firmly declines, insisting that she can manage on her own. Amused by her grown-up demeanour, the conductor teasingly calls her ‘madam.’ Throughout the journey, Valli continues to assert her independence, reminding everyone that she has paid for her ticket and should not be treated like a child. Her self-assured attitude earns the conductor’s playful yet respectful address. 5. Find the lines in the text which tell you that Valli was enjoying her ride on the bus. Ans: The text includes the following lines that show Valli’s enjoyment: ‘Valli was enjoying every moment of the ride, ‘and she ‘looked out of the window with excitement.‘ She takes in the sights and feels delighted by the new experiences the journey offers as the text states ‘Valli devoured everything with her eyes.’ She felt ‘it was all so wonderful!’ 6. Why does Valli refuse to look out of the window on her way back? Ans: In ‘Madam Rides the Bus’, Valli refuses to look out of the window on her way back because she is deeply affected by the sight of the dead cow on the road. During her onward journey, she had enjoyed watching the scenery, filled with excitement and wonder. She had laughed heartily looking at a cow gallop in front of the bus. However, on the return trip, she sees the same playful cow she had earlier admired now lying lifeless on the road, struck by a vehicle. This sudden confrontation with death shocks and saddens her, taking away the joy she had felt before. The realisation of life’s harsh realities makes her quiet and reflective, and she loses interest in looking out of the window. The memory of the dead cow haunted her and so she refused to look out of the window.

7. What does Valli mean when she says, ‘I was just agreeing with what you said about things happening without our knowledge.’ Ans: Valli’s remark refers to the incident that she had witnessed earlier, that is, the death of the cow that was earlier prancing about when the bus was bound to the city. The statement means that life moves on, and things happen around us without our awareness. Life is unpredictable and one could never be certain what is about to happen the next moment. It also refers to her mother being unaware of Valli’s excursions while she took her afternoon nap. 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: In ‘Madam Rides the Bus’, the author beautifully captures the world through Valli’s eight-yearold perspective, highlighting her innocence, excitement, and curiosity about life beyond her village. Valli is fascinated by the simple joys of the bus ride. She admires the bus’s ‘shining paint,’ the ‘neatly striped blue and white curtains,’ and the way it hums like a musical instrument. She watches the outside world with wide-eyed wonder, noticing the green fields, trees, and a deep ditch along the road. Her childlike joy and humour are evident when she sees a young cow running ahead of the bus, wagging its tail. She bursts into laughter, treating it as a funny sight. However, her innocence is shaken when she later sees the same cow lying lifeless on the road. This sudden shift in her emotions shows how she is slowly beginning to understand the realities of life and death. Through Valli’s keen observations and changing emotions, the author successfully portrays the world as seen through a child’s eyes, making the story both realistic and touching.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the following questions. Day after day she watched the bus, and gradually a tiny wish crept into her head and grew there:

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she wanted to ride on that bus, even if it was just once. This wish became stronger, until it was an overwhelming desire. Valli would stare wistfully at the people who got on and off the bus when it stood at the street corner. Their faces would kindle in her longings, dreams, and hopes. If one of her friends happened to ride the bus and tried to describe the sights of the town to her. Valli would be jealous to listen and would shout, in English. ‘Proud! Proud!’ (CBSE, Question Bank) I. Valli would stare wistfully at the people as she… (1) a. had been watching the bus for a long time. b. was inspired by the people travelling on the bus. c. had a strong desire to take a ride on the bus. d. envied the people who could travel on the bus. II. Pick the option that shows the list of words that collocate with ‘overwhelmingʹ (eg. overwhelming desire). (1) i. response ii. lies iii. support

iv. majority

v. pets

vi. places

a. i, v, vi c. ii and v

b. i, iii, iv d. iii, v and vi

III. ‘Valli would be jealous to listen...’ This indicates Valli’s a. longing to ride the bus.

(1)

b. denial to accept her situation. c. nature as an envious person.

d. inclination to trouble travellers. IV. A part of the extract has been paraphrased. Choose the option that includes the most appropriate solution to the blanks. (1) he desire became so (1) _____________ that it T transformed into an (2) _____________ one.

Valli would look (3) _____________ at people who boarded the bus and got off. a. (i) active (iii) overt (iii) longingly

b. (ii) vigorous (ii) overpowering (iii) cheerfully c. (i) staunch (ii) overt (iii) joyfully

d. (i) vigorous (ii) overpowering (iii) longingly Section C • Madam Rides the Bus

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Ans:

V. What does the line ‘gradually a tiny wish crept into her head and grew there’, mean?

(1)

I. c. had a strong desire to take a ride on the bus. II. b. i, iii, iv III. a. longing to ride the bus. IV. d. (i) vigorous (ii) overpowering (iii) longingly V. The wish developed in her head over a period of time. 2. Read the following extract carefully and answer the following questions. Well, one fine spring day the afternoon bus was just on the point of leaving the village and turning into the main highway when a small voice was heard shouting: ‘Stop the bus! Stop the bus!’ And a tiny hand was raised commandingly. The bus slowed down to a crawl, and the conductor, sticking his head out the door, said, ‘Hurry then! Tell whoever is to come quickly.’ ‘It is me,’ shouted Valli. ‘I’m the one who has to get on.’ By now the bus had come to a stop, and the conductor said, ‘Oh, really! You don’t say so!’ ‘Yes, I simply have to go to town,’ said Valli, still standing outside the bus, ‘and here’s my money.’ She showed him some coins.

I. Identify the statement that is INCORRECT. (1) a. Valli was afraid to talk to strangers. b. Valli seemed anxious. c. Valli wanted to travel without a ticket. d. Valli was not travelling alone. II. Even though the conductor could see Valli, he asked her to call ‘whoever’ wanted to board the bus. Why?

(2)

III. Valli showed coins to the bus conductor because: (1) a. to convince him she was not travelling for free b. show off her status c. imitate behaviour of the adult passengers d. prove that she could travel alone IV. Identify the antonym of ‘to speak softly’ from the extract. Use it in your own sentence. (1) 235

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Ans: I. c. Valli wanted to travel without a ticket. II. The Conductor did not expect such a young child to be travelling alone. He assumed that she was waiting for an elder or an accompanying adult. His question reflects his surprise and disbelief that an eight-yearold girl could be travelling independently. However, Valli confidently responds that she is the one who wants to board, impressing the conductor with her assertiveness and self-assurance. III. a. to convince him she was not travelling for free IV. The antonym is ‘shouting,’ Sentence: The teacher asked the students to stop shouting and maintain silence in the classroom. 3. Read the following extract carefully and answer the following questions. Valli devoured everything with her eyes. But when she started to look outside, she found her view cut off by a canvas blind that covered the lower part of her window. So she stood up on the seat and peered over the blind. The bus was now going along the bank of a canal. The road was very narrow. On one side there was the canal and, beyond it, palm trees, grassland, distant mountains, and the blue, blue sky. On the other side was a deep ditch and then acres and acres of green fields - green, green, green, as far as the eye could see. Oh, it was all so wonderful! I. Identify the ODD one out.

(1)

i. soaked in

iv. absorbed

devoured

ii. feasted at

iii. overlooked

a. Option i

c. Option iii

b. Option ii

d. Option iv

II. Valli did not want to miss anything. Do you agree? Which action of Valli shows that?

(2)

III. Valli said ‘How wonderful!’ because: (1) a. She was delighted by the view of the glistening canal. b. She was impressed by the passengers inside the bus. c. She was enjoying the speed of the bus. d. She wanted to draw attention to herself. IV. Identify the literary device used in the line ‘Valli devoured everything with her eyes.’ (1) Ans: I. c. Option iii II. Yes, Valli did not want to miss anything. When the canvas blind on the lower part of the window blocked her view, she immediately stood up on her seat to get a clear look outside. She was mesmerised by the beauty she witnessed outside— the canal, the fields, mountains, palm trees, the cow jumping in front of the bus. III. a. She was delighted by the view of the glistening canal. IV. metaphor 4. Read the following extract carefully and answer the following questions. Valli wasn’t bored in the slightest and greeted everything with the same excitement she’d felt the first time. But suddenly she saw a young cow lying dead by the roadside, just where it had been struck by some fast-moving vehicle. ‘Isn’t that the same cow that ran in front of the bus on our trip to town?’ she asked the conductor. The conductor nodded, and she was overcome with sadness. What had been a lovable, beautiful creature just a little while ago had now suddenly lost its charm and its life and looked so horrible, so frightening as it lay there, legs spreadeagled, a fixed stare in its lifeless eyes, blood all over... The bus moved on. The memory of the dead cow haunted her, dampening her enthusiasm. She no longer wanted to look out the window. I. Valli’s reaction to the sight of the dead cow reflects: (1) a. her growing understanding of the complexities of life and death. b. a sudden loss of interest in her journey

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c. her realisation that death is inevitable. d. her boredom with the changing landscape.

III. b. convey a lingering sense of sorrow. IV. a. The heavy rain began to dampen the excitement of the outdoor event. V. d. A child excited about a birthday party, but then feeling sad after hearing bad news.

III. ‘Haunted’ is often used in association with ghost and spirits. However, in the passage, the writer has used it to: (1) a. suggest the spirit of the cow is still present. b. convey a lingering sense of sorrow. c. highlight the Valli believed in supernatural entities. d. both a and c

5. Read the following extract carefully and answer the following questions. An elderly woman came and sat beside her ‘Are you all alone dear?’ she asked Valli as the bus started again Valli found the woman absolutely repulsivesuch big holes in her ear lobes, and such ugly earrings in them! And she could smell the betel nut the woman was chewing and see the betel juice that was threatening to spill over her lips at any moment. Ugh!-who could be sociable with such a person? ‘Yes. I am travelling alone’ she answered curtly, ‘and I’ve got a ticket too ‘Yes, she’s on her way to town said the conductor ‘With a thirty paise ticket’ ‘Oh why don’t you mind your own business.’ (CBSE Sample Question Paper, 2016–17 Modified)

II. Conductor, a jolly fellow, gives a reaction unlike himself. Why? (1)

IV. Identify the sentence that uses the word ‘dampen’ in the same way as used in the extract. (1) a. The heavy rain began to dampen the excitement of the outdoor event. b. The storm dampened the soil, making it perfect for farming. c. Her wet clothes were damp, making her uncomfortable. d. The perfume dampened the air with a pleasant fragrance. V. The change in Valli’s mood after seeing the dead cow is most similar to: (1) a. A student eagerly attending school, then feeling indifferent after hearing a joke. b. A traveller excited about a new city, then feeling bored after visiting many places. c. A runner full of energy, but losing interest after crossing the finish line. d. A child excited about a birthday party, but then feeling sad after hearing bad news. Ans: I. a. her growing understanding of the complexities of life and death. II. The conductor, who is usually cheerful and playful, reacts differently in this moment because he understands the impact of the scene on Valli. When she asks if it is the same cow from earlier, he simply nods, without his usual teasing or lighthearted remarks. He realises that the sight of the dead cow has deeply affected Valli, dampening her enthusiasm and excitement. His uncharacteristic silence reflects a moment of seriousness and sensitivity, as he acknowledges the harsh reality of life and death that Valli has just confronted. Section C • Madam Rides the Bus

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I. Why did the elderly woman come to sit near Valli? (1) a. To keep Valli company during the journey. b. Because she wanted to look out of the window. c. To ask Valli about her travel plans. d. To scold Valli for traveling alone. II. Valli disliked the elderly woman? Briefly explain.

(2)

III. Conductor makes fun of Valli. Why? (1) a. because he is amused by Valli’s confidence in traveling alone. b. because he feels sorry for Valli traveling alone. c. because he is irritated by Valli’s responses to the elderly woman. d. because he doesn’t believe Valli has bought a ticket. IV. Based on your reading, the word ‘repulsive’ most likely refers to which of the following? (1) a. A pleasant smell that makes Valli feel comfortable. b. A feeling of dislike caused by physical appearance and smell. 237

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c. A friendly conversation with the elderly woman. d. An admiration for the elderly woman’s jewellery. Ans: I. a. To keep Valli company during the journey. II. Valli disliked the elderly woman because of her physical appearance and smell. The big holes in her ear lobes and the ugly earrings, along with the betel nut she was chewing and the betel juice threatening to spill from her lips, repulsed Valli. Valli found the women to be overtly intrusive. III. a. because he is amused by Valli’s confidence in traveling alone. IV. b. A feeling of dislike caused by physical appearance and smell.

Short Answer Questions

Answer the following questions in 40–50 words. 1. Assess the narratives effectiveness in portraying the tension between the comfort of familiarity and the allure of the unfamiliar in ‘Madam Rides the Bus’.

(CBSE Sample Question Paper; 2024–25)

Ans: In ‘Madam Rides the Bus’, the tension between the familiar and the unfamiliar is shown through Valli’s journey. The familiar includes her small village, where ‘everything was familiar’ to her, like the sights and sounds of home. The unfamiliar represents the town, which she imagines through stories of her neighbours and people who have gone there and dreams of it with excitement. When the bus reached the town, Valli felt ‘overwhelmed’ but also ‘thrilled.’. She found her village quiet and simple in comparison to the bustling and crowded market. Valli’s excitement to explore the town contrasts with the safety of her village.

2. Valli didn’t like the way adults treated her during the bus journey. Describe how you would feel and react if you were in a similar situation. (Competency-based Question)

(CBSE Question Bank)

Ans: Valli was mature for her age. She was independent and wanted adults around her to treat her with respect rather than underestimate her. If I were in a similar situation, I would feel uncomfortable and frustrated, just like Valli. Being treated as if I were too young to be independent would make me feel overlooked

and underestimated. I would want to assert my independence and politely explain that I am capable of handling things on my own. I would react by confidently standing my ground, just as Valli did, and expect to be treated with respect and maturity. 3. How did Valli react when she saw the dead cow? Ans: When Valli saw the dead cow lying on the road, she was deeply shocked and saddened. The sight of the lifeless body of the cow, which had earlier brought her so much joy with its playful antics, affected her greatly. The cheerful mood she had been in throughout the journey quickly disappeared, and she became quiet and thoughtful. This incident made her realize the unpredictability of life, making her feel small and helpless. 4. What stopped Valli from going to the stall to have a drink? What do we learn about Valli from this? (CBSE Question Paper, 2/5/1; 2022–23) Ans: Valli did not go to the stall to have a drink because she knew she did not have enough money for both the drink and her bus ticket. She had saved just enough for her two-way fare. This moment shows that Valli is responsible and organized. She had carefully saved the money for the bus ride and did not want to waste it on something unnecessary. She also refused the conductor’s offer to buy her a drink. This shows her maturity and sense of self-respect. She had learnt the value of money and did not wish to waste it or did she want any favour from a stranger. 5. Do you think Valli’s mother would have taken her for a bus ride if she had requested her to do so? (Competency-based Question) (CBSE Question Bank) Ans: Yes, I believe Valli’s mother would have taken her for a bus ride if she had requested her to the same. She would feel better and more comfortable travelling with Valli. Also, it would have been safer for Valli to take a ride to the town with her mother. However, she would still be concerned because she is protective of her daughter. 6. How does Valli slip away from the house? Ans: Valli slips away from the house by waiting for the right moment when her mother is napping, which is usually between one to four, and not paying

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attention. She carefully plans her escape and makes sure to remain unnoticed. This shows how determined and resourceful Valli was in achieving her goal of taking the bus trip on her own. 7. Do you agree that Valli is a ‘chit’ of a girl who does not understand the complexities of life? Ans: Valli from ‘Madam Rides the Bus’ is a curious and independent eight-year-old who displays maturity in planning her bus journey. However, she is still a ‘chit of a girl’ with limited understanding of life’s complexities. Her reaction to the cow’s death reveals her innocence and inability to fully grasp harsh realities. While her adventurous spirit and determination are admirable, her naivety reminds us that she is still a child learning about the world. 8. If you were to advise Valli on the two things she ought to take with her if she were travelling alone for the first time, what would they be and why? (Competency-based Question)

(CBSE Question Bank)

Ans: If I were to advise Valli, I would suggest she take two important things with her. First, she should carry a phone so she can stay in touch with her family. This would make her feel safer. Second, she should have a map. Knowing where she’s going would help her feel more confident and help her avoid getting lost, adding an extra layer of security when traveling alone.

9. Imagine Valli had to plan a day-long budget trip to a domestic destination for her family all by herself. What things do you think she would keep in mind while planning?

(Competency-based Question) (CBSE Question Bank)

Ans: Valli is great at planning. If Valli had to plan a budget trip for her family, she would choose cheap transport and a nearby place to visitIf Valli were to plan a day-long budget trip for her family, she would focus on budgeting for transportation, meals, and activities. She would ensure the trip is safe and comfortable by choosing affordable yet reliable options. She would pack food from home and first-aid kit to save money and make sure the trip is safe and fun. Valli would also pick places with free or low-cost activities, like parks. Valli would plan a well-timed itinerary to allow for sightseeing and breaks. Additionally, she would set aside extra funds for emergencies and consider the Section C • Madam Rides the Bus

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preferences of each family member to make the trip enjoyable for all. 10. Valli’s unique maiden bus ride experience could be possible because she belonged to a small village. Do you agree? Why? /Why not?

(CBSE Sample Question Paper, 2022–23)

Ans: Yes, I agree that Valli’s unique maiden bus ride experience could be possible because she belonged to a small village. In a small village, the pace of life is slower, and fewer transportation options might make the bus ride a rare and exciting event for someone like Valli. Her excitement is clear when she eagerly observes everything during the ride, from the beautiful sights to the bus’s interior. Valli’s decision to travel alone and her enthusiasm for the experience reflects her desire for independence, which was made possible in the quiet, slowerpaced environment of the village. The bus ride symbolised her independence and desire for adventure, which might not have been as easily achievable in a busy city where public transport is more common and less significant. 11. Do you think that the other passengers in the bus were friendly towards Valli? Ans: Yes, I believe the other passengers on the bus were quite friendly towards Valli. The elderly woman, despite being curious, asked Valli if she was traveling alone and showed genuine concern, which can be seen as a friendly gesture. The conductor, although teasing Valli about her independence, did not mean any harm and was just amused by her confidence. While their behavior might have seemed curious or playful, it was not unkind. Overall, the passengers’ reactions were more out of curiosity than anything else, and they weren’t unfriendly.

Long Answer Questions

Answer the following questions in 100–120 words. 1. Valli was a mature girl and ahead of her age. Justify the statement with evidence from the text. (CBSE Question Paper, 2/1/2, 2021–22) Ans: Valli’s maturity and sense of independence is evident throughout the text. Despite being only eight years old, she displays confidence and a clear understanding of her desires. One example is when she decides to travel alone on the bus 239

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to town, a decision that reflects her self-reliance and ability to think independently. She carefully saved up sixty paise to buy the bus ticket for the two-way trip, which shows her sense of responsibility. When the conductor offers to help her board the bus, Valli firmly refuses, asserting that she can do it herself. This shows that she takes pride in managing things on her own. When the conductor made fun of her, she didn’t get upset but confidently answered, proving her emotional maturity. Also, she was aware of the world around her, noticing small details like the appearance of the elderly woman and reacting thoughtfully. Even when faced with an uncomfortable situation with the elderly woman, she remained composed and assertive. These actions highlight her maturity and ability to make decisions beyond her age. 2. Valli is bold and organised and at the same time very sensitive. Comment.

(CBSE Compartment Question Paper, 2020–2021)

Ans: Valli, the young girl in ‘Madam Rides the Bus’, is a mix of boldness, organisational skill and sensitivity. She shows great courage by deciding to take a bus ride all by herself, without asking for anyone’s help. Even when the conductor and passengers tease her, she handles it confidently and does not feel scared. Valli is also very organized. Before the trip, she collects all the details about the bus fare, timings, and the length of the journey. She saves money carefully, refusing small treats like balloons and sweets, to pay for her ticket. However, Valli is not just brave and smart; she is also very sensitive. When she sees the dead cow on the road, it makes her very sad. The playful cow she had enjoyed watching earlier is now gone, and this leaves her quiet and thoughtful for the rest of the journey. Valli’s character shows that even a small child can be strong, responsible, and kind-hearted at the same time. 2. As Valli, make a diary entry about your experience of riding the bus alone for the first time. (‘Madam Rides the Bus’).

Ans: Tuesday 27 November 19XX

(CBSE Question Paper, 2/2/1, 2021–22)

Dear Diary, Today was supposed to be the happiest day of my life. I had planned everything so carefully—

my first-ever bus journey! I was so excited as I sat in the bus, watching the fields, trees, and even a cow running playfully on the road. It was so funny, and I couldn’t stop laughing. Everything seemed so perfect. But then, on the way back, I saw something that broke my heart. That same cow, the one I had laughed at earlier, was lying dead by the roadside. It wasn’t moving, and its big, kind eyes were open and lifeless. The bus just sped past it, but I couldn’t take my eyes off that poor creature. I suddenly felt so small and helpless. The excitement I had felt during the trip disappeared. I couldn’t laugh or even smile anymore. All I could think about was how fragile life is. One moment, everything seems fine, and the next, it changes completely. I don’t think I’ll ever forget what I saw today. It’s a reminder that life is precious and must be respected. Goodnight, Valli

3. ‘Curiosity is the spark behind every great adventure.’ How does Valli’s curiosity become the driving force behind her adventure in ‘Madam Rides the Bus’? Ans: Valli’s curiosity is the driving force behind her adventure in ‘Madam Rides the Bus’. Fascinated by the bus she observes daily, her inquisitive nature leads her to gather all the details about the journey, such as the fare and route. Her curiosity motivates her to save money, skipping small pleasures to fund her trip. During the ride, her excitement is evident as she keenly observes the scenery, the bustling town, and even a playful cow. However, her curiosity also exposes her to life’s harsh realities when she sees the same cow lying dead on the road. This sight deeply affects her, turning her joy into quiet reflection. 4. Valli was an extra-ordinary girl who had self-confidence and courage to realise her ambition by planning and drawing on her spirit of adventure. Discuss in reference to the chapter ‘Madam Rides the Bus’.

(CBSE Question Paper, 2/6/2; 2022–23)

Ans: Valli, in ‘Madam Rides the Bus’ by Vijay Tendulkar, is a character full of self-confidence and determination. Despite being only eight

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years old, she demonstrates a strong sense of independence and courage. Valli was determined to ride the bus to the nearby town and she fulfilled this dream despite the various hurdles in her path. She plans carefully, saving up money for the fare and even ensuring she has enough for the return journey. She collected the required sum of money by resisting temptations like toys, sweets or even a merry-go-round ride. Valli’s courage is evident when she decides to board the bus on her own, rejecting any help from the conductor, showing her independence. She conducted herself confidently and was not afraid to share her opinions with elders. Her spirit of adventure shines through as she eagerly observes everything outside the window and enjoys the entire journey, from the lively sights to the new experiences. Even when she encounters discomfort, like the elderly woman with betel juice, she handles the situation assertively. Valli’s determination to live her dreams, coupled with her ability to take charge of her actions, portrays her as a confident and adventurous young girl. 5. You have been chosen to address the school assembly on the occasion of Women’s Day. You choose to speak on the resilience and indomitable spirit of the young girls: Anne Frank and Valli. Prepare the speech draft, with reference to the commonality and contrast in the situations and circumstances of both the girls. (CBSE Question Paper, 2/4/2; 2023–24)

Ans: Good morning everyone, Today, as we celebrate Women’s Day, I would like to talk about two inspiring young girls, Anne Frank and Valli, who exemplify resilience and an indomitable spirit in the face of adversity. Anne Frank was a young Jewish girl who lived during World War II. Forced to hide from the Nazis, she endured unimaginable challenges. Yet, despite the fear and uncertainty around her, Anne continued to write in her diary, sharing her thoughts, hopes, and fears. Her words remind us of the power of hope and courage, even in the darkest times. Valli, on the other hand, was a young girl from a small village with a deep desire to explore the world. One day, she decided to travel alone Section C • Madam Rides the Bus

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on a bus to the town. Neither the preparation for the journey nor the journey itself was easy, but her determination and bravery to step out on her own showed a remarkable spirit of independence. Both Anne and Valli were strong in their ways. Anne’s strength came from her will to survive while Valli’s strength came from her desire to experience the world. They both faced challenges, but they didn’t let those challenges stop them. They teach us the importance of being brave and strong. They remind us that we should never let our circumstances limit us. Thank you. 6. Valli was sensitive, but at the same time, she was fearless and quite determined. Think of another character from your textbook, who displayed similar character traits. Compare and contrast the lives of Valli and the other character that you have chosen from the text of Two Stories about Flying. You may begin this way.

The characters who are fearless and determined from two texts are Valli and _________________ (Reference: Madam Rides a Bus & Two Stories about Flying) (CBSE Question Paper, 2/3/2, 2023–24) Ans: The characters who are fearless and determined from the two texts are Valli and the young seagull. Both Valli and the young seagull show great courage. Valli is fearless when she decides to travel alone on the bus, eager to explore the world beyond her village. She is determined to experience new things. Similarly, the young seagull overcomes his fear of flying when he is left hungry and forced to fly to find food. However, Valli’s courage comes from her curiosity and desire for adventure, while the seagull’s courage is more about survival. Valli chooses to explore the world on her terms, while the young seagull must fly to overcome his fear and meet his basic needs. Valli is driven by excitement, while the young seagull is driven by necessity. In conclusion, both characters are fearless but, Valli’s determination is about seeking adventure, while the young seagull’s is about overcoming fear to survive. 241

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Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the following questions. (2 × 5 = 10 marks) a. ‘Yes, I’m travelling alone,’ she answered curtly. And I’ve got a ticket too.’ ‘Yes she’s on her way to town,’ said the conductor. ‘With a thirty paise ticket.’ ‘Oh, why don’t you mind your own business,’ said Valli. But she laughed all the same, and the conductor laughed too. But the old woman went on with her drivel. ‘Is it proper for such a young person to travel alone? Do you know exactly where you’re going in town? What’s the street? What’s the house number?’ ‘You needn’t bother about me. I can take care of myself,’ Valli said, turning her face towards the window and staring out. (CBSE Question Bank) I. Pick out the option that matches with ‘mind’ correctly. (1) Expression

Meaning

1. bring to mind

A. be receptive to someone’s ideas

2. be in two minds

B. think about only one subject

3. have an open mind

C. recall something

4. put your mind at ease D. undecided E. reassure F. reach a decision

a. 1-F, 2-C, 3-A, 4-D

b. 1-C, 2-D, 3-A, 4-E c. 1-B, 2-F, 3-E, 4-A d. 1-F, 2-D, 3-C, 4-B II. Valli told the conductor to mind his own business and laughed as well. This shows that Valli… (1) a. was not really bothered about what the conductor said. b. didn’t like the conductor speaking about her. c. disliked what the conductor said but was amused. d. was impressed with what the conductor said.

III. The old woman went on with her drivel. Why is the word ‘drivel’ used here? It is used to show that the old woman... (1) a. was talking incessantly. b. kept muttering a lot of nonsense. c. was volunteering advice on request. d. spoke non-stop about herself IV. The old woman asked her questions... (1) a. due to anxiety about Valli travelling alone. b. out of curiosity and concern for Valli. c. interest in Valli’s life and need for travel. d. due to the habit of interfering in Valli’s life. V. How do you think Valli felt when the old woman asked her questions? Pick the option that best describes her feelings. (1) a. (i) irritated (ii) agitated b. (i) concerned (ii) upset c. (i) upset (ii) agitated d. (i) upset (ii) irritated b. ‘Whenever you feel like a bus ride, come and join us. And don’t forget to bring your fare.’ She laughed and jumped down from the bus. Then away she went, running straight for home. When she entered her house she found her mother awake and talking to one of Valli’s aunts, the one from South Street. This aunt was a real chatterbox, never closing her mouth once she started talking. ‘And where have you been?’ said her aunt when Valli came in. She spoke very casually, not expecting a reply. So Valli just smiled, and her mother and aunt went on with their conversation. ‘Yes, you’re right,’ her mother said. ‘So things in our midst and the world outside. How can we possibly know about everything? And even when we do know about something, we often can’t understand it completely, can we?’ I. What can be inferred about Valli’s relationship with her mother and aunt from the passage? (1) a. Valli’s mother is very strict and does not approve of her actions. b. Valli’s mother and aunt are unaware of her adventurous behaviour.

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c. Valli’s mother and aunt expect Valli to always respond to their questions. d. Valli’s aunt is the primary authority figure in her life. II. Valli and the conductor bonded over the bus journey. Cite evidence to justify the statement from the given passage. (2) III. What does the phrase ‘chatterbox’ imply about Valli’s aunt in the passage? (1) a. She is always silent and listens more than she speaks. b. She speaks constantly and doesn’t give others a chance to talk. c. She is very thoughtful and only speaks when necessary. d. She tends to gossip about others in the neighbourhood. IV. Fill in the blank. (1) ___________ : outside : : silent : chatterbox 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Valli was a precocious child. Justify. b. Contrast Valli’s attitude at the beginning of the journey with her attitude at the end.

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c. Why did Valli ignore the advice given by the elders on the bus? d. Meticulous means showing great attention to detail; very careful and precise. Was Valli meticulous in her planning? Justify your answer with examples from the story.

3. Answer any THREE of the following in about 100–120 words. (3 × 6 = 18 marks) a. The lesson ‘Madam Rides the Bus’ conveys a deep message regarding the unpredictable nature of life. Comment. b. One of the reasons Valli enjoyed her bus ride was the cheerful and jolly conductor. Do you agree? Give reasons to support your answer.

c. How would you evaluate Valli’s problemsolving skills in ‘Madam Rides the Bus’? Highlight her ability to handle challenges and plan effectively for her journey. d. How does the story ‘Madam Rides the Bus’ highlight Valli’s journey of self-discovery and maturity? Discuss with reference to her experiences during the bus ride.

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The Sermon at Benares —Betty J. Renshaw

About the Author

Betty Renshaw was an American writer who was born on 3 October 1921. She graduated as a valedictorian from Shannon High School and went on to earn a Bachelor of Arts degree from Mississippi College. She completed a Master of Arts degree from Mississippi University for Women. While teaching as a preschool teacher, she shared her experience by teaching other teachers. She was an active missionary worker and she and her husband, Joseph Henry Barber, went on various missionary trips together. Their travels took them to various countries, where they engaged in community service, teaching and sharing their spiritual beliefs. As a writer, she was interested in exploring different cultures and was deeply inspired by her travels and experiences in India. Her time spent in the vibrant, spiritually rich city of Benares (the modern Varanasi) exposed her to the complexities of religious and cultural practices that were vastly different from her Western background. This exposure sparked her interest in the intricate relationship between the East and West, particularly in terms of spirituality, beliefs, and personal transformation. Renshaw’s immersion in the local culture and the stark contrast with her own world, provided the perfect setting for exploring themes of cultural misunderstanding, self-discovery, and the quest for meaning beyond the materialistic pursuits, common in the West. Renshaw’s decision to write The Sermon of Benares stemmed from her desire to capture the essence of her own inner conflict as an outsider trying to understand a world steeped in deep spiritual traditions. Through the protagonist’s journey, Renshaw sought to reflect her own experiences of grappling with Eastern philosophies and spiritual teachings.

Summary

The story is divided into two parts—a brief background of the Buddha and the tale of Kisa Gotami that the Buddha tells as part of his first sermon in Benares. Gautama Buddha (563 B.C.–483 B.C.) was born as Siddhartha Gautama, a prince in northern India. As a young boy of 12 he is sent to study the Hindu sacred scriptures, and on his return he marries a princess. They have a son and lead a sheltered and privileged royal life for about ten years. At the age of 25 he has a life-changing experience while out hunting. He comes across a sick man, an aged man, a funeral procession and a monk begging for alms. These encounters move him to seek answers to the cause of sorrow and suffering. He leaves his royal life and after 7 years of seeking answers to his questions, he vows to sit under a peepal tree until enlightenment comes. When enlightenment comes after 7 days, he renames the tree the Bodhi Tree and starts his teachings as the Buddha (the Awakened or the Enlightened). He preaches his first sermon at Benares and, using a story, shares what he has learnt about human suffering. The Buddha is also known as Sakyamuni Buddha which means ‘the wise one or sage of the Shakya clan’ which is the Nepali clan into which Siddhartha was born. Kisa Gotami’s only son dies and she carries the dead child to the neighbours asking for medicine. They think she is insane. Finally, a man sends her to Sakyamuni, the Buddha who instructs her to collect a handful of mustard seeds from a home where no one has lost a family member to death. She goes from house to house. Although people pity her, they cannot help as they have all lost family members and do not want to be reminded of their suffering. Disheartened, Gotami sits by the roadside and the city lights that flicker up and are extinguished make her realise that it is the fate of men to live and to die. She sees that she has been selfish in her grief as she has not noticed the suffering of others. She learns that death is inevitable and that the path to peace lies in acceptance of life’s suffering. The story of Kisa Gotami serves as an illustration of Buddha’s teachings. Her painful search for a cure mirrors the universal quest for relief from suffering, and through her experience, she comes to understand the impermanence of life and the futility of attachment. Kisa Gotami’s story emphasises that suffering, though inescapable, can be transcended through understanding, acceptance, and detachment. The Buddha teaches 244

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that all humans are mortal, like clay pots that will break. The world is characterised by death and decay and that mortals will be carried off like an ox led to slaughter. The wise, who seek peace, must accept that death and suffering are part of life. Humans ‘should draw out the arrow of lamentation, and complaint and grief.’ If they can overcome their sorrow through acceptance, they will find peace and be blessed.

Theme of the Story

The theme is reflected in the story of the woman, Kisa Gotami, which is derived from Buddha’s first sermon after achieving enlightenment. In this sermon, he explains the nature of suffering and how to find peace. When Kisa learns that everyone has lost a child, she comes to terms with the fact that death is part of the cycle of life—which is inevitable. She realises she has been selfish in only seeing her own pain. The theme is thus that suffering is an unavoidable aspect of life, and it arises from attachment, such as Kisa’s attachment to her child. A further theme is that that of seeking enlightenment–individuals can overcome suffering through empathy, insight and detachment.

Glossary sacred: holy

concerning: in relation to

befitted: suited

sermon: a religious speech

scriptures: sacred writings of a religion heretofore: until this time

enlightenment: a state of complete wisdom, peace and compassion where one is free from ignorance, desire and attachment to earthly suffering

procession: parade, the movement of people as part of a ceremony chanced upon: came across by chance

monk: member of a religious order dedicated to spiritual devotion alms: money or food given to help the needy

witnessed: seen

inscrutable: difficult to understand or interpret; mysterious repaired to: went to

valley of desolation: a place of total misery where you feel forgotten immortality: the state of living forever; not dying

lamenting/lamentation: expressing grief by crying or wailing aloud become composed: gaining control over your emotions and becoming calm

NCERT Solutions Thinking about the Text

1. When her son dies, Kisa Gotami goes from house to house. What does she ask for? Does she get it? Why not? Ans: When her son dies, Kisa Gotami goes from house to house, asking for medicine to cure him. People think she is strange and do not give her any medicine as her child is already dead—no medicine can bring him back to life. 2. Kisa Gotami again goes from house to house after she speaks with the Buddha. What does she ask for, the second time around? Does she get it? Why not?

Ans: After speaking with the Buddha, Kisa Gotami goes from house to house once more, asking for a handful of mustard seeds. She does not get it because she cannot find a house Section C • The Sermon at Benares

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where no one has experienced the loss of a loved one. Every household has been touched by death, so no family can give her mustard seeds. 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: The second time, Kisa Gotami understands that death is a universal experience, something she failed to realise initially. At first, she is so caught up in her own grief that she cannot see that everyone has experienced the death of a loved one. She cannot find a house untouched by death. She calls her attitude ‘selfish’ as she only thought of her own grief. Yes, this was the message the Buddha wanted her to understand. 245

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4. Why do you think Kisa Gotami understands this only the second time? In what way has the Buddha changed her understanding? Ans: Kisa Gotami only comprehends the lesson the second time because her initial search is fueled by desperation and a deep attachment to her son, which prevents her from recognising the universal nature of death and seeing the plight other families face. The Buddha transforms her perspective by illustrating that death is inevitable. Through her search for mustard seeds, she comes to understand that no home is exempt from loss. She ultimately accepts the truth that nothing in life is permanent. 5. How do you usually understand the idea of ‘selfishness’? Do you agree with Kisa Gotami that she is being ‘selfish’ in her grief?

Ans: ‘Selfishness’ refers to prioritising one’s own interests. Yes, Kisa Gotami is selfish in her grief because she is focussed solely on the loss of her son. In her sorrow, she fails to recognise that death is a universal experience that affects every family she visits. Here ‘selfish’ can mean lacking insight and refers to her lack of compassion for others.

Thinking about Language

1. This text is written in an old-fashioned style, for it reports an incident more than two millennia old. Look for the following words and phrases in the text and try to rephrase them in more current language, based on how you understand them.

• give thee medicine for thy child • P ray tell me • Kisa repaired to the Buddha • There was no house but someone had died in it. • kinsmen • Mark! Ans: • give thee medicine for thy child – give you medicine for your child • Pray tell me – please tell me • Kisa repaired to the Buddha – Kisa went to the Buddha • There was no house but someone had died in it. – There was no house in which nobody had died. • kinsmen – relatives • Mark! – Look!/Take note!

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 that she will become a singer like her mother. The second clause here gives the speaker’s explanation of the first clause. Here is a sentence from the text that uses semicolons to combine clauses. Break up the sentence into three simple sentences. Then say which has a better rhythm when you read it, the single sentence using semicolons, or the three simple sentences?

For there is not any means by which those who have been born can avoid dying; after reaching old age there is death; of such a nature are living beings. Ans: 1. Anyone who is born cannot avoid death. 2. Death follows old age.

3. Death is in the nature of living beings. When reading both versions, the sentence with semicolons has a smoother rhythm because it connects related thoughts seamlessly. The three simple sentences are more fragmented and repetitive (e.g. Two sentences start with the word ‘Death’.)

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. At about the age of twenty-five, the Prince, heretofore shielded from the sufferings of the world, while out hunting, chanced upon a sick man, then an aged man, then a funeral procession, and finally a monk begging for alms. I. How did coming across a sick man, an aged man, a funeral procession, and a monk begging for alms change the Prince? Answer in about 40 words.

II. Which word in the extract means the same as ‘up to this point’?

(2) (1)

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III. Which of the following best completes the given sentence? (1)

Before the age of 25, the Prince had lead a ____________ life. a. quiet c. interesting

b. sheltered d. royal

IV. What does the monk begging for alms symbolise in the context of the Prince’s journey? a. Wealth and prosperity b. Culture and religion c. The inevitability of death d. The need for compassion

Ans:

(1)

I. Meeting these people made the Prince realise that suffering, like illness, ageing, death and poverty, are unavoidable. This leads him to give up his sheltered life and seek a reason why people suffer in life. He changes from an unquestioning and sheltered royal to a man who seeks enlightenment. II. heretofore III. b. sheltered IV. d. The need for compassion

2. Read the following extract carefully and answer the questions that follow. Enlightened after seven days, he renamed the tree the Bodhi Tree (Tree of Wisdom) and began to teach and to share his new understandings. At that point he became known as the Buddha (the Awakened or the Enlightened). The Buddha preached his first sermon at the city of Benares, the most holy of the dipping places on the River Ganges; that sermon has been preserved and is given here. It reflects the Buddha’s wisdom about one inscrutable kind of suffering.

I. In no more than 40 words explain why the Buddha named the tree, The Tree of Wisdom. (2)

II. Which is the most likely reason why the Buddha gave his first sermon at Benares?

(1)

III. Which word in the passage means the same as ‘difficult to understand or interpret’?

(1)

a. It was a city of great religious significance. b. It was the closest city to the Bodhi Tree c. People liked to swim in the Ganges. d. The city would later become famous.

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Ans:

IV. What is the kind of suffering that Buddha uses as the theme of his sermon? (1) I. It was the peepal tree under which the Buddha vowed to sit until he gained insight (enlightenment) after seven days. He came to an understanding of why people suffer and thus called it the Tree of Wisdom. II. a. I t was a city of great religious significance. III. inscrutable IV. The suffering of people who have lost a loved one to death.

3. Read the following extract carefully and answer the questions that follow. Poor Kisa Gotami now went from house to house, and the people pitied her and said, ‘Here is mustard seed; take it!’ But when she asked, ‘Did a son or daughter, a father or mother, die in your family?’ they answered her, ‘Alas! the living are few, but the dead are many. Do not remind us of our deepest grief.’ And there was no house, but some beloved one had died in it. (CBSE Question Bank Modified) I. The community’s response to Kisa in the above extract is different from before. Why do you think this is the case? (1) a. They have learnt from Buddha’s sermons. b. She asks for something they are able to give. c. They are angry that she is bothering them. d. They like Kisa and enjoy talking to her. II. What feeling does the word ‘Alas’ express in the context? a. Disgust b. Impatience c. Sadness d. Confusion

(1)

III. ‘Do not remind us of our deepest grief.’ What is the tone of the speaker? (1) a. Disillusionment b. Skepticism c. Solemn d. Ironic IV. Pick the option that explains, ‘…the living are few, but the dead are many.’ (1) a. It shows the high death rate and low birth rate in the city of Benares. b. It highlights the holy status of Benares, where many Hindus go to die. c. It reflects that many children had died for various reasons. d. It conveys that the villagers had lost many loved ones to death. 247

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V. What is the main lesson Kisa Gotami is expected to learn from the task of collecting mustard seeds?

(1)

a. To overcome her grief by talking to others

b. To realise that death is an inescapable part of life c. To understand that life is more important than death. d. To understand that people are kind and generous. Ans:

I. b. She asks for something they are able to give. II. c. Sadness III. c. Solemn IV. d. It conveys that the villagers had lost many loved ones to death. V. b. To realise that death is an inescapable part of life

IV. Choose the option that appropriately completes the following.

complaint: suffering as _______ : _______ a. composure: peace b. discomfort: fear c. celebration: joy d. acceptance: loss

(1)

ii.

iii.

iv.

(1)

II. What does the image of drawing out the ‘arrow of lamentation, and complaint and grief’ refer to? (1) a. Overcoming sorrow and accepting that death is inevitable b. Engaging in drawn out lamentation, complaint and grief c. Physically pulling out the arrow that causes pain. d. Sharing your grief with others to find peace again. III. Which of the following statements cannot be attributed to the Buddha based on the given extract?

i. Pain and grief make people stronger. ii. Death is unavoidable, so grieving is futile. iii. Peace comes to those who wait patiently. iv. Those who accept suffering will find peace. a. (i) and (ii) b. (i) and (iii) c. (iii) and (iv) d. (i) and (iv)

V. If the Buddha were a counsellor, which of the following options would you find in a brochure of his service?. (1)

4. Read the following extract carefully and answer the questions that follow. ‘Not from weeping nor from grieving will anyone obtain peace of mind; on the contrary, his pain will be the greater, and his body will suffer… He who seeks peace should draw out the arrow of lamentation, and complaint, and grief. He who has drawn out the arrow and has become composed will obtain peace of mind.’ (CBSE Question Bank Modified) I. According to the extract what is the result of expressing grief? a. A release of emotions b. Peace and composure c. Lamentation and complaint d. Increased pain and suffering

(1)

a. Option i c. Option iii Ans:

b. Option ii d. Option iv

I. d. Increased pain and suffering II. a. Overcoming sorrow and accepting that death is inevitable III. b. i and iii IV. a. composure: peace V. c. Option iii

5. Read the following extract carefully and answer the questions that follow. The Buddha said, ‘The life of mortals in this world is troubled and brief and combined with pain. For there is not any means by which those that have been born can avoid dying; after reaching old age there is death; of such a nature are living beings. As ripe fruits are early in danger of falling,

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so mortals, when born, are always in danger of death. As all earthen vessels made by the Potter end in being broken, so is the life of mortals. Both young and adult, both those who are fools and those who are wise, all fall into the power of death, all are subject to death.’ I. In one sentence, state the theme that is expressed in the extract. (1)

II. Choose the option that cannot be inferred from the word ‘brief’ in the first line. (1) a. Humans are immortal b. Life does not last long c. Death will end life soon d. Humans have a short lifespan III. In about 40 words, explain how two images used in the passage reflect the mortality of man. (2)

IV. Choose the option that best completes the sentence. (1) The repetition of ‘all’ in the last two sentences emphasises that… a. all life is suffering b. all clay pots break c. no one will escape death d. all humans are powerless Ans:

I. All humans are subject to death. II. a. Humans are immortal III. The image of ripe fruit falling from a tree is as natural as a man dying. Just as a clay pot in not durable and will break, so man will also die. IV. c. No one will escape death

that, like the lights, human lives briefly shine before fading away. 3. According to Kisa Gotami what is the greatest grief of life? Ans: Her greatest anguish is losing her son and being powerless to bring him back to life. She tries to find medicine to revive him, but people think she is crazy. Next, she sees the Buddha and follows his instructions hoping to bring her child back to life. She is unable to accept his death. 4. What is the significance of the Buddha’s request for a handful of mustard seeds and the addition of a condition to it?

Ans: Buddha asks her to collect a handful of mustard seeds that he knows every family will have. However, he adds a condition that the seeds must be from a house which had not lost a loved one. He wants Kisa to realise that just as every home has mustard seeds in abundance, so each family has also experienced grief and suffering. 5. What two values are reflected in the statement, ‘To seek peace, one has to draw out the arrow of lamentation’? Ans: The statement highlights two key values: acceptance and resilience. Acceptance teaches us to acknowledge that death is inevitable, while resilience encourages us to move forward without letting grief affect our health, happiness, or peace of mind. Both values help us cope with loss and find peace.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. Why did Prince Siddhartha leave the palace? Ans: Prince Siddhartha went out hunting and came across a sick man, an elderly man, a funeral procession, and a monk who was begging for alms. Upon seeing this suffering, he left his sheltered life in the palace and went to seek an answer to the question why people suffer. 2. How did Kisa Gotami realise that life and death are a normal process? (CBSE Question Paper, 2/1/1; 2018–19) Ans: Kisa Gotami went from home to home but found no place untouched by the death of a loved one. Exhausted, she sat by the road, watching the flickering city lights. She realized Section C • The Sermon at Benares

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(CBSE Sample Question Paper; 2021–22)

6. Do you think being enlightened placed a far greater responsibility on the Buddha than being king would have? Justify your stance.

(CBSE Question Bank)

Ans: Yes, as the Buddha, he had the duty to teach and guide others towards the path of liberation from suffering, impacting upon countless lives and future generations. As a king he could have ruled without having to deal with the suffering of individuals. 7. What is the main message of the sermon at Benares? OR

What does the sermon preached by Buddha reflect? Ans: The primary message of sermon is that suffering and death are an inescapable part of the human 249

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condition. The Buddha teaches that death is part of life and that grieving does not help. Accepting death as a reality and overcoming sorrow brings inner peace.

8. How can death be considered an equalizer?

(CBSE Question Bank)

Ans: Death is considered an equalizer because it is an inevitable part of the human experience, affecting people of all backgrounds and circumstances, ultimately making everyone equal in mortality. The Buddha says that young and old, fools and those who are wise will fall to the power of death.

9. What message might the Buddha’s story hold for those who are in positions of power and privilege? (CBSE Question Paper, 2/1/2; 2023–24) Ans: The Buddha’s story urges those in power to be mindful of others’ suffering. It encourages them to use their privilege to alleviate hardship and gain a deeper understanding of the human condition, fostering compassion and empathy for those less fortunate. 10. Grief is often seen as a measure of love. Do you think that Buddha’s sermon undermines a mother’s love? Justify your response. Ans: No, I do not think that being reminded that life is temporary and that we should move on from our grief undermines a mother’s love. Wallowing in grief and being so caught up in your own misery is not healthy and may keep a mother from taking care of the family left behind.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Life is full of trials and tribulations. Kisa Gotami also passes through a period of grief in her life. How does she behave in those circumstances? (CBSE Question Paper 2/1/1; 2012–13) Ans: Kisa Gotami’s child passes away, and she is devastated. She carries her lifeless child to her neighbours to ask for medicine to revive him. She is unwilling to accept the death, and her neighbours think she is insane. When a man suggests that Gautama Buddha can help her, she is overjoyed and gladly accepts his instructions to collect mustard seeds from a house where no one has ever died. It is only after she has been to all the neighbours and cannot find a single one

where a loved one has not died, that she realises that others share her suffering. In this way, she comes to understand that everyone who is born will eventually pass away. 2. The Buddha said, ‘The world is affected by death and decay; therefore, the wise do not grieve, knowing the terms of the world.’ Do you think this statement is relevant in today’s life? Express your views. Ans: The Buddha’s teaching on the inevitability of death is still relevant today. Just as ripe fruit falls from trees, every life eventually ends. Grief cannot change this reality and only causes further heartache. If one accepts that death and decay are a natural part of life it will be easier to let go of the people you love when they die. An example in modern life would be to accept death and to focus on the joy the person brought rather than on the loss of the loved one. There is wisdom in knowing that what we have is temporary and is to be appreciated. 3. If the Buddha were to summarise the life lesson of ‘The Ball Poem’ in a sermon, what would he say? Think and create this address for people of your age. (Competency-based Question)

Dear friends,

Life is filled with moments of loss. We studied The Ball Poem in which the boy grieves for his lost ball. Just as he learns that nothing in this world is permanent, I, too, teach that attachment to things—whether a toy, a relationship, or a dream—brings sorrow. The ball cannot return, and holding on to it only deepens the pain. Instead, let go of your attachments for true freedom lies in accepting change and focussing on what you can control. Loss is inevitable, but it teaches us strength and resilience. Embrace life’s lessons and move forward with compassion and courage. The Buddha

4. Kisa comes to understand that life is temporary as she sits at the wayside watching the city lights. Can you think of any other object or phenomenon, natural or manmade, that might similarly symbolise the fragile nature of human life? Justify your choice. Ans: A tiny flower serves as a powerful symbol of the fragile nature of human life. Like the flower, life is delicate and fleeting, blossoming

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for a brief moment before it inevitably withers. No matter how beautiful, the flower must eventually fade, reflecting the cycle of birth, growth, and death that defines human existence. This fragility of a flower reminds us that, despite our efforts to hold on to moments or people, everything is temporary. Both the flower and human life are subject to the laws of nature, emphasising the inevitability of decay and death. The flower’s brief existence teaches us to cherish each moment while accepting life’s impermanence. 5. Read the given quote by actor Jim Carrey.

I THINK EVERYBODY SHOULD GET RICH AND FAMOUS AND DO EVERYTHING THEY EVER DREAMED OF SO THEY CAN SEE THAT IT'S NOT THE ANSWER. Can you relate this to the Buddha’s life before and after he attained enlightenment? Provide examples from the text to support your answer. (CBSE Question Bank) Ans: Jim Carey’s quote implies that being rich and famous and having the means to follow any dream, may not be the answer in life. Siddhartha Gautama, born into privilege and wealth as a prince, realised that material wealth and fame do not lead to true happiness and wisdom Despite having a luxurious life, a wife, and a son, he felt unfulfilled and sought deeper truth. After attaining enlightenment, he became the Buddha, gaining profound wisdom and inner peace. He then dedicated his life to teaching others the nature of suffering and the path to liberation, emphasising that lasting contentment comes not from material possessions but from understanding the impermanence of life and embracing inner peace. 6. Grief or sadness is an emotion natural to all types of loss or significant change. You have been asked to present an analysis of the approaches of Lencho and Kisa Gotami in dealing with their respective losses. Write this presentation draft including your insights, and comparing the approaches of both.

Section C • The Sermon at Benares

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You may begin like this: One acknowledges that Lencho had unwavering faith in God whereas Kisa Gotami in her grief, believed that her son ______________ however ________________ (CBSE Question Paper, 2/4/2 2023–24) Ans: One acknowledges that Lencho had unwavering faith in God, whereas Kisa Gotami, in her grief, initially believed her son could be brought back to life. However, their ways of dealing with loss were vastly different, shaped by their experiences and beliefs. Lencho, in ‘A Letter to God,’ lost his crops to a storm, leaving his family in desperate need. Relying on his faith, he wrote a letter to God seeking financial assistance, reflecting his unshakable trust in divine intervention. In contrast, Kisa Gotami, in ‘The Sermon at Benares,’ was consumed by grief over her son’s death. Initially in denial, she sought a remedy to revive him. The Buddha guided her to understand that death is inevitable and universal, helping her transform her grief into acceptance and spiritual growth. While Lencho turned to faith for hope, Kisa Gotami’s journey led her to enlightenment, showing two contrasting approaches to coping with loss.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. These sights so moved him that he at once went out into the world to seek enlightenment concerning the sorrows he had witnessed. He wandered for seven years and finally sat down under a peepal tree, where he vowed to stay until enlightenment came.

I. Which of these is not one of the names of the person referred to in the passage. (1) a. Gutama Buddha b. Siddhartha Gautama c. Gutama Gotami d. The Buddha

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II. Which of these is not one of the sights that moved him? (1) a. An old man b. A beggar at the Ganges c. A monk begging for alms d. A funeral procession

IV.

III. Which words in the passage suggest that the character was in contact with people who suffered and not among royalty who were shielded from seeing the suffering of people? (1) a. went out into the world b. to seek enlightenment c. finally sat down d. vowed to stay

IV. Find the word in the passage that means the same as ‘a state of wisdom and peace’. (1)

V. What does the word ‘vowed’ in the passage suggest about the character? (1) a. Uncertainty b. Hopelessness c. Exhaustion d. Determination b. Mark! While relatives are looking on and lamenting deeply, one by one mortals are carried off, like an ox that is led to slaughter. So, the world is afflicted with death and decay. Therefore, the wise do not grieve, knowing the terms of the world.

I. What is the modern meaning of the word ‘Mark!’ as used in the passage? (1) a. Make a mark. b. Look up. c. Look d. No don’t

II. Write the word in the passage that describes an outward and audible show of grief.

(1)

III. Name the figure of speech in, ‘like an ox that is led to slaughter’. (1)

Complete the comparison. (1) ox: slaughter is like _________ : __________ a. a cat: seven lives b. a mortal: immortal c. enlightenment: wisdom d. a human: death

V. What are the ‘terms of the world’ referred to in the passage? a. Humans should not grieve. b. That people lament their loss. c. That all animals will suffer. d. Everything that is born will die.

(1)

2. Answer the following questions in about 40–50 words (4 × 3 = 12 marks) a. Briefly describe how the life lead by Siddhartha Gautama differed from the life he led as the Buddha. b. What knowledge did Gautama Buddha seek and what did he learn when he became enlightened? c. Why did the Buddha choose Benares to deliver his first sermon?

(CBSE Question Paper, 1/2/1; 2014–2015)

d. What did Kisa Gotami learn when she sat watching the lights of the city?

3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. How, according to Buddha, can one obtain peace of mind? (CBSE Question Paper, 2/1/2; 2021–22)

b. How does Buddha bring about a different perspective in Kisa Gotami’s understanding of life? (CBSE Question Paper 2/2/2; 2021–22) c. Based on ʽThe Sermon at Benaresʹ, where the Buddha preached that death is inevitable and we must overcome the suffering it brings, explain how one should cope with the death of a loved one.

d. ‘Sermon at Benares’ could just as well be considered another glimpse of India. If it were one of the stories in ‘Glimpses of India’, what ideas, values, and/or experiences would it highlight? How would you present this historical part of India? (CBSE Question Bank)

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The Proposal

—Anton Chekov

About the Author

Anton Chekhov (1860–1904) was a Russian playwright and shortstory writer. Born in Taganrog, Russia, he studied medicine and became a doctor. While studying, Chekhov supported his family through his writing, producing humorous short pieces for journals. His first significant work was the story, ‘The Steppe’ (1888). Chekhov’s major plays include ‘The Seagull’ (1896), ‘Uncle Vanya’ (1899), ‘Three Sisters’ (1901) and ‘The Cherry Orchard’ (1904). His works are known for their deep insight into human emotions and the complexities of Russian society. Chekhov’s writing style blends comedy and tragedy, making his plays timeless classics. Despite battling tuberculosis, he continued to write until his death in 1904.

Summary

The curtain rises with Lomov entering his neighbour Chubukov’s house dressed in evening attire. Chubukov is surprised to see him well-dressed and asks him about the occasion. Lomov reveals that he has come to make a request. Chubukov anticipates that he must have come to ask for money which he doesn’t intend giving. When, after much rambling, Lomov reveals that he has come to ask for permission to marry Chubukov’s daughter, Natalya, Chubukov is filled with excitement and leaves to call Natalya. Lomov is a 35-year-old gentleman who suffers from palpitations, gets upset very easily and doesn’t sleep well. He thinks it is a good age for him to get married and he is happy that he has his mind made up about Natalya. According to him, Natalya is average-looking and a good housekeeper. When Natalya arrives, Lomov begins the conversation about how grateful and glad he is that their families are on good terms. While talking about his land, he mentions that Oxen Meadows is part of his land. Natalya believes that Oxen Meadows belongs to her family. They have a heated discussion and act rather childishly. Chubukov returns and the argument becomes even more heated. They sling insults at each other. Lomov is so agitated that he suffers heart palpitations, spasms and a numb foot. Chubukov and Natalya throw Lomov out of the house and continue cursing him. While speaking ill of him, Chubukov unintentionally reveals that Lomov had come with a marriage proposal. Natalya regrets sending him packing and tells her father to bring him back immediately. Chubukov grumbles about being burdened with a grown-up daughter but he calls Lomov back. When Lomov returns, he resumes the argument about Oxen meadows and in an attempt to soothe him Natalya starts talking about hunting. This again leads to an argument involving their hunting dogs. Natalya feels that her Squeezer is better than Lomov’s Guess. When Chubukov enters, the disagreement escalates. The arguments and name-calling cause Lomov to collapse. Natalya and her father think that Lomov is dead which leads to more chaos. When Lomov shows signs of life, Chubukov forcefully joins their hands, gives his blessing and asks them to kiss. Lomov, still not fully conscious, doesn’t understand what is going on. When he finally comes to his senses, he expresses his excitement and kisses Natalya’s hands. They continue bickering about whose dog is better until Chubukov stops the argument by offering champagne.

Theme of the Play

The central theme of ‘The Proposal’ is the idea of marriage driven by economic interest rather than love or affection. The play highlights how wealthy families, like those of Lomov and Chubukov, view marriage as a business arrangement to increase their property and wealth. Through the constant quarrels between Lomov and Natalia over trivial matters, Chekhov humorously shows how materialism overshadows emotions in their relationship. The stubbornness of the characters and the desire to prove themselves right also reflect the theme of human pride and foolishness. The play offers a satirical look at how personal conflicts and pride can complicate even important matters like a marriage proposal.

Section C • The Proposal

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Glossary

privilege: honour, right spit it out: tell me, don’t hold back continual: ongoing off my balance: taken by surprise consent: agreement egad: an old-fashioned exclamation expressing surprise palpitations: feeling your heart beat with anxiety or fear lunatic: madman neglige: a French word for a loose gown worn at night inherited: passed down to those left behind after someone dies affectionate: loving birchwoods: trees in perpetuity: forever dessiatins: old Russian land unit equal to 10,800 square metres roubles: official Russian unit of money implore: beg acting on principle: making a decision based on personal values/beliefs threshing: separating grain from stalks during harvesting impudent: cheeky carafe: glass container in which to serve drinks like water or wine give it to them in the neck: slang expression for to giving a stern scolding restrain yourself: hold your emotions back excruciating: very painful accustomed (to): used (to)

pettifogger: a lawyer who handles petty (small) cases by dishonest means embezzlement: stealing money guzzling: eating greedily backbiters: people who make unkind remarks behind someone’s back intriguer: a person who engages in cunning, dishonest schemes malicious: aimed at hurting rascal: someone who causes trouble by playing pranks impudence: cheek, boldness, insolence turnip ghost: an insult that implies someone is as simple as a turnip (vegetable) and as insubstantial as a ghost wizen-faced frump: someone who is unattractive (frumpish) with a shrivelled, old-looking face hysterics: crying or laughing in an uncontrolled way blackcock: birds pedigree: background, ancestry of a dog that shows it is bred from good stock overshot: upper teeth that are not aligned with the lower jaw causing the upper jaw to stick out demon of contradiction: a devil making one difficult and disagreeable well-sprung ribs: nicely rounded ribs muzzle: nose and mouth of a dog verst: old Russian unit of distance of approximately a kilometre whipper-in: the person who controls the dogs in a fox hunt Jesuit: a person of a Catholic religious order milksop: someone who is weak champagne: an expensive bubbling wine

NCERT Solutions Thinking about the Play

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. Ans: At first, Chubukov suspects that Lomov has come to borrow money as he is in evening dress. He is not sincere when he tells Lomov that he has always loved him and that he is like his own son, because he has already decided to not give him money. It is only

when Lomov asks for his daughter’s hand in marriage that his attitude changes. 2. Chubukov says of Natalya: ‘……. as if she won’t consent! She’s in love; egad, she’s like a lovesick cat……’ Would you agree? Find reasons for your answer.

Ans: Yes, I think Natalya is in love. This is clear from the way she behaves when she finds out that Lomov came to propose to her. She starts weeping and asks her father to bring Lomov at once. It could also be that she is getting older and is keen to get married or that her

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father has put pressure on her to marry well for materialistic reasons. 3. i. Find all the words and expressions in the play that the characters use to speak about each other, and the accusations and insults they hurl at each other. (For example, Lomov in the end calls Chubukov an intriguer; but earlier, Chubukov has himself called Lomov a ‘malicious, double-faced intriguer.’ Again, Lomov begins by describing Natalya as ‘an excellent housekeeper, not bad-looking, well-educated.’) Note: Syllabification is primarily based on the pronunciation or units of sound. Each syllable should have a vowel sound. Use a good dictionary site to listen to the British pronunciation.

Ans: Lomov calls Chubukov a grabber, an intriguer, an old rat and a Jesuit.

Lomov says Chubukov’s mother was humpbacked and he calls his grandfather an embezzler. Chubukov calls Lomov a pettifogger, a malicious, double-faced intriguer, villain, a scarecrow, a blind hen, a turnip ghost, a stuffed sausage, a wizenfaced frump, a boy, a pup, a fool and a milksop. Chubukov calls Lomov’s grandfather a drunkard and his father a guzzling gambler. Natalya calls Lomov: a rascal and a monster.

Natalya calls Lomov’s aunt a backbiter and says his dog is as old and ugly as a worn-out cab-horse. Natalya is called a love-sick cat by her father.

ii. Then think of five adjectives or adjectival expressions of your own to describe each character in the play. Ans: Lomov: highly strung, indecisive, weak, pedantic (fussy) and health-obsessed Natalya: quarrelsome, foolish, spoilt, immature, petty and headstong Chubukov: assertive, abusive, quarrelsome, insulting and hot-tempered iii. Can you now imagine what these characters will quarrel about next?

Ans: As the champagne is being served, they may start arguing about its quality or they may carry on arguing about the dogs. Section C • The Proposal

English_Question Bank_G10.indb 255

Thinking about the Language

I. 1. 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? Ans: Expressions not used in contemporary English are: my angel, my beloved, my beauty (Here these expressions, are used for an adult man) and ‘all that sort of thing’. ‘I am off my balance,’ may also be a Russian turn of phrase. 2. Look up the 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. Ans: The words are broken into syllables and the stressed part is in capital letters. pal-pi-TA-tions (4)

in-ter-FERE (3)

im-PLORE (2)

THOR-ough-bred (3)

PE-di-gree (3)

PRIN-ci-ple (3)

EV-i-dence (3)

mis-FOR-tune (3)

ma-LI-cious (3)

em-BEZ-zle-ment (4)

AR-chi-tect (3)

NEIGH-bours (2)

ac CUS-tomed (3)

TEM-po-ra-ry (4)

be-HAV-iour (3)

DO-cu-ments (3)

3. Look up the following phrases in a dictionary to find 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 – something maybe taken to be true in the manner as told You may take it that I am criticising, but it will help you in the long run. ii. He seems to be coming round – recovering from unconsciousness He seems to be coming round after the anaesthetic. iii. My foot’s gone to sleep – a temporary numb or tingly feeling in a limb I have been sitting on the floor for so long that my foot has gone to sleep.

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II. Reported Speech 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)

2. i. LOMOV: I’m getting a noise in my ears from excitement. (Direct Speech) ii. Lomov said that he was getting a noise in his ears from excitement. (Reported Speech) 3. i. NATALYA: Why haven’t you been here for such a long time? (Direct Speech) ii. Natalya Stepanovna asked why he hadn’t been there for such a long time. (Reported Speech)

4. i. CHUBUKOV: What’s the matter? (Direct Speech) 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 Stepanovna 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 statement, we use the reporting verb _____________. 3. The adverb of place here changes to _________. 4. When the verb in the 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 in direct speech, change to third person pronouns to such as _____________ in reported speech. Ans: 1. asked 2. reported 3. there 4. past 5. past continuous; is getting 6. respectfully 7. I changes to he/she; me changes to him/her; our changes to their and mine changes to hers/his. III. 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 other 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: 90-year-old A.K. Hangal, one of Hindi cinema’s most famous character actors, laughingly asked why we wanted to know his age. He jokingly said that if people knew he was so old, he wouldn’t get work. For his age, he is rather energetic. We asked him what his secret was. He replied that his intake of everything was in small quantities, and he walked a lot. He said that he had joined the industry when other people retired. He had been in his 40s. So, he did not miss being called a star. He was still respected and given work, when actors of his age were living in poverty and without work. He said he did not have any complaints, adding that he had always been underpaid. Recipient of the Padma Bhushan, Hangal never hankered after money or

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materialistic gains. He said that he was without doubt content at present, but that money was important. He said regretfully that he was a fool not to have understood the value of money before.

Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. LOMOV: Never mind about my people! The Lomovs have all been honourable people, and not one has ever been tried for embezzlement, like your grandfather! CHUBUKOV: You Lomovs have had lunacy in your family, all of you! NATALYA: All, all, all!

CHUBUKOV: Your grandfather was a drunkard, and your younger aunt, Nastasya Mihailovna, ran away with an architect, and so on...

LOMOV: And your mother was hump-backed. [Clutches at his heart] Something pulling in my side... My head…Help! Water!

CHUBUKOV: Your father was a guzzling gambler!

(CBSE Question Bank)

I. Choose the option that correctly identifies the tone of the characters in the given extract. (1) i. antagonism ii. humour iii. contempt

iv. irony

a. (i) and (ii)

b. (ii) and (iv)

c. (i) and (iii)

c. They understand that honour is superficial and overrated.

d. Lomov’s status in society supersedes everything.

Additional Questions

b. They were exaggerating in the argument and didn’t mean it.

IV. Imagine you found the playwright’s notes for each scene in the play and noticed that some of the words were missing. Choose the option that fills in the missing words most appropriately. (1) A conversation that starts pleasantly quickly turns into a (i) __________ argument. With (ii) __________ of Oxen Meadows at the heart of the matter, Lomov and Natalya quarrel and are later joined by Chubukov. Thus, begins a (iii) __________ of insults, accusations and name-calling. All (iv) __________ disappears. Eventually, Lomov leaves clutching at his heart, his foot numb. a. (i) petty; (ii) history; (iii) series; (iv) politeness b. (i) vicious; (ii) ownership; (iii) circus; (iv) civility c. (i) curious; (ii) land; (iii) outpouring; (iv) laughter d. (i) ugly; (ii) neighbourhood; (iii) barrage; (iv) goodness

d. (iii) and (iv)

II. The playwright’s intention in the given extract is to: (1) a. throw light upon the weaknesses of the rich in any society. b. emphasise that family history is important in a marriage proposal.

c. satirise the superficiality of the upper class in Russian society.

d. send a message that ego is not healthy in any relationship. III. If according to Chubukov and Natalya, the Lomovs are not ‘honourable people’, why do they still consider Lomov’s proposal? (1) a. Natalya can take care of her father if she marries close by. Section C • The Proposal

English_Question Bank_G10.indb 257

Ans:

V. Which of the following options comes closest to the meaning of ‘tried’ as used in the extract? (1) a. She mastered the game through a process of trial and error. b. He followed the trial closely and was seen in court every day. c. This had been a tried and tested formula for the organisation. d. They tried with all their might to repeat their earlier successes

I. c. (i) and (iii) II. c. satirise the superficiality of the upper class in Russian society. III. d. Lomov’s status in society supersedes everything. IV. b. (i) vicious ; (ii) ownership ; (iii) circus ; (iv) civility V. b. He followed the trial closely and was seen in court every day.

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2. Read the following extract carefully and answer the questions that follow. CHUBUKOV: What a weight off my shoulders, ouf! NATALYA: But, still you will admit now that Guess is worse than Squeezer. LOMOV: Better! NATALYA: Worse! CHUBUKOV: Well, that’s a way to start your family bliss! Have some champagne! LOMOV: He’s better! NATALYA: Worse! Worse! Worse! CHUBUKOV: [trying to shout her down] Champagne! Champagne! (CBSE Question Bank) I. Which of the following titles of Shakespeare’s plays might best apply to the relationship of Lomov and Natalya’s relationship? (1) a. The Taming of the Shrew b. Romeo and Juliet c. As You Like It d. Two Gentlemen of Verona II. How would you characterise Chubukov’s mood based on the given extract? (1) a. cautious and celebratory b. relieved and jubilant c. merry, yet thoughtful d. grateful, yet hurt III. Based on the extract, Lomov and Natalya’s closing lines can best be seen as... (1) a. a humorous and ironic take on typical marriage vows. b. a reflection of their affections for Guess and Squeezer. c. a sign of the prospective instability in their marital bliss. d. the writer’s statement that disagreement is part of marriage. IV. Choose the option that correctly uses the idioms to complete the blanks in the paragraph below. (1) I n a team, it is important to (i) _____________. Otherwise, you will become (ii) _____________, and incur the displeasure of the others. When that happens, you might feel (iii) _____________. However, for the others, not having to carry you along would be a (iv) _____________.

a. (i) pull your weight; (ii) dead weight; (iii) the weight of the world on your shoulders; (iv) weight off the shoulders. b. (i) weight yourself; (ii) the weight of the world on your shoulder; (iii) like dead weight; (iv) weight off their shoulders c. (i) throw weight around; (ii) worth your weight in gold; (iii) weight off your shoulders; (iv) dead weight d. (i) lend weight to someone; (ii) heavy weight; (iii) like pulling your weight; (iv) weight off their shoulders V. The liberal use of exclamatory marks in the given extract indicate that the characters are expressing... (1) a. apologies in a solemn and heartfelt tone. b. good counsel and advice in a serious matter. c. reconciliation on matters leading to argument. d. strong feelings with raised voices. Ans: I. c. As You Like It II. b. relieved and jubilant III. a. a humorous and ironic take on typical marriage vows IV. a. (i) pull your weight; (ii) dead weight; (iii) the weight of the world on your shoulders; (iv) weight off their shoulders V. d. strong feelings with raised voices. 3. Read the following extract carefully and answer the questions that follow. LOMOV: It’s cold... I’m trembling all over, just as if I’d got an examination before me. The great thing is, I must have my mind made up. If I give myself time to think, to hesitate, to talk a lot, to look for an ideal, or for real love, then I’ll never get married. Brr...It’s cold! Natalya Stepanovna is an excellent housekeeper, not bad-looking, welleducated. What more do I want? But I’m getting a noise in my ears from excitement. (Drinks) And it’s impossible for me not to marry. In the first place, I’m already 35—a critical age, so to speak. In the second place, I ought to lead a quiet and regular life. I suffer from palpitations, I’m excitable and always getting awfully upset; at this very moment my lips are trembling, and there’s a twitch in my right eyebrow.

(CBSE Sample Paper; 2023–2024)

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I. Which of the following is NOT a reason why Lomov thinks he must marry? (1) a. He is already 35 years old. b. He suffers from palpitations. c. He is excitable and easily upset. d. He is in love with Natalya.

II. Why is it fair to say that Lomov’s tone, when he says, ‘What more do I want?’, is uncertain and questioning? Answer in about 40 words. (2)

III. Read the following descriptions (a)–(c) and identify which one correctly corresponds to the extract. (1) a. A debate is a formal discussion on a particular topic, usually with two or more people presenting different viewpoints and arguments. b. A soliloquy is a speech given by a character alone on stage, which reveals their innermost thoughts and feelings to the audience. c. An aside is a brief comment or remark made by a character directly to the audience, which is not intended to be heard by other characters on stage. IV. If an actor were to enact this extract, what would he be required to focus on, while modulating his voice?

(1)

(CBSE Question Paper, Sample,2023–24)

Ans: I. d. He is in love with Natalya II. Lomov’s tone reflects his inner conflict and hesitation, while he lists Natalya’s good qualities as if trying to convince himself. His rhetorical question suggests doubt, revealing that he is not entirely convinced or emotionally driven to marry her. III. b. A soliloquy is a speech given by a character alone on stage, which reveals their innermost thoughts and feelings to the audience. IV. The actor should emphasise Lomov’s nervousness and inner turmoil, using a trembling tone, uneven pace, and varying pitch. For phrases like ‘What more do I want?’ a questioning tone is needed, while physical actions (like shivering or twitching) should complement his words.

Section C • The Proposal

English_Question Bank_G10.indb 259

4. Read the following extract carefully and answer the questions that follow. Lomov: But you can see from the documents honoured Natalya Stephonovna. Oxen Meadows, it’s true was once the subject of dispute, but now everybody knows they are mine. There’s nothing to argue about. You see my aunt’s grandmother gave the free use of these Meadows in perpetuity to the peasants of your father’s grandfather in return for which they were to make bricks for her. The peasants belonging to your father’s grandfather had the free use of Meadows for forty years and had got into the habit of regarding them as they own, when it happened that ....... Natalya: No, it isn’t at all like that! Both grandfather and great grandfather reckoned that their land extended to Burnt Marsh – which means Oxen Meadows were ours. I don’t see what there is to argue about, its simply silly.

(CBSE Question Paper, 2/4/2; 2023)

I. The subject of the dispute was regarding... a. the free use of meadows. b. the making of bricks. c. about peasants using meadows. d. the ownership of meadows. II. Find the word from the extract which means the same as ‘continuance’. a. dispute b. perpetuity c. belonging d. reckoned

(1)

III. Lomov’s aunt’s grandmother gave Oxen meadows to Natalya’s father’s grandfather in lieu of _______________

(1)

IV. According to Natalya, why did Oxen meadows belong to them?

(1)

V. Fill in the blank with one word only. (1) The peasants had free use of the meadows for ______________ years. Ans: I. d. ownership of meadows II. b. perpetuity III. making bricks. IV. The arrangement involved the peasants making bricks for Lomov’s aunt’s grandmother in exchange for using the Oxen Meadows. Natalya argues that both her grandfather and great-grandfather considered the land extending to Burnt Marsh as theirs, which included the Oxen Meadows. V. forty 259

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Short Answer Questions

Answer the following questions in about 40–50 words.

1. To what end does the playwright employ Lomov’s palpitations in the play?

(CBSE Question Bank)

Ans: The playwright employs Lomov’s palpitations to create humour and highlight his anxiety, adding a comic effect to his attempts to propose marriage. Lomov’s palpitations play an important role in the play. In the first scene, his palpitations are used to show his excitement and nervousness. Later on, his heart’s weakness is used to terminate the heated argument over Oxen meadows. His attacks lead to a final deathlike faint in the end which reflects the build-up of humour, especially when he accepts Natalya as a bride while he is still recovering from his swoon. 2. ‘The Lomovs and the Chubukovs have always had the most friendly, and I might almost say the most affectionate, regard for each other.’ How would you evaluate Lomov and Chubukov’s relationship as neighbours? Ans: Lomov and Chubukov might say they’re best friends, but the play shows they actually: argue a lot, even over silly things. Chubukov also misinterprets the reason for Lomov’s visit as wanting to borrow money which he intends refusing. This is not the reaction who regards someone with affection. They constantly try to outdo each other, like bragging about their dogs. They are polite on the surface, but it doesn’t seem genuine. 3. When Natalya comes to meet Lomov, she quotes her father’s words – ‘and papa said, “Go; there’s a merchant come for his goods.”’ What do you think Chubukov meant?

(CBSE Question Bank)

Ans: Chubukov’s comment reflects his view of marriage as a business transaction. By calling Lomov a ‘merchant’ and Natalya ‘goods,’ he reduces her to property being acquired. This reveals his materialistic priorities and lack of respect for Natalya’s individuality and agency in choosing a partner. 4. Read the statements given below: Statement 1 – ‘Lomov is looking to marry.’ Statement 2 – ‘Lomov is looking to marry Natalya.’

Bring out the difference between the two statements and explain what it tells you about Lomov. (CBSE Question Bank) Ans: The difference between the two statements lies in specificity. Statement 1 implies Lomov’s general desire to marry, while Statement 2 specifies Natalya as the potential spouse. This suggests that Lomov is more focussed on the idea of marriage itself in the first statement, while in the second, he has a specific person in mind, indicating a more targeted romantic interest.

5. ‘Oh, what a burden, Lord, to be the father of a grown-up daughter!’ Explain what this line conveys about Chubukov as a father. (CBSE Question Paper, 2/4/1; 2024) Ans: This line reflects Chubukov’s exasperation and emotional burden as the father of a grown-up daughter. It conveys his frustration with the responsibilities and challenges of dealing with her strong-willed personality. The line also adds humour, as it exaggerates his plight, portraying him as a dramatic and somewhat impatient father. 6. Why did Chubukov misunderstand the purpose of Lomov’s visit? (CBSE Question Paper, 2/2/2; 2022) Ans: Chubukov misunderstands the purpose of Lomov’s visit because of his preconceived notions and assumptions about Lomov’s character and intentions. Initially, Chubukov assumes that Lomov has come to borrow money or discuss some business-related issue. Lomov is his neighbour and has never expressed any romantic interest in his daughter. Lomov’s nervousness confirms Chubukov’s suspicions. When Lomov reveals that he has come to propose marriage to Natalya, Chubukov’s misunderstanding turns into overwhelming joy. He immediately approves of the match, calling it a blessing. 7. What arguments do Lomov and Natalya give over the superiority of their dogs, Guess and Squeezer? (CBSE Delhi Question paper Set 2, 2024) Ans: In Anton Chekov’s ‘The Proposal’, Lomov and Natalya argue vehemently over their dogs. Lomov insists that Squeezer is superior, praising his pedigree and hunting abilities, while Natalya defends Guess asserting his superiority in hunting. Their argument escalates into a larger conflict, reflecting their competitive nature and how trivialities can disrupt human interaction.

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8. The proposal was forgotten amidst the bickering and argument. What right approach should have been followed by both the parties? (Competency-Based Question) Ans: Lomov came to seek the hand of Chubukov’s daughter, Natalya in marriage. However, all three were quarrelsome people and they began to quarrel over petty issues such as their land and their dogs. Amidst this quarrelling they completely forget the real issue at hand. This is not the right approach. Lomov and Natalya should have put their trivial issues aside and focussed on the more important issue of marriage. They should have shown patience and compassion. They could have avoided the argument if they had focussed on their shared wish to get married. 9. How can we say that Natalya was continuously successful in maintaining an upper hand during her arguments with Lomov? Give any one example. (CBSE Sample Question Paper 2023) Ans: Natalya was continuously successful in maintaining an upper hand during her arguments with Lomov by being assertive, persistent, and refusing to concede any point. One instance where she dominates the argument is during the dispute over the ownership of Oxen Meadows. When Lomov claims that the meadows belong to him, Natalya repeatedly interrupts Lomov, challenges his claims, and even calls his arguments absurd. Her confidence and relentless arguing frustrate Lomov to the point where he becomes extremely agitated and loses control of the conversation. This shows her strong-willed nature. 10. The play, ‘The Proposal’ highlights the tendency of human beings to argue over trivial matters. What does this tell us about human nature? How does it reflect in the characters of Lomov and Natalya? Ans: The play shows that people often let pride and stubbornness lead to unnecessary arguments, even over insignificant issues. Lomov and Natalya argue heatedly over Oxen Meadows and their dogs, ignoring the larger purpose of Lomov’s visit. This reflects human nature’s tendency to put their ego over harmony. Their constant bickering suggests that people can be unreasonable when it comes to pride or possessions. The play Section C • The Proposal

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humorously criticises this human flaw, showing how trivial arguments can overshadow important matters like relationships.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Based on your understanding of the play ‘The Proposal’, what do you think of relationships? Prepare a speech draft on relationships based on Nataliya’s and Anne Frank’s characters. (CBSE Question Paper, 2/4/2; 2024) Ans: Good morning Everyone, Today, I want to share my thoughts on relationships, drawing inspiration from two distinct characters: Natalya Stepanovna from Anton Chekhov’s The Proposal and Anne Frank from The Diary of a Young Girl. Though these characters belong to vastly different contexts, their stories teach us timeless lessons about the nature of human relationships. Natalya, a fiery and headstrong young woman, represents relationships that are often marred by trivial disputes and misunderstandings. Her relationship with Lomov shows how pride and stubbornness can mar a relationship. Despite their constant bickering over petty matters like land and dogs, there is an underlying desire for connection. Natalya reminds us that relationships, while imperfect and sometimes absurd, require compromise and the willingness to prioritise people over pride. On the other hand, Anne Frank’s relationships, as reflected in her diary, show resilience and hope. Living in hiding during a time of fear and uncertainty, Anne’s interactions with those in the Secret Annex show the importance of empathy, understanding and finding strength in togetherness. Anne’s bond with her father, her developing feelings toward Peter, and her reflections on humanity demonstrate that even in the darkest times, relationships provide light and meaning. Both characters reveal the complexities of human connections. While Natalya shows us the humour and folly in everyday relationships, Anne reminds us of their deeper purpose—to support, nurture, and give us hope. In conclusion, relationships, whether forged in laughter or times of trouble, shape our lives 261

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profoundly. They remind us to communicate, compromise and care for one another, for it is through these bonds that we find true meaning and strength. Thank you. 2. Farce is a kind of comedy that includes situations and dialogues that are ridiculous, exaggerated, and even absurd. Evaluate the play, ‘The Proposal’ as a farce. Ans: Anton Chekhov’s ‘The Proposal’ is a classic example of a farce, as it is filled with exaggerated situations, absurd dialogues, and ridiculous behaviour that elicit laughter while reflecting human folly. The plot revolves around Ivan Lomov’s attempt to propose to Natalya Stepanovna, but instead of a romantic interaction, the proposal spirals into absurd arguments over trivial matters like the ownership of the Oxen Meadows and the superiority of their dogs. The characters’ inability to focus on the serious matter of marriage, instead quarrelling over petty issues, creates a ludicrous and exaggerated scenario. The dialogue is over-the-top, quickly moving from polite conversation to heated arguments. For instance, Lomov and Natalya’s argument over whose dog is better is both absurd and comical, especially as both know that the marriage proposal is on the table. Lomov’s hypochondriac complaints further add to the ridiculousness of the exchanges. The characters are caricatures, with exaggerated traits that contribute to the humour. Lomov is overly anxious and prone to melodrama, making him a comically inept suitor. Natalya is argumentative and quick-tempered typical of a spoilt daughter. Chubukov, her father, oscillates between being a peacemaker and joining the chaos, often making the situation worse. The play relies heavily on rapid shifts in tone, with the characters moving from polite interactions to shouting matches in a matter of moments. Lomov’s physical ailments, such as his fainting and complaints about his weak heart, add comedy to the farcical proceedings. While the play is undeniably humorous, it also satirizes societal norms, particularly the

transactional nature of marriage in Chekhov’s time. The characters’ superficial concerns—land ownership, pride, and appearances—highlight the absurd priorities in relationships and societal expectations. ‘The Proposal’ perfectly exemplifies a farce with its ridiculous situations, exaggerated characters, and absurd dialogues. Chekhov uses humour not only to entertain but also to critique human nature and societal norms, making the play both amusing and thought-provoking. 3. Do you think Chubukov is a good father? Justify your opinion based on your reading of the text. (CBSE Question Bank) Ans: Chubukov can be seen as both a good father and a flawed one, depending on how his actions are interpreted. He can be considered a good father because he wants Natalya to marry and settle down, which aligns with societal expectations of the time. His encouragement of Lomov’s proposal shows he is invested in her future. He defends Natalya passionately during her quarrels with Lomov, which shows his care and loyalty toward her. At the same time, Chubukov complains about the burdens of being a father, portraying himself as overburdened. He laments his plight and joins in petty disputes, undermining his role as a steady parental figure. Instead of de-escalating arguments between Lomov and Natalya, he fuels them, prioritising his emotions over resolving issues. To conclude, while Chubukov shows genuine concern for Natalya’s welfare, his impatience and dramatic tendencies suggest he is not always an ideal father. However, his actions stem from a combination of love, frustration, and societal pressures, making him a relatable and multidimensional character. 4. Justify the title of the play ‘The Proposal’ with reference to the characters and the plot.

(CBSE Question Paper, 2/5/1; 2024)

Ans: The title of Anton Chekhov’s one-act play, The Proposal, is aptly chosen as the entire plot revolves around a marriage proposal and the events that arise from it. The characters and their interactions drive the narrative, making the title a fitting reflection of the central theme. Lomov, a nervous and hypochondriac landowner, visits his neighbour, Chubukov,

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to propose to his daughter, Natalya. The plot begins with Lomov preparing for the proposal, progresses through the misunderstandings that delay it, and concludes with the eventual agreement to marry. The quarrels not only delay the proposal but also add a layer of humour and absurdity, showcasing how human pride and stubbornness can overshadow serious intentions. Lomov’s nervousness and tendency to argue over trivial issues highlight his flaws but also make him a relatable and comic figure in the context of the proposal. Natalya is eager to marry Lomov, but her quick temper and competitiveness turn the proposal into a chaotic event. Chubukov, while encouraging Lomov’s proposal, adds to the dramatic tension by becoming involved and fuelling the arguments. The marriage proposal is a satirical commentary on the society of his time, where marriage was seen as a practical arrangement rather than a romantic union. The petty disputes between Lomov and Natalya show the superficiality of their relationship, emphasising material concerns over-emotional connection. The proposal, which should have been a moment of joy and celebration, turns into a series of silly arguments, reflecting the foolishness of human nature. The title ‘The Proposal’ succinctly encapsulates the main plot of the play while also highlighting the underlying themes of conflict, humour, and societal critique. By focusing on a seemingly simple act of proposing marriage, Chekhov crafts a comedic yet insightful exploration of human relationships and priorities, making the title perfectly suited to the story. 5. Write a brief character sketch of Lomov.

(CBSE Question Paper, Set 2/1/2; 2022)

Ans: Ivan Vassilevitch Lomov is a central character in Anton Chekhov’s one-act play, ‘The Proposal’. He is a wealthy but hypochondriac landowner in his mid-thirties who seeks to marry his neighbour, Natalya Stepanovna. Lomov’s personality is a mix of nervousness, insecurity, and pride, which makes him a humorous and relatable figure. Lomov owns considerable land, making him a desirable match in terms of financial stability. However, his insecurity about his age and health drives Section C • The Proposal

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his urgency to marry Natalya, as he fears he might not find another suitable bride. Lomov is excessively concerned about his health. This trait adds to his comic persona but also reflects his overly sensitive and anxious nature. Despite his intention to propose, Lomov is easily drawn into petty arguments with Natalya over trivial matters. His pride leads to absurd conflicts that delay the proposal. Lomov’s clumsiness in expressing himself and his quick temper highlight his lack of confidence and emotional maturity. Despite the constant bickering, Lomov remains determined to marry Natalya, as he views marriage as a practical necessity rather than a romantic endeavour. His foolish persistence in resuming the proposal, even after fainting during an argument, underscores his comical and exaggerated sense of duty. Ivan Lomov is a character who embodies the humorous contradictions of human nature. His nervous energy, pride, and comical flaws make him a memorable figure in ‘The Proposal’, while also serving as a satirical representation of societal norms regarding marriage in Chekhov’s time. 6. Write a character sketch of Natalya. Natalya Stepanovna, in Anton Chekhov’s play ‘The Proposal’ is the daughter of Stepan Stepanovich Chubukov. She is a argumentative and strong-willed woman, somewhat past the usual marriageable age of the time. She displays a blend of stubbornness and vulnerability and is characterised by her sharp tongue and quick temper, which manifest during her heated arguments with Lomov. Despite her sharp tongue and argumentative nature, she harbours a deep-seated desire for marriage and companionship, highlighting her underlying insecurities. She is well aware of her societal position and the importance of securing a suitable match. Natalya’s interactions with Lomov reveal how she moves between pushing back and a longing for affection, making her a complex and multi-dimensional character. Her spirited nature and emotional unpredictability contribute to the comic elements of the play, while also shedding light on the societal pressures faced by women in her era. Ultimately, Natalya’s character is a fascinating study of contrasts and human desires. 263

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Assessment

2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks)

Scan to see answers.

1. Read the following extract carefully and answer the questions that follow. (2 × 5 = 10 marks) a. But, please, Stepan Stepanovitch, how can they be yours? Do be a reasonable man! My aunt’s grandmother gave the Meadows for the temporary and free use of your grandfather’s peasants. The peasants used the land for forty years and got accustomed to it as if it was their own, when it happened that…’ I. Who is the speaker of the above lines? (1) II. Why did his aunt’s grandmother give the Meadows to Stepan’s grandfather’s peasants? (1)

a. Why do you think Natalya Stepanova asks her father to call Lomov back when she hears that he has come with a proposal? (3) (CBSE Question Bank) b. The argument about the dogs reflects that both Lomov and Natalya love their respective dogs very much. Do you agree? Why/Why not? (3) (CBSE Question Bank)

c. Provide a brief insight into what Lomov and Natalya’s married life might look like. (3) (Competency-Based Question) d. How does Chubokov react when Lomov asks for the hand of his daughter in marriage? (3) (CBSE Question Paper, 2/2/1; 2019)

III. Why did the peasants treat the land as their own? (1) IV. What light do these lines throw on the speaker’s character? (2)

(CBSE Question Paper, Set 11; 2022)

b. ‘Then you make out that I’m a landgrabber? Madam, never in my life have I grabbed anybody else’s land and I shan’t allow anybody to accuse me of having done so. Oxen Meadows are mine!’ I. Who does Lomov address in this extract? a. Chubukov b. Natalya c. A servant d. A lawyer II. What is the argument about? a. A marriage proposal b. Ownership of land c. A hunting dog d. A loan dispute

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a. The principle ‘Forgive and Forget’ helps to maintain cordial relations with our neighbours. Do you think Anton Chekov conveys this message in the play ‘The Proposal’?

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b. The characters Nataly and Lomov lose their tempers about trivial issues. It shows their poor interpersonal skills and their lack of anger management. Suggest some ways that help you to maintain cordial relationships with people around you. (6) (Competency Based Question) c. Neighbours must have cordial relationships which Lomov and Natalya do not have. Describe the arguments between them. (6)

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III. How does Lomov react when accused of being a land grabber? (1) a. He calmly explains his claim. b. He agrees and apologizes. c. He becomes defensive and refuses to accept the accusation. d. He leaves the house angrily. IV. What will he not allow?

3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks)

d. Describe how Chekhov comments on human nature by using humour in the play ‘The Proposal’. (6)

e. ‘Forgiveness is the foundation of a cordial relationship.’ Do you agree? How is this message conveyed through the play, ‘The Proposal’?

(6)

(CBSE Question Paper, 2/5/2; 2023)

(2)

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Dust of Snow

—Robert Frost

About the Poet

Robert Frost (1874–1963) was the most highly honoured American poet of the 20th century, having received the Pulitzer Prize for poetry four times. He was admired for his depictions of rural life in New England, his command of American colloquial speech, and his realistic verse portraying ordinary people in everyday situations. Many of his poems produced lines that have deeply embedded themselves in the American consciousness, including ‘Good fences make good neighbours’ (from ‘Mending Wall’), ‘And miles to go before I sleep’ (from ‘Stopping by Woods on a Snowy Evening) and ‘I took the one less travelled by’ (from ‘The Road Not Taken’).

Summary

The poem ‘Dust of Snow’ by Robert Frost is a short poem with a powerful message. It beautifully captures how nature has the power to influence our emotions and change our perspective. The poem shows how a small event can change someone’s mood and outlook. The poem seems to instil hope in a person who feels lost and sad. The poet is in a sorrowful mood and is standing under a hemlock tree. It is the winter season where there is snow all around. The poem describes how a crow sitting on a hemlock tree shakes off some snow, which falls on the poet. The poet is awakened from his thoughts as the small particles (dust) of snow fall on him. The scene itself is metaphorical as it implies that the poet too can shake off the dust of gloomy thoughts from his mind. This simple action surprisingly lifts the poet’s spirits and makes the day, which seemed dull and which he regretted, feel better and worthwhile. He realises that he had wasted his day in self-pity and feeling dejected, and resolves to make the best of the remaining part of the day. Through this incident, Frost shows how even small and unexpected things in nature can bring positivity and hope. Ironically, the crow, which is associated with darkness, and the hemlock tree, which is a symbol of poison or death, become a source of comfort and joy. The crow, the hemlock tree, and the dusting of snow symbolise that good can come from situations that may initially seem dark or negative.

Theme of the Poem

The theme of Robert Frost’s poem ‘Dust of Snow’ centres around the power of nature to transform and the small, unexpected moments that can lift our spirits and change our outlook on life. The poem highlights how a seemingly insignificant event—a crow shaking snow from a tree—alters the speaker’s mood and redeems a day that he comes to regret. It underscores the idea that beauty, comfort, solace, and meaning can be found in the simplest occurrences, reminding us to appreciate life’s small joys and surprises. Frost’s use of traditionally negative symbols (crow and hemlock) to convey positivity and renewal reflects the poem’s central message that hope and redemption can be found even in unlikely places. It also touches on themes of renewal, optimism, and the interconnection between humans and nature.

Explanation

‘The way a crow Shook down on me The dust of snow From a hemlock tree.’

In this stanza, the poet describes a scene in winter when the trees are covered in snow. The poet describes a simple incident, when he is standing under a hemlock tree and is lost in thought of his gloomy day. A crow, sitting on the branch of a hemlock tree, shakes its wings, causing the snow to fall on the poet. The phrase ‘dust of snow’ refers to light, fine snowflakes that fall gently. The crow and hemlock are often associated with negativity—the crow can be a symbol of gloom, and the hemlock tree is poisonous, but they set the stage for a change in the speaker’s mood. Section C • Dust of Snow

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‘Has given my heart A change of mood And saved some part Of a day I had rued.’ In the second stanza, the poet reflects on how this small, seemingly insignificant event has a powerful effect on his mood. The word “rued” suggests that the poet had been feeling regretful or disappointed, possibly having a bad day or being in a bad state of mind. But the snow falling on him has lifted his spirits. The ‘change of mood’ is significant because it shows how even tiny moments, like the falling of snow, can change our perspective and bring joy, turning a day that felt wasted into one worth being appreciated. The poet suggests that even moments that seem ordinary or trivial—like a crow shaking snow from a tree—can lead to emotional change. It is ironic that something associated with darkness or gloominess (the crow and the hemlock) can turn into a moment of light and renewal. It teaches us that small moments in life can have a big impact on our mood and our day.

Glossary

hemlock: a poisonous tree with small white flowers rued: held in regret

Poetic Devices Rhyming Scheme

Metaphor

Enjambment

Symbolism

Symbolism is when an object, person, or event represents something beyond its literal meaning. Traditionally, crows are associated with darkness, mystery, or evil omens. In the poem, the crow may symbolise an ordinary or gloomy moment or even a sight to worsen the poet’s mood, however, the crow’s action has a positive effect on the poet. Hemlock is often associated with death and poison as every part of the tree is poisonous. The symbol of the crow and hemlock has been used by the poet to make the readers understand the seriousness of his misery and dejection. The snow, which is a symbol of the death of nature, here symbolises transformation and has a purifying effect on the poet’s dark mood.

Alliteration

Alliteration is repetition of the same consonant sound at the beginning of adjacent or closely connected words. For example, in ‘Has given my Heart’ and ‘And saved some part’.

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Imagery

Synecdoche

NCERT Solutions Thinking about the Poem

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II. Again, what is ‘a hemlock tree’? Why doesn’t the poet write about a more ‘beautiful’ tree such as a maple, an oak, or a pine?

III. What do the ‘crow’ and ‘hemlock’ represent — joy or sorrow? What does the dust of snow that the crow shakes off the hemlock tree stand for?

Ans: The crow and hemlock tree are traditionally symbols of sorrow or darkness. The crow is usually associated with gloom, and the hemlock is linked with poison and death.

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Ans: Yes, there have been many such moments in my life when I felt lonely, depressed and hopeless. These moments sometimes have been a result of my own actions and other times they were caused by others. There have been times when I felt down, especially during stressful school exams. One afternoon, I was feeling really overwhelmed, but when I stepped outside and felt the cool breeze on my face, I noticed the blooming flowers in the garden. It was a small, quiet moment, but it made me pause and realize how much beauty there is in simple things. That moment helped me feel calmer and more positive.

Additional Questions

That’s a great set of wheels! (Set of wheels has been used for car.)

Pick an example of synecdoche from the poem. (1)

c. The dust of snow / From a hemlock tree

d. And saved some part / Of a day I had rued V. Choose the option showing the reason NOT corresponding with ‘... a crow Shook down on me/The dust of snow’. (1) a. The crow’s landing on the branch of the tree.

b. The shivering of the crow, due to the cold.

c. The readjustment of position of the crow on the branch. (CBSE Question bank)

I. Of the many symbols the hemlock tree represents, choose the one that Frost drew upon in all likelihood, for this poem. (1) Symbol of a. longevity. b. togetherness. c. healing. d. protection. II. Choose the option that lists the possible feelings of the poet prior to the experience shared in the poem. (1) i. reassured ii. disappointed iii. curious iv. demotivated v. thankful vi. disheartened vii. impulsive a. i, iii & vii c. v & vii

E.g.

b. The way a crow / Shook down on me

1. Read the following extract carefully and answer the questions that follow. The way a crow Shook down on me The dust of snow From a hemlock tree

IV. Synecdoche is a poetic device that uses a part to represent the whole.

a. Has given my heart / A change of mood

Extract-based Questions

Has given my heart A change of mood And saved some part Of a day I had rued.

b. I am sure she rued the day she listened to a fortune-teller. c. It wasn’t long before I rued my disobedience and my deceit. d. Others finally rue the one who is dishonest and heartless.

b. ii, iv & vi d. i & iii

III. Identify the option that DOES NOT use the word ‘rue’ correctly. (1) a. The film was a disaster and he rued his decision to act in it.

d. The cawing of the crow hidden in the foliage.

Ans: I. c. healing. II. b. ii, iv & vi III. d. Others finally rue the one who is dishonest and heartless. IV. a. Has given my heart / A change of mood V. d. The cawing of the crow hidden in the foliage. 2. Read the following extract carefully and answer the questions that follow. The way a crow Shook down on me The dust of snow From a hemlock tree I. What mood is created in the poem when the crow shakes the dust of snow? (1) a. Cheerful and happy b. Reflective and uplifting c. Fearful and tense d. Sad and gloomy

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II. How does the poet use the crow and the hemlock tree as symbols in the poem? (1) a. To represent sorrow and bitterness b. To show that small, dark events can bring unexpected joy c. To convey the beauty of nature in its purest form

d. To highlight the harshness of winter III. hat does ‘dust of snow’ most likely refer to in the poem? (1) a. Fine snowflakes shaken from a tree b. The dirt mixed with snow c. A pile of fallen snow on the ground d. The crow’s feathers covered with snow IV. What does the word ‘shook’ in the poem suggest about the crow’s action? (1) a. The crow flapped its wings gently. b. The crow caused a light movement. c. The crow moved aggressively. d. The crow perched quietly. V. What can we infer about the poet’s feelings after the crow shakes the dust of snow? (1) a. He feels irritated and annoyed. b. He experiences a sense of calm and hope. c. He becomes more aware of the dangers around him. d. He feels that his day has been completely ruined.

Ans: I. b. Reflective and uplifting II. b. T o show that small, dark events can bring unexpected joy III. a. Fine snowflakes shaken from a tree IV. b. The crow caused a light movement. V. b. He experiences a sense of calm and hope. 3. Read the following extract carefully and answer the questions that follow.

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III. Identify the literary device: ‘The dust of snow / From a hemlock tree’ a. Personification b. Symbolism c. Simile d. Alliteration

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IV. What message does the poet convey through this poem? (1) a. Small actions can have a significant impact on our emotions. b. Nature is indifferent to human feelings and emotions. c. Sadness is a part of life that cannot be changed. d. The crow and snow symbolize permanent sorrow. V. Which emotion is central to this poem? (1) Ans: I. c. An agent of change and unexpected joy II. d. t he small incident made him appreciate the day III. b. Symbolism IV. a. Small actions can have a significant impact on our emotions. V. The central emotion is relief or contentment. Answer the following questions in about 40–50 words.

Has given my heart A change of mood And saved some part Of a day I had rued.

Section C • Dust of Snow

II. Complete the sentence. (1) The poet’s mood changed because ________. a. the crow frightened him b. the snow reminded him of winter beauty c. the hemlock tree symbolized life’s sorrows d. the small incident made him appreciate the day

Short Answer Questions

The way a crow Shook down on me The dust of snow From a hemlock tree

I. What does the crow symbolise in these lines? a. Wisdom and guidance

b. Sorrow and despair c. An agent of change and unexpected joy d. Strength and resilience

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1. Rationalise what you think the poet was probably doing when the dust of snow fell on him? (CBSE Question Bank) Ans: The poet was likely walking under the hemlock tree, feeling regretful or upset about something. The sudden dusting of snow, caused by the crow, distracted him from his thoughts, bringing a refreshing change in his mood and drawing his attention to the small, unexpected beauty of the moment.

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2. What does the presence of a hemlock tree tell you about the setting of the poem?

(CBSE Question Bank)

Ans: The presence of a hemlock tree in the poem suggests a natural, possibly quiet and isolated setting which is somewhat dark and sombre. Hemlock trees are often associated with poison and death, symbolizing the poet’s initial melancholic mood. However, the falling snow, which symbolises purity, changes this, offering a contrast between the sombre setting and the uplifting moment.

3. The dusting of snow on account of the crow helped make the poet’s day better. How do you think the crow’s droppings might have impacted on the poet? (CBSE Question Bank) Ans: In ʽDust of Snowʹ by Robert Frost, the dusting of snow lifts the poet’s mood and brightens his day. However, if it had been crow droppings instead, it would have made the poet’s already regretful day even worse, evoking negativity. This contrast illustrates how minor events in nature can significantly affect our emotions, depending on how they are perceived.

6. ‘Dust of Snow’ is one of Frost’s most loved poems. Elaborate why you think this is so. (CBSE Question Bank)

Ans: ‘Dust of Snow’ is loved for its simplicity and deep symbolism. The poem highlights how a small, natural event—a crow shaking loose some snow—can change one’s mood. Frost uses everyday nature to convey a powerful message about how little things can bring unexpected joy, making it relatable and uplifting for readers.

7. The poem evokes a sense of black and white. Justify. (CBSE Question Bank)

Ans: The poem evokes a sense of black and white through the contrasting imagery of the hemlock tree, crow, and snow. The hemlock tree, symbolizing negativity and darkness, contrasts with the white, pure snow. Amidst the white landscape filled with snow, the black crow helps clear the blackness from the poet’s mind and heart. This interplay of dark and light mirrors the poet’s emotional shift from gloom to hope, where the sorrow depicts ‘black’ and happiness or hope depicts ‘white’.

4. How does the crow’s action of shaking the snow symbolise a change in the poet’s outlook?

Ans: In ʽDust of Snowʹ by Robert Frost, the crow’s action of shaking the snow symbolises a shift in the poet’s outlook. The falling snow, a simple act of nature, uplifts the poet and transforms his mood. It suggests that even small, unexpected moments can bring positivity and change one’s perspective on an otherwise gloomy day*. 5. How does the poet use nature to convey a deeper message about life in the poem?

Ans: In ʽDust of Snowʹ by Robert Frost, the poet uses nature—the hemlock tree, the crow, and the falling snow—to convey a deeper message about life. The setting, typically associated with gloom, contrasts with the uplifting impact of the snow. This juxtaposition suggests that even seemingly negative or overlooked elements of nature can inspire positivity and renewal, reminding us that even brief, ordinary moments experienced in nature can change our outlook on life and bring unexpected joy, highlighting the importance of finding hope in unexpected places.

8. The crow and hemlock are usually used as negative references in literature. How is this different in this poem?

(Competency-based Question) (CBSE Question Bank)

Ans: In this poem, the crow and hemlock, typically associated with negativity and evil, take on a more positive role. The poet has used the two elements in an unconventional way. The crow’s action of shaking the snow from the hemlock tree unexpectedly lifts the poet’s spirits, transforming these symbols of darkness into agents of change, bringing hope and renewal to his day. 9. It is our attitude towards a situation that makes it positive or negative. Do you agree with it? Express your views with the reference of the poem ‘Dust of Snow’. Ans: I agree that our attitude determines whether a situation feels positive or negative. In ʽDust of Snowʹ by Robert Frost, the poet, who was feeling sad and regretful, could have seen the crow and the hemlock tree—symbols often linked to sorrow—as gloomy. However, he chooses to focus on the falling snow, which lifts his spirits and brightens his day. This illustrates how a

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positive perspective can turn an ordinary or unpleasant moment into something uplifting and meaningful. 10. As a crow you feel highly injured by the incorrect perception humans have about your species. Imagine yourself to be a crow and write your opinion about this prejudice. Make a case for breaking stereotypes. (CBSE Question Bank) Ans: I, the crow, feel really bad. People have such a wrong perception of me. I am misunderstood. People see us as symbols of evil or bad luck, but we play a very important role in nature— cleaning the environment and spreading seeds. God made us black and gave us coarse voice, but have you ever taken the trouble to appreciate the shimmering range of colours of our feathers when seen in the sun? We are also known for our intelligence! We too can bring joy and sorrow like any bird. Judge us by our actions, not myths, and appreciate the beauty in diversity.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Imagine that Frost is of the present day and has been invited to write for an e-zine—‘Teen Talk’. He chooses to draw upon his experience with the crow and the dusting of snow to share his thoughts on ‘Every cloud has a silver lining’.

Ans:

(Competency-based Question) (CBSE Question Bank)

Every Cloud Has a Silver Lining By Robert Frost

Life often feels dark and is filled with unexpected challenges, but even in such moments, hope exists. One winter’s day, as I stood under a hemlock tree, weighed down by sadness, a crow above me gave me a light shower of snow. It was so unexpected that I had to see the humorous side of it. This simple act transformed my mood and reminded me that even in gloom, beauty and unexpected change are possible. This small event taught me that even dark times hold hidden blessings if we pause to notice them. Like the dust of snow lifted my spirits, we too can find light in life’s shadows. To all teenagers reading this: remember, hardships often carry seeds of hope. Look for the silver lining—it is always there, waiting to inspire and heal. Section C • Dust of Snow

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2. Imagine Robert Frost from a Dust of Snow met with Lencho from ‘A Letter to God’ and discussed the various ways nature can influence a person’s mood. Create the conversation in not more than 120 words.

You may begin this way: Lencho: As a farmer, my livelihood depends on nature and sometimes nature can be cruel.

(CBSE Sample Question Paper; 2024)

Ans: Lencho: As a farmer, my livelihood depends on nature, and sometimes nature can be cruel. The storm last year destroyed my crops, and all I could see were ruined fields. To a passerby, it might have looked like just a sight of nature’s force, but to me, it was a sight of plight.

Frost: I can understand that, Lencho. Nature’s impact can vary for different people. What may seem like a struggle for you could inspire someone else, but for you, it was a moment of despair.

Lencho: Exactly. While others may admire the scene, all I could think of was how my family would starve. The crops were everything to us, and without them, hunger was inevitable.

Frost: But have you noticed how nature sometimes changes our mood unexpectedly? Once, I was overwhelmed by gloom, but then a simple thing—a crow shaking the dust of snow off a branch—lifted my spirits. It was a small, unexpected act of nature, yet it was enough to change my mood, reminding me that even the darkest moments can have a silver lining.

Lencho: It seems nature has a way of offering hope when we least expect it. It has the power to influence one’s mood in a good or a bad way.

3. Explain how the setting of a story or a poem can enhance its plot with reference to ‘Dust of Snow’ and ‘Tea from Assam’.

(CBSE Practice Paper 2022–23)

Ans: In both ‘Tea from Assam’ and the poem ‘Dust of Snow’, the setting plays a pivotal role in enhancing the mood and plot of the stories. In ‘Tea from Assam’, the lush, green tea gardens of Assam provide a vivid backdrop that highlights the cultural and natural beauty of the region. The setting helps create a contrast between Rajvir’s urban upbringing and Pranjol’s rural surroundings, evoking a sense of excitement and curiosity in Rajvir. The vast, tranquil tea gardens symbolise the 271

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simplicity and richness of life in Assam. Similarly, in ‘Dust of Snow’, the setting of a snowy day in a forest serves as a symbolic representation of change. The snowfall, a seemingly small and trivial event, has a profound impact on the poet, shifting his mood from despair to hope. The cold, isolated atmosphere mirrors the poet’s emotional state, yet the crow’s act of shaking down the snow brings a moment of joy and a shift in perspective. In both works, the settings are not merely backdrops but active participants, shaping the emotional journey of the characters and influencing their thoughts and actions. 4. The crow and the hemlock tree symbolize negativity but bring a positive change in ‘Dust of Snow’. Compare this use of symbolism with the lesson of hope in ‘Nelson Mandela: Long Walk to Freedom’. Ans: In ‘Dust of Snow’, Robert Frost uses traditionally negative symbols, such as the crow and the hemlock tree, to convey a transformative message. While these symbols are often linked to coldness, gloom, and misfortune, they serve as catalysts for a positive shift in the poet’s mood, symbolising renewal and hope. Similarly, in ‘Nelson Mandela: Long Walk to Freedom’, Mandela finds hope even in adversity. Despite facing harsh treatment in prison, he notices fleeting moments of humanity in the guards, such as a small gleam in their eyes, which reignites his hope. Both works illustrate the transformative power of perspective and resilience, showing how even the bleakest circumstances can lead to profound renewal. Frost and Mandela inspire us to find positivity and hope, even in the face of challenges, reminding us that small moments can drive significant change. 5. Imagine that the tallest oak in ‘Trees’ and the hemlock tree in ‘Dust of Snow’ share a conversation about their speakers (The ‘I’ in the poems). Write this conversation between the two trees.

You may begin like this:

Oak: Adrienne chose to stay indoors on the significant full moon night, you know.

Hemlock: Hmmm… Robert was out. Out in the snow that day. What do you think Adrienne might have been thinking?

Oak: Well…I feel _______________ Why do you think Robert might have been out on a snowy day? Hemlock: ____________________

(CBSE Question Bank)

Ans: Oak: Adrienne decided to stay inside on that significant full moon night, did you know?

Hemlock: Hmmm… Robert, on the other hand, ventured out into the snow that day. What do you think might have been going through Adrienne’s mind? Oak: Well, I believe Adrienne might have been deeply absorbed in her thoughts, perhaps not fully realising the beauty and importance of the world outside. She could have been preoccupied with her own troubles, unable to connect with the changes happening in the natural world around her, like we do. Hemlock: That’s possible. But Robert Frost’s speaker, even in the cold, seemed to find comfort and renewal through nature. The snowfall became a symbol of change, offering him a chance to see things differently, to find a moment of peace amidst life’s turmoil. Oak: You’re right, Hemlock. It’s fascinating how poets’ choices can reflect their outlooks. While Adrienne, focussing on our departure, might represent a struggle against constraints, Robert, amidst the snow, uncovers hope in the most unexpected places. Both convey the profound connection between human life and the natural world. Hemlock: Absolutely, Oak. We, as natural symbols, reflect the poets’ themes, representing different layers of the human experience and offering insights into their emotional journeys.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 5 marks)

a. The way a crow

Shook down on me

From a hemlock tree

The dust of snow

Has given my heart A change of mood

And saved some part Of a day I had rued.

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I. The central theme of the poem is….

(1)

II. What did the crow do to the hemlock tree? (1) III. The poet uses a poetic technique that represents a part of something that is substituted from the whole, when he mentions that his heart was given a change of mood but it’s not only his heart but his entire self who has been given a change of mood. The poet has tried to employ is ___________ (1) IV. What does the poet mean when he says, ‘had saved some part of the day’? (2) b. The way a crow

Shook down on me The dust of snow

From a hemlock tree

I. What is the impact of the 'dust of snow' falling on the poet? (1) a. It makes him sad b. It ruins his mood

c. It uplifts his spirits

d. It makes him afraid II. State True or False.

(1)

The crow is a symbol of joy and happiness in the poem.

III. Identify and explain the poetic device used in the line below. (2) 'The way a crow shook down on me the dust of snow.'

IV. How does the poet’s mood change in the poem? (1)

Section C • Dust of Snow

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2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. How does the poet convey that simple moments can change one’s mood in ‘Dust of Snow’? b. Why does the poet use a crow and a hemlock tree instead of more beautiful symbols in the poem? c. How does the poet demonstrate that small actions can have a significant impact in the poem ‘Dust of Snow’? d. How does the crow contribute to the poet’s realization in the poem ‘Dust of Snow’? 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. It is our attitude towards a situation that makes it positive or negative. Do you agree with it? Express your views with reference to the poem ‘Dust of Snow’. b. What mood of the poet is reflected in the poem ‘Dust of Snow’ initially? What images are used by the poet to bring about the effect? Comment. (CBSE Question Paper, 2/1/2; 2023–24) c. In ‘Dust of Snow’, a trivial act changes the poet’s perspective. Compare this to the effect of the letter from the postmaster in ‘The Letter to God’. How do small actions have larger emotional consequences? d. In ‘Dust of Snow,’ Robert Frost shows how small events in nature can lead to emotional transformation. Analyse the use of symbols in the poem and connect the poem’s message to a personal or relatable experience.

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Fire and Ice

—Robert Frost

About the Poet

Robert Frost (1874–1963), an acclaimed American poet, was born in San Francisco on 26 March 1874. He moved to Massachusetts after his father’s death in 1885. Although he attended Dartmouth College and Harvard University, he never earned a degree.

Frost’s work primarily explores themes of nature, human emotion, and social issues. His poetry imparts deep meaning through simple and conversational language. He published over a dozen anthologies in his lifetime and received four Pulitzer Prizes for Poetry, making him one of the most honoured poets in American history. Frost spent much of his life teaching and lecturing at various colleges. He was also a poet laureate, inspiring many with his words and wisdom. Frost’s work provides readers with profound reflections on human experiences.

Summary

The poem, ‘Fire and Ice’, was written by Robert Frost in 1920. It was likely inspired by conversations about the apocalypse following the end of World War I. It opens with a statement that there are two views about how the earth will end—in fire or ice. Fire is used as a metaphor for intense human desire, which can consume and destroy just as easily as the natural element of fire. Ice, on the other hand, represents cold indifference and hatred, which can also lead to the ruin of mankind. The poet favours the idea that the world will end in fire but states that if the world were to end twice, destruction by ice would also be a possibility. Frost’s use of simple, direct language adds to the poem’s power, making its message clear and impactful.

Theme of the Poem

The poem ‘Fire and Ice’ revolves around the destructive potential of human emotions—desire and hatred. Robert Frost uses the elements of fire and ice as metaphors for two human forces which have the power to destroy the world. Fire represents desire, intense passion and greed, while ice symbolises hatred, indifference and coldheartedness. Both emotions, though opposites, possess the ability to cause immense harm and even lead to the destruction of the world. The poem highlights how unchecked emotions can have catastrophic consequences, whether through fiery, impulsive actions or the cold, calculating effects of hatred and apathy.

The poem’s concise and thought-provoking lines urge readers to reflect on the importance of balance and selfcontrol in life. The universal appeal of the poem lies in its timeless relevance, as it mirrors the ongoing struggles within human nature and the need for emotional awareness to avoid devastation. Frost lived through both world wars and wrote ‘Fire and Ice’ after the First World War. Perhaps, if world leaders had taken Frost’s message to heart, the Second World War and the Nazi atrocities may not have happened and neither would current world leaders be so keen to arm their countries with nuclear and bioweapons.

Explanation

ʽSome say the world will end in fire, Some say in ice.

From what I’ve tasted of desire

I hold with those who favour fire.ʹ The poem opens with two opposing arguments of how the world would end. Some individuals have a firm belief that fire will cause the end of the world. ‘Fire’ symbolises intense emotions like desire, passion and greed, which 274

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can consume and destroy everything in their path. Based on his own experiences with desire, the poet aligns with those who believe fire would be the more likely cause of destruction. This reflects the idea that uncontrolled human passions can lead to chaos and self-destruction. The stanza introduces the central metaphors in the poem, illustrating how human emotions, whether fiery or cold, have the potential to bring about catastrophic consequences. ʽBut if it had to perish twice,

I think I know enough of hate

To say that for destruction ice Is also great

And would suffice.ʹ In these lines, Frost shifts his focus to ‘ice’, symbolising hatred, indifference, and cold-heartedness. While he initially supports the idea that ‘fire’ (desire) could destroy the world, he acknowledges that if the world were to perish a second time, ‘ice’ would be an equally powerful agent to end it. Ice symbolises hatred which can lead to self-destruction as well as societal destruction. Frost draws on his understanding of hate to suggest that its slow, cold and calculating nature can cause just as much harm as fiery passion. The phrase ‘would suffice’ implies that hatred’s destructive power would be sufficient to end the world, highlighting its treacherous and lasting nature. The poet uses this stanza to emphasise the duality of human emotions—both burning desire and freezing hatred are capable of immense destruction. This serves as a warning about the dangers of unchecked emotions, urging readers to reflect on the consequences of their actions and feelings.

Glossary

tasted of desire: experienced of desire

desire: a very strong feeling of wanting to have something favour: support

perish: die or be destroyed suffice: be enough

Poetic Devices Metaphor

A metaphor is a way of comparing two things by saying one thing is another, without using ʽlikeʹ or ʽasʹ. Robert Frost uses the metaphors of fire and ice to explore human emotions and the potential of each to cause the end of the world. These metaphors serve as powerful symbols representing different aspects of human behaviour and their destructive capabilities. ‘Fire’ represents desire, passion and greed, which can lead to destruction. ‘Ice’, on the other hand, symbolises hatred, indifference and coldness, which can also cause harm. These metaphors make the abstract emotions more vivid and relatable, showing how extreme feelings can destroy the world, both literally and metaphorically.

Overall, the use of fire and ice as metaphors adds depth to the poem, allowing Frost to convey complex ideas about human emotions and their consequences in a concise and impactful way.

Symbolism

Symbolism is when an object, person or event represents something beyond its literal meaning. Here the poet has utilised two inanimate forces, Fire and Ice, to symbolise the human traits of desire and hatred respectively. Fire symbolises the jealousy and envious feelings invoked due to a multitude of desires. Contrary to this, ice symbolises the hatred within individuals which may lead to indifference, coldness or bitterness. Both these human emotions can destroy the world. Section C • Fire and Ice

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Alliteration

Alliteration is the repetition of the same consonant sound at the beginning of adjacent or closely connected words. The alliteration supports the casual conversational tone of the poem. ʽSome say the world will end in fire, Some say in ice

I hold with those who favour fire.ʹ

Imagery

Imagery refers to the use of descriptive language that appeals to the senses, helping the reader to visualise scenes and experience emotions. Both lines: ‘Some say the world will end in fire’ and ‘To say that for destruction ice Is also great’, helps the readers to envision these scenarios in their minds.

Enjambment

Enjambment is the continuation of a sentence or thought beyond the end of a line or stanza without a pause. ʽTo say that for destruction ice Is also great

And would suffice.ʹ

Besides supporting the rhyme scheme, the placement of ‘ice’ at the end of the line instead making it part of the next line (where it seems to belong), focusses the attention on the irony of the line ‘Is also great’.

Irony

Irony is when something happens or is presented in a way that is opposite to what you expect. Readers would expect the poet to present the topic of the end of the world in a more serious manner and yet Frost’s tone is calm, contemplative and detached. The tone of the poem contrasts sharply with the gravity of the subject, creating a sense of irony.

Personification

Personification is when inanimate objects are given human qualities. Both Fire and Ice exhibit human-like qualities and possess the mind and power to destroy the world.

Antithesis

Antithesis is a literary device where two opposite ideas are placed together in a sentence to create a contrasting effect. Fire is the opposite of ice.

Assonance

Assonance is the repetition of vowel sounds in nearby words to create a rhythmic or musical effect. In the line, ‘I hold with those who favour fire,’ the long ‘o’ sound in ‘hold’ and ‘those’ adds a musical quality.

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NCERT Solutions Thinking about the Poem

1. There are many ideas about how the world will ‘end’. Do you think the world will end some day? Have you ever thought what would happen if the sun got so hot that it ‘burst’, or it grew colder and colder? Ans: In ‘Fire and Ice’, Robert Frost explores two contrasting ideas about the world’s end—one through fire, symbolising intense desire and passion, and the other through ice, symbolising coldness and hatred. While the poem focusses on human emotions, it also raises questions about the physical end of the world. The destruction of the world is one of the prime concerns around which multiple theorists have built their predictions. Yes, the end of the world is inevitable, and I believe it will be destroyed. If the sun became too hot and ‘burst,’ it would likely cause extreme heat and destruction—it would burn everything in its path. On the other hand, if the sun grew colder, it would lead to an icy, lifeless world, much like the metaphor for ice. Both scenarios suggest that extremes— whether fiery or icy—would lead to the end of life as we know it. These ideas remind us of the delicate balance in nature and how small changes can have a profound impact. 2. For Frost, what do ‘fire’ and ‘ice’ stand for? Here are some ideas: greed avarice conflict fury insensitivity coldness

cruelty intolerance indifference

lust rigidity hatred

Ans: Fire stands for greed, avarice, lust, conflict, and fury, while Ice stands for cruelty, rigidity, intolerance, insensitivity, coldness, indifference and hatred. These human traits have the capability to destroy the world. 3. What is the rhyme scheme of the poem? How does it help in bringing out the contrasting ideas in the poem? Ans: The rhyme scheme of Robert Frost’s ‘Fire and Ice’ is ABAA BCBCB. This simple yet effective structure consists of two stanzas. The rhyme scheme plays a key role in bringing out the contrasting ideas of ‘fire’ and ‘ice’ in the poem. The first stanza uses the ‘fire’ metaphor, evoking Section C • Fire and Ice

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a sense of desire and intensity, while the second stanza introduces ‘ice,’ which symbolises coldness and detachment. The rhyme scheme helps unify these opposing ideas, smoothing the transition between fire and ice. The steady rhythm links the two ideas, showing that both passion (fire) and coldness (ice) can lead to destruction. The rhyme makes the connection between these opposing forces clear and highlights their equal power to bring about an end.

Additional Questions Extract Based Questions

1. Read the following extract carefully and answer the questions that follow. Some say the world will end in fire Some say in ice. From what I’ve tasted of desire I hold with those who favour fire. I. What does ‘fire’ symbolise here? a. isolation b. cruelty c. passion d. hatred

(1)

II. What is the central theme of the poem? (1) a. Human emotions can destroy the world. b. Fire will burn the earth c. The earth will be hit by an iceberg d. Volcanic eruptions will lead to the end of the world III. Identify the poetic device used in the given line: ‘Some say the world will end in fire’. a. Enjambment b. Simile c. Antithesis d. Alliteration

(1)

IV. What force does a poet think will lead to the destruction of the world? (1) a. Desire b. Possessiveness c. Generosity d. Compassion V. What makes the poet believe that fire will be the cause of destruction? (1) a. The love and compassion among individuals is increasing rapidly. b. Hatred, leading to cruelty among individuals, is increasing rapidly. c. Greed, which is the desire for materialistic possessions, is common. d. Humanity is making the world more peaceful and harmonious. 277

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Ans:

I. c. Passion

II. a. Human emotions can destroy the world

III. d. Alliteration IV. a. Desire

V. c. Greed, which is the desire for materialistic possessions, is increasing rapidly

2. Read the following extract carefully and answer the questions that follow. But if it had to perish twice,

I think I know enough of hate

To say that for destruction ice Is also great

And would suffice. I. Ice is personified as which of the following human traits? a. Compassion b. Cruelty c. Care d. Calmness

(1)

II. Which of the following sentences have correctly used the term ‘perish’? (1) a. The flowers will perish if they are not watered. b. The chef will perish the vegetables before cooking. c. The scientist is trying to perish the harmful bacteria. d. The town will perish due to its rapid development. III. How does the reference to ice help develop the theme of the poem? IV. Which of the following can be used in the place of ‘suffice’ in the context of the poem? a. destruct b. grow c. too much d. be enough Ans:

(2)

(1)

I. b. cruelty II. a. The flowers will perish if they are not watered. III. Ice, representing coldness and hatred, contrasts with fire (desire) in the poem. The reference to ice suggests that destructive forces don’t always have to be passionate or fiery; sometimes, the cold, calculated nature of hate can also cause destruction, highlighting the poem’s theme of how extremes in human emotions can lead to downfall and destruction. IV. d. be enough

3. Read the following extract carefully and answer the questions that follow. Some say the world will end in fire Some say in ice. From what I’ve tasted of desire I hold with those who favour fire.

But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice. (CBSE Question Bank)

I. Choose the correct statement about the given poem. (1) a. Fire and ice are images – they help the readers visualise the power of nature over man. b. Fire and ice are symbols – not of natural disasters, but of humanity’s ability to create disasters of its own c. Fire and ice are elements – not of Nature but man-made and possess the ability to create havoc for mankind. d. Fire and ice are agents – they change the thinking of mankind from negative to positive and bring harmony.

II. Select the options that correctly classify the connotations for fire and ice, as suggested in the poem. (1) i. Rage ii. Violence iii. Indifference iv. Hate v. Greed III. Identify the most likely tone of the poet in the lines ‘I hold with those who favour fire. I think I know enough of hate To say that for destruction ice’. (1) a. Sarcastic b. Depressing c. Joyful d. None of the above IV. Which of the following words can replace the word underlined in the following sentence: I hold with those who favor fire a. disbelieve b. support c. betray d. belittle

(1)

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V. Complete the analogy with reference to the text. (1) Wish : Desire : : Die : __________ a. Flames b. Perish c. Develop d. Flourish Ans: I. b. Fire and ice are symbols- not of natural disasters, but of humanity’s ability to create disasters of its own II. Fire- ii, iv; Ice- i,iii,iv III. a. Sarcastic IV. b. support V. b. Perish

4. Read the following extract carefully and answer the questions that follow. But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice.

(CBSE Sample Question paper; 2023–24)

I. Fill the blank with one word. (1) When the speaker says that ice could also bring about the end of the world, he refers to __________, as the means of destruction. II. What does the speaker’s alignment with those who favour ice, suggest? (1) III. Which of the following best describes the speaker’s attitude towards destruction caused by ice? a. Indifferent b. Fearful c. Dismissive d. Respectful

(1)

IV. Comment on the poet’s use of language in these lines. (2) Ans: I. hate/ hatred II. The speaker’s alignment with those who favour ice suggests that he believes hatred, like desire, is a powerful and destructive force. He says he has experienced hate and acknowledges the potential of ice (hatred) to bring about destruction. He is aware of the dangerous impact it can have. III. d. Respectful IV. In these lines, the poet uses simple yet impactful language to convey the idea of destruction. The use of ‘perish’, ‘suffice’, and ‘great’ gives a sense of finality and certainty to the potential end of the world. By choosing ‘ice’ as a destructive force, the poet contrasts coldness and hatred with Section C • Fire and Ice

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fire and desire, creating a striking image of two opposite emotions capable of causing devastation. The calm, measured tone in these lines contrasts with the intense emotions of fire, showing how even the coldness of hatred can lead to ruin.

Short Answer Questions

Answer the following questions in 40–50 words. 1. Briefly write about the ideas about how the world will end. (CBSE 2016) Ans: Throughout this poem, Frost has highlighted the two contrasting forces which can lead to the destruction of the entire mankind. He has peculiarly employed contrasting natural elements ‘Fire’ and ‘Ice’ in order to symbolise the desires and greed as well as hatred and cruelty. Frost himself believes that the greedy aspirations of individuals will doom mankind but says that indifference and hate can do the same. 2. Explain why the poet personally holds the conviction that the world will primarily end in fire. (CBSE Additional Sample Question Paper; 2023) Ans: Frost has illustrated both the means which can result in the destruction of the world: fire and Ice, but he believes that fire will be the ultimate source on destruction. Here, fire is representative of the multitude of human desires which invokes feelings of jealousy, greed and envy within the individuals. The poet believes that these hold the power to disrupt mankind as he has personally been a victim of such scenarios. 3. To say that for destruction ice is also great for the poet, what does ‘ice’ stand for? How is it sufficient to bring destruction? (CBSE 2014) Ans: Ice in the poem, ‘Fire and Ice’, stands for hatred, coldness, and indifference. It symbolises the chilling effects of human apathy and the absence of warmth or compassion. Ice can bring destruction because, just like fire, it has a powerful and devastating impact on human relationships and the world. Ice embodies the slow, freezing, and numbing effect of hatred and indifference. Hatred and cold indifference can lead to the breakdown of communication, relationships, and even societies. When people are indifferent or filled with hatred, they fail to connect, understand, or support each other, which can result in division, conflict, war, and ultimately, destruction. 279

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4. ‘Fire and Ice’ was first published in 1920. Briefly explain how the First World War might have influenced the theme of the poem. (CBSE Question Bank)

Ans: The First World War, which ended in 1918, left a lasting impact on literature and thought. Many writers reflected on the human condition, destruction and the consequences of extreme emotions. Robert Frost highlights the horrors of war and its impact on humanity and addresses the possibility that the emotions that lead to war can ultimately lead to total annihilation. He explores the destructive power of intense feelings like desire (fire) and hatred (ice). The war proved how men’s desire for technological, economical and intellectual advancement can weave path to self-destruction. The poem reflects the tension and conflict of the time, suggesting that human passions, whether passionate desire or cold hatred, can bring about the end of the world 5. What does the poet imply when he says: ‘But if it had to perish twice’? Ans: When the poet says, “But if it had to perish twice,” he implies that if the world were to end a second time, it could be caused not by fire (desire) but by ice (hatred). This suggests that both intense emotions, desire and hatred, have the power to lead to destruction. The phrase highlights the idea that even after one type of destruction (fire), a different kind of equally powerful force (ice) could bring about the end again. It emphasises the destructive potential of both extremes of human emotion.

6. Has Robert Frost written ‘Fire and Ice’ from a pessimistic lens? (CBSE Question Bank) Ans: The readers can perceive that Frost has adopted a pessimistic lens in writing the poem ‘Fire and Ice’. He has built the poem around the central idea of destruction of the world. Through this poem, he claims that humanity and mankind is doomed by their emotions that will ultimately lead to total destruction. 7. Evaluate the line – ‘Some say the world will end in Fire/Some say in ice’– in the context of volcanic eruptions, forest fires, meteor collisions, melting ice caps etc. (CBSE Question Bank) Ans: This line outlines the two possibilities which can lead to the devastation of mankind—fire and ice. The poet has personified these elements

to represent the human traits of greed and hatred. Furthermore, through a literal lens these elements can also be seen as natural calamities like forest fires and melting icecaps. This depicts the power of natural disasters to destroy the entire earth in mere seconds. Exploitation of the environment by humans has led to the increased occurrence of many natural calamities. These human-induced changes, such as climate change, have made the world more vulnerable to catastrophic events, further emphasizing the destructive forces of fire and ice. Thus, the poem subtly warns of the consequences of actions that can lead to the destruction of the planet, such as cutting down forests and exhausting our natural resources. 8. Justify how the speaker’s tone in ‘Fire and Ice’ contrasts with the serious theme of the poem. (Competency Based)

Ans: Robert Frost uses his poem ‘Fire and Ice’ to convey his personal beliefs concerning the end of the world. The poem is woven around the theme of the destruction of mankind and how emotions and human actions can lead to this. He has employed a relaxed and conversational tone which underscores the seriousness associated with this topic. In a very casual manner, he makes the readers aware that mankind is doomed.

Long Answer Questions

Answer the following questions in 100–120 words.

1. Describe how extreme behaviour can hasten the end of the world with respect to ‘Fire and Ice’. (CBSE 2013)

Ans: In the poem ‘Fire and Ice’, Frost has personified the natural elements in order to showcase the extreme forms of the human traits which can result in the destruction of mankind. He has associated fire with greed and excessive desire for conquest which consumes individuals and creates a sense of jealousy filling the society with bitterness. This shows that uncontrolled and unchecked desires and ambitions can result in the end of the world.

Contrary to this, Frost uses ice to demonstrate the hatred and cruelty which dwells in the hearts of individuals. This leads to a rigid, insensitive attitude towards others, creating indifference

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and isolation in society. Therefore, the poem suggests that intense human emotions, whether driven by desire or hatred, have the power to bring about the end of the world. 2. Most of your classmates, like Frost, feel that man’s greed and rage or hate would lead the world to its destruction. You feel that the ‘fire and ice’ in mankind can be addressed to create a harmonious world. Write a speech for your classmates, expressing your belief/s with respect to the poem. (CBSE Question Bank) Ans: Good morning, everyone, Today, I want to talk about a powerful idea from Robert Frost’s poem, ‘Fire and Ice’, which explores how extreme human emotions, like greed and hatred, can lead to the destruction of our world. While many believe that these emotions are the root cause of our problems, I believe that we have the power to address them and create a harmonious world. Fire, representing greed and rage, often blinds us to the needs of others, pushing us toward selfish desires. Ice, symbolising hatred, makes us indifferent and cold towards one another. But we must remember that these destructive forces can be controlled through compassion, understanding, and cooperation. By fostering kindness, patience, and empathy, we can extinguish the fire of greed and melt the ice of hate. Instead of letting these emotions dictate our actions, we can replace them with love, compassion, and unity. If we focus on building positive relationships, helping one another, and caring for the environment, we can create a world filled with peace and understanding. The power to prevent destruction lies within us. Together, we can make the world a better place for all. Thank you. 3. The poem ‘Fire and Ice’, carries with it very deep thematic ideas. Elaborate on these darkest traits of humanity. (Competency based) (CBSE Question Bank) Ans: Frost has woven the poem ‘Fire and Ice’ around the question of how the world will end. It is constructed against the backdrop of World War I. People suffered and experienced the effects of the desire for land and power, and hate. Frost shows that in their extreme form desire and hate can destroy mankind. Section C • Fire and Ice

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Frost emphasises that excessive and unchecked desires will surpass all other causes and will be the initial cause of the destruction of humanity, which will fill the society with bitterness. He then states that if the world could end twice, then hatred and cruelty would cause the downfall of mankind by generating indifference among individuals. Therefore, he regards desire and hate as the darkest traits which will lead to the downfall of the world.

4. Both poems ‘Dust of Snow’ and ‘Fire and Ice’ use contrasting elements of nature to convey their respective messages about life and human emotions but they do it differently. Examine these differences.

(CBSE Sample Question paper; 2024–25)

Ans: In both ‘Dust of Snow’ and ‘Fire and Ice,’ Robert Frost uses contrasting elements of nature to convey messages about life and human emotions, but they approach it differently. In ‘Dust of Snow,’ Frost uses the contrast between the crow and the snow to reflect a shift in the poet’s mood. The snow, symbolising purity and calm, is a positive force that changes the poet’s outlook from one of gloom to hope. Interestingly, the crow, typically associated with negativity, plays a role in bringing about this change. The unexpected falling of snow from the hemlock tree is a small, subtle event that has a profound effect on the poet’s emotional state. It highlights the idea that even small acts of nature can bring about significant positive changes in our lives. In contrast, ‘Fire and Ice’ uses the elements of fire and ice as metaphors for destructive human emotions. Fire represents desire, greed, and passion, while ice symbolises hatred, indifference and coldness. Frost suggests that these extreme emotions can lead to the destruction of the world. The poem presents a much more serious and catastrophic view of human emotions compared to the gentle, even humorous tone in ‘Dust of Snow.’ Both poems use nature to explore contrasting emotions, but ‘Dust of Snow’ is more about personal transformation, while ‘Fire and Ice’ explores the destructive potential of human feelings. 281

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5. Imagine that Nelson Mandela read ‘Fire and Ice’. As Mandela, write a diary entry associating the impact of the troubled history of South Africa with the idea expressed in the poem. You may begin like this: 10 May 1994, Tuesday 10 p.m. Today, now that I am the President of South Africa, I can’t help recalling Robert Frost’s ‘Fire and Ice’ ______________ (continue) ______________

I. What can we infer from the speaker’s view on hate? (1) a. The speaker believes that hate is a minor issue. b. The speaker sees hate as force capable of destruction. c. The speaker believes hate can be controlled easily. d. The speaker thinks hate should be ignored.

Ans: 10 May 1994, Tuesday 10 p.m.

II. What does ‘ice’ symbolise in the poem? (1) a. Hope b. Hostility c. Friendship d. Love

Today, as the President of South Africa, I reflect on Robert Frost’s ‘Fire and Ice.’ The poem speaks of two destructive forces—fire, symbolising desire and passion, and ice, representing hatred and indifference. This resonates deeply with the troubled history of my country, where the fire of oppression and racial inequality fuelled violence and division for so many years. The fire of injustice was not only a force of destruction but also a source of resistance. Our struggle for freedom, driven by the desire for equality and justice, set ablaze the hearts of those willing to fight for change. However, it was crucial that we did not allow this fire to turn into a blaze of hatred that would destroy us.

Similarly, the ice of apartheid created a coldness within society, spreading indifference and fear. It could have led to further division and despair. But today, we have the opportunity to thaw this ice with compassion, understanding, and unity. As we rebuild our nation, I believe we must nurture the fire of hope and avoid the ice of hatred, ensuring peace and harmony for future generations. Nelson Mandela

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow.

(2 × 5 = 10 marks)

But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice.

III. Name a poetic device used in the lines above. (1) IV. Choose the quote from the extract that best reflects the poet’s view on the destructive power of negative emotions and explain its significance. (2) b.

Some say the world will end in fire, Some say in ice. From what I’ve tasted of desire I hold with those who favour fire.

But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice. I. What is the rhyme scheme of the poem? a. ABAABCBCB b. ABAABBCCB c. ABAABCCBB d. ABABACCBB II. The poet, Robert Frost, deals with a sublime subject in the poem ‘Fire and Ice’. What is the subject? a. Freedom b. End of the world c. Kindness and humanity d. Love and hatred

(1)

III. Complete the analogy with reference to the text. (1)

Desire : Greed : : Hatred : _____________

IV. What confession does the poet make in the poem? (1) V. Alliteration is the poetic device used in ‘favour fire’ because… (1)

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2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. How do people perceive the potential end of the world, and what is the poet’s perspective on this? b. Which age-old question does the poem ‘Fire and Ice’ revolve around? (CBSE 2013) c. How has the poet employed the use of antithesis in the poem? How does the use of the poetic device add to the meaning of the poem? (Competency-based question) d. The poet says that ice can also serve as a destructive force. What does ‘ice’ stand for? How can it bring destruction? (CBSE 2014)

Section C • Fire and Ice

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3. Answer the following questions in about 100–120 words. (3 × 6 = 18 marks) a. In ‘Fire and Ice,’ Robert Frost uses fire and ice as metaphors for intense human emotions. How can you apply this metaphor to modernday issues such as climate change or political conflict? Explain how the imagery of fire and ice helps us understand these contemporary concerns. (Competency Based Question) b. ‘Humans have the ability to bring doom to humanity.’ Comment with reference to Robert Frost’s ‘Fire and Ice’. c. According to Frost, how will the world perish? Do you support his belief?

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A Tiger in the Zoo

—Leslie Norris

About the Poet

George Leslie Norris (1921–2006), was a prize-winning Welsh poet and short-story writer. He grew up during the Great Depression and developed a love for reading and sports. He taught at academic institutions in Britain and the United States, including Brigham Young University. Norris is considered one of the most important Welsh writers of the post-war period. His literary works which include poetry collections like ‘Finding Gold’ and ‘Ransoms’ as well as his short stories, have won many prizes including the Cholmondeley Poetry Prize and the Welsh Arts Council Senior Fiction Award. Norris died on 6 April 2006 in Provo, Utah.

Summary

The poem ‘Tiger in the Zoo’ by Leslie Norris contrasts the life of a tiger in captivity with how it would behave in its natural habitat. The poem explains the agony and helplessness of a caged tiger that lives in a cage in a zoo. The poet describes the tiger as pacing restlessly in a small cage, frustrated and powerless. The poet explains what his life could have been if he had been a free animal. The poet explains about the condition of animals that are caged by human beings for their own fun. The poem begins with a description of a tiger that is very beautiful and is walking in his little cage. He has beautiful stripes on his skin and has velvet-like soft paws. But the tiger is described as feeling rage because it is confined in the cage. The poet says that if the tiger had not been confined to the zoo cage, he would have been hiding himself behind the long grass near some water body, in order to catch deer, his prey. Also, he would have terrorised the residents of the villages around the forest area. But the reality is totally opposite to this. He is confined in a cage of strong building material and he is helpless there. He cannot show his power to the visitors, therefore, never tries to terrorise them. The tiger is described as being powerless. He says that at night he is alone and he hears the voice of the patrolling police vehicles and stares at the stars. The cage life has totally changed the tiger’s personality. The poet says that the animal, which is famous for its fearlessness and freedom, is confined and frustrated.

Theme of the Poem

The theme of Leslie Norris’ poem ‘A Tiger at the Zoo’, is the comparison between wild animals’ freedom and their lives in captivity. The poem examines the feelings of loss and imprisonment that a tiger in a zoo experiences, as well as the contrast between the animal’s wild, untamed soul and the constrained life it is forced to live in captivity. It emphasises the tiger’s frustration, helplessness, and lost dignity in confinement. The poet conveys a strong message about the importance of preserving wildlife and allowing animals to live freely in their natural habitat.

Explanation He stalks in his vivid stripes The few steps of his cage, On pads of velvet quiet, In his quiet rage.

The poet describes the tiger’s restricted movements inside a small cage. The tiger that is confined in the zoo moves around in the cage under his bright-coloured skin. His ‘vivid stripes’ symbolise his natural beauty and strength, yet his movements are confined to just a few steps because the cage is small. The phrase ‘pads of velvet quiet’ highlights his soft paws, which make no noise as he walks. Despite his silence, the tiger is 284

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filled with ‘quiet rage’, a suppressed anger and frustration at being trapped, unable to roam freely in his natural habitat. He should be lurking in shadow, Sliding through long grass Near the water hole

Where plump deer pass. Here, the poet contrasts the tiger’s current condition with how he should ideally live in the wild. The poet says that if this tiger was free, he would have hidden himself behind the long grass near the water bodies so that he could easily catch his prey, a deer and enjoy his meal. Basically, the poet wants to convey that the life of a tiger is to live in a jungle where he could catch his prey and eat it but the tiger in the cage cannot do so. This stanza emphasises the tiger’s natural instincts and the loss of his true identity in captivity. He should be snarling around houses At the jungle’s edge,

Baring his white fangs, his claws, Terrorising the village!

In this stanza, the poet further reinforces the tiger’s instinct to assert dominance and create fear. The poet says that if the tiger had been free, he would have snarled around the houses located on the outskirts of the forest. He would terrorise people with his sharp teeth and claws. His mere presence would instil fear among villagers. This highlights the natural behaviour of a wild tiger, contrasting it with the helplessness of a caged one. But he’s locked in a concrete cell, His strength behind bars,

Stalking the length of his cage, Ignoring visitors.

The poet now returns to the tiger’s present miserable reality. He is imprisoned in a ‘concrete cell’, unable to use his power and agility. The phrase ‘his strength behind bars’ symbolises how his true potential is suppressed by captivity. Unlike a tiger in the wild, he does not react to visitors because he knows he cannot escape or attack. This stanza highlights the cruelty of keeping wild animals in cages, reducing them to mere exhibits. He hears the last voice at night, The patrolling cars,

And stares with his brilliant eyes At the brilliant stars.

In the final stanza, the poet depicts the tiger’s loneliness and despair. At night, he hears ‘patrolling cars’, which symbolise human control over his existence. Instead of prowling under the open sky, he is left staring at ‘brilliant stars’ with ‘brilliant eyes’, perhaps dreaming of freedom. This stanza evokes a sense of helplessness and longing, showing how captivity has stripped the tiger of his natural life and instincts.

Glossary

stalks: paces or walks in a stiff, angry way

baring: uncovering

pads: soft, bottom part of the tiger’s feet

terrorising: creating and maintaining a state of extreme fear and distress in someone

vivid: bright, usually striking

velvet: very soft and bright cloth material rage: anger, fury

lurking: to be hidden to wait for its prey

snarling: warning sounds made by animals Section C • A Tiger in the Zoo

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fangs: sharp teeth of animals

concrete: structure made of bricks, cement, sand and water

patrolling: guarding; moving around to ensure safety 285

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Poetic Devices Rhyming Scheme

The poem ‘A Tiger in the Zoo’ by Leslie Norris follows a regular ABCB rhyming scheme in each stanza. In this pattern, the second and fourth lines of every stanza rhyme, while the first and third lines do not.

Personification

It is to give human qualities to non-human things. In the poem, the tiger is personified because the poet refers him as ‘he’. In the phrase ‘In his quiet rage’, the tiger’s rage is described as ‘quiet,’ which is a human characteristic.

Metaphor

It is a comparison between two unlike things without using like or as. The tiger’s paws are compared with velvet (pads of velvet), highlighting their softness.

Enjambment

When a sentence or idea continues beyond one line into the next without a pause is called enjambment. In the second stanza the idea is continued without a pause.

Imagery

It is the use of descriptive language to appeal to the senses and create vivid mental pictures. The poet tries to create an image of the tiger walking in his small cage in the line ‘He stalks in his vivid stripes / The few steps of his cage,’. Imagery is also used in ‘Lurking in shadow’ which helps create a mental image of the tiger behind the bushes waiting to attack his prey.

Oxymoron

It is a poetic device where two opposite or contradictory words are placed together to create a deeper meaning. In this case, ‘quiet’ and ‘rage’ are contradictory because rage is typically loud and aggressive, but here, the tiger’s anger is suppressed due to his captivity. This highlights the tiger’s helplessness and frustration as it silently paces in its cage, unable to express its true power and ferocity.

Assonance

It is the repetition of vowel sounds in nearby words to create a rhythmic or musical effect. In the line: ‘He stalks in his vivid stripes’, the repetition of the short ‘i’ sound in ‘vivid’ and ‘stripes’ is an example of assonance. This repetition enhances the flow of the poem and adds to the imagery of the tiger’s movement. The repetition of the ‘e’ sound in velvet and quiet gives a soft, almost silent effect, matching the imagery of the tiger’s silent steps.

Onomatopoeia

It is a literary device where a word imitates or resembles the sound it describes. These words often represent natural sounds or actions. The word ‘snarling’ in the line, ‘He should be snarling around houses’, suggests a growling sound, indirectly evoking the tiger’s roar and aggression.

Consonance

Is the repetition of consonant sounds, especially at the end or in the middle of words, within a sentence or phrase. The ‘s’ sound is repeated in ‘stalks, his, stripes’, ‘his, fangs, his, claws’ and ‘His strength behind bars’.

Alliteration

It is the repetition of the same consonant sound at the beginning of closely connected words in a sentence. the repetition of the ‘b’ sound in ‘behind’ and ‘bars’ creates an alliterative effect, drawing attention to the tiger’s captivity and emphasising its restricted, confined state.

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NCERT Solutions movements and its growing inner anger. His quiet pads, instead of helping the tiger to creep up on its prey, only allow him to stalk quietly in the limited space in the cage. The use of ‘quiet rage’ symbolises the anger and ferocity that is building up inside the tiger. In nature it would be able to run out into the forest and attack a deer, but the rage is quiet because he is locked in the cage and is helpless. Similarly, the use of ‘brilliant’ for the tiger’s eyes as well as the stars also emphasises the magnificence of both the tiger’s eyes and the stars. The tiger stares at the brilliant stars with his brilliant eyes dreaming about how beautiful his life could be in the forest. Thus, the repetition deepens the emotional impact, reinforcing the tiger’s yearning for freedom and creates a sense of longing, as the tiger gazes at the unreachable stars.

Thinking about the Poem

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 describe 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. Ans: I. In the Cage

In the Wild

Stalks

lurking in shadow

few steps of his cage

sliding through long grass

quiet rage locked in concrete cell stalking the length of his cage ignoring visitors.

snarling around houses baring his white fangs, his claws terrorising the village.

stares at the brilliant stars.

II.

Cage few steps of his cage,

Wild shadow, long grass, water hole

3. Read the following two poems, one about a tiger and the other about a panther. Then discuss: Are zoos necessary for the protection or conservation of some species of animals? Are they useful for educating the public? Are there alternatives to zoos? The Tiger

locked, concrete cell, plump deer,

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, Then he thinks. It would be nice not to be behind 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.

behind bars, visitors, houses at jungle’s edge, patrolling cars

village

2. Notice the use of a word repeated in lines such as these: I. On pads of velvet quiet, In his quiet rage. II.

And stares with his brilliant eyes At the brilliant stars.

What do you think is the effect of this repetition?

Ans: This repetition is a poetic device used by the poet in order to increase the intensity of the tiger’s rage and his helpless silence. ‘Velvet quiet’ refers to the quiet velvet pads of the tiger, which cannot run or leap. The repetition of ‘quiet’ emphasises the contrast between the tiger’s silent restrained Section C • A Tiger in the Zoo

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– Peter Niblett

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Additional Questions

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,

Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. He stalks in his vivid stripes The few steps of his cage, On pads of velvet quiet, In his quiet rage. I. What does the tiger’s ‘quiet rage’, indicate in the above lines? (1) It indicates that the tiger’s anger is... a. forgotten b. provoked c. suppressed d. opposed

the movement of his powerful soft strides is like a ritual dance around a centre

in which a mighty will stands paralysed. Only at times, the curtain of the pupils lifts, quietly. An image enters in,

II. Complete the analogy. anger: rage : : distinct : _________________

rushes down through the tensed, arrested muscles,

III. The figure of speech used in the last line of the extract _______________ (1) a. metaphor b. simile c. oxymoron d. onomatopoeia

plunges into the heart and is gone.

– Rainer Maria Rilke

Ans: Zoos are often seen as necessary for the protection and conservation of endangered species, as they provide a controlled environment where animals are safe from threats like poaching, habitat loss, and illegal wildlife trade. For some endangered species, zoos offer protection and help maintain their population through breeding programs. In addition, zoos can serve as educational tools, raising public awareness about wildlife conservation and the importance of protecting natural habitats. However, zoos are not the correct substitute for forests. Animals feel caged and bound in them. There are alternatives to traditional zoos. Wildlife sanctuaries, reserves, and national parks provide a more natural environment for animals, allowing them to live in conditions closer to their natural habitats. These alternatives focus not only on conservation but also on providing a space where animals can live freely. While zoos have their benefits, these alternatives can offer a more ethical approach to animal protection by preserving their natural behaviour and ecosystem.

(1)

Ans:

IV. What is the most likely reason that the poet chooses to say ‘vivid’ stripes instead of just stating the colours of the stripes? (2) I. c. suppressed

II. vivid

III. c. oxymoron

IV. The most likely reason that the poet chooses to say ‘vivid’ stripes instead of just stating the colours of the stripes could be to evoke a sense of intensity and liveliness in the tiger’s appearance The word ‘vivid’ suggests not just the brightness of the tiger’s stripes, but also the strength, beauty, and fierceness of the animal, which contrasts sharply with its confined and subdued existence in the zoo. By describing the stripes as ‘vivid’, the poet highlights the tiger’s magnificence and natural beauty even in captivity. This choice enhances the sense of the tiger’s lost vitality, which would be evident in its natural habitat but is now muted in captivity. 2. Read the following extract carefully and answer the questions that follow. He should be lurking in shadow, Sliding through long grass Near the water hole Where plump deer pass

(CBSE Question Bank Modified)

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I. According to the extract, the poet wishes for the tiger to be ‘sliding’ through the foliage as this would _______________ (1) a. assist in keeping the prey unsuspecting of the predator’s sound. b. aid in camouflaging the presence of the predator before it rushes in. c. help the predator pounce on the prey comfortably without getting tired. d. Support the predator’s vision as it eyes its prey. II. Which fact DOES NOT connect with the significance of the water hole for the tiger? (1) a. Many tigers chase prey into the water and hold the victims head under water until it drowns. b. Prey feed in the water on water-lilies and often wander into the middle of the water hole, where they are vulnerable and easy for the tiger to kill. c. Prey that has quenched its thirst ensures consumption of hydrated meat for the tiger. d. Chasing the panicked prey from shallow to deep water where the tiger grabs it. III. Pick the option that DOES NOT use ‘lurking’ correctly to fill in the blank. (1) a. The thug was ____________ in the alley late evening, for unsuspecting passers-by. b. The hyena was ____________ in its den after a good meal. c. The detective cautioned her team about the ____________ dangers likely to impact the case. d. The prejudices ____________ beneath the surface create misunderstandings. IV. ‘shadow’ here, refers to the shadow of ____________ a. the tiger. b. long grass. c. water hole. d. deer

(1)

V. Where is he now? What would he be doing near the water hole? (1) Ans: I. a. assist in keeping the prey unsuspecting of the predator’s sound II. c. P rey that has quenched its thirst ensures consumption of hydrated meat for the tiger III. b. T he hyena was ____________ in its den after a good meal. Section C • A Tiger in the Zoo

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IV. b. long grass V. He is presently in the cage. He imagines moving through the long grass, unnoticed near a water hole waiting for a plump deer to come so that he can prey upon it. 3. Read the following extract carefully and answer the questions that follow. But he’s locked in a concrete cell, His strength behind bars, Stalking the length of his cage, Ignoring visitors. He hears the last voice at night, The patrolling cars, ...

(CBSE Question Paper Modified)

I. Which option correctly lists the reason for the tiger ‘stalking the length of his cage’? (1) a. Animals tend to cover large distances and burn a lot of their energy by hunting for prey, in their natural habitat. Zoos deprive them of such stimulation and they are restless and bored. b. Animals are scared of visitors gazing at them in their unnatural surroundings. Zoos are places where animals are far removed from the privacy of their natural habitat.

c. Animals dislike human noises in the city and react to them aggressively. Zoos are often located in cities or on the outskirts. d. Animals require human love and care and miss this when in captivity. Zoos are places where they walk around mechanically to attract human attention.

II. The main contrasting idea suggested by the extract is that of ____________ (1) a. strength and weakness b. nature and culture c. beasts and mortals d. confinement and freedom III. Choose the option that gives the most likely reason why the tiger ignores the visitors. (1) a. He is scared of their constant stares. b. The visitors don’t provide him with any food. c. He knows that none would help him out of captivity. d. The visitors don’t speak to him kindly 289

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IV. Which option identifies a patrolling car correctly? (1) i.

iii.

a. Option i c. Option iii

II. Why does he stare with his brilliant eyes at the brilliant stars? (1)

ii.

III. To go around an area at regular times to check that it is safe is called __________. (1) IV. ‘He hears the last voice at night’, the poetic device used here is __________ a. simile b. imagery c. synecdoche d. alliteration

iv.

b. Option ii d. Option iv

V. Read the assertion and the reason about the extract above and choose the correct option. (1) Assertion: The tiger ignores visitors. Reason: He hates visitors. a. Both A and R are correct and R is the correct explanation for A. b. Both A and R are correct but R is not the correct explanation for A. c. A is true and R is false d. A is false and R is true Ans:

c. A is true and R is false d. A is false and R is true e. Both are false

I. a. Animals tend to cover large distances and burn a lot of their energy by hunting for prey, in their natural habitat. Zoos deprive them of such stimulation and they are restless and bored II. d. confinement and freedom III. c. He knows that none would help him out of captivity. IV. b. Option ii V. c. A is true and R is false

4. Read the following extract carefully and answer the questions that follow. He hears the last voice at night, The patrolling cars, And stares with his brilliant eyes At the brilliant stars. I. Read the assertion and the reason about the extract above and choose the correct option. (1) Assertion: The tiger looks at the stars in the sky. Reason: He is helpless. a. Both A and R are correct and R is the correct explanation for A. b. Both A and R are correct but R is not the correct explanation for A.

V. What is the ‘last voice’ mentioned in the extract? a. the sound of patrolling cars b. the sound of other animals c. the sound of gunfire d. the voice of the keeper

(1)

Ans:

I. a. B oth A and R are correct and R is the correct explanation for A. II. He stares with his brilliant eyes at the brilliant stars because he is yearning to be free just like the stars in the sky. He longs to go back in the jungle and roam around freely in his natural habitat. It is an expression of his helplessness. III. Patrolling IV. c. synecdoche V. a. the sound of patrolling cars 5. Read the following extract carefully and answer the questions that follow.

He should be snarling around houses At the jungle’s edge, Baring his white fangs, his claws, Terrorising the village!

I. How does the stanza contrast to the current state of the tiger?

(2)

II. Name the poetic device used in the line: ‘He should be snarling around houses’. (1)

III. Complete the analogy. (1) Snarling : Frightening : : Claws : ___________ IV. What does the use of ‘white’ in the phrase ‘white fangs’ help to convey? (1) a. The purity of the tiger b. The sharpness and danger of the tiger’s fangs c. The cleanliness of the tiger’s teeth d. The colour of the tiger’s fur

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Ans: I. The stanza contrasts the tiger’s natural wildness with its current caged state. It describes the tiger in the wild, snarling, baring its fangs, and terrorizing the village, whereas in its present state, the tiger is confined and unable to act in this fierce and free manner. II. Onomatopoeia III. Snarling : Frightening : : Claws : Injure IV. b. The sharpness and danger of the tiger’s fangs

Short Answer Questions

Answer the following questions in about 40–50 words.

1. What is the tiger doing? Why is he ignoring the visitors? Ans: The tiger in ‘A Tiger in the Zoo’ by Leslie Norris is pacing back and forth in his confined cage, his movements restricted and repetitive. He ignores the visitors because he is consumed by frustration and a deep yearning for freedom. He is ignoring the visitors as he doesn’t want to be a mere showpiece and a source of amusement to human beings. 2. Why do you think the tiger looks at the stars? Ans: The tiger feels very helpless in the cage. He stares with hope at the brilliant stars shining in the sky. He hopes for the day when he would be able to run free in the wild. 3. Why does the tiger express his rage quietly? Ans: In the poem A Tiger in the Zoo, the tiger expresses his rage quietly because he is in captivity and cannot act on his natural instincts. The tiger’s quiet rage symbolizes the anger and frustration he feels at being confined and unable to roam freely. The tiger is helpless behind the bars and cannot show his strength to the visitors. 4. How would the tiger behave in the forest?

(CBSE Question Paper, 2/5/2; 2022–2023)

Ans: He would roam around, lurking in shadow and looking for the right time to attack his prey. He would be baring his teeth and scaring the villagers. 5. The poem ‘A Tiger in the Zoo’ moves from the zoo to the jungle, and back again to the zoo. What effect does the poet want to bring out with this? Elaborate. Ans: The movement from the zoo to the jungle and back again in the poem ‘A Tiger in the Zoo’ serves to highlight the contrast between the tiger’s natural habitat and its confined existence in the zoo. By describing the tiger in the wild, the poet emphasises its natural instincts, freedom, Section C • A Tiger in the Zoo

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and power. In the jungle, the tiger is portrayed as a predator, lurking, stalking, and terrorising its prey, which illustrates its strength and its role in the ecosystem. When the poet shifts back to the zoo, the tiger is shown as confined, restrained, and powerless. It can only pace in its cage, unable to exhibit the same primal behaviour it would in the wild. This shift in the poem helps to evoke a sense of sympathy for the tiger’s plight, emphasising the cruelty and inappropriateness of its captivity

6. The poet celebrates the strength of the tiger in this poem. Counter the statement.

(CBSE Question Bank)

Ans: The statement that the poet celebrates the strength of the tiger in the poem ‘A Tiger in a Zoo’ can be countered by emphasising that the poet, Leslie Norris, does not glorify the tiger’s strength but rather laments its captivity and lost majesty. The poem highlights the contrast between the tiger’s natural life in the wild and its restricted existence in a cage. Instead of celebrating the tiger’s power, the poet portrays it as subdued, frustrated, and constrained. The poet uses expressions like ‘stalks in his vivid stripes / The few steps of his cage’, to show the tiger’s limited freedom. The poet adopts a tone of sorrow and empathy, describing the tiger as a majestic creature that ‘should be lurking in shadow,’ implying that its true strength and potential are realised only in the wild. The poem juxtaposes the tiger’s life in the zoo with its natural habitat, where it could exercise its freedom and strength by hunting. This contrast underscores the tragedy of its captivity, and is not a celebration of its power. Thus, the poet critiques the loss of the tiger’s natural dignity and vitality rather than celebrating its strength.

7. It is said that an animal’s eyes have the power to speak a great language. Explain with reference to the tiger. (CBSE Question Bank) Ans: We have heard that eyes speak and they speak the truth. It is visible in this poem also. The tiger in the zoo conveyed both his anger and helplessness through his eyes. He shows his anger, hatred and even defiance by walking about in rage in his cage. The tiger in the cage ignores all those who come to the zoo to see him as entertainment. At night, he shows his helplessness by staring at the stars in the sky. 291

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8. What is the message of the poem ‘A Tiger in the Zoo’? OR What does the poet convey through the poem ‘A Tiger in the Zoo’? Ans: The poem ‘A Tiger in the Zoo’ by Leslie Norris conveys that animals should be allowed to live in the wild and not in captivity, and that humans should not cage animals for entertainment. The poem highlights the contrast between a tiger’s life in the wild and its life in a zoo, and the loss of freedom and natural behaviour that occurs in captivity. Animals, like humans, also need freedom and do not want to be caged. Animals should be allowed to run freely in the wild, where they belong. Humans should not cage animals for entertainment. If humans destroy an animal’s habitat, the animal cannot survive. 9. Do you think the tiger in the poem had lost its natural instinct due to captivity? Support your response with evidence from the poem.

(Competency-based Question)

Ans: No, the tiger in the poem has not lost its natural instinct; rather, it is confined and is unable to express it. Evidence from the poem shows the tiger’s ‘quiet rage’ and its desire to ‘snarl around houses’ and hunt deer in the wild, indicating that its instincts remain intact despite captivity.

Long Answer Questions

Answer the following questions in about 100–120 words.

1. Imagine the tiger writes a diary entry conveying how he feels helpless, angry and frustrated in the concrete cell. He writes about his desire to be free. Write that diary entry.

You may begin like this:

(CBSE Question Bank)

15 October 2020 Thursday 9:00 pm I feel so vulnerable and annoyed at my state. I don’t know if I can ever be a free denizen of the forest.

Ans: 15 October 2020 Thursday 9:00 pm I feel so vulnerable and annoyed at my state. I don’t know if I can ever be a free denizen of

the forest. These concrete walls suffocate me, holding me captive while my spirit longs for the vast wilderness that once was my home. I spend my days pacing back and forth, trapped in this tiny space, as curious eyes gaze at me with amusement. They see my stripes, my strength, but they do not see my pain. They cannot hear the silent roar within me, crying for freedom. I am meant to roam the dense forests, stalk prey, and feel the soft grass under my paws—not this cold, lifeless floor. The nights are the worst. The silence mocks me, and the moonlight streaming through the bars reminds me of the freedom I have lost. My heart aches for the rustling leaves, the calls of other creatures, and the thrill of the hunt. Here, I am powerless, stripped of my purpose and dignity. I wonder if the forest remembers me as I remember it. Will I ever feel the earth’s embrace again, or will I remain a prisoner of human curiosity? I long for a day when I can break free, run wild, and reclaim the life that was meant to be mine. Until then, I am left with this endless frustration and the fading hope of freedom. — The Tiger 2. Where should the tiger have been according to the poet? Why? Ans: According to the poet in the poem ‘A Tiger in the Zoo’, the tiger should have been in its natural habitat, the forest, where it could hunt, roam, and scare people: The tiger could have been hiding in the tall grass near a water hole, waiting to prey on deer. The tiger could have been moving through the grass and scaring people in the forest settlements. The tiger could have been free to enjoy its life instead of being caged in a zoo. The poet suggests this because the tiger’s freedom and dignity are inherently tied to his natural surroundings. The confinement of a cage in a zoo strips him of his essence as a majestic and powerful creature, reducing him to a shadow of himself. In the wild, he would live a life of purpose, strength, and freedom. 3. ‘Freedom is a birth right. It is the most beautiful gift of God. It is valuable for all human beings as well as for creatures,’ Discuss with reference to the poem ‘A Tiger in the Zoo’. Ans: Freedom is indeed a birthright, essential for all beings to live a meaningful and dignified life. In Leslie Norris’s poem ‘A Tiger in the Zoo’, this theme is vividly depicted through the plight

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of a tiger confined in a cage. The tiger, who should be roaming freely in the wild, is instead imprisoned, pacing restlessly in his restricted space. His confinement robs him of his natural instincts, his strength, and his very essence as a creature of the wild. The poem highlights the contrast between the tiger’s life in the zoo and his rightful place in the forest. In the wild, he would have the freedom to hunt, roam, and live according to his nature. However, in the zoo, he is reduced to an object of curiosity for visitors, his life devoid of purpose or joy. This confinement symbolises how the lack of freedom diminishes the spirit, whether for animals or humans. Freedom is the most beautiful gift of God because it allows all creatures to fulfil their purpose and live with dignity. Just as the tiger longs for the open forest, humans also yearn for liberty to express themselves, make choices, and lead fulfilling lives. The poem serves as a powerful reminder of the importance of preserving freedom—not only for humanity but for all living beings. 4. The tiger in the poem ‘A Tiger in the Zoo’ presents a contrasting image with the tiger in the poem ‘How to Tell Wild Animals’. Compare and contrast the two tigers with reference to the manner in which they have been presented in the poems. (Competency-based Question) (CBSE Question Bank)

Ans: The tiger in ‘A Tiger in the Zoo’ by Leslie Norris and the tiger in ‘How to Tell Wild Animals’ by Carolyn Wells present contrasting images, highlighting two vastly different perspectives on the animal. The tiger in ‘A Tiger in the Zoo’ is portrayed as a majestic creature robbed of his natural freedom. Trapped in a cage, he paces restlessly, symbolising his frustration and loss of purpose. The poet emphasizes the tragedy of his confinement, showcasing the injustice of caging such a powerful creature. The tone is sombre and empathetic, urging readers to reflect on the cruelty of captivity and the tiger’s yearning for freedom. The tiger is described as ’stalking the length of his cage’, with ‘his strength behind bars’, evoking pity for the majestic animal reduced to a shadow of himself. This tiger in ‘How to Tell Wild Animals’, is presented in its natural habitat, exuding raw Section C • A Tiger in the Zoo

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power and danger. The poet humorously describes encountering the tiger in the wild, emphasising its fearsome nature as it ‘eats you’ to help you recognise it. The tone is light-hearted and playful, using humour and exaggeration to convey the tiger’s wildness and ferocity. The tiger is depicted as a ferocious beast with a ’noble rage’, symbolising the untamed and majestic qualities of a tiger in the wild. The two poems present contrasting perspectives of a tiger, one highlighting the loss of freedom and dignity in captivity and the other celebrating the untamed power and beauty of the animal in its natural habitat. Together, they underscore the importance of preserving wildlife and respecting the natural order. 5. Imagine that Man has been accused by the tiger of cruelty in an animal court. What would be the tiger’s two major accusations and how would Man defend them? Present your answer in two paragraphs.

(Competency-based Question) (CBSE Question Bank)

Ans: Tiger’s Accusations: Humans have been confining us to tiny cages, taking away our freedom to roam and hunt as we did in the wild. Our instincts are suppressed, and we are forced to pace around in frustration, unable to unleash our power. We were born to stalk the forests, chase our prey, and live freely, but instead, we are confined to a place that restricts our natural behaviour and desires. Man’s Defence: Zoos are necessary to protect species that are in danger of extinction due to poaching and habitat destruction. We are giving you a space where you are safe from harm, and your survival is ensured. Additionally, the zoo serves as a platform to educate the public on the importance of wildlife conservation. While it may not replicate the wild, it allows people to learn about and appreciate animals, which ultimately helps in protecting your species for the future.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. But he’s locked in a concrete cell, His strength behind bars, Stalking the length of his cage, Ignoring visitors.

(CBSE Question Paper, 2/4/2; 2023–24)

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I. Why is the tiger stalking the length of his cage?

(1)

II. What is the significance of the use of the word ‘locked’ to describe the concrete cell where the tiger is kept and how does it contrast with the tiger’s presence in its natural habitat? Answer in about 40 words. (2)

III. Complete the sentence with the appropriate option:

(1)

The lines from the poem tell us that the tiger is _________________. a. enjoying his time in the cell b. being indifferent to visitors because it is a daily routine for him c. not as strong as his counterpart in the jungle d. wanting to be free from the cage

IV. Identify the type of literary device used in the line:

‘But he’s locked in a concrete cellʹ b.

2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. ‘He stalks in his vivid stripes.’ How does the tiger look in his cage?

b. How does the poem ‘A Tiger in the Zoo’ portray the theme of freedom, and what does it suggest about the tiger’s yearning for liberation? c. What do you think the tiger would say to you, as a visitor? You may begin like this:

Please stop staring. You have no idea ……….. (continue)……. (CBSE Question Bank) d. Write the appropriate response comprising of at least two reasons to present a counter to the following: (CBSE Question Bank) Zoos should be banned. It's not right to keep animals this way.

(1)

He stalks in his vivid stripes The few steps of his cage, On pads of velvet quiet, In his quiet rage.

He should be lurking in shadow, Sliding through long grass Near the water hole Where plump deer pass

He should be snarling around houses At the jungle’s edge, Baring his white fangs, his claws, Terrorising the village!

ʽThe few steps of his cage, On pads of velvet quiet in his ‘quiet rage.ʹ

(CBSE Question Paper, 2/1/2; 2023–24)

I. State any one point of contrast between the tiger in the zoo and its natural habitat. (1) II. When the speaker suggests that the tiger should be ‘snarling around houses’, what does he insinuate about the tiger’s natural behaviour and habitat? (1) III. The poet’s skiful use of imagery effectively depicts the confinement and frustration of the tiger. Elaborate in about 40 words. (1) IV. Which phrase would correctly substitute ‘quiet rage’ in the given sentence from the extract. (1)

You may begin this way:

That’s just one-sided. Zoos are beneficial too. Firstly, they………………... (continue)…………………………… 3. Answer the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Love for freedom is the natural instinct of every living being. Comment. (Competency-based Question) b. Tigers are becoming extinct due to deforestation and poaching. How can people be sensitised about the need of tigers?

(Competency-based Question)

c. Animals also understand the language of love and they love their freedom. But in the name of conserving wildlife, they are being put in zoos, depriving them of their natural habitat. In the light of this statement, comment on ‘Are zoos the only and the best option to conserve wildlife’? (Competency-based Question)

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How to Tell Wild Animals —Carolyn Wells

About the Poet

Carolyn Wells was a notable American poet and novelist, renowned for her contributions to children’s literature and humorous poetry. Born on 18 June 1862, in Rahway, New Jersey, she began her literary career with the publication of her first collection, ‘At the Sign of the Sphinx’, in 1896. Wells’s poetry is characterised by its playful language, clever wordplay, and whimsical themes, drawing inspiration from the works of poets like Edward Lear and Lewis Carroll. Her most celebrated work, ‘The Nonsense Anthology’, showcases her talent for crafting engaging verses that delight both children and adults. With a keen sense of humour, she often employed irony and absurdity to entertain her readers while also imparting moral lessons.

Summary

The poem ‘How to Tell Wild Animals’ by Carolyn Wells presents a humorous guide to identifying various wild animals based on their distinctive features and behaviour. The poet begins by explaining that one can recognise an Asian Lion by its tawny colour and powerful roar, suggesting that if someone feels terrified, they have likely encountered this lion. She then describes the Bengal Tiger, noting that its striking black stripes indicate danger, especially if it starts to eat a person. Next, the poem introduces the Leopard, which has a spotted coat and pounces on its prey, highlighting that cries of pain will not deter it. The poet also depicts the Bear, which gives a deadly embrace. She contrasts the playful smiles of Hyenas with the tears of Crocodiles when they hunt. Finally, she mentions the Chameleon, a small reptile that changes colour to blend into its surroundings. Overall, the poem uses humour and exaggeration to entertain while educating readers about the dangerous traits of wild animals.

Theme of the Poem

The theme of the poem ‘How to Tell Wild Animals’ revolves around the humorous and ironic ways to identify various wild animals. Using a playful approach, the poet suggests that one can distinguish these animals based on their dangerous behaviour, often in life-threatening situations. For example, she describes how encountering a roaring lion or a hungry tiger helps to identify them, even though it is risky. This highlights the untamed nature of wild animals while using wit and exaggeration to entertain readers, making the poem both enjoyable and educational.

Explanation If ever you should go by chance To jungles in the east;

And if there should to you advance A large and tawny beast,

If he roars at you as you’re dyin’ You’ll know it is the Asian Lion…

In the first stanza, the poet suggests that if someone happens to visit jungles in the east and comes across a large, tawny beast, it is likely the Asian Lion. The poet humorously implies that if you feel as though you are dying—whether from overwhelming fear or possibly the lion’s deadly attack—you have undoubtedly met the Asian Lion. The imagery highlights the lion’s majestic yet terrifying nature, emphasising its role as a powerful predator. Section C • How to Tell Wild Animals

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Or if some time when roaming round, A noble wild beast greets you, With black stripes on a yellow ground, Just notice if he eats you. This simple rule may help you learn The Bengal Tiger to discern. In the second stanza, the poet describes the process of identifying a Bengal Tiger. She begins by inviting readers to imagine themselves roaming in the wild where they might encounter a ‘noble wild beast’ that has ‘black stripes on a yellow ground,’ which refers to the tiger’s distinctive coat. The use of the word ‘noble’ suggests that the tiger possesses a majestic and regal quality, highlighting its impressive appearance. The poet then humorously advises readers to pay attention to whether this beast attempts to eat them, implying that if they find themselves in such a situation, it is a clear indication that they are facing a Bengal Tiger. If strolling forth, a beast you view, Whose hide with spots is peppered, As soon as he has lept on you, You’ll know it is the Leopard. ’Twill do no good to roar with pain, He’ll only lep and lep again. In this stanza, the poet explains how to identify a Leopard. She starts by saying that you may come across a beast with spots while strolling in the wild. It is however, only after it has lept on you that you will identify it as a leopard. This exaggeration highlights how quick and dangerous the leopard can be. The line ‘Twill do no good to roar with pain’ adds a humorous touch, suggesting that even if you cry out in pain, it will not stop the leopard. Instead, it will keep jumping on you again and again. If when you’re walking round your yard You meet a creature there, Who hugs you very, very hard, Be sure it is a Bear. If you have any doubts, I guess He’ll give you just one more caress. In the fourth stanza, the poet explains, in a humorous way, how to identify a Bear. She suggests that if someone is walking in their yard and meets a creature that hugs them very tightly, they can be sure it is a Bear. The poet highlights the bear’s large size and strength, creating a funny yet alarming image. She also mentions that if there is any doubt about the creature’s identity, the bear will be willing to give you ‘just one more caress.’ This line playfully implies that the bear’s hug is not gentle but rather overwhelming, reinforcing the idea that encountering a bear can be dangerous. Though to distinguish beasts of prey A novice might nonplus, The Crocodile you always may Tell from the Hyena thus: Hyenas come with merry smiles; But if they weep they’re Crocodiles. In this stanza, the poet begins by stating that distinguishing one beast of prey from another can be confusing for someone who is new to identifying wild animals. She then provides a humorous way to distinguish between

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Hyenas and Crocodiles. The poet describes hyenas as creatures with ‘merry smiles,’ referring to the sound they make, which is similar to human laughter. If you see an animal that is crying, you can be sure it is a crocodile. This refers to the idiom of ‘shedding crocodile tears’ meaning that someone is insincere. Crocodiles do shed tears as they eat, due to the movement of their jaws stimulating their tear glands, but this does not mean that they do not enjoy a good meal or feel sorry for their victims! This line adds a humorous twist because it suggests that while Hyenas may appear cheerful, they are dangerous and crocodiles while shedding tears will eat you. The stanza highlights how appearances can be misleading and encourages readers to pay attention to the dangerous nature of wild animals. The true Chameleon is small, A lizard sort of thing; He hasn’t any ears at all, And not a single wing. If there is nothing on the tree, ’Tis the chameleon you see. In the last stanza, the poet provides a clear description of the true Chameleon. She describes it as a small creature that resembles a lizard, highlighting its size and shape. The poet notes that the Chameleon lacks ears and wings, which sets it apart from other animals and emphasises its unique appearance. The final line, ‘If there is nothing on the tree, / Tis the chameleon you see,’ tells us about the Chameleon’s ability to blend in with its surroundings, making it difficult to spot. This encourages readers to observe their surroundings carefully, as the Chameleon can easily go unnoticed. Note the accurate details given about the lizard, that it does not have ears (instead it has a membrane over an opening in its head) and that it does not have wings like some lizards have.

Glossary

tawny: light brown or brownish-orange colour

noble: very impressive or something with a powerful presence ground: background

discern: make out; identify strolling: walking casually hide: (here) animal skin

peppered: (here) covered with spots

lep (leap): to jump high or a long way caress: a gentle, loving touch

novice: someone new to a job

(be) nonplus (sed): (be) puzzle(d), confuse(d), surprise(d)

Poetic Devices Rhyme Scheme

The poem follows a consistent rhyme scheme, typically ABABCC. While some rhymes, such as ‘dyin’ and ‘lion,’ or ‘nonplus’ and ‘thus,’ may seem forced, they actually contribute to the poem’s humorous tone. The playful use of rhyme adds to the lighthearted, exaggerated nature of the poem, making it more entertaining.

Irony

Irony involves a contrast between expectations and reality, often highlighting absurdity or humour. In the poem, the lines ‘If he roars at you as you’re dyin’, / You’ll know it is the Asian Lion…’ present an ironic situation where the

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reader is advised to identify the lion only when faced with imminent danger. The irony lies in the fact that this identification can only happen in such a dangerous scenario, which is absurd. The poem humorously presents the task of identifying wild animals, despite the underlying threat posed by these creatures. By describing the recognition of the lion as something that occurs when ‘dying,’ the poet underscores the absurdity and humour of the situation. This playful irony encourages the reader to appreciate the wit and creativity behind the poet’s portrayal of dangerous animals.

Alliteration

Alliteration is the repetition of consonant sounds at the beginning of words. It adds a musical quality to the poem and makes it more engaging. For example, in the poem, phrases like ‘A novice might nonplus’, ‘roaming round’, and ‘Be sure it is a bear’ all show alliteration by repeating initial consonant sounds.

Imagery

Imagery involves using descriptive language to create vivid pictures in the reader’s mind. In the poem, imagery helps the reader visualise the animals being described. The vivid imagery used evokes the idea of the leopard’s swift, powerful movement. The word ‘lept’ reflects the animal’s speed and agility. One can imagine the claws digging in, which heightens the sense of danger and tension. This helps the reader visualise the scene more clearly, making the experience of encountering the leopard feel immediate and real.

Metaphor

A metaphor is a figure of speech that describes one thing by saying it is something else, without using ‘like’ or ‘as’. It creates a comparison between two different things to show their similarities in a more direct way. In the poem, metaphors are used to create vivid and imaginative descriptions of the animals. For example, the line ‘a noble wild beast’ emphasises the magnificence and power of the Royal Bengal Tiger.

Repetition

Repetition involves repeating words or phrases for emphasis. In the phrases ‘lep and lep again’ and ‘hugs you very, very hard,’ the repetition of ‘lep’ and ‘very’ emphasise the strength and persistence of the animals.

Understatement

The technique of understatement intentionally makes a situation seem less threatening or important than it is. In this poem the many examples of understatement add to the humour, for example only being able to identify an Asian Lion or a Bengal Tiger when it is already eating you. Other examples are the lightness and playfulness of ‘lep’ while this is actually a deadly attack. Other good examples of understatement are the bear hugging and caressing, the Hyena smiling and the Crocodile crying.

Enjambment

Enjambment is the continuation of a phrase, thought or sentence without a pause (punctuation) from one line to the next. This technique creates a sense of flow and movement in the poem. For example, in lines 1 and 2, 3 and 4 and 5 and 6 in stanza 1. This allows for a seamless reading experience, encouraging readers to move quickly from one line to the next without interruption.

Personification

Personification is when human qualities are given to animals or things. In the poem, the poet uses personification by describing the hyena as having ‘merry smiles’ and the crocodile as shedding ‘crocodile tears’. These phrases give human-like traits to animals, making them seem more relatable and adding a touch of humour. The hyena’s ‘merry smiles’ suggest that is it approachable while it is actually a dangerous animal.

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NCERT Solutions Thinking about the Poem

1. Does ‘dyin’ really rhyme with ‘lion’? Can you say it in such a way that it does? Ans: In British pronunciation the words ‘lion’ (lie-n) and ‘dyin’ (die-n) rhyme. What would not have rhymed would have been ‘lion’ and ‘dying’ The forced rhyme (dyin) and the playful manipulation of language highlights the creative aspects of the poem, where sound and rhythm can be adapted for effect. 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 identifying the lion by describing a scenario where one encounters a large, tawny beast that roars at you in a lifethreatening situation. This implies that if you feel as though you are about to die or die of fright from its roar, it must be the Asian Lion. For the tiger, the poet describes a noble wild beast with black stripes on a yellow background. He humorously suggests that if the animal starts to eat you, it is definitely a Bengal Tiger. According to the poet, one can identify these wild animals in extreme situations—when faced with danger or even death. 3. Do you think the words ‘lept’ and ‘lep’ in the third stanza are spelt correctly? Why does the poet spell them like this? Ans: In the third stanza, the words ‘lept’ and ‘lep’ are not spelled correctly. The correct past tense of ’leap’ is ‘leapt’ or ‘leaped’. The poet uses the spellings ‘lept’ and ‘lep’ to create a playful and fun tone that matches the light-hearted nature of the poem. This unusual spelling adds to the humour and makes the poem more engaging for readers. 4. Do you know what a ‘bear hug’ is? It’s a friendly and strong hug—such as bears are thought to give, as they attack you! Again, hyenas are thought to laugh, and crocodiles to weep (‘crocodile tears’) as they swallow their victims. Are there similar expressions and popular ideas about wild animals in your own language(s)? Ans: A ‘bear hug’ is a strong and friendly hug, like the kind one might imagine a bear giving. It shows warmth and affection. People often say that hyenas laugh. This is because the call they make Section C • How to Tell Wild Animals

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resembles laughter, but it also suggests that their smiles are sneaky and not to be trusted. The phrase ‘crocodile tears’ means pretending to be sad when you are not. It comes from the idea that crocodiles cry while eating their prey, which is not genuine sadness but just the mechanics of their jaws that stimulate tears. These expressions help us understand human feelings by comparing them to animal behaviours. There are many similar expressions in Hindi as well, such as Ab pachtaye hot kya jab chidiya chug gayi khet. This expression conveys the idea that it is pointless to regret or lament over a situation after it has already occurred, much like how one cannot undo the damage done by a bird eating crops. 5. Look at the line ‘A novice might nonplus’. How would you write this ‘correctly’? Why is the poet’s ‘incorrect’ line better in the poem? Ans: The line ‘A novice might nonplus’ can be correctly written as ‘A novice might be nonplussed.’ The poet’s use of the term ‘nonplus’ instead of the grammatically correct form enhances the poem for a couple of reasons. Firstly, the incorrect line maintains the rhyme scheme of the poem. In poetry, rhyme is crucial for creating rhythm and musicality, and by using ‘nonplus,’ it effectively rhymes with ‘thus,’ which contributes to the overall flow and sound of the poem. Secondly, this choice adds a layer of humour and playfulness to the poem. The word ‘nonplus,’ while technically incorrect in this context, evokes a sense of confusion or bewilderment, which aligns with the theme of a novice being overwhelmed by the complexities of distinguishing between different wild animals. The playful use of language engages readers and enhances their enjoyment of the poem. 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: Many poets and writers take liberties by breaking conventional rules of grammar, syntax and diction to create a desired artistic effect. This freedom allows them to exaggerate, invent words or manipulate language in ways that may not adhere to standard usage but enhance the 299

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emotional or aesthetic impact of their work. The well-renowned author William Shakespeare often coined new words and phrases, bending the rules of grammar and syntax for poetic effect. For example, in ‘Romeo and Juliet’, he uses the phrase ‘star-crossed lovers,’ creating a vivid image of fate and destiny. Similarly, in the poem ‘How to Tell Wild Animals,’ the poet uses the word ‘lep’ instead of ‘leapt,’ which adds a playful twist to the language and enhances the humor in the poem. 7. Much of the humour 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: Much of the humour in the poem ‘How to Tell Wild Animals’ arises from the clever use of language, although the ideas themselves are also quite amusing. For example, one particularly funny line is, ‘If you have any doubts, I guess; / He’ll give you just one more caress’. This line exemplifies how Carolyn Wells uses clever wordplay and humorous scenarios to engage readers while providing amusing insights about wild animals. The phrase ‘one more caress’ is ironic because it suggests a gentle touch, while it actually refers to the dangerous and potentially fatal ‘hug’ from a wild animal. This contrast creates a humorous effect, as it plays on the expectation of a soft, loving gesture when the reality is quite the opposite.

Additional Questions Extract-based Questions 1. Read the following extract carefully and answer the questions that follow. If strolling forth, a beast you view,

Whose hide with spots is peppered, As soon as he has lept on you, You’ll know it is the Leopard.

’Twill do no good to roar with pain, He’ll only lep and lep again.

(CBSE Question Bank)

I. Choose the option listing the stanza that would follow the given extract. (1) i. The leopard stalks on silent paws.

With deadly armour of fangs and claws.

He lies in his tree

perch through out the day.

Sleeping and resting the hours aways.

ii. A spotted leopard in a banyan tree, Kept his yellow carnivore-ic eyes on me.

I knew better than

to move fast or try to flee.

His eyes narrowed,

but I refused to see.

How fast that cat

was chasing after me.

If I can just get to that tall tall...

ii. His claws and paws will make you forget,

If you're in a dream or reality,

And you'll feel

iV. The leopard and the lion choose to become friends,

For they were all

proud of claws on their paws

clawed and pawed, I bet,

They each glorified

pounce a certainty.

Ability to live on

runs and strikes fast,

They each admired

The peppered

'Tis a beast that

If you're caught you sure won't last.

one another for theri mighty,

meat of other fauna throughout a year, one another for running speed,

They each remained from and loyal to one rule;

Lions don't eat a. Option i c. Option iii

leopards neither leopards eats lions.

b. Option ii d. Option iv

II. Given below are four examples of activities that Jasmeet does. Choose the option that correctly demonstrates ‘strolling’. (1) a. Jasmeet runs with a great speed after being chased by a dog. b. Jasmeet walks in the garden, relaxing while listening to his favourite song. c. Jasmeet skids sharply on the icy skate rink. d. Jasmeet rushes to switch off the water pump in the backyard. III. Which option lists the statement that is NOT TRUE according to the extract? (1) a. The poet asks the reader to hide on seeing the leopard.

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b. The poet cautions the reader about a leopard when walking through its territory. c. The poet informs the reader that a leopard can launch repeated attacks. d. The poet tells the reader that a leopard attack can result in pain. IV. The repetition used in ‘he’ll only lep and lep again’ is an example of... (1) a. poetic justice. b. satire. c. allusion. d. poetic licence. V. Choose the option that matches with the rhyme scheme of the extract. (1)

(i) proud loud child wild jungle mingle

(ii) wild jungle child mingle loud proud

(iii) wild proud child loud jungle mingle

(iv) loud jungle wild child mingle proud

a. Option i b. Option ii c. Option iii d. Option iv Ans: I. c. Option iii. II. b. Jasmeet walks in the garden, relaxing while listening to his favourite song. This option correctly demonstrates ‘strolling,’ as it describes a leisurely and relaxed walk. III. c. The poet informs the reader that a leopard can launch repeated attacks. This statement is not true according to the extract, as the poet does not suggest that a leopard will repeatedly attack. IV. d. poetic licence. The repetition used in ‘he’ll only lep and lep again’ is an example of poetic licence, as it allows the poet to create a humorous effect through the playful use of language. V. c. Option iii. The rhyme scheme of the extract is ABABCC. 2. Read the following extract carefully and answer the questions that follow. Though to distinguish beasts of prey A novice might nonplus,

The Crocodile you always may Tell from the Hyena thus:

Hyenas come with merry smiles;

But if they weep they’re Crocodiles.

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(CBSE Question Bank)

I. Choose the option that DOES NOT describe a ‘novice’. (1) a. Lakshman has played cricket for the first time today. b. Samiksha has been teaching for the last ten years. c. Srishti went for her first French class yesterday. d. Gautam baked a second cake to improve his skills. II. Which option lists the image that DOES NOT indicate what the poet means by ‘beasts of prey’? (1)

i. a. Option i c. Option iii

ii.

iii. b. Option ii d. Option iv

iv.

III. What, according to the extract, would cause bewilderment? (1) a. Discovering the similarity between different preys of beasts. b. Analysing habits of beasts that prey on hyenas. c. Knowing the difference between several beasts of prey. d. Drawing the similarities between crocodiles and hyenas. IV. Choose the line from the given stanza that the poet takes liberty with, to fit to the rhyme scheme. (1) a. Though to distinguish beasts of prey b. A novice might nonplus c. The Crocodile you always may d. Hyenas come with merry smiles V. Choose the crocodile fact that is related to the given extract. (1) a. They have webbed feet which, though not used to propel them through the water, allow them to make fast turns and sudden moves in the water or initiate swimming. b. Absence of sweat glands and so, release heat through their mouths making them often sleep with their mouths open. c. 99% of crocodiles are eaten in the first year of their life by large fish, hyenas, monitor lizards and larger crocodiles. 301

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d. While eating, they swallow too much air, which gets in touch with lachrymal glands and causes them to weep. Ans: I. b. Samiksha has been teaching for the last ten years. This option does not describe a novice, as it indicates that Samiksha has significant experience in teaching. II. d. Option iv III. c. Knowing the difference between several beasts of prey. Explanation: According to the extract, this would cause bewilderment, as distinguishing between various beasts can be confusing. IV. b. A novice might nonplus. This line is where the poet takes liberty with language to fit the rhyme scheme of the poem. V. b. A bsence of sweat glands and so, release heat through their mouths making them often sleep with their mouths open. Explanation: This fact is related to crocodiles and aligns with information typically found in extracts discussing their behaviour and physiology. 3. Read the following extract carefully and answer the questions that follow. The true Chameleon is small, A lizard sort of thing;

He hasn’t any ears at all, And not a single wing.

If there is nothing on the tree, ’Tis the chameleon you see.

(CBSE Question Paper, 2/2/2; 2023–24)

I. Fill in the blank with one word. When the speaker says ‘if there is nothing on the tree, ‘Tis the chameleon you see.’, he refers to ________________ as a characteristic trait of a true Chameleon. (1) II. What does the speaker mean when he says, ‘A lizard sort of thing’? (1) III. Which of the following best describes the speaker’s disposition while describing the Chameleon? a. indifferent b. playful c. dismissive d. respectful (1) IV. Comment on the poet’s use of language in these lines. Answer in about 40 words. (2)

Ans: I. When the speaker says ‘if there is nothing on the tree, ’Tis the chameleon you see.’, he refers to camouflage as a characteristic trait of a true Chameleon. II. When the speaker says, ‘A lizard sort of thing,’ he means that the chameleon resembles a lizard in both appearance and behaviour. This comparison highlights its small size and reptilian characteristics while suggesting a casual or informal attitude towards the chameleon. III. b. playful Playful best describes the speaker’s disposition while describing the chameleon. The tone is light-hearted and whimsical, reflecting a sense of fun in observing the unique qualities of the chameleon. IV. The poet uses clear and lively language to create a fun picture of the chameleon. By using simple descriptions and comparisons, he shows its special features, like its ability to blend in with its surroundings and its similarity to lizards, which captures the reader’s imagination. 4. Read the following extract carefully and answer the questions that follow. Or if some time when roaming round, A noble wild beast greets you, With black stripes on a yellow ground, Just notice if he eats you. This simple rule may help you learn The Bengal Tiger to discern. I. Who is the ‘noble wild beast’ in the above line? Why does the poet call it so? (1) II. What does the speaker imply by saying, ‘Just notice if he eats you’? Explain this in your own words. (1) III. Which statement accurately describes a key difference between the Royal Bengal Tiger and the Asiatic Lion? (1) a. The Bengal Tiger primarily hunts in groups, while the Asiatic Lion hunts alone. b. The Bengal Tiger has a tawny coat with a prominent mane, whereas the Asiatic Lion has an orange coat with black stripes.

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c. The Bengal Tiger is generally larger than the Asiatic Lion, which is smaller and has a less developed mane. d. The Bengal Tiger is found only in Africa, while the Asiatic Lion is native to India. IV. Discuss how the poet uses imagery in these lines to create a vivid picture of the Bengal Tiger.

II. By saying, ‘Just notice if he eats you,’ the speaker implies that if you see this wild animal and it behaves aggressively or tries to attack, it is a sign that you are likely facing a Bengal Tiger. III. c. T he Bengal Tiger is generally larger than the Asiatic Lion, which is smaller and has a less developed mane. IV. The poet uses vivid imagery to paint a clear picture of the Bengal Tiger. Phrases like ‘black stripes on a yellow ground’ create a striking visual representation of the tiger’s appearance, allowing readers to easily imagine its distinctive features and understand its stealthy nature in the wild.

II. The speaker suggests that you can be sure it is a bear if it hugs you very, very tightly. III. c. tight and dangerous

The phrase suggests that the hug is very tight, which might not be safe.

IV. The poet uses the word ‘caress’ to evoke the idea of warmth and tenderness, but the irony lies in the fact that the bear’s embrace is anything but gentle. This dual meaning creates a powerful contrast, showing that the bear’s hug, while outwardly affectionate, can also be dangerous, or even fatal.

Short Answer Questions

Answer the following questions in about 40–50 words.

If when you’re walking round your yard You meet a creature there, Who hugs you very, very hard, Be sure it is a Bear. If you have any doubts, I guess He’ll give you just one more caress.

1. What is the poet’s purpose in using behavioral cues like roaring, smiling or weeping in the poem ‘How to Tell Wild Animals’?

I. The speaker suggests that a bear is a friendly creature that gives hugs. (True/False)

(1)

II. How does the speaker say you should identify a bear?

(1)

III. What does the phrase ‘very, very hard’ imply about the bear’s hug? a. gentle and comforting b. playful and fun c. tight and dangerous d. brief and quick (1)

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Ans: I. True

V. (Suggested answer) I am terrified when the bear starts hugging me. I wonder if it is dangerous or if it is being friendly. My heart races as I try to figure out if I should run away or stay still. I hope it does not hurt me.

5. Read the following extract carefully and answer the questions that follow.

Section C • How to Tell Wild Animals

V. Imagine you encounter the bear described in the poem. Write a short paragraph (3–4 sentences) about your feelings and thoughts during this encounter. (1)

(2)

Ans: I. The ‘noble wild beast’ in the extract refers to the Bengal Tiger. The poet calls it ‘noble’ to highlight its majestic and powerful nature.

IV. Why does the poet use the word ‘caress’ to describe the bear’s behaviour? Discuss its connotation in the context of the poem. (1)

(CBSE Practice Question Paper; 2023–24)

Ans: The poet uses behavioural cues like roaring, smiling and weeping in ‘How to Tell Wild Animals’ to help readers identify different animals in a humorous way. These descriptions make the animals memorable while also highlighting their features and their dangerous nature, reminding us to be cautious in the wild. 2. ‘If he roars at you as you’re dyin’/ You’ll know it is the Asian Lion…’ Comment on the irony of the quote from the poem ‘How to Tell Wild Animals’.

(CBSE Question Bank)

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Ans: The quote ‘If he roars at you as you’re dyin’ / You’ll know it is the Asian Lion…’ contains a strong element of irony. The irony lies in the fact that if a person is in a life-threatening situation, such as being attacked by a lion, their primary concern would be survival, not identifying the species of the lion. The poet humorously exaggerates this scenario, suggesting that even in such a dire moment, one would still have the presence of mind to try an find out what kind of lion it is. 3. What effect does the poet create with the phrase ‘Just notice if he eats you’ in the lines provided? (Competency-based Question)

Ans: The poet creates a humorous effect by suggesting that they way to identifying a Bengal Tiger is to allow it to eat you. This line is ironic as it implies that by the time you identify the beast as a Bengal Tiger, it may be too late.

4. Hyperbole is a literary device used when the poet exaggerates an image to make it comical. State two instances from the poem ‘How to Tell Wild Animals’ where the literary device is used.

(Competency-based Question) (CBSE Question Bank)

Ans: In the poem ‘How to Tell Wild Animals,’ hyperbole is used to create a humorous effect by exaggerating certain characteristics of wild animals. a. ‘Just notice if he eats you.’ This line exaggerates the idea of casually observing a tiger while being attacked. The suggestion that one should simply ‘notice’ being eaten is absurd and highlights the danger in a comical way. b. ‘Who hugs you very, very hard.’ This line describes a bear’s hug as extremely strong, implying that it could be fatal. The exaggeration of the bear’s strength adds a humorous twist to the description, making it entertaining while also serving as a warning.

5. Which genre is most appropriate for the poem? Substantiate your choice with reference to the poem ‘How to Tell Wild Animals’.

(Competency-based Question) (CBSE Question Bank)

Ans: The most appropriate genre for the poem ‘How to Tell Wild Animals’ is humorous poetry. This classification is substantiated by the poem’s playful tone and exaggerated descriptions of wild animals.

The poet uses absurd scenarios, such as identifying an Asian Lion by its roar while you are dying, which adds to comic effect. The line about noticing if a creature eats you to identify a Bengal Tiger highlights the irony and exaggeration used throughout the poem. These elements combine to create a lighthearted and entertaining exploration of how to recognise various wild animals, making it clear that the poem belongs to the genre of humorous poetry. 6. ‘All knowledge is useful. But not all knowledge is worth the cost.’ Elaborate on the quote in the context of the poem ‘How to Tell Wild Animals’.

(Competency-based Question) (CBSE Question Bank)

Ans: The quote ‘All knowledge is useful. But not all knowledge is worth the cost’ suggests that while gaining knowledge can be beneficial, some information may come at a high price, such as the danger of being eaten. In the context of the poem ‘How to Tell Wild Animals,’ this idea is illustrated through the humorous yet cautionary descriptions of identifying wild animals. 7. Would you agree that the poet has an in-depth knowledge of the wild? Support the statement in context of the poem ‘How to Tell Wild Animals’. (CBSE Question Bank) Ans: The poet demonstrates an in-depth knowledge of the wild through her detailed and humorous descriptions of various animals. She accurately identifies characteristics of the Asian Lion, Bengal Tiger, and other creatures, providing clear cues for recognition. These insights show that the poet understands animal behaviour and traits well. For example, she mentions that the chameleon has ‘no visible ears,’ highlighting a unique trait of the animal. She also humorously describes the crocodile crying, which is an imaginative interpretation of actual behavior while eating prey. These examples show the poet’s understanding of animal characteristics. By weaving this knowledge into a playful narrative, she both entertains and educates readers about the wild. 8. What is the central idea of the poem ‘How to tell the wild animals’? Ans: The central idea of the poem revolves around the humorous yet cautionary methods for identifying various wild animals. The poet uses exaggerated

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and comical descriptions to illustrate how one might distinguish between different species, particularly focussing on the risks involved when encountering fierce animals like lions and crocodiles. Through playful language and absurd scenarios, the poem entertains while subtly warning readers about the dangers of getting too close to these wild creatures.

Long Answer Questions

Answer these questions in about 100–120 words. 1. What is the overall theme of the poem ‘How to Tell Wild Animals,’ and how does the poet use humour to convey this theme? Provide examples from the text. Ans: The overall theme of ‘How to Tell Wild Animals’ revolves around ways of identifying wild animals and maintaining respect for their wild and dangerous nature. The poet uses exaggeration and irony to entertain readers while simultaneously warning them about the dangers of approaching these creatures. For example, the poet suggests that a sure way of identifying a Bengal tiger is to see if it eats you. This highlights the absurdity of identifying an animal in a life-threatening situation. This blend of humour and caution serves to engage readers, making them aware of the characteristics of various wild animals while reminding them to respect their power and potential danger. 2. How does the poet portray hyenas and crocodiles in ‘How to Tell Wild Animals,’ and what can we infer about their characteristics based on this portrayal? Ans: In the poem, the poet portrays hyenas as deceptive creatures that appear friendly due to their smiles but are actually dangerous predators. The idea of a smiling hyena is based on the sound a hyena makes that resembles human laughter. This portrayal of the smiling hyena suggests that one should not be fooled by outward appearances, as they are cunning and unpredictable. Similarly, the crocodile is depicted as a creature that weeps, which adds an ironic twist since it implies false emotion while it hunts. From these descriptions, we can infer that both animals possess traits that make them formidable in their natural Section C • How to Tell Wild Animals

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habitats. The poet’s use of humour in these portrayals serves to highlight the importance of being cautious when encountering wild animals, as they may not always be what they seem. 3. Imagine the poet meets Mijbil, the otter. Write a detailed account of the characteristics the poet could use for her poem, if she were to write about identifying an otter.

(Competency-based Question) (CBSE Question Bank)

Ans: If the poet were to meet Mijbil, the otter, she might describe his playful and curious nature. Mijbil’s sleek, streamlined body would be highlighted, perfect for gliding through water with ease. His webbed feet would be noted for their efficiency in swimming, while his sharp claws would be mentioned for their usefulness in catching fish. The poet might also describe Mijbil’s expressive eyes, which reflect his intelligence and inquisitiveness. His soft, dense fur, which keeps him warm in cold water, would be another point of interest. The poet could also mention Mijbil’s playful antics, such as chasing his tail or juggling small objects, adding a touch of humour to the poem while capturing the essence of this charming creature. 4. Reflect on a personal experience or a hypothetical situation where you encounter a wild animal. How would you apply the lessons from ‘How to Tell Wild Animals’ in that scenario? (Competency-based Question)

Ans: (Suggested answer) If I were to encounter a wild animal, I would apply the lessons from the poem ‘How to Tell Wild Animals’ by first observing its behaviour carefully before approaching. The poem teaches us that recognising an animal’s characteristics is crucial for our safety. For example, if I see an animal with black stripes on a yellow background, I would remember that it could be a Bengal Tiger and keep my distance. I would also consider the poet’s humorous warning about being cautious—if an animal appears friendly but has predatory traits, like the hyena, I would avoid any interaction. Ultimately, the poem encourages respect for wildlife and highlights the importance of understanding animal behaviour to ensure one’s safety in nature. 305

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Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. If ever you should go by chance To jungles in the east; And if there should to you advance A large and tawny beast, If he roars at you as you’re dyin’ You’ll know it is the Asian Lion… I. What characteristics of the ‘large and tawny beast’ does the poet highlight in these lines? (1)

II. Which line has an example of alliteration? (1) a. ‘If ever you should go by chance’ b. ‘A large and tawny beast’ c. ‘Or if some time when roaming round,’ d. ‘You’ll know it is the Asian Lion’

III. Do you think the poet effectively uses humour to convey a warning about wild animals? Justify your answer with one specific reference to the text. (1) IV. If you were to write your own stanza about encountering a different wild animal, what would it be? Use descriptive language and at least one literary device, such as simile or metaphor, to bring your stanza to life. (2)

Though to distinguish beasts of prey A novice might nonplus, The Crocodile you always may Tell from the Hyena thus: Hyenas come with merry smiles; But if they weep they’re Crocodiles.

(CBSE Question Paper, 2/1/2; 2022–23)

I. Select the appropriate section to complete the sentence, according to the extract: Crocodiles can be identified by their ____________________. (1) a. tears b. attitude c. smiles d. attacks II. State whether the following statement is True or False. Hyenas are famous for weeping. (1) III. ‘Novice’ in line 2 means the same as: a. learner b. beast c. tender foot d. beginner

(1)

IV. In this extract the poet has presented two different behavioural traits of animals. They are _________________. (1)

V. The poet uses ‘A novice might nonplus’ instead of the novice might get confused. How does this usage impact the poem? a. Adds an incorrect option. b. It is associated with the beast. c. It rhymes and adds rumour. d. It simplifies the meaning. (1) 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. How does the poet describe the experience of encountering a Bengal Tiger? What specific details does she provide to convey the potential danger? b. Identify a literary device used in the poem and explain how it contributes to the overall meaning. Provide an example from the text. c. In what way does the poet blend humour with caution in her descriptions of wild animals? Provide an example from the poem. d. What message does the poet convey about human interaction with wild animals through her writing? 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Analyse how the poet portrays different wild animals in the poem. Choose two animals mentioned in the poem and discuss their characteristics and the implications of encountering them. b. Examine the use of literary techniques in How to Tell Wild Animals.’ Discuss how techniques such as rhyme, rhythm and imagery contribute to the poem’s overall impact and meaning. Provide specific examples from the text to support your analysis. (Competency–based Question) c. Analyse how ‘How to Tell Wild Animals’ addresses themes of awareness and safety in relation to wildlife encounters. How does the poet convey these themes through her descriptions and advice? Provide examples from the poem in your (Competency-based Question) response. d. Imagine you are tasked with creating an educational poster about the Royal Bengal Tiger for a school project. Based on what you have learnt from ‘How to Tell Wild Animals,’ describe three key characteristics of the Royal Bengal Tiger that you would include on your poster. Explain why each characteristic is important for understanding Bengal Tigers in their natural habitat. (Competency-based Question)

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The Ball Poem

—John Berryman

About the Poet

John Berryman was born in 1914 and became one of the most significant American poets of the 20th Century. He is best known for his work ‘The Dream Songs,’ a series of 385 poems which won him the Pulitzer Prize for Poetry in 1965. Berryman’s style is characterised by its confessional tone and innovative use of form. Despite his professional success, Berryman’s life was marred by personal struggles. He held a professorship at the University of Minnesota for many years, where he influenced and mentored numerous young writers. His life ended tragically in 1972, but he has left behind a powerful and enduring literary legacy.

Summary

‘The Ball Poem’ by John Berryman explores the theme of loss and the process of coping with it. The poem begins with a young boy losing his ball, a symbol of his childhood and innocence, as it bounces away into the harbour. The boy stands still, staring at the water, reflecting on his loss. Berryman uses this incident to illustrate the inevitable experiences of loss that everyone must face in life. The poet emphasises that losing something precious is a part of growing up and gaining wisdom. While the boy is initially distraught, he gradually comes to understand that life goes on, and he must learn to let go and accept the reality of loss. Berryman conveys that such experiences are essential for personal growth and resilience, teaching individuals to treasure their memories while moving forward.

Theme of the Poem

‘The Ball Poem’ by John Berryman delves into the theme of loss and the emotional journey of coping with it. Through the simple act of a young boy losing his ball, Berryman captures the profound sense of loss that is an inevitable part of life. The poem emphasises that such experiences are integral to personal growth, teaching individuals to let go and accept the transient nature of possessions and moments. As the boy comes to terms with his loss, he learns a valuable lesson about resilience and the importance of cherishing memories while moving forward.

Explanation

What is the boy now, who has lost his ball, What, what is he to do? I saw it go Merrily bouncing, down the street, and then Merrily over – there it is in the water!

The poem starts with questions about the impact that the loss of the ball will have on the boy—‘What is the boy now?’ ‘What, what will he do?’ Notice the repetition of ‘what’ that highlights the the seriouness of the loss. In contast with the sad tone suggested by the questions, the description of the ball bouncing ‘merrily’ down the street and ‘merrily over’, is lighthearted. No use to say ‘O there are other balls’: An ultimate shaking grief fixes the boy As he stands rigid, trembling, staring down All his young days into the harbour where His ball went. I would not intrude on him: A dime, another ball, is worthless. Now Lines 5–10 The reaction: The observer feels the boy’s grief and knows that ‘other balls’ cannot replace the one that is lost. The boy’s grief at his loss is deep-felt—it is described as an ‘ultimate shaking grief’ that transfixes the boy as he stares down at the ball in the harbour. The shock of the event ‘fixes’ (immobilises) the boy and he stands Section C • The Ball Poem

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stiff and trembling with emotion. The ball is symbolic of the boy’s childhood memories—it is as if his young days disappear into the harbour with the ball. The observer does not approach the boy as he knows that giving him a dime or another ball cannot soothe the grief of his loss. The last word in line 10, ‘Now’, suggests a transition in the poem. In the next lines we will get to know what the boy will learn about loss as an adult. He senses first responsibility In a world of possessions. People will take Balls, balls will be lost always, little boy. And no one buys a ball back. Money is external. He is learning, well behind his desperate eyes, The epistemology of loss, how to stand up Knowing what every man must one day know And most know many days, how to stand up. The observer comments that in losing the ball, the boy starts sensing his first life-lesson—that all possessions in life will be lost. It is as if the observer tells the boy that possessions, symbolised by balls, will always be taken from you. This is a lesson that the ‘little boy’ must learn. Money cannot buy back what the ball meant to the boy. Values and emotions are internal but money is ‘external’. The observer comments that the boy seems to be learning to cope with the deep knowledge (epistimology) of loss even though his eyes show his sadness and desperation. The loss of the ball has given the boy a ‘sense’a taste, of the kind of losses that he will face in life and how to cope (stand up). The boy has learnt about the loss that every man has to deal with in life, and most people have to deal with over and over.

Glossary

merrily: happily; joyfully ultimate: extreme shaking grief: sadness which greatly affects the boy rigid: stiff, like a statue trembling: shivering harbour: a place on the coast where ships can moor in a sheltered space intrude on: (here) to enter a situation where one is not welcome a dime: a ten cent coin (US) possessions: items or things that are owned by someone

external: superficial, outside of us not touching our emotions desperate: hopeless epistemology: The Greek word episteme means ‘knowledge’ (it comes from a word meaning ‘to understand, to know’). Epistemology is the study of the nature of knowledge itself. epistemology of loss: having knowledge of the nature of loss and what it means to lose something stand up: cope with, deal with

Poetic Devices Repetition

The repetition of words/phrases in a line or in close proximity often emphasises or reinforces a certain idea, tone or feeling. The repitition of ʽWhat, what...ʹ (line two) emphasises the depth of sadness and the question of how the boy will cope with the loss of his ball. The repetition of ʽMerrilyʹ (Line 3 & 4) suggests that the ball, which is so important to the boy, happily bounces away, stressing that humans are the ones who attach value to possessions, not the possessions themselves. The repitition of ʽBalls, balls...ʹ (Line 13) suggests that there are many balls and that ultimately they are worthless and will be lost. The idea of coping and carrying on despite loss is stressed in lines 16 and 18 through repetition of ʽhow to stand upʹ..

Alliteration

Alliteration is the repetition of initial consonant sounds in the same line. This can be used to emphasise an idea like in the example below or to improve the rhythm of a line. ʽAnd no one buys a ball backʹ 308

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Metaphor

A metaphor is a comparison between two different objects without the use of comparison words. In the poem the lost ball is a metaphor for possessions and of the boy’s childhood memories associated with the ball. With the loss of the ball, the boy loses the innocence of childhood and comes to realise that loss is part of life.

Enjambment

This is a literary device where one sentence or phrase runs over from one line of poetry to the next, without a pause or end punctuation. In lines 2 to 4 the enjambment reflects the continuous movement of the ball until it lands in the water. The enjambment from line 6 to 7 suggests the inevitability of people taking things from you and possessions being lost throughout life.

NCERT Solutions Thinking about the Poem

5. What does the poet say the boy is learning from the loss of the ball? Explain this in your own words. Ans: The poet says that the boy is learning to bear the loss of the ball. He is experiencing grief and learning to grow up in this world of possessions. He learns that there are many things in life that are lost and cannot be brought back. He senses his first responsibility in coping with loss of a possession that meant a lot to him. The boy will learn how to stand up and leave the losses behind as he will have understood the true meaning and nature of loss.

2. ‘... staring down All his young days into the harbour where His ball went ...’ Do you think the boy has had the ball for a long time? Is it linked to the memories of days when he played with it? Ans: Yes, the boy has had the ball for a long time. It is linked to the memories of his younger days when he played with it. When the ball lands in the water, all his memories of the days of his childhood flash in front of him. This leads to a realisation that those moments will not come back, just like the ball.

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: I remember having a very special teddy bear that my grandmother had given me. We went on holiday and I left it at dhaba on the way. I only realised it when we had travelled far away. I was devastated and could not sleep that night as I cried for my companion. We never found the teddy but I learnt to look after my possessions better and that after a while I could learn to sleep without my soft toy.

3. What does ‘in the world of possessions’ mean? Ans: The phrase ‘in the world of possessions’ means that we are living in a world where everybody is worried about material possessions. Today’s world encourages the race to own more and more.

Additional Questions

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 does not want to interfere in the natural process of learning. He wants the boy to learn the meaning of loss on his own. He also doesn’t offer him money to buy another ball because that would be worthless. He wants the boy to learn the lesson of responsibility and accept that losses are a part of life.

4. Do you think the boy has lost anything earlier? Pick out the words that suggest the answer. Ans: No. It seems that the boy had not lost anything earlier. The words that suggest this are, ‘He senses first responsibility in a world of possessions.’

Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. What is the boy now, who has lost his ball, What, what is he to do? I saw it go Merrily bouncing, down the street, and then Merrily over – there it is in the water!

Section C • The Ball Poem

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(CBSE Question Paper, 2/5/2; 2022–23)

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I. What does the expression ‘What, what is he to do?’ denote? a. loss of the ball b. ask the poet for another ball c. boy’s grief over the loss of the ball d. go down the street (1) II. State whether the following statement is True or False. The poet was delighted to watch the ball bouncing down the street into the water. (1) III. The poet repeats the word ‘what’ in order to ____________. (1) IV. There is no use to say ‘O there are other balls’ indicates that the poet feels that it would be ___________ to console the boy. a. helpful b. futile c. easy d. shameful (1) V. ‘What is the boy now, who has lost his ball.’

Which feeling is expressed in this line? a. regret b. cheer c. despair d. thrill Ans:

(1)

I. c. boy’s grief over the loss of the ball II. False (The questions in line 1 and 2 reflect that the observer/poet regards the loss of the ball as a serious and troubling event.) III. The word ‘what’ is repeated to show the boy’s desperation at the loss of the ball. IV. b. futile V. a. regret 2. Read the following extract carefully and answer the questions that follow.

An ultimate shaking grief fixes the boy

As he stands rigid, trembling, staring down All his young days into the harbour where

His ball went. I would not intrude on him. .........

(CBSE Additional Practice Question Paper; 2023–24)

I. In the line, ‘An ultimate shaking grief fixes the boy’, what does the following tell us? Answer in a total of about 40 words. a. ‘ultimate’ – This tells us __________________

b. ‘fixes’ – This tells us __________________ (2) II. Complete the following with a correct option.

The use of ‘rigid’ and ‘trembling’ in the same line creates a powerful contrast between _____________________________________________.

a. unchangeable circumstances and visible sobbing b. defence mechanism and submission to a situation c. emotional numbness and physical quivering d. strong beliefs and unexpected reality (1) III. State why the following is TRUE. The line ‘All his young days into the harbour where / His ball went’ refers to losing the ball as just a material loss. (1) IV. Fill the blank with an appropriate phrase from those given in the brackets. The speaker chooses not to intrude on the boy. This choosing not to intrude, reflects a sensitivity to the boy’s emotional state and a respect for the _______________ of the grieving process. (universal occurrence/passing over/ personal nature) (1) Ans:

I. The word ‘ultimate’ tells us that the boy’s grief is extreme. He has lost a ball that is a symbol of his childhood and that holds many happy memories. The word ‘fixes’ tells us that the boy is frozen with shock when he sees his his ball lost in the water. II. c. emotional numbness and physical quivering III. False. The loss of the ball is much more than a material loss. The ball represents all the memories of playing with the ball in his younger days. It is an emotional loss. IV. personal nature 3. Read the following extract carefully and answer the questions that follow. A dime, another ball, is worthless. Now He senses first responsibility In a world of possessions. People will take Balls, balls will be lost always, little boy.

I. Who or what realises that another dime or another ball in worthless?

The ______________________

(1)

II. Why would ‘another ball’ not replace the one lost? a. It would not look the same. b. It would not have the same feel. c. It would not serve as a symbol of the boy’s youth. d. It would be more expensive and not feel the same. (1)

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III. Which words would most accurately replace the word ‘senses’ in the line 2 of the extract? a. instinctively feels b. gets a strong feeling c. wishes for d. gladly accepts

Ans:

(1)

IV. The word ‘_____________’ used in the extract shows that the boy has not had to deal with loss before. (1) V. Which statement is NOT true about the last two lines of the extract. a. In life, others will take things you care about. b. Loss is inevitable, you will always lose things. c. What is taken from you can easily be replaced. d. The tone of the lines suggest pity and regret. (1) Ans: I. observer/poet II. c. It would not serve as a symbol of the boy’s youth. III. a. instinctively feels IV. first V. c. What is taken from you can easily be replaced.

And no one buys a ball back. Money is external.

He is learning, well behind his desperate eyes The epistemology of loss, how to stand up.

(CBSE Question Paper, 2/3/2; 2023–24)

I. When the poet says, ‘no one buys a ball back’, what does he refer to in the context of the poem? (1) II. Complete the sentence with the appropriate option.

The lines from the poem tells us that the boy is experiencing _______________. a. distress b. terror c. realisation d. elation (1)

III. What is the significance of the term ‘desperate’ used to describe the boy’s eyes in the poem, and how does it contribute to the overall mood and tone of the poem? Section C • The Ball Poem

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(2)

(1)

I. The statement that ‘no one buys a ball back’ shows that a possession once lost cannot be replaced even if you have the money. It is not just the possession but the memories that it represents that are lost. II. realisation III. The term ‘desperate’ in the poem that describes the boy’s eyes, contributes to the sense of hopelessness that the boy experiences at his first experience of loss and the responsibility of possessions. He is at the beginning of his realisation that loss is part of life and that one will experience from time to time, without the option of giving up. IV. The ball is used as a metaphor for possessions and the memories attached to those possessions. The loss of the ball is a metaphor for the knowledge that the boy must gain— that all possessions will be lost and that one needs to be able to cope with the loss.

4. Read the extract carefully and answer the questions that follow.

IV. Identify and discuss the poet’s use of metaphor in the poem.

5. Read the extract carefully and answer the questions that follow.

(CBSE Question Paper, 2/5/2; 2023–24)

In a world of possessions. People will take Balls, balls will be lost always, little boy. And no one buys a ball back. Money is external. He is learning, well behind his desperate eyes, The epistemology of loss, how to stand up Knowing what every man must one day know And most know many days, how to stand up

I. Fill in the blank with one word. When the speaker says ‘People will take/Balls, balls will be lost always, little boy’, his tone is _________________. (1) II. The poet says that money is external. What inference can be drawn from this statement? Answer in about 40 words. (2) III. Which of the following best describes the speaker’s attitude towards material possessions? a. indifferent b. emotional c. casual d. respectful (1) IV. Identify the poetic device used in ‘And no one buys a ball back’. (1) Ans: I. compassionate / sympathetic II. Money can be used to buy possessions but it cannot bring happiness, peace or good memories. Possessions can be repaced, but 311

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money cannot compensate for the loss of a valued possession and the memories and values it represents. III. d. respectful IV. alliteration

Short Answer Questions

Answer the following questions in about 40–50 words.

1. What is the theme of ‘The Ball Poem’? Ans: The theme of ʽThe Ball Poem’ deals with loss and how to cope with it. The boy loses his ball and experiences a profound sense of loss. The poem emphasises that such experiences are integral to personal growth, teaching individuals to let go and accept the transient nature of possessions and moments. As the boy comes to terms with his loss, he learns a valuable lesson about resilience and the importance of cherishing memories while moving forward. 2. Comment on the statement: In the poem an outsider looks in on an event and comments on life. Ans: The poem is a description of how a boy loses his ball and a reflection by an outsider who sees the event and reflects on what the boy will learn about coping with loss in life. The outsider sees the event as the start of the boy’s journey to adulthood where he will have to cope with loss as part of everyday life. 3. Identify one example of repetition in the poem and explain how it contributes to the meaning of the poem. Ans: The word ‘ball’ is central to the poem but the repetition of the word in these lines is most striking. ‘People will take/Balls, balls will be lost always’ The repetition of the word ‘balls’ in close proximity and the enjambment stress the inevitability of the loss of possessions in life. 4. A popular quote states: Responsibility is self-taught. How does the poem address this thought? (CBSE Question Bank) Ans: The quote ‘Responsibility is self-taught’ is central to the poem. The observer could have given the boy money or bought him a new ball. However, he keeps his distance as he wants the boy to learn for himself that he was responsible for the ball but lost it. Unless he came to the realisation on his own, he would not learn anything about responsibility.

5. Explain ‘the epistemology of loss’ in your own words. Ans: ‘Epistemology’ means ‘knowledge’, and ‘epistemology of loss’ means learning about loss, what it means, and coming to terms with it, because loss is inevitable. 6. A ball should be easy to replace. Explain why the boy is so sad about losing it. Ans: It was a much-loved possession which he had had since his chilhood. It was linked with the memories of the days when he played with it. Now, the ball is lost forever. He could buy a new ball but the memories linked with the lost ball are lost forever. 7. Suggest a suitable by-line for ‘The Ball Poem’ with a reason for your choice. (CBSE Question Bank) Ans:The poem is about accepting loss and coping with it. The boy has lost his ball and it cannot be replaced because it holds many memories of childhood. A good byline would be ‘Coping with Loss’.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. In the context of the poem ‘The Ball Poem’ explain what the the boy learns though his experience of losing the ball and how this will have an impact on his adult life. Ans: Although the boy is still young the loss of the ball is the beginning of his learning of how to cope with loss and take responsibilty for his own actions. Although he experiences grief that makes him stand rigid and trembling, he learns to cope with loss towards the end of the poem. The observer states that the boy ‘is learning well’ despite the desperation in his eyes. He learns that loss is part of life in the adult world and that he has to cope with it and move on like so many others before him have done. This is also how he takes the first steps towards accepting responsibilty for his possessions and although some losses are inevitable, one can save oneself the hardship of losing possessions by acting responsibly for and looking after what you have. 2. You have been chosen to address the school assembly on the ‘epistemology of loss’ and the resilience of the human spirit. Prepare the speech draft with reference to the commonality

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of themes in ‘The Ball Poem’ by John Berryman and ‘From the Diary of Anne Frank’. You may begin this way: Good morning, everyone. Today I’d like to discuss two pieces of literature that offer a powerful insight into how to deal with loss and the resilience of the human spirit required during times of crisis. You may end this way: To conclude, I’d like to say that ..... Thank you.

(CBSE Question Paper, 2/5/2; 2023–24)

Ans: Today I’d like to discuss two pieces of literature that offer a powerful insight into how to deal with loss and the resilience of the human spirit required during times of crisis. Let’s look at the ‘epistemology of loss’ and the resilience of the human spirit, illustrated by John Berryman’s ‘The Ball Poem’ and ‘The Diary of Anne Frank’. The common thread between these two works is the way they find the resilience to deal with loss. In ‘The Ball Poem’, a boy’s loss of his ball symbolises the inevitable losses we all face in life. Through this loss, he learns to find inner strength and move forward. ‘The Diary of Anne Frank’ provides a powerful account of resilience during the years of the Holocaust. Despite constant fear, Anne’s spirit remains unbroken. She finds solace in her writing and hope in humanity. To conclude, the works emphasise that while loss is universal, our response to it defines our resilience. They inspire us to embrace our losses, learn from them, and find the strength to move forward. Thank you.

3. Imagine that you are the boy’s parent. What would you say to him when you see him heartbroken because he has lost the ball that meant so much to him? Ans: My Darling, I understand that you are sad and that the ball meant a lot to you—you have had it since you were very young. I know that you may be thinking of the day that grandpa gave you the ball and how he taught you to kick it. Even though you have lost the ball, you can still hold all the memories of it in your heart. This is the first possession that you have lost and it is a hard blow, but as you grow up you may lose other things and people that are important to you. Everyone goes through this pain at some stage Section C • The Ball Poem

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of their life and some people may experience loss often. People may steal something that you value or you may lose a friend. A gadget that you think you cannot do without may break and you lose all your data. Things like this are likely to happen, but you cannot allow them to make you so sad that you become despressed and overthink the loss. One has to move on and be positive, as life has to go on. Losses in life are inevitable, like you lost your grandfather, or a gadget that broke due to wear and tear. What you can do is to be responsible and take good care of the possessions that you value. This will help you not to lose them. Remember that when we lose something, life must go on. 4. The poem deals with a child understanding loss for the first time. Matches and championships too, deal with a different sense of loss. Explain how games and sports are a good way to train children to take losses in their stride. (CBSE Question Bank) (Competency-based question) Ans: Matches and championships teach children valuable skills such as team spirit, cameraderie, responsibility, good manners and, most important of all, good sportsmanship. These are valuable life lessons. Sport teaches a child that winning or losing is not the most important aspect of sport. Even if one loses a match, you have still gained valuable experience. One learns from loss and realises that one needs to practice to improve one’s skills. Like the boy in ‘The Ball Poem’, sport teaches children to move on from their loss and that losing is as much a part of sport and championships as winning is. 5. Compare the message that the Buddha shares in ‘Sermon at Benares’ with the message of ‘The Ball Poem’. Ans: The Buddha’s tale about the woman who lost her son teaches us to cope with the loss of a loved one. It teaches that one must not be so attached to things of this world. Loss brings grief and sorrow, but as wise people we must learn to stay calm and accept the loss while understanding that we might lose things and people we love. The Buddha teaches that life is impermanent but that someone who is wise accepts loss and does not grieve unnecessarily. The lesson that the boy learns in ‘The Ball Poem’ also deals with loss and that it is an inevitable part of life. People will take things from you or you may lose things due to your own actions, 313

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but one needs to ‘stand up’ and not only accept loss but recover from it. Only by learning to accept and adapt to it can we live a normal life. Both the boy and the woman who has lost her son learn painfully from experience that loss is inevitable in life and needs to be dealt with in a wise manner. The poem and the story also offer insight into how we should view possessions and people in our lives—they are impermanent and one needs to be prepared to cope with loss.

Assessment

Scan to see answers.

1. Read the following extracts and answer the questions that follow. (2 × 5 = 10 marks)

a. No use to say ‘O there are other balls’: An ultimate shaking grief fixes the boy As he stands rigid, trembling, staring down All his young days into the harbour where his ball went’

I would not intrude on him, A dime, another ball, is worthless. Now He senses first responsibility In a world of possessions. People will take Balls, balls will be lost always, little boy And no one buys a ball back. Money is external. He is learning ... (CBSE Question Paper, 2/1/2; 2023–24) I. Which of the following best describes the speaker’s attitude towards the boy’s reaction to losing his ball? a. Indifferent as the ball is inexpensive b. Sympathetic, understanding the depth of the boy’s loss c. Mocking, finding the boy’s reaction exaggerated and unnecessary d. Panicked, sharing the boy’s distress over the lost ball (1) II. Comment on the use of metaphor in the above extract.

(1)

III. Explain the phrase ‘all of his young days into the harbour’ with reference to the extract. (1) IV. Briefly state in about 40 words the boy’s journey from ‘shaking grief’ to ‘he is learning’ in the above extract. (2) b. He is learning, well behind his desperate eyes, The epistemology of loss, how to stand up

Knowing what every man must one day know And most know many days, how to stand up.

I. Is the following statement True or False. Give a reason why. (1) The boy is not coping with the lesson he has to learn about loss. II. ‘Epistimology’ can best be described as _______________. (1) III. Which of the following most accurately reflects the meaning of ‘stand up’? a. stand up straight b. fend for yourself c. deal with something d. fight for your rights (1) IV. Write the four consecutive words in the extract which show that people often have to deal with loss repeatedly. (1) V. Explain the significance of the repetition in the extract. (1) 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Comment on how the enjambment in the first 4 lines of the poem affects its meaning.

b. What would the boy’s thoughts be as he stands ‘rigid, trembling, staring down’ at the ball in the water?

c. Briefly describe the observer’s attitude towards the boy in the poem ‘The Ball Poem’. d. What is meant by the lines below in the context of the poem? He senses first responsiblity In the world of possessions. 3. Answer the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Imagine a situation where Nelson Mandela and the observer in ‘The Ball Poem’ talk about loss and the resilience to cope with loss in a positive manner. b. The poem states ‘Money is external’. Explain the line in the context of the poem and discuss the relevance of the quote when applied to modern life. (Competency-based question) c. Do you think the poet’s choice of a ball is a good metaphor for a possession? Is there another object that you would have used instead? Motivate your answer.

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Amanda!

—Robin Klein

About the Poet

Robin Klein is a celebrated Australian poet and author known for her significant contributions to children's literature. She was born on 28 February 1936 in Kempsey, New South Wales, Australia, into a family of nine children. Klein published her first short story at the age of sixteen. In 1981, she was awarded the Literature Board Grant for Writing, which motivated her to write more extensively. Her writing often focusses on the challenges of growing up, using simple yet powerful language that resonates with young readers. Some of her famous works include 'Hating Alison Ashley', 'People Might Hear You', 'Came Back to Show You I Could Fly', and 'Halfway Across the Galaxy and Turn Left'. Over her career, she has written more than forty books, many of which have received critical acclaim, including the CBCA Children's Book of the Year Award. Her works continue to inspire and engage children, making her an important figure in literature.

Summary

The poem ‘Amanda’ by Robin Klein tells the story of a young girl named Amanda who faces constant nagging from an adult. The girl, Amanda, has reached adolescence which is revealed to us through the growth of acne on her face. Amanda is now expected to stop indulging in fantasies and behave responsibly and as per societal norms. Throughout the poem, Amanda is instructed not to bite her nails, to sit up straight, and to complete her homework, among other things. These repeated commands overwhelm her and restrict her sense of freedom. To escape this pressure, Amanda imagines herself in various idealised situations. She dreams of being a mermaid in a calm, emerald sea, where she can drift happily without any worries. In another daydream, she envisions herself as an orphan, free to roam the streets and draw patterns in the sand without anyone telling her what to do. Amanda also fantasises about being Rapunzel, wishing to live alone in a tower where she can enjoy peace and solitude. The poem highlights Amanda’s desire for independence and her struggle against the limitations imposed by the adult. It reflects the universal theme of childhood longing for freedom amidst parental expectations.

Theme of the Poem

The poem explores themes of childhood, imagination, and the pressures of societal expectations through the perspective of a young girl named Amanda. It demonstrates a conflict between parental authority and a child’s desire for freedom. It vividly illustrates Amanda’s feelings of being overwhelmed by an adult’s constant scolding and rules, contrasting her reality with her rich imagination where she longs for freedom and independence. The incessant nagging is symbolic of the rigid expectations and societal norms, which often stifle a child’s creativity and imagination. The excessive control leads to her feeling caged and yearning for solitude. Her imagination becomes the window for her freedom. The poem also reflects the importance of allowing children to express themselves and explore their identities without the constraints of societal demands.

Explanation

Don’t bite your nails, Amanda! Don’t hunch your shoulders, Amanda! Stop that slouching and sit up straight, Amanda!

In the first stanza, the speaker, likely Amanda’s mother or another adult, gives Amanda a series of commands. She tells Amanda not to bite her nails, hunch her shoulders, or slouch. These instructions reflect the adult’s concern for Amanda’s behaviour and appearance. However, the repetition of her name emphasises the nagging tone and suggests that Amanda feels overwhelmed by these constant reminders. The use of exclamation mark at the end of each instruction shows the adult’s irritation and frustration. Section C • Amanda!

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(There is a languid, emerald sea,

where the sole inhabitant is me— a mermaid, drifting blissfully.)

After listening to the speaker, Amanda escapes into her imagination, where she envisions herself as a mermaid in a beautiful, emerald sea. In this dreamlike scenario, she experiences blissful freedom, contrasting sharply with the restrictions imposed on her in reality. This imagery highlights Amanda’s desire to break free from the pressures of adult expectations. Did you finish your homework, Amanda? Did you tidy your room, Amanda?

I thought I told you to clean your shoes, Amanda!

The speaker continues to scold Amanda. Amanda is being inquired if she has completed her homework and tidied her room. She is further reminded that she was asked to clean her shoes. The mother’s commands further illustrate the daily responsibilities that weigh on Amanda. (I am an orphan, roaming the street.

I pattern soft dust with my hushed, bare feet. The silence is golden, the freedom is sweet.)

In these lines, Amanda again slides into her imaginary world. She imagines herself as an orphan who roams freely in the streets. This daydream represents her desire for independence and escape from the nagging she faces in her daily life. The imagery of ‘soft dust’ and ‘hushed, bare feet’ evokes a sense of peace, contrasting sharply with her real-life struggles. The phrase ‘the silence is golden’ suggests that Amanda finds comfort in solitude, while ‘the freedom is sweet’ highlights her longing for a life without restrictions. Don’t eat that chocolate, Amanda! Remember your acne, Amanda!

Will you please look at me when I’m speaking to you, Amanda!

In this stanza, the speaker instructs Amanda not to eat chocolates and reminds her that it causes her acne. The request for Amanda to look at her shows a lack of connection between them, suggesting that Amanda is not paying attention and is lost in her imagination. This stanza illustrates the pressure parents can place on children which may cause them to drift apart. The final call ‘Amanda!’ is a loud scold to bring her back to reality. (I am Rapunzel, I have not a care; life in a tower is tranquil and rare; I’ll certainly never let down my bright hair!) Amanda imagines herself as Rapunzel, a character in a German fairy tale who lives alone in a tower. However, she doesn’t want everything that Rapunzel has; she only loves the peaceful. life of Rapunzel in the tower. For Amanda, this life is peaceful and unique. By saying she will never let down her bright hair, Amanda expresses her wish to stay in her imaginary world forever, away from the nagging and rules of her everyday life. It is also symbolic of her wish to stay aloof from the bondage of societal norms. Stop that sulking at once, Amanda! You’re always so moody, Amanda!

Anyone would think that I nagged at you, Amanda! In the final stanza, the speaker again tells Amanda to stop being sad or upset. The mother feels frustrated because she thinks Amanda is always acting moody. This closing remark highlights a communication gap 316

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between them; while the mother or the adult thinks she is helping Amanda, Amanda feels trapped and not understood. The repetition of Amanda’s name shows the mother’s authority but also highlights that she does not understand how Amanda feels.

Glossary

hunch: to bend one’s body forward, especially the shoulders

slouching: sitting or standing in a lazy way with your back bent and shoulders down languid: relaxed

inhabitant: a person or creature that lives in a particular place

mermaid: an imaginary sea creature with a woman’s head and body with a fish tail instead of legs drifting: moving slowly

blissfully: a state of complete happiness or joy pattern: make patterns hushed: quiet or silent

bare: without anything covering it tranquil: calm

sulking: showing sadness or displeasure by being silent and withdrawn

nagged: annoyed someone by constantly reminding them to do something or finding fault

Poetic Devices Repetition

This device involves repeating words or phrases to emphasise a point. In ‘Amanda,’ the name ‘Amanda’ is repeated frequently, highlighting the constant nagging and control imposed on her by the adult speaker.

Anaphora

This is a specific type of repetition where the same word or phrase is used at the beginning of multiple lines. In the poem, phrases like ‘Don’t’ (e.g., ‘Don’t bite your nails,’ ‘Don’t hunch your shoulders’) and ‘Did’ (e.g., ‘Did you finish your homework?’) emphasise the controlling nature of the adult’s voice.

Imagery

The use of vivid and descriptive language creates mental pictures for the reader. For example, phrases like ‘languid, emerald sea’ and ‘I pattern soft dust with my hushed, bare feet’ evoke feelings of peace and freedom.

Metaphor

A metaphor is a figure of speech that makes a comparison between two unrelated things. In ‘Amanda,’ phrases like ‘silence is golden’ suggest that silence is valuable, while ‘freedom is sweet’ indicates that freedom brings joy.

Alliteration

This device involves the repetition of consonant sounds at the beginning of closely placed words. Some examples from the poem include ‘Stop that slouching and sit up straight’, and ‘Life in a tower is tranquil and rare’, which add a rhythmic quality to the lines.

Allusion

An allusion is a reference to well-known figures or stories. In ‘Amanda,’ references to mermaids and Rapunzel highlight Amanda’s desire for escape and freedom from adult constraints.

Contrast

There is a clear contrast between Amanda’s imaginative daydreams and the nagging instructions from the adult speaker. This illustrates her internal conflict between reality and her desires. Section C • Amanda!

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NCERT Solutions Thinking about the Poem 1. How old do you think Amanda is? How do you know this?

Ans: I think Amanda is an adolescent around ten or twelve years old. This idea comes from several clues in the poem. First, Amanda shows the typical behaviour of young children, like biting her nails and slouching, which suggest she is still a child. Second, she has a vivid imagination and dreams of being a mermaid, an orphan, or Rapunzel. Such fantasies are common among children who are exploring their feelings.

The adult figure in the poem, likely her mother, constantly nags her, which shows that Amanda still depends on her parents for guidance. Also, the reminder about her homework and cleaning her shoes suggests that she is a school-going girl. Her mother also reminds her of acne on her face, indicating she is approaching puberty. While the poem does not directly give Amanda’s age, her behaviour and thoughts suggest she is likely between ten and twelve years old. 2. Who do you think is speaking to her?

Ans: In the poem, the person speaking to Amanda is likely to be her mother or another adult, like a guardian. This is clear because the speaker gives Amanda commands and advice, such as ‘Don’t bite your nails’ and ‘Did you finish your homework?’ These phrases show that the speaker is trying to guide Amanda, which is something parents often do. 3. Why are stanzas 2, 4, and 6 given in parenthesis?

Ans: The stanzas 2, 4, and 6 of the poem are given in parentheses to show a change in narration from the nagging of the speaker to Amanda’s imaginative daydreams. These stanzas represent her escape from reality, where she imagines herself in different situations like being a mermaid, an orphan, and Rapunzel. The parentheses help to separate her fantasies from the real-life instructions and nagging she gets from the speaker. This highlights the difference between her wish for freedom and the rules set by the speaker.

4. Who is the speaker in stanzas 2, 4 and 6? Do you think this speaker is listening to the speaker in stanzas 1, 3, 5, and 7? Ans: The speaker in stanzas 2, 4, and 6 is Amanda herself. These stanzas reflect her imaginative daydreams. Amanda is not listening to the speaker in stanzas 1, 3, 5, and 7, who is likely a parental figure. Instead, she escapes into her own world of fantasy to avoid the constant nagging and instructions she receives. This contrast highlights Amanda’s desire for freedom and independence from the rules set by the speaker. 5. What could Amanda do if she were a mermaid? Ans: If Amanda were a mermaid, she could swim freely in the calm, emerald sea. She would drift blissfully without any worries or restrictions, enjoying the peace and tranquillity of the underwater world. As a mermaid, Amanda would experience a sense of freedom and independence, far removed from the constant nagging and instructions she faces in her real life. 6. Is Amanda an orphan? Why does she say so? Ans: No, Amanda is not an orphan. She says so in her imagination to escape from the constant nagging and instructions she receives from the speaker. By imagining herself as an orphan, Amanda envisions a life where she is free to roam the streets and do as she pleases without anyone telling her what to do. This daydream represents her desire for independence and freedom from the pressures and expectations imposed on her in reality. 7. Do you know the story of Rapunzel? Why does she want to be Rapunzel? Ans: Yes, I know the story of Rapunzel. Rapunzel is a fairy tale character who is locked in a tower by an evil witch. She has long, golden hair that the witch uses to climb up the tower. Eventually, a prince discovers Rapunzel and helps her escape, leading to a happy ending. Amanda wants to be Rapunzel because she imagines a life of peace and solitude in the tower, away from the constant nagging and instructions she receives. In her daydream, being Rapunzel represents freedom and tranquillity, which contrasts with the restrictions and pressures she faces in her real life.

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8. What does the girl yearn for? What does this poem tell you about Amanda? Ans: Amanda yearns for freedom and peace. She believes her freedom is being limited by her mother, so she imagines herself in various scenarios where she can escape the constant nagging and instructions she receives. These daydreams, such as being a mermaid, an orphan, and Rapunzel, represent her desire to be free from the pressures and expectations imposed on her by the speaker. This poem tells us that Amanda feels overwhelmed and restricted by the constant commands and corrections. She longs for a life where she can be herself without being constantly told what to do. Amanda’s daydreams highlight her imaginative mind and her strong desire for freedom and peace.

Statement B—The figure ‘I’ does not like the speaker. a. A is true, B is false, according to the extract. b. A is true, B cannot be clearly inferred from the extract. c. A cannot be clearly inferred from the extract, B is false. d. A is true and can be inferred from the poem, B is true too. (Competency-based Question) (1)

9. Read the last stanza. Do you think Amanda is sulking and is moody? Ans: In the last stanza, the speaker tells Amanda to stop sulking and accuses her of being moody. The speaker says this as she feels Amanda is not paying attention. While the speaker perceives Amanda as sulking and moody, it is likely that Amanda is feeling overwhelmed and misunderstood due to the constant nagging. Amanda’s imaginative daydreams throughout the poem suggest that she is trying to escape from the pressures and expectations placed on her, rather than simply being moody or sulking.

IV. Pick the option that lists the usage of the word ‘pattern’, as in the extract above. a. That is a lovely pattern for a wallpaper. b. He decided to wear a patterned shirt to the party. c. Poetry is a form of pattern making. d. She patterned her hair after her favourite celebrity. (1)

Additional Questions 1. Read the following extract carefully and answer the questions that follow. (I am an orphan, roaming the street. I pattern soft dust with my hushed, bare feet. The silence is golden, the freedom is sweet.)

(CBSE Question Bank)

I. The tone of the given lines is a. analytical. b. despairing. c. peaceful. d. nervous.

(1)

II. Read the statements A and B given below, and choose the option that correctly evaluates these statements. Statement A—The figure ‘I’ imagines a less than realistic view of being an orphan. Section C • Amanda!

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(1)

V. A transferred epithet is a literary device where the modifier or epithet is transferred from the noun it is meant to describe to another noun in the sentence. Based on the given definition of ‘transferred epithet’, choose the option that lists an example of transferred epithet. a. soft dust b. hushed (bare) feet c. freedom (is) sweet d. silence (is) golden

Extract-based Questions

III. The golden silence is contrasted with the _______________. a. chaos of the street. b. constant instructions received. c. sweetness of freedom. d. hushed, bare feet.

(1)

Ans: I. c. peaceful II. b. A is true, B cannot be clearly inferred from the extract. III. b. constant instructions received. IV. d. She patterned her hair after her favourite celebrity. V. d. silence (is) golden. In this phrase, ‘golden’ describes ‘silence,’ but it is not literally applicable to silence itself; hence it is an example of a transferred epithet. 319

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2. Read the following extract carefully and answer the questions that follow. Don’t bite your nails, Amanda! Don’t hunch your shoulders, Amanda! Stop that slouching and sit up straight, Amanda!

(CBSE Question Bank)

Ans: I. d. improve the listener’s posture and habits. II. c. Option iii III. a. The moon and the shimmering stars watched over us IV. c. It shows the frustration of the speaker. V. b. lazy : agile

I. The purpose of the speaker’s words in the given extract is to: (1) a. show the speaker’s power over the listener. b. make the listener a better human being. c. advise the listener as an elder. d. improve the listener’s posture and habits. II. Pick the option that lists the image which correctly corresponds to the speaker’s mood in the extract.

i. a. Option i c. Option iii

ii.

iii. iv. b. Option ii d. Option iv

(1)

III. Alliteration is a literary device used in the extract. (1) Which of the following options DOES NOT include examples of this literary device? a. The moon and the shimmering stars watched over us b. With that charming chat, Catherine chose comfort c. Away ran the pathetic pooch pouting like a princess d. Dee dee was driving down day after day IV. What does the repetition of ‘Amanda!’ at the end of each line reflect? (1) a. It describes who the speaker is talking to. b. It represents the absent-mindedness of the listener. c. It shows the frustration of the speaker. d. It helps create a rhyme scheme. V. Select the option that fits with the following:

slouching : straight : : __________ : __________ a. transparent : translucent b. lazy : agile c. forgetful : lively d. generous : liberal

(1)

3. Read the following extract carefully and answer the questions that follow. I thought I told you to clean your shoes, Amanda! (I am an orphan, roaming the street. I pattern soft dust with my hushed, bare feet. The silence is golden; the freedom is sweet.) Don’t eat that chocolate, Amanda! (Amanda!)

(CBSE Practice Question Paper; 2023–24)

I. Which of the following best describes the symbolic meaning of the soft dust and hushed, bare feet in Amanda’s orphan daydream? (1) a. A sense of isolation and loneliness b. Freedom and independence c. Poverty and hardship d. Conformity and obedience II. What does the contrast between the speaker’s commands and Amanda’s daydream suggest about her imaginative escape? (Answer in 30–40 words) (2) III. Complete the following with the impact on the reader. (1) The lack of the special use of parentheses would have resulted in ___________.

IV. How does the line, ‘I thought I told you to clean your shoes, Amanda!’ help us infer that Amanda’s actions are being closely monitored and directed? (1)

Ans: I. b. Freedom and independence II. The contrast between the speaker’s commands and Amanda’s daydream suggests that Amanda uses her imagination as a way to escape the constant nagging and pressure from the speaker. It highlights her longing for freedom and a peaceful life away from adult demands. III. The lack of the special use of parentheses would have resulted in a less clear distinction between Amanda’s thoughts and the speaker’s commands.

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IV. The line, ‘I thought I told you to clean your shoes, Amanda!’ helps us infer that Amanda’s actions are being closely monitored and directed because it shows that the speaker, likely her mother, is keeping track of what Amanda is supposed to do.

4. Read the following extract carefully and answer the questions that follow. (I am Rapunzel, I have not a care; life in a tower is tranquil and rare; I’ll certainly never let down my bright hair!) Stop that sulking at once, Amanda! You’re always so moody, Amanda! Anyone would think that I nagged at you, Amanda!

(CBSE Practice Questions; 2022–23)

I. Which of these reflects the speaker’s tone in the second stanza of the extract? i. Critical ii. Worried iii. Concerned iv. Sympathetic v. Commanding a. i, v b. ii, iii c. ii, iv d. iv, v (1) II. Why has line 6 of the extract been referred to as ironical? III. Identify the reason Amanda says she will never let down her hair. a. She has very short hair. b. She likes her hair a lot. c. She wishes to be left alone. d. She awaits her Prince Charming.

(1)

V. Select the sentence in which the word ‘bright’ is used in a similar manner as line 3 of the extract. a. Sekhar is a very bright child. b. Rama looked bright and chirpy today. c. Bobby’s shirt was so bright and cheerful. d. Hemant has such bright prospects for the future. (1) Ans: I. a. i, v II. Line 6 is referred to as ironical because the speaker suggests that anyone would think they are nagging Amanda, while in reality, they are indeed nagging her. This contrast between perception and reality highlights the irony in the statement.

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5. Read the following extract carefully and answer the questions that follow. Stop that sulking at once, Amanda! You’re always so moody, Amanda! Anyone would think that I nagged at you, Amanda! I. What does the speaker mean when they say, ‘You’re always so moody, Amanda!’? a. Amanda is cheerful and happy all the time. b. Amanda often appears unhappy and sulks frequently. c. Amanda is very energetic and lively. d. Amanda enjoys spending time with friends. (1) II. Which word does not collate with ‘sulking’?

(1)

Moping

Sullen

(1)

IV. Complete the analogy with a word from the extract. (1) life : death : : grinning : ___________

Section C • Amanda!

III. c. She wishes to be left alone. IV. life : death : : grinning : frowning V. c. Bobby’s shirt was so bright and cheerful.

Sulking

Grumpy

Grudging a. Moping c. Grumpy

b. Sullen d. Grudging

III. What does the repetition of Amanda’s name in the extract suggest about the speaker’s attitude towards her? a. The speaker is indifferent to Amanda’s feelings. b. The speaker is frustrated and wants Amanda’s attention. c. The speaker is encouraging Amanda. d. The speaker is joking with Amanda. (1) IV. Look at the image provided. How does the expression of the girl in the image relate to Amanda’s feelings in the poem 'Amanda!’ by Robin Klein? (1)

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a. She is feeling cheerful and excited, just like Amanda when she imagines being a mermaid. b. She seems scared and timid, reflecting Amanda’s fear of being left alone. c. She looks confused and lost, just like Amanda when she thinks about her future. d. She appears frustrated and annoyed, similar to Amanda’s reaction to constant nagging. V. How might Amanda’s mood affect her behaviour at home, based on the speaker’s comments in the extract? (1) Ans: I. b. Amanda often appears unhappy and sulks frequently. II. d. Grudging III. b. The speaker is frustrated and wants Amanda’s attention. IV. d. She appears frustrated and annoyed, similar to Amanda’s reaction to constant nagging. V. Amanda’s mood might lead her to withdraw from family interaction, become less cooperative, or engage in arguments with family members due to feeling misunderstood and pressured by adult expectations.

6. Read the following extract carefully and answer the questions that follow. Don’t eat that chocolate, Amanda! Remember your acne, Amanda! Will you please look at me when I’m speaking to you, Amanda! (I am Rapunzel, I have not a care; life in a tower is tranquil and rare; I’ll certainly never let down my bright hair!)

IV. Select the appropriate option. Amanda’s mother is continuously _______________ Amanda. a. encouraging b. reprimanding c. motivating d. disappointing

Ans:

II. Complete the analogy with a word from the extract: rare : uncommon : : peace : ____________

(1)

III. State whether the following is True or False. (1) Amanda did not want anyone to invade her privacy and silence.

V. Which word in the extract is opposite in meaning to the word ‘dull’? (1) I. b. instructive.

II. tranquil III. True

IV. b. reprimanding

V. In the context of the extract, ‘bright’ is opposite in meaning to ‘dull,’ referring to her ‘bright hair’ in contrast to dullness.

Short Answer Questions

Answer the following questions in about 40–50 words.

1. Would you call Amanda a disrespectful child? (CBSE Question Bank) Ans: Amanda is not necessarily a disrespectful child. Her imaginative daydreams and desire to escape from the constant nagging and instructions she receives suggest that she feels overwhelmed and misunderstood. Rather than being disrespectful, Amanda is trying to cope with the pressures and expectations placed on her by retreating into her own world of fantasy. This behaviour reflects her longing for freedom and independence, rather than a lack of respect.

(CBSE Question Paper, 2/4/2; 2022–23)

I. The Speaker’s tone is: a. loving. b. hopeful. c. instructive. d. indifferent.

(1)

2. Provide one reason to justify your opinion. In the poem ‘Amanda’, why does the poet use the famous fairytale character, Rapunzel? Explain.

(CBSE Question Paper, 2/4/2; 2023–24)

Ans: In the poem, the poet uses the character of Rapunzel to symbolise Amanda’s desire for freedom and escape from adult pressures. Rapunzel, trapped in a tower, represents a life of solitude and peace, which Amanda longs for amidst her mother’s constant nagging. She wishes to be up in the tower like Rapunzel, where she could be aloof from the societal norms that guide her to sit, behave, and act in a certain manner. This allusion highlights Amanda’s yearning for independence and a calm life away from expectations.

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3. Explain why Amanda wants to be an orphan. Refer to the given lines, from the text—I am an orphan, roaming the street. I pattern soft dust with my hushed, bare feet. The silence is golden, the freedom is sweet. (CBSE Question Paper, 2/2/2; 2023–24)

6. How would you characterise the speaker in the poem ‘Amanda!’? List any two qualities, supporting the reason of your choice, with evidence from the poem. (CBSE Question Bank) Ans: The speaker in the poem ‘Amanda!’ can be characterised as critical and demanding. Firstly, the speaker frequently points out Amanda’s flaws and shortcomings, such as biting her nails, slouching, and sulking. This critical tone is evident throughout the poem, as the speaker continually scolds Amanda, indicating a lack of understanding of her feelings. Secondly, the speaker demands Amanda’s attention by questioning her actions, such as asking if she has finished her homework or tidied her room. This insistent tone reflects the speaker’s expectation for Amanda to meet various responsibilities, highlighting the pressure she faces.

4. What do you think is the significance of the exclamation mark in the title of the poem ‘Amanda!’? (CBSE Question Bank)

7. ‘Amanda is alone but not lonely in the world she envisions.’ Justify the statement with reference to any one image she pictures in her mind. (CBSE Question Bank) Ans: Amanda is described as being ‘alone but not lonely’ in her imagined world, especially when she pictures herself as a mermaid. This image is important because it shows her desire for solitude that brings her happiness. She pictures herself as a carefree creature who is ‘merely a mermaid,’ gliding effortlessly and enjoying the serenity of the underwater world. When she imagines drifting in a ‘languid, emerald sea,’ Amanda feels joy in being alone, free from her mother’s nagging and rules. Unlike someone who feels lonely and sad, Amanda enjoys her time alone as a chance to experience freedom and peace, showing that she can create a happy inner world despite the pressures of reality.

Ans: Amanda wants to be an orphan because she feels overwhelmed by her mother’s constant nagging and rules. In the lines ‘I am an orphan, roaming the street. I pattern soft dust with my hushed, bare feet,’ she imagines that being an orphan would grant her the freedom to roam freely without anyone telling her what to do. She can walk barefoot and draw patterns in the dust, with no one to remind her to clean her shoes. The silence she describes as ‘golden’ represents her longing for peace and independence, away from the pressures of adult expectations.

Ans: The significance of the exclamation mark in the title of the poem ‘Amanda!’ emphasises the urgency and frustration in the speaker’s voice, likely Amanda’s mother, as she calls for her attention. It highlights the constant nagging and commands given to Amanda, making her feel overwhelmed. The exclamation mark suggests urgency and frustration, setting the stage for Amanda’s wish to escape into her own imagination.

5. What are the three imaginative scenarios that Amanda dreams of in the poem, and what do they represent?

Ans: In the poem ‘Amanda!’, Amanda dreams of three imaginative scenarios that reflect her desire for freedom and independence. Firstly, she imagines being a mermaid, drifting in an emerald sea, which represents her longing for peace and escape from her mother’s nagging. Secondly, she envisions herself as an orphan, signifying her wish for independence and a life without parental control, allowing her to explore freely. Lastly, she dreams of being Rapunzel, living alone in a tower, highlighting her desire for solitude and escape from societal expectations. Together, these fantasies illustrate Amanda’s deep yearning for self-expression in a restrictive environment. Section C • Amanda!

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8. This is Calvin, a character from a comic strip created by Bill Watterson. Do you think this might be something Amanda would say? Why/ why not? Give reasons.

(CBSE Question Bank)

Ans: Amanda might say the line, ‘It’s not denial; I am just very selective about the reality I accept.’

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She uses her vivid imagination to escape the strict control of her life, creating fantasies of being a mermaid, an orphan, or Rapunzel. These fantasies show her rejection of constant nagging and rules. Like Calvin, Amanda isn’t in denial but chooses to focus on her own reality. Both characters resist external control and refuse to fully conform to societal or parental expectations. Amanda’s imagined worlds are her way of asserting her individuality and rejecting the restrictive aspects of her environment, much like Calvin’s witty assertion of his selective perception of reality 9. Discuss the contrasting images of freedom and restriction in the poem ‘Amanda!’. How do these images reflect Amanda’s internal conflict? Ans: In ‘Amanda!’, contrasting images of freedom and restriction highlight Amanda’s internal conflict. Her daydreams of being a ‘mermaid’ or an ‘orphan’ symbolise her deep desire for independence and escape from her mother’s constant demands. In contrast, her mother’s commands, such as ‘stop that sulking at once’, create a stifling atmosphere that overwhelms her. This contrast shows Amanda’s difficulty in trying to meet societal expectations while also wanting to be free and express herself.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Look at the given image of a book cover. If the author, Jason Kotecki were to ask a grown-up Amanda to help with his book by writing one of the 8 secrets based on her experiences, what might she share?

Elaborate based on your understanding of the poem. (CBSE Question Bank) Ans: If Jason Kotecki were to ask a grown-up Amanda to contribute to his book, she might share a secret titled ‘Find Freedom in Your Imagination’. It would emphasise the importance of imagination and play. Drawing from her experiences in the poem ‘Amanda!’, she could explain how daydreaming and creating her own worlds helped her cope with the constant pressures of adult expectations. Amanda might say that embracing her imagination allows her to find joy and freedom, even amidst stress. She could encourage others to take time for playful activities and to reconnect with their inner child, suggesting that this can lead to greater happiness and a more balanced life. She could advise grownups to take time for themselves, dream, and not lose their sense of wonder in the pursuit of being ‘perfect’ or always following rules. She would remind people that solitude does not have to mean loneliness—it can be a source of strength, creativity, and self-discovery. By highlighting the value of creativity, Amanda would remind grown-ups that it’s essential to nurture their playful spirit to escape the burdens of adult responsibilities. True freedom comes from within, and no matter how structured or demanding life becomes, one should never stop dreaming and embracing one’s inner world. 2. Read the quote given below carefully. Based on your understanding of the poem, explain how and why this quote can be applied to the poem.

(CBSE Question Bank)

Ans: The quote ‘All grown-ups were once children... but only a few of them remember it’ applies deeply to Robin Klein’s poem ‘Amanda’. The poem highlights how adults, over time, 324

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forget the joys, innocence, and imagination of childhood, becoming overly focussed on discipline and societal expectations. Amanda, a young girl, is constantly being scolded by an adult figure for her posture, habits, and behaviour. Instead of being allowed to enjoy her childhood, she is burdened with endless instructions. To escape, she retreats into her imagination, picturing herself as a mermaid, an orphan, or Rapunzel—free and independent. This reflects how children often find solace in their inner world when they feel controlled or misunderstood. If the adult in Amanda’s life remembered what it was like to be a child, they might be more empathetic, allowing her the space to dream and explore. The poem serves as a reminder that childhood should be cherished, not suppressed. It urges grown-ups to reconnect with their younger selves, to nurture creativity, and to understand that children need both guidance and the freedom to be themselves. 3. What advice might ‘chatterbox’ Anne (Frank) have for the quietly imaginative Amanda? Present this as a conversation between the two. You may begin this way: Anne: Gosh! You do run off into some strange worlds, don’t you? Amanda: (nods) Well…

(Competency-based Question)

(CBSE Question Bank)

Ans: Anne: Gosh! You do run off into some strange worlds, don’t you? Amanda: (nods) Well… I like to escape to imaginary places where no one tells me what to do all the time. Anne: I understand that! When I was in hiding, I wrote in my diary as it gave me a free space to express my deepest feelings. I even named my diary Kitty. It became my confidant, my best friend. Writing helped me escape from the struggles of our life under Nazis oppression. Do you write too? Amanda: No… I mostly dream—of being a mermaid, Rapunzel, or even someone completely free, with no rules. Anne: That sounds wonderful! But you know, even in a world full of rules, we can find ways to express ourselves. Writing helped me stay hopeful when things felt unfair. Maybe you could try it too? Section C • Amanda!

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Amanda: Hmm… but what if no one understands how I feel? Anne: I get that. It can be scary to share your thoughts. But writing is a way to express yourself, and you might be surprised at how many people relate to your feelings. Amanda: I never thought of it that way. Maybe I could write about my worlds instead of just escaping into them. I’ll definitely try that! Thank you, Anne! Anne: You are most welcome, Amanda! Your imagination is a gift—use it to create, not just to hide. 4. Colin Wilson, an English author, said, ‘Your imagination should be used not to escape reality but to create it.’ Compare / contrast Wanda and Amanda in the light of this author’s opinion. (CBSE Question Bank) Ans: Colin Wilson’s quote, ‘Your imagination should be used not to escape reality but to create it,’ can be applied to both Wanda and Amanda, highlighting their different approaches to using imagination. Wanda, from ‘The Hundred Dresses’ by Eleanor Estes, uses her imagination to create a better reality for herself. Despite being teased by her classmates for wearing the same dress every day, Wanda imagines and draws a hundred beautiful dresses. Her imagination helps her cope with the bullying and ultimately leads to her classmates appreciating her talent and creativity. In contrast, Amanda, from the poem ‘Amanda’ by Robin Klein, uses her imagination to escape from her reality. Faced with constant nagging and instructions from an adult, Amanda daydreams about being a mermaid, an orphan, and Rapunzel. These fantasies represent her desire for freedom and independence, allowing her to temporarily escape the pressures and expectations placed on her. While Wanda’s imagination helps her create a better reality and gain recognition for her talent, Amanda’s imagination serves as a temporary escape from her restrictive environment. Both characters use their imagination in different ways, reflecting Colin Wilson’s idea that imagination can either be a tool for creating a better reality or a means of escaping from it.

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5. How does Amanda’s use of imagination in the poem ‘Amanda!’ serve as a coping mechanism for the pressures she faces from her mother? Discuss specific examples from the poem that illustrate how her daydreams reflect her desire for freedom and autonomy, rather than indicating mood swings. (Competency-based Question) Ans: In the poem ‘Amanda!’, Amanda’s imagination acts as a coping mechanism against the constant criticism and restrictions imposed by her mother. She is frequently nagged and instructed on how to behave, which leaves her feeling frustrated and unheard. For instance, when her mother says, ‘Stop that sulking at once,’ it shows a lack of understanding of Amanda’s emotions. To escape these pressures, Amanda retreats into her imagination, dreaming of being a mermaid, an orphan, and even Rapunzel. For instance, she imagines herself as a mermaid, ‘drifting blissfully in a languid, emerald sea,’ symbolising her longing for solitude and independence. Later, she envisions herself as an orphan, suggesting that she finds the idea of being alone preferable to the constant nagging and rules she faces. Her fantasy of being Rapunzel further highlights her wish for escape, but unlike the fairytale character, she chooses not to let down her hair, emphasising her preference for complete isolation over control. Rather than indicating mood swings, Amanda’s daydreams reveal her longing for freedom and self-expression in a world that feels overly restrictive. Her imagination is not a sign of emotional instability but a child’s way of resisting authority and finding solace in a world where she feels truly free. 6. What are the key traits of Amanda in Robin Klein’s poem ‘Amanda!’ that reveal her internal conflicts and desires, and how do her interactions with her mother shape her character throughout the poem? Ans: In Robin Klein’s poem ‘Amanda!’, the character of Amanda is portrayed as a creative, imaginative and sensitive girl who struggles with her mother’s constant expectations. Throughout the poem, Amanda escapes into her imagination, dreaming of being a mermaid, an orphan, or Rapunzel. These daydreams reveal her

strong desire for freedom and independence. The frequent reminders about completing homework and polishing her shoes illustrate the pressure she feels. Her fantasies are not just a way to escape; they also show her resistance to the controlling environment created by her mother. Amanda’s character reflects the challenges children face in balancing their own identities with societal expectations, illustrating the importance of understanding and nurturing a child’s need for self-expression.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. Don’t eat that chocolate, Amanda! Remember your acne, Amanda! Will you please look at me when I’m speaking to you, Amanda! (I am Rapunzel, I have not a care; life in a tower is tranquil and rare; I’ll certainly never let down my bright hair!)

(CBSE Question Paper, 2/5/2; 2023–24)

I. What is the central idea of the poem as reflected in the lines above? Answer in about 40 words. (2) II. Complete the sentence with the appropriate option.

(1)

III. Identify any one poetic device used in the above extract.

(1)

‘Will you please look at me when I’m speaking to you,Amanda!' tells us that the mother’s attitude is ________________. a. loving b. relaxed c. authoritative d. thoughtful

IV. For what reason does Amanda imagine herself to be Rapunzel? (1) b. (There is a languid, emerald sea, where the sole inhabitant is me— a mermaid, drifting blissfully.)

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I. Which image corresponds to what Amanda is doing in this extract?

(1)

e. How does Amanda’s character illustrate the challenges children face due to adult expectations? Discuss with reference to her dreams and interactions in the poem.

(Competency-based Question)

4. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks)

ii.

iii.

iv.

a. Option i c. Option iii

b. Option ii d. Option iv

(CBSE Question Bank)

II. What kind of an image does ‘languid, emerald sea’ evoke? (CBSE Question Bank) (1) III. What does the phrase ‘drifting blissfully’ suggest about Amanda’s feelings in her imaginary world? (1) a. She feels trapped and unhappy. b. She is relaxed and content. c. She is confused and lost. d. She is angry and rebellious. IV. How does Amanda’s imagination of being a mermaid reflect her feelings about her real-life situation? Provide specific examples from the poem to support your answer. (2) 3. Answer any FOUR of the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Don’t bite your nails, Amanda! Don’t hunch your shoulders, Amanda! What does this reflect about Amanda’s mother and Amanda. (CBSE Question Paper, 2/1/2; 2021–22) b. What impression do you form about Amanda in the poem? (CBSE Question Paper, 2/2/2; 2022–23) c. As a reader do you identify with Amanda? How? (Competency-based Question)

(CBSE Question Paper, 2/2/2; 2021–22)

a. Imagine you are Amanda from the poem ‘Amanda!’. How do you feel when your mother constantly gives you instructions and nags you? Describe how these feelings compare with your daydreams of being a mermaid or an orphan. How do these daydreams help you escape the pressures of growing up? Use specific examples from the poem to express your thoughts and feelings. (Competency-based Question) b. How does the poem ‘Amanda!’ by Robin Klein illustrate the conflict between a child’s desire for freedom and the pressures of adult expectations? Discuss specific examples from the poem to support your analysis. c. Every child feels they are controlled and instructed by their parents. Do you think this feeling is a normal part of growing up, or does it indicate a deeper issue in the parentchild relationship? Discuss your thoughts on how this dynamic affects a child’s emotional development and sense of independence. Provide examples from the poem ‘Amanda!’, to support your response.

(Competency-based Question)

d. Anne writes about her feelings in her diary, while Amanda uses her imagination to escape reality. Compare and contrast the experiences of Anne Frank in ‘The Diary of Anne Frank’ and Amanda in the poem ‘Amanda!’ regarding their feelings of confinement and desire for freedom. How do both characters use different methods to stay true to themselves in their imagined worlds? Discuss how these responses reflect their character development. (Competency-based Question)

d. The reader sympathises with the speaker in the poem. Support this opinion with a reason. (CBSE Question Bank) Section C • Amanda!

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The Trees

—Adrienne Rich

About the Poet

Adrienne Rich was born on 16 May 1929 in Baltimore, Maryland. She was a well-known poet, essayist, and feminist thinker. In 1951, she graduated from Radcliffe College. That same year, W. H. Auden chose her first poetry collection, ʽA Change of Worldʹ, for the Yale Series of Younger Poets Prize. In 1953, Rich married economist Alfred H. Conrad. By the time she was thirty, she had three sons. Her early poetry, including ʽThe Diamond Cuttersʹ (1955), followed a traditional style. However, in the 1960s, she began writing in free verse and focussed on topics such as women’s roles, racism and the Vietnam War. Her collection ʽDiving into the Wreckʹ (1973) was written during a time of personal and social change. It won the National Book Award in 1974. Rich continued to write influential poetry, including ʽThe Dream of a Common Languageʹ (1978), ʽAn Atlas of the Difficult Worldʹ (1991) and ʽThe School Among the Ruinsʹ (2004), which won the National Book Critics Circle Award. She also wrote essays, such as those in ʽArts of the Possibleʹ.

ʽThe Treesʹ was published in 1978 as part of ʽThe Dream of a Common Languageʹ. This was a time of major social change in the United States marking the second-wave feminist movement which focussed on women’s rights and gender equality. Throughout her career, Rich received many awards, including the Bollingen Prize, the MacArthur Fellowship, and the Ruth Lilly Poetry Prize. However, in 1997, she refused the National Medal of Arts, criticising government politics. That same year, she received the Wallace Stevens Award from the Academy of American Poets for her outstanding poetry.

Adrienne Rich passed away on 27 March 2012 at the age of 82. She left behind a legacy of poetry and essays that continue to inspire readers and writers around the world.

Summary

Adrienne Rich’s ‘The Trees’ is a symbolic poem about trees that have been confined indoors and are now breaking free to return to the forest. The trees represent nature, the essence of life, and, on a deeper level, the struggle for freedom and empowerment. The poet highlights how trees and plants, often used for decoration in cities, are not truly at home indoors—they are trapped and yearn for their natural environment. The poem begins with the trees quietly but determinedly trying to escape. Their roots push through the cracks in the veranda floor, their cramped branches strain against the roof, and their leaves press against the glass, longing for the open air. The poet compares their movement to patients leaving a hospital after a long illness, eager to regain their strength.

In the second half, the speaker shifts from a distant observer to a more personal voice. She notices the trees leaving but does not actively take part. However, this very distance highlights the powerful change happening around her. As the trees move out, the open door reveals the moonlit night and the vast sky—symbols of freedom and renewal. Even after they leave, the scent of the trees lingers in the house.

Theme of the Poem

While the poem mainly explores the relationship between nature and freedom, it also connects to the broader human struggle for independence and self-expression. The poet suggests that everything, including nature, has a deep desire for freedom, which is essential for growth and well-being. Many readers interpret the poem against the background of the feminist movement, a cause that Rich strongly supported. The core theme of ‘The Trees’ is transformation, growth, and freedom. The poem describes trees moving from an indoor space to the open forest, symbolising a journey of change and self-discovery. The trees represent both an

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individual and a collective struggle to break free from constraints and embrace a natural and free state, hence showing transformation. The theme of growth is shown through the trees’ movement. Liberation and freedom are also key ideas in the poem. The trees breaking free, symbolise the struggle to overcome barriers—whether personal, societal, or emotional. The poem encourages readers to reflect on their challenges and the importance of embracing change. The poet also emphasises effort and determination. The trees ‘disengage’ from the cracks and ‘strain towards the glass’ and ‘shuffle…like newly discharged patients’. This imagery shows that strength is needed to overcome limitations and achieve true freedom.

Explanation The trees inside are moving out into the forest, the forest that was empty all these days where no bird could sit no insect hide no sun bury its feet in shadow the forest that was empty all these nights will be full of trees by morning. In the first stanza, the poet describes the forest as the natural home of trees and uses them as a metaphor to show how humans have destroyed forests. Trees, which support life, have been cut down for human use and trees have been placed indoors. The poet opens with a surreal scene where trees that once lived indoors are now moving into the forest. This imagery is unconventional since trees cannot move, prompting us to recognise the poem’s symbolic meaning. The forest, empty and silent for a long time, will come to life by morning as the trees return to where they belong. The poet explains that the forest has been ‘empty’ leaving birds without branches to rest on and insects without shelter. With no trees, even sunlight cannot create shadows. Just like this empty forest, human life has also felt dull and lifeless, but change is coming. The poem creates a strong image of freedom and renewal—the forest will be ‘full of trees by morning’. All night the roots work to disengage themselves from the cracks in the veranda floor. The leaves strain toward the glass small twigs stiff with exertion long-cramped boughs shuffling under the roof like newly discharged patients half-dazed, moving to the clinic doors.

The poet depicts the physical struggle of the trees as they attempt to escape their confined space. The roots exert considerable effort to break free (disengage) from the cracks in the veranda floor, while the leaves and twigs appear strained and stiff from being cramped for so long. ‘The leaves strain’ to reach the glass window to gain freedom. Even the small stems of the trees invest significant effort to liberate themselves. The larger branches, too, are making a concerted attempt to extend beyond the roof of the room. The boughs (branches) are likened to patients who have just been discharged from a clinic, still dazed and weak and slowly making their way towards freedom. A comparison can be drawn with women who are desperate for change; their struggle is akin to that of a patient released from the hospital, trying to move out from where they have been confined. However, perhaps due to being half-conscious and under the influence of medication, they are unsteady yet eager to leave the sterile, unnatural clinic. This simile underscores the struggle and effort involved in breaking free whether it is the trees or women, or humans symbolised here. Note the words and phrases in the poem that indicate effort—disengage, strain, stiff with exertion, shuffling and moving.

Section C • The Trees

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I sit inside, doors open to the veranda writing long letters in which I scarcely mention the departure of the forest from the house. The night is fresh, the whole moon shines in a sky still open the smell of leaves and lichen still reaches like a voice into the rooms.

Lichen

In this stanza, the poet shifts to a more personal perspective. She is sitting inside, with the doors open to the veranda, writing letters. Despite the significant event of the trees leaving, she barely mentions it in her letters. She notes that the night is very clear, and she can see the full moon shining brightly. The ‘sky still open’ could refer to a cloudless sky or could mean that the sky has not been hidden by the canopy of the trees moving out. The scent of leaves and lichen permeates the room, almost as if nature itself is speaking. It resembles a voice expressing a desire for freedom from the confines of the house. This voice could represent nature or humans in search of freedom. The stanza suggests a profound connection between the poet and the natural world— she sits with the doors open to nature, she appreciates the scent of the night that smells ‘fresh’, and the smell of leaves and lichen that is so real that she describes it as a voice that comes into the rooms. My head is full of whispers which tomorrow will be silent. Listen. The glass is breaking. The trees are stumbling forward into the night. Winds rush to meet them. The moon is broken like a mirror, its pieces flash now in the crown of the tallest oak.

In the final stanza, the poet’s mind is filled with whispers, indicating thoughts or voices that will be gone by tomorrow. Her head is full of the slow sounds made by the trees that are desperate to move out. She urges the reader to listen as the glass breaks, symbolising the final barrier being shattered as the trees move forward into the night. She imagines she hears the glass window breaking as the trees stumble out into the night. The winds rush to greet the trees, signifying a welcoming embrace from nature. The moon, now described as broken— like the reflecting pieces of a mirror that shine in the crown (the top) of the tallest oak tree. On one level this image could mean that the moonlight shimmers on the leaves of the oak. There is also a sense of the tallest oak being crowned with moonlight and being welcomed back into nature. This would symbolise a new beginning or transformation.

Glossary

to disengage themselves: to separate themselves veranda: attached outdoor space that is part of the house. strain: push hard; battle twigs: thin branches exertion: hard work; effort long-cramped: having been confined in a small space for a long time boughs: The thicker, larger branches of a tree.

shuffling: walking slowly with dragging feet discharged: to be released from hospital half-dazed: not clear-headed; feeling foggy scarcely: hardly departure: act of leaving lichen: crusty growths on trunks or rocks formed by an association of fungus and algae stumbling: moving unsteadily as if losing one’s balance crown: (here) the top of the tree

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Poetic Devices

‘The Trees’ is a free verse poem of four stanzas, making a total of thirty-two lines. There is no set rhyme scheme and no regular metric pattern—each line is different rhythmically—and the lines vary from short to long.

I. Repetition

Words are repeated in the poem to highlight certain ideas. The repetition of ‘movement’ stresses the action of the trees. The ultimate goal to be in a natural state is underlined by the repetition of ‘forest’. There is also a repetition of ideas that reinforces the idea of movement—moving out, disengage, strain towards, shuffling, moving, departure and stumbling.

II. Simile

A simile is a comparison of two things using ‘like’ or ‘as’. The boughs are likened to patients just released from a clinic, highlighting their effort and struggle. The ʽsmell of the leaves and lichenʹ are likened to a voice that reaches into the rooms. This evokes a sensory experience where the earthy scent of the leaves and lichen enters the rooms of the house, suggesting that nature’s presence is enveloping. Finally, the moon is likened to a broken mirror, suggesting that the moonlight flashes or lightens up the tree.

III. Personification

Personification is when human qualities are attributed to non-human objects or abstract ideas. Human movements like stumbling, moving out, disengaging and stumbling are used to describe the movement of the trees. An example of personification in the first stanza is the act of the ʽsun burying its feet in shadowʹ. This shows the interconnectedness and beauty of nature as the sun seems to have half-buried itself in the dappled shade of the forest floor.

IV. Enjambment

This describes the continuation of a sentence or idea across multiple lines in a poem without a pause signalled by punctuation. • Lines two to six in stanza one show the uninterrupted flow from ‘empty’ in line two to ‘full’ in line • The second stanza has two complete sentences, one short, the other long. The first describes the effort (‘all night’) of the roots to disengage from the cracks in the veranda floor. The second sentence shows the effort of the twigs and boughs straining to leave. • In the third stanza the two long sentences underline the ongoing departure of the trees as the speaker writes long letters, the openness and freshness of nature and the scent wafting through the rooms. • There is an interesting break in the enjambment in the last stanza. The punctuation that breaks the sentences highlights the tension in the climax of the poem—by tomorrow everything will have changed. The reader is told to listen; the glass breaks and the trees stumble out to be greeted by the wind

V. Imagery

Imagery refers to the use of descriptive language that appeals to the senses (sight, sound, smell, touch and taste). There are rich examples of imagery of sight like the beauty of the sun burying its feet in the shade causing the reader to visualise the dappled shade of the forest floor. Another vivid image is the moon flashing in the crown of the oldest oak. There are images of sound like the voice that reaches into the rooms, the whispers, the sound of the glass breaking and the sound of the wind rushing to meet the trees. Finally, there are images of smell that describe the fresh smell of night and the scent of the leaves and lichen.

VII. Alliteration

There are a number of alliterative lines in the poem where consonant sounds are repeated at the beginning of words. Examples: • ‘Small twigs stiff with exertion.’ The repeated ‘s’ sound suggests the stiffness of the twigs. • ‘writing long letters’ where the ‘l’ sound reflects the length of the letters. • ‘in a sky still open/the smell of the leaves and lichen/still reaches like a voice into the rooms.’ Where the sibilant ‘s’ indicates the expanse of the sky and the smell reaching all the corners of the rooms. Section C • The Trees

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VIII. Symbolism

It is a poetic device where an object/a thing is used to represent ideas and meanings beyond their literal sense. The trees represent freedom and the return to a natural state. Their movement into the forest symbolises liberation and rediscovery one’s true self.

NCERT Solutions Thinking about the Poem 1. I. Find, in the first stanza, three things that cannot happen in a treeless forest.

II. W hat picture do these words create in your mind: ‘… no sun bury its feet in shadow…’? What could the poet mean by the sun’s ‘feet’? Ans: I. In a treeless forest, the following three things cannot happen: • Birds cannot perch. • Insects cannot find shelter. • The sun cannot cast its rays in shadows. II. The phrase ʽ… sun bury its feet in shadow…ʼ creates a visual image of the sun casting its rays on the ground. The trees block some of the sunlight, leading to a shaded effect. The poet may refer to the sun’s ‘feet’ as its rays, which touch the earth and create shadows when obstructed by the trees.

2. I. Where are the trees in the poem? What do their roots, their leaves, and their twigs do?

II. What does the poet compare their branches to? Ans: I. The trees in the poem are inside a house and are trying to break free and move into the forest. Their roots work to release themselves from the veranda cracks, their leaves reach towards the glass, and their twigs grow rigid with effort. II. The poet compares the branches of the trees to patients who have just been discharged from a clinic, appearing dazed as they shuffle towards the clinic doors.

3. I. How does the poet describe the moon: (a) at the beginning of the third stanza, and (b) at its end? What causes this change?

II. What happens to the house when the trees move out of it? III. Why do you think the poet does not mention ‘the departure of the forest from the house’ in her 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 questions.) Ans: I. a. At the start of the third stanza, the poet depicts the moon as whole and shining in an ‘open’, cloudless sky. b. In the last stanza, the moon is described as fractured or broken like a mirror, with pieces shining on the crown or the top of the tallest oak. This transformation is brought about by the trees moving out of the house, and into their natural habitat. II. When the trees move out, the glass breaks, the house seems to become quiet and empty. The natural presence that once filled the house vanishes, leaving a sense of emptiness. III. The poet may have scarcely mentioned ‘the departure of the forest from the house’ in her letters because it is a profound, significant unexpected occurrence that could be overwhelming or difficult to express. It may also reflect how we sometimes minimise significant events that have a deep impact on us. 4. 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 ‘break out’? II. 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 symbolic of this particular meaning?

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Ans: I. Yes, the poem suggests a conflict between man and nature. In ‘A Tiger in the Zoo,’ the tiger is trapped and longs for freedom. ‘The Trees’ portrays plants and trees confined for decoration— they too yearn to break free and live in their natural state which is the forest. The poem criticises the practice of imprisoning nature while destroying the forests. II. If the trees are seen as symbols of human beings, the poem takes on new meanings related to personal freedom and growth. ‘The trees’ desire to escape their confinement can represent individuals striving to break free from societal or personal restrictions to embrace their true selves. It explores themes of transformation, self-realisation and the pursuit of authenticity. As we know that Adrienne Rich was a feminist, the poem can also be interpreted as women breaking free from confining societal norms and gender roles.

• The dump was so full that it had to refuse more refuse. • When shot at, the dove dove into the bushes. • The insurance was invalid for the invalid. Ans: I. r eFUse (verb) – to decline or reject something. REFUse (noun) – waste or garbage. II. Dove (noun said like love) – a type of bird. Dove (verb said like cove) – past tense of ‘dive,’ to plunge into water or another space. III. InVAlid (adjective with the stress on the second syllable) – not valid, not acceptable or correct. INvalid (noun with the stress on the first syllable) – a person who is ill These homophones are spelt the same or similarly but have a different meaning and pronunciation.

5. You may read the 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: ‘On Killing a Tree’ by Gieve Patel and ‘The Trees’ by Adrienne Rich both explore the relationship between humans and nature but from different perspectives. ‘On Killing a Tree’ focusses on destruction, showing how trees endure human harm before finally being uprooted. In contrast, ‘The Trees’ highlights renewal, as trees break free from confinement and return to the forest. The tone of ‘On Killing a Tree’ is serious and emphasises the cruelty of cutting down a tree, while ‘The Trees’ has a hopeful tone and celebrates nature’s freedom and restoration. Both poems personify trees, giving them humanlike qualities to make their message more powerful. The poems comment on the impact of human actions in harming or confining nature. ‘On Killing a Tree’ highlights how difficult it is to destroy nature, while ‘The Trees’ portrays nature’s ability to heal and restore the balance in nature. Together, they remind us of the need to respect and protect the environment.

Extract-based Questions

6. Homophones. Can you find the words below that are spelt similarly, and sometimes even pronounced similarly, but have very different meanings? Check their pronunciation and meaning in a dictionary. Section C • The Trees

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Additional Questions 1. Read the following extract carefully and answer the questions that follow.

The trees inside are moving out into the forest, the forest that was empty all these days where no bird could sit no insect could hide no sun could bury its feet in shadow the forest that was empty all these nights will be full of trees by morning. I. Which of the following statements are NOT true about the first line. (1) a. The trees are personified. b. The movement of the trees signifies a move to freedom. c. There is a contrast between the inside and the outside (forest). d. The movement is effortless. II. Select the appropriate option to complete the sentence, according to the extract. The idea of a forest that has been ‘empty all these days’ is ______________. (1) a. Unnatural b. Frightening c. Enchanting d. Mythical

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III. What impact does the enjambment in this extract have on the meaning? (1) a. It creates frequent pauses. b. It makes the meaning clearer. c. It adds to the idea of movement. d. It gives the lines a musical quality. IV. What is the significance of the phrase ‘the forest that was empty all these days’? (1) a. It suggests the forest was abandoned. b. It highlights the emptiness and the need for renewal. c. It implies the forest was uninhabited and dangerous. d. It reflects the passage of time. V. How does the poet create a sense of hope in the extract? (1) a. By describing the forest as empty of birds and insects. b. By showing how the trees will fill the forest by morning. c. Through the absence of animals and plants. d. By making the forest seem dark and lifeless. Ans: I. d. The movement is effortless. II. a. unnatural III. c. It adds to the idea of movement. IV. b. It highlights the emptiness and the need for renewal. V. b. By showing how the trees will fill the forest by morning. 2. Read the following extract carefully and answer the questions that follow. All night the roots work to disengage themselves from the cracks in the veranda floor. The leaves strain toward the glass small twigs stiff with exertion long-cramped boughs shuffling under the roof I. Explain how the first three lines imply that the trees have been part of the house for a long time. (1) II. Quote three words from the extract that show the effort that the trees put into freeing themselves. (1) III. What will happen to the glass later in the poem? (1) IV. Briefly explain the significance of even the ‘small twigs’ being involved in the struggle. (1)

Ans:

V. In your own words explain the effect that the words ‘long-cramped’ and ‘shuffling’ have in the last line of the extract. (1)

I. The roots have grown into the cracks in the veranda which shows that the trees have been there for a long time. II. Work, disengage, strain, exertion (any 3) III. The glass will shatter and the trees will break free. IV. Every part of the tree is part of the struggle for freedom, the roots, the boughs, and even the tiny twigs. This emphasises the strong will of the trees to move out from the confines of the house. V. Like the roots having grown into the cracks, so the branches have grown and become trapped under the roof. The word ‘shuffling’ is a visual and auditory image representing the noise the boughs make when trying to slowly free themselves and how they move along bit by bit like someone shuffling along a passage in slippers. 3. Read the following extract carefully and answer the questions that follow. All night the roots work to disengage themselves from the cracks in the veranda floor. The leaves strain toward the glass small twigs stiff with exertion long-cramped boughs shuffling under the roof like newly discharged patients half-dazed, moving to the clinic doors.

I. How do the roots in the extract respond to their environment? (1) a. They grow freely without any obstacles. b. They struggle to free themselves from confinement. c. They stop growing after reaching a certain point. d. The roots work hard to feed the tree every day. II. Which literary device is NOT used in the line ʽsmall twigs stiff with exertionʼ? (1) a. Hyperbole b. Imagery c. Personification d. Alliteration

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III. What does the phrase ‘shuffling under the roof’ suggest about the boughs? (1) a. They are gliding smoothly. b. They grow freely in space. c. They are completely still. d. They move slowly but surely.

II. Why does the poet use the indefinite article ‘a’ for ‘sky’? (1) a. To refer to the ceiling of the verandah, contrasting with the door as ‘the sky’. b. To suggest there is still a part of the sky left to open and free from limitations. c. To indicate the open sky outside as an opportunity to seize d. To contrast the moonlit sky with the darker portion of the sky

IV. Imagine you are observing a tree struggling to grow in a confined space. Which image below best represents this scene? (1) a. A tree in a forest with branches spreading freely. b. A tree with no space to grow at all. c. A tree surrounded by clear sky and sunlight. d. A tree with its branches caught under a roof. V. How does the use of the phrase ‘half-dazed’ enhance the reader’s understanding of the trees’ struggle? (1) a. It makes the trees seem strong and determined. b. It shows that the trees are growing easily and freely. c. It suggests the trees are in a state of confusion and exhaustion. d. It indicates that the trees are unaffected by the surroundings. Ans: I. b. They struggle to free themselves from confinement II. a. Hyperbole III. d. They move slowly but surely. IV. d. A tree with its branches caught under a roof. V. c. It suggests the trees are in a state of confusion and exhaustion. 4. Read the following extract carefully and answer the questions that follow. I sit inside, doors open to the veranda writing long letters in which I scarcely mention the departure of the forest from the house. The night is fresh, the whole moon shines in a sky still open… I. How does the poet come to see the house in the context of the poem? (1) a. A secure refuge from dangers. b. A place where nature is restricted. c. A symbol of the family. d. A man-made substitute for nature.

III. The word ‘open’ is used twice in the extract. What do they mean, respectively? (1) a. Entrance point – Vastness b. Shared space – Great view c. Allowing access and vision – Expansive space d. Drawback– Obstacle ahead IV. What is the meaning of the underlined phrase ‘I scarcely mention…’? (1) a. Discreetly b. Rarely c. In detail d. barely V. What image is created in the last two lines of the extract? (1)

Ans:

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ii.

iii.

iv.

a. Option i c. Option iii

b. Option ii d. Option iv

I. b. A place where nature is restricted. II. b. To suggest there is still a part of the sky left to explore, free from limitations. III. c. Allowing access and vision – Expansive space IV. d. Barely V.c. Option iii 5. Read the following extract carefully and answer the questions that follow. My head is full of whispers which tomorrow will be silent. Listen. The glass is breaking. The trees are stumbling forward into the night. Winds rush to meet them. The moon is broken like a mirror. its pieces flash now in the crown of the tallest oak.

Section C • The Trees

(CBSE Question Paper, 2/2/1; 2023–2024)

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I. Identify the figure of speech used in: ‘The trees are stumbling forward/into the night’.

(1)

II. Explain the significance of the line: The moon is broken like a mirror/ its pieces flash now in the crown/of the tallest oak. (2) III. Complete the sentence with the appropriate option.

(1)

In the third line, the word ‘Listen’ is used to ____________. a. to serve no purpose but to complete the sentence b. emphasise listening carefully to the sound of glass breaking c. listen carefully as a change is about to take place d. make the reader more attentive IV. What does the line: ‘My head is full of whispers/which tomorrow will be silent’ tell us about the poet’s state of mind? (1) Ans: I. Personification II. The moon’s light reflects from the leaves in the crown of the tree causing them to flash. This image also calls to mind that the tallest oak is being crowned by the moon to welcome the trees back into the forest. III. c. listen carefully as a change is about to take place IV. The poet reflectively listens to the trees breaking free from the house and accepts this as the way it should be. She envisions that by the next day the trees will be free and in their natural habitat.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. Why are the trees moving out into the forest? Ans: In the poem, the trees are presented as a metaphor for human beings. Just as humans value freedom, nature can’t be subdued and controlled by man. The trees have been brought into houses and greenhouses for ornamentation. The natural habitat of trees is a forest and therefore, after a long and hard struggle, they break loose from imposed barriers. They strain, bend, and push their way out towards the forest, their true home. This journey symbolises a quiet but determined rebellion, an ongoing process of breaking free from confinement rather than an outright victory.

2. Why is the poet hopeful that the empty forest will be full of trees by the morning? Ans: The poet remains optimistic because she believes that nature’s power to break free from human constraints will prevail. The trees, having been deprived of their natural home, will fight to escape human control. Their struggle won’t be in vain, and by morning, they will have returned to their rightful place in the forest. 3. Why is the full moon broken like a mirror in the last lines of the poem? Ans: The full moon is broken into pieces in the last lines of the poem because the peaceful night is disrupted by the trees. As the trees move, they block the moon, causing its light to appear broken or scattered through the gaps among the leaves and branches. It could also mean that the leaves at the top of the tree show the shimmering reflection of the moon. 4. Describe the struggle of the roots, leaves, small twigs and long boughs to free themselves and break the artificial barriers created by man. Ans: Each part of the tree works tirelessly to break free from its confinement, symbolising the struggle for freedom. The roots work throughout the night, pushing against the cracks in the veranda floor, determined to escape. The leaves strain towards the glass, and the small twigs stiffen from the effort, both showing the constant battle to overcome the barriers that limit their growth. The long boughs press against the roof, yearning to reach the open sky. This struggle highlights the powerful desire for freedom, as the trees fight to return to their natural state, beyond the constraints placed on them by humans. 5. In the poem ‘The Trees’, the poet compares the trees to ‘newly discharged patients.’ Highlight two reasons for the same. (CBSE Question Bank) Ans: In the poem, the poet compares the trees to ‘newly discharged patients’ for two reasons. First, both the trees and the patients have been confined for a considerable period of time. Second, just like patients who are dazed and exhausted after their illness, the trees are also strained from their confinement and tired from the effort of breaking free from the house.

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6. The trees have been shown to have human qualities in the poem. Justify the statement with any two instances from the text. (CBSE Question Bank) Ans: The trees are personified in the poem. In the first stanza the trees are described as ‘moving out’ like humans would move. The verbs used to describe the trees’ efforts to free themselves are words that reflect human actions such as ‘work’, ‘disengage’ and ‘shuffling’. Their struggle to free themselves from the confines of the house mirrors the fight of oppressed individuals who yearn for freedom. 7. The poet symbolizes women as forests, not trees. What does this suggest? (CBSE Question Bank) Ans: The poet may have chosen to symbolise women as forests, rather than individual trees, to reflect their collective strength and the power they possess when united. This could suggest that, like forests, women have the ability to plan and move together, nurture one another, and create meaningful change as a group. It highlights the importance of unity and shared strength, pointing to the potential for growth and transformation when women come together. While the poem primarily explores themes of nature’s freedom and resilience, this interpretation offers a possible way of seeing women free themselves from societal conventions and to act as a united, powerful force. 8. The poem ends on a note of victory. Justify with reference to the literal and symbolic meaning. (CBSE Question Bank) Ans: The poem ends on a victorious note, emphasising the trees’ determined struggle to free themselves from unnatural confinement and return to their natural home. In the last stanza the trees break free, shattering the glass and moving out into the night. The wind rushes to welcome the trees and the larges oak is crowned with light. Symbolically, this victory represents the power of nature, or even oppressed beings, to reclaim their rightful place despite human attempts to control or subdue them. 9. ‘The Trees’ is a symbolic poem and Adrienne Rich has used trees as a metaphor for human beings. What do they symbolise? Explain. Ans: In ʽThe Trees,ʼ Adrienne Rich uses trees as a metaphor for human beings, symbolising resilience, growth, and the desire for freedom. Section C • The Trees

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The trees represent individuals breaking free from constraints, reclaiming their natural state, and striving towards self-realisation and liberation. Just as trees that symbolise nature cannot be held back, so humans will break free from being confined by societal norms and repression. (CBSE Question Paper, 2/5/2; 2023–2024) 10. What is the tone of the poem ‘The Trees’? The tone is one of quiet determination and inevitability as shown by the trees breaking free from their confines. There is a feeling of acceptance and an underlying feeling of hope on behalf of the poet who quietly writes letters as the trees move out of the house.

Long Answer Questions

Answer the following questions in about 40–50 words. 1. Sometimes moving out of a comfort space is extremely important for maturation and growth. Point out how Wanda Petronski (The Hundred Dresses) moving into a big city was similar to the movement of the trees. (CBSE Question Bank) Ans: In the poem ‘The Trees’, the trees are initially deprived of their natural habitat, confined within a house, which is an unnatural and uncomfortable space. However, their struggle to escape and return to the forest reflects their growth and determination. Through their efforts, they achieve freedom. Similarly, Wanda’s move to a big city, mirrors this transformation. In her previous school, Wanda was mocked for her simple clothes and unusual name, and she kept quiet, feeling embarrassed. However, in the big city, no one mocked her, and this boosted her self-confidence. She became more outspoken, as shown through her letters to her former teacher, Miss Mason. She had also overcome her limitations.

2. The poem ‘The Trees’ appears to be about trees, environment, deforestation and afforestation. On a deeper level we discover that Adrienne Rich is expressing her concern about women and their emancipation. Elaborate with reference to the poem.

(CBSE Question Bank)

Ans: In her poem ‘The Trees’, Adrienne Rich highlights the essential role of trees in nature, pointing out that without them, birds would have nowhere to rest, insects would lack shelter, and the 337

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sun’s rays would not cast shadows. The poem emphasises that trees belong outdoors, as they thrive and appear most beautiful in their natural habitat, rather than being confined indoors. As we know that Adrienne Rich was concerned about women’s liberation, on a deeper level, this theme reflects Rich’s concern about women’s lack of freedom. Just as trees are imprisoned within the house, women in a patriarchal society are often restricted and oppressed. The poem conveys a message of hope. The liberation of the trees symbolises the growing freedom and empowerment of women. 3. There is always conflict between humans and nature. Explain. Ans: The conflict between humans and nature has always existed, with humanity often causing harm to the environment in the pursuit of personal and material gain. In their relentless efforts to exploit resources, humans have been disrupting the natural growth of plants and trees. As a result, nature begins to push back, becoming increasingly destructive. Man’s actions, such as deforestation and habitat destruction, contribute to global warming and rising temperatures. If these destructive practices continue unchecked, the consequences could be catastrophic, including the submersion of land due to the melting of polar ice caps. It is crucial for humans to recognise this ongoing damage and take urgent action to protect the Earth from the destructive forces of nature.

discrimination, as shown in two powerful works—Nelson Mandela: ‘Long Walk to Freedom’ and ‘The Trees’ by Adrienne Rich. Mandela’s journey highlights his unwavering fight against racial discrimination, proving that perseverance and courage can break even the strongest barriers. Similarly, ‘The Trees’ symbolises the struggle for freedom, as the trees push through confinement to reclaim their space. Both works show that resilience and determination are key to overcoming oppression. In both cases, whether facing injustice or human-made restrictions, the spirit to fight for change remains strong. To conclude, true freedom comes to those who refuse to give up, no matter how difficult the journey.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks)

a. Listen. The glass is breaking. The trees are stumbling forward into the night Winds rush to meet them. The moon is broken like a mirror, its pieces flash now in the crown of the tallest oak.

I. How does the poet portray the trees in this extract? (1)

II. What natural force is described as rushing towards the trees? How does this contribute to the atmosphere of the poem? (1)

4. You have been selected to deliver a speech to students from nearby schools on the strength needed to overcome discrimination. Write a speech draft in no more than 120 words, highlighting the shared themes in Nelson Mandela: Long Walk to Freedom and The Trees by Adrienne Rich.

III. How does the poetdepict the moon in this section of the poem? What is the significance of the comparison? (1)

You may conclude with: In the end, it is perseverance and courage that lead to true freedom. Thank you. (CBSE Sample Question Paper; 2023–24)

b. All night the roots work to disengage themselves from the cracks in the veranda floor. The leaves strain toward the glass small twigs stiff with exertion long-cramped boughs shuffling under the roof like newly discharged patients half-dazed, moving to the clinic doors.

You may begin with: Good morning, everyone. Today, I want to share how these two literary works highlight the power of resilience in overcoming discrimination.

Ans: Good morning, everyone. Today, I want to talk about the strength needed to overcome

IV. How does the breaking of the glass and the shattering of the moon reflect the theme of liberation and struggle in the poem? (2)

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I. Choose the option that most strongly shows ‘exertion’. (1) a. Jane was up all night keeping accounts and now she’s resting. b. Jill ran for five miles non-stop yesterday evening.

c. John is watching his favourite show and having snacks.

d. Jo helped a senior citizen board a flight in the morning. II. What are the boughs compared to? The boughs are compared to ___________ (1) III. ‘Personification is a poetic device in which human characteristics are given to animals and non-living things.’ Select the option/s that is NOT a correct example of the poetic device. (1) a. The snow swaddled the earth like a mother would her infant child. b. Winter spent the day eating cookies and drinking hot cocoa by a lake. c. The ploughman homeward plods his weary way. d. My phone is not cooperating with me today.

VI. Choose two correct options. The phrase, ‘newly discharged patients’ suggests that the trees were: (2) a. like patients who had been confined indoors for a time. b. sick of being confined and wanted to grow freely. c. misunderstood and maltreated as patients. d. being released and shuffling towards freedom.

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2. Answer the following questions in about 40–50 words (4 × 3 = 12 marks)

a. Why do you think the poet barely mentions the departure of the trees in her letters?

b. Change is never easy. Justify this quote in the context of the poem ‘The Trees.’ (CBSE Question Bank) c. The forest undergoes a significant transformation overnight. Discuss this transformation with reference to the poem ‘The Trees’. (CBSE Question Bank) d. Justify the revolt of the trees and state two values which the man should possess to stop the revolt of nature against man.

3. Answer the following questions in about 100–120 words. (3 × 6 = 18 marks) a. In ‘The Trees’ the trees stretch out their branches, break barriers and struggle hard to move out to be in their natural environment. Compare the efforts and the end goal of the trees with man’s struggle for emancipation and freedom from unfair practices as shown in ‘Long Walk to Freedom’.

b. How can the poem ‘The Trees’ be interpreted against the background of women’s liberation?

c. After reading the poem ‘The Trees’, who do you think needs natural forests the most, nature or humans? Write a speech in which you choose a side and debate your argument.

(Competency-based question)

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Fog

—Carl Sandburg

About the Poet

Carl Sandburg (1878–1967) was an American poet, writer and journalist known for his simple yet powerful poems. He is known for his free verse poetry, vivid imagery and themes centered on American life, industrialisation and the working class. He wrote about everyday life, nature and the struggles of ordinary people. He used simple and direct language to depict the struggles and beauty of everyday life.

Sandburg won several prestigious awards, including three Pulitzer Prizes, for his poetry and his biography of Abraham Lincoln. Through his poetry, he inspired people to observe the world closely and find meaning in small moments, like the quiet arrival of fog. Some of his famous poems are ‘Chicago’, ‘Fog’ and ‘Grass’.

Summary

The poem ‘Fog’ by Carl Sandburg is a short and imaginative piece that compares fog to a silent cat. The poet uses the metaphor of a cat to describe how fog moves in quietly, sits still for a while and then moves on. The poem highlights the calm and mysterious nature of fog, capturing its quiet beauty and fleeting presence. With just a few lines, the poet creates a vivid image, teaching us to find wonder in simple, everyday occurrences.

Theme of the Poem

The poem, ‘Fog’, emphasises the quiet and mysterious beauty of nature. It also highlights nature’s uncaring attitude towards mankind. By comparing fog to a cat, the poet shows how it moves silently, observes its surroundings and then disappears without a trace. This theme reflects how elements of nature, like fog, are gentle, fleeting and beyond human control. The fog is depicted as soft and subtle yet all-encompassing. It encourages us to appreciate unnoticed moments in life and see beauty in simplicity and the ordinary.

Explanation The fog comes on little cat feet.

In these lines, the poet compares the arrival of the fog to the quiet steps of a cat. The phrase ‘little cat feet’ suggests that just like a cat moves silently and gracefully, the fog also moves in softly, stealthily without making any noise. This metaphor shows the quiet beauty and mysterious nature of fog. It sits looking over harbour and city on silent haunches and then moves on.

The poet describes how the fog, like a cat, pauses and observes its surroundings. It ‘sits’ silently over the city and harbour, covering them with a misty blanket. The word ‘sits’ gives the fog a watchful, almost living presence, as if it is calmly overseeing the city and harbour. The ‘silent haunches’ reinforces the idea of stillness and quiet. Finally, like a cat that decides to leave on its own terms without a sound, the fog gradually drifts away, emphasising its temporary yet impactful presence.

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Glossary

fog: a thick cloud that reduces visibility on haunches: sitting with knees bent

moves on: indicates the fog leaving quietly

harbour: a port; an area where ships or boats can stay safely

Poetic Devices Metaphor

A metaphor is a figure of speech that directly compares one thing to another without using ‘like’ or ‘as.’ It helps to show similarities between two dissimilar things. In ‘Fog,’ the fog is compared to a cat using a metaphor. The poet writes that ‘The fog comes/on little cat feet’. Here, the fog is described as moving silently and gracefully, just like a cat. This metaphor helps readers visualise the fog as something soft, quiet and mysterious.

Personification

Personification is when something that is not human, such as an animal or a non-living object, is described as if it has human qualities. In the poem, the fog is personified. The poet states ‘It sits looking/over harbour and city/ on silent haunches and then moves on’. Here, the fog is described as sitting and looking, like a living thing. This makes it seem thoughtful and watchful, as if it is quietly observing the city before moving away.

Imagery

Imagery is when words create a picture in the reader’s mind using sensory details (such as sight, sound and touch). Using lines like ‘The fog comes on little cat feet’, the poet creates a clear mental picture of the fog moving softly and quietly, just like a cat. It helps the reader picture and feel how the fog appears and spreads in a gentle, mysterious way.

Free Verse

Free verse is a type of poetry that does not follow a fixed rhyme or rhythm. It sounds more like natural speech. The poem ‘Fog’ is written in free verse. It has short lines and no set pattern, making it feel simple and flowing, just like the movement of fog. The free verse mirrors the unpredictable and fluid movement of fog as it drifts in and out.

Symbolism

Symbolism is a literary device where an object, idea or event represents something deeper than its literal meaning. The fog symbolises uncertainty, change, mystery and the passage of time. Just like fog appears quietly, stays for a while and then disappears, many situations in life come and go without warning. The comparison to a cat adds a sense of mystery and quiet observation, making the fog feel alive and unpredictable, much like life itself.

Assonance

Assonance is the repetition of vowel sounds in nearby words to create rhythm or mood. In ‘Fog,’ assonance has been used in ‘The fog comes on little cat feet’. The repetition of the ‘o’ in ‘fog comes on’ creates a soft, gentle effect, matching the quiet movement of the fog. This sound pattern helps make the poem more musical and flowing.

Enjambment

Enjambment is when a sentence continues beyond a line break without a pause. ‘It sits looking/over harbour and city/on silent haunches/and then moves on’ is a smooth, uninterrupted flow of words reflecting the quiet, gradual movement of the fog.

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NCERT Solutions Thinking about the Poem

1. I. What does Sandburg think the fog is like?

II. How does the fog come?

III. What does ‘it’ in the third line refer to?

IV. 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.

Ans: I. The poet, Carl Sandburg, thinks the fog is like a cat. II. The fog comes silently and slowly like a cat on its small padded feet. III. The word ‘it’ in the third line refers to the fog. IV. No, the poet does not explicitly say that the fog is like a cat, but he uses a metaphor to draw a comparison between them. Three things that suggest this are:

a. The fog comes ‘on little cat feet’, suggesting quiet, stealthy movement evoking the image of a cat approaching silently. The use of the phrase ‘cat feet’ emphasises the gentle, almost sneaky way the fog enters, moving in without warning or disturbance. b. The fog ‘sits looking over harbour and city’, like a cat sitting and observing its surroundings, suggesting a sense of stillness and watchfulness which further adds a layer of mystery and calmness.

c. The fog ‘moves on’, just as a cat would leave silently after staying for a while, emphasising its transient nature. Much like a cat, the fog comes and goes, without staying at a place for too long and without leaving a permanent mark. 2. You know that a metaphor compares two things by transferring a feature of one thing to the other (See Unit 1). I. Find metaphors for the following words and complete the table below. Also try to say how they are alike. The first is done for you. Storm Train Fire School Home

tiger

pounces over fields, growls

II. Think about a storm. Try to visualise the force of the storm, hear the sound of the storm, feel the power of the storm and the sudden calm that happens afterwards. Write a poem about the storm comparing it with an animal. Ans: I. Word

Metaphor

Strom

Tiger

Train

Snake

Fire

Sun

Pounces over the fields, growls

Moves swiftly with a hissing sound Radiates heat and light

School Temple Home

How they are alike

Nest

A place of learning and reverence

Provides warmth, safety, and comfort

II. The storm roars like a lion’s growl, Ripping through the sky, wild and proud, It claws the earth with thunder’s might, Chasing the stars into the night.

Its winds, like paws, strike with force, Racing like a fierce, untamed horse. Raindrops, sharp as claws that tear, Crash like wolves in the midnight air.

Then, with a sudden, silent breath, The storm lies still, as if to rest. A quiet now, like a sleeping cat, Calm, serene, and peaceful at last.

3. Does this poem have a rhyme scheme? Poetry that does not have an obvious rhythm or rhyme is called ‘free verse’.

Ans: No, Carl Sandburg’s ‘Fog’ does not have a rhyme scheme. It is written in free verse.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. The fog comes

on little cat feet. It sits looking

over harbour and city on silent haunches.

and then moves on.

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I. What is the fog compared to in the poem? a. A cat b. A bird c. A cloud d. A wave II. Which of the following best describes the movement of the fog as depicted in the poem? a. Loud and chaotic b. Slow and silent c. Sudden and aggressive d. Erratic and uncontrolled

(1)

III. Complete the sentence with the appropriate option.

IV. Explain how the poet uses personification in the poem to bring the fog to life. (2) I. a. A cat

II. b. Slow and silent

III. c. It quietly observes its surroundings.

IV. I n the poem ‘Fog’, the poet uses personification by comparing the fog to a cat. He describes it as having ‘little cat feet’, suggesting it moves silently and gracefully like a cat. The poet also says the fog ‘sits looking’, just as a cat might pause and observe its surroundings before moving on. These descriptions give the fog a quiet, mysterious and almost playful quality, making it seem alive.

2. Read the following extract carefully and answer the questions that follow. The fog comes on little cat feet. It sits looking over harbour and city on silent haunches and then moves on.

(CBSE Sample Question Paper, 2023–24)

I. In what way does the language used in this poem challenge traditional ideas of what poetry should be? (1) II. What is the significance of the use of the word ‘little’ to describe the fog in the poem and how does this word choice contribute Section C • Fog

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The lines from the poem tell us that the city is _______________. (1) a. hilly b. coastal c. industrial d. underdeveloped

(1)

III. What does the line ‘It sits looking over harbour and city’ suggest about the fog’s behaviour? (1) a. It creates destruction over the city. b. It actively interacts with the environment. c. It quietly observes its surroundings. d. It lingers permanently in one place.

Ans:

to the overall mood and tone of the poem? Answer in about 40 words. (2)

IV. Identify the imagery used in the above lines. (1) Ans: I. The language in this poem challenges traditional ideas of poetry by using simple and everyday words, creating a vivid image without complex vocabulary or strict rhyme schemes. II. The word ‘little’ in the poem emphasises the fog’s gentle, quiet and subtle nature, suggesting it is harmless. This choice contributes to the calm, peaceful mood of the poem, highlighting the fog’s quiet presence. III. b. coastal IV. Visual/animal imagery

3. Read the extract carefully and answer the questions that follow. The fog comes on little cat feet. It sits looking over harbour and city on silent haunches and then moves on.

(CBSE Question Bank)

I. Choose the option with qualities of the cat that Carl Sandburg applies to the fog? (1) i. Cats are independent animals, they don’t follow rules, they slip and slide in and out of our lives as they please. ii. Cats are distrustful of strangers and can be jealous and moody. iii. Cats are stealthy, moving in slow motion at times and they appear to be moving in a mysterious fashion. iv. Cats often communicate with a combination of a distinctive sound and body language. v. Cats like to move on at their own pace and before you know it, they’ve disappeared. a. Only i b. ii, iii and iv c. i, iii and v d. Only iv 343

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II. Which one/s of the following applies to the given lines? (1) i. Personification is a literary device where you give an animal, object or natural phenomenon, qualities or abilities that only a human can have. ii. Transferred epithet is a literary device when an adjective usually used to describe one thing is transferred to another. iii. Imagery is the language used by poets, and writers to create visual representation of ideas in the minds of the readers. iv. Oxymoron is a figure of speech in which contradictory terms appear side by side. a. i and iv b. ii and iii c. Only i d. Only iii III. Pick the option that includes an image of the cat on its haunches. (1)

a. Option i c. Option iii

ii.

iii.

b. Option ii d. Option iv

iv.

IV. Choose the option that DOES NOT list movement of the fog. (1) i. It stole in on us like a foot-pad Somewhere out of the sea and air. — E. J. Pratt ii. The fog tricks the eye The wonder of the veil of white Under the clear blue sky. — K. C. Cox iii. A fog drifts in, the heavy-laden Cold white ghost of the sea. — Sara Teasdale iv. ...comes gliding, rolling in at ground level, pressing its white featureless face against... — R. H. Grenville a. Option i b. Option ii c. Option iii d. Option iv V. The poet has used short lines to compose the given poem. Choose the option that lists the most appropriate explanation for the same. (1) a. By keeping the lines short, the poet keeps the liberty in stepping away from rule, traditional form, logic or fact, in order to produce a desired effect.

b. By keeping the lines short, the poet wants the reader to omit some parts of a sentence, which gives the reader a chance to fill the gaps while reading it out. c. By keeping the lines short, the poet wants to introduce ambiguity or contradiction into an otherwise straightforward sentence. d. By keeping the lines short, the poet is controlling the pace to make the reader slow down thereby reflecting the slow rolling in of the fog.

Ans: I. c. i, iii and v II. d. Only iii III. b. Option ii IV. c. Option iii V. d. By keeping the lines short, the poet is controlling the pace to make the reader slow down thereby reflecting the slow rolling in of the fog. 4. Read the extract carefully and answer the questions that follow. The fog comes on little cat feet. It sits looking over harbour and city on silent haunches and then moves on.

I. How does the poet’s comparison of the fog to a cat enhance the reader’s understanding of the fog’s behaviour and characteristics? (1) a. It shows that the fog is noisy and aggressive. b. It highlights the fog’s silent, mysterious and graceful movement. c. It suggests that the fog moves quickly and disappears instantly. d. It emphasises that the fog is heavy and does not move.

II. What does the phrase ‘on silent haunches’ suggest about the fog’s presence in the city? (1)

III. Complete the sentence with the appropriate option. The mood of the poem can best be described as ________. a. cheerful b. mysterious c. aggressive d. melancholic

(1)

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Ans:

IV. What literary device is used in these lines, and how does it contribute to the overall theme of the poem? (2)

I. I t highlights the fog’s silent, mysterious and graceful movement. II. The phrase suggests that the fog is calm as it ‘sits’ quietly, almost like a cat crouched in observation. III. b. mysterious IV. The main literary device is metaphor. By comparing the fog to a cat, the poet conveys its stealthy and unpredictable nature. This metaphor helps readers visualise the fog as something soft, quiet and mysterious. 5. Read the extract carefully and answer the questions that follow. It sits looking over harbour and city on silent haunches and then moves on. I. What nature of the fog is being highlighted in the lines above?

(1)

II. What is the significance of the closing phrase ‘moves on’?

(1)

III. Complete the following analogy.

(1)

Fog : silent : : tiger : ______________ a. stalk b. charge c. attack d. looming

IV. Pick the most unsuitable option that cannot be used to complete the blank. (1) The fog enters ______________ and moves out ______________. a. softly, quickly b. quietly, slowly c. loudly, swiftly d. mysteriously, stealthily

V. State whether True or False.

(1)

‘It’ in the lines above refers to the cat. Ans: I. The fog is portrayed as silent and moving mysteriously, suggesting that it appears suddenly yet silently and then vanishes just as quietly. II. The phrase ‘moves on’ emphasises the fog’s transient nature highlighting that its presence is temporary. It does not last and passes by without leaving a permanent effect. This highlights the fleeting beauty of nature and reminds us to appreciate such Section C • Fog

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brief, peaceful moments. It further points to the idea that nature and life are always changing, and nothing stays the same. III. a. stalk IV. c. loudly, swiftly V. False

Short Answer Questions

Answer the following questions in about 40–50 words. 1. Stealth is an important aspect of fog. State any two instances from the poem ‘Fog’ that suggest the same. (CBSE Question Bank) Ans: Stealth is an important characteristic of the fog in the poem ‘Fog’. The poet conveys this through the comparison of the fog to a cat in the line, ‘The fog comes on little cat feet’, which suggests that the fog moves silently and unnoticed, just like a cat. Another instance is seen in the phrase, ‘It sits looking over harbour and city’, where the fog is described as sitting quietly, observing everything without drawing attention. These descriptions highlight the quiet and mysterious nature of the fog, emphasising its stealthy movement. 2. Highlight any two characteristics of fog from its description in the poem and justify your choice of characteristics briefly. (CBSE Question Bank) Ans: The fog is silent, as suggested by the phrase ‘on little cat feet’, which highlights its quiet and stealthy arrival, much like a cat moving unnoticed on its soft padded feet. This creates an image of the fog as peaceful and quiet. It is also transient, evident from ‘and then moves on’, indicating its temporary presence. These characteristics emphasise the fog’s mysterious and graceful nature, symbolising the fleeting moments in life that pass by quietly. 3. Is the fog portrayed as a resident of the city or as an outsider? Support your answer with two such references from the poem ‘Fog’.

(CBSE Question Bank)

Ans: In the poem ‘Fog’, Carl Sandburg shows the fog as an outsider. The phrase, ‘It comes on little cat feet’, suggests it arrives quietly and briefly, like a stray cat. The fog ‘sits looking over harbour and city’ but does not stay, showing that it only passes through. This imagery presents the fog as a silent visitor rather than a permanent part of the city which adds to its sense of mystery. 345

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4. Would you describe the role of the fog as active or passive? Support your answer with reference to the poem ‘Fog’. (CBSE Question Bank) (Competency-based Question) Ans: The role of the fog is passive in the poem. It ‘sits looking over harbour and city’, suggesting quiet observation rather than active participation. It only watches and does nothing. Also, it ‘moves on’ without causing disturbance which highlights its calm presence. The fog does not disturb anything; it just stays for a while and then ‘moves on’. Its calm presence highlights how nature can come and go without making a noise. 5. Why does the poet use the phrase ‘silent haunches’? Substantiate your answer with reference to the poem ‘Fog’. (CBSE Question Bank) Ans: The phrase ‘silent haunches’ emphasises the fog’s quiet and graceful nature, comparing it to a resting cat. Just as a cat sits silently on its haunches, the fog lingers over the city and harbour without making any noise. This emphasises the theme of nature’s gentle influence, suggesting that the fog moves quietly, reflecting the temporary and peaceful presence of natural elements. 6. What does ‘Fog’ tell us about the speaker’s relationship with nature? Support your answer with examples from text. (CBSE Sample Question Paper, 2022–23) Ans: The speaker emerges as observant, thoughtful and attentive in the poem ‘Fog.’ He is mindful of his surroundings and creates unique parallels by comparing the fog to a cat that quietly arrives and sits without drawing attention. This shows his awareness of how the fog subtly changes the environment, suggesting a reflective and watchful relationship with what is happening around him. 7. Paradoxical is something that contains opposing elements. Do you think ‘Fog’ is paradoxical in nature? Comment. Ans: Yes, ‘Fog’ is paradoxical. The fog comes quietly, like a cat, yet it has the power to cover everything and block visibility. It is both calm and mysterious, hiding what’s around it. It comes unnoticed and silently and ‘moves on’ after a while. This combination of gentleness and its ability to change the surroundings makes the fog a paradox in the poem.

8. What effect does the short structure of the poem Fog have on its meaning? (CBSE Additional Practice Question, 2023–24) Ans: The short structure of the poem, ‘Fog’, enhances its meaning by mirroring the fleeting and mysterious nature of fog itself. The poem consists of just six lines, divided into two stanzas, which reflect how fog appears suddenly, lingers briefly, and then disappears. The brief, free-verse form creates a sense of movement and impermanence, reinforcing the idea that fog does not stay for long. The concise lines and lack of punctuation contribute to a quiet, almost hushed tone, much like the silent presence of fog. This minimalistic structure makes the poem more impactful, allowing readers to visualise and feel the fog’s quiet arrival and departure.

Long Answer Questions

Answer the following questions in about 100–120 words.

1. In the poem ‘Fog’, the poet features the fog as animated. If you had to write a similar poem for one other natural phenomenon, which animal would you use to convey the characteristics of that particular phenomena? Justify, in detail, your choice of animal corresponding to it by bringing out similarities. (Competency-based Question) (CBSE Question Bank) Ans: In the poem ‘Fog’, Carl Sandburg uses the image of a cat to portray the fog’s quiet, graceful and subtle nature. If I were to write a similar poem about the wind, I would choose a hawk to represent it. A hawk is an appropriate choice as, like the wind, it moves silently and effortlessly through the air. The hawk, while gliding with ease, can also change its intent suddenly, becoming powerful and unpredictable. Similarly, the wind can change from a gentle breeze to a strong gust, affecting everything around it. This comparison, like the cat in Sandburg’s poem, shows how the wind can be both calm and powerful. Just as the fog moves quietly and subtly like a cat, the wind can be gentle and graceful. However, like a hawk that can suddenly change direction, the wind can also become strong and unpredictable. This highlights the wind’s ability to shift between calmness and power, much like the fog’s peaceful yet fleeting presence in the poem.

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2. Do you agree with the poet’s comparison of fog to a cat or do you feel some other image would have done justice to the poem? Justify your answer by substantiating your claims with examples. (CBSE Question Bank) Ans: I agree with the poet’s comparison of fog to a cat in the poem ‘Fog’. The image of a cat effectively captures the quiet and subtle nature of fog. Cats are known for their soft movements and quiet presence, mirroring how fog silently arrives and sits unnoticed without interacting with its surroundings. The gentle and unobtrusive arrival of fog resembles a cat’s movements, creating an atmosphere of calmness. Furthermore, the cat’s mysterious and elusive nature reflects how fog can obscure everything, making visibility unclear. This duality—being gentle yet capable of causing confusion— enhances the sense of quiet mystery in the poem. Overall, Sandburg’s choice of metaphor deepens our understanding of both fog and its impact on the environment. OR While the poet’s comparison of fog to a cat is imaginative, a more fitting image could be that of a ghost or a flowing river. Fog, like a ghost, appears and disappears mysteriously, enveloping the surroundings in an eerie stillness. Similarly, a river’s slow, continuous movement better represents how fog spreads and recedes gradually. Unlike a cat, fog does not move with intention or grace but drifts unpredictably. For instance, describing fog as ‘creeping in like a ghost, shrouding the city in silence’ would retain the poem’s mysterious tone while offering a more accurate representation of its movement. 3. Difficulties come but they do not stay forever. They come and go. Comment on this statement drawing a comparison on difficult times and human nature with reference to the poem ‘Fog’. Ans: In Carl Sandburg’s poem ‘Fog’, the fog arrives quietly, ‘on little cat feet’, and sits silently before moving on. This imagery mirrors how difficulties in life can come unexpectedly and initially feel overwhelming. Like fog, which obscures everything around it, problems can create confusion and uncertainty.

Section C • Fog

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However, just as the fog eventually moves away, challenges in life do not last forever. They pass with time. The poem suggests that although difficulties may seem all-consuming in the moment, they are temporary. The arrival and departure of fog remind us that tough situations are not permanent; like the fog, they will eventually fade away. 4. ‘Nature is as nature does.’ Throw light on the statement with reference to the poem ‘Fog.’ Ans: In Carl Sandburg’s poem ‘Fog’, the fog arrives ‘on little cat feet’, quietly and without drawing attention. This reflects the idea that ‘nature is as nature does’, that is, nature behaves in its own way, without force or rush. Like a cat, the fog moves slowly and softly, showing how nature acts according to its inherent qualities—gentle and unnoticed, yet still present. However, the fog also possesses the power to cover everything, hiding what’s around it. This shows that even though nature may seem calm, it can still be powerful and have a profound impact. The fog’s quiet presence and its ability to change its surroundings show us that nature, in all its forms, can be both gentle and impactful. This duality reminds us that while nature may appear calm, it holds an inherent strength capable of transforming our environment. 5. The poet beautifully compares the fog to a cat. Choose any two animals from ‘How to Tell Wild Animals’ that do not have qualities that can be drawn out to be compared with a fog. (Competency-based Question) (CBSE Question Bank) Ans: In ‘How to Tell Wild Animals’ by Carolyn Wells, two animals that do not have qualities that can be compared with the fog are the bear and the lion. The bear is described as strong and frightening. It is physically powerful and aggressive which contrasts sharply with the fog’s calm and gentle nature. The fog, in the poem ‘Fog’, arrives quietly and gently, like a cat, without any disturbance, while the bear’s presence would be loud and commanding. Similarly, the lion is symbolic of boldness and authority. Its loud roar and aggression stand in direct contrast to the fog’s quiet, almost unnoticed presence. While the fog is transient and delicate, the lion represents dominance and 347

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strength. Both the bear and the lion are bold, loud and powerful unlike the fog, which is soft, quiet and temporary. 6. Do you think the metaphor of the fog reflects something beyond nature, such as human behaviour or emotions? Justify your response with examples from the poem. Ans: Yes, the metaphor of fog in the poem can reflect aspects beyond nature, such as human behaviour and emotions. Just as fog arrives silently, lingers and then moves on, emotions like sadness, uncertainty or introspection often emerge quietly, affect one’s thoughts and eventually fade away. The image of fog ‘sitting on silent haunches’ suggests a moment of pause, much like when people reflect in solitude or hesitation. The phrase ‘and then moves on’ signifies the temporary nature of such emotions—just as fog clears, feelings of doubt or gloom also pass. This makes the poem a subtle reflection on the transience of human emotions.

Assessment

Scan to see answers.

1. Read the extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. The fog comes on little cat feet. It sits looking over harbour and city on silent haunches and then moves on. I. How does the poet’s choice of words like ‘silent’ and ‘little’ shape the mood and tone of the poem? (1) II. Why do you think the poet uses the metaphor of a cat to describe the fog instead of directly describing it?

(1)

III. Complete the sentence with the appropriate option.

The fog in the poem is described as being _______________. a. playful b. menacing c. observant d. aggressive

(1)

IV. What idea about nature does the poet convey through the fog’s temporary presence over the harbour and city? (2)

b. The fog comes on little cat feet. It sits looking over harbour and city on silent haunches and then moves on. I. Which of the following images captures the activity performed by fog? (1) a.

II. Student A: A metaphor for fog could be shadow. It is just as mysterious as fog! (1) Student B: I feel that a blanket would be an appropriate comparison with fog as it covers the entire city. Which statement better aligns with Carl Sandburg’s portrayal of the fog in the poem? a. Student A is correct; the fog is transient, quiet and moves away silently. b. Student B is correct; the fog is overwhelming.

c. Both statements are correct as they describe different qualities of the fog.

d. Neither statement is correct as the fog is neither transient nor overwhelming. III. Fill in the blank. Cat : fog : : ___________ : storm a. lion b. shadow c. eagle d. elephant

(1)

IV. What is the message that the poet is trying to convey using the above lines? (2) 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Explain the use of imagery in the poem ‘Fog’. b. What effect is created through the phrase ‘then moves on’ in the poem ‘Fog’? c. Despite its length, ‘Fog’ is a literary rich poem. Comment. d. ‘Fog’ explains the beauty in things that we often take for granted. Do you agree? Why/ Why not?

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3. Answer the following questions in about 100–120 words. (3 × 6 = 18 marks) a. In the poem ‘Fog’, the fog is compared to a cat that ‘sits looking over harbour and city’. How does this imagery influence the mood of the poem? Based on the description, what kind of emotional response does the poet want to evoke in the reader regarding the fog’s presence?

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b. Imagine a city covered in fog for several days. Based on the poem’s description, how would you expect the fog to impact the atmosphere of the city? Compare the fog’s impact to another weather phenomenon, like a thunderstorm. c. What does the fog’s brief stay in the city, as described in the poem, symbolise about the nature of time or life? Elaborate with reference to the poem ‘Fog’.

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The Tale of Custard the Dragon —Ogden Nash

About the Poet

Frederic Ogden Nash (19 August 1902–19 May 1971) was an American poet well known for his light verse, of which he wrote more than 500 pieces. The best of his work was published in 14 volumes between 1931 and 1972. He was declared by The New York Times to be the country’s best-known producer of humorous poetry. He had a unique style of playful rhymes and witty observations about human nature and society. Despite the light tone of his poetry, Nash often included deeper insights about life, making his poems both amusing and thought-provoking.

Summary

‘The Tale of Custard the Dragon’ is a humorous and light-hearted ballad about a cowardly dragon named Custard. He is Belinda’s pet, a little girl who lives in a small white house with her animals. She has a black kitten named Ink, a grey mouse named Blink and a yellow dog named Mustard. The poet describes all the pets as brave, comparing them to fierce animals like tigers and lions, while Custard is very timid and always asks for a nice safe place to hide. The other characters often make fun of him. One night, a pirate suddenly enters their house and everyone gets scared and hides. To their surprise, Custard confronts the pirate, defeats him and eats him up. After they are saved, the pets thank Custard. However, they quickly start saying they would have been braver if they had been in his place. The poem shows us that real courage is shown in difficult times. Custard who is often teased for being cowardly, turns out to be the bravest when he saves everyone from the pirate. It shows that we should not judge others by how they appear or act because even the quietest and timid ones can be true heroes when needed.

Theme of the Poem

The central theme of Ogden Nash’s poem ‘The Tale of Custard the Dragon’ is overcoming fear through courage and determination. Custard, a seemingly timid dragon, rises to the occasion to protect Belinda and her pets, proving that even the bravest individuals can experience fear. The poem highlights that bravery and perseverance can conquer anxieties and challenges. Another key theme is that one should not be judged based on appearance. Every individual has their own strengths and abilities, and true capability is revealed through actions rather than outward perception. The poem teaches that everyone is unique and should be valued for their unique qualities.

Explanation

Belinda lived in a little white house, With a little black kitten and a little grey mouse, And a little yellow dog and a little red wagon, And a realio, trulio, little pet dragon.

In the first stanza, the poet introduces Belinda, a little girl who lives in a small white house with her pets. These pets include a black kitten, a grey mouse, a yellow dog, and a dragon. Now the name of the little black kitten was Ink, And the little grey mouse, she called him Blink, And the little yellow dog was sharp as Mustard, But the dragon was a coward, and she called him Custard.

In the second stanza, the poet introduces all the pets owned by Belinda. The black kitten is named Ink, the grey mouse is called Blink and the little yellow dog is named Mustard because of his colour. In contrast to these brave animals, Custard is described as a cowardly dragon. 350

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Custard the dragon had big sharp teeth, And spikes on top of him and scales underneath, Mouth like a fireplace, chimney for a nose, And realio, trulio daggers on his toes.

The poet describes the dragon as having big, sharp teeth and spikes on his skin. He has scales on his lower body, which are bony plates to protect the skin. His mouth has been compared to a fireplace because it is assumed that dragons can release fire from the mouth. His nose is compared to a chimney, which is used to let out smoke. His claws are as sharp as a dagger. Belinda was as brave as a barrel full of bears, And Ink and Blink chased lions down the stairs, Mustard was as brave as a tiger in a rage, But Custard cried for a nice safe cage.

Here, the poet talks about the qualities of all the characters in the poem. He says that Belinda is as brave as a group of bears and Ink and Blink are so daring that they can hunt lions. Mustard, the dog is fearless just like an angry tiger. But Custard is unlike all the others. The poet mocks Custard, the dragon, who is so timid and afraid of everything that he always demands a safe cage. Belinda tickled him, she tickled him unmerciful, Ink, Blink and Mustard, they rudely called him Percival, They all sat laughing in the little red wagon At the realio, trulio, cowardly dragon.

Belinda mercilessly tickles the dragon. Ink, Blink and Mustard make fun of his cowardice. They ironically compare him to a brave knight named Percival, possibly referring to Sir Percival, a knight from Arthurian legend. The four of them tease the dragon while sitting in their little red wagon. Belinda giggled till she shook the house, And Blink said Weeck! which is giggling for a mouse, Ink and Mustard rudely asked his age, When Custard cried for a nice safe cage.

The poet says that Belinda laughs so loudly that her voice echoes in the house. Blink, the mouse laughs too, in the way that mice do, making a ʽWeeck!ʹ sound. On the other hand, Ink and Mustard tease Custard by asking him his age whenever he asks for a nice safe cage. Suddenly, suddenly they heard a nasty sound, And Mustard growled, and they all looked around. Meowch! cried Ink, and ooh! cried Belinda, For there was a pirate, climbing in the winda.

While all of them are making fun of the dragon, they hear someone entering the house. When they look towards the window, they see a pirate climbing through the window. The dog barks at him and the kitten meows. Belinda cries ‘ooh’ in shock. All of them are scared of the pirate (as pirates are known to rob ships). Pistol in his left hand, pistol in his right, And he held in his teeth a cutlass bright, His beard was black, one leg was wood; It was clear that the pirate meant no good. Here, the poet describes the pirate. He says that the pirate has handguns in both his hands. He holds a little sword with his teeth. He has a black beard and a leg made of wood. Looking at the pirate, it is evident that he intends to harm Belinda and her pets. Belinda paled, and she cried Help! Help! But Mustard fled with a terrified yelp, Ink trickled down to the bottom of the household, And little mouse Blink strategically mouseholed. Section C • The Tale of Custard the Dragon

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When all of them see the pirate, they are terrified. Belinda is so frightened that she turns white and starts to cry for help. Mustard the dog runs away, scared. The kitten, Ink, runs down towards the bottom of the house as if he had planned it all along. The mouse, Blink, runs into his little mouse hole in order to save himself. But up jumped Custard, snorting like an engine, Clashed his tail like irons in a dungeon, With a clatter and a clank and a jangling squirm, He went at the pirate like a robin at a worm.

When all the other characters, earlier described as brave, get frightened, the dragon does the most unexpected thing. He jumps up and lets out a powerful sound through his nose, like an engine revving. Not only that, but he slams his tail against the ground with such force that it echoes like metal grinding in underground prisons. He attacks the pirate just like a robin bird swoops down on a worm. The pirate gaped at Belinda’s dragon, And gulped some grog from his pocket flagon, He fired two bullets, but they didn’t hit, And Custard gobbled him, every bit.

The pirate is so shocked by the dragon that his mouth hangs open in disbelief. To gather courage, he drinks some alcohol from a container in his pocket. Then, he fires two bullets at the dragon but misses. Custard the dragon opens his mouth wide and eats every bit of the fierce-looking pirate. Belinda embraced him, Mustard licked him, No one mourned for his pirate victim. Ink and Blink in glee did gyrate Around the dragon that ate the pirate.

When the pirate is dead, Belinda hugs the dragon and Mustard licks him. No one is sad for the pirate. Both Ink and Blink run around the dragon in happiness. Here, the poet says that all the characters are happy and show their gratitude towards the dragon for saving them. But presently up spoke little dog Mustard, I’d have been twice as brave if I hadn’t been flustered. And up spoke Ink and up spoke Blink, We’d have been three times as brave, we think, And Custard said, I quite agree That everybody is braver than me.

After they thank the dragon and shower him with love, they slowly start to go back to their old ways. Mustard says that if he hadn’t been confused, he would have been twice as brave as Custard. Both Ink and Blink also say that they would have been three times as brave as Custard. The dragon simply agrees that the others are braver than him. The ending is ironic because, despite Custard’s heroic act, the others continue to claim they are braver, thus refusing to acknowledge their own cowardice. Custard, on the other hand, remains humble. Belinda still lives in her little white house, With her little black kitten and her little grey mouse, And her little yellow dog and her little red wagon, And her realio, trulio little pet dragon. Belinda is as brave as a barrel full of bears, And Ink and Blink chase lions down the stairs, Mustard is as brave as a tiger in a rage, But Custard keeps crying for a nice safe cage

In the end, the poet uses the same lines again to show that life continues to be the same despite this terrific episode. While the dragon is the hero, all the other characters still undermine him by saying that they are braver than him and could have handled the situation better. Belinda still lives in the little white house with Ink, Blink, Mustard and Custard and all of them, except the dragon, are very brave. Whereas, the dragon is still a coward and wants to stay safe in his cage. 352

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Glossary

ballad: a type of poem that tells a story and is traditionally set to music; typically composed of four-line stanzas that follow an ABCB rhyme scheme

parody: a work that mimics the style of another work, artist, or genre in an exaggerated way, usually for comic effect wagon: a four-wheeled cart used for transporting things or people spikes: thin, pointed objects that stick out from a surface

scales: thin, bony plates that protect the skin of fish and reptiles

fireplace: a place in a house where you can light a fire to keep warm dagger: a sharp knife

barrel: drum or a cylindrical container, often used to store liquids chased: hunted, followed rage: anger

tickled: teased

unmerciful: cruel

Percival: a knight in King Arthur’s court giggled: laughed

winda: informal way of saying ‘window’

cutlass: a short sword with a curved blade yelp: a short, sharp cry

trickled: (here,) moved quickly and carefully to hide strategically: in a planned manner

mouseholed: (here) it is the hole in which the mouse lives

snorting: making a sound through one’s nose clashed: fought

dungeon: underground prison

clatter clank: loud metallic sound of hard objects falling on each other jangling squirm: sound of hard objects falling on each other robin: a bird

gaped: stared with mouth wide open gulped: swallowed

grog: a drink typically drunk by sailors

flagon: a container made of silver in which drinks are stored gobbled: swallowed hurriedly embraced: hugged

weeck: the sound made by a mouse

mourned: felt sorrow for the death of someone victim: sufferer

growled: barked

gyrate: to move around in circles

nasty: bad or unpleasant

pirate: a person who robs ships at sea

glee: delight

flustered: upset or confused

Poetic Devices Rhyme scheme

It is a pattern of rhyming words at the end of each line in a poem. The rhyming scheme of the poem is AABB (house-mouse, wagon-dragon).

Alliteration

The repetition of the same consonant sound at the beginning of closely placed words. In the line ‘Belinda was as brave as a barrel full of bears.’, the sound ‘b’ is repeated. In the line ‘Clatter, clank, and jangling jarred’. There is a repetition of the sounds ‘cl’ and ‘j’.

Oxymoron

An oxymoron is a figure of speech where two opposite or contradictory words are used together for effect. The poet uses oxymoron when he writes ‘pet dragon’. We are aware that dragons are dangerous creatures and thus it is unrealistic to have a dragon as a pet.

Simile

It is a comparison between two things using ‘like’ or ‘as’. In the phrase ‘sharp as Mustard’, the dog’s sharpness is compared to mustard. In ‘brave as a barrel full of bears’, Belinda’s bravery is exaggerated by comparing it to a

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barrel full of bears. In ‘mouth like a fireplace’, Custard’s mouth is compared to a fireplace to emphasise the fire inside. Mustard is compared to a furious tiger in the line ‘Mustard was as brave as a tiger in a rage’.

Metaphor

A metaphor is a figure of speech that directly compares two unlike things without using ‘like’ or ‘as.’ In the line ‘chimney for a nose’, the dragon’s nose is being compared to a chimney.

Personification

It is to give human qualities to non-human things. In the poem, the poet uses this device when he gives the human like qualities to the pets to speak and tease.

Onomatopoeia

It is the use of words that imitate natural sounds. The poet uses the sound of metal objects hitting each other in ‘Clatter, clank, and jangling jarred’. Also, the sound ‘weeck’ is used to describe the sound that a mouse makes while giggling.

Irony

Irony is when the opposite of what is expected happens. Throughout the poem, Custard is mocked for being cowardly, but when faced with danger, he is the only one who fights bravely, while the others run away. The line ‘But Custard cried for a nice safe cage’ is ironic because dragons are usually fierce, but Custard seeks safety. In the poem, the comparison of coward Custard to Percival, a brave knight, creates an ironic contrast.

Hyperbole

It is an extreme exaggeration used for effect. The poet uses hyperbole in ‘Brave as a barrel full of bears’ as an exaggeration of Belinda’s bravery. It is also used in ‘Belinda giggled till she shook the house’. to exaggerate Belinda’s laughter which was so loud that it appeared to shake the house.

Repetition

Repetition is a literary device where words, phrases or lines are repeated for emphasis or to create a sense of rhythm. ‘Realio, trulio’ is repeated to emphasise how Belinda’s dragon, Custard, is not just any ordinary pet but a ‘real’ dragon. It’s a playful, exaggerated way to stress Custard’s identity. The word ‘coward’ and ‘Custard’ are repeated throughout the poem to highlight the contrast between Custard’s supposed cowardice and his true bravery.

Transferred Epithet

A transferred epithet is a figure of speech in which an adjective or descriptive word is transferred from the noun it should describe to another noun in the sentence. In the phrase ‘terrified yelp’, the poet used a transferred epithet. It is not the sound of the yelp that is terrifying, but the dog that is terrified and yelps in reaction.

Compound Words

It is formed by adding two words to form a single word. In the poem, the sound of the kitten ‘meow’ and ‘ouch’ sound of hurt or fear is combined to form the word ‘meowch’.

Allusion

An allusion is a reference to a well-known person, place, event or work of art, often without direct explanation. Allusions rely on the audience’s familiarity with the referenced subject. Percival is a reference to a legendary figure from Arthurian legend, one of King Arthur’s knights of the Round Table. In the legends, Percival is often depicted as a brave and noble knight, known for his courage and quest for the Holy Grail.

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NCERT Solutions Thinking about the Poem

1. Who are the characters in this poem? List them with their pet names. Ans: The characters in this poem are Belinda, a little girl, and her pets: a little black kitten called Ink, a little grey mouse called Blink, a little yellow dog called Mustard, a little pet dragon named Custard and a pirate. 2. Why did Custard cry for a nice safe cage? Why is the dragon called ‘cowardly dragon’? Ans: Custard cried for a nice safe cage because he was scared and wanted to feel safe. He is called the ‘cowardly dragon’ because he always asked for a safe cage. All the other characters were brave. Belinda is described as being as ‘brave as a barrel full bears’, Ink and Blink could ‘chase lions down the stairs’ and Mustard is as ‘brave as a tiger in a rage’. But unlike the other pets, Custard often showed fear instead of bravery. 3. ‘Belinda tickled him, she tickled him unmerciful …..’ Why? Ans: Belinda tickled Custard cruelly because he was timid, unlike his true nature. She and the other pets often made fun of Custard for being cowardly. They teased him for always wanting a safe place to hide, unlike the others, who considered themselves brave. 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 such poetic devices used in the poem? Ans: In the poem, ‘The Tale of Custard the Dragon’, the poet has used many poetic devices. Here are more such poetic devices: a. Simile: mouth like a fireplace b. Repetition: the repetitive use of the word, ‘Custard’ and ‘coward’ to emphasise the timid nature of the dragon. c. Metaphor: ‘chimney for a nose;’ to describe Custard’s nose d. Onomatopoeia: clatter, clank, jangling e. Oxymoron: pet dragon 5. Read stanza three again to know how the poet describes the appearance of the dragon. What did Custard look like? (CBSE Question Paper, 2/1/2, 2022–23) Section C • The Tale of Custard the Dragon

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What makes Custard the dragon look fearsome? Explain. (CBSE Question Paper, 2/1/2, 2023–24) Ans: In stanza three of the poem ‘The Tale of Custard the Dragon,’ the poet vividly describes Custard’s appearance. Custard has big, sharp teeth that make him look fierce. He also has spikes on his back and scales underneath, providing protection. His mouth is compared to a fireplace, suggesting he can breathe fire, while his nose is likened to a chimney, indicating the release of smoke. His toes are described as daggers, highlighting their sharpness. These descriptions create an image of a scary dragon, which contrasts with Custard’s timid personality. 6. Can you find out the rhyme scheme of two or three stanzas of the poem? Ans: The rhyme scheme of the poem is ‘AABB’. In stanza 13, the rhyme scheme shifts slightly to ‘AABBCC’, making it distinct from the earlier ‘AABB’ pattern used in the other stanzas, contributing to the poem’s playful and rhythmic quality. 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: In ‘The Tale of Custard the Dragon’ by Ogden Nash, the poet uses vivid and imaginative imagery to describe the characters and events, creating a playful and colourful scene. Here are some examples of imagery from the poem: ‘mouth like a fireplace’, ‘chimney for a nose’, ‘brave as a barrel full of bears’, ‘brave as a tiger in a rage’, ‘went at the pirate like a robin at a worm’, etc. 8. Do you find ‘The Tale of Custard the Dragon’ a serious or funny poem? Give reasons to support your answer.

‘The Tale of Custard the Dragon’ is a humorous ballad. How does Ogden Nash create humour and entertainment in the poem? (CBSE Question Paper, 2/5/3; 2023–24) Ans: The poem ‘The Tale of Custard the Dragon’ is undeniably funny, mainly due to its playful tone, exaggerations and humorous contradictions. The characters are described in an exaggerated way, with Custard, the dragon, mocked for being a coward, which is ironic given his true bravery. The use of misspelt words like ‘realio, trulio’ adds a whimsical touch, as though the speaker is making 355

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fun of the characters in an exaggerated manner. The fixed rhyming scheme (AABB and AABBCC) also contributes to the humorous flow, making the poem easy to read and light-hearted. The rhyming builds rhythm and adds to the overall fun. Additionally, the irony in the poem—where Custard, the so-called coward, turns out to be the hero—further enhances the humour. The poem also humorously highlights the characters’ tendency to mock and criticise Custard. Their names and behaviour are amusing, and instead of praising Custard for his heroic act, they continue to boast about their own qualities, adding to the poem’s light-hearted tone. The playful descriptions, use of sound effects and witty rhymes make it an enjoyable, funny read. 9. This poem, in ballad form, tells a story. Have you come across any such modern song or lyric that tells a story? If you know one, tell it to the class. Collect such songs as a project. Ans: I have come across a small number of ballads. A few of the ballads I have heard are: ‘Rime of the Ancient Mariner’ by S.T Coleridge, ‘Solitary Reaper’ by William Wordsworth and ‘The Lady of Shallot’ by Alfred Lord Tennyson.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. Belinda lived in a little white house, With a little black kitten and a little grey mouse, And a little yellow dog and a little red wagon, And a realio, trulio, little pet dragon. Now the name of the little black kitten was Ink, And the little grey mouse, she called him Blink, And the little yellow dog was sharp as Mustard, But the dragon was a coward, and she called him Custard. I. The repetition of ‘a little’ emphasises that ________________. (1) II. The expression ‘______________ a realio, trulio’ makes it obvious that ______________. (1) a. the poem is written in a serious tone. b. the poem is written in a lighter vein. c. the poem is written in a sarcastic tone. d. the poem has a deep and philosophical meaning.

III. Read the sentences and choose the correct option.

Assertion: Belinda named her dog ‘Mustard’. (1) Reason: Because he is yellow and has a sharp sense of smell a. Both Assertion and Reason are correct and Reason is the correct explanation of Assertion b. Both Assertion and Reason are correct but Reason is not the correct explanation of Assertion. c. Assertion is true and Reason is false. d. Assertion is false and Reason is true.

IV. Which of the following statements are most probably NOT true in the context of Custard? (1) i. The dragon was named Custard because of his sweet nature. ii. The dragon lacked firmness and was, therefore, called Custard. iii. Belinda used to tickle Custard ruthlessly. iv. The dragon was as sharp as the dog, but Belinda called him Custard because the name sounded good. a. Options i and ii b. Options ii and iii c. Options i and iv d. Options iii and iv V. Which sentence corresponds in meaning with ‘Sharp as Mustard’? (1) a. She prefers mustard seeds to flaxseed. b. My mother cannot tolerate the smell of mustard oil. c. I like the pungent taste of mustard in this pickle. d. Shyamal finds mustard seeds healthy and adds them to every dish. Ans: I. everything in Belinda’s house was small and seemingly harmless, creating a contrast with the large and supposedly fierce dragon, Custard. II. b. The poem is written in a lighter vein. III. a. Both Assertion and Reason are correct and Reason is the correct explanation of Assertion. IV. b. Options ii and iii V. c. I like the pungent taste of mustard in this pickle.

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2. Read the following extract carefully and answer the questions that follow. Ink trickled down to the bottom of the household, And little mouse Blink strategically mouseholed. But up jumped Custard, snorting like an engine, Clashed his tail like irons in a dungeon, With a clatter and a clank and a jangling squirm, He went at the pirate like a robin at a worm. (CBSE Question Bank) I. Which option lists the quotes that support the ideas in the extract? (1) i. Fear makes strangers of people who would be friends. ii. If you’re brave enough to start, you’re strong enough to finish. iii. Courage doesn’t mean you don’t get afraid. Courage means you don’t let fear stop you. iv. You get in life what you have the courage to ask for. v. Fear has a large shadow, but he himself is strong. a. i and v b. ii, iii and iv c. ii and iii d. i, iii and v II. What is the poet’s purpose of using the onomatopoeic words given in the extract? (1) a. It is to emphasise on the might and boldness of Custard. b. It is to introduce the character Custard to the readers. c. It is to impress upon the readers that Custard was ready. d. It is to make Custard bold enough to face the situation. III. Pick an option that best fits the usage of the word ‘trickled’ as used in the extract. (1) a. The water trickled down the tap and filled the trough. b. Students trickled into the classroom as the teacher entered. c. Tears trickled down her cheeks as she heard the sad news. d. His enthusiasm for the task slowly trickled away. IV. Select the option that fits with the reaction of the characters in the context of the extract. (1) Ink : terrified : : Blink : (i) ___________ Pirate : (ii) ___________ : : Custard : undaunted a. i. shocked ii. displeased b. i. petrified

d. i. petrified

ii. dazed

ii. shocked

V. The extract mentions ‘irons’ in dungeons. According to this extract, ‘irons’ is a reference to ___________ (1) a. iron racks for scared books. b. iron cases housing treasures.

c. iron chains holding the prisoners captive. d. iron coffins for burying the royal dead.

Ans: I. c. ii and iii II. a. I t is to emphasise on the might and boldness of Custard. III. b. Students trickled into the classroom as the teacher entered. IV. d. i . petrified ii. shocked V. d. iron chains holding the prisoners captive 3. Read the following extract carefully and answer the questions that follow. Belinda giggled till she shook the house, And Blink said Weeck! which is giggling for a mouse, Ink and Mustard rudely asked his age, When Custard cried for a nice safe cage. Suddenly, suddenly they heard a nasty sound, And Mustard growled, and they all looked around (CBSE Question Bank) I. What can you infer from the repetition ‘suddenly, suddenly’ in the above extract? (1) a. There was an immediate change in the scene. b. It focuses on the hasty attack and the loud noise. c. It emphasises that an unexpected noise was heard. d. It draws our attention to the loud cry that occurred.

II. A cage means captivity. Why is Custard inclined to remain in a cage despite what it symbolises?

This is so because he viewed it as a ___________ i. sanctuary iii. cubicle v. booth a. i, ii & v c. iii, iv & v

ii. guardhouse iv. refuge

(1)

b. i & iv d. iii & v

ii. wondered

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c. i. upset

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III. Why has the poet used the word ‘weeck’ to signify the giggling of the mouse? The poet: (1) a. uses it to add suspense in the poem. b. has imagined how the mouse would sound in this mood. c. has mocked the mouse for giggling at Custard. d. uses it to create a scary effect for readers. IV. Pick the option with the correct matches for columns A and B. (1) A

Word

Meaning

i. chuckle

A. t o smile in a half-suppressed mocking way

ii. snigger

B. to smile in an irritating, conceited manner

iii. smirk

C. to let out a quiet and suppressed laugh D. to let out a laugh heartily and loudly

a. i-D, ii-A, iii-C c. i-B, ii-D, iii-C

b. i-C, ii-A, iii-B d. i-A, ii-C, iii-D

V. Which belief about dragons is in contrast to Custard’s behaviour in the extract? (1) a. Dragons are brave and feared. b. Dragons can grant wishes. c. Dragons can become invisible at will. d. Dragons are soft-hearted and kind. Ans:

I. c. It emphasises that an unexpected noise was heard. II. b. i & iv III. b. has imagined how the mouse would sound in this mood. IV. b. i-C, ii-A, iii-B V. a. Dragons are brave and feared. 4. Read the following extract carefully and answer the questions that follow. But the dragon was a coward, and she called him Custard Custard the dragon had big sharp teeth, And spikes on top of him and scales underneath, Mouth like a fireplace, chimney for a nose, And realio, trulio daggers on his toes. (CBSE Question Paper, 2/5/2; 2022–23)

I. Complete the analogy by selecting a suitable word from the extract. sharp : blunt : : above : ___________

(1)

II. Which one of the following is not a feature of the dragon? (1) a. big sharp teeth b. spikes on the top c. brave as a lion d. could release fire from the mouth III. What effect does the poet want to create by the simile ‘mouth like a fireplace’? (1) a. emphasis b. compassion c. rhyme d. pathos IV. Complete the sentence appropriately. (1) It is clear that a metaphor is the poetic device used for ‘chimney for a nose’ because ___________. (Clue: explain how a metaphor applies here) V. State whether the following statement is true or false based on the given extract. (1) Custard’s formattable appearance was a true reflection of his courage. Ans: I. underneath II. c. brave as a lion III. a. emphasis IV. It is clear that a metaphor is the poetic device used for ‘chimney for a nose’ because the dragon’s nose is directly compared to a chimney, suggesting that it can blow out smoke or fire, just like a chimney does. This comparison is made without using ‘like’ or ‘as’ which makes it a metaphor. V. False 5. Read the following extract carefully and answer the questions that follow. Belinda embraced him, Mustard licked him, No one mourned for his pirate victim. Ink and Blink in glee did gyrate Around the dragon that ate the pirate. I. How did Belinda and her pets react after Custard defeated the pirate? (1) II. What does the word ‘gyrate’ mean in the context of Ink and Blink’s reaction? (1) a. To move in a circular or spinning motion b. To hide in fear c. To sit quietly and observe d. To run away from danger

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III. Why did no one mourn the pirate?

(1)

IV. Complete the analogy. Pirate : victim : : Custard : ___________

(1)

V. Identify and explain the rhyme scheme used in this extract. (1) Ans: I. Belinda hugged Custard, and Mustard licked him, showing their appreciation. Ink and Blink expressed their joy by spinning around him in excitement. No one felt sad for the pirate, as Custard had saved them from danger. II. a. To move in a circular or spinning motion III. No one mourned the pirate because he was an intruder who posed a threat to Belinda and her pets. Custard’s victory ensured their safety, so instead of feeling sorrow for the pirate, they celebrated his defeat. IV. hero V. The rhyme scheme of the extract follows AABB, where the first two lines rhyme with each other, and the last two lines form another rhyming pair. This consistent pattern gives the poem a rhythmic and musical quality, making it engaging and easy to read.

Short Answer Questions Answer the questions in about 40–50 words. 1. How does the usage of words like ‘realio trulio’ create a wonderful poetic effect? (CBSE Question Bank)

OR Why did everyone laugh at the realio, trulio dragon? (CBSE Question Paper, 2/2/2; 2021–22) Ans: The poet Ogden Nash has used the words ‘realio trulio’ to create a delightful rhyme in the poem and add comic effect. The word ‘realio’ means ‘really’ while ‘trulio’ means ‘truly’. These playful words add humour to the poem. ‘Realio, trulio dragon’ makes everyone laugh because Custard, the dragon, was perceived as cowardly and weak. Despite his fierce appearance, he was afraid of everything and was constantly mocked by Belinda and her pets for being timid. His behaviour made him the subject of ridicule, as he did not fit the typical image of a brave dragon. 2. Is there a hidden message that the poet wishes to convey or do you think that entertainment is the sole purpose of writing this poem? Section C • The Tale of Custard the Dragon

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Ans: The message in the poem may be interpreted differently by different readers. The poem entertains while conveying a deeper message about courage. The ballad illustrates a fundamental truth, the true test of courage occurs during a crisis. The dragon’s strength was never displayed, but it was demonstrated in action when necessary. The poem tells us not to underestimate people because of their appearance or initial behaviour. Throughout the poem, Custard is mocked by Belinda and her other pets for being cowardly. However, when real danger arrives in the form of a pirate, it is Custard who fights and saves the day. It tells us that inner courage and the real character of a person is seen during times of crisis when one tries to save others and appearances can be deceptive. The other pets—Ink, Blink and Mustard—pretend to be brave but run away when faced with real danger, proving that their bravado is just an illusion. Even after proving his bravery, Custard remains humble and continues to call himself a coward. This could reflect how individuals sometimes underestimate themselves due to societal expectations or criticism. 3. Why is it fair to say that Custard could be the ‘poster-boy’ for the belief that the real nature of a person is revealed at times of the greatest difficulty? (CBSE Question Bank) Ans: It is fair to say that Custard could be the ‘poster-boy’ for this belief because despite being initially seen as a coward, Custard demonstrates true bravery when faced with a real crisis. This transformation highlights how adversity can unveil hidden strengths within individuals. It demonstrates that one’s true character emerges when faced with significant challenges, as evidenced by Custard’s courageous act. 4. Describe how Custard’s reaction was different from that of others, on seeing the pirate. (CBSE Sample Question Paper; 2020–21)

Ans: On seeing the pirate, Belinda turned pale with fear and cried for help, while the other pets quickly fled to their hiding places. It was then that Custard showed his inner courage and faced the dangerous pirate. Unlike the others, who were terrified, he made a loud clashing

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noise with his tail and attacked the pirate like a robin would attack its prey. Even when the pirate tried to gather his courage by drinking liquor and firing two bullets, he failed to harm Custard, who ultimately gobbled him up whole. This shows that Custard’s reaction was not only different but also revealed his hidden bravery in a moment of danger. 5. Give one reason why ‘The Tale of Custard the Dragon’ is more of a fable than a ballad. (CBSE Sample Paper 2022)

Ans: A fable is a story that has animal characters and gives a moral lesson at the end. ‘The Tale of Custard the Dragon’ is more of a fable than a ballad because it has animal characters and gives a message to its readers. The main character, Custard the dragon, is timid and is called a coward by his owner Belinda and the other animals, namely Ink, Blink and Mustard. Custard transforms from a coward into a brave hero in the face of danger and saves the others by eating the pirate. However, after initially appreciating Custard, Belinda and others go back to their old attitudes despite knowing the reality. The story gives a message that real brave people do not show off, as their actions speak louder than words. It also teaches us that hypocrites will continue to boast and demean others if they are given the chance. 6. Custard the dragon was considered a coward. The humble dragon proved his bravery in adversity. Analyse if certain qualities like bravery and courage are situational and spontaneous. Express your views with reference to the poem. Ans: ‘Actions speak louder than words.’ The display of courage is often situational and spontaneous, as seen in the poem. Custard did not boast like Belinda and her other pets. While everyone boasted of their bravery, it was Custard, who had the courage to face real danger. He proved his bravery by confronting the pirate instead of running away. This can only be tested when someone is actually in a dangerous situation. Therefore, these qualities are situational as demonstrated by Custard’s actions. Although Custard constantly sought comfort, it did not mean that he was a coward.

7. Do you think that one should be made fun of because of their preferences and choices in life? Explain in the context of Custard the dragon. (Competency-based Question) Ans: No, I believe in the motto, ‘Live and let live’, which means that everyone should have the freedom to live life as they like. People have their preferences based on their nature and should not be criticised because they are different from others. Throughout the poem, Custard is laughed at because he prefers safety and asks for a ‘nice safe cage.’ Custard’s cautious nature is seen as a weakness, and he is looked down upon for it. However, when real danger arrives, he displays true courage by defeating the pirate. This shows that judgment based on appearances or preferences is unfair. The poem teaches that true strength comes from actions, not from conforming to others’ expectations or mocking someone for being different. The poem teaches that people should not be mocked for their choices or preferences, as everyone has their own strengths. Just because someone is different does not mean they are weak. True courage is shown through actions, not through boasting or conforming to others’ expectations. 8. A hyperbole is a literary device where the poet/writer/speaker purposely and obviously exaggerates to an extreme. Justify. Ans: In the poem, Ogden Nash uses hyperbole to create exaggeration for comic effect. For instance, Belinda is described as ‘brave as a barrel full of bears,’ and Custard is said to snort ‘like an engine.’ These exaggerated descriptions highlight the contrast between the characters and emphasise Custard’s perceived cowardice. It also helps create vivid and larger-than-life images like in the line ‘Belinda giggled till she shook the house.’ The use of hyperbole adds humour while stressing the irony of Custard’s bravery when it matters most. 9. Identify and explain one example of visual imagery from the poem ‘The Tale of Custard the Dragon’. Ans: One example of visual imagery is the description of Custard’s appearance. The poet describes him as having ‘big sharp teeth,’ ‘spikes on top,’

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‘scales underneath,’ a ‘mouth like a fireplace,’ and a ‘chimney for a nose,’ with ‘daggers on his toes.’ This vivid imagery helps readers picture Custard as a fierce and powerful dragon, even though his timid behaviour contrasts with his frightening appearance. The detailed description enhances the reader’s imagination, making Custard’s character more engaging and visually striking.

Long Answer Questions

Answer the questions in about 100–120 words.

1. How does Ogden Nash’s ‘The Tale of Custard the Dragon’ challenge the notion that individuals should conform to societal expectations? (CBSE Sample Question Paper, 2023–24) Ans: Ogden Nash’s ‘The Tale of Custard the Dragon’ challenges the idea that individuals must conform to societal expectations, particularly regarding bravery and strength. Through humour and irony, Nash emphasises that true courage is not about appearances or social norms but about actions in moments of crisis. In the poem, Belinda and her pets—Ink, Blink and Mustard—constantly present themselves as brave. This reflects societal pressure to appear strong and fearless, even when it is not genuine. Unlike the others, Custard does not pretend to be brave. He openly admits his fear and prefers safety. This challenges the idea that one must act tough to be accepted. Custard’s honesty about his feelings makes him different from the rest. When a real threat (the pirate) appears, the so-called brave characters run away, while Custard, the supposed coward, fights back and saves everyone. This twist proves that real courage is demonstrated through actions, not empty words or societal expectations. Even after Custard defeats the pirate, the others continue to pretend they are braver than him. This suggests that society often resists accepting those who do not conform, even when they prove their worth. Nash challenges the idea that individuals must conform to traditional expectations of bravery. Custard’s story shows that true courage comes from actions, not appearances and that being different is not a weakness. The poem Section C • The Tale of Custard the Dragon

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humorously critiques the way society values image over reality, encouraging readers to embrace their individuality. 2. Blowing one’s trumpet is a well-known idiom.

Disagree with a friend’s opinion in the context of this idiom. Friend: It’s important to recount your achievements whenever there’s an opportunity. People need to know about your qualities, accomplishments and awards. Always project yourself as superior. You: Gosh! I disagree. What’s the point in blowing one’s own trumpet? You see, ______________ (continue). (Competency-based Question) (CBSE Question Bank)

Ans: You: Gosh! I disagree. What’s the point in blowing one’s own trumpet? You see, in ‘The Tale of Custard the Dragon’ by Ogden Nash, Custard is mocked for being timid and cowardly, unlike the other characters like Belinda, Ink, Blink and Mustard, who often claim to be fearless. Yet, when a real crisis arose, it was Custard who displayed true courage by defeating the pirate, while the others were too frightened to act. This shows that genuine qualities don’t need constant advertisement; they shine through actions when the time comes. Boasting, as seen in the poem, often leads to hollow claims that may not hold up under pressure, while humility and silent strength are far more impactful. Therefore, it’s better to focus on doing your best rather than trying to project superiority— it’s actions, not words, that truly define a person.

3. Being impressed by Custard’s feat, the young seagull’s sister wrote a letter to Custard seeking advice on addressing the situation with her young brother. Write Custard’s response to this letter. Base the advice from his experiences. (Competency-based Question) (CBSE Question Bank) You may begin like this: Dear Ms. Seagull Thank you for seeking me out. I’m humbled. Based on my limited experiences, I feel _________

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Ans: Dear Ms. Seagull Thank you for seeking me out. I’m humbled. Based on my limited experiences, I feel that it is only a matter of time before your brother will jump from the perch and learn to fly. The ability to fly is inherent in him, and he will definitely start flying once he gathers enough courage to jump from the perch. I was in the same situation. I was unaware of my strengths and abilities until a situation forced me to become courageous. I was always a timid dragon, but when I heard Belinda crying for help, I could not stop myself from attacking the pirate and finishing him off. I am glad that the situation forced me to become brave, which has improved my self-confidence. I am sure that if your brother is put in a situation which will make him jump from the perch, he will fly and be happy about it. All the best in your efforts to encourage him to fly. Yours truly Custard 4. If Mijbil were living in the world of the poem, ‘The Tale of Custard the Dragon’, how do you think he would have ___________ a. behaved with Custard? b. reacted to the appearance of the pirate? Rationalise your answer. (Competency-based Question) (CBSE Question Bank) Ans: If Mijbil, the otter from ‘Mijbil the Otter’, were living in the world of the poem ‘The Tale of Custard the Dragon’, here’s how he might behave: a. How Mijbil would behave with Custard Mijbil, being curious, playful and intelligent, would likely take a liking to Custard. Unlike the other characters who mocked Custard for being timid, Mijbil might not judge him based on appearances or behaviour. Instead, Mijbil might try to engage Custard in playful activities, exploring Custard’s gentle and kind nature. Their shared traits of being somewhat misunderstood by others could foster a bond of mutual understanding. b. How Mijbil would react to the pirate When the pirate appeared, Mijbil’s curious nature would make him initially inquisitive, possibly observing the intruder carefully. However, once the threat became clear, Mijbil would likely act instinctively, using

his agility and quick thinking to distract the pirate. While Custard displayed physical courage by fighting the pirate, Mijbil might support him by creating confusion or disrupting the pirate’s movements, making Custard’s task easier. Mijbil’s playful yet resourceful personality suggests that he would not mock Custard like the other characters but instead appreciate him for who he is. When faced with danger, Mijbil’s natural adaptability and intelligence would shine, proving that even small creatures can play an important role in overcoming challenges, much like Custard proved his worth. Together, Custard and Mijbil would make an effective team against any foe.

5. A ballad includes telling a tale as well as a surprise ending. Us evidence from the poem, explain how these features are included in the poem ‘The Tale of Custard the Dragon’. (CBSE Sample Paper; 2021–22) Ans: A ballad is a form of narrative poetry that tells a story, often with a rhythmic and repetitive structure, and typically includes an element of surprise at the end. ‘The Tale of Custard the Dragon’ by Ogden Nash follows these characteristics effectively. The poem narrates the tale of Belinda and her pets—Ink (a kitten), Blink (a mouse), Mustard (a dog) and Custard (a dragon). Each character is described with distinct traits, particularly Custard, who is mocked for being cowardly. However, when a pirate attacks, Custard unexpectedly emerges as the hero by bravely defeating the intruder. A defining feature of a ballad is an unexpected twist at the end. In this poem, the surprise lies in the fact that Custard, who was constantly ridiculed for his supposed cowardice, is the only one who shows true courage when faced with real danger. Custard, the so-called coward, turns out to be the bravest of all, while the others who had always claimed to be fearless run away in terror. The poem fits the characteristics of a ballad by telling an engaging story with a clear narrative and a surprise twist. Nash uses humour, irony and rhyme to create a delightful and meaningful tale that challenges traditional notions of bravery.

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Assessment

Scan to see answers.

1. Read the following extract carefully and answer the questions that follow. (2 × 5 = 10 marks) a. Belinda paled, and she cried Help! Help!

But Mustard fled with a terrified yelp,

And little mouse Blink strategically mouseholed.

Ink trickled down to the bottom of the household,

(CBSE Question Paper; 2024–25)

I. Examine the portrayal of Blink in the given lines. II. Complete the following suitably. The word ‘paled’ implies that Belinda _______________.

(2) (1)

III. What kind of picture is painted by the poet through the line, ‘ ink trickles down to the bottom of the household’? (1) IV. What kind of atmosphere is created through these lines?

Select the correct option. i. urgency ii. apprehension iii. uncertainty iv. mystery v. aggression a. i and iv c. i, ii and iii

(1)

b. only ii d. iv and v

b. Belinda was as brave as a barrel full of bears,

And Ink and Blink chased lions down the stairs,

But Custard cried for a nice safe cage.

Mustard was as brave as a tiger in a rage,

(CBSE Question Paper, 2/4/2; 2023–24)

I. Comment upon the contrast that is reflected in the last two lines of the stanza.

(1)

II. Fill in the blank with one word.

While describing Ink and Blink, the speaker says that they could chase lions down the stairs.

By saying so, he is revealing the ____________ characteristic of their personality. (1)

IV. Which of the following best describes the theme of the poem? a. bravery and heroism b. humility leads to bravery c. valour and diligence d. crisis reveals character

(1)

2. Answer the following questions in 40–50 words. (4 × 3 = 12 marks) a. ‘ Bravery is spontaneous’. Explain with reference to the poem. b. Comment on the use of language in the poem ‘The Tale of Custard the Dragon’.

c. What character traits of Custard is revealed when he accepts that the other animals are braver than him? (CBSE Question Paper, 2/4/2; 2022–23) d. How did Custard prove the cowardly dragon tag to be true? (CBSE Question Paper, 2/2/1; 2021-22)

3. Answer any THREE of the following questions in 100–120 words. (3 × 6 = 18 marks) a. Custard though mocked for his cowardice, displayed courage and was the one who saved the day in the end. Pick a character from any of the units (lessons/poems) in ‘The First Flight’, who displayed similar characteristics, like Custard, and overcame a troubling issue. What similarities and differences do you find between the character and Custard? (CBSE Question Bank) b. Describe the fight between the dragon and the pirate. c. Imagine that Custard writes a blog on ‘Overcoming fears.’ A part of the blog focusses on ways to overcome the fears within. As Custard, write this part of the blog. You may proceed like this: While we agree that fear is a big monster that resides within us, this monster shall continue to overpower it. To begin with _______________. (Competency-based Question) d. How does the poem ‘The Tale of Custard the Dragon’ differ from the traditional ballad? (CBSE Question Paper, 2/1/1, 2022–23)

III. Comment on the poet’s use of language in these lines in about 40 words. (2)

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For Anne Gregory

—William Butler Yeats

About the Poet

W. B. Yeats was a well-known Irish writer born in 1865 in Sandymount, Dublin, Ireland. He was an important figure in the Irish Literary Revival. His writing spans a wide range of themes, including love, beauty, nature, politics and the search for identity. Yeats won the Nobel Prize in Literature in 1923 for his remarkable contribution to poetry. His notable works include poems like ‘The Second Coming’, ‘The Lake Isle of Innisfree’ and ‘A Vision’. Yeats used vivid imagery, symbolic language and complex themes to explore the spiritual and political issues of his time. ‘For Anne Gregory,’ critiques the tendency to value physical beauty over inner virtues.

Summary

In ‘For Anne Gregory’, W. B. Yeats presents a conversation between a young woman, Anne Gregory, and the speaker about beauty and love. Anne believes that she can change her appearance, such as her hair colour, to earn true love. However, the speaker explains that people often fall in love with physical beauty rather than a person’s inner self. He points out that it is rare for anyone to love someone purely for their character or soul. The poem highlights how human relationships are often influenced by external appearances, while true love should value a person’s inner qualities. Overall, the poem explores the superficiality of human relationships showing how external beauty often overshadows inner virtues. It contrasts human admiration for physical looks with the divine’s ability to value their soul.

Theme of the Poem

The theme of ‘For Anne Gregory’ by W. B. Yeats revolves around the contrast between physical beauty and inner character. The poem explores how society often values outward appearance over a person’s true self. Through a conversation between Anne Gregory and the speaker, Yeats highlights that physical beauty can attract admiration, but it is superficial and temporary. True love and appreciation should come from recognising a person’s inner qualities, such as kindness, intelligence and character. The poem also examines human nature, highlighting how people are frequently drawn to external beauty rather than understanding the deeper qualities that define a person. It encourages readers to look beyond superficial appearances to form lasting and meaningful relationships. Yeats employs a conversational tone that allows for a direct exploration of his themes. The dialogue between the speaker and Anne Gregory reflects Yeats’s symbolic style, where deeper meanings are often conveyed through straightforward interactions.

Explanation

‘Never shall a young man, Thrown into despair By those great honey-coloured Ramparts at your ear, Love you for yourself alone And not your yellow hair.’

The speaker tells Anne Gregory that if a young man were to fall in love with her, it would be for her beautiful yellow hair, that is, for her striking physical appearance. Her beautiful hair is compared to ‘ramparts’ or defensive walls. Anne’s hair, particularly its ‘honey-coloured’ quality, acts as a barrier or shield, attracting attention and admiration. It metaphorically protects Anne’s true self by being the focal point for admiration, causing young 364

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men to fall for her based on her external beauty, rather than her inner qualities. The speaker states that men love Anne for her physical beauty and not for who she truly is. He suggests that such love would be superficial, based solely on her appearance rather than her inner qualities. This highlights how people are often drawn to external beauty, which can lead to shallow admiration rather than genuine love. ‘But I can get a hair-dye And set such colour there, Brown, or black, or carrot, That young men in despair May love me for myself alone And not my yellow hair.’

Anne Gregory responds by saying that she could change her appearance by dyeing her hair brown, black or even the colour of carrot, so that young men would no longer be captivated by her yellow hair. She believes that by doing this, she can ensure that someone loves her for who she is, not for her outward appearance. The suggestion of hair dye reveals her belief that physical appearance can be controlled and altered, which she thinks might lead to genuine love — love based on her true self, rather than her outward beauty. This reflects her desire to be valued for her true self rather than her outward appearance. ‘I heard an old religious man But yesternight declare That he had found a text to prove That only God, my dear, Could love you for yourself alone And not your yellow hair.’

The speaker counters Anne’s argument by referencing an ‘old religious man’ who claimed that only God is capable of loving someone purely for their inner self, without being influenced by physical beauty. This suggests that human nature is such that most people will still value looks over character. He adds a religious perspective, saying only God has the ability to truly love a person for their inner self, without any regard for physical beauty. This is a clear critique of the superficial nature of human affection, and the speaker’s view aligns with the idea that true love should transcend physical attributes.

Glossary

despair: hopelessness; misery

honey-coloured: golden in colour

ramparts: the high, wide walls around a castle or fort dye: colour

yesternight: last night (old fashioned) declare: to announce

Poetic Devices Metaphor

A metaphor is a figure of speech that directly compares two unrelated things to show similarities between them, without using ‘like’ or ‘as’. In the poem, ‘Ramparts at your ear’ is a metaphor comparing Anne’s beautiful hair to the ramparts of a fort, that is, its defensive walls. It shows that Anne is so beautiful that her striking external appearance does not allow young men to connect with her true self as they are captivated by her outer beauty.

Alliteration

Alliteration is when the same consonant sound is repeated at the beginning of nearby words in a sentence or phrase. This repetition helps create a rhythm and adds to the mood of the poetry. In the poem, there are several examples of alliteration like ‘Set such’ due to repetition of the consonant ‘s’; ‘your yellow’ with the repetition of the consonant ‘y’ and ‘Brown or black’ due to repetition of the consonant ‘b’. Section C • For Anne Gregory

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Imagery

It is the use of descriptive language that appeals to the senses (sight, sound, touch, taste and smell) that create pictures in the reader’s mind. In the poem, the phrase ‘honey-coloured Ramparts’ creates a visual image of beautiful golden hair.

Repetition

Repetition is a literary device where words, phrases or sentences are repeated for emphasis, rhythm or clarity. In the poem, the phrase ‘Love you for yourself alone/And not your yellow hair’. has been repeated as the speaker wishes to emphasise this message.

Rhyme Scheme

The rhyme scheme is the pattern of rhyming words at the end of lines in a poem. In ‘For Anne Gregory’, the rhyme scheme follows an ABCBDB pattern. The second, fourth and sixth lines rhyme with each other (despaired/ ear/hair), while the first, third and fifth lines do not rhyme. This structure gives the poem a musical quality.

Apostrophe

This device is used when a poet addresses his or her poem to an absent audience. In this poem, the poet follows the device of the apostrophe as he is addressing himself to Anne Gregory, but we the readers never see her at any point in the poem.

Metonymy

This device consists of the substitution of the name of an attribute for that of the thing meant. In this poem, the poet uses the device of metonymy in the 9th line when he uses the word ‘carrot’ to mean the colour orange while making suggestions about what colour she can dye her hair.

Irony

Irony is when something happens that is the opposite of what one expects or when words are used to mean something different from what they actually say. It creates an element of surprise or a twist in meaning. Anne Gregory’s suggestion that she could dye her hair to make someone love her ‘for herself alone’ is ironic. Changing her appearance would still focus on external factors, rather than truly shifting the focus to her inner qualities.

Contrast

Contrast is when two different things are placed side by side to highlight their differences. It helps in showing how one thing is unlike the other, making their unique qualities stand out. The poem contrasts human love, which is often superficial, with divine love, which is unconditional and based on inner qualities. For example, the speaker contrasts the young men’s love for Anne’s hair with the old religious man’s assertion that only God can love her ‘for herself alone’.

Enjambment

The poem uses enjambment (continuation of a sentence without a pause beyond the end of a line) to create a natural flow and reflect the conversational style. For example, ‘Never shall a young man,/Thrown into despair/By those great honey-coloured/Ramparts at your ear...’

Symbolism

Symbolism is when an object, individual or idea represents something deeper than its literal meaning. It is used to convey emotions, themes or messages without directly stating them. For instance, the ‘yellow hair’ symbolises physical beauty and superficial attraction, representing how society often prioritises external appearance over inner qualities.

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NCERT Solutions Thinking about the Poem

1. What does the young man mean by ‘great honey-coloured/Ramparts at your ear’? Why does he say that young men are ‘thrown into despair’ by them? Ans: In ‘For Anne Gregory,’ the phrase ‘great honey-coloured/Ramparts at your ear’ refers to Anne’s golden hair, which the speaker compares to the protective walls of a fort. This metaphor suggests that her hair, like ramparts, acts as a barrier, drawing attention to her external beauty shielding her inner qualities. The young men are ‘thrown into despair’ because they are so captivated by her beauty that they fail to value her inner self. Her beauty overwhelms them, leaving them hopelessly infatuated with her looks rather than her character. 2. What colour is the young woman’s hair? What does she say she can change it to? Why would she want to do so? Ans: The young woman’s hair is honey-coloured, that is, golden. She says she can change it to brown, black or carrot (red or orange). She wants to do it to prove that physical appearance, such as hair colour, should not determine someone’s love for her. She does not want the young men to love her for her physical appearance because such love is temporary and fleeting. Anne wants to be appreciated for who she is as a person. She desires a love that values her inner self over her beauty. She wants to be loved for her character, not just her appearance because such love is deeper, lasting and meaningful. 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 another? Imagine you were trying to sell an object: what qualities would you emphasise? Ans: Objects are desirable because of qualities like functionality, appearance and uniqueness. For example, a car with great fuel efficiency, a phone with a high-resolution camera or a Section C • For Anne Gregory

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dress with a trendy design and comfort is more appealing. If I were to sell an object, I would emphasise features that meet the buyer’s needs, such as durability, affordability and advanced technology, making it stand out from the competition. 4. What about people? Do we love others because we like their qualities, whether physical or mental? Or is it possible to love someone ‘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: I. A parent or caregiver’s love A parent or caregiver’s love for a newborn baby is unconditional, based on a pure emotional connection rather than the baby’s qualities or abilities. Similarly, love for a mentally or physically challenged child is grounded in compassion, empathy and responsibility, not accomplishments. While a parent might feel pride for a clever or prodigious child, their love remains constant and unconditional, ideally not based on the qualities or achievements of the child. II. The public’s love The public’s love for a film star, sportsperson, politician or social worker often depends on their achievements, charisma or the image they project. These individuals may seem ‘more lovable’ because of their extraordinary skills, charm or contributions to society. However, this love is usually conditional, linked to their public image and may fade if their persona changes or they fall from grace. 367

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III. Love for a friend or sibling Love for a friend or sibling often begins with shared experiences, trust and mutual support. While their qualities—like kindness, humour or reliability—strengthen the bond, the love often grows deeper as you accept them for who they are, including their flaws and imperfections. This aligns with the idea in the poem that love should ideally rise above superficial traits like beauty and focus on inner qualities. IV. Love for a pet Love for a pet is often unconditional, not based on its qualities like looks or accomplishments. Pets are loved for their companionship, loyalty and the emotional connection they offer. A pet’s love for its owner is instinctive and unwavering, providing a selfless and pure bond that does not depend on physical beauty or external achievements. This kind of love reflects the idea in Yeats’ poem that love should be for the person or pet, for who they are, beyond mere appearances. 5. You have perhaps concluded that people are not objects to be valued for their qualities or riches rather than for themselves. But elsewhere Yeats asks the question: 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: It is difficult to separate a person from their appearance, voice or actions, as these aspects are part of their identity and influence how we perceive them. However, over time, deeper connections develop regardless of external traits. For example, a family member may change physically or in behaviour, yet our bond deepens as we come to value their kindness, wisdom or shared memories. Similarly, a friend’s outward appearance or habits might evolve, but the relationship grows stronger. Lasting relationships are rooted in understanding and accepting the person as a whole.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. Never shall a young man Thrown into despair By those great honey-coloured Ramparts at your ear, Love you for yourself alone And not your yellow hair. I. The lady’s hair is compared to _________. (1) a. ramparts b. ears c. honey d. despair II. Which poetic device is used in the phrase ‘those great honey-coloured ramparts at your ear’? (1) a. Alliteration b. Metaphor c. Personification d. Simile III. According to the poet, the lady wants the young man to love her for her _________. (1)

IV. Who is speaking the above lines? What does the speaker wish to convey? (2) Ans: I. a. ramparts II. b. Metaphor III. inner qualities IV. The speaker is a young man who is talking to Anne about her beauty. He wants to convey that young men are drawn to Anne because of her physical appearance and not her inner worth.

2. Read the following extracts carefully and answer the questions that follow. I heard an old religious man But yesternight declare That he had found a text to prove That only God, my dear, Could love you for yourself alone And not your yellow hair.

(CBSE Question Bank)

I. ‘yesternight’ is a word made of a combination of two words to form a new word. Hence, it is a compound word. Choose the words that DO NOT fit the description. (1)

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i. day ii. month iii. year

a. iii, iv c. iii, v

yester

night

b. ii, vi d. i, iv

iv. fall v. out vi. moon

III. b. external beauty IV. c. Option iii V. a. Unconditional love

II. Choose the option that lists the person who correctly wrote a quote best representing the central idea of the given stanza. Choose the correct option out of the ones given below. (1) Harpreet You can never meet your potential until you truly learn to love yourself. Manav

Never apologize for being yourself.

Joel

God loves you unconditionally, as you are and not as you should be.

Nawaz

Your time is limited so donʹt waste it living someone elseʹs life.

a. Harpreet c. Joel

b. Manav d. Nawaz

III. The above stanza strongly defies the idea of ______________. (1) a. internal qualities b. external beauty c. spiritual self d. Divinity IV. Choose the option that displays the likely image of the man mentioned in the extract. (1)

iii. a. Option i c. Option iii

ii.

iv. b. Option ii d. Option iv

V. Choose the phrase that best represents, ‘love you for yourself alone’. (1) a. Unconditional love b. Unseemly love c. Unrequited love d. Understated love Ans: I. b. ii, iv II. c. Joel Section C • For Anne Gregory

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3. Read the following extract carefully and answer the questions that follow. But I can get a hair-dye And set such colour there, Brown, or black, or carrot, That young men in despair May love me for myself alone And not my yellow hair.

(CBSE Question Bank)

I. Given below are the taglines of four hypothetical brands. Choose the correct option that fits the best with the first three lines of the given stanza. (1) LITELIFE Food that makes you light.

LOOKBOOK No game over, get makeover.

a. LITELIFE c. LOOKBOOK

GET SET My home. My gym. PLANET FOOD Eat! Eat! Eat! Repeat!

b. GET SET d. PLANET FOOD

II. The form of the given stanza is a part of (1) a. an agreement. b. a disapproval. c. an engagement. d. an argument. III. Choose the option that describes a situation of ‘despair’ as mentioned in the extract. (1)

i. Worked very hard and got selected in the audition for the dance competition. ii. Worked very hard and was once again, for the 3rd time, unable to get selected in the audition for the dance competition. iii. Worked very hard for the dance competition audition. My best friend got selected but I didn’t.

iv. Worked very hard to get selected in the audition for the dance competition, but the audition got cancelled. a. Option i c. Option iii

b. Option ii d. Option iv

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IV. Read the statements (i) and (ii) given below and choose the option that correctly assesses these statements. (1) i. The speaker wants to change her hair colour so that it may appeal to young men. ii. The speaker’s appearance due to her gorgeous yellow hair is largely the reason young men hope to get her attention. a. (i) is false, (ii) is true and clearly inferred from the poem. b. (i) is true, (ii) cannot be clearly inferred from the poem. c. (i) cannot be clearly inferred from the poem, (ii) is false. d. (i) is true and can be inferred from the poem, (ii) is false. V. Choose the product that best shows what Anne would invest in, to ensure that young men love her for herself and not her hair. (1)

ii.

iii.

iv.

a. Option i c. Option iii

b. Option ii d. Option iv

Ans: I. LOOKBOOK II. d. an argument III. b. Option ii IV. a. (i) is false, (ii) is true and clearly inferred from the poem V. d. Option iv 4. Read the following extract carefully and answer the questions that follow. I heard an old religious man But yesternight declare That he had found a text to prove That only God, my dear, Could love you for yourself alone And not your yellow hair.

I. What does the old man’s text prove? (1) a. Beauty is temporary b. Anne is proud of her physical appearance c. God judges individuals on the basis of beauty d. God loves us unconditionally II. What, according to the poet, is essential in the eyes of God? (1) a. Physical beauty b. Intelligence c. Resilience d. Kindness of heart III. Who does ‘I’ refer to here? a. The religious man b. The young man c. Anne d. None of the above

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IV. How is God’s love different from the love of the young lovers? (2) Ans: I. d. God loves us unconditionally II. d. Kindness of heart III. b. The young man IV. God’s love does not depend on physical attributes. It goes beyond the physical features and looks at the goodness of one’s heart. Unlike the love of young men, who are captivated by Anne’s external beauty (her yellow hair), God’s love focusses on the inner qualities of a person, such as kindness and goodness. This highlights the contrast between superficial human love and divine love. 5. Read the following extract carefully and answer the questions that follow. Never shall a young man, Thrown into despair By those great honey-coloured Ramparts at your ear. I. What is referred to as ‘ramparts.’? Why? (2) II. Who speaks these lines and to whom? (1) a. The young man to Anne b. Anne to the young man c. The wise old man to the young man d. Anne to the religious man III. Who is/are thrown into despair?

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IV. Fill in the blank.

Hair : Rampart : : Window : ______________ (1) a. Curtain b. Glass c. Mask d. Mirror Ans: I. The term ‘ramparts’ refers to Anne Gregory’s beautiful, honey-coloured hair. The poet uses this metaphor to suggest that her hair acts like a protective wall, captivating young men and preventing them from seeing her true self. This comparison highlights how her external beauty overshadows her true self. II. a. The young man to Anne III. The young men IV. a. Curtain

Short Answer Questions

Answer the following questions in about 40–50 words. 1. Anne’s persona in ‘For Anne Gregory’ conveys beauty as temporary. Explain with reference to the poem. Ans: The poet tells Anne that no young man shall ever love her for what she is but for her yellowcoloured hair. Anne replies that she could dye her hair to another colour and then her physical beauty that had attracted the young men would vanish. Then perhaps someone would love her for what she was and not for how she looked. This shows that physical beauty is fleeting and can be altered, while true love should be based on enduring inner qualities. However, Anne Gregory’s suggestion that she could dye her hair to make someone love her ‘for herself alone’ is ironic. Changing her appearance would still focus on external factors, rather than truly shifting the focus to her inner qualities. 2. What did an old religious man declare in the poem, ‘For Anne Gregory’? Ans: An old religious man declares that only God is capable of loving Anne for herself alone, without being influenced by her physical appearance. He suggests that humans, unlike God, are drawn to outward beauty and cannot truly love someone purely for their inner qualities. According to the religious man, only God has the ability to look beyond the superficial and appreciate the true essence of a person, focussing on the beauty of their soul rather than their external appearance. Section C • For Anne Gregory

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3. Describe the method Anne Gregory suggested in order to prove that she is loved for who she is. (CBSE Question Bank) OR What is the colour of the woman’s hair? Why will she change the colour of her hair? (CBSE Question Paper, 2/5/2; 2022–23) Ans: Anne Gregory suggested that she could change the colour of her honey-coloured hair to brown, black or carrot (orange) to prove that someone loves her for who she truly is, rather than for her physical appearance. By changing her striking golden hair, she aims to show that true love should be based on her inner self and not on external beauty. This method highlights her desire to be valued for her inner self rather than her physical attractiveness. 4. Highlight the central theme of the poem ‘For Anne Gregory’. (CBSE Question Bank) Ans: The central theme revolves around the contrast between physical beauty and inner qualities. The poet begins by telling Anne that her yellow hair is what attracts young men to her, implying that their love is based on her outward appearance rather than her inner character. Anne, in response, suggests that she could dye her hair to a different colour, hoping to prove that true love should be based on her inner self, not her external beauty. The poet further emphasises that it is only God who can love someone for their inner worth, as humans tend to judge based on physical appearance. The poem thus critiques the superficial nature of human relationships and stresses the importance of valuing inner qualities over outward beauty. 5. Explain why the speaker mentions God in the poem ‘For Anne Gregory’? (CBSE Question Paper 2/1/2; 2023–24) Ans: In the poem ‘For Anne Gregory’, the speaker mentions God to highlight the idea that only divine love is unconditional and not based on superficial qualities such as physical appearance. The speaker states that only God could love Anne Gregory for herself alone, not for her honey-coloured hair. This statement underscores the contrast between human love, which is often influenced by external beauty, and God’s love, which transcends such superficial traits and sees the inner qualities of a person. Thus, 371

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the mention of God emphasises the poem’s message about the superficiality of human affection and the importance of inner worth. 6. In the poem for Anne Gregory, Anne Gregory’s suggestion to dye her hair serves two main purposes. What are these?

Present your response this way:

One purpose is ______________ Another purpose is ______________ (CBSE Additional Practice Paper, 2023–24) Ans: One purpose is to prove that love should be based on inner qualities rather than physical appearance. By changing her hair colour, Anne Gregory hopes to show that true love will not be influenced by her external beauty. Another purpose is to show the superficiality of the love she receives. She believes that if people truly loved her for herself, they would continue to do so even if she changed her appearance. 7. How would you, as a young adult of your times, title this poem. Give a reason for your choice. (CBSE Question Bank) Ans: As a young adult of today, I would title this poem ‘True Love Beyond Beauty’. This title underlines the poem’s central theme that genuine love is immune to physical appearance and is based on deeper qualities, such as character and inner self. 8. Write the reaction of a 21st century teenager (boy or girl), to the idea of being loved for one’s appearance or the things one represents/possess. Give a reason for the reaction. (Competency-based Question) (CBSE Question Bank) Ans: A 21st-century teenager might react negatively to the idea of being loved solely for their appearance or possessions. They would likely feel that such love is shallow and superficial, as the current generation values deeper connections based on mutual respect, shared values and emotional bonds. In an era where social media often emphasises looks and material wealth, many teenagers prefer relationships where they are appreciated for their true selves, not just for their external features or material possessions. This reflects a desire for genuineness and deeper connections in a world that often celebrates surface-level traits.

9. The ‘yellow hair’ is a symbol in the poem. Briefly support the statement with reference to the poem ‘For Anne Gregory’. (CBSE Question Bank) Ans: In ‘For Anne Gregory,’ the ‘yellow hair’ symbolises outward beauty. Anne Gregory is a young woman with beautiful ‘honey-coloured’ hair. The speaker, a young man, states that when men see her blonde hair, they fall in love with her. The ‘yellow hair’ represents physical beauty and external appearance, both of which are temporary by nature. A love that arises from such transient factors cannot be true or lasting. Therefore, Anne hopes to be loved not for her ‘yellow hair’, but for her inner self. 10. Evaluate the poem in the context of the given quote.

‘If only our eyes saw souls instead of bodies, how very different our ideals of beauty would be.’ You may begin like this:

The poet shares that God loves us unconditionally, for who we are and not our appearance.

This quote ................... (continue) ................... (CBSE Question Bank) Ans: The poet shares that God loves us unconditionally, for who we are and not our appearance. This quote connects well with the message in ‘For Anne Gregory’, where the speaker discusses how society often places excessive importance on physical beauty. Anne desires to find love that appreciates her for her inner self, rather than for her outward appearance. The poem emphasises that features such as Anne’s ‘yellow hair’ are fleeting and should not define true love. If we could see beyond appearances and look at someone’s soul, as the quote suggests, our understanding and perception of beauty would change completely. Much like Anne, we would value character over superficial beauty.

Long Answer Questions

Answer the following questions in about 100–120 words.

1. In the poem ‘For Anne Gregory’, the poet reflects on the concept of beauty and its perception. How does the idea that ‘beauty lies in the eye of the beholder’ relate to the themes explored in the poem, particularly in regard to the inner beauty of the character described?

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Ans: In ‘For Anne Gregory’, W. B. Yeats shows that beauty is not just about how someone looks on the outside. The quote ‘Beauty lies in the eye of the beholder’ connects to the theme of the poem because the speaker talks about how people see Anne’s beauty and connect her worth to her physical appearance alone. The speaker notes that people are attracted to Anne’s striking beauty, symbolised by her ‘yellow hair’. Anne desires to be valued for who she truly is, not just her physical beauty. She even says that she would dye her hair ‘Black, or brown, or carrot’ to divert attention from her external appearance and shift the focus to her true self. Anne realises that love based on temporary factors like outward appearance cannot be lasting or genuine. The poem takes an interesting turn by adding a religious perspective, when a ‘religious man’ informs the speaker that only God has the ability to love someone unconditionally, to look beyond the surface and appreciate the inner self or soul of an individual. In this way, the poem suggests that ‘God’ is the ultimate ‘beholder’, the only one who knows the true worth of a person. In conclusion, the idea that beauty lies in the eye of the beholder aligns with Yeats’ message that true beauty is not about physical appearance, like Anne’s ‘yellow hair,’ which fades with time. Real beauty comes from a person’s inner character. While no human can match the unconditional love that God offers, the poem encourages us to look beyond just physical features and seek a deeper, more genuine love, similar to the kind Anne desires for herself. 2. Both the texts, ‘For Anne Gregory’ and ‘The Sermon at Benares,’ grapple with the idea that external attributes are fleeting and subject to decay. Examine the similarities. (CBSE Sample Question Paper, 2024–25) Ans: Both ‘For Anne Gregory’ and ‘The Sermon at Benares’ explore the theme of the fleeting nature of physical traits, emphasising how external appearances, whether beauty or life itself, are temporary and subject to change. In ‘For Anne Gregory’,’ the poet reflects on the changing nature of beauty. The speaker points out that judging someone based only on their outward appearance is wrong because physical attributes change over time. Anne Section C • For Anne Gregory

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herself expresses the hope of being loved for her inner self rather than her ‘yellow hair’, which represents her physical beauty. The poem suggests that while beauty may attract attention, it is the inner qualities of a person that hold true value. Similarly, in ‘The Sermon at Benares’, Buddha teaches about the transience of life and the ultimate reality of death. Through the story of Kisa Gotami, we learn that all living beings are subject to decay. The life of mortals is finite, like the flickering lights that Gotami observes at the end of the day, which are bound to extinguish. Buddha’s teachings remind us that life, like beauty, is fleeting. The sermon encourages a deeper understanding of existence, focussing on the permanence of soul rather than the temporary nature of the physical world. In a nutshell, both texts present the idea that external features, be it physical beauty or the human body itself, are temporary. They urge readers to look beyond the surface and recognise the deeper truths of life. 3. Imagine the poem was written for Anne Gregory’s brother, Miller Gregory. a. Would that poem be different from the original poem? If so, highlight the differences it would have. b. Pen down the advice, you think the poet persona would have given to Miller Gregory. (CBSE Question Bank) Ans: a. If the poem ‘For Anne Gregory’ had been written for Anne Gregory’s brother, Miller Gregory, the poem would have been different. The advice and tone would shift based on the changed gender. The original poem emphasises beauty and its fleeting nature. For Miller, the advice would probably focus less on physical beauty and more on qualities like character, strength and wisdom. The poet persona would highlight attributes like integrity, intelligence and emotional resilience and kindness. b. The poet would have said something along the lines: Miller, do not judge yourself on the basis of external strength and appearance. True power lies in the wisdom of your heart and the integrity of your actions. Nurture the courage and kindness within you for they define you as an individual. 373

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4. Just as a love for outer appearances is not true love, love for the sake of money is not true love either. Pen down a dialogue exchange between Anne Gregory and any character from ‘The Proposal’ where Anne tries to explain how loving others simply for who they are is the most important virtue that everyone must possess. (CBSE Question Bank) Ans: Anne Gregory: True love is not about what someone looks like on the outside or what they can give you. It’s about seeing the person for who they truly are. Beauty fades, wealth comes and goes, but love comes from the heart. Lomov: But Miss Gregory, what if love can also bring security, wealth or comfort? Is it not sensible to love someone who can offer that? Anne Gregory: No, that’s where you are wrong. Loving for wealth or security is not love at all, but rather a transaction. True love doesn’t seek something in return. It’s selfless. What truly matters is the person’s spirit and kindness. Lomov: But doesn’t love also come with the responsibility of looking after one another? Anne Gregory: Yes, sharing is important, but the foundation of love is built on understanding and not material gain. If you love someone for their heart, you’ll cherish them no matter the circumstances. It’s their character that should matter most. Lomov: I think I understand now, Miss Gregory. True love is about seeing beyond physical beauty. It’s about the person themselves. Anne Gregory: Exactly, Mr. Lomov. True love sees the soul, not the bank balance. That’s the love worth having.

‘Black, or brown, or carrot’ in the hope of finding someone who doesn’t love her for such shallow and temporary traits. This shows that she believes true love should be based on character and not looks. In contrast, Natalya, from ‘The Proposal’ by Anton Chekhov, is a quarrelsome woman who is more concerned with practical matters like wealth and property. She argues with Lomov over the ownership of Oxen Meadows, which shows that land and social status are important to her in a marriage. Unlike Anne, her focus is not on love or emotional connection but on financial security and status. Her approach to love and marriage is more economic and traditional. Overall, Anne wants a relationship based on true feelings while Natalya sees marriage as a way to gain stability and social position. For Anne, love is about deep emotional connection, while for Natalya, it is an economic alliance. This highlights their different views on love and marriage.

5. Compare and contrast what Anne from the poem ‘Anne Gregory’ would look for in a life partner as compared to Natalya from ‘The Proposal’.

The importance of believing in oneself can never be overstated. It becomes most important, therefore, to love oneself. I learned this, as a young teen, the day a poet pointed out that ‘yellow hair’, that is, physical beauty is temporary. True love should not be based on our outward appearance. I remember feeling confused at first, as society teaches us, to define ourselves by how we look. But the poet made me realise that the value of who we are lies not in how we appear, but in our kindness and strength of character.

Justify your answer with one example from each of the texts. (Competency-based Question) (CBSE Practice Questions 2022–23) Ans: Anne Gregory, in ‘For Anne Gregory’, wants a life partner who loves her for who she truly is, not just for her beauty. She wishes to be valued for her inner qualities rather than her ‘yellow hair’, symbolising her physical appearance. In the poem, the speaker argues that young men could only love Anne for her external appearance. She counters it by saying that she would dye her hair

6. Imagine Anne Gregory grows up to be a motivational speaker. As Anne Gregory, write a short speech on the importance of loving oneself. You may begin this way: Dear friends The importance of believing in oneself can never be overstated. It becomes most important, therefore, to love oneself. I learnt this, as a young teen, the day a poet pointed out that…… (continue) ……… (CBSE Question Bank) Ans: Dear friends,

Loving oneself is about accepting every part of who we are, understanding not only our

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strengths, but our flaws too. We are often our own harshest critics, but it’s essential to remember that self-love is not about perfection— it’s about embracing our uniqueness. When we learn to love ourselves, we become more confident, strong and loving toward others.

So, my friends, I request you all to not be defined by your reflection in the mirror. Focus on your heart, your passions and your inner qualities. When you truly love yourself, you stop measuring your worth by external standards and recognise how powerful and beautiful you already are. Keep believing in your worth, and remember that self-love is the foundation for everything else in life. Thank you!

7. ‘Never judge a book by its cover.’ Justify the statement in light of the poem ‘Amanda’ by Robin Klein and ‘For Anne Gregory’ by (Competency-based Question) W. B. Yeats. Ans: The saying ‘Never judge a book by its cover’ emphasises that external appearances do not define the true worth of a person. In ‘For Anne Gregory’ by W. B. Yeats, the speaker highlights how people admire Anne for her ‘yellow hair’ rather than her true self. Anne wishes to be loved for her inner qualities, proving that superficial beauty is temporary and should not determine one’s value. Similarly, in ‘Amanda’ by Robin Klein, the young girl Amanda is constantly criticised for her behaviour and appearance. Her desire to escape into her imagination reflects her need for freedom from judgment and societal expectations. Both poems convey the message that true beauty lies in one’s inner character, not in external appearance, reinforcing the idea that one should never judge based on looks alone.

Assessment

Scan to see answers.

1. Read the given extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. But I can get a hair-dye And set such colour there, Brown, or black, or carrot, That young men in despair May love me for myself alone And not my yellow hair. Section C • For Anne Gregory

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I. What is the poet’s tone in the extract? (1) i. Thoughtful ii. Authoritative iii. Agitated iv. Insulting v. Argumentative Select the appropriate option. (CBSE Sample Question Paper, 2022–23) a. i, iv b. iii, v c. ii, iv d. i, v II. What is the speaker’s primary concern in the given lines? (1) a. The speaker wishes to change their appearance to gain genuine love. b. The speaker is indifferent about how others perceive their appearance. c. The speaker regrets having yellow hair and wishes to hide it. d. The speaker feels that love should be based on physical beauty. III. Select the sentence in which the word ‘set’ is used in the similar manner as line 2 of the extract. (1) (CBSE Sample Question Paper, 2022–23) a. I want to set him up and get my work done this time. b. Do you have another set of the books that I can read? c. The dessert needs to set for two hours before being served. d. The set for the school play looked quite grand. IV. What is the speaker trying to accomplish? Do you think she will be successful? Why/Why not?

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V. Name the poetic device in line III.

(1)

b. I heard an old religious man But yesternight declare That he had found a text to prove That only God, my dear, Could love you for yourself alone And not your yellow hair. I. In the lines, the religious man’s view suggests that (1) a. only God is capable of loving a person for who they truly are. b. physical beauty is essential for love to exist. c. humans are incapable of love without physical appearance. 375

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d. the speaker should seek God’s approval rather than human affection. II. What is the speaker’s reaction to the religious man’s statement about love in the given lines? (1) a. The speaker agrees with the religious man’s view and seeks divine love. b. The speaker is surprised and challenged by the idea that only God can love truly. c. The speaker dismisses the religious man’s statement and continues to focus on external beauty. d. The speaker feels comforted that love can only come from God. III. How does the speaker’s mention of the religious man’s belief align with the idea of unconditional love? (2) (Competency-based Question) IV. If your friend feels insecure about attending a party due to not having the right clothes, whose perspective would be most helpful in comforting them? (1) a. Anne b. The young man c. The religious man d. None of the above 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) 1. The advice given by elders is crucial to young lives. Explain in the context of the poem ‘For Anne Gregory’. (CBSE Question Bank) 2. Do you agree with Yeats that only God can love an individual truly and unconditionally? Give reasons for your answer. (Competency-based Question)

3. Futile means something that is useless or pointless. ‘Anne Gregory’s efforts to change the colour of her hair in order to gain true love are futile.’ Justify the statement. 4. Do you think the conversation between Yeats and Anne in ‘For Anne Gregory’ represents a healthy discussion, or does it reflect an unhealthy perspective on love and beauty? Explain your view. (Competency-based Question) 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) 1. Imagine Anne Gregory meets Amanda from the poem ‘Amanda’, who feels insecure about her looks and is worried about things like acne. She lacks confidence and often dreams of being away from people who judge her. As Anne Gregory, what advice would you give Amanda? Explain with reference to ‘For Anne Gregory’. 2. Yeats’ view that only God can truly love us for who we are reflects his lack of faith in human nature. How does this perspective shape his opinion on love in the poem ‘For Anne Gregory’? 3. The poet in the poem for ‘Anne Gregory conveys that we should give importance to inner beauty and not to physical appearance. Elaborate with reference to the poem. (CBSE Question Paper, 2/1/1; 2018–19) 4. It’s an age-old adage that ‘Beauty is only skin deep’ yet we are asked ‘Not to judge a book by its cover’. Considering that beauty fades with time, what, according to you, should truly define a person’s worth—outer appearance or inner qualities? Answer with reference to ‘For Anne Gregory’. (Competency-based Question)

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A Triumph of Surgery

—James Herriot

About the Author

James Herriot (James Alfred Wight) born on 3 October 1916, was a British veterinarian and author best known for his semi-autobiographical books based on his experiences as a country vet in Yorkshire. He graduated from the Glasgow Veterinary College (now part of the University of Glasgow) in 1939 and went on to write beloved works such as ‘All Creatures Great and Small’, ‘All Things Bright and Beautiful’ and ‘The Lord God Made Them All’ which blend humour, compassion and a deep love for animals. His warm and vivid writing style beautifully captures the bond between humans and animals as well as the charm of rural community life. Herriot’s stories have been widely adapted into television series and films, cementing his place as a cherished literary figure. He passed away on 23 February 1995, leaving behind a lasting legacy in both veterinary science and literature.

Summary

In ‘A Triumph of Surgery,’ the story revolves around a small golden dog named Tricki and his wealthy owner, Mrs Pumphrey. One day, Mr Herriot, a veterinary surgeon, sees Tricki on the street and is shocked by the dog’s bloated appearance and bloodshot eyes. Concerned, he speaks to Mrs Pumphrey, who explains that she has been feeding him extra meals, rich food, and treats to strengthen him. She also mentions that Tricki has not been exercising because their gardener, Hodgkin, has lumbago. However, Herriot quickly realises that Tricki’s real problem is overindulgence and greed, not malnutrition. He suggests removing him from his luxurious lifestyle and placing him on a strict diet to restore his health. As Herriot anticipates, Mrs Pumphrey soon calls him in distress, describing Tricki’s worsening condition—refusing food, vomiting, panting, and lying motionless for hours. Herriot insists on immediate hospital treatment and takes Tricki to his clinic, determined to help him recover through controlled diet and exercise. At the clinic, Tricki is given only water for the first two days. Initially, he refuses to interact with the other dogs. However, by the third day, he begins showing signs of improvement. He steps outside, plays with the bigger dogs, and competes with them for food. Herriot does not provide any medication— only a simple and natural regimen of diet and exercise. Tricki gradually regains his energy and becomes active and lively once again. Meanwhile, Mrs Pumphrey, still anxious about Tricki’s recovery, sends eggs to the clinic, believing they will help strengthen him. However, Herriot and his staff consume them instead, knowing Tricki does not need them. Later, she also sends bottles of wine, hoping they will aid his recovery, but the veterinary team drinks them as well. Despite this, Tricki continues to thrive under his new lifestyle. After two weeks, Herriot calls Mrs Pumphrey to take Tricki home. The moment she arrives, Tricki leaps into her lap, full of energy and excitement. Overwhelmed with gratitude, Mrs Pumphrey thanks Herriot repeatedly, declaring, ‘This is a triumph of surgery!’ Ironically, no actual surgery was performed—only a disciplined lifestyle, proving that love must be balanced with responsibility.

Theme of the Story

The theme of ‘A Triumph of Surgery’ revolves around overindulgence, responsible pet ownership, and the importance of health and well-being. The story highlights the consequences of excessive pampering, as Tricki’s poor health results from Mrs Pumphrey’s overindulgence. This is a cautionary tale about the need for moderation and responsible pet care. In contrast, Mr Herriot, the veterinary surgeon, emphasises the significance of a balanced diet, regular exercise and socialisation for Tricki’s recovery. His practical approach underscores the responsibilities that come with owning a pet and the importance of ensuring their well-being through discipline rather than excessive affection. Additionally, the story showcases the deep emotional bond between humans and their pets, illustrating how love, when misguided, can be harmful. Section C • A Triumph of Surgery

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Glossary

bloated: puffed up

sausage: finely minced meat stuffed into long cylindrical cases and divided into small lengths by twisting or tying rheumy: a watery discharge from a mucous membrane especially of the nose or eyes hastened: was quick to

listless: lacking energy and enthusiasm relent: give in

lumbago: muscular pain in the lower part of the back (lumbar region) severe: strict

wrung her hands: twisted and rubbed her hands together in a state of nervousness or distress regime: prescribed course of exercise and diet tottering: walking unsteadily drooping: hanging down

harness: a set of straps used to control or attach to an animal distraught: extremely worried

bouts of vomiting: series of repeated vomiting panting: breathing heavily and quickly fortnight: a period of two weeks

swooned: became light-headed; appeared shocked; fainted wailings: loud cries of distress roused: awakened

despairing: mournful; desperate; hopeless pathetic: sad-looking; miserable

wag: to move back and forth, typically referring to a tail

surgery: a place where a doctor, a dentist or a veterinary surgeon treats patients sniffing: inhaling through the nose to detect a smell whimper: a soft, low cry expressing pain or distress

trotted: moved at a pace faster than walking but slower than running engulfed: surrounded completely

jostling: pushing or bumping against

scrimmages: rough or confused struggles bowled over: knocked down

tramped on: stepped heavily on

shaggy: having long, messy or rough hair or fur hovered: remained in one place

convalescing: recovering from an illness

reverently: with deep respect or admiration gleaming: shining brightly

chauffeur: a person employed to drive a private car trembled: shaking slightly, often from fear hurtling: moving rapidly lithe: flexible

sailed: moved smoothly and swiftly through the air swarmed: surrounded; mobbed; overwhelmed 378

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NCERT Solutions Read and Find Out

1. Why is Mrs. Pumphrey worried about Tricki? Ans: Mrs Pumphrey is worried about Tricki because he has become extremely weak and listless. She believes that Tricki is suffering from malnutrition and is concerned about his health. 2. What does she do to help him? Is she wise in this? Ans: To help Tricki, Mrs Pumphrey gives him extra treats between meals including malt, cod-liver oil and Horlicks at night. However, her approach is not wise, as it leads to Tricki’s worsening condition due to overfeeding and lack of exercise. 3. Who does ‘I’ refer to in this story? Ans: The ‘I’ in the story refers to Mr Herriot, the veterinary surgeon. The story is written in the first person. 4. Is the narrator as rich as Tricki’s mistress? Ans: No, the narrator, Mr Herriot is not as rich as Mrs Pumphrey. While Mr Herriot is able to provide Tricki with a warm loose box as a bed, at Mrs Pumphrey’s house, Tricki has a day-bed, a night bed, cushions, toys, rubber rings, a breakfast bowl, a lunch bowl, a supper bowl, a whole wardrobe of tweed coats and perhaps many more things. This is also evident from his surprise at the luxurious food and items she sends to Tricki at the surgery. Mr Herriot and his staff enjoy the extravagant treats including eggs, wine and brandy, which highlights the contrast between their modest lifestyle and Mrs Pumphrey’s wealth. The difference is further emphasised when Herriot humorously describes how “the delicious meals were beginning to influence our work” and how the wine turned their lunches into “a ceremonial occasion”. This suggests that such luxury was not a part of their everyday life, reinforcing the gap between his simple lifestyle and Mrs Pumphrey’s opulence. 5. How does he treat the dog?

OR How does the narrator, Mr Herriot, approach Tricki’s treatment? What methods does he use to help Tricki recover?

Ans: Mr Herriot treats Tricki by keeping him under strict observation at his clinic. For the first two days, Section C • A Triumph of Surgery

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he gives him no food, only plenty of water and allows Tricki to rest. Gradually, Tricki starts showing interest in his surroundings and begins mixing with the other dogs. On the third day, Tricki shows improvement and licks the empty bowls of other dogs. Mr Herriot then puts out a separate bowl for him and starts feeding him and introduces exercise by encouraging him to socialise with the other dogs. From that day onwards, its progress was rapid. It does not require medical treatment of any kind and it recovers quite well at the end. 6. Why is he tempted to keep Tricki on as a permanent guest? Ans: Mr Herriot is tempted to keep Tricki as a permanent guest because he sees how much healthier Tricki has become under his care. Tricki might suffer from overfeeding and insufficient exercise at Mrs Phumprey’s home. Also on hearing about Tricki’s improvement, Mrs Pumphrey starts sending eggs to build up Tricki;s strength, followed by bottles of wine and brandy. Mr Herriot and his partner enjoy the eggs for breakfast, drink wine with lunch and relish brandy for supper. This made him consider the possibility of having Tricki as a permanent guest. Though he does not want to lose the luxurious lifestyle, he ultimately understands that returning Tricki to Mrs Pumphrey is the right thing to do for the dog’s well-being. 7. Why does Mrs Pumphrey think the dog’s recovery is ‘a triumph of surgery’? Ans: Mrs Pumphrey thinks Tricki’s recovery is ‘a triumph of surgery’ because she believes Mr Herriot’s medical treatment has saved Tricki. Initially, she thinks Tricki’s condition is beyond improvement and after seeing Tricki healthy, active and full of energy, makes her feel that Mr Herriot has performed a miracle through his surgery.

Think about It

1. What kind of a person do you think the narrator, a veterinary surgeon, is? Would you say he is tactful as well as full of common sense? Ans: The narrator, Mr Herriot, is a skilled and compassionate veterinary surgeon who displays both tact and common sense in handling Tricki’s condition. He quickly diagnoses that Tricki’s 379

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real problem is overindulgence rather than illness and sensibly decides to remove him from his luxurious lifestyle to help him recover. Instead of directly criticising Mrs Pumphrey’s over-pampering, he tactfully convinces her that hospitalisation is necessary, ensuring that she does not feel guilty or offended. His practical approach is evident in the way he treats Tricki—not with medicines but with a strict diet and exercise, allowing the dog to regain his natural strength. Additionally, his patience and understanding in dealing with both Tricki and Mrs Pumphrey show his professionalism and kindness. Herriot also has a subtle sense of humour, as seen in his enjoyment of the rich food and drinks meant for Tricki, which highlights the contrast between his modest lifestyle and Mrs Pumphrey’s wealth. Overall, Mr Herriot is a tactful, wise, and compassionate veterinarian who balances practicality with kindness, ensuring both the well-being of his patients and the trust of their owners. 2. Do you think Tricki was happy to go home? What do you think will happen now? Ans: Yes, Tricki was delighted to go back home. He was overjoyed and excited to see Mrs Pumphrey at the surgery. He jumped into her lap and licked her face, expressing his affection and happiness. After his stay at the surgery, Tricki has become more active and fit. Hopefully, Mrs Pumphrey will now be more mindful of his diet and ensure regular exercise, avoiding overindulgence. However, given her lavish lifestyle and tendency to pamper Tricki excessively, there is a strong possibility that she may revert to overfeeding him in the name of care. 3. Do you think this is a real-life episode, or mere fiction? Or is it a mixture of both? Ans: ‘A Triumph of Surgery’ appears to be a mixture of real-life experiences and fiction. Herriot was a veterinary surgeon and wrote about his experiences as a vet in a small town. The story reflects realistic aspects of pet care, such as the consequences of overindulgence and the importance of a balanced diet and exercise. While the specific events may be based on real-life experiences, certain elements, such as the lavish food and drinks sent for Tricki being consumed by Herriot and his team, add a

humorous and exaggerated touch, making the story more engaging for readers. This suggests that while the core of the story is grounded in reality, some details might have been embellished for literary effect. Thus, ‘A Triumph of Surgery’ is likely a blend of real-life veterinary experiences and fictional elements, making it both educational and entertaining.

Talk about It

1. This episode describes the silly behaviour of a rich woman who is foolishly indulgent, perhaps because she is lonely. Do you think such people are merely silly, or can their actions cause harm to others? Ans: Mrs Pumphrey’s behaviour may appear silly and indulgent, but it also reveals the potential harm of excessive pampering. Her overindulgence, though driven by love, leads to Tricki’s ill health. Such actions, while seemingly harmless, can cause dependency and health issues, demonstrating that care without responsibility can be damaging. Therefore, people like Mrs Pumphrey are not merely silly—their actions can have serious consequences, highlighting the need for balanced and informed care. 2. Do you think there are also parents like Mrs. Pumphrey? Ans: Yes, some parents may exhibit similar behaviour. Some parents may overindulge their children, believing they are providing love and care, but this can lead to negative outcomes, such as lack of discipline, poor health or dependency. For instance, wealthy parents might give their children unlimited pocket money, allowing them to buy unhealthy food at school, leading to obesity. True parental care involves setting limits and ensuring a balanced approach to a child’s well-being. 3. What would you have done if you were: (i) a member of the staff in Mrs. Pumphrey’s household, (ii) a neighbour? What would your life have been like, in general? Ans: i. If I were a staff member, I would have been concerned about Tricki’s health and advised Mrs Pumphrey to follow a proper diet and exercise routine for him. I would have tried to limit overindulgence by feeding him nutritious meals in moderation and ensuring

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he remained active. However, working in her household might have been challenging, as she was extremely fond of Tricki and unlikely to accept advice that contradicted her beliefs. I would have been busy taking care of the chores and the demands around Tricki. ii. As a neighbour, I might have observed Mrs Pumphrey’s excessive pampering of Tricki and found it amusing or concerning. I would have advised her to consult a vet sooner and encouraged her to be more mindful of Tricki’s health. As a neighbour to a rich lady, my life would have been full of gifts and tea-parties as Mrs Pumphrey was a kind and gentle lady. But witnessing such extravagance might have made me reflect on the importance of responsible pet care and moderation in all aspects of life. 4. What would you have done if you were in the narrator’s place? Ans: If I were in the narrator’s place, I would have taken a similar approach to Mr Herriot’s by assessing Tricki’s condition and recommending a strict diet and exercise regimen. I would ensure that Mrs Pumphrey understood the seriousness of the situation while also providing reassurance that Tricki would be well cared for during his stay at the surgery.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. The expected call came within a few days. Mrs. Pumphrey was distraught. Tricki would eat nothing. Refused even his favourite dishes; and besides he had bouts of vomiting. He spent all his time lying on a rug, panting. Didn’t want to go for walks, didn’t want to do anything. I had made my plans in advance. The only way was to get Tricki out of the house for a period. I suggested that he be hospitalised for about a fortnight to be kept under observation.

(CBSE Question Paper, 2/5/2; 2023–24)

I. Which of the following is not a reason why Mr Herriot thinks Tricki needs to be taken out of the house for a period? (1) Section C • A Triumph of Surgery

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a. He wanted to keep Tricki away from Mrs. Pumphrey. b. He wanted to keep Tricki under observation. c. He wanted to do an experiment on Tricki. d. He wanted to improve Tricki’s health. II. What was the main reason for Mrs. Pumphrey to be distraught? Answer in about 40 words. (2) III. State True or False: When Mr Herriot says, ‘I had made my plans in advance’ – what he actually means is, he had already seen this trauma coming for Tricki. IV. Which of the following best describes Mrs. Pumphrey? a. unkind and inconsiderate b. impractical but compassionate c. anxious and ambitious d. fearful but confident

(1)

Ans: I. c. He wanted to do an experiment on Tricki. II. Mrs Pumphrey was distraught because Tricki had stopped eating and even refused to eat his favourite dishes. He also had bouts of vomiting and appeared weak, which made her extremely worried about his health. III. True IV. b. impractical but compassionate 2. Read the following extract carefully and answer the questions that follow. The entire staff was roused and maids rushed in and out bringing his day bed, his night bed, favourite cushions, toys and rubber rings, breakfast bowl, lunch bowl, supper bowl. Realising that my car would never hold all the stuff, I started to drive away. As I moved off, Mrs Pumphrey, with a despairing cry, threw an armful of the little coats through the window. I looked in the mirror before I turned the corner of the drive; everybody was in tears. Out on the road, I glanced down at the pathetic little animal gasping on the seat by my side. I patted the head and Tricki made a brave effort to wag his tail. ‘Poor old lad,’ I said. ‘You haven’t a kick in you but I think I know a cure for you.’ (CBSE Question Bank Modified) 381

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I. What might the atmosphere of the household in the above extract signify? (1) a. Mrs Pumphrey’s status in society is reflected in Tricki’s lifestyle. b. The staff’s love for Tricki, which matched that of Mrs. Pumphrey c. The grand life of comforts and luxuries that Tricki enjoyed. d. Mrs Pumphrey’s indulgence and anxiety acted upon by the staff.

take advantage of a sale or limited period offer. iii. Personal Appeal – Such advertisements focus on evoking emotions to convince consumers and often relate to family or other inter-personal interactions. iv. Fear Appeal – Such advertisements focus on inspiring some kind of fear to convince consumers to take action in order to avoid certain negative or undesirable consequences. a. Options (i), (ii) and (iv) b. Options (iii) and (iv) c. Options (i), (iii) and (iv) d. Option (ii) only

II. Given below are emoticons reflecting various expressions and reactions. Choose the option that correctly describes the narrator’s mindset in the given extract. (1) i. ii. iii. a. Options (i) and (iii) b. Options (ii) and (iv) c. Options (iii) and (v) d. Options (ii) and (v)

iv.

V. The narrator describes Tricki as a ‘pathetic little animal’. The use of the word ‘pathetic’ indicates that the narrator (1) a. was very fond of Tricki. b. thought Tricki was contemptible. c. pitied Tricki’s condition. d. believed Tricki’s health was deteriorating.

III. What does the narrator’s statement ‘You haven’t a kick in you but I think I know a cure for you’ suggest about Tricki’s condition? (1) a. Tricki is in a state of good health, but the narrator wants to teach a lesson to Mrs Pumphery. b. Tricki is completely cured and ready to play, but the narrator wants to experiment on him. c. Tricki is feeling excited and playful, but the narrator thinks he needs some time off. d. Tricki is very weak, but the narrator believes he can help him recover. IV. As the extract indicates, Mrs. Pumphrey indulged Tricki and bought him many things. Choose the option that best describes the kinds of advertisement/s that seem likely to persuade Mrs. Pumphrey to buy something for Tricki. (1) i. Statistics Appeal – Such advertisements use facts and data to convince consumers to buy products.

ii. Scarcity Appeal – Such advertisements create a feeling of exclusivity and are often used to convince people to

Ans:

I. d. Mrs Pumphrey’s indulgence and anxiety acted upon by the staff. II. b. Options (ii) and (iv) III. d. Tricki is very weak, but the narrator believes he can help him recover. IV. b. Options (iii) and (iv) V. c. pitied Tricki’s condition. 3. Read the following extract carefully and answer the questions that follow. When I opened the door, Tricki trotted out and was immediately engulfed by Joe, the greyhound, and his friends. After rolling him over and thoroughly inspecting him, the dogs moved off down the garden. Tricki followed them, rolling slightly with his surplus fat. I. What does the word ‘trotted’ suggest about Tricki’s movement? (1) a. He was running quickly and with great excitement. b. He was moving energetically but at a steady pace. c. He was walking sluggishly. d. He was struggling to move. II. How does Tricki’s interaction with other dogs contribute to his recovery and transformation? (1)

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III. What does the phrase ‘rolling slightly with his surplus fat’ indicate? (1) a. Tricki is still overweight but has started moving. b. Tricki has lost all his excess weight. c. Tricki is struggling to walk properly. d. Tricki is being forced to follow the other dogs. IV. Which of the following analogies best describes Tricki’s initial interaction with the other dogs? (1) a. A new student being warmly welcomed by classmates. b. A lost traveller being ignored by the locals. c. A delicate glass object being handled roughly. d. A sleepy cat lazily stretching in the sun. V. What role do social interactions play in the recovery of pets, according to the story? (1) Ans: I. b. He was moving energetically but at a steady pace. II. Tricki’s interaction with other dogs played a key role in his transformation by encouraging him to engage in physical activity and socialise. This helps him lose excess weight and regain his energy. III. a. Tricki is still overweight but has started moving. IV. a. A new student being warmly welcomed by classmates. V. Social interaction helps pets stay active, promote physical well-being, and keep them mentally engaged, aiding in their recovery. 4. Read the following extract carefully and answer the questions that follow. I made up a bed for him in a warm loose box next to the one where the other dogs slept. For two days I kept an eye on him, giving him no food but plenty of water. At the end of the second day he started to show some interest in his surroundings and on the third he began to whimper when he heard the dogs in the yard. I. What does the word ‘loose’ mean in the phrase ‘a warm loose box’? (1) a. A box that is about to break into pieces b. A comfortable and open space for animals Section C • A Triumph of Surgery

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c. A crate made of loose materials d. A locked enclosure II. What approach did Mr Herriot take to help Tricki recover? (1) a. He immediately gave Tricki a special diet. b. He continued feeding Tricki his favourite meals. c. He isolated Tricki and provided only water initially. d. He gave Tricki medication and supplements. III. What sign of improvement did Tricki show after two days? (1) a. He showed interest in his surroundings. b. He started playing with other dogs. c. He refused to drink water. d. He remained weak and uninterested. IV. How did this period of observation contribute to Tricki’s overall recovery? (1) V. Choose the best replacement for ‘show some interest’ in the sentence ‘he started to show some interest in his surroundings’? (1) a. became completely involved b. started paying attention c. ignored everything around him d. became restless Ans: I. b. A comfortable and open space for animals II. c. He isolated Tricki and provided only water initially. III. a. He showed interest in his surroundings. IV. This period of observation helped regulate Tricki’s eating habits and gave his body time to adjust. V. b. started paying attention 5. Read the following extract carefully and answer the questions that follow. During the excitement, I helped the chauffeur to bring out the beds, toys, cushions, coats and bowls, none of which had been used. As the car moved away, Mrs Pumphrey leaned out of the window. Tears shone in her eyes. Her lips trembled. “Oh, Mr Herriot,” she cried, “how can I ever thank you? This is a triumph of surgery!” I. How did Mrs. Pumphrey express her gratitude to Mr. Herriot, and what does the phrase ‘triumph of surgery’ imply about Tricki’s condition? (2) 383

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II. What can be inferred from the description ‘none of which had been used’? (1) a. Tricki was enjoying the luxury items but didn’t need them. b. Tricki was too unwell to enjoy the luxury items provided for him. c. Tricki refused to use the items as he didn’t like them. d. Tricki did not require these luxurious items to recover. III. What was Mrs. Pumphrey’s emotional state as the car drove away? a. Tearful and grateful b. Indifferent and calm c. Overjoyed and ecstatic d. Angry and upset

(1)

IV. Choose the correct synonym for the word ‘triumph’ as used in the phrase ‘This is a triumph of surgery’: (1) a. Failure b. Victory c. Mistake d. Disappointment Ans: I. Mrs Pumphrey expressed her gratitude to Mr Herriot with emotional words and tears. The phrase ‘triumph of surgery’ suggests that Tricki’s recovery was a significant success, highlighting the effectiveness of Mr. Herriot’s treatment in restoring his health. II. d. Tricki did not require these luxurious items to recover. III. a. Tearful and grateful IV. b. Victory

Short Answer Questions

Answer the following questions in about 40–50 words. 1. What does Mr Herriot mean by ‘happy period’ for himself and his partners? Explain. (CBSE Question Paper, 2/2/2; 2023–24) Ans: When Mr Herriot refers to a ‘happy period’ for himself and his partners, he talks about how they benefitted from the delicious food, such as eggs, wine and brandy, that Mrs Pumphrey sent to help Tricki recover and strengthen. This made their experience more pleasant and created a sense of enjoyment and happiness during Tricki’s recovery. 2. Why was Mr Herriot shocked at Tricki’s appearance? (CBSE Question Paper, 2/2/2; 2022–23) Ans: Mr Herriot was shocked at Tricki’s appearance because he had become extremely overweight and fat, resembling a ‘bloated sausage’. His eyes

were bloodshot, his tongue was hanging out and he seemed listless and unhealthy. Mr Herriot had never seen Tricki in this state, which shocked him. 3. ‘Privilege often confuses actual needs for perceived ones.’ Evaluate this statement with reference to Mrs Pumhrey. (CBSE Question Bank) Ans: The statement ‘Privilege often confuses actual needs for perceived ones’ applies to Mrs Pumphrey as she confuses Tricki’s need for a balanced diet and exercise with her desire to pamper him. Her wealth allows her to overindulge Tricki, leading to his health problems instead of addressing his real needs. 4. What evidence did you get about Tricki’s affluent living from the text? Ans: Tricki’s affluent living was evident from his luxurious lifestyle. He wore a variety of stylish coats for different types of weather. Mrs. Pumphrey indulged him with gourmet meals, including cream cakes and chocolates and provided luxuries like a day bed, a night bed, a favourite cushion, breakfast bowls, lunch bowls, supper bowls and toys. Her concern for him also reflected her wealthy lifestyle as she hired staff to cater to his every need. She even sent him wine and brandy while he staying with the vet. 5. Describe the reaction of the other dogs when Tricki first arrives at the surgery. What does this reveal about Tricki’s initial state? Ans: When Tricki first arrives at the surgery, the other dogs surround him, excited to interact with a new dog. However, they quickly ignore him as he seems listless and uninteresting. This reaction reveals Tricki’s poor health as he is inactive and sluggish. 6. ‘We are often over-indulgent towards people we care about.’ Explain with reference to the story ‘A Triumph of Surgery’.

(CBSE Question Paper, 2/4/2; 2023–24)

Ans: Mrs Pumphrey’s over-indulgence towards Tricki is evident in how she spoils him with excessive food and treats. She believes that giving him extra meals, like cream cakes and chocolates, will make him happy and healthy. However, this indulgence leads to Tricki becoming excessively fat and unhealthy. The story illustrates that caring for someone does not always mean giving them everything they want. Sometimes, it requires making tough decisions for their well-being.

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7. What excuses did Mrs Pumphrey make about Mr Herriot’s advice? (CBSE Question Paper, 2/6/1; 2022–23) Ans: Mrs Pumphrey made several excuses regarding Mr Herriot’s advice. She explained that it’s difficult to limit Tricki’s sweets because she felt sorry for him and couldn’t refuse him cream cakes and chocolates. She also believed that Tricki was weak, which led her to give him more meals. She also mentioned the gardener’s lumbago as the reason for Tricki not having adequate exercise. 8. ‘Tricki’s only fault was greed’, says the narrator. What might be Mrs Pumphrey’s ‘only fault’?

(CBSE Question Bank)

Ans: Mrs Pumphrey’s ‘only fault’ might be her excessive love and overindulgence of Tricki. Out of love and affection, she overfeeds him with rich food, avoids exercise and misunderstands his condition, thinking he is malnourished. While her intentions are good, her inability to set boundaries and recognise what Tricki truly needs leads to his health issues. 9. Do you think the narrator was right in not revealing Tricki’s actual treatment to Mrs Pumphrey? Justify your answer.

Or Do you think the narrator’s decision to not reveal the actual treatment to Mrs. Pumphrey was unprofessional? Justify your stance.

(CBSE Question Bank)

Ans: The narrator’s decision not to reveal the actual treatment to Mrs Pumphrey was wise as he prevented her from worrying excessively, which could have hampered Tricki’s recovery. Additionally, keeping the treatment confidential likely allowed Tricki to adapt to the strict regime and the environment without emotional distress, which contributed positively to his health. However, it would have been beneficial if the narrator had explained the treatment to Mrs Pumphrey at the end, so she could continue the same routine and prevent Tricki from relapsing into poor health. 10. What does the phrase ‘the joy of being bowled over’ suggest about Tricki’s new experiences with the other dogs? Ans: The phrase ‘the joy of being bowled over’ suggests that Tricki is experiencing the excitement and happiness of playing with other dogs. It highlights Section C • A Triumph of Surgery

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his transformation from being inactive and lethargic to enjoying physical activities, marking his recovery and improved health. 11. What was Mrs Pumphrey’s reaction when Mr Herriot suggested Tricki’s hospitalisation? Ans: Mrs Pumphrey almost fainted due to her extreme emotions and distress when Mr Herriot suggested Tricki’s hospitalisation. She was deeply attached to Tricki and couldn’t bear the thought of him being away from her. Her reaction shows her overprotectiveness and inability to let go of her pampering, as she struggles to accept Tricki’s hospitalisation for proper treatment. 12. What was the major flaw in Tricki?

(CBSE Question Paper, 2/2/1; 2019–20)

Ans: Tricki’s major flaw was his greed. He was always eager to eat and never refused food. This excessive eating mainly due to Mrs Phumphrey’s overpampering caused him to become severely overweight and lethargic. His lack of exercise and poor diet contributed to his serious health issues.

13. Was Tricki suffering from any ailment in reality? If not then what made him inactive and lethargic? (CBSE Question Paper, 2/3/1; 2018–19) Ans: No, Tricki was not suffering from any ailment in reality. His inactivity and lethargy were primarily caused by overfeeding and lack of exercise. Mrs Pumphrey indulged him with excessively rich food and treats, which led to obesity and sluggishness. His unhealthy lifestyle made him weak and unresponsive. Once placed under a strict diet and exercise routine by Mr Herriot, Tricki quickly regained his energy and became active again, proving that his condition was due to overindulgence rather than illness.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. How does Mr Herriot’s approach to caring for Tricki differ from Mrs Pumphrey’s, and what lessons can we learn from these contrasting methods? Ans: In ‘A Triumph of Surgery,’ Mr Herriot’s approach to caring for Tricki contrasts sharply with Mrs Pumphrey’s. Mrs Pumphrey, out of love, overindulges Tricki with rich foods, little exercise, and constant pampering, believing this will 385

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strengthen him. However, her excessive care results in Tricki’s poor health. Mr Herriot, on the other hand, takes a more measured and responsible approach. He removes Tricki from his luxurious surroundings, puts him on a strict diet, and encourages physical activity to restore his health. Mrs Pumphrey’s method, although well-intentioned results in Tricki’s poor health as she mistakenly believes that pampering him will make him stronger. Mr Herriot, on the other hand, understands that love for a pet must be tempered with responsibility, requiring tough decisions like setting boundaries and promoting healthy habits. The key lesson we can learn from their contrasting methods is that true care for pets involves a balance between affection and responsibility. Overindulgence, although well-meaning, can harm the animal, while a disciplined lifestyle focused on health and wellbeing ensures long-term benefits. Proper care requires not just love, but also clear boundaries and the promotion of healthy habits. 2. Mrs Pumphrey and Mr Herriot have been invited to speak at a community pet adoption drive. There were some differences in Mrs Pumphrey’s and Mr Herriot’s notions of responsibility and experiences of keeping a pet. As a reporter for the local pet magazine, write an article recording and comparing their perspectives. Don’t forget to give it an interesting title. (CBSE Question Bank)

(Competency-based Question)

Ans: ‘Two Perspectives on Pet Care’ When it comes to caring for our pets, everyone has their own approach. At the recent pet adoption drive, a wealthy pet owner, Mrs Pumphrey and a veterinary surgeon, Mr Herriot shared completely different perspectives. Mrs Pumphrey believed in pampering pets with lavish meals and comforts. Her philosophy was to provide pets with all the comforts possible as a reflection of love and affection towards them. In contrast, Mr Herriot emphasised the importance of discipline, exercise and a balanced diet for pets. He advised responsible care for the pet’s well-being. Their discussion

highlighted the need for pet owners to understand that love must be balanced with responsibility, ensuring pets lead healthy, fulfilling lives. This event served as a reminder that true care involves making tough choices for the benefit of our furry friends. 3. Analyse the significance of the phrase ‘This is a triumph of surgery!’ in the context of the story. Ans: The phrase ‘This is a triumph of surgery!’ is significant in the context of the story as it reflects both Mrs Pumphrey’s relief and the irony of the situation. Mrs Pumphrey, overwhelmed with gratitude after Tricki’s recovery, believes that the success is due to surgery. However, the irony is that no surgery was involved; it was actually the strict regimen of diet, exercise, and discipline that restored Tricki to health. The phrase underscores the story’s central theme—that genuine pet care requires more than overindulgence and pampering. It highlights how Mr Herriot’s balanced approach, which combined medical attention, a controlled diet, and exercise, ultimately led to Tricki’s recovery. The phrase, therefore, symbolises the triumph of practical care over indulgence and emphasises the importance of responsibility in pet care. 4. Discuss the transformation of Tricki from the beginning to the end of the story. What factors contribute to this change? Ans: Tricki undergoes a remarkable transformation from a pampered and overweight dog to a healthy and energetic one by the end of the story. Initially, he is described as a ‘bloated sausage,’ suffering from the consequences of overindulgence and lack of exercise due to Mrs Pumphrey’s excessive pampering. When taken to the narrator’s veterinary surgery, he experiences a strict diet and engages in physical activities with other dogs. For the first two days, he is only given plenty of water and no meals. Once he shows some signs of improvement then he is served meals and gradually his meal count increases as his physical activity increases. This strict regime contributes to his weight loss and improved health. By the story’s conclusion, Tricki emerges as a lithe and muscular dog, fully integrated with the pack, highlighting the positive effects of proper care and discipline.

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5. Write a fictional letter from Mrs Pumphrey to Mr Herriot, expressing her gratitude for Tricki’s recovery, her reflections on her past mistakes, and her commitment to change her approach to Tricki’s care. (Competency-based Question) Ans: Dear Mr Herriot I hope this letter finds you well. I cannot thank you enough for the wonderful care you provided to Tricki. Seeing him so lively and healthy once again fills my heart with immense joy. Looking back, I now realise how my overindulgence and excessive pampering, although given out of love, harmed Tricki’s health. I mistakenly believed that feeding him rich foods and giving him little exercise was the best way to care for him. However, I understand now that true care involves balance, discipline, and proper exercise. I am committed to changing my approach to Tricki’s care, ensuring he lives a healthier and more active life. Thank you once again for your expertise and kindness. Yours sincerely Mrs Pumphrey

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. He discovered the joys of being bowled over, tramped on and squashed every few minutes. He became an accepted member of the gang, an unlikely, silky little object among the shaggy crew, fighting like a tiger for his share at mealtimes and hunting rats in the old henhouse at night. He had never had such a time in his life. All the while, Mrs Pumphrey hovered anxiously in the background, ringing a dozen times a day for the latest bulletins.

(CBSE Question Bank)

I. Read the following statements, each of which describes the gist of the given extract. Select the option that captures the essence of the extract correctly. (1) Statement I – It highlights the kind of comforts and luxuries that Tricki was used to at home. Section C • A Triumph of Surgery

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Statement II – It brings out a contrast between Tricki and Mrs Pumphrey’s state of being. Statement III – It reflects that Tricki was happier at the surgery, and loved being with other dogs. Statement IV – It shows Tricki’s journey with his peers at the surgery, and documents his recovery. a. Statements I and II b. Statements III and IV c. Statements I and III d. Statements II and IV II. What does the reference to Tricki as a ‘silky little object’ signify? (1) a. Tricki was a very small and rather pampered dog. b. Tricki was comfortably attired in fine silks and warm coats. c. Tricki lived in the lap of luxury with care and good grooming. d. The narrator’s mockery of Tricki’s life and treatment. III. Why does the narrator describe being ‘tramped on and squashed’ as joys? (1) a. To suggest the irony about the strange ways of dogs. b. To mention the simple pleasures of dog’s life. c. To compare it to Tricki’s earlier playtime at the house. d. To focus attention on Tricki’s successful recovery. IV. ‘All the while, Mrs Pumphrey hovered anxiously in the background’. Given below are different types of pet parenting styles described in Country Living, an e-magazine. (1) Choose the option that best reflects the kind of pet owner Mrs Pumphrey was. i. Traffic Light pet owners have a healthy balance of rules and freedom and give clear and consistent signals for ‘yes’ and ‘no’. ii. Entranced pet owners have the best intentions, but as soon as their pet locks eyes with them and gives their command, they are at their pet’s beck and call. 387

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iii. The Goose pet owners go all out to protect their pet. They often limit their time away from their pet, especially puppies. iv. The Baggage Handler pet owners love being close to their pets and going on adventures together. They are always mindful of the pet’s comfort and security. a. Option (i) b. Option (ii) c. Option (iii) d. Option (iv) V. Pick the option that reveals Tricki’s characteristics in the context of ‘fighting like a tiger for his share at mealtimes and hunting rats in the old henhouse at night.’ (1) i. selfish ii. happy iii. greedy iv. confident v. sturdy vi. cruel a. ii, iv and v c. i and v

b. Only ii d. iii, iv and vi

b. I was really worried about Tricki this time. I had pulled up my car when I saw him in the street with his mistress and I was shocked at his appearance. He had become hugely fat, like a bloated sausage with a leg at each corner.

I. How does the writer’s choice of beginning the story with the line ‘I was really worried about Tricki this time’ impact on the reader? What purpose does it serve in the context of the extract? (2)

II. What specific details in the description indicate Tricki’s poor health? (1) a. Tricki had become very fat and bloated. b. Tricki was running around actively. c. Tricki was playing with other dogs. d. Tricki was barking happily. III. What does this reveal about Mr Herriot’s character and his concern for animals? (1) a. He is indifferent to Tricki’s condition. b. He believes pampering Tricki is good for him.

c. He is deeply concerned about Tricki’s health and wants to help. d. He thinks Tricki’s weight is not an issue. IV. How does the author use simile to describe Tricki’s condition?

(1)

2. Attempt any FOUR of the following questions in 40–50 words. (4 × 3 = 12 marks) a. ‘He was so listless, Mr Herriot.’ What does Tricki’s listlessness signify about the effects of overfeeding and lack of activity? b. What was Mr Herriot’s strict advice? Did Mrs Pumphrey agree to his advice?

(CBSE Question Paper, 2/1/2; 2022–23)

(CBSE Question Paper, 2/4/2; 2022–23)

c. According to a popular quote – Where there is no struggle, there is no strength. In what way is this quote related to the events of the story ‘A Triumph of Surgery’? (CBSE Question Bank) d. What do the words ‘tears shone in her eyes’ reveal about Mrs. Pumphrey’s emotions at the end of the story? e. How did Mrs Pumphrey treat Tricky? 3. Attempt any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Based on ‘A Triumph of Surgery’, state how Mrs Pumphrey did more harm than good to Tricki. (CBSE Practice Questions Paper; 2022–23) b. What specific details in the text reveal Tricki’s luxurious lifestyle, and how do these details reflect Mrs Pumphrey’s wealth and indulgent care for him? c. Prepare a speech addressing an audience of pet owners about the lessons learned from Tricki’s experience. Emphasise the importance of recognising the signs of poor health in pets and the need for responsible care. Use specific phrases and moments from the story to support your points. d. Mrs Pumphrey, the overindulgent and caring mistress of Tricki, pampers her dog like a spoiled child. Comment.

(CBSE Question Paper, 2/1/3; 2019–20)

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The Thief’s Story

—Ruskin Bond

About the Author

Ruskin Bond (born 19 May 1934) is an award-winning Indian author of British descent. He is renowned for his contribution to children’s literature in India. He has written over 500 short stories, essays and novels. His popular novel ‘The Blue Umbrella’ was adapted into a Hindi film of the same name which was awarded the National Film Award for Best Children's Film in 2007. He has written more than 50 books for children and two volumes of autobiographies.

Summary

The story is narrated from the perspective of Hari Singh, a fifteen-year-old thief who befriends people to rob them. One day, he meets Anil, a struggling wrestler, at a wrestling match. Anil, a twenty-five-year-old easy-going man, earns a small income through his writing. Hari flatters Anil and convinces him to let him work for him, intending to steal from him when the opportunity arises. Anil is kind and trusting, teaching Hari how to cook and read. Over time, Hari grows to appreciate Anil’s trust, something he has never experienced before. This newfound respect for Anil makes him reconsider his initial plan. However, the temptation proves too strong, and when Anil receives a large sum of money, Hari cannot resist stealing it while Anil is asleep. As Hari walks through the town with the stolen money, he feels guilty about betraying Anil’s trust. He realises that learning to read and write will offer him a better future than stealing. He struggles with his conscience and, overcome with remorse, he decides to return the money. Hari sneaks back into the house and places the money under the mattress. The next morning, Anil hands him a fifty-rupee note, which is damp from the rain, making it clear that he knows about the theft. However, he does not scold or punish Hari. Instead, he tells Hari that he will pay him regularly and further adds that he will start writing sentences that day. Anil’s silent forgiveness and kindness deeply impact on Hari, making him determined to mend his ways and become a noble human being like Anil.

Theme of the Story

The story explores the conflict between survival and morality, highlighting the impact of trust, kindness, and education on a person’s transformation. Initially, Hari Singh views theft as a means of survival, but his time with Anil changes his perspective. Anil’s unconditional trust and generosity make Hari experience something new— genuine care. The story also emphasises how education can offer a better future than crime. Hari realises that learning to read and write will give him more opportunities than stealing ever could. Furthermore, the power of second chances is evident in Anil’s silent forgiveness. Instead of punishing Hari, he allows him to change, proving that compassion and trust can reform even the most misguided individuals. The story ultimately teaches that true success comes from knowledge, honesty and self-improvement, not deception.

Glossary

flattery: insincere praise modestly: without boasting; in a humble way grunting: making short, deep sounds appealing: attractive unlined: (here) showing no sign of worry or anxiety lean: a thin person queer: strange, unusual or not expected

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startle: to surprise and slightly frighten someone hesitate: to pause before doing or saying something, often due to uncertainty or nervousness crept: moved slowly and carefully to avoid being heard or noticed dashed: ran quickly or hurried away drizzle: light rain

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NCERT Solutions Read and Find Out

1. Who does ‘I’ refer to in this story? Ans: ‘I’ refers to Hari Singh, the narrator of the story who is a 15-year-old experienced thief. 2. What is he ‘a fairly successful hand’ at? Ans: He is ‘a fairly successful hand’ at stealing. He is skilled in stealing and deceiving people without getting caught. 3. What does he get from Anil in return for his work? Ans: In return for his work, Hari Singh gets food and a place to stay from Anil. Anil also begins to teach him how to cook, read, and write. 4. How does the thief think Anil will react to the theft? Ans: Hari Singh believes that Anil will not be angry or seek revenge if he discovers the theft. Instead, he thinks Anil will feel sad, not because of the loss of money, but because of the loss of trust. 5. What does he say about the different reactions of people when they are robbed? Ans: Hari’s experience at theft had made him aware of differences in reactions of people when they’re robbed. According to him, a greedy man shows fear. A rich man reacts with anger and a poor man simply accepts the loss. Hari feels that Anil will react with sadness rather than any of these emotions. 6. Does Anil realise that he has been robbed? Ans: Yes, Anil realises that he has been robbed. This becomes clear when he gives Hari Singh a fifty-rupee note, which is still damp from the rain. However, instead of confronting him, Anil chooses to remain silent and continues to treat Hari with kindness.

Think about It

1. What are Hari Singh’s reactions at the prospect of receiving an education? Do they change overtime? {Hint: compare, for example, the thought: ‘I knew that once I could write like an educated man there would be no limit to what I could achieve’ with these later thoughts: ‘Whole sentences, I knew, could one day bring me more than a few hundred rupees. It was a simple matter

to steal and sometimes just as simple to be caught. But to be a really big man, a clever and respected man, was something else.’) What makes him return to Anil? Ans: Hari Singh’s reactions to the prospect of receiving an education evolve over time. Initially, he sees education as a tool to expand his potential for deception and crime. When he thinks, ‘I knew that once I could write like an educated man there would be no limit to what I could achieve,’ he views literacy as a means to enhance his skills in trickery. He believes that being able to write will help him become a better and more successful thief. However, as he spends time with Anil, his perspective changes. Later, he reflects, ‘Whole sentences, I knew, could one day bring me more than a few hundred rupees. It was a simple matter to steal and sometimes just as simple to be caught. But to be a really big man, a clever and respected man, was something else.’ Here, he begins to recognise that true success is not just about stealing more but about gaining respect and legitimacy. This change in thought suggests that he starts valuing education not as a tool for crime but as a means for personal growth and a better future. Hari Singh ultimately returns to Anil because he realises that a life of honesty and education offers him more than a life of crime ever could. The kindness and trust Anil shows him create a moral dilemma, making him aware of the difference between temporary gain and longterm self-improvement. His return signifies his inner transformation and desire for a more meaningful life. 2. Why does Anil not hand the thief over to the police? Do you think most people would have done so? In what ways is Anil different from such employers? Ans: Anil does not report Hari Singh to the police because he realises that Hari has learnt his lesson and has changed for the better. Otherwise, Hari would never have come back and placed the money back where he had stolen it from. Anil even knows that Hari cheated him of a rupee a day while buying the day’s supplies but he never mentions it. He believes in giving him a second chance. Instead of punishing him,

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Anil chooses kindness and forgiveness. Most people in Anil’s place would have immediately handed Hari over to the police. However, Anil is different from most employers because he is a modest, trusting and compassionate man. He offers to teach Hari how to cook and also to educate him. When he finds out that Hari had stolen the money, but put it back, he knows it was Hari’s conscience that made him do so. Hari could have easily run off with the money, but he chooses not to. This makes Anil give him another chance and help build him into a better person which he could already see him becoming.

Talk about It

1. Do you think people like Anil and Hari Singh are found only in fiction, or are there such people in real life? Ans: People like Anil and Hari Singh are not just fictional characters; they exist in real life as well. The world is full of individuals who, like Hari Singh, may have taken the wrong path due to circumstances but have the potential to change when given kindness and guidance. Similarly, there are people like Anil—selfless, trusting, and willing to help others without expecting anything in return. Many real-life stories show how acts of kindness and education can transform lives. There are former criminals who reform because someone believed in them, just as there are teachers, mentors, and ordinary people who often help troubled individuals reform and lead better lives. The relationship between Anil and Hari Singh reflects the power of trust and compassion, which can be found not just in stories but also in everyday life. 2. Do you think it is a significant detail in the story that Anil is a struggling writer? Does this explain his behaviour in any way? OR Examine how Anil's identity as a writer could have contributed to his understanding of Hari Singh. (CBSE Additional Practice Paper, 2023–24) Ans: Yes, the fact that Anil is a struggling writer is a significant detail in the story because it helps explain his behaviour, particularly his kindness, patience, and generosity toward Hari Singh. Section C • The Thief’s Story

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As a writer, Anil likely understands struggle, uncertainty, and the importance of growth and learning. His own challenges might make him more empathetic toward someone like Hari Singh, who is also trying to find his way in life— albeit through dishonest means at first. His life as a writer, filled with intellectual and personal exploration, makes him more open to giving second chances, which ultimately influences Hari Singh’s transformation. Since Anil himself faces financial instability, he understands the struggles of life. Instead of punishing Hari, he chooses to teach him valuable skills like reading and writing, knowing that education can change his future. His behaviour shows that he values growth and transformation over punishment. 3. Have you met anyone like Hari Singh? Can you think and imagine the circumstances that can turn a fifteen-year-old boy into a thief? Ans: While I haven’t met someone exactly like Hari Singh, I believe that many underprivileged children face similar struggles. A fifteen-year-old might turn to stealing due to: • Poverty and hunger – If they have no food or shelter, they might steal to survive. • Lack of family support – Children without guidance or education may get involved in crime. • Bad influence – If surrounded by criminals, a child may learn dishonest ways to survive. • Desperation – Some children steal because they see no other option to improve their situation. • Hari Singh’s character represents many reallife children who need guidance, kindness, and education to choose the right path. 4. Where is the story set? (You can get clues from the names of the persons and places mentioned in it.) Which language or languages are spoken in these places? Do you think the characters in the story spoke to each other in English? Ans: The story is set somewhere in Uttar Pradesh near Lucknow. This is evident from the mention of a railway station for an express train to Lucknow. The presence of sweet shops and ‘bazaars’ also indicate it to be a decent-sized Indian town. 391

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The primary language spoken in such places would be Hindi. While the story is written in English, it is unlikely that Hari Singh and Anil spoke to each other in English. Since both characters belong to lower-middle-class backgrounds, they would have conversed in Hindi in real life.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. ‘Anil was watching a wrestling match when I approached him. He was about 25— a tall, lean fellow— and he looked easy-going, kind and simple enough for my purpose. I hadn’t had much luck of late and thought I might be able to get into the young man’s confidence. ‘You look a bit of a wrestler yourself’ I said. ‘A little flattery helps in making friends.’

(CBSE Question Bank)

I. According to the extract, the young boy was watching the wrestling match because he _________________ (1) a. had been invited there by the wrestlers. b. was supposed to meet someone there. c. was looking for simple people to dupe. d. loved wrestling and followed it closely II. ‘I hadn’t had much luck of late’ means that the boy hadn’t ____________ (1) a. ever conned people successfully. b. been successful in duping people lately. c. understood the consequences of thievery to date. d. considered the role of fate in deceiving others. III. ‘I might be able to get into the young man’s confidence.’ Choose the option that DOES NOT display what the statement means. (1) a. He wanted to win his trust. b. He wanted him to share his thoughts without caution. c. He wanted him to feel comfortable revealing more details about himself. d. He wanted to be able to spend quality time with him.

IV. Anil looked easy-going, kind and simple to the narrator. Which of the given characteristics would NOT fit in with this description? (1) a. compassionate b. suave c. uncomplicated d. carefree V. Based on the line, ‘A little flattery helps in making friends’, choose the option that displays the quote closest in meaning. (1) a. Imitation is the best form of flattery; people generally understand that my comedy is not intended to hurt anybody b. I know imitation is the highest form of flattery, but stealing someoneʹs identity is totally different. c. Nothing is so great an example of bad manners as flattery. If you flatter all the company, you please none; If you flatter only one or two, you offend the rest. d. One may define flattery as a base companionship which is most advantageous to the flatterer. Ans: I. c. was looking for simple people to dupe II. b. been successful in duping people lately. III. d. He wanted to be able to spend quality time with him. IV. b. suave V. d. One may define flattery as a base companionship which is most advantageous to the flatterer. 2. Read the following extract carefully and answer the questions that follow. Ans: ‘I think he knew I made a little money this way but he did not seem to mind. Anil made money by fits and starts. He would borrow one week, lend the next. He kept worrying about his next cheque, but as soon as it arrived, he would go out and celebrate. It seems he wrote for magazines—a queer way to make a living!’ (CBSE Question Bank) I. Anil made money ‘by fits and starts’ means that he ________________ (1) a. deemed it fit to start investing money. b. started earning money in the recent past. c. received money intermittently. d. put his money to use frequently.

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II. The information in the extract suggests that Anil could be a _____________ (1) a. salaried professional b. freelancer c. business man d. volunteer III. If borrow : lend, then pick the ODD pair from the options below. a. give : take b. lose : find c. hop : skip d. buy : sell

(1)

IV. The reference to making a little money ‘this way’ refers to a way that is viewed by most people as _________________ (1) a. sensible. b. inappropriate. c. charitable. d. aggressive V. Based on your understanding of Anil in the extract, choose the option that synchronises with his thinking. (1) a. So, what if I don’t have much money? Giving it to that person is important as they could do with a helping hand. b. I had better learn how to protect my money. I think I’m being looted. c. I earn money with such tremendous effort. Where does it all go? d. When I become rich, I can begin to help friends then. Right now, I will spend only on myself Ans: I. c. received money intermittently II. b. freelancer III. c. hop : skip IV. b. inappropriate V. a. So, what if I don’t have much money? Giving it to that person is important as they could do with a helping hand 3. Read the following extract carefully and answer the questions that follow. ‘I was still a thief when I met Anil. And though only 15, I was an experienced and fairly successful hand. Anil was watching a wrestling match when I approached him. He was about 25 — a tall, lean fellow — and he looked easy-going, kind and simple enough for my purpose. I hadn’t had much luck of late and thought I might be able to get into the young man’s confidence.’

Section C • The Thief’s Story

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I. ‘I hadn’t had much luck of late.’ What could be the possible reasons? Choose the correct set of options. (1) i. He had not found his next target ii. He had been lying low after the previous crime. iii. He was waiting for an auspicious time to resume his trade. iv. He hadn’t got an opportunity to rob someone. a. Only i, ii, iii b. Only i and iv c. Only ii, iii, iv d. Only iii and iv II. Assertion: Hari was an experienced and fairly successful hand. Reason: Hari was only 15 years old. (1) a. Both assertion and reason are correct, and the reason is the correct explanation of assertion. b. Both assertion and reason are correct, but the reason is not the correct explanation of assertion. c. Assertion is true and the reason is false. d. Assertion is false, and the reason is true. III. Based on the given extract, what is the speaker not likely to think? i. Finally, I’ve met my man.

iii. What a mighty wrestler! a. Option i c. Option iii

ii. It’ll be easy to dupe him.

(1)

iv. I’d better get busy. Smile appealingly. b. Option ii d. Option iv

IV. Fill in the blanks with ONE WORD only. (1) Hari’s __________ tone is reflected clearly, when he thinks, ‘And though only 15, I was an experienced and fairly successful hand.’ V. Select the option that correctly captures the application of the word ‘approached’ as used in line 2 of the extract. (1) a. Minal approached the teacher to ask for help to understand the lesson. b. Minal used a traditional approach towards the problem. c. Minal decided to adopt a new approach to get the work done. 393

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d. Minal prefers the hands-on approach to managing things. Ans: I. b. Only i and iv II. b. Both assertion and reason are correct, but reason is not the correct explanation of assertion. III. c. Option iii IV. boastful V. a. Minal approached the teacher to ask for help to understand the lesson. 4. Read the following extract carefully and answer the questions that follow. ‘Anil was asleep. A beam of moonlight stepped over the balcony and fell on the bed. I sat up on the floor, considering the situation. If I took the money, I could catch the 10.30 Express to Lucknow. Slipping out of the blanket, I crept up to the bed. Anil was sleeping peacefully. His face was clear and unlined; even I had more marks on my face, though mine were mostly scars.’ I. Which situation was the speaker considering? a. Anil sleeping peacefully b. Waking Anil c. Stealing the money tucked under the mattress. d. Running away with the cash.

(1)

II. Assertion: I could catch the 10.30 Express to Lucknow Reason: To start afresh there (1) a. Both assertion and reason are correct, and reason is the correct explanation of assertion. b. Both assertion and reason are correct, but reason is not the correct explanation of assertion. c. Assertion is true and reason is false. d. Assertion is false and reason is true III. For a young boy such as Hari Singh who is clearly living a disadvantaged life and has perhaps lost his childhood to poverty, which of the following schemes of the Government of India are best suited for him so that he can come out of the shadows and lead a more fulfilling life? (1)

(Competency-based Question)

a. Rashtriya Dal Kosh – The primary objective is to enhance the scholarly execution of the youths who are living in the Child Care Institutions. 394

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b. Integrated Child Development Services – The primary objective is to improve the nutritional and health status of children aged between 0-6 years and lactating mothers. c. National Child labour Project (NCLP) Scheme – This scheme focuses on the rehabilitation of child labour and employment of adolescent workers and putting them into NCLP Special Training Centres (STC’s) to provide a formal system of education, social security, employment, development programme benefits, as relevant to the target children. d. National Creche Scheme – for the children of working mothers which provides day-care facilities to the children. IV. Which literary device has been used in ‘A beam of moonlight stepped over the balcony and fell on the bed.’ (1) a. alliteration b. transferred epithet c. personification d. simile V. What is the purpose that most nearly correspond with ‘his face was clear and unlined.’ (1) a. To suggest that Anil has a handsome face b. To suggest that Anil lived a carefree life c. To suggest that Anil hadn’t experienced a difficult life d. To contrast Hari’s life with Anil’s Ans: I. d. Running away with the cash. II. a. Both assertion and reason are correct, and reason is the correct explanation of assertion. III. c. National Child labour Project (NCLP) Scheme – This scheme focuses on rehabilitation of child labour and employment of adolescent workers and putting them into NCLP Special Training Centres (STC’s) to provide a formal system of education, social security, employment, development programme benefits, as relevant to the target children. IV. c. personification V. d. To contrast Hari’s life with Anil’s 5. Read the following excerpt carefully and answer the questions that follow. ‘When I reached the station I did not stop at the ticket office (I had never bought a ticket in

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my life) but dashed straight to the platform. The Lucknow Express was just moving out. The train had still to pick up speed and I should have been able to jump into one of the carriages, but I hesitated — for some reason I can’t explain — and I lost the chance to get away. When the train had gone, I found myself standing alone on the deserted platform. I had no idea where to spend the night. I had no friends, believing that friends were more trouble than help. And I did not want to make anyone curious by staying at one of the small hotels near the station. The only person I knew really well was the man I had robbed. Leaving the station, I walked slowly through the bazaar.’ I. Why did the narrator hesitate before boarding the train? a. He was afraid of getting caught. b. He was unsure if he should leave Anil. c. The train was moving too fast. d. He did not have a ticket.

(1)

II. What does the phrase ‘friends were more trouble than help’ reveal about Hari Singh’s character? (2) III. What emotion is conveyed in the line: ‘The only person I knew really well was the man I had robbed’? (1) IV. What literary device is used in the line ‘I lost the chance to get away’? (1) a. Metaphor b. Personification c. Irony d. Simile Ans: I. b. He was unsure if he should leave Anil. II. Hari Singh believed that trusting people could lead to betrayal. As a thief, he avoided forming friendships because he feared being exposed or deceived. His isolated lifestyle made him rely only on himself for survival. III. The line conveys guilt and loneliness. Hari Singh realises that, despite his criminal past, Anil was the only person who trusted and cared for him. This realisation makes him feel remorseful for betraying Anil’s trust. IV. Irony (Irony is used here because, despite being a thief, Hari hesitates and does not escape when he has the perfect chance to do so.)

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Short Answer Questions

Answer the following question in about 40–50 words. 1. In which queer way did Anil make a living? (CBSE Question Paper, 2/4//1; 2019–20) Ans: In ‘The Thief’s Story’ by Ruskin Bond, Anil made a living in an unconventional or ‘queer’ way by engaging in various odd jobs that did not provide a steady income. He was a struggling writer who earned an irregular income by writing articles and stories. His earnings were inconsistent, and he often relied on his writing skills and the generosity of others. 2. Why does Anil not hand over Hari Singh to the police? (CBSE Question Paper, 2/2/1; 2018–19) Ans: Anil does not hand over Hari Singh to the police because he understands that Hari is young and has the potential to change. Despite knowing that Hari has stolen his money, Anil chooses kindness and forgiveness over punishment. He realises that Hari regrets his actions, as he quietly returns the stolen money. Instead of confronting him, Anil indirectly acknowledges Hari’s return by continuing to teach him how to read and write. This act of trust and generosity helps Hari Singh reform and choose an honest path. 3. How does Hari Singh justify to himself his stealing Anil’s money? (CBSE Question Paper 2/2/2; 2022–23) Ans: Hari Singh justifies stealing Anil’s money by convincing himself that Anil would not notice the loss because he was careless with his money. He also reasons that Anil did not pay him wages, so taking the money was not entirely wrong. He believes that if he didn’t take the money, Anil would waste it on his friends. However, despite these justifications, Hari feels guilty after stealing the money, which ultimately leads him to return it. 4. Why does Hari Singh smile in the most appealing way towards the end of the story? (CBSE Question Paper 2/6/1; 2022–23) Ans: Towards the end of the story, Hari Singh smiles in the most appealing way because he is relieved and happy that Anil has not punished him for stealing the money. Instead of anger or betrayal, Anil shows kindness by continuing to treat him with trust and even offering to teach him to write. 395

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This act of forgiveness touches Hari, making him feel accepted and hopeful of a better future. His smile reflects his inner transformation and gratitude, as he realises he has a chance to change and live an honest life. 5. The narrator followed Anil ‘casually’. Why?

(CBSE Question Bank) Ans: The narrator, Hari Singh, followed Anil ‘casually’ because he did not want to appear suspicious. As a skilled and experienced thief, he knew how to observe his target without drawing attention to himself. By following Anil in a relaxed and indifferent manner, Hari ensured that Anil would not suspect that he was being watched or that Hari had intentions of gaining his trust to eventually rob him. His casual approach was a part of his strategy to befriend Anil and find an opportunity to steal from him later. 6. How do you think the narrator made a profit of about a rupee a day? Ans: The narrator, Hari Singh, made a profit of about a rupee a day by being smart and deceptive in his daily dealings. While working for Anil, he would buy groceries and other household items. Since Anil was careless with money and often did not keep track of his expenses, Hari would take advantage of this by quietly pocketing small amounts of change from the daily purchases. This way, he managed to earn about a rupee a day without arousing suspicion. However, despite this minor dishonesty, Hari undergoes a change of heart by the end of the story. 7. Why do you think the young thief had quite a few scars on his face? Ans: The young thief, Hari Singh, had quite a few scars on his face due to his tough and difficult life. There could be several possible reasons for this. Living as a thief, he may have often got into fights with other street boys, thieves, or even angry victims who caught him stealing. Being homeless or constantly on the run, he might have suffered injuries from sleeping in unsafe places, accidents, or lack of proper medical care. If he had been caught stealing before, he might have faced physical punishment from those he stole from or had rough encounters while escaping. His scars could also be a result of an abusive past, where he suffered mistreatment or neglect from those around him.

These scars symbolise his difficult past and the struggles he has faced, making it understandable why he is wary of relationships and trusts no one easily. However, his time with Anil gives him a chance to leave behind this harsh life and embrace a better future. 8. It’s not easy to be mean to people who are very nice to you. Do you think that the young thief had to work on giving himself valid reasons to be able to commit the theft? Or did the thieving come as naturally to him this time, too? Write a brief analysis of his mood before the theft. (Competency-based Question) Ans: Before committing the theft, the young thief, Hari Singh, experiences internal conflict and guilt, which suggests that stealing from Anil is not as easy for him as it was in the past. Stealing had always come naturally to him—he was skilled in deception and did not hesitate to take advantage of others. However, this time was different because Anil had treated him with kindness, trust, and generosity, which made Hari feel guilty and conflicted about betraying him. To justify his actions, Hari tries to convince himself that Anil would not miss the money since he was careless with it and could earn more through his writing. However, deep down, he struggles with his emotions. His hesitation and eventual return of the money indicate his changing nature – his conscience awakens, influenced by Anil’s kindness. Thus, before the theft, Hari’s mood is one of inner turmoil, torn between his old habits and the possibility of a better, more honest life. 9. Sometimes deception is a way of life. Explain this statement by citing facts from the lesson ‘The Thief’s Story.’ (Competency-based Question) Ans: The statement ‘sometimes deception is a way of life’ suggests that, for some people, dishonesty becomes a survival strategy rather than just an occasional act. Hari Singh is a professional thief who has been deceiving people since a young age. He constantly changes his name and identity to avoid being caught and moves from place to place. His entire life revolves around tricking others and stealing from them, making deception his natural way of surviving. Hari deceives Anil by pretending to be an innocent and trustworthy boy who wants to work for him. He cleverly gains Anil’s confidence by offering to

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cook, even though he does not know how to do so. Over time, he takes advantage of Anil’s trust, stealing small amounts of money daily. However, unlike his previous thefts, Anil’s kindness and generosity force him to re-evaluate his choices, proving that trust can reform even a habitual liar. 10. What was the significance of the fifty-rupee note Anil gave Hari? Ans: The note was damp from the rain, indicating that Anil knew about the theft. By giving it to Hari and offering to teach him, Anil showed forgiveness and faith in his ability to change.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Hari Singh says, ‘he knew it but neither his lips nor his eyes said anything.’ Anil successfully addressed the situation by not addressing it at all. Elaborate based on your reading of ‘The Thief’s Story’. (CBSE Question Paper; 2/3/2; 2023–24)

Ans: In ‘The Thief’s Story’ by Ruskin Bond, the line ‘He knew it but neither his lips nor his eyes said anything’ reflects Anil’s silent yet powerful response to Hari Singh’s attempted theft. Anil’s response to Hari’s theft was unique. Instead of confronting him or punishing him, he chose silent forgiveness. By handing him a damp fifty-rupee note, he subtly indicated that he knew about the theft. However, instead of treating Hari like a criminal, he offered him another chance to change. Anil’s approach was more effective than punishment. If he had scolded or reported Hari, the boy might have returned to his old ways. But through trust and kindness, Anil helped Hari understand the value of honesty and education. His silence carried a powerful message of second chances, leading to Hari’s realisation and transformation. His non-verbal acknowledgment shows that Anil values trust over confrontation. This shows that compassion and faith in a person can be more effective than strict punishment. 2. ‘Trust and compassion can reform any person.’ Justify the statement in the light of the lesson ‘The Thief’s Story.’ (CBSE Question Paper 2/4/2; 2022–23) Ans: The statement ‘trust and compassion can reform any person’ is beautifully illustrated in ‘The Thief’s Story’ by Ruskin Bond. The story highlights how kindness and trust have the Section C • The Thief’s Story

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power to transform even a habitual thief like Hari Singh. Anil, a kind and simple man, allows Hari Singh to stay with him despite knowing nothing about his past. He offers him work, teaches him how to cook, and later begins teaching him how to read and write. This trust and generosity create a bond between them, making Hari feel valued and cared for. Initially, Hari Singh plans to steal from Anil, as he has done with many others. However, after taking Anil’s money, he experiences guilt and inner conflict. He realises that Anil has always treated him with kindness and honesty—something he has never experienced before. This trust and compassion awaken his conscience, leading him to return the stolen money. Anil understands that Hari has tried to steal from him but chooses not to confront him. Instead, he continues to treat Hari with warmth and even offers to teach him. This silent act of forgiveness reassures Hari that he still has a chance to change, reinforcing the power of trust and compassion in bringing about transformation. Hari Singh’s decision to return the money and stay with Anil proves that even a thief can change when treated with kindness and trust. ‘The Thief’s Story’ teaches us that people are not beyond redemption—sometimes, all they need is someone to believe in them. 3. A character arc is the transformation or development of a character throughout a story and refers to the changes a character undergoes as a result of their experiences, challenges, and interactions with other characters. In the light of the above information, trace the character arc of the thief in Ruskin Bond’s ‘The Thief’s Story’, in about 120 words. (CBSE Sample Question Paper, 2023–24) Ans: Hari Singh undergoes a remarkable transformation in the story. At first, he is a clever and manipulative thief who lives by deception. He meets Anil, intending to rob him, but unexpectedly experiences kindness and trust for the first time. Though he steals Anil’s money, he feels uneasy and guilty—an emotion new to him. As he walks through the town, he realises that escaping with the money will not give him true happiness. 397

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He hesitates at the train station and eventually returns the stolen money. This marks a turning point in his life. Instead of being a thief, he chooses to be a student and an honest individual. His journey from dishonesty to self-improvement is a perfect example of a character arc driven by human values. 4. Based on the given context, write a diary entry, as the narrator, on what you experienced and the possible reason for it. ‘I should have been able to jump into one of the carriages, but I hesitated — for some reason I can’t explain — and I lost the chance to get away.’ (CBSE Question Bank) Ans: Midnight, Cold Streets Dear Diary,

Today should have been just like any other night. I had planned everything. The money—rupees 600—was in my pocket, my heart racing with excitement. I knew exactly what to do. I had done it many times before: take the money, disappear, change my name, and start over in a new town. The station was close, the train was moving slowly, and I had the perfect chance to escape. And yet, I hesitated. I stood there, watching the train pull away, my chance to vanish slipping through my fingers. My instincts told me to run, but something inside me held me back. For the first time, I questioned my actions. Why did I feel so guilty? Was it because Anil had trusted me? He had never questioned my intentions, never treated me with suspicion. Instead, he had taught me how to cook, given me a place to stay, and most importantly, started teaching me how to read and write. Perhaps, for the first time, I realised that stealing wasn’t the only way to survive. That money, once spent, would be gone, but education and trust could give me something permanent—a better future. And so, I lost my chance to run away. But deep down, I think I found something far more valuable: a reason to stay. Hari

5. Money can’t make a man as much as education can. Elucidate the statement with reference to ‘The Thief’s Story’. (Competency-based Question)

Ans: The statement ‘money can’t make a man as much as education can’ is beautifully reflected in ‘The Thief’s Story’ by Ruskin Bond. The story highlights how knowledge and learning have the power to transform a person’s life in a way that money never can. Hari Singh initially believed that stealing money would secure his future. However, he soon realised that money is temporary, while education lasts forever. Anil’s generosity and willingness to teach him how to read and write made Hari understand that knowledge brings true success. If Hari had run away with the stolen money, he would have lived comfortably for a few weeks but remained a thief for life. By staying with Anil, he gained something far more valuable—selfrespect and the ability to build an honest future. The story highlights that money alone cannot shape a person. Education, knowledge, and moral values make a person truly successful. Hari’s transformation proves that learning and selfimprovement are more powerful than wealth.

Assessment

Scan to see answers.

1. Read the following extract carefully and answer the questions that follow. (2 × 5 = 10 marks) a. ‘I went back to the bazaar and sat down in the shelter of the clock tower. The clock showed midnight, and I felt for the notes. They were damp from the rain. Anilʹs money. In the morning, he would probably have given me two or three rupees to go to the cinema, but now I had it all. I couldnʹt cook his meals, run to the bazaar, or learn to write whole sentences anymore. I had forgotten about them in the excitement of the theft. Whole sentences, I knew, could one day bring me more than a few hundred rupees. It was a simple matter to steal - and sometimes just as simple to be caught.’

(CBSE Question Paper; 2/2/2; 2023–24)

I. Which of the following is NOT a reason why Hari Singh thinks he would not be able to write whole sentences? (1) a. Anil would not be there to teach him. b. He had robbed Anil and left. c. He could not go back to Anil to learn. d. He had no money to take admission in a school.

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II. Why is it fair to say that Hari Singh’s tone, when he says, ‘I couldn’t cook his meals, run to the bazaar, or learn to write whole sentences anymore,’ is filled with remorse and regret? (Answer in about 40 words) (2) III. What do you infer about Hari Singh from this statement: ‘Whole sentences, I knew, could one day bring me more than a few hundred rupees’? (1)

IV. State True or False with reference to the given extract. ‘The reason Hari Singh was filled with remorse was because Anil trusted him.’ (1) b. ‘Well, it’s time I did some real work, I told myself; I’m out of practice. And if I don’t take the money, he’ll only waste it on his friends. After all, he doesn’t even pay me.’

I. What ‘real work’ is the speaker referring to? (1) a. cooking b. learning to read and write c. stealing d. duping II. Assertion: Hari wanted to steal Anil’s money. (1) Reason: Anil would waste it on his friends. a. Both assertion and reason are correct, and reason is the correct explanation of assertion. b. Both assertion and reason are correct, but reason is not the correct explanation of assertion. c. Assertion is true and reason is false. d. Assertion is false and reason is true

III. Given below are famous quotes. Which one of these would you like to offer as advice to the young boy at this point in the story? (1) a. Money is the key that opens all the locks. b. It’s better to ask than to steal. c. Karma is watching you. d. Stealing a drum is easy but finding a place to beat it is not easy

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IV. How does the speaker justify his plan to steal from Anil? Pick the statements that are not true. (1) i. He had not done any real work recently.

ii. Anil did not pay him for his work.

iii. He was out of practice and wanted to resume his trade. iv. Anil would only squander away the money on his friends. a. Only i b. Only i and ii c. Only i and iii d. Only iii and iv

V. Fill in the blanks with ONE WORD only. (1) Hari means, he is _________ when he says, ‘I’m out of practice.’ 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. At the end of the story, we realise that Anil knew about the incident of the previous night, yet he chose to overlook such a breach of trust. Explain. (CBSE Question Bank) b. What arrangement did Anil and Hari make regarding payment for his work? c. ‘The Thief’s Story‘ is an in-depth study of the human mind. Discuss. d. ‘The story is an embodiment of a didactic lesson where a human must learn what should be their course of action in life.’ Evaluate the statement. 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Education means different things to different people. Evaluate how it impacted on the young thief in the story (CBSE Question Bank) b. ‘Love and trust can change people.’ How is it true for Hari Singh from the ‘The Thief’s Story’? (Competency-based Question) c. Imagine that Hari Singh from ‘The Thief‘s Story’ by Ruskin Bond, writes a diary entry, exploring the theme of human values and relations that are essential in life and can transform a person in the context of his own experience. Write this diary entry as Hari Singh. (CBSE Question Paper, 2/4/2; 2023–24) d. ‘Everyone must have a chance to reform’. How did Anil work upon these values and succeed?

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The Midnight Visitor

—Robert Arthur

About the Author

Robert Arthur, the renowned author of ‘The Midnight Visitor’, was a skilled storyteller known for blending mystery and suspense. He was born on 10 November 1909 on Corregidor Island in the Philippines. His early years were marked by frequent relocations due to his father’s role as a United States Army officer, exposing him to diverse experiences that likely nurtured his creativity. Arthur pursued English at the University of Michigan, graduating with honours, before earning a master’s degree in journalism. He began his writing career by crafting short stories for pulp magazines such as ‘Amazing Stories and Black Mask’, which helped him refine his ability to create gripping narratives. Arthur is best remembered for his contributions to young adult literature, particularly ‘The Three Investigators’ series. These books introduced readers to intelligent and resourceful characters who solved intriguing mysteries. His stories, including ‘The Midnight Visitor’, often emphasise themes of intelligence, quick thinking, and problemsolving, making them engaging and thought-provoking for young readers. Robert Arthur passed away on 2 May 1969 at the age of 59. His legacy as a storyteller endures, inspiring generations to think critically and explore the unknown through the power of storytelling.

Summary

‘The Midnight Visitor’ is a detective story written by Robert Arthur that revolves around the quick-witted secret agent, Ausable. The story begins with Ausable spending an evening with his writer friend, Fowler. Ausable points out that Fowler must have imagined him as a stereotypical spy dealing with espionage, danger, mysterious figures, gunfire, and intrigue. However, Fowler finds Ausable to be quite different—a chubby, unassuming man who speaks French and German moderately, with an American accent, having moved from Paris to Boston twenty years ago. As the two men head to Ausable’s room, Ausable unlocks the door and turns on the lights. To Fowler’s shock, they find a man holding a small pistol inside the room. Ausable immediately identifies him as Max, a fellow secret agent who has come to steal a report related to missiles that Ausable is expecting. Fowler is shaken by the encounter, which is far more dramatic than anything he anticipated. Ausable, however, remains calm and begins spinning a false story about a balcony outside the window. As they speak, someone starts knocking at the door. The knocks grow louder and more insistent, prompting Ausable to suggest that it might be the police whom he suggested pay him a visit at that specific time. This alarms Max, who points his gun at them and declares that he will wait on the balcony until the supposed police leave. Warning them not to make a move, Max opens the window and jumps out. A loud scream is heard, and Ausable calmly opens the door to reveal not the police, but a waiter delivering the wine he ordered earlier. The waiter leaves after placing the wine on the table. A puzzled Fowler asks Ausable about the police, and Ausable admits that he made up the entire story to frighten Max. Fowler then asks about the balcony, only for Ausable to reveal that no balcony ever existed. His clever fabrication tricked Max into believing the lie, leading to his fatal jump.

Theme of the Story

In ‘The Midnight Visitor’, two key themes stand out: intelligence versus appearance and wit as a powerful weapon. The contrast between Ausable’s unimpressive looks and the way he outsmarts his enemy highlights how appearances can be misleading. The author emphasises that true strength lies in intellect rather than physical presence. More importantly, Ausable’s quick wit is his greatest weapon. When faced with danger, he relies on his sharp thinking rather than force. By cleverly inventing a story about a balcony, he tricks Max into making a fatal mistake. This highlights that wit, not physical strength or weapons, is the most effective tool in overcoming challenges. The story reinforces the idea that intelligence and presence of mind are more powerful than appearances or brute force. 400

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Glossary

musty: having a stale smell gloomy: dark or sad scarcely: hardly or barely romantic: imaginative; having a fantastic view of reality passably: just well enough; tolerably well wheezily: with a whistling sound in the chest due to difficulty in breathing espionage: spying envisioned: saw in your mind sloppy: (here) carelessly dressed envisioned: imagined or thought of chuckled: laughed quietly, without opening his mouth frustrated: a sense of annoyance or being upset as you can do nothing about the situation disillusioned: disappointed after learning the truth authentic: real wheezed: spoke breathlessly with a whistling sound from the chest slender: thin and graceful

countenance: an individual’s face or their facial expression menacing: in a threatening way murmured: to speak in a quiet or indistinct tone missiles: weapons directed by remote control or automatically raise the devil: cause a lot of trouble, raise a serious objection inflection: changing the way your voice rises or falls to show feelings or ask questions passkey: the key or card guests use to access their rooms in a hotel explanatorily: as if explaining window-sill: A slab of wood or stone at the bottom of a window or doorway shrilly: piercingly; in a high pitch of voice deftly: skilfully uncorked: took the cork out of

NCERT Solutions Read and Find Out

1. How is Ausable different from other secret agents? Ans: Ausable is different from other secret agents because he does not look like one. He is fat and does not seem very strong or quick. Most spies use weapons and gadgets, but Ausable uses his mind. He stays calm and thinks fast. When Max has entered his room with a gun, Ausable tricks him by making up a story about a balcony. This makes Max believe he has a way to escape, but in the end, he falls to his doom. Ausable shows that being smart is more important than being strong and using gadgets. 2. Who is Fowler and what is his first authentic thrill of the day? Ans: Fowler is a young writer who wants to meet a real secret agent for an exciting story. He visits Ausable, expecting him to be like the spies in books—tall, mysterious and adventurous. However, he is disappointed when he meets Ausable, who is fat and does not look like a typical agent. They spend a boring evening in a music hall and nothing happens. Section C • The Midnight Visitor

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Fowler’s first real thrill of the day comes when he sees Max, a man with a gun, waiting in Ausable’s hotel room. This is the moment when he finally experiences the danger and excitement he has been hoping for. 3. How has Max got in? Ans: Max has entered Ausable’s hotel room using a passkey. When Ausable and Fowler arrive, they find Max inside, waiting for them with a gun. 4. How does Ausable say he got in? Ans: Max says he got in using a passkey but addressing Fowler, and to confuse and outsmart Max, he explains that he thought Max had got in from the balcony. He tells this story about how someone else had used the balcony which extends under his window to gain entry previously. This makes Max believe there is another way out. This clever trick leads to Max’s downfall.

Think about It

1. ‘Ausable did not fit any description of a secret agent Fowler had ever read.’ What do secret agents in books and films look like, in your opinion? Discuss in groups or in class some 401

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stories or movies featuring spies, detectives, and secret agents, and compare their appearance with that of Ausable in this story. (You may mention characters from fiction in languages other than English. In English fiction, you may have come across Sherlock Holmes, Hercule Poirot or Miss Marple. Have you watched any movies featuring James Bond?) Ans: Fictional secret agents are often portrayed as tall, dark and handsome, with a strong presence and charm. They are usually well-dressed, physically fit and skilled speakers with deep voices. Many, like Sherlock Holmes, are shown smoking a pipe or wearing a hat, while others, like James Bond, perform daring stunts and use advanced gadgets to catch criminals. However, not all spies fit this image. Feluda, created by Satyajit Ray, is a notable exception— he is an observant and sharp-minded detective known for his analytical skills and signature hat. Similarly, Ausable in The Midnight Visitor does not match the typical image of a spy. He is overweight, speaks with an American accent, and lacks the physical traits of a classic agent. Yet, his wit and intelligence make him a true master of his craft. 2. How does Ausable manage to make Max believe that there is a balcony attached to his room? Look back at his detailed description of it. What makes it a convincing story? Ans: When Ausable notices Max standing in the middle of his room with a pistol aimed at him, he remains calm and immediately devises a clever plan to outsmart him. Ausable begins by expressing annoyance about someone entering his room from the balcony a second time in a month. Completely unfazed by Max, Ausable casually describes the balcony, explaining how his apartment used to be part of a bigger unit next door. Although the balcony is part of this empty unit, it extends to under his window, providing access to his room. Ausable narrates the entire story in such credible detail and in such a natural and convincing manner that it appears entirely believable. His composed demeanour, his annoyance at the previous break-in, his confident tone and detailed explanation effectively lead Max to trust that there is indeed a balcony attached to the room.

3. Looking back at the story, when do you think Ausable thought up his plan for getting rid of Max? Do you think he had worked out his plan in detail right from the beginning, or did he make up a plan by taking advantage of events as they happened? Ans: It did not appear that Ausable had premeditated his plan to get rid of Max. Instead, he kept his composure and improvised by making use of the events and circumstances as they unfolded. He fabricated the story of the balcony outside the room to persuade Max that there was another way out. He knew that the waiter would come knocking and that Max would have to hide. He used the knocking of the waiter to pretend that he had asked the police to check on him for security purposes. This caused Max to panic and while holding the gun in one hand he swung his legs over the window-sill and lost his balance with no balcony to save him.

Talk about It

1. In this story, Ausable demonstrates remarkable ‘presence of mind’ or the ability to think quickly and act calmly and wisely in a surprising or dangerous situation. Share examples from your own experience or narrate a story that highlights someone’s presence of mind. Ans: This story reminds me of the play ‘If I Were You’. In the play, a criminal takes Gerrard hostage. However, Gerrard remains calm, confident and resourceful. He treats the criminal like a guest and tricks him into believing that the police are after him. Gerrard directs the criminal towards an exit, which is actually a cupboard door. Trusting Gerrard’s instructions, the criminal attempts to escape through the door but ends up locked in the cupboard instead. 2. Discuss how you would respond to the following situations. Keep in mind that presence of mind comes from being mentally prepared. If you have thought about potential problems or dangers and how to handle them, you are more likely to act effectively when such situations arise. i. A small fire starts in your kitchen. ii. A child begins to choke on a piece of food.

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Ans:

iii. An electrical appliance starts making a hissing noise and emits sparks. iv. A bicycle knocks down a pedestrian. v. It rains continuously for over twenty-four hours. vi. A family member does not return home at the usual or expected time. You may also suggest other such scenarios.

i. If a small fire starts in the kitchen, the best course of action is to cover it with a thick blanket to cut off the air supply. It is essential to ensure that the fire is not caused by an electrical issue before using water. If the fire results from an electrical fault, all power outlets in the house should be switched off immediately to prevent it from spreading further. ii. If a child starts choking, gently pat and rub their back to help dislodge the food. In severe cases where breathing becomes difficult, immediate medical assistance should be sought. iii. If an electrical appliance begins hissing or sparking, the first step is to unplug it from the socket to prevent further damage or danger. The appliance should then be inspected and repaired by a qualified professional before being used again. iv. In the event of a pedestrian being knocked down by a bicycle, first aid should be administered immediately. If the injuries are serious, the individual should be taken to the nearest hospital without delay. v. Continuous rainfall for more than twentyfour hours can lead to flooding. It is important to take precautions to protect belongings from water damage. Informing the relevant authorities about the situation is also advisable so that the necessary measures can be taken. vi. If a family member does not return home at the expected time, the first step is to check with the places they may have visited, such as friends’ homes or familiar locations. If no information is available, it is important to contact the local police and request assistance in locating the individual.

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Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow.

(CBSE Question Bank) Ausable did not fit any description of a secret agent Fowler had ever read. Following him down the musty corridor of the gloomy French hotel where Ausable had a room, Fowler felt let down. It was a small room, on the sixth and top floor, and scarcely a setting for a romantic adventure. Ausable was, for one thing, fat. Very fat. And then there was his accent. Though he spoke French and German passably, he had never altogether lost the American accent he had brought to Paris from Boston twenty years ago. ‘You are disappointed,’ Ausable said wheezily over his shoulder. I. ‘Following him down the musty corridor of the gloomy French hotel where Ausable had a room…’ (1) Choose the correct option to replace the underlined words. a. expansive, abnormal b. lighted; formal c. damp; dingy d. uncanny; smart II. Amy is an American woman who teaches French and German in a primary school. This means that Amy is (1) a. an empathetic teacher. b. a rational human being. c. an experienced guide. d. a multilingual instructor. III. It can be inferred from the extract that a secret agent is expected to be (1) i. fit. ii. compassionate. iii. apologetic. iv. suave. v. violent. a. i, iii, v b. i, iv c. ii, iv, v d. ii, iii IV. The reason Fowler was disappointed by Ausable when he met him was because Ausable (1) a. lived in a shady French hotel. b. was related to the cops. 403

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c. didn’t have the personality of a spy. d. had a very strange accent. V. Choose the option that lists the INCORRECT statements about the given passage. (1) i. Fowler had no expectations at all from Ausable. ii. Fowler was elated when he met Ausable. iii. Ausable was living in France as a spy. iv. Ausable had acquired a French accent over twenty years ago. a. i, ii b. iii, iv c. i, iii d. ii, iv Ans:

I. c. damp; dingy II. d. a multilingual instructor. III. b. i, iv IV. c. didn’t have the personality of a spy. V. d. ii, iv

2. Read the following extract carefully and answer the questions that follow.

(CBSE Question Bank)

Max was slender, a little less than tall, with features that suggested slightly the crafty, pointed countenance of a fox. There was about him — aside from the gun — nothing especially menacing. ‘The report,’ he murmured. ‘The report that is being brought to you tonight concerning some new missiles. I thought I would take it from you. It will be safer in my hands than in yours.’ Ausable moved to an armchair and sat down heavily. ‘I’m going to raise the devil with the management this time, and you can bet on it,’ he said grimly. ‘This is the second time in a month that somebody has got into my room through that nuisance of a balcony!’

I. Owning a gun gave a menacing impression to Max’s character because (1) a. A gun is only used by police officials. b. he was carrying it without any official license. c. a gun has a threatening implication. d. the gun was particularly huge. II. Choose the option that displays the correct analogy. a. crafty: fox; menacing: gun b. report: missile; management: devil c. crafty: fox; management: balcony d. armchair: grim; balcony: nuisance

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III. Choose the part of the house through which Ausable thought Maxwell had entered his room.

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i. ii. iii. iv. a. Option i b. Option ii c. Option iii d. Option iv IV. Delnaaz is a new tenant in her locality and Mrs. Mehta is the landlady. Choose the option that lists an action that would require Mrs. Mehta to ‘raise the devil’ with Delnaaz. (1) a. She uses the elevator five times a day b. She feeds the stray dogs in the street. c. She works late at night and stays home in the afternoon only. d. She plays music louder than is necessary late into the night. V. Which word replaces ‘sat down heavily’ in the sentence—’Ausable moved to an armchair and sat down heavily’? (1) a. dumped. b. flumped. c. pumped. d. jumped. Ans:

I. c. a gun has a threatening implication II. a. crafty: fox; menacing: gun III. b. Option ii IV. d. p lays music louder than is necessary late into the night V. b. flumped

3. Read the following extract carefully and answer the questions that follow.

(CBSE Sample Paper 2012; Modified)

Ausable was, for one thing, fat. Very fat. And then there was his accent. Though he spoke French and German passably, he had never altogether lost the American accent he had brought to Paris from Boston twenty years ago. ‘You are disappointed,’ Ausable said wheezily over his shoulder.

I. Who is being referred to as ‘you’ in the (1) passage? a. Fowler b. Ausable c. The waiter d. Max

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II. Choose the option that means the ‘passably’. a. in passing b. poorly c. fairly well d. in the past

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III. Why was the listener disappointed? (1) a. Ausable did not look like a secret agent. b. Ausable refused to share any secrets. c. The listener expected to meet a famous detective. d. The waiter interrupted their conversation. IV. What does the phrase ‘never altogether lost’ suggest about Ausable’s accent? (1) a. He completely lost his American accent. b. He still retained traces of his American accent. c. He had developed a strong French accent. d. He spoke with a British accent.

Ans:

V. Where had Ausable lived before moving (1) to Paris? a. London b. Berlin c. Boston d. Rome

I. a. Fowler II. c. fairly well III. a. Ausable did not look like a secret agent. IV. b. H e still retained traces of his American accent. V. c. Boston

4. Read the following extract carefully and answer the questions that follow. Ausable was, for one thing, fat. Very fat. And then there was his accent. Though he spoke French and German passably, he had never altogether lost the American accent he had brought to Paris from Boston twenty years ago. I. Who is the author of the story from which this extract has been taken? (1) a. Robert Arthur b. Claire Boiko c. Victor Canning d. None of the above II. What in the narrator’s opinion can be described as a quintessential spy? a. Lean, nimble and fluent without any specific accent. b. Fat and heavily accented. c. Both (b) and (c) d. None of the above

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III. Which literary device is used in the phrase ‘Ausable was, for one thing, fat. Very fat.’? (1) a. Metaphor b. Repetition c. Simile d. Personification

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IV. Assertion (A): Ausable did not have the appearance of a typical secret agent. Reason (R): He was overweight and spoke French and German with an American accent. (1) a. Both A and R are true, and R is the correct explanation of A. b. Both A and R are true, but R is not the correct explanation of A. c. A is true, but R is false. d. A is false, but R is true.

Ans:

V. Ausable had brought his American accent to Paris from ________ twenty years ago. (1) a. New York b. Boston c. Washington d. Chicago

I. a. Robert Arthur II. a. L ean, nimble and fluent without any specific accent. III. b. Repetition IV. a. B oth A and R are true, and R is the correct explanation of A. V. b. Boston

5. Read the following extract carefully and answer the questions that follow. Ausable moved to an armchair and sat down heavily. ‘I’m going to raise the devil with the management this time, and you can bet on it,’ he said grimly. ‘This is the second time in a month that somebody has got into my room through that nuisance of a balcony!’ Fowler’s eyes went to the single window of the room. I. What literary device is used in ‘I’m going to raise the devil with the management this time’? (1) a. Enjambment b. Hyperbole c. Simile d. Alliteration II. What was strange about Ausable’s explanation of his balcony? (1) a. Nothing strange about it. b. Balcony was not easily visible c. The balcony entrance was blocked recently. d. The balcony did not have a door leading out. 405

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III. Why does Ausable appear annoyed about the balcony? (1) a. Fowler had made a ghost entry through there. b. The waiter never told him about the balcony. c. Max had entered through the balcony. d. None of the above

Reason (R): There was a man standing with a pistol in the middle of the room. (1) a. Both A and R are true, and R is the correct explanation of A. b. Both A and R are true, but R is not the correct explanation of A. c. A is true, but R is false. d. A is false, but R is true.

IV. Which of the following words is an antonym of ‘nuisance’? a. annoyance b. blessing c. plague d. pest

IV. Which one of the following words is an antonym of ‘authentic’? (1) a. genuine b. real c. true d. fake

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V. Assertion (A): Ausable said he had complained to the management about the balcony. Reason (R): He said someone had used it previously to break into his room. (1) a. Both A and R are true, and R is the correct explanation of A. b. Both A and R are true, but R is not the correct explanation of A. c. A is true, but R is false. d. A is false, but R is true. Ans:

I. b. Hyperbole II. d. T he balcony didn’t have a door leading out. III. d. None of the above. IV. b. Blessing V. a. B oth A and R are true, and R is the correct explanation of A.

6. Read the following extract carefully and answer the questions that follow. As he spoke, Ausable closed the door behind him. Then he switched on the light. And as the light came on, Fowler had his first authentic thrill of the day. For halfway across the room, a small automatic pistol in his hand, stood a man. Ausable blinked a few times. I. What literary device is used in ‘Fowler had his first authentic thrill of the day’? (1) a. Metaphor b. Irony c. Personification d. Hyperbole II. Is the statement True or False? Fowler was unfazed upon seeing the armed man in the room. (1) III. Assertion (A): Fowler had an exciting and thrilling experience upon entering Ausable’s room.

V. In the story how does Ausable get rid of the man with the gun? (1) a. He calls the police. b. The waiter helps him. c. He uses his wits. d. Fowler gets rid of him. Ans:

I. b. Irony II. True III. a. B oth A and R are true, and R is the correct explanation of A. IV. d. fake V. c. He uses his wits.

Short Answer Questions

Answer the following questions in about 40–50 words.

1. In what ways did Ausable defy the stereotypical image of a secret agent, and how did this contrast with Fowler’s expectations? Ans: Ausable was very different from the typical image of a secret agent. He was overweight, spoke with an accent, and did not seem physically fit or adventurous. Unlike Fowler’s expectations of a smart and action-packed spy life, Ausable led a rather ordinary and uneventful life, making him seem dull at first, especially as they spent the first half of the evening in a music hall without any action. 2. Do you think Max was suited for carrying out risky tasks? Why or why not? OR How was Max unprepared for his mission in ‘The Midnight Visitor’? Ans: Max was not suited for risky tasks because he lacked careful planning and critical thinking. Although he carried a gun, he did not think ahead or prepare an escape plan. He blindly believed Ausable’s story about the balcony

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without verifying it, showing his carelessness. When he heard the knocking at the door, he panicked instead of staying calm and assessing the situation. He should also have locked the door. His fear led him to make a hasty decision to escape through the window without checking if the balcony actually existed. This impulsiveness and lack of intelligence ultimately led to his downfall. 3. Why did Fowler visit Ausable, and did he accomplish his goal? Ans: Fowler, a young writer, visited Ausable to experience the exciting life of a secret agent. However, he was disappointed because Ausable did not match the image he had imagined. Instead of adventure and danger, Fowler initially found Ausable’s life quite ordinary. But by the end of the story, he witnessed an unexpected and thrilling event when Max, a spy with a gun, appeared in the room. I think Fowler more than accomplished his goal as he got a very good story and saw a master of his craft in action when Ausable tricked Max into falling to the ground. 4. Did Fowler find this episode thrilling or disappointing? Justify your answer. Ans: Fowler found the episode thrilling. He was amazed by Ausable’s cleverness, especially when he fabricated the story about the balcony and the police. Ausable managed to get the intruder, Max, out of the way using a very clever strategy.

5. Why was Fowler eager to meet Ausable?

(CBSE Question Bank)

Ans: Fowler was interested in meeting Ausable because he wanted to experience the exciting life of a secret agent and probably wanted to write an article. He imagined that a spy would lead a dangerous life and have thrilling adventures. He expected Ausable to be a typical secret agent— charismatic, quick-witted and fit. However, when he met Ausable, he was disappointed. Ausable did not match the image Fowler had in mind. He was overweight, spoke with an American accent, and led what seemed an ordinary life. Fowler felt let down, as there was no sign of the excitement he had hoped for. However, by the end of the story, he did witness an unexpected and dramatic turn of events, changing his perception of Ausable’s intelligence. Section C • The Midnight Visitor

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6. How did Ausable justify the quote, ‘Attack is the secret of defense,’ when Max threatened him? (CBSE Question Bank) Ans: Ausable’s quick thinking and calm approach showed that attack can be the best defence. Instead of panicking when Max threatened him, he cleverly created a false story about the balcony. He also led Max to think that he had arranged with the police to do a security check. When the waiter knocked, Max believed he was trapped. Believing that there was a balcony, he got through the window and fell from the building. 7. How did Fowler’s experience change completely by the end of the evening in ‘The Midnight Visitor’? (CBSE Question Bank) Ans: Fowler’s expectations of meeting a secret agent were completely different from reality. He had imagined a thrilling encounter filled with danger and excitement. However, when he met Ausable, he was disappointed to find an ordinary-looking man who seemed to lead a dull life. Throughout the evening, Fowler saw no action until Max, a man with a gun, appeared in Ausable’s room. This unexpected turn of events completely changed Fowler’s perception. He witnessed Ausable handling the situation with intelligence and wit, outsmarting Max. By the end of the evening, Fowler finally experienced the thrill he had hoped for, but in a way he had never expected.

8. One should never judge a book by its cover. Explain with reference to Ausable and how he outwits Max with his presence of mind.

(CBSE Question Paper, 2/5/1; 2023–2024)

Ans: ‘The Midnight Visitor’ challenges stereotypical image of a spy by showing that Ausable, who is overweight and seems very boring, is intelligent and quick-witted. Ausable outwits Max, who looks more like a spy but despite having a gun, lacks the wit to plan and be aware of the situation he is in. The story proves that appearances can be misleading, and true ability lies in intelligence, not looks or having a weapon.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. In your view, who demonstrates greater intelligence—Ausable or Max? Support your answer with reasoning. 407

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Ans: Ausable is more intelligent because he uses his wit and quick thinking to outsmart his opponent. Max, despite having a gun, is not as clever. He underestimates Ausable and blindly believes the fabricated story about the balcony. Instead of verifying the information, he panics when he hears a knock at the door and makes a fatal mistake by trying to escape onto a non-existent balcony. This shows that intelligence includes being able to stay calm in a threatening situation, thinking critically and making the right decisions. Ausable’s ability to manipulate the situation with his words proves that wit and quick thinking are more powerful than physical threats. 2. Imagine that you are Fowler and write what happened after you entered Ausable’s hotel room Ans: When Ausable and I entered the hotel room, there was a slender man inside who was waving a gun. He said he wanted a confidential report about missiles that would be arriving. I was amazed at Ausable’s calm manner. He dropped into an armchair and asked Max how he had entered the room. Ausable expressed his anger at the hotel management and explained how someone had previously come in from the balcony outside his window. There was a knock at the door and Ausable said that he had arranged with the police to call on him as a security measure. Panicked, Max retreated to the window, still pointing the gun at us. He said that he would wait on the balcony. The next I heard was a shrill scream. Calmly, Ausable opened the door, and I saw a waiter instead of the police that I had been expecting. I was still worried about Max on the balcony and wondered why he had screamed. It was only when Ausable explained that there was no balcony that I fully realised what had happened. 3. As Ausable’s manager, write a recommendation letter for his promotion, highlighting his qualities and using an event from the chapter as an example of his intelligence.

You may begin this way: 22, Rue Nationale Paris 26 March 1978

(Competency-based Question)

The General Director Department for Internal Security

11-A, Rue de Dunkerque Paris

Subject: Letter of Recommendation

I am writing to recommend Monsieur Ausable for promotion within our secret service. (cont.) Ans: I am writing to recommend Monsieur Ausable for promotion within our secret service. Having worked closely with him for the past two years, I have observed his unwavering commitment and intelligence in handling complex situations. A prime example of his brilliance was evident during an unexpected confrontation with an intruder in his room, where he cleverly used his wit to avert danger and outsmart the adversary. This is just one instance of his ability to remain calm and think strategically under pressure. I believe his exceptional skills and dedication make him a worthy candidate for a higher rank in the department. Yours sincerely ABC

4. Max in ‘The Midnight Visitor’ was not very smart and failed to prepare for his meeting with Ausable. Comment on this statement. Ans: Max’s lack of preparation played a key role in his failure. He entered Ausable’s room with a gun, believing it would be enough to intimidate him. However, he did not gather enough information about the setting or consider possible risks. He was unaware that there was no balcony outside the window, which made him vulnerable to Ausable’s trick. Instead of verifying the facts, Max panicked when he heard a knock at the door, assuming it was the police. His hasty decision to escape without thinking led to his downfall. Ausable, on the other hand, remained calm and used his intelligence to turn the situation in his favour. Max’s failure shows that overconfidence and poor planning can lead to serious mistakes. 5. Compare the story ‘The Midnight Visitor’ with ‘A Question of Trust’. How are they similar and how are they different? (Competency-based Question) Ans: in ‘The Midnight Visitor’ two spies confront each other to gain possession of a report on missiles. In ‘A Question of Trust’ a seasoned thief, who is after jewels, is tricked into believing that the other thief is the lady of the house. Although the characters have different occupations there are clear similarities in the situations.

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In both stories, one character reads the potentially dangerous situation correctly and strategically uses their intelligence to gain the upper hand. Ausable tricks Max into jumping out of a window, in an attempt to hide from the police. The female thief, who discovers Danby robbing the house which she has also targetted, seems so familiar with the house that she tricks Danby into handing over the jewels. Both Danby and Max are gullible. There are two similar themes–deception which lies at the core of both stories and the use of wit and presence of mind to deal intelligently with a difficult situation. Max ends up falling from a window where there is no balcony and Danby ends up in jail as he is tricked into taking off his gloves. The stories may be different, but the similarities lie in the matching of wits and the successful outcome for the one who uses intelligence and guile to overcome an opponent.

Assessment

Scan to see answers.

Extract-based Questions

1. Read the following extracts carefully and answer the questions that follow.

(2 × 5 = 10 marks)

a. ‘You are disillusioned’, Ausable told him. ‘But take cheer, my young friend. Presently you will see a paper, a quite important paper for which several men and women have risked their lives, come to me. Some day soon that paper may well affect the course of history. In that thought is drama, is there not?’

(CBSE Question Paper; 2014–2015)

I. Who is ‘my young friend,’ and what does this reveal about their relationship with Ausable? (1) a. Max, Ausable’s assistant b. Fowler, a young writer c. A secret agent d. A hotel manager II. What does the ‘important paper’ represent in the story? a. A letter from Fowler b. A report on new missiles c. A hotel registration form d. A spy’s personal diary Section C • The Midnight Visitor

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III. Which word in the passage means ‘disappointed’? (1) a. encourage b. enthusiastic c. disillusioned d. confident IV. What literary device is used in ‘In that thought is drama, is there not?’ (1) a. Metaphor b. Rhetorical question c. Simile d. Personification V. Assertion (A): Ausable tries to make the situation sound more dramatic for Fowler. Reason (R): He wants to impress Fowler with the dangers involved in his work. (1) a. Both A and R are true, and R is the correct explanation of A. b. Both A and R are true, but R is not the correct explanation of A. c. A is true, but R is false. d. A is false, but R is true. b. Max bit his lip nervously. The knocking was repeated. ‘What will you do now, Max?’ Ausable asked. ‘If I do not answer the door, they will enter anyway. The door is unlocked. And they will not hesitate to shoot.’ Max’s face was black with anger as he backed swiftly towards the window. (CBSE Sample Paper; 2021–2022) I. Who was knocking at the door? a. A waiter b. A policeman c. A friend d. A guest

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II. Max became nervous because (1) a. he was scared of Ausable. b. he thought the police had come. c. the door was unlocked. d. Ausable did not get up to open the door. III. Why did Max move towards the window? (1) a. He wanted to escape before the police arrived. b. He was trying to scare Ausable. c. He wanted to check who was at the door. d. He thought the window led to a balcony. IV. Which word in the extract is opposite in meaning to the word ‘confidently’? (1) V. What was Max’s reaction when the knocking continued? (1) a. He opened the door immediately. b. He stood still, unsure of what to do. c. He backed swiftly towards the window. d. He shouted angrily at the person knocking. 409

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2. Answer any FOUR questions in 40–50 words each. (4 × 3 = 12 marks) a. Describe Max as an agent. (CBSE Question Paper, 2/5/2; 2022–2023)

b. Comment on the writer’s choice of creating an unconventional spy character like Ausable in ‘The Midnight Visitor.’ (CBSE Practice Paper; 2023–24) c. Do you think Ausable was a clever secret agent? Justify your answer.

(CBSE Sample Paper; 2011–2012)

d. Explain the role of the waiter, Henry, in saving the dangerous situation that Ausable and Fowler face. e. How does the theme intelligence versus physical appearance feature in the story?

3. Answer any THREE of the questions in 100–120 words. (3 × 6 = 18 marks) a. Describe the twist in the plot in ‘The Midnight Visitor’. Analyse how Fowler’s opinion of Ausable must have changed because of this (CBSE Practice Question Paper; 2022–2023) twist.

b. The various elements of Robert Arthur’s writing style work together to create a sense of tension, uncertainty, and suspense, wellsuited to the mystery and suspense genre of the story, ‘The Midnight Visitor’. Write with reference to any one element.

(CBSE Sample Question Paper; 2023–2024)

c. Compare the characters of Ausable and Max. How are they physically different and how do their character traits contribute to what happens in ‘The Midnight Visitor’? (Competency-based Question) d. The statement ‘Stereotypes are often misleading’ reflects how assumptions based on common ideas can be wrong. Discuss this idea in the context of ‘The Midnight Visitor’.

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A Question of Trust

—Victor Canning

About the Author

Victor Canning (1911–1986) was a British novelist and writer known for his thrillers, adventure stories and detective fiction. Born on 16 June 1911 in Plymouth, England, he showed an early interest in literature and began publishing stories while he was still a teenager. Canning’s stories are full of excitement, clever plots and interesting characters. Over his long career, he wrote numerous novels, including ‘The Rainbird Pattern’ (1972), which won the Crime Writersʼ Association Silver Dagger award and was later adapted into Alfred Hitchcock’s movie ‘Family Plot’. Apart from crime fiction, Canning also wrote books for younger readers and explored various genres, including spy stories and tales of adventure. ‘A Question of Trust’ is one of his engaging short stories that delves into themes of trust, deception and morality, showcasing his skill in creating suspenseful and thought-provoking stories.

Summary

‘A Question of Trust’ follows the story of Horace Danby, a fifty-year-old locksmith who appears to be an honest man but secretly commits burglaries to buy rare books. He carefully plans his thefts and ensures he never gets caught. One day, he targets a wealthy woman’s house while the owners are away. He studies the security system and is confident that his plan will go smoothly. As he is about to open the safe, a young woman enters, claiming to be the owner of the house. She pretends to be in trouble and asks Horace to open the safe for her, assuring him that she will not report him. Believing her, Horace opens the safe and hands her the jewels. Later, he is caught by the police when his fingerprints are found in the house. He realises that the woman was not the owner but a thief who had tricked him. In prison, Horace regrets trusting her but he is forced to accept his fate.

Theme of the Story

One of the main themes of ‘A Question of Trust’ is deception and betrayal. Horace Danby, who secretly commits burglaries, believes he is in control of his actions and will never be caught. However, he becomes the victim of a more skilled deceiver—the woman who tricks him into opening the safe. She pretends to be the owner of the house and manipulates Horace by making him believe she will not report him. Trusting her, he unknowingly hands over the stolen jewels, only to be arrested later. This highlights how deception can come from unexpected places and how even a clever person can be fooled. Ironically, Horace who relies on trickery to commit thefts is betrayed when the woman uses his own methods against him. The story serves as a reminder that trusting the wrong person can lead to one’s downfall.

Glossary

hay fever: an allergy caused by pollen or substances like dust, often resulting in sneezing and a runny nose respectable: decent; honourable hindering: stopping or making something difficult firmness: being solid, hard and not easily bent or broken ornaments: decorative objects used to make something look more beautiful inconvenience: something that causes trouble or makes things difficult persuaded: convinced someone to do or believe something mended: fixed or repaired pounds: the official currency of the United Kingdom, denoted by £ stirred: mixed or moved around tickle: to lightly touch someone or something in a way that causes them to laugh or giggle safe: a secure container designed to protect valuable items from theft, fire or damage Section C • A Question of Trust

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NCERT Solutions Read and Find Out

1. What does Horace Danby like to collect? Ans: He enjoys collecting rare and expensive books. 2. Why does he steal every year? Ans: He steals every year to gather enough money to buy rare and expensive books. 3. Who is speaking to Horace Danby? Ans: A young, pretty woman dressed in red is speaking to Horace. She seems to be the owner of the house. 4. Who is the real culprit in the story? Ans: The young woman who pretends to be the owner of the house is the real culprit in the story.

Think about It

1. Did you begin to suspect, before the end of the story, that the lady was not the person Horace Danby took her to be? If so, at what point did you realise this, and how? Ans: Yes, I started to suspect the lady when she calmly asked Horace to open the safe. She did not seem scared of a thief and knew a lot about the house. The biggest clue was when she took the jewels but did not call the police to turn him in, which would have been strange for the real owner of the house. 2. What are the subtle ways in which the lady manages to deceive Horace Danby into thinking she is the lady of the house? Why doesn’t Horace suspect that something is wrong? Ans: The lady deceives Horace Danby by acting confident and in control. She speaks politely but firmly as if she owns the house. She also knows details about the house and the safe, making her seem like the real owner. Horace does not suspect anything because she looks rich, speaks well and behaves exactly like a lady of the house would. He is also fascinated by the woman, eager to please her. Because of this, he lets his guard down and doesn’t suspect anything. 3. ‘Horace Danby was good and respectable—but not completely honest’. Why do you think this description is apt for Horace? Why can’t he be categorised as a typical thief?

Ans: This description is apt because Horace Danby appears to be a decent man who runs a successful business and lives a quiet life. However, he secretly steals to buy rare books, showing that he is not completely honest. He is not a typical thief because he does not steal out of greed but only once a year for his love of books. For him, stealing is more like a hobby to fuel his passion. Itʼs not a necessity like it would be for a typical thief. 4. Horace Danby was a meticulous planner but still, he faltered. Where did he go wrong and why? Ans: Horace Danby went wrong when he trusted the lady without verifying her identity. Despite being a careful planner, he believed her story and obeyed her instructions to open the safe. His biggest mistake was not wearing gloves while handling the safe, leaving fingerprints behind. He was deceived because he underestimated the possibility of being tricked himself.

Talk about It

1. Do you think Horace Danby was unfairly punished, or that he deserved what he got? Ans: Horace Danby deserved his punishment because stealing is a crime, even if he did it for books. He had been committing theft for years and finally got caught. However, it was unfair that the real thief, the lady, escaped without punishment. Horace was tricked, but his own dishonesty led to his downfall. Real justice would have been served by giving the young woman her just deserts as well. 2. Do intentions justify actions? Would you, like Horace Danby, do something wrong if you thought your ends justified the means? Do you think that there are situations in which it is excusable to act less than honestly? Ans: Intentions do not always justify actions. Doing something wrong, even for a good reason, can still have bad consequences. Like Horace Danby, people may believe their actions are harmless, but stealing is still a crime. However, in extreme situations, like saving a life or protecting someone from harm, acting dishonestly might be excusable. It depends on the situation, the

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harm caused and whether a greater good is achieved. In most cases, honesty is the best policy, but sometimes, difficult choices must be made. Ethics and morals are complex, and every situation should be judged carefully before taking action.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. The safe was not going to be hard to open. After all, he had lived with locks and safes all his life. The burglar alarm was poorly built. He went into the hall to cut its wire. He came back and sneezed loudly as the smell of the flowers came to him again. How foolish people are when they own valuable things, Horace thought. A magazine article had described this house, giving a plan of all the rooms and a picture of this room. The writer had even mentioned that the painting hid a safe! I. Based on Horace’s observations, what is his opinion of people who own expensive possessions? (1) a. He admires their taste in art and luxury. b. He believes they are naive about security. c. He feels sympathy for them. d. He thinks they deserve to be robbed. II. Identify the statement that is NOT supported by the extract. (1) a. Horace was an experienced burglar. b. The house had poor security measures. c. The magazine article helped Horace plan the robbery. d. Horace was hesitant about committing the crime. III. If Horace had been more cautious, what would he have done differently? (1) a. Wouldn’t have trusted the woman b. Carried an anti-sneeze spray with him c. Kept his gloves on d. All of the above IV. Which of the following best describes the tone of the phrase ‘How foolish people are when they own valuable things’? (1) a. Amusement b. Regret c. Disapproval d. Admiration Section C • A Question of Trust

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V. The magazine article showcasing the house does not have the effect that the prideful owners expect it to have. Which literary device is evident? (1) a. Metaphor b. Assonance c. Irony d. Personification Ans: I. b. He believes they are naive about security. II. d. H orace was hesitant about committing the crime. III. d. All of the above IV. c. Disapproval V. c. Irony 2. Read the following extract carefully and answer the questions that follow. It was a quiet, kindly voice, but one with firmness in it. A woman was standing in the doorway, and Sherry was rubbing against her. She was young, quite pretty and was dressed in red. She walked to the fireplace and straightened the ornaments there. ‘Down, Sherry,’ she said. ‘Anyone would think I’d been away for a month!’ She smiled at Horace, and went on, ‘However, I came back just in time, though I didn’t expect to meet a burglar.’ Horace had some hope because she seemed to be amused at meeting him. He might avoid trouble if he treated her the right way. He replied, ‘I didn’t expect to meet one of the family.’ I. Who was Sherry? a. The cat c. The housekeeper

b. The dog d. A monkey

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II. What does the word ‘firmness’ imply about the woman? (1) a. She is confident. b. She is irritated. c. She is frightened. d. She is amused III. Which actions and words convinced Danby that the woman lived in the house? (1) Choose the odd one out. a. Sherry is familiar with her. b. The woman straightens the ornaments. c. Her comments about being away for a month. d. She seemed to be amused. IV. What does the colour red signify in the context of the passage? (1) a. Wealth b. Poor dress sense c. Self-confidence d. Status

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V. State whether True or False. (1) Danby immediately recognises the lady in red as the madam of the house. Ans: I. b. The dog II. a. She is confident. III. d. She seems to be amused. IV. c. Self-confidence V. False (Initially he thinks she may be some family member.) 3. Read the following extract carefully and answer the questions that follow. She picked up a silver box from the table and took a cigarette from it. Horace, eager to please her and seeing that she might help him, took off his gloves and gave her his cigarette lighter. ‘You’ll let me go?’ He held the lighter towards her. ‘Yes, but only if you’ll do something for me.’ ‘Anything you say.’ ‘Before we left for London, I promised my husband to take my jewels to our bank; but I left them here in the safe. I want to wear them to a party tonight, so I came down to get them, but...’ Horace smiled. ‘You’ve forgotten the numbers to open the safe, haven’t you?’ ‘Yes,’ replied the young lady.

I. Which is not a reason why Horace offers her a light? (1) a. She takes a cigarette. b. He is also smoking. c. He wants to impress her. d. He is dependent on her goodwill. II. Why is it significant that Horace takes off his gloves to offer her a light? Choose the best answer. (1) a. The fingerprints he leaves will get him caught later. b. He knows it is ill-mannered not to take them off. c. It shows that he is a gentleman thief. d. The police use the gloves to identify him. III. What would be Danby’s tone when he says, ‘You’ll let me go?’ (1) a. Demanding b. Carefree c. Hopeful d. Serious IV. How does the woman manipulate Danby using the story about her husband? (1) a. She implies that her husband may be angry and that she needs Danby’s help. b. She says she failed to take the jewels to the bank and that they will be stolen.

c. She knows Danby is strong and that he will be able to break open the safe. d. She implies that her husband will still be away for quite a while. V. Which gender stereotype is implied when Danby says, ‘You’ve forgotten the numbers to open the safe, haven’t you?’ (1) a. That women try and get their way by flattering men b. That women need men to do things for them c. That women rely on men for everything d. That women are not good at remembering numbers Ans: I. b. He is also smoking. II. a. T he fingerprints he leaves will get him caught later. III. c. Hopeful IV. a. S he implies that her husband may be angry and that she needs Danby’s help. V. d. T hat women are not good at remembering numbers 4. Read the following extract carefully and answer the questions that follow. For two days he kept his promise to the kind young lady. On the morning of the third day, however, he thought of the books he wanted and he knew he would have to look for another safe. But he never got the chance to begin his plan. By noon a policeman had arrested him for the jewel robbery at Shotover Grange. His fingerprints, for he had opened the safe without gloves, were all over the room, and no one believed him when he said that the wife of the owner of the house had asked him to open the safe for her. The wife herself, a gray-haired, sharp-tongued woman of sixty, said that the story was nonsense. I. What does the phrase ‘For two days he kept his promise’ reveal about the burglar’s character? (1) a. He is completely reformed and will never steal again. b. He struggles between doing the right thing and his old habits. c. He only pretended to change but had no real intention of stopping. d. He wanted to return the stolen goods but was caught before he could.

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II. If you were a detective, why wouldn’t you believe the burglar’s story? (1) a. His fingerprints provide solid evidence against him. b. The wife confirms that he was telling the truth. c. The burglar has a history of always telling the truth. d. There is video footage proving his innocence. III. The word ‘sharp-tongued’ in the passage is closest in meaning to: (1) a. polite b. harsh c. silent d. shy IV. What does the phrase ‘no one believed him’ reveal about society’s attitude toward individuals with a criminal past? (1) a. People believe in redemption and second chances. b. The burglar was clearly lying about his innocence. c. The police always assume criminals are not guilty. d. Once labelled a criminal, it is hard to regain trust. V. The real owner of the house and the lady who pretended to be the owner were different. Choose the statement that is not true. (1) a. The imposter was young and the owner was older. b. The imposter spoke kindly; the owner spoke sharply. c. The imposter was blond; the owner was gray-haired. d. One was an imposter and the other was the real owner. Ans: I. b. He struggles between doing the right thing and his old habits. II. a. His fingerprints provide solid evidence against him. III. b. harsh IV. d. Once labelled a criminal, it is hard to regain trust. V. c. The imposter was blond; the owner was grey-haired. 5. Read the following extract carefully and answer the questions that follow. Horace is now the assistant librarian in the prison. He often thinks of the charming, clever Section C • A Question of Trust

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young lady who was in the same profession as he was, and who tricked him. He gets very angry when anyone talks about ‘honour among thieves’. I. Is the following statement True or False according to what you know about the story? (1) This is the second time that Horace has been in prison. II. Which would be the best word to replace the word ‘charming’ in the passage? (1) a. bewitching b. appealing c. beautiful d. intelligent III. What is the significance of calling robbery a profession? Choose the odd one out. (1) a. It is a profession like any other. b. It is an age-old profession. c. It makes it sound more noble than it is. d. It describes what they do to earn a living. IV. What does ‘honour among thieves’ mean in the context? (1) a. Thieves can be honourable. b. There is privilege among thieves. c. Thieves are admired by their colleagues. d. There is a standard of conduct among thieves. V. Which word cannot be used in the context to replace ‘tricked’? (1) a. victimised b. duped c. conned d. deceived Ans: I. True (Danby was in prison 15 years ago.) II. b. appealing III. c. It makes it sound more noble than it is. IV. d. There is a standard of conduct among thieves. V. a. victimised

Short Answer Questions

Answer the following questions in about 40–50 words. 1. What does the phrase ‘honour among thieves’ mean? Why does Horace get angry at this phrase? (CBSE Question Paper, 2/5/2; 2022–2023) Ans: The phrase ʻhonour among thievesʼ refers to the unwritten code that even criminals follow certain ethical rules and donʼt betray each other. Horace becomes angry because the phrase reminds him of how the young woman betrayed this code by deceiving a fellow thief and causing his arrest. 415

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2. ‘How foolish people are when they own valuable things.’ Does this statement hold true for Horace Danby himself? Support your answer with instances from ‘A Question of Trust’.

(CBSE Question Bank) Ans: Yes, this statement ironically applies to Horace himself. While he exploits othersʼ carelessness with valuable possessions, his own weakness— his love for rare books—makes him foolish and vulnerable. He trusts the young woman when he has many reasons not to. His greed for valuable and rare books dulled his ability to think logically and motivated him to plan a robbery every year. 3. What role does Danby’s hay fever play in the plot? Ans: Horace Danby suffers from hay fever, a pollen allergy. It affects him by causing uncontrollable sneezing, which ultimately leads to his downfall. While robbing the house, the flowers triggered his allergy, making him sneeze loudly. This mistake reveals his presence to the young lady. 4. How does the young womanʼs knowledge of the safe and interior of the house suggest deeper layers to her character? What clues does the author provide? Ans: The womanʼs intimate knowledge of the house reveals that she may be a more sophisticated criminal than she appears. She is not only smart but a very good actress. The details, like knowing the dog, suggest either inside information or very careful reconnaissance, making her deception of Horace even more masterful. 5. What role does the setting of the country house play in developing the storyʼs atmosphere? Consider how it influences both charactersʼ actions. Ans: The country house represents wealth, respectability and social status. Its isolated location creates the perfect setting for both Horaceʼs planned crime and the womanʼs deception. The house is grand and obviously belongs to very rich owners. This and the magazine article about the house lead to it being targeted by thieves. Just as the house suggests affluence, the two thieves are also top of their class. The atmosphere lends itself to a grand deception. 6. How does the author highlight the contrast between appearances and reality through the characters of Horace and the young woman?

Ans: Both characters present carefully constructed false appearances–Horace as the respectable businessman and the woman as the lady of the house. Their true identities reveal the storyʼs central theme that appearances are deceptive and trust can be misplaced. 7. How does Horace Danbyʼs passion for rare books serve as both his strength and his downfall? Explain the irony in this aspect of his character. Ans: The love Horace has for rare books is a doubleedged sword. He is able to use what he learnt in the prison library to follow an interesting hobby of collecting valuable books but it is this obsession that also leads to his downfall. 8. ‘A fox should not be on the jury at a gooseʼs trial.’ – Thomas Fuller How does this quote illuminate the irony of Horaceʼs situation when he trusts the young womanʼs judgment about the safe? Ans: The quote perfectly captures Horaceʼs foolishness in trusting another criminal. Just as a fox canʼt be trusted to judge a goose fairly, Horace shouldnʼt have trusted the young womanʼs guidance about the safe, making him the proverbial goose in the situation. 9. How does Horaceʼs expertise in fixing highquality locks serve as both a metaphor and a plot device in the story? What does it reveal about his character? Ans: Horaceʼs expertise in fixing high-quality locks serves as a metaphor for his overconfidence—he believes he can outsmart the house’s security systems but ultimately he is deceived himself. As a plot device, it establishes his skills while ironically leading to his downfall. It reveals that despite his precision and planning, he is vulnerable to manipulation. 10. If Horace had successfully stolen the valuables in the safe that day, would it have been his last burglary as he claimed? Justify your answer based on his character traits. Ans: Despite his claims, Horaceʼs addiction to rare books and the thrill of perfectly executed burglaries suggests he wouldnʼt have stopped. His annual ‘last burglary’ is self-deception, much like his false sense of morality, as he thinks of himself as an ethical thief.

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11. ‘Society must be protected from men like you.’ Comment on the irony of the given quote. (CBSE Question Bank) Ans: The irony in ‘Society must be protected from men like you’ lies in the fact that it is spoken by a woman who is also a thief. She deceives Horace Danby, making him open the safe while she escapes with the loot. Though she accuses him, she is equally guilty. 12. ‘The most successful people work smart, not hard’ Justify the quote with reference to ‘A Question of Trust’. (CBSE Question Bank) Ans: In A Question of Trust, the lady outsmarts Horace Danby by using her intelligence instead of physical effort. While Horace carefully plans his theft, she tricks him into opening the safe for her. This justifies the quote, as she succeeds through cleverness, while Horace’s hard work goes in vain.

Long Answer Questions

Answer the following questions in 100–120 words. 1. Imagine that the young lady thief writes a letter to Horace Danby while he is in prison. Write the letter imagining yourself to be that young lady with respect to the story. (CBSE Question Bank) Ans: Dear Horace,

I hope this letter finds you in good health, even though I know you must be quite upset with me. I owe you an explanation. Although I doubt it will make amends, I believe you deserve to hear the truth. You see, I have always relied on my wit and charm to survive. That day, when I saw you at the house, I recognised an opportunity and acted on it. I must confess that deceiving you was not just necessary for my plan but also a challenge I couldn’t resist. You seemed so meticulous, yet your trust in me made it all too easy. I do regret the trouble I caused you, but life in our world is rarely fair. Perhaps we are not so different; we both have our reasons for stepping beyond the bounds of the law. Maybe, if fate had been kinder, we could have been allies instead of adversaries. Take care, Horace. I hope you can forgive me one day, though I will understand if you never do. Yours sincerely The Young Lady Thief Who Totally Bested You Section C • A Question of Trust

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2. As the woman who dupes Danby, pen a diary entry for the night before the robbery. Pen down your thoughts, fears and hopes from the robbery based on the events of the story ‘A Question of Trust’. (CBSE Question Bank) Ans: Wednesday, 12 July 1978, 9 P.M. It’s D-day, finally! Today, I know how it feels to be nervous and excited at the same time. My plan is set, and I have rehearsed every detail in my mind. I have watched Horace Danby stake out the house. He must also have read the magazine article. His skill at opening safes will be my key to success, and I must ensure that he believes my every word. Yet, there’s a nagging fear—what if something goes wrong? What if he sees through my fake personality? It’s risky, but isn’t everything worth having in life a little dangerous? I hope this robbery goes as planned, and I can walk away with those jewels without a trace of suspicion. Tomorrow, I will prove to myself that I am capable of pulling off this heist. It’s all or nothing now. Good luck to me! The Lady Thief

3. Imagine you are a detective investigating the case of the stolen jewels. What clues would you look for to prove Horace’s innocence or guilt? Write a short report from the detective’s perspective. (Competency-based Question) Ans: Investigative Report: Detective’s Name: Inspector James Carter Case: Stolen Jewels at Shotover Grange Report Summary: Upon investigating the theft of jewels at Shotover Grange, I gathered evidence to determine Horace Danby’s role and whether he acted alone.

Clues and Observations: Fingerprints: Horace’s fingerprints were found on the safe. Witness Testimonies: No unauthorised entry was recorded, but a woman resembling a ‘guest’ was reportedly seen nearby. The owner of the house, a lady of 60, claims that Danby’s story is false. Safe Lock Details: Horace’s skill was evident, but the damage to the safe suggests a hurried attempt to open it. 417

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Behavioural Profile: Horace’s meticulous nature suggests he wouldn’t leave evidence unless under stress. He does, however, have a criminal record. His claim of being tricked seems dubious and misleading. Motivation: Horace’s theft seems to be motivated by acquiring funding for his rare book collection. Conclusion: Horace is guilty of the theft but claims to have been deceived by a clever accomplice. This seems false. However, the ‘guest’ seen by eyewitnesses remains unidentified.

Recommendation: Further investigation is needed to identify the ‘guest’. Horace’s cooperation could be critical. Signed, Inspector James Carter

4. Do you think that there are certain situations in which you can be excused for acting dishonestly? Elaborate with reference to ‘A Question of Trust.’ (Competency-based Question) Ans: While honesty is generally considered a virtue, certain situations may justify acting dishonestly if the intent is to achieve a greater good or protect someone from harm. In ‘A Question of Trust’, Horace Danby justifies his thefts by claiming they are for a noble purpose—to buy rare books and lead a comfortable life. However, his actions are ultimately self-serving, and he is manipulated by the young woman, whose dishonesty is purely for personal gain. This raises the moral question: Can dishonesty ever be excused? It depends on the context and consequences. For example, lying to save someone’s life or prevent significant harm could be morally acceptable. However, in Horace’s case, his dishonesty benefits only himself and causes harm to others, making it difficult to excuse. The story suggests that while dishonesty may sometimes seem justifiable, it often leads to unintended consequences, as seen with Horace’s eventual downfall. Thus, dishonesty can occasionally be excused, but it must be weighed carefully against the potential harm and ethical implications.

5. Discuss the role of gender in the story. What can we infer from the interaction between Horace Danby and the young woman? Ans: The interaction between Horace Danby and the young woman in ‘A Question of Trust’ shows how gender and power can work in unexpected ways. The young woman uses her charm and cleverness to trick Horace. She takes advantage of the belief that women are innocent and trustworthy, which makes Horace let his guard down. This flips the usual idea that men are stronger or smarter in such situations. Even though Horace is an experienced thief, he is fooled by her quick thinking and confident behaviour. The young woman pretends to be the homeowner and uses Horace’s respect for her supposed status to control the situation. The story shows that power doesn’t depend on physical strength or traditional roles—it can come from intelligence and creativity. The young woman’s ability to outsmart Horace highlights how people can use others’ assumptions to gain the upper hand. In the end, the story challenges the usual ideas about men and women. It shows that anyone, regardless of gender, can be powerful and convincing if they are smart and resourceful. 6. How did the lady in red manage to outsmart and outmanoeuvre the other thief, Horace Danby, by robbing the safe without leaving a single fingerprint? (CBSE Question Paper, 2/1/2; 2023–24) Ans: The lady in red outsmarted Horace Danby with her intelligence, confidence and manipulative skills. She pretended to be the lady of the house, observing Horace’s fear and using it to her advantage. By acting calmly and talking control, she convinced him that she needed his help to retrieve her jewels. Horace, eager to please her and to escape trouble, took off his gloves while handing her a lighter. He does not put on his gloves again and leaves his fingerprints on the safe, while she cleverly avoids touching anything directly. Once the safe was unlocked, she took the jewels and disappeared, ensuring that only Horace’s prints were found. Her deception led to his arrest, proving that she was the smarter thief.

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Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. She was silent, watching him closely. Then she said, ‘You are really afraid of going to prison, aren’t you?’ She came over to him shaking her head. ‘I have always liked the wrong kind of people.’ She picked up a silver box from the table and took a cigarette from it. Horace, eager to please her and seeing that she might help him, took off his gloves and gave her his cigarette lighter. ‘You’ll let me go?’ He held the lighter towards her. ‘Yes, but only if you’ll do something for me.’ ‘Anything you say.’ ‘Before we left for London, I promised my husband to take my jewels to our bank; but I left them here in the safe. I want to wear them to a party tonight, so I came down to get them, but…

I. Which of the following traits does NOT describe the young woman in the passage? (1) a. Opportunistic b. Manipulative c. Observant d. Trustworthy

II. Why do you think Horace is ‘eager to please’?

III. Fill in the missing word. Cigarette : Cigar : : Kitchenette : _________ (1)

(1)

IV. What do Horace’s words, ‘Anything you say.’ imply about his feelings in the situati on? (1) a. Empathy b. Desperation c. Confidence d. Anger

V. What does the woman’s mention of her husband and the jewels suggest? (1) a. She is hiding something from Horace. b. She is truthful and open about her intentions. c. She fears that her husband will be angry. d. She is seeking approval from Horace.

Section C • A Question of Trust

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b. Horace said, ‘I would, of course, cut the telephone wires first and then...,’ he hesitated, a smile on his face, ‘I would make sure that you could do nothing for some time. A few hours would be enough.’ She looked at him seriously. ‘You’d hurt me?’ Horace paused, and then said, ‘I think I was trying to frighten you when I said that.’ ‘You didn’t frighten me.’ Horace suggested, ‘It would be nice if you would forget you ever saw me. Let me go.’ The voice was suddenly sharp. ‘Why should I? You were going to rob me. If I let you go, you’ll only rob someone else. Society must be protected from men like you.’

I. Why would Horace want to ‘cut the telephone wires’?

II. What would Horace need a few hours for?

(1)

III. Give a quote from the passage that proves that Horace did not intend to hurt the woman.

(1)

IV. When the woman says, ‘Society must be protected from men like you,’ she is pretending that she believes in ________. (1) a. forgiveness b. justice c. trust d. kindness

V. Why does the woman refuse to let Horace go, despite his plea? (1) a. She is genuinely concerned about protecting society from thieves. b. She wants to teach him a lesson about honesty. c. She has her own plan and needs him to open the safe. d. She is afraid he will come back to harm her later. 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. At the beginning of the story it is revealed that Horace was in prison 15 years ago. Does this make the plot more suspenseful and interesting? Do you agree or disagree? Support your answer with an example from the text. b. In what way did Horace Danby appear to be a ‘good and respectable’ citizen?

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c. Discuss two factors that made Danby confident that the robbery would be successful. d. Horace Danby is a thief who was cheated by another thief. Justify. (CBSE Question Paper, 2/5/1; 2023–24)

b. Discuss the theme of the story ‘A Question of Trust’. c. Do you agree with the saying ‘Everything is fair in love and war’? Justify your answer with examples from ‘A Question of Trust’.

3. Answer the questions in about 100–120 words. (3 × 6 = 18 marks) a. ‘Honour among thieves’ is considered a popular code. Examine ‘A Question of Trust’ as a story woven around this code. (CBSE Sample Question Paper; 2022–23)

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Footprints Without Feet

—H.G. Wells

About the Author

H.G. Wells (1866–1946) was a renowned English writer, often called the ‘father of science fiction’. Born in Bromley, England, he initially trained as a scientist under T.H. Huxley, which influenced his imaginative and scientific approach to storytelling. Wells gained fame with novels like ‘The Time Machine’ (1895), ‘The Invisible Man’ (1897) and ‘The War of the Worlds’ (1898) which explored futuristic concepts and the consequences of scientific progress. Apart from science fiction, he wrote social and political commentaries, advocating socialism and global peace. His historical work, ‘The Outline of History’ (1920), was widely acclaimed. Wells’ stories often warned against social injustice and the misuse of technology. His visionary storytelling continues to influence literature and film today.

Summary

‘Footprints Without Feet’ is an excerpt from ‘The Invisible Man’, one of Wells’ most famous novels. The story revolves around Griffin, a scientist who discovers the secret of invisibility but struggles with its consequences. Instead of using his discovery for good, he misuses it for personal gain. After setting his landlord’s house on fire because he was ejected, he becomes a fugitive, roaming the streets of London without clothes or shelter. One winter morning, two boys notice mysterious, muddy footprints in the snow, but no person is visible. The prints, of course, are made by the invisible Griffin. He sneaks into a large store for food and clothes and spends the night in comfort. When he is discovered asleep the next morning, he has to discard his clothes to escape from the shop assistants. He later steals clothes and accessories from a theatrical shop, disguising himself with bandages, side-whiskers, a hat, and dark glasses. Before escaping he attacks the shopkeeper and steals his money. Griffin leaves London for Iping, where his presence in the non-tourist season makes the villagers curious. The landlady, Mrs Hall, puts up with his rude behaviour because he has paid in advance. As his money runs out, he robs a clergyman’s home. In his absence, the landlord and his wife notice his open door and sneak into his room. They find Griffin’s clothes and bandages. When he arrives and finds them snooping, he attacks them with a chair and locks the door. The owner and his wife are terrified. Mrs Hall suspects that their unusual guest has allowed spirits to enter her furniture. The neighbours talk of witchcraft and when news of the burglary spreads, everyone suspects that the stranger is involved, especially when he produces the rent that he did not previously have. Mrs Hall challenges Griffin in the bar of the inn and demands to know what he did to her chair and how he got in and out of his locked room. Griffen loses his temper and starts unwrapping the bandages and plucking off his disguises. The town constable, Mr Jaffers, who has been called to investigate and arrest Griffin, arrives at this moment. The constable cannot catch hold of Griffin as he takes off all his clothes and becomes invisible again.

Theme of the Story

One of the central themes of the story is the ethical implications of scientific advancements. Griffin’s discovery of invisibility, while revolutionary, raises critical questions about the responsibility that comes with such knowledge. The story highlights how scientific discoveries, when misused, can lead to disaster. Griffin achieves invisibility but fails to use it for good, leading to his downfall. Another key theme is the abuse of power and morality. Griffin misuses his scientific achievement for selfish and criminal acts, showing how power without ethics can lead to destruction. From stealing food and clothes to causing chaos in a small village, his actions reflect the darker side of human nature when given power. The theme of isolation is also central to Griffin’s character and journey. After discovering invisibility, Griffin becomes physically isolated from society, unable to connect with others due to his strange condition. This physical isolation drives him to make selfish decisions, as he believes he can act without consequence. Section C • Footprints Without Feet

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Glossary

imprints: marks remarkable: astonishing fascinated: very interested in, spellbound bewildered: confused, puzzled transparent: see-through revenge: payback side-whiskers: man’s hair extending down in front of the ears

callously: with no feeling, heartlessly; cruelly eccentric: unusual, odd, peculiar irritable: cranky, easily upset clergyman: preacher surrender: give yourself up foremost: (here) first ready cash: easily available cash magistrate’s warrant: official of the law’s written instruction to the police

NCERT Solutions Read and Find Out

1. How did the invisible man first become visible? Ans: His muddy footprints in the snow were noticed by two boys, but the first time he really became visible was when he slipped into a big London store to keep warm. He broke open boxes and put on warm clothes. The clothes made him visible to the shop assistants when the shop opened in the morning. To escape from them, he had to shed all his clothes to become invisible again. 2. Why was he wandering the streets? Ans: Although he was a brilliant scientist, he was also a lawless person. His landlord disliked him and wanted to evict Griffin. In revenge, Griffin set fire to the house. To escape the consequences, he removed his clothes, becoming invisible. Consequently, he became a homeless wanderer. 3. Why does Mrs Hall find the scientist eccentric? Ans: Mrs Hall finds the scientist eccentric because of his strange habits and irritable manner. He wears an unusual outfit, making the excuse that he has had an accident that affected his face. When Mrs Hall tries to be friendly, he firmly dismisses her saying that he has come there for solitude and does not wish to be disturbed in his work. 4. What curious episode occurs in the study? Ans: Very early one morning, a clergyman and his wife are awakened by strange noises coming from their study. They hear the sound of money being taken from the clergyman’s desk. However, when they enter the study, they do not find anybody there. The desk has been opened, and the housekeeping money is missing.

5. What other extraordinary things happen at the inn? Ans: At the inn, Mrs Hall and her husband go into the scientist’s room upon finding his door open. The room is empty, but Griffin’s clothes and bandages are lying around. Mrs Hall hears a sniff and suddenly a hat on the bedpost leaps up and hits her in the face. A chair charges at the intruders pushing them out of the room and locking the door. This strange event leads Mrs Hall to believe that the chair is haunted. The other strange thing that happens is when the stranger unmasks himself in anger after Mrs Hall questions him about the chair and how he moved through a locked door. As Griffin removes his bandages and his disguises, he seems to be like a man without a head.

Think about It

1. ‘Griffin was rather a lawless person.’ Comment. Ans: Griffin was a brilliant scientist but also a lawless and reckless individual. Instead of using his discovery of invisibility for the benefit of humanity, he abused his power for selfish and criminal acts. First, he set fire to his landlord’s house when he wanted to evict him, showing a lack of morality and a disregard for others’ property. He stole food and clothes from a department store and robbed a theatrical shop for clothes, a disguise and money and assaulted the owner to get away. In Iping, he tried to hide his identity through lies and tricks and stole housekeeping money from the clergyman’s home. When the Halls grew suspicious, he attacked them in anger, proving his disregard for law and order.

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2. How would you assess Griffin as a scientist? Ans: Griffin is undoubtedly a brilliant scientist. However his lack of morality and responsibility makes him dangerous rather than admirable. His discovery of invisibility proves his exceptional intelligence and dedication to scientific research. A true scientist should use discoveries for the betterment of society, but Griffin abuses his power for personal gain. Instead of using invisibility for noble purposes, he resorts to crime, theft and violence. His overconfidence ultimately leads to his downfall. While Griffin is a genius, his irresponsibility and lack of ethics make him a failed scientist.

Talk about It

1. Would you like to become invisible? What advantages and disadvantages do you foresee, if you did? Ans: It would be an exciting idea for most people. If I were invisible, the advantages would include freedom to explore places unnoticed and give me access to information I would not otherwise be able to get. It may also help if I were caught in a dangerous situation. However, the disadvantages would be isolation and losing social connections. It would also be hard to perform everyday tasks like eating or communicating with others. While invisibility offers power, it comes with significant challenges, making it a double-edged sword. 2. Are there forces around us that are invisible, for example, magnetism? Are there aspects of matter that are ‘invisible’ or not visible to the naked eye? What would the world be like if you could see such forces or such aspects of matter? Ans: Yes, forces like magnetism, gravity and electric fields are invisible to the naked eye. Additionally, atoms and molecules in matter are not visible without specialised equipment. If we could see such forces or aspects of matter, the world would be radically different. We might experience magnetic fields as visible lines or electric currents as glowing paths. It might give us a deeper, more intuitive understanding of natural phenomena and potentially revolutionise technology. On the other hand, while the idea of seeing invisible things could be very exciting, their visibility could create many problems as Section C • Footprints Without Feet

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well. For example, if we were able to see all the sounds around us, that would be irritating and disturbing. 3. What makes glass or water transparent (what is the scientific explanation for this)? Do you think it would be scientifically possible for a man to become invisible, or transparent? Ans: Glass and water are transparent because they allow light to pass through them without significant scattering or absorption. When light hits an object and reflects back to our eyes, we perceive that object as visible. To make a human body invisible scientifically, one would need a device that prevents light from reflecting off its surface while still allowing light to pass through it. I don’t think making a human body invisible or transparent would be possible at this point in the development of technology, but that is not to say that it might not become possible some time in the future.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. Mrs Hall almost fell down the stairs in hysterics. She was convinced that the room was haunted by spirits and that the stranger had somehow caused these to enter into her furniture. (CBSE Question Paper, 2/1/2; 2022–23) I. Mrs Hall tripped because _______________ (1) a. the floor was oily. b. she was standing on a chair. c. she was in a state of panic. d. the door was slammed. II. Mrs. Hall suspected everything in the room was put under a spell of witchcraft by _______________. (1) III. Fill in the blank with one word only.

(1)

Mrs. Hall was afraid that spirits had entered her _______________. IV. According to the extract, the feeling of Mrs. Hall can be best described as (1) i. stunned ii. happy iii. awestruck iv. nervous v. outraged vi. agitated 423

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Select the correct option: a. (ii) and (iv) b. (iii) and (vi) c. (v) and (vi) d. (i) and (vi) V. ‘Spirits’ in the above line means the same as a. ghosts b. conscience c. ego d. attitude Ans:

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I. c. she was in a state of panic. II. Griffin (the stranger) III. furniture IV. d. (i) and (vi) V. a. ghosts

Ans:

2. Read the following extract carefully and answer the questions that follow. His landlord disliked him and tried to eject him. In revenge, Griffin set fire to the house. To get away without being seen, he had to remove his clothes. Thus, it was that he became a homeless wanderer, without clothes, without money and quite invisible - until he happened to step in some mud and left footprints as he walked! (CBSE Question Paper, 2/2/2; 2022–23) I. Griffin’s landlord tried to eject him because __________ a. he was a lawless person. b. he had set his house on fire. c. he didn’t like him. d. he was a drug addict. II. Fill in the blank with one word only. Griffin deliberately removed his clothes because he wanted to become __________.

V. Which of the following is not true with reference to the given extract? (1) a. Griffin had become penniless. b. Griffin promised to behave himself. c. Griffin revealed himself by his muddy footprints. d. No one could see Griffin when he took off his clothes.

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III. Select the option that correctly captures the application of the word ‘fire’ as used in this extract. (1) a. Griffin said that he would fire the manager. b. The soldiers opened fire at the enemy. c. His remarks provoked heavy fire from the political opponents. d. The Amar Palace was completely destroyed by the fire. IV. Griffin’s presence was felt when (1) a. he jumped into the water with a splash. b. he wore clothes. c. he left muddy footprints. d. he stepped in mud.

I. c. he didn’t like him. II. invisible III. d. The Amar Palace was completely destroyed by the fire. IV. c. he left muddy footprints. V. b. Griffin promised to behave himself.

3. Read the following extract carefully and answer the questions that follow. The arrival of a stranger at an inn in winter was in any case an unusual event. A stranger of such uncommon appearance set all tongues wagging. Mrs. Hall, the landlord’s wife, made every effort to be friendly. But Griffin had no desire to talk, and told her, ‘My reason for coming to Iping is a desire for solitude. I do not wish to be disturbed in my work. Besides, an accident has affected my face.’ Satisfied that her guest was an eccentric scientist, and in view of the fact that he had paid her in advance, Mrs. Hall was prepared to excuse his strange habits and irritable temper.

(CBSE Question Paper, 2/4/2, 2023–24)

I. State any one inference about Griffin from the given context: (1) ‘My reason for coming to Iping is a desire for solitude. I do not wish to be disturbed in my work. Besides, an accident has affected my face.ʹ II. State True or False. Even though Mrs. Hall was satisfied with Griffin, she was skeptical to excuse his strange habits and irritable temper.

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III. It was not difficult for Griffin to convince the landlord and his wife about his strange appearance and eccentric behaviour. Elaborate in about 40 words with reference to the context. (2) IV. Which phrase would correctly substitute ‘set all tongues wagging’ in the given sentence from the extract? A stranger of such uncommon appearance ___________. (1)

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Ans:

I. Griffin is secretive and lies, using his loneliness to hide his invisibility and trick others. II. False (Griffin was very rude so she could hardly have been satisfied with him.) III. It was not difficult for Griffin to convince the landlord and his wife because he paid his rent in advance. He claimed an accident had affected his face and insisted on solitude as he did not want to be disturbed in his work. IV. aroused curiosity.

4. Read the following extract carefully and answer the questions that follow. The two boys started in surprise at the fresh muddy imprints of a pair of bare feet. What was a barefooted man doing on the steps of a house in the middle of London? And where was the man? As they gazed, a remarkable sight met their eyes. A fresh footmark appeared from nowhere! Further footprints followed, one after another, descending the steps and progressing down the street. The boys followed, fascinated, until the muddy impressions became fainter and fainter, and at last disappeared altogether.

(CBSE Question Bank)

I. Why were the boys surprised to see a barefooted man in London? The boys were surprised as (1) a. it was unusual sight to see someone this way. b. everybody in London moved around in shoes. c. it was pretty cold to move around with bare feet. d. only a person who is homeless and wandering does so. II. Pick out the option that is NOT related to ‘started’ as used in the extract. (1) a. flinched b. jerked c. recoiled d. pointed III. What best describes how the boys are feeling based on the extract. a. enchanted, curious, puzzled b. captivated, curious, puzzled c. repulsed, curious, captivated d. enchanted, repulsed, curious

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IV. The boys felt that the footprints were a. seen due to some magic trick. b. a figment of imagination. c. of a man who was invisible. d. those of a mysterious man. V. Pick the option that best matches synonyms of the word ‘gazed’. a. gaped and gawked b. admired and disbelieved c. overlooked and stared d. surveyed and overlooked Ans:

(1)

I. it was pretty cold to move around with bare feet. II. d. pointed III. b. captivated, curious, puzzled IV. d. those of a mysterious man. V. a. gaped and gawked

5. Read the following extract carefully and answer the questions that follow. He escaped easily enough from the boys who followed his footprints in London. But his adventures were by no means over. He had chosen a bad time of the year to wander about London without clothes. It was mid-winter. The air was bitterly cold, and he could not do without clothes. Instead of walking about the streets he decided to slip into a big London store for warmth. Closing time arrived, and as soon as the doors were shut Griffin was able to give himself the pleasure of clothing and feeding himself without regard to expense. He broke open boxes and wrappers and fitted himself out with warm clothes. Soon, with shoes, an overcoat and a wide-brimmed hat, he became a fully dressed and visible person. In the kitchen of the restaurant he found cold meat and coffee, and he followed up the meal with sweets and wine taken from the grocery store. Finally he settled down to sleep on a pile of quilts. I. Why does Griffin decide to slip into a big London store? (1) a. He wants to buy new clothes. b. He is looking for a place to hide from the police. c. He needs warmth as it was bitterly cold. d. He wants to meet someone inside the store. 425

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II. What can be inferred about Griffin’s state of mind when he enters the store? (1) a. He is feeling extremely guilty for his actions. b. He is desperate and focussed on survival. c. He wants to return to his normal life. d. He is looking for someone to help him. III. What does Griffin’s decision to break into the store reveal about his character? (1) a. He is a law-abiding and responsible citizen. b. He is reckless and does not care about consequences. c. He is overly cautious and avoids risks. d. He is afraid of being caught and hides in the shadows. IV. State whether the following statement is true or false. (1) By dressing himself and eating in the store, Griffin ensured that he would no longer face any difficulties as an invisible man. V. Griffin’s use of the store’s resources is to selfishness as (1) a. A river flowing is to nourishment. b. A plant growing is to photosynthesis. c. A child eating is to carelessness. d. A person hoarding is to greed. Ans:

I. c. He needs warmth as it was bitterly cold. II. b. He is desperate and focussed on survival. III. b. H e is reckless and does not care about consequences. IV. False (His invisibility continued to pose challenges, and he would still need to hide.) V. d. A person hoarding is to greed.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. Scientists contribute to making the world a better place. Griffin is an antithesis to this statement. Justify. (CBSE Question Paper, 2/1/2, 2023–24) Ans: Scientists use their knowledge to benefit humanity, but Griffin is the opposite. Instead of using his discovery of invisibility for good, he misuses it for crime, theft and destruction. His unethical actions show how science, when devoid of morality, can become dangerous rather than make the world a better place.

2. Do you find the story based on being invisible a mere figment of one’s imagination or a phenomenon that is plausible? Elaborate with your opinion. (CBSE Question Bank) Ans: In my view, the story of invisibility is mostly a product of imagination rather than a plausible phenomenon. There is no scientific evidence that a person can become invisible in real life. However, in the chapter ‘Footprints Without Feet,’ the idea of invisibility is used as a powerful literary device. It symbolises how someone may feel unseen or ignored by society, and it raises questions about identity and the abuse of power. While the actual phenomenon of invisibility remains impossible, the story effectively uses it to explore important themes and emotions that are very real. 3. Your teacher conducted a debate in class on the topic ‘Schools must develop scientific temperament in students’. Write any two arguments that you used to supplement your stand, either as a proposition speaker or as an opposition one.

(CBSE Question Bank)

Ans: In the debate on whether schools should develop a scientific temperament in students, I am in favour of this proposition. Developing a scientific temperament encourages critical thinking, helping students question, analyse and reason logically. This approach makes them independent thinkers rather than blindly accepting information. It prepares them for the future. In a world driven by technology and innovation, scientific thinking equips students with problem-solving skills essential for careers in science, maths and technology.

4. If you were a friend of Griffin, what suggestion would you have given to him about how he could use his talent and scientific acumen? Write one suggestion and the reason for giving it. (CBSE Question Bank) Ans: I would suggest that Griffin use his discovery for advancement in defence, such as creating invisible protective gear for soldiers. This approach would earn him recognition and respect, instead of making him a fugitive. Science should benefit humanity, not be misused for personal gain.

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5. What do you think would have happened if Griffin was caught by Jaffers and the latter hadn’t become unconscious? (CBSE Question Bank) Ans: If Jaffers had successfully caught Griffin without becoming unconscious, Griffin would have been arrested and exposed despite his invisibility. He would likely have faced trial and imprisonment for his crimes. His scientific discovery might have been seized by the authorities, potentially leading to ethical debates on the use and dangers of invisibility. 6. Why are the two boys in London surprised when they see the muddy footprints? Ans: The boys are surprised because they see muddy footprints appearing without a visible person making them. This unusual sight fascinates and confuses them, as they cannot understand how someone invisible had stepped in mud and left clear footprints behind in the snow. 7. Why is Griffin wandering the streets of London without clothes? Ans: Griffin had set fire to his landlord’s house after a threat to evict him. In order to escape, he had to leave without wearing clothes or taking his belongings. Since he is invisible, clothes would make him visible. This forces him to wander naked in the bitter cold of winter. 8. How does Griffin manage to get warm clothes and food in London? Ans: Griffin sneaks into a big London store and waits until closing time. Once the store is shut, he takes warm clothes, shoes, an overcoat and a hat. He also goes to the store’s kitchen, where he finds cold meat, coffee, sweets and wine before resting for the night. 9. Why does Griffin go to Drury Lane, and what does he find there? Ans: Griffin goes to Drury Lane, a place famous for its theatres to find a theatrical shop that will have disguises and costumes that will help him make his face and body invisible. He takes clothes, bandages, dark glasses, a false nose, and a hat, allowing him to cover his face and move without suspicion. 10. How do the villagers react when Griffin’s invisibility is revealed? Ans: When Griffin’s starts to expose his face, the villagers are horrified to see a headless man. They cannot understand how a person can Section C • Footprints Without Feet

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disappear before their eyes and dish out blows that seem to come from nowhere. Although they are nervous they try to catch him, but he uses his invisibility to escape, causing chaos and confusion in the village.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Imagine that Griffin’s conscience pricks him and he decides to write a diary entry, about misusing science and endangering society, in the context of his own experience. Write this diary entry, as Griffin, in about 120 words. (CBSE Question Paper, 2/2/2; 2023–24)

(Competency-based Question)

Ans: Dear Diary, I once believed that invisibility would make me powerful, untouchable and free from society’s rules. But today, as I sit alone, unseen and unwanted, I realise how terribly wrong I was. I have misused science, not for the betterment of mankind, but for selfish greed. Instead of being a pioneer, I have become a fugitive, stealing, deceiving and harming innocent people. Science should be a gift, a force for progress, yet I have turned it into a curse. My invisibility has not made me great—it has made me a monster, feared and hated. If only I had used my knowledge wisely, I might have been remembered as a visionary, not a villain. But now, it is too late. Griffin

2. Griffin’s brilliance as a man of science fades before his darker traits. Give reasons from the text to support your answer.

(CBSE Question Paper, 2/3/2; 2023–24)

Ans: Griffin’s brilliance as a scientist is undeniable— he discovers a way to make the human body completely invisible, a groundbreaking achievement. However, his darker traits overshadow his genius. Instead of using his discovery for the benefit of humanity, he misuses it for selfish and criminal purposes. He burns down his landlord’s house in anger, forcing him to brave the cold without clothes. To survive, he steals food, clothes, and money, breaking into shops and houses without remorse. When people grow suspicious of him, he reacts with violence and aggression, proving 427

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his lack of morality. His arrogance blinds him to the consequences of his actions, leading him further down a path of destruction. Thus, Griffin’s intelligence is wasted because he chooses destruction over innovation, ultimately making him more of a villain than a visionary. 3. A character arc is the transformation or development of a character throughout a story and refers to the changes a character undergoes as a result of his/her experiences, challenges and interactions with other characters. In the light of the above information, trace the character arc of Griffin in H.G. Wells ‘Footprints Without Feet’. (CBSE Question Paper, 2/5/2; 2023–24) Ans: Griffin’s character arc follows a downward spiral from being a brilliant scientist to a lawless fugitive, showcasing how the misuse of knowledge leads to self-destruction. At first, he is an intelligent and ambitious scientist, who has made a groundbreaking discovery—invisibility. However, instead of using it for good, he abuses his power, turning to crime, theft, and violence. His actions, such as burning his landlord’s house, stealing clothes, and attacking the shopkeeper and the innkeeper and his wife, reveal his moral decline. As he isolates himself, he becomes paranoid, aggressive, and feared by society. His arrogance and lack of ethics prevent him from seeking redemption. Ultimately, Griffin’s arc is a tragic descent, proving that unchecked ambition and the misuse of science lead to downfall, not greatness. 4. Imagine that Griffin has been caught by the police and is produced in court. He needs to defend himself and prove that he is not guilty of the charges. As Griffin, prepare a statement that you would use in court to prove your innocence. You may begin like this: I plead not guilty. I have been accused of…, however…

(Competency-based Question)

(CBSE Question Bank)

Ans: I plead not guilty. I have been accused of theft and assault. However, I must clarify that my actions were driven by necessity, not malice. After my scientific experiment made me invisible, I found myself vulnerable, homeless and unable to live a normal life. I had no

intention to harm anyone, but being unseen made survival extremely difficult. I admit to taking food and clothing, but this was not out of greed, but desperation. The fire at my landlord’s house was an accident, not arson. The misunderstandings in Iping arose because people feared what they did not understand. I am a scientist, not a criminal. I seek only the chance to reverse my condition and contribute to science positively. I ask the court to consider my circumstances and the unforeseen consequences of my experiment before passing judgment. 5. How does the theme of isolation manifest in the story of ‘Footprints Without Feet’? Ans: In ‘Footprints Without Feet’, the theme of isolation is central to Griffin’s character and journey. After discovering invisibility, he becomes physically isolated from society–he is unable to connect with others due to his strange condition. His invisibility makes him an outcast. This physical isolation drives him to make selfish decisions, as he believes he can act without consequences. He steals food and clothes to survive and assaults people in order to keep his secret. Furthermore, Griffin’s emotional isolation is evident in his paranoia and desperation as he faces the consequences of his actions. He cannot build real relationships for fear of discovery. 6. Describe the role of Mrs Hall in the story and her attitude towards Griffin. Ans: Mrs Hall, the landlord’s wife, plays an important role in ‘Footprints Without Feet’. She is a curious and somewhat scepticall character who is suspicious of Griffin’s odd behaviour. Initially satisfied with Griffin paying his rent in advance, she accepts his strange habits and irritability although they make her uncomfortable. His refusal to explain his appearance and his secretive nature fuel her doubts. The incident where Griffin attacks them in his room confirms her suspicions that he is not what he seems. Her challenging questions about what he has done to her chair and how he has been able to get in and out of a locked room lead to Griffin’s downfall. In his anger he reveals his secret and has to flee to avoid capture. Her interactions with Griffin illustrate the distrust that arises from things that are unexplained or out of the ordinary.

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Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow.

(2 × 5 = 10 marks)

a. The arrival of a stranger at an inn in winter was in any case an unusual event. A stranger of such uncommon appearance set all tongues wagging. Mrs Hall, the landlord’s wife, made every effort to be friendly. But Griffin had no desire to talk, and told her, ‘My reason for coming to Iping is a desire for solitude. I do not wish to be disturbed in my work. Besides, an accident has affected my face.’ Satisfied that her guest was an eccentric scientist, and in view of the fact that he had paid her in advance, Mrs Hall was prepared to excuse his strange habits and irritable temper. But the stolen money did not last long, and presently Griffin had to admit that he had no more ready cash. He pretended, however, that he was expecting a cheque to arrive at any moment. (CBSE Practice Questions, 2022–23) I. Complete the analogy by selecting a suitable word from the text. arrival : exit : : ___________ : company

(1)

II. Which of these is true about the inn? (1) a. Its location was remote. b. Its customers were mainly locals. c. It was a popular tourist destination. d. It required rent to be paid in advance. III. Why did the people start talking about the stranger’s arrival? (1) i. He arrived in winter. ii. He was mean to people. iii. He enjoyed walking in the snow. iv. He paid everything in cash v. He was dressed strangely Select the correct option. a. Only i & v b. Only ii & iii c. Only iii, iv and v d. Only iv IV. Mrs Hall was prepared to ignore Griffin’s rudeness and weird behaviour. State two reasons why this was so. i. __________ ii. __________ (1)

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V. In which of these does ‘ready’ have the same meaning as used in the extract? (1) a. Griffin didn’t believe that he was ready to speak before the audience. b. The landlord usually got the rooms ready before any guests arrived. c. Mrs. Hall said there was a ready supply of food at the hotel. d. The stranger was getting ready to take on new challenges. b. Shortly afterwards a curious episode occurred. Very early in the morning a clergyman and his wife were awakened by noises in the study. Creeping downstairs, they heard the chink of money being taken from the clergyman’s desk. Without making any noise and with a poker grasped firmly in his hand, the clergyman flung open the door. ‘Surrender!’ Then to his amazement he realised that the room appeared to be empty. He and his wife looked under the desk, and behind the curtains, and even up the chimney. There wasn’t a sign of anybody. Yet the desk had been opened and the housekeeping money was missing. I. How does the author create suspense in this passage? (1) a. By describing the clergyman’s fear in detail. b. By delaying the revelation of Griffin’s invisibility. c. By having multiple people witness the theft. d. By making the clergyman chase after the thief. II. What deeper theme does this passage convey about human perception? (1) a. People often ignore what they cannot explain. b. Fear makes people imagine things that do not exist. c. Wealth and greed can blind people to reality. d. Seeing is not always the only proof of existence.

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III. Describe the action that proves that the clergyman was prepared to confront the intruder. Give textual evidence. (1)

e. Name two instances in the story where Griffin’s quick temper leads to isolation and hardship.

IV. What does the word ‘chink’ in the phrase ‘the chink of money being taken’ most likely mean? (1) a. A metallic clinking sound b. A small crack c. A type of currency d. A hidden compartment

3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Compare Griffin’s character to that of a traditional scientist. How does he differ from an ideal scientist? b. How does Wells use suspense and mystery in the story to engage the reader? c. Based on your reading of the textual cue given below, write a conversation between the two characters – Mrs. Hall and Griffin. ‘Mrs. Hall, the landlord’s wife, made every effort to be friendly, but Griffin had no desire to talk.’ (CBSE Additional Practice Question, 2023–24)

V. Why is the phrase ‘yet the desk had been opened and the housekeeping money was missing’ significant to the story? (1) 2. Answer any FOUR of the following questions in about 40–50 words. (4 × 3 = 12 marks) a. How does the setting of the story contribute to Griffin’s struggles? b. How does Wells use irony in the story to highlight Griffin’s fate? c. What role does fear play in shaping the villagers’ reaction to Griffin? d. How does the title ‘Footprints Without Feet’ symbolise Griffin’s dilemma?

(Competency-based Question)

d. Evaluate how Griffin’s character is shaped by a combination of personal ambition, the unintended consequences of his scientific pursuits and the reactions of the society he faces. (CBSE Sample Question Paper, 2024–25)

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The Making of a Scientist —Robert W. Peterson

About the Author

Robert W. Peterson (1925–2006) was an American writer, journalist and author best known for his works on sports, history and science. He began his career as a newspaper journalist and later gained recognition for his book ‘Only the Ball Was White’ (1970). His writing was characterised by in-depth research, engaging storytelling and a focus on real-life achievements. In ‘The Making of a Scientist’, Peterson highlights the early life and journey of Richard Ebright, showcasing his curiosity, determination and scientific accomplishments. In this chapter, Peterson emphasises the importance of perseverance, mentorship and intellectual curiosity in shaping a scientist’s career.

Summary

‘The Making of a Scientist’ tells the story of Richard Ebright, a boy who becomes a successful scientist through his curiosity, hard work and love for learning. Richard grew up in a small town in Pennsylvania and was always fascinated by nature, especially butterflies. At the age of seven, he started collecting butterflies, which sparked his interest in science. His mother encouraged him to study and learn about the world around him. She played a crucial role in his growth as a scientist. During his school years, Ebright participated in science fairs, which played an important role in his journey. He was determined to win and worked on his projects with great passion. One of his most significant achievements was his discovery about the behaviour of caterpillars. This work earned him a place in a prestigious science fair. Richard’s dedication helped him ask important questions, think deeply and search for answers. As he grew older, Richard continued his scientific exploration. He eventually worked on research related to the DNA of organisms, contributing to a better understanding of genetics. Richard’s success was not only due to his intelligence; it was also about his curiosity, hard work and willingness to learn from his mistakes. Richard’s journey reminds us that curiosity and perseverance can lead to amazing discoveries and accomplishments.

Theme of the Story

The chapter ‘The Making of a Scientist’ by Robert W. Peterson highlights the journey of Richard Ebright, a curious and determined boy who grows up to become a renowned scientist. The story emphasises the importance of hard work, determination and a thirst for knowledge in achieving success. Ebright’s journey begins with his deep interest in collecting butterflies as a child, which later develops into serious scientific research. His mother plays a crucial role in nurturing his curiosity by providing him with books and guidance. Through various science projects and competitions, he learns the value of observation, experimentation and critical thinking. His groundbreaking research on the role of DNA in heredity is a result of his dedication and continuous learning. The chapter conveys an inspiring message that success in science—or in any field—requires patience, persistence and a questioning mind. It also highlights the role of mentors, books and real-life experiences in shaping a young mind.

Glossary

former: previous leagues: groups of sports clubs or teams playing matches among themselves eager: keen, enthusiastic earned: achieved migrate: movement from one place to another Section C • The Making of a Scientist

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tedious: dull, repetitive and tiring adhesive: glue; paste flock: group eventually: finally county: region competitive: one that likes competition; ambitious 431

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stack: list beetles: a type of insect with hard wing covers starling: a common European bird (with black, brownspotted plumage) which nests near buildings and is a good mimic

entomology: the study of insects assumed: accepted eureka: a cry of triumph at a discovery (originally attributed to Archimedes) canoeist: a person who paddles a canoe, a light boat

NCERT Solutions Read and Find Out

1. How did a book ‘Travels of Monarch X’ become a turning point in Richard Ebright’s life? Ans: The book ‘The Travels of Monarch X’ became a turning point in Richard Ebright’s life as it introduced him to the world of science and sparked his interest in the migration of monarch butterflies. Inspired by it, Richard decided to conduct his own experiment to track the migration patterns of butterflies. The book opened his eyes to the world of scientific inquiry and marked the beginning of his journey towards becoming a scientist. 2. How did his mother help him? Ans: Richard’s mother played a crucial role in his life and scientific journey. She was the one who encouraged him to read and provided him with the book that led him to explore the world of butterflies. She always supported his interests, whether it was helping him with his science experiments, providing him with the required equipment or encouraging him to participate in science fairs. His mother’s encouragement was a constant source of motivation for Richard, and she allowed him to pursue his curiosity freely. This support helped Richard develop his scientific skills and determination, which eventually led to his success as a scientist. 3. What lesson does Ebright learn when he does not win anything at a science fair? (CBSE Question Paper, 2/6/1, 2022–23) Ans: At the science fair, Ebright exhibited slides of frog tissues which did not win him any prize. He observed that winners conducted real experiments rather than just presenting displays. When he did not win any prize, he learnt an important lesson about failure and perseverance. Instead of giving up, he realised that he needed to put in more effort, think deeper and do a real experiment. This experience taught him that

success comes not just from participating but from continuously improving, learning from mistakes and being persistent. 4. What experiments and projects does he then undertake? Ans: After his initial disappointment at the science fair, Ebright focusses on more complex and meaningful experiments. He does research to find out if viceroy butterflies imitate monarch butterflies to avoid being eaten. In a further project he observed the bright spots on the monarch pupa and discovered a new hormone. This project earned him a prize at the county science fair and granted him entry to the International Science and Engineering Fair where he won the third prize. He did further research on the hormone, which led him to the question of how a cell can ‘read’ the blueprint of its DNA. 5. What are the qualities that go into the making of a scientist? Ans: When Richard Ebright didn’t win anything at a science fair, he learnt that failure is part of success. It taught him to work harder, think more deeply and improve his projects. Instead of giving up, he used the experience to push himself further. After this, he worked on more complex experiments, such as studying pupas and the role of hormones in their growth. This shows that the key qualities that make a scientist are curiosity, persistence, dedication, creativity and the ability to learn from failure. These qualities help scientists to keep asking questions and solve problems.

Think about It

1. How can one become a scientist, an economist, a historian...? Does it simply involve reading many books on the subject? Does it involve observing, thinking and doing experiments? Ans: Becoming a scientist, economist, historian or professional in any field goes beyond just

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reading books. While books provide essential knowledge, becoming an expert involves much more. It requires observation, critical thinking and practical experience in the field. For scientists, this means doing experiments and analysing data to reach conclusions. Take Richard Ebright’s journey as an example. As a child, he read about butterflies, but his real learning came from observing their behaviour and conducting experiments. His curiosity led him to do research on how monarch butterflies migrate. At Harvard he discovered an important cell structure in DNA. He achieved success not just by reading— but by questioning, experimenting and analysing data. For economists and historians, it involves studying trends, analysing past events and using different methods of inquiry to solve problems. The journey involves curiosity, learning through practice and consistently questioning and testing ideas. 2. You must have read about cells and DNA in your science books. Discuss Richard Ebright’s work in the light of what you have studied. If you get an opportunity to work like Richard Ebright on projects and experiments, which field would you like to work on and why? Ans: Richard Ebright’s work, particularly his research on DNA and genetics, connects with what we study in science books. Ebright’s work with pupa and their development into butterflies was crucial in understanding the role of DNA in growth and transformation. He discovered the importance of hormones and their role in controlling the transformation of butterflies. This shows how DNA and genes influence biological processes. If I had the opportunity to work like Richard Ebright, I would like to focus on environmental science. I am fascinated by how human activities affect ecosystems and the environment. By conducting experiments and research in this field, I could contribute to understanding how we can protect the planet and its natural resources and address environmental issues like climate change and pollution.

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Talk about It

1. Children everywhere wonder about the world around them. The questions they ask are the beginning of scientific inquiry. Given below are some questions that children in India have asked Professor Yash Pal and Dr Rahul Pal as reported in their book ‘Discovered Questions’ (NCERT, 2006).

I. What is DNA fingerprinting? What are its uses? II. How do honeybees identify their own honeycombs? III. Why does rain fall in drops? Ans: I. DNA fingerprinting is a technique used to identify and analyse an individual’s unique DNA pattern. It is used in various fields. For example, in forensic science it is used to solve crimes, in paternity testing it is used to establish biological relationships; it is also used to identify missing persons. It works because each person’s DNA is unique. II. Honeybees identify their own honeycombs through a combination of visual appearance and smell. They have a strong sense of smell and can recognise specific odours released by their hive. Each bee colony has a unique scent, which helps the bees identify and distinguish their hive from others. III. Rain falls in drops. As water vapour condenses in the atmosphere, it forms droplets that are held together by surface tension. The size of the drops depends on the amount of water vapour, and as the drops grow heavier, they fall due to gravity. The spherical shape of raindrops is also a result of surface tension, which pulls the water into a compact shape. 2. You also must have wondered about certain things around you. Share these questions with your class, and try and answer them Ans: There are a few things that I have often wondered about. For example, why do we yawn? Is it only because we are tired, or does yawning serve some other purpose? I have also been curious about how plants ‘know’ which way to grow? This makes me think about how nature works. Another question I often wonder about is why some animals hibernate during winter while others don’t. 433

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Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. ‘I didn’t get any real results,’ he said. ‘But I went ahead and showed that I had tried the experiment. This time I won.’ The next year his science fair project was testing the theory that viceroy butterflies copy monarchs. The theory was that viceroys look like monarchs because monarchs don’t taste good to birds. Viceroys, on the other hand, do taste good to birds. So, the more they look like monarchs, the less likely they are to become a bird’s dinner. Ebright’s project was to see whether, in fact, birds would eat monarchs. He found that a starling would not eat ordinary bird food. It would eat all the monarchs it could get. (CBSE Question Bank Modified) I. Choose the option listing Ebright’s qualities as depicted by the above extract. (1) i. persevering ii. visionary iii. determined iv. liberal v. conceited a. i, ii b. iii, v c. i, iii d. iv, v II. According to the dictionary, ‘fair’ as a noun, shows the following meanings. Choose the option that lists the meaning similar to the usage to that in the extract. (1) a. A gathering of stalls and amusements for public entertainment. b. A competitive exhibition showcasing products or ideas. c. A periodic gathering for the sale of goods. d. An annual exhibition of livestock, agricultural products, etc., held by a town, county or state. III. Choose the option that is true for the two statements given about the information in the extract. (1) Statement 1 – Birds feed on viceroys. Statement 2 – Starlings do not eat any kind of insects. a. Both statements are clearly mentioned in the extract.

b. Statement 1 cannot be clearly inferred from the text and statement 2 is true. c. Statement 1 is true but statement 2 cannot be inferred from the extract. d. Both statements need to be inferred from the given extract. IV. Choose the statements that are TRUE in the context of the given extract. (1) i. Ebright didn’t get any results for the experiment he conducted on butterflies. ii. Monarchs tasted awful to the birds. iii. Ebright wanted to explore the possibility of monarchs getting eaten by birds. iv. He wanted to prove that viceroys are lookalikes of monarchs. a. i, ii b. ii, iii c. i, iii d. iii, iv V. Four friends bring their pets to a pet show. Choose the option that mentions the friend with a starling as a pet. (1) Friend 1 has a turtle named Missy. Friend 2 has a dragonfly named Majesty. Friend 3 has a rabbit named Molly. Friend 4 has a bird named Mitch. a. Friend 1 b. Friend 2 c. Friend 3 d. Friend 4 Ans: I. c. i, iii II. b. A competitive exhibition showcasing products or ideas. III. c. Statement 1 is false and statement 2 cannot be clearly inferred from the extract. IV. b. ii, iii V. d. Friend 4 2. Read the following extract carefully and answer the questions that follow. When he saw those photos, Ebright didn’t shout, ‘Eureka!’ or even, ‘I’ve got it!’ But he believed that, along with his findings about insect hormones, the photos gave him the answer to one of biology’s puzzles: how the cell can ‘read’ the blueprint of its DNA. DNA is the substance in the nucleus of a cell that controls heredity. It determines the form and function of the cell. Thus, DNA is the blueprint for life. Ebright and his college room-mate, James R. Wong, worked all that night drawing pictures and constructing plastic models of molecules to show how it could happen. Together they later wrote the paper that explained the theory. (CBSE Question Bank)

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I. Choose the option that shows the picture of the type of task Ebright and Wong were engaged in, as per the extract. (1)

ii.

iii. a. Option i c. Option iii

iv. b. Option ii d. Option iv

II. Ebright was perhaps expected to shout ‘Eureka!’ because he had: (1) a. realised that he needed a partner to work with to finalise his findings. b. discovered something new and ‘Eureka!’ was a cry to announce it. c. worked hard and was relieved at nearing the end of his project. d. given shape to the teachings of his teachers by choosing this field of science. III. ‘Thus, DNA is the blueprint for life’, is another way of saying that the DNA contains a genetic __________. a. experiment b. ultimatum c. takeaway d. plan

(1)

IV. Four newspapers published a headline about Ebright and Wong. Choose the option that published a factually correct headline, as per the extract. (1) Newspaper 1

WONG DENIES CONTRIBUTING TO EBRIGHTʹS THEORY

Newspaper 2

EBRIGHT COLLABORATES WITH ROOM-MATE WONG

Newspaper 3

WONG AND EBRIGHT EXAGGERATE THEIR THEORY-DEFY LOGIC

Newspaper 4

EBRIGHT AND WONGʹS THEORY PROVED WRONG

a. Newspaper 1 b. Newspaper 2 c. Newspaper 3 d. Newspaper 4

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V. Compound words are those words which are formed by joining two separate words to create a new word with an entirely different meaning. Choose the option that lists the compound words from the above extract. (1) i. determines ii. blueprint iii. nucleus iv. heredity v. room-mate a. i, iii b. ii, iv c. i, iv d. ii, v Ans: I. c. Option iii II. b. discovered something new and ‘Eureka!’ was a cry to announce it. III. d. plan IV. b. Newspaper 2 V. d. ii, v 3. Read the following extract carefully and answer the questions that follow. At the age of twenty-two, a former ‘scout of the year’ excited the scientific world with a new theory on how cells work. Richard H. Ebright and his college room-mate explained the theory in an article in the ‘Proceedings of the National Academy of Science’. It was the first time this important scientific journal had ever published the work of college students. In sports, that would be like making the big leagues at the age of fifteen and hitting a home run your first time at bat. For Richard Ebright, it was the first in a long string of achievements in science and other fields. And it all started with butterflies. An only child, Ebright grew up north of Reading, Pennsylvania. ‘There wasn’t much I could do there,’ he said. ‘I certainly couldn’t play football or baseball with a team of one. But there was one thing I could do, collect things. I. What was Richard Ebright’s major achievement at the age of twenty-two? (1) a. Winning a Nobel Prize b. Writing a book on butterflies c. Publishing a scientific article as a college student d. Becoming the youngest professor in his university

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II. Fill in the blank. (1) Cricketer : century : : scientific journal : ________ III. Which image does not reflect Richard’s interests? (1) a. b.

IV. How did Richard Ebright’s childhood environment influence his interests? (2) Ans: I. c. Publishing a scientific article as a college student II. published article III. Option (a) IV. Richard Ebright grew up as an only child in a small town north of Reading, Pennsylvania, where he had limited activities to engage in. Since he couldn’t play team sports, he developed an interest in collecting things. This hobby led him to explore nature, especially butterflies, which eventually sparked his passion for science. His mother was very supportive and provided him with a home environment conducive to scientific enquiry. 4. Read the following extract carefully and answer the questions that follow. At the end of the book, readers were invited to help study butterfly migrations. They were asked to tag butterflies for research by Dr Frederick A. Urquhart of the University of Toronto, Canada. Ebright’s mother wrote to Dr Urquhart, and soon Ebright was attaching light adhesive tags to the wings of monarchs. Anyone who found a tagged butterfly was asked to send the tag to Dr Urquhart. The butterfly collecting season around Reading lasts six weeks in late summer. If you’re going to chase them one by one, you won’t catch very many. So, the next step for Ebright was to raise a flock of butterflies. He would catch a female monarch, take her eggs and raise them in his basement through their life cycle, from egg to caterpillar to pupa to adult butterfly. Then he would tag the butterflies’ wings and let them

go. For several years his basement was home to thousands of monarchs in different stages of development. I. What was the primary reason Dr Urquhart encouraged tagging butterflies? (1) a. To track their lifespan in captivity b. To study their migration patterns c. To test how different climates affect their wingspan d. To determine if butterflies recognise their place of birth II. Fill in the blank: Ebright : Monarchs’ Life Cycle : : Scientist : __________ a. Sample b. Equation c. Fossil d. Theory

(1)

III. Read the statements and select the most appropriate option: (1)

Statement 1: Ebright’s scientific temperament was evident in his methodical approach to breeding and tracking monarchs. Statement 2: His enthusiasm for butterflies was temporary, as he abandoned tagging after one season. Which of the following is correct? a. Only Statement 1 is true. b. Only Statement 2 is true. c. Both statements are true. d. Neither statement is true.

IV. How does Ebright’s decision to raise monarch butterflies instead of capturing them individually reflect his scientific approach? (2) Ans: I. b. To study their migration patterns II. d. theories III. a. Only Statement 1 is true. IV. Ebright’s decision to raise monarch butterflies instead of capturing them individually shows his logical and efficient scientific thinking. By controlling their life cycle in a basement, he could study them, ensure a higher survival rate and tag more butterflies. 5. Read the following extract carefully and answer the questions that follow. The next year, his science fair project was testing the theory that viceroy butterflies copy monarchs. The theory was that viceroys look like monarchs because monarchs don’t taste

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good to birds. Viceroys, on the other hand, do taste good to birds. So, the more they look like monarchs, the less likely they are to become a bird’s dinner. Ebright’s project was to see whether, in fact, birds would eat monarchs, He found that a starling would not eat ordinary bird food. It would eat all the monarchs it could get. (Ebright said later research by other people showed that viceroys probably do copy the monarch.) This project was placed first in the zoology division and third overall in the county science fair. I. Student 1: Ebright’s science project was about testing whether viceroy butterflies are eaten by birds more than monarchs.

Student 2: Ebright’s project focussed on proving that monarch butterflies are safe from birds due to their bad taste.

Who is right? Who is wrong? (1) a. Student 1 is right, Student 2 is wrong. b. Student 1 is wrong, Student 2 is right. c. Both are right. d. Both are wrong. II. Does the text suggest that further research pointed to the probability that viceroy butterflies copy monarch butterflies? proved? The passage __________ (1) Choose the option that is true based on the extract. a. Monarchs copy the appearance of viceroys to stay safe. b. Viceroys do not copy monarchs for survival purposes. c. Later research proved that viceroys do copy monarchs. d. Birds avoid eating insects based on their appearance. III. Had Ebright continued his research in the same field and on the same theme, what would his future research likely have focussed on? (1) a. The survival rate of birds that eat monarchs. b. Studying other butterfly species that may copy dangerous ones. c. Investigating the migration patterns of monarch butterflies. d. Exploring the eating habits of birds in general. Section C • The Making of a Scientist

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IV. Why was Ebright’s project placed third overall in the county science fair? (2) Ans: I. b. Student 1 is right, Student 2 is wrong. II. c. Later research proved that viceroys do copy monarchs. III. b. Studying other butterfly species that may copy dangerous ones. IV. Ebright’s experiment provided new insights into the relationship between viceroy butterflies and monarch butterflies. His project was innovative and well-structured, making it stand out in the zoology division. However, it may not have won the first place in the county science fair because other projects could have demonstrated even greater scientific depth or impact.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. Do you think Richard’s mother was too indulgent when she bought him things like cameras, telescopes microscopes? Give two reasons to support your answer. (CBSE Question Bank) Ans: No, Richard’s mother was not too indulgent when she bought him scientific equipment. First, she recognised his strong interest in science and wanted to encourage his curiosity by providing him with tools that would help him explore. Second, these gifts allowed Richard to develop important scientific skills. Her support was an investment in his potential, not just indulgence. 2. Suggest two ways by which you feel scientific temperament can be developed in a child. (CBSE Question Bank) Ans: Scientific temperament in a child can be developed through curiosity and hands-on learning. Encouraging children to ask questions like ‘Why does the sky change colours?’ or ‘How do aeroplanes fly?’ helps them think critically and seek answers through exploration. Exposing them with books, documentaries and discussions on scientific topics nurtures their inquisitiveness. Additionally, engaging them in hands-on experiments, such as growing plants, mixing colors or simple chemistry activities, allows them to learn through trial and error. This develops problem-solving skills, and a habit of inquiry, which are essential for developing a scientific mindset. 437

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3. Do you think we always need sophisticated instruments for science experiments? Why/ Why not? (CBSE Question Bank) Ans: No, we do not always need sophisticated instruments for science experiments. Many scientific principles can be understood and tested using simple tools and materials. For instance, Richard Ebright’s early experiments with butterflies required only basic observation and understanding of natural processes. Even simple experiments can provide valuable insights into scientific reasoning. 4. Richard’s mother was his companion and spent a lot of time with him. A parent should try to be a companion to a child. Justify. (CBSE Question Bank) Ans: A parent being a companion to a child is important because it helps foster a strong relationship built on trust, encouragement and support. Richard’s mother encouraged his curiosity and spent quality time with him, which allowed her to understand his interests and guide him in meaningful ways. By being involved in a child’s life, a parent can offer encouragement, motivation, and provide valuable insights that can help shape the child’s future. 5. The book, ‘The Travels of Monarch X’ ignited Richard’s curiosity about butterflies further. Do you think sometimes, people or things around us can act as catalysts to shape our lives? Explain how. (CBSE Question Bank) Ans: Yes, people or things around us can often act as catalysts to shape our lives. For Richard, the book ‘The Travels of Monarch X’ sparked his interest in butterflies and led him to pursue scientific research. Similarly, the people we interact with, such as mentors, parents or teachers, can inspire us to explore new fields. Experiences, books or events can push us towards discovering our passions and pursuing them. These catalysts help guide us in our path and shape our future. 6. The will to win, for the right reasons, was a quality that Richard had. Do you think this quality alone can help us accomplish great feats? Why/Why not? (CBSE Question Bank) Ans: While the will to win is an important quality, it cannot guarantee the accomplishment of great feats on its own. Achieving success requires more than just the desire to win. It demands

consistent hard work, a commitment to learning and the ability to overcome failures and setbacks. For instance, if Richard had given up after not winning a prize at the science fair, he would not have become a renowned scientist. In order to win, one must have the willingness to grow and learn from mistakes. 7. Richard’s mother had been invited to a talk show after Richard’s graduation from Harvard with the highest honours. You attended that talk show. Write the most memorable thing she said and what you think it reveals about her. (CBSE Question Bank) Ans: The most memorable thing Richard’s mother said during the talk show was, ‘I just provided him with the opportunities to follow his curiosity. Richard did all the hard work on his own.’ This statement reveals that she was a deeply supportive and understanding parent. She didn’t push him intensely but created an environment where he could explore his interests freely. It shows her belief in giving her child the space and resources to grow independently while providing encouragement and guidance when needed. 8. Justify the opinion that Ebright’s early successes were essential for his later achievements in science. (CBSE Sample Question Paper, 2024–25) Ans: Ebright’s early successes were crucial for his later achievements in science because they provided him with a foundation of curiosity, confidence and practical experience. His early experiments, particularly his research on butterflies, taught him the value of observation and experimentation. These experiences helped him develop critical thinking skills and a deeper understanding of scientific principles. Also, his early recognition at science fairs motivated him to pursue more complex projects and continue his research. 9. Why did Richard Ebright raise a flock of butterflies? (CBSE Question Paper, 2/4/2; 2022–23) Ans: Richard Ebright raised a flock of butterflies to tag monarch butterflies and track their migration patterns. Since the butterfly season only lasted for six weeks, he realised he wouldn’t be able to catch and tag a sufficient number of them in such a short time. As a result, he decided to raise the butterflies in his basement, which allowed him to observe and tag more of them.

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10. ‘Richie was my whole life when his father died,’ said Richard’s mother. Describe Ebright’s relationship with his mother.

(CBSE Question Paper, 2/3/2; 2023–24) Ans: Richard Ebright shared a very close and supportive relationship with his mother. After the death of his father, his mother became his constant source of support and encouragement. She recognised his curiosity and intelligence early on and provided him with resources, such as books and scientific equipment, to develop his interests. She was deeply involved in his life, always guiding him and spending quality time with him. Her firm belief in his potential and nurturing attitude played a significant role in shaping Richard into a successful scientist. 11. What are the essential qualities for becoming a scientist, according to Ebright’s teacher? (CBSE Question Paper, 2/1/2; 2021–22) Ans: According to Ebright’s teacher, Mr Weiherer, the essential qualities for becoming a scientist are curiosity, determination and the ability to think critically. A scientist must have a keen interest in exploring the world around them and be persistent in their search for answers. Additionally, Mr Weiherer emphasised the importance of hard work, patience and attention to detail in scientific research. 12. How did Ebright get the idea of his new theory about cell life? (CBSE Question Paper, 2/2/2; 2021–22) Ans: Ebright came up with his new theory about cell life during his junior year at Harvard while looking at X-ray photos of a hormone’s chemical structure. His research on the monarch pupa began with studying the twelve gold spots on its body. He found that these spots produced a hormone that helped the butterfly develop. Later, he showed that without this hormone, the monarch would not develop into a normal butterfly. He cultured the hormone, identified its chemical structure, and this led to his theory of cell life. 13. What opinion did Mr. Weiherer, Ebright’s social science teacher, have about him? (CBSE Question Paper, 2/1/2; 2022–23) Ans: Mr Weiherer, Ebright’s social science teacher, had a high opinion of him. He found Ebright to be an exceptionally bright and curious student who stood out among others. Despite spending hours on his research, Ebright would participate actively Section C • The Making of a Scientist

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in extracurricular activities like the Model UN. Mr Weiherer admired Ebright’s passion for learning, his curiosity and his time management skills. He said that Richard was competitive but only because he wanted to do the best job possible. He was particularly impressed by Ebright’s determination and his ability to think critically about various subjects. Mr Weiherer believed that Ebright had the potential to achieve great things and become a successful scientist.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. How important is curiosity to scientific exploration and discovery? Justify your answer with examples from the text ‘The Making of a Scientist.’ (CBSE Additional Sample Question Paper, 2023–24) Or How can one say that Ebright’s curiosity/ inquisitiveness drove him to become a scientist? (CBSE Question Paper, 2/5/1; 2023–24) Ans: Curiosity is essential to scientific exploration and discovery, as it drives individuals to ask questions, seek answers and explore the unknown. In ‘The Making of a Scientist’, Richard Ebright’s journey highlights the role of curiosity in shaping a scientist.

From a young age, Ebright was deeply interested in understanding the world around him. His fascination with butterflies led him to raise them and closely observe their life cycle. Instead of simply accepting what he saw, he constantly asked questions and conducted experiments to find answers. His curiosity pushed him to investigate how hormones influence development, eventually leading to groundbreaking discoveries in the field of genetics. Ebright’s relentless pursuit of knowledge demonstrates that curiosity is the foundation of scientific progress. Without it, innovation and discovery would not be possible.

2. It is said, ‘Science is not only a body of knowledge, but a way of thinking.’ In the light of the given statement, analyse the characters of Griffin from ‘Footprints without Feet’ and Richard Ebright from ‘The Making of a Scientist’ and their contrasting approach to science. (Competency-based Question) 439

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Ans: The quote ‘Science is not only a body of knowledge, but a way of thinking’ emphasises that science is more than just collecting facts— it involves curiosity, critical thinking and a methodical approach to understanding the world. This idea can be used to compare the characters of Griffin from ‘Footprints Without Feet’ and Richard Ebright from ‘The Making of a Scientist.’ Griffin demonstrates a more selfish and unethical approach to science. His discovery of the invisibility formula is purely motivated by personal gain. Griffin uses his scientific knowledge for criminal activities, rather than for the greater good. He does not use his knowledge responsibly and/or for the welfare of others. On the other hand, Richard Ebright represents the ideal qualities of a true scientist. His scientific journey is driven by curiosity, perseverance and a commitment to expanding knowledge. Unlike Griffin, Ebright’s approach to science is rooted in genuine curiosity, methodical experimentation and a desire to contribute to a body of scientific knowledge. His work in genetics is driven by his passion for discovery. Ebright’s scientific exploration is marked by a strong ethical sense, as he continually tries to better understand the natural world and share his findings. In conclusion, while Griffin uses science for personal and unethical reasons, Ebright shows the true spirit of scientific inquiry, one that is committed to the greater good. 3. How does Richard Ebright’s life reflect the idea that ‘Success is never achieved alone’? Ans: The quote ‘Success is never achieved alone’ is clearly reflected in Richard Ebright’s life, as his accomplishments were the result of the support and guidance from various people around him, particularly his mother and teachers, who acted as catalysts in shaping his life. There is also evidence in the passage that he collaborated with other students like James R. Wong. Ebright’s mother played a significant role in his journey to success. After the death of his father, she became his primary source of encouragement and support. She recognised his curiosity and intelligence early on and provided him with the resources he needed, such as cameras, telescopes and microscopes. She bought the book ‘The Travels of Monarch X’

which sparked his interest in butterflies and led him to pursue scientific research. Her firm belief in him allowed Ebright to nurture his curiosity, ultimately leading him to great achievements in science. Ebright’s teachers, Mr Weiherer and Dr Urquhart, played a key role in his success. Mr Weiherer nurtured his critical thinking, guiding him in Model UN research, which built his discipline and reasoning skills. Dr Urquhart, a renowned scientist, inspired Ebright’s butterfly research, teaching him to ask deeper questions and explore beyond textbooks. He even provided him with a list of possible experiments that he could conduct after he failed to win his first science fair. Their support helped shape Ebright into a dedicated scientist. Thus, Ebright’s life reflects the idea that success is a collective effort, built on the support and contributions of others. 4. Imagine you are Richard Ebright and you have the chance to meet Anne Frank. Both of you share stories about your teachers—Anne talks about Mr Keesing and Richard talks about his teachers. How would your conversation go? Write the dialogue between you two. (Competency-based Question) Ans: Ebright: Hi, Anne! It’s great to meet you. I’ve heard so much about your bravery. Anne: Thank you, Richard! It’s nice to meet someone passionate about science. I’ve read about your work with butterflies! Ebright: Thanks! I’ve always been curious about nature. My social science teacher, Mr Weiherer, played a big role in shaping my thinking. He was not my science teacher, but he helped me develop critical thinking skills and encouraged me to keep exploring, even when I didn’t win anything at my first science fair. He also guided me in my research for the Model UN which helped me become more disciplined. Anne: That sounds a lot like my maths teacher, Mr Keesing! You see, I was quite talkative in class, which often got me into trouble. As punishment, he asked me to write an essay titled ‘Ms Chatterbox.’ Since I couldn’t stop talking, I ended up writing it—not once, but three times! At first, he was very strict, but over time, even he saw my creativity and encouraged me to write more.

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Ebright: It’s amazing how teachers can inspire us. I was blessed to have not one, but several good teachers including Dr Urquhart. He was an incredible mentor because he didn’t just give me answers—he taught me how to find them myself. His passion for research made learning exciting, and he always pushed me to go beyond what was already known. That’s what great teachers do—they don’t just teach facts, they inspire discovery and help us grow! Anne: Exactly! Great teachers are like gardeners—they nurture young minds just like plants, helping them grow strong and reach their full potential. 5. Imagine you are Richard Ebright, invited to give a speech on the topic, ‘Failure is only final when you choose to stop trying.’ How would you deliver your speech? (Competency-based Question) Ans: Good morning, everyone. Today, I stand before you to speak about a powerful idea: ‘You fail only when you accept failure as final.’ As a child, I was always curious about the world around me. I had many questions, especially about nature and I often struggled to find the answers. One of my early setbacks was not winning anything at my first science fair. That failure could have discouraged me. It could have made me give up on science altogether. But it didn’t. Instead, it taught me an important lesson: failure is not the end, but simply a step in the journey towards success. Every scientist, every inventor and every person who has achieved something meaningful has faced failure. But what sets them apart is their ability to rise again. For me, failure wasn’t about giving up—it was about learning from my mistakes and trying again. After the science fair, I didn’t stop. Instead, I learnt that others had done real experiments which made me delve deeper into my research on butterflies. This ultimately led to my discovery about hormones and their role in controlling the development of an organism. I want to share something important with all of you. Failure is not something to fear or avoid. It is not a sign that you are not good enough. It is proof that you are trying, pushing your limits and learning. Section C • The Making of a Scientist

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So, remember this: You fail only when you accept failure as final. Never let setbacks stop you from reaching your dreams. Keep learning, keep growing and keep moving forward. Thank you. 6. How did Richard Ebright’s interest in the work of Dr Urquhart influence his scientific pursuits, particularly his research on monarch butterflies? Ans: Richard Ebright’s interest in Dr Urquhart’s work had a significant impact on his scientific journey. Dr Urquhart, a Canadian scientist, had been studying the migration of monarch butterflies. His book, ‘Travels of Monarch X’ further heightened Ebright’s curiosity about the behaviour of butterflies. Eager to learn more, Ebright read extensively about Urquhart’s research and started conducting his own experiments. He raised a flock of monarch butterflies and carefully observed their behaviour. Inspired by Dr Urquhart’s passion for butterflies, Ebright tried to answer some of the unanswered questions in the field. His hard work led him to an important scientific discovery about how hormones control the transformation of monarch butterflies. This was a major contribution to the study of butterfly biology. Dr Urquhart’s work sparked Ebright’s passion for scientific research and became a stepping stone for his own discoveries, showing how one scientist’s work can inspire and influence another. 7. You have been requested to write a brief blog post for a science blog for kids on the theme ‘Science is Real’. Based on your understanding of the chapter, write the blog highlighting how science pervades every aspect of our lives. You may begin like this: Scienceforkidsblogger.com Science is Life (CBSE Question Bank) Ans: Scienceforkidsblogger.com Science Is Life Have you ever wondered how your alarm clock wakes you up on time, how your favourite ice cream stays frozen or how your mobile phone lets you talk to friends far away? The answer is simple—Science is real, and it is everywhere! From the moment we wake up to the time we go 441

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to sleep, science is part of everything we do. The electricity that powers our homes, the water that flows from our taps and even the food we eat are all made possible through scientific discoveries. Science helps us understand the world around us. It explains why the sky is blue, how plants grow and even how our own bodies function. Medical science keeps us healthy by creating medicines and vaccines, while space science helps us explore the universe beyond our planet. Even great scientists started with simple observations. Take Richard Ebright, for example. As a child, he was fascinated by butterflies and spent hours observing them. His curiosity led him to conduct experiments, eventually making groundbreaking discoveries about DNA. His journey shows that science begins with questioning the world around us. The best part? Science is not just for scientists—it is for everyone! Every time you mix colours while painting, observe an insect in your garden or even make a paper airplane, you are using science. So, the next time someone tells you that science is just a subject in school, remind them—science is real, and it makes life possible!

Assessment

cell life. It came while he was looking at X-ray photos of the chemical structure of a hormone. I. Which sentence uses ‘sophisticated’ in the same manner as in the passage? (1) a. Using the artist’s sophisticated tools, she crafted an intricate sculpture. b. He impressed the audience with his sophisticated sense of humour. c. The novel’s plot was intricate and sophisticated, appealing to mature readers. d. Their security system was highly sophisticated, preventing any unauthorised access. II. Fill in the blank with a word from the passage (1) Friction : physics : : Butterflies : _____________ III. Based on the reading of the passage, select the odd one out: a.

(1)

Scan to see answers.

1. Read the given extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. In his senior year, he went a step further. He grew cells from a monarch’s wing in a culture and showed that the cells would divide and develop into normal butterfly wing scales only if they were fed the hormone from the gold spots. That project won first place for zoology at the International Fair. He spent the summer after graduation doing further work at the army laboratory and at the laboratory of the U.S. Department of Agriculture. The following summer, after his freshman year at Harvard University, Ebright went back to the laboratory of the Department of Agriculture and did more work on the hormone from the gold spots. Using the laboratory’s sophisticated instruments, he was able to identify the hormone’s chemical structure. A year-and-a-half later, during his junior year, Ebright got the idea for his new theory about

IV. Why did Ebright’s research on the hormone from the gold spots win first place at the International Fair? (2) b. Richard Ebright became interested in science since he first began collecting butterflies but not so deeply that he didn’t have time for other interests. Ebright also became a champion debater and public speaker, a good canoeist and an all-round outdoors-person. He is also an expert photographer, particularly of nature and scientific exhibits.

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In high school Richard Ebright was a straight-A student. Because learning was easy, he turned a lot of his energy towards the debating and Model United Nations clubs. He also found someone to admire—Richard A. Weiherer—his social studies teacher and adviser to both clubs. ‘Mr Weiherer was the perfect person for me then. He opened my mind to new ideas,’ Ebright said. ‘Richard would always give that extra effort,’ Mr Weiherer said. ‘What pleased me was, here was this person who put in three or four hours at night doing debate research besides doing all his research with butterflies and his other interests. I. Which of the following statements is true according to the passage? (1) a. Ebright was only interested in butterflies during high school. b. Ebright’s extracurricular activities included debate, public speaking and canoeing. c. Mr Weiherer did not influence Ebright’s interests. d. Ebright had difficulty balancing academics and extracurricular activities. II. Student 1: Since Richard was a grade-A student, he was interested in science.

Student 2: I think since Richard was interested in science, he got A grades.

Whose statement captures the quote – ‘The only way to great work is to love what you do’ (Steve Jobs) (1) a. Student 1 b. Student 2 c. Both student 1 and student 2 d. Neither student 1 nor student 2 III. Which of the following words is NOT applicable to Richard? a. extrovert b. orator c. inquisitive d. laid back

(1)

IV. What was the most impressive thing about Richard, according to his teacher? (2)

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2. Answer any FOUR of following questions in about 40–50 words. (4 × 3 = 12 marks) a. Why and for whom did Richard tag butterflies? b. ‘Richard realised the true meaning of science in seventh grade.’ Explain with reference to the text ‘The Making of a Scientist.’ c. Why, according to Richard Ebright, did viceroy butterflies copy monarch butterflies? d. What was the common belief with regard to the twelve tiny gold spots on the monarch’s pupa? How did Richard’s research change the accepted belief? e. Do you agree that Richard was an all-rounder? Why/Why not? 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Richard’s mother was his companion, friend and guide. Explain with reference to the chapter ‘The Making of a Scientist.’ b. How did Richard Ebright’s work with butterflies lead to his discovery, and what does it reveal about the process of scientific exploration? c. ‘Just as a sculptor moulds clay into a masterpiece, the people around us shape our character and future.’ How did the people around Richard Ebright, like his mother and teachers, help mould him into the scientist he became? d. Imagine that while at Harvard, Richard wrote his mother a letter to thank her for motivating him and being a constant source of support. Write the letter of gratitude as Richard. You may begin like this: Harvard University Cambridge Massachusetts 20 September 1981 Mrs. Ebright Reading Pennsylvania Dear Mom It’s been long since I’ve written to you .............

(CBSE Question Bank)

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The Necklace

—Guy De Maupassant

About the Author

Henri René Albert Guy de Maupassant was born on 5 August 1850 into an affluent family at the Château de Miromesnil, France. He had a close bond with his mother, who loved literature and passed that passion on to him and his brother, Hervé. After finishing college, Maupassant joined the army for a short time during the Franco-Prussian War. Later, he worked as a clerk in the navy. During this time, he became friends with the renowned writer Gustave Flaubert, who was also a friend of his mother. Flaubert encouraged Maupassant to focus on writing and introduced him to leading literary figures of the time. This led to his work being published in major French newspapers. However, he did not publish his first story until he was 30. His short story, ‘The Necklace (La Parure)’, was first published in the newspaper ‘Le Gaulois’ in 1884 and was later included in ‘Tales of Day and Night’ (1885). His work is known for its realism, portraying ordinary life with depth and insight. Maupassant’s career flourished in the 1880s. He wrote over 300 short stories and several novels, including ‘Une Vie’ (1883), ‘Bel-Ami’ (1885), and ‘Pierre et Jean’ (1888). He also travelled widely, producing newspaper articles, essays and travelogues. Maupassant never married and became increasingly withdrawn in later years. His health declined and he passed away on 6 July 1893. His legacy of vivid and powerful storytelling remains and continues to influence writers today.

Summary

Set in 19th-Century France, ‘The Necklace’ follows the life of Matilda Loisel, a woman who longs for a life of luxury beyond her modest means. She comes from a middle-class family and marries a simple, hardworking clerk at the office of the Board of Education. However, she is unhappy with her life, believing she was meant for wealth and elegance. She dreams of beautiful clothes, fine jewellery and glamorous parties, and her modest home and lifestyle frustrate her. One day, her husband brings home an invitation to a grand party at the Ministry of Education, hoping to make her happy. Instead, Matilda becomes upset, saying she has nothing suitable to wear. To please her, her husband sacrifices his savings of 400 francs—originally meant for a rifle—so she can buy a dress. Even with the new dress, Matilda still feels incomplete without jewellery and expresses her frustration. Her husband suggests borrowing something from her wealthy friend, Madame Forestier. Matilda chooses a beautiful diamond necklace to wear. At the party, she is admired by everyone. She feels elegant and carefree and enjoys the night of luxury. However, upon returning home, she realises that the necklace is missing. They search everywhere but cannot find it. Desperate, they decide to replace it to avoid embarrassment. After visiting jewellers, they find a similar necklace that costs thirty-six thousand francs. To pay for it, the Loisels borrow money from multiple sources and get into debt. They return the necklace to Madame Forestier without telling her the truth. Their lives change completely. They move to a smaller home, dismiss their maid and take on exhausting work. Matilda does all the housework, while her husband works at extra jobs. Years of hardship leave Matilda aged and worn. After ten years, they finally repay their debt. One day, Matilda meets Madame Forestier and decides to confess. Shocked, Madame Forestier reveals that the original necklace was a fake, worth no more than five hundred francs. The story ends with Matilda realising that her obsession with wealth and status has led to years of unnecessary suffering.

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Theme of the Story

The primary theme in ‘The Necklace’ is the destructive nature of greed and vanity. Matilda and her husband live a comfortable but modest life. However, Matilda believes she is meant for wealth and luxury. The story also explores the theme of appearance versus reality. Matilda is beautiful and charming, yet she is deeply dissatisfied with her social and financial status. She envies her wealthy friend, not realising that what others have may not be real—just like the necklace she borrows, which turns out to be fake. For one night, she pretends to be someone she is not, only to face years of hardship as a result. Guy de Maupassant highlights the dangers of materialism. Matilda’s obsession with wealth leads to unnecessary suffering, showing that valuing possessions over contentment and true love can have tragic consequences.

Glossary

dowry: property or money brought by a bride to her husband. shabby: in poor condition due to use or neglect incessantly: continuously delicacies: fine things to eat and own tortured: hurt badly tureen: covered dish from which soup is served at the table pot pie: savoury pie with a crust on top elegant: very smart exquisite: splendid, magnificent convent: a school where nuns live and work inscribed: written or carved on something M: abbreviation for ‘Monsieur’ (a form of address for a man in French) Mme: abbreviation for ‘Madame’ (a form of address for a woman in French) spitefully: acting with the desire to hurt murmuring: speaking very softly stammered: spoke with pauses or repeated sounds due to nervousness stupefied: struck dumb by shock larks: birds vexed: angry, cross adorn: to make pretty poverty-stricken: very poor humiliating: embarrassing, degrading, humbling Venetian: from Venice workmanship: skill in making something ecstatic: overwhelmed by happiness gracious: courteous, kind, pleasant intoxicated: as if drunk salons: rooms modest: ordinary, non-expensive elegance: grace and style hailing: calling out to someone dismay: a feeling of worry or disappointment bewilderment: a state of confusion and puzzlement

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chaplet: string ruinous: disastrous ruinous: causing great damage or loss frigid: very cold odious: hateful, horrible, repulsive haggling: bargaining sou: a former French coin of low value crude: rough awry: not in the correct position or shape; twisted singular: unexpected, extraordinary, unusual perceived: saw, noticed familiarly: casually, informally personage: person astonishment: surprise

NCERT Solutions Read and Find Out

1. What kind of a person is Mme Loisel and why is she always unhappy? Ans: Mme Loisel is a woman who always feels dissatisfied with her life. She believes she was meant for wealth and luxury but was born into a modest family. She constantly dreams of a grand lifestyle and is unhappy because she thinks she deserves more than she has. 2. What kind of a person is her husband? Ans: Her husband is a kind and supportive man. He is content with their simple life and works hard to make her happy. Unlike Mme Loisel, he does not long for luxury and is satisfied with what they have. 3. What fresh problem now disturbs Mme Loisel? Ans: Mme Loisel is now troubled by a new problem— she does not have fine jewellery to wear to the ball. She feels embarrassed and believes she will not look elegant without it.

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4. How is the problem solved? Ans: The problem is solved when her husband suggests that she borrow jewellery. He advises her to visit her wealthy friend, Mme Forestier, and ask for a piece to wear. Following his suggestion, Mme Loisel goes to Mme Forestier’s house, explains her situation, and is generously allowed to choose a beautiful diamond necklace for the ball. 5. What do Mr and Mme Loisel do next? Ans: When Mr and Mme Loisel realise the necklace is lost, they search everywhere but cannot find it. Mr Loisel retraces their steps and even visits the police and cab offices, hoping someone has returned it. Meanwhile, Mme Loisel remains at home in a distressed state. Mr Loisel also puts an advertisement in the newspaper, hoping that someone might have found and returned the lost necklace. However, they receive no response, adding to their misery. 6. How do they replace the necklace? Ans: To replace the lost necklace, Mr and Mme Loisel go to various jewellers until they find a diamond necklace that looks identical. Since it is very expensive, Mr Loisel uses all his savings and takes large loans. They buy the necklace and return it to Mme Forestier without revealing the truth. To repay the debt, Matilda accepts a life of hardship. She dismisses the maid and takes on all household chores, including cooking, cleaning and carrying heavy buckets of water to support her husband and repay the debts.

Think about It

1. The course of the Loisels’ life changed due to the necklace. Comment. Ans: The Loisels’ life changed dramatically because of the necklace. Matilda borrowed a diamond necklace to impress people at a ball, but she lost it. She and her husband had to replace it and it took them ten years to repay the money they borrowed to buy the new necklace. They moved to another part of the city, and Matilda had to manage all the household chores without any help. She cooked, cleaned, sewed and bargained-for necessities to save money. Gone were her aspirations to wealth. Her husband worked long hours, including evenings and nights, to clear their debt. In this way, the necklace drastically changed their lives.

2. What was the cause of Matilda’s ruin? How could she have avoided it? Ans: The cause of Matilda’s ruin was her desire for wealth and status. She wanted to appear rich at the ball, so she borrowed a diamond necklace from Mme Forestier. When she lost it, she and her husband replaced it with an expensive one, leading to years of hardship. She could have avoided this by being satisfied with what she had, a loving husband and a middle-class life. She could also have told Mme Forestier the truth. In the story, when Matilda finally meets Mme Forestier again, she learns that the original necklace was fake and all her suffering had been for nothing. 3. What would have happened to Matilda if she had confessed to her friend that she had lost her necklace? Ans: If Matilda had confessed to her friend that she had lost the necklace, she would have learnt that it was a fake and worth only five hundred francs. She would not have spent her husbandʼs entire inheritance and borrowed money to replace it. This honesty would have saved her and her husband from ten years of hardship, poverty and exhausting labour. 4. If you were caught in a situation like this, how would you have dealt with it? Ans: First and foremost, I would have tried not to let pride and ambition cloud my judgement if I were in such a situation, I would have been honest and confessed the truth, accepting the consequences. Matilda, on the other hand, feared embarrassment and chose to replace the necklace in secret, which led to years of unnecessary hardship. Instead of making the same mistake, I would have told Mme Forestier the truth about losing the necklace.

Talk about It

1. The characters in this story speak in English. Do you think this is their language? What clues are there in the story about the language its characters must be speaking in? Ans: Although the characters speak in English, it is not their original language. Maupassant wrote the story in French, and it was later translated into English. The text itself provides several clues to confirm this. The charactersʼ names, such as Mme Loisel, Mme Forestier, and George Ramponneau, indicate their French origin. Additionally, the use

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of French currency terms like ‘franc’ and ‘sou’ supports this. The mention of locations such as ‘Palais Royal’ and ‘Champs-Élysées’ further highlights the French setting of the story. 2. Honesty is the best policy. Ans: Honesty is the best policy, and Matilda’s story clearly illustrates this. When she lost Mme Forestier’s necklace, she and her husband decided to replace it with an expensive one, fearing the shame of admitting the truth. However, if Matilda had been honest and told Mme Forestier about the loss, she would have discovered that the necklace was fake. This simple act of honesty would have saved them from taking on heavy debt and suffering years of hardship. Her experience shows that being truthful can prevent unnecessary struggles and regrets. 3. We should be content with what life gives us. Ans: Life is uncertain, and everyone experiences it differently. Some have wealth and comfort, while others face hardship. However, it is important to live within one’s means and be content with what one has. While striving for a better life through honest efforts is admirable, true peace comes from accepting and appreciating what we achieve. Despite being born into an ordinary family, Matilda was unhappy with her simple life as a married woman. She was vain and longed for luxury. Wanting to appear rich at the ball, she spent money on an expensive dress and borrowed a necklace. When she lost it her pride led to their replacing it with an expensive one, leading to years of struggle. Had she accepted her life as it was, she could have avoided this hardship. Her story shows that while there is no harm in working for a better future, one should not long for what you do not have. True peace comes from appreciating what we already have. Mathilda had a loving husband and led a comfortable life; she should have been content.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. She suffered incessantly, feeling herself born for all delicacies and luxuries. She suffered from Section C • The Necklace

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the poverty of her apartment, the shabby walls and the worn chairs. All these things tortured and angered her. When she seated herself for dinner opposite her husband who uncovered the tureen with a delighted air, saying, “Oh! the good potpie! I know nothing better than that...,’ She would think of elegant dinners of shining silver; she thought of the exquisite food served in marvellous dishes. She had neither frocks nor jewels, nothing. And she loved only those things. She had a rich friend, a schoolmate at the convent, who she did not like to visit – she suffered so much when she returned. She wept for whole days from despair and disappointment. (CBSE Question Bank Modified) I. Choose statements that are NOT TRUE based on the given extract. (1) i. Matilda was satisfied with her life ii. Matilda was jealous of her friend’s wealth iii. M. Loisel did not enjoy the meals Matilda prepared iv. Matilda disliked living in poverty v. Matilda was never troubled, even though she longed for luxury vi. While eating, Matilda imagined grand dinners with silverware vii. Matilda felt sad after visiting her friend a. i, iii, vi b. iii, v, vii c. i, iii, v d. ii, iv, vii

II. Which word does ‘delicacies’ NOT correspond to? a. refinement b. elegance c. exquisiteness d. sturdiness

(1)

III. Choose the option that correctly defines what a ‘tureen’ is. (1)

ii.

iii.

iv.

a. Option (i) b. Option (ii) c. Option (iii)

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IV. Choose the characteristic that best describes M. Loisel in the extract. a. humble b. content c. cheerful d. reserved

(1)

V. The extract uses the phrase ‘elegant dinners. Which of the following expressions is incorrect concerning the word ‘elegant’? (1)

II. Based on the passage, which option is a fact and not an option? (1) i. I think that

ii. I feel that

too focused

justified in

Matilda was on wealth.

Matilda was wanting a

new dress.

iii. I t’s important iv. I really don’t to consider

think Matilda

financial

reacted that

M. Loisel’s

limitations.

should have way.

a. furnishings

b. interiors

Ans: I. c. i, iii, v II. d. sturdiness III. c. Option (iii) IV. b. content V. b. sturdy tables

elegant

b. robust sets

b. people

2. Read the following extract carefully and answer the questions that follow. Ans: He was silent, stupefied, in dismay, at the sight of his wife weeping. He stammered, ‘What is the matter? What is the matter?’ By a violent effort, she had controlled her vexation and responded in a calm voice, wiping her moist cheeks, ‘Nothing. Only I have no dress and consequently, I cannot go to this affair. Give your card to some colleague whose wife is better fitted out than I.’ He was grieved, but answered, ‘Let us see, Matilda. How much would a suitable costume cost, something that would serve for other occasions, something very simple?’ She reflected for some seconds thinking of a sum that she could ask for without bringing with it an immediate refusal and a frightened exclamation from the economical clerk.

(CBSE Question Bank Modified)

I. What does the term ‘economical clerk’ suggest? (1) a. M. Loisel was wasteful with money, even though he earned a good salary. b. M. Loisel was careful with money due to his small income. c. M. Loisel constantly thought about money because he worked as a clerk. d. M. Loisel was very careful about spending money and didn’t like to spend much.

a. Option (i) c. Option (iii)

b. Option (ii) d. Option (iv)

III. Choose the option that best matches the feelings related to the characters: (1) Matilda: By a violent effort, she had controlled... M. Loisel: He was grieved.... a. Matilda felt forceful; M. Loisel was distressed b. Matilda was annoyed; M. Loisel was upset and wept c. Matilda struggled for control; M. Loisel felt deep sorrow d. Matilda remained calm; M. Loisel’s heart ached for love IV. M. Loisel is astonished by his wife’s reaction. That night, he writes a diary entry, completing it with the missing words. Choose the best option: 11 January, Monday

(1)

9:00 pm

I thought Matilda would be (i) _____________ seeing the invitation in my hand. However, her reaction has left me (ii) ______________. I donʼt know how I

would be able to (iii) ___________ a new dress for her.

a. i. vexed b. i. elated c. i. keen d. i. delighted

ii. disturbed ii. stammered ii. depressed ii. distressed

iii. give iii. afford iii. take iii. afford

V. Choose the option that best responds to the statement: (1) M. Loisel pampered his wife and gave in to her demands.

a. I think Matilda was being unreasonable and impractical.

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b. I feel that M. Loisel loved Matilda and wanted to keep her happy. c. In my opinion, M. Loisel was too strict with Matilda. d. I feel that M. Loisel should not have brought the invitation home. Ans: I. b. M. Loisel was careful with money due to his small income. II. Option (iii) because it presents a factual consideration rather than a subjective opinion. III. c. Matilda struggled for control; M. Loisel felt deep sorrow IV. d. i. delighted ii. distressed iii. afford V. b. I feel that M. Loisel loved Matilda and wanted to keep her happy. 3. Read the following extract carefully and answer the questions that follow. ‘He turned a little pale, for he had saved just this sum to buy a gun that he might be able to join some hunting parties the next summer, with some friends who went to shoot larks on Sunday. Nevertheless, he answered, ‘Very well. I will give you four hundred francs. But try to have a pretty dress.’ I. What does M. Loisel’s reaction in the excerpt reveal about his values and priorities? (1) a. He prioritises his own interests over Matilda’s needs. b. He values Matilda’s happiness more than his desires. c. He makes decisions without considering the consequences. d. He believes spending on luxuries is unnecessary. II. Why does M. Loisel hesitate before agreeing to give Matilda the money? (1) a. He feels Matilda does not deserve a new dress. b. He does not have the money and needs to borrow it. c. He had saved the money to buy something for himself. d. He believes Matilda should wear an old dress. III. What does M. Loisel’s plan to buy a gun reveal about him? a. He enjoys hunting with his friends. b. He dislikes spending time outdoors. Section C • The Necklace

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c. He prefers saving money instead of using it. d. He does not have any hobbies or interests. IV. What does M. Loisel’s decision to give Matilda the money show about their relationship? (1) a. He prioritises her happiness over his own. b. He does not care about her wishes. c. He is afraid of arguing with Matilda. d. He forces Matilda to return the money later. V. Which emotion is most evident in M. Loisel’s words, ‘Very well. I will give you four hundred francs’? (1) a. excitement b. resentment c. sacrifice d. indifference Ans: I. b. He values Matilda’s happiness more than his desires II. c. H e had saved the money to buy something for himself III. a. He enjoys hunting with his friend IV. a. He prioritises her happiness over his own V. c. sacrifice 4. Read the following extract carefully and answer the questions that follow. He went to the police and to the cab offices and put an advertisement in the newspaper, offering a reward. She waited all day in a state of bewilderment before this frightful disaster. Lisle returned in the evening, his face pale; he had discovered nothing. I. Which of the following actions did M. Loisel NOT take to find the lost necklace? (1) a. He reported the matter to the authorities. b. He visited the offices of the cab they took. c. He asked Mathilda to help him search. d. He placed an advertisement in the paper. II. Why did M. Loisel place an advertisement in the newspaper? (1) a. To inform people about the lost dress b. To participate in a grand ball c. To offer a reward for finding the necklace d. To gain social recognition III. What led to Matilda’s downfall? a. Her desire for wealth and admiration b. Her husbandʼs inability to earn more money c. The loss of her job d. The kindness of her friends

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IV. How could Matilda have avoided her misfortune? (1) a. By living within her means b. By controlling her desire for luxury and admiration c. By making her husband earn more money d. Both (a) and (b) V. Which word cannot be linked with the meaning of ‘disaster’? (1) a. damage b. misfortune c. ruin d. punishment Ans: I. c. He asked Mathilda to help him search. II. c. To offer a reward for finding the necklace III. a. Her desire for wealth and admiration. IV. d. Both (a) and (b). V. d. punishment. 5. Read the following extract carefully and answer the questions that follow. He threw around her shoulders the modest wraps they had carried whose poverty clashed with the elegance of the ball costume. She hurried away in order not to be noticed by the other women who were wrapping themselves in rich furs. I. Who is she in the given extract? (1) a. Matilda b. Mme Forestier c. Jeanne d. Matilda’s mother II. Why did Matilda feel uncomfortable as she left the ball? (1) a. The other wives had wanted her to stay. b. She felt embarrassed by her simple wrap. c. She did not enjoy the ball. d. She wanted to stay longer. III. What was the cause of Matilda’s feelings of inferiority? (1) a. She believed she was poor while others at the party were wealthy. b. She thought she was not intelligent. c. She disliked the other guests. d. She was upset with her husband. IV. How did M. Loisel support his wife? (1) a. He arranged for a luxurious wrap to cover her. b. He stayed by her side and hurried away with her. c. He left her to enjoy the party alone. d. He insisted on staying longer.

V. The tendency to show off became a ____________ for Matilda. (1) a. curse b. blessing c. boon d. none of these Ans: I. a. Matilda II. b. She felt embarrassed by her simple wrap. III. a. S he believed she was poor while others at the party were wealthy. IV. b. H e stayed by her side and hurried away with her. V. a. curse.

Short Answer Questions

Answer the following question in about 40–50 words. 1. Identify two actions you would have taken, apart from what M. Loisel did, to solve the problem of the lost necklace. Ans: If I were in M. Loiselʼs position, I would have immediately informed Mme Forestier about the loss to explain the situation. I would have searched more thoroughly before buying a replacement, as there might have been a chance of finding it. Matilda and her husband acted quickly and dishonestly out of fear and pride, which led to unnecessary suffering.

2. Mention one of the most enjoyable things that money cannot buy and explain why you consider it so. (CBSE Question bank) Ans: One of the most enjoyable things money canʼt buy is genuine happiness. It comes from meaningful relationships, personal achievements and inner peace, which canʼt be purchased. Matilda, despite having a caring husband, remained dissatisfied because she believed happiness came from wealth. This led to her downfall, proving that true contentment lies in appreciating what one has. 3. Imagine Matilda discovering that M. Loisel had given her four hundred francs, the money he had saved to buy a gun. How do you think she would have reacted? (CBSE Question bank) Ans: If Matilda had known that M. Loisel had given her the four hundred francs he had saved for a gun, she might have felt guilty, realising his sacrifice for her happiness. However, given her materialistic nature, she might have also felt that it was a small price to pay for her to look elegant at the ball. Her desire for luxury often kept her from appreciating her husbandʼs selflessness.

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4. Imagine you are a columnist in a magazine, where people write to you for advice on their issues. Matilda writes to you, feeling guilty about losing the necklace and how it changed the course of her life and her husbandʼs. What advice would you give her? (CBSE Question Bank) Ans: My advice to Matilda would be to forgive herself and learn from the experience. Mistakes happen, but it’s important to focus on the present and future rather than dwelling on past actions. I would also suggest she values what truly matters, like love and honesty, over material possessions. 5. Matilda returns home after meeting Mme Forestier, who reveals that the necklace was fake. She shares this with M. Loisel. Write the dialogue between Matilda and M. Loisel.

(CBSE Question Bank) Matilda: I don’t know how to tell you this, but I met Mme Forestier today, and she told me that the necklace was fake. M. Loisel: What! I can’t believe it. That huge debt was for nothing! Matilda: M. Loisel: Ans: Matilda: I don’t know how to tell you this, but I met Mme Forestier today, and she told me that the necklace was fake. M. Loisel: What! I can’t believe it. We sacrificed everything, worked endlessly… and it was all for nothing! Matilda: Yes… If only I had known! Ten years of hardship, struggling to repay debts that never should have existed, working like a servant—for nothing! M. Loisel: Sighs We let fear and pride destroy our lives. But there’s no going back now—we can only move forward. 6. Why wouldn’t Mathilda listen to Loisel when he asked her to wait while he called a cab?

(CBSE Question Paper, 2/2/2; 2023–24) Ans: Matilda did not want to wait because she was embarrassed by her modest wrap that did not go with her beautiful dress. She was afraid that the other women who were wrapping themselves in furs would look down on her. After a night of admiration and luxury, she did not want to be seen in anything that exposed her true status. This highlights her vanity and insecurity, as she constantly sought approval and avoided facing reality. Section C • The Necklace

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7. Do you think M. Loisel enjoyed his evening at the ball? Provide reasons for your answer. Ans: M. Loisel did not enjoy his evening at the ball. While Matilda was lost in the excitement, he was tired and waited for her in a side room, half asleep. His only concern was Matilda happiness not his own enjoyment. This shows his selflessness and devotion, in contrast to Matilda’s materialistic desires.

8. Matilda’s over-ambitiousness was the cause of her destruction. Justify.

(CBSE Question Paper, 2/5/3; 2022–23)

Or,

How does Matildaʼs desire for material wealth drive the plot of ‘The Necklace’? (CBSE Sample Paper, 2024–25) Ans: Matilda’s over-ambition leads to her downfall. She desires a life of luxury and status, which leads her to borrow the necklace. Her inability to be content with her life causes her to make reckless decisions, ultimately leading to years of hardship and the loss of her happiness. 9. How does the use of the literary device, a twist in the tale, towards the end of ‘The Necklace’ affect the storyʼs narrative? Ans: The twist at the end of ‘The Necklace’ reveals that the necklace was fake, making Matilda’s suffering unnecessary. This is an example of situational irony, where the opposite of what is expected happens. It makes the story more impactful by showing how a small mistake ruined Matilda’s life. 10. How does the necklace alter the course of the Loiselsʼ lives? Ans: The necklace drastically changes the Loisels’ lives. Matilda’s desire for luxury leads her to borrow the necklace, which she loses. To replace it, they borrow a huge sum of money and fall into a life of poverty and hard labour. M. Loisel also suffers, working tirelessly alongside Matilda. Their lives are forever altered by Mathilda’s desire for wealth and admiration and the loss of the necklace. 11. How did Matildaʼs belief that she wasʼ an error of destinyʼ result in a lifetime of sorrow for her? (CBSE Practice Questions, 2022–23) Ans: Matilda believed she was born into the wrong life, feeling she deserved wealth and luxury instead of a modest existence. This dissatisfaction led her to borrow a necklace to maintain an 451

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illusion of status. When she lost it, her fear of embarrassment stopped her from telling the truth, forcing her and her husband into years of hardship to repay the debt. Her belief that fate had been unfair to her blinded her to what truly mattered—honesty and contentment. Instead of appreciating what she had, she chased a false idea of happiness with materialistic possessions, which ultimately caused her suffering. Had she accepted her reality with grace, she could have avoided years of struggle. Her misguided pride and longing for a different life resulted in a lifetime of regret, proving that true happiness comes from gratitude and appreciating what you have, and not from material wealth.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Your teacher held a Turn Tables session in class and asked you to share your views on the topic, ‘Frugality in Life is the Ideal Way to Live’. Write a debate script presenting arguments both for and against the motion. Conclude with your own opinion. (CBSE Question Bank) Ans: Topic: Frugality in Life is the Ideal Way to Live For the Motion: Good morning, everyone. Today, I support the idea that frugality is the best way to live. When we spend money wisely, we avoid debt and feel more secure about the future. Living simply helps us focus on important things like family, health and happiness, rather than always wanting more. It also helps the environment by reducing waste. A simple life with smart spending brings peace of mind and long-term benefits. Against the Motion: While saving money is important, being too strict with spending can make life dull. We should be able to enjoy special experiences like travelling, celebrating, or learning new skills. If we are too careful with money and too stingy to spend it, we might miss out on opportunities that bring experience and happiness. Instead of extreme saving, it is better to find a balance—saving for the future but also enjoying life. My Opinion: I believe a balanced approach is best. We should be careful with money but also spend on things that bring joy and meaningful experiences. Saving wisely while enjoying life’s special moments is the key to a happy and secure life.

2. Mme Forestier was a good friend. Explain why. Ans: Mme Forestier showed kindness and generosity when she lent Matilda the necklace without hesitation. This act demonstrated her willingness to help a friend in need and also her trust in Mathilda. Matilda’s pride prevented her from admitting the loss, leading to years of unnecessary hardship. When Matilda finally revealed the truth, Mme Forestier was shocked and regretted not having been informed earlier of the loss of the necklace. Though she had unknowingly played a role in Matilda’s suffering, her actions were never intended to cause harm. Her heartfelt dismay about learning about the necklace and her genuine shock and concern at Mathilda’s appearance, prove that she was indeed a good friend. 3. As a reader, do you sympathise with Matilda? Give reasons from the text to support your answer. (CBSE Question Paper, 2/2/2; 2021–22) Ans: As a reader, it is easy to sympathise with Matilda towards the end of the story as she heroically pays for her mistake. Initially, however, I found it difficult to like her and pity her. She is dissatisfied with her life and dreams of luxury, which leads her to borrow the necklace. However, her decision to replace it without telling Mme Forestier causes her and her husband to suffer for many years. While Matilda’s initial desire for a better life is understandable, her failure to take responsibility for her actions results in a harsh consequence. Despite her hardships, the twist at the end reveals that her suffering was unnecessary, which makes readers feel sympathy for her, especially knowing the necklace was fake. 4. One of your friends has a class party to attend and wants to buy the most expensive clothes and shoes, thinking that it will help them stand out. They call you for advice. Write the telephone conversation between you and your friend. You can start the conversation as follows: (CBSE Question Bank) (Competency-based Question) Friend: Hey, I need your honest opinion. Can you help me? You: Friend: So, there’s this big class party I have to attend. It’s a big deal! You:

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Ans: Friend: Hey, I need your honest opinion. Can you help me? You: Of course! What’s on your mind? Friend: So, there’s this big class party I have to attend. It’s a big deal! You: That sounds exciting! But why do you need my opinion? Friend: I want to buy the most expensive clothes and shoes, so I can stand out. What do you think? You: I get it, but do you really think wearing expensive things is the only way to stand out? Friend: Well, I thought it would make me look more impressive. You: Honestly, confidence and personality matter way more than price tags. You don’t have to spend a lot to look great. Just wear something you’re comfortable inand be yourself—that’s what truly makes an impression! Friend: Hmm, that makes sense. I never thought about it that way. Thanks for the advice! 5. Imagine M. Loisel from ‘The Necklace’ by Guy de Maupassant writes a diary entry reflecting on the themes of class, social status and social mobility, based on his own experience. Write the diary entry. (CBSE Sample Paper, 2023–24)

Ans: Dear Diary,

(Competency-based Question)

Today, I cannot help but reflect on how social class and status have shaped our lives. Matilda always longed for wealth and admiration, believing that luxury would bring happiness. I did my best to support her dreams, even sacrificing my own desires. But in the end, no matter how much we struggled, we remained in the same place in the early years of our marriage. The necklace, which we thought was a symbol of wealth and status, turned out to be the reason for our downfall. We spent ten years repaying a debt for something that wasn’t even real. If only we had been honest from the start, we could have avoided so much suffering. It pains me to realise that sometimes, the pursuit of status blinds us to what truly matters. We thought we could move up, but fate had other plans. I wonder—was it all for nothing?

6. Contentment in one’s life is very important to lead a peaceful life. We should be happy with what we have and should not crave for what we do not have. Matilda suffered in life because she was not content in her life. Her desire led to her disaster. What do you learn from her mistakes? (CBSE Question Paper, 2/4/3; 2022–23)

(Competency-based Question)

Ans: Contentment in life is essential for peace and happiness. We should appreciate what we have rather than longing for what we do not. Matilda suffered because she was never satisfied with her life. She believed wealth and status would bring her happiness, but her desire for luxury led to her downfall. Her mistake teaches us that chasing material things can blind us to the value of what we already have. If Matilda had accepted her simple life, she could have been happy instead of enduring years of hardship. She had a loving husband who sacrificed everything to make her happy but she did not appreciate him. Her story reminds us to be grateful and honest, as dishonesty and greed can lead to unnecessary suffering. True happiness does not come from riches but from contentment and appreciating the present.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. One Sunday as she was taking a walk on the Champs-Elysees to rid herself of the cares of the week, she suddenly perceived a woman walking with a child. It was Mme Forestier, still young, still pretty, still attractive. Mme Loisel was affected. Should she speak to her? Yes, certainly. And now that she had paid, she would tell her all. Why not? She approached her. ‘Good morning, Jeanne.’ Her friend did not recognise her and was astonished to be so familiarly addressed by this common personage. She stammered, ‘But, Madame — I do not know — you must be mistaken — ‘No, I am Matilda Loisel.’ Her friend uttered a cry of astonishment, Oh! my poor Matilda! How you have changed!’

M. Loisel

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I. Identify the reason why Mme Loisel decided to speak to Mme Forestier. (1) a. She wanted to borrow money again. b. She wished to reveal the truth about the necklace. c. She wanted to ask for help in finding a job. d. She planned to return another borrowed item. II. Comment on Mme Forestier’s reaction upon seeing Mme Loisel. (1) a. She was delighted to meet an old friend. b. She was confused and did not recognise her. c. She was annoyed by the sudden approach. d. She was indifferent and ignored her. III. Analyse why Mme Loisel thought, ‘And now that she had paid, she would tell her all.’ (1) a. She wanted Mme Forestier to repay her kindness. b. She believed she no longer owed anyone. c. She was proud of her struggle and sacrifice. d. She wanted to make Mme Forestier feel guilty. IV. Infer what Mme Loisel’s physical appearance suggested. (1) a. She had aged due to years of hardship. b. She had become more elegant over time. c. She looked the same as before. d. She had gained wealth and status.

V. Examine the theme reflected in this excerpt. (1) a. The importance of honesty b. The consequences of pride and materialism c. The value of friendship d. The role of fate in success b. ‘I returned another to you exactly like it. And it has taken us ten years to pay for it. You can understand that it was not easy for us who have nothing. But it is finished, and I am

decently content.’ Mme Forestier stopped short. She said, ‘You say that you bought a diamond necklace to replace mine?’

I. Why did Mme Loisel feel ‘decently content’ in her statement? (1) a. She had finally paid for the necklace. b. She was glad she could afford a new dress. c. She was satisfied with her social status. d. She felt relieved after meeting Mme Forestier.

II. What does Mme Loisel reveal about the replacement necklace? (1) a. She bought an inexpensive necklace as a replacement. b. She returned the original necklace after borrowing it. c. She replaced it with a similar diamond necklace. d. She never replaced the original necklace.

III. How did Mme Loisel and her husband manage to pay for the replacement necklace? (1) a. They took a loan from a friend. b. They worked hard for ten years to pay it off. c. They sold some property to cover the costs. d. They received help from Mme Forestier.

IV. How does Mme Forestier react upon hearing Mme Loiselʼs statement? (1) a. She is curious and asks about the replacement necklace. b. She is angry and demands the necklace back. c. She is shocked and confused. d. She is pleased to hear the news.

V. What does the phrase ‘we who have nothing’ imply about the Loiselsʼ situation? a. They are extremely wealthy. b. They are struggling financially. c. They are content with their life. d. They have overcome their poverty.

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2. Answer any FOUR of the following questions in about 40–50 words. (4 × 3 = 12 marks) a. What sacrifice does M. Loisel make to keep his wife happy? Why does he do so? b. What does Mme Loisel see as her ‘victory’ at the ball? c. Does Mme Loisel accept her new life of hardship willingly? Give two reasons to support your answer. d. Why was Madame Loisel so surprised at the end of the story? What was the reason for her shock? (CBSE Question Paper Modified, 2/1/2; 2023–24) e. Mme Loisel’s disposition invites her doom. Elucidate with reference to the text. (CBSE Question Paper, 2/2/3; 2022–23) 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Comment on how Matildaʼs desire for more than she could afford led to her downfall in the story ʻThe Necklaceʼ. How would her life have been different if she had been content with what she had? (CBSE Question Paper Modified, 2/1/2; 2022–23)

Section C • The Necklace

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b. Trace the character arc of Matilda in Guy de Maupassant’s ʻThe Necklaceʼ, commenting on the changes she undergoes as a result of her experiences, challenges and interactions with others. How does she transform throughout the story? (CBSE Question Paper Modified, 2/2/2; 2023–24) c. Would you describe the Loisel’s relationship in their marriage as good? Justify your opinion by referring to incidents from the story. (Competency-based Question) d. Justify how the quote, ‘We are too involved in materialistic things, and they donʼt satisfy us. The loving relationships we have, the universe around us, we take these things for granted’ by Mitch Albom, reflects Matildaʼs character. Explain how her constant dissatisfaction and desire for more align with this perspective. (CBSE Question Bank Modified)

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Bholi

—K.A. Abbas

About the Author

Khwaja Ahmad Abbas (7 June 1914–1 June 1987) was an Indian novelist, filmmaker, journalist, short story writer and playwright known for his contribution to literature and cinema. His writings were often focussed on social issues and the struggles of ordinary people. He aimed to shed light on the challenges faced by underprivileged sections of society. His storytelling is known for its simplicity and emotional depth, which makes complex themes accessible to readers. Through his works, Abbas encouraged people to think critically about social norms and injustices, inspiring change and awareness. His best-known works include ‘Inquilab’ and his autobiography ‘I Am not an Island: An Experiment in Autobiography.’ His dedication to promoting education and women’s rights is evident in stories like ‘Bholi’, which highlight the importance of empowerment and self-respect.

Summary

‘Bholi’ is the story of a young girl named Sulekha, who is nicknamed Bholi due to her simple-mindedness, and the challenges she faces in her life. Ramlal, her father, is a Numberdar (revenue official) and has seven children— four daughters and three sons. Bholi is the youngest daughter, with three older sisters: Radha, Mangla and Champa. Bholi suffered from a head injury when she was just ten months old. She was born fair and pretty, but when she was two years old, she got smallpox, which left deep black marks all over her skin, affecting her appearance. Bholi has difficulty speaking and stammers badly. This makes her a subject of mockery among other children, leading her to speak very little. Unlike her healthy and strong siblings, Bholi feels inadequate and left out. On the advice of the Tehsildar, Ramlal decides to take Bholi to the new primary school for girls. At first, Bholi is frightened and unwilling to go, as she does not understand what school is. Bholi is sent to school because her parents think she is unlikely to get married due to her looks and stammer. However, when her father asks her mother to give her new clothes—unlike the old dresses from her sisters—Bholi feels hopeful she might be going to a better place than home. At school, Bholi feels relieved to see other girls like her and hopes to make friends. However, during class, when her teacher asks her name, she stammers, and the other girls laugh at her. This hurts her feelings deeply. Her teacher is kind and encourages her to speak without fear. Over time, with the teacher’s support, Bholi begins to gain confidence and starts to attend school regularly. Years pass by and the village progresses. Bholi grows up and her parents arrange her marriage to Bishamber Nath, a wealthy older man from another village. Bishamber has a limp and is almost the same age as Ramlal. He initially agrees to marry Bholi without demanding a dowry or knowing much about her. However, on the wedding day, when Bishamber sees Bholi’s pockmarked face, he demands a dowry of five thousand rupees. Ramlal, desperate to marry off his daughter, agrees to pay the dowry, even though it means sacrificing his savings. During the ceremony, Bholi refuses to let her father pay the dowry and confronts Bishamber, calling him greedy and selfish. She boldly declares that she will not marry him. Her decision shocks everyone, but she stands firm, showing her newfound confidence and self-respect. After the wedding is called off, Bholi tells her father that she will take care of her parents in their old age and decides to dedicate her life to teaching at the same school that helped her grow and live a life of dignity and independence. The story ends on a hopeful note, with Bholi embracing her future with courage and determination.

Theme of the Story

The theme of ‘Bholi’ revolves around empowerment through education, gaining self-respect and courage. The story illustrates how education empowers individuals, especially women. The narrative sheds light on harmful societal norms like dowry, gender inequality and the neglect of children with disabilities. Bholi’s journey from a neglected child with a stammer to a confident young woman highlights the crucial role that encouragement and support play in helping individuals realise their potential. Her teacher encourages her whereas her parents fail 456

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to see her potential. Her struggle and eventual rejection of the marriage symbolise her newfound strength and self-respect. The narrative emphasises that education not only equips individuals with knowledge and skills but also builds confidence and the ability to challenge societal expectations. Ultimately, ‘Bholi’ advocates believing in oneself and the need for society to embrace and empower all its members, regardless of their circumstances.

Glossary simpleton: a foolish person easily tricked by others numberdar: an official who collects revenue small-pox: a viral disease that causes blisters that leave pockmarks on the skin disfigured: spoiled in appearance stammered: spoke with pauses or repetitions mimicked: copied; imitated tehsildar: a title given to an official in charge of a tehsil frightened: in a state of fear matted: dull, dry and entangled fear-laden: filled with fear squatted: sat on their heels orchard: a piece of land planted with fruit trees or nut trees, typically one meant for cultivation scurried: ran or moved hurriedly sobbing: crying noisily patted: a gentle tap meant to soothe affectionately: warmly, lovingly astonished: very surprised throbbing: beating in a strong and regular rhythm; pulsating; beating

ginning: separating raw cotton from its seeds limps: moves with difficulty witless: unwise muttered: complained softly procession: a group of people moving in a ceremonial way pomp: a grand ceremonial display splendour: great and impressive beauty envious: jealous sacred: dedicated to religious or spiritual purposes; holy triumphant: feeling of joy due to success downcast: looking down to show humility, sadness or fear garland: a ring made of flowers worn around the neck veil: cloth worn by women to cover their head or face contempt: a feeling that something or someone is unworthy of one’s respect flung: thrown with great force startled: surprised contemplating: thinking deeply about something

NCERT Solutions Read and Find Out

1. Why is Bholi’s father worried about her? Ans: Bholi’s father is worried about her because of her physical and mental challenges. She was ten months old when she suffered a head injury that damaged some part of her brain . When she was two years old, she suffered from small-pox which permanently left black pock-marks on her entire body. This physical challenge along with her stammer and her suspected lack of sense makes her father anxious about her future, especially her marriage. He fears it would be difficult to find a suitable groom for her. 2. For what unusual reasons is Bholi sent to school? (CBSE Delhi Question Paper, 2/1/1; 2014–15) Ans: Bholi is sent to school because her father, Ramlal, could not disobey the Tehsildar’s advice Section C • Bholi

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to send his daughters to school. Her parents also believe that there is very little chance of Bholi getting married, so they decide to send her to school, hoping that Bholi would now be the teacher’s responsibility. 3. Does Bholi enjoy her first day at school? Ans: No, Bholi does not enjoy her first day at school. She is afraid because she does not know what happens at a school. While sitting alone in the corner, she feels out of place and struggles to understand what the teacher is saying. When the teacher kindly asks her name she stammers, and cries when the other girls laugh at her. She is however fascinated by the pictures and thankful to her kind teacher who gives her a picture book and helps her overcome her fear. 4. Does she find her teacher different from the people at home? 457

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Ans: Yes, Bholi finds her teacher to be different from the people at home. While her family undervalues her because of her physical and mental challenges, her teacher shows understanding and encouragement. At home she is called Bholi (simpleton) and is described as ‘ugly’ and lacking in sense. At school, when the teacher calls Bholi’s name sweetly and speaks to her kindly, Bholi feels a sense of warmth and care she does not experience at home. The teacher’s supportive nature helps Bholi gain confidence. This contrasts sharply with her experience at home where she is neglected, mocked, has to wear her sisters’ old clothes and is treated as a burden.

2. How did Bholi’s teacher play an important role in changing the course of her life? Ans: Bholi’s teacher played a crucial role in changing her life by providing the support and encouragement she needed. On her first day, Bholi was nervous and afraid to speak. When the teacher asked her name, she stammered badly and the other girls laughed. However, the teacher calmly encouraged her to speak without fear and attend school regularly. This kind and reassuring approach made Bholi feel valued and confident for the first time. This positive reinforcement motivated Bholi to engage with her studies and build her confidence, ultimately transforming her life.

5. Why do Bholi’s parents accept Bishamber’s marriage proposal? Ans: Bholi’s parents accept Bishamber’s marriage proposal because they believe that no one else will marry her due to her pock-marks and stammer. Her mother also mentions Bishamber’s wealth and the fact that he is not asking for any dowry, which suits the family well.

3. Why did Bholi at first agree to an unequal match? Why did she later reject the marriage? What does this tell us about her? Ans: Bholi initially agreed to the unequal match with Bishamber Nath because her parents considered him a well-to-do groom, and she did not want to disobey her parents. After noticing Bholi’s pockmarks, Bishamber Nath demanded a dowry of five thousand rupees. When her father, Ramlal, offered two thousand instead, Bishamber refused, showing his greed. Realising his true nature, Bholi rejected the marriage, displaying her newfound courage and confidence.

6. Why does the marriage not take place? OR Why did Bholi not marry Bishamber?

(CBSE Question Paper, 2/2/1; 2020; Modified) Ans: The marriage does not take place because Bishamber Nath demands a dowry of five thousand rupees after seeing the pock-marks on Bholi’s face. When Bholi’s father, Ramlal, offers two thousand instead, Bishamber refuses, showing his greed. Realising his true character, Bholi boldly rejects the marriage.

Think about It

1. Bholi had many apprehensions about going to school. What made her feel that she was going to a better place than her home? Ans: Bholi had many apprehensions about going to school because she did not know what a school was. When her father told her he would take her to school, she was scared, thinking she might be turned out of the house like their old cow, Lakshmi, who was sold. However, when her father asked her mother to dress her well, and she was bathed and her hair was oiled, Bholi felt hopeful. This special treatment made her believe she was going to a better place than her home.

4. Bholi’s real name is Sulekha. We are told this right at the beginning. But only in the last but one paragraph of the story is Bholi called Sulekha again. Why do you think she is called Sulekha at that point in the story? Ans: Bholi is called Sulekha at the end of the story to signify her transformation and newfound confidence. Throughout the story, she is referred to as Bholi, a name that means ‘simpleton’ and implies simplicity and ignorance. However, when she stands up for herself and rejects the marriage, the author’s use of her real name symbolising the strength she finds in her identity. It shows that she has evolved from a silent and fearful girl into a self-reliant girl who knows her worth and stands up for her rights. 5. Bholi’s story must have moved you. Do you think girl children are not treated on par with boys? You are aware that the government has introduced a scheme to save the girl child as the sex ratio is declining. The scheme is called

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Beti Bachao Beti Padhao—Save the Girl Child. Read about the scheme and design a poster in groups of four to display on the school noticeboard. Ans:

Beti Bachao, Beti Padhao – A Bright Future for All! Social Awareness Save the Girl Child Educate the Girl Child Equal Rights Stop Discrimination Support the Beti Bachao Beti Padhao scheme. Educate girls and give them equal opportunities. Report any discrimination against girls.

Talk about It

1. Bholi’s teacher helped her overcome social barriers by encouraging and motivating her. How do you think you can contribute towards changing the social attitudes illustrated in this story? Ans: I can contribute to changing social attitudes by spreading awareness about gender equality and the importance of education for every child. I will design posters and work with those who run training sessions about gender equality in rural areas. There may still be families like Bholi’s where the boys are sent to the city to study but school is not regarded as important for girls. Additionally, I can take a stand against the demand of a dowry as seen when Bishamber Nath demanded money from Bholi’s father during the wedding. I will stand up to people like Bholi’s friends who mock physically and mentally challenged people. 2. Should girls be aware of their rights, and assert them? Should girls and boys have the same rights, duties and privileges? What are some of the ways in which society treats them differently? When we speak of ‘human rights’, do we differentiate between girls’ rights and boys’ rights? Ans: Human rights are universal and should apply equally to everyone, regardless of gender. This means that girls and boys must have the same rights, duties and privileges. However, compared Section C • Bholi

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to boys, girls often face discrimination and are not treated as equals. For example, in the story ‘Bholi’, we see how Bholi and her sister are trained primarily to be good wives and mothers, while their brothers are sent to the city for a better education. Bholi’s life is further affected by dowry demands, which ruin her marriage prospects. Such practices suggest how girls are undervalued in society and how boys are given more privileges. Girls should be aware of their rights and assert them. In the story ‘Bholi’, Sulekha takes a stand and rejects the practice of dowry and takes a stand against the manner in which Bishamber treats her at the ceremony. His attitude towards her shows that unfair societal norms still exist where women are married off and treated like possessions. 3. Do you think the characters in the story were speaking to each other in English? If not, in which language were they speaking? (You can get clues from the names of the persons and the non-English words used in the story.) Ans: No, I do not think the characters in the story were speaking to each other in English. They were speaking in Hindi. Several words like ‘numberdar, tehsildar sahib, izzat and pitaji’ prove that. Even the names of characters like ‘Ramlal’ and ‘Bholi’ support that.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. Ramlal stood rooted to the ground, his head bowed low with the weight of grief and shame. The flames of the sacred fire slowly died down. Everyone was gone. Ramlal turned to Bholi and said, ‘But what about you, no one will ever marry you now. What shall we do with you?’ And Sulekha said in a voice that was calm and steady. ‘Don’t you worry, Pitaji! In your old age I will serve you and Mother and I will teach in the same school where I learnt so much. Isn’t that right, Ma’am?’ The teacher had all along stood in a corner, watching the drama. ‘Yes, Bholi, of course,’ she replied. And in her smiling eyes was the light of a deep satisfaction that an artist feels when contemplating the completion of her masterpiece. (CBSE Question Bank) 459

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I. Ramlal stood rooted to the ground because he i. was moved by what he heard. ii. was influenced by Bholi’s words. iii. was in a state of shock. iv. was in an immovable position.

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II. Bholi had refused to get married as (1) a. her father couldn’t afford the dowry that was demanded. b. the bridegroom had been greedy and was disrespectful. c. the bridegroom had insulted her father. d. her father was getting her married to a man older than her. III. Pick the sentence that brings out the meaning of ‘contemplating’ as used in the extract. (1) a. Contemplating sharing my belongings with someone is definitely tough. b. She took some time to respond as she was contemplating what to say. c. I was contemplating my reflection in the mirror and was speechless. d. She was contemplating though the pages of the document that was with her. IV. Why did the teacher stand in one corner watching the drama? (1) a. She was elated to see what was happening. b. She wanted to see what Bholi would be doing. c. She didn’t want to interfere in a family matter. d. She had faith in Bholi standing up for herself. V. Pick the option that includes the correct matches of Column A with Column B. (1) Column A

A. Will you get the sujects you want to study in college? I hope so.

B. I hope you don’t mind my saying this, but I don’t like the way you are arguing.

C. This discovery will give new hope to HIV/AIDS sufferers.

Column B i. independent and confident

ii. burdenless and free

iii. sense of

contentment and accomplishment

iv. embarrassed and anxious

a. A-ii; B-iv; C-iii b. A-i; B-iv; C-iii c. A-iii; B-ii; C-i d. A-iii; B-iii; C-iv Ans: I. c. was in a state of shock. II. b. t he bridegroom had been greedy and was disrespectful. III. b. S he took some time to respond as she was contemplating what to say. IV. d. She had faith in Bholi standing up for herself. V. b. A-i; B-iv; C-iii 2. Read the following extract carefully and answer the questions that follow. Bholi felt as if suddenly all the bells in the village temple were ringing and the trees in front of the school-house had blossomed into big red flowers. Her heart was throbbing with new hope and a new life. I. How did Bholi’s feelings about school change after her interaction with her teacher? (2) II. What feelings are suggested by the description of Bholi imagining the temple bells ringing? (1) a. Fear and anxiety b. Joy and hope c. Sadness and despair d. Anger and frustration III. What do the blossoming trees in front of the school-house represent? (1) a. The beginning of Bholi’s struggles b. The beauty of nature c. The school’s prosperity d. A new beginning and hope for Bholi IV. Provide a similar word for ‘blossomed’. a. Bloomed b. Withered c. Died d. Receded

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Ans: I. Initially, Bholi was terrified of going to school due to her stammer and lack of understanding of what school was. Alos, she recalled that when their cow, Lakshmi, was take out of home, she was sold. Later, after her interaction with her teacher, she was filled with confidence and joy as she had never been appreciated or spoken to so kindly before. II. b. Joy and hope III. d. A new beginning and hope for Bholi IV. a. Bloomed

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3. Read the following extract carefully and answer the questions that follow. ‘At birth, the child was very fair and pretty. But when she was two years old, she had an attack of small-pox. Only the eyes were saved, but the entire body was permanently disfigured by deep black pockmarks. Little Sulekha could not speak till she was five, and when at last she learnt to speak, she stammered. The other children often made fun of her and mimicked her. As a result, she talked very little. Ramlal had seven children— three sons and four daughters, and the youngest of them was Bholi. I. What does the name ‘Bholi’ signify in the context of her character? (1) a. Intelligence b. Bravery c. Beauty d. Stupidity II. How did Bholi come to be known as ‘Bholi’? a. For her beauty b. Because of her intelligence c. Due to her stammering and lack of intelligence d. Because of her popularity

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III. What does the word ‘disfigured’ mean in the context of the extract? (1) a. Improved in appearance b. Made more attractive c. Spoiled or damaged appearance d. Healed completely IV. Why did Bholi talk very little? a. She was shy by nature b. She was mocked by other children c. She was not interested in talking d. She was punished for speaking

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V. How did Ramlal’s family structure contribute to Bholi’s neglect? (1) Ans: I. d. Simpleton II. c. D ue to her stammering and lack of intelligence III. c. Spoiled or damaged the appearance IV. b. she was mocked by other children V. Ramlal had seven children, so Bholi, the youngest daughter with physical and mental challenges, was neglected in the large family. 4. Read the following extract carefully and answer the questions that follow. That night when Ramlal consulted his wife, she cried, ‘Are you crazy? If girls go to school, who will Section C • Bholi

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marry them?’ But Ramlal had not the courage to disobey the Tehsildar. At last his wife said, ‘I will tell you what to do. Send Bholi to school. As it is, there is little chance of her getting married, with her ugly face and lack of sense. Let the teachers at school worry about her.’ I. What was Ramlal’s dilemma about sending Bholi to school? (1) a. He was afraid of disobeying the Tehsildar. b. He feared for her safety. c. He feared it would affect her marriage prospects. d. He wanted her to work instead. II. How did Ramlalʹs wife react to the idea of Bholi going to school? (1) a. She was supportive. b. She was indifferent. c. She was hostile. d. She was encouraging. III. Identify the phrase that indicates a strong objection. (1) a. ‘If girls go to school’ b. ‘who will marry them?’ c. ‘I will tell you what to do’ d. ‘consulted his wife’ IV. What does Ramlal’s wife mean when she says, ‘Let the teachers at school worry about her’? (1) V. What does this extract reveal about societal norms at that time? (1)

(Competency-based Question)

Ans: I. a. He was afraid of disobeying the Tehsildar II. c. She was hostile III. b. ‘who will marry them?’ IV. Ramlalʹs wife believes that Bholi is unlikely to get married so sending Bholi to school would be a way to shift the responsibility for her future to her teachers. V. The extract shows the importance of marriage over education for girls and the gender biases. Bholi and her sister were trained to be good wives, while their brothers were sent to the city for studies. It also reveals a fear of and subservience to authority as Ramlal feared the Tehsildar and wanted to obey him. 5. Read the following extract carefully and answer the questions that follow. And Sulekha said in a voice that was calm and steady, ‘Don’t you worry, Pitaji! In your old age I 461

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will serve you and Mother and I will teach in the same school where I learnt so much. Isn’t that right, Ma’am?’ The teacher had all along stood in a corner, watching the drama. ‘Yes, Bholi, of course,’ she replied. And in her smiling eyes was the light of a deep satisfaction that an artist feels when contemplating the completion of her masterpiece. I. What does Bholi’s decision to teach at the same school symbolise? (1) a. Her desire to escape her family responsibilities. b. Her gratitude towards the school and the teachers. c. Her lack of ambition to explore other career options. d. Her inability to find a better job. II. Explain the comparison between the teacher’s satisfaction and an artist completing a masterpiece.

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III. What does the word ‘serve’ in this context imply? (1) a. To help and take care of b. To entertain and obey c. To ignore d. To work for profit IV. How does this declaration from Bholi reflect her character development throughout the story? (1) Ans: I. b. Her gratitude towards the school and the teachers. II. The comparison between the teacher’s satisfaction and an artist completing a masterpiece shows that the teacher saw Bholi’s growth and confidence as a work of art she had helped create, feeling great pride and fulfilment in her success. III. a. To help and take care of IV. This declaration from Bholi reflects her newfound confidence and sense of purpose in life.

Short Answer Questions

Answer the following question in about 40–50 words. 1. Do you think Bholi could have confidently refused to marry Bishamber if she wasn’t educated? (CBSE Question Paper, 2/3/2; 2023–24) Ans: If Bholi wasn’t educated, she might not have had the confidence to refuse Bishamber’s marriage proposal. Education empowered her to

recognise her self-worth, understand her rights, challenge societal norms and earn a living. It gave her the courage to stand up against the injustice against her and her family and make independent decisions. 2. Why did Bholi’s teacher feel like an artist admiring her masterpiece? (CBSE Question Paper, 2/1/2; 2023–24) Ans: Bholi’s teacher felt like an artist admiring her masterpiece because she had played a key role in Bholi’s transformation. Just as an artist takes pride in creating something beautiful, the teacher felt deep satisfaction and pride in building Bholi’s confidence, courage and independence, and finally seeing her grow into a strong and self-reliant individual. 3. Her heart was throbbing with new hope and a new life. What does this signify about Bholi? Ans: This signifies that Bholi felt a sense of hope and renewal after her interaction with the teacher, who respected her challenges, gave her a book and encouraged her to attend school regularly. Initially, Bholi felt inferior and insecure because of her stammer, her appearance and the neglect she faced at home. However, the teacher gave her confidence and a new perspective on life which helped her believe in a brighter future. It marked a turning point where she began to embrace the possibility of independence, self-respect and a meaningful life ahead. 4. How did Ramlal and Bholi react when Bishamber demanded five thousand rupees? Ans: When Bishamber demanded five thousand rupees, Ramlal was shocked and worried. He tried to negotiate, offering two thousand rupees instead, but Bishamber refused. He also put his turban at Bishamber’s feet to plead for understanding. Ultimately, he gave in and handed over the full amount requested. Bholi, however, reacted with courage and confidence. She noted Bishamber’s greed and disrespect and boldly refused to marry him. 5. Ramlal was worried about Bholi as she didn’t have good looks. Counter the belief that it’s important for a girl to be good looking and give a reason for the same. (CBSE Question Bank)

(Competency-based Question)

Ans: Ramlal’s worry about Bholi’s looks shows the societal pressure on women to be attractive. The

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mother and father fear that she will not find a husband due to her looks. Initially, arrangements are made for Bholi to marry Bishamber Nath, but when he sees the pock-marks on her face he demands compensation. Bholi courageously refuses to marry him as she realises that he will not value her. Her courage and determination prove that inner strength and intelligence matter more than being attractive. 6. How did the teacher build up Bholi’s confidence on her first day at school? Ans: On Bholi’s first day at school, she was hesitant and fearful. When the teacher asked her name, Bholi stammered and could not speak properly. The girls laughed at Bholi, which made her cry. However, the teacher spoke to her kindly and encouraged her to speak despite her stammer. The teacher also assured Bholi that coming to school daily would help her. When Bholi managed to speak, the teacher praised her and gave her a book, making her feel valued and confident for the first time.

7. How would you have reacted if you were one of the guests witnessing Bholi’s wedding when she refused to marry Bishamber Nath?

(CBSE Question Bank)

Ans: If I were a guest at Bholi’s wedding, I would be surprised and impressed by her bravery. Her decision to refuse an unfair marriage would make me respect her even more, as she stood up for herself and challenged social norms. It would be a powerful moment showing the importance of self-respect and education.

8. Do you think Bholi’s father would have agreed to the match if her mother hadn’t insisted upon it? Why/Why not? (CBSE Question Bank) Ans: Ramlal might not have agreed to the match if his wife hadn’t insisted as he cared about Bholi’s future. He was hesitant due to Bishamber’s age, but his wife’s insistence pushed him to prioritise societal norms over his doubts. Her mother’s concern about the societal norms and her fear of Bholi remaining unmarried overshadowed Ramlal’s concerns and how Bohli would feel about the match. Thus, the mother’s influence played a key role in his decision to accept the proposal. 9. How did Bholi feel on her first day of school seeing the other girls, and how did they react to her stammer? Section C • Bholi

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Ans: On her first day, Bholi felt nervous and out of place when she saw the other girls. Initially, she hoped they would become her friends. However, when she tried to speak, her stammer made her an easy target for their mockery. The girls laughed at her, which made her cry. This reaction made her hesitant to speak again, reinforcing her fear of being judged by others. 10. How did the relationship between Bholi and her parents affect her growth? Ans: Bholi’s relationship with her parents impacted her growth negatively. Their neglect made her feel insecure and unloved. Their lack of encouragement and focus on societal norms over her well-being affected her confidence. She wore her sisters’ old clothes, they called her Bholi and her mother insulted her as a young marriageable girl by calling her ‘witless’ and a ‘dumb cow’. However, her teacher’s support at school helped her overcome these challenges. This shows that parental neglect initially hampered her growth until she found guidance and care outside her home. 11. What factors contributed to Bholi’s initial fear of going to school? Ans: Bholi’s fear of going to school was due to her lack of confidence, not having heard about school before. She had no confidence due to the neglect she faced at home, where she was often treated as less important. She also remembered the upsetting incident when their cow, Lakshmi, was sold. She thought that in going to school she was being kicked out. All these factors contributed to her initial fear of going to school.

12. Which character traits of Bholi have had an everlasting impression on you? Why?

(CBSE Question Bank)

Ans: Bholi’s resilience and courage left an everlasting impression on me. Despite being neglected by her family and mocked because of her stammer, she did not give up. Her family regarded her as simple-minded, but she rose above their insults. She followed her teacher’s example and learnt to speak without stammering. The way she refused to marry Bishamber showed that she had not only learnt to speak fluently and confidently but that she had also become a good judge of character. Her education had empowered her to stand up against injustice. 463

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13. Bholi’s parents accepted the match for her though Bishamber Nath was nearly the same age as her father. Bholi also accepted her parents’ decision without voicing her opinion.

(CBSE Question Bank) (Competency-based Question)

a. What does this tell you about the social conditions prevailing in our society?

b. How do you think these problems can be addressed? Ans: a. This shows the importance of marriage in society, where women have to obey their parents’ decisions without any questions. It also shows that often parents think that girls can’t earn a salary and live independently— they need a man to look after them. It highlights the lack of freedom that some girls have and how they get married just out of the fear of opposing societal norms. b. These problems can be addressed by promoting girls’ education, as seen in the story ‘Bholi’. Education transformed her life and gave her the courage to oppose the marriage. Additionally, spreading awareness about gender equality and equal rights for all can help bring change.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Destiny had been cruel to Bholi yet she made a place for herself in a conservative society. Discuss (CBSE Question Paper, 2/6/1; 2022–2023) Ans: Destiny had indeed been unkind to Bholi. She was born with a speech problem and later developed other physical and mental challenges, which made her an outsider in a conservative society. Despite being treated as a simpleton, being scarred, being neglected at home and mocked by others, Bholi found strength through education. Her teacher’s encouragement helped her gain confidence and realise her self-worth. As she learnt, she broke societal barriers and changed from a fearful girl into a strong young woman who could take a stand. She rejected the unfair marriage proposal, decided to serve her parents in their old age and become a teacher. This showed her determination to control her future. This act represented her independence and refusal to follow unfair social rules, proving that even in difficult situations, one can find their place in a conservative society.

2. Bholi is a child different from others. This difference makes her an object of neglect and laughter. Elaborate. (CBSE Question Paper, 2/1/1; 2018–19) Ans: Bholi is a unique child, with physical and mental challenges, which make her an object of neglect and laughter. Unlike her siblings, who are healthy and considered suitable for marriage, Bholi’s appearance and stammer cause her to be overlooked at home. Her parents believe that she is unlikely to get married and consider her a burden. She is sent to school so that her parents can offload their responsibilities onto the teachers. She is not given new dresses to wear, is not bathed regularly and is referred to in a derogatory way. Before her marriage her mother calls her ‘a dumb cow’. She also faces challenges with other children, who mock and make fun of her. She has to endure laughter and redicule at school when the girls mock her stammer. However, when she goes to school and is encouraged by her teacher, she gains confidence and courage. 3. Imagine that Bholi writes a diary entry, exploring the themes of ‘Girl Child’ and ‘Impact of Education’, in the context of her own experiences.

Write this dairy entry, as Bholi. (CBSE Question Paper, 2/5/2; 2023–2024) Ans: 18 March 19XX Today, I thought about my life as a girl and how much education has changed me. I was born with a stammer and later developed scars from smallpox, which made people laugh at me and ignore me. At first, school was scary because the other girls made fun of me but my teacher was kind and helped me believe in myself. Education gave me confidence and taught me to speak up for what is right.

When my parents tried to marry me to an older man, who asked for a dowry when he saw my face, I refused. I knew this was not fair. Education showed me that I have value and I can fight for justice and my rights. It gave me the strength to stand up against unfairness. I wish every girl could go to school and learn. Education is not just about books, it’s about freedom and finding your voice. Education helps us dream big and achieve our goals. I believe that every girl deserves the chance to be educated and empowered. With hope Bholi

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4. Create a report for a local newspaper about the positive changes in Bholi’s life after attending school. Discuss the societal response to girlsʹ education and how Bholi’s success can inspire other girls in the village. (Competency-based Question) Ans: Education in Village (By Jess Singh)

her thoughts, which later leads her to reject an unfair marriage. This moment highlights how education gives women the knowledge and confidence to make their own decisions and stand up for their rights. The story shows that when girls are educated, they can break free from traditional limits, contribute to social and cultural development and inspire future generations to do the same.

1 March 2024

Sulekha, once a fearful and undervalued girl has become a symbol of change in our village. Due to a head injury and being marked by small-pox, her parents did not have much hope for her future. She only started speaking when she was five and had a stammer. Her journey began when she started attending school, where her teacher’s encouragement helped her gain confidence and become a good student. Today, Sulekha stands as a shining example of how education can transform lives. Her story has sparked a positive shift in our village. Families who once hesitated to send their daughters to school are now inspired by her courage and success. Her bold decision to reject an unfair marriage showed that education can empower girls to make informed choices and stand up for their rights. Sulekha’s journey and her recent appointment as school teacher, proves that educating girls not only changes their lives but also advantages the community. As Sulekha continues to inspire, our village is taking steps towards a future where every girl has the opportunity to learn, grow and dream. Her story is a reminder that education is the key to empowerment and progress. 5. ‘Education is considered the most important tool for empowering women in society. It plays an important role in social and cultural development.’ Prove the above statement in the light of the story ‘Bholi’. (CBSE Question Paper, 2/5/2; 2022–23) Ans: The story of ‘Bholi’ clearly demonstrates that education is a powerful tool for empowering women in society. At first, Bholi is neglected due to her mental and physical difficulties. However, when her father, on the advice of the Tehsildar, sends her to school, education becomes a lifechanging experience for her. In school, Bholi receives encouragement from her teacher, which boosts her confidence and self-belief and helps her realise her self-worth. Through education, Bholi learns to speak up and express Section C • Bholi

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Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. ‘Yes, yes, it will be very easy. You just come to school every day. Will you come?’ Bholi nodded. ‘No, say it aloud.’ ‘Ye-Ye-Yes.’ And Bholi herself was astonished that she had been able to say it. ‘Didn’t I tell you? Now take this book.’

I. Why did the teacher insist Bholi say ‘Yes’ aloud? a. To test her memory b. To help her overcome her fear of speaking c. To punish her for being shy d. To make her feel nervous

II. What does the teacher’s statement, ‘Didn’t I tell you?’ imply? (1) a. She had faith in Bholi’s ability b. She was scolding Bholi c. She was tired of teaching Bholi d. She wanted Bholi to leave the school

III. What role does the teacher play in Bholi’s life? a. A strict disciplinarian b. A source of fear and anxiety c. A distant observer d. A guide who empowers her

IV. What is the significance of the teacher giving Bholi a book? (1)

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V. Identify the word in the extract that means surprised or amazed. (1) b. ‘What’s the matter with you, you fool?’ shouted Ramlal. ‘I am only taking you to school.’ Then he told his wife, ‘Let her wear some decent clothes today or else what will the teachers and the other schoolgirls think of us when they see her?’ 465

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New clothes had never been made for Bholi. The old dresses of her sisters were passed on to her. No one cared to mend or wash her clothes. But today she was lucky to receive a clean dress which had shrunk after many washings and no longer fitted Champa. She was even bathed and oil was rubbed into her dry and matted hair. Only then did she believe that she was being taken to a place better than her home! When they reached the school, the children were already in their classrooms.’ (CBSE Question Bank)

I. Why did Ramlal call Bholi a fool? This was because (1) a. Bholi had become hysterical and was screaming. b. Bholi shouted in fear and pulled her hand away. c. Bholi was behaving foolishly and was running away. d. Bholi had been behaving very strangely with her father.

II. Pick the sentence that brings out the meaning of ‘decent’ as used in the extract. (1) a. He gets a decent amount of salary. b. One must be decent when having a conversation with strangers. c. She was dressed in a decent manner for the interview. d. It was very decent of him to lend me some money.

III. Pick the option that best describes how Bholi felt at the end of her first day in school. a. lost and scared b. calm and peaceful c. elated and peaceful d. hopeful and elated IV. Why was Bholi’s hair matted? a. It was entangled and oiled. b. It was never oiled or combed. c. It was not combed regularly. d. It was unkempt and oiled.

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V. What fear did Bholi have when she was told about being taken to school? (1) a. She thought she was going to be neglected by her parents.

b. She thought her parents were going to get rid of her. c. She felt that she would be thrown out of the house and sold. d. She thought her parents were thinking of ways to throw her out. 2. Answer any FOUR of the following questions. (4 × 3 = 12 marks) a. Why was Sulekha nicknamed Bholi and why was her father worried about her? (CBSE Question Paper, 2/1; 2015–16; Modified) b. What made Bholi aware of her rights and how did she use them? c. Give examples from the text to show that Bholi was a neglected child. d. How did Bholi’s initial fear of attending school reflect broader societal concerns regarding girls’ education at that time? What measures can be taken to address these concerns within communities? e. You’ve read the quote: ‘A teacher affects eternity. He can never tell where his influence stops.’ (CBSE Question Bank) In the context of this statement, comment on the role of Bholi’s teacher in her life. 3. Answer any THREE of the following questions. (3 × 6 = 18 marks) a. A character arc is the transformation or development of a character throughout a story and refers to the changes a character undergoes as a result of his/her experiences, challenges and interactions with other characters. In the light of the above information, trace the character arc of Bholi in K.A. Abbas’s ‘Bholi’. (CBSE Question Paper, 2/4/2; 2023–24) b. Imagine you are Bholi and you have been invited to give a speech on the importance of girl education. Write the speech on ‘Girl Education and Empowerment’. (CBSE Question Paper,

2/1/2; 2021–22) (Competency-based Question)

c. Bholi was believed to be a ‘dumb cow’. What turned her into a fearless, bold and confident girl? (CBSE Question Paper, 2/2/2; 2022–23) d. Draft a speech Bholi has to deliver at a village meeting to encourage parents to send their daughters to school. Highlight the benefits of education for girls and share her story as an example. (Competency-based Question)

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The Book That Saved the Earth —Claire Boiko

About the Author

Claire Boiko was a published writer known for her contributions to children’s literature and drama. Her writing style was marked by imaginative storytelling, humour and satire making literature engaging and thoughtprovoking for young readers. Boiko’s literary career focused on plays and stories that encouraged creativity and critical thinking. Some of her notable works include Children’s Plays for Creative Actors, Dramatized Parodies of Familiar Stories and The Cry-Baby Princess. Her works often incorporated wit, humour and elements of fantasy, making literature more accessible and enjoyable for children. Her play, ‘The Book That Saved the Earth’ is a satirical science fiction drama that explores the power of books, knowledge and intellectual freedom. Through her use of humour, irony and creative characterisation, Boiko highlighted the significance of literature in shaping societies and preserving culture. Her storytelling not only entertained but also encouraged young minds to think critically about the role of learning in human progress.

Summary

The comedic play, ‘The Book That Saved the Earth’ by Claire Boiko, is set in the twenty-fifth century at the Museum of Ancient History on Earth. A historian narrates a bizarre event of the twentieth century, an era dominated by books, when a simple book of nursery rhymes, Mother Goose, prevented a Martian invasion. The play begins with Think-Tank, an arrogant but foolish leader of the Martians, and his assistant, Noodle, discussing plans to invade Earth. Think-Tank sends a crew of Martians—Captain Omega, Lieutenant Iota and Sergeant Oop—to Earth to investigate the planet. They land in a library and, unfamiliar with books, struggle to understand their purpose. Think-Tank absurdly assumes books are sandwiches, then communication devices, before finally realising they contain coded messages. Unable to decipher the code, the crew gulps the vitamin given to them which makes them intelligent to decode the message. The Martians read rhymes from ‘Mother Goose’, leading to hilarious misinterpretations. The rhyme ‘Mistress Mary, Quite Contrary’ makes Think-Tank believe Earthlings are growing dangerous metals and weapons. ‘Hey Diddle Diddle’ suggests that cows can jump over the moon, proving Earth’s advanced space technology. The final rhyme, ‘Humpty Dumpty’, terrifies Think-Tank because the picture of Humpty Dumpty resembles him, making him believe Earthlings have identified him and have planned his downfall. Panicked, Think-Tank cancels the invasion, orders the evacuation of Mars and flees to another galaxy. Thus, a simple nursery rhyme book unknowingly saves Earth from an alien invasion, proving the power of books and imagination.

Theme of the Play

The central theme of ‘The Book That Saved the Earth’ is the danger of misinterpretation and the power of knowledge. The play humourously highlights how incomplete information, incorrect assumption or lack of understanding can lead to confusion and irrational decisions. Think-Tank, the arrogant Martian leader, completely misreads nursery rhymes, believing them to be evidence of Earth’s military advancements. His misinterpretation of simple verses results in panic and the cancellation of the invasion. Additionally, the play underscores the importance of books and knowledge. Though the nursery rhymes are innocent, they unknowingly save Earth from destruction, proving that literature—no matter how simple—holds immense power. The contrast between the Martians’ ignorance and Noodle’s logical reasoning also emphasises the value of intelligence and critical thinking. Through satire, the play encourages readers to appreciate books, knowledge and the ability to think critically before making decisions.

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Glossary easel: a wooden frame to support a blackboard or a picture

spotlight shines: (here) a bright light focusses on a particular subject Zulus: an ethnic group native to South Africa

invasion: entering a place by force to take control encyclopaedia: a book or digital resource with detailed information on many topics tome: a large, heavy book

historioscope: an instrument used to observe past events

apprentice: learner of a trade who has agreed to work for a certain period of time in return for being taught peevishly: irritably

salutation: a formal or respectful greeting

manned: controlled or operated by humans

smacking: striking with a loud, sharp sound earthlings: people living on Earth

riffling: quickly turning over the pages of a book barn: a large farm building used to store hay or livestock

haberdashery: a store selling clothing accessories, sewing supplies and fabrics dubiously: doubtfully

pantomimes: acts without speaking, using gestures trifling: unimportant or small

haughtily: proudly and arrogantly twirling: spinning around

squiggles: scrawls; illegible writing or markings primitive: simple, not advanced

stiffly: in a rigid or awkward way

decipher: to find the meaning of something puzzling or difficult to understand

transcribe: convert spoken or written content into full, readable text levity: lack of seriousness, especially when dealing with serious matters cease: to stop

desist: to stop doing something

Alpha Centauri: the nearest star system to Earth, located about 4.37 light-years away chuckling: laughing softly in amusement

NCERT Solutions Read and Find Out

1. Why was the twentieth century called the ‘Era of the Book’? Ans: According to the play ‘The Book That Saved the Earth’, the twentieth century was called the ‘Era of the Book’ because books played a crucial role in storing and spreading knowledge. There were books on everything, from anteaters to Zulus. Books taught people how to do things, when to do them, where to do them and why. They were used to explain concepts, show information through pictures and teach grammar and punctuation. 2. Who tried to invade the Earth in the twentyfirst century? Ans: The Martians, led by their ruler Think-Tank, tried to invade Earth in the twenty-first century. However, due to their misinterpretation of nursery rhymes from the book ‘Mother Goose’ their plan failed. They mistakenly believed that humans had advanced technology and dangerous weapons, which led them to abandon their invasion plans.

3. What guesses are made by Think-Tank about the books found on Earth? Ans: Think-Tank initially assumes that the books found on Earth are sandwiches. Noodle corrects him, suggesting that they are communication devices. Think-Tank then assumes they might be communication devices and orders the team to listen to them. He concludes that the communication devices must be viewed to see the data. Later, after misinterpreting the code of the nursery rhymes shared by his team, he becomes convinced that Earthlings are trying to plan an attack on other planets, leading him to cancel the invasion.

Think about It

1. Noodle avoids offending Think-Tank but at the same time he corrects his mistakes. How does he manage to do that? Ans: Noodle manages to correct Think-Tank’s mistakes without offending him by using a polite and respectful approach. He uses flattery

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and calls Think-Tank ‘Your Brilliance’. He never directly contradicts Think-Tank but instead gently suggests alternatives in a way that makes Think-Tank feel superior. Noodle also downplays his own knowledge by describing it as ‘a cloudy piece of knowledge’. 2. If you were in Noodle’s place, how would you handle Think-Tank’s mistakes? Ans: If I were Noodle, I would handle Think-Tank’s mistakes with a gentle and respectful approach. Instead of directly saying ‘no,’ I would ask questions to guide him towards the right answer. I would politely offer alternatives, keeping my tone respectful. I would choose the right time and place to correct him, preferably in private, to avoid embarrassment. I would use the ‘sandwich technique,’ which involves giving praise before and after the correction. This means I would start with flattery by praising his intelligence and leadership, then subtly suggest a correction and end with more praise to reinforce his positive qualities. Lastly, I would be open to correcting myself if needed, showing teamwork and humility. This would help Think-Tank feel confident while leading him to the right conclusion. 3. Do you think books are being replaced by the electronic media? Can we do away with books altogether? Ans: Books remain invaluable, even as electronic media grows in popularity. While digital platforms offer convenience and accessibility, they cannot fully replace the experience of reading a physical book. Printed books reduce screen time, enhance focus and preserve knowledge for future generations. However, e-books and audiobooks provide flexibility and cater to modern reading habits. Despite technological advancements, books continue to hold cultural, educational and sentimental value. Instead of replacing books, electronic media complements them, ensuring that both forms of reading coexist, each serving a unique purpose in learning and entertainment. 4. Why are books referred to as a man’s best companion? Which is your favourite book and why? Write a paragraph about that book. (Competency-based Question) Ans: Books are referred to as a man’s best companion because they provide knowledge, comfort and Section C • The Book That Saved the Earth

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entertainment. Unlike people, books never ask for anything in return and are always available to teach, inspire and guide us. They broaden our perspectives, fuel our imagination and help us understand the world better. In ‘The Book That Saved the Earth,’ books play a crucial role in shaping ideas and even preventing an alien invasion. This highlights their power—not just as a source of wisdom, but as tools that influence history and shape human destiny. Books preserve culture, emotions and knowledge for future generations, proving to be invaluable companions. My Favourite Book My favourite book is ‘Harry Potter and the Philosopher’s Stone’ by J.K. Rowling. It is a fascinating story about a young boy, Harry, who discovers he is a wizard and goes to Hogwarts School of Witchcraft and Wizardry. The book is filled with magic, adventure and friendship. I love the way it teaches the importance of bravery, loyalty and kindness. The exciting plot and unforgettable characters make it a book I can read again and again.

Talk about It

1. In what ways does Think-Tank misinterpret innocent nursery rhymes as threats to the Martians? Can you think of any incidents where you misinterpreted a word or an action? How did you resolve the misunderstanding? Ans: Think-Tank misinterprets nursery rhymes as threats due to his lack of understanding of human literature and culture. When the Martian crew reads ‘Mistress Mary, Quite Contrary’, he assumes that Earthlings have developed the ability to grow valuable minerals like silver and create deadly explosives, rather than simply planting flowers. Similarly, he sees ‘Hey Diddle Diddle’ as proof that humans can send cows to the moon, suggesting advanced space technology and an advanced civilisation. His panic reaches its peak with ‘Humpty Dumpty’, as he sees a resemblance between himself and the character. He assumes Earthlings have already seen him and are planning an attack on Mars, leading him to abandon the invasion and flee. A personal experience where I misinterpreted a situation happened when I mistook a friend’s playful comment for criticism. At first, I felt upset, 469

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but after discussing it, I realised they meant it as a joke. This taught me the importance of considering tone and context before reacting, as misunderstandings can often be resolved through open communication. 2. The aliens in this play speak English. Do you think this is their language? What could be the language of the aliens? Ans: In the play, the Martians speak English, but it is unlikely to be their native language. They refer to books as ‘sandwiches’ and believe they are a form of communication, indicating that they cannot read English. Their difficulty in understanding human language suggests that they have their own Martian system of communication. The language of the aliens could be a series of sounds, symbols or gestures, entirely different from human languages. It might involve telepathic communication, advanced coding or even signals transmitted through technology. However, since this is a humorous play, the use of English makes it more accessible and entertaining for the audience.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. Think-Tank: …I wish to be placed in communication with our manned space probe to that ridiculous little planet we are going to put under our generous rulership. What do they call it, again? Noodle: Earth, your Intelligence. Think-Tank: Earth—of course. You see how insignificant the place is? But first something important. My mirror. I wish to consult my mirror. (CBSE Question Paper,2/5/3; 2022–23) I. Think-Tank wants to communicate with the __________. (1) a. people of Earth b. scientists on Earth c. environmentalists on Earth d. Martians on Earth II. Complete the analogy by selecting the suitable word from the passage. (1)

read : learn : : explore : __________

III. Your Intelligence refers to a. Earth b. Noodle c. Little Planet d. Think-Tank

(1)

IV. What does Think-Tank want to do?

(1)

V. Fill in the blank with one word only.

(1)

Think-Tank is the __________ of the Martian team. Ans:

I. d. Martians on Earth II. discover III. d. Think-Tank IV. Think-Tank wants to invade Earth and put it under Martian rulership. He believes that Mars is the most advanced planet and sees Earth as a possible threat. To prepare for the invasion, he sends a crew of Martians to gather information about Earth. He also plans on sending a force to invade Earth by the end of the day. V. Think-Tank is the commander in chief of the Martian team.

2. Read the following extract carefully and answer the questions that follow. Think-Tank: Mirror, mirror, in my hand. Who is the most fantastically intellectually gifted being in the land? Offstage voice: (after a pause) You, sir. Think-Tank: (smacking mirror) Quicker. Answer quicker next time. I hate a slow mirror. (He admires himself in the mirror.) Ah, there I am. Are we Martians not a handsome race? So much more attractive than those ugly Earthlings with their tiny heads. Noodle, you keep on exercising your mind, and someday you’ll have a balloon brain just like mine. Noodle: Oh, I hope so, Mighty Think-Tank. I hope so. Think-Tank: Now, contact the space probe. I want to invade that primitive ball of mud called Earth before lunch. Noodle: It shall be done, sir. (He adjusts levers on the switchboard. Electronic buzzes and beeps are heard as the curtains open.) (CBSE Question Bank) I. Choose the option that lists the most appropriate meaning of Think-Tank from those given below. (1) a. A tank that helps you think deeper than an average person, if you use its contents regularly.

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b. Non-stop flow of ideas from a fixed source about one particular issue. c. A pool of ideas and solutions to various problems via an individual, group or organisation. d. A method by way of which people think collectively to identify stray thoughts among them. II. ’Mirror, mirror, in my hand. Who is the most fantastically intellectually gifted being in the land?’ (1) Choose the option that lists the genre having the original reference to the above lines. a. Biography b. Science-fiction c. Mystery d. Fairy tale III. Choose the option that correctly categorises the phrase ‘after a pause’ based on the dialogue given above. (1) a. aside b. stage direction c. narration d. setting IV. Choose the option that fits the example of an irony from the ones given below. (1) a. ‘Who is the most fantastically intellectually gifted being in the land?’ b. ‘I hate a slow mirror.’ c. ‘Noodle, you keep on exercising your mind, and someday you’ll have a balloon brain just like mine.’ d. ‘I want to invade that primitive ball of mud called Earth before lunch.’ V. Choose the option that includes the display of ‘smacking’ as used in the extract.

iii. a. Option i c. Option iii

iv. b. Option ii d. Option iv

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(1)

Ans:

I. c. A pool of ideas and solutions to various problems via an individual, group or organisation. II. d. Fairy tale III. b. stage direction IV. c. ‘Noodle, you keep on exercising your mind, and someday you’ll have a balloon brain just like mine.’ V. d. Option (iv)

3. Read the following extract carefully and answer the questions that follow. Oop: I haven’t a clue. I’ve been to seven galaxies, but I’ve never seen anything like this. Maybe they’re hats. (He opens a book and puts it on his head.) Say, maybe this is a haberdashery! Omega: (bowing low) Perhaps the Great and Mighty Think-Tank will give us the benefit of his thought on the matter. Think-Tank: Elementary, my dear Omega. Hold one of the items up so that I may view it closely. (Omega holds a book on the palm of her hand.) Yes, yes, I understand now. Since Earth creatures are always eating, the place in which you find yourselves is undoubtedly a crude refreshment stand. (CBSE Question Bank) I. Why did Omega bow low before Think-Tank? (1) a. As a mark of respect and recognition of supremacy b. To flatter and appease the character c. As a sign of submission and understanding of his strength d. To curry favour and goodwill from the character II. Choose the option that associates the person to a haberdashery. (1) a. Jagdeep is a primary school teacher who teaches English. b. Tanishq is a tailor who makes garments for only men. c. Falguni is a chemist who manufactures her own medicine. d. Asma is an engineer who works on designing space stations. III. Choose the option that explains what Think-Tank meant by saying, ‘Elementary, my dear Omega’. (1) a. ‘It’s simple general knowledge, Omega.’ b. ‘It’s something that a primary school person won’t understand, Omega.’ 471

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c. ‘It’s quite obviously deducible, Omega.’ d. ‘It’s a little more than complicated, Omega.’ IV. The quality of being crude has been allotted to the refreshment stand because (1) a. Earthlings have bad eating habits according to Think-Tank. b. the temperature of the refreshment stand was too high. c. the refreshment stands are responsible for poor health of the Earthlings. d. it produces food that is unrefined and unprocessed in nature. V. Earth inhabitants are Earthlings and those from Mars are Martians, what are the inhabitants of Venus addressed as in most sci-fi stories? (1) a. Venusites b. Venatians c. Venings d. Venusians Ans:

I. a. As a mark of respect and recognition of supremacy II. b. Tanishq is a tailor who makes garments for only men. III. c. ‘It’s quite obviously deducible, Omega.’ IV. d. it produces food that is unrefined and unprocessed in nature. V. d. Venusians

4. Read the following extract carefully and answer the questions that follow. Think-Tank: Mirror, mirror, in my hand. Who is the most fantastically intellectually gifted being in the land? Offstage Voice: (after a pause) You, sir. Think-Tank: (smacking mirror) Quicker. Answer quicker next time. I hate a slow mirror. (He admires himself in the mirror.) Ah, there I am. Are we Martians not a handsome race? So much more attractive than those ugly Earthlings with their tiny heads. Noodle, you keep on exercising your mind, and someday you’ll have a balloon brain just like mine. Noodle: Oh, I hope so, Mighty Think-Tank. I hope so. Think-Tank: Now, contact the space probe. I want to invade that primitive ball of mud called Earth before lunch. Noodle: It shall be done, sir. (He adjusts levers on the switchboard. Electronic buzzes and beeps are heard as the curtains open.)

(CBSE Additional Practice Paper, 2023–24)

I. What does Think-Tank’s interaction with the mirror reveal about his attitude towards intelligence and appearance? Answer in 30–40 words. (2) II. State whether TRUE or FALSE. (1) Noodle’s hopeful response to Think-Tank’s comment lends an insight into the rich heritage and culture of the Martian society. III. Select the appropriate option to fill the blank. (1) The desire to conquer a ‘primitive ball of mud’ reflects a __________ mindset. a. diplomatic b. colonial c. conciliatory d. democratic

Ans:

IV. The playwright’s decision to put certain content in brackets serves the purpose of __________. (1) I. Think-Tank’s behaviour shows that he is very proud and has a big ego. He believes himself to be the most intellectually gifted being and prioritises appearance, considering Martians with their big heads more attractive than ‘ugly’ Earthlings. The irony is that his ‘balloon brain’ turns out to be the equivalent of a proverbial airhead. II. False III. b. colonial IV. The playwright’s decision to put certain content in brackets serves the purpose of providing stage directions and clarifying actions or tone for the actors.

5. Read the following extract carefully and answer the questions that follow. Iota: Yes, sir. (She reads very gravely.) Hey diddle diddle! The cat and the fiddle, The cow jumped over the moon, The little dog laughed to see such sport, And the dish ran away with the spoon. Oop: (laughing) The dish ran away with the spoon! I. What does the word ‘gravely’ imply about the way Iota reads the nursery rhyme? (1) a. She reads it in a serious and solemn manner. b. She reads it in a cheerful and lively way. c. She reads it quickly and carelessly. d. She reads it with excitement and enthusiasm.

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II. What action is attributed to the cow in the nursery rhyme? (1) a. Dancing on a table b. Sleeping under a tree c. Jumping over the moon d. Eating grass in the field

III. What does Think-Tank infer on listening to the nursery rhyme, ‘Hey diddle diddle ...’? (2) (CBSE Question Paper, 2/3; 2014–15)

IV. Imagine you are a playwright adapting this scene. How could you use Oop’s reaction (laughing at ‘The dish ran away with the spoon’) to subtly foreshadow a potential weakness in the Martian’s understanding of Earth culture, even before Think-Tank’s misinterpretations begin? (1)

I. a. S he reads it in a serious and solemn manner. II. c. Jumping over the moon III. When Think-Tank listens to the nursery rhyme ‘Hey diddle diddle...’, he misinterprets it as a sign of Earth’s advanced space technology and culture. The line ‘the cow jumped over the moon’ makes him believe that Earthlings have already sent animals to space, showcasing their superior scientific abilities. He assumes they possess advanced space techniques and could be planning an attack on other planets. This frightens him, and he starts doubting Mars’s superiority. His lack of understanding leads him to cancel the invasion. IV. d. All of the above

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Answer the following questions in about 40–50 words.

1. How did Apprentice Noodle act smartly by suggesting something about the book without offending Think-Tank?

(CBSE Question Paper, 2/4/2; 2023–24)

Ans: Noodle acted smartly by never directly contradicting Think-Tank. When Think-Tank assumed books were ‘sandwiches’, Noodle tactfully pointed out that Earthlings were not eating them. Instead of challenging his leader’s ideas, he subtly guided him towards the more logical conclusion—that books were a means of communication—ensuring Think-Tank did not feel inferior or undermined.

(Competency-based Question)

a. By having Iota reprimand Oop for laughing, establishing a rigid and humourless Martian society b. By having Oop explain why he finds the line funny, revealing a naive and childlike perspective c. By having Think-Tank dismiss Oop’s laughter as irrelevant, highlighting his arrogance and unwillingness to learn d. All of the above Ans:

Short Answer Questions

2. Think-Tank believes he is a genius, yet he misinterprets simple nursery rhymes. What does this suggest about the nature of true intelligence, as implied by the play?

(Competency-based Question)

Ans: The play implies that true intelligence is not just about authority but involves wisdom, understanding and adaptability. Think-Tank, despite his self-proclaimed genius, fails to comprehend basic nursery rhymes. In contrast, Noodle, though of lower rank, displays real intelligence by using logic and tact, highlighting the importance of critical thinking over arrogance.

3. A well-known book of nursery rhymes saved the world from a Martian invasion. Comment with reference to the book ‘The Book That Saved the Earth’. (CBSE Question Paper, 2/2/1; 2023–24) Ans: The book ‘Mother Goose’ inadvertently saved Earth as Think-Tank misinterpreted its nursery rhymes as evidence of advanced Earth technology. Believing that humans possessed dangerous weapons and space capabilities, he panicked and aborted the invasion. This highlights the theme that misinterpretation of information can lead to significant and unexpected consequences. 4. What is the most significant irony in ‘The Book That Saved the Earth,’ and why is it effective? Ans: The greatest irony is that a children’s book, meant for entertainment, terrifies an advanced alien race. This is effective because it adds humour while critiquing blind arrogance and 473

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misinformation. Think-Tank, despite considering himself highly intelligent, is deceived by his own ignorance, making the play amusing and thought-provoking. 5. Based on the Historian’s epilogue, mention one major difference between Earthlings and Martians at the time of the planned invasion. OR Mention any two points of differences between Earthlings and Martians in the 20th century. (CBSE Question Bank) Ans: One major difference between Earthlings and Martians at the time of the planned invasion was that Earthlings could read and learn from books, while Martians could not. Because of this, the Martians misunderstood simple nursery rhymes and got scared, leading them to cancel the invasion. Also, Earthlings used knowledge and technology wisely, while Martians depended entirely on their leader, Think-Tank, without thinking for themselves. Their approach to technology and leadership also set them apart. 6. How did Think-Tank interpret the following nursery rhyme? ‘How does your garden grow with cock shells and silver bells?’ (CBSE Question Paper, 2/3/1; 2023–24) Ans: Think-Tank’s misinterpretation of nursery rhymes reveals his paranoia and lack of understanding. Instead of seeing them as harmless poems, he assumes they contain hidden threats from Earthlings. When he hears the line ‘How does your garden grow with cockle shells and silver bells?’, he believes Earthlings are growing valuable minerals (silver) and dangerous explosives (cockle shells) instead of flowers. This convinces him that Earth is preparing for war, making him panic and reconsider the invasion.

7. Do you think that the names ‘Think-Tank’ and ‘Noodle’ replicate the attributes of the two characters? Justify your answer with reference to the chapter ‘The Book that Saved the Earth’.

(CBSE Question Bank)

Ans: Yes, the names match the characters’ attributes. Think-Tank believes he is as intelligent as a ‘think tank’ of experts, but his thinking is actually flawed. On the other hand,

Noodle’s name suggests foolishness, yet he is the one who offers logical and wise advice. This irony—that the so-called ‘Noodle’ is actually the smarter character—adds to the humour of the play. 8. Martians were never able to bring themselves to read the book ‘Mother Goose’. Discuss why the Historian said so. (CBSE Question Bank) Ans: The Historian implies that Martians avoided ‘Mother Goose’ because it reminded them of their greatest blunder—abandoning an invasion due to a misunderstanding. Their fear of Earth’s supposed power, based on nursery rhymes, made them reluctant to revisit the book that led to their humiliation. 9. Elaborate on that quality of the book that saved the planet Earth. (CBSE Question Bank) Ans: The book ‘Mother Goose’ saved Earth because knowledge and correct interpretation shape decisions. The Martians’ inability to understand the nursery rhymes led them to believe Earthlings had superior technology, forcing them to cancel the invasion. This highlights how books can influence decisions and even alter history. 10. Give any two reasons for Oop’s breaking into laughter on reading the first nursery rhyme. (CBSE Question Bank) Ans: Oop finds the nursery rhyme amusing because he does not understand its real meaning and sees it as nonsense. His reaction highlights the Martians’ confusion and adds humour to the play. The rhyme sounds silly and meaningless to him, making him laugh at its absurdity. He does not realise the seriousness of Think-Tank’s misinterpretation, which makes the situation even funnier. 11. How does ‘The Book that Saved the Earth’ include elements of satirical science fiction? (CBSE Sample Paper, 2024–25) Ans: The play satirises blind arrogance and reliance on authority through humorous exaggeration. Think-Tank, an advanced alien leader, misinterprets simple rhymes, showcasing the dangers of misinformation. The Martians’ retreat due to a nursery rhyme mocks how ignorance and miscommunication can lead to irrational decisions.

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12. The play suggests that misinterpretation can have significant consequences. In what ways might the reliance on technology and a lack of understanding of different cultures contribute to misinterpretation, both in the play and in real-world scenarios? (Competency-based Question) Ans: In the play, Think-Tank’s overconfidence and failure to understand human culture lead to a baseless fear of Earth. Similarly, in real life, excessive reliance on technology without cultural awareness can cause diplomatic tensions, misinformation and conflicts. Misreading historical texts, symbols or messages due to ignorance can result in serious misunderstandings or global issues. 13. What difficulty does the crew of the space probe face on Earth?

(CBSE Question Paper, 2/1/1; 2018–19) Ans: The crew of the space probe faces difficulty in understanding where they are and what they encounter on Earth. They mistake the library for a storage barn and books for sandwiches. Unable to interpret written text, they assume it to be a secret code, leading to confusion and misinterpretation of Earth’s culture.

Long Answer Questions

Answer the following questions in about 100–120 words.

1. The play suggests that the 20th century was the ‘Era of the Book’. With that reference, what would you like to call the era of the 21st century? What role does that object/concept play in the lives of human beings?

(CBSE Question Bank)

(Competency-based Question)

Ans: The 20th century is referred to as the ‘Era of the Book’ in the play because books were the primary source of knowledge. In contrast, the 21st century can be called the ‘Era of Technology’ as digital advancements have transformed human lives. The Internet, smartphones and artificial intelligence have revolutionised communication, education, healthcare and entertainment. Technology offers instant access to information, making learning more interactive and efficient. However, it also brings challenges like misinformation and digital dependency. Just

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as books preserved knowledge and shaped minds in the past, technology defines modern life, influencing how we work and interact. To ensure meaningful progress, it is essential to use technology wisely while preserving human values and critical thinking skills. 2. At the end of the play one is told that five centuries later Noodle has acquired the position of Think-Tank. Through your understanding of both the characters, pen down the account of events that could have led to Think-Tank’s replacement by Noodle. (CBSE Question Bank) Ans: Noodle’s intelligence and logical thinking made him a better leader than Think-Tank. While Think-Tank relied on arrogance and false superiority, Noodle used reason and patience. Over time, other Martians likely recognised that Noodle’s advice was more reliable, whereas Think-Tank’s decisions were often based on misinterpretation, false sense of superiority and fear. The turning point likely came after Think-Tank’s failed invasion of Earth. His paranoia and flawed conclusions humiliated the Martians, making them question his leadership. As Noodle consistently provided rational insights and solutions, the Martians began to see him as the wiser choice. Eventually, Think-Tank was replaced, and Noodle became the leader, ushering in a new era of intelligence and understanding for Mars. 3. Imagine that after the events of the play, Earth and Mars establish a cultural exchange program. What steps might be taken to prevent future misunderstandings between the two planets, based on the lessons learnt in the play? (Competency-based Question) Ans: After the events of the play, Earth and Mars establish a cultural exchange programme to prevent misunderstandings and improve interplanetary relations. The programme would involve teaching Martians how to read and understand human languages, alongside educating them about Earth’s customs, books and history. Similarly, Earthlings would learn about Martian culture to foster mutual respect. Regular diplomatic meetings and interactive learning platforms could help bridge 475

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communication gaps. Advanced translation technology could also be developed to ensure clarity in interactions. By promoting open discussions and knowledge-sharing, both planets would build trust and cooperation, preventing misinterpretations like those that previously led to Think-Tank’s mistaken fear of Earth. 4. The play ends with the Martians unable to read Mother Goose. Write a short scene where Noodle, now in charge, attempts to introduce a different Earth book to the Martians, learning from Think-Tank’s mistakes. What book does he choose, and how does he present it to avoid causing panic or confusion?

(Competency-based Question) Ans: Scene: The Great Hall of Mars (Noodle, now the leader of Mars, stands before a gathering of Martians, holding a book.) Noodle: Fellow Martians, we once misunderstood Earth’s books, mistaking them for food and secret codes. But knowledge is powerful, and today, we shall learn from it. Instead of fearing books, we will study them wisely. I introduce to you A Beginner’s Guide to Science. Martian 1: Will it tell us that cows jump over the Moon? Noodle: (Smiling) No, it contains real facts about space, planets and Earth’s discoveries. This book will help us understand their world and improve our own knowledge. Martian 2: So, books are not dangerous? Noodle: Not at all! If we read with an open mind, books can help us grow. (The Martians nod in agreement as Noodle distributes the books, marking a new era of learning on Mars.) 5. In ‘The Book That Saved the Earth’, the Martian crew (Omega, Oop and Iota) do some silly things with the books they find. How do their actions make the play funny? Ans: The actions of the Martian crew (Omega, Oop and Iota) make the play funny through their absurdity and lack of understanding of how books should be used. For instance, wearing books as hats and trying to eat them because they’re told to ‘digest’ them, add a layer of physical comedy and visual humour. Pretending

to listen to books and peering closely at them to understand their purpose highlights their confusion and ignorance, which is humorous to the audience. Their reaction to the vitamin pills, mistaking them for something significant when they are not, and Oop’s giggling further add to the comedic effect. The Martians’ actions are exaggerated and silly, creating a contrast between their serious mission and their ridiculous behaviour. This irony, combined with the physical comedy and misunderstandings, makes the play entertaining and funny.

Assessment

Scan to see answers.

1. Read the extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. Historian: (chuckling) And that’s how one dusty old book of nursery rhymes saved the world from a Martian invasion. As you all know, in the twenty-fifth century, five hundred years after all this happened, we Earthlings resumed contact with Mars, and we even became very friendly with the Martians. By that time, Great and Mighty Think-Tank had been replaced by a very clever Martian—the wise and wonderful Noodle! Oh, yes, we taught the Martians the difference between sandwiches and books. We taught them how to read, too, and we established a model library in their capital city of Marsopolis. But as you might expect, there is still one book that the Martians can never bring themselves to read. You’ve guessed it—Mother Goose! (She bows and exits right.) I. What was the name of the Martian capital city where a model library was established? (1) a. Marsopolis b. Marsville c. Martiana d. Marstown II. Why could the Martians never bring themselves to read ‘Mother Goose’? a. They thought it contained dangerous secrets. b. It reminded them of their failed invasion. c. They did not understand its language. d. It was banned on Mars. (1)

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III. How did Earthlings help Martians improve their understanding of books? (1) a. They gave them special vitamins to increase intelligence. b. They showed them how to make their own books. c. They taught them how to read and understand books. d. They replaced their leader with an Earthling. IV. What does the replacement of ThinkTank by Noodle suggest about leadership qualities? (1) a. Power matters more than intelligence. b. Arrogance brings success. c. A wise leader is better than a reckless one. d. Martians do not value leadership. V. What can you infer about the gender of the Historian in the excerpt, and how do you know? (1) b. Oop: Yes, sir. (reading) Humpty Dumpty sat on the wall Humpty Dumpty had a great fall; All the King’s horses and all the King’s men, Cannot put Humpty Dumpty together again. Oh, look, sir. Here’s a picture of Humpty Dumpty. Why, sir, he looks like—he looks like—(turns the large picture of Humpty Dumpty towards Think-Tank and the audience) I. What does Oop discover in the book? a. A picture of an Earthling b. A picture of Humpty Dumpty c. A map of Earth d. A drawing of Think-Tank

(1)

II. Why is Oop shocked after looking at the picture? (1) a. He recognises it as a Martian. b. He thinks it resembles Think-Tank. c. He believes it is a real creature. d. He finds it funny. III. What assumption might Think-Tank make after seeing the picture? (1) a. Earthlings are planning an attack on Mars. b. Humpty Dumpty is their ruler. c. The book is a Martian history book. d. Earthlings admire him.

Section C • The Book That Saved the Earth

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IV. How does the nursery rhyme contribute to the Martians’ fear? (1) a. It describes a powerful Earthling army. b. It suggests that Earthlings can rebuild anything. c. It appears to show Earth’s ability to destroy powerful beings. d. It proves that Earthlings know about Martians. V. What does Think-Tank’s reaction to Humpty Dumpty’s picture reveal about his perception of Earthlings? (1)

2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Think-Tank assumes that the Earthlings are after him. Give any two reasons for the same. (CBSE Question Bank)

b. Based on ‘The Book That Saved the Earth’, state how jumping to conclusions had an unintended consequence for the Martians.

(CBSE Practice Questions, 2022–23)

c. How does the author’s decision to write a play instead of a short story enhance the effectiveness of conveying humour? Discuss the elements of a play that contribute to this.

(Competency-based Question)

d. The 20th century was referred to as the ‘Era of the Book’. Comment briefly. (CBSE Question Bank) 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Develop a comprehensive character sketch of Think-Tank, analysing his personality traits, motivations and role in the play ‘The Book That Saved the Earth.’ Then, compare and contrast Think-Tank with Noodle, highlighting their similarities and differences in terms of intelligence, ambition and leadership qualities. How do their contrasting personalities contribute to the play’s overall message about knowledge, power and cultural understanding? b. Discuss how the Martians misunderstand nursery rhymes, Think-Tank’s misinterpretations, and Noodle’s role in correcting him. Explain how these humorous misunderstandings reflect the importance of accurate communication and cultural awareness.

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c. ‘The Book That Saved the Earth’ suggests that knowledge and wisdom are more important than power. Do you agree? Justify your answer with examples from the play.

d. How does ‘The Book That Saved the Earth’ reflect the idea that misunderstandings can lead to unnecessary fear and conflict? Relate this to real-life situations.

(Competency-based Question)

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ASL

(Assessment of Speaking and Listening Skills)

Assessment of Speaking and Listening Skills

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ASL – Assessment of Speaking and Listening Skills The Assessment of Speaking and Listening (ASL) is an essential part of the CBSE curriculum designed to improve students' communication skills in English. It focusses on evaluating students’ ability to speak fluently, express ideas clearly and comprehend spoken English effectively. CBSE recognises the importance of Speaking and Listening Skills as key aspects of a student's overall learning. These skills are now an integral part of the curriculum to help students develop effective communication abilities.

Weightage and Purpose of ASL

• From the academic year 2017–18, CBSE introduced a 10% weightage for ASL, with 5 marks for Listening Skills and 5 marks for Speaking Skills in term-end exams. • Schools are responsible for conducting ASL as per the prescribed CBSE guidelines. • The main objective of ASL is to improve and standardise students’ communication skills, aligning them with international standards. By implementing ASL, CBSE aims to enhance students' confidence and communication abilities, ensuring they are well-prepared for academic and professional challenges.

Listening Skills

The Listening Comprehension test evaluates a student's ability to understand spoken English for different purposes, including academic and social interactions. It covers various sub-skills, such as: 1. Listening for specific details – Identifying key facts and information. 2. Listening for general understanding – Grasping the overall meaning of a conversation or speech. 3. Predictive listening – Anticipating what comes next in a discussion or story. 4. Inferential listening – Understanding hidden meanings or indirect messages. 5. Listening for pleasure – Engaging with stories, poems or songs for enjoyment. 6. Intensive listening – Focussing on detailed comprehension of complex content. 7. Evaluative listening – Judging and analysing the message critically.

Role of the Examiner

The examiner is responsible for evaluating students' performance in speaking and listening skills. Several factors influence the effectiveness of the Listening Test, including: • Room size and acoustics – Ensuring clear audibility. • Seating arrangement – Proper placement for effective listening. • Equipment used – Quality of audio devices for playback. • Recording quality – Clarity of the listening material. • Oral delivery quality – If read aloud, the examiner must ensure proper volume, pronunciation and pace.

Test Administration (For the Examiner/Teacher)

To ensure a smooth assessment process, the examiner must: • Schedule the test – Set the date and time. • Plan seating arrangements – Ensure students are positioned properly. • Allocate time – Decide on a time for instructions, clarifications and the test. • Give instructions – Explain the process before playing or reading the recording. • Follow time limits – Maintain structure for Pre-listening, While-listening and Post-listening phases. • Adhere to general guidelines – Maintain fairness and consistency.

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The Listening Assessment

The Listening Test includes different tasks based on their length and difficulty level. Schools can modify the test by using transcripts and marking schemes for examiners and worksheets for students.

General Instructions for Students • Do not ask questions or interrupt the examiner at any point. • Your Listening Skills are being tested. • You will hear recordings or a reading of the listening input. • Each recording will be played twice. If read aloud, it will also be repeated twice. • You must answer questions based on each listening input. • The test consists of four sections. • You must attempt all four sections. • Familiarise yourself with the questions on the worksheet before the test starts. • After listening to the input, you will get a specific time to write your answers. • You can also answer while listening. • Do not talk, interact or comment until you leave the examination hall. These rules ensure a smooth and fair assessment.

Assessment of Speaking and Listening Skills

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Listening Skills–Practice Task Instructions

• This assessment consists of 5 transcripts, each followed by 5 questions. • Listen carefully to each transcript and answer the questions as you listen. • To access the transcripts, scan the QR code provided. • You may write answers while listening. • Follow all instructions and maintain silence during the test. Note: You can listen to the audio scripts using the QR codes. In case the QR doesn’t work, kindly ask an adult to read the transcript given on page no. 495 of the book. The answer key is available on page no. 497

Task–1

Scan the QR to listen to this transcript.

You will hear a newspaper report about some deep-sea creatures. Read the questions below, then listen carefully to the news report and write the correct answers to the given questions. You will hear the recording twice. You have 15 seconds to read the questions.

Questions:

I. Why did thousands of sardines wash up on Konad Beach in Kerala, India? a. Due to an increase in pollution b. A storm pushed the fish onto the beach c. Fishermen caught too many sardines and left them on the shore d. Because of a sudden change in seawater density

II. Where was the massive oarfish found washed up? a. Tenerife, Canary Islands b. Konad Beach, India c. Playa El Quemado, Mexico d. A beach in the United Kingdom III. What is one common belief about oarfish? a. They are a sign of an upcoming storm. c. They appear before earthquakes.

b. They glow in the dark to attract prey. d. They always live near the surface of the ocean.

IV. What unusual deep-sea creature was spotted near the surface in Tenerife? a. A giant squid b. A blue whale c. A hammerhead shark d. A black sea devil anglerfish

V. What concern has been raised due to these rare sightings of deep-sea creatures? a. Changing ocean conditions due to climate change or pollution b. Overfishing in coastal waters c. An increase in tourism affecting marine life d. Lack of research on deep-sea species

Task–2

(5 marks)

Scan the QR to listen to this transcript.

You will hear an opinion about the significance of the 2025 Kumbh Mela. Read the questions below, then listen carefully to the opinion and write the correct answers to the given questions. You will hear the recording twice. You have 15 seconds to read the questions. 482

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Questions:

I. What is one religious belief associated with Kumbh Mela? a. Taking a dip in the holy river brings peace and prosperity. b. Only monks are allowed to participate. c. It marks the beginning of a sacred pilgrimage. d. Bathing in the holy river washes away sins.

II. Why is the Triveni Sangam considered sacred in Hinduism? a. It is a meeting point of three holy rivers. b. It is the widest river in India. c. It is the origin of the Ganges. d. It is the longest river in the world.

III. Fill in the blanks: The Kumbh Mela 2025 was held at the Triveni Sangam , the confluence of the Ganga, ________ and _________ rivers. IV. What steps did authorities take for Kumbh Mela 2025? a. They encouraged fewer people to attend. b. They banned religious rituals. c. They managed waste and pollution. d. They moved the festival to another country.

V. Complete the sentence: One key feature of Kumbh Mela is that it _________________.

Task–3

(5 marks)

Scan the QR to listen to this transcript.

You will hear five short extracts of friends discussing their thoughts on choosing a career path. Read the statements below, then listen carefully to the extracts and match each statement (A–G) to each Friend 1–5. Two statements are extra and will not be used. You will hear the recording twice. You have 15 seconds to read the questions. Statements (A–G): a. Believes passion should guide career choices b. Thinks financial security is the most important factor in a career c. Believes a career should be chosen based on family expectations d. Prefers a career that allows exploration and growth. e. Wants to make a positive impact on society f. Wants a job that allows a work-life balance g. Thinks careers should be flexible and stress-free Speaker

Chosen Statement (A–H)

Friend 1 Friend 2 Friend 3 Friend 4 Friend 5

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(5 marks)

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Task–4

Scan the QR to listen to this transcript.

You will hear to an interview with an environmentalist discussing sustainable living. Read the sentences below, then listen carefully to the interview and complete the sentences with the correct answers. You will hear the recording twice. You have 15 seconds to read the questions.

Questions:

Complete the sentences: I. Sustainable living means making choices that ________________. II. One simple way to practise sustainable living is by using ________________ instead of plastic bags. III. Climate change is caused by excessive pollution, ________________, and carbon emissions. IV. A good way to reduce our carbon footprint is by using ________________ instead of private vehicles. V. According to Dr. Sharma, both ________________ and ________________ should take responsibility for promoting sustainable living. (5 marks)

Task–5

Scan the QR to listen to this transcript.

You will hear an advertisement about an innovative eco-friendly product. Read the questions below, then listen carefully to the advertisement and answer the questions correctly. You will hear the recording twice. You have 15 seconds to read the questions.

Questions:

1. Complete the Sentence: I. The EcoFresh Air Purifier removes ________________ . II. Unlike traditional air purifiers, EcoFresh does not use ________________. III. The purifier is made from ________________ and ________________ materials. 2. Write True or False: I. The EcoFresh Air Purifier runs on electricity and needs to be charged frequently. II. Customers can get a 55% discount on their second purchase.

(5 marks)

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Speaking Skills Speaking is an essential communication skill, just like listening. To develop strong speaking abilities, students need to practise various sub-skills. Some of the key aspects that can be assessed include: • speaking clearly using appropriate word stress, sentence stress and intonation. • narrating real or imaginary events and incidents in a logical order. • giving oral reports or summarising and making announcements confidently. • expressing and defending a point of view effectively. • actively participating in group discussions, showing the ability to agree or disagree, summarising ideas, considering others' opinions and presenting their own thoughts. • expressing and responding to personal feelings, opinions and attitudes. • engaging in spontaneous spoken conversations in familiar social situations.

General Instructions 1. The total duration of the speaking assessment is approximately 10–12 minutes. 2. The assessment will be conducted for two students at a time. 3. A single teacher will work as the examiner. 4. The examiner must be a qualified English teacher.

Role of the Examiner

• The examiner must ensure that the room is quiet with good acoustics. • Their tone, manner and body language should be relaxed, encouraging and pleasant to help candidates feel at ease. • Students should not be discouraged from restarting if they struggle initially. • The examiner should be flexible, empathetic and reassuring in their approach. • Proficiency in the language is essential for conducting the speaking assessment effectively. The examiner should use elicitation techniques by asking open-ended questions such as ‘Can you explain how?’, ‘Why do you think so?’ or ‘What is your opinion on...?’, while avoiding simple yes/no questions. • Ideally, marks should be recorded after the candidate has left the examination room to prevent undue stress or self-consciousness. Discreet note-taking is recommended for later scoring.

The Speaking Assessment Structure The speaking assessment consists of three stages:

Stage 1: General Introduction This stage aims to make the candidate feel comfortable by asking general, open-ended questions. It provides an opportunity for candidates to express personal opinions and feelings. Simple warm-up questions may relate to the candidate’s name, place of residence, hobbies or preferences.

Stage 2: Topic Presentation Candidates may present using various formats such as PowerPoint/OHP presentations, book reviews, debates or speeches. The focus is on assessing their ability to deliver a structured and fluent presentation. Each candidate will select a Role Card or a Cue Card with a given topic. They will have one minute to prepare their response. The examiner should provide necessary materials like paper and pencils. To help students prepare, teachers may introduce 20–30 potential topics in advance, allowing candidates to familiarise themselves with possible themes. Instruction for students: Students are not allowed to write full-length answers and may only jot down key points on the sheets provided by the examiner. A pencil and paper will be provided, and no personal stationery or mobile phones are permitted in the examination room. Each student will have one minute to prepare notes Assessment of Speaking and Listening Skills

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and two minutes to present their ideas. If a student is unable to speak for the full time, the examiner may ask follow-up questions.

Stage 3: Problem Solving (Pair Interaction) The third section of the test lasts for three minutes. Both students will be given a verbal or visual stimulus and asked to respond. They will interact for the full three minutes, discussing their viewpoints. After two minutes, the examiner may ask follow-up questions based on their discussion to encourage further elaboration. Closing The closing phase lasts for one minute. If a student has been unable to speak due to nervousness, the dominance of the other candidate, or any other factor, the examiner may use this final minute to offer them another opportunity to express themselves.

CBSE Parameters for Assessment of Speaking and Listening Skills (ASL) The speaking skills are to be assessed on the following parameters:

Marks Assessment Parameters

Easily initiates discussions and actively contributes to maintaining interaction, taking turns effectively.

Can initiate discussions with some effort but may struggle to keep the interaction engaging.

Finds it difficult to initiate discussions and makes little effort to sustain interaction.

Does not attempt to start discussions and does not engage in maintaining interaction.

relevance Communicates to the topic with a clear sense of purpose and audience adapting well to both formal and informal situations. Contributions are always relevant.

Communicates with fair sense of purpose and audience but may lack confidence in some situations. Contributions are generally appropriate.

Demonstrates some awareness of audience and purpose but struggles to adjust tone or style effectively.

Lacks clarity in purpose and struggles to adapt language to the situation, leading to disconnected responses.

Shows little to no understanding of purpose and audience, unable to adapt speech accordingly.

cohesion & coherence

Presents ideas in a logical and wellstructured manner, ensuring smooth flow and clarity. Uses a wide range of cohesive devices (such as linking words, pronouns, and conjunctions) effectively to connect thoughts. Communicates fluently and logically, making the message easy to follow.

Presents ideas in a logical sequence with effective use of cohesive devices. Maintains clarity with minimal hesitation, though some transitions may be slightly uneven.

Presents ideas in a generally logical order but with occasional lapses in connection. Uses some cohesive devices but inconsistently. Expresses ideas with moderate hesitation, sometimes affecting coherence.

Presents ideas with weak connections, using limited cohesive devices. Struggles with smooth transitions, leading to frequent pauses and unclear communication.

Presents ideas with little or no organisation, using few or no cohesive devices. Lacks coherence, making the message difficult to follow.

speed of delivery

Speaks fluently with minimal hesitation and an intelligible speed of delivery.

Speaks at an appropriate speed, with some hesitation.

Speaks at a generally understandable pace but with noticeable pauses.

Frequent hesitations and slow delivery impede communication.

Speech is too slow or too fast, making understanding difficult.

initiation & turn taking

Interactive Competence

Fluency

Proactively starts discussions and keeps the conversation flowing naturally, taking turns appropriately.

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stress and intonation

Clear and natural pronunciation with appropriate stress and intonation. Easily understood by the listener.

Pronunciation is generally clear with some variations in stress and intonation.

Mostly intelligible but with occasional mispronunciations that affect clarity.

Pronunciation Pronunciation is not intelligiis unclear at times, requiring ble. repetition for understanding.

accuracy

Uses a wide range of grammatical structures accurately with minimal errors.

Uses a range of grammatical structures accurately, with a few noticeable errors.

Some grammatical errors may affect meaning, but attempts are made to selfcorrect.

Frequent grammatical errors that impact meaning, with little attempt to correct them.

Uses fragmented sentences with consistent grammatical mistakes that hinder comprehension.

vocabulary

Uses an expressive and appropriate range of vocabulary suited to the context and level.

Uses appropriate vocabulary, but some repetition may occur.

Uses levelappropriate vocabulary but lacks variety, making speech repetitive.

Uses basic vocabulary with some difficulty in finding suitable words.

Uses isolated words and phrases, struggling to express ideas clearly.

Pronunciation

Language

Overview of the Speaking Test Stage 1 General Introduction—(1 min) Section Time

Procedure

10 secs

Examiner: Hello, please take a seat. My name is [Examiner's Name]. What is your name? (to Student 1) And what is your name? (to Student 2) So, your names are (X) and (Y).

25 secs

(Student 1 ), tell me something about (e.g., your hometown). Student 1 responds.

25 secs

(Student 2), tell me something about (e.g., your hobbies). Student 2 responds.

Stage 2 Topic Presentation—(5 min) Section Time

Procedure

1 min

Students will be given 1 min to prepare for their chosen topic before presenting.

5 secs

Examiner: Now (Student 1), you will tell us about your chosen topic. When you finish, (Student 2) will ask you a question, and then I will ask some more questions. Would you like to begin?

1 min

Student 1 speaks.

15 secs

Examiner: Thank you. (Student 2), can you ask (Student 1) a question, please? Student 2 asks a question; Student 1 responds.

40 secs

Examiner asks 2 or 3 follow-up questions related to the topic. Student 1 responds. • What inspired you to choose this topic? • How does this topic impact your daily life? • Do you think this will change in the future? Why?

5 secs

Examiner: Thank you. Now (Student 2), you will tell us about your chosen topic. When you finish, (Student 1) will ask you a question, and then I will ask some more questions. Would you like to begin?

1 min

Student 2 speaks. Examiner: Thank you. (Student 1), can you ask (Student 2) a question, please? Student 1 asks a question; Student 2 responds.

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15 secs

Examiner asks 2 or 3 follow-up questions related to the topic. Student 2 responds.

40 secs

Example follow-up questions: • Why do you think this topic is important? • What challenges are associated with this topic? • If you could change one thing about this, what would it be? Examiner: Thank you.

Stage 3 Problem Solving—(3 min) Section Time

Procedure

25 secs

Examiner: Thank you. Now let us go to the next task. I’m going to give you a card which contains information about a problem. You will read/observe the card and then discuss together how you are going to solve the problem. You have 2 minutes to do this. Here is your problem.

2 mins

Students discuss the problem and a possible solution.

35 secs

Examiner asks 1 or 2 follow-up questions as appropriate from the list of problem-solving prompts.

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Speaking Skills–Practice Task Instructions: • The speaking test will be conducted for two students at a time. • The students may be assessed by the teacher, who will act as the examiner, or they may practise the assessment with a partner or friend at home under the supervision of an elder. Tips for Students: • Listen attentively to your partner and respond thoughtfully. • Speak clearly and at a moderate pace to ensure your partner understands you. • Foster a two-way conversation by asking questions and sharing ideas. • Keep the discussion centred on the topic provided.

Tips for the Examiner (Teacher or Elder): • Ensure students understand what is expected of them before starting. • Encourage both students to participate equally without bias. • Record observations on communication skills, teamwork and problem-solving abilities.

Stage 1 General Introduction (1 min) Examiner: Good morning! I am _________. Welcome to this speaking test. Let us begin with introductions. Student 1: My name is _________. Examiner: And yours? (Looking at Student B) Student 2: My name is _________. Examiner: Where do you live? (To Student A) Student 1: ________________________________________. Examiner: How about you? (To Student B) Student 2: _______________________________________. Examiner: How do you usually come to school—do you walk, take a bus or use a personal vehicle? (To Student A) Student 1: _______________________________________. Examiner: And how long does it take you to reach school? (To Student B) Student 2: ________________________________. Examiner: What do you like most about your neighbourhood? (To Student A) Student 1: ___________________________________. Examiner: If you could change one thing about your locality, what would it be? (To Student B) Student 2: __________________________________________________.

Stage 2 Topic Presentation (5 min) In this part of the assessment, students will receive a topic along with key points to guide their presentation. They will have one minute to prepare and two minutes to present their ideas. Students will be given topic cards with prompts. Three options will be available, but only one will be used at a time. Candidates should use the provided pencil and paper to note down key points during preparation. After one minute, one candidate will begin the presentation, followed by the other. Be ready to present your views clearly and confidently. Assessment of Speaking and Listening Skills

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Topic 1: The Importance of a Healthy Lifestyle Note: You may talk about: • the benefits of regular exercise, • eating a balanced diet • the impact on mental well-being. If you find it difficult to speak at length, the examiner may ask follow-up questions, such as: • Can you give examples of a balanced diet? • How does a healthy lifestyle affect mental well-being? • What happens when we don’t eat healthy food? Topic 2: The Role of Technology in Education Note: You may talk about: • the advantages of digital learning, • the challenges of excessive screen time • the future of education with technology. If you find it difficult to speak at length, the examiner may ask follow-up questions, such as: • How has technology improved education? • What are the benefits of online learning? • Do you think too much screen time is bad? Why? Topic 3: All That Glitters Is Not Gold Note: You may talk about: • the ideas that appearances can be deceptive, • misleading advertisements • one should judge based on value, not on looks. If you find it difficult to speak at length, the examiner may ask follow-up questions, such as: • What does this phrase mean? • Can you give an example from your life where looks were deceptive? • Why should we not judge things based on appearance? • How do advertisements mislead people? Topic 4: Books vs. Digital Reading Note: You may talk about: • the advantages and disadvantages of reading physical books versus digital books, • how digital reading has changed the way people access and consume information • whether printed books will remain relevant in the future. If you find it difficult to speak at length, the examiner may ask follow-up questions, such as: • What are the benefits of reading physical books? • How has digital reading changed people’s reading habits? • Do you think e-books will replace printed books in the future? Why or why not? • Which do you prefer: e-books or printed books? Why? • How does reading help in personal growth and knowledge?

Stage 3 Pair Interaction (3 min) Students will engage in a discussion on the given topics. The conversation should be interactive and thoughtful. If needed, the examiner may refer to the assessment criteria while evaluating the discussion. Discussion Topics: a. Topic 1: Artificial Intelligence (AI) is changing the job market, with some people fearing job losses while others see new opportunities. Discuss with your partner whether AI is a threat or a benefit to employment and suggest ways to adapt to these changes. 490

English_Question Bank_G10.indb 490

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Topic 2: A group of students are planning a school event, but they have different ideas about the theme. Discuss with your partner how they can effectively communicate their ideas and come to a mutual understanding. The examiner may ask a few follow-up questions on the given topics, such as: Topic 1

Topic 2

• What are some benefits of using AI in everyday life? • What new jobs might be created because of AI? • What industries will be most affected by AI in the next decade? • How can employees and students prepare for an AI-driven job market?

• How can students make sure everyone’s ideas are heard during a group discussion? • How can a compromise be reached when people have different ideas? • How can a leader help a group make decisions together? • Do you think voting is the best way to decide on a theme? Why or why not?

b. Look at the given visual stimulus carefully. Topic 1: Polluted Waters

Topic 2: Organic Revolution Organic Revolution

The examiner may ask a few follow-up questions on the given topics, such as: Topic 1

Topic 2

• How does water pollution affect human health and marine life? • What steps can individuals and governments take to reduce water pollution? • How does water pollution impact human health? • What are some possible causes of this type of pollution?

• How does recycling help protect the environment? • What are some ways to reduce waste at home? • What happens when waste is not properly disposed of?