Lumo_English_G09_eBook by Uolo

LUMOʼs English Language and Literature (CBSE subject code 184) is a comprehensive and student-friendly one-stop resource for English 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 • Benefit from solved question 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 9

9 ENGLISH LANGUAGE AND LITERATURE (Subject Code–184)

NCERT Textbook Solutions

Exam-prep Question Bank Sample Papers

Competency-based Questions

Personalised Adaptive Learning

Identify Learning Gaps

Elaborate Video Content

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Revision & Time Management AI Tutor

ISBN 978-93-49697-46-1

Singapore

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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 9 ISBN: 978-93-49697-46-1 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 Subject Code-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 both written and oral

• communicate in various social settings and express agreement and disagreement with logic.

• equip learners with essential language skills to question and to articulate their point of view and arrive at conclusion through discussion and debate. • 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 of literature from different time periods. • facilitate self-learning to enable them to become independent learners • review, organise and edit their own work and work done by peers

• give a brief oral description of events / incidents of topical interest and for real life situations. • 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 iii

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• read poems effectively (with proper rhythm and intonation) and understands literary devices.

• transcode information from a graph / chart to a description / report and write a dialogue, short story or report • develop appreciation for Indian languages (multilingualism), and Indian Literature. 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 SYLLABUS CLASS – IX 2025-26 Sections

Weightage

Reading Skills

20 Marks

Writing Skills and Grammar

20 Marks

Language through Literature

40 Marks 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 / Very Short Answer Questions 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 will be assessed through Gap Filling / Editing / Transformation exercises. Ten out of twelve questions will be attempted. III. Writing Skills

(10 Marks)

4. Writing a Descriptive Paragraph (word limit 100–120 words), describing a person / event / situation, based on visual or verbal cue/s. One out of two questions to be answered. (5 marks) 5. Writing a Story (on a given cue/title)/Diary Entry, in 100–120 words. One out of two questions is to be answered. (5 marks) Section C

Language through Literature

(40 Marks)

IV. Reference to the Context (5 + 5 = 10 Marks) 6. One extract out of two, from Drama / Prose. 7. One extract out of two, from poetry. Multiple Choice Questions / Objective Type Questions will be asked to assess interpretation, analysis, inference, evaluation, appreciation and vocabulary. v

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V. Short & Long Answer Questions 8. Four out of Five Short Answer Type Questions to be answered in 40–50 words from the book BEEHIVE 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 from the book MOMENTS to assess interpretation, analysis, inference and evaluation. (3 × 2 = 6 marks) 10. One out of two Long Answer Type Questions from BEEHIVE to be answered in about 100–120 words to assess creativity, imagination and extrapolation beyond the text and across the text. This can also 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 MOMENTS, 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) Prescribed Books: Published by NCERT, New Delhi

1. Beehive

A. Prose 1. The Fun They Had 3. The Snake and the Mirror 5. If I Were You 7. A Truly Beautiful Mind 9. Kathmandu

2. The Little Girl 4. Reach For The Top 6. The Sound of Music 8. My Childhood

B. Poems 1. The Road Not taken 3. Rain on The Roof 5. A Legend of the Northland 7. On Killing a Tree

2. Wind 4. The Lake Isle of Innisfree 6. No Men are Foreign 8. A Slumber Did My Spirit Seal

2. Moments 1. The Lost Child 3. Iswaran the Storyteller 5. The Happy Prince 7. A House is not a Home

2. The Adventures of Toto 4. In the Kingdom of Fools 6. The Last Leaf 8. The Beggar

3. WORDS AND EXPRESSIONS – I (WORKBOOK FOR CLASS IX) – Units 1 to 6 and Units 8, 10 & 11

NOTE: Teachers are suggested to: I. encourage classroom interaction among peers, students and teachers through activities such as role play, group work etc. II. reduce teacher-talk time and keep it to the minimum, III. take up questions for discussion to encourage pupils to participate and to express their ideas and defend their views. 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 skill is 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 2025-26 CLASS – IX (Marks-80) Sections

Competencies

Total marks

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

20 Marks

Creative expression of an opinion, reasoning, justifying, illustrating, appropriate 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, Language through Literature identifying the central theme and sub-theme, understanding the writers’ message and writing fluently.

40 Marks

Reading Comprehension

Writing Skills and Grammar

Total

80 Marks

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

vii

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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 • C ontributions 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

• G enerally

passive in the development of conversation

• U sually fluent;

produces simple speech fluently, but loses coherence in complex communication

• O ften hesitates

and/or resorts to slow speech

• T opics partly

developed; not always concluded logically

• D evelops

interaction adequately, makes however minimal effort to initiate conversation

• N eeds constant

• I nteraction is adequately initiated and developed

• T akes turn but needs some prompting

• I nitiates &

logically develops simple conversation on familiar topics

• T akes turns

appropriately

prompting to take turns

• Is willing to

speak at length, however repetition is noticeable

• Hesitates and/

or self corrects; occasionally loses coherence

• Topics developed, but usually not logically

• S peaks without

noticeable effort, with a little repetition

• D emonstrates

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

• T opics not fully developed to merit.

viii

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Pronunciation

• F requent

• Frequently

• C ommunication

• Frequent

inaccurate pronunciation is severely affected

unintelligible articulation phonological errors

• Major

communication problems

Vocabulary & Grammar

• D emonstrates

• Is able to

• M any

• Frequent 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

• Mostly correct pronunciation & pronunciation& clear articulation clear articulation except occasional • Is clearly errors understood most of the time; very few phonological errors

• I s able to

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

• Is able to

communicate on most of the topics with appropriate vocabulary

• Minor 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

The Fun They Had

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

—Isaac Asimov

Chapter Number and Chapter Name

About the Author

Isaac Asimov (1920–1992) was a Russian-born American writer, professor and one of the most influential science fiction authors of all time� He wrote over 500 books, including science fiction, popular science and history� His most famous works include the ‘Foundation’ series and the ‘Robot’ series� Asimovʼs writing often explored themes of technology, artificial intelligence and human progress� He was also known for his ability to explain complex scientific concepts in simple terms, making science interesting and accessible to everyone�

Summary

ʻThe Fun They Hadʼ by Isaac Asimov is a futuristic short story set in the year 2157, where education is fully computerised, and children learn at home from robotic teachers�

The story follows Margie and Tommy, two children who discover an old printed book about schools from the past� Unlike their mechanical teachers, these schools had human instructors and students learning together in classrooms� While Tommy finds the idea amusing, Margie, who dislikes her strict and emotionless robot teacher, is fascinated� She starts imagining how enjoyable learning must have been in an interactive environment with friends�

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

Asimov contrasts the future’s isolated learning system with the warmth and engagement of traditional schooling, making readers reflect on the importance of human interaction in education�

Theme of the Story

Isaac Asimov’s ‘The Fun They Had’ explores the impact of technology on education, contrasting futuristic learning with traditional schooling� The story highlights how robotic teachers, despite offering personalised lessons, lack the warmth and engagement of human instructors, making learning seem rigid and dull� Margie’s experience reflects the drawbacks of studying alone, emphasising the importance of social interaction in education� Through her character, Asimov suggests that technological advancements do not always lead to better experiences� The story also contrasts digital learning with printed books, symbolising the lasting value of traditional education� The chapter raises important questions about the balance between technological progress and the human aspects of learning, encouraging readers to reflect on the future of education�

Glossary

crinkly: with many folds or lines awfully: very it’s good for: (here) can take

sector: (here) part of a machine blanked out: forgot or lost memory temporarily superior: (here) as if he was better

sorrowfully: sadly slot: a given space, time or position punch code: sequence of numbers and or letters

nonchalantly: not showing much interest or enthusiasm; carelessly tucked: placed; positioned beneath: under

plenty: a lot; many attic: a space just below the roof; used as a storeroom scornful: contemptuous; disrespectful; showing you think something is worthless mechanical: robotic

in no time: in a short period; quickly geared (to): adjusted to a particular standard or level

112

Glossary: The meaning of difficult and unfamiliar words are given to ensure better comprehension.

loftily: in a way that suggested he know more regular: (here) normal; human betcha (informal): (I) bet you (in fast speech); I’m sure dispute: disagree with

flashing: going on and off

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

Poetic Devices Rhyme Scheme

The poem follows an ‘ABAAB’ rhyme scheme in each stanza, creating a musical flow that enhances its lyrical quality. This consistent pattern gives the poem a structured feel.

Imagery

Imagery refers to the use of descriptive language that appeals to the senses, helping the reader to visualise scenes and experience emotions. Frost paints a vivid picture of the setting with phrases like ‘a yellow wood’. This helps the reader visualise the scene and creates a feeling of autumn. The imagery of the woods sets the stage for the choices the traveller must make.

Metaphor

A metaphor is a figure of speech that describes one thing by saying it is something else, without using ‘like’ or ‘as’. The two roads symbolise the choices we face in life. When the traveller says, ‘Two roads diverged in a yellow wood’, it represents the different paths or decisions, one can take. The metaphor of the divergent roads emphasises that every choice leads to a different outcome. The poem as a whole is a metaphor because the journey of the traveller and the road represent the journey of life.

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

NCERT Solutions Thinking about the Text

Alliteration is repetition of the same consonant sound at the beginning of adjacent or closely connected words. The phrase ‘wanted wear’ shows the repetition of the ʻwʼ sound.

II. Answer the following with reference to the story.

Repetition

1. ʻI wouldn’t throw it away.ʼ i. Who says these words?

I. Answer these questions in a few words or a couple of sentences each.

Repetition is when words, phrases or lines are repeated for emphasis, rhythm or to create a certain effect. In the first stanza the repetition of ‘And’ emphasises the indecision. In line 14 ‘way leads on to way’ suggests that the speaker cannot go back. In line 17 ‘ages’ is repeated stressing that a decision taken can have an effect after many years, even throughout lifetime. A discursive passage one’s is a piece of writing that presents an argument or point of view on a topic� It does not aim to

ii. What does ‘it’ refer to?

1. How old are Margie and Tommy? Ans: Margie is eleven years old, and Tommy is thirteen years old�

iii. What is it being compared with by the speaker? Ans:

2. What did Margie write in her diary? Ans: She was excited about the book Tommy had found� It was unusual so she wanted to record it�

persuade the reader but rather explores multiple viewpoints, facts, or opinions related to a subject� The purpose Symbolism

of a discursive passage is toperson encourage critical thinking and analytical skills byitsexamining different perspectives Symbolism is when an object, or event represents something beyond literal meaning. The two roads before forming a conclusion� They can be argumentative (persuasive) or neutral (exploratory), depending on symbolise life choices, including ‘the path not taken’. The traveller’s decision to take ‘the one less travelled by’ whether the writer takes a stance or remains impartial� Typically consisting of 400–450 words, a discursive signifies choosing a unique or less conventional path in life. This decision is significant as it represents the act of passage is designed to test skills such as inference, analysis, interpretation, evaluation and vocabulary� making choices that define our life journey.

i. Tommy says these words�

ii. ʻItʼ refers to the television screen on which there were many telebooks�

iii. The printed book is being compared with the telebooks on the television screen�

3. Had Margie ever seen a book before? Ans: No, Margie had never seen a book before because it was the year 2157 and she was used to telebooks�

Tips to Attempt Discursive Passages Assonance

1. Read passage carefully to sounds identify in thewords main that idea are andclose the perspectives presented� Assonance is the repetition of vowel to each other. Stanza two is filled with assonance making it pleasing to listenarguments to. 2. Look for contrasting opinions, and examples along with supporting evidence� Notice3.the a-soundifin: as, and having perhapsanalytical had; andor the ah-sound Note in: grassy passing. Determine the passage is informative, exploratory� if the writer is neutral or supports a side�

2. ʻSure they had a teacher, but it wasn’t a regular teacher. It was a man.ʼ i. Who does ‘they’ refer to?

4. What things about the book did she find 1. _____________, the firefighters finally put out strange? the fire. (They worked round the clock.) Ans: Margie found several things strange about 2. the Shebook� watched sunset above the mountain, Shethe noticed that its pages were ___________ noticed thewords colours blending yellow and (She crinkly, and the remained softly into one fixed instead ofanother.) moving like on a screen� She

Ans:

ii. What does ‘regular’ mean here? I. Which aspect of Einsteinʼs life is contrasted iii. What is it contrasted with? with his professional success? i.a.ʻTheyʼ referschallenges to the students from He faced financially. b.centuries He facedago� challenges in his friendships.

4. Evaluate the logic and reasoning behind each argument� Enjambment

(1)

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.

found ithorse unusual that the when they turned 3. also The excited pawed ground rapidly, back to a previous the words remained _____________ (Whilepage, it neighed continually.) unchanged� 4. _____________, I found myself in Bangalore, 5. instead What doofyou think a(I telebook Benaras. had takenis?the wrong Ans: A telebook is likely a digital book that is train.) on aI television or computer 5. displayed _____________, was desperate to get toscreen� the In the futuristic world of the story, children bathroom. (I had not bathed for two days) like Margie and Tommy read telebooks 6. The stone steps, ___________ needed to be instead of printed books� replaced. (They were worn down). 6. Where was Margie’s school? Did she have 7. The actor received hundreds of letters from any classmates? his fans, ___________ (They asked him to send Ans: Margie’s school was in the room next to them his photograph.) her bedroom� No, she did not have any Ans: 1. classmates Working round the had clock, the firefighters as she a robotic teacher finally put out the fire. and lessons that were adjusted to her needs�the sunset above the mountain, 2. specific She watched

the colours blending softly into one 7. noticing What subjects did Margie and Tommy learn? another.and Tommy learnt geography, history Ans: Margie 3. and The excited horse pawed ground rapidly, arithmetic� These are the subjects mentioned in the story� neighing continually.

4. Having taken the wrong train, I found myself in Bangalore, instead of Benaras. 5. Having not bathed for two days, I was desperate to get to the bathroom.

6. The stone steps, being worn down, needed to replaced. Section C •be The Fun They Had 7. The actor received hundreds of letters from his fans, asking him to send them his photograph.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. While Einstein was solving the most difficult problems in physics, his private life was unravelling. Albert had wanted to marry Mileva right after finishing his studies, but his mother was against it. She thought Mileva, who was three years older than her son, was too old for him. She was also bothered by Mileva’s intelligence. ʻShe is a book like you,ʼ his mother said. Einstein put the wedding off.

ii.c.ʻRegularʼ here means the mechanical He faced medical challenges. a robot� d.teacher, He faced challenges in his personal life.

iii. The mechanical teacher is contrasted with II. What did Einstein’s mother mean when she the human teachers of earlier times� (1) said, ‘She is a book like you’? III. Answer each ofwas these a. Mileva notquestions practical. in a short paragraph (about 30 words). b. Mileva was very intelligent. 1. What kind of teachers didbooks. Margie and c. Mileva loved reading Tommy have? d. Mileva was not interested in marriage. Ans: Margie and Tommy had mechanical teachers, III. Assertion (A): Einstein postponed his which were robots designed to teach them� wedding to Mileva because his mother These robotic teachers used a computerised disapproved of their relationship. screen to display lessons and provide Reason (R):The Einstein’s mother believed Mileva instructions� teachers were adjusted old and too intelligent for her son. towas givetoo lessons suitable for each student’s Which of the following more accurate level of understanding, butisthey lacked regarding the like relationships between (A) human qualities warmth and personal (1) and (R)? The children were required to connection� a. Both andinto R are true, and R is the correct feed their A work the computer� explanation of A. 2. Why did Margie’s mother send for the b. Both A and R are true, but R is not the County Inspector? correct explanation of A. about her poor Ans: Margie’s mother was worried c. A is true, in but R is false. The mechanical performance geography� d. A iskept false,giving but Rher is true. teacher test after test, and was‘unravelling’ performing can worse IV.Margie The word be every best time� Thus, she sent described as:for the County Inspector�

a. Strengthening c. Constricting

158

Assessments: Assessments at the end of the chapters to help learners prepare for tests and exams.

Irony

Irony is when there is a difference between what is said or expected and what actually happens. The poem deals with the regret thatExercise one will always wonder about the path not taken and yet at the end of the poem the speaker Practice says that his choice ‘made all the difference’. The irony is that the speaker does not really know. What would 1. Read the have following passage carefully. on this poem saying diseases suchmodelled as cholera, the other choice led to? Frost commented that it was on typhoid a friend and who was a Thewhichever beginningroad of this season, with he didn’t go dysentery person, 1. ‘who, hefun-filled went, would be sorry the other.’ become rampant� Additionally, viral infections like colds, coughs and flu spread the sun hidden behind grey clouds, brings more easily due to increased humidity and cheer to many of us eagerly waiting to splash close contact with infected individuals� in the rain� The cool breeze, the rhythmic sound of raindrops and the earthy aroma of

Section C • The Not Taken wetRoad soil make the monsoon a delightful time

(1)

b. Disintegrating d. Building 113 V. What does the passage suggest about societal attitudes toward women’s intelligence during (Competency-based question) (1) Einstein’s time? a. Intelligence in women was highly valued and encouraged. b. Women were not allowed to pursue education. c. Intelligence in women was often seen as a negative trait. d. Intelligence in women was considered unimportant. Ans: I. d. He faced challenges in his personal life. II. b. Mileva was very intelligent. III. a. Both A and R are true, and R is the correct explanation of A. IV. b. Disintegrating V. c. Intelligence in women was often seen as a negative trait.

Enjambment is the continuation of examples a sentence or strengthen thought beyond the end of a line or stanza without a pause. The 5. Identify facts, statistics and that the discussion� poem6.flows smoothly from one line to the next without punctuation, particularly in the lines where the traveller Ensure responses are structured, concise and well-supported� reflects on the roads. This gives a sense of continuity and mirrors the unfolding, hesitant thought process 7. Prioritise easy questions first and return to challenging ones later� involved in making a choice. 8. Ensure your answers are clear, coherent and grammatically correct�

of the year� Children rush outdoors to enjoy the rain and adults find solace in sipping a hot cup of tea while watching the downpour� Additionally, monsoon plays a crucial role in replenishing water bodies, supporting agriculture and balancing the ecosystem� However, despite its charm, the rainy season also brings several challenges�

the approaching train. It was her first day at the prestigious Royal Academy of Music in London and daunting enough for any teenager fresh from a Scottish farm. But this aspiring musician faced a bigger challenge than most: she was profoundly deaf.

2. Not everything about rain is glamorous� While the showers provide relief from the scorching heat, they also cause several inconveniences� Endless traffic jams, waterlogged streets and pothole-ridden roads make commuting difficult� Uncleared garbage and stagnant water lead to foul smells and provide a breeding ground for mosquitoes and other disease-carrying insects� Waterborne

I. Why was the girl feeling both nervous (1) and excited? a. She was travelling alone for the first time. b. She was starting her journey at a prestigious music academy.

3. Some argue that exposure to rain and germs 233 helps build immunity, making individuals less susceptible to infections� However, medical experts believe that precautionary measures, particularly maintaining proper hygiene, play a vital role in preventing seasonal illnesses� One of the most effective ways to stay safe during the monsoon is through frequent hand washing� Scrubbing hands thoroughly with soap and water can significantly reduce the risk of contracting respiratory and diarrhoeal diseases� According to health experts, many infectious diseases prevalent during the monsoon can be avoided by simply keeping our hands clean�

4. Children, in particular, are more susceptible to infections due to their lower immunity� They often play in muddy puddles, touch contaminated surfaces and then unknowingly transfer germs

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

9. How do the narratives of Evelyn Glennie and Ustad Bismillah Khan challenge societal stereotypes about disability and cultural identity? Illustrate your answer with examples from the texts. Ans: Evelyn Glennie and Ustad Bismillah Khan’s stories challenge societal stereotypes about disability and cultural identity, proving that talent transcends limitations. Despite being profoundly deaf, Evelyn defied expectations to become a world-renowned percussionist. With Ron Forbesʼ guidance, she learned to sense music through vibrations, proving that physical disabilities cannot limit true talent. Her success challenges the stereotype that hearing is essential for musicianship. Similarly, Bismillah Khan shattered cultural barriers through his unwavering commitment to Indian classical music. Despite the shehnai being traditionally confined to temples and weddings, he introduced it to global concert stages. His music united Hindus and Muslims, proving that art transcends religion and culture. Both legends reshaped societal perceptions, showing that dedication, passion, and innovation can break any stereotype. Their journeys inspire us to see beyond limitations and embrace diversity in talent.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer (2 × 5 = 10 marks) the questions that follow. a. A slight girl, looking younger than her seventeen years, was nervous yet excited as she felt the vibrations of

c. She was leaving her home forever.

d. She was unsure about her passion for music.

II. How does the phrase ʻfelt the vibrations of the approaching trainʼ suggest that the girl experienced the world (1) differently?

III. Arrange the following aspects of the girlʼs experience in the correct order based on the extract.

i. She was fresh from a Scottish farm.

(1)

ii. She was at the Royal Academy of Music.

iii. She was feeling the vibrations of the train. iv. She was profoundly deaf. a. iii, i, iv, ii

b. i, iii, ii, iv

c. i, iv, iii, ii

d. iii, ii, i, iv

IV. What does the description of the girl as ʻslightʼ and ʻlooking younger than her seventeen yearsʼ suggest about her (2) personality or appearance? OR Glennie’s loss of hearing had been gradual. Her mother remembers noticing something was wrong when the eight-year-old Evelyn was waiting to play the piano. ʻThey called her name and she didn’t move. I suddenly realised she hadn’t heard,ʼ says Isabel Glennie. For quite a while Evelyn managed to conceal her growing deafness from friends and teachers. But by the time she was eleven her marks had deteriorated.

QR Code: Scan to view the answer key.

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Table of Contents Section A: Reading Skills

(20 Marks)

1. Discursive Passage �� 4

2. Case-based Passage �� 24

Section B: Writing Skills and Grammar

(40 Marks)

Writing Skills

1. Descriptive Paragraph �� 40 2. Diary Entry �� 48 3. Short Story �� 57

Grammar

4. Determiners �� 67 5. Tenses �� 71 6. Modals �� 78 7. Direct and Indirect Speech �� 82 8. Subject-Verb Agreement (Concord) �� 90 9. Gap Filling �� 96

10. Editing �� 100 11. Transformation of Sentences �� 106

Section C: Literature Prose/Beehive

(40 Marks)

1. The Fun They Had �� 112 2. The Sound of Music �� 125 3. The Little Girl �� 143 4. A Truly Beautiful Mind �� 154 5. The Snake and the Mirror �� 166 6. My Childhood �� 175 7. Reach for the Top �� 187 8. Kathmandu �� 207 9. If I Were You �� 219

Poetry/Beehive

10. The Road Not Taken �� 231 11. Wind �� 241 12. Rain on the Roof �� 251 13. The Lake Isle of Innisfree �� 262 14. A Legend of the Northland �� 275

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15. No Men are Foreign �� 285 16. On Killing a Tree �� 297 17. A Slumber Did My Spirit Seal �� 308

Prose/Moments

18. The Lost Child �� 315 19. The Adventures of Toto �� 326 20. Iswaran the Storyteller �� 336 21. In the Kingdom of Fools �� 347 22. The Happy Prince �� 358 23. The Last Leaf �� 370 24. A House is Not a Home �� 378 25. The Beggar �� 390

ASL – Assessment of Speaking and Listening Skills �� 402 Sample Question Paper – 1 (Solved) �� 422 Sample Question Paper – 2 (Solved) �� 434 Sample Question Paper – 3 (Solved) �� 447 Sample Question Paper – 4 (Unsolved) �� 459 Sample Question Paper – 5 (Unsolved) �� 466 Sample Question Paper – 6 (Unsolved) �� 473

xii

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Section A

Reading Skills

(20 Marks)

1. Discursive Passage �� 4

2. Case-based Passage �� 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 organisation.

• 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 piece of writing that presents an argument or point of view on a topic. It does not aim to persuade the reader but rather explores multiple viewpoints, facts, or opinions related to a subject. The purpose of a discursive passage is to encourage critical thinking and analytical skills by examining different perspectives before forming a conclusion. They can be argumentative (persuasive) or neutral (exploratory), depending on whether the writer takes a stance or remains impartial. Typically consisting of 400–450 words, a discursive passage is designed to test skills such as inference, analysis, interpretation, evaluation and vocabulary.

Tips to Attempt Discursive Passages 1. Read the passage carefully to identify the main idea and the perspectives presented.

2. Look for contrasting opinions, arguments and examples along with supporting evidence.

3. Determine if the passage is informative, analytical or exploratory. Note if the writer is neutral or supports a side.

4. Evaluate the logic and reasoning behind each argument.

5. Identify facts, statistics and examples that strengthen the discussion. 6. Ensure responses are structured, concise and well-supported.

7. Prioritise easy questions first and return to challenging ones later.

8. Ensure your answers are clear, coherent and grammatically correct.

Practice Exercise 1. Read the following passage carefully.

1. The beginning of this fun-filled season, with the sun hidden behind grey clouds, brings cheer to many of us eagerly waiting to splash in the rain. The cool breeze, the rhythmic sound of raindrops and the earthy aroma of wet soil make the monsoon a delightful time of the year. Children rush outdoors to enjoy the rain and adults find solace in sipping a hot cup of tea while watching the downpour. Additionally, monsoon plays a crucial role in replenishing water bodies, supporting agriculture and balancing the ecosystem. However, despite its charm, the rainy season also brings several challenges.

2. Not everything about rain is glamorous. While the showers provide relief from the scorching heat, they also cause several inconveniences. Endless traffic jams, waterlogged streets and pothole-ridden roads make commuting difficult. Uncleared garbage and stagnant water lead to foul smells and provide a breeding ground for mosquitoes and other disease-carrying insects. Waterborne

diseases such as cholera, typhoid and dysentery become rampant. Additionally, viral infections like colds, coughs and flu spread more easily due to increased humidity and close contact with infected individuals.

3. Some argue that exposure to rain and germs helps build immunity, making individuals less susceptible to infections. However, medical experts believe that precautionary measures, particularly maintaining proper hygiene, play a vital role in preventing seasonal illnesses. One of the most effective ways to stay safe during the monsoon is through frequent hand washing. Scrubbing hands thoroughly with soap and water can significantly reduce the risk of contracting respiratory and diarrhoeal diseases. According to health experts, many infectious diseases prevalent during the monsoon can be avoided by simply keeping our hands clean.

4. Children, in particular, are more susceptible to infections due to their lower immunity. They often play in muddy puddles, touch contaminated surfaces and then unknowingly transfer germs

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to their mouths, eyes, or noses. The U.S. Food and Drug Administration states that the human influenza virus can survive on surfaces for up to eight hours, making repeated hand washing essential. Teaching kids proper hand hygiene, especially during the rainy season, can help prevent illnesses and keep them healthy.

5. To fully enjoy the monsoon while staying safe, some basic precautions must be followed. If drenched in the rain, changing into dry clothes immediately is essential to prevent colds and fevers. Eating raw or uncovered food should be avoided and fruit and vegetables must be washed thoroughly before consumption. Some may argue that street food is an integral part of monsoon enjoyment, but its unhygienic preparation often leads to stomach infections. Maintaining kitchen hygiene is equal ly important to prevent contamination.

6. While it is true that monsoon-related diseases can be controlled with proper care, access to clean water, sanitation and healthcare remains a challenge in many areas. Individuals must take personal responsibility for their health, but collective efforts, such as improved drainage systems and timely waste disposal, are equally vital in minimising the risks. 7. By striking a balance between enjoying the beauty of monsoon and taking the necessary precautions, one can truly appreciate the season. After all, the rainy season should be a time of joy and celebration, not illness and inconvenience. On the basis of your reading of the passage, answer the following questions. I. Which of the following is NOT mentioned as a positive aspect of the monsoon? (1) a. It replenishes water bodies b. It helps support agriculture c. It prevents the spread of diseases d. It creates a cooling effect on the environment II. Why does the passage emphasise hand hygiene during the monsoon? (1) a. To reduce the risk of waterborne and airborne infections b. To encourage children to play outside safely c. To ensure clean drinking water for all d. To eliminate traffic congestion during the rainy season Section A • Discursive Passage

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III. State whether the following statement is True or False.

(1)

Exposure to monsoon germs always helps in building immunity.

IV. Monsoon puddles are to mosquito breeding as stagnant water is to: __________ (1)

a. Ice formation

b. Outbreak of disease c. Fresh air

d. Cooling effect V. Which of the following best explains why hand hygiene is emphasised during the monsoon? (1) VI. Fill in the blanks.

(1)

A major challenge in controlling monsoon-related diseases is the lack of access to clean _____________ and _____________.

VII. What does the passage suggest about the importance of personal responsibility versus community action in preventing monsoonrelated illnesses? (2) VIII. Which word in paragraph 4 means ‘likely to be affected by something harmful’? (1) a. susceptible c. exposed

b. influenza

d. contaminated

IX. Complete the sentence.

Excessive monsoon precautions might take away from the joy of the season because _______.

(1)

2. Read the following passage carefully.

1. Punctuality is often regarded as a mark of respect, responsibility and professionalism. It is a trait that is deeply valued in various aspects of life, from education and work to social interaction. Being punctual means arriving or completing tasks at the designated time, without delay and demonstrates a person’s ability to manage time effectively. Though punctuality is often praised, some believe that flexibility in deadlines and schedules is more beneficial, particularly in creative and research-based fields.

2. In the professional world, punctuality is critical. It reflects a person’s discipline and respect for others' time. Arriving late for meetings or missing deadlines can lead to the perception of unreliability, which can hinder career growth. 5

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Employers and colleagues often interpret tardiness as a lack of interest or dedication and this can result in missed opportunities. For instance, an employee who consistently arrives at work late might be overlooked for promotion, while someone who is always on time is likely to be seen as dependable and serious about their job.

3. In the realm of education, punctuality plays a significant role in shaping a student's academic success. Students who arrive on time for classes are more likely to engage fully with the lesson and absorb the material being taught. They show respect for their teachers and peers, which fosters a positive learning environment. On the other hand, students who are frequently late disrupt the class and miss important content, which can have long-term consequences on their grades and understanding of the subject matter. 4. However, some argue that strict punctuality is not always essential, particularly in professions that require creativity and deep thinking. Writers, artists and researchers may benefit from flexible deadlines, as creativity cannot always be bound by a rigid schedule. For instance, some of the greatest scientific discoveries and literary works have been made under flexible conditions rather than strict time constraints.

5. Moreover, punctuality is crucial in personal relationships. Being on time for social events or appointments shows that one values and respects the time of others. When people are habitually late, it can cause frustration and disappointment, potentially straining relationships. Friendships and family bonds thrive on mutual respect and punctuality is an easy way to demonstrate consideration for others. 6. While some may argue that punctuality is overrated, claiming that ‘better late than never’ is a valid excuse, this perspective overlooks the deeper implications of being late. Delays disrupt plans, waste time and may even have a cascading effect on others, leading to a loss of productivity and trust. 7. In conclusion, punctuality is more than just a habit; it is an essential life skill that reflects a person’s values, reliability and respect

for others. However, in certain professions, flexibility may be necessary for better results. Ultimately, a balanced approach is required, where punctuality is prioritised while allowing room for adaptability when needed. On the basis of your reading of the passage, answer the following questions. I. What is a key characteristic of punctuality as described in the passage? (1)

a. It is only essential in professional settings.

b. It reflects time management and discipline. c. It is a trait that applies only to students. d. It is not necessary in today’s world.

II. How does punctuality impact an individual’s career progression? (1)

a. It helps build trust and reliability, leading to promotions. b. It is not a major factor in career success. c. It only affects those in leadership roles. d. It is not noticed by employers.

III. A disciplined student is to academic excellence as a punctual employee is to ________. (1)

a. career growth

c. irresponsibility

b. laziness d. failure

IV. State True or False.

(1)

V. The word in paragraph 5 which means the same as ‘frustration and disappointment’ is __________.

(1)

VI. Complete the following statement with a phrase from paragraph 6.

(1)

Tardiness can create a chain reaction, affecting not only the late individual but also others around them.

Opinion:

Tardiness can damage personal relationships. Reason: __________.

(Competency-based Question)

VII. Choose the correct meaning of the word ‘cascading’ as used in paragraph 6.

a. Spreading in a series of consequences b. Happening suddenly without cause c. Remaining unchanged over time d. Occurring only once without further impact

(1)

VIII. What does the passage suggest about the role of flexibility in time management? (2)

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IX. Do you think punctuality should be prioritised in all professions? Justify your answer. (1) 3. Read the following passage carefully.

1. Old-age homes, also known as senior living facilities, have become increasingly common in modern society. These institutions provide care, companionship and medical support for elderly individuals who may not have family members to look after them. While some view old-age homes as a blessing, others see them as a sign of declining family values. Like any social institution, old-age homes come with both advantages and disadvantages. 2. One of the biggest advantages of an old-age home is the security and care it offers. Many elderly people struggle with health issues that require constant medical attention, which these facilities are well-equipped to provide. Trained caregivers and doctors ensure that seniors receive timely medication, regular check-ups and emergency care when needed. This is especially beneficial for those who have chronic illnesses or mobility issues. 3. Another positive aspect of old-age homes is the companionship they offer. Loneliness is a major concern for senior citizens, particularly those who have lost their spouses or whose children live far away. In old-age homes, people can interact with peers, participate in recreational activities and build new friendships. Social engagement helps keep their minds active and reduces feelings of isolation, ultimately improving their emotional well-being.

4. Additionally, old-age homes relieve the burden on families who may be unable to provide full-time care due to work commitments, financial constraints, or other personal reasons. In such cases, sending elderly parents to a well-maintained old-age home ensures they receive proper care rather than being neglected at home.

5. However, despite these benefits, old-age homes also have their drawbacks. One major disadvantage is the emotional distress many elderly people experience when separated from their families. Many seniors feel abandoned, unwanted or neglected, which may lead to depression and anxiety. The lack of close familial bonds can make them feel isolated, even in the company of other residents. Section A • Discursive Passage

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6. Another concern is the quality of care in some old-age homes. While some facilities maintain high standards, others may be poorly managed, lack proper hygiene, nutritious food, or adequate medical support. Reports of abuse and neglect in certain homes also raise concerns about the safety and well-being of residents.

7. In conclusion, old-age homes serve as both a refuge and a challenge for the elderly. They provide care, security, and companionship, but they also raise emotional and ethical questions about family responsibilities. The ideal solution would be to balance professional elderly care with family involvement, ensuring that seniors feel loved and valued, regardless of where they reside. On the basis of your reading of the passage, answer the following questions. I. What is one of the key benefits of old-age homes, according to the passage?

(1)

a. They allow elderly people complete independence.

b. They offer security, medical care and companionship.

c. They reduce financial burdens on the elderly. d. They encourage elderly people to live alone. II. Fill in the blanks.

(1)

III. State whether True or False.

(1)

IV. Choose the sentence in which the word ‘distress’ is used in the same way as in the passage.

(1)

Elderly individuals with chronic illnesses benefit from old-age homes as they provide access to ________ and ________. Old-age homes reduce loneliness by providing opportunities for social engagement.

a. The financial distress of the company forced it to shut down. b. The distress on her face was clear when she received bad news. c. The distress signal was sent out from the sinking ship.

d. The team faced distress due to the lack of proper training.

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V. Why does the passage suggest that poorquality old-age homes can be harmful to elderly residents?

(1)

VI. Complete the sentence based on your understanding of the passage.

(1)

For elderly people, emotional well-being is as important as physical care because _________.

VII. Identify the cause and effect based on the passage. (Competency-based Question) (1)

Cause: M any elderly people feel abandoned in old-age homes. Effect: ____________.

VIII. The passage suggests that a combination of family involvement and professional care is ideal. Why is this balance important? (1) IX. Do you think old-age homes are a necessity in today’s society? Justify your answer. (1) X. What could be a possible solution to reduce the emotional distress faced by elderly people in old-age homes? (1) 4. Read the following passage carefully.

1. The ethical debate surrounding zoos has long been a contentious issue, with arguments both supporting and opposing their existence. While zoos serve as centres for conservation, education and research, concerns regarding animal welfare and ethical considerations remain significant.

2. Supporters of zoos argue that they play a vital role in wildlife conservation. Many endangered species are provided with safe environments in zoos, protecting them from poaching, habitat destruction and climate change. According to the World Association of Zoos and Aquariums (WAZA), ‘Modern zoos contribute significantly to species conservation, with over 800 species currently part of breeding programs.’ Conservation efforts, such as the successful breeding of the giant panda in captivity, demonstrate the positive impact of zoos on species survival. 3. Additionally, zoos provide educational value, offering people—especially children—a chance to observe animals up close. Sir David Attenborough, a renowned naturalist, stated in a TED Talk, ‘No one will protect what they don’t care about and no one will care about what

they have never experienced.’ Zoos help foster a connection between humans and animals, inspiring conservation efforts. 4. Zoos also support scientific research. Studies on animal behaviour, genetics and veterinary medicine conducted in zoos contribute to wildlife conservation strategies. For instance, research on elephant reproduction in captivity has led to improved conservation techniques in the wild. 5. Despite their benefits, critics argue that zoos compromise animal welfare. Animals in captivity often suffer from psychological distress due to restricted space and unnatural environments. Dr. Marc Bekoff, in his book The Emotional Lives of Animals, asserts, ‘Captivity is emotionally damaging to many species, leading to stress, anxiety and abnormal behaviours.’ Animals in zoos frequently display behaviour such as pacing, self-harm and excessive grooming, indicative of distress. 6. Furthermore, opponents question whether zoos truly educate the public. The Journal of Environmental Education found that ‘visitors spend an average of 30 seconds at each exhibit, rarely engaging deeply with conservation messages.’ Many argue that wildlife documentaries provide a more ethical and educational experience without confining animals. 7. The core ethical dilemma is whether the conservation and educational benefits of zoos outweigh the moral concerns of keeping animals in captivity. While some zoos prioritise animal welfare and conservation, others operate under poor conditions. As Jane Goodall, a leading primatologist, noted, ‘The least we can do is ensure that captive animals have the best possible care.’ Ultimately, the debate continues as society grapples with balancing conservation efforts with the rights and well-being of animals. On the basis of your reading of the passage, answer the following questions. I. What does the word ‘contentious’ (paragraph 1) most likely mean? (1)

a. Well-known

c. Unimportant

b. Controversial d. Simple

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II. What argument do the supporters give in favour of zoos?

(1)

III. Choose the sentence where the word ‘agitation’ is used in the same way as in the passage. (1)

a. The worker’s agitation for better wages led to a protest.

c. The politician’s speech created agitation among the crowd.

d. The washing machine’s agitation cycle helped remove tough stains.

Scientific studies conducted in zoo’s contribute to conservation strategies.

(1)

V. What does the phrase ‘a more ethical and educational experience’ imply in the passage? (1)

a. Zoos should focus only on entertainment. b. Wildlife documentaries provide deeper conservation learning without harming animals.

c. Zoos are the only way people can learn about wildlife. d. Ethical concerns about zoos are exaggerated.

VI. Identify the cause-and-effect relationship based on the passage. (Competency-based Question) (1)

Cause: Animals in captivity experience limited space and unnatural environments. Effect: ____________.

VII. According to the passage, why do some experts believe wildlife documentaries are better than zoos for education? (1)

a. They offer a more immersive experience without harming animals.

b. They allow people to physically interact with animals.

c. They are more entertaining than visiting a zoo.

d. They replace the need for conservation efforts. VIII. Complete the sentence based on your understanding of the passage.

(1)

While some argue that zoos protect wildlife, critics believe that they __________.

Section A • Discursive Passage

English_Question Bank_Class-9.indb 9

X. State whether True or False.

(1)

The passage suggests that visitors to zoos deeply engage with conservation messages. 5. Read the following passage carefully.

b. Her constant agitation about the exam results made her anxious.

IV. Identify the grammatical error in the following sentence and correct it.

IX. Do you think zoos should be replaced by wildlife sanctuaries? Justify your answer. (1) (Competency-based Question)

1. The role of homework in student learning has long been a topic of discussion, with educators, parents and students expressing varied opinions. While some believe that homework is essential for academic growth, others argue that excessive assignments cause unnecessary stress and do not enhance true understanding. 2. Supporters of homework claim it reinforces classroom learning by allowing students to practice and apply concepts independently. Dr. Cathy Vatterott, in her book ‘Rethinking Homework’, states, ʻHomework provides students with the opportunity to strengthen their understanding, enhance time management skills and develop responsibility.ʼ This perspective suggests that homework fosters independent study habits and prepares students for future academic challenges.

3. Research supports this claim, indicating that moderate amounts of homework can improve student performance. A study by Cooper, Robinson and Patall (2006) published in the ‘Review of Educational Research’ found that reasonable levels of homework in high school contribute to better academic achievement, particularly in mathematics and science. Thus, homework is seen as an extension of classroom instruction that solidifies learning. 4. Conversely, critics argue that homework can be counterproductive, leading to increased stress, burnout and a lack of motivation. Alfie Kohn, in ‘The Homework Myth’, asserts, ʻHomework is not necessary for academic success and often harms student well-being.ʼ His research indicates that excessive assignments can lead to disengagement, particularly among younger students, limiting their creativity and personal development. 5. Renowned education expert Sir Ken Robinson, in his TED Talk ‘Do Schools Kill Creativity?’, highlights that an overemphasis on homework 9

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can suppress students' natural curiosity and critical thinking. He argues that traditional education models, which rely heavily on assignments and testing, often fail to equip students with essential real-world problemsolving skills.

VII. What did the National Education Association report about the amount of homework given to elementary school students? (1) VIII. What is John Hattie's perspective on homework, as presented in the passage?

6. Moreover, studies have revealed that the amount of homework assigned often exceeds what is beneficial for academic success. The National Education Association has reported that excessive homework for elementary students negatively affects their performance compared to those who receive less.

7. Ultimately, the effectiveness of homework depends on its quality and quantity. As education researcher John Hattie notes, ʻIt is not about how much homework is given, but rather about the value and purpose behind it.ʼ Homework should be meaningful, well-balanced and should support student learning without compromising their well-being or creativity. On the basis of your reading of the passage, answer the following questions. I. Explain the perspective of Dr. Cathy Vatterott regarding the role of homework in student learning. (2) II. State whether the following statement is True or False. (1) Excessive homework benefits younger students by improving their engagement and learning. III. Based on the passage, how does Alfie Kohn’s argument about homework contrast with Dr. Cathy Vatterott’s view? (2) IV. Complete the following statement in your own words. (1) Homework provides students with the opportunity to reinforce what they have learned because ___________. V. What is the tone of Sir Ken Robinson when he argues about the impact of homework on creativity? (1)

a. Sarcastic

c. Celebratory

b. Neutral

d. Concerned

VI. The word in paragraph 5 which means the same as ‘suppress’ is _________.

(1)

a. The quantity of homework is more important than the quality b. The quality of homework assignments is crucial, not the quantity c. Homework should not be given at all

d. Homework is only important in primary school 6. Read the following passage carefully.

1. Artificial Intelligence (AI) has revolutionised multiple industries, including healthcare, finance and entertainment. In recent years, AI has also found its way into education, bringing both opportunities and challenges. While some educators embrace AI-powered tools for personalised learning, others worry about the potential drawbacks of over-reliance on technology in classrooms. 2. Proponents of AI argue that it enhances learning by providing personalised instruction tailored to each student’s needs. Adaptive learning platforms use AI algorithms to assess students’ strengths and weaknesses, adjusting the difficulty level of lessons accordingly. This ensures that students receive targeted support in areas where they struggle, improving learning outcomes. Additionally, AI-driven chatbots and virtual tutors offer 24/7 assistance, making learning more accessible beyond the traditional classroom.

3. Research suggests that AI-powered education tools can significantly improve engagement and retention. A 2022 study by the International Society for Technology in Education (ISTE) found that students using AI-assisted platforms performed 30% better in assessments compared to those relying solely on traditional methods. AI also helps reduce teachers' administrative workload by automating grading, attendance tracking and data analysis, allowing educators to focus more on student development. 4. Despite these advantages, critics caution against the overuse of AI in education. They

English_Question Bank_Class-9.indb 10

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argue that excessive screen time and reliance on digital tools can diminish critical thinking and problem-solving skills. A study conducted by the National Education Research Council in 2023 found that students heavily dependent on AI-based assistance showed lower levels of independent reasoning and creativity.

5. Another major concern is data privacy. AI-driven platforms collect vast amounts of student data to tailor learning experiences, raising questions about security and ethical usage. There have been instances where educational platforms suffered data breaches, exposing sensitive student information. Without robust data protection policies, students’ privacy may be at risk.

6. Furthermore, AI lacks the emotional intelligence that human teachers provide. While AI can assess academic performance, it cannot understand a student’s emotional needs, struggles, or motivations. Education is not just about knowledge acquisition; it involves mentorship, guidance and emotional support, which AI cannot fully replicate. 7. In conclusion, while AI has the potential to transform education by making learning more personalised and efficient, it should not replace human teachers. A balanced approach, integrating AI as a supplementary tool rather than a primary teaching method, may be the best way forward.

On the basis of your reading of the passage, answer the following questions. I. What is the central idea of the passage?

a. AI is harmful and should be removed from education.

(1)

(1) (1)

IV. How can over-reliance on AI negatively impact on students? (1)

English_Question Bank_Class-9.indb 11

c. AI-based platforms may be vulnerable to security breaches.

d. AI ensures that no student information is recorded. VI. Choose the word that is closest in meaning to ‘mentorship’ as used in the passage. (1)

a. Isolation

c. Friendship

b. Guidance

d. Competition

VII. AI in education is to learning as:

(1)

a. A chef is to a restaurant.

b. A book is to a bookshelf.

c. A lightbulb is to electricity. d. A GPS is to navigation.

VIII. Complete the statement based on your understanding of the passage.

(1)

While AI can assist in education, it should not replace human teachers because _______.

IX. How can AI and human teachers work together effectively in education? (1) X. Assertion (A): AI-assisted students performed 30% better in assessments compared to those using traditional methods.

Reason (R): AI customises learning by identifying student weaknesses and adjusting the lesson difficulty. (1) Choose the correct option.

a. Both A and R are true, and R explains A.

b. Both A and R are true, but R does not explain A.

7. Read the following passage carefully.

d. AI has no impact on learning.

Section A • Discursive Passage

b. AI can replace traditional schools.

d. A is false, but R is true.

c. AI completely replaces the role of teachers.

III. State True or False. A study found that students using AI-assisted platforms performed worse in assessments compared to those using traditional methods.

a. AI does not store any student information.

(1)

c. A is true, but R is false.

b. AI can assist in education but comes with challenges.

II. How does AI improve student learning outcomes?

V. Why is student data privacy a concern with AI-driven platforms?

1. Every morning, Arjun kick-starts his day with a brisk 30-minute jog. He believes that this simple routine helps him stay alert and focused throughout the day. ‘After my morning run, my mind feels sharper and I can concentrate better on my tasks,’ he says. Research supports Arjun’s experience, highlighting that regular exercise has a profound impact on cognitive function. 2. Studies have shown that physical activity significantly improves brain health by increasing blood circulation, delivering oxygen 11

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and essential nutrients that enhance memory and learning abilities. A recent study by the International Journal of Cognitive Neuroscience found that individuals who engaged in aerobic exercise for just 30 minutes a day performed significantly better in problem-solving tasks than those who led a sedentary lifestyle. Exercise is not only beneficial for young students but also for adults and the elderly, as it helps in maintaining brain plasticity and delaying age-related cognitive decline.

3. The benefits of exercise on mental agility extend beyond immediate effects. Scientists have found that physical movement stimulates the production of brain-derived neurotrophic factor (BDNF), a protein responsible for the growth and survival of neurons. Higher levels of BDNF are linked to improved mental resilience, faster information processing and sharper memory retention. Regular exercise also promotes neurogenesis, the process of forming new neurons, which is vital in reducing the risk of neurodegenerative diseases such as Alzheimer's and Parkinson’s. 4. Moreover, exercise has been shown to regulate stress hormones. When a person exercises, their body releases endorphins, often referred to as ‘feel-good’ hormones. These chemicals not only elevate mood but also reduce anxiety, enhance self-esteem and improve overall mental well-being. Experts suggest that people suffering from chronic stress or mild depression may benefit significantly from incorporating daily movement into their routine. Additionally, regular physical activity improves sleep patterns, which in turn positively impacts cognitive functions such as concentration and decision-making. 5. However, while moderate exercise is beneficial, excessive training without adequate recovery can have the opposite effect. Over-exercising may lead to fatigue, difficulty concentrating and increased production of cortisol—a stress hormone that, when elevated for prolonged periods, can negatively affect memory, focus and mental clarity. Studies indicate that athletes who overtrain often experience cognitive fog, irritability and reduced ability to retain new information.

6. As neuroscientist Dr. Meera Krishnan states, ‘Exercise is like a natural cognitive enhancer. It strengthens the brain’s ability to adapt, solve problems and manage emotions effectively.’ Whether through running, cycling, swimming, or yoga, engaging in regular physical activity is essential not only for physical health but also for maintaining long-term mental sharpness. On the basis of your reading of the passage, answer the following questions. I. Why does Arjun believe that morning exercise benefits him? (1)

a. It helps him relax and sleep better.

b. It makes him feel more energetic and focused. c. It improves his muscular strength.

d. It prevents him from feeling tired throughout the day. II. What can be inferred from the study mentioned in the passage?

(1)

III. State True or False.

(1)

Higher levels of brain-derived neurotrophic factor (BDNF) are linked to slower information processing.

IV. How does exercise help in reducing stress and anxiety? (2) V. Which of the following best explains why excessive exercise can be harmful?

a. It can lead to muscle growth and increased energy levels.

(1)

b. It may cause elevated cortisol levels, affecting focus and memory. c. It completely eliminates stress from the body.

d. It prevents neurons from growing in the brain. VI. Choose the word that is closest in meaning to ‘resilience’ as used in the passage. (1)

a. Weakness c. Fragility

b. Flexibility

d. Hesitation

VII. Over-exercising is to cognitive decline as:

a. Overeating is to weight gain.

(1)

b. Sleeping is to relaxation.

c. Learning is to intelligence. d. Walking is to endurance.

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VIII. Assertion (A): Regular exercise stimulates the production of a brain-derived neurotrophic factor (BDNF).

Reason (R): BDNF plays a crucial role in enhancing neuron growth and cognitive performance. (1) Choose the correct option.

a. Both A and R are true, and R explains A.

b. Both A and R are true, but R does not explain A. c. A is true, but R is false. d. A is false, but R is true. IX. Select the option(s) that best summarise the central idea of the passage. (1)

i. Regular exercise boosts cognitive function, enhances memory and supports mental well-being, making it an essential part of a healthy lifestyle. ii. While exercise has numerous cognitive benefits, over-exercising can lead to fatigue, stress and reduced mental clarity, highlighting the need for balance. a. Only Option i is correct.

b. Only Option ii is correct.

c. Both Options i and ii are correct.

d. Neither Option i nor Option ii is correct. 8. Read the following passage carefully.

1. The concept of remote work has gained significant traction over the last decade, especially following technological advancements and global events that reshaped the traditional workplace. Businesses and employees have increasingly adapted to flexible work arrangements, leading to both benefits and challenges in professional life. While some experts argue that remote work enhances productivity and well-being, others believe it creates barriers to collaboration, career growth and work-life balance. 2. One of the key advantages of remote work is flexibility. Employees can design their schedules to suit personal and professional commitments, reducing stress and improving overall satisfaction. A report by the Future of Work Institute found that individuals working remotely experience greater autonomy and work efficiency. The absence of daily commutes not only saves time but also enhances employee well-being, allowing for better sleep and more time for leisure activities.

Section A • Discursive Passage

English_Question Bank_Class-9.indb 13

3. Productivity is another significant advantage. Studies suggest that employees working remotely often complete tasks more efficiently than their office-based counterparts. This is attributed to fewer workplace distractions, personalised work environments and flexible hours that cater to individual energy peaks. A study by the Global Workforce Research Council noted that companies with hybrid or remote teams reported a 15% increase in work output. Additionally, organisations benefit from reduced operational costs, saving on office space, utilities and travel expenses. 4. However, despite its advantages, remote work comes with challenges. A major concern is the lack of in-person interaction, which can lead to decreased team cohesion. Traditional office settings foster spontaneous discussions, brainstorming sessions and mentorship opportunities, which are harder to replicate in a virtual environment. Business strategist Sarah Mitchell argues, ‘Innovation thrives when people interact face-to-face, sharing ideas and perspectives freely.’

5. Another issue is maintaining a clear boundary between work and personal life. Working from home can sometimes lead to longer working hours, with employees struggling to ‘switch off.’ The Workplace Psychology Journal highlights that remote workers often experience higher levels of burnout due to the blurred separation between professional and personal time. Distractions at home, such as household chores and family responsibilities, can also disrupt workflow. 6. Furthermore, career progression may be affected. Employees working remotely may have fewer opportunities for networking, mentorship and professional development, as much of workplace recognition is based on visibility. Studies indicate that employees in remote roles may face delayed promotions compared to their in-office peers, as leadership often favours individuals with whom they interact regularly. 7. Despite these challenges, companies can implement strategies to make remote work sustainable. Investing in virtual team-building activities, structured mentorship programmes and clear communication policies can help 13

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bridge the gap between remote and officebased work. As future workplaces continue evolving, a hybrid approach combining the best aspects of both models may emerge as the ideal solution. On the basis of your reading of the passage, answer the following questions. I. Which of the following statements best captures the essence of remote work as described in the passage?

(1)

i. Remote work is a modern-day necessity that increases flexibility and productivity. ii. While remote work has advantages, it also presents challenges that must be addressed for it to be effective. a. Only Statement i is correct.

b. Only Statement ii is correct.

c. Both Statements i and ii are correct.

d. Neither Statement i nor Statement ii is correct II. Match the cause with the correct effect based on the passage. (1) Cause

Effect

i. Fewer workplace distractions

A. Employees experience higher stress levels

ii. Reduced commuting time

B. Workers have more personal time and flexibility

iii. Lack of face-to-face interactions

C. Productivity increases

iv. Blurred boundary between work and personal life

D. Team cohesion weakens

Choose the correct set of matches. a. i

C, ii

B, iii

D, iv

c. i

D, ii

C, iii

B, iv

b. i d. i

B, ii A, ii

D, iii

B, iii

C, iv

A D

III. Which of the following is the most suitable title for Paragraph 4? (1)

a. The Future of Remote Work

b. The Hidden Struggles of Working from Home c. How Remote Work Solves Productivity Issues

IV. State True or False.

Remote workers always struggle with productivity due to lack of supervision.

(1)

V. Why do some experts argue that in-office work promotes better innovation? (1)

a. People work longer hours in offices.

b. Face-to-face interactions foster idea-sharing and teamwork. c. Remote work discourages employees from speaking.

d. Office environments are quieter than home settings. VI. The passage includes the quote by Sarah Mitchell: ‘Innovation thrives when people interact face-to-face, sharing ideas and perspectives freely.’ What does this suggest about in-office work? (1) VII. Choose the sentence where the word ‘efficiency’ is used in the same way as in the passage. (1)

a. The efficiency of the air conditioner decreased after years of use. b. The manager praised the team for their efficiency in completing the project ahead of schedule. c. The efficiency of the car’s fuel consumption was a key selling point. d. She questioned the efficiency of the new recipe while cooking dinner. VIII. Complete the sentence.

(1)

IX. What can companies do to support remote employees and address its challenges?

(1)

X. The passage discusses both benefits and challenges of remote work. Which important perspective is missing?

(1)

Remote workers may face career stagnation because _______.

a. The impact of remote work on environmental sustainability.

b. The differences in remote work policies across countries.

c. The role of AI in managing remote employees. d. All of the above.

d. The Ultimate Guide to Working Remotely

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9. Read the following passage carefully.

1. In recent years, the conversation around mental health has gained significant momentum, highlighting its importance in overall well-being. Historically, mental-health issues were often ignored or misunderstood, with many societies prioritising physical health over emotional and psychological well-being. However, increased awareness and advocacy efforts have begun to change this perspective, emphasising the need for a balanced approach to health.

2. Raising awareness about mental health helps in reducing stigma and encouraging open discussions. Many people hesitate to seek help due to fear of judgement, which can worsen their conditions. Studies show that public awareness campaigns have led to a 40% increase in people seeking professional mentalhealth support over the past decade. When individuals understand that mental-health struggles are common and treatable, they are more likely to seek assistance, leading to better recovery outcomes.

3. Apart from breaking stigma, mental-health awareness also promotes emotional resilience. People who are aware of mental well-being are more likely to develop coping mechanisms such as mindfulness, exercise and social support. These strategies help individuals manage stress effectively, reducing the risk of long-term anxiety and depression. Schools and workplaces that implement mental-health programmes often report improved focus, reduced absenteeism and better overall performance. 4. However, despite progress in mental-health discussions, challenges remain. A major issue is the lack of accessibility to mental-health care, particularly in low-income areas. Many communities have limited resources, making it difficult for individuals to access counselling or therapy. Additionally, cultural perceptions about mental health can discourage people from acknowledging their struggles. In some cultures, seeking mental-health support is still viewed as a sign of weakness rather than self-care. 5. Another pressing concern is the impact of digital culture on mental well-being. While technology has made mental-health Section A • Discursive Passage

English_Question Bank_Class-9.indb 15

information more accessible, excessive screen time and social media use have been linked to higher levels of stress and anxiety, particularly among teenagers. Experts suggest that while online mental-health resources are valuable, they should complement—not replace— professional support and real-life interaction.

6. To make mental-health awareness more effective, it is essential to integrate mental wellbeing into education systems, workplaces and social policies. Schools can introduce emotional intelligence training, while companies can implement wellness programmes that focus on stress management and work-life balance. Governments must also invest in affordable mental-health care to ensure that support is available to all. 7. While significant progress has been made in mental-health awareness, continuous efforts are needed to address accessibility, stigma and evolving challenges such as digital well-being. By fostering open conversations and ensuring widespread support systems, societies can move towards a more compassionate and mentally healthy future. On the basis of your reading of the passage, answer the following questions. I. Match the causes with their correct effects based on the passage. Cause

(1)

Effect

i. Increased public awareness

A. Reduces absenteeism and enhances productivity

ii. Mental health education in schools

B. Encourages people to seek help without stigma

iii. Developing coping mechanisms

C. Helps individuals manage stress effectively

iv. Workplace wellness D. Improves emotional programmes resilience in students

Choose the correct set of matches: a. i

B, ii

c. i

D, ii

b. i d. i

D, iii

C, iv

C, ii

B, iii

A, iv

A, ii

C, iii

B, iv

A, iii

C, iv

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II. Arrange the following outcomes of mentalhealth awareness in the correct order as they appear in the passage. (1)

i. People are more likely to seek help.

a. Encouraging employees to take breaks and manage workload stress

ii. Stigma around mental health decreases. iii. Emotional resilience improves.

iv. Workplaces and schools see better performance. a. ii c. i

iii iii

iv iv

b. iii d. iv

iii

b. Implementing mandatory yoga sessions for all employees c. Creating a safe space where employees can discuss mental-health concerns

iv i

III. Complete the sentence.

A major issue affecting mental-health awareness efforts is _______________________.

(1)

IV. Identify whether the following statement is a fact or an opinion based on the passage. (1)

VIII. Imagine you are a workplace manager. Based on the passage, which one strategy would be the most effective in promoting mental-health awareness? (1)

(Competency-based Question)

Excessive use of social media has contributed to increased stress and anxiety among teenagers.

V. The passage states: ‘To make mental-health awareness more effective, it is essential to integrate mental well-being into education systems, workplaces and social policies.’ What does this suggest? (1) VI. Choose the correct sentence where the word ‘resilience’ is used in the same way as in the passage. (1)

a. The company showed resilience by recovering quickly from financial loss. b. The rubber band had great resilience, stretching without breaking.

c. She admired the resilience of the antique furniture, which had lasted for decades.

d. The scientist studied the resilience of different metals under pressure. VII. Which crucial aspect of mental health is NOT discussed in the passage? (1)

a. The role of family support in mental well-being. b. The financial burden of mental-health treatment.

c. The impact of workplace policies on mental health.

d. The connection between mental health and nutrition.

d. Making physical exercise compulsory during office hours IX. Justify the statement: ‘Mental-health awareness improves societal well-being.’

(2)

10. Read the following passage carefully.

1. In the digital age, technology has revolutionised the way people access information, communicate and solve problems. With just a few clicks, vast amounts of knowledge become available, simplifying research and improving efficiency. However, this ease of access has raised concerns about whether technology is reducing people's ability to think critically and analyse information independently. 2. One concern is the decline in deep reading and analytical thinking. Many individuals now rely on search engines for quick answers rather than engaging in thorough research or critical evaluation of sources. Digital content, often presented in short, simplified formats, discourages in-depth exploration and deep comprehension. Studies suggest that this pattern of consumption weakens the ability to concentrate and assess complex ideas.

3. Furthermore, social media platforms shape user experiences through algorithms that filter and prioritise content based on individual preferences. While this personalisation enhances convenience, it also creates 'information bubbles' where users are repeatedly exposed to similar viewpoints. As a result, people may become less likely to consider diverse perspectives, limiting their ability to engage in balanced debates and independent reasoning.

English_Question Bank_Class-9.indb 16

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4. The increasing reliance on artificial intelligence and automation further influences critical thinking. Many digital tools offer pre-generated responses, predictive text and automated decision-making systems. While these innovations streamline daily tasks, they also reduce the need for human problem-solving and independent decision-making, which are essential for intellectual development. 5. On the other hand, technology also provides tools that foster critical thinking. Online educational platforms, interactive simulations and digital libraries offer learners opportunities to explore complex topics in innovative ways. When used effectively, technology can enhance analytical skills by presenting information from multiple perspectives, encouraging researchbased learning and promoting problem-solving.

6. Additionally, fact-checking tools and openaccess resources empower individuals to verify information and assess the credibility of sources. Unlike traditional print media, digital platforms allow for real-time updates and corrections, helping users distinguish between reliable data and misinformation. Engaging with diverse sources and cross-referencing claims can significantly strengthen critical thinking abilities.

7. The impact of technology on critical thinking is complex. While it presents challenges such as reduced attention spans and reliance on instant answers, it also offers significant benefits when used mindfully. The key lies in adopting a balanced approach: leveraging technology’s strengths while actively developing independent reasoning and analytical skills. Encouraging conscious engagement with digital resources can ensure that technology serves as a tool for intellectual growth rather than a hindrance to deep thought. On the basis of your reading of the passage, answer the following questions. I. Which of the following statements best summarises the passage?

a. Technology has completely eliminated the need for critical thinking. b. Technology can both hinder and enhance critical thinking. c. Social media is the only factor affecting analytical skills. d. The internet has made all forms of learning redundant. Section A • Discursive Passage

English_Question Bank_Class-9.indb 17

(1)

II. Identify one way in which technology weakens analytical thinking, according to the passage. (1) III. Fill in the blank.

(1)

Excessive exposure to similar viewpoints on social media creates ________, limiting exposure to diverse perspectives. IV. How do digital fact-checking tools contribute to critical thinking? (2) V. Complete the analogy.

(1)

Automation is to decision-making as _______ is to critical evaluation. a. Digital libraries

c. Misinformation

b. Social media

d. Search engines

VI. The passage mentions that digital tools can enhance learning when used effectively. Which of the following best supports this claim? (1)

a. Online platforms present information from multiple perspectives. b. Search engines eliminate the need for problem-solving.

c. Technology discourages curiosity and deep thought.

d. All digital content promotes misinformation. VII. Choose the sentence in which the word ‘evaluate’ is used in the same way as in the passage.

(1)

a. The scientist had to evaluate the results of the experiment before publishing the report. b. The student was asked to evaluate the weight of the bag before lifting it. c. The coach wanted to evaluate the players’ speed in the 100-meter race.

d. She needed to evaluate whether the shop was offering a good discount. VIII. Assertion (A): Social media can restrict critical thinking.

Reason (R): Personalised algorithms on social media often reinforce users’ existing beliefs rather than exposing them to diverse viewpoints. (1) a. Both A and R are correct, and R explains A. b. Both A and R are correct, but R does not explain A. c. A is correct, but R is incorrect. d. Both A and R are incorrect.

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IX. Identify a missing perspective from the passage.

a. The ethical implications of artificial intelligence on decision-making

(1)

b. The role of family influence in developing critical thinking c. The financial cost of accessing digital learning tools d. All of the above

11. Read the following passage carefully.

1. Extreme sports, also known as adventure sports, involve a high level of risk and physical exertion. Activities such as skydiving, rock climbing, snowboarding and surfing have gained immense popularity over the years. While these sports offer an adrenaline rush and personal growth, they also come with challenges and potential dangers. 2. One of the primary attractions of extreme sports is the thrill they provide. Engaging in such high-risk activities releases adrenaline, which enhances focus, boosts mood and creates a sense of accomplishment. Many athletes claim that overcoming physical and mental barriers in these sports builds resilience and confidence, pushing them beyond their limits.

3. Additionally, extreme sports foster a deep connection with nature. Whether it is rock climbing on towering cliffs or surfing against strong ocean waves, participants experience the raw beauty of the environment. Psychologists suggest that this intense interaction with nature enhances mindfulness, reduces stress and promotes overall well-being. 4. Extreme sports also create strong social connections. Enthusiasts often train in groups, travel to unique locations and form closeknit communities. These sports encourage teamwork and shared experiences, fostering friendships that go beyond the activity itself.

5. However, despite their benefits, extreme sports carry significant risks. The possibility of injuries, ranging from minor bruises to life-threatening accidents, is high. Activities involving heights, high speeds, or unpredictable environments can lead to severe consequences if safety measures are ignored.

6. Another concern is the overconfidence that some participants develop. The desire to push limits may result in reckless behaviour, increasing the likelihood of accidents. Experts warn that the thrill of the sport should not overshadow the importance of caution and preparation.

7. Furthermore, extreme sports can be financially demanding. The cost of specialised equipment, training travel and insurance makes them inaccessible for many. This economic barrier prevents a large section of society from engaging in these activities regularly.

8. While extreme sports offer unique experiences, they also demand responsibility. Those who participate must weigh the risks against the rewards and ensure that they take the necessary precautions. As with any activity, striking a balance between adventure and safety is key to making the most of these exhilarating pursuits. On the basis of your reading of the passage, answer the following questions. I. Choose the most suitable title for paragraph 2. (1) a. The Psychological Effects of Extreme Sports

b. The Risks of Extreme Sports c. The Thrill of Adventure

d. Overcoming Physical Barriers II. Which of the following best explains how extreme sports contribute to mindfulness?

(1)

a. They require complete focus, helping individuals stay present in the moment.

b. They allow participants to perform tasks without thinking.

c. They encourage people to take unnecessary risks.

d. They help individuals develop faster reflexes. III. Which of the following is an inference that can be drawn from paragraph 4? (1)

a. Extreme sports require no teamwork or social interaction. b. Adventure sports can help build strong friendships and social bonds.

c. Only professional athletes can participate in extreme sports. d. Extreme sports are best enjoyed alone.

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IV. What does the word 'exhilarating' (paragraph 8) mean in the passage? (1)

a. Exciting

c. Dangerous

b. Exhausting

d. Depressing

V. State whether True or False.

(1)

Extreme sports can never lead to injuries if the right equipment is used.

VI. Identify a challenge mentioned in paragraph 6 regarding extreme sports. (1)

a. The lack of experienced trainers b. The increasing costs of travel

c. Overconfidence leading to reckless behaviour d. The competition among adventure athletes VII. How does engaging in extreme sports contribute to mental well-being?

(2)

VIII. Based on the passage, what is one major financial challenge associated with extreme sports?

(2)

12. Read the following passage carefully.

1. Art has always been a reflection of human creativity, evolving with time and technological advancements. In the modern era, digital art has gained significant popularity, offering artists new tools and mediums for expression. However, this rise has sparked debates on whether digital art is replacing traditional forms or merely expanding the artistic landscape. While some believe that digital art threatens the authenticity of handmade works, others argue that it complements and enhances artistic possibilities. 2. One of the strongest arguments in favour of digital art is its accessibility and flexibility. Unlike traditional art, which often requires expensive materials like canvases, paints and brushes, digital tools provide cost-effective alternatives. Software applications and drawing tablets allow artists to create intricate designs, experiment with colours and undo mistakes effortlessly. This accessibility democratises art, enabling more people to explore creativity without financial barriers. 3. Furthermore, digital art fosters innovation by removing physical limitations. Traditional mediums require storage space, careful preservation and specific conditions to maintain their quality. Digital creations,

Section A • Discursive Passage

English_Question Bank_Class-9.indb 19

on the other hand, can be saved, edited and shared instantly. The rise of digital galleries and NFT (Non-Fungible Token) marketplaces has also provided artists with global platforms to showcase their work, reach wider audiences and monetise their talent.

4. Despite these advantages, critics argue that digital art lacks the craftsmanship and originality associated with traditional forms. Handmade artworks, such as oil paintings and sculptures, hold historical and cultural significance, with each stroke and texture carrying the artist’s unique touch. Many believe that digital art, with its reliance on technology, diminishes the authenticity of artistic expression, making it more mechanical and less personal.

5. Additionally, the ease of digital replication raises concerns about artistic integrity. Unlike traditional paintings, which exist as unique pieces, digital artworks can be duplicated infinitely, leading to debates about ownership and value. Some critics fear that the growing preference for digital creations may overshadow the appreciation for hand-crafted masterpieces, reducing their cultural and economic worth.

6. However, an alternative perspective suggests that digital and traditional art are not competitors but complementary forces. Many artists blend both styles, using digital tools for preliminary sketches before translating them into physical works. This fusion allows for experimentation while preserving the essence of traditional craftsmanship. Moreover, digital advancements have also revived interest in classic art forms by making historical masterpieces accessible through virtual museums and digital restoration techniques.

7. In conclusion, the rise of digital art presents both opportunities and challenges for the artistic world. While it offers innovation, accessibility and new revenue streams, it also raises concerns about authenticity, craftsmanship and originality. Instead of viewing digital and traditional art as opposing forces, they should be seen as evolving expressions of creativity, each contributing to the rich and diverse world of artistic expression. 19

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On the basis of your reading of the passage, answer the following questions. I. What is one of the main advantages of digital art over traditional art, as mentioned in the passage? (1)

a. It eliminates the need for artistic skills

b. It provides cost-effective alternatives and easy accessibility c. It replaces traditional art completely

(1)

a. Digital art is completely replacing traditional forms of artistic expression. b. Traditional art holds cultural and historical value that digital art may lack.

Digital art does not require any craftsmanship or artistic skill.

(1)

V. Assertion (A): Digital art reduces the need for expensive materials, making art more accessible.

Choose the correct option.

a. Both A and R are correct, and R explains A. b. Both A and R are correct, but R does not explain A. d. Both A and R are incorrect.

d. Only traditional artists can create meaningful works of art.

a. The authenticity of the ancient manuscript was verified by experts.

IV. State whether True or False.

c. A is correct, but R is incorrect.

c. Digital art requires more effort and craftsmanship than traditional art.

III. Choose the sentence where the word ‘authenticity’ is used in the same way as in the passage.

d. The teacher’s authenticity made her explanations unreliable.

Reason (R): Digital tools eliminate the need for artistic skills, making anyone an artist. (1)

d. It does not require any tools to create II. Identify the correct inference from paragraph 4.

c. The film lacked authenticity because it was based on fictional events.

(1)

b. The chef’s authenticity in cooking was questioned due to the pre-packaged ingredients.

VI. How does the passage suggest that digital and traditional art can complement each other? (2) VII. Based on the passage, what is a major concern about digital art regarding artistic ownership? (2) VIII. Complete the analogy.

Digital art is to accessibility as traditional art is to ________.

(1)

a. Creativity

b. Historical significance c. Innovation

d. Experimentation

Answers 1.

I. c. It prevents the spread of diseases

precautions, larger issues like sanitation and waste disposal require collective efforts. Both personal and community actions are necessary to minimise health risks during the monsoon.

II. a. To reduce the risk of waterborne and airborne infections

III. False (Explanation: The passage mentions that while some argue this, medical experts recommend hygiene measures.)

IV. b. Outbreak of disease (Puddles promote mosquito breeding, just as stagnant water promotes disease outbreaks.)

V. Frequent hand washing prevents the spread of infections that thrive in monsoon conditions. VI. water; sanitation

VII. The passage suggests that while individuals must maintain personal hygiene and take

VIII. a. susceptible

IX. they restrict enjoyable activities like playing in the rain and eating street food. However, taking necessary precautions is important to stay healthy while still enjoying the season in a safe manner. 2.

I. b. It reflects time management and discipline. II. a. It helps build trust and reliability, leading to promotions.

English_Question Bank_Class-9.indb 20

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III. a. career growth IV. True V. strain VI. It can cause frustration and disappointment, potentially straining relationships. VII. a. Spreading in a series of consequences

I. b. Controversial

II. Supports assert that zoos protect endangered species from threats like poaching, habitat destruction and climate change while facilitating breeding programs that help maintain species populations. III. b. Her constant agitation about the exam results made her anxious.

VIII. The passage acknowledges that while punctuality is important in professional and educational settings, some creative and research-based fields require flexibility. A balance between punctuality and adaptability is ideal for achieving efficiency and creativity.

V. b. Wildlife documentaries provide deeper conservation learning without harming animals.

IX. Punctuality is crucial in time-sensitive fields like medicine and law, but creative professions may benefit from flexibility. The need for punctuality depends on the nature of the profession.

VII. a. They offer a more immersive experience without harming animals.

I. b. They offer security, medical care and companionship.

II. trained caregivers; medical attention III. True

IV. b. The distress on her face was clear when she received bad news.

V. Poorly managed homes may lack proper hygiene, nutritious food, or medical support, leading to serious health risks for elderly residents.

VI. it helps them feel valued, reduces loneliness and improves their overall quality of life VII. They may experience emotional distress, loneliness and a decline in mental well-being.

VIII. Family provides emotional support, while professional care ensures medical and physical well-being. A balance between the two ensures a fulfilling and secure life for the elderly.

IX. Yes, because modern lifestyles often prevent families from providing full-time elderly care. However, their quality should be carefully monitored to ensure emotional and physical well-being. X. Encouraging regular family visits, involving residents in social activities and ensuring compassionate care can help reduce feelings of loneliness and abandonment. Section A • Discursive Passage

English_Question Bank_Class-9.indb 21

IV. Error: ‘zoo’s’ Correction: ‘zoos’

VI. They develop stress behaviours like pacing, self-harm and excessive grooming, indicating psychological distress.

VIII. restrict animals’ freedom and cause emotional distress. IX. Zoos offer protection to endangered species but can also harm animals’ wellbeing. Wildlife sanctuaries provide natural habitats with minimal human interference, making them a better alternative for ethical conservation. X. False (Explanation: Studies show that visitors spend an average of 30 seconds at each exhibit, rarely engaging deeply with conservation messages.) 5.

I. Dr. Vatterott suggests that homework helps students practice and consolidate the lessons learned in class, while also teaching them how to manage their time effectively and take responsibility for their learning.

II. False (Explanation: Research suggests that too much homework can lead to stress and disengagement, particularly among younger students, limiting their creativity and motivation.)

III. While Dr. Vatterott sees homework as beneficial for reinforcing learning and developing skills, Alfie Kohn argues that homework is often unnecessary and can harm student well-being, suggesting it leads to stress, burnout and disengagement, especially for younger students.

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IV. it allows them to revise lessons independently, improve time management and develop responsibility for their academic progress. V. d. Concerned VI. stifle

VII. The report found that elementary students who were given large amounts of homework tended to perform poorly compared to those with less homework.

VIII. b. The quality of homework assignments is crucial, not the quantity

I. b. AI can assist in education but comes with challenges.

II. AI customises lessons based on student performance, identifying weaknesses and adjusting the level of difficulty accordingly. This personalised approach ensures targeted learning support. III. False (Explanation: The study found that AI-assisted students performed 30% better in assessments.)

IV. AI dependence can reduce critical thinking and problem-solving skills. It may discourage independent reasoning and creativity, as students rely on AI for answers instead of thinking analytically V. c. AI-based platforms may be vulnerable to security breaches. VI. b. Guidance

VII. d. A GPS is to navigation.

VIII. teachers provide emotional support, mentorship and interpersonal skills that AI cannot replicate.

IX. AI can handle administrative tasks and personalised learning, while teachers focus on emotional support, creativity and deeper discussions. A hybrid model ensures that students receive both technological assistance and human interaction. X. a. Both A and R are true, and R explains A. (Explanation: AI helps improve student performance by personalising learning experiences, ensuring students get targeted support, which directly contributes to better academic results.) 7.

I. b. It makes him feel more energetic and focused.

II. The study suggests that aerobic exercise enhances cognitive function, leading to better problem-solving and learning abilities compared to a sedentary lifestyle. III. False (Explanation: BDNF is associated with faster information processing and improved mental agility.)

IV. Exercise triggers the release of endorphins, which are hormones that boost mood and reduce anxiety. It helps regulate stress hormones and enhances self-esteem, leading to improved mental well-being. V. b. It may cause elevated cortisol levels, affecting focus and memory. VI. b. Flexibility

VII. a. Overeating is to weight gain.

VIII. a. Both A and R are true, and R explains A. IX. c. Both Options i and ii 8.

I. c. Both Statements A and B are correct.

II. a. i

C, ii

B, iii

D, iv

III. b. The Hidden Struggles of Working from Home

IV. False (Explanation: The passage states that remote workers often have higher productivity due to fewer distractions and flexible schedules.) V. b. Face-to-face interactions foster ideasharing and teamwork.

VI. This suggests that offices provide a space for spontaneous discussions and brainstorming, which encourages creativity, teamwork and idea generation, making them valuable environments for innovation.

VII. b. The manager praised the team for their efficiency in completing the project ahead of schedule. VIII. they have fewer networking opportunities, reduced visibility and limited access to mentorship and leadership roles. IX. Companies can implement mentorship programs, conduct virtual team-building activities and create clear communication policies to enhance collaboration and career growth. X. d. All of the above. 9.

I. a. i

II. a. ii

B, ii i

iii

D, iii iv

C, iv

English_Question Bank_Class-9.indb 22

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III. the lack of accessibility to mental health care, making it difficult for individuals in low-income areas to access therapy and counselling

IV. It is a fact. The passage states that studies have linked excessive screen time to higher levels of stress and anxiety.

V. This suggests that mental health awareness should not be limited to individual efforts but must be structured into institutions like schools, offices and government policies to create lasting change. VI. a. The company showed resilience by recovering quickly from financial loss.

VII. b. The financial burden of mental health treatment.

III. b. Adventure sports can help build strong friendships and social bond

IV. a. Exciting

V. False (Explanation: While using the right equipment can reduce risks, extreme sports inherently involve unpredictable environments, making injuries still possible.) VI. c. Overconfidence leading to reckless behaviour

VII. Extreme sports help individuals develop resilience, confidence and mindfulness. The focus required during these activities reduces stress, enhances concentration and promotes a sense of accomplishment, contributing to overall mental well-being.

VIII. c. Creating a safe space where employees can discuss mental health concerns. IX. Mental health awareness reduces stigma and encourages support-seeking behaviour, leading to better emotional health in individuals. It also promotes healthy work and school environments, reduces absenteeism and increases overall productivity, contributing to a more compassionate and mentally strong society. 10.

I. b. Technology can both hinder and enhance critical thinking

II. The reliance on search engines for quick answers reduces deep engagement with information and discourages thorough research. III. information bubbles

IV. Fact-checking tools help individuals verify information, cross-check claims and assess the reliability of sources. This process encourages analytical thinking and prevents the spread of misinformation. V. d. Search engines

VI. a. Online platforms present information from multiple perspectives.

VII. a. The scientist had to evaluate the results of the experiment before publishing the report.

VIII. a. Both A and R are correct, and R explains A. IX. d. All of the above. 11.

I. c. The Thrill of Adventure

II. a. They require complete focus, helping individuals stay present in the moment. Section A • Discursive Passage

English_Question Bank_Class-9.indb 23

12.

VIII. Extreme sports require significant financial investment in specialised equipment, training and travel expenses, making them inaccessible to many individuals who cannot afford these costs. I. b. It provides cost-effective alternatives and easy accessibility

II. b. Traditional art holds cultural and historical value that digital art may lack. III. a. The authenticity of the ancient manuscript was verified by experts.

IV. False (Explanation: While critics argue digital art lacks traditional craftsmanship, the passage does not claim it requires no skill. It highlights that digital art involves creativity, design, and technical expertise.) V. c. A is correct, but R is incorrect

VI. The passage suggests that many artists blend digital and traditional methods, using digital tools for initial sketches before creating physical artworks. Additionally, digital advancements have helped preserve and restore historical art, ensuring accessibility while maintaining traditional craftsmanship VII. A major concern is that digital artworks can be replicated infinitely, making it difficult to establish ownership and value. Unlike traditional paintings, which exist as unique pieces, digital art can be easily duplicated, leading to debates about authenticity and artistic integrity. VIII. b. Historical significance

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Case-based Passage

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 Note: The passages are created for academic purpose. 1. Read the following passage carefully.

1. Sharks are often misunderstood and feared creatures, but they play a crucial role in maintaining the health of marine ecosystems. Despite their importance, sharks face a global crisis due to overfishing, hunting and habitat destruction. According to the International Union for Conservation of Nature (IUCN), over 100 million sharks are caught and killed every year. This includes a mix of legal and illegal fishing, with many sharks being caught unintentionally in nets and lines meant for other species.

2. The global shark trade primarily targets their fins, as they are considered a delicacy in some cultures, particularly for shark fin soup. ‘Sharks

are being hunted to extinction for their fins,’ says Dr. Sylvia Earle, a marine biologist and oceanographer, during her TED Talk on ocean conservation. The practice not only threatens shark populations but also has significant ecological impact. As apex predators, sharks regulate the populations of other marine species and without them, ecosystems can collapse.

3. In 2021, a report by the Pew Charitable Trusts highlighted that the shark populations have declined by 70% in the last 50 years, with some species nearing extinction. This alarming trend has sparked efforts by governments, conservationists and local communities to protect sharks through sustainable fishing practices and marine reserves.

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VIII. According to the pie chart, which region is responsible for the largest amount of shark catch? (1)

Global Shark Catch Distribution by Region

Others Asia

15%

IX. Mention one way in which governments are working to protect shark populations. (1)

Africa

2. Read the following passage carefully.

10%

50%

1. A school conducted an assessment of 150 students in mathematics. The following table presents the distribution of grades among the students.

Australia 15%

10%

North America

Grade

Percent of Students (%)

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

I. Complete the sentence with a phrase. (1) The passage suggests that sharks are important to maintaining marine ecosystems because __________.

II. Find a word from the passage that means ‘in danger of disappearing forever’. (1) III. Choose the sentence that uses the word ‘delicacy’ with the same meaning as in the passage.

a. The artist’s brushstrokes showed a delicacy that brought the painting to life.

(1)

b. The silk fabric had a certain delicacy that made it perfect for luxury clothing. c. She handled the fragile vase with great delicacy to avoid breaking it.

d. The restaurant’s signature dish is a rare delicacy enjoyed by food enthusiasts. IV. Complete the sentence with a phrase.

According to the passage, the global shark trade primarily targets their fins because __________.

(1)

V. ‘Shark populations have declined by 70% in the past 50 years.’ Justify the statement. (2) VI. Based on the pie chart, which two regions together account for 25% of the global shark catch? (1) VII. Complete the analogy.

(1)

The decline in shark populations is to ocean health as __________ is to the health of a garden. a. lack of water

b. excessive fertilizer

c. absence of sunlight d. insect infestation

Section A • Case-based Passage

English_Question Bank_Class-9.indb 25

2. Several factors contribute to student performance. Effective teaching strategies, strong learning resources and student dedication often play a key role in higher achievement. On the other hand, challenges such as conceptual difficulties, lack of study support, or learning gaps may impact on those scoring lower grades. Addressing these challenges through remedial teaching, interactive learning and targeted support can be beneficial.

3. Experts in education emphasise the importance of personalised learning and regular assessment in improving student outcomes. Sir Ken Robinson, a renowned educator, highlights in his TED Talk that adaptive teaching methods help engage students more effectively. Similarly, a 2020 study from the Journal of Educational Psychology suggests that collaborative learning environments enhance understanding and retention of concepts. 4. To further enhance student learning, schools may consider mentorship programmes, peer learning groups and individualised learning plans. Observing the study habits of highachieving students could provide valuable insights into effective learning strategies. Encouraging peer discussions, problem-solving activities and technology integration can also contribute to stronger academic outcomes. 25

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5. By implementing these strategies, schools can create a more inclusive and supportive learning environment, helping all students achieve their full potential in mathematics. On the basis of your reading of the passage, answer the following questions. I. According to the passage, what percentage of students scored in Grades A and B? (1) II. ‘The majority of students scored within Grades A, B and C.’ Justify the statement.

(1)

III. Complete the following sentence with a phrase.

(1)

One possible reason for high performance in Grades A and B is _________.

IV. What can be inferred about the overall performance of students in the assessment? (2) V. Why might students in Grades D and E struggle academically? (1) VI. If the school does not take action, students in Grades D and E may continue to struggle academically. (True/False) (1) VII. What is the meaning of ‘remedial’ in the phrase ‘remedial classes’? (1) a. Advanced or specialised courses b. Classes designed to help struggling students improve c. Extra assignments for high-achieving students d. Competitive exams for students VIII. Why might interactive and collaborative learning environments be beneficial for students? 3. Read the following passage carefully.

(2)

1. Family income plays a crucial role in shaping a student’s educational choices and opportunities. Research shows that students from higher-income families are more likely to attend prestigious colleges and pursue careers in medicine, engineering and law. As author Sir Ken Robinson states, ‘Education is the process of becoming who you truly are’,’ but financial barriers often limit opportunities. 2. A 2019 Brookings Institution report highlights that financial constraints shape students’ educational paths. While wealthier students can choose institutions with higher

earning potential, those from lower-income backgrounds often opt for more affordable options. In ‘Outliers’, Malcolm Gladwell explains that ‘success is not just about hard work, but about the opportunities you have access to’. The following table presents data on college enrolment rates based on family income. Family Income Level

Percentage of Students Enroled in College (4-year)

$0–$30,000

40%

$30,000–$60,000

55%

$60,000–$100,000

70%

$100,000 and above

85%

3. For instance, Lisa, a high-achieving student from a low-income background, struggled with college fees but secured a scholarship. Without financial aid, she would have had to choose a different career path. 4. This disparity underscores the importance of financial support. As Dr. Angela Duckworth states, ‘Grit is not just about persistence, it’s about having the resources to keep pushing.’ Scholarships, financial aid and government programmes ensure that students from all backgrounds have equal access to education. Expanding these opportunities can help remove financial barriers to success.

On the basis of your reading of the passage, answer the following questions. I. Sir Ken Robinson believes that financial barriers can limit a student’s ability to discover their true potential. (True/False) (1) II. What is the primary reason that family income influences students' educational choices? (1)

a. Family income directly impacts on a student’s ability to perform well academically. b. Family income determines the student's future career preferences.

c. Students from higher-income families have more access to financial and academic support.

d. Higher-income families provide more access to extracurricular activities and college prep. III. According to the Brookings Institution, what type of careers do higher-income students tend to pursue? (1)

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IV. How does family income influence students’ college enrolment rates? (2)

3.7

(2)

VI. What does the word ‘grit’ (paragraph 4) most closely mean in the context of the passage? (1)

a. Strength

c. Resources

d. Hard work

a. grit

(1)

b. academic achievement c. career choices d. success

VIII. Complete the statement.

(1)

Dr. Angela Duckworth's statement that ‘grit is not just about persistence’ suggests that __________. 4. Read the following passage carefully.

1. Sleep plays a vital role in students' cognitive function, memory retention and academic performance. However, many students sacrifice sleep due to academic pressure, social activities and excessive screen time. According to neuroscientist Matthew Walker in his book ‘Why We Sleep’, ‘The shorter your sleep, the shorter your lifespan.’ Proper sleep is essential for learning and overall well-being. 2. A study published in ‘The Journal of Clinical Sleep Medicine’ found that students sleeping less than six hours per night have lower grades than those sleeping at least eight hours. Sleep deprivation affects focus, problem-solving skills and memory. As Arianna Huffington states, ‘We are in the midst of a sleep deprivation crisis.’ 3. The following graph illustrates the relationship between sleep duration and academic performance. This trend reinforces the importance of sleep in achieving academic success.

Section A • Case-based Passage

English_Question Bank_Class-9.indb 27

3.4

3.0 2.8 2.5

b. Determination

VII. Family income is to college enrolment as resources are to __________.

Average GPA

V. Justify the statement.

Success is not just about hard work, but about the opportunities you have access to.

The Relationship Between Sleep Duration and Academic Performance

4.5

5.5

6.5

7.5

Sleep Duration (Hours)

8.5

4. The data highlights that students who sleep more tend to perform better in academics. Poor sleep can lead to stress, reduced concentration and long-term health issues. Students must establish a consistent sleep schedule, limit screen time before bed and prioritise rest. 5. Schools and parents should promote better sleep habits. As Dr. Roxanne Prichard states in ‘Scientific American’, ‘If we want students to succeed, we need to stop glorifying sleep deprivation.’ Ensuring proper rest can enhance focus, memory and overall success

On the basis of your reading of the passage, answer the following questions. I. Complete the statement with a phrase.

(1)

Many students do not get enough sleep due to ______.

II. What does the word ‘cognitive’ most closely mean in the passage? (1)

a. Physical strength

b. Mental processes

c. Emotional intelligence d. Social skills

III. According to the passage, how does sleep deprivation affect students?

(1)

V. What does the graph in the passage suggest about the relationship between sleep and GPA?

(1)

IV. Why does Arianna Huffington call sleep ‘the foundation of success’ in her TED Talk? (1)

a. Students who sleep more tend to have higher GPAs.

b. Sleep duration has no impact on academic performance.

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c. Students who sleep less perform better academically.

d. There is no clear pattern between sleep and academic success. VI. Justify the statement.

(1)

Sleep is the single most effective thing we can do to reset our brain and body health each day.

VII. Why does the passage mention both scientific studies and expert quotes? (2) VIII. What can be inferred about society’s attitude toward sleep and productivity? (2) 5. Read the following passage carefully.

1. Urbanisation has fuelled economic growth, technological advancement and higher living standards. However, rapid urban expansion has had severe environmental consequences, particularly air pollution. With increasing industrial activities, vehicular emissions and deforestation, urban air quality continues to decline. As Rachel Carson warns in ‘Silent Spring’, ‘The air, the water and the soil are the foundation of life. If we pollute them, we poison ourselves.’

2. One of the primary contributors to urban air pollution is vehicle emissions. As cities grow, the number of cars on the road increases, leading to high levels of nitrogen oxides and particulate matter. Industrial activities also play a major role by releasing pollutants like sulphur dioxide and carbon monoxide. A report from ‘The Lancet’ states, ‘Long-term exposure to air pollution is one of the leading causes of respiratory diseases, heart conditions and premature deaths.’ 3. The consequences of pollution extend beyond the environment, severely impacting on human health. The World Health Organization (WHO) estimates that nearly 7 million people die prematurely each year due to air pollutionrelated diseases. Children and the elderly are particularly vulnerable. As TED speaker Gary Fuller states, ‘Every breath we take should be a right, not a risk.’

The following table presents air quality levels across different regions, showing how pollution varies based on location:

Location Type

Average AQI (PM2.5 Level)

Air Quality Status

Rural Areas

Good

Suburban Areas

Moderate

Small Urban Cities

110

Unhealthy for Sensitive Groups

Major Metropolitan Cities

170

Unhealthy

Industrial Zones

220

Very Unhealthy

4. Higher AQI levels indicate worsening air quality, with industrial zones showing the most hazardous pollution levels. To combat this, cities must invest in sustainable urban development, expand green spaces and enforce stricter emission laws. Individuals can also contribute by using public transport, planting trees and reducing energy consumption at home. Cleaner cities will ensure a healthier future for all. On the basis of your reading of the passage, answer the following questions. I. Justify the statement.

Vehicle emissions are a primary contributor to urban air pollution.

(1)

II. If industrial activities decrease, urban air quality will automatically improve. (True/False) (1) III. The passage states that ‘air pollution severely impacts human health.’ Who are most vulnerable and why? (2) IV. How does the table support the argument about air pollution?

(2)

V. Air pollution is to public health as __________ is to clean water. (1)

a. industrial waste b. fresh air

c. government policies d. water conservation

VI. Complete the sentence with a phrase. (1) Expanding green spaces in cities can help reduce air pollution because __________. VII. What is the implied consequence if cities fail to invest in sustainable urban development? (2)

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6. Read the following passage carefully.

1. India’s Digital India initiative has made great progress in bridging the rural-urban digital divide, yet disparities persist. As of September 2023, urban areas had an internet penetration rate of 110.03%, while rural regions lagged at 41.72%.

2. This gap is evident in online activities. A 2023 report found that 66% of urban residents browse the internet, compared to only 31% in rural areas. Similarly, 61% of urban users actively use social media and instant messaging, while only 27% of rural users do the same. 3. Efforts to close this gap include the Pradhan Mantri Gramin Digital Saksharta Abhiyan (PMGDISHA), which aims to digitally educate 40 million rural citizens. Additionally, mobile technology has expanded rural connectivity, with 95.7% of rural youth (aged 15–24) using mobile phones and 82.1% accessing the internet. Prashant Shukla, in his TED Talk, stressed the transformative impact of digital technology on rural India, particularly in agriculture, healthcare and education.

c. Regulation Section A • Case-based Passage

English_Question Bank_Class-9.indb 29

b. Rapid increase d. Restriction

IV. According to the passage, what is the current percentage of rural households with internet access? (1) V. Complete the sentence with a suitable phrase. (1)

Despite government initiatives, rural internet access remains low because of _______________. VI. How does mobile technology contribute to bridging the digital divide?

(2)

VII. Justify the statement.

(2)

a. Limited infrastructure

b. High-speed internet access in all rural areas c. Lack of digital literacy d. Affordability issues

(1)

Additionally, the proliferation of mobile technology has seen 95.7% of rural youth aged 15–24 capable of using mobile phones. a. Decline

Social media use is nearly universal among rural residents, as evidenced by the 61% rural penetration rate.

VIII. Which of the following is NOT a challenge in bridging the digital divide? (1)

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

II. Choose the correct meaning of the word ‘proliferation’ in the given context.

(1)

The Digital India initiative has made significant strides in bridging the rural-urban digital divide.

4. Despite these improvements, challenges remain. NSSO data shows that only 24% of rural households have internet access, compared to 66% in urban areas. Bridging this digital divide is crucial for inclusive growth. As experts suggest, improving internet access can reduce inequalities and unlock new opportunities for rural communities.

I. According to the passage, which group is more likely to use social media and instant messaging? a. Urban residents b. Rural residents c. Elderly people d. Women

III. State whether the following statement is True or False.

7. Read the following passage carefully.

1. Self-driving cars (SDCs), also known as autonomous vehicles (AVs), are expected to revolutionise transportation. These vehicles use advanced technologies like sensors, cameras and artificial intelligence (AI) to navigate without human intervention. SDCs have the potential to improve road safety, enhance traffic efficiency and support environmental sustainability. 2. According to the National Highway Traffic Safety Administration (NHTSA), 94% of traffic accidents are caused by human error. By eliminating distractions, fatigue and impaired driving, SDCs can significantly reduce road accidents. Studies predict that widespread adoption of self-driving cars could reduce traffic fatalities by up to 90%. 3. The provided graph illustrates the projected decline in traffic fatalities over time. It shows that while traditional cars continue to cause a high number of fatalities, self-driving cars are expected to bring a steep reduction in accidents. By 2050, the number of fatalities from SDCs is projected to be close to zero, reinforcing their safety benefits.

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35000

Projected Reduction in Traffic Accidents (SOURCE: RAND Corporation)

Traditional Cars Self-Driving Cars

Traffic Fatalities

30000

(1)

VII. The graph in the passage illustrates the projected decline in traffic fatalities over time due to self-driving cars. Based on this trend, what can be inferred about road safety by the year 2050? (1)

25000 20000 15000 10000 5000 0

VI. What inference can be made about the relationship between self-driving cars and road safety?

2025

2030

2035

Year

2040

2045

2050

4. Beyond safety, SDCs offer other benefits. These vehicles communicate with each other, reducing congestion and improving traffic flow, which may decrease travel time by 20–30%. Additionally, most SDCs are electric, lowering fuel consumption and carbon emissions, making transportation more environmentally friendly.

5. However, challenges remain. Legal and ethical concerns, as well as public trust, must be addressed before full implementation. As Elon Musk noted in a TED Talk, extensive testing and societal acceptance are crucial for success. While SDCs hold immense promise, overcoming technological and regulatory hurdles will be key to their widespread adoption. On the basis of your reading of the passage, answer the following questions. I. What does the term ‘autonomous’ most closely mean in the context of self-driving cars? (1)

a. Dependent on human control

b. Designed for manual operation

c. Easily adaptable to human instructions d. Capable of acting independently

II. The phrase ‘rigorous testing’ refers to:

a. testing that is easy and quick

(1)

b. testing that is thorough and demanding c. testing without a set plan

d. testing that focuses on speed III. What percentage of traffic accidents are caused by human error, according to the NHTSA? (1) IV. What is the predicted reduction in traffic fatalities with the widespread use of selfdriving cars?

(1)

V. Justify the statement.

(2)

Human error is a major cause of traffic accidents.

a. Traditional cars will still account for a significant number of fatalities.

b. Self-driving cars will eliminate all road accidents.

c. Road fatalities will be close to zero due to the widespread use of self-driving cars.

d. The number of accidents will remain the same despite technological advancements. VIII. Legal and ethical concerns surrounding selfdriving cars are already fully addressed, making their adoption straightforward. (True/False) (1) IX. Car is to driver as self-driving car is to __________.

(1)

a. artificial Intelligence b. sensor c. GPS

d. passenger 8. Read the following passage carefully.

1. The COVID-19 pandemic transformed India’s healthcare system, accelerating the adoption of telemedicine—the practice of consulting doctors remotely using digital platforms. According to ‘The Lancet’, ‘Telemedicine is no longer an option but a necessity in India’s healthcare system.’ To support this shift, the Indian government introduced the Telemedicine Practice Guidelines (2020), allowing doctors to provide remote consultations legally.

2. A ‘Times of India’ report states that teleconsultations increased by 500% during the pandemic, with over 80% of first-time users from rural areas. Platforms like Practo, Apollo 24/7 and Tata Health saw rapid growth. Dr. Devi Shetty, a leading healthcare expert, emphasised in a TED Talk, ‘Technology is the key to bridging the gap between doctors and India’s vast population.’

English_Question Bank_Class-9.indb 30

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3. Despite these benefits, challenges remain. ‘Business Today’ reports that 45% of India’s population lacks access to digital healthcare due to poor internet connectivity. A 2022 NITI Aayog survey found that 60% of rural patients still prefer in-person consultations due to trust issues.

4. To address these concerns, the government launched the National Digital Health Mission (NDHM), which aims to integrate telemedicine with Ayushman Bharat and create digital health IDs for citizens.

Telemedicine Usage Growth (%)

5. Experts believe that improving internet access, raising awareness and building trust in telemedicine will ensure its long-term success. The bar graph below highlights the rise in telemedicine usage in India from 2019 to 2023. 100

Growth of Telemedicine in India (2019-2023)

V. Why do many rural patients hesitate to use telemedicine despite its benefits?

(1)

VI. Justify the statement.

(1)

VII. Complete the following sentence with a phrase.

(1)

Trust issues pose a major challenge to telemedicine adoption in India.

Telemedicine can significantly improve rural healthcare accessibility only if _________________.

VIII. How does the National Digital Health Mission (NDHM) aim to make healthcare more efficient? (1) IX. What trend does the graph suggest about telemedicine adoption in India?

(2)

9. Read the following passage carefully.

80 60 40 20 0

c. Technology can help overcome India’s doctor shortage d) Government policies are slowing down telemedicine growth.

2019

2020

2021

Year

2022

2023

On the basis of your reading of the passage, answer the following questions. I. Telemedicine is to healthcare as

a. Online classes are to education

(1)

b. Physical textbooks are to learning

c. Traditional farming is to technology d. Shopping malls are to online stores II. Fill in the blank.

(1)

III. State whether True or False.

(1)

According to ‘The Lancet’, telemedicine is no longer an __________ but a __________ in India’s healthcare system. The rapid rise of telemedicine means in-person doctor visits will become completely obsolete.

IV. Which of the following statements best explains Dr. Devi Shetty’s viewpoint on telemedicine? (1)

a. Technology is unnecessary in healthcare.

b. Urban populations benefit the most from telemedicine. Section A • Case-based Passage

English_Question Bank_Class-9.indb 31

1. As India rapidly digitises, cyber threats have surged, posing significant risks to individuals and businesses. According to a Times of India report, cybercrimes in India increased by 300% in 2020, with phishing, identity theft and ransomware attacks becoming more frequent. Cybersecurity expert Mikko Hyppönen warns, ‘The internet is the biggest crime scene in the world.’ This is evident in India, where over 67% of organisations faced cyberattacks in 2023, as reported by The Economic Times. Data leaks, financial fraud and misinformation campaigns have further exposed vulnerabilities in digital security.

2. Despite government initiatives like the National Cyber-Security Policy, challenges remain. A Hindu report states that only 35% of Indian internet users follow basic cybersecurity measures, such as strong passwords and twofactor authentication, making them easy targets. Additionally, AI-driven cyber threats have made attacks more sophisticated. In Future Crimes, Marc Goodman warns, ‘Technology is a doubleedged sword; the same advancements that empower us can be used against us.’ Deepfake scams, AI-powered phishing and automated hacking tools now enable criminals to bypass traditional security defences. 3. To combat these risks, experts emphasise stronger regulations, improved public awareness and greater investment in

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cybersecurity infrastructure. Strengthening internet literacy, enforcing stricter cybersecurity laws and promoting digital safety practices are essential for protecting India’s digital future.

4. The graph below illustrates the alarming rise in cybercrime incidents in India from 2018 to 2023: Reported Cybercrime Cases

120000

Rise in Cybercrime Incidents in India (2018-2023)

100000 80000 60000 40000 20000 0

2018

2019

2020

Year

2021

2022

2023

On the basis of your reading of the passage, answer the following questions. I. Complete the following sentence with a phrase.

One major reason for the rise in cybercrime is ______________.

(1)

II. What evidence does the passage provide about the rise in cybercrime in India? (1) III. What does the term ‘phishing’ most likely refer to in the context of cyber threats? (1)

a. A method of fishing using technology

b. A cybercrime involving deceptive emails or messages to steal sensitive information c. A process of blocking online threats using firewalls

d. A technique used by hackers to fix security issues IV. State whether True or False. Cybercriminals primarily target only large organisations, not individuals.

(1)

V. What does the statement ‘The internet is the biggest crime scene in the world’ imply? (2) VI. ‘Cybercriminals easily target individuals despite government initiatives.’ Justify the statement. (1) VII. A firewall is to a computer as

a. A seatbelt is to a car b. A window is to a house c. A magnet is to metal d. A recipe is to cooking

(1)

VII. What does the bar graph reveal about cybercrime cases in India?

(2)

10. Read the following passage carefully.

1. Vaccinations are among the greatest medical advancements, saving millions of lives from diseases like polio, measles and smallpox. According to the World Health Organization (WHO), vaccines prevent 3–5 million deaths annually. However, misinformation has fuelled hesitancy, increasing the risk of preventable outbreaks.

2. Vaccines stimulate the immune system to fight pathogens, providing both individual protection and herd immunity. A 2023 CDC report states that childhood vaccination programs in the U.S. have prevented thousands of deaths over two decades. Highlighting their significance, Dr. Anthony Fauci, in a TED Talk, stated, ‘Vaccines are the most powerful tool we have to prevent infectious diseases. The benefits far outweigh the risks.’ 3. The following data highlights the impact of vaccination in reducing life-threatening diseases: Diseases

Cases Before Vaccination (per year)

Cases After Vaccination (per year)

Polio

350,000

100

Measles

2,500,000

50,000

Hepatitis B

300,000

5,000

Diphtheria

100,000

1,000

Tetanus

50,000

500

4. Despite success, challenges remain. Emerging viruses like COVID-19, misinformation and unequal vaccine access hinder progress. A Lancet report states that only 70% of people in developing nations trust vaccines, emphasising the need for awareness. 5. Governments, healthcare bodies and individuals must collaborate to promote vaccinations, combat misinformation and ensure global access to protect future generations.

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On the basis of your reading of the passage, answer the following questions. I. Fill in the blank. According to the WHO, vaccines prevent ______________ deaths annually. II. State whether True or False.

(1)

Misinformation about vaccines has no impact on public health. III. The concept of herd immunity is important because ______________.

a. It helps protect people who cannot get vaccinated

(1)

b. It ensures that only vaccinated individuals are safe c. It makes diseases stronger over time d. It reduces the need for vaccinations

IV. Choose the statement that uses the word ‘eradicated’ appropriately, as in the passage. (1)

a. Scientists have successfully eradicated malaria and no cases exist worldwide. b. The government eradicated poverty by reducing it by 20%.

c. The use of pesticides has eradicated insects from farms, leaving no traces of them. d. The new law eradicated traffic violations by making penalties stricter.

V. How does Dr. Anthony Fauci view the benefits of vaccines? (1) VI. How does the reduction in polio cases highlight the effectiveness of vaccines? (1)

VII. Justify the statement.

(2)

The decline in disease cases is linked to vaccination programs.

2. The campaign has successfully raised awareness about girls’ education through media initiatives and grassroots involvement. A 2022 report by the Ministry of Women and Child Development highlights a 15% rise in girls' school enrolment in key regions.

3. States like Haryana, Punjab and Uttar Pradesh have seen improvements in the child sex ratio where the campaign was actively implemented. A nationwide survey found that 70% of rural respondents became more aware of gender equality due to BBBP. Nobel Laureate Malala Yousafzai, in a 2020 interview, stated, ‘Empowering girls through education leads to a future of equal opportunities and India’s Beti Bachao Beti Padhao program shows how powerful change can be.’ 4. The table below shows the campaign’s impact on the child sex ratio: State

Pre-BBBP Sex Ratio

Post-BBBP Sex Ratio

Percentage Change

Haryana

879

900

+2.4%

Punjab

872

890

+2.1%

Uttar Pradesh

880

895

+1.7%

5. Despite these positive outcomes, challenges remain, including deep-rooted patriarchy and unequal education access. However, continued community involvement and policy efforts can drive long-term change. On the basis of your reading of the passage, answer the following questions. I. What is the primary goal of the Beti Bachao Beti Padhao (BBBP) campaign? (1)

VIII. How can governments and healthcare organisations ensure vaccine access for all? (2)

a. To provide financial aid to women

11. Read the following passage carefully.

c. To create employment opportunities for women

1. Launched in 2015, the Beti Bachao Beti Padhao (BBBP) campaign aims to address the declining child sex ratio, promote girls' education and ensure gender equality. It focusses on preventing gender-based sex selection, increasing girls’ access to education and empowering women.

Section A • Case-based Passage

English_Question Bank_Class-9.indb 33

b. To promote gender equality and girls' education d. To increase women’s participation in politics II. In paragraph 2, ‘grassroots involvement’ refers to:

a. Government funding for the campaign

(1)

b. Support from international organizations c. Strict law enforcement

d. Active participation of local communities

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The BBBP campaign has led to a _____________ increase in girls’ school enrolment in key regions.

(1)

IV. What does the term ‘patriarchy’ refer to in the context of the campaign? (1)

a. Equality between genders

b. A society dominated by women c. A society dominated by men d. Government leadership

V. State whether True or False.

(1)

VI. Complete the statement.

(1)

The BBBP campaign has completely eliminated gender discrimination in India. The challenges faced by the BBBP campaign include…

VII. How does Malala Yousafzai’s statement relate to the goals of the BBBP campaign? (2) VIII. Justify the statement.

(1)

ʻCommunity involvement is essential for the success of gender equality initiatives.ʼ IX. Complete the analogy.

Patriarchy : gender inequality : : education : _________________.

(1)

12. Read the following passage carefully.

1. The Green Revolution, introduced in India in the 1960s, transformed agriculture, making the country self-sufficient in food production. Led by Dr. M.S. Swaminathan, it promoted high-yield variety (HYV) seeds, chemical fertilisers and advanced irrigation techniques, significantly boosting crop productivity.

2. According to the Food and Agriculture Organization (FAO), wheat production rose from 10 million tons in 1960 to over 107 million tons by 2020, making India a global leader. Similarly, rice production also saw a significant increase. The states of Punjab, Haryana and Uttar Pradesh became the focal points of this revolution. The graph below illustrates the rise in wheat and rice production over the decades.

Production (Million Tons)

III. Complete the sentence with appropriate information.

Impact of the Green Revolution on Wheat and Rice Production in India

120

Wheat Production Rice Production

100 80 60 40 20 1960

1970

1980

1990

Year

2000

2010

2020

3. The major achievements of the Green Revolution include increased food production, reduced famines and economic growth. India reduced its dependency on food imports and farmers’ livelihoods improved, particularly in rural areas.

4. However, challenges emerged. The overuse of chemical fertilisers and pesticides led to declining soil fertility. Water shortages occurred due to intensive irrigation in states like Punjab and Haryana. Additionally, large farmers benefitted more than small farmers, increasing wealth inequality. As Dr. M.S. Swaminathan said in a 2015 TED Talk, ‘The Green Revolution ensured food security, but now we need an Evergreen Revolution focussed on sustainability.’ 5. To sustain agricultural growth, organic farming, water conservation and eco-friendly technologies must be prioritised. While the Green Revolution was a milestone, the challenge now is to ensure sustainable food production for future generations.

On the basis of your reading of the passage, answer the following questions. I. Why was the Green Revolution introduced in India during the 1960s? (1) II. Complete the following sentence with a phrase.

The Green Revolution in India primarily focused on __________.

(1)

III. Which states were the key centres of the Green Revolution in India? (1)

a. Bihar, West Bengal, Odisha

b. Punjab, Haryana, Uttar Pradesh

c. Maharashtra, Gujarat, Karnataka

d. Tamil Nadu, Kerala, Andhra Pradesh 34

English_Question Bank_Class-9.indb 34

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IV. Find the word from the passage that means: ‘The ability to maintain something for the future without causing harm to the environment.’ (1) V. Fill in the blank.

(1)

Choose the correct option.

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.

Intensive irrigation is to water shortage as excessive pesticide use is to __________.

c. A is true, but R is false.

VI. Assertion (A): Wheat and rice production in India showed a steady increase after the 1960s.

VII. Justify the statement.

Reason (R): The Green Revolution introduced high-yield variety (HYV) seeds, improved irrigation and modern farming techniques. (1)

d. A is false, but R is true. (2)

‘An Evergreen Revolution is necessary for the future of Indian agriculture.’ VIII. How did the Green Revolution contribute to India’s economic growth? (2)

Answers 1.

I. as apex predators, sharks regulate the populations of other marine species, preventing ecosystem collapse.

II. Extinction.

III. d. The restaurant’s signature dish is a rare delicacy enjoyed by food enthusiasts.

IV. shark fins are considered a delicacy in some cultures, particularly for shark fin soup. V. Overfishing, illegal hunting and unintentional capture in fishing nets have all contributed to the sharp decline in shark populations. The shark-fin trade in particular has exacerbated the problem, leading to significant drops in their numbers and pushing some species to the brink of extinction. VI. North America (15%) and Africa (10%). VII. a. lack of water

VIII. Asia

IX. Governments are creating marine reserves to provide safe habitats for sharks and prevent overfishing.

(39 students) scored in Grades D and E, indicating a need for additional academic support. IV. The overall performance appears balanced, with a majority performing well (Grades A–C), while a smaller proportion (26%) are struggling (Grades D and E). This suggests that while many students are succeeding, targeted support is needed for the lowerperforming group. V. They may lack proper understanding, good study habits, or learning resources, requiring extra support like tutoring and mentorship. VI. True. (Explanation: The passage suggests that additional support (such as tutoring and mentorship) is needed for these students to improve. VII. b. Classes designed to help struggling students improve

I. 54% of students scored grades A and B.

II. The total of A, B and C students is 74% (111 students), which is more than half of 150 students. III. effective teaching methods/ good learning resourcesIV. The majority of students performed well, with 74% (111 students) scoring in Grades A, B and C. However, 26%

Section A • Case-based Passage

English_Question Bank_Class-9.indb 35

VIII. The passage mentions that interactive and collaborative learning environments promote deeper understanding and better retention. Peer learning and the use of technology in education can enhance student engagement and make complex concepts easier to grasp, ultimately improving overall performance. I. True (Explanation: Robinson suggests that education should help individuals discover their potential, but financial constraints can limit this process for some students.)

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authoritative perspectives like Matthew Walker’s research to reinforce the importance of sleep.

II. c. Students from higher-income families have more access to financial and academic support

III. According to the Brookings Institution, higher-income students tend to pursue careers with higher earning potential, such as STEM and business.

IV. The table shows that students from families earning above $100,000 have an 85% enrolment rate, while those from lowerincome families ($0–$30,000) have only a 40% enrolment rate. This suggests that financial support plays a key role in college accessibility.V. Gladwell emphasises that success depends not only on individual effort but also on the resources and opportunities one receives. Students from wealthier families are more likely to access opportunities that enhance their success, giving them a significant advantage in education and career choices.

VI. b. Determination

VII. c. Career choices (Explanation: Just as family income influences the likelihood of college enrolment, resources affect the career choices students can make.) VIII. persistence alone is insufficient for success; having the necessary resources and support plays a crucial role in maintaining perseverance.

I. academic workload, social activities and excessive screen time.

II. b. Mental processes III. It decreases attention, problem-solving skills and memory retention. IV. Arianna Huffington calls sleep ‘the foundation of success’ because it improves productivity, focus and overall performance. V. a. Students who sleep more tend to have higher GPAs. VI. Sleep enhances memory, cognitive function and overall well-being, as supported by Matthew Walker’s research in ‘Why We Sleep’. VII. The combination of studies and expert opinions strengthens the argument that sleep is crucial for academic success. It provides factual evidence such as the link between sleep duration and GPA and

VIII. Society often glorifies overworking and sleep deprivation as signs of dedication, but experts argue that this mindset harms learning and health. The passage suggests that shifting focus to prioritising sleep can lead to better overall success.

I. Vehicles release nitrogen oxides and particulate matter, which worsen air quality and cause respiratory diseases.

II. False (Explanation: Other factors like vehicle emissions and deforestation also contribute to pollution, so reducing industrial activities alone may not be enough.)

III. According to the WHO, children and the elderly are most vulnerable to air pollution. They have weaker immune systems, making them more prone to respiratory illnesses like asthma and chronic obstructive pulmonary disease (COPD). IV. The table provides numerical evidence that air quality worsens from rural areas (AQI 30, Good) to industrial zones (AQI 220, Very Unhealthy). This supports the argument that urbanisation, particularly industrialisation and vehicle use, increases pollution and impacts on public health. V. a. Industrial waste (Explanation: Just as air pollution harms public health, industrial waste contaminates clean water.)

VI. plants absorb carbon dioxide and pollutants, improving air quality and creating healthier urban environments. (Answer may vary)

VII. If cities do not adopt sustainable development strategies, air pollution will worsen, leading to higher disease rates, premature deaths and reduced quality of life. This could strain healthcare systems, lower productivity and accelerate climate change, making cities more dangerous to live in. 6.

I. a. Urban residents

II. b. Rapid increase

III. False (Explanation: The passage states that only 27% of rural residents use social media and instant messaging, not 61%.)

English_Question Bank_Class-9.indb 36

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IV. 24%

V. limited infrastructure, affordability issues and lack of digital literacy.

VI. Mobile technology enables rural youth to access the internet, improving digital literacy and connectivity. With 95.7% of rural youth using mobile phones, they can access online education, job opportunities and essential services, helping reduce the digital gap and fostering socio-economic development in rural areas.

VII. The Digital India initiative has expanded internet access, promoted digital literacy through PMGDISHA and increased mobile penetration in rural areas. With 95.7% of rural youth using mobile phones and 82.1% accessing the internet, efforts to close the digital divide are evident, though challenges remain.

IX. a. Artificial Intelligence 8.

II. option; necessity

III. False (Explanation: While telemedicine is growing, many still prefer in-person visits due to trust issues and digital challenges.)

IV. c. Technology can help overcome India’s doctor shortage.

V. Many patients, especially in rural areas, doubt the accuracy of remote diagnoses. A NITI Aayog survey found that 60% of rural patients prefer in-person visits, fearing misdiagnosis or improper treatment. Lack of face-to-face interaction weakens confidence in virtual healthcare.

VI. Many rural patients lack trust in remote diagnoses. A NITI Aayog survey found that 60% of rural patients prefer in-person visits due to fear of misdiagnosis and lack of digital literacy.

VIII. b. High-speed internet access in all rural areas 7.

I. d. Capable of acting independently

II. b. Testing that is thorough and demanding III. 94% of traffic accidents are caused by human error, such as distraction, fatigue and impaired driving. IV. Studies predict that self-driving cars could reduce traffic fatalities by up to 90%. V. According to the NHTSA, 94% of traffic accidents are caused by human errors such as distraction, fatigue and impaired driving. By removing human intervention, self-driving cars can significantly reduce accidents. VI. Self-driving cars are expected to improve road safety significantly by eliminating human errors, which cause the majority of accidents. The use of AI and sensors allows them to react faster and more accurately than human drivers, reducing traffic fatalities. VII. c. Road fatalities will be close to zero due to the widespread use of self-driving cars VIII. False (Explanation: Legal and ethical issues, such as liability in case of accidents and regulatory approval, remain significant hurdles for widespread adoption.)

Section A • Case-based Passage

English_Question Bank_Class-9.indb 37

I. a. Online classes are to education

VII. there is better internet connectivity, digital literacy and trust in remote medical consultations.

VIII. By integrating patient records, promoting telemedicine and ensuring seamless access to medical services across India.

IX. The graph suggests a steady increase in telemedicine adoption in India from 2019 to 2023, with the most significant rise occurring in 2020, likely due to the COVID-19 pandemic. The trend indicates that telemedicine has gained widespread acceptance and continues to grow, reflecting a shift towards digital healthcare solutions. 9.

I. the rapid digitisation of India and increased cyber threats.

II. According to the Times of India, India saw a 300% increase in cybercrimes in 2020, with phishing, identity theft and ransomware attacks on the rise.

III. b. A cybercrime involving deceptive emails or messages to steal sensitive information

IV. False (Explanation: The passage states that phishing, identity theft and ransomware attacks target both individuals and businesses.) V. It suggests that cybercrimes are widespread, affecting individuals and organisations

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globally. The Economic Times reports that over 67% of Indian organisations faced cyberattacks in 2023, highlighting the severity of the issue.

VI. Many individuals fail to follow basic cybersecurity practices. The passage states that only 35% of Indian internet users use strong passwords or two-factor authentication, making them vulnerable. VII. a. A seatbelt is to a car

VIII. The bar graph highlights a consistent increase in cybercrime cases in India over the years. The most significant rise is seen around 2020, coinciding with the rapid shift to digital platforms during the pandemic. This suggests that as digital transactions and internet usage grew, cyber threats also escalated, reinforcing the need for stronger cybersecurity measures. 10.

II. d. Active participation of local communities III. 15%

IV. c. A society dominated by men

V. False (Explanation: While the campaign has led to improvements, deep-rooted patriarchy and cultural biases still exist.)

VI. patriarchy, cultural biases and unequal access to education, especially in remote areas.

VII. Malala’s statement highlights that educating girls creates equal opportunities, which aligns with the BBBP (Beti Bachao Beti Padhao) campaign’s goal of empowering girls through education. Her message reinforces the idea that providing education to girls is a crucial step to gender equality. VIII. Without community support, policy efforts may remain ineffective. Engaging communities helps break social norms, making long-term changes in attitudes toward girls' education and rights more sustainable.

I. 3–5 million

II. False (Explanation: It leads to vaccine hesitancy and increases preventable outbreaks.)

IX. empowerment

IV. c. The use of pesticides has eradicated insects from farms, leaving no traces of them.

II. high-yield variety (HYV) seeds, chemical fertilisers and advanced irrigation techniques.

III. a. It helps protect people who cannot get vaccinated

V. He believes that vaccines are the most powerful tool against infectious diseases and that their benefits far outweigh the risks. VI. The drop in polio cases from 350,000 to just 100 proves that vaccines significantly control and reduce disease prevalence.

VII. According to the CDC (2023) report, childhood vaccination programs in the U.S. prevented 21 million hospitalisations and 732,000 deaths in the last two decades. This data confirms that vaccinations directly reduce disease cases. VIII. They must promote awareness, combat misinformation and improve vaccine distribution, especially in underprivileged areas. By making vaccines affordable, educating the public and addressing fears, they can increase vaccination rates and protect global health. 11.

I. b. To promote gender equality and girls' education

12.

I. To increase food production and ensure self-sufficiency.

III. b. Punjab, Haryana, Uttar Pradesh

IV. Sustainability

V. soil degradation

VI. a. Both A and R are true, and R is the correct explanation of A. VII. Dr. Swaminathan emphasised sustainability as excessive fertiliser and pesticide use harmed soil fertility. The Evergreen Revolution promotes eco-friendly technologies and organic farming to maintain long-term food security.

VIII. Increased agricultural production boosted rural economies, improved farmers' incomes and created jobs in related industries like fertilisers and irrigation. It reduced dependency on food imports, saving foreign exchange and positioned India as a global leader in wheat and rice production, strengthening overall economic stability.

English_Question Bank_Class-9.indb 38

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Section B

Writing Skills and Grammar

(40 Marks)

Writing Skills

1. Descriptive Paragraph �� 40 2. Diary Entry �� 48 3. Short Story �� 57

Grammar

4. Determiners �� 67 5. Tenses �� 71 6. Modals �� 78 7. Direct and Indirect Speech �� 82 8. Subject-Verb Agreement (Concord) �� 90 9. Gap Filling �� 96

10. Editing ��100 11. Transformation of Sentences ��106

English_Question Bank_Class-9.indb 39

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Descriptive Paragraph

A descriptive paragraph is a detailed piece of writing that aims to provide a clear, vivid picture of a subject by describing its characteristics, features and important aspects. It is often used to explain what something looks like, how it feels, sounds, smells or tastes. The main purpose of a descriptive paragraph is to give the reader a deeper understanding of the subject through sensory details and engaging language. Points to Be Kept in Mind:

• Structure your paragraph logically, starting with a general statement or introduction and following up with specific details. • Choose descriptive and specific words to describe the subject clearly.

• Include details that appeal to the senses (sight, sound, smell, touch, taste). For example, instead of just saying, ʻThe flowers were beautifulʼ, describe their colour, fragrance and shape. • Avoid adding irrelevant details that can distract from the main description. Use simple language and a variety of sentence lengths. • Write in a way that encourages the reader to imagine themselves experiencing the scene or subject. • Adhere to the word limit of 100–120 words.

• The visual and verbal clues provided in the question can be utilised to construct the paragraph.

Description of a Person

A descriptive paragraph about a person provides a detailed account of their physical appearance, personality, habits, behaviour and significant traits. It captures the essence of the individual by highlighting their mannerisms, profession, notable achievements and impact on society. A well-written description not only presents factual details but also conveys the emotions and impressions associated with the person. It can begin with biographical details which include the person’s date and place of birth and important life events like education and milestones.

Description of an Event

A descriptive paragraph about an event captures the details of what happened, how it felt and the overall atmosphere. It engages the reader by providing a clear sequence of events, capturing emotions, surroundings and sensory experiences to bring the experience to life. The following details should be included: • n ature of event • d ate, time and location • p articipants and attendees, including the Chief Guest • k ey activities and highlights • e motions and reactions of the people present

Description of a Situation

A descriptive paragraph about a situation provides a detailed account of an event or moment, capturing the setting, people involved, actions, emotions and the overall atmosphere. It helps the reader understand the situation by presenting a clear sequence of events, emphasising the reactions, mood and impact. A well-written description conveys not just the facts but also the overall tone and significance of the situation. The following details should be included: • t ime and location

• a chronological description

English_Question Bank_Class-9.indb 40

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• p eople present and their roles in the situation • y our response to the situation • m ood and atmosphere

• r esolution or outcome of the situation

Practice Exercise Solved Questions Description of a Person 1. Describe the famous businessman, Ratan Tata in 100–120 words using the hints given below. (5 marks) Born 28 December 1937; former chairman of the Tata Group; ethical and visionary; known for building industries like steel, automobiles and IT; involved in charitable work; humble and soft-spoken; received the Padma Vibhushan (2008), Padma Bhushan (2000) and several awards for business Leadership. Ans: Ratan Tata, an eminent Indian businessman, was born on 28 December 1937 and served as the former chairman of the Tata Group. His is a visionary leader who played a key role in expanding the Tata Group into industries like steel, automobiles and IT, making it a global brand. Under his leadership, Tata Motors introduced the Nano, one of the worldʼs most affordable cars. Known for his strong ethics and humility, he believes in business with a purpose. His contributions through the Tata Trusts have improved healthcare, education and rural development in India. Despite his immense success, he remains soft-spoken and down-toearth. He has been honoured with prestigious awards, including the Padma Bhushan (2000) and Padma Vibhushan (2008) for his contributions to industry and society, His leadership, generosity and vision continue to inspire aspiring entrepreneurs and business leaders worldwide. 2. Write a descriptive paragraph about your favourite fictional character. Describe their personality, appearance and the qualities that make them special to you. (5 marks) Ans: Sherlock Holmes, the legendary detective created by Sir Arthur Conan Doyle, is my favourite fictional character. First appearing in Section B • Descriptive Paragraph

English_Question Bank_Class-9.indb 41

A Study in Scarlet in 1887, Holmes is known for his sharp intellect, keen observation skills and logical reasoning. He is often described as tall and lean, with piercing eyes and a sharp nose. He always wears his iconic hat and carries a magnifying glass. His ability to solve the most complex cases using deduction makes him fascinating. He and his loyal friend Dr John Watson, unravel mysteries that leave Scotland Yard baffled. His cold, analytical nature is balanced by his deep sense of justice. The way he uses logic and scientific methods to crack cases inspires me to think critically. Holmes’ brilliant mind and unique personality make him an unforgettable character in literature and my personal favourite. 3. Write a descriptive paragraph of 100–120 words on Manu Bhaker, a professional Indian shooter, using the information given below. Manu Bhaker Born: 18 February 2002; Jhajjar, Haryana; started shooting at a young age First Indian woman to win an Olympic medal in shooting – bronze in women’s 10m air pistol event in Paris, 2024 Teamed up with Sarabjot Singh to win bronze in 10m air pistol mixed team event at Paris Olympics, 2024 Recipient of several national and international awards for achievements in shooting, BBC Indian Sportswoman of the Year, 2024

Inspiration for young athletes (5 marks) Ans: Manu Bhaker is a renowned Indian shooter who has made significant contributions to sport in India. She was born on 18 February 2002 in Jhajjar, Haryana. She developed an interest in shooting at a young age and quickly became one of the country’s top shooters. At the 2024 Paris Olympics, she made history by becoming 41

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the first Indian woman to win an Olympic medal in shooting, securing a bronze in the women’s 10m air pistol event. She also partnered with Sarabjot Singh to win another bronze in the 10m air pistol mixed team event. Manu has received numerous national and international awards for her achievements, including the prestigious BBC Indian Sportswoman of the Year award in 2024. Her dedication, hard work and perseverance have made her an inspiration for young athletes. Her journey proves that talent combined with determination leads to great success. 4. Write a descriptive paragraph in 100–120 words about your father, highlighting how he serves as a mentor and guide in your life. Focus on his role in your personal growth and the impact of his guidance on your decisions. (5 marks)

Ans: My father, Rajesh Sharma, is 42 years old and plays a vital role in my life as a mentor and guide. He is tall, has a strong build, neatly combed hair and kind eyes that reflect his wisdom. He works as an engineer and has a disciplined yet affectionate nature. He believes in hard work, honesty and perseverance—values he instills in me every day. Whether it is helping me with my studies, guiding me when I have to make important decisions or offering life lessons, he is always there. He often shares inspiring stories from his own experiences, teaching me to face challenges with confidence. He encourages me to stay physically active and mentally strong. His patience and unwavering support make me feel secure. I admire his ability to balance work and family and his guidance continues to shape me into a better person.

Description of an Event 5. Your school hosted a Crafts Mela this year, where students and local artisans displayed handmade crafts and artworks. The event had stalls featuring pottery, embroidery and painting, among others. Various workshops were also organised. Write a descriptive paragraph, in about 100–120 words, about the Crafts Mela. (5 marks)

Ans: In February, our school hosted a vibrant Crafts Mela, where creativity and tradition came together in a celebration of handmade artistry. Anuradha Thakur, a famous contemporary artist, was the Chief Guest at the event. The event featured a variety of stalls, each showcasing unique crafts such as pottery, embroidery and paintings. Besides the student exhibitions, local artisans also displayed their work, creating a lively and colourful atmosphere. The aroma of fresh clay and the vibrant colours of the artwork filled the air, drawing many visitors. In addition to the stalls, there were workshops where students and visitors could try their hand at pottery, painting and even embroidery. Everyone tried their hand at something and learnt exciting new craft techniques. The event was an exciting and educational experience, allowing everyone to appreciate the beauty of handmade crafts and encouraging creativity among students. 6. This year, your school organised a Book Club event, where students and teachers gathered to share their favourite books, discuss various genres and recommend reading materials. The event also featured interactive sessions with authors. Write a descriptive paragraph, in about 100–120 words, about the Book Club event. (5 marks) Ans: My school organised a Book Club event on 5 February 2025, where students, teachers and authors gathered to celebrate the world of literature. The event featured a variety of activities, including discussions on different genres such as fiction, non-fiction, fantasy and biographies. Students and teachers shared their favourite books and recommended interesting reads. One of the most engaging parts of the event was an interactive session with wellknown authors like Sudha Murthy and Devdutt Pattanaik, who spoke about the creative process, challenges in writing and the importance of reading. The authors also answered questions from the audience. The atmosphere was filled with excitement and curiosity, with many students picking up books they hadn’t read before. The event successfully encouraged a love for reading.

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7. On 14 January 2025, the Makar Sankranti Kite Festival was celebrated with great enthusiasm in your neighbourhood. Residents of all ages participated, flying colourful kites and competing for the highest and most unique designs. Write a descriptive paragraph about this festival in about 100–120 words. (5 marks)

Ans: On 14 January 2025, our neighbourhood came alive with a vibrant celebration of the Makar Sankranti Kite Festival. The sky was filled with colourful kites of various shapes and sizes, all competing to soar the highest and fly the longest. Residents of all ages gathered in the open fields, eager to take part in the fun. Some had traditional kites, while others showed off their unique, creative designs. The sound of kites trying to cut each other’s strings filled the air, accompanied by cheers and laughter. Children ran around excitedly, trying to catch their kites, while parents gave tips on flying techniques. The festival brought families together, with everyone enjoying snacks and sharing stories. It was a day of joy, excitement and unity, marking Makar Sankranti in the most memorable way possible. 8. International Womenʼs Day was celebrated with great zeal across the globe. In your city, the Her Rise Foundation hosted a remarkable event to honour inspiring women who have made significant contributions. Among those recognised were renowned athletes like Mary Kom, famous businesswomen such as Indra Nooyi and celebrated authors like Arundhati Roy. Write a descriptive paragraph, in about 100–120 words, about the event in your city.

(5 marks)

Ans: International Womenʼs Day was celebrated with great enthusiasm in our city on 8 March this year, thanks to an inspiring event hosted by the Her Rise Foundation. The event was held in the Roy Auditorium in honour of remarkable women who have left a lasting imprint in their respective fields. Renowned athlete Mary Kom, whose dedication to sports has inspired millions, was celebrated for her achievements. Famous businesswoman Indra Nooyi was also recognised for her leadership and contributions to the corporate world. The event also highlighted the literary contributions of celebrated author Arundhati Roy, whose Section B • Descriptive Paragraph

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writings have touched hearts worldwide. The atmosphere was filled with admiration and pride as these incredible women shared their stories and experiences. It was a day of empowerment, reminding us all of the importance of gender equality and respect.

Description of a Situation 9. One day, while walking through your neighbourhood, you spotted an injured stray dog struggling to move. You immediately decided to help. Write a descriptive paragraph, in about 100–120 words, about the situation. Describe how you found the animal, what actions you took to rescue it, any challenges you faced and how you felt after ensuring its safety. (5 marks) Ans: One afternoon, while walking through my neighbourhood, I noticed a stray dog stumbling along the sidewalk. It was covered in mud and was clearly in pain, dragging its hind leg along. The poor animal looked exhausted and frightened, with its eyes showing signs of distress. Without hesitation, I approached slowly, speaking in a soft, calming tone to avoid scaring it further. The dog flinched at first, but I gently extended my hand and reassured it. With some effort, I managed to lift the dog into my arms and carried it to the nearby veterinary clinic. The hardest part was getting the dog to the clinic as it was too weak to walk on its own. After the vet had treated its injuries, I felt a deep sense of relief and joy. Seeing the dog resting peacefully afterwards made every moment of the struggle worth it. 10. During lunch break at school, you noticed a classmate being bullied by a group of students in the canteen. Instead of ignoring the situation, you decided to step in and help. Write a descriptive paragraph, in about 100–120 words, about the incident. Share your feelings about taking a stand against bullying. (5 marks) Ans: During lunch break in the school canteen, I saw my classmate, Rahul, sitting alone at a table. A group of students walked over and started making fun of his old, worn-out uniform. They pushed his tray off the table, spilling food on his uniform and laughed loudly. Rahul looked 43

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embarrassed and upset and I could see the discomfort on his face. I couldn’t just sit back and watch, so I stood up and walked over to them. I told the bullies to stop, explaining that it wasn’t right to make fun of someone. I had an argument with the group, but I remained firm. I helped Rahul and offered him a napkin to wipe off his uniform. After they left, I stayed with Rahul to make sure he was okay. I felt proud of standing up for him and it made me realise how important it is to speak out against bullying. 11. One day, your mother received a suspicious phone call from an unknown number claiming to be from a bank. The caller asked for personal details and you quickly realised it was a scam. Write a descriptive paragraph, in about 100–120 words, about the situation. (5 marks) Ans: One day, my mother received a phone call from an unknown number. The person at the other end claimed to be from her bank and asked her to provide personal details for account verification. The caller’s voice was polite and professional, which made it sound genuine. However, as I heard him asking for more sensitive information, like her account number and PIN, I became suspicious. I told my mother to hang up immediately and not to share any more details. We quickly found the bank’s contact number online and confirmed that the call was a scam. My heart raced as I realised how easily people could be tricked into giving away personal information. We reported the incident to the bank and thankfully, no harm was done. That moment made me more aware of the dangers of such fraudulent calls. 12. While exploring your grandmother’s old house during the summer vacations, you accidentally discovered a hidden room behind a secret door or a loose panel. Write a descriptive paragraph, in about 100–120 words, about the experience. Describe the moment you found the hidden room, the atmosphere and what it looked like from the inside. (5 marks) Ans: During my summer vacation, I was exploring my grandmother’s old house when I accidentally discovered a hidden room. While walking along the hallway, I noticed a small loose panel on the wall. I touched it to straighten it. To my shock, a larger panel the size of a door opened

up. Inside, I found a small, dark room. The air inside was cool and musty. As I looked around, I was amazed by the forgotten treasures that were hidden there. On one of the shelves, I found an old wooden chest with a faded map inside. The map looked ancient, with faded ink and markings that I couldn’t quite understand. There were also dusty photo albums stacked on a table, filled with black-and-white pictures of people I didnʼt recognise. Along with old journals, I discovered strange, antique keys, each with its own mysterious story. It was like stepping into a forgotten part of history, waiting to be explored.

Unsolved Questions 1. Your school celebrated Van Mahotsav, a tree-planting event, this year. Students and teachers participated enthusiastically and planted saplings on the school campus and in nearby areas. The event aimed to raise awareness about the importance of trees in maintaining a healthy environment. In about 100–120 words, write a descriptive paragraph about the Van Mahotsav celebration at your school. (5 marks) 2. Write a descriptive paragraph about your favourite cartoon character in 100–120 words. Describe their physical appearance, unique traits and personality. Highlight the reasons why you admire this character and how they have impacted on your thoughts or entertained you. (5 marks) 3. After many years, you unexpectedly met a childhood friend at a local event or gathering. Write a descriptive paragraph, in about 100– 120 words, about the reunion. Describe the emotions you felt when you saw them again, how you recognised each other and the initial conversation. (5 marks) 4. In the month of February, a cultural programme was organised for senior citizens in your locality. The event featured performances like traditional music, dance and drama, along with engaging activities like storytelling and games. The seniors also had the chance to showcase their talent. Write a descriptive paragraph, in about 100–120 words, about the event. (5 marks)

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5. Describe the famous scientist, Stephen Hawking, using the hints given below in 100–120 words. (5 marks) Born 8 January 1942; theoretical physicist and cosmologist; known for his work on black holes and the theory of relativity; author of A Brief History of Time: From the Big Bang to Black Holes; overcame physical disabilities due to ALS; renowned for his intelligence and contributions to science; received numerous awards, including the Copley Medal and Presidential Medal of Freedom; known for his inspiring attitude and determination 6. One night, as you were about to fall asleep, you suddenly heard a strange noise coming from the kitchen. You knew that everyone was in bed. You were scared and stayed under the covers, unsure whether to check or to stay hidden. Slowly, you gathered the courage to get up and see what was going on. Write a descriptive paragraph, in about 100–120 words, about the situation. (5 marks) 7. Write a descriptive paragraph of about 100–120 words, about the Cycling Rally organised in your neighbourhood to promote fitness. Use the following hints: (5 marks) Organised by the community centre; route—a scenic path around the neighbourhood; participants—residents of all ages; Chief Guest—a well-known fitness influencer; event aimed at fitness and healthy living; also to promote eco-friendly sport; touch on community enthusiasm 8. Write a descriptive paragraph of about 100–120 words, about a teacher who inspired you. Describe their qualities, teaching style and the impact they had on your life. (5 marks)

9. You recently lost a precious item that held great sentimental value for you. Despite searching everywhere, you couldn’t find it. Write a descriptive paragraph, of about 100–120 words, about the experience. Describe the item, why it was special to you and how you realised it was missing. (5 marks) 10. Write a descriptive paragraph, in about 100–120 words, about the Robotics Workshop organised at your school. Use the information given below: (5 marks) Organised by: The school’s computer science department Purpose: To introduce students to the basics of robotics and technology Activities: Building simple robots, programming and participating in mini competitions Instructor(s): Expert trainers and guest speakers from robotics companies Tools/Equipment: Robot kits, laptops and programming software Skills learnt: Problem-solving, teamwork and basic programming Duration: A week-long event Student Experience: Hands-on, interactive learning with practical application 11. Write a descriptive paragraph, in about 100–120 words, on ʻThe Celebrity I Admireʼ. (5 marks) 12. You were travelling to an important event when suddenly, dark clouds gathered and a heavy downpour began. You rushed to the nearest bus stop for shelter, but it was crowded with people trying to escape the rain. Write a descriptive paragraph, in about 100–120 words, about the situation. Describe the scene at the bus stop and your emotions throughout the experience. (5 marks)

Answers 1. This year, our school celebrated Van Mahotsav with great excitement and enthusiasm. The event was aimed at raising awareness about the importance of trees and their role in maintaining a healthy environment. The Police Commissioner was the Chief Guest. Early in the morning, students and teachers gathered in the school grounds, each Section B • Descriptive Paragraph

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carrying a sapling. We were excited about making our surroundings greener. The principal, along with our teachers, led the initiative and we planted trees around the school campus and in nearby areas. There were also fun activities like a treethemed quiz and a poster-making competition where students illustrated the importance of 45

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nature. The event wasn’t just about planting but also about learning how trees help to purify the air, provide shade and support wildlife. As we planted each sapling, we were aware of the impact that our small actions would have on the environment. The day ended with a sense of pride and a commitment to nurture our newly planted trees.

2. My favourite cartoon character is Jerry, the clever little mouse from Tom and Jerry. Jerry is small brown mouse with big eyes, large ears and a mischievous smile. Despite being tiny, he’s incredibly quick and always outsmarts Tom, the cat, in hilarious ways. Jerry has a charming personality. He always seems calm, even when Tom is chasing him and finds creative ways to escape danger. What I admire most about Jerry is his bravery and his determination never to give up, no matter what the situation. His quick thinking is a quality I try to apply in my own life. Watching Jerry outsmart Tom always brings a smile to my face and reminds me of the importance of using one’s wit and having fun, no matter how tough life gets. His adventures are both entertaining and inspiring.

3. It had been years since I last saw Mitali, my childhood friend from Grade 2, so when we unexpectedly met at a local event, I couldnʼt believe my eyes. I recognised her instantly, though she looked a little different, taller and with longer hair. My heart raced as I called her name and she turned around with a bright smile, clearly surprised and happy to see me too. We laughed and exchanged details about how things had been since she transferred to another school a few years before. We remembered the old days—exchanged stories about our schools, the teachers we remembered, how we played together during recess and the fun we had in class. The joy of reconnecting with someone so special from my childhood filled me with warmth and happy memories. We promised to stay in touch this time! 4. In February 2025, a cultural programme was organised for senior citizens in our locality at the community hall. The event was arranged by the Senior Citizens’ Welfare Association to celebrate the talents and contributions of the elderly. The programme began with traditional music and dance performances by local artists, followed by a short play about stories from the past, reflecting our rich cultural heritage. The senior citizens were invited to showcase their skills and many of them

participated in activities like storytelling, poetry recitations and chess matches. One of the seniors performed an enchanting traditional song, filling the room with admiration. A group of children from the neighbourhood also joined to perform a dance, adding extra cheer to the event. The event concluded with refreshments and a speech by the chief guest, local MP, Mrs Shalini Gupta, who praised the seniors for their wisdom and contributions.

5. Stephen Hawking, born on 8 January 1942, was a brilliant theoretical physicist and cosmologist. He was best known for his groundbreaking work on black holes and the theory of relativity. Despite being diagnosed with ALS, which left him almost completely paralysed, he continued to make remarkable contributions to science. His book A Brief History of Time: From the Big Bang to Black Holes became a bestseller, making complex scientific ideas accessible to the public. Hawking received numerous prestigious awards, including the Copley Medal and the Presidential Medal of Freedom. His intelligence, perseverance and inspiring attitude made him a symbol of success and determination. Even with his physical limitations, he proved that the power of the mind knows no bounds. He passed away in 2018 but his contributions continue to inspire scientists and dreamers around the world.

6. It was a chilly winter night and I was just about to fall asleep when a strange noise echoed from the kitchen. I heard a ping, followed by a thud. My heart started racing. Was it a thief? Or worse—something supernatural? I held my breath, trying to convince myself it was just the wind. But then, I heard a cupboard creak open. My curiosity increased and I slowly tiptoed towards the kitchen, armed with a cricket bat. As I peeked inside, my eyes widened. A pair of glowing eyes stared back at me! I nearly screamed—until I realised it was our cat, Sheru, happily munching on leftover biscuits after knocking over a jar. I sighed in relief, scolded the mischievous cat and returned to bed. I felt both foolish and amused that I had been so scared. 7. The Cycling Rally, organised by the community centre, was a grand success, promoting fitness and eco-friendly transport. The event kicked off early in the morning, with the cold air adding to the excitement. The route was carefully planned through scenic parks, tree-lined streets and vibrant neighbourhoods. Residents of all ages participated,

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from energetic children to enthusiastic senior citizens, each pedalling with determination. The Chief Guest, a well-known fitness influencer, addressed the crowd, highlighting the importance of regular exercise. Along the way, volunteers provided refreshments and cheerful spectators clapped as cyclists passed. Some participants even decorated their bicyles with colourful banners promoting fitness awareness. The rally ended with group photos, making it a day to remember. The event not only encouraged fitness but also strengthened the community spirit.

8. One teacher who truly inspired me is Mr Rakesh Mehra, our music teacher. A tall man in his mid40s, he has salt-and-pepper hair, expressive eyes that light up whenever he talks about music and a warm smile that instantly puts students at ease. His love for music is contagious and he believes that everyone has a hidden musical talent waiting to be discovered. He doesn’t just teach us notes and scales but helps us feel the rhythm and emotion behind every melody. His creative teaching methods, like storytelling through songs and interactive jam sessions, make learning fun and engaging. I was always hesitant to sing, but his encouragement gave me the confidence to perform in front of an audience. He often reminds us that mistakes are just part of the learning process. His patience, dedication and belief in his students have not only made me a better musician but also taught me to pursue my passion fearlessly. 9. Losing my silver locket was heartbreaking. It was a special gift from my grandmother on my tenth birthday, with a tiny picture of us inside. I wore it every day, believing it brought me luck and kept her close to me. One evening, as I was changing after school, I reached for the locket—but it was gone. Panic set in as I searched everywhere, checking my room, school bag and even the washing machine. My mind raced and I tried to recall if it had fallen off in the school playground or on the bus on my way home. I retraced my steps, but there was no sign of it. The realisation that I might never find it made my heart sink. It wasn’t just jewellery; it was a piece of my childhood, a reminder of my grandmother’s love that I wasn’t ready to lose.

10. The Robotics Workshop, organised by my school’s computer science department, was an exciting and educational event. Held over a period of a week, it introduced students to the basics of robotics and Section B • Descriptive Paragraph

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technology through hands-on activities. Expert trainers and guest speakers from leading robotics companies guided students in building simple robots, programming them and participating in mini competitions. Equipped with robot kits, laptops and programming software, students explored coding and automation. The workshop emphasised problem-solving, teamwork and basic programming skills, making learning both interactive and practical. The mini competitions, where students tested their robots on obstacle courses, added a thrilling edge to the experience. By the end of the week, everyone had gained confidence in working with technology.

11. The celebrity I admire the most is Sonali Bendre, a talented actress and an inspiring personality. Known for her grace and versatility, she has won hearts with her performances in Bollywood movies like Sarfarosh and Hum Saath-Saath Hain. Beyond acting, her strength in battling cancer with courage and optimism makes her truly admirable. She openly shared her journey, spreading awareness about cancer and inspiring millions to stay strong in tough times. Despite challenges, she continues to work in the entertainment industry and motivates others through her book club and social media. Her resilience, positivity and ability to turn struggles into strength make her a role model. Sonali Bendre is not just a beautiful actress but a symbol of hope and determination, which is why I deeply admire her. 12. I was on my way to my cousin’s house-warming function with my mother, dressed in traditional attire, when dark clouds suddenly darkened the sky and heavy rain began pouring down. Within minutes, the streets turned into streams and we had no choice but to rush towards the nearest bus stop for shelter. However, it was already packed with students, office workers and passersby, all trying to escape the rain. Water dripped down our necks from umbrellas and people huddled together, shivering from the cold breeze. My neatly ironed kurta was damp and my shoes were splattered with mud. My mother worried about her saree getting ruined. We tried calling for a cab, but none were available. I checked my watch, realising that we might miss the function. Just then, a kind stranger offered us space under his large umbrella and we hurried towards a nearby taxi stand, hoping to reach the venue in time. 47

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Diary Entry

A diary entry is a written record of a person’s thoughts, experiences, feelings and reflections. It’s usually personal and private, like having a conversation with yourself. People have been keeping diaries for centuries as a way to process their thoughts, document important events and express their emotions. It’s not just about what happened on a certain day—it’s also about how you felt about it and what it meant to you. Points to be Kept in Mind while Writing a Diary Entry:

• Every diary entry should start by mentioning the date, day and time. This helps organise the entries chronologically and serves as a reference for future reflection.

• Use first-person narration to reflect your personal voice. Maintain a natural and honest tone—imagine that the diary is your companion. • Begin the body of your diary entry by describing the main events or activities that took place. Focus on significant details such as what happened, where it occurred, who was involved and why the event stood out. Maintain a logical flow of information. • A diary is a personal record, so it is essential to reflect on your emotions and share your opinions honestly. Explain how the events made you feel and why you reacted in a certain way. This adds depth to your writing and makes it truly personal.

• Reflect on the experiences you’ve written about and consider what you’ve learned, how they’ve affected you or what you might do differently next time. Reflection adds maturity and insight to your writing. • End your diary entry with a final remark, which could include a summary of your feelings, a hope for the next day or a simple expression of gratitude or relief. This helps bring the entry to a natural conclusion. • Write your diary entry in the past tense as the events have already occurred. • Express your thoughts, emotions and ideas in about 100–120 words.

Format of a Diary Entry

Monday �� Day & Date 8 May 20XX

10:00 pm �� Time Dear Diary

(Describe the event/idea, feelings, thoughts, emotions) �� Main Body Name �� Signature/Name of the Writer

Practice Exercise Solved Questions 1. You are Aarav, a Class IX student. Recently, your school organised an educational trip to Gujarat to visit the world-famous Statue of Unity. You were amazed by the sheer size of the statue and inspired by the story of Sardar Vallabhbhai Patel. Write a diary entry in about 100–120 words describing your experience. (5 marks)

Ans: Wednesday, 6 March 20XX 9:30 p.m.

Dear Diary, Today will remain etched in my memory forever. Our school organised an educational trip to Gujarat to visit the Statue of Unity, the tallest statue in the world. As we approached it, I was struck speechless by its massive size and grandeur. The statue of Sardar Vallabhbhai

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Patel, standing tall against the sky, is a powerful symbol of unity and strength.

We visited the museum beneath the statue which displayed photographs, speeches and information about his contribution to India’s freedom and integration. I learned so much about how he united over 500 princely states after independence. The view from the top of the statue was breathtaking and I took dozens of photographs. It wasn’t just an educational experience, but also an emotional and patriotic one. Spending the day with friends and learning about our country’s past was incredibly fulfilling. Aarav

2. Your school magazine gave you a chance to work as a junior journalist for one day. You got to interview teachers, write a report on a school event and observe how the magazine team works. Write a diary entry in about 100–120 words sharing your experience. (5 marks) Ans: Friday, 2 February 20XX 9:15 p.m. Dear Diary, What a thrilling day it was! I got the chance to work as a junior journalist for the school magazine during our inter-house cultural meet. The campus was alive with music, laughter and excitement. My task was to cover the event and I felt like a real reporter, racing between performances with my notepad. One of the highlights was interviewing Mrs Sharma, our Cultural Coordinator. She shared how much hard work goes into planning these events and praised the students for their energy and creativity. I also spoke to the winning team’s captain, who was beaming with pride and other participants and took a few photos to go with my article. Writing the event summary afterwards was surprisingly fun, especially after gathering so many interesting quotes. The editorial team appreciated my effort, which delighted me. I never knew journalism could be this exciting— I’m already hoping for another chance! Tanmay

3. You are Ishan. On your flight to Delhi, you were shocked and excited to find yourself seated next to Olympic gold medallist Neeraj Chopra. He was friendly and you even got a selfie with him! Write a diary entry in 100–120 words describing the experience. (5 marks) Section B • Diary Entry

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Ans: Sunday, 18 February 20XX 9:45 p.m. Dear Diary,

Today was beyond anything I could have imagined! I boarded my flight to Delhi, settled into my seat and then looked around me, to see Neeraj Chopra, the Olympic gold medallist, sitting right next to me. For a moment, I just stared in disbelief. He noticed and smiled and we struck up a conversation. He was so down-to-earth and kind. We talked about his journey in sports, the importance of staying fit and how he stays focussed before big events. He even gave me advice on following my own dreams and staying disciplined in life.

And yes—I managed to ask for a selfie. He happily agreed and it turned out great! Meeting a national hero like Neeraj Chopra was truly a once-in-a-lifetime experience. I’m still smiling just thinking about it. I’ll treasure this day forever! Ishan

4. You are Samaira. During your free time, you decided to teach your domestic help’s child how to use a smartphone for online studies. The child was curious and the experience was heartwarming. Write a diary entry in about 100–120 words expressing how you felt. (5 marks)

Ans: Monday, 24 March 20XX 9:45 p.m. Dear Diary,

Today was truly special and unexpectedly heartwarming. I had some free time this afternoon and noticed our domestic help’s daughter, quietly watching me use my phone with wide, curious eyes. I asked if she had ever used a smartphone for schoolwork and she shyly said she had not. That’s when I decided to sit with her and show her how to use it for online learning. We started with simple apps and basic functions—how to search, watch educational videos and use learning platforms. She was incredibly quick to learn and kept asking questions. It made me realise how eager some children are to learn when given the chance. Her smile, when she attempted a gamified maths quiz all by herself, made my heart melt. I never knew something so small could feel so

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meaningful. I’m going to continue helping her whenever I can. It’s the best use of my time.

Samaira

5. You witnessed a tree being cut down in your neighbourhood. It had been there for years. You and some friends decided to speak up about it. Write a diary entry in about 100–120 words expressing your feelings. (5 marks)

Ans: Wednesday, 2 April 20XX 9:30 p.m.

Dear Diary, Something very upsetting happened today. I saw a beautiful old tree in our neighbourhood being prepared to be cut down. It had stood there for decades—strong, tall and full of life. Children played beneath it, birds nested in its branches and it offered us much-needed shade during the summer. The elderly would often sit under it in the evenings, sharing stories, memories and their views on politics.

Watching it about to be destroyed felt like losing a part of our community. Rather than simply feeling sad, I decided to take action. A few friends and I approached the workers, but they said they were only following orders. So, I immediately spoke to the society secretary and shared our concerns. We explained the tree’s ecological importance and emotional significance. Thankfully, he listened and agreed to halt the project until the next society meeting. We’ve also launched an awareness campaign and started an online petition to involve more residents. The support from the secretary and our neighbours has given me hope. I truly hope our efforts succeed. That tree deserves to live. Ishika 6. You are Aanya of Class IX. Today, your school held a special ‘Radio Hour’ and you got the chance to host your own radio show during break time. You shared jokes, music and even interviewed a teacher! Write a diary entry in 100–120 words describing your feelings and excitement. You can use the following cues: radio show – announcements – nervous start – mic in hand – music and jokes – student reactions – fun and proud moment

Ans: Tuesday, 8 April 20XX 9:30 p.m. Dear Diary, I still can’t believe what happened today! I was selected to host a special ‘Radio Hour’ that we have at our school during lunch break. I had dreamt of holding that microphone, but when the moment finally came, I was so nervous that I could hear my own heartbeat. My hands trembled slightly as I made the opening announcement, ‘Hello and Welcome to the Radio Hour!’. With every word that I spoke, the fear slowly faded. I played some cheerful music, told a few light-hearted jokes and was thrilled to hear students laugh in the corridors. The most special part was interviewing my favourite teacher, who spoke about her school days—surprisingly, her experiences were very much like mine. Afterwards, several teachers and classmates congratulated me and said I was a natural. Their kind words made me feel proud and incredibly relieved. Today, I discovered something new about myself—I truly enjoy speaking and connecting with others. It was a great experience and it has made me wonder if I should go into broadcasting one day. Aanya 7. You went shopping with your family during a festive rush and noticed an elderly person struggling with heavy bags. You helped them complete their shopping and reach their vehicle. Write a diary entry in about 100–120 words expressing how the incident made you feel. (5 marks)

Ans: Friday, 24 October 20XX

9:30 p.m.

Dear Diary,

Today, I went shopping with my family in the middle of a festive rush. The market was packed with people and the shops were buzzing with noise and colour. As we were leaving a store, I noticed an elderly man struggling to carry multiple heavy bags while trying to hold his walking stick. People were walking past him without noticing and he looked tired and overwhelmed.

(5 marks)

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I quickly offered to help. He hesitated at first, but then gratefully allowed me to carry a few bags. I walked with him as he slowly made his way to a pharmacy, waited while he picked up his medicines and then helped him cross the crowded road to reach his car.

He blessed me with such warmth that it made my heart full. I realised how easily we forget to notice those in need. Today reminded me that true celebration lies in kindness, not just decorations and shopping. I felt proud to have made someone’s day a little easier. Vivek

8. Your school recently organised an educational excursion to Amritsar. You visited the historic Jallianwala Bagh and witnessed the Wagah Border ceremony. The day was both emotional and inspiring. Write a diary entry in about 100–120 words describing the experience. You can use the following cues: Jallianwala Bagh – bullet marks – stories of freedom – patriotic feeling – Wagah Border parade – soldiers – cheers – history came alive

Ans: Wednesday, 14 May 20XX 9:00 p.m.

(5 marks)

Dear Diary,

Today was an experience I will never forget. Our school organised an educational excursion to Amritsar and we visited two of the most iconic places in Indian history—Jallianwala Bagh and the Wagah Border. Walking through Jallianwala Bagh was deeply emotional. The bullet marks on the walls stood as silent witnesses to the horrific massacre. Hearing stories of innocent lives lost gave me goosebumps. It was painful, yet incredibly powerful. Later, we visited the Wagah Border and witnessed the flag-lowering ceremony. The atmosphere was electrifying, there were loud cheers, patriotic slogans and proud soldiers marching with discipline and energy. The crowd clapped and shouted with enthusiasm and I found myself shouting too, filled with pride.

History truly came alive today. I felt a stronger connection to my country and its past. It wasn’t just a school trip—it was a lesson in courage, unity and sacrifice. I returned feeling emotional, inspired and so very proud to be an Indian.

9. You recently visited the International Food Fair held in your city. You tasted dishes from different countries and experienced a burst of culture and flavours. Write a diary entry in about 100–120 words describing your delicious day. You can use the following cues: food from Italy, Japan, Mexico – vibrant stalls – global cuisines – tried something new – favourite dish – cultural experience – amazing variety – unforgettable taste journey

(5 marks)

Ans: Thursday, 27 March 20XX

9:00 p.m.

Dear Diary,

Today was an absolute feast for the senses! I visited the International Food Fair held in our city and it felt like stepping into a world of flavours, colours and culture. The venue was filled with vibrant stalls from different countries, each offering something unique. I tried sushi from Japan, which was surprisingly delicious, followed by spaghetti from Italy that was rich and cheesy. But my favourite dish of the day was the Mexican tacos—crispy, spicy and bursting with flavour! I also tasted desserts I had never heard of and spoke to stall owners about their traditional ingredients. What I loved most was how food brought people together. I saw families, friends and strangers all enjoying and laughing over shared bites. It wasn’t just about eating—it was a journey through global cultures. Every bite told a story. I returned home full, happy and already hoping they organise it again next year! Jahnvi 10. A pet show was organised at your school and you saw a parrot mimic your teacher’s voice perfectly. The crowd burst into laughter. Write a diary entry describing the hilarious and fun experience. You can use the following cues: pet show – animals with special talents – colourful birds – mimicry – teacher’s voice – sounded just like the teacher – crowd reaction – best moment of the day – fun and unforgettable

(5 marks)

Jeevika

Section B • Diary Entry

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Ans: Tuesday, 11 March 20XX

9:00 p.m.

Dear Diary,

Today’s pet show at school was absolutely unforgettable! The playground was filled with adorable animals showing off their special talents—dogs jumping through hoops, cats balancing on platforms and even a rabbit that knew tricks. But the real star of the show was a brightly coloured parrot with an attitude. When it was his turn, the trainer simply whispered something to him and suddenly, in a perfect imitation of our class teacher, the parrot squawked, ‘Silence, class!’ The entire crowd burst into laughter—it sounded exactly like her, tone and all! Even the teachers couldn’t help but giggle. Everyone around me had tears in their eyes from laughing. That moment instantly became the highlight of the day. I couldn’t stop smiling and we were still joking about it hours later. It’s amazing how the cheeky bird managed to steal the show and make the entire school laugh. What a fun, light-hearted day! Varun 11. While studying in the school library, you found an old photograph tucked inside a book. On the back was a mysterious note in faded ink. The whole thing made you curious. Write a diary entry sharing your thoughts and theories. (5 marks) Ans: Thursday, 19 June 20XX

9:00 p.m.

Dear Diary,

Something strange—and oddly exciting— happened today in the school library. While flipping through an old history book, I found an aged photograph tucked between the pages. It was black and white, showing a group of students standing in front of the school building, dressed in uniforms from decades ago. What truly caught my attention was the note scribbled on the back, in faded ink: ‘One secret still lies behind the old music-room door.’ That one sentence sent chills down my spine.

Who were those students? What was the secret? Was it just a prank or is there something hidden that no one has discovered? I spent the rest of the day distracted, going over wild theories with my friends—maybe it’s an old time capsule, a hidden diary or something more thrilling! I’ve kept the photo safe. Tomorrow, we’re going to check the old music room. Ritvik 12. You are on your summer vacation in a quiet, beautiful hill station with your family. Itʼs the first day of your trip. As you settle in, you realise that thereʼs no internet or mobile signal in the area. At first, it feels odd, but slowly you begin to enjoy the silence, the fresh air and the scenic beauty around you. Write a diary entry in about 100–120 words describing your first day and how being offline made it special. (5 marks) Ans: Friday, 27 June 20XX

8:30 p.m.

Dear Diary,

Today was the first day of our summer holiday in a quiet hill station, nestled among the mountains. The view from our cottage is absolutely breathtaking—lush green trees, a cool breeze and the sound of birds echoing through the valley. But the biggest surprise? No internet, no mobile signal. At first, it felt strange. I instinctively kept checking my phone, only to see ‘No Service’ glaring back at me. But gradually, something wonderful began to happen. I started noticing things—like the rustling of leaves, the colour of the sky and the laughter shared over board games with my family. We went for a long walk along pine-scented trails, took photos and had a picnic near a small stream. It felt peaceful and free. Being disconnected turned out to be a gift. I already know—this holiday is going to be something truly special. Raavi

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Unsolved Questions 1. During your family vacation to the Andaman Islands, you enjoyed a day filled with water activities, especially the bumper boat ride. The beaches were stunning and the experience was one-of-a-kind. Write a diary entry in about 100–120 words describing your adventure. You can use the following cues: Andaman trip – sunny day – clear blue water – beach fun – bumper boat ride – laughter and splashes – memorable ride – unforgettable fun – best part of vacation

(5 marks)

2. Today, during heavy rain, you noticed a delivery person standing drenched and struggling to find an address. You offered help and even gave them shelter for a while. Write a diary entry about the incident and your thoughts. (5 marks) 3. You were going to your aunt’s house with your mother when you both accidentally boarded the wrong bus. Instead of reaching your aunt’s neighbourhood, you found yourselves in a completely different part of town. You explored the place for a while, discovered a lovely café and a quiet park and laughed about the whole thing. Write a diary entry of about 100–120 words describing your experience. (5 marks)

4. On Friendship Day, your parents took you to visit a local orphanage. You spent the day playing games, distributing gifts and talking to the children. It was an emotional and heartwarming experience. Write a diary entry of about 100–120 words expressing your thoughts. (5 marks)

5. You are Ansh. During Diwali, your school held a handmade diya competition. You created a set of colourful diyas and ended up winning a prize! You were overjoyed and your parents were proud. Write a diary entry of 100–120 words describing how you felt. (5 marks) 6. You are Vanya. You noticed that many books in your house were no longer being used. You came up with the idea of organising a book donation drive in your colony. Many neighbours joined in and together, you collected and donated over 100 books. Write a diary entry in 100–120 words describing the day by using the following cues: Section B • Diary Entry

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old books – circulated messages – collecting from neighbours – collected 100+ books – donated to NGO – teamwork – proud moment – satisfying experience

(5 marks)

7. You are Diya. Last weekend, your school organised a nature camp at Jim Corbett National Park. It was your first time seeing wild animals up close during a jungle safari. You were thrilled and scared at the same time. Write a diary entry sharing your experience in 100–120 words. (5 marks) 8. You saw a lost stray dog near your building that had a collar but no owner in sight. Using social media, you posted about it and to your joy, the owner contacted you. Write a diary entry about this experience. (5 marks) 9. Today, while performing in a school play, you forgot your lines on stage. For a moment, everything went silent. But you somehow managed to recover and finish your part. Write a diary entry in about 100–120 words describing the experience and how it made you feel. You can use the following cues: school play – stage lights – forgot lines – panic – silence – recovered quickly – audience clapped – lesson learnt – gained confidence

(5 marks)

10. You attended a friend’s birthday party that had a monsoon theme. From umbrellas and raindrop decorations to water games, everything felt refreshing and fun. Write a diary entry in about 100–120 words describing the celebration. (5 marks) 11. While cleaning the storeroom, you found one of your old childhood toys in a dusty box. The moment brought back memories of your early days. Write a diary entry in about 100–120 words describing the emotions you felt. (5 marks) 12. Today you came back from your grandparent’s house and were surprised to see your room completely redecorated by your parents. They had used a theme and all the colours you love. Everything was organised, neat and there were even new curtains! Write a diary entry expressing your reaction. (5 marks) 53

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Answers 1. Tuesday, 15 July 20XX

3. Saturday, 27 September 20XX

9:30 p.m.

8:00 p.m.

Dear Diary,

Today was easily the best day of our Andaman trip! The weather was perfect—bright sunshine, clear blue skies and the most stunning turquoise water I’ve ever seen. We spent the entire day at a beach lined with coconut trees and soft golden sand. The highlight of the day was the bumper boat ride. I’d never been on one before and it was even more fun than I had imagined. We bumped into each other over and over, with water splashing everywhere and everyone laughing like little kids. My mum’s shrieks every time she got splashed made us all laugh harder!

Afterwards, we built sandcastles, collected shells and just lay back soaking in the sun and salty breeze. Everything felt so carefree and happy. I didn’t check my phone once—I didn’t need to. This was the kind of day you remember forever—an absolute burst of joy and laughter from start to finish. I wish it never had to end. Shweta 2. Monday, 11 August 20XX

8:30 p.m.

Dear Diary,

Today, while it was pouring heavily, I noticed a delivery person standing near our gate, completely soaked and clearly confused. He was checking his phone repeatedly and looking around helplessly, trying to find an address. His uniform was drenched and his parcel was wrapped in a plastic bag that was beginning to look soggy. I quickly ran out with an umbrella and invited him to wait on our porch. I offered him a towel and a warm cup of tea while he dried off. He was so grateful—it felt as if one had shown kindness all day. I then helped him locate the correct building using my dad’s phone. Before he left, he smiled and said, ‘You’ve made my day.’ I felt so happy. It was such a small act and yet it made a real difference. Today reminded me that being kind doesn’t just help others—it leaves you feeling deeply fulfilled too. Sunny

Today turned out to be far more exciting than we’d planned! Mum and I were on our way to my aunt’s house when we accidentally boarded the wrong bus. We didn’t realise it until we were miles away from her neighbourhood and surrounded by completely unfamiliar streets. Instead of panicking, we decided to make the most of it. We walked around, explored a peaceful little park. We even stumbled upon a cosy café tucked away in a corner. It was filled with books and the smell of fresh pastries. We ordered hot chocolate and laughed at how the day had turned into an adventure. As we sat there sipping our drinks, I felt calm and content. It was a warm and happy feeling I hadn’t felt in a while. Today reminded me that sometimes, the best memories come from the most unexpected moments. I’ll remember this journey that went wrong, but for all the right reasons. Garima 4. Sunday, 3 August 20XX

9:30 p.m.

Dear Diary,

Today was unlike any other Friendship Day I’ve celebrated. Instead of the usual cards and chocolates with friends, my parents took me to a local orphanage. At first, I wasn’t sure what to expect, but the moment we entered, we were welcomed with the warmest smiles. We spent the day playing games like musical chairs and passing the parcel. I helped distribute small gift packs filled with toys, stationery and sweets. The children were so happy and excited—it was truly heartwarming to see their eyes light up. I spoke to a girl named Meena who told me how much she loved painting. Despite having so little, she was full of joy and dreams. Her spirit really moved me. As we left, the children waved goodbye and I felt an ache in my heart. Today taught me that true friendship isn’t about gifts—it’s about love, laughter and making someone feel valued. I’ll never forget this day. Vidyut

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5. Monday, 20 October 20XX

7. Friday, 16 May 20XX

9:30 p.m.

8:30 p.m.

Dear Diary,

Today has been one of the most memorable days of my school life! As part of the Diwali celebrations, our school organised a handmade diya competition. I prepared a set of colourful diyas using clay, paint, tiny mirrors and beads. I tried to make each one unique, adding bright patterns and little designs I had seen the previous Diwali. When the results were announced today, I could hardly believe it—I had won second prize! The teachers commented on my creativity and my friends cheered for me. But the best part was seeing how proud my parents looked when I told them. We lit one of the diyas at home in the evening and my mum said it was the most beautiful one she’d ever seen. That meant more than any award. This Diwali feels extra special, not just because of the lights, but because I created something with my own hands—and it was truly appreciated. Ansh 6. Wednesday, 26 March 20XX

8:30 p.m.

Dear Diary,

Today was incredibly rewarding. While cleaning my shelf last week, I noticed a pile of old books that I had enjoyed but had already read a few times. That’s when an idea struck me—to organise a book donation drive in our colony. I circulated messages in our building groups, inviting everyone to contribute. To my surprise, many neighbours responded enthusiastically. Some handed over books personally, while others left them at our door. With the help of a few friends, I went around collecting more books from people who had sent messages. By evening, we had gathered over 300 books!

We donated them to a local NGO that runs a reading programme for underprivileged children. The staff were touched and so were we. It was truly a team effort and I feel proud knowing these books will now bring joy and knowledge to so many others. Today was about sharing stories, second chances and the joy of learning. What a beautiful experience! Vanya Section B • Diary Entry

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This weekend was one of the most thrilling and unforgettable experiences of my life! Our school organised a nature camp at Jim Corbett National Park and I had been counting down the days. It was my first time in a real jungle and I was both nervous and excited.

During the jungle safari, our open jeep drove through dense forest trails, where the air was fresh and filled with the sounds of birds and rustling leaves. We saw spotted deer, a herd of wild elephants crossing the stream and even a few langurs swinging among the trees. The most breathtaking moment, however, was catching a glimpse of a tiger in the distance. I froze for a second—it was both terrifying and amazing!

We also took part in nature walks, birdwatching and a session on wildlife conservation, which really opened my eyes to the importance of protecting our forests. The experience brought me closer to nature in a way I’d never imagined. I’ll cherish it forever. Diya 8. Saturday, 15 February 20XX

9:00 p.m.

Dear Diary,

Something truly heartwarming happened today. While coming home from school, I saw a lost stray dog near our building. It looked scared and confused but what caught my attention was the collar around its neck. I knew immediately that it wasn’t just a stray—it had a home somewhere and it had probably been missing for days. I gently approached it and gave it some water. It was hesitant at first but gradually allowed me to pet it. I took a few clear photos and posted them on a local community group on social media, explaining where I had found the dog. Within an hour, I received a message from a family who had been looking for their dog, Bruno. They rushed over and the reunion was honestly beautiful—Bruno wagged his tail non-stop and jumped with joy! The family thanked me repeatedly and I felt so proud that I had been able to help. Even the smallest act of compassion can bring someone incredible relief and joy. Today, I didn’t just help a dog—I brought a family back together. Nayesha 55

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9. Friday, 7 March 20XX

11. Tuesday, 15 April 20XX

Dear Diary,

8:30 p.m.

Today was a day I won’t forget in a hurry! I was performing in our school play ‘Kid Frankenstein’ and everything had been going smoothly during rehearsals. But when I walked onto the stage and faced the bright stage lights, my mind suddenly went blank. I forgot my lines—completely. For a few seconds, there was total silence. My heart was pounding and I could feel my hands shake. I felt like running off the stage. But then I took a deep breath, focussed and somehow managed to remember the next line. Once I got going again, the rest flowed naturally.

9:00 p.m.

While helping Mum clean the storeroom today, I stumbled upon an old, dusty cardboard box tucked away in a corner. Curious, I opened it and found my favourite childhood toy, a small stuffed elephant I called ‘Motu’. It was a little worn with one ear slightly loose and a faded ribbon around its neck, but holding it instantly brought back a flood of memories. I remembered all the bedtime stories I had told it, how I refused to sleep without it and even how I once tried to feed it biscuits!

To my surprise, the audience clapped loudly after the scene and a few teachers even gave me a thumbs up. It was terrifying at first, but I’m actually proud of myself for not giving up. I realised that mistakes happen and it’s how we recover that truly matters. Today, I gained more than applause—I gained confidence.

For a moment, it felt like I had travelled back in time to those carefree days filled with imagination, laughter and innocence. I sat there quietly, smiling to myself, surprised at how something so small could hold so much meaning. Today reminded me that growing up doesn’t mean leaving everything behind—some parts of childhood stay with us forever. And I’m glad I found a piece of mine.

Tanav

Arpit

10. Saturday, 8 November 20XX

12. Monday, 27 January 20XX

Dear Diary,

8:30 p.m.

Today I attended one of the most fun and creative birthday parties I’ve ever been to! It was my friend Rhea’s birthday and she had planned a monsoonthemed celebration. The decorations were absolutely adorable—umbrellas hanging from the ceiling, blue streamers that looked like raindrops and even paper clouds on the walls. Everyone came dressed in colourful raincoats and hats and the party was full of water games, including a mini splash zone in the garden! We played with water balloons, danced to music under artificial showers and laughed until our cheeks hurt. The cake was shaped like a raincloud and all the food had quirky names like ‘puddle punch’ and ‘stormy snacks’. What I loved most was how refreshing and joyful the whole atmosphere felt. It was different from every other party and truly captured the playful spirit of the rainy season. Rhea looked so happy and I could tell she had put her heart into every detail. I’m so glad I was part of her special day—it was simply unforgettable. Kashika

9:30 p.m.

Today was one of the loveliest surprises I’ve ever had. I had just returned from my grandparents’ house, feeling a bit tired but happy. When I walked into my room, I stood still in disbelief. My parents had completely redecorated it—and not just randomly, but exactly the way I had always dreamt of: a nature-themed room. The walls were a soft leafy green, with delicate vines painted along the corners. My old curtains had been replaced with ones covered in tiny birds and butterflies. There were indoor plants on the window sill and a new bookshelf shaped like a tree. There was even a beautiful painting of a mountain sunrise above my bed. Everything felt calm, refreshing and full of life. I couldn’t believe how much thought and love had gone into it. I was genuinely overwhelmed and a little emotional. It wasn’t just a room makeover—it was a reflection of who I am. Today, I felt deeply loved, seen and understood. I’ll never forget this feeling. Simran

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Short Story

A short story is a structured and creative narrative that presents a sequence of events, often featuring characters, a setting and a plot. It is used to entertain, inform or convey a message that will capture the reader’s interest. Stories can be fictional (made-up) or non-fictional (based on real events). They are written to entertain, educate and engage readers. A well-crafted short story encourages imagination, sparks curiosity and sometimes delivers a deeper message or lesson.

Key Elements of a Story 1. Plot

• A story follows a structured sequence: beginning, middle and end.

• The plot is the backbone of the story, determining how events unfold from start to finish. A strong plot ensures the reader remains interested.

• It may include adventure, mystery, humour, an unexpected twist or a surprise ending to make it exciting. • Some stories leave a lasting impact by teaching a lesson or moral.

2. Characters

• A story often revolves around characters who think, speak and act.

• Characters bring the story to life by driving the plot and engaging the reader emotionally. A good story has well-developed and believable characters.

• The main character is central to the plot while supporting characters add depth. Their unique traits and personalities make them memorable. • Characters’ personalities, emotions and dialogue make them relatable. Their feelings can be revealed through their actions, expressions and decisions rather than being directly described. 3. Setting

• The setting provides context and background for the events. It creates the world where the story takes place. It affects the mood, atmosphere and even the behaviour of characters.

• It can be a real place (a school, a village) or a fantasy world (a magical kingdom, outer space).

• A well-described setting enhances the reader’s experience. It should be clear how the settings affects the characters

• The setting should match the tone of the story. For example, a dark, abandoned house creates suspense, while a bright, lively carnival adds excitement. The narrative can be told from a character’s viewpoint or as an outside observer. The pace of the story changes according to events—fast during action, slower during emotional moments. A strong opening and a satisfying ending enhance the overall impact of the story.

Tips to Write a Good Story

• Focus on a single event or theme to maintain clarity and keep the story engaging. • Write in the past tense for a natural storytelling style.

• Create an engaging plot that holds attention from start to finish.

• Keep the plot structured and logical, ensuring smooth transitions. • Ensure the story revolves around the main (central) character.

• Build characters with distinct traits to make them memorable. • Build up to an exciting climax that keeps the reader engaged. Section B • Short Story

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• Ensure that the resolution ties up loose ends, leaving no confusion.

• Use descriptive language to bring the setting and characters’ emotions to life. • Stick to the required word limit, if applicable.

• If suitable, include a lesson or takeaway to make the story more meaningful.

Practice Exercise Solved Questions 1. The beginning of a story has been given below. Complete the story in not more than 80–100 words. Give your story a title. (5 marks) It was the day before the final exams, and Priya was confident about her preparation. But that morning, chaos erupted—one of the exam papers had gone missing from the principal’s office! Ans: The Missing Test Paper It was the day before the final exams, and Priya was confident about her preparation. But that morning, chaos erupted—one of the exam papers had gone missing from the principal’s office! The school authorities were furious. ’Who could have stolen the paper?’ Priya noticed Raghav, a quiet but intelligent student, looking uneasy. He kept checking his pockets from time to time.

During lunch, Raghav opened his locker, and a piece of paper slipped out. The teacher noticed and rushed over, only to find— the missing test! ‘I don’t understand… I never put anything in there!’ Raghav protested. Just then, Priya noticed a locker key lying near his bag. She showed it to him. His face turned pale. ‘This is my key… but I lost it this morning!’ If Raghav didn’t have his key, someone else must have planted the paper! Priya’s sharp eyes caught Aarav, a known troublemaker, watching nervously. A red ink smudge on his thumb matched one on the stolen paper. Under pressure, Aarav confessed. The exam was saved, thanks to Priya’s sharp thinking! 2. Write a story, in about 100 to 120, with the title ‘The Disappearing Ice Cream’. You can use the following clues: • The ice creams that students buy from the school canteen keep disappearing. • The mystery is solved, and the culprit is dealt with.

(5 marks)

Ans: The Disappearing Ice Cream It was summer, and the best part of the day was getting chilled ice cream from the school canteen. But suddenly, students’ ice creams started disappearing! Some placed theirs on the table for a second, and when they turned back—it was gone. Ayan, a huge ice cream lover, decided to catch the thief. He and his friends set a trap. They bought ice cream, placed it on the table and hid behind a bench, watching closely.

Minutes later, a small, furry paw reached out from under the canteen counter. A tiny monkey grabbed the ice cream and darted off! The students gasped and followed it, carefully tracking its movements. They soon discovered an entire stash of stolen ice cream wrappers in a tree near the playground. The mischievous monkey had been enjoying their ice cream for days! The principal was informed, and an animal rescuer was called. Meanwhile, the students laughed as they watched the monkey enjoying its latest ice cream. After some effort, the rescuer safely relocated the monkey to a nearby park, where it could roam freely. The mystery of the vanishing ice cream was finally solved, and the students could now enjoy their treats! 3. Write a story of 100–120 words based on the following clues: Friends discover a clue when trekking in a forest… They follow the clues which leads them to a lost temple…They face danger but escape in time. (5 marks) Ans: The Lost Temple’s Secret Priya and her friends were trekking through the thick forests of Karnataka when she suddenly stopped. ‘Look at this!’ she pointed at an old stone path, almost hidden under moss and vines. ‘This isn’t on the map,’ Aryan said, curious. They decided to follow it and soon found themselves in front of a huge, ancient temple, covered in creepers. The entrance had strange

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symbols carved on it. ‘It looks like a puzzle!’ Ravi said. They cleared some dust and saw a sequence of numbers.

‘Maybe it’s a code,’ Priya guessed. They pressed the stones in order, and the heavy door slowly opened with a loud creak. Inside, they saw golden artefacts, ancient scrolls and statues covered in dust. ‘This must be centuries old!’ Aryan said, amazed. But suddenly, the ground started shaking. ‘The floor is sinking!’ Ravi yelled. They ran towards the exit, jumping over cracks in the ground. Just as they escaped, the door shut behind them with a loud bang. They rushed back with archaeologists, but the door wouldn’t open again. No one believed their story, but they knew the truth—the lost temple had decided to keep its secrets forever. 4. Write a story of 100–120 words about someone who uses an old gadget to travel back in time. Relate the events and provide a surprise ending. Give your story a title. (5 marks)

Ans: The Time Traveller’s Watch Aryan loved collecting old gadgets. One day, he found a rusty pocket watch at an antique shop. Something about it felt special, so he bought it. Out of curiosity, he pressed the small button on its side. Suddenly, the world blurred around him. The honking cars and tall buildings vanished, replaced by horse-drawn carriages, cobbled streets and men wearing long coats and hats. Aryan gasped. He had somehow travelled into the past!

Panic set in. He pressed the button frantically, but nothing happened. Taking a deep breath, he decided to figure out where he was. He walked through the streets, noticing a newspaper stand. The date read 1915. His heart pounded—he was truly in the past. He needed to get back. Thinking logically, he realised that if the watch had brought him here, its original owner might know how it worked. He asked around and finally found an old library where an elderly librarian looked at the watch in shock. ‘This belonged to my grandfather! But it was stolen long ago,’ the old man said. He took Aryan to a hidden workshop, where blueprints of the watch were recorded in a diary. Together, they repaired a loose gear. With a nervous breath, Aryan pressed Section B • Short Story

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the button again. The world blurred once more. He was back in the present. But something was different—the watch was missing!

5. Write a story of 100–120 words starting with the introduction given. Give your story a suitable title.

Arjun had always dreamt of becoming an astronaut. Every night, he gazed at the sky, imagining himself soaring through space. One evening… Ans:

The Space Explorer’s Dream

(5 marks)

Arjun had always dreamt of becoming an astronaut. Every night, he gazed at the sky, imagining himself soaring through space. One evening, as he lay in bed with his toy rocket, he closed his eyes and suddenly felt weightless. When he opened them, he was inside a real spaceship! The control panels flickered, and a robotic voice announced, ‘Captain Arjun, prepare for launch!’ Before he could react—3… 2…1… the rocket blasted off! Stars zoomed past as he set course for an unknown planet. He landed on a glowing world covered in shimmering blue dust. Suddenly, small creatures with twinkling eyes appeared, communicating in musical sounds. Somehow, Arjun understood—they needed help! A giant asteroid was headed toward their planet. Thinking fast, Arjun raced back to his spaceship and launched a laser beam, breaking the asteroid into harmless pieces. The aliens cheered, thanking him. Just then, a loud voice echoed—'Wake up, Arjun! You’ll be late for school!’ He opened his eyes. Had it all been a dream? He smiled as he saw blue dust on his hands. 6. Write a story of 100–120 words entitled ‘The Talent Show Disaster’. Use the following clues to guide you. • Something disastrous happens during a talent show. • The participant cleverly manages the disaster. • Members of the audience are impressed. (5 marks)

Ans:

The Talent Show Disaster

Neha was thrilled about the school’s talent show. She had been practising her classical 59

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dance routine for weeks, ensuring every step was perfect. On the big day, she wore a traditional outfit, and her hands were adorned with intricate henna designs. As the curtains opened, she gracefully began her performance. The soothing melody of the sitar filled the auditorium, and she moved elegantly. Then—BAM! The speakers crackled, and the classical music abruptly stopped. A loud, fast-paced hip-hop beat blasted through the auditorium. The audience gasped. Neha froze. The backstage crew frantically tried to fix the audio, but the music kept playing. For a moment, Neha considered running off stage. But then she improvised, blending classical dance moves with hip-hop. She twirled, stomped and even attempted a moonwalk! The audience erupted in laughter, then cheers. By the time she struck her final pose, the entire hall was on its feet, clapping and whistling. The principal chuckled into the mic, ‘Neha, you’ve just invented a new dance style!’ Neha wiped her sweaty forehead and grinned. Maybe talent isn’t just about perfection—it’s about confidence! 7. Family members who are not tech savvy can make mistakes which can lead to unforeseen events when using social media, online shopping or travel apps. Write a story of 100–120 words about one such mistake which lead to a humorous or problematic situation. Give your story a title. (5 marks)

Ans:

Online Shopping Disaster

Amit’s grandmother had recently discovered online shopping, and ever since, their house had turned into a mini warehouse. One evening, she proudly announced, ‘Amit, I ordered some rice.’ Amit smiled, happy that she was learning. But the next morning, when the delivery truck pulled up, his smile vanished. The delivery guy, drenched in sweat, unloaded 100 kilograms of rice in sacks, stacking them up like a fortress. ‘Grandma! Why did you order so much?’ Amit asked, horrified. She adjusted her glasses. ‘I only clicked once… or maybe a few times,’ she said innocently. ‘Let’s look at the order history,’ Amit said, taking her phone. His eyes widened—12 jars of mango pickle, 50 saree covers and… two life-sized

elephant statues! ‘Grandma, what on earth is this?’ he exclaimed. ‘It was ‘Buy One, Get One Free! Such a good deal,’ she said proudly. 8. Write a story of 100–120 words entitled ‘The Spelling Bee Blunder’. The story should be about a participant who makes a blunder during the competition. End your story on a positive note. (5 marks)

Ans:

The Spelling Bee Blunder

Aryan was nervous. The entire school had gathered for the Annual Spelling Bee Competition, and he had somehow made it to the final round. The principal, teachers and even the school photographer were watching. His best friend Raghav whispered, ‘Just don’t mess up like last year.’ Aryan gulped. The judge cleared his throat. ‘Your word is... CATASTROPHE.’ Aryan’s mind went blank and he started sweating. He took a deep breath and began, ‘C-A-T-...’ He glanced at the audience. He panicked. ‘C-A-T-A... uh... S-T-R-O-F-E?’

The judge said, ‘Incorrect.’ Aryan stood frozen. He had lost! But before he could leave the stage, the host, trying to lighten the mood, asked him to use the word in a sentence. Aryan muttered, ‘This spelling bee is a catastrophe.’ The hall erupted with laughter. Even the principal chuckled. The next day, Aryan’s name was everywhere—not for winning, but because his sentence became the school’s most famous joke. Even teachers used it during classes! 9. Write a story of 100–120 words about a lifechanging incident that forces someone to rethink their priorities. The incident could change the way they think about any one of the following:

• Commitment to and spending time with family • Health and fitness

• Wealth and a materialistic life

The story should clearly state the incident and the change that it inspired. Give your story a suitable title. (5 marks) Ans:

A Mother’s Last Letter

Arjun had always been a busy man. His work consumed his time, and he rarely visited his

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mother, who lived alone in their ancestral home. ‘I’ll visit next month,’ he would tell himself, but months turned into years. His mother would call him every weekend, but their conversations grew shorter. ‘I know you're busy. Just take care,’ she would say with a sigh.

One day, Arjun received a call from a neighbour—his mother had passed away. Shocked and guilt-ridden, he rushed home. The house felt emptier than ever. The aroma of her homemade food no longer filled the air. As he sorted through her belongings, he found an old envelope with his name. It was a letter: ‘My dear Arjun, I know life keeps you busy, and I never wanted to burden you. But I missed you every day. I wish I could have seen you one last time, hugged you and told you how proud I am. Remember, success is important, but love and family matter more. I hope you will always keep your loved ones close.’ Tears streamed down Arjun’s face. He sat in silence, holding the letter to his chest, realising how much he had taken for granted. That day, he promised never to let work keep him from the people who mattered most. 10. A small act of kindness can make a big difference. Write a story of 100–120 words about such an act of kindness and how it is repaid.

Take note of the following:

• Sketch the situation and how the act of kindness helps someone.

• Explain how the act of kindness is repaid. • Give your story a suitable title. Ans:

(5 marks)

The Last Five Rupees

Ananya was rushing to school when she realised she had forgotten her lunch money. Her stomach rumbled as she stood outside the canteen, watching her friends enjoy their meals. She sighed, feeling helpless. Just then, the school’s old peon, Ramlal, noticed her hesitation. With a warm smile, he reached into his pocket and pulled out a crumpled five-rupee note. ‘My child, have something to eat’, he said softly. Ananya hesitated, but his kind eyes reassured her. Embarrassed, she

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muttered her thanks, ‘I’ll return this one day.’ He simply chuckled. Years passed, and Ananya became a successful doctor. One day, nostalgia brought her back to her old school, where she saw Ramlal still working, now frail but with the same kind smile. She approached him and slipped a few large denomination notes into his pocket. Confused, he asked, ‘What is this?’ With teary eyes, she replied, ‘This is from the little girl who once found kindness in a five-rupee note.’ Ramlal counted the notes. His hands trembled, and his eyes glistened with emotion. ‘But, it was just five rupees,’ he whispered. Ananya smiled. ‘To you, maybe. But to me, it was a lesson in kindness I’ll never forget.’ 11. ‘A real friend is one who walks in when the rest of the world walks out.’ – Walter Winchell

Write a story about two friends based on this quote. Your story should be between 100 and 120 words and have a suitable title. You can end your story with the following words:

…In that moment, Jason realised that true friendship isn't about the good times, but about standing by someone when they're at their lowest. (5 marks) Ans:

A True Friend

When everyone avoided Jason after the scandal, he thought he'd hit rock bottom. The whispers, the looks—the situation was unbearable. The scandal involved a rumour that Jason had cheated on a major exam, which wasn't true but had spread like wildfire. One day, as he sat alone in the cafeteria, his best friend Sam walked in and sat across from him. ‘You're still my friend,’ Sam said, biting into his sandwich. ‘It doesn't matter what others think. I know how hard you studied for that exam.’ Jason's eyes widened in shock. They ate in silence, but it was the most meaningful silence he'd ever experienced. Sam's simple act of loyalty melted the ice around Jason's heart. In that moment, Jason realised that true friendship isn't about the good times, but about standing by someone when they're at their lowest.

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12. Write a story of 100–120 words entitled ‘A Helping Hand’. Use the following clues: • Aarav is on his way home from work. • He sees someone who needs help. • Describe what he does and what reaction he gets from the person he helps. (5 marks) Ans:

A Helping Hand

It was a freezing winter evening, and Aarav was rushing home from work. The streets were bustling with people, all wrapped in layers of warm clothing. As he reached the traffic signal, his eyes fell on an old man sitting on the pavement, his frail body shivering in the cold. His clothes were torn, and his bare feet rested on the icy ground. He stretched out his trembling hand, hoping someone would help, but people simply walked past.

Aarav hesitated. He was tired, and all he wanted was to reach home. But something in the old man’s eyes made him stop. Ignoring the impatient honks of cars, he turned around and reached to a nearby tea stall. He bought a cup of hot tea and without a second thought, picked up a warm blanket and a pair of shoes from a roadside vendor.

As he approached the old man, he knelt beside him and carefully wrapped the blanket around his weak shoulders. ‘Here, have some tea. It'll help,’ Aarav said gently, handing him the cup. The man looked at him, his eyes brimming with tears. ‘Bless you!’ he whispered, his voice shaky with gratitude. Aarav smiled, feeling an unexpected warmth in his heart. As he drove home, he realised that true humanity wasn’t about grand heroic acts but small gestures of kindness.

Unsolved Questions 1. Complete the story in approximately 100 words. Your story should have a moral. Give your story a suitable answer. Rohan was an average student, but he always struggled with history. The night before his final exam, he found an old, dusty textbook in the school library. Curious, he flipped through the pages and saw something shocking—his entire exam paper was scribbled inside! Every question, word for word. It even had the following day’s date!

2. Write a story ending with the words given below. Your story should be between 100–120 words and have a suitable title. Riya realised that, sometimes, the best surprises come when you least expect them.

(5 marks)

3. In 100–120 words, write a story with the title ‘An Abandoned Suitcase’. (5 marks) 4. Based on the outline, write a story of 100–120 words. Give your story a suitable title. Karan moved into a new apartment – the previous owner left an antique mirror – the mirror has supernatural powers – Karan smashes the mirror…

(5 marks)

5. Write a story of 100–120 words entitled ‘The Mystery Road’. Use these lines in your story. When they reached the main road, the driver stopped to catch his breath. ‘I often travel that route. That road we took doesn’t exist on any map,’ he whispered.

(5 marks)

6. Animals have remarkable instincts that can seem almost supernatural. Sometimes they can sense and respond to various environmental cues that humans might miss. Write a story of 100–120 words about an animal who senses a disaster and saves the life of a human. Give your story a suitable title. (5 marks) 7. Write a short story in about 100–120 words, about an elephant who did not forget his kind buddy, Ayaan, and helped him in a time of distress. (5 marks) 8. Use the outline below to write a story in about 100–120 words. Give your story a suitable title. A young girl Tara wandered in the Evergreen Forest searching for rare blue fireflies – dense and eerie forest – golden owl with glowing eyes – blue lights forming a path – fireflies floated – leading to a familiar road – forest watching

(5 marks)

9. Complete the following story in approximately 100 words. Make it a scary story and give it a suitable title.

(5 marks)

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Rohan loved to stay back in the school library after classes. It was his escape—a quiet place where he could lose himself in books. One evening…

(5 marks)

10. Complete the following story. Also, give your story a suitable title.

11. Write a short story, in about 100–120 words, about a forgetful king who invited a neighbouring king for a feast and then forgot about the invitation. (5 marks) 12. Write a short story of 100–120 words about a clever crow who outsmarts a sly fox. (5 marks)

Neha loved her grandmother’s homemade mango pickle—the perfect mix of spice, tanginess and love. Every summer…

(5 marks)

Answers 1.

The Mysterious Exam Paper

Rohan was an average student, but he always struggled with history. The night before his final exam, he found an old, dusty textbook in the school library. Curious, he flipped through the pages and saw something shocking—his entire exam paper was scribbled inside! Every question, word for word. It even had the following day’s date! At first, he thought it was a prank, but the handwriting looked ancient. Too tired to question it, he read the questions and memorised the work. The next day he walked into the exam hall with confidence. As the teacher handed out the question papers, his heart pounded. The questions were exactly the same! Feeling victorious, he breezed through the test. But when he submitted his paper, the teacher frowned. ‘Rohan, why did you submit a blank sheet?’ His heart sank. He grabbed the paper—every answer he had written was gone. His friends saw his pale face and laughed. ‘Maybe next time, actually study!’ That evening, Rohan rushed back to the library, searching for the mysterious book. But it was gone. In its place was a tiny note: ‘No shortcuts in life. See you next year!’ 2.

The Birthday Surprise

Riya woke up on her birthday, expecting hugs, gifts and excitement. But to her surprise, the house was eerily normal—no decorations, no cake, not even a ‘Happy Birthday’ from her parents. She waited for them to remember, but her mother Section B • Short Story

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simply reminded her to pack her lunch, and her father barely looked up from his newspaper. Disheartened, she left for school, hoping her friends would at least remember. But as soon as she entered the classroom, no one greeted her. Even her best friend, Aisha, seemed distant—she was chatting to another friend about a new movie. Riya sulked through the day, feeling invisible. By evening, she had lost all hope. She dragged her feet back home, her heart was heavy. As she opened the door, the house was dark and silent. Just then—'SURPRISE!’ The lights flickered on, and her entire family and friends jumped out, showering her with balloons and confetti. Riya gasped in shock as her parents laughed and pulled her into a tight hug, wiping away a tear from her cheek. As she cut the cake, surrounded by her loved ones, Riya realised that sometimes, the best surprises come when you least expect them. 3.

The Abandoned Suitcase

It was a quiet Sunday afternoon, and Rohan was enjoying his cup of tea on the balcony when he noticed something—a large, battered suitcase lying in the middle of the deserted lane outside his house. At first, he ignored it assuming someone had forgotten it. But as time passed, curiosity got the better of him. He walked downstairs and stood near it, hesitant to touch it. Just then, his neighbour Mrs Mehta peeked from her window. ‘What’s that, Rohan?’ she asked suspiciously. ‘I have no idea, Aunty,’ he replied, stepping back. Soon, other neighbours joined in, 63

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whispering among themselves. ‘Maybe it’s stolen money,’ said Mr Sharma. ‘No, no! It could be something illegal,’ whispered another. ‘What if it’s… a bomb?’ a child shrieked, sending waves of panic through the crowd. Someone called the police, who arrived with a full bomb squad, sniffer dogs and metal detectors. The street was sealed, and the entire neighbourhood stood frozen in suspense. The squad carefully approached the suitcase. Everyone held their breath as the lid was lifted—and out tumbled dozens of tattered Bollywood movie posters! The tension turned into laughter as an old man from the corner shop chuckled, ‘That’s my grandson’s junk! He was supposed to throw it away.’ So much for the excitement—turns out, not all mysteries lead to thrilling endings! 4.

The Reflection That Smiled Back

Karan did not believe in the supernatural. So, when he moved into his new apartment, he was not bothered by the large antique mirror left behind by the previous owner. The chap had looked frightened when he said he never wanted to see it again. The mirror was a bit battered, so he placed it in his bedroom. One night, as he was brushing his teeth, he noticed something odd—the reflection seemed slightly delayed. He chuckled nervously, ‘Must be my imagination.’ Over the next few nights, strange things began to happen. He would wake up to find the mirror fogged up as if someone had breathed on it. Once, he saw faint fingerprints on the glass. One evening, while checking himself in the mirror, his blood ran cold. His reflection was grinning. But Karan wasn’t. His heart pounded. Karan slowly lifted his hand—the reflection followed. But then, the reflection whispered, ‘It’s my turn now.’ Panicked, Karan grabbed the nearest object and smashed the mirror. The lights flickered, and a gust of cold wind rushed past him. But then, everything went still. The next morning, Karan cautiously looked at the broken glass. Among the shards, he saw his own normal reflection smiling back at him. He sighed in relief. Maybe, he had broken free from whatever had been inside that mirror.

The Mystery Road

It was a school trip, and Aditi and her friends were on their way back from a nature camp. The bus rumbled along the highway when suddenly, heavy rain started pouring. ‘It looks as if we’ll be late,’ their teacher sighed. A large yellow sign appeared: ‘Detour’. The driver shrugged and turned onto a rough road. As they drove on, Aditi noticed something strange—the road seemed endless, stretching into darkness, with no sign of any turns or houses.

Minutes turned into an hour. The rain had stopped, but the road remained the same. The driver looked uneasy. ‘I’ve been driving for years, but I don’t remember this road.’ Aditi and her friends whispered nervously. ‘Are we lost?’ Just then, the bus shuddered to a stop. The headlights flickered, and a thick fog crept in, swallowing everything ahead. Aditi pressed her face against the window—there was nothing. No trees, no signboards, just emptiness. A faint figure appeared from among the trees, waving at them to turn around. The driver hesitated but made a U-turn. As soon as they turned back, the road behind them looked normal again. The sky was clear, and in the distance, the highway was visible. When they reached the main road, the driver stopped to catch his breath. ‘I often travel that route. That road we took doesn’t exist on any map,’ he whispered. 6.

The Stray That Knew

Rishi was a newspaper delivery boy in his neighbourhood. Every morning, he would cycle through the streets, tossing papers onto doorsteps. One day, he noticed a scruffy stray dog following him. ‘Shoo!’ he said, but the dog just wagged its tail and kept trotting beside him. Over the next few days, the dog—Bruno—became his silent companion. He would wait at the corner and walk beside Rishi until his deliveries were done. One morning, as Rishi stopped to deliver a paper, Bruno suddenly barked loudly and blocked his path. ‘What’s wrong, boy?’ Rishi asked. The dog growled and tugged at the leg of his jeans, refusing to let him move forward. Just then, a loud crash echoed from the street ahead—a huge tree had fallen, crushing the

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exact spot where Rishi would have been. His heart pounded. If Bruno hadn’t stopped him, he would have been trapped. Rishi knelt beside the dog, hugging him. ‘You just saved my life, buddy.’ From that day on, Bruno was no longer a stray— he was family. 7.

The Elephant’s Memory

In the heart of a dense jungle, young Ayaan and his father visited a wildlife reserve, eager to explore its wonders. Ayaan was fascinated by Raja, a majestic elephant who roamed freely near the visitor area. That morning, Ayaan had excitedly fed Raja some bananas. The caretaker had smiled and said, ‘Elephants have incredible memories. They never forget kindness.’ Later in the afternoon, as Ayaan and his father walked near the riverbank, Ayaan, distracted by a colourful bird, lost his footing and slipped into the river. The strong current pulled him away as he thrashed, crying out for help. His father’s desperate shouts echoed, but they were too far from the camp. Just then, a loud trumpet pierced the air. Raja emerged from the jungle. He waded into the river, stretching out his powerful trunk. Wrapping it gently around Ayaan, he lifted him out of the water and placed him safely on the shore. Ayaan’s father hugged him tightly, tears in his eyes. The caretaker arrived and smiled. ‘Raja remembered you.’ Ayaan looked at the elephant with gratitude. Raja let out a soft rumble—he had saved a friend. 8.

The Whispering Forest

Deep in the heart of the Evergreen Forest, young Tara wandered alone, searching for the rare blue fireflies her grandmother had spoken of in hushed, magical tales. ‘They only appear to those who truly believe,’ her grandmother had said, her eyes twinkling with mystery. The forest was dense, alive with the sounds of chirping crickets and rustling leaves. The towering trees stretched endlessly into the sky, their bark whispering secrets in a language only they understood. Tara shivered, feeling that the forest was watching her. As she ventured deeper, she realised she had strayed from the familiar path. Panic gripped her as the sun dipped below the horizon. Everything

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looked the same to her. Just then, a soft rustling came from above. A golden owl with glowing eyes, perched on a low branch hooted softly, ‘Follow the fireflies.’ Suddenly, tiny blue lights flickered in the distance, forming a glowing path. Holding her breath, Tara stepped forward. The fireflies floated ahead, leading her through twisted vines and scrambled roots. Soon, she stumbled onto the familiar dirt road leading home. She turned to thank the owl, but it was gone. Only the trees remained, humming a gentle tune. From that night on, Tara knew—the forest watched over those who listened to its whispers. 9.

The Shadow in the Library

Rohan loved to stay back in the school library after classes. It was his escape—a quiet place where he could lose himself in books. One evening, he was the last student remaining, flipping through the pages of a mystery novel. The librarian, Mrs Dutta, reminded him, ‘Five more minutes, Rohan. I have to lock up.’ Nodding, he hurried to return the book to the shelf. As he reached the back row, a cold gust of air brushed against his neck. He froze. The windows were shut. Then, from the corner of his eye, he saw a shadow move between the shelves. ‘Mrs Dutta?’ he called, but no one answered. A book suddenly fell with a loud thud. His heart pounded. Gathering courage, he turned the corner—only to see an empty aisle. But the shelves had shifted as if someone had just made a path through them. He ran back to the librarian. ‘Did you hear that, ma’am?’ he asked breathlessly. She smiled knowingly. ‘Strange things happen in this library after dark, Rohan. That’s why no one stays late.’ Rohan never stayed back alone again. But every time he passed the library at dusk, he felt someone watching. 10.

A Pinch of Love

Neha loved her grandmother’s homemade mango pickle—the perfect mix of spice, tanginess and love. Every summer, the whole family gathered as Dadi prepared jars of it, but this year was

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different. Dadi had fallen ill, and no one knew the exact recipe. Determined, Neha searched everywhere—old notebooks, kitchen shelves, even Dadi’s favourite spice jars—but the recipe was nowhere to be found. Frustrated, she sat beside Dadi, holding her hand. ‘Dadi, your pickle is the best. How will we make it without you?’ Dadi smiled weakly. ‘Pickle isn’t just about ingredients. It’s about feeling.’ That evening, Neha gathered the family in the kitchen. They all recalled bits of the recipe—Mom remembered the right amount of mustard seeds, Chachu knew how long to sun-dry the mangoes and even little Rohan insisted Dadi added a secret pinch of sugar. Working together, they recreated the pickle, tasting and adjusting until it felt just right. When Dadi finally tasted it, her eyes sparkled. ‘Perfect,’ she whispered. That summer, Neha learnt something more important than a recipe—family isn’t just about memories; it’s about keeping traditions alive, and working together. 11.

The Absent-Minded King

King Hariram of Pratapgarh was famous for two things—his love for sweets and his terribly forgetful nature. One day, his minister rushed into the court, reminding him of an important occasion. The king scratched his head, struggling to remember, until the minister sighed and revealed that it was the day of the grand feast for a neighbouring king. Shocked, Hariram realised he had forgotten to order the banquet. Chaos erupted in the palace as the kitchen stood empty, and the visiting king was set to arrive in an hour. Thinking fast, the clever minister gathered all the cooks and instructed them to prepare an enormous batch of the king’s

favourite sweet—jalebis. When the neighbouring king arrived, he was greeted by a banquet hall overflowing with golden, crispy jalebis. Embarrassed but quick on his feet, King Hariram declared, ‘I believe in serving only the sweetest of experiences!’ To his relief, the visiting king, a fellow lover of sweets, burst into laughter and thoroughly enjoyed the feast. From that day on, Hariram’s forgetfulness became legendary—but so did his grand jalebi feasts turning his absent-mindedness into a royal tradition. 12.

The Clever Crow and the Hidden Danger

In a peaceful village, there lived a clever crow named Kalu who was known for his sharp eyes and quick thinking. One afternoon, while flying over the fields, he spotted something shiny near an old well. Curious, he swooped down and found a golden ring lying on the ground. Excited, he picked it up and flew to his favourite tree. Just as he was admiring his treasure, a sly fox named Bholu appeared under the tree. Always looking for tricks, Bholu’s eyes gleamed with greed. ‘Oh, wise Kalu! That ring belongs to the king. Whoever returns it will be rewarded with endless food. But the palace is far, and the journey is tiring. Give it to me, and I’ll take it for you,’ he said sweetly. Kalu, knowing Bholu’s tricks, flapped his wings and flew straight to the palace. He landed before the king and dropped the ring at his feet. Recognising his lost treasure, the king was delighted and ordered a grand feast for Kalu. As he enjoyed the delicious meal, he cawed happily. Meanwhile, Bholu sulked under a tree, realising he had been outsmarted yet again.

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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 train here goes to Delhi.

• What train will you take?

Every, each, either, neither, any, all • You can take any train.

• You can take either this train or that one.

Which, what, whose

• Which two trains do you like best? • 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.

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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.

Mishank doesn’t have ______ patience when it comes to solving puzzles. a. few

c. much

b. some

d. several

2. Read the given sentence from a shopping guide. Identify the error and supply the correction in the sentence.

You can choose neither of these dresses, both will fit you. Use the given format for your response. Error

Correction

3. Select the correct option to fill in the blank in the given sentence. ______ house over there is quite old. a. This

c. These

b. That

d. Those

4. Choose the correct determiner to fill in the blank.

The tournament rules state that ______ (each/any) player must report to the referee before the match begins.

5. Read the given sentence from a travel brochure. Identify the error and supply the correction in the sentence. The travellers should make sure that its map is updated before heading on the journey. Use the given format for your response. Error

Correction

6. Identify the error in the given sentence and supply the correction. I could hardly find some suitable clothes in the store during the sale. Use the given format for your response. Error

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Correction

7. Fill in the blank by choosing the correct option to complete the proverb. ______ pen is mightier than the sword. a. A b. An c. The d. That 8. Choose the correct option to complete the sentence: Compared to last year, ______ people are attending the exhibition this year. a. Little b. All c. Fewer d. Both 9. Fill in the blank by choosing the correct option.

______ of the two solutions seems to be practical, so we need to find an alternative. a. Either b. Each c. Every d. Neither 10. Read the given sentence from a travel blog. Identify the error and supply the correction in the sentence.

The tourist guide provided us with much interesting facts about the historical monument. Use the given format for your response. Error

Correction

11. Fill in the blank by choosing the correct option: ______ proposal was carefully reviewed before the final decision was made. a. Few b. Several c. Much d. Every 12. Select the correct option to fill in the blank in the given sentence. ______ car is parked in front of the library? I need to know who it belongs to. a. Whose b. Who's c. What d. Which 13. Choose the correct determiner to fill in the blank. ______ (That/This/Those) books on the shelf belong to my aunt, and she left them here for us to read.

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14. Read the given sentence from a public announcement. Identify the error and supply the correction.

There are little chairs available for the event due to last-minute cancellations. Please arrive early to secure your seat. Use the given format for your response. Error

Correction

15. Fill in the blank by choosing the correct option. The tree sheds ______ leaves as the autumn season begins. a. his b. her c. its d. their 16. Choose the correct determiner to fill in the blank. The examination hall had several rows of desks, and ______ (either/every/neither) row was monitored by an invigilator.

18. Fill in the blank by choosing the correct option. It took ______ incredible amount of effort to complete the project on time. a. a b. an c. the d. any 19. Identify the error in the given sentence and supply the correction. Mishti is the only person with an unique talent for solving puzzles. Use the given format for your response. Error

Correction

20. Choose the correct determiner to fill in the blank. Come and look at this wall. ______ paintings are all from local artists. a. These b. That c. This d. Those

17. Select the correct option to fill in the blank in the given sentence. ______ cake would you prefer for the party, chocolate or vanilla? a. What c. Which

b. Whose d. Why

Answers 1. c. much 2.

11. d. Every

Error

Correction

neither

either

3. b. That 4. each

Error

Correction

6. Error

its

their

some

any

Correction

7. c. The

8. c. Fewer Error

Correction

much

many

13. Those 14.

Error

Correction

little

a few/some

15. c. its 16. every

17. c. Which

18. b. an 19.

Error

Correction

20. a. These

9. d. Neither

10.

12. a. 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_Class-9.indb 71

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. Where is the relevance? For the past month? • 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

– S he has been cooking all morning, and the kitchen smells amazing. (Present perfect continuous followed by the 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.

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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_Class-9.indb 73

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.

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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

He had been waiting for an hour Had he been waiting for an when she arrived. hour? 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?

Negative He hadn’t been waiting for an hour. 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. 74

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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.

When I reach the bookstore, all the copies of the newly published books had already been sold.

Error

Correction

have

had

b. published

publish

reached

reach

d. been Section B • Tenses

English_Question Bank_Class-9.indb 75

2. Complete the famous quote by A.P.J. Abdul Kalam by filling in the blanks with the correct tense forms.

‘You ______ (not dream) about success; you ______ (work) for it.’ a. do not dream, work b. did not dream, worked c. have not dreamed, are working d. will not dream, will work

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3. Select the option that identifies the error in the conversation of two friends.

Amit: The meeting have been rescheduled to tomorrow morning.

Riya: Thank you for informing me. I will be there on time.

Error

Correction

have

has

b. to

for

will

would

d. be

being

4. Fill in the blank by selecting the correct option to complete the given sentence. The scientist _______ (discover) a new species of butterfly during his expedition last year. a. has discovered b. had discovered c. was discovering d. discovered 5. Fill in the blank with the correct option to complete the opening line of an article. Air pollution _______ a major concern for urban areas due to increasing vehicle emissions and industrial waste. a. becomes b. became c. has become d. will become 6. Identify the error in the given sentence and supply the correction. The team were celebrating their victory when the coach entered the room. Use the given format for your response. Error

Correction

7. Fill in the blank by selecting the correct option to complete the given sentence. By 2030, many countries _______ (adopt) cleaner energy sources to combat pollution. a. adopt b. had adopted c. will have adopted d. have adopted 8. Identify the error in the given advertisement script and supply the correction.

Hurry! The grand sale have began. Get exclusive discounts on all products while the stock lasts. Don’t miss this chance to save big!

Use the given format for your response. Error

Correction

9. Fill in the blank by choosing the correct option to complete a sentence in a sports blog.

There _______ several attempts to break the world record before the athlete finally succeeded in 2022. a. are b. have been c. had been d. has been 10. Identify the error and supply the correction for the following note in a laptop’s user guide.

To ensuring the best performance of your device, avoid exposing it to extreme temperatures. Use the given format for your response. Error

Correction

11. Fill in the blank with the correct option to complete the opening line of a formal letter. Dear Sir,

We regret to inform you that your application for the scholarship _______ due to incomplete documentation. a. has rejected b. had rejected c. was rejecting d. has been rejected 12. Complete the given narrative by filling in the blank with the correct option. A HALF-TRUTH _______ A WHOLE LIE. a. IS b. HAD c. HAS d. ARE

13. Select the option that identifies the error and supplies the correction for the following lines from a school notice.

This is to informed all students and parents that the school's annual function will be held on 15 March 2025 in the school auditorium. All students are requested to be present in proper school uniform. a.

Error

informed

requested

will

held

Correction

inform

request

would

holdding

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14. Fill in the blank by selecting the correct option to complete the given narrative.

Teaching is not the right profession if you _______ the patience to deal with students. a. can’t have b. hasn’t have c. are not having d. don’t have 15. Fill in the blank by selecting the correct option to complete the following rule from a museum rule book.

Visitors __________ (not allow) to touch any artifacts or exhibits inside the museum. a. do not allow b. are not allowed c. will not allow d. have not allowed 16. Complete the following advertisement slogan by filling in the blank with the correct form of verb. The all-new XYZ smartphone _______ (redefine) the way you experience technology.

17. Identify the error and supply the correction for the following invitation to the Chief Minister of a state for the opening ceremony of an NGO. Respected Sir,

On behalf of the ABC Foundation, we cordially invite you to inaugurate our new community centre on 10 March 2025. Your presence will be highly appreciate as we take this step towards social welfare.

Answers 1. c.

Error

Correction

reach

reached

2. a. do not dream, work 3. a. Error

Correction

have

has

4. d. discovered 5. c. has become 6.

Error

Correction

18. Fill in the blank by selecting the correct option to complete the following sentence from a society meeting notice.

The monthly society meeting _______ (hold) next Saturday at the community hall. All members are requested to attend. a. holds

c. will be held

b. is holding d. was held

19. Fill in the blank with the correct form of verb.

A library _______ (help) students and researchers by providing access to a vast collection of books, journals, and digital resources. 20. Identify the error and supply the correction. The increasing number of vehicles on the road has led to severe congestion, and many drivers complain about the lack of proper traffic management. If immediate measures are not taken, the situation will getting worse in the coming years. Use the given format for your response. Error

Correction

11. b. has been rejected 12. a. IS 13.

Error a. informed

Correction inform

14. d. don’t have

15. b. are not allowed 16. redefines

Error

Correction

were

was

7. c. will have adopted 8.

Use the given format for your response.

17.

Error

Correction

appreciate

appreciated

18. b. will be held

Error

Correction

19. helps

have began

has begun

Error

Correction

will getting

will get

9. c. had been 10. Error

Correction

ensuring

ensure

Section B • Tenses

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20.

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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.

• T hey come directly before the main verb, except in questions and negatives. I will go immediately. Question: Will you go immediately? Negative: I will not 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.

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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 the 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)

She could not/couldn’t swim well. (lack of ability)

May I please leave the room? (permission)

No, you may not. (permission denied)

The principal might attend. (possibility)

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)

While ‘need’ and ‘need to’ do not function as modals, ‘needn’t/need not’ does.

Section B • Modals

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Practice Exercise 1. Complete the slogan by filling in the blank with the correct option.

8. Select the correct option to complete an announcement about the park-cleaning drive.

Everyone _______ make an effort to reduce plastic usage for a cleaner planet.

Volunteers _______ bring their own gloves and tools for the park cleaning drive, but if they don't have any, equipment will be provided.

c. can

c. used to

Say No to Plastic!

a. might

b. should d. would

2. Select the correct option to fill in the blank in the given line from a health and fitness magazine.

You _______ want to check your blood pressure regularly to maintain a healthy lifestyle. a. ought to c. can

3. Read the given sentence from a science journal. Identify the error and supply the correction in the sentence.

Scientists could discover a cure for the disease, but it must take several years to develop. Use the given format for your response. Correction

4. Fill in the blank, by choosing the correct option to complete the part of a notice on the school notice board.

All students _______ (must/might/could) bring their admit cards; otherwise, they will not be allowed to enter the examination hall. 5. Fill in the blank by choosing the correct option.

Due to cloudy conditions, the event _______ (must not/might not/should not) take place today. 6. Choose the most appropriate option from those in brackets.

If we had left earlier, we _______ (should/would/can) have caught the train. 7. Meera _______ attend the meeting yesterday because she was feeling unwell.

b. might not c. could not

d. should not

d. cannot

9. Identify the error in the given sentence and supply the correction.

The group may attend the conference if they finish the project by next week, but they could confirm their registration beforehand. Error

d. might

a. could

b. may

Use the given format for your response.

b. could

Error

a. might

Correction

10. _______ you explain the reason for your absence?

a. Could

c. Should

b. Might d. May

11. Read the given sentence from an art journal. Identify the error and supply the correction in the sentence.

Artists may use technology to enhance their work, but they might not rely on it as it will stifle their creativity Use the given format for your response. Error

Correction

12. Fill in the blank, by choosing the correct option, to complete part of a weather forecast on the news. It _______ rain heavily tomorrow, so people are advised to carry umbrellas. a. must

c. might

b. should

d. have to

13. Identify the error and supply the correction for the following sentence taken from a copyright warning. You shall not use this copyrighted material for commercial purposes unless you have obtained permission. You need not provide credit for personal use.

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Use the given format for your response. Error

Correction

14. Select the correct option to fill in the blank in the given line from a Neighbourhood weekly. To vote in the upcoming neighbourhood election, you _______ (might/must/would) be a registered resident of the community. 15. Choose the most appropriate option from those in brackets.

If you’re planning to visit the ancient ruins, you _______ (would/might/should) carry a guidebook to learn about the history of the place.

18. Select the option that identifies the error and supplies the correction for the sentence below.

You might not come in early, but you must confirm your attendance of the meeting before tomorrow. a.

b. c.

Error

Correction

tomorrow

yesterday

might must

confirm

need

must not confirms

19. Fill in the blank, by choosing the correct option, to complete part of a doctor’s explanation about possible treatment options. If the pain continues, we _______ need to consider a different medication.

16. Identify the error in the given sentence and supply the correction.

a. shall

Use the given format for your response.

20. Choose the most appropriate option from those in brackets.

You need not park your car here because it's reserved for staff only. Error

Correction

17. You _______ listen to the instructions carefully before starting the experiment to ensure your safety.

a. may

c. ought to

c. may

b. can

d. could

_______ (Should/Could/Must) you please let me know if I can use your computer to finish my digital art project, as my laptop is currently unavailable?

b. might

d. would

Answers 1. b. should 2. d. might 3. Error must

Correction will/might/may

4. must 5. might not 6. would 7. c. could not 8. b. may 9. Error

Correction

could

have to/must

Correction

might not

should not

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shall not

14. must 15. should 16. Error need not

10. a. Could 11. Error

Section B • Modals

12. c. might 13. Error

17. c. ought to 18. Error a. might

19. c. may 20. Could

Correction must/may not

Correction may not

Correction need

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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?

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…

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. The past perfect continuous tense

Shakthi confirmed that she had already received her prize by that time.

‘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 will

Reported Speech would

Examples ‘Will you come?’ He asked if she would come.

shall

would/should

‘What shall we do if he does not come?’ (future action) 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.’ She said that she could go the next/the following day.

may

might/could

‘I may go if I have the time.’ (possibility) 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.

Changing Interrogative Sentences into Reported Speech 1. Drop the question mark. ‘Where are you?’

She wanted to know where I was. 2. Use reporting verbs like asked, wondered, wanted to know, enquired. ‘Where can she be?’

He wondered where she could be. 3. 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 enjoyed grand wedding celebrations. 4. 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.

5. 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 a 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. Read the following conversation between an office manager and an employee about a fire alarm drill. Then, complete the sentences in reported speech.

The office manager said, ‘The fire alarm drill will take place tomorrow at 10 AM.’ The office manager said that the fire alarm drill ________ at 10 AM. 2. Read the following conversation between a shopkeeper and a consumer. Then, select the correct reported speech sentence.

Consumer: Do you have fresh apples in stock?

Shopkeeper: Yes, we received a fresh batch this morning. They are very sweet and juicy. Which of the following correctly reports the shopkeeper’s reply?

a. The shopkeeper said that they had received a fresh batch that morning and that they were very sweet and juicy. b. The shopkeeper said they will receive a fresh batch that morning and they are very sweet and juicy. c. The shopkeeper said that they received a fresh batch this morning and it was very sweet and juicy.

d. The shopkeeper said that they had received a fresh batch yesterday and they had been very sweet and juicy. 3. Read the dialogue between two friends, Riya and Aarav.

Riya: Have you completed your science project? Aarav: Yes, I submitted it yesterday. Report Riya’s question correctly.

5. Read the following conversation between a teacher and a student about an upcoming science project.

Student: Sir, when is the deadline for submitting the science project? Teacher: You must submit your project by next Friday. Late submissions will not be accepted. Report the teacherʼs reply to the studentʼs question.

6. Mahima shared some information with Aayush about her trip to Manali. Report Aayush’s question.

Were you excited about your first trip?

7. Read the following conversation between two friends about joining swimming classes. Then, fill in the blank with the correct option.

Rohan: I have joined a swimming class. You should also join with me.

Aman: That sounds fun! When do the classes start?

Rohan told Aman that he _______ a swimming class and suggested that Aman should join him. a. joins c. had joined

b. has joined d. will join

8. Read the following conversation between a bus driver and a conductor. Then, fill in the blank with the correct option.

Driver: We need to leave in five minutes. Have you checked all the tickets? Conductor: Yes, I have checked all the tickets. We are ready to go.

The driver told the conductor that they _______ to leave in five minutes and asked if he had checked all the tickets.

4. Read the dialogue between two classmates, Ananya and Vikram.

a. need c. needs

Vikram: Yes, but they can never replace traditional classrooms.

Customer: Can you bring the bill, please?

Ananya: Do you think online classes are effective?

Report Vikram’s response by completing the sentence.

Vikram agreed but added that _____________________ _______________________.

b. needed d. will need

9. Read the dialogue between a customer and a waiter.

Waiter: Sure, sir. I’ll get it right away.

Report the customer’s request correctly. 10. Read the dialogue between two friends, Sanya and Aditya. Sanya: Should we start a music club in our neighbourhood?

Section B • Direct and Indirect Speech

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Aditya: Yes, but we need to find a place to practise first.

Report Aditya’s response by completing the sentence. Aditya agreed but added _________________.

11. Read the following conversation between a lawyer and a client.

Then, complete the sentences in reported speech. Client: Should I file a case against the company? Lawyer: Yes, but you must gather all the evidence first.

The lawyer _________________ must gather all the evidence first. 12. Read the dialogue between a chef and a customer. Customer: Is this dish spicy?

Chef: Yes, it contains red chilli and black pepper. Report the chef’s response by completing the sentence. The chef replied that _________________.

13. Read the following announcement made by the school principal. Then, complete the sentence in reported speech. Principal: All students must assemble in the auditorium at 10 AM for an important announcement. Report the principal’s announcement.

14. Read the following conversation between a librarian and a student. Then, complete the sentence in reported speech.

Student: Can I borrow this book for two weeks? Librarian: You can borrow it for only one week. Please return it on time.

The librarian informed the student that he/she _________________ one week and asked him/her to return it on time. a. can borrow the book for only b. will borrow the book for only c. borrowed the book for only

d. could borrow the book for only 15. Read the dialogue between a coach and an athlete.

Athlete: Should I focus more on strength training?

16. Read the following excerpt from a speech given by an NGO supervisor. Then, complete the sentence in reported speech. NGO Supervisor: We have provided food and shelter to 500 families this month.

The NGO supervisor said _________________ food and shelter to 500 families that month. a. that they provide

b. that they have provided c. that they had provided d. that they will provide

17. Read the following conversation between a cab driver and a passenger. Then, complete the sentence in reported speech. Passenger: Will you take me to the airport in 20 minutes?

Cab Driver: Yes, I will, but there might be traffic on the way. The cab driver said that _________________.

18. Read the following conversation between a pet owner and a stranger. Then, complete the sentence in reported speech. Stanger: Does your dog bite?

Pet Owner: No, he is very friendly and loves to play.

The pet owner _________________ very friendly and loved to play. a. replied that his dog is

b. replied that their dog is

c. replied that their dog was d. replied that his dog was

19. Read the following conversation between two friends. Amit: Are you coming to the football match tomorrow?

Rahul: Yes, I have already bought my ticket. Report Rahul’s response.

20. Read the following advertisement statement. Then, complete the sentence in reported speech. Our new energy drink boosts stamina and keeps you active all day! The advertisement claimed _________________.

Coach: Yes, it will help improve your performance. Report the coach’s response. 88

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Answer 1. would take place the next day

2. a. The shopkeeper said that they had received a fresh batch that morning and that they were very sweet and juicy.

3. Riya asked Aarav if he had completed his science project. 4. online classes could never replace traditional classrooms. 5. The teacher replied that the student had tosubmit the project by the next Friday and added that late submissions would not be accepted.

6. Aayush asked Mahima if she was excited about her first trip. 7. c. had joined 8. b. needed

9. The customer requested the waiter to bring the bill.

10. Aditya agreed but added that they needed to find a place to practise first.

Section B • Direct and Indirect Speech

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11. The Lawyer agreed but added that the client must gather all the evidence first. 12. The chef confirmed that it was and that it contained red chilli and black pepper.

13. The principal announced that all students had to assemble in the auditorium at 10 AM for an important announcement. 14. d. could borrow the book for only

15. The coach replied that it would help improve the athlete’s performance. 16. c. that they had provided

17. The cab driver said that he would take the passenger to the airport in 20 minutes but warned that there might be traffic on the way.

18. d. replied that his dog was

19. Rahul replied that he had already bought his ticket.

20. The advertisement claimed that their new energy drink boosted stamina and kept people active all day.

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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 (Concord)

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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.

The group of students __________ excited about the upcoming trip. a. has

b. have

c. are

d. is

2. Identify the error and the correction in the sentence from the options given.

The committee have decided to postpone the meeting until next week. Error

Correction

a. have

has

b. decided

decides

postponed

postpone

d. until

3. Choose the correct option to fill in the blank.

The series of lectures on climate change __________ very informative. a. were c. are

b. was

d. have

4. Identify the error in the given statement and supply the correction.

A series of reports has been published, but none of them are accurate. Use the given format for your response. Error

Correction

5. Identify the error and provide the correction for the given sentence from a school notice.

All students of Grade 9 is informed that the annual sports meet is scheduled for next Friday. Use the given format for your response. Error

Correction

6. Complete the given narrative by filling in the blank with the correct option.

Quality education __________ every child's future. a. shape

c. shaping

b. shapes

According to the latest report, the number of COVID-19 cases have increased significantly over the past week. Error

Correction

a. the

b. cases

case

has

have

d. increased

increases

8. Identify the error and provide the correction for the sentence from an advertisement poster.

ABC Coaching Classes help every student achieve their dreams with expert guidance. Use the given format for your response. Error

Correction

9. Complete the given narrative, by filling in the blank with the correct option.

Either the manager or the supervisor __________ responsible for the decision. a. is

c. have

b. has d. are

10. Identify the error and provide the correction for the given sentence. The range of artwork on display are truly remarkable.

Use the given format for your response. Error

Correction

11. Choose the correct option to fill in the blank. The number of participants in the marathon __________ increased significantly this year. a. are

c. have

b. had

d. were

d. shaped

Section B • Subject-Verb Agreement (Concord)

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7. Select the option that identifies the error and supplies the correction for the statement from a news report.

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12. Select the option that identifies the error and supplies the correction for the sentence from a letter.

I am writing to inform you that the board members has decided to organise a seminar on career guidance next month. Error

Correction

writing

written

has

have

decided

decides

organise

organised

13. Fill in the blank with the correct verb.

Neither the teacher nor the students __________ aware of the changes in the schedule. a. are

c. has

b. is

d. was

14. Identify the error and supply the correction in the conversation between two colleagues. Abhishek: The team of volunteers are working hard to organise the office fundraiser. Kashika: Yes, but each volunteer has different responsibilities to handle. Use the given format for your response. Error

Correction

15. Select the option that identifies the error and supplies the correction for the sentence from a mobile launch event. The designers have worked tirelessly to ensure that the new smartphone meet customer expectations. Error

Correction

have

has

worked

works

ensure

ensured

meet

meets

16. Select the option that identifies the error and supplies the correction. The pair of shoes on the shelf belong to my brother.

Error

Correction

shoes

shoe

b. belong

belongs

with

d. brother

brothers

17. Identify the error and supply the correction for the given sentence from a strike campaign announcement.

The union of employees has called for a strike until their demands is fulfilled. Use the given format for your response. Error

Correction

18. Complete the following sentence by choosing the correct option.

Each student and each teacher ________ expected to participate in the annual function. a. has c. are

b. were d. is

19. Complete the following sentence by filling in the blank with the correct option. The rise of fake news on social media __________ a major concern for digital users. a. were c. was

b. are

d. have been

20. Identify the error and supply the correction for the sentence from an online blog. The travel bloggers share their experiences and inspires others to explore new destinations. Use the given format for your response. Error

Correction

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Answers 1. d. is

Error

Correction

c. have Error

Correction

has

have

Error

Correction

are

Error

help

has Correction helps

9. a. is

10.

Error

Correction

are

Section B • Subject-Verb Agreement (Concord)

English_Question Bank_Class-9.indb 95

are

15.

17.

have Correction is

Error d. meet

Correction

c. have 8. Error

13. a. are 14. Error

16.

6. b. shapes

Correction

b. has

has

3. b. was

11. b. had 12. Error

Correction meets

Error

Correction

b. belong

belongs

Error

Correction

are

18. d. is

19. c. was 20. Error inspires

Correction inspire

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Gap Filling

Practice Exercise 1. Choose the correct option to fill in the blank and complete the statement made in a government press release.

The new policy aims to reduce pollution, which __________ a significant threat to our environment. a. is

c. has been

b. are

d. have been

2. Complete the narration by filling in the blank with the correct form of the verb.

The teacher said, ‘Water __________ at 100 degrees Celsius.’ a. boil

c. boiling

b. boils

d. boiled

3. Choose the correct option to fill in the blank and complete the statement from an official notice.

there __________ ice cream vendors on the road with people crowding around their carts.

a. were

c. have been

b. are

d. would be

7. Fill in the blank with the correct form of the word in brackets in the given business proposal.

Kindly pay heed to our request and provide the students with __________ (adequacy) support on their project. 8. Complete the sentence from an academic instruction by selecting the correct option.

The students __________ to submit their assignments by the end of the week and present their findings in class. a. were ask

b. had been asked

The teacher __________ the students to submit their assignments by Friday.

c. will have asked

c. instructing

Enclosed are the updated project guidelines and __________ need to be shared with the entire project team to ensure compliance.

a. instruct

b. instructs

d. instructed

4. Complete the sentence from a fitness guide by selecting the correct modal verb.

If you practice regularly, you __________ improve your performance. a. can c. will

b. must

d. should

5. Choose the correct option to complete the sentence from a school circular.

The students __________ waiting for the teacher when the principal entered the classroom. a. is

c. were

b. are

d. have been

6. Complete the sentence from a city travel guide by choosing the correct option.

Crossing this stretch at any time of the day is a challenge. Even during afternoons,

d. were asked

9. Fill in the blank with the correct option to complete the instruction in an office memo.

a. this

c. they

b. these d. them

10. Complete the sentence from a poem, by filling in the blank with the correct option.

‘The moon shines bright, the stars _________ above.’ a. twinkle

c. twinkled

b. twinkles

d. are twinkling

11. Fill in the blank by using the correct form of the word in brackets, in the given portion of an email. I am writing to __________ (inquire) about the availability of your services for our upcoming event.

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12. Complete the sentence from a social work report by selecting the correct option. The dedicated volunteers __________ tirelessly at the animal shelter, nurturing abandoned pets and preparing them for adoption. a. have been working

19. Fill in the blank by choosing the correct option from the ones given below. Breaking News! The local team __________ the championship. a. won c. win

b. has been working

b. winning

d. was won

d. were working

20. Fill in the blank by choosing the correct option to complete the sentence from a legal document.

13. Fill in the blank by using the correct form of the word in brackets, in the given portion of a research paper.

a. agree

c. are working

The data collected was then ___________ (analyse) to identify key trends. 14. Complete the sentence from a poem, by filling in the blank with the correct option. The wind whispers secrets, the trees __________ in the breeze. a. dance

c. danced

b. dances

d. dancing

15. Complete the given narrative from a biography by selecting the correct option.

After years of hard work, she finally __________ her dream of becoming a doctor. a. to achieve c. achieving

b. achieve

d. achieved

16. Complete the sentence from a user manual by choosing the correct option. You __________ (can/may/must) read the safety instructions before operating the device.

17. Select the correct option to fill in the blanks and complete the given narrative. Before the guests arrived, I realised I __________ all morning, and the house was still not clean. a. have been cleaning c. was cleaning

d. had been cleaning 18. Complete the given narrative by filling in the blank with the correct option. The musicians __________ practising for hours before the concert. c. have been

Section B • Gap Filling

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c. agreeing

b. agreed

d. has agreed

21. Complete the given narrative by filling in the blank with the correct option.

The teacher encouraged the students __________ their creativity. a. express

c. to express

b. expressing d. expressed

22. Fill in the blank by choosing the correct option to complete the tagline for a travel agency. Discover the world, __________ new adventures! a. experienced

c. to experience

b. experiencing d. experience

23. Fill in the blank by using the correct form of the word in brackets in the given line of a letter. We would like to __________ (extend) our sincere gratitude for your contribution.

24. Fill in the blank by choosing the correct option to complete the part of a news report.

The accident __________ reported to have occurred due to heavy rain. a. is

c. has been

b. was

d. have been

25. Fill in the blank by using the correct form of the word in brackets in the given proposal.

b. am cleaning

a. are

The parties __________ to comply with all applicable laws and regulations.

b. has been

d. were being

We aim to provide __________ (sustain) solutions for the community. 26. Complete the given narrative by filling in the blank with the correct option. The children __________ excited to visit the zoo. a. were c. are

b. was d. is

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27. Complete the sentence from a workplace guideline by selecting the correct option.

Employees must ensure that __________ document they submit is properly reviewed before final approval. a. some c. each

b. every d. any

28. Fill in the blank by choosing the correct option to complete the sentence. Please __________ (ensure/assure/insure) that all documents are submitted on time.

29. Read the announcement and choose the correct option to fill in the blank. The teacher announced, ‘All assignments must be submitted by Friday.’ She announced that all assignments __________ by Friday. a. must be submitted

b. have to be submitted c. should be submitted

30. Complete the sentence from a workplace policy by selecting the correct option.

Before submitting the project proposal, please ensure that __________ provided is accurate and up to date. c. each information

True friends __________ you through thick and thin. a. support

c. supported

b. every information d. any information

b. supports

d. will support

35. Fill in the blank by choosing the correct option to complete the line spoken by a manager to his subordinate.

Given the limited resources and tight deadline, the project team __________ prioritise tasks strategically to ensure the successful completion of the most critical objectives. a. may

c. should

b. might d. will

36. Fill in the blank by choosing the correct option to complete the sentence. Due to unforeseen circumstances, __________ scheduled guest speaker was unable to attend the conference, leaving organisers to find a last-minute replacement. a. every

d. had to be submitted

a. some information

34. Complete the line from a friendship quote by filling in the blank with the correct option.

c. the

b. an d. a

37. Complete the given narrative by filling in the blank with the correct option.

The organisers decided to __________ the event due to unforeseen circumstances. a. call off c. call in

b. call on d. call at

31. Complete the given sentence by choosing the correct modal verb.

38. Select the correct option to fill in the blanks and complete the given narrative.

a. can

a. their

She __________ finish the project on time if she manages her schedule well.

Despite losing ________ passport, James managed to board the flight with an emergency document.

c. should

c. her

b. must

d. might

32. Complete the given sentence by choosing the correct determiner.

b. our d. his

39. Complete the given narrative by filling in the blank with the correct option.

__________ students were selected for the interschool quiz competition.

As the sun set, the sky __________ to turn orange.

c. Several

40. Fill in the blank by choosing the correct option.

a. Much

b. Any

d. Each

33. Select the correct option to fill in the blank in the given line from a school announcement. All students __________ attend the assembly. a. can

c. may

b. should d. might

a. begin

c. beginning

b. begins d. began

Rama has had to _________ losing all her previous status and money. a. cope in

c. cope with

b. cope to

d. cope up

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Answers 1. a. is

21. c. to express

3. d. instructed

23. extend

2. b. boils 4. c. will

5. c. were 6. b. are

7. adequate

8. d. were asked 9. b. these

10. a. twinkle

11. inquire

12. a. have been working

22. d. experience 24. b. was

25. sustainable 26. a. were

27. b. every 28. ensure

29. d. had to be submitted 30. d. any information 31. a. can

32. c. several

13. analysed

33. b. should

15. d. achieved

35. c. should

14. a. dance 16. must

17. d. had been cleaning 18. c. have been

19. a. won

20. a. agree

Section B • Gap Filling

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34. a. support 36. c. the

37. a. call off 38. d. his

39. d. began

40. c. cope with

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Editing

Practice Exercise 1. Read the given sentence from a school notice. Select the option that identifies the error and supplies the correction for the following sentence.

Each students must bring their own water bottle. a.

Error

students

b. must c.

their

d. bring

Correction student should

his/her brings

2. Identify the error in the given sentence and supply the correction in the sentence.

They had saw many tourists enjoying the snowfall. Use the given format for your response. Error

Correction

3. Read the given sentence from an environmental awareness campaign. Identify the error and supply the correction.

Protecting our planet are a responsibility that everyone must share. Use the given format for your response. Error

Correction

4. Select the option that identifies the error and provides the correction in the sentence from a news report.

The news report highlighted a few of the most significant economic challenges faced by many countries and their solutions, but some solutions was not very effective. Error

Correction

b. economic

economical

a. c.

highlight was

d. very

highlighted

5. Identify the error and supply the appropriate correction in the given sentence.

She has went to the library to return her books. Use the given format for your response. Error

Correction

6. Read the given sentence from a scientific research paper. Find the error and write the correction.

The data suggests that there is a correlation between exercise or mental health. Use the given format for your response. Error

Correction

7. Select the option that identifies the error and supplies the correction for the following sentence.

She don't know how to play the guitar, but she's learning quickly. Error

Correction

don’t

doesn’t

b. play

playing

and

but

d. quickly

quick

8. Identify the error in the given sentence and provide the correction.

The manager asked the employees that they had completed their assignments. Use the given format for your response. Error

Correction

were

much

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9. Read the following sentence from a news report on traffic regulations. Identify the error and supply the correction.

Motorists should obey all traffic signals to ensure their safety and a safety of others. Use the given format for your response. Error

Correction

10. Read the given sentence from a news report. Select the option that identifies the error and supplies the correction for the following sentence. Despite the heavy rain, the annual sports events was successfully conducted. Error

Correction

a. Despite

Inspite of

b. heavy

heaviest

the

d. events

event

11. Read the following sentence from a school announcement regarding examinations. Identify the error and supply the correction. Students can submit their assignments until Friday, after which no submissions will be accepted. Use the given format for your response. Error

Correction

12. Select the option that identifies the error and supplies the appropriate correction in the given sentence from a newspaper article.

The police said that the suspect might had left the country using a false passport. Error

Correction

a. might

may

b. had

have

using

by using

d. false

falsified

13. Read the following sentence from an environmental news report. Select the option that identifies the error and supplies the correction for the following sentence.

Less plastic is being used by the company in their packaging, which is a step towards sustainability. Error

a. Less

b. used c.

their

d. step

Correction A less uses its

steps

14. Select the option that identifies the error and supplies the correction for the given sentence from a government announcement about a new policy. The government would ensure that all schools have adequate resources to implement the new curriculum. Error

a. would

b. have c.

resources

d. implement

Correction will

has

resource

implemented

15. Read the following sentence from a tourism advertisement. Select the option that identifies the error and supplies the correction for the following sentence.

The group of wildlife enthusiasts were excited to witness the animals in their natural habitat and records every detail in their journals. Error

Correction

a. were

was

b. witness

witnesses

record

records

d. their

its

16. Read the given sentence from a health awareness campaign. Find the error and write the correction. If you eat nutritious food and stay active, you might prevents several health problems. Use the given format for your response. Error

Correction

Section B • Editing

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17. Select the option that identifies the error and supplies the correction for the following sentence from a business news article. The company announced that its profits has increased significantly this quarter due to successful marketing strategies. Error

Correction

their

its

has

have

significantly

significant

due

because

18. Identify the error in the given sentence from the library announcement and provide the correction. All borrowers should returned the books before the due date to avoid any fine. Use the given format for your response. Error

Correction

19. Read the following sentence from a news article regarding school admissions. Identify the error and supply the correction. The application form can be download from the school's website after the announcement. Use the given format for your response. Error

Correction

20. Select the option that identifies the error and supplies the correction for this line from a community notice. Few of the residents believe that the new park should not have been built in a residential area. Error

Correction

a. Few

A few

b. believe

believes

could

should

d. built

build

21. Read the following sentence from a report on climate change. Identify the error and supply the correction. Scientists say that the Earth will continue to warming if greenhouse gas emissions are not drastically reduced. Use the given format for your response. Error

Correction

22. Read the following sentence from a business announcement. Identify the error and supply the correction.

The company is pleased to announce that they are opening a another branch in the city centre next month. Use the given format for your response. Error

Correction

23. Select the option that identifies the error and supplies the appropriate correction in the given sentence from a health advisory.

Everyone must ensure that they wash their hands regularly to preventing the spread of infection. Error

Correction

a. must

need

b. ensure

ensures

washes

wash

d. preventing

prevent

24. Select the option that identifies the error and supplies the correction for this sentence from a travel advisory. Passengers can carry their identification documents at all times while travelling through the airport. Error

Correction

a. can

must

b. carry

carrying

d. through

throughout

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25. Read the following sentence from an article about technology. Identify the error and supply the correction.

29. Read the following sentence from a news headline. Identify the error and supply the correction.

Use the given format for your response.

The article explains that the technology have improved our lives in many ways. Error

Correction

Government announce new measures to combat unemployment. Error

Correction

26. Read the given sentence from a public safety announcement. Find the error and write the correction. Drivers may follow the speed limits in school zones to ensure children's safety.

30. Select the option that identifies the error and supplies the correction for this line from a school circular.

Interested students are expected to register for a competition by 10 November 2025. Error

Use the given format for your response. Error

Correction

27. Select the option that identifies the error and supplies the correction for the following sentence from a sports news report. The player was confident that he can win the championship with consistent effort. Error

Correction

a. player

players

b. was

were

could

can

d. effort

efforts

28. Identify the error in the given sentence from a school principal's address and provide the correction.

Each student are expected to uphold the values of the school and maintain discipline at all times. Use the given format for your response. Error

Correction

a. are

b. a

the

for

d. by

31. Read the following sentence from a scientific report. Identify the error and supply the correction. Researchers believe that the new drug might have been curing the disease if administered earlier. Use the given format for your response. Error

English_Question Bank_Class-9.indb 103

Correction

32. Select the option that identifies the error and supplies the appropriate correction in the given sentence from a public health advisory. Each person should took precautions to protect themselves from the virus. Error

Correction

a. Each

Every

b. should

must

take

took

d. themselves

Section B • Editing

Correction

himself/herself

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33. Identify the error in the following sentence and choose the correct option to correct it.

The bouquet of flowers look beautiful on the table.

37. Read the given sentence from a community safety bulletin. Find the error and write the correction.

Citizens should report any suspicious activities they saw in their neighbourhood immediately.

Error

Correction

a. bouquet

bouquets

b. look

looks

table

38. Identify the error in the given sentence from a museum's information panel and provide the correction.

d. tables

34. Select the option that identifies the error and supplies the correction to this sentence from a traffic update. The traffic is expected to being heavy on the highway due to the ongoing road repairs.

Use the given format for your response. Error

Correction

Visitors must not touched the artifacts displayed in the glass cases. Use the given format for your response. Error

Correction

Error

Correction

are

b. being

39. Select the option that identifies the error and supplies the correction for the following sentence from a sports update.

d. due

because

35. Read the given sentence from a classroom discussion. Identify the error and supply the correction. This is mine book, and I need it for the assignment.

Use the given format for your response. Error

Correction

36. Read the following sentence from a technology news article. Identify the error and supply the correction. The company claimed that their new software would have revolutionise the industry. Use the given format for your response. Error

Correction

The athlete, along with his coach, are arriving at the stadium shortly for the final match. Error

Correction

a. along

together

b. are

arrived

arriving

d. for

40. Read the given sentence from a book review. Identify the error and supply the correction.

The author could have wrote a better ending to the story, but overall, it was a good read. Use the given format for your response. Error

Correction

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Answers Error

Correction

21.

warming

warm

seen

22.

a another

another

are

23.

d. preventing

prevent

c. was

were

24.

a. can

must

went

gone

25.

have

has

and

26.

may

must

a. don’t

doesn’t

27.

c. can

could

that

if/whether

28.

are

the

29.

announce

announces

10.

d. events

event

30.

b. a

the

11.

can

must

31.

been curing

cured

12.

b. had

have

32.

took

take

13.

c. their

its

33.

b. look

looks

14.

a. would

will

34.

b. being

15.

c. record

records

35.

mine

16.

prevents

prevent

36.

revolutionise

revolutionised

17.

b. has

have

37.

saw

see

18.

returned

return

38.

touched

touch

19.

download

downloaded

39.

b. are

20.

a. Few

A few

40.

wrote

written

S. No.

Error

Correction

a. students

student

saw

Section B • Editing

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S. No.

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Transformation of Sentences

Practice Exercise 1. Read the conversation between Aditi and Sanya and report the dialogue.

Select the correct option to complete the reporting of the above dialogue.

Sanya: Yes, I saw it on the teacher’s desk.

Sonu replied in the affirmative stating that she had and that she would wear them the following evening.

Aditi: Have you seen my notebook?

2. You overhear a child asking his mother, ‘Why is the sky blue?’ Report this question to your teacher. 3. Choose the correct option to complete the narration.

Father: Why are you late today? Son: The traffic was heavy.

Father asked his son why he was late. The son replied that _________. a. the traffic had been heavy

Priya asked Sonu if _________.

a. her mother had bought her new shoes for the party.

b. mother bought herself new shoes for the party. c. mother has already bought new shoes for the party.

d. her mother bought new shoes for the party 8. Choose the correct option to complete the narration.

b. the traffic is heavy

Librarian: Please return the book by Monday.

d. the traffic has been heavy

a. that the student returns the book by Monday

4. Complete the sentence by reporting the dialogue.

c. that the student returned the book by Monday

c. the traffic was heavy

Customer: Do you have a return policy?

Shopkeeper: Yes, we allow returns within seven days. The customer asked if _________.

5. Report the following dialogue between Mohit and a salesperson and complete the sentence by reporting Mohit’s question.

Mohit: Can you tell me the cost of this laptop? Salesperson: Yes, it is ₹50,000.

Mohit asked the salesperson _________. 6. Report the following order.

Instructor: Keep your phones switched off during the session. 7. Read the dialogue between Priya and her friend Sonu.

Priya: Did your mother buy you new shoes for the party?

Sonu: Yes, she did and I will wear them tomorrow evening.

The librarian requested _________.

b. the student to return the book by Monday

d. the student should return the book by Monday 9. Read the dialogue between Priya and Anu and report it.

Priya: Can I borrow your pen? Anu: Sure, here you go.

10. Select the correct option to complete the narration of a dialogue between Megha and her teacher. Megha: When will we have the next test? Teacher: It is scheduled for next Friday. Megha asked when _________. a. the next test is scheduled

b. the next test will be scheduled c. the next test was scheduled

d. the next test had been scheduled 11. A waiter tells the customer, ‘We do not serve outside’. Report what the waiter told the customer.

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12. Read the conversation and report the question. Raj: Where did you buy this bag?

c. The teacher told that the students should not make a noise in class.

13. Choose the correct option.

21. Choose the correct option.

The doctor advised them _________.

Sam: Yes, I play every weekend.

b. take medicines on time

a. he enjoys playing football

d. that take medicines on time

c. he had enjoyed playing football

Mira: I got it from the mall.

d. The teacher said not make a noise in class.

Doctor: Take your medicines on time.

Priya: Do you enjoy playing football?

a. to take medicines on time

Priya asked Sam if _________.

c. taking medicines on time

b. he enjoyed playing football

14. The judge asked the witness, ‘Did you see the accused at the scene of the crime?’

d. he is enjoying playing football

15. The librarian reminds the student, ‘Return the book by tomorrow.’

I’m sorry I forgot ma’am. I’ll send out the invitation before lunchtime today.

Report what the judge asked the witness.

Choose the correct option to change the speech. 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.

d. The librarian reminds the student returning the book by the next day. 16. Report the following dialogue.

Teacher: Have you completed your homework?

22. Read Ridhi’s reply to her teacher, regarding an invitation she had to send out.

Report Ridhi’s reply by completing the following sentence correctly. Ridhi apologised for having forgotten and said _________.

23. Read the dialogue between Karem and Manan, regarding his chess club. Karem: What led you to join the chess club?

Manan: 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.

17. Your mother says, ‘Don't forget to buy milk on your way home.’

Karem questioned Manan about _________ the chess club. Manan reflected and commented that chess was more than just a game to him, it was a mental battle which he enjoyed.

18. Read the conversation and report the statement.

b. what is leading him to join

David: That’s great! Which is your favourite?

d. what led him joining

Student: Yes, I submitted it yesterday.

Report your mother’s instruction to your sibling.

a. what led to join him

Lisa: I love reading mystery novels.

c. what led him to join

19. Read the announcement and report it.

24. Choose the correct option to complete the narration of the dialogue between Priya and Meena.

‘The school will remain closed tomorrow due to heavy rainfall.’ 20. Identify the correct transformation of the given sentence into indirect speech. The teacher said, ‘Do not make a noise in class.’ a. The teacher told the students not to make a noise in class.

b. The teacher said the students do not make a noise in class.

Section B • Transformation of Sentences

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Priya: Why are you reading that news article so intently? Meena: It is about a major scientific discovery.

Priya: Can you summarise it for me as I haven’t read it yet?

Priya asked Meena why she was reading that news article so intently and requested her _________.

a. to summarise it for her as she could not have read it yet

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b. to summarise it for her as she had not read it yet c. to summarise it for her as she would not read it yet

d. to summarise it for her as she has not read it yet 25. Choose the correct option to complete the narration of the dialogue between Sara and Shabnam.

Sara: Why did you choose to participate in this internship programme?

Shabnam: Ah! I am convinced this programme has the potential to enhance my abilities. 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. a. why to choose to participate b. to choose participation

c. why she had chosen to participate d. with her choice in participating

Choose the correct option to complete the reported speech:

Neha said that _________ her grandmother next weekend. Ravi asked _________ her parents about the visit. a. she would visit; whether she had informed b. she was visiting; if she informed c. she visits; if she has informed

d. she had visited; whether she informs 31. Read the conversation and report it.

Mother: You should eat more vegetables. Child: I don’t like them much.

32. A technician came to Sohan’s house to repair his washing machine. Complete the narration of the dialogue between Sohan and the technician. Sohan: How long will it take to repair my washing machine? Technician: It will be ready in two days.

26. Mother: Did you finish cooking dinner? Choose the correct indirect speech.

Sohan asked the technician how long it would take to repair his washing machine. The technician replied that _________.

b. Mother asked if I finish cooking dinner.

b. it is ready in two days

a. Mother asked if I had finished cooking dinner. c. Mother asked if I have finished cooking dinner. d. Mother asked if I was finishing cooking dinner. 27. Choose the correct option to complete the narration. Teacher: Don't talk during the exam.

The teacher instructed the students _________. a. that not talk during the exam b. to not talk during the exam

c. not talking during the exam d. not to talk during the exam

28. Rewrite the following sentence in reported speech.

Nishant: What a beautiful place! We should come here more often. 29. Rewrite the following conversation in indirect speech. Riya: Did you watch the new film?

Meera: No, I was busy with my studies.

a. it would be ready in two days c. it was ready in two days

d. it had been ready in two days 33. Convert the following into indirect speech. Doctor: Avoid eating junk food regularly.

34. Choose the correct option to complete the narration. Manager: You must complete this report by tomorrow.

The manager told the employee that he _________.

a. has to complete the report by the next day

b. should complete the report by the next day c. had to complete the report by the next day d. must complete the report by the next day

35. Read the conversation between Riya and Ankit and report the dialogue. Riya: Are you prepared for the upcoming exam?

Ankit: Not yet, but I’ll start studying in the evening.

30. Read the following conversation.

36. Read the conversation between Riya and Ankit and report the dialogue

Ravi: Have you informed your parents about the visit?

Manager: Have you completed your assigned tasks?

Neha: I will visit my grandmother next weekend.

Intern: Sir, I was planning to take a few days off next month for a holiday.

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Choose the correct option to complete the reported speech.

The intern told the manager that _________ to take a few days off next month for a holiday. The manager asked _________ the assigned tasks. a. he was planning; if he had completed b. he planned; whether he completed

c. he is planning; whether he has completed d. he had planned; if he completes

37. Choose the correct reported speech for the given direct speech sentence. The flight announcement said, ‘Passengers are requested to fasten their seat belts.’ a. The flight announcement told passengers to fasten their seat belts.

b. The flight announcement ordered passengers to fasten their seat belts.

38. Read the conversation between Sam and Jenny and report the statement. Sam: I have never seen such a beautiful sunset before. Jenny: It truly is a stunning view.

39. Convert the following order into indirect speech.

Police Officer: Show me your identification card. 40. Complete the indirect speech for the given conversation. Shweta: I watched the new episode of our favourite show last night.

Tina: Yes, I had already watched it before you mentioned it!

Shweta said that __________________________________. Tina replied that __________________________________.

c. The flight announcement requested passengers to fasten their seat belts.

d. The flight announcement advised passengers to fasten their seat belts.

Answers 1. Aditi asked Sanya if she had seen her notebook. Sanya replied that she had seen it on the teacher’s desk. 2. The child asked his mother why the sky isblue. 3. a. the traffic had been heavy

4. The customer asked if the shopkeeper had a return policy.

5. Mohit asked the salesperson if he could tell him the cost of that laptop.

6. The instructor ordered the students to keep their phones switched off during the session.

7. a. her mother had bought her new shoes for the party. 8. b. the student to return the book by Monday

9. Priya asked Anu if she could borrow her pen. Anu agreed and handed it to her.

13. a. to take medicines on time

14. The judge asked the witness if he had seen the accused at the scene of the crime.

15. b. The librarian reminds the student to return the book by the next day. 16. The teacher asked the student if they had completed their homework. The student replied that they had submitted it the previous day.

17. Your mother reminded you not to forget to buy milk on your way home.

18. Lisa said that she loved reading mystery novels. David responded enthusiastically and asked which one was her favourite.

19. The school announced that it would remain closed the next day due to heavy rainfall.

10. c. the next test was scheduled

20. a. The teacher told the students not to make a noise in class.

12. Raj asked Mira where she had bought the bag. Mira replied that she had got it from the mall.

22. Ridhi apologised for having forgotten and said that she would send out the invitation before lunchtime that day.

11. The waiter told the customer that they did not serve outside.

Section B • Transformation of Sentences

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21. b. he enjoyed playing football

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23. c. what led him to join

24. b. to summarise it for her as she had not read it yet

34. c. had to complete the report by the next day

26. a. Mother asked if I had finished cooking dinner.

35. Riya asked Ankit if he was prepared for the upcoming exam. Ankit replied that he was not yet, but he would start studying in the evening.

28. Nishant exclaimed that it was a beautiful place and said that they should go there more often.

37. c. The flight announcement requested passengers to fasten their seat belts.

30. a. she would visit; whether she had informed

39. The police officer ordered the person to show him their identification card.

25. c. why she had chosen to participate 27. d. not to talk during the exam.

36. a. he was planning; if he had completed

29. Riya asked Meera if she had watched the new film. Meera replied that she had not as she had been busy with her studies.

38. Sam said that he had never seen such a beautiful sunset before. Jenny agreed and said that it truly was a stunning view.

31. Mother advised the child to eat more vegetables. The child responded that they didn’t like them much. 32. a. it would be ready in two days.

33. The doctor advised them to avoid eating junk food regularly.

40. Shweta said that she had watched the new episode of their favourite show the previous night. Tina replied that she had already watched it before Shweta mentioned it.

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Section C Literature

(40 Marks)

Prose/Beehive

1. The Fun They Had �� -Isaac Asimov

2. The Sound of Music �� -Nelson Rolihlahla Mandela i. Evelyn Glennie Listens to Sound without Hearing It �� -Deborah Cowley

ii. The Shehnai of Bismillah Khan

3. The Little Girl ��-Katherine Mansfield 4. A Truly Beautiful Mind

5. The Snake and the Mirror �� -Vaikom Muhammad Basheer

6. My Childhood �� -Dr A.P.J. Abdul Kalam 7. Reach for the Top

i. Santosh Yadav

ii. Maria Sharapova

8. Kathmandu �� -Vikram Seth 9. If I Were You �� -Douglas James

Poetry/Beehive

10. The Road Not Taken �� -Robert Frost

11. Wind �� -Subramania Bharati 12. Rain on the Roof �� -Coates Kinney 13. The Lake Isle of Innisfree �� -William Butler Yeats

14. A Legend of the Northland ��-Phoebe Cary

15. No Men are Foreign �� -James Kirkup 16. On Killing a Tree ��-Gieve Patel

17. A Slumber Did My Spirit Seal ��-William Wordsworth

Prose/Moments

18. The Lost Child ��-Mulk Raj Anand

19. The Adventures of Toto �� -Ruskin Bond

20. Iswaran the Storyteller ��-R.K. Laxman

21. In the Kingdom of Fools �� -A.K. Ramanujan 22. The Happy Prince �� -Oscar Wilde 23. The Last Leaf �� -O. Henry

24. A House is Not a Home ��-Zan Gaudioso 25. The Beggar �� -Anton Chekhov

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The Fun They Had

—Isaac Asimov

About the Author

Isaac Asimov (1920–1992) was a Russian-born American writer, professor and one of the most influential science fiction authors of all time. He wrote over 500 books, including science fiction, popular science and history. His most famous works include the ‘Foundation’ series and the ‘Robot’ series. Asimovʼs writing often explored themes of technology, artificial intelligence and human progress. He was also known for his ability to explain complex scientific concepts in simple terms, making science interesting and accessible to everyone.

Summary

ʻThe Fun They Hadʼ by Isaac Asimov is a futuristic short story set in the year 2157, where education is fully computerised, and children learn at home from robotic teachers.

The story follows Margie and Tommy, two children who discover an old printed book about schools from the past. Unlike their mechanical teachers, these schools had human instructors and students learning together in classrooms. While Tommy finds the idea amusing, Margie, who dislikes her strict and emotionless robot teacher, is fascinated. She starts imagining how enjoyable learning must have been in an interactive environment with friends. Asimov contrasts the future’s isolated learning system with the warmth and engagement of traditional schooling, making readers reflect on the importance of human interaction in education.

Theme of the Story

Isaac Asimov’s ‘The Fun They Had’ explores the impact of technology on education, contrasting futuristic learning with traditional schooling. The story highlights how robotic teachers, despite offering personalised lessons, lack the warmth and engagement of human instructors, making learning seem rigid and dull. Margie’s experience reflects the drawbacks of studying alone, emphasising the importance of social interaction in education. Through her character, Asimov suggests that technological advancements do not always lead to better experiences. The story also contrasts digital learning with printed books, symbolising the lasting value of traditional education. The chapter raises important questions about the balance between technological progress and the human aspects of learning, encouraging readers to reflect on the future of education.

Glossary

crinkly: with many folds or lines awfully: very it’s good for: (here) can take plenty: a lot; many attic: a space just below the roof; used as a storeroom scornful: contemptuous; disrespectful; showing you think something is worthless mechanical: robotic sorrowfully: sadly slot: a given space, time or position punch code: sequence of numbers and or letters in no time: in a short period; quickly geared (to): adjusted to a particular standard or level

sector: (here) part of a machine blanked out: forgot or lost memory temporarily superior: (here) as if he was better loftily: in a way that suggested he know more regular: (here) normal; human betcha (informal): (I) bet you (in fast speech); I’m sure dispute: disagree with nonchalantly: not showing much interest or enthusiasm; carelessly tucked: placed; positioned beneath: under flashing: going on and off

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NCERT Solutions Thinking about the Text

II. Answer the following with reference to the story.

I. Answer these questions in a few words or a couple of sentences each.

1. ʻI wouldn’t throw it away.ʼ i. Who says these words?

1. How old are Margie and Tommy? Ans: Margie is eleven years old, and Tommy is thirteen years old.

iii. What is it being compared with by the speaker?

2. What did Margie write in her diary? Ans: She was excited about the book Tommy had found. It was unusual so she wanted to record it. 3. Had Margie ever seen a book before? Ans: No, Margie had never seen a book before because it was the year 2157 and she was used to telebooks. 4. What things about the book did she find strange? Ans: Margie found several things strange about the book. She noticed that its pages were yellow and crinkly, and the words remained fixed instead of moving like on a screen. She also found it unusual that when they turned back to a previous page, the words remained unchanged. 5. What do you think a telebook is? Ans: A telebook is likely a digital book that is displayed on a television or computer screen. In the futuristic world of the story, children like Margie and Tommy read telebooks instead of printed books. 6. Where was Margie’s school? Did she have any classmates? Ans: Margie’s school was in the room next to her bedroom. No, she did not have any classmates as she had a robotic teacher and lessons that were adjusted to her specific needs. 7. What subjects did Margie and Tommy learn? Ans: Margie and Tommy learnt geography, history and arithmetic. These are the subjects mentioned in the story.

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ii. What does ‘it’ refer to?

Ans:

i. Tommy says these words.

ii. ʻItʼ refers to the television screen on which there were many telebooks. iii. The printed book is being compared with the telebooks on the television screen. 2. ʻSure they had a teacher, but it wasn’t a regular teacher. It was a man.ʼ i. Who does ‘they’ refer to? ii. What does ‘regular’ mean here? iii. What is it contrasted with? Ans:

i. ʻTheyʼ refers to the students from centuries ago.

ii. ʻRegularʼ here means the mechanical teacher, a robot.

iii. The mechanical teacher is contrasted with the human teachers of earlier times. III. Answer each of these questions in a short paragraph (about 30 words). 1. What kind of teachers did Margie and Tommy have? Ans: Margie and Tommy had mechanical teachers, which were robots designed to teach them. These robotic teachers used a computerised screen to display lessons and provide instructions. The teachers were adjusted to give lessons suitable for each student’s level of understanding, but they lacked human qualities like warmth and personal connection. The children were required to feed their work into the computer. 2. Why did Margie’s mother send for the County Inspector? Ans: Margie’s mother was worried about her poor performance in geography. The mechanical teacher kept giving her test after test, and Margie was performing worse every time. Thus, she sent for the County Inspector. 113

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3. What did he do? Ans: The County Inspector smiled at Margie and gave her an apple. He examined the mechanical teacher and found that the geography sector was too fast and was giving Margie advanced work. He adjusted it to suit a ten-year-oldʼs level. 4. Why was Margie doing badly in geography? What did the County Inspector do to help her? Ans: Margie was doing badly in geography because her mechanical teacher was teaching at a speed that was too fast for her to grasp. The teacher was unable to adjust itself to Margie’s learning speed, as it was ‘geared a little too quick.’ The County Inspector adjusted it to a slower pace, making it easier for her to understand the lessons. 5. What had once happened to Tommy’s teacher? Ans: Tommy’s mechanical teacher had a malfunction where its history sector completely blanked out. As a result, it had to be taken away for repairs, and he was without it for a month. 6. Did Margie have regular days and hours for school? If so, why? Ans: Yes, Margie had regular days and hours for school because her mother believed that little girls learn better if they learnt at regular hours. 7. How does Tommy describe the old kind of school? Ans: Tommy described old schools as buildings where children learnt together in classrooms with human teachers. He also added that the students in the past studied the same subjects, did the same homework and helped each other with assignments and tests. 8. How does he describe the old kind of teachers? Ans: Tommy tells Margie that the old kind of teachers are humans instead of machines. The human teacher educates the boys and girls in a special building called a school. Children of the same age learnt the same things.

IV. Answer each of these questions in two or three paragraphs (100–150 words). 1. What are the main features of the mechanical teachers and the schoolrooms that Margie and Tommy have in the story? Ans: In ‘The Fun They Had,’ Margie and schoolrooms and mechanical teachers are highly advanced but lack human interaction. The children study at home with their own space to learn. The mechanical teachers are robots that use computer screens to display lessons and instructions. The students need to put their homework and test papers in the slot provided. The students write answers in punch code, and the mechanical teacher calculates the results in no time. These teachers are programmed to adjust the lessons based on the student’s progress, but they lack warmth, personal connection and the ability to engage emotionally with the students. Students attend school in their homes. For example, Margie’s school was in the room next to her bedroom. There are no classmates, and students study subjects like arithmetic, history and geography. The mechanical teacher would turn on at the same time each day, except on weekends. In contrast, children in the past went to school in a special building. There were classrooms with a human teacher, making the experience more social and interactive. Children of the same age learnt the same things, so the learning was not adjusted to each child’s special needs and level. Instead of displaying things on a screen, the human teacher spoke to the children, asked them questions and gave them homework. The story ends with Margie thinking about how much fun kids had in the past, where they could talk in class and in the schoolyard, walk home together and even help each other with work as they were learning the same things. 2. Why did Margie hate school? Why did she think the old kind of school must have been fun? Ans: Margie hated school because her mechanical teacher was strict, unemotional and taught in an impersonal and boring manner. The geography material was too advanced and taught too quickly for her to understand.

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Her mechanical teacher gave her test after test on geography and she was performing badly. Margie also did not like inserting homework and test papers in a particular slot. The mechanical teacher started the class at the same time and she found the learning experience dull. She thought the old kind of school must have been fun because, in the past, children learnt together in classrooms with a human teacher. She imagined that interacting with classmates and having a real teacher who could understand them and connect with them emotionally, would have made learning more enjoyable and engaging. She liked the idea that children could discuss their work and help each other and that they could play in the schoolyard and go home together. 3. Do you agree with Margie that schools today are more fun than the school in the story? Give reasons for your answer. Ans: I agree with Margie that schools today are more fun than the school in the story. In the story, each student attends school at home, and they have no classmates. Learning from a screen and taking tests can be monotonous and repetitive. The mechanical teacher doesn’t show any emotion or encourage students, making the experience cold and impersonal. The daily routine of inserting homework and test papers into the mechanical teacher’s slot becomes dull. Writing answers in punch code makes the whole process even more tiring. In traditional schools, students interact with their classmates, engage in group activities and have teachers who can make learning more interesting and personal. Human teachers can offer emotional support and encouragement, and adapt lessons to suit studentsʼ needs. Schools are a social space where students build friendships and participate in various enjoyable activities. In conclusion, traditional schools offer opportunities for overall growth, while the ‘futuristic’ school system lacks this.

Thinking about Language I. Adverbs

1. Find the sentences in the lesson which have the adverbs given in the box below.

awfully sorrowfully completely loftily carefully differently quickly nonchalantly Ans: awfully: They turned the pages, which were yellow and crinkly, and it was awfully funny to read words that stood still instead of moving the way they were supposed to—on a screen, you know. sorrowfully: The mechanical teacher had been giving her test after test in geography and she had been doing worse and worse until her mother had shaken her head sorrowfully and sent for the County Inspector. completely: They had once taken Tommy’s teacher away for nearly a month because the history sector had blanked out completely. loftily: He added loftily, pronouncing the word carefully, ʻCenturies agoʼ.

carefully: He added loftily, pronouncing the word carefully, ʻCenturies agoʼ.

differently: But my mother says a teacher has to be adjusted to fit the mind of each boy and girl it teaches and that each kid has to be taught differently.

quickly: ʻI didn’t say I didn’t like it,ʼ Margie said quickly. She wanted 3 to read about those funny schools. nonchalantly: ʻMaybe,ʼ he said nonchalantly.

2. Now use these adverbs to fill in the blanks in the sentences below.

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i. The report must be read _______________ so that performance can be improved.

ii. At the interview, Sameer answered our questions _______________, shrugging his shoulders.

iii. We all behave _______________ when we are tired or hungry.

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iv. The teacher shook her head _______________ when Ravi lied to her. v. I _______________ forgot about it.

vi. When I complimented Revathi on her success, she just smiled _______________ and turned away.

vii. The President of the Company is _______________ busy and will not be able to meet you.

viii. I finished my work _______________ so that I could go out to play. Ans: i. The report must be read carefully so that performance can be improved.

ii. At the interview, Sameer answered our questions loftily, shrugging his shoulders. iii. We all behave differently when we are tired or hungry.

iv. The teacher shook her head sorrowfully when Ravi lied to her. v. I completely forgot about it.

vi. When I complimented Revathi on her success, she just smiled nonchalantly and turned away. vii. The President of the Company is awfully busy and will not be able to meet you.

viii. I finished my work quickly so that I could go out to play. 3. Make adverbs from these adjectives.

i. angry

iii. merry v. easy

ii. happy

iv. sleepy

vi. noisy

vii. tidy

viii. gloomy

iii. merrily

iv. sleepily

Ans:

i. angrily

v. easily vii. tidily

ii. happily

vi. noisily

viii. gloomily

II. If, Not and Unless

Complete the following conditional sentences. Use the correct form of the verb. 1. If I don’t go to Anu’s party tonight, _______. 2. If you don’t telephone the hotel to order food, _________.

3. Unless you promise to write back, I _______. 4. If she doesn’t play any games, _________.

5. Unless that little bird flies away quickly, the cat _________.

Ans: 1. If I don’t go to Anu’s party tonight, she will be disappointed.

2. If you don’t telephone the hotel to order food, they will not deliver your meal.

3. Unless you promise to write back, I will be very sad. 4. If she doesn’t play any games, she will become unfit.

5. Unless that little bird flies away quickly, the cat might catch it.

Additional Questions Extract-based Questions

1. Read the given extract carefully and answer the questions that follow. Margie was disappointed. She had been hoping they would take the teacher away altogether. They had once taken Tommy’s teacher away for nearly a month because the history sector had blanked out completely. So she said to Tommy, ʻWhy would anyone write about school?ʼ Tommy looked at her with very superior eyes. ʻBecause it’s not our kind of school, stupid. This is the old kind of school that they had hundreds and hundreds of years ago.ʼ He added loftily, pronouncing the word carefully, ʻCenturies ago.ʼ I. ʻWhy would anyone write about school?ʼ The most appropriate emotion reflected in this line is: (1) a. excitement b. disinterest c. curiosity d. happiness II. In the line, ʻThey had once taken Tommy’s teacher away for nearly a month because the...ʼ, who does ʻtheyʼ refer to? (1) a. Margie and Tommy b. Tommy’s parents c. The school authorities or technicians d. The children’s mechanical teachers III. Fill in the blank. Loftily : Tommy : : __________ : Margie

(1)

IV. Why was Margie disappointed? Was she right to be disappointed? (2) Ans: I. b. disinterest II. c. The school authorities or technicians III. disappointingly, pessimistically (and other such adverbs that reflect Margie’s attitude towards schools can be used)

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IV. Margie was disappointed because she had hoped that her mechanical teacher would be taken away entirely, just like Tommy’s teacher had been. Instead, her teacher was only adjusted. Margie found the mechanical teacher strict and impersonal, which made learning dull and boring. While her disappointment was understandable, others might see things differently as learning is important. 2. Read the given extract carefully and answer the questions that follow.

ʻA man isn’t smart enough.ʼ

ʻSure he is. My father knows as much as my teacher.ʼ ʻHe knows almost as much, I betcha.ʼ

Margie wasn’t prepared to dispute that. She said, ʻI wouldn’t want a strange man in my house to teach me.ʼ Tommy screamed with laughter. ʻYou don’t know much, Margie. The teachers didn’t live in the house. They had a special building, and all the kids went there.ʼ

ʻAnd all the kids learned the same thing?ʼ ʻSure, if they were the same age.ʼ I. Who is the speaker of the statement ʻA man isn’t smart enough.ʼ? (1) a. Margie b. Tommy c. Margie’s mother d. County Inspector II. Based on the passage, what can be inferred about Margie’s perspective on human teachers? (1) a. She believes human teachers are very knowledgeable. b. She is uncomfortable with the idea of having a human teacher at home. c. She thinks mechanical teachers are boring. d. She prefers learning from human teachers over machines. III. Which of the following sentences uses ‘screamed’ in the same manner as used in the passage? (1) a. She screamed in fear when she saw the spider in her room. b. The child screamed for help after falling off the bike. c. He screamed in pain when he accidentally touched the hot pan. Section C • The Fun They Had

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d. They screamed with joy when their team won the match. IV. What is the difference in tone between Margie and Tommy in the extract? Give a possible reason why. (2) Ans: I. a. Margie II. b. She is uncomfortable with the idea of having a human teacher at home. III. d. They screamed with joy when their team won the match. IV. Tommy is interested in the topic of old schools. He speaks assertively and appears somewhat rude as he knows more about the topic. Margie’s tone is more hesitant and polite as she does not know as much and Tommy is older than she is. 3. Read the given extract carefully and answer the questions that follow. ʻMy mother says a teacher has to be adjusted to fit the mind of each boy and girl it teaches and that each kid has to be taught differently.ʼ ʻJust the same, they didn’t do it that way then. If you don’t like it, you don’t have to read the book.ʼ ʻI didn’t say I didn’t like it,ʼ Margie said quickly. She wanted to read about those funny schools. They weren’t even half finished when Margie’s mother called, ʻMargie! School!ʼ Margie looked up. ʻNot yet, Mamma.ʼ ‘Now!’ said Mrs Jones. ‘And it’s probably time for Tommy, too.’ Margie said to Tommy, ‘Can I read the book some more with you after school?’ I. Which book is being referred to in the above lines? a. A telebook b. The book Margie found in the attic c. The book Tommy found in the attic d. The book Mrs Jones bought them

(1)

II. Why has the writer used the word ‘those’ in the line ‘She wanted to read about those funny schools.’? (1) a. To refer to the schools as something Margie is familiar with b. To show that Margie finds the old schools boring and unimportant c. To indicate that Margie has studied in such schools before d. To highlight that the schools existed in the past and are different from hers 117

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III. In the context of the passage, which image shows the expression Mrs Jones will have when she says, ‘Now!’? (1) a. b.

IV. Analyse the character of Mrs Jones. (2) Ans: I. c. The book Tommy found in the attic II. d. To highlight that the schools existed in the past and are different from hers III. b.

IV. Mrs. Jones appears to be strict and believes in discipline. She is firm in her approach, calling Margie to stop reading and get back to school. She is an authoritative figure and believes in structure and routine. 4. Read the given extract carefully and answer the questions that follow. Margie was scornful. ʻSchool? What’s there to write about school? I hate school.ʼ Margie always hated school, but now she hated it more than ever. The mechanical teacher had been giving her test after test in geography and she had been doing worse and worse until her mother had shaken her head sorrowfully and sent for the County Inspector. He was a round little man with a red face and a whole box of tools with dials and wires. He smiled at Margie and gave her an apple, then took the teacher apart. Margie had hoped he wouldn’t know how to put it together again, but he knew how all right, and, after an hour or so, there it was again, large and black and ugly, with a big screen on which all the lessons were shown and questions were asked. That wasn’t so bad. The part Margie hated most was the slot where she had to put homework and test papers.

I. A phrasal verb is a verb combined with a preposition or an adverb (or both), that changes the meaning of the original verb. For example, ‘give up’ means to stop trying.

Identify the phrasal verb used in the passage. a. had hoped b. sent for c. had shaken her d. more than

(1)

II. Why was Mrs Jones disappointed? (1) a. Margie was failing her geography tests. b. Margie was not improving despite multiple tests. c. Margie was refusing to study for her tests. d. Both a and b III. What does the line ‘Margie had hoped he wouldn’t know how to put it together again’ show? (1) a. Margie wanted to avoid taking more tests. b. Margie was hoping the mechanical teacher would be fixed and work better. c. Margie was frustrated with the mechanical teacher and wanted it to be broken. d. Margie was excited about having a new teacher. IV. What happened ‘after an hour or so’? Was it what Margie was expecting? (2) Ans: I. b. sent for II. d. Both a and b III. c. Margie was frustrated with the mechanical teacher and wanted it to be broken. IV. The County Inspector repaired the mechanical teacher after an hour or so. No, Margie had hoped that the County Inspector would not know how to put it together. This shows Margie was frustrated with the ‘futuristic’ school system. 5. Read the given extract and answer the questions that follow. Margie did so with a sigh. She was thinking about the old schools they had when her grandfather’s grandfather was a little boy. All the kids from the whole neighborhood came, laughing and shouting in the schoolyard, sitting together in the schoolroom, going home together at the end of the day. They learned the same things, so they could help one another with the homework and talk about it. And the teachers were people…

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The mechanical teacher was flashing on the screen: ʻWhen we add fractions ½ and ¼...ʼ Margie was thinking about how the kids must have loved it in the old days. She was thinking about the fun they had. I. Choose the major limitation/s of the ʻnewʼ school highlighted in this passage. (1) a. The lack of physical interaction among students b. The lack of peer support and discussion c. The monotonous and impersonal nature of learning d. All of the above II. An analogy is a comparison between two things that are alike in some ways but different in others, used to explain or clarify something. For example: Foot is to shoe as hand is to glove. Choose the option that best completes the analogy. (1)

(Competency-based Question)

Old school : Community learning : : New school : __________ a. group activities b. individual learning c. emotional bonding d. physical interaction

III. Student 1: In the old schools, kids could learn together, share ideas and have fun. It must have been much better. Student 2: The new way of learning is better. Can you imagine not having access to all the telebooks we have now? Based on your understanding, select the correct statement. (1) a. Student 1’s perspective is closer to Margie’s, while Student 2’s perspective is closer to Tommy’s. b. Student 1’s perspective is closer to Tommy’s, while Student 2’s perspective is closer to Margie’s. c. Both perspectives are equally close to Margie’s. d. Both perspectives are equally close to Tommy’s.

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IV. Do you think Margie was happy? Why/Why not? (2) Ans: I. d. All of the above II. b. individual learning III. a. Student 1’s perspective is closer to Margie’s, while Student 2’s perspective is closer to Tommy’s. IV. No, Margie is not happy. She thinks about the old schools and shows dissatisfaction with her dull and mechanical teacher. She wishes for the same experiences as students from the past. She thinks about how they laugh and shout in the schoolyard, how they learn together in class and how they go home together at the end of the day. She is isolated and wishes for the sense of community of the past.

Short Answer Questions

Answer the following question in about 40–50 words. 1. Why is finding a book worth mentioning in the diary?

Ans: Finding a book was worth mentioning in Margieʼs diary because it was a rare and exciting experience. In the future world of 2157, physical books are not common. Margie’s education is conducted by a mechanical teacher with a screen, rather than through traditional books. When Tommy finds a book in his attic, it sparks Margie’s curiosity. The topic of the book also fascinates her once she learns about the advantages of the old kinds of schools. 2. Even though both are nearly the same age, Margie and Tommy are very different kids. Comment. Ans: Though Margie and Tommy are nearly the same age, their personalities and attitudes are quite different. Margie is more polite and generally dislikes school, especially the mechanical teacher. She finds the system impersonal and doesnʼt enjoy the isolated nature of her education. In contrast, Tommy is interested in the subject of old schools and believes his father to be as knowledgeable as his mechanical teacher. He has a sense of superiority and is outspoken and rather rude. Their differences highlight their individual perspectives on learning and the world around them.

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3. Give a description of the County Inspector. Ans: The County Inspector is described as a round little man with a red face. He carries a box of tools, suggesting he is responsible for fixing mechanical teachers. When Margie’s teacher malfunctions, he is sent to inspect and repair it. He repairs Margie’s mechanical teacher quickly and assures her mother that Margie’s performance has been quite satisfactory. He even gives Margie an apple. Overall, his appearance and behaviour make him seem like a kind, understanding and practical figure. 4. ʻI wouldn’t want a strange man in my house to teach me.’ Tommy screamed with laughter. ʻYou don’t know much, Margie’ Had you been in Tommy’s place, would you have reacted in the same way? Why? Ans: Had I been in Tommyʼs place, I would have responded differently. Being the older one, I would not have laughed at Margie in such a rude way. Instead, I would have tried to understand her point of view since she was clueless about the old system of learning. Margieʼs concern about having a strange man in the house to teach her showed her discomfort with the idea of a human teacher. I would have told her how old schools functioned and put her at ease instead of laughing at her and making her feel stupid. 5. Imagine that you could travel in time and you see Margie crying after attending her fractions class. She wishes to experience the ‘fun schools’. What would you say to console her? Ans: If I had witnessed Margie crying after her fractions class, I would have said, ‘I understand youʼre upset because the way you’re learning doesn’t seem as fun as the old schools. But every way of learning has its challenges. In the old schools, kids could learn together and have fun, but there were still difficulties. We had limited resources and struggled to get the teacher's attention. There were large classes of forty or even fifty students. The mechanical teacher’s method might be boring, but it’s designed to focus on you specifically. Learning isnʼt always about having fun, but about growing and overcoming challenges. You will also overcome this challenge!’

6. Margie’s character reminds us of the old saying, ‘The grass is greener on the other side.’ Do you agree? Why/Why not? (Competency-based Question) Ans: In her situation, Margie definitely thinks ‘the grass is greener on the other side’. She compares her mechanical teacher and the isolated way of learning with what she learnt about schooling in the past. She thinks that schools of the past sound more fun. Margie wishes to experience the community aspect of the old schools, where kids would learn together, help each other and even spend time together after school. She believes that school would have been more fun and engaging, but she has no direct experience with it. This idea shows that she assumes life or circumstances would be better if they were different—without fully knowing what it was like, much like how people often think things are better, or greener, elsewhere. 7. If you could introduce one change to the school system that Margie was a part of, what would it be? Why? (Competency-based Question) Ans: If I could introduce one change to the school system that Margie was a part of, I would make the mechanical teacher more interactive and responsive to the emotional needs of the students. The mechanical kind of teaching lacks the personal connection that a human teacher can provide. I would introduce a system that not only focusses on academic progress but also understands a studentʼs mood or frustration. This way, the learning experience would be more engaging and enjoyable for students like Margie. 8. Margie was easily able to visualise the old schools based on the description given by Tommy. What does this show about Margie? Which subjects do you think she will be good at? Ans: Margieʼs ability to visualise what the old schools were like, shows that she has a strong imagination. She is curious and eager to understand the concept of those schools, despite not having experienced them herself. I think Margie would excel in subjects that require imagination and critical thinking, such as art, history or literature. These subjects would allow her to engage with new ideas and perspectives, which would align with her ability to visualise.

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Long Answer Questions

Answer the following question in about 100–120 words. 1. After coming back home and attending classes, Tommy decided to write a diary in which he stated how reading a ‘real’ book has changed his perspective on education. Write the diary entry on Tommy’s behalf.

Ans: Wednesday, 21 May 2157 11:00 P.M.

(Competency-based Question)

Dear Diary, Today was a special day! After attending my lessons, I reflected onhow reading a ‘real’ book has changed my views on education. Before, I always thought learning from screens was the best way. Everything was quick, and I didn’t have to wait for anything. However, turning the pages of a physical book, reading at my own pace, and absorbing the content made learning more engaging. I also felt more connected with the words. Unlike the fast-changing digital lessons, a book stays with you, letting you go back and reread anything anytime. It made me see that learning is not just about getting answers quickly but about understanding things deeply. Although I will never utter these words in front of Margie, I truly appreciate books. I told her that I would rather throw away the old books but in reality, they make learning more real and exciting. Maybe I’ll read more of them from now on! I must go and dig in the attic. Tommy 2. Mrs Jones has noticed Margie’s lack of motivation over the last few days. She realises that it has something to do with reading the old book. She speaks to the County Inspector about her concerns about Margie. Write a conversation between the two. (Competency-based Question)

Ans: Mrs Jones: I’m worried about Margie, Inspector. She has been demotivated ever since she read the old book Tommy found. County Inspector: What book was it, Mrs Jones? Mrs Jones: It was about old schools, where children studied together with human teachers. She seemed fascinated at first, but now she appears sad. I think she longs for that experience Section C • The Fun They Had

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County Inspector: That’s understandable. Traditional schooling encouraged collaboration, unlike mechanical learning, which can be isolating. Mrs Jones: I’m afraid she may lose interest in learning entirely. She keeps comparing her school with the old system. County Inspector: Maybe we should consider introducing more interactive methods in her learning. Even though our system is efficient, it might be too restrictive for a creative child like Margie. I can make some adjustments to her mechanical teacher to to include more interactive elements and group activities. Mrs Jones: hat would help. She needs to enjoy learning again. County Inspector: I’ll make sure to take care of it, Mrs. Jones. 3. Margie has been selected to give a speech on the topic ‘The New System of Education: Bane or Boon?’ As Margie, write a speech of between 100–120 words. Ans: The New System of Education: Bane or Boon?

Good morning everyone,

Today, I want to talk about the new system of education. In my opinion, it has both advantages and disadvantages. The new system is efficient. With mechanical teachers, lessons are adjusted to match each studentʼs learning needs and speed, and tests are designed to match their level of understanding. This ensures that students get the attention they need and progress satisfactorily. The lessons are clearly structured, which helps students to master concepts effectively. For students who prefer to work independently, this system works well! However, the new system also lacks the warmth and interaction that a system where students are taught in larger groups can offer. The new system of education can be lonely and isolating, as there are no classmates to interact with or teachers to connect with on a personal level. The joy of learning with others, discussing ideas and sharing experiences is missing. The emotional support and motivation that a human teacher can provide is also missing. Overall, the new system may be efficient, but the lack of emotional connection and social learning makes it cold and isolating. I think learning can be made more enjoyable and fulfilling. Thank you. 121

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4. ‘Machines can’t replace human beings.’ Explain with reference to the story ‘The Fun They Had.’ Ans: In the story ʻThe Fun They Had,ʼ the idea that ʻmachines can’t replace human beingsʼ is highlighted through Margie’s and Tommy’s experience with their mechanical teachers. Mechanical teachers malfunction at times. For instance, Tommy’s history sector completely blanked out, making his teacher useless for nearly a month. Similarly, Margie’s mechanical teacher constantly gave her tests in geography, in which she did not do well, because it was geared to a wrong level. These technical faults highlight the limitations of machines and how they can demotivate students or disrupt their learning. The mechanical teacher lacks the emotional connection that a human teacher can provide. The old teachers were able to connect with their students, understand their feelings and create a sense of community in the classroom. This interaction made learning more enjoyable. However, the mechanical teacher in Margie’s life, despite being precise, does not have these human qualities. It cannot comfort a student when they feel frustrated or inspire them the way a teacher can. Thus, the lesson shows that while machines can offer accuracy and efficiency, they cannot replace the warmth, guidance and personal touch that human teachers bring to education. 5. The story depicts a future where learning is largely individualised and technology-driven. Reflect on your own educational experience of remote learning, like during the COVID-19 pandemic, and compare and contrast the advantages and disadvantages of such a system with a more traditional classroom setting. (Competency-based Question) Ans: Isaac Asimov’s short story ‘The Fun They Had’ presents a future where learning is entirely individualised and technology-driven. This contrasts sharply with traditional classrooms, where students interact with teachers and classmates. Reflecting on my own experiences, particularly during remote learning in the COVID-19 pandemic, I can see that both systems have benefits and drawbacks. While online education allows flexibility and personalised learning, it often lacks the social engagement that makes learning enjoyable.

A key advantage of technology-driven learning is customisation. Like Margie in the story, students can learn at their own pace and access a variety of digital resources. However, just as Margie finds her mechanical teacher dull, I found that remote learning could be isolating. The absence of classroom discussions, group activities and spontaneous interaction made learning feel unnatural and monotonous. Additionally, traditional schools provide an environment where students can develop teamwork and communication skills, which are harder to cultivate in an entirely digital setup. While ‘The Fun They Had’ suggests that future students may miss the shared excitement of traditional schooling, the reality today shows that a balanced approach is best. Technology can enhance education, but completely replacing classrooms with machines could take away the joy and engagement that come from learning together. Thus, a combination of digital tools and face-to-face teaching could ensure that education remains both effective and enjoyable.

Assessment

Scan to see answers.

1. Read the given extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. ʻGee,ʼ said Tommy, ʻwhat a waste. When you’re through with the book, you just throw it away, I guess. Our television screen must have had a million books on it and it’s good for plenty more. I wouldn’t throw it away.ʼ ʻSame with mine,ʼ said Margie. She was eleven and hadn’t seen as many telebooks as Tommy had. He was thirteen. She said, ʻWhere did you find it?ʼ ʻIn my house.ʼ He pointed without looking, because he was busy reading. ʻIn the attic.ʼ

I. Why does Tommy point without looking when telling Margie where he found the book? (1) a. He is uninterested in Margieʼs question. b. He is too absorbed in reading the book. c. He does not remember exactly where he found it. d. He wants Margie to find the book herself.

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II. Identify the antonym of ‘few’ in the above passage.

(1)

III. Tick the option that identifies the place where Tommy found the ‘real’ book. (1) a.

I. What does the phrase ʻThose things happen sometimes.ʼ suggest about the mechanical teachers? (1)

a. They never malfunction and are perfect. b. They break down occasionally but can be fixed.

c. They are better than human teachers. b.

d. They are completely unreliable for education.

II. Assertion (A): Margie wanted her mechanical teacher to be taken away.

Reason (R): She was eager to learn from a new and improved mechanical teacher. (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.

III. Fill in the blank.

IV. Why was Margie disappointed? What does her disappointment show? (2)

IV. Why does Tommy believe that telebooks are superior to ‘real’ books? (2)

b. The Inspector had smiled after he was finished and patted Margie’s head. He said to her mother, ʻIt’s not the little girl’s fault, Mrs Jones. I think the geography sector was geared a little too quick. Those things happen sometimes. I’ve slowed it up to an average ten-year level. Actually, the overall pattern of her progress is quite satisfactory.ʼ And he patted Margie’s head again. Margie was disappointed. She had been hoping they would take the teacher away altogether. They had once taken Tommy’s teacher away for nearly a month because the history sector had blanked out completely. So she said to Tommy, ʻWhy would anyone write about school?ʼ

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(1)

Doctor : Patient : : County Inspector : __________

2. Answer any FOUR of the following questions in about 40–50 words. (4 × 3 = 12 marks) a. What was found in the attic and by whom? Give the features of the item found. b. Mrs Jones was concerned about her daughter’s education. Prove this with reference to the story. c. Mechanical teachers are not perfect—they can experience technical glitches. Give evidence from the text to support the statement. d. Imagine that Tommy and Margie lived long ago. Who would have made the best teacher? Consider what you have learnt about their characters in the story. e. If you needed help to write a diary entry, who would you ask, Margie or Tommy? Why? 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Tommy’s perspective on the old schools differs from Margie’s. Considering their different views, how do their attitudes reflect their respective experiences with school and learning?

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b. After reading the ‘real’ book, Margie decides to write a letter to the Department of Education requesting certain changes in the education system. Write the letter as Margie highlighting what changes you want and why. (Competency-based Question) c. Justify the title of the story ‘The Fun They Had.’ d. If you had the opportunity to be taught any subject by a mechanical teacher, which one would you choose and why? Consider

this statement in your response: ʻWhile mechanical teachers have their flaws, they also have advantagesʼ. (Competency-based Question) e. Think of an object or system that was in use when your great-grandfather was a child—it could be a farm implement, a kitchen tool, a vehicle, a system, etc. What has this object or system been replaced with? Compare the old and new and give some advantages and disadvantages of each. (Competency-based Question)

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The Sound of Music

I. Evelyn Glennie Listens to Sound without Hearing It

—Deborah Cowley

About the Author

Deborah Cowley is a Canadian writer and broadcaster who has authored numerous non-fiction works and biographies focussing on inspiring personalities and real-life success stories. Apart from ‘The Sound of Music’, she has written books such as ‘The India Directory,’ ‘Geoffrey Molyneux: The Man Who Might Have Been,’ and ‘Sudan: The Land and the People’. She has also contributed to radio and television programs, highlighting remarkable individuals and global cultures. In ‘The Sound of Music’ (Part I), Cowley narrates the story of Evelyn Glennie, a deaf percussionist who overcomes her disability to become a world-renowned musician. Through her writing, Cowley emphasises themes of resilience, determination and success, inspiring readers with real-life examples of perseverance.

Summary

‘The Sound of Music’ (Part I) recounts the inspiring journey of Evelyn Glennie, a world-famous percussionist who, despite becoming completely deaf by the age of eleven due to nerve damage, pursues her passion for music. Ron Forbes, her music teacher, was the first to notice her unique ability. He encouraged her to sense music in a way others couldn’t—through vibrations. She soon discovered that she could feel the rhythm of sound through different parts of her body, especially through her feet when she stood barefoot on a wooden platform. Following his guidance, Evelyn learns to sense different notes and rhythms through vibrations. Determined to succeed, she joins the Royal Academy of Music in London, where she works tirelessly and excels. She eventually becomes the world’s most sought-after solo percussionist, mastering over a thousand instruments and performing internationally. Although she has won numerous awards – including the Royal Philharmonic Society’s prestigious Soloist of the Year Award – she remains humble and gives free performances in hospitals and prisons to inspire others. Her story demonstrates that with strong determination and dedication, no obstacle is insurmountable.

Theme of the Story

The theme of ‘The Sound of Music’ (Part I) centres on determination, perseverance and overcoming obstacles. Despite losing her hearing at a young age, Evelyn Glennie refused to allow her disability to define her future. Guided by her mentor Ron Forbes, she learned to feel music through vibrations and worked relentlessly to master percussion instruments. Her journey highlights the power of passion and dedication in achieving success despite challenges. It also emphasises the importance of mentorship and support in overcoming difficulties. Evelynʼs story serves as an inspiration, proving that disabilities need not limit a person’s potential. Furthermore, her commitment to music and her efforts to give back to society reinforce the idea that true success is accompanied by humility and social responsibility.

Glossary

jostle: push roughly slight: small and thin prestigious: respected daunting: frightening aspiring musician: a person who wants to be a musician gradual: slow conceal: to hide deteriorated: worsened; became poorer Section C • The Sound of Music

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urged: requested impaired: weakened pursue: to follow xylophone: a musical instrument with a row of wooden bars of different lengths percussionist: a person who plays the drum, the tabla, etc. sense: feel 125

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sheer: absolute orchestra: a group of musicians who make music together auditioned: gave a short performance so that the director could decide whether she was good enough sought after: in great demand mastery: expertise intriguing: fascinating and curious flawlessly: without a fault or mistake lilt: a way of speaking pours in: flows in

tingles: causes a slight prickling or stinging sensation resonances: echoes of sounds confesses: admits workaholic (informal): a person who finds it difficult to stop working enormous: huge; big priority: great importance accomplished: achieved demonstrated: shown

NCERT Solutions Thinking about the Text

I. Answer these questions in a few words or a couple of sentences each.

1. How old was Evelyn when she went to the Royal Academy of Music? Ans: Evelyn was sixteen when she attended the Royal Academy of Music. 2. When was her deafness first noticed? When was it confirmed? Ans: Her deafness was first noticed when she was just eight years old. It was confirmed by the time she was eleven. II. Answer each of these questions in a short paragraph (30–40 words). 1. Who helped her to continue with music? What did he do and say? Ans: Ron Forbes, Evelyn Glennie’s music teacher, helped her continue with music despite her hearing loss. He noticed her potential and encouraged her to feel music through vibrations instead of relying solely on her hearing. To help her, he tuned two large drums to different notes and advised, ʻDon’t listen through your ears, try to sense it some other way.ʼ Evelyn followed his advice and discovered that she could feel the sound through different parts of her body, such as her feet, hands and cheekbones. This realisation enabled her to develop a unique way of experiencing music, which led to her success as a world-class percussionist.

2. Name the various places and causes for which Evelyn performs. Ans: Evelyn Glennie performs in concert halls around the world. She plays with orchestras and at music festivals in different countries, showcasing her unique ability to feel music through vibrations. In addition to entertaining large audiences, she also performs in hospitals and prisons, bringing music to those who might not otherwise have the opportunity to experience it. III. Answer the question in two or three paragraphs (100–150 words). 1. How does Evelyn hear music? Ans: Evelyn hears music through different parts of her body. She realised that she could sense music through vibrations, thanks to her music teacher, Ron Forbes, who encouraged her to feel the music in a different way rather than relying on her ears. Evelyn stands barefoot on a wooden platform to sense the sound waves through her feet. She also feels the vibrations through her hands, legs and even her cheekbones. By using her entire body to experience the depth and rhythm of music, she has learnt to identify different instruments and notes merely by sensing their vibrations. This unique method of ‘hearing’ music has enabled her to become one of the world’s greatest percussionists.

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II. The Shehnai of Bismillah Khan Summary

‘The Shehnai of Bismillah Khan’ is a biographical account of Ustad Bismillah Khan, the legendary shehnai maestro. Born on 21 March 1916 in Dumraon, Bihar, he belonged to a family of musicians. His grandfather, Rasool Bux Khan, was a shehnai nawaz in the court of the king of Bhojpur, while his father, Paigambar Bux, and other paternal ancestors were also accomplished shehnai players. Bismillah Khan was fascinated by music – and the shehnai in particular – from a young age. As a child, he would sing the Bhojpuri Chaita at the Bihariji temple, earning praise and encouragement. His musical journey took a significant turn when he moved to Varanasi to train under his uncle, Ali Bux, who played the shehnai at the Vishnu Temple. There, he practised along the banks of the Ganga and developed a deep spiritual and artistic connection with the instrument.

The chapter also sheds light on the origin of the shehnai, tracing its evolution from the pungi – an ancient wind instrument – to its refined, melodious form. Bismillah Khan’s dedication to the shehnai earned him name and fame. A historic moment in his career was his performance at the Red Fort on 15 August 1947, marking India’s independence. His contributions to music extended to radio and films. He worked with renowned filmmaker Vijay Bhatt in Goonj Uthi Shehnai and Vikram Sriniwas in Sanadhi Apanna.

For his immense contribution to Indian classical music, he was honoured with prestigious awards, including the Bharat Ratna, Padma Vibhushan, Padma Bhushan, and Padma Shri. He was so popular across the globe that an auditorium in Tehran was named after him. Despite receiving offers to settle abroad, he remained deeply attached to India, and did not leave his country up to his death. The chapter highlights Bismillah Khan’s simplicity, patriotism, and unwavering dedication to his art. He passed away on 21 August 2006, leaving behind an unmatched musical legacy that continues to inspire generations.

Theme of the Story

The theme of ‘The Sound of Music’ (Part II) centres on dedication, passion for music, humility and cultural heritage. It tells the inspiring story of Ustad Bismillah Khan, a legendary shehnai player who transformed the traditional folk instrument into one of great classical importance. The chapter highlights his deep devotion to music from a young age, learning to play the shehnai under his uncle, Ali Bux, in Varanasi. His commitment led him to perform at prestigious events, including the first Independence Day of India on 15 August 1947 at the Red Fort. The story also portrays his humility and simplicity, as he never let fame or wealth change his love for his homeland. Despite being invited to live in foreign countries, he refused, expressing his deep emotional connection to India, especially the Ganga River and the temples of Varanasi. His contributions were widely recognised, earning him India’s highest civilian award, the Bharat Ratna, along with several other honours. The chapter conveys that true art comes from dedication and love for one’s roots, rather than material success, and that music has the power to unite people beyond religion and geographical boundaries.

Glossary

shrill: sharp; high-pitched generic name: a name given to a class or group as a whole reeded: wind instruments which have reeds like the flute, the clarinet, etc. revive: to restore; renew tonal: related to sound or tone chamber: room auspicious: promising to bring good fortune indispensable: without which a piece of work cannot be done Section C • The Sound of Music

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ensembles (pronounced ‘onsomble’): things (here, instruments or musicians) considered as a group estate: property civilian: citizen; a non-military person paternal ancestors: ancestors of the father took to: developed a liking for maternal: mother’s side of the family fascinated: attracted accompanying: going along with apprentice: a person who learns a skill by working closely with an experienced professional 127

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on end: for a very long time without stopping haunt: a frequently visited place solitude: loneliness; isolation big break: a major opportunity poured in: flowed in; rushed in destiny: fate; fortune taken in by: attracted or charmed by souvenirs: keepsakes given in memory of a place, person or event chartbuster: record-breaker celluloid: old-fashioned way of referring to films venture: project that often involves risk artificiality: superficiality; insincere

thick and fast: rapidly; quickly prestigious: respected conferred: given, usually an award or a degree coveted: much desired glinting: shining fondly: lovingly exceedingly: extremely replicating: duplicating or copying yearning: desire forbid: ban; restrict devout: believing strongly in a religion and obeying its laws and following its practices

NCERT Solutions Thinking about the Text

3. migrating to the U.S.A.

I. Tick ( ) the right answer.

4. playing at temples

1. The (shehnai, pungi ) was a ‘reeded noisemaker.’

5. getting the Bharat Ratna

2. (Bismillah Khan, A barber, Ali Bux) transformed the pungi into a shehnai.

6. the banks of the Ganga

3. Bismillah Khan’s paternal ancestors were (barbers, professional musicians). 4. Bismillah Khan learnt to play the shehnai from (Ali Bux, Paigambar Bux, Ustad Faiyaaz Khan). 5. Bismillah Khan’s first trip abroad was to (Afghanistan, U.S.A., Canada). Ans: 1. The pungi was a ‘reeded noisemaker.’ 2. A barber transformed the pungi into a shehnai. 3. Bismillah Khan’s paternal ancestors were professional musicians. 4. Bismillah Khan learnt to play the shehnai from Ali Bux. 5. Bismillah Khan’s first trip abroad was to Afghanistan. II. Find the words in the text which show Ustad Bismillah Khan’s feelings about the items listed below. Then mark a tick in the correct column. Discuss your answers in class. Bismillah Khan’s feelings about

7. leaving Benaras and Dumraon

Ans:

Bismillah Khan’s feelings about

Positive Negative Neutral

1. t eaching children music 2. the film world 3. migrating to the U.S.A. 4. playing at temples 5. getting the Bharat Ratna 6. the banks of the Ganga 7. leaving Benaras and Dumraon

Positive Negative Neutral

1. teaching children music 2. the film world

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Bismillah Khan’s feelings about 1. t eaching children music

Words in Text With the coveted award resting on his chest and his eyes glinting with rare happiness he said, ‘All I would like to say is: Teach your children music, this is Hindustan’s richest tradition; even the West is now coming to learn our music.’

2. the film world

‘I just can’t come to terms with the artificiality and glamour of the film world,’ he says with emphasis

3. migrating to the U.S.A.

A student of his once wanted him to head a shehnai school in the U.S.A., and the student promised to recreate the atmosphere of Benaras by replicating the temples there. But Khansaab asked him if he would be able to transport the River Ganga as well.

4. playing at temples

Ustad Bismillah Khan’s life is a perfect example of the rich, cultural heritage of India, one that effortlessly accepts that a devout Muslim like him can very naturally play the shehnai every morning at the Kashi Vishwanath temple.

5. getting the Bharat Ratna

In 2001, Ustad Bismillah Khan was awarded India’s highest civilian award, the Bharat Ratna.

6. the banks of the Ganga

The flowing waters of the Ganga inspired him to improvise and invent raagas that were earlier considered to be beyond the range of the shehnai.

7. l eaving Benaras and Dumraon

Later he is remembered to have said, ‘That is why whenever I am in a foreign country, I keep yearning to see Hindustan. While in Mumbai, I think of only Benaras and the holy Ganga. And while in Benaras, I miss the unique mattha of Dumraon.’

III. Answer these questions in 30–40 words.

1. Why did Aurangzeb ban the playing of the pungi? Ans: Emperor Aurangzeb banned the playing of the pungi in the royal residence because he found its sound shrill and unpleasant.

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2. How is a shehnai different from a pungi? Ans: The shehnai has a longer and broader hollow stem and features seven holes, producing a melodious and pleasing sound, unlike the pungi which produces a shrill, unpleasant sound. 3. Where was the shehnai played traditionally? How did Bismillah Khan change this? Ans: Traditionally, the shehnai was part of the naubat or traditional ensemble of nine instruments played at royal courts. It was also played in temples and at marriages. Bismillah Khan popularised the shehnai by showcasing its versatility on concert stages throughout India and internationally.

4. When and how did Bismillah Khan get his big break? Ans: Bismillah Khan’s big break came in 1938 with the opening of All India Radio in Lucknow, after which he became an often-heard shehnai player on the radio.

5. Where did Bismillah Khan play the shehnai on 15 August 1947? Why was the event historic? Ans: On 15 August 1947, Bismillah Khan played the shehnai at the Red Fort. This performance was historic as it marked India’s independence, with his rendition of Raag Kafi resonating with an audience that included Pandit Jawaharlal Nehru. 6. Why did Bismillah Khan refuse to start a shehnai school in the U.S.A.? Ans: Bismillah Khan refused to start a shehnai school in the U.S.A. because he did not wish to leave his country. He felt an unbreakable bond with his native towns—Dumraon and Benaras—and held deep respect for the River Ganga.

7. Find at least two instances in the text which tell you that Bismillah Khan loves India and Benaras. Ans: Bismillah Khan expressed his longing for Hindustan whenever he was abroad, and when in Mumbai he thought only of Benaras and the holy Ganga. These statements reflect his deep emotional attachment to his homeland.

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Thinking about Language

I. Complete the following sentences. Beginning with a to-verb, try to answer the questions in brackets.

1. The school sports team hopes _______________ (What does it hope to do?) 2. We all want ___________ (What do we all want to do?) 3. They advised the hearing-impaired child’s mother ___________(What did they advise her to do?) 4. The authorities permitted us to _______________ (What did the authorities permit us to do?)

5. A musician decided to ______________ (What did the musician decide to do?) Ans: 1. The school sports team hopes to win the tournament.

2. We all want to succeed in our lives.

3. They advised the hearing-impaired child’s mother to take her to a special school.

4. The authorities permitted us to continue the research. 5. A musician decided to perform live.

II. From the text on Bismillah Khan, find the words and phrases that match these definitions and write them down. The number of the paragraph where you will find the words/phrases has been given for you in brackets.

1. the home of royal people (1) ________ 2. the state of being alone (5) ________

3. a part which is absolutely necessary (2) ________ 4. to do something not done before (5) ________ 5. without much effort (13) ________

6. quickly and in large quantities (9) ________ and ________

Ans: 1. the home of royal people (1) royal residence

2. the state of being alone (5) solitude

3. a part which is absolutely necessary (2) indispensable

4. to do something not done before (5) invent 5. without much effort (13) effortlessly

6. quickly and in large quantities (9) thick and fast III. Tick the right answer.

1. When something is revived, it (remains dead/lives again).

2. When a government bans something, it wants it (stopped/started).

3. When something is considered auspicious, (welcome it/avoid it). 4. When we take to something, we find it (boring/interesting).

5. When you appreciate something, you (find it good and useful/find it of no use). 6. When you replicate something, you do it (for the first time/for the second time).

7. When we come to terms with something, it is (still upsetting/no longer upsetting). Ans: 1. When something is revived, it lives again.

2. When a government bans something, it wants it stopped.

3. When something is considered auspicious, welcome it. 4. When we take to something, we find it interesting.

5. When you appreciate something, you find it good and useful.

6. When you replicate something, you do it for the second time.

7. When we come to terms with something, it is no longer upsetting.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. Evelyn was not going to give up. She was determined to lead a normal life and pursue her interest in music. One day she noticed a girl playing a xylophone and decided that she wanted to play it too. Most of the teachers discouraged her but percussionist Ron Forbes spotted her potential. He began by tuning two large drums to different notes. ʻDon’t listen through your ears,ʼ he would say, ʻtry to sense it some other way.ʼ Says Evelyn, ʻSuddenly I realised I could feel the higher drum from the

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waist up and the lower one from the waist down.ʼ Forbes repeated the exercise, and soon Evelyn discovered that she could sense certain notes in different parts of her body. I. Why does Evelyn decide to learn the xylophone despite her hearing loss?

(1)

II. In the extract, Ron Forbes tells Evelyn, ʻDon’t listen through your ears.ʼ Choose a suitable synonym for ‘listen’ from the options below and explain how it adds depth to the meaning of his advice. (1) a. observe b. sense c. ignore d. misunderstand III. How does the description of Evelyn’s ability to feel different drum notes contribute to her confidence in music? (2) IV. In the extract, the phrase ʻEvelyn was not going to give upʼ is used. What does this phrase suggest about her attitude toward (1) challenges? a. She is stubborn and refuses to listen to others. b. She is determined and willing to find new ways to achieve her goal. c. She is unsure and hesitant about learning music. d. She is unaware of the difficulties she will face. Ans: I. Evelyn decides to learn the xylophone because she is determined to lead a normal life and follow her passion for music. Even though most teachers discourage her, she refuses to give up and looks for ways to experience music in a different way. II. b. sense III. When Evelyn realises she can feel the vibrations of different drum notes in different parts of her body, she gains confidence that she can still experience music. This discovery shows her that she does not need to rely on hearing alone. As she practices sensing the notes, she becomes more skilled and starts believing in her ability to play instruments, which helps her pursue music professionally. IV. b. She is determined and willing to find new ways to achieve her goal.

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2. Read the following extract carefully and answer the questions that follow. It was then discovered that her hearing was severely impaired as a result of gradual nerve damage. They were advised that she should be fitted with hearing aids and sent to a school for the deaf. ʻEverything suddenly looked black,ʼ says Evelyn. I. What does the phrase ʻEverything suddenly looked blackʼ suggest about Evelyn’s emotions? Choose the most appropriate option. (1) a. She felt hopeful and motivated. b. She was overwhelmed with sadness and despair. c. She was confused but not deeply affected. d. She was excited about the new challenges ahead. II. Explain the meaning of ʻgradual nerve damageʼ in the context of Evelyn’s hearing loss.

(1)

III. If Evelyn had received advice at a confidence-building session, which of the following would be most relevant to her situation? (1) i. ʻObstacles are things a person sees when he takes his eyes off his goal.ʼ ii. ʻSuccess is not final, failure is not fatal: it is the courage to continue that counts.ʼ iii. ʻThe only way to do great work is to love what you do.ʼ iv. ʻSometimes life closes a door because it’s time to move forward.ʼ (Competency-based Question) a. (i) and (ii) b. (ii) and (iv) c. (iii) and (iv) d. (i) and (iii) IV. How do Evelyn’s parents feel when they are advised to send her to a school for the deaf? How does Evelyn likely react to this suggestion? (2) Ans: I. b. She was overwhelmed with sadness and despair. II. ʻGradual nerve damageʼ means that Evelynʼs hearing loss did not happen suddenly but worsened over time. Her nerves slowly became weaker, reducing her ability to hear until she was almost completely deaf.

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III. b. (ii) and (iv) IV. Evelyn’s parents felt shocked and heartbroken upon learning that she was severely hearing impaired. They were worried about her future and unsure how she would cope. Evelyn felt devastated and lost, as the advice to send her to a school for the deaf made her feel different from others. The phrase ʻeverything suddenly looked blackʼ suggests that she struggled to accept the news. 3. Read the following extract carefully and answer the questions that follow. And for all this, Evelyn won’t accept any hint of heroic achievement. ʻIf you work hard and know where you are going, you’ll get there.ʼ And she got right to the top, the world’s most soughtafter multi-percussionist with a mastery of some thousand instruments, and a hectic international schedule. It is intriguing to watch Evelyn function so effortlessly without hearing. In our two-hour discussion she never missed a word. I. How does Evelyn achieve success despite her hearing impairment? (1) a. She considers herself a hero and seeks recognition. b. She believes in hard work and has a clear goal. c. She relies on others to help her overcome challenges. d. She accepts that she cannot be a musician and chooses a different career. II. Fill in the blank.

(1)

Evelyn is described as the world’s most _________ multi-percussionist, showing her exceptional talent and demand in the music industry. III. Humility is the quality of being modest, respectful, and open to learning without arrogance. Based on the extract, analyse how Evelyn’s humility and determination shape her journey to success. (2)

(Competency-based Question)

IV. Choose the correct relationship between the following statements. (1) i. ʻIf you work hard and know where you are going, you’ll get there.ʼ ii. ʻAnd she got right to the top, the world’s most sought-after multi-percussionist.ʼ (Competency-based Question)

a. The two statements are unrelated. b. The first statement expresses Evelyn’s belief, and the second confirms that she achieved success through it. c. The second statement contradicts the first, showing that she reached the top by luck. d. The first statement suggests that Evelyn had no struggles in her journey. Ans: I. b. She believes in hard work and has a clear goal. II. sought-after III. Evelyn’s humility and determination are key to her success. Despite being immensely talented, she does not view herself as special or heroic. Instead, she believes that anyone who works hard and stays focussed can achieve their goals. Her dedication enabled her to master a thousand instruments and maintain a hectic international schedule. IV. b. The first statement expresses Evelyn’s belief, and the second confirms that she achieved success through it. 4. Read the following extract carefully and answer the questions that follow. Evelyn confesses that she is something of a workaholic. ʻI’ve just got to work often harder than classical musicians. But the rewards are enormous.ʼ Apart from the regular concerts, Evelyn also gives free concerts in prisons and hospitals. She also gives high priority to classes for young musicians. Ann Richlin of the Beethoven Fund for Deaf Children says, ʻShe is a shining inspiration for deaf children. They see that there is nowhere that they cannot go.ʼ I. Choose the sentence where ʻsomething ofʼ is used correctly. (1) a. She is something of a dancer, but she still needs practice. b. He was something of tired after the long journey. c. They found the movie something of interesting and fun. d. We had something of many options to choose from. II. What does Evelyn’s free concerts in prisons and hospitals show about her character? (2)

(Competency-based Question)

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III. Choose the incorrect option. Evelyn : Workaholic : : _________________ a. Artist : Creative b. Athlete : Determined c. Scientist : Curious d. Teacher : Strict

(1)

IV. Which phrase from the extract highlights Evelyn’s role as a source of motivation? (1) a. ʻI’ve just got to work…ʼ b. ʻShe is a shining inspiration for deaf children.ʼ c. ʻBut the rewards are enormous.ʼ d. ʻThey see that there is nowhere that they cannot go.ʼ Ans: I. a. She is something of a dancer, but she still needs practice. II. Evelyn’s free concerts in prisons and hospitals show her kindness and sense of social responsibility. They highlight her belief that music should be accessible to everyone, including those who are suffering. Her actions reflect her generosity, and dedication to using her talent for the well-being of others. III. d. Teacher : Strict IV. b. ʻShe is a shining inspiration for deaf children.ʼ 5. Read the following extract carefully and answer the questions that follow. Emperor Aurangzeb banned the playing of a musical instrument called pungi in the royal residence for it had a shrill unpleasant sound. Pungi became the generic name for reeded noisemakers. Few had thought that it would one day be revived. A barber of a family of professional musicians, who had access to the royal palace, decided to improve the tonal quality of the pungi. He chose a pipe with a natural hollow stem that was longer and broader than the pungi, and made seven holes on the body of the pipe. I. Why did Emperor Aurangzeb ban the playing of the pungi in the royal residence? (1) a. It was too expensive to maintain. b. It had a shrill and unpleasant sound. c. It was considered sacred and not for entertainment. d. It was too difficult to play.

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II. Identify the image of pungi from the following. (Competency-based Question) a.

(1)

III. Analyse the barber’s role in the revival of the pungi. (2) IV. Choose the correct relationship between the following statements. (1) i. ʻPungi became the generic name for reeded noisemakers.ʼ ii. ʻA barber of a family of professional musicians decided to improve the tonal quality of the pungi.ʼ a. The two statements are unrelated. b. The second statement explains how the pungi was improved after being dismissed as a noisy instrument. c. The first statement contradicts the second, as the pungi was never considered a noisy instrument. d. The second statement suggests that the barber wanted to prove Aurangzeb wrong. Ans: I. b. It had a shrill and unpleasant sound. II. Option a III. A barber improved the tonal quality of the pungi. He chose a pipe with a natural hollow stem and made seven holes on the body of the pipe. The sound that came out from this changed instrument was pleasant and melodious. Thus, he transformed the pungi into a melodious instrument, which would later be termed a ‘shehnai.’ IV. b. The second statement explains how the pungi was improved after being dismissed as a noisy instrument. 6. Read the following extract carefully and answer the questions that follow. The credit for bringing this instrument onto the classical stage goes to Ustad Bismillah Khan. As a five-year old, Bismillah Khan played gilli-danda near a pond in the ancient estate 133

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of Dumraon in Bihar. He would regularly go to the nearby Bihariji temple to sing the Bhojpuri ‘Chaita’, at the end of which he would earn a big laddu weighing 1.25 kg, a prize given by the local Maharaja. This happened 80 years ago, and the little boy has travelled far to earn the highest civilian award in India—the Bharat Ratna. I. Fill in the blank. (1) Young Bismillah Khan : laddu : : Old Bismillah Khan : _____________ II. Which of the following sentences uses the word ‘credit’ in a different context than the others? (1) a. The credit for revolutionising the shehnai as a classical instrument goes to Ustad Bismillah Khan. b. She received full credit for her hard work on the project. c. I forgot my wallet; can you credit me the amount for now? d. The director’s name appeared in the movie’s end credits as a mark of recognition. III. What contrast has been created in the extract?

(2)

IV. Assertion (A): The credit for bringing the shehnai onto the classical stage goes to Ustad Bismillah Khan. Reason (R): He belonged to a family of court musicians and was trained in playing the shehnai from a young age. (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. Bharat Ratna II. c. I forgot my wallet; can you credit me the amount for now? III. The extract shows a contrast between Bismillah Khan’s childhood and his great success. As a young boy, he played near a pond and sang at a temple to earn a laddu. Many years later, he became a famous musician and won India’s highest civilian award, the Bharat Ratna. This contrast shows how he rose from a simple life to great fame through his hard work and talent.

IV. a. Both A and R are true, and R is the correct explanation of A. 7. Read the following extract carefully and answer the questions that follow. Ali Bux would play the shehnai and Bismillah would sit captivated for hours on end. Slowly, he started getting lessons in playing the instrument and would sit practising throughout the day. For years to come the temple of Balaji and Mangala Maiya and the banks of the Ganga became the young apprentice’s favourite haunts where he could practise in solitude. The flowing waters of the Ganga inspired him to improvise and invent raagas that were earlier considered to be beyond the range of the shehnai. I. The antonym of ‘uninterested’ in the extract is _____________

(1)

II. Which of the following sentences uses the word ‘haunt’ in a different context than the (1) others? a. The temple of Balaji and Mangala Maiya became Bismillah Khan’s favourite haunts. b. The old castle is said to be haunted by ghosts. c. The banks of the Ganga were a frequent haunt for Bismillah Khan’s practice. d. The café is a popular haunt for artists and writers. III. Bismillah Khan was inspired by nature. Comment. (Competency-based Question) (2) IV. Rahul: ʻBismillah Khan was captivated by Ali Bux’s shehnai playing and listened for hours.ʼ Amit: ʻBismillah Khan became a great musician because the Ganga inspired him to create new raagas.ʼ (Competency-based Question) (1) a. Both Rahul and Amit are correct, and Amit’s statement explains Rahul’s. b. Rahul is correct, but Amit is incorrect. c. No relationship exists between Rahul and Amit’s statements. d. Both Rahul and Amit are correct, but Amit’s statement does not explain Rahul’s. Ans: I. captivated II. b. The old castle is said to be haunted by ghosts. III. Yes, Bismillah Khan was deeply inspired by nature. He often practised his shehnai

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on the banks of the river Ganga. The calm and spiritual environment helped him improvise and create new raagas that were once thought to be beyond the scope of the shehnai. IV. d. Both Rahul and Amit are correct, but Amit’s statement does not explain Rahul’s. 8. Read the following extract carefully and answer the questions that follow. His first trip abroad was to Afghanistan where King Zahir Shah was so taken in by the maestro that he gifted him priceless Persian carpets and other souvenirs. The King of Afghanistan was not the only one to be fascinated with Bismillah’s music. Film director Vijay Bhatt was so impressed after hearing Bismillah play at a festival that he named a film after the instrument called Gunj Uthi Shehnai. I. Which image corresponds to the phrase (1) ‘taken in’? a.

II. Fill in the blank. (1) King Zahir Shah : Persian carpets : : Vijay Bhatt : ________________ III. Why did Vijay Bhatt name his film Gunj Uthi Shehnai? (1) a. He was fascinated by the shehnai’s historical significance. b. The film was based on the life of Bismillah Khan. c. He wanted to popularise Indian classical music. d. He was inspired by the sound of the instrument and Bismillah Khan’s performance. IV. Bismillah Khan’s shehnai weaved its magic globally. Justify. (Competency-based Question) (2) Ans: I. Option c II. Film or Gunj Uthi Shehnai III. d. He was inspired by the sound of the instrument and Bismillah Khan’s performance. Section C • The Sound of Music

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IV. Bismillah Khan’s shehnai weaved its magic globally. His music captivated not only Indian audiences but also gained international recognition. King Zahir Shah, ruler of Afghanistan, was so impressed with him that he honoured him with priceless Persian carpets and other souvenirs. Film director Vijay Bhatt was deeply moved after hearing him play at a festival and was so inspired that he named a film Gunj Uthi Shehnai after the instrument.

Short Answer Questions

Answer the following question in about 40–50 words. 1. If you were in Evelyn’s position, would you have continued pursuing music despite your hearing loss? Elaborate with reasons.

Ans: If I were in Evelynʼs position, initially I might have felt discouraged and considered giving up, as learning music seems so dependent on hearing. However, knowing what I now know about Evelynʼs determination and ability to find alternative ways to experience music, I would hope that I could find the strength to persevere, even if it meant facing enormous challenges. 2. Write a short note on Evelyn’s parents. Ans: Evelyn’s parents worked as pillars of support in her life. Her mother, Isabel Glennie, was the first to notice her hearing impairment when she failed to respond to her name in the piano class. Despite the challenges, her parents supported her and ensured she received the right guidance. Although they were initially advised to send her to a school for the deaf, they did not let her disability define her future. Their encouragement helped Evelyn to pursue her passion for music. 3. Evelyn’s journey to becoming a world-class percussionist can be seen as both a literal and metaphorical ‘rhythm of determination’. Explain. (Competency-based Question) Ans: Evelyn’s journey is a literal rhythm because she is a percussionist who mastered thousands of instruments. Metaphorically, her life follows a rhythm of perseverance and dedication. Just like music follows a beat, Evelyn’s success is a result of consistent effort, focus, and determination. She overcame her disability through sheer willpower, proving that determination leads to greatness. 135

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4. The ‘mind over matter’ approach suggests that mental strength can help overcome physical challenges. How would you evaluate Evelyn’s approach to her musical career? (Competency-based Question) Ans: Evelyn’s approach to her musical career perfectly demonstrates ‘mind over matter.’ Instead of allowing her deafness to limit her, she trained herself to sense music in unique ways. She refused to see her impairment as a disadvantage and focused on her strengths. Her success as a world-class percussionist proves that mental strength can help individuals overcome physical barriers. 5. What did Deborah Cowley find intriguing? Why? Ans: Deborah Cowley found it intriguing to watch Evelyn function so effortlessly without hearing. Despite being profoundly deaf, Evelyn communicated effectively and never missed a word during their two-hour discussion. Her ability to sense sounds through lip-reading and interpret them with accuracy fascinated Cowley. 6. ‘Sheepish’ refers to feeling embarrassed, awkward or shy, often due to a mistake or difficulty. In what situation did Evelyn Glennie appear sheepish while depending on her lip-reading ability? (Competency-based Question) Ans: Although Glennie had mastered the ability to lip-read, she sheepishly confessed that she struggled to lip-read men with bushy beards, as their lips were not clearly visible. 7. What was the role of Ron Forbes in Evelyn’s life? Ans: Ron Forbes, Evelyn’s music teacher, played a crucial role in her life. While other teachers discouraged her, he recognized her talent and encouraged her to ‘sense’ music rather than just ‘hear’ it. To help her, he tuned two large drums to different notes. Evelyn discovered she could feel the higher-pitched drum through her upper body and the lower one through her lower body. This discovery changed her life, paving the way for her success as a world-renowned musician. 8. How did the shehnai get its name? OR

How did the shehnai originate? Ans: The pungi was a wind instrument that was not allowed in the royal palace because of its harsh

and unpleasant sound. A barber improved the tonal quality of the pungi. He chose a pipe with a natural hollow stem that was longer and broader than the pungi, and made seven holes on the body of the pipe. When he played on it, soft and melodious sounds could be heard. Since it was first played in the Shah’s, that is, Aurangzeb’s chambers and was played by a nai (barber), the instrument was named the ‘shehnai’. 9. How did Bismillah Khan cultivate his passion for playing the shehnai? Ans: Bismillah Khan developed his interest in the shehnai from an early age. He was born into a family of musicians, and his maternal uncle, Ali Bux, was a well-known shehnai player at the Vishnu temple of Benaras. Young Bismillah would accompany his uncle to the temple and watch him play. He was fascinated when his uncle practised playing the shehnai. Slowly, he started getting lessons and would sit practising throughout the day near the Balaji temple and the banks of the Ganga. The flowing waters of the river inspired him to improvise and invent new raagas that were earlier considered beyond the scope of the shehnai. 10. Why did Bismillah Khan disassociate himself with the world of films? Ans: Bismillah Khanʼs association with the celluloid world was limited to only two films. He contributed to the music of the film ‘Goonj Uthi Shehnai’ composing the song ʻDil Ka Khilona Hai Toot Gaya.ʼ Despite the success, he chose to walk away from the film world. Playing the shehnai was a spiritually pure experience for Bismillah Khan. He could not come to terms with the film industryʼs focus on moneymaking. He believed that true music should remain pure and spiritually enriching rather than being shaped by cinematic demands. He preferred to dedicate his life to preserving and promoting traditional Indian classical music, away from the glamour and artificiality of the film industry. 11. Name a few awards and accolades that Bismillah Khan received at the national and international level. Ans: Khan became the first Indian to be invited to perform at the Lincoln Centre Hall in the United States of America. He also took part in the World Exposition in Montreal, in the Cannes Art Festival and in the Osaka Trade Fair. An auditorium in

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Teheran was named after him—Tahar Mosiquee Ustaad Bismillah Khan. He received national awards like the Padma Shri, Padma Bhushan, and Padma Vibhushan. In 2001, Ustad Bismillah Khan was honoured with India’s highest civilian award, the Bharat Ratna. 12. Why did Bismillah Khan refuse to head a shehnai school in the U.S.A.? Ans: Bismillah Khan was deeply fond of Benaras and Dumraon. He was once offered to head a shehnai school in the U.S.A. by one of his students. The student promised to recreate the atmosphere of Benaras there. But Khansaab refused the offer by asking if they would be able to transport river Ganga as well. Such was his love for his homeland that whenever he was in a foreign country, he kept missing Hindustan. While in Mumbai, he thought of only Benaras and the holy Ganga. And while in Benaras, he missed the unique mattha of Dumraon. He could not imagine living away from his country as he felt that the essence of his art was rooted in the cultural and spiritual heritage of India. 13. If you were in Bismillah Khan’s place, would you have refused the offer to head a shehnai school in the U.S.A.? Justify your response with reasons. (Competency-based Question) Ans: If I were in Bismillah Khan’s place, I would have refused the offer for the same reasons—deep love for my homeland and its cultural influence on my music. I believe that art is deeply rooted in the culture from where it stems. Living abroad will have distanced me from this inspiration. Moreover, being away from my family and the rich musical heritage of India would have made it even harder to continue my artistic journey. 14. If Bismillah Khan had chosen to stay in the film industry, how do you think it would have impacted his musical journey? (Competency-based Question) Ans: If Bismillah Khan had stayed in the film industry, his music would have gained more commercial popularity. His artistic freedom would have been restricted, shifting his focus from traditional shehnai performances to mainstream compositions. However, his deep devotion to classical music suggests that, sooner or later, he would have returned to his roots. Section C • The Sound of Music

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Long Answer Questions

Answer the following question in about 100–120 words. 1. Compare and contrast Evelyn Glennie’s journey as a musician with that of a regular musician. How did her struggles and triumphs make her journey unique? (Competency-based Question) Ans: Evelyn Glennie’s journey as a musician was unique and inspiring. She lost her hearing at a very tender age due to gradual nerve damage, but her passion for music remained strong. With the help of her mentor, Ron Forbes, she learnt to feel music through vibrations instead of hearing it. She felt the sounds through her body. Through determination and hard work, she became a world-famous percussionist, proving that physical limitations cannot stop true talent. A regular musician learns music in a traditional way, relying on their sense of hearing to understand rhythm, tune and melody. They listen to notes, follow beats, and adjust their performance based on sound. Unlike Evelyn, they do not need to develop alternative methods to experience music. Their challenges may include learning complex techniques, stage fear or competition, but they do not face the difficulty of being unable to hear the music they create. Evelyn’s journey was much harder than that of a regular musician, yet she succeeded against all odds. While most musicians follow traditional learning paths, she created her own unique way to experience music. Her story teaches us that determination, innovation and hard work can help overcome any obstacle. 2. How does Evelyn Glennie’s journey inspire the belief that ʻIf she can do it, so can Iʼ? (Competency-based Question) Ans: Evelyn Glennie’s story is a testament to the power of determination and perseverance. Losing her hearing at a young age could have ended her musical dreams, but she refused to let it define her. With the support of Ron Forbes, she learned to sense music through vibrations rather than sound. She trained rigorously and gained admission to the Royal Academy of Music, where she excelled despite her disability. Her journey was not easy. She had to work twice as hard as others, relying on her sense of touch and body awareness to interpret music. Yet, she became a global inspiration, proving 137

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that obstacles can be overcome with hard work and belief in oneself. Her success teaches us that no challenge is too great if one has the determination to rise above it. If she could achieve greatness despite her struggles, so can anyone who dares to dream. 3. Howard Gardner’s Theory of Multiple Intelligences suggests that intelligence is not limited to academic ability but includes different skills like musical, bodily-kinesthetic, and interpersonal intelligence. How does Evelyn Glennie’s journey support Howard Gardner’s Theory of Multiple Intelligences? (Competency-based Question) l sica Mu

Kin est he tic Body

Smart

People Smart

Picture Smart

a l-M ca gi Lo

atical them

nal rso pe ra t In

Logic Smart

Verb

Nature Smart

uis tic

Word Smart

al-L ing

Sell Smart

onal ers

Visua l-Sp ati al

rp te In

Music Smart

Bodily-

Natu ral ist ic

Ans: Evelyn Glennie’s story challenges the idea that intelligence is only measured by school performance. As a child, she struggled in academics because of her hearing loss. Her teachers thought she lacked ability, and her marks kept falling. Eventually, she was advised to join a school for the deaf. However, her real intelligence lay in her musical talent and physical coordination, which were recognised by her mentor, Ron Forbes. He taught her to ‘sense’ music through her body instead of relying on her ears to ‘listen’ to it.

He tuned two large drums to two different notes and Evelyn discovered a unique way to ‘experience’ music through vibrations. This showed her exceptional musical intelligence, as she could accurately sense notes and rhythm through the vibrations passing through her body. Her ability to feel sound in this way also reflected her advanced physical awareness and control. With determination and practice, she excelled at the Royal Academy of Music and became a worldfamous musician, proving that intelligence is not just about doing well in school.

Evelyn’s journey is a strong example of why talents beyond traditional academics should be recognised and supported. Her story supports Gardner’s theory by proving that intelligence comes in many forms. 4. Imagine you are Evelyn Glennie. Write a diary entry expressing your thoughts and emotions on the day you were accepted into the Royal Academy of Music. Include your excitement, fears, and determination to prove yourself despite the challenges. Ans: 25 December 19XX, Wednesday

Dear Diary,

Today has been an unforgettable day! I have been accepted into the Royal Academy of Music—something I once thought impossible. The moment I stepped onto the campus, I felt a mix of excitement and nervousness. A girl from a small Scottish farm, profoundly deaf, now standing among some of the most talented musicians—it still feels like a dream! I know my journey will not be easy. Many people have doubted me because I cannot hear the way others do. Some teachers even discouraged me in school, thinking I wouldn’t be able to keep up. But I have proved them wrong before, and I will do it again. Ron Forbes showed me that music is not just about hearing—it is about feeling. I trust in my ability to sense vibrations, and I am determined to give my best. No matter how tough it gets, I will not give up. If I can make it here, then I can achieve anything. I will work harder than ever, and one day, I hope to inspire others who face challenges like mine. This is just the beginning! Evelyn 5. Bismillah Khan was a patriot. Justify. Ans: Bismillah Khan was not only a legendary musician but also a true patriot who deeply loved India. His life and music reflected unity beyond religious boundaries. Since childhood, he showed that his love for music and culture was above religious differences. As a five-year-old, he would regularly go to the nearby Bihariji temple to sing the Bhojpuri Chaita. He learnt and mastered playing the shehnai, a traditionally temple-associated instrument, by practising near the Balaji Temple

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and on the banks of the river Ganga. He felt a deep bond with the river, as its flowing water inspired him to create new raagas beyond the usual limits of the shehnai. His love for India’s culture and traditions was so strong that he refused an offer to head a shehnai school in the U.S.A., saying that the Ganga could not be transported there. His patriotism was also evident in his contributions to the nation. He played the shehnai at the Red Fort on India’s first Independence Day in 1947, filling the air with the spirit of freedom. On winning Bharat Ratna, he requested people to teach music to children as it was ‘Hindustan’s’ richest tradition. Despite receiving international fame and opportunities, he never left India because his heart belonged to his homeland. His music united people of different religions, proving that art goes beyond all boundaries. Thus, Bismillah Khan was not just a master musician but also a true patriot who dedicated his life to Indian music and culture.

7. Pele once said, ʻSuccess is no accident. It is hard work, perseverance, learning, sacrifice, and most of all, love of what you are doing.ʼ Explain this statement with reference to Bismillah Khan’s life. (Competency-based Question) Ans: Pelé’s words, ‘Success is no accident. It is hard work, perseverance, learning, sacrifice, and love for what you do,’ perfectly describe Bismillah Khan’s journey. His dedication to music began in childhood, as he spent hours practising the shehnai near the Ganga. He sacrificed personal comforts to master his art. His talent and perseverance earned him global recognition, yet he remained deeply connected to his roots. He played the shehnai at the Red Fort on India’s Independence Day, a moment of national pride. Despite fame, he refused to move abroad, proving that true success is not just about achievements but also about values and integrity. His life embodies hard work, sacrifice, and passion, making him an example of how dedication leads to greatness.

6. Imagine a conversation between Bismillah Khan and Evelyn Glennie about how music goes beyond disabilities and cultural differences. (Competency-based Question)

8. How does Evelyn’s decision to embrace her unique way of experiencing sound contribute to her success? Discuss the importance of adaptability in overcoming obstacles, using examples from the chapter. Ans: Evelyn Glennie’s journey is a powerful example of determination and adaptability. Her nerve damage and the consequent deafness could have ended her musical dreams, but she chose to find a new way to fulfil her dream. Instead of giving up, she buckled down to become one of the world’s greatest percussionists. Her teacher, Ron Forbes, played a key role in this transformation. He taught her to ‘listen’ not with her ears, but through her body. He played two different notes on the drums which made Evelyn realise that she could feel the higher note from the waist up and the lower note from the waist down. She could ‘sense’ music in different parts of her body. This method helped her understand musical notes and rhythms in a unique way. She learned to open her mind and body to sound and vibrations. Orchestra was yet another challenge in her musical journey but she adapted to it by performing barefoot – a method which helped her sense the music through floor vibrations.

Ans: Evelyn: Ustad Ji, your music has inspired millions. Although I am deaf, I experience music through vibrations. It connects me to a world beyond sound.

Bismillah Khan: Music is indeed beyond hearing. It is about feeling and expressing emotions. My shehnai, once limited to temples, became an instrument for all, proving that music knows no barriers. Evelyn: That is inspiring! People doubted me, but my teacher Ron Forbes helped me develop a new way to experience sound. Bismillah Khan: Similarly, people thought shehnai could never be played in concerts. But I proved them wrong, just as you did. Music should be inclusive, not confined by traditions. Evelyn: I agree. That is why I perform in hospitals and prisons, bringing hope through music.

Bismillah Khan: True! Music unites hearts. It is a universal language of peace and joy.

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Instead of feeling angry or discouraged, Evelyn continued to work harder to refine her skills. Her dedication took her to the biggest stages. Beyond her performances, she also gave free concerts in hospitals and prisons and worked with young musicians, inspiring many. Evelyn’s story shows that challenges can be turned into strengths with the right mindset. She proved that disabilities do not have to limit success, and her journey teaches us that determination and adaptability can help overcome any obstacle. 9. How do the narratives of Evelyn Glennie and Ustad Bismillah Khan challenge societal stereotypes about disability and cultural identity? Illustrate your answer with examples from the texts. Ans: Evelyn Glennie and Ustad Bismillah Khan’s stories challenge societal stereotypes about disability and cultural identity, proving that talent transcends limitations. Despite being profoundly deaf, Evelyn defied expectations to become a world-renowned percussionist. With Ron Forbesʼ guidance, she learned to sense music through vibrations, proving that physical disabilities cannot limit true talent. Her success challenges the stereotype that hearing is essential for musicianship. Similarly, Bismillah Khan shattered cultural barriers through his unwavering commitment to Indian classical music. Despite the shehnai being traditionally confined to temples and weddings, he introduced it to global concert stages. His music united Hindus and Muslims, proving that art transcends religion and culture. Both legends reshaped societal perceptions, showing that dedication, passion, and innovation can break any stereotype. Their journeys inspire us to see beyond limitations and embrace diversity in talent.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (1 × 5 = 5 marks) a. A slight girl, looking younger than her seventeen years, was nervous yet excited as she felt the vibrations of

I. Why was the girl feeling both nervous and excited? (1)

a. She was travelling alone for the first time. b. She was starting her journey at a prestigious music academy.

c. She was leaving her home forever.

d. She was unsure about her passion for music.

II. How does the phrase ʻfelt the vibrations of the approaching trainʼ suggest that the girl experienced the world differently? (1)

III. Arrange the following aspects of the girlʼs experience in the correct order based on the extract.

i. She was fresh from a Scottish farm.

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ii. She was at the Royal Academy of Music.

iii. She was feeling the vibrations of the train.

iv. She was profoundly deaf.

a. iii, i, iv, ii c. i, iv, iii, ii

b. i, iii, ii, iv d. iii, ii, i, iv

IV. What does the description of the girl as ʻslightʼ and ʻlooking younger than her seventeen yearsʼ suggest about her personality or appearance? (2)

OR b. Glennie’s loss of hearing had been gradual. Her mother remembers noticing something was wrong when the eight-year-old Evelyn was waiting to play the piano. ʻThey called her name and she didn’t move. I suddenly realised she hadn’t heard,ʼ says Isabel Glennie. For quite a while Evelyn managed to conceal her growing deafness from friends and teachers. But by the time she was eleven her marks had deteriorated.

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I. If Evelyn had responded when her name was called, what might have happened differently? (1) a. Her hearing loss might have been discovered later. b. She would have played the piano earlier. c. Her teachers would have given her extra lessons. d. She would have avoided learning percussion.

II. Which event in the extract serves as a turning point in Evelyn’s life? (2)

III. Identify the cause-and-effect relationship in the following.

i. Evelyn’s mother noticed she didn’t respond to her name.

d. Neither influenced the other

IV. Which of the following sentences does NOT use the word ‘conceal’ as used in the extract? (1)

a. Evelyn tried to conceal her hearing loss from her teachers for as long as possible.

b. The thief attempted to conceal the stolen goods under his coat. c. She used makeup to conceal the scar on her cheek. d. The teacher asked the students to conceal their notebooks before starting the test.

2. Read the following extracts carefully and answer the questions that follow. (1 × 5 = 5 marks)

a. At the age of 14, Bismillah accompanied his uncle to the Allahabad Music Conference. At the end of his recital, Ustad Faiyaz Khan patted the young boy’s back and said, ʻWork hard and you shall make it.ʼ With the opening of the All India Radio in Lucknow in 1938 came Bismillah’s big break. He soon became an often-heard shehnai player on radio.

I. Assertion (A): Bismillah Khan gained national recognition after the opening of All India Radio in Lucknow.

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Choose the correct option.

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.

II. Match the events in Bismillah Khan’s early career with their significanc. Events

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ii. Evelyn’s marks deteriorated over time. a. i led to ii b. ii led to i c. Both happened independently

Reason (R): The Allahabad Music Conference provided him with his first major opportunity to perform.

A. Encouraged by a legendary musician

ii. Ustad Faiyaz Khanʼs praise

B. Led to national recognition

iii. Opening of AIR in Lucknow

C. First major performance

a. i-C, ii-A, iii-B c. i-B, ii-C, iii-A

Significanc

i. Allahabad Music Conference

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b. i-A, ii-C, iii-B d. i-C, ii-B, iii-A

III. In which sentence is the phrase ʻbig breakʼ used correctly?

a. After years of struggle, the young actress finally got her big break when she was cast in a lead role.

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b. The football player took a big break during the match to rest.

c. The chef made a big break in the egg while preparing the dish. d. The author faced a big break in his writing when he couldn’t think of new ideas.

IV. Who was Faiyaz Khan? Why did he say, ʻWork hard and you shall make it.ʼ? (2)

OR b. In 2001, Ustad Bismillah Khan was awarded India’s highest civilian award, the Bharat Ratna. With the coveted award resting on his chest and his eyes glinting with rare happiness he said, ʻAll I would like to say is: Teach your children music, this is Hindustan’s richest tradition; even the West is now coming to learn our music.ʼ 141

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I. Identify the correct part of speech for the bold word in the sentence below. (1)

‘With the coveted award resting on his chest, his eyes glinted with happiness.’ a. noun b. verb c. adjective d. adverb

II. In which sentence is the word ʻglintingʼ used correctly? (1) a. The sun was glinting off the surface of the lake, creating a sparkling effect. b. She was glinting her books into her bag before leaving. c. He glinting the door tightly to keep it from opening. d. The teacher glinting a new lesson to the student.

III. Johnny Cash, a legendary American country singer, once said:

ʻYou can’t put your finger on what makes country music country—it’s just about life. And if you listen to it long enough, you’ll realize it’s the soul of America.ʼ

Do Johnny Cash’s views on country music align with Bismillah Khan’s views on Indian classical music? (1) a. No, Johnny Cash focused on lyrics, while Bismillah Khan only emphasised instrumental music. b. No, Johnny Cash saw country music as a passing trend, while Bismillah Khan believed Indian music was timeless. c. Yes, both believed their country’s music was deeply rooted in tradition and represented its soul. d. Yes, but Johnny Cash thought country music was more influential than any other genre.

IV. What message did Bismillah give on winning Bharat Ratna? What does it show about him?

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3. Answer any FOUR of the following questions in about 40–50 words. (4 × 3 = 12 marks) a. What happened at the piano class? Do you think Evelyn did the right thing by concealing her disability? b. What role does Ron Forbes play in changing Evelyn’s perspective on music? c. How does Evelyn’s ability to feel music through vibrations challenge traditional notions of musical talent?

d. What impact does Evelyn’s success have on the perception of differently-abled individuals in the field of music? e. What role was played by Bismillah Khan’s family in shaping his love for music? f. Why do you think Bismillah Khan was called ‘Ustad’ and ‘Khansaab’? g. Imagine that All India Radio had not been established in 1938. How might this have affected Bismillah Khan’s musical journey and recognition? 4. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. James Blade said ʻGod may have taken her hearing but he has given her back something extraordinary. What we hear, she feels—far more deeply than any of us. That is why she expresses music so beautifully.ʼ Do you agree? Answer with reference to the chapter ‘The Sound of Music’ Part I. b. Ann Richlin of the Beethoven Fund for Deaf Children says, ʻShe is a shining inspiration for deaf children.ʼ Justify the statement with reference to Evelyn Glennie’s journey in ‘The Sound of Music.’ c. Imagine you are a young music enthusiast who has been inspired by Evelyn Glennie’s journey. Write a letter to her expressing your admiration for her perseverance and dedication. Ask her about the challenges she faced and seek advice on overcoming difficulties in achieving one’s dreams. You may begin like this:

Dear Ms Glennie,

I recently learnt about your incredible journey in the world of music, and I must say that your story has truly inspired me….

(Competency-based Question)

d. Bismillah Khan was a devout muslim who was an Indian by spirit. Comment. You have noticed that many young children are eager to learn to play the guitar and other Western musical instruments. As a music enthusiast, prepare a speech encouraging them to explore and appreciate Indian classical music, using the life of Ustad Bismillah Khan as an inspiration. e. ‘There is no shortcut to success.’ Explain the statement with reference to ‘The Sound of Music’ (Part I and II).

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The Little Girl

—Katherine Mansfield

About the Author

Katherine Mansfield, originally named Kathleen Mansfield Beauchamp, was born in Wellington, New Zealand, on 14 October 1888. She was a significant writer who played a key role in shaping the modern short story. Her stories explore themes such as family relationships, everyday struggles, social class, and the effects of war. She often wrote about finding beauty in everyday life.

Mansfield studied in Wellington and London before moving to England at 19 to become a writer. Her early stories were short sketches published in magazines, which was a popular style at the time. Her first book, ‘In a German Pension’ (1911), contained stories about German life from an outsider’s view. She later wrote for magazines edited by John Middleton Murry, whom she married in 1918. Through him, she became part of London’s literary world and met writers like D.H. Lawrence. In 1915, her brother Leslie died while training for World War I. This loss deeply affected her, and she used memories of their time in New Zealand to write some of her most famous works, including ‘Bliss and Other Stories’ (1920), ‘The Garden Party and Other Stories’ (1922), and ‘The Aloe’ (1930).

Mansfield was diagnosed with tuberculosis and was unwell for the last years of her life. However, she kept writing and became known for her simple yet powerful storytelling. She died on 9 January 1923. After her death, her husband published some of her unfinished work, including ‘The Dove’s Nest’ (1923) and ‘Something Childish’ (1923). He described her writing as ’pure‘ and ‘truthful’. Mansfield is still remembered for her ability to express deep emotions with clarity and simplicity.

Summary

The story The Little Girl is about Kezia, who lives with her father, mother, and grandmother. She is afraid of her father and tries to avoid him because he is strict and speaks to her harshly. One day, when she is alone with him in the drawing room, he asks her some questions. She stammers while answering, which annoys him. He scolds her and tells her to speak properly, making her even more nervous. She feels relieved when he leaves for work in the morning. Her grandmother encourages her to spend time with her parents in the drawing room, hoping she will understand them better, but Kezia still finds them distant. One day, her grandmother suggests that she make a pin cushion for her father’s birthday. Kezia stitches three sides of the cushion but needs something to fill it. She goes to her mother’s room and finds some fine sheets of paper on a table. Not knowing they are important, she tears them into small pieces and stuffs them into the cushion before sewing up the last side. Unfortunately, the papers contain her father’s speech for the Port Authority.

When Kezia admits her mistake and tries to explain, her father is too angry to listen. He punishes her by hitting her palm with a ruler. She feels hurt and wonders why she is punished even though she told the truth. Frustrated, she asks, ‘What did God make fathers for?’ Later, she sees Mr MacDonald, the neighbour, playing happily with his five children. She realises that not all fathers are the same. She thinks some, like Mr MacDonald, are kind and caring, while others, like her own father, are strict. Her feelings change when her mother goes to the hospital, and her grandmother goes with her, leaving Kezia alone with the cook. That night, she has a nightmare and wakes up screaming. To her surprise, her father is beside her. He carries her to his room, keeps her warm, and tells her to rub her feet against his to stay warm. She feels safe with him. In that moment, she understands that her father does care for her. He works hard all day to provide for the family and is too tired in the evenings to play with her.

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Theme of the Story

The main theme of ʻThe Little Girlʼ is the special bond of love between children and their parents. Katherine Mansfield shows that although parents may seem strict, their love for their children is deep and enduring. When children are young, they may not always recognise this love, as their parentsʼ actions can sometimes seem unfair. Kezia, for example, feels frightened of her father because he appears cold and distant. However, she later realises that his strictness is a way of showing care and responsibility. Another key theme in the story is perspective. Kezia initially believes her father does not love her, but as she grows to understand him better, she sees that his actions come from concern rather than a lack of affection. This shift in perspective highlights how misunderstandings can create fear and distance in family relationships.

Finally, the story explores the theme of empathy which plays an important role. When Kezia has a nightmare, her father comforts her, and for the first time, she experiences his kindness. This moment helps her see him in a new light, showing how understanding can bridge emotional gaps between parents and children.

Glossary

a figure to be feared: a person to be feared glad sense of relief: a feeling of comfort and ease after being worried fainter and fainter: becoming weaker, quieter or less noticeable carriage: a vehicle used for transport in the past, often drawn by horses slip down: come down quietly and unwillingly stutter: to struggle while speaking, repeating sounds or pausing given it up: stopped doing it wretched: unhappy on the brink of suicide: about to commit suicide yawn: to open the mouth wide to take a breath, especially when tired or bored gravely: in a serious and quiet manner pin cushion: a small, handmade cushion stuffed with material like cotton, which is used to hold pins for sewing laboriously: with a lot of effort or difficulty tore: ripped apart wandered into: went into, by chance

scraps: small pieces of cloth or paper hue and cry: noise and trouble caused by an event dragged: pulled something with effort pacing to and fro: walking back and forth, often due to nervousness or being deep in thought damned: something cursed or unfortunate shadowed room: a dark room where light from outside creates shadows bedclothes: sheets and blankets used as a covering while sleeping clung: held onto something tightly tag: a children’s game of catching one another nightmare: a bad dream butcher: a person who sells meat fence: a wooden or metal barrier around a house or garden it all gets ‘whispery’: everything starts to sound like a whisper tucked up: covered up nicely in bed snuggled: moved into a warm, comfortable position, close to another person

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NCERT Solutions Thinking about the Text

I. Given below are some emotions that Kezia felt. Match the emotions in Column A with the items in Column B. A 1. fear or terror 2. glad sense of relief 3. A ‘funny’ feeling, perhaps of understanding

Ans: 1. iii, iv, v 2. i, ii, vii 3. vi

B i. father comes into her room to give her a goodbye kiss ii. noise of the carriage grows fainter iii. father comes home iv. speaking to father v. going to bed when alone at home vi. father comforts her and falls asleep vii. father stretched out on the sofa, snoring

II. Answer the following questions in one or two sentences. 1. Why was Kezia afraid of her father? Ans: Kezia was afraid of her father because he was large and strict and often spoke to her harshly, making her nervous. She avoided him as he rarely showed warmth or affection, and his presence made her stammer. 2. Who were the people in Kezia’s family? Ans: The people in Kezia’s family were her father, mother and grandmother. 3. What was Kezia’s father’s routine i. before going to his office?

ii. after coming back from his office? iii. on Sundays? Ans:

i. Before leaving for his office, Kezia’s father would come to her room and give her a casual kiss before leaving hurriedly.

ii. After returning from work, he would ask for the newspaper and a cup of tea. Kezia would then take off his shoes. iii. On Sundays, he relaxed on the sofa, read the newspaper and slept soundly for hours. Section C • The Little Girl

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4. In what ways did Kezia’s grandmother encourage her to get to know her father better? Ans: Kezia’s grandmother encouraged her to spend more time with her father. She advised Kezia to go to the drawing room on Sunday afternoons to talk to him. She also suggested making a pin-cushion as a gift for his birthday. III. Discuss these questions in class with your teacher and then write down answers in two or three paragraphs each. 1. Kezia’s efforts to please her father resulted in displeasing him very much. How did this happen? Ans: Kezia was a little girl who feared her father and always tried to avoid him. However, on her grandmother’s suggestion, she decided to make a birthday gift for him to make him happy. She worked hard and stitched a pin-cushion using yellow silk but needed something to fill it. Unaware of their importance, she tore up some papers from her father’s desk and stuffed them inside the cushion. Unfortunately, these papers contained her father’s important speech, which caused great distress in the household. When her father found out, he was angry and punished her by hitting her palms with a ruler. Kezia, who only wanted to please him, was hurt and frightened, and her fear of him deepened. Her innocent effort to make him happy had the opposite effect, leaving her more distant from her father than before. 2. Kezia decides that there are ‘different kinds of fathers’. What kind of father was Mr Macdonald, and how was he different from Kezia’s father? Ans: Kezia’s father was strict, serious, and unaffectionate. He hardly interacted with her except for giving instructions or reprimanding her. He was a disciplinarian who expected Kezia to be obedient and reserved. Due to his stern behaviour, Kezia feared him and felt he was unapproachable. 145

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In contrast, her neighbour Mr Macdonald was a warm and affectionate father. He played with his children, laughed with them, and even let them climb on him. Kezia observed that he was kind, playful, and understanding. This made her realise that fathers could be loving too, unlike her own father, whom she saw as cold and distant. The contrast made her wish for a more affectionate relationship with her father. 3. How does Kezia begin to see her father as a human being who needs sympathy? Ans: Initially, Kezia sees her father as a strict and frightening figure. She never feels comfortable around him and dreads his presence. However, her perception changes when her mother and grandmother are away at hospital, and she is left alone at home. That night, she has a nightmare and wakes up terrified. To her surprise, her father comes to comfort her, carrying her to his bed and letting her sleep beside him. For the first time, Kezia sees her father as a tired, hardworking man who has no one to care for him. She realises that his strictness is not out of cruelty but because of his responsibilities. Feeling safe in his arms, she understood that beneath his stern exterior, he had a loving heart. This realisation changes her feelings from fear to affection, making her sympathise with him.

Thinking about Language

I. Look at the following sentence. There was a glad sense of relief when she heard the noise of the carriage growing fainter... Here, glad means happy about something. Glad, happy, pleased, delighted, thrilled and overjoyed are synonyms (words or expressions that have the same or nearly the same meaning.) However, they express happiness in certain ways. Read the sentences below. • She was glad when the meeting was over. • The chief guest was pleased to announce the name of the winner. 1. Use an appropriate word from the synonyms given above in the following sentences. Clues are given in brackets.

i. She was _______ by the news of her brother’s wedding. (very pleased)

ii. I was _______ to be invited to the party. (extremely pleased and excited about)

iii. She was ______ at the birth of her granddaughter. (extremely happy) iv. The coach was _______ with his performance. (satisfied about)

v. She was very ______ with her results. (happy about something that has happened) Ans:

i. She was delighted by the news of her brother’s wedding.

ii. I was thrilled to be invited to the party. iii. She was overjoyed at the birth of her granddaughter. iv. The coach was pleased with his performance.

v. She was very pleased with her results. 2. Study the use of the word big in the following sentence.

He was so big — his hands and his neck, especially his mouth... Here, big means large in size.

Now, consult a dictionary and find out the meaning of big in the following sentences. The first one has been done for you.

i. You are a big girl now. older

ii. Today you are going to make the biggest decision of your career. _________

iii. Their project is full of big ideas. _________

iv. Cricket is a big game in our country. ________ v. I am a big fan of Lata Mangeshkar. ________ vi. You have to cook a bit more as my friend is a big eater. _________

vii. What a big heart you’ve got, Father dear. __________ Ans:

i. You are a big girl now. older

ii. Today you are going to make the most important decision of your career.

iii. Their project is full of innovative ideas. iv. Cricket is a very popular game in our country.

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v. I am a huge fan of Lata Mangeshkar. vi. You need to cook a little more as my friend is a hearty eater.

vii. What a kind and generous heart you have, Father dear. II. Verbs of Reporting We use verbs of reporting to advise, order, report statements, thoughts, intentions, questions, requests, apologies, manner of speaking and so on. 1. Underline the verbs of reporting in the following sentences.

i. He says he will enjoy the ride.

ii. Father mentioned that he was going on a holiday.

iii. No one told us that the shop was closed.

iv. He answered that the price would go up. v. I wondered why he was screaming. vi. Ben told her to wake him up.

vii. Ratan apologised for coming late to the party. Ans:

i. He says he will enjoy the ride.

ii. Father mentioned that he was going on a holiday.

iii. No one told us that the shop was closed.

iv. He answered that the price would go up. v. I wondered why he was screaming. vi. Ben told her to wake him up.

vii. Ratan apologised for coming late to the party. 2. Some verbs of reporting are given in the box. Choose the appropriate verbs and fill in the blanks in the following sentences. were complaining shouted replied remarked ordered suggested

i. ‘I am not afraid,’ _______ the woman.

ii. ‘Leave me alone,’ my mother ________.

iii. The children _______ that the roads were crowded and noisy. iv. ‘Perhaps he isn’t a bad sort of a chap after all,’ _______ the master.

v. ‘Let’s go and look at the school ground,’ _______ the sports teacher.

vi. The traffic police ________ all the passersby to keep off the road. Section C • The Little Girl

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Ans:

i. ‘I am not afraid,’ replied the woman.

ii. ‘Leave me alone,’ my mother shouted.

iii. The children were complaining that the roads were crowded and noisy.

iv. ‘Perhaps he isn’t a bad sort of chap after all,’ remarked the master. v. ‘Let’s go and look at the school ground,’ suggested the sports teacher.

vi. The traffic police ordered all the passersby to keep off the road.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. To the little girl, he was a figure to be feared and avoided. Every morning before going to work he came into her room and gave her a casual kiss, to which she responded with ‘Goodbye Father’. And oh, there was a glad sense of relief when she heard the noise of the carriage growing fainter and fainter down the long road! I. What was the father’s morning routine? (1) a. He gave his daughter a kiss before leaving for work. b. He made his daughter study every morning. c. He scolded his daughter before leaving. d. He ignored his daughter completely. II. When did Kezia feel relieved? (1) a. When her father returned home. b. When the carriage arrived at the house. c. When the carriage moved away from the house. d. When her grandmother visited her. III. How did Kezia perceive her father? (1) a. As a loving and approachable parent. b. As a strict and distant figure. c. As a source of constant support. d. As someone who shared her interests. IV. Imagine being in Kezia’s place and feeling nervous around a strict family member. What could help improve your relationship with them? (Competency-based Question) (1) a. Avoiding them completely. b. Trying to understand their reactions.

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c. Complaining about them to others. d. Ignoring their words and actions.

V. Assertion (A): Kezia woke up shivering from her nightmare.

V. Identify the literary device used in the sentence: ‘there was a glad sense of relief when she heard the noise of the carriage growing fainter and fainter down the long road.’ (1) a. Simile b. Metaphor c. Repetition d. Alliteration Ans: I. a. He gave his daughter a kiss before leaving for work. II. c. When the carriage moved away from the house. III. b. As a strict and distant figure. IV. b. Trying to understand their reactions. V. c. Repetition (of ʻfainter and fainterʼ) 2. Read the following extract carefully and answer the questions that follow.

But the same old nightmare came – the butcher with a knife and a rope, who came nearer and nearer, smiling that dreadful smile, while she could not move, could only stand still, crying out, ‘Grandma! Grandma!’. She woke shivering to see Father beside her bed, a candle in his hand. I. What does the repetition of ‘nearer and nearer’ suggest? a. Fear b. Agitation c. Increasing threat d. A frightening experience II. Who appeared in Kezia’s nightmare? a. A butcher b. Her grandmother c. Her mother d. Her father III. What was the butcher carrying in her nightmare? a. A gun and a rope b. A rope and a knife c. A knife and a gun d. A gun, a knife, and a rope

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IV. How did this incident affect Kezia’s feelings towards her father? (1) a. She started to resent him. b. She began to empathise with him. c. She started to admire him. d. She chose to ignore him.

Reason (R): She was frightened by the butcher in her dream and called out for her grandmother. (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. c. Increasing threat II. a. A butcher III. b. A rope and a knife IV. b. She began to empathise with him. V. a. Both A and R are true, and R is the correct explanation of A. 3. Read the following extract and answer the questions that follow. She never stuttered with other people—had quite given it up—but only with Father, because then she was trying so hard to say the words properly. ‘What’s the matter? What are you looking so wretched about? Mother, I wish you taught this child not to appear on the brink of suicide… Here, Kezia, carry my teacup back to the table carefully.’ He was so big—his hands and his neck, especially his mouth when he yawned. Thinking about him alone was like thinking about a giant. I. Why did Kezia stutter only in front of her father? a. She was afraid and could not speak. b. She tried too hard to speak correctly. c. She was not confident in speaking. d. She had a speech disorder. II. Identify the literary device used in ‘Thinking about him alone was like thinking about a giant.’ a. Simile b. Metaphor c. Personification d. Alliteration

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III. Assertion (A): Kezia’s father compared her expression to being on the brink of suicide. Reason (R): He was empathetic towards Kezia’s emotions. (1) a. Both A and R are true, and R is the correct explanation of A.

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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. Assertion (A): Kezia made the pin cushion as a special gift for her father.

IV. What does Kezia’s father’s instruction to carry his teacup carefully suggest about his personality? (1) a. He was concerned about Kezia’s confidence. b. He was strict and expected obedience. c. He was affectionate but misunderstood. d. He wanted to teach Kezia responsibility in small tasks. V. Write if the following sentence is True or False. (1) Kezia saw her father as a gentle and kind figure. Ans: I. b. She tried too hard to speak correctly. II. a. Simile III. c. A is true, but R is false IV. b. He was strict and expected obedience. V. False. (Explanation: She thought he was scary.) 4. Read the following extract and answer the questions that follow. Laboriously, with a double cotton, the little girl stitched three sides. But what to fill it with? That was the question. The grandmother was out in the garden, and she wandered into Mother’s bedroom to look for scraps. On the bedtable, she discovered a great many sheets of fine paper gathered them up, tore them into tiny pieces, and stuffed her case then sewed up the fourth side. I. What does the word ‘laboriously’ mean in the given extract? (1) a. With great effort b. Very fast c. Without any difficulty d. In a careless manner

Reason (R): It was his birthday. a. Both A and R are true, and R explains A b. Both A and R are true, but R does not explain A c. A is true, but R is false d. A is false, but R is true

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V. Identify the correct synonym for ‘discovered’ from the passage. (1) a. invented b. perceived c. located d. found Ans: I. a. With great effort II. c. A pin cushion III. a. Her father’s speech for the Port Authority IV. a. Both A and R are true, and R explains A V. d. found 5. Read the following extract and answer the questions that follow. The Macdonalds lived next door. They had five children. Looking through a gap in the fence the little girl saw them playing ‘tag’ in the evening. The father with the baby, Mao, on his shoulders, two little girls hanging on to his coat pockets ran round and round the flower-beds, shaking with laughter. Once she saw the boys turn the hose on him—and he tried to catch them laughing all the time I. What does the word ‘shaking’ in the passage suggest about the children’s laughter? a. It was quiet and controlled. b. It was forced and unnatural. c. It was full of joy and excitement. d. It was nervous and hesitant.

(1)

II. If you see a family playing together happily, how might it influence your perception of family relationships? (1)

III. What were the ‘many sheets of fine paper’ that Kezia used to fill the cushion? (1) a. Her father’s speech for the Port Authority b. Some old property documents c. Invitation cards for an event d. A letter from her grandmother

a. It could make you believe that all families are always happy. b. It might help you understand that families express love in different ways. c. It would prove that strict parents do not care for their children. d. It would show that playing together is the only way to build strong bonds.

II. What was Kezia stitching as a gift for her father? a. A cushion cover b. A pillow cover c. A pin cushion d. A small quilt

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(Competency-based Question)

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III. What does the phrase ‘turn the hose on him’ mean in the passage? (1) a. The boys sprayed water on their father. b. The boys helped their father water the plants. c. The boys tied their father with a hose. d. The boys used the hose to clean the garden. IV. What can be learned from the way Mr Macdonald interacts with his children? (1) a. Parents should always be playful and never discipline their children. b. A strong bond between parents and children can be built through shared activities. c. Fathers should only play with their children and not worry about work. d. It is important for children to play with their friends, not their parents. V. Why was Kezia drawn to watching the Macdonald family? (1) a. She wished her father would play with her like Mr Macdonald did. b. She disliked her own family and wanted to join theirs. c. She was planning to play a trick on them. d. She wanted to learn how to play tag. Ans: I. c. It was full of joy and excitement. II. b. It might help you understand that families express love in different ways. III. a. The boys sprayed water on their father. IV. b. A strong bond between parents and children can be built through shared activities. V. a. She wished her father would play with her like Mr Macdonald did.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. What was Kezia’s task in the evening when her father came home from work?

Ans: Every evening, Keziaʼs mother asked her to remove her father’s boots. Her father would tell her to put them outside and ask her if she had been a good girl. This routine made her feel nervous.

2. Why was Kezia reluctant to interact with her father? Ans: Kezia was reluctant to interact with her father because he was strict and often gave commands instead of speaking kindly. She felt nervous and scared in his presence. His serious nature, lack of warmth, his huge size and his comments made it difficult for her to feel comfortable around him. 3. Why did Kezia stutter when speaking to her father? Ans: Keziaʼs stuttered when speaking to her father because he often scolded her and never spoke lovingly, making her fearful. She stuttered only with him because she was nervous and tried too hard to speak correctly. She did not stutter when speaking to others, indicating that her fear and anxiety around her father caused her speech difficulty. 4. Why did Kezia’s father punish her? Ans: Kezia’s father scolded and punished her because she unknowingly tore up his speech and used the pieces to fill a pin cushion she was making for his birthday. She took the papers from her mother’s room, not realising their importance, which led to his anger and her subsequent punishment. 5. Why did Kezia think her father was as big as a giant? Ans: Kezia thought of her father as a giant because of his physical appearance—his large hands, neck and yawning mouth. In addition, his strict and distant nature made him seem even more imposing, making her feel small and afraid around him. 6. What did Kezia create as a birthday gift for her father, and how did she make it? Ans: Kezia’s grandmother suggested she make a pin cushion for her father’s birthday. She stitched three sides but needed something to fill it. Finding some paper in her mother’s room, she tore it up and used it as stuffing. She did not realise that the papers were important and tearing them up led to her punishment. 7. How did father’s important speech for the Port Authority go missing? Ans: Kezia unknowingly tore up her father’s speech while making a pin cushion for his birthday. As she couldn’t find anything to stuff the cushion with, Kezia tore up the paper the speech was written on, not realising its importance. This mistake upset her father, leading to severe punishment.

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8. Why was there chaos in Kezia’s house the night before her father’s birthday? Ans: There was a hue and cry in the house when Kezia’s father’s important speech went missing. It was later found that Kezia had unknowingly torn it into pieces to fill a pin cushion that she was making as a birthday gift for her father. Her father was upset and punished her. 9. What was Kezia’s father’s daily routine before leaving for work and after returning in the evening? Ans: Before leaving for work, Kezia’s father would give her a quick kiss in her room before leaving in a carriage. In the evening, he would call for his tea, newspaper, and slippers in a loud voice. He expected Kezia to help him remove his boots before speaking to her briefly. His strict tone made her nervous. 10. Who lived next door to Kezia, and what did she observe about them? Ans: The Macdonalds were Kezia’s neighbours. She noticed that Mr. Macdonald played happily with his children. He laughed when they sprayed him with the hose and ran around the flower beds with his son, Mao, on his shoulders and his two daughters holding onto his coat. Mr Macdonald’s playful nature made Kezia wish her father were more like him.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. What happened when Kezia went to the drawing room on Sunday afternoons? Ans: Every Sunday afternoon, Kezia’s grandmother sent her to the drawing room to spend time with her parents. However, when Kezia entered, she always found her mother busy reading, and her father lying on the sofa, resting with a handkerchief over his face. He did not engage with her, and his serious and distant nature made Kezia feel uncomfortable. She was nervous around him and unsure of what to do. Kezia would sit on a stool and wait for him to wake up and ask what time it was. Kezia was much closer to her grandmother, who always offered her warmth and comfort. Her grandmother suggested that Kezia spend time with her parents in the drawing room, but Kezia found it difficult to connect with them. Section C • The Little Girl

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2. How did Kezia’s opinion of her father change after he took her to sleep with him after her nightmare? Ans: Initially, Kezia was afraid of her father. She saw him as strict and distant and he often scolded her. His large size, loud voice, and serious nature made her nervous, and she felt he didn’t love her. However, after a nightmare one night, her view of him began to change. Kezia had a recurring nightmare about a butcher with a knife and a rope, who moved closer and closer. One night when she and her father were the only ones at home she had the same nightmare and cried out for her grandmother. She woke up shivering, only to find her father beside her bed, holding a candle. He picked her up, took her to his bed, comforted her, kept her warm, and reassured her. She realised that his earlier harshness was due to his tiredness from work. This experience changed her opinion of him, and she saw him as someone who cared for her even though it was in his own gruff way. 3. How is the relationship between Kezia and her father described in the story? Ans: In the story, Kezia’s relationship with her father is distant and formal. She fears him because he is strict and often speaks harshly to her. She feels nervous around him, stammers when she talks to him and avoids him whenever she can. Her father follows a routine, leaving for work in the morning and expecting everything to be in order when he returns. Kezia believes he does not love her, especially after he punishes her for destroying his speech. However, after a nightmare one night, she realises that her father works hard to care for his family. She understands that his love is shown through his actions, like comforting her when she is frightened, which changes her feelings and makes her feel safer around him. 4. Does a father’s love exist even if he does not express it? Discuss with reference to ‘The Little Girl’. (Competency-based Question) Ans: Kezia saw her father as strict and distant because he often scolded her and never expressed affection. She feared him and hesitated to speak in his presence. However, when her mother was unwell, and he fetched her to sleep beside him after she had had a nightmare, she realised that he was not 151

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unkind. She realised that although he never openly expressed his affection, he cared for her in his own way. When Kezia was scared at night, he comforted her by holding her close. This moment helped her understand that his stern nature did not mean a lack of love, but rather a different way of showing care and responsibility. His actions proved his concern. Keziaʼs understanding changed as she realised that love could be shown through responsibility and protection rather than words. 5. How did Kezia’s father differ from Mr Macdonald, and what qualities made Mr Macdonald a different kind of father? (Competency-based Question) Ans: Kezia’s father was strict, distant, and often serious, which made Kezia feel uncomfortable and afraid of him. He rarely showed warmth, and his interactions with her were formal and impersonal, making it hard for Kezia to connect with him. She even felt uncomfortable when he came to kiss her goodbye in her room every day. Mr MacDonald, Kezia’s neighbour, was the complete opposite. He was playful, affectionate, and caring with his children. He laughed, played games, and spent quality time with them, which made him appear as a kind and approachable father. His warm and loving nature made Kezia realise that fathers could be different from her own. 6. Mr Macdonald observes that Kezia is extremely fearful of her father. As a kind and concerned neighbour, he decides to write a letter to Kezia’s father, offering friendly advice on how to strengthen his bond with her. Write this letter in about 100–120 words. (Competency-based Question) Ans: 24, Green Street London 10th March 20XX Dear Mr Kelvey I hope this letter finds you well. As your neighbour, I have observed that little Kezia seems quite fearful around you. She is a bright and sensitive child who may need more warmth and reassurance. Children thrive in an environment where they feel safe and loved.

Perhaps spending more time with her—talking, playing, or reading together—could help strengthen your bond. A little encouragement and affection might make a world of difference in how she sees you. I am sure she looks up to you, and with a gentler approach, she will grow to admire and trust you even more. Looking forward to catching up soon. Best regards, James Macdonald

Assessment

Scan to see answers.

1. Read the given extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. He was so big—his hands and his neck, especially his mouth when he yawned. Thinking about him alone was like thinking about a giant. On Sunday afternoons Grandmother sent her down to the drawingroom to have a ‘nice talk with Father and Mother’. But the little girl always found Mother reading and Father stretched out on the sofa, his handkerchief on his face, his feet on one of the best cushions, sleeping soundly and snoring.

I. According to the extract, what image reflects Kezia’s view of her father? (1) a. A scary giant b. A large man c. A sleeping man d. A man snoring

II. Why did Kezia’s grandmother send her to the drawing room on Sundays? (1) a. To complete her homework b. To spend time with her parents c. To play with her father d. To clean the room

III. Kezia’s father was often seen sleeping soundly on the sofa with his handkerchief on his face. This suggests that: (1) a. He was always tired and needed rest. b. He was lazy and slept whenever he could. c. He did not care about Kezia’s presence d. He was angry and did not want to talk

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IV. Assertion (A): Kezia was eager to have a meaningful conversation with her parents.

Reason (R): She always found her father sleeping and her mother reading, making it difficult to engage. (1) a. Both A and R are true, and R explains A b. Both A and R are true, but R does not explain A c. A is true, but R is false d. A is false, but R is true

V. Is the statement True or False?

(1)

Kezia’s father was portrayed as approachable as he is sleeping.

b. She sat on a stool, gravely watched him until he woke and stretched, and asked the timethen looked at her. ‘Donʼt stare so, Kezia. You look like a little brown owl’.

I. Why did Kezia gravely sit and watch her father until he woke up? (1)

a. She was following her grandmother’s instructions.

b. She wanted him to go and play with her.

c. Her mother told her to watch over him. d. She had nothing else to do.

II. Identify the literary device in the phrase: ‘You look like a little brown owl.’ (1)

a. Personification b. Metaphor c. Simile d. Alliteration

III. Assertion (A): Kezia gravely watched her father until he woke up. Reason (R): She was afraid of him and did not want to disturb him. (1) a. Both A and R are true, and R explains A. b. Both A and R are true, but R does not explain A. c. A is true, but R is false. d. A is false, but R is true.

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IV. Kezia’s father commented that she looked like a little brown owl. If you were in Kezia’s place, how would you respond to such a comparison? (1)

a. Feel happy that he noticed her and take it as a compliment. b. Feel upset as she might think he was mocking her.

c. Ignore it as it was just a casual remark.

d. Ask him why he thought she looked like an owl.

V. Complete the sentence.

Kesia’s staring reminds her father of the ____________ of an owl.

(1)

2. Answer any FOUR of the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Describe the role of the grandmother in ‘The Little Girl’. (Competency-based Question) b. Why does Kezia fear her father? Give references from the story. c. Kezia’s father comes to her room to kiss her goodbye every morning. How is this action viewed by Kezia? What is her father’s intention? (Competency-based Question) d. Describe Kezia’s emotions as she watches Mr Macdonald and his children play. e. What is the theme of ‘The Little Girl’? 3. Answer any THREE of the questions in about 100–120 words. (3 × 6 = 18 marks) a. W hat impression do you get of Kezia’s mother in the story? How does she treat her daughter and what does this suggest about her? (Competency-based Question) b. How does Kezia come to understand that her father also has emotions and needs compassion? c. Do you think Kezia deserves the punishment she is given? What does this incident reveal about her father? (Competency-based Question) d. A father who appears strict on the outside may have a soft heart. Justify this statement with reference to Kezia’s father in ‘The Little Girl’. (Competency-based Question)

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A Truly Beautiful Mind

Summary

The chapter ‘A Truly Beautiful Mind’ explores the life and the character of Albert Einstein, presenting him as a figure of intelligence and uniqueness. Albert Einstein was born on 14 March 1879 in Ulm, Germany. He did not start speaking until he was about two and a half and when he did, he repeated each word twice. He was awkward around other children, and they called him ‘Brother Boring’. Even his mother thought he was unusual because his head was larger than normal. He loved mechanical toys.

At school, Einsteinʼs abilities were often underestimated. A headmaster told his father that whatever profession he chose wouldn’t matter, as he would never succeed. When he was six, his mother encouraged him to learn to play the violin, and he became quite skilled at playing it. When he was 15 months old, his family moved to Munich where he attended high school and scored good marks in almost every subject. He hated the school’s rules and regulations and left the school at fifteen. Einstein later convinced his parents to continue his education in Switzerland. He had a deep interest in physics and mathematics. He completed his schooling and went to the University of Zurich where he met his future wife, Mileva Maric, a bright fellow student from Serbia. However, Einstein found it difficult to convince his mother that Mileva was a good match. His mother thought her too old and too bookish. The couple finally married in 1903 and had two sons. After years of disputes, they were divorced in 1919. After graduating at 21, Einstein found it difficult to find a suitable job and worked as a teacher assistant and gave private lessons. In 1902, he secured a job as a technical expert at a patent office in Bern. While working there, he developed his ideas in physics. In 1905, he published his famous paper on the Special Theory of Relativity, according to which time and distance are not absolute. He also introduced the world to the equation representing the relationship between mass and energy, E = mc².

In 1915, he published the General Theory of Relativity, which changed peopleʼs understanding of gravity. The solar eclipse of 1919 confirmed his theory, which was hailed as ‘a scientific revolution’. In 1921, he received the Nobel Prize. As the Nazi Party gained power in Germany in 1933, Einstein moved to the United States. He did not want his scientific discoveries to be used for harmful purposes. In 1938, when Germany discovered nuclear fission, Einstein and the American physicist feared that the Nazis would build an atomic bomb. On 2 August 1939, Einstein wrote a letter to the American President, Franklin D. Roosevelt about the dangers of atomic bombs.

When the Americans built the atomic bomb and dropped it on Hiroshima and Nagasaki in Japan, Einstein was deeply affected by the destruction caused. He wrote a letter to the United Nations, urging the creation of a world government to prevent such tragedies in the future. In his later years, Einstein became more involved in politics, supporting world peace and democracy. He passed away in 1955 at the age of 76, leaving behind a lasting legacy as one of history’s greatest scientists and a passionate advocate for humanity.

Theme of the Story

The theme of the chapter ‘A Truly Beautiful Mind’ revolves around the life of Albert Einstein, showcasing not only his scientific genius but also his humanity, compassion and dedication to peace. It highlights how Einstein overcame his early challenges, such as being socially inept, being underestimated at home and school and being frustrated by the rigidity of the school system, to become one of the greatest scientists in history. The chapter illustrates that having a ‘beautiful mind’ is not just about intelligence or academic success but also about using oneʼs abilities for the betterment of humanity.

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The need for global unity and peace is highlighted as a theme and the text illustrates how Einstein used his intelligence to promote peace and cooperation to ensure a better world. A further theme that emerges from Einstein’s life is the struggle between conformity and individuality. Because of his brilliance and individualism, he finds himself frustrated within the confines of a rigid school, university and social system. However, he overcomes these challenges and finds expression for his individuality.

Glossary

took the world by storm: gained widespread success and popularity ground-breaking: innovative; initial ideas or methods electrodynamics: the study of electrically charged particles and the forces acting on them reigns: has dominant influence; prevails destined: intended (for), pre-decided on the contrary: on the other hand, opposite to this freak: a word used disapprovingly to talk about a person who is unusual and doesn’t behave, look or think like others uttered: spoke or pronounced mechanical: related to machines amateur: doing something for personal enjoyment rather than as a profession regimentation: order or discipline taken to an extreme stifled: unable to breathe; suffocated prolonged: longer than usual liberal: free-thinking dashing: attractive, smart Serb: citizen of Serbia ally: a friend or an associate philistines: someone who is not intellectual or cultured. The term originally referred to the Philistines in biblical times, a nation whom the Israelites thought to be inferior. The term was used at German universities to describe townspeople who were thought to be uncultured. at odds: in disagreement, in conflict affection: feeling of fondness or liking tenderness: gentleness; sensitivity

Section C • A Truly Beautiful Mind

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relativity: a scientific phenomenon explaining the relationships between light, space, time and gravity patent: a document which gives the rights of an invention to an inventor bureau: a desk with drawers but can also mean a government institution absolute: measured in itself, not in relation to anything else unravelling: becoming undone, starting to disintegrate faltered: became weak coincided: occurred simultaneously gravity: the force that attracts a body toward the centre of the earth deflected: changed direction because it hit something sunʼs gravitational field: the pull exerted by the Sun that keeps planets and other objects in orbit showered: given a lot of something like praise or gifts lauded: highly praised nuclear fission: a scientific process used in building atomic bombs and nuclear reactions in an uproar: very upset Fascism: a political ideology that supports dictatorship, strict control and extreme nationalism urging: encouraging someone to do something exploded: burst or blew up territory: the area around a particular place missive: letter, especially long and official agitating: campaigning for a cause arms buildup: building military forces and weapons visionary: a person who can think about the future in an original and intelligent way

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NCERT Solutions Thinking about the Text

1. Here are some headings for paragraphs in the text. Write the number(s) of the paragraph(s) for each title against the heading. The first one is done for you. i. Einstein’s equation ii. Einstein meets his future wife iii. The making of a violinist iv. Mileva and Einstein’s mother v. A letter that launched the arms race vi. A desk drawer full of ideas vii. Marriage and divorce 9 Ans: i. Einstein’s equation 7 ii. Einstein meets his future wife 3 iii. The making of a violinist 10 iv. Mileva and Einstein’s mother v. A letter that launched the arms race vi. A desk drawer full of ideas vii. Marriage and divorce

15 8 11

2. Who had these opinions about Einstein? i. He was boring. ii. He was stupid and would never succeed in life. iii. He was a freak. Ans: i. His playmates ii. His headmaster iii. His mother 3. Explain what the reasons for the following are. i. Einstein leaving the school in Munich for good. ii. Einstein wanting to study in Switzerland rather than in Munich. iii. Einstein seeing in Mileva an ally. iv. What do these tell you about Einstein? Ans: i. Einstein hated the schoolʼs strict regimentation and had conflicts with his teachers. He felt stifled, because he was too intelligent and left the school. ii. Einstein wanted to study in Switzerland rather than Munich because the schools there were more liberal. iii. Einstein saw Mileva as an ally because other people of his family and University were always at odds with him.

iv. These things tell us that Einstein was highly intelligent, desired freedom, understanding and like-minded people. 4. What did Einstein call his desk drawer at the patent office? Why? Ans: Einstein called his desk drawer at the patent office the ‘bureau of theoretical physics.’ He jokingly called it so because, while he was supposed to assess othersʼ inventions, he was secretly developing his own ideas and theories related to physics. 5. Why did Einstein write a letter to Franklin Roosevelt? Ans: Einstein wrote a letter to Franklin Roosevelt, at the urging of a colleague, to warn him about the potential danger of the Nazis building and using an atom bomb. He also warned him about the consequences of an atomic explosion and the destruction it could cause if dropped on a port.

6. How did Einstein react to the bombing of Hiroshima and Nagasaki? Ans: Einstein was deeply shaken by the bombing of Hiroshima and Nagasaki. He wrote a public letter to the United Nations proposing the formation of a world government to prevent such disastrous events from happening again. His reaction showed his concern for peace and humanity.

7. Why does the world remember Einstein as a ‘world citizen’? Ans: The world remembers Einstein as a ‘world citizen’ because he was not only a brilliant scientist but also a strong advocate for peace and global cooperation. He used his popularity to campaign for peace and democracy and end the arms buildup. He also proposed the idea of the formation of a world government to prevent destructive events and wars. 8. Here are some facts from Einstein’s life. Arrange them in chronological order.

E instein publishes his Special Theory of Relativity.

He is awarded the Nobel Prize in Physics. E instein writes a letter to U.S. President, Franklin D. Roosevelt, and warns against Germany’s building of an atomic bomb.

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Einstein attends a high school in Munich. Einstein’s family moves to Milan.

Einstein is born in the German city of Ulm.

E instein joins a university in Zurich, where he meets Mileva. Einstein dies.

He provides a new interpretation of gravity. T ired of the school’s regimentation, Einstein withdraws from the school.

H e works in a patent office as a technical expert.

W hen Hitler comes to power, Einstein leaves Germany for the United States. Ans: 7 Einstein publishes his Special Theory of Relativity.

9 He is awarded the Nobel Prize in Physics. 11 E instein writes a letter to U.S. President, Franklin D. Roosevelt, and warns against Germany’s building of an atomic bomb.

2 Einstein attends a high school in Munich. 4 Einstein’s family moves to Milan.

1 Einstein is born in the German city of Ulm. 5 E instein joins a university in Zurich, where he meets Mileva. 12 Einstein dies.

8 He provides a new interpretation of gravity.

3 T ired of the school’s regimentation, Einstein withdraws from the school. 6 H e works in a patent office as a technical expert.

10 W hen Hitler comes to power, Einstein leaves Germany for the United States.

Thinking about Language

I. Here are some sentences from the story. Choose the word from the brackets which can be substituted for the italicised words in the sentences.

1. A few years later, the marriage faltered. (failed, broke, became weak).

2. Einstein was constantly at odds with people at the university. (on bad terms, in disagreement, unhappy) 3. The newspapers proclaimed his work as ʻa scientific revolutionʼ. (declared, praised, showed) Section C • A Truly Beautiful Mind

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4. Einstein got ever more involved in politics, agitating for an end to the arms buildup. (campaigning, fighting, supporting)

5. At the age of 15, Einstein felt so stifled that he left the school for good. (permanently, for his benefit, for a short time) 6. Five years later, the discovery of nuclear fission in Berlin had American physicists in an uproar. (in a state of commotion, full of criticism, in a desperate state)

7. Science wasn’t the only thing that appealed to the dashing young man with the walrus moustache. (interested, challenged, worried) Ans: 1. A few years later, the marriage became weak.

2. Einstein was constantly in disagreement with people at the university. 3. The newspapers declared his work as ʻa scientific revolution.ʼ

4. Einstein got ever more involved in politics, campaigning for an end to the arms buildup. 5. At the age of 15, Einstein felt so stifled that he left the school permanently. 6. Five years later, the discovery of nuclear fission in Berlin had American physicists in a state of commotion.

7. Science wasn’t the only thing that interested the dashing young man with the walrus moustache. II. Study the following sentences.

• E instein became a gifted amateur violinist, maintaining this skill throughout his life.

• Letters survive in which they put their affection into words, mixing science with tenderness.

The parts in italics in the above sentences begin with –ing verbs, and are called participial phrases. Participial phrases say something more about the person or thing talked about or the idea expressed by the sentence as a whole. For example: Einstein became a gifted amateur violinist. He maintained this skill throughout his life.

C omplete the sentences below by filling in the blanks with suitable participial clauses. The information that has to be used in the phrases is provided as a sentence in brackets. 157

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1. _____________, the firefighters finally put out the fire. (They worked round the clock.)

2. She watched the sunset above the mountain, ___________ (She noticed the colours blending softly into one another.) 3. The excited horse pawed the ground rapidly, _____________ (While it neighed continually.) 4. _____________, I found myself in Bangalore, instead of Benaras. (I had taken the wrong train.) 5. _____________, I was desperate to get to the bathroom. (I had not bathed for two days) 6. The stone steps, ___________ needed to be replaced. (They were worn down).

7. The actor received hundreds of letters from his fans, ___________ (They asked him to send them his photograph.)

Ans: 1. Working round the clock, the firefighters finally put out the fire.

2. She watched the sunset above the mountain, noticing the colours blending softly into one another. 3. The excited horse pawed the ground rapidly, neighing continually.

4. Having taken the wrong train, I found myself in Bangalore, instead of Benaras. 5. Having not bathed for two days, I was desperate to get to the bathroom.

6. The stone steps, being worn down, needed to be replaced. 7. The actor received hundreds of letters from his fans, asking him to send them his photograph.

Additional Questions Extract-based Questions

I. Which aspect of Einsteinʼs life is contrasted with his professional success? (1) a. He faced challenges financially. b. He faced challenges in his friendships. c. He faced medical challenges. d. He faced challenges in his personal life. II. What did Einstein’s mother mean when she said, ‘She is a book like you’? (1) a. Mileva was not practical. b. Mileva was very intelligent. c. Mileva loved reading books. d. Mileva was not interested in marriage. III. Assertion (A): Einstein postponed his wedding to Mileva because his mother disapproved of their relationship. Reason (R): Einstein’s mother believed Mileva was too old and too intelligent for her son. Which of the following is more accurate regarding the relationships between (A) and (R)? (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. The word ‘unravelling’ can be best described as: (1) a. strengthening b. disintegrating c. constricting d. building V. What does the passage suggest about societal attitudes toward women’s intelligence during Einstein’s time? (1) (Competency-based question) a. Intelligence in women was highly valued and encouraged. b. Women were not allowed to pursue education. c. Intelligence in women was often seen as a negative trait. d. Intelligence in women was considered unimportant. Ans: I. d. He faced challenges in his personal life. II. b. Mileva was very intelligent. III. a. Both A and R are true, and R is the correct explanation of A. IV. b. Disintegrating V. c. Intelligence in women was often seen as a negative trait.

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

Einstein hated the school’s regimentation and often clashed with his teachers. At the age of 15, Einstein felt so stifled there that he left the school for good. The previous year, Albert’s parents had moved to Milan and left their son with relatives. After prolonged discussion, Einstein got his wish to continue his education in German-speaking Switzerland, in a city which was more liberal than Munich.

I. Why did Einstein leave his school at the age of 15? (1) a. He just wanted to study abroad for better opportunities. b. He hated the school’s strict rules and regulations. c. His parents forced him to leave and move to another city. d. He failed his exams and was disappointed with himself. II. Why did Einstein want to study in Germanspeaking Switzerland? (1) a. Things there were more open and progressive. b. It was the best place to study physics. c. His relatives all lived there. d. His parents wanted him to study there III. What does the word ‘stifled’ in the passage mean? (1) a. Encouraged b. Happy c. Inspired d. Suffocated IV. What does the phrase ‘left the school for good’ imply? (1) a. Einstein left temporarily but planned to return. b. Einstein left that school permanently. c. Einstein was expelled from the school. d. Einstein decided never to go to school again. V. What does his decision to leave school reflect about his character? (1) a. He was weak and could not handle pressure. b. He was lazy and did not want to study.

Section C • A Truly Beautiful Mind

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c. He valued independent thinking and disliked strict rules. d. He preferred staying with his relatives rather than his parents. Ans: I. b. He hated the school’s strict rules and regulations II. a. Things there were more open and progressive. III. d. Suffocated IV. b. Einstein left that school permanently. V. c. He valued independent thinking and disliked strict rules 3. Read the following extract carefully and answer the questions that follow. When the Nazis came to power in Germany in 1933, Einstein emigrated to the United States. Five years later, the discovery of nuclear fission in Berlin had American physicists in an uproar. Many of them had fled from Fascism, just as Einstein had, and now they were afraid the Nazis could build and use an atomic bomb. I. What can be inferred about Einstein’s feelings toward the Nazis? What does the passage suggest about the relationship between science and politics during this time? (2) II. What caused the uproar among American physicists five years after Einstein’s emigration? (1) a. The rise of Fascism in Germany b. The Nazis’ use of an atomic bomb c. Einstein’s move to the United States d. The discovery of nuclear fission in Berlin III. What does the phrase ‘in an uproar’ imply about the American physicists? (1) a. They were excited about a new discovery. b. They were deeply concerned and agitated. c. They were indifferent to the situation. d. They were celebrating a scientific achievement. IV. What similarity did many American physicists share with Einstein? a. They had also fled from Fascism b. They had worked in Berlin before c. They were all born in Germany d. They had discovered nuclear fission together

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Ans:

I. Einstein opposed the Nazis, as he chose to leave Germany when they came to power. The political events, such as the rise of the Nazis, had a significant impact on scientists and their work, forcing many to flee and causing fear about the misuse of scientific discoveries. II. d. The discovery of nuclear fission in Berlin III. b. They were deeply concerned and agitated. IV. a. They had also fled from fascism. 4. Read the following extract carefully and answer the questions that follow. At the age of two-and-a-half, Einstein still wasn’t talking. When he finally did learn to speak, he uttered everything twice. Einstein did not know what to do with other children, and his playmates called him ‘Brother Boring.’ So the youngster played by himself much of the time. He especially loved mechanical toys. Looking at his newborn sister, Maja, he is said to have said: ‘Fine, but where are her wheels?’ I. What does the extract suggest about Einstein’s early development? (1) a. He was a very social child and loved to play with friends. b. He was anti-social and started speaking later than others. c. He was an expert at making friends and was intelligent. d. He loved playing sports and competing in them. II. Why did Einstein’s playmates call him ‘Brother Boring’? (1) a. He did not know how to play with other children. b. He was not interested in toys and sports. c. He always followed the rules and regulations. d. He only played with his sister and other family members. III. What does Einstein’s comment about his sister suggest? How does this reflect his behaviour as a child? (2) IV. Which word is closest in meaning to ‘uttered’ as used in the passage? a. Wondered b. Announced c. Suppressed d. Wrote

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Ans:

I. b. He was anti-social and started speaking later than others. II. a. He did not know how to play with other children. III. Einsteinʼs comment about his sister, ‘Fine, but where are her wheels?’ suggests that he had a strong fascination with mechanical objects. He was so interested in toys with wheels that he expected his sister to have them too. It also reflects his unusual behaviour from an early age. IV. b. Announced 5. Read the following extract carefully and answer the questions that follow. Einstein was deeply shaken by the extent of the destruction. This time he wrote a public missive to the United Nations. In it he proposed the formation of a world government. Unlike the letter to Roosevelt, this one made no impact. But over the next decade, Einstein got ever more involved in politics—agitating for an end to the arms buildup and using his popularity to campaign for peace and democracy. I. What event deeply shook Einstein? (1) a. The discovery of nuclear fission in Berlin b. The making of the nuclear bomb by United States c. The rise of the Nazi regime in Germany d. The destruction caused by nuclear bombs II. How did Einstein’s public missive to the United Nations compare to his letter to Roosevelt? a. It had a great effect. b. It had no effect. c. It led to immediate action. d. It was ignored by the public.

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III. How did Einstein use his popularity in his later years? (1) a. To campaign for peace and democracy. b. To promote scientific discoveries only. c. To stay away from political matters. d. To support the arms race. IV. What does the word ‘agitating’ in the passage mean? a. Encouraging conflict b. Actively campaigning c. Avoiding political discussions d. Increasing arms production

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V. Which of Einstein’s character traits are reflected in the extract? (1) i. Compassionate ii. Politically active iii. Indifferent to world affairs iv. Determined and committed. a. i and iii b. ii and iv c. i, ii and iv d. ii, iii and iv Ans: I. d. The destruction caused by nuclear bombs II. b. It made no impact. III. a. To campaign for peace and democracy. IV. b. Actively campaigning V. c. i, ii and iv

Short Answer Questions

Answer the following questions in about 40–50 words. 1. What unusual behaviour did Einstein exhibit as a young child?

Ans: As a young child, Einstein exhibited unusual behaviour by not speaking until he was two-anda-half years old. When he finally began to talk, he uttered everything twice. When asked why he had not spoken before he explained that there had been no need before. He also struggled to connect with other children, earning the nickname ‘Brother Boring’. He preferred to play alone, especially with mechanical toys. 2. How did Einstein’s mother perceive him when he was a child? Ans: Einsteinʼs mother perceived him as a freak when he was a child. She believed that Einstein had a large head. This perception likely influenced her expectations for his future. However, she supported his learning and encouraged him to play the violin, which became a lifelong passion. 3. Why did Einstein leave school at fifteen? What factors influenced his decision to study in Switzerland? Ans: Einstein left school at fifteen because he felt stifled by its strict regimentation and conflicts with his teachers due to differences of opinion. Switzerland was more liberal than Munich, allowing for greater freedom of expression. He would have more opportunities to experiment and express his views, especially in maths and science. 4. What was the ‘bureau of theoretical physics’? Ans: The ‘bureau of theoretical physics’ was the term that Einstein jokingly used to refer to Section C • A Truly Beautiful Mind

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his desk drawer at the patent office where he worked. While he was supposed to be assessing other people’s inventions, he secretly used his time to develop his own ideas. His desk or bureau was the place where he stored his ideas. Bureau can also have a wider meaning—the office became Einstein’s bureau (office) of theoretical physics. 5. What does the term ‘regimentation’ imply about the educational system in Munich during Einsteinʼs time? (Competency-based Question) Ans: The term ‘regimentation’ suggests that the education system in Munich during Einstein’s time was strict, rigid and highly disciplined. Students had to follow a structured routine with little or no freedom for creativity, questioning or selfexpression. This strict environment did not suit Einstein’s independent nature, making him feel trapped and leading him to leave school. 6. What was the significance of the general theory of relativity in Einsteinʼs career? Ans: The general theory of relativity, published by Einstein in 1915, significantly advanced his career as it provided a groundbreaking understanding of gravity. This theory transformed the understanding of space and time, showing how they are interconnected. The validation of this theory through a solar eclipse brought Einstein fame and established him as a leading scientist. 7. How did Einstein’s personal life develop after he completed his studies? Ans: Einstein met Mileva at the University of Zurich and wanted to marry her. However, his mother was against the marriage, believing that Mileva was too intelligent to be a good housewife and was three years older than Einstein. Despite this, they married in 1903 and had two sons. After a few years, their marriage failed, and they were divorced in 1919. 8. Why did Einstein and Mileva Maricʼs marriage eventually falter? Ans: Einstein and Mileva Maricʼs marriage eventually faltered due to growing difficulties in their relationship. Mileva became an unhappy housewife and was frustrated as she had to give up her intellectual aspirations. After years of constant fighting and differing opinions, they were divorced in 1919. 161

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9. What did Einstein propose in his letter to the United Nations after the bombing of Hiroshima and Nagasaki? Ans: In his letter to the United Nations after the bombing of Hiroshima and Nagasaki, Einstein proposed the formation of a world government. He believed that such a government would help prevent future wars and curb the spread of nuclear weapons and military buildup. His letter aimed to promote peace and encourage international cooperation. 10. What were some of Einstein’s major contributions to science? Ans: Some of Einstein's major scientific achievements include the Special Theory of Relativity, which introduced the famous equation E = mc². This revolutionary theory explored the relationship between time and distance. He became world famous for his General Theory of Relativity which redefined gravity. This theory was later proved to be accurate when Einstein correctly calculated the extent to which the light of fixed stars would be deflected through the sun’s gravitational force. 11. What does the phrase ‘scientific revolution’ refer to in the context of Einsteinʼs work?

(Competency-based Question) Ans: The phrase ʻscientific revolutionʼ refers to the transformative changes in scientific understanding brought about by Einsteinʼs work. His theories provide a better understanding of space, time and gravity. His theories revolutionised science and he gained recognition as a visionary scientist. 12. Why did Einstein write to President Roosevelt, and what impact did the letter make? Ans: Einstein wrote a letter to President Roosevelt to warn him that the Germans could build a nuclear bomb. He also explained the destruction it could cause. As a result, the Americans developed an atomic bomb of their own in a secret project and dropped it on the Japanese cities of Hiroshima and Nagasaki, causing large-scale destruction.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Einstein is known not only for his scientific brilliance but also for his contributions to world peace and human rights. Explain how he became an influential global figure beyond science. Ans: Einstein is known not only for his scientific brilliance but also for his contributions to world peace and human rights. After writing to President Roosevelt about the Nazi’s being capable of producing an atomic bomb, the Americans developed their own bomb and dropped it on Hiroshima and Nagasaki. Einstein was shaken and from that time became even more involved in politics. Through letters, speeches and public appearances, Einstein used his popularity to promote peace and harmony and stop the arms buildup. He wrote to the UN to propose the formation of a world government that would ensure peace. His commitment to social issues, humanitarian causes and moral values made him an influential global figure beyond science. 2. What values can you learn from Albert Einsteinʼs life, particularly about perseverance, curiosity and following your passions? How can you apply these values to overcome challenges in your own life? (Competency-based Question) Ans: Albert Einsteinʼs life teaches us the importance of perseverance, curiosity and following our passions. Despite opposition in school and being doubted by his headmaster, he continued to pursue his interests, especially in science and mechanics. His curiosity drove him to explore new ideas, leading to groundbreaking discoveries. This teaches us that overcoming challenges requires perseverance and adaptability. In my own life, I can apply these values by staying committed to my studies, even when subjects are difficult, or I do not get on with the teachers. I will embrace my interests, whether in academics or hobbies and not be affected by setbacks. Just as Einstein found joy in mechanical toys, I will seek out activities that ignite my curiosity, allowing me to grow and learn beyond the classroom.

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3. Reflect on the themes of individuality and conformity in Einsteinʼs life as depicted in the chapter. Ans: The themes of individuality and conformity are prominent in Einsteinʼs life. As a child, he didn’t know what to do with other children, so he played alone, especially with mechanical toys. He did not fit in with the other children and was an individualist from an early age. He often felt out of place within the rigid educational system in Munich where he could not question or express his views freely. This environment stifled his creativity and inquisitive nature, leading him to withdraw from the school. This independent thinking continued into adulthood, where he opposed university colleagues and challenged existing scientific beliefs. His refusal to follow the crowd helped shape his success, showing that staying true to oneself and not conforming to society can lead to great achievements. Einsteinʼs life teaches us that individuality encourages creativity and innovation. 4. Compose an article for a magazine titled ‘Einstein: The Humanitarian Scientist’ focussing on how his scientific achievements intertwined with his humanitarian efforts. (Competency-based Question) Ans: Einstein: The Humanitarian Scientist By XYZ Albert Einstein is often celebrated as a brilliant scientist whose theories revolutionised science, yet his legacy extends far beyond the theories of science. Deeply troubled by the rise of fascism and the threat of nuclear warfare, Einstein became a leading voice for world peace and human rights. He advocated for civilian rights and the establishment of a world government, believing it was essential to prevent future conflicts. His commitment to social justice was evident from his letters and campaigns in which he advocated for peace and democracy. Einstein’s scientific achievements, including the theories of relativity, were intertwined with his humanitarian efforts. He emphasised that knowledge should serve humanity and believed that scientists had a moral duty to contribute positively to society. As a true humanitarian, Einsteinʼs life encourages us to use our knowledge and talents for the greater good, creating a better world for future generations. Section C • A Truly Beautiful Mind

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5. Compose a fictional dialogue between Einstein and an activist about the challenges he faced as a child and how he overcame them to achieve greatness.

You can start the conversation in this way: Activist: Dr Einstein, how did your childhood experiences shape your journey? Einstein: I struggled to adjust in school and felt isolated. The strict teaching methods didn’t suit me, and my headmaster thought I wouldn’t succeed. Ans: Activist: Dr Einstein, how did your childhood experiences shape your journey? Einstein: I struggled to adjust in school and felt isolated. The strict teaching methods didn’t suit me, and my headmaster thought I wouldn’t succeed. Activist: That must have been tough. What kept you motivated? Einstein: Well, I loved asking questions and exploring ideas beyond textbooks. My fascination with mechanical toys sparked my love for science. Activist: Did your family support your interests? Einstein: Yes, my familyʼs support helped me think differently. As a child, my mother encouraged me to learn to play the violin, which motivated me to learn new things. Activist: What advice would you give to young minds facing similar challenges? Einstein: Never stop questioning. Stay curious, think freely and follow your passion. Challenges shape us, but determination leads to success. The world needs independent thinkers. Keep learning and dreaming! Activist: Thank you, Dr Einstein. Your story is truly inspiring!

6. ‘A Truly Beautiful Mind’ and ‘The Sound of Music’ highlight the lives of extraordinary individuals who overcame challenges and made remarkable contributions to society. Compare and contrast the qualities of Albert Einstein and Evelyn Glennie that made them exceptional. How did their determination and passion shape their achievements? Support your answer with examples from both texts. (Competency-based Question)

Ans: Albert Einstein and Evelyn Glennie were exceptional individuals who faced significant

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challenges, yet their determination and passion led them to remarkable achievements. Einstein was very curious and loved to learn. In school, he struggled to adjust to the conformity demanded at school and was underestimated by the headmaster and teachers, but he never stopped questioning and following his love for science and mathematics. He worked hard and later developed important scientific theories about relativity and gravity which changed how we understand the world. Evelyn Glennie, a talented percussionist, lost her hearing at a young age. However, she did not let this stop her. She learned to feel the vibrations of music through her body and continued playing instruments with great skill. Her dedication and hard work helped her become a world-renowned musician. She proved that being deaf does not mean one cannot enjoy or create music. Both Einstein and Glennie show that passion and determination can help people overcome any difficulty. Einstein changed the world of science, and Glennie inspired many with her music and the example that she set. Their stories highlight that with determination and passion, extraordinary achievements are possible, regardless of the challenges faced.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (5 × 2 = 10 marks) a. A headmaster once told his (Einstein’s) father that what Einstein chose as a profession wouldn’t matter, because ‘he’ll never make a success at anything’. Einstein began learning to play the violin at the age of six, because his mother wanted him to; he later became a gifted amateur violinist, maintaining this skill throughout his life.

I. What does the headmaster’s remark about Einstein suggest? (1) a. Einstein was seen as a bright student. b. He was interested in multiple professions. c. He was already recognised as a genius. d. People underestimated his abilities.

II. Why did Einstein start playing the violin? (1) a. He was passionate about music from an early age. b. His mother encouraged him to take up the violin. c. He wanted to impress his teachers and parents. d. He was forced to take music lessons at school

III. Which qualities of Einstein can be inferred from this extract? i. Perseverance ii. Lack of ambition iii. Passion for music iv. Inability to succeed a. i and iii b. ii and iv c. i, ii, and iii d. i, iii, and iv

IV. Assertion (A): Einstein’s success in music contradicted the headmaster’s prediction about his future.

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Reason (R): Einstein showed no signs of talent or potential during his early years.

Which of the following is more accurate regarding the relationships between (A) and (R)? (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.

V. State whether True or False. Provide a reason for your answer.

Einstein played the violin as an adult.

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b. Einstein’s new personal chapter coincided with his rise to world fame. In 1915, he published his General Theory of Relativity, which provided a new interpretation of gravity. An eclipse of the sun in 1919 brought proof that it was accurate. Einstein had correctly calculated in advance the extent to which the light from fixed stars would be deflected through the sun’s gravitational field. The newspapers proclaimed his work as ʻa scientific revolutionʼ.

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I. What does the phrase ‘Einstein’s new personal chapter’ refer to in the passage? a. His childhood struggles b. His scientific achievements c. His marriage to Elsa d. His retirement from physics II. How did Einstein’s rise to fame influence the way newspapers wrote about him?

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III. What does the phrase ʻa scientific revolutionʼ imply about Einstein’s work? (1) a. His research was a minor discovery in physics. b. His research was related to his political career. c. His research changed the way people understood gravity. d. His research was based on a failed experiment. IV. Which word in the passage is a synonym for ‘announced’? (1) a. coincided b. deflected c. proclaimed d. interpretation

Section C • A Truly Beautiful Mind

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2. Answer any FOUR of the following questions in about 40–50 words. (4 × 3 = 12 marks) a. What were Einsteinʼs early challenges in speaking and socialisation? b. How would you evaluate Rooseveltʼs actions? (Competency-based Question) c. When the chapter describes Einstein as ‘stifled’ in school, what does this suggest about his experiences there? d. What profession did Einstein hold before he became a renowned physicist? e. Why did Einstein’s mother oppose his marriage to Mileva and how did their relationship develop over time? 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Reflect on Einsteinʼs legacy and why he is seen as more than just a scientific genius. b. Analyse how Einstein used his fame to champion social causes and political issues. c. Compose an article for a school magazine on the importance of creativity in science, using Einstein as a prime example. d. Draft a letter from Einstein to a political leader of today, expressing his views on the importance of scientific integrity and humanitarian efforts in policymaking.

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The Snake and the Mirror —Vaikom Muhammad Basheer

About the Author

Vaikom Muhammad Basheer (1908–1994) was a celebrated Indian writer, known for his profound yet simple storytelling in Malayalam literature. A freedom fighter, social reformer and novelist, he wrote about the struggles of ordinary people with humour and realism. His works, including ‘Balyakalasakhi, Pathummayude Aadu’ and ‘Mathilukal’, explore themes of love, poverty and human resilience. Basheer’s unique writing style blended colloquial language with deep philosophical insights, making his stories relatable and timeless. His works continue to inspire readers, earning him the title ‘Beypore Sultan’ for his literary contributions. He remains one of India’s most beloved writers.

Summary

The story follows an unnamed homeopathic doctor who lives alone in a small, poorly furnished rented house. The doctor is a poor man who has recently started his medical practice. His house has no electricity. He has about sixty rupees in his suitcase. Along with some shirts and dhotis, he also possesses a black coat. He tries his best to look handsome. One night, after having dinner, he sits in front of a mirror, admiring himself and daydreaming about his future. He fantasises about improving his looks, growing a stylish mustache and marrying a rich and fat woman (so she wouldn’t be able to chase him if he ran away). Suddenly, a snake falls from the ceiling and coils around his arm. He is frozen with fear, unable to move. As he stares into the mirror, he contemplates life and death. In a moment of realisation, he understands the futility of his vanity and ego. The snake, however, seems more interested in its own reflection in the mirror and slowly slithers away toward it. Seizing the opportunity, the doctor runs out of the house and doesn’t return until the next morning with some friends—only to find that his house has been robbed. All that has been left behind is his, ‘not-so-white’ vest.

Theme of the Story

Vaikom Muhammad Basheer’s ‘The Snake and the Mirror’ explores themes of vanity, fear, irony, fate, materialism and the difference between dreams and reality through a humorous yet thought-provoking narrative. The doctor’s obsession with his appearance and grand dreams are shattered when a snake coils around his arm, forcing him to confront his helplessness and mortality. The mirror serves as a symbol of self-awareness, reflecting both his physical vanity and inner vulnerability. Basheer masterfully uses irony to create humour. The doctor, who dreams of marrying a rich woman, is instead forced to confront a snake. He imagines a heroic life, but in reality, he is so terrified that he doesn’t even attempt to escape. The final twist—where his house is robbed while he runs away from the snake—adds to the comic effect. The story also highlights the unpredictability of life, showing how material concerns disappear when survival becomes the priority. Before the snake incident, the doctor is concerned about improving his appearance and securing wealth through marriage. However, when faced with danger, all material concerns vanish, and survival becomes his only priority. This highlights how our priorities shift when faced with real challenges.

Glossary

coiled: looped, wound in a joined sequence of rings full-blooded: real, purebred not electrified: without electricity meagre: small in quantity possess: own, have solitary: one, alone gable: upper triangle of a wall where two sloping roofs meet

tempted: drawn towards, enticed paced: walked at a steady and consistent speed dull thud: a low, muffled sound wriggled: twisted and turned with quick movements simultaneous: at the same time slithered: slid, slithered feebly: faintly, weakly reedy: skinny

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vermilion spot: bright red mark worn on the forehead or hairline unwound: loosened up, eased off crept: moved slowly and carefully in order to avoid being heard or noticed

heaved: let out, produced (a sigh) smeared: rubbed taken with: admiring of, attracted by

NCERT Solutions Thinking about the Text

I. Discuss in pairs and answer each question below in a short paragraph (30–40 words). 1. ‘The sound was a familiar one.’ What sound did the doctor hear? What did he think it was? How many times did he hear it? (Find the places in the text.) When and why did the sounds stop? Ans: When the doctor returned to his house, he heard a familiar noise. He initially believed that the sound was caused by rats moving around along the beam of the roof. He heard this sound three times. The phrases in the text are ‘Again I heard that sound from above’, ‘Again came that noise from above’, ‘Suddenly there came a dull thud as if a rubber tube has fallen’. The sounds stopped after the appearance of the snake. 2. What two ‘important’ and ‘earth-shaking’ decisions did the doctor take while he was looking into the mirror? Ans: The doctor made two ‘important’ and ‘earthshaking’ decisions while looking in the mirror. First, he decided that he would shave daily and grow a thin moustache to look more handsome. Second, he would always keep that attractive smile on his face. The use of the term ‘earth-shaking’ shows the young man’s vanity and adds to the humour. The way the young doctor looks will not change the world! 3. ‘I looked into the mirror and smiled,’ says the doctor. A little later he says, ‘I forgot my danger and smiled feebly at myself.’ What is the doctor’s opinion about himself when (i) he first smiles, and (ii) he smiles again? In what way do his thoughts change in between, and why?

Section C • The Snake and the Mirror

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Ans: The doctor thinks that he has a good smile when he first smiles. When the doctor looks in the mirror and smiles, he is filled with vanity and self-admiration, believing he has an ʻattractive smile’. However, the second smile, with the snake coiled around his arm, is feeble. He laughs at himself and his destiny as his life is in danger. This shift is due to the sudden threat of death which shows the irony of his self-satisfied smile at the beginning and his weak smile after seeing the snake. His thoughts change from vanity to a profound understanding of lifeʼs unpredictability, as his focus shifts to survival. II. This story about a frightening incident is narrated in a humorous way. What makes it humorous? (Think of the contrasts it presents between dreams and reality. Some of them are listed below). 1.

i. The kind of person the doctor is (money, possessions)

ii. The kind of person he wants to be (appearance, ambition) Ans: The doctor is a poor man. His house has no electricity. It is a small, rented room which has many rats. He has about sixty rupees in his suitcase. Along with some shirts and dhotis, he also possesses only one coat. He is rather vain and wants to look handsome, so he decides to shave daily and grow a thin moustache. He also wishes to accumulate wealth. The irony is that while he struggles with basic necessities, his primary concern is his appearance and self-image rather than his financial hardships. His vanity and grand ambitions seem comically out of place given his modest circumstances, making the situation amusing. This contrast between his actual life and his exaggerated self-importance creates an element of lighthearted humour in the story. 167

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2. i. The person he wants to marry and ii. The person he actually marries Ans: He intends to marry a woman doctor who has plenty of money and a good medical practice. He says that she should be a fat wife so that she cannot run after him and catch him when he makes some silly mistake. However, in a comical twist, he ends up marrying a thin athletic woman who is fast enough to catch him! This unexpected outcome makes his carefully planned expectations look foolish, emphasising how life often turns out differently than we hope. 3. i. His thoughts when he looks into the mirror ii. His thoughts when the snake is coiled around his arm Ans: He thinks that he should look smart. So, he decides to shave daily and retain his smile wherever he goes. He is happy and content when he looks into the mirror. When the snake coils around his left arm above the elbow, he keeps staring into the mirror as if turned to stone. He is terrified of the snake. The irony lies in how his concerns shift so dramatically from grooming and appearance to sheer survival. His earlier self-importance is immediately shattered, making the situation comically absurd.

Thinking about Language

I. Here are some sentences from the text. Say which of them tell you, that the author: a. was afraid of the snake b. was proud of his appearance

8. I was after all a bachelor, and a doctor too on top of it!

9. The fellow had such a sense of cleanliness… ! The rascal could have taken it and used it after washing it with soap and water.

10. Was it trying to make an important decision about growing a moustache or using eye shadow and mascara or wearing a vermilion spot on its forehead.

Ans: a. The sentences (1), (3), (4), (5) show that the author was afraid of the snake.

b. The sentences (6) and (8) show that he was proud of his appearance. c. The sentences (9) and (10) show that he had a sense of humour.

d. The sentences (2) and (7) show that he was no longer afraid of the snake. II. Expressions used to show fear

Can you find the expressions in the story that tell you that the author was frightened? Read the story and complete the following sentences. 1. I was turned…

2. I sat there holding…

3. In the light of the lamp I sat there like… Ans: 1. I was turned to stone.

2. I sat there holding my breath.

3. In the light of the lamp I sat there like a stone image in the flesh.

III. In the sentences given below some words and expressions are italicised. They variously mean that one

c. had a sense of humour

• is very frightened.

1. I was turned to stone.

• is frightened by something that happens suddenly.

d. was no longer afraid of the snake. 2. I was no mere image cut in granite.

3. The arm was beginning to be drained of strength.

4. I tried in my imagination to write in bright letters outside my little heart the words, ‘O God’. 5. I didn’t tremble. I didn’t cry out.

6. I looked into the mirror and smiled. It was an attractive smile. 7. I was suddenly a man of flesh and blood.

• is too scared to move.

• makes another feel frightened.

Match the meanings with the words/ expressions in italics, and write the appropriate meaning next to the sentence. The first one has been done for you. 1. I knew a man was following me, I was scared out of my wits. (very frightened)

2. I got a fright when I realised how close I was to the cliff edge.

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3. He nearly jumped out of his skin when he saw the bull coming towards him.

5. Pran asked me if I had finished reading the newspaper.

5. Wait until I tell his story—it will make your hair stand on end.

7. Sheila asked the children if they were ready to do the work.

4. You really gave me a fright when you crept up behind me like that.

6. Paralysed with fear, the boy faced his abductors.

7. The boy hid behind the door, not moving a muscle. Ans: 1. very frightened

2. frightened by something that happens suddenly 3. frightened by something that happens suddenly 4. made someone feel frightened 5. very frightened

6. too scared to move 7. too scared to move

IV. Report these questions, using if/whether or why/when/where/how/which/what. Remember the italicised verbs change into the past tense.

1. Meena asked her friend, ‘Do you think your teacher will come today?’ 2. David asked his colleague, ‘Where will you go this summer?’ 3. He asked the little boy, ‘Why are you studying English?’ 4. She asked me, ‘When are we going to leave?’ 5. Pran asked me, ‘Have you finished reading the newspaper?’

6. Seema asked her, ‘How long have you lived here?’

7. Sheila asked the children, ‘Are you ready to do the work?’

Ans: 1. Meena asked her friend if she thought her teacher would come that day.

2. David asked his colleague where he would go that summer. 3. He asked the little boy why he was studying English.

4. She asked me when we were going to leave.

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6. Seema asked her how long she had lived there.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. It seemed as if God appreciated that. The snake turned its head. It looked into the mirror and saw its reflection. I do not claim that it was the first snake that ever looked into the mirror. But it was certain that the snake was looking into the mirror. Was it admiring its own beauty? Was it trying to make an important decision about growing a moustache or using eye shadow and mascara or wearing a vermilion spot on its forehead? I. What does the phrase ‘It seemed as if God appreciated that’ suggest? (1) II. Where did the snake move its head?

(1)

III. What is the tone of the passage? a. Serious and fearful b. Humorous and ironic c. Romantic and dramatic d. Scientific and factual

(1)

IV. Which literary device is used in the sentence ‘Was it trying to make an important decision about growing a mustache or using eye shadow and mascara…’?

(1)

V. Find a word in the passage that means ‘look at with pleasure and satisfaction’. (1) Ans: I. The phrase refers to the man’s smiling weakly at himself in the mirror and admitting that he was poor, foolish and stupid. It humorously implies that God appreciated his humility and distracted the snake. II. The snake moved its head towards the mirror. III. b. Humorous and ironic IV. Personification V. Admiring

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

II. What does the word ‘slithered’ mean in the passage? a. Moved quickly in the air b. Moved smoothly over a surface c. Jumped from one place to another d. Shook violently

I took my friend and one or two others to my room to move my things from there. But we found we had little to carry. I. Why did narrator want to remove his things?

(1)

II. Find the opposite of ‘foe’ in the extract. (1) III. Why do you think the speaker brought his friends along? (1) a. To help him move his things b. To help search for missing belongings c. To confront the thieves d. To clean the room before leaving IV. What does the phrase ‘we had little to carry’ suggest?

(1)

V. The speaker does not directly express anger or frustration over the theft. What does this imply about his personality and (1) his attitude towards life? Ans: I. The narrator wanted to remove his things and leave the house because he was afraid of the snake. Since the room was full of rats, it was likely that the snake would return. II. friend III. a. To help him move his things IV. The phrase ‘we had little to carry’ suggests they were stolen. V. This reflects acceptance and possibly a belief in fate or destiny. After surviving the encounter with the snake, the loss of material possessions does not seem significant. His perspective and priorities shift and he accepts his fate. 3. Read the following extract carefully and answer the questions that follow. I didn’t jump. I didn’t tremble. I didn’t cry out. There was no time to do any such thing. The snake slithered along my shoulder and coiled around my left arm above the elbow. The hood was spread out and its head was hardly three or four inches from my face! It would not be correct to say merely that I sat there holding my breath. I was turned to stone. I. What does the speaker’s reaction to the snake suggest about his state of mind? (1)

(1)

III. The passage implies that the speaker had time to react before the snake coiled around him. Is the statement True or False? (1) IV. What did the speaker compare himself to when the snake coiled around his arm? (1) V. Which literary device is used in the phrase ‘I was turned to stone’? (1) Ans: I. He was in deep shock and completely frozen in fear. II. b. Moved smoothly over a surface III. False (Explanation: There was no time to do any such thing.) IV. He compared himself to stone (‘turned to stone’). V. Metaphor 4. Read the following extract carefully and answer the questions that follow. One could say that the rats and I shared the room. I took out my box of matches and lighted the kerosene lamp on the table. The house was not electrified; it was a small, rented room. I had just set up medical practice and my earnings were meagre. I had about sixty rupees in my suitcase. Along with some shirts and dhotis, I also possessed one solitary black coat which I was then wearing. I. What does the speaker mean by saying, ‘the rats and I shared the room’? (1) a. He lived with rats as companions. b. The room was in very poor condition. c. He had a rat infestation in his room. d. He owned a pet rat. II. The speaker’s choice to mention the lack of electricity in the house highlights his contentment with his humble living conditions. Is the statement True or False? (1) III. What is the meaning of the word ‘meagre’ in the context of the passage? (1) a. Large b. Sufficient c. Inadequate

d. Abundant

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IV. What can be inferred about the speakerʼs financial situation? (1) V. Why do you think the speaker refers to his coat as ‘solitary’? (1) Ans: I. c. He had a rat infestation in his room. II. False (Explanation: He mentions this as an introduction to his story about the snake. Where there are rats there are likely to be snakes.) III. c. Inadequate IV. The speaker has limited money. He had only sixty rupees in his suitcase and was just starting his medical practice. V. The use of ‘solitary’ highlights that the coat as his only formal or important possession, reinforcing his financial limitations. 5. Read the following extract carefully and answer the questions that follow. I took a look. In those days I was a great admirer of beauty and I believed in making myself look handsome. I was unmarried and I was a doctor. I felt I had to make my presence felt. I picked up a comb and ran it through my hair and adjusted the parting so that it looked straight and neat. I. What is the significance of the underlined words in the sentence? ‘In those days I was a great admirer of beauty…ʼ (1) II. The speaker has a low self-esteem and that is why he believes in making himself look handsome. Is this statement True or False? (1) III. Explain the sentence in the context of the story. ‘I felt I had to make my presence felt.’

(1)

IV. What can we infer about the speaker’s personality based on his concern with his appearance? (1) V. What is the tone of the passage? (1) Ans: I. The words ‘in those days’ signify that the speaker changed later. II. False (Explanation: He is a doctor and thinks he is rather good looking.) III. Making your presence felt means doing something that will ensure that others will notice you and recognise your importance. He thinks he can do this by combing his hair neatly.

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IV. The speaker is vain and self-absorbed. He is overly conscious of his looks and status as a doctor. V. T he tone is self-assured and somewhat humorous. The speaker expresses confidence in his appearance while also hinting at his youthful arrogance. There is also a subtle self-mockery, as he later realises the insignificance of his vanity in the face of real challenges.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. Why does the speaker describe the snake’s reflection as significant?

Ans: Ironically, the snake, a creature associated with instinct rather than self-awareness, seems to exhibit vanity by admiring its reflection just as the doctor had done moments before. This unexpected parallel between man and snake reinforces the idea that vanity is universal and sometimes absurd, making the story both humorous and thought-provoking. 2. What does the speaker mean by ‘I was turned to stone’? Ans: The phrase indicates that the speaker was paralysed with fear when the snake coiled around him. His inability to react or move suggests intense shock and terror, showing his vulnerability in that moment. 3. What does the phrase ‘I was a great admirer of beauty’ reveal about the speaker’s personality? Ans: This phrase suggests that the speaker was vain and concerned with his appearance. He tries to present himself in the most attractive manner possible. While he struggles with basic necessities, his primary concern is his appearance and self-image rather than his financial situation. His vanity and grand ambitions seem comically out of place given his modest circumstances. 4. Why is the speakerʼs self-importance emphasised when he says, ‘I had to make my presence felt’? Ans: The phrase reflects the speaker’s self-important attitude and desire to be noticed. As a young, unmarried doctor, he feels the need to establish his importance, revealing his sense of pride and the belief that he should stand out in society. He thinks the way to do this is by looking handsome. 171

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5. What is the significance of the snake’s behaviour? (Competency-based Question) Ans: The snake’s behaviour, particularly its reaction to its own reflection, serves as a metaphor for vanity. It highlights how creatures, like humans, can be distracted by their own appearance, which adds a layer of humour. The snake’s reaction to its own reflection adds to the theme of vanity by mirroring the doctor’s earlier behaviour. Before the snake appeared, the doctor was admiring himself in the mirror, thinking about his appearance and future, completely engrossed in his own self-importance.

10. What type of woman did the doctor in the story ‘The Snake and the Mirror’, want to get married to and why? Ans: In the story, the doctor aspired to marry a wealthy woman doctor, who had plenty of money and a good medical practice. He wanted her to be overweight, as he reasoned humorously that if he ever made a mistake and needed to flee, she wouldnʼt be able to catch him. This reflects not only his selfishness but also an absurd logic regarding relationships.

6. How does the use of humour influence the theme of the story? (Competency-based Question) Ans: Humor softens the tension in the story and allows for a deeper exploration of vanity, fear and survival. By presenting a life-threatening moment in a humorous light, Basheer invites readers to reflect on human nature and how self-absorbed the young can be. The theme of materialism is highlighted by the man’s dreams of marrying a fat, well-established doctor. Ironically this dream is the opposite of reality as he marries a ‘reedy person with the gift of a sprinter’.

Answer the following questions in about 100–120 words.

7. Why did the doctor run away to his friend’s house? Ans: The doctor ran to his friend’s house because he was terrified and needed a safe place. His immediate instinct was to get as far away from the snake as possible, and in his panic, his friendʼs house seemed like the best refuge. This reaction highlights human nature in moments of extreme fear; we instinctively seek out familiar and safe places when faced with danger. 8. How did the doctor show the presence of mind when he encountered the snake? Ans: The doctor showed great presence of mind on seeing the snake—he neither jumped nor cried out. He sat on the chair holding his breath. His body was still but his mind remained very active. This probably saved his life as snakes are less likely to bite when there is no threat. 9. What is the doctorʼs financial state and what role does this play in the story? Ans: The doctor is poor and lives in a small, unelectrified rented room infested with rats. His earnings are meagre, he has only sixty rupees, a few shirts, dhotis and a solitary black coat. His financial struggles contrast with his dreams of wealth and success.

Long Answer Questions

1. What is the significance of the speaker’s description of his physical appearance and belongings? (Competency-based Question) Ans: The speakerʼs description of his modest appearance and belongings, such as his solitary black coat and limited savings, serves as a contrast to his vanity and self-importance. Though he is poor and lives in a small rented room with rats, he still takes great care in his grooming. This contrast highlights the speaker’s desire to maintain a sense of dignity and attract attention despite his humble circumstances. It also adds to the theme of human nature, where superficial concerns often take precedence over more immediate and important issues, such as survival. 2. What is the role of humour in ‘The Snake and the Mirror’? (Competency-based Question) Ans: Humour plays a significant role in ‘The Snake and the Mirror’, as it lightens the tension and is used to comment on human nature. The speakerʼs calmness and detached observations in the face of danger create an ironic contrast, leading to the humour of the situation. The idea of a dangerous snake focussing on its own reflection, similar to the speaker’s own vanity, adds a layer of absurdity. Humour helps the reader engage with deeper themes, like vanity and the trivial concerns people often have. The many ironies in the story are a tool for creating humour—the man who has just combed his hair runs into the night with little care for vanity and the man who intends marrying a rich fat wife, from whom he can run, ends up with a wife who is thin and athletic.

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3. ‘Birds of the same feather flock together’ goes the saying. Does the encounter between the snake and the doctor in the story ‘The Snake and the Mirror’ support the saying? Why or why not? (Competency-based Question) Ans: Yes, the story supports the saying which means that people of similar habits and tastes find each other. The doctor was vain and self-important and could not resist the temptation of looking at his reflection in the mirror. He also takes a number of decisions to improve his looks. The snake that coiled itself on the doctor’s arm, kept staring at its reflection in the mirror as if enjoying its beauty and appreciating its form. The snake was so engrossed in its beauty that it forgot as to why it had come to the author’s house. Both are drawn to the mirror, and this shared trait connects them in that moment. 4. Without a mirror, the story will lose its charm and reality. Justify. Ans: The story would lose its charm and reality without the mirror because it fascinates both the doctor and the snake. Looking in the mirror the doctor decides to daily, grow a thin moustache and to keep a smile on his face all the time. The snake is also attracted to its image in the mirror and leaves the doctor’s arm. This gives the doctor an opportunity to move out quietly and save himself. The mirror is thus central to the plot of the story. The mirror is symbolic of vanity, self-obsession and the allure of appearances. The mirror is a medium for his self-admiration and highlights his superficial concern with beauty and his appearance. The mirror also serves as a reality check—when faced with the danger of the snake, the young man’s perspective on life changes drastically. The mirror’s role emphasises the humorous and ironic tone of the story—the doctor’s silly worries disappear when he is faced with danger. 5. God has a lot of ways of controlling our lives. Discuss this in the light of the story ‘The Snake and the Mirror’. (Competency-based Question) Ans: Our life is definitely in the hands of God. He is the supreme power in control of our lives. At times we forget this like the young doctor does. He was under the false belief that he was the one who would decide what was going to happen in his life. He pridefully admires himself Section C • The Snake and the Mirror

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in the mirror thinking about how he can improve his looks. The snake is a symbol of God’s control over him. It makes him realise that he is close to death and is not the master of his own fate. The unexpected event of the snakeʼs arrival demonstrates the limits of human control and the power of fate.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. I took a close look at my face in the mirror. I made an important decision—I would shave daily and grow a thin moustache to look more handsome. I was after all a bachelor, and a doctor! I looked into the mirror and smiled. It was an attractive smile. I made another earth-shaking decision. I would always keep that attractive smile on my face…to look more handsome. I was after all a bachelor, and a doctor too on top of it! Again came that noise from above.

I. What does the phrase ‘earth-shaking decision’ mean in this context?

(1)

II. What literary device is used in ‘earthshaking decision’? (1) a. Metaphor b. Hyperbole c. Simile d. Alliteration

III. What does the doctor’s behaviour in front of the mirror suggest about his priorities at that moment? (1)

IV. Why does the speaker repeatedly emphasise that he is a bachelor and a doctor? (1) a. To highlight his self-importance b. To show that he is insecure c. To prove that he is wealthy d. To express his loneliness

V. How does the last line, ‘Again came that noise from above’, contrast with the doctor’s thoughts? (1)

(Competency-based Question)

b. I did not know anything for certain. What sex was this snake, was it male or female? I will never know; for the snake unwound itself from my arm and slowly slithered into my lap. From there it crept onto the table and moved 173

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towards the mirror. Perhaps it wanted to enjoy its reflection at close quarters. I was no mere image cut in granite. I was suddenly a man of flesh and blood. Still holding my breath, I got up from the chair. I quietly went out through the door into the veranda. From there I leapt into the yard and ran for all I was worth.

I. Complete the sentence with a phrase. (1)

II. What does the snake seem interested in?

III. The phrase ‘I was no mere image cut in granite’ suggests that the doctor was initially immobilised with fear. Is this statement True or False? (1)

IV. What does the phrase ‘for all I was worth’ mean in the sentence ‘I leapt into the yard and ran for all I was worth’? (1)

The doctor does not know anything for certain because ________________.

(1)

a. Ran as fast as possible

b. Ran carrying valuables

2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. What made the doctor utter ‘Death lurked four inches away’? b. Why did the snake leave the doctor’s arm? c. Why did the author of ‘The Snake and the Mirror’ fantasise about a fat woman as his wife? d. What was ironic about the doctor’s thoughts before the snake appeared? (Competency-based Question) 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Discuss two themes in ‘The Snake and the Mirror’. b. Justify the title of the story ‘The Snake and the Mirror’. (Competency-based Question) c. What happened when the doctor returned to his room with friends? How does it add humour to the story? d. Write a diary entry from the doctor’s perspective about the incident in the story. (Competency-based Question)

c. Ran without any effort d. Ran rather slowly

V. Why does the doctor hold his breath and move out quietly?

(1)

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My Childhood

—Dr A.P.J. Abdul Kalam

About the Author

A.P.J. Abdul Kalam, full name Avul Pakir Jainulabdeen Abdul Kalam, was one of India’s most beloved scientists and leaders. He was born on 15 October 1931 in Rameswaram, Tamil Nadu, into a humble family. Despite facing financial difficulties, Kalam worked hard and pursued his education with great determination. He studied physics and aerospace engineering and later became a renowned scientist. He played a key role in India’s space and missile development programmes, earning him the nickname ‘Missile Man of India’. In 2002, Kalam became the 11th President of India and was widely respected for his humility, wisdom and dedication to the nation. He was not just a scientist and president but also a great teacher and inspiration to millions, especially young people. He believed in the power of dreams and hard work, often encouraging students to aim high and work towards their goals.

Kalam wrote several books, including his famous autobiography, ‘Wings of Fire’, which shares the story of his life, struggles and achievements. One of the extracts from this autobiography is the chapter ‘My Childhood’, which describes his early life, family and the values he learnt growing up in a small town. This story gives readers a glimpse into his humble beginnings and the experiences that shaped his character.

Summary

The chapter ʻMy Childhoodʼ describes the early life of A.P.J. Abdul Kalam, focussing on his upbringing, family and the values he learnt as a child. Kalam was born into a middle-class Tamil Muslim family in Rameswaram, Madras. Although his family was not wealthy, they were rich in values like honesty, discipline and compassion. He shares a close bond with his siblings and friends, including his best friend, Ramanadha Sastry, who belongs to a Hindu Brahmin family. Their friendship reflects the harmony and unity between different communities in Rameswaram. The chapter highlights key incidents from Kalam’s childhood. One significant event is when he earns his first wages during World War II by collecting and selling tamarind seeds due to a sudden demand. Later, he distributes newspapers when the train halt at Rameswaram station is extended. These experiences fill him with pride and responsibility, shaping his understanding of hard work.

Another important event occurs when a new teacher objects to Kalam sitting next to Ramanadha Sastry. The teacher asks Kalam to sit in the last row, which upsets both friends. Ramanadha is in tears, and his father, a respected temple priest, condemns the teacher’s discriminatory behaviour. The teacher later regrets his actions, teaching Kalam an early lesson about social discrimination and the need for equality. A significant moment is Kalamʼs interaction with his teacher Sivasubramania Iyer, who invites him for a meal. Despite his wife refusing to serve Kalam due to his Muslim background, Iyer serves him himself and invites him again the following week. This incident leaves a deep impression on Kalam, reinforcing the importance of breaking social barriers.

Finally, after the Second World War, when Gandhiji declared that ʻIndians will build their own Indiaʼ. Kalam sought permission from his father to study at the district headquarters in Ramanathapuram. His father allowed him, but his mother refused. To comfort her, his father quoted Khalil Gibran, telling her that ʻyour children are not your children. They are the sons and daughters of Life’s longing for itself.ʼ This guidance instills in Kalam the values of self-reliance and faith.

Through these experiences, Kalam learns important life lessons that stay with him forever. The chapter paints a vivid picture of his humble beginnings and the strong foundation of values that helps him achieve greatness later in life. It also reflects the cultural diversity and communal harmony of Rameswaram, which play a significant role in shaping Kalam’s worldview. Section C • My Childhood

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Theme of the Story

In the chapter ‘My Childhood’ from Dr A.P.J. Abdul Kalamʼs book, ‘Wings of Fire’, the author reflects on the influence of his early years in Rameswaram. He describes how his family, communal harmony and personal struggles shaped his values and perspective on life. Through his story, he highlights the importance of cultural diversity, unity and empathy in overcoming social barriers. The chapter shows how childhood experiences, along with a supportive environment, help build strong character, moral values and a sense of belonging.

Glossary

erstwhile: former possessed: had or owned innate: inborn generosity of spirit: kindness and willingness to help others undistinguished: ordinary; not special or remarkable ancestral: belonging to one’s ancestors or forefathers innate: inborn; (a quality or feeling) in one’s nature austere: strict, severe inessential: unnecessary, not necessary materially: of a physical nature such as money, clothes, food and other resources erupted: suddenly started or broke out provision shop: a general store or grocery store princely sum: generous amount (here, ironic) anna: an old Indian coin, worth about six paise isolated: far from everything else Allied Forces: the armies of U.K., U.S.A. and Russia during the Second World War state of emergency: special measures declared by government to keep people safe casualty: (here) challenge, problem suspension: stopping of something in this case of the train stopping halt: stop surge of pride: a sudden strong feeling of pride inherited: traits that are passed down from parents to children figures of authority: people who hold positions of power, control or influence orthodox: strict observation of beliefs and practices of a faith priesthood: the position or role of a religious leader

pilgrims: people who travel for religious purposes catering contractor: a professional who provides food and beverage services Prophet: a messenger of God (referring to Prophet Muhammad) could not stomach: could not tolerate social rankings: levels in society utterly: completely or totally downcast: sad or depressed lasting impression: a strong memory that is not forgotten summoned: called or ordered to come social inequality: the idea that people of different social classes are not equal communal intolerance: unwillingness to accept different religious or social groups bluntly: speaking in a direct and straightforward way, sometimes rudely conviction: a strong opinion or belief ultimately: eventually, in the end reformed: changed for the better rigid: unbending segregation: division conservative: traditional; unwilling to accept changes mingle: mix on a par with: equal to: the same as ritually pure: kept protected from all outside influences for the observances of religion perturbed: disturbed or worried confronted: faced or dealt with a difficult situation imminent: about to happen soon unprecedented: exceptional, extraordinary

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NCERT Solutions Thinking about the Text

I. Answer these questions in one or two sentences each. 1. Where was Abdul Kalam’s house? Ans: Abdul Kalamʼs house was on Mosque Street in Rameswaram, Tamil Nadu. 2. What do you think Dinamani is the name of? Give a reason for your answer. Ans: Dinamani is the name of a local newspaper because Abdul Kalam mentions that he used to read it avidly. 3. Who were Abdul Kalam’s school friends? What did they later become? Ans: Kalam’s school friends were Ramanadha Sastry, Aravindan and Sivaprakasan. Ramanadha Sastry became the high priest of the Rameswaram temple, Aravindan started a transport business and Sivaprakasan became a catering contractor for the Southern Railways. 4. How did Abdul Kalam earn his first wages? Ans: Abdul Kalam earned his first wages helping his cousin collect the bundles of newspapers that were thrown from the train. Because of the war, the train no longer stopped at the Rameswaram station so the newspapers were thrown out of the window between Rameswaram and Dhanuskodi. 5. Had he earned any money before that? In what way? Ans: Yes, before that, he had earned money by selling tamarind seeds which he collected and sold to a local provision shop. This earned him one anna.

II. Answer each of these questions in a short paragraph (about 30 words) 1. How does the author describe: i. his father, ii. his mother, iii. himself? Ans: i. His father: Abdul Kalam describes his father, Jainulabdeen, as an honest and disciplined man who was not wealthy or highly educated but had great wisdom and a strong moral character. He believed in simplicity and self-reliance and a true generosity of spirit. Section C • My Childhood

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ii. His mother: His mother, Ashiamma, was a kind-hearted and gentle woman who had an immense amount of faith in goodness and generosity. She invited and cooked for many outsiders every day. Her nurturing nature had a lasting impact on Kalam. iii. Himself: Abdul Kalam sees himself as a curious and hardworking child who was eager to learn. He was deeply influenced by his parentsʼ values and had a strong desire to grow and succeed. 2. What characteristics does he say he inherited from his parents? Ans: Abdul Kalam says he inherited honesty and self-discipline from his father. From his mother, he inherited faith in goodness and a deep kindness. These values shaped his personality and guided him throughout his life. III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each. 1. ‘On the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups,’ says the author.

i. Which social groups does he mention? Were these groups easily identifiable (for example, by the way they dressed)? Ans: Abdul Kalam mentions two main social groups—Hindus and Muslims. These groups were easily identifiable by their attire. For example, he wore a traditional Muslim cap, while his friend Ramanadha Sastry wore a sacred thread, a symbol of his Brahmin identity.

ii. Were they aware only of their differences or did they also naturally share friendships and experiences? (Think of the bedtime stories in Kalam’s house; of who his friends were; and of what used to take place in the pond near his house.) Ans: Despite their differences, people in Rameswaram shared friendships and experiences. Kalam and his Hindu 177

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friends, Ramanadha Sastry, Aravindan and Sivaprakasan, grew up together without discrimination. His mother and grandmother told him bedtime stories from the Ramayana and the life of the Prophet Muhammad. During the ʻSita Ram Kalyanamʼ ceremony, Kalam’s family helped arrange boats to carry idols to Ram Tirth, the marriage site in the pond, which reflects their involvement in local traditions.

iii. The author speaks both of people who were very aware of the differences among them and those who tried to bridge these differences. Can you identify such people in the text? Ans: Some people reinforced differences, like Kalam’s teacher, who asked him to sit at the back because he was Muslim. Others tried to bridge gaps, like Ramanadha Sastry’s father, who protested against this discrimination, and Sivasubramania Iyer, who invited Kalam to his home despite social norms.

iv. Narrate two incidents that show how differences can be created, and also how they can be resolved. How can people change their attitudes? Ans: One incident of discrimination was when Kalam’s teacher separated him from his Hindu friends in class. This was resolved when Ramanadha Sastry’s father opposed the teacher’s action. Another incident was when Sivasubramania Iyer’s wife refused to serve Kalam but later changed her attitude after her husband had taken a firm stand. Attitudes can change through awareness, education and setting positive examples. 2. i. Why did Abdul Kalam want to leave Rameswaram? Ans: Because Abdul Kalam wanted better educational opportunities, he wanted to leave Rameswaram to go and study at the district headquarters in Ramanathapuram. ii. What did his father say to this? Ans: His father supported his decision and said that children must be allowed to grow and follow their dreams.

iii. What do you think his words mean? Why do you think he spoke those words? Ans: His words meant that parents should not impose their ideas on children but encourage them to shape their own future. He spoke these words because he believed in independence, self-reliance, and the importance of education. He probably also wanted to convince Abdul Kalam’s mother who was hesitant about letting him go.

Thinking about Language

I. Find the sentences in the text where these words occur: erupt surge undistinguished

trace casualty

Ans: Erupt: ‘For reasons I have never been able to understand, a sudden demand for tamarind seeds erupted in the market.’

Surge: ‘Half a century later, I can still feel the surge of pride in earning my own money for the first time.’

Trace: ‘My brother-in-law Jallaluddin would tell me stories about the War which I would later attempt to trace in the headlines in Dinamani.’

Undistinguished: ‘I was one of many children —a short boy with rather undistinguished looks, born to tall and handsome parents.’

Casualty: ‘The first casualty came in the form of the suspension of the train halt at Rameswaram station.’

1. What are the things that can erupt? Use examples to explain the various meanings of ‘erupt’. Now do the same for the word ‘surge’. What things can surge? Ans: • Erupt can refer to: Volcanic eruptions: A volcano erupts when it releases lava and ash. Sudden demands or events: As in the text, a demand for tamarind seeds erupted. Emotional outbursts: Someone might erupt in anger or laughter. Violence or conflict: A riot can erupt in a city. • Surge can refer to: Emotional feelings: A surge of pride or happiness. Physical movement: A surge of water or electricity.

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E conomic changes: A surge in stock prices. Popularity or interest: A surge in demand for a product. 2. What are the meanings of the word ‘trace’ and which of the meanings is closest to the word in the text? Ans: Trace can mean: To follow or track: As in the text, tracing stories in headlines. To copy an outline: To trace a picture using tracing paper and a pencil. To find the origin of: To trace a family lineage. The meaning closest to the text is ‘to follow or track’. 3. Can you find the word ‘undistinguished’ in your dictionary? (If not, look up the word distinguished and say what undistinguished must mean.) Ans: Undistinguished means not notable or remarkable. If something is distinguished, it is notable or respected. Therefore, undistinguished refers to something or someone that lacks distinction or will not be recognised easily. II. 1. Match the phrases in Column A with their meanings in Column B. A i. broke out

ii. in accordance with

iii. a helping hand

iv. could not stomach

v. generosity of spirit

vi. figures of authority

B a. an attitude of kindness, a readiness to give freely

b. was not able to tolerate

c. began suddenly in a violent way

d. assistance

e. persons with the power to make decisions

f. according to a particular rule, principle or system

Ans: i. c, ii. f, iii. d, iv. b, v. a, vi. e

2. Form the opposites of the words below by prefixing with un- or in-. The prefix in- can also have the forms il-, ir-, or im- (for example: illiterate –il + literate, impractical – im + practical, irrational – ir + rational). Section C • My Childhood

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adequate

acceptable

regular

tolerant

demanding

active

true

permanent

patriotic

disputed

accessible

coherent

legal

responsible

possible

logical

Ans:

inadequate

unacceptable irregular

intolerant

undemanding inactive

untrue

impermanent

unpatriotic

undisputed

inaccessible

incoherent

illogical

illegal

irresponsible impossible

III. Rewrite the sentences below, changing the verbs in brackets into the passive form. 1. In yesterday’s competition the prizes (give away) by the Principal. 2. In spite of financial difficulties, the labourers (pay) on time.

3. On Republic Day, vehicles (not allow) beyond this point.

4. Second-hand books (buy and sell) on the pavement every Saturday. 5. Elections to the Lok Sabha (hold) every five years. 6. Our National Anthem (compose) Rabindranath Tagore.

Ans: 1. In yesterday’s competition, the prizes were given away by the Principal.

2. In spite of financial difficulties, the labourers were paid on time. 3. On Republic Day, vehicles are not allowed beyond this point.

4. Second-hand books are bought and sold on the pavement every Saturday. 5. Elections to the Lok Sabha are held every five years. 6. Our National Anthem was composed by Rabindranath Tagore.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. The first casualty came in the form of the suspension of the train halt at Rameswaram station. The newspapers now had to be bundled and thrown out from the moving train on the 179

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Rameswaram Road between Rameswaram and Dhanuskodi. That forced my cousin Samsuddin, who distributed newspapers in Rameswaram, to look for a helping hand to catch the bundles and, as if naturally, I filled the slot. Samsuddin helped me earn my first wages. Half a century later, I can still feel the surge of pride in earning my own money for the first time. I. What was the first casualty mentioned in the text as a result of the war? (1) a. Suspension of newspaper distribution b. Suspension of the train halt at Rameswaram station c. Closure of local businesses d. Disruption of communication services II. How did the narrator contribute to Samsuddinʼs newspaper distribution? (1) a. He helped in printing the newspapers. b. He coordinated with other distributors. c. He managed the financial aspects of the distribution. d. He assisted in catching newspapers thrown from trains. III. What does the phrase ‘surge of pride’ mean in the context of the narrator earning his first wages? (1) a. A sudden increase in happiness. b. A gradual decrease in self-esteem. c. A neutral feeling about earning money. d. A fear of losing money. IV. Describe how Dr A.P.J. Abdul Kalam began helping his family at a young age, specifically through his newspaper distribution work. What does this reveal about his character and values? (2) Ans: I. b. Suspension of the train halt at Rameswaram station II. d. He assisted in catching bundles of newspapers thrown from trains. III. a. A sudden increase in happiness. IV. Dr A.P.J. Abdul Kalam started helping his family at a very young age by distributing newspapers. This early responsibility shows that he was diligent and willing to contribute to his familyʼs income. It highlights his strong sense of responsibility, hard work and dedication to supporting his family.

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

Every child is born, with some inherited characteristics, into a specific socio-economic and emotional environment, and trained in certain ways by figures of authority. I inherited honesty and self-discipline from my father; from my mother, I inherited faith in goodness and deep kindness and so did my three brothers and sister. I had three close friends in my childhood— Ramanadha Sastry, Aravindan and Sivaprakasan. All these boys were from orthodox Hindu Brahmin families. As children, none of us ever felt any difference amongst ourselves because of our religious differences and upbringing. I. Dr. Kalam mentions having childhood friends from orthodox Hindu Brahmin families. What does this suggest about his early friendships? (1) a. He only befriended those from similar backgrounds. b. Religious differences did not affect his friendships. c. He preferred to interact only with his own community. d. His friendships were based solely on socio-economic status. II. What does the phrase ‘inherited honesty and self-discipline’ mean in the extract? (1) a. Kalam acquired these qualities from friends. b. Kalam learnt these traits from his school teachers. c. Kalam naturally learnt these traits from his father. d. Kalam struggled to learn these values from his father. III. Identify the correct part of speech of the underlined word.

‘I inherited faith in goodness and deep kindness from my mother.’ a. Noun b. Verb c. Adjective d. Adverb

(1)

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IV. What does the setting of Kalam’s childhood suggest about religious harmony? a. There were clear divisions among children due to religion. b. Despite different religious backgrounds, the children lived in harmony. c. Only Hindu children played together, excluding others. d. Religion was the most important factor in friendships. V. What does the extract reveal about Dr Kalam’s personality? (1) a. He lacked faith in goodness and kindness. b. He judged people based on their religious backgrounds. c. He was indifferent to moral values and personal discipline. d. He was influenced by his family’s values and believed in unity. Ans: I. b. Religious differences did not affect his friendships. II. c. Kalam developed these traits naturally, influenced by his father. III. a. Noun IV. b. Despite different religious backgrounds, the children lived in harmony. V. d. He was influenced by his family’s values and believed in unity. 3. Read the following extract carefully and answer the questions that follow. The new teacher could not stomach a Hindu priest’s son sitting with a Muslim boy. In accordance with our social ranking, as the new teacher saw it, I was asked to go and sit on the back bench. I felt very sad, and so did Ramanadha Sastry. He looked utterly downcast as I shifted to my seat in the last row. The image of him weeping when I shifted to the last row left a lasting impression on me. I. Why was the narrator asked to move to the back bench? II. How did the narrator feel when he was asked to move to the back bench? a. He felt happy and relieved. b. He felt indifferent and angry c. He felt sad and downcast. d. He felt excited and honoured.

Section C • My Childhood

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(1) (1)

III. How does the incident of the narrator being asked to move to the back bench reflect societal attitudes towards religious differences? (1) a. It highlights the existence of discrimination based on religion. b. It shows that religious differences do not affect people’s behaviour. c. It suggests that the narrator willingly moved to the back. d. It proves that all students were treated equally. IV. When the narrator was asked to move to the back bench, Ramanadha Sastry looked utterly downcast and even ______, showing his deep bond with the narrator. (1) V. In the context of the story, what do the teacher’s actions in asking the narrator to move to the back bench reveal? (1) a. It shows that only a teacher has the right to make seating arrangements. b. It reflects that societal bias can influence those in authoritarian positions. c. It proves that students should always obey their teachers without question. d. It suggests that the narrator was being rewarded with a better seat. Ans: I. The narrator was asked to move to the back bench because the new teacher believed that a Hindu priest’s son should not sit with a Muslim boy. II. c. He felt sad and downcast. III. a. It highlights the existence of discrimination based on religion. IV. wept V. b. It reflects that societal bias can influence those in authoritarian positions. 4. Read the following extract carefully and answer the questions that follow. One day, he invited me to his home for a meal. His wife was horrified at the idea of a Muslim boy being invited to dine in her ritually pure kitchen. She refused to serve me in her kitchen. Sivasubramania Iyer was not perturbed, nor did he get angry with his wife, but instead, served me with his own hand and sat down beside me to eat his meal.

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I. What did Sivasubramania Iyer do when his wife refused to serve the Muslim boy in her kitchen? (1) a. He got angry with his wife. b. He refused to serve the boy. c. He served the boy himself. d. He asked someone else to serve. II. Sivasubramania Iyerʼs actions showed that he was not influenced by his wifeʼs concerns about __________ purity in the kitchen. (1) a. religious b. cultural c. social d. ritual III. What does the term ‘ritually pure’ mean in the context of the text? (1) IV. Sivasubramania Iyerʼs actions were a significant display of tolerance. Reason: (1) a. He was trying to impress the Muslim boy. b. He wanted to challenge his wifeʼs beliefs. c. He valued inclusivity and respect for others. d. He was following a social norm. V. What can be inferred about Sivasubramania Iyerʼs character from his actions in this situation? (1) a. He was very traditional and strict. b. He was open-minded and respectful. c. He was easily influenced by others. d. He was indifferent to social norms. Ans: I. c. He served the boy himself. II. d. ritual III. In the context of the text, ‘ritually pure’ means keeping a place clean and sacred according to religious rules, especially in a kitchen where food is prepared. IV. c. He valued inclusivity and respect for others. V. b. He was open-minded and respectful. 5. Read the following extract carefully and answer the questions that follow. He told me as if thinking aloud, ‘Abul! I know you have to go away to grow. Does the seagull not fly across the sun, alone and without a nest?’ He quoted Khalil Gibran to my hesitant mother, ‘Your children are not your children. They are the sons and daughters of Life’s longing for itself. They come through you but not from you. You may give them your love but not your thoughts. For they have their own thoughts.’

I. In the context of Dr A.P.J. Abdul Kalamʼs life, who is ‘He’ referred to when discussing someone who quoted Khalil Gibran to his hesitant mother? (1) a. His brother, Samsuddin b. His friend, Sivaprakasan c. His teacher, Sivasubramania Iyer d. His father, Jainulabdeen II. According to Khalil Gibran, children _________ their own thoughts. (1) a. have b. do not have c. share d. ignore III. What does the phrase ‘Lifeʼs longing for itself’ mean in the context of Khalil Gibranʼs quote? IV. Complete the analogy based on the narratorʼs motherʼs concerns. Parent : Attachment : : Narrator’s Mother : __________ a. Independence b. Hesitation c. Confidence d. Encouragement

(2) (1)

Ans: I. d. His father, Jainulabdeen II. a. have III. The phrase ‘Lifeʼs longing for itself’ means that children are born as part of lifeʼs continuous cycle of growth and evolution. It emphasises that they are not possessions of their parents but individuals with their own destinies and purpose in life. IV. b. Hesitation

Short Answer Questions

Answer the following questions in about 40–50 words. 1. How did Abdul come to know about the progress of the World War?

Ans: Abdul Kalam learnt about the progress of World War II through stories shared by his brother-inlaw, Jallaluddin. Jallaluddin provided insights into the global events unfolding at the time. Later, Kalam also found updates in the headlines of the local newspaper, ‘Dinamani’. 2. How did the Second World War give Kalam an opportunity to earn his first wages? Ans: During World War II, there was a state of emergency, which led to the suspension of train stoppages at smaller stations like Rameswaram. Abdul Kalamʼs cousin, Samsuddin, who was responsible for distributing newspapers, needed

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assistance in catching the newspaper bundles that were thrown off moving trains. Abdul eagerly took up this job, which marked his first experience of earning money. This job not only provided him with his first wages but also encouraged a sense of independence and pride. 3. How does the incident of the narrator being asked to move to the back bench reflect societal attitudes towards religious differences? Ans: The incident where the new teacher asked Abdul Kalam to sit at the back of the classroom reflects the deep-rooted societal prejudices of the time. The teacher believes that a priest’s son cannot sit next to a Muslim. This act of discrimination showcased how religious differences were perpetuated and accepted by some members of society. Abdulʼs friend, Ramanadha Sastry, was deeply upset by this injustice, and his father, a respected temple priest, stood up against the teacherʼs actions. The fatherʼs intervention and demand for an apology highlighted that such discriminatory attitudes should not be tolerated, especially not in an educational setting. 4. Why did Kalam’s science teacher invite him to his home? Ans: Kalam’s science teacher, Sivasubramania Iyer, invited him to his home because he wanted to break social barriers and encourage equality. Despite his wife’s conservative mindset, he insisted that Kalam, a Muslim boy, be treated just like any other student. He served him food with his own hands and later convinced his wife to do the same, highlighting his progressive thinking and belief in social harmony. 5. What can be inferred about Sivasubramania Iyerʼs character from his actions in the story? (Competency-based Question) Ans: Sivasubramania Iyerʼs actions demonstrate that he is a kind, open-minded and progressive individual who values equality and is willing to challenge societal norms. He invites Abdul Kalam to his home despite initial resistance from his wife, showing his commitment to breaking down barriers and promoting inclusivity. By treating Abdul with respect and equality, Iyer sets a positive example for others to follow. 6. Dr Kalam’s upbringing emphasised values like honesty, discipline and kindness. How can these values help students in today’s world? (Competency-based Question) Section C • My Childhood

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Ans: Dr Kalam’s upbringing instilled in him values like honesty, discipline and kindness, which remain essential for students in today’s world. Honesty builds trust, discipline ensures adherence to rules and values and kindness fosters positive relationships. These values not only helped Kalam throughout his life but can also guide students today to become ethical and responsible individuals. By embracing these principles, students can navigate challenges, build meaningful connections and contribute positively to a non-discriminatory society. 7. How did the socio-economic and religious setting of Dr Kalam’s childhood influence his perspective on unity and harmony? Ans: Dr Kalam’s childhood in Rameswaram taught him unity and harmony. Despite religious differences, he had close Hindu friends and participated in Hindu festivals. His father’s friendship with Hindu priests and respect for all faiths influenced him deeply. Growing up in a simple yet inclusive environment, Kalam learnt that values matter more than religion, shaping his belief in national unity and secularism. 8. If you were in Dr Kalam’s place and faced religious discrimination, how would you respond? (Competency-based Question) Ans: If I were in Dr Kalam’s place and faced religious discrimination, I would respond with calmness and dignity, just as he did. I would stand up for equality and respect, seek support from elders or teachers, and promote awareness about inclusivity. Instead of reacting in anger, I would use the situation as an opportunity to educate others about unity and mutual respect. 9. What did Abdul Kalam’s family do during the annual Shri Sita Rama Kalayanam ceremony? Ans: During the annual Shri Sita Rama Kalyanam ceremony, Abdul Kalam’s family actively participated despite being Muslims. His father provided boats to Hindu pilgrims to cross the pond to the Rameswaram temple. This reflected their respect for all religions and the communal harmony in which Kalam was raised. 10. Kalam’s childhood was a secure one, both materially and emotionally. Elaborate. Ans: Dr Kalam’s childhood was secure both materially and emotionally despite his family’s simple lifestyle in Rameswaram. His father ensured they had all the necessities, while his mother’s love and care created a warm home environment. 183

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He grew up in a harmonious society, had close friendships and loving parents, which provided him with a sense of stability, belonging and confidence for the future.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Reflect on the quote by Mary Jo Putney, ‘What one loves in childhood stays in their heart forever.’ How does this relate to the narratorʼs experiences in his childhood? (Competency-based Question) Ans: The quote by Mary Jo Putney, ‘What one loves in childhood stays in their heart forever,’ relates deeply to Dr Kalam’s experiences. His childhood in Rameswaram, surrounded by family values, religious harmony and strong friendships, had a lasting impact on him. The lessons of honesty, discipline and kindness instilled by his parents shaped his personality. His friendship with Ramanadha Sastry, despite religious differences, and the influence of his teachers, especially Sivasubramania Iyer, stayed with him throughout his life. These early experiences reinforced his belief in unity, secularism and hard work, guiding his journey as a scientist and leader. His childhood values remained in his heart, shaping his vision for a better India. 2. Nelson Mandela once said, ‘No one is born hating another person because of the colour of his skin, or his background, or his religion.’ How does this quote relate to Dr Kalam’s childhood experiences? (Competency-based Question) Ans: Nelson Mandela’s quote, ‘No one is born hating another person because of the colour of his skin, or his background, or his religion,’ perfectly reflects Dr Kalam’s childhood experiences. Growing up in Rameswaram, Kalam shared a close bond with Hindu friends, like Ramanadha Sastry. There was no sense of religious differences between the friends. The new teacher’s discrimination, however, made him realise how bias is taught, not inherited. His science teacher, Sivasubramania Iyer, challenged social barriers, reinforcing the idea that love and respect must be nurtured. These experiences shaped Kalam’s lifelong commitment to unity, secularism and harmony, proving that hatred is learnt, but so are acceptance and tolerance.

3. Dr Kalam once said, ‘The ignited mind of the youth is the most powerful resource on the earth.’ How does this quote reflect his personality and his attitude towards children, considering his experiences in ‘My Childhood’? (Competency-based Question)

Ans: Dr Kalam’s quote, ‘The ignited mind of the youth is the most powerful resource on the earth,’ reflects his belief in the potential of young minds and his encouraging attitude towards children. In ‘My Childhood’, Kalam’s experiences shaped his views on education, perseverance and equality. Teachers, like Sivasubramania Iyer, and his own family nurtured his curiosity, and he carried forward this belief by inspiring students throughout his life. He believed that children, regardless of background, could shape the future with knowledge and determination. His childhood experiences made him empathetic, motivational and deeply invested in the growth of young minds, proving his lifelong commitment to education and nation-building. 4. In ʻMy Childhoodʼ, Dr Kalam’s father told his mother, ‘Your children are not your children. They are the sons and daughters of Life’s longing for itself.’

What does this dialogue reveal about his father’s beliefs, and how did it influence Kalam’s journey? Ans: His words, ‘Your children are not your children. They are the sons and daughters of Life’s longing for itself,’ reflect his father’s wise and broad-minded beliefs. He believed that children should be given the freedom to grow, explore and shape their own destinies rather than being bound by parental expectations. This philosophy had a deep influence on Kalam, encouraging him to pursue his dreams fearlessly. His father’s wisdom instilled in him independence, resilience and a sense of purpose, guiding him from a humble childhood in Rameswaram to becoming India’s Missile Man and the President of India.

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It shaped his belief that young minds should be empowered to follow their passions and contribute to society. 5. Both ‘A Truly Beautiful Mind’ and ‘My Childhood’ highlight the early lives of great personalities—Albert Einstein and Dr A.P.J. Abdul Kalam. How did their childhood experiences shape their thinking and future contributions to society? Compare their upbringing and values. (Competency-based Question) Ans: ‘A Truly Beautiful Mind’ and ‘My Childhood’ explore the early lives of Albert Einstein and Dr A.P.J. Abdul Kalam, showing how their upbringing and values shaped their future contributions.

Einstein’s childhood was marked by curiosity and independent thinking. He disliked the rigid school structure but was fascinated by mathematics and science, which later led to his groundbreaking work in physics. His early experiences made him a free thinker and an advocate for peace and human rights.

Kalam, on the other hand, grew up in Rameswaram, surrounded by simplicity, discipline and religious harmony. His childhood taught him hard work, perseverance and the importance of unity, which influenced his vision for scientific progress and national development. While both faced challenges and were bound by societal norms, their intellectual curiosity and strong values helped them change the world through science and their humanitarian efforts.

6. Imagine a conversation between Dr Kalam and his friend Ramanadha Sastry after the new teacher asked Kalam to sit at the back. How might they express their feelings about the incident and discuss the values they learnt from their families? (Competency-based Question) Ans: Kalam: Ramanadha, I still can’t believe what happened today. The new teacher asked me to sit at the back just because I am a Muslim. Ramanadha Sastry: I was shocked too, Abdul! It was so wrong! We have always studied together. Why should religion matter in friendship? Section C • My Childhood

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Kalam: Exactly! Our parents did not teach us to see differences like this. My father believes in unity, and your father, the priest, respects all faiths. Why does the teacher think this way? Ramanadha Sastry: I don’t know, but I felt hurt when you had to move. My father was very upset when I told him. He believes everyone should be treated equally. Kalam: That’s true. I hope people understand one day that kindness and respect matter more than religious labels. Ramanadha Sastry: Yes, Abdul. No matter what happens, we will always be friends, just like before. Kalam (smiling): Always, my friend!

Assessment

Scan to see answers.

1. Read the extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. My austere father used to avoid all inessential comforts and luxuries. However, all necessities were provided for, in terms of food, medicine or clothes. In fact, I would say mine was a very secure childhood, both materially and emotionally.

I. What does the narrator mean when he says his childhood was ‘very secure’? (1) a. He lived in a wealthy family with many luxuries. b. He never faced any struggles in his early life. c. He was protected from all hardships and difficulties. d. His physical and emotional needs were taken care of.

II. Kalam describes his father as ______, as he avoided all inessential comforts and luxuries. (1)

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III. Dr Kalam’s father believed in providing both luxuries and necessities for his family. (True/False) (1)

IV. Considering that Abdul Kalam became president, name two valuable life lessons he learnt from his father in this extract. How would these help him to run a country? (2)

b. Then the Second World War was over and India’s freedom was imminent. ‘Indians will build their own India,’ declared Gandhiji. The whole country was filled with an unprecedented optimism. I asked my father for permission to leave Rameswaram and study at the district headquarters in Ramanathapuram.

I. What does Kalam’s decision to leave Rameswaram for higher studies reflect? (1)

a. He wanted to explore the world for leisure. b. He was influenced by the country’s growing optimism. c. He was unhappy with his life in Rameswaram.

d. He wanted to avoid responsibilities at home.

II. Do you think Kalam’s decision to leave Rameswaram was necessary for his growth? Justify your answer with reasoning. (2)

III. What is the meaning of the word ‘unprecedented’ in the sentence ‘The whole country was filled with an unprecedented optimism’? (1) a. expected b. extraordinary c. temporary d. limited

IV. Choose the correct word to fill the gap. (1)

End of World War II : India’s freedom : : Gandhiji words : __________ among Indians a. optimism b. conflict c. independence d. rebellion

2. Answer any FOUR of the following questions in about 30–50 words. (4 × 3 = 12 marks) a. How did Kalam’s family influence his values and beliefs? b. How did Kalam’s friend’s father react to the new teacher’s behaviour? c. What job did Kalam take up during World War II, and what did he learn from it? d. What role did Kalam’s science teacher play in encouraging him to pursue his dreams? e. How does Kalam’s childhood experience help children understand the importance of resilience and inclusivity in today’s world? 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Imagine you are Dr Kalam. Write a diary entry about the day the new teacher asked you to sit at the back of the class because of your religion. Express your thoughts and emotions. (Competency-based Question) b. How did Kalam’s childhood experiences shape his future outlook and contributions to society? c. How did Sivasubramania Iyer’s actions and beliefs influence Kalam’s perspective on social equality? d. Imagine you are Abdul Kalam. Write a letter to your science teacher, Sivasubramania Iyer, thanking him for his support and guidance in breaking social barriers. (Competency-based Question)

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Reach for the Top

About the Author

‘Reach for the Top’ is a biographical account. Though no specific author is mentioned, the chapter is written in an objective and factual style, which is characteristic of educational biographies. It highlights the inspiring journeys of two remarkable individuals—Santosh Yadav, a mountaineer who broke gender stereotypes, and Maria Sharapova, a tennis champion who overcame personal and cultural challenges. The writer presents their stories to motivate young readers to rise above difficulties and follow their dreams with determination and discipline.

I. Santosh Yadav Summary

The first part of ‘Reach for the Top’ tells the story of Santosh Yadav, the first woman to climb Mount Everest twice. Born in a small village in Haryana, Santosh grew up in a traditional environment where girls were expected to follow societal norms. However, she refused to accept this blindly and pursued her education, choosing to study in Delhi despite opposition from her family. While staying at her school hostel, she often saw villagers climbing the Aravalli Hills and disappearing from view. Driven by curiosity, she joined them, sparking her interest in mountaineering. She later enrolled at the Nehru Institute of Mountaineering and began rigorous training. Santosh’s commitment and bravery led her to scale Mount Everest twice, a feat that brought her national and international recognition. During her expeditions, she also participated in rescue missions, showcasing leadership and compassion. An environmentalist at heart, she took part in efforts to clean the Himalayas. Her achievements earned her the Padmashri, one of India’s highest civilian honours.

Theme of the Story

The main themes of Part I are determination and courage, challenging social norms and concern for the environment. Santosh Yadav’s story shows how strong willpower and self-confidence can help a person achieve success, despite societal opposition. She was born in a village where girls were expected to marry young and not pursue big dreams. However, Santosh refused to follow that path. She chose education over early marriage and later discovered a deep interest in mountaineering. With dedicated training and focus, she succeeded in a field where few women had ever ventured.

Her journey also highlights her compassion and concern for the environment. She participated in rescue missions and helped clean the mountains. Her life inspires us to believe in ourselves, chase our dreams and face challenges with courage.

Glossary in line with: following or in accordance with; according to the last thing: the least important thing check it out: find out (the truth) headed straight for: went towards top honours: highest awards the enormity of the moment: a very great moment sink in: be understood held it aloft: held it up high fervent: having strong and sincere feelings Section C • Reach for the Top

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idolise: to admire greatly sphere of life: a particular aspect of life, such as career, family, education or personal growth scaled: climbed curse: something harmful or unfortunate contentment: a state of happiness and satisfaction rational: logical or reasonable affluent: rich or wealthy prevailing: existing or common at a time 187

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mountaineer: a person who climbs mountains affirmative: showing agreement expedition: a journey with a purpose iron will: extreme determination and strength of mind endurance: the ability to withstand hardship culmination: the highest point or final stage of something annals: records of historical events

bestowed: given as an honour on top of the world: extremely happy enormity: seriousness of something unfurled: spread out held it aloft: in the air or at a great height indescribable: too great to describe spiritual: related to inner feelings or faith environmentalist: a person who protects nature

NCERT Solutions Thinking about the Text

I. Answer these questions in one or two sentences each.

1. Why was the ‘holy man’ who gave Santosh’s mother his blessings surprised? Ans: The holy man was surprised because he thought Santosh’s mother wanted a son, like most families in their village. But her grandmother told him that they actually wanted a daughter, which was unusual in a society where sons were preferred. 2. Give an example to show that even as a young girl Santosh was not ready to accept anything unreasonable. Ans: As a young girl, Santosh refused to follow unfair traditions. For example, while other girls in her village wore traditional dresses, she preferred wearing shorts. This showed that she was not afraid to challenge customs that did not make sense to her. 3. Why was Santosh sent to the local school? Ans: Santosh was sent to the local school because her parents followed the traditional practice of educating girls in the village rather than sending them to the city. They believed that girls did not need higher education and should stay close to home. 4. When did she leave home for Delhi, and why? Ans: Santosh left home for Delhi when she was sixteen years old. She did this because she wanted to get a better education, but her parents insisted that she follow the village tradition and get married instead. Refusing to accept this, she left home and enrolled in a school in Delhi, that set her on the path to becoming a mountaineer.

5. Why did Santosh’s parents agree to pay for her schooling in Delhi? What mental qualities of Santosh are brought to light by this incident? Ans: Santosh’s parents agreed to pay for her schooling in Delhi after she made it clear that she would pay for her own education if they refused to support her. Seeing her strong determination and independence, they finally gave in and agreed to pay.

This incident highlights Santosh’s courage, willpower and self-reliance. She was not afraid to stand up for her dreams and was ready to take responsibility for her own future. Her ability to make firm decisions and stay committed to her goals played a key role in her success. II. Answer each of these questions in a short paragraph (about 30 words). 1. How did Santosh begin to climb mountains? Ans: Santosh Yadav’s interest in mountaineering began when she noticed villagers climbing the Aravalli Hills from her hostel window. Curious about their disappearance, she requested to join the mountaineers, which sparked her passion for climbing. 2. What incidents during the Everest expedition show Santosh’s concern for her team-mates? Ans: During the Everest expedition, Santosh showed great concern for her teammates. She saved a fellow climber’s life by sharing her oxygen supply and tried to revive another climber, but was unfortunately unsuccessful. This shows her compassion and team spirit.

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3. What shows her concern for the environment? Ans: Santosh’s concern for the environment was evident during her Everest expeditions, where she actively participated in clearing the garbage left by previous climbers. This showed her responsibility towards nature and her commitment to keeping the environment clean. 4. How does she describe her feelings at the summit of the Everest? Ans: At the summit of Everest, Santosh felt a deep sense of achievement and humility. She described the experience as ‘indescribable’ and felt as if she was on top of the world. She was also filled with spiritual joy and pride as she placed the Indian flag on the peak. 5. Santosh Yadav got into the record books both times she scaled Mt Everest. What were the reasons for this? Ans: Santosh Yadav entered the record books both times she scaled Mount Everest. In 1992, she became the youngest woman in the world to climb Everest at the age of 20. The following year, in 1993, she became the first woman to climb Everest twice, setting another historic record. III. Complete the following statements. 1. From her room in Kasturba Hostel, Santosh used to ______________. 2. When she finished college, Santosh had to write a letter of apology to her father because ______________.

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3. During the Everest expedition, her seniors in the team admired her ____________ while ______________ endeared her to fellow climbers. Ans: 1. From her room in Kasturba Hostel, Santosh used to watch villagers going up the Aravalli hills and suddenly disappearing from view.

2. When she finished college, Santosh had to write a letter of apology to her father because she had enrolled at the Nehru Institute of Mountaineering in Uttarkashi without his permission.

3. During the Everest expedition, her seniors in the team admired her climbing skills, physical fitness and mental strength while her concern for others and team spirit endeared her to her fellow climbers. IV. Pick out words from the text that mean the same as the following words or expressions. (Look in the paragraphs indicated.) 1. took to be true without proof (1): ______________ 2. based on reason; sensible; reasonable (2): ______________ 3. the usual way of doing things (3): _____________ 4. a strong desire arising from within (5): _______ 5. the power to endure, without falling ill (7): ________________ Ans: 1. assumed

2. rational 3. custom 4. urge

5. endurance

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II. Maria Sharapova Summary

The second part of ‘Reach for the Top’ tells the inspiring story of Maria Sharapova, a renowned Russian tennis player who became world number one and won the prestigious Wimbledon Championship in 2004 at the age of 17. Her journey to success was marked by immense dedication, sacrifice and mental toughness.

Maria was born in Siberia, Russia, and moved to the United States at the age of six with her father to train in tennis. Separated from her mother due to visa issues and facing financial difficulties, she endured loneliness and a strict training schedule. At the tennis academy, she faced hostility from the older trainees, but remained focussed on her goal.

Her perseverance paid off when she won Wimbledon in 2004, and in 2005, she became the world’s number one female tennis player. Despite training and living in the United States, Maria takes immense pride in her Russian identity and represents Russia in international tournaments.

Off the court, she enjoyed the same things as most teenagers—eating pancakes with chocolate spread and fizzy orange drinks. Although she has become one of the highest-paid female athletes, tennis remains her top priority. Her story is one of grit, passion and relentless hard work in pursuit of excellence.

Theme of the Story

Maria Sharapova’s story shows how perseverance and self-belief can lead to success, even in the face of great challenges. As a young girl, she faced many difficulties—being away from her mother, financial struggles and tough training in a new country. However, she never gave up. Instead, she stayed focussed on her goal and worked hard to become the best.

Her success was not just the result of talent, but also of her determination and strong will. She endured unkind treatment from older trainees and long hours of intense training, yet she never let these obstacles stop her. Maria’s story proves that success comes to those who are willing to work hard and stay strong, no matter how tough the journey is.

She inspires us to believe in ourselves, overcome challenges and keep moving forward until we achieve our dreams.

Glossary disarming: having a charming or calming effect that removes hostility or suspicion at odds: in disagreement or conflict glamorous: stylish and attractive poised: calm and confident under pressure pinnacle: the highest point of success rapid: very quick ascent: the process of rising or moving up fiercely: with strong determination endure: to suffer through difficulties packed off: sent away stardom: the state of being famous heart-wrenching: very sad or emotionally painful latter: the second of two things mentioned compelled: forced or strongly urged visa: an official permit to enter or stay in a country restrictions: rules or limits placed on something pupils: students depress: to make someone feel sad or discouraged

humiliation: the feeling of embarrassment steadfastly: with firm determination bagging: achieving or winning meteoric: very fast or sudden mantra: a repeated phrase or belief pronounced: noticeable or obvious parades: displays openly sensations: people who become famous very quickly fondness: liking for something sophisticated: stylish and worldly fizzy: full of bubbles, like carbonated drinks pigeon-holed: unfairly labelled or limited unwavering: firm and unchanging readiness: willingness and preparation grudge: a feeling of resentment or bitterness towards someone reaping: gaining or receiving something as a result of past actions monetary: related to money or financial matters

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NCERT Solutions Thinking about the Text

Read the two passages on Santosh Yadav and Maria Sharapova and complete the table given below with relevant phrases or sentences. Points of Comparison/ Contrast

Santosh Yadav

Maria Sharapova

1. Their humble beginning

4. Evidence of their She stayed mental toughness calm in extreme conditions and saved a fellow climber’s life during an expedition.

She endured separation from her family and hostile treatment at the academy but remained focused.

5. Their patriotism

She takes immense pride in her Russian identity and represents Russia in international tournaments.

2. Their parents’ approach 3. Their will power and strong desire to succeed 4. Evidence of their mental toughness

Thinking about Language

1. Identify the two parts in the sentences below by underlining the part that gives us the information in brackets.

5. Their patriotism

Ans:

Points of Comparison/ Contrast

Santosh Yadav

1. Their humble beginning

Born in a small village in Haryana, Santosh was expected to follow traditional norms but chose her own path.

Born in Siberia, Russia, she moved to the U.S. at six to train in tennis, coming from humble roots.

Her parents initially wanted her to follow traditional norms and marry early.

Her parents made huge sacrifices, with her father taking her to the U.S. despite financial hardship.

2. Their parents’ approach

3. Their will power and strong desire to succeed

She broke societal norms and pursued mountaineering, become the first woman to climb Everest twice.

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She unfurled the Indian flag on Everest with pride and was awarded the Padma Shri for her achievements.

Maria Sharapova

She endured hardship and loneliness to achieve her dream of becoming the world’s top tennis player.

i. Where other girls wore traditional Indian dresses, Santosh preferred shorts. (Contrasts her dress with that of others)

ii. She left home and got herself enrolled in a school in Delhi. (Tells us what happened after the first action.)

iii. She decided to fight the system when the right moment arrived. (Tells us when she was going to fight the system.) iv. Little Maria had not yet celebrated her tenth birthday when she was packed off to train in the United States. (Tells us when Maria was sent to the U.S.) Ans:

i. Where other girls wore traditional Indian dresses, Santosh preferred shorts.

ii. She left home and got herself enrolled in a school in Delhi. iii. She decided to fight the system when the right moment arrived.

iv. Little Maria had not yet celebrated her tenth birthday when she was packed off to train in the United States.

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2. Now rewrite the pairs of sentences given below as one sentence.

i. Grandfather told me about the old days. All books were printed on paper then.

ii. What do you do after you finish the book? Perhaps you just throw it away.

iii. He gave the little girl an apple. He took the computer apart.

iv. You have nothing. That makes you very determined.

v. I never thought of quitting. I knew what I wanted.

Ans: Answers may vary.

i. Grandfather told me about the old days when all books were printed on paper.

ii. What do you do after you finish the book, perhaps just throw it away?/Do you perhaps just throw away the book after you have finished reading it?

iii. He gave the little girl an apple and then took the computer apart./He took the computer apart after he had given the little girl and apple. iv. Having nothing makes you very determined.

v. I never thought of quitting because I knew what I wanted./I knew what I wanted and never thought of quitting./I knew what I wanted, so I never thought of quitting.

Writing

1. Go through the table below that gives you information about the top women tennis players since 1975. Write a short article for your school magazine comparing and contrasting the players in terms of their duration at the top. Mention some qualities that you think may be responsible for their brief or long stay at the top spot.

Top-Ranked Women Players

The roll of honour of women who enjoyed life at the summit since everybody’s favourite player, Chris Evert, took her place in 1975.

Name

Ranked on

Weeks as No. 1

Maria Sharapova (Russia)

22 August 2005

Lindsay Davenport (U.S.)

October 2004

Amelie Mauresmo (France)

13 September 2004 5

Justine HeninHardenne (Belgium)

20 October 2003

Kim Clijsters (Belgium)

11 August 2003

Serena Williams (U.S.)

8 July 2002

Venus Williams (U.S.)

25 February 2002

Jennifer Capriati (U.S.)

15 October 2001

Lindsay Davenport (U.S.)

12 October 1998

Martina Hingis (Switzerland)

31 March 1997

209

Arantxa Sanchez-Vicario (Spain)

6 February 1995

Monica Seles (U.S.)

11 March 1991

178

Steffi Graf (Germany) 17 August 1987

377

Tracy Austin (U.S.)

7 April 1980

Martina Navratilova (U.S.)

10 July 1978

331

Chris Evert (U.S.)

3 November 1975

362

Ans: Women Who Ruled the Court The list of top-ranked women tennis players since 1975 shows a wide gap in how long each stayed at No. 1. Steffi Graf leads with 377 weeks, followed by Chris Evert with 362 weeks and Martina Navratilova with 331 weeks and Their long reigns reflect consistency, discipline and mental strength. Martina Hingis and Monica Seles also held the spot for impressive durations. In contrast, Maria Sharapova and Amelie Mauresmo were at the top for just 1 and 5 weeks. Factors such as injuries, intense competition and pressure may affect shorter

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reigns. Ultimately, staying at the top demands more than talent—it requires focus, resilience and a strong will to succeed.

2. Which of these words would you use to describe Santosh Yadav? Find reasons in the text to support your choices, and write a couple of paragraphs describing Santosh’s character. contented determined resourceful polite adventurous considerate weak-willed fearful independent pessimistic patient persevering

Ans: Santosh Yadav can be described as determined, independent, persevering, adventurous, considerate and resourceful. She refused to follow traditional norms and chose her own path by continuing her education despite pressure for early marriage. Her strong will and independent thinking led her to complete her education in Delhi and later to enrol at the Nehru Institute of Mountaineering. She refused to let anyone stop her and threatened to pay her own way. Santosh showed great perseverance during her training and expeditions and became the first woman to climb Mount Everest twice. Her adventurous nature was matched by her compassion, as she helped save a fellow climber’s life and attempted to rescue another. These qualities highlight her strength of character and make her an inspiration for those who wish to pursue their dreams in the face of difficulties.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. A marriage as early as that was the last thing on her mind. She threatened her parents that she would never marry if she did not get a proper education. She left home and got herself enrolled in a school in Delhi. When her parents refused to pay for her education, she politely informed them of her plans to earn money by working part time to pay her school fees. Her parents then agreed to pay for her education. Wishing always to study ‘a bit more’ and with her father slowly Section C • Reach for the Top

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getting used to her urge for more education, Santosh passed the high school examinations and went to Jaipur. She joined Maharani College and got a room in Kasturba Hostel. I. What did Santosh plan to do when her parents refused to support her education? a. Returned to her village b. Stopped studying altogether c. Worked part-time to pay her fees d. Got married to please them

(1)

II. How did Santosh’s actions reflect her attitude toward education?

(2)

III. Why is the phrase ‘a bit more’ in quotations?

(1)

IV. If you were Santosh’s parent, how would you have responded to her decision to leave home? (Competency-based Question) (1) Ans: I. c. Work part-time to pay her fees II. Santosh showed great determination and independence. She valued education so much that she was ready to leave home and work part-time to fund her studies, proving how serious she was about learning. III. The phrase is in quotations to highlight Santosh’s constant desire for further education, as expressed in her own words. IV. If I were Santosh’s parent, I would have supported her decision, recognising her determination and passion for education as a path to a better future. 2. Read the following extract carefully and answer the questions that follow. Thereafter, Santosh went on an expedition every year. Her climbing skills matured rapidly. Also, she developed a remarkable resistance to cold and the altitude. Equipped with an iron will, physical endurance and an amazing mental toughness, she proved herself repeatedly. The culmination of her hard work and sincerity came in 1992, just four years after she had shyly asked the Aravalli mountaineers if she could join them. At barely twenty years of age, Santosh Yadav scaled Mt Everest, becoming the youngest woman in the world to achieve the feat. If her climbing skills, physical fitness and mental strength impressed her seniors, her concern for others and desire to work together with them found her a special place in the hearts of fellow climbers. 193

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I. What was a key factor in Santosh’s success as a mountaineer? (1) a. Her wealthy background b. Her iron will and endurance c. Her fear of failure d. Her reluctance to take risks II. Why do you think Santosh went on expeditions every year?

II. If you could describe Santosh Yadav in one word based on this passage, what would it be?

III. Which organisation invited Santosh to join them after her first Everest climb? (1) IV. If Santosh Yadav had not attempted to save Mohan Singh, how might she have been remembered? (1) a. Solely as a skilled mountaineer without humanitarian values b. As a mountaineer who prioritised safety above all else c. As someone who valued teamwork over personal ambition d. As a climber respected more for her resilience than her bravery.

(1)

(Competency-based Question)

III. Fill in the blank. Santosh became the youngest woman to scale Mt Everest at the age of ________.

(1)

IV. The Aravallis are a famous mountain range in north-western India. In what mountain range does Everest lie? (1)

Ans:

V. From the passage, identify the words that are the closest antonyms of the following words. a. undeveloped: _____________________ b. confidently: _____________________

V. Why was Santosh Yadav’s second Everest expedition an even greater accomplishment?

(1)

a. It made her the youngest woman to climb Everest.

I. b. Her iron will and endurance

II. Santosh went on expeditions every year to improve her climbing skills, build endurance and challenge herself, proving her dedication and passion for mountaineering.

V. a. matured

b. shyly

3. Read the following extract carefully and answer the questions that follow. During the 1992 Everest mission, Santosh Yadav provided special care to a climber who lay dying at the South Col. She was unfortunately unsuccessful in saving him. However, she managed to save another climber, Mohan Singh, who would have met with the same fate had she not shared her oxygen with him. Within twelve months, Santosh found herself a member of an Indo-Nepalese Women’s Expedition that invited her to join them. She then scaled the Everest a second time, thus setting a record as the only woman to have scaled the Everest twice, and securing for herself and India a unique place in the annals of mountaineering. I. During the 1992 Everest mission, Santosh Yadav attempted to save a climber at which location? (1) a. Base Camp c. South Col

b. North Ridge d. Summit

(1)

b. She became the first person to ski down Everest.

c. She completed the climb without a team. d. She became the first woman to climb Everest twice.

III. twenty

IV. The Himalayas

(1)

Ans:

I. c. South Col

II. heroic/brave/compassionate

III. Indo-Nepalese Women’s Expedition

IV. a. Solely as a skilled mountaineer without humanitarian values V. d. She became the first woman to climb Everest twice.

4. Read the following extract carefully and answer the questions that follow. The Indian government bestowed upon her one of the nation’s top honours, the Padmashri. Describing her feelings when she was literally ‘on top of the world’, Santosh has said, ‘It took some time for the enormity of the moment to sink in...Then I unfurled the Indian tricolour and held it aloft on the roof of the world. The feeling is indescribable. The Indian flag was flying on top of the world. It was truly a spiritual moment. I felt proud as an Indian.’ Also a fervent environmentalist, Santosh collected and brought down 500 kilograms of garbage from the Himalayas.

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I. What was the first thing Santosh did after reaching the summit of Everest? (1) a. She radioed her family from the peak. b. She unfurled the Indian flag and held it aloft. c. She took a moment to absorb the experience. d. She planted a personal memento at the peak. II. Which national honour was awarded to Santosh Yadav for her achievements? a. Bharat Ratna

(1)

b. Padmashri

c. Arjuna Award

d. Param Vir Chakra III. Santosh described her moment on Everest as ‘spiritual,’ reflecting her deep sense of pride, joy and peace. What does this reveal about her experience? (1) a. She felt tired but proud after reaching the top. b. She was relieved that her journey was finally over. c. She wished to celebrate with her friends and family. d. She felt a deep emotional and national connection. IV. What does the phrase ‘on top of the world’ mean both literally and figuratively in Santosh’s case? (1) V. How does Santosh’s environmental action on Everest make her an even greater role model? (1) Ans: I. b. She unfurled the Indian flag and held it aloft. II. b. Padmashri III. d. She felt a deep emotional and national connection. IV. Literally, it means she reached the highest peak on Earth, Mount Everest. Figuratively, it represents her immense pride, joy and achievement in accomplishing such a remarkable feat. V. Santosh showed her responsibility toward nature by bringing down garbage left by others, proving that true success is not just about personal achievement but also about giving back to the world.

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5. Read the following extract carefully and answer the questions that follow. The only woman in the world who has scaled Mt Everest twice was born in a society where the birth of a son was regarded as a blessing, and a daughter, though not considered a curse, was not generally welcome. When her mother was expecting Santosh, a travelling ‘holy man’, giving her his blessing, assumed that she wanted a son. But, to everyone’s surprise, the unborn child’s grandmother, who was standing close by, told him that they did not want a son. The ‘holy man’ was also surprised! Nevertheless, he gave the requested blessing...and as destiny would have it, the blessing seemed to work. Santosh was born the sixth child in a family with five sons, a sister to five brothers. She was born in the small village of Joniyawas of Rewari District in Haryana. I. What societal belief is mentioned regarding (1) the birth of a son in Santosh’s village? a. It was seen as a blessing. b. It was considered a curse. c. It was ignored completely. d. It was considered unfortunate. II. What does the phrase ‘as destiny would have it’ suggest in the passage? (1) a. The blessing did not work. b. The family eventually had a son. c. The family got what they wished for. d. The holy man refused to bless them. III. In which district is Joniyawas located? Furthermore, Santosh belongs to the state of Haryana. Where is its capital? (1) IV. Why is the setting of Santosh’s birth in a ‘small village’ significant? (1) V. ‘Santosh was born the sixth child in a family with five sons.’ What does this detail suggest in the context of the passage? (1) a. It highlights the family’s joy at having a large number of children. b. It shows that the family was indifferent to the gender of their children. c. It suggests that Santosh was given special treatment as the youngest child. d. It gives a reason why the family was happy to have a daughter after four sons. Ans: I. a. It was seen as a blessing. II. c. The family got what they wished for. 195

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III. Joniyawas is in Rewari District. The capital of Haryana is Chandigarh. IV. Santosh’s birth in a small village symbolises the humble beginnings she overcame, metaphorically contrasting with the great heights she later achieved. V. d. It gives a reason why the family was happy to have a daughter after four sons. 6. Read the following extract carefully and answer the questions that follow. However, the rapid ascent in a fiercely competitive world began nine years before with a level of sacrifice few children would be prepared to endure. Little Maria had not yet celebrated her tenth birthday when she was packed off to train in the United States. That trip to Florida with her father Yuri launched her on the path to success and stardom. But it also required a heart-wrenching two-year separation from her mother Yelena. The latter was compelled to stay back in Siberia because of visa restrictions. The nine-year-old girl had already learnt an important lesson in life—that tennis excellence would only come at a price. ‘I used to be so lonely,’ Maria Sharapova recalls. ‘I missed my mother terribly. My father was working as much as he could to keep my tennis-training going. So, he couldn’t see me either.’ I. What does Maria Sharapova’s willingness to endure separation from her mother suggest about her character? (1) a. She believed success would quickly reunite her with her family. b. She was emotionally detached from her family. c. She valued her career ambitions over personal relationships.

a. exciting c. lonely

b. heartwarming

(1)

V. Maria’s father had to work long hours while she trained. This shows: (1) a. success requires teamwork and sacrifice. b. Maria was completely alone in her journey. c. her father did not care about her emotional needs. d. money is the only factor in success. Ans: I. d. She displayed remarkable resilience and determination. II. c. lonely III. heart-wrenching/lonely IV. b. was forced by circumstances. V. a. success requires teamwork and sacrifice. 7. Read the following extract carefully and answer the questions that follow. ‘Instead of letting that depress me, I became more quietly determined and mentally tough. I learnt how to take care of myself. I never thought of quitting because I knew what I wanted. When you come from nothing and you have nothing, then it makes you very hungry and determined...I would have put up with much more humiliation and insults than that to steadfastly pursue my dream.’ That toughness runs through Maria even today. It was the key to her bagging the women’s singles crown at Wimbledon in 2004 and to her meteoric rise to the world number one spot the following year. I. Maria says, ‘When you come from nothing and you have nothing, then it makes you very hungry and determined.’ What does she mean by ‘hungry’ here? (1)

d. She displayed remarkable resilience and determination. II. Which word best describes Maria’s experience during her early training days?

IV. The word ‘compelled’ in ‘The latter was compelled to stay back’ suggests that Maria’s mother: a. stayed back willingly. b. was forced by circumstances. c. decided to delay her journey. d. chose to support Maria from afar.

(1)

d. easy

III. Which word in the passage contrasts with the word ‘happy’ in Maria’s early life? (1)

II. The word ‘bagging’ in the passage means... (1) a. carrying something in a shopping bag. b. stealing something secretly or forcefully. c. winning or achieving something with effort. d. buying groceries from a local market.

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III. Why does Maria say she would have endured ‘much more humiliation and insults’? (1) a. Because she had no self-respect b. Because she was forced by her coaches c. Because she did not understand what was happening d. Because she was determined to reach the top IV. If you had to describe Maria’s personality in three words from the passage, what would they be? (1) V. Which of these is the best lesson from Maria’s journey? (1) a. Talent is enough to succeed. b. Determination and resilience lead to success. c. Only people from rich backgrounds can achieve greatness. d. Giving up is sometimes the best option. Ans: I. Maria uses ‘hungry’ metaphorically to express a strong desire and relentless drive to succeed, rather than literal hunger. II. c. winning or achieving something with effort. III. d. Because she was determined to reach the top IV. Determined, mentally tough, hungry (for success) tough (Answer may vary) V. b. Determination and resilience lead to success. 8. Read the following extract carefully and answer the questions that follow. That toughness runs through Maria even today. It was the key to her bagging the women’s singles crown at Wimbledon in 2004 and to her meteoric rise to the world number one spot the following year. While her journey from the frozen plains of Siberia to the summit of women’s tennis has touched the hearts of tennis fans, for the youngster herself there appears to be no room for sentiment. The straight looks and the answers she gives when asked about her ambition make it amply clear that she considers the sacrifices were worth it. ‘I am very, very competitive. I work hard at what I do. It’s my job.’ This is her mantra for success. I. Which of the following best reflects Maria’s mantra for success? (1) a. Hoping for good results without trying hard b. Being lucky and relying on natural talent Section C • Reach for the Top

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c. Depending entirely on her coaches and family d. Staying competitive and working with full effort II. Arrange the following events in the correct order. (1) i. Maria became the world number one. ii. Maria won the Wimbledon singles crown. iii. Maria moved from Siberia to train in tennis. iv. Maria shared her mantra for success. a. iii – i – ii – iv c. iii – ii – i – iv

b. ii – i – iii – iv d. iv – iii – ii – i

III. What does Maria’s rise to fame being ‘meteoric’ imply? (1) a. She rose to fame extremely quickly and impressively. b. Her career burned out as fast as it started. c. She won Wimbledon under a meteor shower. d. She played tennis in space. IV. Why would Maria answer the questions about her ambition with a straight face? (1) V. Choose the most appropriate analogy. Maria : Wimbledon : : Student : _______ a. uniform

(1)

b. examination

c. homework d. classroom Ans: I. d. Staying competitive and working with full effort II. c. iii – ii – i – iv III. a. She rose to fame extremely quickly and impressively. IV. She is intensely focused, determined and sees her sacrifices as necessary steps toward success rather than sentimental struggles. V. b. examination 9. Read the following extract carefully and answer the questions that follow. Though Maria Sharapova speaks with a pronounced American accent, she proudly parades her Russian nationality. Clearing all doubts, she says, ‘I’m Russian. It’s true that the U.S. is a big part of my life. But I have Russian citizenship. My blood is totally Russian. I will play the Olympics for Russia if they want me.’ Like any number of teenaged sensations, Maria Sharapova lists fashion, singing and dancing as her hobbies. She loves reading the novels of Arthur Conan Doyle. Her fondness for sophisticated evening gowns appears at odds with her love of pancakes 197

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with chocolate spread and fizzy orange drinks. Maria Sharapova cannot be pigeon-holed or categorised. Her talent, unwavering desire to succeed and readiness to sacrifice have lifted her to the top of the world. Few would grudge her the riches she is now reaping. I. Mariaʻs fondness for sophisticated evening gowns appears at odds with her love for pancakes with chocolate spread and fizzy drinks. What does this contrast reveal about her? (1) a. She struggles to choose between luxury and simplicity. b. She enjoys both elegance and everyday comforts. c. She secretly dislikes pancakes. d. She is unsure about her personal tastes. II. The phrase ‘Maria Sharapova cannot be pigeon-holed or categorised.’ means: a. she dislikes birds and cages.

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b. she only plays tennis and avoids other activities. c. she has won multiple pigeon-racing championships.

d. she refuses to be restricted to a single stereotype. III. Which of the following best describes Maria Sharapova’s attitude toward her wealth? (1) a. She believes her wealth is earned through hard work and effort. b. She feels guilty about having more wealth than most people. c. She thinks her success is only because of luck and chance. d. She avoids talking about money and hides her achievements often. IV. Maria Sharapova says, ‘My blood is totally Russian.’ What is she emphasising here? (1) V. Identify the correct indirect speech for Maria Sharapova’s statement: ‘I work hard at what I do.’ (1) a. Maria said that she works hard at what she does.

b. Maria said that she had worked hard at what she does.

c. Maria said that she worked hard at what she did.

d. Maria said she is working hard at what she did. Ans: I. b. She enjoys both elegance and everyday comforts. II. d. she refuses to be restricted to a single stereotype. III. a. She believes her wealth is earned through hard work and effort. IV. She is strongly expressing her national pride and identity as a Russian, despite living and training abroad. V. c. Maria said that she worked hard at what she did. 10. Read the following extract carefully and answer the questions that follow.

There is something disarming about Maria Sharapova, something at odds with her ready smile and glamorous attire. And that something in her lifted her on Monday, 22 August 2005 to the world number one position in women’s tennis. All this happened in almost no time. Poised beyond her years, the Siberian-born teenager took just four years as a professional to reach the pinnacle. I. The phrase ‘something disarming about Maria Sharapova’ suggests that she: (1) a. is known for her aggressive playing style. b. has charm that makes people lower their guard. c. uses deception in her matches. d. prefers to avoid interviews. II. Which of the following phrases from the extract means ‘had difficulty balancing her emotions’? (1) a. ‘Poised beyond her years’

b. ‘At odds with her ready smile’

c. ‘Lifted her to the world number one position’ d. ‘All this happened in almost no time’

III. Which line highlights Maria’s ability to instantly put others at ease despite her fierce competitiveness?

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IV. What makes Maria’s rapid ascent in tennis particularly impressive? (1) a. She became a professional player at an unusually young age. b. She reached world number one in just four years.

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c. She had to overcome both physical and emotional challenges. d. All of the above. V. Which of the following best represents Maria’s attitude toward success? (1) a. ‘It’s all about talent; hard work doesn’t matter.’ b. ‘Reaching the top is easy, staying there is the hard part.’ c. ‘If you want something badly enough, you’ll work for it.’ d. ‘Winning is everything; losing means failure.’ Ans: I. b. has charm that makes people lower their guard. II. a. ‘Poised beyond her years’ III. The phrase which highlights Maria’s ability to instantly put others at ease despite her fierce competitiveness is ‘something at odds with her ready smile and glamorous attire’. IV. d. All of the above. V. c. ‘If you want something badly enough, you’ll work for it.’

Short Answer Questions

Answer the following questions in about 40–50 words. 1. What challenges did Maria face upon moving to the U.S., and how did she overcome them?

Ans: Upon moving to the U.S. at the age of seven, Maria faced loneliness, cultural differences and separation from her mother for two years due to visa issues. Her father worked long hours to support her training, leaving her alone for extended periods. Despite these hardships, her resilience, mental toughness and unwavering determination helped her overcome obstacles and achieve global tennis stardom. 2. What significant milestones did Maria achieve? Ans: Maria Sharapova achieved several significant milestones in her tennis career. She won the Wimbledon women’s singles crown in 2004 at just seventeen. The following year, she became the world number one in women’s tennis. She also represented Russia in the Olympics and earned widespread recognition for her determination and talent. 3. How did Maria balance her love for fashion and tennis in her public image? Ans: Maria Sharapova balanced her passion for tennis and fashion effortlessly. On the court, she was Section C • Reach for the Top

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fiercely competitive and determined, while off the court, she embraced her love for fashion, often wearing sophisticated evening gowns. She has a glamorous public image and yet, her primary focus remained on her tennis career, showcasing her ability to excel in both worlds without losing what made her special. 4. Maria is described as someone who ‘cannot be pigeon-holed.’ What does this mean in the context of her career and personality? (Competency-based Question) Ans: Maria is described as someone who ‘cannot be pigeon-holed’ because she defies being categorised into a single identity. While she is a fierce athlete, she also embraces glamour and has diverse interests, including reading. Her success challenges the conventional image that athletes must fit a rigid mould, proving that one’s identity can extend beyond professional boundaries. 5. Maria’s unwavering determination is highlighted as the key to her success. However, could her fierce ambition also have a downside in her personal life? Discuss how single-minded ambition can both build and break a person. (Competency-based Question) Ans: Maria’s fierce ambition propelled her to the pinnacle of tennis, but such single-minded focus can have personal costs. Her early separation from family, lack of a normal childhood and constant pressure to succeed may have impacted her personal relationships and emotional well-being. While ambition builds success, it can also isolate individuals, making it hard to find balance, fulfilment and personal connection beyond their professional achievements. 6. What early signs indicated Santosh Yadavʼs independent spirit? Ans: Santosh Yadavʼs independent spirit was evident from an early age when she refused to conform to societal norms that undervalued girls. She threatened never to marry if denied proper education and left home to enrol in a school in Delhi. When her parents refused to pay her fees, she firmly declared she would work parttime to fund her education, showcasing her determination and strong-willed nature.

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7. How did Santoshʼs parents react to her decision to pursue higher education in Delhi? Ans: Initially, Santoshʼs parents were reluctant to support her higher education in Delhi, as it was uncommon for girls in their village to pursue such ambitions. However, when Santosh firmly stated she would work part-time to pay her fees, they didn’t really have a choice in the matter and eventually agreed to fund her education. 8. How did Santosh contribute to the welfare of her fellow climbers during her expeditions? Ans: During her expeditions, Santosh Yadav showed exceptional compassion and courage. On her 1992 Everest mission, she cared for a dying climber at the South Col, though she couldnʼt save him. She managed to save the life of another climber by sharing her oxygen with him, displaying remarkable courage and selflessness. 9. Santosh defied societal norms to pursue her dreams. However, can defying tradition always lead to positive outcomes? Discuss the potential risks and rewards of challenging established norms in one’s community. (Competency-based Question) Ans: Defying societal norms can lead to remarkable personal achievements, as seen in Santosh Yadavʼs case, but it also carries potential risks. Challenging tradition may result in social isolation, criticism or strained family relationships. However, it can also inspire change, empower others and open new opportunities. The outcome depends on perseverance, support and the positive impact of the change. 10. Santosh’s journey to Everestʼs summit was not only a physical achievement but also a symbolic one. What larger message does her achievement convey about gender roles and possibilities in conservative societies? (Competency-based Question) Ans: Santosh Yadav’s ascent to Everest symbolised breaking gender stereotypes in conservative societies. Her achievement showed that women, despite societal restrictions, can reach the highest peaks—both literally and metaphorically. This sends a powerful message that determination, skill and ambition, not gender, define success. Her journey inspires women to challenge limiting traditions and pursue their dreams fearlessly.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. The text highlights that despite living and training in the U.S., Maria Sharapova ‘proudly parades her Russian nationality’. Why does Maria feel so strongly about her Russian identity, and how does the text reflect her pride in representing her home country? Ans: Maria Sharapova’s strong connection to her Russian identity stems from her deep-rooted pride in her birthplace and heritage, despite spending most of her training years in the United States. The text highlights that although the U.S. played a significant role in shaping her tennis career, Maria never abandoned her Russian roots. Her statement, ‘I’m Russian. My blood is totally Russian. I will play the Olympics for Russia if they want me,’ clearly demonstrates her unflinching loyalty to her home country. This shows that despite her global success and American influence, she remained proud of her national identity. The text captures her pride through her desire to represent Russia in major international events like the Olympics. Her patriotism reflects her belief that success should not distance one from their origins but rather honour them. 2. Maria Sharapova’s rise to fame brought her intense public attention. How do athletes like her balance staying true to themselves while maintaining a global image? Can fame change how they see themselves? Discuss with examples. (Competency-based Question) Ans: Famous athletes like Maria Sharapova often find it hard to stay true to themselves while keeping up a global image. Fame brings a lot of attention and pressure to act a certain way. For example, Sharapova, though Russian, developed an American accent, showing how living in a new culture and being in the spotlight can change someone. Her stylish look and strong personality became what people focussed on, hiding her struggles and simple beginnings. Social media adds more pressure, as athletes are expected to look perfect all the time. Similarly, actress Deepika Padukone spoke about her depression and was praised but also judged, showing how fame can change how people see you and how you see yourself.

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3. Maria describes her journey as ‘coming from nothing’ and her ambition as ‘hunger’, showing how her struggles shaped her success. Do you think success gained through hardship holds more value than success achieved through privilege? Would Maria’s story still be as inspiring if she had an easier path? Discuss how challenges make success stories more powerful. (Competency-based Question)

Ans: Success achieved through struggle often feels more valuable because it reflects resilience, sacrifice and determination. Maria’s story is inspiring because she overcame separation from her mother, financial difficulties and cultural challenges to become a tennis champion. If she had come from privilege, her journey might not have resonated as deeply. Struggles create powerful success stories, as they highlight inner strength and perseverance. Without hardships, success can seem less impactful, as it lacks the emotional depth that struggle provides. Many iconic figures, like Malala Yousafzai, inspire millions because they triumphed over adversity. Thus, struggle often adds profound meaning to success.

4. Maria Sharapova is portrayed as unapologetic about her success, firmly believing that her hard work and sacrifices justify her achievements. Do you think this unapologetic attitude is necessary for individuals striving for greatness? How does Maria’s confidence in her success reflect her resilience and determination? Support your answer with examples from the text. (Competency-based Question)

Ans: Yes, an unapologetic attitude is often necessary for individuals striving for greatness, especially in highly competitive fields like sports. Maria Sharapova’s confidence in her success stems from the immense sacrifices she made—leaving her home, being separated from her mother and enduring loneliness in a foreign country. The text highlights how she worked tirelessly despite harsh conditions, and her firm belief in her abilities kept her focussed. Maria did not allow public scrutiny or personal hardships to deter her; instead, she turned them into motivation. Her unapologetic pride in her achievements reflects her resilience, proving that success often demands unwavering self-belief and the courage to stand by oneʼs accomplishments. Without Section C • Reach for the Top

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such confidence, her meteoric rise to the top would have been impossible. 5. Both Santosh Yadav and Maria Sharapova overcame challenges to achieve success— Santosh defied social norms, while Maria endured loneliness. How do their journeys reflect different ideas about ambition and resilience, and what can we learn from them? (Competency-based Question) Ans: Santosh Yadav and Maria Sharapova’s journeys highlight different forms of ambition and resilience. Santosh defied societal norms, refusing an early marriage and fighting for her education, showcasing her courage to break barriers. Maria, on the other hand, endured loneliness and separation from her family in a foreign country, displaying her mental toughness and hunger for success. Both women showed immense determination despite different challenges. Santosh’s story teaches us the importance of challenging social limitations, while Maria’s journey highlights the sacrifices needed for personal success. Together, they inspire us to stay determined, whether in fighting societal norms or overcoming personal hardships, proving that resilience is key to achieving one’s dreams. 6. If Santosh Yadav and Maria Sharapova were to meet, what shared values do you think would define their conversation about success, struggle and ambition? Write a dialogue between them. (Competency-based Question)

Ans: Santosh: You know, I had to fight against so many social norms just to get an education. Climbing mountains felt easier than convincing my family sometimes.

Maria: I can imagine. I left my mother behind in Russia when I was just nine. It was heartbreaking, but I knew I had to do it to pursue my dream. Santosh: That must have been tough—being in a foreign country, all alone.

Maria: It was. But I kept reminding myself why I was there. I couldn’t let the loneliness break me. What about you? Was it hard defying your family’s expectations? Santosh: Very much. But I knew I couldn’t live the life they planned for me. I had to follow my own path.

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Maria: Same here. I guess ambition comes at a price, doesn’t it? Santosh: Yes, but it’s worth it. Always.

7. Santosh Yadav not only achieved personal success but also contributed to the welfare of others and the environment. Can true success be reached without social responsibility? (Competency-based Question) Ans: True success goes beyond personal achievements; it lies in having a positive impact on the world around us. Santosh Yadav’s accomplishment of scaling Mt Everest twice was remarkable, but what made her success truly meaningful was her compassion and responsibility. By saving Mohan Singh’s life and bringing down 500 kilograms of garbage from the mountains, she showed that success carries a duty toward others and the environment. Had Santosh only focussed on her personal achievement, her story might have been impressive but not as inspiring. Her willingness and courage to make a larger difference— whether by protecting lives or preserving nature—proves that true success is achieved when it benefits more than just oneself. Her story reminds us that greatness comes from lifting others along the way. 8. How did Santosh Yadav balance pursuing her dreams while respecting her family’s values, and what does this teach us about creating change without conflict? Ans: Yes, it is possible to balance respect for family values while challenging them, as Santosh Yadav demonstrated. Despite her parents’ initial disapproval of her ambitions, she did not rebel harshly or sever ties. Instead, she calmly pursued her dreams while showing them patience and respect. When they insisted on marriage, she firmly refused but never disrespected them. Her success eventually won their support, proving that challenging traditions does not require rejecting one’s roots. Santosh’s approach teaches us that cultural progress can happen through dialogue and understanding, not conflict. Change does not mean abandoning tradition but rather expanding it to accommodate new possibilities. Her story shows that it’s possible to honour family values while carving one’s own path—a lesson especially relevant in societies resistant to change.

9. If Santosh Yadav had agreed to an early marriage, do you think she would have been able to pursue her dream of mountaineering? How might her journey have been different if she had a supportive husband who encouraged her ambitions? (Competency-based Question) Ans: If Santosh Yadav had agreed to an early marriage, her journey to becoming a mountaineer would likely have been significantly hindered. Traditional expectations of managing a household and fulfilling marital duties might have limited her freedom and opportunities to pursue mountaineering. However, if she had married a supportive husband who encouraged her ambitions, her path might have been different but still challenging. She might have faced societal pressure to prioritise family over her passion, but with a strong support system, she could have balanced both. However, her story may not have carried the same power of defying societal norms. Santosh’s decision to reject an early marriage gave her complete control over her choices, allowing her to pave her own way to success. 10. Santosh’s achievements brought her national recognition, including the Padmashri. How does this acknowledgment challenge traditional perceptions of what defines a ‘hero’ in Indian society? Ans: Santosh Yadav’s Padmashri recognition challenges traditional perceptions of heroism in Indian society, which often celebrate achievements in politics, the military or entertainment. Her success as a female mountaineer in a physically demanding, maledominated field redefines heroism as resilience, determination and the courage to break societal norms. Beyond her personal achievements, Santosh’s efforts in environmental conservation, such as collecting 500 kilograms of garbage from the Himalayas, further exemplify her sense of responsibility. Her recognition not only honours her accomplishments but also symbolises the growing acceptance of diverse forms of excellence. By inspiring countless individuals, especially women, Santosh’s story reaffirms that heroism is about perseverance, social contribution and the pursuit of one’s passion against all odds.

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11. Maria Sharapova’s journey to becoming the world number one in tennis was filled with hard work, sacrifice and determination, despite cultural challenges and personal struggles.

Imagine you are the class representative. Prepare a short speech to deliver in your school assembly on the topic, ‘The Power of Determination: Lessons from Maria Sharapova’s Life’. (Competency-based Question) Ans:

The Power of Determination: Lessons from Maria Sharapova’s Life

Good morning everyone,

Today, I would like to share a few thoughts on ‘The Power of Determination’, inspired by the journey of the tennis star Maria Sharapova.

Maria Sharapova’s rise to world number one was not easy. She left her home in Russia at a very young age and trained in the United States, far from her family. She faced cultural challenges, loneliness and intense pressure. But what kept her going was her strong will, focus and passion for tennis.

Her story teaches us that success doesn’t come overnight—it comes through hard work, sacrifice and staying determined, even when things get tough. Maria didn’t let struggles stop her; instead, she used them to push herself harder.

Let us all learn from her example and stay strong in the face of challenges. Thank you!

12. Describe a person you admire deeply for their achievements and qualities. Explain what makes them special and how they inspire you in your own life. (Competency-based Question) Ans: One person I truly admire is Dr APJ Abdul Kalam, former President of India and a respected scientist. He came from a modest background yet became a key figure in India’s space and missile development. Despite reaching great heights, he remained humble and dedicated to spreading knowledge and positivity. His love for learning and his belief in the power of education continue to inspire millions. I idolise him not only for his achievements in science and leadership but also for his simple lifestyle and motivational vision for youth. His life teaches me that with determination and hard work, we can overcome any obstacle and achieve our dreams. (Answer may vary.) Section C • Reach for the Top

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Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (1 × 5 = 5 marks) a. Santosh’s parents were affluent landowners who could afford to send their children to the best schools, even to the country’s capital, New Delhi, which was quite close by. But, in line with the prevailing custom in the family, Santosh had to make do with the local village school. So, she decided to fight the system in her own quiet way when the right moment arrived. And the right moment came when she turned sixteen. At sixteen, most of the girls in her village used to get married. Santosh was also under pressure from her parents to do the same.

I. Why did Santosh Yadav’s family insist on her studying in the local village school despite their affluence? (1) a. They believed the village school offered the best education. b. It was a family custom to keep girls close to home. c. They were unaware of better educational opportunities. d. Santosh preferred staying in the village.

II. Why was Santosh’s form of resistance described as ‘quiet’? (1) a. She protested with slogans and rallies. b. She took a firm stand without confrontation. c. She convinced others to join her rebellion. d. She secretly attended school without her parents’ knowledge.

III. Rearrange the following events in the correct order according to the passage. (1) a. Santosh Yadav’s parents pressured her to get married. b. Santosh decided to fight the system when the time was right. c. Santosh was sent to a local village school. d. Santosh’s parents could afford a good education, but they followed social customs. e. Santosh turned sixteen, an age when most girls in her village got married. 203

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IV. Which of the following quotes best captures the essence of the passage? (1) a. ‘Well-behaved women seldom make history.’ – Laurel Thatcher Ulrich b. ‘Our greatest glory is not in never falling, but in rising every time we fall.’ – Confucius c. ‘It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.’ – Charles Darwin d. ‘The most courageous act is still to think for yourself. Aloud.’ – Coco Chanel

Reason (R): She showed concern for others and valued teamwork. (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.

V. Why did Santosh wait until the right moment to act? (1)

OR b. Equipped with an iron will, physical endurance and an amazing mental toughness, she proved herself repeatedly. The culmination of her hard work and sincerity came in 1992, just four years after she had shyly asked the Aravalli mountaineers if she could join them. At barely twenty years of age, Santosh Yadav scaled Mt Everest, becoming the youngest woman in the world to achieve the feat. If her climbing skills, physical fitness and mental strength impressed her seniors, her concern for others and desire to work together with them found her a special place in the hearts of fellow climbers.

III. Which of the following best captures the overall tone of the passage? (1) a. Admiring and celebratory b. Melancholic and regretful c. Neutral and factual d. Inspirational and humorous

IV. If Santosh had lacked physical endurance but still had mental toughness, what would have been the most likely outcome? (1)

V. Assertion (A): Santosh Yadav was respected by her fellow climbers.

2. Read the following extracts carefully and answer the questions that follow. (1 × 5 = 5 marks)

I. What key personal quality of Santosh Yadav helped her achieve the feat of scaling Mt Everest at just twenty years old? (1) a. Wealth and privilege b. Lack of fear of death c. Training from a professional d. Physical strength and an iron will

a. Little Maria had not yet celebrated her tenth birthday when she was packed off to train in the United States. That trip to Florida with her father Yuri launched her on the path to success and stardom. But it also required a heart-wrenching two-year separation from her mother Yelena. The latter was compelled to stay back in Siberia because of visa restrictions. The nine-year-old girl had already learnt an important lesson in life—that tennis excellence would only come at a price. ‘I used to be so lonely,’ Maria Sharapova recalls. ‘I missed my mother terribly. My father was working as much as he could to keep my tennis-training going. So, he couldn’t see me either.’

II. The phrase ‘culmination of her hard work’ in the passage refers to: (1) a. Santosh finally being able to convince her parents to let her climb. b. her becoming the youngest woman to scale Mt Everest. c. Santosh completing her mountaineering training. d. her joining the Aravalli mountaineers.

I. If Maria had refused to leave her family for tennis training, what could have been the likely outcome? (1) a. She would still become a champion. b. She would have had a different but equally successful career. c. She might have missed her opportunity to excel in tennis. d. She would have trained from home and achieved the same success.

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II. Which of the following best reflects the theme of the passage? (1) a. The bond between family and child. b. The importance of talent over hard work. c. Sacrifice is necessary for achieving greatness. d. Success comes easily to those with money.

III. If you were in Maria’s position, what would have been the hardest part of your journey? (1)

IV. Which of the following metaphors best suits Maria’s journey? (1) a. ‘A diamond is formed under pressure.’ b. ‘A bird never learns to fly without leaving the nest.’ c. ‘No pain, no gain.’ d. ‘A tree that bends survives the storm.’

V. Why did Maria’s father have limited time to spend with her during her training? (1) OR

b. She loves reading the novels of Arthur Conan Doyle. Her fondness for sophisticated evening gowns appears at odds with her love of pancakes with chocolate spread and fizzy orange drinks. Maria Sharapova cannot be pigeon-holed or categorised. Her talent, unwavering desire to succeed and readiness to sacrifice have lifted her to the top of the world. Few would grudge her the riches she is now reaping. This is what she has to say about her monetary gains from tennis: ‘Of course, money is a motivation. Tennis is a business and a sport, but the most important thing is to become number one in the world. That’s the dream that kept me going.’

I. Which author’s novels does Maria Sharapova enjoy reading? a. T.S. Eliot b. Arthur Conan Doyle c. Jane Austen d. Charles Dickens

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II. If Maria could only keep one of the following things, what would she most likely choose? (1) a. Her tennis career. b. Her financial success. Section C • Reach for the Top

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c. Her love for reading. d. Her luxurious lifestyle.

III. What does the phrase ‘few would grudge her the riches she is now reaping’ suggest about public perception of Maria Sharapova’s success? (1) a. People believe her wealth is welldeserved due to her hard work. b. People think she has been overpaid for her achievements. c. People feel she has become too focussed on fame and luxury. d. People are jealous of her success and question how she earned it.

IV. Maria’s contrasting interests (sophisticated gowns vs pancakes) best reflect which quality of her personality? (1)

V. Find a word from the passage that is closest in meaning to ‘resolute and determined’ (1)

3. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Santosh is described as having a deep concern for her fellow climbers. In a highstakes pursuit like mountaineering, do you think such compassion could ever become a weakness? Why or why not? (Competency-based Question) OR Suggest why teamwork might still play a key role in achieving extraordinary success, even in individual pursuits like mountaineering, as seen in Santosh’s story. (Competency-based Question) b. Santosh Yadavʼs journey from a rural village to the summit of Mount Everest is inspiring. If she had been born into a more supportive and progressive family, do you think her achievement would still be viewed as remarkable? (Competency-based Question) c. Justify whether Maria’s time in the U.S.— marked by isolation and intense training— was essential to her success? Could she have achieved the same had she stayed in Russia.

d. Suggest whether Maria’s story should be viewed as a celebration of resilience or as a reflection of the intense pressures placed on young athletes. Should such personal sacrifices be expected for success? (Competency-based Question) 205

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4. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Imagine you are writing a letter to a friend who is inspired by mountaineers like Santosh Yadav. In your letter, reflect on how her efforts to clean up Mount Everest show a deep sense of environmental responsibility. Do you think her commitment to protecting nature was just as important as reaching the summit? Support your opinion with reasons. (Competency-based Question) b. Climbing Everest required Santosh to be physically tough, but her journey also demanded tremendous mental strength. Do you think mental toughness is more important than physical strength in achieving extraordinary goals? Support your answer with examples from Santosh’s life. (Competency-based Question) c. Both Albert Einstein and Santosh Yadav left the comfort of their homes—Einstein to pursue education and Santosh to follow her passion

for mountaineering. Compare how stepping out of their familiar surroundings shaped their paths to success. What does this tell us about the role of courage and determination in achieving one’s goals? (Competency-based Question)

d. Maria Sharapova’s journey was fuelled by loneliness, separation and intense training. Do you think her story would still be as inspiring if she had an easier path to success? Can struggle add more meaning to success, or is success valuable regardless of the journey? e. Maria’s dual identity as a Russian-born player trained in the U.S. gave her a unique global perspective. Do you think this cultural duality helped her succeed or complicated her sense of belonging?

f. Maria’s dream was not just to earn money but to become the world’s number one. However, when money and fame inevitably come with success, do you think it’s possible to maintain pure passion without being influenced by external rewards?

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Kathmandu

—Vikram Seth

About the Author

Vikram Seth was born on 20 June 1952 in Calcutta, now called Kolkata. He is a well-known Indian poet, novelist and travel writer who is best known for his verse novel ‘The Golden Gate’ (1986) and his epic novel ‘A Suitable Boy’ (1993).

Raised in both London and India, Seth studied at elite Indian schools before earning a degree from Corpus Christi College, Oxford, in 1975. In 1978, he obtained a master’s degree in economics from Stanford University. He also studied at Nanjing University in China. In 1987, he returned to India to live with his family in New Delhi.

Seth’s writing career began with poetry, but he gained recognition with ‘From Heaven Lake’ (1983), a travelogue based on his hitchhiking journey from Nanking to New Delhi via Tibet. In this book, he describes his visit to Kathmandu, capturing the contrast between its religious sites and bustling city life. His visits to the Pashupatinath and Baudhnath temples highlight Nepal’s cultural and spiritual diversity. His most acclaimed novel, ‘A Suitable Boy’, explores family relationships in post-independence India and was adapted into a miniseries in 2020. He later wrote ‘An Equal Music’ (1999), a love story set in the world of professional musicians. Alongside fiction, he has published several poetry collections, including ‘All You Who Sleep Tonight’ (1990) and Summer Requiem (2015). His work is known for its poetic precision and engaging style of storytelling.

Seth has lived in Britain, California, India and China and has travelled extensively. He now splits his time between his homes in the UK and India.

Summary

The chapter ‘Kathmandu’ is an excerpt from Vikram Seth’s book ‘From Heaven Lake’, where he describes his visit to Kathmandu, the capital of Nepal, during his journey from China to India via Tibet. Seth first visits the Pashupatinath temple, a prominent Hindu pilgrimage site. At the entrance, he notices a sign that reads, ‘Entrance for Hindus Only’. The scene is chaotic, with a huge crowd of tourists, priests and pilgrims creating a bustling atmosphere. The holy Bagmati River, which flows nearby, is polluted as people wash clothes, bathe and throw dry flowers into the water.

In contrast, Sethʼs next stop, the Baudhnath Stupa, offers a peaceful atmosphere. This Buddhist site features a striking white dome, and outside, at the Tibetan market a variety of goods such as bags, clothes and ornaments are sold.

Seth observes Kathmandu’s vibrant mix of religious sites and tourist attractions, from antique shops to stalls selling modern goods. The city is noisy, filled with car horns, music and vendors. He buys some local treats and books. For his return to Delhi, Seth initially considers an adventurous journey by bus, train and boat but decides it would be too exhausting and books a flight instead. Before departing, he encounters a flute seller carrying many flutes on a pole. The flute seller’s thoughtful playing captivates the author, making him reflect on the universality of music.

Theme of the Story

Vikram Seth’s ‘Kathmandu’ explores the contrasts in culture and daily life in Kathmandu. He describes the busy Pashupatinath temple, full of worshippers and tourists, and the calm Baudhnath stupa with its Tibetan market. These places show different religious traditions and how sacred spaces blend with everyday activities.

The travelogue highlights observations of sound, stillness and connection. Kathmandu is noisy with car horns and vendors, yet there are quiet moments too. A flute seller outside Seth’s hotel does not call for customers but simply plays his music. This shows how music brings people together, even without words. Section C • Kathmandu

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Towards the end of the story Seth explores the universality of music and how humans are affected by it. He says that to hear a flute is to be drawn into the commonality of mankind. He likens the music of a flute to a human voice—its sound is produced by human breath and like a human the flute also needs to pause and breathe before it can go on.

Glossary

proclaim: make known publicly or officially febrile confusion: hurried activity; complete chaos hawkers: street sellers saffron-clad: dressed in saffron-coloured robes corpse: a dead body cremated: burned to ashes as part of funeral rites wilted: drooping or dried shrine: a sacred place of worship protrudes: sticks out from ringed: surrounded mercenary: working for money haven: a safe place immigrants: people settling in a foreign country permanently blare out: (here) played loudly marzipan: a sweet made with grated almond

brazier: portable metal frame used to hold coals on which to cook nauseating: sickening propelled: pushed per se: by itself meditatively: thoughtfully quills of a porcupine: the long, sharp, stiff spines on a porcupine’s body Shakuhachi: a Japanese bamboo flute offhanded: casual; not showing much interest in something fingering: way of placing the fingers to play different notes on a flute compass: (here) range of notes cows low: mooing sound of cows wash down: to drink something to help swallow food

NCERT Solutions Thinking about the Text

I. Answer these questions in one or two words or in short phrases. 1. Name the two temples the author visited in Kathmandu. Ans: The Pashupatinath temple and the Baudhnath Stupa in Kathmandu. 2. The writer says, ‘All this I wash down with Coca-Cola.’ What does ‘all this’ refer to? Ans: ʻAll thisʼ refers to the food items that the author bought in the Bazaar—marzipan and roasted corn. 3. What does Vikram Seth compare to the quills of a porcupine? Ans: The flute seller’s pole is compared to a porcupine’s quills as it has many bansuris sticking out from it. 4. Name five kinds of flutes. Ans: Five types of flutes are:

1. The neh, a reed flute

2. The shakuhachi, a Japanese bamboo flute

3. The bansuri, used in Hindustani classical music

4. The breathy or clear-toned flutes of South America 5. The high-pitched flutes of China II. Answer each of these questions in a short paragraph. 1. What difference does the author note between the flute seller and the other hawkers? Ans: The author observes that, unlike other hawkers, the flute seller does not shout to attract customers. Instead, he plays the flute slowly and meditatively. Though he sells flutes, it seems his music is more important to him than making a sale. 2. What is the belief at Pashupatinath about the end of Kaliyug? Ans: At Pashupatinath, a small shrine is partly visible on the stone platform by the Bagmati River. It is believed that when this shrine emerges fully, the goddess inside it will be

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released, marking the end of the evil period of ‘Kaliyug’ on earth. 3. The author has drawn powerful images and pictures. Pick out three examples each of:

i. the atmosphere of ‘febrile confusion’ outside the temple of Pashupatinath (for example: some people trying to get the priest’s attention are elbowed aside…)

ii. the things he sees

iii. the sounds he hears Ans: i. Scene outside Pashupatinath temple: The area is crowded with priests, hawkers, devotees, tourists and animals. People offer flowers, and some Westerners in saffron robes try to enter the temple but are stopped at the entrance. The scene is crowded and noisy. ii. Things the author sees: Kathmandu has shrines on busy streets, flower-adorned deities, fruit and flute sellers, postcard vendors and shops selling cosmetics, chocolates, copper utensils and Nepalese antiques. iii. Sounds the author hears: He hears songs from films played on radios, car horns, bicycle bells, vendors calling out to customers and flute music. III. Answer the following questions in not more than 100–150 words each. 1. Compare and contrast the atmosphere in and around the Baudhnath shrine with the Pashupatinath temple. Ans: The author describes the atmosphere at Pashupatinath temple as chaotic and full of activity. The temple is crowded with priests, hawkers, devotees, tourists and people jostling for the priests’ attention. Westerners in saffron robes are stopped at the gate, as only Hindus are allowed inside. The surroundings are equally lively, with narrow streets bustling with vendors and stray animals.

In contrast, Baudhnath Stupa offers a sense of calm and order. The shrine itself is peaceful, with no frenzied crowds. Although the temple is surrounded by a busy market, selling Tibetan artifacts and prayer flags, Section C • Kathmandu

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it does not disturb the serenity of the stupa unlike the hustle and bustle in and around the Pashupatinath temple. 2. How does the author describe Kathmandu’s busiest streets? Ans: The author describes Kathmandu’s busiest streets as a mix of religion and business. Along the narrow roads, there are small shrines with flower-decorated idols. At the same time, shops sell cosmetics, chocolates, copper utensils, and Nepalese antiques. Street vendors sell fruit, postcards, and flutes, making the market lively.

The streets are noisy. Car radios and horns, bicycle bells, and vendors make a noise. Stray cows wander around, sometimes reacting loudly to passing motorcycles. Even with all this hustle and bustle, people stop to pray at roadside shrines, showing the city’s deep connection to religion. Vikram Seth shows the contrast between the peaceful temples and the busy streets. While places like Pashupatinath and Baudhnath are centres of faith, the streets of Kathmandu are full of small shrines, trade and daily life. This mix of devotion and business makes the city special.

3. ‘To hear any flute is to be drawn into the commonality of all mankind.’ Why does the author say this? Ans: The author says that ‘to hear any flute is to be drawn into the commonality of all mankind’ because he believes the flute is a universal instrument that connects people across cultures. He talks about different flutes, like the reed Neh from the Middle East, the Japanese shakuhachi, the Indian bansuri, the clear flutes of South America, and the highpitched Chinese flutes. Even though they come from different places, they all produce music when air is blown into it, creating sound.

He explains that the flute is special because it needs pauses between notes when the player draws a breath. In the same way, people need pauses in their fast-paced life, their emotions and their speech. No matter where someone is from, the sound of a flute can touch their heart and create a sense of human connection. 209

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Vikram Seth shows that music has no boundaries. It brings people together, reminding us that even though we may come from different backgrounds, we all share common emotions and experiences.

direct

direction

imagine

imagination

Thinking about Language

dedicate

I. Match the phrasal verbs in Column A with their meanings in Column B. A

a. to come apart due to force

i. break out ii. break off

b. end a relationship

iii. break down

c. break and enter illegally; unlawful trespassing

iv. break away (from someone)

d. of start suddenly, (useally a fight, a war or a disease)

e. to escape from someoneʼs grip

v. break up vi. break into

f. stop working

Ans: i. d; ii. a; iii. f; iv. e; v. b; vi. c II. 1. Use the suffixes -ion or -tion to form nouns from the following verbs. Make the necessary changes in the spelling of the words.

Example:

cremate act

exhaust invent tempt

immigrate direct

meditate imagine

dislocate

associate dedicate Ans: cremate

act

exhaust invent tempt

immigrate

proclaim – proclamation

_______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ cremation action

exhaustion invention

temptation

immigration

meditate dislocate

associate

meditation dislocation

association dedication

2. Now fill in the blanks with suitable words from the ones that you have formed.

i. Mass literacy was possible only after the ___________ of the printing machine.

ii. Ramesh is unable to tackle the situation as he lacks ___________. iii. I could not resist the ___________ to open the letter. iv. Hard work and ___________ are the main keys to success. v. The children were almost fainting with ____________ after being made to stand in the sun. Ans: i. Mass literacy was possible only after the invention of the printing machine. ii. Ramesh is unable to tackle the situation as he lacks imagination. iii. I could not resist the temptation to open the letter. iv. Hard work and dedication are the main keys to success.

v. The children were almost fainting with exhaustion after being made to stand in the sun. III. Use capital letters, full stops, question marks, commas and inverted commas wherever necessary in the following paragraph.

an arrogant lion was wandering through the jungle one day he asked the tiger who is stronger than you you O lion replied the tiger who is more fierce than a leopard asked the lion you sir replied the leopard he marched up to an elephant and asked the same question the elephant picked him up in his trunk swung him in the air and threw him down look said the lion there is no need to get mad just because you don’t know the answer Ans: An arrogant lion was wandering through the jungle. One day, he asked the tiger, ‘Who is stronger than you?’

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‘You, O lion!’ replied the tiger.

‘You, sir,’ replied the leopard.

‘Who is fiercer than a leopard?’ asked the lion.

He marched up to an elephant and asked the same question. The elephant picked him up in his trunk, swung him in the air and threw him down.

‘Look,’ said the lion, ‘there is no need to get mad just because you don’t know the answer.’ IV. Simple Present Tense 1. Fill in the blanks with the correct form of the verb in brackets.

Ans:

i. The heart is a pump that __________ (send) the blood circulating through our body. The pumping action __________ (take place) when the left ventricle of the heart __________ (contract). This __________ (force) the blood out into the arteries, which __________ (expand) to receive the oncoming blood.

i. The heart is a pump that sends the blood circulating through our body. The pumping action takes place when the left ventricle of the heart contracts. This forces the blood out into the arteries, which expand to receive the oncoming blood.

ii. The African lungfish can live without water for up to four years. During a drought it __________ (dig) a pit and __________ (enclose) itself in a capsule of slime and earth, leaving a tiny opening for air. The capsule __________ (dry) and __________ (harden), but when rain __________ (come), the mud __________ (dissolve) and the lungfish __________ (swim) away. Ans:

ii. The African lungfish can live without water for up to four years. During a drought, it digs a pit and encloses itself in a capsule of slime and earth, leaving a tiny opening for air. The capsule dries and hardens, but when rain comes, the mud dissolves and the lungfish swims away.

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iii. MAHESH: We have to organise a class party for our teacher. __________ (Do) anyone play an instrument? VIPUL: Rohit __________ (play) the flute. MAHESH: __________ (Do) he also act? VIPUL: No, he __________ (compose) music. MAHESH: That’s wonderful!

Ans: iii. MAHESH: We have to organise a class party for our teacher. Does anyone play an instrument?

VIPUL: Rohit plays the flute. MAHESH: Does he also act?

VIPUL: No, he composes music. MAHESH: That’s wonderful!

Additional Questions Extract-based Questions

1. Read the following extracts carefully and answer the questions that follow. A corpse is being cremated on its banks; washerwomen are at their work and children bathe. From a balcony a basket of flowers and leaves, old offerings now wilted, is dropped into the river. A small shrine half protrudes from the stone platform on the riverbank. When it emerges fully the goddess inside will escape and the evil period of the Kaliyug will end on earth. I. Which river is being described in the passage? a. River Kankai b. Holy River Ganga c. Holy River Bagmati d. Budhi Gandaki River

(1)

II. The passage describes various activities taking place along the river. What does the act of dropping flowers and leaves from a balcony suggest about peopleʼs relationship with the river? (1) a. They consider the river sacred and offer prayers. b. They do not care about the cleanliness of the river. c. They believe the river is the best place to dispose of waste. d. They use the river only for religious rituals. 211

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III. How does the passage indicate that the river water is polluted? (1) a. Children bathe in it. b. People discard old offerings in it. c. Washerwomen wash clothes in it. d. All of these.

II. What items are sold by the hawkers and shopkeepers? (1) a. Fruit and flutes b. Film rolls and chocolates c. Utensils and antiques d. All of these

IV. Which temple is mentioned in the passage, and where is it situated? (1) a. Prambanan Temple, Indonesia b. Pashupatinath Temple, Nepal c. Temple of Heaven, Beijing d. Golden Temple, India

III. How do the items sold in Kathmandu reflect the city’s mix of tradition and modernity? (1) a. The city offers only traditional goods like utensils and antiques. b. Western products are available, but local traditions remain strong. c. Shops sell only modern goods, replacing traditional items. d. Local and foreign items are sold separately in different areas.

Ans:

V. The passage mentions ‘Kaliyug’. What does it refer to? (1) a. A sacred chant used in Hindu devotional prayers b. A legendary river in Hindu mythology c. The age of darkness and decline in Hindu beliefs d. A historical king from Nepal I. c. Holy River Bagmati

II. a. They see the river as a sacred place and offer their prayers. III. d. All of these

IV. b. Pashupatinath Temple, Nepal

V. c. The age of darkness and decline in Hindu beliefs 2. Read the following extracts carefully and answer the questions that follow.

Kathmandu is vivid, mercenary, religious, with small shrines to flower-adorned deities along the narrowest and busiest streets; with fruit sellers, flute sellers, hawkers of postcards; shops selling Western cosmetics, film rolls and chocolate; or copper utensils and Nepalese antiques. Film songs blare out from the radios, car horns sound, bicycle bells ring, stray cows low questioningly at motorcycles, vendors shout out their wares. I. Why does Kathmandu have a religious appearance? a. Because of shops selling flowers and leaves b. Due to its narrow and busy streets

c. Because of small shrines and floweradorned deities d. Due to shops selling idols of gods and goddesses

(1)

IV. What is the meaning of the word ‘mercenary’ in the passage? a. kind b. merciful c. clever d. profit driven

(1)

V. The passage describes Kathmandu as full of noise from vendors, vehicles and animals. Which of the following situations is similar? (1) a. a peaceful village with open fields and fresh air. b. a crowded market with music, chatter, and honking. c. a school cafeteria during lunch break. d. a calm beach with only the sound of waves. Ans: I. c. Because of small shrines and floweradorned deities II. d. All of these III. b. Western products are available, but local traditions remain strong. IV. d. profit driven V. b. a crowded market with music, chatter and honking. 3. Read the following extracts carefully and answer the questions that follow. I consider what route I should take back home. If I were propelled by enthusiasm for travel per se, I would go by bus and train to Patna, then sail up the Ganges past Benaras to Allahabad, then up the Yamuna, past Agra to Delhi. But I am too exhausted and homesick; today is the last day

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of August. Go home, I tell myself: move directly towards home. I enter a Nepal Airlines office and buy a ticket for tomorrowʼs flight. I. What is the author considering? a. The gifts he should take for his family b. The route he should take back home c. The clothes he should buy d. The things he should avoid buying

(1)

II. How does the author feel in the situation described? (1) a. Confused about his journey b. Enjoying the trip and not wanting to return home c. Extremely exhausted and homesick d. Very happy and excited III. The author chooses to fly home instead of taking a longer route. What does this suggest about his state of mind? (1) a. He is eager to explore new places and plans his itinerary. b. He values convenience over experience at this moment. c. He enjoys long, scenic journeys. d. He prefers slow and reflective travel. IV. Which holy rivers are mentioned in the passage? a. Ganga and Brahmaputra b. Godavari and Indus c. Ganga and Yamuna d. Narmada and Kaveri

(1)

V. The passage highlights the author’s longing to return home. Which of the following situations is most similar to this feeling? (1) a. A student eagerly waiting for the school bell to ring after a long day. b. A traveller excited to begin an adventure in a new country. c. A child thrilled to attend a week-long summer camp. d. A musician preparing for an important performance. Ans: I. b. The route he should take back home II. c. Extremely exhausted and homesick III. b. He values convenience over experience at this moment. IV. c. Ganga and Yamuna V. a. A student eagerly waiting for the school bell to ring after a long day. Section C • Kathmandu

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4. Read the following extracts carefully and answer the questions that follow. From time to time, he stands the pole on the ground, selects a flute and plays for a few minutes. The sound rises clearly above the noise of the traffic and the hawkersʼ cries. He plays slowly, meditatively, without excessive display. He does not shout out his wares. Occasionally he makes a sale, but in a curiously offhanded way as if this were incidental to his enterprise. Sometimes he breaks off playing to talk to the fruit seller. I imagine that this has been the pattern of his life for years. I. The sound of the flute is heard clearly despite the surrounding noise. What does it rise above? (1) a. The calls of the busy fruit sellers b. The noise of traffic and hawkers c. Religious chants in temples. d. The ringing of temple bells. II. The flute seller plays his instrument in a unique manner. What does this reveal about his approach to music? (1) a. He plays to attract a large audience. b. He focusses carefully on his technique. c. He plays with a sense of calm and reflection. d. He plays to compete with the street noise. III. Which statement best describes the flute sellerʼs behaviour? (1) a. He frequently calls out to advertise his flutes. b. He occasionally announces his wares. c. He speaks softly to customers but does not shout. d. He does not call out to promote his flutes. IV. The flute seller momentarily stops playing at times. What does this suggest? (1) a. He gets distracted easily. b. He is more interested in socialising than selling. c. He has a relaxed attitude towards his work. d. He finds playing the flute tiring.

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V. Assertion (A): The flute seller does not actively promote his flutes to passersby.

Reason (R): He considers playing music more important than making sales. (1) a. Both A and R are true, and R explains A. b. Both A and R are true, but R does not explain A. c. A is true, but R is false. d. A is false, but R is true. Ans: I. b. The noise of traffic and hawkers II. c. He plays with a sense of calm and reflection. III. d. He does not call out to promote his flutes. IV. c. He has a relaxed attitude towards his work. V. a. Both A and R are true, and R explains A. 5. Read the following extracts carefully and answer the questions that follow. A fight breaks out between two monkeys. One chases the other, who jumps onto a Shivalinga, then runs screaming around the temples and down to the river, the holy Bagmati, that flows below. A corpse is being cremated on its banks; washerwomen are at their work and children bathe. From a balcony, a basket of flowers and leaves, old offerings now wilted, is dropped into the river. A small shrine half protrudes from the stone platform on the riverbank. When it emerges fully, the goddess inside will escape and the evil period of the Kaliyug will end on earth. I. Assertion (A): The river Bagmati is considered sacred by the people.

Reason (R): Religious offerings and rituals take place on its banks. (1) a. Both A and R are true, and R explains A. b. Both A and R are true, but R does not explain A. c. A is true, but R is false. d. A is false, but R is true. II. Identify whether the following sentence is True or False. (1) The emergence of the shrine from the river symbolises the continuation of Kaliyug. III. Fill in the blank. (1) A small shrine half protrudes from the stone platform on the riverbank. When it emerges fully, it is believed that the _____________ inside will escape.

IV. Why do people consider certain rivers holy and continue to perform religious rituals despite pollution concerns? (1) a. Because religious beliefs often hold greater importance. b. Because all rivers are naturally clean and safe for rituals. c. Because rituals performed at home are not considered sacred. d. Because science has proven that holy rivers have purifying properties. V. ‘A corpse is being cremated on its banks; washerwomen are at their work and children bathe.’ What contrast does the author highlight in this sentence? (1) a. The peacefulness of the river and the chaos of the people. b. The coexistence of life and death in the same setting.

c. The beauty of nature and the destruction caused by humans. d. The river’s cleanliness and the pollution caused by people.

Ans: I. a. Both A and R are true, and R explains A. II. False (Explanation: The passage clearly states that the emergence of the shrine would mark the end, not the continuation, of Kaliyug.) III. goddess IV. a. Because religious beliefs often hold greater importance. V. b. The coexistence of life and death in the same setting.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. How does the music of the flute influence Vikram Seth’s emotions and thoughts in ‘Kathmandu’?

Ans: The flute’s music creates a sense of peace and connection for Vikram Seth. It stands out amidst the cityʼs chaos, making him reflect on the universal presence of music across cultures. The melody evokes deep emotions, reinforcing the idea that music unites people beyond language and physical boundaries. He realises this as he thinks about various kinds of flutes, each unique yet producing the same soulful effect.

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2. How does hearing a flute connect people to the shared experiences of humanity? Ans: In ‘Kathmandu’, the author explains that the flute’s music is found in many cultures and touches people’s hearts. Its sound creates a feeling of connection and shared emotions, showing that music unites people beyond borders and differences. 3. Why does the policeman not allow the Westerners in saffron clothes to enter the Pashupatinath temple? Ans: The policeman does not allow the Westerners in saffron clothes to enter the Pashupatinath temple because only Hindus are permitted. He is not convinced that they are Hindus, even though they are dressed in saffron-coloured clothes. 4. What route does the writer consider taking from Kathmandu to Delhi? Which route does he choose instead, and why? Ans: The writer could travel from Kathmandu to Delhi by taking a bus and train to Patna, then sailing along the Ganges past Benaras to Allahabad, and up the Yamuna past Agra to Delhi. Instead, he chooses to fly directly from Kathmandu to Delhi because he is exhausted and homesick. 5. How does the writer spend his time in Kathmandu, and what does it show about his character? Ans: The writer explores Kathmandu by visiting temples, observing people and wandering through busy streets. He listens to flute music and enjoys the vibrant atmosphere. This shows his curiosity, appreciation for different cultures and his ability to find beauty in simple experiences. 6. Have you ever been to a sacred place? Share your experience with your friends. (Competency-based Question) Ans: Yes, I have visited the Golden Temple in Amritsar. The sight of the golden structure shining in the water was breathtaking. I felt a sense of peace as I walked barefoot around the holy Sarovar. The sound of the kirtan made the atmosphere even more calming. I didn’t want to join the langar as it was extremely

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crowded however it was grounding to see people from all backgrounds sit together to share a meal. The kindness of the volunteers and the devotion of the visitors made the experience truly special. (Answers may vary.) 7. What does the author observe about the streets of Kathmandu?

Ans: The author describes Kathmandu’s streets as lively, commercial and spiritual. They are narrow and crowded, lined with small shrines and flower-adorned statues. Wandering cows moo at motorcycles, while loud radios, street vendors, car horns and bicycle bells create a constant noise. 8. How does Vikram Seth’s description of Kathmandu reflect both its spiritual and commercial aspects? (Competency-based Question) Ans: Vikram Sethʼs description of Kathmandu reflects both its spiritual and commercial aspects as it is portrayed as a city of contrasts. He describes its religious side through the sacred temples of Pashupatinath and Baudhnath, where devotion and rituals take place. At the same time, he highlights its bustling streets filled with shrines, shops, vendors and traffic, showing how commercial vibrancy coexists with spirituality. 9. How does the Baudhnath Stupa serve as a ‘haven of quietness’ amidst the bustling streets? Ans: The Baudhnath Stupa serves as a haven of quietness because, despite being surrounded by busy streets, it remains calm and peaceful. Unlike the crowded Pashupatinath Temple, there are no large gatherings or loud noises. This creates a soothing environment where people can reflect and find inner peace. 10. What does the author imply by describing the atmosphere at Pashupatinath as one of ‘febrile confusion’? (Competency-based Question) Ans: The author implies that the atmosphere at Pashupatinath is chaotic and full of energy. The crowd of devotees, priests, and tourists creates a noisy and restless environment. People push through the temple in their eagerness to worship, making the place feel overwhelming and highly active.

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Long Answer Questions

Answer the following questions in about 100–120 words. 1. What do you learn about the author from the extract ‘Kathmandu’? (Competency-based Question) Ans: In the extract ‘Kathmandu’, Vikram Seth’s keen observation and descriptive writing bring the city to life. He vividly captures the bustling streets, temples and daily activities, showing his attention to detail. His appreciation for peace is visible when he describes the stupa as a ‘haven of calm.’ He also expresses concern for the environment by describing the pollution of the Bagmati River. His love for travel is clear, as he considers taking a longer route back despite feeling tired. Music fascinates him, and he is deeply moved by the flute seller’s tune. His enjoyment of simple pleasures, such as local food and light reading, reflects his reflective and adventurous nature. 2. How does the chapter ‘Kathmandu’ highlight the value of religious tolerance in society? Ans: The chapter ‘Kathmandu’ highlights religious tolerance through the peaceful coexistence of Hindu and Buddhist places of worship. The Pashupatinath Temple is crowded and noisy, while the Baudhnath Stupa is calm and quiet, yet both are respected. The author observes people following different faiths without conflict, showing acceptance and harmony. The presence of diverse religious sites in the same city reflects how different beliefs can coexist peacefully. The contrast between the two places highlights that religious tolerance is about respect and understanding, not just physical space. The chapter shows that despite differences in customs and rituals, people can share a common space with mutual respect, creating an atmosphere of unity and peace. 3. Where does the author come across the flute seller, and what does he notice about him? What attracts the author to the flute’s music? Ans: The author comes across a flute seller in a corner of the square near his hotel in Kathmandu. Unlike other vendors, the flute seller does not

call out to attract customers or seem eager to sell. He carries a pole with fifty to sixty flutes attached at the top, which the author compares to the sharp quills of a porcupine. The seller occasionally puts the pole down, picks a flute, and plays it in a calm and thoughtful manner. The sound of the flute is clear and distinct, rising above the noise of traffic and vendors. The author is deeply moved by the soothing sound and he reflects on flutes played in other cultures. The impact of the music is so strong that he struggles to leave. 4. You are a student writing to a friend about your visit to Kathmandu. Describe the religious diversity you witnessed and how it made you think about tolerance and respect for different beliefs. (Competency-based Question) Ans: Dear [Friendʼs Name],

I hope you’re doing well! I recently visited Kathmandu, and I was amazed at the vibrant atmosphere there. I want to share my experience with you. The city is full of life, with busy streets, colourful markets and beautiful temples. I also did some sightseeing. I visited two important religious sites—Pashupatinath Temple and Baudhnath Stupa. I observed such a contrast between these temples.

Pashupatinath was crowded with devotees, priests, and tourists. The air was filled with chants, ringing bells and the smell of incense. In contrast, Baudhnath Stupa was peaceful, with monks walking quietly and prayer flags fluttering in the breeze. Despite their differences, both places were treated with respect and devotion.

This made me realise how different religions can exist together in harmony. People may have different beliefs, but they all seek peace and faith in their own way. It was a beautiful reminder that tolerance and respect can bring people together. I look forward to hearing from you! Best wishes [Name]

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Assessment

d. Kathmandu does not support cultural diversity.

Scan to see answers.

1. Read the given extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. At the Baudhnath Stupa, the Buddhist shrine of Kathmandu, there is, in contrast, a sense of stillness. Its immense white dome is ringed by a road. Small shops stand on its outer edge: many of these are owned by Tibetan immigrants; felt bags, Tibetan prints and silver jewellery can be bought here. There are no crowds: this is a haven of quietness in the busy streets around.

I. What types of items can be bought from the small shops around the Baudhnath Stupa? a. felt bags b. silver jewellery c. Tibetan prints d. All of the above

(1)

II. What is the meaning of the word ʻhavenʼ in the context of the passage? (1) a. a busy market b. a peaceful place c. a dangerous place d. a narrow street III. Fill in the blank. (1) The Baudhnath Stupa is described as a place of ____________ amidst the busy streets of Kathmandu.

IV. What does the contrast between the Baudhnath Stupa and the busy streets suggest? (1) (Competency-based Question) a. Religious places are always quiet. b. That Kathmandu is a chaotic city with no peace. c. That spiritual places provide a sense of calm even in a busy world. d. People do not visit the Stupa often and that is why it is quiet.

V. What does the presence of Tibetan-owned shops around the Baudhnath Stupa suggest about the local culture? (1) a. Tibetan culture has a noticeable influence in the area. b. The locals do not participate in commerce near the Stupa. c. Only tourists visit the Baudhnath Stupa. Section C • Kathmandu

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b. At Pashupatinath (outside which a sign proclaims ‘Entrance for the Hindus only’) there is an atmosphere of ‘febrile confusion’. Priests, hawkers, devotees, tourists, cows, monkeys, pigeons and dogs roam through the grounds. We offer a few flowers. There are so many worshippers that some people trying to get the priest’s attention are elbowed aside by others pushing their way to the front. A princess of the Nepalese royal house appears; everyone bows and makes way. By the main gate, a party of saffron-clad Westerners struggle for permission to enter. The policeman is not convinced that they are ‘the Hindus’.

I. At Pashupatinath, a sign outside proclaims ‘Entrance for the _______ only’. (1) a. Tourists b. Monks c. Hindus d. Worshippers II. What does the phrase ‘febrile confusion’ most likely mean in the passage? (1) a. A calm and peaceful environment b. A state of feverish activity and disorder c. A well-organised setting d. A silent and deserted place

III. What does the scene of people eagerly pushing through the crowd at the temple suggest? (1) a. The deep devotion and urgency of worshippers b. The overcrowding and lack of order in religious places c. The temple’s peaceful and organised atmosphere d. The struggle of tourists to enter the temple

IV. If you were a tourist visiting a temple that restricted entry based on religion, what would be the most respectful action to take? (1)

(Competency-based Question)

a. Insist on entering and argue with the authorities b. Accept the rule and explore the surroundings c. Pretend to be a follower of the religion to gain entry d. Offer money to gain access 217

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V. The Nepalese princess arrives, and the crowd makes way for her, while the saffron-clad Westerners struggle for entry. What does this contrast highlight? (1)

(Competency-based Question)

a. The importance of social status and hierarchy in religious places

b. The strict enforcement of temple rules for all visitors c. The templeʼs preference for foreign tourists over locals

d. The equal treatment of all worshippers at Pashupatinath 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks)

a. How does the environment at Pashupatinath Temple contrast with that of Baudhnath Stupa? b. How does the flute seller’s attitude towards his work reflect his connection to music?

c. What does the author observe on the banks of the Bagmati River? d. What is significant about the shrine on the stone platform by the riverbank?

3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks)

a. Identify the reasons why the narrator is deeply affected by the flute music.

b. Analyse how the narrator’s experience at the Pashupatinath Temple reflects the complexities of religion. (Competency-based Question) c. Explain how the narrator uses sensory details to describe his experience in Kathmandu. (Competency-based Question) d. Evaluate the narratorʼs thoughts about returning home and explain how he makes his decision.

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If I Were You

—Douglas James

About the Author

Douglas James was a British playwright known for his sharp wit and ability to mix humour with suspense. He studied at Westminster School and later at Trinity College, Cambridge, where he focussed on Classics. His education gave him a strong foundation in storytelling, which he used effectively in his plays. James wrote many plays, especially for children and educational purposes. His works often explored important themes like identity, intelligence and human nature. He was skilled at creating quick and clever dialogue, making his plays both entertaining and thought-provoking. One of his well-known plays, If I Were You, is a great example of his writing style. The play is filled with suspense, irony, and humour, keeping the audience engaged while also making them think. James often used unexpected twists in his plots, showing how wit and smart thinking can overcome challenges.

Summary

In a modest yet secluded cottage in Essex, playwright Vincent Charles Gerrard is making a phone call when an unexpected and dangerous visitor barges in. The intruder, a flashily dressed man wielding a gun, threatens Gerrard and reveals his sinister plan—to assume Gerrard’s identity and escape a murder charge. From the outset, the two men engage in a tense, ironic exchange, with the armed stranger trying to intimidate Gerrard, while the playwright, surprisingly unshaken, responds with wit and intelligence. The intruder, who remains nameless, insists that Gerrard’s solitary lifestyle makes him the perfect person to impersonate. He claims that he has already committed a murder and that the police are closing in on him, making it necessary for him to disappear. He believes that by killing Gerrard and taking over his identity, he can avoid capture. Gerrard, however, refuses to succumb to fear. With his sharp tongue and quick thinking, he engages the criminal in a battle of words, skilfully probing for weaknesses while maintaining his composure. The dialogue between them is laced with irony and tension. Gerrard deliberately mocks the intruder’s overconfidence, quipping about the situation while subtly gathering information. The intruder, in contrast, grows increasingly impatient and agitated, demanding compliance. However, Gerrard cleverly manipulates the conversation, leading the intruder to reveal more than he intends. In a pivotal moment, Gerrard spots an opportunity—using quick reflexes, he suddenly pushes the intruder into a cupboard, disarms him, and locks him inside. With the danger neutralised, Gerrard calls the police, ensuring that the intruder is apprehended. His calm demeanor and presence of mind allow him to outsmart the criminal without resorting to violence. The play ends with Gerrard regaining control of the situation, proving that intelligence and wit can triumph over brute force.

Theme of the Play

The play explores themes of identity, deception and the interplay between performance and reality. It centres on the encounter between Vincent Charles Gerrard—a clever, enigmatic playwright—and an intruder intent on usurping his identity to escape his violent past. Through sharp, ironic dialogue and a series of tense yet humorous exchanges, the play delves into how both characters use wit and theatricality as survival tools. The narrative raises questions about the true nature of identity, suggesting that in a world where one’s image is a carefully crafted performance, reality and illusion become dangerously intertwined.

Glossary

intruder: someone who enters a place without permission intends: plans to do something cultured: well-educated and polite Section C • If I Were You

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flashily: in a bright or showy way bumps: hits or runs into something by accident paws: touches or grabs clumsily nonchalant: displaying an air of casual indifference or unconcern 219

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melodramatic: excessively emotional or theatrical in expression or behaviour gypsies: people who travel from place to place instead of living in one spot imitation: a copy of something inflection: a change in the pitch or tone of the voice gratuitous: given or done without a good reason dandy: excellent or first-rate tradespeople: people who sell things or do skilled work like carpenters or bakers grave step: a serious or important action posh: elegant, sophisticated, and high-class muddled: confused, disorganised elude: to evade or escape from someone or something dodging: moving quickly to avoid something

queer: strange or unusual invested in: deeply involved or interested in something cloak: a loose coat or cover crook: a criminal or dishonest person clear off: go away quickly disguise: something used to change how someone looks musingly: thinking in a quiet or dreamy way muddled: confused or mixed up frame: to falsely blame someone for a crime leans: moves or bends slightly in one direction props: objects used in a play or performance pantomime: a play where actors use actions and gestures instead of speaking

NCERT Solutions Thinking about the Text I. Answer these questions.

1. ‘At last a sympathetic audience!’

i. Who says this?

ii. Why does he say it?

iii. Is he being sarcastic or serious? Ans: i. Gerrard says this.

ii. He uses this remark ironically as he addresses the intruder—someone who, by all appearances, isn’t a true friend but rather a dangerous intruder. By calling him ‘a sympathetic audience’, Gerrard is mockingly pretending that the intruder is interested in listening to his life story rather than interrogating him. iii. He is being sarcastic.

2. Why does the intruder choose Gerrard as the man whose identity he wants to take on? Ans: The intruder has been following Gerrard’s unusual habits and finds him mysterious. He knows details of Gerrard’s life—such as his habit of disappearing and reappearing, his solitary life in Essex, and even his car. Believing that Gerrard’s secretive lifestyle will help him elude the police after committing a previous crime, the intruder decides that by assuming Gerrard’s identity, he can effectively escape from the authorities.

3. ‘I said it with bullets.’

i. Who says this?

ii. What does it mean?

iii. Is it the truth? What is the speaker’s reason for saying this? Ans: i. Gerrard says this.

ii. He is explaining, in his characteristically wry and understated manner, that in his past when situations ʻwent wrongʼ, he resolved them decisively by using his revolver. In effect, he’s saying that his violent responses (firing bullets) have helped him escape trouble.

iii. Whether every detail is strictly true is debatable—it could be part of Gerrard’s tendency to exaggerate or create a larger-than-life image of himself. However, within the context, he says this to create an impression of being dangerous and to intimidate the intruder, making him believe that he is not an easy target. He says this to intimidate his guest by reminding him of the consequences of interfering with him. 4. What is Gerrard’s profession? Quote the parts of the play that support your answer. Ans: Gerrard’s profession is that of a playwright. This is supported by several lines from the play.

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been pursued for murder, he suggests that if the authorities try to ‘hang’ him (i.e., punish him) a second time, it wouldn’t work. It emphasises his past troubles with the law and his belief that his current plan—taking on Gerrard’s identity—is his only chance to stay free.

i. When the intruder questions Gerrard about his identity and occupation, Gerrard responds: ‘I am glad you are impressed. I’m a playwright. I’m sorry I can’t oblige you with a thriller chappie.’ ii. Later, while cleverly engaging the intruder in conversation, Gerrard refers to his work: ‘That’s a disguise outfit; false moustaches and what not. You see, this is all very melodramatic, not very original, perhaps, but...’ This suggests that Gerrard, being a playwright, uses disguises and dramatic elements in his work.

iii. Additionally, when the intruder expresses doubt about his solitary lifestyle, Gerrard explains: ‘In most melodramas, the villain is foolish enough to delay his killing long enough to be frustrated. You are much luckier.’ This shows Gerrard’s familiarity with dramatic plots, reinforcing that he is indeed a playwright. 5. ‘You’ll soon stop being smart.’

i. Who says this?

ii. Why does the speaker say it?

iii. What, according to the speaker, will stop Gerrard from being smart? Ans: i. The intruder says this.

ii. He uses this remark as a threat. By telling Gerrard he will ‘stop being smart’, the intruder implies that Gerrard’s clever, witty remarks will soon be silenced by pain or violence. iii. According to the intruder, physical harm—implied by the threat to ‘make you crawl’—will force Gerrard to stop his wisecracks and clever deflections. The intruder plans to kill him and take his identity. 6. ‘They can’t hang me twice.’

i. Who says this?

ii. Why does the speaker say it? Ans: i. The intruder says this.

ii. He uses this remark to justify his desperate situation. Having already Section C • If I Were You

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7. ‘A mystery I propose to explain.’ What is the mystery the speaker proposes to explain? Ans: Gerrard uses this line in response to the intruder’s comment about him being ‘a bit queer—kind of a mystery man.’ The mystery refers to Gerrard’s seemingly odd lifestyle: his sudden disappearances, solitary existence and unusual habits (like never seeing tradespeople). He is about to begin explaining his background and the reasons behind his enigmatic behaviour. 8. ‘This is your big surprise.’

i. Where has this been said in the play?

ii. What is the surprise?

Ans: i. Gerrard says this after the intruder questions the contents of the travelling bag and the disguise outfit. It appears when Gerrard reveals the unexpected tools he’s been carrying.

ii. The surprise is twofold: first, that Gerrard remains calm and resourceful in the face of danger; and second, that his experience as a playwright has helped him anticipate and outwit the intruder. His elaborate setup means that even if the intruder thinks he has cornered him, Gerrard can still turn the situation around.

Thinking about Language

I. Choose the correct word from the pairs given in brackets. 1. The ___________ (site, cite) of the accident was ___________ (ghastly/ghostly). 2. Our college _________ (principle/principal) is very strict. 3. I studied __________ (continuously/ continually) for eight hours. 4. The fog had an adverse ____________ (affect/ effect) on the traffic. 221

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5. Cezanne, the famous French painter, was a brilliant __________ (artist/artiste). 6. The book that you gave me yesterday is an extraordinary ____________ (collage/college) of science fiction and mystery. 7. Our school will ____________ (host/hoist) an exhibition on cruelty to animals and wildlife conservation.

‘Things went wrong with me. I said it with bullets and got away.’

A statement about using violence to solve problems.

Gerrard makes light of crime and violence, acting as if using a gun is an easy way out of trouble.

‘I think I’ll put it in my next play.’

A casual remark about turning the situation into a story.

Gerrard uses humour to reduce tension. He jokes that their encounter is so dramatic it could be part of a play, making fun of the situation.

8. Screw the lid tightly onto the top of the bottle and ___________ (shake/shape) well before using the contents.

Ans: 1. The site of the accident was ghastly.

2. Our college principal is very strict.

4. The fog had an adverse effect on the traffic.

3. I studied continuously for eight hours.

5. Cezanne, the famous French painter, was a brilliant artist.

Writing

6. The book that you gave me yesterday is an extraordinary collage of science fiction and mystery.

7. Our school will host an exhibition on cruelty to animals and wildlife conservation.

8. Screw the lid tightly onto the top of the bottle and shake well before using the contents

II. Irony is when we say one thing but mean another, usually the opposite of what we say. When someone makes a mistake and you say, ‘Oh! that was clever!’, that is irony. You’re saying ‘clever’ to mean ‘not clever’. Read the play carefully and find the words and expressions Gerrard uses in an ironic way. Write down three such expressions along with what they really mean. Ans:

Expression

What it Seems to Say

What it Really Means

‘Don’t be a fool. If you shoot, you’ll hang for sure. If not as yourself, then as Vincent Charles Gerrard.’

A warning that killing Gerrard will lead to the intruder being caught.

Gerrard mocks the intruder, implying that no matter what he does—kill Gerrard or take his identity— he will still be punished.

I. Which of the words below describe Gerrard and which describe the Intruder? smart humorous clever beautiful cool confident flashy witty nonchalant

Write a paragraph each about Gerrard and the Intruder to show what qualities they have. Ans: Gerrard: Gerrard is an intelligent, quick-witted, and resourceful playwright who remains calm even in life-threatening situations. He uses his sharp mind and humour to outsmart the intruder, never letting fear show. When confronted, he pretends to be a criminal to confuse and manipulate the intruder, turning the situation in his favour. His ability to think on his feet and create convincing stories highlights his cleverness. Instead of panicking, he plays along, using irony and wit to outmanoeuver his opponent. His confidence and presence of mind ultimately help him escape danger. The Intruder: In contrast, the intruder is flashy and nonchalant, relying more on bravado than subtlety. He dresses in an eye-catching manner—a soft hat and overcoat—intending to intimidate with his style as much as with his revolver. Though he claims to be smarter, his threats and crude manner of speaking reveal his desperation. His plan to assume Gerrard’s identity to dodge the police shows a

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lack of originality and a reliance on quick fixes. Ultimately, while he may think himself cunning, his overconfidence and reliance on surface appearances betray his true vulnerabilities. II. Convert the play into a story (150–200 words). Your story should be as exciting and as witty as the play. Provide a suitable title for it. Ans: Title: The Double-Cross in Essex Vincent Charles Gerrard lived alone in a modest Essex cottage, leading a life that was as mysterious as it was dangerous. One quiet afternoon, while Gerrard was on a phone call thinking about his next move, a sharply dressed intruder burst into the room. The man, armed with a revolver and an air of bravado, demanded answers. With a wry smile, Gerrard greeted him sarcastically, ’At last a sympathetic audience!’ The visitor, whose plan was to assume Gerrard’s identity to escape a past murder charge, soon learnt that his target was no ordinary man. As the conversation escalated with threats and ironic banter, Gerrard casually revealed some ideas of his criminal past—how he’d ’said it with bullets‘ to resolve conflicts and outsmarted even the toughest adversaries. When the intruder pressed further, intent on extracting information, Gerrard’s true mastery showed up. In a swift and theatrical move, he shoved the intruder into a cupboard, disarmed him and made a call to the local Sergeant. With his disguise and escape bag in hand, Gerrard vanished into the night, leaving the would-be assassin to rue the day he underestimated a man who lived as much by wit as by force.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. (At the very beginning, the stage is set. Gerrard stands by the table making a phone call. He is described as of medium height, wearing horn‑rimmed glasses, dressed in a lounge suit and a greatcoat, with a cultured voice.) Gerrard: … Well, tell him to phone up directly. I must know … Yes, I expect I’ll still be here, but you mustn’t count on that … In about ten minutes’ time. Right‑ho. Goodbye. Section C • If I Were You

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I. The casual yet ambiguous tone in Gerrard’s phone call primarily suggests that he is... (1) a. overconfident and dismissive of potential dangers. b. masking underlying tension with nonchalance. c. completely unaware of his surroundings. d. intending to delay an inevitable confrontation. II. How does the detailed stage direction (his attire and ‘cultured’ voice) contribute to our understanding of his character? (1) a. It establishes him as a person of refined taste and deliberate style. b. It indicates that he is trying too hard to impress others. c. It hints at his inability to adapt to changing situations. d. It suggests that his appearance is merely a façade. III. Which of the following statements best shows foreshadowing? (Foreshadowing is a hint or warning about something that will happen later in the story.) (1) a. ‘I’m not a murderer, I’m a playwright.’ b. ‘Yes, I expect I’ll still be here, but you mustn’t count on that.’ c. ‘A mystery man—one who keeps himself to himself.’ d. ‘I think I’ll put it in my next play.’ IV. In the context of the scene, the phrase 'Right‑ho’ serves to... (1) a. show that he is completely unaware of the danger he is in. b. highlight his nervousness through casual language. c. suggest that he is unaware of proper etiquette. d. indicate that he is about to leave abruptly. V. The use of precise timing (‘in about ten minutes’ time’) in his dialogue is intended to... (1) a. create suspense about what may happen next b. show that he has a strict schedule to adhere to c. indicate that he is planning an escape d. emphasise the triviality of his situation 223

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Ans:

I. b. masking underlying tension with nonchalance

II. a. It establishes him as a person of refined taste and deliberate style III. b. Yes, I expect I’ll still be here, but you mustn’t count on that.

IV. a. show that he is completely unaware of the danger he is in

V. a. create suspense about what may happen next

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

(The intruder makes his sudden appearance as the polite encounter turns menacing.) Gerrard: ( pleasantly) Why, this is a surprise, Mr— er—

Intruder: I ’m glad you’re pleased to see me. I don’t think you’ll be pleased for long. Put those paws up! I. The abrupt command ‘Put those paws up!’ primarily functions to: (1) a. establish the intruder’s authority and threat b. inject humour into the situation c. create confusion about the intruder’s intentions d. display a sudden change in the intruder’s mood

II. How does the contrast between Gerrard’s polite greeting and the intruder’s menacing reply enhance the dramatic tension? (1) a. It underscores the clash between civility and savagery b. It diminishes the importance of the confrontation c. It reveals that both characters share similar social backgrounds d. It suggests that the intruder is merely imitating formal speech III. The intruder’s tone in this exchange is best described as... (1) a. mocking and disdainful b. affable and welcoming c. calculated and intimidating d. uncertain and apologetic

IV. The use of the term ‘paws’ in addressing Gerrard most likely implies that the intruder... (1) a. is ridiculing Gerrard’s physical appearance or mannerisms b. believes Gerrard to be physically weak c. is unaware of proper human etiquette d. is trying to be friendly in an unconventional way V. This exchange hints at an underlying power struggle by revealing that... (1) a. both characters are equally matched in intellect b. the intruder relies on brute force to assert dominance c. gerrard is willing to engage in polite conversation despite danger d. the situation is entirely comical with no real threat Ans: I. a. establish the intruder’s authority and threat II. a. it underscores the clash between civility and savagery III. c. calculated and intimidating IV. a. is ridiculing Gerrard’s physical appearance or mannerisms V. b. the intruder relies on brute force to assert dominance 3. Read the following extract carefully and answer the questions that follow. (A tense verbal exchange about identity and deception as Gerrard and the intruder discuss the car.) Gerrard: Do you run a car? Intruder: That’s a lie. You’re not dealing with a fool. I’m as smart as you and smarter, and I know you run a car. Better be careful, wise guy! I. In saying ‘You’re not dealing with a fool,’ the intruder is most clearly attempting to... (1) a. assert his intellectual superiority b. deflect attention from his own mistakes c. establish common ground with Gerrard d. express admiration for Gerrard’s reputation

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II. The exchange about running a car serves as a metaphor for... (1) a. the characters’ differing social statuses b. the blurred lines between truth and deception c. the inevitability of fate in criminal life d. the importance of material possessions in identity III. How does the intruder’s challenge (‘I’m as smart as you and smarter’) contribute to the development of the conflict? (1) a. It minimises the threat posed by Gerrard b. It intensifies the rivalry by emphasising pride and competition c. It suggests that both men share a similar level of competence d. It serves to confuse the audience about the true stakes IV. The term ‘wise guy’ is used here primarily to... (1) a. endear the characters to one another b. overestimate Gerrard’s authority through sarcasm c. highlight the intruder’s dismissive attitude d. illustrate a moment of mutual respect V. This dialogue reflects a larger theme in the play about... (1) a. the struggle between truth and pretence in personal identity b. the inevitability of technological progress c. the moral superiority of one criminal over another d. the significance of material wealth in criminal endeavors Ans: I. a. assert his intellectual superiority II. b. the blurred lines between truth and deception III. b. it intensifies the rivalry by emphasising pride and competition IV. c. highlight the intruder’s dismissive attitude V. a. the struggle between truth and pretence in personal identity 4. Read the following extract carefully and answer the questions that follow. (The climax where Gerrard takes decisive action. He opens a door, pushes the intruder into a cupboard—knocking the revolver away—locks the door, picks up the gun, and makes a call.) Section C • If I Were You

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(Gerrard opens door and steps away. The intruder leans forward to inspect it, with his side towards Gerrard, but with the revolver ready. As he turns his head, Gerrard gives him a push into the cupboard, knocking the revolver out of his hand. He slams the door and locks it, picks up the revolver and goes to the phone, where he stands with the gun pointed at the cupboard door.) I. Gerrard’s swift physical action in pushing the intruder into the cupboard most effectively symbolises... (1) a. the triumph of quick wit over brute force b. a reversal in the expected power dynamic c. his reckless abandonment of decorum d. the futility of resistance against violence II. By immediately locking the door after the push, Gerrard demonstrates... (1) a. a calculated approach to securing his safety b. a moment of impulsive panic c. indifference towards the intruder’s fate d. a desire to trap the intruder for later questioning III. The act of picking up the revolver and pointing it at the cupboard door is primarily intended to... (1) a. threaten any further intrusion and reassert control b. create an opportunity for negotiation c. serve as a symbolic gesture of forgiveness d. confuse the intruder about his next move IV. How does this sequence of actions reflect the overall theme of identity and role reversal in the play? (1) a. It shows that true identity is irrelevant in the face of violence b. It reinforces the idea that roles can quickly be reversed in a confrontation c. It demonstrates that appearance is more important than action d. It suggests that deception is the only means of survival V. In the context of dramatic structure, Gerrard’s decisive response at this moment primarily serves to... (1) a. provide a clear resolution to the conflict without ambiguity b. transition the play into a comedic denouement 225

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c. heighten the dramatic tension and set up further complications d. establish a pattern of behaviour that underlines his criminal past Ans: I. b. a reversal in the expected power dynamic II. a. a calculated approach to securing his safety III. a. threaten any further intrusion and reassert control IV. b. it reinforces the idea that roles can quickly be reversed in a confrontation V. c. heighten the dramatic tension and set up further complications

Short Answer Questions

Answer the following questions in about 40–50 words. 1. Discuss the significance of the disguise outfit mentioned in the play. What does it symbolise regarding identity? (Competency-based Question)

Ans: The disguise outfit symbolises the manipulation of identity, representing the artificial masks individuals wear to conceal their true selves. It reinforces the notion that in a criminal world, appearances are deceptive, and survival often depends on the ability to reinvent oneself, blurring the lines between reality and performance.

2. How does the abrupt entrance of the intruder shift the play’s tone and mood? Ans: The intruder’s sudden and menacing appearance transforms the tone from calm to tense and threatening. His aggressive dialogue disrupts the initial serenity, creating an atmosphere of imminent danger that heightens the dramatic conflict between the order of routine and the chaos of criminal intrusion. 3. In what ways does the discussion about the car expose the power struggle between Gerrard and the intruder? Ans: The conversation about the car exposes a subtle power struggle by revealing both characters’ need to assert intellectual and moral superiority. Their exchange, full of sarcastic jabs and challenges, underscores their mutual distrust and establishes a dynamic where each is determined to outwit the other in asserting dominance. 4. Reflect on the playʼs title, ‘If I Were You.’ How does it encapsulate the central conflict and themes of the narrative? (Competency-based Question)

Ans: The title ‘If I Were You’ underscores the intruderʼs desire to become Gerrard, both literally by stealing his identity and metaphorically by escaping his own troubled life. It also reflects the broader themes of role-playing, deception, and the fluid nature of identity, as both characters engage in a psychological battle to outwit each other. 5. Discuss the role of suspense in the play. How does the playwright build and maintain tension throughout the narrative? (Competency-based Question) Ans: Suspense is built through the unexpected arrival of the intruder, the unfolding of Gerrardʼs clever responses, and the uncertainty of how the situation will be resolved. The confined setting of the cottage, the life-threatening stakes, and the sharp dialogue between the characters keep the audience engaged and on edge until the climax. 6. Analyse how Gerrard’s handling of the intruder demonstrates his resourcefulness and wit.

Ans: Gerrard stays calm and uses his quick thinking to handle the intruder. Instead of being scared, he talks cleverly and uses his surroundings smartly. In the end, he takes quick action to defeat the intruder, showing his intelligence and control over the situation. 7. Examine the significance of the intruder’s comments about his criminal record. What do these remarks reveal about his motivations? Ans: The intruder’s comments about being ‘hunted’ and evading punishment reveal a deep-seated desperation to escape a life of constant pursuit. These remarks indicate his motivation to assume Gerrard’s identity as a means to secure freedom, suggesting that his actions are driven by the need for a fresh start and personal reinvention. 8. How does the interplay between dialogue and physical action propel the narrative in the play? Ans: The interplay between dialogue and action propels the narrative by building tension and revealing character depths simultaneously. The witty exchanges coupled with strategic physical maneuvers not only advance the plot but also expose the internal conflicts and motivations of both Gerrard and the intruder, maintaining an engaging dynamic throughout.

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9. Reflect on the thematic significance of dual identity in the play. How is this concept manifested by the characters? (Competency-based Question) Ans: The theme of dual identity is manifested as both characters adopt deceptive personas to mask their true selves. Gerrard’s calculated nonchalance and the intruder’s boastful bravado illustrate how identity becomes fluid in criminal life, emphasising that survival often depends on the ability to present a false front. 10. Evaluate the role of humour in the play. How does it affect the portrayal of tension? Ans: Humour helps balance the tension in the play by allowing characters to hide their fear with witty remarks. Gerrard’s sarcastic comments and the intruder’s rude replies add dark comedy, making the situation feel both serious and absurd at the same time. This keeps the audience engaged while highlighting the danger in a lighter way.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Analyse how irony functions in ʻIf I Were Youʼ to develop Gerrard’s character and underscore the play’s themes of deception and duality. In your answer, discuss specific examples of ironic dialogue and actions, supporting your analysis with evidence from the text. (Competency-based Question) Ans: Irony plays an important role in ‘If I Were You’, helping to show the hidden sides of Gerrard’s character and the themes of deception and identity. For example, when Gerrard says, ‘At last, a sympathetic audience!’ he sounds friendly, but he is actually covering up his fear with humour. This shows how he uses wit to stay calm in dangerous situations. Gerrard’s polite behaviour, smart clothes, and refined way of speaking make him seem very different from the dangerous life he claims to lead. Even as he talks to the intruder, he casually packs his bag, showing that he appears calm and collected on the outside while dealing with a serious threat. This contrast between what is seen and what is real makes the audience question identity and appearances, proving that in a world of deception, things are not always as they seem.

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2. Examine the transformation of power dynamics between Gerrard and the intruder throughout the play. How do their verbal exchanges and physical confrontations reflect deeper themes of authority, control, and survival? Provide specific examples from the text to support your analysis. (Competency-based Question) Ans: The change in power between Gerrard and the intruder is an important part of the play. At first, the intruder tries to take control by using threatening words, like when he orders Gerrard to put his hands up, and by pointing his gun to show his strength. He acts as if he has complete power over Gerrard.

However, as the scene continues, Gerrard’s clever responses and smart actions slowly turn the situation around. He stays calm, speaks confidently, and finally traps the intruder in a cupboard, completely changing who is in control. This shift in power shows that intelligence and quick thinking can be just as strong as physical force. Their exchange of words and actions proves that in a dangerous situation, real power comes from outsmarting the other person, not just using strength. 3. Discuss the motif of identity and disguise in ‘If I Were You’. How do both Gerrard and the intruder employ deception to navigate their dangerous world? In your answer, refer to specific instances from the play that illustrate how their actions and dialogue contribute to the broader theme of false identity. (Competency-based Question) Ans: The motif of identity and disguise is central to the narrative of ‘If I Were You’, with both Gerrard and the intruder employing various forms of deception to secure their survival. Gerrard’s sophisticated appearance—dressed in a lounge suit and a greatcoat, paired with a cultured voice—acts as a deliberate facade that helps him manipulate the intruder’s perception. He fabricates a criminal backstory to outwit the intruder and escape danger. His ironic banter, such as his greeting of the intruder, serves to deflect attention from his vulnerabilities. Conversely, the intruder’s attempt to assume Gerrard’s identity, explicitly stating his desire to be known as ‘Vincent Charles Gerrard’, highlights his need to reinvent himself. These actions are not merely superficial; they reveal a deeper 227

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struggle to construct a persona that can provide a shield against the consequences of their past misdeeds. Through these layers of false identity, the play explores how appearances can be manipulated and the inherent instability of self, ultimately questioning the reliability of external markers in defining who we truly are. 4. Evaluate the significance of the Essex cottage setting in the play. How does this ordinary domestic space contribute to the narrative’s tension and themes of isolation and deception? Provide detailed evidence from the text in your analysis. Ans: The Essex cottage in ‘If I Were You’ is more than just a setting; it plays an important role in creating the mood and themes of the play. The simple and quiet cottage contrasts with the dangerous situation happening inside, making the tension even stronger. The cottage highlights the theme of isolation, as Gerrard lives alone, both physically and emotionally cut off from others. This isolation makes the intruder’s arrival feel even more shocking. The ordinary look of the cottage hides the unusual events taking place inside. It becomes a space where hidden truths are revealed, and every part of it adds to the feeling of mystery and danger. The setting reflects the contrasts and hidden secrets that are central to the play.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. Intruder: This is your big surprise. I’m going to kill you. Gerrard: A little harsh, isn’t it? Intruder: (with heavy sarcasm) Yeah, I’ll be sorry to do it. I’ve taken a fancy to you, but it’s just got to be done. Gerrard: Why add murder to your other crimes? It’s a grave step you’re taking. Intruder: I’m not taking it for fun. I’ve been hunted long enough. I’m wanted for murder already, and they can’t hang me twice.

Gerrard: You’re planning a gratuitous double, so to speak. Admitted you’ve nothing to lose, but what have you to gain?

Intruder: I’ve got freedom to gain. As for myself, I’m a poor hunted rat. As Vincent Charles Gerrard I’m free to go places and do nothing. I can eat well and sleep without having to be ready to beat it at the sight of a cop. Gerrard: In most melodramas the villain is foolish enough to delay his killing long enough to be frustrated. You are much luckier.

I. The intruder’s declaration ‘I’ve been hunted long enough. I’m wanted for murder already, and they can’t hang me twice’ implies that he... (1) a. is using humour to downplay his criminal record. b. feels burdened by his past and sees killing Gerrard as a means to escape further consequences. c. is exaggerating his experience for dramatic effect. d. is unaware of the legal implications of his actions.

II. When Gerrard remarks, ‘You’re planning a gratuitous double, so to speak,’ he is most likely... (1) a. literally referring to doubling the number of his crimes. b. sarcastically questioning the intruder’s rationale for adding murder to his crimes. c. encouraging the intruder to commit further crimes. d. suggesting that both should share the blame equally.

III. In stating, ‘As Vincent Charles Gerrard I’m free to go places and do nothing,’ the intruder reveals his belief that... (1) a. Gerrard’s identity carries privileges that can liberate him from his past. b. Gerrard is actually a law-abiding citizen. c. personal freedom is irrelevant in a criminal’s life. d. his own identity is superior to Gerrard’s.

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IV. The interplay of sarcasm and irony throughout this exchange primarily serves to... (1) a. lighten the mood and make the threat seem less serious. b. highlight the moral ambiguities and conflicting values of the characters. c. establish a friendly rapport between the adversaries. d. confuse the audience regarding who is in control.

V. Overall, the dialogue in this excerpt best illustrates... (1) a. a harmonious understanding between two criminals. b. a clash of perspectives regarding crime, consequence, and personal identity. c. the intruder’s admiration for Gerrard’s lifestyle. d. a purely comedic exchange with no real stakes. b. Gerrard: At last a sympathetic audience! I’ll tell you the story of my life. How as a child I was stolen by the gypsies, and why at the age of thirty‑two, I find myself in my lonely Essex cottage… Intruder: Keep it to yourself, and just answer my questions. You live here alone? Well, do you? Gerrard: I’m sorry. I thought you were telling me, not asking me. A question of inflection; your voice is unfamiliar. Intruder: (with emphasis) Do you live here alone? Gerrard: And if I don’t answer? Intruder: You’ve got enough sense not to want to get hurt. I expect you do, Mr Gerrard.

I. Gerrard’s opening line, ‘At last a sympathetic audience! I’ll tell you the story of my life,’ primarily suggests that he is... a. eager to share his genuine past experiences with a trusted friend. b. intending to distract from the immediate threat by indulging in dramatic storytelling. Section C • If I Were You

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c. unaware of the intruder’s true intentions. d. sincere in his desire for companionship.

II. The intruder’s repeated query about whether Gerrard lives alone is designed to... (1) a. establish a friendly conversation about rural living. b. probe for personal details that might expose Gerrard’s vulnerabilities. c. offer Gerrard reassurance in a time of crisis. d. shift the discussion to mundane aspects of daily life.

III. Gerrard’s response, ‘I thought you were telling me, not asking me’, demonstrates... (1) a. a deliberate use of irony to deflect the intruder’s probing questions. b. his complete disregard for the conversation. c. a misinterpretation of the intruder’s tone as friendly. d. an attempt to change the subject entirely.

IV. In this excerpt, the tension between personal narrative and urgent questioning reflects the theme of... a. the conflict between public performance and private reality. b. the simplicity of rural life versus urban chaos. c. a clear distinction between truth and fiction. d. an amicable exchange that quickly deteriorates.

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V. The overall tone of the exchange in this excerpt can best be described as... (1) a. light-hearted and informal. b. tense and ambiguous, marked by undercurrents of irony and distrust. c. warm and empathetic. d. solemn and overwhelmingly serious. 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks)

a. What does Gerrard’s response to the threat of murder indicate about his view on criminal life?

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b. How does the motif of isolation manifest in the play, and what is its significance to the characters’ experiences?

c. What does the interaction between Gerrard and the intruder reveal about their contrasting views on authority and control?

d. In what ways does the climax of the play redefine the power dynamics between the characters, and what implications does this have for the story’s resolution? (Competency-based Question) 3. Answer the following questions in about 100–120 words. (3 × 6 = 18 marks)

b. Critically assess the role of humour in ʻIf I Were Youʼ as a tool for diffusing tension. How does the interplay between witty dialogue and violent action challenge traditional notions of criminality and morality? (Competency-based Question) c. Explore the theme of identity deception in ‘If I Were You’. In what ways do the physical setting and the characters’ interactions reflect their internal states of loneliness and detachment, and how do these elements contribute to the overall narrative of deception and survival?

a. Analyse the character of the intruder in ‘If I Were You’. What are his motivations, and how do his actions and dialogue reveal his internal conflicts and aspirations? Support your answer with specific references to the text. (Competency-based Question)

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The Road Not Taken

—Robert Frost

About the Poet

Robert Frost (1874–1963) was an American poet who wrote about everyday experiences and nature. He was born in San Francisco on 26 March 1874 and later moved to Massachusetts, where he spent much of his life. Frostʼs poetry often reflects his observations of rural life and the beauty of the natural world. Frost wrote many famous poems such as ‘Birches’ and ‘Stopping by Woods on a Snowy Evening’. His style combines traditional forms with modern themes, making his work relatable to many people. He often explored complex ideas using straightforward language, which is one reason why he is so admired.

Frost won several awards for his poetry, including the Pulitzer Prize. He found joy in the beauty of nature and the simple moments of life, and his work continues to be studied and loved by readers worldwide.

Summary

Robert Frostʼs poem ‘The Road Not Takenʼ is about making choices in life. The speaker finds himself in a forest full of yellow autumn leaves where the road splits in two—he faces the difficult decision of choosing one road over the other. He feels sorry that he cannot travel both roads and takes time to look down at each one to determine which to take.

He chooses the second road, which appears less travelled and has more grass, giving it a more appealing look. However, he realises that both roads are quite similar, as they have been equally worn out or travelled. The speaker knows that he may never return to try the first road because there’s no going back once you’ve made a decision, so he accepts his choice. In the end, the speaker reflects on his decision and acknowledges that taking the road less travelled has made a significant difference in his life—be it for better or worse. This poem teaches us that the choices we make shape our experiences and future, and it invites us to think about the difficult decisions we need to make in life.

Theme of the Poem

The poem, ‘The Road Not Taken’, revolves around the significance of choices and their consequences. It illustrates how we often face difficult decisions in life. These decisions are symbolised by the two diverging roads in the woods. Each choice leads us down a different path, shaping our experiences and future. The poem also reflects the idea of regret and reflection. The speaker looks back on his decision and wonders about the road not taken, which suggests that we may always think about what could have been, even after making a choice. Ultimately, the poem conveys that every choice we make is significant and can lead to different outcomes, helping us understand the importance of our decisions in shaping who we are. A further theme is the choice between the conventional and the unconventional (the road less travelled). By choosing the less-travelled path, the speaker suggests that he prefers individualism over conformity. Whether or not this choice was the ‘right’ one is not clear from the poem. The choice; however, did make a difference in the speaker’s life.

Explanation

Two roads diverged in a yellow wood, And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could To where it bent in the undergrowth;

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The speaker finds himself at a point in the forest full of yellow leaves during the autumn, where the road splits into two. He feels sad because he canʼt take both roads—as he is only one person he must choose. The diverging roads signify the different paths we may take in life, emphasising the uncertainty and responsibilities that come with making decisions. He takes time to think and looks down one road as far as he can, before it curves and disappears into the bushes. The stanza shows the speaker’s attitude towards making choices. He regrets that he is forced to choose because choosing one thing means you cannot choose the other. This tone of regret continues in the other stanzas. Then took the other, just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same. The speaker decides to takes the other road, which looks just as good as the one he observed so carefully. He thinks this path might be a better choice because it is grassier and seems less travelled (it wanted wear). However, he realises that both paths have been worn about equally, so they are not as different as he initially thought. This reflects the speaker’s indecision and how difficult choices can be—even though one road seems more appealing or adventurous, the reality is that many have walked on both paths. This symbolises how people often glorify the idea of choosing the unconventional route, not realising that all choices have their value and their challenges. And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back.

Both roads look fresh, covered in leaves that havenʼt been stepped on, which shows that they are both still options. The speaker decides to save the first path for another day but doubts he will ever return to try it. He understands that one choice usually leads to another and that there is no turning back. This illustrates the nature of making decisions—choices are often difficult to reverse and will shape one’s journey. It is human to wonder what a different choice may have led to, but one must accept the path chosen. I shall be telling this with a sigh Somewhere ages and ages hence; Two roads diverged in a wood, and I — I took the one less travelled by, And that has made all the difference. The speaker thinks that in some point in the future, he will look back on his decision with a sigh of emotion. He reflects that he took the path less travelled by, that seemed less popular. He notes that this choice has had a big impact on his life. It is not clear from the poem whether the speaker is content with the choice or regrets it but what is certain is that the choice has influenced his life. This reflects a sense of acceptance regarding the consequences of choices. Our decisions define who we are, signifying the importance of individual choices in shaping our identity and destiny.

Glossary

diverged: separated, split into two yellow wood: a forest with yellow leaves, suggesting autumn undergrowth: dense growth of plants and bushes better claim: better choice, more appealing, more attractive grassy: full of grass

wanted wear: had not been used as much passing: (here) number of people travelling there worn: trodden them down; damaged or eroded from use trodden: walked on sigh: a long, deep breath often expressing sadness, relief or a deep thought hence: (here) in the future

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Poetic Devices Rhyme Scheme

The poem follows an ‘ABAAB’ rhyme scheme in each stanza, creating a musical flow that enhances its lyrical quality. This consistent pattern gives the poem a structured feel.

Imagery

Metaphor

Alliteration

Alliteration is repetition of the same consonant sound at the beginning of adjacent or closely connected words. The phrase ‘wanted wear’ shows the repetition of the ʻwʼ sound.

Repetition

Symbolism

Symbolism is when an object, person or event represents something beyond its literal meaning. The two roads symbolise life choices, including ‘the path not taken’. The traveller’s decision to take ‘the one less travelled by’ signifies choosing a unique or less conventional path in life. This decision is significant as it represents the act of making choices that define our life journey.

Assonance

Assonance is the repetition of vowel sounds in words that are close to each other. Stanza two is filled with assonance making it pleasing to listen to. Notice the a-sound in: as, and having perhaps had; and the ah-sound in: grassy passing.

Enjambment

Enjambment is the continuation of a sentence or thought beyond the end of a line or stanza without a pause. The poem flows smoothly from one line to the next without punctuation, particularly in the lines where the traveller reflects on the roads. This gives a sense of continuity and mirrors the unfolding, hesitant thought process involved in making a choice.

Irony

Irony is when there is a difference between what is said or expected and what actually happens. The poem deals with the regret that one will always wonder about the path not taken and yet at the end of the poem the speaker says that his choice ‘made all the difference’. The irony is that the speaker does not really know. What would the other choice have led to? Frost commented on this poem saying that it was modelled on a friend who was a person, ‘who, whichever road he went, would be sorry he didn’t go the other.’

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NCERT Solutions Thinking about the Poem

I. 1. Where does the traveller find himself? What problem does he face? Ans: The traveller finds himself in a yellow wood at a point where the road diverges. The problem he faces is choosing between the two diverging roads, as he cannot take both at the same time. Both the roads appear similar and he does not know the consequences of taking each one, making it difficult for him to make a decision. This situation symbolises the difficult choices we must make in life.

2. Discuss what these phrases mean to you. i. a yellow wood ii. it was grassy and wanted wear

iii. the passing there iv. leaves no step had trodden black v. how way leads on to way Ans: i. The phrase ‘a yellow wood’ symbolises the autumn season. It suggests a time of change or transition. ii. The phrase ‘it was grassy and wanted wear’ means that the road was grassy and appeared less travelled, reflecting an unconventional choice that may lead to unique experiences. iii. The phrase ‘the passing there’ reflects on travellers who have walked the roads before. It suggests that while choices may seem unique, others have probably faced the same choices. iv. The phrase ‘leaves no step had trodden black’ means the road was fresh that day and no one had walked on it yet. This reflects the unexplored potential our choices offer. v. The phrase ‘how way leads on to way’ implies that one decision leads to another, highlighting the interconnectedness of decisions throughout life. It also suggests that there is no turning back as one event leads to another.

3. Is there any difference between the two roads as the speaker describes them i. in stanzas two and three? ii. in the last two lines of the poem? Ans: i. In stanza two, the speaker describes the second road as being just as good as the first but perhaps better because it was grassy and not as worn, suggesting it was less popular than the first road. In stanza three, he notes that both roads are equally covered in leaves, and no one has travelled there lately, implying that at that moment, neither path was definitively better than the other. ii. In the last two lines, the speaker reflects that he took the road ‘less travelled by’, suggesting that he believes his choice was significant and made a difference in his life. No one will really know the difference between the roads as, once a choice has been made, one cannot go back and experience the other choice as life continues down the chosen path. 4. What do you think the last two lines of the poem mean? (Looking back, does the speaker regret his choice or accept it?) Ans: The last two lines convey that the speaker looks back and feels that he took the road less travelled, which made a notable difference in his life. This suggests that his choice of an unusual path had a significant impact on his life. He may view the outcome with regret or satisfaction, as the poem doesnʼt state the nature of his feelings clearly. The sigh with which he recounts this decision hints that although he accepts the consequences of his decision, there may also be a measure of regret. However, he acknowledges his choice as having shaped his identity and experiences, suggesting a sense of acceptance rather than outright regret at what may have been.

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II. 1. Have you ever had to make a difficult choice (or do you think you will have difficult choices to make)? How will you make the choice (for what reasons)? Ans: I’ve faced difficult choices, especially when deciding which subjects to take for my future studies. I had to choose between pursuing Hindi, Sanskrit or French. To make my decision, I considered my interests, strengths and future possibilities. I listed the pros and cons of each option, talked to teachers and friends and thought about what I truly enjoy learning. Ultimately, I chose French because I am passionate about international languages. This choice feels right for me and I believe it will lead to exciting opportunities in the future. OR I have never faced a difficult choice in my life so far. Most decisions Iʼve made have been straightforward, like choosing subjects or activities. However, I know that challenging choices can help us grow. If I have to make a tough decision in future, I would think about the possible consequences, seek advice from friends and family and consider my options. 2. After you have made a choice, do you always think about what might have been, or do you accept the reality? Ans: After making a choice, I sometimes think about what might have been, especially if it was a difficult decision. For example, when I chose to study French over Hindi and Sanskrit, I wondered if I would have enjoyed it more to learn about my own culture. However, I try to accept the reality and focus on the positives of my choice. I remind myself of the reasons I made that decision and the opportunities I have had because of my choice. Accepting my choice helps me move forward and make the most of my situation, rather than dwelling on possibilities that are now out of reach. OR After making a choice, I sometimes think about what might have been, especially if the decision was significant. It is natural to think about other possibilities, but I try to accept my decision and the consequences

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it has had. I believe it is good to learn from past choices, but thinking too much about the other possibilities is not helpful. So, I try to learn from my past decisions and accept the reality.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood I. What does the traveller mean by the phrase ‘a yellow wood’? a. A forest in monsoon b. A desert in summer c. A forest in autumn d. A snowy landscape II. What does the ‘two roads diverged’ symbolise in life? a. Opportunities b. Friendships c. Failures d. Adventures III. Why does the traveller feel ‘sorry’? Answer in your own words.

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IV. What does the travellerʼs dilemma reveal about life? (1) We will face _______. a. indecision b. fear c. courage d. determination V. What does the phrase ‘long I stood’ suggest? (1) a. The speaker is tired and wants to rest. b. The speaker is hesitant and thoughtful about his choice. c. The speaker is waiting for someone. d. The speaker is admiring the beauty of the woods. Ans: I. c. A forest in autumn II. a. Opportunities III. The traveller was ‘sorry’ because he could only choose to travel on one road. IV. a. indecision V. b. The speaker is hesitant and thoughtful about his choice.

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

c. The speaker regrets his decision not to choose the other road. d. The speaker does not want to continue on the same road.

Then took the other, just as fair, And having perhaps the better claim, Because it was grassy and wanted wear;

I. What does the speaker’s decision to take the road ‘just as fair’ show? (1) a. It is less important. b. It is equally appealing. c. It is more colourful. d. It is overgrown. II. What does ‘having perhaps the better claim’ suggest? a. The road is not popular. b. The road has more travellers. c. The road is better than the other. d. The road is safer. III. Why did the other road ‘want wear’? a. It was the less travelled road. b. It was the more travelled road. c. It was an unbuilt road. d. It was muddy.

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IV. What would not be an advantage of taking a road that wanted wear? (1) a. There would be fewer travellers. b. It would be more exciting. c. It would be very dangerous. d. It would be a welcome challenge. V. What feeling is implied by the word ‘perhaps’? a. Confidence b. Choice c. Positivity d. Uncertainty Ans: I. b. It is equally appealing. II. c. The road is better than the other. III. a. It was the least travelled road. IV. c. It would be very dangerous. V. d. Uncertainty

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3. Read the following extract carefully and answer the questions that follow. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I. What does the phrase ‘Oh, I kept the first for another day!’ suggest? (1) a. The speaker plans to return and take the first road later. b. The speaker is unsure about which road to take.

II. When does the speaker say ‘Oh, I kept the first for another day!’? Is it while choosing the road or is it when reflecting on his choice. (1) III. What is the tone of the last two lines of the extract? (1) a. Regretful b. Joyful c. Critical d. Playful IV. What is the poetic device in the line ‘Yet knowing how way leads on to way’? (1) a. Simile b. Assonance c. Repetition d. Enjambment V. What does the statement ‘I doubted if I should ever come back’ signify? (1) Ans: I. a. The speaker plans to return and take the first road later. II. These words are spoken while he is making the choice. III. a. Regretful IV. c. Repetition V. The statement signifies the speaker’s realisation that once a decision is made, life moves forward, making it unlikely that that one can return to explore another path or choice. 4. Read the following extract carefully and answer the questions that follow. Two roads diverged in a wood, and I— I took the one less travelled by, And that has made all the difference. I. What does ‘two roads diverged in a wood’ symbolise? (1) a. A literal road in a forest b. A difficult choice in life c. A journey to another city d. A map showing different places II. What does ‘the one less travelled by’ symbolise? a. The easier choice b. A conventional decision c. An unconventional path d. A safe alternative

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III. What does ‘And that has made all the difference’ reveal about the speaker? (1) a. The speaker regrets his decision to choose the second road. b. The speaker is unsure about his choice and decisions at some point. c. The speaker believes his choice has significantly impacted his life. d. The speaker is confused about which road to take and which not to. IV. Assertion (A): The speaker chooses the road less travelled.

Reason (R): The speaker believes that taking a unique path will always have a positive outcome.

Which of the following is accurate regarding the relationship between (A) and (R)? (1) a. Both A and R are true and R explains why A is true. b. Both A and R are true, but R does not explains why A is true. c. A is true, but R is false. d. A is false, but R is true. V. What is the tone of the last line of the extract? a. Regretful b. Joyful c. Decisive d. Indifferent Ans: I. b. A difficult choice in life II. c. An unconventional path III. c. The speaker believes his choice has significantly impacted his life. IV. c. A is true, but R is false. V. c. Decisive

Short Answer Questions

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Answer the following questions in about 40–50 words. 1. What decision does the speaker face in the poem?

Ans: The speaker faces the decision to choose between two roads in a yellow wood. The divergent roads symbolise the choices and decisions we need to make in life. He regrets not being able to choose both roads, highlighting how difficult it can be to make decisions and the emotions that accompany such moments of choice.

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2. How does the speaker describe the two roads? Ans: The speaker initially describes the roads as equally fair, both are covered in leaves and have not been travelled on lately. He later claims that the road he took appeared grassy and less travelled, though he eventually realises that both roads were nearly identical. 3. How does the setting of the poem contribute to its overall meaning? Ans: The ‘yellow wood’ of autumn symbolises change and transition. The diverging roads represent a moment that will bring about change due to the choices made. The traveller has to choose one of the roads without knowing the consequences. This setting reinforces the theme of decisionmaking and its consequences. 4. What can be inferred about the traveller’s personality based on his choice of road? (Competency-based Question) Ans: The traveller’s decision to take the road less travelled suggests he is independent and willing to embrace uncertainty. This suggests he values uniqueness, demonstrating a desire for personal exploration and divergence from conventional paths. 5. Why does the traveller doubt if he will ever come back to try the other path? Ans: The traveller doubts that he will return to the other path because he knows that one decision often leads to another, creating a chain of events from which one cannot turn back. He understands that some decisions cannot be changed, and once a decision is made, one has to keep moving forward and accept responsibility for the outcome. 6. How does the speaker’s perspective on his choice change throughout the poem? Ans: Initially, the speaker believes he has made the best choice by taking the grassy, less-travelled path. However, he later realises that both roads are equally worn, suggesting there is no significant difference between them. This shift in perspective shows his regret at not knowing what the outcome would have been had he chosen the other path. Finally, he reflects on his choice with acceptance, acknowledging that it has made all the difference in his life.

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7. What is the significance of the two roads in general? (Competency-based Question) Ans: The two roads symbolise the choices we encounter in life, each representing different paths and experiences. Their existence highlights how decisions shape our future and identity. The traveller chooses the less-travelled path, reflecting his desire for uniqueness and his understanding of the consequences of his choice. 8. What role do the leaves play in the imagery of the poem? (Competency-based Question) Ans: The yellow autumn leaves suggest a time of change that will follow as a result of the choice the speaker makes. In the line ‘In leaves no step had trodden black’, the speaker describes the leaves as fresh and untouched, representing new possibilities and opportunities that follow a choice. The leaves, which cover both paths, will eventually be disturbed and changed by others who pass by, reflecting the passing of time and new experiences and decisions. 9. ‘Then took the other, just as fair,/And having perhaps the better claim…’

What does ‘fair’ mean in the context and what impact does this concept have? Ans: The concept of fairness in this extract suggests that both roads are equally appealing. This highlights the idea that even when options appear similar, individuals still face the uncertainty and consequences of making a decision. It reflects how life presents us with choices that may look fair or balanced, but we must still choose and live with the outcomes. 10. Comment on the meaning of the title ‘The Road Not Taken’ in the context of the poem. Ans: The title ‘The Road Not Taken’ suggests the regret that the speaker feels at never knowing what the consequences would have been if he had chosen the other path. The road not taken symbolises what may have been and the human tendency to wonder about the consequences of unchosen options.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Reflect on the idea of regret in the poem. Do you think the speaker regrets not choosing the other road? Provide evidence from the poem to support your answer. (Competency-based Question) Ans: In Robert Frostʼs poem ‘The Road Not Taken’, the speaker reflects on his choice of taking the less travelled road. While he doesn’t openly say he regrets his decision, there are hints of uncertainty. For example, when he says, ‘I shall be telling this with a sigh’, it suggests he might feel a bit sad or thoughtful about the path he didn’t take. The sigh could mean he wonders what life would have been like if he had chosen the other road. Even while choosing the road, he hopefully says that he would keep the other road for another day—which of course, he can’t. So, while he seems happy with his choice, there’s a feeling of regret about the road he didn’t take. 2. Explore the role of nature in the poem. How does the natural setting influence the themes of choice and reflection? Ans: Nature plays an important role in highlighting the poemʼs themes of choice and reflection. The phrase ‘a yellow wood’ creates a calm and peaceful atmosphere, perfect for thinking about decisions. This image of autumn also suggests that a time of change will follow the choice. The first road the speaker considers at length disappears into the undergrowth suggesting that the person making the choice will never really know what the outcome will be. One road is described as ‘grassy’ and wanting wear, suggesting it is less popular and more inviting for someone seeking something different. The line ‘leaves no step had trodden black’ implies the attraction of this choice is to explore what is new and untouched. It also adds to the speakerʼs uncertainty about which path to take. Overall, nature not only shapes the speakerʼs decision but also encourages deep reflection on how each choice leads to different outcomes. This connection with nature helps readers understand the emotional weight behind making choices.

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3. Craft an opinion article on the relevance of Frost’s poem in todayʼs society. How do the messages of choice and consequence apply to modern life, and what can we learn from them? (Competency-based Question) Ans: The Road Not Taken—Relevance and Impact By XYZ Robert Frostʼs poem ‘The Road Not Taken’ remains relevant in todayʼs world. The idea of making choices and facing the consequences applies to our everyday lives. In a world filled with options, from education and career paths to personal relationships, we constantly find ourselves at a crossroad. Frost teaches us that every decision, big or small, shapes our future. For example, choosing which subjects to study can influence our career opportunities later on. The poem also reminds us that while we might wonder about the paths not taken, it is essential to accept our choices and make the most of them, as noted in the analysis of the poem. Additionally, the poem encourages us to be brave and take risks. Sometimes, choosing the less popular option can lead to unique experiences and growth. The poem inspires us to reflect on our decisions and understand the importance of choice in shaping our identity and future. 4. Imagine you are the speaker in the poem after making your choice. Write a diary entry reflecting on your emotions about that decision. Do you feel content or conflicted about your path? (Competency-based Question) Ans: Monday, 10 February

Today, I find myself thinking about the choice I made when I stood at the diverging roads in the woods. I took the road less travelled, and it feels both exciting and a little overwhelming. On one hand, I feel happy knowing I chose a path that was different and full of possibilities. I have always believed in following my own path, and this decision reflects that belief. However, a part of me wonders about the path I didn’t take. What might have happened if I had chosen differently? This reminds me that every decision has consequences. Still, I am determined to make the most of my journey. I understand that what truly matters is how Section C • The Road Not Taken

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I move forward and the next choices I make. I will face any challenges that come my way with confidence, knowing that my decision has already shaped my path. 5. Analyse the imagery used in the poem. How does Frost use visual descriptions to enhance the readerʼs understanding of the traveller’s dilemma? (Competency-based Question) Ans: Robert Frost uses clear and vivid images in ‘The Road Not Taken’ to show the traveller’s dilemma. The ‘yellow wood’ creates an image of autumn, which represents change that is about to happen. The ‘Two roads diverged’ shows the different choices in life. The alliterative phrase ‘grassy and wanted wear’ suggests that the path was not taken by many people, making it seem like an unusual choice. ‘In leaves no step had trodden black’ creates the image of untouched leaves which reflects the new opportunities and possibilities. This imagery helps the reader understand the traveller’s struggle between following others or choosing his own path.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. And sorry I could not travel both And be one traveller, long I stood And looked down one as far as I could To where it bent in the undergrowth;

I. Why does the speaker stand ‘long’ at the diverging roads? (1) a. He is tired and needs rest. b. He is lost and confused. c. He is trying to decide which road to take. d. He is waiting for someone to join him.

II. What does the traveller want to see ‘as far as I could’? (1) a. The curve in the road b. Both roads at the same time c. The beauty of the forest d. Where the road leads

III. What does the bending of the road ‘in the undergrowth’ symbolise? (1) a. The future is dangerous b. The future is uncertain c. The future is known and certain d. The future holds a beautiful destination 239

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IV. Identify the rhyming scheme in the stanza above.

V. What does the speakerʼs action of looking down the road show? (1)

(1)

I shall be telling this with a sigh

Somewhere ages and ages hence;

Two roads diverged in a wood, and I— I took the one less travelled by,

And that has made all the difference.

I. What does the speaker mean by ‘ages and ages hence’? (1)

a. A very short time later

b. Many years in the future c. The present moment d. A few weeks later

II. Complete the analogy by selecting the suitable word from the extract.

More : converged : : less : ___________

(1)

III. Why do you think the speaker will recount this story ‘with a sigh’?

(1)

IV. What does the repetition of ‘I’ emphasise?

(1)

a. The speaker’s enjoyment of nature and his decision

b. The speaker’s hesitation and emotional weight of his choice c. The speaker’s regret in choosing the other path d. The speaker’s desire to travel on the other road

V. What theme is conveyed in these lines? (1)

2. Answer any FOUR of the following questions in 40–50 words. (4 × 3 = 12 marks) a. In the poem ‘The Road Not Taken’, the speaker is confronted with an important decision between two diverging paths. What are the key factors that contribute to his dilemma? b. In what ways does the poem reflect the uncertainties of decision-making? c. Which road did the speaker choose and why? d. How does the speaker depict the condition of the roads and what do these descriptions reveal about choices in life? e. What does the phrase ‘And both that morning equally lay’ suggest about the two paths? How does this reflect the difficulty of making choices in the poem? 3. Answer any THREE of the following questions in 100–120 words. (3 × 6 = 18 marks) a. In the poem, Frost mentions ‘I took the one less travelled by, And that has made all the difference’. Looking back, do you think the choices that you have made have shaped your path in a significant way? Give an example and explain your reasoning.

(Competency-based Question)

b. Discuss the theme of choice in the poem. How does the poet convey the importance of the choices we make in life? c. Discuss the implications of the traveller’s sigh at the end of the poem. What might this suggest about his feelings toward his decisions in life? (Competency-based Question) d. Write a letter to a friend who is struggling with a significant decision in their life. Use examples from ‘The Road Not Taken’ to provide your perspective on how to approach making choices. What wisdom can you share? (Competency-based Question)

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Wind

—Subramania Bharati

About the Poet

Subramania Bharati was a renowned poet, freedom fighter and social reformer from Tamil Nadu. He was known as Mahakavi Bharati (meaning ‘Great Poet’), a title of honour reflecting his status in Tamil literature as one of India’s greatest poets. His patriotic songs played a key role in inspiring people to support India’s freedom movement. Born on 11 December 1882 in Ettayapuram, Tamil Nadu, Bharatiʻs birth name was Subbiah. His father was Chinnaswamy Iyer, and his mother was Lakshmi Ammal. He showed remarkable talent and started writing poetry in Tamil at the age of seven. At eleven, he impressed scholars in a debate on education, earning the title ‘Bharati’, and was later respected as ‘Bharatiar’ by Tamil lovers worldwide. At fifteen, he married Chellammal and later moved to Benaras (Varanasi), where he learnt Sanskrit, Hindi, English and several other languages. Bharati's poetry introduced a new era in Tamil literature and focussed on patriotism, devotion and mysticism. Some of his famous works include ‘Kannan Pattu’, ‘Nilavum Vanminum Katrum’, ‘Panchali Sabatam’ and ‘Kuyil Pattu’. His collection ‘Sudesa Geethangal’ (1908) contained powerful patriotic songs encouraging Indians to fight for independence. Bharati is celebrated as a national poet for his visionary ideals of a free India and his inspiring writings that continue to resonate with and influence people today.

Summary

The poem ‘Wind’ is about the power of the wind and how it affects both nature and people’s lives. The speaker asks the wind to blow gently. He does not want it to break window shutters, scatter papers or throw books from the shelf. However, the wind does not listen and instead causes destruction by tearing pages and knocking things over. The speaker compares the wind to life’s challenges, stating that it destroys weak things like fragile houses, doors and even weak-hearted people. He advises us to be strong so that we can face difficulties. He suggests building strong homes with firm doors and strengthening our bodies and minds. The poem teaches that the world supports the strong. The wind blows out small, weak fires but helps big, strong fires grow. In the same way, life is tough on weak people but helps those who stay firm. The speaker encourages us to face challenges with courage and use them to grow stronger and succeed.

Theme of the Poem

The theme of the poem ‘Wind’ is strength, resilience and overcoming challenges. The speaker uses the wind as a symbol of lifeʼs difficulties that need to be overcome. He contrasts weak people, who collapse under pressure, with strong people, who face difficulties with courage and become stronger. He encourages us to build both mental and physical strength to handle hardships. The wind, like challenges, can either break us or make us stronger, depending on how we respond. The wind represents hardships that test our strength. Just as the wind destroys weak structures but cannot harm strong ones; the wind helps resilient individuals grow stronger. In the last lines of the poem ‘Wind’, the speaker reinforces the parallel between the wind and life’s challenges teaching an important lesson—struggles are a natural part of life which can shape us into stronger individuals when faced with determination.

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Explanation

Wind, come softly.

Don’t break the shutters of the windows. Don’t scatter the papers.

Don’t throw down the books on the shelf.

There, look what you did—you threw them all down. You tore the pages of the books. You brought rain again.

You’re very clever at poking fun at weaklings. In the first stanza of ‘Wind’, the speaker addresses the wind in a reproachful tone asking the wind to blow softly and not cause harm. The speaker personifies the wind speaking to it as though it can listen. He tells the wind not to break window shutters, scatter papers or knock books off the shelf. The reproachful tone becomes accusatory when the speaker says, ‘There, look what you did…’ The speaker points out the damage caused by the wind—it tore the pages of the books and brought rain again. The speaker says that the wind is especially harsh in mocking weak people. This stanza highlights the wind’s strength and how it affects everything around it. Frail crumbling houses, crumbling doors, crumbling rafters, crumbling wood, crumbling bodies, crumbling lives, crumbling hearts— the wind god winnows and crushes them all. The speaker describes the wind’s destructive power by repeating the word crumbling, emphasising how weak things are easily destroyed—fragile houses, doors, roof beams, old wooden structures, weak bodies and even lives—are easily broken. The speaker explains that things that are weak cannot withstand the force of the wind. This suggests that, in life, weak people struggle and fall when faced with difficulties, while only the strong can endure challenges. The wind is described as the wind god who is a superior being that winnows and crushes the weak. The word winnow in agriculture means using the wind to separate the useful grain from the chaff which is the useless light covering around the grain. At a deeper level, this means that like a god the wind separates the weak from the strong, the worthy from the unworthy. This implies judgement where only the best remain—in life, challenges and hardships act like the wind, which only the strong can endure, while the weak struggle and fall. He won’t do what you tell him. So, come, let’s build strong homes, Let’s joint the doors firmly. Practise to firm the body. Make the heart steadfast. Do this, and the wind will be friends with us.

The speaker says that the wind will not listen to anyone. This implies that life will test everyone. Instead of trying to control the wind or think you will escape challenges, the speaker encourages people to build strong homes with secure doors. He also advises people to strengthen their bodies and minds, suggesting that resilience is key to facing challenges. If people become strong, the wind—that symbolises challenges in life —will no longer harm them but will become their friend. This means that hardships build resilience and can be overcome with inner strength and determination. The wind blows out weak fires. He makes strong fires roar and flourish. His friendship is good. We praise him every day. The speaker describes how the wind affects a fire differently based on its strength. Weak fires are easily put out, while strong fires grow bigger and burn brighter. This suggests that challenges destroy the weak but help 242

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the strong grow. The speaker sees the wind’s power as a positive force when faced with strength, calling its friendship beneficial. At the end of the poem, he expresses admiration and respect for the wind for its strength and ability to shape those who are resilient. The speaker acknowledges that while the wind can be destructive, it also supports those who are strong, helping them grow and thrive. The wind is used as a symbol for hardships in life. Just as it extinguishes the weak, it also fires and fuels those who are strong—difficulties can either break people or make them stronger. The speaker conveys that if people are resilient, challenges will not harm them but instead help them grow. By praising the wind, he suggests that struggles should be embraced rather than feared.

Glossary poking fun: making fun of rafters: sloping beams supporting a roof winnow: blow grain free of chaff; separate grain from husk using wind shutters: covers of windows or doors that protect them from wind and weather scatter: to throw or spread things in different directions weaklings: people who lack strength or resilience frail: weak, delicate or easily broken

crumbling: breaking apart or collapsing due to force or pressure firm: strong and stable; not easily broken or shaken steadfast: firm, loyal and unwavering in purpose or belief blow out: to extinguish or put out (a flame or fire) by the force of wind or air flourish: grow

Poetic Devices Anaphora

Anaphora is a poetic device where the same word or phrase is repeated at the beginning of consecutive lines or sentences to create emphasis and rhythm. The poet uses anaphora with the repetition of ‘Don't’ at the beginning of lines to plead with the wind to be gentle. Similarly, ‘You’ is repeated in the lines that follow, directly addressing the wind and emphasising its power and impact. There is also the use of the word ‘crumbling’ at the beginning of consecutive phrases. This emphasises the destruction caused by the wind and reinforces the idea that anything weak cannot withstand its force. These repetitions create rhythm and strengthen the poet’s message.

Metaphor

A figure of speech where a word or phrase describes something in a non-literal way. In the poem, the ʻwindʼ acts as a metaphor for the challenges and difficulties people face in life, as it represents obstacles that test oneʼs strength and resilience.

Personification

This is when non-human things or animals are given human characteristics and are addressed as human. The wind is personified using the pronoun ʻheʼ, which is usually used for people. The poet calls the wind ‘clever’, says it can be ‘friends with us, and can winnow and crush. The wind is called the ʻwind godʼ.

Alliteration

The repetition of the same letter or sound at the beginning of words that are near each other. In the poem, we see alliteration in the phrases, ‘the wind god winnows’, ‘He won’t do what you tell him’, ‘the wind will be friends with us./The wind blows out weak fires’.

Symbolism

Symbolism involves using objects, characters or elements to represent ideas. In the poem, the ʻwindʼ symbolises challenges and obstacles, ‘weak fires’ represent weak people and ‘strong fires’ represent individuals with determination and strength.

Imagery

Imagery is the use of descriptive language that appeals to the five senses (sight, sound, smell taste and touch) to create clear pictures in the reader’s mind. The strong visual images of the wind breaking the shutters, scattering Section C • Wind

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the paper, throwing down the books and tearing the pages vividly showcase the wind’s destruction. We can also visualise the crumbling houses, doors, rafters, wood, bodies, lives and hearts. The wind god winnowing to separate the weak from the strong suggests a process of selection. The last image of the wind extinguishing a weak fire and making a strong fire roar is a powerful image involving sight and sound.

NCERT Solutions Thinking about the Poem

I. 1. What are the things the wind does in the first stanza? Ans: In the first stanza, the wind breaks the shutters of windows, scatters papers and throws books down from the shelves. It also tears pages, brings rain and pokes fun at weaklings. 2. Have you seen anybody winnow grain at home or in a paddy field? What is the word in your language for winnowing? What do people use for winnowing? (Give the words in your language, if you know them.)

Ans: Yes, I have seen people winnowing grain in a field. In Hindi, winnowing is called ‘Phatakna’. People use a winnowing basket or a flat tray to separate the grain from the chaff. 3. What does the poet say about the wind god winnowing?

Ans: T he poet compares the wind god to a winnower, separating the strong from the weak, just as farmers separate the grain from the chaff. It suggests that the wind god tests people and separates (winnows) the weak (chaff) from the strong (grain). 4. What should we do to make friends with the wind? OR

How do we make wind our friend?

Ans: W e make the wind our friend by staying strong and determined. The speaker suggests that if we build strong houses, have firm hearts and work hard, the wind will support us instead of harming us. It teaches us to face challenges with courage and not be weakened by difficulties. 5. What do the last four lines of the poem mean to you?

Ans: T he last four lines of the poem suggest that the wind, like challenges in life, helps only those who are strong and determined. The

speaker encourages us to build resilience, work hard and face difficulties with courage. Instead of fearing challenges, we should prepare ourselves to withstand them, just as strong fires thrive in the wind while weak ones are extinguished. 6. How does the poet address the wind—in anger or with humour? You must also have seen or heard of the wind ‘crumbling lives’. What is your response to this? Is it the same as the poet’s?

Ans: T he poet addresses the wind with a mix of challenge and humour rather than in anger. He scolds the wind for its destructive nature but also acknowledges its power. Instead of complaining, he urges people to become strong enough to withstand its force.

Yes, I have seen or heard of the wind causing destruction, such as during storms and cyclones that damage homes and lives. My response is similar to the speaker’s—I believe that while natural forces and life can be harsh, we must prepare, stay strong and determined to overcome challenges rather than fear them. II. The poem you have just read is originally in Tamil. Do you know any such poems in your language? Ans: Yes, I know similar poems in my language that convey themes of resilience and inner strength. For example, ‘Ekla Chalo Re’ by Rabindranath Tagore in Bengali encourages individuals to keep moving forward even if they have to walk alone. Like ‘Wind’ by Subramania Bharati, it highlights the importance of determination and self-reliance in the face of difficulties. In Hindi, ‘Koshish Karne Walon Ki Haar Nahi Hoti’ by Harivansh Rai Bachchan carries a similar message of perseverance. Rudyard Kipling’s If in English also teaches the value of facing hardships with courage. These poems inspire us to stay strong and not to be discouraged by life’s challenges.

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Additional Questions

2. Read the following extract carefully and answer the questions that follow. There, look what you did – you threw them all down. You tore the pages of the books. You brought rain again. You’re very clever at poking fun at weaklings.

Extract-based Questions

1. R ead the given extract carefully and answer the questions that follow. Wind, come softly. Don’t break the shutters of the windows. Don’t scatter the papers. Don’t throw down the books on the shelf. I. The speaker asks the wind to come _______, implying a desire for gentleness. (1) a. swiftly b. softly c. harshly d. loudly II. Assertion (A): The speaker requests the wind not to scatter the papers.

Reason (R): Scattered papers symbolise disorganisation and chaos. (1) Choose the correct option. 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. III. Which literary device is predominantly used in the phrase: ʻDonʼt break the shutters of the windowsʼ? (1) a. Irony b. Simile c. Personification d. Alliteration IV. The speaker is indifferent to the windʼs actions in the poem. (True/False)

(1)

V. What can be inferred about the speakerʼs feelings towards the windʼs potential impact on his surroundings? (1) a. The speaker is eager for the wind to cause change. b. The speaker is concerned about the wind causing disorder. c. The speaker is indifferent to the windʼs presence. d. The speaker welcomes the windʼs strength. Ans: I. b. softly II. a. Both A and R are true, and R is the correct explanation of A. III. c. Personification IV. b. False (Explanation: The speaker is clearly concerned and affected by the wind’s actions, asking it not to cause damage.) V. b. The speaker is concerned about the wind causing disorder. Section C • Wind

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I. In the context of the excerpt, what does the phrase ʻpoking fun atʼ mean? (1) a. Encouraging b. Mocking c. Assisting d. Ignoring II. If a natural disaster, like a storm, damages property and disrupts daily life, how should individuals and communities ideally respond? (1) a. By ignoring the damage and continuing as usual b. By blaming each other for the destruction c. By collaboratively rebuilding and implementing preventive measures d. By waiting for external help without taking any action themselves III. How can individuals strengthen themselves to withstand metaphorical ʻwindsʼ or challenges in life? (1) a. By avoiding any form of risk or challenge b. By developing inner strength and resilience c. By relying solely on others for support d. By ignoring challenges and hoping they disappear IV. Based on the speakerʼs tone in the context of this extract, which of the following best describes the speakerʼs attitude towards the wind? (1) a. Admiration for its weakness b. Indifference to its actions c. Frustration with its destructiveness d. Amusement at its playfulness V. What lesson does the speaker convey about overcoming obstacles in life through the metaphor of the wind? (1) a. Challenges should be faced with resilience and determination. b. Difficulties should be ignored to prevent stress. c. Obstacles can never be overcome, so one should give up. d. Only the strongest individuals can succeed in life. 245

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Ans: I. b. Mocking II. c. By collaboratively rebuilding and implementing preventive measures III. b. By developing inner strength and resilience IV. c. Frustration with its destructiveness V. a. Challenges should be faced with resilience and determination. 3. Read the following extract carefully and answer the questions that follow. Frail crumbling houses, crumbling doors, crumbling rafters, crumbling wood, crumbling bodies, crumbling lives, crumbling hearts— the wind god winnows and crushes them all. I. Which poetic device is predominantly used in the lines: ‘Frail crumbling houses, crumbling doors, crumbling rafters, crumbling wood, crumbling bodies, (1) crumbling lives, crumbling hearts’? a. Simile b. Irony c. Alliteration d. Repetition II. Fill in the blank.

The wind god ______ and crushes them all. a. separates the strong and weak b. destroys everything in sight c. gathers good people to him d. protects the strong from harm

(1)

III. What does the repeated use of the word ‘crumbling’ in the excerpt suggest? (1) a. It highlights the windʼs gentle nature. b. It emphasises weakness. c. It indicates selectiveness. d. It shows the windʼs indifference to its surroundings. IV. In the context of the excerpt, what does the word ‘frail’ most closely mean? (1) a. Strong b. Sturdy c. Weak d. Frightened V. Based on the excerpt, how does the poet portray the wind godʼs attitude towards weak structures and beings? (1) a. The wind god nurtures and protects them. b. The wind god ignores them. c. The wind god destroys them. d. The wind god repairs and strengthens them.

Ans: I. d. Repetition II. a. separates the strong and weak III. b. It emphasises weakness. IV. c. Weak V. c. The wind god destroys them. 4. Read the following extract carefully and answer the questions that follow. He wonʼt do what you tell him. So, come, letʼs build strong homes. Letʼs joint the doors firmly. Practise to firm the body. Make the heart steadfast. Do this, and the wind will be friends with us. I. How does the wind respond to commands? a. The wind is gentle and generous. b. The wind acts like a friend. c. The wind is stubborn and wilful. d. The wind is indifferent.

(1)

II. In our daily lives, how can we prepare ourselves to face unexpected challenges, similar to strengthening our homes and bodies against the wind? (1) a. By avoiding all risks b. By building resilience c. By ignoring potential problems d. By relying on others for support III. Based on the poem, what can we infer about the relationship between strength and adversity? (1) a. Strength helps us withstand challenges b. Adversity only affects the weak c. Avoiding challenges makes us stronger d. Strength and adversity are unrelated IV. In the context of the poem, what does the word ʻsteadfastʼ mean? (1) a. Flexible b. Unwavering c. Weak d. Indecisive V. When will the wind become our friend? (1) a. When we and our possessions are weak b. When we and our possessions are as strong as the wind c. When we disregard our strengths and weaknesses

d. When we ignore the wind Ans: I. c. The wind is stubborn and wilful. II. b. By building resilience III. a. Strength helps us withstand challenges

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IV. b. Unwavering V. b. When we and our possessions are as strong as the wind 5. Read the following extract carefully and answer the questions that follow. The wind blows out weak fires. He makes strong fires roar and flourish. His friendship is good. We praise him every day. I. How does the wind affect weak fires? a. It helps them grow stronger. b. It extinguishes them. c. It has no effect on them. d. It makes them roar and flourish.

(1)

II. What does the wind do to strong fires? a. It puts them out. b. It weakens them. c. It makes them burn better. d. It ignores them.

(1)

III. How can we benefit from the windʼs friendship? a. By remaining weak and passive b. By becoming strong and resilient c. By avoiding challenges d. By hiding from the wind

(1)

IV. Why do we praise the wind daily? (1) a. Because it always brings gentle weather b. Because it favours the weak c. Because it strengthens us d. Because it never causes destruction V. In the context of the poem, what does the word ʻflourishʼ mean? (1) a. To struggle b. To thrive c. To diminish d. To extinguish Ans: I. b. It extinguishes them. II. c. It makes them burn better. III. b. By becoming strong and resilient IV. c. Because it strengthens us V. b. To thrive

Short Answer Questions

Answer the following questions in about 40–50 words. 1. Provide a concise explanation of the main theme of the poem ʻWindʼ.

Ans: The theme of the poem ‘Wind’ is strength, resilience and overcoming challenges.

Section C • Wind

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The speaker uses the wind as a symbol of lifeʼs difficulties that need to be overcome. Subramania Bharati describes the windʼs strength and how it destroys weak things, like fragile houses. It highlights the wind’s power, showing how it destroys weak things but helps strong ones thrive, like a strong fire burning brighter. The speaker urges people to build physical and mental strength to face difficulties with confidence. 2. Why does the speaker request the wind to blow gently? Ans: The speaker initially asks the wind to blow gently to prevent damage to fragile things like shutters, papers and books. However, he later realises that the wind’s force cannot be controlled. Instead of resisting it, he urges people to become stronger in body and mind to withstand life’s challenges. 3. How does the wind mock those who are weak? Ans: The wind makes fun of the weak by breaking doors, blowing away roofs and scattering things around. It destroys anything that is not strong. The speaker wants us to learn from this and become strong so that we can face difficulties in life without fear. 4. Who is affected by the wind, and who remains unaffected? Ans: Weak people and fragile things like papers, crumbling houses and doors that are damaged by the wind as it breaks them, while strong people and sturdy structures remain unaffected. The speaker highlights that strength, like having a firm will and well-built homes or structures, helps us face challenges without fear and stand strong against lifeʼs hardships. Later in the poem, the image of the weak fire being extinguished and the strong fire that will ‘roar and flourish’ introduces the idea the challenges can make one stronger. 5. How does the poem ‘Wind’ connect to real-life challenges? (Competency-based Question) Ans: The poem shows that just like the wind destroys weak things, life’s difficulties trouble those who are not strong. It teaches us to be brave and prepared so that we can overcome hardships without fear, just as strong buildings withstand strong winds. Challenges make those who are mentally and physically prepared stronger. 247

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6. How does the wind affect strong fires? Ans: The wind supports strong fires instead of putting them out. It helps them grow bigger and burn brighter. Similarly, it does not harm strong people but instead makes them stronger. The poem teaches that challenges make those who are strong, resilient and determined even more powerful. 7. Does the speaker address the wind with anger or acceptance? Have you seen or heard of the wind causing destruction? How do you feel about it? Is your response like the speaker’s? (Competency-based Question) Ans: The speaker speaks to the wind with acceptance and familiarity, as if addressing a familiar force. The tone is mildly admonishing. I have seen the wind causing destruction, but like the speaker, I believe in facing challenges rather than fearing them. One has to accept challenges. The poem teaches us to be strong and prepared for difficulties instead of resisting or becoming angry at what cannot be controlled. 8. How does the poet use the wind to explain the importance of strength in facing challenges? What qualities does he encourage people to develop? (Competency-based Question) Ans: The poet shows that the wind destroys weak things but helps strong ones grow. This teaches us that strength and resilience are needed to face difficulties. He encourages people to build mental and physical strength—just as strong homes withstand the wind, so strong individuals overcome life’s struggles. 9. How does the speaker feel about the wind god’s response to people’s requests?

Ans: The speaker believes that the wind god does not respond to peopleʼs requests for a gentle breeze. Instead, the wind remains strong and uncontrollable. This shows that nature’s forces do not follow human desires. The poet urges people to build strong homes and minds to withstand the wind’s winnowing and crushing. 10. Why does the poet encourage people to be physically and mentally strong?

(Competency-based Question)

Ans: The poet believes that life brings many hardships and challenges. If people are weak, they will struggle to overcome them. However, those who are strong in body and mind can face difficulties with courage and confidence, ensuring success in tough times.

Long Answer Questions

Answer the following question in about 100–120 words. 1. How does the poet show that human life is full of hardships? (Competency-based Question) Ans: The poet uses the wind to symbolise life’s hardships. Just as the wind breaks shutters, scatters papers, throws books on the ground and tears papers, we will have to face challenges and hardships in life. Weak people struggle and give up, while strong individuals face difficulties with courage and patience. The poet teaches that struggles are natural, but those who build physical and mental strength can overcome them. Instead of fearing the wind and hardships, we should prepare ourselves to face them. Strength helps turn challenges into opportunities. The wind’s destruction highlights how unprepared minds and structures suffer, but those who stand firm not only survive but grow stronger like a strong fire fanned by the wind. The poet encourages resilience, showing that adversity can shape us into better, stronger individuals. 2. Is ‘Wind’ a didactic poem? What moral values does it teach? (Competency-based Question) OR

What important life values does the poet highlight in the poem? (Competency-based Question)

Ans: Yes, ‘Wind’ is a didactic poem as it teaches an important life lesson. The poet uses the wind to symbolise challenges and strong structures to represent determined people. He highlights the importance of physical and mental strength, confidence and resilience when faced by the wind (challenges). Life is full of hardships, but only the weak struggle to overcome them. The poet compares small flames to fragile people who are easily defeated, while strong flames, like determined individuals, burn brighter despite adversity. The poem teaches that struggles are unavoidable, but those who prepare themselves can overcome difficulties and emerge stronger individuals. 3. The wind symbolises power and strength. How can we befriend it and survive life’s struggles? Ans: The wind represents an unstoppable force of nature—it is strong and powerful and can destroy weak structures and humans. The wind

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symbolises life’s challenges. Weak individuals are easily overpowered, while the strong endure and succeed. The poet teaches that resilience helps us face hardships. Befriending the wind does not mean controlling it but accepting its power and preparing for challenges. Just as we build strong houses and secure doors, we must strengthen our minds and bodies. This means developing resilience, adapting and cultivating a positive mindset to withstand difficulties. Life’s struggles are inevitable, but with courage and preparation, we can not only survive but also grow stronger, like a strong flame fanned by the wind, turning obstacles into opportunities for growth. 4. How do the poems Wind and The Road Not Taken use symbolism to convey important life lessons? (Competency-based Question) Ans: Both poems use nature to symbolise deeper meanings about life. In the poem ‘Wind’, the wind symbolises life’s challenges and hardships. The poem shows that resilience and strength help individuals overcome difficulties. In the poem ‘The Road Not Taken’, the road that diverges symbolises life’s choices emphasising how decisions shape our future. Both poems teach valuable lessons—‘Wind’ highlights perseverance in tough times, while ‘The Road Not Taken’ encourages independent thinking and courage when making choices. By using symbolism, the poets help readers reflect on real-life situations and develop important life skills such as decision-making, resilience and perseverance.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. You tore the pages of the books, You brought rain again, Youʼre clever at poking fun at the weaklings.

I. Which literary device is used in ‘Youʼre clever at poking fun at the weaklings.’ ? a. Simile b. Irony c. Personification d. Alliteration

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II. Assertion (A): The wind tears the fragile pages of books.

Reason (R): The speaker portrays the wind as a force that targets the weak. (1)

Choose the correct option.

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.

III. How does the poet’s depiction of wind relate to real-life challenges? (1) a. It represents the need to enjoy nature’s beauty. b. It symbolises hardships that only the strong can overcome. c. It encourages people to be afraid of the wind’s power. d. It highlights the wind’s role in spreading knowledge.

IV. If the wind in the poem symbolises challenges, how should one deal with them according to the poet? (1) a. By avoiding them altogether b. By building resilience and inner strength c. By seeking help and support from others d. By waiting for them to pass

V. What can be inferred about the wind’s attitude towards weaklings? (1) a. The wind shows kindness to them. b. The wind helps them become stronger. c. The wind mocks and overpowers them. d. The wind ignores them completely. b.

He won’t do what you tell him.

So, come, let’s build strong homes, Let’s joint the doors firmly.

(1)

I. The poet suggests that people should strengthen themselves instead of expecting the wind to change its ways. (True/False) (1)

II. What is the meaning of the verb ‘joint’? Choose the best option. (1) a. To make the joints strong b. To build a joint team c. To close firmly d. To close all the gaps 249

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III. How can the poet’s advice be applied to real-life situations? (1) a. By physically strengthening homes to withstand natural disasters b. By relying on others to solve our problems c. By avoiding challenges rather than facing them d. By complaining about hardships instead of improving ourselves

IV. What key lesson does the poet want people to learn from these lines?

(1)

a. The importance of avoiding difficulties b. The need to strengthen oneself to overcome hardships c. The habit of ignoring challenges

d. The idea that struggles should be feared

V. What can be inferred about the poet’s perspective on challenges?

(1)

a. Challenges will disappear if we ignore them b. Strength and determination help overcome hardships

2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. What does the ʻwindʼ symbolise? b. How does the poet use the idea of winnowing as a metaphor to highlight the differences between weak and strong individuals? (Competency-based Question) c. Explain the relevance of the fire imagery in the poem. d. Why does the poet want people to be physically and mentally strong? (Competency-based Question) 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. What destructive events does the wind cause? How can we prevent these from happening? b. How does the poem ‘Wind’ show the poet’s deep concern for humanity?

(Competency-based Question)

c. How is friendship with the strong wind beneficial? Explain with reference to the poem ‘Wind’. d. Does the poem show how wind causes human suffering? Explain with examples.

c. Enduring challenges without taking action is the best approach d. Asking for help is better than strengthening oneself

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Rain on the Roof

—Coates Kinney

About the Poet

Coates Kinney (1826–1904) was an American poet, lawyer, journalist and politician, but above all, he was a keen observer of human emotions and nature’s quiet beauty. Born in New York and later settling in Ohio, Kinney’s passion for poetry would persist, despite his various careers.

He is best remembered for his timeless poem, ‘Rain on the Roof’, a lyrical masterpiece that captures the soothing rhythm of raindrops and the flood of memories they bring. The poem’s musicality and heartfelt nostalgia have made it a beloved piece of literature for generations. Kinney’s other works, including ‘Keeuka and Other Poems’ and ‘Lyrics of the Ideal and the Real’, reflect his deep appreciation of nature, human emotions and life’s fleeting moments. Beyond poetry, Kinney’s influence extended to journalism and politics, where his words held power both on the page and in public life. His works continue to resonate with readers, reminding us of the simple yet profound beauty in everyday experiences.

Summary

Coates Kinney’s poem ‘Rain on the Roof’ is a beautiful and nostalgic reflection on the power of nature to evoke deep emotions and memories. The poem captures the comforting rhythm of raindrops falling on the roof and how this simple, soothing sound transports one to the cherished moments of the past. The poet, lying in bed and listening to the rain, relives his childhood and recalls moments of warmth, love and the presence of his mother. Instead of making one feel gloomy, rain can also bring peace. The gentle patter of raindrops creates a lullabylike effect, filling the poet’s heart with sweet memories. The poem conveys the idea that nature has the power to bring back memories of the past, allowing us to relive moments that once brought us joy. Kinney uses various poetic devices to enhance the song-like quality of the poem. The use of alliteration (such as ‘lie listening’) and onomatopoeia (the sound of raindrops) adds a rhythm to the verses, making them more immersive and captivating. The raindrops seem to ‘whisper’ to the poet, bringing memories alive. It seems that the poet has befriended the rain. It brings him comfort and companionship. These sensory details allow readers to feel the soothing presence of the rain, emphasising its emotional impact. Kinney emphasises how even something as simple as rainfall has the power to create longing, and reflection. ‘Rain on the Roof’ highlights the beauty of simple, everyday moments and their ability to connect us to our past.

Theme of the Poem

The theme of the poem ‘Rain on the Roof’ by Coates Kinney, centres on the connection between nature and our emotions and memories—the beauty of nature can uplift the human spirit. In this poem, the rain is portrayed as a soothing presence that stirs nostalgia and brings comfort to the poet. As the rain falls, its rhythmic sound creates a peaceful atmosphere, giving the poet a sense of comfort and belonging. It allows him to relive past moments, especially those of his mother’s love and warmth. This highlights how nature can awaken buried emotions, serving as a bridge between the present and cherished memories.

Explanation

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When the humid shadows hover Over all the starry spheres And the melancholy darkness Gently weeps in rainy tears, What a bliss to press the pillow Of a cottage-chamber bed And lie listening to the patter Of the soft rain overhead!

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In this stanza, the poet sets a calm and melancholic atmosphere as he describes the onset of rain. The phrase ‘humid shadows hover’ refers to dark clouds gathering in the sky, covering the starry spheres’ (the stars and the night sky). This creates an image of a cloudy, rainy night where the stars are hidden by the dark clouds. The poet personifies darkness, calling it ‘melancholy darkness’ that ‘gently weeps in rainy tears’. This suggests that the night, like a sorrowful being, is shedding tears in the form of raindrops.

The imagery evokes a sense of quiet sadness but also beauty, as the rain brings a soothing and peaceful feeling. Despite this melancholic setting, the poet expresses joy in the next lines. He finds ‘bliss’ lying on his ‘cottagechamber bed’, listening to the gentle ‘patter’ of rain on the roof. This moment of quiet relaxation, where he can simply enjoy the soft sound of raindrops, brings him comfort and peace. Every tinkle on the shingles Has an echo in the heart;

And a thousand dreamy fancies Into busy being start,

And a thousand recollections

Weave their air-threads into woof, As I listen to the patter

Of the rain upon the roof.

In this stanza, the poet describes how the gentle sound (tinkle) of raindrops falling on the roof tiles creates an emotional response within him—the sound resonates (echoes) through his core. The ‘tinkle on the shingles’ refers to the rhythmic, musical sound of rain landing softly on the roof. The roof becomes a musical instrument, with the rain playing notes on it. He states that this sound has ‘an echo in the heart,’ meaning that it stirs deep emotions and memories within him.

As he listens to the rain, his mind becomes filled with ‘a thousand dreamy fancies’—imaginative and nostalgic thoughts that arise from the peaceful atmosphere. His mind becomes active, bringing back ‘a thousand recollections’ from the past. These memories, like delicate ‘air-threads’, weave together to form a ‘woof’ (part of a woven fabric), symbolising how the rain connects his scattered thoughts into a meaningful pattern. Like a weaver weaving many different threads into one fabric. Now in memory comes my mother, As she used in years agone,

To regard the darling dreamers Ere she left them till the dawn: O! I feel her fond look on me As I list to this refrain

Which is played upon the shingles By the patter of the rain.

In this stanza, the poet recalls a deeply personal and cherished memory of his mother. As he listens to the rain, he is reminded of how his mother used to watch over him and his siblings when they were young. The phrase ‘Now in memory comes my mother’ shows that the sound of the rain triggers a vivid recollection of her love and care. The poet describes how, ‘in years agone’ (gone by, in the past), his mother would look at her ‘darling dreamers’— her sleeping children—before leaving them to rest until morning. This highlights his mother’s protective and affectionate nature. The poet imagines her presence again, saying, ‘O! I feel her fond look on me’, as though her love still lingers even in her absence.

The sound of the rain, referred to as a ‘refrain’ (a repeated musical tune), seems to recreate the warmth and comfort of his mother’s gaze. The ‘patter of the rain upon the shingles’ feels like a familiar, soothing song that reminds him of her care. Maybe it takes him back to the lullabies his mother would sing to him, providing the same sense of peace and comfort that the rain is now giving him, when lulling him to sleep. 252

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Glossary

spheres: (here) area where the stars are; skies melancholy: a feeling of deep sadness or sorrow. hover: hang over bliss: absolute happiness cottage-chamber: a bedroom in a cottage tinkle: light ringing sound shingles: overlapping roof tiles or wooden planks on a roof fancies: ideas that are imagined rather than real busy being: being alive and active

recollections: memories of the past woof: the threads that run horizontally across the width of woven fabric agone: past ere: before fond: loving, caring, affectionate list: (here) listen refrain: A repeated musical tune or phrase, here referring to the rhythmic sound of rain.

Poetic Devices Rhyme Scheme

The poem follows a rhyme scheme of ABCBDEFE in each stanza. This means that the second and fourth lines, as well as the sixth and eighth lines, rhyme, while the first, third, fifth, and seventh lines do not necessarily follow a rhyming pattern. This structured pattern creates a rhythmic and melodious flow, enhancing the soothing and musical effect of the poem.

Personification

Personification is used to give human-like qualities to inanimate objects. In the line ‘The melancholy darkness gently weeps in rainy tears’, the darkness is described as weeping, as if it has human emotions. This adds depth to the poem, making the night seem sorrowful and emotional, yet gentle. There is also personification in stanza 2 lines 2 to 6 and in the last two lines of the poem. The rain is portrayed as having feelings and playing a refrain on the shingles, creating an intimate connection between nature and human emotions.

Alliteration

Alliteration is the repetition of consonant sounds at the beginning of words, enhancing the musical quality of the piece. Considering the phrase from the poem, ‘lie listening,’ the repetition of the ‘l’ sound creates a soft, flowing effect that mimics the rain’s gentle rhythm. Similarly, phrases like ‘busy being’ and ‘in memory comes my mother’ add to the lyrical nature of the poem.

Onomatopoeia

Onomatopoeia refers to the use of words that imitate natural sounds. This device is often used in graphic novels, where the sound plays a crucial role in highlighting the gravity of an action. Punching sounds like ‘POW’ and falling sounds like ‘THUD’ are examples of this poetic device. In the poem, phrases like ‘patter of the rain’ and ‘tinkle on the shingles’ use this device. The words ‘patter’ and ‘tinkle’ are the sounds that the rain makes. This device creates a vivid sensory experience, allowing readers to imagine hearing the raindrops as they read the poem.

Imagery

Imagery is used throughout the poem to appeal to the senses through language, particularly sound and sight. The line ‘Every tinkle on the shingles has an echo in the heart’ creates auditory imagery, where the soft sound of raindrops triggers emotions and memories. Visual imagery is present in ‘humid shadows hover over all the starry spheres’, where the poet describes the dark clouds covering the night sky, creatinga dreamy and reflective mood.

Metaphor

A metaphor is an indirect comparison between two unrelated things. The poet uses the metaphor ‘A thousand recollections weave their air-threads into woof’ to compare memories to woven fabric. This suggests that memories are interconnected, much like threads woven into cloth, highlighting how rain helps bring together scattered thoughts and emotions. Section C • Rain on the Roof

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Symbolism

Symbolism is used in the poem to represent deeper meanings beyond the literal. The rain itself is a powerful symbol of nostalgia, memories and emotions. It represents both comfort and longing, as it soothes the poet while also bringing back memories of the past. The dark, starless sky symbolises melancholy and introspection, reinforcing the reflective tone of the poem. Similarly, the rain’s gentle patter symbolises the comfort of a mother’s lullaby.

Enjambment

It occurs when a sentence or phrase continues beyond a single line without a pause. Consider these lines from the poem: ‘And a thousand recollections Weave their air-threads into woof’

In these lines, the thought flows seamlessly from one line to the next without a punctuation break. This device helps maintain the poem’s natural, musical rhythm, mimicking the continuous fall of raindrops. It also conveys the uninterrupted flow of memories triggered by the rain.

Contrast

The poem employs contrast to highlight different emotions associated with rain. The ‘melancholy darkness’ in the opening lines sets a sombre tone, yet the poet immediately shifts to describe the ‘bliss’ of lying in bed and listening to the rain. This contrast between sadness and comfort emphasises how the same rain that brings gloom can also bring joy and nostalgia. It showcases the poet’s deep emotional connection to nature and how his perspective shifts.

Hyperbole

Hyperbole, or deliberate exaggeration, is used to emphasise the poet’s overwhelming emotions. In the lines:

‘And a thousand dreamy fancies / Into busy being start, / And a thousand recollections / Weave their air-threads into woof,’ the poet exaggerates the number of memories and thoughts that the rain evokes. While it is not literally a thousand, this hyperbolic expression conveys how rain instantly triggers a flood of emotions and recollections, making the moment feel even more profound and immersive.

Synecdoche

It is a figure of speech in which a part represents the whole and is also present in the poem. By using the word ‘shingles’, the poet refers to the entire roof through just one of its components. This subtle device emphasises how the sound of raindrops on a small part of the house—the shingles—affects the poet. The poet’s focus on this minor detail highlights how simple, seemingly insignificant experiences can trigger deep reflections on the past. Similarly, in the line ‘echo in the heart’, the poet refers to himself by using the single organ, the heart, highlighting how the rain resonates with him.

Transferred Epithet

This poetic device is in play when an adjective meant to describe a person is instead applied to an object. In ‘melancholy darkness’, it is not the darkness itself that is sad, but the poet who is experiencing a sense of sorrow. By attributing his emotions to the surrounding environment, the poet creates a deep connection between his feelings and nature, making the rain a reflection of his inner state.

Refrain

A refrain is a repeated phrase or line that reinforces a central theme of the poem. The word ‘patter’ is repeated throughout the poem, emphasising how the rhythmic sound of rain soothes the poet and revives his memories. This repetition gives the poem a song-like quality, enhancing its emotional depth.

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NCERT Solutions Thinking about the Poem

I. 1. What do the following phrases mean to you? Discuss in class.

i. humid shadows ii. starry spheres iii. what a bliss iv. a thousand dreamy fancies into busy being start v. a thousand recollections weave their air-threads into woof Ans: i. This phrase refers to the dark, moistureladen clouds that cover the sky before and during rainfall. The word ‘shadows’ gives them a gloomy, overcast appearance, while ‘humid’ indicates the presence of moisture, suggesting that rain is about to fall. ii. This refers to the night sky filled with stars. The word ‘spheres’ could refer to the celestial bodies like planets and stars that are spherical in shape and ‘starry’ lends them the quality of being lit up against the night sky. In this context,sphere also means area or space which here means that the shadows cover the entire sky (area.. The starry sky is hidden by clouds, emphasising the poet’s focus on the weather and his emotions. iii. This phrase expresses the poet’s deep sense of happiness and contentment. As he listens to the gentle patter of the rain while lying in bed, he feels peaceful and nostalgic. The rain brings him joy by reviving fond memories of the past. iv. This means that the sound of the rain triggers countless thoughts, imaginations, and daydreams in the poet’s mind. The words ‘busy being’ suggests that these thoughts suddenly become active, filling his mind with creative and emotional reflections. v. This phrase compares the poet’s memories to threads being woven into fabric (woof refers to the horizontal threads that run across the width of fabric when it is woven). The rain causes the poet’s past experiences to resurface and intertwine in his mind, just like threads forming a pattern in a piece of cloth. This metaphor highlights how memories come together to shape his emotions. Section C • Rain on the Roof

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2. What does the poet like to do when it rains?

Ans: The poet enjoys lying in his cottage-chamber bed and listening to the soft patter of raindrops on the roof. He finds great happiness in this simple yet soothing experience, as the sound of the rain fills his heart with dreamy thoughts and fond memories. The rain acts as a trigger for nostalgia, making him recall his childhood days and the loving presence of his mother. Instead of feeling gloomy, he embraces the rain as a source of comfort and reflection. 3. What is the single major memory that comes to the poet? Who are the ‘darling dreamers’ he refers to?

Ans: The poet’s most significant memory is that of his mother, who used to watch over him and his siblings with love and care before they went to sleep. As he listens to the rain, he recalls how she would look at them affectionately before leaving them to rest for the night. The ‘darling dreamers’ are the poet and his siblings when they were children. They are called dreamers because, as young children, they would fall asleep with innocent dreams in their minds, under the loving and watchful gaze of their mother. This memory fills the poet with warmth and nostalgia as he remembers his childhood and the presence of his mother. 4. Is the poet now a child? Is his mother still alive?

Ans: No, the poet is no longer a child. He is thinking about his childhood while listening to the rain, which evokes memories of the past. The way he recalls his mother’s affectionate gaze suggests that she is no longer alive. The phrase ‘as she used in years agone’ (which means ‘as she did in the past’) indicates that this is a distant memory. The poet feels her presence through his recollection, but she is no longer physically with him. This adds a sense of nostalgia and longing to the poem as he cherishes the moments he once shared with her. II. 1. When you were a young child, did your mother tuck you in, as the poet’s did? Ans: Yes. As a child, I would go to bed and my mother would tuck me in for the night. She would read 255

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me a page from her favourite books, enacting the scenes. Looking back, I think this is why I still love books and reading. Like the poet, this has become a cherished memory for me. In moments of quiet retrospection, this memory helps me calm down and realise the importance of love. 2. Do you like rain? What do you do when it rains steadily or heavily as described in the poem?

Ans: Yes, I love rain! I feel it comes at the perfect time, breaking the harsh monotony of the summers. It reduces pollution, cools the air and lends an earthy smell to my surroundings that both soothes and excites me. As a child, this meant hours of playing football with my friends in the damp mud, with the rain pouring steadily. Now, I like to unwind with my favourite book and a cup of hot coffee watching the rain outside. However, when it rains heavily, I love covering myself with a warm blanket and eating the hot fritters that my mother makes on rainy days. When it rains heavily, I sometimes worry about waterlogging and traffic but at least that means I may get a day off from school! 3. Does everybody have a cosy bed to lie in when it rains? Look around you and describe how different kinds of people or animals spend time, seek shelter, etc. during rain.

Ans: No, not everyone has the comfort of a cosy bed to lie in when it rains. While some people, like the poet, can enjoy the soothing sound of rain tucked up at home, many others struggle to find proper shelter.

For example, homeless people often have to take refuge under bridges, or at bus stops to stay dry. Some use plastic sheets or old clothes to protect themselves from getting drenched. Similarly, labourers who work outdoors may have to stop their work and wait for the rain to pass, sometimes losing their earnings for the day.

Animals also react differently to rain. Street dogs and cats often curl up under cars, staircases, or trees to stay warm. Birds take shelter in dense trees or under roofs, shaking off the raindrops once the rain stops. Farm animals like cows and goats are usually kept in sheds during heavy rain, while smaller creatures like ants and insects hide in the soil or cracks in walls.

For many, rain is a challenge rather than a comfort. While some people enjoy the rain with a warm cup of tea, others struggle to stay safe and dry. We should appreciate privilege, comfort and security and be aware of those who may not have the same luxuries.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. When the humid shadows hover Over all the starry spheres And the melancholy darkness Gently weeps in rainy tears,

I. Which combination of words best conveys the gloomy mood in these lines? (1) a. humid, shadows, hover, darkness, gently b. shadows, melancholy, darkness, weeps, tears c. hover, starry, spheres, gently, rainy d. hover, humid, spheres, melancholy, gently II. The ‘starry spheres’ mentioned in the stanza refer to: a. The sun and moon b. Space and the planets c. The night sky d. The bright streetlights

(1)

III. If the ‘humid shadows’ could speak, what might they say before the rain begins? (1) a. ‘Let’s shine brightly and spread warmth.’ b. ‘It’s time to cover the sky and bring the showers.’ c. ‘We should disappear and let the stars twinkle.’ d. ‘Let’s float away and make way for sunshine.’ IV. If rain: water, then hail: ________________? (1) V. Which is not a feature of the enjambment in these lines? (1) a. Run on lines b. Lack of punctuation c. Flow of thought d. Pauses Ans: I. b. shadows, melancholy, darkness, weeps, tears II. c. The night sky

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III. b. ‘It’s time to cover the sky and bring the showers.’ IV. ice V. d. Pauses

And a thousand recollections Weave their air-threads into woof, As I listen to the patter Of the rain upon the roof.

2. Read the following extract carefully and answer the questions that follow. What a bliss to press the pillow Of a cottage-chamber bed And lie listening to the patter Of the soft rain overhead!

I. What literary device is used in ‘Every tinkle on the shingles has an echo in the heart’? (1) a. Simile b. Alliteration c. Imagery d. Personification

I. Which words can best be replaced by the phrase ‘lie in bed’? (1) a. cottage-chamber b. lie listening c. press the pillow d. to the patter II. Is the statement True or False? ‘Cottage-chamber’ is an example of alliteration.

(1)

III. The word ‘patter’ is onomatopoeic because… (1) a. it describes the soft rain on the window. b. it sounds like the pattering of feet. c. it has the same structure as the word ‘pillow’. d. it resembles the light tapping sound of the rain. IV. What does the poet find blissful? a. Watching the rain from a window b. Playing outside in the rain c. Listening to the raindrops d. Dancing in the rain with friends

(1)

V. What is the mood of these lines? (1) a. self-indulgent and happy b. bright and cheery c. melancholy d. sad and meditative Ans: I. c. press the pillow II. F alse (Explanation: the sounds represented by the consonant ‘c’ are not similar—ch and k) III. d. it resembles the light tapping sound of the rain. IV. c. Listening to the raindrops V. a. self-indulgent and happy 3. Read the following extract carefully and answer the questions that follow. Every tinkle on the shingles Has an echo in the heart; And a thousand dreamy fancies Into busy being start, Section C • Rain on the Roof

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II. Where are the shingles? a. On the roof b. On the tiles c. On the windowsill d. On the pavement III. Which words imply that the patter of the rain has a strong impact on the speaker? a. ‘tinkle on the singles’ b. ‘echo in the heart’ c. ‘thousand dreamy fancies’ d. ‘I listen to the patter’

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IV. Which of the following sentences DOES NOT use the word ‘recollections’ correctly? (1) a. Her recollections of childhood were filled with joy and laughter. b. The historian’s recollections of ancient civilisations helped him write his book. c. The paintings were based on the artists recollections of his youth. d. Listening to the song brought back recollections of my first dance at college. V. What does the choice ‘air-threads’ imply about the recollections the speaker has? (1) a. They are real threads that can be used for weaving. b. They are memories fabricated from the air. c. They are airy and cannot be remembered. d. The memories are abstract and not concrete. Ans: I. c. Imagery II. a. On the roof III. b. ‘echo in the heart’ IV. b. The historian’s recollections of ancient civilisations helped him write his book. V. d. The memories are abstract and not concrete. 257

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4. Read the following extract carefully and answer the questions that follow. Now in memory comes my mother, As she used in years agone, To regard the darling dreamers Ere she left them till the dawn: I. What feeling is conveyed by the poet in the line ‘Now in memory comes my mother’? (1) a. Joyful excitement b. Deep sorrow c. Nostalgic longing d. Indifference II. Which is the best synonym for ‘agone’? (1) a. gone by b. to come c. remembered d. all gone III. Today’s world relies heavily on technology. Keeping that in mind, which of the following could be a modern-day equivalent of the poet’s experience? (1) a. Watching an old home video and remembering the past b. Checking the weather forecast on a phone c. Taking a nap on a rainy afternoon d. Reading about rain in a science book IV. Who are the ‘dreamers’ in the context of the poem? (1) a. Memories b. Children c. Those who dream d. Poets V. Which idiom can be linked to the weather in the poem? (1) a. Snowed under b. Take a rain check c. Under the weather d. Raining cats and dogs

Ans: I. c. Nostalgic longing II. a. gone by III. a. Watching an old home video and remembering the past IV. b. children V. d. Raining cats and dogs

5. Read the following extract carefully and answer the questions that follow. O! I feel her fond look on me

As I list to this refrain Which is played upon the shingles By the patter of the rain.

I. Which line has a sense of immediacy—as if the experience is happening at the moment? (1) a. Line 1 b. Line 2 c. Line 3 d. Line 4 II. Choose the option that is closest in meaning to the word ‘fond’. a. kind b. loving c. admiring d. reproachful

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III. What does the word ‘refrain’ refer to in these lines? (1) a. The mother’s fond look b. The playing on the shingles c. The sound of rain on the roof d. Repetition in a poem IV. Which literary device is evident in the last two lines of the extract? (1) a. Irony b. Simile c. Alliteration d. Personification V. What is the mood of the lines given in the extract? (1) a. Nostalgic b. Gloomy c. Optimistic d. Weary Ans: I. a. Line 1 II. b. Loving III. c. The sound of rain on the roof IV. d. Personification V. a. Nostalgic

Short Answer Questions

Answer the following questions in about 40–50 words. 1. In the poem ‘Rain on the Roof’, How does the poet establish a contrast between the present and past? Ans: The poet contrasts the peaceful present moment of listening to the rain with his recollections of his childhood that has passed. The present is serene yet tinged with nostalgia, while the past is filled with tender memories. The rain acts as a bridge between these two times. 2. How and why does the poet personify the rain? (Competency-based Question) Ans: The poet personifies the raindrops by suggesting they ‘weep’ upon the roof. This gives them human-like emotions, making them appear sad and reflective, much like the poet himself. In the final lines of the poem it is said that the

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rain ‘played’ a refrain on the shingles. The rain seems to share the poet’s mood, reinforcing the connection between nature and human feelings and adding a lyrical, emotional quality to the poem. 3. What does the poem suggest about the relationship between nature and emotions? Ans: The poem suggests that nature is a source of emotional reflection. The rain triggers the poet’s thoughts and memories, showing how natural elements can influence emotions and creativity. The lines that most strongly show this connection are, ‘Every tinkle…/has an echo in the heart;’. 4. How does the poem evoke a universal emotional experience? Ans: The poem resonates with readers by portraying a common human experience—nostalgia. Many people associate certain sounds, like rain, with past memories. The poet’s longing for his childhood and mother is a feeling that many of us can relate to, making the poem universally appealing and emotionally powerful. 5. Explain the contrast in mood between lines 1 to 4 and lines 5 to 8. The first lines describe how the rain clouds gather in the evening. They have a gloomy tone suggested by words such as ‘shadows’, ’melancholy’ and ‘weeps’. The exclamation mark and the end of the stanza and words such as ‘bliss’ and ‘soft’ evoke a calming and happier mood as the poet lies listening to the rain. 6. How does the setting of the poem match what is being described? Ans: The poet’s ‘cottage-chamber bed’ represents warmth and solitude, making it an ideal space for reflection. The coziness of the setting contrasts with the vast, open sky and falling rain, mirroring the contrast between external reality and internal emotions, which adds to the poem’s content. 7. Why do you think the poet does not explicitly state what happened to his mother? (Competency-based Question) Ans: By leaving the mother’s fate unstated, the poet allows readers to infer her absence, which enhances the poem’s emotional impact. This subtlety makes the memory feel universal, enabling readers to connect with their own personal recollections of lost loved ones. Section C • Rain on the Roof

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8. Explain how the image of the ‘recollections’ that ‘weave their air-threads into woof’ make the lines memorable. Ans: The sensory visual image of memories that that seem airy and unconnected weaving themselves into a more orderly structure is striking and thus memorable. The reader can imagine these thin, airy threads being woven into material that symbolises whole memories. The image highlights how our memories sometimes come back in bits and pieces before falling into place. 9. What can we infer about the poet’s relationship with his mother based on his recollections? (Competency-based Question) Ans: The poet’s mother is remembered with tenderness, suggesting a deep bond of love and care. Her presence in his memories, especially during moments of solitude, indicates that her influence was profound. The poem subtly portrays the enduring impact of her affection even after the poet has left his childhood behind. 10. What does the poem suggest about the fleeting nature of time and human connections? (Competency-based Question) Ans: The poem shows that time moves forward, yet memories remain. The poet’s mother is no longer alive but her memories remain. This suggests that human connections, though physically impermanent, remain in one’s consciousness, resurfacing unexpectedly through sensory experiences.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. How would the poem be different if the rain had been described as a storm instead of a gentle drizzle? (Competency-based Question) Ans: If the rain were described as a storm, the poem’s mood would shift dramatically from nostalgic to chaotic or even violent. A storm would bring loud thunder, harsh winds, and forceful rain, disrupting the quiet reflection that defines the poem. Instead of comforting memories, the poet might recall moments of fear or turmoil. The rain would no longer be a gentle companion but an overwhelming force, making it harder for the poet to dwell in peaceful nostalgia. Storms 259

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often symbolise conflict or emotional turmoil, so the poet’s reflections might lean towards regret or distress rather than warmth and longing. The soft rhythm of rain in the poem allows thoughts to flow naturally; a storm would create abrupt, scattered memories. The transformation of the rain from gentle to violent would fundamentally alter the poem’s theme, replacing peace with chaos and violence. 2. The poet recalls ‘darling dreamers’ who once listened to the mother with him. Who are these dreamers, and why are they significant? Ans: In the poem ‘Rain on the Roof,’ the ‘darling dreamers’ refer to the poet and his siblings to whom the mother said goodnight. The children are described as ‘dreamers’ as the mother ‘fondly’ looks at them and leaves them to sleep and dream. The ‘darling dreamers’ represent the innocence and wonder of childhood—the very times that the poet is remembering while listening to the rain. Their presence in the poem highlights the passage of time and the poet’s longing for the past. The word ‘darling’ may be a sweet reminder of the poet’s mother, who affectionately calls them by this name. By recalling the phrase ‘darling dreamers’, the poet not only relives his childhood but also relives the warmth of his mother’s presence. 3. How does the poem use the repetition of the word ‘patter’ to create rhythm and reinforce its themes? (Competency-based Question) Ans: The repeated use of ‘patter’ mimics the rhythmic falling of raindrops, creating a musical quality in the poem. This word is repeated in the last two lines of each stanza that are so similar that they form a refrain. This unifies the thoughts in the poem and suggests how the rain continues, much like the flow of memories. The soft ‘patter’ acts as a soothing background to the poet’s introspection. This repetition also mirrors the way memories resurface in cycles, triggered by familiar experiences. The consistent pattern of rain becomes symbolic of life’s repetitive nature— events and emotions may change, but certain sensations, like the comfort of rain, remain constant. Through this repetition, the poem highlights how external sounds can influence internal emotions, proving that the natural world is deeply intertwined with human consciousness.

4. The poet sees his memories as a blissful dream. How is this idea carried throughout the poem? Ans: The poem starts with the idea that it is bliss to lie in bed listening to the rain. In the second stanza the ‘tinkle on the shingles’ is linked to the poet’s ‘thousand dreamy fancies’ and his ‘recollections’ as he reminisces about the past. The third stanza explores a happy childhood memory of his mother as she would regard her children. The memory of his mother becomes so real that the poet feels her ‘fond look’ on him as he lies listening to the rain. The poet is in a dream-like state where he recalls things that made him happy in the past. The word ‘blissful’ highlights how certain memories become more precious over time. This phrase also suggests that memories exist in a space between reality and imagination, accessible yet intangible. The poet finds solace in this dreamlike remembrance, showing that memory can be a source of peace and comfort. 5. The poet experiences nostalgia while listening to the rain. Can nostalgia feed depression and have negative effects? (Competency-based Question) Ans: Nostalgia refers to a sentimental longing or attraction to the past. Nostalgia implies that one has happy memories of the past. In the poem ‘Rain on the Roof’ the poet recalls his fond memories, especially of his mother. If one, however, idealises the past it can lead to melancholy, regret or a resistance to change in the present time. In the poem, the poet finds solace in remembering his mother and childhood but being too nostalgic can trap one in the past in an attempt to cope with negative feelings in the present. If one focusses only on negative memories of the past it can lead to depression as one disregards the positive things that happened. Past feelings of guilt and negativity can influence the present. In the poem, however, nostalgia is gentle and soothing, allowing the poet to cherish the past rather than to try and escape into it. The key lies in balancing memory and present reality—to let nostalgia be a warm companion, not a consuming force that can lead to depression and dissatisfaction with the past and the present.

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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)

And the melancholy darkness Gently weeps in rainy tears, What a bliss to press the pillow Of a cottage-chamber bed And lie listening to the patter Of the soft rain overhead! Every tinkle on the shingles Has an echo in the heart;

I. The phrase ‘What a bliss to press the pillow’ conveys a feeling of: a. extreme exhaustion b. comfort and contentment c. loneliness and isolation d. excitement and anticipation

III. Choose the words that stand in contrast in the extract. (1) a. memory, dreamers b. Now, agone c. Ere, dawn d. darling, dreamers

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II. What literary device is used in ‘melancholy darkness gently weeps in rainy tears?’ (1) III. Which theme is best reflected in this extract? (1) a. The unpredictability of nature b. The contrast between joy and sorrow c. Nature’s link with human emotions d. Dreams are more powerful than reality IV. How does this extract reflect the theme of ‘Rain on the Roof’? (1) V. What do the words ‘patter’, ‘soft’ and ‘tinkle’ suggest about the rain? b.

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Now in memory comes my mother, As she used in years agone, To regard the darling dreamers Ere she left them till the dawn:

I. What is the link between the rain and the poet’s memories of his mother? (1) a. The rain is chaotic, while the mother represents stability. b. The rain is a source of disturbance, while the mother is a symbol of peace. c. The rain triggers childhood memories of the mother’s warmth and care. d. There is no real link between the rain and the mother. II. In the line ‘Now in memory comes my mother, what does the word ‘now’ suggest? Section C • Rain on the Roof

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a. The poet’s mother is physically present. b. Thoughts of the mother enter the present. c. Past regrets colour the present. d. The poet questions if his memories are real.

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IV. What is the poet’s tone in this extract? (1) a. regretful b. despondent c. affectionate d. hopeful V. Choose the words that are closest in meaning to ‘regard’ as used in the extract. (1) a. think about b. wonder about c. disregard d. look at fondly 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. ‘The tone of the first four lines can be misleading considering the message of the rest of the poem.’ Discuss this observation. b. Explain why the image that every tinkle of rain has an ‘echo in the heart,’ is effective. c. Is the following statement True or False? Motivate your point of view. The phrase ‘Ere she left them till the dawn’ suggests a feeling of rejection in the poem. (Competency-based Question) d. The word ‘patter’ is repeated in the poem. What effect does this refrain have on the poem’s rhythm, mood, and emotional impact? 3. Answer the following questions in 100–120 words. (3 × 6 = 18 marks) a. Imagine that you are the poet, listening to the soft patter of the rain as you lie in bed. Describe your dreamy fancies of the present or the past. b. Does the rain bring peace and good memories or does it haunt the poet by constantly reviving memories of the past? Motivate your answer by referring to the poem. (Competency-based Question) c. Explain the progression from stanza to stanza. What is the unifying idea in the poem and how do the last two lines of every stanza unify the poem. 261

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The Lake Isle of Innisfree —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 and is known for his poems about love, beauty, nature and human feelings. Yeats won the Nobel Prize in Literature in 1923 for his remarkable contribution to poetry. His work includes poems like ‘The Second Coming’ and ‘The Lake Isle of Innisfree.’ In ‘The Lake Isle of Innisfree,’ he expresses his desire to move away from the chaos of the city and experience peace in Innisfree. Besides these, his other well-known works include ‘Sailing to Byzantium,’ which explores themes of aging and immortality, and ‘Easter 1916,’ a powerful reflection on the Irish independence movement.

Summary

‘The Lake Isle of Innisfree’ is a poem by W.B. Yeats, in which the poet expresses his deep longing for peace and solitude, away from the chaos of urban life. Having spent much of his childhood in Sligo, near Innisfree, he wishes to leave behind the busy and noisy life of the city and live in a beautiful, calm place.

The poet imagines building a small cabin made of clay and wattles, where he will live alone. He wants to grow beans and keep honeybees. He imagines a life of peace, surrounded by nature’s gentle sounds and rhythms— mornings wrapped in soft mist, bright afternoons glowing with warmth and evenings bathed in a dreamy, purple colour. The poet also describes the calming sounds of crickets singing, the lapping water of the lake and the sight of stars shining in the night sky. Although he is physically far from Innisfree, he feels its presence deep in his heart. He hears the sounds of the lake water in his mind, no matter where he goes. The poem reflects Yeats’s youthful desire to escape the constraints of city life and reconnect with nature. It highlights the contrast between the peaceful countryside and the noisy city, portraying Innisfree as an idealised place of solitude and inner harmony. Inspired by his longing for his home county in western Ireland, Yeats presents this vision as both a dream and a plan. Innisfree is an emotional refuge for him.

Theme of the Poem

In ʻThe Lake Isle of Innisfree,’ W.B. Yeats expresses a deep longing for peace and solitude, driven by his dissatisfaction with the restless city life. He imagines escaping the noise and chaos of urban life to embrace the simplicity of nature. The poet imagines building a small cabin—ʻNine bean-rows will I have there, a hive for the honeybeeʼ—which symbolises self-sufficiency and a return to a peaceful existence. The imagery of morning mist, evening glow, and the gentle sound of water highlights the soothing beauty of the natural world. Even though the speaker is physically in a bustling city, he hears ʻlake water lapping with low sounds by the shoreʼ in his heart, showing how deeply he wishes to be in Innisfree. The poem beautifully captures the contrast between the noise of urban life and the quiet, meditative peace found in nature. It further highlights human desire to find peace away from the noisy hustle and bustle of city life and lead a simple life in the natural landscape.

Explanation

I will arise and go now, and go to Innisfree,

And a small cabin build there, of clay and wattles made;

Nine bean-rows will I have there, a hive for the honey-bee, And live alone in the bee-loud glade.

In this stanza, Yeats expresses his deep desire to leave behind the noise and chaos of city life and retreat into nature. The line ʻI will arise and go nowʼ conveys a sense of urgency and determination, as if the poet can no 262

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longer resist his longing for peace. The phrase ʻand go to Innisfreeʼ suggests that the place holds deep personal meaning, representing an ideal of solitude and simplicity. Yeats envisions building ʻa small cabin... of clay and wattles made,ʼ emphasising a return to a simple, self-sufficient life, far removed from material comforts. His plan to plant ʻnine bean-rowsʼ and keep ʻa hive for the honey-beeʼ highlights his vision of harmony with nature, where he will sustain himself by planting beans and keeping bees. The phrase ʻlive alone in the bee-loud gladeʼ adds to this peaceful imagery, as the loud humming of bees in the glade symbolises a world untouched by modern distractions. Together, these lines highlight the poem’s central theme: the longing for an escape from urban life and a return to the serenity of nature. For Yeats, Innisfree is not just a physical location but a symbol of inner peace, offering a life of quiet reflection, simplicity and connection with the natural world. And I shall have some peace there, for peace comes dropping slow, Dropping from the veils of the morning to where the cricket sings; There midnight’s all a glimmer, and noon a purple glow, And evening full of the linnet’s wings. In this stanza, Yeats paints a peaceful and dreamlike picture of nature throughout the day, offering a sharp contrast to the noisy, crowded life of the city. The phrase ʻpeace comes dropping slowʼ suggests that true peace is not instant but comes gradually, dropping slowly to earth from the mist. The ʻveils of the morningʼ describe the soft mist early in the morning that bring a calm and fresh start to the day. The cricket’s song adds to the quiet, soothing atmosphere. The line ʻmidnight’s all a glimmerʼ refers to the soft glow of stars, creating a magical sense of wonder and stillness, unlike the harsh lights of a city. Similarly. the metaphor, ʻnoon a purple glowʼ refers to sunlight reflecting on the water or the changing colours of the sky, making the place feel even more dreamlike. The metaphor, ʻAnd evening full of the linnet’s wingsʼ beautifully describes the evening when linnets fly home to nest. Their flight symbolises freedom and the simple beauty of nature. These images work together to create a picture of Innisfree as a quiet, almost sacred retreat where Yeats imagines finding deep inner peace. I will arise and go now, for always night and day I hear lake water lapping with low sounds by the shore; While I stand on the roadway, or on the pavements grey, I hear it in the deep heart’s core.

In these lines, the speaker reaffirms his strong desire to leave for Innisfree, repeating ʻI will arise and go nowʼ from the first stanza, emphasising urgency and determination. The phrase ʻfor always night and dayʼ repeats the idea of morning, noon and evening in the previous stanza but here it suggests that his longing for Innisfree is constant, not just a passing thought. Even though he is physically in an urban setting, standing on the ʻpavements grey,ʼ he can still hear the gentle ʻlake water lappingʼ in his mind. This auditory imagery contrasts sharply with his current surroundings, reinforcing his feelings of confinement in city life. The final line, ʻI hear it in the deep heart’s core,ʼ conveys how deeply he longs for Innisfree and the peace it represents—it is an emotional and spiritual calling. This stanza beautifully concludes the poem, underlining the theme of escapism and the power of natureto provide comfort even from a distance.

Glossary

arise: stand up cabin: a small, simple room made of wood or clay wattles: twisted sticks for making fences; walls hive: a structure or place where bees live bee loud: filled with the sound of bees glade: clearing; open space veils: a covering; a curtain-like thing

cricket: a type of insect known for its chirping notes glimmer: flicker of light (here used to mean the twinkle of stars). linnet: a small brown and grey bird with a short beak lapping: (of waves) hitting something gently pavement: footpath core: centre

Poetic Devices Alliteration

Alliteration is the repetition of the same consonant sound at the beginning of closely connected words. For example, in ʻI hear lake water lapping with low sounds by the shoreʼ, there is repetition of the ‘l’ sound which creates a soothing auditory effect that mirrors the calmness of nature. Section C • The Lake Isle of Innisfree

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Metaphor

A metaphor is a literary device that directly compares two unrelated things, without using ‘as’ or ‘like’. In ‘bee-loud glade’ the glade is described in terms of the buzzing sound of bees. In the phrase 'peace comes dropping slow', peace is likened to something that gently falls, suggesting that it comes slowly and soothingly from the mist and clouds (the ʻveilsʼ).

Assonance

This is the repetition of vowel sounds within a line. For example, the long ‘e’ and ‘i’ sounds in 'Nine bean-rows will I have there, a hive for the honey-bee' and the ‘o’ and ‘i’ sounds in 'Dropping from the veils of the morning to where the cricket sings.ʼ

Anaphora

It is the repetition of a word or phrase at the beginning of successive lines for emphasis. Yeats repeats 'I' in lines such as ‘I will arise and go now,’ stressing not only the speaker’s longing but also his personal commitment to this journey.

Consonance

This is the repetition of consonant sounds in a line. Examples include the /t/ sound in 'I hear it in the deep heart’s core' and the /n/ sound in 'And evening full of the linnet’s wings'. These repetitions create a rhythmic quality that enhances the emotional weight of the line.

Enjambment

This occurs when a sentence or idea continues beyond a line without a pause. It helps create a smooth flow of thoughts. For example, the poet writes ‘I will arise and go now, for always night and day/I hear the lake water lapping with low sounds by the shore;’ After ‘day,’ no punctuation mark has been used. The idea flows smoothly into the next line.

Imagery

It refers to the use of vivid descriptions to engage the reader’s senses. Examples include: ʻA small cabin build there, of clay and wattles madeʼ, 'Nine bean-rows will I have there, a hive for the honey-bee', and 'And live alone in the bee-loud glade.' All of these create a clear picture of the kind of life poet imagines for himself in Innisfree.

Symbolism

Symbolism is the use of objects, characters or concepts to represent deeper meanings beyond their literal sense. Innisfree symbolises peace and solitude, while nature represents beauty and simplicity. The contrast between urban life and nature highlights the theme of escape and self-discovery.

Contrast

Contrast is a poetic device used to highlight differences between two opposing ideas, settings, or emotions. In ‘The Lake Isle of Innisfree’, Yeats uses contrast to emphasise the difference between the peaceful, natural world of Innisfree and the dull, structured city life where the speaker currently stands. The line, ʻWhile I stand on the roadway, or on the pavement grey, / I hear it in the deep heart’s coreʼ clearly illustrates this contrast. The 'roadway' and 'pavement grey' symbolise the lifeless and monotonous urban world, whereas the 'lake water lapping' and 'deep heart’s core' represent the speaker’s emotional connection to nature.

Rhyme Scheme

A rhyme scheme is the pattern of rhyming words at the end of each line in a poem. In ʻThe Lake Isle of Innisfreeʼ, Yeats uses an ABAB rhyme scheme, meaning that the first and third lines rhyme with each other, as do the second and fourth. For example, in the first stanza, ʻInnisfreeʼ rhymes with ʻhoneybee,ʼ while ʻmadeʼ rhymes with ʻglade.ʼ This alternating rhyme pattern creates a rhythmic flow, which enhances the lyrical quality of the poem. The harmony in the rhyme scheme mirrors the poet’s longing for peace and solitude, making the imagery of nature feel regular and soothing.

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NCERT Solutions Thinking about the Poem

I. 1. What kind of place is Innisfree? Think about:

i. the three things the poet wants to do when he goes back there (stanza I)

ii. what he hears and sees there and its effect on him (stanza II)

iii. what he hears in his 'heart’s core’ even when he is far away from Innisfree (stanza III) Ans: Innisfree is a small island in Ireland. It is the place where the poet spent most of his youth. Amidst the chaos of the city, the poet desires the peace and tranquility of being surrounded by nature in Innisfree i. The poet wants to build a small cabin made of clay and wattles. He plans to plant nine rows of beans and keep honeybees. His desire to live alone in nature reflects his wish for peace and simplicity, surrounded by the gentle sound of bees in the glade. ii. He hears the bees in the glade, the soothing sounds of crickets singing, the rustling of linnets’ wings in the evening and the lapping of the water. He imagines seeing peace drop down slowly, the glimmer of stars at night and the purple glow of the lake or sky at noon. All of these have a calming effect on him and he feels at peace. iii. The poet imagines he can hear the ‘lapping sound’ which is the gentle sound of the ripples breaking softly on the shore. He can imagine hearing this in his deepest core even when he is far away from Innisfree which shows his deep connection with and longing for the place. 2. By now you may have concluded that Innisfree is a simple, natural place, full of beauty and peace. How does the poet contrast it with where he now stands?

Ans: Yeats beautifully contrasts the peaceful and natural world of Innisfree with the dull and busy city where he currently stands. He describes Innisfree as a place filled with Section C • The Lake Isle of Innisfree

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calm and beauty, where nature’s sounds and sights bring a deep sense of peace. The gentle ʻlake water lapping with low sounds by the shoreʼ, the 'cricket sings', and the 'evening full of the linnet’s wings' create a serene atmosphere, far removed from the noise of urban life. The imagery of 'midnight’s all a glimmer, and noon a purple glow' highlights the natural beauty of the place, making it seem almost magical.

In contrast, the city is depicted as lifeless and harsh. The speaker stands on 'the roadway' and 'pavements grey', which symbolise the crowded, noisy and lifeless world. Unlike the slow, peaceful rhythm of Innisfree, city life is busy and offers no escape. The poet expresses his deep longing to leave the mechanical existence behind and return to nature, where he feels a true sense of belonging. Through this contrast, Yeats emphasises the theme of escapism and the desire for inner peace—Innisfree represents a dream-like retreat from the chaotic world. 3. Do you think Innisfree is only a place, or a state of mind? Does the poet actually miss the place of his boyhood days?

Ans: I believe Innisfree is not just a place but also a state of mind. When people feel unhappy or frustrated with their present situation, they often think about a place where they once felt peaceful and happy. For the poet, Innisfree represents his ideal world, a place of calm and beauty that he longs to return to. While sounds exist in both the city and nature, the poet finds peace in the sounds of Innisfree, which he remembers fondly.

Yes, the poet misses the place of his boyhood days and the simple, natural beauty it offered. He recalls the sound of 'lake water lapping with low sounds by the shore', which he hears deep in his heart even while standing in the city. He also remembers the sound of crickets and the linnets flying in the evening. The stars, when 'midnight’s all a glimmer' and the purple colours of noon suggest a dream-like beauty. 265

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The poet’s longing for this peaceful place reflects a universal human desire to leave behind the chaos of city life and live in harmony with nature. II. 1. Look at the words the poet uses to describe what he sees and hears at Innisfree

i. bee-loud glade

ii. evenings full of the linnet’s wings

iii. lake water lapping with low sounds

What pictures do these words create in your mind? Ans: The poet’s words create vivid images of nature that make Innisfree feel peaceful and full of life. i. 'Bee-loud glade' paints a picture of a quiet, sunlit clearing in nature, filled with the gentle buzzing of bees as they move around. It gives a sense of calm and harmony, where the only sound is that of nature at work. ii. 'Evenings full of the linnet’s wings' brings to mind a beautiful scene of linnets flying gracefully across the sky at sunset. The image suggests freedom, and the peaceful transition from day to night. iii. 'Lake water lapping with low sounds' creates an image of gentle ripples in the water, softly touching the shore. The rhythmic sound is calming. These descriptions help the reader imagine Innisfree as a serene and idyllic place, far from the noise and chaos of city life. Innisfree, thus, becomes a perfect escape from the busy city life.

tranquility of Innisfree where not even peace moves quickly.

The line 'Dropping from the veils of the morning' refers to how peace gradually emerges as the ‘veils’ of mist descend. The word 'veils' suggests a covering of mist or low clouds in the early hours of the day. This imagery suggests that peace is gradually attained like morning light filtering through the mist/clouds, creating a serene and dream-like atmosphere at Innisfree. 'To where the cricket sings' refers to the place where crickets are chirping on the ground. The sound of the cricket singing represents the rhythm of nature.

Overall, these lines highlight a sense of peace where the slow transition from night to morning brings a deep, soothing calmness.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. I will arise and go now, and go to Innisfree, And a small cabin build there, of clay and wattles made: Nine bean-rows will I have there, a hive for the honey-bee; And live alone in the bee-loud glade. I. The image shows ___________________.

(1)

2. Look at these words

... peace comes dropping slow

Dropping from the veils of the morning to where the cricket sings

What do these words mean to you? What do you think 'comes dropping slow...from the veils of the morning'? What does 'to where the cricket sings' mean? Ans: T he words 'peace comes dropping slow' suggest that peace is not sudden but arrives gradually as the swirling mist brings calmness. It emphasises the

a. a hive b. bean rows c. a glade d. none of the above II. ‘Cabin’ here refers to ___________________. a. a luxurious house b. a simple shelter c. a mansion d. a tent for camping

(1)

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III. Assertion (A): The poet wants to build a small cabin of clay and wattles at Innisfree.

Reason (R): He desires a simple and self-sufficient life close to nature, away from the chaos of the city. (1) Choose the correct option. a. Both A and R are true, and R correctly explains A. b. Both A and R are true, but R does not explain A. c. A is true, but R is false. d. A is false, but R is true.

IV. Why does the poet say ‘I will arise and go now’? What does this suggest? (2) Ans: I. c. glade II. b. a simple shelter III. a. Both A and R are true, and R correctly explains A. IV. The poet says, 'I will arise and go now,' to express his strong desire and determination to leave his current life and go to Innisfree. The word 'arise' suggests that he is ready to take action and fulfil his longing for peace and solitude. He does not say 'I want to go' or 'I wish to go,' but instead, he firmly states that he will go, showing his deep yearning to escape city life and live in harmony with nature at Innisfree. 2. Read the following extract carefully and answer the questions that follow. And I shall have some peace there, for peace comes dropping slow, Dropping from the veils of the morning to where the cricket sings; There midnight’s all a glimmer, and noon a purple glow, And evening full of the linnet’s wings. I. In the line 'And I shall have some peace there, for peace comes dropping slow,' the word 'dropping' most likely means: (1) a. falling suddenly. b. arriving gradually. c. being thrown away. d. decreasing over time. II. If the poet were to describe city life using the same poetic style as in the quote in QI which of the following lines would best match the contrast? (1) a. 'And I shall have some noise here, for noise comes rushing fast.' Section C • The Lake Isle of Innisfree

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b. 'And I shall have some joy here, for joy comes floating free.' c. 'And I shall have some silence here, for silence comes seeping in.' d. And I shall have some comfort here, for comfort comes growing slow.' III. Riya and Arjun are discussing the poem. (1) Riya: The poet describes Innisfree as a place of natural movement and life, with crickets singing and linnets flying. Arjun: No, the poet describes it as a peaceful and quiet place, where peace comes slowly and everything feels calm. Who is correct? (Competency-based Question) a. Only Riya b. Only Arjun c. Both Riya and Arjun d. Neither Riya nor Arjun IV. The poet describes peace as 'dropping from the veils of the morning.' If peace is something that 'drops,' how can the presence of crickets singing and linnets flying still contribute to the poet’s sense of calmness? Explain. (2) Ans: I. b. arriving gradually. II. a. 'And I shall have some noise here, for noise comes rushing fast.' III. c. Both Riya and Arjun IV. Even though the poet describes peace as 'dropping from the veils of the morning,' the presence of crickets singing and linnets flying does not disturb the tranquility of Innisfree. Instead, these are soft, natural sounds that blend harmoniously with the peaceful atmosphere. Unlike the loud and chaotic noises of the city, these gentle sounds of nature create a soothing effect, enhancing the poet's sense of calm rather than disrupting it. 3. Read the following extract carefully and answer the questions that follow. I will arise and go now, for always night and day I hear lake water lapping with low sounds by the shore; While I stand on the roadway, or on the pavements grey, I hear it in the deep heart’s core. 267

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I. Assertion (A): The poet hears the lake water lapping even when he is on the roadway or pavements grey.

Reason (R): The poet is physically present at Innisfree and enjoys the peaceful atmosphere of the lake. (1) Choose the correct option. a. Both A and R are true, and R correctly explains A. b. Both A and R are true, but R does not correctly explain A. c. A is true, but R is false. d. A is false, but R is true.

ii.

II. What does the phrase 'I hear it in the deep heart’s core' suggest about the poet? (1) a. He has physically returned to Innisfree. b. He is imagining the sounds of Innisfree because he longs for it deeply. c. He is ignoring the city life around him as it is too demanding. d. He cannot distinguish between reality and imagination. III. Identify the ODD one out. lake : lapping : : city : ________ a. honking b. screeching c. rustling d. hustling

iii.

iv.

(1)

IV. How does the poet use sound and contrast in these lines to convey his deep connection with Innisfree? (2) Ans: I. c. A is true, but R is false. II. b. He is imagining the sounds of Innisfree because he longs for it deeply. III. c. rustling IV. The poet uses soft, rhythmic sounds like 'lake water lapping with low sounds by the shore' to create a sense of peace and calm. He contrasts this with 'roadway' and 'pavements grey,' which suggest the lifeless and noisy city life. This contrast highlights his deep longing for Innisfree, which he hears 'in the deep heart’s core,' showing his emotional bond with nature. 4. Read the following extract carefully and answer the questions that follow. I will arise and go now, and go to Innisfree, And a small cabin build there, of clay and wattles made: Nine bean-rows will I have there, a hive for the honey-bee; And live alone in the bee-loud glade.

I. Which of the following pictures correctly identify the reasons behind the poet's desire to go to Innisfree? (1) i.

a. i, iii and iv c. i, ii and iv

b. ii, iii and iv d. i, ii and iii

II. The poet’s decision to 'arise and go now' suggests that... (1) a. he has already built his cabin and is eager to return. b. he is hesitant and unsure about leaving. c. he speaks metaphorically, meaning he wants to find peace within rather than actually moving. d. he is deeply dissatisfied with his current life and seeks immediate escape. III. What makes 'bee-loud glade' an unusual phrase? (1) a. It uses a paradox, as bees cannot be loud in a quiet place. b. It combines two contrasting senses—sound and sight. c. It uses onomatopoeia to mimic the buzzing of bees. d. It is a hyperbole, exaggerating the presence of bees.

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IV. Which alternative does not suggest that the poet imagines himself creating a natural lifestyle that is in harmony with nature? (1) a. arise and go b. clay and wattle c. bean-rows d. hive V. What does the word 'glade' in the poem most likely refer to? (1) a. A large farmland b. A quiet, open space in a forest c. A rocky mountain slope d. A narrow valley near a river

Ans: I. c. i, ii and iv II. d. He is deeply dissatisfied with his current life and seeks immediate escape. III. b. It combines two contrasting senses— sound and sight. IV. a. arise and go V. b. A quiet, open space in a forest 5. Read the following extract carefully and answer the questions that follow. And I shall have some peace there, for peace comes dropping slow, Dropping from the veils of the morning to where the cricket sings; There midnight’s all a glimmer, and noon a purple glow, And evening full of the linnet’s wings.

I. How does the poet create a sense of time moving slowly in these lines? (1) a. He repeats the word 'slow' for emphasis. b. He describes the gradual shifts of morning, noon, evening and midnight. c. He uses only past tense, making time seem distant. d. He avoids describing time altogether, focussing on nature instead. II. Which statement contradicts the poet’s message? (1) a. Peace requires patience and a close connection with nature. b. The beauty of nature changes throughout the day, each moment bringing something unique. c. A person can experience true peace only in complete silence. d. There is tranquility and a sense of fulfilment in living in harmony with nature. Section C • The Lake Isle of Innisfree

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III. If 'peace comes dropping slow,' what can be inferred about the poet’s relationship with time? (1) a. He believes time is an enemy that delays his happiness. b. He fears that time will eventually steal his peace away c. He wants to escape time entirely and live in an eternal present. d. He sees time as a gentle force that gradually brings fulfillment. IV. The poet is a nature enthusiast. Comment (2) (Competency-based Question) Ans: I. b. He describes the gradual shifts of morning, noon, evening and midnight. II. c. A person can experience true peace only in complete silence. III. d. He sees time as a gentle force that gradually brings fulfillment. IV. Yes, the poet is a nature enthusiast, as seen in his deep longing for a peaceful life surrounded by nature. His detailed imagery of 'midnight’s all a glimmer, and noon a ‘purple glow' shows his appreciation for nature’s beauty at all times of the day. The contrast between the dull urban setting and the serene Innisfree further reinforces his love for nature.

Short Answer Questions

Answer the following question in about 40–50 words.

1. What is the significance of the phrase 'I hear it in the deep heart’s core'?

Ans: This phrase highlights the poet’s emotional and spiritual connection to Innisfree. Even though he is physically in the city, the sounds and memories of Innisfree continue to echo within him. It suggests that his yearning is deeply rooted in his soul. It also shows that Innisfree is not just a physical place but a symbol of inner peace and fulfilment that he carries with him.

2. How does the poet describe the passage of time in Innisfree? Ans: The poet describes time in as gradual transitions rather than rapid changes. He portrays morning as veiled in clouds ('dropping from the veils of the morning') and noon as having a 'purple glow,' suggesting a dreamlike beauty. Midnight is described as 'all a glimmer,' showing how the natural elements softly brighten the night. 269

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Unlike the fast-paced, mechanical city life, time in Innisfree flows gently, underlining the poet’s longing for peace. 3. How would the concept of peace in the poem change if the poet had access to modern technology like meditation apps and virtual nature experiences? (Competency-based Question) Ans: If the poet had access to modern technology, his search for peace might become more digital and psychological rather than physical. Instead of physically moving to Innisfree, he could use virtual reality (VR) nature experiences, sound apps (like water sounds), or meditation guides to create a similar sense of calm. However, this would lack the raw, immersive quality of real nature. While technology could provide temporary relief, it wouldn’t fully replace the poet’s deeper yearning for solitude and peace in the natural world. 4. If the poet had to convince someone to move to Innisfree, which three persuasive arguments would he use? (Competency-based Question) Ans: To persuade someone to go to Innisfree, the poet could firstly explain how Innisfree offers a peaceful retreat from the stress and noise of modern city life, allowing the mind to relax. Secondly, he could present it as a place that encourages self-sufficiency and simplicity— an escape from materialism. Additionally, he could show that Innisfree provides an intimate connection with nature, where one can enjoy the sounds of birds, see the stars and experience the flow of time leading to spiritual fulfilment. 5. The poet creates a vivid soundscape in ‘The Lake Isle of Innisfree.' Justify. Ans: Yes, the poet creates a vivid soundscape in ‘The Lake Isle of Innisfree. He describes the 'lake water lapping' with a soft rhythmic sound against the shore, which contrasts with the mechanical noise of the city. The 'bee-loud glade' suggests an environment buzzing with life, where the sound of bees represents harmony with nature. As night falls, the cricket’s song fills the air, marking the slow passage of time and adding to the poem’s meditative mood. Finally, the poet imagines evenings 'full of the linnet’s wings,' where the gentle fluttering of birds creates an image of freedom and effortless movement.

6. The poet repeats the phrase 'I will arise and go now' at the beginning and end of the poem. How does this repetition contribute to the poem’s meaning and tone? Ans: The repetition of 'I will arise and go now' at the beginning and end of the poem highlights the poet’s deep longing for Innisfree. It creates a sense of urgency, as if the desire to leave for the island is not just a passing thought but a calling. The repetition also gives the poem structure—the poem starts with the line and ends by emphasising that no matter where the poet physically stands—whether on a 'roadway' or the 'pavements grey'—his heart and mind will always be drawn back to Innisfree. 7. The poem describes both Innisfree and the city without explicitly mentioning the latter. How does the poet contrast these two places, and what effect does this create? (Competency-based Question) Ans: The poet contrasts Innisfree and the city using vivid imagery and tone without directly naming the city. Innisfree is portrayed as a place of peace and harmony with nature, where 'peace comes dropping slow', suggesting that tranquility is not attained immediately but unfolds gradually. Yeats highlights nature’s thriving presence with 'a hive for the honeybee,’ representing self-sufficiency and harmony. The 'midnight’s all a glimmer' gives an almost magical quality to the landscape, which is filled with beauty and life, even at night. In contrast, the city is represented by the 'roadway' and 'pavements grey', evoking a sense of dullness, rigidity and artificiality.

This contrast highlights the poet’s desire for escape. While the city symbolises confinement, noise and disconnection from nature, Innisfree represents freedom, solitude and spiritual fulfilment. The difference between the two settings reinforces the theme of longing for a simpler, more peaceful existence.

8. Nostalgia is a longing for the past or an idealised place. How does W.B. Yeats use nostalgia in ‘The Lake Isle of Innisfree’ to express his emotions and desires? (Competency-based Question) Ans: Nostalgia is a deep longing for the past or an idealised place. In ‘The Lake Isle of Innisfree,’ Yeats uses nostalgia to express his yearning

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for a peaceful shelter away from the modern world. Even though he is physically in the city, surrounded by 'pavements grey', his heart and mind remain in Innisfree. The repetition of 'I will arise and go now' emphasises his desire to return to this peaceful space. Yeats’s nostalgia is powerful because it is not just about the place itself but about a sense of inner peace and belonging that he associates with it.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. If the poet finally moves to Innisfree but finds it different from his imagination—less peaceful, more challenging, or lonely—how might his feelings and perception of 'home' change? Would his longing disappear, evolve, or take on a new form? Explain. (Competency-based Question) Ans: If the poet finally moves to Innisfree and finds it different from his imagination—less peaceful, more challenging, or even lonely—his idea of ‘home’ will undergo a transformation. He might feel disheartened. The solitude that once seemed comforting could turn into isolation. The 'bee-loud glade' may not always hum with peace, and the 'lake water lapping' may fail to silence his inner restlessness.

However, rather than giving up his dream, he may adjust his expectations, learning to see Innisfree for what it truly is rather than what he had imagined. Nature may still provide moments of serenity. The 'veils of the morning' might now bring a sense of isolation, but over time, he may embrace it as a journey of self-reflection rather than just an escape from city life. Alternatively, his longing for peace could take on a new, more personal form, making him realise that true tranquility is not tied to a place but must come from within. The 'deep heart’s core' where he has always carried his vision of Innisfree might become the real source of peace, rather than the physical island itself. This transformation reflects Yeats's broader themes of seeking inner peace and self-discovery through nature and solitude.

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2. Nature represents peace and a retreat from worldly chaos in Yeats’ poetry ‘The Lake Isle of Innisfree.’ But today, many people live in cities, far from nature. Do you think modern life has made us lose our connection with nature, or can we still find the same peace in today’s world? Write the answer in the form of a conversation between you and W.B. Yeats.

Ans: Student: Mr. Yeats, in ‘The Lake Isle of Innisfree,’ you describe nature as a peaceful escape from the noise of the world. But today, most people live in cities, surrounded by buildings instead of trees and lakes. Do you think modern life has made us lose our connection with nature? Yeats: That is an interesting question. Modern life, with its machines, tall buildings and endless noise, can certainly make people feel cut off from nature. In my poem, I dream of a place where I can 'live alone in the bee-loud glade,' far from the busy world. That longing for peace and quiet is something many people still feel today.

Student: Yes, we spend most of our time indoors—studying, working, or using technology. It feels as if there is no time to enjoy nature the way you describe it.

Yeats: That is exactly why Innisfree still matters. It is more than just a place— it is a feeling, a symbol of peace. Even if you live in a city, you can still find moments of quiet. Perhaps in a park, while listening to the rain, or even by closing your eyes and imagining a peaceful place. As I wrote, 'I hear it in the deep heart’s core.' That connection to nature never truly leaves us. Student: So, you believe we can still find the peace of nature, even if we don’t live close to it?

Yeats: Absolutely. Nature is not just outside us—it is within us. The rhythm of our breath, the quiet in our minds, and

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the beauty in small things all connect us to nature. Just as the 'lake water lapping with low sounds by the shore' stays with me, we must learn to find those moments of peace wherever we are.

Student: That makes sense. Maybe instead of waiting for a perfect escape, I should try to notice small moments of peace around me.

Yeats: Exactly! Nature’s beauty is never lost— it is only forgotten. If you learn to see it in the little things, you will always carry a part of Innisfree with you, no matter where you are. Even in the busiest streets, let that 'peace come dropping slow' into your heart. Student: Thank you, Mr. Yeats. I will try to find my own Innisfree, even in the middle of my busy life.

3. Both Margie from ‘The Fun They Had’ and the speaker in ‘The Lake Isle of Innisfree’ seek escape, but in different ways. While Margie longs for a past she never experienced, Yeats yearns for a simpler, peaceful retreat from modern life. Compare the kind of escapism they desire and analyse how each reflects discontent with their present world. (Competency-based Question) Ans: Both Margie from ‘The Fun They Had’ and the speaker in ‘The Lake Isle of Innisfree’ seek escapism, but their desires stem from different kinds of dissatisfaction. Margie longs for the past, an era of printed books, real teachers and shared classroom experiences. She imagines the past as more engaging and enjoyable than her lonely, mechanical learning with a robotic teacher. Her escapism is nostalgic—she dreams of a time she has not actually lived in but has experienced when reading an old book. On the other hand, Yeats longs for a peaceful retreat into nature. Unlike Margie, he does not wish for a past era but an idealised, tranquil future in Innisfree, away from the noise and artificiality of urban life. His escapism is rooted in a desire for solitude and harmony with nature, as reflected in the calming imagery of 'lake water lapping' and the dream of living in a 'bee-loud

glade’. He speaks nostalgically about a past that he knew as a child. While both characters are dissatisfied with their present, Margie’s escapism is intellectual—she imagines a more meaningful, human connection in learning, whereas Yeats’ escapism is not only physical but also emotional and spiritual—he craves stillness and personal peace in nature. Their longings reflect a common human tendency: when reality feels unfulfilling, we often seek comfort in imagined worlds. 4. John Muir said, 'And into the forest I go, to lose my mind and find my soul,' which highlights the connection between nature and inner peace. How does this idea relate to W.B. Yeats’s poem ‘The Lake Isle of Innisfree’? (Competency-based Question) Ans: John Muir’s quote beautifully captures the same longing for peace and solitude that W.B. Yeats expresses in ‘The Lake Isle of Innisfree’. Muir speaks of going into nature to 'lose his mind’, that is, letting go of worries and distractions— and to 'find his soul,' meaning that nature helps him reconnect with his true self. Yeats’s poem reflects a similar idea, as the poet dreams of escaping to Innisfree, a quiet, natural place where he believes he will find peace. In ‘The Lake Isle of Innisfree,’ Yeats describes Innisfree as a simple, self-sufficient refuge where he will build a small cabin, grow his own food and live in harmony with nature. He speaks of peace 'dropping slow,' showing that nature offers a slow, steady sense of calm. The sounds of lake water, the buzzing of bees and the soft light of the sky all contribute to the soothing atmosphere he craves. However, what makes Yeats’s longing even more powerful is that he is not physically at Innisfree—he is in the city, surrounded by noise and crowds. Yet, in his heart, he still hears the sounds of the lake, showing that nature’s peace is not just about being there physically but about feeling connected to it on a deeper level. Overall, both Muir and Yeats highlight the healing power of nature. For them, it is a place where the mind can be free and the soul at peace.

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5. Imagine a conversation between W. B. Yeats and Ustad Bismillah Khan. Yeats speaks about how nature brings peace and inspires his poetry, while Bismillah Khan shares how nature influences his music. Write a dialogue between them, highlighting their perspectives on nature, art and inner peace. (Competency-based Question) Ans: Setting: Yeats and Bismillah Khan sit by the banks of the Ganga, reflecting on how nature influences their art. Yeats: The Lake Isle of Innisfree has always been my sanctuary. The soft buzzing of bees, the rippling waters, and the morning mist inspire my poetry. Nature brings me solitude and inner peace, away from the noise of the city. Bismillah Khan: I share that sentiment, Yeats Sahib. The Ganga in Varanasi has been my greatest muse. I learnt to play the shehnai by listening to the river’s flow, shaping my melodies to match its rhythm. Yeats: Just as nature breathes life into your music, it brings depth to my poetry. I long to escape to Innisfree, where peace is found in nature’s embrace. Bismillah Khan: Likewise, my soul belongs to the Ganga. No matter where I go, its music calls me back. Nature and art are deeply connected—they give us true inner peace.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a.

I will arise and go now, for always night and day I hear lake water lapping with low sounds by the shore; While I stand on the roadway, or on the pavements grey, I hear it in the deep heart’s core.

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I. Fill in the blank. lake water lapping : sound imagery : : pavement grey : ___________

(1)

II. If the poet were alive today in a fastpaced, technology-driven world, what modern equivalent might replace ‘The Lake Isle of Innisfree’ as his source of peace? (1) a. A quiet, off-grid cabin in the mountains. b. A high-tech meditation app. c. A busy coffee shop with calming music. d. A luxurious vacation resort.

III. If you were to visually represent the above lines, which of the following images would best capture it? a.

(1)

IV. What can the poet ‘hear’? Is it the sound of his surroundings? What does it show about the poet? (2)

b. I will arise and go now, and go to Innisfree, And a small cabin build there, of clay and wattles made:

Nine bean-rows will I have there, a hive for the honey-bee; And live alone in the bee-loud glade.

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I. In these lines, the poet’s desire to build a 'small cabin' and live in nature primarily symbolises (1) a. His wish to become a farmer and live off the land. b. His rejection of materialism and longing for simplicity. c. His fear of the modern world and need for isolation. d. His attempt to create a new society based on rural values.

II. Assertion (A): The poet imagines having 'nine bean-rows' and a 'hive for the honeybee' to survive on Innisfree.

Reason (R): These details suggest his desire for self-reliance and a harmonious relationship with nature. (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.

III. If Yeats's vision of Innisfree were applied to today’s world, which of the following modern lifestyle choices would best match his philosophy? (1) a. Living in a quiet countryside retreat, growing food organically b. Owning a luxury apartment in a big city but visiting parks often c. Using virtual reality to simulate peaceful natural environments d. Taking frequent vacations to different scenic locations

IV. ‘The poet’s desire to move to Innisfree stems from dissatisfaction.’ Justify. (2)

2. Answer any FOUR of the following questions in about 40–50 words. (4 × 3 = 12 marks) a. While a city has its own advantages, it can never be a source of peace. Comment with reference to ‘The Lake Isle of Innisfree’. (Competency-based Question)

b. The poem is rich in sensory imagery. Explain how Yeats uses images of sound, and sight by to create a vivid sense of place. c. Discuss two of the metaphors used in the poem. Say what is being compared and what the effect is. d. In ‘The Lake Isle of Innisfree' the poet wishes for solitude not isolation. Justify. e. The speaker repeatedly emphasises a personal connection to Innisfree. Is there a place you feel personally connected to? Explain if it is similar to Innisfree or not. (Competency-based Question) 3. Answer the following questions in about 100–120 words. (3 × 6 = 18 marks) a. Imagine you are the speaker in the poem, living in a busy city, longing for the peace of Innisfree. Write a diary entry expressing your feelings about the contrast between your current life and the world of your imagination. How does this contrast reinforce the central themes of the poem? (Competency-based Question) b. ‘A poet is, before anything else, a person who is passionately in love with language.’ – W. H. Auden. How does Yeats use language, rhythm, and imagery in ‘The Lake Isle of Innisfree’ to create a dreamlike yet deeply personal vision of escape? c. In ‘The Lake Isle of Innisfree,’ Yeats shows a difference between the busy outside world and the peaceful world in his mind. Imagine you are creating a relaxation program for students based on the poem. How would you include the poem’s ideas about peace, nature and quiet time in real-life activities? Explain your choices with examples from the poem and the benefits of relaxation. (Competency-based Question)

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A Legend of the Northland —Phoebe Cary

About the Poet

Phoebe Cary (1824–1871) was an American poet known for her simple yet impactful poetry. Born in Ohio, she was the younger sister of poet Alice Cary, and both gained literary recognition for their writing. Despite limited formal education, Phoebe’s talent flourished, and she contributed poems to newspapers and magazines. Her poetry often carried themes of morality, faith and social justice. She also wrote hymns, one of the most famous being ‘One Sweetly Solemn Thought’. Alongside Alice, she hosted literary gatherings attended by notable figures like John Greenleaf Whittier. Though she lived a relatively short life, Phoebe Caryʼs work remains appreciated for its lyrical quality and deep moral lessons, as seen in ‘A Legend of the Northland’.

Summary

This English ballad is set in the cold Northland. Although the geographical position of Northland is not given, the weather described would be similar to that of the Arctic or the northern Scandinavian regions. It tells the story of Saint Peter and a greedy old woman. One day, Saint Peter, exhausted and hungry from his travels, arrives at the old woman’s house. He asks her for some food. The woman is baking cakes, but each time she prepares one, she finds it too big to give away. She keeps making smaller cakes, but still, she feels they are too large to part with. Finally, she refuses to give him any food. Angered by her selfishness, Saint Peter curses her, transforming her into a woodpecker. He declares that since she was too greedy to share, she must now peck at hard, dry wood for her food. The poem ends with a description of how woodpeckers still live in trees and peck at wood, linking them to the old woman in the legend.

Theme of the Poem

One of the central themes is greed and selfishness, as the old woman refuses to share even a small portion of her food with Saint Peter who is hungry. This ties into the theme of moral justice, where wrongdoing is met with consequences, reinforcing the idea that kindness and generosity are virtues. The influence of religion and morality is evident, as Saint Peter, a Christian figure, is the Keeper of the Gates of Heaven. Through these themes, the poem teaches a valuable lesson about the importance of selflessness and compassion.

Explanation

Away, away in the Northland,

Where the hours of the day are few, And the nights are so long in winter

That they cannot sleep them through; The first stanza sets the scene by indicating that the story takes place in a distant, northern region. The repetition of ‘away’ emphasises the remoteness of the location. Because it is so far north, the nights are so long that the inhabitants cannot sleep through them entirely. Together, these lines paint a vivid picture of the Northland as a harsh, cold place with very short days and long, seemingly endless nights in winter. This setting helps create a mood of desolation and severity. Where they harness the swift reindeer To the sledges, when it snows; And the children look like bear’s cubs, In their funny, furry clothes: Section C • A Legend of the Northland

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When the land is covered in snow, the people there travel using reindeer sledges, and children wear furry clothes to protect themselves from the freezing weather. These clothes make them look like bear cubs. They tell them a curious story— I don’t believe ’tis true; And yet you may learn a lesson If I tell the tale to you.

In line 1 ‘they’ refers to the parents or elders and ‘them’ refers to the children or the younger generation. The poet explains that the people of Northland narrate a curious story to their children. Although the poet does not believe the story to be entirely true, she tells it for the important lesson it contains. Once, when the good Saint Peter Lived in the world below, And walked about it, preaching, Just as he did, you know,

The story the parents tell is about good Saint Peter, who once lived on Earth as a human. He travelled around the world, spreading the teachings of Jesus. He came to the door of a cottage, In travelling round the earth, Where a little woman was making cakes, And baking them on the hearth;

As Saint Peter travelled around the world, he came to the door of a small cottage. Inside, a woman was baking cakes in the kitchen area in front of the fire. And being faint with fasting, For the day was almost done, He asked her, from her store of cakes, To give him a single one.

As Saint Peter was fasting and had not eaten anything the entire day, he was very hungry and weak. So, he went to this woman who was baking cakes and he asked for one cake out of the many cakes that she had baked. So she made a very little cake, But as it baking lay, She looked at it, and thought it seemed Too large to give away.

The woman was selfish. She did not give him a cake from her store. Instead, she started making a very small cake for Saint Peter. However, as she began to prepare the cake, she thought it was too big to give away. Therefore she kneaded another, And still a smaller one; But it looked, when she turned it over, As large as the first had done.

To avoid giving something so large, she made another cake, smaller than the first one. But when she saw the second cake, she felt it was still too big to give away. Then she took a tiny scrap of dough, And rolled and rolled it flat; And baked it thin as a wafer— But she couldn’t part with that.

The woman took a tiny amount of dough and rolled it into a very thin cake. The result was a wafer-thin cake, but even then, she couldn’t bring herself to give it to Saint Peter.

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For she said, ‘My cakes that seem too small When I eat of them myself Are yet too large to give away.’ So she put them on the shelf. The woman reasoned that when she ate the cakes, she felt that they were very small but if she had to give them to someone, she felt that they were too big to be given away. She thought even this small cake was too large to give away. Her greed blinded her, and she placed all the cakes on the shelf, refusing to give any to the tired and hungry saint. Then good Saint Peter grew angry, For he was hungry and faint; And surely such a woman Was enough to provoke a saint. The woman’s selfishness made good Saint Peter very angry as he was hungry and feeling faint. The last two lines convey the idea that the womanʼs behaviour is so aggravating that even the most patient and virtuous person (a saint) would lose their temper. And he said, ‘You are far too selfish To dwell in a human form, To have both food and shelter, And fire to keep you warm. Saint Peter told her that she did not deserve to be a human being. He believed that a person who enjoyed all the comforts of life, such as food, shelter and warmth, should also have kindness and compassion. Since the woman lacked these qualities, Saint Peter declared that she did not deserve such comforts. Now, you shall build as the birds do, And shall get your scanty food By boring, and boring, and boring, All day in the hard, dry wood.

In his anger, Saint Peter turned the selfish woman into a bird. As a bird, she would have to build her own nest and find her own food by digging into hard, dry wood. This was a punishment for her greed and selfishness. Then up she went through the chimney, Never speaking a word, And out of the top flew a woodpecker, For she was changed to a bird.

The woman flew up her cottage chimney without saying a word. When she reached the top, she had been transformed into a woodpecker. She had a scarlet cap on her head, And that was left the same; But all the rest of her clothes were burned Black as a coal in the flame. The poet explains that the woman used to wear a red cap as a human. When she turns into a woodpecker, the ‘scarlet cap’ on her head remains unchanged. This aligns with the common appearance of the woodpecker, which often has a red head. The red cap serves as a reminder of who she once was suggesting that her past actions were not completely erased. In contrast, the rest of her clothes are ‘burned black as a coal in the flame’. This implies that her body turned black, like the dark feathers of the woodpecker. And every country schoolboy Has seen her in the wood, Where she lives in the trees till this very day, Boring and boring for food.

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These words suggest that the cursed figure—a transformed woman, now a woodpecker—has become a common part of rural legend that every schoolboy knows. This cautionary tale is well-known. The woodpecker continues to inhabit the trees, serving as a living reminder of the consequences of selfishness and ingratitude. The repetition of ‘boring’ plays on the double meaning of the word. On one level, it reflects the monotonous, unending nature of her punishment. She must endlessly peck at tree trunks to find food and shelter. On another level, it hints at the notion of being ‘bored’ or stuck in a tedious, repetitive existence as a result of her wrongdoing.

Glossary

harness: to fit a reindeer with a set of straps and fittings that can be used to attach it to a sledge so that it can be used for transportation swift: something which runs very fast sledges: a vehicle on runners used for carrying loads or passengers over snow or ice, often pulled by animals curious: strange ʻtis: the short form of ‘it is’ legend: an old traditional story Saint Peter: an apostle of Jesus Christ preaching: giving a religious talk hearth: an area in front of the fire where food can be prepared or people can sit to stay warm

faint: to be light-headed and weak with hunger kneaded: to make dough from flour scrap: small amount dough: a soft, thick mixture of flour and liquid that is kneaded and used to make bread, cakes, cookies or pastries wafer: a very thin, light cookie provoke: make angry dwell: to live, to exist scanty: very little boring: making a hole in something by digging scarlet: the colour red

Poetic Devices Rhyme Scheme

The rhyme scheme of the poem is ABCB. The second and fourth lines rhyme (below/know, same/flame). This ABCB rhyme scheme gives the poem a rhythmic and consistent flow.

What is a Ballad?

Rhythm

a story, often in a musical and

It is a narrative poem that tells

Rhythm is the overall flow and beat of a poem that you can hear when you read it aloud.

rhythmic manner. An English

Alliteration

scheme of ABAB or ABCB. Some

Alliteration is the repetition of the same consonant sound at the beginning of adjacent or closely connected words. For example, in ‘That they cannot sleep them through’, ‘funny, furry’, ‘tell the tale’, ‘faint with fasting’, ‘still a smaller’, etc.

ballad usually has quatrains

(four-line stanzas) with a rhyme

ballads convey a moral lesson and the actions of the characters lead to consequences that highlight these lessons.

Repetition

A word or sentence is repeated to emphasise it, for example, ‘away’ is repeated in stanza 1 to stress how remote Northland is. Also, look at ‘rolled and rolled’ in stanza 9 and ‘boring that has been repeated in stanzas 13 and 16.

Simile

A figure of speech comparing two unlike things that is often introduced by like or as. For example, ‘the children look like bear’s cubs’, ‘baked it thin as a wafer’, and ‘clothes were burned black as a coal’.

Enjambment

Enjambment occurs when a sentence or phrase continues beyond the end of a line without a pause. It has been used throughout the poem. The sentence flows from one line to the next without a full stop, keeping the reader engaged and adding a sense of urgency. This technique enhances the storytelling aspect of the poem.

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Symbolism

Symbolism is when an object, person or event represents something beyond its literal meaning. In this poem, while the woman has been transformed into a bird, the red cap serves as a reminder of who she once was. It shows that though she has changed form, her past actions are not completely erased. In contrast, the rest of her clothes are ‘burned black as a coal in the flame’. This implies that her body turned black, symbolising the darkness that lurked in her human form.

NCERT Solutions Thinking about the Poem

I. 1. Which country or countries do you think ‘the Northland’ refers to? Ans: As per the description given in the poem, the ‘Northland’ likely refers to a very cold region near the North Pole, where the winter nights are long and dark, and the days are short. People in this snowy landscape use reindeer sledges for travel. The poem does not mention any specific country but describes the general Arctic region. 2. What did Saint Peter ask the old lady for? What was the lady’s reaction?

Ans: Saint Peter asked the old lady for a cake. The lady was miserly and kept reducing the size of the cake. Eventually, she did not give him anything to eat. 3. How did he punish her?

Ans: S aint Peter punished the woman by turning her into a woodpecker. Since she was too greedy to share her food, she was changed into a woodpecker as punishment for her selfishness. She would have to build her own home by making a hole in a tree and peck at the bark for food. 4. How does the woodpecker get her food?

Ans: T he woodpecker has to bore into the hard, dry wood of trees to get food. 5. Do you think that the old lady would have been so ungenerous if she had known who Saint Peter really was? What would she have done then?

Ans: N o, she would not have been so ungenerous. If she had known Saint Peter’s true identity, she would have gladly given him a cake, hoping for a reward in return.

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6. Is this a true story? Which part of this poem do you feel is the most important?

Ans: N o, it is not a true story. It is a legend made up to teach a moral. The third stanza of the poem is very important as it tells the readers that this story has a moral lesson at the end. 7. What is a legend? Why is this poem called a legend?

Ans: A legend is a traditional story that is passed down through generations. It often contains elements of folklore, supernatural events or moral lessons. While legends may not be entirely factual, they hold cultural significance and are meant to teach values. The story of Saint Peter and the greedy woman is not a historical event but a moral tale, meant to teach the importance of generosity. 8. Write the story of ‘A Legend of the Northland’ in about ten sentences.

Ans: O nce, in the cold Northland, Saint Peter was travelling and became weak with hunger. He arrived at a cottage where a little woman was baking cakes. He asked her to give him just one cake from her store. The woman, despite having enough, was too selfish to share. She kept making smaller cakes, but each time, she felt they were too big to give away. Her greed angered Saint Peter, and he condemned her, saying she was unworthy of human life. As a punishment, he transformed her into a woodpecker, where she would have to forever peck at trees to build her own home and find food. The woman flew away into the forest, where she still lives as a bird.

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II. 1. Let’s look at words at the end of the second and fourth lines, viz., ‘snows’ and ‘clothes’, ‘true’ and ‘you’, ‘below’ and ‘know’. We find that ‘snows’ rhymes with ‘clothes’, ‘true’ rhymes with ‘you’ and ‘below’ rhymes with ‘know’. Find more such rhyming words. Ans: Earth–hearth, done–one, lay–away, another– over, flat–that, faint–saint, form–warm, food– wood, same–flame 2. Go to the local library or talk to older persons in your locality and find legends in your own language. Tell the class these legends.

Ans: Answer may vary.

Additional Questions

Ans:

I. False (Explanation: The imagery of the ‘swift reindeer’ is used to depict how people in the Northland adapt to snowy conditions by using reindeer to pull sledges. It is not a symbolic representation of the people’s speed or agility, but rather a literal description of the transportation method in that region during snowfall.) II. A vehicle used on snow or ice. III. the harsh environment requires protective, warm clothing for survival IV. c. Simile V. The poet uses the extreme cold, long nights and short days in the Northland to create a harsh, challenging tone. The difficulty of surviving in such a place reflects the struggles faced by Saint Peter as he travelled in this place. 2. Read the given extract carefully and answer the questions that follow. He came to the door of a cottage, In travelling around the earth, Where a little woman was making cakes, And baking them on the hearth;

Extract-based Questions

1. Read the given extract carefully and answer the questions that follow. Away, away in the Northland, Where the hours of the day are few, And the nights are so long in winter That they cannot sleep them through;

And being faint with fasting, For the day was almost done, He asked her, from her store of cakes, To give him a single one.

Where they harness the swift reindeer To the sledges, when it snows; And the children look like bear’s cubs, In their funny, furry clothes:

I. What was the woman doing when Saint Peter arrived at the cottage? (1) II. The reference to the day ‘almost done’ implies that the man has been fasting for a long time. (True/False) (1)

I. The poet uses the imagery of the ‘swift reindeer’ to symbolise the speed and agility of the people in the Northland. (True/False)

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II. What does the word ‘sledge’ most likely mean in the context of the poem?

(1)

III. Complete the sentence.

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The comparison of children to ‘bear’s cubs’ illustrates how __________.

IV. Which poetic device has been used in ‘the children look like bear’s cubs’? (1) a. Personification b. Hyperbole c. Simile d. Alliteration V. How does the poet use the description of the Northland’s environment to set the tone of the poem? (1)

III. The word ‘store’ in the line ‘from her store of cakes’ most likely means: (1) a. A large quantity or supply b. A shop in her kitchen c. A type of cake d. A wooden cake container IV. Complete the sentence. (1) The man's request for a single cake reveals that he is __________. V. What is the rhyme scheme?

(1)

Ans:

I. The woman was making and baking cakes on the hearth. II. True III. a. A large quantity or supply

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IV. weak and hungry from a long period of fasting/not greedy V. abcb

4. Read the given extract carefully and answer the questions that follow. Then good Saint Peter grew angry, For he was hungry and faint; And surely such a woman Was enough to provoke a saint.

3. Read the given extract carefully and answer the questions that follow. Therefore she kneaded another, And still a smaller one; But it looked, when she turned it over, As large as the first had done.

And he said, You are far too selfish To dwell in a human form, To have both food and shelter, And fire to keep you warm.

Then she took a tiny scrap of dough, And rolled and rolled it flat; And baked it thin as a waferBut she couldn’t part with that. I. Complete the sentence. (1) The woman kneads a smaller and smaller cake because she __________. II. In the line ‘And baked it thin as a wafer,’ what poetic device is being used? (1) a. Onomatopoeia b. Personification c. Simile d. Alliteration III. In the line ‘she couldn’t part with that,’ the word ‘part’ means: (1) a. Decorate b. Enjoy c. Cook d. Separate IV. The woman’s actions suggest that she feels guilty about not sharing her food. (True/False)

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V. What can be inferred from the woman’s refusal to part with even the smallest cake? (1) Ans: I. doesn’t want to share any of the cakes with the man II. c. Simile III. d. Separate IV. False (Explanation: The woman does not show any signs of guilt. Instead, she keeps reducing the size of the cake, hoping to find a size small enough to give away—but each time, she convinces herself it is still too large. This indicates selfishness or miserliness, not guilt.) V. It suggests that she is selfish and unwilling to share, despite having enough food.

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I. What does the word ‘provoked’ mean in the phrase ‘enough to provoke a saint’? (1) a. To comfort b. To anger c. To help d. To praise II. Why did Saint Peter grow angry?

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III. In the phrase ‘dwell in a human form,’ what does the word ‘dwell’ mean? (1) a. To travel b. To sleep c. To live d. To teach IV. Saint Peter believes the woman should be grateful for having food, shelter and warmth. (True/False)

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V. Complete the sentence. (1) When Saint Peter says ‘You are far too selfish / To dwell in a human form,’ he means that __________. Ans: I. b. To anger II. Saint Peter grew angry because he was hungry and faint, and the woman was being selfish. III. c. To live IV. True V. the womanʼs greed and unwillingness to share make her unworthy of being a human

Short Answer Questions

Answer the following questions in about 40–50 words. 1. What is the setting of the poem?

Ans: The poem is set in the cold, snowy Northland, where winters are long and days are short. This setting highlights the harsh environment in which the events of the story take place. In such a harsh environment one would expect people to help each other.

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2. Why does the woman refuse to give Saint Peter any food? Ans: The woman refuses to give Saint Peter food because she is selfish and greedy. Although she has enough to share, she finds every cake too big to give away, showing her unwillingness to help someone in need. 3. What moral lesson does the poem convey? Ans: The poem conveys the moral lesson that selfishness leads to punishment. The woman’s greed results in a lifetime of struggle, while the poem encourages generosity and kindness as essential human virtues. 4. What is the significance of the transformation into a woodpecker? Ans: The transformation into a woodpecker symbolises the consequence of greed. The woman’s punishment for her unwillingness to share is to be transformed into a woodpecker that would have to face the cold, build a home and find food through effort. This highlights the theme of divine justice. 5. What is the symbolism behind the ‘scarlet cap’ and ‘the burned clothes’? (Competency-based Question) Ans: While the woman has been transformed into a bird, the red cap serves as a reminder of who she once was. It shows that though she has changed form, her past actions are not completely erased. In contrast, the rest of her clothes are ‘burned black as a coal in the flame’. This implies that her body turned black, symbolising the burning away of her human form and the evil that inhabited that form. 6. What is the tone of the poem? Ans: The tone of the poem is both playful and cautionary. The poet narrates the legend playfully while imparting a serious moral lesson about generosity and the consequences of selfishness. 7. How does the poet link the legend to nature? Ans: The poet links the legend to nature as the selfish woman is transformed into a woodpecker that can still be seen pecking at tree trunks for shelter and food. The harsh climate also plays a role as one would expect a person who has shelter and enough food to be kind to a weary traveller.

8. Why does the poet say that the hours of the day are few? Write your answer in the context of ‘A Legend Of the Northland.’ Ans: In ‘A Legend of the Northland’, the poet says that the ‘hours of the day are few’ to emphasise the harsh, cold environment of the Northland. The region experiences long, dark winters with short days. This imagery creates a setting of extreme cold and a sense of scarcity, which mirrors the selfishness and greed of the woman in the poem. The few hours of daylight suggest a challenging, unforgiving world, reinforcing the poemʼs moral lesson of generosity and kindness in the face of adversity. 9. How does the poet use imagery to describe the Northland? Ans: The poet describes the Northland as a place where the days are short and the nights are long. The region is cold and covered in snow, creating a harsh and challenging environment. This imagery helps to emphasise the theme of hardship and the importance of kindness. 10. What is the effect of the ballad form in the poem?

(Competency-based Question) Ans: The ballad form, with its simple structure and rhythmic flow, makes the poem engaging and easy to remember. It helps in conveying the moral lesson effectively, as legends and folk tales are often passed down through generations in a similar storytelling style.

Long Answer Questions

Answer the following questions in about 100–120 words.

1. How does the poem address the themes of generosity and selfishness? (Competency-based Question) Ans: ‘A Legend of the Northland’ explores the themes of generosity and selfishness through the actions of the woman and her eventual punishment. The woman’s refusal to share food with Saint Peter despite having plenty, highlights her selfishness. This greed stands in contrast with Saint Peter, who asks for a single cake. The womanʼs punishment of being transformed into a woodpecker serves as a stark reminder that selfishness has consequences, while generosity is a virtue that should be upheld. The poem teaches that failing to share and help others can lead to dire consequences, whereas kindness fosters goodwill and spiritual reward.

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2. In what ways does Saint Peter’s role in the poem align with his traditional portrayal in Christian mythology? (Competency-based Question)

Ans: Saint Peter plays the role of a divine figure of justice and morality in the poem. He is said to act as the Keeper of the Gates of Heaven—the one to decide who is admitted to heaven and who is not. As a Christian saint, he symbolises virtues like kindness, compassion and generosity. His role in the poem is pivotal, as it is his anger at the woman’s greed that leads to her transformation. He embodies the idea of divine retribution, punishing the woman for her selfishness by changing her into a woodpecker. Through Saint Peter’s actions, the poem emphasises the importance of helping others and the consequences of failing to do so.

3. Explain the title of the poem, ‘A Legend of the Northland’. Ans: The title ‘A Legend of the Northland’ reflects the poem’s origin in folklore. The word ‘legend’ indicates that the story is a traditional tale passed down through many generations. The Northland is a cold and isolated place where survival is tough and one would expect someone who has shelter and food to be more generous. The legend offers a moral lesson about the consequences of miserliness and greed. The title sets the stage for a story that blends fiction, morality and cultural explanation, showcasing how natural phenomena are often linked to human actions in folktales and legends. 4. Evaluate the woman’s decision to refuse food to Saint Peter despite her abundance. What does it reveal about her character? Ans: The woman’s decision to refuse Saint Peter food, despite having plenty, reveals her deep selfishness and greed. She kept trying to make a smaller cake by reducing the size and kneading it thin as a wafer. Her actions demonstrate a lack of empathy and a focus on her own desires over the needs of others. She is unwilling to share even a small portion of her food, showcasing her materialism and disregard for kindness. Her constant excuses, such as making smaller cakes, highlight her unwillingness to act generously. This refusal ultimately leads to her punishment, showing that her greed defines her character and brings about her transformation into a woodpecker. Section C • A Legend of the Northland

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Assessment

Scan to see answers.

1. Read the given extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. Now, you shall build as birds do, And shall get your scanty food By boring, and boring, and boring, All day in the hard, dry wood. Then up she went through the chimney, Never speaking a word, And out of the top flew a woodpecker, For she was changed to a bird.

I. What does the word ‘scanty’ mean in the phrase ‘scanty food’? (1) a. Abundant b. Scarce c. Delicious d. Rich

II. What poetic device is used in the phrase ‘And shall get your scanty food/By boring, and boring, and boring’? (1) a. Alliteration b. Onomatopoeia c. Metaphor d. Repetition

III. The phrase ‘boring, and boring, and boring’ suggests that the woman will now live an easy and comfortable life as a bird. (True/False) (1)

IV. Complete the sentence.

(1)

The transformation of the woman into a woodpecker serves as a warning that __________. V. How did the woman leave the cottage after her transformation? (1) She had a scarlet cap on her head, And that was left the same; But all the rest of her clothes were burned Black as the coal in the flame. And every country schoolboy Has seen her in the wood, Where she lives in the trees till this very day, Boring and boring for food.

I. What does the word ‘scarlet’ mean in the phrase ‘She had a scarlet cap on her head’? (1) a. Green b. Bright red c. Yellowish-brown d. Dark blue

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II. What does the ‘scarlet cap’ symbolise in the woman’s transformation? (1)

III. The line ‘And every country schoolboy has seen her in the woods’ suggests that the legend of the woman-turnedwoodpecker continues to be passed down through generations. (True/False) (1)

IV. Which poetic device is used in the line ‘Black as the coal in the flame’? (1) a. Metaphor b. Personification c. Alliteration d. Simile

V. The woodpecker boring into trees for food is similar to: (1) a. A chef cooking a meal b. A teacher explaining a lesson c. A miner digging for gold d. A painter creating a masterpiece 2. Answer any FOUR of the following questions in about 40–50 words. (4 × 3 = 12 marks) a. What is a ballad and how do you know that the poem is a ballad?

b. Who was Saint Peter and why did he come to the cottage of a little woman? c. Why does the poet tell a story which he does not believe to be true? d. What happened to the old lady when Saint Peter cursed her? e. What does the woodpecker symbolise in the poem? (Competency-based Question) 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. How does the poet use the woodpecker’s behaviour to symbolically represent the woman’s punishment? b. How does the poet’s use of simple language contribute to the poem’s overall impact? (Competency-based Question) c. Discuss how the tone of the poem changes from the beginning to the end. What effect does this have on the reader? d. Write a conversation between Saint Peter and the old woman in about 100–120 words. (Competency-based Question)

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No Men are Foreign

—James Kirkup

About the Poet

James Kirkup (1918–2009) was a British author known for his humanistic themes and evocative imagery. He worked as a university lecturer in England and several other countries, including Japan where he lived for 30 years. He wrote extensively on subjects related to peace, universal brotherhood and social justice. In World War II he was a conscientious objector, someone who refused to take up arms due to moral, ethical or religious beliefs. Throughout his literary career, Kirkup contributed significantly to English literature, publishing more than 45 books including novels, plays, collections of poetry, travelogues and autobiographical works. His writing was widely appreciated for its simplicity, lyrical quality and profound messages.

Summary

The poem ‘No Men Are Foreign’ conveys the idea that all human beings, despite differences in nationality, culture or language, share a common humanity. It emphasises that people across the world have the same physical needs, emotions and experiences. The poet uses imagery to illustrate this unity, mentioning how everyone walks on the same earth, breathes the same air and enjoys the warmth of the sun. The poem challenges the notion of borders and divisions, suggesting that these are artificial creations that generate unnecessary hatred and conflict. A significant aspect of the poem is its anti-war message. The poet warns that war and discrimination lead to destruction and suffering, not just for the victims but for all of humanity. He highlights how conflicts are often fuelled by political motives and social divisions, causing people to turn against one another. Through references to war, destruction and pollution, the poem criticises the way humanity’s shared resources are destroyed due to hostility. The poet also makes use of literary devices such as repetition and metaphor to reinforce his message. For instance, the phrase ‘No men are foreign’ is repeated to emphasise the idea of unity, while metaphors like ‘uniforms’ and ‘harvests’ symbolise common experiences. The poem serves as a reminder that hatred blinds people to their shared humanity and that peace, respect and mutual understanding are necessary for a harmonious world.

Theme of the Poem

The central theme of the poem is universal brotherhood and the interconnectedness of humanity. The poem highlights that divisions based on nationality, race or culture are man-made. It argues that all human beings share the same emotions, struggles and aspirations, regardless of geographical or political boundaries. A strong anti-war sentiment runs throughout the poem, warning that hatred and violence only lead to the destruction of society. It also explores the theme of environmental responsibility, as war pollutes and damages the earth that sustains all life. The poem promotes peace, compassion and acceptance, urging people to see beyond artificial differences and embrace unity.

Explanation

Remember, no men are strange, no countries foreign Beneath all uniforms, a single body breathes Like ours: the land our brothers walk upon Is earth like this, in which we all shall lie.

The poem opens with a reminder that no person or country is truly ‘foreign’ or different, immediately establishing the theme of unity and universal brotherhood. The poet rejects the concept of national boundaries as a means of division. The phrase, ‘Beneath all uniforms, a single body breathes’, highlights that despite external differences such as nationality, culture or military allegiances, all people share the same fundamental human existence. The Section C • No Men are Foreign

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word ‘uniforms’ serves as a powerful symbol of war and division, yet beneath these uniforms, soldiers are just humans like everyone else. The poet uses inclusive language like ‘ours’ and ‘our brothers’ to create a sense of shared identity. The mention of earth reinforces the idea that humans share the planet and walk on the same soil. Note the impact of the phrase, ‘like this’, almost as if the speaker is showing someone a handful of soil. The stanza closes with the idea that ultimately, everyone will return to the earth after death, a reminder of the impermanence of life and the futility of divisions that humans impose. They, too, aware of sun and air and water, Are fed by peaceful harvests, by war’s long winter starv’d. Their hands are ours, and in their lines, we read A labour not different from our own. The poet emphasises that all people, regardless of nationality, rely on the same natural resources—sun, air and water—for survival. These elements symbolise life and equality, showing that nature does not differentiate between individuals based on man-made divisions. The contrast between ‘peaceful harvests’ and ‘war’s long winter starv’d’ presents the stark reality of how war disrupts life. Harvests symbolise prosperity and nourishment, while war is metaphorically linked to winter, a season of barrenness and suffering. This contrast highlights the devastating consequences of conflict. The metaphor, ‘their hands are ours’ signifies shared labour, struggles and aspirations. By stating ‘and in their lines, we read/A labour not different from our ownʼ, extends the metaphor suggesting that the hardships, experiences and toils of people across borders are the same. This reinforces the poem’s central theme of universal brotherhood and the interconnectedness of humanity. Remember they have eyes like ours that wake Or sleep, and strength that can be won By love. In every land is common life That all can recognise and understand.

The stanza reminds the reader that regardless of nationality or background, humans share common human experiences. Just like us they have eyes that open when they wake and close when they go to sleep. He stresses the power of love as a force that gives humans strength. The phrase, ‘can be won’, suggests that humans can inspire each other by love. This stands in contrast to negative human behaviour where humans divide land, encourage cultural and religious divisions and fight because they are fuelled by hate. In the last two lines of the stanza, the poet states that despite cultural and geographical differences, there is a shared experience of life that everyone can understand and relate to. The stanza calls for us to see beyond superficial differences and appreciate the shared human experience that unites us. Let us remember, whenever we are told To hate our brothers, it is ourselves That we shall dispossess, betray, condemn. Remember, we who take arms against each other

This stanza serves as a warning against hate, propaganda and manipulation. The poet urges readers to recognise that hatred is often instilled in people through external influences, such as political leaders or nationalist ideologies. The phrase, ‘whenever we are told to hate our brothers’, highlights how individuals are conditioned to view others as enemies. The use of words like ‘dispossess, betray, condemn’ suggests that by engaging in hate and conflict, people ultimately harm themselves—they are stripped (dispossessed) of their inner peace and humanity. By fostering hatred, we betray and condemn ourselves. In these four lines, the poet shifts the focus to the readers by addressing them directly. The poet urges readers to reflect on their own role in fostering or preventing conflict. The final line reinforces the self-destructive nature of war—those who take up arms against each other are not only fighting others but also contributing to their own suffering. It is the human earth that we defile, Our hells of fire and dust outrage the innocence Of air that is everywhere our own, Remember, no men are foreign, and no countries strange.

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The first line of the last stanza is a continuation of the last line of the previous stanza. The poet reminds readers of the terrible consequences of taking up arms and taking part in the war. The poem concludes with a powerful image of war’s destructive impact. The phrase, ‘human earth’ signifies that the world belongs to all of humanity, yet through violence, people ruin their own homes. The words, ‘hells of fire and dust’ evoke images of war, destruction and suffering, referencing the aftermath of bombings and battles. The poet personifies the air by stating that war outrages ‘the innocence/Of air’, suggesting that violence corrupts the pure and natural elements meant to sustain life. This serves as a strong environmental message, showing that war not only harms people but also damages the planet. There is a repetition of the idea that through hate and war we damage what is our own, in this case the air. The poem ends with a repetition of its opening idea, reinforcing the belief that all divisions are artificial, and humanity should embrace peace rather than conflict. The repetition of ‘Remember’ across stanza’s makes the poet’s message immediate and personal—he addresses everyone who reads the poem and urges them to make the right choices.

Glossary foreign: belonging to another country; not native

harvests: crops gathered from the fields after they have grown

starv’d: (starved) suffered from extreme hunger or lack of food their lines: the lines on their hands

dispossess: (here) deprive ourselves of something valuable or essential

betray: (here) to be disloyal to our own values and who we are

condemn: (here) to declare ourselves guilty, contribute to our own downfall take arms: to take up weapons to fight in a war or conflict

defile: to pollute, make dirty or damage something sacred

hells of fire and dust: a reference to the destruction caused by war, possibly explosions and bombings outrage the innocence of: violate the purity of

Poetic Devices Rhyme Scheme

The poem is written in free verse, meaning it does not follow a consistent rhyme scheme. The poet deliberately avoids a set pattern to emphasise the universality of the message, making the poem feel more conversational and reflective.

Metaphor

A metaphor is a direct comparison between two unrelated things without using ‘like’ or ‘as’. A metaphor implies that one thing is another by highlighting their shared characteristics. The phrase ‘war’s long winter starv’d’ likens war to a harsh winter as both cause starvation, deprivation and suffering. Other metaphors are ‘their hands are ours’, ‘in their lines we read/A labour not different from our own.’ In the lines ‘hells of fire and dust’ war is compared to a place of suffering (hell). Humans with their bombs cause destruction and suffering.

Repetition

Repetition is the repeated use of words or phrases for emphasis. The poem frequently repeats ‘Remember’ urging readers to take note of the message that ‘no men are strange, no countries foreign’. This phrase is inverted in the last line where, ‘no men are foreign, and no countries strange.’ The repetition and inversion highlight the idea of unity and urge the reader to internalise the message of global brotherhood.

Contrast

Contrast is a device involving the deliberate placement of opposing elements or ideas in a poem to highlight their differences and create a vivid, striking effect. Instead of having ‘peaceful harvests’ we have ‘long winter starv’d’. The contrast between ‘Our hells of fire and dust’ and ‘the innocence/Of air that is everywhere our own,’ highlights the irony that humans destroy what is pure and belongs to all of us with their destructive wars. Throughout the poem the divisions between people are suggested by the frequent use of ‘us’ versus ‘them’. This highlights how man-made divisions separate people unnecessarily as we are all a ‘single body’. Section C • No Men are Foreign

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Imagery

Imagery is the use of vivid descriptions that appeal to the senses to create mental pictures. The poem presents strong visual imagery in ‘hells of fire and dust’ evoking scenes of war, destruction and devastation, helping the reader understand the horrors of violence.

Symbolism

Symbolism is the use of objects, actions or concepts to represent deeper meanings. The word ‘uniforms’ symbolises national divisions and external differences that separate people, while ‘earth’ represents the shared home of all humanity, emphasising unity beyond borders.

Enjambment

Enjambment is the continuation of a sentence beyond the end of a line without a pause. This is evident in the lines split across two stanzas ‘Remember, we who take arms against each other/It is the human earth that we defile.’ Enjambment enhances the flow and rhythm or can emphasise an idea as seen in the first three lines of stanza three that highlight that humans are the same. The important idea ‘By love’ flows from the first two lines but is stressed by placing it at the beginning of the third line.

Personification

Personification is the attribution of human qualities to non-human things. In ‘Our hells of fire and dust outrage the innocence/Of air…’ air is personified and described as innocent, emphasising how war corrupts and pollutes what is pure in nature. This highlights the poem’s anti-war message.

NCERT Solutions Thinking about the Poem

1. i. ‘Beneath all uniforms ...’ What uniforms do you think the poet is speaking about? Ans: The poet is referring to military uniforms worn by the soldiers of different nations. These uniforms symbolise the divisions created by countries through borders and conflicts. However, the poet emphasises that beneath these uniforms, all human beings are the same. The phrase suggests that external differences such as nationality and identity are superficial—every soldier, regardless of their country, is a human being with the same physical and emotional experiences. The poet challenges the idea of war by making readers realise that those who are perceived as enemies are just like us. ii. How does the poet suggest that all people on earth are the same?

Ans: The poet suggests that all human beings are fundamentally the same despite geographical and cultural differences. He highlights several universal aspects of human life to emphasise this unity. The poem mentions that beneath every soldier’s uniform, there is a ‘single body’

that breathes, showing that all humans have the same physical existence. The poet also points out that all people walk on and are buried in the same earth, which is a reminder that everyone is equal in life and death. He goes on to state that all humans experience the same natural elements—sun, air and water—showing that no one is privileged over another in terms of nature’s gifts. He also describes that everyone works hard with their hands, indicating that labour and struggles are common to all. Lastly, he highlights that all people share the same emotions and can be won over by love, reinforcing the idea that humanity is bound by universal feelings rather than differences. 2. I n stanza 1, find five ways in which we all are alike. Pick out the words. Ans: In stanza 1, the poet describes five ways in which all human beings are alike: • ‘a single body breathes’: This signifies that beneath external appearances, all humans share the same physical existence. • ‘the land our brothers walk upon/Is earth like this, in which we all shall lie.’: This highlights that all people live and die on the same earth, emphasising equality.

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• ‘They, too, aware of sun and air and water,’: The natural elements are common to everyone, showing that nature does not differentiate between people. • ‘Are fed by peaceful harvests, by war’s long winter starv’d.’: This illustrates that all people depend on food and are affected by harvests or war in the same way, whether through abundance or suffering. ‘ • Their hands are ours…a labour not different from our own.’: This suggests that everyone labours in a similar way, reinforcing the unity of human experience. 3. H ow many common features can you find in stanza 2? Pick out the words. Ans: In stanza 2, the poet further emphasises the similarities among all human beings by describing their features and experiences. • ‘Remember they have eyes like ours that wake/ Or sleep,’: This shows that all people share the same physical functions, reinforcing equality. • ‘and strength that can be won by love.’: Love is a universal force that influences and strengthens all human beings. ‘ • In every land is common life that all can recognise and understand’: This indicates that life is similar everywhere, and people can relate to each other despite cultural differences. 4. ‘ ...whenever we are told to hate our brothers ...’ When do you think this happens? Why? Who ‘tells’ us? Should we do as we are told at such times? What does the poet say? Ans: This happens when people are manipulated into believing that others, especially those from different countries, religions or communities, are enemies. Governments, political leaders, the media or propagandists often influence people by promoting hatred and division to serve their own interests. Wars and conflicts are fuelled by such ideas, making people believe that those from other nations or groups are different and should be opposed. The poet strongly discourages following such divisive messages. He warns that when we hate others, we ultimately harm ourselves by destroying our own humanity. The poem urges people to reject hatred and recognise that all human beings are fundamentally the same. Instead of taking up arms against each other, the poet calls for peace, unity and love. He Section C • No Men are Foreign

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reminds readers that hatred and war defile the earth and pollute the very air we all share, showing that violence harms the entire world. Thus, the poet advocates for universal brotherhood and mutual respect instead of conflict.

Additional Questions Extract-based Questions

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

Beneath all uniforms, a single body breathes Like ours: the land our brothers walk upon Is earth like this, in which we all shall lie.

I. What is the significance of the phrase ‘a single body breathes’ in the context of the poem? (1) a. It refers to the unity of soldiers in battle. b. It emphasises the common humanity of all. c. It highlights the need for physical fitness in war. d. It signifies that all humans share the same religious beliefs. II. How does the phrase ‘in which we all shall lie’ serve as a reminder? (1) a. It shows death is inevitable and that human divisions are temporary. b. It highlights the importance of agricultural land. c. It suggests that soldiers should be buried in their homeland. d. It signifies that war will always exist in human history. III. What literary device is used in ‘Beneath all uniforms, a single body breathes’ ? (1) a. Metaphor b. Simile c. Alliteration d. Personification IV. Why does the poet refer to the people of different nations as ‘brothers’? (1) a. To highlight that war only affects those who are related b. To show that all humans share a common existence c. To suggest that soldiers are often related by blood d. To show that soldiers should treat each other as equals 289

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V. How does this extract reinforce the poem’s anti-war message? (1) a. By glorifying the courage of soldiers in battle b. By suggesting that all wars ultimately lead to progress c. By arguing that those who oppose each other are no different from one another d. By proving that wars are necessary to maintain a power balance as countries are equal Ans: I. b. It emphasises the common humanity of all. II. a. It shows death is inevitable and that human divisions are temporary. III. a. Metaphor IV. b. To show that all humans share a common existence V. c. By arguing that those who oppose each other are no different from one another 2. Read the following extract carefully and answer the questions that follow. They, too, aware of sun and air and water, Are fed by peaceful harvests, by war’s long winter starv’d. I. What does the contrast between ‘peaceful harvests’ and ‘war’s long winter starv’d’ highlight? (1) a. The natural cycle of seasons that affects agriculture b. The devastating impact of war on ordinary people’s lives c. The importance of preparing for winter during peaceful times d. The economic effects of war on agricultural production II. The phrase ‘aware of sun and air and water’ suggests that: (1) a. all human beings share basic natural needs, regardless of nationality. b. only farmers are dependent on nature for survival. c. nature belongs to people of specific nations. d. soldiers are more connected to nature than civilians. III. Why does the poet use ‘starv’d’ instead of ‘starved’? (1) a. To create a sense of urgency and poetic rhythm

b. To reflect an old-fashioned way of writing c. To make the poem seem more dramatic d. To show the specific meaning of starv’d IV. How does the poet’s use of the word ‘winter’ contribute to the meaning of the stanza? (1) a. It symbolises the harsh reality of war. b. It suggests that war mostly happens during winter. c. It shows how cold it is in winter. d. It signifies the economic benefits of war. V. What theme of the poem is reinforced in this extract? (1) a. The importance of agricultural prosperity b. The idea that war disrupts natural human existence and creates suffering c. The relationship between war and technological advancement d. The suggestion that war is unavoidable and necessary for human progress Ans:

I. b. The devastating impact of war on ordinary people’s lives II. a. all human beings share basic natural needs, regardless of nationality. III. a. To create a sense of urgency and poetic rhythm

IV. a. It symbolises the harsh reality of war. V. b. The idea that war disrupts natural human existence and creates suffering 3. Read the following extract carefully and answer the questions that follow. Let us remember, whenever we are told To hate our brothers, it is ourselves That we shall dispossess, betray, condemn. I. What does the poet imply by saying ‘whenever we are told to hate our brothers’? (1) a. Hatred is often encouraged by figures of authority and their propaganda. b. It is natural for people to dislike others from different nations. c. Hatred of others is necessary to confirm national identity. d. People are born to hate anyone who is different.

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II. What does the phrase ‘it is ourselves/That we shall dispossess, betray, condemn’ suggest about the consequences of war? (1) a. Hating others ultimately leads to the destruction of one’s own humanity. b. It suggests that war always benefits the winning side. c. It highlights that individuals suffer because of their own mistakes. d. It implies that war only affects those directly involved in combat. III. Which word is closest in meaning to ‘condemn’? a. Enslave b. Sentence c. Hurt d. Confuse

I. What does the phrase ‘human earth’ suggest in this context? (1) a. The earth is divided by political boundaries. b. The earth is seriously affected by human actions. c. The earth belongs to all human beings equally. d. The earth is owned by those in power. II. What does ‘hells of fire and dust’ likely refer to? (1) a. The destruction of war, including bombings and violence. b. The natural disasters that cause suffering and loss of life. c. The afterlife as described in religious texts. d. The consequences of poor environmental policies.

(1)

IV. What is the effect of the poet’s use of the word ‘brothers’ in this extract? (1) a. It creates a personal and emotional appeal for unity. b. It refers to the relationship between soldiers in battle. c. It highlights the importance of biological family ties. d. It signifies the superiority of one group over another. V. What can be inferred from the woman’s refusal to part with even the smallest cake? (1) a. By showing that hatred and division ultimately lead to self-destruction b. By emphasising the need for strong military forces to ensure freedom c. By proving that war is necessary for peace d. By glorifying the role of nationalism in war Ans: I. a. Hatred is often encouraged by figures of authority and their propaganda. II. a. Hating others ultimately leads to the destruction of one’s own humanity. III. b. Sentence IV. a. It creates a personal and emotional appeal for unity. V. a. By showing that hatred and division ultimately lead to self-destruction 4. Read the following extract carefully and answer the questions that follow. It is the human earth that we defile. Our hells of fire and dust outrage the innocence Of air that is everywhere our own. Section C • No Men are Foreign

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III. Which literary device is used in the phrase ‘hells of fire and dust’? (1) a. Metaphor b. Simile c. Personification d. Hyperbole IV. The phrase ‘outrage the innocence of air’ suggests that: (1) a. the air is equally available to all people. b. war pollutes and violates the purity of nature. c. soldiers are innocent when they enlist. d. innocence is always destroyed in war.

Ans:

V. How does this extract deepen the central idea of the poem? (1) a. By suggesting that only wars lead to environmental destruction b. By showing that wars are sometimes necessary for progress c. By proving that war affects soldiers but also civilians d. By illustrating that war destroys not only human lives but also nature

I. c. The earth belongs to all human beings equally. II. a. The destruction of war, including bombings and violence III. a. Metaphor IV. b. war pollutes and violates the purity of nature. V. d. By illustrating that war destroys not only human lives but also nature

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Short Answer Questions

Answer the following questions in about 40–50 words. 1. How does the poet reinforce the idea that human divisions are superficial and meaningless?

Ans: The poet reinforces this idea by emphasising that beneath all uniforms, ‘a single body breathes’, meaning that all human beings share the same physical existence. He also states that ‘the land our brothers walk upon/Is earth like this, in which we all shall lie.’ showing that in life and death, all people are equal. By highlighting these universal truths, the poet argues that nationality, race and other divisions are artificial creations that should not lead to hatred. 2. What does the poet mean by ‘It is the human earth that we defile’? How does this idea connect with the poem’s anti-war message? Ans: The poet suggests that war and hatred pollute not just relationships but also the very earth that sustains life. By using the word ‘defile’, he emphasises how violence destroys humanity’s shared home. This connects with the poem’s anti-war message by showing that destruction, due to hate, ultimately harms all people, reinforcing the futility of war. The idea is further supported by the phrase ‘Our hells of fire and dust’, which evokes images of the destruction caused by war. 3. How does the poet use imagery related to nature to strengthen the idea of human unity? (Competency-based Question) Ans: The poet uses natural elements such as sun, air and water, stating that those we see as ‘foreign’ or ‘strange’ are also ‘aware of sun and air and water,’—all humans are nourished by the same natural resources. We walk on and will be buried in the same earth. These ideas reinforce that nature does not differentiate between people, and thus, human divisions are unnatural. The metaphor, ‘by peaceful harvests, by war’s long winter starv’d’ contrasts abundance and destruction, showing how war disrupts the natural cycle of life. 4. What does the poet mean when he says, ‘Their hands are ours, and in their lines we read/A labour not different from our own’? Ans: The poet conveys that people across the world share the same struggles and hard work in life. The reference to ‘their hands’ suggests that,

like us their hands are lined by labour, reinforcing the idea that all humans are bound by the same efforts and aspirations. The phrase ‘in their lines we read’ could, beyond the direct meaning, also hint at palmistry, symbolising a shared destiny among all people. This further supports the poem’s message of unity and equality. 5. Why does the poet repeat the phrase ‘Remember’ multiple times in the poem? Ans: The repetition of ‘Remember’ serves as a strong reminder to the reader to reject hatred and war. The poet wants people to be constantly aware that divisions are imposed upon them, often by those in power, and that they must resist such influences. By reinforcing the idea that ‘no men are foreign, and no countries strange,’ he urges readers to embrace universal brotherhood and recognise the harm caused by conflict. ‘Remember’ has a cautionary tone, especially as it is repeated in almost every stanza. 6. What is the significance of the lines ‘In every land is common life/That all can recognise and understand’? Ans: The phrase ‘In every land is common life’ emphasises that life’s everyday experiences such as birth, emotions, struggles and death, are common to all, no matter where they come from. These are universal experiences that everyone understands. The poet argues that if people focus on these commonalities, they can foster understanding and peace instead of division and war. 7. How does the poem warn against blindly following hatred? Ans: The poet explicitly warns, ‘Let us remember, whenever we are told/To hate our brothers, it is ourselves/That we shall dispossess, betray, condemn.’ This suggests that hatred is often imposed by external forces, such as political leaders or propaganda, and that by accepting such hatred, people ultimately harm themselves. The use of strong words like ‘dispossess’ and ‘betray’ highlights how hatred leads to the destruction of one’s integrity and humanity. 8. What is the meaning of the phrase ‘war’s long winter starv’d’? How does it contribute to the poem’s message? Ans: The phrase ‘war’s long winter starv’d’ contrasts with ‘peaceful harvests’ and symbolises how

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war leads to suffering, destruction and scarcity. Winter is often associated with hardship and death, and by describing war as a ‘long winter’, the poet emphasises its prolonged and devastating impact. This reinforces the poem’s anti-war theme by highlighting how violence disrupts prosperity and leads to suffering for all. 9. Why does the poet use the phrase ‘Our hells of fire and dust’? What does it symbolise? Ans: ‘Hells of fire and dust’ symbolises the destruction, chaos and devastation caused by war. The use of ‘hells’ suggests immense suffering and damnation, while ‘fire and dust’ evoke images of bombings, ruined cities and death. This phrase reinforces the poet’s warning that war not only harms people physically but also violates the purity of nature, as seen in the line ‘…outrage the innocence/Of air...’. 10. How does the last line of the poem connect with its opening line? What effect does this repetition have? Ans: The poem begins with the word, ‘Remember, no men are strange, and no countries foreign’, and ends with the same idea but with a switch of the words ‘strange’ and ‘foreign’. The repetition of the same idea and the slight twist, brings the poem full circle and highlights the central theme of universal brotherhood. The repetition and the emphatic ‘Remember’ serve as a reminder of the poet’s message that divisions are artificial, and that humanity must strive for peace. It leaves a lasting impact on readers, urging them to internalise the idea of world unity and reject enmity.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. How does the poem develop the central theme of universal brotherhood, and what role do imagery and symbolism play in conveying this message? (Competency-based Question) Ans: The poem develops the theme of universal brotherhood by using vivid imagery and powerful symbolism to show that all humans share the same essential qualities despite external differences. The line ʻbeneath all uniforms, a single body breathesʼ emphasises that underneath divisions like military dress Section C • No Men are Foreign

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or national identity, every person has the same life force. Symbols such as the shared earth—ʻthe land our brothers walk uponʼ—and natural elements like sun, air and water, further support this idea. These images suggest that human existence is interconnected and that the distinctions we create are superficial. The recurring reminder that ʻno men are foreign, and no countries strangeʼ reinforces the idea that human bonds are not dictated by geography or politics but by a common humanity. The use of sensory detail and symbolism helps the reader grasp that unity is inherent in the natural order of life where all should share ‘peaceful harvests’ and ‘find strength that can be won/By love.’ 2. In what ways does the poem challenge conventional ideas of nationalism and war, and how does the poet’s language contribute to an anti-war message? (Competency-based Question)

Ans: The poem challenges conventional nationalism and glorified notions of war by exposing the contradictions in these ideologies. The poet’s language is simple but impactful. Phrases like ʻbeneath all uniforms, a single body breathesʼ dismantle the myth that national identity justifies conflict. The imagery of ʻwar’s long winter starv’dʼ contrasts with ʻpeaceful harvestsʼ to show how war brings prolonged suffering and deprivation rather than glory. Additionally, the poet warns that when we ʻhate our brothers,ʼ we ultimately harm ourselves. This language not only criticises the external manipulation by political forces but also calls for internal reflection, urging readers to reject divisive ideas. Through these literary techniques—vivid imagery, contrast and direct appeal—the poem conveys that true strength lies in unity and peace rather than in the divisive ideas of nationalism. 3. Analyse the use of natural imagery in the poem and explain how it reinforces the idea of shared human experience and unity. Ans: The natural imagery in the poem serves as a powerful reminder of the fundamental elements that bind all human beings together. By referencing universal necessities such as sun, air and water, the poet emphasises that these elements do not recognise borders or nationalities, thereby reinforcing the idea that all humans depend on the same life-sustaining forces. By referring to a ‘single body breathes’ 293

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and other’s eyes that function the same as ours, the poet stresses that humans function in the same way. The contrast between ʻpeaceful harvestsʼ and ʻwar’s long winter starv’dʼ uses seasonal and natural imagery to illustrate the differences between a life of harmony and the devastation caused by conflict. This imagery effectively bridges the gap between diverse human experiences, suggesting that regardless of cultural or geographical differences, the basic human experience remains the same. The natural world, as portrayed in the poem, becomes a unifying symbol—its impartiality and constancy challenge the arbitrary divisions imposed by society, encouraging a deeper appreciation for our shared existence. 4. How does the poem critique the manipulation of hatred and division by external forces, and what evidence does the text provide to support this criticism? Ans: The poem critiques the manipulation of hatred and division by showing how external forces, such as political leaders or propaganda, drive individuals to view their fellow human beings as enemies. This is clearly seen in the lines ʻwhenever we are told/To hate our brothers, it is ourselves/That we shall dispossess, betray, condemn.ʼ Here, the poet indicates that such manipulations are not only divisive but selfdestructive, ultimately leading to the erosion of one’s own humanity. The repeated warning to ʻRememberʼ underscores the need for constant vigilance against these forces, implying that hatred is a tool used to serve the agendas of others. The language used is both cautionary and reflective, urging the reader to question the sources of hate and to recognise that such divisive rhetoric damages the collective wellbeing. This critique is reinforced by the overall tone of the poem, which champions unity and shared identity over fabricated enmity. 5. Reflect on the poem’s structure, particularly the repetition of its opening and closing lines. How does this circular structure enhance the overall impact of the poemʼs message? Ans: The circular structure of the poem, marked by the repetition of the idea, ʻRemember, no men are foreign, and no countries strangeʼ at both the beginning and the end, creates a powerful frame that reinforces the central message of

universal brotherhood. This repetition is used to introduce and conclude the poem so that the reader focusses on the core idea throughout the reading process. The themes of unity and shared human experience are not fleeting thoughts but enduring truths that transcend time and conflict. By ending the poem with a similar refrain, the poet emphasises that the recognition of our common humanity is a continuous, lifelong task. This structure also shows the cyclical nature of life and death—we will all return to the same earth when we die. Ultimately, the circular structure emphasises the anti-war and unifying messages, calling for peace and shared responsibility. 6. How does the poem incorporate the concept of personal responsibility within its broader social and political critique, and what does this imply about the role of the individual in promoting unity? (Competency-based Question) Ans: The poem weaves the concept of personal responsibility into its broader critique by emphasising that the acceptance of divisive ideas and hatred is not merely imposed from the outside but also chosen by individuals. Through lines such as ʻwhenever we are told/To hate our brothers, it is ourselves/That we shall dispossess, betray, condemnʼ the poet implies that every act of hatred contributes to the collective downfall of humanity. This serves as a call to action, urging readers to critically evaluate the sources of such messages and to choose love and unity over blind acceptance of propaganda. The language used suggests that each individual plays a crucial role in either choosing conflict or fostering harmony. By insisting that the destruction of our shared earth is a direct result of our actions, the poem makes it clear that personal accountability is essential. Thus, the reader is called upon to actively resist manipulation and to work towards a more inclusive, compassionate society where unity is prioritised over division. 7. You have been asked to address the school on the idea of unity and non-discrimination. Write your speech using the insights you gained from ‘No Men Are Foreign’. (Competency-based Question) Ans: Good morning

We recently studied a poem by James Kirkup, ‘No Men Are Foreign’ which touched me deeply. We have recently experienced instances of racial

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and religious discrimination at our school and I would like to share some insights I gained from the poem.

It is an anti-war poem based on the theme that all people share a common humanity. Regardless of who we are, we all experience the same joys and struggles. Our differences should not divide us; instead, they should enrich our lives. The poem illustrates that by harbouring hatred and prejudice against others, we only harm ourselves. By embracing diversity and treating everyone with respect, we create a world where everyone can thrive. Let us stand together, united in our shared humanity, and work towards a school environment that is supportive of all cultures and free of discrimination. I would like to leave you with a quote:

Remember, no men are strange, no countries foreign Beneath all uniforms, a single body breathes

Let’s function as a single body at this school and not be influenced by what others do or say, but do what our heart’s dictate. Thank you.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. Their hands are ours, and in their lines we read A labour not different from our own. I. What does the phrase ʻTheir hands are oursʼ imply in the context of the poem? (1) a. That all human beings share exactly the same physical attributes b. That work and labour are universal experiences across cultures c. That manual labour is the only common trait among people d. That people are biologically identical

d. the art of handwriting connects people globally.

III. How does this extract contribute to the poemʼs broader theme of unity? (1) a. By emphasising that physical work is common to all, regardless of background b. By suggesting that economic systems are similar everywhere c. By showing that physical attributes are more important than cultural differences d. By implying that manual labour is the basis for national pride

IV. Which literary device is primarily used in the phrase ʻTheir hands are oursʼ? (1) a. Simile b. Metaphor c. Alliteration d. Hyperbole

V. How might the notion of shared labour in this extract be applied to understand modern global challenges? (1) a. It suggests that technological advancements will eventually replace human labour. b. It implies that recognising common struggles can lead to collaborative solutions. c. It indicates that manual labour is obsolete in today’s digital age. d. It promotes the idea that only shared physical work can solve international conflicts.

II. The line ʻin their lines we readʼ suggests that: (1) a. the markings on hands reveal individual destinies and differences. b. lines on people’s hands symbolise shared human labour and effort. c. one can literally decipher a message written on someoneʼs hands. Section C • No Men are Foreign

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Remember they have eyes like ours that wake Or sleep, and strength that can be won By love. In every land is common life

That all can recognise and understand.

I. How does the phrase ʻthey have eyes like ours that wake/Or sleepʼ illustrate the shared nature of human experience? (1)

II. What does ʻstrength that can be won/ By loveʼ suggest about the power of compassion compared to conventional forms of strength? (1)

III. In your own words, explain what ʻcommon lifeʼ means in the context of this extract. (1)

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IV. How does the natural imagery in the extract contribute to the overall theme of human unity? Provide evidence from the text in your response. (2)

3. Answer any FOUR of the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Explore the significance of the poet’s use of the term ʻbrothersʼ in the poem. How does this relate to the theme of the poem? (Competency-based Question) b. How can the repeated call to ʻRememberʼ be seen as a reminder to reflect and to oppose ideologies that divide us? c. In what ways does the poet show that human divisions are artificial, and how does this contribute to the overall message of the poem? d. What is the main idea of the poem? Choose and discuss one metaphor that supports the main idea. e. Should our country be involved in a war, will you take up arms? Express your views. (Competency-based Question)

4. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. How does the poem invite readers to reconsider the relationship between cultural identity and shared human values? Elaborate with evidence from the text. (Competency-based Question) b. Analyse the implications of the poet’s assertion that war defiles not only human relationships but also the earth itself. How might this perspective influence global environmental policies? c. Analyse the impact of the poem’s circular structure—beginning and ending with a similar refrain—on the reader’s perception of time, mortality and shared destiny. d. Reflect on how the ideas presented in the poem can be applied to promote global unity. Use elements from the text to support your answer. (Competency-based Question) e. How could the priest in ‘My Childhood’ have used arguments from the poem to convince the new teacher that his action of separating the boys was wrong? (Competency-based Question)

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On Killing a Tree

—Gieve Patel

About the Poet

Gieve Patel (1940–2023) was an Indian poet, doctor and playwright. He studied at St Xavier’s High School and later earned his medical degree from Grant Medical College. Patel worked as a general physician in Mumbai until his retirement in 2005.

As a poet, Patel authored three collections: ‘Poems’ (1966), which includes the renowned poems ‘On Killing a Tree’, ‘How Do You Withstand, Body’ (1976) and ‘Mirrored, Mirroring’ (1991). His poems often explore social problems, human suffering and how people treat nature. He used vivid yet accessible language to address environmental concerns, social inequalities and human hardships. In addition to poetry, Patel wrote three plays, ‘Princes’ (1971), ‘Savaksa’ (1982) and ‘Mr Behram’ (1987). He was an active supporter of the Green Movement, using both his writing and art to promote environmental awareness and sustainability. For over a decade, he conducted poetry workshops at Rishi Valley School in Andhra Pradesh, resulting in the publication of ‘Poetry with Young People’ (2006) an anthology of student work. Patel was also an accomplished visual artist. His artworks, reflecting the complexities of modern life, were exhibited both in India and internationally.

Summary

‘On Killing a Tree’ by Gieve Patel is a poem from his poetry collection ‘Poems’. The poem begins by explaining how difficult it is to kill a tree because its roots go deep into the earth, drawing strength from sunlight, air and water. Even when its branches are chopped off, the tree does not die; instead, it heals and grows back, showing nature’s resilience.

The poem explores the various ways people try to destroy a tree. Cutting it with an axe only causes temporary harm, as the tree continues to grow. Even poisoning it is not enough, as the roots remain strong and keep absorbing nutrients from the soil. Patel emphasises that the only way to destroy a tree completely is to uproot it. This exposes its most delicate part, which has remained hidden underground for years. Once removed from the earth, the tree gradually withers due to wind and heat. Its trunk hardens, twists and eventually dies. Through this poem, Gieve Patel highlights the strength of nature and how true destruction only happens when something is separated from its source of life—its roots.

Theme of the Poem

The theme of ‘On Killing a Tree’ by Gieve Patel centres on the strength of nature and its deep connection to the earth. The poem emphasises how difficult it is to destroy a tree, as it continues to grow back even after being cut. This reflects nature’s resilience and serves as a reminder of the harm humans cause by destroying the environment.

The poem reflects human greed and the relentless urge to dominate nature. Instead of simply cutting down a tree, humans uproot it completely, symbolising the exploitation of nature and their desire for control. The slow and violent destruction of the tree represents the damage caused by unchecked human actions. Patel urges readers to reflect on their role in environmental destruction, emphasising the need for a more respectful and balanced relationship with nature.

The poem conveys a powerful environmental message, reminding us of the essential role trees play in sustaining life and urging us to protect and respect the natural world.

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Explanation

It takes much time to kill a tree, Not a simple jab of the knife Will do it. It has grown

Slowly consuming the earth, Rising out of it, feeding

Upon its crust, absorbing

Years of sunlight, air, water, And out of its leprous hide Sprouting leaves.

The poet begins by emphasising that killing a tree is not an instant process. A simple knife cut cannot destroy it, as the tree has taken years to grow. It draws nourishment from the earth and survives on sunlight, air and water. Despite harsh conditions, its rough, weathered bark continues to sprout new leaves—symbolising resilience and persistence. Patel highlights the tree’s deep connection with nature. The phrase ‘leprous hide’ refers to its discoloured and rugged bark, suggesting decay on the outside but strength within. Words and phrases like ‘slowly grown’, ‘consuming the earth’, ‘feeding’ and ‘rising’ illustrate how the tree has become a strong, living part of the environment by absorbing its resources over time. This stanza sets the tone for the tree’s power and its inseparable bond with nature. So hack and chop But this alone won’t do it. Not so much pain will do it. The bleeding bark will heal And from close to the ground Will rise curled green twigs, Miniature boughs Which if unchecked will expand again To former size. These lines reveal that simply hacking and chopping a tree will not kill it. The word ‘So’ introduces a challenge, as if the poet dares the reader to try, while making it clear that these attempts will fail. Even if the bark ‘bleeds’, the tree will recover. From its base, new shoots—described as ‘curled green twigs’—will emerge and grow into ‘miniature boughs’. If left alone, they will expand and the tree will return to its original size. Patel uses this imagery to underline the tree’s ability to heal and regenerate. The repetition of ‘won’t do it’ stresses that superficial efforts are not enough to destroy something that is so deeply rooted. The vivid imagery of new life rising from the ground shows nature’s strength and resilience, and serves as a metaphor for the enduring power of life in the face of destruction. No, The root is to be pulled out— Out of the anchoring earth; It is to be roped, tied, And pulled out—snapped out Or pulled out entirely, Out from the earth-cave, And the strength of the tree exposed The source, white and wet, The most sensitive, hidden For years inside the earth. 298

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In this stanza, the poem shifts focus to the roots, revealing them as the true source of the tree’s strength and survival. Patel explains that simply cutting down the tree is not enough—it must be completely uprooted, breaking its deep bond with the earth. The uprooting is shown as a violent, forceful process, described through the actions ‘roped, tied/And pulled out—snapped out’. The phrases ‘anchoring earth’ and ‘earth-cave’ emphasise how deeply rooted and stable the tree once was. The exposed root is described as ‘white and wet’, highlighting its rawness and vulnerability. The tree, once nourished and protected by the earth, becomes exposed and helpless. By removing the root—the tree’s hidden, most sensitive part—its destruction becomes final and irreversible. Patel uses this as a powerful metaphor for severing life from its ‘earth-cave’ and disturbing the natural order. Then the matter Of scorching and choking In sun and air, Browning, hardening, Twisting, withering, And then it is done. In the final lines, Patel describes the slow and painful death of the uprooted tree. Once removed from the earth, the tree becomes vulnerable to the very elements that once helped it grow—sun and air. These now act as agents of destruction, scorching and choking the exposed roots. The tree gradually browns, hardens, twists and withers, until it dies completely. The harsh verbs—‘scorching’, ‘choking’, ‘twisting’ and ‘withering’—emphasise the violence and cruelty involved in the act. The once-living tree is reduced to a lifeless object, disconnected from its source of life. Patel ends with the line ‘And then it is done,’ which brings a tone of finality to the destruction. The final line connects with the idea that it takes a lot to kill a tree. It suggests that it is only after much effort by humans that the tree is ‘done’. The contrast between the tree’s original resilience and its slow death highlights the irreversible damage caused by human actions.

Glossary

jab: a sudden rough blow

consuming: using up or destroying completely

anchoring earth: trees are held securely with the help of the roots in the earth

crust: the hard outer layer of the earth or tree

snapped out: chopped out

sprouting: the treeʼs ability to grow shoots or leaves naturally

exposed: laid bare; uncovered or revealed

leprous hide: discoloured bark

hack: cut roughly by striking heavy blows chop: to forcefully cut something

bleeding bark: the flow of sap from a tree when it is wounded

miniature boughs: small, delicate branches that grow from the base of a cut tree white and wet: fresh, exposed roots of the tree, revealing their natural colour and texture

earth-cave: the deep part of the ground where the roots are hidden scorching and choking: the drying up of the tree after being uprooted browning: turning brown as a sign of drying or decaying hardening: becoming stiff or tough

twisting: bending or curling out of shape

withering: the gradual drying out and decline of the tree over time

Poetic Devices Metaphors

Metaphors are used in poetry to create vivid imagery and enhance the intensity of expression by drawing comparisons between seemingly unrelated things. In ‘On Killing a Tree’, metaphors emphasise the tree’s struggle and resilience. The phrase ‘leprous hide’ likens the rough, scaly bark of the tree to diseased skin, highlighting its aged and weathered appearance. Similarly, ‘bleeding bark’ compares the tree’s oozing sap to human blood, Section C • On Killing a Tree

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reinforcing the idea that cutting a tree is akin to wounding a living being. These metaphors deepen the emotional impact of the poem, making the destruction of the tree feel more violent and significant.

Alliteration

Alliteration is a poetic device that enhances rhythm and musicality by repeating the same initial consonant sound in closely placed words. Alliteration emphasises key ideas and adds to the poem’s lyrical quality. The phrase ‘takes much time’ highlights the slow and enduring nature of a tree’s growth and survival. ‘Bleeding bark’ reinforces the tree’s suffering, making the act of cutting it seem brutal and violent. The phrase ‘white and wet’ vividly describes the exposed root, emphasising its vulnerability. Through alliteration, the poet strengthens the poem’s imagery and emotional impact.

Personification

Personification gives human qualities to non-human things, making them feel alive. In ‘On Killing a Tree’, the poet describes the tree as if it were a person. ‘Has grown’ shows its slow, natural development, while ‘slowly consuming the earth’ makes it seem like the tree is actively taking nutrients from the earth. ‘The bleeding bark will heal’ compares the tree’s sap to human blood, showing its ability to recover. This device makes the tree’s destruction feel more intense and emotional, highlighting its struggle to survive.

Repetition

Repetition is used to stress important ideas and create rhythm in a poem. Actions that ‘will do it/won’t do it’ are repeatedly mentioned to show that a tree resists harm. The phrase ‘pulled out’ is repeated to highlight the strength of the tree’s roots. This emphasis shows that simply cutting down the tree is not enough—it must be uprooted completely. The repetition of ‘pulled out’ and the synonyms for this action reinforce the effort needed to destroy the tree, symbolising its resilience.

Enjambment

Enjambment is a poetic technique where a sentence flows beyond the end of a line or stanza without a pause. The poem uses enjambment extensively, allowing ideas to unfold smoothly over multiple lines. This creates a natural, continuous rhythm, reflecting the slow and persistent process of killing a tree. The poem is also written in free verse, with no set rhyme scheme, making it sound more direct and conversational.

NCERT Solutions Thinking about the Poem

I. 1. Can a ‘simple jab of the knife’ kill a tree? Why not? Ans: No, a simple jab of a knife cannot kill a tree because it takes many years for a tree to grow and emerge from the earth. A single cut is not enough, as the tree will gradually heal and grow back to its original size. 2. How has the tree grown to its full size? List the words from the poem that suggest its life and activity.

Ans: The tree has grown to its full size by absorbing sunlight, water and air over many years. It slowly emerges from the earth, spreads its roots and develops leaves. The words and phrases from the poem that suggest its life and activity are ‘grown’, ‘consuming the earth’, ‘rising’, ‘feeding’,

‘absorbing’, ‘sprouting’, ‘will heal’, ‘will rise’ and ‘will expand again’. 3. What is the meaning of ‘bleeding bark’? What makes it bleed?

Ans: ‘ Bleeding bark’ refers to the wounded part of the tree—the trunk—where it has been cut. It bleeds because the tree has been struck and injured by an axe, and the sap flows out like blood. 4. The poet says ‘No’ at the beginning of the third stanza. What does he mean by this?

Ans: A t the beginning of the third stanza, the poet says ‘No’ to emphasise that merely hacking at or chopping at a tree is not enough to destroy it. He highlights the tree’s resilience, as it will heal, sprout new shoots and grow back to its original size over time.

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5. What is the meaning of ‘anchoring earth’ and ‘earth-cave’?

Ans: ‘ Anchoring earth’ refers to the soil that holds the tree’s roots firmly, providing stability and nourishment. ‘Earth-cave’ describes the underground space where the roots spread out, securing the tree and protecting it from strong winds and heavy rain. The idea of a cave also suggests warmth and safety. 6. What does he mean by ‘the strength of the tree exposed’?

Ans: ‘ The strength of the tree exposed’ means that the trees strength lies in its roots. When the roots—its source of life—are pulled out and exposed to the sun and air, the tree becomes weak and eventually dies. 7. What finally kills the tree?

Ans: T he tree is finally killed when it is completely uprooted. The roots, which had remained hidden in the earth for years, provided the tree with strength and nourishment. Once exposed to sunlight and air, they dry out, causing the tree to wither and die. The poet emphasises that merely cutting the trunk is not enough; the tree can truly be killed only by destroying the roots.

Additional Questions Extract-based Questions

1. Read the following extracts carefully and answer the questions that follow. It takes much time to kill a tree, Not a simple jab of the knife Will do it. It has grown Slowly consuming the earth, Rising out of it, feeding Upon its crust, absorbing Years of sunlight, air, water, And out of its leprous hide Sprouting leaves. I. What does the phrase ‘slowly consuming the earth’ suggest about the tree’s growth? (1) a. The tree harms the earth by taking away its nutrients. b. The tree gradually absorbs nutrients from the earth to grow. c. The tree weakens the earth’s crust over time. d. The tree depends only on sunlight and water for survival.

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II. Can a tree be killed with just a few axe blows? a. No, it takes a long time to completely kill a tree. b. Yes, chopping it down will kill the tree immediately. c. Yes, but the process is slow. d. None of the above.

(1)

III. Where does a tree get its strength from? (1) a. It makes and consumes its own food b. It absorbs sunlight, air and water from the earth’s crust c. It gains strength from nature’s resources d. All of the above IV. From where do the leaves of a tree sprout? a. They grow from its roots. b. They emerge from the earth’s crust. c. They sprout from the tree’s bark. d. None of the above.

(1)

V. What is the meaning of ‘leprous hide’ in the poem? (1) a. The smooth and green surface of the tree b. The rough and diseased-looking bark of the tree c. The tree’s strong and deep roots d. The fresh leaves that grow on a tree Ans: I. b. The tree gradually absorbs nutrients from the earth to grow. II. a. No, it takes a long time to completely kill a tree. III. d. All of the above. IV. c. They sprout from the tree’s bark. V. b. The rough and diseased-looking bark of the tree 2. Read the following extracts carefully and answer the questions that follow. So hack and chop But this alone won’t do it. Not so much pain will do it. The bleeding bark will heal I. Identify the poetic device used in the phrase ‘bleeding bark’. a. Alliteration b. Simile c. Metaphor d. Personification

(1)

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II. What happens when a tree is chopped (1) down? a. It dies immediately and does not recover. b. It loses all its leaves but stays standing. c. It tries to heal and sprouts new shoots. d. None of the above. III. How does the ‘bleeding bark’ change over time? a. It remains permanently damaged. b. It stops new growth from sprouting. c. It cannot heal itself. d. It recovers and produces fresh twigs. IV. What might the regrowth of a chopped tree symbolise? a. A tree can survive without roots. b. Trees grow faster when cut. c. Cutting trees has no impact on the environment.

I. Which of the following statements best explains the meaning of the phrase ‘anchoring earth’? (1) a. It is the underground part of the tree that absorbs sunlight. b. It refers to the strongest branch that supports the tree’s weight. c. It describes the bark that protects the tree from damage. d. It is the soil that holds the tree firmly in place through its roots.

(1)

II. In ‘On Killing a Tree’, the poet describes the tree’s ability to recover from injury. What does this suggest about the true source of the tree’s strength? (1) a. It lies in its visible parts, like branches and leaves. b. It depends on how thick the trunk is. c. It comes from its hidden roots beneath the earth. d. It comes from the support it receives from humans.

(1)

d. Nature’s resilience and ability to heal.

V. Which real-life example reflects the resilience of nature? (1) a. A broken branch never growing back. b. Grass growing again after being mowed. c. A tree disappearing overnight. d. A plant that stops growing once cut. Ans:

III. Complete the sentence. A tree’s root can be completely destroyed by _________.

IV. Which part of a tree is the most sensitive? (1) a. Its leaves b. Its branches c. Its bark d. Its roots

I. a. Alliteration

II. c. It tries to heal and sprouts new shoots. III. d. It recovers and produces fresh twigs.

IV. d. Nature’s resilience and ability to heal.

V. b. Grass growing again after being mowed. 3. Read the following extracts carefully and answer the questions that follow. No, The root is to be pulled out Out of the anchoring earth. It is to be roped, tied, And pulled out–snapped out Or pulled out entirely, Out from the earth-cave, And the strength of the tree exposed The source, white and wet, The most sensitive, hidden For years inside the earth.

(1)

Ans:

V. In the poem ‘On Killing a Tree’, which phrase best conveys the meaning of ‘left unprotected and open to damage’? (1) a. ‘The source, white and wet’ b. ‘Out from the earth-cave’ c. ‘The bleeding bark will heal’ d. ‘Anchoring earth’ I. d. It is the soil that holds the tree firmly in place through its roots.

II. c. It comes from its hidden roots beneath the earth.

III. …pulling it out f the earth and exposing it to the sun and air.

IV. d. Its roots

V. a. ‘The source, white and wet’

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4. Read the given extract carefully and answer the questions that follow. Then the matter Of scorching and choking In sun and air, Browning, hardening, Twisting, withering, And then it is done. I. How can a tree be completely destroyed after being uprooted? (1) a. By cutting it into pieces b. By allowing it to dry out completely c. By moving it to a different location d. None of the above II. Which natural forces contribute to drying up the uprooted tree? (1) a. The heat of the sun and the dryness of the air b. A fire must be set around the tree c. The tree dries up on its own d. All of the above III. Assertion (A): True destruction of something strong requires attacking its foundation.

Reason (R): In the poem ‘On Killing a Tree’, Gieve Patel explains that only uprooting the tree—exposing and removing the roots—can lead to its complete death. (1) a. Both A and R are true, and R correctly explains A b. Both A and R are true, but R does not explain A c. A is true, but R is false d. A is false, but R is true IV. What does the phrase ‘And then it is done’ signify? (1) a. The tree itself b. The cutting of the tree c. The destruction of the tree d. None of the above V. Why does the poem suggest that destroying something strong requires persistence? (1) a. Because strength does not vanish easily and heals over time b. Because only when the core is fully exposed and weakened can it be destroyed

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c. Because strong things resist quick or superficial damage d. All of the above Ans: I. b. By allowing it to dry out completely II. a. The heat of the sun and the dryness of the air III. a. Both A and R are true, and R correctly explains A IV. c. The destruction of the tree V. d. All of the above 5. Read the following extract carefully and answer the questions that follow. And from close to the ground Will rise curled green twigs, Miniature boughs Which if unchecked will expand again

I. What happens when a tree is cut but not completely destroyed? (1) a. The tree stops growing and eventually dies. b. The roots detach from the soil and weaken. c. New twigs emerge from the remaining part of the tree. d. The bark hardens and prevents new growth. II. What does the poem suggest about the survival of a tree? (1) a. A tree’s ability to regrow symbolises nature’s resilience. b. A tree can never be completely removed, no matter what happens. c. Trees are fragile and need constant care to survive. d. Cutting a tree once ensures it never grows back. III. What does the word ‘miniature’ in the poem suggest about the new growth? (1) a. Branches that have no leaves b. Small versions of full-grown branches c. New branches that are dry and weak d. Twigs that will never grow into full trees IV. Assertion (A): A tree can regenerate even after being chopped down.

Reason (R): The tree’s branches are stronger than its roots. (1) a. Both the assertion and reason are correct b. The assertion is correct, but the reason is incorrect c. The assertion is incorrect, but the reason is correct d. Both the assertion and reason are incorrect 303

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V. State whether True or False. (1) If small branches are left unchecked, they will grow back again. Ans: I. c. New twigs emerge from the remaining part of the tree II. a. A tree’s ability to regrow symbolises nature’s resilience III. b. Small versions of full-grown branches IV. b. The assertion is correct, but the reason is incorrect V. True

Short Answer Questions

Answer the following questions in about 40–50 words. 1. How does hacking and chopping affect a tree?

Ans: Hacking and chopping do not completely destroy a tree. While the bark may bleed, it will heal. Even if the tree is damaged, new twigs sprout and it grows back to its original size. This shows that merely cutting the tree does not kill it; its deep roots provide the strength to regenerate. 2. ‘Which, if unchecked, will expand again to its former size’. What will expand to its former size if left unchecked? Ans: The small twigs growing from the treeʼs base will expand to their former size if left unchecked. Although the branches may be wounded, they heal. These lines suggest that unless these twigs are removed, they will grow into full-sized branches, and the tree will survive. 3. What does the appearance of the roots when they are pulled out reveal about their role in a tree’s survival? Ans: When the roots are pulled out, they appear white and moist, showing they were protected underground. This highlights their role in absorbing water and nutrients. Once exposed, they dry out and wither, revealing that a tree’s survival depends on its roots staying hidden and nourished in the earth. 4. How does the poet create a sense of sadness in the poem ‘On Killing a Tree’? Ans: The poet creates a sense of sadness using words like ‘killing’, ‘bleeding’ and ‘uprooting’, to reflect suffering. The phrase ‘bleeding bark’ symbolises pain, while lines like ‘The wounded bark will heal’ evoke sorrow and empathy. The slow, violent destruction mirrors deep sorrow, making the reader reflect on nature’s pain.

5. Why does a simple knife wound fail to kill a tree? Ans: A simple knife wound only injures the tree, causing the sap to ooze out like blood. However, the tree can heal itself because its true strength lies in its roots, which provide nourishment and stability. Unless the roots are completely removed, the tree will continue to grow. 6. What is being referred to in ‘And then it is done’, and how is it achieved? Ans: The phrase refers to the complete destruction of a tree. It is done by uprooting it, and exposing its roots to the sun and air until they dry out and wither. This marks the end of the tree’s life, symbolising the final and irreversible act of destruction. 7. What does the phrase ‘consuming the earth’ suggest about the tree’s survival and growth? Ans: The phrase ‘consuming the earth’ suggests that the tree survives by drawing its nourishment from the soil through its roots. It absorbs the essential nutrients and water from the earth which sustain its growth. This highlights the deep and lasting connection between the tree and the earth, making it strong and enduring. 8. What does the phrase ‘bleeding bark’ symbolise, and what causes it? Ans: The phrase ‘bleeding bark’ symbolises the sap flowing from the tree when it is cut with a knife or axe. The word ‘bleeding’ is a metaphor comparing the sap to human blood, highlighting the tree’s pain and its ability to heal and grow again despite being damaged. 9. How does a tree resist destruction, and how does this resistance fail? Ans: A tree resists destruction by healing itself from cuts and sprouting new branches. However, its resistance fails when it is uprooted, as the roots are its source of strength. Once exposed to the sun and air, the roots dry out and wither and the tree ultimately dies. 10. What message does the poet convey about our responsibility towards nature, and what lessons can we learn from the poem? (Competency-based Question) Ans: The poet emphasises our responsibility to protect nature by showing the cruelty involved in destroying a tree. The poem teaches us to respect the resilience of nature, understand the impact of our actions and it encourages us to live in harmony with the environment.

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Long Answer Questions

Answer the following questions in about 100–120 words. 1. Why does the poet say, ‘It takes much time to kill a tree,’ and how is it eventually destroyed? Ans: The poet says, ‘It takes much time to kill a tree’ because a tree grows slowly over the years by absorbing nutrients from the soil, water, sunlight and air. It develops strong, deep roots that anchor it firmly beneath the earth’s surface, making it resistant to surfacelevel attacks. Simply hacking or chopping the trunk is not enough, as the tree can heal and grow again. To completely destroy it, the roots must be pulled out and exposed to harsh sunlight and dry air. This takes time and effort. Eventually the tree and the roots will wither, turn brown and die, leading to the tree’s final destruction. This highlights both the tree’s strength and its vulnerability when separated from its source of life. 2. Imagine you are a tree. Write a diary entry describing the pain and struggle you experience as you are hacked, chopped and uprooted, leading to your slow demise. (Competency-based Question) OR Imagine you are a tree witnessing its destruction. Describe your thoughts and emotions as you are being cut down. How do you feel about humans and their treatment of nature? (Competency-based Question)

Ans: Thursday, 27 February 2025 Dear Diary

Today was a day of agony. Sharp blades tore through my bark, leaving deep wounds. My branches bled, but I held on, staying strong, hoping to heal once the torture ended. However, blow after blow weakened me—yet I stood tall. Then came the final strike—my roots, my lifeline, were ripped from the earth. Without them, my backbone of survival, I could no longer absorb the nourishment that had kept me alive for so many years. The sun is scorching me, the air is choking me and my strength is fading. I can see my leaves withering, my trunk drying, as I inch closer to my Section C • On Killing a Tree

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end. Soon, I will be nothing but a lifeless stump, a mere memory of what I once was. I feel betrayed by those I gave so much to— shade, oxygen and shelter. Is this how humans repay nature? I only hope they learn to respect the life they so easily destroy. Banyan 3. The poem ‘On Killing a Tree’ highlights the cruelty and finality involved in destroying a tree. Why do people cut down trees, and what sustainable alternatives can help us protect nature? (Competency-based Question) Ans: In the poem ‘On Killing a Tree’, Gieve Patel highlights the slow, painful process of destroying a tree, showing its deep connection to the earth. People often cut down trees for wood, fuel, land and development. However, the poem reminds us of the cruelty involved in such destruction. Trees are living beings that take years to grow and provide essential benefits like oxygen, shade and shelter. Instead of cutting them down, we should adopt sustainable alternatives such as using recycled materials, promoting afforestation and conserving forests. These steps can help protect nature while meeting human needs responsibly. 4. Compare the portrayal of human interaction with nature in ‘On Killing a Tree’ and ‘The Lake Isle of Innisfree’. While ‘On Killing a Tree’ highlights human insensitivity towards nature, ‘The Lake Isle of Innisfree’ expresses a longing to live in harmony with it. How do these poems reflect different aspects of the human-nature relationship? (Competency-based Question) Ans: In ‘On Killing a Tree’, Gieve Patel presents a vivid picture of human cruelty towards nature. The poem shows how humans go to extreme lengths to destroy a tree that has grown slowly and steadily, highlighting their insensitivity and greed. In contrast, ‘The Lake Isle of Innisfree’ by W.B. Yeats expresses the poet’s deep longing to live in harmony with nature. The poet dreams of a peaceful life in a quiet natural setting, surrounded by birds, bees and calm waters. While Patel’s poem focusses on violence and destruction, Yeats’ poem reflects peace and coexistence. Together, the poems present two sides of the human-nature relationship—one that destroys for gain, and one that seeks healing and peace in nature’s presence. 305

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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. It takes much time to kill a tree, Not a simple jab of the knife Will do it. It has grown Slowly consuming the earth, Rising out of it, feeding Upon its crust, absorbing Years of sunlight, air, water, And out of its leprous hide Sprouting leaves.

I. Fill in the blanks. (1) A tree gains its strength by absorbing __________ from the earth over many years.

II. What does the poet mean by ‘sprouting leaves’ in the poem? (1) a. The tree is recovering and growing again b. The tree is shedding its old leaves c. The tree is losing its strength d. The tree is preparing for winter

III. What makes it especially difficult to completely remove a tree from a garden, according to the poem ‘On Killing a Tree’? (1) a. Its branches are long and tangled. b. Its trunk is too thick to cut easily. c. Its roots are deeply embedded. d. It sheds leaves only during autumn.

IV. Why does the poet emphasise the time (1) it takes to kill a tree? a. To show that nature is fragile and weak b. To prove that all plants have short life cycles c. To suggest that trees can never be fully destroyed d. To highlight the deep-rooted strength of trees

V. The poem suggests that a single cut is enough to completely kill a tree. (True/False) Then the matter Of scorching and choking In sun and air, Browning, hardening, Twisting, withering, And then it is done.

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I. According to the poem, what finally causes the tree to die completely? (1) a. Lack of water, air and sunlight b. Cutting the trunk into small pieces c. The root being pulled out and exposed d. Leaving the tree untouched for a long time

II. What does the phrase ‘scorching and choking in sun and air’ suggest about the treeʼs final stage? (1) a. The tree is healing and regrowing. b. The tree suffers before it dies completely. c. The tree is getting stronger with time. d. The tree is adapting to survive in harsh conditions.

III. A farmer wants to clear a patch of land by cutting down trees but notices that they keep growing back. Based on the poem, what should he do to completely remove them? (1) a. Keep chopping down the trunk regularly b. Remove the bark and leaves from the tree c. Stop watering the tree and let it dry naturally d. Pull out the roots and expose them to sun and air

IV. In this above extract, the poet uses imagery that draws from… (1) a. the human body and its suffering. b. the rigid social structures of India. c. the natural cycle of growth and decay. d. the advancements in medical science.

V. What does the phrase ‘It is done’ at the end of the poem suggest? (1) a. A feeling of sadness after destroying the tree. b. It took a lot of effort, but the task was achieved. c. Regret for cutting down the tree. d. An attempt to shift responsibility to others. 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. How does the poem highlight the issue of deforestation and its consequences?

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b. Which part of the tree is described as ‘the most sensitive,’ and what makes it vulnerable? c. Why does the poet describe the tree’s ‘hide’ as ‘leprous’? What does this comparison suggest about the tree’s appearance? (Competency-based Question) d. What are the key steps involved in completely destroying a tree, and why is each step necessary? 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. How does the poet illustrate the tree’s ability to heal and regrow after being harmed, and what does this suggest about nature’s resilience?

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b. The poet provides a detailed description of how a tree is cut down. What impact does this imagery have on your understanding of human actions toward nature? (Competency-based Question) c. What key messages does the poem convey about the relationship between humans and nature, and how can they be applied in real life? d. Why do you think the poet uses the phrase ‘to kill a tree’ instead of simply saying ‘to cut down a tree’? What deeper meaning does this choice of words suggest? (Competency-based Question)

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A Slumber Did My Spirit Seal

—William Wordsworth

About the Poet

William Wordsworth (1770–1850) was a well-known English poet and one of the leading figures of the Romantic movement. He was born in Cockermouth, England. His poems often focussed on nature and human emotions, as he believed that nature has a deep connection with human life. In 1798, he published ‘Lyrical Ballads’ along with Samuel Taylor Coleridge. This collection of poems marked the beginning of the Romantic movement in English literature. Some of his famous works include ‘The Prelude’, ‘I Wandered Lonely as a Cloud’ and ‘Tintern Abbey’. In 1843, he was appointed as the Poet Laureate of Britain. Wordsworth’s work continues to influence English literature and poetry today.

Summary

‘A Slumber Did My Spirit Seal’ is a short yet deeply moving poem by William Wordsworth, first published in 1800 as part of the second edition of ‘Lyrical Ballads’ (although it was written earlier). The poem reflects the poetʼs grief over the loss of a loved one, conveying a sense of sorrow, stillness and the eternal connection between life and nature. The first four lines of the poem convey a dreamlike state in which the poet feels numb to fear and mortality, almost believing that his beloved was beyond the effects of time. However, the last four lines reveal the stark reality—she is now lifeless, no longer capable of movement, sound or sensation. Instead, she has become one with nature, rolling along with the earth in its eternal cycle. Wordsworth expresses both grief and acceptance, portraying death not as an end but as a return to the earth.

Theme of the Poem

The central themes include death and immortality, nature’s cycle and grief and acceptance. Wordsworth explores the inevitability of death, showing how his beloved has transitioned from life to an eternal connection with nature. The poem reflects the Romantic idea that humans are deeply intertwined with the natural world, as the deceased becomes part of the earth’s continuous movement. There is also a contrast between the poet’s initial denial of mortality and his eventual acceptance of loss. The tone shifts from dreamy detachment to stark realism, reflecting the process of mourning and acceptance.

Explanation

A slumber did my spirit seal— I had no human fears.

She seemed a thing that could not feel The touch of earthly years.

In the first four lines of the poem, Wordsworth describes a state of emotional numbness following the loss of a loved one. The poet suggests that his mind was in a dreamlike or unconscious state, possibly blinded by love or denial of mortality. He is so shocked by the death of a loved one that he feels that his soul has gone into a deep sleep. He has become completely numb and senseless. He feels no fear, possibly because he believed his beloved was beyond the reach of time and aging. He saw her as someone untouched by change, almost immortal. No motion has she now, no force— She neither hears nor sees, Rolled round in earth’s diurnal course With rocks and stones and trees. In the last four lines of the poem, he confronts the stark reality of his beloved’s death, contrasting it with his earlier perception of her immortality. These lines emphasise her complete stillness and lifelessness. She can no 308

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longer move, hear or see, reinforcing the finality of death. She has become one with nature, moving passively with the Earth’s daily rotation. Instead of being a living being, she is now a part of the natural world, like rocks and trees. These lines reflect both the poet’s grief and his acceptance of death as a natural process, aligning with Romanticism’s theme of unity between humans and nature.

Glossary

slumber: sleep spirit: soul

seal: fasten or close securely

earthly years: refers to aging and mortality rolled round: rotating around with

diurnal: daily (‘Earth’s diurnal course’ is earth’s daily rotation on its axis.)

Poetic Devices Rhyming Scheme

The rhyme scheme of the poem is ABAB. The first and third lines rhyme with each other (seal/feel, force/course), and the second and fourth lines also rhyme with each other (fears/years, sees/trees). This ABAB rhyme scheme gives the poem a rhythmic and consistent flow.

Alliteration

Alliteration is repetition of the same consonant sound at the beginning of adjacent or closely connected words. For example, ‘spirit seal’ (repetition of ‘s’ sound) and ‘rolled round’ (repetition of ‘r’ sound).

Enjambment

Enjambment is the continuation of a sentence or thought beyond the end of a line or stanza without a pause. For example, ‘She seemed a thing that could not feel / The touch of earthly years.’

Personification

Personification is giving human qualities to non-human things. For example, ‘A slumber did my spirit seal’. Sleep is personified as sealing the poet’s spirit, symbolising emotional numbness.

Symbolism

Symbolism is when an object, person or event represents something beyond its literalmeaning. In this poem, ‘slumber’ symbolises ignorance or denial of death and ‘rocks, stones and trees’ symbolise nature’s permanence and the cycle of life and death.

Metaphor

A metaphor is a figure of speech where one thing is compared to another without using ‘like’ or ‘as’. For example, the phrase ‘Rolled round in earth’s diurnal course’ metaphorically suggests that the beloved is now part of nature’s eternal cycle, moving along with the Earth just like natural elements such as rocks, stones and trees.

NCERT Solutions Thinking about the Poem

first stanza, he describes being in a dreamlike state, unaware of human fears, almost as if he believed his beloved was beyond the effects of time. However, in the second stanza, he acknowledges the finality of death—she no longer moves, hears or sees, and has become one with nature. Despite his sorrow, there is no intense grief; instead, the tone remains calm, suggesting a peaceful acceptance of death as a natural process.

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1. ‘A slumber did my spirit seal,’ says the poet. That is, a deep sleep ‘closed off’ his soul (or mind). How does the poet react to his loved one’s death? Does he feel bitter grief? Or does he feel a great peace? Ans: The poet, William Wordsworth, reacts to his loved one’s death with a sense of quiet acceptance rather than bitter grief. In the

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2. The passing of time will no longer affect her, says the poet. Which lines of the poem say this? Ans: The line that conveys the idea is: ‘She seemed a thing that could not feel the touch of earthly years.’

IV. Why does the poet compare his loved one to ‘rocks, stones and trees’? (1)

3. How does the poet imagine her to be, after death? Does he think of her as a person living in a very happy state (a ‘heaven’)? Or does he see her now as a part of nature? In which lines of the poem do you find your answer? Ans: The poet does not imagine his loved one as living in a heavenly state. Instead, he sees her as becoming a part of nature. He does not describe a traditional afterlife but suggests that she has merged with the natural world. It is given in the line ‘Rolled round in earth’s diurnal course/With rocks and stones and trees.

V. Find a word from the extract which is opposite to ‘static’. (1) Ans: I. a. His loved one’s body has no movement and no life.

II. a. ‘No motion’, ‘no force’ and ‘neither hears nor sees’. III. d. alliteration

IV. The poet compares his loved one to rocks, stones and trees to show that she has become a part of nature and moves with the Earth, symbolising the finality of death. V. motion

2. Read the following extract carefully and answer the questions that follow. A slumber did my spirit seal— I had no human fears. She seemed a thing that could not feel The touch of earthly years.

Additional Questions Extract-based Questions

I. What does ‘A slumber did my spirit seal’ mean? (1)

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

II. ‘She’ in the poem refers to ______________. (1) a. a spirit b. a deep sleep c. the poetʼs beloved d. the poet

No motion has she now, no force— She neither hears nor sees, Rolled round in earth’s diurnal course With rocks and stones and trees.

I. What realisation dawns on the poet? (1) a. His loved one’s body has no movement and no life. b. His loved one’s body has become as hard as stones and trees. c. His loved one is not inclined to talk with him. d. None of the above. II. Which words from the poem describe death? (1) a. ‘No motion’, ‘no force’ and ‘neither hears nor sees’. b. ‘Rocks’, ‘stones’ and ‘trees’. c. ‘Rolled’, diurnal’ and ‘course. d. None of the above. III. Which of these poetic devices is used in the given lines? a. Onomatopoeia b. Simile c. Oxymoron d. Alliteration

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III. The speaker initially believed that she was unaffected by time and mortality. (True/False)

(1)

IV. What does ‘the touch of earthly years’ symbolise?

(1)

V. What is the tone of these lines? a. Joyful and celebratory b. Melancholic and reflective c. Angry and resentful d. Excited and adventurous Ans:

(1)

I. It means the poet was in a state of unawareness or emotional numbness, unable to comprehend the reality of loss.

II. c. the poetʼs beloved III. True

IV. It symbolises aging, mortality and the passage of time affecting living beings.

V. b. Melancholic and reflective

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

that after death, individuals merge with natural elements like rocks, trees and the earth, becoming an inseparable part of the universe’s continuous cycle.

No motion has she now, no force— She neither hears nor sees, Rolled round in earth’s diurnal course With rocks and stones and trees.

I. Who is the poet of this poem?

(1)

II. What is the rhyming scheme of the poem? (1) III. Choose the most suitable meaning of the word ‘diurnal’. (1) a. nocturnal b. daily c. infrequent d. occasional IV. What are the major themes in the poem ‘A Slumber Did My Spirit Seal’? a. Death and immortality intertwined b. Grief and acceptance c. Memory of a loved one d. All of the above

Ans:

V. The phrase ‘with rocks and stones and trees’ suggests that the woman is physically surrounded by these natural elements, which may imply that she is buried in the earth. (True/False) I. William Wordsworth

(1)

II. ABAB

III. b. daily

IV. d. All of the above

V. True

Short Answer Questions

Answer the following questions in about 40–50 words.

1. How does the poetʼs tone change in the poem? (Competency-based Question) Ans: The poet’s tone shifts from detachment in the first stanza to melancholy and acceptance in the second. Initially, he seems unaware of the impact of loss, but later, he acknowledges death’s reality. Instead of deep sorrow, he accepts that his beloved has become a part of nature’s eternal cycle.

2. What can be inferred about the poet’s belief in nature? (Competency-based Question) Ans: The poet believes that nature is eternal and that human life does not simply end with death but transforms into a part of nature. He suggests

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3. What message does the poem convey about death and immortality? Ans: The poem conveys that death is an unavoidable reality, but it also offers a form of immortality. The deceased becomes one with nature, continuing to exist as part of the earth’s eternal cycle. This suggests that while physical life ends, the essence of a person remains in nature forever. 4. Why does the poet compare the dead woman to rocks, stones and trees? Ans: By comparing her to natural elements, the poet suggests that she has become an inseparable part of the earth. Though lifeless, she continues to exist in a different form, merging with nature’s eternal cycle. This highlights the idea that death is not an end but a transformation. 5. What does ‘the touch of earthly years’ signify? Ans: ‘The touch of earthly years’ signifies the passage of time, aging and mortality. The poet initially believed that his beloved was beyond these effects, but her death proved otherwise. It highlights the inevitability of time’s influence on all living beings, emphasising the contrast between life’s fragility and nature’s permanence. 6. How does the poet use imagery to convey his emotions? Ans: The poet uses vivid imagery, such as ‘rolled round in earth’s diurnal course’, to illustrate how his beloved has become part of nature’s continuous movement. By comparing her to rocks and trees, he expresses both sorrow and a sense of comfort in her transformation into an eternal natural presence. 7. What does the poem suggest about human emotions and detachment? (Competency-based Question) Ans: The poem suggests that grief and detachment coexist. The poet feels sorrow for his beloved’s death but also finds comfort in knowing that she has become a part of nature. This helps him accept the loss, as he understands that death is a natural process.

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8. How does the structure of the poem contribute to its meaning? Ans: The poem’s two short stanzas create a stark contrast between the poet’s initial ignorance and his later realisation. The simple yet powerful lines emphasise the inevitability of death and the transformation into nature, reinforcing the theme of mortality and the eternal presence of the deceased in the natural world.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. How does the poet’s beloved become an inseparable part of nature? Ans: In ‘A Slumber Did My Spirit Seal’, William Wordsworth describes how his beloved becomes an inseparable part of nature after her death. He shows that his beloved is no longer affected by human suffering or the passage of time. This idea is beautifully captured in the line, ‘rolled round in earth’s diurnal course with rocks and stones and trees,’ which symbolises her becoming one with the natural world. By becoming part of the earth’s eternal cycle, she transcends mortality and achieves a form of immortality within nature. Wordsworth uses this imagery to suggest that death is not an end but a transition into the greater, eternal existence, emphasising his deep connection to nature as a source of solace and continuity. 2. What poetic devices does Wordsworth use in the poem, and how do they enhance its meaning? (Competency-based Question)

Ans: Wordsworth uses several poetic devices to convey deep emotions. He uses imagery, like ‘rolled round in earth’s diurnal course,’ to help us imagine that his beloved has become part of nature. He uses personification when he says time can ‘touch’ earthly beings, giving time the ability to affect living beings like a person would. Alliteration is used in phrases like ‘spirit seal’ and ‘rolled round’ to make the poem sound smooth and musical. He also uses symbolism to highlight the contrast between life and death—elements like rocks and trees represent permanence and the eternal aspect of nature. These poetic devices help us feel the poet’s sadness and understand how he sees death as a peaceful return to nature.

3. How does the poet react to the untimely, sudden and shocking death of his beloved? What does he imagine her to be after her death? Ans: The poet reacts to his beloved’s sudden death with a sense of detachment and realisation. At first, he says his spirit was ‘asleep’, meaning he didnʼt fully understand how short and fragile life can be. He believed she was beyond time and death. But when she dies, he realises she has lost all movement, sight and sound. Instead of showing deep sorrow, he imagines her as becoming part of nature, moving along with rocks, stones and trees. This shows that while she is physically gone, she continues to exist forever in the natural world. The poet finds comfort in the idea that she is now part of something infinite and lasting. This thought helps him accept her death by seeing her as connected to natureʼs endless cycle. 4. All of us know that nothing is ours permanently, so why do we suffer so much to have more and more? Answer with reference to the poem ‘A Slumber Did My Spirit Seal’. (Competency-based Question) Ans: The idea that ‘nothing is ours permanently’ aligns with the poemʼs theme of loss and the fragile nature of life. Even though people know that life is temporary, we still suffer from the desire to have more—whether it is wealth, power or possessions—because of our attachment to the material world and our wish to feel secure. The poem quietly shows that such attachments are pointless, as everything in life passes, and death comes to all. In the end, the poet realises that death is unavoidable, and this makes readers reflect on how useless it is to cling to worldly things. The poem reminds us that nothing lasts forever and suggests that true peace comes from accepting life’s temporary nature. 5. Give a brief analysis of the poem ‘A Slumber Did My Spirit Seal’. Ans: ‘A Slumber Did My Spirit Seal’ by William Wordsworth is a poem about love, loss and the inevitability of death. The poet initially describes a state of emotional numbness, where he was unaware of mortality’s impact. He believed his beloved was beyond time’s reach, untouched by aging or death. However, in the second stanza, he acknowledges her passing and the reality that she is now lifeless, without movement or

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senses. Instead of depicting death as an end, Wordsworth presents it as a transformation into nature. She becomes part of the earth’s eternal cycle, moving with rocks, stones and trees. The poem highlights the contrast between human transience and nature’s permanence, offering a reflective and philosophical view of death. Instead of focussing on grief, Wordsworth finds peace in this thought, as it allows him to see his beloved as part of something eternal and enduring. It represents a comforting acceptance of death as a natural transition rather than an absolute loss.

6. Both ‘A Slumber Did My Spirit Seal’ by William Wordsworth and ‘Wind’ by Subramania Bharati deal with the power of nature. Compare how the two poets present nature’s role in human life. Support your answer with references from both poems. (Competency-based Question)

Ans: Both ‘A Slumber Did My Spirit Seal’ and ‘Wind’ explore the relationship between humans and nature, but with contrasting tones and messages. In Wordsworth’s poem, nature is presented as gentle and eternal. The poet finds peace in the idea that his beloved has become part of nature after death. It teaches us acceptance and the idea that death is not an end, but a return to the natural world. On the other hand, ‘Wind’ by Subramania Bharati portrays nature as powerful and unpredictable. The poet encourages us to be strong and prepared, showing that life’s challenges can only be faced with resilience. While one poem teaches peace through surrender, the other inspires strength through struggle—both offering lessons shaped by nature’s influence.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. No motion has she now, no force— She neither hears nor sees, Rolled round in earth’s diurnal course With rocks and stones and trees.

I. Identify the poetic device used in the line.

‘No motion has she now, no force.’ (1) a. Simile b. Personification c. Metaphor d. Repetition Section C • A Slumber Did My Spirit Seal

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II. Which of the following statements means ‘She neither hears nor sees’? (1) a. She is ignoring everything around her. b. She has become physically and emotionally weak. c. She has lost all senses and is no longer alive. d. She is asleep and unaware of her surroundings. III. Fill in the blank. (1) The poet imagines that his beloved has become part of the natural world, moving silently with ________. IV. ʻRolled round in earth’s diurnal courseʼ— What does the poet intend to say in the given line? (1)

V. Which part of speech is represented by ‘diurnal’? a. adjective b. adverb c. verb d. pronoun b.

(1)

A slumber did my spirit seal— I had no human fears.

She seemed a thing that could not feel

The touch of earthly years.

I. What does the word ‘slumber’ in the first line mean? (1) a. Deep sorrow b. Sleep or unconsciousness c. Fear and anxiety d. A dream about the future

II. ‘Touch’ is to ‘sensation’ as ‘earthly years’ is to: (1) a. time and ageing b. happiness and joy c. dreams and desires d. pain and suffering

III. What does the poet mean by ‘I had no human fears’? (1) a. He was afraid of losing his beloved. b. He had overcome his fear through courage. c. He was worried about aging and time. d. He was unaware of the realities of life and death.

IV. The line ‘She seemed a thing that could not feel’ suggests that the poet considered his beloved to be emotionless in life. (True/False)

(1)

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V. What does the phrase ‘The touch of earthly years’ suggest about the poet’s beloved? (1)

2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks) a. Explain the significance of the phrase ‘She seemed a thing that could not feel / The touch of earthly years.’ b. What is the significance of nature in the poem? c. How does the poet’s perception of death change in the poem? (Competency-based Question) d. How does the poet reveal that ‘she’ is dead without using the words ʻdeathʼ or ʻdeadʼ? (Competency-based Question) 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks) a. How does the poem reflect the romantic belief in the connection between life, death and nature? Provide examples from the text to support your answer.

b. Discuss the symbolic significance of the ‘slumber’ in the poem. How does it contribute to the understanding of the speaker’s perception of death? c. The poem ʻA Slumber Did My Spirit Sealʼ describes the poetʼs strong feelings at the death of his beloved. Based on your reading of the poem, write a paragraph on ʻThe Inevitability of Death’. (Competency-based Question) d. Imagine you are the poet in William Wordsworth’s poem ‘A Slumber Did My Spirit Seal’. Write a diary entry expressing your thoughts and feelings after losing your beloved. Reflect on how her death affected you and how you now see her as part of nature. (Competency-based Question)

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The Lost Child

—Mulk Raj Anand

About the Author

Mulk Raj Anand was one of the first Indian writers in English to gain international recognition. He wrote about the unfair treatment of poor people and those from lower castes. Born in 1905 into a modest family, he saw poverty and caste discrimination up close. These experiences made him determined to show the struggles of people who were often ignored by society. His famous novels, like ‘Untouchable’ and ‘Coolie’, describe the harsh realities of caste prejudice and economic hardship. Anandʻs clear and simple style makes his stories easy to understand, allowing readers to connect with the real-life problems he wrote about. His work still inspires readers and new writers. Mulk Raj Anand will always be remembered for developing Indian literature and helping to spark social reform. His legacy lives on as a symbol of hope and a reminder of the need for social justice.

Summary

In ‘The Lost Child’, the story unfolds during a lively spring festival when the town is filled with bright colours and cheerful people. A little boy goes to the fair with his parents, full of excitement about the many wonderful things around him. Everyone is on the way to the fair—some people walk, some ride horses and others are carried in bullock carts. The boy is amazed by everything he sees—the toys in the shops, the mustard fields, the dragonflies, the insects and worms, the petals that fall on his head and the doves. His parents call out to him several times, urging him to stay close, but the child is so captivated by everything he sees that he keeps lagging behind. The child is ‘brimming over with life and laughter’. Seen through the boy’s eyes, however, his parents seem harsh as suggested by phrases like ‘the cold stare of refusal’ and the father’s red-eyed ‘familiar tyrant’s way.’

They near the village and he sees throngs of people following the footpaths to the fair. Although he is fascinated by the confusion, he feels uncertain as this world is new to him. As they enter the fair, there is a lively description of how they pass a sweetmeat seller, a flower-seller hawking gulmohur garlands, a man selling coloured balloons and a snake charmer. At each stop, the boy desires what he sees but imagines what his parents would say and does not ask. When he sees people enjoying the ride on the roundabout, he can however not control his desire to take part. He makes the bold request to go on the roundabout, only to realise that he has strayed from his parents as they are not there. This is a turning point in the story. Panic and fear grip him as he frantically calls out for his mother and father, his small voice lost in the crowd. He experiences the harsh reality of this unfamiliar environment when he is almost trampled by a crowd entering the temple. A kind stranger picks him up and steers him clear of the mass of people, but the child cannot be consoled. All the stranger can get out of him is his repeated cry, ‘I want my mother, I want my father!’ Ironically, the stranger takes him to all the stalls that he so admired but now the child is not interested in the roundabout, the snake charmer, the balloons, the garland of flowers or the gift of sweets the stranger offers him. The story ends with the boy’s heartbroken cry, ‘I want my mother, I want my father!’.

Theme of the Story

‘The Lost Child’ explores themes of childhood innocence and the loss of security. It shows how a childʼs curiosity at a busy fair leads him away from his parentsʼ protective embrace. The story contrasts the joy of discovery with deep fear and loneliness when safety is lost. It emphasises children’s vulnerability in a confusing world, showing that while the fair's attractions may seem exciting, they cannot replace the security of family, even when there is a suggestion that the child’s life is not perfect. Overall, the story reminds us of the need for parental care and guidance.

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Glossary

alleys: small, narrow streets between buildings gaily: happily and brightly clad: dressed in a particular way brimming over: overflowing with lingering on: (here) staying on as if drawn by desire receding: moving away or getting smaller suppress: hold back or stop from showing pleaded: asked urgently or desperately tyrant: a very strict or harsh person tender: gentle, soft or kind bustling: busy and full of activity melting gold: a rich, golden colour, often associated with warmth and beauty gaudy: bright intercepting: stopping or catching something in its path fluttering: moving lightly and quickly, like a bird’s wings flapping: moving up and down or back and forth teeming: full of moving things or many things moving together lo: an old word used to call attention, meaning ‘look’ cooing: making soft, gentle sounds, like a dove capers: playful jumps or skips throngs: large crowds of people converging: coming together from different directions whirlpool: used metaphorically to describe a busy, chaotic scene drawing people in to a midpoint repelled: pushed away or felt dislike for

sweetmeat: a sweet treat or candy hawked: sold or called out for sale murmured: spoke very softly or quietly heeded: listened to or paid attention to irresistibly: in a way that is too attractive to resist overwhelming: very strong or difficult to resist coiled: wound in a circle or spiral shape rippling: forming small waves or moving in gentle curves forbidden: not allowed or banned full swing: very active or in the middle of action whirling: spinning or turning quickly shrieked: cried out loudly in a high voice flushed: turned red, often from emotion convulsed: shook or moved uncontrollably hither: an old word meaning ‘here’ thither: an old word meaning ‘there’ thrust: pushed forcefully trampled: stepped on heavily, causing damage surging: moving forward strongly or forcefully soothe: calm down shrill: a high-pitched, loud sound sobs: loud, heavy cries or weeping sounds strain: a loud, strong cry or sound persuasively: in a way that convinces someone reiterated: repeated something multiple times disconsolate: deeply unhappy, without comfort or hope

NCERT Solutions Think about It

1. What are the things the child sees on his way to the fair? Why does he lag behind? Ans: On his way to the fair, the child sees many exciting things such as narrow lanes, different modes of transport, colourful toys displayed in shop windows, a field of bright mustard flowers and fluttering dragonflies. He also sees tiny insects and worms and a grove of trees where petals fall on him. He is distracted by the cooing of a dove and goes capering around a banyan tree. He lags behind because he is fascinated by these vivid sights and sounds. The text

shows him stopping to watch the dragonflies and gather petals, which highlights his natural curiosity and innocence, drawing his attention away from following his parents closely. 2. In the fair he wants many things. What are they? Why does he move on without waiting for an answer? Ans: At the fair, the child wishes for several items: his favourite sweet ‘burfi’, a garland of ‘gulmohur’ flowers, colourful balloons and to listen to the snake-charmer. He moves on quickly without waiting for an answer because he already expects his parents to say no. The narrative explains that he knows his parentsʼ

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refusal is certain due to their strict and unyielding attitudes toward his desires, so he silently accepts their disapproval and continues exploring. 3. When does he realise that he has lost his way? How have his anxiety and insecurity been described? Ans: The child realises he has lost his way when he cannot resist asking for a ride on the roundabout. He suddenly finds that his parents are not visible anywhere. This moment is marked by a sudden shift from excitement to panic, as he starts shouting ’Mother, Father!’ His anxiety is described with details such as deep cry rising from his dry throat, untying of his yellow turban, his clothes becoming muddy from frantic running and uncontrollable sobbing. An unusual metaphor ‘in a rage of running’ is used to describe the way he runs haphazardly, not knowing where to go. The text uses these images to show his deep fear and insecurity, showing how he feels utterly alone despite being surrounded by a crowd. 4. Why does the lost child lose interest in the things that he had wanted earlier? Ans: The lost child loses interest in the fair’s attractions because his overwhelming fear and sense of abandonment quickly replace his earlier excitement. When he becomes separated from his parents, the desire he once felt for sweets, balloons and rides no longer matters. His desperate cries for his mother and father reveal that in that moment, safety and belonging are far more important than any object, ride or treat. 5. What do you think happens in the end? Does the child find his parents? Ans: In the end, although a kind stranger tries to help by offering rides, sweets and distractions, there is no clear sign that the child finds his parents. Instead, the narrative focusses on his continued, desperate cries for them. This unresolved ending leaves the reader with a strong sense of the child’s vulnerability and emphasises how the child’s need for parental protection remains unfulfilled, heightening the themes of loneliness and fear. However, I do think that the child will find his parents.

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Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. A group of dragonflies were bustling about on their gaudy purple wings, intercepting the flight of a lone black bee or butterfly in search of sweetness from the flowers. The child followed them in the air with his gaze, fascinated, until one of them rested its wings to rest, and he tried to catch it. I. What does the word ‘gaudy’ in the excerpt suggest about the appearance of the dragonflies? (1) a. They are dull and blend in with the surroundings. b. They are aggressive and frightening. c. They are ugly and unattractive. d. Their colours are bright and eye-catching. II. What does this moment reveal about the childʼs personality? (1) a. He is curious and fascinated by the world around him. b. He is impatient and quickly loses interest in new things. c. He is afraid of insects and avoids them. d. He is uninterested in nature but prefers the fair. III. Why does the child try to catch the dragonfly? (1) a. He says he wants to take it home as a pet. b. He is playful and wants to catch it when it sits. c. He is annoyed by the dragonflyʼs movement. d. He says he wants to show it to his parents. IV. What does the phrase ‘intercepting the flight’ mean in this context? (1) a. Obstructing the bee or butterfly’s path b. Flying side by side with the bee or butterfly c. Watching the bee or butterfly from a distance d. Attacking the bee or butterfly aggressively

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V. What does the childʼs attempt to catch the dragonfly symbolise? (1) a. His frustration at being hurried along b. His determination to show off to his parents c. His innocence and joy in small wonders d. His fear of the unknown

IV. What does the word ‘murmured’ suggest about the way the child speaks? (1) a. He laughs while talking. b. He shouts angrily. c. He speaks softly and hesitantly. d. He speaks confidently and loudly. V. How does the child’s reaction reflect his emotional growth? (1) a. He is terrified of his parents and does not express his wishes. b. He is indifferent to what is happening around him. c. He is becoming more demanding and stubborn. d. He is learning to control his desires and accept limits.

Ans: I. d. Their colours are bright and eye-catching.

II. a. He is curious and fascinated by the world around him. III. b. He is playful and wants to catch it when it sits. IV. a. Obstructing the bee or butterfly’s path

V. c. His innocence and joy in small wonders

2. Read the following extract carefully and answer the questions that follow. The child’s mouth watered for the burfi. ‘I want that burfi,’ he slowly murmured. But he knew that his plea would not be heeded because his parents would call him greedy. So, without waiting for an answer, he moved on. I. What does the phrase ‘the child’s mouth watered’ indicate? (1) a. He is feeling sick at the sight of food. b. He dislikes sweets and wants something else. c. He is very eager to eat the burfi. d. He is thirsty and needs water. II. Why does the child move on without asking again? (1) a. He suddenly loses interest in the burfi. b. He knows his parents will refuse, so he does not insist. c. He does not want his parents to buy anything for him. d. He is afraid that the sweetmeat seller will scold him. III. What does this excerpt tell us about the child’s relationship with his parents? (1) a. He knows the rules and does not ask what will be refused. b. He does not respect their authority and disobeys them often. c. He is spoiled and demands whatever he wants. d. He is indifferent to what his parents think.

Ans: I. c. He is very eager to eat the burfi.

II. b. He knows his parents will refuse, so he does not insist.

III. a. He knows the rules and does not ask what will be refused. IV. c. He speaks softly and hesitantly.

V. d. He is learning to control his desires and accept limits.

3. Read the following extract carefully and answer the questions that follow. ‘Come, child, come,’ called his parents, as he lagged behind, fascinated by the toys in the shops that lined the way. He hurried towards his parents, his feet obedient to their call, his eyes still lingering on the receding toys. As he came to where they had stopped to wait for him, he could not suppress the desire of his heart, even though he well knew the old, cold stare of refusal in their eyes. I. What does the phrase ‘his feet obedient to their call’ imply? (1) a. He is respectful of and dutiful towards his parents. b. He is nervous listening to his parents call him. c. He is pretending to listen to his parents for attention. d. He is calmly walking around looking at the toys.

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II. Which words can be used to describe the child’s behaviour in the excerpt? (1) a. calm, composed and peaceful b. disruptive, violent and fierce c. impulsive, restless and mesmerised d. lively, content and guilty III. Which statement explains the phrase ‘the old, cold stare of refusal in their eyes’ the best? (1) a. Their eyes were warm and inviting, showing eagerness to listen and agree. b. Their stare was full of curiosity as if they were interested in what was being said. c. Their gaze was filled with excitement and encouragement, signalling acceptance. d. Their eyes were cold, showing that they were not willing to agree or accept. IV. Choose the emotions the child would have looking at the ‘receding toys’. (1) a. joy and ecstasy b. longing and sadness c. anguish and grief d. regret and fear V. Choose the statement that best describes the relationship between parents and the child in the excerpt. (1) a. The parents are caring but firm, guiding the child while not indulging his wishes. b. The parents are cold and distant, showing no concern for the child’s feelings. c. The child fears the parents and follows them only to avoid punishment. d. The parents are overly lenient, giving the child everything he desires.

Ans: I. a. He is respectful of and dutiful towards his parents.

II. c. impulsive, restless and mesmerised

III. d. Their eyes were cold, showing that they were not willing to agree or accept. IV. b. longing and sadness

V. a. The parents are caring but firm, guiding the child while not indulging his wishes.

4. Read the following extract carefully and answer the questions that follow. A full, deep cry rose within his dry throat and with a sudden jerk of his body he ran from where he stood, crying in real fear, ‘Mother, Section C • The Lost Child

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Father.’ Tears rolled down from his eyes, hot and fierce; his flushed face was convulsed with fear. Panic-stricken, he ran to one side first, then to the other, hither and thither in all directions, knowing not where to go. ‘Mother, Father,’ he wailed. His yellow turban came untied and his clothes became muddy. I. What does the phrase ‘A full, deep cry rose within his dry throat’ suggest about the childʼs emotional state? (1) a. He is mildly upset but not truly scared. b. He is confused but not truly afraid. c. He is pretending to cry to get attention. d. He is extremely frightened and overwhelmed. II. Which detail in the passage best emphasises the depth of the childʼs fear? (1) a. His yellow turban came untied, and his clothes became muddy. b. He cried out ‘Mother, Father’ while running in all directions. c. He had a dry throat before he started crying. d. His face was flushed as he tried to calm down. III. What is the meaning of ‘convulsed’ in the phrase ‘his flushed face was convulsed with fear’? (1) a. twisted and shaken b. rippling and confused c. completely still d. bright and cheerful IV. What can be inferred about the setting from the childʼs reaction in the passage? (1) a. He is in a safe and familiar place where he knows people. b. He is in an unfamiliar and overwhelming environment. c. He is strolling around at the fair. d. He is lost in a forest with no one around. V. Which of the following best replaces the phrase ‘knowing not where to go’ without changing its meaning? (1) a. not knowing where to go b. knowing where not to go c. without anywhere to go d. wondering where next

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Ans: I. d. He is extremely frightened and overwhelmed.

Ans: I. d. At the entrance to the shrine

II. b. He cried out ‘Mother, Father’ while running in all directions.

III. b. the gentle rippling of a waterfall. IV. a. It was very loud.

III. a. twisted and shaken

IV. b. He is in an unfamiliar and overwhelming environment.

V. a. not knowing where to go

5. Read the following extract carefully and answer the questions that follow. The man headed towards the place where the snake-charmer still played on the flute to the swaying cobra. ‘Listen to that nice music, child!’ he pleaded. But the child shut his ears with his fingers and shouted his double-pitched strain: ‘I want my mother, I want my father!’ I. Where had the man found the boy? a. At the snake charmer’s stall b. Outside the fair grounds c. On his way back home d. At the entrance to the shrine

(1)

II. Why is the man’s voice ‘pleading’? (1) a. He was irritated with the child’s crying. b. He wanted the child to listen to the music. c. He was desperate to stop the child’s crying. d. He wanted to have a conversation. III. What had the child thought of the flute music before? He thought it sounded like… a. something coarse and strange. b. the gentle rippling of a waterfall. c. the song of a swan. d. twisty and twirly.

(1)

IV. What do the words ‘double-pitched strain’ reflect about the shout? (1) a. It was very loud. b. It was sad and lost. c. It was too high-pitched to hear. d. It was much softer than before. V. What can you infer from the extract about the man’s character? (1) a. He was quite impatient. b. He was rather distant. c. He had evil intentions. d. He was kind and helpful.

II. c. He was desperate to stop the child’s crying.

V. d. He was kind and helpful.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. How does the structure of the story help build suspense and keep the reader engaged? (Competency-based Question)

Ans: The story is structured in a way that gradually builds suspense. It begins with the child’s innocent excitement as he explores things on the way to the fair, allowing the reader to become absorbed in his world. His desires and curiosity at the fair make him even more relatable. However, the tone of the story dramatically shifts when the child loses his parents. The suspense builds as the child frantically searches for his parents in the chaotic fair, crying out for them repeatedly. The reader feels his anxiety intensify with each passing moment. This emotional progression keeps the reader engaged. The carefree atmosphere is replaced with panic and distress, creating a sharp contrast. Ironically the man who saves him takes him back to the same stalls but in the reverse order, adding to the neat build-up and a reverse downward structure towards the end. 2. How does the fair function as both a place of wonder and fear for the child? Ans: As he enters the fairgrounds, the boy is both fascinated and repelled by the new sights and sounds. Once he looks at the stalls, we see the joy, adventure and excitement typical of a child. He is enchanted by the sweets and dazzling sights and demonstrates his innocent desires. However, once he loses his parents, the fair transforms into a nightmare. The same bustling crowd that once fascinated him now becomes a barrier preventing him from finding his parents. The cheerful noises that filled the air now seem overwhelming, chaotic and threatening. The transformation of the fair from a place of happiness to one of fear and loneliness mirrors the child’s emotional journey, reinforcing the theme that a child’s world is defined by the presence of their caregivers.

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3. What role do the child’s parents play in shaping his behaviour throughout the story? (Competency-based Question) Ans: The child’s actions and decisions are subtly shaped by his parents. In the beginning, he walks with them happily and calls out to them but he is also cautious about expressing his desires. He sees a toy but does not demand it, aware that they may refuse. This suggests that he has been taught to control his impulses. His parents act as a silent authority in his life, influencing his behaviour even without directly scolding or instructing him. However, the moment he loses them, his sense of self-control and independence disappears. He becomes vulnerable, running in different directions and calling out desperately. This shift in behaviour highlights how deeply children rely on their parents for emotional stability. 4. How does the author use contrasts in the story to highlight the childʼs transformation? (Competency-based Question) Ans: The story relies heavily on contrasts to emphasise the childʼs emotional transformation. At the beginning, the child is full of excitement, moving from one attraction to another, overwhelmed with delight. However, the moment he realises he is lost, his entire demeanour changes. The oncethrilling sights and sounds of the fair now seem frightening. The bright stalls and joyous music that once fascinated him now hold no meaning. He goes from curiosity and delight to absolute panic and despair. This stark contrast enhances the emotional depth of the story, making the child’s experience more impactful. 5. How does the child’s loss in the crowd serve as a turning point in the story? Ans: The child’s separation from his parents serves as the pivotal moment in the story, marking a dramatic shift in his emotions and actions. Before this moment, he is carefree, immersed in the wonders of the fair and only mildly aware of his parents’ presence. However, the instant he realises he is lost, his entire perspective changes. His earlier desires—wanting toys, sweets and rides—disappear completely. The turning point emphasises the fragility of a child’s independence; he was exploring freely but only felt secure because his parents were nearby. This moment transforms the narrative from one of excitement to one of fear and helplessness. Section C • The Lost Child

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6. What role does the crowd play in the child’s experience before and after he gets lost?

Ans: The crowd is an important element in the story, shaping the child’s experience in different ways. Before getting lost, the crowd is part of the vibrant atmosphere of the fair. The child enjoys being among people, observing their activities and feeling safe. However, once he loses his parents, the crowd becomes a source of distress. Instead of being an exciting part of the fair, it now becomes an obstacle that prevents him from finding his parents. The crowd, once a symbol of excitement, now symbolises confusion, fear and isolation. 7. Why does the child no longer desire toys, sweets or rides after he loses his parents? Ans: The child’s change in priorities is instantaneous and absolute. Before getting lost, he is drawn to the wonders of the fair, longing for toys, sweets and exciting rides. However, as soon as he realises his parents are missing, all those desires vanish. When a kind stranger offers him the very things he had previously wanted, he rejects them, crying only for his parents. This shift emphasises that material objects hold no value when a child’s sense of security is lost. The story reinforces the idea that for a child, love and protection are more important than any amusement or pleasure. 8. How does the child’s reaction to his loss reflect the theme of childhood dependence? Ans: The child’s extreme distress when he is separated from his parents highlights the theme of childhood dependence. At first, he enjoys the fair freely, confident in their presence. But the moment they are gone, he becomes helpless and afraid. His emotional and physical wellbeing are dependent on his parentsʼ presence, showing that children are not just dependent on their parents for basic needs but for emotional security and identity. 9. How does the stranger’s role in the story reinforce the central theme? (Competency-based Question) Ans: The stranger represents kindness and empathy, offering the child comfort by trying to distract him with sweets, rides and toys. However, the child refuses everything, proving that no substitute—no matter how generous—can replace the love of one’s parents. This reinforces the theme that security and emotional 321

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attachment outweigh material desires in a childʼs world. 10. How does the use of sensory imagery enhance the emotional depth of the story? (Competency-based Question) Ans: The author employs vivid sensory imagery to deepen the child’s experience, for example, the balloons are described as ‘the rainbow glory of their silken colours’. The sights, sounds and smells of the fair are bright and inviting before the child is lost. The child sees dazzling colours, hears the music of the snake charmer and his mouth waters for the delicious sweets. However, after he is lost, the fair becomes chaotic and frightening. The crowd feels suffocating, the noises seem overwhelming and his vision is blurred by tears. This sharp contrast enhances the emotional depth, making the reader feel the shift from joy to despair.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Are children different from adults in the context of ‘The Lost Child’? Ans: Yes, the story ‘The Lost Child’ highlights the significant differences between children and adults, primarily through perspective, priorities and emotional responses.

At the beginning, the child is innocent and easily fascinated by his surroundings. He eagerly explores the fair, getting distracted by toys, sweets, balloons and other amusements, displaying a typical childlike curiosity. In contrast, his parents remain practical, focused on moving ahead rather than indulging in distractions. This reflects how children are driven by momentary desires, whereas adults prioritise responsibilities. A major difference is seen in emotional reactions. When the child gets lost, he experiences sheer panic, extreme helplessness and overwhelming fear, crying out desperately for his parents. When a kind stranger tries to comfort him by offering the same toys and sweets he previously wanted, the child rejects them completely. This shows that, unlike adults, a child’s sense of security is deeply tied to parental presence rather than material

possessions. The story also reflects how children trust adults for protection, whereas adults expect children to be obedient. The parents do not realise how much their child depends on them until he is lost. Similarly, the stranger in the story shows a protective instinct, trying to console the child, reinforcing the adult role as a caregiver. Thus, the story clearly distinguishes childlike innocence from adult responsibility, showing how children view the world with wonder, whereas adults focus on their responsibilities. 2. Describe the character of the child as depicted in the story. Ans: The child in ‘The Lost Child’ is depicted as innocent, curious, emotional and dependent on his parents. At the beginning, he is playful and easily fascinated, enchanted by the toys, balloons, sweets, flowers and the snake charmer’s music. He moves joyfully, absorbed in the fair’s lively atmosphere, displaying childlike excitement and wonder. However, he is also obedient and aware of his parents’ authority. He does not insist on buying sweets or toys because he knows they will call him greedy. This shows his understanding of parental expectations. When he gets lost, his personality shifts dramatically. He becomes fearful, desperate and vulnerable, crying out for his parents. His dependence on parental love becomes clear when he refuses everything that once fascinated him. Instead of craving material things, he only longs for his parents, proving his deep emotional attachment and fragile sense of security. Thus, the child represents the innocence, vulnerability and trust of childhood. 3. How does ‘The Lost Child’ highlight the theme of the importance of parental love over material desires? Apply this theme to real-life situations. (Competency-based Question) Ans: ‘The Lost Child’ emphasises that parental love and security are far more important than materialistic desires. Initially, the child is fascinated by the fair’s attractions, craving sweets, toys and balloons. However, once he gets lost, his desires disappear. The things that once excited him no longer matter—his only concern is finding his parents. This drastic shift highlights how love and emotional security outweigh material possessions. In real life,

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children often demand toys and luxuries, but when faced with emotional distress, they rely on their parents for comfort. For instance, a child who loses a favourite toy may cry briefly, but losing a parent’s attention or presence creates deeper distress. This theme also applies to adults, as emotional connections with loved ones provide greater fulfilment than material wealth. The story serves as a reminder that relationships and emotional security are the true sources of happiness, rather than external possessions. 4. How does the story depict a child’s perception of the world, and how does it change when he is lost? How can this shift in perspective be related to real-life situations? (Competency-based Question) Ans: The story portrays the world through the innocent eyes of a child, highlighting his joyful curiosity and excitement. At the fair, the child is mesmerised by colourful balloons, sweets and toys, seeing them as sources of happiness. His world is filled with wonder and desire, and he is unaware of potential dangers. He trusts his parents implicitly, assuming they are always there for him. However, when he realises he is lost, his perception shifts from fascination to fear. The once vibrant and joyful fair turns into a frightening, overwhelming place. He no longer desires material things and only seeks his parents. This transformation reflects reallife experiences where people take things and people for granted until they lose them. For example, a child may not appreciate parental love, discipline and care until it is no longer there. The story serves as a reminder of how security and relationships shape our world more than external pleasures. 5. Compare the child in ‘The Lost Child’ with the narrator in ‘The Adventures of Toto’. How do their experiences reflect different aspects of childhood? (Competency-based Question) Ans: Both the boy in ‘The Lost Child’ and the narrator in ‘The Adventures of Toto’ portray different shades of childhood. The child in The Lost Child represents innocence and emotional dependence. Initially drawn to the fairʼs attractions, he realises the true value of his parents when he gets separated from them. On the other hand, the narrator in The Adventures Section C • The Lost Child

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of Toto showcases curiosity and mischief as his grandfather brings home a playful monkey. Toto’s mischiefs and adventures amaze him. Together, both characters reflect how children are easily fascinated by the world around them but also learn important life lessons through emotional or practical experiences. Their stories highlight growth, awareness, and the beauty of learning through lived moments.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. The man headed towards the place where the snake-charmer still played on the flute to the swaying cobra. ‘Listen to that nice music, child!’ he pleaded. But the child shut his ears with his fingers and shouted his double-pitched strain: ‘I want my mother, I want my father!’ The man took him near the balloons, thinking the bright colours of the balloons would distract the child’s attention and quieten him. ‘Would you like a rainbowcoloured balloon?’ he persuasively asked. The child turned his eyes from the flying balloons and just sobbed, ‘I want my mother, I want my father!’

I. What does the childʼs reaction to the snake-charmer’s music reveal about his emotional state? (1) a. He finds the music too loud and is trying to block out the noise. b. He is not interested in the fair and only wants to go home. c. He is overwhelmed by distress and cannot be comforted. d. He is scared of the snake and does not want to go near it.

II. What does the man’s repeated attempts to distract the child suggest? (1) a. He is trying to help the child feel better and stop crying. b. He wants to force the child to enjoy the fair and be happy. c. He is testing whether the child will respond to kindness. d. He is irritated by the childʼs behaviour and wants to leave. 323

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III. What does ʻpersuasivelyʼ mean in the sentence ʻhe persuasively askedʼ? (1) a. Speaking in an uninterested and dull manner to the child b. Speaking in a way that is forceful and demanding to him c. Speaking to the child in a convincing and gentle manner d. Speaking in a loud and cheerful way to distract the child

IV. Which sentence correctly uses 'quieten' in a similar way to the passage? (1) a. The teacher spoke loudly to quieten the noisy classroom. b. The crowd quietened when the music started. c. The boy took a moment to quieten his nerves. d. The wind quietened when the rain started.

V. How does the childʼs refusal to look at the balloons contribute to the story? (1) a. It shows that the child is easily distracted by bright things. b. It highlights the childʼs emotional state and deep sadness. c. It suggests that the man is not making enough effort to help. d. It proves that the fair is not interesting or exciting at all. b. There was a roundabout in full swing. Men, women and children, carried away in a whirling motion, shrieked and cried with dizzy laughter. The child watched them intently and then he made a bold request: ‘I want to go on the roundabout, please, Father, Mother.’ There was no reply. He turned to look at his parents. They were not there, ahead of him. He turned to look on either side. They were not there. He looked behind. There was no sign of them.

I. What does the phrase ‘carried away in a whirling motion’ suggest about the people on the roundabout? (1) a. They were struggling to stay balanced while riding it. b. They were deeply engrossed in the excitement of the ride. c. They were feeling sick and wanted to stop the movement.

d. They were confused and unable to control their laughter.

II. What is the function of ‘intently’ in the sentence ‘The child watched them intently’? (1) a. It is a noun that refers to the childʼs focus on the ride. b. It is a verb that describes how the child observed others. c. It is an adverb describing the focus of the child’s attention. d. It is an adjective that describes the child’s expression.

III. What emotion does the child experience when he realises his parents are not there? (1) a. He is initially confused but remains calm and hopeful. b. He is nervous but believes they will return soon. c. He is suddenly struck by fear and uncertainty. d. He is angry that they left him behind on purpose.

IV. Which theme of the story is highlighted in this extract? (1) a. The dangers of wandering alone in crowded places b. The innocence of childhood and sudden loss of security c. The excitement of exploring new places and people d. The responsibilities of parents at a large fair

V. Which word can best replace ‘bold’ in the sentence ‘he made a bold request’? (1) a. Careful b. Confident c. Timid d. Silent 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks)

a. What is the significance of the child repeatedly using the same phrase to express his fear after getting lost? b. How does the child’s interaction with his surroundings before and after getting lost highlight his emotional transformation?

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c. Sketch the elements at the fair from the beginning until the child is lost. Mention how they keep the child curious and joyful. d. How does the pacing of the story change before and after the child gets lost, and what effect does it create?

3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks)

a. How does the festival of spring bring out the joy in human nature?

c. Imagine you are the lost child who has now grown up. Write a nostalgic recount of the incident of being lost at the fair and the lesson it taught you as a child. (Competency-based Question) d. When children are taken to a fair, they ask their parents to buy them many things. Should their parents do so? Explain with reference to the lesson ‘The Lost Child’. (Competency-based Question)

b. The man who rescues the child is compassionate and kind. Discuss.

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The Adventures of Toto

—Ruskin Bond

About the Author

Ruskin Bond is a renowned Indian author, born on 19 May 1934 in Kasauli, Himachal Pradesh. He is celebrated for his enchanting stories that often highlight the beauty of nature and rural life. He has written over 500 short stories, essays and novels in his career, gaining particular recognition for his contributions to childrenʼs literature. His notable works include ‘The Room on the Roof’, ‘The Blue Umbrella’ and ‘A Flight of Pigeons’. His short story ‘The Adventures of Toto’ narrates the humorous and mischievous escapades of a little monkey named Toto, demonstrating his talent for blending humour with heartwarming moments. Bondʼs writing resonates with readers of all ages, exploring themes of friendship and the human spirit. He has received several prestigious accolades, including the Sahitya Akademi Award, the Padma Shri and the Padma Bhushan. At present, he resides in Mussoorie, India.

Summary

In ‘The Adventures of Toto’, the narrator tells how his grandfather buys a naughty little monkey named Toto from a tonga-driver for five rupees. Seeing Toto tied to a feeding-trough, Grandfather feels sorry for him and decides to add him to his private zoo. Toto is a pretty monkey with bright, mischievous eyes, pearly white teeth and quick fingers. His tail acts like a third hand, making him even more naughty and playful. Since Grandmother does not like new animals in the house, Grandfather and the narrator decide to keep Toto a secret until she is in a good mood. They hide him in a closet, but Toto manages to escape, tearing the wallpaper off the walls and shredding the narrator’s school blazer. As a result, they move him to a cage in the servant’s quarters with the other animals, but he keeps them awake all night.

When Grandfather has to go to Saharanpur to collect his pension, he decides to take Toto along in a big black canvas kit-bag. The bag is tightly closed and when Toto moves around inside, it rolls on the floor and jumps in the air, attracting the attention of curious onlookers. When Grandfather reaches Saharanpur and shows his ticket at the railway turnstile, Toto suddenly pokes his head out, shocking the ticket-collector. The collector insists that Toto is a dog and charges three rupees for him.

Back home, once Grandmother finally accepts Toto, he is given a place in the stable with Nana, the family donkey. However, they never become friends as he bites Nana’s ears. During winter, Toto enjoys taking warm baths in a big bowl of water. He learns to bathe by copying the narrator, stepping in carefully and rubbing soap all over himself. When the water turns cold, he runs to the kitchen fire to dry himself. If anyone laughs at him during his bath, Toto is offended and refuses to continue his bath. One day, out of curiosity, he climbs into a kettle of boiling water. At first, he enjoys the warmth, but when the water becomes too hot, he jumps up and down. Grandmother rescues him just in time. Toto’s mischief does not stop there. He loves tearing things up and whenever one of the narrator’s aunts walks past, he pulls at her dress and tears holes in it. One day, a dish of pullao is left in the centre of the dining table. When the family walks in, they find Toto sitting there, happily eating it. Grandmother screams and in response, Toto throws a plate at her. When one of the narrator’s aunts rushes forward, he throws a glass of water at her. When Grandfather arrives, Toto grabs the dish of pullao, climbs into the jackfruit tree and eats it from there. He stays there all afternoon, eating every bit of the rice. Just to annoy Grandmother, he drops the dish when he has finished, breaking it.

As Toto’s mischief continues, Grandfather realises that keeping him is becoming too expensive. The family can no longer afford the destruction of dishes, clothes and other belongings. In the end, Grandfather sells Toto back to the tonga-driver for three rupees, bringing an end to the adventures of this troublesome yet lively pet.

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Theme of the Story

The theme of ‘The Adventures of Toto’ revolves around the joy and chaos that pets bring into our lives. The story highlights the unpredictability and spirited nature of tamed animals, particularly when compared to traditional pets. One key theme is the challenges of keeping a wild animal as a pet. While Toto’s antics entertain the grandfather, they also cause significant trouble. This showcases the reality that wild animals, despite their charm, may not be suitable for domestic life. Another important theme is the bond between humans and animals. The grandfather’s fondness for Toto contrasts with the grandmother’s disapproval, highlighting both the affection and the practical challenges of pet ownership. The story humorously illustrates how pets, especially unpredictable ones like Toto, can turn everyday life into an adventure. Ultimately, the narrative strikes a balance between the love for animals and the responsibilities they bring, making it a light-hearted yet meaningful exploration of human-animal relationships.

Glossary

feeding-trough: a container that holds animal food mischief: being naughty Anglo-Indian: a person of mixed Indian and British ancestry or a person of British descent born in India wicked: naughty fussed: worried; was overly concerned peg: hook; an object used to hang something on blazer: jacket shreds: small pieces torn from something large tame: a wild animal now used to humans abode: residence turnstile: a mechanical gate consisting of revolving horizontal arms fixed to a vertical post, allowing only one person at a time to pass through

grin: broad smile in vain: efforts made without a positive result quadruped: an animal with four legs prodded: touched or poked to get a reaction triumphant: happy to have won stable: a building where horses or other animals are kept halter: a rope or strap placed around the head of a horse or other animal, used for leading or tying it up haunches: back parts of an animal’s body fastened on to: grabbed; held on to cunningly: cleverly hauled: pulled spite: tease; annoy

NCERT Solutions Think about It

1. How does Toto come to grandfather’s private zoo? Ans: Toto became a part of Grandfather’s private zoo when Grandfather bought him from a tongadriver for five rupees. The tonga-driver kept Toto tied up and upon seeing him, Grandfather felt sorry for the monkey. Grandfather decided to add Toto to his collection of animals. 2. ‘Toto was a pretty monkey.’ In what sense is Toto pretty? Ans: Toto is considered pretty because of his bright, mischievous eyes and pearly white teeth, which reveal a playful smile. He has deep-set eyebrows and quick hands. His tail adds to his looks as a third hand, making him a unique and attractive little creature. Section C • The Adventures of Toto

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3. Why does grandfather take Toto to Saharanpur and how? Why does the ticket-collector insist on calling Toto a dog? Ans: Grandfather took Toto to Saharanpur because, after being shifted to a big cage in the servant’s quarters with the other pets, Toto caused trouble for them. Since Grandfather was travelling to Saharanpur to collect his pension, he decided to take Toto along. He carried Toto in a big black canvas kit-bag. The ticketcollector insisted on calling Toto a dog because there was no rule to charge for a monkey. The ticket-collector cleverly asked Grandfather to pay three rupees for Toto by insisting that he was a dog.

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4. How does Toto take a bath? Where has he learnt to do this? How does Toto almost boil himself alive? Ans: Toto takes a bath by first testing the water temperature with his hand. Then, he gradually steps in, placing one foot at a time until he is submerged up to his neck. He has learnt this habit by closely observing the narrator’s bathing routine.

Toto almost boils himself alive when he climbs into a kettle of water that has been placed on the fire for tea. Initially, he finds the water warm and enjoyable, so he sits inside. As the water begins to heat up, it becomes uncomfortably hot but as the outside feels cold whenever he lifts himself out, he stays inside jumping up and down. Luckily the narrator’s grandmother notices him and quickly pulls him out, saving him from getting severely burnt. 5. Why does the author say, ʻToto was not the sort of pet we could keep for longʼ? Ans: The author says, ‘Toto was not the sort of pet we could keep for long’ because of his mischievous behaviour, which constantly led to chaos and destruction. He frequently tore clothes and curtains, broke dishes and caused trouble for the family. Eventually, Grandfather realised that their limited financial resources could not cover the frequent losses caused by Toto’s antics. As a result, he decided to sell the monkey back to the tonga-driver for three rupees.

Talk about It

1. Do you have a pet? Is your pet mischievous? Tell the class about it. Ans: Yes, I have a pet dog named Bruno. He is a playful and energetic labrador. Although he is very affectionate, he can also be quite mischievous at times. He loves to chase birds in the garden, steal socks from the laundry and sometimes even hide my school shoes! One day, he managed to open the fridge and pull out a loaf of bread, making a complete mess in the kitchen. Despite his naughty behaviour, he is very loving and always makes us laugh. Having Bruno as a pet has taught me patience and responsibility, and I enjoy every moment with him.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. Grandmother always fussed when Grandfather brought home some new bird or animal. So, it was decided that Toto’s presence should be kept a secret from her until she was in a particularly good mood. Grandfather and I put him away in a little closet opening into my bedroom wall, where he was tied securely—or so we thought— to a peg fastened into the wall. I. Why was it decided to keep Totoʼs presence a secret from Grandmother? (1) a. To surprise her on her birthday b. To protect Toto from her c. To avoid her disapproval d. To tease Grandmother II. What does the phrase ‘should be kept a secret’ imply about the importance of hiding Totoʼs presence? (1) a. It was a minor detail. b. It was crucial to avoid conflict. c. It was a fun game. d. It was a temporary inconvenience. III. Who was involved in the decision to keep Totoʼs presence a secret? (1) a. Only Grandfather b. Grandfather and the narrator c. Only the narrator d. Grandmother and Grandfather IV. What does the phrase ‘or so we thought’ imply about the security of Totoʼs tie? (1) a. They were confident it was secure. b. They had doubts about its security. c. They knew it was not secure. d. They did not care about its security. V. What does the word ‘fastened’ mean in the context of the extract? a. loosened b. hidden c. removed d. attached

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Ans: I. c. To avoid her disapproval

II. b. It was crucial to avoid conflict. III. b. Grandfather and the narrator

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IV. a. They were confident it was secure.

V. d. attached

2. Read the following extract carefully and answer the questions that follow. I wondered what Grandmother would say. But Grandfather didn’t worry; he seemed pleased with Toto’s performance.

‘He’s clever,’ said Grandfather. ‘Given time, I’m sure he could have tied the torn pieces of your blazer into a rope and made his escape from the window!’ I. What prompted the narrator to mention Grandmother in the context of Totoʼs performance? (1) a. The narrator was proud of Toto and wanted to share the news with Grandmother. b. The narrator was curious about how Grandmother would react to Totoʼs escape plan. c. The narrator wanted Grandmother to help them with Toto. d. The narrator was worried about Grandmotherʼs reaction to Totoʼs antics. II. Why was Grandfather pleased with Toto’s performance? (1) a. Toto had behaved obediently and calmly. b. Toto had shown intelligence and mischief. c. Toto had learnt a new trick taught by Grandfather. d. Toto had helped Grandfather in doing household chores. III. What did Grandfather suggest Toto could do with the torn pieces of the blazer? And why does he think so? (2) IV. How does Grandfatherʼs attitude towards Totoʼs performance contrast with the narratorʼs concern about Grandmotherʼs reaction? (Competency-based Question) (1) a. Grandfather proud; narrator concerned b. Grandfather indifferent; narrator concerned c. Grandfather angry; narrator indifferent d. Grandfather amused; narrator happy

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Ans: I. d. The narrator was worried about Grandmotherʼs reaction to Totoʼs antics.

II. b. Toto had shown intelligence and mischief. III. Grandfather suggested that Toto could have tied the torn pieces of the blazer into a rope and escaped through the window. He believed this because Toto was clever and mischievous and could have done this to escape.

IV. a. Grandfather proud; narrator concerned 3. Read the following extract carefully and answer the questions that follow. Toto remained in the bag as far as Saharanpur, but while Grandfather was producing his ticket at the railway turnstile, Toto suddenly poked his head out of the bag and gave the ticket-collector a wide grin. The poor man was taken aback; but, with great presence of mind and much to Grandfather’s annoyance, he said, ʻSir, you have a dog with you. You’ll have to pay for it accordingly.ʼ I. Why was Grandfather travelling to Saharanpur? a. To visit relatives b. To buy a new pet c. To collect his pension d. To sell Toto

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II. Why did the ticket-collector classify Toto as a dog? (1) a. Because Toto was barking like a dog and was afraid of him b. Because the railway rules did not have any charge for monkeys c. Because he was taken aback and made a mistake d. Because he wanted to annoy Grandfather and Toto III. How did Toto reveal himself at the railway turnstile? (1) a. He poked his head out of the bag and grinned at the ticket-collector. b. He tore the bag open and jumped on the ticket-collector. c. He started making loud noises from inside the bag. d. He pulled at Grandfather’s coat to get out.

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IV. How did Grandfather feel about the ticket-collector’s decision? (1) a. He was amused and laughed about it. b. He was pleased that Toto was recognised as a dog. c. He was annoyed because he had to pay extra for Toto. d. He argued with the ticket-collector and refused to pay. V. Complete the analogy with the synonym from the text. (1) Ticket-collector : surprised : : grandfather : ___________

ii. He was intelligent and imitated human actions. iii. He was sensitive and disliked being laughed at. iv. He was obedient and always followed instructions. a. Only ii and iii are correct. b. Only ii, iii and iv are correct. c. Only i, iii and iv are correct. d. All i, ii, iii and iv are correct. III. When would Toto refuse to continue his bath? (1) a. When the water became too hot b. When he was given cold water instead of warm water c. When someone laughed at him during his bath d. When Grandmother did not give him soap

Ans: I. c. To collect his pension

II. b. Because the railway rules did not have any charge for monkeys III. a. He poked his head out of the bag and grinned at the ticket-collector.

IV. c. He was annoyed because he had to pay extra for Toto.

IV. What can be inferred about the relationship between Toto and the family from the extract? (1) a. Toto was neglected by the family. b. Toto was well-cared for by the family. c. Toto was seen as a nuisance. d. Toto was independent and self-sufficient.

V. annoyed

4. Read the following extract carefully and answer the questions that follow. A great treat for Toto during cold winter evenings was the large bowl of warm water given him by Grandmother for his bath. He would cunningly test the temperature with his hand, then gradually step into the bath, first one foot, then the other (as he had seen me doing), until he was into the water up to his neck. Once comfortable, he would take the soap in his hands or feet and rub himself all over. When the water became cold, he would get out and run as quickly as he could to the kitchen-fire to dry himself. If anyone laughed at him during this performance, Toto’s feelings would be hurt, and he would refuse to go on with his bath. I. What does the phrase ‘first one foot, then the other’ suggest about Totoʼs behaviour? (1) a. He was impatient. b. He was playful. c. He was cautious. d. He was afraid of the water. II. What does Toto’s bathing habit suggest about him?

(1)

V. Assertion (A): Toto was an obedient pet who followed all instructions given by Grandmother.

Reason (R): Toto enjoyed taking baths in warm water and imitated humans.

II. a. Only ii and iii are correct.

III. c. If someone laughed at him during his bath IV. b. Toto was well-cared by the family.

V. d. A is false, but R is true.

i. He was mischievous and often caused trouble. 330

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5. Read the following extract carefully and answer the questions that follow. Obviously, Toto was not the sort of pet we could keep for long. Even Grandfather realised that. We were not well-to-do, and could not afford the frequent loss of dishes, clothes, curtains and wallpaper. So, Grandfather found the tonga-driver and sold Toto back to him—for only three rupees. I. Why did Grandfather decide to sell Toto back to the tonga-driver? (1) a. Toto was not friendly with other pets. b. The family could not afford the damage. c. Toto refused to stay at home. d. The tonga-driver wanted him back. II. What does the phrase ‘not well-to-do’ suggest about the narratorʼs family? (1) a. They were wealthy and could afford luxuries. b. They were indifferent to their expenses. c. They spent a lot of money on pets. d. They had limited financial resources. III. What does the phrase ‘Toto was not the sort of pet we could keep for long’ imply about Totoʼs behaviour? (1) a. Toto was well-behaved and easy to care for. b. Toto was not expensive to maintain. c. Toto was independent and self-sufficient. d. Toto was destructive and caused problems. IV. What does Grandfather’s final decision about Toto tell us about him? (1) a. He valued practicality over emotions. b. He was irresponsible in keeping pets. c. He always gave up on things too soon. d. He preferred keeping only traditional pets. V. What does the word ‘frequent’ mean in the context of the passage? (1) a. rare b. occasional c. happening often d. sudden

Ans: I. b. The family could not afford the damage.

II. d. They had limited financial resources.

III. d. Toto was destructive and caused problems. IV. a. He valued practicality over emotions.

V. c. happening often

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Short Answer Questions

Answer the following questions in about 40–50 words. 1. What did Grandfather decide to do with Toto when he saw him?

Ans: After seeing Toto tied to a feeding-trough, Grandfather decided to add him to his private zoo. He felt that Toto looked out of place and needed a better home. Impressed by Toto’s looks and lively nature, he bought him from the tongadriver for five rupees. 2. Where was Toto kept to hide him from Grandmother and what did Grandfather and the narrator think of the place? Ans: Toto was kept in a small closet that opened into the narrator’s bedroom wall, where he was tied to a peg. Grandfather and the narrator believed that Toto was securely tied there. However, when they returned, they discovered that he had created chaos in the bedroom, tearing off the wallpaper and ripping a blazer to shreds. 3. What was Grandmotherʼs usual reaction to new animals brought home by Grandfather? What does this tell us about her nature? Ans: Grandmother usually fussed about the new animals brought home by Grandfather. This tells us that Grandmother was less fond of the unusual animals that Grandfather brought home. She is probably more practical than Grandfather as she knew how much work was involved in caring for such animals. 4. Identify the key traits that make Toto a suitable candidate for being a pet in Grandfatherʼs home. How do these traits impact the family (Competency-based Question) dynamics?

Ans: Totoʼs key traits include his playful nature, intelligence and curiosity. These traits make him entertaining and lively. This would suit Grandfather who values companionship and amusement. However, Toto’s mischievous behaviour leads to chaos, causing frustration among the other family members. The monkey’s antics often disrupt daily life and cause damage. 5. What type of bag was used to transport Toto, and why was it chosen? Ans: A big black canvas kit-bag, with some straw at the bottom, was used to transport Toto. It fastened securely. It was chosen because of

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Toto’s mischievous behaviour so that he could not escape and cause trouble on the journey to Saharanpur. 6. What challenges did Toto face in his ‘new abode’?

Ans: The challenges Toto faced in his new abode were that he could barely move inside the bag and could not even get his hands through the openings. He was unable to escape since the canvas was too strong for him to bite through. However, he managed to roll the bag around on the floor and occasionally jump into the air. 7. Where was Toto moved from the narrator’s room, and did this new place suit him and his companions? Ans: Toto was moved to a big cage in Grandfatherʼs servant quarters, where he was expected to live sociably with the other pet animals—a tortoise, a pair of rabbits, a tame squirrel and the narrator’s goat. However, Toto disturbed the others by preventing them from sleeping at night. 8. Analyse the social interaction between the ticket-collector and Grandfather. How does this encounter illustrate communication and (Competency-based Question) negotiation skills? Ans: The social interaction between the ticketcollector and Grandfather illustrates that communication can be both amusing and tricky. Grandfather attempts to explain that Toto is not a dog, but the ticket-collector insists on calling him one. The ticket-collector wants to collect money and thus he classifies Toto as a dog. Grandfather who does not want to pay extra insists that Toto is not a dog. This highlights how, in negotiations, people can have their own agendas and misunderstandings can arise when there are no clear rules. 9. What did Grandfather do to get back at the ticket-collector after paying for Toto? Ans: After paying for Toto, Grandfather took out his pet tortoise and asked the ticket-collector how much he needed to pay for it. The ticketcollector, after examining the tortoise, said there was no charge since it wasn’t a dog. 10. How did Toto behave during his bath time? Ans: During bath time, Toto was very playful. Imitating the narrator, he first checked the temperature with his hand, then gradually put

his feet in one by one until he was in the water up to his neck. Then, he took the soap in his hands or feet and rubbed himself all over. This showed his curiosity and cleverness. When his bath was done he would run to dry himself by the fire. If anyone laughed at him while bathing, he would stop what he was doing immediately. 11. What incident led to Grandmother pulling Toto out of the kettle?

Ans: Grandmother pulled Toto out of the kettle which had been left on the fire to boil for tea. Since warm water was a treat for Toto during winter, he decided to get into the kettle. As the water became hotter, he started hopping up and down. He did not want to get out as it was cold outside. Before he could get seriously hurt, Grandmother pulled him out, saving him just in time. 12. What type of food was Toto found eating at lunchtime? What did he do after being discovered by the family?

Ans: Toto was found eating a large dish of pullao which had been prepared for the family and set on the table. When the family discovered him, he threw a plate at Grandmother and threw a glass of water at the narrator’s aunt. When Grandfather arrived, Toto quickly picked up the dish of pullao and escaped through a window. He sat outside in a jackfruit tree finishing all the rice after which he threw the dish down, shattering it. 13. Why did Toto throw the dish from the tree?

Ans: Toto threw the dish from the tree out of spite after Grandmother had screamed at him for stealing food. He deliberately held onto the dish and spent the entire afternoon eating every grain of rice. Once he had finished, he mischievously threw the dish down, chattering with delight as it shattered into many pieces. He seemed to enjoy the chaos he had created. 14. Where did Toto eventually end up living after he was accepted by Grandmother?

Ans: After being accepted by Grandmother, Toto eventually ended up living in the stable with the family donkey, Nana. This became his new home, where he had more space to move around and play. However, Toto’s mischievous nature did not change, as he often disturbed Nana by biting her ears.

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15. According to you, which of Toto’s antics are the funniest and why? (Competency-based Question)

Ans: According to me, Toto’s funniest antic was when he stole a dish of pullao at lunchtime. His cleverness in grabbing the food, throwing a plate at Grandmother, throwing a glass of water at the narrator’s aunt and escaping with the dish through a window showcased his intelligence, mischief and rebellious nature. He seemed to know exactly what he was doing when he threw the dish down and chattered with delight.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Write a detailed character sketch of Grandfather from ‘The Adventures of Toto’. Highlight his love for animals, his adventurous nature and his patience in handling Toto’s mischief. Support your answer with relevant incidents from the story. (Competency-based Question)

Ans: Grandfather is depicted as a warm-hearted, adventurous individual with a profound love for animals. His decision to buy Toto, a mischievous monkey from the tonga-driver, reflects his compassionate nature and desire to expand his private zoo. Grandfatherʼs patience shines through as he handles Toto’s antics; he is often pleased with the monkeyʼs cleverness and intelligence rather than scolding him. For instance, when Toto tears up a school blazer, Grandfather suggests that he could have tied the pieces back together in a rope and could have escaped through the window. Toto’s mischievousness entertains Grandfather, and he sees his antics as a sign of intelligence. This illustrates his understanding and acceptance of Totoʼs playful spirit. Despite the chaos Toto causes, Grandfather remains patient.

2. Imagine you are Grandfather. Write a diary entry describing your experience of travelling with Toto to Saharanpur. Include details about how you hid Toto in a bag, his mischievous behaviour at the railway station and the reaction of the ticket-collector. Express your thoughts on whether taking Toto along was a (Competency-based Question) good decision or not.

Section C • The Adventures of Toto

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Ans: 20 February 2025 Thursday Today was quite an adventure! I travelled to Saharanpur and it was far from ordinary as I took Toto with me. I hid Toto in a bag to avoid any trouble, but he had other plans. As we reached the Saharanpur railway station and I was producing my ticket at the turnstile, Toto suddenly poked his head out of the bag and flashed a wide grin at the ticket-collector. The poor man was taken aback but quickly regained his composure. To my surprise, he insisted that I pay three rupees for my ‘dog’ even as I tried to explain it was a monkey! The ticket-collectorʼs reaction was a mix of surprise and professionalism, which was impressive. However, the extra cost and the struggle made me wonder if bringing Toto along was a good idea. His playful antics are endearing, but they often lead to unexpected situations. His mischief made the journey memorable, but I do wonder about the chaos it invites! 3. ‘If there is a part of the brain especially devoted to mischief, that part was largely developed in Toto.’ How does this statement encapsulate Totoʼs personality throughout the (Competency-based Question) narrative?

Ans: The phrase ‘If there is a part of the brain especially devoted to mischief, that part was largely developed in Toto.’ reflects Toto’s personality throughout the narrative. Toto is seen engaging in various mischievous acts that reveal his playful yet troublesome nature. He wreaks havoc at home, tearing up clothes, breaking dishes and stealing food. For example, when he escapes with a plate of pullao when he is caught on the table eating it. His cleverness adds to the chaos, making his antics both endearing and frustrating for the family. This statement highlights that while Toto is delightful company, his relentless mischief makes him difficult to manage. He is so intelligent that he enjoys his mischief and reacts to human reactions. For example, because Grandmother shouts at him, when he eats the pullao, he throws a plate at her and later chatters in glee when he breaks the bowl.

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4. Imagine you are Grandfather. Write a letter to the tonga-driver explaining the challenges you faced while keeping Toto as a pet. Describe his mischievous behaviour, the damage he caused and the difficulties in managing him. Politely ask if he would be willing to take Toto back. (Competency-based Question) Ans: B-24/65-A New Church Road Dehra Dun 20 February 19XX Dear ABC, I hope this letter finds you in good spirits. I wish to talk about Toto, the monkey I bought from you. While he has certainly brought joy into our home, I must admit that caring for him has been quite a challenge. His mischievous nature has led him to destroy clothes, steal food and generally create chaos everywhere. One moment he’s entertaining us, and the next he’s up to something naughty.

I am kindly asking if you would be willing to take Toto back. I believe he would be happier with you as he may get more attention. Kindly let me know if you are willing to take him back. Best wishes Grandfather 5. In what ways was Toto too costly for Grandfather to keep? Do you believe it served as a lesson for him? Ans: Keeping Toto turned out to be costly, not just in terms of money but also in terms of maintaining good relations in the home. Although he brought a lot of life and laughter, he also did a lot of damage such as tearing up clothes, ruining dishes and stealing food. He also did not get along with the other pets. Each item that Toto destroyed represented not only a financial loss but also the disruption of household harmony. This experience taught Grandfather a valuable lesson about the responsibilities of pet ownership. Despite his love for animals, he realised that not every creature is suited to domestic life. Ultimately, this narrative highlights that sometimes, it is better to recognise when a petʼs nature may not fit within the family’s lifestyle.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. A big black canvas kit-bag was provided for Toto. This, with some straw at the bottom, became his new abode. When the bag was closed, there was no escape. Toto could not get his hands through the opening, and the canvas was too strong for him to bite his way through. His efforts to get out only had the effect of making the bag roll about on the floor or occasionally jump into the air—an exhibition that attracted a curious crowd of onlookers on the Dehra Dun railway platform.

I. What was the purpose of the big black canvas kit-bag? (1) a. To store food for the journey b. To keep Toto hidden and secure during travel c. To carry Grandfather’s belongings d. To serve as Toto’s permanent home

II. What does the phrase ‘no escape’ in the extract indicate about Totoʼs situation? (1) a. He was comfortably resting in the bag. b. He was securely confined in the bag. c. He was willingly staying inside the bag. d. He was afraid to come out of the bag.

III. Why did the bag ‘roll about on the floor’ or ‘jump into the air’? (1) a. Because the train was moving fast b. Because Toto was making desperate attempts to escape c. Because Grandfather was shaking the bag d. Because the bag was filled with other animals too

IV. How does this extract contribute to the overall theme of the story? (1) a. It shows how animals can adjust to new surroundings. b. It highlights the difficulties of keeping mischievous pets. c. It portrays Grandfather’s strict nature toward pets. d. It emphasises the importance of proper pet training.

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V. Which of the following phrases best describes Toto’s actions in the given extract?

i. Struggling in vain

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ii. At the drop of a hat

iii. Drawing attention like a magnet

iv. Vanished into thin air a. Only (i) b. Both (i) and (ii) c. Both (i) and (iii) d. Both (ii) and (iv) b. We found him in the branches of the jackfruit tree, the dish still in his arms. He remained there all afternoon, eating slowly through the rice, determined on finishing every grain. And then, in order to spite Grandmother, who had screamed at him, he threw the dish down from the tree and chattered with delight when it broke into a hundred pieces.

I. What does Toto’s decision to eat every grain of rice suggest about his nature? (1) a. He was considerate and did not waste food. b. He was trained to eat everything given to him. c. He was determined and wanted to finish everything. d. He wanted to share the food with other animals.

II. Why did Toto throw the dish down from the tree? (1) a. To return it to Grandmother b. To annoy Grandmother for scolding him c. Because he was done eating and wanted to clean up d. By accident while playing with it

III. What does Toto’s act of throwing the dish suggest about his relationship with Grandmother? (1) a. He enjoyed teasing and defying her. b. He wanted to seek her approval. c. He was affectionate towards her. d. He was scared of her and wanted to escape.

V. Pick the option that is the odd one out with reference to the meaning of ‘spite’. (1) a. annoy b. tease

spite

c. malice

d. relieve

2. Answer any FOUR of the following questions in 40–50 words. (4 × 3 = 12 marks)

a. How does the author describe Toto’s physical appearance? b. What was the final decision made by Grandfather regarding Toto?

c. Do you think Grandmother was a pet lover like Grandfather? Give reasons.

d. How did Toto’s love for warm water almost lead to his being half-boiled?

e. ‘Toto remained in the bag as far as Saharanpur’. What can be inferred about the challenges Grandfather faced while travelling (Competency-based Question) with Toto? 3. Answer any THREE of the following questions in 100–120 words. (3 × 6 = 18 marks)

a. Examine the incident involving Totoʼs bath in the kettle. How does this scene contribute to the humorous elements of the story?

b. Evaluate the consequences of Toto’s actions on the family. What does this reveal about the importance of understanding and patience when dealing with pets or others who may behave unpredictably? (Competency-based Question) c. Toto was not an animal that could be trained. Do you think this statement is true or false? Elaborate using examples from the story.

d. Compose a dialogue between Grandfather and Grandmother when she discovers Totoʼs existence. Include their differing views on having a monkey as a pet and how they resolve their differences. (Competency-based Question)

IV. What does Toto’s behaviour in the extract tell us about his personality? (1) a. He was obedient and calm. b. He was mischievous and playful. c. He was frightened and timid. d. He was lazy and uninterested. Section C • The Adventures of Toto

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Iswaran the Storyteller —R.K. Laxman

About the Author

R.K. Laxman (1921–2015) was one of India’s most celebrated cartoonists, best known for creating ‘The Common Man’, a cartoon character who was a silent yet powerful observer of Indian society. Laxman’s career spanned over five decades, during which he worked as the chief political cartoonist for The Times of India. His sharp wit and keen insight into politics and everyday life made his work both humorous and thought-provoking. Other than cartoons, Laxman also wrote novels, short stories and an autobiography, ‘The Tunnel of Time.’ His short story ‘Iswaran the Storyteller’ is widely appreciated for its engaging narration and vivid storytelling. His contributions earned him several awards, including the Padma Bhushan and the Padma Vibhushan. Through his timeless illustrations and writings, he captured the essence of India’s socio-political landscape with brilliance.

Summary

The story features Iswaran, a cook and caretaker, who accompanies his master, Mahendra, to various remote worksites. Iswaran is not only an excellent cook but also a lively storyteller who can turn even simple incidents into dramatic and suspenseful tales. His vivid imagination and exaggerated details, like in his story about a fallen tree on the road, make his narratives thrilling and engaging. When telling Mahendra about a fallen tree, he would for example say, ʻThe road was deserted, and I was all alone. Suddenly I spotted something that looked like an enormous bushy beast lying sprawled across the road. But as I came closer. I saw that it was only a fallen tree.ʼ Similarly, when narrating the tale of a wild elephant, he heightens the drama by describing how it rampaged through the town, destroying fruit stalls, mud pots, and clothes shops. According to Iswaran, the elephant stormed into a school playground, forcing teachers and students to seek refuge. He claims that, with no one else on the ground, he courageously grabbed a cane from a teacher and struck the elephant’s third toenail, instantly stunning it and bringing down the massive creature. His elaborate storytelling not only heightens the excitement but also presents him as a fearless and heroic figure. One day, Iswaran recounts a chilling ghost story about a woman who appears at night carrying a foetus in her arms. Although Mahendra initially dismisses it as pure fiction, he feels unsettled. His unease deepens when, one full-moon night, he is awakened by a low moaning sound. Peering out of his window, he spots a vague, shadowy figure. Overcome with fear, he recalls Iswaran’s description and, for a moment, believes the ghost to be real. However, he later tries to reason it away, convincing himself that it was merely an illusion. The next morning, Iswaran asks if he Mahendra now believed his story about the ghost, as he heard the ghost moan in Mahendra’s room. Mahendra is deeply disturbed. Overcome by fear, he hands in his resignation with a clear resolve to leave the place. The story ends on an unsettling note, leaving the reader questioning whether the ghost was a mere illusion or something real.

Theme of the Story

The story explores the power of storytelling, imagination and belief. Iswaran, a cook and caretaker, has a remarkable ability to narrate stories with vivid details and dramatic flair. His tales, often exaggerated and filled with suspense, captivate his listener, Mahendra. Through Iswaranʼs character, the story highlights how storytelling can shape perception, making even the most ordinary events seem extraordinary. His ghost story about the woman in the night, for instance, has a deep impact on Mahendra, showing how strong narratives can influence emotions and create fear.

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Another theme in the story is the psychological impact of storytelling. The tale of the woman wandering at night with a foetus in her arms creates ‘a certain unease’ in Mahendra’s mind, despite his initial dismissal of supernatural occurrences as ‘a figment of Iswaran’s imagination.’ After hearing the story, he begins to check his window every night to reassure himself that there is no ‘dark shape’ outside. This unease intensifies into absolute terror when, one full-moon night, he hears a low moan near his window and, upon looking out, sees ‘a dark, cloudy form clutching a bundle.’ Overcome with fear, he submits his resignation, determined to leave what he believes to be a haunted place. This highlights how the human mind can be influenced by storytelling, even when the stories seem implausible at first.

Glossary supervisor: manager, overseer keep an eye: watch over, observe bachelor: unmarried man, single man ill-equipped: unprepared canvas: strong cotton cloth, fabric makeshift: temporary, improvised quarry: mine, pit uncomplainingly: patiently, silently anecdotes: stories varied: diverse, different desolate: empty conjure: summon, create miraculously: unbelievably shed: hut, shelter leisurely: relaxed muttering: whispering dozing: napping, sleeping lightly narrative flourished: story grew, tale expanded in thrall: the state of being in someone’s power arched: curved gesture: sign deserted: abandoned enormous: huge sprawled: lying outstretched uncritically: blindly, unquestioningly timber: good quality wood hauled: dragged, pulled mahout: elephant trainer prologue: introduction tusker: elephant emulation: imitation, copy stamping: stomping, pounding outskirts: borders helter-skelter: disorderly, chaotic

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grunted: groaned wandered: roamed depredations: attacks meant to destroy something inhabitants: residents menacingly: threateningly, dangerously swing: sway, move hypnotised: as if in a trance trumpeted: blared, roared mustering: gathering whacked: hit sharply veterinary: animal doctor inimitable: unmatched, exceptional living quarters: residence ancestors: forefathers garish: flashy, gaudy burial ground: graveyard reverie: daydream, fantasy matted hair: shrivelled: dried foetus: a young human whose development is incomplete; underdeveloped baby figment: illusion, imagination peered: to look closely vicinity: neighbourhood prowling: roaming guttural sound: sounds produced in the throat feline: relating to cat or other members of the cat family resisted: opposed wailing: crying clutching: holding tightly panting: breathing heavily subconscious: inner mind, hidden thoughts

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NCERT Solutions Think about It

1. In what way is Iswaran an asset to Mahendra? Ans: Iswaran is an asset to Mahendra because he follows him wherever he is posted. He cooks for Mahendra, washes his clothes and chats with him at night, sharing endless stories and anecdotes on varied subjects. He has an amazing capacity to find vegetables and cooking ingredients from the most unlikely places. Even where there are no shops visible for miles, he manages to find vegetables and cook delicious dishes within an hour of reaching the place. 2. How does Iswaran describe the uprooted tree on the highway? What effect does he want to create in his listeners? Ans: Iswaran is a master storyteller. He narrates ordinary incidents dramatically, using vivid descriptions and creating a lot of suspense. For example, while describing a fallen tree, he does not simply say that he saw an uprooted tree on the highway. Instead, he personalises the incident using descriptive vocabulary and says, ʻThe road was deserted, and I was all alone. Suddenly I spotted something that looked like an enormous bushy beast lying sprawled across the road. But as I came closer. I saw that it was only a fallen tree.ʼ

He uses detailed and exaggerated descriptions to make the story more engaging and memorable. The use of gestures and expressions make the narration exciting and keeps his listener engaged.

3. How does he narrate the story of the tusker? Does it appear to be plausible? Ans: Iswaran narrates a story to Mahendra about a tusker that escaped from the timber yard when he was a child. He said it began roaming around, stamping on bushes, tearing up wild creepers in sight. The elephant broke down fences on the outskirts of the town and came to the main road. It smashed all the stalls selling fruit, mud pots, and clothes. Soon it came to the playground and scared all the children at school. It began tearing the volleyball net, the football goal-post and destroyed much in sight. Not a single soul was on the ground except the brave narrator who grabbed a cane from one of

the teachers and whacked the beast on its third toenail. The beast was stunned and collapsed. He exaggerated the story to show how brave and heroic he was.

No, the story does not seem plausible because it is impossible for a child to control a wild elephant. Iswaran’s claim that he, as a child, made a huge mammal collapse by hitting on its toenail, while the adults were struggling to save themselves, is clearly an exaggeration, but it makes a great story! 4. Why does the author say that Iswaran more than made up for the absence of a TV in Mahendra’s living quarters? Ans: Because Iswaran is such a skilled storyteller, the author says Iswaran’s stories are even better than having entertainment on TV. Iswaran keeps his boss engaged with dramatic, suspenseful tales and even creates suspense by taking breaks to go and see to the food! His vivid stories combined with the inimitable style of narration keeps Mahendra captivated, so he does not miss a TV. 5. Mahendra calls the ghost or spirit a figment of Iswaran’s imagination. What happens to him on a full-moon night? Ans: Mahendra calls the ghost or spirit a figment of Ishwaran’s imagination when told that he has seen a female ghost holding a foetus.

On a full moon night Mahendra hears a low moan close to his window. He thinks it is a cat searching for a mouse. However, his curiosity takes over and he looks out of the window. Not too far away, he sees a dark, cloudy figure like the female ghost with a foetus that Iswaran described in its arms. He is terrified and questions whether he had been right to tell Iswaran that he was imagining things. He collapses on his bed and tries to convince himself that the ghost is simply a trick of his subconscious.

6. Can you think of some other ending for the story? Ans: By the end of the story, Mahendra is so frightened by the possibility that the ghost had actually been in his room the previous night, that he quits his job so that he can leave the haunted place. I think the story could have

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ended on a more positive note. Another climax could have shown Mahendra gathering courage and deciding to uncover the truth instead of running away. That night, when he hears strange noises again, he quietly follows the source of the sound. To his surprise, he finds Iswaran holding a bundle, recreating the scene to frighten him. Iswaran bursts into laughter, revealing that the entire ghost story was a clever trick to test Mahendra’s nerves. Mahendra, though initially annoyed, can’t help but admire Iswaran’s storytelling skills and realises how easily fear can cloud one’s judgment.

Talk about It

1. Is Iswaran a fascinating storyteller? Discuss with your friends the qualities of a good storyteller. Try to use these qualities and tell a story. Ans: Yes, Iswaran is undoubtedly a fascinating storyteller. His ability to captivate his audience lies in his vivid imagination, dramatic narration, and use of suspense. He skilfully exaggerates events, adds expressive gestures, and builds tension to keep his listener engaged. His storytelling makes even ordinary incidents seem thrilling.A good storyteller possesses several key qualities. Imagination and creativity play a crucial role in making a story engaging. A storyteller must also use voice modulation, facial expressions, and dramatic gestures, to bring the narrative to life. Another essential element is suspense and curiosity, which makes the audience eager to know what happens next. Think of how Aswaran goes off to see to the food in the middle of a story in order to create suspense. The vivid use of language helps create images in the listener’s mind, making the story more colourful and engaging. Lastly, a good storyteller establishes an emotional connection with the audience, evoking feelings of excitement, fear, or joy. STORY BASED ON THE ABOVE-MENTIONED QUALITIES The Whispering Shadows

It was a stormy night when Aryan missed the last bus home. With no choice but to use a deserted shortcut, he hurried along the lonely road that cut through an abandoned village. Section C • Iswaran the Storyteller

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The wind howled through the trees, and the dim streetlights flickered. He had never believed in ghosts, but something in the atmosphere felt unsettling.

As he walked, he remembered an old story his grandmother had told him about the village. ʻThis place was once filled with laughter, but a terrible fire destroyed it. People say that on stormy nights, the shadows whisper the names of those who perished.ʼ Aryan laughed at the thought, shaking his head. ʻJust old tales,ʼ he muttered. But then, he heard it—a faint whisper. He stopped. The wind? He took a deep breath and increased his speed. But the whisper grew louder, calling his name. His heart pounded. He turned sharply, expecting to see someone behind him, but there was only darkness. The shadows seemed to shift, stretching towards him. Forcing himself to stay calm, Aryan reasoned, ʻIt must be my imagination.ʼ He broke into a trot, determined to leave the place behind. As he reached the end of the road, the whispers suddenly stopped. Silence. He exhaled in relief and turned back for one last look. To his horror, he saw a faint figure standing in the mist, watching him.

Was it real? Or was it just a trick of his subconscious? Aryan never took that shortcut again. And whenever a storm raged, he stayed far away—just in case the shadows still whispered.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. He was a bachelor. His needs were simple and he was able to adjust himself to all kinds of odd conditions, whether it was an ill-equipped circuit house or a makeshift canvas tent in the middle of a stone quarry. But one asset he had was his cook, Iswaran. The cook was quite attached to Mahendra and followed him uncomplainingly wherever he was posted. He cooked for Mahendra, washed his clothes and chatted away with his master at night. He could weave out endless stories and anecdotes on varied subjects.

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I. The closest antonym for ‘reluctantly’ in the extract is ______________. (1) II. Assertion (A): Mahendra was highly dependent on Iswaran for his daily needs.

Reason (R): Iswaran not only managed Mahendra’s household chores but also entertained him with stories. (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. III. Fill in the blank. (1) Canvas tent : temporary : : Mahendra’s lifestyle : _____________ a. settled b. nomadic c. extravagant d. conventional IV. What can you infer about Mahendra and Iswaran’s relationship from the extract? (2)

Ans: I. uncomplainingly

II. Both A and R are true, and R is the correct explanation of A. III. nomadic

IV. From the extract, we can infer that Mahendra and Iswaran shared a relationship based on understanding and loyalty. Mahendra relied on Iswaran for his daily needs, such as cooking, laundry and companionship. Iswaran was deeply devoted to Mahendra, following him wherever he was posted without complaint. His role extended beyond that of a mere servant—he entertained Mahendra with his endless storytelling, adding a sense of warmth and familiarity to their otherwise transient lifestyle.

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

Mahendra would be up early in the morning and leave for work after breakfast, carrying some prepared food with him. Meanwhile Iswaran would tidy up the shed, wash the clothes, and have a leisurely bath, pouring several buckets of water over his head, muttering a prayer all the while. It would be lunchtime by then. After eating, he would read for a while before dozing off. The book was usually some popular

Tamil thriller running to hundreds of pages. Its imaginative descriptions and narrative flourishes would hold Iswaran in thrall. I. How does Iswaran spend his time when Mahendra is away at work? (2) II. How would you describe Iswaran’s attitude towards his tasks? (1) a. Leisurely b. Disorganised c. Reluctant d. Hardworking III. Which of the following uses the phrase ‘in thrall’ correctly ? (1) a. He was so exhausted after work that he fell in thrall on the couch and slept immediately. b. The scientist conducted experiments in thrall to prove his hypothesis. c. The breathtaking performance by the dancers kept the audience in thrall. d. She packed her bags hurriedly, as she was in thrall to catch the last train. IV. A synonym for ‘mumbling’ in the extract is __________. (1)

Ans: I. I swaran spends his time managing household chores while Mahendra is away at work. He tidies up the shed, washes clothes and takes a leisurely bath, pouring several buckets of water over his head while muttering a prayer. After lunch, he reads a Tamil thriller, getting completely engrossed in its imaginative descriptions and narrative, before dozing off.

II. a. Leisurely

III. c. The breathtaking performance by the dancers kept the audience in thrall.

IV. muttering

3. Read the following extract carefully and answer the questions that follow. His own descriptions were greatly influenced by the Tamil authors that he read. When he was narrating even the smallest of incidents, he would try to work suspense and a surprise ending into the account. For example, instead of saying that he had come across an uprooted tree on the highway, he would say, with eyebrows suitably arched and hands held out in a dramatic gesture, ʻThe road was deserted and I was all alone. Suddenly I spotted something

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that looked like an enormous bushy beast lying sprawled across the road. I was half inclined to turn and go back. But as I came closer I saw that it was a fallen tree, with its dry branches spread out.ʼ Mahendra would stretch himself back in his canvas chair and listen to Iswaranʼs tales uncritically. I. What can we infer about Mahendra’s attitude towards Iswaran’s stories?

(1)

II. Which of the following words is the closest synonym to ʻuncriticallyʼ as used in the passage? a. unquestioningly b. sceptically c. critically d. reluctantly

(1)

III. Read the arguments of two students:

(1)

Rashmi: Iswaran’s storytelling was engaging because he used suspense and elements of surprise.

Rishi: His dramatic gestures, like arching his eyebrows and spreading his hands, made his stories more vivid. (Competency-based Question) Which of the following is correct? a. Both Rashmi and Rishi are correct, and Rishi’s point explains Rashmi’s. b. Both Rashmi and Rishi are incorrect. c. Rashmi is correct, but Rishi is incorrect. d. Rashmi and Rishi are both correct, but their points are independent of each other. IV. Who/What influenced Iswaran’s narrative style? Comment. (2)

Ans: I. H e enjoyed them and listened without questioning their authenticity.

II. a. unquestioningly

III. d. Rashmi and Rishi are both correct, but their points are independent of each other. IV. Iswaran’s way of storytelling was influenced by the Tamil authors he read. Their detailed descriptions and dramatic style shaped how he narrated events. Even small incidents were made exciting with suspense and surprise. He also used expressive gestures, like raising his eyebrows and spreading his hands, to make his stories more engaging. His ability to turn ordinary events into thrilling tales showed how much he had learnt from Tamil literature. Section C • Iswaran the Storyteller

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4. Read the following extract carefully and answer the questions that follow. The elephant reached the outskirts of our town; breaking the fences down like matchsticks’, he would continue. ʻIt came into the main road and smashed all the stalls selling fruit, mud pots and clothes. People ran helter-skelter in panic! The elephant now entered a school ground where children were playing, breaking through the brick wall. All the boys ran into the classrooms and shut the doors tight. The beast grunted and wandered about, pulling out the football goal post, tearing down the volleyball net, kicking and flattening the drum kept for water, and uprooting the shrubs. Meanwhile all the teachers had climbed up to the terrace of the school building; from there they helplessly watched the depredations of the elephant. There was not a soul below on the ground. The streets were empty as if the inhabitants of the entire town had suddenly disappeared.

I. Comment on the mood of the passage. (1)

II. Fill in the blank. elephant : destruction : : teachers : _________

(1)

III. Which of the following DOES NOT use the word ‘depredation’ correctly? (1)

(Competency-based Question)

a. The villagers suffered greatly due to the depredations of wild animals that destroyed their crops. b. The ancient temple bore the marks of centuries of depredations by invading armies. c. The environmentalists raised concerns over the depredations of illegal logging in the rainforest. d. The artist’s latest painting showcased the depredations of bright colours and intricate patterns. IV. In Iswaran’s tale, how does his reaction contrast with that of the teachers?

(2)

Ans: I. The mood is tense/chaotic/scary

II. Helpless

III. d. The artist’s latest painting showcased the depredations of bright colours and intricate patterns.

IV. Iswaran reacted with bravery and quick thinking, while the teachers responded with fear and helplessness. Unlike the

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teachers, who climbed to the terrace and merely watched the destruction caused by the elephant, Iswaran took action. He did not run or hide but instead confronted the situation. His courage and presence of mind contrasted sharply with the teachersʼ passive and fearful response. 5. Read the following extract carefully and answer the questions that follow. At this point Iswaran would leave the story unfinished, and get up mumbling, ʻI will be back after lighting the gas and warming up the dinner.ʼ Mahendra who had been listening with rapt attention would be left hanging. When he returned, Iswaran would not pick up the thread of the story right away. Mahendra would have to remind him that the conclusion was pending. ʻWell, a veterinary doctor was summoned to revive the animal,ʼ Iswaran would shrug casually. ʻTwo days later it was led away by its mahout to the jungle.ʼ I. What does Iswaranʼs casual reaction to the story’s ending reveal about him? (1) II. What does the phrase ʻMahendra who had been listening with rapt attention would be left hangingʼ mean? (1) a. Mahendra lost interest in the story halfway. b. Mahendra was completely focussed but left in suspense. c. Mahendra was physically left hanging by Iswaran. d. Mahendra felt sleepy after listening to the story. III. What does the phrase ʻpick up the thread of the storyʼ mean? (1) IV. Iswaran often pauses his stories at crucial moments. How does this technique enhance Iswaran’s storytelling, and what does it reveal about his character? (2)

Ans: I. H e enjoys playing with suspense and controlling the listener’s curiosity. He pretends to be unconcerned.

II. b. Mahendra was completely focussed but left in suspense.

III. To continue the story from where it was left off IV. Iswaran’s technique of pausing his stories at crucial moments creates suspense and keeps Mahendra deeply engaged. This makes the

storytelling more dramatic and immersive. It reveals that Iswaran is a skilled storyteller who enjoys the attention. He is confident in his ability to captivate his audience.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. What is a prologue? How does Iswaran add a prologue to his story of an elephant?

Ans: A prologue is an introduction that provides background information before the main story begins. Before telling the story of the elephant, Iswaran sets the scene by describing the location in detail. He explains that the area was once a dense forest where elephants were used to transport logs on lorries. However, at times, these elephants would go wild. When that happened, even the most skilled mahout could not control them. This introduction builds suspense and makes the story more engaging. 2. What does the elephant do before Iswaran puts it out of action? Ans: A tusker escapes from the timber yard and wanders aimlessly. As it reaches town, people run in panic. After some time, the elephant enters a school yard. Frightened, the boys rush into their classrooms and lock the doors. The elephant causes havoc by pulling out the football goal post, tearing the volleyball net, flattening the water drum and uprooting the shrubs. Everyone watches helplessly, unable to stop the destruction. 3. Do you think the ghost seen by Mahendra was just a trick played by Iswaran? Support your answer with reasons. (Competency-based Question) Ans: Iswaran cleverly sets the stage by first telling Mahendra that the area was once a burial ground. He then adds to the suspense by narrating a ghost story. One night, Mahendra sees a shadowy figure outside his window, which resembles the ghost Iswaran described. The next morning, Iswaran casually mentions that the ghost visited Mahendra’s room. This suggests that Iswaran may have deliberately planted the idea in Mahendra’s mind, making him believe in the ghost. It seems likely that the whole incident was just a trick played by Iswaran to make his story more convincing. (Note that the story is deliberately open-ended so the opposite may also be true.)

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4. What made Iswaran different from other domestic helpers? Ans: Most domestic helpers perform routine tasks such as cooking, cleaning and washing clothes. They focus only on their duties without much engagement with their employers. However, Iswaran was different. In addition to preparing delicious meals, keeping the shed tidy and doing laundry, he entertained Mahendra with captivating stories. His dramatic storytelling, complete with gestures and suspense, made him as engaging as having a TV. He also provided Mahendra with company in the evenings, helping him feel less lonely. This made Iswaran much more than just a cook—he was a storyteller, a great reader, a companion and a source of comfort. 5. ʻA man is what he reads.ʼ Explain this statement with reference to Iswaran. (Competency-based Question) Ans: The statement ʻA man is what he readsʼ means that a person’s thoughts, speech and behaviour are influenced by what they read. This is evident in Iswaran’s character. He was deeply influenced by Tamil thrillers, which were full of dramatic descriptions and suspenseful twists. As a result, his storytelling style reflected the same elements. He narrated even ordinary incidents with great excitement, suspense and surprise, making them highly engaging. For example, instead of simply saying that he saw an uprooted tree on the road, he described it as a ʻbushy beast lying sprawled across the roadʼ and built suspense by saying he was ʻhalf-inclined to turn and go back.ʼ Thus, Iswaran’s storytelling skills were a direct reflection of the books he read. 6. If you were in Iswaran’s place, how would you have narrated the story of the elephant? Explain briefly.

Ans: If I were in Iswaran’s place, I would have made the elephant’s entry even more dramatic. I would describe the ground shaking as the massive beast stormed into the town, its loud trumpeting echoing through the empty streets. I would also add suspense by making it seem as if the elephant was about to charge a group of terrified children before an unexpected event, like a sudden loud noise or a clever trick, distracted it. Instead of a simple conclusion, I would build anticipation by making the elephant’s capture seem uncertain until the very Section C • Iswaran the Storyteller

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last moment. In this way, the audience would stay engaged, waiting for the final outcome. 7. ‘Exaggeration, in Iswaran’s stories, is a strength rather than a flaw.’ Explain. (Competency-based Question) Ans: Yes, exaggeration in Iswaran’s stories is a strength rather than a flaw. His dramatic storytelling, filled with suspense and vivid details, makes even simple incidents thrilling. For example, while narrating the tale of the mad elephant, he describes how it smashed stalls, uprooted shrubs, and broke a school’s water drum, painting a highly dramatic picture. His exaggeration keeps the listener engaged, making his stories entertaining rather than dull or ordinary. 8. Iswaran’s exaggerated storytelling makes even simple events appear dramatic and believable. In real life, how can the way information is presented influence people’s emotions and decisions? Provide an example to support (Competency-based Question) your answer. Ans: The way information is presented can significantly influence people’s emotions and decisions by shaping their perception of reality. Just as Iswaran’s exaggerated storytelling makes Mahendra feel uneasy, in real life, repeated exposure to dramatic or biased narratives can alter how people react to situations. For example, in the news and social media, sensationalised headlines can create panic or fear, even if the actual event is not as alarming. If someone constantly hears exaggerated reports about crime in their city, they may start feeling unsafe, even if crime rates have not increased. Similarly, advertisements use persuasive storytelling to make products seem more appealing than they actually are, influencing consumer choices.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Robert Redford said, ‘Storytellers broaden our minds: engage, provoke, inspire, and ultimately, connect us.’ Explain how Iswaran embodies this idea through his storytelling skills. Support your answer with examples from the story. (Competency-based Question) 343

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Ans: The quote by Robert Redford highlights how storytellers engage, provoke emotions, inspire and create a strong connection with their audience. Iswaran, in ‘Iswaran the Storyteller,’ perfectly represents these qualities through his dramatic and vivid storytelling.

Iswaran engages Mahendra by narrating exaggerated yet gripping stories. For example, he tells Mahendra about an elephant that went on the rampage in his village. He describes how he stopped the elephant single-handedly with a wooden stick. His expressive gestures and detailed descriptions make the story exciting and almost believable. Iswaran provokes fear in Mahendra with his ghost story. He narrates the tale of a ghostly woman with a wrinkled face holding a baby, who haunts the area. His dramatic pauses make Mahendra uneasy, to the point that he starts imagining the ghost himself. The story was so impactful that Mahendra handed in his papers to be transferred from that place. Through his storytelling, Iswaran not only entertains but also influences Mahendra’s thoughts and emotions, proving the power of an engaging storyteller.

2. Imagine you are given an opportunity to interview Iswaran for your school magazine on the topic ‘Storytelling: A dying art?’ Write the interview in your own words. (Competency-based Question)

Ans: Interviewer: Mr Iswaran, you have a unique way of telling stories that captivates listeners. What makes a great storyteller?

Iswaran: A great storyteller is like a magician! It’s not just about words but how you bring them to life— through tone, pauses, gestures, and even silence. A story should not just be heard; it should be experienced. Interviewer: In today’s digital age, is storytelling a dying art?

Iswaran: Sadly, yes. People once gathered to listen, but now they stare at screens. Yet, storytelling is part of our heritage—it can never truly die. If told with heart and passion, stories will always find listeners.

Interviewer: How does storytelling create vivid images in a listener’s mind? Iswaran: A well-told story is like a painting made with words. For example, when I described the stormbattered tree sprawled like a twisted creature, didn’t it create a picture in your mind? That’s the magic of storytelling—it makes you see and feel.

Interviewer: Your ghost story scared Mahendra into leaving. Can storytelling change minds? Iswaran: Absolutely! A story can influence beliefs, emotions, and fears. Mahendra thought he was brave but my words planted doubt in his mind. That’s the power of storytelling. Interviewer: What message would you give young readers?

Iswaran: Never let storytelling fade! Listen, tell, and pass stories on—they connect us to our past, each other and the world. 3. ʻEvery great storyteller is an avid reader.ʼ Explain with reference to ‘Iswaran the (Competency-based Question) Storyteller.’ Ans: The saying ʻEvery great storyteller is an avid readerʼ highlights that exposure to stories enhances one’s ability to narrate compelling tales. Iswaran loved reading thrilling Tamil stories, which shaped his dramatic storytelling style and ability to entertain his audience.

For example, in his story about the rampaging elephant, Iswaran describes how the beast crushed fences ʻlike matchsticksʼ and spread panic in the village. He claims that he bravely faced the elephant and brought it down with just a stick. Though exaggerated, his confident narration and expressive gestures make it sound real and thrilling. Similarly, his ghost story about the woman with a wrinkled face, matted hair, hollow eyes and low moans is narrated in such a way that even Mahendra, a practical man, begins to question whether her presence is real or just his imagination. Unable to shake off the terror, he eventually decides to leave the place.

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His love for stories allowed him to create vivid descriptions, use dramatic expressions and build suspense that kept his audience captivated. This proves that a storyteller’s skill is shaped by the stories they consume. 4. The story ‘Iswaran the Storyteller’ presents a contrast between logic and superstition. How does Iswaran’s ghost story challenge Mahendra’s rational mindset? What does this reveal about human psychology? (Competency-based Question)

Ans: The story explores the conflict between rationality and superstition through Mahendra’s character. Initially, Mahendra is a logical and practical man who dismisses Iswaran’s ghost story as nonsense. However, the power of storytelling and imagination gradually influences his thoughts and emotions.

Iswaran’s ghost story is told with such vivid detail—describing the moaning woman with a shrivelled face, matted hair and a foetus—that it lingers in Mahendra’s mind. Despite his rational beliefs, Mahendra starts experiencing fear, proving how deeply storytelling can shape human perception. When he hears a moaning sound outside his window one night, his logical thinking gives way to imagination, and he feels paralysed with fear. Unable to dismiss the experience, he ultimately decides to leave the place.

This shift in Mahendra’s mindset highlights an important aspect of human psychology. No matter how rational a person is, fear and imagination can overpower logic in certain situations. The story shows that beliefs are often shaped by emotions rather than reason, making even the most practical individuals vulnerable to fear. 5. What makes both the readers and Mahendra abandon rationality and listen to Iswaran’s stories uncritically? What does this reveal about the power of storytelling? (Competency-based Question)

Ans: Iswaran’s storytelling is so vivid and immersive that it captivates readers and listeners, making them suspend rational thinking. His use of suspense, dramatic pauses and exaggerated descriptions makes even ordinary events seem thrilling. For example, while narrating the

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elephant’s rampage, he paints a gripping picture of destruction, making it feel like a scene from a film. Moreover, his expressive gestures and tone add to the effect, making Mahendra and the readers lose themselves in the tale.

This highlights the power of storytelling—how a skilled narrator can transport listeners into an entirely different world, making them feel emotions, experience suspense and even overlook logic. A well-told story doesn’t just convey information; it creates an experience that lingers in the mind.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. One morning when Mahendra was having breakfast Iswaran asked, ʻCan I make something special for dinner tonight, sir? After all, today is an auspicious day. According to tradition we prepare various delicacies to feed the spirits of our ancestors today, sir.ʼ That night Mahendra enjoyed the most delicious dinner and complimented Iswaran on his culinary skills. He seemed very pleased but, unexpectedly, launched into a most garish account involving the supernatural. ʻYou know, sir, this entire factory area we are occupying was once a burial ground,ʼ he started. Mahendra was jerked out of the pleasant reverie he had drifted into after the satisfying meal.

I. Which of the following best describes the shift in mood in the passage? (1) a. from peaceful to scary b. from suspenseful to humorous c. from tense to celebratory d. from sorrowful to joyous

II. What does the word ʻgarishʼ in ʻa most garish account involving the supernaturalʼ suggest?

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III. Which word is not a synonym for ‘reverie’ as it is used in the passage. (1) a. daydream b. nightmare c. trance d. reflection

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IV. How does the pleasant meal contrast with Iswaran’s scary revelation, and what effect does it create? (2)

b. I was studying in the junior class at that time and was watching the whole drama from the rooftop. I donʼt know what came over me suddenly. I grabbed a cane from the hands of one of the teachers and ran down the stairs and into the open. The elephant grunted and menacingly swung a branch of a tree which it held in its trunk. It stamped its feet, kicking up a lot of mud and dust. It looked frightening. But I moved slowly towards it, stick in hand. People were watching the scene hypnotised from nearby housetops. The elephant looked at me red-eyed, ready to rush towards me. It lifted its trunk and trumpeted loudly.

I. What does the phrase ʻI donʼt know what came over me suddenlyʼ suggest about (1) the narratorʼs action?

II. What does the word ʻmenacinglyʼ imply?

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a. The elephant was playfully waving the branch. b. The elephant was showing aggression. c. The elephant was tired and needed rest. d. The elephant was signalling for food.

III. State True or False. (1) The crowd’s reaction to the narrator’s action suggests a mix of fear and fascination.

IV. If you were in the narrator’s place, how would you have reacted to the situation? Justify your response with reasons. (2)

2. Answer any FOUR of the following questions in about 30–50 words. (4 × 3 = 12 marks)

a. What specific technique would you adopt to become a more engaging storyteller, and why? b. How could you use Iswaran’s techniques to make everyday conversations more interesting?

c. What was Mahendra’s routine, and how did Iswaran fit into it?

d. How does Iswaran’s storytelling blur the line between reality and fiction?

e. What kind of work did Mahendra do, and why did he frequently change locations? 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks)

a. Iswaran’s storytelling is filled with exaggeration and dramatic effects. How do these elements make his stories more engaging, and what do they reveal about his personality?

b. How does Iswaran’s unwavering loyalty toward Mahendra go beyond the role of a mere servant? What does their relationship tell us about companionship and dependence?

c. Fear often stems from the mind rather than reality. How does Iswaran illustrate that imagination can make fear seem real? Support your answer with examples from the story. (Competency-based Question) d. Imagine you are narrating the classic story of ‘The Thirsty Crow’ in Iswaran’s dramatic and exaggerated storytelling style. Add vivid descriptions, suspense, and a touch of thrill to make the story more engaging. How would the tale unfold in your words? (Competency-based Question)

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In the Kingdom of Fools —A.K. Ramanujan

About the Author

A.K. Ramanujan was a poet, translator and scholar. He wrote in both English and Kannada and studied many languages, including Tamil, Telugu and Sanskrit. Ramanujan was a linguist—he studied multiple languages, their structures and how they were used in literature and folklore. His deep understanding of languages helped him translate and interpret stories from Indian traditions. He worked on poetry, folklore and cultural studies.

Some of his famous poetry collections are ‘The Striders’ (1966), ‘Selected Poems’ (1976) and ‘Second Sight’ (1986). He also collected and translated folktales from various oral traditions across India, including ‘Folktales from India: A Selection of Oral Tales from Twenty-Two Languages’ (1991) and ‘A Flowering Tree and Other Oral Tales from India’ (1997). ‘In the Kingdom of Fools’ is one of the folktales he translated. Ramanujan believed that stories and ideas should be understood based on their culture. In his essay ‘Is There an Indian Way of Thinking?’, he explained that Indian thinking is flexible and depends on situations rather than strict rules. His research and translations showcase his ideas. He taught at the University of Chicago for many years and helped build its South Asian studies program. In 1976, he received the Padma Shri, and he also won a MacArthur Fellowship in 1983 for his outstanding contributions to literature, linguistics and folklore studies. His contributions to literature and translation are honoured through the A.K. Ramanujan Book Prize for translation. His ability to bridge different languages and cultures through his translations and research made him a significant figure in world literature. A.K. Ramanujan passed away in 1993. His work continues to be important in Indian literature, poetry and folklore studies.

Summary

‘In the Kingdom of Fools’ is a Kannada folktale in A.K. Ramanujan’s ‘Folktales from India: A Selection of Oral Tales from Twenty-Two. It tells the story of a kingdom ruled by a foolish king. When a guru and his disciple arrive, they are surprised to see that people work at night and sleep during the day. The guru finds this strange and warns his disciple that it is unwise to stay, but the disciple refuses to leave because food is cheap and easily available.

One day, a man approaches the king seeking justice. He complains that a wall collapsed on his brother while they were stealing, causing his death. Instead of punishing the thief, the king looks for someone to blame. He holds several people responsible—first the house owner (a rich merchant), then the builder of the wall, then a dancing girl who distracted the builder and finally a goldsmith who delayed the girl’s work, forcing her to walk on the street. After much thought, the king decides that the real culprit is the merchant’s father, who is already dead. Since the father is no longer alive, the king declares that the son must take the punishment. The king orders the merchant to be executed but later decides that he is too thin for the stake. Instead, he looks for a fat person to take his place. The disciple, who has gained weight from eating freely in the kingdom, is chosen for execution. As he waits for his punishment, he remembers his guru’s warning and prays for help. The guru, who has magical powers, sees his disciple’s situation and arrives immediately. He whispers something to the disciple and then requests the king to execute him instead. Hearing this, the disciple insists that he should be the first to die, as he was chosen for execution earlier. The king, confused by their argument, demands an explanation. The guru claims that the person who dies first on the stake will be reborn as the next king, while the second will become the minister. Fearful of losing their positions in the next life, the king and his minister decide to sacrifice themselves. That night, they secretly release the guru and his disciple and take their place. The next morning, the king and his minister are executed. When the people realise that their rulers are dead, they request the guru to become their new king. At first, he refuses, but eventually, he agrees on the condition that the kingdom follows normal rules. Under his leadership, the people abandon their foolish ways and live sensibly, like other kingdoms. Section C • In the Kingdom of Fools

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Theme of the Story

The theme of ‘In the Kingdom of Fools’ revolves around wisdom, judgement and the dangers of blindly following authority. One key idea in the story is that blindly following the crowd can be dangerous. The people in the kingdom never questioned the king’s strange rules and accepted his decisions without thinking. Their unquestioning obedience led to foolishness in the kingdom and almost cost the disciple his life. The story warns against following others without considering whether their actions are right or wrong. Another important theme is the need to use oneʼs judgment. The guru in the story realises that the kingdom is not run sensibly and decides to leave. He does not let greed influence his decision, unlike his disciple, who stays for cheap food. Later, the disciple understands his mistake and is saved only because of his guru’s wisdom. This highlights the importance of thinking for oneself rather than being influenced by others. The story also teaches caution when dealing with those in power. Just because someone is in authority does not mean they are always right. The foolish king makes absurd decisions, but the people obey him without question. This ultimately leads to chaos in the kingdom. The story suggests that individuals must think critically and not blindly trust leaders. Overall, the story emphasises the value of wisdom, independent thinking and the need to question authority when necessary.

Glossary

till: to prepare and work on land for farming stirring: moving or mixing something around disciple: a follower or student who learns from a teacher or guru astonishment: a feeling of great surprise or amazement duddu: a term used for money in the Kannada language street-side sacred bull: an ordinary bull that was treated with religious reverence sneaked: moved quietly or secretly to avoid being noticed collapsed: fell down suddenly pursuing: actively following or chasing something compensate: to give something in return for loss or damage summoned: called or ordered to appear accused: a person who is charged with committing a crime or wrongdoing

bricklayer: a person whose job is to build walls or buildings using bricks jingling: making a light ringing sound

scoundrel: a dishonest or immoral person bailiff: a law officer who makes sure that the decisions of a court are obeyed decisively: in a clear, firm and definite way impaling: piercing or stabbing through something with a sharp object scrape: a difficult situation that one has got into solemn word: a serious and sincere promise ascetic: a person who leads a simple life executioners: people who carry out a punishment of death as ordered by the court disguised: changed oneʼs appearance or identity to hide the truth persuade: to convince someone to do or believe something

NCERT Solutions Think about It

1. What are the two strange things the guru and his disciple find in the Kingdom of Fools? Ans: The two things that the guru and his disciple notice in the Kingdom of Fools are: first, the people follow a strange routine—they sleep during the day and work at night. Second, all goods in the market cost the same amount,

one duddu, whether it is a measure of rice or a bunch of bananas. 2. Why does the disciple decide to stay in the Kingdom of Fools? Is it a good idea? Ans: The disciple decides to stay in the Kingdom of Fools because everything is cheap, and he wants to enjoy good food at a low cost.

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No, it is not a good idea. The guru warns him that it is a kingdom of fools and will not last long. He explains that the behaviour of its people is unpredictable, making it a risky place to stay, as anything can take an unusual turn here. 3. Name all the people who are tried in the king’s court, and give the reasons for their trial. Ans: All the people tried in the king’s court are the merchant, the bricklayer, the dancing girl, the goldsmith and the merchant again.

The merchant is tried because a burglar dies when the wall of his house collapses on him while he was fleeing. The bricklayer is held responsible for building a weak wall that falls and causes the burglar’s death in the merchant’s house. The dancing girl is blamed for distracting the bricklayer by walking up and down the road wearing jingling anklets while he was working at the time of building the wall. The goldsmith is tried because he delays completing the jewellery order for the dancing girl, making her return repeatedly to check on it. The merchant was tried again because the goldsmith was too busy working on jewellery for the merchant’s father and could not complete the dancing girl’s order. Since the merchant’s father is no longer alive, the merchant is held responsible and punished in his place. 4. Who is the real culprit according to the king? Why does he escape punishment? Ans: According to the king, the real culprit is the merchant. Since his father, who was actually responsible, is no longer alive, the king decides that the son must face punishment in his place. However, when the time comes for execution, the king realises that the merchant is too thin to be properly executed on the stake. Instead of questioning his own logic, the king foolishly looks for someone else who is fat enough to be punished in his place. 5. What are the Guru’s words of wisdom? When does the disciple remember them? Ans: The Guru’s words of wisdom are: ‘This is a city of fools. You don’t know what they will do next.’ The disciple remembers these words when he is sentenced to death for no reason. He is chosen

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for execution simply because he is fat enough to fit the stake. This makes him realise the danger of staying in a place ruled by foolish people, just as his guru had warned him. 6. How does the guru manage to save his disciple’s life? Ans: The guru cleverly saves his discipleʼs life by tricking the foolish king. He pretends to quarrel with the disciple over who should be executed first. Both the guru and the disciple insist on dying first, claiming that the stake is sacred and the one who dies first will become king in the next life, while the second will become his minister. The foolish king believes this absurd claim and decides to execute himself and his minister instead, hoping to become king again in his next life. Thus, the guruʼs wisdom and quick thinking save his disciple’s life.

Talk about It

1. In Shakespeare’s plays, the fool is not really foolish. If you have read or seen Shakespeare’s plays such as ‘King Lear’, ‘As You Like It’ and ‘Twelfth Night’, you may talk about the role of the fool.

Do you know any stories in your language about a wise fool, such as Tenali Rama or Gopal Bhar? Ans: In R.K. Narayan’s ‘Malgudi Days’, a character who resembles the Shakespearean ‘wise fool’ is Swami from the story ‘Swami and Friends’. Swami appears playful, mischievous and sometimes foolish due to his innocent mistakes and childish actions. Yet beneath his apparent foolishness lies subtle wisdom. His innocent observations and seemingly silly questions often highlight adult hypocrisy and social contradictions, revealing deeper truths about human nature. Like Shakespeare’s fools, Swami’s simplicity and humour become tools for exposing the flaws and absurdities of society. Through his innocent perspective, readers gain valuable insights into complex adult issues. Thus, Swami perfectly embodies the concept of a ‘wise fool’—outwardly humorous and foolish but inwardly insightful and wise. (Answer may vary)

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Additional Questions

b. It reflects authoritarian leadership that imposes illogical rules, causing confusion. c. It indicates democratic rule where people freely choose how to live. d. It proves that the leaders cared for the people’s comfort and safety.

Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. In the Kingdom of Fools, both the king and the minister were idiots. They didn’t want to run things like other kings, so they decided to change night into day and day into night. They ordered that everyone should be awake at night, till their fields and run their businesses only after dark and go to bed as soon as the sun came up. Anyone who disobeyed would be punished with death. The people did as they were told for fear of death. I. What unusual rule did the king and the minister impose on their kingdom? (1) a. People must work only in the morning and afternoon. b. Everyone must stop working altogether. c. People must work at night and sleep during the day. d. People could work whenever they wished. II. The people of the kingdom willingly followed the new rules because they believed they were wise. (True/False)

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III. What does the behaviour of the king and the minister suggest about their leadership? (1) a. They made decisions without logic. b. They were wise and experienced rulers. c. They valued their people’s well-being. d. They followed the customs of other kingdoms. IV. The king and the minister in the Kingdom of Fools changed the natural order of day and night, forcing people to work at night and sleep during the day, under threat of death. What does this decision reveal about the leadership style in the kingdom, and what could be the possible long-term impact of such a rule on the lives of common people? (1) a. It shows creative leadership that encourages new routines for better productivity.

V. The people of the Kingdom of Fools followed the king’s unusual orders because they feared _____________, even though the rules were irrational. (1) a. losing their jobs b. the wrath of nature c. being exiled d. death

Ans: I. c. People must work at night and sleep during the day.

II. False

III. a. They made decisions without logic.

IV. b. It reflects authoritarian leadership that imposes illogical rules, causing confusion.

V. d. death

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

The two men were hungry. Now that the shops were open, they went to buy some groceries. To their astonishment, they found that everything cost the same, a single duddu— whether they bought a measure of rice or a bunch of bananas, it cost a duddu. The guru and his disciple were delighted. They had never heard of anything like this. They could buy all the food they wanted for a rupee. I. What surprised the guru and his disciple when they went to buy groceries? (1) a. The market had exotic fruits and vegetables. b. They were given food for free as a special welcome. c. The shopkeepers refused to take money from them. d. The price of all items was the same, just one duddu. II. What does the word ʻastonishmentʼ in the passage most likely mean? (1) a. excitement b. amazement c. disappointment d. frustration

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III. Assertion (A): The guru and his disciple were happy to find that everything cost only one duddu.

I. Why did the disciple refuse to leave the kingdom despite the guru’s warning? (1) a. He wanted to explore the kingdom’s traditions. b. He enjoyed the company of the foolish people. c. He was attracted to the cheap and plentiful food. d. He was given an important position in the king’s court.

Reason (R): They thought it was a well-managed economy that would remain stable. (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. Both A and R are false

II. What does the phrase ‘gave up’ in the extract most likely mean? a. surrendered b. encouraged c. argued d. greed

IV. The guru and his disciple felt they had never seen anything like the kingdom before because _____________________. (1) a. all items in the market cost the same b. the people worked only at noon c. no one spoke to them in the market d. they were not allowed to enter the palace

III. Which literary device is used in the phrase ‘grew fat like a street-side sacred bull’? (1) a. simile b. alliteration c. metaphor d. personification IV. What does the guru mean when he says, ‘this won’t last very long, and you can’t tell what they’ll do to you next’? (1) a. The disciple will eventually become a respected citizen. b. The people are kind but have strange traditions. c. The kingdom is about to be invaded by another ruler. d. The king and his minister change laws unpredictably.

V. If you were in a place where everything costs the same, what would be the most responsible action? (1) a. Buying more than needed because it is cheap b. Taking advantage of the system before it changes c. Questioning how such an economy works d. Avoiding buying anything, fearing it is a scam

Ans: I. d. The price of all items was the same, just one duddu.

V. If you were in the disciples’ place, what would be the wisest decision? (1) a. Staying for the free food, ignoring potential dangers b. Trusting the guru’s experience and leaving with him c. Waiting to see if the kingdom remains stable before deciding d. Convincing the guru to stay with you in the kingdom

II. b. amazement

III. c. A is true, but R is false.

IV. a. all items in the market cost the same

V. c. Questioning how such an economy works

3. Read the following extract carefully and answer the questions that follow. But the disciple didn’t want to leave the place. Everything was cheap here. All he wanted was good, cheap food. The guru said, ‘They are all fools. This won’t last very long, and you can’t tell what they’ll do to you next.’ But the disciple wouldn’t listen to the guru’s wisdom. He wanted to stay. The guru finally gave up and said, ‘Do what you want. I’m going,’ and left. The disciple stayed on, ate his fill every day—bananas and ghee and rice and wheat, and grew fat like a street-side sacred bull. Section C • In the Kingdom of Fools

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Ans: I. c. He was attracted to the cheap and plentiful food. II. a. surrendered

III. a. simile

IV. d. The king and his minister change laws unpredictably.

V. b. Trusting the guru’s experience and leaving with him

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4. Read the following extract carefully and answer the questions that follow. His brother ran to the king and complained, ‘Your Highness, when my brother was pursuing his ancient trade, a wall fell on him and killed him. This merchant is to blame. He should have built a good, strong wall. You must punish the wrongdoer and compensate the family for this injustice.’ The king said, ‘Justice will be done. Don’t worry,’ and at once summoned the owner of the house. I. Who did the burglar’s brother hold responsible for his death? a. The king b. The minister c. The disciple d. The merchant II. What does the word ‘summoned’ in the extract mean? a. called for b. punished c. ignored d. rewarded

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III. The burglar’s brother wanted justice because his sibling was killed while _____. (1) a. hanging a picture on the wall b. building the wall c. pursuing his ancient trade d. serving in the king’s court IV. What does ‘ancient trade’ refer to in the extract?

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V. The king in the story immediately accepts the burglar’s brother’s complaint without questioning its fairness. In real life, why is it important for judges and leaders to carefully investigate cases before making decisions? (1) a. To avoid making decisions that might be unpopular b. To quickly resolve disputes without wasting time c. To show kindness to those who demand compensation d. To ensure justice is based on facts, not emotions

Ans: I. d. The merchant

II. a. called for

III. c. pursuing his ancient trade

IV. In the extract, ‘ancient trade’ is a humorous way of referring to theft. The man whose brother died while breaking into a house

calls him a follower of ‘ancient trade’ instead of admitting he was a thief.

V. d. To ensure justice is based on facts, not emotions

5. Read the following extract carefully and answer the questions that follow. ‘Will you promise to put me to death if I tell you?’ asked the guru. The king gave him his solemn word. The guru took him aside, out of the servants’ earshot, and whispered to him, ‘Do you know why we want to die right now, the two of us? We’ve been all over the world but we’ve never found a city like this or a king like you. That stake is the stake of the god of justice. It’s new, it has never had a criminal on it. Whoever dies on it first will be reborn as the king of this country. I. What reason does the guru give for wanting to die first? (1) a. He wants to be reborn as the king of the country. b. He believes the stake is a holy relic that grants eternal life. c. He is afraid of being punished for lying to the king. d. He wants to sacrifice himself for his disciple. II. What does the word ‘solemn’ in the extract mean? a. Cheerful and light-hearted b. serious and sincere c. confused and unsure d. angry and frustrated

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III. The guru convinces the king that the stake is powerful by claiming it has been used before executing great rulers. (True/False) (1) IV. In the line, ‘That stake is the stake of the god of justice,’ what literary device is used, and how does it affect the king’s decision? (1) a. Simile – It makes the king compare the stake to a god. b. Personification – It gives the stake humanlike traits, influencing the king’s fear. c. Metaphor – It convinces the king that the stake holds divine power.

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d. Hyperbole – It exaggerates the importance of the stake, making the king doubt his decision. V. The guru tricks the king into believing that dying on the stake will make him the next ruler. What real-world lesson does this situation highlight? (1) a. Superstitions and blind faith can lead to irrational decisions. b. People in power are always wise and intelligent. c. Greed always leads to success in the end. d. A good leader always makes decisions based on emotions rather than logic.

Ans: I. a. He wants to be reborn as the king of the country.

II. b. serious and sincere

III. False (Explanation: The guru actually claims the stake has never been used and that whoever dies on it first will be reborn as the king. He does not say it was used to execute great rulers.)

IV. c. Metaphor – It convinces the king that the stake holds divine power.

V. a. Superstitions and blind faith can lead to irrational decisions.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. What does the king’s decision to call the thief ‘an innocent man’ reveal about his ability to make fair judgments?

Ans: The king’s decision to call the thief ‘an innocent man’ reveals he lacked the ability to think critically and make fair judgments. He blindly followed what others said instead of reasoning for himself. This shows that his decisions were not based on logic or justice.

2. How did the unusual rules in the Kingdom of Fools affect the daily lives of its people? Ans: The unusual rules in the Kingdom of Fools affected the daily lives of its people by forcing them to work at night and sleep during the day. Additionally, all goods cost the same— one duddu—making trade and the economy irrational. These rules created an unpredictable and unstable society.

Section C • In the Kingdom of Fools

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3. How does the king’s judgement about the merchant highlight the irony in his decision making? Ans: The king’s judgement about the merchant highlights the irony in his decision-making as he called the burglar ‘poor’ and ‘innocent’ while blaming the girl for his death. Instead of punishing the real culprit who entered the house to steal, he shifted the blame unfairly, showing his flawed sense of justice. 4. In what ways did the Kingdom of Fools function differently from a normal society? Ans: The Kingdom of Fools functioned differently from a normal society as night was treated as day, and people worked in the dark while sleeping during daylight. Even animals followed this routine. Additionally, everything had the same price—one duddu—making trade and daily life highly unusual. 5. What does the selection of the disciple for execution reveal about the justice system in the Kingdom of Fools? Ans: The selection of the disciple for execution reveals that the justice system in the kingdom of fools was irrational and unfair. Instead of punishing the guilty, the king decided to execute the disciple simply because he was fat enough to fit on the stake, showing complete disregard for true justice. 6. How did the guru and the disciple react to the kingdom’s strange rules, and what does this reveal about their perspectives.

Ans: The guru realised that a kingdom ruled by fools could be dangerous and decided to leave immediately. However, the disciple was drawn to the abundance of cheap food and chose to stay. This contrast shows the guru’s wisdom and foresight, while the disciple was short-sighted and careless. 7. How did the thief’s brother justify blaming the rich merchant for his brother’s death? Ans: The thief’s brother justified blaming the rich merchant by arguing that the weak wall of his house had collapsed, causing his brother’s death. He claimed that the merchant was responsible for ensuring a strong wall in his own house, holding him accountable for the accident instead of acknowledging his brother’s wrongdoing. 353

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8. How did the investigation lead to the goldsmith, and what was he accused of? Ans: The investigation led to the goldsmith when the dancing girl, now much older, accused him of delaying her jewellery. She explained that his repeated refusals forced her to walk up and down the street many times, distracting the bricklayer and causing him to build a weak wall. 9. Why did the people strictly follow the orders of the king and the minister without questioning them? Ans: The people strictly followed the orders of the king and the minister because they were conditioned to obey without question. They feared punishment, as the laws were enforced without logic or fairness. The threat of severe consequences prevented them from opposing the king’s decisions. 10. How did the goldsmith justify his actions to avoid punishment? Ans: The goldsmith justified his actions by blaming a rich merchant for pressuring him to complete a jewellery order for a wedding. He argued that this delay forced him to make excuses for the dancing girl, ultimately escaping punishment by redirecting the blame to someone else.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. How did the king’s decision in the case reflect his flawed sense of justice? Ans: The king’s decision reflected his flawed sense of justice as he failed to apply logic or fairness. When a thief died after a wall collapsed on him during a burglary, the king did not treat him as a criminal. Instead, he called the thief ‘poor and innocent’ and accepted his brother’s complaint against the house owner. The blame kept shifting from the house owner to the bricklayer, then to the dancing girl, the goldsmith and finally to the merchant’s father. Since the merchant’s father was dead, the king ordered the merchant to be punished in his place. This was unjust as the merchant had done nothing wrong. The king’s judgement was based on irrational reasoning, showing that in the Kingdom of Fools, justice was not based on truth or accountability but on foolish and absurd logic.

2. Compare the disciple in ‘In the Kingdom of Fools’ and the child in ‘The Lost Child’. How do both characters get tempted, and what do their reactions teach us about human nature? (Competency-based Question)

Ans: Both the disciple in ‘In the Kingdom of Fools’ and the child in ‘The Lost Child’ are tempted by things that attract them. The disciple is lured by the promise of cheap and tasty food, ignoring his guru’s warning and choosing to stay in the foolish kingdom. Similarly, the child in ‘The Lost Child’ is drawn to toys, sweets and colourful things at the fair. However, while the disciple’s greed nearly costs him his life, the child’s desires disappear the moment he loses his parents. Their reactions reveal that human nature is often attracted to pleasures, but true value lies in love and safety. Both stories show that careless choices can lead to fear and regret. 3. How did the people of the Kingdom of Fools demonstrate wisdom in choosing their new rulers? Ans: The people of the Kingdom of Fools had always obeyed their foolish king’s strange rules without question. However, after the king and his minister were tricked into execution by the wise guru, the people began to see the value of intelligence and fairness. They witnessed how the guru used his wisdom to outsmart the king and save his disciple. Realising the danger of being ruled by fools, they decided to appoint the guru and his disciple as their new king and minister. This choice showed that the people were capable of learning from their mistakes. It also proved that they valued wisdom and justice over blind obedience, marking a turning point in the governance of the kingdom.

4. How does the story ‘In the Kingdom of Fools’ highlight the consequences of impulsive decisions? Ans: The story shows that impulsive decisions often lead to serious consequences. The disciple, lured by cheap food, ignored his guru’s warning and stayed in the Kingdom of Fools. His careless decision put his life at risk when he was chosen for execution without reason. On the other hand, the foolish king and his minister acted without thinking when they believed dying on the stake would make them powerful in the next life. Their hasty decision led to their own deaths. The guru,

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in contrast, acted wisely and used logic to turn the situation around. The story clearly suggests that thoughtful decisions based on reason can prevent disaster, while impulsive actions often bring regret and danger. 5. How does the guru’s wisdom and foresight help him overcome challenges in the story? Ans: The guru’s wisdom played a crucial role in saving his disciple and bringing order to the Kingdom of Fools. Unlike his disciple, he recognised the dangers of a place ruled by an irrational king. When his disciple was sentenced to death unfairly, the guru devised a clever plan. By pretending that dying at the stake was a great honour, he tricked the foolish king and his minister into taking their place at the execution. This not only saved his disciple but also rid the kingdom of its incompetent rulers. His ability to think ahead and remain calm in difficult situations highlights the importance of wisdom. Eventually, he was chosen as the new ruler, proving that intelligence and foresight are far more powerful than blind authority. 6. Imagine a conversation between the guru and the disciple after they become the new king and minister of the Kingdom of Fools. Write a dialogue where the guru advises the disciple on how to rule wisely and avoid the mistakes made by the previous rulers. (Competency-based Question)

Ans: Disciple (now the minister): Guruji, I mean, Your Majesty...I never imagined we would end up ruling this kingdom. Guru (now the king): Neither did I, my child. But now that we are here, we must rule with wisdom and fairness, unlike the previous rulers. Disciple: What should we change first? Guru: Let’s begin by restoring order. Let the people live by the natural rhythm of day and night. Foolish rules only bring confusion and fear. Disciple: And what about justice? Guru: Justice must be based on truth, not blame. No one should be punished for another’s crime. Disciple: I will do my best, Guruji. Your guidance has always shown me the right path. Guru: Then this kingdom may yet become one of peace and wisdom.

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7. Imagine you are the disciple who narrowly escaped death in the Kingdom of Fools. Write a diary entry describing your thoughts and feelings after the guru saved your life. Reflect on what you learnt from the experience and how it changed your view of the world. (Competency-based Question)

Ans: Monday, 15 February 19XX Dear Diary,

Today, I came face to face with death, and I owe my life to my wise guru. I had stayed back in the Kingdom of Fools for food, ignoring his warning. I thought I had outsmarted the world, but instead, I nearly lost my life for no reason at all. The foolish king sentenced me to death simply because I was fat enough for the stake! Just when I had lost all hope, my guru appeared and saved me with his intelligence and calm. I realised how foolish and dangerous it is to chase comfort over wisdom. From now on, I will think before I act and always trust my guru’s guidance. This experience has truly changed how I see the world. Disciple

Assessment

Scan to see answers.

1. Read the given extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. Before the king could order the execution, the poor bricklayer pleaded, ‘Please listen to me before you give your orders. I indeed built this wall, and it was no good. But that was because my mind was not on it. I remember very well a dancing girl who was going up and down that street all day with her anklets jingling, and I couldn’t keep my eyes or my mind on the wall, I was building. You must get that dancing girl. I know where she lives.

I. Why does the bricklayer blame the dancing girl for the weak wall? (1) a. She distracted him with her jingling anklets. b. She deliberately asked him to build a weak wall. c. She knocked over the bricks while dancing. d. She bribed him to construct a poor wall. 355

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II. What does the phrase ‘my mind was not on it’ mean in the extract? (1) a. He was physically tired while working. b. He was distracted and not focused. c. He was deliberately building a weak wall. d. He forgot how to build a strong wall.

guru. They finally agreed to rule the kingdom of the foolish king and the silly minister, on the condition that they could change all the old laws.

III. Which poetic device is used in the phrase ‘with her anklets jingling’? (1) a. Simile – comparing the anklets to something else b. Personification – giving human-like qualities to the anklets c. Onomatopoeia – the word ‘jingling’ imitates a sound d. Hyperbole – exaggerating the sound of the anklets

IV. The bricklayer blames the dancing girl for his poor work. What lesson does this situation highlight? (1) a. People in power should always accept excuses without question. b. Blaming others is the best way to avoid punishment. c. Distractions are unavoidable, so mistakes should not be corrected. d. It is important to stay focused and take responsibility for one’s work.

V. If the bricklayer had taken responsibility for his mistake instead of blaming the dancing girl, what could have been a better course of action? (1) a. He could have convinced the king to punish the dancing girl. b. He could have asked for a reward for his honesty. c. He could have rebuilt the wall properly, ensuring safety. d. He could have left the city to avoid punishment. b. All night they mourned and discussed the future of the kingdom. Some people suddenly thought of the guru and the disciple and caught up with them as they were preparing to leave town unnoticed. ‘We people need a king and a minister,’ said someone. Others agreed. They begged the guru and the disciple to be their king and their minister. It didn’t take many arguments to persuade the disciple, but it took longer to persuade the

I. Why did the people of the kingdom approach the guru and the disciple? (1) a. They wanted to seek spiritual advice from the guru. b. They wanted to punish them for deceiving the king. c. They wanted the guru to perform a ritual for the former king. d. They needed a new king and minister after their rulersʼ deaths.

II. What does the word ‘persuade’ in the extract mean? (1) a. To warn someone about something b. To force someone into submission c. To make someone agree to do something d. To question someone’s actions

III. Why did the guru take longer to agree to rule the kingdom compared to the disciple? (1) a. He was unsure if the people truly wanted him as their ruler. b. He did not want to rule over a land of fools without bringing change. c. He was afraid of making decisions as a ruler. d. He wanted to first ensure his disciple was safe.

IV. If you were in a situation where you had to take over a position of power in an uncertain environment, what would be the most responsible course of action? (1)

V. The disciple hesitated to accept the offer of ruling the kingdom, but the guru agreed immediately. (True/False) (1)

2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks)

a. How does the phrase ‘one bright day’ contrast with the act of theft, and what does this reveal about the writer’s intent?

b. If you inherit your family’s wealth, should you also inherit their mistakes? How did the king apply this idea in his judgement of the (Competency-based Question) merchant.

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c. How did the guru and his disciple manipulate events to ensure the king and his minister were executed instead? d. How did a lack of critical thinking lead the executioners to punish the wrong people?

3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks)

a. How does the story illustrate that foolishness and irrationality cannot be sustained for long?

c. Write a dialogue between the thief’s brother and the king, where the brother complains about his brother’s death. Show how the king listens and responds in his usual foolish way, and how the blame starts shifting from one (Competency-based Question) person to another. d. How does the story ‘The Kingdom of Fools’ demonstrate that greed leads to consequences?

b. How does the guru use wisdom and strategy instead of argument to overcome the king’s foolishness? How do the actions of the guru and the disciple in ‘The Kingdom of Fools’ reflect the impact of values on character?

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The Happy Prince

—Oscar Wilde

About the Author

Oscar Wilde (1854–1900) was an Irish writer known for his wit, storytelling, and deep social messages. He wrote plays, novels, short stories and essays, becoming one of the most celebrated authors of the 19th century. His works often blend fantasy with moral lessons, making them both entertaining and thought-provoking.

Wilde’s famous children’s stories include ‘The Happy Prince’ and ‘The Selfish Giant’, which highlight compassion and selflessness. His only novel, ‘The Picture of Dorian Gray’, explores themes of vanity and morality. His satirical plays, such as ‘The Importance of Being Earnest’ and ‘An Ideal Husband’ remain classics in English literature. Despite facing personal hardships, Wilde’s legacy endures, as his works continue to inspire readers with their timeless themes and sharp insights into human nature.

Summary

The Happy Prince, once a privileged prince who lived in luxury, is now a magnificent golden statue overlooking the city. From this high position, he sees the suffering of the poor, which he had never known in his lifetime. One night, a little Swallow, who is on his way to Egypt, stops to rest at the statue’s feet. The Happy Prince asks the Swallow to help him distribute his riches to the needy—giving his ruby, sapphire eyes, and gold to ease the suffering of the poor. Though reluctant at first, the Swallow is moved by the Prince’s kindness and carries out his wishes.

As winter arrives, the Swallow grows weak and dies at the Prince’s feet. The now bare statue is removed by the townspeople, who see it as worthless. However, God recognises their true value, welcoming the Happy Prince and the Swallow into eternal paradise as a reward for their compassion.

Theme of the Story

The story, ‘The Happy Prince’, conveys several powerful themes, primarily focussing on selflessness, social inequality, sacrifice, and true worth. The central theme of selflessness and compassion is reflected in the way the Happy Prince gives away all his riches to help the poor, despite once living a life of privilege. Through his actions, Wilde shows that true happiness lies not in material wealth but in helping others. This idea is further strengthened by the swallow’s transformation, as he stays behind to assist the Prince and ultimately sacrifices his own life for the sake of kindness. Another significant theme in the story is social inequality, as Wilde highlights the stark contrast between the suffering poor and the indifferent wealthy. The Happy Prince, from his high vantage point, sees the harsh realities of life that were hidden from him during his lifetime. The townspeople, meanwhile, remain oblivious to the struggles of the needy, emphasising society’s neglect of the less fortunate.

The story also explores the power of sacrifice, demonstrated through both the Happy Prince and the Swallow. They give up everything for others, reinforcing the idea that true love and generosity require personal loss. Their actions contrast with the townspeople’s superficial appreciation of wealth and beauty, as they discard the statue once it loses its golden covering. This leads to the final theme of appearance versus true worth, as the townspeople only value the Happy Prince when he is covered in gold, failing to recognise his true greatness in his selfless acts. Wilde’s message is clear: real value is not determined by outward appearance but by one’s inner goodness and actions.

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Glossary

gilded: covered with a thin layer of gold sapphires: precious blue gemstones rubies: precious red gemstones hilt: the handle of a sword swallow: a small bird known for its long migrations alighted: landed or settled gently drenched: completely soaked with liquid seamstress: a woman who makes a living by sewing satin: a smooth, glossy fabric cathedral: a large and important church masts: tall vertical poles on ships that hold sails thimble: a small metal cap with a closed end, worn to protect the finger and push the needle in sewing slumber: a deep sleep

high spirits: a cheerful and energetic mood prospect: the possibility or likelihood of a future event occurring steeple: a tall tower on a church garret: a small dark room at the top of a house withered: dried up; shrivelled or weakened flutter: to move or flap quickly and lightly darted: moved suddenly and quickly shabby: worn out, old, or in poor condition proclamation: a public or official announcement furnace: a structure used to generate heat, often for melting metal foundry: a workshop or factory for casting metal

NCERT Solutions Think about It

1. Why do the courtiers call the prince ‘the Happy Prince’? Is he really happy? What does he see all around him? Ans: The courtiers call him the Happy Prince because when he was alive, he lived in a grand palace where he never experienced sorrow. He was always surrounded by beauty, luxury, and pleasure, so everyone assumed he was truly happy. However, after his death, when his statue is placed high above the city, he sees the harsh realities of life—the poverty, suffering, and misery of the people. He realises that true happiness is not about personal pleasure but about helping those in need. From his high position, he sees beggars struggling for food, children suffering in the cold, and people in distress, which deeply saddens him. The rest of the story sees him trying to help those people with the help of the swallow. 2. Why does the Happy Prince send a ruby for the seamstress? What does the swallow do in the seamstress’ house? Ans: The Happy Prince sends a ruby for the poor seamstress because she is struggling to take care of her sick child. She works tirelessly, embroidering a satin gown for one of the Queen’s maids-of-honour, but she is exhausted and unable to afford medicine for her feverish Section C • The Happy Prince

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son. Seeing her suffering, the Happy Prince asks the swallow to take the ruby from his sword-hilt and deliver it to her, hoping it will provide some relief.

When the swallow reaches the seamstress’ house, he finds her asleep, exhausted from her work. The little boy is tossing and turning with fever. The swallow gently places the ruby on the table and, before leaving, fans the child with his wings to cool his forehead. The boy feels comforted and falls into a peaceful sleep. 3. For whom does the prince send the sapphires and why? Ans: The Happy Prince sends the sapphires from his eyes to help two people in need.

First, he gives one sapphire to a struggling young playwright. The playwright is cold and hungry, unable to finish his play because he has no firewood to keep warm. The Happy Prince asks the swallow to take one of his sapphire eyes to the young man so he can buy food and firewood and complete his work. The second sapphire is given to a poor little matchgirl. She has dropped her matches in the gutter, and they are ruined. She is afraid to return home because her father will beat her if she does not bring any money. The Happy Prince, filled with compassion, asks the swallow to take his other eye to her, ensuring that she can sell it and escape punishment. 359

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By giving away both his sapphire eyes, the Happy Prince becomes blind, but he is content knowing that he has helped those in need. 4. What does the swallow see when it flies over the city? Ans: As the swallow flies over the city, he witnesses widespread poverty and suffering. He sees rich people living in grand houses, enjoying luxury, while the poor struggle to survive. Beggars sit at the gates, cold and hungry, while privileged people remain indifferent to their misery.

He also sees the narrow, dark alleys where hungry children huddle together, shivering in the cold. In one house, a poor seamstress toils away while her sick child suffers from fever. In another part of the city, a young playwright sits in a garret, unable to work because of the bitter cold. The swallow also notices a little matchgirl crying in the streets, afraid to go home because she has lost her matches.

The stark contrast between wealth and suffering deeply affects the swallow, making him realise the importance of the Happy Prince’s mission. 5. Why did the swallow not leave the prince and go to Egypt? Ans: At first, the swallow plans to leave for Egypt, where his friends are waiting in the warm sunshine by the Nile. However, when the Happy Prince requests his help in delivering a ruby to the poor seamstress, the swallow agrees to stay for one night.

As the swallow carries out the Prince’s requests, he witnesses the suffering of the poor and begins to feel compassion for them. Each time he prepares to leave, the Prince asks him to perform another act of kindness, such as delivering the sapphires to the young playwright and the matchgirl. Eventually, the swallow realises that he cannot abandon the Prince, who has become blind after giving away his sapphire eyes. Filled with love and loyalty, the swallow decides to stay with the Happy Prince, even though winter is approaching and he knows he will not survive the cold. In the end, the swallow sacrifices his life out of devotion to the Happy Prince and the kindness they have shared in helping the poor.

6. What are the precious things mentioned in the story? Why are they precious? Ans: The two most precious things mentioned in the story are the leaden heart of the Happy Prince and the dead swallow.

At the end of the story, after the Prince’s statue is pulled down and melted in a furnace, the workmen find that the leaden heart does not melt. They consider it useless and discard it. Meanwhile, the swallow, who stayed with the Prince until the very end, has died from the cold. When God asks an Angel to bring Him the two most precious things in the city, the Angel chooses the leaden heart and the dead Swallow. God acknowledges the choice, saying that the swallow will forever sing in His paradise, and the Happy Prince will praise Him in His city of gold.

These two are considered precious because they represent true love, selflessness, and sacrifice. The Happy Prince gave away all his riches to help the poor, and the Swallow stayed by his side, giving his life in devotion to the Prince’s cause. Their compassion and kindness make them far more valuable than material wealth.

Talk about It

1. The little swallow says, ‘It is curious, but I feel quite warm now, although it is so cold.’ Have you ever had such a feeling? Share your experience with your friends.

Ans: The swallow feels warm despite the cold because he has performed an act of kindness, which brings him inner happiness and satisfaction. I have felt the same way before. One evening, while walking home on a chilly winter night, I saw an old woman sitting by the roadside. She looked weak and hungry. I had a packet of food with me, so I offered it to her. At first, she was surprised, but then she smiled and thanked me. Seeing the joy on her face made me feel incredibly warm inside, even though the night was freezing. It was a feeling of happiness that came from helping someone in need, just like the Swallow felt when he stayed with the Happy Prince to help the less fortunate.

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Additional Questions

III. How does Wilde use contrast in the Happy Prince’s dialogue? (1) a. He contrasts his golden exterior with his leaden heart b. He contrasts his past happiness with his current sorrow c. He contrasts his ignorance in life with his awareness in death d. All of the above

Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. ‘What a curious thing!’ he cried. ‘There is not a single cloud in the sky, the stars are quite clear and bright, and yet it is raining.’ Then another drop fell.

‘What is the use of a statue if it cannot keep the rain off?’ he said. ‘I must look for a good chimney pot,’ and he determined to fly away. But before he had opened his wings, a third drop fell, and he looked up, and saw—Ah! What did he see? The eyes of the Happy Prince were filled with tears, and tears were running down his golden cheeks. His face was so beautiful in the moonlight that the little swallow was filled with pity. ‘Who are you?’ he said.

‘I am the Happy Prince.’

‘Why are you weeping then?’ asked the swallow. ‘You have quite drenched me.’ ‘When I was alive and had a human heart,’ answered the statue, ‘I did not know what tears were, for I lived in the Palace, where sorrow is not allowed to enter. My courtiers called me the Happy Prince, and happy indeed I was. So I lived, and so I died. And now that I am dead they have set me up here so high that I can see the ugliness and all the misery of my city, and though my heart is made of lead yet I cannot choose but weep.’

I. How does the moonlight’s depiction of the Happy Prince’s face enhance the mood? (1) a. It makes the scene peaceful and dreamy b. It heightens the sorrow by making his suffering more visible c. It suggests that the swallow is imagining things d. It contrasts the artificial beauty of the statue with real emotion II. What shift in the swallow’s character begins in this passage? (1) a. He becomes more interested in the Prince’s story b. He realises the city is beautiful c. He starts to develop empathy and curiosity d. He begins to think about his own past Section C • The Happy Prince

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IV. Why does the Prince describe his past life without sorrow as if it were a flaw? (1) V. Words that have the same spelling but different meanings are known as homographs. For example, swallow refers to both a type of bird and the act of ingesting food. Find another homograph from the passage. (Hint: It’s NOT in pencil tips.) (1)

Ans: I. b. It heightens the sorrow by making his suffering more visible

II. c. He starts to develop empathy and curiosity

III. d. All of the above

IV. The Prince describes his past life without sorrow as a flaw because ignorance of suffering is not true happiness.

V. Lead

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

The poor little swallow grew colder and colder, but he would not leave the Prince, he loved him too well. He picked up crumbs outside the baker’s door when the baker was not looking, and tried to keep himself warm by flapping his wings. But at last he knew that he was going to die. He had just enough strength to fly up to the Prince’s shoulder once more. ‘Goodbye, dear Prince!’ he murmured. ‘Will you let me kiss your hand?

‘I am glad that you are going to Egypt at last, little Swallow,’ said the Prince. ‘You have stayed too long here but you must kiss me on the lips, for I love you.’ ‘It is not to Egypt that I am going,’ said the swallow. ‘I am going to the House of Death. Death is the brother of Sleep, is he not?’

And he kissed the Happy Prince on the lips and fell down dead at his feet. At that moment a curious crack sounded inside the statue, as 361

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if something had broken. The fact is that the leaden heart had snapped right in two. It certainly was a dreadfully hard frost. I. The phrase ‘House of Death’ is a powerful metaphor. What does it suggest about the swallow’s perception of dying? (1) a. It is something dark and terrifying. b. It is peaceful and inevitable. c. It is unexpected and tragic. d. It is an escape from suffering. II. What does the breaking of the prince’s heart at the exact moment of the swallow’s death suggest? (1) III. The swallow’s wings are mentioned when he tries to stay warm. What might they symbolise in this context? (1) a. Strength and endurance. b. His dwindling power and struggle against fate. c. The tension between freedom and duty. d. The cold reality of nature. IV. The swallow sacrifices his journey to Egypt and stays with the Prince until the end. What does this sacrifice symbolise in the context of the story? (1) a. The inevitability of fate and destiny. b. The swallow’s inability to adapt to change. c. The conflict between duty and freedom. d. The triumph of selfless love over personal desires. V. If the swallow had made it to Egypt, do you think he would have been happy? Why or why not? (1)

Ans: I. b. It is peaceful and inevitable.

II. The breaking of the Prince’s heart symbolises his deep sorrow and loss of a true friend, possibly even guilt for the swallow’s sacrifice. It highlights the depth of their bond and the weight of selfless love. III. b. His dwindling power and struggle against fate. IV. d. The triumph of selfless love over personal desires.

V. No. Had the swallow reached Egypt, he might have enjoyed warmth, but true happiness

lay in love and purpose. Without the Prince, Egypt’s beauty would have felt empty. 3. Read the following extract carefully and answer the questions that follow. Early the next morning the Mayor was walking in the square below in company with the Town Councillors. As they passed the column he looked up at the statue. ‘Dear me! How shabby the Happy Prince looks!’ he said. ‘How shabby, indeed!’ cried the Town Councillors, who always agreed with the Mayor and they went up to look at it. ‘The ruby has fallen out of his sword, his eyes are gone, and he is golden no longer,’ said the Mayor. ‘In fact, he is little better than a beggar!’ ‘Little better than a beggar,’ said the Town Councillors.

‘And here is actually a dead bird at his feet!’ continued the Mayor. ‘We must really issue a proclamation that birds are not to be allowed to die here.’ And the Town Clerk made a note of the suggestion.

So they pulled down the statue of the Happy Prince. ‘As he is no longer beautiful he is no longer useful,’ said the Art Professor at the University. Then they melted the statue in a furnace. ‘What a strange thing!’ said the overseer of the workmen at the foundry. ‘This broken lead heart will not melt in the furnace. We must throw it away.’ So they threw it on a dust heap where the dead swallow was also lying. ‘Bring me the two most precious things in the city,’ said God to one of His Angels; and the Angel brought Him the leaden heart and the dead bird. ‘You have rightly chosen,’ said God, ‘for in my garden of Paradise this little bird shall sing for ever more and in my city of gold the Happy Prince shall praise me.’

I. What does the disposal of the Prince’s heart on a dust heap signify? (1) a. The townspeople’s respect for the Prince. b. Society’s failure to recognise true value beyond appearances. c. A tradition of discarding statues after they are melted. d. The lack of space in the foundry for extra materials.

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II. The Mayor’s words reflect his values more than his actions. Which of the following traits does NOT align with his behaviour? (1) a. Concern for appearances b. Desire for prestige c. Genuine empathy d. Following what is popular III. Was the Town Clerk’s decision to note the Mayor’s complaint about the dead bird a wise one? Why or why not? (1) IV. The Town Councillors describe the Prince as ‘little better than a beggar.’ How is this statement ironic? (1) a. The Prince helped the beggars of the town lead a better life. b. The Prince never intended to give away his jewels. c. The Prince was once the wealthiest figure in the city. d. The Councillors secretly admired his generosity. V. Why do you think God asks for ‘the two most precious things in the city’ instead of choosing them Himself? What does this reveal about the Angel’s role? (1)

Ans: I. b. Society’s failure to recognise true value beyond appearances.

II. c. Genuine empathy

III. No, it was not wise because he blindly followed the Mayor’s absurd suggestion instead of questioning its logic, showing a lack of independent thinking. IV. a. The Prince helped the beggars of the town lead a better life.

V. God asks the Angel to choose the two most precious things to test wisdom and morality, showing that true value is recognised by those with compassion. The Angel’s role highlights divine justice, valuing love and sacrifice over material beauty.

4. Read the following extract carefully and answer the questions that follow ‘I will stay with you one night longer,’ said the swallow, ‘but I cannot pluck out your eye. You would be quite blind then.’

‘Swallow, Swallow, little Swallow,’ said the Prince, ‘do as I command you.’ Section C • The Happy Prince

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So he plucked out the Prince’s other eye, and darted down with it. He swooped past the matchgirl and slipped the jewel into the palm of her hand. ‘What a lovely bit of glass!’ cried the little girl; and she ran home, laughing. Then the swallow came back to the Prince. ‘You are blind now,’ he said, ‘so I will stay with you always.’ ‘No, little Swallow,’ said the poor Prince, ‘you must go away to Egypt.’

‘No, I will stay with you always,’ said the swallow, and he slept at the Prince’s feet.

All the next day he sat on the Prince’s shoulder, and told him stories of what he had seen in strange lands. ‘Dear little Swallow,’ said the Prince, ‘you tell me of marvellous things, but more marvellous than anything is the suffering of men and women. There is no Mystery so great as Misery. Fly over my city, little Swallow, and tell me what you see there.’ I. Why does the Prince say, ‘There is no Mystery so great as Misery’? (1) a. Suffering exists everywhere, yet people ignore it. b. He is confused by the suffering in his city. c. He wants to solve the problem of pain. d. He thinks suffering is a rare occurrence. II. How does the Prince’s blindness ironically deepen his understanding of the world? (1) a. He wishes he had never given up his jewels. b. He realises he was always ignorant. c. He becomes fearful of the unknown. d. He stops caring about appearances and understands suffering more deeply. III. What does the phrase ‘do as I command you’ reveal about the Prince’s leadership? What kind of king would he have made? (1) IV. The Prince says, ‘You tell me of marvellous things, but more marvellous than anything is the suffering of men and women.’ Why does he describe suffering as ‘marvellous’? (1) V. Find the word in the passage that is closest in meaning to ‘darted’. (1)

Ans: I. a. Suffering exists everywhere, yet people ignore it.

II. d. He stops caring about appearances and understands suffering more deeply. 363

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III. This phrase reveals that the Prince was compassionate yet determined. He understood the importance of sacrifice and was willing to endure personal loss for the well-being of others. As a king, he would have been selfless and devoted to his people’s welfare

IV. The Prince describes suffering as ‘marvellous’, not in a joyful sense but as something vast and profound. He finds it astonishing that suffering is so immense, yet so often ignored by those who can help.

V. Swooped

5. Read the following extract carefully and answer the questions that follow. ‘Have you any commissions for Egypt?’ he cried. ‘I am just starting.’

‘Swallow, Swallow, little Swallow,’ said the Prince, ‘will you stay with me one night longer?’ ‘I am waited for in Egypt,’ answered the swallow.

‘Swallow, Swallow, little Swallow,’ said the Prince, ‘far away across the city I see a young man in a garret. He is leaning over a desk covered with papers, and in the glass by his side there is a bunch of withered violets. His hair is brown and crisp, and his lips are red as a pomegranate, and he has large and dreamy eyes. He is trying to finish a play for the Director of the Theatre, but he is too cold to write any more. There is no fire in the grate, and hunger has made him faint.’ ‘I will wait with you one night longer,’ said the swallow, who really had a good heart. He asked if he should take another ruby to the young playwright. ‘Alas! I have no ruby now,’ said the Prince. ‘My eyes are all that I have left. They are made of rare sapphires, which were brought out of India a thousand years ago.’ He ordered the swallow to pluck out one of them and take it to the playwright. ‘He will sell it to the jeweller, and buy firewood, and finish his play,’ he said. I. What does the withered bunch of violets symbolise in the passage? (1) a. The fleeting nature of art. b. The playwright’s lost hope and struggle. c. The beauty of nature. d. A past love he remembers. II. In the passage, the swallow is called goodhearted. How does his understanding of goodness evolve in the story? (2)

III. The fireless grate and the playwright’s suffering most closely highlight: (1) a. The contrast between artistic passion and material needs. b. The playwright’s refusal to work hard. c. The luxurious condition of the theatre. d. The dangers of living alone. IV. The swallow assumes that selling the sapphire will help the playwright. What is the underlying problem in this assumption?

(1)

Ans: I. b. The playwright’s lost hope and struggle.

II. Initially, the swallow sees it as performing small favours, such as staying for just one extra night. However, as the story progresses, he realises that true goodness demands selflessness and sacrifice. By the end, he chooses to stay with the Prince, fully committing himself to helping others rather than seeking his own comfort.

III. a. The contrast between artistic passion and material needs. IV. The swallow thinks the sapphire will solve the playwright’s problems, but it only helps for a short time. The real problem is poverty, which cannot be fixed with just one gift.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. How does the setting influence the story’s themes?

Ans: The city appears grand and wealthy but conceals deep suffering, highlighting the stark contrast between the rich and the poor. The Happy Prince, once unaware, sees the cityʼs pain from above. This contrast highlights kindness, unfairness, and learning to care for others. This setting is used to contextualise Wilde’s belief that true beauty and nobility comes from helping people, not material wealth. 2. Why does Wilde use a fairy-tale style to tell a (Competency-based Question) socially critical story? Ans: Wilde uses a fairy-tale style to make his message simple and powerful. The magical elements engage readers, while the deeper message exposes real societal problems. This blend of fantasy and reality ensures that lessons on kindness, inequality and greed are both memorable and thought-provoking.

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3. How does the swallow’s help reflect the different struggles of the people in the city? Ans: The swallow aids both the working poor and the destitute, helping the seamstress and her unwell child, a starving playwright, and a little matchgirl scared of being beaten by her father. His actions reveal the varied forms of poverty, from those barely surviving to those completely helpless. This demonstrates that suffering exists at different levels, and kindness can bring relief to all. 4. What lesson does the swallow learn through his time with the Happy Prince? Ans: The swallow learns that true love and happiness come from helping others, not personal pleasure. Initially focussed on his own desires to reach Egypt, he gradually realises that helping others brings deeper fulfilment. His journey teaches him that kindness and sacrifice give life meaning, making him stay despite the cold, ultimately dying with purpose. 5. Why does the Prince weep despite his seemingly privileged existence? Ans: The Prince weeps because, from his high position, he finally witnesses the city’s hidden suffering. In life, he lived in luxury, unaware of hardships, pain and suffering. Now, as a statue, he realises that he has lived a life of ignorance. He observes the extent of human misery and regrets his past ignorance. His tears show his deep regret and newfound compassion. 6. How does Wilde use irony in the portrayal of the city’s leaders?

Ans: Wilde uses irony to expose the leaders’ hypocrisy. They admire the Happy Prince’s beauty because he is a representation of wealth and plenty. When he loses his gold and jewels helping the poor, they call him ugly and worthless. As leaders of the city, they should be the symbols of compassion and wisdom, but they choose to destroy the statue, proving their shallow and materialistic natures. This exposes the underlying moral decay of the city that has fostered wealth inequality. 7. What does the ending of the story suggest about divine justice versus human judgement? (Competency-based Question)

Ans: The ending contrasts human judgement, which values wealth and appearance, with divine Section C • The Happy Prince

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justice, which rewards kindness and sacrifice. The city leaders discard the statue and the swallow as worthless, but God sees them as the most precious things, granting them eternal life. This highlights the triumph of true goodness over materialism. 8. What is the swallow’s original plan before meeting the Happy Prince? Ans: The swallow’s original plan is to migrate to Egypt for the winter because it cannot survive in the cold and unforgiving winters. He looks forward to warm weather, the beautiful landscapes, and the cool river Nile. He also dreams of reuniting with other swallows and enjoying the sights of exotic lands, far from the cold and hardships of the city. 9. What role does nature play in reinforcing the (Competency-based Question) story’s themes? Ans: Nature symbolises the swallow’s transformation. Summer represents his carefree, self-indulgent life, while winter mirrors his growing selflessness and ultimate sacrifice. The harsh, cold city contrasts with the warmth of kindness he discovers, reinforcing the idea that true love and compassion require personal sacrifice. 10. Why does the prince’s lead heart crack? What does it symbolise? Ans: The Prince’s lead heart cracks from sorrow when the swallow dies, as he is deeply moved by the bird’s ultimate sacrifice. It symbolises unwavering compassion and the pain of true selflessness. Although the statue is destroyed, the heart remains, signifying that love and kindness endure beyond physical existence and are ultimately valued in divine justice.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. If the Happy Prince’s sacrifice had been publicly recognised, would it still have held the same value? Ans: If the Happy Prince’s sacrifice had been publicly recognised, it might have been admired but misunderstood. Society often praises acts of charity but fails to address systemic suffering. Wilde critiques a world where kindness is celebrated superficially, yet inequality persists. Had the Prince been honoured, his sacrifice 365

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might have been reduced to symbolism rather than a true moral transformation. His generosity remains meaningful precisely because it is unseen and uncelebrated. The city’s leaders discard the remains of the statue, reflecting how society often values appearance over true virtue. Wilde suggests that real compassion is not about recognition but about doing what is right without seeking praise. The Prince’s sacrifice retains its purity because it is selfless and unaffected by public approval. While recognition might have turned him into a legend, his real worth lies in the unnoticed love he shared with the forgotten ones.

reinforce the theme that true fulfilment comes from giving, not personal comfort. The swallow’s fate also mirrors the Happy Prince’s—both give everything they have until they are left with nothing, yet their spirits are rewarded in the end. His death highlights the contrast between materialism and deeper spiritual values. While the townspeople dismiss the swallow as insignificant, divine justice recognises his worth. Wilde critiques a world that values wealth but ignores quiet acts of love, showing that true beauty lies in sacrifice. The swallow’s death is not tragic but triumphant, proving that a life of meaning is greater than mere survival.

2. How do the Angel and the town leaders both serve as messengers and helpers to a higher authority, yet represent opposing values? (Competency-based Question)

4. What does the matchgirl’s near-misfortune suggest about society’s treatment of the poor? Ans: The matchgirl’s near-misfortune highlights society’s harsh treatment of the poor, especially vulnerable children. She is punished not for wrongdoing but for circumstances beyond her control—if she loses her matches, her father will beat her, showing how poverty strips people of dignity and security. Wilde critiques a system that exploits the weak instead of protecting them. The fact that a single sapphire saves her suggests how little it takes to change a poor person’s fate, yet society refuses to provide even basic kindness. The townspeople admire the Prince’s beauty but ignore suffering right in front of them, revealing their hypocrisy. Wilde presents poverty not as a natural condition but as a failure of human compassion. The matchgirl’s situation reflects a world where the wealthy hoard riches while the poor live in constant fear. Her near-misfortune emphasises Wilde’s message: true civilisation is not measured by wealth but by how it treats its most defenceless members.

Ans: Both the Angel and the town leaders serve a higher authority—the Angel follows God’s will, while the town leaders enforce the Mayor’s interests. However, their values differ significantly. The Angel exercises independent judgement, recognising the Swallow and the Prince’s heart as the most precious things in the city, proving that true service requires wisdom. In contrast, the town leaders blindly uphold superficial standards, discarding the statue once it loses its beauty, exposing their lack of moral integrity. Wilde uses this contrast to critique leadership—true leadership requires discernment and courage, not blind adherence to power. The Mayor’s absurd decree about birds finding another place to die reflects the thoughtless nature of authority figures who prioritise appearances over genuine welfare. Through this comparison, Wilde emphasises the importance of ethical leadership, showing that true service is rooted in compassion, not in maintaining social status or materialistic values.

3. What is the significance of the swallow’s death, and how does it reinforce the story’s central themes? Ans: The swallow’s death symbolises ultimate sacrifice, love, and the rejection of selfish pursuits. Initially drawn to warmth and pleasure, he slowly transforms through his acts of kindness, choosing to stay despite the cold. His death marks the completion of his journey from self-interest to selflessness. Wilde uses this to

5. The swallow and the Prince both experience suffering, but only one does so by choice. What does this contrast reveal? Ans: The contrast between the swallow’s chosen suffering and the Prince’s inevitable suffering highlights the difference between passive empathy and active sacrifice. The Prince, once privileged, now experiences suffering as he witnesses the city’s misery but lacks the power to act alone. His suffering is emotional, rooted in regret and helplessness. In contrast, the swallow has the freedom to leave but

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consciously chooses to stay, sacrificing his warmth and life for the greater good. Wilde suggests that true kindness requires active effort, not just passive sympathy. The swallow’s voluntary suffering transforms him from a mere messenger into a figure of genuine love and selflessness. This contrast reinforces the idea that true compassion is not just feeling sorrow for suffering but taking action to alleviate it. By making the Swallow’s suffering a choice, Wilde conveys that moral goodness is defined by selfsacrifice and not by circumstances. 6. What does the portrayal of the playwright and the art professor reveal about the value of art, the struggles of artists, and how society treats (Competency-based Question) creative work?

Ans: The playwright’s suffering and the art professor’s superficial admiration of the Happy Prince highlight Wilde’s critique of society’s treatment of artists. The playwright, though talented, is starving because society does not financially support artistic work, showing how genuine creativity is often unrecognised unless it serves the wealthy. His struggle reflects Wilde’s belief that art is vital but undervalued in a materialistic world. In contrast, the art professor, who should uphold artistic integrity, dismisses the Prince’s worth once his outward beauty fades, showing how society equates value with appearance rather than substance. Wilde contrasts the two figures to expose the hypocrisy of a world that consumes art but neglects its creators. The story critiques a system that praises artistic beauty while allowing those who create it to suffer. Wilde suggests that true appreciation of art requires more than admiration—it requires a commitment to supporting and valuing artists beyond superficial recognition. 7. Justify the use of symbolism in the story.

Ans: Oscar Wilde effectively employs symbolism in The Happy Prince to highlight themes of compassion, sacrifice, and social inequality. The Happy Prince himself symbolises blind privilege and moral awakening; in life, he lived in luxury, oblivious to suffering, but as a statue, he gains awareness and dedicates himself to helping the poor. The swallow represents love, sacrifice, and transformation—initially focussed on his own desires, he gradually Section C • The Happy Prince

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embraces selflessness, ultimately giving his life for the Prince’s cause. The gold and jewels on the Prince’s statue signify material wealth and its limitations—while society values riches, the Prince’s act of distributing them proves that wealth alone cannot solve deep-rooted suffering. His lead heart, which remains intact even after the statue is destroyed, symbolises enduring compassion and selflessness, and its breaking upon the Swallow’s death represents the profound sorrow that true sacrifice brings. Meanwhile, the city’s leaders embody hypocrisy and materialism—they admire the statue only when it is adorned with gold but discard it when it loses its external beauty, exposing their shallow values. Finally, the story’s ending, where God declares the Prince’s heart and the Swallow as the most precious things in the city, serves as a powerful symbol of divine justice, affirming that true worth lies in kindness and sacrifice, not in material success. Through these symbols, Wilde delivers a poignant critique of societal values and underscores the enduring power of love and generosity. 8. Chuck Swindoll said, ‘With true greatness comes a willingness to sacrifice for others’. Justify the statement in the light of ‘The (Competency-based Question) Happy Prince’.

Ans: Oscar Wilde’s ‘The Happy Prince’ strongly reinforces the idea that true greatness is defined by selfless sacrifice. Initially, the Happy Prince represents a privileged life, unaware of suffering. However, upon seeing the misery in his city, he willingly sacrifices his gold, jewels, and beauty to help the poor. His transformation from a mere statue to a symbol of compassion shows that true greatness is not measured by wealth but by the ability to ease othersʼ suffering.

Similarly, the Swallow, who initially seeks warmth and comfort, gradually learns the value of sacrifice. Despite knowing he will die in the cold, he stays to serve the Prince’s mission, proving that love and kindness surpass personal desires. Both characters exemplify the belief that greatness is not about power or status but about selflessness. Wilde critiques a society that values riches over kindness, showing that only those who give without expecting rewards achieve true greatness.

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Assessment

c. Landed or settled down d. Flew in circles

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. High above the city, on a tall column, stood the statue of the Happy Prince. He was gilded all over with thin leaves of fine gold, for eyes he had two bright sapphires, and a large red ruby glowed on his sword hilt. One night there flew over the city a little swallow. His friends had gone away to Egypt six weeks before, but he had stayed behind; then he decided to go to Egypt too. All day long he flew, and at nighttime he arrived at the city. ‘Where shall I put up?’ he said. ‘I hope the town has made preparations.’ Then he saw the statue on the tall column. ‘I will put up there,’ he cried. ‘It is a fine position with plenty of fresh air.’ So he alighted just between the feet of the Happy Prince. ‘I have a golden bedroom,’ he said softly to himself as he looked round, and he prepared to go to sleep; but just as he was putting his head under his wing a large drop of water fell on him. ‘What a curious thing!’ he cried. ‘There is not a single cloud in the sky, the stars are quite clear and bright, and yet it is raining.’

I. What does the statue of the Happy Prince symbolise in this passage? (1) a. The cityʼs wealth and prosperity b. A life of luxury without awareness of suffering c. A wise ruler guiding his people d. A monument to a fallen warrior

IV. When the swallow says, ‘I have a golden bedroom,’ what best describes his initial attitude? (1) a. He is in awe of material wealth. b. He understands the true purpose of wealth. c. He feels trapped and longs for freedom. d. He wants to stay with the Happy Prince forever.

V. How does the swallow’s assumption about the town reflect his initial character traits?

b. ‘Far away,’ continued the statue in a low musical voice, ‘far away in a little street there is a poor house. One of the windows is open, and through it I can see a woman seated at a table. Her face is thin and worn, and she has coarse, red hands, all pricked by the needle, for she is a seamstress. She is embroidering flowers on a satin gown for the loveliest of the Queen’s maids of honour, to wear at the next Court ball. In a bed in the corner of the room her little boy is lying ill. He has a fever, and is asking his mother to give him oranges. His mother has nothing to give him but river water, so he is crying. ‘Swallow, Swallow, little Swallow, will you not bring her the ruby out of my sword hilt? My feet are fastened to this pedestal and I cannot move.’

II. What is ironic about the swallow’s choice of the statue as his resting place? (1) a. He expects comfort but finds sorrow. b. He thinks the statue is alive. c. The statue is too high for shelter. d. He dislikes gold but chooses a golden place.

I. The Happy Prince says, ‘My feet are fastened to this pedestal and I cannot move.’ What is the deeper meaning behind this statement? a. He is physically trapped but emotionally free. b. His wealth once restricted his understanding of suffering. c. He feels helpless despite his noble intentions. d. All of the above.

III. What is the meaning of the word ‘alighted’ in the sentence: ‘So he alighted just between the feet of the Happy Prince.’ a. Took off into the air b. Shone brightly

(1)

II. What does the description of the seamstress’s hands as ‘coarse, red, and pricked by the needle’ suggest? (1) a. She is unskilled at her work. b. She is wealthy but chooses to sew. c. She works tirelessly in poor conditions. d. She is part of the Queen’s royal staff.

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III. Why does Wilde describe the Happy Prince’s voice as ‘low and musical’?

(1)

IV. What does the Queen’s maid’s satin gown represent in the passage? (1) a. The fairness of society. b. The stark divide between rich and poor. c. A symbol of equality and generosity. d. The seamstress’s success and happiness.

V. What does the boy’s desire for oranges and his mother giving him only river water symbolise? (1)

2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks)

a. The Happy Prince is a statue, yet he experiences deep emotions. How does Wilde use this paradox to enhance the (Competency-based Question) story’s theme? b. The Swallow could have left at any moment but chose to stay. Do you think his sacrifice was necessary? Why or why not?

c. If the Happy Prince had not been a statue, how might he have helped his people differently? Would his efforts have been (Competency-based Question) as impactful? d. Why do you think Wilde chose a swallow, a migratory bird, as the Prince’s companion instead of another animal? (Competency-based Question)

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3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks)

a. The Happy Prince holds a sword, a traditional symbol of power, aggression, and destruction. However, as a statue, he does not use it. Does the sword serve any purpose for the Prince in his current state? If he had been alive, do you think he would have used it differently? What does this contrast suggest about his transformation and the story’s message? (Competency-based Question) b. The swallow initially stays for one night but ultimately sacrifices his life for the Happy Prince. Was his sacrifice inevitable, or could he have helped in another way? Does selflessness always require total sacrifice?

c. The town leaders believe that beauty is a sign of value, yet the Happy Prince becomes more ‘useful’ as he loses his beauty. How does this challenge society’s obsession with appearances?

d. The swallow, a small and seemingly insignificant bird, ends up performing the greatest acts of kindness. What does this suggest about the power of the ‘small’ or overlooked individuals in bringing change? (Competency-based Question)

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The Last Leaf

—O. Henry

About the Author

O. Henry, the pen name of William Sydney Porter (1862–1910), was an American writer best known for his short stories, which often feature twist endings and witty humour. Born in Greensboro, North Carolina, O. Henry worked in various roles, including as a bank teller and journalist. He later moved to New York City, where he gained fame for his stories about ordinary people, especially in urban settings. ‘The Last Leaf’ is one of his most famous works, along with ‘The Gift of the Magi’.

Summary

The story revolves around two young women, Sue and Johnsy, who are artists living together in a small apartment. One day, Johnsy falls seriously ill with pneumonia and becomes very weak. As her health deteriorates, she loses the will to live and fixates on the belief that she will die when the last leaf falls from a vine outside her window. Despite Sue’s effort to comfort and encourage her, Johnsy remains convinced of her fate. The story takes a significant turn when their elderly neighbour, Behrman, who has always dreamed of painting a masterpiece, learns about Johnsyʼs despair. On a cold, stormy night, Behrman secretly paints a leaf on the wall to resemble the last leaf on the vine, hoping to give Johnsy hope. The next morning, Johnsy sees that ‘the last leaf’ is still there, which restores her hope and will to live. She begins to recover, believing that the leaf’s persistence is a sign that she too should fight to survive. Later, it is revealed that the leaf she saw was not real—it was Behrmanʼs painting. He had braved the storm to paint it and, as a result, contracted pneumonia and died shortly after. His final act of kindness becomes his true masterpiece: a selfless sacrifice that gives Johnsy a second chance at life.

Theme of the Story

In ‘The Last Leaf’, O. Henry explores themes of sacrifice, hope and the power of human connection. The selfless act of Behrman, who paints a leaf to give Johnsy hope, highlights the profound impact of personal sacrifice. Behrman sacrifices his own health to help Johnsy, demonstrating the deep sense of caring he has for others, even if it means he may not gain anything from it. The story highlights how the power of hope can be a critical factor in recovery, even when things seem bleak. Johnsyʼs recovery is sparked by the belief that the last leaf’s survival gives her the chance to live. Additionally, O. Henry reflects on the role of art beyond mere creation. Behrman’s final masterpiece—his painted leaf—becomes a symbol of hope and survival. His last painting not only fulfills his lifelong dream of creating a masterpiece but also saves a life, showing how art can hold deep emotional and transformative power. Through these themes, the story beautifully blends art, life and love, illustrating that the greatest masterpieces may not hang in galleries but live on through acts of kindness.

Glossary

pneumonia: an infection of one or both of the lungs caused by bacteria, viruses or fungi gazing: looking steadily and intently anxiously: uneasily, uncomfortably shedding: the process of losing leaves finality: unchangeable poured out: freely expressed (an emotion) tiptoed: walked quietly and carefully with oneʼs heels raised and one's weight on the balls of the feet

feeble: weak, frail reluctantly: in an unwilling and hesitant way fierce: powerful, strong gloomy: feeling distressed or pessimistic wicked: sinful, evil janitor: a person whose job is to look after a building masterpiece: a work of great skill or excellence, especially in art, music or literature flutter: to move with quick light movements

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NCERT Solutions Think about It

1. What is Johnsy’s illness? What can cure her, the medicine or the willingness to live? Ans: Johnsy is suffering from pneumonia. In the story, her physical condition worsens as she becomes increasingly weak. She develops an irrational belief that she will die when the last leaf falls from the vine outside her window. While medicine is important to treat pneumonia, O. Henry suggests that the willingness to live plays a crucial role in Johnsyʼs recovery. As her mental state deteriorates, she loses hope, which further worsens her physical condition. 2. Do you think the feeling of depression Johnsy has is common among teenagers? Ans: Yes, the feeling of depression that Johnsy experiences can be relatable for many teenagers. During adolescence, individuals often go through emotional ups and downs, and they might struggle with feelings of hopelessness, isolation or despair, especially when facing challenges. Just like Johnsy, some teenagers might find it difficult to hold on to hope during tough times. 3. Behrman has a dream. What is it? Does it come true? Ans: Behrman, an elderly artist, dreams of painting a masterpiece. Though he never achieved this goal in his lifetime, his dream comes true in an unexpected way when he paints the last leaf on the wall outside Johnsyʼs window. This painting becomes his greatest work because it saves Johnsy’s life. 4. What is Behrman’s masterpiece? What makes Sue say so? Ans: Behrman was a sixty-year-old artist who had a dream to paint a masterpiece. His painting of an ivy leaf on the wall outside Johnsy’s window became his masterpiece, as it saved her life. Behrman sacrifices his health and spends a cold, rainy night painting the leaf on the wall, knowing that Johnsy believed the last leaf would determine her fate. His selfless act, motivated by his deep care for Johnsy, becomes his artistic triumph. The leaf, which Johnsy believed was real, inspired her to fight for her life and regain the will to live. So, Sue calls it a masterpiece. Section C • The Last Leaf

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Talk about It

1. Have you ever felt depressed and rejected? How did you overcome such feelings? Share your experience with your classmates.

Ans: Yes, I have felt depressed and rejected at times, especially when things didn’t go the way I had hoped—like losing a competition or facing criticism. It was difficult, but I gradually learnt to cope by talking to a close friend and my family. Sharing how I felt really helped me feel supported. I also started taking small steps, such as going for walks, reading, and spending time doing things I enjoy. These activities helped lift my mood. I realised that it’s okay to feel low sometimes, but it’s also important to keep going and focus on what makes me feel better. (Answer may vary)

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. Johnsy fell very seriously ill in November. She had pneumonia. She would lie in her bed without moving, just gazing out of the window. Sue, her friend, became very worried. She sent for the doctor. Although he came every day there was no change in Johnsy’s condition. One day the doctor took Sue aside and asked her, ‘Is anything worrying Johnsy?’ ’No,’ replied Sue. ‘But why do you ask?’

The doctor said, ‘Johnsy, it seems, has made up her mind that she is not going to get well. If she doesn’t want to live, medicines will not help her.’

Sue tried her best to make Johnsy take an interest in things around her. She talked about clothes and fashions, but Johnsy did not respond. Johnsy continued to lie still on her bed. Sue brought her drawing-board into Johnsy’s room and started painting. To take Johnsy’s mind off her illness, she whistled while working.

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II. Johnsy responded positively when Sue talked to her about clothes and fashions. (True/False) (1) III. Complete the sentence with a phrase. The doctor believes that Johnsy’s recovery depends on her _________.

(1)

IV. Why did Sue bring her drawing-board into Johnsy’s room? (1) V. Which value of Sue’s character is revealed through these lines? (1)

Ans: I. b. a type of lung infection

II. False (Explanation: The passage clearly states that Johnsy did not respond when Sue talked about clothes and fashions. She continued to lie still on her bed.)

IV. Behrman’s reaction to Johnsy’s belief that she will die is one of _________. (1) a. sympathy b. anger c. indifference d. disbelief V. Complete the sentence with a phrase. (1) Sue is deeply worried about Johnsy because ______.

Ans: I. False (Explanation: The passage states that painting a masterpiece remained a dream for Behrman, meaning he had not yet painted one.) II. poured out

III. Sue poured out her worries to Behrman because she was deeply worried about Johnsy’s worsening condition and needed someone to confide in. IV. d. disbelief

III. will to live

3. Read the following extract carefully and answer the questions that follow. Johnsy woke up next morning. In a feeble voice she asked Sue to draw the curtains. Sue was nervous. She drew back the curtains very reluctantly.

IV. Sue brought her drawing-board into Johnsy’s room to keep her company and help her feel less lonely. V. The extract reveals Sue’s compassion and selflessness as a true friend who cares deeply for Johnsy’s well-being.

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

Sue rushed down. Behrman lived on the ground floor. He was a sixty-year-old painter. His lifelong dream was to paint a masterpiece but that had remained a dream. Sue poured out her worries to Behrman. She told him how Johnsy was convinced that she would die when the last leaf fell. ‘Is she stupid?’ asked Behrman. ‘How can she be so foolish?’

V. Johnsy believes she will die when the last leaf falls and refuses to eat or drink

‘Oh!’ Sue exclaimed as she looked at the vine creeper. ‘Look, there is still one leaf on the creeper. It looks quite green and healthy. In spite of the storm and the fierce winds, it didn’t fall.’ ʻI heard the wind last night,’ said Johnsy. ‘I thought it would have fallen. It will surely fall today. Then I’ll die.’

‘You won’t die,’ said Sue energetically. ‘You have to live for your friends. What would happen to me if you die?’

‘She is running a high temperature,’ complained Sue. ‘She refuses to eat or drink and that worries me a lot.’

Johnsy smiled weakly and closed her eyes. After every hour or so she would look out of the window and find the leaf still there. It seemed to be clinging to the creeper.

I. Behrman has successfully painted many masterpieces throughout his career. (True/False) (1)

I. Choose the sentence that uses the word ‘feeble’ in the same way as it is used in the extract above. (1) a. After running the marathon, he could only manage a feeble smile. b. The radio signal was feeble, so we couldn’t hear the broadcast clearly. c. The company gave a feeble excuse for the delay in delivery. d. The lamp gave out a feeble glow in the dark room.

‘I will come with you and see Johnsy,’ Behrman said.

II. Find out a phrase from the above given extract which means ‘freely expressed an emotion’.

(1)

III. Why did Sue pour out her worries to Behrman?

(1)

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II. Why is Sue nervous to draw the curtains? (1) III. Complete the following sentence with a phrase. (1) Johnsy believes that her fate is tied to _________. IV. The last leaf remained on the vine despite the storm, which gave Johnsy hope. (True/False) (1) V. Why did the leaf not fall despite a violent storm?

(1)

Ans: I. a. After running the marathon, he could only manage a feeble smile.

II. Sue is nervous to open the curtains because she thinks that the last leaf would have fallen off during the storm. III. the last leaf falling from the vine

V. The leaf did not fall because it was not a natural leaf. It was a leaf painted by Mr Behrman.

4. Read the following extract carefully and answer the questions that follow. In the evening, there was another storm but the leaf did not fall. Johnsy lay for a long time looking at the leaf. Then she called out to Sue.

‘I have been a bad girl. You have looked after me so lovingly and I have not cooperated with you. I have been depressed and gloomy. The last leaf has shown me how wicked I have been. I have realised that it is a sin to want to die.’ Sue hugged Johnsy. Then she gave her lots of hot soup and a mirror. Johnsy combed her hair and smiled brightly.

I. What does the word ‘gloomy’ mean in the context of the passage? (1) a. bright and cheerful b. excited and happy c. calm and peaceful d. sad and unhappy II. Complete the following sentence with a phrase. (1) Johnsy realises that wanting to die is _________. III. After seeing the last leaf, Johnsy immediately recovers from her illness and begins to feel physically better. (True/False)

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(1)

V. State two character traits for Johnsy based on this extract. (1)

Ans: I. d. sad and unhappy

II. a sin and a sign of giving up hope

III. False (Explanation: The passage shows that after seeing the leaf, Johnsy has a change in attitude and begins to show emotional improvement (e.g., she talks to Sue, eats, and smiles), but it does not state that she immediately recovers physically. Her physical recovery is implied to begin later.) IV. Sue hugs her, gives her hot soup and encourages her to feel better.

IV. True

IV. How does Sue respond to Johnsy’s confession?

V. Self-reflective and sensitive (Answer may vary.)

5. Read the following extract carefully and answer the questions that follow. The next morning Sue came and sat on Johnsy’s bed. Taking Johnsy’s hand in hers she said, ‘I have something to tell you. Mr Behrman died of pneumonia this morning. He was ill for only two days. The first day the janitor found him on his bed. His clothes and shoes were wet and he was shivering. He had been out in that stormy night.’

Then they found a ladder and a lantern still lighted lying near his bed. There were also some brushes and green and yellow paints on the floor near the ladder. ‘Johnsy dear,’ said Sue, ‘look out of the window. Look at that ivy leaf. Haven’t you wondered why it doesn’t flutter when the wind blows? That’s Behrman’s masterpiece. He painted it the night the last leaf fell.’ I. Complete the analogy based on the context of the passage. (1) Doctor is to patient as janitor is to _______. a. gardener b. classroom c. building d. teacher II. What can you infer from the following lines? (1) Mr Behrman died of pneumonia this morning. He was ill for only two days. The first day the janitor found him on his bed. His clothes and shoes were wet and he was shivering. He had been out in that stormy night.

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III. Find a figurative device in the following line. (1) Haven’t you wondered why it doesn’t flutter when the wind blows? IV. Complete the following sentence with a phrase. (1) Sue tells Johnsy about the last leaf to _________. V. What is the significance of the ivy leaf that Johnsy sees? (1)

Ans: I. c. building

II. Mr Behrman risked his life by going out in the storm to paint the last leaf, which led to him falling sick and dying of pneumonia. III. Personification

IV. reveal the selfless act of Behrman and restore her will to live

V. The ivy leaf is a painting by Behrman, symbolising hope for Johnsy.

Short Answer Questions

Answer the following questions in about 40–50 words. 1. Why does Sue rush down to meet Mr Behrman?

Ans: Sue quickly goes to see Mr Behrman, an elderly painter, to share her concerns about Johnsy. She explains that Johnsy has a strange belief that she will die when the last leaf falls. She seeks Behrman’s help, hoping that he can help lift Johnsy’s spirits. 2. Describe the things Sue did to make Johnsy interested. Ans: Sue comforted Johnsy and tried to lift her spirits by talking about clothes and fashion. She brought her painting materials into Johnsy’s room, hoping her work would catch Johnsy’s attention. Sue even whistled while painting to cheer her up and distract her from her illness.

3. What does the last leaf symbolise for Johnsy? (Competency-based Question)

Ans: The last leaf symbolises hope and life for Johnsy. She believes that her fate is tied to its fall, thinking she will die when it drops. However, when the leaf remains on the ivy, it restores her hope and will to live, teaching her the value of perseverance and inner strength. 4. What is the twist in the story? Ans: The twist in the story is that the last leaf, which Johnsy believes is real, is actually a painting

created by Behrman. He sacrifices his life to paint it during a storm, knowing it would give Johnsy hope, ultimately saving her life, but Behrman himself falls ill and dies, making his masterpiece a tragic yet heroic sacrifice. 5. What does the doctor say about Johnsy’s chances of recovery? Ans: The doctor says that while Johnsy’s physical condition is serious, her chances of recovery depend on her will to live. He explains that medicine alone cannot help her unless she finds hope and the desire to get better. 6. What role does Behrman play in the story?

Ans: Behrman is an elderly, struggling artist who lives in the same building as Johnsy and Sue. He secretly paints the last leaf on the wall to restore Johnsy’s hope. His act of sacrifice ultimately saves her life, making his final work his true masterpiece. 7. What does Johnsy believe about the leaves on the vine? Ans: Johnsy believes that her fate is connected to the leaves on the ivy outside her window. She becomes convinced that she will die when the last leaf falls, seeing it as a sign that her life is ending. This irrational belief weakens her will to fight her illness. 8. Why does Sue seek the promise from Johnsy not to look out of the window while she completes her painting? Ans: Sue seeks this promise because she does not want Johnsy to lose hope by seeing the ivy leaves falling. However, she cannot pull the curtains to block the view completely because she needs sunlight to complete her painting, which will help her earn money for their survival. 9. Why is Sue nervous and reluctant while drawing the curtains on the morning after the storm? Ans: Sue is nervous because she is certain that the last leaf must have fallen during the stormy night. She fears that if Johnsy sees the empty ivy, she will lose all hope of survival, as she has linked her fate to the falling leaves. Sue hesitates, worried about how Johnsy will react. 10. Do you think Behrman’s final painting can be called his true masterpiece? Give reasons for (Competency-based Question) your answer.

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Ans: Yes, Behrman’s final painting can be called his true masterpiece. Although he had always dreamed of creating a great work of art, he never achieved fame during his lifetime. However, by painting the last leaf on the wall during a stormy night, he gave Johnsy hope and the strength to live. The painting was so realistic that it convinced her the leaf had survived, which helped her regain her will to live. Even though Behrman lost his life to pneumonia after this act, his painting became a symbol of courage, sacrifice and love—making it a masterpiece in the truest sense.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. Describe the relationship between Sue (Competency-based Question) and Johnsy. Ans: Sue and Johnsy share a close and caring friendship. As fellow artists living together in a small apartment, they support each other both emotionally and creatively. When Johnsy falls seriously ill with pneumonia, Sue becomes deeply concerned and does everything she can to help her friend recover. She tries to lift Johnsy’s spirits by talking about clothes and fashion, painting in her room and even whistling to distract her from negative thoughts. While Johnsy loses hope and believes her life is tied to the falling leaves outside the window, Sue remains loving and determined, showing unwavering care. Their relationship highlights the story’s themes of friendship, compassion and emotional support. 2. What does the story suggest about the power

(Competency-based Question) of hope in recovery? Ans: In ‘The Last Leaf’, hope and the will to live play a critical role in Johnsyʼs recovery. Her belief that her life is tied to the falling leaves of the vine causes her to lose the will to live. However, when the last leaf remains intact despite the storm, she regains her will to live. This change in attitude helps her recover. The story suggests that mental and emotional strength are crucial for physical recovery. It highlights how hope can be a motivating force, encouraging people

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to defy the odds and overcome challenges. This theme reflects the healing power of optimism and belief in oneʼs survival. 3. Imagine you are Johnsy. Write a diary entry expressing your thoughts and emotions the night before the last leaf remained on the vine. Describe your state of mind, your fears and what you believe will happen once the (Competency-based Question) final leaf falls. Ans: Monday 27 November 19XX Dear Diary

I woke up today feeling cold, as though the chill had already entered my bones. I don’t know how much longer I can hold on to life. It feels like the world is closing in around me, and I can barely muster the energy to even lift my head off the pillow. The doctor says I’m getting weaker and that my lungs are failing, but I don’t think it matters much anymore. I have given up. I have been watching the vine outside my window for the past few days. There’s a single leaf clinging to it, and each time the wind blows, I wonder if it will fall. If it falls, I’ll know it is time for me to go. I don’t know why I have become so fixated on it. Maybe it is the only thing that feels real to me now. A sign, I suppose. It is funny how something as small as a leaf can become the symbol of everything I’m waiting for. Johnsy

4. How does O. Henry’s use of irony contribute to the story? Ans: O. Henry uses irony effectively in ‘The Last Leaf’, particularly in the twist ending. Behrman had always dreamed of painting a masterpiece but never got the chance; however, he created his greatest work not in a studio, but by painting a leaf to give Johnsy hope. The leaf, which Johnsy believes is real, symbolises both her survival and Behrman’s final, selfless act. The irony lies in the fact that Behrman dies from pneumonia shortly after creating the leaf, while Johnsy, who had lost all hope, survives. The contrast between Behrman’s sacrifice and Johnsy’s recovery adds depth to the story and underscores its themes of hope and sacrifice.

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5. Most teenagers today have fear and negative thoughts like Johnsy had in the story ‘The Last Leaf’. Sue, as a caring friend, plays an important role in helping Johnsy regain hope. According to you, what role can a peer group or friends play in supporting someone during (Competency-based Question) such difficult times?

Ans: In such situations, the peer group can play a crucial role in helping individuals cope with fear, self-doubt and negative thoughts—just as Sue did for Johnsy. A supportive group of friends can offer emotional comfort, encouragement and a sense of belonging. They can help by listening without judgment, sharing positive perspectives and gently guiding their friends away from harmful thinking patterns. Friends can also suggest seeking support from trusted adults or professionals when necessary, helping the person feel less alone. A caring peer group creates a safe space where individuals feel heard and valued. Just like Sue’s constant support helped Johnsy regain hope, friends can inspire each other to stay strong during difficult times.

6. Sue and Mr Behrman are very different in age and experience. How does the difference in their life experiences affect the way they respond to Johnsy’s illness? What does this tell us about the value of wisdom and action in (Competency-based Question) times of crisis? Ans: Sue and Mr Behrman respond to Johnsy’s illness in different ways. Sue tries to cheer Johnsy up by talking about clothes, painting in her room and staying close to her. She is caring and supportive, but also anxious and unsure of what more she can do. Mr Behrman, however, remains quiet and watches the situation closely. He finally takes action by painting the last leaf on the wall during the storm.

This shows that Sue is young and hasn’t faced such situations before. She lacks experience and feels helpless. Mr Behrman, having faced many failures in life, understands the seriousness and responds with silent strength. His wisdom teaches us that in times of crisis, calm action is often more powerful than words.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. Suddenly Sue heard Johnsy whisper something. She quickly rushed to the bed and heard Johnsy counting backwards. She was looking out of the window and was saying, ‘Twelve!’ After sometime she whispered ‘eleven’, then ‘ten’, then ‘nine’, ‘eight’, ‘seven’. Sue anxiously looked out of the window. She saw an old ivy creeper climbing half-way up the brick wall opposite their window. In the strong wind outside, the creeper was shedding its leaves. ‘What is it, dear?’ Sue asked. ‘Six,’ whispered Johnsy. ʻThey are falling faster now. Three days ago there were almost a hundred leaves. There are only five left now.’

‘It is autumn,ʼ said Sue, ‘and the leaves will fall.’ ‘When the last leaf falls, I will die,’ said Johnsy with finality. ‘I have known this for the last three days.’

‘Oh, that’s nonsense,’ replied Sue. ‘What have old ivy leaves to do with your getting well? The doctor is confident that you will get better.’

I. Complete the following sentence with a phrase. (1) Johnsy is counting the leaves because she believes _________.

II. What does the word ‘finality’ mean? a. uncertainty b. doubt c. firmness d. ambiguity

(1)

III. The ivy creeper shedding its leaves is similar to _________. (1) a. a person losing something important b. the arrival of a storm in the evening c. the end of a school semester d. the changing of seasons

IV. Sue is not concerned about Johnsy’s physical health and focuses only on her emotional well-being. (True/False) (1)

V. How does Sue reassure Johnsy?

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b. They tiptoed into the room. Johnsy was sleeping. Sue drew the curtains together and they went to the next room. She peeped out through the window. There was only one leaf on the creeper. It was raining heavily and an icy-cold wind was blowing. It seemed as though the leaf would fall any minute now. Behrman did not say a word. He went back to his room. Johnsy woke up next morning. In a feeble voice she asked Sue to draw the curtains. Sue was nervous. She drew back the curtains very reluctantly. ‘Oh!’ Sue exclaimed as she looked at the vine creeper. ‘Look, there is still one leaf on the creeper. It looks quite green and healthy. In spite of the storm and the fierce winds, it didn’t fall.’

I. Complete the following sentence with a phrase. (1) Behrman did not say anything when he saw the last leaf because __________.

II. What does Johnsy see as her symbol of coming death? (1)

III. Sue was confident that the leaf would not fall despite the storm. (True/False)

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(1)

IV. Find an antonym of ‘willingly’ from the extract.

V. Why was Sue surprised to see the last leaf still on the creeper? (1)

(1)

2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks)

a. Why did Johnsy link her death with the last leaf? b. How did Sue pour out her worries to Behrman? What was his reaction?

c. Why does Behrman paint the last leaf?

d. Which items were found near Behrman when he died? What did this signify? 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks)

a. ‘A friend in need is a friend indeed.’ Do you think the story ‘The Last Leaf’ supports this statement? Explain with reference to Sue. (Competency-based Question) b. Write a letter to a friend encouraging her to not lose hope and fight out an illness. (Competency-based Question) c. What role does art play in the story?

d. Sometimes people may appear rough on the outside but have a kind and generous heart. Which traits in Behrman’s character support this idea?

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A House is Not a Home

—Zan Gaudioso

About the Author

Zan Gaudioso is a celebrated writer known for her inspiring and insightful storytelling. She has contributed to the best-selling ‘Chicken Soup for the Soul’ series, including ‘Chicken Soup for the Teenage Soul III’, where her heartfelt narratives connect deeply with young readers.

She co-authored ‘The Buddha Next Door: Ordinary People, Extraordinary Stories’, an anthology exploring the transformative power of Nichiren Buddhism. The book won the Bronze award in the Inspirational/Spiritual category at the 2008 Independent Publisher Book Awards and was a finalist in the 2008 Next Generation Indie Book Awards for Religion/Religious Non-Fiction.

Gaudioso’s writing is marked by warmth, clarity and emotional depth, often focussing on self-discovery and personal growth. She has also worked on a documentary and contributed to a blog about happiness, reflecting her commitment to exploring human well-being. Through her engaging style and profound insights, she continues to inspire readers worldwide.

Summary

In ‘A House Is Not a Home’, a teenage boy finds himself in a whirlwind of change and uncertainty. After moving to a new school, he struggles to fit in, missing the comfort of his old life. Just as he begins to feel completely alone, disaster strikes—his house is consumed by a fire, leaving him and his mother with nothing but the clothes on their backs. He also thinks that he has lost the cat that he loves. Lost and overwhelmed, he dreads returning to school, expecting nothing but indifference. However, what happens next takes him completely by surprise. His classmates, whom he barely knows, step forward in ways he never imagined, offering him not just material help but something far more valuable—friendship and a sense of belonging. The story ends when a stranger returns his cat. Through this experience, he gains a new perspective, realising that home is not just a place but also the kindness of people and the love of those who care for us.

Theme of the Story

At its core, ‘A House Is Not a Home’ explores the idea that a home is not defined by brick and mortar but by the warmth of human connection. The protagonist loses everything in a devastating fire—his belongings, his sense of security and the last physical ties to his past. But in the midst of loss, he gains something unexpected: the kindness of strangers who become friends, proving that home is not a place, but the people who stand by us.

Initially, he sees his house as his safe place, filled with familiarity and comfort. When it is gone, he feels uprooted, lost in a world that seems indifferent to his pain. Yet, as his new classmates step forward with gestures of support—offering clothes, supplies and compassion—he realises that home is not about what we own, but about the love and care we share. Through this experience, he comes to understand that while walls and possessions can be rebuilt, the true foundation of a home lies in the relationships that uplift us. The story leaves us with a powerful message: no matter where we are, we are never truly alone when we have people who care about us.

Glossary

freshman: a student in the first year of high school or university isolated: feeling alone or separated from others tabby: a domestic cat with a striped or dotted coat swatting: hitting or slapping something quickly, especially to get rid of it

stoking the fire: feeding and tending the fire seams of the ceiling: the lines or joints where parts of the ceiling meet groping: searching blindly or uncertainly with one’s hands

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engulfed: completely covered or surrounded by something, especially fire, smoke or emotion in tow: following closely behind someone or being taken along dazed: feeling confused, stunned or unable to think clearly, often due to shock or exhaustion casualty: a person or thing that is harmed, lost or destroyed in a disaster or accident geek: a person who is socially awkward or very interested in academic or technical subjects zombie: a dull and apathetic person outcast: a person who is rejected or excluded from a group or society surreal: strange; bizarre rubble: broken pieces of stone, brick or other materials from a destroyed building debris: broken or scattered pieces of something that has been destroyed

vulnerable: easily harmed; emotionally or physically unprotected tag along: to follow someone, often without being invited plight: a difficult, distressing or unfortunate situation milling around: moving around in an aimless manner overcome: to be strongly affected by emotion or to successfully deal with a challenge shove: push hard

outpouring: a strong, often sudden expression of emotions or generosity curb: the edge of a pavement leapt: jumped quickly or suddenly grabbed: took hold of something quickly and firmly sorely: to a great degree; very much diminish: to become smaller, weaker or less important purr: the soft, vibrating sound made by a cat, usually when content

NCERT Solutions Think about It

1. What does the narrator notice one Sunday afternoon? What is his mother’s reaction? What does she do? Ans: One Sunday afternoon, the narrator notices smoke seeping through the seams of the ceiling. Within moments, the smoke thickens, and flames begin to spread rapidly, engulfing their home. Realising the danger, the narrator and his mother rush out of the house in a panic.

Outside, his mother realises that their most treasured belongings—family photographs, important documents and letters from the past—are still inside. Ignoring the narrator’s desperate pleas, she dashes back into the burning house, determined to save what she can. She brings out a metal box filled with important documents and then rushes back into the house. The narrator, terrified for her safety, screams for her to return, but she does not listen. Fortunately, the firefighters arrive in time to stop the narrator from following her. The firefighters bring her out safely, but the narrator is left shaken, realising how close he came to losing his mother along with their home.

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2. Why does he break down in tears after the fire? Ans: The narrator breaks down in tears after the fire because he feels overwhelmed by the immense loss. His home, filled with cherished memories and personal belongings, has been destroyed. He is also grappling with the emotional weight of losing his sense of security and stability. Additionally, he realises that his beloved pet cat is missing, which deepens his grief and makes the situation even more unbearable. 3. Why is the narrator deeply embarrassed the next day in school? Which words show his fear and insecurity? Ans: The narrator is deeply embarrassed the next day in school because he has lost all his possessions in the fire, including his clothes, books and school supplies. He has to attend school in borrowed clothes and feels self-conscious about his appearance. His sense of isolation and discomfort is heightened by the fear that his classmates will judge or pity him.

Words and phrases that reflect his fear and insecurity include ‘I was totally embarrassed’, ‘The more I tried to fit in, the worse it got’ and ‘I just wanted to curl up and die’. These expressions highlight his deep sense of vulnerability and unease in an unfamiliar situation. 379

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4. The cat and the author are very fond of each other. How has this been shown in the story? Where was the cat after the fire? Who brings it back and how? Ans: The deep bond between the author and his cat is shown through his affection and concern for her. He describes how she was a ‘beautiful little tabby’ and how she would follow him around the house, purring and rubbing against him. Their strong connection is evident when he desperately searches for her after the fire, calling out her name and feeling heartbroken when she does not return. The loss of his cat adds to his grief, making him feel even more alone.

After the fire, the cat ran away in fear and was missing for several weeks. A kind woman, who had been caring for the cat, brings the cat back to him, reuniting them in an emotional moment that fills him with joy and relief.

5. What actions of the schoolmates change the narrator’s understanding of life and people, and comfort him emotionally? How does his loneliness vanish and how does he start participating in life? Ans: The narrator’s understanding of life and people changes when his schoolmates, whom he barely knows, rally around him with unexpected kindness. They offer him clothes, school supplies and words of encouragement, showing him that he is not alone. Their generosity and support deeply move him, making him realise that people genuinely care about him, even if he had initially felt isolated in his new school.

This overwhelming kindness helps him heal emotionally. His loneliness fades as he begins to see his classmates not as strangers but as friends who will stand by him in difficult times. Their actions give him a sense of belonging, making him feel valued and accepted. With this newfound confidence, he starts engaging with his peers and participating in school activities, no longer feeling like an outsider. This experience teaches him that true connections are not just built on time spent together but on empathy, kindness and shared humanity. 6. What is the meaning of ‘My cat was back and so was I’? Had the narrator gone anywhere? Why does he say that he is also back?

Ans: The phrase ‘My cat was back and so was I’ refers to the narrator’s emotional recovery

and return to a sense of normalcy. While he had not physically gone anywhere, he had been emotionally lost—overwhelmed by grief, loneliness and a sense of displacement. Losing his home and his beloved cat had left him feeling disconnected from his old life, making him struggle to find comfort in his new school environment. When his cat returns, it fills him with immense joy and relief, as if a missing part of his life has been restored. The cat’s return is not just a reunion with a pet but a symbol of regaining a sense of security and comfort that had been lost. At that moment, he realises that he, too, has come back—not just to his routine but to a renewed sense of hope, belonging and emotional stability. The return of his cat symbolises his renewed confidence and acceptance of his new life, allowing him to move forward with optimism.

Talk about It

1. Have any of your classmates/schoolmates had an experience like the one described in the story where they needed help? Describe how they were helped.

Ans: Losing a loved one is an incredibly painful experience, and in such times, even the smallest gestures of kindness can mean the world. I once had a classmate who lost a close family member, and I saw how grief affected every part of her life. She became withdrawn, struggled to concentrate in class and often seemed lost in thought. It was clear that her world had changed in an instant, leaving her with a deep sense of emptiness.

As friends, we knew we couldn’t take away her pain, but we wanted her to know she wasn’t alone. We started by simply being there—sitting with her at lunch, walking home together and listening whenever she wanted to talk. Sometimes, she didn’t say much, but our presence seemed to bring some comfort. Our teachers were also understanding, offering extra time for assignments and checking in on her well-being. Slowly, with time and support, she began to heal. She started laughing again, joined in conversations and took part in activities she once enjoyed. The warmth of our friendship and compassion helped her find the strength to

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move forward. It was a reminder that even in the darkest times, no one has to grieve alone.

IV. Which word in the passage suggests a feeling of extreme fragility? V. Choose the odd one out. a. rubble b. debris c. ashes d. belongings

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. We had to borrow money from my grandparents because there were no credit cards, cash or even any identification to be able to withdraw money from the bank. Everything had gone up in smoke. That week the rubble that used to be our house was being cleared off the lot. Even though we had rented an apartment nearby, I would go over to watch them clear away debris, hoping that my cat was somewhere to be found. She was gone. I kept thinking about her as that vulnerable little kitten. In the early morning when I would disturb her and get out of bed, she would tag along after me, climb up my robe and crawl into my pocket to fall asleep. I was missing her terribly. It always seems that bad news spreads quickly, and in my case it was no different. Everyone in high school, including the teachers, was aware of my plight. I was embarrassed as if somehow I were responsible. What a way to start off at a new school! This was not the kind of attention I was looking for. I. Which of these alternate titles would BEST capture the passage’s essence? (1) a. The Mystery of the Vanishing Cat b. ‘Ashes and New Beginnings c. The Grand Escape d. Surviving High School II. What makes the cat’s disappearance particularly heartbreaking for the narrator? (1) a. She was a symbol of comfort and routine in his life. b. He had just bought expensive cat food. c. It was the only cat in the neighbourhood. d. The cat was mostly loving and present. III. Which literary device is evident in the narrator’s description of his cat ‘as that vulnerable little kitten’ in this context? a. Irony b. Flashback c. Foreshadowing d. Hyperbole Section C • A House is Not a Home

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(1)

(1) (1)

Ans: I. b. ‘Ashes and New Beginnings’

II. a. She was a symbol of comfort and routine in his life. III. b. Flashback IV. Vulnerable

V. d. belongings

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

But this time it was different—I wasn’t alone. I was with two of my new friends from school. It took a fire for me to stop focussing on my feelings of insecurity and open up to all the wonderful people around me. Now I was sitting there watching my house being rebuilt when I realised my life was doing the same thing. While we sat there on the curb, planning my new bedroom, I heard someone walk up to me from behind and say, ‘Does this belong to you?’ When I turned around to see who it was, I couldn’t believe my eyes. A woman was standing there holding my cat! I leapt up and grabbed her out of the woman’s arms. I held her close to me and cried into that beautiful orange fur. She purred happily. My friends were hugging me, hugging the cat and jumping around. Apparently, my cat had been so freaked by the fire that she ran over a mile away. Her collar had our phone number on it, but our phones had been destroyed and disconnected. This wonderful woman took her in and worked hard to find out whose cat it was. Somehow, she knew this cat was loved and sorely missed.

I. What is the significance of the phrase ‘Now I was sitting there watching my house being rebuilt when I realised my life was doing the same thing’? (1) a. The narrator is excited about home renovations. b. It symbolises his emotional healing and fresh start. c. It means he has finally given up on the past. d. It suggests he is still struggling with loss.

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II. Identify the literary device used in the sentence. She purred happily.

(1)

III. How does the narrator’s attitude toward friendship change in this passage? (1) IV. How does the phrase ‘this wonderful woman took her in and worked hard to find out whose cat it was’ contribute to the theme of the story? (1) a. It highlights the difficulties of finding lost pets. b. It shows that the woman regretted taking in the cat. c. It emphasises the kindness of strangers and their impact on our lives. d. It suggests that the woman initially wanted to keep the cat. V. Find the word in the passage that refers to both a roadside edge and the act of reducing the effect of something. What are such words called? (1)

Ans: I. b. It symbolises his emotional healing and fresh start.

II. Onomatopoeia

III. He realises the importance of opening up to others.

IV. c. It emphasises the kindness of strangers and their impact on our lives. V. curb; homonyms

3. Read the following extract carefully and answer the questions that follow. My mother then ran out of the house carrying a small metal box full of important documents. She dropped the case on the lawn and, in a crazed state, ran back into the house. I knew what she was after. My father had died when I was young, and I was certain that she was not going to let his pictures and letters go up in flames. They were the only things that she had to remember him by. Still I screamed at her, ‘Mom! No!’ I was about to run after her when I felt a large hand hold me back. It was a fireman. I hadn’t even noticed that the street had already filled with fire trucks. I was trying to free myself from his grasp, yelling, ‘You don’t understand, my mother’s in there!’ He held on to me while other firefighters ran into the house. He knew that I wasn’t acting very logically and that if he

were to let go, I’d run. He was right. ‘It’s all right, they’ll get her,’ he said. He wrapped a blanket around me and sat me down in our car. Soon after that, a fireman emerged from our house with my mom in tow. He quickly took her over to the truck and put an oxygen mask on her. I ran over and hugged her. All those times I ever argued with her and hated her vanished at the thought of losing her. I. What emotion does the phrase ‘All those times I ever argued with her and hated her vanished’ convey? (1) a. Regret and realisation of love b. Relief that the argument is over c. Frustration at being held back d. Confusion and anger II. Why does the fireman wrap a blanket around the narrator and make him sit in the car? (1) a. To comfort him and prevent him from acting irrationally b. To keep him warm because it was very cold outside c. To distract him from the fire d. To prepare him for medical attention III. Firefighters are first responders who play a crucial role in emergencies. Can you name and describe the roles of any other brave first responders who provide immediate help in crisis situations? (1) IV. How does the use of first-person narration affect the passage? (1) a. It provides a detached and objective perspective. b. It allows the reader to experience the narrator’s emotions closely. c. It makes the story more confusing. d. It prevents the reader from understanding the mother’s thoughts. V. What did the fireman say that shows that he understands the narrator’s panic? (1)

Ans: I. a. Regret and realisation of love

II. a. To comfort and prevent him from acting irrationally

III. Other first responders include police officers, who ensure safety and order.

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IV. b. It allows the reader to experience the narrator’s emotions closely.

c. Their complete loss and displacement. d. The necessity of dressing appropriately for emergencies.

V. ‘It’s all right, they’ll get her’

4. Read the following extract carefully and answer the questions that follow. Five hours later, the fire was finally out. Our house was almost completely burned down. But then it struck me...I hadn’t seen my cat. Where was my cat? Much to my horror, I realised that she was nowhere to be found. Then all at once it hit me—the new school, the fire, my cat—I broke down in tears and cried and cried. I was suffering loss, big time. The firemen wouldn’t let us go back into the house that night. It was still too dangerous. Dead or alive, I couldn’t imagine leaving without knowing about my cat. Regardless, I had to go. We piled into the car with just the clothes on our backs and a few of the firemen’s blankets, and made our way to my grandparents’ house to spend the night. The next day, Monday, I went to school. When the fire broke out, I was still wearing the dress I had worn to church that morning but I had no shoes! I had kicked them off when I was doing my homework. They became yet another casualty of the fire. So I had to borrow some tennis shoes from my aunt. Why couldn’t I just stay home from school? My mother wouldn’t hear of it, but I was totally embarrassed by everything. The clothes I was wearing looked weird, I had no books or homework, and my backpack was gone. I. What does the narrator’s realisation—’the new school, the fire, my cat’—convey about his emotional state? (1) a. He is trying to prioritise his problems logically. b. He is overwhelmed by multiple losses all at once. c. He is relieved that his problems are temporary. d. He is focussed only on finding his cat. II. The phrase ‘the clothes on our backs’ suggests that the family left their house in a hurry. What does this phrase symbolise in the passage? (1) a. The importance of wearing comfortable clothing. b. The family’s unpreparedness for disaster. Section C • A House is Not a Home

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III. What does the narrator’s mother’s insistence on him attending school suggest about her personality?

(1)

IV. What feeling does the narrator’s search for his cat evoke most strongly in the passage? (1) V. What effect does the repetition of ‘cried and cried’ have in the passage? (1)

Ans: I. b. He is overwhelmed by multiple losses all at once.

II. c. Their complete loss and displacement.

III. She believes in maintaining a normal life despite hardships. She wants to protect her son from the aftermath of the destruction. IV. Desperation

V. It emphasises his deep sorrow and emotional breakdown.

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

I missed my old teachers so much that I would go back and visit them. They would encourage me to get involved in school activities so that I could meet new people. They told me that in time I would adjust and probably end up loving my new school more than I had my old one. They made me promise that when that happened I would still come by and visit them from time to time. I understood the psychology in what they were saying, but I took some comfort in it nonetheless. One Sunday afternoon, not long after I had started high school, I was sitting at home at our dining-room table doing homework. It was a cold and windy fall day, and we had a fire going in our fireplace. As usual, my red tabby cat was lying on top of all my papers, purring loudly and occasionally swatting at my pen for entertainment’s sake. She was never far from me. I had rescued her when she was a kitten, and somehow she knew that I was the one responsible for giving her ‘the good life’. My mother kept stoking the fire to keep the house nice and warm. Suddenly, I smelled something strange, and then I noticed it...smoke pouring in through the seams of the ceiling. The smoke began to fill the room so quickly that we could barely see. 383

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I. The phrase ‘I understood the psychology in what they were saying’ suggests that the narrator… (1) a. was uninterested in their advice and ignored it. b. recognised their strategy but still found comfort in it. c. felt manipulated by their words. d. wanted to prove them wrong. II. Why is the phrase ‘the good life’ in quotation marks? (1) a. It is a phrase implying the cat can ‘think’ or ‘believe’. b. It is an idiom used incorrectly. c. It emphasises that the cat’s life wasn’t truly good. d. It was a phrase the narrator’s mother used. III. What does ‘stoking the fire’ symbolise in the passage? (1) IV. Which of the following images best represents the cat described in the passage? a. b.

(1)

V. What unusual smell alerts the narrator to danger?

Ans: I. b. recognised their strategy but still found comfort in it.

I. What was the narrator’s first reaction when people wanted to guide him to the gym? (1) a. Confusion b. Excitement and anticipation c. Fear and hesitation d. Indifference II. What does the phrase ‘It was like Christmas’ suggest about the narrator’s emotions? (1) a. The narrator was overwhelmed with gratitude and joy. b. The narrator was expecting gifts from the school. c. The narrator felt nostalgic for past holidays. d. The narrator was indifferent to the gesture. III. Fill in the blanks with the most suitable words. (Competency-based Question) (1)

(1)

II. a. It is a phrase implying the cat can ‘think’ or ‘believe’.

III. It represents the mother’s effort to maintain warmth and comfort in the house.

It almost seemed that they were trying to shove me into the gym—then I saw why. There was a big table set up with all kinds of stuff on it, just for me. They had taken up a collection and bought me school supplies, notebooks, all kinds of different clothes—jeans, tops, sweatsuits. It was like Christmas. I was overcome by emotion. People who had never spoken to me before were coming up to me to introduce themselves. I got all kinds of invitations to their houses. Their genuine outpouring of concern really touched me. In that instant, I finally breathed a sigh of relief and thought for the first time that things were going to be okay. I made friends that day.

IV. Option d.

V. The smell of the smoke alerts the narrator to danger.

6. Read the following extract carefully and answer the questions that follow. I thought it strange, but in the light of the past few weeks, nothing would surprise me.

Word from the Passage

Synonyms

a. concern b

d. genuine

comfort shock

IV. Why is the narrator’s reaction to the gifts important to the story’s development? (1) V. What are the central emotions expressed in this passage? (1)

Ans: I. c. Fear and hesitation

II. a. The narrator was overwhelmed with gratitude and joy.

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III. Word from the Passage

Synonyms

a. concern

worry

b. relief

comfort

d. genuine

sincere

c. surprise

shock

IV. It marks a shift from isolation to inclusion, showing acceptance and emotional relief.

V. Surprise/gratitude/relief

Short Answer Questions

4. What role does nostalgia play in the narrator’s struggle? Ans: Nostalgia keeps the narrator emotionally tied to his past, making adaptation to his new environment difficult. His deep longing for his old school, teachers, friends and home fuels his resistance to change. However, as he experiences kindness from his new classmates and regains a sense of belonging, he realises that embracing the present can bring unexpected joy and comfort.

Ans: Literally, the fire destroys the narrator’s home, forcing him into a new world. Symbolically, it represents loss and transformation. Through the fire, the narrator loses material possessions but gains a renewed sense of community and strength. It brings people together, forming new relationships.

5. How does the mother’s reaction to the fire and its aftermath influence the narrator’s emotional state? Ans: The mother remains strong and practical despite their loss, offering reassurance and stability. Though she, too, grieves, her composed demeanour helps the narrator cope with his emotions. Her resilience and optimism ultimately encourage him to adapt, reinforcing the idea that home is built through love and support, not just possessions.

2. How does the story depict the universal struggle of adolescence? Have you experienced any of the feelings the narrator (Competency-based Question) mentions?

6. How does the story use imagery to evoke emotions and deepen the reader’s understanding of the narrator’s experience? (Competency-based Question)

Answer the following questions in about 40–50 words. 1. How does the fire serve as both a literal and symbolic event in the story?

Ans: The narrator’s feelings of isolation, insecurity and longing for belonging are common adolescent struggles. His journey mirrors the challenges many teenagers face in adapting to a new environment and finding their place in the world. I felt the same way when my father was relocated to another city for a job, and I had to build a new life for myself. I could also relate to the way the narrator felt when his mother was safe after the fire. I have also had arguments with my mother only to be sorry later.

3. How does the story explore the impact of trauma on human relationships? (Competency-based Question) Ans: The fire disrupts the narrator’s life, but in its aftermath, he finds comfort in his mother, his new friends and the return of his beloved cat. The story highlights how trauma can not only devastate one’s life but also strengthen relationships and reveal unexpected sources of support.

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Ans: The fire’s destruction (engulfed in flames), the narrator’s love for his cat (purring loudly and occasionally swotting at my pen), his feelings at the loss of his home (walked around school like a zombie) and the warmth of his classmates’ generosity (It was like Christmas) all use vivid imagery to engage the reader emotionally. These descriptions make his journey feel more real and relatable, enhancing the story’s impact.

7. How does the mother’s response to the fire differ from the narrator’s, and what does this say about generational differences in the way people cope with disaster? (Competency-based Question)

Ans: While the narrator openly grieves and struggles to adjust, his mother remains composed, focussing on practical solutions. This contrast highlights how younger individuals may express loss through visible distress, whereas adults, shaped by experience, often suppress emotions to maintain stability for their loved ones.

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8. How would the narrator’s experience be different if he had been more open to change (Competency-based Question) from the beginning?

Ans: If he had embraced his new school with a positive attitude, he might have found friendships sooner and felt less isolated. However, his resistance makes his eventual growth more powerful, showing that sometimes, struggle is necessary for true transformation and appreciation of new beginnings. 9. How does the absence of the father in the story shape the emotional weight of the mother-son relationship? Ans: The father’s absence intensifies the bond between the narrator and his mother, making their loss feel even heavier. Their mutual dependence adds emotional depth, showing how family units, even when incomplete, provide the foundation for resilience and healing.

10. If the narrator’s cat had never returned, how might the ending of the story have changed? (Competency-based Question) Ans: Without the cat’s return, the story might have taken a more bittersweet turn, focussing on acceptance rather than recovery. The narrator would still have found solace in human connection. However, the cat’s return serves as a powerful symbol of continuity, reinforcing hope and the idea that some parts of the past can still be reclaimed.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. The narrator’s school setting plays a significant yet understated role in his emotional arc. How does it function as both an antagonist and a redeemer? (Competency-based Question) Ans: The narrator’s school plays an important role in his feelings after the fire. At first, it makes him feel even worse. Initially, he feels lost and isolated at school, and after the fire he is embarrassed because he has no books, backpack or proper clothes. He feels as if he does not belong, and this makes school an unfriendly place. He dreads facing his

classmates, thinking they might judge him. However, things change when his classmates show kindness. They give him school supplies, clothes and support, making him feel welcome. Their generosity helps him realise that he is not alone. In this way, school first adds to his troubles but later helps him heal. It becomes a place where he finds comfort, friendship and hope after his loss. 2. The mother plays a stabilising role in the story, but her grief is never explicitly mentioned. What does this suggest about parenthood? (Competency-based Question)

Ans: The mother’s quiet strength, despite losing everything and raising her son alone shows the unspoken burden of parenting. Society expects parents, especially mothers, to stay strong and put their children’s needs first. Her grief is implied rather than expressed, showing the pressure to hide her pain. While the narrator openly mourns, she remains silent, highlighting how adults and children express trauma differently. The story also suggests that parents’ struggles are often ignored. It raises an important question: Is resilience a choice, or is it sometimes necessary? The story challenges the idea that strength means being unaffected, showing that even the strongest people may carry hidden pain. 3. How does ‘A House Is Not a Home’ redefine the meaning of home through the narrator’s journey?

Ans: In ‘A House Is Not a Home’, the protagonist learns that home is not about physical structures but about the love and support of the people around us. Initially, he sees his house as a symbol of security and belonging. When it burns down, he feels lost, believing he has lost everything that connects him to his past. However, as his new classmates show unexpected kindness—offering essential items like books, clothes and school supplies along with emotional support—he realises that home is not defined by material possessions but by human connection. Their compassion helps him heal, proving that true belonging comes from relationships, not places. The kindness

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of the lady who took the cat in and took care of it, though unexpected, was both welcome and appreciated. The return of his cat further reinforces this idea, symbolising the emotional security he thought was lost. By the end, he understands that while physical spaces can be destroyed, the warmth of human connection endures. The story teaches that home is wherever we find love, kindness and people who care for us. 4. How does the story show that isolation and support can exist together during difficult times?

Ans: The narrator feels both alone and supported at the same time. At first, he believes no one understands his pain—he feels lost at his new school and devastated by the fire. However, he is not truly alone. His mother is always with him, and his classmates offer unexpected kindness. This contrast highlights an important idea: even when we feel isolated, support is often there, even if we don’t see it immediately. The story suggests that loneliness is sometimes a matter of perception. The narrator’s outlook changes when he realises that people care for him, even without him asking for help. By showing both isolation and community, the story teaches that connection is not just about reaching out— it’s also about recognising and accepting the support available to us. 5. How does the narrator’s attachment to his cat represent his struggle with change and loss?

Ans: The cat is more than just a pet; it represents the narrator’s connection to his past and his need for emotional stability. Since he has lost his father, his bond with the cat seems even more meaningful. The cat’s disappearance after the fire intensifies his grief, making him feel that he has lost everything familiar. This mirrors his sense of displacement—just as he struggles to find comfort in his new school, he longs for his lost home and pet. However, when the cat returns, it symbolises emotional healing. It shows him that while some things may seem lost forever, hope remains. This moment teaches him that true security is not just about physical places but about love, resilience and the unexpected ways

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life restores what we cherish. The cat’s return reassures him that he is not alone, reinforcing the story’s message that home is built through emotional bonds, not just physical spaces. 6. How does the compassion of others turn the life of the main characters around in ‘The Beggar’ and in ‘A House Is Not a Home’? (Competency-based Question)

Ans: In both ‘The Beggar’ Lushkoff and the narrator in ‘A House Is Not a Home’, are at a low point but the compassion of others gives them new hope and allows them to turn their lives around. Lushkoff, who has resorted to begging due to his drunken habits, meets the advocate Sergei who offers him a job cutting wood. Olga the cook takes him in hand. At the end of the story, it is revealed that it is not only the job offer but especially Olga’s wrathful compassion that convinces Lushkoff to change his ways. Seeing her cry for his sake and chop wood on his behalf changes him and gives him the courage to stop drinking. In ‘A House Is Not a Home’ the narrator, who is already miserable and friendless at his new school, loses everything when their house burns down. When his peers and teachers at the new school show their compassion by collecting necessities for him, their outpouring of concern help him to open up to the kindness of others and embrace his new life with joy. In this way both the protagonists change their attitudes and find happiness because of the compassion shown by others.

Assessment

Scan to see answers.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. My first year of high school felt awkward. After leaving junior high at the head of my class with all the seniority the upper grade levels could afford me, it felt strange starting over as a freshman. The school was twice as big as my old school, and to make matters worse, my closest friends were sent to a different high school. I felt very isolated. I missed my old teachers so much that I

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would go back and visit them. They would encourage me to get involved in school activities so that I could meet new people. They told me that in time I would adjust and probably end up loving my new school more than I had my old one. They made me promise that when that happened I would still come by and visit them from time to time. I. What underlying emotion drives the narrator’s visits to their old school? (1) a. A refusal to let go of childhood dreams b. A desperate need for academic help c. A sense of nostalgia and longing for comfort d. A desire to prove that high school is better

security I had known, from my old school, my friends, my house and my cat had all been ripped away. When I walked through what used to be my house after school that day, I was shocked to see how much damage there was—whatever hadn’t burned was destroyed by the water and chemicals they had used to put out the fire. The only material things not destroyed were the photo albums, documents and some other personal items that my mother had managed to heroically rescue. But my cat was gone and my heart ached for her. There was no time to grieve. My mother rushed me out of the house. We would have to find a place to live, and I would have to go buy some clothes for school.

II. How does the narrator’s promise to visit their old teachers reflect the nature of human relationships? (1) a. It shows how we often leave behind people who once mattered to us. b. It highlights the importance of staying connected to mentors. c. It suggests that teachers need validation from students. d. It questions whether emotional bonds weaken over time.

III. Which of the following best describes the tone of the passage? (1) a. Melancholic yet hopeful b. Exciting and adventurous c. Detached and indifferent d. Nostalgic and regretful

IV. The narrator describes his old school and new school almost as if they have personalities. If their old school could talk, what might it say? (1)

V. The narrator strongly feels an emotion that is not directly mentioned. What is it? (1)

b. The more I tried to fit in, the worse it got. Was I destined to be an outcast and a geek all my life? That’s what it felt like. I didn’t want to grow up, change or have to handle life if it was going to be this way. I just wanted to curl up and die. I walked around school like a zombie. Everything felt surreal, and I wasn’t sure what was going to happen. All the

I. What does the narrator mean by walking around ‘like a zombie’? (1) a. He was physically weak and sick. b. He was emotionally detached and in shock. c. He was sleep-deprived from stress. d. He wanted to frighten others.

II. The phrase ‘I didn’t want to grow up’ suggests the narrator is struggling with… a. a crisis about adulthood. b. a fear of change. c. a desire to relive childhood joys. d. a rebellion against school rules.

III. What is the significance of the photo albums surviving the fire?

(1)

(2)

IV. Find synonyms from the passage for the following words. (1) a. fated b. unreal c. torn d. bravely 2. Answer the following questions in about 40–50 words. (4 × 3 = 12 marks)

a. How does the story explore the idea of unexpected kindness, and why is this (Competency-based Question) significant? b. If the story were written from the mother’s perspective, how might the emotional tone and themes change?

c. What does the story suggest about the difference between temporary hardship and permanent loss?

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d. The narrator’s cat serves as more than just a pet. What symbolic role does its disappearance and return play in the story? (Competency-based Question) 3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks)

a. The narrator experiences both physical and emotional displacement after the fire. Between losing his home and feeling isolated at school, which aspect of his loss affects him more, and how are these conflicts resolved in the end? b. The narratorʼs feelings towards his schoolmates shift dramatically throughout

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the story. Analyse how his perceptions evolve and discuss whether this change occurs in his classmates’ behaviour, in himself or both.

c. Imagine the narrator writing a letter to his past self—the boy who first moved to the new school before the fire. What advice do you think he would give to himself, and how does this reflect his emotional growth? (Competency-based Question) d. If you were to identify the single most important lesson the narrator learns from his experience, what would it be and why? Would this lesson have been as impactful if he had not gone through the fire? (Competency-based Question)

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The Beggar

—Anton Chekhov

About the Author

Anton Chekhov (1860–1904) was a Russian playwright and short story writer, renowned for his realistic and psychologically insightful works. His short stories, such as ‘The Beggar’ and ‘The Lady with the Dog’, depict ordinary life with subtle emotions and open-ended conclusions, without imposing moral judgement. In theatre, he revolutionised drama with plays like ‘The Seagull’ and ‘The Cherry Orchard’, introducing complex characters and meaningful subtext. His writing blends comedy with tragedy, exploring themes of human isolation, the passage of time and unfulfilled aspirations. Chekhov’s influence on modern literature and theatre remains profound, shaping storytelling for generations.

Summary

The story begins with Lushkoff, a beggar, approaching Sergei, a well-off advocate, with a false story about being a jobless schoolteacher needing money to travel to Kaluga. Sergei, recognising him from a previous encounter, confronts his dishonesty. He reminds Lushkoff that they had met earlier on Sadovya Street, where he had claimed to be an expelled student. Feeling exposed, Lushkoff confesses that he is neither a teacher nor a student, but a drunkard who lost his job in a Russian choir. Instead of giving him money, Sergei offers him work chopping wood, hoping to encourage him to make an honest living. Though unwilling and physically weak, Lushkoff accepts the job out of shame rather than choice. This becomes a turning point when he meets Olga, Sergei’s cook. Though outwardly harsh, Olga is kind-hearted and takes him to the woodshed. She scolds him for his laziness and drinking, but secretly does the woodcutting herself. Her mix of sternness and quiet compassion deeply moves Lushkoff and inspires him to change. Over time, he quits drinking, finds honest work and eventually becomes a notary. Two years later, when Sergei meets him again, Lushkoff credits his transformation not to Sergei, but to Olga—whose silent kindness and tough love saved him. The story highlights that real change often comes not from force, but from sincere compassion and human connection.

Theme of the Story

One of the central themes of ‘The Beggar’ is redemption through kindness and hard work. Lushkoff begins as a dishonest beggar, deceiving people with false stories to gain sympathy. However, when Sergei offers him work instead of charity, it marks the beginning of his transformation. Though reluctant and physically weak, the opportunity helps him take a step towards a better life. Over time, Lushkoff realises the value of honest labour and gives up begging. His eventual success as a notary shows that even those who seem beyond help can change if given the right support and opportunity. The story also highlights the power of compassion. Instead of dismissing Lushkoff for lying, Sergei helps him earn his own living. More importantly, Olga, Sergei’s cook, plays a crucial role in his transformation. Although she scolds and pushes him to work, she secretly chops the wood for him, allowing him to earn money. Her silent kindness touches Lushkoff deeply, making him feel ashamed of his past and inspiring him to change. Another important theme is the dignity of labour. Lushkoff learns that self-respect comes from earning an honest living. Initially unwilling to work, he gradually moves towards self-reliance through perseverance and sincerity. His journey from a helpless drunkard to a respectable notary shows that true success comes from effort and integrity.

Lastly, the story conveys the idea of social responsibility. Sergei does not simply offer money but provides Lushkoff with an opportunity to improve his life. This reinforces the message that true change happens when people offer guidance and support, not just sympathy. 390

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Glossary

copecks (also spelt kopeck): Russian coins equal to one hundredth of a rouble lodging: temporary shelter intrigues: plots, schemes or secret plans calumny: the making of false and defamatory statements about someone in order to damage his/ her reputation fawn-coloured: light brown suppliant (or supplicant): a person making a humble plea to someone in power or authority

mendicant: a beggar obliged: grateful; thankful overshoes: protective footwear; shoe covers expelled: forced out taken aback: surprised flushed: red-faced ragged: torn; worn out disgust: strong dislike swindling: cheating a person of money fiction: imagination; made-up story choir: singing group hastened: rushed; hurried scarecrow of a beggar: thin and shabby-looking man perplexity: state of being puzzled; bewilderment irresolutely: hesitantly; undecidedly gait: walk consented: agreed undermined: weakened slightest: smallest inclination: tendency; preference toil: hard work glared: stared; gazed angrily wrathfully: angrily shoved: pushed cautiously: carefully

spoiled: ruined menial: lowly; unskilled banged: hit pseudo: fake billet: (here) a thick piece of wood wavered: hesitated rouble: Russian currency shovel: remove snow with a shovel (a tool resembling a spade with a broad blade and typically upturned sides) waif: a homeless person hauling: lifting; carrying sober: not drunk; clear-headed gloomy: dark; depressing wagon: carriage; transport vehicle jeered: made fun of; mocked idleness: laziness

feebleness: weakness tattered: torn; ragged sealskin: animal fur timidly: shyly delighted: overjoyed; extremely happy godson: a boy for whom one acts as a spiritual guardian grateful: thankful sot: a habitual drunkard weep: cry roasting (an informal or humorous word): here, scolding strain: struggle or pressure misery: suffering sight: view noble: honourable; dignified departed: gone

NCERT Solutions Think about It

1. Has Lushkoff become a beggar by circumstance or by choice? Ans: Lushkoff became a beggar by choice. He was once a singer in a Russian choir but lost his job due to his drinking habits. Instead of finding honest work, he turned to begging, as deceiving Section C • The Beggar

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people with false stories seemed the easiest way to earn money. 2. What reasons does he give to Sergei for his telling lies? Ans: Lushkoff admits that he lied because he believed that people would not help a drunkard or someone responsible for his own downfall. He thought that sympathy could only be gained 391

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through deception, as the truth about his past would make people indifferent to his suffering. 3. Is Lushkoff a willing worker? Why, then, does he agree to chop wood for Sergei? Ans: No, Lushkoff is not a willing worker. He is physically weak due to excessive drinking and has no real interest in hard work. However, he agrees to chop wood for Sergei out of shame and necessity. Having been caught lying, he feels pressured to accept the task. 4. Sergei says, ʻI am happy that my words have taken effect.ʼ Why does he say so? Is he right in saying so? Ans: Sergei feels pleased with Lushkoff’s work and believes that his advice has influenced him. When Lushkoff finishes packing and carrying the furniture, Sergei praises him and gives him a rouble. However, he is mistaken in thinking that his words have transformed Lushkoff. In reality, Lushkoff had not become hardworking—Olga, the cook, had secretly done most of his tasks, making her the true reason behind his change. 5. Lushkoff is earning thirty-five roubles a month. How is he obliged to Sergei for this? Ans: Lushkoff is obliged to Sergei for giving him a chance to lead a respectable life. Before meeting Sergei, he was a beggar who lied to survive. Sergei did not give him money but instead offered him honest work chopping wood. It was at Sergei’s house that Lushkoff met Olga, a kind cook, who although she scolded him, secretly helped him by doing his work. Though Sergei may not have directly changed Lushkoff’s habits, he created the environment that led to his transformation. Later, Sergei also recommended him for a job as a copyist. Because of Sergei’s support and guidance, Lushkoff was able to rebuild his life and eventually earn thirty-five roubles a month as a notary. 6. During their conversation Lushkoff reveals that Sergei’s cook, Olga, is responsible for the positive change in him. How has Olga saved Lushkoff?

Ans: Olga was a kind and compassionate woman who played a crucial role in transforming Lushkoff’s life. Though she scolded him harshly and called him ‘a miserable sot’ and ‘a drunkard’, she secretly did his work for him. Her tough words were meant to push him towards change.

Lushkoff eventually realised her genuine concern, which touched his heart and led him to reform. It was Olga’s silent kindness and efforts that truly saved him.

Talk about It

1. How can we help beggars/abolish begging?

Ans: To help beggars or abolish begging, we must focus on long-term solutions rather than simply giving money. Providing access to food, shelter, education and job opportunities can help them lead a better life. Government and community-run help centres, skill training programmes and employment support can empower them to earn with dignity. Public awareness is also important—people should be encouraged to support organisations that help the homeless instead of giving money directly. Most importantly, showing kindness, offering guidance and treating beggars with respect can make a real difference. With collective effort and proper support, begging can be replaced with self-reliance and hope.

Additional Questions Extract-based Questions

1. Read the following extract carefully and answer the questions that follow. The advocate, Sergei, looked at the ragged, fawn-coloured overcoat of the suppliant, at his dull, drunken eyes, at the red spot on either cheek, and it seemed to him as if he had seen this man somewhere before. ʻI have now had an offer of a position in the province of Kaluga,ʼ the mendicant went on, ʻbut I havenʼt the money to get there. Help me kindly; I am ashamed to ask, but I am obliged to by circumstances.ʼ Sergei's eyes fell on the man's overshoes, one of which was high and the other low, and he suddenly remembered something.

I. What can be inferred about the mendicant from Sergei’s observations? (1) II. Fill in the blank. (1) ragged overcoat : poverty : : dull eyes : ________ a. sadness b. happiness c. illness d. drunkenness

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III. Assertion (A): Sergei suddenly remembered something about the mendicant.

Reason (R): The mendicant had approached Sergei before with a similar plea. (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. Who is obliged by circumstances to do what?

(2)

Ans: I. S ergei’s observations suggest that the mendicant was poor, possibly dishonest and had been seen before with a different story.

II. d. drunkenness

III. a. Both A and R are true, and R is the correct explanation of A.

IV. The beggar, Lushkoff, fabricated a story. He claimed that he had an offer of a position in the province of Kaluga but he didnʼt have the money to get there. Thus, he was ‘obliged by circumstances’ to beg. 2. Read the following extract carefully and answer the questions that follow.

ʻN-no, that canʼt be so,ʼ mumbled the beggar, taken aback. ʻI am a village schoolteacher, and if you like I can show you my papers.’ ʻHave done with lying! You called yourself a student and even told me what you had been expelled for. Donʼt you remember?ʼ Sergei flushed and turned from the ragged creature with an expression of disgust.

I. Choose the sentence in which the word ʻflushʼ is used correctly: (1) a. He decided to flush his old books into the dustbin since they were no longer needed. b. The gardener had to flush the plants with fresh soil to help them grow. c. The teacher flushed with anger after catching students bunking class. d. The soldier flush his gun before entering the battlefield. II. If the mendicant were given another chance to prove his honesty, what might be the best way for him to regain Sergei’s trust? (1) Section C • The Beggar

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a. Continue insisting on his false identity in the hope that Sergei believes him. b. Apologise for his deception and explain his circumstances truthfully. c. Avoid Sergei and try to find another person to seek help from. d. Convince Sergei by fabricating an elaborate backstory about his struggles. III. What does Sergei’s reaction to the beggar’s lies reveal about his character? (2) IV. Fill in the blank. (1) On the basis of the excerpt, one can say that Sergei greatly values ____________ (empathy/ diligence). Ans: I. c. The teacher flushed with anger after catching students bunking class.

II. b. Apologise for his deception and explain his circumstances truthfully.

III. Sergei’s reaction to the beggar’s lies reveals that he is sharp and observant. It also shows that he values honesty and integrity, as he reacts with disgust when he realises he has been deceived. IV. diligence

3. Read the following extract carefully and answer the questions that follow. ‘Sir!ʼ he said, laying his hand on his heart, ʻthe fact is I was lying! I am neither a student nor a schoolteacher. All that was fiction. Formerly I sang in a Russian choir and was sent away for drunkenness. But what else can I do? I canʼt get along without lying. No one will give me anything when I tell the truth, what can I do?ʼ ʻWhat can you do? You ask what you can do?ʼ cried Sergei, coming close to him. ʻWork! Thatʼs what you can do! You must work!ʼ

I. Choose the sentence in which the word ‘fictionʼ is used correctly. (1) a. The artist painted a beautiful fiction of the countryside on his canvas. b. The scientist conducted a fiction to test his hypothesis. c. She wore a fiction dress to the party, which made her stand out. d. The criminal admitted his words were fiction to gain the judgeʼs sympathy.

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II. What emotion does Sergei’s repeated question, ‘What can you do?’ convey? III. Identify the image that correctly depicts ‘choir’: a. b.

(1) (1)

IV. What can be inferred about society’s treatment of the poor from the beggar’s confession? (2)

Ans: I. d. The criminal admitted his words were fiction to gain the judge’s sympathy.

II. Sergei’s question shows his doubt and frustration, but also a willingness to give the beggar a chance to work honestly. III. Option a

IV. From the beggar’s confession, we can infer that society often treats the poor with judgement and neglect, leaving them with few choices. Because people rarely offer real help or understanding, the poor sometimes feel forced to lie or pretend in order to get sympathy and survive. This shows a lack of compassion and support in society for those in need. 4. Read the following extract carefully and answer the questions that follow. The scarecrow of a beggar shrugged his shoulders, as if in perplexity, and went irresolutely after the cook. It was obvious from his gait that he had not consented to go and chop wood because he was hungry and wanted work, but simply from pride and shame and because he had been trapped by his own words. It was obvious, too, that his strength had been undermined by vodka and that he was unhealthy and did not feel the slightest inclination for toil. I. What does the phrase ʻscarecrow of a beggarʼ suggest about the manʼs appearance?

(1)

II. Why did the beggar agree to chop wood? (1) a. Because he was genuinely eager to work b. Because he was interested in learning how to chop wood c. Because he was ashamed and trapped by his own words d. Because the cook threatened him III. Which sentence uses the word ʻtoilʼ correctly? (1) a. She toiled her books on the shelf before leaving for school. b. The baby toiled across the room, trying to take its first steps. c. We decided to toil a cake for the party tonight. d. He had to toil for hours under the scorching sun to finish the work. IV. How does the author reveal the beggar’s state of mind? (2)

Ans: I. T he phrase suggests that the man looked thin, ragged and poorly dressed, resembling a scarecrow in his frail and shabby appearance.

II. c. Because he was ashamed and trapped by his own words III. d. He had to toil for hours under the scorching sun to finish the work.

IV. The author uses body language and physical description to reveal the beggar’s reluctance and uncertainty. His shrugging shoulders and his hesitant walk show unwillingness and confusion. Also, the mention of his weakened state due to vodka highlights his lack of energy. These details help the reader understand that he is not working out of willingness but because he feels trapped by his own words.

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

ʻThank Heaven! Thatʼs fine! I am delighted for your sake. I am very, very glad, Lushkoff. You see, you are my godson, in a sense. I gave you a push along the right path, you know. Do you remember what a roasting I gave you, eh? I nearly had you sinking into the ground at my feet that day. Thank you, old man, for not forgetting my words.ʼ

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I. What can be inferred by the tone of the speaker in the passage? (1) II. Some words have multiple meanings based on context. For example, ʻroastingʼ usually refers to cooking with dry heat, but in the passage, it means severely scolding someone.

Which of the following words is used in a non-literal sense, like ʻroastingʼ in the passage? (1) a. He made a cutting remark during the argument. b. She waved at her friend across the street. c. The bag was very light to carry. d. The dog’s bark echoed through the night. III. Why does Sergei call Lushkoff his ‘godson’?

(2)

IV. Fill in the blank. (1) Sergei refers to Lushkoff as the ‘old man’ in the ______________ (literal/figurative) sense. Ans: I. T he tone of the speaker is warm, proud and affectionate, showing happiness and a sense of accomplishment at Lushkoff’s progress.

II. a. He made a cutting remark during the argument.

III. The speaker calls Lushkoff his ‘godson’ because he sees himself as a guiding figure in Lushkoff’s life. He believes that his harsh words in the past helped Lushkoff change for the better, similar to how a godparent offers support and direction. IV. figurative

Short Answer Questions

Answer the following questions in about 40–50 words. 1. What story is narrated by the beggar when he met Sergei at Sadovya street?

Ans: When the beggar met Sergei at Sadovya Street, he claimed to be a student who had been expelled. He even fabricated a reason for his expulsion. Later, when Sergei encountered him again, he changed his story to be a former schoolteacher who had lost his job due to false accusations and was now forced to beg for survival. He tried to evoke sympathy by portraying himself as a victim of circumstances.

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2. Who is referred to as a ‘pseudo-teacherʼ? Why? Ans: Lushkoff is referred to as a ‘pseudo-teacher’ because he falsely claimed to be a schoolteacher in order to gain sympathy and financial help from Sergei. His deception was exposed when Sergei recognised him from a previous encounter where he had told a different story. 3. What does Sergei feel once he observes Lushkoff sitting in the woodshed? How is it different from what he felt at the beginning of the chapter? Ans: Initially, Sergei felt anger and frustration towards Lushkoff for his dishonesty. However, upon seeing him sitting in the backyard, weak and incapable of physical labour, Sergei’s emotions shifted. He felt sorry and ashamed of himself. He realised that the beggar, though a spoiled drunkard, was unwell and struggled to do even the menial task of chopping the wood. 4. On completion of the task, what is given to Lushkoff as compensation/reward? What does Sergei propose further? Ans: After the wood was chopped, Lushkoff was given half a rouble as payment. Sergei further proposed that Lushkoff could come back and chop wood on the first day of each month. He assured the beggar that he would always find work for him. 5. What happens to Lushkoff during the packing and hauling of furniture? Ans: When Sergei moved into another house, he hired Lushkoff to help in the packing and hauling of the furniture. Unlike the other times, Lushkoff did not arrive drunk at Sergei’s house. He was sober, sad and silent. During the furnituremoving task, he barely did any physical work. He didn’t even pretend to be busy. Thus, the carters mocked him for his laziness and weakness. 6. Lushkoff’s name is mentioned only in the middle of the story. What is the significance of this delayed introduction?

Ans: The delayed mention of Lushkoff’s name highlights how lost he is at the start of the story. As a beggar, he has no real identity, and Sergei, as well as the readers, only see him as just another dishonest man asking for money. However, right before his name is revealed, the writer mentions that it was the first time that the beggar shows up ‘sober’ at Sergei’s house. 395

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This shift in the story represents the start of his journey from a life of dishonesty to one of self-respect and redemption. 7. Throughout the story, there are multiple references to gestures and body language. Why does the writer emphasise this aspect? Ans: Anton Chekhov uses gestures and body language to express emotions without directly stating them. Olga’s harsh actions, like pushing and scolding Lushkoff, show her frustration but also her hidden concern for him. Lushkoff’s passive behaviour reflects his shame and helplessness. Similarly, Sergei’s changing expressions and movements reveal his shifting emotions—from anger at Lushkoff’s dishonesty to pity and a desire to help. These non-verbal cues make the characters’ feelings more vivid and relatable for the reader. 8. ‘Oh, you miserable creature! There’s nothing for you but ruin.’ And then she would sit down opposite me and grow sad, look into my face and weep.’

What does this quote reveal about Olga’s attitude toward Lushkoff?

Ans: This quote shows that Olga is angry with Lushkoff, but her anger comes from care and concern. She scolds him because she wants him to stop drinking and live a better life. Her tough words hide her kindness and desire to help him change for the better. 9. If you were in Lushkoff’s place, how would you have responded to Olga’s harsh treatment? Would you have accepted help despite the insults, or would you have reacted differently? (Competency-based Question) Justify your answer.

Ans: If I were in Lushkoff’s place, I would have accepted Olga’s help despite her harsh words, as her strictness came from genuine concern. At the same time, I might have tried to explain my situation to help her understand me better. Accepting help, even when it’s tough, can lead to personal growth and change. 10. How does the story reflect the theme of mentorship and second chance? Ans: The story reflects the theme of mentorship and second chance through the characters of Sergei and Olga. Sergei gives Lushkoff a chance to work and change his life, while Olga becomes

his true mentor by helping him with the work and guiding him with care. Because of their help, Lushkoff stops drinking, finds a job and becomes successful. This shows that with support and kindness, even a person who has gone astray can start a new life.

Long Answer Questions

Answer the following questions in about 100–120 words. 1. The Russian name Sergei means ‘guardian.’ Does the character live up to the meaning of his name? Analyse the character of Sergei in the light of the meaning of his name.

Ans: The name Sergei, meaning ‘guardian,’ reflects someone who protects and guides others—and Sergei lives up to this meaning. In ‘The Beggar’, he is strict yet fair. When he discovers Lushkoff’s lie, he doesn’t punish him but offers honest work instead, showing kindness beneath firmness. Sergei doesn’t openly mentor Lushkoff, but he takes responsibility by finding him work regularly, ensuring he earns with dignity. His role in Lushkoff’s transformation is significant, as he gives him a second chance. While Olga plays a key role in Lushkoff’s change, Sergei initiates it. By calling Lushkoff his ‘godson’, he reveals his sense of pride and care. In this way, Sergei acts as a true guardian, guiding Lushkoff toward a better, more honest life. 2. Imagine you are Olga. After Sergei tells you about his encounter with Lushkoff outside the theatre, you reflect on his transformation and your role in it. Write a diary entry expressing your thoughts and emotions about the impact (Competency-based Question) you had on his life.

Ans: Monday, 6 March 19XX Dear Diary

Today, something unexpected happened. Master told me he met Lushkoff outside the theatre, and I could hardly believe it—Lushkoff is a notary now! A respectable man! Hearing those words filled my heart with emotions I can hardly describe. I still remember the weak, miserable man who stood in our yard, barely able to lift an axe. He was nothing but skin and bones, ruined by drink and self-pity. I shouted at him, scolded him

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and pushed him—all to make him realise his mistakes and improve.

I knew he was hopeless at chopping wood, so I did it for him. Perhaps that small act of kindness, hidden behind my harsh words, helped him find his way.

And now he says I saved him! Me? All I did was yell and grumble! But maybe that was what he needed—not pity, but someone who pushed him to be better. I never imagined my actions would change someone’s life.

Today, I feel a quiet happiness, knowing that, in my own way, I helped someone stand on his own feet again. Olga 3. In the line, ‘Why this saved me? Why I changed? Why I stopped drinking at the sight of her, I cannot explain’, what dilemma is being expressed? Explain with reference to ‘The (Competency-based Question) Beggar.’

Ans: In the line, ‘Why this saved me? Why I changed? Why I stopped drinking at the sight of her, I cannot explain’, Lushkoff expresses the inner conflict between logic and emotion. He cannot understand how Olga’s actions transformed him, yet he deeply feels their effect. Though she scolded him harshly, she silently chopped wood for him, showing kindness without expecting gratitude. Her selfless help stirred guilt and reflection in him, making him stop drinking and change his ways. Lushkoff’s dilemma lies in not being able to explain how emotional impact led to such a powerful transformation. It shows that true change often comes from quiet, compassionate acts that touch the heart, beyond what reason can explain. He ‘cannot explain’ this change because it was not something logical—it was an emotional awakening. This highlights how true change often comes from unexpected sources, leaving a deep and lasting impact. This also shows how people often find it hard to explain change, as it is driven by emotions and unseen influences rather than clear reasoning. 4. ‘Mentors come in many forms—some guide with wisdom, others with kindness and some with tough love that shapes us unexpectedly.’ In the light of the statement, analyse the impact of Sergei and Olga on Lushkoff. Section C • The Beggar

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Ans: In ‘The Beggar’, both Sergei and Olga help change Lushkoff’s life, but in different ways. Sergei gives him an opportunity—he offers him work so he can earn money honestly instead of begging. Though he is strict, he still chooses to help Lushkoff rather than drive him away. This marks the beginning of Lushkoff’s transformation.

However, Olga is the true mentor. She scolds and pushes Lushkoff, forcing him to ‘chop wood’ but her harshness hides her deep concern. In reality, she chops the wood herself, letting Lushkoff take the wages while protecting his dignity. At first, Lushkoff sees Olga as harsh, but over time, he understands that her kindness is in her actions, not her words. Her silent help stirs his conscience and motivates him to change. Sergei gives Lushkoff a chance, but Olga gives him the emotional push to improve his life. Together, they guide him towards self-respect, showing that mentorship comes in many forms—sometimes strict, sometimes silent, but always life-changing.

5. ‘Real change happens not through force, but when one recognises the need to choose a new path.’ Discuss how Lushkoff’s transformation was not just about external help but also about self-realisation. How does his change reflect the idea that true transformation comes from within?

Ans: Lushkoff’s transformation in ‘The Beggar’ is not just the result of external help but also of self-realisation. At first, Lushkoff is a dishonest beggar, lying about being a schoolteacher to gain sympathy. Sergei, upon discovering his lie, scolds him and forces him to chop wood instead of begging. This act pushes Lushkoff toward work, but at this stage, he is still unwilling and does not truly change. The turning point comes through Olga’s kindness. Though she scolds him, she also secretly does his work for him. Unlike Sergei’s harshness, her help fills Lushkoff with guilt which leads to reflection. Later, when he comes to Sergei’s house to help haul furniture, he is sober for the first time, marking the beginning of his transformation. This moment shows that he is already making efforts to change, even before fully turning his life around.

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Finally, when he meets Sergei again as a respectable notary, Lushkoff acknowledges that Olga’s kindness, not just Sergei’s anger, changed him. However, her help alone was not enough— he had to recognise his own faults and make the choice to improve. His change reflects the idea that real transformation happens when a person understands the need to change, not just when others push them to do so.

Assessment

Scan to see answers.

I. What does the statement ʻThere is no pleasure for you in this world and the world to comeʼ reveal about the speakerʼs belief?

I. Which of the following best explains the relationship between the two statements?

(1)

Statement 1: Olga glared wrathfully at the beggar.

1. Read the following extracts carefully and answer the questions that follow. (2 × 5 = 10 marks) a. When I used to come to your house to chop wood she used to begin: ʻOh, you sot, you! Oh, you miserable creature! There is nothing for you but ruin.ʼ And then she would sit down opposite me and grow sad, look into my face and weep. ʻOh, you unlucky man! There is no pleasure for you in this world and there will be none in the world to come. You drunkard! You will burn in hell. Oh, you unhappy one!’

beggar come out into the yard by the back door and make their way across the dirty snow to the shed. Olga glared wrathfully at her companion, shoved him aside with her elbow, unlocked the shed, and angrily banged the door.

(1)

II. Assertion (A): The woman in the passage scolds the speaker harshly.

Reason (R): She believes his drinking habits will lead to his downfall. (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.

III. The synonym of ‘sot’ as used in the passage is ___________.

IV. How does the woman’s tone shift throughout the passage, and what does this reveal about her emotions towards the speaker? (2)

(1)

b. Sergei hurried into the dining-room. From its windows one could see the wood-shed and everything that went on in the yard. Standing at the window, Sergei saw the cook and the

Statement 2: She shoved him aside with her elbow. a. The first statement is the cause, and the second is the effect. b. The second statement is the cause, and the first is the effect. c. The two statements are unrelated. d. Both statements describe separate events.

II. Choose the sentence in which the word ‘shovedʼ is used correctly. (1) a. He shoved the heavy box into the corner. b. She shoved the phone and started texting. c. The teacher shoved the students to complete their homework. d. He shoved into his thoughts and remembered the past. III. Fill in the blank. The beggar's passive response suggests his _______.

(1)

IV. What does Sergei’s action of hurrying to the dining-room window suggest about his attitude towards the beggar? (2)

2. Answer any FOUR of the following questions in about 40–50 words. (4 × 3 = 12 marks)

a. If Sergei had not given Lushkoff work, do you think he would have changed his ways? Discuss.

b. Lushkoff realises the truth about Olga’s silent help only later. In real life, people often fail to recognise the impact of others on their growth. Reflect on a time when someone’s unseen efforts helped you or someone you know. How does this relate to Lushkoff’s (Competency-based Question) journey?

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c. Why does Sergei feel a sense of satisfaction when he meets Lushkoff after two years? d. How does Lushkoff’s journey highlight the importance of dignity in one’s life? e. What does the contrast between Lushkoff’s initial and final appearance in the story signify?

3. Answer any THREE of the following questions in about 100–120 words. (3 × 6 = 18 marks)

a. Imagine you are Lushkoff, giving a speech on ‘Life Beyond Addiction’ at a rehabilitation centre. Reflecting on your own journey, discuss the struggles of overcoming addiction, the role of support from others, and the importance of self-discipline and perseverance. Write the speech you would (Competency-based Question) deliver.

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b. Imagine a conversation between Lushkoff and Olga years after he has turned his life around. Lushkoff meets Olga to express his gratitude and reflect on how her actions changed him. Write a dialogue between them that highlights their emotions and the impact of their past interactions. (Competency-based Question) c. Discuss the importance of second chances in the story, using examples of how different characters contribute to Lushkoff’s change. Do you think everyone deserves a second chance? Justify your answer with references from the text.

d. ‘True transformation happens only when a person recognises their own faults and takes steps to improve.’ Explain with reference to Lushkoff’s character in ‘The Beggar’.

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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 studentsʼ 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 studentʼs 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 studentsʼ confidence and communication abilities, ensuring they are well-prepared for academic and professional challenges.

Listening Skills

The Listening Comprehension test evaluates a studentʼs 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 studentsʼ 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 the 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. 417 of the book. The answer key is available on page no. 419

Task–1

Scan the QR to listen to this transcript.

You will hear a short news feature on India’s G20 Youth Leadership Program. Read the statements below, then listen carefully and answer the questions. You will hear the recording twice. You have 15 seconds to read the questions.

Questions:

I. What is the main aim of the G20 Youth Leadership Program? a. To give students real experience in international diplomacy b. To prepare students for competitive diplomats’ exams c. To promote sports and fitness d. To improve language skills

II. Which event allowed students to debate global issues? a. G20 Press Conference b. Diplomatic Expo c. Global Summit Rehearsal d. Young Voices Roundtable III. What topics were discussed by student delegates? (Tick two) a. International sports b. Cross-border education c. Cultural exchanges d. Budget planning IV. Who mentored the students during the programme?

V. What does the youth communique represent? a. A formal message from the students b. A speech to the Prime Minister c. A final exam paper d. A digital poster for G20

Task–2

(5 marks)

Scan the QR to listen to this transcript.

You will hear a short interview with a trade analyst about recent tariff changes. Read the questions carefully and listen to the extract. You will hear the recording twice. You have 15 seconds to read the questions.

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Pre-listening Vocabulary Support

• Tariff: A tax on imported goods • Global supply chain: The worldwide system of making and delivering goods • Domestic manufacturing: Producing goods within a country • Export: Sending goods to another country to sell • Trade retaliation: When a country responds to trade restrictions by placing its own restrictions

Note for Students:

The vocabulary list before the listening task is added only for practice. It will help you understand the topic better and focus on the main ideas. In the actual ASL test, such word lists may not be provided, so try to listen carefully and use context to understand unfamiliar words.

Questions:

I. Match the Statements (A–E) with the Correct Categories (1–3). Two options will not be used. A. India will be greatly affected by the tariffs. B. Smaller economies might suffer. C. Tariffs aim to support U.S. factories. D. Mr Roy suggests there will be total panic. E. Electronics may become costlier in India. 1. Reason for the tariff: ________________

2. Likely global impact: _________________ 3. Effect on India: _____________________

II. What could happen if countries respond with their own tariffs? a. Improved trade relations b. Lower prices everywhere c. More goods for export d. Instability in global markets III. What is the short-term outlook according to Mr Roy? a. It is uncertain for now. b. Talks will fix it in days. c. It’s stable and under control. d. There is no concern at all.

Task–3

(5 marks)

Scan the QR to listen to this transcript.

You will hear a financial report predicting a market slowdown. Read the statements before the audio begins. You will hear the recording twice. You have 15 seconds to read the questions.

Questions:

I. Fill in the blanks.

a. Rising ________________ is one sign of a possible slowdown.

b. Investors are moving funds into ______________ and bonds.

II. Which sectors are most affected according to the report? (Tick two) a. Construction b. Agriculture c. IT d. Tourism

III. What advice is given to small business owners? (Tick two) a. Invest more b. Expand branches c. Avoid loans d. Reduce expenses

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IV. What is the general message of the report? a. A major crash is confirmed. c. Investors are not concerned.

b. Panic is rising. d. Caution and planning are advised.

Task–4

(5 marks)

Scan the QR to listen to this transcript.

You will hear a short review and feature on the Netflix series ‘Adolescence’. Read the questions below, then listen carefully and write your answers. You will hear the recording twice. You have 15 seconds to read the questions.

Questions:

I. Who is the main character in the series ‘Adolescence’? a. Jamie Carter b. Jamie Miller c. James Stewart d. Jack Miller

II. What is unique about the way the series is filmed? a. Each episode is shot in one take. b. It uses many flashbacks. c. It is animated. d. It includes interactive scenes. III. Tick two issues that the series helps students discuss: a. Cyberbullying b. Healthy eating c. Toxic online behaviour d. Study techniques IV. What effect does the filming style have on viewers?

V. True or False: The series is used in schools for educational discussions.

Task–5

(5 marks)

Scan the QR to listen to this transcript.

You will hear an informative extract about digital classrooms. Read the questions carefully and listen to the text. You will hear the recording twice. You have 15 seconds to read the questions.

Questions:

I. Fill in the blank. Many students now use ________________ instead of notebooks. II. What is one benefit of this system? a. More homework c. Reduced teacher workload

III. Fill in the blank. Parents receive updates through an ______________.

b. Less use of paper d. Better sports training

IV. True or False: All educators support complete digital learning.

V. What suggestion was made for best results in the classroom? a. Increase the use of digital tools. b. Prohibit the use of tablets completely. c. Combine traditional methods with digital learning. d. Reduce the number of assignments given.

(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 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. Assessment of Speaking and Listening Skills

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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–led basic interaction with students

Examiner: Good morning! I am __________. Welcome to this speaking test. Let us begin with introductions. Student 1: My name is __________. Examiner: And yours?

Student 2: My name is __________.

Examiner: Thank you. Now, let us get to know you both a little better with a few follow-up questions. Examiner: Where do you live? (To Student 1) Student 1: _________________________________.

Examiner: How do you usually spend your weekends? (To Student 2) Student 2: ___________________________________.

Examiner: What is your favourite subject and why? (To Student 1) Student 1: ___________________________________.

Examiner: What kind of music do you enjoy? (To Student 2) Student 2: ____________________________________.

Examiner: If you could visit any place in the world, where would you go and why? (To Student 1) Student 1: _________________________________________. Examiner: How about you? (To Student 2)

Student 2: __________________________________________.

Examiner: Thank you. This is the end of the first part of the test.

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Stage 2 Topic Presentation (5 min) Instructions to Students:

You will be given 1 minute to prepare and 2 minutes to speak on one of the following topics. Use the pencil and paper provided to jot down your key points. Topic 1: The Lost Art of Letter Writing Note: You may talk about: • why people used to write letters. • what we miss by not writing letters anymore. • how receiving a handwritten letter feels different from a message. If you find it difficult to speak at length, the examiner may ask follow-up questions, such as: • Have you ever written or received a letter? • Do you think schools should encourage letter writing? • How are personal messages different from social media posts? Topic 2: Learning from Nature Note: You may talk about: • a natural place you feel connected to. • how nature affects your mood and thinking. • simple things we can do to protect nature. If you find it difficult to speak at length, the examiner may ask follow-up questions, such as: • How do you feel when you are in a park or garden? • Do you think students should spend more time outdoors? • Can nature teach us lessons? If yes, how? Topic 3: The Power of Kindness Note: You may talk about: • a moment when someone was kind to you. • why small acts of kindness matter. • how kindness can make the world better. If you find it difficult to speak at length, the examiner may ask follow-up questions, such as: • Why is it important to be kind in school? • Can kindness be taught or is it natural? • What’s the kindest thing someone has done for you?

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: Imagine your school is planning a new library corner. Some students want fiction, others prefer magazines or newspapers. Discuss with your partner how to make a fair decision and choose the most helpful reading materials for everyone. The examiner may ask a few follow-up questions on the given topic, such as: • How can you make sure everyone’s voice is heard?

• Do you think students should vote? Why or why not? • Should teachers or students have the final say?

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Topic 2: Students often have a packed schedule with classes, homework, tuition, sport and hobbies. Discuss with your partner how students can manage time better and avoid feeling overwhelmed. The examiner may ask a few follow-up questions on the given topic, such as: • What is the difference between being busy and being productive? • How do you manage your time during exams?

• Should schools teach time management as a skill? b. Look at the given visual stimulus carefully. Topic 1:

Description for Students: You see a humanoid robot helping patients and doctors in a hospital. It is assisting a nurse, delivering medicines and guiding visitors to different rooms.

Discuss with your partner how robots like this could change healthcare in the future. Do you think their role should be limited, or should they take on more responsibilities? The examiner may ask a few follow-up questions on the given topic, such as: • What are some benefits of using robots in hospitals?

• Could there be any risks or problems with relying on robots for patient care? • Do you think robots can replace human empathy? Why or why not? • Would you be comfortable being treated by a robot doctor? Topic 2:

Description for Students:

You see children playing freely in a beautiful park. Some are playing with a ball, others are enjoying the swings and running around. Discuss with your partner how outdoor spaces like parks affect childrenʼs growth and well-being. Do you think outdoor play is still important in today’s digital world or are children finding better alternatives? The examiner may ask a few follow-up questions on the given topic, such as:

• How does spending time in nature affect children’s health and happiness? • Why are parks and open spaces becoming rare in cities?

• What can families and schools do to encourage outdoor play?

• How is outdoor play different from indoor or screen-based activities?

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Suggested Topics for Presentation 1. The Value of Volunteering at a Young Age 2. How Festivals Bring People Together

3. The Influence of Food on Culture and Identity 4. Lessons We Can Learn from Nature

5. The Power of Habit: Why Routines Matter

6. Street Animals: Why They Deserve Our Care

7. Exploring Career Dreams: What I Want to Be and Why 8. The Impact of Climate Change in ourLife

9. Why Monuments and Museums Should Be Preserved

10. Learning from Failure: A Personal Story 11. The Importance of Water Conservation

12. Why Handwriting Still Matters in the Digital Age 13. Friendship in the Age of Technology

14. How Small Actions Can Help the Environment

15. Travelling by Train vs Air: What Teaches You More?

16. Should Students Be Allowed to Choose What They Study? 17. How Cartoons and Animated Films Teach Life Lessons 18. Celebrating Differences: Why Diversity Matters

19. How Traditional Games Are Disappearing and Why It Matters 20. Facing Stage Fright: My Tips for Speaking with Confidence

Suggested Topic for Problem Solving Task

1. Your neighbourhood park is full of litter and noise due to careless visitors. Residents are unhappy, and kids canʼt play peacefully. Discuss what steps your community can take to improve the situation and protect the park.

2. A new student has joined your class but seems quiet and lonely. The student doesn’t talk to others and sits alone during breaks. Discuss how you and your classmates can make this person feel welcome and part of the group.

3. You must have read the story ‘The Fun They Had’ by Isaac Asimov in your ‘Beehive’ literature textbook. In the story schools only exist on screens and children study alone at home. The story makes us think about how education might change in the future.

With the rise of online learning, digital textbooks and smart devices, do you think today’s students are missing out on the fun, interaction and emotional connection of a traditional classroom? Discuss with your partner. Tips for Students: • Some topics may ask you to go beyond facts and speak about your opinions, values or personal experiences. It is completely okay if you find that a bit challenging at first. • To help you get started, try using simple ideas and connect them to real-life situations. Use helpful words like: kindness, responsibility, teamwork, honesty, empathy, confidence, creativity, respect for nature and so on. • These words will make your answers more thoughtful and clear. • Share what you believe, support it with examples and speak with confidence!

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Project Work & Viva-Voce Assessment Breakdown:

• Out of 10 marks allotted for the term: ο 5 marks will be for the project report/script/essay, etc. ο 5 marks will be for the viva. Note: Students should start planning early and work in consultation with their English teacher. Final evaluation will be as per CBSE norms, with some flexibility for school-specific adjustments.

Types of Project Work

Your project can be: • Interdisciplinary – covering topics from multiple subjects. • Connected to literature – based on major themes from CBSE English textbooks like Beehive and Moments. • Focussed on real-world issues – exploring relevant topics. The following suggestions provide opportunities for listening and speaking skills development: 1. Interview-based Research Example: Students can research and conduct interviews on topics such as: • The Impact of Technology on Teenagers' Social Life (Connected to the story ʻThe Fun They Hadʼ by Isaac Asimov, focusing on futuristic education and human connection.)

• Healing through Strings: The Role of Sitar Music in Today’s Mental Health (Focusing on Rishab Rikhiram Sharma’s work and why adults are strongly supporting this movement) Process: • Conduct preliminary research on the chosen topic. • Prepare interview questions in consultation with the teacher. • Interview 3–5 people (family members, neighbours or professionals). • Write a 800–1000 word essay, report or script based on the findings. • Answer questions in a viva discussion. 2. Listening & Response Activity • Listen to a podcast/interview/documentary on a current issue. • Prepare a written report (800–1000 words) either supporting or countering the views expressed. • Discuss your report in the viva. 3. Create a Video/Audio Project • Choose a theme (current affairs, environment or an artistic topic like theatre). • Decide on a format (news report, interview, scripted drama, etc.). • Plan script, dialogues and narration. • Record and submit the audio/video project. • Present and discuss it in the viva. 4. Theatrical Production/One-Act Play • Form a team project where students plan, prepare and present a short one-act play. • Students will: • Research and discuss a topic. • Write a script. • Audition, rehearse and perform. • Discuss the process in a viva.

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Project Portfolio Components

A Project Portfolio is a compilation of all work done during the ASL Project. It may include: • Cover Page (Title of the project, school details, student details) • Statement of Purpose/Objectives • Certificate of Completion (under teacher guidance) • Action Plan (Steps taken to complete the project) • Project Materials (Scripts, surveys, questionnaires, essays, research reports) • Final Essay/Script/Report (800–1000 words) • Student Reflections (Insights gained during the project) • Photographs (Optional—capturing learning experiences) • List of References/Bibliography

Assessment Criteria for Projects

Teachers will assess your work based on: • Content Quality – Well-researched and well-structured ideas. • Accuracy of Information – Factual correctness. • Language & Presentation – Proper grammar, spelling and punctuation. • Clarity of Thought – Logical flow of ideas. • Creativity & Innovation – Originality and uniqueness of the project. • Teamwork & Contribution (For group projects) • Knowledge Gained – Understanding and insight demonstrated during the viva. Tip: Start early and consult your teacher for guidance. Remember: This project is not just about marks—it is an opportunity to improve your research, communication and critical thinking skills.

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Listening Assessment Transcript Task–1 1. India’s G20 Youth Leadership Program was launched to empower young citizens with a voice in global matters. Through this initiative, students from across the country are chosen to participate in policy-based training and simulations of real G20 meetings. Each participant is assigned a portfolio like Education, Health or Global Trade, and is expected to propose ideas and respond to global challenges. The program focusses on building confidence, leadership and diplomatic communication. 2. One of the key features of this year’s session was the ‘Youth Voices Roundtable’ where students held mock debates on cross-border education access and international cultural exchanges. Students also attended mentoring sessions with retired diplomats and business leaders.

3. The programme isnʼt just ceremonial—it produces a youth communique that is forwarded to the G20 Sherpa team. Many students who participated shared how it changed their perspective and helped them see global issues through a practical lens. For many, it was their first experience engaging with international topics beyond textbooks. 4. India’s Ministry of External Affairs confirmed that this youth initiative will continue every year, allowing student voices to influence global conversations in meaningful ways.

Task–2 Host: Today we are joined by international trade analyst Mr Nikhil Roy, to talk about the recent tariff changes announced by the United States.

Mr Roy: Thank you. The U.S. has increased taxes on many imported electronic and industrial items, especially from countries like South Korea, Japan and Germany. This is to encourage American companies to make products within their own country. However, many countries are worried about this move. Host:

Will this affect India?

Host:

What about other global effects?

Host:

Will these new tariffs last?

Host:

Thank you for your insights.

Mr Roy: Not directly. India does not send many of these goods to the U.S. But since all countries are linked through trade, the global supply chain could feel pressure. This might cause prices of electronics, such as smartphones and laptops, to rise slightly in India too. Mr Roy: Smaller countries that depend heavily on exports might face economic slowdowns. Also, other countries may respond by raising their own tariffs, which could increase tension in global trade. Mr Roy: They could be removed later through trade talks. But for now, there is a lot of uncertainty. Mr Roy: My pleasure.

Task–3 This week’s market update raises eyebrows as experts warn of a possible economic dip in late 2025. Columnist Rohit Sengupta from The Global Ledger highlighted three warning signs: rising interest rates, declining consumer spending and low job growth across major economies. Sengupta notes that while the situation does not resemble the 2008 recession, certain patterns are concerning. Construction and real estate are under stress due to cost inflation. The IT sector, once considered stable, has seen waves of restructuring, particularly in start-ups. Investors have started shifting their portfolios from high-risk stocks to more stable assets like government bonds and gold. This shift indicates reduced investor confidence.

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Despite these trends, not all analysts agree. Some argue that this is a market correction rather than a crash. According to them, consumer habits are simply adjusting post-pandemic, and the economy will balance itself by early 2026. Meanwhile, small business owners are being advised to manage expenses wisely and avoid unnecessary debt. Experts also stress that governments need to support low-income families to prevent a wider slowdown. While itʼs too early to panic, one thing is clear: 2025 will require smart financial planning from both households and industries.

Task–4 ‘Adolescence’ is a new British series streaming on Netflix that has quickly gained critical acclaim. The show tells the story of Jamie Miller, a 13-year-old boy accused of killing his classmate. The gripping four-part series follows the emotional fallout of this tragic event, showing how it affects Jamie’s family, his school and the community. What sets ‘Adolescence’ apart is its unique filming style—each episode is shot in one continuous take. This technique adds intensity and realism, allowing viewers to feel as if they are right there in the scene. Critics have praised the series for its technical brilliance, emotional depth and powerful performances.

In the UK, the show is being used in schools to start conversations around mental health, toxic online behaviour and the influence of social media. Teachers believe that students connect to the themes because they reflect issues teenagers face today. ‘Adolescence’ is not just a crime drama; it’s a reflection of how one event can affect many lives. The series encourages viewers to think critically about right and wrong, judgement and empathy.

Task–5 In international schools across Asia and Europe, digital learning environments have become the norm. Traditional blackboards have been replaced with smart screens, and textbooks with tablets. Each student receives a school-issued tablet containing all the necessary subject materials. Daily lessons include multimedia presentations, instant quizzes and real-time feedback. This helps students stay engaged and track their progress. Teachers say it also saves time and reduces paper use.

In a school in Singapore, students use cloud folders instead of notebooks. Parents can even view weekly academic progress through an app. However, not everyone is convinced. Some educators believe that too much screen time may affect students’ attention spans and sleep cycles. Others argue that digital dependence can limit handwriting and critical thinking. Despite these concerns, digital classrooms are expanding. Schools say the method encourages self-paced learning and better revision. Teachers are also trained to use educational software for personalised instruction. The Ministry of Education in many countries supports digital inclusion but also recommends balance. Experts suggest blending traditional methods with technology to create the best learning experience. Digital classrooms might not be perfect, but they are definitely shaping the future of education.

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Listening Assessment Answer Key Task–1 I. a. To give students real experience in international diplomacy II. d. Young Voices Roundtable III. b. Cross-border education, c) Cultural exchanges IV. Retired diplomats and business leaders V. a. A formal message from the students

Task–2 I. 1. A. Tariffs aim to support U.S. factories. 2. B. Smaller economies might suffer. 3. E. Electronics may become costlier in India. II. d. Instability in global markets III. a. It is uncertain for now.

Task–3 I. a. interest rates b. gold II. a. Construction c. IT IV. c. Avoid loans d. Reduce expenses V. d. Caution and planning are advised

Task–4 I. b. Jamie Miller II. a. Each episode is shot in one take. III. a. Cyberbullying c) Toxic online behaviour IV. It makes viewers feel immersed and creates a sense of realism and intensity. V. True

Task–5 I. cloud folders II. b. Less use of paper III. app IV. False V. c. Combine traditional methods with digital learning.

Assessment of Speaking and Listening Skills

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Examination Time (Additional Question Papers)

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Sample Question Paper – 1 (Solved) Time Allowed: 3 hours �� Max Marks: 80

General Instructions:

I. This question paper comprises of 11 questions. All questions are compulsory. II. The question paper contains THREE sections: Section – A: Reading Skills Section – B: Grammar and Creative Writing Skills Section – C: Literature Textbook III. Attempt questions based on the specific instructions for each part.

SECTION A READING SKILLS

(20 MARKS)

1. Read the following text. (10 marks) 1. Buñol, a small town in eastern Spain, is famous for its thriving tomato production. However, what truly puts it on the global map is not just the quality of its produce but a rather unusual annual tradition. Every year, on the last Wednesday of August, Buñol transforms into a battlefield for La Tomatina, the worldʼs largest food fight, where thousands of people gather to hurl tomatoes at each other in an exhilarating display of fun and chaos. 2. The origins of La Tomatina date back to the 1940s. Though the exact reason remains unknown, one popular theory suggests that a group of young men in Buñol’s main town square got into a playful scuffle and began pelting each other with tomatoes from a nearby vegetable stall. The spectacle amused the bystanders and what began as a spontaneous act was repeated year after year, eventually evolving into a full-fledged festival. Despite a temporary ban in the 1950s, La Tomatina survived and is now a globally recognised celebration of uninhibited fun. 3. The night before the grand event, excitement fills the air. The streets, lined with medieval buildings are decorated with banners and music plays as visitors from across the world gather. Food stalls offer traditional Spanish delicacies like paella and churros. As dawn breaks, the anticipation reaches its peak. Truckloads of overripe tomatoes, weighing more than 90,000 pounds are brought in.

4. The festival kicks off with the traditional ‘Palo Jabón’ (a greasy pole climbing contest), followed by a cannon shot that signals the start of the tomato-throwing mayhem. For 30 minutes, the streets become a red sea of pulp, with festival-goers laughing, slipping and splashing in the mess. However, while the event is undeniably thrilling, it has not escaped criticism. Many question the ethics of throwing food for entertainment, especially in a world where millions go hungry. Although organisers claim the tomatoes are overripe and unsuitable for consumption, critics argue that the symbolism of wasting food for fun is insensitive. 5. Environmental concerns have also been raised. Transporting massive quantities of tomatoes and cleaning up the streets post-event requires considerable resources. Some also point out the potential safety risks associated with large, crowded gatherings, even if well-organised.

6. On the flip side, defenders of the festival highlight its economic and cultural value. La Tomatina attracts thousands of tourists each year, bringing revenue to local businesses and global visibility to a small town. For many, it is a form of cultural expression and community bonding. In conclusion, La Tomatina represents both joy and controversy. It is a celebration of freedom, fun and shared human experience, but it also prompts important discussions about sustainability, food ethics and evolving values.

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Answer the following questions based on the above passage. I. Why is Buñol famous worldwide? a. It hosts the world’s largest food fight. b. It is a major tourist destination for history lovers. c. It has the world’s largest tomato farms. d. It is known for its peaceful atmosphere.

(1)

II. Complete the sentence. (1) The origins of La Tomatina can be traced back to the 1940s, when in a playful scuffle, a group of men __________. III. Which event signals the official start of La Tomatina? a. A musical performance in the town square. b. The climbing of a greased pole. c. The arrival of festival-goers in white T-shirts. d. The washing down of streets before the fight.

(1)

IV. According to the passage, what are two major criticisms raised against La Tomatina?

(1)

V. Complete the following suitably. Despite its chaotic nature, La Tomatina is beneficial to the town because _____________. (Paragraph 6)

(1)

VI. Identify the word from Paragraph 3 that means ‘a feeling of excitement about something that is going to happen’. (1) VII. What arguments do supporters present in favour of continuing La Tomatina?

(2)

VIII. What do tourists experience during La Tomatina? a. A traditional Spanish celebration with food and music b. A historical battle reenactment c. A guided tour of medieval Spanish architecture d. A competitive sports event with prizes

(1)

IX. What broader discussions does La Tomatina prompt, according to the passage? a. Whether Spain should increase tomato exports b. Whether street festivals should be banned c. Issues of sustainability, food ethics and evolving values d. The decline of traditional Spanish cuisine

(1)

2. Read the following text. (10 marks) 1. At a recent government energy policy meeting, the discussion focussed on the nation’s dependence on fossil fuels—coal, oil and natural gas. These fuels currently provide about 80% of the world’s energy, powering homes, transport and industries. Formed over millions of years, fossil fuels are non-renewable and extracted from deep within the Earth. 2. An environmental advisor at the meeting warned that burning fossil fuels releases massive amounts of carbon dioxide (CO₂)—a leading cause of global warming. In 2022, CO₂ emissions from fossil fuels reached nearly 37 billion tonnes, accelerating climate change. The advisor also highlighted the impact on biodiversity, health and the environment due to air pollution, deforestation and oil spills. 3. However, an economic expert argued that fossil fuels are still relatively affordable and readily accessible, especially for developing countries, where infrastructure for renewables is limited. Nations like the U.S., Saudi Arabia and China depend heavily on them to fuel economic growth. Yet, experts predict that current oil reserves may be exhausted in the next 50 years. 4. To address these concerns, the ministry agreed on a gradual shift to renewable energy like solar and wind, along with policies to promote electric vehicles and energy-efficient technologies. The transition may be challenging, but necessary to secure a cleaner, more sustainable future.

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Answer the following questions based on the above passage. I. What does the phrase ‘accelerating climate change’ in paragraph 2 suggest about the impact of fossil fuels? a. Climate change is happening at a slow and steady pace. b. Climate change has stopped due to new environmental policies. c. Fossil fuels are contributing to a rapid increase in global warming. d. The use of fossil fuels has no effect on climate change.

(1)

II. Select the option that is true for the Assertion and Reason given below. (1) Assertion: Fossil fuels are non-renewable resources. Reason: They are formed over millions of years and cannot be replenished quickly. 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. Read the given sentence and fill in the blank with the correct option. (1) According to experts, if current usage continues, the world’s oil reserves may run out in the next __________ years. (30 / 50)

IV. List two environmental problems caused by fossil fuel extraction or usage, as mentioned in the passage.

V. Provide evidence from the passage to show that some countries continue to rely heavily on fossil fuels for economic growth. (2)

(2)

VI. Complete the sentence suitably. (1) The environmental advisor warned that burning fossil fuels releases large amounts of __________, worsening global warming. VII. Complete the following with a suitable reason. (1) Governments are promoting electric vehicles and energy-efficient technologies as a way to _________________. VIII. Based on the passage, explain one major challenge in transitioning from fossil fuels to renewable energy.

(1)

SECTION B GRAMMAR AND CREATIVE WRITING SKILLS

(20 MARKS)

GRAMMAR 3. Complete ANY TEN of the following twelve tasks, as directed.

(10 × 1 = 10 marks)

I. Fill in the blank by choosing the most appropriate option.

Legend tells us that about three thousand years ago, a Chinese Empress __________ her tea when she accidentally dipped the cocoon of a silk worm into hot water. a. had drinking b. has drunk c. was drinking d. had drunk II. Complete the given narrative by filling in the blank with the correct form of the verb. Rohit ___________ (work) on this project for the past three months.

(1)

III. Fill in the blank by choosing the correct option to complete the introduction of the article ‘Digital Learning in Schools’. (1) Modern education __________ (must/should/can) integrate digital tools to enhance student learning experiences.

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IV. Read the given sentence from a travel blog. Identify the error and supply the correction in the sentence. The museum display many ancient artefacts from different civilisations. Use the given format for your response. Error

(1)

Correction

V. Read the given conversation between two friends. Nina: Have you ever been to Europe? Amit: No, but I really want to visit Italy someday. Nina asked Amit ________________.

(1)

How should the given conversation be reported? a. whether he have ever been to Europe. b. whether he has ever visited Europe. c. if he has ever been to Europe. d. if he had ever been to Europe.

VI. Select the option that identifies the error and supplies the correction for the sentence below, taken from an article on wildlife conservation.

There are not much endangered species left in this region, thanks to years of focussed conservation efforts. Error

Correction

are

much

many

not

efforts

(1)

effort

VII. Report the dialogue between a teacher and a student by completing the sentence.

(1)

Teacher: Have you completed your assignment?

Student: Not yet, but I will submit it by tomorrow.

The student replied that he had not completed the assignment but he ________________.

VIII. Identify the error and supply the correction for the given sentence taken from an article about global warming.

Due to rising temperatures and melting ice caps, climate change have severe consequences for the planet.

(1)

Use the given format for your response. Error

Correction

IX. Complete the given narrative by filling the blank with the correct option.

To clear the employees’ doubts, the manager called for a meeting, where she patiently __________ the new guidelines and addressed all the employees’ concerns. a. explains

b. explained

c. explaining

X. Fill in the blank with the most appropriate option.

_________ of the guests had arrived before the event started. a. Little

b. Much

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c. The few

(1)

d. will explain

(1)

d. Some

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XI. Fill in the blank by choosing the correct option from the brackets.

(1)

XII. Choose the correct option to complete the sentence with the appropriate tense form of the verb given in brackets.

(1)

Shivam is late. He _______ have missed the bus to the venue. (must/should/might/can)

By the time the guests arrived, dinner ________ (serve). a. was serving b. is served c. will be served

d. had been served

CREATIVE WRITING SKILLS

4. Attempt ANY ONE from (a) and (b) given below.

(2 × 5 = 10 marks)

a. Write a descriptive paragraph of 100–120 words on the Indian- American astronaut, Sunita Williams, using the information given below. (5) •

Full Name: Sunita Lyn Williams

•

Education:

•

Born: 19 September 1965 in Ohio, USA º

Bachelor of Science in Physical Science from the U.S. Naval Academy (1987)

Former NASA astronaut

º Master of Science in Engineering Management from Florida Institute of Technology (1995) Notable Achievements: º

Total spacewalk time over 62 hours

NASA Space Flight Medal

º Second woman of Indian origin in space (after Kalpana Chawla) Awards and Honours: º

•

Defense Superior Service Medal

º Legion of Merit Inspiration: Encourages young girls to take up STEM fields and space exploration.

• Hobbies: running, swimming, biking, flying and reading OR

b. You recently visited a Book Exhibition held in your city. The event showcased a vast collection of books across various genres, featuring interactive sessions with authors and publishers. Describe your experience in a descriptive paragraph, highlighting the atmosphere, the variety of books, your favourite section and your overall impressions. (100–120 words) (5) 5. Attempt ANY ONE from (a) and (b) given below. a. Write a story in 100–120 words based on the beginning given below:

(5)

While taking a stroll in the park, Ananya noticed a small, locked box partially buried under a tree… OR b. You have recently been elected as the Head Boy/Head Girl of your school, despite not being an academically brilliant student. This achievement holds immense significance for you. Write a diary entry (100–120 words) expressing your emotions, thoughts and aspirations for your new role. (5)

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SECTION C LITERATURE TEXTBOOK

(40 MARKS)

6. Read the extracts and answer the questions on ANY ONE of the two given. (5 marks) a. Sergei hurried into the dining room. From its windows one could see the wood shed and everything that went on in the yard. Standing at the window, Sergei saw the cook and the beggar come out into the yard by the back door and make their way across the dirty snow to the shed. Olga glared wrathfully at her companion, shoved him aside with her elbow, unlocked the shed, and angrily banged the door. (The Beggar) I. What does Olga’s behaviour towards the beggar suggest about her character? a. She enjoys scolding people to feel powerful b. She is harsh because she lacks empathy c. She is strict but truly wants to help d. She does not care about the beggar at all

(1)

II. Fill in the blank. Olga : wrathfully : : Sergei : _______ a. compassionately b. indifferently

(1)

c. hastily

d. furiously

III. Despite speaking harshly, Olga chose to chop the wood for the beggar. What does this reveal about the difference between her words and actions?

(1)

(2)

IV. What do you understand by ‘glared wrathfully’? Who is being glared at and why? OR

b. As a five-year old, Bismillah Khan played gilli-danda near a pond in the ancient estate of Dumraon in Bihar. He would regularly go to the nearby Bihariji temple to sing the Bhojpuri ʻChaitaʼ, at the end of which he would earn a big laddu weighing 1.25 kg. a prize given by the local Maharaja. This happened 80 years ago, and the little boy has travelled far to earn the highest civilian award in India the Bharat Ratna. Born on 21 March 1916, Bismillah belongs to a well-known family of musicians from Bihar. His grandfather, Rasool Bux Khan, was the shehnai-nawaz of the Bhojpur kingʼs court. His father, Paigambar Bux, and other paternal ancestors were also great shehnai players. (The Sound of Music)

I. What can be inferred about Bismillah Khan’s childhood from the passage?

(1)

II. The Maharajaʼs act of giving a 1.25 kg laddu to young Bismillah Khan for his singing is similar to which of the following present-day actions? a. A government providing new schemes to farmers for crop production. b. A company giving discounts to customers during a festive sale. c. A teacher assigning extra homework to top-performing students. d. A community leader giving a young athlete a trophy for winning a race.

(1)

III. What does the phrase ‘travelled far’ in the passage metaphorically indicate?

(1)

IV. Provide evidence from the passage to show that music was a family tradition for Bismillah Khan.

(2)

7. Read the extracts and answer the questions on ANY ONE of the two given. a. A slumber did my spirit seal I had no human fears. She seemed a thing that could not feel The touch of earthly years.

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(5 marks)

(A Slumber Did My Spirit Seal)

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I. A slumber did my spirit seal means _______________. a. the poet has been sealed in a box c. the poetʼs beloved is dead

(1)

b. the poetʼs mother is lost d. the poet is dying

II. What can be inferred regarding the tone of the poet?

(1)

III. What is the rhyming scheme of the stanza?

(1)

IV. How does the poet use the idea of time in these lines to convey a deeper meaning about life and death? (2) OR b. Not a simple jab of the knife Will do it. It has grown Slowly consuming the earth, Rising out of it, feeding Upon its crust, absorbing Years of sunlight, air, water, And out of its leprous hide Sprouting leaves. (On Killing the Tree)

I. What is the tone of the stanza?

(1)

II. Fill in the blanks. The tree is nourished by __________________.

(1)

III. Which literary device has the poet used in the phrase ʻleprous hideʼ? a. Personification b. Simile c. Alliteration

(1)

IV. How does the use of blank verse contribute to the theme of the poem?

8. Answer ANY FOUR of the following questions, in about 40–50 words. I. Einstein was a pacifist. Justify. II. How was the flute seller different from the other hawkers in the market? III. How was Kalam’s science teacher different from his maths teacher? IV. Who are ‘darling dreamers? Explain with reference to ‘Rain on the Roof’. V. What does the ‘sigh’ at the end of the poem indicate?

d. Metaphor

(2) (4 × 3 = 12 marks)

(Kathmandu) (My Childhood) (The Road Not Taken)

9. Answer ANY TWO of the following questions, in about 40–50 words. (2 × 3 = 6 marks) I. How does Behrman’s selfless act in ‘The Last Leaf’ reflect the true meaning of sacrifice and compassion? Illustrate with examples from the story. II. What made the narrator think that he might be an ‘outcast’ forever? (A House Is Not a Home) III. ‘Iswaran made the mundane mysterious.’ Justify the statement using ‘the fallen tree’ narration. (Iswaran The Storyteller) 10. Answer ANY ONE of the following questions in about 100–120 words. (1 × 6 = 6 marks) I. ‘Cleverness outwits brute force.’ How does the character of Gerrard prove the statement? (If I Were You) II. How does the old woman’s behaviour in ‘Legend of the Northland’ reflect a lack of empathy and generosity? What message does the poet convey through her actions and the saint’s response? 11. Answer ANY ONE of the following questions in about 100–120 words. (1 × 6 = 6 marks) I. How does ‘The Kingdom of Fools’ follow the structure of a folktale, and what lesson does it convey? II. Compare how ‘The Happy Prince’ and the narrator from ‘A House Is Not a Home’ deal with personal loss. How do their experiences help them grow emotionally and develop a deeper understanding of compassion and belonging?

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Sample Question Paper – 1 (Solved) Answer Key SECTION A READING SKILLS 1.

(20 MARKS)

I. a. It hosts the world’s largest food fight.

(1)

II. The origins of La Tomatina can be traced back to the 1940s, when in a playful scuffle, a group of men began pelting each other with tomatoes from a nearby vegetable stall. (1) III. b. The climbing of a greased pole.

(1)

IV. Two major criticisms raised against La Tomatina are:

(2)

o It involves the wastage of food in a world where many go hungry.

o It raises environmental concerns due to transportation and cleanup. o There are safety risks in large, crowded gatherings. (any two)

V. Despite its chaotic nature, La Tomatina is beneficial to the town because it attracts thousands of tourists, boosting the local economy. (1) VI. Anticipation

(1)

VII. Supporters argue it promotes cultural expression, brings people together and benefits the local economy through tourism.

(1)

VIII. a. A traditional Spanish celebration with food and music.

(1)

IX. c. Issues of sustainability, food ethics and evolving values.

(1)

I. c. Fossil fuels are contributing to a rapid increase in global warming.

(1)

II. a. Both the Assertion and Reason are true, and the Reason is the correct explanation of the Assertion.

(1)

III. 50

(1)

IV. Any two problems caused by fossil fuel extraction or usage are: o Deforestation o Oil spills

o Air pollution

o Global warming / CO₂ emissions o Loss of biodiversity (any two)

(2)

V. Countries with large reserves, such as Saudi Arabia, the United States and China (coal), heavily rely on fossil fuels for economic growth. They are considered relatively cheap and are readily accessible, making them attractive for developing economies.

(2)

VI. The environmental advisor warned that burning fossil fuels releases large amounts of carbon dioxide (CO₂), worsening global warming. (1) VII. Governments are promoting electric vehicles and energy-efficient technologies as a way to reduce dependence on fossil fuels and limit carbon emissions.

(1)

VIII. The transition is challenging because fossil fuels are relatively cheap and accessible, making it difficult, especially for developing countries who have limited infrastructure, to shift entirely to renewable energy sources. (1) Examination Time • Sample Question Paper – 1

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SECTION B GRAMMAR AND CREATIVE WRITING SKILLS

(20 MARKS)

GRAMMAR

3. (Attempt any ten)

(10 × 1 = 10 marks)

I. c. was drinking

II. has been working III. must IV.

Error

Correction

display

displays

V. d. if he had ever been to Europe. VI. c. Error much

Correction many

VII. would submit it by the next day VIII.

Error

Correction

have

has

IX. b. explained

X. d. Some XI. might

XII. d. had been served

CREATIVE WRITING SKILLS

(2 × 5 = 10 marks)

4. (Attempt any one) a. Sunita Lyn Williams is a celebrated former NASA astronaut known for her remarkable contributions to space exploration. Born on 19 September 1965, in Ohio, USA, she has Indian roots and is a global role model for aspiring scientists and explorers. She earned a Bachelor of Science in Physical Science from the U.S. Naval Academy in 1987 and a Master’s degree in Engineering Management from the Florida Institute of Technology in 1995. During her missions, Sunita spent 195 days in space and completed multiple spacewalks, with a total spacewalk time of over 62 hours. She is the second woman of Indian origin to travel to space, after Kalpana Chawla. For her outstanding service, she has received numerous prestigious awards, including the NASA Space Flight Medal, the Defense Superior Service Medal and the Legion of Merit. Passionate about running, swimming, biking, flying and reading, she continues to inspire young girls to pursue STEM careers. (5) OR

b. Recently, I visited a book exhibition in my city, and it was an unforgettable experience. The venue was filled with book lovers and the air buzzed with excitement. Rows of stalls showcased a vast collection of books across different genres, from fiction and science to self-help and history. The interactive sessions with authors and publishers were inspiring, providing insights into the world of writing and publishing. My favourite section was the science fiction corner, where I discovered fascinating books on space and technology. The exhibition’s lively atmosphere, the scent of new books and the joy of browsing through endless titles made it a truly enriching experience. I left with a few books and a deep appreciation for the literary world. It reminded me how powerful reading can be in shaping ideas and imagination. I look forward to attending more such events in the future. (5)

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5. (Attempt any one) a.

The Mysterious Box

While taking a stroll in the park, Ananya noticed a small, locked box partially buried under a tree. She bent down, brushed away the dirt and pulled it out. The box was old and rusty, covered in strange markings that looked like ancient symbols. Her heart raced with excitement. Who had left it there? What secrets did it hold? She hurried home and tried to open it, but the lock wouldn’t budge. Determined to solve the mystery, she showed it to her grandfather, a retired historian. He examined the box and recognised the symbols—it was a time capsule buried nearly a hundred years ago! Together, they carefully pried it open and gasped in wonder. Inside were old letters, black-and-white photographs and coins from a forgotten era. Ananya felt as if she had travelled back in time. She decided to take the contents to the local museum, where historians could study them further. Holding a piece of history in her hands, she realised that sometimes, the most unexpected discoveries lead to the most unforgettable adventures. (5) OR b. Wednesday, 18 March 20XX 10:30 p.m. Dear Diary, Today is one of the most special days of my life—I have been elected as the Head Girl of my school! When I first heard the announcement, I was overwhelmed with emotions. I never imagined being selected for such a prestigious position, especially since I am not among the top academic performers. But today, I have realised that leadership is about more than just grades; it is about integrity, responsibility and the ability to inspire others.

This achievement fills me with pride but also a deep sense of duty. I want to be a role model for my juniors, support my peers and work closely with my teachers to bring positive changes. I hope to encourage a school environment that values teamwork, inclusivity and personal growth. Though I know there will be challenges ahead, I am ready to give my best. This opportunity is a chance to prove that hard work, dedication and kindness can make a real difference. I will cherish this moment forever! Sayesha

(5)

SECTION C LITERATURE TEXTBOOK

(40 MARKS)

6. (Attempt any one) (5 marks) a. I. c. She is strict but truly wants to help (1) II. a. compassionately (1) III. Olga’s harsh words were a cover for her kindness. Her actions showed true compassion and a desire to help the beggar change, even though she didn’t express it gently. (1) IV. ‘Glared wrathfully’ means to look at someone with intense anger. In the passage, Olga glares at Lushkoff because she is angry at his drunkenness and laziness. However, this anger hides her deeper concern and care for him. (2) b.

I. The passage suggests that Bismillah Khan had a simple and joyful childhood. He enjoyed playing games like gilli-danda and had a deep connection with music from a young age, as he sang at the Bihariji temple and was rewarded for his talent. (1)

II. The phrase ‘travelled far’ metaphorically indicates Bismillah Khan’s journey from a young boy in a small town to becoming a world-renowned musician and recipient of Indiaʼs highest civilian award, the Bharat Ratna. (1) III. d. A community leader giving a young athlete a trophy for winning a race.

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(1)

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IV. Bismillah Khan was born into a family with a rich musical heritage. His grandfather, Rasool Bux Khan, was a shehnai player in the court of the Bhojpur king. His father, Paigambar Bux, along with other paternal ancestors, were also accomplished shehnai players. This lineage highlights that music, particularly playing the shehnai, was a family tradition for Bismillah Khan. (2) 7. (Attempt any one) (5 marks) a. I. c. poet’s beloved is dead (1) II. The tone of the poet is melancholic and reflective. He conveys profound grief and a sense of detachment, illustrating that in death, his beloved has transcended time and is now beyond earthly suffering. (1) III. The rhyme scheme of the poem is abab. (1) IV. The poet suggests that time no longer affects his beloved. She is beyond aging and earthly suffering, symbolising the permanence of death. While time governs life with changes and decay, in death, one becomes eternal, unaffected by the passage of time. (2) b.

I. The tone of the stanza is serious and vivid

(1)

II. sunlight, air, water and the earth’s crust.

(1)

III. d. Metaphor

IV. The use of blank verse, which lacks a consistent rhyme scheme, mirrors the natural and unstructured growth of a tree. This free-flowing form reflects the treeʼs organic development and resilience, emphasising the poemʼs theme that destroying a tree is not a simple task but requires deliberate effort.

(1)

(2)

8. (Attempt any four) (4 × 3 = 12 marks) I. Albert Einstein was a committed pacifist who opposed war and violence. He supported peaceful negotiations and reducing weapons. After the atomic bombings in Japan, he urged the United Nations to establish a world government to ensure peace and democracy. II. Unlike other hawkers in the market who shouted to attract customers, the flute seller played his flute melodiously. He seemed lost in his music, indifferent to making sales, creating a more peaceful and artistic presence.

III. Kalam’s science teacher, Sivasubramania Iyer, was kind, supportive and believed in equality. He even invited Kalam to his home for a meal, despite his wife’s orthodox views. In contrast, his maths teacher was strict and once punished him unfairly, showing a lack of understanding and empathy.

IV. The ‘darling dreamers’ refer to the poet and his siblings as children, who used to dream happily while listening to their mother’s comforting voice on rainy nights. The phrase conveys nostalgia and the poet’s longing for childhood memories.

V. The ‘sigh’ at the end of the poem indicates reflection and possible regret. The poet acknowledges that his choice has shaped his life, but there is a lingering thought about what could have been had he taken the other path. 9. (Attempt any two)

(2 × 3 = 6 marks)

I. Behrman’s act of painting the last leaf symbolises true sacrifice and the power of hope. Though he never achieved artistic fame, his final painting became a masterpiece of compassion. By risking his life to save Johnsy, he proved that real greatness lies in selfless love and quiet heroism. II. After the fire destroyed his home, the narrator lost all his belongings and sense of comfort. At school, he had no books, clothes or friends, which made him feel isolated. The sudden change and loneliness overwhelmed him, making him fear he would never regain a sense of belonging again.

III. Iswaran had a gift for turning ordinary events into thrilling tales. When describing a fallen tree, he made it sound mysterious and scary, calling it a ‘bushy beast’ sprawled across the road. His dramatic tone, expressions and suspenseful storytelling made even simple incidents seem exciting and mysterious.

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10. (Attempt any one) (1 × 6 = 6 marks) a. Gerrard proves that intelligence and presence of mind can defeat violence and threats. When the intruder, armed and dangerous, breaks into his cottage with the intent to kill him and steal his identity, Gerrard stays calm and composed. Instead of panicking, he uses his wit and quick thinking to confuse the criminal. Gerrard creates a story about being a wanted man with a dangerous background, which makes the intruder doubt his plan. His clever words, calm demeanour and ability to stay in control turn the situation in his favour. Eventually, he overpowers the intruder without using any physical force, showing that smart thinking can triumph over brute strength. b. The old woman’s behaviour reflects selfishness and a lack of empathy. Although the saint was weary and hungry, she refused to offer him even a small cake. She kept making smaller ones, yet could not bring herself to give any away, revealing how deeply greed had consumed her. The poet uses this act to show that even minor displays of selfishness can have serious consequences. The saint’s response – turning her into a woodpecker – symbolises punishment for her lack of compassion. Through this tale, the poet conveys a moral message: true kindness lies in generosity, and we should always help those in need, no matter how little we may have.

11. (Attempt any one) (1 × 6 = 6 marks) a. ʻIn the Kingdom of Foolsʼ follows the traditional structure of a folktale by presenting a simple yet engaging narrative with a clear moral lesson. The story features a kingdom where the foolish king and his minister invert the natural order, making people work at night and sleep during the day. A guru and his disciple visit this kingdom and encounter its absurd customs. The guru quickly perceives the danger in such foolishness and decides to leave, while the disciple stays, lured by the cheap food. Eventually, the disciple faces trouble due to the kingdomʼs irrational laws, and the guru returns to rescue him, cleverly manipulating the situation to restore order. The tale conveys that to fix a foolish world, one needs wisdom and good judgment. b. Both the Happy Prince and the narrator experience significant personal loss. The Happy Prince, once a statue adorned with gold and jewels, witnesses the suffering of his people and decides to help by giving away his treasures. This act of selflessness brings him inner peace, even though it leads to his physical deterioration. Similarly, the narrator loses his home and belongings in a fire, leaving him feeling isolated and distressed. However, with the support and kindness of his new schoolmates, he begins to rebuild his life and regains a sense of belonging. Both characters demonstrate resilience and emotional growth: the Happy Prince through his altruistic actions to aid others, and the narrator through accepting help and finding community support. Their experiences highlight the importance of compassion, whether in giving or receiving, in overcoming adversity.

Examination Time • Sample Question Paper – 1

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Sample Question Paper – 2 (Solved) Time Allowed: 3 hours �� Max Marks: 80

General Instructions:

SECTION A READING SKILLS 1. Read the following text.

(20 MARKS) (10 marks)

1. Seasons are an integral part of life on Earth, shaping the environment, lifestyle and activities of living beings. From the freezing chill of winter to the scorching heat of summer, each season brings its own experiences, beauty and challenges. However, while some people embrace these changes with enthusiasm, others find them difficult to cope with. The question remains—are changing seasons a blessing or do they pose challenges that make life difficult?

2. On the one hand, the transition of seasons is essential for maintaining balance in nature. Each season plays a vital role in the ecosystem. Spring brings new life with blossoming flowers and fresh greenery while summer provides warmth and long days that help crops grow. Autumn is a time of harvest and winter gives the land a much-needed rest, allowing nature to rejuvenate. Without this cycle, plant and animal life would struggle to survive. Moreover, different seasons allow people to enjoy a variety of activities. In winter, many enjoy snowfalls, hot beverages and cosy evenings by the fire. Summer is ideal for vacations, outdoor sports and festivals. The changing seasons bring diversity to life, making each time of the year special in its own way.

3. On the other hand, however, seasonal changes are not always pleasant for everyone. Extreme weather conditions make life difficult in various parts of the world. The cold in winter can be unbearable, especially for the homeless and elderly, while excessive summer heat can lead to dehydration and health risks. Additionally, seasonal changes often bring illnesses like colds in winter or allergies in spring. In some regions, monsoons cause floods, while droughts result from long, dry summers. These challenges raise concerns about how humans can adapt to seasonal shifts without suffering the negative consequences. 4. Furthermore, due to climate change, seasonal patterns are becoming unpredictable. Summers are getting hotter, winters are harsher and unexpected storms and natural disasters are occurring more frequently. Human activities, such as deforestation and pollution, have contributed to these changes, making it even harder to enjoy the beauty of the seasons.

5. In conclusion, changing seasons are both a blessing and a challenge. While they bring beauty, excitement and balance to nature, they also bring hardships that many struggle to overcome. The key lies in adapting to these changes wisely and taking steps to protect the environment so that seasonal shifts remain beneficial rather than becoming destructive. After all, nature’s rhythm is a gift that should be appreciated, not taken for granted.

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Answer the following questions based on the passage above. I. Why are seasonal changes important for the natural world, according to the passage?

(1)

a. They influence fashion trends.

b. They maintain ecological balance in nature. c. They make travel more exciting.

d. They cause challenges that harm the environment. II. Complete the sentence meaningfully using the information from the passage.

(1)

III. Which of the following is an example of how people enjoy different seasons?

(1)

The seasonal cycle is crucial for plants because _____________. a. Watching television all year round. b. Avoiding any outdoor activities.

c. Taking vacations and celebrating festivals.

d. Moving to a different country every season. IV. List two challenges caused by extreme weather conditions in different seasons.

(2)

V. Complete the sentence suitably.

(1)

VI. Identify a word from Paragraph 3 that means ‘restoring strength and energy’.

(1)

Climate change has made seasonal patterns unpredictable, resulting in _____________.

VII. In the phrase ‘the scorching heat of summer’, what is the most appropriate synonym for the word ‘scorching’ in this context? (1) a. pleasant

b. intense

c. mild

d. cool

VIII. Name any two human activities that contribute to seasonal changes becoming more extreme.

(1)

IX. What does the passage suggest about seasonal changes?

(1)

a. They are entirely harmful to human life.

b. They offer both benefits and difficulties.

c. They have no real impact on the environment. d. They should be avoided whenever possible. 2. Read the following text.

(10 marks)

1. The National Education Policy (NEP) 2020 is a major reform introduced by the Government of India to improve the education system. It replaces the previous policy of 1986 and aims to make learning more flexible, holistic and skill-based. The policy focusses on a student-centred approach, ensuring that education is accessible to all. 2. One of the major changes in NEP 2020 is the shift from the 10 + 2 system to a 5 +3 + 3 + 4 structure, which covers foundational, preparatory, middle and secondary stages. It emphasises Early Childhood Care and Education (ECCE) to develop a strong learning foundation. The policy also promotes mother tongue or regional language as the medium of instruction up to Class 5 to enhance understanding.

3. According to the Ministry of Education’s NEP Implementation Highlights (2023), thousands of schools have begun integrating experiential learning, vocational training and digital classrooms. ‘We have moved away from rote learning towards more hands-on activities’, says Mrs Menon, Principal of a government school in Kerala. The policy redefines board exams to assess core concepts rather than memorisation. Additionally, digital learning tools have been expanded to bridge gaps in remote areas. 4. Higher education reforms include a flexible curriculum, multidisciplinary learning and an increase in research opportunities. The aim is to make India a global knowledge hub. According to the Ministry of Educationʼs reports, several initiatives have been launched under NEP 2020 like Vidya Pravesh, Vocational Examination Time • Sample Question Paper – 2

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Education Integration, NIPUN Bharat, PM SHRI Schools etc. By implementing NEP 2020, the government hopes to create a well-rounded, skilled and responsible generation, contributing to the nationʼs progress.

(Created to be used for academic purpose)

Answer the following questions based on the above passage. I. What does the phrase ʻstudent-centred approachʼ in paragraph 1 suggest about the focus of NEP 2020? a. Students have no role in their education.

(1)

b. Teachers have complete control over the learning process. c. Only higher education is prioritised.

d. Learning is designed to cater to students’ needs and abilities. II. Select the option that is true for the Assertion and Reason given below.

(1)

Assertion: NEP 2020 is quite similar to the previous education policy of 1986. Reason: The new policy aims to make learning more flexible and skill-based.

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. Read the given sentence and fill in the blank with the correct option.

(1)

IV. List any two initiatives launched under NEP 2020, as mentioned in the passage.

(1)

V. Provide evidence from the passage to show that NEP 2020 promotes inclusive and accessible education.

(2)

NEP 2020 replaces the traditional 10+2 system with the __________ structure. (5 + 3 + 3 + 4 / 4 + 3 + 3 + 5)

VI. Complete the sentence suitably.

(1)

VII. What does Mrs Menon’s statement in Paragraph 3 reflect about the shift in classroom practices under NEP 2020?

(1)

NEP 2020 encourages the use of __________ as the medium of instruction up to Class 5 to enhance understanding.

a. Teachers are now given less responsibility in classrooms.

b. There is a clear move towards experiential, student-engaged learning. c. Traditional exams are being removed entirely.

d. Students now rely mostly on online content without teacher involvement. VIII. Complete the following with a suitable reason.

(1)

The new education policy introduces vocational training from an early stage to __________.

IX. Based on the passage, explain one major benefit of integrating digital classrooms in education. (1)

SECTION B GRAMMAR AND CREATIVE WRITING SKILLS

(20 MARKS)

GRAMMAR 3. Complete ANY TEN of the following twelve tasks, as directed.

(10 × 1 = 10 marks)

I. Fill in the blank by using the correct form of the word in the brackets, for the given portion of a letter. Sir

(1)

We ________ (purchase) office furniture from your showroom on 5 October 2024 vide Invoice No.12334. 436

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II. Identify the error and supply the correction for the following. The exhibition-cum-sale will been showcasing the arts, crafts and looms of Ladakh by the artisans and craftspeople of Kargil and Leh. Use the given format for your response. Error

(1)

Correction

III. Rakhi shared some information with Ramesh about her school camping trip. Report Rakhi’s reply.

(1)

Ramesh: How did you manage to stay safe during the thunderstorm?

Rakhi: We took shelter under a rock ledge and waited for the storm to pass. IV. Uncle Sam was looking for a pen to fill in his form in the bank. The assistant from the help desk asked the following question to Uncle Sam. Report the assistant's question.

(1)

Excuse me, sir, are you looking for something specific that I can help you with? V. Fill in the blank with the correct option.

I always keep __________ money in my wallet for emergencies. a. some b. every c. more

d. any

VI. Select the option that identifies the error and supplies the correction for the following line from a news report:

(1)

Rescue teams could reached the remote village only after the floodwater began to recede late Tuesday evening. Error

Correction

could

can

after

before

reached

d. began

reach

begin

VII. Fill in the blank by using the correct form of the word in the brackets.

(1)

VIII. Identify the error and supply the correction for the following sentence.

(1)

If the team had paid closer attention to the warning signs, they ________ (should / must / could / will) have avoided the costly mistake. You can neither speak to the manager or register a complaint online. Use the given format for your response. Error

Correction

IX. Complete the given sentence.

(1)

Each student was asked to submit ____________ project report before the deadline, but only a few remembered to do so. a. your b. her c. their d. its X. Fill in the blank to complete the given narrative.

The management felt that the company ________ include corporate social responsibility as part of its mission statement and work for the betterment of society. a. need to b. ought to c. might d. must

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XI. Complete the line from a self-awareness song, by filling the blank with the correct option. ‘Where words come out from the depth of truth

(1)

Where tireless striving ________ its arms to ward perfection

Where the clear stream of reason ________ not ________ its way Into the dreary desert sand of dead habit.’ a. stretches, had, lose c. stretched, had, lost

b. stretched, has, lose d. stretches, has, lost

XII. Historians believe that the ancient city ________ for nearly 2,000 years before it was rediscovered. (1) a. had existed b. was existing c. had existing d. has existed

CREATIVE WRITING SKILLS

(2 × 5 = 10 marks)

4. Attempt ANY ONE of (a) and (b) given below. a. Write a descriptive paragraph of 100–120 words on the famous painter, M.F. Husain using the information given below.

(5)

Full name: Maqbool Fida Husain

Born: 17 September 1915, Pandharpur, Maharashtra Died: 9 June 2011, London, UK Known as: Picasso of India Facts about him:

• Developed an interest in painting early in life • Studied at Sir J.J. School of Art, Mumbai Career and Achievements:

• Started by painting cinema posters and designing furniture

• Became famous for his modern and bold paintings of Indian culture and everyday life. • Co-founded the Bombay Progressive Artistsʼ Group in 1947

• Also worked as a filmmaker; directed Through the Eyes of a Painter (won a Golden Bear at the Berlin Film Festival) Legacy:

• One of India’s most celebrated modern artists

• His paintings are displayed in prestigious museums worldwide OR

b. Ramesh, a student of ABC Public School, recently went on a trekking expedition as part of his NCC camp in Himachal Pradesh. Based on the notes given below, write a descriptive paragraph (100–120 words) describing Ramesh’s trekking experience. (5) NOTES: Base camp at Raison; trekked from Raison to Jana via Manikaran Hot Springs; lush greenery, Beas river bank – thrilling walk; reached Pinni via Bringta Bridge – water gushing, dangerous; crossed dense forests and hills – ghost-like atmosphere; required courage and alertness; spotted rare birds – nature in full glory; fascinating sights – unforgettable experience; scenes still fresh in memory

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5. Attempt ANY ONE of (a) and (b) given below.

a. Write a story in 100–120 words from the outline given below. • Lazy Sunday – scrolling on phone – dog barking nonstop

• Went outside – saw him wearing my sunglasses and standing on the garden table • Snapped a photo, posted it online with a funny caption • Later that day, notifications blowing up

• Meme pages, celebrities sharing the post – thousands of likes • ‘Coolest dog in town’ – a local celebrity • Got offers for pet brand commercials

• I became known as the ‘dog’s manager’

• Never imagined a lazy Sunday could turn into a viral adventure

(5)

b. On your birthday, your family surprised you with a trip to Shimla. The tranquility of the place welcomed you with open arms. After coming back to the capital, you decided to record your experience in a diary. Pen your emotions in 100–120 words. (5)

SECTION C LITERATURE TEXTBOOK

(40 MARKS)

6. Read the given extracts and answer the questions on ANY ONE of the two given. (5 marks) a. A corpse is being cremated on its banks; washerwomen are at their work and children bathe. From a balcony a basket of flowers and leaves, old offerings now wilted, is dropped into the river. A small shrine half protrudes from the stone platform on the river bank. When it emerges fully the goddess inside will escape and the evil period of the Kaliyug will end on earth. (Kathmandu)

I. The phrase ʻA small shrine half protrudes from the stone platformʼ is most similar in meaning to which of the following situations? (1) a. A tree shedding its leaves before winter b. A submerged island gradually resurfacing after a flood c. A bird building its nest in early spring d. A candle slowly melting in a dark room

II. The word in the paragraph similar to ‘the lifeless body of a person’ is _________.

(1)

III. Assertion (A): The river in the extract represents both life and death.

Reason (R): The river serves as a place for cremation, daily chores and religious rituals. a. Both A and R are true, and R correctly explains A. b. Both A and R are true, but R does not explain A. c. A is true, but R is false. d. A is false, but R is true.

(1)

(2)

IV. What does the emergence of the shrine symbolise in a broader sense? OR

b. After school, we went home and told our respective parents about the incident. Lakshmana Sastry summoned the teacher, and in our presence, told the teacher that he should not spread the poison of social inequality and communal intolerance in the minds of innocent children. He bluntly asked the teacher to either apologise or quit the school and the island. (My Childhood)

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I. What does the phrase ʻspread the poison of social inequalityʼ imply? a. Encouraging hatred and discrimination among people b. Teaching students about the effects of pollution c. Using poison as a weapon against society d. Helping people understand the benefits of diversity

(1)

II. If Lakshmana Sastry had not taken action against the teacher, what could have been a possible consequence? a. The teacher would have realised his mistake on his own. b. The students would have protested against the teacher. c. The school would have become more inclusive without intervention. d. The students would have accepted social discrimination as normal.

(1)

III. The word most similar to ‘call someone for a meeting’ is _________

(1)

IV. What did Lakshmana Shastry do? What does it show about him?

(2)

7. Read the given extracts and answer the questions on ANY ONE of the two given.

(5 marks)

a. Now in memory come my mother,

As she used in years agone,

Oh! I feel her fond look on me

To regard the darling dreamers Ere she left them till the dawn; As I list to this refrain.

(Rain on the Roof)

I. What does the phrase ‘years agone’ suggest?

(1)

II. What can be inferred regarding the tone of the poet?

(1)

III. Which poetic device has been used in line 3? What effect does it create?

(2)

IV. The word ʻrefrainʼ in the last line refers to: a. A promise made to someone b. A strict rule to follow c. A repeated musical tune or song d. A prayer recited daily b. Then took the other, as just as fair,

And having perhaps the better claim,

Though as for that the passing there

(1)

Because it was grassy and wanted wear; Had worn them really about the same,

(The Road Not Taken)

I. What dilemma is the poet discussing in the stanza?

(1)

II. What had the ‘better claim’ and why?

(2)

III. The meaning of ‘wanted wear’ is:

(1)

a. Something that has not been worn since a long time b. Something that cannot be worn anymore c. A place where you cannot go

d. A place where many people have not gone

IV. The last line suggests that the poet is ____________ (confused/certain) about his decision.

(1)

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8. Answer ANY FOUR of the following questions, in about 40–50 words.

I. Why did Einstein continue his higher education in Zurich? II. Why is the ‘Legend of Northland’ called so?

III. Why does the poet wish to go to Innisfree? IV. Why did Margie dislike schools?

V. Why did Kezia’s attempt to surprise her father backfire? 9. Answer ANY TWO of the following questions, in about 40–50 words.

I. Toto was a pet that they could not keep for long. Why?

(4 × 3 = 12 marks)

(A Truly Beautiful Mind) (The Lake Isle of Innisfree) (The Fun They Had)

(The Little Girl)

(2 × 3 = 6 marks)

(Adventures of Toto)

II. What advice was given by narrator’s previous school teachers?

(A House Is Not a Home)

10. Answer ANY ONE of the following questions in about 100–120 words.

(1 × 6 = 6 marks)

III. What is the unique quality about the end of ‘The Lost Child.’?

I. ‘If she can do it, so can I.’ In light of this statement, analyse the journeys of Evelyn Glennie and Maria Sharapova, highlighting how both serve as inspiring examples of womenʼs empowerment. II. ‘Success is achieved only after facing challenges.’ How does the poem ‘Wind’ convey this message? Explain with reference to the poet’s ideas and examples from the poem. 11. Answer ANY ONE of the following questions in about 100–120 words.

(1 × 6 = 6 marks)

I. In the stories ‘The Last Leaf’ and ‘A House Is Not a Home,’ characters face significant challenges that test their resilience. Analyse how Johnsy and the narrator confront their respective adversities, and discuss the role of hope and support from others in their journeys toward recovery and personal growth.

II. In ‘Iswaran the Storyteller,’ Iswaran captivates Mahendra with his vivid and imaginative tales. Analyse how Iswaranʼs storytelling influences Mahendraʼs perception of reality. Discuss the impact of Iswaranʼs narratives on Mahendraʼs emotions and decisions, particularly in relation to the supernatural elements introduced. Support your analysis with examples from the text.

Examination Time • Sample Question Paper – 2

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Sample Question Paper – 2 (Solved) Answer Key SECTION A READING SKILLS 1.

(20 MARKS)

I. b. They maintain ecological balance in nature.

(1)

II. it allows them to grow, rest and complete their natural life cycle / it supports their growth by providing suitable conditions in each season. (1) III. c. Taking vacations and celebrating festivals.

(1)

IV. a. Severe winter cold can be unbearable for the homeless and elderly. b. Excessive summer heat can lead to dehydration and health risks.

c. In some regions, monsoons cause floods, while droughts result from long, dry summers. (any two) (2) V. hotter summers, harsher winters and frequent natural disasters

(1)

VI. rejuvenate

(1)

VII. b. intense

(1)

VIII. Deforestation and pollution contribute to making seasonal changes more extreme.

(1)

IX. b. They offer both benefits and difficulties.

(1)

I. d. Learning is designed to cater to students’ needs and abilities.

(1)

II. d. The Assertion is false, but the Reason is true.

(1)

III. 5 + 3 + 3 + 4

(1)

IV. Vidya Pravesh, NIPUN Bharat, PM SHRI Schools, Vocational Education Integration (any two)

(1)

V. NEP 2020 promotes inclusive and accessible education in many ways like: •

Promotion of mother tongue as the medium of instruction

•

ECCE implementation across foundational stages (any two)

•

Expansion of digital learning tools to remote areas

(2)

VI. mother tongue or regional language

(1)

VII. b. There is a clear move towards experiential, student-engaged learning.

(1)

VIII. equip students with practical skills and prepare them for future careers

(1)

IX. Digital classrooms help bridge the learning gap in remote areas and make resources more accessible.

(1)

SECTION B GRAMMAR AND CREATIVE WRITING SKILLS

(20 MARKS)

GRAMMAR 3. (Attempt any ten)

(10 × 1 = 10 marks)

I. purchased II.

Error

Correction

been

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III. Rakhi replied that they had taken shelter under a rock ledge and had waited for the storm to pass. IV. The assistant at the help desk politely asked Uncle Sam if he was looking for something specific that she could help him with. V. a. I always keep some money in my wallet for emergencies. VI.

Error

Correction

reached

reach

VII. could VIII.

Error

Correction

neither

either

IX. c. their

X. d. must

XI. d. stretches, has, lost XII. a. had existed

CREATIVE WRITING SKILLS

(2 × 5 = 10 marks)

4. (Attempt any one)

a. Maqbool Fida Husain, popularly known as the Picasso of India, was one of the most celebrated and influential modern artists in the country. He was born on 17 September 1915 in Pandharpur, Maharashtra and showed a deep interest in art from a very young age. He pursued his formal education in painting at the Sir J.J. School of Art in Mumbai. Husain began his artistic journey by painting cinema posters and designing furniture, but his true passion lay in creating bold and modern interpretations of Indian culture and everyday life. In 1947, he co-founded the Bombay Progressive Artistsʼ Group, which played a key role in shaping contemporary Indian art. Apart from painting, he also gained international recognition when his short film Through the Eyes of a Painter won the prestigious Golden Bear award at the Berlin Film Festival. M.F. Husainʼs legacy lives on through his artworks, which are displayed in renowned museums across the world. (5) OR

b. Ramesh, a student of ABC Public School, recently had an adventurous experience during his NCC trekking camp in Himachal Pradesh. The journey began at the base camp in Raison, from where he trekked through breathtaking landscapes to the village of Jana via the famous Manikaran Hot Springs. The trail offered lush greenery, fresh mountain air and thrilling paths along the banks of the Beas River. As he moved forward, Ramesh reached Pinni by crossing the Bringta Bridge, where the gushing water beneath made the walk both exciting and dangerous. The route passed through dense forests and hills, with a ghost-like silence that demanded immense courage and presence of mind. Along the way, he spotted rare birds and witnessed nature in its most majestic form. The unforgettable sights, sounds and challenges made the trek a once-in-a-lifetime experience, leaving Ramesh with memories he will always cherish. (5) 5. (Attempt any one) a. The Day My Dog Went Viral It was a lazy Sunday afternoon and I was scrolling through my phone, half-asleep, when my dog started barking nonstop. At first, I ignored him, assuming he was chasing butterflies again. But the barking turned rhythmic, almost urgent. Curious, I finally stepped outside—and couldn’t believe my eyes. There he was, wearing my sunglasses, standing proudly on the garden table like he owned the place. His tail wagged like he knew he was doing something hilarious. I burst out laughing, snapped a photo and posted it online with the caption: ‘Too cool to fetch.’ I didn’t expect much—just a few laughs from friends. Examination Time • Sample Question Paper – 2

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But by evening, my phone wouldnʼt stop buzzing. Notifications flooded in. Meme pages shared the photo. Even a celebrity reposted it with fire emojis. He was soon crowned ‘the coolest dog in town.’ Pet brands emailed asking to feature him and I, apparently, became his ‘manager.’ That one photo turned my ordinary Sunday into the start of a wild, tail-wagging adventure I’ll never forget. (5) b. Friday, 20 March 20XX

9:30 p.m.

Dear Diary,

Today was one of the most memorable days of my life! My family surprised me with a birthday trip to Shimla and I couldn’t believe my luck. As soon as we arrived, the tranquility of the hills and the crisp mountain air welcomed us.

The scenic beauty of Shimla was breathtaking. The snow-covered peaks, tall deodar trees and the lively Mall Road made the trip enchanting. I enjoyed sipping hot cocoa while watching the sunset at Ridge Road. We also visited Kufri, where I experienced my first snowfall! This trip was not just a celebration of my birthday but also a moment of peace and joy. I felt refreshed and closer to nature. Now that I am back in the city, I already miss the charm of Shimla, but these memories will stay with me forever. I will cherish this trip forever! Sweety

(5)

SECTION C LITERATURE TEXTBOOK

(40 MARKS)

6. (Attempt any one) (5 marks) a. I. b. A submerged island gradually resurfacing after a flood (1) II. corpse (1) III. a. Both A and R are true, and R correctly explains A. (1) IV. The emergence of the shrine symbolises the end of the Kaliyug, an era believed to be marked by darkness and moral decline. According to local beliefs, when the shrine fully emerges, the goddess inside will escape, bringing in a period of righteousness and virtue. (2) b.

I. a. Encouraging hatred and discrimination among people

(1)

II. d. The students would have accepted social discrimination as normal.

(1)

III. summoned

(1)

IV. Lakshmana Sastry confronted the teacher for spreading social inequality and communal intolerance. He firmly demanded that the teacher either apologise or leave the school. This shows that Lakshmana Sastry was a just and courageous leader who believed in equality and stood against discrimination. His actions reflect his strong moral values and commitment to social harmony.

(2)

7. (Attempt any one) (5 marks) a. I. The phrase ‘years agone’ suggests a time long past, referring to the poet’s childhood memories of his mother. (1) II. The tone of the poet is nostalgic and sentimental as he recalls his mother’s affectionate presence. (1) III. The poetic device used in ʻTo regard the darling dreamersʼ is alliteration (repetition of the ʻdʼ sound). It creates a musical rhythm and emphasises the poet’s deep emotional connection with his childhood memories. (2) IV. c. A repeated musical tune or song (1)

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I. The poet is confused about which path to take, symbolising a major life decision.

(1)

II. The second road had the ‘better claim’ because it was grassy and appeared to be less travelled.

(2)

III. d. A place where many people have not gone

(1)

IV. confused

(1)

8. (Attempt any four)

(4 × 3 = 12 marks)

I. Einstein continued his higher education in Zurich because he was more interested in mathematics and physics than in the strict discipline of his school in Germany. He wanted a more liberal and encouraging environment to study compared to the regimentation he experienced in his previous school.

II. The poem is called the ‘Legend of Northlandʼ because it narrates folklore from the cold, northern region. It tells the story of a selfish woman who is punished by Saint Peter for her greed and transformed into a woodpecker. The title signifies its origin and the moral lesson one learns through the legend. It is also clearly stated that there is no evidence to confirm its authenticity, much like a legend. III. The poet, W.B. Yeats wishes to go to Innisfree because he longs for peace and solitude. He imagines living in a small cabin, surrounded by nature, away from the noise of city life. The tranquil setting of Innisfree represents his deep yearning for a simple and serene life.

IV. Margie disliked school because her mechanical teacher assigned repetitive tasks, lacked personal interaction and operated on a strict schedule. She found learning dull compared to the fun and engaging school system of the past, where students studied together in a classroom with a real teacher. V. Kezia wanted to surprise her father by making a birthday gift—a pin-cushion stuffed with paper. However, she unknowingly used important documents that belonged to him to stuff her pin-cushion. This made her father angry, and instead of appreciating her effort, he scolded and punished her. 9. (Attempt any two)

(2 × 3 = 6 marks)

I. Toto was a mischievous and destructive pet. He caused a lot of trouble by tearing clothes, breaking dishes and disturbing other animals in the house. The narrator’s family was not very well-off. His behaviour made it difficult to keep him as a pet, and eventually, the grandfather had to return him to the tonga-driver. II. The narrator’s old school teacher advised participating in school activities to meet new students and make friends. They also encouraged maintaining a positive attitude, assuring that the narrator would soon feel comfortable in the new environment. III. The unique quality of the ending in ‘The Lost Child’ is that the child, who was earlier attracted to toys, sweets and rides, suddenly forgets all his desires when he gets lost. He only wants to reunite with his parents, showing how a child’s deepest need is love and security rather than material pleasures. It is an open-ended story, leaving the reader to imagine whether the child reunites with his parents or remains lost.

10. (Attempt any one) (1 × 6 = 6 marks) I. The journeys of Evelyn Glennie and Maria Sharapova exemplify unwavering determination and resilience, serving as profound sources of inspiration. Evelyn Glennie, despite losing her hearing at a young age, pursued her passion for percussion, mastering the art of feeling vibrations to experience music. Her innovative approach and relentless dedication led her to become a world-renowned solo percussionist, breaking barriers for musicians with disabilities. Maria Sharapovaʼs ascent in the tennis world is equally compelling. Leaving her home in Russia at a tender age, she faced cultural and financial challenges in the United States. Through dedication and perseverance, she climbed the ranks to become a Grand Slam champion and a global sports icon. Both womenʼs stories underscore the power of self-belief and hard work in overcoming obstacles and achieving greatness. Both Evelyn and Maria exemplify the spirit of determination, proving that success knows no limits when fueled by passion and perseverance.

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II. The poem ‘Wind’ by Subramania Bharati conveys that true success comes from overcoming difficulties.

The poet describes how the wind is powerful and destructive, causing harm to weak structures while strengthening those that are firm. It symbolises challenges in life that test a person’s strength. The poet advises people to be strong, both physically and mentally, so they can withstand hardships. ‘Weaklings’ or people with weak spirits give up in the face of difficulties whereas ‘strong fires’ or strong individuals ‘flourish.’ The poet encourages resilience, determination and preparation to face difficulties rather than avoiding them in order to become ‘strong fires.’ The poem conveys that just as fire burns brighter when fanned by wind, people grow stronger when tested by challenges. Thus, success belongs to those who remain steadfast and fearless in the face of adversity. 11. (Attempt any one)

(1 × 6 = 6 marks)

I. Both ‘The Last Leaf’ and ‘A House Is Not a Home’ highlight the importance of hope and resilience during tough times.

In ‘The Last Leaf,’ Johnsy, a young artist, falls seriously ill and believes she will die when the last leaf on a vine outside her window falls. Her neighbour, Behrman, an elderly artist, secretly paints a leaf on the wall to replace the fallen one. Seeing this ‘last leaf’ gives Johnsy hope, and she starts to recover. Sadly, Behrman catches pneumonia while painting the leaf and dies. This story shows how acts of kindness can bring hope to others. In ’A House Is Not a Home,’ the narrator loses his home and belongings in a fire. Feeling lonely and out of place at a new school, he eventually finds comfort when his classmates and community offer support. This experience teaches him about personal growth and the value of community in overcoming hardships. Both stories demonstrate that hope and the support of others are crucial in facing and overcoming lifeʼs challenges.

II. In ʻIswaran the Storyteller,ʼ Iswaranʼs vivid narratives significantly influence Mahendraʼs perception of reality. Iswaran, a skilled storyteller, recounts tales filled with suspense and supernatural elements, such as the story of a female ghost haunting their living quarters. His expressive storytelling, complete with dramatic gestures and detailed descriptions, captivates Mahendra, blurring the lines between fiction and reality. This storytelling skill leads Mahendra to experience fear and anxiety, especially after hearing about the ghostly woman. One night, Mahendra imagines seeing the ghostly figure Iswaran described, which deeply unsettles him. This incident demonstrates how Iswaranʼs storytelling not only entertains but also profoundly affects Mahendraʼs emotions and actions, highlighting the power of narrative to shape oneʼs perception of reality.

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Sample Question Paper – 3 (Solved) Time Allowed: 3 hours �� Max Marks: 80

General Instructions:

SECTION A READING SKILLS 1. Read the following text.

(20 MARKS) (10 marks)

1. Delhi, the capital of India, has been struggling with severe air pollution for several years. The thick smog that blankets the city, especially during winter, poses a significant threat to public health and the environment. The situation has become so dire that Air Quality Index (AQI) levels often exceed hazardous limits, making it difficult for people to breathe. While various factors contribute to this crisis, the growing concerns highlight the urgent need for action to mitigate the problem. 2. One of the major causes of air pollution in Delhi is vehicular emissions. Delhi’s roads see over 10 million vehicles daily, releasing harmful pollutants like carbon monoxide and nitrogen oxides. Additionally, industrial emissions from factories release pollutants into the atmosphere, further worsening the situation. Another significant factor is stubble burning in neighbouring states, where farmers set fire to crop residues, releasing a massive amount of smoke that engulfs Delhi. Construction activities and dust also add to the pollution.

3. The impact of air pollution on human health is alarming. Respiratory diseases such as asthma and bronchitis have become increasingly common. Prolonged exposure to polluted air can lead to severe lung infections, heart diseases and even cancer. Many people experience irritation in their eyes, throat and skin due to the toxic air. The situation also affects mental well-being, as people are forced to stay indoors to avoid exposure, limiting their daily activities and outdoor interactions. 4. Furthermore, the environmental consequences of air pollution are devastating. The presence of harmful pollutants in the atmosphere leads to acid rain, which damages crops, soil and water bodies. The smog also reduces visibility, causing frequent accidents on roads. Climate change is further exacerbated by rising pollution levels, making weather conditions unpredictable and extreme.

5. Although the government has launched awareness campaigns and implemented measures like the oddeven vehicle scheme, results remain limited. Experts like Dr Rakesh Sharma, an environmental policy advisor, stress the need for long-term strategies: ‘Unless we invest in public transport, transition to clean energy and enforce strict emission standards, Delhi’s air will remain unbreathable.’

6. Citizens also play a vital role. Using carpooling, reducing waste burning and planting trees can make a difference. Technology like smog towers and green infrastructure shows promise but must complement—not replace—sustainable habits. In conclusion, Delhi’s air pollution is not just a seasonal issue but a persistent public health emergency. Combating it requires combined efforts from authorities, industries and citizens alike.

Examination Time • Sample Question Paper – 3

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(Created for academic purposes only)

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Answer the following questions based on the above passage. I. Why is air pollution in Delhi a serious concern?

(1)

a. It affects only industrial workers.

b. It has led to cleaner air in rural areas.

c. It poses a significant threat to public health and the environment. d. It leads to improved visibility in the city.

II. Complete the sentence. The massive number of vehicles in Delhi worsens air pollution because _____________.

(1)

III. Which of the following is a major cause of air pollution in Delhi?

(1)

a. Watching television indoors

b. Stubble burning in neighbouring states

c. Increased rainfall throughout the year

d. Reducing industrial emissions

IV. Mention any two health issues caused by long-term exposure to Delhi’s polluted air.

(2)

V. Complete the sentence suitably. Despite government efforts, Delhi’s air remains toxic because _____________.

(1)

VI. Identify the word from paragraph 4 that means ‘intensified’ or ‘worsened’.

(1)

VII. According to the passage, what are two specific actions that citizens can take to help reduce air pollution in Delhi?

(2)

VIII. What does the passage suggest about Delhi’s pollution crisis? a. It is limited to specific months of the year. b. Temporary fixes like masks are enough. c. It demands long-term, collective solutions. d. It is caused mainly by global climate change.

(1)

2. Read the following passage given below. (10 marks) 1. India is undergoing a digital transformation, leading to an unprecedented boom in the creator economy. As of 2023, India had over 80 million content creators, including YouTubers, bloggers, social media influencers and digital educators. With over 800 million internet users, the country has become one of the largest markets for digital content, surpassing many developed nations in online engagement. Platforms such as YouTube, Instagram and short-video apps like Moj and Josh have empowered individuals to monetise their skills, breaking barriers of geography and formal employment. 2. The rise of the creator economy is primarily fuelled by affordable smartphones and cheap internet, with data costs in India being among the lowest in the world at ₹10 per GB. The shift towards regional content is also significant, with over 60% of digital content consumption happening in vernacular languages, enabling deeper audience penetration. Additionally, the rise of micro and nano influencers—has revolutionised brand marketing. Companies now allocate nearly 25% of their digital marketing budgets to influencer collaborations. Distribution of influencer Types in India (by Follower Count) 10% 30% 20% 40%

Nano influencers (1K—10K followers)

Micro influencers (10K—100K followers)

Macro influencers (100K—1M followers)

Mega/Calebrity influencers (1M+ followers)

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3. However, the journey is not without challenges. Only 5–10% of creators earn sustainable incomes, while others struggle with inconsistent revenue, algorithm-driven visibility issues and mental health pressures due to the demand for continuous content production. Despite these obstacles, Indiaʼs creator economy is projected to reach ₹2,200 crore by 2025, driven by increasing internet penetration and a growing appetite for digital content. 4. In conclusion, the rise of digital creators is reshaping career aspirations, marketing strategies, and entertainment consumption in India. While the industry offers vast opportunities, long-term success depends on adaptability, innovation and financial planning. As content creation continues to evolve, its impact on media, commerce and education will be profound.

(Created for academic purposes only)

Answer the following questions based on the passage. I. What is one key driver behind the rapid expansion of digital creators in India? a. Limited access to smartphones b. Preference for offline education c. Affordable internet and widespread digital access d. Strict regulations on social media platforms II. Assertion: The shift to regional content has deepened digital engagement in India.

Reason: Over 60% of digital content is consumed in vernacular languages. 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.

(1)

III. Which statistic from the passage best supports the argument that content creation is a growing economic sector? (1) a. India has 800 million internet users. b. Digital creators are projected to generate ₹2,200 crore by 2025. c. Data costs in India are ₹10 per GB. d. Traditional media is losing its audience.

IV. Explain how brand collaborations have influenced the growth of digital creators in India.

(2)

V. Complete the sentence suitably.

(1)

While the creator economy offers flexibility and financial independence, only ______________. VI. Identify a word from Paragraph 2 that means ‘having a far-reaching effect or influence’.

(1)

VII. Based on the passage and pie chart, suggest two likely trends for the future of Indiaʼs creator economy.

(2)

VIII. What does the passage suggest about the future of digital content creation in India? a. It will decline due to traditional job preferences. b. It will be replaced entirely by television and print media. c. It will remain an unstable career with no significant impact on the economy. d. It will continue growing but will require adaptability and financial planning.

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(1)

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SECTION B GRAMMAR AND CREATIVE WRITING SKILLS

(20 MARKS)

GRAMMAR 3. Complete ANY TEN of the following twelve tasks, as directed.

(10 × 1 = 10 marks)

I. Fill in the blank by using the correct form of the word in the brackets, for the given portion of an article. (1) Astronomers believe that exoplanets with Earth-like conditions __________ (exist) in distant galaxies, waiting to be discovered. II. Identify the error and supply the correction, for the following. Shamita didnʼt replied to the mail when she was asked to. Use the given format for your response: Error

(1)

Correction

III. Read the dialogue between Isha and Tanay regarding exam preparation.

(1)

Isha: Have you completed the revision for your science paper?

Tanay: Yes, I revised all the chapters last night and even solved some sample papers.

Select the correct option to complete the reporting of the above dialogue. Isha asked Tanay __________. Tanay confirmed that he had revised all the chapters the night before and solved some sample papers. a. whether he had completed the revision for his science paper b. whether he completed the revision for his science paper

c. whether he has completed the revision for his science paper d. whether he is completing the revision for his science paper

IV. After skipping breakfast and barely touching your lunch, you should have eaten ___________ food at dinner to regain your energy. (1) a. much b. more c. many d. most

V. Select the option that identifies the error and supplies the correction for the following line, from a news report:

The number of students who have reporting the error in the newly-launched computer system is less than 500. Error

Correction

have

has

reporting

reported

newly than

(1)

new

they

VI. Fill in the blank by choosing the correct option to complete the slogan. __________ informed citizen can spark a revolution of change. a. The b. A c. An

(1)

d. That

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VII. Fill in the blank by choosing the correct option.

(1)

Riya used __________ time she had before the test to revise the most important formulas. a. little

b. the little

c. few

VIII. Identify the error and supply the correction, for the following:

d. much (1)

One of the biggest reason for her resignation is the lack of understanding from the seniors. Use the given format for your response: Error

Correction

IX. Report the dialogue between the librarian and the student by completing the sentence. (1) Student: Do you allow borrowing reference books overnight? Librarian: No, reference books can only be used inside the library. The student asked the librarian if she allowed borrowing reference books overnight. In response, the librarian replied ___________. X. Complete the given sentence. He _________ neither the qualifications nor the intellect of a scientist for this position. a. is b. have c. are d. has

(1)

XI. Fill in the blank to complete the given sentence. After months of hard work, the startup team finally ___________ a brilliant marketing idea. a. came about b. came up with c. came in d. came over

(1)

XII. Complete the slogan by filling in the blank with the correct option.

(1)

Protect the green, preserve the blue—before the next generation ___________ survive without a view. a. have to b. may has to c. should d. has to

CREATIVE WRITING SKILLS

(2 × 5 = 10 marks)

4. Attempt ANY ONE from (a) and (b) given below. a. Late one summer night, your area experienced an unexpected power cut. The fans stopped working, the house became unbearably hot, and everything went dark. With no electricity, your family had to find creative ways to stay cool and entertained. Write a descriptive paragraph about this experience in 100–120 words. Describe the sights, emotions and how the situation brought about a change in your usual routine. (5) OR b. As part of your school’s cultural enrichment programme, a renowned theatre troupe performed a modern adaptation of a Shakespearean play in the auditorium. The event included live music, dramatic costumes, and student interactions with the performers. Write a descriptive paragraph about this performance in about 100–120 words. (5) 5. Attempt ANY ONE from (a) and (b) given below. a. ‘Courage doesnʼt always roar. Sometimes courage is the quiet voice at the end of the day saying, ‘I will try again tomorrow.ʼ — Mary Anne Radmacher

Write a story based on this quote, about a character who shows quiet courage in the face of failure. Your story should be between 100 and 120 words and have a suitable title. You can end your story with the following words: …And that night, Maya smiled to herself, knowing that real courage wasn’t in never failing, but in always choosing to try again.

Examination Time • Sample Question Paper – 3

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(5)

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OR b. Recently, your school organised an educational trip to a Tech Expo showcasing the latest advancements in artificial intelligence and robotics. The experience was nothing short of extraordinary. You were truly amazed when a humanoid robot politely took your coffee order at one of the stalls. Write a diary entry in about 100–120 words describing your experience and reflections on the future of technology. (5)

SECTION C LITERATURE TEXTBOOK

(40 MARKS)

6. Read the given extracts and answer the questions on ANY ONE of the two given. (5 marks) a. From time to time he stands the pole on the ground, selects a flute and plays for a few minutes. The sound rises clearly above the noise of the traffic and the hawkersʼ cries. He plays slowly, meditatively, without excessive display. He does not shout out his wares. Occasionally he makes a sale, but in a curiously offhanded way as if this were incidental to his enterprise. Sometimes he breaks off playing to talk to the fruit seller. I imagine that this has been the pattern of his life for years. (Kathmandu)

I. What does the word ʻoffhandedʼ in the passage suggest about the flute seller’s approach to selling? a. He is careless and not paying attention b. He tries hard to attract customers c. He treats selling as less important d. He tricks people into buying flutes

II. What does the above extract reveal about the relationship of the flute seller with music?

III. The flute seller was a materialistic person. (True/False)

(1)

(2) (1)

IV. An ______________ (adjective/adverb) has been used twice in the line ‘He plays slowly, meditatively, without excessive display.’ (1) OR

b. He also felt a special interest in a fellow student, Mileva Marie, whom he found to be a ʻclever creatureʼ. This young Serb had come to Switzerland because the University in Zurich was one of the few in Europe where women could get degrees. Einstein saw in her an ally against the ʻPhilistinesʼ–those people in his family and at the university with whom he was constantly at odds. The couple fell in love. (A Truly Beautiful Mind)

I. Einstein considered Mileva Maric an ʻallyʼ against the ʻPhilistinesʼ. Which of the following represents a similar relationship? a. A soldier and their enemy b. A detective and their suspect c. A researcher and their mentor d. A rebel and their supporter

(1)

II. What does the phrase ʻclever creatureʼ suggest about Mileva Maric? a. She was intelligent and impressive. b. She was mysterious and unpredictable. c. She was physically strong. d. She was manipulative and cunning.

(1)

III. Why did Mileva Maric choose to study in Zurich instead of in her home country?

(2)

IV. To be ‘at odds’ means ___________.

(1)

7. Read the given extracts and answer the questions on ANY ONE of the two given. a. And I shall have some peace there, for peace comes dropping slow Dropping from the veils of the morning to where the cricket sings; There midnightʼs all a glimmer, and noon a purple glow, And evenings full of the linnetʼs wings.

(5 marks)

(The Lake Isle of Innisfree)

I. How has the poet used imagery in the above lines?

(1)

II. What can be inferred from the phrase ‘for peace comes dropping slow’?

(2)

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III. Which of the following uses the same poetic device as ‘dropping from the veils of the morning’: (1)

a. He shone like a diamond in the sky.

b. The hands were laid back and unenthusiastic. c. She was a tiger roaring in the jungle.

d. The door creaked loudly when opened forcefully.

IV. ‘Thereʼ in the stanza represents ____________. OR b. He wonʼt do what you tell him. So, come, letʼs build strong homes. Letʼs joint the doors firmly. Practise to firm the body. Make the heart steadfast. Do this, and the wind will be friends with us.

(1)

(Wind)

I. Who is ‘he’ in the above lines?

(1)

II. What is the poet asking the readers to do? Why?

(2)

III. The rhyming scheme of the stanza is ________ a. abab b. aabb

c. abcb

d. None of the above

IV. The word which is most similar to ‘dedicated’ in the stanza is _______

8. Answer ANY FOUR of the following five questions, in about 40–50 words.

I. Why did Bismillah not accept the offer to head a school in the States? II. What happened when Saint Peter asked for a piece of cake?

III. ‘Tennis excellence would come at a price.’ Who realised it and when? IV. What made Kezia realise that there are different kinds of fathers?

(1) (1)

(4 × 3 = 12 marks)

(The Sound of Music)

(The Legend of the Northland) (Reach for the Top)

(The Little Girl)

V. What were the two earth-shaking decisions taken by the doctor in ‘The Snake and the Mirror’? 9. Answer ANY TWO of the following three questions, in about 40–50 words.

I. What happened on the night of the full moon? II. Why did the narrator break down in tears?

III. Why did Lushkoff agree to work for Sergei? 10. Answer ANY ONE of the following two questions in about 100–120 words.

(2 × 3 = 6 marks)

(Iswaran the Storyteller)

(A House Is Not a Home) (The Beggar)

(1 × 6 = 6 marks)

I. Both APJ Abdul Kalam’s science teacher and Santosh Yadav stood up against deep-rooted social norms. How did their actions reflect courage and progressive thinking? Support your answer with examples from their lives. II. ‘The art of storytelling is magical. It can make you believe in things that are not even there.’ Analyse Gerrard as a storyteller and how Gerrard fooled the intruder by using the art of storytelling. 11. Answer ANY ONE of the following two questions in about 100–120 words.

(1 × 6 = 6 marks)

I. Both the Happy Prince and Olga from ‘The Beggar’ silently serve others without seeking recognition. Compare and contrast how these two characters reflect the theme of selfless service and its impact on others. II. A society that ignores logic and justice is bound to collapse.

Critically evaluate how the absurd rules and decisions in the Kingdom of Fools reflect the dangers of blind obedience and lack of reasoning.

Examination Time • Sample Question Paper – 3

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Sample Question Paper – 3 (Solved) Answer Key SECTION A READING SKILLS 1.

(20 MARKS)

I. c. It poses a significant threat to public health and the environment.

(1)

II. they emit harmful gases like carbon monoxide and nitrogen oxides

(1)

III. b. Stubble burning in neighbouring states

(1)

IV. 1. Respiratory diseases such as asthma and bronchitis

(2)

2. Increased risk of lung infections and heart diseases 3. Irritation in their eyes, throat and skin (any two) V. because the root causes like vehicular and industrial emissions still continue

(1)

VI. exacerbated

(1)

VII. Ways in which citizens can address air pollution:

(2)

1. Using carpooling 2. Reducing waste burning 3. Planting trees (any two) VIII. c. It demands long-term, collective solutions. 2.

I. c. Affordable internet and widespread digital access

(1) (1)

II. a. Both the Assertion and Reason are true, and the Reason correctly explains the Assertion.

(1)

III. b. Digital creators are projected to generate ₹2,200 crore by 2025.

(1)

IV. Brand collaborations have created income opportunities for creators, especially micro and nano influencers. As companies now dedicate 25% of their digital marketing budgets to influencer marketing, more creators are being monetised, increasing the profession’s viability and reach.

(2)

V. only 5–10% of creators earn sustainable incomes

(1)

VI. revolutionised

(1)

VII. 1. Micro and nano influencers will dominate brand marketing due to their relatability and large collective presence. 2. Regional language content will expand further, enhancing engagement from non-English-speaking audiences. (2) VIII. d. It will continue growing but will require adaptability and financial planning.

(1)

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SECTION B GRAMMAR AND CREATIVE WRITING SKILLS GRAMMAR

3. (Attempt any ten)

I. exist II.

Error

Correction

replied

(20 MARKS) (10 × 1 = 10)

III. a. whether he had completed the revision for his science paper IV. b. more V. c.

Error

Correction

reporting

reported

VI. c. An

VII. b. the little VIII.

Error

Correction

reason

reasons

IX. that reference books could only be used inside the library X. d. has XI. b. came up with XII. d. has to

CREATIVE WRITING SKILLS

(2 × 5 = 10 marks)

4. (Attempt any one) a. One hot summer night, our neighbourhood was plunged into darkness due to an unexpected power cut. The fan stopped, the lights went out, and the house turned into a furnace. We were annoyed at first, sweating and stumbling in the dark. With no electricity, we decided to step out onto the terrace. A cool breeze greeted us, and the sky was clearer than I had seen in months, dotted with stars. We sat together—my parents, grandparents, and siblings—chatting, laughing, and even singing old songs. Without television or phones, we ended up reconnecting in the most unexpected way. My little brother used a torch to create shadow puppets, and we shared stories by candlelight. What began as a night of discomfort turned into a heartwarming experience. That power cut reminded us of the joy hidden in simple things and the beauty of uninterrupted family time. (5) OR

b. As part of our school’s cultural enrichment programme, we had the opportunity to witness a live performance by a renowned theatre troupe. They staged a modern adaptation of Shakespeare’s A Midsummer Night’s Dream in our school auditorium. The setting was magical—complete with colourful lighting, dramatic costumes and live background music that added a new dimension to the play. What made the performance special was the creative blend of Shakespeare’s original language with modern dialogue and humour. This made the story engaging and easier for students to understand and enjoy. The cast brought each character to life with energy and emotion. After the show, the actors held an interactive session with the audience, answering questions about acting, stage direction and script adaptation. It was an unforgettable experience that inspired many of us to appreciate the world of theatre. (5)

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5. (Attempt any one) a. The Last Try

Maya sat in the waiting area, her palms sweaty, her name echoing through the school auditorium. It was the final round of the interschool chess championship. She had lost every match so far. Most students had written her off as an easy opponent. Even her coach looked unsure. Still, she walked to her seat with quiet determination. Her opponent, a top-ranked player, smirked as the match began. Maya focussed on the board, blocking out whispers and doubts. Her hands moved slowly but confidently. Every loss before had been a lesson. Every mistake, a step toward improvement. The match lasted longer than anyone expected. Slowly, the room grew silent as Maya began turning the game around. With one final move, she whispered, ‘Checkmate.’ Gasps filled the room, followed by applause. Her coach hugged her tightly, but Maya didn’t smile for the win. She smiled for not quitting. That evening, as she walked home, tired but proud, Maya knew something had changed inside her. And that night, Maya smiled to herself, knowing that real courage wasn’t in never failing, but in always choosing to try again.

(5)

b. Wednesday,12 March 20XX

10:00 p.m.

Dear Diary,

Today’s visit to the Tech Expo was like stepping into the future and I swear I’ve seen less technology in scifi movies! From the moment we entered, we were surrounded by dazzling displays of artificial intelligence, robotic arms and talking holograms. There were robot dogs that responded to voice commands, drones delivering parcels and even machines painting better than I ever could. But the moment that truly stunned me was when I walked up to a food stall and a humanoid robot politely asked for my coffee order! It had a screen for a face, eyes that blinked and a voice so natural I had to remind myself it wasn’t human. It even recommended a drink based on my ‘mood.’ I laughed loudly. It made me think—if robots can do this now, what will they do in ten years? Will they replace humans in most jobs? Or will they just make our lives easier? The experience left me in awe of human innovation. Zayn

(5)

SECTION C LITERATURE TEXTBOOK

(40 MARKS)

6. (Attempt any one) (5 marks) a. I. c. He treats selling as less important (1) II. The flute seller appears deeply connected to music. He plays meditatively, not as a salesman but as someone who enjoys the art. His casual attitude towards selling suggests that music is a passion for him, not just a means of earning money. (2) III. False (1) IV. adverb (1) b.

I. d. A rebel and their supporter

(1)

II. a. She was intelligent and impressive.

(1)

III. Mileva Maric chose to study in Zurich because it was one of the few universities in Europe that allowed women to pursue degrees, unlike many institutions in her own country.

(2)

IV. To be in disagreement or conflict

(1)

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7. (Attempt any one) (5 marks) a. I. The poet uses vivid imagery to describe nature, like morning veils, glimmering midnight, glowing noon and fluttering linnet wings, to create a peaceful, dream-like picture of Innisfree. (1) II. The phrase ‘for peace comes dropping slow’ suggests that peace at Innisfree is gentle, natural and gradual. It emphasises a calm, soothing atmosphere that slowly settles over the place, unlike the chaos of city life. (2) III. b. The hands were laid back and unenthusiastic.

(1)

IV. In the stanza, ‘there’ refers to Innisfree, the peaceful island to which the poet longs to escape.

(1)

I. ‘He’ refers to the wind.

II. The poet is asking the readers to build strong homes, secure doors, strengthen their bodies and develop a firm heart. He advises this because the wind, which symbolises challenges and hardships, will only befriend those who are strong and determined rather than weak and fearful. (2) III. d. None of the above

(1)

IV. steadfast

(1)

8. (Attempt any four) (4 × 3 = 12 marks) I. Bismillah Khan declined the offer to head a music school in the United States because he was deeply attached to his homeland, India, and the spiritual atmosphere of the River Ganga, and his birthplace Dumroan. He could not imagine living away from his culture and musical heritage. II. When Saint Peter asked the old woman for a piece of cake, she kept making smaller ones, thinking each was too big to give away. Eventually, she refused to share anything, and as a punishment for her greed, Saint Peter turned her into a woodpecker, destined to peck for food.

III. Maria Sharapova realised that tennis excellence would come at a price when she was just nine. Separated from her mother and facing hardships in the United States, she endured loneliness and rigorous training. Despite the challenges, she remained determined, understanding that success required sacrifice and unwavering dedication

IV. Kezia realised there were different types of fathers when she compared her strict, distant father to her neighbour, Mr Macdonald, who was playful and affectionate with his children. She saw Mr Macdonald running around, laughing, and playing with his children in the garden without losing his temper. Watching this contrast made her realise how different her own father was.

V. The two ʻearth-shakingʼ decisions the doctor made while looking in the mirror were to shave daily and grow a thin moustache so as to look more handsome, and to always keep an attractive smile on his face. 9. (Attempt any two)

(2 × 3 = 6 marks)

I. On the night of the full moon, Mahendra was woken up by a low moan near his window. It reminded him of the scary tale that Iswaran had narrated earlier about a ghostly woman, carrying an unborn baby. When he looked outside the window, he saw a dark, ghostly figure clutching a bundle in her hand. He was terrified and fell back on his pillow, panting. II. The narrator in ‘A House Is Not a Home’ broke down in tears after the fire as he felt overwhelmed by the loss of his home and cherished memories. The absence of his cat and seeing his mother vulnerable added to his distress. Having recently changed schools, he already felt unsettled and this tragedy made things even harder for him.

III. Lushkoff agreed to work for Sergei because he felt trapped by his own lies. As a drunkard, he had no real desire to work, but shame and wounded self-esteem forced him to accept the offer. He felt embarrassed to refuse when Sergei gave him a chance.

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10. (Attempt any one) (1 × 6 = 6 marks) I. Both APJ Abdul Kalam’s science teacher, Sivasubramania Iyer, and Santosh Yadav displayed courage and progressive thinking by challenging traditional norms. Iyer, a Brahmin, invited his Muslim student Kalam to dine at his home, defying caste and religious barriers. When his orthodox wife refused to serve Kalam, he calmly served the meal himself, later convincing her to change. This showed his belief in equality and his quiet resistance to discrimination.

Similarly, Santosh Yadav refused to conform to societal expectations of early marriage. She insisted on pursuing higher education and chose mountaineering, a male-dominated field. Her bold choices led her to become the first woman to scale Mount Everest twice. Both stood up for what they believed in, paving the way for change.

II. Gerrard’s sharp wit and storytelling skills helped him outsmart the intruder who intended to kill him. When the armed criminal broke into his house, Gerrard remained calm and composed. Instead of panicking, he engaged the intruder in conversation, weaving an elaborate tale about his own criminal background. He cleverly made the intruder believe that killing him would bring serious consequences, as he was already on the run from the police. By maintaining a confident and persuasive tone, Gerrard slowly turned the situation in his favour. His quick thinking made the intruder hesitate, giving him the opportunity to overpower and capture him.

This highlights the power of storytelling as a tool for survival, proving that intelligence and presence of mind can triumph over brute force. 11. (Attempt any one) (1 × 6 = 6 marks) I. Both the Happy Prince and Olga are true symbols of selfless service. The Happy Prince gives away all his riches through the swallow to help the poor, without any concern for his own appearance or recognition. Similarly, Olga, the cook in ‘The Beggar’, silently chops wood for Lushkoff, helping him survive and regain self-respect, without expecting gratitude. While the Prince sacrifices physically, Olga gives her time and labour. Their actions lead to transformation—Lushkoff becomes a responsible man, and the Prince gains spiritual value. Both characters show that true compassion lies in silent, selfless acts that uplift others, even if the world remains unaware of the giver’s identity. II. The Kingdom of Fools highlights the dangers of ignoring logic and justice. The king and his ministers make absurd rules, such as sleeping during the day and punishing people irrationally. Their decisions are not based on reason but on whim, leading to chaos. For instance, they decide to punish the architect of a collapsing wall but end up nearly executing an innocent man. The blind obedience of the citizens allows this illogical system to continue. Eventually, the kingdom’s fate changes when wiser individuals expose the foolishness of the rulers. The story warns that a society without rational thinking and fair justice is unstable and doomed to fail.

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Sample Question Paper – 4 (Unsolved) Time Allowed: 3 hours �� Max. Marks: 80

General Instructions:

I. This question paper comprises of 11 questions. All questions are compulsory. II. The question paper contains THREE sections: Section – A: Reading Skills Section – B: Grammar and Creative Writing Skills Section – C: Literature Text Book III. Attempt questions based on the specific instructions for each part.

SECTION A READING SKILLS

(20 MARKS)

1. Read the following text. (10 marks) 1. Festivals have played a vital role in shaping the cultural identity of societies across the world. They are more than just occasions for celebration—they reflect the customs, beliefs and values of a community. Whether it is the vibrant parades in Rio de Janeiro or the quiet spiritual rituals of Diwali in India, festivals mirror the unique heritage and lifestyle of a place. They help people connect with their history and maintain a link with generations past. 2. One important way in which festivals express culture is through rituals and ceremonies. These traditions, often passed down through centuries, are not simply symbolic—they carry deep meaning. For instance, harvest festivals are closely tied to agricultural life and express gratitude for nature’s bounty. In such communities, these festivals are also a time to offer prayers, honour hard work and build unity among people who depend on the land for survival. 3. Moreover, festivals serve a social purpose. They bring people together, reinforcing community ties and creating a shared sense of belonging. Events like the Mexican Day of the Dead show how festivals can unite individuals in both remembrance and celebration, helping them bond over collective identity and values. Even school and neighbourhood festivals allow people of different backgrounds to come together and strengthen social harmony. 4. However, not all aspects of modern festivals are viewed positively. In recent years, many festivals have become increasingly commercialised. Critics argue that the focus has shifted from cultural meaning to consumerism. Expensive decorations, loud music and excessive consumption often overshadow the original purpose of the festival. Furthermore, environmental concerns have also been raised, including increased waste, noise pollution and the overuse of resources. These issues have led some to question whether festivals are losing their true essence. 5. On the other hand, many communities are now finding ways to balance tradition with modern needs. Eco-friendly practices, awareness campaigns and efforts to revive traditional art forms are helping festivals become more meaningful and responsible. Cultural days in schools and community-led initiatives are examples of how festivals can adapt without losing their core values. 6. In conclusion, while festivals are powerful expressions of culture and community, it is important to reflect on how they are celebrated. A thoughtful approach can help preserve their cultural significance while addressing modern challenges. When celebrated with respect, awareness and inclusivity, festivals continue to serve as vibrant symbols of identity, tradition and unity.

Examination Time • Sample Question Paper – 4

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Answer the following questions based on the above passage. I. Which of the following best describes the role of festivals in building cultural identity? a. They serve solely as entertainment events. b. They are primarily economic opportunities for tourism. c. They help to preserve and showcase traditions. d. They only reflect historical events, not modern values.

(1)

II. Complete the sentence with the correct response. The communal nature of festivals fosters _____________, allowing individuals to feel a part of a shared cultural experience.

(1)

III. Which example from the passage highlights the continuity of traditions through festivals? a. The passing down of agricultural rituals in harvest festivals b. The presence of international visitors at cultural festivals c. The economic boost provided by tourism during celebrations d. The adoption of modern music and food trends in festivals

(1)

IV. List two ways in which festivals contribute to cultural exchange.

(2)

V. Which sentence uses the word ‘essence’ in the same sense as it is used in paragraph 4 of the passage? a. The essence of lavender oil helps to calm the mind. b. A drop of vanilla essence was added to the batter. c. The painting captured the essence of the village scenery. d. The essence of her argument was difficult to ignore.

(1)

VI. Identify a word from paragraph 4 that refers to the loss or decline of the original purpose due to excess or overuse. (1) VII. How do rituals and traditions in festivals contribute to their cultural significance? Explain.

(2)

VIII. What do people primarily gain from participating in traditional festivals? a. A deeper connection with their cultural roots b. A chance to engage in competitive social events c. A platform to express political opinions d. An opportunity to showcase personal achievements

(1)

2. Read the following text. (10 marks) 1. Regular physical activity is essential for maintaining good health, especially in old age. Studies indicate that nearly 70% of adults over 65 suffer from at least one chronic condition, such as arthritis, diabetes or cardiovascular disease. However, engaging in moderate exercise can significantly reduce the risk of such ailments. 2. According to the World Health Organization (WHO), adults aged 65 and above should engage in at least 150 minutes of moderate-intensity exercise per week. A report by the National Institute on Ageing suggests that only 35% of senior citizens worldwide meet this requirement. In India, a survey conducted in 2022 by the Indian Council of Medical Research (ICMR) found that over 60% of elderly individuals lead a sedentary lifestyle, increasing their vulnerability to age-related disorders. 3. Regular physical activity offers multiple benefits. Studies show that strength training twice a week can improve muscle mass by 30% in six months, reducing the risk of falls and fractures. Additionally, moderate aerobic exercises, such as walking or swimming, can lower the risk of heart disease by 40% and improve mental well-being by 50%. 4. Despite the proven advantages, many elderly individuals hesitate to exercise due to mobility issues or lack of awareness. Experts suggest that community programs, home-based workouts, and supervised exercise sessions can help address these barriers and encourage active ageing. Ultimately, staying active in old age enhances both longevity and quality of life. 460

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Answer the following questions based on the above passage. I. Which of the following best describes the tone of the passage? a. humorous and light-hearted b. critical and argumentative c. encouraging and informative d. casual and emotional

(1)

II. According to the World Health Organization (WHO), how many minutes of moderate-intensity exercise should individuals aged 65 and above do per week? a. 120 minutes b. 150 minutes c. 180 minutes d. 200 minutes

(1)

III. Assertion (A): Regular physical activity can reduce the risk of falls and fractures in elderly individuals. Reason (R): Strength training can improve muscle mass by up to 30% in six months. (1) a. Both Assertion and Reason are true, and the Reason is the correct explanation of the Assertion. b. Both 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.

IV. Which chronic conditions are most common among individuals over 65, as per the passage?

(1)

V. Provide evidence from the passage that structured exercise can improve health outcomes for elderly individuals.

(2)

VI. Which part of speech is the word ‘moderate’ in the phrase ‘moderate exercise’? a. noun b. verb c. adverb d. adjective

(1)

VII. Why do many elderly individuals hesitate to engage in regular exercise despite the benefits?

(1)

VIII. Which word from the passage is opposite in meaning to ‘active’? a. structured b. aerobic c. moderate

(1)

d. sedentary

IX. The local council plans to start a free dance class for elderly citizens. Based on the passage, which of the following would be the most beneficial outcome of such a programme? (1) a. It will provide a fun hobby for senior citizens. b. It will reduce loneliness but not impact health. c. It will give elderly people something to do at home. d. It will encourage physical activity and improve well-being.

SECTION B GRAMMAR AND CREATIVE WRITING SKILLS

(20 MARKS)

GRAMMAR 3. Complete ANY TEN of the following twelve tasks, as directed. I. Fill in the blank by choosing the most appropriate option: I __________ my plants frequently in summer. a. water b. watered c. watering

(10 × 1 = 10 marks) (1)

d. had watered

II. Complete the given narrative by filling in the blank with the correct form of the verb. The narrative of the story ______________ (not relate) to any of the themes you mentioned.

(1)

III. Fill in the blank by choosing the correct option to complete the introduction of the article ‘Healthy Eating Habits.’ (1) While junk food offers an escape from so called ‘dull and bland’ food, it __________ (have not/will not/must not) be forgotten that it can never provide the nutritional benefit of homemade food.

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IV. Read the given sentences from a news article. Identify the error and supply the correction in the sentence. Each professional has a role. The scientist explain the impact of pollution on marine life.

(1)

Use the given format for your response. Error

Correction

V. Read the given conversation between two colleagues and complete the sentence. Rahul: Did you attend the conference last week? Ananya: No, but I plan to watch the recorded session. Rahul asked ________________. a. was Ananya attending the conference b. if Ananya is attending the conference last week c. that Ananya attended the conference d. whether Ananya had attended the conference the previous week

VI. Select the option that identifies the error and supplies the correction for the given sentence from an editorial piece. The study reveal that urban areas are experiencing higher temperatures than rural areas. a.

b. c.

Error

Correction

the

this

are

reveal than

(1)

reveals then

VII. Report the dialogue between a doctor and a patient by completing the sentence. Doctor: Have you been taking your medicines regularly? Patient: Yes, I have been following the prescription carefully. The patient replied in the affirmative saying that he ________________.

(1)

VIII. Identify the error and supply the correction in the given sentence from an environmental report. (1) Deforestation cause a significant loss of biodiversity. Use the given format for your response. Error

Correction

IX. Complete the given narrative by filling the blank with the correct option. The speaker __________ his concerns during the meeting. a. raise b. raised c. raising d. will raise X. Fill in the blank with the most appropriate option. _________ of the books were misplaced after the event. a. Many b. Much c. Each

XI. Fill in the blank by choosing the correct option from the bracket. You _____________ (would/need/have to) submit the notebooks by tomorrow.

(1)

d. Little (1)

XII. Choose the correct option to complete the sentence with the appropriate tense form of the verb given in brackets. (1) By the time the teacher arrived, the students ________ (complete) their assignment. a. have completed b. will complete c. had completed d. is completing

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CREATIVE WRITING SKILLS

(2 × 5 = 10 marks)

4. Attempt ANY ONE from (a) and (b) given below. a. Youʼre on a school camping trip. After dinner and storytelling, you crawl into your tent. The wind rustles outside, and strange animal calls echo in the distance. Write a descriptive paragraph in about 100–120 words describing your night—the sights, sounds and feelings you experience.

Use the following hints:

A quiet forest under a starry sky — Flickering campfire outside the tent — Distant howling or rustling in the bushes — Crackling leaves and whispering wind — Tired but excited — heart racing slightly — Warm sleeping bag, flashlight by your side — Friends whispering in nearby tents — A mix of fear and thrill in the silence of nature OR b. Imagine you are visiting a city where everyone lives sustainably. There are no plastic bags, waste is recycled perfectly, energy is generated from solar and wind and every rooftop has a garden. Describe what you see, hear and feel as you walk through this environmentally advanced city. Write a descriptive paragraph in 100–120 words. Use vivid details, sensory language and relevant environmental vocabulary.

(5)

5. Attempt ANY ONE from (a) and (b) given below. a. Write a short story in 100–120 words based on the given opening line. Provide a suitable title for your story. Use your imagination, maintain a clear plot and include a logical conclusion. Sanjana had been waiting for this day for weeks. She was ready with her favourite white dress and a backpack that contained whatever she might need for the journey. The doorbell rang and she rushed towards the door, expecting her mother to be on the other side. However, when she opened the door…

(5)

OR b. You were deeply moved by the sight of a poor, hunched-back man begging for food on your way home from school. When reflecting on your own behaviour and that of your classmates, you realise how often food is wasted at school. Write a diary entry in about 100–120 words, expressing your feelings, thoughts and what you plan to change about your actions. (5)

SECTION C LITERATURE TEXT BOOK

(40 MARKS)

6. Read the given extracts and answer the questions for ANY ONE of the two given. (5 marks) a. His brother ran to the king and complained, ʻYour Highness, when my brother was pursuing his ancient trade, a wall fell on him and killed him. This merchant is to blame. He should have built a good, strong wall. You must punish the wrongdoer and compensate the family for this injustice.’ (In the Kingdom of Fools)

I. What does the phrase ‘pursuing his ancient trade’ suggest?

(1)

II. What does the complaint reveal about the legal system in the story? a. It is fair and rational. b. It follows modern judicial procedures. c. It is unusual and unpredictable. d. It is heavily based on evidence.

(1)

III. Fill in the blank using the correct word from the bracket: The brother's actions suggest that he was ________ (agitated/amused).

(1)

(2)

IV. Do you think the brother’s complaint against the merchant is justified? Why or why not? OR

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b. Gerrard: At last a sympathetic audience! I’ll tell you the story of my life. How as a child I was stolen by the gypsies, and why at the age of thirty-two, I find myself in a lonely Essex cottage, how…

Intruder: Keep it to yourself, and just answer my questions. You live here alone? Well, do you? Gerrard: Iʻm sorry. I thought you were telling me, not asking me. A question of inflection; your voice is unfamiliar.

(If I Were You)

I. Which of the following best reflects Gerrard’s behaviour in the extract?

II. How does the phrase ‘At last a sympathetic audience!’ tell you about Gerrard’s profession?

(1)

III. What does the phrase ‘a question of inflection’ mean?

(1)

IV. How does Gerrard use his wit and intelligence to handle the situation at hand?

(2)

a. Panicked

b. Disagreeable

c. Calm

d. Nervous

7. Read the given extracts and answer the questions for ANY ONE of the two given.

(5 marks)

a. The wind blows out weak fires.

He makes strong fires roar and flourish.

We praise him every day.

(1)

His friendship is good.

(Wind)

I. What does the poet imply by ‘His friendship is good’?

(1)

a. The wind supports the strong and destroys the weak.

b. The wind creates fear and breaks everything around it. c. The wind causes no change and remains very quiet. d. The wind is always calm and never turns violent.

II. Which word from the stanza means the same as ʻgrowʼ, ʻprosperʼ or ʻthriveʼ? a. roar b. flourish c. blow d. praise

(1)

III. What is the symbolic meaning of ‘strong fires’ and ‘weak fires’? How does it reflect the theme of the poem?

(2)

IV. Which of the following best reflects the message of ‘He makes strong fires roar and flourish’?

(1)

a. Struggles discourage those who try to work hard. b. Failure means you were never meant to succeed. c. It’s better to avoid problems than solve them. d. Facing challenges makes the strong stronger. b. They, too, are aware of sun and air and water,

Are fed by peaceful harvests, by war’s long winter starv’d.

A labour not different from our own.

Their hands are ours, and in their lines we read

(No Men Are Foreign)

I. Which of the following phrases from the stanza represents the hardships caused by war? a. Sun and air and water b. Peaceful harvests c. War’s long winter starv’d d. Their lines we read

II. The poet uses the phrase ‘a labour not different from our own’ to show that people across the world ________ just like us. a. live in peace b. work hard c. travel frequently d. depend on nature III. Identify the poetic device used in the line: ‘Their hands are ours…’ a. Metaphor b. Simile c. Personification

d. Hyperbole

(1)

(1) (1)

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IV. How does this stanza promote the idea of global brotherhood?

(1)

V. Complete the analogy based on the ideas in the stanza.

(1)

The poet has used contrast in the last two lines of the stanza.

Peaceful harvests : nourishment : : War’s long winter : ________

a. celebration

b. unity

c. growth

8. Answer ANY FOUR of the following questions, in about 40–50 words.

I. What makes the story ‘The Snake and the Mirror’ humorous?

d. starvation (4 × 3 = 12 marks)

II. How is nature an important theme in the ‘Lake Isle of Innisfree’ and ‘Slumber did my Spirit Seal’. III. Bismillah Khan and Evelyn Glennie shared a deep love for music. Explain.

(The Sound of Music)

IV. How does the tone of ‘Rain on the Roof’ complement its imagery to create a feeling of nostalgia and melancholy?

V. Why were Kezia’s mother and grandmother not with her? How did it help in deepening the bond between the father and the daughter? (The Little Girl) 9. Answer ANY TWO of the following questions, in about 40–50 words.

I. Sue and Johnsy were not well off. Give instances from the story to justify the statement.

(2 × 3 = 6 marks)

(The Last Leaf)

II. What made the swallow decide to give up the idea of going to Egypt? What does it show about the swallow? (The Happy Prince) III. Iswaran was a friend, a companion and an asset to Mahendra. Explain. 10. Answer ANY ONE of the following questions in about 100–120 words.

(Iswaran the Storyteller) (1 × 6 = 6 marks)

I. Education opens realms of possibilities that would otherwise stay closed or unseen by an individual. In the light of the statement, explain the role played by education in the life of APJ Abdul Kalam (My Childhood) and Santosh Yadav (Reach for the Top).

II. ‘Violence ultimately consumes even those who inflict it.’ Considering this statement, analyse how ‘No Men Are Foreign’ and ‘On Killing a Tree’ convey an anti-violence message and the deeper warnings they present. 11. Answer ANY ONE of the following questions in about 100–120 words.

(1 × 6 = 6 marks)

I. A year after the accident, the narrator in ‘A House Is Not a Home’ is asked to give a speech at the morning assembly on the topic ‘Together we are stronger.’ On behalf of the narrator, write a speech, highlighting the impact of the tragedy he faced and how the generosity of strangers made him ‘stronger’ in his hour of need.

II. Lushkoff felt happy on meeting Sergei at the theatre after two years. It reminded him of Olga and the transformative role she played in his life. The meeting also made him realise how far he had come as an individual. He decides to write a letter to Olga. As Lushkoff, write the letter in no more than 120 words thanking Olga and how she inspired him to become a better person.

Examination Time • Sample Question Paper – 4

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Sample Question Paper – 5 (Unsolved) Time Allowed: 3 hours �� Max. Marks: 80

General Instructions:

SECTION A READING SKILLS

(20 MARKS)

1. Read the following text. (10 marks) 1. The role of young people in environmental protection is more crucial than ever. With climate change, deforestation, pollution and biodiversity loss posing severe threats to the planet’s future, the younger generation has emerged as a powerful force for change. Their enthusiasm, innovative ideas and determination make them key contributors to conservation efforts. While some argue that young people alone cannot drive large-scale change, others believe that their collective efforts, when supported by policy and awareness, can pave the way for a sustainable future. 2. Today’s youth are more informed about environmental issues than previous generations. The rise of social media has enabled them to access and share information rapidly, mobilising global action. Initiatives such as Fridays for Future, led by Greta Thunberg, illustrate how youth activism has compelled governments and corporations to take climate action more seriously. Many young leaders are advocating for sustainable policies, renewable energy and responsible waste management, proving that their voices can influence global decision-making. 3. Young people are also adopting and promoting eco-friendly practices. Many young entrepreneurs are developing innovative solutions to environmental challenges such as biodegradable packaging, sustainable fashion and carbon-neutral technologies. They are using education and technology to challenge traditional systems and drive the world towards a greener future. Schools and universities are increasingly integrating environmental studies into their curricula, equipping students with the knowledge and skills to tackle ecological challenges.

4. Despite these efforts, some critics argue that youth activism has limited impact without strong governmental and industrial support. Large-scale environmental degradation is often driven by corporate interests and political inaction, which young people alone cannot counter. Policies and laws are necessary to enforce sustainable practices effectively. Moreover, financial constraints often prevent young innovators from scaling up their initiatives. Therefore, while youth engagement is essential, it must be complemented by systemic change. 5. Another perspective suggests that not all young people are engaged in environmental issues. Many remain indifferent or unaware due to socio-economic challenges, limited education or personal priorities. It is vital to ensure that environmental awareness reaches all sections of society. Governments, educational institutions and the media must work together to instil a sense of environmental responsibility in young minds from an early age. 6. In conclusion, young people have an undeniable role in saving the planet, whether through activism, innovation or sustainable lifestyle choices. However, their efforts must be supported by strong policies, 466

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corporate accountability and widespread awareness. The collaboration between youth and other stakeholders will determine the success of conservation efforts. If provided with the right opportunities and platforms, the younger generation can indeed lead the way towards a more sustainable and habitable Earth. Answer the following questions based on the passage above. I. Which of the following best expresses the central argument regarding the youth’s contribution to environmental conservation? (1) a. Youth-led activism is the only way to combat climate change. b. Environmental responsibility should rest solely with governmental bodies. c. The efforts of young people are largely ineffective due to corporate dominance. d. While youth play a vital role, systemic change is equally necessary. II. Fill in the blank . (1) The increasing involvement of youth in climate action demonstrates their ____________, leading to significant global discussions. a. growing awareness b. lack of concern c. political disinterest d. passive attitude III. Which of the following statements challenges the effectiveness of youth activism as presented in the passage? (1) a. Many young people remain disengaged due to socio-economic constraints. b. Social media enables rapid mobilisation of youth-led environmental movements. c. The inclusion of environmental studies in education fosters long-term commitment. d. Youth-led innovations in sustainability are being widely recognised. IV. Complete the sentence appropriately. Although youth activism raises awareness, its long-term impact remains uncertain unless _____________.

(1)

V. Identify a word from paragraph 3 that means ‘creative, original or groundbreaking’.

(1)

VI. Explain how youth-led entrepreneurship contributes to environmental sustainability. Give two examples.

(2)

VII. How does the passage highlight a contradiction between youth activism and its real impact?

(1)

VIII. Critically analyse the statement: ‘Youth alone cannot counter the effects of environmental degradation.’ Do you agree? Justify your response.

(2)

2. Read the following passage. (10 marks) 1. AI-generated art has become a fast-growing trend, especially in the form of images styled after Studio Ghibli’s distinctive animation. Known for its emotional storytelling and hand-drawn visuals, Ghibli’s artistic style is now being replicated by artificial intelligence tools that transform real-world photos into fantasyinspired scenes. This phenomenon, called ‘Ghiblification’, is widely shared across social media platforms and digital art forums. 2. While the trend captures public attention, it raises serious questions for designers. Many artists are concerned about originality and authenticity. Unlike traditional art, AI-generated visuals are produced from algorithms trained on existing artworks, sometimes without the original artist’s consent. This leads to ethical and copyright concerns, especially when specific styles are copied without permission. 3. Designers are also learning to adapt to the growing use of AI in the creative field. AI tools can speed up workflow and provide new inspiration, but they can also reduce human input if not used responsibly. As client demand for AI-style artwork increases, designers must strike a balance between using new tools and preserving creative control.

Examination Time • Sample Question Paper – 5

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4. This shift in the design landscape encourages professionals to upskill. In today’s industry, combining traditional art techniques with digital and AI literacy is becoming essential. Designers who evolve with the technology can stay relevant and meet changing expectations in a competitive creative world.

Answer the following questions based on the passage above. I. What is ‘Ghiblification’ as mentioned in the passage? a. The use of animation in cinema. b. The hand-drawing technique of Studio Ghibli. c. Turning real-life photos into the Ghibli-style art using AI. d. A film-making tool for digital cameras used in the Ghibli studio.

(1)

II. Fill in the blank. Ghibli’s animation is best known for its __________ storytelling and hand-drawn visuals.

(1)

III. Designers believe AI-generated visuals are always original because they are created by machines. (True/False)

(1)

IV. According to the chart, which concern is shared by 25% of designers? a. Copyright concerns b. Threat to originality c. Need for new skills d. Productivity challenges

(1)

V. Arrange the following in the order they are discussed in the passage. i. The rise of ‘Ghiblification’ ii. Ethical concerns iii. Designer adaptation iv. Need for upskilling a. ii → iii → iv → i b. iii → i → iv → ii c. iv → i → ii → iii

(1)

d. i → ii → iii → iv

VI. Why are some designers concerned about the growing popularity of Ghibli-style AI art? Mention two reasons based on the passage. VII. What does the word ‘authenticity’ most likely mean in the context of the passage? a. Original quality b. Factual accuracy c. Advanced technology d. Allowed usage

(2) (1)

VIII. Refer to the chart. Although 30% of designers believe AI supports creativity, a combined 45% are concerned about originality and copyright. What does this suggest about the overall opinion of designers towards AI-generated art? (2)

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SECTION B GRAMMAR AND CREATIVE WRITING SKILLS

(20 MARKS)

GRAMMAR 3. Complete ANY TEN of the following twelve tasks, as directed.

(10 × 1 = 10 marks)

I. Fill in the blank using the correct verb form. She ________ (read) the newspaper every morning before leaving for work.

(1)

II. Complete the given narrative by filling in the blank with the most appropriate option. The conclusion of the research ________ (not support) the argument presented in the paper. a. do not support b. will not support c. may not support d. did not support

(1)

III. Fill in the blank by choosing the most appropriate modal to complete the sentence meaningfully. (1) To stay fit and energetic, one _______ make exercise a part of daily routine, even on busy days. IV. Identify the error and supply the correction for the given sentence from a news report: The manager explain the new company policy in the meeting. Error

(1)

Correction

V. Read the given conversation between two colleagues.

Amit: Do you like the new band? Neha: No, their music lacks rhythm. Amit asked ________________. a. whether Neha had liked the new band b. whether Neha liked the new band c. If Neha had liked the new band. d. if Neha would like the new band

VI. Select the option that identifies the error and supplies the correction for the given sentence from an editorial piece. The investigators present a new theory on climate change yesterday. Error

Correction

a. present

presented

b. The

d. on

(1)

the

VII. Report the dialogue between a teacher and a student by completing the sentence. Teacher: Have you revised the syllabus for the test?

(1)

Student: Yes ma’am, I studied everything thoroughly.

The student (politely) replied that he ____________________________.

VIII. Identify the error and supply the correction for the given sentence from an economic report: The data suggests that inflation rates is rising. Error

(1)

Correction

IX. Complete the given narrative by filling the blank with the correct option. The CEO ________ his vision for the company at the upcoming conference. a. explains b. will explain c. explaining d. explained Examination Time • Sample Question Paper – 5

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(1)

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X. Fill in the blank with the an appropriate option. ________ of the students participated in the cultural event. a. Several b. Little c. Lesser

(1)

d. A lot many

XI. Fill in the blank by choosing the correct option. If you are unsure about the answer, you ________ check the textbook for clarification. a. can b. must c. will d. shall

XII. Choose the correct option to complete the sentence with the appropriate form of the verb in brackets. By the time the guests arrived, the host ________ (prepare) the meal. a. has prepared b. will prepare c. had prepared d. is preparing

CREATIVE WRITING SKILLS

(1)

(2 × 5 = 10 marks)

4. Attempt any ONE from (a) and (b) given below. a. You are writing an article titled ‘Rajasthan: The Land of Stories, Sand and Splendour’ for your school magazine. Use the notes given below to write a descriptive paragraph in 100–120 words, highlighting Rajasthanʼs beauty, culture and what makes it special.

Rajasthan • Known for its vast deserts, grand palaces and historic forts • Popular tourist destinations: Jaipur, Udaipur, Jaisalmer • Traditional Rajasthani cuisine includes Dal Baati Churma and Ghewar • Famous for folk music, Ghoomar dance and vibrant festivals • Handicrafts: Blue pottery, Bandhani textiles and marble carvings • Camels, known as the ʻShip of the Desert,ʼ are commonly seen • People: warm, hospitable and deeply rooted in culture (5) OR b. Your school organised a ‘Fit for Life’ Health and Wellness Camp during the summer holidays. Students took part in yoga sessions, health check-ups and interactive talks. Write a descriptive paragraph about the event in 100–120 words, sharing your experience and what students gained from it. (5) 5. Attempt any ONE from (a) and (b) given below. a. Write a story in 100–120 words based on the beginning given below. Do not forget to give the story a title. Mr Verma was tired of his routine. He woke up early, worked the whole day, went to bed late and was always stressed. One morning in the park, he found his neighbour Mr Prakash laughing heartily with his son. Curious, Mr Verma walked over and asked him something. The reply changed his life forever... OR b. You visited a café one evening and were surprised to run into your childhood friend who had moved away three years ago. The two of you caught up over coffee, shared dreams and laughed. It seemed as if you had never been apart. Write a diary entry expressing your joy, memories and hopes after this unexpected reunion.

(5)

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SECTION C LITERATURE TEXT BOOK

(40 MARKS)

6. Read the given extracts and answer the questions for ANY ONE of the two given. (5 marks) a. One feels tempted to look into a mirror when it is near one. I took a look. In those days I was a great admirer of beauty and I believed in making myself look handsome. I was unmarried and I was a doctor. I felt I had to make my presence felt. I picked up the comb and ran it through my hair and adjusted the parting so that it looked straight and neat. Again, I heard that sound from above. (The Snake and the Mirror)

I. What can be inferred about the narrator’s personality?

(1)

II. Which of the following uses the word ‘tempted’ correctly. a. She was tempted to eat the chocolate cake despite being on a diet. b. The teacher tempted the students to complete their homework by giving extra marks. c. He tempted his phone to unlock, but it didn’t recognise his fingerprint. d. The storm tempted across the sky, flashing lightning everywhere.

(1)

III. Fill in the blank using the correct word from the bracket. The narrator was so ________ (absorbent/absorbed/absorbing) in his appearance, that he avoided the strange sound.

(1)

(2)

IV. Why did the narrator feel he had to ‘make his presence felt’? What did he do to achieve this? OR

b. A few hours later, when Grandfather and I came back to release Toto, we found that the walls, which had been covered with some ornamental paper chosen by Grandfather, now stood out as naked brick and plaster. The peg in the wall had been wrenched from its socket, and my school blazer, which had been hanging there, was in shreds. (The Adventures of Toto) I. What does the phrase ‘naked brick and plaster’ suggest? a. The walls were beautiful. b. The wallpaper was removed. c. The house was old. d. The walls were newly painted.

(1)

II. What emotion does the narrator likely feel upon seeing the room? a. Amusement b. Indifference c. Shock

(1)

III. What damage does Toto cause in the room and what does this reveal about his nature?

IV. Complete the analogy based on your understanding of the extract. Toto : Destructive : : Wallpaper : _______ a. Ruined b. Glued c. Creative 7. Read the given extracts and answer the questions for ANY ONE of the two given. a. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveller, long I stood And looked down one as far as I could To where it bent in the undergrowth;

d. Joy

(2) (1)

d. Beautiful (5 marks)

(The Road Not Taken)

I. Fill in the blank.

(1)

The poet could not travel both roads because he was ______________________.

II. Why do you think the poet stood for a long time before choosing a path?

III. What emotion is expressed by the poet in this stanza? a. excitement b. regret c. hesitation

Examination Time • Sample Question Paper – 5

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(2)

d. anger

(1)

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IV. Riya must choose between joining the school’s science club or drama group. She knows she can only pick one but worries that her decision might affect her future. Which line best reflects her worry about the future impact of the choice? (1) a. I looked down one as far as I could b. I shall be telling this with a sigh c. And sorry I could not travel both d. I took the one less travelled by OR b. I will arise and go now, for always night and day I hear the lake water lapping with low sounds by the shore; While I stand on the roadway, or on the pavements grey, I hear it in the deep heartʼs core. (The Lake Isle of Innisfree) I. Complete the sentence. The phrase ‘for always night and day’ suggests ___________.

(1)

II. What can be inferred from the last line of the stanza?

(1)

III. Highlight the contrast created by the poet in the above lines.

(1)

IV. The poetic device used in line 2 is… a. rhyme b. repetition

c. alliteration

d. simile

V. Which of the following is the best antonym of ‘core’ as used in the stanza? a. strength b. passion c. silence d. centre

(1) (1)

8. Answer ANY FOUR of the following questions, in about 40–50 words. (4 × 3 = 12 marks) I. Who was Mileva Maric? What role did she play in Einstein’s life? (A Truly Beautiful Mind) II. How do ‘Rain on the Roof’ and ‘Slumber did my Spirit Seal’ evoke a sense of melancholy? III. How does the writer of ‘Kathmandu’ demonstrate keen observation? Justify your answer with examples from the text. IV. What did Abdul Kalam learn from his mother and father? (My Childhood) V. A didactic work is one that teaches a moral lesson or imparts knowledge. How is ‘The Legend of Northland’ a didactic poem? 9. Answer ANY TWO of the following three questions, in about 40–50 words. (2 × 3 = 6 marks) I. What all is demanded by the child earlier in the story? Why isn’t he interested in those things when they are offered by the stranger? (The Lost Child) II. How were the ‘dancing girl’ and the ‘goldsmith’ involved in the ‘crime’? (In The Kingdom of Fools) III. Iswaran made a hero of himself in the ‘elephant’ story. Justify. (Iswaran The Storyteller) 10. Answer ANY ONE of the following questions in about 100–120 words. (1 × 6 = 6 marks) I. Just as music was Evelyn Glennie’s passion, tennis was Maria Sharapova’s dream. How did their dedication and perseverance help them overcome obstacles and achieve success? Discuss. (The Sound of Music and Reach for the Top.) II. How do ‘The Road Not Taken’ and ‘Wind’ use metaphors to convey deeper meanings about life’s challenges and choices? Explain with examples from both poems. 11. Answer ANY ONE of the following two questions in about 100–120 words. (1 × 6 = 6 marks) I. Imagine you are the writer of ‘The Lost Child’. How would you rewrite the ending of the story in a different way? What message or life lesson would you want readers to take away from your version? II. ‘Change is the end result of all true learning.’ said Leo Buscaglia. How do acts of support and encouragement lead to transformation in ‘A House Is Not a Home’ and ‘The Beggar’? Discuss with examples from both stories.

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Sample Question Paper – 6 (Unsolved) Time Allowed: 3 hours �� Max Marks: 80

General Instructions:

SECTION A READING SKILLS 1. Read the following text.

(20 MARKS) (10 marks)

1. The Sustainable Development Goals (SDGs) are a set of 17 global objectives adopted by the United Nations in 2015 to address pressing global challenges. These goals aim to achieve a better and more sustainable future for all by 2030. They cover a wide range of issues, including poverty, hunger, education, gender equality, clean water, climate action and economic growth. However, while the SDGs provide a clear roadmap for progress, their implementation is complex and often debated.

2. One of the strongest arguments in favour of the SDGs is their focus on eradicating poverty and ensuring a decent quality of life for everyone. Millions of people worldwide still struggle with hunger, a lack of education and poor healthcare. By setting clear targets, such as ending extreme poverty and ensuring access to quality education, the SDGs help nations prioritise their resources and policies. Countries that have taken serious steps towards achieving these goals have seen improvements in literacy rates, healthcare services and employment opportunities. For example, countries like India have introduced various initiatives to promote digital education and financial inclusion, aligning with goals like Quality Education (Goal 4) and No Poverty (Goal 1).

3. Furthermore, the SDGs highlight the importance of environmental sustainability. Climate change, pollution and deforestation threaten the well-being of both present and future generations. The goals related to clean energy, responsible consumption and climate action encourage governments and industries to adopt eco-friendly practices. Countries investing in renewable energy sources, such as solar and wind power, contribute to reducing carbon emissions. Likewise, sustainable farming practices help conserve water and soil quality, ensuring food security.

4. However, critics argue that achieving the SDGs is highly ambitious and may not be realistic for all nations. Developing countries often lack the financial and technological resources needed to implement largescale sustainable projects. Additionally, global crises such as economic recessions and pandemics slow down progress, forcing governments to divert funds to urgent needs rather than long-term sustainability goals. Another concern is that some nations prioritise their own economic growth over environmental and social responsibilities, leading to conflicts in policy-making.

Examination Time • Sample Question Paper – 6

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5. Despite these challenges, international cooperation plays a crucial role in the success of the SDGs. Wealthier nations and global organisations can support developing countries by providing funding, technology and expertise. Moreover, individuals and communities can contribute by adopting sustainable lifestyles, such as reducing waste, conserving energy and supporting ethical businesses. Every small action contributes to the larger goal of sustainability. 6. In conclusion, the Sustainable Development Goals are essential for creating a fairer, healthier and more sustainable world. While challenges exist, the benefits of achieving these goals far outweigh the difficulties. Governments, organisations and individuals must work together to ensure progress, as the future of the planet and its people depends on it. The SDGs may seem ambitious, but with determination and global cooperation, they can become a reality. Answer the following questions based on the passage above. I. Which of the following best expresses the primary argument of the passage? a. The SDGs are largely unattainable. b. While progress has been made, achieving the SDGs requires unified global cooperation. c. Technological advancements alone will drive SDG success, despite governance challenges. d. The SDGs are realistic and all nations can comply.

(1)

II. Find an adjective in paragraph 1 that is an antonym of ‘unimportant’ or ‘minor’.

(1)

III. Complete the sentence. (1) SDG goals that focus on ending poverty and providing quality education are aimed at ensuring ______________. IV. Which of the following viewpoints challenges the optimism in the passage about achieving the SDGs? a. Persistent geopolitical conflicts hinder collaborative global development efforts. b. Green energy initiatives have led to increased investment in developing nations. c. Education reforms focussing on sustainability have led to measurable progress. d. The private sector’s involvement has accelerated the pace of SDG implementation.

(1)

V. Which paragraph in the passage focusses on the challenges and criticisms associated with implementing the Sustainable Development Goals (SDGs)?

(1)

VI. In Paragraph 5, which word refers to the act of working together towards a common goal?

(1)

VII. According to the passage, what can countries and agricultural landowners do to ensure environmental sustainability?

(2)

VIII. According to the passage, what role does international cooperation play in achieving the Sustainable Development Goals (SDGs)?

(1)

IX. State if True or False. SDGs are not being successfully implemented as globally there are more difficulties than benefits.

(1)

2. Read the following passage. (10 marks) 1. Electronic waste, or e-waste, refers to discarded electronic devices such as computers, smartphones, televisions and batteries. With rapid technological advancements and shorter device lifespans, e-waste is becoming a major environmental and health concern worldwide. According to the Global E-Waste Monitor 2020, the world generated 53.6 million metric tonnes (Mt) of e-waste in 2019, a 21% increase in just five years. Alarmingly, only 17.4% of this waste was formally collected and recycled, while the rest ended up in landfills or was informally processed, often under hazardous conditions. The amount of E-waste generated is depicted in the bar graph below:

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2. The improper disposal of e-waste releases toxic substances like lead, mercury and cadmium, which contaminate soil, water and air, posing serious health risks. Studies estimate that 80% of e-waste is illegally dumped or traded, often to developing nations with poor waste management infrastructure.

3. To combat this crisis, many countries have introduced EPR (Extended Producer Responsibility) laws, requiring manufacturers to take responsibility for recycling their products. However, global cooperation is essential. Sustainable solutions such as urban mining, responsible consumer behaviour, and stricter regulations are necessary to reduce the environmental footprint of e-waste. Without urgent action, global e-waste is expected to reach 74.7 Mt by 2030, making it one of the fastest-growing waste streams in the world. (This passage is created only for academic purposes.) Answer the following questions based on the passage.

I. What is the primary focus of the passage? a. Technological innovation b. Recycling methods for paper waste c. The environmental impact of e-waste and possible solutions d. Development of electronic devices that can be discarded safely

(1)

II. According to the Global E-Waste Monitor 2020, what percentage of e-waste was formally collected and recycled in 2019? (1) a. 10.5% b. 17.4% c. 25.8% d. 33.2% III. Assertion (A): The rise in e-waste is primarily due to rapid technological advancements and shorter device lifespans. Reason (R): Most electronic waste is efficiently recycled, minimising environmental harm.

Choose the correct option. (1) a. Both Assertion and Reason are true, and the Reason is the correct explanation of the Assertion. b. Both 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.

IV. Identify two major environmental risks posed by improper disposal of e-waste.

(2)

V. Provide evidence from the passage that highlights the role of government regulations in managing e-waste.

(1)

VI. Complete the following sentence. By 2030, global e-waste generation is projected to reach ______________.

Examination Time • Sample Question Paper – 6

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(1)

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VII. Based on the bar graph, which continent generated the highest amount of e-waste in 2019, and approximately how much was it?

(1)

VIII. Complete the sentence suitably. Sustainable solutions such as urban mining and stricter regulations can help in ______________ the impact of e-waste.

(1)

IX. Choose the option that is CLOSEST in meaning to the word ‘hazardous’ as used in the passage. a. secure b. risky c. ordinary d. recyclable

(1)

SECTION B GRAMMAR AND CREATIVE WRITING SKILLS

(20 MARKS)

GRAMMAR 3. Complete ANY TEN of the following twelve tasks, as directed. I. Fill in the blank by choosing the most appropriate option. The artist ________ (sketch) a beautiful portrait when the lights went out. a. sketching b. sketched c. was sketching

(10 × 1 = 10 marks) (1)

d. had sketched

II. Complete the given narrative by filling in the blank with the correct form of the verb. The government has given assurance that it ________ (not implement) the policy before consulting experts and ensuring that the ground studies have been done. a. did not implement b. does not implement c. has not implemented d. will not implement

(1)

III. Fill in the blank by choosing the correct option to complete the introduction of the article ‘The Role of Artificial Intelligence in Healthcare’. (1) With technological progress, AI is revolutionising patient care; thus, its integration ________ (must/ought to/ cannot) be overlooked. IV. Identify the error and supply the correction for the given sentence from a scientific report. The researchers was analysing the data when they found an anomaly. Error

(1)

Correction

V. Read the conversation between a journalist and a scientist and complete the sentence. Journalist: Do you believe climate change is reversible? Scientist: It can only be reversed if there is a major shift in global policy. The scientist replied that ________________. a. if global policies shifted it can be reversed. b. it can only be reversed if there is a major shift in global policy. c. it could only be reversed if there was a major shift in global policy. d. it can reverse only if global policy does not shift.

VI. Select the option that identifies the error and supplies the correction for the given sentence from a research article. The new findings suggest that plastic waste increase significantly in some regions. Error

Correction

increase

has increased

suggest

d. some

(1)

suggests many

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VII. Report the dialogue between a tourist and a guide by completing the sentence.

(1)

Tourist: Can we visit the museum today? Guide: It is closed for renovation. The guide informed the tourist that the museum ________.

VIII. Identify the error and supply the correction for the given sentence from an economic report. The company expand its operations to three new countries last year. Error

(1)

Correction

IX. Complete the given narrative by filling in the blank with the correct option. The director ________ a press conference to discuss the latest film. a. organising b. organised c. would be organise d. will organising X. Fill in the blank with the most appropriate option. ________ of the information available online is not reliable. a. Many b. Few c. Much

(1)

d. Little

XI. Fill in the blank by choosing the correct option from the bracket. You ________ (could/may/must) seek professional advice before making this investment. It looks very risky!

(1)

XII. Choose the correct option to complete the sentence with the appropriate form of the verb given in brackets. (1) The student ________ (take) detailed notes when I entered the class. a. have taken b. had taken c. will take d. was taking

CREATIVE WRITING SKILLS

(2 × 5 = 10 marks)

4. Attempt ANY ONE from (a) and (b) given below. a. Write a descriptive paragraph about a book character you’d love to be friends with. Describe their appearance, personality and the qualities that would make them a great friend. (100–120 words) (5) OR b. Describe a time when your plan backfired in the funniest or most unexpected way. What did you plan and how did it go wrong? Explain what you were trying to do, how others reacted and what you learnt from the experience. (100–120 words) (5) 5. Attempt ANY ONE from (a) and (b) given below. a. Write a story in 100–120 words based on the beginning given below. Do not forget to add a title to the story. Anjali was in a foul mood. She had tried so hard. She had worked day and night for it. But, despite all the efforts, nothing worked…

(5)

OR b. You recently witnessed an incident where animals were being overworked for human benefit, such as bullocks pulling overloaded carts, elephants being used for tourist rides or stray animals being exploited for labour. The sight deeply disturbed you. Write a diary entry expressing your thoughts and feelings about the incident. Mention what you observed, how it made you feel and what you believe should be done to prevent such cruelty. (5)

Examination Time • Sample Question Paper – 6

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SECTION C LITERATURE TEXT BOOK

(40 MARKS)

6. Read the given extracts and answer the questions for ANY ONE of the two given. (5 marks) a. ʻMaybe,ʼ he said nonchalantly. He walked away whistling, the dusty old book tucked beneath his arm. Margie went into the schoolroom. (The Fun They Had)

I. Who does ‘he’ refer to?

(1)

II. Which of the following cannot be used to replace the word ‘nonchalantly’ without changing the meaning? a. casually b. with an air of indifference c. completely at ease d. excitedly

(1)

III. Fill in the blank using the correct word from the bracket.

(1)

‘He’ in the above lines seems to be _____________ (concerned/confident) when he ‘walked away whistling.’

IV. What is the significance of the ‘dusty old book’?

(2)

OR b. I am not easily frightened by these things, sir. I am a brave fellow. But one horrible ghost of a woman which appears off and on at midnight during the full moon... It is an ugly creature with matted hair and a shrivelled face, like a skeleton holding a foetus in its arms. (Iswaran the Storyteller)

I. Who is the speaker of these lines and to whom is he speaking?

(1)

II. What does the speaker claim to have seen?

III. What literary device is used in the phrase ‘like a skeleton holding a foetus in its arms’? a. Metaphor b. Simile c. Personification d. Alliteration

(1) (1)

IV. Do you think the speaker genuinely believes this story or is he trying to create an effect? Give a reason for your answer. (2)

7. Read the given extracts and answer the questions for ANY ONE of the two given.

(5 marks)

a. When the humid shadows hover

Over all the starry spheres

Gently weeps in rainy tears,

And the melancholy darkness What a bliss to press the pillow Of a cottage-chamber bed

And lie listening to the patter Of the soft rain overhead!

(Rain on the Roof)

I. What does the poet mean by ‘humid shadows’?

(1)

II. What kind of mood is created by the expression ‘melancholy darkness gently weeps’?

(1)

III. What is the poet doing while the rain falls and why does he consider it as ‘bliss’?

(2)

IV. Identify the poetic device used in the phrase ‘melancholy darkness gently weeps.’ a. Metaphor b. Personification c. Alliteration d. Simile b. Youʼre very clever at poking fun at weaklings.

Frail crumbling houses, crumbling doors, crumbling rafters,

crumbling hearts-

(1)

crumbling wood, crumbling bodies, crumbling lives, The wind god winnows and crushes them all.

(Wind)

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I. What effect is achieved by the repeated use of ‘crumbling’ in the above lines?

(1)

II. Who/what are ‘crushed’ and by whom?

(1)

III. Who/What are ‘weaklings’? How are ‘weaklings’ central to the theme of the poem?

(2)

IV. The poetic device used in the last line of the extract is… a. Personification b. Repetition c. Assonance 8. Answer ANY FOUR of the following questions, in about 40–50 words.

(1)

d. Simile

(4 × 3 = 12 marks)

I. What were the three decisions that the narrator took while sitting in front of the mirror before the snake incident? (The Snake and The Mirror) II. How do the poets use imagery and sound in ʻThe Lake Isle of Innisfreeʼ and ʻRain on the Roofʼ to evoke personal memories and emotional comfort? III. Compare the messages of peace and violence in ‘No Men Are Foreign’ and ‘On Killing a Tree’. How do the poets use contrast to make the reader reflect on human actions? IV. Who was called ‘brother boring’? Why?

(A Truly Beautiful Mind)

V. How does the setting of ‘The Legend of the Northland’ link with the message conveyed by the ballad? 9. Answer ANY TWO of the following three questions, in about 40–50 words.

I. What happened at the Saharanpur station?

(2 × 3 = 6 marks)

(Adventures of Toto)

II. In what ways do the characters of Behrman in ‘The Last Leaf’ and the Prince in ‘The Happy Prince’ show selfless love? How does this shape the outcome of each story?

III. Why was Sergei disgusted with the beggar at the beginning of the story? What did he do despite his disgust? (The Beggar) 10. Answer ANY ONE of the following two questions in about 100–120 words.

(1 × 6 = 6 marks)

I. Both Bismillah Khan and Maria Sharapova express devotion and loyalty towards their mother country. Justify with instances from both the stories. (‘Sound of Music’ and ‘Reach for the Top’) OR

II. Gerrard is a playwright known for his sharp wit and strategic thinking. Imagine he writes a letter to a fellow playwright, describing his encounter with the intruder and reflecting on the importance of quick thinking in moments of danger. Write the letter as Gerrard in no more than 120 words. 11. Answer ANY ONE of the following questions in about 100–120 words.

(1 × 6 = 6 marks)

I. How did the Guru in ‘The Kingdom of Fools’ and Iswaran, in ‘Iswaran, The Storyteller’ use the art of storytelling?

II. Think of a time when you had to adjust to a new environment—like a new school, home, or place. How did that experience affect you emotionally? In what way can you relate your experience to the narrator’s in ‘A House Is Not a Home’?

Examination Time • Sample Question Paper – 6

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English Language and Literature (Subject Code–184)

About the Book

LUMO for Grade 9

9 ENGLISH LANGUAGE AND LITERATURE (Subject Code–184)

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