Class 9th beehive solution

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The Fun They Had

Textbook Questions and Answers

Thinking About The Text :

Activity – Calculate how many years and months ahead from now Margie’s diary entry is.
गणना करें कि मार्गी की दैनिकी प्रविष्टि अब से कितने वर्ष व मास आगे है।
Answer:
Margie’s diary entry is 142 years and about 11 months ahead from now (suppose 01 July 2014).
“मार्गी की दैनिकी प्रविष्टि 142 वर्ष व लगभग 11 मास अब से (मान लें 01 जुलाई 2014 से) आगे है। 

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

Question 1. 
How old are Margie and Tommy? 
मार्गी व टॉमी कितने बड़े हैं? 
Answer:
Margie is eleven and Tommy is thirteen years old.
मार्गी ग्यारह वर्ष की है व टॉमी 13 वर्ष का है। 

Question 2. 
What did Margie write in her diary? 
मार्गी ने अपनी दैनिकी में क्या लिखा? 
Answer:
Margie wrote in her diary, “Today, Tommy found a real book”. 

मार्गी ने अपनी दैनिकी में लिखा, ‘आज, टॉमी को एक वास्तविक पुस्तक मिली।’ 

Question 3. 
Had Margie ever seen a book before? 
क्या मार्गी ने पहले कभी कोई पुस्तक देखी थी? । 
Answer:
No, Margie had never seen a book before.
 नहीं, मागी ने पहले कभी कोई पुस्तक नहीं देखी थी? 

Question 4. 
What things about the book did she find strange? 
उसे पुस्तक के विषय में क्या चीजें अजीब लगीं?
Answer:
Pages were yellow and crinkly. Words stood still instead of moving on a screen. The words remained the same as they were read the first time. It was strange for margie to write a book by a writer about schools.

पृष्ठ पीले व झुरींदार थे। शब्द स्थिर थे बजाय पर्दे जैसे गतिमान होने के। शब्द वही के वही रहे जैसा कि प्रथम बार इन्हें पढ़ा गया था। मार्गी के लिये किसी लेखक के द्वारा स्कूलों के लिये कोई पुस्तक लिखना अजीब था। 

Question 5. 
What do you think a telebook is? 
आपके विचार में एक टेलिपुस्तक क्या होती है?
Answer:
A book that can be displayed on a screen where words move across is called a telebook.

पुस्तक जिसे कम्प्यूटर के पर्दे पर प्रदर्शित किया जा सकता है, जिसके शब्द पर्दे पर गतिमान स्थिति में दिखाई देते हैं उसे टेलिपुस्तक कहा जाता है।

Question 6. 
Where was Margie’s school? Did she have any classmates? 
मार्गी का विद्यालय कहाँ था? क्या उसके कक्षा के कोई साथी थे?
Answer:
Margie’s school was right next to her bedroom in her house. No, she didn’t have any classmates.

मार्गी का विद्यालय उसके घर में ही उसके शयन-कक्ष से ठीक अगले वाला था। नहीं, उसके कक्षा के कोई साथी नहीं 

Question 7. 
What subjects did Margie and Tommy learn?
मार्गी और टॉमी कौनसे विषय पढ़ते थे? 
Answer:
Margie and Tommy learnt History, Geography and Arithmetic.

मार्गी और टॉमी इतिहास, भूगोल व अंकगणित विषय पढ़ते थे। 

II. Answer the following with reference to the story :

1. I wouldn’t throw it away.’ ‘मैं इसे नहीं फेंकूँगा।’

(i) Who says these words? 
ये शब्द कौन बोलता है? 
Answer:
Tommy says these words. 
टॉमी ये शब्द बोलता है। 

(ii) What does it’ refer to? it’ 
शब्द किसके लिए आया है? 
Answer:
The word “it’ refers to the television screen with telebooks on it. it’ 
शब्द टेलिविजन पर्दे की टेलिपुस्तकों के लिए आया है। 

(iii) What is it’ being compared with by the speaker?
वक्ता द्वारा ‘it’ की तुलना किससे की जा रही है? 
Answer:
It is being compared with a printed paper-book by the speaker.
“It” की तुलना वक्ता द्वारा एक छपी हुई कागज-पुस्तक से की जा रही है।
 
2. ‘Sure they had a teacher, but it wasn’t a regular teacher. It was a man.

(i) Who does ‘they’ refer to? ‘they’ किसके लिए आया है? 
Answer:
The word ‘they’ refers to the kids of the old kind of school. ‘they’
पुरातन प्रकार के विद्यालय के बच्चों के लिए आया है। 

(ii) What does ‘regular’ mean here? 
यहाँ ‘regular’ का क्या अर्थ है?
Answer:
The word ‘regular’ here means-normal or of the usual kind or the mechanical teacher 
‘regular’ शब्द का यहाँ अर्थ है – सामान्य या साधारण प्रकार का या मशीनी अध्यापक। 

(iii) What is it’ contrasted with? 
“It’ का तुलनात्मक अन्तर किसके साथ किया गया है? 
Answer:
It’ is contrasted with a mechanical teacher.
“It’ का तुलनात्मक अन्तर एक यान्त्रिक अध्यापक से किया गया है। 

III. Answer each of these questions in a short paragraph (about 30 words) :

Question 1. 
What kind of teachers did Margie and Tommy have?
मार्गी व टॉमी के अध्यापक किस प्रकार के थे?
Answer:
They had a mechanical teacher with all the lessons on a big screen. The teacher taught varied subject sectors, asked questions, gave homework and tests, checked them and calculated marks in no time.

उनके पास एक मशीनी अध्यापक था जिसमें सभी पाठ बड़े पर्दे पर आते थे। अध्यापक विभिन्न विषय भाग पढ़ाता था, प्रश्न पूछता था, होमवर्क देता व टेस्ट लेता, उनकी जाँच करता और न के बराबर समय में ही अंक गणना कर देता था।

Question 2. 
Why did Margie’s mother send for the County Inspector? 
मार्गी की माँ ने काउन्टि इंस्पेक्टर को क्यों बुला भेजा?
Answer:
Margie’s mother sent for the County Inspector because Margie’s mechanical teacher was giving her test after test in Geography and she had been doing worse and worse. Mother wanted to know the cause and its remedy.

मार्गी की माँ ने काउन्टि इंसपेक्टर को इसलिए बुला भेजा क्योंकि मार्गी का मशीनी अध्यापक उसे भूगोल में टेस्ट पर टेस्ट दिये जा रहा था और वह खराब से खराब प्रदर्शन किये जा रही थी। माँ इसका कारण व निवारण जानना चाहती थी।

Question 3. 
What did he do? 
उसने क्या किया?
Answer:
He smiled at Margie and gave her an apple. Then, he took the teacher apart, checked and slowed it upto an average ten-year level and re-assembled it. He told Margie’s mother about its fault.

वह मार्गी को देख मुस्कराया और उसे एक सेब दिया। फिर, उसने मशीनी अध्यापक के पुर्जे खोले, चैक किया और इसे औसतन 10 वर्ष के बच्चे के स्तर तक धीमा कर दिया और इसे पुनः जोड़ दिया। उसने मार्गी की माँ को इसके दोष के बारे में बताया।

Question 4. 
Why was Margie doing badly in geography? What did the County Inspector do to help her?
मार्गी भूगोल में खराब प्रदर्शन क्यों कर रही थी? उसकी सहायता के लिए काउन्टि इंस्पेक्टर ने क्या किया?
Answer:
Margie was doing badly because the geography sector was geared a little too quick in the mechanical teacher. He slowed it upto an average ten-year level. He patted her head for motivation. 

मार्गी खराब प्रदर्शन कर रही थी क्योंकि भूगोल का भाग मशीनी शिक्षक में थोड़ा अधिक तेज रख दिया गया था। उसने इसे औसतन 10 वर्ष के बच्चे के स्तर तक धीमा कर दिया था। उसने अभिप्रेरणा के लिए मार्गी का सिर थपथपाया।

Question 5. 
What had once happened to Tommy’s teacher? एक बार टॉमी के शिक्षक के साथ क्या हो गया था?
Answer:
Tommy’s mechanical teacher had been once taken away for nearly a month for being a fault in it. The history sector had blanked out completely from it.

टॉमी के मशीनी शिक्षक को इसमें दोष होने के कारण एक माह के लिए बाहर ले जाया गया था। इसमें से इतिहास का भाग पूर्ण रूप से गायब हो गया था।

Question 6. 
Did Margie have regular days and hours for school? If so, why?
क्या मार्गी के विद्यालय के निश्चित दिन और घण्टे होते थे? यदि ऐसा था तो क्यों?
Answer:
Yes, Margie had regular days and hours for school except Saturday and Sunday. It was so because Margie’s mother said little girls learned better at regular hours.

हाँ, मार्गी के विद्यालय के निश्चित दिन और घण्टे होते थे केवल शनिवार व रविवार को छोड़कर। ऐसा इसलिए था क्योंकि मार्गी की माँ कहती थी कि छोटी बालिकाएँ निर्धारित समय पर अच्छा सीखती थीं।

Question 7. 
How does Tommy describe the old kind of school? 
टॉमी प्राचीन समय के विद्यालय का वर्णन कैसे करता है?
Answer:
The old kind of school had its special building. All the kids went there. They learnt the same thing. They were of almost the same age. The teacher adjusted himself to fit the mind of each kid.

प्राचीन समय के विद्यालय का अपना एक विशेष भवन होता था। सभी विद्यार्थी वहाँ जाते थे। वे एक ही प्रकार की विषय-वस्तु सीखते थे। वे लगभग समान आयु के थे। प्रत्येक बालक (विद्यार्थी) के मस्तिष्क के स्तरानुसार शिक्षक अपने को समायोजित करता था।

Question 8. 
How does he describe the old kind of teachers? 
वह पुराने प्रकार के शिक्षकों का वर्णन कैसे करता है?
Answer:
He describes that the old kind of a teacher was a man. He just told the boys and the girls things, gave them homework and asked questions. The teachers didn’t live in the house. (It means they didn’t teach at home.)

उसने वर्णन किया कि पुराने प्रकार का एक शिक्षक एक मानव होता था। वह केवल बालकों व बालिकाओं को विषय-वस्तु बताता था, उनको होमवर्क देता था व प्रश्न पूछता था। शिक्षक घर में नहीं रहते थे। (इसका अर्थ है कि वे घर में नहीं पढ़ाते थे।)

IV. Answer each of these questions in two or three paragraphs (100-150 words) :

Question 1. 
What are the main features of the mechanical teachers and the schoolrooms that Margie and Tommy have in the story?
कहानी में मार्गी तथा टॉमी के मशीनी शिक्षकों और विद्यालयी कक्षों के मुख्य लक्षण क्या हैं?
Answer:
The mechanical teachers, Margie and Tommy have, are machines with big screens on which all the lessons are shown and the questions are asked. These machines have a slot in which homework and test papers written in punch code are put. These calculate marks in no time. These teach the subjects in sectors. If the setting is disturbed, a mechanical teacher can gear a little too quick.

As it was in the case of the geography sector of Margie’s mechanical teacher. Sometime a sector may blank out completely. As it was in the case of the history sector of Tommy’s mechanical teacher. The School-rooms that Margie and Tommy have are in their houses. Margie’s schoolroom is right next to her bedroom. There are no classmates. The mechanical teachers as per the set programmes teach in these school-rooms.

मशीनी शिक्षक, जैसे कि मार्गी और टॉमी के हैं, एक प्रकार की मशीनें हैं जिन पर बड़े पर्दे लगे होते हैं जिनमें सभी पाठ दिखाये जाते हैं और प्रश्न पूछे जाते हैं। इन मशीनों में एक स्लॉट (खाली जगह) होता है, जिसमें होमवर्क व टेस्ट पेपर, जो कि पंच कोड में लिखे होते हैं, को रखा जाता है। ये मशीनें बिना समय गँवाए अंक-गणना कर देती हैं। ये विषयों को भागों में पढ़ाती हैं। यदि इनकी सेटिंग (जमाई) में विघ्न आ जाए तो यह थोड़ा और तीव्र कार्य करने लग जाती हैं।

जैसा कि मार्गी के मशीनी शिक्षक द्वारा भूगोल के भाग के सन्दर्भ में किया गया। कभी-कभी तो एक भाग पूर्ण रूप से ही मिट जाता है। जैसा कि टॉमी के मशीनी शिक्षक के इतिहास के भाग के साथ हुआ। मार्गी व टॉमी के विद्यालयी कक्ष उनके घरों में ही हैं। मार्गी का विद्यालयी कक्ष उसके शयनकक्ष के ठीक आगे है। उनमें कोई सहपाठी नहीं होते हैं। मशीनी अध्यापक व्यवस्थित कार्यक्रमों के अनुसार इन विद्यालयी कक्षों में पढ़ाते हैं।

Question 2. 
Why did Margie hate school? Why did she think the old kind of school must have been fun?
मार्गी विद्यालय से घृणा क्यों करती थी? वह क्यों सोचती थी कि पुराने प्रकार के विद्यालय मजेदार होते होंगे?
Answer: 
Margie hated school because it hadn’t a special building with school-rooms, classmates of the same age group and human teacher to correct the mistakes. Moreover, the mechanical teacher was a large and black and ugly machine with a big screen on it. It had been giving her test after test in geography and she had been doing worse and worse. She always had to put homework and test papers written in punch code in the slot. And it calculated the marks in no time.

She thought old kind of school must have been fun because it had a special building with classrooms. All the kids went there. It had a human teacher to adjust to fit the mind of each kid it teaches. The kids were of the same age group. So, they could discuss about the homework.

मार्गी विद्यालय से घृणा करती थी क्योंकि यह कक्षा-कक्ष सहित विशेष भवन नहीं था, समान आयु के सहपाठी नहीं थे और त्रुटि ठीक करने के लिए एक मानव शिक्षक नहीं था। इसके अतिरिक्त, मशीनी शिक्षक एक विशाल और काली और भद्दी मशीन थी जिस पर एक पर्दा लगा था। यह उसे टेस्ट पर टेस्ट दिये जा रहा था और वह गलती पर गलती किये जा रही थी। उसे हमेशा होमवर्क व टेस्ट पेपरों को पंच कोड में लिखकर स्लॉट में रखना पड़ता था।

और यह बिना समय गंवाए अंक गणना कर देता था। उसने सोचा कि पुराने प्रकार का विद्यालय मजेपूर्ण होता था क्योंकि यह कक्षा-कक्ष सहित एक विशेष भवन होता था। सभी बच्चे वहाँ जाते थे। इसमें एक मानव शिक्षक होता था जो प्रत्येक बालक जिसको वह पढ़ाता था, के मस्तिष्क के स्तरानुसार अपने को समायोजित कर लेता था। बच्चे समान आयु समूह के होते थे। अतः वे होमवर्क के विषय में विचार-विमर्श कर सकते थे।

Question 3. 
Do you agree with Margie that schools today are more fun than the school in the story? Give reasons for your answer.
क्या आप मार्गी से सहमत हैं कि आज के विद्यालय कहानी के विद्यालय से अधिक मजेपूर्ण हैं? अपने उत्तर के लिए कारण दीजिए।
Answer:
Yes, I entirely agree with Margie that schools today are more fun than the school in the story. The following reasons prove the point. At first, schools today have a special building with airy, lighted, spacious and wellfurnished classrooms. Secondly, all the kids from the whole neighbourhood come laughing and shouting in the schoolyard, sit together in the schoolroom and go home together at the end of the day.

Thirdly, these have human teachers to teach the kids. So they have humanistic approach towards kids. Fourthly, all the kids are of the same age group so they can stay together freely. Fifthly, they learn the same things so they can help one another with the homework and talk about it. Finally, the co-curricular activities and projects undisputedly make the schools of today an interesting place where learning becomes a fun.

हाँ, मैं पूर्णरूपेण मार्गी से सहमत हूँ कि आज के विद्यालय कहानी के विद्यालय से अधिक मजेपूर्ण हैं। निम्नलिखित कारण इस बिन्दु की पुष्टि करते हैं प्रथम, आज के विद्यालयों का हवादार, रोशनीदार, विस्तृत व सुसज्जित कक्षा-कक्षों सहित विशेष भवन होता है। द्वितीय, सम्पूर्ण पड़ोस के सभी बालक हँसते चिल्लाते विद्यालय आँगन में आते हैं, कक्षाकक्ष में साथ बैठते हैं और दिन के अन्त में साथ-साथ घर जाते हैं । तृतीय, इनमें बच्चों को पढ़ाने के लिए मानव शिक्षक होते हैं।

अतः बच्चों के प्रति उनमें मानवीय दृष्टिकोण होता है । चतुर्थ, सभी बच्चे एक जैसी उम्र के ही होते हैं अतः वे स्वतन्त्रतापूर्वक साथ-साथ रह सकते हैं। पंचम, वे समान विषय-वस्तु सीखते हैं इसलिए वे होमवर्क के विषय में एक-दूसरे की सहायता कर सकते हैं और बात कर सकते हैं।अन्त में, पाठ्यक्रम सहगामी क्रियाएँ और प्रोजेक्ट्स निर्विवाद रूप से आज के विद्यालयों को एक . रुचिपूर्ण स्थान बनाते हैं जहाँ शिक्षा एक मनोरंजन बन जाता है। 

Thinking About Language : 

I. Adverbs :
 
Read this sentence taken from the story :
“They had once taken Tommy’s teacher away for nearly a month because the history sector had blanked out completely.’ The word complete is an adjective. When you add -ly to it, it becomes an adverb.

1. Find the sentences in the lesson which have the adverbs given in the box below. 

awfully ,sorrowfully ,completely ,loftily ,carefully ,differently ,quickly ,nonchalantly 

1. It was awfully funny to read words that stood still……… 
2. ………. her mother had shaken her head sorrowfully… 
3. ……. the history sector had blanked out completely 
4. He added loftily ………….. 
5. …………… pronouncing the word carefully. 
6. …………. each kid has to be taught differently. 
7. Margie said quickly. 
8. ……… he said nonchalantly 

2. Now use these adverbs to fill in the blanks in the sentences below :

(i) The report must be read……………..so that performance can be improved. 
(ii) At the interview, he answered our questions……………shrugging his shoulders. 
(iii) We all behave…………..when we are tired or hungry. 
(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.
Answers :
(i) carefully 
(ii) nonchalantly 
(iii) differently 
(iv) sorrowfully 
(v) completely 
(vi) loftily 
(vii) awfully 
(viii) quickly.

याद रखिये – 
Adverb (क्रियाविशेषण) किसी कार्य को वर्णित करता है। आप adjectives (विशेषणों) में -ly जोड़कर adverbs बना सकते हैं। वर्ण-विन्यास 
नोट-जब किसी adjective के अन्त में -y होता है तो y को i में बदलकर -ly लगाकर adverb बनाते हैं। 
उदाहरणार्थ-angr-y → angr-i-ly

3. Make adverbs from these adjectives : 

(i) angry …………..
(ii) happy …………..
(iii) merry …………..
(iv) sleepy …………..
(v) easy …………..
(vi) noisy …………..
(vii) tidy …………..
(viii) gloomy …………..
Answer: 
(i) angrily 
(ii) happily 
(iii) merrily 
(iv) sleepily 
(v) easily 
(vi) noisily 
(vii) tidily 
(viii) gloomily. 

II. If Not and Unless :

• Imagine that Margie’s mother told her, “You’ll feel awful if you don’t finish your history lesson.’ 
• She could also say : ‘You’ll feel awful unless you finish your history lesson.’
Unless का अर्थ if not होता है। Unless या if not वाले वाक्य Negative conditional sentences 

ध्यान रखिये कि इन वाक्यों के दो भाग होते हैं। जो भाग if not या unless से प्रारम्भ होता है, वह हमें condition (शर्त) बतलाता है। इस भाग में Present Tense की क्रिया होती है। (ऊपर दिये गये वाक्यों में don’t finish, finish क्रिया को देखें।)
वाक्य का दूसरा भाग हमें सम्भावित परिणाम बतलाता है। यह हमें बताता है कि क्या घटित होगा (यदि कोई कार्य नहीं होता है तो)। वाक्य के इस भाग में Future Tense की क्रिया आती है। (you’ll feel/ you will feel)।

Notice these two tenses again in the following examples : 

Complete the following conditional sentences. Use the correct form of the verb : 

1. If I don’t go to Annu’s party tonight, ………….. 
2. If you don’t telephone the hotel to order food, …………….
3. Unless you promise to write back, …………….
4. If she doesn’t play any games, …………….
5. Unless that little bird flies away quickly, the cat …… 
Answer: 
1. she will be angry with me. 
2. you will remain hungry. 
3. I shall not excuse you. 
4. she will gain weight.
5. will kill it. 

Writing :

A new revised volume of Issac Asimov’s short stories has just been released. Order one set. Write a letter to the publisher, Mindfame Private Limited, 1632 Asaf Ali Road, New Delhi, requesting that a set to be sent to you by Value Payable Post (VPP), and giving your address. Your letter will have the following parts :
• Addresses of the sender and receiver 
• The salutation 
• The body of the letter
• The closing phrases and signature 
Answer : 
11 Ram Nagar 
Ajmer Road 
Jaipur 
11 July 20XX 
The Publisher 
Mindfame Private Limited
1632 Asaf Ali Road 
New Delhi  
Dear Sir, 
Sub. : An order for sending a new revised volume of Issrac Asimov’s short stories.
Please send me one set of new revised volume of Issac Asimov’s short stories by VPP at the above address at your earliest. The book should be in a good condition. Any damaged piece will have to be replaced at your cost. 
Thanking you
Yours sincerely, 
Vidhya Sagar 

Speaking :

In groups of four discuss the following topic : 

‘The Schools of the Future Will Have No Books and No Teachers !’
Your group can decide to speak for or against the motion. After this, each group will select a speaker to present its views to the entire class.
You may find the following phrases useful to present your argument in the debate : 

• In my opinion……. 
• I/We fail to understand why…… 
• I wholeheartedly support/oppose the view that………. 
• At the outset let me say……….  
• l’d/We’d like to raise the issue of/argue against………. 
• I should like to draw attention to……….. 
• My/Our worthy. opponent has submitted that……….. 
• On the contrary……….  
• I firmly reject ………. 
Answer :
(1) For the motion : 

Good Morning Everybody! I’m Arjun Kumar and in today’s debate competition, I stand before you to support the motion : “The School of the Future Will Have No Books and No Teachers !

In future if you see a school with no printed books and no human teachers, what a dramatic relief it will be for humanity. Telebooks and mechanical teachers will have major role in human life. They can be consulted any time.

I would like to draw your attention to the fact that televisions and computers are being used extensively to impart direct and distant learning to students. Contrary to my opponent’s view that the schools of the future will have today’s type of books and teachers, I plead that the set up of ‘open schooling’, ‘open university’, ’emails’, ‘video-conferencing’ etc. are steps towards tele books and mechanical teachers.

My worthy opponents have failed to understand the ethos of the basic tenets of democracy – liberty’ and ‘individual dignity’ and this will be ensured by the alternative we have in such future schools. On the basis of these arguments, I conclude and wholeheartedly support the motion that the school of the future will have no books and no teachers. 
Thank you.

(2) Against the motion : 

Ladies and Gentlemen !
I have the privilege of standing before you to speak against the motion : “The School of the Future Will Have No Books and No Teachers’. Go to a school with no printed books and no human teachers. Don’t you feel drabness, dryness and isolation ? We are social being. To live in a loving and peaceful society is the major goal. Is it possible by schools with no books and no teachers ?It is a fact that we are made humane by human teachers and not by mechanical teachers. We can’t be mechanical all the 365 days. Contrary to my worthy opponent’s view that open schooling leads to mechanical teaching, I plead that in open schooling also classes for theory and practical are taken for a short period by human teachers.

Today’s schools with printed books and human teachers are the best alternative since the time immemorial. Thus, on the basis of the above facts, I strictly speak against the motion : “the school of the future will have no books and no teachers.’ 
Thank you.

RBSE Class 9 English The Fun They Had Important Questions and Answers

I. Answer the following questions in about 30 words each :

Question 1. 
How does the story ‘The Fun They Had’ open? 
कहानी का आरम्भ कैसे होता है?
Answer:
The story opens with a diary note of Margie on the page headed 17 May 2157. Tommy found a real book, a very old book with yellow crinkly pages, in the attic.

कहानी मार्गी के एक डायरी लेख, जो शीर्षक पृष्ठ 17 मई, 2157 पर था, से आरम्भ होती है। टॉमी को एक ‘रिअल बुक’ (वास्तविक पुस्तक), एक बहुत पुरानी पुस्तक पीले झुरींदार पृष्ठों के साथ, अटारी में मिली।

Question 2. 
Which part of the mechanical teacher did Margie hate most and why? 
यान्त्रिक शिक्षक के किस भाग से मार्गी सर्वाधिक घृणा करती थी और क्यों?
Answer:
The part Margie hated most was the slot where she had to put her homework and her test papers. She always had to write them out in a punch code they made her learn when she was six years old.

मार्गी जिस भाग से सर्वाधिक घृणा करती थी, वह स्लॉट (रिक्त स्थान) था जहाँ उसे अपना गृहकार्य और टेस्ट पेपर्स रखने पड़ते थे। उसे हमेशा वह पंच कोड (एक कूट भाषा) में लिखना होता था जो उसे सिखाई गई थी जब वह 6 वर्ष की थी।

Question 3. 
What did the mechanical teacher say when the screen was lit up? 
यान्त्रिक शिक्षक ने क्या कहा जब पर्दे को प्रकाशित किया गया?
Answer:
When the screen was lit up, the mechanical teacher said : “Today’s arithmetic lesson is on the addition of proper fractions. Please insert yesterday’s homework in the proper slot.’

जब पर्दे को प्रकाशित किया गया तो यान्त्रिक शिक्षक ने कहा : “आज का अंकगणितीय पाठ ‘प्रोपर फेकशन्ज (भिन्नों) का जोड़’ पर है। कृपया कल के गृहकार्य को उचित स्लॉट में रखें।”

Question 4.
How does the author draw attention on the wastage of paper? लेखक, कागज की फिजूलखर्ची की ओर कैसे ध्यान खींचता है?
Answer:
The author draws attention on the wastage of paper by Tommy’s remarks’gee’, what a waste, when you’re through with the book, you just throw it away.

लेखक, टॉमी के वक्तव्यों के माध्यम से कागज की फिजूलखर्ची की ओर ध्यान आकृष्ट करता है.— ‘आश्चर्य’, क्या फिजूलखर्ची है, जब आप पुस्तक पढ़ लेते हैं, तब आप इसे फेंक देते हैं।

Question 5. 
What does Margie’s mother say about a teacher?
मार्गी की माँ एक अध्यापक के विषय में क्या कहती है?
Answer:
Margie’s mother says that a teacher has to be adjusted to fit the mind of each boy and girl it teaches and that kid has to be taught differently.

मार्गी की माँ कहती है कि एक अध्यापक को प्रत्येक बालक व बालिका जिसे वह पढ़ाता है, के मस्तिष्क के स्तर के अनुरूप स्वयं को समन्वित करना होता है और उस बालक को अलग प्रकार से ही पढ़ाना होता है।

Question 6. 
What was the fun in the olden days? 
पुराने दिनों में आनन्द क्या था?
Or
How did the kids have fun in the olden days? पुराने दिनों में बच्चे कैसे आनन्द लेते थे?
Answer:
In the olden days, all the kids from the whole neighbourhood came laughing and shouting in the school-yard. They sat together in the school-room. They went home together at the end of the day. 

पुराने दिनों में, आस-पड़ोस के सभी बच्चे हँसते-चिल्लाते विद्यालय प्रांगण में आते थे। वे विद्यालय-कक्ष में एक साथ बैठते थे। वे दिन के अन्त में एक-साथ घर जाते थे।

Question 7. 
What did the County Inspector say to Margie’s mother? 
काउन्टि इंस्पेक्टर ने मार्गी की माँ से क्या कहा?
Answer:
The County Inspector told Margie’s mother that the geography sector was a little quicker. He also said that those things happened sometime. He had slowed the mechanical teacher as per Margie’s mental level.

काउन्टि इंस्पेक्टर ने मार्गी की माँ को बताया कि भूगोल का भाग थोड़ा तीव्रतर था। उसने यह भी कहा कि ऐसी चीजें कभी-कभी घटती हैं। उसने, भौतिक शिक्षक को मार्गी के मानसिक स्तर के अनुसार धीमा कर दिया था।

II. Answer the following questions in about 60 words each : 

Question 1. 
Compare and contrast the real book and tele-books. 
वास्तविक पुस्तक व टेली-पुस्तकों की तुलना कीजिए।
Answer:
The real book is very old book. It is made of paper printed with text. The words are still. It is funny to read unmoving words. Its pages are yellow and crinkly.
Telebooks are the movable computerised text on a T.V. or a computer or a mobile screen. The words are moving. There may be millions of books on it. These are updated regularly.

वास्तविक पुस्तक बहुत प्राचीन पुस्तक है। यह कागज की बनी है जिस पर पाठ छपे हैं। शब्द स्थिर हैं। स्थिर शब्दों को पढ़ना बड़ा मनोरंजक है। इसके पृष्ठ पीले और झुर्सीदार हैं। टेली-पुस्तकें आगे-पीछे किये जा सकने वाले कम्प्यूटराइज्ड टेक्स्ट हैं जो एक टेलीविजन, कम्प्यूटर या मोबाइल के पर्दे पर होती हैं। शब्द हिलते हैं। इस पर दसियों लाख पुस्तकें हो सकती हैं। इन्हें नियमित रूप से अपडेट (अद्यतन) किया जाता है।

Question 2. 
Give a brief character sketch of the County Inspector. काउन्टि इंस्पेक्टर का संक्षिप्त चरित्र-चित्रण करें।
Answer:
County Inspector was a round little man with a red face. He has pleasant nature. He smiled at Margie and gave her an apple. He brought a whole box of tools with dials and wires to repair Margie’s mechanical teacher. He smiled after he had finished and patted Margie’s head. He told Margie’s mother that it wasn’t Margie’s fault. The geography sector was geared a little too quick. The overall pattern of her progress was quite satisfactory.

काउन्टि इंस्पेक्टर गोल-मटोल छोटे कद का लाल चेहरे वाला व्यक्ति था। उसका स्वभाव अच्छा है। वह मार्गी पर मुस्कराया और उसे एक सेब दिया। मार्गी के यान्त्रिक शिक्षक की मरम्मत के लिए वह एक पूरा बक्सा लाया जिसमें डायल व वायर थे। कार्य समाप्त करने पर वह मुस्कराया और उसे (मागी को) थपथपाया। उसने मार्गी की माँ को बताया कि यह मार्गी की गलती नहीं थी। भूगोल के क्षेत्र को थोड़ा तेज कर दिया गया था। उसकी प्रगति का कुल मिलाकर पैटर्न सन्तोषजनक था।

Question 3. 
How did Margie study in her school-room? 
मार्गी अपने विद्यालय-कक्ष में किस प्रकार अध्ययन करती थी?
Answer:
Margie’s school-room was next to her bedroom in her own house. The mechanical teacher was her teacher. It was always on at the same time everyday except Saturday and Sunday. The screen was lit up and it taught her that day’s lesson. It would ask her to insert the previous day’s homework and test papers in the proper slot and would check them and calculate the marks in no time.

मार्गी का विद्यालय-कक्ष उसके अपने घर में उसके शयनकक्ष के अगले वाला कक्ष था। यान्त्रिक . अध्यापक उसका अध्यापक था। यह शनिवार व रविवार को छोड़कर प्रत्येक दिन ठीक समय पर ऑन (आरम्भ) हो जाता तथा। पर्दा चालू हो जाता था और यह उसे उस दिन का पाठ पढ़ाता था। यह उससे पूर्व के दिन का होमवर्क व टेस्ट पेपर निर्धारित स्लॉट (स्थान) में अन्दर डालने को कहता था और उनको जाँचता था व अल्प समय में ही अंकगणना कर देता था।

Seen Passages

Read the passages given below and answer the questions that follow :

Passage : 1.

Margie even wrote about it that night in her diary. On the page headed 17 May 2157, she wrote, “Today Tommy found a real book!” It was a very old book. Margie’s grandfather once said that when he was a little boy his grandfather told him that there was a time when all stories were printed on paper.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. And then when they turned back to the page before, it had the same words on it that it had had when they read it the first time.

“Gee,” said Tommy, “What 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.” “Same with mine”, said Margie. She was eleven and hadn’t seen as many telebooks as Tommy had. He was thirteen. She said, “Where did you find it?”
“In my house”. He pointed without looking, because he was busy reading. “In the attic.”
“What’s it about?”
“School.” 

Questions : 
1. What was the date when Margie wrote about a very old book in her diary? ।
अब मार्गी ने एक बहुत पुरानी पुस्तक के विषय में अपनी डायरी में लिखा उस दिन क्या दिनांक था? 

2. What did Tommy find on that day?
उस दिन टॉमी को क्या मिला था?

3. What was told by Margie’s grandfather’s grandfather?
मार्गी के दादा के दादा ने क्या बताया था? 

4. How were the pages of the book?
पुस्तक के पृष्ठ कैसे थे? 

5. What was awfully funny?
अत्यधिक हास्यास्पद क्या था? 

6. What does ‘Gee’ mean here?
यहाँ ‘Gee’ का अर्थ क्या है? 

7. What was the age of Margie ?
मार्गी की आयु क्या थी? 

8. She said, “Where did you find it?” To what does it’ here refer to? 
यहाँ ‘it’ शब्द किसके लिए आया है? 

9. What was Tommy reading?
टॉमी क्या पढ़ रहा था? 

10. Find the words from the passage which mean
(a) with many folds
(b) a space just below the roof, used as a storeroom. 
Answers :
1. The date was 17 May, 2157 when Margie wrote about a very old book in her diary.
जब मार्गी ने एक बहुत पुरानी पुस्तक के विषय में अपनी डायरी में लिखा उस दिन 17 मई, 2157 का दिनांक था। 

2. Tommy found a real book on that day
टॉमी को उस दिन एक वास्तविक पुस्तक मिली थी। 

3. Margie’s grandfather’s grandfather had told that there was a time when all stories were printed on paper.
मार्गी के दादा के दादा ने बताया था कि एक समय था जब सभी कहानियाँ कागज पर छपती थीं। 

4. The pages of the book were yellow and crinkly.
पुस्तक के पृष्ठ पीले व झुरीदार थे। 

5. It was awfully funny to read words that stood still.
एकदम स्थिर शब्दों को पढ़ना बहुत हास्यकर था। 

6. ‘Gee’ expresses surprise.
‘Gee’ आश्चर्य को व्यक्त करता है। 

7. Margie was of eleven.
मार्गी 11 वर्ष की थी। 

8. Here it’ refers to the old real book.
यहाँ it’ पुरानी वास्तविक पुस्तक के लिये आया है। 

9. Tommy was reading the real book.
टॉमी वास्तविक पुस्तक को पढ़ रहा था। 

10. (a) crinkly 
(b) attic.

Passage 2.

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 the 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. She always had to write them out in a punch code they made her learn when she was six years old, and the mechanical teacher calculated the marks in no time.

The Inspector had smiled after he was finished and patted Margie’s head. He said to her mother, “It’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.” 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, “Why would anyone write about school?” 

Question 1. 

Who was a round, little man?
गोल, नाटा व्यक्ति कौन था? 

2. What had Margie hoped?
मार्गी ने क्या आशा की थी? 

3. Which part did Margie hate most?
कौनसे भाग से मार्गी को सर्वाधिक घणा थी? 

4. When did she learn to write in a punch code?
उसने कब पंच कोड में लिखना सीखा? 

5. What is the name of Margie’s mother?
मार्गी की माँ का क्या नाम है? 

6. What was the defect in the mechanical teacher?
यान्त्रिक अध्यापक में क्या खराबी थी? 

7. How many times did the Inspector pat Margie’s head?
इंस्पेक्टर ने कितनी बार मार्गी के सिर को थपथपाया? 

8. I’ve slowed it up…….’ To what does it’ here refer to?
यहाँ ‘it’ किसके लिए आया है? 

9. For how long had they once taken Tommy’s teacher?
टॉमी के अध्यापक को एक बार वे कितने लम्बे समय के लिए ले गये थे? 

10. Find the words from the passage which mean
(a) sad 
(b) a person who teaches. 
Answer: 
1. The County Inspector was a round, little man.
काउन्टि इंस्पेक्टर गोल, नाटा व्यक्ति था। 

2. Margie had hoped he wouldn’t know how to put it together again.
मार्गी ने आशा की थी कि वह इसे दोबारा जोड़ना नहीं जान पायेगा। 

3. Margie hated the slot most.
मार्गी स्लॉट (कुछ रखने का छिद्र) से बहुत घृणा करती थी। 

4. She learnt to write in punch code when she was six.
मागी ने पंच कोड में लिखना सीखा जब वह छः वर्ष की थी। 

5. Mrs. Jones is Margie’s mother.
श्रीमती जोन्स, मार्गी की माँ है। 

6. Mechanical teacher’s geography sector was geared a little too quick. 
यान्त्रिक अध्यापक का भूगोल भाग कुछ तेज था। 

7. The Inspector patted Margie’s head two times.
इंस्पेक्टर ने मार्गी का सिर दो बार थपथपाया। 

8. Here “it’ refers to the geography sector.
यहाँ ‘it’ भूगोल-भाग के लिए आया है। 

9. They had once taken Tommy’s teacher for nearly a month.
वे टॉमी के अध्यापक को एक बार लगभग एक माह के लिए ले गये थे। 

10. (a) disappointed 
(b) teacher.
 
Passage 3.

Margie was hurt. “Well, I don’t know what kind of school they had all that time ago.” She read the book over his shoulder for a while, then said, “Anyway, they had a teacher.”
“Sure they had a teacher, but it wasn’t a regular teacher. It was a man.” “A man? How could a man be a teacher?”
“Well, he just told the boys and girls things and gave them homework and asked them questions.”
“A man isn’t smart enough.” “Sure he is. My father knows as much as my teacher.” “He knows almost as much, I betcha.”
Margie wasn’t prepared to dispute that. She said, “I wouldn’t want a strange man in : my house to teach me.’
Tommy screamed with laughter. “You don’t know much, Margie. The teachers didn’t live in the house. They had a special building and all the kids went there.”
“And all the kids learned the same thing?” “Sure, if they were the same age.”
“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.”
“Just the same they didn’t do it that way then. If you don’t like it, you don’t have to read the book.”
“I didn’t say I didn’t like it,” Margie said quickly. She wanted to read about those funny schools.
They weren’t even half finished when Margie’s mother called, “Margie! School!” 

Question 1. 
What are Margie and Tommy discussing on?
मार्गी व टॉमी किस पर चर्चा कर रहे हैं? 

Question 2. 
Who is a regular teacher mentioned in the passage?
अवतरण में उल्लेखित नियमित अध्यापक कौन है? 

Question 3. 
What did Tommy tell about the man teacher?
मानव अध्यापक के बारे में टॉमी ने क्या बताया?

Question 4. 
With whom does Tommy compare his teacher?
टॉमी अपने अध्यापक की तुलना किससे करता है? 

Question 5. 
For what wasn’t Margie prepared to dispute?
मार्गी किस बात पर विवाद को तैयार नहीं थी? 

Question 6. 
Why is Margie interested in reading the real book? 
मार्गी वास्तविक पुस्तक को पढ़ने की रुचि क्यों रखे है? 

Question 7. 
Where would the men teachers teach the kids?
मानव अध्यापक, बच्चों को कहाँ पढ़ाते थे? 

Question 8. 
Why did Margie’s mother call her?
मार्गी की माँ ने उसे क्यों बुलाया? 

Question 9. 
“They weren’t even half finished…..? To whom does “They’ here refer to?
यहाँ  ‘They’ किसके लिए आया है

10. Find the words from the passage which mean—
(a) shouted 
(b) a place for instruction. 
Answers : 
1. Margie and Tommy are discussing on the man teacher.
मार्गी व टॉमी मानव अध्यापक के बारे में चर्चा कर रहे हैं। 

2. Mechanical teacher is a regular teacher mentioned in the passage.
अवतरण में उल्लेखित नियमित अध्यापक, यान्त्रिक अध्यापक है। 

3. About the man teacher, Tommy told that he just told the boys and girls things. He gave them homework and asked questions.
मानव अध्यापक के बारे में टॉमी ने बताया कि वह बालक व बालिकाओं को चीजें बताता था। वह उन्हें गृहकार्य देता था व प्रश्न पूछता था। 

4. Tommy compares his teacher with his father.
टॉमी अपने अध्यापक की तुलना अपने पिता से करता है। 

5. Margie wasn’t prepared to dispute that a man teacher was also smart enough.
मार्गी इस बात पर विवाद को तैयार नहीं थी कि एक मानव अध्यापक भी पर्याप्त ज्ञान रखता था। 

6. Margie is interested in reading the real book because she wants to know about those funny schools. 
मार्गी वास्तविक पुस्तक को पढ़ने की रुचि रखती है क्योंकि वह उन हास्यपूर्ण विद्यालयों के बारे में जानना चाहती है। 

7. The men teachers would teach the kids in a special building where all the kids came.
मानव अध्यापक, बच्चों को एक विशेष भवन में पढ़ाते थे जहाँ सभी बच्चे आते थे। 

8. Margie’s mother called her because it was school time then
मार्गी की माँ ने उसे बुलाया क्योंकि तब विद्यालय का समय हो गया था। 

9. They’ here refers to Margie and Tommy.
यहाँ ‘They’ मार्गी व टॉमी के लिए आया है। 

10. (a) screamed 
(b) school.

Passage 4.

Margie said to Tommy, “Can I read the book some more with you after school?” “May be”, he said nonchalantly. He walked away whistling, the dusty old book tucked beneath his arm. Margie went into the school-room. It was right next to her bedroom, and the mechanical teacher was on and waiting for her. It was always on at the same time every day except Saturday and Sunday, because her mother said little girls learned better if they learned at regular hours

The screen was lit up, and it said : “Today’s arithmetic lesson is on the addition of proper fractions. Please insert yesterday’s homework in the proper slot.”
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 neighbourhood came, laughing and shouting in the schoolyard, sitting together in the school room, 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…. The mechanical teacher was flashing on the screen : “When we add fractions 72 and Margie was thinking about how the kids must have loved it in the old days. She was thinking about the fun they had.

Questions : 

1. When does Margie want to read the book some more?
मार्गी पुस्तक को कुछ और कब पढ़ना चाहती है? 

2. Where is Margie’s school?
मार्गी का विद्यालय कहाँ है? 

3. Who is Margie’s teacher?
मार्गी का शिक्षक कौन है? 

4. Which days does Margie have as weekly off?
मार्गी के साप्ताहिक छुट्टी के दिन कौनसे हैं? 

5. When do little girls learn better?
छोटी बालिकाएँ कब अच्छा सीखती हैं? 

6. On which topic is today’s lesson?
आज का पाठ किस टॉपिक पर है? 

7. How could the kids of old schools help one another with the homework?
पुराने विद्यालयों के बच्चे गृहकार्य में एक-दूजे की सहायता कैसे कर सकते थे? 

8. What were loved in the old days by the kids? 
पुराने दिनों में बच्चों द्वारा किन्हें पसन्द किया जाता था? 

9. ‘……..loved it in………’ To what does it’ here refer to?
यहाँ it’ शब्द किसके लिए आया है? 

10. Find the words from the passage which mean
(a) calmly and casually 
(b) put into something else. 
Answers : 
1. She wants to read the book some more after school.
विद्यालय के उपरान्त वह उस पुस्तक को कुछ और पढ़ना चाहती है। 

2. Margie’s school is in her home next to her bedroom.
मार्गी का विद्यालय घर में ही उसके शयन-कक्ष से अगले वाला है। 

3. The mechanical teacher is Margie’s teacher.
यान्त्रिक शिक्षक ही मार्गी का शिक्षक है। 

4. Saturday and Sunday are her weekly off.
शनिवार व रविवार उसके साप्ताहिक अवकाश हैं। 

5. Little girls learn better at regular hours.
नियमित समय पर अध्ययन से ही छोटी बालिकाएँ अच्छा सीखती हैं। 

6. Today’s lesson is on the addition of proper fractions.
आज का पाठ भिन्नों के जोड़ पर है। 

7. The kids could help one another with the homework as they learnt the same thing. 
चूँकि वे समान चीज ही सीखते थे अतः वे गृहकार्य में एक-दूजे की सहायता कर सकते थे। 

8. The old schools were loved in the old days by the kids.
पुराने दिनों में बच्चों द्वारा पुराने (प्रकार के) विद्यालयों को पसन्द किया जाता था। 

9. Here it’ refers to the then school.
यहाँ ‘it’ उस समय के विद्यालय के लिए आया है। 

10. (a) nonchalantly 
(b) insert.

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Textbook Questions and Answer

Part – I 

Evelyn Glennie Listens To Sound Without Hearing It
[एवलिन ग्लेनी ध्वनि सुनती है इसका श्रवण किये बिना]

Thinking About The Text :

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

Question 1. 
How old was Evelyn when she went to the Royal Academy of Music? 
एवलिन की क्या आयु थी जब वह रॉयल एकेडमि ऑव म्यूजिक में गई?
Answer:
Evelyn was only seventeen years old when she went to the Royal Academy of Music.

एवलिन मात्र सत्रह वर्ष की थी जब वह रॉयल एकेडमि ऑव म्यूजिक में गई। 

Question 2. 
When was her deafness first noticed? When was it confirmed? 
उसके बहरेपन का प्रथम बार कब पता चला? इसकी पुष्टि कब की गई?
Answer:
Evelyn’s deafness was first noticed by her mother when she was eight years old. It was confirmed by a specialist when she was eleven years old.

एवलिन का बहरापन प्रथम बार उसकी माँ द्वारा देखा गया था जब वह 8 वर्ष की थी। इसकी एक विशेषज्ञ द्वारा पुष्टि की गई थी जब वह 11 वर्ष की थी।

II. Answer each of these questions in a short paragraph (30-40 words) 

Question 1. 
Who helped her to continue with music? What did he do and say? 
संगीत से निरन्तरता बनाए रखने में उसकी सहायता किसने की? उसने क्या किया और कहा?
Answer:
Percussionist, Ron Forbes, helped her to continue with music. He tuned two large drums to different notes. ‘Don’t listen through your ears’ he said, “try to sense it some other way.’

ताल वाद्ययन्त्र बजाने वाले रॉन फॉब्ज ने संगीत से निरन्तरता बनाये रखने में उसकी सहायता की। उसने दो बड़े ढोलों को अलग-अलग स्वर पर स्वरित किया। ‘कानों से मत सुनो’; उसने कहा, ‘किसी अन्य तरीके से समझने का प्रयत्न करो।’

Question 2. 
Name the various places and causes for which Evelyn performs. 
उन विभिन्न स्थानों और कारणों को नामित करें जिनके लिए एवलिन संगीत सभाएँ करती है।
Answer:
Evelyn plays for the regular concerts. Evelyn gives free concerts in prisons and hospitals. She also gives high priority to classes for young musicians.

एवलिन नियमित संगीत सभाओं के लिए वादन करती है। जेलों व अस्पतालों में एवलिन निःशुल्क संगीत सभाएँ करती है। वह युवा संगीतकारों की कक्षाओं को उच्च प्राथमिकता देती है।

III. Answer the questions in two or three paragraphs (100-150 words) 

Question 1. 
How does Evelyn hear music?
एवलिन को संगीत कैसे सुनाई पड़ता है?
Answer:
Deaf Evelyn was determined to pursue her interest in music. Percussionist Ron Forbes tuned two large drums to different notes. ‘Don’t listen through your ears’, he said, ‘try to sense it some other way.’ Suddenly she realised she could feel the higher drum from the waist up and the lower drum from the waist down. Forbes repeated the exercise and soon she discovered that she could sense certain notes in different parts of her body.

She also explains, ‘Music pours in through every part of my body. It tingles in the skin, my cheekbones and even in my hair.’ When she plays the xylophone, she can sense the sound passing up the stick into her finger-tips. By leaning against the drums, she can feel the resonances flowing into her body. On a wooden platform she removes her shoes so that the vibrations pass through her bare feet and up her legs.

बहरी एवलिन ने संगीत में अपनी रुचि को बनाए रखने का दृढ़ निश्चय किया हुआ था। थाप वाले वाद्ययन्त्र बजाने वाले रॉन फॉब्ज ने दो बड़े ढोल अलग-अलग स्वरों पर स्वरित किये। अपने कानों से नहीं सुनना’ उसने कहा, ‘इसे किसी अन्य तरह से समझने का प्रयत्न करना।’ अचानक उसने अनुभव किया कि वह ऊँचे ढोल को कमर के ऊपर से व नीचे ढोल को कमर के नीचे से अनुभव कर सकती थी। फॉब्ज ने अभ्यास को दोहराया और, शीघ्र ही उसने पाया कि वह अपने शरीर के अलग-अलग हिस्सों में निश्चित स्वरों को समझ सकती थी।

उसने यह भी बताया, ‘संगीत मेरे शरीर के हर अंग में से प्रवेश करता है। मेरी त्वचा, मेरे गालों की हड्डियों और बालों में भी सनसनाहट पैदा करता है।’ जब वह जाइलॉफोन बजाती है तो ध्वनि छड़ियों में से होकर उसकी उँगलियों के छोरों में प्रवेश करती है। ढोलों का सहारा लेने से, वह गूंज को अपने शरीर में प्रवेश करती अनुभव करती है। लकड़ी की सेज पर वह अपने जूते उतार देती है ताकि कम्पन उसके पाँव में से होकर उसकी टाँगों में आ जाए।

Part-II 
The Shehnai of Bismillah Khan
[बिस्मिल्ला खाँ की शहनाई] 

Thinking About The Text :

I. Tick the right answer. 

(1) a farina – 1. The (shehnai, pungi) was a ‘reeded noisemaker’. 
2. (Bismillah Khan, A barber, Ali Bux) transformed the pungi into a shehnai. 
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 (Afganistan, USA, Canada). 
Answers : 
1. pungi 
2. A barber 
3. professional musicians 
4. Ali Bux 
5. Afganistan.

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.

पाठ में से वे शब्द चुनें जो उस्ताद बिस्मिल्ला खाँ की भावनाओं को इनके बारे में प्रकट करते हैं। फिर सही स्तम्भ में (✓) का निशान लगाएँ।

smillah Khan’s feelings about	Postive	Negetive	Neutral
1. teachin children music 2. the film world 3. migrating to the USA 4. playing at temples 5. getting the Bharat Ratna 6. the banks of the Ganga 7. leaving Benaras and Dumraon

Answers :
1. teaching children music : 
Teach your children music, this is Hindustan’s richest tradition. [Positive]

2. the film world : 
‘I just can’t come to terms with the artificiality and glamour of the film world.’ [Negative] 

3. migrating to the USA :
‘A student of his once wanted him to head a shehnai school in the USA…. Khansaab asked if he would be able to transport river Ganga as well.’ [Negative] 

4. playing at temples :
……..a devout Muslim like him can very naturally play the shehnai every morning at Kashi Vishwanath temple.’ [Positive] 

5. getting the Bharat Ratna : …….. his eyes glinting with rare happiness.’ [Positive] 

6. the banks of the Ganga : 
(a) ‘While in Mumbai, I think of only Varanasi and the holy Ganga. [Positive]
(b) Ganga became his favourite haunt……. Ganga inspired him to improvise and invent raagas. [Positive] 

7. leaving Benaras and Dumraon :
Khansaab………is exceedingly fond of Benaras and Dumraon and they remain for him the most wonderful town of the world. [Negative]

III. Answer these questions in 30 – 40 words. 

Question 1. 
Why did Aurangzeb ban the playing of the pungi?
औरंगजेब ने पूंगी बजाने को प्रतिबंधित क्यों किया?
Answer: 
Emperor Aurangzeb banned the playing of the musical instrument pungi in the royal residence for pungi was a reeded musical instrument. And when it was played it produced a shrill, unpleasant sound. Aurangzeb did not like its harsh sound.

सम्राट औरंगजेब ने वाद्ययन्त्र पूँगी को शाही निवास में बजाने पर प्रतिबंध लगा दिया था क्योंकि पूंगी एक नरकट से बनी वाद्ययन्त्र थी। और जब इसे बजाया जाता था तो यह एक तीक्ष्ण, असुहावनी ध्वनि उत्पन्न करती थी। औरंगजेब इसकी कर्कश आवाज को पसन्द नहीं करता था।

Question 2. 
How is a shehnai different from a pungi? 
शहनाई, पूंगी से कैसे भिन्न है?
Answer: 
The pipe of shehnai is longer and broader than pungi. It has seven holes which improved its tonal quality. The closing and opening of some of these holes produce soft and melodious sounds.

शहनाई का पाइप पूँगी से अधिक लम्बा व अधिक बड़ा होता है। इसमें (शहनाई में) सात छिद्र होते हैं जिसने इसकी स्वर-क्वालिटी को सुधार दिया है। इनमें से कुछ छिद्रों के बन्द करने व खोलने पर कोमल व मधुर स्वर उत्पन्न होते हैं।

Question 3. 
Where was the shehnai played traditionally? How did Bismillah Khan change this?
पारंपरिक रूप से शहनाई कहाँ बजाई जाती थी? बिस्मिल्ला खाँ ने इसे कैसे बदला?
Answer: 
Traditionally, shehnai was played in temples and at weddings because it is considered auspicious. Bismillah Khan changed this by bringing it onto the classical stage and by improvising and inventing raagas considered beyond the range of shehnai.

पारंपरिक रूप से शहनाई मंदिरों में व विवाह समारोहों में बजाई जाती थी क्योंकि इसे शुभ माना जाता है। बिस्मिल्ला खाँ ने इसे शास्त्रीय मंच पर लाकर और ऐसे रागों को जो शहनाई की सीमा से बाहर समझे जाते थे, को सुधार कर व आविष्कार कर इसे बदला।

Question 4. 
When and how did Bismillah Khan get his big break? बिस्मिल्ला खाँ को बड़ा अवसर कब व कैसे प्राप्त हुआ?
Answer: 
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.

1938 में ऑल इण्डिया रेडियो के खुलने के साथ ही बिस्मिल्ला खाँ को बड़ा अवसर प्राप्त हुआ। वह शीघ्र ही रेडियो पर अक्सर सुने जाने वाला शहनाईवादक बन गया।

Question 5. 
Where did Bismillah Khan play the shehnai on 15 August, 1947? Why was the event historic? ..
15 अगस्त, 1947 को बिस्मिल्ला खाँ ने कहाँ शहनाईवादन किया? यह घटना ऐतिहासिक क्यों थी?
Answer: 
Bismillah Khan played the shehnai at the Red Fort on 15 August, 1947. The event was historic because it was the official function of India’s Independence Day. He became the first Indian to greet the nation with his shehnai.

15 अगस्त, 1947 को बिस्मिल्ला खाँ ने लाल किला पर शहनाईवादन किया। घटना ऐतिहासिक थी क्योंकि यह भारत के स्वतन्त्रता दिवस का आधिकारिक कार्यक्रम था। शहनाई से राष्ट्र का अभिवादन करने वाले वे प्रथम भारतीय बन गए।

Question 6. 
Why did Bismillah Khan refuse to start a shehnai school in the U.S.A.? 
बिस्मिल्ला खाँ ने अमेरिका में शहनाई विद्यालय चलाने से इन्कार क्यों कर दिया?
Answer: 
Bismillah Khan refused to start a shehnai school in the USA because he exceedingly loved the unique mattha of Dumraon, the Ganga and Hindustan. And it was impossible for his American student to transport these all to the USA.

बिस्मिल्ला खाँ ने अमेरिका में शहनाई विद्यालय चलाने से इन्कार कर दिया क्योंकि वे ड्रमरांव के अनोखे मढे, गंगा व हिन्दुस्तान को अत्यधिक प्रेम करते थे। और उनके अमेरिकन विद्यार्थी के लिए इन सभी को यू.एस.ए. ले जाना संभव नहीं था।

Question 7. 
Find at least two instances in the text which tell you that Bismillah Khan loves India and Benaras. 
मूल पाठ में से दो ऐसे उद्धरण तलाशिये जो ये बताएं कि बिस्मिल्ला खाँ भारत व बनारस को प्रेम करते हैं।
Answer: 
The first instance, in his words, is : “That is why whenever I am in a foreign country, I keep yearning to see Hindustan.’ The second instance is : ‘While in Mumbai, I think of only Benaras and the holy Ganga.’

प्रथम उद्धरण, उनके शब्दों में, है : ‘इसीलिए जब भी मैं विदेश में होता हूँ तो हिन्दुस्तान को देखने की तड़प बनी रहती है।’ दूसरा उद्धरण है : ‘जब मुम्बई में होता हूँ तो मैं केवल बनारस व पवित्र गंगा के विषय में ही सोचता रहता हूँ।’ |

Thinking About Language

I. Look at these sentences. 
(i) Evelyn was determined to live a normal life. 
(ii) Evelyn managed to conceal her growing deafness from friends and teachers.
उपर्युक्त वाक्यों में तिरछे (italic) अक्षरों में छपा भाग प्रश्नों — 
What was Evelyn determined to do?’ तथा ‘What did Evelyn manage to do?’ का उत्तर देता है। वे उत्तर to-verb (to live, to conceal) से शुरू होते हैं।
Complete the following sentences. Beginning with a to-verb, try to answer the questions in brackets.
निम्न वाक्यों को पूरा करें। to-verb से आरम्भ करें और कोष्ठकों में दिये गये प्रश्नों का उत्तर दें। 

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 ………. (What did the authorities permit us to do?) 
5. A musician decided …. (What did the musician decide to do?) 
Answers :
1. The school sports team hopes to be state champion. 
2. We all want to make progress in life.
3. They advised the hearing-impaired child’s mother to send her to a school for the deaf.
4. The authorities permitted us to use library on holidays too. 
5. A musician decided to improve the tonal quality of the pungi.

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.

बिस्मिल्ला खाँ के पाठ में से वे शब्द चुनो जो इन परिभाषाओं से मेल खाते हैं। उन अनुच्छेदों की संख्या दी गई है जिनमें आपको ये शब्द मिलेंगे।

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 ………….
Answers :
1. palace 
2. solitude 
3. indispensable component 
4. improvise 
5. effortlessly 
6. 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).
Answers : 
1. lives again 
2. stopped 
3. welcome it 
4. interesting 
5. find it good and useful 
6. for the second time 
7. no longer upsetting.

IV. Dictionary work 

• The sound of the shehnai is auspicious. 
• The auspicious sound of the shehnai is usually heard at marriages.

The adjective auspicious can occur after the verb be as in the first sentence, or before a noun as in the second. But there are some adjectives which can be used after the verb.be and not before a noun. For example :

• Ustad Faiyaz Khan was overjoyed. 

We cannot say : the overjoyed man. 
Look at these entries from the Oxford Advanced Learner’s Dictionary (2005). 

elder adj., noun adjective 
1. (only before noun] (of people, especially two members of the same family) older : my elder brother. his elder sister. 
2. (the elder) used without a noun immediately after it to show who is the older of the two people : the elder of their two sons. 
3. (the elder) (formal) used before or after sb’s name to show that they are the older of two people who have the same name : the elder Pitt. Pitt, the elder.

awake adj., verb 
adjective (not before noun] not asleep (especially immediately before or after sleeping): 
to be half/fully awake. to be wide awake. I was still awake when he came 
to bed. 

• impressed
I was impressed with her good manners. 

Consult your dictionary and complete the following table. The first one has been done for you. 

Use these words in phrases or sentences of your own.
Answer: 
Sentences : 
• indispensable : 
1. Positive thinking is indispensable for a happy life.
2. Some indispensable components are defective. 

• afraid
She is afraid of her anger. 

• outdoor
Cricket is an outdoor game. 

• paternal
1. Indian families are paternal.
2. Paternal love and care is needed by children. 

• countless : 
1. Stars are countless.
2. Countless vehicles are on roads. 

• priceless : 
1. Honesty is priceless.
2. Priceless contribution for world peace is needed. 

Speaking 

I. Imagine the famous singer Kishori Amonkar is going to visit your school. You have been asked to introduce her to the audience before her performance. How would you introduce her?

मान लो कि प्रसिद्ध गायिका किशोरी अमोनकर आपके विद्यालय में आने वाली है। उसके वादन से पूर्व आपको उसका परिचय श्रोतागण से कराने के लिए कहा गया। आप उसका परिचय कैसे करायेंगे?

Here is some information about Kishori Amonkar you can find on the Internet. Read the passage and make notes of the main points about :

यहाँ किशोरी अमोनकर के बारे में कुछ सूचना है जो आप इंटरनेट पर भी प्राप्त कर सकते हैं । निम्न । अनुच्छेद को पढ़ें और मुख्य बिन्दुओं पर नोट्स बनाएँ—
(i) her parentage (उसके माता – पिता को विषय में)
(ii) the school of music she belongs to (संगीत का घराना जिससे वह संबंधित है|) 
(iii) her achievements (उसकी उपलब्धियाँ) 
(iv) her inspiration (उसकी प्रेरणा) 
(v) awards (पुरस्कार)

Padma Bhushan Kishori Amonkar, widely considered the finest female vocalist of her generation, was born in 1931, daughter of another great artist, Smt. Mogubai Kurdikar. In her early years she absorbed the approach and repertoire of her distinguished mother’s teacher Ustad Alladiya Khan. As her own style developed, however, she moved away from Alladiya Khan’s Jaipur-Atrauli gharana’ style in some respects, and as a mature artist her approach is usually regarded as an individual, if not unique, variant of the Jaipur model.

Kishori Amonkar is a thinker, besotted by what she calls the mysterious world of her raagas. She dissects them with the precision of a perfectionist, almost like a scientist, until the most subtle of shades and emotions emerge and re-emerge.

She is very much inspired by the teachings of the ancient Vedic sages, written at a time when vocal music was highly devotional in character. This soul-searching quality of her music, coupled with a very intellectual approach to raaga performance has gained her quite a following in India and has helped to revive the study of khayal.

Significant awards bestowed on this artist include the Sangeet Natak Academy Award (1985), the Padma Bhushan (1987), and the highly coveted Sangeet Samradhini Award (considered one of the most prestigious awards in Indian Classical Music) in 1997.
Answer: 
Note-making : 
(i) Her Parentage
1. born in 1931 
2. mother Smt. Mogubai Kurdikar, another greatest artist.

(ii) The School of Music she belongs to
1. initially-Jaipur-Atrauli Gharana
2. as a mature artist, variant of the Jaipur model. 

(ii) Achievements
1. her approach is individual 
2. a thinker 
3. a perfectionist like a scientist
4. helped to revive the study of khayal. 

(iv) Her Inspiration
1. ancient Vedic sages. 

(v) Awards
1. 1985 — Sangeet Natak Academy Award 
2. 1987– Padma Bhushan
3. 1997– Sangeet Samradhini Award. 

II. Use your notes on Kishori Amonkar to introduce her to an imaginary audience. You may use one of the following phrases to introduce a guest :

किशोरी अमोन्कर को परिकल्पित श्रोताओं के समक्ष प्रस्तुत करने के लिए अपने नोट्स का प्रयोग करें। आप अतिथि परिचय के लिए निम्न वाक्यांशों का प्रयोग कर सकते हैं
I am honoured to introduce……/I feel privileged to introduce…./We welcome you……
Answer: 
I feel privileged to introduce to you to a great classical singer Kishori Amonkar. She was born in 1931. Her mother Smt. Mogubai Kurdikar is also a distinguished classical singer.
Her mother’s guru Ustad Alladiya Khan trained her in Jaipur-Atrauli Gharana style. Later she developed her individual style.
She perfected the mysterious world of her raagas like a scientist and revived khayal. – Ancient Vedic sages has been her inspirations.
In 1985, she received Sangeet Natak Academy Award; in 1987, Padma Bhushan and in 1997 Sangeet Samradhini Award.
Thank you. 

Writing :

‘If you work hard and know where you’re going, you’ll get there,’ says Evelyn Glennie.
You have now read about two musicians, Evelyn Glennie and Ustad Bismillah Khan. Do you think that they both worked hard? Where did they want to ‘go’? Answer these questions in two paragraphs, one on each of the two musicians.

‘यदि आप परिश्रम करते हैं और आप जानते हैं कि आप कहाँ जा रहे हैं, तो आप अपना लक्ष्य प्राप्त कर अब आपने दो संगीतज्ञों के बारे में पढ़ लिया है | एवलिन ग्लेनी और उस्ताद बिस्मिल्ला खाँ। क्या आपके विचार में दोनों ने परिश्रम किया? वे क्या लक्ष्य प्राप्त करना चाहते थे? इन प्रश्नों के उत्तर दो अनुच्छेदों में दें, एक-एक अनुच्छेद दोनों संगीतज्ञों के बारे में।
Answer: 
1. Evelyn Glennie proved by her personal example “If you work hard and know where you’re going, you’ll get there.” Glennie was deaf and she wanted to be a percussionist. It appeared impossible. Everybody discouraged her but she did not give up. A percussionist showed her the way. She could hear through her body. She was inspired. But it required a ceaseless hard work to be multi-percussionist. She has mastery of a 1000 instruments. It is the result of determination and hard work.

2. Ustad Bismillah Khan is another shining example of determination and hard work to be the maestro shehnai player. He started learning shehnai at an early age of three. He practised playing it in the temples of Benaras. He went to the lonely banks of the Ganga and listened to the flowing waters. He was so devoted to shehnai that inspired by the music of the holy river, he invented raagas that were considered beyond the scope of the shehnai. It is through long practice and determination that he has gained world renown and the coveted Bharat Ratna.

1. एवलिन ग्लेनी ने अपने वैयक्तिक उद्धरण द्वारा सिद्ध किया, “यदि आप परिश्रम करें और जानें कि कहाँ जा रहे हैं, तो आप वहाँ पहुँच जाएँगे।” ग्लेनी बहरी थी और वह एक ताल-वादक बनना चाहती थी। यह असंभव लगा। प्रत्येक ने निराश किया, किन्तु उसने साहस नहीं छोड़ा। एक अन्य ताल-वादक ने उसे मार्ग दिखाया। वह अपने शरीर से सुन सकती थी। वह प्रेरित थी। लेकिन एक बहुमुखी ताल-वादक बनने के लिए निरन्तर कठिन परिश्रम जरूरी था। वह 1000 वाद्ययन्त्र बजा सकती थी। यह दृढ़ निश्चय व परिश्रम का परिणाम ही है।

2. उस्ताद बिस्मिल्ला खाँ भी दृढ़ निश्चय व कठिन परिश्रम के एक ज्वलंत उदाहरण हैं कि वे शहनाई के सर्वश्रेष्ठ वादक बने। उन्होंने तीन वर्ष की अल्प आयु में ही शहनाई सीखना आरम्भ कर दिया था। उन्होंने बनारस के मंदिरों में इसके बजाने का अभ्यास किया। वे गंगा के एकांत किनारों पर जाते और बहते जल को सुनते। वे शहनाई के प्रति इतने समर्पित थे कि पवित्र नदी के संगीत से इसके लिए प्रेरणा पाते थे। उन्होंने ऐसे रागों का आविष्कार किया जो शहनाई के क्षेत्र से बाहर समझे जाते थे। लम्बे अभ्यास व दृढ़ निश्चय द्वारा ही उन्होंने विश्व प्रसिद्धि व भारत रत्न प्राप्त किया है।

RBSE Class 9 English The Sound of Music Important Questions and Answers

Part – I 

Evelyn Glennie Listens To Sound Without Hearing It
[एवलिन ग्लेनी ध्वनि सुनती है इसका श्रवण किये बिना]

I. Answer the following questions in about 30 words each : 

Question 1. 
Where and how does the story open? कहानी कहाँ व कैसे आरम्भ होती है?
Answer:
The story opens at an underground train platform of London. The rush hour crowds jostle for position here. Evelyn was nervous but excited. It was her first day at the Royal Academy of Music in London.

कहानी लन्दन के भूमिगत रेलवे प्लेटफॉर्म से आरम्भ होती है। व्यस्ततम समय की भीड़ जगह के लिए यहाँ धक्का-मुक्की कर रही है। एवलिन कुछ नर्वस किन्तु उत्तेजित थी। लन्दन की रॉयल एकेडमि ऑव म्यूजिक में यह उसका प्रथम दिन था।

Question 2. 
Enumerate Evelyn’s achievements when she toured the United Kingdom. …
जब एवलिन ने यूनाइटेड किंगडम की यात्रा की तब की उसकी उपलब्धियों की गणना करें।
Answer:
She auditioned for the Royal Academy of Music and scored one of the highest marks. She gradually moved from orchestral work to solo performances. After three-year course, she had captured most of the top awards.

उसने रॉयल एकेडॅमि ऑव म्यूजिक के लिए आवाज का टेस्ट दिया और वह अधिकतम अंक प्राप्त करने वालों में थी। वह धीरे-धीरे वादक वृंद से एकल वादन करने लगी। तीन वर्ष के पाठ्यक्रम के उपरान्त उसने अधिकतम शीर्ष पुरस्कार जीत लिये थे।

Question 3. 
Prove that Evelyn is something of a workaholic. 
सिद्ध करें कि एवलिन कर्मानुरागी है।
Answer:
She confesses that she gets to work often harder than classical musicians. Apart from the regular concerts, Evelyn also gives free concerts in prisons and hospitals. She also gives high priority to classes for young musicians.

वह स्वीकार करती है कि वह अक्सर शास्त्रीय संगीतकारों से भी अधिक परिश्रम करती है। नियमित संगीत सभाओं के अतिरिक्त, एवलिन जेलों व अस्पतालों में भी निःशुल्क संगीत सभाएँ करती है। वह युवा संगीतकारों की कक्षाओं को भी उच्च प्राथमिकता देती है। 

Question 4. 
Why were the men with bushy beards troublesome for Evelyn? 
झाड़ीदार दाढ़ी वाले लोग एवलिन के लिए कष्टकर क्यों थे?
Answer:
The men with bushy beards were troublesome for Evelyn because she had to watch not only their tips but also the whole face, especially their eyes, to understand their expressions.

झाड़ीदार दाढ़ी वाले लोग एवलिन के लिए कष्टकर थे क्योंकि उनके भावों को समझने के लिए उसे न केवल उनके होंठों को ही देखना पड़ता था बल्कि उनके पूरे चेहरे को देखना पड़ता था और विशेषकर उनकी आँखों को।

Question 5. 
How has Evelyn inspired the handicapped? 
एवलिन ने विकलांगों को कैसे प्रेरित किया है?
Answer:
Evelyn has inspired the handicapped by her achievements in spite of being a handicapped. The handicapped look to her and say that if she can do it, why they can’t.

एवलिन ने विकलांगों को अपनी उपलब्धियों द्वारा प्रेरित किया जबकि वह स्वयं भी विकलांग थी। विकलांग उसकी ओर देखते और कहते कि जब वह ऐसा कर सकती है तो वे क्यों नहीं कर सकते हैं।

Question 6. 
What has James Blades say for Evelyn? 
जेम्ज ब्लेड्ज, एवलिन के लिए क्या कहते हैं?
Answer:
James Blades, the master percussionist, says, ‘God 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’.

जेम्स ब्लेड्ज, सिद्धहस्त ताल-वादक कहते हैं, ‘ईश्वर ने उसकी श्रवण शक्ति भले ही ले ली हो लेकिन उसने कुछ असाधारण उसे वापिस दे दिया है। जो हम सुनते हैं, उसे वह महसूस करती है- हम में से किसी अन्य से अधिक। इसीलिए वह संगीत को इतने सुन्दर ढंग से प्रस्तुत करती है।’

Question 7. 
How did Ron Forbes begin to teach Evelyn music? रॉन फोब्ज ने एवलिन को किस प्रकार संगीत सिखाना शुरू किया?
Answer:
Ron Forbes, who was a percussionist, spotted her talent of music. After knowing . it he began to teach Evelyn music by tuning two large drums to different notes.

रॉन फोब्ज; जो कि एक तालवाद्य-वादक था, ने उसकी प्रतिभा को पहचाना। इसे जानने के बाद उसने दो बड़े. ढोलों को भिन्न-भिन्न सुरों पर बजाकर एवलिन को संगीत सिखाना आरम्भ किया।

II. Answer the following questions in about 60 words each : 

Question 1. 
How is Evelyn a shining inspiration for deaf children? 
एवलिन बहरे बच्चों के लिए उज्ज्वल प्रेरणा कैसे है?
Answer:
Ann Richlin of the Beethoven Fund for Deaf Children says, “She is a shining inspiration for deaf children. They see that there is nowhere that they can’t go.” She has already accomplished more than most people twice her age. She has brought percussion to the front. She has given inspiration to those who are handicapped, people who look to her and say, “If she can do, I can?’ 

बीथोवन फण्ड फॉर डेफ चिल्ड्रन की एन रिचलिन कहती है, “वह बहरे बच्चों के लिए उज्ज्वल प्रेरणा है। वे देखते हैं कि कोई स्थान नहीं जिसे वे प्राप्त नहीं कर सकते।” उसने अपनी आयु से दुगुने बड़ों से भी अधिक सफलता पहले ही प्राप्त कर ली है। उसने ढोल को अग्रणी स्थान दिलाया है। उसने उन विकलांग लोगों को प्रेरणा दी है जो उसे देखकर कहते हैं, “यदि वह ऐसा कर सकती है तो मैं भी कर सकती/सकता हूँ।”

Question 2. 
Remember Evelyn’s service to music. 
एवलिन की संगीत सेवाओं को याद कीजिए।
Answer:
She has brought percussion to the front of the orchestra and demonstrated that it can be very moving. She gave high priority to classes for young musicians. She gave regular concerts and also free concerts in prisons and hospitals. She is world’s most sought-after multi-percussionist with a mastery of some thousand instruments and hectic international schedule.

वह ढोल को वादक वृंद के अगले स्थान पर ले आई और दिखाया कि यह बहुत प्रभावशाली हो सकता है। उसने युवा संगीतकारों की कक्षाओं को उच्च प्राथमिकता दी। उसने नियमित संगीत सभाएँ की व जेलों व अस्पतालों में निःशुल्क संगीत सभाएँ भी की। वह संसार की बहुमुखी ढोल वादक बन गई जिसकी सबसे अधिक माँग थी और जिसे लगभग 1000 संगीत वाद्यों का पूर्ण ज्ञान था और जो संसार भर में अत्यधिक व्यस्त रहती थी।

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 Chapter 3 The Little Girl

Textbook Questions and Answers

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.

नीचे केजिया की कुछ भावनाएँ दी गई हैं। कॉलम A में दी गई भावनाओं को कॉलम B में दिये गये आइटम्स से मिलान करें।

A	B
1. fear or terror 2. glad sense of relief 3. a ‘funny’ feeling, perhaps of understanding	(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.

Answer:

II. Answer the following questions in one or two sentences : 

अग्र प्रश्नों का उत्तर एक या दो वाक्यों में दें

Question 1. 
Why was Kezia afraid of her father?
केजिया अपने पिताजी से क्यों डरती थी?
Answer:
Kezia was afraid of her father because he never spoke kindly to her. She couldn’t understand him.
केजिया अपने पिताजी से इसलिए डरती थी क्योंकि उसके पिता कभी भी उससे दयालुता से नहीं बोलते थे। वह उन्हें समझ नहीं सकी।

Question 2. 
Who were the people in Kezia’s family? केजिया के परिवार में कौन-कौन थे?
Answer:
The people in Kezia’s family were – her father, her mother, her granny and she herself.
केजिया के परिवार में उसके पिता, उसकी माता, उसकी दादी व वह स्वयं थी। 

Question 3. 
What was Kezia’s father’s routine – 
(i) before going to his office? 
(ii) after coming back from his office? 
(iii) on Sundays? 
केजिया के पिता की नित्यचर्या क्या थी
(i) कार्यालय जाने से पूर्व? 
(ii) अपने कार्यालय से वापिस घर लौट आने के उपरान्त? 
(iii) रविवार को? 
Answer:
Kezia’s father’s routine was that
(i) before going to his office he came into Kezia’s room and gave her a casual goodbye kiss.
(ii) after coming back home he would have his boots taken off and demanded tea, slippers and paper.
(iii) on Sundays he stretched on the sofa, covered his face with a handkerchief and went to sleep.

केजिया के पिता की नित्यचर्या थी कि
(i) अपने कार्यालय जाने से पूर्व वे केजिया के कक्ष में आते और उसे एक अनौपचारिक शुभ विदाई चुम्बन देते। 
(ii) घर लौटने के उपरान्त वे अपने जूते उतरवाते और चाय, चप्पल व समाचार-पत्र लाने को कहते। 
(iii) रविवार को वे सोफे पर पसर जाते, अपना चेहरा एक रूमाल से ढक लेते और सो जाते।

Question 4. 
In what ways did Kezia’s grandmother encourage her to get to know her father better?
केजिया की दादी ने उसे अपने पिता को बेहतर समझने के लिए किन तरीकों से उत्साहित किया?
Answer:
 Kezia’s grandmother encouraged her to get to know her father better in the following ways. On Sunday afternoons grandmother sent her down to the drawing room to have a nice talk with Father and Mother.
 केजिया की दादी ने उसे अपने पिता को बेहतर समझने के लिए निम्न तरीकों से उत्साहित किया। रविवार अपराह्न को दादी माँ उसे नीचे ड्राइंगरूम में अपने पिता व माता से अच्छी वार्ता के लिए भेजती थी।

III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each.
इन प्रश्नों की अपने शिक्षक के साथ समीक्षा करें और फिर प्रत्येक उत्तर को दो या तीन अनुच्छेदों में लिखें।

Question 1.
Kezia’s efforts to please her father resulted in displeasing him very much. How did this happen? 
अपने पिता को प्रसन्न करने के केजिया के प्रयत्नों ने उसे और अधिक अप्रसन्न करने का परिणाम दिया। यह कैसे घटित हुआ?
Answer:
Kezia tried hard to say the words properly but for this she had to stutter. And this resulted in displeasing him. On Sunday afternoons she would go down to the drawing room to have nice talks. But when father found her staring like a brown owl he felt displeased. For her father’s birthday gift she prepared a silky pin cushion but filled in it important paper sheets of her father. And it displeased him.

केजिया उचित शब्द बोलने का कठिन प्रयास किया किन्तु इसके लिए उसे हकलाकर बोलना पड़ता था। और परिणामतः वे अप्रसन्न हुए। रविवार अपराह्न को अच्छी-अच्छी बात करने के लिए वह नीचे ड्राइंगरूम में जाती। लेकिन जब पिता उसे एक भूरे उल्लू जैसे घूरते पाते तो वे अप्रसन्न होते। अपने पिता के जन्म दिवस के उपहार के लिए उसने एक रेशमी पिन-कुशन तैयार किया लेकिन इसमें अपने पिता के महत्त्वपूर्ण कागजात भर दिये। और इसने उन्हें अप्रसन्न ही किया।

Question 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?
केजिया सुनिश्चित करती है कि ‘पिता अनेक प्रकार के होते हैं।’ श्रीमान् मैक्डोनाल्ड किस प्रकार का . पिता था और वह केजिया के पिता से किस प्रकार भिन्न था?
Answer:
Mr. Macdonald was a happy kind of father. He had sweet nature. He was caring and loving father. He was humorous too. He was different from Kezia’s father in nature, in behaviour and in life style. Kezia’s father was hot-tempered. That’s why she was afraid of him and avoided him. Mr. Macdonald is cool-tempered. He remains cool even when his sons turn the hose pipe on him. Kezia’s father in his life style has no room for playing with her. Mr. Macdonald plays “tag’ with all his children in the evening.

श्रीमान् मैक्डोनाल्ड एक खुशमिजाज पिता था। उसका मधुर स्वभाव था। वह एक देखभाल वाला व प्रीतिकर पिता था। वह हास्यकर भी था। वह केजिया के पिता से स्वभाव में, व्यवहार में और जीवनचर्या में भिन्न था। केजिया का पिता गर्म स्वभाव का था। इसीलिए वह उससे डरती थी व दूर रहती थी। श्रीमान् मैक्डोनाल्ड शान्त स्वभाव के हैं। जब उसके पुत्र पानी के पाइप को उसकी ओर कर देते हैं तब भी वह शान्त रहता है। केजिया के पिता की जीवनचर्या में उसके साथ खेलने की कोई जगह नहीं है। श्रीमान् मैक्डोनाल्ड सायंकाल अपने सभी बच्चों के साथ ‘टैग’ खेलते हैं।

Question 3. 
How does Kezia begin to see her father as a human being who needs her sympathy?
केजिया ने अपने पिता को एक ऐसे मानव के रूप में देखना कैसे प्रारम्भ करती है जिसे उसकी सहानुभूति की आवश्यकता है?
Answer:
Once Kezia’s mother was hospitalised and grannie had to stay with her. At night Kezia had to sleep all alone in her room. At night she had a nightmare. She cried for her grannie. When she opened her eyes she saw her father. He took her to his room. He tucked Kezia properly and lay beside her. He asked her to rub her feet against his legs for warmth.

Snuggled under her father’s protective arms she got rid of her fear. She changed her opinion about her father. Perhaps her father became too tired after day’s work to be Mr. Macdonald. She liked the nice hardness of her father. She even realised that it was her mistake to tear his important paper that made him so angry. Now she understood that her father loved her but could not play with her. He needed her sympathy.

एक बार केजिया की माँ को अस्पताल में भर्ती कराया गया था और दादी को उसके साथ वहाँ अस्पताल में रहना पड़ा। रात्रि को केजिया को अकेले ही अपने कक्ष में सोना पड़ा।रात्रि में उसे डरावना सपना आया। वह अपनी दादी के लिए चिल्लाई। जब उसने अपनी आँखें खोली तो उसने अपने पिता को देखा। वे उसे अपने कक्ष में ले गये। उन्होंने केजिया को उचित ढंग से सुरक्षित लिटाया और उसकी बगल में लेट गये। उन्होंने उससे कहा कि गर्मी के लिए वह अपने पैर उसकी टाँगों से रगड़ ले।

अपने पिता की सुरक्षात्मक बाँहों के अन्दर उसे अपने भय से छुटकारा मिल गया। उसने अपने पिता के बारे में अपने विचार बदल लिए। शायद दिनभर परिश्रम करने के उपरान्त वे थक जाते हैं इसीलिए श्रीमान् मैक्डोनाल्ड नहीं बन सकते। उसे अपने पिता की अच्छी कठोरता पसन्द थी। उसने महसूस किया कि यह उसकी गलती थी कि उसने उनके महत्त्वपूर्ण कागजात फाड़ दिये थे जिससे वे इतने क्रोधित हो गये थे। अब उसने समझा कि उसके पिता उसे प्यार करते थे लेकिन उसके साथ खेल नहीं पाते थे। उन्हें उसकी सहानुभूति की आवश्यकता थी। 

Thinking about Language 

I. Look at the following sentence :

निम्न वाक्य ध्यानपूर्वक देखें :
There was a glad sense of relief when she heard the noise of the carriage growing fainter…. यहाँ glad का अर्थ है किसी चीज के बारे में प्रसन्न होना।
Glad, happy, pleased, delighted, thrilled और overjoyed शब्द समानार्थी हैं फिर भी ये
‘प्रसन्नता’ को अपने-अपने तरीके से व्यक्त करते हैं।
निम्न वाक्यों को पढ़ें —

• 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. 
ऊपर दिये गये समानार्थी शब्दों में से नीचे दिये गये वाक्यों में उचित शब्द का प्रयोग करें। कुछ संकेत कोष्ठकों में दिये गये हैं। 

(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 grand-daughter. (extremely happy) 
(iv) The coach was…………..with his performance. (satisfied about) 
(v) She was very………… ..with her results. (happy about something that has happened)
Answers : 
(i) overjoyed 
(ii) thrilled 
(iii) delighted 
(iv) pleased 
(v) happy. 

2. निम्न वाक्यों में big (शब्द) के प्रयोग का अध्ययन करें।

He was so big – his hands and his neck, especially his mouth…. 
यहाँ big का अर्थ है आकार में बड़ा। Now, consult a dictionary and find out the meaning of big in the following sentences. The first one has been done for you. अब एक शब्दकोश को देखिए और निम्न वाक्यों में प्रयोग किए big के विभिन्न अर्थ पता कीजिए। प्रथम वाक्य उदाहरण के तौर पर आपके लिए किया गया है। 
(i) You are a big.girl now. …….older……… 
(ii) Today you are going to take 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. 
Answers : 
(ii) most important 
(iii) outstanding 
(iv) very popular 
(v) great 
(vi) great
(vii) generous/noble. 

II. Verbs of Reporting

निम्न वाक्यों का अध्ययन करें : 

• “What!’ screamed Mother. 
• “N-n-no’, she whispered. 
• “Sit up’, he ordered.
तिरछे अक्षरों वाले शब्द reporting verbs हैं। हम एक reporting verb का प्रयोग करते हुए किसी दूसरे व्यक्ति के द्वारा कहे कुछ या सोचे गए विचारों को उद्धृत या सूचित करते हैं। प्रत्येक reporting clause में एक reporting verb होती है | उदाहरण के लिए हैं। 
• He promised to help in my project. 
• ‘How are you doing? Seema asked.
हम reporting verbs का प्रयोग परामर्श देने, आदेश देने, कथनों, विचारों, इरादों, प्रश्नों, प्रार्थनाओं, याचनाओं, बोलने के तरीके के बारे में सूचना देने आदि के लिए करते हैं। 

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. 
Answers : 
(i) says 
(ii) mentioned 
(iii) told 
(iv) answered 
(v) wondered
(vi) told
(vii) apologised. 

2. Some verbs of reporting are given in the box. Choose the appropriate verbs and fill in the blanks in the following sentences :  कुछ reporting  verb नीचे दिए है। उचित verb चुनकर वाक्यों में भरे

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 passers-by to keep off the road. 
Answers. 
(i) replied 
(ii) shouted 
(iii) were complaining 
(iv) remarked 
(v) suggested
(vi) ordered. 

Speaking:

Form pairs or groups and discuss the following questions :

Question 1. 
This story is not an Indian story. But do you think there are fathers, mothers and grandmothers like the ones portrayed in the story in our own country?
यह कहानी भारतीय कहानी नहीं है। परन्तु क्या आपके विचार में हमारे राष्ट्र में भी ऐसे माता, पिता व दादियाँ हैं जैसे कि कहानी में चित्रित किये गये हैं?
Answer:
This is right that this story is not an Indian story. But I do think that in our own country too there are fathers, mothers and grand-mothers like the ones portrayed in the story. Fathers who love their children but have no time to play and talk with them. Sometime they punish children for their welfare.
Grandmothers love their grand-children very much. They are the mentors.

यह ठीक है कि यह कहानी भारतीय कहानी नहीं है। लेकिन मैं निश्चित रूप से सोचता हूँ कि हमारे अपने राष्ट्र में भी ऐसे पिता, माता व दादियाँ हैं जैसे कि इस कहानी में हैं। पिता अपने बच्चों से प्रेम करते हैं लेकिन उनके पास इतना समय नहीं रहता कि उनके साथ खेल सकें व बातें कर सकें। कभी-कभी वे बच्चों को उनके कल्याण के लिए दण्ड भी देते हैं। दादियाँ अपने पोतों-पोतियों को बहुत प्यार करती हैं। वे उनकी रक्षक होती हैं।

Question 2. 
Was Kezia’s father right to punish her? What kind of a person was he? You might find some of these words useful in describing him :
क्या केजिया के पिता का केजिया को दण्ड देना उचित था? वह कैसा व्यक्ति था? उसका विवरण देने में आप निम्न शब्दों को उपयोगी पा सकते हैं
undemonstrative, loving, strict, hard-working, responsible, unkind, disciplinarian, short-tempered, affectionate, caring, indifferent.
Answer:
No, Kezia’s father was not right to punish her. She made mistakes in innocence so he shouldn’t have minded it. She became a coward and nursed hate for all fathers. He was a strict disciplinarian but undemonstrative and hardworking but irritant. He loved her that’s why she understood him. He scolded her on trivial things.

नहीं, केजिया का पिता उसे दण्ड देने के बिन्दु पर ठीक नहीं था। उसने निर्दोषता में गलती की तो उसे इसे गम्भीरता से नहीं लेना चाहिए था। वह एक डरपोक बन गई व सभी पिताओं के प्रति घृणा भाव आ गया था। वह एक सख्त अनुशासनप्रिय था किन्तु दिखावा नहीं करता था और परिश्रमी था किन्तु चिड़चिड़ा था। वह उससे प्यार करता था इसीलिए वह उसे समझ सकी। वह छोटी-छोटी बातों पर उसे डाँट देता था। 

Writing.

Has your life been different from or similar to that of Kezia when you were a child? Has your perception about your parents changed now? Do you find any change in your parents’ behaviour vis-a-vis yours? Who has become more understanding? What steps would you like to take to build a relationship based on understanding? Write three or four paragraphs (150-200 words) discussing these issues from your own experience.

जब आप छोटे थे तो क्या आपका जीवन केजिया से भिन्न था या उस जैसा था? क्या अपने माता-पिता के बारे में आपका दृष्टिकोण अब बदल गया है? क्या आपके प्रति आपके माता-पिता का व्यवहार बदल गया है? कौन अधिक सूझबूझ से काम लेता है? आप आपसी समझबूझ पर आधारित सम्बन्ध बनाने के लिए क्या करोगे? अपने अनुभव के अनुसार इस विषय पर तीन-चार अनुच्छेद (150-200 शब्दों में) लिखें।
Answer:
Yes, my life had been similar to that of Kezia when I was a child. My father was a strict disciplinarian, undemonstrative but loving and caring. He knocked me even on my slightest inattention. My father would ask me to carry out certain instructions. He would punish me even on trivial things.Yes, my perception about my parents has changed now. It was realised by me that they punished me for my betterment. My father was hardworking that’s why he couldn’t spare time to play with me.

Yes, I find many changes in the behaviour of my parents as well as of mine. Now, my parents behave as a friend with me. I too, show greater liking for them.I have become more sensible. I do feel that my father needed sympathy. I would like to take many steps to build a relationship based on understanding. I would understand their difficulties and would sympathise with them.

हाँ, जब मैं बालक था तब मेरा जीवन उस ही तरह का रहा है जैसा कि केजिया का। मेरे पिता एक सख्त अनुशासनप्रिय व दिखावा न करने वाले व्यक्ति थे किन्तु प्यार करने व देखभाल करने वाले भी थे। मेरी जरासी असावधानी पर भी वे मुझे टोक देते थे। मेरे पिता मुझसे आवश्यक आदेशों की अनुपालना करने की कहते थे। वे मुझे छोटी-छोटी बातों पर दण्ड दे देते थे। हाँ, मेरे माता-पिता के प्रति मेरे दृष्टिकोण में बदलाव आ गया है।

मेरे द्वारा यह अनुभूति की गई कि मेरे भले के लिए वे मुझे दण्ड देते थे। मेरे पिता परिश्रमी थे इसीलिए मेरे साथ खेलने का समय नहीं निकाल पाते थे। हाँ. मैं मेरे माता-पिता व मेरे व्यवहार में बहुत से बदलाव पाता हूँ। अब मेरे माता-पिता मुझसे एक मित्र की तरह व्यवहार करते हैं। मैं भी उनके प्रति अधिक चाहत प्रदर्शित करता हूँ। मैं और अधिक समझदार हो गया हूँ। मैं महसूस करता हूँ कि मेरे पिता को तब अधिक सहानुभूति की आवश्यकता थी। समझ पर आधारित रिश्तों के निर्माण के लिए मैं बहुत से कदम उठाना चाहूँगा। मैं उनकी कठिनाइयों को समझूगा और उनके साथ सहानुभूति प्रदर्शित करूँगा।

RBSE Class 9 English The Little Girl Important Questions and Answers

I. Answer the following questions in about 30 words each : 

Question 1. 
How does the story of ‘The Little Girl’ open? 
‘छोटी लड़की’ की कहानी आरम्भ कैसे होती है?
Answer:
The story opens on a note of fear and suspense. The little girl is fearful from her father. She responds with good-bye to her father’s casual kiss. She has a glad sense of relief after his departure every morning.

कहानी भय व उत्कण्ठा की जानकारी से आरम्भ होती है। छोटी लड़की अपने पिता से भयभीत है। वह अपने पिता के लापरवाहीपूर्ण चुम्बन का अलविदा कहकर उत्तर देती है। प्रत्येक सवेरे उसके प्रस्थान उपरान्त उसे एक हर्षपूर्ण राहत अनुभव होती है।

Question 2. 
Why did Kezia prepare a pin-cushion and how? 
केजिया ने पिन-कुशन क्यों बनाया और कैसे?
Answer:
Kezia prepared a pin-cushion for her father’s birthday gift. She took a piece of yellow silk. With a double cotton she stitched three sides; stuffed tiny paper pieces in this case; and sewed up the fourth side.

केजिया ने अपने पिता के जन्म-दिन उपहार के लिए पिन-कुशन तैयार किया था। उसने पीले रेशम का एक टुकड़ा लिया। दोहरे सूती कपड़े से इसको तीन तरफ से सिल दिया; इस केस में छोटे-छोटे कागज के टुकड़े भर दिये; और चौथी तरफ से भी सिल दिया।

Question 3. 
Describe Kezia’s the same old nightmare. 
केजिया के उसी पुराने दु:स्वप्न का वर्णन करें।
Answer:
In the same old nightmare, Kezia sees the butcher with a knife and a rope coming nearer and nearer and smiling that dreadful smile. She finds herself unable to move. She stands still and cries out Grandma ! Grandma !

उस ही पुराने बुरे सपने में केजिया उस कसाई को एक चाकू व एक रस्से के साथ नजदीक व नजदीक आते व वही डरावनी मुस्कराहट मुस्कराते देखती है। वह स्वयं को हिलने-डुलने के अयोग्य पाती है। वह स्थिर खड़ी हो जाती है और चिल्लाती है, दादीमाँ ! दादीमाँ !

Question 4. 
What pieces of work were told to Kezia to do by her parents? 
केजिया को उसके माता-पिता द्वारा क्या कार्य करने के लिए कहा गया?
Answer:
The pieces of work told to Kezia to do by her parents were : to take off father’s boots and then take them outside; and to carry father’s teacup back to the table carefully.

केजिया को उसके माता-पिता द्वारा जो कार्य करने के लिए कहे गये, वे थे : पिता के जूते उतारना व उनको बाहर ले जाना; और पिता के चाय कप को ले जाकर सावधानी से मेज पर रखना।

Question 5. 
What efforts did the grannie make to remove Kezia’s fear? 
केजिया के भय को दूर करने के लिए दादी माँ ने क्या प्रयास किये?
Answer:
The efforts grannie make to remove Kezia’s fear were : on Sunday afternoons grannie sent Kezia to the drawing room to have nice talks with the parents, and she suggested Kezia to make a pin-cushion for father’s birthday gift.

केजिया के भय को दूर करने के लिए दादी माँ ने जो प्रयास किये वे थे : रविवार अपराह्नों को दादी माँ ने केजिया को बैठक में भेजा ताकि माता-पिता से मधुर वार्तालाप हो सके; और उसने केजिया को परामर्श दिया कि पिता के जन्म-दिन उपहार के लिए एक पिन-कुशन बनाए।

Question 6. 
Write your opinion on corporal punishment by parents to their children. 
माता-पिता द्वारा बच्चों को शारीरिक दण्ड दिये जाने पर अपने विचार लिखें।
Answer:
Kezia’s father gave her corporal punishment when the paper sheets were used as stuff for the pin-cushion. In my opinion, it is inappropriate. It is inhuman to punish children physically. Children know the language of love better.

केजिया के पिता उसे शारीरिक दण्ड देते हैं जब वह कागजों को पिन-कुशन भरने के पदार्थ के रूप में प्रयोग करती है। मेरे विचार में, यह अनुचित है। यह अमानवीय है बच्चों को शारीरिक दण्ड देना। बच्चे प्यार की भाषा अधिक अच्छे से समझते हैं।

Question 7. 
How does the story conclude? 
कहानी का अन्त कैसे होता है?
Answer:
The story concludes on a note of change of feelings of Kezia for her father from fear to understanding after the incident of the nightmare. Kezia thinks that he is tired out by his work. There is no one to look after him. It was a nice hardness.

दुःस्वप्न की घटना के उपरान्त केजिया के अपने पिता के प्रति भय के भाव के समझदारी के भाव में परिवर्तन की सूचना के साथ कहानी का अन्त होता है। केजिया सोचती है कि वे अपने कार्य से थक जाते हैं। उनकी देखभाल को कोई नहीं है। यह एक अच्छी कठोरता थी।

II. Answer the following questions in about 60 words each : 

Question 1. 
Paint a word picture of Kezia. 
केजिया का शब्द-चित्र बनाइए।
Answer:
Kezia is the little girl with pink palms. She feared from her father. He behaved unfatherly. She stuttered only with her father. He almost always speaks with her scoldingly. He said, She looks like a little brown owl.’ He gave her corporal punishment too. But Grannie comforted her by clinging her to her body. Kezia is a good artisan. She makes a beautiful pin-cushion. She liked a father like Mr. Macdonald. After the incident of the nightmare, she understands her own father also.

केजिया गुलाबी हथेली वाली एक छोटी लड़की है। वह अपने पिता से भयभीत थी। वह अपितृत्व व्यवहार करता था। वह केवल अपने पिता के सामने तुतलाती थी। वह लगभग हमेशा उससे डाँटते हुए बोलता है। उसने कहा, ‘वह (केजिया) एक छोटे भूरे उल्लू जैसे दिखाई पड़ती है।’ उसने उसको (केजिया को) शारीरिक दण्ड भी दिया। लेकिन दादी माँ ने उसे अपनी छाती से लगाकर राहत देने का प्रयास किया। केजिया एक अच्छी दस्तकार भी है। वह एक सुन्दर पिन-कुशन बनाती है। वह मैक्डॉनाल्ड जैसे पिता को पसन्द करती थी। दुःस्वप्न की घटना के उपरान्त वह अपने पिता को भी समझने लगी थी।

Question 2. 
Give a character sketch of Kezia’s father. 
केजिया के पिता का चरित्र चित्रण करें।
Answer:
According to Kezia, her father was so big-his hands and his neck, especially his mouth when yawned. He was like a giant. He was hard-hearted. He almost always spoke with her scoldingly. He even gave her corporal punishment. On Sunday afternoons, Kezia found him sleeping soundly and snoring on the sofa. But he takes care of her after the incident of the nightmare. Kezia understands him also. She calls his hardness a nice one.

केजिया के अनुसार, उसका पिता विशालकाय था उसके हाथ और उसकी गर्दन, विशेषकर उसका मुख जब वह उबासी लेता था। वह एक राक्षस की भाँति था। वह कठोर हृदयी था। वह लगभग हमेशा उससे डाँटते हुए-सा बात करता था। उसने केजिया को शारीरिक दण्ड तक दिया था। रविवार अपराह्नों को केजिया उसे सोफे पर गहरी नींद सोये और खर्राटे भरते पाती थी। लेकिन दुःस्वप्न की घटना के उपरान्त वह उसकी (केजिया की) देखभाल करने लगता है। केजिया भी उसे समझती है। वह उसकी कठोरता को अच्छी बताती है।

Question 3. 
Portrait Kezia’s grannie verbally. 
केजिया की दादी माँ का शाब्दिक चित्रण करें।
Answer:
Grannie is a good old lady. She loves Kezia much. She sends Kezia down to the drawing room on Sunday afternoons for a nice talk with the parents. She suggests Kezia to make a pin-cushion for her father’s birthday gift. She carries Kezia’s mother to hospital when the later becomes ill. She stays there to look after her. She holds Kezia to her heart when Kezia’s father gives her corporal punishment. 

दादी माँ एक अच्छी वृद्ध महिला है। वह केजिया को बहुत प्यार करती है। वह रविवार अपराह्नों को केजिया को नीचे बैठक में अपने माता-पिता से अच्छी बात करने के लिए भेजती है। वह केजिया को अपने पिता के जन्मदिन उपहार के लिए पिन-कुशन बनाने का परामर्श देती है। वह केजिया की माँ को अस्पताल ले जाती है जब वह बीमार हो जाती है। वह वहाँ उसकी देखभाल के लिए भी ठहरती है। जब केजिया के पिता उसे शारीरिक दण्ड देते हैं तो वह केजिया को हृदय से लगा लेती है।

Question 4. 
Why was Kezia punished by her father? 
केजिया को उसके पिता द्वारा दण्ड क्यों दिया गया था?
Answer:
Father’s great speech for the Port Authority was lying on the bed-table in the form of a great many sheets of fine paper in the mother’s bedroom. Kezia went there to look for scraps for the pin cushion, her father’s birthday gift. She found the sheets there. She gathered them, tore them into tiny pieces and stuffed her case. When Kezia’s this act came to her father’s knowledge, he was angry. And so she was punished by him.

पिता का बंदरगाह प्राधिकरण वाला महान भाषण माँ के शयन कक्ष में बिस्तर-मेज पर अच्छे कागज की बहुत सारी शीट्स के रूप में रखा था। केजिया, पिता के जन्मदिन उपहार-पिन कुशन-में रद्दी सामान भरने को ढूँढ़ने के लिए वहाँ गई। उसे शीट्स वहाँ मिली। उसने उन्हें एकत्रित किया, छोटे टुकड़ों में फाड़ा और केस में भर लिया। जब केजिया के पिता को उसके इस कार्य के बारे में पता चला तो वह नाराज हुए। और इसीलिए उसे (केजिया को) उसके (पिता के) द्वारा दण्डित किया गया।

Question 5. 
How did the children and the father play together in the Macdonalds? 
मैक्डॉनाल्ड परिवार में बच्चे व पिता कैसे खेला करते थे?
Answer:
The Macdonalds were Kezia’s next-door neighbour. They had five children. Once, Kezia. saw them playing ‘tag’ in the evening. Baby, Mao, was on the father’s shoulders. Two little girls hanging on to the father’s coat pockets laughingly running round and round the flower-beds. The other day, Kezia saw the boys turn the hose on the father and he laughingly tried to catch them.

मैक्डॉनाल्ड परिवार केजिया का अगला पड़ौसी ही था। उनके पाँच बच्चे थे। एक बार, केजिया ने उनको शाम को ‘टैग’ खेलते देखा। बेबी, माओ, पिता के कंधों पर था। दो छोटी लड़कियाँ पिता की कोट की जेब से लटकते हुए फूलों की क्यारियों के चारों ओर हँसते हुए दौड़ रही थीं। एक अन्य दिन, केजिया ने लड़कों को पाइप से पिता पर पानी डालते व पिता को उन्हें हँसते हुए पकड़ने का प्रयास करते देखा।

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 Chapter 4 A Truly Beautiful Mind

Thinking about the Text
(Page 50)

Question 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.

Answers:

Question 2.
Who had these opinions about Einstein?

1. He was boring.
2. He was stupid and would never succeed in life.
3. He was a freak.

Answer:

1. His playmates.
2. A headmaster.
3. His mother.

Question 3.
Explain what the reasons for the following are:

1. Einstein leaving the school in Munich for good.
2. Einstein wanting to study in Switzerland rather than in Munich.
3. Einstein seeing in Mileva an ally.
4. What do these tell you about Einstein?

Answers:

1. Einstein left the school in Munich because he did not like the discipline of the school. He hated the school’s regimentation and often clashed with teachers.
2. Albert’s parents moved to Milan and left their son with relatives. After prolonged discussion, Einstein got his wish to continue his education in German – speaking Switzerland. Actually, it was more liberal than Munich.
3. Einstein saw in Mileva Marie an ally against the “Philistines”—those people in his family and at the university with whom he was constantly at odds. He found that she was a “clever creature”.
4. These tell that Einstein was a genius and had the capabilities to achieve his targets. Moreover, he had his own view of life. He liked freedom too much.

Question 4.
What did Einstein call his desk drawer at the patent office? Why?
Answer:
Einstein called his desk drawer at the patent office the “bureau of theoretical physics”. Einstein was actually developing his own ideas in secret and his drawer had all the evidences which could reveal the secret.

Question 5.
Why did Einstein write a letter to Franklin Roosevelt?
Answer:
With the emergence of Nazis in Germany,
Einstein emigrated to the United States. It was the fact that the Nazis had the ability to develop the atomic bomb. It could destroy the whole world. So he warned Franklin D. Roosevelt in his letter.

Question 6.
How did Einstein react to the bombing of Hiroshima and Nagasaki?
Answer:
The atomic bomb devastated the Japanese cities of Hiroshima and Nagasaki. He was deeply shaken by the extent of the destruction and wrote a public missive to the United Nations.

Question 7.
Why does the world remember Einstein as a ‘world citizen’?
Answer:
The world remembers Einstein as a ‘world citizen’ because he believed in universal peace. When there was the rat race for becoming atomic power, he was worried about the aftermaths of the bomb. He was really a world citizen who was concerned with humanity.

Question 8.
Here are some facts from Einstein’s life. Arrange them in chronological order.

[ ] Einstein publishes his special theory of relativity.
[ ] He is awarded the Nobel Prize in Physics.
[ ] Einstein writes a letter to U.S. President, Franklin D. Roosevelt, and warns against Germany’s building of an atomic bomb.
[ ] Einstein attends a high school in Munich.
[ ] Einstein’s family moves to Milan.
[ ] Einstein is bom in the German city of Ulm.
[ ] Einstein joins a University in Zurich, where he meets Mileva.
[ ] Einstein dies.
[ ] He provides a new interpretation of gravity.
[ ] Tired of the school’s regimentation, Einstein withdraws from school.
[ ] He works in a patent office as a technical expert.
[ ] When Hitler comes to power, Einstein leaves Germany for the United States.

Answers:

[1] Einstein is bom in the German city of Ulm.
[2] Einstein attends a high school in Munich.
[3] Einstein’s family moves to Milan.
[4] Tired of the school’s regimentation, Einstein withdraws from school.
[5] Einstein joins a University in Zurich where he meets Mileva.
[6] He works in a patent office as a technical expert.
[7] Einstein publishes his special theory of relativity.
[8] He provides a new interpretation of gravitation.
[9] He is awarded the Nobel Prize in Physics.
[10] When Hitler comes to power, Einstein leaves Germany for the United States.
[11] Einstein writes a letter to U.S. President, Franklin D. Roosevelt and warns against Germany’s building of an atomic bomb.
[12] Einstein dies.

Thinking about language
(Page 51)

Question 1.
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 “a scientific revolution”, (declared, praised, showed)
4. Einstein got ever more involved in politics, agitating for an end to the arms build up. (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)

Answers:

1. failed
2. in disagreement
3. declared
4. campaigning
5. permanently
6. in a state of commotion
7. interested.

Question 2.
Study the following sentences:

• Einstein 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.

Complete 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.

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.)

Answers:

1. Working round the clock the firefighters finally put out the fire.
2. Noticing the colours blending softly into one another she watched the sunset above the mountain.
3. Neighing continually the excited horse pawed the ground rapidly.
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.

Writing newspaper reports
(Page 53)

Here are some notes which you could use to write a report.

21 August 2005—original handwritten manuscript of Albert Einstein unearthed— by student Rowdy Boeynik in the Univer¬sity of Netherlands—Boeynik researching papers—papers belonging to an old friend of Einstein—fingerprints of Einstein on these papers—16 page document dated 1924—Einstein’s work on this last the¬ory—behaviour of atoms at low temper¬ature—now known as the Bose-Einstein condensation—the manuscript to be kept at Leyden University where Einstein got the Nobel Prize.

Question 1.
Write a report which has four paragraphs,
one each on :

• what was unearthed.
• who unearthed it and when.
• what the document contained.
• where it will be kept.

Your report could begin like this:
Answers:
Student Unearths Einstein Manuscript 21 August 2005. An original handwritten Albert Einstein manuscript has been un-earthed at a University of Netherlands.

A student named Rowdy Boeynik was researching on the papers belonging to his old companion Einstein.

The document contained papers of Ein-stein’s work on the last theory—Behav¬iour of Atoms at Low Temperature. Now¬adays it is known as the Bose-Einstein Condensation.

The manuscript will be kept at Leyden University where Einstein got the Nobel Prize.

Dictation
(Page 53)

Question 1.
Your teacher will dictate these paragraphs to you. Write down the paragraphs with correct punctuation marks.

In 1931 Charlie Chaplin invited Albert Einstein, who was visiting Hollywood, to a private screening of his new film, City Lights. As the two men drove into town together, passersby waved and cheered. Chaplin turned to his guest and explained: “The people are applauding you because none of them understands you and applauding me because everybody understands me.”

One of Einstein’s colleagues asked him for his telephone number one day. Einstein reached for a telephone directory and looked it up. “You don’t remember your own number?” the man asked, startled. “No,” Einstein answered. “Why should I memorise something I can so easily get from a book?” (In fact, Einstein claimed never to memorise anything which could be looked up in less than two minutes.)
Answer:
In 1931, Charlie Chaplin invited Albert Einstein, who was visiting Hollywood, to a private screening of his new film, “City Lights”. As the two men drove into town together, passers-by waved and cheered. Chaplin turned to his guest and explained: “The people are applauding you because none of them understands you and applauding me because everybody understands me.”

One of Einstein’s colleagues asked him for his telephone number one day. Einstein reached for a telephone directory and looked it up. “You don’t remember your own number?” the man asked, startled. “No”, Einstein answered. “Why should I memorise something I can so easily get from a book?” (In fact, Einstein claimed never to memorise anything which could be looked up in less than two minutes.)

Extract Based Questions(3 marks each)

Read the passage given below and answer the questions that follow:

Question 1:
A headmaster once told his father thatwhat Einstein chose as a profession would not matter, because
“he will 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.

1. What was the headmaster’s opinion about Einstein ?
2. Why did Einstein learn to play violin ?
3. Find a word from the passage that means “having great natural ability”.(Board Term 1,2012, ELI-013)

Answer:

1. The headmaster’s opinion about Einstein was that he would never be successful in his life.
2. Einstein learnt to play the violin to fulfil the desire of his mother.
3. Gifted.

Question 2:
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.

1. What did Einstein write and to whom ?
2. Why did he write a letter to Roosevelt earlier ?
3. Find the word from the extract that means – “a long and official letter”.(Board Term 1,2012, ELI-027)

Answer:

1. Einstein wrote a public missive to the United Nations proposing the formation of a world government.
2. He wrote a letter to Roosevelt earlier in which he warned him by saying, “a single bomb of
   this type might very well destroy the whole part with some of the surrounding territory”, i.e., a letter warning him for a bomb blast.
3. Missive.

Question 3:
“The pair finally got married in January 1903, and had two sons. But a few years later, the marriage faltered”.

1. Name the “pair” referred to in the above lines.
2. What happened to their marriage ?
3. Which word from the extract means “became weak” ? (Board Term 1,2012, ELI-029)

Answer:

1. The pair referred to in the above lines is of Albert Einstein and Mileva.
2. Their marriage was not successful.
3. Faltered.

Question 4:
He also felt a special interest in a fellow student, Mileva Marie, whom he found to be a “clever creature”. 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 “philistines”- those people in his family and at the university with whom he was constantly at odds.

1. Who is “clever creature” and “young serb” in the passage ?
2. Why did the young serh come to Switzerland ?
3. What was the attitude of Einstein towards the young serb ? (Board Term 1,2012, ELI-025)

Or

1. Who felt special interest in Mileva Marie and why ?
2. Why did Mileva Marie come to Switzerland ?
3. Which word in the passage means “softness” ? (Board Term 1,2012, ELI-036)

Answer:

1. Mileva Marie, a fellow student with Einstein is referred to as a “clever creature” and “young serb”.
2. The young serb had come to Switzerland because the university in Zurich was one of the few in Europe where women could get degrees.
3. Einstein was attracted to her and he wanted to join her.

Or

1. Albert Einstein felt a special interest in Mileva Marie as he thought her to be a clever creature.
2. Mileva Marie came to Switzerland as the University of Zurich was one of the few places of Europe where women could get degrees.
3. Tenderness.

Short Answer Type Questions (2 marks each)
(About 30-40 words each)

Question 1:
Why did the people call Einstein a world citizen ? (Board Term 1,2012, ELI-014)
Answer:
People called Einstein a world citizen because he campaigned for peace and democracy and was agitated against arms and bombs especially after the bombing of Hiroshima and Nagasaki.

Question 2:
Why did Albert Einstein leave his school ? (Board Term 1,2012, ELI-015)
Answer:
Albert Einstein left his school because he was not happy with the education system. He was not at
ease with the strict regimentation of the school. He felt suffocated because of which he had to leave school.

Question 3:
Why did Einstein hate school ? (Board Term 1,2012, ELI-018)
Answer:
He hated school regimentation because of its extreme sense of discipline. He felt tired and suffocated
with this atmosphere. He often clashed with his teacher.

Question 4:
Why does the world remember Einstein as a world citizen ? (Board Term 1,2012, ELI-019)
Answer:
The world remembers Einstein as a world citizen as he was deeply hurt by the mass destruction in
Japan and campaigned for peace and democracy – worked for humanity.

Question 5:
Why did Einstein write a letter to Franklin Roosevelt ?(Board Term 1,2012, ELI-020)
Or
Why did Einstein write a letter to the American President Roosevelt ?(Board Term 1,2012, ELI-042)
Answer:
Einstein wrote a letter to Franklin Roosevelt when the Nazis were in Germany and he had to migrate
from there. The discovery of Nuclear fission in Germany made the American physicists upset that the Nazis could use an atom bomb.

Question 6:
What is Einstein’s Special Theory of Relativity ? (Board Term 1,2012, ELI-021)
Answer:
According to Einstein’s special theory of relativity, time and distance are not absolute. From this followed the world’s most famous formula which describes the relationship between mass and energy i.e., E = me2.

Question 7:
Why did Einstein’s play mates call him “Brother Boring” ? (Board Term 1,2012, ELI-023)
Answer:
Einstein could not mix up with other children. He did not find their games interesting. He often uttered every word twice. He was often teased for his abnormally huge head. And so his friends nicknamed him “Brother Boring.”

Question 8:
How was Einstein’s private life unraveling after he finished his studies ?(Board Term 1,2012, ELI-026)
Answer:
He had wanted to marry Mileva but his mother was against it. She thought Mileva was three years older than her son and toq intelligent for him.

Question 9:
What did Einstein call his desk drawer at the patent office and why ?(Board Term 1,2012, ELI- 028)
Answer:
Einstein called his desk drawer at the patent office the “bureau of theoretical physics” because he was working as a technical expert in the patent office in Bern where he was supposed to be assessing other peoples’ inventions.

Question 10:
How did Einstein react to the bombing of Hiroshima and Nagasaki ?(Board Term 1,2012, ELI-034)
Answer:
Einstein was shocked at the extent of destruction caused by the bombing. He wrote a long letter to the United Nations and suggested that there should be a World Government.

Long Answer Type Questions (4 marks each)
(About 80-100 words each)

Question 1:
Write down the achievements of Albert Einstein. (Board Term 1,2012, ELI-022)
Answer:
Albert Einstein was really a scientific genius. He felt at home in Mathematics but he showed keen interest in physics. After graduating from the university in Zurich he started working vigorously. With his university education he was working on relativity. After his graduation, he remained jobless. So, he gave private lessons. In 1902, he secured a job as a technical expert in the patent office in Bera. But he went on developing his own ideas. The world showered on him honors invitations. He was honored with Noble prize in 1921.

Question 2:
Einstein was an unusual child with no indication of his potential greatness. Comment.(Board Term 1,2012, ELI-039)
Answer:
Einstein’s head was larger than the usual head. He was called “Brother Boring” because he never mixed up with his classmates. He left school because he was not happy with the strict regimentation. He loved mechanical toys and thought his sister to be a toy. The head master thought him to be stupid and good for nothing and that he would never succeed in life. He also told Einstein’s father that whatever profession he chose would not matter, because “he will never make a success at anything”. This proves that Einstein was an unusual child with no indication of his potential greatness.

Question 3:
What was the outcome of Einstein’s letter which he wrote to the American President, Roosevelt ? Did his warning have any impact on America ?(Board Term 1,2012, ELI-051)
Answer:
On his colleague’s insistence, Einstein wrote a letter to the American President, Roosevelt when the Nazis were in Germany and he had to migrate from there. The discovery of Nuclear fission in Germany made the American physicists upset that the Nazis could use the bomb. He warned him of the consequences of the atomic bomb. His words had a great impact. The Americans developed the atomic bomb secretly. They dropped it on the Japanese cities of Hiroshima and Nagasaki irf August 1945. Einstein was greatly moved by the destruction. He wrote a long letter to the United Nations and suggested that there should be a world government. This definitely helped ending the world war.

Value Based Question (4 marks)

Question 1:
Do you think that in today’s context national boundaries are overcome by global issued ?
Answer:
The world is undoubtedly a global village. Any issue cannot be resolved at the national level alone. This has been reflected in die case of Albert Einstein. He wrote to the President of the U.S.A. about the evils of a nuclear war, requesting him to take some measures. It is definitely the responsibility of each one of us to shoulder the responsibility of protecting the world.

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Chapter 5 The Snake and the Mirror

Thinking about the Text
(Page 60)

I. Discuss in pairs and answer each question below in a short paragraph

Question 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?
Answer:
The doctor heard the sound of rats. The sound was a familiar one. He heard this sound four times. The phrases 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.

Question 2.
What two “important” and “earth¬shaking” decisions did the doctor take while he was looking into the mirror?
Answer:
The doctor took the following two ‘important’ and ‘earth shaking’ decisions:

(a) He would shave daily and grow a thin moustache to look more handsome.
(b) He would always keep that attractive smile on his face.

Question 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?
Answer:
The doctor thought that he had a good smile when he first smiled. But when he smiled a little later, he laughed at his destiny. His life was in danger. His thoughts got changed because of the snake. He was quite near to death.

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).

Write short paragraphs on each of these to get your answer.

Question 1.

1. The kind of person the doctor is (money, possessions)
2. The kind of person he wants to be (appearance, ambition)

Answer:

1. The doctor is a poor man. He does not have much money. 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 one solitary black coat.
2. He wants to be a handsome person. So he decides to shave daily and grow a thin moustache. He also wishes to accumulate wealth.

Question 2.

1. The person he wants to marry
2. The person he actually marries

Answer:

1. He intends to marry a woman doctor who has plenty of money and a good medical practice. He wishes to have a fat wife so that she cannot run after him and catch him when he would make a mistake.
2. The person he actually marries is a thin reedy person with the gift of a sprinter.

Question 3.

1. His thoughts when he looks into the mirror
2. His thoughts when the snake is coiled around his arm

Answer:

1. He thinks that he should look smart. So he decides to shave daily and retain his smile. He is happy and contented when he looks into the mirror.
2. When the snake coiled around his left arm above the elbow, he kept sitting there holding his breath. He became motionless. He was afraid of the snake.

Thinking about language
(Page 61)

Question 1.
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, (c) had a sense of humour, (d) was no longer afraid of the snake.

1. I was turned to stone.
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.
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.

Answers:

• The sentences (1), (3), (4), (5) tell that the author (a) was afraid of the snake.
• The sentences (6) and (8) tell that he
  (b) was proud of his appearance.
• The sentences (9) and (10) tell that
  (c) he had a sense of humour.
• The sentences (2) and (7) tell that (d) he was no longer afraid of the snake.

Question 2.
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 ……………….

Answers:

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.

Question 3.
In the sentences given below some words and expressions are italicised. They variously mean that one

• is very frightened.
• is too scared to move.
• is frightened by something that happens suddenly.
• 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,
2. I got a fright when I realised how close I was to the cliff edge.
3. He nearly jumped out of his skin when he saw the bull coming towards him.
4. You really gave me a fright when you crept up behind me like that.
5. Wait until I tell his story—it will make your hair stand on end.
6. Paralysed with fear, the boy faced his abductors.
7. The boy hid behind the door, not moving a muscle.

Answers:

1. I knew a man was following me, I was scared out of my wits, (very frightened)
2. I got a fright when I realized how close I was to the cliff edge, (too scared to move).
3. He nearly jumped out of his skin when he saw the bull coming towards him. (frightened by something that happens suddenly)
4. You really gave me a fright when you crept up behind me like that, (made someone feel frightened)
5. Wait until I tell his story—it will make your hair stand on end. (very frightened)
6. Paralysed with fear, the boy faced his abductors, (too scared to move)
7. The boy hid behind the door, not moving a muscle, (too scared to move)

Question 4.
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?”

Answers:

1. Meena asked her friend if he (she) thought his (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 they were going to leave.
5. Pran asked me if I had finished reading the newspaper.
6. Seema asked her how long she had lived there.
7. Sheila asked the children if they were ready to do the work.

Speaking
(Page 63)

Question 1.
Using some of the expressions given above in exercise III, talk about an incident when you were very scared. You may have a competition to decide whose story was the most frightening.
Answer:
For self-attempt.

Dictation
(Page 63)

The following paragraph is about the Indian Cobra. Read it twice and close your book. Your teacher will then dictate the paragraph to you. Write it down with appropriate punctuation marks.

The Indian cobra is the common name for members of the family of venomous snakes, known for their intimidating looks and deadly bite. Cobras are recognized by the heads that they flare when angry or disturbed; the heads are created by the extension of the ribs behind the cobras’ heads. Obviously the best prevention is to avoid getting bitten. This is facilitated by the fact that humans are not the natural prey of any venomous snake. We are a bit large for them to swallow whole and they have no means of chopping us up into bite-size pieces. Nearly all snakebites in humans are the result of a snake defending itself when it feels threatened. In general snakes are shy and will simply leave if you give them a chance.

Writing
(Page 63)

Question 1.
Try to rewrite the story without its humour, merely as a frightening incident. What details or parts of the story would you leave out?
Answer:
Do yourself.

Question 2.
Read the description given alongside this sketch from a photograph in a newspaper (Times of India, 4 September 1999). Make up a story about what the monkey is thinking, or why it is looking into a mirror. Write a paragraph about it.

The fairest of them all

A monkey preens itself using a piece of mirror, in the Delhi ridge.

(‘To preen oneself ’ means to spend a lot of time making oneself look attractive, and then admiring one’s appearance. The word is used in disapproval.)
Answer:
It was a sunny day. A monkey was walking in the garden. Fortunately he came to the comer of the garden and found a piece of miiTor. The monkey started looking in the mirror. First of all he looked his face in the mirror and was very happy. He thought that God has given him a human face. Again he looked his hands and fingers in the mirror. He was very proud because he realised that his hands were long and he could hold things easily. At last he decided to look his body in the mirror. This time he was not so much happy because it was full of hair. The monkey was sad and his hands started trembling. Unfortunately, the mirror fell down from his hand and broke into several pieces. When he tried to look his face in the pieces of mirror, he saw his cut faces. This time he became angry and left the place.

Translation
(Page 64)

The text you read is a translation of a story by a well-known Malayalam writer, Vaikom Muhammad Basheer.

In translating a story from one language to another, a translator must keep the content intact. However, the language and the style differ in different translations of the same text.

– Here are two translations of the opening paragraphs of a novel by the Japanese writer, Haruki Murakami. Read them and answer the questions given below :

A

B

When the phone rang I was in the kitchen, boiling a potful of spaghetti and whistling along with FM broadcast of the overture to Rossini’s The Thieving Magpie, which has to be the perfect music for cooking pasta. I wanted to ignore the phone, not only because the spaghetti was nearly done, but because Claudio Ab- bado was bringing the London Symphony to its musical climax.

I’m in the kitchen cooking spaghetti when the woman calls. Another moment until the spaghetti is done ; there I am, whistling the prelude to Rossini s La Gazza Ladra along with the FM radio. Perfect spaghetticooking music! I hear the telephone ring but tell myself, Ignore it. Let the spaghetti finish cooking. It’s almost done, and besides, Claudio Ab- bado and the London Symphony Orchestra are coming to a crescendo.

Compare the two translations on the basis of the following points :

• the tense of narration (past and present tense)
• short, incomplete sentences
• sentence length

Which of these translations do you like? Give reasons for your choice.
Answer:

• The tense of narration (past and present tense)

Opinion: In Column A, sentences are written in the past tense whereas in Column B, they are written in the future tense.

• Short, incomplete sentences Opinion: In Column B short sentences are used. They are framed in the present tense.
• Sentence length

Opinion : The Column B has short sentences. They are simple and easily comprehensible. Besides, they are framed in the present tense.

Reason : I like the paragraph marked as B. The sentences are framed in the present tense. They give out clear-cut ideas in its simple form. We can easily remember the facts expressed in the present tense.

Extract Based Questions (3 marks each)

Read the passage given below and answer the questions that follow:

Question 1:
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 ?

1. Where did the snake move its head ?
2. Why did the narrator call it the “first snake” ?
3. Find a word in the passage that means ‘look at with pleasure and satisfaction’.
   (Board Term 1,2012, ELI-013)

Answer:

1. The snake moved its head towards the mirror.
2. The narrator calls it the “first snake” because this was the first snake he had seen which enjoyed looking into the mirror.
3. Admiring.

Question 2:
“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.”

1. Why did narrator want to remove his things ?
2. Why was there little to carry ?
3. Write the opposite of “friend”.

Answer:

1. The narrator wanted to remove his things as he wanted to leave his house because of the fear. of the snake.
2. There was little to carry because thieves had stolen his things.
3. Foe.

Question 3:
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 inch from my face!
It would not be correct to say merely that I sat there holding my breath I was turned to stone.

1. Why did the author not jump, tremble and cry ?
2. Did the snake bit the speaker ? What was his reaction ?
3. What does the word “tremble” from the above lines mean ? (Board Term 1,2012, ELI-038)

Answer:

1. The author did not jump, tremble and cry because a snake had fallen on his shoulders.
2. No, the snake did not bite the speaker. He said, “Oh!” He had a relief as he was not bitten by the snake.
3. Shiver.

Question 4:
The snake unwound itself from my arm and slowly slithered into my lap. From there it crept onto the table and moved towards the mirror. Perhaps it wanted to enjoy its reflection at closer quarters.

1. Where did the snake settle after uncoiling from the writer’s arm ?
2. Why did the snake move towards the mirror ?
3. What does the word “slithered” mean ? (Board Term 1,2012, ELI-041)

Answer:

1. The snake settled in the writer’s lap after uncoiling from the writer’s arm.
2. The snake moved towards the mirror to have a closer look of its image.
3. Crept.

Question 5:
I did not 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 facet.

1. What did the snake do to him (doctor) ?
2. How far was death from him ?
3. Find a word from th$ passage which means the same as “stretched”.
   (Board Term 1,2012, ELI-023)

Answer:

1. The snake coiled around his left arm above the elbow and spread out its hood’
2. Death was just three or four inches away from him.
3. Spread.

Short Answer Type Questions (2 marks each)
(About 30-40 words each)

Question 1:
What was the doctor thinking while he was seated before the mirror ? (SA-1,2014-15)
Answer:
The doctor thought of various medicine he had and if any medicine was good enough to save him if the snake did bite him. He also realized that God had punished him for being so proud and arrogant.

Question 2:
Why did the doctor run from his house ? (Board Term 1,2012, ELI-014)
Or
Why did the doctor run away to his friend’s house ? (Board Term 1,2012, ELI-052)
Answer:
From writer’s arm the snake slithered into his lap, crept onto the table and then moved towards the mirror. The writer revived, got up from the chair and leapt into the yard and ran to his friend’s house to save his life.

Question 3:
How did the doctor show the presence of mind when he encountered the snake ?
(Board Term 1,2012, ELI-021)
Answer:
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.

Question 4:
How did the snake change the writer’s opinion about himself ? (Board Term 1,2012, ELI-025)
Answer:
The writer was proud of being a doctor. Coming face-to-face with the snake made him humble. He
thought he was only a poor and stupid doctor who should not be proud of his profession.

Question 5:
While looking into the mirror, what important and earth-shaking decisions did the doctor make ? (Board Term 1,2012, ELI-027)
Or
What were the two important decisions taken by the doctor while looking into the mirror ?(Board Term 1,2012, ELI-039)
Answer:
The important decision m^de by the doctor was that he would shave daily and grow a thin moustache, to look more handsome.
The earth-shaking decision made by the doctor was that he would always keep that attractive smile on his face.

Question 6:
What did the doctor do on seeing the snake ? (Board Term 1,2012, ELI-029)
Answer:
The doctor saw the snake’s reflection in the mirror. He, then, went to have a closer look. He got up from the chair and ran away from the house.

Question 7:
What type of woman did the doctor in the story “The Snake and the Mirror”, want to get married to and why? (Board Term 1,2012, ELI-031)
Answer:
The doctor, who had plenty of money and good medical practice, wanted to get married to a woman who was fat. The reason he gave was that if he, the doctor husband ever made any mistake, and tried to run away, she would not be able to catch him and stop him from escaping.

Question 8:
Why did the author of “The Snake and the Mirror” fantasize a fat woman as his wife ?(Board Term 1,2012, ELI-037)
Answer:
The author of “The Snake and the Mirror’ fantasizes a fat woman as his wife since she would never be able to catch the doctor on his mistakes. She would not be able to run after him and he would be saved of all kinds of punishments. Thus, the author fantasizes a fat woman as his wife.

Question 9:
Why did the snake leave the doctor’s arm? (Board Term 1,2012, ELI-040)
Answer:
The snake left the doctor’s arm because it saw its reflection in the mirror and was fascinated by it and so wanted to enjoy its own reflection by having a closer look. Like his parents even he respects all religions.

Question 10:
What made the doctor utter “Death lurked four inches away” ? (Board Term 1,2012, ELI- 048)
Answer:
The doctor was under the grip of the snake, and sat motionless as a statue, his body was inactive but mind was completely active. He knew very well that the snake would bite him at the slightest movement. This is what made his utter these words.

Long Answer Type Questions (4 marks each)
(About 80-100 words each)

Question 1:
“Birds of the same feathers 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 ? (Board Term 1,2012, ELI-016)
Answer:
Yes, the story supports the saying which means that the people of similar habits and tastes find each other. The doctor enjoyed self-appreciation and could not resist the temptation of looking at his reflection in the mirror. He also takes a number of decisions, so as to improve his looks. The snake that coiled itself on the doctor’s arm, kept staring at its reflection in the mirror for a long time, enjoying its beauty and appreciating its form. The snake was so much engrossed in its beauty that it forgot as to why it had come to the author’s house.

Question 2:
Without mirror, the story will lose its charm and reality. Justify. (Board Term 1,2012, ELI-018)
Answer:
The story would lose its charm and reality without the mirror because it fascinates both the characters i.e., doctor and the snake. The doctor makes two important decisions – saving daily and growing thin moustaches to make himself more handsome and keeping a smile on the face all the time while looking at himself in the mirror. The snake also feels attracted to look at his face in the mirror and leaves the doctor’s arm. It sits on the table in front of mirror and the doctor finds an opportunity to move away to save himself. Thus, the story does revolve around the mirror and therefore its important.

Question 3:
What are the similarities between the doctor and the snake ? (Board Term 1,2012, ELI-019)
Answer:
The doctor and the snake had striking similarities. Both were victims of self-adoration. This is clearly visible in two decisions of the doctor- to shave daily and a grow moustache and also to wear an attractive smile on his face to look handsome. While the snake enjoyed looking at his reflection at closer quarters. It did not move the doctor’s arm and later crept into the table and moved towards the mirror. ,

Question 4:
Justify the title of the story ‘The Snake and the Mirror’. (Board Term 1,2012, ELI-020)
Answer:
The story revolves round th#narrator, the snake, and the mirror. The narrator hears some fanjiliar sounds – a dull thud and a snake lands on his shoulder. The doctor is terrified and sits there like a stone. He suddenly feels the presence of the cfeator of the world and death 4-inches away. He forgets danger and smiles feebly. The snake looks into the mirror, moves towards the mirror and wants to enjoy a close reflection in the mirror. Thus the title is justified as the story revolves around the snake and the mirror.

Question 5:
Describe in detail the doctor’s feelings when he saw the snake coiled around his arm ?(Board Term 1,2012, ELI-043)
Answer:
The doctor was so engrossed in his day dreaming that he did not realize that a snake had wriggled
over the back of the chair and landed on his shoulders and could round his left arm with its hood spread out. The doctor sat there without moving an inch, he was afraid lest the snake might strike.
He thought of various medicines he had and if any one of them was good enough to save him if the * snake struck him. He realized the presence of God and felt that it was a punishment for being proud and arrogant.

Value Based Question (4 marks)

Question 1:
God has a lot of ways of controlling Our lines. Discuss this in the light of the story ‘The Snake and the Mirror’. .
Answer:
Our life is definitely in the hands of God. He is fire supreme power in control of our lives. At times we forget this like the young doctor. He was under the false belief that he was the one who would decide what was going to happen in his life. He was standing in front of the mirror with a lot of pride thinking about his future. The snake was a symbol of God’s control over him. It made him realize that he was close to death and not to life. He was not the master of his life.

We hope the NCERT Solutions for Class 9 English Beehive Chapter 5 The Snake and the Mirror help you. If you have any query regarding CBSE Class 9 English Beehive Chapter 5 The Snake and the Mirror, drop a comment below and we will get back to you at the earliest.

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 Chapter 6 My Childhood

Thinking About The Text
(Page 74)

Activity:
Find Dhanuskodi and Rameswaram on the map. What language(s) do you think are spoken there? What languages do you think the author, his family, his friends and his teachers spoke with one another?
Answer:

For self-attempt.
(People speak Tamil here).

I. Answer these questions in one or two sentences each.

Question 1.
Where was Abdul Kalam’s house?
Answer:
Abdul Kalam’s house was on the Mosque Street in Rameswaram.

Question 2.
What do you think Dinamani is the name of? Give a reason for your answer.
Answer:
Dinamani is the name of a newspaper. Abdul Kalam attempts to trace the Second World War’s news in the headlines of this newspaper.

Question 3.
Who were Abdul Kalam’s school friends? What did they later become?
Answer:
Ramanadha Sastry, Aravindan and Sivaprakasan were his school friends. Ramanadha Sastry became a priest of the Rameswaram temple. Aravindan went into the business of arranging transport for visiting pilgrims. Sivaprakasan became a catering contractor for the Southern Railways.

Question 4.
How did Abdul Kalam earn his first wages?
Answer:
Abdul Kalam earned his first wages by distributing newspapers.

Question 5.
Had he earned any money before that? In what way?
Answer:
Yes, he earned money before also. He used to collect the tamarind seeds and sell them to a provision shop on the Mosque Street. A day’s collection would fetch him the princely sum of one anna.

II. Answer each of these questions in a short paragraph (about 30 words).

Question 1.
How does the author describe:

1. his father
2. his mother
3. himself?

Answer:

1. The author describes his father as a wise and generous person. He felt happy when he helped others. He did not have much formal education and riches. He was a man of confidence and great wisdom. He avoided inessential comforts and luxuries.
2. His mother was a noble and kind- hearted woman. She used to feed a large number of people. She had all the attributes of a typical Indian mother.
3. I was born into a middle-class Tamil family. I was a short boy with rather undistinguished looks, born to tall and handsome parents. I studied physics and aerospace engineering and became a scientist.

Question 2.
What characteristics does he say he inherited from his parents?
Answer:
The author inherited humility and benevolence from his parents. He learnt lessons in honesty and integrity from his parents. He was self-disciplined because of his parents’ exemplary life.

III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each.

Question 1.
“ On the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups,” says the author.

1. Which social groups does he mention? Were these groups easily identifiable (for example, by the way they dressed)?
2. 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.)
3. 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?
4. Narrate two incidents that show how differences can be created, and also how they can be resolved. How can people change their attitudes?

Answer:

1. The author talks about the people who belong to various castes and follow various religious preachings. Yes, these groups were easily identifiable. Their dressing, traditions, culture and rituals were different.
2. They did share their personal experiences and friendships. Lakshmana Sastry summoned the teacher who separated the author and his friend in the class and told him that he should not spread the poison of social inequality and communal intolerance in the minds of innocent children.
3. The school teacher encouraged communal differences and Lakshmana Sastry and Sivasubramania Iyer discouraged this malpractice.
4. The influential people can do both the things. A teacher has the ability to bridge communal differences and can play with sentiments of the innocent and ignorant people. This is what the new teacher did. But the Science teacher Sivasubramania Iyer changed his wife’s attitude and showed her the right path.

Question 2.

1. Why did Abdul Kalam want to leave Rameswaram?
2. What did his father say to this?
3. What do you think his words mean? Why do you think he spoke those words?

Answer:

1. Abdul Kalam wanted to leave Rameswaram to study at the district headquarters in Ramanathapuram.
2. His father said that he knew he had to go away to grow. He gave the example of a seagull and said that a seagull flies across the sun alone and without a nest.
3. He spoke these words because he intended to hone his skills. He knew the harsh reality of life that children may have to live far from their parents to make their career and earn their livelihood. So he showed his wisdom and intelligence in uttering these words.

Thinking about language
(Page 75)

Question 1.
Find the sentences in the text where these words occur:

erupt,surge,trace,undistinguished,casualty

Answer:
The sentences in the text where these words occur are the following:

1.  . . . a sudden demand for tamarind seeds erupted in the market.
2.  . . . I can still feel the surge of pride in earning my own money for the first time.
3.  . . . I would later attempt to trace in the deadlines in Dinamani.
4.  . . . a short boy with rather undistinguished looks, born to tall and handsome parents.
5. The first casualty came in the form of the suspension of the train halt at Rameswaram Station.

Look these words up in a dictionary which gives examples of how they are used.

Question 2.
Now answer the following questions.
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?

2. What are the meanings of the word trace and which of the meanings is closest to the word in the text?

3. Can you find the word undistinguished in your dictionary? (If not, look up the word distinguished and say what undistinguished must mean.)

Answers:
1. An earthquake can erupt. Emotions can erupt. Anger can erupt.
Example: An earthquake erupted in Sicily last night.
Surge means a sudden powerful forward or upward movement. A wave surges. A crowd surges. A storm surges.
Example: Birds search for fish when waves surge towards the shore.

2. ‘Trace’ means to find out, to copy, to draw an outline, etc. ‘Finding out’ is the closest meaning to ‘trace’ in the text.

3. I can’t find the word ‘undistinguished’ in my dictionary because it is not the root word. It is there under the word ‘distinguished’ because ‘undistinguished’ is opposite to ‘distinguished’. It means: not specific, not prominent, not distinct, etc.

II.
Question 1.
Match the phrases in Column ‘A’ with their meanings in Column ‘B’.

A	B
(i) broke out	(a) an attitude of kindness, a readiness to give freely
(ii) in accordance with	(b) was not able to tolerate
(iii) a helping hand	(c) began suddenly in a violent way
(iv) could not stomach	(d) assistance
(v) generosity of spirit	(e) persons with power to make decisions
(vi) figures of authority	(f) according to a particular rule, principle, or system

Answers:

1. — (c)
2. — (f)
3. — (d)
4. — (b)
5. — (a)
6. — (e).

Question 2.
Study the words in italics in the sentences below. They are formed by prefixing un- or in- to their antonyms (words opposite in meaning).

• I was a short boy with rather undistinguished looks, (un + distinguished)
• My austere father used to avoid all inessential comforts, (in + essential)
• The area was completely unaffected by the war. (un + affected)
• He should not spread the poison of social inequality and communal intolerance, (in + equality, in + tolerance)

Now form the opposites of the words below by prefixing un- or in-. The pre-fix in- can also have the forms il-, ir-, or im- (For example : illiterate—il + literate, impractical—im + practical, irrational—ir + rational). You may consult a dictionary if you wish.

— adequate
— regular
— demanding
— true
— patriotic
— accessible
— logical
— responsible
— acceptable
— tolerant
— active
— permanent
— disputed
— coherent
— legal
— possible

Answers:

— inadequate
— irregular
— undcmanding
— untrue
— unpatriotic
— inaccessible
— illogical
— irresponsible
— unacceptable
— intolerant
— inactive
— impermanent
— undisputed
— incoherent
— illegal
— impossible

Question 3.
Passive voice
(See NCERT Textbook on pages 76 & 77.)

IV. Rewrite the sentences below, changing the verbs in brackets into the passive form.

Question 1.
In yesterday’s competition the prizes (give away) by the Principal.
Answer:
In yesterday’s competition the prizes were given away by the Principal.

Question 2.
In spite of financial difficulties, the labourers (pay) on time.
Answer:
In spite of financial difficulties, the labourers were paid on time.

Question 3.
On Republic Day, vehicles (not allow) beyond this point.
Answer:
On Republic Day, vehicles were not allowed beyond this point.

Question 4.
Second-hand books (buy and sell) on the pavement every Saturday.
Answer:
Second-hand books are bought and sold on the pavement every Saturday.

Question 5.
Elections to the Lok Sabha (hold) every five years.
Answer:
Elections to the Lok Sabha are held every five years.

Question 6.
Our National Anthem (compose) Rabindranath Tagore.
Answer:
Our National Anthem has been composed by Rabindranath Tagore.

V. Rewrite the paragraphs below, using the correct form of the verb given in brackets.

Question 1.
How Helmets Came To Be Used in Cricket

Nari Contractor was the Captain and an opening batsman for India in the 1960s. The Indian cricket team went on a tour to the West Indies in 1962. In a match against Barbados in Bridgetown, Nari Contractor (seriously injure and collapse). In those days helmets (not wear). Contractor (hit) on the head by a bouncer from Charlie Griffith. Contractor’s skull (fracture). The entire team (deeply concern). The West Indies players (worry). Contractor (rush) to hospital. He (accompany) by Frank Worrell, the Captain of the West Indies Team. Blood (donate) by the West Indies players. Thanks to the timely help, Contractor (save). Nowadays helmets (routinely use) against fast bowlers.
Answer:
How Helmets Came To Be Used in Cricket
Nari Contractor was the Captain and an opening batsman for India in the 1960s. The Indian cricket team went on a tour to the West Indies in 1962. In a match against Barbados in Bridgetown Nari Contractor was seriously injured and collapsed. In those days helmets were not worn. Contractor was hit on the head by a bouncer from Charlie Griffith. Contractor’s skull was fractured. The entire team was deeply concerned. The West Indies players were worried. Contractor was rushed to hospital. He was accompanied by Frank Worrell, the Captain of the West Indies Team. Blood was donated by the West Indies players. Thanks to the timely help, Contractor was saved. Nowadays helmets are routinely used against fast bowlers.

Question 2.
Oil From Seeds
Vegetable oils (make) from seeds and fruits of many plants growing all over the world, from tiny sesame seeds to big, juicy coconuts. Oil (produce) from cotton seeds, groundnuts, soya beans and sunflower seeds. Olive oil (use) for cooking, salad dressing, etc. Olives (shake) from file trees and (gather) up, usually by hand. The olives (ground) to a thick paste which is spread onto special mats. Then the mats (layer) up on the pressing machine which will gently squeeze them to produce olive oil.
Answer:
Oil From Seeds
Vegetable oils are made from seeds and fruits of many plants growing all over the world from tiny sesame seeds to big, juicy coconuts. Oil is produced from cotton seeds, groundnuts, soya beans and sunflower seeds. Olive oil is used for cooking, salad dressing, etc. Olives are shaken from the trees and gathered up, usually by hand. The olives are grounded to a thick paste which is spread onto special mats. Then the mats are layered up on the pressing machine which will gently squeeze them to produce olive oil.

Dictation
(Page 77)

Let the class divide itself into three groups. Let each group take down one passage that the teacher dictates. Then put the passages together in the right order.
To Sir, with Love

1. From Rameswaram to the Rashtrapati Bhavan, it’s been a long journey. Talking to Nona Walia on the eve of Teacher’s Day, President Dr. A.PJ. Abdul Kalam talks about life’s toughest lessons learnt and his mission—being a teacher to the Indian Youth. “A proper education would help nurture a sense of dignity and self-respect among our youth”, says President Kalam. There’s still a child in him though, and he’s still curious about learning new things. Life’s a mission for President Kalam.

2. Nonetheless, he remembers his first lesson in life and how it changed his destiny. “I was studying in Standard V, and must have been all of 10. My teacher, Sri Sivasubramania Iyer was telling us how birds fly. He drew a diagram of a bird on the blackboard, depicting the wings, tail and the body with the head and then explained how birds soar to the sky. At the end of the class, I said I didn’t understand. Then he asked the other students if they had understood, but nobody had understood how birds fly,” he recalls.

3. “That evening, the entire class was taken to Rameswaram shore” the President continues. “My teacher showed us sea birds. We saw marvellous formations of them flying and how their wings flapped. Then my teacher asked us, ‘Where is the birds’ engine and how is it powered?’ I knew then that birds are powered by their own life and motivation. I understood all about birds’ dynamics. This was real teaching—a theoretical lesson coupled with a live practical example. Sri Sivasubramania Iyer was a great teacher. ” That day, my future was decided. My destiny was changed. I knew my future had to be about flight and flight systems.
Answer:
For attempt at class level. Paragraphs are put together as given below:

To Sir, With Love

From Rameswaram to the Rashtrapati Bhavan, it’s been a long journey. Talking to Nona Walia on the eve of Teacher’s Day, President Dr. A.P.J. Abdul Kalam talks about life’s toughest lessons learnt, and his mission—being a teacher to the Indian Youth. “A proper education would help nurture a sense of dignity and self-respect among our youth”, says President Kalam. There’s still a child in him though, he’s still curious about learning new things. Life’s a mission for President Kalam.

Nonetheless, he remembers his first lesson in life and how it changed his destiny. “I was studying in standard V, and must have been all of 10. My teacher, Sri Sivasubramania Iyer was telling us how birds fly. He drew a diagram of a bird on the blackboard, depicting the wings, tail and the body with the head and then explained how birds soar to the sky. At the end of the class, I said I did not understand. Then he asked the other students if they had understood, but nobody had understood how birds fly”, he recalls. “That evening, the entire class was taken to Rameswaram shore”, the President continues. “My teacher showed us sea birds. We saw marvellous formations of them flying and how their wings flapped. Then my teacher asked us, “Where is the bird’s engine and how is it powered?” I knew then that birds are powered by their own life and motivation. I understood all about birds’ dynamics. This was real teaching—a theoretical lesson coupled with a live practical example. Sri Sivasubramania Iyer was a great teacher. That day, my future was decided. My destiny was changed. I knew my future had to be about flight and flight systems.

Speaking
(Page 78)

Here is a topic for you to

1. think about;
2. give your opinion on.

Find out what other people think about it. Ask your friends/seniors/parents to give you their opinion.

‘Career Building Is the Only Goal of Education.’
Or
‘Getting a Good Job Is More Important than Being a Good Human Being.’
You can use the following phrases.

(i) while giving your opinion:

• I think that…
• In my opinion …
• It seems to me that…
• I am of the view that…
• As far as I know …
• If you ask me …

(ii) saying what other people think:

• According to some …
• Quite a few think …
• Some others favour…
• Thirty per cent of the people disagree …
• Fifty per cent of them strongly feel…

(iii) asking for other’s opinions:

• What do you think about…
• What do you think of…
• What is your opinion about…
• Do you agree …
• Does this make you believe …

Career Building is the Only Goal of Education

The eminent educationists aver that education does not make a child a bookworm. It sharpens the pupils’ intellect and inspires them to build their career by getting themselves enrolled in professional courses. In my opinion, the fundamental goal of education is to help a learner in opting for a perfect stream and assist him in earning his livelihood.
Answer:
Class Activity.

Writing
(Page 79)

Question 1.
Think and write a short account of what life in Rameswaram in the 1940s must have been like. (Were people rich or poor? Hard working or lazy? Hopeful of change, or resistant to it?).
Answer:
The people of Rameswaram in 1940s were orthodox and tolerant. It is mentioned in the story that every child is bom into a specific socio-economic and emotional environment and trained in certain ways by figures of authority. The people of Rameswaram were not ready to allow anybody to instigate their children on the basis of communal intolerance. They were all religious people and did not like to enjoy the luxuries of life. They had pucca houses made of limestone and brick. They used to avoid all inessential comforts and were emotionally attached to the members of their family.

Extract Based Questions (3 marks each)

Read the passage given below and answer the questions that follow:

Question 1:
During the annual Shri Sita Rama Kalyanam Ceremony, our family used to arrange boats with a special platform for carrying idols of the Lord from the temple to the marriage site,jsituated in the middle of the pond called Rama Tirtha which was near our house.

1. What was the annual event held in Rameshwaram ?
2. Where did the boats carry the idols of the Lord ?
3. Find a word from the passage that means “images of God”. (Board Term 1,2012, ELI-014)

Answer:

1. The annual event held in Rameshwaram was Shri Sita Rama Kalyanam Ceremony.
2. The boats carried the idols of the Lord in the middle of the pond on the site of the marriage (or ceremony or function).
3. Idols.

Question 2:
During the annual Shri Sita Rama Kalyanam Ceremony, our family used to arrange boats with a special platform for carrying idols of the Lord from the temple to the marriage site, situated in the middle of the pond called Rama Tirtha which was near our house. Events from the Ramayana and from the life of the Prophet were the bedtime stories my mother and grandmother would tell the children in our family.

1. How did the speaker’s family help in Shri Sita Rama Kalyanam Ceremony?
2. What light does the passage throw on speaker’s family ?
3. Find the word in the passage which means the same “the place where some event takes place”. (Board Term 1,2012, ELI-016)

Answer:

1. The speaker’s family used to help in Shri Sita Rama Kalyanam Ceremony by arranging boats with a special platform for carrying idols.
2. The passage shows that the speaker’s family is a truly secular family which respected other religions also.
3. Site.

Question 3:
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 apologize or quit the school and the island. Not only did the teacher regret his behaviour, but the strong sense of conviction. Lakshmana Sastry conveyed ultimately reformed this young teacher.

1. What brought about a change in the teacher ?
2. What kind of society did the speaker live in ?
3. Find the word/phrase in the passage which means “strong opinion or belief”.(Board Term 1,2012, ELI-017)

Answer:

1. The strong sense of conviction that Lakshmana Sastry conveyed brought about a change in the teacher.
2. The speaker lived in a society which was truly secular.
3. Conviction.

Question 4:
His wife watched us from behind the kitchen door. I wondered whether she had observed any difference in the way I ate rice, drank water or cleaned the floor after the meal. When I was leaving his house, Sivasubramaniam invited me to join him for dinner the next weekend. Observing my habitation, he told me not to get upset, saying “Once you decide to change the system, such problems have to be confronted.” When I visited his house next week, Sivasubramaniam Iyer’s wife took me inside her kitchen and served me food with her own hands.

1. Why did the teacher’s wife watched them from behind the kitchen door ?
2. Why was the narrator hesitant to eat food, with a Hindu family ?
3. Find the word from the passage that means “to deal with” (Board Term 1,2012, ELI-017)

Answer:

1. The teacher’s wife believed in the segregation of different people. She did not want APJ Kalam to enter her kitchen and serve food. She as a result hid behind kitchen door and saw everything.
2. The narrator felt hesitant to eat food with a Hindu family because he felt he was not welcomed in the family.
3. Confronted 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.

Question 5:
Sivasubramaniam Iyer was not perturbed, nor did he get angry with his wife, but instead, served me’ with his own hands and sat down beside me to eat his meal.

1. Who is “he” and “me” in the first sentence ?
2. Why was his wife horrified ?
3. Find the word from the passage that means “agitated/upset”. (Board Term 1,2012, ELI-019)

Answer:

1. “He” is Sivasubramania Iyer, and “me” is Abdul Kalam.
2. His wife was horrified at the idea of serving food to a Muslim boy in her kitchen.
3. Perturbed.

Short Answer Type Questions (2 marks each)
(About 30-40 words each)

Question 1:
Why did A.P.J. Abdul Kalam call his childhood a secure childhood ?(Board Term 1,2012, ELI-015)
Or
“Kalam’s childhood was a secure one, both materially and emotionally”. Illustrate the fact.(Board Term 1,2012, ELI-042)
Answer:
A.P.J. Abdul Kalam called his childhood a secure one because he had loving and caring parents.-He had all necessary things which included food, clothes, medicine, etc.

Question 2:
Do you think the new teacher deserved the treatment meted out to him ? Why/why not ?(Board Term 1,2012, ELI-016)
Answer:
Yes, he deserved the treatment meted out to him. He was spreading the poison of communal intolerance among the young minds which was a serious crime. If a teacher indulges in such a mean act he deserves no sympathy.

Question 3:
What was the difference in the attitudes of the science teacher and his wife towards A.P.J. Abdul Kalam ?(Board Term 1,2012, ELI-029)
Answer:
Though his science teacher was an orthodox Hindu, he broke the social barriers, and mixed with other religions and commjmities. He invited Abdul home and served him meals and even sat and ate with him. On the contrary, his wife was conservative and refused to serve Abdul.

Question 4:
How did Second World War give opportunity to Kalam to earn his first wages ?(Board Term 1,2012, ELI-030)
Answer:
Kalam’s cousin was a news agent. Train halt at Rameshwaram station was suspended. So, the newspapers were bundled up and thrown out from a moving train. Kalam helped his cousin to catch the bundles. He was given money for it.

Question 5:
How does Abdul Kalam describe his mother ?(Board Term 1,2012, ELI-035)
Answer:
Abdul Kalam describes his mother by saying that she was an ideal wife and a gentle lady. He learnt from his mother to be gentle and kind. She even used to feed a lot of outsiders every day.

Question 6:
What did Abdul Kalam’s family do during the annual Shri Sita Ram Kalayanam Ceremony ?(Board Term 1,2012, ELI-038)
Answer:
Abdul Kalam’s family arranged for a boat with a special platform for carrying the idols of Lord Shri Sita Ram from the temple to the marriage sites situated in the middle of a pond called as Rama Tirtha. His parents even told him stories from the Ramayana.

Question 7:
What characteristics did Abdul Kalam inherited from his parents ? (Board Term 1,2012, ELI-043)
Answer:
Abdul Kalam inherited honesty and self discipline from his father and faith in goodness and kindness from his mother. Like his parents even he respected all religions.

Long Answer Type Questions (4 marks each)
(About 80-100 words each)

Question 1:
What do you know about A.P.J. Abdul Kalam’s family after reading the lesson “My childhood”? (Board Term 1,2012, ELI-013)
Answer:
A.PJ. Abdul Kalam tells us that his family was a Tamil middle class family from Rameshwaram. His father Jainulabdeen was not much educated, wasn’t rich but was generous, wise, simple man
but very strict and severe. His mother Ashiamma was a generous lady, and used to feed unlimited numbers of people in their home. Kalam’s family respected all religions. They took part in Hindu festivals. His mother and grandmother told him stories from Ramayana. They always showered their love on their children and never forced their thoughts on them.

Question 2:
What incident took place at the Rameshwaram Elementry School when a new teacher came to the class ? (Board Term 1,2012, ELI-023)
Answer:
Kalam used to wear a cap and Ramanandha Sastry wore a sacred thread which marked him to be a Brahmin. When the new teacher came he could not tolerate a Hindu priest’s son sitting with a Muslim boy. He ordered Kalam to go and sit on the back bench. This made Ramanandha sad. Abdul started to sit in the last row but it left a bad impression on Abdul. Both the kids narrated the incident to their parents. As a result the teacher was rebuked and reprimanded for spreading communalism and hatred among children.

Question 3:
How did Abdul Kalam earn his “first wages” ? How did he feel at that time ?(Board Term 1,2012, ELI-024)
Answer:
Kalam was only 8 years old when the second world war broke out in 1939. Then there was a great demand for tamarind seeds. Abdul used to collect those seeds and sell them in the market. His cousin Shamsuddin distributed newspapers. The train would not stop at Rameshwaram and the bundles of newspapers were thrown from the running train. Abdul was employed by his cousin to collect them. This way he earned his first wages. He felt very proud on earning his first wage.

Question 4:
“Once you decide to change the system, such problems have to be confronted.” What system is being refer in the sentence from the chapter “My Childhood”? What are such problems ?(Board Term 1,2012, ELI-025)
Answer:
System means system of discrimination on the basis of religion. The system includes the narrow-mindedness and poison of social inequality and communal intolerance. The Brahmins did not allow Muslims to enter their kitchen. The science teacher – a rebel by nature, invited Kalam to his home and proved that if one is determined to face problems and change the system, he will definitely succeed. Though, such indifferences come in everybody’s life but a person should have a broader outlook and overcome the obstacles.

Question 5:
How was the Science teacher Siva Subramaniam Iyer, though an orthodox. Brahmin with a very conservative wife, a friend of Abdul Kalam. Give incidents to support your answer.(Board Term 1,2012, ELI-025)
Answer:
The Science teacher, Siva Subramaniam Iyer, wanted to break the social barriers between the Hindus and the Muslims. He wanted Kalam to be very highly educated as he recognized his intelligence. One day, he invited him over to a meal. His orthodox wife was totally horrified at the idea of a Muslim boy dining in her ritually pure kitchen. He did not mind anything said by his very conservative wife. He rather served the food to Abdul by his own hands. He also sat with him and dined together as well as invited him over again for another meal the coming weekend. Thus, this shows that he was a friend of Abdul Kalam even though Kalam was a Muslim and he himself was an orthodox Brahmin.

Value Based Question (4 marks)

Question 1:
‘Childhood’ is the formative period of a child’s life. The lessons learnt here always stays with a person. Comment on it in the light of the lesson A.P.J. Abdul Kalam.
Answer:
A.P.J. Abdul Kalam is one of the finest scientists in our country and was also our eleventh President. From his autobiography “Wings of Fire” it is amply clear that lessons learnt in our childhood not only shape our personality but also decide the kind of person we become. He learnt the lessons of religious tolerance, honesty and self-discipline early in his life. These qualities stayed with him throughout his life and have helped to make him one of the finest President of our country with so many diverse cultures.

Skip to content

 Chapter 7 Packing

Thinking about the text
(Page 89)

I. Discuss in pairs and answer each question below in a short paragraph. (30-40 words)

Question 1.
How many characters are there in the narrative? Name them. (Don’t forget the dog!).
Answer:
There are four characters in the narrative including the dog. They are the narrator, George, Harris and the fourth is the dog named Montmorency.

Question 2.
Why did the narrator (Jerome) volunteer to do the packing?
Answer:
The narrator felt that he knew more about packing than any other person living. Moreover, he would get an opportunity to boss the job and George and Harris would do the job under his directions.

Question 3.
How did George and Harris react to this? Did Jerome like their reaction?
Answer:
George and Harris accepted the narrator’s suggestion readily. But Jerome did not like it.

Question 4.
What was Jerome’s real intention when he offered to pack?
Answer:
Jerome’s real intention was to boss the job. He wanted that Harris and George should work under his guidance and instructions. But they accepted the proposal and sat idle on the chairs comfortably.

Question 5.
What did Harris say after the bag was shut and strapped? Why do you think he waited till then to ask?
Answer:
Harris asked the narrator to put the boots in the bag after strapping the bag. He did it with an intention to irritate the narrator.

Question 6.
What ‘horrible idea’ occurred to Jerome a little later?
Answer:
Jerome was going to close the bag after putting the boots in it. He suddenly thought of his toothbrush. While travelling, he must needed the toothbrush which he packed in the bag. Now he had to search for it in the bag.

Question 7.
Where did Jerome finally find the toothbrush?
Answer:
Jerome tried his best to find the toothbrush. He unpacked the bag but could not find it. He put the things back one by one, and held everything up and shook it. At last, he found it inside a boot.

Question 8.
Why did Jerome have to reopen the packed bag?
Answer:
Jerome packed his spectacles in the bag. So he had to reopen the packed bag.

Question 9.
What did George and Harris offer to pack and why?
Answer:
George and Harris offered to pack hamper because they wanted Jerome to take some rest. They decided to pack the rest of things themselves.

Question 10.
While packing the hamper, George and Harris do a number of foolish and funny things. Tick the statements that are true.
(i) They started with breaking a cup.
(ii) They also broke a plate.
(iii) They squashed a tomato.
(iv) They trod on the butter.
(v) They stepped on a banana.
(vi) They put things behind them, and couldn’t find them.
(vii) They stepped on things.
(viii)They packed the pictures at the bottom and put heavy things on top.
(ix) They upset almost everything.
(x) They were very good at packing.
Answer:
The true statements are as follows:
(i),(iii),(iv),(vi),(vii),(ix)

Question 11.
What does Jerome say was Montmorency’s ambition in life? What do you think of Montmorency and why?
Answer:
Montmorency’s ambition in life is to interfere with others and be abused. He wants to be a perfect nuisance and make people mad. If things are thrown at his head, he feels his day has not been wasted. To get somebody to stumble over him, and curse him steadily for an hour is his highest aim and object. He came and sat on things, just when they were going to be packed. He put his leg into the jam and worried the teaspoons and pretended that lemons were rats and got into the hamper and killed three of them.

It is the natural, original sin that is bom in him that makes him do things like that.

III. Discuss in groups and answer the following questions in two or three paragraphs.

Question 1.
Of the three, Jerome, George and Harris, who do you think is the best or worst packer? Support your answer with details from the text.
Answer:
Of the three, Harris is the worst packer in this world. But none of them is the perfect packer. All of them are confused and do not know what is to be placed and where. So far as Jerome is concerned he unpacked the bag to find his toothbrush in a boot. He also packs his spectacles in the bag. Harris and George start their work in a light hearted spirit. There are piles of plates, cups, kettles, bottles, jars, pies, stoves, cakes and tomatoes. They break a cup. Harris packs the strawberry jam on top of a tomato and squashes it. They have to pick out the tomato with a teaspoon. George treads on the butter. He gets it off from his slipper and puts it in the kettle. He puts it down on a chair and Harris sits on it. It sticks to him and then they look for it all over the room. In this way they created chaos in the room.

Question 2.
How did Montmorency ‘contribute’ to the packing?
Answer:
Montmorency’s contribution to the packing cannot be forgotten. His ambition in life was to disturb others and be abused by them. He came and sat on things, just when they were going to be packed and he put his leg into the jam. He disturbed everything. He pretended the lemons to be rats and got into the hamper and killed three of them.

Montmorency wanted to be a perfect nuisance and make people mad. If things are thrown at his head, he feels his day has not been wasted. To get somebody to stumble over him, and curse him steadily for an hour was his highest aim and objective. When he got succeeded in accomplishing it, his conceit became quite unbearable.

Question 3.
Do you find this story funny? What are the humorous elements in it? (Pick out at least three, think about what happens, as well as how it is described.)
Answer:
The story is really humorous and funny. Jerome’s episode of packing, Harris’s and George’s way of packing and Montmorency’s contribution have made the story funny and interesting. Jerome was confused about his toothbrush and found it in a boot. He also packed his spectacles in the bag. The incident of butter makes the reader laugh. George treads on the butter and it sticks to his slipper. Later he puts it on the chair. Harris sits on the chair and it sticks to his bottom. They squash the tomatoes by putting the strawberry jam on them.

Montmorency’s pretention for the lemons to be rats is also fascinating and funny.

These incidents are described in an orderly and perfect way.

Thinking about language
(Page 90)

Question 1.
Match the words/phrases in Column ‘A’ with their meanings in Column ‘B’.

A	B
1. slaving	(i) a quarrel or an argument
2. chaos	(ii) remove something from inside another thing using a sharp tool
3. rummage	(iii) strange, mysterious, difficult to explain
4. scrape out	(iv) finish successfully, achieve
5. stumble over, tumble into	(v) search for something by moving things around hurriedly or carelessly
6. accomplish	(vi) complete confusion and disorder
7. uncanny	(vii) fall, or step awkwardly while walking
8. (to have or get into) a row	(viii) working hard

Answers:

A	B
1. slaving	(viii) working hard
2. chaos	(vi) complete confusion and disorder
3. rummage	(v) search for something by moving things around hurriedly or carelessly
4. scrape out	(ii) remove something from inside another thing using a sharp tool
5. stumble over, tumble into	(vii) fall, or step awkwardly while walking
6. accomplish	(iv) finish successfully, achieve
7. uncanny	(iii) strange, mysterious, difficult to explain
8. (to have or get into) a row	(i) a quarrel or an argument

Question 2.
Use suitable words or phrases from column A above to complete the paragraph given below.

A Traffic Jam

During power cuts, when traffic lights go off, there is utter ________ at crossroads. Drivers add to the confusion by ________ over their right of way, and nearly come to blows. Sometimes passers-by, seeing a few policemen ________ at regulating traffic, step in to help. This gives them a feeling of having ________ something.
Answers:
chaos, getting into a row, slaving, accomplished.

Question 3.
Look at the sentences below. Notice that the verbs (italicised) are all in their bare form.

• Simple commands:
  • Stand up!
  • Put it here!
• Directions: (to reach your home) Board Bus No. 121 and get down at Sagar Restaurant. From there turn right and walk till you reach a book shop. My home is just behind the shop.
• Dos and don’ts:
  • Always get up for your elders.
  • on’t shout in class.
• Instructions for making a fruit salad:

Ingredients:
Oranges – 2; Pineapple – one large piece; Cherries – 250 grams; Bananas – 2; Any other fruit you like

Wash the fruit. Cut them into small pieces. Mix them well. Add a few drops of lime juice. Add sugar to taste. Now add some cream (or ice cream if you wish to make fruit salad with ice cream.)

Question 1.
Now work in pairs. Give

1. two commands to your partner.
2. two do’s and don’ts to a new student in your class.
3. directions to get to each other’s houses,
4. instructions for moving the body in an exercise or a dance, or for cooking something.

Answers:

1. Don’t waste time. Don’t spit here.
2. Do’s : (a) Respect your teachers, (b) Behave properly.
   Don’ts : (a) Don’t make a noise, (b) Don’t come late to the class.
3. Go straight on M.G. Road. Walk for 10 minutes. Look to the left. There is a park nearby. Across the park, there is my house. It looks like a bungalow with a Holy Cross structure.
4. Instructions: Sit cross-legged. Raise your palm. Put the thumb on one nostril. Breathe into the air. Then close the open nostril with the tip of the first finger. Remove the thumb from the first nostril. Breathe out the air through the first nostril. This is the yoga called ‘Lorn VHom’

Question 2.
The table below has some proverbs telling you what to do and what not to do. Fill in the blanks and add a few more such proverbs to the table.

Positive	Negative
(i) Save for a rainy day.	(i) Don’t cry over spilt milk.
(ii) Make hay while the sun shines.	(ii) Don’t put the cart before the horse.
(iii) ….. before you leap.	(iii) …. a mountain out of a mole hill.
(iv) …… and let live.	(iv) …… all your eggs in one basket.

Answers:

Positive	Negative
(iii)Look before you leap.	(iii)Don’t make a mountain out of a mole hill.
(iv) Live and let live.	(iv) Don’t put all your eggs in one basket.
(v) Morning shows the day.	(v) Don’t believe in all and sundry.
(vi) Keep all things in apple-pie order.	(vi) Don’t count your eggs before they are hatched.
(vii) Tagore was a man of letters.	(vii) Don’t act before thinking.
(viii)Gandhi died in harness.	(viii)Don’t keep your father in the dark.

Writing
(Page 92)

You have seen how Jerome, George and Harris mess up their packing, especially of the hamper. From their mistakes you must have thought of some do’s and don’ts for packing. Can you give some tips for packing by completing the paragraph below?

First pack all the heavy items, especially the ones you don’t need right away. Then Here are some words and phrases you can use to begin your sentences with:

• Then
• Next
• Now
• Remember
• Don’t forget
• At last/Finally

Answers:
For self-attempt.

Speaking
(Page 92)

Look at this sentence.
“I told George and Harris that they had better leave the whole matter entirely to me.”

The words had better are used

• in an advice or suggestion:
  You had better take your umbrella; it looks like rain.
• in an order
  You had better complete your homework before you go out to play.
• as a threat
  You had better leave or I’ll have you arrested for trespass !

When we speak, we say you ’d/I’d/he’d better, instead of you had better, etc.

Question 1.
Work in pairs to give each other advice, orders or suggestions, or even to threaten each other. Imagine situations like the following: Your partner

1. Hasn’t returned a book to the library.
2. Has forgotten to bring lunch.
3. hasn’t got enough change for bus fare.
4. has found out a secret about you.
5. has misplaced your English textbook.

Answers:

1. You had better return the book to the library; the librarian charges fine for any delay.
2. You had better not to forget to bring your lunch.
3. You had better get change for bus fare or alight from the bus.
4. You had better keep your secrets or he will make them public.
5. You had better keep your English textbook; your brother will misplace it.

Activity
(Page 93)

• Collect some examples of instructions, directions, etc. from notice boards and pamphlets. Bring them to class and display them, or read them out. (You can collect examples in English as well as other languages, Indian or foreign.) Here is an example for you:

Skip to content

Chapter 8 Reach for the Top

Thinking about the Text
(Page 102)

I. Answer these questions in one or two sentences each. (The paragraph numbers within brackets provide clues to the answers.)

Question 1.
Why was the ‘holy man’ who gave Santosh’s mother his blessings surprised? (1)
Answer:
The ‘holy man’ who gave Santosh’s mother his blessings was surprised because her grandmother sought blessings for a daughter. In this society most of the people ask the seers to bless for a son.

Question 2.
Give an example to show that even as a young girl Santosh was not ready to accept anything unreasonable. (2)
Answer:
She used to wear shorts and not the traditional dresses meant for girls.

Question 3.
Why was Santosh sent to the local school? (3)
Answer:
She was sent to the local school in line with the prevailing custom in the family.

Question 4.
When did she leave home for Delhi, and why? (4)
Answer:
She left home for Delhi to get proper education. She was sixteen at that time.

Question 5.
Why did Santosh’s parents agree to pay for her schooling in Delhi? What mental qualities of Santosh are brought into light by this incident? (4)
Answer:
Her parents got ready because she informed them of her plans to earn money by working part time to pay her school fees.

II. Answer each of these questions in a short paragraph (about 30 words).

Question 1.
How did Santosh begin to climb mountains?
Answer:
She wished to climb mountains when she watched villagers from her room, going up the hill and suddenly vanishing after a while. One day, she decided to check it out herself. She found nobody except a few mountaineers. Later she saved money and enrolled in a course at Uttarkashi’s Nehru Institute of Mountaineering. Then she began climb mountains every year.

Question 2.
What incidents during the Everest expedition show Santosh’s concern for her team-mates?
Answer:
Santosh Yadav provided special care to a climber who lay dying at the south pole in 1992 Everest Mission. She saved Mohan Singh, who would have lost his life had she not shared her oxygen with him.

Question 3.
What shows her concern for the environment?
Answer:
Santosh was really concerned for the environment. She collected and brought down 500 kilograms of garbage from the Himalayas.

Question 4.
How does she describe her feelings at the summit of the Everest?
Answer:
She said that it took some time for the enormity of the moment to sink in. She was delighted at this moment and proudly unfurled the Indian tricolour.

Question 5.
Santosh Yadav got into the record books both times she scaled Mt. Everest. What were the reasons for this?
Answer:
She is the youngest woman who scaled the Everest. She is the only woman who climbed the Everest twice.

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 ………………
3. During the Everest expedition, her seniors in the team admired her ……………… while ……………… endeared her to fellow climbers.

Answers:

1. … see the villagers going up the hill and suddenly vanishing after a while.
2. … she was going directly for training and not home which she should have done.
3. … climbing skills, physical fitness and mental strength while working together endeared her to 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
   ………………………………
2. based on reason; sensible; reasonable
   ………………………………
3. the usual way of doing things (para 3):
   ………………………………
4. a strong desire arising from within (5):
5. the power to endure, without falling
   ill (7): …………………….

Answers:

1. blessing
2. rational
3. custom
4. urge
5. resistance/endurance

Thinking about the text
(Page 107)

Working in small groups of 4-5 students, go back over 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
2.	Their parents’ approach
3.	Their will power and strong desire to succeed
4.	Evidence of their mental toughness
5.	Their patriotism

Answer:

Santosh Yadav	Maria Sharapova
1.	Santosh’s parents were affluent landowners who could afford …	My father was working as much as he could to keep ….
2.	Wishing always to study ‘a bit more’, and with her father slowly getting used to her urge …	The latter (her mother) was compelled to stay back in Siberia …. [My father working as much … either.]
3.	Equipped with an iron will, physical endurance and an amazing mental…	Instead of letting that depress me, I became more quietly determined and mentally tough.
4.	The culmination of her hard work and sincerity came in 1942 …	And that something in her lifted her on Monday, 22 August 2005 to the world number one position in women’s tennis.
5.	Then I unfurled the Indian tricolour and held it….. indescribable…… I felt proud as an Indian …	My blood is totally Russian. I will play the Olympics for Russia if they want me.

Thinking about language
(Page 107)

Look at the following sentences. They each have two clauses, or two parts each with their own subject and verb or verb phrase. Often, one part (italicised) tells us when or why something happened.

• I reached the market when most of the shops had closed. (Tells us when I reached.)
• When Rahul Dravid walked back towards the pavilion, everyone stood up. (Tells us when everyone stood up.)
• The telephone rang and Ganga picked it up. (Tells us what happened next.)
• Gunjan has been with us ever since the school began. (Tells us for how long he has been with us.)

I. Identify the two parts in the sentences below by underlining the part that gives us the information in brackets, as shown above.

Question 1.
Where other girls wore traditional Indian dresses, Santosh preferred shorts. (Contrasts her dress with that of others.)
Answer:
Where other girls wore traditional Indian dresses, Santosh preferred shorts.

Question 2.
She left home and got herself enrolled in a school in Delhi. (Tells us what happened after the first action.)
Answer:
She left home and got herself enrolled in a school in Delhi.

Question 3.
She decided to fight the system when the right moment arrived. (Tells us when she was going to fight the system?)
Answer:
She decided to fight the system when the right moment arrived.

Question 4.
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 US?)
Answer:
Little Maria had not yet celebrated her tenth birthday when she was packed off to train in the United States.

II. Now rewrite the pairs of sentences given below as one sentence.

Question 1.
Grandfather told me about the old days. All books were printed on paper then.
Answer:
Grandfather told me about the old days when all books were printed on paper.

Question 2.
What do you do after you finish the book? Perhaps you just throw it away.
Answer:
Perhaps you just throw the book away after reading it.

Question 3.
He gave the little girl an apple. He took the computer apart.
Answer:
After giving the little girl an apple, he took the computer apart.

Question 4.
You have nothing. That makes you very determined.
Answer:
You have nothing which makes you very determined.

Question 5.
I never thought of quitting. I knew what I wanted.
Answer:
I never thought of quitting as I knew what I wanted.

Dictation
(Page 108)

Read the passage once. Then close your books. Your teacher will dictate the story to you. Write it down with the correct punctuation and paragraphing.

The Raincoat
After four years of drought in a small town in the Northeast, the Vicar gathered everyone together for a pilgrimage to the mountain, where they would pray together and ask for the rain to return.

The priest noticed a boy in the group wearing a raincoat.

“Have you gone mad ?” he asked. “It hasn’t rained in this region for five years, the heat will kill you climbing the mountain.”

“I have a cold, father. If we are going to ask God for rain, can you imagine the way back from the mountain ? It’s going to be such a downpour that I need to be prepared.”

At that moment a great crash was heard in the sky and the first drops began to fall. A boy’s faith was enough to bring about a miracle that not even those most prepared truly believed in.

(translated by James Mulholland)
Answer:
Do it yourself.

Speaking
(Page 108)

Imagine that you are Santosh Yadav, or Maria Sharapova. You have been invited to speak at an All India Girls’ Athletic Meet, as chief guest. Prepare a short speech to motivate the girls to think and dream big and make an effort to fulfil their dreams, not allowing difficulties or defeat to discourage them. Thefollowing words and phrases may help you.

• Self confident/confidence/sure of yourself
• self assured/assurance/belief in yourself
• morale/boost morale/raise morale
• giving somebody a boost/fillip/lift
• demoralising/unsure of yourself/insecure/ lack confidence

Answer:
Good Morning Everybody !

I am glad to see all the participants at this platform. Your life solely depends on the sincere efforts you are ready to make. Your indomitable faith in your potential, strong determination and hard work can help you in bringing laurels to your family, nation and yourself. One must not lose confidence while trying to achieve a challenging task. Those who devote themselves completely to their goals and are self-confident attain considerable success within a short span of time. Their achievements boost their morale and become a source of fascination to others. My advice to you is to maintain the spirit of sportsmanship and do miracles in whatever field you are.

Thanks

Writing
(Page 109)

Working in pairs, 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

Question 1.
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	1
Lindsay Davenport (U.S.)	October 2004	82
Amelie Mauresmo (France)	13 September 2004	5
Justine Henin-Hardenne (Belgium)	20 October 2003	45
Kim Clijsters (Belgium)	11 August 2003	12
Serena Williams (U.S.)	8 July 2002	57
Venus Williams (U.S.)	25 February 2002	11
Jennifer Capriati (U.S.)	15 October 2001	17
Lindsay Davenport (US)	12 October 1998	82
Martina Hingis (Switzerland)	31 March 1997	209
Arantxa Sanchez, Vicario (Spain)	6 February 1995	12
Monica Seles (U.S.)	11 March 1991	178
Steffi Graf (Germany)	17 August 1987	377
Tracy Austin (U.S.)	7 April 1980	22
Martina Navratilova (U.S.)	10 July 1978	331
Chris Evert (U.S.)	3 November 1975	362

Answer:
The long list of the women who topped the tennis arena. Different women enjoyed life being at the top for different durations. For example, Staff! Graf of Germany enjoyed the topmost rank for the longest duration of 377 weeks. She was followed by Chris Evert of the US who enjoyed this rank for 362 weeks. Martina Navratilova of the US enjoyed it for 33 weeks. It was Martina Hingis of Switzerland who had it for 209 weeks. Monica Seles of the US also enjoyed it for 178 weeks. After that Serena William and Lindsay Davenport of the US also remained world number one for 57 and 82 weeks respectively. Maria Sharapova of Russia enjoyed this rank for 1 week. All these women worked day and night to achieve the pinnacle. They sharpened their playing skills with determination. They had physical fitness and mental strength to succeed. They had talent, mental toughness and readiness to sacrifice. These qualities played an important role in their world achievements.

The above answer is only a sample provided to the students. We suggest students to answer these questions using their own creativity.

Question 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

Answer:
Santosh Yadav was determined, considerate, polite and hard working. She was a rebel who did not want to follow the traditional ways of living. She developed a remarkable resistance to cold and altitude that is required for mountaineering. She proved herself repeatedly because of her iron will, physical endurance and amazing mental toughness. She was a fervent environmentalist who brought 500 kgs of garbage from the Himalayas

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 Chapter 9 The Bond of Love

Thinking about the text
(Page 119)

Question 1.
Given in the box are some headings. Find the relevant paragraphs in the text to match the headings.

An Orphaned Cub; Bruno’s Food-chart; An Accidental Case of Poisoning; Playful Baba; Pain of Separation; Joy of Reunion; A Request to the Zoo; An Island in the Courtyard.
Answer:

II. Answer the following questions.

Question 1.
“I got him for her by accident.”

1. Who says this?
2. Who do ‘him’ and ‘her’ refer to?
3. What is the incident referred to here?

Answer:

1. The author says this.
2. ‘Him’ refers to the baby bear and ‘her’ refers to the author’s wife.
3. The incident refers to the catching of the baby bear.

Question 2.
“He stood on his head in delight.”

1. Who does ‘he’ refer to?
2. Why was he delighted?

Answer:

1. ‘He’ refers to the baby bear.
2. ‘He’ was delighted to see the author’s wife after a long time.

Question 3.
“We all missed him greatly: but in a sense we were relieved.”

1. Who does ‘we all’ stand for?
2. Who did they miss?
3. Why did they nevertheless feel relieved?

Answer:

1. The author, his wife and son.
2. They missed the baby bear.
3. They felt relieved because it was getting difficult to keep the baby bear at home.

III. Answer the following questions in 30 to 40 words each.

Question 1.
On two occasions Bruno ate/drank something that should not be eaten/ drunk. What happened to him on these occasions?
Answer:
Bruno ate Barium Carbonate which was put to kill the rats and mice. Paralysis set in to the extent that he could not stand on his feet. Once he drank one gallon of old engine oil. But it had no ill effects whatever.

Question 2.
Was Bruno a loving and playful pet? Why, then, did he have to be sent away?
Answer:
Yes, Bruno was a loving and playful pet. But he was mischievous also. The bear became very attached to the narrator’s two Alsatian dogs and the children of the tenants. Bruno had grown many times the size he was when he came. Now her name was changed to Baba. Now he was getting too big to be kept at home. So he was sent to a zoo.

Question 3.
How was the problem of what to do with Bruno finally solved?
Answer:
Bruno was not feeling happy after getting separated from the narrator’s family. He was getting weak everyday. The narrator’s wife went to Mysore to meet Bruno. Bruno. After seeing his pitiful condition she decided to get Bruno back home. The narrator and his wife made special arrangement for Bumo and created all facility for him. At last Bruno was got back home in a small cage.

Thinking about language
(Page 119)

I.
Question 1.
Find these words in the lesson.
They all have ie or ei in them.

Answer:
Field; ingredients; height; mischievous; friends; eighty-seven; relieved; piece.

Question 2.
Now here are some more words. Complete them with ei or ie. Consult a dictionary if necessary.

(There is a popular rule of spelling: ‘i’ before ‘e’ except after ‘c’. Check if this rule is true by looking at the words above.)
Answer:
believe; receive; weird; leisure; seize; weight; reign; feign; grief; pierce This rule is applicable only in the case of ‘believe’ ‘grief’ and ‘pierce’ words. The other words have ei instead of ie.

Question 3.
Here are some words with silent letters. Learn their spelling. Your teacher will dictate these words to you. Write them down and underline the silent letters.

Answer:
For self-attempt at class level.
The silent letters are underline as under:

III. How to look at an Index

An index is a list of names or topics that are to be found in a book. It is a list arranged in alphabetical order at the end of a book. The following paragraph shows that the doctor is consulting the index of a medical book to find out which injection is appropriate for Bruno.

“Out came his medical books, and a feverish reference to index began: What poison did you say, sir ?” “Barium carbonate”, “Ah yes—B—Ba— Barium Salts—Ah ! Barium carbonate! Symptoms—paralysis—treatment— injections of… Just a minute, sir. I’ll bring my syringe and the medicine.”

Question 1.
You have read about the French Revolution and you want to know more about the Third Estate in the context of the French Revolution. You can refer to the index of the book Living World History by T. Walter Wallbank and Arnold Schrier:

Page no. 813

French-Algerian War, 696
French and Indian War, 370, 401
French Revolution, 393, 404-405, 408, 427, 489
Freud (froid), Sigmund [1856-1939], 479, illus. 477
Frobisher (frŌ’bish cr), Martin [1535-1594], 321,338
Third Coalition, 415
Third Communist International See Comintern
Third Estate (France), 404, 405
Third Reform Bill, 454
Third Reich (rîH), 641, 643, 652, 653
On which pages in this book will you find information about the French Revolution and the Third Estate?
Answer:
French Revolution, 393, 404-405, 408, 427,489
Third Estate (France), 404-405

Question 2.
To know what ‘Food Security’ and ‘Minimum Support Price’ mean in the context of the economic growth of a country you can go to the subject index given below from Poverty and Famines— An Essay on Entitlement and Deprivation by Amartya Sen. Under which heading in the index are you likely to find these topics?
Famine relief, 43, 57, 87-8, 96-8, 116-17, 131-2
Fishermen, 51, 67-9, 71, 72-3, 78, 119
Finland, 213
Floods, 52-3, 58, 131-2, 147-8
Food availability decline (FAD thesis),
6-7, 7-8,41-2,43-4, 53, 57-63, 80-1,82-3, 88-93, 111, 117-20,125 137,141,153, 154-6, 157-8, 162
Food countermovement, 94, 138, 160-2
Food habits, 12-3, 25-6,45, 50, 164
Answer:
Famine relief, 43,57,87-8,96-8,116-17, 131-2.

Question 3.
Given below is a portion of an Index page from the book French’s Index of Differential Diagnosis, edited by F. Dudley Hart M.D., F.R.C.P.

Study the entries and find out whether the following topics are discussed in the book.

1. bronchitis due to cigarette smoking
2. heart failure due to bronchitis
3. bronchitis in children

Answer:

1. Yes, page 223 under Bronchitis, acute, causing.
2. Heart failure due to … page 82.
3. Yes, page 178.

Note. The portions as answers to the above are shown in bold letters.

IV.
Question 1.
The Narrative Present

Notice the incomplete sentences in the following paragraphs. Here the writer is using incomplete sentences in the narration to make the incident more dramatic or immediate. Can you rewrite the paragraph in complete sentences?
(You can begin : The vet and I made a dash back to the car. Bruno was still floundering…)

(i) A dash back to the car. Bruno still floundering about on his stumps, but clearly weakening rapidly, some vomiting, heavy breathing, with heaving flanks and gaping mouth.

Hold him, everybody! In goes the hypodermic—Bruno squeals—10 c.c. of the antidote enters his system without a drop being wasted. Ten minutes later : condition unchanged! Another 10 c.c. injected! Ten minutes later : breathing less stertorous—Bruno can move his arms and legs a little although he cannot stand yet. Thirty minutes later : Bruno gets up and has a great feed ! He looks at us disdainfully, as much as to say, ‘What’s barium carbonate to a big black bear like me?’ Bruno is still eating.

(ii) In the paragraphs above from the story the verbs are in the present tense (e.g. hold, goes, etc.). This gives the reader an impression of immediacy. The present tense is often used when we give a commentary on a game (cricket, football, etc.), or tell a story as if it is happening now. It is, therefore, called the narrative present.

You will read more about the present tense in unit 10.

Answer:
(i) The vet and I made a dash back to the car. Bruno was still floundering about his stumps. He was also weakening rapidly. He was vomiting and breathing heavily. His flank was heaving and he had gaping mouth. The vet told everyone to hold him. He injected 10 c.c. of the antidote into his body. Not even a single drop was wasted. His condition did not change even after ten minutes. Another 10 c.c. of the antidote was injected. After ten minutes his breathing got less stertorous. Bruno could move his arms and legs a little. However, he could not stand. After thirty minutes, he got up and had a great feed. He looked at the vet and others disdainfully. He seemed to be saying, “What barium, carbonate to a big black bear like him?” He was still eating.

(ii) Read yourself and find out.

Question 2.
Adverbs
Find the adverbs in the passage below.
(You ve read about adverbs in unit 1)

We thought that everything was over when suddenly a black sloth-bear came out panting in the hot sun. Now I will not shoot a sloth-bear wantonly but, unfortunately for the poor beast, one of my companions did not feel that way about it, and promptly shot the bear on the spot.
Answer:
suddenly, wantonly, unfortunately, promptly.

Question (i)
Complete the following sentences, using a suitable adverb ending in ‘—ly’.

(a) Rana does her homework …………..
(b) It rains ………….. in Mumbai in June.
(c) He does his work …………..
(d) The dog serves his master …………..

Answer:

(i) (a) carefully
(b) heavily
(c) diligently
(d) faithfully.

Question (ii)
Choose the most suitable adverbs or adverbial phrases and complete the following sentences:

(a) We should get down from a moving train, (never, sometimes, often)
(b) I was in need of support after my poor performance, (badly, occasionally, sometimes)
(c) Rita met with an accident. The doctor examined her (suddenly, seriously, immediately)

Answer:

(a) never
(b) badly
(c) immediately.

Question 3.
Take down the following scrambled version of a story, that your teacher will dictate to you, with appropriate punctuation marks. Then, read the scrambled story carefully and try to rewrite it rearranging the incidents.
A grasshopper, who was very hungry, saw her and said, “When did you get the corn?
I am dying of hunger.” She wanted to dry them. It was a cold winter’s day, and an ant was bringing out some grains of com from her home, She had gathered the com in summer.

“I was singing all day,” answered the grasshopper.
“If you sang all summer,” said the ant, “you can dance all winter.”
“What were you doing?” asked the ant again.
The grasshopper replied, “I was too busy.”
“I collected it in summer,” said the ant. “What were you doing in summer?
Why did you not store some com?”
Answer:
It was a cold winter’s day and an ant was bringing out some grains of com from her home. She had gathered the com in summer. She wanted to dry them. A grasshopper, who was very hungry, saw her and said, “I am dying of hunger. When did you get the com?” “I collected it in summer,” said the ant. “What were you doing in summer? Why did you not store some com?” The grasshopper replied, “I was too busy.”

“What were you doing?” asked the ant again. “I was singing all day,” answered the grasshopper. “If you sang all summer,” said the ant, “you can dance all winter.”

Speaking
(Page 123)
‘Animals also feel the pleasure of love and the pain of separation’.
Make a presentation by giving examples from your own experience.
Answer:
For self-attempt.

Writing
(Page 123)

Question 1.
Pets have unique care and handling requirements and should only be kept by those with the commitment to understand and meet their needs. Give your argument in support of or against this statement.
Answer:
In favour of the Motion, Pets play a significant role in the life of its owner. They become the members of the family. Animals do have emotions and sentiments. They play the role of a father, a mother and a brother/sister. They need to be tackled properly and utmost care. I am of the opinion that pets give us happiness and assist us in regaining confidence in the trying circumstances. These pets need proper care and love. Those who fulfil their requirements become the most fortunate people because they get true friends. It’s very difficult to get a worthy and honest friend in this commercial world. But animals reciprocate love and take care of the entire family. I strongly say that animals should be treated amiably and amicably.

Question 2.
There is an on-going debate whether snake charmers should continue in their profession. You can get some idea about the debate from the newspaper clipping (The Hindu, 16 June 2004) given below. Read it, discuss in pairs or groups, and write either for or against the profession of snake charmers.
Report comes in support of snake charmers
Answer:
For self-attempt.
Report comes in support of snake charmers

By Our Staff Reporter

New Delhi, June 15. Over 30 years after the introduction of the Wildlife Protection Act (WPA) that banned the catching of snakes in India, a small community of snake charmers continues to practise the trade catching over 400,000 snakes every year — which ultimately die — in defiance of the law.

A report based on new research by the Wildlife Trust of India (WTI), however, has strongly recommended that the traditional knowledge of the snake charmers and skills be now utilised for education and medicine by setting up sapera centres. This is mainly because the community has virtually no access to land, education or employment opportunities. They are dependent on snake charming to earn a livelihood. They trade around as vendors of traditional medicine, snake catchers and musicians. Ignorance about the law is quite common.

The report entitled ‘Biodiversity, Livelihoods and the Law: The Case of the Jogi-Nath Snake Charmers of India’ based on path-breaking research was formally released by the Inspector General of Forests, V.K. Bahuguna, along with a presentation by members of the sapera community in the Capital on Monday.

“Despite thirty years of the law being in existence, over 70 per cent of the Jogi-Naths are still dependent on snake charming to earn a livelihood. Ignorance about the law was quite common. None of them own land, even though they would like to,” said Bahar Dutt, who led this research. Notably, most of those practising the trade in the current generation are all under 35 years of age.

Trapping occurs throughout the year and during their travels, though this activity increases during the monsoons. According to the data, each family on an average collects at least seven snakes.

Most snakes were force-fed and snake husbandry methods and health were found to be poor. “The snake charmers community council imposes a heavy fine on a person if the snake dies in his custody as it is considered an extremely bad omen. As a result, the snakes are released when the charmers realise that their condition is deteriorating,” said Dutt. Their ambition to showcase the reptiles and earn money was not fulfilled, as they flouted four WPA provisions, for illegally possessing the animals, not feeding them properly, causing injuries by extracting teeth unscientifically and killing snakes for the valuable snake parts and bones. Their offence generally invites imprisonment for three to seven years and a fine up to Rs 25,000 in each case.

“On the positive side researchers found that the snake charmers possess a unique ability to handle venomous snakes with a tremendous knowledge of the different species and their behaviour. They are also called by local farmers to retrieve snakes, who would otherwise just kill them, from agricultural fields or human inhabited areas,” she said.

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Chapter 10 Kathmandu

Thinking about The Text
(Page 131)

Activity

Question 1.
On the following map mark out the route, which the author thought of but did not take, to Delhi.

Answer:
Route ¡s shown by dotted line

1. Kathmandu to Patna by bus & train
2. Patna to Allaha bad by boat/Ganges
3. Allahabad to Delhi by boat/Yamuna

Question 2.
Find out the possible routes (by rail, road or air) from Kathmandu to New Delhi/ Mumbai/Kolkata/Chennai.
Answer:
For self-attempt. Students may take the Atlas of the country and see or find themselves the air, road routes from Kathmandu to New Delhi/Mumbai/ Kolkata/ Chennai.

Some possible routes are:
By Road

1. Kathmandu—Viratnagar—Patna
2. Kathmandu—Nepalganj—Gorakhpur

By Rail

Patna—Delhi
Gorakhpur—Delhi
Patna—Kolkata
Gorakhpur—Varanasi—Kolkata
Patna—Mumbai
Gorakhpur—Allahabad—Mumbai
Patna—Khadarpur—Chennai
Gorakhpur—Allahabad—Nagpur—Chennai

I. Answer these questions in one or two words or in short phrases.

Question 1.
Name the two temples the author visited in Kathmandu.
Answer:
Pashupatinath and Baudhnath Stupa.

Question 2.
The writer says, “All this I wash down with Coca Cola.” What does ‘all this’ refer to?
Answer:
Com-on-the-cob and marzipan.

Question 3.
What does Vikram Seth compare to the quills of a porcupine?
Answer:
The flutes tied on the top of the flute seller’s pole.

Question 4.
Name five kinds of flutes.
Answer:
The reed neh, the recorder, the Japanese shakuhachi, the deep bansuri, the breathy flutes of South America, the high pitched Chinese flutes.

II. Answer each question in a short paragraph.

Question 1.
What difference does the author note between the flute seller and the other hawkers?
Answer:
The author finds a difference in selling the articles. The flute seller does not shout out his wares. He makes a sale in a curiously offhanded way as if this was incidental to his enterprise.

Question 2.
What is the belief at Pashupatinath about the end of Kaliyug?
Answer:
People believe that when a small shrine emerges fully on Bagwati river, the goddess inside will escape, and the evil period of the Kalyug will end on earth.

Question 3.
The author has drawn powerful images and pictures. Pick out three examples each of

1. the atmosphere of ‘febrile confusion’ outside the temple of Pashupatinath (for example: some people trying to get the priest’s attention are elbowed aside…)
2. the things he sees
3. the sounds he hears

Answer:

1. The author describes the monkey’s fight vividly and graphically. 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.
2. The author observes a princess of the Nepalese royal house. Everyone bows to her. He sees monkeys. He sees felt bags, Tibetan prints and silver jewellery. He looks at flute sellers, hawkers of postcards, shops selling western cosmetics, etc.
3. He hears film songs from the radios, car horns, bicycle bells, stray cows low and vendors shout out their wares. He also listens to the various flutes played by the flute seller.

III. Answer the following questions in not more than 100-150 words each.

Question 1.
Compare and contrast the atmosphere in and around the Baudhnath shrine with the Pashupatinath temple.
Answer:
At Pashupatinath there is an atmosphere of ‘febrile confusion’. Priests, hawkers, devotees, tourists, cows, monkeys, pigeons and dogs roam through the grounds. 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. At the Baudhnath stupa, the Buddhist shrine of Kathmandu, there is a sense of stillness. Its immense white dome is ringed by a road. Small shops stand on its outer edge. Most of the shops are owned by Tibetan immigrants. There are no crowds and this is a haven of quietness in the busy streets around.

Question 2.
How does the author describe Kathmandu’s busiest streets?
Answer:
The author says that Kathmandu is vivid, mercenary, religious, with small shrines to flower-adorned deities along the narrowest and busiest streets. There are 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, vendors shout out their wares. The author buys a com-on- the-cob roasted in a charcoal brazier on the pavement. He also buys coca cola and orange drink.

Question 3.
“To hear any flute is to be drawn into the commonality of all mankind.” Why does the author say this?
Answer:
The author says this because he is aware of the fact that music appeals to senses. It gives pleasure to every listener. The flute seller does not sell only one kind of flute. He has various types of flutes that represent different customs and culture. The flute seller is a wise sales person. He does not shout out his wares. He plays melodious tunes which fascinate others. Mankind does not have multiple appearances and shapes. It is universal and cosmopolitan. Music soothes everyone’s heart irrespective of their caste, colour and creed. So the author says that to hear any flute is to be drawn into the commonality of all mankind.

Thinking about language
(Page 132)

Question 1.
Read the following sentences carefully to understand the meaning of the italicised phrases. Then match the phrasal verbs in column A with their meanings in column B.

1. A communal war broke out when the princess was abducted by the neighbouring prince.
2. The cockpit broke off from the plane during the plane crash.
3. The car broke down on the way and we were left stranded in the jungle.
4. The dacoit broke away from the police as they took him to court.
5. The brothers broke up after the death of the father.
6. The thief broke into our house when we were away.

A	B
(i) break out	(a) to come apart due to force
(ii) break off	(b) end a relationship
(iii) break down	(c) break and enter illegally; unlawful trespassing
(iv) break away (from someone)	(d) to start suddenly, (usually a fight, a war or a disease)
(v) break up	(e) to escape from someone’s grip
(vi) break into	(f) stop working

Answers:

A	B
(i) break out	(d) to start suddenly, (usually a fight, a war or a disease)
(ii) break off	(a) to come apart due to force
(iii) break down	(f) stop working
(iv) break away (from someone)	(b) end a relationship
(v) break up	(e) to escape from someone’s grip
(vi) break into	(c) break and enter illegally; unlawful trespassing

II.

Question 1.
Use the suffixes -ion or -tion to form nouns from the following verbs. Make the necessary changes in the spellings of the words.
Example: proclaim-proclamation

Answer:

Question 2.
Now fill in the blanks with suitable words from the ones that you have formed.

1. Mass literacy was possible only after the of the ……….. printing machine.
2. Ramesh is unable to tackle the situation as he lacks ………..
3. I could not resist the ……….. to open the letter.
4. Hardwork and ……….. are the main keys to success.
5. The children were almost fainting with ……….. after being made to stand in the sun.

Answer:

1. invention
2. imagination
3. temptation
4. dedication
5. exhaustion.

III. Punctuation

Question 1.
Use capital letters, full stops, question marks, commas and inverted commas wherever necessary in the following para-graph.

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 upto 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
Answer:
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.”

IV. Simple Present Tense

Question 1.
Fill in the blanks with the correct form of the verb in brackets.

(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 on coming 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.

(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!

Answer:

1. sends, takes place, contracts, forces, expands
2. digs, encloses, dries, hardens, comes, dissolves, swims
3. Does, plays, Does, only composes.

Speaking
(Page 135)

Question 1.
Discuss in class the shrines you have visited or know about. Speak about one of them.
Answer:
Do it yourself.

Question 2.
Imagine you are giving an eyewitness account or a running commentary of one of the following:

1. a game of football, cricket or hockey, or some sports event
2. a parade (e.g. Republic Day) or some other national event

Speak a few sentences narrating what you see and hear. Use the simple present and the present continuous tenses. For example:

• He passes the ball but Ben gets in the way…
• These brave soldiers guard our frontiers. They display their skills here

Answer:
For self-attempt

Writing
(Page 135)

Diary entry for a travelogue

Question 1.
The text you read is a travelogue where the author, Vikram Seth, talks about his visit to two sacred places in Kathmandu.

Imagine that you were with Vikram Seth on his visit to Pashupatinath temple, and you were noting down all that you saw and did there, so that you could write a travelogue later.

Record in point form

• what you see when you reach the Pashupatinath temple
• what you see happening inside the temple
• what you do when inside the temple
• what you see outside the temple
• what your impressions are about the place.

Answer:

28th August, 20XX
Dear Diary,

Today I feel pleasure to note down my experience to the visit to Pashupatinath Temple in Kathmandu with Vikram Seth. The visit was indeed exciting for me, though there was too much tumult at Pashupatinath Temple. I saw crowds of priests, hawkers, devotees, tourists at the temple. We offered a few flowers to God. Inside the temple I saw a large number of worshippers trying to get the priest’s attention and some of them were elbowed aside by others who were pushing their way to the front.

Outside the temple, I saw a party of saffron- clad westeners struggle for permission to enter the temple. The policeman did not allow them to enter the temple because they were not Hindus.

There is no doubt that the place is worth visiting. We feel aesthetic satisfaction by visiting such religious place.
Mayank

Question 2.
Here is your diary entry when you visited Agra. Read the points and try to write a travelogue describing your visit to Agra and the Taj Mahal. You may add more details. January 2003—rise before dawn—take the Shatabdi Express at 6.15 am from Delhi— meet a newly-married couple on train— talk about Himachal Pradesh—get off the train—enter the once-grand city, Agra— twisted alleys—traffic dense—rickshaws, cars, people—vendors selling religious artifacts, plastic toys, spices and sweets—go to the Taj Mahal—constructed entirely of white marble—magical quality—colour changes with varying of light and shadow— marble with gemstones inside—reflection of the Taj Mahal in the pond—school-children, tourists—tourist guides following people.
Answer:
A Visit to Agra

It was January 2003.1 woke up before dawn and took the Shatabdi Express at 6.15 a.m. from Delhi bound for Agra. I met a newly married couple who belonged to Himachal Pradesh. We talked with one another and got off the train. I entered the once grand city, Agra. I saw the dense traffic, numerous rickshaw pullers, cars, people and vendors selling religious artifacts, plastic toys, spices and sweets. I went to the Taj Mahal which is one of the seven wonders of the world. It was entirely of white marble and had a magical quality of colour changing with varying of light and shadow. The white marble of Taj Mahal has gemstones of multi coloured engraved in it. The reflection of the Taj Mahal could be seen in the pond. There were many tourists, school children and tourist guides.

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Chapter 11 If I Were You

I. Answer these questions.

Question 1.
“At last a sympathetic audience.”

1. Who says this?
2. Why does he say it?
3. is he sarcastic or serious?

Answer:

1. Gerrard says this.
2. He says this because the intruder becomes sympathetic towards him.
3. He is, no doubt, sarcastic.

Question 2.
Why does the intruder choose Gerrard as the man whose identity he wants to take on?
Answer:
The intruder chose Gerrard as the man whose identity he wants to take on because he is a kind of a mystery man. He phones his orders and sometimes goes away suddenly and come back just the same.

Question 3.
“I said it with bullets.”

1. Who says this?
2. What does it mean?
3. Is it the truth? What is the speaker’s reason for saying this?

Answers:.

1. Gerrard says this.
2. It means that he is not an ordinary person. He is very dangerous.
3. NO, he wants that the intruder should change his idea of killing him.

Question 4.
What is Gerrard’s profession? Quote the parts of the play that support your answer.
Answer:
Gerrard is a dramatist. He says, “Sorry I can’t let you have the props in time for rehearsal…

Question 5.
“You’ll soon stop being smart.”

1. Who says this?
2. Why does the speaker say it?
3. What according to the speaker will stop Gerrard from being smart?

Answers:

1. The intruder says this.
2. He says it because Gerrard does not seem afraid of his gun even.
3. According to the speaker, the bullet will stop Gerrard from being smart.

Question 6.
“They can’t hang me twice.”

1. Who says this?
2. Why does the speaker say it?

Answer:

1. The intruder says this.
2. The speaker says it because he wants to murder Gerrard. And he has already murdered someone. So the police cannot hang him twice.

Question 7.
“A mystery I propose to explain.” What is the mystery the speaker proposes to explain?
Answer:.
The speaker wants that the intruder should explain what mystery is associated with him. The mystery is about Gerrard’s placing his orders on telephone. And he goes out suddenly and returns in the same way.

Question 8.
“This is your big surprise.”

1. Where has this been said in the play?
2. What is the surprise?

Answer:

1. Gerrard speaks this line. He tells the intruder that if he is not hanged for his murder, he will certainly be hanged being Vincent Charles Gerrard. At this time he utters these words.
2. The big surprise is that Gerrard will not be killed by him. He is right in saying this.

Thinking about language
(Page 145)

Question 1.
Consult your dictionary and 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.
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.
8. Screw the lid tightly onto the top of the bottle and (shake/shape) well before using the contents.

Answer:

1. site, ghastly
2. principal
3. continuously
4. effect
5. artist
6. collage
7. host
8. shake

Question 2.
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’.
Expressions we often use in an ironic fashion are:

• Oh, wasn’t that clever!/Oh that was clever!
• You have been a great help, I must say!
• You’ve got yourself into a lovely mess, haven’t you?
• Oh, very funny !/How funny!

We use a slightly different tone of voice when we use these words ironically. Read the play carefully and find the words and expressions Gerrard uses in an ironic way. Then say what these expressions really mean. Two examples have been given below.

Write down three more such expressions along with what they really mean.

What the author says	What he means
Why, this is a surprise, Mr— er—	He pretends that the intruder is a social visitor whom he is welcoming. In this way he hides his fear.
At last a sympathetic audience!	He pretends that the intruder wants to listen to him, whereas actually the intruder wants to find out information for his own use.

Answer:

What the author says	What he means
1. At last a sympathetic audience!	Gerrard means that his company is not a sympathetic audience because the intruder has got a gun in his hand.
2. You have been so modest.	Gerrard means that the intruder has been immodest in not having told anything about himself.
3. With you figuring so largely in it, that is understandable	Gerrard means that it is not understandable how anything about him is ‘surprising’.

Dictionary use
(Page 146)

A word can mean different things in different contexts. Look at these three sentences:

• The students are taught to respect different cultures.
• The school is organising a cultural show.
• His voice is cultured.

In the first sentence, ‘culture’ (noun) means way of life ; in the second, ‘cultural’ (adjective) means connected with art, literature and music ; and in the third, ‘cultured’ (verb) means sophisticated, well-mannered. Usually a dictionary helps you identify the right meaning by giving you signposts.
…………………………………………………………….
…………………………………………………………….
Look up the dictionary entries for the words sympathy, familiarity, comfort, care, and surprise. Use the information given in the dictionary and complete the table.

Noun	Adjective	Adverb	Verb	Meaning
sympathy familiarity comfort care surprise

Answer:

Speaking
(Page 147)

Question 1.
Imagine you are Gerrard. Tell your friend what happened when the Intruder broke into your house.
[Clues: Describe (i) the Intruder—his appearance, the way he spoke, his plan, his movements, etc., (ii) how you outwitted him.
Answer:
Yesterday I was standing near the telephone and an intruder entered my cottage. He had a gun in his hand and he tried to threaten me. He intended to kill me and shouted at me. The intruder forced me to tell everything about me. But I did not tell him the reality and misguided him. I told him that he would not gain anything after murdering me. I told him that I was to safeguard myself from the police. So I posted a man on the road. When we tried to come out of the cottage I locked him inside a cupboard and called the police. Eventually, the police arrested him.

Question 2.
Enact the play in the class. Pay special attention to words given in italics before a dialogue. These words will tell you whether the dialogue has to be said in a happy, sarcastic or ironic tone and how the characters move and what they do as they speak. Read these carefully before you enact the play.
Ans.
For self attempt.

Writing
(Page 147)

Question 1.
Which of the words below describe Gerrard and which describe the Intruder?
smart humorous clever
beautiful cool confident
flashy witty nonchalant
Answer:
Gerrard was smart, humorous, confident, witty and clever. He was cool. When the intruder broke into his cottage, he did not lose his patience and confidence. He cooked up a story, convinced the intruder and got rid of him. He showed his intelligence and presence of mind. He was nonchalant also. The intruder was smart, beautiful, flashy, clever and confident. He collected much information about Gerrard and planned his visit meticulously. He wore flashy clothes. He had the ability to make someone afraid of him. Moreover he was witty and answered Gerrard’s questions intelligently and sarcastically.

Question 2.
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 to it. ‘Intelligence is powerful than strength’.
Answer:
Gerrard is a dramatist who lives in a cottage. A very few people come to visit him. He rarely goes out. If he goes out, he comes back suddenly. Once an intruder enters his cottage who has a gun in his hands. Gerrard receives him with a warm welcome. The intruder asks many questions to him about his personal life. He answers his queries intelligently and thoughtfully. The intruder tells him that he wants to take on his identity because he is being chased by police as he has murdered a cop. But Gerrard tells him that he will not be benefited by killing him as he is also wanted. And he expects the police there tonight to arrest him. So he asks him to run with him in the car. But when they are about to cross the door, Gerrard pushes him into the cupboard and slams it. Then he calls the police and gets him arrested.