POW English IX Solution Combine 31-5-2017supportMaterialMe N Mine-English-A-9 - (COMBINED) Solutions

Contents
SECTION A—READING
Unseen Passages
 Worksheets 1 to 22........................................................................................................................ 5–10
Enrichment Activity
 Worksheets 23 to 25.................................................................................................................... 11–12
SECTION B—WRITING & Grammar
Writing a Diary
 Worksheets 26 to 29................................................................................................................... 13–14
Article Writing
 Worksheets 30 to 33................................................................................................................... 14–17
Story Writing
 Worksheets 34 to 37.................................................................................................................... 17–19
Enrichment Activity
 Worksheets 38 to 45.................................................................................................................... 19-25
Filling Blanks with Suitable Words

 Worksheets 46 to 50 ......................................................................................................................... 26
Editing: Detecting & Correcting Errors
 Worksheets 51 to 56................................................................................................................... 27–28
Omission: Supplying Missing Word
 Worksheets 57 to 62 .................................................................................................................. 28–30
Sentence Reordering
 Worksheets 63 to 67................................................................................................................... 31–32
Sentence Transformation
 Worksheets 68 to 70 .................................................................................................................. 32–33
Enrichment Activity
 Worksheets 71 to 82 .................................................................................................................. 33–37
SECTION C—LITERATURE textbook & extended reading text
Fiction
How I Taught My Grandmother to Read (Sudha Murty)
 Worksheets 83 to 89................................................................................................................... 38–42
Enrichment Activity
 Worksheet 90.............................................................................................................................. 42–43
A Dog Named Duke (William D Ellis)
 Worksheets 91 to 97................................................................................................................... 44–47
Enrichment Activity
 Worksheet 98 ............................................................................................................................. 47–48
The Man Who Knew Too Much (Alexander Baron)
 Worksheets 99 to 102 ................................................................................................................ 48–50
Enrichment Activity
 Worksheet 103 .................................................................................................................................. 51
Keeping it from Harold (P G Wodehouse)
 Worksheets 104 to 107 .............................................................................................................. 52–54
Enrichment Activity
 Worksheet 108...................................................................................................................................... 55
(iii)
Bestseller (O’ Henry)
 Worksheets 109 to 112 .............................................................................................................. 55–58
Enrichment Activity
 Worksheet 113............................................................................................................................... 58–59
poetry
The Brook (Alfred Lord Tennyson)
 Worksheets 114 to 117............................................................................................................... 59–62
Enrichment Activity
 Worksheet 118 ........................................................................................................................... 62–63
The Road Not Taken (Robert Frost)
 Worksheets 119 to 121 .............................................................................................................. 63–65
Enrichment Activity
 Worksheet 122 .................................................................................................................................. 65
The Solitary Reaper (William Wordsworth)
 Worksheets 123 to 126 .............................................................................................................. 66–68
Enrichment Activity
 Worksheet 127 ........................................................................................................................... 68–69
Lord Ullin’s Daughter (Thomas Campbell)
 Worksheets 128 to 132 .............................................................................................................. 69–72
Enrichment Activity
 Worksheet 133............................................................................................................................... 72–73
The Seven Ages (William Shakespeare)
 Worksheets 134 to 138 .............................................................................................................. 73–77
Enrichment Activity
 Worksheet 139...................................................................................................................................... 77
Oh, I Wish I’d looked after Me Teeth (Pam Ayres)
 Worksheets 140 to 141 .............................................................................................................. 77–79
Enrichment Activity
 Worksheet 142............................................................................................................................... 79–80
Song of The Rain (Khalil Gibran)
 Worksheets 143 to 144 .............................................................................................................. 80–81
Enrichment Activity
 Worksheet 145............................................................................................................................... 81–82
drama
Villa for Sale (Sacha Guitry)
 Worksheets 146 to 150 .............................................................................................................. 82–86
Enrichment Activity
 Worksheet 151 ........................................................................................................................... 86–87
The Bishop’s Candlesticks (Norman Mckinnell)
 Worksheets 152 to 157 .............................................................................................................. 87–91
Enrichment Activity
 Worksheet 158 ........................................................................................................................... 91–92
extended reading text
Gulliver’s Travels (Jonathan Swift)
 Worksheets 159 to 172 .............................................................................................................. 92–98
Three Men in a Boat (Jerome K Jerome)
 Worksheets 173 to 184 ............................................................................................................ 98–102
Assessment of Speaking and listening skills ........................................................... 103
(iv)
A reading
summative assessments
unseen passages
WORKSHEET–1
I. (a) It can digest 200 times its own weight in protein.

(b) Intake of raw papaya.
(c) The fresh juice of raw papaya mixed with honey is applied.
(d) The papaya juice can be used to make the skin beautiful.
(e) The list of properties that it possesses.
(f) Digestion, and cures skin irritation.
(g) Papaya - A wholesome fruit.
(h) Lack of nutrition.
WORKSHEET–2
I. (a) Drinking strong coffee could sharply increase cholesterol levels. Fat-like chemicals– cafestol
and kahweol are responsible for this.
(b) European brewing method produces high concentrations of cafetol and kahweol. The filter
and percolation methods almost remove the chemicals. Regular, moderate drinking of
coffee neither raises blood pressure nor cause abnormal heart rhythms.
(c) Depletion of the nerve chemical dopamine in nerve cells causes the disease. Caffeine
seemed to protect mice brain cells effectively. Caffeine’s protective role for humans is yet
to be established.
(d) (i) Advantages: Drinking coffee boosts endurance, increases alertness and improves
mood.
(ii) Disadvantages: Consuming coffee may lead to restlessness and sleeplessness;
possibility of becoming addicts.
II. (a) isolated (b) stimulant (c) buzz (d) avid
WORKSHEET–3
I. (a) (i) Pocket-sized (ii) small (iii) loyal (iv) sharp (v) curious (vi) active
(b) The long coated and the smooth coated.
(c) (i) The long coated ones have flat or slightly wavy coats
(ii) The smooth coated ones are soft textured and glossy in appearance.
(d) They are always curious to know what is going inside the house.
(e) They are popular because of their small size and they possess good sharpness and alertness.
(f) Inherent
(g) They require little care but their long nails need clipping.
(h) They pose as burglar alarms, are good with children and loyal and devoted to the family.
s O l u t i o n s 5
WORKSHEET–4
I. (a) Newspapers hold a key position in discriminating information as they are produced on a
daily basis and give a wide range of information on various subjects affecting our lives.
(b) By reading different newspapers one gets views of so many persons that one is able to
understand true nature of a subject.
(c) It is so because changes in a society are not abrupt. They take some time to evolve. Social
developments are a continuous process and we need ample time to grasp the situation.
(d) Newspapers play a key role in the dissemination of information. By reading newspapers
one is aware of one’s surroundings. We are more conscious of our efforts to understand a
situation.
II. (a) monopolised (b) varied (c) perspective (d) endorsed
WORKSHEET–5
I. (a) The first step in silk production is to provide quality environment and feed for the
silkworms.
(b) The worms are reared in controlled environmental conditions.
(c) The traditional handloom silk is the most famous silk.
(d) A few famous South Indian silk producing centres are Kanchipuram, Dharmavaram and
Arni.
(e) Almost 85% of the price of silk in the market goes back to communities that are engaged
in sericulture and silk industry.
(f) The saree is the traditional costume of Indian woman.
(g) The final part of silk production is the weaving of the fabric which is considered more of
an art than an act.
(h) Consumption.
WORKSHEET–6
I. (a) Pasteur did not view those who suffered from diseases just as a case that has to be cured
but something much more than that.
(b) The fact that Pasteur never wholly forgot the imagery of his boyhood days, when he drew
the familiar scenes of his birthplace and the longing to be an artist.
(c) The phrase ‘I cannot’, in context with the article, implies that’, Pasteur could not take the
pain exhaution of being bedridden anymore and he did not want to live like that anymore.
(d) His greatest grief was when sheer physical exhaution made him give up his active work.
II. (a) hard work/complete dedication
(b) to abandon
(c) sink
(d) determination
WORKSHEET–7
I. (a) Sooty smoke was considered beneficial once because it was believed to counteract the
effects of other kinds of pollution.
(b) It acted by screening the planet from the sun’s rays.
(c) Scientists think that it can worsen global warming.
(d) Thick haze was observed over Indian ocean.
6 e n g l i s h c o m m u n i c a t i v e – Ix
(e) Haze sometimes act against the general notion and cloud cover could be sparse.
(f) It was found that sun would heat up the cloud cover.
(g) Clouds keep the earth cool by bouncing back solar radiation.
(h) The haze does not always cause clouds to burn off because of weather conditions..
WORKSHEET–8
I. (a) The special children referred here are children with disabilities such as psychological
disorders.
(b) Education is important for such children as, without education, they become a burden on
their families as well as on the society.
(c) Factors responsible for hindering the path of education for such children are lack of
opportunities or facilities in schools and apathy of the parents towards special children.
(d) Meagre resources in the form of some schools for special children cannot ameliorate the
lot of these children. There is urgent need to strike at the root of this malaise.
II. (a) segregated (b) motivation (c) discrimination (d) mould
WORKSHEET–9
I. (a) To improve insulin function one must cut down all artificial foods.
(b) Butter, ghee, oils and fried foods should be avoided.
(c) Poly-unsaturated oil, like sunflower oil, mono-unsaturated oil such as olive oil is
recommended by the author.
(d) Karela, methi seeds, neem, jamun fruits are the herbs which improve insulin response.
(e) Garlic lowers blood sugar and decreases cholesterol.
(f) High fibre diet is the cornerstone of the treatment of most of the diseases.
(g) Potassium can be found in vegetable broths and raw, sprouted peanuts.
(h) Black channa, legumes, buttermilk, turmeric and amla are low sugar/glycerin index foods.
WORKSHEET–10
I. (a) The successful completion of Garonne Bridge gave a boost to Gustave’s confidence and
enthusiasm and he embarked on difficult projects in future.
(b) It was a challenge because it was to be constructed over rushing Douro river. The bridge
was to be constructed above 200 feet with a span length of 500 feet.
(c) Eiffel Tower is a masterpiece as it rises 300 metres from a base which is 101 sq metre.
It has restaurants, a weather station and also has space for conducting experiments.
(d) Gustave’s experiments in aerodynamics made it possible for future engineers to study the
effects of air pressure on buildings so that sturdy structures could be made possible.
II. (a) prosperous (b) pylons (c) resentment (d) aerodynamics
WORKSHEET–11
I. (a) Yoga is a comprehensive technique to cure both body and mind.

(b) Yoga therapy is good for any condition. It is superior to drugs because of its holistic
approach and healing capacity.
(c) Disturbance in energy levels may cause Insomnia and fatigue.
(d) Asanas calm you and inhibit random energy flow and meditation relaxes your mind.
s O l u t i o n s 7
(e) By breaking the vicious cycle of pain-agony-pain, yoga prevents pain from becoming a
crippling problem.
(f) Chronic pain essentially is imbalance in Prana (energy).
(g) The imbalance in energies, over a long period of time, leads to chronic pain and muscle
spasm.
(h) Headache can be a signal of an underlying disease because pain is just a manifestation
of the internal inflammation or imbalance of energies in the body.
WORKSHEET–12
I. (a) The use of various drugs and addictive substances has affected innocent young lives and
it creates many social ails.
(b) The majority of drug edicts are the young students, unemployed rural and urban youths.
(c) The effects of prolonged use of addictive drugs severely affects the personality of the addict.
They become a nuisance to their families and the society. They succumb to the path of
crimes.
(d) The desire to gain materialistic benefits has led us to loose our cherished goals. There is
a complete administrative, moral and social failure.
II. (a) menace (b) callous (c) degenerated (d) scam.
WORKSHEET–13
I. (a) Water is vital to human health and fitness because it is a key nutrient as no life is possible
without it.
(b) It is called a key nutrient because we cannot live longer than a couple of days.
(c) As water approximates 60% of the body weight, it is an ideal constituent of the body fluids.
(d) Water dissolves varried products of digestion and transports them to various parts of the
body.
(e) By dissipating (distributing) the body heat efficiently, water regulates body temperature.
(f) High specific heat implies that it takes a lot of heat to raise the temperature of water.
(g) Water-therapy means drinking enough water to treat body ailments.
(h) Hypothalamous regulates water in our body by creating the sensation of thirst and by
controlling the excretion of water in the form of urine.
WORKSHEET–14
I. (a) The writer believed that she was stupid because she could not concentrate on her studies.
(b) The writer flinched as she saw her friend walking towards her as she was not in the mind
state to talk to her.
(c) The writer lacked interest in her studies as she was not able to do well in her class.
(d) The writer was not a very confident or an assertive girl due to repeated failures.
II. (a) flinch (b) muster (c) relent (d) peer
WORKSHEET–15
I. (a) The young liftman was fined because he had thrown a passenger out of the lift.
(b) The liftman demanded a little courtesy of ‘please’ from the passenger.
(c) Law can be enforced while social practice needs to be obeyed.
(d) First requirement of civility is that we should acknowledge a service.
(e) These are important because they make our lives sweet.
(f) The author blames the war as it had snapped the civility out of their lives.
(g) The policeman and law is necessary to keep social order intact.
(h) Victory over oneself counts.
WORKSHEET–16
I. (a) Having a sound and honest character.

(b) Because women/girls are responsible for the upbringing of a family and their level of
education is important.
(c) Because earlier the task was only to fight, to wrest freedom, enthuse one another and
carry on the work.
(d) It is because now we are responsible for our own actions and can’t blame other.
II. (a) merely (b) conceived (c) multiply (d) evaluation
WORKSHEET–17
I. (a) Suspension bridge is built on the river Indus.

(b) It looks like a circus tent because it is covered with prayer flags of every colour.
(c) According to the driver the river would get angry if there were no flags.
(d) The driver prays because the bridge is holy to him.
(e) Timeless objects of Ladakh are the mountains which look like stupas.
(f) When the heat increases, the colour of stones change.
(g) While resting on the top of mountain pass the author found a deserted shephard’s hut.
(h) It shows the deep faith of the common Ladakhi in the Buddha.
WORKSHEET–18
I. (a) Caste system, dowry system, drug addiction, alcoholism, etc are some of the social evils
which still prevail in India.
(b) Dowry is a kind of help given in the form of gifts by which girls can start their family.
(c) Alcoholism is alcohol taken in excess of what a man or woman can safely consume.
Alcoholics tend to quarrel and are a financial burden on their family.
(d) The real remedy lies in educating people and a joint effort by all to fight these social evils.
II. (a) extort (b) addiction (c) slum dwellers (d) eradicate
WORKSHEET–19
I. (a) Louisa wrote her first novel to earn money.

(b) Louisa earned her livelihood by becoming school teacher. She also worked as a maid in a
laundry.
(c) Louisa helped soldiers by bandaging their wounds; by giving them medicines and by
writing letters for them.
(d) Louisa’s books are Little Women, Hower Fables, Hospital Sketches, Little Men, Jo’s Boys’
etc.
(e) It shows her determination to fight all odds in life.
(f) Her association with literary people like Henry David Thoreau influenced her towards
writing.
(g) The family had to remain under financial strain because her father was a single minded
person with strong values.
(h) Adversities are stepping stones to success.
s O l u t i o n s 9
WORKSHEET–20
I. (a) A listener can be tempted to remember what you have said if you think before you talk,
know your message and get to the point quickly.
(b) A conversation is compared to a tennis match because each person have a turn to give
and speak. The true art of conversation is talking and listening.
(c) As almost everything one says is an attempt to persuade the other person to accept your
point of view, it is important that it should be practiced.
(d) Fear of failure, forgetting and humiliation should be controlled, otherwise it would boomrang
on you. It can be controlled by checking your negative self talk and visualising a positive
outlook.
II. (a) formulating (b) visualise (c) patient (d) crux
WORKSHEET–21
I. (a) Cursive writing was originally developed to make it easier for children to write with a
quill. By joining up the letters, it kept the quill on the parchment and minimised ink
blots.
(b) Research suggests that the process of writing information down on paper, by hand, has
a more direct effect on the formation of memories in the learning process than typing.
Taking notes in class is still the most effective way to learn. It’s a better way to store the
skills for written language in a child’s brain than pressing keys.
(c) Although we teach children the formation of letters and the appropriate joining strokes,
after a few years, we leave them on their own devices, just as the written workload starts
to increase. That’s when the bad habits set in.
(d) Earlier school used to be all about writing, whether it was the exercise books we wrote
in or the notes we passed around. But not anymore. Now it’s all about typing. Learning
your QWERTY is almost as important as learning your ABC because most of the work is
done on computers.
(e) The author was nonplussed when his daughter brought home her cursive writing book.
(f) Yes. But with the changing time children should be taught to touch-type early on. Teachers
also feel that learning is aided by the physical act of writing.
(g) Learning to use computer can be advantageous as the child grows and the learning
workload increases. It also helps the child to keep up with advancing technology.
(h) (i) Nonplussed
(ii) Stimulation
WORKSHEET–22
I. (a) Indoor pollution affects our health as the level of carbon-dioxide is found to be higher than
outside. Burning sensation in the eyes, drowsiness and tiredness are its symptoms.
(b) TERI findings are that indoor pollution can be as toxic as the quality of air outside.
(c) Lack of certain restrictions such as smoking in office premises, which is closed due to air
conditioning, can worsen the situation for non-smokers.
(d) Occupational hazards mean hazards due to one’s profession where such dangers lurk
around.
II. (a) acute (b) fatigue (c) infrastructure (d) restrictions
Enrichment Activity
WORKSHEET–23
comprehension-1
1. 1.1 Word Pronunciation Meaning

1. Originated /∂′ridzineitid/ appeared for the first time
Malaria is thought to have originated in the tropics.
2. Confirmed /k∂n′f3:md/ shown as true or correct
His guilty expression confirmed my suspicions.
3. Chief /t∫i:f/ main, most important
Their chief problem is poverty.
4. Distant /′dist∂nt/ far away in space
The airport was about 20 kilometres distant.
5. Sedimentary /sedímentri/ formed from sand, stones,
mud etc. that settle at the
bottom of lakes/sea
Sedimentary rocks are not as hard as granite rocks.
6. Remains /rimeinz/ the parts of something
that are left
She fed the remains of her lunch to the dog.
7. Obviously ª
/ obυi ∂sli/ clearly
Diet and exercise are obviously important.
8. Crude /kru:d/ in its natural state
Crude oil is treated in refineries.
9. Vapours /′υeip∂rs/ mass of very small drops
of liquid in air
Water vapours rose high.
10. Various /′υe∂ri∂s/ several, different
She took the job for various reasons.
s O l u t i o n s 11
2. 2.1 Noun Verb Adjective Adverb
imagination imagine imaginative imaginatively
profession profess professional professionally
potential potentiate potential potentially
direction direct directional directly

2.2 Difficult word Synonym Antonym
Tremendous huge tiny
Pathetic sad cheerful
Talented gifted hopeless
Capture catch free
Rampant fierce mild
Reconcile accept reject
WORKSHEET–24
comprehension-2
1. (a) (iv) a little narrow-minded creature

(b) (iii) to put all things together
(c) (iv) to occupy his humble place
(d) (i) it can’t crack a nut
(e) (ii) the squirrel
2. (a) (iv) nervous
(b) (ii) a grave, calm man
(c) (iii) he felt the narrator had a secret to reveal
(d) (iv) his manner was mysterious
(e) (i) revelation
WORKSHEET–25
comprehension-3
1. (a) (iii) early rising
(b) (ii) an early riser
(c) (i) well done
(d) (iv) before midnight
(e) (iii) necessity
2. (a) (iii) education and technical progress
(b) (ii) cost of advertising is added to that of the product
(c) (iv) advertisements
(d) (i) a wider choice is available
(e) (iv) inverting

B writing & grammar
summative assessments
Writing a diary
WORKSHEET–26
1. Monday 28 Feb. 20XX

Taj Mahal of Agra is the most beautiful of all monuments in India. My friends and I visited
the Taj during our summer vacations. The architectural skill stands proof for making it one
among the Seven Wonders of the World. It is indeed a unique masterpiece of the Mughal
architecture. What a fine lay out! The white marble sparkled on all sides. The lush green
lawns and Cyprus trees in the garden adorned its majestic beauty. The Taj Mahal was built
about three hundred and fifty years ago by the Mughal emperor Shah Jahan, in memory of
his beloved queen, Mumtaj.
2. Wednesday 2 March 20XX
O! What a horrible dream it was! My throat was dry and the whole body was full of sweat. I
trembled with fear like a dry leaf shaken by the wind. I tried to cry but felt that the dragon
was choking my neck. I felt my end was near. So I hit my feet on the bed. I woke up with a
start. I can never forget this terrible dream.
WORKSHEET–27
1. Monday 28 March 20XX

What a feast for the eyes the flower show was! The organisers deserve kudos for excellent
arrangement. The participants presented their exhibits tastefully. The variety of flowers, their
colour, fragrance and sizes filled my heart with wonder, excitement and joy. I wanted to have
just a fleeting glimpse, but stayed on there for an hour. What a bliss it was!
2. Sunday 6 February 20XX
How elated I felt this morning on watching a picturesque scene—an old man planting a sapling
and his grandchild watering it. Their silent dedication had a far deeper message for me than
all the slogans raised by environmentalists. Their actions spoke louder than all the words. I
resolved to follow their example and try environment friendly activities.
WORKSHEET–28
1. Tuesday 15 Nov. 20XX

How euphoric I felt on hearing my name being announced as the winner in the inter school
art fest this afternoon. I was thrilled and excited and wanted to jump with joy. Somehow I
controlled my self and went to the podium to receive the prize. I can never forget the affection
I got from my teachers, friends and members of the family. It has inspired me to win further
laurels.
2. Friday 19 May 20XX
What a terrible sight it was! The flower-like innocent puppy was run over by a careless speedy
crazy monster. I carried the little pup to the nearest hospital for medical aid. As it was not a
Vet hospital, they could not do much. In spite of best efforts, I failed to save the pup’s life. I
cursed the people responsible for the tragedy. I feel guilty. Had there been a Vet hospital in
the vicinity, perhaps I could have saved him.
WORKSHEET–29
1. Time: 8 : 15 p.m.
So many people live on the margins of society. Some leave their distant village huts and come
to the cities to make their fortune. They land up as daily labourers, bringing in less than the
bare minimum. Not being able to afford a sleeping berth, let alone a room in the city, they end
up on footpaths. While going home I came across many children on the roads at crossroads
with begging bowls in their hands. Children from extreme poverty-stricken backgrounds, often
single-parent, run away from home. They start living a high-risk life on the streets and city
footpaths, often doing heavy manual labour for one insufficient meal a day. I saw old people,
abandoned by their family, also land up on the streets. Having no energy for work, they lie
in street corners, huddled up in tattered clothes, with their worldly possessions in a small
bundle, and beg. I really owner how do the lives of these different people look like? How do
they really get by from day to day? What hope, if any, do they have, that motivates them each
day to get up and live another day? What are the struggles of life on the footpaths? How do
they cope with the extremes of different seasons? There is no answer to these questions and
no end to these problems. I really feel sorry for it
XYZ
2. Sunday
For most, May means blossoming trees and the first snatches of summer. For me, it means
long hours, piles of pressure and an impending sense of doom. I’m no stranger to pre-exam
butterflies – or the occasional late-night panic. Having dodged the ammunition rounds of
six exam seasons, I feel like a veteran. Worrying about my workload only increases stress
hormones and make me angry. When I’m immersed in the exam season, I can easily feel like
things are spiralling out of control. Stress isn’t always a bad thing – small amounts can boost
my productivity. Yet, I feel scary.
ARTICLE WRITING
WORKSHEET–30
IMPACT OF LESS PHYSICAL ACTIVITY ON GROWING CHILDREN

(by Riti/Raj)
1. Video games, unlike physical games, may have bad effects on children’s health, including
obesity, video-induced seizures, postural, muscular and skeletal disorders. Too much video
game playing makes the child socially isolated. Also, he may spend less time in other activities
such as doing homework, reading, sports, and interacting with the family and friends. Children
spending too much time playing video games may have aggressive behaviour and attention
problems. Academic achievement may be negatively related to over-all time spent playing
video games. Studies have shown that the more time a child spends playing video games, the
poorer is his performance in school.
14 E N G L I S H C O M M U N I C A T I V E – IX
2. health hazards caused by junk food
(by Shobha/Shubham)
Junk food is easy food, easily available and easy to consume. So it has become a favourite
with many. But junk foods are a major health hazard. There is no nutritional value that
they possess. They lead to obesity. Children of today have got hooked on to these foods and
consume them very often. They have developed a taste for drinks like Coke, Pepsi and relish
eating pizzas, burgers, etc. As a result of its popularity, the number of joints offering these
foods has increased manifold. At some of these places food is cooked in unhygienic conditions.
Setting up of a Food Control Board restricting the sale of junk food could be one solution.
Also, awareness through print and visual media needs to be generated on these being health
hazards. Such steps could probably restrict as well as bring down the sale of these food items.
WORKSHEET–31
1. carbon cycle
(by Sonal)
Carbon is an essential element found in all living beings. Plants and animals get this element
from carbon dioxide present in the atmosphere. Plants take carbon dioxide from air and in the
presence of water and sunlight they make their food by the process of photosynthesis. Thus
plants absorb carbon. Plants are consumed by other animals as food. In this way they get
compounds of carbon. Energy is produced by digestion of these carbon compounds. Carnivores
(flesh-eating animals) get carbon from flesh of herbivores (animals feeding on grass and plants).
Omnivores like man get carbon from both plants and animals. Carbon cycle shows that all
the animals absorb carbon dioxide during respiration or oxidation and this carbon dioxide is
again released into the air. Carbon dioxide is also liberated during the decay of plants and
animals and burning of fuels. Plankton exhales carbon dioxide and volcanoes also release it.
The dead animals lying in the sea get decomposed and carbon dioxide is produced from these
dead animals as well as from the waste material of land. We also get carbon dioxide from
burning of coal, natural gas and oil.
2. polluted water in city water park
(by Maha/Ved)

I recall with horror my visit to the Water Park near our city last week. We, a group of thirty
boys and girls, visited the Water Park as a part of school excursion. We had made many
preparations for playing water games and swimming. Our enthusiasm ebbed away on having
a glimpse of the water in the Water Park. It was not clean and had a stale smell. In fact, the
smell was so nauseating that we had to step back instantly. We were not going to take things
lying down. The crusading spirit of youth came to the forefront. We contacted the keeper
of the Water Park and asked for the Visitors’ Book and Complaint Book. We recorded our
experiences, observations and suggestions. Turning the pages of the Visitors’ Book, I noticed
the remarks and complaints of the visitors in previous years. There has been a tremendous
fall in the number of visitors each successive year. From around 5500 in 2004, the number
has fallen to less than 3000 in the current year. I am afraid the number will fall further if
no urgent remedial steps are taken to improve the quality of water in the Water Park. The
authorities must ensure the replacement of unclean and foul smelling water with clean and
fresh water. Insecticides in recommended quantity may be used to keep the water germ-free.
Further, no eatables or waste of any type be allowed to be dumped in the Water Park. The
fountains, slides and channels must be kept clean. Dirt and filth heaps in the neighbourhood
must be removed. It is hoped that these measures will help to keep the water clean, fresh
and unpolluted and attract more visitors.
WORKSHEET–32
1. plight of child labour

The evil of child labour still persists in the society. It has crippled our society. The other day I
happened to watch some children engaged in active work. It has disturbed me to no end. The
inhuman conditions in which these children live and are made to work are deplorable. They
are made to slog for 16-18 hrs. They are hardly provided any nutrition. They are physically
tortured and sexually abused. They work in homes, restaurants and factories. These children
are underpaid and exploited.
Though the government has put in place laws against this practice and they should be followed
strictly. The people who exploit children must be discouraged. There is no fear of punishment
as laws aren’t stringently implemented. It is also sad to note that parents of these children,
in order to supplement their income send these children to work. They are very well aware of
the conditions but simply ignore it as money seems more important to them. But I feel these
children definitely deserve a better childhood.
2. waterborne diseases—A threat
The report published above is shocking. It brings to the fore the callous attitude of the administration.
It is a total failure of the Water Board to provide a basic necessity—clean, safe water—to the
people. The report categorically says that this water is unfit for human consumption.
What are we going to do about this? Are we going to get together and fight or let waterborne
diseases like cholera, hepatitis and typhoid spread? Contaminated water can cause these
deadly diseases which can cause large-scale deaths, if not treated immediately. These water
samples must be shown to the Municipal Commissioner and an explanation demanded. On the
one hand, we celebrate World Health Day, while on the other hand, the basic commodity, water,
is impure. I’m sure the concerned authorities will look into the matter and ensure clean and
safe drinking water for the public.
WORKSHEET–33
1. THe harms of deforestation

Deforestation means clearing the forests by cutting down or burning trees in a large number.
This is done to build homes, roads, bridges, etc., for the comforts and needs of rising population.
It has certainly harmful effects on the environment as well as our lives. In the absence of
trees which breathe out oxygen, the atmosphere gets more polluted and hotter than before,
leading to global warming. Global warming results in freak droughts, floods and storms that
cause heavy damage to crops, property and life in general. Trees provide much-needed wood
and medicinal material. When they are cut down, the poor people are badly hit. Trees also
check soil erosion. When there is no check on soil erosion fertile lands go barren and food
production is badly hit.
Therefore, we must take immediate steps to check deforestation. If we need to cut trees in
some areas, we should plant more in others. Plants around fields should be grown. People
should be encouraged not to use wood for cooking. Alternative fuels should be provided. Some
sorts of legal bans on cutting trees should be introduced and implemented strictly.
2. Overpopulation and unhealthy conditions
Overpopulation is the major threat that the nation is facing today. If we can’t put a hold on
our bursting population, India will overtake China within thirty years. It will become the
most populous country in the world. The population explosion has made a mockery of all our
plans, developments and achievements. More and more people bring more and more poverty
and miseries. The growing population is degrading the environment and the living standards
of the people. India has crossed a billion mark several years ago. We produce an Australia
every year. More people means more mouths to feed. How will India feed its ever increasing
population? People are increasing but the arable land, forests and natural resources are
shrinking fast. And what about the health services? The less said the better. It will become
increasingly difficult to provide ideal health services to so many people. Forests and green
belts are disappearing. The environment and the ecology is being systematically destroyed.
Providing shelters to so many people is a huge problem. Extremely unhealthy and unhygienic
conditions prevail in all the metros of India.
The Government must find out ways and means to control the rising population. China has
imposed the one child system with wonderful success. They have freezed the population. Why
can’t India? Anyone having more than one child must be heavily taxed. Those who cross the
limit must be debarred from the public services. The family planning programme must be
implemented in its true spirit.
story writing
WORKSHEET–34
1. A day with an engine deiver

(by Reshmi)
I was travelling in a train from Delhi to Mumbai. I met an old man in the same coach who
had retired as an Engine driver. He was narrating an incident where he averted an accident
near a level-crossing. He was on a long-distance express train and was midnight when he saw
from a distance that the gates of the level-crossing were open and could see a couple vehicles
crossing by. He applied brakes and instantly brought the train to a halt 100 metres before the
level-crossing gate that was lying opened. People from the nearby shops and houses rushed
to see what went wrong when they heard the loud screeching sound of the train. There was
a problem in their communication network due to which the stationmaster could not alert
the gatekeeper at the level-crossing but informed the engine driver about the situation. The
timely action helped to avoid any mishap that night.
2. the blind lady and the greedy doctor
Once a rich lady, who lived in a spacious mansion, became blind. She called in an eye specialist,
who promised to cure her within a fortnight. She agreed to pay a hefty fee for his services.
The doctor operated upon her eyes and bandaged them.
The doctor came everyday. He gave her some medicine, stayed there for some time and removed
some furniture or valuable article. This went on for fourteen days. On the fifteenth day, the
doctor removed her bandages and said, “Now, you can see. Please pay my fees.”
The lady was cured. Her eyesight had been restored, but she was shocked to see that all the
pieces of costly furniture were missing. She refused to pay the fees on the plea that she could
not see her furniture in her room which meant that her eyesight had not been restored. The
doctor filed a suit against her for not paying his fees. The court heard both the parties. On
knowing the reality, the judge dismissed the doctor’s case. He was charged with theft and
sentenced to prison for swindling and stealing.
WORKSHEET–35
1. There was a young girl in a small town in Maharashtra. She used to sell candles on the street.
One day a rich lady saw her and stopped her car. She waved at the small girl and asked her to
come near. The lady was kind and graceful. She enquired about the girl’s family and realized
that because of their poverty the girl had to discontinue her schooling and sell hand-made
candles for their living. The lady met the young girl’s parents, offered to help them with better
job so they can earn well and also to sponsor the girl’s education. The girl’s family was happy
and grateful for the kindness shown on them. That became a turning point in the young girl’s
life and thereafter she studied well and remained loyal to the kind lady who helped her.
2. …him to take painkillers along with antibiotics after the operation. Also he was warned that
it might get infected. Though the surgery went well, Pratap couldn’t help asking himself
whether it was worth it. He could not see by his left eye anyway. Not just the surgery but
the war itself had forced him into this life of invalidity and pain. What grudges had he with
the people he had fought against? Who had won? Had that winning brought any happiness?
There was a lot of destruction on both sides. Both men and material had perished. Smirking,
he realised that the actual people who had grudges weren’t even present there themselves! So
why send proxies to win their war? Why put on stake so many lives? Contemplating, Pratap
went into a state of oblivion, where there was no pain, no war to win, no lives to take.
WORKSHEET–36
1. The function was to be held at the forest clearing. In came all the animals and birds in vibrant
dresses. But when they entered the clearing they were shocked to see Booboo, the lion, lying
lifeless at the center of the clearing. Cheeku, the rabbit, who was a dectative, forbade everyone
to go near the body or to leave the clearing and set out to solve the mystery.
Foxy, the fox, was questioned first as he was a close friend of the lion. Foxy had a criminal
record but being the lion’s friend, got exenorated all the time. He was of a duel nature but
lion trusted him the most.
During questioning, foxy accepted his many crimes but pleaded that he hadn’t killed the lion as
it wouldn’t be profitable. Cheeku said, “Now that you have told the truth, I would ask Booboo,
the lion, to get up and punish you”. Now Booboo got up and thanked Cheeku for opening
his eyes.
2. the mystery of the haunted house
It was a hot afternoon in June. We, a group of ten boys, were playing hockey outside the
town, in the big ground. When we sat down during the breather, one of us, perhaps it was
Mohit, who pointed at a greyish dilapidated building towards the east. He also told us that
it was a haunted house and his uncle had told him not to go near it. All of us laughed at
Mohit’s timidity. A keen sense of adventure and expectation of thrill inspired us to explore the
mystery of the haunted house. We decided our signals and code words. Two of us had their
mobile phones with us. We picked our sticks and moved cautiously. We found the main gate
blocked by a heap of stones and bushes. Rahul noticed a man coming out of a side gate. This
was our chance. We grabbed it and rushed in. We were surprised at what we saw there. The
place was neat and clean. Work was going on in the farthest room. A man sat at a printing
machine. We threw discretion to the winds. Two of us advanced to see what the man was doing.
We were shocked to find that he was printing fake currency. The other group had stumbled
upon narcotics and drugs. We hid behind the pillars as we heard some noise. We overheard
what they said. Then we came out. We blocked the side gate with stones, bushes and logs
of wood. Then Sahil telephoned the police. His father, the local police Inspector came there
with a police party. The people inside were taken by surprise and surrendered without any
resistance. The police confirmed what we had guessed. It was the den of anti-social goons.
They had spread the rumour of haunted house to hide their illegal activities.
WORKSHEET–37
1. Vaibhav and his friends were camping in a hilly area. One morning he got up early and went
for a walk in a nearby forest. In an open space he saw a strange, round object emitting red
and blue lights. As he neared it, he saw two strange creatures like robots coming out of it.
He got frightened. The two creatures invited him in his own language to accompany them to
their planets VX. They assured him of a good experience and safe return.
Vaibhav was basically a brave and adventurous boy. He followed the aliens to their craft. Soon
it shot off at a great speed in the sky. After four or five hours he was asked to come out. He
found himself on a new land. He saw small and big mansions. Aliens were engaged in several
activities as men do on the earth. He was taken to a laboratory where experiments were being
conducted. He was asked to lie down on a bed. He was given a sweet juice to drink and then
an experiment was done on him. When he came back to his chamber he found himself taller
by two inches and fairer than before.
After two days his alien-friends took him back to earth. His friends were surprised to see him,
and so were his parents. He narrated his strange experience to them. Some believed him but
many did not.
2. Rahim graduated and was able to get a job as a clerk in a government office. It was a good
job. Rahim started his work with complete dedication. Soon he came to know that all his
colleagues were corrupt and in league with one another. Even his officer was no honest. One
day he called him and said, “Rahim, I know you are an honest person. But what is the use
of honesty when you are paid so low? Be practical and tactful. Don’t give me any opportunity
to take action against you?”
He understood, yet he could not make compromises. One day he refused to pass a doubtful
case. The very next day he was warned by his officer due to a lapse which was not his in the
first place.
Adverse reports began to be sent against him. One day he was shocked when his officer
questioned him for taking a bribe from a businessman. He tried to defend himself, but in
vain. He was suspended after a week. He was crest fallen. His mother enthused him and
asked him to meet the minister in charge of his department. He reluctantly went to see the
minister. He was surprised to find a young, energetic person in the chair. He listened to his
tale and assured him of an impartial enquiry. He came back.
In about a fortnight he got a call from the minister himself, “Rahim, join your duties from
tomorrow. Yo are acquitted of the false charge of bribery. You have been promoted to the post
of an assistant. Hope you will continue to serve with honesty throughout your life. I am proud
of such persons as you are. The country needs honest persons.”
Enrichment activity
writing article/e-mail/story
WORKSHEET–38
1. mobile culture—the ethics

More and more people are carrying their mobile phones with them. These phones help
instant connectivity and make communication easier. However, the use of mobile phones can
be dangerous at times. Young persons keep on talking on mobile phones or listening while
driving. It certainly distracts attention and may cause accidents. So mobile phone should not
be used while driving. The use of cellular phones has been banned by the government at petrol
pumps as they could ignite the flammable vapours present in the air. Mobile phones should
be switched off inside an aircraft specially while taking off or landing as the electromagnetic
rays emitted/received by it may cause incalculable harm to the plane, as the latter might catch
fire. Ethics of mobile culture impose another restriction on us. Mobiles should be switched off
when in an ICU or if one is near a heart patient or someone who has pacemaker. It will be
in the interest of the patient.
2. We celebrate Diwali to mark the day when Lord Rama returned to Ayodhya after his exile.
Diwali is celebrated on a new moon day, that is, a moonless night. In order to light his path
in the pitch dark night, the residents of Ayodhya lit diyas (small oil lamps) thus lighting up
the city. Diwali, or Deepavali, literally means “row of lights,” and on Diwali, people decorate
their homes with oil lamps, flowers and beautiful rangoli, make sweets and share them with
friends and relatives. We can see that on Diwali, friends and family strive to recreate the spirit
of togetherness, sharing and to mark the victory of good over evil with lights and sweets.
3. For self-attempt.
Writing Short Paragraph/Article/E-mail
WORKSHEET–39
1. Misuse of Public Property

Some people do not use railway toilet properly. They throw garbage on the road and spit on
it while walking. Other people have to suffer because of this antisocial behaviour. Sometimes
electric, telephone and telegraph lines are cut and stolen. As a result everyone suffers as
communication gets disrupted. It has also been seen that telephone booths, post offices and
letter-boxes are damaged. Benches are stolen from the parks and water sources contaminated,
causing numerous problems to others. We know India is a developing country and whenever
such things occur, they slow down its progress. Hence, it is foolish to destroy public property
because one is harming oneself as well as the progress of the country. We must know, we
have no right to destroy it or use it recklessly or steal it. It (public property) is something we
own collectively and use jointly.
2. Impact of globalization
Globalization can augment economic success and help achieve better standard of living. It
boosts both domestic and international business opportunities thus creating competition in
pricing of commodities. This is a great chance for all end- users to procure goods at low rates.
With globalization, nation gets a wider worldly exposure in the form of food, movies, art, music,
clothing, culture, etc. This is a great way of forming firm relations with the rest of the world.
All developing countries can benefit from the already existing technologies globally and there
is no need to undertake the process of developing any particular technology. Globalization
helps in bringing governments of various countries together so that they can work together
towards achieving common goals, spreading global awareness and find solutions for common
concerns and issues.
3. Message
Hi! I’m overjoyed to learn of your success. It must be very nice bagging the first prize and the
trophy.
Heartiest congratulations to you and your team.
Keep it up!
Bye till we meet again.
4. A HARROWING EXPERIENCE
It was around Christmas and my aunt was arriving from Mumbai for the festival. I went to the
airport to receive her and was waiting at the arrival lounge. As usual there was a lot of rush.
I had picked a magazine from the media outlet and was browsing through it, when suddenly I
heard a sound. It seemed as if a big and powerful cracker had burst. Cries of people and clouds
of smoke filled the air. Panic spread everywhere. The guards advised people to duck near the
available counters. As people ran in panic, there was a stampede. People were crushed under
the feet. Electricity had failed and phones had stopped functioning. The twenty minutes we
spent huddled like animals seemed like two hours. The arrival of anti-bomb squad and fire-
brigade eased the situation. The police rescued the people stranded inside. I felt happy that
I was one of those who had been rescued first. It was a great relief to be alive and be with
my family once again.
just a minute
WORKSHEET–40
2. children-targeted commercials
Good Morning Everybody!

Most of the TV commercials are targeted on the children of 5 to 15 years age group. These vary
from toothpaste, soap, liquid shop, pen, pencils, chocolates, chewing gums, food supplements
or eatables themselves. The advertisers target children knowing fully well that children are
their most prospective buyers. Once something catches their fancy, they insist on buying it.
They spread its popularity by word of mouth and all the children of a group vie with each other
to possess the latest advertised object. Sometimes parents have to yield to some unreasonable
demands of the children, who would not compromise on alternatives and must have the brand
of their choice. The commercials do not commit themselves on the genuineness of the claims
made in the advertisements. Some of these prove to be mere sales gimmicks.
Thank you
3. For the motion: Develop these value points
Mobile phones — source of distraction in class
— misuse by children: games–MMS–SMS
— divert attention from studies/games/driving etc.
— exposure to electromagnetic waves: not good for brain
Against the motion: For self-attempt.
interview/description
WORKSHEET–41
1. Shweta : How did you get the idea of ‘Holi without wasting water’?
Roshni : I observed that during Holi not just children but older people also tend to play
with water in an uncivilized fashion. And I felt disturbed.
Shweta : Was this sufficient motivation for you?
Roshni : It started the ball rolling. I got a direction to move forward. Then I interacted
with my neighbours and children in the street.
Shweta : What was the outcome of your discussion?
Roshni : We decided to have a Holi in a civilized safe manner.
Shweta : Which was the first step that you took?
Roshni : I gave a slogan: “Holi is full of colours…why waste water?”.
Shweta : How was the response?
Roshni : The response was encouraging. Many more joined us.
Shweta : How did you spread the message of water-free Holi?
Roshni : We started with banners and posters. Then we held group discussions, seminars
and declamation contests. We told people about the disadvantages of synthetic
colours and wastage of water.
Shweta : To what extent did you succeed in your mission?
Roshni : To a great extent, I suppose. In some of the schools, students felt so inspired
that they vowed to save water and to play a safe Holi.
Shweta : Congratulations, Roshni! It is a remarkable motivation.
Roshni : Thanks for your compliment.
Shweta : You’re welcome.
2. leg lost in cracker burst

I shudder as I recall the horrific incident of that fateful Diwali night. The people of our street
had assembled in the square to watch illumination of homes and to celebrate Diwali with the
explosion of crackers. Young boys were quite enthusiastic. One of them ignited the wick of
20 cm long 3 cm wide cracker. Unfortunately, the direction went wrong. Instead of rising upwards,
it hit the leg of the boy. The cracker burst inside his leg. Both the bones of the leg were broken.
The ankle and foot hung limp. The boy cried and fell down unconscious. A cloth was wrapped to
stop bleeding, but in vain. He was immediately rushed to hospital. The doctors performed an
emergency operation. Inspite of their best efforts they could not put the foot and leg together.
The poison of gunpowder had infected the wound up to knee. The doctors had to save a life or
a limb. In order to save life, they amputated the youngman’s leg just below the knee. Thus a
young man lost his leg in cracker burst.
3. Holi is festival of colours, a joyous celebration marking the advent of spring – a season when
trees blossom showcasing flowers of different colours filling the air with fragrance. Earlier
Holi was celebrated with natural colours obtained from these flowering plants and other
natural resources. Over the years, with the gradual disappearance of these trees and with
the development of the industrial dye industry, natural Holi colours came to be replaced by
cheaper, brighter, industrial dyes which were not developed for human use, definitely not for
use as Holi colours. Synthetic Holi colours contain cheap, toxic substances which affect human
health including mica, acids, alkalis, pieces of glass, etc. The mildest forms of adverse health
effects include hair and skin problems like abrasions, irritation, itching, rashes, allergies,
eye infections, hair roughness, etc. whilst the more serious forms include poisoning, impaired
vision, respiratory problems and cancer. The risks increase when these colours are mixed with
water and applied to the skin.
conversation
WORKSHEET–42
(a) (iv) others

(b) (iii) by producing fruit for them
(c) (ii) a good man
(d) (i) the men of noble heart
(e) (iii) benefitting mankind
activity
First option:
RWA Sector–15 Gurgaon

Notice
25 March 20XX improvement in community park
All the elected members of RWA are requested to attend a meeting this Sunday.
Date : 28 March
Time : 11.00 am
Venue : Community Centre
Agenda : Suggestions for Improvements in Community Park
enior residents are also requested to attend the meeting.
S
Please come forward with your suggestions and solutions.
Udit Vohra
Secretary RWA
Second option:
Secretary, RWA : Gentleman! I draw your kind attention towards the bad shape of the
Community Park. Grass has withered at many places and bald patches are
visible. The plants and trees have stunted growth.
A Senior Citizen : May I know who was entrusted with the responsibility of looking after the
park?
Cashier, RWA : Sir, a whole time gardener was engaged during autumn. It was not human
negligence, but the vagaries of nature which are responsible for this sorry
state of affairs.
A member, RWA : What leads you to say so?
Cashier, RWA : Sir, we had a very hot summer but not sufficient rains. The earth lay parched
and baked. Lack of rains led to withering of grass. Plants with short roots
could not get enough nourishment for growth.
Chairman, RWA : Well, gentlemen. Let us discuss what steps should be taken to spruce up
things.
A Senior Citizen : Let us involve local youth, students and residents to supervise the relaying of
grass, plantation of saplings, pruning of trees, hedges, weeding out, manuring
and watering etc.
Chairman, RWA : Any other suggestion?
A member, RWA : I support the above suggestion, but I would like to add something. Let us be
practical and not simple idealistic. Duties must be fixed. If responsibilities
are properly assigned, we may get better performance.
Secretary, RWA : If the house approves it we may appoint a subcommittee to elicit cooperation
from all the users as well as the horticulture department and municipal
corporation. Thus we shall get plants, water and expert advice as well.
Chairman, RWA : Any dissensions? Those in favour may say ‘Ayes,’ dissenters may say ‘No’.
All : Ayes.
writing paragraph/story
WORKSHEET–43
1. role of internet in the life of students

Living in a digital era, internet plays an important role in the lives of students and academicians.
It provides extensive information for products, courses or whatever is needed. Internet sites put
forward entertainment, knowledge, advice, great shopping, and a whole social world. Students
can prepare college assignments by collecting information from websites. It is viewed as an
easy way to know about education around the world. Loaded with great advantages, users
must know how to extract the needed information on the internet. The greatest advantage
of Internet is that it is very simple way to find appropriate job without spending much time
and money. Today several online jobs are available for students who have just completed their
professional courses. They can apply online and get invitation of telephonic interview when
their resume is accepted. Even they can join many higher level courses and keep on applying
via Internet.
2. an unbelievable incident
I was on my way to Dehradun on a cold dark night. I was travelling alone and the car was running
at full speed. I was in a hurry to see my friend who was critically ill. Suddenly fog descended
and reduced visibility to 10 yards. I stopped the car as I sensed a human figure directly in front
of the car. I was near an abandoned house with no light or activity of any sort. The lady had a
dog on a lead. She obviously seemed annoyed at my apparent carelessness and rash driving. She
gave me a cold look that shivered me to the spine. Braving the cold, I got out and apologised to
her as politely as I could. The lady crossed the road. I too got in my car and turned the ignition
key. But the car refused to buzz. I was scared. Drops of perspiration made my forehead wet even
in such a cold night. All sorts of frightening ideas filled my mind and I could not help shouting.
The lady came near me. Perhaps she understood my plight. She pushed my car from the back.
The unbelievable had happened. The car started but my benefactor had disappeared before I
could thank her. Would that I could see that mysterious lady again.
3. Try yourself.
completing story, Writing speech/Paragraph
WORKSHEET–44
1. Attempt yourself.
2. a pollution-free diwali

Respected Chairperson, members of faculty and dear friends!
Diwali, the festival of lights, means a row of lamps. Let us illuminate our homes and
surroundings with lamps of light and knowledge and dispel darkness and evil. The noise of
cracker explosion is quite deafening. Pets and small children are quite scared. Their wailing
is sometimes heart-rending. It is a well-known fact that crackers emit many toxic gases and
pollutants when these are burst or ignited. Gases like carbon monoxide, carbon dioxide, sulphur
dioxide are very poisonous. Hard metals like potassium are also released in air. Children and
patients of asthma have a disturbed night. Some get headache or begin to vomit. Let us save
ourselves and our people by resolving to celebrate this Diwali without crackers. The money
saved by not buying crackers can be used to buy sweets, candles and lamps. These can be
distributed among the poorer section of society. Thus we can inspire others to celebrate a
pollution-free Diwali.
Thank you
3. Cleanliness is next to godliness: cleanliness means maintaining a neat and clean surrounding
and self. We can estimate and analyse a person by his way of dressing. If one is dressed
crarelessly, all the people will assess his character. A good heart is moulded from a good
character. Cleanliness of mind will promote spiritual perfection and happiness. Swachh Bharat
is a campaign recently announced by our Prime Minister Sh. NARENDRA MODI. This is a
campaign to make India clean. This campaign is for ensuring clean environment and for a
clean future. This campaign will end by 2019. This programme has resulted in improvement
in our society and has helped our environment to thrive with life. Take out the rubbish, and
the students themselves take responsibility for keeping their school green. “Cleanliness is
next to godliness”, for a clean and green environment we must grow green plants around the
house. It is the duty of every citizen to make India a beautiful India. Let us be clean and let
us be civilized.
Writing reports
WORKSHEET–45
1. ghastly car accident

Tejpur: 15 July, 20XX Saket Shah: Reporter, National Herald
Yesterday a very serious accident occurred near the Victory chowk. A truck coming at a very
fast speed had a head-on collision with a car. The truck driver jumped the red light and hit the
car with full force. Since he had turned to the right at full speed, the driver of the Maruti car
was caught unawares. The impact was quite forceful. The car swerved, turned over and hit a
tree. The truck driver seemed to have lost control. The truck hit a stationary road roller. The
drivers of the car as well as the truck were badly injured. Since the car had caught fire, the four
passengers in it had received burn injuries as well. They were rushed to the nearby military
hospital for treatment. The driver of the truck tried to run away but his legs could not support
him. The police arrived on the scene and arrested him. He was charged with the offence of
reckless driving. Thus carelessness, negligence and craze for speed caused the accident. The car
was badly damaged, however, there was no loss of life.
2. tree plantation week
Delhi: 20 August, 20XX Sunil/Sunita, Secretary Nature Club
Our school, Goenka Public School celebrated a Tree Plantation Week this month. It was
inaugurated on the Independence Day i.e. 15 August, by the Director of Education by planting a
sapling. Our Principal, teachers and senior students also participated in this campaign to make
Delhi look green and clean. The D.O.E. praised the efforts of our school in keeping the environment
pollution free by planting trees. Many inter-house competitions were held during this week.
These comprised Poster-making Competition; Painting Competition; Speech Contests; Poetic
Recitation Contests and Essay Writing Contests. The underlying theme of all these competitions
was to highlight the need for ecological balance for man’s happiness. On the concluding day, our
worthy Principal distributed prizes to the prize winners in various competitions. He exhorted
the students to adopt one tree each and look after it. The survival of trees is more important
than mere plantation as trees provide us life-breath.

grammar
Subject Assessment
filling blanks with suitable words
WORKSHEET–46
1. (a) 2. is (b) 4. many (c) 2. was (d) 2. and (e) 3. after (f) 2. worried
2. (a) 2. has (b) 3. which (c) 4. have (d) 1. or (e) 2. under (f) 3. for
3. (a) 3. along (b) 3. his (c) 1. bend (d) 3. them (e) 2. but (f) 1. a
4. (a) 3. in (b) 1. at (c) 4. hidden (d) 3. and (e) 1. of (f) 3. being
WORKSHEET–47
1. (a) 2. of (b) 1. to (c) 2. is (d) 3. a (e) 4. more (f) 2. and
4. (a) 2. have (b) 1. of (c) 3. from (d) 2. tried (e) 1. away (f) 3. before
3. (a) 2. of (b) 3. by (c) 4. to (d) 2. as (e) 1. and (f) 2. which
4. (a) 1. who (b) 2. that (c) 2. is (d) 3. as (e) 2. for (f) 2. possesses
WORKSHEET–48
1. (a) 2. in (b) 3. the (c) 1. who (d) 4. when (e) 2. and (f) 3. may
2. (a) 2. that (b) 2. developed (c) 4. from (d) 4. their (e) 1. and (f) 4. embalming
3. (a) 4. largest (b) 3. that (c) 1. feel (d) 3. of (e) 2. and (f) 2. in
4. (a) 1. can (b) 2. eat (c) 3. the (d) 3. effective (e) 3. they (f) 3. their
WORKSHEET–49
1. (a) 2. her (b) 2. on (c) 3. examining

(d) 1. in (e) 4. told (f) 3. for
2. (a) 2. that (b) 3. fairly (c) 1. benefit
(d) 4. of (e) 3. by (f) 3. considered
3. (a) 3. to (b) 3. in (c) 2. was
(d) 3. from (e) 2. his (f) 1. and
4. (a) 4. during (b) 4. Often (c) 2. is
(d) 3. off (e) 3. with (f) 3. Once
WORKSHEET–50
1. (a) 1. all (b) 3. through (c) 1. the

(d) 2. of (e) 1. Each (f) 2. which
2. (a) 3. dried (b) 2. and (c) 2. have
(d) 2. falling (e) 4. shortage (f) 1. for
3. (a) 1. at (b) 3. where (c) 4. suffering
(d) 2. of (e) 2. have (f) 3. since
4. (a) 4. covered (b) 3. had (c) 2. and
(d) 2. out (e) 1. breathe (f) 4. their
editing: detecting & correcting errors
WORKSHEET–51
1. (a) a the (b) which where (c) mining minced (d) deepest deep
(e) by as (f) drives driven (g) transform transforms (h) existed exist
2. (a) explaining explain (b) they it (c) in at (d) short shorter
(e) with to (f) a the (g) in on (h) dosen’t don’t
3. (a) huge human (b) sweep sweeps (c) is are (d) a an
(e) catch catches (f) move moves (g) these this (h) in of
4. (a) much many (b) clear clearly (c) attending attend (d) reasons reason
(e) which that (f) a his (g) the his (h) advice advise
WORKSHEET–52
1. (a) decoding decoded (b) being been (c) who which

(d) involve involved (e) transmit transmission
(f) to from (g) then than (h) much more
2. (a) Beside Besides (b) contains contain (c) to in (d) whole all
(e) extract extracted (f) cooling cool (g) saying said (h) where whereas
3. (a) whom which (b) carefree carefreely (c) trusting trusty (d) at on
(e) target targets (f) spurn spurning (g) us our (h) on of
4. (a) resource resources (b) or and (c) discovers discover (d) this these
(e) greater greatest (f) an the (g) who which (h) it’s its
WORKSHEET–53
1. (a) on to (b) or and (c) has have (d) before ago

(e) remain remains (f) find found (g) clue clues (h) on during
2. (a) asking asked (b) into and (c) an the (d) but and
(e) a the (f) should could (g) star stars (h) for to
3. (a) Her His (b) at with (c) did do (d) take took
(e) an the (f) were was (g) since and (h) about of
4. (a) them themselves (b) in about (c) on in (d) is are
(e) at in (f) does do (g) a an (h) a the
WORKSHEET–54
1. (a) don’t you (b) aren’t they (c) John, Tom and I (d) will soon realize
(e) roof of the house (f) were drowned (g) knowledges knowledge
(h) either neither
2. (a) had have (b) which that (c) as and (d) is to
(e) man men (f) the a (g) less more (h) was is
3. (a) tying tied (b) at on (c) popular popularize
(d) considering considered (e) to with
(f) dominating dominated (g) comes came (h) meaning meant
4. (a) as to (b) either neither (c) for to (d) about in
(e) its their (f) they these (g) constitute constituents
(h) philosophies philosophy
WORKSHEET–55
1. (a) for about (b) much many (c) until till (d) at on
(e) less least (f) friend friends (g) in at (h) is was
2. (a) on in (b) breathing to breathe (c) are were (d) the their
(e) one you (f) past ago (g) hill hills (h) traffics traffic
3. (a) of with (b) in to (c) on in (d) who which
(e) go goes (f) nation nations (g) among against (h) is are
4. (a) is was (b) had discovered (c) exist existed (d) is was
(e) want wanted (f) shown show (g) spends spent (h) on up
WORKSHEET–56
1. (a) was is (b) of by (c) in of (d) on through

(e) should would (f) in of (g) consider considered (h) Is Are
2. (a) use using (b) who which (c) sharp sharper (d) it them
(e) become becomes (f) instant instance (g) little less (h) could can
3. (a) have had (b) stating stated (c) need needn’t (d) fastest faster
(e) those this (f) with of (g) a the (h) it they
4. (a) looks look (b) are is (c) have has (d) were was
(e) is are (f) doesn’t don’t (g) varies vary (h) depends depend
omission: supplying missing word
WORKSHEET–57
1. (a) here on the (b) sanctuary has been

(c) for a large (d) order to attract
(e) near the entrance (f) would be developed
(g) also have a library (h) animals and plants
2. (a) just as important (b) up at the
(c) timing is amazing (d) cuckoos for examples
(e) arrive in Britain (f) second or third
(g) this, they use (h) clock that keeps
3. (a) do is to (b) cooperate with the
(c) warn us not (d) not to touch
(e) need to watch (f) out for abandoned
(g) report the details of (h) and wait till
4. (a) suggesting a genetic (b) such as what
(c) level of physical (d) change your genetic
(e) habits and levels (f) how to choose
(g) low on fat (h) have been linked
WORKSHEET–58
1. (a) on the road (b) skidding while turning

(c) brake is applied (d) far better than
(e) are therefore fitted (f) could use smooth
(g) if they moved (h) have to move
2. (a) flights across varying (b) enough for that
(c) it takes several (d) for every time
(e) rhythm and energy (f) means one requires
(g) to the normal (h) lag are fatigue
3. (a) products are appearing (b) products have made
(c) is one such (d) which has found
(e) bags a day (f) used for packing
(g) used as carry-bags (h) pointed out the
4. (a) phase of our (b) reading a recent
(c) advertisement about a (d) freedom to women
(e) children with their (f) made the world
(g) civilization that opened (h) avenues for our
WORKSHEET–59
1. (a) candidates for a (b) children, one of

(c) was what life (d) one of the
(e) thing is for (f) February would be
(g) should be near (h) it every four
2. (a) just to look (b) pasted on boards
(c) Technology has now (d) students and parents
(e) looking up the (f) on their mobile
(g) results of the CBSE (h) be as they
3. (a) Kanchipuram in Tamil Nadu (b) going there in
(c) numbers for many (d) because they want
(e) architecture of the (f) very few problems
(g) Though the streets (h) buses are found
4. (a) generation is of (b) interest to economists
(c) year, the world (d) years of age
(e) accounts for twenty (f) one in three
(g) of the childhood (h) claims more than
WORKSHEET–60
1. (a) during the first (b) but for the

(c) seemed more like (d) I was no
(e) wear a woollen (f) vest under my
(g) over it I’d (h) to keep the
2. (a) asked the waitress (b) called that a
(c) served him twice (d) as much the
(e) him where he (f) customer replied/said that
(g) sat by the (h) that for advertising
3. (a) as the first (b) advancement which brought
(c) transformation of India (d) dams were constructed
(e) as to produce (f) to have done
(g) interest in Science (h) to what it
4. (a) facilities which include (b) accessible and well-maintained
(c) since a metropolitan (d) needs to be
(e) it can provide (f) amenities to the
(g) plan out its (h) all, a scientifc
WORKSHEET–61
1. (a) pockets of intense (b) window to the

(c) M82 was triggered (d) and the tremendous
(e) hurricane that is (f) miles an hour
(g) travels in two (h) scene can help
2. (a) light to reach (b) and does not
(c) we are unable (d) advances have made
(e) surgery very successful (f) is an out-patient
(g) morning for surgery (h) can go home
3. (a) God for the (b) men gave a
(c) explanation for this (d) scientist and philosopher
(e) known to be (f) concentrations in atmospheric
(g) moisture. The white (h) colours and bending
4. (a) walls of my (b) see our family’s
(c) starting with my (d) through the births
(e) gatherings and vacation (f) sons were little
(g) for a picture (h) when they reached
WORKSHEET–62
1. (a) you to understand (b) boy was alone

(c) at a slow (d) except for the
(e) boy was throwing (f) became his sport
(g) ripples the pebbles (h) and its slow
2. (a) according to education (b) is an important
(c) which the former (d) completely as latter
(e) usage to a form (f) English that cuts
(g) do the features (h) example of the
3. (a) plant whose leaves (b) right from ancient
(c) makes an excellent (d) twigs are very
(e) Neem has strong (f) treatment of chicken-pox
(g) in which neem (h) inflamed or infected
4. (a) parents and a (b) be an oversimplification
(c) one in 10 (d) It has been
(e) enough to need (f) say they feel
(g) because of the (h) girls are twice
sentence reordering
WORKSHEET–63
1. (a) It is said that respect is not demanded but given.

(b) If it is so, then it should be in return for something.
(c) Something that has come out of our self and that is self-respect.
2. (a) The animal cried and the farmer didn’t know what to do.
(b) He invited all his neighbours to help him.
(c) At first, the donkey didn’t realize what was happening.
3. (a) The baby sits and plays here in the water.
(b) The mother does not leave him there long enough to weary.
(c) As he grows older, he is allowed to wade about at low tide.
4. (a) Seeing too many films which you have started is bad.
(b) In the past I used to but not now.
(c) Only last week you told me you had seen ‘The Three Idiots’.
5. (a) Take liquids every four hours during the fast.
(b) Juice of lemons, grapes and oranges is recommended during the fast.
(c) Your doctor may also recommend vegetable soup.
WORKSHEET–64
1. (a) It is cultivated in 96 countries around the world.

(b) It was first grown in Africa about 5000 years ago.
(c) Some researchers say that it was grown in India at the same time.
2. (a) But in our times people feel the need for a common language.
(b) The first solution was the creation of an artificial language unconnected with any existing
language.
(c) The second solution was the invention of a natural language based on a synthetic language.
3. (a) Indians live in the most crowded of spaces.
(b) At least 35% of urban India lives in slums.
(c) No Indian city is free of the growing dangers of pollution.
4. (a) Fire is the purest of all elements on the earth.
(b) Human beings use fire for cooking, forging ploughs and swords and in kilns.
(c) Prometheus brought fire down to earth for human use.
5. (a) Organic matter such as leaves can enrich soil fertility.
(b) A compost pit can be made at a convenient location.
(c) The refuse can be placed there with layers of soil.
WORKSHEET–65
1. (a) Our teacher Mr Shyam has a cat named Timmy.

(b) My dog, Sandy, likes to run through the sprinkler.
(c) Ram and Ravan like to play cricket.
2. (a) He said that in his childhood his birthday used to be celebrated differently.
(b) Instead of cutting a cake they used to distribute sweets.
(c) We blow out candles but they used to light a lamp.
3. (a) Every year people die in this way.
(b) Even a small amount of current can kill.
(c) Water is an excellent conductor of electricity.
4. (a) When the dial tone is heard, the required number is dialled.
(b) When the receiver is picked at the other end, a one rupee coin is dropped into the provided
slit.
(c) The conversation can go on for three minutes.
5. (a) In Africa, Tanzanians have the highest literacy rate.
(b) But they hardly have anything to read.
(c) The reasons are the soaring costs of paper and the interest rates.
WORKSHEET–66
1. (a) All the children walked down the hall.

(b) Spot hid a bone in the garden.
(c) There are two birds in the nest.
2. (a) The dinosaurs became very heavy.
(b) As a result, their legs could not support them on the land.
(c) But water could be a fine alternative.
3. (a) The stars twinkle in the night sky.
(b) This could reveal the size of the universe.
(c) Scientists say that the flecking of the stars indicates distance.
4. (a) It has a long forked tail on the back, a sheen and wings.
(b) It has a blue band with dark red beneath it at its throat.
(c) Often swallows are seen skimming over a pond or an open space.
5. (a) The friend’s dog had given birth to six puppies.
(b) Sita told Ravi many times we already have two dogs.
(c) We do not need any more dogs.
WORKSHEET–67
1. (a) Coir is taken out from the coconut husk.

(b) Coir fibre is resistant to water and mild dew.
(c) Coir floor coverings are made by craftsman.
2. (a) He had a noble wife and they were happy.
(b) The people of the kingdom were also happy.
(c) The royal couple paid attention to all the needs of their subjects.
3. (a) This is because such themes are timeless.
(b) Animal stories have been a favourite with all age groups.
(c) The young like very humanised animal stories.
4. (a) This is the refrain children hear during their holidays.
(b) In summer things are worse since one cannot play in the sun.
(c) The children are condemned to rest indoors with a lot of time on their hands.
5. (a) The doctor first makes a diagnosis of an illness.
(b) He or she then decides what kind of treatment is needed.
(c) Many illnesses can be treated with a course of drugs.
SENTENCE TRANSFORMATION
WORKSHEET–68
1. 1. No one wants to be a traitor. 2. I am responsible for what I do.

3. She is known to me.
2. 1. He swored (by God) that he had not seen it.
2. The peon asked the officer respectifully if he might go out.
3. He said that I needn’t wait.
3. 1. It is prayed that you may live long. 2. No one was blamed by me.
3. It is said that truth is evergreen.
4. 1. The fruit was eaten by the girl. 2. It is too dear to be bought.
3. He said that I need not worry.
WORKSHEET–69
1. 1. Seeing a tiger, he fled.

2. Did mother give a piece of bread to the begger.
3. I dont love my country.
2. 1. Let nobody be hated by you.
2. This box will have to be moved by you.
3. It is time for the homework to be done.
3. 1. She is so good that she can not be dishonest.
2. Silver is not as precious as the gold.
3. No other girl in the class is as intelligent as Bhoomi.
4. 1. He called upon God to witness that he had not abused him.
2. A week is made of seven days.
3. All the letters will be typed by me.
WORKSHEET–70
1. 1. Spare the rod and spoil the child.

2. She is very lazy, so she can not succeed.
3. I believe him to be a rich man.
2. 1. What a pleasant day!
2. I wish that I were a bird.
3. He is so proud that he can not beg.
3. 1. Was a great risk run by her?
2. What is wanted by you.
3. May this book be taken by me?
4. 1. He is so dull that he can not understand it.
2. The food is too rotten to eat.
3. Gita does not sing well.
5. 1. Agra is not so large as Lucknow.
2. The rose is not fairer than the bride.
3. Bhoomi is the most beautiful girl in the class.
ENRICHMENT ACTIVITY
TENSES OR USING CORRECT FORMS OF VERBS
WORKSHEET–71
1. (a) does not know (b) use (c) do not know (d) has grown
(e) are (f) become
S O L U T I O N S 33
2. (a) paints (b) is (c) lived (d) worked
(e) was murdered (f) had united
3. (a) (iii) had (b) (ii) came (c) (iv) woke (d) (ii) started
(e) (i) bark (f) (iv) awoke
4. (a) (iv) invited (b) (iii) reached (c) (ii) had (d) (i) come
(e) (ii) introduced (f) (iii) brought
sentence structure
WORKSHEET–72
1. (a) Selflessness is a God-gifted virtue.

(b) A selfless man puts aside his self. (or puts his self aside)
(c) He thinks for others and works for others.
2. (a) Most bats are harmless to people.
(b) Bats are one of the world’s most misunderstood creatures.
(c) There are about 1000 kinds of bats.
3. (a) The elders give young ones gifts on festivals.
(b) The boys lost their way in the jungle.
(c) Monkeys attack when they are frightened.
Or
When monkeys are frightened, they attack.
4. (a) 2. is the shop? (b) 1. you going there in the evening?
(c) 4. will you go there?
5. (a) 2. Did you sleep well last night?
(b) 4. Are the joints aching as well?
(c) 3. roll up your shirt sleeve, please?
connectors
WORKSHEET–73
1. (a) Though (b) as (c) because (d) and

(e) while (f) and
2. (a) and (b) because (c) or (d) when
(e) Neither (f) because
3. (a) (ii) still (b) (iii) and (c) (ii) So (d) (iii) that
(e) (ii) but (f) (iii) and
4. (a) (iii) as (b) (iii) so (c) (ii) as (d) (ii) But (e) (ii) As (f) (iii) and
determiners
WORKSHEET–74
1. (a) the (b) an (c) most (d) An

(e) a (f) the
2. (a) a (b) X (c) X (d) the
(e) A (f) a
3. (a) our (b) an (c) some (d) the
(e) A (f) a
4. (a) (iii) Some (b) (iv) these (c) (ii) the (d) (i) a
(e) (iii) these (f) (iii) many
5. (a) but (b) When (c) which (d) and (e) so (f) who
pronouns
WORKSHEET–75
1. (a) your (b) our (c) She (d) her

(e) them (f) they
2. (a) They (b) each other (c) this (d) everybody
(e) what (f) he
3. (a) It (b) All (c) They (d) themselves
(e) what (f) they
4. (a) (i) I (b) (ii) my (c) (iii) someone (d) (iii) no one
(e) (iv) all (f) (iii) I
5. (a) he (b) himself (c) I (d) my (e) one (f) we
prepositions
WORKSHEET–76
1. (a) of (b) in (c) from (d) of

(e) with (f) of
2. (a) for (b) without (c) in (d) of
(e) of (f) from
3. (a) in (b) on (c) of (d) From
(e) of (f) with
4. (a) (iii) of (b) (ii) of (c) (iii) of (d) (ii) in
(e) (ii) over (f) (iii) of
5. (a) (ii) by (b) (ii) of (c) (ii) in (d) (iv) of
(e) (i) With (f) (ii) into
clauses
WORKSHEET–77
1. (a) which (b) who (c) that (d) which

(e) which (f) which
2. (a) when (b) where (c) so that (d) as if
(e) if (f) because
3. (a) 4. where you bought it from (b) 2. which is situated in Kamla Nagar
(c) 4. how much it cost you
4. (a) 2. how you managed (b) 3. which has helped me
(c) 4. what your future plan is
5. (a) 3. how I can prepare it (b) 2. what type you want to prepare
(c) 4. when you are going to prepare it
modals
WORKSHEET–78
1. (a) may (b) should (c) can (d) may

(e) Can (f) will
2. (a) May (b) can (c) shall (d) will
(e) would (f) needn’t
3. (a) should (b) must (c) will (d) will
(e) should (f) will
4. (a) will (b) can (c) can (d) could
(e) must (f) will
5. (a) can (b) would (c) could (d) can (e) could (f) need
passive voice
WORKSHEET–79
1. (a) 4. is killed (b) 3. can be made (c) 3. are given

2. (a) 2. was committed (b) 3. is believed (c) 4. had been forced
3. (a) 4. were given (b) 3. were counted (c) 3. was handed over
4. 1. (b) were killed 2. (c) were caned 3. (d) has been developed
5. 1. (d) will be replaced 2. (b) are suspected 3. (c) were attacked
narration
WORKSHEET–80
1. (a) 3. if he could tell him the way (b) 3. if he wanted one in which he could
(c) 4. he did not want to stay there
2. (a) 4. that there was a fly in his soup (b) 3. why they didn’t take care
(c) 2. that they couldn’t serve elephants
3. (a) 1. he was going to the market (b) 3. what he would bring home
(c) 3. he would bring nothing
sentence structure
WORKSHEET–81
1. (a) Divya had upset the old man with her remarks.
(b) A student treats work as his duty.
(c) Examinations are a challenge to the students.
2. (a) A strong breeze was blowing through the fir-trees.
(b) A good student takes part in all the student activities of the school.
(c) Students work till late at night for the preparation of the examination.
3. (a) Young animals cannot take care of themselves.
(b) An ideal student is quite regular and punctual.
(c) Examinations test the ability of students.
4. (a) 2. Did you sleep well last night?
(b) 4. Are the joints aching as well?
(c) 3. roll up your shirt sleeve, please?
determiners
WORKSHEET–82
1. (a) The (b) X (c) many (d) the (e) the (f) the
2. (a) other (b) some (c) the (d) a (e) the (f) the
3. (a) an (b) the (c) a (d) many (e) the (f) an
4. (a) (i) a (b) (ii) your (c) (ii) the (d) (i) the (e) (i) a (f) (iii) the

literature textbook &
C extended reading text
literature textbook
subject assessments
how i taught my grandmother to read (Fiction)
WORKSHEET–83
1. (a) Triveni’s style was easy to read and very convincing. This made her a popular writer.
(b) Triveni’s stories usually dealt with complex psychological problems in the lives of ordinary
people. So her stories were very interesting.
(c) Sudha Murty feels sad at Triveni’s death at an early age. She considers it “unfortunate” for
Kannada literature.
2. (a) She lost her mother when she was young. There was nobody to look after her and guide her.
Her father was a busy man and got married again. In those days people did not consider
education essential for girls. So she never went to school and could not learn to read.
(b) The central character of the story was an old lady. She had a strong desire to go to Kashi
as worshipping Lord Vishweshwara is the ultimate punya. The grandmother was old. She
too had never been to Kashi. So she could relate to the central character of the story.
(c) She had gone there for a couple of days, but she stayed there for a week. During her absence,
‘Karmaveera’ magazine came on Wednesday. Grandmother opened the magazine. She
saw the picture that accompanied the story of ‘Kashi Yatre’. But she could not understand
anything that was written.
(d) The grandmother was desperate to know what had happened in the story ‘Kashi Yatre’.
Many times, she rubbed her hands over the pages wishing they could understand what was
written. She waited eagerly for her granddaughter to return early and read it for her. She
even thought of going to the village and ask her to read it. This made her feel dependent
and helpless.
3. Grandmother was an old woman who was once young and pretty. She was short and fat and
slightly bent. She was beautiful at heart. Being very caring, she used to wake up in the morning
to get her granddauther ready for school. She was very concerned about the author’s education.
She was very kind and would feed the village dogs. She fed the sparrows with bits of bread.
She was benevolent and fond of music. She was very attached to the author and would spend
hours talking to her about her studies. She was religious as she was always telling the beads of
a rosary and say a prayer in a sing-song manner.
WORKSHEET–84
1. Respected Principal, teachers and dear friends!

Today I want to share my feelings with you about something painful that is pricking my heart.
It is not some physical injury or pain caused by a blow. It is a deeper one—felt in the heart. By
chance, I went through the story ‘How I Taught My Grandmother To Read’. The writer, Sudha
Murty, has beautifully portrayed the anguish of the illiterate adults. How dependent and
helpless do they feel because of their inability to read. The granddaughter’s efforts to teach her
grandmother came as a beacon light.
Friends! I exhort you all to join the adult literacy mission. Let us make a sincere effort to educate
the illiterate adults. I know that sparing time from your busy, hectic schedule will pose many
problems. But, please pause and ponder. By helping the old people to read, we bring a change
in the lives of the adult illiterates. They can then read and write letters to their near and dear
ones. Reading newspapers and magazines will entertain them and keep them interested and
busy.
I hope you will rise to the occasion and spare at least an hour each Sunday for this noble task.
Let us go out to serve who need our services the most.
2. Thursday 18 March 20XX
How helpless and dependent I felt when I could not decipher from the ‘Karmaveera’ what
happened next in the story ‘Kashi Yatre’. I waited eagerly for my granddaughter to return early
and read it to me. I was so desperate to know what happened next in the story that I was ready
to go to the neighbouring village and have the story read to me. I could have asked some lady in
the neighbourhood to do so, but it would be embarrassing. It was at that moment that I decided
to learn Kannada.
As soon as my granddaughter returned home, I told her of my decision. I had even fixed a deadline
for myself to be able to read a novel on my own. I needed her help to guide me.
At first she tried to dissuade me from my decision by telling me that I was 62 with grey hair,
wrinkled hands, spectacles on eyes and having to do lot of work in the kitchen. I told her that
there was no age bar for learning. If one is determined for a good cause, one can overcome any
obstacle. Now I have started learning the alphabet. I did a lot of homework. I would read, repeat,
write and recite. I persevered and by Dassara I could read by myself. I made my teacher sit on
a stool. I gave her a gift, bent down and touched her feet. I told her that I was touching the feet
of a teacher who taught me so well that I was able to read a novel confidently in such a short
period. The sense of achievement and fulfilment on being independent has made me forget all
the toil, efforts and pain undertaken to surmount the one obstacle I faced—illiteracy.
WORKSHEET–85
1. (a) The author’s grandmother wanted to learn Kannada alphabets and she refers it to the good
cause.
(b) Hard work refers to putting in a lot of efforts to learn to read and write.
(c) The grandmother was determined to learn to read and write due to her helplessness in not
being able to read her favourite story.
2. (a) The author bought the book secretly as she wanted it to be a surprise to her grandmother.
(b) The grandmother fixed a deadline and worked very hard to achieve it. She proved that there
is no age bar for learning.
( ) The old lady in the novel Kashi Yatre had an ardent desire to go to Kashi and worship Lord
Vishweshwara. She gives away all her savings to a poor young girl for her marriage without
going to Kashi.
(d) The grandmother was not able to read the next episode of Kashi Yatre published in the
magazine as the author was away. She neither could ask her grandchild to read it to her nor
ask anyone in the village to do so. A sense of helplessness engulfed her. She felt very bad
and therefore decided to learn to read and write.
3. This has rightly been said that for any good cause age is no bar. The grandmother proved it also
by achieving the task within the limited time. Education is very important for all age group
people and it is a lifelong process. Education process is not limited to any age, person, place or
other limitation of the life. It can continue all throughout the whole life because it does not end
with the schooling. Individul education plays great role in the development and growth of life,
person, society and country. Being a democratic country without education people cannot use
their rights. India is a sovereign democratic republic country struggling hard for becoming the
developed country like many other countries in the world. If we want to be developed we have
to be educated.
WORKSHEET–86
1. Not being able to read and write independently is a big and embarrassing problem. Similar to
the grandmother in the lesson, an uneducated person is always dependent on others to know or
do something and thus possess a feeling of helplessness. Helping such a person to learn to read
independently is indeed a noble job. The grandmother in the story was taught to read and write
Kannada alphabet by her granddaughter at the age of sixty two. The story revolves round how
the old lady was motivated to read, how her determination and hard work with the efforts of her
grandchild resulted in the accomplishment of her desire to become independent by being able to
read on her own. The author too felt a great sense of achievement in helping her grandmother
to read.
2. Try to do it yourself.
WORKSHEET–87
1. (a) The phrase “during that time” refers to the time when her granddaughter read the next
episode of the story to her (grandmother).
(b) The grandmother was eager to know what happened next in the story. So she would insist
that her granddaughter should read the serial out to her.
(c) The grandmother could relate to the central character of the story ‘Kashi Yatre’ because
both had a strong desire to visit Kashi.
2. (a) The old lady helps a young orphan girl. The latter falls in love but there is no money for
the wedding. The old lady gives away all her savings for the wedding. She cancels going to
Kashi. She considers the happiness of that orphan girl more important than worshipping
Lord Vishweshwara at Kashi.
(b) The serial ‘Kashi Yatre’ focused on the struggle of an old woman who wanted to visit Kashi
and worship Lord Vishweshwara. The women who come to the temple are all religious by
nature. So they could easily relate themselves with the protagonist of the story and try to
learn her progress.
(c) The grandmother was illiterate, so she could not read the story herself. She did not ask
anybody else in the neighbourhood to read it to her. It was embarrassing to do so. So she
depended on her granddaughter to read the story to her.
(d) The granddaughter overstayed there. During her absence, ‘Karmaveera’ came on Wednesday.
Being illiterate, the grandmother was unable to read the story ‘Kashi Yatre’ on her own.
She was desperate to know what happened in the story, but couldn’t. So she began to weep
at her helplessness.
3. The grandmother was fond of knowing the weekly episode of the story ‘Kashi Yatre’. Once when
the weekly magazine came, her granddaughter was out of the village. So, no one was there to read
it out to her. As she was not educated, she could not read it herself and was too embarrassed to
ask somebody to do so. At this moment, she felt dependent and helpless. This made her realize
the worth of being educated.
WORKSHEET–88
1. Friday 26 March 20XX

O! What a surprise our school had for us today. We were led to ‘Asha Kiran’—an Old Age Home
to celebrate Grandparents’ Day. We decorated the hall of the old building with balloons and
ribbons. A big cake was placed on a table in the centre. Then the grey-haired sweethearts were
invited there. We sang songs for them. Some of them smiled and joined us in singing. Others
sat without any expression. Some of us sat with them and talked to them. Then the pieces of
cake were distributed. Their eyes sparkled with joy. The diabetic people were quite excited on
seeing the forbidden delicacy.
I felt sad to learn that many of them almost missed their grandchildren. One of them told me
that her son was in the U.S. He found it difficult to look after her. So he left her at this Home.
Though she had people of her age group there and got full medical care and other attention, she
felt lonely, depressed and insecure as she had been cut off from her grandchildren.
I realised the plight of those who suffered silently without a word of complaint on their lips.
We, the youngsters, have a special obligation towards them. Instead of forcing them to spend
their old age in loneliness and insecurity, we must keep them happy in our own homes. Our
love, affection and admiration can make them realise their worth to us.
2. There is no surer formula for success than determination. No illiterate ever became literate in a
day. No genius became famous overnight. If every person trying to achieve anything in life had
lost heart easily, the world would never have seen such great sportspersons, leaders, artists,
scientists and saints. When you read about the lives of the makers of history, you will realise
how they had to try again and again, some for years, to achieve what they wanted. We give below
many examples. Henry Ford’s initial businessess failed, leaving him broke, five times before he
started the Ford Motorcar Company. Soichiro Honda failed even a small job interview with the
Toyota company and was jobless for sometime before he started the Honda Motors company.
Famous people like Goswami Tulsidas, the author of the epic Ramcharitmanas, Plato, Burke,
Virgil, J.K. Rowling (of Harry Potter books) had to strive hard repeatedly to succeed. They
prepared themselves to be ready to strive till they reached their goal. They had lots of failures
in the path of their success but they were never disheartened. They considered the moments
of failure as the stepping stones to success, so they were closer to success.
Failures should only be treated as one more experience which makes us wiser so that we will
not repeat the same mistakes. “What is defeat? Defeat is nothing but education, nothing but
the first step to doing something better”, says Wendell Phillips.
So everyone, even ordinary people can rise to great heights of success if they have the courage
to keep on trying i.e., are determined. For one who determines to keep trying till success is
achieved, the sky is the limit.
WORKSHEET–89
1. (a) The grandmother bent down and touched the feet of her granddaughter. This was something
‘unusual’ because elders never touch the feet of youngsters.
(b) The grandmother touched her granddaughter’s feet as a mark of respect for her teacher.
The granddaughter taught her grandmother to read.
(c) According to the narrator, touching the feet of young girls by an elder was not correct as it
reversed the tradition.
2. (a) As a young girl she never went to school. After marriage at a young age, she became busy in
rearing and feeding children. At times she used to regret not going to school. So she made
sure that her children and grandchildren studied well.
(b) The sixty-two-year-old bespectacled grandmother told her granddaughter the story of her
life in the middle of night. Her face looked unhappy and her eyes were filled with tears. It
was her inability to read the printed words that had caused the worried expression on her
face.
(c) The illiterate grandmother needed the help of her educated twelve-year-old granddaughter.
She wanted to start learning Kannada, though she was sixty-two and had to do a lot of work
in kitchen. She defended her decision. She said, “For learning there is no age bar.” Secondly,
determination can help one overcome all obstacles.
(d) She said that she had touched her feet as a mark of respect to her teacher. She had taught
her so well and so affectionately that she was able to read any novel confidently in a very
short period. She reminded her of the scriptures which said, “A teacher should be respected,
irrespective of the gender and age.”
3. Two sentences in the story that show the desperation of the grandmother to know what happened
in Kashi Yatre are given below.
1. “Every Wednesday, the magazine would come and I would read the next episode of this story to
her. During that time, she would forget all her work and listen with the greatest concentration.”
2. “Later, she could repeat the entire text by heart. My grandmother too never went to Kashi,
and she identified herself with the novel’s protagonist. So more than anybody else she was the
one most interested in knowing what happened next in the story and used to insist that I read
the serial out to her”.
Enrichment activity
Role-Play: How I Taught My Grandmother to Read (Fiction)
WORKSHEET–90
1. Sudha : Avva, is everything all right? Are you OK?

Grandmother : (Weeping) I never went to school. I can’t read.
Sudha : Avva, don’t cry. Can I help you in any way?
Grandmother : Yes, I need your help. I want to learn Kannada alphabet from tomorrow. I’ll
work hard. I want to read ‘Kashi Yatre’ on Saraswati Pooja day before Dassara.
Sudha : You are sixty-two. Your hair is grey. Your hands are wrinkled. You wear spectacles.
You work so much in the kitchen ... .
Grandmother : My child, I’m determined. I’ll overcome obstacles. Moreover, for learning there
is no age bar.
Sudha : OK. Avva! Now sleep peacefully. We’ll start from tomorrow.
2. 19 June 20XX Wednesday 8 pm
Today I am very happy as my cherished desire to learn to read is going to be fulfilled. My
granddaughter, Sudha, has at last consented to teach me. I found free time from my work
according to her convenience. She began with Kannada alphabet. For an hour she taught me how
to read and write them. I resolved firmly that I would not let her effort go waste. I, therefore,
determined to read, repeat, write and recite whatever she taught me. I worked as a diligent and
devoted student. I know that the road ahead is difficult, but I have lit the lamp of knowledge
and I will keep it burning brighter and brighter.
3. (a) (i) They blew balloons and hung them around the hall.
(ii) They cut out chart papers, wrote quotes, drew pictures and stuck them on the wall.
(iii) Some of them sang songs while others sat beside them and spoke to them.
(iv) They cut the cake into several pieces and distributed it among them.
(b) (i) sadness
(ii) loneliness/cut off from grandchildren
(iii) insecurity
(c) (i) telling them how much we love them and making them feel their worth. Proper care,
love, respect and security are essential.
(ii) keeping grandparents with us and showering regard, love and affection on them.
Subject assessment
a dog named duke (fiction)
WORKSHEET–91
1. (a) Hooper’s broad genuine smile refined his competitive nature.

(b) The chemical company employed Hooper as a Zonal Sales Manager in 1953.
(c) The phrase implies that he had everything that a man aspires for.
2. (a) One autumn twilight Hooper was hit by a car. He was rushed to the hospital. The motor
section of his brain had internal bleeding. It completely paralysed his left side. Thus an
active and highly energetic person was confined to bed as a paralytic.
(b) Marcy was driven to the hospital by one of ‘Chuck’ Hooper’s district managers. Her husband
couldn’t talk. He could only breathe and see. His vision was double. Marcy phoned a neighbour.
She asked him to put Duke in a kennel.
(c) Duke was a rough-playing Doberman Pinscher. He was four years old and weighed 23 kilos.
His coat was red with a fawn vest. Chuck visited the kennel several times before deciding
to have the big Doberman. He liked Duke’s high energy and capacity of making noise.
(d) As soon as Duke saw Chuck, he stood trembling as if hit by 5000 volts. Then he gave a loud,
deep shout to express his anger. He was so happy that he jumped across three metres of
air. He hit Chuck above the belt. The impact was so forceful that Chuck had to struggle to
keep his balance.
3. This line refers to the effect that Chuck had on Duke when his good hand idly hooked the leash
of the dog’s collar. The dog jumped up with anticipation that his master would take him for
a walk. It made the dog exicted especially as for weeks Chuck was not responding to Duke’s
nudging and proding.
WORKSHEET–92
1. Monday 22 March 20XX

O! What a faithful and responsible companion Duke has proved. The accident had left me a
paralysed cripple. I was forced to lie on a bed alone with my thoughts. Despair had led me on
to helplessness. At the same time I didn’t want to be a burden on Marcy.
Duke’s re-entry into my life lifted my numb spirits. One evening my good hand idly hooked the
leash onto Duke’s collar to hold him still. I asked Marcy to help me to my feet. Duke pranced.
I fought for balance. I placed the leash in my left hand and folded the paralysed fingers over
it. Then I leaned forward. Marcy supported me by the elbow. I moved my right leg out in front.
Straightening the right leg caused the left foot to drag forward alongside the right. It could be
called a step. Duke had rekindled hope. I decided to repeat it. Duke felt the sudden slackness
in the leash. He pulled it taut. I swayed forward. I broke the fall with my right leg. Then I
straightened. I did so thrice. I felt exhausted, so I collapsed into the wheelchair.
Next day Duke started early. He tugged steadily and I took four steps. Leaning back against
the pull, I learned to keep my balance without any help. Everyday I moved on step by step. In
two weeks we reached the front porch. Duke’s assistance seemed miraculous.
2. Hooper showed remarkable courage, endurance, determination, faith and perseverance during
his struggle for survival. His paralysed arm and leg were worked on for weeks together. These
were followed by baths, exercise and a wheeled walker. Chuck showed no improvement, but
he did not lose hope. The re-entry of Duke into his life lifted his numb spirits. The day Duke
made him take his first step, there was a rekindled hope. Holding the leash with paralysed
fingers and dragging the left foot forward were painful and exhausting. But he persevered. Step
by step Duke made Hooper walk and keep his balance. In his daily struggle, Hooper showed
determination and courage. Failures did not deter him as he had full faith. Duke and Hooper
set daily goals. They advanced from one post to the other. It was now Duke who controlled the
man. A course of physiotherapy with weights, pulleys and whirlpool baths followed. Sustained
efforts yielded fruit. Duke went for two trips a day and covered longer distance. He no longer
waited at each step, which indicated Hooper could walk. The struggle went on as Duke pulled
Hooper along the street faster and faster. This increased his stability and endurance. Sometimes
Hooper would trip and fall, but he struggled to get up. After Duke’s demise, the big man would
walk alone day after day.
WORKSHEET–93
1. (a) ‘Him’ refers to Chuck Hooper who has been admitted in the hospital after he met with an
accident.
(b) One day when Hooper was driving home from office, a car came without warning and collided
head on with his car.
(c) Hooper had a subdural haemorrhage in the motor section of his brain which completely
paralyzed his left side.
2. (a) Both Chuck and Duke had great faith in each other. Duke always kept goading his master
and Chuck also never disappointed him. Initially, they always did their daily exercise together
before Chuck became fit enough to walk himself. After doing a full day’s work, Chuck did not
go for the physiotherapy programme. Instead, he completely turned to Duke. Sometimes,
Chuck fell down while walking. When this happened, Duke did not show any sympathy.
He simply waited for his master to get up. This showed that the two understood each other
very well.
(b) After he met with an accident, Hooper’s ‘big move’ was his first attempt to have walked 200
metres without the assistance of his dog. It was his dog ‘Duke’ who awakened Hooper’s will,
which was lying dormant in his mind, to fight back and emerge victorious.
(c) One evening, Chuck’s good hand hooked into Duke’s lead of the collar to hold him still. It
was like ‘lightning a fuse’ because on the spur of the moment, an idea struck the dog’s mind
as to how to help Chuck move about and walk.
(d) When Chuck was admitted to the hospital after his accident, every effort made by the doctors
and others had failed to cure his paralysis. The intelligent effort made by Duke had changed
an impossible situation into a possibile one. It is really an irony that he who had nursed
Hooper back to normalcy, himself met with an accident. Just like Hooper, he was also hit by
a vehicle. It is an irony that he who had been successful in bringing life to Hooper, himself
could not survive and met with such a terrible end.
3. After the accident, Chuck remained in the hospital for a month, in a critical stage. When he
came home on his wheelchair, his dog Duke helped him walk back into life step by step, day by
day. Chuck was discharged from the hospital in March and by mid-April he was able to stand
on his feet.
WORKSHEET–94
1. Life is often unpredictable; human powers are limited when it comes to controlling the course
of our destiny. To avoid the undesirable, one goes to great lengths to alter the course of one’s
life and is disappointed during the process. With time one realises that true strength does not
lie in changing one’s fate, but in accepting it. Losses can make us grieve profoundly, but these
few steps can help you rebuild your life again. First, accept your fate instead of being in denial
which will only extend the pain. Second, take to creative vents to avert your negative emotions;
express yourself in productive ways like writing, dancing or singing. Third, never forget to take
care of your body; do not let grief deprive your body of nourishment and care. Lastly, learn from
your experience and use the wisdom to prepare yourself for future losses. We often take our
resilience for granted. We can indeed move mountains if we have faith.
2. Tragedy is inevitable in human life. The only variable is how we handle it. Whether we choose to
overcome handicaps or wallow in it, it is our choice. So tragedy proves to be the true touchstone
of a person’s character. Chuck Hooper could have chosen to remain paralysed and not respond
to Duke’s helpful gestures. When Duke offers challenges, it is Hooper who rises to meet them.
Pain, exhaustion, frustration take their toll but ‘Never say die’ spirit spurs him on. Days and
weeks stretch into months. Step by step planning, setting deadlines – all were strategies towards
a greater objective. Hooper did not want to remain an object of pity. Instead, he becomes an
inspiration for others in his daily trek through his firm determination and strong will power.
WORKSHEET–95
1. (a) ‘Rangy’ frame here means having tall, slim and long limbed body.
(b) Duke never jumped on Chuck again because Duke had realized that Chuck was not well
and could not balance himself.
(c) Even Duke’s presence didn’t reach Chuck. This was because Hooper was lost in his own
grief and pain.
2. (a) In 1953, Hooper was a strong, agile young man. He was tall and slim. He had a strong
athletic and well built long limbed body. His competitive nature made him aggressive, but
he hid it under a broad smile. He was the favourite of the bosses.
(b) (i) ‘They’ are some men from the chemical company in which he worked.
(ii) They had decided to do this as Hooper, who had been in critical state for a month after
the accident, had survived. They told Hooper to take a year off and promised to create
a desk job for him at headquarters.
(c) Chuck now came home. The excitement of homecoming wore off soon. Chuck hit a new low.
At the hospital there were other injured people. But he felt lonely after Marcy went to work.
Duke was still in the kennel. Chuck was alone with his thoughts.
(d) Chuck’s grin faded away. He stared at the ceiling for hours, then out of the window, then at
Duke. Duke kept staring at Chuck. This went on for many days. Boredom set in as Chuck
couldn’t move and Duke couldn’t talk. Duke lay as a motionless coil on the floor while Chuck
was confined to bed.
3. Try for yourself
WORKSHEET–96
1. Duke was an intelligent and faithful dog. He understood the problem of his master. Since the
left side of his body was paralysed, he needed help to stand, move and retain balance. Duke
could not bear the boredom of remaining idle and keep staring at his master’s face.
He tried hard to make his master come back to his normal life. Hooper held the leash tightly.
Duke would stand still. Hooper leaned forward and moved his right leg out in front. As he
straightened his right leg, this caused the left foot to drag forward alongside the right. Thus he
took the first step.
Duke motivated his master. He gave him full support. Now Hooper did not need the support of
his wife. Duke took the full responsibility of his master. Gradually, they increased the length of
their trip as well as speed. It was an ordeal for Duke and his master. But the rigorous exercise
that Duke forced on his master led to the success of the mission. Now Hooper could walk alone
without any help.
2. To: mohitarora@gmail.com
From: kavishkhanna@gmail.com
Subject: Caring for dogs.
In your last mail you wanted to know about caring for dogs.
Dogs are pack animals—they depend on us for love and protection. We have to make them a part
of our family. They can suffer from stress and loneliness. Though dogs and human beings speak
different languages, interactive training gives dogs greater freedom and a better understanding
of our world. We should be the one to train our dogs, not professionals—we should be the one
who will need to know how to communicate with our dogs.
Dogs can also sense when something is wrong with people near them. Living with their
owners they can sense the pain or sadness exhibited by their owners. They can realise that
their owner or his/her children need their help and respond accordingly. Dogs get depressed
if they are deprived of adequate social interaction, so let them ‘chat’ and play with other dogs
on walks and at parks. Let them live a little, make choices and take their time.
Dogs are very sensitive and can become easily frightened, so speak softly to dogs, and don’t
shout or fight in their presence. So when Duke (the dog in a story I had read recently) saw that
his master was unable to move due to paralysis, he realised that his master needed assistance
in trying to move his legs. And Duke tried hard everyday and his master made progress slowly.
One day his master was ultimately able to walk on his own. If seemed that the dog knew that
his job was to get his master back on his feet. So let’s take of our pet dogs for they would always
be of help to us and not let us down. Dogs are after all man’s most faithful animal companion.
3. In anything you do, work one step at a time. There’s a saying, “Never bite off more than you can
chew”. If each job done is divided into little steps, and each step done systematically, success
will surely be close at hand.
Lord Chesterfield said, “I recommend you to take care of the minutes, for the hours will take
care of themselves”. Moreover it is necessary to set daily goals, goals that can be achieved.
If you falter or break down, go ahead with determination once again.
If you see problems as challenges, your mind is more prepared to handle them coolly. A
problem is an opportunity given to you to solve something and feel good about it, like the
satisfaction you get by solving a puzzle or a riddle. A difficult situation can be called an “issue”
by a mature person, a “problem” by a person having less mental strength and a “crisis” by a
weak person.
Swami Chinmayananda defines a successful person as one who builds a firm foundation with
the bricks that others throw at him. Practice hard towards perfection and do it regularly. Keep
on going, be determined, steadfast and you will be crowned with success.
WORKSHEET–97
1. (a) The target that Chuck hit on 1 March was a full day’s work.
(b) In order to increase his stability and endurance, Hooper turned completely to Duke. It was
because there was no time for the physiotherapy programme.
(c) Duke’s job was to get Chuck on his feet.
2. (a) Initially when Charles Hooper brought Duke home, Marcy was almost impolite to him. He
was a rough-playing Doberman Pinscher. She preferred a Pomeranian. However, as she
watched Duke taking the sole responsibility of making Chuck walk she softened towards
him. When Duke was injured, she would not allow anyone else to carry him.
(b) Duke would lie on the floor beside his master’s bed. Then he would spring to his feet. He
stalked to the bed, poked his pointed nose under Chuck’s elbow and lifted it. He nudged and
needled and snorted. Hooper would ask him to go and run around the house. Duke would
come over to the bed again and yap and poke.
(c) Duke would pull his leash taut. Then he would stand and wait. Hooper would drag himself
up to the dog. Then the dog would move forward to the end of the leash and wait again. The
pair set daily goals. They would move from one fence post to another.
(d) Chuck was fighting hard for a comeback. So no one could tell him that he could not handle
his old job. On the other hand, he could work only an hour per day. The problem was what
to do with a salesman who couldn’t move around and would work for only an hour a day.
3. Marcy, though she was not fond of dogs, was devastated when Duke died and his death had
created a void. She did not like when Hooper brought Duke home but later on Duke became an
indispensable part in their life especially after the accident. It was Duke who made Hooper stand
on his feet when doctors and others had failed to cure his paralysis. The intelligent efforts made
by Duke has changed an impossible situation into a possible one. Duke was not only failthful
and loyal but was also gifted with extraordinary powers of intuition, foresight, and in-depth
understanding of human psychology. He knew exactly how he could accomplish the impossible
task of making Chuck walk. It is an irony that he who had nursed Hooper back to normalcy,
himself met with an accident. Marcy had a deep gratitude towards Duke and his priceless help
and thus she felt sad and ruined at the tragic end of Duke.
Enrichment activity
just a minute: A Dog Named Duke (Fiction)
WORKSHEET–98
1. June 1, 1956
January 4
March 1
October 12, 1957
2. Courage: Subdural haemorrhage paralysed Charles Hooper. He remained in a critical condition
for a month, but he never gave up courage. Six weeks after the accident, he was put in a wheel-
chair. When Marcy went out to work, he was left alone.
Perseverance: Chuck didn’t make much headway even after his paralysed arm and legs were
worked on and he had been given baths, exercise and a wheeled walker. He kept following Duke
everyday. The dog controlled his movements. From a single step on the first day, he could walk
up to 200 metres after 8 months.
Determination: Chuck decided not to yield. Duke was brought home. The dog was impatient for
his master’s company. He pulled the leash taut and let Chuck sway forward. Chuck dragged
his left foot alongside the right. He felt exhausted, but did not give up the effort.
Endurance: Charles had to face physical pain, mental anguish, depression, sadness, loneliness,
helplessness at his paralysed state. He felt shocked and grieved which expressed itself in the
form of anger. He endured physical and emotional strain and adapted himself to new way of
life.
Faith: Duke’s re-entry into Hooper’s life lifted his numb spirits. He made Hooper take the first
step. This rekindled hope. He had full faith in Duke. From shock, denial, helplessness and anger,
he learnt to cope with challenge. He accepted the changed mode of life.
3. (a) quivering (b) grin
(c) blonde (d) rambunctiousness
(e) shimmied (f) rampageous
(g) critical (h) confinement
(i) subdural haemorrhage (j) bellow
Subject assessment
The man who knew too much (Fiction)
WORKSHEET–99
1. (a) Superior knowledge of the Professor is referred to here.

(b) He learnt to be focused and knowledgeable in life.
(c) ‘outdo’.
2. (a) A nickname is an informal, often humorous, name for a person that is connected with their
real name, their personality or appearance, or with something they have done. Another
nickname for Private Quelch would be Mr Know-all.
(b) Private Quelch had long thin limbs and moved in an awkward way. His shoulders were
bent forward. He put on a pair of glasses with a frame made of material that looked like
horn. His eyes seemed to frown through the glasses. Thus he looked like a ‘Professor’.
(c) The dark, sundried appearance of the Sergeant suggests that he was a strict disciplinarian.
He had got tanned by serving in the tropical areas. He demanded full attention and disliked
interruptions.
(d) After the lecture, the Sergeant put many questions to the Professor. But he knew all
answers such as technical definitions, the parts of the rifle, its use and care. His correct
answers increased his glory further.
3. Private Quelch was intelligent. He had an ambition to get commission in the army. So he
studied intelligently. He impressed his fellow soldiers with his exact knowledge. He had
the confidence and audacity to interrupt the instructors and supply the correct information.
Naturally, it must have been annoying and embarrassing to the instructors. Their subsequent
efforts to pin him down with uncomfortable and searching questions, failed to yield the desired
result. The Professor’s correct answers enhanced his glory and made him popular with his
fellow soldiers. The first example is that of a sergeant giving a lesson in ‘musketry’. Private
Quelch gave the exact muzzle velocity. The second example is that of Corporal Turnbull’s talk on
‘grenade’. The Professor gave the exact number of fragments. When the Corporal asked Private
Quelch to deliver the lecture, he took the challenge and gave a fine lecture on grenade.
WORKSHEET–100
1. (a) The fellow soldiers had a certain respect for Private Quelch because he had exact knowledge
on every subject/topic.
(b) The fellow soldiers begin to fear him because he would keep on lecturing in his droning
and merciless voice.
(c) The Professor scarcely noticed the clumsy sarcasms and practical jokes directed at him
because he was too busy working for his stripe.
2. (a) By “intelligent reading” the Professor meant reading with proper understanding. The
reading was focused and concentrated on the details of the object/topic being studied.
(b) The Professor had high ambitions. He wanted to become an army officer. But before getting
the commission, he wanted to get a stripe and become a soldier.
(c) (i) He borrowed training manuals and stayed up late at nights reading them. He put
pressure on the instructors with repeated questions.
(ii) He behaved like a disciplined soldier.
(a) He drilled with enthusiasm
(b) He was tireless after a thirty mile route march
(c) His model salute at the pay table
(d) The Professor would publicly correct the mistake of his fellow soldier. He would flaunt
his superior knowledge. When others listened silently to the Officer of the Day’s praise,
the Professor would thank him and try to flatter him. In short, his attitude exhibited
superiority and dominance.
3. Private Quelch annoyed his superior officers by supplying the facts that they had missed. For
example, he pointed out to the Sergeant that the muzzle velocity of a bullet is two thousand,
four hundred and forty feet per second. Similarly, he injected the remarks of Corporal Turnbull
who said that the outside of a grenade is divided up into a large number of fragments to
assist segmentation. He pointed out that a grenade had forty-four segments. The Corporal
frowned and the fellow soldiers were all thunder-struck. The Professor then pointed out
that he had not started off with the five characteristics of the grenade. The Corporal was so
annoyed that he asked the Professor to give a lecture on grenade. Private Quelch did so and
it further annoyed the Corporal. He expressed his displeasure by nominating Private Quelch
for cookhouse duties. Since he flaunted his superior knowledge before his colleagues and
corrected their mistakes publicly, they felt annoyed. Lack of restraint on his part was the
main reason for his failure to win the admiration of his superior officers or his colleagues.
WORKSHEET–101
1. (a) The author and his friend Trower were talking about the expression of self-conscious
innocence on the face of Private Quelch.
(b) The three cooks were standing against the wall as if at bay because peeling potatoes had
wasted their vitamin value.
(c) The author and his friend Trower fled from the scene as they could not stand Private
Quelch exhibiting his knowledge.
2. (a) No, his day-to-day practices did not take him closer to his goal. Rather, these earned the
displeasure and annoyance of his senior officers. Exhibition of too much knowledge and
interrupting the instructors caused him to be confined to permanent cookhouse duties.
(b) Private Quelch pointed out that there were forty-four segments in the outside of a grenade.
Private Quelch irritated the Corporal by asking if he shouldn’t have started off with the five
characteristics of the grenade. Thirdly, when the angry Corporal asked Quelch to deliver
the lecture, he did not apologise. He remained unashamed and delivered the lecture.
(c) I don’t think Private Quelch learnt a lesson when he was chosen for cookhouse duties. He stood
rigidly to attention. He stared straight in front of him. He had an expression of self-conscious
innocence on his face. He did not understand that he was being punished.
3. Private Quelch is the hero of this novel. He impressed his fellow soldiers with his exact
knowledge. He had the confidence and audacity to interrupt the instructors and supply the
correct informations. Naturally, it must have been embarrassing to the instructors.
One summer afternoon Corporal Turnbull was addressing the squad on hand grenades. He said
that the hand grenade was divided up into a large number of fragments to assist segmentation.
Private Quelch at once added that these segments were forty four. This shocked Corporal so much
that his face changed colours. He tossed the hand grenade to Private Quelch and asked him to
give that lecture. Private Quelch did so and it further annoyed the corporal. He expressed his
displeasure by nominating Private Quelch for cookhouse duties. I do not think Private Quelch
learnt a lesson in his cookhouse duties. He did not learn any lesson even from it and continued
sermonising and fault finding. “...I need to only draw your attention to the sheer waste of vitamin
values...”
WORKSHEET–102
1. 1. Wednesday 24 March 20XX

Oh! What a hard and gruelling day it was! I had the mortification to face a Corporal who would
not like to be trifled with. Little did I know then that my little help in the form of supplying
the missing number of segments—forty-four—will earn me his wrath. In my innocence I
pointed out that he had not started off with the five characteristics of the grenade. Perhaps
I had ignited the fuse! A dark flush stained the tan of Corporal’s face. He asked me to give
that lecture and tossed the grenade to me.
Unaquainted with army discipline and the harm that might ensue due to a hurt ego, I did as
I was commanded. However, his displeasure was soon evident as he assigned me permanent
cookhouse duties.
The cooks seem to be equally ignorant about the scientific method of cooking food. They boiled
potatoes, thus destroying whatever vitamins they had. I had to point out to them that their
method was most unscientific and unhygienic.
They listened to me silently, but it is yet to be seen how far they carry out my instructions.
Hope they’ll improve.
2. The Sergeant became quite jealous of Private Quelch. When Sergeant saw that Private Quelch
knew too much he became enraged with him. In order to humiliate Private Quelch, Sergeant
put all questions to him. It is human nature to feel envious of a person who know too much. I
agree to the assumption that much knowledge sometimes prove detrimental to one’s being. It
is amply demonstrated as the story unfolds later on. Private Quelch was subjected to harsh
punishment by his superiors. It is rarely found that superiors acknowledge the intelligence
of a person who is below his rank and file. Private Quelch should have realised this early so
that he could achieve his goal diplomatically.
ENRICHMENT ACTIVITY
ANALYSIS: The Man Who Knew Too Much (Fiction)
WORKSHEET–103
1. Hints: • Mr Raman dressed in three-piece suit—hat on head—polished shoes— cane in hand

• car applies brakes—mud splashed—clothes spoiled—face smeared
• hot words exchanged—abusive language—fisticuffs—blows
• clothes torn—shreds—body exposed—‘show-off’ ends in disaster
2. (a) two thousand, four hundred and forty-five feet
(b) his horrible heartiness. ‘What about a song chaps?’—not greeted politely
(c) was a model to behold. He would swing his skinny arms and march to the canteen like a
guardsman
(d) North American Harvard Trainer—harsh engine note—high tip speed of the airscrew
(e) Forty-four segments—five characteristics of grenades
(f) abominably unscientific and unhygienic method of peeling potatoes—the sheer waste of vitamins
3. (a) Private Quelch was nicknamed Professor because of his appearance.
(b) One could hammer nails into Corporal Turnbull without his noticing it as he was a strong
and sturdy man.
(c) The author and his friend Trower fled from the scene because they could not stand Private
Quelch exhibiting his knowledge.
4. (a) Positive traits Instances from the story

(i) love for reading borrowed training manuals—read them
(ii) dedicated to aim to get a commission—to get a stripe
(iii) hard worker drilled with enthusiasm
(iv) respectful saluted officer
Negative traits Instances from the story
(i) habit of interrupting “2445 feet per second” Muzzle Velocity—45 segments of
grenade
(ii) horrible heartiness after 30 miles march—“What about a song, chaps?”
(iii) superior/condescending “Let me show you fellow” or “No, you’ll ruin your rifle,
that way, old man.”
(iv) habit of sermonising lectured on every aspect of human knowledge—publicly
corrected mistakes of others
(b) Classroom activity.
ACTIVITIES
1. Private Quelch was a unique personality. He had joined the training depot with an ambition to
get a commission in the army. In pursuit of his aim he worked hard, drilled with enthusiasm,
saluted his officers respectfully and gained as much knowledge as possible by reading the
borrowed training manuals intelligently. At first he became a hero in the eyes of his fellow
soldiers. He badgered the instructors with questions. He interrupted them by asking questions
or reminding them what they had missed. His correct answers and exact knowledge impressed
fellow soldiers but annoyed the instructors. Gradually his habit of sermonising, showing off
superiority, condescending attitude and horrible heartiness annoyed his colleagues as well.
He was assigned permanent cookhouse duties as a punishment. But he did not learn any
lesson even from it and continued sermonising and fault finding.
Subject assessment
keeping it from harold (fiction)
WORKSHEET–104
1. (a) Harold displayed signs of goodness and intelligence in childhood.

(b) Mrs Bramble wanted to hide the real profession of Mr Bill Bramble from Harold.
(c) The senior curate of the parish addressed Mr Bill Bramble nervously.
2. (a) Mrs Bramble used to refer to herself in the third person as ‘mother’. Harold disliked it. He
was no longer a baby but a young man of ten who had won spelling and dictation prizes.
A slight frown appeared on his otherwise smooth forehead.
(b) Harold’s father Bill Bramble was a professional boxer. He was known in London as “Young
Porky.” In those days these men of wrath i.e. boxers who spilled blood in the ring, were not
considered respectable. Secondly, Harold was a model of perfection. So it was necessary
to keep Bill’s profession a secret from Harold.
(c) He said that the child should be named John if it was a boy and Marie, if it was a girl.
He had selected these names after two celebrities. Mr John L. Sullivan was an American
boxing legend. He was world heavyweight boxing champion from 1882 to 1892. Miss Marie
Lloyd was a renowned Music hall artist.
(d) Mr Bramble was a square-jawed man of thirty-one. He had an irregularly-shaped nose.
He weighed eight stone four i.e. 116 pounds. He was a ‘man of wrath’ only in the ring.
Otherwise he was quite respectable and sober.
3. Esteemed Chairperson, respected teachers and dear friends!
Today I stand before you to defend the motion that violent, physical sports such as boxing, kick
boxing and wrestling should be banned. These games with blood spurting out of nose, broken
jaw, blood-stained tooth protruding present a gory sight which create a nauseating feeling in
a sensitive person. Scenes of bloodshed, arm twisting, bone breaking, punching, jabbing and
pounding may thrill the animal instincts of man and make them revert to uncivilized brutes
who pride themselves over their physical might and enjoy pinning the adversary to the floor.
These valiant fights create a negative impact on young minds who resort to fisticuffs at the
slightest provocation. Aren’t these games leading us to the primeval state when violence
prevailed and might was right? Such games provoke the sensitive young minds to adopt
the path of violence which leads them to lawlessness and crime. They became a law unto
themselves but a danger to the society and nations. Aren’t we inciting our youth to use their
muscles more than brains or hearts?
I, therefore, wholeheartedly lend my support to the motion and assert emphatically that all
violent physical sports resulting in bloodshed or physical injury should be banned.
Thank you
WORKSHEET–105
1. (a) The spectacled child considered to take a nice walk.

(b) He arranged his books in readiness for his return because he had to study them again.
(c) The manner in which Harold closed the front door shows his polite, calm and sensible behaviour.
2. (a) Children are usually fond of games and merriment. But Harold was very devoted to books.
He was well behaved. You could call him a model of goodness, intelligence and polished
behaviour. He was serious and altogether admirable.
(b) Harold’s perfection made it necessary to conceal the facts of his father’s profession from
him. They had to resort to a series of evasions and even deliberate falsehoods. They were
lovers of truth and disliked telling lies. But they sacrificed truth for his sake.
(c) Mr Bramble was a professional boxer. Before the coming of Harold, he had been proud of
being a professional boxer. He had the ability to hit his adversary hard. He had a sense of
self-satisfaction at his performance. His ‘left hook’ had won the approval of his admirers
and the press.
(d) Harold had run to intellect whereas his father had run to muscle. He had learned to read
and write with amazing quickness. He sang in the choir. He had already won a prize for
spelling and dictation. He wore black hat with a stiff square top. He was told that his
father was a commercial traveller, and he accepted it.
3. Her husband, Bill Bramble was a professional boxer, but they had to hide this fact from their
son Harold, who had distinguished himself in academics. A week later Bill would fight his last
fight—the twenty round contest with Murphy, the American boxer at the National Sporting
Club. After that he would retire from active work. He would try for a job as instructor at one
of the big schools or colleges. He had a splendid record for respectability and sobriety. He
possessed all the other qualities that Headmasters demanded in boxing coaches and trainers.
Several of his friends had obtained similar posts. They described the job as extremely soft.
Then Mr and Mrs Bramble will not have to hide the reality of the profession of Harold’s
father from Harold. She hoped that all her anxiety about future would come to an end after
a week.
WORKSHEET–106
1. (a) Harold felt that he was deprived of the respect that his classmates would give him as they
did not know his father was the famous boxer, ‘Young Porky’.
(b) For Harold it was rotten to keep away the real profession of his father from him.
(c) It shows the futility of their attempts to hide reality.
2. (a) Mrs Bramble was upset because of purely financial loss. If Bill beat Murphy, he would
get five hundred pound. If he lost, he would get a hundred and twenty. Now he won’t get
anything as he had withdrawn from the fight.
(b) Jerry Fisher was a trainer with whom Bill Bramble was training at the White Hart for the
contest with American Murphy. Now Bill had decided at the eleventh hour to withdraw
from the contest. Jerry told Bill that he was off his head. He should think of the purse,
the rewards, publicity and the hard work he had put in for preparation.
(c) It was Jerry Fisher, the trainer, who revealed the truth to Harold. He was annoyed at Bill’s
decision to back out of the contest. He told Harold that his father was not a commercial
traveller, but a boxer of eight-stone-four category. He was famous as ‘Young Porky’.
(d) (i) Harold had staked two bobs (shillings). He had entered into a bet with Dicky Saunders
that Jimmy Murphy wouldn’t last ten rounds. Now he would lose his two bobs.
(ii) If his father had told him that he was ‘Young Porky’, he would have told so to his
classmates. Then they would have respected him instead of calling him ‘Goggles’.
3. These lines are spoken by major Percy Stokes to his nephew Harold when he comes to know
about the real profession of his father, Bill. Harold gets shocked and complains that he is
not told the true identity of his father.
Harold’s father, in the story was a professional boxer and known as ‘Young Porky’. There was
no one in London whom he could not overcome in a twenty-round contest. He did not want
Harold to know that his father was a boxer—man of wrath. Since boxing was not considered
a respectable profession in polite and educated circles of society, Bill and his wife had become
imbued with the necessity of keeping it from Harold.
The development in the later part of the story shows that it was not a right decision. The
kids at Harold’s school took keen interest in sportsmen and boxers. If his schoolmates knew
his father was Young Porky, they would have respected Harold and not nicknamed him
“Goggles”. “Pa, can’t you give me a picture of yourself boxing?” This line clearly suggests
that Harold was proud of his father being a boxer. All this lead Bill to change his decision
and he goes to White Hart with his trainer, Jerry Fisher to prepare for the next fixture.
WORKSHEET–107
1. 1. Bill Bramble had kept it secret from Harold that he was a professional boxer. He did
not want to injure the young lad’s feelings and self-estimate. Now his fight with Jimmy
Murphy had been fixed for Monday. All the papers will carry the news and his photograph.
Bill did not want Harold to know that he was ‘Young Porky’, so he decided to withdraw
from the contest.
When Jerry Fisher, the trainer of Bill, disclosed the true identity of Bill to Harold, the
young scholar was shocked. He expressed his anger that his father had not told him
about his true identity. He felt hurt and cheated. Then he said that his classmates
would have respected him if they had known he was the son of famous ‘Young Porky’.
He called the whole thing ‘rotten’. He told his father that he had entered into a bet with
his schoolmate Dicky Saunders that Jimmy Murphy wouldn’t last ten rounds. He would
lose his bet and his father would lose his reputation. Well, if he beats Jimmy Murphy,
he will get a next chance with Sid Sampson for the Lonsdale belt. He also explains why
he will be allowed to do so.
He disapproves of his father’s decision of chucking up the fight. He calls it rotten and
asks: “What do you want to do it for?” He says that it’s the silliest idea. Harold further
shocked the elders by saying that all his classmates were keen on the fight. He had made
a study of boxing since he was a child. He asked his father to beat Jimmy Murphy in
the act of boxing. Then chaps won’t call him ‘Goggles’.
Since Bill had cancelled the fight because of Harold, now he decided to fight for his sake.
So he followed the trainer silently to the White Hart.
2. As Harold was an exceptionally wonderful child, Bramble couple were ready to sacrifice
the truth though they were themselves lovers of truth. So they hid the truth and told
Harold that his father was a travelling salesman. Even the senior curator of the Parish
wanted Bill Bramble to conceal it from Harold. Major Percy Stokes, the brother of Mrs
Bramble also held this view. Though this decision pricked their conscience they came
to the conclusion that hiding the truth would help their son in his academic pursuits.
In order to hide the truth they had to resort to all sorts of precaution—to subvert the
truth. Since boxing was not considered a respectable profession in polite and educated
circles of society, Bill and his wife had become imbued with the necessity of keeping it
from Harold.
3. Harold’s father Mr Bill Bramble was a professional boxer and proud of being one. He was
known as ‘Young Porkey’ and was a contender for championship in the eight stone four
weight category. There was no one in London whom he could not overcome in a twenty-
round contest. He did not want Harold to know that his father was a boxer and so he
decided to change his profession. He was not right in his decision because concealing
the truth proves quite detrimental to young mind in future. Bill Bramble was such a
renowned boxer that Harold was certain to know about this fact in future. It would come
as a shock to him. As the development in the later part of the story shows that Harold
complains that he was not told the true identity of his father.
Enrichment activity
appreciation of the story: Keeping It ... (Fiction)
WORKSHEET–108
1. Harold is alone with his mother in their home.

Mrs Bramble is amazed to think that she has brought such a prodigy as Harold into the world.
Mrs Bramble resumes work of darning the sock.
Major Percy and Bill come to the house.
Mrs Bramble is informed that Bill had decided not to fight.
Bill tells his wife that he is doing it for Harold.
Jerry Fisher tries to convince Bill to reconsider.
Harold comes to know that his father is a boxer.
Harold wants to know what will happen to the money he had bet on Murphy losing.
The correct sequence is: 9, 8, 1, 7, 3, 4, 2, 6
2. (i) Chandelier (ii) decorous (iii) prodigy (iv) behaviour
(v) deliberate (vi) distasteful (vii) profession (viii) persuasive
(ix) philanthropists (x) furtive (xi) acquaintances (xii) quailed
(xiii) comported (xiv) insinuated (xv) propitiatory (xvi) vouchsafed
3. I think the decision was wrong. Parents are the role models for children. They imitate their
elders and try to emulate. Hiding the truth may sometimes have bitter consequences. Harold
should have been taken into confidence. The truth could have been revealed to him gently and
judiciously. It would not have caused such a violent shock as Harold faced when Jerry Fisher
said everything bluntly.
4. The lightest to the heaviest weight categories in Boxing are as under:
1. Flyweight 2. Bantamweight 3. Featherweight 4. Lightweight 5. Welterweight
6. Middleweight 7. Heavyweight
Subject assessment
bestseller (fiction)
WORKSHEET–109
1. (a) Topics such as rain, prosperity, health, residence and destination were discussed by them.
(b) The narrator considers himself lucky because Pescud did not discuss politics with him.
(c) His tone is sarcastic because John was not particularly good-looking.
2. (a) Most of his co-passengers were ladies. They had put on brown-silk dresses. These were
tight on shoulders and hips and had lace insertion and dotted veils. The men looked to be
in some business or the other and going to some destination or the other.
(b) The passenger of chair No. 9 was John A Pescud of Pittsburgh. He was the travelling
salesman for a plate glass company. He had a small, black, bald-spotted head. He was a
small man with a wide smile. He suddenly hurled a book to the floor between his chair
and the window.
(c) Pescud felt that the American bestsellers were not realistic because men generally married
girls from a similar background. They depicted rich American hero falling in love with a
royal princess from Europe and following her to her estate. He beats the bodyguards and
does fencing boots. He calls these love stories rank on-the-level.
(d) Since his last meeting with the author, John had his salary raised twice. He also got
a commission. He had bought a neat slice of real estate. Next year he was to get some
shares of the firm’s stock. He was doing well. He had found his soulmate, Jessie Allyn,
and married her.
3. a modern romance
The age of romance is not dead. Love recognises no geographical boundaries. The courtship
and marriage of Pescud of Pittsburgh and Jessie Allyn of Elmcroft illustrates it. Eighteen
months ago Pescud saw Jessie reading a book in the train. Pescud instantly got attracted
to her. She changed cars at Cincinnati and took a sleeper to Louisville. There she bought
another ticket and went on through Shelbyville, Frankford and Lexington. Pescud followed
her but found it difficult to keep pace. At last Jessie arrived at Virginia. She was welcomed
at the station by her father. They went to a mansion on the top of the hill. Pescud went to
the village to find about the mansion. He came to know about Colonel Allyn. Two days later
he met Jessie alone and spoke to her for the first time. After brief conversation he told her
everything about himself and why he was following her. He told her that he wanted to get
acquainted with her and get her to like him. They learnt each other’s name. She told him that
her father might not approve her meeting him. The next morning John met Jessie’s father.
After initial nervousness, John faced the Colonel confidently and disclosed the purpose of visit
and sought his permission to win the love of the lady. The interview lasted two hours. They
related anecdotes and humorous occurrences. Two evenings later John got a chance to meet
Jessie alone. They got married a year ago. He built a house in the East End and the Colonel
also lives with them.
WORKSHEET–110
1. (a) The difference in their stations is pointed out because the heroine is a royal princess travelling
under a false name.
(b) The novelist devotes three pages to America’s uncrowned sovereigns because they are wealthy,
fashionably dressed and good fighters.
(c) Pescud felt that bestsellers were not realistic as men generally married girls from a similar
background.
2. (a) He believed that their plate-glass was the most important commodity in the world. He called
the Cambria Steel Works the best company. He believed that a man ought to be decent and
law abiding when he was in his hometown.
(b) First, the business had picked up since the party conventions. Second, he was going to get
off at Coketown. He had already given him his address. He had a house in the East End.
(c) The stories of most of these bestsellers were similar to his own romance and courtship. The
only difference was that he was not an American swell, though he was a well off salesman.
The similarity robbed these novels of surprise and anticipation which could sustain interest
and arouse eagerness/curiosity.
(d) Apart from the high flown, flattering language, the novel was inconsistent in scenes
and characters. It gave account of the travel in pursuit of the lady love. Secondly, plain
businessmen do not match with aristocracy high above them. Chicago business carrying
swords and freeing royalty from traitors also seemed unrealistic.
3. At first John A Pescud impresses us as a successful and well off travelling salesman of a reputed
plate-glass company. He is not particularly good-looking. He is a small man with a wide smile.
His eye seems to be focussed on the companion’s face. He has a small, black bald-spotted head.
He had a simple philosophy of behaviour. When a man is in his town, he ought to be decent
and law abiding. He is critical of the American bestsellers as they do not depict reality. The
rich Americans fall in love with European princesses and court them. Pescud fails to notice
the contradiction between what he says and does. He is a hypocrite in this sense. He says that
in real life men generally married girls from a similar background. But the description of his
own love affair with the girl of a belted Earl sounds similar to the love affair of the American
protagonists narrated in the bestsellers. His language is no less flowery. Consider, for example,
his first impression of his wife. For him she is “the finest looking girl” he’d “ever laid eyes on.
Nothing spectacular...but just the sort you want for keeps.” His success in profession, love and
life makes him a happy-go-lucky person.
WORKSHEET–111
1. (a) John A Pescud is the speaker.

(b) Of the same family background.
(c) The speaker’s wife was far away from his background.
2. (a) She said the Allyns had lived in Elmscroft a hundred years. They were a proud family. Their
mansion had fifty rooms. It had a lot of pillars, porches and balconies. The ceilings in the
reception-rooms and the ball-room were twenty-eight feet high. Her father was the descendant
of a belted Earl.
(b) For the first nine seconds John felt confused and nervous. He developed cold feet. He was
going to talk about plate-glass. Then he gathered courage and told him everything about
why he came there, his salary and prospects and his little code of living.
(c) John got off at Coketown. He wanted to collect some of the cuttings or blossoms or Petunia
for Jessie. She liked them and used to raise them in the old Virginia home. The author told
him that he would not sell much plate-glass there. It was a faraway place.
3. ‘Best seller’ is one of the most popular stories of O Henry. He is a famous writer of short stories
depicting American culture. In this short story John A Pescud is the hero and a travelling
salesman for a plate-glass company—the Cambria Steel Works. He is really a hypocrite, does
just the opposite of what he says.
He claims that men generally married girls from a similar background. But Jessie, the girl he
marries, is from an altogether different background. She belongs to a rich family...mansion...
fifty rooms...pillars...porches...balconies....ceilings in the reception rooms and the ballroom are
twenty eight feet high...clearly suggests that Jessie is a wealthy girl, not belonging to the same
singing society that he did.
In best sellers he reads romance...“chicago-who falls in love with a royal princess from Europe”
but in his real life he says, “No romance-nothing like that!” and says that the realities of life
should form an important feature of the best-sellers.
In short, he says “when people in real life marry, they generally hunt up somebody in their own
station,” but marries and woes a girl after knowing that his father colonel Allyn is the owner of
that big white house on the hill, “The biggest man and finest quality in Virginia”
All these suggest that he was a hypocrite.
WORKSHEET–112
1. ‘Irony’ refers to the use of words to convey a meaning that is the opposite of their literal meaning.
The title itself is ironic. Bestseller refers to a book which is bought by large number of people.
Pescud throws the novel ‘The Rose Lady and Trevelyan’ aside after reading a few pages. The
narrator admits that he hasn’t read a bestseller for a long time, but his ideas about them are
similar to Pescud’s. These present the hero and heroine in unusual and different social set-up,
yet get them infatuated.
Pescud makes a tall claim: “When people in real life marry, they generally hunt up somebody
in their own station. A fellow usually picks out a girl who went to the same high school and
belonged to the same singing society that he did.” This statement proves ironic when we apply
it to Pescud’s own life. Jessie Allyn is the daughter of a colonel, who is a descendant of a belted
Earl. She is a perfect stranger to him and belongs to entirely different social milieu and station.
The name Trevelyan is also ironic. It suggests an eternal traveller. Pescud, the salesman is
also a traveller. He meets his lady-love during his travelling. He comes across the narrator on
a rail-car and he travels to a ragged hillside in search of petunias for his lady-love.
2. There is clear-cut disparity between what John A. Pescud thinks and does. For example, he
says, “When people in real life marry, they generally hunt up somebody in their own station.
A fellow usually picks out a girl who went to the same high school and belonged to the same
singing society that he did. There is a clear-cut irony in his remarks. What he does in real life
is just the opposite of what he claims to be the attitude of people in general.
Pescud sees a girl, Jessie reading a book in the train and gets instantly attracted to her. Jessie
takes a sleeper to Louisville and follows her when she arrives at Virginia. He makes enquiries
about the mansion she enters. She tells him that her father may not approve of their meeting
as they belong to different social set-ups and stations. Pescud meets Jessie’s father and tells
him the whole truth. The old man is impressed and permits him to see the girl. Pescud wins her
affection and gets married a year later.
Even this brief account of Pescud’s love affair shows that his modern-day romance is no less
thrilling and full of turns and twists than the romance of the rich Americans who pursue European
princesses. The hot pursuit and hide-and-seek of Jessie and Pescud is not less thrilling and
romantic than those of Hindi film heroes and heroines chasing each other round a tree or tank
or fountain. But certainly this romance is miles away from the harsh realities of life. Perhaps
too much familiarity is not congenial to the glamourised romance.
3. At first John A. Pescud impresses us as a successful and well off travelling salesman of a reputed
plate-glass company. He is not particularly good-looking. He is a small man with a wide smile.
His eye seems to be focussed on the companion’s face. He has a small, black bald-spotted head.
He has a simple philosophy of behaviour. When a man is in his town, he ought to be decent
and law-abiding. He is critical of the American bestsellers as they do not depict reality. The
rich Americans fall in love with European princesses and court them. Pescud fails to notice
the contradiction between what he says and does. He is a hypocrite in this sense. He says that
in real life men generally married girls from a similar background. But the description of his
own love affair with the girl of a belted Earl sounds similar to the love affair of the American
protagonists narrated in the bestsellers. His language is no less flowery. Consider, for example,
his first impression of his wife. For him she is “the finest looking girl” he’d “ever laid eyes on.
Nothing spectacular...but just the sort you want for keeps.” His success in profession, love and
life makes him a happy-go-lucky person.
Enrichment activity
Analysing Text: Bestseller (Fiction)
WORKSHEET–113
1. (a) The tone of the narrator was sarcastic because John was not particularly good-looking.
(b) Pescud felt that bestsellers were not realistic because men generally married girls from
a similar background.
(c) He was doing very well at his job.
(d) That human beings are essentially the same everywhere is what the narrator wants to convey.
2. Mr John A. Pescud was the travelling salesman for a plate-glass company—the Cambria Steel
Works. He was a small man with a wide smile, and an eye that seemed to be fixed upon that
little red spot on the end of his head. He had a small, black, bald-spotted head. In short,
John was not particularly good-looking. He was an old acquaintance of the narrator. He had a
precise philosophy on behaviour. According to him when a man is in his hometown, he ought
to be decent and law-abiding. He was doing well in his profession. He had his salary raised
twice in the last two years. He also got commission. He had bought a neat slice of real estate.
He hoped to get some shares of the stock of the firm next year. He met his future wife about
eighteen months ago. His first impression was that she was the finest-looking girl he’d laid
eyes on. He qualified his statement by saying that she was not spectacular but of the sort
that one would like to keep forever.
3. (a) Literally “Bestseller” means a work that sells the best. Its popularity is due to the number
one slot in the list of works that are in demand most. Pescud’s observations about the
novel “The Rose Lady and Trevelyan” are quite amusing. According to sales, it was one of
the bestselling novels of that time. Pescud’s remark revealed the irony. All these bestsellers
were alike in theme and treatment. The hero, an American wealthy person of upper class
and fashionably dressed, falls in love with a royal princess from Europe and inspite of
the difference in their station on life wooes her and marries. These novels contain a lot of
conversation between the lovers. The hero is physically strong, a great fencer and a man
of courage. But these kind of love stories are rank-on-the level.
(b) Pescud’s actions do not match his words. He claims that men generally married girls from
similar background. However he falls in love with a total stranger and, being love struck,
follows her to her hometown, just like the heroes of the American bestsellers. Socially,
she is superior to him, yet he falls in love with her, tells her everything, proposes to her
and wins her love.
(c) The name Trevelyan suggests an eternal traveller in a van. The American hero is a globe-
trotter. He follows his lady-love to strange places in the continent. In this sense he is not
a traveller like Pescud, who is a travelling salesman. Trevelyan travels to win his love. The
travel is not commercial or professional, it is undertaken in search of the soulmate.
Subject assessment
the brook (poem)
WORKSHEET–114
1. (a) The poet uses ‘chatter’ to indicate constant but short high pitched sounds in flow of water.
We can hear cracking sound as the brook flows.
(b) The phrases brimming river suggests that the river water is full to the brim.
(c) This line creates a picture of a wavy or zig-zag motion.
2. (a) The water of the brook sparkles in the sunlight when it flows from the place of its origin—a
hilly watery place, frequented by water birds like coots and herons.
(b) The poet uses this word to convey the idea of noise born out of ‘quarrels’. The brook makes
a lot of noise when it flows down hurriedly.
(c) The refrain in the poem ‘The Brook’ is:
“For men may come and men may go,
but I go on for ever.”
It conveys that the brook is permanent. It can’t die. It is perennial whereas men are mortal
and short-lived.
(d) ‘The Brook’ has many examples of alliteration. Five of them are listed below:
/b/ sound in ‘I bubble into eddying bays
I babble on the pebbles.
/f/ sound in ‘by Philip’s farm I flow’
‘a field and fallow’
/d/ and /t/ sound in ‘I wind about and in and out’
/s/ sound in ‘I slip, I slide’
‘skimming swallows’
‘sandy shallows’
/w/ sound in ‘Will-willow-weed and mallow’
3. The brook suddenly emerges and flows through the mountains and valleys, creating a lot of
noise. It streams through mother nature, sparkling among ferns and bushes. It rushes at
high speed through hills, ridges, towns and villages. At last, it joins the brimming river
at Philip’s farm. It flows on forever unlike men who come and go. Colours like silver and
golden are used while describing the surroundings amidst which the brook flows. The
flow is very enthusiastic and jovial spreading positive vibes around. Thus, on its journey,
the brook meets many things and visits many places, fulfilling its life just like a human
being.
WORKSHEET–115
1. (a) The phrase ‘Foamy flakes’ suggest pieces of froth.
(b) The waterbreaks are caused when the brook moves over uneven ground.
(c) The poetic device used in the first four lines is alliteration.
2. (a) The brook has many different things in its water. These are blossoms, lusty trout grayling
fish, foamy flakes and ripples of waves. It draws them along to the river.
(b) The waterbreaks are caused as the brook moves over uneven gravel. These waves shine
brightly under the light of the sun. So they are called ‘silvery’.
(c) The poet has used the devices of (i) alliteration and (ii) onomatopoeia.
(i) Alliteration is the repetition of the same sound as in ‘Foamy Flake’ and ‘Golden Gravel’.
Alliteration enhances the musical quality of the poem.
(ii) A word or a combination of words, whose sound seems to resemble the sound it denotes
is called onomatopoeia. Examples: chatter, babble, murmur, fret.
(d) I like the following two images:
(i) One image is that of the brook flowing rapidly through hills and valleys, under the
bridges and by the villages.
(ii) The second image is that of the zig-zag movement of the brook.
It moves on carrying blossoms or foam on its waves. We can see ‘trout’ and ‘grayling’
gliding in its water.
3. Your question would very well explain the main theme of the poem, that is, the fact that human
life is mortal while the beauty of nature remains eternal. The brook says in these lines that
human lives come to an end and another generation begins. However, the flow of the brook is
continuous and goes on forever. The immortality and permanence of the brook has been compared
and contrasted with human life, which is mortal and finishes after a certain span of time.
WORKSHEET–116
1. (a) The brook is an eternal, fearless wanderer. It moves at night in frightening and lonely places
having thorny bushes and trees.
(b) The brook murmers at night when it flows through wilderness covered with thorny bushes.
(c) When the brook faces obstructions in the form of shingles it slows down a bit and moves
idly.
2. (a) The brook does not behave like ordinary travellers. It does not suspend its journey at night
through desolate places. The brook is an eternal, fearless wanderer. It moves at night in
frightening and lonely places having thorny bushes and trees.
(b) ‘Linger’ means to stay longer or spend a long time doing something. The brook slows down
a bit when shingles bar its movement. ‘Loiter’ means to hang around; to stand and wait
somewhere, with no obvious reason. When the brook comes across cresses—those pungent
leaved plants like a cabbage—it moves around them very slowly.
(c) There is a strong parallelism between the movement of the brook and the course of human
life. Just as one has to go through many ups and downs in one’s life, the brook also changes its
course several times passing over smooth and rough surfaces alike. Human life is full of joys
and sorrows, songs and tears, periods of activity and rest, fast speed and slow movements.
The brook ‘sparkles’ in its early stage and makes a lot of noise as if it were bickering. It reacts
angrily to obstacles just like human beings–it frets and fumes. It murmurs on pebbles and
slips by some obstructions. It slows down its speed as the amount of obstacles increases.
(d) There is a striking contrast between the brook and human existence. Human life finally
culminates in death. The brook merges in the river and loses its identity. However, it remains
everflowing from its origin to the point of merger. There is no such perenniality in case of
man who is mortal and death marks the end of his existence.
3. The poet wants to convey the message by personifying the brook that just as the brook overcomes
many hurdles and obstacles in its journey bravely and reaches its final destination, similarly,
human beings should also remain undeterred to accept the joys and sorrows of life and face all
the obstacles that come in way of their aim, bravely.
WORKSHEET–117
1. (a) When the brook flows over “the golden gravel” there is a break in the flow of water which
appears silvery.
(b) Perhaps the happy lovers who sit on the banks of the brook pluck the sweet smelling forget-
me-not growing there and throw them into the brook.
(c) The word ‘Skimming’ indicates flying very close over the surface of water but not touching it.
2. (a) ‘Steal’ means to move secretly and quietly so that other people do not notice you. ‘Slide’ means to
move easily over a smooth or wet surface. The two words convey the gentle and quiet movement
of the brook by lawns, grassy plots and hazel covers.
(b) ‘Forget-me-nots’ are sweet smelling white ‘sundrop’ flowers. These sweet smelling flowers grow
on the banks of the brook. These are usually offered by the lovers to their beloveds.
(c) When the brook moves over ‘the golden gravel’ it breaks into many a silvery waterbreak. It goes
in the dark, but glances out. Swallows fly over its surface. It makes the netted sunbeam dance
against its sandy shallows. It murmurs at night as it goes through wilderness full of thorny
bushes. It lingers by shingly bars and loiters around the pungent learned cresses. It curves out
and flows to join the river.
(d) ‘The netted sunbeam’ means the sunbeam which falls on the bottom of the brook. It is trapped
in the water of the brook. Then it gleams and appears dancing when the water flows.
3. The various movements that the brook makes on its journey are best described by the poet through
words like sally, sparkle, slide, move, slip, hurry, flow, go, loiter, linger. It sparkles as it emerges
among the plants with slender leaves, it sparkles in sunshine among the ferns. It hurries down hills
and slips between ridges. It steals by lawns and slides, by hazel covers, it slips and slides, it glooms
and glides and glances. It means it moves gently, slowly, unobserved, smoothly and then comes out
into the open.
Enrichment activity
group discussion: The Brook (Poem)
WORKSHEET–118
1. The other ‘movement words’ are:

‘hurry’, ‘slip’, ‘flow’, ‘wind’, ‘travel’ and ‘move’.
2. The other ‘sound words’ are:
‘chatter’, ‘babble’, ‘murmur’, ‘fret’.
3. (a) A word or a combination of words, whose sound seems to resemble the sound it denotes is
called onomatopoeia.
Examples: ‘hiss’, ‘buzz’.
(b) The onomatopoiec words are:
‘chatter’, ‘babble’, ‘murmur’, ‘fret’.
 Reinforcement [Group Discussion]
1. (b) comes from the place where coots and herons live
3. (a) passes under fifty bridges
4. (d) crosses both fertile and fallow land
5. (c) passes lawns filled with flowers
6. (e) goes through wilderness full of thorny bushes
 Activity
First Option
The brook originates from a hilly watery place and flows down the valley with a lot of noise. Its water
sparkles as it passes through the ferns grown in wet areas and shines brightly with flashes of light
under the sun. The brook passes through valleys and near towns and villages. It passes under fifty
bridges. It moves in a zigzag manner and crosses both fertile and fallow lands. It passes through
lawns filled with flowers and carries flowers, leaves and fish—trout or grayling, as well as foamy
flakes. When its water moves over ‘the golden gravel’ it breaks into many a silvery waterbreak.
It goes in the dark, but glances out. Swallows fly over its surface. It makes the netted sunbeam
dance against its sandy shallows. It murmurs at night as it goes through wilderness full of thorny
bushes. It lingers by shingly bars and loiters around the pungent learned cresses. It curves out
and flows to join the river.
Second Option
The origin of the brook is a hilly watery place. It hurries down the hills and slips by the ridges. It is
in a buoyant mood as it flows down the valley with a lot of noise. Its cheerfulness and enthusiasm
have a childlike quality.
When it moves on stony paths, it creates various noises. These noises are different when its water
moves in spirals. when it flows on pebbles, it creates sounds as if it were talking to itself. It gets
angry when it makes many curves on its banks and fallow fields. It creates much noise as it
encounters obstacles. It moves in a zigzag manner. It passes silently by lawns and grassy plots. It
slides by small hazel trees. It slips, slides, glooms and glances merrily while flowing. It murmurs
at night when it passes through wilderness. It passes by the little town and under many bridges.
It then flows by Philip’s farm and joins the brimming river. Thus the journey of the brook is short
but eventful. It is significant as it reminds us of ups and downs of life and our own mortal state.
SUBJECT ASSESSMENT
THE ROAD NOT TAKEN (Poem)
WORKSHEET–119
1. (a) The two roads diverged in a wood. The fallen yellow leaves had covered them because it
was autumn. They were equally worn up to the point where he was standing.
(b) The speaker choose the other road because it was just as fair as the first one. Moreover, it
was not a beaten track. It also promised adventure.
(c) Metaphor is used as the literary device.
2. (a) The poet while travelling on foot in the woods reaches a junction where two roads diverge
and he has to choose on eamong them. He stands there for long. Then he decides to choose
the road, which was grassy and needed ‘to wear’. He feels this choice will make all the
difference to his future life. He decides to try the other road, some other time, knowing fully
well that he will not get a chance to go back to it. Later he wishes that he had taken the
other road. This is the irony of life, we cannot travel on all the available roads, no matter
howsoever we may wish to. The poet feels that after ages from now he would be looking at
this decision with a ‘sigh’. He would tell that since he had taken the road less travelled, it
made all the difference.
Thus the poet speaks of the basic problems of making the right choice. Many alternatives
are available at the time of choice but man has to select one. It is only the future that will
reveal, whether the decision is wrong or not. After taking decisions we cannot undo them,
we can only regret them. Even if we wish, we cannot start all over again.
(b) The poem is all about interpretation of life. Many a time, the dilemma, as I see it (a mere
interpreter) is the problem in making a choice. We make choices every day. Sometimes we
get tired of these decisions and stress or struggle over actually getting a decision made.
Sometimes the decisions turn out to be beneficial and sometimes they are not wherein we
tend to regret about the choice made without analyzing or understanding the situation.
(c) Well, if the choice is between the familiar and unfamiliar, beaten track and risky ‘one’, I
would certainly choose the safer one. You live only once. So, why risk your neck knowingly?
(d) The poet did regret his choice. He had taken the road less travelled by. This charming road
looked adventurous but was hazardous. He kept the first road reserved, but he couldn’t
adopt it. And this had made all the difference. Our choices are irrevocable. One can’t retrace
one’s steps and then make a fresh start again.
3. In the poem, the poet had to make a decision as to which road he should travel out of the two
in front of him. He examines both the roads and finds the other road less travelled. He didn’t
want to follow a beaten track and decides to take the other road and keep the first road for some
other day. But somewhere in his mind, he is troubled with the thought that he may not be able
to travel the road that is less travelled.
WORKSHEET–120
1. (a) He shall be telling that two roads diverged in a wood and he had taken the less travelled by.
(b) Yes, the poet regretted his choice. The expressions ‘telling this with a sigh’ and ‘that has
made all the difference’ convey his sadness.
(c) The poet wants to convey the idea that choices must be made very carefully because they
have far reaching consequences and can affect the course of life.
2. (a) He shall be telling that two roads diverged in a wood and he had taken the less travelled
by. The poet wants to convey the idea that choices must be made very carefully because
they have far reaching consequences and can affect the course of life.
(b) The poet regretted his choice. The expressions ‘telling this with a sigh’ and ‘that has made
all the difference’ convey his sadness. He had taken the road less travelled by. This charming
road looked adventurous but was hazardous. He chose the unconventional calling and
became a poet. This has made all the difference in his life. Now he can not adopt his family
business.
3. First Option
The poem ‘The Road Not Taken’ is about the choices that one makes in life. Robert Frost
presents the theme through the metaphor of a fork from where two roads diverge in different
directions. Here roads are metaphors for life, changes, journeys, partings, adventures, etc. The
roads represent two alternatives of life: one is the familiar, beaten track on which so many have
walked. The other is the fresh, adventurous and greener one. It may involve risks but looks
more tempting. After deliberation the poet chooses the unbeaten trail. Years later he regrets
his decision. The regret will remain because at a given moment one can choose only one of the
alternatives, which means one has to yearn for the road not taken. One can only imagine what
life would have been if the road not taken had been chosen.
Second Option
The choice of career will depend on many factors like aptitude, ability, financial position,
opportunities for advancement, risks involved. At the tender age of 15, one is too young to
foresee the pros and cons of the choice. It is the peer-pressure or the unfulfilled ambitions of
the parents that lead the young student of 15 to opt for the stream of studies—science, arts or
commerce that eventually leads to choice of profession in that stream. In this age of rapidly
advancing technology, the beaten tracks offer no thrill or opportunities to show one’s worth.
The untravelled ones, though risky, are more promising. I would opt for a fresher pasture and
take risks. If I don’t venture, I won’t gain anything.
WORKSHEET–121
1. (a) The word ‘both’ stand for the two diverging roads.
(b) The interjection ‘oh’ expresses surprise and regret on the part of the poet.
(c) The rhyming scheme is abaab.
2. (a) The poet had to make a choice between the two roads. Both looked equally attractive that
morning. He took one road thinking he would walk on the other some other time. The choice
for the particular road depended on various reasons such as it was ‘fair’ and ‘grassy’. It also
‘wanted wear’.
(b) The speaker decides to keep the ‘first’ path safe for another day and takes the other trail
that seems more rewarding.
(c) He knew that one path would lead to another. So he wouldn’t get a chance to go back to the
road not taken. The road not taken always seems attractive.
(d) The speaker doesn’t seem happy about his decision. The poet wants to convey the idea that
choices must be made very carefully because it is not easily reversed. Hence, it makes all
the difference.
3. Robert Frost is known for philosophical poems. The poem ‘The Road Not Taken’ is based on the
theme of making a difficult choice which has a universal appeal. It is concerned about making
the right choice, the right decision. Road is a symbolic word which stands for a choice. It is just
not possible to make more than one choice, and to take both the roads. We have to make one
choice, we have to take one road. While making our choice we should consider all the factors
still it is not foolproof. So the element of regret remains which takes away our contentment.
This is the great tragedy of life.
ENRICHMENT ACTIVITY
GROUP DISCUSSION: The Road Not Taken (Poem)
WORKSHEET–122
1. The other choices are:

Money, Profession, Children, Marriage
[Answers will vary from student to student.]
2. Varied answers possible.
The common dilemmas could be:
(a) Choosing one’s apparels
(b) One’s school/college/university
(c) Opting for different professions
(d) Food items, subjects, disciplines, books, friends etc.
Explanatory Note: First of all the choice of profession will have to be made. This choice is
interconnected with studies. The determining factors in this choice will be one’s aptitude, capabilities
and financial resources. The importance of money in today’s world cannot be overlooked. Here
the determining factors will be whether one wants money to amass material possessions or just
to meet one’s physical needs and live a comfortable life. Then comes the choice of marriage.
Here one’s concept of a life partner will be the deciding factor. After marriage one has to decide
how many children one would like to have. This decision too depends upon one’s concept of a happy
family.
 Reinforcement [Group Discussion]
Varied answers are possible. The choices and decisions made will make it clear whether the choices
are acceptable and less risky or the usual ones.
Students may discuss among themselves and their seniors. Teachers may help them by providing
hints.
Subject assessment
the solitary reaper (poem)
WORKSHEET–123
1. (a) The poet has compared the song of the solitary reaper to the song of the cuckoo, which heralds
the spring and breaks the silence of the seas.
(b) The poet compares the girl’s song to that of a nightingale singing melodiously to tired
travellers of Arabian desert now resting in some oasis.
(c) The poet compares the maidens’s song to that of the cuckoo to bring out its musical effect.
The song of the cuckoo sounds a welcome note by announcing the arrival of the spring. It
is a good news for the people weary of winter. The poet wants to convey the idea that the
maiden’s song was more exciting and far more pleasant than that of the cuckoo singing
gleefully of the arrival of spring.
2. (a) The cuckoo is known for her sweet songs. The song of the cuckoo heralds the spring and
breaks the silence of the seas. The poet has compared the song of the solitary reaper to the
song of the cuckoo to bring out its incomparable sweetness and musicality.
(b) The song of the cuckoo sounds a welcome note by announcing the arrival of the spring. It
is a good news for the people weary of winter. The poet wants to convey the idea that the
maiden’s song was more exciting and far more pleasant than that of the cuckoo singing
gleefully of the arrival of spring.
(c) It is a vast desert. The sun is blazing. A heat wave is sweeping over the sand. I see a group
of tired travellers. They are crossing the sand dunes with difficulty. They are badly in need
of some oasis where they can get fresh water and rest in the cool shade of the trees.
(d) The tired travellers need water to quench their thirst and cool shade of trees to take rest.
They hear the sweet and melodious song of the nightingale. They feel thrilled. They are
enchanted and move on with happy hearts.
3. The poem’s title and theme are based on the experience that the author of the poem and his
sister encountered during their walk in the countryside when they came across a solitary reaper,
a young highland lass, who was reaping and binding corn as it was the harvest time. As she
was working peacefully all by herself, she was singing. Her song had a touch of sadness. The
memory of this lone girl and the melancholy notes of her song remained with the poet for all
time. Wordsworth’s poem “The Solitary Reaper” somehow immortalises her.
WORKSHEET–124
1. (a) He listened to her song without making any movement. It is clear from the workds ‘motionless
and still’.
(b) The music of the sweet song of the solitary reaper had cast its spell on the poet. He was
greatly affected. The song echoed in his heart even though the girl had stopped singing.
(c) The poet stood ‘motionless and still’ because he wanted to enjoy the song of the reaper
thoroughly and fully.
2. (a) In Scotland, while walking in the hills, the poet saw an ordinary Scottish girl, single in the
field, reaping the crop and singing to herself. It sounded sad and melancholic. The entire
valley was echoing and overflowing with her sweet song. The poet stood still and listened
silently. He was greatly affected by the sheer melodiousness and found her song sweeter
than that of a nightingale and the cuckoo.
(b) It was written after going home. Wordsworth believed in the theory ‘emotion recollected
in tranquillity’. He wrote when the same mood of joy was recreated and not spontaneously
or on the spur of the moment.
(c) Her song is melancholy but sweet and melodious. The poet is lost in the sheer melody and
music of the song. Then there is the charm of the unseen, unknown and unfamiliar. These
prompt his imagination to roam freely. It has an unending fascination.
(d) Wordsworth has chosen a simple incident—a solitary highland girl reaping and singing by
herself. The highlands and valleys transport us to far-off, unknown lands. Then he refers to
tired travellers in Arabian deserts refreshed by nightingale’s song and the sailors in farthest
Hebrides thrilled by the cuckoo’s announcement of the ensuing spring. All these enchant
our imagination. The sweetness, melody and music of the solitary reaper is established by
comparison to two song-birds known for their sweet melodious music. The conjectures that
the poet makes about the theme of her song are also romantic in nature.
3. ‘Silence of the seas,’ and ‘sings a melancholy strain’ perhaps the plaintive numbers flow,’ these
poetic repetition of the ‘S’ sound and ‘P’ sound is a device used by poets called alliteration.
Hyperbole in also a poetic device in which something writen or described is made to sound more
exciting, better or dangerous. “O’ listen! for the vale profound is overflowing with the sound”.
The sound of the reaper’s song is so powerful that it fills the deep valleys, it is an exaggeration.
WORKSHEET–125
1. (a) The ‘Maiden’ referred to here is the solitary reaper.

(b) The poets fails to understand the theme of the maiden’s song. She was singing in an unfamiliar
Scottish dialect which was beyond the comprehension of the poet.
(c) To the poet the song of the maiden seemed an endless source of joy. It was sweet though
sad. It was a thing of beauty and hence a joy forever.
2. (a) These words create a sense of solitude and loneliness. There is beauty and mystery. A lonely
girl singing by herself on a hill looks like a painting in the backdrop of a hill. There is ‘mystery’
as no one is near the solitary lass. Her song adds beauty to the scene. It is sheer magic.
(b) The Hebrides islands are located in the north-east of Scotland. There is complete silence
all around. Soon a ship appears on the horizon. The sailors hear the song of the cuckoo. They
are thrilled at this melodious welcome. The song of the cuckoo fills their hearts with joy.
Spring has come and the long icy winter is over.
(c) Wordsworth has chosen the songs of the nightingale and the cuckoo because these are the
sweetest, most pleasant and most refreshing of all the songs of the birds. By comparing these,
the poet wants to establish a fact that the song of the solitary reaper was simply incomparable
in its magic, melody and sweetness to the song of the nightingale or the cuckoo-bird.
(d) Wordsworth uses the device of comparison to heighten the charm of the solitary reaper’s
song. Further, he heightens its beauty, mystery and appeal by comparing unknown to
known. The nightingale and the cuckoo are the two most musical song birds known to us.
Wordsworth asserts that the solitary reaper’s song was more melodious and thrilling than
that of either song bird.
3. William Wordsworth describes and exemplifies a once in a lifetime kind of memory’ that is
meant to be taken out of the storehouse of mind and enjoyed forever. The poet is struck by the
beauty and the melody of the mountain girl, working in harmony with her surroundings. The
maiden’s song enchants the poet and the melancholy strain makes him wonder at the content
of the song. The melody and quality of her song reminds him of the nightingale and the cuckoo,
the intensity of her song overflows and reverberates throughout the valley. Whether she was
singing about a battle or common sorrows or illness of a loved one, the poet has no idea. The
solitary reaper’s song leaves a lasting impression on the poet’s mind and he believes that the
memory of this song will be with him forever.
WORKSHEET–126
1. (a) ‘Weary bands’ in line 2 means the tired groups of travellers in the sandy deserts of Arabia.
(b) The phrase ‘shady haunt’ reminds us of shady place in a desert.
(c) The sweet and enchanting song of the nightingale provides comfort to the tired travellers.
2. (a) The nightingales sing in the deserts of Arabia to welcome the tired travellers to a shady
haunt. The tired travellers feel fresh on hearing the sweet song of the nightingale. Their
tiredness disappears.
(b) The songs of the nightingale and the cuckoo are the sweetest, most pleasant and most
refreshing. By comparing it, the poet wants to establish a fact that the song of the solitary
reaper was simply incomparable in its music, melody and sweetness.
(c) The poet saw a highland girl, reaping and binding the grain all alone. She was singing a
melodious song in her Scottish dialect. The whole valley was echoing her song. The poet
was held spellbound. He did not wish to disturb her.
(d) The girl sang in Scottish dialect which the poet could not understand. However, the plaintive
numbers suggested that she might be singing about a disaster or calamity in the past:
“Old, unhappy, far off things” or “some natural sorrow”. She might be singing of “some
natural sorrow, loss or pain” or of human misery “that has been, and may be again.”
3. The scenic beauty is captured and displayed by the poet in vale profound, overflowing with the
sound (the solitary reaper’s song), “Weary bands of travellers in some shady haunts among the
Arabian sands”. Breaking the silence of the seas among the farthest hebrides.
Enrichment activity
appreciation of the theme: Solitary Reaper (Poem)
WORKSHEET–127
1. (a) some natural sorrow, loss or pain

(b) familiar matter of today
(c) natural loss/unhappy, far off things
(d) battles long ago
2. Singer Place Heard by Impact on listener
Solitary Scottish the poet holds him spellbound

Reaper Highlands
Nightingale Arabian sands/ weary travellers travellers feel fresh

deserts tiredness disappears
Cuckoo farthest Hebrides sailors sailors feel thrilled
3. (a) was walking (b) field
(c) was singing (d) affected/fascinated
(e) listened (f) to fill
(g) a sad one (h) plaintive
(i) melancholy (j) reminded
 Project
“... and sings a melancholy strain, ...”
“More welcome notes to weary bonds”
Breaking the silence of the seas
Subject assessment
lord ullin’s daughter (Poem)
WORKSHEET–128
1. (a) The water of lake had assumed the shape of a ghost in that wild weather.
(b) The sky started scowling in that rough and wild weather. The human faces had become
dark.
(c) The armed men rode up and down with their crushing sound sending chill down everyone.
2. (a) The weather was already rough and wild. The storm grew loud quickly. The water-ghost
began to shriek loudly. Heaven seemed angry and turned black. Each face grew dark in the
darkness enveloping them.
(b) The symbolism here is suggestive. It, certainly, is a premonition of the tragic death of the
ill-fated lovers. It is a device of ‘fore-shadowing’. The poet prepares us to expect the ensuing
tragedy and doesn’t want to surprise us with a rude shock.
(c) The use of harsh consonants creates an unpleasant effect. The hard, metallic sound seems
to strike our ears and knock us down. The poet has used these harsh consonants to prepare
us for the impending tragedy.
(d) The dilemma is that the lady has to face a ‘storm’ on either side. She can’t return as there is
a ‘storm’ on land i.e. at her home. She can’t go forward as the ‘sea storm’ might engulf her.
She finally chooses the sea storm to die in the arms of her lover rather than live without
him.
3. She has chosen to marry the son of the Ulva isle’s chief. Lord Ullin is unhappy with the choice.
WORKSHEET–129
1. (a) They rowed in the middle of the roar of waters which had enveloped them all over.
(b) The shore is called fatal because the lovers who boarded the boat from this shore were
caught in a tempest and fated to die.
(c) On seeing his daughter overpowered by storm, Lord Ullin was shocked and his anger changed
to weeping.
2. First Option
Yes, she wanted to reach out to her father. He was at the shore and could extend help. In
abnormal situations, one may do things one would avoid in normal circumstances. Faced with
sure death, she appeals to her father for help.
Second Option
Lord Ullin finds his daughter in a very precarious position. She had caught hold of her lover
tightly by one arm and she was trying to reach out to her father with the other. Her plight in the
severe storm shocked and disturbed even a hard-hearted person like Lord Ullin and his anger
changed to weeping.
3. First Option
11.30 pm Friday, 25 April 20XX
At last after three days we could reach the shore of the Lochgyle. We had faced many difficulties
during our hard and constant journey on horseback for three days and three nights. But what
lay ahead was nerve wrecking. A violent storm had risen. The tempest was lashing the shores
horribly. The waves were rising to the skies. The water seemed to touch the zenith. A boat
was caught amidst these stormy waters. Lord Ullin was wailing bitterly and shouting to his
daughter to come back. He raised hands upwards and cried most piteously but the heaven took
no note of his change of heart. The storm razed unabated. It claimed the lives of his daughter
and her lover, the Chieftain of Ulva isle. The scene was heart-rending and bone-chilling. The
scene was so shocking that even hard-hearted soldiers like us had to avert our gaze from Lord
Ullin’s piteous face. What an unlucky father!
Second Option
Ullin Estate
Scotland
5 May 20XX
My dear Lord Harding
I am really terribly upset at the loss of my lovely daughter at the cruel hands of destiny. The
more I recollect the scene of her death, the more I curse myself. I feel that my haughtiness and
shallow pride has claimed the life of my delicate and beautiful daughter. I thwarted all her efforts
to see the Chieftain of Ulva isle. The more obstacles I put in her path, the more adamant she
became. A stage came when she defied me and eloped with her lover. I failed to understand the
intensity of her love False ego led me to set my armed men to chase them across the glen and
kill them instantly. Thus I had issued the death warrant against her myself. She understood my
harsh nature well and instead of facing me she embraced death in the arms of her lover in the
wild and stormy sea waves. All my frantic appeals to her to come back and promises to pardon
them failed to calm the angry waves which lashed the shores violently.
I shall live for ever with the stigma of being the murderer of my daughter.
Please pay us a visit at your convenience.
Yours sincerely
Lord Ullin
WORKSHEET–130
1. (a) She decided to sail further in the stormy weather rather than return to shore and face her
angry father.
(b) ‘Thee’ in the line “O haste thee, haste!” is the boatman.
(c) The last two lines suggest that she was overpowered by the fierce tempest.
2. (a) ‘A stormy land’ suggests that the elopement of Lord Ullin’s daughter has stirred a ‘storm’
in her family on the land. Lord Ullin rides with a group of armed men to search her and
punish her lover. ‘A stormy sea’ gives out the meaning that there is a sea storm rising then.
(b) The hardy Highland wight is the boatman over the ferry there.
(c) The shore is called ‘fatal’ because Lord Ullin will see his daughter being killed by the sea
storm. Lord Ullin’s wrath changes into wailing on seeing his daughter being drowned in
the wild waters. That’s why he calls her saying that he would forgive her Highland chief.
(d) The lines are:
A stormy sea before her,
When, O! too strong for human hand,
The tempest gather’d o’er her.
3. The following lines clearly signify each trait present in the atmosphere-
This dark and stormy night—danger
Three days we’ve fled together —chase
My blood would stain the heather — revenge
When they have slain her lover — tragedy
The water-wraith was shrieking — supernatural
Grew dark as they were speaking — frightening
Their trampling sounded nearer — impending disaster
I’ll meet the raging of the skies — No escape
The above lines have drawn a picture of danger, chase, revenge, tragedy, supernatural,
frightening situation impending disaster — Fatal — no escape.
WORKSHEET–131
1. (a) ‘He’ here is Lord Ullin. He cried in grief because he was watching his own daughter drowning
in that stormy water.
(b) Lord Ullin promised to forgive the highland chief.
(c) The repetition of the words ‘come back’ shows Lord Ullin’s insistence. He makes repeated
requests to his daughter to return to the shore.
2. First Option
He promised to forgive her lover, the highland chief. He couldn’t fulfil his promise as the lovers
could neither return nor get aid. They were drowned in the wild water and Lord Ullin stood
lamenting.
Second Option
The two different meanings of ‘stormy’ are as under:
(i) The land was full of horsemen pursuing her.
(ii) The waves were rising high because of tempest.
3. First Option
I agree with the statement. This poem is included in most of the anthologies and textbooks for
various classes. It is indeed a popular romantic poem. It is located in the Scottish glens and blue
lakes known as Lochs. It deals with the elopement of Lord Ullin’s daughter with her lover—a
Scottish Chieftain. Since the Chief of Ulva is not on good terms with Lord Ullin, the match is
not approved. The lady is caught in a dilemma. She overrules the opposition of her angry father
and flees with her lover. The paths of love never run straight. They want to cross the Lochgyle
but a tempest overpowers them. She prefers death in the arms of her lover rather than face
wrathful father. Her defiance leads to the death of the two lovers in a surging, stormy sea. This
is the usual tragic end of most of the romantic love stories.
Second Option
The first danger is the wrath of Lord Ullin. If he or his men catch the lovers, the Chief of Ulva,
the lover, would be killed at once. The lovers have been trying to run to safety from their pursuers
for the last three days. They reach the shore. The Chieftain requests the boatman to ferry them
across the Lochgyle. The storm has grown more fierce now. The horsemen were coming near the
shore. Their trampling could be heard closely. The beloved asked the boatman to make haste.
She would prefer to meet the second danger (angry skies) rather than her angry father. However,
the stormy sea proves too strong for human beings. Lord Ullin softens and promises to forgive
them. But the storm drowns the lovers.
WORKSHEET–132
1. (a) ‘His horsemen’ in line 1 refer to the horse riding soldiers of Lord Ullin.
(b) If they are caught, the lover will be slain. Then there would be none left to make the beautiful
and charming bride happy.
(c) The lover was defying Lord Ullin and fleeing away with his daughter against his wishes.
The punishment for this crime is death.
2. (a) Scotland stretches across a vast tract. It has a spectacular fusion of wooded glens and
sweeping moors. There are rugged coasts, towering mountains and green valleys. It has
deep blue lakes, which are known as Lochs.
(b) ‘Lord Ullin’s Daughter’ is a popular romantic poem. It describes how a Scottish Chieftain
and his beloved flee from her wrathful father. They are caught in a surging, stormy sea.
Their defiance leads to their deaths.
(c) The daughter of Lord Ullin loves the Chieftain passionately. She wants to marry him. But
she knows her father will never agree to it. He would rather get her lover killed. So she had
no alternative except to defy her father and elope with her lover.
(d) The boatman who ferries the couple across the sea is courageous and helpful. He does not
care for money. He is a man of word. He risks everything to fulfil his promise.
3. Dear friend,

I am writing this letter to you to share my feelings about the irreparable loss that I faced today.
Now there is nothing left for me to live for my dear daughter, my only child is gone - gone forever
- she would never come back and all because of my inhuman cruelty, my unforgiving nature, my
dictatorial ways and my in keeping tradition of the clan. If I had not been so cruelly dictatorial
she would be alive now, full of laughter and full of life. Not only my daughter but I would also
have got a son — the chieftain of Ulva’s Isle — so brave, so fearless, so loving and devoted to
my daughter. Oh God! why could I not foresee the consequences of my harshness. But nothing
can be done now. She will never come back again. I will never see her, never hear her voice.
Now there is nothing left but a lifelong regret and heartache.
Your friend
Ullin
Enrichment activity
appreciation of the theme: Lord Ullin’s Daughter (Poem)
WORKSHEET–133
1. (a) Chieftain (b) ferry

(c) Lord Ullin’s men (d) beloved
(e) grown loud (f) to make haste
(g) stormy land (h) shore
(i) vain (j) lover
2. Stanza 6 : ‘Waves are raging white’
Stanza 7 : ‘Water-wraith was shrieking’
: ‘Scowl of heaven’
Stanza 9 : ‘raging of the skies’
Stanza 10 : ‘stormy sea’
: ‘stormy land’
: The tempest gather’d o’er her’
Stanza 13 : ‘stormy water’
Stanza 14 : ‘loud waves lash’d the shore’
3. Highlands bound; fast before her father’s; bonny bride; hardy highlands; bonny bird; wilder
blew the wind, Adown the glen; rode armed; stormy sea; human hand storm and shade; did
discover; loud waves lash’d the shore; water wild went; left lamenting.
4. 11.30 p.m. Friday, 25 April 20XX
At last after three days we could reach the shore of the Lochgyle. We had faced many difficulties
during our hard and constant journey on horseback for three days and three nights. But what
lay ahead was nerve-wrecking. A violent storm had risen. The tempest was lashing the shores
horribly. The waves were rising to the skies. The water seemed to touch the zenith. A boat
was caught amidst these stormy waters. Lord Ullin was wailing bitterly and shouting to his
daughter to come back. He raised hands upwards and cried most piteously but the heavens
took no note of his change of heart. The storm raged unabated. It claimed the lives of his
daughter and her lover, the chieftain of Ulva isle. The scene was heart-rending and bone-
chilling. The scene was so shocking that even hard-hearted soldiers like me had to avert our
gaze from Lord Ullin’s piteous face. What an unlucky father!
Subject assessment
the seven ages (Poem)

WORKSHEET–134
1. (a) The student life is described in these lines.

(b) Complaining in an annoying/unpleasant voice is the meaning of whining.
(c) Creeping means crawling/moving with body close to ground.
2. (a) The schoolboy has a shining face in the morning. Perhaps it has been scrubbed clean by
his mother. He carries a bag of books and moves to school unwillingly. The two phrases
showing his unwillingness are:
(i) whining schoolboy.
(ii) creeping like snail unwillingly.
(b) The lover sighs like a furnace because he is frustrated in love.
(c) Shakespeare describes the infant in unpleasant terms. His attitude is to strike a general
truth about the infants. Infants generally cry and vomit in the nurse’s arm. The human
infant is the weakest of all the infants of the other species. He has to be carried in arms
and protected for over a year. The poet is also mocking those who sing praises of infants
and call them ‘Cherubims’ or ‘images of God’.
(d) The players enact a drama on the stage of a theatre. Each player is assigned a definite
role and his/her entrance and exits are well-marked. The world is only the stage of human
drama and men and women play different roles assigned to them. Birth is the entrance
while death marks the exit. One plays different roles as one grows up. We retire from the
stage. Then the drama of life is over.
3. First Option
The main characteristics of a soldier’s life are:
1. He is full of strange oaths. He has picked them from the countries he has travelled in.
2. He is bearded like the leopard. He doesn’t look handsome.
3. He is jealous in matters concerning his honour.
4. He is short-tempered and picks up quarrels quickly.
5. He is ready to risk danger or death to uphold his self-respect.
He is very conscious of his fair name, high fame, honour and glory. The reputation earned by
the soldier’s sacrifice is transitory like a bubble. Facing a cannon’s mouth invites sure death,
but it provides honour and glory to the brave soldier.
Second Option
The Justice or Judge is a mature person in his middle age. He has severe eyes and a beard
of fashionable cut. He looks well-dressed. His fat round belly indicates his love for food. It is
filled with fat male chickens. He quotes many sayings and examples to show his wisdom. He
cites these examples and sayings while hearing and deciding cases.
Shakespeare seems to have a dig at the Judges of his time. He directs our attention to their
fair round belly lined with good capon. It is said that the Judges of that era used to accept
bribes—baskets of chicks and capons—and were known as ‘basket judges’. Though specimens
of corrupt judges may be found in modern times as well, this generalisation is too harsh a
comment on judiciary.
WORKSHEET–135
1. (a) The fourth stage of human life is described in the above lines.
(b) The phrase ‘bubble reputation’ refers to transitory fame.
(c) Cannon means an old type of large heavy gun.
2. (a) The main characteristics of a soldier are:
(i) He is full of strange oaths.
(ii) He is bearded like the leopard.
(iii) He is jealous in matters concerning honour.
(iv) He is quick in quarrel.
(b) Bubble reputation is a short-lived or transitory fame. A soldier can risk danger or death
to uphold his self-respect. Facing a cannon’s mouth invites sure death, but it also provides
honour and glory to the brave soldier.
(c) Shakespeare begins the poem with a metaphor. He calls human life the stage of a drama.
Human beings are the players/characters in this drama. They live in this world through
various stages.
Most of the people pass through these seven stages. However, only a few persons make some
significant impact on the world. The extended meaning of the phrase ‘one man in his time’
is ‘one man during the course of his life.’
(d) The poet finds some faults/defects in every stage of life. He does not say anything positive
or favourable because the speaker of these lines, Jacques is a melancholic and pessimistic
person. He finds nothing good or worthwhile in life. So he is critical of every stage of life he
describes.
3. ‘The Seven Ages’ is a great poem written by the greatest dramatist of all time—William
Shakespeare. He beautifully compares man’s life with seven different periods. The world is
rightly called a stage. Actors come onto it, play their part and go out. Likewise human beings
are born and ‘act’ variously in their living here for 60-80 years.
The seven important parts are child, student, lover/soldier, family man head of a family and
finally, old man. Man as an infant cries and vomits in the lap of the nurse. Soon he becomes
a school-going child goes to school like a snail. He has a shining morning face and bag on his
shoulders. He goes to school unwillingly.
Next role is the role of a lover. Adolescence is the age of complete change physically and mentally.
He is in love. He sighs like a furnace when he is frustrated in love. He makes very sad ballad
to his mistress’ eyebrow.
The next stage is of a soldier. He is full of bravery and courage. He is ready to fight a war for a
bubble-like reputation. He is sudden and quick in quarrel.
In his fifth stage, man behaves as a justice. “In fair round belly” and beard of formal cut he does
not want anybody disobey him. He thinks himself to be full of wisdom.
In sixth stage, he wears spectacles on his nose. His dresses get loose and he looks funny. He
speaks in a strange voice. In this last stage or seventh stage he is a mere oblivion. No body loves
him. He himself hates life because of no teeth, no eyesight, no taste and almost nothing to enjoy
with. He waits for his death. His end comes.
WORKSHEET–136
1. (a) The ‘Justice’ is a middle-aged person.

(b) Line here means filled with.
(c) It means general truths about life.
2. (a) The judges in Shakespeare’s time were well-fed, well-dressed and well-versed in wise
sayings and maxims. A Justice had severe eyes and a beard of fashionable cut. His fat
round belly indicates his love for food. It is filled with fat male chickens.
(b) He quotes many sayings and examples to show his wisdom. He is a judge. He cites these
examples and sayings while hearing and deciding cases.
(c) He directs our attention to their fair round belly lined with good capon. The judges then
used to accept bribes–baskets of chicks and capons–and were known as ‘basket judges’.
(d) The dejected lover sighs like a furnace. The simile may appear far-fetched, but it drives
home two points. First, the lover’s sighs are quite loud—as the sound of the bellows is.
Secondly, they are quite frequent and hot. The poet mocks not only the lover but other
poets of his age as well, who used to compose poems praising the various aspects of the
beloved’s beautiful face.
3. First Option
The old man appears weak and thin. He wears spectacles on his nose. His legs are shrunk and
thin. The trousers of his youth, which he has preserved painstakingly, are quite loose for his
emaciated legs. His voice becomes hoarse and rough. He starts piping and whistling because
he has lost teeth. He has a soft fold of loose skin that hangs down as a result of illness or
old age. In his slippers and loose fitting garments he looks a funny old man—a pantaloon—a
comic figure in Italian comedy.
Second Option
The last two stages of man’s life represent old age and senility. An old man has shrunken
legs. He wears ill-fitting garments preserved from youth. He puts on slippers. He looks very
funny with spectacles on nose and loose skin folds hanging down. His manly voice breaks
and becomes hoarse and rough. His broken teeth produce whistles.
The last stage of man’s life is that of senility or extreme old age. Man becomes extremely old
and is at the door of death. He loses control on all the senses. He is toothless and has poor
taste. His eyesight is quite weak and fails to recognise people. He turns forgetful. In fact, he
has nothing similar to what he used to have during his prime.
WORKSHEET–137
1. (a) The period of life during a man’s sixth age is old age.
(b) It means funny old man wearing slippers.
(c) Shrunk shank stands for thin, smaller legs.
2. 1. First Option
In this stage a man appears weak and thin. He wears spectacles on his nose. His legs are
shrunk and thin. The trousers he wears are very loose for him. He whistles while speaking.
Second Option
Man’s voice in this stage becomes hoarse and rough. It starts piping and whistling because
he has lost teeth.
2. First Option
In the last stage of human life, man becomes extremely old and is at the door of death.
He loses control on all the senses. He looks weak and helpless like a child. He is forgetful.
He has no teeth, no eyesight and no taste. In fact, he has nothing similar to what he used
to have earlier.
Second Option
The stage preceding this is of an extreme old age. In it the man has shrunken legs. His
manly voice breaks and broken teeth produce whistles. He looks very funny with spectacles
on nose and loose skin folds hanging down.
3. Exits and entrances are compared to the deaths and births respectively. A player enters
the stage when his/her role begins. The player makes an exit when the role ends. The
birth of a man is his entrance in the world while death marks the exit.
4. Stage Characteristic features

Infancy crying, being sick, playing, dependent
Student complaining, smartly dressed
Lover unhappy, moody, temperamental
Soldier (Youth) swearing, quick tempered, ambitious, fearless, decisive, protective
Head of Family wise, conciliatory, compromising, responsible, serious, overprotective
Old Age thin, decline in health, weak
Senility no teeth, poor eyesight, poor taste, forgetful
WORKSHEET–138
1. (a) The meaning of oblivion is forgetfulness.

(b) Eventful history means full of significant incidents.
(c) The last scene of man is the door of death.
2. (a) The poetic device used in these lines is metaphor.
(b) Players refer to actors and actresses in a play.
(c) Parts in line 4 means roles.
3. 1. Shakespeare broadly divides human life in seven ages or parts. The characteristics
associated with each age show that he finds nothing good or worthwhile in any stage of
life. His attitude is cynical. He finds fault with every stage. No, I do not agree entirely
with what he says. Life has many beautiful moments and stages.
2. The progress of a person in life can be depicted by many comparisons. Some of these are:
(i) seasons in nature : spring, summer, autumn, winter
(ii) parts of the day : dawn, sunrise, morning, noon, afternoon, evening, sunset, night
(iii) days of the week : Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.
(iv) trees : sprouting, young plant, maturity, fruit bearing period, old age,
decay, death.
There are many similarities between trees and human life. So I like the comparison of
stages of life with trees.
Enrichment activity
dumb charade: The Seven Ages (Poem)
WORKSHEET–139
3. 1. Infancy: innocence, crying
“Mewling and puking in the nurse’s arms”
2. Student/Boyhood: complaining, curious, inquisitive
“...with his satchel
And shining morning face, creeping like snail
unwillingly to school.”
3. Lover: self-conscious, moody
“Sighing like furnace, with a woeful ballad//Made to his mistress’ eyebrow.”
4. Soldier: fearless
“Jealous in honour, sudden and quick in quarrel
Seeking the bubble reputation
Even in the cannon’s mouth.”
5. Judge/Head of family: wise, stern, compromising, responsible, conciliatory
“In fair round belly with capon lined
With eyes severe and beard of formal cut.”
6. Old age: spectacled, lean and thin
“...lean and slippered pantaloon, with spectacles on nose and pouch on side.”
7. Senility: toothless, forgetful
“...second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.”
Subject assessment
oh, i wish i’d looked after me teeth (poem)
WORKSHEET–140
1. (a) ‘I’ here refers to the poet.

(b) The author laughed at her mother’s false teeth.
(c) The poet repeats this line thrice in this poem.
2. (a) During her childhood and early youth, the poet did not pay any attention to her teeth.
She developed a taste for sweet, sticky food and chewed toffees. She devoted most of her
time to eating sweets or sugary things.
(b) The conscience of the speaker pricks her as she has been careless about dental care. She
did not look after her teeth properly. She brushed her teeth late at night, but she didn’t
think it worth doing as she could devote the same time for eating something she liked.
(c) The poet went to the dentist because she had developed cavities in her teeth. There were
gaps that needed filling. Some teeth had to be capped. She could have avoided the painful
experience of sitting in the dentist’s chair if she had looked after her teeth properly.
(d) The poet seems to have disregarded her mother’s advice to look after her teeth. She would
laugh at her mother’s false teeth as these lay covered with foam in a saucer having water.
If she had listened to her mother’s advice or learnt a lesson from her false teeth, she would
have saved her teeth.
3. First Option
Friday 12 March 20XX
Oh! What a harrowing time I had sitting in the dentist’s chair. It was a long and exhausting
sitting which drained me physically, emotionally and mentally. I felt like a nervous wreck.
In despair, I tried to shift the blame to others. But constant regret filled my whole being. My
conscience pricked me as I had been careless and ignored dental care. I then regarded teeth
as a device to cut, crush, chew and grind whatever I put in my mouth. Sweet sticky food
became my priority. I didn’t brush my teeth after meals. Rather, I let the sweet taste prevail
by chewing toffees, licking lollies and candies. I enjoyed tiny sweets as well as large, hard
sweets. Their sweet taste gave me heavenly bliss. Little did I know then that I was inviting
trouble for myself. I was paving the way for cavities and tooth decay. Had I been careful, I
could have avoided the discomfort of lying in the dentist’s chair and gazing up his nose in
despair. I would not have to undergo pain and wastage of time and money by getting my
decayed teeth drilled and filled in after being given painkilling injections and anaesthetics.
Since I consider myself the culprit, I can only become nostalgic and remember my youth. I
wish I’d looked after my teeth then.
Second Option
Respected Principal, teachers and dear friends!
One of the problems that affects the youngsters is lack of awareness of dental hygiene. Young
people do brush their teeth in the morning and some of them do so before going to bed. Well,
that’s good!
But, pause for a second! Consider what they put in their mouth all day—candies, ice cream,
chocolates, toffees, lollies, chewing gums, gobstoppers, liquorice, sherbet dabs etc. They go on
chewing them endlessly. Their preference is sweet sticky food, junk food and oily food.
Anyone who is familiar with the rudiments of dental hygiene would say ‘no’ to the use of
these sweets. Young students must scrupulously avoid them as they weaken our gums, harm
enamels and create cavities and plaque. Sometimes the teeth are infected and cause a lot of pain.
In order to avoid the pain and discomfort in future, we should be vigilant now. Avoid taking
anything sweet when you have brushed your teeth after meals. In case you have a sweet tooth,
take an apple or chew some sugarcane. These will satisfy your urge for sweets and cleanse
your teeth. Remember to brush your teeth after meals and before going to bed. Regularity in
dental hygiene will save you from the painful consequences of ignoring dental care.
Thanks
WORKSHEET–141
1. (a) The poet repents because she was careless towards her teeth.
(b) At the time of speaking, the narrator had more filling than tooth.
(c) It means to choose not to make use of something.
2. First Option
The poet developed cavities in her teeth. She chewed toffee, licked lollies, liquorice and
gobstoppers. She gulped tiny sweets called sherbet dabs. The sweet sticky food has caused
cavities and decay in her teeth. Since it is the result of her own action, her conscience pricks her.
Second Option
The poet sits in the dentist’s chair as he examines her teeth. Sometimes he cures the cavities
or caps the tooth that has decayed or become hollow. She has to undergo fillings and injections.
The drilling of her molars makes a whining sound. She has to bear pain and discomfort.
3. ‘Oh, I wish I’d looked After Me Teeth’ is a great poem written by the greatest writer–Pam
Ayres. Through her poem she instructs all the readers to take care of their teeth.
The narrator herself is fond of eating sweets, candies, lollypops, peanuts. She brushes her
teeth but the result is fillings and drillin’s. She has to go to a dentist for two fillings. She
listens to his drill making a whining sound while working in her molars.
Now she thinks about her teeth. She repents now when she is undergoing the pain. She
thinks about her mother’s false teeth. Her mother used to wash her teeth “How I laughed
at my mother’s false teeth, As they foamed in the waters beneath.” Clearly suggests that
she made fun of her mother’s false teeth. But now she understands that we must avoid all
the candies, sweets if we want to have healthy teeth and molars. This poem is a reward for
those who do not take care of their teeth. We must brush twice a day and eat healthy fruits
to make ourselves free from dental problems.
Enrichment activity
discussion: Oh, I Wish I’d Looked After Me Teeth (Poem)
WORKSHEET–142
1. Stages in the life of the poet Activities Consequences

(a) Youth eating toffees
eating sweet sticky food, cavities, caps,
chewing gobstoppers, decay, fillings,
licking lollies, liquorice injections, drillings
and sherbet dabs
(b) Adulthood lay in the old dentist’s chair gazing at the dentist
in despair
2. (a) The title expresses regret.

(b) The conscience of the speaker pricks her as she had been careless.
(c) The speaker has paved the way for cavities and decay as she was eating the wrong food
and not brushing.
(d) The tone of the narrator is one of regret.
3. These lines convey regret on the part of the poet. She did not devote more time to brushing
her teeth properly and taking care of them as eating seemed more important then.
4. Brush your teeth daily and smile cheerfully.
5. (a) a wink (b) to give (c) whip (d) horse (e) to turn (f) never cease (g) past (h) had sown
Just Think
The poet has used many linguistic variations to make the poem more enjoyable. For example, she
has used ‘me’ instead of ‘my’. This is the way how children usually speak. The word ‘amalgam’
has been misspelt to read as ‘amalgum’. The word ‘gum’ in ‘amalgum’ at once links it with gums
and suggests that it is something for filling holes in teeth/gums. The removal of harsh ‘g’ sound
and replacing it by softer nasal sound of ‘in’ adds to the musical effect. The words are: willin’,
fillin’, sllillin’, brushin’, pokin’, fussin’, drillin’, recokonin’ and beckonin’.
Subject assessment
song of the rain (poem)
WORKSHEET–143
1. (a) The speaker of the poem is raindrops.

(b) Ishtar is the goddess of fertility, love, war and sex.
(c) The poetic device used is allusion.
2. (a) The rain is of divine origin. It is dropped from heaven by the gods. It is plucked from the
crown of Ishtar by the daughter of Dawn. Ishtar is the goddess of fertility, love, war and
sex. She is the divine personification of the planet Venus.
(b) The rain looks beautiful as it drops from heaven to earth. It seems to be dotted silver
threads dropping from the sky. Another metaphor used to highlight the beauty and shining
quality is “beautiful pearls”. Nature takes rain to decorate her fields and valleys.
(c) The three words used by the poet to indicate different intensity with which the rain falls
are: ‘cry’, ‘humble’ and ‘bow’. The rain makes a loud, harsh sound or cries as it falls on
hills. It becomes slow and gentle as it falls on the flowers. When the rain bends itself and
flows on land all things are very happy and excited.
(d) The poet uses a myth to describe the function of rain as a messenger. The field and the
cloud are lovers. Rain acts as a messenger between the two. It satisfies the thirst of the
field. At the same time it cures the ailment of the cloud by relieving it of its excess water
vapour.
3. First Option
I am rain. I emerge from the heart of the sea and soar with the breeze. I become part of the
cloud. Excess of water vapours make the cloud complain. I relieve the cloud of its ailment and
arrive in the sky accompanied by the sound of thunder. I am pristine in my glory and shine
like dotted silver threads dropped from heaven. I shine like pearls plucked from the crown
of the goddess of fertility, love, war and sex. Nature welcomes me with open arms and takes
me to beautify her fields and valleys. When I cry the hills laugh. I revitalise the greenery and
freshen the vegetation. My drops are a life saving elixir to the dry and fading plants. The
flowers rejoice as I touch them gently. All the objects of nature are very happy and excited as
I approach them. I also act as a link between the fields and the clouds and help both of them.
When I see a field in need, I descend and embrace the flowers and the trees in many different
ways. I make my exit from the earth and leave behind a rainbow in the sky as my signature.
Second Option
The poem begins on an autobiographical note. It seems as if the rain is going to tell its story.
It traces its divine lineage and mentions the various functions it performs in sky and on earth.
It rises from the sea and ultimately mingles in the sea.
The rain is a source of joy and bliss to all the objects of nature. Raindrops freshen the vegetation
and revitalise the greenery on the hills. They look more beautiful than before. In the desert,
it waters the parched land and relieves the thirsty and panting souls in the desert.
Like a stranger it knocks gently on the windows to announce its arrival as a welcome song.
Everyone can hear the song of the rain but only the sensitive can really understand what it
means. The poem rises to philosophical height as the rain is called ‘the sigh of the sea’, ‘the
laughter of the field’ and ‘the tears of heaven’. The rain is full of love and showers love on
all. It sighs deeply out of affection, laughs heartily at light moments of the spirit and sheds
tears at the memories which are endless. The expression of love, affection, laughter and tears
raise rain from a simple phenomenon of nature to a philosophical height. It appears as a
heavenly being—powerful and yet benign; merciful and gentle and human in its approach.
WORKSHEET–144
1. (a) The ‘I’ in the above lines refers to rain.

(b) ‘I’ come from the sea.
(c) ‘I’s mother is Ishtar.
2. First Option
The fields are parched and dry after the summer heat. It seems that they are thirsty and
need water to quench their thirst. The water of the rain performs exactly this function. The
cloud thunders to register its complaint. The ailment is caused by the excess of water vapours
in it. By discharging them in the form of rain the cloud feels relieved of its ailment.
Second Option
Earthly life has its beginning, middle and end or you may call it birth, maturity and death.
The voice of thunder declares the arrival of rain whereas the rainbow proclaims its departure.
The earthly life of rain begins at the feet of mad elements and ends under the swift air which
causes its death.
3. Song of the rain is written by Kahlil Gibran. The rain is described in the poem as something
divine and an attribute of gods. The rain here is personified. Here it describes itself like a
human being.
The rain is divine because it comes from heaven and is the product of nature. This process is
like ‘the sigh’ since the rain gets separated from its mother, the sea. It sighs at its birth and
separation. The fields are dry. But when it rains, these very fields start refreshing themselves.
This ‘refreshing’ or ‘rejuvenation’ is their laughter. Tears of heaven implies raining. Heaven
seems to be weeping and raindrops become its big tears. It embraces the flowers and trees
wherever they grow. Nature takes the help of rain to adorn her fields and valleys. Thus, the
rain acts like a divine thing to give life to all the objects of nature.
The poet calls rain as earthly life because it follows the cycle of life and death as it is on the
earth for all living beings living on it. The rain takes its birth because of various elements
available on the earth and it dies when it has served its purpose or is alive because of these
elements.
In the end, rain bids farewell to all ‘with love’. It is a ‘sigh’, ‘laughter’, ‘tears’ yet, it is all but
with love.
Enrichment activity
Developing Creativity: Song of the Rain (Poem)
WORKSHEET–145
1. (a) The rain makes a loud sound when it pours with great intensity on the hills. The rain
vitalises the greenery and freshens the vegetation. The hills are full of joy and laugh. The
rain sheds its pride and falls gently on earth. The plants feel fresh and flowers rejoice.
When the rain makes its appearance in the form of drops all the objects of nature are
very happy and excited because rain is good for them.
(b) The rain sings a joyous song as it touches the window gently with her soft fingers. She makes
the announcement of her arrival in the form of a welcome song. All can hear the song of
the rain but only the sensitive hearts can understand and appreciate what message the
rain brings to them.
(c) (i) The rain emerges from the heart of the sea in the form of water vapours and soars with
the breezes to the sky. The sadness of the sea at losing a part of herself is expressed
in the form of a sigh. So the rain calls itself ‘the sigh of the sea’. The rain pours over
the fields and freshens the trees, plants and flowers and brings them joy. So it is the
laughter of the field. As the rain trickles down from the sky it calls itself ‘the tears of
heaven’.
(ii) The rain can perform a dual function. It can be a preserver as well as a destroyer. As
a preserver, it helps plants, trees, flowers and crops to grow. Rain provides water for
rivers, canals and dams for irrigation and generation of hydroelectricity. Rain may also
cause havoc. If it rains continuously and with great intensity, rain becomes an agent
of flood. Then it causes destruction of men, cattle and property. Crops are destroyed
and man-made infrastructure collapses. People lose their belongings and are rendered
homeless.
(d) Earthly life is finite. It has a beginning and an end. What passes in between the two i.e.
birth and death is the earthly life or existence. The rain is like earthly life in this sense.
It originates in the sea and drops on earth from heaven. Thunder declares its arrival and
the rainbow signifies its departure. It stays on earth for the period in between the two.
The rain has no spiritual existence.
2. (a) I am standing amidst the parched lands of the desert of Rajasthan. During the summer
we faced hot winds in the hope that rain would provide us relief. But rain has been scanty
this year. We keep gazing at the sky and pray to rain to bless us. The clouds come at last.
The dry spell is broken. People come out and dance and sing in the rain.
(b) The rain water will be collected for drinking by water harvesting. It will be stored in pools
for animals to drink and in dams for irrigating the fields.
(c) Before the arrival of the rain, people will get busy in cleaning rooftops and pipes for water
harvesting. They will repair the embankments of pools and dams also. After the rain,
various activities connected with agriculture and cattle farming will begin. The fields will
be sown with fresh grain. Sheep, goats and cows etc. will be taken out by the shepherds
and cowherds to open fields and pastures to graze there.
3. Phrases are:
Season of mists and mellow fruitfulness The hair soft-lifted by the winnowing wind
close bosom-friend of the maturing sun on a half-reaped furrow sound asleep
seen thee oft amid thy store thy hook spares the next swath
sitting careless on a granary floor like a gleaner thou dost keep
Subject assessment
villa for sale (drama)
WORKSHEET–146
1. (a) Juliette wants to sell her villa. The sign ‘Villa for Sale’ has been hanging on the gate for
over a month. But she is unable to find a suitable buyer for her villa.
(b) She calls herself a fool because she thinks that she had bought the villa for more than it
was worth.
(c) Juliette expresses her disappointment to her Maid.
2. (a) Juliette had bought the villa for two hundred thousand francs a month ago. She put up a ‘For
Sale’ sign that very night. She thinks that the villa has been a disappointment as nobody
really wants it. In the past two weeks, four people almost bought it, but they didn’t. Now
she is eager to get the wretched place off her hands. She is willing to let it go even at half
its price.
(b) The villa is near Nogent-sur-Marne. It is ideally located as it is at stone’s throw from Joinville,
the French Hollywood. It is a nice place to spend the weekends.
(c) Juliette bought a villa for two hundred thousand francs and hoped to earn a profit. But no
one has turned up to buy it during the whole month. She thinks that nobody has any money
and nobody wants to buy.
(d) The maid suggests that she might play the role of a cook in a film. They want a cook. Since
the times are hard, every little bit will help. They might engage her for eight days and she
would get eight hundred francs. Juliette thanks her for her kindness but doesn’t accept the
solution. She says that she’s not quite so hard up as that yet.
3. ‘Villa for Sale’ is a situational comedy with a dig on the behaviour of the people engaged in film
industry and the Americans who are cash rich and always in haste.
Juliette, the owner of a villa wants to sell it as she is in need of money. Jeanne and Gaston, a
couple visit her with the aim of buying the villa. While Jeanne is enthusiastic about buying,
Gaston detests the idea as he does not want his in-laws in that house. He gives many reasons for
not buying the villa. He finds the asking price of three hundred thousand francs to be expensive.
When Jeanne and Juliette go around the house, another customer walks in and starts talking
to Gaston taking him to be Juliette’s husband. Gaston strikes a deal with the American lady
by which he is able to give two hundred thousand francs to the owner and keep one hundred
thousand francs for himself.
WORKSHEET–147
1. (a) By ‘take possession’ Gaston means that Jeanne’s parents would stay with them for a long
time every year.
(b) Gaston makes it clear that he is not interested in buying the villa for themselves. It is
Jeanne who wants the villa for her parents.
(c) According to Gaston, Jeanne’s parents will stay in the villa for the longest time.
2. (a) The maid has been asked to act as a maid in a film. She will get a hundred francs a morning
for doing it. She can’t refuse the offer as Juliette pays her only four hundred francs a month.
So she asks for an off between nine and noon the next day.
(b) The maid says that the film company is paying her a hundred francs a morning to play a
maid. She tells Juliette that she could earn eight hundred francs by acting as a cook in the
film. She would only have to peel potatoes one minute and make an omelette the next. It’s
quite easy. So, she says it’s really money for nothing.
(c) The maid makes this observation. She says that everybody wants to work in films. Yesterday,
the butcher didn’t open his shop. He was busy being shot. That day nobody could find the
four policemen. They were taking part in a fight scene in Monsieur Milton’s new film.
(d) The maid has been offered a chance to play a maid. It is because they prefer real maids.
The film-struck maid is so excited that she imagines herself as Greta Garbo, a talented and
beautiful Swedish actress during Hollywood’s silent period. Her dream is not likely to be
fulfilled.
3. Gaston gives many reasons for not buying the villa. First of all he finds fault with the garden.
He calls it a yard with a patch of grass in the middle. He is equally critical of the inside of the
house. He says it has twenty-five yards of furnishings and a dash of paint that one can get
anywhere. He does not want to see the rest of the house. He wittily remarks that he doesn’t
want to see the kitchen to know that the garden is a myth and that the salon was impossible.
When Jeanne suggests doing something original with the salon Gaston lightheartedly remarks
that she could make it an annex to the garden. He snubs Jeanne with the remark that buying
a villa was her idea, not his. His main objection seems to be the presence of Jeanne’s parents,
her sister and sister’s children there. He tells her frankly that she wanted to house her parents
there. Last but not the least, comes the cost. He says that the price is too steep. He asserts that
he is not going to spend his money on buying it.
WORKSHEET–148
1. (a) As a salesman Juliette appears to be coaxing the customers. However, she doesn’t seem to
be diplomatic or convincing.
(b) Juliette tries to impress the customers by listing the attractions of the villa.
(c) The phrase ‘delightful pastel’ here refers to Jeanne.
2. (a) Jeanne wants to buy a villa for her parents. Her husband Gaston objects to it and flatly
refuses to pay for it. When Jeanne talks of paying from her dowry, Gaston reminds her that
they had spent it long ago. He makes it clear that he is not going to pay anything for it.
(b) Gaston seems to be selfish, down-to-earth, money-minded and practical person having
no sentiments. Jeanne, on the other hand, appears as a refined and cultured lady who is
considerate and full of affection for her relatives.
(c) Gaston knows what will happen if they buy the villa. They will stay there only during August
but Jeanne’s parents will live there from April to the end of September. Moreover, they
would invite Jeanne’s sister and her children to stay with them. So Gaston is not interested
in buying the villa.
(d) No, she does not stick to her words. She had bought the villa for two hundred thousand francs.
She asks two hundred and fifty thousand francs for it. Gaston calls it “decidedly excessive”.
He offers to buy it for sixty thousand francs. Juliette insists that she can’t let it go for less
than two hundred thousand francs.
3. It is a two-floor villa situated in idyllic surroundings. The island on which it stands is in the
middle of a lake. It is white in colour. There are rows of palm trees and shrubs in the front lawn.
Multicoloured flowers greet a person as the big door opens. Four windows on the ground floor
also open in the garden. In the lawn, there is an enclosed area for the birds. In the backyard
there is a huge tree under which there is a relaxing chair. It is beside the small pool. The red
roof and a green chimney add to the scenic beauty of the villa. There are a lot of big trees to the
left of the house. On the lake there are many houseboats. To the left of the lake there is a hill.
It has a lighthouse on the top. Thus the location is picturesque.
WORKSHEET–149
1. (a) There is discrepency between what Gaston said earlier and what he says now. Earlier he
did not want Jeanne’s parents to stay with them. But now he is showing concern for them.
(b) The above statement reveals a truth about Gaston’s character. He is a hypocrite.
(c) Gaston has been thinking seriously about their own old age.
2. (a) She calls it the most delightful little place which has a charm of its own in spite of its modest
appearance. The house possesses a great many advantages. It has electricity, gas, water,
telephone and drainage. The bathroom is beautifully fitted and the roof was entirely repaired
last year.
(b) It is Gaston who is better in business. Juliette tries her best to dispose of the villa. She tries
to please her customers. She has to reduce the asking price and sell villa at the cost price.
Gaston tackles the American actress tactfully and writhily. He sells the villa for three hundred
thousand francs and makes a profit of one hundred thousand without any investment.
(c) She says (i) “You French people have a cute way of doing business.”
(ii) “Frenchmen usually have to consult about ten people before they get a move on.”
She makes the first statement when she finds that the selling price of the villa is not
marked on the signboard ‘For Sale’. She hints at their habit of negotiating the deal. The
second statement hits at the Frenchmen’s habit of consultation and not taking a decision
independently.
(d) I like Gaston in spite of his many negative qualities. Admittedly, he is cunning, haughty,
overbearing, domineering and disapproving, but he is also clever, witty, smart, humorous
and practical. He may seem materialistic and money-minded but he is an expert at striking
bargain and dealing with people. He causes a lot of humour by his witty remarks.
3. Gaston has once again shown his real colors. He surprised me by deciding to buy Juliette’s villa
for 2 thousand francs. I wondered how he could all of a sudden be so very unselfish as to buy a
villa for my papa and mamma. But when he actually handed over the cheque, I felt so grateful
to him and decided to trust him in future. However, on our way to home, when I saw him so
happy I became suspicious. I asked him to tell me the true story. And what he told me left me
quite shocked-he had sold the villa to Mrs Al Smith and he had befooled me as well as Juliette. I
am deeply hurt, angry, disgusted and helpless at this betrayal. He is very happy to have earned
a hundred thousand francs by acting so smart but I call it nothing but dishonesty, deception,
and trickery. I am sure, he is never going to change. What a rogue have I taken for a husband!
Jeanne
WORKSHEET–150
1. It was due to impatience that Juliette had to sell her villa for two hundred thousand francs. Had
she waited for some more days or for some more customers and evaluated each choice she would
have got a better price for the property. In the same vein, Mrs Al Smith also showed impatience
while buying the villa. She clearly showed that she was desperate to buy the villa. The moment
she announced her plans to Gaston that she was going to demolish the villa and build a bungalow
there she indeed revealed that she was flush with money, thereby giving a hint to Gaston that he
can get a fantastic bargain by selling that villa to her. She never showed patience and didn’t haggle
over the price of the villa which any purchaser would do. After all deals are fixed and amounts are
settled only after a good deal of bargaining. She also didn’t see whether the house was worth the
price she was paying. Lastly when she handed over the cheque, she didn’t even put his name on
it. Instead she advised Gaston to write his name on the cheque himself. Little did she know that a
unnamed cheque could by misused by anybody.
All these acts show us what damage impatience can cause in one’s life. It is necessary to be
patient in one’s dealings whether at school, home, office or anywhere else. The one who is
patient always has an advantage over the other person who has been impatient in his dealings.
Remember, patience always pays.
2. Gaston showed an excellent presence of mind by selling the villa (which he had not even
bought) to Mrs Al Smith for three hundred thousand francs. It was this quality in him which
make him realise that he could easily palm off that villa to her as she exhibited impatience
and desperation in buying it. She was wanting to get that villa and price was not a factor for
her. She also brandished the fact that she was a film star who wanted to demolish the villa and
build a bungalow so that she could be near Joinville, the French Hollywood centre. These hints
were sufficient evidence for Gaston that she was awash with money, desperate to get the villa
for her use and that she would buy the villa whatever be the price he may quote.
Another virtue which has been portrayed by Gaston was to strike hard when the opportunity
comes. Opportunities don’t come again and again. Only the one who senses the opportunity
and acts to grab it becomes victorious.
Gaston sensed the opportunity at the right moment and struck the deal instantly. So did he
later strike the deal with Juliette to buy the villa from her for two hundred thousand francs.
So it is necessary to have a presence of mind, alertness and the ability to strike hard when
the opportunity presents itself.
3. Tuesday, 23 October 20XX, 9.45 p.m.
Oh! What a day it was. Gaston and I went to see a small villa that was offered for sale by
Madame Juliette, the villa’s owner. Initially he was not interested in the villa at all. Then he
even made fun of Juliette and ridiculed her. When I was not satisfied with the smallness of the
villa and decided to leave that place he suddenly changed his stance. He started praising the
villa and readily bought the villa by handing Juliette a cheque for two hundred thousand francs.
He also convinced Juliette to part with her fond painting. Then he told me in the evening how
he had already sold that villa to a female American film star who had come there and was very
desperate to buy it as it suited her shooting location. He told me that he had made a cool profit
of one hundred francs by doing so. Oh what a disgusting, uncivilized, ungentlemanly thing
to sell a property which was not his, by backdating a cheque. He had exhibited his greed and
selfishness. I wish he did not betray the trust Juliette placed on us and the trust I had placed
on him. I thought that he would live up to his word by allowing my parents to stay in that villa.
Why did he do so when we had enough of everything? What if Juliette were to learn later on how
she had been hoodwinked by my trickster husband. Won’t we cut a sorry figure in the society in
which we move? Won’t we be criticized and shunned for his disgusting behaviour and cheating?
I wish Gaston had thought of the consequences before doing so. I wish he had been transparent
and open in his dealings. I wish he had exhibited truth and honesty in his dealings.
In sadness.
Enrichment activity
Dramatisation/Role-Play: Villa for Sale (Drama)
WORKSHEET–151
1. Classroom activity.
2. The play deals with the eternal theme of greed—a basic human instinct. It is portrayed in modern
setting and in modern times. It uses five characters only but only two are on the stage for longer
periods. Almost all the players have lived up to their roles. The helplessness of the houseowner,
craze for films and acting in the French town, the queer haste of American lady to buy a villa
and her reasons thereof—are all brought home clearly. It is Gaston, the cunning youngman, who
keeps us in good humour by his witty dialogue and wins our admiration. The roles, language
and dialogue are apt, concise and illustrative.
The dramatisation is beautifully organised. Entrances and exits are flawless. Props have been
used properly. The costumes are in full agreement with the status of person portrayed by the
character. Music highlights the ups and downs in the play.
I liked the ending of the play. It thrills and excites the spectators. What a clever but hilarious
ending!
3. front lawn big trees/plants facing the east near a river or sea-shore
having all modern amenities open space at the back of the house well ventilated
4. Juliette, the owner of a villa near Nogent-sur-Marne, wants to sell it as she is in need of money.
Moreover, she is not in favour of the house. Jeanne and Gaston, a couple visit her with the aim
of buying the villa. While Jeanne is enthusiastic about buying, Gaston detests the idea as he
does not want his in-laws in that house. Also he finds the asking price of 300 thousand francs
to be expensive. When Jeanne and Juliette go around the house, another customer walks in
and starts talking to Gaston taking him to be Juliette’s husband. Gaston strikes a deal with the
customer by which he is able to give 200 thousand francs to the owner and keep one hundred
thousand francs for himself.
Extended Reading Text

Subject assessment
the bishop’s candlesticks (drama)
WORKSHEET–152
1. (a) The person spoken about is Mere Gringoire, an old and bedridden woman.
(b) The tone of the speaker is full of anger and contempt.
(c) The speaker is critical of the person because she asks the Bishop to help her with money.
2. (a) It is a cold winter night. The clock has already struck eleven. Persome is worried and
upset because her brother the Bishop has not come back home yet. Moreover, he hasn’t
left any message.
(b) Yes, I think the Bishop was right in selling the saltcellars. He did so for a noble cause.
He helped a poor old woman pay her rent. If the Bishop had not done so, she would have
been ejected out of the cottage and left with no shelter.
(c) The Bishop returns home after eleven o’clock at night. It is a cold and windy night. Marie
has to go home now. The Bishop is a kind man. He wants to protect Marie from cold. So
he gives his comforter to Marie.
(d) The convict looks dangerous. He has a long knife in his hand. He is standing behind the
Bishop. His knife is ready to hit the Bishop. He glares at Persome like a wild beast. So
Persome is frightened.
3. The incident serves a very useful dramatic purpose. It highlights the Bishop’s goodness. He
is kind, helpful and self-sacrificing. Marie, the maid-servant tells Persome that the saltcellars
have been sold to pay the rent of an old lady, Mere Gringoire. Persome is shocked and angry.
The incident contrasts Persome and the Bishop. Persome is selfish; the Bishop is selfless.
She is attached to property; he lives for others. He believes in charity to others; for Persome
charity begins at home. The contrast helps to highlight the nobility of the kind and generous
Bishop.
WORKSHEET–153
1. 1. Persome does not complete the sentence because she was about to utter some derogatory
word about the Bishop.
2. Her intention is to condemn the Bishop’s act. She thinks that the old witched befooled him.
3. She is angry because the Bishop has sold the silver salt cellars to help a poor, old woman
pay her rent.
2. (a) Persome feels that people pretend to be sick to get sympathy from the Bishop and force
him to visit them, pray for them, comfort and console them and sit with them even on
dark chilly nights.
(b) The Bishop wanted to help Mere Gringoire. She was sick and old. She could not pay her
rent. The bailiff had threatened to turn her out. So she asked the Bishop for help. The
Bishop sold the silver saltcellars to raise money to help Mere Gringoire.
(c) The convict’s wife was ill. He was out of work and had no money to buy food or medicines
for her. Since there was no food in the house, he stole to buy her food. He was caught and
sent to prison.
(d) The Bishop tells a lie to save the convict. He tells the sergeant that the man is his friend
and he has himself given the candlesticks to the man. The sergeant shows disbelief. The
Bishop uses his authority and asks the sergeant to release the convict.
3. Persome, the Bishop’s sister, is short-tempered. She rebukes the maid. She is haughty, selfish
and abusive. She calls Marie a nincompoop, and Mere Gringoire an ‘old witch’. She seems an
unfeeling lady. She does not like it when the Bishop gives his comforter to Marie. She loves
her brother deeply and looks after him. She knows that her brother is innocent like a child.
She is worried when he stays out at night. She is attached to property and is pained at the
loss of costly articles, furniture and estate. She is timid and feels afraid of the convict. Being
materialistic she wants to inform the police when the candlesticks are stolen. However she
obeys the Bishop and remains silent. She serves food to the convict at the Bishop’s order.
WORKSHEET–154
1. (a) The attitude of the speaker is threatening.

(b) The intention of the speaker is to get some food.
(c) The speaker’s opinion about himself is that he can not be befooled easily.
2. (a) The Bishop is kind and sympathetic to the poor and miserable people. He is generous and
innocent to a fault. He is deceived easily by a vagabond or an old woman. He is filled with
pity at the suffering in the world.
(b) The silver candlesticks of the Bishop are now the only valuable item left in the house.
Persome remarks that some day the Bishop would sell them to pay somebody’s rent. The
Bishop appreciates Persome’s concern for the poor and begins to talk about the candlesticks.
(c) These candlesticks were a gift from his mother. She was on her death-bed. It was a parting
gift and served as a token of her memory. They had a sentimental value and hence they
were very dear to the Bishop.
(d) The convict was treated very badly. He was chained up like a wild animal. He was lashed
like a hound. He was fed with filth. He slept on boards. When he complained he was
lashed again.
3. It is about midnight. The Bishop, who is alone in his room, sits down to read. Just then a
convict enters stealthily. He has a long knife in his hand. He seizes the Bishop from behind
and threatens to kill him if he calls out. The Bishop remains calm and asks the man if he
can help him. The convict demands food for he hasn’t eaten anything for three days. The kind
Bishop takes pity on him and says that he will ask his sister for the keys of the cupboard.
Then he will give him food. He gets up to call Persome. The convict stands behind the Bishop
with his knife ready. Persome gives him the keys of the cupboard. The Bishop serves the
convict bread, cold pie and a bottle of wine.
WORKSHEET–155
1. (a) Mere Gringoire sent little Jean to the Bishop.

(b) She wanted some help because the bailiff threatened to turn her out if she did not pay
the rent.
(c) The Bishop arranged to fulfill her needs by selling his silver saltcellars.
2. (a) Only a foolish bird is caught with chaff. It fails to see the difference between grain and
chaff. The convict tells the Bishop that he sees through his trick. He will call his sister,
then arouse the whole household and get him arrested. He will not be deceived by this
foolish trick.
(b) The convict calls the prison as ‘hell’ because he has suffered in it much more than in hell.
He has been beaten mercilessly. He has been chained up like a wild beast and lashed
like a hound. He has lost his identity and soul. His name has been taken away and he
has been given a number, 15729.
(c) No, I don’t think the punishment given to the convict was at all justified. His crime was a
minor one. On the other hand, the punishment was too harsh and not at all proportionate
to the ‘enormity’ of the offence.
(d) The convict is eager to reach Paris because he will be lost there in the crowd of the big
city. He will not be identified or caught by the police again. He can begin a new life with
the money obtained by selling the candlesticks.
3. ‘The Bishop’s Candlesticks’ is a very popular play based on the theme that love and kindness
can change a man rather than violence. The play is about a convict holding a knife, who
breaks into the Bishop’s house. The Bishop treats him with love, sympathy and kindness.
The Bishop gives him food to eat, prepares his bed to sleep comfortably. The Bishop hears
his story of suffering. But unfortunately the convict or the beast, steals his silver candlesticks
and runs away.
He is captured and brought back. He expects to go back to jail, but the Bishop again rewards
him by informing the police that they are a gift. The Bishop calls him ‘his friend’ and tells a lie
to save him from being sent to prison again. He forgives him and gives him the candlesticks
to start a life-renew.
The convict is touched. He says... “but somehow I–I–know you’re good, ...” He realizes his
mistake in the end and decides to start a new life and asks the Bishop to bless him. Thus,
love and kindness has changed him into a reformed man, a beast to a man again. He learns
from the Bishop the lessons of love, kindness, generosity, help, truth and above all sympathy.
The act of the Bishop reforms the convict to a belief in the spirit of God that dwells in the
heart of every human being.
WORKSHEET–156
1. (a) The qualities of genority, selflessness and kind heartedness are highlighted.
(b) The speaker is the Bishop. He is caring, forgiving and kind.
(c) He feels sad at other’s suffering and pair.
2. (a) The inhuman treatment meted out to the convict in the prison has changed him into a
beast. He has lost all faith in goodness, charity and humanity. He has no hope or faith. He
has lost his soul and finer feelings. He is no longer a human being but merely a number.
(b) The Bishop serves the convict nicely. He offers him food and a bed to sleep on. Initially,
the convict hesitates when he thinks of the kind treatment given by Bishop. But his basic
nature comes to the fore. He is tempted to steal the candlesticks as he feels that these
would help him to start life in a new manner.
(c) The Bishop had heard how the convict had suffered in the hell i.e. the prison. He has
seen how the harsh treatment has transformed him into a hardened criminal—a beast.
He does not want the criminal to be sent back to Hell again. So he does not inform the
police of the theft of the candlesticks.
(d) The Bishop treats the convict with love, sympathy and kindness. He offers him food. He
listens to his story of suffering. He feels pity for him. He saves him from being sent to
prison again. In the end, he gives him the candlesticks to start a new life. The convict’s
heart is touched. The Bishop’s goodness makes him a man again.
3. Jean Valjean Reformatory
Paris
18 March 20XX
Respected Father
You must be amazed to receive this letter from an ex-convict. I still remember the cold winter
night when I entered your studyroom with a long knife in my hand and demanded food like
a hungry beast. Your nobility, divine forgiveness and sympathy awakened my lost soul and
when I left you, I was a completely transformed person. The meeting with you has proved a
turning point in my life. I have sold the candlesticks and started a reformatory for ex-convicts.
I have put all the money I earned from business to run this reformatory.
I know from my experience that an ex-convict has to face many problems in getting food,
shelter and employment. He can’t even dream of getting social acceptability. I have started
many trades in the reformatory so that ex-convicts could start with dignity by doing some
useful work and earning money by honest means. I’ll always remember your practical example
and practise the various human virtues like mercy, pity, sympathy, fellow feeling, cooperation
and tolerance. We have also arranged sermons by religious/ great men on weekends.
Recitals from scriptures are held regularly.
We would be grateful to you if you could honour us with your visit on the reformatory’s annual
function on 15 May 20XX and bless the inmates. I always seek your blessings.
With abiding gratitude
Yours sincerely
Jean Valjean
WORKSHEET–157
I. 1. First Option
The play deals with crime and punishment. The aim of punishment should be reformative.
The wrongdoer should be made to realize his guilt and purge him of his evil tendencies.
It should make the criminal a law-abiding citizen. The harsh treatment in prison turned
the convict into a nameless, feelingless, hard-hearted beast who is ready to steal and kill.
The Bishop’s goodness softens him a little. Love and sympathy transform the wild beast
into a man again. Touched by the kindness of the Bishop, he sobs and seeks his blessings.
Thus the play gives the idea that kindness, love and sympathy are far more effective than
punishment.
Second Option
Respected Principal, teachers and dear friends!
I stand before you to speak against the motion that ‘Criminals are wicked and deserve
punishment’. Let us have a brief glimpse of the convict’s life, who is presented as a
hardened criminal. He is not a born criminal. It is the circumstances that make him a
criminal. He is a product of the society he lived in, both in terms of the suffering that led
him to stealing a loaf of bread, and the excessive sentence he received as punishment for
his crime. He went into prison for stealing money to buy food for his wife. He served the
best part of his life in prison. When he left it, he was filled with despair, hopelessness,
bitterness and anger at the injustice of his treatment. He had also become accustomed to
doing whatever was necessary to survive and had little thought of dignity and principle.
We should hate the crime and not the criminals. We should analyse the causes which
turn gentlemen into criminals and find ways and means to restore their confidence in law
and other institutions. Various avenues for reformation may be used. Love, pity, mercy,
pardon etc. can change the heart of even a hardcore criminal. Remember: Taking one’s
life is unpardonable as one can’t give back the other his life.
2. That the Bishop is a kind hearted man is revealed through these lines. He was inclined
to go to any extent to help the needy people. He is of the opinion that this world is full of
sufferings and one must gear oneself to alleviate the conditions of the poor people. One
has to sacrifice all the comforts to bring smile on the faces of the needy people. He was
devoted to the cause of the almighty and could go to any extent to serve the lord. His
approach to life is a humane one.
3. ‘The Bishop’s Candlesticks’ is a very popular play based on the theme that love and
kindness can change a man rather than violence. The play is about a convict holding a
knife who breaks into the Bishop’s house. The Bishop treats him with love, sympathy and
kindness. The Bishop gives him food to eat, prepares his bed to sleep comfortably. The
Bishop hears his story of suffering. But unfortunately the convict or the beast, steals his
silver candlesticks and runs away.
He is captured and brought back. He expects to go back to jail, but the Bishop again
rewards him by informing the police that they are a gift. The Bishop calls him ‘his friend’
and tells a lie to save him from being sent to prison again. He forgives him and gives him
the candlesticks to start a life-renew.
The convict is touched. He says...“but somehow I-I-know you’re good,...” He realizes his
mistake in the end and decides to start a new life and asks the Bishop to bless him. Thus,
love and kindness has changed him into a reformed man, a beast to a man again. He
learns from the Bishop the lessons of love, kindness, generosity, help, truth and above all
sympathy. The act of the Bishop reforms the convict to a belief in the spirit of God that
dwells in the heart of every human being.
Enrichment activity
Interview, Dramatisation: The Bishop’s ... (Drama)
WORKSHEET–158
1. bishop’s candlesticks staged

Nelson Mandela Public School staged the famous play ‘Bishop’s Candlesticks’ this weekend. It
was produced and directed by the students of secondary classes. Of course, they sought the
guidance and advice of their teachers. The teamwork was fine. The play looked well-rehearsed.
The actors seemed to live the part of the character they were assigned. With minimum props
and accessories it was action that filled the stage. Loud and bold actions, broad gestures and
voice modulation presented the various emotions and shades of the characters. The contrast
between the polished language used by the Bishop and the rough and threatening tone of the
convict highlighted their inherent goodness and evil. Persome’s possessiveness and Marie’s
timidness were superbly presented.
2. One sample interview is given below:
Shobhit : Why did you rebuke the maid servant, mom?
Mother : What else could I do? She picked my watch from the dressing table.
Shobhit : How did you come to know that?
Mother : I had to call my friend at 11.30. I looked at my wrist. The watch was not there.
I searched it everywhere. I enquired from Champa, the maid servant. She turned
pale. I asked her to return it.
Shobhit : Did she hand it over to you?
Mother : Yes. But she did so, only when I threatened to ring up the police.
Shobhit : What would you do now?
Mother : I’ll not forgive her at once. I’ll keep an eye on her. I’ll retain her only if she shows
improvement and reforms herself.
Shobhit : I agree. Let us give her one chance.
3. Develop the following value points:
 Criminals are hardened beasts having no mercy.
 They are past redemption whatever opportunities of reformation they are provided.
 They have little thought of dignity and principle.
 They deserve severest punishment so that others may not commit such heinous crimes.
 The severest physical punishment given to criminals in Gulf countries supports this view.
SUBJECT ASSESSMENT
GULLIVER’S TRAVELS
WORKSHEET–159
1. When Gulliver landed on the shore he was so tired that he could not discover any sign of houses
or inhabitants there and fell asleep. When he woke up, he found himself tied to the ground.
He could see nothing except the sky. He relised that he had been held prisoner by several tiny
people who were roaming on his legs and chest. Gulliver freed his left arm and then loosened
the string that tied down his hair. He was fired with arrows when he attempted to seize them.
He then realized that the best thing to do was to calm down whereupon the inhabitants of the
land realized that he was quiet and they stopped showering arrows. Gulliver was provided food
and drink by the inhabitants before he was taken to the city.
2. Gulliver was taken to the city gate by an engine which was a frame of wood raised three inches
from the ground, about seven feet long and four feet wide. This enpine moved on twenty two
wheels. Gulliver was put on this machine by an army of 500 workmen with the help of ropes
and pullies. When Gulliver was put on the vehicle, he was tied securely on all sides. While all
this operation was going on, Gulliver was in profound sleep. Fifteen hundred of the emperor’s
largest horses were deployed to carry the stage towards the metropolis. Gulliver was put in an
ancient temple as a prisoner chained by eleven chains and thirty-six pedlocks.
WORKSHEET–160
1. When Gulliver first saw the king of Lilliput, he found him (the king) to be taller than most of
his Courtiers. His features were strong and masculine; his countenance erect and his manners
majestic. His dress was very plain and simple and had a light helmet of gold on his head
adorned with jewels. His voice was very shrill but very clear and articulate. The king has made
arrangements for the captivity of Gulliver but he was very kind to provide very convenience to
Gulliver. Gulliver was provided with an army of six hundred persons to look after his needs.
Three hundred tailors were deployed to make suit for Gulliver. Six of his majesty’s greatest
scholars, were employed to instruct the language of the Lilliputians.
2. The two dangers that the kingdom of Lilliput faced were—the violent faction at the court and the
danger of an invasion by a most potent enemy from abroad. The first danger was the struggle
of two parties—Tramecksan and slamecksan—from the high heels and low heels of their shoes.
Also there were the Big–Endians and the small-Endians–as to whether the egg was to be broken
from which end. The animosity between them had separated the two and they disliked the
company of other faction. The invasion is expected to be from the kingdom of Blefuscu.
WORKSHEET–161
1. While Gulliver was in the prison, the king and councils held many lengthy discussions about
his fate. The court was under many difficulties such as his diet would be very expensive which
might cause famine. Some wanted to keep him starved, some wanted to shoot him with poisoned
arrows. But such a large carcass would cause plague in the city. Circumstances turned favourable
to Gulliver when he treated six criminals very politely. This impressed the king and the council
and they decided to feed Gulliver and ordered the neighbourhood villages to provide meals to
Gulliver. Thus Gulliver gained favour of his majesty and council of ministers.
2. The fate of Gulliver was debated in the Royal Council in detail. There was the apprehension
that feeding the mountain man would cause miseries to the people of Lilliput as famine might
break out. The cost of feeding Gulliver was enormous for Lilliput exchequer. Some opined that
Gulliver should be killed but it soon dawned on the council that such an action would cause
plague to spread as his carcass would not be easily decomposed.
WORKSHEET–162
1. The emperor employed many diversions of the court of Lilliput. The diversion was practised
by those who missed to gain a post in the ministry. When a great office got vacant, five or six
candidates petitioned the emperor to entertain his majesty and the court with a dance on the
rope. Whoever jumped the highest, succeeded in the office. Another diversion was the silken
threads of different colours—blue, red, and green. In this diversion the king holds a stick in his
hand and candidates advance—backward or forward—according to the movement of the stick.
Whoever performed with most agility was awarded blue coloured silk, the red given to next and
green given to the third. Once the king requested Gulliver to stand erect with both legs apart
and the whole army went past under him. This is really funny to watch.
2. The conditions under which Gulliver was granted libety were:
(a) The man-mountain was not to depart without a licence under the seal.
(b) He should not tread the city streets without permission and that too after inhabitants
were forewarned.
(c) The man-mountain would confine his walks to principal high roads and not loiter in
meadow or field of corn.
(d) Man-mountain was required to take utmost care not to trample upon the bodies of the
loving subjects.
(e) Man-mountain was required to keep messeanger and horse and return them every week.
(f) Man-mountain to be an ally against the enemies of the empire.
(g) Man-mountain to assist workmen in civil walk.
(h) Main-mountain was to get a daily allowance of meat and drink equal to the diet of 1724
Lilliputians for his service.
WORKSHEET–163
1. When Gulliver saw ships of the enemy country, he informed the emperor that he would seize the
enemy’s whole fleet of ships. He consulted the most experienced seamen about the depth of the channel
which came out to be about six feet. He odered a great quantity of cable and bars of iron. With the
help of cable and bars he prepared the hooks to be fastened to the ships. He waded through the sea
and fixed the hooks to the ships. He then cut the cables that fastened the fleet with the anchors and
pulled all the ships to the shore. Gulliver puts on the spectacles to proteet the eyes from the arrows
of the enemy. Thus Gulliver succeeded in preventing an invasion on Lilliput.
2. The king of Brobdingnag was a learned man. He had been educated in the study of philosophy
and mathematics. He felt that the story given by Gulliver was only a figment of his imagination.
He doubted Gulliver’s nurse and her father. The emperor probed the farmer, his daughter and
Gulliver before coming to any conclusion. He took great pleasure in conversing with Gulliver.
He made very wise reflections and observations on men and matters. The king had very bad
opinion of England and its institutions and practices. In his opinion people of Gulliver’s country
suffered from hypocrisy, cruelty, rage, madness, anger and lust. He abhored violence and war.
The king did not believe that the art of government could be learnt by reading hundreds of
books. The principles of common sense, reason, justice and lineancy could be better guidelines
for running a good government.
WORKSHEET–164
1. Lilliputians were of the view that parents should not be entrusted with the care and education
of their offsprings whose sole purpose was to bring them into this world. There were public
nurseries in every town and parents were expected to leave their children there. In these
nurseries children were reared and educated till they were at the age of twenty moons. These
schools were of different kinds suited to different qualities and to both sexes. The nurseries of
males of noble birth were provided with learned professors. The clothes and food were plain and
simple. They were brought up according to the principles of honour, Justice, courage, modesty,
clemency, religion and love. The parents were allowed to see them twice a year.
2. When Gulliver was informed by Reldresal, a friend of his, that the court of the Emperor of Lilliput
had framed charges against him and they were planning to blind him, Gulliver first of all thought
of destroying Lilliput. But after some thought he resolved to leave Blefuscu without making any
fuss. He had already taken the verbal permission of emperor of Lilliput to visit Blefuscu. So,
he wrote a letter to his friend Reldresal informing him of his intention to see Blefuscu. Without
waiting for the answer, Gulliver crossed over to the side of Blefuscu. Gulliver was received by
the people who were expecting him. They took him to the king of Blefuscu. King of Blefuscu
along with the courtiers and empress and ladies welcomed Gulliver to the land of Blefuscu.
WORKSHEET–165
1. When Gulliver was loitering on the north-east coast of Blefuscu, he saw an overturned boat in
the sea. He immediately went to the king of Blefuscu to get help of some seamen to bring the
boat to the shore. With the help of seamen Gulliver was able to bring the boat. With the help
of five hundred workmen Gulliver made two sails for the boat. His Majesty’s ship- carpenters
put up oars and masts of the ship. In one month’s time Gulliver was ready to set sail. The king
of Blefuscu presented Gulliver with fifty purses of two hundred spurgs, a picture of his at full
length. Loading the boat with enough food and drink, Gulliver parted with the king and the
queen of Blefuscu.
2. When one night Gulliver was woken up with loud cries of many hundred people, he was told
to rush to the palace at once where a fire had broken out in her Majesty’s apartment. Several
people were engaged in putting water on to the fire. But water was at a distance and the buckets
were too small to fetch enough water. Gulliver could easily put out the fire by his coat but he
had left it in the room. Suddenly, he thought to put out fire by urinating on it. He discharged
his urine and within few minutes succeeded in putting out the fire.
WORKSHEET–166
1. Lemuel Gulliver is the most important character in Swift’s ‘Gulliver’s Travels’. He is also a keen
observer and recorder of events, lands, people and their practices. No doubt, he is a fictitious
character invented by Swift. But he impresses us as a detached and impartial observer and
critic of mankind.
The voyages with the rough and stormy seas, the attack of sea-pirates or the fantastic
locations of islands — everything finds a faithful record in Gulliver’s accounts. Gulliver is
also a sharp critic of the political, social, cultural and religious institutions and practices of
his own country.
Gulliver serves as a mouthpiece of Swift. Gulliver’s comments, conclusions, moralization or
condemnation are Swift’s. Of course, they are veiled.
Gulliver gives his biographical details about his birth, marriage, education and profession.
He is the third son of a small landowner in Nottinghamshire. He is educated in Cambridge
and studied medicine. He is married to Mary who brings a good dowry to him. All these
biographical details make us believe that Gulliver’s character is not a fictitious but a real
character of flesh and blood.
Whether in Lilliput or in Laputa ; Brobdingnag or the land of the Houyhnhnms, Gulliver
observes everything with great care and impartiality. In first three parts of the book, he keeps
our interest alive through humorous episodes and amusing and entertaining descriptions. In
part IV, Gulliver as a mouthpiece of Swift goes very caustic in identifying men of his country
with the Yahoos. Here, Gulliver acts like a moral judge. The portrayal of Pedro de Mendez’s
character shows that Gulliver (or even Swift) was not a hater of mankind.
2. Skyresh Bologlam was an influential man in the cabinet of Lilliput. He was jealous of Gulliver.
Though the king and majority of the cabinet was in favour of Gulliver’s liberty he opposed it
and prepared articles and conditions of Gulliver’s release. These articles put some restrictions
on Gulliver. Gulliver had to accept those conditions in order to get liberty. By these conditions
Gulliver had to accept the sovereignty of the king by becoming a loyal servant of the king.
By the description of it, Skyresh Bologlam seems to be an arrogant person always ready to
harm Gulliver by all means.
WORKSHEET–167
1. Gulliver visited the Grand Academy of Lagado situated in a series of houses on both sides of
a street. There were about five hundred rooms in which scientists were working on several
projects. Gulliver met an unkempt scientist who had been working on extracting sunbeams
from cucumber for eight years. He was yet to succeed in this strange experiment. There was
a room in which an architect was working on designing a fantastic way of constructing a
house-beginning at the roof and working downwards just as the bee and spider do. Then there
was a silk maker and a physician who were working on equally strange projects. There was
a mathematician who wrote the preposition and demonstration on a thin wafer and made his
students swallow it.
Such experiments were beyond human comprehension, but quite plausible if we compare them
with those going on in our own laboratories. The scientists working on building colonies on
the Mars or on resurrecting extinct animals like dinosaurs or mammoths seem to be equally
absurd and incomprehensible. But looking in the retrospect, many absurd-seeming ideas and
theories had come to be true.
2. The flying Island of Laputa was circular in shape. Its diameter was about four miles and a
half and it was three hundred yards thick. This island was governed by a huge loadstone or
magnet. The loadstone was held in position by a very strong axle passing through its middle.
The flying Island could be made to rise and fall or move from one place to another through
some adjustments of the loadstone. But the island could not move beyond the extent of the
dominion of the king and could not rise up for more than 4 miles.
WORKSHEET–168
1. The Governor of Glubbdubdrib was the most fascinating character in the whole kingdom.
The word Glubbdubdrib means the island of magicians. All the members of the tribe were
magicians. The governor must know the magic of summoning anyone from the king of the
dead and command their services for 24 hours. Gulliver met the governor at his castle and
told him about his various voyages and adventures. At the dinner table a number of ghosts
served the meals. The Governor asked Gulliver whether he wished to talk to any dead person.
Gulliver met several dead persons such as Alexander the great, Hannibal, Caesar, Pompey,
Brutus and several other ancient personalities.
2. Luggnaggians were polite and generous people and they too had their share of pride like
all eastern countries. They were very courteous to foreigners. Gulliver came across a person
who asked him whether he had seen any of their Struldbrugs or immortals. He informed
Gulliver that Struldbrugs were born as a matter of chance and were not peculiar to any
family. Gulliver’s first reaction was that of elation and excitement. Soon Gulliver learnt that
his views regarding the life of a Struldbrug were far from reality. These Struldbrugs were
not immune to the effects of ageing and infirmities of life. With time they lost their health,
memory, hair, teeth and could not enjoy life. They only lamented that they could not get
eternal rest like other mortals.
WORKSHEET–169
1. The physical evidence that proved that one was a Struldbrug was that sometimes a child
was born in a family with a red circular spot in the forehead, directly over the left eyebrow
which showed that it would never die. In course of time that spot grew larger and changed
its colour. At the age of twelve its colour changed to green, at twenty five it turned into a
deep blue; at 45 it grew coal black. These births were rare. The children of Struldbrugs were
as mortals as other people.
2. Swift’s exposure of human unreason becomes extremely cruel. The satire in this part takes the
form of denunciation and invective. Human beings are here degraded by being represented as
Yahoos who are unteachable brutes, cunning, gluttonous, and disposed to great mischief. The
contrast between the Yahoos and the Houyhnhnms makes the readers develop aversion for the
Yahoos. Gulliver indulges in large-scale and sweeping condemnation of his countrymen or the
human race. Swift speaks through Gulliver when Gulliver launches an attack upon lawyers,
judges, physicians and ministers of state. The economic exploitation, where Gulliver launches
an attack upon lawyers, judges, physicians and minister of state is another proof of irrationality
of man. It is very apt when Gulliver’s master says that, instead of reason, human beings are
possessed of some quality fitted to increase their natural vices.
WORKSHEET–170
1. When Sorel Nag offered Gulliver a root and a piece of ass’s flesh Gulliver turned down
them. The master horse asked Gulliver what he would take as food. While they were thus
engaged, Gulliver chanced to see a cow passing by. Gulliver pointed to her and expressed
his desire to milk her. The mare-servant took Gulliver to a room where milk lay in wooden
and earthen vessels. Gulliver drank it. Gulliver asked the master horse to provide him oats.
Gulliver made bread with oats by heating it on fire and rubbing it till the husk came off.
He ground and beat them between two stones, made them into a paste or cake and toasted
it on fire and ate it warm with milk.
Sometimes Gulliver caught a rabbit or a bird for his food. He gathered herbs which he
boiled and ate as salad with bread. He also made butter and drank whey to survive there.
2. The chief Houyhnhnm was a kind hearted animal who provided food and shelter to Gulliver.
He even assisted Gulliver to learn their language along with his children and servants of
the house. Chief Houyhnhnm was very curious to know about Gulliver and the country
he belonged to. On many occasions he was bewildered to know about the social, political,
administrative life of the people of Gulliver’s country. He despised war, intrigue etc. as a
means of ruling. To him, the best method was love and compassion among fellow beings.
WORKSHEET–171
1. Gulliver was expelled from the country of Houyhnhnms because he was regarded by them
as an Yahoo, and being a member of the race of Yahoos he should not be allowed to live
in the company of Houyhnhnms for ever. To Gulliver it came as a shock and he considered
death better than the expulsion. Gulliver was impressed by the lives of Houyhnhnms, their
honesty and compassion for the fellow beings and therefore he did not want to go among
his fellow human beings and his family.
2. Gulliver seems to be highly impressed by the virtues and noble qualities of the Houyhnhnms.
They had no place for falsehood, concealment and deception. They were lovers of truth. To him
Houyhnhnms represented ‘perfection in nature’. On the other hand Yahoos shared all the vices
of the human beings. Houyhnhnms represented the perfection whereas Yahoos represented the
degeneration in nature.
The Houyhnhnms were endowed with a general disposition to all virtues. The supremacy of
reason was acknowledged. Friendship and benevolence were the two principal virtues among the
Houyhnhnms. Hard work, tolerance and cleanliness was emphasised in the upbringing of the
race. Gulliver was fascinated by the qualities of Houyhnhnms and did not want to leave them.
WORKSHEET–172
1. When Gulliver reached Lagado, the capital of Balnibarbi he met a person named Munodi for
whom he had brought a letter of recommendation from Laputa. Munodi had been governor
of Lagado for some years but was removed for insufficiency. Munodi informed Gulliver
about several futile schemes which were launched by a group of experts who had visited
Laputa. Some such schemes were: extraction of sunbeam out of cucumbers; conversion of
human excrement to its original food; making houses which began at the roof and working
downwards to the foundation; obtaining silk from the webs of spiders. Gulliver found that
all those schemes were unachievable. Such projects were bound to fail.
2. The word Glubbdubdrib means a land of magicians. The head of the tribe and its members
were all magicians, the governor of Glubbdubdrib could command the services of those whom
he summoned. These dead men could serve him for 24 hours. The governor asked Gulliver
if he wished to meet any dead person. Gulliver wished to meet Alexander the Great and
governor summoned Alexander the Great with the movement of his hand. Gulliver then
met many great men of the past such as Hannibal, Brutus, Socrates, Cato and Sir Thomas
More. Gulliver thus spent five days in conversing with the ghosts of the dead. He also met
many Roman emperors and Aristotle and Homer.
Three men in a boat
WORKSHEET–173
1. The narrator portrays Harris as a man of no emotions. He is not in the habit of crying. He also
does not know why it is so. He is also a jolly man. He is always after some sort of drink in the
offering. When everybody is worried he simply comes out with a solution. The author is of the
opnion that Harris always does know about a place round the corner where you can get something
brilliant in the drinking line. Harris is an easy going person who cares little about other things.
2. Montmorency did not enjoy solitude. He liked noise and to participate in action. There was
no adventure for him in the boat. Montmorency looked like an angel. His looks were as if he
thought that this world was wicked and he could make it better and nobler. His innocent pious
expressions could bring tears in the eyes of old ladies and gentlemen. The author thought he
would not live long. He would soon be snatched away to heaven in a charot. He looked very
frail. The author had to change his option about Montmorency when he killed a dozen chicken,
fought with other dogs in the street and killed a cat belonging to an angry women.
WORKSHEET–174
1. When George suggested that we should take only such things that we can’t do without, the
narrator appreciates him. He suggests that the boat of life should be light, packed with only
what you need—a homely home and simple pleasures, one or two friends, someone to love you, a
cat, a dog and a pipe or two, enough to eat and enough to wear and a little more than enough to
drink for thirst is a dangerous thing. This would enable the boat easier to pull. So only essential
things were packed–such as a rug (each), a lamp, some soap, a brush and comb, a toothbrush
(each), a basin, some toothpowder, some shaving tackle and a couple of big towels for bathing.
2. The Author tried to pack things himself and when he was about to finish the job Harris asked
whether he had packed the boots. The writer had to open the bag. Then he had a horrible thought
that he hadn’t packed his toothbrush. The bag had to be emptied again to check it. Toothbrush
was not found. Ultimately toothbrush was found in a boot. When he had packed, George asked
whether the soup was in. George’s and Harri’s contribution was to begin with breaking things.
They started with breaking a cup. Then Harris packed the strawberry jam on top of a tomato
and squashed it. George, then, trod on butter. They packed pies on the bottom and heavy things
on them. The butter was found on Harris’ back. Every one seems to be better than the other but
it was not so.
WORKSHEET–175
1. While the author was smoking leaning against a low stone wall that guarded a little village
church and enjoying the serene beauty there, an old man approached him. The old man was the
watchman of the churchyard. The old man was carrying a bunch of keys and he thought that
the author was interested in seeing the tombs. When the old man excused the author for coming
late, the author scolded him by saying that he was not interested in seeing the tombs. When the
old Sexton found that the author was not interested in seeing the tombs, he was shocked. He
could not imagine that a person near the churchyard was not interested in seeing the tombs in
the churchyard.
2. When the narrator and Harris were having lunch at Kempton Park, a gentleman in shirt-sleeves
and a short pipe came along and wanted to know if they were trespassing. The author told
him that they did not consider the matter but assured him that if they were trespassing, they
would believe it. Harry even offered the man bread and jam when he did not go away. The real
purpose of the man was to get some money from them. To author, the man seemed to be some
sort of ruffian who cheated people in this manner. These men are sometimes employed by the
proprietor of these places to earn some money.
WORKSHEET–176
1. Jerome K. Jerome is the main character of his classical comic novel ‘Three Men in a Boat’. He
is the narrator and the novel is a ‘first person’ description of the river journey from Kingston
to Oxford. Like both of his real life-friends Harris and George, Jerome is also a hypochondriac
who is all the time concerned with his health.
Jerome is not a vocal and boisterous character like his other life-friends, Harris and George.
He rarely takes any initiative but slowly and silently he makes his presence felt in all the
decisions and operations that are associated with the river journey. Jerome has a long
association with the Thames.
The narrator doesn’t forget to laugh at himself too. On many occasions he contradicts himself.
On one hand he says that he takes a great pride in his work. But in the same breath he
complains that it always seems to him that he is doing more work than he should do.
The narrator has an eye for beauty and romance. His description of the river and the villages
and towns on it is graphic and fascinating. He displays a deep knowledge about the social
practices, culture, history, costumes, food, drinks that the people and places of the Thames’s
region are associated with.
2. The author is of the view that it is only when our stomach is full our body and mind does the
business quite well. We can not work, we can not think unless our stomach is full. He says that
after eggs and bacon, it says ‘work!’. After beefsteak and porter it says ‘sleep!’ After a cup of tea, it
says to the brain ‘Now, rise, and show your strength...’ He says, we are the veriest, sorriest slaves
of our stomach.’ When your stomach is full, you tend to be a good citizen, a loving husband and a
tender father—a noble, pious man. The author aptly remarks that we can even forget the follies
of others when our stomach is full.
WORKSHEET–177
1. When the author could not sleep in the boat at night, he observed some strange facts about
night. It was a glorious night and the moon had sunk and left the quiet earth alone with the
stars. While we slept, like her children, the stars were talking to her (night) in mysterious
voices which we are unable to decipher. They awe us, these strange stars, so cold so clear. We
as children know not how to react to the situation.
Night seems so comfortable and full of strength. In its great presence our small sorrows creep
away. The day is full of fret and care and world seems to be so hard and wrong to us. Then Night,
like some great loving mother, gently lays her hand upon our head and smiles. We on our part
get solace in her presence and all our sufferings are gone.
2. The two youngmen fooled the party guests by inviting Herr Slossenn Boschen to sing. Herr
sang it in German. Nobody in the party knew German. The two youngmen deliberately told the
author and other guests that the song of Herr Slossenn will amuse them. But professor sang a
sad song in German. The guests at the party followed the young men by roaring and tittering.
When they did so German professor was not happy because guests at the party annoyed him
very much. It appeared that the song was not a comic one at all. By the time all realised that
they had been befooled by the two youngmen, they (two men) had disappeared from the party.
The party ended on a sad note.
WORKSHEET–178
1. When the author was rowing with his cousin from Goring, it was late and they planned to reach
Cleeve by the night fall. In between Goring and Cleeve was Wallingford lock, as the map showed.
They were rowing down–the river pretty fast but could not reach Wallingford lock. As time went
on and no sight of the lock at the expected place, they thought that they had lost their way.
The author got puzzled as to the location of the lock. The river seemed more and more gloomy
and mysterious under the gathering shadow of night. By chance, some other people emerged
on another boat. The author asked about the Wallingford lock. They told him that it had been
closed down a year ago. They had just neared Cleeve. The author thanked them and he and his
cousin got home for supper in time.
2. The narrator portrays Harris as a man of no emotions. He is not in the habit of crying. He
also does not know why it is so. He is also a jolly man. He is always after some sort of drink in
the offering. When everybody is worried he simply comes out with a solution. The author is of
the opinion that Harris always does know about a place round the corner where you can get
something brilliant in the drinking line. Harris is an easy going person who cares little about
other things.
WORKSHEET–179
1. The three friends– Harris, George and the narrator (author) – decided to go for a swim in
the river in the morning. When morning came it was very cold. No one could dare to go for
a swim. The narrator was also unwilling but somehow he went to the river. He tried to have
a dip into the water by holding on to a branch of a tree that dipped down into the water. He
wanted to show that he was not timid. But the branch gave way and the narrator fell into
the water which was very cold.
He came out and put up a brave face. He told his friends that he enjoyed the swim and
wanted them to have a dip into the water. But no one was ready to take a chance. They let
him become a hero if he so wished. Later, he put his shirt in a hurry and somehow put it
into the water. George laughed at it.
The narrator lost his cool but then he realized that it was not his but George’s shirt. When
he pointed it to George, George got furious. The narrator could not help laughing.
2. Harris boasted of his culinary achievements so much that it was decided that he would prepare
scrambled eggs for breakfast. People who had once tasted his scrambled eggs would never
care for any other food afterwards. Harris’ description watered the mouths of George and
Jerome. They provided Harris the frying pan and all the eggs that were left which were not
smashed. Harris on his part struggled to break the eggs into the frying pan. At last he was
able to put some half a dozen eggs into the frying pan. To George and Jerome it seemed to be
a harassing job. Whenever Harris went near the pan, he burnt himself. Then he would drop
everything and dance about the stove. George and Jerome thought that it was a ‘necessary
part of the culinary arrangements’.
The result was a failure. What left of the scrambled eggs was a teaspoonful of burnt and
unappetizing looking mess. They decided not to attempt it again till they had the right
housekeeping aids with them.
WORKSHEET–180
1. The three friends reached Datchet at 10 o’clock at night and wanted to go to bed immediately.
They searched for the hotels and inns there. They left a pretty hotel only because there was
no honeysuckle about it. They decided to go further to find another hotel. At the second hotel,
which had the honeysuckle, Harris did not like the look of a man who was leaning against
the door. When they were searching for another hotel, somebody informed them that there
were only two hotels in Datchet. Finally, they went to the first hotel but could not get room
as it was already full. The second hotel too was full of guests/travellers. They had to go to
several places to find accommodation but to no avail. When their search could not bear fruit a
small boy suggested his own house for them to take rest. The boy’s mother provided them hot
bacon for supper and tea. Thus after much trouble they could find place to stay at Datchet.
They finally decided not to fuss over hotel in Datchet in future.
2. The narrator gets thrilling sensation in sailing because it comes as near to flying as man has
got to yet. The wings of rushing wings seem to bear one onwards. You become a part of the
nature. Your heart throb against hers! Her glorious arms stretch around you. It rises you up
against her heart. Your spirit gets one with hers; your limbs go light! The voices of air sing
to you. Earth seems to be away and clouds seem so close to you above your head.
WORKSHEET–181
1. The Cistercian monks that existed in thirteenth century wore no clothes but rough tunics and
cowls. They did not eat flesh, fish or eggs. They lied upon straw and they rose at midnight
to mass. They spent their day in labour, reading and prayer and they did not speak. They
listened to the voices of nature and waited for a voice from heaven.
2. While the narrator loved cats, Montmorency did not. Montmorency would pounce upon a cat
the moment he saw it. The author did not blame Montmorency as it is the habit of a dog to
fight out a cat. Once a cat darted out from one of the houses and began to cross the road.
Montmorency at once gave a cry of joy and he rushed towards the cat. The cat was very
ugly looking one. When Montmorency was about to reach her, the cat suddenly sat down
and looked him. Montmorency stopped suddenly and looked back at Tom. Montmorency
looked apologetically as if he was saying sorry to her. Then cat rose and continued his trod.
Montmorency came back to them and sat silently.
WORKSHEET–182
1. The narrator and his friends hated steam launches during the course of river trip. The narrator
thought that every rowing man hated steam launches. He wished to strangle it. When they
saw any steam launch coming their way, they would sit down with their backs towards it
and engrossed in gossip. They showed as if they were unaware of its presence there. The ship
launcher would wistle for them and they tend to ignore it. The people at the steam launch
would yell at them to get away from its path. They then pretend to hear their shouts and
would get nervous and confused and not know how to get the boat out of the way, and the
people in the launch would crowd round and instruct them how to get out of its way. They
would come in a boat to assist them.
2. When the three friends were sitting in a meadow about ten yards from the water edge,
suddenly Harris disappeared. The narrator and George were shocked at this and conjuctured
earthquake or heavenly bliss behind this. It so happened that Harris was sitting at the verge
of a small gully and the long grass had hid it from sight. When he leaned back he fell into
the ditch and disappeared from the scene.
WORKSHEET–183
1. Once on the river journey George suggested that they prepare Irish stew in which the vegetables
and the remains of the cold beef and ‘general odds and ends’ could be put. George gathered
wood and made a fire. Harris and Jerome started peeling potatoes. Peeling of potatoes turned
out to be a tough job. They scraped the potatoes and could only scrap four of them. Ultimately
some other potatoes were put in the stew without peeling. George found half a tin of potted
salmon which too was put in the stew.
The advantage of Irish stew is that we can get rid of such a lot of things. A couple of cracked
eggs too were put into it to make a thick gravy. Montmorency on his part contributed a
dead water rat to be put into the stew. After much discussion water rat was discarded as an
ingredient of Irish stew.
2. At Reading they found the river dirty and dismal. The town is a famous old place, dating
from the days of King Ethelred. Danes had anchored their warships here. The King Ethelred
and his brother Alfred fought and defeated Danes here. It was a place of refuge of Londoners.
When plague spread in London, Parliament used to shift to Reading. All the courts were held
at Reading after 1625. During the Parliamentary struggle, Reading was besieged by the Earl
of Essex and about 25 years after the Prince of Orange routed King James’s army here. Thus
Reading came out to be historical town.
WORKSHEET–184
1. When George and the narrator were sitting in a parlour they saw a big trout in a glass case
which was fixed very high up above the chimney-piece. The narrator thought it to be a Cod.
Four persons claimed that they had caught it at various period of time. Ultimately the landlord
claimed to have caught it. This made George very curious to check it from close quarters as it
was a very astonishing trout. George climbed on a chair to get a better view of it. Suddenly
the chair slipped and George caught hold of the glass case to save him. The glass case gave
way and came down with a crash. The trout was shattered to pieces. The fact was that it
was made of plaster of paris and all the persons were boasting about it.
2. The narrator himself was not a good fisherman by his own estimation. He hoped at one
time that he was catching on this subject but old hands advised him to give up the idea of
a fisherman as he could not be any real good at it. They thought that the narrator lacked
sufficient imagination. Their opinion was that the narrator could be anything except a Thames
angler. The narrator required more play of fancy, more power of invention that he appeared
to possess.
qq

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Contents

SECTION B—WRITING & Grammar

Filling Blanks with Suitable Words

SECTION C—LITERATURE textbook & extended reading text

I. (a) It can digest 200 times its own weight in protein.

I. (a) Yoga is a comprehensive technique to cure both body and mind.

I. (a) Having a sound and honest character.

I. (a) Suspension bridge is built on the river Indus.

I. (a) Louisa wrote her first novel to earn money.

1. 1.1 Word Pronunciation Meaning

1. (a) (iv) a little narrow-minded creature

1. Monday 28 Feb. 20XX

1. Monday 28 March 20XX

1. Tuesday 15 Nov. 20XX

IMPACT OF LESS PHYSICAL ACTIVITY ON GROWING CHILDREN

1. plight of child labour

1. THe harms of deforestation

1. A day with an engine deiver

1. mobile culture—the ethics

Writing Short Paragraph/Article/E-mail

1. Misuse of Public Property

(a) (iv) others

RWA Sector–15 Gurgaon

1. role of internet in the life of students

completing story, Writing speech/Paragraph

1. ghastly car accident

filling blanks with suitable words

1. (a) 2. her (b) 2. on (c) 3. examining

1. (a) 1. all (b) 3. through (c) 1. the

1. (a) decoding decoded (b) being been (c) who which

1. (a) on to (b) or and (c) has have (d) before ago

1. (a) was is (b) of by (c) in of (d) on through

omission: supplying missing word

1. (a) here on the (b) sanctuary has been

1. (a) on the road (b) skidding while turning

1. (a) candidates for a (b) children, one of

1. (a) during the first (b) but for the

1. (a) pockets of intense (b) window to the

1. (a) you to understand (b) boy was alone

1. (a) It is said that respect is not demanded but given.

1. (a) It is cultivated in 96 countries around the world.

1. (a) Our teacher Mr Shyam has a cat named Timmy.

1. (a) All the children walked down the hall.

1. (a) Coir is taken out from the coconut husk.

1. 1. No one wants to be a traitor. 2. I am responsible for what I do.

1. 1. Seeing a tiger, he ﬂed.

1. 1. Spare the rod and spoil the child.

1. (a) Selflessness is a God-gifted virtue.

1. (a) Though (b) as (c) because (d) and

1. (a) the (b) an (c) most (d) An

1. (a) your (b) our (c) She (d) her

1. (a) of (b) in (c) from (d) of

1. (a) which (b) who (c) that (d) which

1. (a) may (b) should (c) can (d) may

1. (a) 4. is killed (b) 3. can be made (c) 3. are given

how i taught my grandmother to read (Fiction)

1. Respected Principal, teachers and dear friends!

1. Friday 26 March 20XX

Role-Play: How I Taught My Grandmother to Read (Fiction)

1. Sudha : Avva, is everything all right? Are you OK?

a dog named duke (fiction)

1. (a) Hooper’s broad genuine smile refined his competitive nature.

1. Monday 22 March 20XX

I. (a) Having a sound and honest character.

1. Monday 28 Feb. 20XX

1. Monday 28 March 20XX

1. Tuesday 15 Nov. 20XX