Tatva Practice Book English Class iq Learn LIVE OnlinePublished by Vedantu Innovations Private Limited D. No. 1081, 3rd Floor, Vistar Arcade, 14th Main Rd, Sector 3, HSR Layout Bangalore, Karnataka, India 560 102 www.vedantu.com Vedantu Innovations Private Ltd. Alllrights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical including photocopying, recording or by any information storage and retrieval system, without permission in writing from the publishers. Notice : Vedantu is committed to serving students with the best of the resources and knowledge. Bearing that in mind, we have obtained all the information in this book from sources regarded as reliable, and taken utmost care in editing and printing this book. However, we as authors and publishers are not to be held responsible for unintentional mistakes that might have crept in. Having stated that, errors (if any) brought to our notice shall be gratefully acknowledged and rectified in upcoming editions. Printed by Nova Publications Ph. : 0181-5002020Founder’s Message Dear Student, ‘At Vedantu, students are the core of everything that we create and design. We believe in providing you witha strong foundation and great resources to bring out the best shade of you. And when we have this strong will to make our students excel we strive hard to make that happen. am delighted to present to you a Ready Reckoner and Practice Booklet by Vedantu - 'TATVA’. Tatva in Sanskrit, means a collection of “Core” content/truth. Isn't that what Vedantu brings to your table - the Core? ‘Tatva’ ensures that you have easy accessibility to a collection of all essential concepts, theory, definitions and important practice questions. The best partis that all the questions come with detailed solutions. Tatva is the result of the relentless effort and research done by our highly experienced team of subject experts and teachers to compile relevant and impactful content and practice questions for you. | will guide you through a few steps to ensure that you use the book optimally and effectively. We suggest starting with the practice of “Tatva questions’ at the end of a chapter after revision and practice of basic questions. First solve basic level questions and gradually progress to the advanced level (HOTS, Analysis, Evaluation). Tatva equips you with elaborate theory covering all concepts to help you revise efficiently. Following these steps will help you to move ahead step by step towards your success. AS knowledge and practice are the perfect partners to help anyone reach the goal, so are you and Tatva Iwish youallthe bestin your endeavours. ‘Anand Prakash Founder, Academic Head Vedantu ‘Anand Prakash Sir has been a pioneer in producing Top Ranks in JEE/NEET and Olympiads. He has personally taught and mentored AIR 1, 6,7 (JEE ADVANCED) and AIR-1, 7, 9 (AIMS), and thousands of more students who have successfully cleared these competitive exams in the last few years.Credits & Individual commitment to a group effort--that is what makes a team work, a company work, a society work, a civilization ‘What happens when you have @ team that is committed, determined, focused, wth clear sense of irection? The answer 's obvious, Success stories are created, Among the many success stories woven by the super talented Vedans- @ very important ‘one’s the TATVA. Touchinglivesand gvinghave alwaysbeen the essence of Vedantu and the vision of Tatva by our leadership was also based on this very essence. The idea was to ensure that \edantu can handhold you whenever you stumble and celebrate your success with you. The Vedans-spirited as they are made it their goal to make this dream a reality and strived tirelessly ‘towards it, We would lke to acknowledge a few Vedans for their hard workand ownership, ‘Our heartfelt gratitude to our leaders who are our pillars. Vamsi Sir, Pulkit Sir and Anand Sir who supported and encouraged us and ensured a culture which helped Vedans get engaged and excited about work, (Our gratitude to the insightful leadership and guidance of our leaders who envisaged Tatva’ and effectively shared the vision and ideas withthe team and relentlessly drove it to fruition and + Sahil Bhatia + Shubam Gupta + Arshad Shahid + Bidisha Das ‘The managers who understood the vision and executed it successfully and immaculately. + Charubak Chakrabarti + Parthiban N + GowthamY (Our heartfelt thanks and gratitude goes out to our passionate, creative and talented team of Content develogers, along with ‘our super talented DTPs and Graphic Designers who with their phenomenal skills ensured that they curate the best possible content for ouso thatithelps you excelin our assessments and bring positive learning experienceto you ENGUSHTEAM Arunima Kar (Team Lead) English Niadri Chak Enalish Priyanka Chakraborty English Monaiisa Chhatoi English Deva Arora English Arpita Das English ow Subject Nagarjuna Boda English Graphic Designer Subject Deepak Kumar Das, English Kichudas VL Enalsh \When you see a bunch of creative minds with indelible sprit and contagious energy, you know that it's our media team. A loud shout outforthem, Shreyos! Biswas Devika Ramachandran Ipsaain Charubak Chakrabarti Special thanks to the enthusiastic guidance provided by Sweta Ral and Dipshi Shety, Last but not least, we thank Arunima Xar forhelping us with language The journey from envisioning Tatva’ tots successful completion would not have been possible without our enthusiastic Operations Team, our amazing Academic Team, our dedicated teamofTeachersand our talented Tech Team,TABLE OF CONTENTS LITERATURE TEXTBOOKS 7 A Letter to God 9 Dust of Snow / Fire and Ice 15 ATriumph of Surgery 28 Subject-Verb Concord 34 Nelson Mandela 37 A Tiger in the Zoo / The Ball Poem 43 The Thief's Story 56 Modals 62 Two Stories about Flying 68 How to Tell Wild Animals 75 Reported Speech 82 The Midnight Visitor 89 From the Diary of Anne Frank 94 Amanda 100 Writing 107 A Question of Trust 127 The Hundred Dresses-| 133 The Hundred Dresses-lI 139 Animals 145 ASSIGNMENTS, 151 Assignments 1 - 18 153-182Note— CHAPTER 01 ALETTER TO GOD ; OUTLINE SUMMARY Lencho, a hard-working farmer Heavy rain and hailstones per ~ GL. Fuentes Lencho, hard-working farmer, faith in God house situated at the top of the hill looks at the clouds in the sky rain, he feels, will be good for his crops h his crops Lencho happy at first, considers raindrops as ‘new coins’ strong wind accompanied by hailstones destroys crops completely Aletter to God Lencho sad and sorrowful nothing left even to sow seeds for the new crops writes a letter to God asking him to send one hundred pesos places the letter into the mailbox Postmaster’s helpful gesture staff at the post office amused by Lencho’s letter postmaster reads the letter decides to help Lencho, collects only a little more than half of the money demanded by Lencho sends the money to Lencho Lencho feels angry Lencho receives the money, counts it, gets angry thinks that God must have sent him the full amount blames post office employees for bungling writes another letter to God, asking for the rest of money, but not through the mailALETTERTO GOD 10 + Oest Assignment C1) Literature; A Better to God " y/ (Comprehendion Questions) Read the extracts given below and answer the questions that follow each: 1. Nota leaf remained on the trees. The corn was totally destroyed. The flowers were gone from: the plants. Lencho's soul ‘was filled with sadness. When the storm had passed, he stood in the middle of the field and said to his sons, “A plague af locusts would have left more than this. The hail has left nothing. This year we will have no corn.” ‘That night was a sorroufil one. “All our work, for nothing.” “There's no one who cant help us.” “We'll all go inangry this year.” () Lencho’s crops were destroyed by: (@) strong winds (@) drought (6) hailstones (locusts (i) Lencho was thinking of (@) his past sins (8) his dark future (6) starvation ahead (his debility (ii) tewasa night. (i) ‘Not a leaf remained on the trees’ means, 2. With a satisfied expression he regarded the field of ripe corm with its flowers, draped in a curtain of rain, But suddenly strong wind began to blow and along with the rain very large hailstones began to fall. These truly did resemble new silver coins. The boys, exposing themselves to the rain, ran out to collect the frozen pearls. (CBSE 2010, 1081407-A1, A2) (On seeing this ripe corn in rain showers Lencho felt, (@) excited (8) satisfied (©) irritated (happyALETTER TO GOD ie " (i) What did the boys do in the rain? (@) jumped (8) swam in pools of water (0) started collecting frozen pearls (@ remained indoors (ii) The hailstones looked like (iv) Lencho saw the field with a feeling of 3. But he stuck to is resolution: he asked for money from his employees, he himself gave a part of his salary, and several of his friends were obliged to give something ‘for an act of charity’. 1 was impossible for hin to gather together the hundred pesos, so he was able to send the farmer only a little more ‘han half. He put the money in an envelope addressed to Lencho and with it a letter containing only a single word as a signature: God. (CBSE 2010, 1081401-A1) (The postmaster’s friends donated money (@) as an act of charity (san obligation (©) asa friendly gesture (@ unwillingly (ii) The postmaster sent the money (@) through a messenger ® inan envelope (0) through a clerk (and went himself there (iii) ‘The postmaster asked for money from. (iv) ‘He stuck to his resolution’ means 4, “What faith! Ieish [had the faith of the man who rorote this letter. Starting up a correspondence with God!” So, in order not to shake the writer's fuith in God, the postmaster came up with an idea: answer the letter. But when Ihe openei it, it was evident that to answer it he needed something more than goodwill, ink and paper. But he stuck to Iris resolution: he asked for money from his employees, he himself gave part of his salary, and several frends ofhis were obliged fo give something ‘for an act of charity’12 he ALETTER TO GOD (To answer Lencho’s leter, the postmaster needed (@ ink © paper (©) goodwill (@ money (i) What was the postmaster’s resolution? (@) keep quiet (8) help Lencho with money (0) show lip sympathy (@. give his month’s salary (ii) How one could start up a with God ! (io) ‘For an act of charity’ means 5. Itsaid: “God: Of the money that L asked fr, only seventy pesos reached me. Send me the rest, since I need it very much. But don’t send it fo me through the mail because the post office employees are a bunch of crooks, Lencho”. (CBSE, 2010, 1081401-C1, C2) (i) According to Lencho the money received was (@) adequate (®) surplus (©) less (@ more (ii) The post office clerks were in fact (@)_ a bunch of crooks (®) hardworking (0) sincere (helpful (iii) Do not send me the money the mail, (jv) ‘A bunch of crooks’ meansALETTER TO GOD 13 & Literature: A Retter To God ‘A. Answer the following questions in 30-40 words each: 1. These are not raindrops from the sky, they are new coins, The big drops are ten cent pieces and the litte ones are fives. Why did Lencho use this statement? (CBSE) 2. Who did Lencho write a leter to ? (2016-HAX 4L4) 3. Why does the postmaster send money to Lencho? Why does he sign the leter ‘God’? (2016-W5KOKWW) 4. Why did Lencho have to write another letter to God? 5. Why would you not agree with Lencho calling them ‘a bunch of crooks’? (2018-19-CBSE, $QP) 6. How did his crops perish? 7. How much money did Lencho ask God to send? 8. How did the post office employees react on seeing Lencho's letter? 9. Why was Lencho not satisfied? 110. What tells you of Lencho’s unflinching faith in God? B. Answer the following questions in 100-150 words: 1. Inthe lesson ‘A Letter to God’, what moral values does the postmaster display in his behaviour? (2018-CBSE Delhi Compt) 2. “Lwish I had the faith of the man”. Describe Lencho's character in the light of the above statement. (2010-1081405-C2) 3. Show Lencho’s faith and confidence in God with examples from the lesson, (2010-1081405-B1,B2) 4, What made Lencho write to God that the post office employees were ‘a bunch of crooks’? 5. What message does the story convey to you?4 ALETTER TO GOD15 — CHAPTER 02 DUST OF SNOW/FIRE AND ICE r — Robert Frost COO) This simple poem by Frost presents a positive view. One should never think that things will not change. An ordinary happening can change our mood or thinking The poet ina sad mood ‘The poet was in a sad mood. As he was passing by a hemlock tree, a crow sitting on it suddenly shook down a dust of snow on him. Change in the poet's mood This act of the crow was enough to lighten his spirits. His mood changed from sadness to joy. Thus it saved the rest of the day which otherwise he would have spent in depression.DUST OF SNOW/FIRE AND ICE 16 é In ‘Fire and Ice’ the poet uses two metaphors of fire and ice, fire symbolising the intensity of passion, hardness and cruelty, and ice symbolising indifference and hatred. Both are destructive in nature. People’s opinions There are different opinions as to how the world will end, Some people think that the world will end in fire, But there are others who opine that the world will end in ice. The poet's o| The poet agrees with those who feel that the world will perish in fire. The poet is aware that the fire of anger and hatred is very strong in this world. This fire will bring about the downfall of this world. The fire of hatred will spread and the world will be reduced to ashes, ity However, there is another possibility. From his experience the poet knows that ice is also a great destroyer. Another possil Ice symbolises coldness, rigidity and insensitivity, Feelings of this type can also bring about the end of this world.DUST OF SNOW/FIRE AND ICE ee 7 Literature: — Dust of Snow y/ (Comprehension Questions) Read the extracts given below and answer the questions that follow: 1. The way a crow ‘Shook down on me The dust of snow From a hemlock tree (CBSE 2010, 1081403-A1) (Whats the dust of snow? (@) snow-like dust (0) white dust (0) fine particles of snow (@ fine particles of dust (i) What is the rhyme scheme of the stanza? (@) abed @) abab (0) aabb (@) abea (ii) Suddenly the snowy powder fell (i) The crow was sitting 2. Has given my heart A change of mood And saved some part Ofa day Thad rued, (CBSE 2010, 1081401-A) (How would the poet have spent the rest of the day if the ‘incident’ had not happened? The poet would have (@) remained happy (©) quarrelled with others (©) remained depressed (@ done nothing,18 DUST OF SNOW/FIRE AND ICE ‘+ (ii) What lesson do you learn from what happened to the poet? (@) Ignore small things, () Don't be sad. (0) Small things are useless. (Small things make big changes. (ii) The poct’s mood changed with the (io) The poet felt 3. The way a crow ‘Shook dowon on me The dust of snow From a hemlock tree Has given my heart A change of mood ‘And saved some part Ofa day Thad rued, (What made the crow shake the tree? (@) a feeling of joy (&) sudden fear (0) sudden excitement (@_ mischievous mood (i) Which image is unusual here? (@) the falling of snow (the poet passing under a tree (0) acrow sitting on a hemlock tree (@ a black crow on a white-snow covered treeDUST OF SNOW/FIRE AND ICE (ii) The snowy powder fell de 19 all of a sudden. (jo) ‘The poet was ina mood. 4. Has given my heart A change of mood ‘And saved some part Of a dary I had red. () The figure of speech used in Line 4 here is (@ irony (©) assonance @ simile (@ alliteration (i ‘The rhyme scheme used in these lines is (@) abbb (0) abab (©) aabb (@ abba (ii) ‘The poet’s mood (jo) A small incident provedDUST OF SNOW/FIRE AND ICE Literature: Fire Aud lee (Comprehension Questions) Read the extracts given below and answer the questions that follow: 1. Some say the world will end in fire Some say in ice From what I've tasted of desire hold with those who favour fire. () What does ‘fre’ stand for? (@) gold ® (0) hatred Cy (CBSE, 2010, 1081403-B1) indifference aggressiveness and violence (ii) The figure of special used in Line 2 here is (@) simile © (0) alliteration @ metaphor repetition (ii) People have different opinions (ie) ‘The poet is on the side of those who 2. But ifit had to perish twice, think Lenow enough of hate To say that for destruction ice Isalso great And would suffice. (i) Ice stands for (@) icecream © (0) lust @ (CBSE 2010 1081403-C2) indifference violenceDUST OF SNOW/FIRE AND ICE 21 (ii) The rhyme scheme used here is (@) aabba (0) abaab (&) ababa (O abaab (iii) The poet has experienced (ie) The word ‘it’ in Line 1 refers to |. Some say the world will end in fre Some say in ice From what I've tasted of desire 1 hold with those who favour fir. (@) The poet believes that ‘desire’ is (@) positive (©) inhuman () desirable (@ destructive (ii) What rhyme scheme is used here? (@) abab (0) abeb () aabb (@ abba (ii) The world will perish because of a lot of22 fe (ie) The word ‘desire’ is suggestive of DUST OF SNOW/FIRE AND ICE 4, But ifit had to perish twice, think [know enough of hate To say that for destruction ice Isalso great And would suffice. (The tone of the poet here is (a) polite (0) ironic (CBSE 2010-1081403-C2) (8) sarcastic (persuasive (i The poet has experienced (@) love (©) hatred (anger @ ewy (iii) The world may also perish because of (jo) Hatred and indifference are enough to 5. Some say the world will end in fire Some say i ice. From what I've tasted of desire Thold with those who ficou fire. () The figure of speech used in Line 1 here is, (@) assonance (©) simile (alliteration (@ personificationDUST OF SNOW/FIRE AND ICE ie 23 (ii) ‘Fire’ does not suggest (@ passion () cruelty (0 anger (@ indifference (ii) The poet here juxtaposes the opposites of (i) The poet is on the side of those 6. But ifit had fo perish tice, 1 think Lriow enough of hate To say that for destruction ice Is also great And would suffice. (i) Inwhich tone is the word ‘great’ is used? (@) ironic (&) sad (0 happy (@ excited (ii) The poet says that if we want to save the world we all must practise (@) cruelty (©) aggressiveness (0) indifference (@ love (ii) Fire and ice suggest (ie) ‘The words ‘if it had to perish twice’ mean that.DUST OF SNOW/FIRE AND ICE Literature : Dust of Snow A. Answer the following questions in 30-40 words each: 1L. How has the poet observed nature in the poem ‘Dust of Snow’? (2016-KJHLQH) 2. What is the underlying message for us regarding our hectic life with reference to the poem, ‘Dust of Snow’? (2016-NGD1221T) 3. What is the central idea of the poem ‘Dust of Snow’? (2016-RPNCKFM) 4, In the poem ‘Dust of Snow’, how does the poet’s mood get changed? (CBSE 2018, Delhi Comptt) 5. What are the crow and the hemlock tree symbols of? 6. Justify the role of the crow in the poem ‘Dust of Snow’ in changing the poet's mood. _(2016-5KTLVDL) B. Answer the following questions in 100-150 words: 1. A simple moment proves to be very significant and saves rest of the day of the poet from being wasted Explain on the basis of the poem ‘Dust of Snow’. (2018-19-CBSE SQP) 2. The poet has succeeded in giving valuable information in a light-hearted manner. What creates the desired effect? 3. What lesson do you learn from your reading of the poem ‘Dust of Snow’? 4. How does Frost treat nature in the poem ‘Dust of Snow’? 5. Twoattitudes have been mentioned in the poem ‘Dust of Snow’, What are these?DUST OF SNOW/FIRE AND ICE ie 25DUST OF SNOW/FIRE AND ICE OLAS nual CG Literature : Fire Aud lee A. Answer the following questions in 30-0 words each: 1. What do you think would be enough to destroy the world? Can fire and ice contribute to it? (2016-F21GRIU) ‘What do ‘fire’ and ‘ice’ stand for and what is the general opinion regarding the world? (2016-OUFPA7N) !. Who does the poet agree with? 2 3 4, What would happen, according to the poet, if the world were to perish twice? 5. What is the message of the poem? 6. How does the poet try to be objective in the poem ‘Fire and Ice"? 7 . The poem ‘Fire and Ice’ is a warning against negative and destructive attitude of people in our world. Comment and illustrate. 8. What do you think is a more potent danger to the world ~ fire or ice? 9. What is the central idea of the poem ‘Fire and Ice"? 10. Comment upon the poet's attitude in ‘Fire and Ice’ Is it positive or negative? 11, What does the poet actually want to say when he refers to the world ending twice? B. Answer the following questions in 100-150 words: 1. How does the poem depict the two contrasting ideas — ‘Fire’ and ‘Ice’? Can hatred destroy us and the world? Explain bringing out values which can make this world a better place to live in. (2016-v7PcvuM) 2. Give the substance of the poem ‘Fire and Ice’ in your own words. 3. Discuss the poem ‘Fire and Ice’ as a modern poem. 4, What appeals to you about Frost’s poem ‘Fire and Ice’? 5. Is there any underlying message in the poem ‘Fire and Ice"? Explain,DUST OF SNOW/FIRE AND ICE ie 2728 — CHAPTER 03 A TRIUMPH OF SURGERY = James Herriot OUTLINE SUMMARY Mrs Pumphrey’s dog Tricki # Trick: over-fed, looks ill # Dr Herriot shocked to see the dog with red eyes and tongue hanging out # points out to Mrs Pumphrey Mrs Pumphrey thought the dog suffering from malnutrition # gave the dog malt, cod-liver ol, ete © Tricki given no exercise i falls ill © Tricki stops eating, frequent vomiting © doctor forces Mrs Pumphrey to hospitalise the dog «the thought of separation unbearable to Mrs Pumphrey the c # inthe clinic, Tricki looks at noisy pack of dogs © remains dull, motionless, ignored by other dogs Tricki’s treatment © give only water on the first day © onthe third day, the dog whimpers, a sign of recovery, no medical treatment © becomes friendly with other dogs, looks active © improves rapidly Mrs Pumphrey’s concern © keeps on ringing dozen times «sends eggs, bottles of wine, brandy for the dog, consumed by the hospital staff © Mrs Pumphrey comes to take her dog back, is surprised at the change in the dog © exclaims: This is ‘a triumph of surgery.”A TRIUMPH OF SURGERY ee 29 = Surplonertary Reader A Trivnph of Surgery y/ (Comprehension Questions) OTA! Assignment Answer the following questions in 30-40 words each: 1. Twas really worried about Tricki this time. Thad pulled up my car when I saw him in the street with his mistress and I woas shocked at his appearance. He had become hugely fut, like a bloated sausage with a leg at each corner. His eyes, bloodshot and rheumy, stared straight ahead and his tongue lolled from his jaws. (@) Tricki seemed to be (@) healthy (0) unhealthy (@) aggressive (®) lean and weak (ii) The literary device used in the line ‘He had become hugely fat...comer’ is, (@) metaphor (6) simile (0) personification (@) irony (i) referred to here is, (io) Tricki was 2. Mrs Pumphrey torung her hands “Oh, Twill, Mr Herriot, lm sure you are right, but it isso difficult, so very difficult.” She set off head dou, along the road as if determined to put the new regime into practice immediately. (How did Mrs Pumphrey react at first? She reacted . (@) angrily (6) indifferently (0 plainly (@) desperately30 he ATRIUMPH OF SURGERY (i) Mrs Pumphrey knew that it was to put Mr Herriot’s advice into practice. (@ easy ( noteasy (©) impossible (@) improbable (ii), Mr Herriot was. (j) The narrator advised Mrs Pumphrey. 3. The poor lady almost swooned, She was sure he would pine and aie if he did not see her every day. But [took a frm line, Trick was very ill and this tas the only way to save hi. (9 Who is ‘he’ referred to here? (the lady’s brother (b) the lady’s husband (6) the lady’s cousin (@ the lady's pet dog Tricki (ii) The lady is quite (@) foolish (@) sentimental (©) logical (@ illogical (ii) The poor lady referred to here isATRIUMPH OF SURGERY ie 31 (jv) She almost swooned because 4. All the while, Mrs Pumphrey hovered anxiously in the background, ringing a dozen times a day for the latest bulletins. I dodged the questions about whether his cushions were being turned regularly or his correct coat worn according to the weather; but Iwas able fo tell her that the little fellow zoas out of danger and convalescing rapidly. (The doctor was not in a mood to (2) please the lady () displease the lady (6) tell the truth (@ disappoint her (ii) “The little fellow’ referred to here is. (@) the lady’s son, (the lady's brother (0) the lady's pet dog (@ the lady's pet (ii) Mrs Pumphrey was over-anxious to know (iv) She wanted to know if her pet32 se ATRIUMPH OF SURGERY est Assignment 8 | Surploncrtary Reader A Twivwaph of Surgery / ‘A. Answer the following questions in 30-40 words each: 1. How did Mrs Pumphrey and her servants behave when Tricki was being sent to surgery? ‘What was the main cause of Tricks ill-health? Why was Mr Herriot shocked at Tricki’s appearance? What suggestions were given by Mr Herriot to Mrs Pumphrey at the initial stage? ". How did Dr Herriot treat Tricki? ". Why was Dr Herriot’s staff very happy to have ricki? 7. What do you think of Mrs Pumphrey? ;. What impression do you form of Dr Herriot? eexuaweep |. What tells you that Tricki was happy to go home? 110. Why did Mrs Pumphrey call Trick’s recovery “a triumph of surgery”? 11. Do you think Mrs Pumphrey will treat Tricki in a proper way after the dog’s recovery? B, Answer the following que 100-150 words: 1. ‘Over-pampering is not only bad for humans but also for animals’. Prove this statement in the light of the lesson “A Triumph of Surgery”. Draw a character sketch of Mrs Pumphrey. 2 3. How can you say that Mrs Pumphrey was a rich lady? 4, Describe the scene of receiving Tricki by Mrs Pumphrey after his recovery. 5. What message does the story “A Triumph of Surgery” convey?ATRIUMPH OF SURGERY ie 3334 — CHAPTER 04 SUBJECT-VERB CONCORD Be Like the noun, the verb too has its singular and plural forms V; (6/es) + is/am/was/has — singular verb forms V;, + are, were, have — plural verb forms A singular noun is followed by a singular verb, and a plural noun is followed by a plural verb. Here are some rules in detail, 1A Plural Verb is required when two or more Singular subjects are joined by ‘and’: Rakesh and Mohit are good friends. Water and fire do not agree 2. When two subjects, joined by ‘and’, together express one idea, the Verb is Singular: Time and tide waits for no man. Rice and dal is my favourite dish. 3. When two Singular subjects, joined by ‘and’, refer to the same person or thing, the Verb is in the Singular My friend and guide is dead. The poet and statesman has come. Note: If the Article is used once, the two nouns refer to the same person or thing and the verb used is, Singular. But if the Article is used twice, the two nouns refer to two different persons or things and the Verb used is Plural, e.g The poet and the statesman have come. 4. Each, everyone ether, neither, many a, are followed by a Singular Verb: Each of these girls tells the same story Everyone twas given a certificate Either of the two workers is incompetent. [Neither of these answers is correct. ‘Many a boy is tempted to do mischief (Many a= Many) 5. When two subjects are joined by either. or, neilher ..nor, the verb agrees with the second subject in number and person: Either he or Lam to blame. [Neither food nor water was found there, ‘Note: When the subjects connected by or/nor are of different numbers, the verb should be Plural and the Plural Subject should be placed near the Verb: « Neither Vishal nor his lawyers were there. # Mr Bansal and his workers are to be blamed. 6. When two subjects are joined by as well as, with, etc,, the verb agrees with the first in number and person: Manish, as well as you, is at fault. J, and not you, am going to act in the play. The king with all his sons was thrown in the dungeon.SUBJECT-VERB CONCORD ee 35 7. If two Singular Nouns, joined by ‘and’, are preceded by enck or every, the Verb used is Singular: Every man and woman works for the good of this cause. Each and every child has completed his work. Every boy and girl was given a chocolate. 8, When two subjects are joined by not only... but also, the Verb agrees with the second subject in number and person: Not only Darshan but also I am responsible for the loss. 9. A Collective Noun takes a Singular Verb when the class it names is considered as a unit: The jury is finally complete, ‘Note: But when the members of the class are considered individually, the Verb must be Plural: ‘The jury were divided in their opinions. 10. ‘The following nouns, though Singular in form, always take a Plural Verb: eal, folk, gentry, majority, mankind, nobility, peasant, police, poultry, public, peopl, ete. The cattle are grazing in our field. Village folk wake up when the cock crows. The police have arrested the murderer. ‘The people want justice. Note: When people means ‘a nation’, its plural is peoples:Indians are religious-minded people. Europe has many different peoples 11. The following nouns which are Plural in form but Singular in meaning generally take a Singular Verb: dynamics, economics, electronics, ethics, gallows, innings, mathematics, news, physics, statistics, summons, wages, whereabouts, Mathematics isan interesting subject. No news is good news ‘The wages of sin is death 12. The following nouns are Plurals and have no Singular form: () Clothes: Breeches, pants, socks, trousers. (ii) Diseases: Mumps, measles. (ii) Games: Billiards, draughts. ((0) Tools: Scissors, tongs, pincers, bellows. (0) Miscellaneous: Alms, ashes, annals, thanks, caves, riches, tidings, proceeds, remains, circumstances. [My trousers need darning at the knees. ‘Mumps are common among children. My scissors are missing, Alms were given to beggars. 13. When a Plural Noun denotes a quality or quantity considered as a whole, the Singular Verb is used: Five thousand rupees is not a bad salary. 114, When the subject is a relative pronoun, the verb must agree with the noun for which itis used: Nikhil is one of the brilliant boys who have (not, has) taken the examination. Rekha is one of the prettiest actresses that have (not, has) appeared on the screen, This is the only one of his poems that is (not, are) worth reading. [Here the antecedent of that is one and not poems.36 se SUBJECT-VERB CONCORD Do mr Yourse.r 1. Fill in the blanks choosing the most appropriate words out of the options given below : People of Adilpur (a) very compassionate and honest, Injustice and trickery (8) as alien to them as truth and fair play (0) to some in the world. Alas ! Adilpur and its inhabitants vanished long ago leaving behind nothing but (d) tales that are avidly told. (@) (was (i) were (iii) had (io) was to be ©) @were (i) have (id) was (i) had © @is (i) were (ii) are () will be (@ (the few (i) afew (ii) few () any 2. Fill in the blanks choosing the most appropriate words out of the options given below : If you are visiting Dubai (a) two days for Musandam, Oman, From Dubai (#) any four-wheel drive and (c) along the coast. On the spot visas (d) available at the Omani border check-post. The drive (e) better with every tum. (@) @ marked (i) marking (ii) mark (i) marks ©) @hires (i) hired (ii) hire () hiring (0 @adrive (i) drove (ii) driving (i) driven @is (i) are (ii) was (eo) were (©) @get (i) gets (ii). getting (i) should get \rneen tote nit nt nernnnatncitie37 — CHAPTER 05 NELSON MANDELA ae ~ Nelson Rotiaha Monel GEE South Africa’s first democratic government © The installation ceremony on 10th May 1994 © many world leaders came to attend the ceremony © Mandela’s daughter Zenani with him Mandela's address # imhis address Mandela hoped to create a just society thanked those who helped in Africa's struggle for democracy and freedom © assured to end discrimination of all kinds Splendid show of loyalty to democracy ‘after the installation African jets roared over the Union Buildings © away to show military's loyalty to the new government Tracing of history Mandela traces the history of freedom # white people's racial domination over the Blacks «the old system now demolished ¢_ancw system based on equal rights established Policy of apartheid © racial discrimination painful to the African people «will take a long time to heal ‘© people of great courage and wisdom emerged from the old system © Mandela learnt that courage is the victory over fear Man's obligation © Mandela talks of two obligations: towards family and towards one’s country © cannot be fulfilled in a racial society, realized it as an adult his desire for freedom, joined the African National Congress Mandela's early youthful life © desire for freedom made him a criminal in the eyes of the law «realized those who enslave others are prisoners of hatred © the oppressor and the oppressed lack the true sense of humanityNELSON MANDELA Oest A ssignment rg) Literature: ~Neldon Mandela (Comprehension Questionds) Read the extracts given below and answer the questions that follow: 1. Perhaps it requires such depths of oppression to create such heights of character. My country is rich in the minerals and gems that lie beneath its soil, but I have always knoton that its greatest wealth is its people, finer and truer than the purest diamonds. (CBSE 2010, 1081410-B1) () What happens as a result of oppression? (@ gloominess (depression (0) birth of great men (@ height in character (ii) People of fine character are like (@) pearls (gold () rubies (@ diamonds (ii) A country’s greatest wealth is () ‘T in the passage is, 2. But then I slowly saw that not only was I not free, but my brothers and sisters were not free, I saw that it was not Just my freedom that was curtailed, but the freedom of everyone who looked like I did, that is when I joined the African National Congress, and that is when the hunger for my own freedom became the greater hunger for the freedom of my people. It was this desire for the freedom of my people to live their lives with dignity and self-respect ‘that animated my life, that transformed a frightened young man into a bold one that drove a law-abiding attorney to become a criminal, that turned a femily-loving husband into a man without home, (CBSE 2010, 1081403-B1, B2) () The life they had been leading was (@ disturbing () happy (0) restless (@ full of indignitiesNELSON MANDELA ie 39 (i) The speaker desired that his country- men should be (@) prosperous ® happy (© free ( abe (ii) ‘Tat animated my life’ means (ie) The freedom of everyone is 3. The policy of apartheid created a deep and lasting wound in my country and my people. All of us will spend many ‘years, ifnot generations, recovering from that profound hurt. But the decades of oppression and brutality had another, unintended, effect, and that was that it produced the Oliver Tambos, the Walter Sisulus, the Chief Lauthulis, the Yusif Dadoos, the Bram Fischers, the Robert Sobukwes of our time — men of such extraordinary courage, wisdom and _generosity that ther like may never be known again. Perhaps it requires such depths of oppression to create such heights of character. (@) Apartheid affected him and his countrymen (@ grievously () seriously (9 burtfully, (@ superficially (i The unintended effect of oppression was (@) chilling poverty (@® exploitation (©) starvation (@ rise of great personalities (ii) Tttakes many years to recover from (io) “heights of character’ means 4, The ceremonies took place inthe lovely sandstone amphitheatre formed by Union Buildings in Pretoria. For decades this had been the seat of white supremacy, and now it was the site of a rainbow gathering of different colours and nations {for the installation of South Africa's frst democratic, non-racial government (CBSE 2010, 1081407-A1, A2)40 fe (@ What does ‘white supremacy’ stand for? (@) union buildings (0) racial government (®) The Bri (@ white people NELSON MANDELA (i) The rainbow gathering stands for (@) gathering of people from different countries (®) people in multi-coloured dresses (0) the appearance of the rainbow in the sky (@) the dawn of new government (iii) The ceremonies took place for the first (ia) The speaker here is 5. That day had come about through the unimaginable sacrifices of thousands of my people, people whose suffering and courage can never be counted or repaid Iflt that day, as I have on so many other days, that I eas simply the sum of all those African patriots who had gone before me, That long and noble line ended and now began again with me. [tas pained that Iwas notable to thank them and that they were not able to see what their sacrifices had wrought. (i) The speaker's countrymen were fighting (@) against injustice (©) for freedom. (®) against apartheid, (@ for equality. (i) The speaker thought that he was (@) a great patriot (0, sum of ll previous patriots () agreat soldier (@ bumble and polite (ii) The ‘day’ referred to in the passage is (io) ‘Iwas the sum of all’ meansNELSON MANDELA de 41 OLS SS naa 10) Literature : Melson Mandela A. Answer the following questions in 30-40 words each: L i What unintended effect was produced by decades of oppression? (2016-S1G92GT, F21GRJU) When did Mandela’s hunger for self-freedom turn into hunger for freedom for all his people? (2015-Z10XBK1) What ideals does Mandela set out for the future of South Africa in his speech? (2016-5KILVOL; 2010-1081401-C1) What did Nelson Mandela pledge when he was sworn in as President? (2010-1031414-B1) What according to Nelson Mandela are the twin obligations of a man? Why could he not fulfil both of these obligations? Why is 10th May 1994, important for South Africa? (2014-SP37HSL) What did the whites do to rule the blacks? What does Mandela think of ‘love’ and ‘hate’? What impression do you form of Mandela? What kind of struggle had Mandela to wage for freedom of his country? B. Answer the following questions in 100-150 words: 1 Nelson Mandela in his inaugural speech used these two words ‘an extraordinary human disaster’ and ‘so glorious a human achievement’. What did he mean by that? What were the difficulties faced by Nelson Mandela in achieving freedom for his people? (2010-1081405-A1,A2) How did Mandela’s understanding of freedom change with age and experience? _(2016-AJ 22/1121) What did Mandela recall of the history of freedom struggle in his country? What impression do you form of Mandela?42 NELSON MANDELA43 — CHAPTER 06 A TIGER IN THE ZOO/THE BALL POEM eZ “A Tiger in the Zoo’ is a plea for the conservation of wild animals in their natural habitats, It indirectly points out the ill-effects of urbanisation and deforestation. It presents two pictures: the real one, that is of the tiger in a cage in a z00, and the ideal one, that is of the tiger in the wild. The encaged tiger The tiger with his beautiful stripes moves about in his cage. He moves silently but angrily on his soft, velvet feet. He doesn’t seem happy in the zoo. The tiger in the wild ‘The tiger should be living in the jungle. He should be hiding in the long, grass of the jungle, He should be lurking near the pool of water where well-fed deer pass, Terrorising the villagers Sometimes the tiger lives at the edge of the jungle near a village, He bares his white fangs (teeth) or shows his claws to frighten the villagers. The tiger's cell Unfortunately, the tiger is locked up in a strong cage. All his strength lies useless behind the bars. He ignores the visitors who come to see him in the 200, Hopeless state of the tiger At night, the tiger hears the sound of the patrolling cars which move around the zoo. His bright eyes stare at the star-lit sky. He seems to be cursing his stars which have put him in a hopeless cage.44 Pe A TIGER IN THE ZOO/THE BALL POEM PCa) = John Berryman “The Ball Poem’ conveys the idea that one must learn to cope with one’s loss as soon as possible, One must have the courage to face all situations of loss or failure. This is what the poet wants the boy to learn after he has lost his favourite ball. The loss of the ball ‘A boy has suddenly lost his ball. The boy bounced his ball. and it fell into the water, Now the bay stands Upset over this loss. The poet's reaction ‘The poet has observed this scene from a little distance, He understands the situation of the boy. But he does not want to go and tell the boy “O there are other balls”, He does not want to console the boy. He does not ‘want to tell him that a ball is quite cheap and another ball can be bought for him. The poet's argument ‘The poet understands that the boy is going to live in a world of possessions. Things are often lost in this world. One has to learn to cope with one's losses. One must learn how to stand up and face such situations of loss in the world. Oo | exssnrnntotnnetitin nett ten tes neaetteneattiitnATIGER IN THE ZOO/THE BALL POEM ee 45 A Tiger in the Zoo (Comprehension Questions) Read the extracts given below and answer the questions that follow: 1. He stalks in his vivid stripes ‘The few steps of his cage (On pads of velvet quiet, In hus quiet rage. () The tiger is in rage as he (@) has no privacy (isnot free (0) isina cage ( isunder fed (ii) Pads of ‘velvet quiet’ refer to his (@) velvet floor () soft feet (©) soft paws (@ velvet curtains (ii) The tiger is unable to (i) Heisinamood 2. He should be lurking in shadow, Sliding through long grass Near the water hole Where plump deer pass. (2012 Outside Dethi) () Where is the tiger? (@ inthe 00 ( imhis natural habitat (0) ina village (@ inthe circus46 he ATIGER IN THE ZOO/THE BALL POEM (The figure of speech in Line 1 here i (a) assonance @®) alliteration (©) metaphor (personification (iii) "The word ‘he’ refers to (je) The two words describing ‘movement’ are 3. Hle shold be snarling around houses At the jungle's edge Baring his white fngs, his claws, Terrorising the village! (CBSE 2010, 1081401C1) (i) The tiger here is (@ unhappy © happy (0 free (d) fearless (ii) What is the poet's attitude here towards the tiger? (0) disgusting (8) admiring (6) castigating (amusing (iil) The tiger here is visualized in (je) The tiger moves about 4. But he's locked in a comorete cell, His strength behind bars, Stalking the length of his cage, Ignoring visitors (2016 Outside Delhi)ATIGER IN THE ZOO/THE BALL POEM (How does he feel behind the bars of his cell? 47 (@) helpless ©) angry (0) furious (@) lethargic (ii) The tiger ignores the visitors. Why? (@ Because he likes them (&) Because he hates them (0) Because he dislikes them (Because he is indifferent to them (i) The tiger is encaged in (io) He feels in his cage 5. He hears the last voice at night, ‘The patrolting cars, ‘Ane stares with his brilliant eyes At the brilliant stars. (2015 Dethi) () His brilliant’ eyes reveal (@) hisalertness ( hisagility (0) his sadness (@ hisjoy (ii) In which state of mind is he? (@) happy ©) sad (0) excited (0) positive (ii) The word ‘He’ in Line1 refers to (io) The last voice heard by him is48 he ATIGER IN THE ZOO/THE BALL POEM (6. He stalks in his vivid stripes ‘The few steps of his cage On pads of velvet quiet, Inc his quiet rage (@) Innis cage the tiger feels (@) happy () free (0) restricted (@ alert (ii) The figure of speech in Line 4 is (@ simile () irony (6) metaphor (@ oxymoron (iii) The ‘pads of velvet quiet’ refer to (ia) The tiger is angry but osATIGER IN THE ZOO/THE BALL POEM ee 49 Literature: The Ball Poem (Comprehension Questions) ATA! Assignment 12) Read the extracts given below and answer the questions that follow: 1, What is the boy now, who has lost his ball What, what is he to do? I saw it go Merrily bouncing, down the street and then Merrily over there itis in the water! No use to say “O there are other balls’ (CBSE, 2010, 1081403-C1) () Where did the ball go down? (@ inariver () ina tank (0) inthe lawn () inwater (i) Having lost his ball the boy feels (@) happy © sad (0) frustrated (grieved and helpless (ii) On seeing the boy lose his ball the poet (io) The poet watched amusingly 2. Nouse to say ‘O there are other ball’ An ultimate shaking grief fixes the boy Ashe stands rigid, remibling, staring down All his young days into the harbour where His ball went. (CBSE 2010, 1081401-C1) () Having lost his ball the boy feels (@) confused (sad (0) lost and confused (@ happy50 ATIGER IN THE ZOO/THE BALL POEM ‘+ (ii) ‘The literary device used in Line 3 here is (@) assonance () alliteration (©) metaphor (personification (iii) The ball has fallen. (je) The boy is seen staring 3. He senses first responsibility Ina world of possessions. People will take Balls, balls will ke lost alzoays, little boy And no one buys a ball back. Money is external (CBSE 2010, 1081403-B2) () ‘Balls’ here stand for (@) good things (®) favourite things (©) precious things (@ cricket balls (i) The literary device used in Line 3 is (@) metaphor () alliteration (0) symbol (@) simile (iii) The ‘world of possessions’ means (iv) People have to accept 4. No-use fo say ‘O there are other balls: An ultimate shaking grief fces the boy As he stands rigid, trembling, staring down All his young days into the harkour where His ball went. I would not intrude on him;ATIGER IN THE ZOO/THE BALL POEM ie 51 (The poet's attitude towards the boy’s loss is (@) inhuman @ unusual (0) cruel (wise (i) The figure of speech used in the last line here is, (@ simile () cacsura (0) personification (@ metaphor (ii) The boy seems to have (iv) The loss of the ball to the ball 5. His leaning, well behind his desperate ees, ‘The epistemology of loss, how to stand up Knowing what every man must one day krow And most know many days, how to stand up. () The ‘epistemology of loss’ means (@ extent of loss (nature of loss (0) importance of loss (@ knowing the nature of loss (i) The poet wants us to (@) forget our losses (®) cope with our losses (0) ignore losses (@ feel angry at our losses (iii) The word ‘he’ referred to here is (i) Everyone should learnA TIGER IN THE ZOO/THE BALL POEM Literature: ATigerin the Zoo A. Answer the following questions in 30-40 words each: L. What do you understand by ‘His strength behind bars’? What kind of cage is he locked in? (2016-50PDQ48) 2. The tiger in the poem ‘A Tiger in the Zoo’ has some obvious limitations. Describe them in contrast to its natural habitat (2016-W5KOKWW) 3. Describe the movement of the tiger in the cage and in the wild. (2016-BBBXW19) 4. Why does the tiger lurk in the dark? 5. In what mood is the tiger in his cell in the zoo? 6. Is there any effort to convey the message? What is it? 7. What does the tiger’s staring at the stars reveal? 8, Isit safe to allow tigers to live in their natural habitat these days? (2015-6K00825) 9. What is the central idea of the poem? B. Answer the following questions in 100-150 words: 1. The tiger in the poem is feeling miserable in a concrete cell, Does it not amount to cruelty? Express your opinion about keeping wild animals in zoos. Is there any lesson for humans? —_(2015-XZAARDL) 2. The poem’A Tiger in the Zoo’ moves from the zoo to the wild and back. Discuss. 3. In what way does the poet plead for free life of animals in their natural habitat?ATIGER IN THE ZOO/THE BALL POEM ie 53A TIGER IN THE ZOO/THE BALL POEM Dest Assignment 14) Riterature : The Ball Poem A. Answer the following questions in 30-40 words each: |. Express your views on the title of the poem ‘The Ball Poem.’ (2016-07ENORS) 2. ‘He senses first responsibility’ ~ What responsibility is referred to here? (CBSE 2018 Delhi) 3. The poet's attitude towards the boy's loss is unexpected and unusual. Do you justify it? Why? 4, What does the poet want the boy to learn? 5. What is the poet’s opinion on one's loss or failure in life? 6. What message does the poem convey to us? 7. What is the idea conveyed in the poem “The Ball Poem”? 8. How did the boy react to the loss of his ball? Was it natural? 9. What tells you that the ball was valuable to the boy? 10. Why does the poet say: ‘Money is external’ 111, What is the nature of loss? How can we cope with our loss? 12, In what kind of world do we live, according to the poet? B. Answer the following questions in 100-150 words: 1. Should the boy be allowed to grieve for his ball? If his loss is irreparable or irretrievable then how should one handle it? What lessons can be learnt? (2016-[CPVLQS) 2. How does the boy lose his ball? How does the poet use this situation to comment upon the nature of loss or failure in general? 3. How did the boy really react on the loss of the ball or was he fearful of something or someone ....? (2016-RPNCKFM) 4, Critically analyse the poem entitled ‘The Ball Poem’ 5. Comment on the title of the poem “The Ball Poem’ATIGER IN THE ZOO/THE BALL POEM ie 5556 — CHAPTER 07 THE THIEF’S STORY The Narrator, a thief «© thenarrator, a young boy of fifteen, a thief, changes his name frequently tells the story of his relationship with an elderly person Anil, a writer © tells Anil his name as Hari Singh, flatters him to get a job claims he can cook meals © cooks the food very badly, but is retained by Anil ‘¢ Anil promises to teach him reading and writing The Narrators dishonesty # -makes tea for Anil, goes to the market to buy the day’s supplies begins to keep back a rupee or so «Anil does not seem to mind, carefree by nature Plan of robbery # Anil comes with a small bundle of currency notes one day «puts the money under his mattress # the narrator gets tempted, justifies himself for the robbery © gets pay, Anil would waste money on his friends ete. The narrator commits the wrong act takes away the money at night, reaches the station © misses the train, it starts drizzling, takes shelter near the clock-tower feels guilty, comes back, slips the damp bank-notes under the mattress Anil’s kindness and generosity «next morning, Anil gives fifty rupees to the narrator as his pay © narrator feels Anil knew about the theft but said nothing, * Anil's kindness makes him smile, feels grateful to his master the narrator -a changed person nowTHE THIEF’S STORY ee 57 Supplementary Reader: The Thies Story y/ (Comprehension Questions) Oest Assignment (15) Read the extracts given below and answer the questions that follow: 1. Anil was watching a wrestling match when I approached him. He was about 25-a tall, lean fellow ~ and he looked easy-going, kind and simple enough for my purpose. I hadn't had much luck of late and thought I might be able fo _get into the young man’s confidence. (What does ‘for my purpose’ refer to? (@) the purpose of cheating (6). the purpose of getting a job (0) the purpose of stealing, (@ the purpose of befriending, (ii) The speaker is quite (@) careful () carefree (9 dull (observant (ii) ‘V referred to here is. (io) ‘Thadn’t had much luck of late’ means that 2. And that is why it was so dificult to rob him. I's easy to rob a greedy man, because he can afford fo be robbed; but it’s difficult to rob a careless man — sometimes he doesn’t even notice he's been robbed and that takes all the pleasure out of the work.58 fe (@ Thenarratoris a THE THIEF’S STORY (@) writer @ dacoit (0) robber (@ priest (i) The narrator wants to do his job. (@) comfortably (easily (©) effici ly (@ for pleasure (ii) Hews difficult to rob Anil because (io) Anil was too careless to 3. The train had still to pick up speed and I should have been able to jump into one of the carriages but I hesitated — for some reason I can’t explain-and [lost the chance to get may. (i) His ‘hesitation’ reveals that he is (@ anhonest person (0) not ready to leave (0). pricked by his conscience (O double-minded (ii) Why did he want to get away? (@) because he had no one in the city (0) because he was a thief (6) because he had committed a crime (because he had committed an offenceTHE THIEF’S STORY. ie 59 (ii The narrator was, (io) He was to board a moving train to 4, My spirits rose. But whem I took the note. Isao it was still wet from the night's rain. “Today we'll start writing sentences”, he said He knew. But neither his lips nor his eyes showed anything. I smiled at Anil in my most appealing way. And the smile came by itself without any affort. () The narrator smiled because he was (@ forgiven (&) not handed over to the police (0) not punished (@_ not made to feel guilty (i) Anil was really (@) agentleman (@® rude (0) magnanimous, (careless (ii) The narrator's spirits rose when he () The narrator realised thatTHE THIEF’S STORY OLA. Cena 16) Literature: The Thief's Story A. Answer the following questions in 30-40 words each: 1 8 |. Inwhich queer way did Anil make a living? (CBSE 2018) ‘How did Anil transform Hari Singh's life? (CBSE 2012) Hari Singh was a clever boy. Give evidence from the text. (CBSE 2015) ‘What impression do you form of Anil? How did Hari Singh justify to himself his intention of stealing Anil’s money? (CBSE 2014 Delhi) When did Hari Singh start cheating Anil? Who was Anil? What kind of a person was he? What happened at the station? Comment on the ending of the story. B. Answer the following questions in 100-150 words: 1 2 3 Why did Fiari Singh come back to Anil? (CBSE 2012) ‘What impression do you form of Hari Singh? “He was the most trusting person I had ever met.” Do you agree with this remark of Hari Singh about Anil? Give a reasoned answer. (CBSE 2012) How is “The Thief’s Story’ a study of the complexities of human mind?THE THIEF’S STORY. ie 6162 — CHAPTER 08 MODALS r Modals (Modal Auxiliaries) are forms of verbs such as can, could, may, might, should, etc. They are used to express ability, capability, possibility, permission, duty or necessity, etc. Read these sentences carefully 1. Tean litt (ability) 2. Itmay rain today (possibility) 3. You may go now. (permission) 4, We should respect them, (duty or obligation) 5. You must do it (necessity) Here isa list of the modals used in English. can, could, mary, might, must, ought to, shall, should, will, would Dare, need and used to are called semi-modals. They are dealt with separately in this chapter. 1 Important Points: (@) A Modal Verb is never used alone. It must have a Principal Verb with it; as, ‘can do, might come, should learn (®) The Modal Verbs used in the Present Tense have the same form throughout, whatever be the person and the number of the subject; as, ean sing. You can sing He/She ean sing. They can sing, Imay read. You may read. He/She may read. They may read (0) The Modals do not have the Infinitive or Participle forms. We do not say: fo shall, fo must, fo may, etc However, in cases where we write fo will, to dare, ta need, etc. the verbs will, dare and need are used as Principal Verbs and not as Modal Auxiliaries. We shall now consider the use of the Modals one by one, 1. Shall (9 In Assertive Sentences, shall, in the first person, gives information about the future action; as, I shall be much obliged to you We shall reach Delhi today. (i Shall, in the second and thied persons, is used to denote: (2) apromise; as, She shall have the book tomorrow. ‘They shall have a holiday tomorrow.MODALS 2) 2. Will 0 (i) cy (iv) ee 63 () acommand; as, ‘They shall not play there. You shall love your neighbour as yourself. (0) determination; as, They shall work hard, You shail do what he has told you. (@) a threat; as, He shall be punished if he does not obey them. ‘They shail pay for this negligence. In Interrogative Sentences, shall, used in the first person, indicates simple futurity, wish or opinion of the person spoken to; as, Shall [buy this book for you? (Do you wish that I should buy this book for you?) Shall we visit the museum? What is your opinion about visiting the museum? In Assertive Sentences, will in the second and the third persons indicates pure future; as, She will go to Kanpur on Monday. They are confident you will pass the examination. In Assertive Sentences, will indicates a customary or characteristic action, when used in the second or the third person; as, She will sit there for hours waiting for her son to come. Whenever he is in trouble, he will go to his father, Will in the second and third persons expresses a belief or an assumption on the part of the speaker; as, ‘They will know it. Mohit will be back now. Will in the first person is used to denote: (2) promise; as, ‘We will do better next time. Iwill teach him Maths. () threat;as, Twill dismiss you. We will expose her (0) willingness; as, Don't worry, we will lend you some money. Iwill carry your bag to office.64 se MODALS (@) determination; as, Ill succeed in the venture. We will not surrender. (®) In Interrogative Sentences will in the second person denotes willingness, intention or wish of the person, spoken to; as, Will you have a cup of coffee? Will you leave Mumbai on Sunday? 3. Should Should is used () to denote duty or obligation ; as, We should obey our elders She should control her temper. (i) 10.denotea condition, supposition, possibility, ete; as, If should rain, we shall have a holiday. fhe should come, ask him to wait (Gil) to indicate a concession; as, ‘We will not believe it, though an angel should come from heaven and say it (0) when giving and asking advice; as, You should not play with fire. You should forgive those who hurt you. (©) after “est” to express a negative purpose; a, He worked hard lest he sould fail. (©) to disapprove something that was done in the past; as, ‘They should not have laughed at her. I should not have gone for the picnic. (i) in idiomatic expressions; as, He should think so. (He is quite sure of it) 4. Would Would is used: () twexpress determination; as, She would have her own way. ‘The doctor said he would visit my ailing father every day. (i) toexpress a wish; as, would like to see his house. (iid) to express frequent past actions; as, ‘After lunch he would have a short nap. ‘He would sit for hours watching the starsMODALS (0) to indicate refusal; as, ‘The wound would not heal quickly. ‘The engine would not start. (0) impolite expressions; as, ‘Would you mind explaining this to me? ‘Would you please lend me some money? (i) to denote condition or uncertainty; as, Had he met me, I would have told him everything Ifhe were clever, he would resist this offer. 5. May May is used: (to express permission; as, You may use my pen for a day. ‘May I come in, sir? (i) toexpress a purpose; as, She flatters so that she may win favours. We eat so that we may live. (ii) to denote possibilty; as, It may snow tonight. I may be elected President. (io) to express a wish; as, ‘May you have the best of luck ! ‘May her soul rest in peace ! 6. Might () Might is used to denote a possibility that is more doubtful than denoted by may ; as, ‘She might pass. The patient might recover. (ii) Might is also used to denote extreme politeness during a discussion; as, Might [have a chance to speak? If L might request you, couldn't you teach us History? (Gi) Might is used to denote a gentle reproach or admonition; as, Well, if you were not well, you might have told me this before ‘You might tell me the truth. 7. Can, Could (9 Can and could are used to express possibility, that is Can her statement be true? We could succeed if we worked together. ,, some action or event is possible; as, 6566 he MODALS (i Can and could are used to express ability or power; as, Team swim. She could dance well at the age of ten. (ii) Can and could are used to express permission; as, Can 1 go to see a movie? You can leave the office, now. (0) Could sometimes does not indicate past time. Itis also used to express a polite request; as, Could Ihave your book? Could Ihave a word with you? 8. Must “Must is used to express: () Fixed determination; as, I must have my money back. She must learn Physics. (i) Necessity, compulsion ora strong moral obligation; as, We must be loyal to our country. I must finish the work today. (ii) Inevitabiity, as, ‘One who is born must die one day. (io) Certainty or strong likelihood; as, ‘She must have died by this time, Mary must have missed the train. (0) Duty; as, We ust pay our school fees on time. A soldier must be loyal. (08) Prohibition or command; as, Students must not eat in the classroom, \nmcera noni nate tennantMODALS 67 ee i Dom Yoursetr Fill in the blanks choosing the most appropriate words out of the options given below : The following passage has not been edited. There is one error in each line. Write the incorrect word and the correct word out of the given options in your answer sheet as given below against the correct blank number. Remember to underline the word that you have supplied. “Can I come in and have a seat?” a student (aM ue May. asked me. He said I must give him advice on o) ought to/should/would improving his life style. He said he will follow ® should/must/would y advice, as he was sure he can learn a lot 0 may/could/must from me, “Will you lend me some books?” he said, @ shall/must/would after a while, “I shall,” I said, “but only when You promise to return them soon.” “I shall”, © must/will/should he said Complete the following paragraph by filling in the blanks with suitable modals selecting them from those given in options. Crops (@) be destroyed if it does not rain in time. There are clouds in the sky, but it (#) rain or not, one (c) not say exactly. Our predictions about the weather are always uncertain. They (d) not always be true. (@) (must wilt (ii) should (i) can ®) may (i) might (i) can (je) could (©) @will (i) would (ii) can (i) could (should (ii) may (ii) would (jv) can Complete the following paragraph by filling in the blanks with suitable modals selecting them from those given in options: There are many things which (a) not be sold or bought. Mother's love is such a thing. Mother ® sacrifice her comforts so that the child (c) not disturbed: Therefore a child (é) resect the emotions of his mother. (@) will (ii) shall (ii) can (iv) could ©) (will (ii) would (ii) can (jo) could (may (i) might (ii shall (Go) will (@ @will (i would (ii) should (fo) shal Complete the following paragraph by filling in the blanks with suitable modals selecting them from those given in options: God is great and we (a) be greatful to Him. We (8) do our duty and leave the reward in the hands of God. Ultimately God (¢) help us. Rest in rust we (d) not rest and leave everything to God. (@ @should (i) would (i) must (jo) can ®) would (i) should (ii can (i) could (©) (@shall (a witt (ii should () would () @should (i) would (ii) must (jo) ought68 — CHAPTER 9 TWO STORIES ABOUT FLYING : I. His FIRST FLIGHT = Liam 0 Flaherty The young seagull © the young seagull scared to fly ¢ his two brothers and his sister had already left his parents scolded him, persuaded him to fly, but in vain ¢ _lefthim alone on the ledge ‘© the young seagull saw his parents training his siblings Hunger overpowers him the seagull was hungry © saw his mother tearing a piece of fish his mother screamed at him in hatred Mother comes near the young seagull The seagull’s mother with a fish in her beak © came near the ledge © when the seagull came forward, his mother moved back the seagull lost his balance «fell off the ledge shocked and afraid found his wings began to flutter ‘© soon he was soaring into the sky the seagull began to move up and down happy and excited saw the green sea before him weak and tired, he touched the sea floating on it «his family screaming, praising him @ he had made his first flightTWO STORIES ABOUT FLYING Il. THE BLack AEROPLANE OUTLINE SUMMARY An easy flight the writer flying his Dakota aeroplane over France going back to England © wasina happy mood © one thirty in the morning the lights of the big city in front of him «thinking of his breakfast Stormy conditions © suddenly a change in weather © writer saw huge clouds, fierce storm © could not fly up and over them. © decided to take risk of flying into the storm Lost in the storm © dark and black all around © plane jumped and twisted © allinstruments dead # lost contact with Paris control Another aeroplane © writer saw another aeroplane ts pilot beckoned him to follow him. © writer obeyed, followed him plane in front started going down writer able to land his Dakota safely Amystery ¢ found the black aeroplane missing, ‘+ 69 Frederick Forsyth ¢ awoman in the control centre told him that his was the only plane flying that night © the writer was surprised ¢ did not know who helped him70 TWO STORIES ABOUT FLYING y Oest Assignment M17) Literature: Two Stories about Flying / (Comprehension Questions) Read the extracts given below and answer the questions that follow each: (i) His First Flight y/ 1. The day before, all day he had watched his parents flying about with his brothers and sister, perfecting them in the art of flight, teaching them how to skim the waves and how to dive for fish, He had, in fact, seen his older brother catch his first herring and devour it, standing on a rock, while his parents circled around raising a proud cackle. (CBSE 2010, 1081407-B1, B2) () The elder brother had been successful in (@) flying (&) swimming (0) catching the first herring, (standing on a rock (i) The young seagull was watching from. (@) ahole () theledge (0) the top of the rock (O ahole under the ledge (ii) His brothers and sisters were flying about (ia) ‘A proud cackle’ means 2. The sun was now ascending the sky, blazing on his ledge that faced the south. He felt the heat because he had not eaten since the previous night fall. He stepped slowly out to the brink of the ledge, and standing on one leg with the other leg hidden under his wing, he closed one eye, then the other, and pretended to be falling asleep. Still they took no notice of him. He saw his twco brothers and his sister lying on the plateaw dozing with their heads sunk into their necks. (CBSE 2010, 1081403-C1,C2) () The ledge was facing (@) the east () the west (9 the south (@ the northTWO STORIES ABOUT FLYING ie 71 (ii) The young gull closed his eyes (@) in fear () tosleep (0) todoze (@ tomeditate (ii) He pretended to be (ie) “Took no notice of him’ means 3. With a loud scream he fell outwards and downwards into space. Then a monstrous terror seized him and his heart stood still. He could hear nothing. But it only lasted a minute. The next moment he felt his wings spread outwards. ‘The wind rushed against his breast feathers, then under his stomach, and against his wings, (CBSE 2010, 1081414-81) () His fear lasted (@) alittle (long (9) aminute (@ anhour (ii) What did he feel then? (@) his wings closed (0) his voice choked (0) he felt excited (@ his wings spreading outwards (ii ‘He’ referred to here is () “Monstrous terror’ means (ii) The Black Aeroplane 4, ‘The moon was coming up in the east, behind me, and stars were shining inthe clear sky above me, There wonsn’t a cloud in the sky. I was happy to be alone high up above the sleeping countryside. I was flying my old Dakota aroplane over France back to England. I as dreaming of my holiday and looking forward to being with my family. I looked at my watch: one thirty in the morning. (CBSE, 2010, 1081407-C1)72 he TWO STORIES ABOUT FLYING (@ While flying high above the countryside, the narrator was, (@) scared () happy (©) excited @ sad (ii) What time was it when the narrator looked at his match? (@ Sam © Bam (9 230am () 130am (ii) The ‘Yin the passage is. (iv) ‘Sleeping countryside’ conveys 5. [looked at the compass. I couldn't believe my eyes: the compass was turning round and round. It was dead, It would not work ! The other instruments were suddenly dead, too. | tried the radio Paris control? Paris control? Can you hear me? There was no answer, The radio was dead too. Ihad no radio, no compass and I could not see where Iwas. I ‘was lost in the storm. Then, in the black clouds quite near me, I saw another aeroplane. It hai! no lights on its wing, but I could see it flying next to me through the storm. (CBSE 2010, 1081405-C1,C2) () The narrator was lost (@) inhis thoughts, () inhis dreams (0) inthe storm (@, inthe forest (i) The narrator saw another aeroplane (@) inthe storm (6) inthe dark clouds (0) in wrecks (@ catching fire (ii) The black clouds were quite () ‘Lost in the storm’ meansTWO STORIES ABOUT FLYING ee 73 A 30-40 words each: (i) His First Flight Answer the following que: 1. Why was the seagull alone on his ledge? (CBSE) 2. “The sight of the food maddened him’ Who ‘he’ in these lines? Why was he angry? What does this suggest? (2016-V18ADD) 3. What made the young seagull finally fly? (cBsE) 4. How did the mother ‘trick’ the young seagull into flying? (2010) 5. How did he feel when he felt that he was flying? 6. Why and how was he applauded by his family? (i) The Black Aeroplane 7. Why did the pilot think of going back to Paris? (2016-RPNCKFM; 2015-SZSVGSP) 8. Why could the woman in the control room not help the pilot of Dakota? (2010-1081405-B1) 9. What mystery was revealed to him when he landed safely? 10. What happened when the writer turned the aeroplane twelve degrees west towards England? (2016) ‘11, “I'l take the risk”, What isthe risk? Why does the pilot of the old Dakota take it? (2015) 12, What do you think of the mysterious plane and his pilot? Answer the following questions in 100-150 words: (i) His First Flight 1. Compare and contrast the seagull in the beginning and at the end of the lesson. (CBSE 2012) 2. How was the young seagull able to take his first flight? 3. What is the message conveyed by the story “His First Flight”? (ii) The Black Aeroplane 4. From beginning to the end of the lesson ‘Black Aeroplane’ is a mystery. How? (CBSE) 5. Who do you think help the narrator to reach safely?74 TWO STORIES ABOUT FLYING75 — CHAPTER 10 HOW TO TELL WILD ANIMALS __, = Carolyn Wells In the poem ‘How to Tell Wild Animals’ the poet tells the readers, especially the children, the various distinguishing features of some wild animals. She adopts a humorous stance to entertain and instruct. The Asian Lion The poet says that if somebody goes to the jungles of the east, he may come across a large, brownish yellow beast. Then the poet humorously adds that if this beast kills him and roars over his dying body, he will at once know that it is the Asian Lion, The Bengal Tiger Similarly a noble beast may greet somebody roaming around in some eastern country (like India). This beast will be identified by its black stripes over a yellow skin. If this “noble beast” eats him up, he will at once understand that itis a Bengal Tiger. The Leopard Somebody may come across a beast with spots on its hide. When this beast leaps on him, he will know that this beast is called a leopard. It will be of no use to roar with pain at that time. The Bear Somebody may meet a creature just near his yard. When this creature gives a warm hug, he will at once know that it is a bear. The bear will give one last caress (embrace) before he is dead A Crocodile and a Hyena ‘A crocodile is recognised by his tears while a hyena is recognised by her merry smiles AChameleon A chameleon is a small, lizard-like creature. He has no ears and no wings. If a person sees nothing on the tree, he will know at once that it is a chameleon (because a chameleon changes colour very fast and disappears quickly).76 HOW TO TELL WILD ANIMALS Literature: How to Tell Wild Animals y/ (Comprehension Questions) Read the extracts given below and answer the questions that follow each: 1. Ifever you should go by chance To jungles in the east And if there should to you advance A large and tawny beast, Ife roars at you as you're dyin You'll know itis the Asian Lion. (2019 Delhi) () The word ‘tawny’ refers to (@) yellow (brown (0) brownish-yellow (, black-yellow (i) The thyme scheme used in this stanza is: (@) aabbec (0) abebee (0) ababbb ( ababee (ii) The Asian Lion can be found (ia) The Asian Lion is a 2. Or ifsome time when roaming round, A noble wild beast greets you, With black stripes on a yellow ground,HOW TO TELL WILD ANIMALS Just notice ifhe eats you. This simple rule may help you learn ‘The Bengal Tiger to discern () The word ‘noble’ for the tiger is used (@) ironically (0) carelessly ‘+ (CBSE 2010, 1081403-C1) (b) realistically (@ humorously (ii) How does the Bengal Tiger look? (@) fearful (0) noble and impressive (©) majestic (@, attractive (ii) The animal called ‘noble’ is in reality. (io) The Bengal Tiger can be identified 3. If strolling forth, a beast you view, Whose hide with spots is peppered, ‘As soon as he has lept on you, You'll know itis the Leopard. “Twill do no good to roar with pain, He'll only lep and lep again. () Who is’he’ in Line 3? (0) an animal (Qa leopard (CBSE 2010, 1081401-A1) (®) aperson (@ abeast7 & (alliteration () simite (0) assonance (repetition HOW TO TELL WILD ANIMALS (ii) The ‘peppered spots’ mean (2) Line 5 implies .Ifwhen you're walking round your yard You meta creature there, Who hugs you very, very hard, Be sure it is a Bear If you have any doubts, I guess He'll give you just one more caress () How does the bear behave? ‘The bear . (0) fightens you (hugs you (0 loves you (@ befriends you (ii) The word ‘creature’ in line 2 means (@) tiger (®) bear (0) leopord (animalHOW TO TELL WILD ANIMALS ie 79 (ii The bear hug is (io) Death is certain if the bear Though to distinguish beasts of prey A novice might nonplus, ‘The Crocodile you aktoays may Tell from the Hyena thus: Hyenas come with merry smiles; But if they weep they're Crocodiles. () Hyena’s smile is (@) real (@ ilusive (9 true (@) false (i) Crocodiles shed tears (@) copious @ false (0 genuine (@ no (ii) A novice will not be able to distinguish. (jo) The animal that seems to smile is80 se HOW TO TELL WILD ANIMALS OTA Assignment 20) Literature: How to Tell Wild Animals A. Answer the following questions in 30-40 words each: 1. How does one identify a chameleon? (2016-4RUFL6U) 2. Name different animals and birds found in the jungles of the east. (2016-aj221U2) 3. What is the famous saying associated with crocodiles and what does it mean? (2015-037X6HY) 4. Does a hyena really laugh? What do you think? 5. What humorous element is found in the poem? 6. What kind of poem is ‘How to Tell Wild Animals’? 7. What is a bear known for? 8. \. "How to Tell Wild Animals’ is both entertaining and instructive. Comment, B. Answer the following questions in 100-150 words: 1. The poet has successfully used humour to be able to ‘tell’ or ‘identify’ ‘Wild Animals’? How do you think we need lots of it in our daily life? (2015-NFYH9EP) 2. Many animals can be identified according to the poet’s suggestion. Name the animals, Which one would you like to identify? Are there any lessons for us from this poem? (cBse) 3. Comment on the title of the poem ‘How to Tell Wild Animals’.HOW TO TELL WILD ANIMALS ie 8182 — CHAPTER TI REPORTED SPEECH Tera We can quote the words of a speaker without any change, or we can report these words, as in a narrative, The first way of reporting is called Direct Speech, the second is called Indirect Speech or Reported Speech. Speech -—— Direct Speech Indirect Speech “Ravi is honest”, he said ‘He said that Ravi was honest Note the following points: (@) Direct Speech () The actual words of the speaker are put within Inverted Commas (“) (i The first word of the Direct Speech (actual words of the speaker) begins with a capital letter (ii) The Direct Speech is separated by a comma from the Reporting, Verb. (8) Indirect Speech (9) Inverted Commas ( “that. ("") are not used; but the Reported Speech is generally introduced by the conjunction (i) The comma separating the Reporting Verb from the Reported Speech is removed. (iii) The tense of the Reporting Verb is never changed. (0) The Question Mark (2) and the Mark of Exclamation (!) are not used. (0) Interrogative, Imperative and Exclamatory sentences are put as statements, (0) Change of Tenses While changing Direct Speech into Indirect Speech, the rules of the Sequence of Tenses are followed. Rule 1: If the Reporting Verb is in the Present or Future Tense, the tense of the verb in the Reported Speech is not changed at all; as, 1, Direct He says, “am hopeful.” Indirect + He says that he is hopeful 2, Direct + Hesays, “I did it” Indirect + He says that he did it. 3. Direct + Hewill say, “Teame late.” Indirect: He will say that he came late. Rule 2: If the Reporting Verb is in the Past Tense, the tense of the verb in the Reported Speech is changed into one of the forms of the Past Tense, as follows:REPORTED SPEECH 83 (9. Simple Present becomes Simple Past Direct: He said, “Iwrite a letter.” Indirect + He said that he wrote a letter. (9, Present Continuous becomes Past Continuous: Direct: He said, “Lam writing a letter.” Indirect + He said that he was writing a letter. (iil) Present Perfect becomes Past Perfect Direct: He said, “Ihave written a letter.” Indirect: He said that he had written a letter. (0) Simple Past becomes Past Perfect: Direct + He said, “I wrote a letter.” Indirect + He said that he had written a letter. (©) Past Continuous becomes Past Perfect Continuous: Direct: He said, “I was writing a letter.” Indirect + He said that he had been writing a letter. (©) Past Perfect and Past Perfect Continuous remain unchanged: Direct He said, “The flood had destroyed their fields.” Indirect: He said that the flood had destroyed their fields. Direct: He said, “Amina had been singing.” Indirect: He said that Amina had been singing. (vif). Will changes into would, shall into should or would, can into could, and may into might Direct: He said, “Iwill write a letter.” Indirect: He said that he would write a letter. Rule 3: If the Direct Speech expresses some universal truth or a habitual action, the tense of the verb in the Reported Speech is not changed into the corresponding, past, but remains exactly as it is; as, Universal Truth Direct He said, “Two and three make five.” Indirect He said that two and three make five Direct He said, "Man is mortal.” Indirect He said that man is mortal Habitual Action Direct He said, “I go to the temple every Tuesday.” Indirect He said that he goes to the temple every Tuesday. Direct He said, “Iam an early riser.” Indirect He said that he is an early riser. Note: When the Reporting Verb ‘say’ takes an indirect object, it is changed into ‘tell’ in the Indirect Speech: as,84 se REPORTED SPEECH Direct “We shall go home", he said to me. Indirect: He fold me that they would go home. ‘Ruile 4: In the Reported Speech, the words expressing nearness of time or place are changed into words showing distance. now becomes then ago becomes before this . that come . g0 here . there today . that day these ” those yesterday . the previous day hence . thence tonight . that night hither ” thither last night . the previous night thus ” so tomorrow” the next day Direct He said, “It is raining now.” Indirect He said that it was raining then. Direct He said, “Last night I met my friend.” Indirect He said that he had met his friend the previous night Direct He said, “Iam glad to be here this evening.” Indirect He said that he was glad to be there that evening. Note: If this, now, here, ete. refer to the same object, time or place, then no change is made in the adjective or adverb in the Indirect Speech; as, Direct He said, “I will do it now or never.” Indirect He said that he would do it now or never. Direct She said, “My book is here.” Indirect She said that her book was here. Direct “This is the house I like,” he said Indirect He said that that was the house he liked. Rule 5: The Nouns and Pronouns in Vocative Case are turned into objects in the Indirect Speech; as, Direct The teacher said, “Arun, you should try hard.” Indirect The teacher told Arun that he should try hard. NOTE1 — : Ifthe person addressed reports the speech, the Second Person is changed to the First as, Direct He said to me, “You are a clever boy.” Indirect He told me that I was a clever boy. Note: Ifthe pronoun he or she stands for different persons, the names of the persons referred to are inserted in brackets after the pronouns. Besides, Nouns could be used instead of Pronouns wherever possible; as, Direct ‘Arun said to Amit, “I want your pen.” Indirect Arun told Amit that he (Arvn) wanted his (Amit’s) pen.REPORTED SPEECH 85 1 ASSERTIVE SENTENC! 1. Assertive Sentences in the Indirect Speech are usually introduced by the Conjunction ‘that’: Direct: They said to Anuj, “You are a brave boy.” Indirect: They told Anuj that he was a brave boy. 2. The verbs tell, inform, remind and assure always take a personal object after them; hence the form said fo me is changed generally into fold me and sometimes into informed me, reminded me, or assured me, as the sense may require; as, Direct ‘The teacher said to me, “Ihave never seen such a lazy girl as you are.” Indirect: The teacher fold me that she had never seen such a lazy girl as Iwas. 3. All nouns and pronouns in the vocative case in the Reported Speech are turned into the personal objects of the reporting verb: Direct Ramesh said, “Sister, you are late today Indirect; ‘Ramesh told his sister that she was late that day. J) IMPERATIVE SENTENCES 1. When the Direct Speech is in Imperative Mood, the Reporting Verb ‘say or ‘tell’ is changed to some verb expressing a command, advice or request. In such a case you should select the right verb, best suited to the sense. Such verbs are given below: Command order, command, bid, tell Advice advise, urge Request + request, ask, desire Entreaty 2 beg, pray, entreat, implore Proposal suggest, propose ‘The Imperative Mood is changed into the ‘Infinitive’ ‘The rules for the change of Pronouns are to be observed. ‘That is generally not used. If its used, then ‘ iould’ is placed before the Imperative, instead of ‘to’. When ‘let’ in the Direct Speech expresses a proposal or suggestion, you may use should and change the Reporting Verb into propose or suggest; as, Direct He said to us, “Let us have some coffee.” Indirect He proposed (or suggested) to us that we should have some coffee. Note: When ‘le’ does not express a proposal, it should be changed into might or might be allowed, or into some other verb according to the sense Direct He said to his friends, “Let me study, please.” Indirect He requested his friends that he might be allowed to study. Examples: 1. Direct “Call the accused,” said the judge. Indirect + The judge ordered them to call the accused.86 se REPORTED SPEECH 2. Direct He said to Leena, “Lend me your pen, please.” Indirect: He requested Leena to lend him her pen. 3. Direct: Anand said to me, “Work regularly.” Indirect + Anand advised me to work regularly. 4, Direct ‘The teacher said to the students, “Do not stand here.” Indirect: ‘The teacher forbade the students to stand there. J EXCLAMATORY SENTENCES In reporting a wish or an exclamation in the Indirect Speech: 1. The Reporting Verb say or tell is changed into wish, bless, pray, ery, exclaim, declare, confess, ery out, ete., with such phrases as with delight or joy, with sorrow, where necessary 2. The interjections and exclamations such as oh, well, hurrah, alas, bravo, curse it, are omitted and their sense is expressed by means of phrases. 3. The exclamatory form is changed into a statement and the note of exclamation is replaced by a full stop. Examples: 1, Direct Indirect 2. Direct Indirect 3. Direct Indirect 4. Direct Indirect, He said, “May God save my son!” He prayed that God might save his son. They said, “Hurrah ! We have won the match.” ‘They exclaimed with delight that they had won the match, She said, “Alas ! He is dead.” She cried out with sorrow that he was dead “What a horrible accident it is!" he said, He exclaimed that it was a horrible accident. J INTERROGATIVE SENTENCES In reporting a question in the Indirect Speech: 1. The reporting verb said is changed to asked, inquired, demanded, etc. 2. Whether or if is used after such an introductory verb, whenever the direct question admits of one or two answers. (Yes or No) 3. The Interrogative sentence is changed into a statement (positive or negative). The Note of Interrogation is replaced by a full stop. 4. If the question begins with an Interrogative Pronoun or an Interrogative Adverb such as what, which, when, whose, who, where, how or why, the same word is used in the indirect speech to introduce the words spoken by the speaker; as, ‘Yes/No Questions: 1. Direct: He said to-us, “Are you going away today?” Indirect: ‘He inquired of us whether we were going away that day. 2. Direct He said to me, “Do you know the way?” Indirect: He inquired of me if (whether) I knew the way.REPORTED SPEECH Indirect 4, Direct Indirect 5. Direct Indirect 6. Direct Indirect She said to me, “Why did you write to me such an insulting letter?” She demanded of me why I had written such an insulting letter to her. She said, “Who taught you Hindi?” She asked who had taught us Hindi “How will you go there?” she enquired of me. She enquired of me how I would go there. “What do you want?” The teacher asked. The teacher asked what I wanted, Ilustrative Examples: Read the following conversation and complete the passage that follow: Rita When did you come? Shama: Yesterday. Rita Did you enjoy your holidays? Shama: Yes, I did. Let us go to canteen. Rita asked Shama (2) ‘Shama replied (6) Rita, then, enquired of her (¢) a) ‘Shama said that she did and suggested (d) Reported Speech: Rita asked Shama when she came. Shama replied that she came the previous day. Rita, then enquired of her ifshe had enjoyed her holidays. Shama said that she did and suggested that they should go to canteen. @ 87 Given below is an example of a typical reported speech in the form of a cartoon narration. Read the comic strip. Blondie surprisingly commented that he had come doxon before she did and made coffee. Allert commented that that twas the first time that it had happened. It was really strange and added that his whole life had flashed before his eyes.Pe REPORTED SPEECH Do it YourseLr Read the conversation given below and complete the passage that follows: Ravi: _—_Areyou going to Singapore as part of the exchange programme? Sunil: Yes,Lam. Are you also going? Ravi: _Idon’tknow whether my parents will allow me. Sunil Tell them that it isa rare chance, Ravi asked Sunil (a) - Sunil confirmed that he was, and asked (b) Ravi replied (c) Sunil suggested (d) Read the dialogue given below and complete the paragraph that follows: Seema Are you afraid of going to the dentist? Mohit Yes, Im, Seema But you will have to go. Seema (a) Mohit replied, (6) and that (c) Seema said (d)89 — CHAPTER 12 THE MIDNIGHT VISITOR ¢ = Robert Arthur CEE TO Ausable, a secret agent © Ausable, fat, ordinary looking person, did not look like a secret agent © Fowler, a romantic writer, disappointed to see him © Ausable asked Fowler to wait for a thrilling action Appearance of another secret agent Max © Ausable closed the door and switched on the light # across the room stood Max with a pistol in his hand © Max,a cunning man # had come to get hold of the report about some new missiles that were about to reach Ausable Ausable’s shrewd plan © Ausable satin a chair remarked that it was for the second time that somebody had entered his room through the balcony of the next apartment Max said he came by using a pass-key to his room Knocking at the door © asudden knocking at the door © Ausable said that the police had been kept ready for extra protection © Max got panicky, climbed the window-sill and dropped on to the ‘balcony’ Surprise for Fowler # the door opened, no police, a waiter had come with a bottle and two glasses © Ausable told Fowler there was no police Fowler said Max could come back from the balcony again © Ausable said Max would not return since there was no balcony © Max had jumped to his death.THE MIDNIGHT VISITOR Reader : The Midnight Visitor (Comprehension Questions) Read the extracts given below and answer the questions that follow each: 1. "You are disappointed,”” Ausable said wheezily over his shoulder. “You were told that T was a secret agent, a spy, dealing in espionage and danger. You wished to meet me because you are a writer, young and romantic.” () Ausable was, (@) strong (&) healthy (© ill (@ weak (i) Ausable had to deal with, (@) abnormal situations (normal situations (0) violent situations (@ dangerous situations (ii) "The person being addressed to is (io) He expected 2. “This is the second time in a month that somebody has got into my room trough that nuisance of a balcony!” Fowler's eyes went to the single window of the room. It was an ordinary window, against which now the night was pressing blackly () Who has intruded into Ausable’s room? (@) athiet () acriminal (0) Fowler ( aspy (ii) The reference to balcony was (@) atrap (©) acasual remark (0) a formal remark (@ a deliberate remark (ii The balcony was actuallyTHE MIDNIGHT VISITOR ie 91 (je) Ausable wanted Fowler to 3. The doorknob turned. Swiftly Max pushed with his left hand to free himself from the sill and drop to the balcony, And then, as he dropped, he screamed once, silly () In what state of mind was Max? (@) excited (© happy (0) sad and sorrowful (confused and disturbed (ii) He screamed because (@) of fear (&) of excitement (0) he fell down to his death (of happiness (ii) Max was a (jo) He had dropped to the balcony which 4, “There were no police.” Ausable sighed. “Only Henry, whom Itoas expecting.” “But won't that man out onthe balcony ..? Fowler began. “No,” said Ausable,” he won't return. You see, my young friend, there is no balcony.” () Who is‘he' referred to here? (@ Henry (&) the manager (0) Max (@ awaiter (i) Ausable turned out to be a very (@) thoughtful person (®) dull person (0) hospitable person () schemy and clever person (ii) Henry was___. (io) Fowler was afraid that92 se THE MIDNIGHT VISITOR Supplementary Reader: The Midnight Visitor ‘A. Answer the following questions in 30-40 words each: 1. Why did Fowler want to meet Ausable? Why was he disillusioned? (CBSE 2013, Delhi) 2. What impression do you form of Ausable as a secret agent after reading the story ‘The Midnight Visitor’? (CBSE 2016, Delhi) |. What made the story of balcony so convincing? (CBSE 2014) 1. Why was Ausable confident that Max would never return? (CBSE 2015) Comment on the ending of the story 3 4 6. Who was Max? Why was he in Ausable’s room? 7. How did Ausable befool Max about the balcony? (2016-50PDQ48) 8. Why did Fowler come to meet Ausable? Was he able to achieve his target? (2015-WZ61NVO) 9. What made Ausable pretend to be angry with the hotel management? 10, What role did Henry play in Ausable’s plans? B. Answer the following questions in 100-150 words: 1. We need intelligence more than physical strength in a difficult situation, How is it proved true in the story ‘The Midnight's visitor’? (CBSE 2012, Outside Dethi) 2. Compare and contrast the characters of two secret agents in the story “The Midnight Visitor’ 3. ‘Lwill get it tonight’. Who said it? What made him say it? Comment. 4. What impre sion do you form of Max?THE MIDNIGHT VISITOR ie 9394 — CHAPTER 13 FROM THE DIARY OF ANNE FRANK ; CEE TO Decided to write a diary — Anne Frank © Anne wanted to write a diary # toexpress herself to lighten her burden had no friend, inthe diary she found a real friend named the diary ‘Kitty’ Anne's family background her father thirty-six, mother twenty five, when they married her sister Margot born in Germany in 1926, older than Anne by three years Family moved to Holland, Anne joined a Montessory school there Anne greatly loved her grandmother who died in 1942. Wait for the result «whole class tensed about result betting about one another ¢ Anne not sure due to Maths Anne's talkat je nature © MrKeesing, Maths teacher, irritated with Anne for her talkative nature © as punishment, asked her to write an essay on ‘A chatterbox’ wrote in her essay that she had inherited talkativeness © wrote that she would try to control her habit, though it was almost impossible the teacher read the essay, the class laughed © Anne's incorrigible behaviour made the teacher give her another essay to write ‘An Incorrigible Chatterbox’ Anne wrote it © Then the teacher asked him to write on ‘Quack, Quack, Quack, Said Mistress Chatterbox’ © Anne, with the help of a friend, wrote the essay in verse, satirising the teacher the teacher took the joke in right spirit, stopped giving Anne extra homework @ began to crack jokes in the classFROM THE DIARY OF ANNE FRANK ee 95 Literature : From the Diary of Anne Frank y/ (Comprehension Questions) Read the extracts given below and answer the questions that follow each: 1. ‘Paper has more patience than people’. | thought of this saying on one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to sty in or _g0 out, L finally stayed where I was, brooding: Yes, paper does have more patience, and since I'm not planning to let anyone else read this stiff backed notebook grandly referred to as a ‘diary’ unless I should ever find a real friend, it probably won't make a bit of difference (CBSE, 2010, 1081410-B1) (Anne felt that she would find her best friend in (@) hersister (©) mother (©) her diary (@ allthese (ii) ‘The mood of the speaker while starting to write her diary was (@ meditative ©) excited (0) depressed (whimsical (iii) Twas feeling alittle (ie) ‘Bored and listless’ means 2. My father, the most adorable father I've ever seen, didn’t marry my mother until he was thirty six and she was ‘twenty five. My sister Margot was born in Erankfurt in Germany in 1926. I lived in Frankfurt until Iwas four. My {father emigrated to Holland in 1933. My mother, Eight Hollander Frank, went with him to Holland in September ‘while Margot and I were sent to Aachen to stay with my grandmother. (CBSE, 2010, 1081410.C1) ( Margot and the narrator stayed with their (@) maternal uncle (® paternal uncle (0) grandfather (@ grandmother96 FROM THE DIARY OF ANNE FRANK * “ (@) 1996 & 1914 (9) 1926 (@ 1920 (ii) Istayed with my (io) The expression ‘most adorable father’ conveys. 3. [have loving parents and a sixteen-year old sister, and there are about thirty people I can call friends, I have a family, loving aunts and a good home. No, om the surface I seem to have everything, except my one true friend, All | think about when I'm with friends is having a good time. [can’t bring myself to talk about anything but ordinary everyday things. We don’t seem to be able to get any closer, and that’s the problem, May be it's my fault that we don’t confide in each other. (CBSE, 2010, 1081414-A1) (The speaker has everything except, (@) a good school (&) loving sister (©) loving parents (@ atrue friend (ii) The speaker feels that she has a handicap which is that (@) she opens up freely (0) she is too talkative (0) she does not get closer to anyone (@ sheis too orthodox (ii) The speaker's family was quite (i2) The expresion ‘don’t confide in each other’ means. 4. I thought and thought, and suddenty I had an idea. I wrote the three pages Mr Keesing had assigned me and zoas satisfied. I argued that talking is a student's trait and that I would do my best to keep it under control, but that I would never be able to cure myself ofthe habit since my mother talked as much as I did if not more, and that there's not much you can do about inherited traitsFROM THE DIARY OF ANNE FRANK ie 97 (Anne's argument about her being too talkative was that (@) her father talked too much (6) her sister talked too much (0) it was an inherited quality (@ she was helpless (i) What shows that Anne was qui (@) she could argue well (6) she could write three pages independently (0) she didn’t talk trash (@ all of the above (ii) Lean not help my traits. (io) ‘Talking isa students trait’ means 5. finished my poem, and it was beautiful! It was about a mother duck and a father swan with three baby ducklings who were bitten to death by the father because they quacked too much. Luckily, Mr Keesing took the joke the right wiry. He read the poem to the class, adding his own comments, and to several other classes as well. (Who did the father in Anne’s poem signify? (@) cruelty (arrogance (0) sympathy (dominance (i) What tells you that Mr Keesing was not “an old fogey”’ as Anne would describe him? (@) took the joke rightly () gave his own commentry (0) read out to other classes (@ all of these i) The narrtor finished the fem, po (iv) The expression ‘bitten to death’ means98 se FROM THE DIARY OF ANNE FRANK Oest Assignment (24) Literature : From the Diary of Anne Frank ‘A. Answer the following questions in 30-40 words each: 1. Why did Anne prefer confiding in her diary? (2016-07ENORS) 2. How did Anne want her diary to be different? (2010-1081414-B1) 3. What does Anne write in her first essay? (2016-CX7E6F9) 4. Mr Keesing is a kind, but strict teacher. Explain. (2016-NGD, 12z7) 5. What do you think of Anne Frank? 6. Explain ‘teachers are the most unpredictable creatures.’ (2010-1081407-B1) 7. How did Anne irritate Mr Keesing? 8, How did Mr Keesing punish Anne for the first time? 9. What was Anne's poem about? 10. What tells you that Anne was a witty girl? B. Answer the following questions in 100-150 words each: 1. ‘The Diary of Anne Frank’ is a work of an insightful mind of a young girl.” Explain. (CBSE) 2. How was Anne able to change Mr Keesing’s behaviour in the class? 3, Anne believed that paper has more patience than people. She could confide in her diary more than in people. Why did she feel so? Was she free from bias and stereotypes? (CBSE 2014) Write a note on Anne-Mr Keesing episode. What do you think of Anne’s family?FROM THE DIARY OF ANNE FRANK ie 99100 —— CHAPTER 14 AMANDA + — Robin Klein ‘Amanda’ is a poem in a dialogue form, but there is no real communication between the speaker, an elderly lady, and the listener, Amanda, a school-going girl, because Amanda does not utter a word but reacts only through her thoughts. Amanda's reactions are put in brackets in the poem. The speaker's advice Amanda is a little school-going girl. The speaker advises her not to bite her nails. The speaker further tells her to sit up straight and not to hunch (bend) her shoulders. Amanda‘s reaction Amanda does not pay any heed to the speaker's advice. She is lost in her own thoughts. She thinks of herself as a mermaid who is swimming happily in the bright green sea-waters. The speaker's enquiry The speaker asks Amanda whether she has done her homework, cleaned her room and polished her shoes. Amanda's response Amanda does not give any reply to these questions, She dreams of herself as an orphan who is wandering about silently and freely. The speaker's advice ‘Once again, the speaker tells Amanda not to eat chocolate as it would add to her acne-problem (pimples). ‘Amanda’s daydream However, Amanda pays no attention to this advice. She dreams of herself as Rapunzel who lived in a quiet tower, But she wants to live without any care. The speaker's retort By now, the speaker loses her patience. She tells Amanda to stop her sulking, She further comments that Amanda is very moody. People would think that she always scolds Amanda.AMANDA 101 & Amanda (Comprehension Questions) est Assignment (25) Read the extracts given below and answer the questions that follow: 1. Don’t bite your nails, Amanda! Don’t hunch your shoulders, Amanda! Stop that stouching and sit up straight, Amandal () Amandaisa git. (a) careless (0) carefree (9 bad ( ely (i) What do you think of the speaker? (a) awell-wisher (@)a nagging person (anold hag (da good lady (i) The speaker wants Amanda (jo) Amanda sits up . 2. (There is a languid, emerald sea, where the sole inhabitant is me — «mermaid, drifting blissfully) (2019 Dethi) () The speaker compares herself to a mermaid to (@) enjoy seactife (live alone (6) moved about freely (@ remain happy102 fe (i) What do you mean by ‘languid, emerald sea’? (@) stormy sea (©) quiet sea (b) choppy sea (@ colourful sea AMANDA (ii) The speaker here is, (ie) The speaker wants to lead 3. (Lam an orphan, roaming the stret. I pattern soft dust with my hushed, bare fet, The silence is golden, the freedom is sweet.) () She wants to lead an (@) luxurious life (©) solitary life (i) Her wish to become an orphan is, (@) normal (©) usual (ii) The figure of speech in Line 1 here is (i) “The silence is golden’ reveals (@) comfortable life (@ uninterrupted life (@) unusual (@ desirable (2013 Outside Dethi) 4. Don't eat that chacolate, Amanda ! Remember your acne, Amandal Will you please look at me when I'm speaking to you, Amanda! (CBSE 2011, $A2, 01, C2, C3)AMANDA ee 103 ( Amanda remains (a) lost () blissful (0 indifferent (@ forgetful (i) The speaker is by nature, (a) over-confident (@) interfering (© pestering @lazy (ii) The speaker is (ie) The speaker wants Amanda 5. (Lam Rapunzel, [have not a care; life in a tower is tranquil and rare: 1 certainly never tet dwn my bright hair!) (CBSE 2011, $A2, B12) (@ Rapunzel isa (© young lady @ fairy princess (o) aqueen (@) amaid (ii) The speaker is unlike Rapunzel as she does not want to (a) come out of his solitariness () be happy (©) be sad (@ marry anyone (ii) The‘ here stands for104 fe (io) The speaker wants to lead AMANDA 16. Stop that sulking at once, Amanda! You're alwoays so moody, Amanda! Anyone would think that I nagged at you. Amanda! () The lady seems to dislike Amanda's, (@ laziness (0 liveliness (ii) The speaker seems to be (®) ahypocrite (a good person (iii) The speaker here is (#) beauty (d attitude towards her (a wellwisher (O anoble person () “The silence is golden’ reveals. | mesa nutans nnn ten nentnmnettiiAMANDA de 105 OLA. Cena (26) Literature: Amauda A. Answer the following questions in 30-40 words each: 1. Amanda imagines herself to be Rapunzel, yet would not like to do what all she did. Identify and state the reasons for her decision. (2016-GOHUKEL) Bring out the theme of the poem ‘Amanda’. Who is the mermaid in‘ Amanda’? What does she wish to do? (2015-KK7F4ES) Why does Amanda imagine herself to be an orphan? 2 3. 4 5. What impression do you form of Amanda? 6. What do you think of the elderly lady who continues to scold and nag Amanda? 7. Why is Amanda lost in her thoughts? 8. ‘Tll certainly never let down my bright hair’, Explain in the context. 9. Why does Amanda think ‘silence is golden’? B. Answer the following questions 100-150 words: 1. Is Amanda’s attitude a typical teenage behaviour? What is the lesson for parents from this poem? 2. What does Amanda yearn for? What do you think of her? 3. Bringing up teenagers can be both a challenge and fun, How far do you agree? Express your views with reference to Amanda's life. (2015-BG2GEST) 4, Itis not always good to find faults. Discuss with reference to the poem ‘Amanda’,106 he AMANDA107 —— CHAPTER 15 WRITING is Better than all other communication skills, the writing skills reflect a person's reasoning faculty, his ability to present his viewpoint and his command over the language. No wonder that young boys/ girls who are proficient in writing skills do better in life than others who lack these skills EFFECTIVE WRITING Effective writing has all the salient features of good communication: () brevity (i clarity (ii) coherence and (iv) correctness 1. Brevi - Brevity means the ability to say something in brief without digressions and irrelevant details. 2. Clarity: Clarity means lucidity. The writer must be clear about what he is going to say. Whatever he writes should be easily understandable, 3. Coherence: Coherence means logical unity. It means that in good writing all the sentences should be connected with each other in a convincing manner. There should be a touch of unity in them, 4. Correctness: Correctness refers to the correct usage of grammar and clarity of expression. ESSENTIALS OF EFFECTIVE WRITING 1. Target audience: It is important for a writer to consider before writing anything as to who he is writing for. He has to mould his style accordingly. A writing for school students has to be different in style from the one meant for the specialists 2. Subject: The writer has to choose a subject which will interest his readers, If he writes on a subject which. is of no relevance or interest to his readers, no one is going to make use of it. Subjects on current affairs remain in vogue, 3. Style: There was a time when people used florid style, bombastic words and involved and long sentences to impress the readers. That kind of style is not in vogue these days. The plain and simple style is preferred in English these days. Simple but exact words in short, crisp sentences should be used. 4. Language: The writer must use current language and follow rules of grammar. He must pay attention to correct spellings and punctuation. ‘The following items are to be set in the examination: 1. Formal Letter: Formal letters are written to high officials to make a complaint, to principals or directors of institutions to make inquiries. They are also written to business firms to order goods or to ask for catalogues. Moreover formal letters are also written to editors of leading newspapers to express your views on a current topic or problem, 2. Article: An article is a sustained piece of writing dealing with a particular topic. It may be reflective, descriptive or imaginative. It expresses the viewpoint of the writer. It must have a suitable heading along, with the byline (the name of the writer). It is generally divided into small paragraphs. 3. Short Story: It is a form of imaginative composition which entertains and delights the readers. It spans a very short time period. Within that time period, the story writer has to give all the necessary details to make the readers understand the situation and to grasp the message contained in the story, set in a specific time and place. The setting may be real or imaginary but the story must have a few characters and interesting dialogues.108 fe WRITING FORMAL LETTERS Despite the growing popularity of emails and mobile phone messages, social media avenues, letters have not lost their utility. We write informal letters to our friends and relatives and formal letters to officials, business firms and the editors of newspapers. Formal letters include letters to firms, institutions and to the press. They are written to a person or a firm in an official capacity. Such letters are brief, clear and free from irrelevances. The following points will help you to write a good formal letter. PARTS OF THE FORMAL LETTER: The writer's address and the date: These are now written on the left hand comer at the top of the page. 2. Name and address of the addressee: These are inserted immediately after the address of the sender and the date, but on the left-hand side of the letter. It is a business practice not to indent the name and address of the addressee, Here are two examples of the names and addresses of the addressees: ()) an individual and (i) a firm. (The Chief Marketing Manager Beat All Sports Company Annadorai Street Chennai-600 018 (i) Messrs Bob Gibson and Sons Ltd. Lower Regent Road Kolkata-700 009 3. Subject: The subject with which the letter deals is indicated by a heading that is written in the middle of the writing space between the salutation and the first paragraph. 4, Salutation: It is written about an inch below the name and address of the addressee. It may be Dear Sir, Dear Madam, Dear Sirs, according to the man / woman or the business firm addressed. Body of the letter: It contains the main message, divided into small paragraphs. 6. Subscription: Yours faithfully is the usual subscription in a formal letter. Itis written at the bottom of the letter on the left hand side of the page. “Yours” begins with a Capital Y and “faithfully” with a small f. You ‘may use Yours truly in letters to the editor. 7. Signature: Write full name of the writer of the letter, with his or her designation; as, RK. Kapur (Principal) WRITING Tips for Writing Formal eter 4+ Bebrie clear and tothe point. 4+ Use simple eas, direct style + Use easily understandable language. + vod personal details + Nothing irelevant should be there + Tone shouldbe forma. + Stat lary, what you want to sey rile + Be dear about what you want townie 4+ Selec the ste + Plan the article to body, begining, middle and the end + Collect material, seareh books magazines, browse the net. 4+ Use the most appropriate words + Letnospeling error be there. + Avoid worn out, hackneyed expressions + Revise and undate the material short story + Prepare an outine. + Keepin mind the beginning and the end + Remember the target readers/ listeners + Use simple easy language. 4+ Begin ina dramatic way. + Describe charactr/situation/ eironment ‘Add an element of surprise. + Describe the characters, craw pen portraits ‘Ad clalogues. + Introduce element of conf. 4+ nd the story by resolving the confit.WRITING de 109 1. Sample Letter of Complaint/Inquiry/Placing Order } You are Raman/Radha. As manager, Tanishk Jewellers, Ludhiana, write a letter of complaint regarding short supply of goods ordered by you to the sales manager, Mod Jewellers, Andheri, Mumbai, White's Address Date Receivers Address Subject Salutation Body Complimentary Close with Signature ANS Ludhiana July 15, 20, Sales Manager, Mod Jewellers, Andheri, Mumbai Subject: Short supply of goods ordered Dear Sir ‘Thank you for the prompt supply of jewellery ordered by us on July 2, 20.. But Iam sorry to bring to your notice that we ordered 150 pieces of earrings but we have received 100 instead. [As there is an urgent demand of earrings in the market, please ensure the supply of the remaining 50 pieces at the earliest. We are likely to place a big order in the near future. Thank you very much. Yours truly Raman Kumar Managerlo se WRITING est Assignment (27) 1. You are Sujal/Sujata of Pragya Public School, Nangal, Punjab who had arranged a trip for fifty students, to Nainital in summer vacations for ten days with ‘Mount Travels and Tourism’. The arrangements done by the travel agency were far below the standard. The accommodation and food facilities were inferior in quality. Write a letter of complaint to the director of the agency to stop duping tourists with false promises as it tarnishes the image of locals. (2018 CBSE SQP) Writing + Formal Letter (Complaint) VALUE POINTS arranged a trip to Nainital in summer vacation regret to inform, arrangement below standard promised, 4-star lodging, boarding, transport inferior food, poor facilities agency makes big promises, delivers nothing good stop duping people, tarnishes image of local people Space for AnswerWRITING ie ml 2. Write a letter to M/s MD Mall, Ludhiana complaining, against the parking attendant for misbehaviour. You are Raman/Radhika of 10-C Gill Road, Ludhiana. (100-150 wards) VALUE POINTS parking attendant, Mr Sarbjit’s behaviour simply rude and intolerable did not show the way properly spoke rudely and insultingly did not allow the car to park inside strict action needs to be taken against him. Space for Answer2 se WRITING Writing : Forwaal Letter (Complaint) 3. The road of your colony was repaired a few months back, It gave way to the first spell of rains resulting in deep pits at several places. Write a letter to the Chief Engineer of the Publie Works Department asking him to get it urgently repaired to prevent risk to the people. You are Kamna/ payment on receipt of items Space for Answer120 fe WRITING Sample Letter to the Editor You are Reta Chauhan living at 27, ASRC Road, Hydrabad. Your sister, while coming back from her school was bitten by a stray dog. A large number of stray dogs are wandering on the roads. They are a great nuisance and pose threat to passers-by, especially school children. Write a leter to the editor of a newspaper complaining about the problem of stray dogs in your locality, Also suggest some solutions to solve this, problem. Sere Ass > { om — | Receivers > Addtess Subject —> ( som —e | Body > aos 27 ASRC Read Hydrabad Oct. 10, 20, ‘The Editor ‘The Hindustan Times New Delhi Subject: Problem of stray dogs Sir 1 am writing this letter to awaken the municipal corporation of our city regarding the problem of stray dogs through the columns of your esteemed paper. Stray dogs have become a great nuisance to the passers-by, specially to the school children in our city ‘The number of stray dogs has increased many times during the last one year, thanks to the charitable feelings of the people and the indifferent attitude of the municipal corporation. We have brought this problem to the notice of the authorities many times but it falls flat on their ears. If you study the cases of the dog-bites and rabies problems during the last year, everything becomes clear. The school children run away at the sight of the stray dogs causing more confusion. The stray dogs should be vaccinated or put in kennels so that they do not bite and cause rabies, The municipal corporation should get registered the persons who own dogs so that their proper upkeep is ascertained. 1am hopeful that you will publish these views in public interest. Yours faithfully Reeta ChauhanWRITING ee 121 Ojest Assignment Writing : letter to the Editor y/ 1. Write a letter to the editor of a national daily highlighting the plight of the common man who is getting miserable day-by-day due to increase in prices of various essential commodities. (100-150 words) (2017-7RTOQID) VALUE POINTS rates of essential commodities, sky-touching fruits, vegetables, milk products, cereals hoarding and blackmarketing of certain things need to take stern action, for the welfare of the people Space for Answer