English Sem IV Material

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ENGLISH MATERIAL SEMESTER IV II YEAR
UNIT IV
Summary of “As I Grew Older” by Langston Hughes
Hughes describes his as well as the dream by many others like him. We can understand that
the poet is talking about the treatment of injustice and inequality for black people by the
whites.
This right of independence has becomes a kind of dream now. He has turned old and always
yearned for the equal treatment. But he could not find any differences. He feels that this
dream can never be fulfilled and he and others like him will never attain this right of equality.
He could feel a strong wall/ barrier created by his fellow white people who will not let his
dream come true.
Author is an old man now. Now he is thinking about his dream which he imagined about long
time ago. He thinks that he has almost forgotten their dream. The dreams become a distant,
faded memory that he almost forgets about, until he remembers as he grows older, and the
memory of his dreams come back to the front of his mind. He tries and tries to go forth with
his dreams. That dreams is still brightening in front of him like a sun.
But now a wall has come between him and his dream. This wall became a barrier to his
dreams. The wall seems to grow forever and forever, and it has become so high that it “rose
until it touched the sky.” The author means to say that this barrier seems not to be diminishing
or to be crossed over in order to reach towards the fulfillment of his dream. With the wall
blocking the bright light, Hughes’ dream is in the dark. This means that he is not very hopeful
towards the attainment of his dream; he seems that all light of hope is replaced by the
darkness. Replaced by a shadow, and says that I am black. The barrier has become like a long
dark shadow which have covered his dream and overshadowed it.
Author says that he lie down in the shadow, means he feels surrendered and helpless for this
darkness. Next he says that, “No longer the light of my dream before me, above me.” means
his dream is no longer above him, the dream is beneath him. He feels defeated.
This can be interpreted as saying that the dream of freedom and equality is unrealistic or he is
saying that the dream has been temporarily disabled because of the wall created by others.
The Author says that his “dark hands” that will be able to “break through the wall,” and “find
his dream. The author thinks that he wants to break the wall and reach up to his dream.
Now in between the wall and their shadow, only their hand is there, which again denotes the
color of the skin. Through this only he can find his dream by breaking the wall. He wants help
to break the wall and shatter this darkness into like a brightening a sun in to a thousands of
whirling dreams.
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Q. 1.Bring out the central idea of the poem and explain how the poet conveys it.
Ans. ‘As I Grew Older’ is a poem written by African - American poet,, ‘Langston Hughes’. In
the poem he reveals his anguish at the racial discrimination he experiences in the country.
Like other poets of Harlem renaissance, he had hatred towards the discrimination. Because of
his strong desire to do away with it, he had a dream about it. Behind the dream there was a
strong will to realize it. On the way of realizing the dream, there were many obstacles and
challenges. These challenges were like a great wall constructed between himself and the
dream. The wall was so high that he could not break it and he became a small creature
standing in the shadow of the wall. There was darkness and the poet wanted to drive it away.
He aimed at a new world where he could experience the brightness of thousand lights. Thus
the theme of the poem is about the dream of a free life without any suppression. His heart
yawns to have the dream fulfilled. In this journey he was untired and his efforts were
ceaseless.
Q.2. Analyse the imagery of the poem and its relation to the theme.
Ans. ‘As I Grew Older’ is a poem written by the African – American poet, ‘Langston Hughes’. In
this poem, the poet suggests a few images in the poem. The sun was bright and the poet’s
dream was also very much powerful. There is a wall, growing enormously. Here the obstacles
for the realization of the dream are hinted at. Light and shadow are there which are opposing
experiences. There is a hope and despair for the people who are trying to come out of the
clutches of the racial discrimination. Night is the dark situation for those who fight against the
problem. The poet aims at a help from the society to get relieved of the conflict.
Q.3.What kind of statement do you think the poem is making about identity and its impact
on one’s life?
Ans. ‘As I Grew Older’ is a poem written by the African – American poet, ‘Langston Hughes’.
He had a dream of freedom. He was caught in the darkness spread over him and the people
like him. He was black and the shadow of the great wall was also dark. His hands were dark
and he could not break through the strong wall of the barriers. He could not shatter the
darkness. His longing to break through the wall to have the brightness of a thousand lights
could be fulfilled only when somebody helped him. He had a great struggle in his mind. The
anguish created by the wall was so great that his strength was not enough to tackle it. He
wanted to take the help of the people around, who were more privileged than himself. He
identified himself to be in chains and so he wanted to realize the dream with the help of the
society.
Q.4.What is the poet’s dream? Does he specify it anywhere in the poem? Do you think it
matters whether he does or does not state what his dream is?
He had a dream. The dream is about his identity in this country. He belongs to an Afro-
American community. In America there is a strong racial discrimination. He wants to have a
victorious and virtuous life. So he has got a strong desire to realize his dream. He is in
darkness. There is wall, the wall of racial discrimination. He wants to destroy the wall but his
black hands are not so strong to do it. He says that he is in desolate condition. He asks for a

help to break the barriers and reach the place filled with bright light. As he describes the
present position of darkness and the future boon of having a bright light beyond the wall, the
reader is able to understand his condition. There is no need of describing the dream as he has
explained his struggle by the images of darkness and light.
Q.5.Similarly, the poet uses the ‘wall’ in a figurative manner. What do you think the wall
refers to in the context of the poet’s racial identify?
In the poem the poet writes of a dream. He wants to realize the dream. To get the dream
materialized he has to endure many difficulties and he has to move forward. But his obstacles
are very much powerful. He wants to fight against racial discrimination and it is very tough.
He uses the wall in a figurative way. The wall stood between the poet and the dream. The
‘smile’ here is a comparison between the wall and the hateful racial discrimination. It is so
strong that the poet’s hands cannot break the wall. Here, the poet hints at the horrible
situation caused by racial discrimination. He wants to shake it and realize the dream of
brightness. He looks forward for the help of the fellowmen.
Q.6. Describe the changing tone and mood of the poem.
Ans: ‘As I Grew Older’ is a poem written by the African-American poet, Langston Hughes. The
poem is very interesting in its presentation. The poet presents his problem as a dream. He
says that at one time, he has the dream but it is forgotten. He wants to enjoy a bright life. He
is happy to think about the dream. Then he finds the great wall growing still greater. He being
a black man is unable to attack the injustice. The racial discrimination is so powerful that it
suppresses his ambition. He seems to have become frightened by the circumstances. So, he is
in a eventless position. But things have got an impetus. He wants to shatter the darkness
around. The light and shadow have become an ordinary phenomenon. The poet now gathers
all energies and tries to take the help of his countrymen. He wants to break the shadow into a
field of thousand bright lights. Here his mind is filled with great ambition. He wants to realize
the dream by tackling all the obstructions. He wants to enjoy freedom from racial
discrimination. Thus the poem is started in gloomy atmosphere, slowly moves forward for a
better condition in his struggle and at the end it has become nearer to success. The wall shall
be destroyed.

THE GRAMMAR of ANARCHY:

Dr BR Ambedkar, chairman of the drafting committee, delivered the closing speech, which in
the annals of history is known as the "Grammar of Anarchy" speech. The following day, on
November 26, the Constitution of India was adopted.
In his speech, Babasaheb rebutted points condemning the Constitution, raised concerns about
sustenance of the new found independence, articulated on the idea of India a "nation", and
importantly ideals of democracy, which the Constitution of India, lengthy even at that time at
395 Articles, enshrined.
"The first thing in my judgement we must do is to hold fast to constitutional methods of

achieving our social and economic objectives. It means we must abandon the bloody methods
of revolution. It means that we must abandon the method of civil disobedience, non-
cooperation and satyagraha. When there was no way left for constitutional methods for
achieving economic and social objectives, there was a great deal of justification for
unconstitutional methods. But where constitutional methods are open, there can be no
justification for these unconstitutional methods. These methods are nothing but the grammar
of anarchy and the sooner they are abandoned, the better for us."
The other variety of "grammar of anarchy" that the country has been seeing are the ones that
happen almost every day, at some or the other place in the country. Disobedience, in form of
bandhs which many a times border on criminal behaviour, often a tool of great appeal to the
political economy, has huge economic implications and causes hardships to the public.
For in India, bhakti, or what may be called the path of devotion or hero-worship, plays a part
in its politics unequalled in magnitude of any other country in the world. Bhakti in religion may
be a road to the salvation of the soul. But in politics, bhakti or hero worship is a sure shot road
to degradation and to eventual dictatorship."
It would almost sound as if Ambedkar is speaking these lines in the current context of highly
polarised debates. The second suggestion Ambedkar proposed in the 1949 speech was of not
falling for hero-worship, a distorted and convoluted form of "bhakti". The bhakti culture is not
new to Indian politics.
What does social democracy mean? It means a way of life which recognises liberty, equality
and fraternity as the principles of life. These principles of liberty, equality and fraternity as the
principles of life. These principles of liberty, equality and fraternity are not to be treated as
separate items in a trinity. They form a union of trinity in the sense that to divorce one from the
other is to defeat the very purpose of democracy. Liberty cannot be divorced from equality,
equality cannot be divorced from liberty. Nor can liberty and equality be divorced from
fraternity. Without equality, liberty would produce the supremacy of the few over the many.
Equality without liberty would kill individual initiative. Without fraternity, liberty and equality
could not become a natural course of things".

One of the concerns of the framers of Constitution, other than national unity and India's
foreign policy, was the social uplift that the state needed to do. Illiteracy, destitution, poverty
and social evils plagued the newly formed country then. Liberty, equality and fraternity formed
the trinity which was the bedrock of social democracy. However 66 years after it was envisaged,
90 per cent of Indians own less than 25 per cent of its wealth. This economic inequality
manifests in health, class, caste, religion, literacy and many other indices.
"The working of a Constitution does not depend wholly upon the nature of the Constitution.
The Constitution can provide only the organs of State such as the Legislature, the Executive and
the Judiciary. The factors on which the working of those organs of the State depend are the
people and the political parties they will set up as their instruments to carry out their wishes
and their politics. Who can say how the people of India and their parties will behave? Will they
uphold constitutional methods of achieving their purposes or will they prefer revolutionary
methods of achieving them?"
However Dr BR Ambedkar's historic "Grammar of Anarchy" speech, which resonates even

today and which finds relevance six decades later, delineates the pillars on which a sound
democratic structure would stand. Modern India would do well to strengthen those pillars.
Q.1. What “anxieties” does Dr.Ambedkar express in his speech and what is the basis for his
apprehensions?
Ans: The essay, ”the grammar of anarchy” is an edited extract from Dr.Ambedkar’s closing
speech in the constituent assembly on November,25,1949.the speech expresses the anxiety
that Dr. Ambedkar has regarding the challenges that the country,as a whole, would face in
implementing the constitution after getting freedom from the British rule. He emphasizes the
need of social equality. According to him the trinity called “Liberty” Equality” and “Fraternity”
can exist together. He unfolds a road map that India needs to follow. He reiterates that social
equality and liberty is possible if people live like brothers. If caste and creed are given more
importance, the country will become fragments.
Q.2. According to Dr.Ambedkar, what are the three things that India must do in order to
remain a democracy?
Ans: According to Dr.Ambedkar, the three things that India must do in order to remain a
democracy are the following:
i. To give up the grammar of anarchy.i.e. not to place creed above country. Indians should hold
fast to constitutional methods of achieving social and economic objectives of avoiding ”bloody”
methods of revolution .i.e, we must abandon the method of civil disobedience, non-
cooperation and satyagraha.
ii. The second thing Ambedkar cautions the Indians is about hero version. According to
him,”bhakty” in politics is a sure road to the destruction of democracy which will eventually end
up in dictatorship.

iii. The third thing we Indians must do is to make pour political democracy into a social
democracy.
Q.3. How does Dr.Ambedkar argue that liberty, equality, fraternity are not separate entities
but a union of trinity?
Ans: Dr.Ambedkar says that social democracy means a way of life which recognizes liberty,
equality, fraternity as the principles of life. According to Dr.Ambedkar, these principles are not
to be treated as separate items in a trinity. To separate one from the other is to defeat the very
purpose of democracy. Liberty cannot be divorced from equality; equality cannot be divorced
from liberty. Nor can liberty and equality be divorced from fraternity. Without equality, liberty
would produce the supremacy of the few over the many. Equality without liberty would kill the
individual initiative. Without this trinity, democratic society cannot exist, as per Dr.Ambedkar’s
version
Q.4. Why, according to Dr.Ambedkar is the recognition of the aspirations of the down
trodden important for the maintenance of democracy?
Ans: Dr.Ambedkar feels that India may have equality in politics but in social and economic life
we will have inequality .if we continue to deny equality in social and economic life, we will
definitely put political democracy in danger. Dr.Ambedkar emphasizes the fact that down
trodden classes are tired of being governed. They are impatient to govern themselves.
Dr.Ambedkar cautions us by stating that a day may come when these don trodden classes start
a class struggle. That would be a day of disaster. Therefore, Ambedkar suggests that it is better
that the down trodden is given a room for the realization of their aspirations. That would be
better for the continuance of India’s democratic structure
Q.5. Dr.Ambedkar says that people tired of government of and by the people may prefer
government for the people. What is the difference among these three expressions and how is
the shift in people’s preference significant?
Ans: The people of India are moved by new ideologies. They are getting tired of government by
the people. According to Dr.Ambedkar, people expect government for the people. They are not
bothered about whether government is of the people or by the people. They are indifferent to
both of these. The only thing people want is, it should be a government doing good things for
the people. The people of India should be able to recognize the evils that lie in the path of
democracy. Government of people means, a government runs by the representatives elected
from among the people. Government by the people means that the administration of the
government must be headed by the elected representatives of the people. Government for the
people means, a government looking after the welfare of the people. Naturally, people give
importance and preference to a government for the people.

Vocabulary: Phrasal verbs

Exercise I
Choose the correct phrasal verb from the options given at the end of the sentence.
1. I _______________ but no one has seen my mobile. (asked around)
2. The firemen had to _____________ the kitchen to rescue the residents. (break
into)
3. My boss _____________ the meeting because of heavy rain. (called off)
4. Don’t forget to take the room keys when you _____________. (check in)
5. Diabetic patients are advised to _____________ sweets and oily food. (cut back
on)
6. We _____________ the bus when it reached our stop. (got off)
7. This is your time to _____________ your old parents now. (look after)
8. She loves to _____________ with her friends on weekends. (hang out)
9. I _____________ an old friend of mine at the theatre. (ran into)
10. He _____________ her father. Both love to read books. (takes after)
Exercise II
Complete the phrasal verbs with the correct particle.
1. I don’t know where my phone is. I must look _______ it. (for)
2. Fill _______ the form with pencil. (in)
3. The music is too loud. Please turn the volume_______. (down)
4. Turn _______ the lights when you leave the room. (off)
5. Put _______ your slippers when you enter the bathroom. (on)
6. Please switch _______ the TV. I want to watch the match. (on)
7. Take _______ your shoes when you enter the computer room. (off)
8. The food was stale. I had to throw it _______. (away)
9. The firemen put _______ the fire. (out)
10. Hurry _______, we are getting late. (up)
Exercise III
Choose the most suitable phrasal verb from among those given in the box and fill
the blanks.
bring forth bring back bring in bring out bring forward
bring up bring down bring on bring off bring about
1. The administration wants to bring about a change in the work culture.
2. Old photos never fail to bring back old memories.
3. Because of the hot summer, the parents want the school to bring forward the
exam dates.
4. No one expected the new player to bring off a sensational victory.
5. The publisher hopes to bring out the book next month.
6. The opposition party tried hard to bring down the government.
7. The government wants to bring in a new law to deal with cyber crimes.
8. His casual comments sometimes bring forth strong reactions.
9. He was advised to bring up his proposal at the meeting.
10. Classical music does not bring on a headache.

Grammar: Concord
Exercise I
Identify the subject and the verb in the following sentences.
Example: The girl sings very well. (Subject: girl, Verb: sings)
1. A Supreme Court judge retires at 65.
2. The survey covering fifty villages reveals interesting facts.
3. The list of items is very long.
4. There were many important leaders at the meeting.
5. The manager is a hard worker who spends a lot of time in the office.
6. Everyone in the group is welcome to give suggestions.
7. His meticulous data amazes everyone.
8. During the celebrations, we all sat outside in the hot sun.
9. The laces on these shoes never stay tied.
10. The temptation is to treat children as though they don’t know anything.
Exercise II
Choose the correct form of the verb that agrees with the subject.
1. My father and my mother are (is/are) attending the meeting.
2. Nobody knows (know/knows) what the truth is.
3. The news is (are/is) at seven.
4. The management doesn’t (don’t /doesn’t) know how to treat teachers.
5. Five hundred rupees is (are /is) what I paid for the ticket.
6. There were (was/were) ten books in that box.
7. Each one of those books is (is/are) a classic.
8. The film, including all the advertisements, takes (take/takes) about three
hours to watch.
9. Civics was (were/was) my favourite subject.
10. Are (Are/Is) there scissors at home?
Exercise III
Correct the verbs in the following sentences to make them agree with the subjects.
1. Ramesh and Robert is good friends. (are)
2. Each of us have some work experience. (has)
3. Here is my car keys. (are)
4. My pair of pants require stitching. (requires)
5. Neither the student nor the parent know the answer. (knows)
6. Either the director or the actor are responsible for the failure. (is)
7. Neither the script nor the dialogues was interesting. (were)
8. The sale of water and soft drinks increase during summer. (increases)
9. Six months are all I have to find a job (is)
10. The book, including the CD and the free gifts, are not worth the money. (is)

UNIT: V 1. Poem: Flower-Alfred Tennyson

Summary of the Poem 'The Flower'
Alfred Tennyson was one of the most renowned poets of the 19 th century which was known as
the Victorian era. He was the “Poet laureate of England” between 1850-1892 till his death.
Tennyson was influenced by the “Industrial Revolution” and the mercantile England of his time.
His famous poems were ‘Ulysses’, ‘In Memoriam’, and ‘The Lotus-Eaters’.
In the poem ‘The Flower’, the poet, Tennyson talks about general wisdom; through this
metaphorical poem he tells the readers that new ideas, endeavors are initially scoffed at by
people. And when that new idea or endeavor becomes popular, people far and wide imitate it.
In this poem the word ‘flower’ could be his poetry style.
In the first stanza the poet says once he planted a seed in some good time that over the years
blossomed into a beautiful flower; but people criticized it and called it a weed. All those who
passed by his garden saw the flower and expressing their disapproval of its beauty would keep
on criticizing. However, the flower kept on growing in beauty and brilliance. Then thieves stole
its seeds at night. The stolen seeds were sowed in far off cities and towns. The people
appreciated the beauty of the flowers produced by the seeds. The poet in the fifth stanza says
that all people can raise the flowers using the seeds of the flower sown by him.
In the last stanza he says though most of the people have seeds from his flower, but not
everyone can grow pretty flowers. And the ones that are not pretty, people call them weed
indeed
The link between poetry and flowers – between poesy and posies, we might say – is an old one,
as the origin of the word ‘anthology’, for a collection of poems by different writers, testifies
(the word means ‘a collection of flowers’). In ‘The Flower’, Tennyson uses the metaphor of
planting a seed and nurturing it so that it grows into a flower for the act of creating poetry’s
paraphrase the meaning of Tennyson’s poem, he’s attacking those critics who scorn his work –
likening it to useless and unwanted ‘weeds’ rather than beautiful flowers – because he feels
that such critics have forgotten that he was the one who showed so many others how to write
poetry.
And yet, does the poem have to be just about poetry itself? Tennyson is using the metaphor of
the flower to suggest other forms of creativity: somebody creates something, others criticize it,
and yet those same people still learn from what that artist created and copy it, often producing
inferior results. ‘The Flower’ is as much about criticizing others who make an effort to create
something, refusing to see the worth in it, as it is about. On the whole we can summarise the
poem as a ‘fable’ with a moral in it.
Comprehension-II
Q.1. Explain the central idea of the poem?

Ans: The poet had sown a seed and was eagerly awaiting a nicely bloomed plant, and yes it did
happen. But the people around did not appreciate it and cursed the poet. But seems like they
had a secret interest in the plant or at least the seed. So they steal the other similar seeds that
the narrator has and now they grow plants just like the Poet. Now it is appreciated by all the
people, though the poet had also done the same thing. But they get fed up very soon, and
resort to calling the plant a ‘weed'.
The poem shows the fickle nature of the human heart and how people are never ready to
appreciate. They are biased and their opinions keep changing from time to time. What is once
cherished is now abhorred by the people for no clear reason.
The Flower' is what the poet wished to foreground, what with the title and the main subject of
this poem. In a former answer, the answerer said that the flower is a metaphor for new ideas,
which is definitely credible. Furthermore, it could be any work, done with passion and vigor, but
“the people” just don't seem to understand the value of hard effort. And true to their habit of
criticizing what they haven't been able to achieve, they “curse” the speaker and this effort/new
idea of his. And “thieves”, compelled by their thievery, or perhaps lowkey hypocrites who
criticized openly but secretly admired the nature of the flower, stole the seeds, the offspring of
this effort/idea and “[s]ow’d it far and wide” to reap benefits there from in the future.
And yet, the “people”, again, call this flowering plant a “weed”. Perhaps there’s a question of
the entire idea of weeds - aren’t weeds plants too? Don’t they, too, exhale oxygen to fuel the
lives of these measly “people”?
Overall, one could say that the speaker/poet is putting forth the point that one must believe,
think, and do, regardless of the assaults hurled onto onset Flower' is what the poet wished to
foreground, what with the title and the main subject of this poem. In a former answer, the
answerer said that the flower is a metaphor for new ideas, which is definitely credible.
Furthermore, it could be any work, done with passion and vigor, but “the people” just don't
seem to understand the value of hard effort. And true to their habit of criticizing what they
haven't been able to achieve, they “curse” the speaker and this effort/new idea of his. And
“thieves”, compelled by their thievery, or perhaps lowkey hypocrites who criticized openly but
secretly admired the nature of the flower, stole the seeds, the offspring of this effort/idea and
“[s]ow’d it far and wide” to reap benefits there from in the future.
And yet, the “people”, again, call this flowering plant a “weed”. Perhaps there’s a question of
the entire idea of weeds - aren’t weeds plants too? Don’t they, too, exhale oxygen to fuel the
lives of these measly “people”?
Overall, one could say that the speaker/poet is putting forth the point that one must believe,
think, and do, regardless of the assaults hurled onto oneself by “people” - they’re almost like
the trope of the crowd which has no real purpose for existence but is merely there to heighten
the action.
Q.2. Discuss the use of the opposite (light and night, seed and weed, cast and stole) in the
poem

Ans: The poet had shown a seed and was eagerly awaiting a nicely bloomed plant, and yes it did
happen. But the people around did not appreciate it and cursed the poet. But seems like they
had a secret interest in the plant or at least the seed. So they steal the other similar seeds that
the narrator has and now they grow plants just like the Poet. Now it is appreciated by all the
people, though the poet had also done the same thing. But they get fed up very soon, and
resort to calling the plant a ‘weed'.
The Flower' is what the poet wished to foreground, what with the title and the main subject of
this poem. In a former answer, the answerer said that the flower is a metaphor for new ideas,
which is definitely credible. Furthermore, it could be any work, done with passion and vigor, but
“the people” just don't seem to understand the value of hard effort. And true to their habit of
criticizing what they haven't been able to achieve, they “curse” the speaker and this effort/new
idea of his. And “thieves”, compelled by their thievery, or perhaps low-key hypocrites who
criticized openly but secretly admired the nature of the flower, stole the seeds, the offspring of
this effort/idea and “[s]ow’d it far and wide” to reap benefits there from in the future.
The poem shows the fickle nature of the human heart and how people are never ready to
appreciate. They are biased and their opinions keep changing from time to time. What is once
cherished is now abhorred by the people for no clear reason.
However, there are numerous other interpretations for this poem!
Q.3. Explain why the story of the flower is called a ‘fable’. What qualities of a fable does the
poem have?
Ans: The Flower' is what the poet wished to foreground, what with the title and the main
subject of this poem. In a former answer, the answerer said that the flower is a metaphor for
new ideas, which is definitely credible. Furthermore, it could be any work, done with passion
and vigor, but “the people” just don't seem to understand the value of hard effort. And true to
their habit of criticizing what they haven't been able to achieve, they “curse” the speaker and
this effort/new idea of his. And “thieves”, compelled by their thievery, or perhaps low-key
hypocrites who criticized openly but secretly admired the nature of the flower, stole the seeds,
the offspring of this effort/idea and “[s]ow’d it far and wide” to reap benefits there from in the
future.
It is a moral poem because the poet tries to show all people a flower but nobody want to see it.
But at the end they have to see it all days in all the towns because it has grown very quickly in
all places. It is an important technique, the removal of moral or ethical context poem after
poem presents a situation which seems to demand a judgment or a series of judgments and
which either make secure judgment impossible or makes contradictory judgments necessary.
The greatest poems of this volume are those which inevitably project a moral or social dilemma
without suggesting the means for solving that dilemma; they work equally hard to bring forth
and to render doubtful our judgments and our decisive responses. They not only present but
engender an ironic position. He is even willing to allow his characters to escape in order to build
walls around the reader. (Alfred Tennyson; a literary life).

This is a poem where Tennyson uses nature to tell something to the readers, he uses a “flower”.
I think because a flower, as all living beings, has the same functions: to be born (the process is
different but similar, at the same time), to live (it is the same process because we need to eat,
in different forms), to grow and to reproduce (plants use a “seed” (line 2), people need two
people to reproduce and normally plants need two plants to reproduce too, but there are some
plants that one is enough to reproduce itself) and to die (we both fade with time).
Q.4. The speaker of the poem says that the meaning of the poem is clear and uncomplicated.
Do you agree? Justify your answer?
Ans: This is a poem where Tennyson uses nature to tell something to the readers, he uses a
“flower”. I think because a flower, as all living beings, has the same functions: to be born (the
process is different but similar, at the same time), to live (it is the same process because we
need to eat, in different forms), to grow and to reproduce (plants use a “seed” (line 2), people
need two people to reproduce and normally plants need two plants to reproduce too, but there
are some plants that one is enough to reproduce itself) and to die (we both fade with time).
The link between poetry and flowers – between poesy and posies, we might say – is an old one,
as the origin of the word ‘anthology’, for a collection of poems by different writers, testifies
(the word means ‘a collection of flowers’). In ‘The Flower’, Tennyson uses the metaphor of
planting a seed and nurturing it so that it grows into a flower for the act of creating poetry.
To paraphrase the meaning of Tennyson’s poem, he’s attacking those critics who scorn his work
– likening it to useless and unwanted ‘weeds’ rather than beautiful flowers – because he feels
that such critics have forgotten that he was the one who showed so many others how to write
poetry.
And yet, does the poem have to be just about poetry itself? Tennyson is using the metaphor of
the flower to suggest other forms of creativity: somebody creates something, others criticize it,
and yet those same people still learn from what that artist created and copy it, often producing
inferior results. ‘The Flower’ is as much about criticizing others who make an effort to create
something, refusing to see the worth in it, as it is about Tennyson’s own feelings about his
treatment at the hands of critics – although that, too, is part of it. And certainly one stanza
seems to suggest that the poem itself is self-referential, being about all of Tennyson’s poems:
Q.5. Explain the unstated moral of the story of the flower.
Ans: The poem by Alfred Lord Tennyson, “The Flower” is a kind of fable that the poet tells. It is
like a story that happened to the author and he tells it to the readers because he wants all
people to know it, because it was a cruel story of a man. A story that made all people don’t
believe in him and his flower. Because this poem is about a flower that all people have to see
but nobody likes it, only the owner of it. He is like a harvester because “he cast to earth a seed”
(line 2) and then “Up there came a flower” (line 3). But, I think, this is a false story that perhaps
was based on a real story but with some changes. It can be applied, in real life, on a story of a
man that shows a person to a group of people or to the society because he thinks this person
has a talent and all people have to know it, but people do not believe in the man and in his

talent. Therefore, they have abandoned him from the society and one day that man becomes
very famous, but the people do not want to admit that he was right because of their pride.
The poem by Alfred Lord Tennyson, “The Flower” is a kind of fable that the poet tells. It is like a
story that happened to the author and he tells it to the readers because he wants all people to
know it, because it was a cruel story of a man. A story that made all people don’t believe in him
and his flower. Because this poem is about a flower that all people have to see but nobody likes
it, only the owner of it. He is like a harvester because “he cast to earth a seed” (line 2) and then
“Up there came a flower” (line 3). But, I think, this is a false story that perhaps was based on a
real story but with some changes. It can be applied, in real life, on a story of a man that shows a
person to a group of people or to the society because he thinks this person has a talent and all
people have to know it, but people do not believe in the man and in his talent. Therefore, they
have abandoned him from the society and one day that man becomes very famous, but the
people do not want to admit that he was right because of their pride.
The poem by Alfred Lord Tennyson, “The Flower” is a kind of fable that the poet tells. It is like a
story that happened to the author and he tells it to the readers because he wants all people to
know it, because it was a cruel story of a man. A story that made all people don’t believe in him
and his flower. Because this poem is about a flower that all people have to see but nobody likes
it, only the owner of it. He is like a harvester because “he cast to earth a seed” (line 2) and then
“Up there came a flower” (line 3). But, I think, this is a false story that perhaps was based on a
real story but with some changes. It can be applied, in real life, on a story of a man that shows a
person to a group of people or to the society because he thinks this person has a talent and all
people have to know it, but people do not believe in the man and in his talent. Therefore, they
have abandoned him from the society and one day that man becomes very famous, but the
people do not want to admit that he was right because of their pride.
Q.6. Discuss the poem as a commentary on human nature.
Ans: Some people stole the seed “stole the seed by night” (line 12) and in this attempt to do
something wrong to this man and the flower, they forgot plants reproduce itself with seeds,
and the action of transporting the seed from one place to another “sowed it far and wide by
every town and tower” (lines 13-14), it becomes an action of reproduction. Because this seed
extends to all places and then, new flowers grown in all places. Now, people are angry about it
“And now again the people call it, but a weed” (lines 23-24). Maybe they like these flowers, but
they are angry because of the fact that the plant which they hated “the people said, a weed”
(line 4) now is in all places, and they dislike it. And it is POEM, PROSE, VOCABULARY AND
GRAMMAR 5 shown in “cursed me and my flower” (line 8), the poet himself knows that all
people do not like his flower nor him. Alfred Lord Tennyson belongs to the period of the long
reign of Victoria of England, between 1837 and 1901. The end of the 19th century sees an
optimistic and self-confident man that dominates the World and Nature with a technical and
scientific knowledge
The author uses a metaphor in the sentence “Once in a golden hour...” (Line 1), it is the
beginning of a story; maybe because he says it is a fable. But an hour cannot be golden, so the

poet gives to an abstract thing (an hour) a characteristic of a concrete thing (to be golden), and
this is a metaphor. And the rhythm of the poem is: (a, b; a, b) in “hour” (line 1) and “flower”
(line 3); and “seed” (line 2) and “weed” (line 4). This is a poem where Tennyson uses nature to
say something to the readers; he uses a “flower”, because a flower, as all living beings, has the
same functions: to be born (the process is different but similar, at the same time), to live (it is
the same process because we need to eat, in different forms), to grow and to reproduce (plants
use a “seed” (line 2), people need two people to reproduce and normally plants need two
plants to reproduce too, but there are some plants that one is enough to reproduce itself) and
to die (we both fade with time). After a while, when the new is adopted widely and assimilated
into the old, it loses its novelty and becomes commonplace. Once again, people lose interest in
it and abandon it as useless. The poem suggests that we should have the courage of our
convictions and should act in accordance with our beliefs, unmindful of praise or criticism.

2 Prose: The Kite Maker –Ruskin Bond

Summary
The Kite Maker is a short story by British-Indian author Ruskin Bond, an Indian writer. He is a
contemporary writer born in Himachal Pradesh and brought up in ‘Dehra Dun’, New Delhi and
Shimla. A prolific writer of more than 100 books. He got two awards from Sahitya academy-
‘The Annual Akademi Award in 1992 and the ‘Bal Sahitya Puraskar’ in 2012. In 1999 he was
honoured with the “Padma Sri” and in 2014, he was honoured with “PadmaBhushan”.
In it, an old man in rural India muses on how the world has changed while his grandson flies a
kite nearby. Bond uses nature imagery as symbols, with an old, gnarled banyan tree standing in
for the old man, while a young, spry mimosa tree represents the vitality of the grandson.
Ali, a young Indian boy, plays with a kite as his grandfather, Mehmood, rests under an old
banyan tree, the only tree on the street. Ali’s kite gets caught in the tree’s branches, and he
asks his grandfather for help. Mehmood is too old to retrieve the kite or teach Ali to fly it
properly, but he makes him another kite. Ali promises not to loose this one, and goes off to fly
it.
Mehmood sits under the banyan tree and thinks of his former profession as a master
kitemaker. In the old days, he remembers, grown men happily flew kites. There was more open
space then, and less hustle and bustle in the town. Men would compete against each other and
bet on the outcome. Even the nawab, the local village chieftain, would come to watch. When
he was a kitemaker, Mehmood had been known and revered for his skill. Once, he had built a
spectacular kite for the nawab, one that looked like a dragon in the air. That kite was too
difficult for even Mehmood to fly, so he made the nawab a prettier, easier one.
Mehmood muses on just how much has changed since then. The nawab is dead, and his
descendants are ordinary people, just like Mehmood. He no longer has a patron, and none of
his neighbors know him. The pace of life has changed, and those living in his village are busy
and harried. One of Mehmood’s sons works in a local garage, and the other is stuck in Pakistan.
When India and Pakistan were made into two separate countries, he was on the wrong side of
the border and cannot come home.
Mehmood is grateful that his other son lives nearby, as it gives him an opportunity to see Ali,
his only grandson, grow up. He enjoys watching Ali play. Ali, he thinks, is like the mimosa
sapling at the edge of the courtyard. They are young, and will grow up tall and strong.
Mehmood is like the banyan tree he sits beneath. Both are old, stooped, their bones and
branches twisted.
Mehmood feels himself growing tired and wonders if he’ll dream of the kite he wants to make,
one that looks like a giant white bird. He should have something to leave Ali, he thinks. He
hears Ali calling to him, but the boy’s voice sounds faint and far away. Ali returns to the banyan
tree and sees his grandfather, whose eyes are closed. There is a little white butterfly resting on
his beard. Ali tries to wake Mehmood, but can’t. Frightened, he runs away, calling for help from

his mother. The butterfly flies from Mehmood’s beard to the mimosa tree, and Ali’s kite
suddenly takes flight and disappears into the sky.
COMPREHENSION-II
Q.1. Write an account of the life style of the people in the past, as described in the story “The
kitemaker.”
Ans: In The Kitemaker by Ruskin Bond we have the theme of tradition, mortality, loneliness,
happiness, independence, kindness, pride and change. Taken from his Collected Short Stories
collection the story is narrated in the third person by an unnamed narrator and after reading
the story the reader realizes that Bond may be exploring the theme of tradition. Mehmood
once made his living form making kites. However as he grew older there were less people
looking for kites and the long serving tradition that had made Mehmood a living eventually died
out. However it is interesting that Mehmood still perseveres with making kites even if it is only
to please his grandson Ali. What is also interesting about the story is the fact that Bond seems
to be highlighting the fact that the landscape has changed. This may be important as
symbolically Bond may be suggesting that just as the landscape has changed or the city has
grown so too has Mehmood. Though in Mehmood’s case he has grown older. A new generation
has come to the city and Mehmood does not really know anyone. Where once he had visitors
when he was younger. Now Mehmood is left alone. It is as though he is unknown by people
apart from his family.
Q.2. Describe the life style of the people in the present, as depicted in “The Kitemaker”
Ans: He makes be suggesting that with old age comes loneliness. Where previously Mehmood
had been popular and known by all. Including the nawab. This is not the case now. It would
appear that Mehmood’s days are spent either resting or making kites for Ali. Mehmood’s
relationship with Ali is also interesting as he seems to be exceptionally kind to him. Where
some might scorn Ali for flying his kite into the banyan tree. Mehmood doesn’t. Instead he
gives Ali another kite to play with. It is as though Mehmood has reached a stage where his
primary focus is on making Ali happy. It is also clear to the reader that Mehmood is proud of his
abilities when it comes to making kites. Even if some of his creations have been a little difficult
to fly. However this has never stopped Mehmood from making kites. He has had the ability to
adapt when he has encountered difficulties with some of the kites he has made. This may leave
some readers to suggest that Mehmood has also been able to adapt to any changes that have
occurred in his life.
Q.3. Contrast the status of Mehmood in the past with that in the present.
Ans: The end of this cycle. Changes like having one son unable to come back home due to the
partitioning that occurred between Pakistan and India. Though Mehmood is old he does appear
to be relatively independent. There does not seem to be anybody in the story that he is reliant
on. If anything Mehmood seems to be his own man. Something that may have come from the
fact that he had his own business making kites. If anything the reader also gets a sense that
Mehmood is enjoying his retirement. That life is good to him even if at times it can be lonely

and he may feel as though he is forgotten about due to the changes that have occurred around
him. However Mehmood does seem to accept life on life’s terms particularly when he makes
the comparison between the banyan and the mimosa. Symbolically this could be important as
Mehmood is comparing himself to the older banyan tree while at the same time realizing that
just as the mimosa is growing so too is Ali. It is as though there is a cycle in life and Mehmood
knows that he himself is at cycle.
Q. 4. Attempt a character sketch of Mehmood as an expert Kitemaker
Ans: In this short story Ruskin Bond describes the simple and easy life of earlier days when even
a kite maker had a social prestige and the people had concern and effection for each other. The
writer remembers the sweet charm of old days through the character of old Mahmood, the kite
maker. When the kite old days through the character of old Mahmood, the kite maker. In those
days kite maker was young, he was honoured for his art of kite making. In those days kite
playing was the hobby of the Nawabs and people were not hurried and worried. Mehmood is
an old man who has a grandson, Ali. Ali is flying a kite on the rooftop when Mehmood thinks
about the change which has happened in the world. He was a kite maker and used to make
kites as his profession. He constantly compares the situation in the old days and the present
world. He has two sons, one works in the garage and the other remained in Pakistan during the
separation of the country. He feels very pleased to see his grandson Ali growing. He constantly
compares himself to the old banyan tree which has turned old, stooped and the has twisted
branches like his body has become old.
Q. 5. Explain the symbolism of the kites and the trees in the story “The Kitemaker”.
Ans: Kite-flying was then the sport of kings, and the old man remembered how the Nawab
himself would come down to the riverside with his retinue to participate in this noble pastime.
There was time, then, to spend an idle hour with a gay, dancing strip of paper. Now everyone
hurried, in a heat of hope, and delicate things like kites and daydreams were trampled
underfoot.
He, Mehmood the kitemaker, had in the prime of his life been well known throughout the city.
Some of his more elaborate kites once sold for as much as three or four rupees each.
At the request of the Nawab he had once made a very special kind of kite, unlike any that had
been seen in the district. It consisted of a series of small, very light paper disks trailing on a thin
bamboo frame. To the end of each disk he fixed a sprig of grass, forming a balance on both
sides. The surface of the foremost disk was slightly convex, and a fantastic face was painted on
it, having two eyes made of small mirrors. The disks, decreasing in size from head to tail,
assumed an adulatory form and gave the kite the appearance of a crawling serpent. It required
great skill to raise this cumbersome device from the ground, and only Mehmood could manage
it.
Everyone had heard of the ‘Dragon Kite’ that Mehmood had built, and word went round that it
possessed supernatural powers. A large crowd assembled in the open to watch its first public
launching in the presence of the Nawab. The children who had bought kites from him ten years

ago were now grown men, struggling for a living; they did not have time for the old man and his
memories. They had grown up in a swiftly changing and competitive world, and they looked at
the old kitemaker and the banyan tree with the same indifference.
Q. 6. Discuss the author’s attitude towards the past and the present in the story “The
Kitemaker”.
Ans: The end of the story is also interesting as when Mehmood dies the reader realizes that he
has done so peacefully. He has not been a burden on anyone and if anything he has brought joy
to people, particularly to Ali. He has lived a full life and seen the city change before his eyes.
This could be important as Bond may be suggesting or highlighting the fact that India was
beginning to prosper at the time the story was written. Villages became towns and towns
became cities. Yet the traditions that Mehmood had carried through from previous generations
seemed to have gotten lost as people prospered. Something that leaves the reader wondering
as to what price is there to be paid for prosperity. Change can be good but it can also result in
the traditions of the past being forgotten about. Something which is very much the case in the
story. There is nobody left after Mehmood to make kites for Ali or for anybody else. With
Mehmood’s death comes not only the loss of life but the loss of tradition too. Though change is
inevitable should it come at the cost of tradition? Should the past be forgotten just as
Mehmood is sure to be forgotten.
Vocabulary: Commonly confused words

Exercise I
Fill in the blanks with the correct alternative.
1. You have made fewer mistakes this time.
2. The sun rises in the east.
3. The park is by the lake.
4. The scheme has lost its purpose.
5. What is the principal objective of your research?
6. A tie is a perfect complement to a suit.
7. Practice well so that you don’t lose the match.
8. Most drugs have side effects.
9. A little knowledge is a dangerous thing.
10. An introduction should precede the presentation.
11. The captain’s decision met with much dissent.
12. The violent child was taken to a counsellor.
13. The case needs further investigation.
14. I liked the latter part of the film.
15. Every student should have access to a good library.
Exercise II
Fill in the blanks choosing the correct word from the box.
accept except lead led historic historical
formally formerly already all ready quite quiet

1. Before the bell rang, students were all ready to go home.

2. Chennai was formerly known as Madras.
3. He discovered some historical records during his research.
4. I don’t think he will accept the invitation.
5. I have already eaten. So I am not hungry now.
6. I like all books except the badly written ones.
7. Now you can find pencils without lead.
8. The exercise is quite easy.
9. The signing of the peace treaty was a historic event.
10. Writers need a quiet place to write.
11. Gurgaon was formally renamed Gurugram in 2016.
12. The captain led from the front.
Grammar: Determiners
Exercise I
Choose the appropriate determiner.
1. I have very (little) money left in my bank account.
2. The government has to spend (much) time on implementing the schemes.
3. My mother sent me to buy (some) rice.
4. Stephen Hawking wrote (the) book A Brief History of Time in 1988.
5. I can speak English (a little), but not very fluently.
6. Please give me (some) more coffee.
7. The students didn’t pay (much) attention to the lecture.
8. Can’t you see (this) book, it’s right here!
9. I have been reading for (many) hours now, and I am still in the first chapter.
10. Give me (a few) pencils to colour this picture.
Exercise II
Identify and correct the mistakes in the use of determiners.
1. How many free time does he have to spare for the social cause? (much)
2. She never makes much mistakes in grammar. (many)
3. I gave her an advice. (some/a piece of)
4. She found several informations on the internet. (a lot of information)
5. India is facing much challenges. (many)
6. He bought notebook at the book store. (a notebook)
7. My brother went to the supermarket to pick up some few things. (a)
8. Every day I drink glass of milk. (a glass)
9. Do you often get this headaches? (these)
10. An education is important for economic security. (Education)
Exercise III
Fill in the blanks by choosing the correct determiner from the box.
little much whose both a
the every any some few

1. How much homework have you completed?

2. I need to finish the English essay that I started in the morning.
3. My friend took a small gift for the child in the orphanage.
4. My sister rarely drinks any coffee.
5. When you are driving, it is advisable to carry some cash in your wallet.
6. Every candidate was declared successful.
7. The street looks deserted. There are few people around.
8. Excuse me, whose pencil is this?
9. He has two sisters. Both sisters like playing basket ball.
10. I have little time for sports.
Unit VI
Vocabulary: Technical Vocabulary (Business, Media)
Exercise I
Fill in the blanks with the correct option.
1. To make an “informed” choice, is to make a wise choice.
2. The company wants to assess the demographics (age, income, etc.) of their
customer base.
3. The company’s mission is to provide high quality educational services.
4. A ‘white paper’ is an authoritative document.
5. Inventory is the supply of goods a company has for sale.
6. When something is “on someone’s radar”, it means that the person is aware
of something.
7. To ‘hammer out’ a deal is to reach a deal.
8. To accept the first offer is to accept the initial bid
9. If the talks are at a ‘stand still’, it means that there is no progress
10. If you take ‘ownership’ of a task, it means you are responsible for it.
11. In corporate jargon, action items means “things that have to be done”.
12. If you pay upfront it means you pay in advance.
13. If everyone is on board it means that they all agree to a proposal.
14. To “get the ball rolling is to start something.
15. A vendor is one who supplies the goods.
Exercise II
Match the words in the box with their meanings below.
a) Flier b) Sitcom c) Advert d) Editorial
e) Talk-show f) Column g) Paparazzi h) Soap opera
i) Phone-in j) Network k) Propaganda l) Talking heads
m) Trial balloons n) Yellow journalism o) Investigative journalism
1. A group of associated television or radio channels. (Network)
2. A photographer who follows celebrities in order to photograph them and sell
the pictures to newspapers or magazines. (Paparazzi)

3. The term used to describe sensational news reporting. (Yellow journalism)

4. A radio or television programme where listeners or viewers telephone the
studio and participate in the programme. (Phone-in)
5. A recurring piece or article in a newspaper or magazine. (Column)
6. The use of detective-like reporting methods to unearth scandals.
(Investigative journalism)
7. A serial television or radio drama dealing with daily events in the lives of the
same group of characters. (Soap opera)
8. A shot of a person's face talking directly to the camera. (Talking heads)
9. A television or radio programme in which stars and celebrities are invited to
talk informally about various topics. (Talk-show)
10. An article presenting the opinion of the editors or publishers. (Editorial)
11. Comedy programme based on everyday experiences. (Sitcom)
12. Commercial promotion of a product or service. (Advert)
13. Information leaked to determine what the political reaction will be. (Trial
Balloons)
14. Small printed notice or advertisement. (Flier)
15. The dissemination of information aimed at influencing the opinions or
behaviours of large numbers of people. (Propaganda)
Unit VI: Reported Speech

Exercise I
Fill in the blanks with say, said, tell or told.
1. She told them she wanted to resign.
2. The principal told us to participate in inter-collegiate sport competitions.
3. You don’t need to tell us that.
4. He didn’t say a word.
5. I remember every word you said yesterday.
6. Why didn’t you tell her that in the morning?
7. My friend said that he had completed his project report.
8. She called me last night and said, “Don’t worry. I will manage on my own”.
9. The girl said that she could speak Japanese fluently.
10. She said she had already seen the film.
Exercise II
Correct the following sentences:
11. The traffic police told me I couldn’t park my two-wheeler there.
12. He said he was Aishwarya Rai’s husband.
13. He said he was sure that justice will be done.
14. The doctor advised me to take bed rest and eat nutritious food.
15. They wanted to know what my name was?
16. He told me to come back the next day.

17. She said she was asked to come there.

18. I wondered whether he could help me.
19. My cousin told him that he should go out.
20. He said he had bought the bicycle 10 years before.
Exercise III
Change the following sentences from direct to reported speech. Pay attention to
pronouns, tenses and time/place markers. Use suitable reporting verbs.
1. They said, “Dogs were fun to play with.”
(They said that dogs are fun to play with.)
2. She said, “Do you live near the school?”
(She asked me if I lived near the school.)
3. The guest said, “I don’t like sugar in my coffee.”
(The guest said she didn’t like sugar in her coffee.)
4. Elisa said to me, “How old are you?”
(Elisa asked me how old I was.)
5. She said to him, “When will you be back in your office?”
(She asked him when he would be back in his office.)
6. The boss said to the secretary, “Don’t forget to order A5 size paper.”
(The boss reminded the secretary not to forget to order A5 size paper.)
7. My friend said to me, “I am meeting my project head tomorrow.”
(My friend informed me she was meeting her project head the next day.)
8. They said, “We were planning to visit you next week.”
(They told us that they were planning to visit us the week after.)
9. He said, “Please help me lift these bags.”
(He requested me to help him lift those bags.)
10. The watchman said to us, “Don’t play cricket in the garden.”
The watchman warned us not to play cricket in the garden.
Exercise IV
Now report the interview in indirect speech. Pay attention to tense, pronoun, and
time/place markers. Use different reporting verbs wherever possible.
(Key)
1. The interviewer congratulated the winner and asked him how he felt. The
interviewer also asked him how long he had been singing.
2. The winner thanked the interviewer and replied that he felt elated. He added
that he had started singing when he was five.
3. Next, the interviewer asked him what the secret behind his success was.
14
4. The winner emphasised that it was hard work. He was there that day because
of his hard work and perseverance.
5. Next, the interviewer enquired how it was receiving the trophy from India’s
most popular cricketer.
6. The winner answered it had been a dream-come-true to receive the trophy
from his cricket idol.

7. The interviewer asked how it had felt to perform in front of other celebrities.
8. The winner replied that it was amazing. He added that all of them had
complimented him on his singing.
9. The interviewer then asked what his future plans were.
10. The winner said that it was just the beginning and added that he wished to
achieve a lot more.
11. Finally the interviewer asked if he had any message for young people.
12. And the winner advised the young to work hard, to stay focused and to aim
to excel in the field you choose and was confident that success was bound to
chase them.

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ENGLISH MATERIAL SEMESTER IV II YEAR

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Q.6. Describe the changing tone and mood of the poem.

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THE GRAMMAR of ANARCHY:

"The first thing in my judgement we must do is to hold fast to constitutional methods of

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However Dr BR Ambedkar's historic "Grammar of Anarchy" speech, which resonates even

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Vocabulary: Phrasal verbs

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UNIT: V 1. Poem: Flower-Alfred Tennyson

Q.1. Explain the central idea of the poem?

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However, there are numerous other interpretations for this poem!

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Q.5. Explain the unstated moral of the story of the flower.

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Q.6. Discuss the poem as a commentary on human nature.

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2 Prose: The Kite Maker –Ruskin Bond

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Q. 4. Attempt a character sketch of Mehmood as an expert Kitemaker

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Vocabulary: Commonly confused words

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1. Before the bell rang, students were all ready to go home.

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1. How much homework have you completed?

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3. The term used to describe sensational news reporting. (Yellow journalism)

Unit VI: Reported Speech

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17. She said she was asked to come there.

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