10th English Guide - Unit 1 by Loyola Publications

EC ENGLISH
10
A Guide
that Guides
SALIENT FEATURES FREE PRACTICE BOOK
1. Based on New syllabus 1. All vocabulary and grammar
exercises
2. Examination and student oriented 2. Unit Test
3. Prose, Poetry, Synonyms & 3. Model Question Paper

Antonyms and Supplementary
with translation.
4. Worked out all textual questions 4. PTA Question Papers (I-VI)
& exercises, Grammar exercises
with learning process
5. Paragraphs for Toppers, Average 5. Key Answers
and Late Bloomers
Minimum material for Late Bloomers
280/-
i 25-7-20HF
Author
Mr. T. J. SamuelRaj, M.A., M.Sc., M.Ed., M.Phil.,

Principal, Mount Carmel Vidhyalaya,
Mukkudal, Tirunelveli
Vivek Illam, No. 19, Raj Nagar , N.G.O. ‘A ’ Colony ,

Palayamkottai, Tirunelveli - 627 007.
Ph: 0462 - 2553186
Cell : 94433 81701, 94422 69810, 90474 74696
ii
Preface
It gives us immense pleasure and great satisfaction to
bring out this new edition of EC English Guide for class 10
according to the new syllabus prescribed by the government of
Tamilnadu.
Every item of prose, poem and supplementary lesson, is

dealt with meticulously and categorically. Hard, moderate and
easy paragraph answers and other brief answers are given for
the toppers, slow learners and late bloomers separately.
Grammar items and study skills are dealt with ample

examples and adequate exercises to make the learners
assimilate the concept easily and interestingly.
This edition of this guide will be a boon to boost the

students in the learning process of English language. Beyond
doubt, it will be a learner friendly study material to acquire the
LSRW skills of the Language.
We are quite condent that all the students will make the
best use of this EC English Guide making their course of study
an easy and enjoyable one.
We always look forward to the valuable suggestions of the

teachers and the patronage of the heads of the institutions for
the better publication of this study material now and the years
to come
Author & Publisher
iii
iii
EC – 10th ENGLISH
CONTENTS
Prose His First Flight 8

1 Poem* Life 30
Supplementary The Tempest 34
Prose The Night the Ghost Got in 43

2 Poem The Grumble Family 62
Supplementary Zigzag 71
Prose Empowered Women Navigating The World 82

3 Poem* I am Every Woman 102
Supplementary The Story of Mulan 108
Prose The Attic 113

4 Poem The Ant and the Cricket 138
Supplementary The Aged Mother 146
Prose Tech Bloomers 155

5 Poem* The Secret of the Machines 173
Supplementary A day in 2889 of an American Journalist 179
Prose The Last Lesson 187

6 Poem* No Men Are Foreign 207
Supplementary The Little Hero of Holland 213
Prose The Dying Detective 219

7 Poem The House on Elm Street 237
Supplementary A Dilemma 243
1. Life
3. I am Every Woman
MEMORITER POEMS
5. Te Secret of the machines
6. No Men Are Foreign
4
EC – 10th ENGLISH
QUESTION PATTERN CONTENTS

Question No. PART – I - VOCABULARY ITEMS (1 Mark Questions : 14 marks) Page No.
1-3 SYNONYMS 252
4-6 ANTONYMS 260
7 SINGULAR & PLURAL 269
8 AFFIXES (PREFIXES AND SUFFIXES) 271
9 ABBREVIATIONS & ACRONYMS 275
10 PHRASAL VERBS, IDIOMS AND PHRASES AND PREPOSITIONAL PHRASES 280
11 COMPOUND WORDS 283
12 PREPOSITION 285
13 TENSES 288
14 CONJUNCTION / LINKERS / CONNECTORS 291
PART – II (2 Mark Questions : 20 Marks)
15 - 18 Section I : Prose Questions
19 - 22 Section II : Poem Comprehension
293
23 - 27 Section III : Grammar Exercises
i) ACTIVE VOICE AND PASSIVE VOICE

ii) REPORTED SPEECH (Direct - Indirect Speech)

298
iii) TRANSFORMATION OF SENTENCE (Simple, Compound, Complex)

304
iv) RELATIVE PRONOUN

310
v) PUNCTUATION

312
vi) REARRANGE THE JUMBLED WORDS

313
28 Section IV : ROAD MAP (Compulsory) 314
PART – III (5 Mark Questions : 50 Marks)
29 - 32 Section I : PROSE PARAGRAPHS
317
33 - 34 Section II : POETRY PARAGRAPHS
35 POETRY - LITERARY APPRECIATION 318
36 POEM PARAPHRASE 321
37 Section III : REARRANGE IN COHERENT ORDER (Supplementary Section) 323
38 SUPPLEMENTARY COMPREHENSION 325
39 Section IV : SKILL BASED QUESTIONS (WRITING - ADVERTISEMENT) 327
40 LETTER WRITING 330
41 a) NOTICE WRITING, b) Report WRITING, c) Draft a Speech 335
42 PICTURE COMPREHENSION 341
43 NOTE MAKING (OR) SUMMARY WRITING 344
44 IDENTIFY AND CORRECT THE ERRORS 347
45 Section V : MEMORITER POEM (Compulsory) 353
PART – IV (8 Mark Questions : 16 Marks)
46 SUPPLEMENTARY PARAGRAPH WRITING 354
47 GENERAL COMPREHENSION - a) PROSE COMPREHENSION 357
b) POEM COMPREHENSION 360
"MATERIAL FOR LATE BLOOMERS' 365
5
Memoriter
EC – 10th ENGLISH
1 Life - Henry Van Dyke

Let me but live my life from year to year,
With forward face and unreluctant soul;
Not hurrying to, nor turning from the goal;
Not mourning for the things that disappear
In the dim past, nor holding back in fear
From what the future veils; but with a whole
And happy heart, that pays its toll
To Youth and Age, and travels on with cheer.
So let the way wind up the hill or down,

O'er rough or smooth, the journey will be joy:
Still seeking what I sought when but a boy,
New friendship, high adventure, and a crown,
My heart will keep the courage of the quest,
And hope the road's last turn will be the best
3 I am Every woman
- Rakhi Nariani Shirke.
A woman is beauty innate,

A symbol of power and strength.
She puts her life at stake,
She's real, she's not fake!
The summer of life she's ready to see in spring.
She says, "Spring will come again, my dear.
Let me care for the ones who're near.”
She's The Woman – she has no fear!
Strong is she in her faith and beliefs.
"Persistence is the key to everything,"
says she. Despite the sighs and groans and moans,
She's strong in her faith, firm in her belief!
She's a lioness; don't mess with her.
She'll not spare you if you're a prankster.
Don't ever try to saw her pride, her self-respect.
She knows how to thaw you, saw you – so beware!
She's today's woman. Today's woman, dear.
Love her, respect her, keep her near...
6
EC – 10th ENGLISH
5 The Secret of the Machines

-Rudyard Kipling
We were taken from the ore-bed and the mine,
We were melted in the furnace and the pit
We were cast and wrought and hammered to design,
We were cut and filed and tooled and gauged to fit.
Some water, coal, and oil is all we ask,
And a thousandth of an inch to give us play:
And now, if you will set us to our task,
We will serve you four and twenty hours a day!
We can pull and haul and push and lift and drive,
We can print and plough and weave and heat and light,
We can run and race and swim and fly and dive,
We can see and hear and count and read and write!
But remember, please, the Law by which we live,
We are not built to comprehend a lie,
We can neither love nor pity nor forgive,
If you make a slip in handling us you die!
Though our smoke may hide the Heavens from your eyes,
It will vanish and the stars will shine again,
Because, for all our power and weight and size,
We are nothing more than children of your brain!
6 No Men are Foreign

- James Falconer Kirkup
Remember, no men are strange, no countries foreign
Beneath all uniforms, a single body breathes
Like ours: the land our brothers walk upon
Is earth like this, in which we all shall lie.
They, too, aware of sun and air and water,
Are fed by peaceful harvests, by war’s long winter starv’d.
Their hands are ours, and in their lines we read
A labour not different from our own.
Remember they have eyes like ours that wake
Or sleep, and strength that can be won
By love. In every land is common life
That all can recognise and understand.
Let us remember, whenever we are told
To hate our brothers, it is ourselves
That we shall dispossess, betray, condemn.
Remember, we who take arms against each other
It is the human earth that we defile.
Our hells of fire and dust outrage the innocence
Of air that is everywhere our own,
Remember, no men are foreign, and no countries strange.
7
UNIT His First Flight
EC – 10th ENGLISH
1
– Liam O' Flaherty
mtdJ Kjy;; gazk;

PROSE – ypahk; ? x ? Bgpyh;o
Warm up Ma¤jkhjš
kh®nfh nghnyh, »¿°nlhg® bfhy«g°, Ig‹ g£L£lh, mbkÇ¡nfh bt°g¡», íth‹[h§,
~bg®odd£ bkbfy‹, g®jnyhnkí la°, bAnuh£l° nf¥l‹ n#«° F¡, th° nfh nl fhkh.
ï¤jÅeg®fSŸ cŸs bghJthdJ v‹d?
mªeh£fËš gaÂ¥gJ mghakhdJ k‰W« fodkhdJ vd V‹ fUj¥g£lJ v‹gjid Éthâ¡f.
kfh¤kh fhªâ, nr Fntuh, FU ehd¡ k‰W« bfsjk ò¤jh M»nah® áy ãugykhd k‰W«
áªjidahs®fshd ït®fË‹ thœit¥ g‰¿ m¿a, Ú©l gaz§fis nk‰bfh©ld®. gaz§fŸ
thœ¡ifia kh‰w Koí« vd Ú Ãid¡»whah?
c‹ thœÉÈUªJ xU kw¡fKoahj gaz¤ij¥ g»®ªJ bfhŸ.
v¥nghjhtJ Ú xU rhfr¥ gaz¤ij nk‰bfh©oU¡»whah? M« vÅš cdJ mDgt¤ij g»®ªJ
bfhŸ.
``xU kÅjÅ‹ xU á¿a fhyo, kÅj ïd¤â‹ mRu¤ jhîjš MF«~~ Úš M«°ouh§ - Éthâ
xU gwit Kjš Kiwahf¥ gw¡f Ka‰á brŒtij v¥nghjhtJ Ú gh®¤âU¡»whah?
ghl¤â‹ jÄHh¡f«
mªj ïs« fl‰gwit jÅna mj‹ bjh§Fghiw tÊna br‹wJ. mtdJ ïU rnfhju®fS« xU
rnfhjÇí« Kªâd ehËnyna gwªJ br‹WÉ£ld®. mt®fSl‹ gwªJ bršy mtD¡F¥ gakhf ïUªjJ.
xU tÊahf mt‹ K‹ndh¡» bjh§FghiwÆ‹ ÉË«ò tiu xU FW« X£l« Xo, ïw¡iffis mo¡f
Ka‰á¤j nghJ mt‹ gaªJ É£lh‹. guªJ ÉÇªj Äf¥bgÇa fl‰gu¥ò mâf Jhu¤â‰F ikšfS¡F¡
ÑHhf¢ br‹wJ. mtdJ ïw¡iffŸ mtD¡F x¤JiH¡fhJ vd mt‹ cWâahf cz®ªjh‹. vdnt
mt‹ mtdJ jiyia¡ FÅªjgo bjh§F ghiwÆ‹ ÑnH ïUªj áW Jthu¤ij neh¡» ã‹dhf Xo
m§nf ïuÉš ö§»dh‹.
mtdJ x›bthU rnfhju®fS« mtdJ ïisa rnfhjÇí«, mtdJ ïw¡iffis Él mt®fsJ
ïw¡iffŸ Äf¡ F£ilahf ïUªj nghJ«, ÉË«ò tiu Xo mt®fsJ ïw¡iffis mo¤J gwªJÉ£ld®,
mt‹ mtD¡F Äf Mg¤jhdjhf¤ njh‹¿a ÑÊw§fiy vL¡f¤ ijÇa¤ij¢ nr®¤âl¤ jt¿É£lh‹.
mt‹ gwªJ tuÉšiy vÅš mtdJ bjh§F ghiwÆnyna g£oÅ »l¡f É£L ÉLnthbkd m¢RW¤âí«,
mtid tirghoí« c¢r cu¤j bjhÅÆš mtdJ jªijí« jhí« mtid miH¤jthW R‰¿ tªjd®.
Mdhš mtdJ cÆU¡fhf, gaªjhš mt‹ efu Koahk‰ nghÆ‰W.
Unit 1 8
EC – 10th ENGLISH
a) fl‰ gwit gwªâl¤ njh‰W¥nghdJ V‹?

b) mªj¡ fl‰gwit gwªâl¤ njh‰wnghJ, bg‰nwh®fŸ brŒjJ v‹d?

mJ ïU¥g¤â eh‹F kÂfS¡F K‹d® ïUªjJ. mj‹ ã‹d®, xUtU« mtdU»š tuÉšiy.
Kªâd ehËš, ehŸ KGtâY« mtdJ rnfhju®fŸ k‰W« rnfhjÇíl‹ mtdJ bg‰nwh®fŸ gwªjthW,
gw¡F« fiyÆš mt®fis¢ Ó®gL¤âago miyfis v›thW JÇjkhf¡ fl¥gJ k‰W« v›thW ÛD¡fhf
ghŒªJ _œ»¢ brštJ vd mt®fS¡F¥ nghâ¥gij mt‹ f©lh‹. xU ghiwÆ‹ nkš Ã‹W bfh©L,
mtdJ m©z‹ xU tif¡ flš Ûid¥ ão¤J mij ÉG§Ftij c©ikÆny mt‹ f©lh‹.
m¥nghJ mtdJ bg‰nwh®fŸ xU bgUÄj bfh¡fÇ¥ig vG¥ã¡ bfh©oUªjd®. nkY« fhiy KGtâY«,
bkh¤j¡ FL«gK« ghiw¡F vânu bgÇa Õl óÄ eL¥ gFâÆ‹ Clhf mtdJ nfhiH¤jd¤â‹ ÛJ
áÇ¤jthW elªjd®.
bj‰F neh¡» ïUªj mtdJ bjh§F ghiwÆ‹ nkš bt¥gkhd fâ®fis åáathW ï¥nghJ NÇa‹
thd¤âš nkšneh¡»¢ br‹W bfh©L ïUªjh‹. Kªâd khiy ntisÆš ïUªJ mt‹ rh¥ãlhjâdhš
mªj bt¥g¤ij mt‹ cz®ªjh‹. ã‹d® bjh§F ghiwÆ‹ öu¡ nfhoÆš (KoÉš) X® cy®ªj
fhdh§bfS¤âÆ‹ thš J©il mt‹ f©L bfh©lh‹. ï¥bghGJ czÉ‹ xU áW J©L Tl m§nf
ÛªâU¡fÉšiy. mtD«, mt‹ rnfhju®fS« k‰W« rnfhjÇí« bghÇ¡f¥g£l mªj¡ fu£L mG¡F¡
T£oÅš c£òFªJ x›bthU m§Fykhf¤ njo¥ gh®¤jh‹. cy®ªj K£il¤ njh£L¤ J©Lfisí« Tl
mt‹ bfh¤â¡ fo¤J¥gh®¤jh‹. mJ mtdJ xU gFâia mt‹ c©gJ nghš ïUªjJ.
c) ïs« fl‰gwitÆ‹ m©z‹ (_¤j rnfhju‹) ão¤j Kjš Û‹ ahJ?

d) bjh§F ghiwÆ‹ ÛJ mtdJ czî¤ njlÈš m›És« fl‰gwit f©L bfhŸs

Ã®t»¤jJ v‹d?
ã‹d® mt‹ bjh§F ghiwÆ‹ xU KidÆÈUªJ kWKid tiu¡F« mtdJ Ú©l fÇa
fhšfshš mHFw mobaL¤J it¤J¡ bfh©L gw¡fhkš mtdJ bg‰nwh®fis¢ br‹wilí«
tÊia¡ f©l¿a Ka‹W bfh©oUªjh‹. Mdhš mtD¡F x›bthU g¡fK« bjh§F ghiw
xU br§F¤J¢ rÇî¥ ghiwahfî« mj‹ ÑnH flYkhf KoªâUªjJ. nkY« mtD¡F« mtdJ
bg‰nwhU¡F« ïilna xU ÉÇªj MHkhd bto¥ò ïUªjJ.
mt‹ ghiwÆ‹ Kf¥ò tÊna tl âirÆš k£Lnk ef®ªjhš, cWâahf gw¡fhknyna mt‹
mt®fis¢ br‹wilayh«. Mdhš, mt‹ vj‹ ÛJ el¡f Koí«? m§nf bjh§F ghiwíÄšiy, mt‹
xU gw¥gdîÄšiy. nkY« mtD¡F nkny, mt‹ x‹iwí« gh®¡f KoahJ. mªj¢ br§F¤J¥ ghiw
bgÇjhf ïUªjJ, nkY« mj‹ nk‰gFâahdJ mtD¡F¡ ÑGŸs fliyÉl mâf¤bjhiyÉš ïUªjJ.
mt‹ bkšy btËna elªJ br§F¤J¥ ghiwÆ‹ ÉË«ã‰F tªjh‹, nkY« xU fhÈš Ã‹W
bfh©L mL¤j fhiy mtdJ ïw¡if¡FŸ kiw¤J it¤J¡ bfh©lthW, mt‹ xU f©iz
_odh‹. ã‹d® k‰bwh‹iwí« _o Jh¡f¤âš ïU¥gJ nghš ghrh§F brŒjh‹. ï‹dK«, mt®fŸ
mtid V¿£L¥ gh®¡fÉšiy. mtdJ ïU rnfhju®fS« mtdJ rnfhjÇí« Õl óÄ ÛJ gL¤J cw§»¡
bfh©oUªjd®. mt®fsJ jiyfŸ mt®fsJ fG¤J¡FŸ kiwªâUªjd. mtdJ jªij jdJ btŸis
KJ»‹ ÛJŸs ïwfiffis nfhâ¢ R¤j¥gL¤â¡ bfh©oUªjh®. mtdJ jhah® k£L« mtid gh®¤J¡
bfh©oUªjh®.
mtŸ Õl óÄ nkYŸs xU áW nk£o‹ ÛJ Ã‹W bfh©oUªjhŸ. mtsJ btŸis beŠR¥ gFâ
K‹g¡f¤âš jŸs¥ g£oUªjJ. m›t¥nghJ mo¡fo, mtŸ ghj¤â‹ ÑÊUªj xU Ûid¡ »Ê¤jhŸ nkY«
mtsJ my»‹ x›bthU g¡f¤ijí« ghiwÆ‹ ÛJ njŒ¤jhŸ. czÉ‹ fh£á mtis nfhg _£oaJ.
mtdJ myif¤ njŒ¤J¡ bfh©L Û©L« Û©L« mjid¢ rhizão¤J, m¥goahf czit¡ »Ê¥gij
mt‹ v›tsî neá¤jh‹. mt‹ xU jhœªj bfh¡fÇ¥ig¢ brŒjh‹. mtdJ jhí« bfh¡fÇ¤jhŸ nkY«
mtid neh¡»¥ gh®¤jhŸ.
e) mªj ïs« gwit mj‹ bg‰nwh®fË‹ ftd¤ij¥ bg‰¿l v‹d brŒjJ?
f) vJ mªj ïs« gwitia¥ ig¤âakhf¢ brŒjJ?
9 Unit 1
EC – 10th ENGLISH
mtD¡F¡ bfhŠr« czî bfh©Ltu¡ bfŠá mt‹ fh, fh, fh vd¡ f¤âdh‹. bfsš-Cš-M vd
mtŸ Vsdkhf my¿dhŸ. Mdhš mt‹ tU¤j¤Jl‹ miH¤J¡ bfh©nl ïUªjh‹. nkY« ã‹d®
xU ÃÄl¤â‰FŸshfnt xU k»œ¢áahd mywiy mt‹ brŒjh‹. mtdJ jhŒ xU Û‹ J©il vL¤J¡
bfh©L, mjDl‹ mtÅl« gwªJ br‹wJ. mtŸ gwªJ bršifÆš, mtdJ ghj§fshš ghiwia¤
j£oathW mtËl« beU§»¢ nrU« Ka‰áÆš k»œáíl‹ mt‹ rhŒªjh‹. Mdhš mtŸ mtD¡F
vâuhf ïUªj nghJ, mªj¢ br§F¤J¥ ghiw¡F mU»š mtsJ fhšfŸ tisªJ bjh§»¡ bfh©L«,
mtsJ ïw¡iffŸ mirÉšyhkY«, mtdJ mU»š br‹wilí« tifÆš mtsJ my»š xU Û‹
J©Ll‹ mtŸ Ã‹whŸ.
mtŸ V‹ v‹dU»š tuÉšiy vd Éaªjgo xU fz¥bghGJ M¢rÇa¤âš mt‹ fh¤âUªjh‹.
nkY« mj‹ã‹ gáahš ig¤âakilªJ, mªj ÛÅ‹ ÛJ jiyÑHhŒ¥ ghŒªjh‹. xU khbgU« mywYl‹,
btË¥òwkhf Ñœneh¡»athW btËna ÉGªjh‹. mtdJ jhŒ nkš neh¡»¥ ghŒªjhŸ. mt‹ mtS¡F¡
ÑHhf br‹wnghJ mtsJ ïw¡iffË‹ bkšÈa ïiu¢riy mt‹ nf£lh‹.
g) V‹ mªj ïs« gwit Mdªj¡ T¢rš ï£lJ?
h) jhŒ¥ gwit mªj ïs« gwit¡F VnjD« czî bfhL¤jjh?
ã‹ò X® mRu m¢r« mtid¥ ão¤J¡ bfh©lJ nkY« mtdJ ïja« Ã‹W nghdJ. mtD¡F
x‹Wnk nf£fÉšiy. Mdhš mJ xU fznk Úo¤jJ. mL¤j fz«, mtdJ ïw¡iffŸ btË¥òwkhf
ÉÇªâUªjij mt‹ cz®ªjh‹. mtdJ kh®ã‹ ïwFfS¡F vâuhf fh‰W¥ ghŒªJ br‹wJ, ã‹d®
mtdJ tÆ‰W¥ gFâÆ‹ ÑnHí« mtdJ ïw¡iffS¡F vâuhfî« br‹wJ. mtdJ ïw¡iffË‹
KidfŸ fh‰iw¡ flªJ brštij mtdhš czu KoªjJ. mt‹ ï¥nghJ jiyF¥òw ÉGªJ
bfh©oU¡fÉšiy. mt‹ Ñœ¥òwkhf, btË¥òwkhf cau¢ br‹W bfh©L ïUªjh‹. mt‹ ga¥glnt
ïšiy. mt‹ r‰W ka¡fkiltij k£L« cz®ªjh‹. ã‹d® mt‹ ïUKiw mtdJ ïw¡iffis
nkY« ÑG« mo¤jh‹. mt‹ nkšneh¡» cau¢ br‹wh‹.
mt‹ X® Mdªj¡ T¢rÈ£lh‹. kWgoí« mt‹ ïw¡iffis mo¤jh‹. mt‹ Äf caukhf¢
br‹wh‹. mt‹ mtdJ kh®ig ca®¤â fh‰W¡F vâuhf rhŒ¤jh‹. fh, fh, fh, fh, fh, bfsYhš-yh.
mtdJ jhŒ mtid¡ flªJ ghŒªJ br‹whŸ. mtsJ ïw¡iffŸ xU gy¤j ïiu¢riy c©lh¡»d.
mt‹ k‰bwhU mywÈš mtS¡F¥ gâyË¤jh‹. ã‹d® mtdJ jªij my¿athW mtD¡F nkyhf¥
gwªjh®. ã‹d® mtdJ ïU rnfhju®fS« rnfhjÇí« mtid¢ R‰¿ nkš neh¡», Ñœneh¡»¥ gw¥gij
mt‹ f©lh‹.
ã‹d®, mtdhš gw¡fnt KoahJ v‹gij K‰¿Y« mt‹ kwªjh‹.nkY« ÑnH ghaî«, nkny
canu bršyî« »ß¢áL« T¢rÈš bjhl§»dh‹.
i) Kj‹ KjÈš gw¡f¤ bjhl§»aJ« mjid m¥gwit v§‡d« cz®ªjJ?

j) mt‹ gw¡f¤ bjhl§»aîl‹, m›És« gwitÆ‹ FL«g« brŒjJ v‹d?

Unit 1 10
EC – 10th ENGLISH
mt‹ ï¥bghGJ flÈ‹ mU»š ïUªjh‹. mj‰F ne® nkyhf¥ gwªJ bfh©L, bgU§flÈ‹ vâ®
neh¡»athW ïUªjh‹. mtD¡F¡ ÑnH áW nkLfSl‹ mj‹ ÛJ efU»‹w xU gRikahd fliy mt‹
gh®¤J¡ bfh©oUªjh‹. mt‹ mtdJ myFfis g¡fth£LfËš âU¥ã nto¡ifahf¡ fiuªjh‹. mt‹
K‹ghf gRªjiuÆš mtdJ bg‰nwh®fS«, rnfhju®fS«, rnfhjÇí« jiuÆw§» ïUªjd®. ït®fŸ
»Ö¢á£L¡ fiuªJ mtid miH¤J¡ bfh©oUªjd®. gR§flš ÛJ Ã‰gj‰fhf mt‹ mtdJ fhšfis¡
ÑnH ngh£lh‹. mtdJ fhšfŸ mj‹ cŸns _œ»d. mt‹ ga¤âš my¿athW mtdJ ïw¡iffis
mo¤J¡ bfh©L nkny vH Û©L« Ka‰á¤jh‹. Mdhš nrh®îlD«, gáÆdhš gyådkilªJ« mt‹
ïUªjh‹. nkY« Énehjkhd gÆ‰áÆdhš nrh®î‰¿Uªj mtdhš vH KoaÉšiy. mtdJ ghj§fŸ
gR§flÈDŸ _œ»d, ã‹d® mtdJ tÆW mjid¤ bjh£lJ. nkY« mt‹ mj‰F¡ ÑnH _œfÉšiy.
mt‹ mj‹ ÛJ ÄjªJ bfh©oUªjh‹. nkY« mtid¢ R‰¿Y«, mtdJ FL«g« f¤â¡ bfh©L«,
mtid¥ ngh‰¿¡ bfh©L« ïUªjJ. nkY« mt®fsJ myFfŸ áWRwhÛ‹fË‹ JQ¡Ffis¡
bfhL¤J¡ bfh©L« ïUªjd.
mt‹ jdJ KjyhtJ th‹ gaz¤ij¢ brŒJ É£lh‹.
About the Author (MáÇaiu¥ g‰¿)
Èah« x ~ãy®o (1896 - 1984) X® IÇ° ehtyháÇaU« áWfij vG¤jhsUkhth®.
nkY« IÇ° ïy¡»a¤â‹ kWky®¢áÆš K¡»akhdt® Mth®. ït® ma®yhªâ‹
f«ôÅr¡ f£áÆ‹ xU °jhgf cW¥ãduhth®. »šnl£ (Gaeltacht) vDÄl¤âYŸs
IÇ° bkhÊ ngRgtuhd x ~ãy®o »£l¤ j£l M§»y¤ânyna ãu¤ânakhf vGâdh®.
ïij¤ jÉu xU áW v©Â¡ifÆyhd áWfijfisna #Ç° bkhÊÆš vGâdh®.
mâf neu¤ij¥ gaz¤âš bryÉ£l mt® trâahfî« mikâahfî« bghJk¡fË‹
ftd <®¥ã‰F btËna thœªjh®.
SYNONYMS (neh;r;brhw;fs;)
Meanings consume /
Words Synonyms devour* ÉG§Fjš
in Tamil swallow
alone lonely jÅna scrap crumb / bit (n) JÂ¡if, J©L
day before yesterday ne‰W gnawed* bit (v) / chew fo¤jš
walked / run
brink edge ÉË«ò trotted* el¤jš
with short steps
stretched extended ÉÇth¡f¥g£l bkšy /
daintily lightly / softly
attempted tried Ka‰á¤jš bk‹ikahf
sheer abrupt âO®
expanse space / area gu¥ò
precipice* steep rock br§F¤J¥ ghiw
flapped swang M£Ljš
fall descent ÑœÃiy
muster gather nr®¤jš
crack crevice bto¥ò
courage boldness ijÇa«
hidden covered _l¥g£l
plunge drop / jump ÉGjš,Fâ¤jš
pretended cheated / acted ghrh§F brŒjš
desperate dangerous mghafukhd

dozing slumbering Jh§»¡bfh©L

scolding chiding â£Ljš
sunk drown _œFjš
threatening frightening m¢RW¤jš making a
far remote /distant öukhd beckoning* gesture with
jiy mir¤J
hand or head
miH
11 Unit 1
EC – 10th ENGLISH
preening* cleaning R¤j¥gL¤jš lasted continued bjhl®ªjJ
thrust pushed jŸSjš shrilly* loudly cu¤j r¤jkhf
scraped rubbed njŒ¤jš commenced started bjhl§»‰W
maddened annoyed vÇ¢rYh£Ljš Ñ¢áLjš,
shrieking screeching
sharp noise of fiuªjJ, f¤Jjš
cackled* straight directly neuhf
hencrowed f¤âaJ.
screamed squealed myWjš vast wide guªj
plaintively* sorrowfully J¡fkhf amusedly jokingly fË¥òl‹
mockingly ridiculously Vsdkhf landed grounded jiuÆw§Fjš
joyful happy k»œ¢áahd dropped fell ÉGjš
eagerly keenly Kid¥òl‹ exhausted wearied fis¥ò‰w
abreast beside mU»š sank drown _œFjš
surprise amazement M¢rÇa« hunger starvation g£oÅ
jiyÑHhf¡ praising admiring ngh‰Wjš
swooped* dived
Fâ¤jš th‹ btË¥
flight flying
swish sound Xir / r¤j« gaz«
ledge* a narrow shelf
bjh§F ghiw
breast chest beŠR Ú£á
monstrous huge Äf¥bgÇa beneath below moÆš
stomach belly tÆW whet* to sharpen T®ikah¡f
terror horror â»š uttered said TWjš
soared ascended nknyWjš cowardice lack of courage nfhiH¤jd«
seized confiscated g¿Kjš brŒjš ascend to climb up VWjš
banked inclined rhŒjš blazing shining xË åRjš
ANTONYMS (vjpu;r;brhw;fs;)
Words Antonyms Meanings in Tamil
young × old ïsik × KJik
afraid × fearless gaªj × gak‰w
attempted × neglected Ka‰á¤jš × òw¡fÂ¤jš
expanse × limitation ÉÇtiljš × tiuaiw¤jš
stretched × contracted ÉÇth¡Fjš × RU¡Fjš
appeared × disappeared njh‹Wjš × kiwjš
desperate × hopeful mte«ã¡ifíl‹ × e«ã¡ifíl‹
courage × cowardly ijÇakhd × nfhiH¤ jdkhd
scolding × praising â£Ljš × ghuh£Ljš
threatening × protecting m¢RW¤Jjš × ghJfh¤jš
perfecting × damaging Ó®gL¤Jjš × ÓuÊ¤jš
brink × middle ÉË«ò × eLÉš
shrilly × calmly cu¤j FuÈš × mikâahf
Unit 1 12
EC – 10th ENGLISH
sheer × gradual br§F¤jhd × Óuhd
mockingly × respectful nfÈ brŒjš × kÇahij brŒjš
gnawed × constructed J©lh¡Fjš × ïiz¤jš
proud × humble bgUikahd × jhœikahd
ascending × descending VWjš × ïw§Fjš
daintily × effortfully bkJthf × fLikahf
hidden × exposed kiw¡f¥g£l × btË¥gL¤âd
pretended × sincere ghrh§F brŒjš × c©ikahd
sunk × floated _œFjš × Äj¤jš
preening × dirtying R¤j¥gL¤jš × mR¤j¥gL¤jš
high × low ca®ªj × jhœªj
maddened × comfort nfhg_£Ljš × MWjš gL¤Jjš
loved × hated neá¤jš × btW¤jš
whet × blunt T®ik¥gL¤J × kG§f¢brŒ
plaintively × cheerfully nrhfkhf × k»œ¢áahf
eagerly × unwillingly MtYl‹ × ÉU¥gÄ‹¿
hunger × satisfaction g£oÅ × âU¥â
monstrous × ordinary ga§fukhd × rhjhuzkhd
gradually × suddenly Ãjhdkhf × âObud
horror × calmness â»š × mikâ
soaring × descending nknyWjš × ÑÊw§Fjš
ridges × furrows nkLfŸ × gŸs§fŸ
amusedly × boringly k»œ¢áíl‹ × rÈ¥òl‹
beckoning × repelling miH¤jš × vâ®¤jš
fright × courage ga« × ijÇa«
exhausted × energized fis¥òl‹ × ò¤Jz®¢áíl‹
floating × sinking Äj¤jš × _œFjš
praising × condemning ngh‰Wjš × Jh‰Wjš
Inner Comprehension Questions & Answers.

a) Why did the seagull fail to fly?
The seagull was afraid to fly. So he failed to fly.
b) What did the parents do when the young seagull failed to fly?
His parents, brothers and sister encouraged and also scolded him. They threatened him going without
food.
c) What was the first catch of the young seagull’s older brother? PTA-5
The seagull's older brother first caught the herring.
d) What did the young seagull manage to find in his search for food on the ledge?
The young seagull managed to find dried pieces of mackerel's tail and egg shell.
e) What did the young bird do to seek the attention of his parents?
The young bird pretended to fall asleep. Later, it uttered a low cackle to seek his parent's attention.
f) What made the young sea gull go mad?
The sight of food made the young seagull go mad.
g) Why did the young bird utter a joyful scream?
The seagull's mother had a piece of fish. She was coming near to him. So, he uttered a joyful scream.
13 Unit 1
EC – 10th ENGLISH
h) Did the mother bird offer any food to the young bird?
No, the mother bird did not offer any food to the young bird.
i) How did the bird feel when it started flying for the first time?
The young bird was no longer afraid. With a joyous scream he flapped his wings. He started to dive
and soar.
j) What did the young bird’s family do when he started flying?
They were flying around him, praising, soaring and diving together with him.
Textual Questions and Answers
A. Answer the following questions in a sentence or two. P. No. 5

1. How was the young seagull’s first attempt to fly? PTA-2
The young seagull attempted to flap his wings, and became afraid.
2. How did the parents support and encourage the young seagull’s brothers and sister? PTA-4,5
The seagull's parents flew with his brothers and sister. They helped them in the perfect art of flying.
They taught them to glide on the waves and dive for fish.
3. Give an instance that shows the pathetic condition of “the young bird”.
The bird was afraid to fly with his brothers and sisters. He was alone. He had no food. He even
chewed the dried pieces of egg shell.
4. How did the bird try to reach its parents without having to fly?
The bird walked from one end of the ledge to the other to reach its parents without flying.
5. Do you think that the young seagull's parents were harsh to him? Why?
No, the seagulls parents were not harsh. They wanted the young seagull to learn the skill of flying.
6. What prompted the young seagull to fly finally? MDL-19, PTA-1, HY-19
The sight of food maddened him and he dived at the fish. This prompted the young seagull to fly
finally.
7. What happened to the seagull when it landed on the green sea?
The young seagull's feet sank into the green sea and it was floating on it..
Additional Questions and Answers
1. What prevented the young seagull from flying with his siblings?
The fear prevented the young seagull from flying with his siblings.
2. What appeared to him so desperate?
His failure to gather up courage to take the plunge appeared to him so desperate.
3. What had the young bird watched the previous day?
The young bird 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 dive for fish.
4. How did the young bird fall into space?
The young bird fell outwards and downwards into space with a loud scream.
5. Why did his heart stand still?
His mother had swooped upwards. As he passed beneath her, he heard the swish of her wings. Then
a monstrous terror seized him and his heart stood still.
6. What was his family doing when the young bird was floating on the sea?
When the young bird was floating on the sea, his family was screaming, praising him and their beaks
were offering him scraps of dog-fish.
Unit 1 14
EC – 10th ENGLISH
7. What happened to the young sea gull at last?
The young seagull had made his first flight at last.
B. Answer the following questions in a sentence or two. P. No. 6

1. Describe the struggles underwent by the young seagull to overcome its fear of flying.
MDL-19, HY-19, PTA-2,4,5
Paragraph for Toppers :
 Introduction
 The Young Seagull
 The reaction of parents
 The young one's first flight
 Encouragement of the family
 Conclusion
Introduction:
Liam O' Flaherty is an Irish novelist and short-story writer. One of the best stories of him is "His
First Flight". This story is a parable about overcoming fears in life.
The young seagull:
The young seagull was one among the four off springs. He was not courageous. He was alone
on the ledge. His parents, brothers and sister had flown away. He was afraid of flying. The little bird
felt that his wings would not support him.
The reaction of parents:
The young bird's parents, brothers and sister not only scolded, but also encouraged him. But
he didnot have enough courage to fly. He was left alone for many hours. He could find nothing except
the dried pieces of egg shells. He felt that he was starving to death.
The young one's first flight:
The young bird was hungry. He begged his mother to bring a piece of fish. His parents wanted
to teach him to fly. The mother seagull picked up a piece of fish. She flew across him. The sight of
food maddened him. He cried and screamed. His wings opened up automatically. He flapped his
wings. He realized that he was flying.
Encouragement of the family:
The young bird's family was very happy. His mother divided him. His father flew over him. His
brothers and sister were flying around him. His family joined him in his first flight. They praised him
for his effort. He was offered scraps of dog fish.
Conclusion:
This story speaks about the reluctance and courage of the bird.
“Confdence is the key to success”
Paragraph for Average students :
Title : His First Flight
Author : Liam O’ Flaherty

Theme : The secret of happiness is courage.

The young seagull was alone on the ledge. He was afraid to fly. His parents, brothers and sister
encouraged and scolded him. But he didnot have enough courage to fly. The little bird felt that his
wings would not support him. He was left alone for many hours and he ate nothing. So he was very
hungry. He begged his mother to bring a piece of fish. His parents wanted to teach him to fly. The
mother seagull picked up a piece of fish and flew across him. The sight of food maddened him. He
dived. He cried and screamed. His wings opened up automatically. He flapped his wings. He realized
that he was flying. His family joined him in his first flight. They praised him for his efforts. Thus his
first flight became a success.
15 Unit 1
EC – 10th ENGLISH
Paragraph for Late bloomers :
➢ The young seagull was afraid of flying.

➢ ,sk; flw;gwit gwe;J bry;y mtDf;Fg;

gakhf ,Ue;jJ.
➢ The parents motivated the bird to fly.

➢ mtdJ bgw;nwhu; mtidg; gwe;J bry;y
Cf;Ftpj;jdu;.
➢ But he didn't fly.

➢ Mdhy; mtd; gwf;ftpy;iy.
➢ One day he was hungry.

➢ xU ehs; mtd; grpahapUe;jhd;
➢ The mother seagull picked up a piece of

➢ mtdJ jha; mtDf;F xU kPd; gpoj;J
fish. bfhLj;jJ.
➢ He tried to catch the food.

➢ mtDk; czitj; njo miye;jhd;.
➢ He started to fly.

➢ mtd; gwf;f Muk;gpj;Jtpl;lhd;
➢ The seagull learnt the art of flying.

➢ ,Wjpahf/ flw;gwit gwf;Fk; xU
fiyia fw;wJ.
2. Your parents sometimes behave like the young bird’s parents. They may seem cruel and
unrelenting. Does it mean that they do not care for you? Explain your views about it with
reference from the story. TB.Pg.No. 6, Part-B
Introduction
My brother and sister
My experience
Conclusion
Introduction:
Parents are the role model to children. They love their children. Whenever the children make
mistake, they advise them to be good.
My brother and sister:
This incident took place when I was young. My elder brother and sister were good swimmers.
All of them used to swim in the sea. But I never swam in the sea. My father wanted me to swim.
My experience:
I was afraid of sea one day my father took me to the to the sea and asked me to swim. He was
cruel. I drank the sea water and felt very bad. I thought that I would drown and die in the sea. I felt
that I was drowning after a struggle.
Conclusion:
After some minutes, I found I was swimming. All clapped their hands and appreciated me on
my success. Now I am a good swimmer. I think that my parents were not cruel but they were wise.
Paragraph for Average students :
Title : His First Flight
Author : Liam O’ Flaherty

Theme : Over coming fear

Parents are the role model to children. They love their children. They develop good habits and
life skills in them. Whenever the children make mistake, they advise them to be good. They want
Unit 1 16
EC – 10th ENGLISH
them to go out and explore the world. This incident took place when I was young. My elder brother
and sister were good sports persons. They were also good swimmers. In those days, we used to go to
the beach on week ends. All of them used to swim in the sea. But I never swam in the sea. My father
wanted me to learn swimming. One day he took me into the sea and asked me to swim. He seemed
to be cruel. I thought that I would drown and die in the sea. I drank the sea water and felt very bad.
My father left me alone for a moment. I felt that I was drowning after a great struggle. I found myself
swimming. All clapped their hands and appreciated me on my success. Now I am a good swimmer.
“Confdence is the key to success”
➢ I was young, we used to go to the beach.

➢ ehd; rpWtdhf ,Ue;j nghJ flw;fiuf;F

bry;nthk;
➢ My brother and sister are good swimmers. ➢ vd; cld;gpwe;njhu; ey;y ePr;ry; tPuu;fs;.
➢ My parents also swim well. ➢ vd; bgw;nwhu;fSk; ey;y ePe;Jthu;fs;.
➢ I don't swim as I was afraid of water. ➢ ehd; ePe;Jtjpy;iy.
➢ But my father wanted me to learn swimming. ➢ Mdhy; vd; je;ij ehd; ePe;jf; fw;Wf;
bfhs;s tpUk;gpdhu;.
➢ One day he took me into sea.

➢ xU ehs; mtu; vd;id flYf;Fs; bfhz;L
brd;whu;
➢ I thought that I would die.

➢ flypy; KH;fp ,we;J tpLntd; vd ehd;
epidj;njd;.
➢ He taught me to swim but I found it difficult. ➢

mtu; vdf;F ePe;j fw;Wj; je;jhu;. Mdhy;
mjid fodkhf epidj;njd;.
➢ I drank sea water and began to drown.

➢ ehd; fly; ePiuf; Foj;njd;.
➢ After a big struggle I came up.

➢ xU bgUk; nghuhl;lj;jpw;F gpd; ehd;
ePe;Jtij fw;nwd;.
➢ All praised me that I learnt swimming

➢ ehd; ePe;jf; fw;Wf; bfhz;nld; vd
midtUk; ghuhl;odu;.
VOCABULARY
Parts of Speech:
Read the following sentences

A Set I TB.Pg-6
a. The young sea-gull uttered a joyful scream (adjective)

b. The young sea-gull screamed with joy (noun)
c. The young sea-gull screamed joyfully (adverb)
Adjective noun adverb
joyful joy joyfully
B Set II
a. The young bird pretended to be falling asleep. (verb)
b. The young bird made a pretension of falling asleep (noun)
17 Unit 1
EC – 10th ENGLISH
c. The young bird made a pretentious Posture of falling asleep (adjective)
Adjective noun adverb
pretentious pretension pretended
C. Change the parts of speech of the given words in the chart. P. No. 6
Noun Verb Adjective Adverb

exhaustion exhaust exhausting, exhaustive exhaustively
width widen wide widely
madness madden mad madly
perfection perfect perfect perfectly
D. Read the following sentences and change the form of the underlined words as directed. P. No. 7
1. His family was screaming and offering him food ( to adjective)
Ans: His screaming family was offering him food.
2. The young seagull gave out a loud call ( to adverb)
Ans: The young seagull gave out a call loudly
3. The bird cackled amusedly while flying ( to noun)
Ans: The bird cackled in amusement while flying.
4. The depth of the sea from the ledge scared the seagull ( to adjective)
Ans: The deep sea from the ledge scared the seagull.
5. The successful flight of the bird was a proud moment for the seagull’s family ( to verb)
Ans: The bird flew successfully and it was a proud moment for the seagull’s family.
E. Use the following words to construct meaningful sentences on your own. P. No. 7
1. coward : He is a coward.
2. gradual : There is a gradual improvement in my health.
3. praise : People praise the honest leaders.
4. courageous : We must be courageous to speak against injustice.
5. Starvation : Millions will face starvation next year.
S.No. Noun Forms Verb form Adjective Adverb
beauty beautify beautiful beautifully
1
mHF mHFgL¤j mHfhd mHfhf
excitement excite excited excitedly
2
c‰rhf« c‰rhfkil c‰rhfkhd c‰rhfkhfkilªj
memory memorise memorable memorably
3
Ãidî Ãidî bfhŸ Ãidthd Ãidthf
quickness quicken quick quickly
4
Éiuî ÉiuªJ Ko Éiuthd Éiuthf
success succeed successful successfully
5
bt‰¿ bt‰¿ bgW bt‰¿fukhd bt‰¿fukhf
Unit 1 18
EC – 10th ENGLISH
obedience obey obedient Obediently

6
Ñœ¥gojš Ñœ¥go Ñœ¥go¤jtdhd Ñœgo¤j
Use fulness use useful usefully
7
ga‹ghL ga‹gL¤J gaDŸs gaDŸsjhf
death die dead deadly
8
ïw¥ò ïwªJ ÉL ïwªj ïwªjjhf
LISTENING
F. Listening to the passage read to you and answer as directed: P. No. 7
i) Fill in the blanks with suitable words:
1. The students visited Darjeeling city.
2. Kanchenjunga is the third highest mountain in the world.
3. Tiger hill is 13km away from Darjeeling.
4. The drinking water is supplied by Senchal lake.
5. After Senchal lake, they visited Batasia Loop.
ii) Do you think they had a memorable and enjoyable school trip?
Yes, they had a memorable and enjoyable school trip.
iii) Name a few places that you wish to visit with your classmates as a school trip.

Thanjavur, Nagapattinam, Velankanni and Karaikal.

iv) State whether the following statements are True or False.

1. As the sky was cloudy, they could get the glimpse of the Mount Everest. False
2. The toy train covers 14 km in three hours. True
3. Tiger hill has earned international fame for the best sunset view. False
SPEAKING
Role-Play P. No. 7
Student 1 : (As a daughter) Dad, we are going to the risky spot. We need to take safety measures.
Student 2 : (As a father) I’ve no idea about the safety measures. What are they, dear?
Student 1 : First of all, we all need to have sufficient warm clothes. We must wear good

leather shoes with soles having good grip.

Student 2 : What else do we need?
Student 1 : We must have a health check-up. Our pressure must be checked by a doctor. We
need to have our health report.

Student 2 : Is there any other precautionary things to do?
Student 1 : Oh yes dad. We need to have pills for cold, fever, vomitting and pressure.
Student 2 : Do we have to take a doctor with us.
Student 1 : Oh, no dad! You are very humorous always.
G. Here is a dialogue between a father and his daughter. Continue the dialogue
P. No. 8
with at least five utterances and use all the clues given above.
Completion of dialogue:
Father : Hi Mary, it has been a very long time since we went on a trip. Let’s plan one.

19 Unit 1
EC – 10th ENGLISH
Mary : Yes, dad. I am also longing to go. Why don’t we plan one for this weekend? Father: Sure.

Tell me, where shall we go?

Mary : Some place were nearby but at least for two days.

Father : Hmm… I think we should go to the reserved forest nearby.

Mary : Yeah. I’ve never been to a forest. I have seen a forest only on the TV and movies. The

forest is a good choice!

Father : OK. If we are going to the forest, we must list out what we should carry with us for two days.

Mary : I think we should carry suitable clothes like sweaters, rain coats, woollen caps, night

coats and gowns.

Father : What about the food? Do you have any idea, Mary?

Mary : Yeah. For food, I suggest bread, jam and butter, We can have biscuits as well as

fruits.
Father : What would you like to have for drink?

Mary : Apart from water, we need to have tinned juice. We can carry hot water.

READING
H. Read the following passage and answer the questions that follow. P. No. 8
1. What is Bungee jumping?
Bungee jumping is an activity that involves jumping from a tall structure while connected to a long
elastic cord.
2. Can Bungee be performed from a movable object? How?
Yes, it is possible to perform from a movable object such as a hot air-balloon or helicopter that has
the ability to move above the ground.
3. When do you think Bungee becomes thrilling?
Bungee becomes thrilling from the free falling and rebound.
4. What is the experience when one falls off the platform?
When one falls off the platform, the cord stretches and the jumper flies upwards again as the cord
recoils, and continues to oscillate up and down until the kinetic energy is dissipated.
5. Where is the Bungee jumping point located in India?
The Bungee - jumping point is located in Mohan Chatti village, in Rishikesh in India.
6. What is the minimum age to Bungee jump?
The minimum age to Bungee - jumping is 12 years.
WRITING
Advertisement:
Hints for Advertisement
Prepare advertisment with a catchy slogan using the information.
➢ Outline
➢ Special Features
➢ Heading
➢ Catchy phrases

➢ Slogan
➢ Address / Pin-code / Mobile / Email / Website
➢ Picture

Unit 1 20
EC – 10th ENGLISH
I. Prepare attractive advertisements using the hints given below. P. No. 10

1. Home appliances - Aadi sale - 20-50% - Special Combo Offers - Muthusamy & Co, Raja
Street, Gingee.
MUTHUSAMY & CO
Raja street, GINGEE
OFFER AHOME APPLIANCES

di S le a a
Special Combo Offers

Rush For Your
ARTICLES Only
Limited Stock
DON'S MISS IT
Raja street, GINGEE, TIRUNELVELI
2. Mobile Galaxy - Smart phones - accessories - Sim Cards - Recharge - Free power banks on
mobile purchase - No.1, Toll gate, Trichy
Antony Mobiles OFFER

Hurryup
MOBILE
GALAXY ` a
10.45
Recharge
10.12.19
Free Power Banks
on
No.1, Toll gate, Trichy - 620216 Mobile Purchase
Report Writing
➢➢ A report is designed to lead people through the information in a structured way.

➢➢ It gives the information what the need quickly and easily.
➢➢ It is sharp, concise document.
➢➢ It is written for particular purpose and audience.
Format of a report :
➢➢ Little (á¿jhf)
➢➢ Report writer's name (m¿¡if vGâatÇ‹ bga®)
21 Unit 1
EC – 10th ENGLISH
➢➢ What? (v‹d?) ........ (name of the event) (vªj Ãfœ¢á)
➢➢ When? v¥bghGJ? ........ (day and time of the event) (neu« / ehŸ)
➢➢ Where? (v§nf?) ........ (Venue of the event) (ïl«)
➢➢ Why? (V‹?)........ (the purpose of the event) (fhuz«)
➢➢ Who? (ah®?) ........ (Chief guest) (K¡»a eg®)
➢➢ How? (v¥go?) ........ (detail of the event) (Ãfœ¢áÆ‹ ÉÇth¡f«)
J. Write a report of the following events in about 100-120 words. P. No. 11

1. ‘Educational Development Day’ was organized in your school on 15th July. The District
Collector was the Chief Guest of the event. As part of the event, many competitions were
held and the prizes were distributed to the winners and participants. It was a grand and
successful event. Now, as the member of the organizing committee, write a report on the
event in about 120 words.
Educational Development Day
15th July 2019 K.Mukilan
St. Thomas Higher Secondary School, Nellai, organised the Educational Development Day
on 15th July, 2019 to commemorate the birth anniversary of K. Kamaraj, the former Chief Minister
of Tamilnadu. The event was to promote the development of education in Tamil nadu. About 800
students participated in the programme organised by the students and teachers. The event began
with the prayer song by the school choir. The Headmaster welcomed the gathering. The District
collector presided over the function. She delivered the presidential address on the importance and
development of education. She also unveiled the portrait of Thiru K. Kamaraj in the auditorium.
The students and teachers also spoke on the occasion. This was followed by various cultural
programme by the junior and senior boys and girls. Mementos were given to the chief guest and
the guests of honour. The participation certificates were also given to the students. The assistant
Headmaster proposed the vote of thanks. The event came to an end with the National Anthem.
2. You are the School Pupil Leader. You have been asked to write a report on the Inaugural
Ceremony of English Literary Association of your school which was held recently. Write a
report on the same in not more than 120 words.
Inaugural ceremony of English Literary Association
English Literary association was inaugurated in the auditorium of T.D.T.A. Higher Secondary
School, Christianagaram on 16th June, 2019. The programme began with a prayer song. Prof. Dr. J.
Alex, Principal of St. Thomas college of Education was the chief guest. The Headmaster welcomed
the gathering. The chief guest delivered the presidential address. He spoke on the importance of
English and the need for communicative skills in English. The Senior English teacher proposed the
vote of thanks. The programme came to an end with the National Anthem.
3. You are the Coordinator of the Science Forum of your school. An event had been organized
on account of National Science Day for the members of the forum. Now, write a report on the
observation of “National Science Day” at your school.
Unit 1 22
EC – 10th ENGLISH
National Science Day

National Science Day was celebrated on 28th February 2019 at St. Paul's Higher Secondary
School, Nellai. It was organised by the coordinator of the Science Club. This day is celebrated
every year to remember the Indian Scientist. The students of St. Paul's school organized a special
assembly to mark the occasion. The programme began with an introductiontory speech by the H.M.
Students from Std X to XII participated in Quiz, debate and innovative projects. Children disguised
themselves as famous scientists from various fields. Certificates were distributed to the winners of
various competitions. The main purpose of the programme is to blossom budding scientist.
GRAMMAR
(gz;gpay; tpidr;brhw;fs;)
A modal verb is used to indicate modality (that expresses a speaker’s general intention) i.e. likelihood,
ability, permission, request, capacity, suggestions, order, obligation, advice etc.
We use modals to show if we believe something is certain, probable or possible.
xU gz;gpay; tpidr; brhy; g[yDzh;itf; Fwpf;fg; gad;gLj;jg;gLfpwJ. vijahtJ cWjpahf/
epfHf;Toajhf/ ehk; ek;g[tijf; fhz;gpf;f gz;gpay; tpidr;brhw;fis ehk; gad;gLj;Jfpnwhk;.
Modals - ngRgt® vªj kdÃiyÆš ngR»wh® v‹gij btË¡fh£L« brh‰fŸ MF«.

Modals - 9 Semi / Quasi Modals - 4

will, would, shall, should, can, could, may, might, must need, dare, ought to, used to
Commands, Requests, Invitations, Prohibitions :
eg. ➢ You must be back before dark.

➢ Would / will you pass the salt please?

➢ May / Might I borrow your pen for a minute.

Permission :
➢ Will you allow me to use your bicycle?

➢ May I come in?
➢ Can I go out to play, Mother?

➢ Promises

I will be there to help.

I won't do it.
➢ Wishes, preferences

May god bless you!

Shall I open the door.
➢ Conditions

If you help me, we can finish by six

Quasi / Semi Modals
Ought to, Used to, need, dare
1. Ought, always with to is anomalous in good usage in English.
Good usage in English.
Ought you to drink so heavily.
You ought to stay up tonight.
23 Unit 1
EC – 10th ENGLISH
2. Need - is used as a modal auxiliary
Without to.
Do you need to work so late?
He does'nt need to work so late.
3. Probability and livelihood
Your father must be nearly eighty now.
That ought to / should please you.
She would be about fifty noun, I suppose.
4. Possibility
It may rain tomorrow
The news may or may not be true
It might rain before evening.
5. Ability
Can you lift this box?
Can you speak fluently?
She could speak English when she was eight.
6. Plans and Arrangements
Will you be getting home late this evening?
I will be seeing Lazar this evening
7. Obligation and Necessity :
You must do as you are told.
You ought to start at once.
8. Determination and willingness
I will lend you, the book if you need it
Will you lend me your pen.
9. Dare
Tom didn't dare to look at Mary.
How dare you to speak to me so rudely?
She daren't have the baby in the house alone.
10. Used to

Used to always refers to past time and takes an infinitive.

He used to play football in the School.
She used to get up at five in the morning.
A. Complete these sentences using appropriate modals. The clues in the brackets
P. No. 12
will help you.
1. When I was a child, I ___ climb trees easily but now I can’t. (ability in the past)
[Ans: could]
2. I ___ win the singing contest. (determination) [Ans: can]
3. You ___ buy this book. It is worth buying (advice or suggestion) [Ans: should]
4. Poongothai ___ speak several languages. (ability in the present) [Ans: can]
5. I swear I ___ tell lies again (promise) [Ans: shall not, won’t]
6. My father ___ play badminton in the evening when he was at college (past habit) [Ans: used to]
7. You ___ do as I say! (command) [Ans: should, must]
8. ___ I have another glass of water? (request) [Ans: May]
Unit 1 24
EC – 10th ENGLISH
9. Sibi has not practised hard but he___win the race (possibility)
[Ans: can]
10. We ___ preserve our natural resources (duty)
[Ans: ought to]
B. Rewrite the following sentences by rectifying the errors in the use of modals. P. No. 12
1. Would I have your autograph? 7. You will get your teeth cleaned at least
Ans: May/ can I have your autograph? once a year.
Ans: You should get your teeth cleaned

2. I can be fifteen next April.

Ans: I shall be fifteen next April once a year.
3. Take an umbrella. It should rain later. 8. We could grow vegetables in our Kitchen
garden but we don’t do it now.

Ans: Take an umbrella. It may rain later

Ans: We used to grow vegetables in our
4. The Magistrate ordered that he might
kitchen garden but we don’t do it now.

pay the fine.

Ans: The Magistrate ordered that he 9. Must I get your jacket? The weather is
should / must pay the fine. cold.
Ans: Shall I get your jacket? The weather is
5. Make me a cup of tea, shall you?
cold.

Ans: Make me a cup of tea, will you?

10. Could the train be on time?
6. You may speak politely to others.

Ans: Will the train be on time?

Ans: You must / ought to speak politely
to others.
C. Read the dialogue and fill in the blanks with suitable modals. P. No. 12
Dad : Shall we go out for dinner tonight?
Charan :
Yes, Dad. We shall go to a restaurant where I can have some ice cream.
Dad : OK. Then I shall be home by 7 p.m. Mom and you must / should be ready then.
Charan :
Sure, we shall. My friend told me that there is a magic show nearby. will you please take
us there?
Dad : We may not have time to go for the magic show, I suppose. If we have enough
time left, we shall plan.

Charan :
By the way, should / must we inform our gate keeper about our outing.
Dad : Yes, we should / must so that he will be aware we aren’t at home.
Charan :
Shall I call up Mom and tell her about our plan today?
Dad : You ought to. Otherwise, we might be in trouble when she returns home.
Charan :

Hmm... by the time you come home in the evening, we will be waiting for you.
Hope you won’t be late. Bye.
D. Read the following dialogues and supply appropriate modals. P. No. 13

Student : Can we leave our bags in the class during the break?
Teacher : Yes, You may but arrange them neatly
Passenger : My child is 6 years old. Do I have to buy him a ticket?
Conductor : Yes, You must. It costs half of the price of an adult ticket.
Vani : Can we go for coffee after the meeting?
Yoga : No, I can’t / shan't. I have to go home.
Salesman : When will I receive my order?
Customer : I shall assure you sir, the order will be delivered tomorrow.
Neela : Do you think, I should write about my education background in the resume?
Preethi : Yes, you should / must. You may get a better job.
25 Unit 1
EC – 10th ENGLISH
Imagine you have been to Thanjavur recently. Based on your experience and the data given
below about Thanjavur, suggest and guide your friend who wishes to visit Thanjavur and places
nearby, using modals in your sentences.
Trains towards Places to visit in Thanjavur Places around Unique Products

Thanjavur Thanjavur of Thanjavur
➢ Uzhavan Express ➢ Brihadeeswarar Temple (Big
➢ Thiruvaiyaru ➢ Art Plates
➢ Mannai Express temple) ➢ Kumbakonam ➢ Paintings
➢ Madurai Express ➢ Museum ➢ Kallanai Dam ➢ Bronze Statues
➢ Saraswathi Mahal (Library) ➢ Poondi (Church) ➢ Dancing Dolls
➢ Palace ➢ Manara Pattukkottai
Dear Ashwin,
Hope you are fine. I had recently been to Thanjavur and visited many places of interest. Hope you
too will be interested to visit those places. I shall help you visit them. Which one will be convenient for
you, Uzhavan Express or Mannai Express. We can visit Brihadeeswarar Temple. First, then we shall visit
the Museum and we shall move to the Saraswathy Mahal (The Library). Finally we shall visit the palace.
The places around Thanjavur are worth seeing. They are Thiruvaiyaru, Kumbakonam and Kallanai
Dam. We can hire a cab and visit these places. We shall visit Poondi church and Manora Fort, Pattukkottai.
Thanjavur is famous for its unique art places which are presented as mementos to the guests of
honour. The paintings and Bronze statues are famous articles to be admired. The cheap and best ones are
the dancing dolls which will easily attract everyone.
I must tell you that you can have a better time at Thanjavur. May I wish you all the best of your
trip to Thanjavur.
Yours lovingly,
xxxxxxxx
E. Here are a few sentences already done for you. The clues given would be helpful
P. No. 14
to make more sentences on your own.
1. I would suggest that you take the Uzhavan Express to Thanjavur from chennai.
2. You will be more if you could book 3 tier A/C
3. You could enjoy the journey if you would travel by train.
4. You should visit all important places.
5. You mustn’t miss visiting the places around Thanjavur.
6. You can buy the unique products of Thanjavur.
7. Art plates could be presented to your friends and relatives.
8. Paintings can be used to decorate the walls at home.
9. Bronze statues and dancing dolls will be identified with Thanjavur.
10. Poondi Church can attract the tourists for its miracles. Manora Fort Pattukkottai can remain
as a historical monument.
Active and Passive Voices: (brŒ k‰W« bra¥gh£L ÉidfŸ)

F. Change the following sentences to the other voice. P. No. 14
1. The manager appointed many office assistants. (nknd#® Ãiwa mYty®fis ÃaÄ¤jh® )
Ans: Many office assistants were appointed by the manager.
Ãiwa mYty®fŸ nknd#uhš ÃaÄ¡f¥g£ld®.
2. You are making a cake now. (Ú§fŸ ï¥bghGJ xU nf¡ jah® brŒ»Ö®fŸ)
Ans: A cake is being made by you now. (xU nf¡ c§fshš ï¥bghGJ jah® brŒa¥gL»wJ)
Unit 1 26
EC – 10th ENGLISH
3. This portrait was painted by my grand mother. (ïªj XÉa¤ij v‹Dila gh£o t©z« Ô£odh® )
Ans: My grandmother painted that portrait (v‹Dila gh£oahš ïªj XÉa« t©z« Ô£l¥g£lJ)
4. Malini had bought a colourful hat for her daughter.
(khÈÅ t©zkakhd bjh¥ãia j‹ kfS¡fhf th§»dh® )
Ans: A colourful hat had been bought by Malini for her daughter.
(xU t©zkakhd bjh¥ãia khÈÅ j‹ kfS¡fhf th§»dhŸ)
5. They have asked me to pay the fine. (mt®fŸ v‹id mguhj« f£l¢ brhšÈÉ£lh®fŸ)
Ans: I have been asked to pay the fine by them. (eh‹ mt®fshš mguhj« f£LkhW brhšy¥g£nl‹)
6. The militants were being taken to prison by the police.
(ÔÉuthâfŸ fhty®fshš b#ÆY¡F miH¤J¢ bršy¥g£ld® )
Ans: The police were taking the militants to the prison.
(fhty®fŸ ÔÉuthâfis b#ÆY¡F miH¤J¢ br‹wd® )
7. His behaviour vexes me. (mtDila el¤ij v‹id ghâ¡»‹wJ)
Ans: I am vexed by his behaviour. (eh‹ mtDila el¤ijahš ghâ¡f¥g£LŸns‹)
8. Rosy will solve the problem. (nuhÌ ãu¢áidia Ô®¤J ÉLthŸ)
Ans: The problem will be solved by Rosy. (ãu¢áid nuhÌahš Ô®¤J it¡f¥gL«)
9. Our army has defeated the enemy. (ekJ gil giftiu åœ¤âaJ)
Ans: The enemy has been defeated by our army. (gift®fŸ ekJ gilahš åœ¤j¥g£ld® )
10. The salesman answered all the questions patiently.

(É‰gidahs® mid¤J nfŸÉfS¡F« bghWikahf gâyË¤jh® )

Ans: All the questions were answered patiently by the salesman.
(mid¤J nfŸÉfS« É‰gidahsuhš bghWikahf gâyË¡f¥g£lJ)
Passive Voice - Request (bra¥gh£L Éid - nt©LnfhŸ)
• You are requested to.... (Affirmative)
• You are requested not to .... (Negative)
Passive Voice - Advice/command (bra¥gh£L Éid -Mnyhrid / f£lis)

• You are instructed to ... - Advice
•
You are instructed not to ... - Advice
• You are ordered to ... - Command • You are ordered not to ... - Command
Passive voice - Omitting the agent. (bra¥gh£L Éid – brayh‰Wgt® ïšyhkš)

In the sentences beginning with someone/no one, omit the ‘agent’ (subject) in the passive voice. "some one
``my;yJ 'No one' vdj; bjhl=;Fk; thf;fpa=;fspd; bray;ghl;L tpidapy; brayhw;Wgtiu (vGtha;) ePf;ft[k;.
Passive voice - Interrogatives.(bra¥gh£L Éid – Édh¡fŸ)
a) Questions beginning with Auxiliary verbs. (Jiz Éid¢ brh‰fSl‹ bjhl§F« Édh¡fŸ)
b) Questions beginning with ‘wh’ words ( ‘wh’ brh‰fSl‹ bjhl§F« Édh¡fŸ)
G. Change the following into passive voice. P. No. 16

1. Please call me at once. (jaîbrŒJ v‹id xUKiw miH)
Ans: You are requested to call me at once. (v‹id xUKiw miH¡FkhW bfŠr¥g£nl‹)
2. How did you cross the river? (Ú v¥go M‰iw¡ flªjhŒ?)
Ans: How was the river crossed by you? (MW v¥go c‹dhš fl¡f¥g£lJ?)
27 Unit 1
EC – 10th ENGLISH
3. No one is borrowing the novels from the library.
(áWfijfis ï¥bghGJ ahUnk üyf¤âš ïUªJ ïutš th§Ftâšiy)
Ans: The novels are not being borrowed from the library.
(fij ò¤jf§fis üyf¤âš j‰nghJ ahU« ïutš th§Ftâšiy)
4. Will you help me? (Ú vd¡F cjîthah?)
Ans: Will I be helped by you? (vd¡F cjt Koíkh c‹dhš?)
5. Go for a jog early in the morning. (Ú mâfhiy bkšy, XL« gÆ‰á bjhl§F)
Ans: You are advised to go for a jog early in the morning.

(bkšy XL« gÆ‰á bjhl§f cd¡F m¿îW¤j¥gL»wJ)

6. Why have you left your brother at home? (Ú V‹ c‹ rnfhjuid å£oš É£L¢ br‹whŒ?)
Ans: Why has your brother been left at home by you? (c‹ rnfhju‹ V‹ c‹dhš å£oš
Él¥g£lh‹?)
7. Nobody should violate the rules. (ahU« Éâfis Ûw¡TlhJ)
Ans: The rules should not be violated. (Éâfis ahU« Ûw¡TlhJ)
8. Some one has to initiate it immediately. (ahuhtJ xUt® cl‹ ïij Mu«ã¡f nt©L«)
Ans: It has to be initiated immediately. (ïJ cldoahf bjhl§f¥gl nt©L«)
9. Have you invited Raman for the party? (Ú§fŸ uhkid ÉUªâ‰F miH¤JŸç®fsh?
Ans: Has Raman been invited for the party? (or)
Has Raman been invited for the party by you?
(uhk‹ ÉUªâ‰F c§fshš miH¡f¥g£LŸshuh?

10. Please, do not walk on the grass. (jaîbrŒJ òšÈ‹ ÛJ el¡fhÔ®)

Ans: You are requested not to walk on the grass.

(òšÈ‹ ÛJ el¡fhÔ® vd nf£L¡ bfhŸs¥gL»Ö®fŸ)

11. Cross the busy road carefully. (rhiyia ftdkhf fl¡fnt©L«.)

Ans: You are advised to cross the busy road carefully. (or)

Let the busy roads be crossed carefully.

(rhiyia ftdkhf fl¡f nf£L¡bfhŸs¥gL»Ö®fŸ)
12. When will you book the tickets to Bengaluru?

(v¥bghGJ Ú§fŸ bg§fqU¡F¢ bršy gaz¢Ó£L gâî brŒå®fŸ?

Ans: When will the tickets be booked to Bengaluru? (or)
When will the tickets be booked to Bengaluru, by you?
(v¥bghGJ bg§fSU¡F¢ bršy gaz¢Ó£L gâî brŒa¥gL«?)
H. In the following sentences the verbs have two objects namely Direct and Indirect
objects. Change each of the following sentences into two passives using direct P. No. 16
object as the subject in one and indirect in the other.
1. John gave a bar of chocolate to Jill.
a) Jill was given a bar of chocolate by John.
b) A bar of chocolate was given to Jill by John.
2. Pragathi lent a pencil to Keerthana.
a) Keerthana was lent a pencil by Pragathi.
b) A pencil was lent to Keerthana by Pragathi.
3. Sudha told the truth to her friend.
a) The truth was told to her friend by Sudha.
Unit 1 28
EC – 10th ENGLISH
b) Her friend was told the truth by Sudha.
4. They offered the job to Venkat.
a) A job was offered to Venkat by them.
b) Venkat was offered the job by them.
5. The boss showed the new computer to Kaviya.
a) The new computer was shown to Kaviya by the boss.
b) Kaviya was shown the new computer by the boss.
I. Rewrite the following passage in passive voice. P. No. 16

Ambrose’s motorbike was stolen a few days ago. It had been left outside his house by Ambrose.

The theft was reported to the police by him. He was told by the police that they would try to find
his motor bike. Ambrose was called (by the police) to the police station. It had been painted by the
thieves and then it was sold to someone else. The motorbike had been parked outside the mall by
the new owner and it was found by the police. The thieves were arrested by the police, after an
enquiry.
J. Write a recipe of your favourite dish in passive voice. Remember to list out the ingredients
of the dish you have chosen and their quantity. Use simple present tense to write your P. No. 16
recipe. (cdf;F gpoj;j gjhh;jj;jpd; bra;Kiw xd;iw brag;ghl;L tpidapy; vGJf)
My favourite recipe is mango pickle. (vdf;Fg; gpoj;jkhd kh=;fha; CWfha; bra;Kiw)
Ingredients: Mangoes - 3

njitahditfs;: kh=;fha;fs; - 3
Chilly powder - 3 spoons tj;jy; bgho - 3 fuz;o
Salt - 2 spoons cg;g[ - 2 fuz;o
Asafoetida - 1 spoon bgU=;fhag;bgho - 1 fuz;o
Oil - 3 tea spoonfuls vz;bza; - 3 njf;fuz;o
Three mangoes are washed and dried. They are chopped into small pieces and dried. Then the salt is
added along with a little asafoetida. Chilly powder is also added to it. The ingredients are mixed well and
kept in the sunlight for a day.
2 or 3 spoonfuls of oil is poured in the frying pan. Oil is heated and mustard is added and fried. The
heated oil is added to the ingredients. It must be kept in the sunlight for one more day. Now the mango
pickle is ready.
K. Write a report of an event held at your school using passive voice. Use simple past
P. No. 16
tense to narrate the event.
"A Report of an event held in our school"
Once a cultural programme was organised by the teachers to entertain the school children on children’s
day. It was performed by the teachers through a typical gypsy dance. They were all dressed up in the
gypsy costumes. A sheer make up was done by an expert teacher. They were called to the stage by an
announcement. This was watched by a dog in the school. They looked like strangers and it was assumed
by the dog. The dog started to bark at the participants. One of the teachers was chased by the dog. She
ran for help and her tin was dropped. All the children were given a great surprise. And it was an interesting
event given by the teachers on that day. Nobody could control their laughter besides their fear.

29 Unit 1
Life
UNIT 1 EC – 10th ENGLISH
POEM - Henry Van Dyke

thH;f;fif
? bA‹¿ th‹ il¡
fÉijÆ‹ jÄHh¡f«
thH;f;if
Mdhš eh‹ thH£L« v‹ thœÉid M©lh©L njhW«
K‹ndh¡F Kf¤Jl‹ ja¡fk‰w kdJl‹
mtruKlD kšy, F¿¡nfhË‹W ã‹Å£L kšy
kiw»‹w bghUŸfS¡fhf tUªâíkšy
k§»d flªj fhy¤âš, ga¤âš ão¤J¥ ã‹ it¤jJkšy
vâ®fhy« _o it¤JŸsâÈUªJ, Mdhš KGikahf
k»œªâL« cŸsnkh, mj‹ tÇ¥ gz« brY¤âLnk
ïisPU¡F« KâatU¡F«, c‰rhf¤Jl‹ gaz« brŒâlnt.
Mfnt tÊ kiHia¢ R‰¿nah mšyJ ÑÊw§»nah,
funlh ÄUJthdâ‹ Ûnjh, gaz« Mdªjkhf ïU¡Fnk
xU áWtdhÆU¡ifÆš eh‹ njodijna ï‹D« njL»nw‹
òâa e£òwî, caÇa åuÔu¢ braš, xU »ßl«
eho¢ br‹¿l v‹ ïja« ijÇa« bfhŸSnk
rhiyÆ‹ ïWâ¤ âU¥g« áwªâU¡Fbkd e«ò»nw‹. - bA‹¿ th‹ il¡
About the Author (MáÇaiu¥ g‰¿)
bA‹¿ th‹ il¡ (1852 - 1933) X® mbkÇ¡f vG¤jhs®, fÉP®, fšÉahs®
k‰W« kj¥nghjf® Mth®. 1899 k‰W« 1923 ¡F ïilna ãÇ‹°l‹ gšfiy¡
fHf¤âš X® M§»y ïy¡»a¥ nguháÇauhf¥ gÂah‰¿dh®. mt® mbkÇ¡f
ïy¡»a k‰W« fHf¤â‰F¤ nj®ªbjL¡f¥ g£lh® k‰W« mnef¥ g£l§fis
mt® bg‰wh®.
A. Summary of the poem

In this poem life is described as an experience. One should live with courage, strong will power and
dedication. Life should be lived without hurry. The poet says forget the past and future. Live in the
present with happiness which nourishes the youth and old. One should not mourn for the things
that disappear. The way of life will not be smooth. There will be ups and downs. We should face all
problems with a smile. Life will have various situations. We must be happy as it teaches us to grow
and live. We should seek out new friendship, adventures and experiences which enrich us. We should
have faith in our hearts. Be bold you will lead a happy life.
Appreciation Questions and Answers - Textual
A. Read the following lines from the poem and answer the questions that follow. P. No. 18
1. Let me but live my life from year to year HY-19, PTA-2,4
with forward face and unreluctant soul
Unit 1 30
EC – 10th ENGLISH
a) Whom does the word ‘me’ refer to?
e) Identify the rhyming words of the

The word ‘me’ refers to the poet. given lines. TB.-6a

b) What kind of life does the poet want to

fear-cheer ; whole-toll.
lead? (Or) How does the poet want to f) Identify the rhyming scheme of the

live his life. PTA-5 given lines. TB.-6b

The poet wants to lead a joyful life with abba
forward face. g) What is the figure of speech in 4th

c) What is meant by "un reluctant soul"? line?

Un reluctant soul means willing soul. Personification
d) What do you think the poet is not in

4. So let the way wind up the hill or down

hurry?

The poet is moving towards his goal. O’er rough or smooth, the journey will be joy
Still seeking what I sought when but a boy

e) What should one not mourn for?

New friendship, high adventure and a crown.

One should not mourn for the things that
disappear. a) How is the way of life? TB.-4a

f) Identify the rhyming words of the The way of life will not be smooth. There
given lines. will be ups and down.
Year-disappear ; soul-goal b) How should be the journey of life?
g) Identify the rhyme scheme of the given

Life should be joyful. TB.-4b
lines.
c) What did the poet seek as a boy? TB.-4c
abba
As a boy, the poet sought new friendship,

2. Not hurrying to, nor turning from the goal new adventure and a crown.
Not mourning for the things that disappear d) Identify the rhyming words of the

a) Why do you think the poet is not in a

given lines.
hurry? TB.-2a down-crown ; joy-boy
The poet wishes us to live with courage e) Identify the rhyme scheme of the given

and dedication without hurry. lines.

b) What should one not mourn for? TB-2b abba.
One should not mourn for the things that f) What is the figure of speech in the 1st

disappear. line?
3. In the dim past, nor holding back in fear Personification.
From what the future veils, but with a whole 5. My heart will keep the courage of the quest
And happy heart, that pays its toll And hope the road’s last turn will be the best.
To Youth and Age, and travels on with cheer a) What kind of quest does the poet seek

a) What does the poet mean by the phrase

here? TB.-5a
‘in the dim past’? TB-3a, PTA-6 The poet's heart will remain courageous.
It means unhappy past time. b) What is the poet’s hope?

b) Is the poet afraid of future? TB-3b, PTA-6 The poets hopes for the beautiful life.
No, the poet is not afraid of future. c) Identify the rhyming words of the

c) How can one travel on with cheer? given lines.

TB-3c quest, best.
With memories of youth and old age. d) What is the figure of speech of the

d) Who does pay the toll to whom? given lines?

The poet's happy heart pays its toll to his Couplet
youth and old age.
31 Unit 1
EC – 10th ENGLISH
6. Let me but live my life from year to year
With forward face and reluctant soul
Not hurrying to, nor turning from the goal
Not mourning for the things that disappear
a. Identify the rhyme scheme of the given lines.
The rhyme scheme of the given line is abba.
B. Answer the following question in about 80 – 100 words P. No. 19

1. Describe the journey of life as depicted in the poem by Henry Van Dyke.
 Introduction
 The poet's wish
 The poet's journey
 The poet's hope
 Conclusion
Introduction:
Henry Van Dyke was an American author and poet. His poem describes about the Life. Life
taking on life in its truest form is an adventure. This poem is beautiful and inspiring but also idealistic.
The poet's wish:
Life is described not as an entity, but an experience. It must be lived with no hurry but
courage, dedication and goal. It should be lived without hurry. He does not want to mourn for the
things that he had lost. He should not worry about past and future.
The poet's journey:
He must embrace the presence with happiness. We should face all problems with a smile in
our face. Life will have various situations. But we must be happy as it teaches us to grow and live.
The poet's hope:
Our imagination should have the innocence of childhood. It seeks new friendships, adventure
and experiences. It will enrich us. We should have faith in our hearts. Be bold and you will lead a
happy life.
Conclusion:
The poet says that life's is journey becomes joyful in all situations.
Paragraph for average students :
Title : Life
Poet : Henry Van Dyke
Character : The poet
Theme : Life is just a journey. Let me live my life year to years.
Henry Van Dyke was a visionary American author. His poem ‘Life’ describes life taking on life in
its truest form is an adventure. The poet describes life as an experience. It should be lived without
hurry. We must have courage dedication and purpose. We should not worry about the past and
Unit 1 32
EC – 10th ENGLISH
the future. The way of life will not be smooth. There will be ups and downs. We must embrace the
present with happiness. We should face all with a smile. It seeks new friendship, adventure and
experiences. We should have faith in our hearts. Be bold and you will lead a happy life
Moral: "Life is joyful".
➢ Life is an experience

➢ thH;f;if vd;gJ xU mDgtk;

➢ Don't worry about the past and future.

➢ fle;j fhyj;ija[k; vjpu;fhyj;ija[k; gw;wp

ftiy ntz;lhk;.
➢ Live in the present.

➢ epfH; fhyj;jpy; thH ntz;Lk;.

➢ Live with courage.

➢ ijupaj;Jld; thH ntz;Lk;.

➢ Lead life with a smile.

➢ thH;fifia re;njh&khf thH ntz;Lk;.

➢ Have faith in life.

➢ cz;ika[ld; thH ntz;Lk;.

➢ It will be the best

➢ mJnt rpwe;jJ.

C. Based on your understanding of the poem, complete the following passage by the
P. No. 19
using the phrases given in the box.
youth to old age up or down the hill to hurry nor move away
high adventure joyful mourn looking ahead
The poet wants to live his life __________, willing to do something. He neither wants __________
from his goal. He does not want to _______ the things he has lost, not hold back for fear of the
future. He instead prefers to live his life with a whole and happy heart which cheerfully travels from
__________. Therefore, it does not matter to him whether the path goes __________, rough or
smooth, the journey will be __________. He will continue to seek what he wanted as a boy - new
friendship, __________ and a crown (prize). His heart will remain courageous and pursue his desires.
He hopes that every turn in his life’s journey will be the best.
1 looking ahead 2 to hurry nor move away 3 mourn 4 youth to old age
5 up or down the hill 6 joyful 7 high adventure

33 Unit 1
SUPPLEMENTARY EC – 10th ENGLISH
UNIT 1
The Tempest - g[ay;
An Extract from Charles Lamb’s Tales from Shakespeare
(n&f;gpahpd; rhh;y;!; nyk; fijapd; xU gFjp)
ghl¤â‹ jÄHh¡f«
flÈš xU Ôî ïUªjJ, tajhd kÅjdhd ãnuh°bgnuh k‰W« mtdJ kfshd mH»a ïs«
bg© Äuh©lh k£Lnk m§nf Fofshf ïUªjd®. Äf ïsikahf mªj¤ ÔÉ‰F mtŸ tªJ É£ljhš
mtsJ jªijÆ‹ Kf« jÉu vªj xU kÅjidí« gh®¤jjhf mtS¡F Phgf« ïšiy.
kiyÆš mik¡f¥g£l xU FifÆš mt®fŸ tá¤jd®. mJ gy mL¡Ffshf¥ ãÇ¡f¥g£oUªjJ,
mâš x‹iw ãnuh°bgnuh mtdJ go¥giw v‹wh‹. m§F mt‹ mtdJ ò¤jf§fis it¤jh‹.
mitfŸ K¡»akhf kªâÇ¡f¥g£ld. mtdJ fiyÆ‹ ne®ikahš mt‹ mnef ešy MÉfis
ir¡nfnu¡° vD« bgaUŸs NÅa¡fhÇÆlÄUªJ ÉLÉ¤jh‹. mt‹ mitfis bgÇa ku¤â‹
clšfSŸ mil¤J it¤âUªjh‹. ïªj¡ fÅthd MÉfŸ v¥bghGJ« ãnuh°bgnuhÉ‹ ÉU¥g¤â‰F¡
Ñœgoªjd. ïitfËš VÇaš jiytdhf ïUªjh‹.
X® mUtU¥ghd mRudhd fhÈg‹ v‹gtid J‹òW¤Jtâš VÇaš mâf ÉU¥gKŸstdhf
ïUªjh‹. VbdÅš mt‹ mtdJ gHikahd vâÇahd ir¡nfhnu¡Ì‹ kfdhf ïUªjh‹. fhÈg‹
X® moikahf¥ gÂak®¤j¥g£lh‹. ku¤ij¡ bfh©L tuî«, fodkhd, Äfî« fodkhd mYtšfis¢
brŒaî«, nkY« mtid ïªj¥ gÂfis¢ brŒa t‰òW¤J« bghW¥ãidí« VÇaš bg‰¿Uªjh‹.
ïªj MÉfË‹ cjÉÆdhš ãnuh°bgnuh fh‰WfS¡F« flš miyfS¡F« f£lisÆ£lh‹.
mtdJ f£lisfshš mitfŸ xU nfhu¥ òaiy vG¥ãaJ, mj‹ eLÉny mtdJ kfS¡F mt‹
X® mH»a bgÇa f¥giy¡ fh©ã¤J mt‹ mtËl« T¿aJ mt®fis¥ ngh‹w étuháfis¥ g‰¿
KGikahf ïUªjJ. X vdjUik jªijna, mtŸ T¿dhŸ, c§fŸ fiyÆdhš ïªj¥ ga§fukhd
òaiy Ú§fŸ vG¥ãÆUªjhš, mt®fsJ J¡fkhd ïl®fŸ ÛJ gÇî fh£L§fŸ. gh®! mªj¡ f¥gš nkhâ¤
J©LfshF«. m‰g M‹kh¡fŸ mt®fbsšyh« mÊªJ nghth®fŸ.
kfns Äuh©lh, M¢rÇa¥glhnj vd ãnuh°bgnuh T¿dh‹, Ô§bfh‹W« brŒa¥glÉšiy.
f¥gÈš cŸs xU egU« fhakila¡ TlhJ vd eh‹ f£lisÆ£LŸns‹. eh‹ brŒâU¥gJ c‹ Ûjhd
m¡fiuÆš brŒa¥g£oU¡»wJ, vdjUik¡ FHªjhŒ. Ú m¿ahikÆš ïU¡»whŒ. ïªj miw¡F Ú
tUtj‰F K‹ xU fhy¤ij Ú Ãidî Tw Koíkh? c‹dhš KoahJ vd eh‹ Ãid¡»nw‹, VbdÅš
m¥nghJ cd¡F _‹W taJ Tl MfÉšiy.
g‹Åbu©L tUl§fS¡F K‹, Äuh©lh, ãnuh°bgnuh bjhl®ªjh‹, eh‹ ÄyÅš xU á‰wurdhf
ïUªnj‹, Ú X® ïstuáahf ïUªjhŒ, nkY« Ú vdJ xnu xU thÇR. vd¡F X® ïisa rnfhju‹ ïUªjh‹.
mtdJ bga® M©lÅnah. všyht‰¿‰F« eh‹ mtid e«ãnd‹. vdJ rnfhju‹ M©lÅnah vdJ
mâfhu¤ij¤ j‹ trkh¡»ajhš mtidna á‰wurdhf v©z¤ bjhl§»dh‹. vdJ FofË‹ eLÉš
mtid¥ ãugykh¡Ftj‰F eh‹ mtD¡fË¤j thŒ¥ghdJ mtdJ bf£l ïašãš xU bgUik¡FÇa
Mirah» vdJ ïuh{Ía¤ij v‹ÅlÄUªJ g¿¤J¡ bfhŸs¢ brŒjJ. vdJ vâÇahd, r¡â thŒªj
ïsturdhd ne¥ãŸ° murÅ‹ cjÉíl‹ ÉiuÉš mt‹ mij Ãiwnt‰¿dh‹.
Mifahš mªj neu« mt®fŸ e«ik mÊ¤jh®fsh? vd¡ nf£lhŸ Äuh©lh.
v‹ FHªjhŒ, mtsJ jªij T¿dh®, mt®fŸ JÂaÉšiy, k¡fŸ v‹ ÛJ bfh©oUªj
m‹ò m›tsî mUikahf ïUªjJ. M©lÅnah v§fis xU f¥gÈš V‰¿¡ bfh©L tªJ flÈš
áy ikšfšfŸ Jhu¤âš ïUªj nghJ mt‹ v§fis xU áW gl»š tY¡f£lhakhf V‰¿ ghu« ïG¡F«
fÆW, ghŒ ku« mšyJ f«g« vJîÄ‹¿ m§nf eh§fŸ mÊªJ ÉLnth« vd mt‹ v©Â, v§fis
É£L¢ br‹wh‹. Mdhš nfh‹[hnyh vd¥gL« xUtuhd vdJ mitÆš ïUªj xU m‹ghd fdth‹,
v‹id neá¥gt®, jÅahf gl»ny j©Ù®, czî¥ bghU£fŸ, cilfŸ k‰W« vdJ ïuh{Ía¤â‰F«
nkyhd btFkâahf - eh‹ fUJ»‹w áy ò¤jf§fisí« it¤jh®.
X, v‹ jªijna, Äuh©lh T¿dhŸ, v›tsî áukkhf eh‹ c§fS¡F m¥nghJ ïUªâU¡»nw‹
Unit 1 34
EC – 10th ENGLISH
ïšiy v‹ m‹ng vd ãnuh°bgnuh T¿dh‹, v‹id¥ ghJfh¤j xU F£o¤ njtijahf Ú
ïUªjhŒ. cdJ fglk‰w ò‹dif vdJ Juâ®Zl§fis¤ jh§»¡ bfhŸs¢ brŒjJ. ïªj¥ ghiytd¤
Ôit tªjilí« k£Lnk ekJ czî ïUªjJ. mâÈUªJ cd¡F¡ f‰ã¥gânyna vdJ ãujhd k»œ¢á
ïUªjJ, Äuh©lh, nkY« vdJ m¿îW¤jšfshš Ú ga‹ bg‰¿U¡»whŒ mšyth.
thdnk c§fS¡F e‹¿ TW«, vd jUik¤ jªijna, Äuh©lh T¿dhŸ. ï¥nghJ TW§fŸ,
Iah, ïªj¡ flš òaiy V‰gL¤Jtj‰fhd fhuz§fŸ?
ïªj òaÈ‹ _y«, vdJ gift®fŸ, ne¥ãŸ° eh£L mur‹, vdJ bfhû rnfhju‹ midtU«
ïªj¤ ÔÉ‹ fiuÆny år¥g£ld®. v‹gij Ú m¿ªâL.
ï›thW T¿a ã‹, ãnuh° gnuh bk‹ikahf mtdJ kfis¤ j‹ kªâu¡ nfhyhš bjh£lh‹,
mtŸ ma®ªJ cw§»dhŸ, VbdÅš VÇaš vD« mtŸ ma®ªJ cw§»dhŸ, VbdÅš VÇaš vD«
MÉ mtdJ v#kh‹ K‹ghf tªJ òaš nrj« g‰¿a fz¡if¡ bfhL¥gj‰fhf Ã‹wJ. nkY« f¥gÈš
ïUªjt®fis v›thW mt‹ m¥òw¥ gL¤âdh‹ vdî« T¿aJ. MÉfŸ v¥bghGJ« Äu©lhÉ‹
f©Q¡F¥ òy¥glhjitfshf ïUªj nghJ«, mt‹ (mtS¡F¤ njh‹WtJnghš) bt‰W¡ fh‰Wl‹
ciuahlš brŒtij mtŸ nf£gij¥ bgnuh°bgnuh bjÇªJ bfhŸs Éšiy.
ešyJ, vdJ ijÇakhd MÉna, bgnuh°bgnuh VÇaÈl« T¿dh‹, cdJ ntiyia v›thW
Ú brŒâU¡»whŒ?
òaš, f¥g‰gil åu®fË‹ ga§futhj«, murÅ‹ kfdhd bg®odh‹£ v›thW flÈš Fâ¤jh‹
nkY« murdJ mUik kfid miyfŸ ÉG§»¡ fhzhk‰nghdij mt‹ jªij f©L Ãid¤jJ g‰¿a
Étu¤ij VÇaš T¿dh‹. Mdhš mtdJ jªijahd murÅ‹ ïH¥ig tUªâ¤ J¡f« bfh©lho¡
bfh©L, áW ÔÉ‹ xU _iyÆš mt‹ ghJfh¥ghf ïU¡»wh‹ vd VÇaš T¿dh‹.
``mJ jh‹ vdJ bk‹ikahd VÇaš~~, vd ãnuh°bgnuh T¿dh‹.
mtid ï§nf bfh©L th. mªj ïsturid v‹ kfŸ gh®¡f nt©L«. mªj muridí« v‹
rnfhjuidí« v§nf?
eh‹ mt®fis É£LÉ£nl‹, VÇaš gâyË¤jJ, bg®od‹£il njoathW, mtid¡ f©Lão¡F«
e«ã¡if mt®fS¡F ïšiy, mt‹ mÊªjij mt®fŸ gh®¤jij v©Â¡ bfh©ld®. f¥gÈ‹
gÂah£fËš xUt® Tl fhzhk‰nghfÉšiy, x›bthUtU« jh‹ k£Lnk fh¥gh‰w¥g£L ïU¥gjhf
v©Q»‹wd®, nkY« mªj¡ f¥gš, mt®fS¡F fhz¥glÉšiy v‹w nghâY«, mJ Jiw Kf¤âš
ghJfh¥ghf cŸsJ.
bg®od‹il miH¤Jtu VÇaš br‹wJ.
X v‹ ïs« e‹kfnd, eh‹ Ó¡»u« c‹id¡ bfh©L bršnt‹, vd mtid¡ f©l nghJ
VÇaš T¿aJ. Ú bfh©L bršy¥gl nt©L«, vdJ Ókh£o
Äuh©lh c‹ ft®¢áahd cUt¤ij¡ fhz nt©oaj‰fhf
eh‹ c‹id¡ f©Lão¤nj‹. th, v‹ ã‹nd th.
VÇaÈ‹ Fuš r¤j¤â‹ M¢rÇa¤âš mt‹, xU
bgÇa ku¤â‹ ÃHÈ‹ Ñœ c£fh®ªJ bfh©L ïUªj ãnuh°
bgnuh k‰W« Äuh©lh M»nahÇl« mtid tÊ el¤J«
tiuÆš mt‹ ã‹ bjhl®ªjh‹. ï¥nghJ, Äuh©lh mtsJ
jªijia¤ jÉu xU kÅjidí« ïj‰F K‹d® xUnghJ«
gh®¤jâšiy.
Äuh©lh, m§nf Ú v‹d gh®¤J¡ bfh©oU¡»whŒ
vd v‹Ål« brhš, vd ãuh°bgnuh nf£lh‹.
X jªijna, Ã¢rakhf mJ X® MÉ jh‹. flîns
mJ v›thW fhz¥gL»wJ. v‹id e«ò§fŸ, mJ X®
mHfhd cÆÇd«. mJ X® MÉ ïšiyah? vd Éndhjkhd
M¢rÇa¤âš Äuh©lh nf£lhŸ.
ïšiy bg©nz, mJ rh¥ãL»wJ, ö§F»wJ,
e«ik¥ nghš mj‰F cz®îfŸ cŸsd. Ú fh©»w ïªj
ïisP‹ f¥gÈš ïUªjh‹. mt‹ J¡f¤âdhš v¥gonah
35 Unit 1
EC – 10th ENGLISH
v¢rÇ¡f¥g£LŸsh‹ mšyJ mtid x® mHfhd eg® vd Ú miH¡fyh«. mtdJ njhH®fis mt‹
ïHªJ É£lh‹, mt®fis¡ f©Lão¡f mt‹ R‰¿¤ âÇ»wh‹, vd mtŸ jªij gâyË¤jh‹.
všyh kÅj®fS« mtŸ jªijia¥ ngh‹W bfhûkhd Kf¤ijí« eiu¤j jhofisí«
it¤âU¥gh®fŸ vd Ãid¤j Äuh©lh ïs« ïsturÇ‹ mH»a njh‰w¤ij¡ f©L k»œ¢áailªjhŸ,
nkY« bg®od‹£, m¥go¥g£l X® mH»a Ókh£oia kÅj rŠrhuk‰w ïl¤âš gh®¤J M¢rÇa§fis jÉu
ntbwh‹iwí« vâ®ghuhkš, jh‹ xU ft®¢áahd ÔÉš ïU¥gjhf v©Âdh‹. nkY« Äuh©lh mªj
ïl¤â‹ njtijahf ïUªjhŸ,
nkY« m¥gona mt‹ mtËl« ciuahl¤ bjhl§»dhŸ.
ãnuh°bgnuh mtS¡F ïilôW brŒj nghJ, mtŸ njtij ïšiy Mdhš x® vËa bg©
nkY« j‹id¥ g‰¿ Étu¤ij mtÅl« mtŸ bfhL¡f¥ nghtjhf mtŸ bt£f¤Jl‹ gâyË¤jhŸ.
mt®fŸ xUtiu bahUt® ghuh£o¡ bfh©lJ mtd¡F¤ âU¥â mË¤jJ Mdhš bg®od‹o‹ cWâia
Ka‹W gh®¡f, mt‹ mt®fsJ tÊfËš áy ïl®fis it¤âl¤ Ô®khÅ¤jh‹. vdnt K‹dhf¢
br‹W ïsturÅl« fLikahd FuÈš ngá, mt‹ ÔÉ‰F x® x‰wdhf ïj‹ flîŸ ahbud mtÇl«
ïUªJ vL¤J¢ bršy tªâU¥gjhf¡ T¿dh‹. v‹id¥ ã‹g‰¿ th vd mt‹ T¿dh‹, eh‹ c‹
fG¤ijiaí« ghj§fisí« nr®¤J¡ f£oLnt‹. Ú flš Úiu¡ Fo¥ghŒ, á¥ã Û‹, fhŒªj nt®fŸ k‰W«
fUthÈ ku ÉijfË‹ cÄ M»aitna cdJ czthf ïU¡F«. ïšiy, eh‹ mij vâ®¥ng‹, vd
bg®od‹£ T¿dh‹. nkY« mtdJ this cUÉdh‹. Mdhš ãnuh°bgnuh j‹ kªâu¡ nfhyhš mt‹
Ã‰FÄl¤âš mtid Ãiy¥ gL¤â m§nf ÃW¤âdh‹.
Äuh©lh mtsJ jªijÆ‹ mU»ny ïUªjthW nf£ljhtJ, Ú§fŸ V‹ ï›tsî ïÊthdtuh
ïU¡»Ö®fŸ? ïu¡f¥gL§fŸ Iah, eh‹ mtUila #Ûdhf ïU¥ng‹. eh‹ gh®¡F« ïu©lhtJ kÅj®
mt®. nkY« vd¡F mt® X® c©ikahdtuhf¤ bjÇ»wh®.
mikâ, jªij T¿dh®, xU brhš mâfkhdhš, bg©nz, c‹id eh‹ j©o¡f neÇl¢ brŒí«,
v‹d x® CLUtšfhuD¡F xU tH¡f¿Puh! fhÈa¥gidí«, ït‹ xUtidí« k£L« Ú gh®¤J É£L,
ïij¥ ngh‹w ešy M©fŸ ïšiy vd Ãid¡»whŒ. mtdJ kfË‹ cWâ¥gh£il Ã%ã¡f mt‹
ïij¡ T¿dh‹, nkY« mtŸ gâYiu¤jhŸ, vdJ ghr§fŸ Äf vËad. xU Äf¡ ft®¢áahd Miz¥
gh®¡f ÉU¥gÄšiy.
th, ïisPnd, vd¡F¡ Ñœgoahkš ïU¡f cd¡F xU mâfhuK« ïšiy, vd ïsturÅl«
ãnuh°bgnuh T¿dh‹.
gGthd áy ku¤jofis mL¡FkhW bg®odh‹o‰F ãnuh°bgnuh f£lisÆ£oUªjh‹. murÅ‹
kf‹ ciH¥ã‰F¥ gH¡f¥glhjjhš Äuh©lh mtid ka¡f¤âdhš Vw¤jhH¢ br¤J¡bfh©oU¥gij¡
f©lhŸ. Inah, fodkhd ntiy brŒahnj, v‹ jªij go¥giwÆš cŸsh®, mt® ïªj _‹W kÂ
neuK« g¤âukhf cŸsh®. Ú XŒbtL¤J¡ bfhŸ.
X, vdjUik¥ bg©nz, eh‹ mŠrÉšiy, eh‹ XŒbtL¡F« K‹ eh‹ v‹ ntiyia Ko¡f
nt©L«, vd bg®odh‹£ T¿dh‹.
Ú c£fh®ªjhš cdJ ku¤jofis¢ r‰Wneu« eh‹ Rk¡»nw‹, v‹whŸ Äuh©lh. Mdhš xU
Éj¤âYk bg®odh‹£ ïj‰F¢ r«kâ¡fÉšiy.
bg®odh‹o‹ m‹ig¢ nrhâ¡fnt bg®odh‹il ï›ntiyÆš nr®¤J¡ bfh©l ãnuh°bgnuh
mtuJ kfŸ fj¿aJ nghš ò¤jf thá¥ãš ïšyhkš mt®fŸ mUnf Ã‹W bfh©L, mt®fS¡F
òy¥glhjthW mt®fŸ ngRtij x£L¡ nf£lh®.
bg®od‹£ mtsJ bgaiu ÉrhÇ¤jh‹, mij¡ TWtJ mtsJ jªijÆDila thŒbkhÊ¡
f£lis¡F vâuhf mtŸ T¿ajh» ÉL« v‹whŸ mtŸ.
nkY« ã‹d® bg®od‹l x® ïÅa Ú©l ciuÆš mt‹ ne¥ãŸ° »ßl¤â‹ thÇR vdî«,
mtŸ mtdJ uhÂahfî« ïU¥ghŸ vd fglk‰w Äuh©lhÉl« T¿dh‹.
ã‹d® ãnuh°bgnuh mt®fŸ K‹ njh‹¿dh‹.
x‹W¡F« ga¥glhnj v‹ FHªjhŒ, vd mt‹ T¿dh‹. eh‹ x£L¡ nf£LŸns‹, Ú T¿at‰iw
eh‹ x¥òjš brŒ»nw‹. nkY«, bg®od‹£, c‹id eh‹ fLikahf¥ ga‹gL¤â ïUªjhš, v‹ kfis
Unit 1 36
EC – 10th ENGLISH
cd¡F¡ bfhL¤J eh‹ cd¡F¢ áw¥ò¥ gÇfhu« (<L) brŒnt‹. cdJ mid¤J¤ bjhªjuîfS« cdJ
m‹ã‹ nrhjidfns. Ú áw¥ghf mªj¢ nrhjidfis vâ® bfh©L bt‰¿ bg‰wÉ£lhŒ. vdnt vdJ
gÇrhf v‹ kfis vL¤J¡ bfhŸ.
ãnuh°bgnuh mt®fis É£L¢ br‹w nghJ mt‹ mtdJ MÉahd VÇaiy miH¤jh‹.
mt‹ JÇjkhf mt‹ K‹ njh‹¿dh‹. ãnuh° bgnuhÉ‹ rnfhju‹ k‰W« ne¥ãŸ° eh£L murDl‹
brŒjt‰iw¥ g‰¿¡ Tw MtyhÆUªjh‹. ga¤âdhš mt®fŸ Vw¤jhH cz®t‰w ÃiyÆš ïU¡FkhW
mt®fis É£L É£L, mt®fŸ gh®¡fî« nf£fîkhd Énehj¡ fhÇa§fis mt®fS¡F V‰gL¤âajhf
VÇaš T¿dh‹. mt®fŸ R‰¿ miyªJ ka¡fkilªj nghJ« czî njo¡ fis¤J¥ nghd nghJ« mt‹
mt®fS¡F K‹ xU Ritahd ÉUªij it¤J, mt®fŸ fhQkhW mt®fS¡F K‹ X® ïu¡fk‰w, bgU
nt£ifíŸs ïw¡iffSl‹ mRuÅ‹ toÉš mt‹ njh‹¿dh‹. mªj ÉUªJ kiwªJ nghŒÉ£lJ.
ã‹d® mt®fsJ bkh¤j M¢rÇa¤â‰F, ï§F fhz¥gL« ïu¡fk‰wt‹ mt®fËl‹ ngádh‹.
ãnuh°bgnuhit mtdJ ïuh{ÍaâÈUªJ Ju¤âÉ£l mt®fsJ bfhû¤ij¥ g‰¿í« mtidí«
mtdJ áRthd kfisí« flÈš mÊaÉ£lijí« g‰¿ Ãid¥ó£oathW T¿, ïªj¡ fhuz¤â‰fhf
ïªj¡ bfhû§fŸ mt®fis ntjid¥ gL¤Jtj‰fhf¢ brŒa¥gL»‹wd v‹wh‹.
ne¥ãŸ° eh£L murD«, fŸs¢ rnfhjudhd M©lÅnahî« mt®fŸ ãnuh°bgnuhÉ‰F
ïiH¤j mÚâ¡fhf kd« âU«ãd®.
m¥gobaÅš mt®fis ï§nf miH¤Jth, VÇaš v‹wh‹ ãnuh°bgnuh.
mur‹, M©lÅnah k‰W« tajhd nfh‹[hnyh M»nahUl‹ clnd VÇaš âU«g tªjh‹. ïªj
nfh‹[hnyh jh‹ mtdJ bfhoa rnfhju‹ mtid xU âwªj gl»š flÈš mÊªJ nghth‹ vd v©Â
É£L É£L¢ br‹w nghJ, K‹ò mâf m‹òl‹ ãnuh°bgnuhÉ‰F ò¤jf§fSl‹ czî¥ bghU£fisí«
bfhL¤jh‹.
J¡fK« ngu¢rK« mt®fsJ cz®îfis K£lhŸjdkh¡»aJ. Mjyhš mt®fŸ ãnuh°bgnuhit
m¿aÉšiy. mtdJ thœit¡ fh¤jt‹ vd¡ T¿ Kjyhtjhf ešy Kâa nfh‹n[hnth É‰F mtid
btË¥gL¤âdh‹. ã‹d® mtdJ rnfhjuD« murD« mt‹ fhakilªj ãnuh°bgnuh vd m¿ªJ
bfh©ld®.
f©ÙUlD«, tU¤j¤â‹ nrhf¢ brh‰fŸ k‰W« kdªâU«òjYlD« M‹lÅnah mtdJ
rnfhjuÅ‹ k‹Å¥ã‰fhf k‹whodh‹. ãnuh°bgnuh mtid k‹Å¤jh‹. nkY« mtdJ ïuh{Ía¤ij
x¥gil¥gj‰fhd mt®fsJ <Lgh£o‹ ngÇš mt‹ neãŸ° murÅl« T¿dh‹. cd¡F« xU gÇáid
eh‹ v‹ nrfu¤âš it¤âU¡»nw‹. nkY« xU fjit¤ âwªJ Äuh©lhîl‹ rJu§f« Éisaho¡
bfh©oUªj mtdJ kf‹ bg®odh‹£il mt‹ mtD¡F¡ fh©ã¤jh‹.
mt®fŸ x›bthUtU« k‰wt® òaÈš _œ»É£lh® vd¡ fUâaâdhš, jªij kfÅ‹ vâ®ghuhj
mªj¢ rªâ¥ã‹ k»œ¢áia x‹W« jh©l KoaÉšiy.
neãŸ° mur‹ mtUila kf‹ ïUªjij¥ nghy ïs« Äuh©lhÉ‹ mH»Y« mtuJ Äf¢ áwªj
eËd¤âY« Vw¤jhH mâfkhd M¢rÇa¤âš ïUªjh®. ah® ïªj¥ gÂ¥bg©? vd mt® nf£lh®. mtŸ
òfœ bg‰w ÄyÅ‹ á‰wurdhd ãnuh°bgnuhÉ‹ kfŸ Mth®. mtuJ òfiH eh‹ mâfkhf¡ nfŸÉ¥
g£LŸns‹ Mdhš ïJtiu eh‹ mtiu¥ gh®¤jâšiy. mtuhš eh‹ xU òJ thœit¥ bg‰¿U¡»nw‹.
mt® mtiu vdJ ïu©lh« jªijah¡» ïªj m‹ghd bg©kÂiaí« vd¡F¡ bfhL¤âU¡»wh®,
v‹wh‹ bg®od‹£.
mij¥ g‰¿ x‹WÄšiy v‹wh® ãnuh°bgnuh, flªjfhy¤ Jau§fis Ãid¡f nt©lh«.
VbdÅš mitfŸ k»œ¢áíl‹ KoªJÉ£ld. ã‹d® ãnuh°bgnuh mtdJ rnfhjuid¡ f£o¤
jGÉdh‹. nkY« mtdJ k‹Å¥ig mtD¡F cWâ brŒjh®.
mt®fsJ f¥gš JiwKf¤âš0 ghJfh¥ghf ïU¥gjhf ãnuh°bgnuh ï¥nghJ mt®fËl« T¿dh®.
nkY« khYÄfŸ midtU« f¥gÈš cŸsd®. mtU« mtuJ kfS« ehis¡ fhiyÆš mt®fSl‹
å£o‰F tUth®fŸ vdî« (ãnuh° bgnuh) T¿dh®.
ãnuh° bgnuh Ôit É£L¢ bršY« K‹ VÇaiy, mªj brayh‰wYŸs á¿a MÉÆ‹ bgU«
k»œ¢á¡fhf mt® gÂÆÈUªJ Ú¡»dh®.
37 Unit 1
EC – 10th ENGLISH
MáÇa® F¿¥ò.
ÉšÈa« nõ¡°ãa® (1564 - 1616) ï§»yhªâš cŸs °onu£ ngh®£ m¥gh‹ - mtÅš
ãwªjh®. mt® x® M§»y¡ fÉP®, ehlf vG¤jhs® k‰W« eofU« Mth®. M§»y bkhÊÆ‹ khbgU«
vG¤jhs® k‰W« cy»‹ Äf¢ áwªj ehlf MáÇaUkhth®. mtuJ vŠáÆU¡F« gil¥ò 37 ehlf§fŸ,
154 brŒíŸfŸ k‰W« ïU fij¡ fÉijfisí« bfh©LŸsJ. mâš bgU«ghyhdt‰iw mt® 1589
k‰W« 1613 tUl§fS¡F ïilna vGâdh®.
1. òaš ( The tempest ) vD« ehlf« 1610¡F« 1611 ¡F« ïilna vGj¥g£lJ

2. mnef Ék®rf®fS«, tuyh‰whs®fS« ïjid ÉšÈa« nõ¡°ãaÇ‹ filá

ehlf§fËš x‹whf e«ò»‹wd®

3. nõ¡ãaÇ‹ e‹F vGj¥g£l ehlf§fËš x‹whf ïJ fUj¥gL»wJ

4. j bl«bg°£ ehlf« bt®éÅahÉ‰F¢ br‹w f¥gyhdJ bg®Klh É‹ flš rhfr§fŸ vd

miH¡f¥gL« X® ïašghf elªj f¥gš nrj¤âid mo¥gilahf¡ bfh©L vGj¥g£l

ehlf« vd e«g¥gL»wJ. f¥gš nrj¤â‹ TWfis nõ¡°ãa® ga‹gL¤âdh® v‹gj‰F
tÈikahd Mjhu§fŸ cŸsd.
Textual Questions and Answers
A. Choose the correct answer P. No. 26

1. ______ was the chief of all spirits.
a) Sycorax b) Caliban c) Ariel d) Prospero Ans: c) Ariel
2. ______ raised a dreadful storm
a) Ariel b) Prospero c) Miranda d) Sycorax Ans: b) Prospero
3. Miranda was brought to the island _______ years ago
a) fourteen b) ten
c) twelve d) five
Ans: c) twelve
4. Prospero ordered Ariel to bring _______ to his place
a) Gonzalo b) Ferdinand c) King of Naples d) Antonio
Ans: b) Ferdinand
5. ________ had provided Prospero formerly with books and provisions.
a) Antonio b) Ferdinand c) Gonzalo
d) Ariel Ans: c) Gonzalo
6. The second human being that Miranda saw on this island was ______ .
a) Ariel b) Prospero c) Ferdinand d) Gonzalo
Ans: c) Ferdinand
B. Identify the character or speaker P. No. 26

1. She imprisoned the spirits in the bodies of large trees. - Sycorax
2. He was the chief of all spirits.
- Ariel
3. I was the Duke of Milan, and you were a princess. - Prospero
4. What a trouble must I have been to you then! - Miranda
5. Now pray tell me, sir, your reason for raising this sea-storm? - Miranda
6. I will soon move you. - Ariel
7. I will tie your neck and feet together. - Prospero
8. I must finish my task before I take my rest.” - Ferdinand
9. He repented and implored his brother’s forgiveness. - Antonio
Unit 1 38
EC – 10th ENGLISH
C. Answer the following questions in one or two sentences. TB.Pg.-27
1. Who were the inhabitants of the island?

Prospero and his daughter Miranda were the inhabitants of the island.
2. What powers did Prospero possess?
Prospero possessed the powers of the duke of Milan.
3. Who was Caliban? What was he employed for?
Caliban was an ugly monster. He was employed for fetching wood and doing the most laborious
offices.
4. Who were on the ship? How were they related to Prospero?
Prospero, Antonio, Gonzalo and Miranda were on the ship. Antonio was the brother of Prospero.
Gonzalo was the lord of his court and Miranda was his little daughter.
5. Why had Prospero raised a violent storm in the sea?
Prospero had raised a violent storm in the sea to destroy the ship.
6. How did Miranda feel when her father raised the storm to destroy the ship?
Miranda felt that all the people will perish when his father raised the storm to destroy the ship.
7. What was Ariel ordered to do with the people on the ship?
Ariel was ordered that no person in the ship shall receive any hurt.
8. Give two reasons why Miranda was so concerned about Ferdinand.
Ferdinand was a handsome young man and he seemed to be a true man. On these two reasons
Miranda was so concerned about Ferdinand.
9. Why did Prospero set Ferdinand a severe task to perform?
Prospero wanted to try Ferdinand’s constancy. So he set Ferdinand a severe task to perform.
10. How was Gonzalo helpful to Prospero when he left Milan?
Gonzalo helped Prospero by providing books and provisions when he left Milan.
D. Answer the questions in a paragraph of about 100 – 150 words.
1. Write a detailed character sketch of Prospero. TB.Pg.-27

 Introduction
 Antonio's cunningness
 Prospero's Revenge
 Returning of Kingdom
 Conclusion
Introduction:
Prospero was an old man. He was the famous Duke of Milan. People of Milan loved him very
much. He was fond of reading magic books. He was sent to an Island by his cunning brother Antonio.
Prospero lived in the Island and wanted to restore the kingdom.
Antonio's cunningness:
Antonio brother of Prospero wanted to usurp the kingdom. So, by his cunningness he ursurped
the kingdom. He sent them to an Island. He and his daughter were the only inhabitants of the Island.
Ariel was the chief spirit. He obeyed them.
39 Unit 1
EC – 10th ENGLISH
Prospero's Revenge:
Prospero was a genuine person. One day, his brother Antonio, the King of Naples and Lord
Gonzalo were travelling by ship. Knowing this Prospero ordered Ariel to wreck the ship. Ariel brought
Ferdinand Prospero gave hardwork to Ferdinand. In turn Miranda and Ferdinand started loving each
other.
Returning of Kingdom:
Ariel made Antonio and the King of Naples to repent for their deeds. Antonio with sad words
of sorrow, repented for his mistake. Thus, Prospero restored his kingdom.
Conclusion:
Prospero returned to his kingdom. He set Ariel free. Ariel thanked Prospero and left. Thus
Miranda and Ferdinand got married. Prospero became the king of Milan. He was a noble man.
Prospero was an old man. He was a famous Duke of Milan. People of Milan loved him very
much. He lived in an island. His daughter Miranda was a beautiful lady. He had released many good
spirits from a witch called Sycorax. The spirits were obedient to him. Ariel was the chief among these
spirits. Prospero was deprived of his power by his false brother Antonio. His brother forced Prospero
and his daughter into a small boat to die in the sea. But they reached the island and lived there.
Prospero was a genuine person. Once Prospero raised a tempest. Prosper wanted Ferdinand to marry
his daughter Miranda. He tested by means of some hard tasks. He forgave his false brother Antonio
and the king of Naples. Prospero embraced his brother. He restored their ship to them. Before he left
the island. He dismissed Ariel from his service. Prospero was kind not only to his daughter but also
to all. He was a noble man
2. Narrate how Prospero made his enemies repent to restore his dukedom.
 Introduction
 Prospero's Revenge
 Ariel's work
 Repentance of enemies
 Conclusion
Introduction:
Prospero was the Duke of Milan. His brother Antonio wanted to usurp the dukedom from him.
So, he sent Prospero and his daughter to an Island. Now, Prospero wanted the enemies to repent for
their deeds.
Prospero's Revenge:
Prospero, by knowing the arrival of his brother Antonio and the king of Naples ordered Ariel to
wreck the ship. Ariel wrecked the ship and brought Ferdinand to the island. Ariel tormented Antonio
and king of Naples. He tormented them till they repented for their mistake.
Ariel's work:
Ariel brought Antonio and King of Naples and Lord Gonzalo. At first they couldn't recognize
him. He discovered himself to lord Gonzalo. The king realised. Antonio repented for his mistake. In
turn, Prospero told that Miranda and Ferdinand got married.
Unit 1 40
EC – 10th ENGLISH
Repentance of enemies:
Ariel made Antonio and the King of Naples to repent for their deeds. Antonio with sad words
of sorrow, repented for his mistake. Thus, Prospero restored his kingdom.
Conclusion:
Thus, Prospero restored the kingdom. He restored their ship and freed Ariel from the service.
Prospero had raised storms with the help of the spirits. Once his enemies, the King of Naples
and his cruel brother Antonio were cast ashore. Prospero ordered his chief spirit Ariel to torment
them. The King of Naples and Antonio the false brother repented of their injustice to Prospero. He
asked Ariel to bring them there. They could not recognise him. He first discovered himself to the
good old Gonzalo, the preserver of his life and then his brother. The king realised that he was the
injured Prospero. When his brother implored his forgiveness, he forgave him. He gave his daughter
Miranda as a gift to the king. Prospero told them not to remember their past trouble. He embraced
his brother assuring him of his forgiveness. He restored their ship and also freed Ariel.
General Paragraph for Late bloomers :
(Write a paragraph of about 100 words by developing hints - Q. No. 46)
➢ Prospero was the famous Duke of Milan.
➢ People of Milan loved Prospero.
➢ His brother Antonio seized the kindgom.
➢ Antonio sent away Prospero and Miranda to an island.
➢ Prospero released good spirits.
➢ A good spirit helped them.
➢ Prospero raised storm to wreck the ship.
➢ All of them reached the Island.
➢ Ferdinand and Miranda loved each other.
➢ Prospero's enemies repented for their fault.
➢ Prospero forgave them.
E. Rearrange the following sentences in coherent order P. No. 27
4 He ordered Ariel to torment the inmates of the ship.

7 Miranda was attracted by Ferdinand and had more concern towards him.

1 Prospero and Miranda came to an island and lived in a cave.

10 Prospero forgave them and restored his dukedom, Milan.

3 He raised a violent storm in the sea to wreck the ship of his enemies.

8 Prospero wanted to test Ferdinand and gave a severe task to perform.

2 Using his powers, Prospero released the good spirits from large bodies of trees.

9 The King of Naples, and Antonio the false brother, repented the injustice they had done to

Prospero.
41 Unit 1
EC – 10th ENGLISH

5 Ariel was instructed to bring Ferdinand, the Prince of Naples to his cave.

6 Ferdinand was the second human whom Miranda had seen after her father.

Coherent Order:
1. Prospero and Miranda came to an island and lived in a cave.
2. Using his powers, Prospero released the good spirits from large bodies of trees.
3. He raised a violent storm in the sea to wreck the ship of his enemies.
4. He ordered Ariel to torment the inmates of the ship.
5. Ariel was instructed to bring Ferdinand, the Prince of Naples to his cave.
6. Ferdinand was the second human whom Miranda had seen after her father.
7. Miranda was attracted by Ferdinand and had more concern towards him.
8. Prospero wanted to test Ferdinand and gave a severe task to perform.
9. The King of Naples, and Antonio the false brother, repented the injustice they had done to Prospero.
10. Prospero forgave them and restored his dukedom, Milan.

☺☺☺☺☺
Unit 1 42
ENGLISH QUESTION PAPER 10th English
PART - I
VOCABULARY
Q.No
1-3 Synonyms
Q.No. 01 & 14 (14 Marks) 3 Marks
Choose the appropriate synonyms for the italicized words:

1. His First Flight TB Glossary - P. No. 5
1. The young seagull was alone on his “ledge”.
a) trench b) cavity c) narrow shelf d) dent
2. The young seagull stepped slowly out to the “brink” of the ledge.
a) centre b) edge c) corner d) middles
3. The mother seagull “swooped” upwards. MDL-19
a) leap b) rush c) move very quickly d) ascent
4. The great expanse of sea “stretched” down beneath.
a) extended b) relaxed
c) resting d) lying
5. He failed to “muster up” courage to take that plunge.
a) disperse b) separate c) gather d) divide
6. Scraping his beak now and again to “whet” it. PTA-3 HY-19
a) clean b) blunt c) sharp d) wet
7. He lacked courage to “plunge” down to the sea.
a) walk b) dive c) slide d) glide
8. The sight of the food “maddened” him.
a) pleased b) pacified c) calmed d) enraged
9. The whole family was laughing at his “cowardice”. PTA-4
a) lack of bravery b) courage
c) bravery d) strength
10. The seagull’s parents called him in a “shrill” voice.

a) slow b) whisper c) bold

d) high-pitched
11. The sun was now ascending the sky. “blazing” warmly on his ledge that faced the south.

a) icy b) cook c) shining d) cold
12. The seagull, had, in fact, seen his older brother catch his first herring and “devour” it.

a) eat slowly b) eat completely

c) eat hungrily
d) eat fastly
13. Now, there was not a single “scrap” of food left.

a) agree b) take c) remove d) piece

14. He even “gnawed” at the dried pieces of eggshell.

a) chewed b) swallowed
c) digested d) devoured
15. The young seagull then “trotted” back and forth from one end of the ledge to the other.

a) crawl b) walk briskly/jogged

c) walk slowly d) walk gently
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10th English
16. His parents circled around raising a proud “cackle”. PTA-2

a) sharp noise b) blunt noise c) high pitch d) shout

17. A “monstrous” terror seized him and his heart stood still.

a) beautiful b) attractive
c) cruel / abnormal d) glamorous
18. The seagull’s long gray legs were stepping “daintily”.

a) silently b) gently c) hardly d) fastly

19. His parents were “beckoning” to him calling shrilly.

a) staring b) challenging
c) watching d) signalling
20. His father was “preening” the feathers on his white back.

a) licking b) throwing c) sliding d) cleaning

21. But the seagull kept calling “plaintively”

a) happily b) sadly c) pleasantly d) simply

22. The seagull’s brothers and sisters were “dozing”

a) jumping b) carrying
c) sleeping d) shouting
23. He turned his beak sideways and crowed “amusedly”.

a) interestingly b) borely c) gently d) sadly

24. He could not be “exhausted” by the strange exercise.

a) lost b) happy c) drained / tired

d) excited
25. He “uttered” a joyful scream.

a) spoke b) expressed c) communicated d) still
2. The Night the Ghost Got In TB Glossary - P. No. 34
1. My mother was asleep in one room upstairs, grandfather was in the “attic”. PTA-4 MDL-19
a) bed room b) bravery c) a space in the roof
d) kitchen
2. A “hullabaloo” was raised by the appearance of the ghost.

a) a sharp sound b) a gentle sound
c) a loud noise d) a sharp laugh
3. They “suspected” that it was burglar.
a) believed b) doubted c) imagined d) knew
4. I “tiptoed” to Herman’s room.
a) jumped b) run fastly c) run slowly d) walk quietly
5. “Awe!” He said, in the low, hopeless tone of a “despondent” beagle. PTA-6
a) hopeful b) downhearted / depressed
c) cheerful d) derived
6. The steps had “ceased”.
a) seized b) stopped c) started d) increased
7. She replied “gruffly”.
a) hopefully b) sadly
c) joyfully d) angrily
8. Herman rushed to his room and “slammed” the door.
a) close slowly b) pushed
c) closed forcefully
d) close roughly
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10th English
9. Burglars! She shouted “intuitively”.
a) carefully b) intentionally
c) instinctively d) consciously
10. I could see the “faint” shine of plates.

a) bright b) clear c) fine d) unclear

11. She picked up a shoe, and “whammed” it through a pane of glass across.

a) place b) threw c) waved d) looked
12. The lady screamed “hysterical”.

a) calm b) serious c) emotional d) afraid

13. The doors were “yanked” open.

a) pulled b) slowly
c) gently d) pleasantly
14. The crops were “reluctant” to leave.

a) willing b) unwilling
c) ready d) confident
15. What’s that “snapped” Joe.

a) requested b) said quickly c) entered d) cried

16. The reporter looked at me with “suspicion” and interest.

a) belief b) pain c) enthusiasm

d) doubt
17. My grandfather “grabbed” the gun and let it fly.

a) see b) caught c) contained d) felt

18. Flash lights “gleamed” up and down the walls, across the yard.

a) showed b) appeared
c) turned d) shone
19. Herman “ventured” out of his room.

a) moved b) stayed
c) lived d) boarded
20. They began to “ransack” the floor.

a) checked b) rocked c) plunder d) inspected

21. The policemen “emerged” out of the darkness.

a) entered b) appeared
c) encroached d) jumped
22. “Open the door!” cried a “hoarse” voice.

a) fast b) gloomy c) rough d) soft

23. The police were on hand in a “commendably” short time.

a) admirably b) accurately c) usefully d) suddenly

3. Empowered Woman Navigating The world TB Glossary - P. No. 65
1. All women Indian Navy crew “circumnavigated” the world.
a) went to b) travel around c) voyage d) go around
2. It is a vessel built “indigenously” in India. MDL-19
a) internationally b) naturally c) artificially d) technically
3. The programme covered the “expedition” in five legs.
a) achievement b) expense c) operation d) journey
4. He has done a “tremendous” work.
a) terrific b) tiny c) little d) small
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10th English
5. Women’s “accomplishments” are great.
a) failures b) welldone c) achievement d) defeats
6. Tara-Tarini is the patron “deity” for sailors.
a) god b) devil c) lover d) helper
7. She was “commissioned” to the Indian Navy Service.
a) infulfilment b) non performance
c) ordered d) called
8. Navika Sagar Parikrama was a project undertaken in “consonance” with the national policy.
a) agreement b) faith c) order d) belief
9. INSV Tarini has an “array” of satellite communication systems.

a) collection b) arrangement
c) platform d) dress
10. They were “apprehensive” and supportive too. PTA-6

a) confident b) anxious c) angry d) happy

11. We “anticipated” what could be there ahead.

a) to foresee b) hopeless c) waiting d) helpless

12. Indian Navy’s all women crew was “skippered” by commander Vartika Joshi.

a) to act as a captain b) crew c) soldier

d) teacher
13. The sea does not “discriminate” between genders.

a) unite b) follow c) decide d) distinguish
14. It was a “blissful” experience.

a) miserable b) sad c) unhappy d) joyful
15. They underwent “extensive” sea trials.

a) narrow b) wide
c) near d) spread
16. The voyage was aimed to show case ‘Make in India’, “initiative”.

a) plan b) first move c) energy d) zeal

17. Training was needed in “tactical” aspects.

a) planning b) many c) certain d) military

18. Tara-Tarini is the “patron” deity for sailors.

a) opposing b) supporting
c) friendly d) destroying
19. The voyage had stop overs at four ports for “replenishment” of ration.

a) usage b) advertising
c) replacement d) selling
20. We should be “packed” from with in.

a) depressed b) pushed c) defeated d) controlled

21. IMD collected data for “monitoring” marine pollution on high seas.

a) correcting b) connecting
c) checking d) removing
22. I “appreciate” the team work.

a) respect b) reserve
c) admire d) reject
23. It is an “essential” work.

a) important b) extra c) more d) inessential
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24. I loved cooking as well as I “indulged” in banking.

a) frusted b) involved c) stifled d) looked

25. So my “contention” was to make sure that we go by the rules of circumnavigation.

a) argument b) harmony c) agreement d) acceptance
4. The Attic TB Glossary - P. No. 99

1. We had reached a point where the road “bifurcated”.
a) disappeared b) divided into four
c) ended d) divided into two
2. She tried to “revive” childhood memories. PTA-2
a) to recall b) abolish c) eradicate
d) create
3. The sun was “soothing” without much heat.
a) shining b) calming c) upsetting d) frustrating
4. He was the spoilt of “affluent” parents. PTA-3, 5
a) poor b) deprived c) nice d) wealthy
5. His nerves seemed “over wrought” for some reason.
a) clear
b) joyful c) upset
d) broken
6. He was not “crazy”.
a) sane b) mad
c) serious d) joking
7. The owner of the teashop was “rustic” in appearance.
a) plain
b) urban c) rural
d) rough nature
8. His eyes were “dilated”.
a) spread b) locked c) widened d) contracted
9. Having “recited” the poem, he left the place.
a) saying b) acted c) created d) written
10. We “ascertained” the location of his house.

a) alloted b) searched
c) confirmed d) rejected
11. He said in “unperturbed” manner.

a) unhappy b) undisturbed
c) unconscious d) anxious
12. The tea shop still “existed” there.

a) appeared b) survived
c) died d) remained
13. Sasanka “peered” intently at Aditya.

a) spoke b) gazed c) touched d) waited

14. I could not help “venting” my anger on you.

a) venturing b) expressing
c) concealing d) with holding
15. My friend felt “jealous” when I got the prize.

a) envious b) encourage
c) happy d) sad
16. The floor was “strewn” with twigs and straw.

a) trapped b) scattered
c) held d) locked
17. The house was in “ruins”.

a) construction b) structure c) destruction d) form
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18. Though I was a little “curious”, I did not ask him.

a) eager b) careless c) bored d) convenient

19. Your “grievances” are absolutely right.

a) signs b) satisfaction c) complaints d) pleasure

20. Why he has such “generosity”.

a) selfishness b) general habit

c) miserliness d) broadmind
21. A portion of the wall had “crumbled”.

a) broken b) decorated
c) painted d) whole
5. Tech Bloomers TB Glossary - P. No. 130
1. We have “exhausted” the milk.
a) consumed b) fulfill
c) exchanged d) feeble
2. Sachin is a world “renowned” cricketer. PTA-5
a) good b) unknown c) famous d) great
3. They continue to “grapple” with the changes. PTA-1 HY-19
a) settle
b) fight c) move d) stop
4. He fixed his gaze on the “icon”.
a) mirror b) image c) symbols d) monitor
5. But it would have been “frustrating” and difficult.
a) agree b) satisfy c) disappointing d) challenge
6. Access, acceptance and “inclusion” are the challenges we face with.
a) addition b) exclusion c) explusion
d) listing
7. Any thing which is below certain “threshold” can be self ordered by the appliance its self.
a) porch b) exit c) grab d) begining
8. Assistive technology has helped a talented mind overcome physical “impairments”.

a) ignorances b) disabilities
c) transitions d) inadiquate
9. Managing entertainment by “swapping” the finger is a reality now.

a) moving b) signing c) trading
d) pushing
10. Technology is a “boon” to citizens with special needs.

a) curse b) joy c) happiness d) blessing

11. It has made me more “independent”.

a) self-reliant b) stay away c) indigenous d) important

12. The boy who I saw in the beach was “confident”.

a) hopeful b) faithful
c) grateful
d) beautiful
13. He is “capable” to do everything.

a) confident b) perfect
c) ability d) conqure
14. David is a “competent” communicator.

a) capable b) enough
c) wicked d) inadquate
15. She is very “concerned” about her health.

a) disliked b) unconcerned
c) bothered/distressed d) unhappy
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16. Technology can help a young “disabled” person become independent.

a) healthy b) differently abled c) mature d) single

17. The ECO2 is linked to an “interactive” white board.

a) mutual b) verbal c) debate

d) compatible
18. The movie I saw last week was “amazing”.

a) gradually b) miracle
c) surprising d) angry
19. David will now use his ECO2 to speak in complete sentences with correct “syntax”.

a) disorder b) symbols c) sentence structure d) chaos

20. We can “overcome” physical impairments.

a) come b) cross c) near d) conquer

6. The Last Lesson TB Glossary - P. No. 166
1. The birds were “chirping” at the edge of the woods.

a) high pitched sound b) low pitched sound
c) crying d) highly screaming
2. When school began there was a great “bustle”. PTA-1
a) disturbance b) missing
c) excitement
d) traffic
3. Lessons were repeated in “unison”.
a) separately b) unique c) combined d) loud voice
4. How “cranky” he was. PTA-2
a) normal b) strange c) abnormal d) happy
5. But something “checked” him.
a) praised b) suffocated / blocked
c) answered d) encouraged
6. The teacher great ruler “rapping” on the table.
a) jumping b) swimming c) striking
d) pushing
7. I was “amazed” to see how well, I understand it.
a) surprised b) explained c) bored d) expected
8. M. Hamel was sitting “motionless” in his chair.
a) moved b) immovable c) shapless d) unethusiastic
9. His voice “trembled” with emotion.
a) reel off b) got in c) look up d) shivered
10. He taught with “patience”.

a) coward b) tolerance c) cruel d) strict

11. Your parents were not “anxious” enough to have you learn.

a) concerned b) conscious c) confused d) undisturbed

12. He gave a “gesture” of acceptance.

a) noise b) sound c) tone d) signal
13. Mr. Hamel “blamed” himself.

a) presented b) accused c) cheerful d) bold
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14. His voice “trembled” with emotion.

a) shivered b) danced c) moved d) steadied

15. It was a “solemn” occasion.

a) playful b) old
c) new d) serious
16. Her ideas were “logical”.

a) unlawful b) without rules

c) without order d) according to rules
17. In the saw mill the Prussian soldiers were “drilling” the ground.

a) walking b) parading
c) dancing d) jumping
18. We have all a great deal to “reproach” our selves with.

a) disliked b) disgraced
c) congratulated d) scold
19. Oh! the “wretches”, that was what they had put up at the town-hall.

a) happy b) angry c) unhappy d) fortunate

20. Many things “tempted” Daudet on his way to school.

a) controlled b) repelled c) attracted d) discourage

21. He “dreaded” being scolded by Mr. Hamel.

a) feared b) atrocious
c) humble d) desired
22. Mr. Hamel spoke in a “grave” and gentle tone.

a) serious b) tomb
c) funny d) simple
7. The Dying Detective TB Glossary - P. No. 194
1. The “gaunt” face of Holmes horrified Mrs. Hudson.

a) fat
b) lean c) flat
d) round
2. His eyes had the brightness of fever, his cheeks were flushed, and his hand “twitched” all the time.
a) jerk b) steady c) stable
d) balanced
3. It is deadly and “contagious” disease.

a) unhealthy b) dangerous
c) harmless d) infectious
4. The sick room was a “gloomy” spot.
a) depressed b) happy c) bright d) festive
5. He was “delirious”.
a) sick b) disappointed c) troubled d) forced
6. I saw a “frail” man with bald head sitting. HY-19
a) weak b) strong c) robust d) healthy
7. Holmes sickness “horrified” her.
a) dared b) panicked c) satisfied d) warmed
8. Holmes were “flushed”.
a) chubby b) reddish c) ashy d) livid
9. The little man was “startled”.
a) unsurprising b) surprised c) predicted d) expected
10. You will “persuade” him to come.

a) convince b) slow process c) inactive d) rush

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11. Homes decided to get treatment from whom he had “confidence”.

a) unfaith b) exact c) trust

d) trustee
12. It is a “coincidence” indeed.

a) agreement b) concurrence
c) divergence d) unison
13. There was a sudden rush and “scuffle”.

a) giveup b) war c) surrender d) small fight

14. Holmes “pleaded” with Smith.

a) begged b) asked
c) linked d) demanded
15. I sat is silent “dejection”.

a) depression b) happiness c) boredom d) inspire

16. The dying man “bolted” the door.

a) loosened b) broke c) locked d) slowed

17. The whole of the “evidence” was erased.

a) data b) proof c) confirmation d) guess

18. I didn’t “dare” to disobey him.

a) challenge b) face
c) evade d) risk
19. She was “trembling” in fear.

a) shivering b) fighting
c) scolding d) embracing
20. “Pretending” he doesn’t remember is an old trick of risk.

a) loosing b) acting
c) coming
d) fighting
21. With a “sinking” heart, he realized her.

a) acting b) pretening c) falling d) recovering

22. Her voice was “approaching” panic.

a) going near b) forward near c) slow near d) coming near
Q.No Antonyms
4-6 1 Mark Questions
3 Marks
I - His First Flight

1. The young seagull stepped slowly out to the “brink” of the ledge.
a) border b) edge c) high d) middle
2. They were beckoning to him, calling “shrilly”.

a) resonantly b) acutely
c) calmly d) treble
3. The sun was “ascending” the sky.
a) descending b) rising
c) counting d) walking
4. He then “trotted” back and forth from one end of the ledge to the other.
a) jogged b) run c) hurried d) stopped
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5. Then a monstrous terror “seized” him.
a) release b) grasp c) snatch d) conquer
6. The seagull’s parents threatened to let him “starve” on his ledge.
a) hunger b) death c) famish d) nourish
7. There was not a single “scrap” of the food left for the seagull in the ledge.
a) take
b) piece c) lot d) remove

8. The young seagull even “gnawed” at the dried pieces of eggs bell.
a) chewed b) swallowed c) disgested d) devoured
9. He was soaring “gradually”, downwards and outwards.
a) slowly b) steadily c) regularly
d) suddenly
10. His mother had “swooped” upwards.

a) dive b) pounce c) decent d) ascent

11. They were “beckoning” to him, calling shrilly.

a) attracting b) repeling c) gesture d) signaling

12. His father was “preening” the feathers on his white back.

a) dirtying b) correcting
c) decking d) cleaning
13. The sun was “soothing”.

a) pleasing b) relaxing
c) disturbing d) burning
14. The birds were “chirping” at the end of the woods. PTA-3

a) singing b) shouting
c) tweeting d) alarming
15. She screamed back “mockingly”. MDL-19

a) disrespectfully b) ridiculously c) jeeringly d) respectfully

16. As the young seagull passed “beneath” her, he heard the swish of her wings.

a) below b) above c) under d) off
17. But he kept calling “plaintively”.

a) happily b) sadly
c) luckily d) fortunately
18. He could not rise “exhausted” by the strange exercise.

a) tired b) weary c) slepy

d) energized
19. He uttered a joyful “scream”.

a) spoke b) whisper c) communicated d) still

20. He tried to “whet” its beak!.

a) sharpened b) remove c) correct d) blunted
2 - The Night The Ghost Got In

1. A “hullabaloo” was raised by the appearance of the ghost.
a) party b) silence c) fear
d) doubt
2. She picked up a shoe and “whammed” it through the window. PTA-1
a) tapped b) threw c) struck d) pulled
3. Nothing he said “gruffly”. PTA-2 HY-19
a) happily b) roughly c) sadly d) plainly
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4. The light still shone “palely” down the stains. PTA-4
a) dim b) weak c) bright
d) faint
5. The cops were “reluctant” to leave.
a) unwilling b) ready c) willing d) indifferent
6. “Cowardice” is a baseless.
a) awardess b) courage c) helplessness d) dice
7. My mother was in the “attic”.
a) storage space b) exit c) entrance d) staircase
8. She shouted “intuitively”.
a) senslessly b) induced
c) terribly d) immediately
9. The lady seems “hysterical”.
a) mad b) senseless c) wise d) calm
10. The steps had “ceased”.

a) halted b) stopped c) started d) ended

11. Further more, they “obviously” didn’t like the layout.

a) certainly b) transparent
c) evident d) uncertainly
12. A cop “cursed” and shot his hands to his shoulder.

a) blaspheme b) blessing c) malediction d) imprecation

13. Open up! cried a “hoarse” voice.

a) sweet b) rough c) husky d) violent

14. She is all “excited”.

a) bored b) eager c) thrilled d) agitated

15. I could see the “faint” shine of plates on the plate-rail.

a) pale b) strong c) weak d) faded

16. When I got to the attic, things were pretty “confused”.

a) puzzled b) enlightened c) baffled d) preplexed

17. Grandfather evidently jumped to the “conclusion”.

a) begining b) decision
c) final d) middle
18. At regular intervals a board “creaked” in the upstairs.

a) shabby b) scraped c) silence d) rasped

19. They were the steps of a man walking “rapidly”.

a) roughly b) fastly
c) slowly d) quickly
20. Herman “ventured” out of his room.

a) moved b) ran c) walked d) stayed
21. I had not “dared” to tell her that it was not burglars but ghosts.

a) avoided b) simplicity
c) courage d) experience
22. The policemen “emerged” out of the darkness.

a) appeared b) merged c) jumped d) disappeared
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23. Herman rushed to his room and “slammed” the door.

a) closed b) locked c) banged d) opened
3 - Empowered Woman Navigating The World

1. She did a “tremendous” taste.
a) big b) large c) tiny d) great
2. The project was taken in “consonance” with the national policy. PTA-1 HY-19
a) agreement b) constant
c) disagreement d) harmony
3. Those are the times we have to be “active”.

a) dyamic b) lively c) energetic d) inactive
4. I am “glad” that we were able to finish successfully.
a) happy b) pleased c) sorry d) joyful
5. The project is “considered” essential towards promoting.
a) covered b) unstudied c) meticulous d) informed
6. INSV Tarini was built “indigenously” in India.
a) internationally b) domestically
c) technically d) beautifully
7. The voyage was aimed to show case “make in India”, “initiative”.
a) energy b) venture c) plan d) indifference
8. Women’s “accomplishments” are tremendous.
a) failures b) completion c) success d) achievements
9. Air is “essential” for all living beings.
a) important b) extra c) more d) irrelevant
10. Parents were “apprehensive” and supportive.

a) disturbed b) composed
c) anxious d) happy
11. It covered “expedition” in five legs with step over at four parts.

a) journey b) task
c) halt
d) plan
12. She has got special “potential”.

a) capability b) incapability
c) skill
d) talent
13. We did not want to “frighten” them.

a) affright b) horrify c) alarm d) comfort

14. We “anticipated” what could be there ahead.

a) unexpected b) expected c) doubted d) imagined

15. The sea does not “discriminate” between genders.

a) distinguish b) combine c) confuse d) unite

16. INSV Tarini was “commissioned” to the Indian Navy Service on 18 February 2017.

a) licensed b) called
c) ordered d) left
17. It was a “blissful” experience.

a) exciting b) gleeful
c) unhappy d) joyful
18. We attended some theoretical courses on whether “prediction”.

a) forecast b) reality
c) condition d) picture
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19. IMD collected data for “monitoring” marine pollution on high seas.

a) correcting b) ignoring c) checking d) navigating

20. It encouraged the use of non-conventional “renewable” energy resources.

a) reversible b) non-renewable
c) replenish d) fresh
21. Sail boat “encouraged” renewable energy.

a) helped b) assisted
c) discouraged d) courage
22. She told the “accurate” answer.

a) correct b) exact
c) absolute d) inaccurate
4 - The Attic
1. We had reached a point where the road “bifurcated”.
a) improve b) divided c) merged
d) began
2. The tea shop still “existed” there.
a) disappeared b) stayed c) survived d) lived
3. The sun was “soothing” without much heat. PTA-1
a) comforting b) pleasing
c) relaxing d) annoying
4. The owner of the tea shop. Now over sixty was “rustic” in appearance.
a) urban b) rural c) village d) sophisticated
5. The attic had “crumbled” down.
a) broken b) interrupted
c) painted d) integrated/strengthened
6. He was the spoilt child of “affluent” parents.
a) nice
b) wealthy c) poor d) anxious
7. He stood up with eyes “dilated”.
a) opened b) closed c) shrunken d) enlarged
8. Aditya, this “smacks” too much of charity.
a) tastes b) fixes c) means d) shows
9. Sasanka “peered” intently at Aditya.
a) ignored b) gazed c) looked d) waited
10. He lived a “cursed” life.

a) sinful b) blessed c) sad d) unholy

11. The floor was “strewn” with twigs and straw and pigeon droppings.

a) compact b) scattered
c) held d) locked
12. We “ascertained” the location of his house.

a) doubted b) confirmed
c) verified d) guessed
13. Sanyal was leading an “unperturbed” life.

a) calm b) disturbed c) satisfied d) unworried

14. The house was in “ruins”.

a) destruction b) construction c) structure d) form

15. The children were “curious” on seeing him.

a) eager b) careless c) interested d) puzzled

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16. She “recited” the poem, ‘The financial expert’.

a) improvised b) repeated c) told d) started

17. His face looked “over wrought”.

a) tired b) sad c) hopeful d) upset

18. He suddenly stood up and “stretched” himself.

a) enlarged b) spread
c) looked d) contracted
19. Mr. Sanyal was not “crazy”.

a) serious b) joking
c) insane d) wise
20. Mr. Sanyal was really not “forget” the incident.

a) remember b) felt happy c) felt sad d) exist

21. He tried to “revive” old childhood memories.

a) refresh b) begin
c) run d) destroy
22. Sanyal “stared” at Aditya.

a) peered b) ignored
c) saw happily d) looked
5 - Tech Bloomers
1. We look forward to a more inclusive way of learning instead of the “cloistered” existence. PTA-2
a) enclosed b) detached c) opened d) united
2. One can control the computer screen with a “gaze”. PTA-3

a) blink b) stare c) look d) trace
3. It is a boon to citizens with “special” needs.
a) ordinary b) extraordinary c) usual d) normal
4. So we can now look forward to a more “inclusive” way of learning.
a) comprehensive b) completely
c) exclusive d) overall
5. We have “exhausted” the milk.
a) feeble b) exchanged c) refilled d) spent
6. Anything which is below a certain “threshold” can be self ordered by the appliance.
a) end b) refusal c) beginning
d) starting point
7. India’s disabled are “deprived” by attitudinal barriers.

a) dead b) deaf c) privileged d) impoverished
8. But is would have been “frustrating” and difficult.
a) depressing b) encouraging
c) blocking d) disturbing
9. India’s disabled continue to “grapple” with the challenge of inclusion.
a) wrestle b) push c) jostle d) release
10. It has become a confident and “competent” communicator.

a) talented b) in competent
c) accomplished d) experienced
11. Access, acceptance and “inclusion” are the challenges we face with.

a) exclusion b) expulsion
c) incorportion d) listing
12. Technology is also a “boon” to citizens with special needs.

a) happiness b) curse c) jolly

d) blessing
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13. David is also a “keen” sportsman.

a) enthusiastic b) intense c) spirited d) reluctant

14. Stephen Hawking was “concerned” about people with disability.

a) sympathetic b) disliked c) unhappy

d) indifferent
15. The ECO2 is linked to an “interactive” white board.

a) verbal b) debate c) congenial d) incompatible

16. Technology is very important because it enables me to communicate and he “independent”.

a) lively b) impartial c) dependent d) freedom

17. Blee watch has been “designed” for people with hearing defects.

a) chanced b) destined
c) planned d) assembled
18. Einstein is a world “renowned” physicist.

a) good b) famous c) unknown d) great

19. We can “overcome” physical impairments.

a) conquer b) yield c) cross d) near

20. Learning is a “collaborative” process.

a) separate b) cooperative
c) continuous d) continual
21. Indian “innovations” are helpful to the disabled.

a) novelties b) beginings
c) conventions d) findings
6 - The Last Lesson

1. Usually, when school began, there was a great “bustle”.
a) rush b) calmness c) activity d) run
2. I had counted on the “commotion” to get to my desk without being seen.
a) calmness b) confusion
c) disturbance d) unrest

3. M. Hamel mounted his chair and in the same “grave” and gentle tone.
a) trivial / cheerful b) curious c) severe d) serious
4. We have all a great deal to “reproach” ourselves with.
a) disappointment b) rebuke c) praise d) disapproval
5. You could see that he, too, was crying; his voice “trembled” with emotion.
a) shudder b) vibrate c) shake d) steady
6. He “dreaded” being scolded by M. Hamel.

a) feared b) desired c) humble d) atrocious
7. They recited in “unison”.
a) consensus b) concurrence
c) conflict d) accord
8. Many things “tempted” Daudet on his way to school.
a) controlled b) repelled
c) discouraged d) attracted
9. Thorns “choked” the way.
a) blocked b) hid c) unclear d) unblocked
10. The whole school seemed to “strange”.

a) normal b) new
c) hard d) different
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11. The Prussians “defeated” the French.

a) retreated b) triumphed c) analysed d) faced

12. Everyone dreaded Hamel’s “terrible” iron ruler.

a) awful b) sad c) strong

d) beautiful
13. The boy was in great dread of a “scolding”.

a) breaking b) giving
c) praising d) attending
14. I “blushed” seeing everyone in class before me.

a) felt sad b) felt angry

c) turned pale d) felt ashamed
15. You can imagine how I blushed and how “frightened” I was.

a) watchful b) calm c) inattentive

d) attract
16. Language frees “enslaved” people.

a) freed b) imprisoned c) impartial d) made slave

17. The whole school seemed so strange and “solemn”.

a) different b) frivolous
c) calm d) discipline
18. M. Hamel was “gazing” first at one thing.

a) staying b) working
c) watching d) glancing
19. It is the thing that “surprised” me.

a) praised b) unsurprised c) independent d) liberated

20. M. Hamel “mounted” his chair.

a) seated b) occupied
c) descended d) jumped
21. We must “guard” our language.

a) learn b) affection c) pereserve d) neglect

22. M. Hamel was so “cranky”.

a) irritable b) cheerful
c) cunning d) bold
23. Your parents were “anxious”.

a) relax b) happy c) faultness d) ideal

24. M. Hamel “blamed” himself.

a) presented b) loved c) accused d) praised
7 - The Dying Detective

1. I was “horrified” for I had not heard about his illness before.
a) shocked b) pleased c) disgusted
d) scared
2. It is the disease from Sumatra. It is deadly and “contagious”.
a) non-contagious b) infectious
c) communicable
d) transmissible
3. The little man was “startled”. PTA-3
a) surprised b) excited
c) saddened d) at ease
4. The sick room was a “gloomy” spot. PTA-5
a) dark b) dim c) dull
d) bright
5. “How “ignorant” you are! Watson!” He said with a groan.
a) illiterate b) uneducated c) well informed d) rude
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6. My feelings as a doctor were “aroused”.
a) stimulated b) filed
c) felt
d) pacified
7. Watson said that it was “madness”.
a) laziness b) insanity c) calmness d) weirdness
8. I have “confidence” in you.
a) strength b) doubt c) trust d) love
9. Watson heard a “dreadful” cry.
a) unpleasant b) alarm c) mild / pleasant d) evil
10. The dying man “bolted” the door and locked it.

a) loosened b) broke c) locked d) slowed

11. Watson could “persuade” smith to visit Sherlock.

a) convince b) dissuade
c) urge d) reason
12. I sat in silent “dejection”.

a) depression b) happiness c) boredom d) inspire

13. Holmes “whispered” smith’s name.

a) screamed b) gossip c) talked d) suggested

14. Mrs. Hudson was waiting outside, “trembling” and crying.

a) shaking b) dancing
c) running d) steady
15. I saw a “frail” man with bald head sitting.

a) weak b) strong c) simple d) bold

16. I was “hesitant” to leave him now.

a) ready b) weak c) strong d) humble

17. He was “delirious”.

a) insane b) sad c) balanced d) happy

18. Holmes “pleaded” with Smith.

a) begged b) asked
c) requested d) demanded
19. Holmes “undermined” Watson’s capability.

a) strengthened b) weakened c) postponed d) advanced

20. There was a sudden “rudely” to Watson.

a) roughly b) politely
c) softly d) correctly
21. There was a sudden rush and “scuffle”.

a) fight b) understand c) agreement d) kindness

22. To avoid “imprisonment”, smith tried to skill Sherlock Holmes.

a) confined b) jailed c) threatened

d) released
23. For three days he has been “sinking”.

a) falling b) acting c) pretending d) recovering

24. The “gaunt” face was staring from the bed.

a) thin b) thick c) hard d) healthy

25. His hand was “twitched” all the time.

a) shivering b) folded c) crossed d) strong
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UNIT 2 & 6
Q.No
TB P. No. 35 & 176
7 SINGULAR - PLURAL
1 Mark
Countable nouns can be singular or plural. Singular noun refer to one thing but a plural noun refer
to more than one.
By adding 's' to the singular. If a, e, i, o, u vowels are before them
apple - apples ; bat - bats
boy - boys ; book - books
car - cars ; dog - dogs
girl - girls ; home - homes
king - kings ; tree - trees
bag - bags ; monkey - monkeys
By adding 'es' to the singular. words ending with s, ch, sh, o, x
bus - buses ; bush - bushes
batch - batches ; wish - wishes
catch - catches ; church - churches
glass - glasses ; cargo - cargoes
hero - heroes ; negro - negroes
potato - potatoes ; tomato - tomatoes
Exception:
studios*, photos*, dynamos*, radios*, kilos*, pianos*
By adding 's' to the singular when it ends with 'y' with a vowel before it.
Y vd;W Koa[k; thh;j;ijfSf;F ‘S’ nrh;j;J vGj ntz;Lk;. (Y vd;w vGj;Jf;F Kd;djhf
Vowels ,lk; bgWk;)
key - keys ; play - plays
boy - boys ; essay - essays*
day - days ; monkey - monkeys*
donkey - donkeys*
By adding 'y' into 'i' and adding 'es' if a, e, i, o, u vowels are not before them
Y vd;W Koa[k; thh;j;ijfSf;F (ies) nrh;j;J vGj ntz;Lk; (Y vd;W vGj;Jf;F Kd;djhf
vowels ,lk; bgwhJ)
story - stories ; study - studies
army - armies ; duty - duties
baby - babies ; family - families
city - cities ; lady - ladies
country - countries* ; lorry - lorries
By changing 'f/fe' into 'v' and adding 's/'as' (f/fe - y; Kot[k; thh;j;ijfSf;F f/fe
gjpyhf ‘ves’ nrh;j;J vGj ntz;Lk;)
leaf - leaves ; thief - thieves
loaf - loaves ; knief - knives
grief - griefs ; life - lives
self - selves ; wolf - wolves
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10th English
Exceptional: proof - proofs
roof - roofs
kerchief - kerchiefs
By change of vowels 'oo' becomes 'ee' (‘oo’ ïl«bgW« ïl¤âš ‘ee’ vd vGjî«)
foot - feet ;
tooth - teeth ; man - men
goose - geese ; woman - women
By adding 'en'
child - children ; ox - oxen
By adding 'es' when it ends with 'is' ('is' -š Koí« th®¤ijfS¡F mj‰F gâyhf 'es' vGj
nt©L«)
axis - axes ; crisis - crises*
basis - bases ; analysis - analyses*
synopsis - synopses* ; hypothesis - hypotheses*
thesis - theses* ; diagnosis - diagnoses
By adding 'a', when it ends with um/on (um / on - y; Koa[k; thh;j;ijfSf;F

mjw;F gjpyhf ‘a’ nrh;j;J vGjntz;Lk;)
memorandum - memoranda ; aquarium - aquaria*
stratum - strata* ; curriculum - curricula*
medium - media ; bacterium - bacteria
datum - data ; stadium - stadia
agendum - agenda ; criterion - criteria*
By adding 'ae', when it ends with 'a' ('a' -š Koªjhš mj‰F gâyhf 'ae' vGJ)
alumna - alumnae* ; formula - formulae*
antenna - antennae* ;
By adding 'i', when it ends of 'us' ('us' -š Koªjhš mj‰F gâyhf 'i' vGJ)
focus - foci ; terminus - termini*
aluminus - alumini* ; fungus - fungi*
syllabus - syllabi* ; radius - radii*
stimulus - stimuli ; nucleus - nuclei*
By adding 'ces', when it ends of 'x' ('x'-tªjhš mj‰F gâyhf 'ces' Mf kh‰¿ vGJ)
matrix - matrices ; index - indices*
appendix - appendices* ; apex - apices
vertex - vertices
Same both in singular and Plural (xUik g‹ik ïu©L« xnu khâÇ mikgit)
sheep ; deer ; air craft , fish
furniture* ; cattle ; corps ; scenery
species* ; spectacles* ; means ; apparatus
series ; innings* ; information ; news*
rice ; offspring
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The following nouns are always plural
(fPH;fhQk; thh;j;ijfs; plural - form -š kl;Lnk cs;sd)
sunglasses* ; savings* ; outskirts ; scissors*
aims ; binoculars ; premises* ; shorts
earnings ; troops ; remains ; belongings*
cattle* ; people ; staff
nkYk; mwpe;J bfhs;s :
commander- in-chief - commanders-in-chief* ; governor-general - governors general
runner up - runners up*
Son in law - sons-in-law* ; daughter-in-law - daughters-in-law*
passer by - passers by* ; major-general - major-generals*
dining room - dining rooms* ; spoonful - spoonsful*
Exercise:
1. Choose the correct plural form of ‘alga’ from the following. MDL-19
a) algum b) algi c) algae d) algas
2. Choose the correct plural form of ‘loaf’ from the following. PTA-1 HY-19 TB
a) loafs b) loaves c) loavs d) loafes
3. Choose the correct plural form of ‘radius’ from the following.
a) radius b) radios c) radii d) radies
4. Choose the correct plural form of ‘lorry’ from the following. PTA-2
a) lorrys b) lorry c) lories d) lorries
5. Choose the correct plural form of ‘dining room’ from the following.
a) dining rooms b) dining rooms
c) dining roomes
d) dining room
6. Choose the correct plural form of ‘child’ from the following. PTA-3 TB
a) childs b) childrens c) children
d) childes
7. Choose the correct plural form of ‘syllabus’ from the following. PTA-4
a) syllabi b) syllables c) syllabus
d) syllabii
8. Choose the correct plural form of ‘medium’ from the following.
a) mediums b) mediae c) media
d) mediams
9. Choose the correct plural form of ‘alumnus’ from the following. PTA-5
a) alumna b) alumnae c) alumni
d) alumnuses
10. Choose the correct plural form of ‘deer’ from the following. PTA-6

TB
a) deers b) deerae c) deer
d) dear
Affixes UNIT 4
Q.No (Prefix and Suffix
TB P. No. 101
8 Affixes (Prefix and Suffix)
1 Mark
Prefix:
➢ A prefix is can be defined as a letter or group of letters attached to the beginning of a word.
➢ xU brhy;ypUe;J g[jpa brhy;iy cUthf;f mr;brhy;Yf;F Kd; gad;gLj;jg;gLk; mir
(syllable) Kd;bdhl;L (Prefix) MFk;
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10th English
Prefix Root word New word
international international
multimedia multimedia
immoral immoral
misfortune misfortune
Some Prefixes: a-, un-, en-, in-, im-, il-, mis-, dis-, pre-,
Suffix:
➢ Suffix can be defined as a letter or group of letters attached to the end of a word.

➢ xU brhy;ypUe;J g[jpa brhy;iy cUthf;f mr;brhy;Yf;F gpd; gad;gLj;jg;gLk; mir

(syllable) gpd;bdhl;L (Suffix) MFk;

Suffix Root word New word
-able port portable
-ful beauty beautiful
-ing walk walking
Some suffixes: -able, -or, -er, -ous, -ance, ......
tpjptpyf;Ffs;:
➢ All ia Prefix Mf gad;gLj;Jk; nghJ xU “l“ ia ePf;f ntz;Lk;

All + ways → Always; All + together → Altogether

➢ Vowel-y; bjhl=;fg;gLk; vGj;J bjhFg;g[fis suffix Mf gad;gLj;Jk; nghJ mog;gil
thu;;j;ijapd; filrpapy; Vowel “e“ ,Ue;jhy; mjid ePf;f ntz;Lk;
narrate + ion → narration ; fame + ous → famous
exception: heroism, agreeable, noticeable, courageous
➢ er, ed, ing-ia suffix Mf gad;gLj;Jk; nghJ Rootword y; vowel f;F gpwF xnu xU “l“ ,Ue;jhy;
mjid ,ul;og;ghf;f ntz;Lk;.
travel + ed → travelled
➢ ed, es, er, eth, ly, ness, ful, ous-ia suffix Mf gad;gLj;Jk; nghJ thu;j;ijapd; filrpapy;
consonant f;F gpwF “y“ ,Ue;jhy; “y“ ia “i“ Mf khw;w ntz;Lk;.
lazy + ness → laziness; beauty + ful → beautiful
➢ ed, er, ing-ia suffix Mf gad;gLj;Jk; nghJ Rootword d; filrpapy; vowel f;F gpwF “y“
,Ue;jhy; “y“ ia mg;gona itj;Jf; bfhs;s ntz;Lk;.
destroy + ing → destroying ; buy + ing → buying
➢ ing-I suffix Mf gad;gLj;Jk; nghJ thu;j;ijapd; filrpapy; “ie“ ,Ue;jhy; “e“ ia
ePf;fptpl;L “i“ ia “y“ Mf khw;w ntz;Lk;.
die + ing → dying ; tie + ing → typing
Making word using “Prefixes”
Prefix Example for New word
a- away, aside, abroad, arise, awake, alike
anti- antisocial, antibiotic, antinational anti septic.
auto- automatic, automobile, autograph, autobiography
bi- bicycle, bilingual, bisect, biannual, bifocal
by- bypass, by product
co- co-operate, co-ordinate, co-existence, cooperation
em- empower, employ
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10th English
en- enlarge, encircle, ensure, enrich, enlist, encounter
extra- extraordinary, extracurricular, extrawork
fore- forehead, forecast, foreleft, foreright, forefinger
non- nonstop, nonviolence, non vegetarian, non co-operation, non existence,
over- overload, overlap, overhead, overthrow, overflow, over confident, overcoat, over shadow
pre- pretest, precaution, premature, preplanned, preuniversity, prefabricate
dis- disconnect, dislike, disobedient, disrespect, disobey, disown, discharge, disagree, disappear,
disapprove
hyper- hyperactive, hypertension, hypersensitive
ig- ignoble, ignore
il- illegal, illiterate, illogical, illegitimate
im- impossible, impolite, import, improper, immaterial,
in- indirect, insecure, invisible, indecent, incorrect, inaudible, indoor, inactive, invaluable, inefficient
inter- interlock, international, intermission, interracial
mis- mischief, misunderstand, misspell, miscalculate, mistaken, misfortune, misplaced
multi- multimedia, multipurpose, multinational, multilingual
sub- submarine, subway, subordinate, substandard, subconscious, subeditor, subtitle
ultra- ultraviolet, ultrasound, ultra modern
un- unhappy, unsustainable, unnatural, unable, unfair, untold, unscript, unhonoured
re- repay, refund, replay, return, research
semi- semicircle, semifinal
super- superman, supernatural, supermarket, super editor, superway
tele- television, telepathy, telescope, telephone
under- underestimate, underground, underdeveloped
Some words using “Suffixes”
Suffix Example for New word
-al proposal, exceptional, capital, arrival, survival, natural, accidental, sentimental
-able countable, creditable, profitable, portable, readable, suitable, eatable, washable
-ance reliance, performance, assistance, clearance, acquaintance
-ful beautiful, colourful, careful, helpful, useful, needful, thankful, grateful, regretful
-ion association, collaboration, declaration, navigation, celebration, radiation, tension, secretion
-age mileage, bandage, postage, teenage, baggage, homage
-hood childhood, manhood, neighbourhood, boyhood
-ian musician, politician, electrician, guardian, canadian
-ism socialism, communism, heroism, capitalism, patriotism
-ly heavenly, truly, beautifully, entirely, comfortably, lovingly
-ist violinist, scientist, tourist, artist
-ment movement, development, environment, punishment, appointment, assessment, announcement
-ness weakness, brightness, kindness, calmness
-less careless, powerless, hairless, restless, helpless, homeless, faithless, fearless
-ous religious, furious, dangerous, courageous, humorous
-ity necessity, regularity, security, responsibility, publicity
-ive secretive, attractive, expensive, creative
-ship craftmanship, hardship, friendship, scholarship, workmanship
-ial essential, partial, commercial, differential
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10th English
Exercise :
1. Add a suffix to the word “dream“
He was a dream_____.
a) ity b) er c) ance d) ion
2. Add a prefix to the word “polite“
She is _____ to her mother.
a) non b) im c) un d) anti
3. Add a prefix to the word “quenchable“
The thirst is _____ quenchable
a) un b) il
c) non d) dis
4. Add a suffix to the word “intend“
Swathy had no intend_____ of visiting the doctor.
a) ous b) ly
c) tion d) ness
5. Add a prefix to the word “accurate“
The information the company hands out is _____accurate
a) ly b) un c) dis d) in
6. Add a suffix to the word “trans“
The region was trans_____ by the government policies.
a) able b) er c) form d) ly
7. Add a suffix to the word “hand“
There was only a hand _____ of the people in the theatre.
a) full b) ment c) ful d) ous
8. Add a prefix to the word “obedient“
The teacher punished him for being _____obedient
a) non b) dis c) un d) im
9. Add a suffix to the word “taste“
The juice was taste_____
a) ness b) ive c) ful d) less
10. Add a prefix to the word “spell“
The teacher _____spell his name.
a) mis b) dis c) un d) in
11. Form a derivative by adding the right suffix to the word “comfort”
a) ise b) ory c) ation d) ably
12. Form a derivative by adding the right suffix to the word “document” MDL-19
a) -ary b) -se c) -ation d) -ly
13. Form a derivative by adding the right prefix to the word “natural” PTA-1 TB
a) ir
b) mis c) super d) il

14. Form a derivative by adding the right suffix to the word “fashion” PTA-2 TB
a) ly
b) able c) ty
d) tion
15. Form a derivative by adding the right prefix to the word “relevant” PTA-3
a) il
b) im c) ir
d) mal
16. Attach a suitable prefix to the word “____activate” PTA-4
a) en- b) non- c) de- d) dis-
17. Attach a suitable prefix to the word “____large” PTA-5
a) en- b) non- c) de- d) dis-
18. Attach a suitable suffix to the word “excellent ____” PTA-6
a) ly b) ism c) ication d) ness

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UNIT 5
Q.No Section - I TB P. No. 131-133
9 Abbreviations / Acronyms
1 Mark
Abbreviation:
➢ An abbreviation is the short form of the word or a phrase.
➢ An abbreviation is typically a shortened form of words used to represent the whole.
➢ xU brhy; my;yJ brhw;nwhlupd; RUf;fg;gl;l totnk abbreviation MFk;.
Example:
➢ Dr. – Doctor (,=;F Dr vd;gJ Doctor vd;w brhy;ypd; RUf;fkhFk;.)
➢ B.A. – Bachelor of Arts
Abbrevations Expansion FM Frequency Modulation
AICTE All India Council for Technical FAO Food and Agricultural Organisation
Education FCI Food Corporation of India
ALU Arithmetic Logic Unit FIR* First Information Report
AIR* All India Radio GMT Greenwich Mean Time
ATM Automated Teller Machine GPRS* General Pocket Radio Service
BBC* British Broadcasting Corporation GPS* Global Positioning System
BCCI* Board of Control for Cricket in India GST* Goods and Service Tax
BE Bachelor of Engineering GATE Graduate Aptitude Test in
B.Sc Bachelor of Science Engineering
B.A Bachelor of Arts HD High Definition
BPO* Business Process Outsourcing HR Human Resources
BSNL Bharat Sanchar Nigam Limited HDTV* High Definition Television
BPCL Bharat Petroleum Corporation HIV* Human Immuno deficiency Virus
Limited IB Intelligence Bureau
CA Chartered Accountant IQ Intelligence Quotient
CAT Common Aptitude Test IAF* Indian Air Force
BHEL* Bharat Heavy Electricals Limited IAS* Indian Administrative Service
CBI* Central Burea of Investigation ICU Intensive Care Unit
CCE Continuous and Comprehensive IFS* Indian Forest Service
Evaluation HDMI High Definition Multimedia Interface
CCTV* Closed Circuit Television ILO* International Labour Organization
CPU Central Processing Unit IIT Indian Institute of Technology
CRY Child Rights and You (or) Care and INSAT* Indian National Satellite
Relief for the Young IMF International Monetary Fund
CFC* Chloro Fluro Carbon IPS Indian Police Service
CWG Common Wealth Games ISRO* Indian Space and Research
DD Demand Draft Organisation
DEO District Educational Officer IPC Indian Penal Code
DIET* District Institute of Educational and ISF* Indian Security Force
Training IST Indian Standard Time
ECG* Electro Cardio Gram JEE Joint Entrance Examination
ECI Election Commission of India KPO* Knowledge Process Outsourcing
EMI Equated Monthly Installment LCD Liquid Crystal Display
275
10th English
LIC* Life Insurance Corporation of India RAM* Random Access Memory
LPG* Liquefied Petroleum Gas ROM* Read Only Memory
MBA* Master of Business Administration RTO* Regional Transport Office
MLA* Member of Legislative Assembly, SBI* State Bank of India
Manual Labour Act SAT* Scholastic Aptitude Test
MBBS Bachelor of Medicine and Bachelor SMS Short Message Service
of Surgery SSA Sarva Shiksha Abhiyan
MNC* Multi National Company SIM* Subscriber Identity Module
MRI Magnetic Resonance Imaging SSC Staff Selection Commission
MHRD Ministry of Human Resource SSLC Secondary School Leaving Certificate
Development STD Subscriber Trunk Dialing
NCC National Cadet Corps TC Transfer Certificate
NGO* Non Governmental Organisation TNPSC Tamil Nadu Public Service
NRI* Non Resident Indian Commission
NCERT National Council of Education TRB* Teacher Recruitment Board
Research and Training TNTET Tamil Nadu Teacher Eligibility Test
NEET* National Eligibility cum Entrance UAE* United Arab Emirates
Test UFO* Unidentified Flying Object
NEWS* North East West South UGC* University Grants Commission
NGC National Green Corps UNO* United Nations Organization
NLC Neyveli Lignite Corporation UPSC Union Public Service Commission
ONGC Oil and Natural Gas Commission UN United Nations
OTP One Time Password VAN Value Added Network
PA Personal Assistant VAT* Value Added Tax
PRO Public Relation Officer VCR Video Cassette Recorder
PTA Parents Teacher Association WTC World Trade Centre
PWD* Public Works Department WHO* World Health Organization
PIN* Postal Index Number WWF World Widelife Fund
PLI Postal Life Insurance SR Southern Railway
PSLV Polar Satellite Launch Vehicle WWW* World Wide Web
Covid-19* Corona Virus Disease 2019 YMCA* Young Men’s Christian Association
RBI* Reserve Bank of India YWCA* Young Women’s Christian
RRB Railway Recruitment Board Association
RTE Right to Education ZSI* Zoological Survey of India
RMS Railyway Mail Service
ACRONYMS
➢
An acronyms is a word formed from the first letters of other words.
➢
An acronyms can be pronounced as a word.
➢
btt;ntW brhw;fspd; Kjy; vGj;Jf;fshy; cUthd Abbreviation xU brhy;yhf
(thu;j;ijahf) cr;rupf;fg;gLk; nghJ mJ Acronym MFk;
AIDS Acquired Immuno Deficiency Syndrome
AIR All India Radio
CAT Common Aptitude Test
INSAT Indian National Satellite
LAN Local Area Network
276
10th English
LASAR Light Amplification by Stimulated Emission of Radiation
NASA National Aeronautics and Space Administration
RADAR Radio Detecting and Ranging
IGNOU Indira Gandhi National Open University
ISRO Indian Satellite Research Organization
PAN Permanent Account Number
PIN Postal Index Number
SAT Scholastic Aptitude Test
SIM Subscriber Identification Module
TAFE Tractor and Form Equipment
TANSI Tamil Nadu Small scale Industries
UNESCO United Nations Educational Scientific Cultural Organization
UNICEF United Nations Children’s Fund
VAT Value Added Tax
Choose the expansion of the abbreviations.

1. The common expansion of SBI is ______.
a) Selection Board of India b) Security Board of India
c) State Bank of India d) Security Bank of India
2. The common expansion of VAT is ______.
a) Values And Tubes b) Value Access Track
c) Value Added Tax d) Value Audit Trade
3. The common expansion of LAN is ______.
a) Local Available Network b) Local Area Node
c) Local Area Network d) Large Area Network

4. The common expansion of UFO is ______.

a) Unidentified Foreign Object b) Unidentified Flying Object
c) Universal Force Organisation d) United Federal Organisation
5. The common expansion of RRB is ______.
a) Railway Recruitment Board b) Record and Revenue Bank
c) Rail and Reservation Board d) Roadways and Railways Bureau
6. The common expansion of INSAT is ______.
a) International Satellite b) Indian National Satellite

c) International Space Technology d) Independent Satellite Track

7. The common expansion of IPC is ______.

a) Integrated Police Council b) Indian Penal Code
c) Independent Police Corps d) International Public Centre
8. The common expansion of RADAR is ______.
a) Radio Digital Accurate Report b) Radio Defect and Rectification
c) Radio Digital and Ranging d) Radio Detection and Ranging
9. The common expansion of WHO is ______.
a) World Health Organisation b) World Heritage Organisation
c) World Hemisphere Organisation d) Western Harmful Organisation
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10th English
10. The common expansion of CRY is ______.

a) Children Right and You b) Child Rights and Yourself

c) Child Rights or You d) Child Rights and You
11. Choose the correct expansion of the abbreviation SIM. MDL-19 TB

a) Subscriber Information Module b) School Identification Module

c) Student Identification Module d) Subscriber Identification Module

12. Choose the correct expansion of the abbreviation MRI. PTA-2 TB

a) Magnified Resonance Imaging b) Magnified Reasoning Imagery

c) Magnetic Reasonance Imaging d) Magnetic Resonance Imagery

13. Choose the correct expansion of the abbreviation IIT. PTA-3, 5 TB

a) International Institute of Teaching b) Indian Institute of Teaching

c) Indian Institute of Technology d) International Institute of Technology

14. Choose the correct expansion of the abbreviation CBI. PTA-4 TB

a) Central Bureau of Investigation b) Central Bank of India

c) Central Burea of Investigators d) Central Bureau of Investors

15. Choose the correct expansion of the abbreviation IMF. PTA-1 TB

a) Indian Monetary Fund b) International Mutual Fund

c) International Monetary Fund d) Indian Mutual Fund

16. Choose the correct expansion of the abbreviation GPS. PTA-6 TB HY-19

a) Global Pointing Structure b) Globe Position System

c) Global Positioning System d) Geometric Position System
UNIT 3
Q.No Phrasal Verb, Idioms and Phrases and TB P. No. 66 - 68
10 Prepositional Phrases 1 Mark
PHRASAL VERB (tpidr;brhy; brhw;bwhlu;) (Unit - 3, 6 : Text Book P. No. 66-68, 167)
➢ Phrasal verb is a unit of having a verb with an adverb or preposition which gives a special meaning.
➢ xU tpidr; brhy;Yld; tpid cupr;brhy; my;yJ Kd;dpilr; brhw;fs; nru;j;J g[jpa
bghUisj; jUk; bjhFjp tpidr;brhy;
ciHj;J
brhw;bwhlu; vdg;gLk;. break into / in* enter by force
EiHjy;
It can be → verb + preposition
,ilapy;

→ verb + adverb break up to stop

epWj;jy;

→ verb + adverb + preposition

to spreadout

break out jpObud guty;

Phrasal verb suddenly
Phrasal Verb Meaning Tamil Meaning break off separated gpupj;jy;
act up on obey fPH;go bring out* publish btspapLjy;
back up* support xj;JiH call for* demand nfl;ly;

bghWj;Jf; call off * cancel ePf;fk; bra;jy;
bear with* tolerate
bfhs; call on* visit, meet re;jpj;jy;
stop working, gGjiljy; bjhlu;e;J bra;
break down* carry on* continue
collapse
carry out execute bra;J Ko
278
10th English
clear off go away mg;ghy; nghjy; ftdpj;J
look after take care of
clear up* make plain mfw;Wjy; ngzy;
clear out leave tpl;Lr; bry; try to find / njLjy;
look for*
jpUk;gp tUjy; search
come back* return
examine / cl;g[Fe;J
g[upe;J look over / into
come over* understand investigate Muha;jy;
bfhs;sy;
look up search for njLjy;
meet vjpu;ghuhj
come across keep for future itj;jpU
unexpectedly re;jpg;g[ lay by / laid by*
use
come after to follow gpd; bjhlu;jy; ghu;j;jy;
look at see
cut off* disconnect Jz;oj;jy; vjpu;ghu;j;jy;
look out for expect
cut down reduce Fiwj;jy; Juj;Jjy;
make after run after
deal (dealt) rkhspj;jy; g[upjy;
manage make out* understand
with *
,il epw;wy; make over renovate g[Jg;gpj;jy;
drop out* discontinue
gpd; th=;Fjy; make up* originate rkhspj;jy;
fall back retreat
njhy;tp pass away die ,wj;jy;
fall through fail
xj;Jg;nghjy; khw;wk;
enter into* agree pass through under go
bgWjy;
hit on think of jPtpu nahrid
put off* postpone xj;jp itj;jy;
Kd;bdLj;Jr;
get on* make progress put on* wear mzpjy;
bry;
,w=;F put up with* tolerate jh=;fp rfpj;jy;
get off get down
xj;Jg;nghjy; jpUg;gp
get on with* cope with pay off pay back
brYj;Jjy;
get away* escape jg;gpj;jy;
run across meet re;jpj;jy;
get back return jpUk;gpf; bfhL
gpd; bjhlu;e;J
overcome, bty;Yjy; run after chase
get over xL
recover
get through* pass bry;Yjy; run over overflow bgh=;fp tHpjy;
give in* yield tpl;Lf;bfhL set out begin Jt=;Fjy;
tpl;LtpL/ set up establish mikj;jy;
give up* abandon Mjupj;jy;
iftpL stand up for* support
present: continue to vjpu;j;jy;
give away* tH=;Fjy; stand out
distribute resist
Juj;Jjy;/ gpd; take after* write vGJjy;
go after chase, follow
bjhlu;jy; take down* reasonable xj;jpUj;jy;
examine; Muha;jy; take / took in* support Mjut[
go into*
investigate
take / took off* leave the ground g[wg;gLjy;
jh=;Fjy; '
go through endure; examine throw off* reject / discard epuhfupj;jy;
Muha;jy;
throw out* dispose mfw;W
hit on* discover fz;Lgpoj;jy;
tryout test nrhjid
hold on* wait; stop fhj;jpU ' epWj;J
reel off recite xg;g[tpj;jy;
keep on / up* continue bjhlu;e;J bra;
wipe out* destroy mHpj;jy;
keep off* avoid xJ=;fp ,U
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10th English
Complete the following sentence with the appropriate word (Phrasal verb) given below:
1. He renounced his wealth and became a social worker.
a) give in b) give on c) give up d) give out
2. We must not yield to temptations.
a) giveup b) give in c) put up d) put off
3. The meeting was cancelled due to the heavy rain.
a) called up b) called for
c) called in
d) called off
4. Please _______ the light
a) turn up b) turn on c) turn off d) turn away
5. I don’t tolerate your laziness.
a) put up b) put off c) put up with d) put out
6. My plane _______ in thirty minutes.
a) takes b) takes off c) takes on d) takes at
7. I will discord these letters.
a) throw out b) throw off
c) throw awa d) throw in
8. You must keep some money for future use.
a) lay off b) lay about c) lay by d) lay over
9. We _______ money for our retirement.
a) put at b) put c) put in d) put away
10. He will surely pass the exam with flying colours.

a) gave out b) get in

c) get through d) get up
11. The crew ______ of water and food before they could complete their expedition. MDL-19, TB

a) ran on b) ran about c) ran in d) ran out
12. There will be a ______ in the coffee next week. PTA-1, TB

a) warm up b) stretch out

c) shut down d) take off
13. It helps to ______ calories. PTA-2, TB

a) warm up b) run out

c) put on d) burn off
14. The air hostess instructed the passengers to wear the seat belts during the ______. PTA-3, TB

a) take off b) warm up

c) strecth out
d) put on
15. Doing ______ everyday in the morning keeps one healthy. PTA-5, TB

a) warm in b) warm up
c) warm out d) warm into
Idioms and Phrases 1 Mark
Fwpg;g[:
➢ tpdh vz; 10?y; nfl;fg;gLk; tpdhthdJ Phrasal verb, Idioms & Phrases kw;Wk; Prepositional

Phrasal ,tw;wpy; VnjDk; xU gpuptpypUe;J nfl;fg;glyhk;.

➢ ,e;j 3 gpupt[fisa[k; tpupthf bjupe;J bfhs;tJ ey;yJ

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10th English
IDIOMS AND PHRASES
➢ Idioms are groups of words put together as a unit with a particular meaning. The meaning of the
word is not literal.
➢ Idioms vd;gJ kug[j; bjhlu;/ brhy;y tUk; xU fUj;ij jdpr; rpwg;gpay;g[ld; TWtjhFk;.
Some more Idioms and meaning.
S.No. Idioms Meaning jkpH; mu;j;jk;
1 a big way on a large scale bgUkst[
2 a bird’s eye view* a view from higher position cw;Wnehf;F ghu;it
3 a bolt from the blue* unexpected event vjpu;ghuhj epfH;t[
4 a brain child one’s original idea xUtuJ brhe;j nahrid
5 a chance in a million* very small chance kpff;Fiwe;j tha;g;g[
6 a cock and a bull story a widly improbable story ek;gKoahj fij
7 a cuckoo in the nest an unwelcome intruder miHahj tpUe;jhsp
8 a drop in the ocean* very small, unimportant rpwpa/ gadw;w mst[
9 a million dollar questions a question with a valuable answer kpfr;rpwe;j nfs;tp
10 a shadow of one’s self not having the strength typika[ld; jw;nghJ
,y;yhjpUj;jy;
11 a yellow streak cowardice in one’s character nfhiHj;jdkhd
12 an early bird* someone who rises early mjpfhiy vGgtu;
13 apple of one’s eye* one’s favourite person xUtUf;F gpupakhdtd;
14 as good as gold* very well behaved ey;y elj;ij
15 at the crack of dawn very early in the morning itfiw bghGJjpy;
16 bereft of deprived of xd;Wk; fpilf;fhj
epiyapy;
17 break even* make no profit or loss yhg e&;lkpd;wp
18 caught red-handed caught when doing something ifa[k; fst[khf
wrong
19 call it a day* stop working on something ntiy ghu;g;gij epWj;jp
tpLtJ
20 costs an arm and a leg very expensive kpf tpiya[au;e;j
21 done to a turn extremely welldone rpwg;ghf bray;gLjy;
22 draw a blank* to fail to get an answer tpil fhz Koahj
23 dropouts those who withdraw fy;tpapy; ,il epd;nwhu;
24 eyewash* something to deceive fz;Jilg;g[
25 feather in one’s cap one more achievement nkYk; xU btw;wp @yk;
bgUikg;gLtJ
26 fish out of water* a person doesnot fit in gpwUld; xj;Jg;nghfhj
egu;
27 face to mind* recall something epidt[ TWjy;
28 fair and square in a fair way neu;ikahd Kiwapy;
29 get cold feet* get nervous gag;gLjy;
30 get in to hot water* be in serious trouble kpFe;j gpur;ridapy;
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10th English
31 give a piece of mind* to tell someone frankly when one jpl;Ljy;
disapproves others behaviour
32 go a long way to last for a long time ePz;l neuk;
33 honour bound moral duty kupahijapd; bghUl;L
34 in barren statement a state without value Mu;tkpd;wp brhy;Yjy;
35 in deep water in difficulties Jd;gj;jpy; KH;Fjy;
36 in the midst of* in the middle of ,ilapy;
37 keep an eye on watch something to make sure it bray; rupahf
is okay eilbgWtij ftdpj;jy;
38 nip it in the bud* stop at the very beginning Kisapnyna fps;sp vwp
39 on the ball* when some one understands the NH;epiyia g[upe;J
situations well bfhz;L jpwikahf
bray;gLjy;
40 once and for all as a finally settled matter ,Wjp Kot[f;F te;j
tp&ak;
41 once in a bluemoon* rare event mupjhd epfH;t[
42 at one’s disposal* for one’s use xUtuJ gad;ghl;ow;F
43 out of the blue as a total surprise Mr;rupaj;Jld;
44 put on airs behave in an unnatural way to gpwiu ftur; bra;a[k;
impress others tpj;ijfs;
45 second childhood old age Kjpu;e;j taJ
46 see eye to eye* agree to somebody rk;kjpj;jy;
47 take to one’s heel to run away gae;J XotpLjy;
48 take part in participate g=;F bfhs;Sjy;
49 timeout of mind time immemmorial epidtpy; epy;yhjit
50 to bark at the moon to make a fuss with no effect njitapy;yhky; Fiw
TWjy;
51 to be chicken hearted to be cowardly nfhiHj;jdkhd
52 to be on cloud nine to be extremely happy mjPj kfpH;r;rpailjy;
53 to cash in on to take advantage of Kd;Dupik vLj;jy;
54 to crow over to rejoice at the defeat of an btw;wpapy; bfhf;fupj;jy;
opponent
55 to bear with* to tolerate bghWj;J bfhy;Sjy;
56 to take a new turn to begin a new course g[jpjhf xU braiy
bjhl=;Fjy;
57 tricks of the trade the expertise of doing business tpahghu EQf;fk;
58 turn over a new leaf make a new beginning g[jpa mj;jpahaj;ij
bjhl=;F
59 under the sun* any where on earth g{kpapy; ve;j ,lj;jpYk;
60 tit for tat revenge gHpth=;Fjy;
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10th English
“MATERIAL FOR LATE BLOOMERS”
Part - I
ïªj gFâÆš 14 Édh¡fŸ nf£f¥gL»‹wd.
mid¤J« bj¿îŸ Édh¡fshf (Choose) nf£f¥gL»‹wd.
Q.No. 1 to 3 SYNONYMS 3 Marks
Unit - 1 affluent - wealthy
ledge - Shelf / ridge jealous - envious
devour - eat quickly / swallow bifurcated - divided into two
preening - cleaning ascertained - confirmed
whet - to sharpen over wrought - upset
plaintively - sadly rustic - rural / unsophisticated
uttered - articulated
Unit - 5

seized - captured / caught

grapple - to fight

gnawed - chewed

gaze - stare

Unit - 2 icon - figure / image

hullabaloo - loud noise cloister - enclosed
attic - loft / roof space exhausted - empty / consumed
slammed - closed violently renowned - famous / popular
gruffly - sadly
Unit - 6

faint - unclear
bustle - commotion

bevelled - reduced

unison - relevant / combined

Yank - jerked / pulled

rapping - striking

Unit - 3 cranky - strange

circumnavigated - travel around anxious - worried / careful
accomplishment - Achievement dreadful - terrible
expedition - voyage
Unit - 7

indigenously - Natively / naturally

gaunt - lean

replenishment - refill / restoration

twitched - sudden jerk

attain - achieve / gain

gloomy - dark

apprehensive - anxious

frail - weak

Unit - 4 delirious - restlessness

revive - bring back / renew / to recall
scuffle - fight
Q.No. 4 to 6 ANTONYMS 3 Marks

Unit - 1 despondent x hopeful

brink x middle
Unit - 3

cowardice x courage
tremendous x tiny

mocking x respectful

essential x in essential

exhausted x able / energized

defense x offense

praising x scolding

consonance x disagreement

blazing x dark

accurate x in accurate

Unit - 2 pleasant x unpleasant

hullabaloo x silence
Unit - 4

faint x clear
bifurcated x merged

gripped x release

dilated x shrunk

yank x push

ascertained x disproved

indignant x pleased

affluent x poor

intuitively x induced

365
10th English
antique x new; modern
unison x
conflict
over wrought x calm; cool
choked x
un blocked
cursed x blessed
quiet x
noisy
commotion x clarity
Unit - 5

courage x timidity
combined x separated

enslaved x freed

exhausted x full

grapple x accept Unit - 7

brave x cowardly flushed x
reddish
gloomy x cheerful gaunt x
lean
conceal x reveal gloomy x
lightness
frail x strong
Unit - 6

horrified x terrified
often x seldom

approaching x retreating

Q.No. 7 SINGULAR - PLURAL 1 Mark

* vËa tÊKiwfŸ / ÃidÉš bfhŸf.
 ‘is’-š Koí« th®¤ijfËš ‘is’-¡F gâyhf ‘es’-nr®¤J vGjî«, Ex: crisis - crises
 ‘us’-š Koí« th®¤ijfËš ‘us’-¡F gâyhf ‘i’-nr®¤J vGjî«.Ex: focus - foci
 ‘um/on’-š Koí« th®¤ijfËš ‘um/on’-¡F gâyhf ‘a’-nr®¤J vGjî«. Ex: datum - data
 ‘ex/ix’-š Koí« th®¤ijfËš ‘ex/ix’-¡F gâyhf ‘ices’-nr®¤J vGjî«.Ex: Matrix - Matrices
 ‘f/fe’-š Koí« th®¤ijfËš ‘f/fe’-¡F gâyhf ‘v+es’-nr®¤J vGjî«.Ex: loaf - loaves
Singular - Plural  diagnosis - diagnoses

 army* - armies  fungus - fungi
 story - stories  radius* - radii
 buffalo - buffaloes  aluminus - alumni
 dynamo* - dynamos  syllabus* - syllabi
 piano - pianos  aquarium - aquaria
 calf* - calves  curriculum - curricula
 thief* - thieves  erratum - errata
 self - selves  medium* - media
 woman* - women  stratum* - strata
 child - children  phenomenon - phenomena
 mouse* - mice  matrix* - matrices
 formula* - formulae Commander-in-chief → commander’s-in-chief
 alumina* - aluminae son-in-law → sons-in-law
 axis* - axes daughter-in-law → daughters-in-law
 analysis* - analyses governor general → governors general
 thesis* - theses passer by → passers by
Singular-Plural ïu©L« x‹whf cŸsit.

cattle, deer, furniture, sheep, advice, stationary, luggage, information, innings, corps, news, scissors,
species, trousers.
366
10th English
Q.No. 8 PREFIX - SUFFIX 1 Mark
*
xU brhšÈÈUªJ òâa brhšiy cUth¡f m¢brhšY¡F K‹ ga‹gL¤J« mir K‹bdh£L (Prefix)
MF«.
*
xU brhšÈÈUªJ òâa brhšiy cUth¡f m¢brhšY¡F ã‹ ga‹gL¤J« mir ã‹bdh£L (Suffix)
MF«.
Some Prefixes
anti-biotic auto-matic auto-mobile* bio-logical
co-operative co-ordinate* em-power en-circle
en-sure extra-ordinary* fore-head non-violence*
non-vegetarian non-co-operation* over-load* over-throw
over-flow* pre-caution dis-connect dis like*
dis-respect* dis-obey dis-appear hyper-active*
in-visible in-efficient inter-national* mis-understand
mis-taken multi-media multi-lingual sub-marine*
ultra-violet un-able semi-final tele-vision*
under-estimate
Some Suffixes
exception-al need-ful musi-cian tour-ist
wash-able neighbour-hood hero-ism punish-ment
child-hood* social-ism* entire-ly bright-ness
electri-cian beauti-fully* environ-ment rest-less
tru-ly develop-ment weak-ness neces-sity
move-ment announce-ment care-less friend-ship
appoint ment calm-ness danger-ous
kind ness faith-less expens-ive
help less secur-ity read-able
regular-ity port-able tele-vision
scholar-ship clear-ance navi gation
count-able thankful teen-age
perform-ance* post-age heaven-ly
Q.No. 9 ABBREVIATION / EXPANSION 1 Mark

*
ïªj gFâÆš ghl¥ò¤jf¤âYŸs Abbreviation k‰W« Expansion id bjÇªJbfhŸsî«,
*
ÑnH bfhL¡f¥g£LŸs K¡»a F¿¥òfis bjÇªJ bfh©lhš ï¥gFâÆ‹ kâ¥bg©id bgWtJ
vËJ,
 SIM - Subscriber Identification Module*
 ISRO - Indian Space Research Organization*
 WHO - World Health Organization*
 CCTV - Closed-Circuit Television*
 HDMI - High-Definition Multimedia Interface
367
10th English
 LASER - Light Amplification by Stimulated Emission of Radiation
 MRI - Magnetic Resonance Imaging
 CRY - Child Rights and You
 RAM - Random Access Memory
 ROM - Read-Only-Memory
 TANSI - Tamil Nadu Small Scale Industry
 CPU - Central Processing Unit
 ALU - Arithmetic Logic Unit
 CBI - Central Bureau of Investigation
 IB - Intelligence Bureau
 IMF - International Monetary Fund
 EC - Election Commission
 IIT - Indian Institute of Technology*
 IQ - Intelligence Quotient
 ECG - Electro Cardio Gram
 SCERT - State Council of Education Research and Training
 BPT - Bachelor of Physiotherapy
 CWG - Common Wealth Games*
 FAO - Food and Agricultural Organisation*
 GPRS - General Pocket Radio Service
 GPS - Global Positioning System*
 GST - Goods and Service Tax*
 IPC - Indian Penal Code*
 ISF - Indian Security Force
 ONGC - Oil and natural Gas Commission*
 UPSC - Union Public Service Commission
 ZSI - Zoological Survey of India*
Q.No. 10 PHRASAL VERBS / IDIOMS AND PHRASES 1 Mark

* ïªj gFâÆš Phrasal verbs k‰W« Idioms and Phrases š ïUªJ Édh¡fŸ nf£f¥gL»‹wd.
* ÑnH bfhL¡f¥g£LŸs K¡»a F¿¥òfis bjÇªJ bfh©lhš ï¥gFâÆ‹ kâ¥bg©id bgWtJ
vËJ,
Phrasal Verbs :
 come across - to meet (or) find by chance*  put in - devote time*
 work out - to exercise  put on - wear*
 get along - to have a friendly  put off - postpone*
relationship*  put up with - tolerate*
 ran out - to use completely  call off - withdraw/cancel
 go away - to leave*  brought up - reared
 give in - yield / surrender*  take after - resemble*
 give up - stop/abandon*  go far - succeed
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10th English
 break off - finish*  deal with - manage*
 hand on - to keep something  hold on - wait / stop
 gave up - abandon / stop*  keep on - continue*
 back up - support  look at - see / watch carefully
 bring up - rear / grow / train  look for - search*
 call on - require / visit* / meet  look up - search / find
 lock up - shut up  take over - assumed charge
 bring up - develop, grow, rear  throw off - discard
 carry out - perform  work out - solve*
Idioms and Phrases
 on the ball - competent
 find one’s voice - Become more confident in expressing onself
 over the moon - extremely happy
 bring it on - to accept a challenge with confidence
 lead an ear - listen
 the cat is out of the bag - the secret is out
 once in a blue moon - an event that happens rarely
Q.No. 11 COMPOUND WORDS 1 Mark

* ÑnH bfhL¡f¥g£LŸs Compound words I bjÇªJbfhŸsî«.
Fastfood, Gentleman, Goodwill, Sweet heart, Shorthand, Software, Dry-clean, Clear-cut, Overload,
Drawing-room, Sewing machine, Airport, Foothill, Kitchen garden, Landmark, Moonlight, Riverbed,
Schoolboy, Seafood, Handwritten, Handmade, Daydream, Waterfall, Incoming, Outgoing, Inside,
Outpatient, Overcoat, Income, Pickpocket, Watchman, Schoolbus, table spoon
Q.No. 12 PREPOSITION 1 Mark
* ïªj gFâÆš bfhL¡f¥g£l ÉdhÉš m®¤j§fis bjÇªJ¡bfh©lhš Prepositionid Äf vËjhf
ÉilaË¡fyh«.
* ÑnH áy Preposition-fS«, mj‹ jÄœ m®¤j§fS« ju¥g£LŸsd.
Preposition Tamil meaning  near - mU»š
 about - g‰¿  off - ÃW¤J
 above - nkny  over - nkny
 along - tÊahf  through - tÊahf
 against - vâuhf  under - ÑnH
 before - K‹ghf  upon - ÛJ
behind - ã‹dhš  beyond - m¥ghš
 beside - mU»š  with - cl‹
 between - ïilÆš
 infront of - K‹dhš
 inside - cŸns
 into - cŸshf
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10th English
Q.No. 13 TENSES 1 Mark
* Édh v© 13š Tense ïÈUªJ Édh¡fŸ nf£f¥gL»‹wd.
Simple tense-fisí« Continuous tense-fisí« mj‰fhd Keyword-iaí« bjÇªJbfh©lhš Äf
vËjhf ÉilaË¡fyh«.
Tense Definition Keywords General form Example
Simple present * tH¡fkhd braš,
usually, nowadays, I, We, You, * My father reads

tense Ãfœ¢áfŸ g‰¿ Tw; everyday, daily, They→verb a newspaper

(bjhl® * c©ikfŸ,
regularly, normally, He, She, It daily.
Ãfœfhy«) gHbkhÊfŸ g‰¿ Tw. always, generally, (Names)→Verb + s * Ice melts

everyday, every at room

week, every temperature.
month, year, often, * Ravi always

occasionally drinks coffee at

8am daily
Present xU braš Ãfœfhy¤âš Now, at present, at I→am + * At present I

continuous bjhl®ªJ eilbg‰W this moment, still, verb + ing am living in

tense tªjhš mjid Tw still now, fixed plans, He, She, It→is + Madurai.
(bjhl® term, actions, longer verb + ing * The children are

Ãfœfhy«) action in progress We, You, playing games

now They→are + at this moment.
verb + ing * He is working

for a project.
Simple past flªj fhy brašfis previous day, Any subject→past * Vijay went to

tense g‰¿ TW« nghJ, yesterday, last night, form of the very Mumbai last
(rhjhuz fijfŸ TW« nghJ last week, last hour, week.
ïwªj fhy«) last (days), once * My uncle gave

upon a time, and me a pen

olden days yesterday.
* We got

independence
on 15th August
1947
Past continuous flªj fhy¤âš xU When, while I, He, She, * While Mala was

tense F¿¥ã£l neu¤âš It→was + going to market,

(ïwªj fhy bjhl®ªJ eilbg‰W¡ verb + ing she saw her
bjhl® braš) bfh©oUªj xU We, You, friend.
braiy F¿¥gj‰fhf They→were * While we
+ verb + ing reached the

station we saw
the train was
moving.
Simple future vâ® fhy¤âš Tomorrow, next I, We→shall + * We shall go

tense ÃfH¥ngh»w braiy day, (week, month, verb to Delhi next

(rhjhuz vâ® g‰¿ F¿¥ãl year), soon You, They, He, Monday.
fhy«) She, It→will + * They will

verb play foot ball

tomorrow.
* Mala will write

a letter to you
next morning.
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10th English
Future vâ® fhy¤âš xU by this time I, We→shall + be * By this time

continuous F¿¥ã£l neu¤âš tomorrow by 6’O + verb + ing tomorrow he

tense bjhl®ªJ eilbg‰W¡ clock tomorrow; by You, they, he, she, will be studying
bfh©oU¡F« braiy this time next year; It→will + be + chemistry.
(vâ® fhy during November verb + ing * My father will
bjhl® braš) F¿¥ãl
and December, till be reading the

(day) news paper at
8am tomorrow
Q.No. 14 CONJUNCTION / LINKERS 1 Mark

* Édh v© 14š Conjunctions / Linkers ÈUªJ Édh¡fŸ nf£f¥gL»‹wd.
Table-1 Table-1
Conjunctions Tamil Meanings Conjunctions Tamil Meanings
 and ,uz;L xnu khjpupahd  when ïUªj bghGJ
thf;fpa=;fis nru;f;f  while m¥bghGJ
 also mJnghy  though ïUªJ«
 or my;yJ  although ïU¥ãD«
 otherwise  unless ïšyhjg£r¤âš
,y;yhtpoy;
 if m¥goahdhš
 but Mdhy;  as soon as cl‹ (gh®¤j cl‹
 so mjdhy; elªj cl‹)
 yet vdpDk;  since mâÈUªJ
 more over nkYk;  after ãwF
 for mjw;fhf  before mj‰F (Ãfœî¡F K‹ò)
 else jtpu  neither .... nor mJî« ïšiy. ïJî«
 Still ,d;Dk; ïšiy
 either ...... or mJ mšyJ ïJ
 no sooner .... than cldoahf
Part - II
Q.No. 15 to 18: Section - I : Prose Question Answers 3×2=6

* ïªj gFâÆš Édh v©. 15 Kjš Édh v©. 18 tiu ghl¥gFâÆš cŸs áWÉdh¡fŸ
nf£f¥gL»‹wd.
* bfhL¡f¥g£l eh‹F Édh¡fËš VnjD« _‹W Édh¡fS¡F ÉilaË¡f nt©L«.
* ghl¥ò¤jf¤âš cŸs Édh¡fis bjÇªJ bfh©lhš vËikahf kâ¥bg©fis bgwyh«.
UNIT - 1
1. Why did the seagull fail to fly?

The young seagull failed to fly because he was afraid of flying.

2. What did the parents do when the young seagull failed to fly?

His parents scolded him and made him starve.

3. What made the young seagull go mad?

The sight of the fish made the young seagull go mad.

4. What prompted the young seagull to fly finally?

The sight of food maddened him and he dived at the fish and began to fly.
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10th English
UNIT - 2
1. What did the narrator think the unusual sound was?

At first, he thought it was a burglar. Then he felt it was a ghost.

2. Why did Herman and the author slam the doors?

They heard the foot steps coming towards them. They were afraid. So they slammed the door.
3. What woke up the mother?

The slamming of the door woke up their mother.

4. What do you understand by the mother’s act of throwing the shoe?

She wanted to call the police.

5. What conclusion did grandfather jump to when he saw the cops?

When the grandfather saw the cops, he started shooting at them.

6. What was the grandfather wearing?

The grandfather was wearing a nightgown, a night cap, and a leather jacket.
UNIT - 3
1. What does INSV stand for?

INSV stands for Indian Naval Ship vessel.

2. Where did the crew undergo their basic training?

The crew underwent a basic training in Mumbai and Kochi.

3. How long were they trained to undertake the voyage?

They were trained for three years to undertake the voyage.

4. When did the crew start their voyage? When did they return back to India?

The crew started their voyage on 10 September 2017 from Goa. They returned to India in April 2018.
5. Who is Tara - Tarini? After whom was the sailboat named?

Tara - Tarini is a Saviour. The sail boat was named after the famous ‘Tara - Tarini’ temple.
6. Which skill was considered important in the selection process?

Survival skill was considered important in the selection process.

7. Mention the celebrations which the crew enjoyed during their expedition.

They celebrated Diwali and birthdays.

8. Mention the special future of INSV Tarini.

* Eco friendly * Renewable energy * Updated metrological ocean * Wave data
UNIT - 4
1. What did Aditya visit?

Aditya visited his village, old school and teashop.

2. What did Aditya do on reaching the attic?

On reaching the attic, Aditya took the silver medal.

3. Why did Aditya decide to visit his ancestral home?

Aditiya decided to visit his ancestral home to take the silver medal.
4. What did Aditya offer Sanyal?

Aditya offered one hundred and fifty rupees to Sanyal.

5. What did Nagen uncle tell about Sanyal?

Nagen uncle told that Sanyal couldnot see and hear well.
6. Why was the attic’s favourite place for the children?

They seem to be in a world of their own.
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10th English
UNIT - 5
1. What is the future of technology?

In future, all the machines and home appliances will be automated.

2. What are the benefits of the Internet to the common man?

Internet helps to get data, pay bills, book tickets, etc. We can talk face to face using internet.
3. How does Kim help Alisha?

Kim helps Alisha to use Dragon dictate.

4. (Note : Any question with the word ‘David’.)

David was born with Athetoid Cerebral palsy. He uses LCD, AAC and ECO2 by eye gaze. Technology
helped them to succeed in life.
5. Which devices are controlled using ACTIV controllers?

TV, BluRay and music players are controlled using ACTIV controller.
6. Which software helps Alisha to overcome her difficulty in typing?

Dragon Dictate software helps Alisha to overcome her difficulty in typing.
UNIT - 6
1. Why did Franz dread to go to school that day?

Franz dreaded because his teacher was going to ask questions on participles.
2. Why did M.Hamal say it was the last lesson?
The order had come from Berlin to teach only German. So, M.Hamel said that it was the last lesson.
3. How many years had Mr. Hamel been in the village?
Hamel had been in the village for forty years.
4. What was Franz sorry for?
Franz was sorry for not learning his French lessons.
5. When and how did Mr. Hamel bid farewell to the class?
At 12 noon, he wrote “Vive La France” and bid farewell to the class.
6. What were the various things that tempted Franz to spend his day outdoors?
The weather was warm and bright and birds were chirping.
UNIT - 7
1. How did Watson feel when he heard of Holmes illness.

He was horrified when he heard of Holmes illness.

2. What was the condition of Holmes when Watson saw him?
His condition was worse, when Watson saw him.
3. Who was Mrs. Hudson? Why was she worried?
Mrs. Hudson was the landlady of Holmes. She was worried of his illness.
4. Who arrested Smith? What were the charges against him?
Inspector Morton arrested Smith for killing Victor.
5. Why did Holmes plead with Smith?
Holmes pleaded with Smith to cure him of the strange disease.
Q.No. 19 to 22 Section - II : Poetry Question Answers 3×2=6

ïªj gFâÆš Édh v©. 19 Kjš Édh v©. 22 tiu ghl¥gFâÆš cŸs áWÉdh¡fŸ nf£f¥gL»‹wd.
bfhL¡f¥g£l eh‹F Édh¡fËš VnjD« _‹W Édh¡fS¡F ÉilaË¡f nt©L«.
x›bthU ãÇÉY« ïu©L c£ãÇî Édh¡fŸ nf£f¥gL«.
373
10th English
Poem-1. Life
1. Whom does the word “me” refer to?

Me refers to the poet.

2. What kind of life does the poet want to lead?

The poet wants to lead a happy life.

3. Why do you think the poet is not in a hurry?

The poet is moving towards his goal.

4. What does the poet mean by the phrase ‘in the dim past’?

Unhappy past time

5. Is the poet afraid of future?

No, The poet is not afraid of future.

6. How can one travel on with cheer?

With memories of youth and old age.

7. How is the way of life?

The way of life is full of ups and downs.

8. How should be the journey of life?

The journey of life should be joyful.

9. What did the poet seek as a boy?

New friendship, high adventure and a prize.
Poem-2. THE GRUMBLE FAMILY
1. Where does the family live?

Complaining street.
2. Why do you think the street is named as ‘complaining street?’
People are complaining always.
3. What does the word ’growl’ mean here?
Growl means make a low guttural sound.
4. Why do they find everything amiss?
They find everything not quite right.
5. What is the opinion about the folks you meet down the street?
Nothing goes right in their life.
6. What does the word ‘gloomy’ mean here?
Gloomy means sad.
7. What are the ways of the grumble family?
Grumbling about everything.
8. What is the wisest thing that the poet suggests?
Keep away from the grumble street.
9. What does the phrase ‘to keep our feet from wandering’ refers to?
Don’t enter the complaining street.
10. What should we do when things go wrong sometimes?

We should not worry.
Poem-3. I AM EVERY WOMAN

1. Who is beauty innate?
A woman is beauty innate.
374
10th English
2. Who is the symbol of power and strength?
The woman of today is the symbol of power and strength.
3. How does she take life?

She takes life optimistically.

4. Who is “She” in these lines refered to?

The woman of today is refered to here.

5. Write the line that expresses hope of good times.

“Spring will come again”

6. Who has no fear?

The woman of today has no fear.

7. What is she strong about?

She is strong in her faith and belief.

8. What is the tone of the poetess?

The poetess is angry.

9. Who is a lioness?

The woman of today is a lioness.

10. How is the woman described?

The woman is described as a lioness.

11. How should a woman be treated?

A woman should be treated with love and respect.
Poem-4. THE ANT AND THE CRICKET

1. What was the routine of the cricket?
The cricket was accustomed to sing.
2. Name the seasons mentioned in the poem?
Spring and summer.
3. Who does he refer to?
‘He’ refers to the cricket.
4. Why was the cupboard empty?
The cricket did not save any food.
5. What couldn’t he find on the ground?
He could not find even a crumb.
6. Why was the ground covered with snow?
It was winter season.
7. What made the cricket bold?
Starvation and famine made it bold.
8. Why did the cricketer drip and tremble?
Because the weather was wet and cold.
Poem-5. THE SECRET OF THE MACHINES

1. Who does ‘we’ refer to in the first stanza?
We refer to machines.
2. Who are the speakers and listeners of this poem?
Speakers - machines.
Listeners - Human beings.
3. What metals are obtained from ores and mines?
Metals like iron, gold, silver etc.
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10th English
4. Mention a few machines which are hammered to design?
Steam engines and ships.
5. Are machines humble to accept the evolution of human brain? Why?
Yes, machines work as per human brain’s instructions.
6. What feelings are evoked in us by the machines in this poem?
Machines have no feelings like humans.
7. Whose task is referred to as ‘our task’ here?
‘Machines’ task.
8. Do the machines serve twenty four hours a day?
Yes.
Poem-6. NO MEN ARE FOREIGN
1. What is the same for every one of us?

The land is the same for everyone of us.
2. Where are we all going to lie finally?
We are all going to lie finally under the earth.
3. What is common for all of us?

The sun, air and water are common for all of us.
4. How are we fed?

We are fed by Peaceful harvest.

5. What does the poet mean by “lines we read”?

The poet means that we also read just like foreign people.
6. Who does “their” refer to?

“Their” refers to the people of other countries.

7. Who tells us to hate our brothers?

Our rulers tell us to hate our brothers.

8. What happens when we hate our brothers?

We hate ourselves.
9. Who are not foreign?

People of other countries are not foreign.

10. What is not strange?

Other countries are not strange.

11. What can be won by love?

The strength can be won by love.

12. Who defile our earth?

The men who fight with each other defile our earth.
Poem-7. THE HOUSE ON ELM STREET

1. Where is the house?
The house is on Elm street.
2. Describe the inside of the house?
It had a ton of space.
3. What does ‘It’ refer to?
It refers to mysterious house.
4. To whom does ‘I’ refer to?
‘I’ refer to the poetess.
5. To whom does ‘it’ refer to?
‘It’ refers to the tree.
376
10th English
7. In what way the tree is a mystery?
It never grows leaves never gets small.
8. Does the house remain the same every day?
‘No’ each day the house just begins to fade.
9. What is the mystery about the house?
No one knows what is happening inside that house.
SECTION - III 2 Marks
Q.No. 23 to 27 GRAMMAR 3x2=6
Answer in any three of the following.

ïªj gFâÆš Édh v©. 23 Kjš Édh v©. 27 tiu IªJ Édh¡fŸ nf£f¥gL»‹wd.
bfhL¡f¥g£l IªJ Édh¡fËš VnjD« _‹W Édh¡fS¡F ÉilaË¡f nt©L«.
bkšy f‰F« khzt®fŸ Édh v©. 23, 24, 25I nj®î brŒjhš Äf vËjhf kâ¥bg©fis bgwyh«.
Q.No. 23: Active voice & Passive voice
vËa KiwÆš vGJtj‰fhd tÊKiwfŸ
➢ Subject→Object Mfî« Object→Subject Mfî« kh‰Wf.
➢ Jiz Éid¢brhš ïšiybaÅš is / are / was / were - š x‹iw vGj nt©L«.

➢ Verb - I Past Participle Mf kh‰¿, ã‹ by nghLf.

➢ nfŸÉÆš have / has / had tªjhš mj‰fL¤J been nr®¡f nt©L«.

➢ nfŸÉÆš is / am / are / was / were tªjhš mj‰fL¤J being nr®¡f nt©L«.

➢ nfŸÉÆš shall / will tªjhš mj‰fL¤J be nr®¡f nt©L«.

Pronoun kh‰W« Kiw

Active voice Passive voice
I by me
We by us
You by you
He by him
She by her
They by them
Tense I kh‰W« Kiw
Active and Passive in various Tenses: Root word - ‘eat’
Tense Active Voice Passive Voice
Simple Present Tense eat is eaten
Present Perfect Tense has/have eaten has/have been eaten
Present continuous am/is/are eating is/are being eaten
Present Perfect continuous have been eating __________
Siimple Past Tense ate was eaten
Past continuous was/were eating was being eaten
Past Perfect tense had eaten had been eaten
Past Perfect continuous had been eating __________
Simple Future Tense shall/will/eat will/shall be eaten
Future continuous shall be eating __________
377
10th English
Future perfect will have eaten will have been eaten
Future perfect continuous will have been eating __________
Change in Passive Voice:
1. The manager appointed many office assistants.
Many office assistants were appointed by the manager.
2. You are making a cake now.
A cake is being made by you now.
3. His behaviour vexes me.
I am vexed by his behaviour.
4. Please assemble in the ground.
You are requested to assemble in the ground.
5. Please do not use mobile phones here.
You are requested not to use mobile phones here.
6. Do not eat junk food.
You are advised not to eat junk food.
7. Did he write a letter?
Was a letter written by him?
8. How did they do this?
How was this done by them?
9. Please call him at once.
You are requested to call him at once.
10. No one is borrowing the novels from the library.

The novels are not being borrowed from the library.
Q.No. 24 REPORTED SPEECH 2 Marks

(Direct speech & Indirect speech)
Direct to Indirect - (ÉâKiwfŸ)
Step I:
 ‘....’
nk‰nfhŸF¿ia Ú¡fî«.
 Reporting verb-I
th¡»a¤â‰F V‰wh‰nghš kh‰wî«.
 th¡»a¤â‰F V‰wh‰nghy Conjunction-I kh‰wî«.

 Reported speech-š cŸs Pronoun-I kh‰wî«.

 Reported speech-š cŸs Tense-I kh‰wî«. (Reporting verb past tense- Mf ïUªJ Reported speech-š

cŸs th¡»a¤âš bghJ c©ikfŸ ïšiyba‹whš tense-I kh‰wî«.

 Reported speech-š cŸs Tense-I bghJ c©ikfŸ tU«bghGJ kh‰w¡ TlhJ.

 Imperative sentence-I jÉu k‰w th¡»a§fËš conjunction-¡F ãwF KjÈš Subject-« ãwF verb-«

mikíkhW th¡»a¤ij vGjî«.

 Time & Place adverbials-I kh‰wî«.

Indirect to direct - (ÉâKiwfŸ)

 Told, asked, exclaimed, ordered, requested...¡F gâyhf said to / said nghlî«.

 ïiz¥ò¢ brhšiy (that, if/whether, to, not to) Ú¡fî«.

378
10th English
 Conjunction-I
vL¤j ïl¤âš ‘‘...’’ nk‰nfhŸF¿ nghlî«.
 Reported speech-š cŸs Pronoun-I kh‰wî«.
 Reported speech-š cŸs Tense-I kh‰wî«.
 Interrogative Sentence-š Reported speech-š KjÈš Aux verb-« ãwF Subject-« mikíkhW
th¡»a¤ij vGjî«.
1. Krish says, “I am enjoying my holiday”.
Krish says that he is enjoying his holiday.
2. Kavi says, “I will never go to work”.
Kavi says that she would never go to work.
3. Alisha said, “People in Africa are starving”.
Alisha said that people in Africa are starving
4. Jeyapaul said, “When I was staying in Madurai I met my best friend”.
Jeyapaul said that he had met his best friend when he had been staying in Madurai.
5. She said to him, “Why were you absent yesterday?”
She asked him why he had been absent the previous day.
6. He said to me, “Are you going to school?”
He asked me if I was going to school.
7. The children said, “How beautiful the rainbow is!”
The child exclaimed that the rainbow was very beautiful.
Q.No. 25 PUNCTUATION 2 Marks
vËa KiwÆš vGJtj‰fhd tÊKiwfŸ

➢ bgÇa vG¤J, K‰W¥òŸË, fh‰òŸË, miu¥òŸË, nfŸÉ¡F¿, M¢rÇa¡F¿ - ït‰iw njitahd
ïl§fËš ï£L KG th¡»akhf vGJtnj - ï¥gÆ‰á.
➢ bfhL¡f¥g£l ÉdhÉ‹ Kjš vG¤ij Capital letter Mf kh‰¿ vGj nt©L«.

➢ Édh, th¡»a¤âš VjhtJ bga® tªjhš (Noun) mªj bgaÇ‹ Kjš vG¤ij capital letter Mf kh‰¿

vGj nt©L«.
➢ ‘i’ v‹w vG¤J jÅahf tªjhš mjid capital letter Mf kh‰¿ vGj nt©L«.

(i = I; i’m = I’m; ill = I’ll; i’d = I’d)

➢ cz®¢á th¡»a§fis TW« nghJ (Alas!, Hurrah!, O!, Ah!, Oh!, What an Idea!, How tall it is!) mªj

th®¤ij¡F mL¤J M¢rÇa¡F¿ (!) ïl nt©L«.

➢ mâf v©Â¡ifÆš bghU£fŸ tÇirahf ïUªjhš mjid fkh (,) ï£L vGj nt©L«.

➢ bfhL¡f¥g£l ÉdhÉ‹ ïWâÆš K‰W¥òŸË (.) ïl nt©L«.

➢ bfhL¡f¥g£l Édh, Édh th¡»akhf ïUªjhš ÉdhÉ‹ ïWâÆš Question Mark (?) ïl nt©L«.

Q.No. 26 TRANSFORMATION OF SENTENCES 2 Marks

(Simple complex and compound sentences)
* Simple sentence v‹gJ xU Phrase-« xU Main clause-« nr®ªJ mikí«,
* Compound sentence v‹gJ ïu©L Main clause-« ït‰¿‰F ïilÆš xU conjunction word-« nr®ªJ
mikí«,
* Complex sentence v‹gJ xU subordinate clause-« xU Main clause-« nr®ªJ mikí«,
379
10th English
Simple Compound Complex
 on + verb + ing (being) and, and so when
As soon as + verb
 Inspite of + verb + ing but, yet, still Though
Although + verb
Even though
 Being / Because of and, and so as
since + verb
because
 In the event of + verb + ing and, so If + verb
 In case of + verb + ing or, or else, otherwise unless
 too ........ to very ....... and so ....... so ...... that ...... cannot
can / could not could not
too... to ga‹gL¤â Éil vGJ« vËa Kiw
tif 1: bfhLf;fg;gl;l ,uz;L thf;fpa=;fspy; ,uz;Lk; xnu egiu (subject) Mf gad;gLj;jp

Fwpg;gpl;lhy; tif 1 I gad;gLj;jt[k;.

Exercise:
1. Kiran is very ill. She cannot go to school today. (S1 = S2)
S1 S2
Kiran is too ill to go to school today (simple)
Kiran is so ill that she cannot go to school today (complex)
Kiran is very ill and so she cannot go to school today (compound)
2. Maran is tired. He cannot finish the work. (S1 = S2)
S1 S2
Maran is too tired to finish the work (simple)
Maran is very tired and so he cannot finish the work (compound)
Maran is so tired that he cannot finish the work (complex)
tif 2: bfhLf;fg;gl;l ,uz;L thf;fpa=;fspy; ,uz;L thf;fpaKk; btt;ntW bghUis my;yJ egiu

Fwpg;gpl;lhy; tif 2 I gad;gLj;jt[k;.

Exercise:
1. Velan couldnot solve the problem. It was very difficult.
The problem was too difficult for Velan to solve it (simple)
The problem was so difficult that Velan cannot solve it (complex)
The problem was very difficult and so Velan cannot solve it (compound)
2. The box was very big. He could not lift it.
The box was too big for him to lift (simple)
The box was very big and so he could not lift (compound)
The box was so big that he could not lift (complex)
Tips:
Complex sentence Mf kh‰w - Though, When, As, If ït‰¿š VnjD« x‹iw KjÈš vGâ 2
th¡»a§fis nr®¤J vGJ.
Compound Sentence Mf kh‰w - bfhL¡f¥g£l ïU th¡»a§fS¡F ïilna and/but, vGâ nr®¤J vGJf.
(bkšy¡f‰F« khzt®fŸ ïªj ÉdhÉ‰F ÉilaË¥gij jÉ®¡fyh«)
380

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EC ENGLISH

3. Prose, Poetry, Synonyms & 3. Model Question Paper

Minimum material for Late Bloomers

Mr. T. J. SamuelRaj, M.A., M.Sc., M.Ed., M.Phil.,

Vivek Illam, No. 19, Raj Nagar , N.G.O. ‘A ’ Colony ,

Every item of prose, poem and supplementary lesson, is

Grammar items and study skills are dealt with ample

This edition of this guide will be a boon to boost the

We always look forward to the valuable suggestions of the

Prose His First Flight 8

Prose The Night the Ghost Got in 43

Prose Empowered Women Navigating The World 82

Prose The Attic 113

Prose Tech Bloomers 155

Prose The Last Lesson 187

Prose The Dying Detective 219

QUESTION PATTERN CONTENTS

ii) REPORTED SPEECH (Direct - Indirect Speech)

1 Life - Henry Van Dyke

So let the way wind up the hill or down,

A woman is beauty innate,

5 The Secret of the Machines

6 No Men are Foreign

mtdJ Kjy;; gazk;

b) mªj¡ fl‰gwit gwªâl¤ njh‰wnghJ, bg‰nwh®fŸ brŒjJ v‹d?

d) bjh§F ghiwÆ‹ ÛJ mtdJ czî¤ njlÈš m›És« fl‰gwit f©L bfhŸs

j) mt‹ gw¡f¤ bjhl§»aîl‹, m›És« gwitÆ‹ FL«g« brŒjJ v‹d?

dozing slumbering Jh§»¡bfh©L

Inner Comprehension Questions & Answers.

Textual Questions and Answers

A. Answer the following questions in a sentence or two. P. No. 5

Additional Questions and Answers

B. Answer the following questions in a sentence or two. P. No. 6

Theme : The secret of happiness is courage.

Theme : Over coming fear

a. The young sea-gull uttered a joyful scream (adjective)

Noun Verb Adjective Adverb

obedience obey obedient Obediently

Thanjavur, Nagapattinam, Velankanni and Karaikal.

leather shoes with soles having good grip.

need to have our health report.

Tell me, where shall we go?

Father : Hmm… I think we should go to the reserved forest nearby.

forest is a good choice!

coats and gowns.

I. Prepare attractive advertisements using the hints given below. P. No. 10

OFFER AHOME APPLIANCES

Special Combo Offers

Raja street, GINGEE, TIRUNELVELI

Antony Mobiles OFFER

➢➢ A report is designed to lead people through the information in a structured way.

J. Write a report of the following events in about 100-120 words. P. No. 11

National Science Day

Modals - 9 Semi / Quasi Modals - 4

➢ Would / will you pass the salt please?

➢ May / Might I borrow your pen for a minute.

➢ May I come in?

➢ Can I go out to play, Mother?

I will be there to help.

May god bless you!

If you help me, we can finish by six

Used to always refers to past time and takes an infinitive.

2. I can be fifteen next April.

One should not mourn for the things that