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II PUC ENGLISH STUDY MATERIAL

2024-25

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Dear Students,

Welcome to the II PUC English course. This collection of notes has been carefully prepared to
assist you in navigating through the diverse and enriching world of English literature and
language. As you embark on this journey, you'll explore various themes, characters, and
narratives that not only enhance your comprehension skills but also broaden your perspective
on the human experience.

The notes in this compilation are designed to complement your textbook and classroom
discussions, providing deeper insights and analysis of the literary works you will study this
year. We have included summaries, key themes, character analysis, and critical interpretations
to help you understand the core messages and contexts of each piece. These notes also
highlight important vocabulary and grammar points to refine your language skills.

Remember, literature is more than just stories or poems; it is a reflection of life, culture, and
thought. As you study each text, we encourage you to think critically, question assumptions,
and engage with the material in a way that connects with your own experiences and ideas.
Your active participation and enthusiasm are essential for a fruitful learning experience.

We hope these notes will be a valuable resource for you throughout the academic year.
Approach your studies with curiosity and an open mind, and you will find that English is not
just a subject, but a gateway to a deeper understanding of the world and yourself.

Wishing you a successful and enjoyable year ahead!

Warm regards,

DEPARTMENT OF ENGLISH
VIDYANIDHI PU COLLEGE
 VIDYANIIDHI PU COLLEGE
II PUC ENGLISH
CONTENTS
SL. NO. CHAPTER PAGES
1 Romeo And Juliet 1-9
2 Too Dear! 10-15
3 On Children 16-25
4 Everything I Need To Know I Learned In The Forest 26-32
5 A Sunny Morning 33-41
6 When You Are Old 42-45
7 The Gardener 46-52
8 To The Foot From Its Child 53-60
9 I Believe That Books Will Never Disappear 61-68
10 Heaven, If You Are Not On Earth 69-71
11 Japan And Brazil Through A Traveler’s Eye 72-76
12 The Voter 77-82
13 Where There Is A Wheel 83-89
14 Water 90-94
--- Grammar 95-148
 1. Romeo And Juliet
William Shakespeare
Introduction: William Shakespeare (1564-1616) is known as the greatest poet and playwright in English
literature. He is often called England’s national poet and the ‘Bard of Avon.’ In his play Romeo and Juliet,
Shakespeare tells the story of two lovers with deep, passionate feelings, using various figures of speech
and imagery. Even though it’s a tragedy, Romeo and Juliet is one of the gems on Shakespeare’s crown
of literary work.

ANSWER THE FOLLOWING QUESTIONS BY CHOOSING THE RIGHT OPTION.

1. _____________ is compared to a rich jewel in ‘Romeo and Juliet’
a) Gold.
b) Juliet
c) Rosaline
d) Ethiope
2. _____________ is compared to a new snow on a raven’s back in ‘Romeo and Juliet’
a) Romeo
b) Juliet
c) Rosaline
d) The sun
3. In Romeo and Juliet, the phrase “ the measure done” means when _____________.
a) the dance is over
b) the measurement is over
c) the party is over
d) the musical performance is over
4. Romeo wanted to touch the hand of __________________ after the dance.
a) Rosaline
b) Juliet
c) Juliet’s fellows
d) Juliet’s friend
5. The phrase “snowy dove” refers to__________ in ‘Romeo and Juliet’
a) Juliet
b) Romeo
c) white dove
d) a white pigeon
6. According to Juliet, Romeo, when turned into stars, makes the whole world fall in love with night
and pay no worship to the________.
a) sun
b) moon
c) stars
d) day
7. The phrase “face of heaven” refers to_________ in the poem ‘Romeo and Juliet’
a) sky
b) heaven
c) earth
d) mountain
8. Romeo says that he had not seen true beauty till that_______________
a) day
b) night
c) noon
d) Evening

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9. According to Juliet, Romeo comes to her _______________
a) by a taxi
b) on an airplane
c) lying on the wing of night.
d) riding a scooter.
10. Juliet’s beauty surpasses the brightness of __________in the poem ‘Romeo and Juliet’
a) torchlight
b) sun
c) lamp
d) candle
11. Romeo wanted to touch Juliet’s and after the dance because he_____
a) wanted his smooth hands to be blessed
b) wanted his rough hands to be blessed
c) wanted to touch Juliet’s feet
d) wanted to be praised by Juliet
12. Juliet expects Romeo to come during __________in the poem ‘Romeo and Juliet’
a) day
b) night
c) Evening
d) noon
13. The phrase “New snow” suggests__________ in the poem ‘Romeo and Juliet’
a) description of Romeo’s charm
b) Romeo’s love for Juliet
c) love as pure as a snowy dove
d) love as precious as gold
14. The world would be in love with night when Romeo was cut out as _____________
a) little stars
b) moonlight
c) moon
d) sun
15. According to Juliet, ________ will come on the wings of night in the poem ‘Romeo and Juliet’
a) a friend of Romeo
b) Romeo
c) bird
d) star s
16. Juliet wants Romeo to become ____ after her death
a) sun
b) little stars
c) moon
d) face of heaven
17. “crows” referred to _________ in the poem ‘ Romeo and Juliet’.
a) other men
b) Rosaline’s friends
c) Juliet’s friends
d) ravens
18. ________ will make the face of heaven so fine in ‘Romeo and Juliet’
a) Juliet
b) Romeo as little stars
c) ravens
d) the moon
19. The beauty of ________ is too dear for the earth as mentioned in ‘Romeo and Juliet’
a) Romeo
b) Juliet

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 c) Rosaline
d) Juliet’s companions
20. Juliet teaches the torches ________ in the poem ‘Romeo and Juliet’
a) to burn bright
b) to burn dim
c) to burn like a sun
d) to burn pale
21. Juliet seems to hang upon the __________ of night in the poem ‘Romeo and Juliet’
a) chin
b) cheek
c) forehead
d) eye
22. Juliet was compared in the poem ‘Romeo and Juliet’ to____________
a) gold in an American’s neck
b) shining star
c) diamond ornament
d) a rich jewel in Ethiope’s ear.

Summary: [Act-1, Scene-V]

Romeo is fascinated by Juliet‘s beauty. He praises her beauty with many similes. He says she teaches
torches to burn bright. He feels the light in Lord Capulet‘s house is dim compared to Juliet‘s beauty. She
seems to hang upon the cheek of night (twilight) and he compares her to a rich or costly jewel in an
Ethiop‘s ear or an African’s ear. He thinks that her beauty is beyond any measure. At night on the dance
floor, Juliet shines above the other ladies as a white dove, trooping with a flock of crows.
He feels the spell of her divine beauty and waits impatiently for the dance to come to an end. After the
dance, he wishes to go to the place where Juliet stands and wants to touch her with his rude hand and
feel blessed. Romeo asks himself if his heart had loved anyone else until that night. He tells his eyes
that he had not seen true beauty till that night. He compares her beauty to a sacred and immortal love.
Summary: (Act-III, scene-II) Juliet:
Romeo marries Juliet secretly and promises her that he will come to her place that night. So, Juliet
impatiently waits for the night to come. She expresses her intense, love for Romeo in her ways and she
prays night to fall quickly because only the night makes it possible for them to meet each other freely.
Juliet says that, in the company of Romeo she feels and experiences the glow and brightness of the day
at night. She expresses that Romeo is whiter than new snow on a raven‘s back. Juliet longs to see Romeo
and humbly prays to the gentle and black-browed night to fall quickly and give her Romeo to her. She
wants to immortalize Romeo. So, she tells the night to take Romeo and cut him out, in little stars when
he dies. This would make the face of heaven so fine that the whole world would be in love with night
and thereafter people in the world will prefer night to day forever. They will stop worshipping the garish
sun and praise the night and her Romeo, shining bright among the little stars.
Comprehension I
1. The phrase, ‘teach the torches to burn bright‘ suggests:
a) Juliet‘s glow is brighter than the light of the torch.
b) her beauty is capable of enabling the torches to burn bright.
c) her beauty surpasses the brightness of light.
2. For earth too dear‘ suggests that the lady‘s beauty is
a) divine.
b) Rare.
c) expensive

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3. The measure done‘, connotes the completion of
a) Romeo‘s admiration of Juliet‘s beauty.
b) The dance organized by Lord Capulet.
c) The glorification of Juliet‘s charm.
4. The line, ‘Did my heart love till now?‘ conveys
a) Romeo feels he has fallen in love.
b) Romeo has been attracted before.
c) Romeo feels this is true love.
5. The phrase ‘new snow‘, suggests
a) Love as pure as snow.
b) Description of Romeo‘s charm.
c) Juliet‘s discreet love for Romeo

Additional Questions:
1. What do you think the phrase ‘face of heaven‘ signifies?
The phrase ‘face of heaven‘ signifies the moonlit night sky.
2. Who according to Romeo teaches the torches to burn bright?
Juliet teaches the torches to burn bright according to Romeo.
3. Romeo sees Juliet and says 'She doth teach the torches to burn bright'. To what does he next
compare Juliet that shows her brightness?
Romeo compares Juliet to a precious jewel or a diamond earring that hangs in the ears of an
African lady.
4. What does Romeo intend to do after the measure is done/dance is over?
Romeo intends to dance with her or at least touch her hand in greeting and make his rude
hand blessed.
5. What had Romeo not seen until he met Juliet?
Romeo had not seen what true beauty was until he met Juliet.
6. What does Juliet ask the loving, black-browed night to do?
Juliet asks the loving black-browed night to bring her Romeo to her.
7. Who will be gliding on the wings of night?
Romeo will be gliding on the wings of night.
8. How does Juliet want Romeo to be immortalized?
Juliet wants Romeo to be immortalized as a star in heaven.
9. Why will the world be in love with night?
Romeo will make the face of heaven so fine that the world will fall in love with night.
10. The phrase, 'teach the torches to burn bright' suggests Juliet's beauty surpasses the brightness of
light.
11. How can Romeo‘s rude hand be blessed?
Romeo‘s rude hand can be blessed by touching Juliet‘s hand.
12. Who is compared to crows by Romeo?
The other ladies, who are dancing with Juliet, are compared to the crows.
13. Who is whiter than new snow?
Romeo is whiter than the new snow.
14. Whom does Romeo address as ‘yonder lady’?
Romeo addresses Juliet as a yonder lady.
15. What do you think the phrase 'face of heaven' signifies?
The phrase 'face of heaven' signifies the moonlit night sky.

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16. Who hosted a grand supper?
Lord Capulet hosted a grand supper.
17. Name the two rival families of Verona.
The Montagues and the Capulets are the two rival families of Verona.
18. Why does Romeo attend the supper?
Romeo attends the supper to see Rosaline, with whom he is in love.
19. Why does Romeo attend the supper in disguise?
Romeo, a Montague, being an enemy of the Capulets, had not been invited to the grand
supper. As Romeo was keen on seeing Rosaline, he attended the supper in disguise.
20. Who does Romeo see on the dance floor?
Romeo sees Juliet, the fourteen-year-old daughter of the Capulets, on the dance floor.
21. Who does Romeo fall in love with at the party?
Romeo falls in love with Juliet at the party.
22. By whose beauty is Romeo fascinated?
Romeo is fascinated by the beauty of Juliet, the only daughter of the Capulet.
23. What does Romeo learn about Juliet after the dance?
Romeo comes to know that Juliet was the only daughter of the Capulets who were staunch
enemies of the Montagues.
24. What does Romeo mean when he praises Juliet as 'Beauty too rich for use, for earth too dear'?
Romeo is so enchanted by Juliet's beauty. He says that she is too beautiful for this world and too
beautiful to die and be buried.
25. What is the metaphor Romeo uses in 'so shows a snowy dove trooping with crows' when he
describes Juliet?
Romeo uses the metaphor 'snowy dove' to describe Juliet.
26. What does Romeo mean when he says, 'I never saw true beauty till this night'?
Romeo tells his eyes that he had not seen true beauty till that night. He compares her beauty to
a sacred and immortal love.
27. When does Juliet want Romeo to be set up in heaven with the stars?
Juliet wants Romeo to be set up in heaven with the stars forming a constellation in his image
after her death.
28. Why does Juliet call Romeo 'day in the night'?
Juliet calls Romeo 'day in the night' because his presence will shine out against the darkness.
29. Why will the people stop paying attention to the sun?
After being cut out into little stars, Romeo will make the face of heaven so fine that the world
will stop paying attention to the sun.
30. When does Juliet want Romeo to be cut in little stars?
After her death, Juliet wants Romeo to be cut out into little stars.
31. Whom does Juliet associate with the ‘coming of night‘?
Juliet associates Romeo with the ‘coming of the night‘.

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Comprehension II
1. How does Romeo glorify Juliet’s beauty?
How is Romeo mesmerized by Juliet’s beauty?
Describe the similes used by Romeo to praise Juliet’s beauty.
Romeo and Juliet, a play written by William Shakespeare, presents the tragic end of Romeo and Juliet,
the lovers who belonged to the families of Montagues and Capulets in Verona.
Romeo attends the party in disguise to meet Rosaline but sees Juliet on the dance floor and is
mesmerized by her beauty. He feels she can teach the torches to burn bright. Romeo employs two
striking similes to depict Juliet's captivating allure: "It seems she hangs upon the cheek of night / As a
rich jewel in an Ethiope’s ear." These lines liken Juliet's beauty to a jewel shining amidst darkness.
Another comparison likens Juliet to a "snowy dove trooping with crows," emphasizing her purity amidst
a less noble crowd. He wants to touch her hands so that his rude hands would be blessed. He asks
himself, ‘Did my heart love till now?’ and promises himself that he has not seen true beauty till that
night. Light and dark imagery pervades the play, symbolizing love's beauty amid societal strife. Romeo's
adoration for Juliet's beauty resonates through these similes.
Or
‘Romeo and Juliet ‘is written by William Shakespeare, the national poet of England. Romeo attends
the party hosted by Lord Capulet in disguise. On the dance floor he sees Juliet instead of Rosaline. He
is amazed by her beauty. He says her beauty can teach the torches to burn bright. She looks like a rich
jewel in the ears of an Ethiopean. Her beauty is divine and meant for worship. He says she looks like a
snowy dove amidst the crows, as she is dancing among the other girls. After the dance is ended, he
wants to touch her hand so that his rude hands would be blessed. He asks himself ‘did my heart love
till now?’ He promises himself that he has never seen such a beauty till that night.
2. How does Juliet want to immortalize Romeo?
Why does Juliet invoke night?

Romeo and Juliet, a play written by William Shakespeare presents the tragic end of Romeo and Juliet,
the lovers who belonged to the families of Montagues and Capulets in Verona.
Juliet compares Romeo to a day amidst night, whiter than snow on a raven's wing. Shakespeare
juxtaposes night and day, black and white, to symbolize life's brighter aspects. Despite enmity, Romeo
and Juliet's love shines as day among night. Juliet implores night to bring Romeo, envisioning him as a
celestial constellation after death. The presence of Romeo in the form of stars will make the face of
heaven very pleasant and people will fall in love with night. The world will stop worshipping the garish
son. Her fervent desire immortalizes their love, transcending mortal bounds. In her passionate plea,
Juliet reveals profound affection, seeking eternal union beyond life's confines.

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 Or
‘ Romeo and Juliet’ is written by William Shakespeare, the national poet of England.
Juliet welcomes night, so that Romeo can come to meet her. Though she is married to him secretly,
they cannot stay together. For her, Romeo’s presence is the day in night. He will come standing on the
wings of the night like new snow on a raven’s back. She prays the scary night to be gentle and loving.
The night should bring her Romeo. Nobody would be able to separate them, but death would. Hence
she requests fate to place the cut out of Romeo in the stars. He would make the face of heaven so fine
that the world would fall in love with night. The people will forget the garish sun.

Comprehension III
2. Comment on the contrasting imagery ‘night –day and black-white’ in the poem. What purpose do
they serve in highlighting the intensity of love?
OR
Comment on the contrasting imagery in the poem. What purpose do they serve in highlighting the
intensity of love?
Both Romeo and Juliet employ contrasting images in their expression of appreciation and
admiration for each other: Elaborate.

The imagery of 'night-day' and 'black-white' in Shakespeare's Romeo and Juliet serves to emphasize the
intensity and purity of Romeo and Juliet's love by contrasting their relationship with the surrounding
darkness and conflict.
Night and Day: Juliet's comparison of Romeo to the day breaking through the night highlights his
presence as a source of light and hope in her life. This imagery suggests that their love brings brightness
and clarity to an otherwise dark and troubled world. The contrast between day and night symbolizes
how their love stands out amid the enmity and discord that surrounds them.
Black and White: The imagery of 'black' and 'white' further underscores the contrast between Juliet's
beauty and the other characters. Romeo describes Juliet as a snowy dove compared to the 'black
crows,' illustrating her exceptional and pure beauty in contrast to the darkness around her. This stark
contrast emphasizes her uniqueness and the purity of her love for Romeo.
Overall, these contrasts serve to highlight the profound and transcendent nature of Romeo and Juliet's
love. The use of light and dark imagery reflects their love as a bright and pure force amidst the darkness
of their feud, making their relationship appear even more intense and significant.
3. How did Romeo and Juliet express their romantic love feelings to each other?
Romeo and Juliet express their romantic feelings for each other through a series of heartfelt and poetic
exchanges, characterized by their use of vivid imagery, passionate language, and deep emotional
connection.
At the Capulet's party, Romeo is immediately struck by Juliet's beauty. He uses similes and metaphors
to describe her, such as comparing her to a "rich jewel in an Ethiope’s ear" and a "snowy dove trooping
with crows," highlighting her radiance and purity compared to others.
Juliet reciprocates Romeo’s feelings with equal passion. During their first encounter, she engages in a
poetic exchange with Romeo, demonstrating her openness and eagerness to connect with him on a
deep level. Romeo professes his love for Juliet, referring to her as the sun that banishes the envious
moon. His language is filled with metaphors and passionate declarations of his feelings, emphasizing
the depth of his love.

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 Juliet responds with equally passionate feelings, expressing her willingness to defy her family and
societal expectations for the sake of their love. She speaks of her love being as boundless as the sea
and vows to be with Romeo despite the obstacles they face.

Juliet’s Soliloquy: Juliet’s soliloquy in Act 2, Scene 2, where she speaks of her wish for Romeo to be with
her, illustrates her deep longing and emotional investment in their relationship. Romeo’s willingness to
risk his life and defy his family’s feud for Juliet further showcases the intensity of his love.
Overall, Romeo and Juliet express their love through poetic and impassioned language, symbolic
imagery, and acts of devotion, underscoring the depth and intensity of their romantic feelings.
OR
Both Romeo and Juliet employ contrasting images in their expression of appreciation and admiration
for each other: Elaborate.
Juliet's beauty burns so brightly that it rivals the stars and even burns fire. Romeo is truly star-struck.
Romeo makes comparisons to demonstrate Juliet's true beauty. He contrasts her against her family
calling her a dove which is white, a bright symbol of love and hope against a family of crows. This he
uses to explain their criminality and darkness against the light is referred to as Juliet. The dove is a
symbol of innocence and purity. He also describes Juliet as 'being like a sun', 'brighter than a torch', a
jewel sparkling in the night', and a bright angel among dark clouds'. Juliet uses the phrase 'day in night'
and 'whiter than new snow on a raven's back'. She describes Romeo as day in night and whiter than
snow upon a raven's back. This contrast of light and dark can be expanded as symbols contrasting love
and hate, youth and age in a metaphoric way. 'Come gentle night, come loving night' 'when I shall die','
heaven' and 'cut him in little stars' saying so Juliet requests to give Romeo to her and if she dies, she
begs fate to turn him into stars and form a constellation in his image. His face will make heaven so
beautiful that the world will fall in love with the night and forget the garish sun. One of the play's most
consistent visual motifs is the contrast between light and dark often in terms of night and day imagery.
This contrast is not given a particular metaphoric meaning: light is not always good, and dark is not
always evil. On the contrary light and dark are generally used to provide a sensory contrast and to hint
at opposed alternatives. The theme of light is symbolic of the natural beauty of young love. Both Romeo
and Juliet see each other as light in a surrounding darkness. Romeo and Juliet's love is light amid the
darkness of the hate around them, but all of their activity together is done in night and darkness, while
all the feuding is done in broad daylight. This paradox of imagery adds atmosphere to the moral
dilemma facing the two lovers, loyalty to family or loyalty to love. Thus the imagery of night and day,
black-white depicts the intensity of their love.
OR
Juliet’s beauty is described by Romeo as outshining the stars and burning brighter than fire, using
comparisons such as "a dove among crows" to highlight her purity and innocence against her family's
darkness. Romeo also describes Juliet as "the sun," "brighter than a torch," and "a jewel in the night,"
while Juliet calls Romeo "day in night" and "whiter than snow on a raven's back."
This imagery of light and dark contrasts their love with the surrounding hatred and conflict. Juliet’s
wish for Romeo to become a constellation after death symbolizes her desire to immortalize their love
and make it the center of beauty, overshadowing the sun. The use of night and day, black and white,
emphasizes the profound and intense nature of their love.
4. Between Romeo and Juliet whose love, do you think, is more passionate and intense?
Romeo and Juliet come from feuding families, the Capulets and Montagues. At a Capulet banquet,
Romeo, disguised to see Rosaline, instead becomes captivated by Juliet’s beauty. Despite her being
from an enemy family, Juliet feels a profound love for Romeo. Romeo is so struck by her that he feels
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unworthy to touch her and renounces his previous affection for Rosaline. He describes Juliet as a "dove"
among "crows," a "jewel in the night," and "a sun" in darkness, highlighting her purity and the contrast
with her family’s enmity.
Juliet, in turn, refers to Romeo as "day in night" and "whiter than snow on a raven's back," emphasizing
their love’s brilliance. She wishes that Romeo become a constellation, making the night beautiful and
overshadowing the sun, showing her desire to immortalize their love. Juliet’s expressions of love and
her wish for Romeo to become a star after death reveal her deep and passionate commitment,
demonstrating that she is more intense in her love compared to Romeo’s fascination with her beauty.
In conclusion, both Romeo and Juliet display a deep, passionate love, Juliet's love can be seen as more
intense due to her willingness to challenge societal norms, her desire for an eternal bond with Romeo,
and the emotional maturity she shows in understanding the complexities of their situation. Romeo’s
love, though deeply felt, is more impulsive and driven by romantic idealism. Juliet's actions and words
demonstrate a love that is not only passionate but also remarkably resolute and intense.

********* ********** **********

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 02. TOO DEAR!
Leo Tolstoy
Introduction:
"Too Dear" by Leo Tolstoy is a satirical short story set in the small kingdom of Monaco, where a king
faces the unexpected costs of executing a murderer. Unable to afford the expenses of either execution
or lifelong imprisonment, the king decides to pay the criminal a pension to live in exile. Through humor
and irony, Tolstoy critiques the inefficiencies of government and highlights the need for humane
treatment of criminals.
Answer the following questions by choosing the right option.
1. ‘Monaco’ was situated near the borders of ________
a) Germany and Russia.
b) France and Italy
c) Italy and Russia.
d) Russia and France
2. The number of inhabitants in the kingdom of Monaco was _________
a) seven thousand.
b) sixty
c) twelve thousand.
d) sixteen thousand
3. There were _________ men in the army of Monaco.
a) sixteen thousand.
b) seven thousand
c) twelve thousand.
d) sixty
4. The commodities taxed in Monaco were________
a) salt and sugar.
b) wheat and rice
c) ‘tobacco’ and ‘wine and spirits’
d) petrol and diesel
5. The kinglet of Monaco found a new and special source of revenue from ________
a) a gaming house.
b) tobacco
c) wine and spirits.
d) market gardening
6. The only gambling establishment left in Europe is in ________
a) France.
b) Monaco
c) Germany.
d) Italy
7. The little German Sovereigns forbid the gaming houses because these gaming houses ________
a) did so much harm.
b) made the people happy
c) brought much wealth.
d) stopped giving revenue
8. The French government agreed to lend a machine and an expert to Monaco for__________
a) sixty thousand francs
b) seven thousand francs
c) twelve thousand francs
d) sixteen thousand francs
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 9. The brother monarch for the kinglet of Monaco was__________
a) king of Italy.
b) king of Germany
c) king of France.
d) King of Nepal
10. The Italian government was ready to send a guillotine and an executioner for_________ francs.
a) sixteen thousand
b) twelve thousand
c) seven thousand
d) sixty
11. The food for the criminal was brought from _________
a) palace kitchen
b) French government
c) Italian government
d) prison kitchen
12. The annual expenditure for the criminal and a special guard was__________.
a) seven thousand francs
b) sixteen thousand francs.
c) sixty francs
d) six hundred francs
13. The pension fixed to the criminal was _____.
a) six hundred francs
b) two hundred francs
c) sixty francs.
d) seven hundred francs
14. The criminal received __________ of his annuity in advance and left the kingdom.
a) two-thirds
b) one-third
c) six hundred
d) three hundred
15. The criminal started ______ for his living after leaving the king's dominions.
a) a gaming house
b) market gardening
c) selling wine and spirits
d) selling tobacco.
Comprehension I
1. Why was Monaco called the Toy Kingdom?
Monaco was called the Toy kingdom as it was very small in its territory and population.
2. Name the commodities taxed in Monaco.
Spirits, tobacco, and wine.
3. What was the source of the king’s special revenue? Who were its beneficiaries?
The gaming house was the source of the king’s special revenue. The shopkeeper and the king
were its beneficiaries.
4. Why did the Germans stop gaming houses in their country and how did it benefit Monaco?
Gaming houses did so much harm and it benefited Monaco because it was a special source of
revenue.
5. What was the punishment given to the murderer?
A death sentence was the punishment given to the murderer.
6. The death sentence was converted into life imprisonment because______
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 a) Monaco had abolished the death penalty.
b) Carrying out the death sentence was expensive.
C) Monaco wanted to show mercy on the criminal.
7. How much did the king spend annually on the criminal?
Six hundred francs.
8. On what condition did the criminal agree to go away from the prison? How was his demand
fulfilled?
If the prince was ready to pay the pension regularly. His demand was fulfilled by getting one-
third of his annuity pension.

Additional questions
1. Where is the kingdom of Monaco?
The kingdom of Monaco lies on the shore of the Mediterranean Sea near the borders of
France and Italy.
2. On the shores of which sea the kingdom of Monaco is located?
The kingdom of Monaco is located on the shores of the Mediterranean Sea.
3. What is the population of Monaco?
The population of Monaco is seven thousand inhabitants.
4. If the kingdom of Monaco were divided among its inhabitants how much land would each
inhabitant get?
Each inhabitant would get less than an acre.
5. How many men are there in the army of Monaco?
Sixty men are there in the army of Monaco.
6. What are the items on which tax is levied in Monaco?
Tobacco, wine and spirits, and poll tax are the items tax is levied in Monaco.
7. Why was it hard for the Prince to feed his courtiers and officials and to keep himself?
As very few people in the kingdom drank and smoked the revenue from the taxes on tobacco
wine and spirits was insufficient for the Prince to feed his courtiers and officials and to keep
himself.
8. What was the new and special source of revenue found by the king?
The gaming house was the special source of revenue found by the king.
9. What did people play in the gaming house?
People played roulette in the gaming house.
10. How did the king of Monaco supplement the kingdom's revenue?
He supplemented the kingdom‘s revenue by keeping to himself the monopoly of the gaming
business.
11. What did the king of Monaco consider dirty business?
The king of Monaco considered gambling a dirty business.
12. Why were the German sovereigns forbidden from keeping gaming houses?
The German sovereigns were forbidden from keeping gaming houses because they did much
harm to society.
13. What proverb does the writer mention to justify the dirty business of gambling?
‘You can't earn stone palaces by honest labor’.
14. In what way does the Prince of Monaco hold his court with all the ceremony of a real king?
The Prince of Monaco had his coronation and his levees. He also gave rewards and awarded
sentences and pardons. He also held reviews, councils, laws, and courts of justice.
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15. What unusual crime was committed in the kingdom of Monaco?
The unusual crime that was committed in the kingdom of Monaco was murder.
16. In what manner was the criminal condemned to be executed?
The criminal was condemned to be executed by an executioner using a guillotine machine.
17. What was the hitch in the execution of the criminal?
The kingdom of Monaco did not have either a guillotine machine or a professional
executioner.
18. How much did the French government expect for a machine and an expert?
The French Government expected 16,000 francs for a machine and an expert.
19. Who according to the council was a brother monarch?
The council of Monaco considered the king of Italy as a brother monarch. (Monarchic type of
government).
20. How much did the Italian government demand for the execution?
12,000 francs (12 thousand) for lending the machine and the services of an It also included
the traveling expenses.
21. Why was the prince of Monaco unwilling to put an additional tax of two francs on the
people?
Prince of Monaco was unwilling because the people wouldn't stand it and it may also cause a riot
22. What reason did the soldiers give for not accepting to execute the criminal?
The council of ministers wanted one of the soldiers to cut off the criminal‘s head in a rough and
homely fashion. But the soldiers said that they did not know how to do it and that was one thing
that they had not been taught.
23. What were the duties expected of the guard?
The guard was expected to watch the criminal and also to fetch his food from the palace kitchen.
24. ‘The present plan is too expensive‘ What is the present plan referred to by the prince?
The plan of keeping the murderer in prison, and a guard to keep watch over him was about 600
francs a year.
25. On what condition did the criminal agree to leave the criminal?
The criminal agreed to leave the prison on the condition that the king undertakes to pay his
pension regularly and receive one-third of his annuity as advance from the prince.
26. What work did the prisoner do after being released from prison?
The prisoner bought a bit of land and started market gardening.

Comprehension II
1. Though gambling is a dirty business why does the king of Monaco resort to it?
Count Leo Tolstoy (1828-1910) was a Russian prolific writer, who started his career with short
stories and novels, later he turned to writing essays and plays. Too Dear was written after 1890.
So naturally his angle was humanitarian, where he reflected on the well-being of mankind.
Monaco is a tiny little kingdom of seven thousand inhabitants, which lies on the shore of the
Mediterranean Sea near the borders of France and Italy. Many a small country town has more
inhabitants than this kingdom. Despite this, Monaco has a Kinglet, a palace, courtiers, ministers,
a bishop, generals, and an army, consisting of sixty men. The kingdom also levies taxes on its
subjects on the use of tobacco, wine, and spirits and a poll tax. Since this kingdom has very few
subjects, the revenue drawn from them is not sufficient. Therefore, the Prince of Monaco has no
other option other than resorting to keeping gaming houses for extra revenue. This is the reason
why the Prince of Monaco resorts to gambling even though it's a dirty business.

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 2. Why did the king of Monaco keep changing his mind in dealing with the criminal?
Count Leo Tolstoy [1828-1910] was a Russian writer who wrote novels and short stories.
‘Too Dear’is one of the finest short stories. It ridicules the way that the decisions are made by the
kings and administrations.
The kingdom of Monaco had never encountered a crime like murder in its domains. The king and
the lawkeepers did not know how to handle this crisis. Though the judges sentenced the
murderer to be beheaded, this was not possible, as the kingdom of Monaco had no means to
execute the murderer and they had to rely on their neighboring country France to supply them
with a guillotine, a machine to cut the heads off. But, this cost them 16,000 Francs which was a
heavy sum. So, the king decided to enquire about the cost of the machine from Italy. Italy offered
a guillotine machine for a lesser sum of 12,000 Francs. Even though this was too much for the
country's economy, therefore king decided to alter the death sentence to one of imprisonment
for life, which was cheaper than the earlier death sentence. After a year king noticed that life
imprisonment cost came up to more than 600 Francs which was heavy and at last king resorted
to paying a pension of 600 Francs annually to the prisoner and ordered him to leave the domains
of Monaco forever.

3. Why was the criminal reluctant to go out of the prison?

Once, a murder was committed in the kingdom of Monaco. Though the criminal had to be
executed, the government could not arrange the machine and the expert. Then the punishment
was changed to imprisonment for life. But it was too dear for the king to maintain. Hence, the
ministers directly told the criminal to escape, but he was unwilling to leave the prison. He said,
though the prince would not mind, he would not go away as he had nowhere to go. People would
turn their backs on him. The ministers have ruined his character with their sentences. He blamed
the system that after sentencing him to death, they did not execute him. They changed the death
sentence into imprisonment for life and put him in jail. Firstly, he was timely fed by the royal
kitchen but later the guard was dismissed suddenly and the criminal had to bring his food from
the palace kitchen on his own, in addition to that he had no other place to go, as nobody would
offer him a job as he was a murderer. Moreover, he had forgotten the way of working as he was
in jail for a long time. He challenged the ministers to do whatever they could, but he would not
run away.
4. How did the criminal lead his life after his release?
It was agreed that the criminal would leave Monaco and its domain forever and for doing this he
would be paid 600 Francs annually. This somehow appeased the criminal and he readily agreed
to do so. It was only a quarter of an hour by rail and he emigrated, and settled just across the
frontier, where he bought a bit of land, started market gardening, and lived comfortably. He
always went at the proper time to draw his pension and having received it, he spent two or three
francs at the gaming table, winning sometimes and losing sometimes, and lived peaceably well.

Comprehension III
1. You can't earn stone palaces by honest labor. In what context is this statement made?
Monaco is a tiny little kingdom with seven thousand inhabitants, which lies on the shore of the
Mediterranean Sea near the borders of France and Italy. Many a small country town has more
inhabitants than this kingdom. Despite this, Monaco has a Kinglet, a palace, courtiers, Ministers,
a bishop, generals, and an army, consisting of sixty men. The kingdom also levies taxes on its
subjects on the use of tobacco, wine, and spirits and a poll tax. Since this kingdom has very few

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 subjects, the revenue drawn from them is not sufficient. Therefore, the Prince of Monaco has no
other option other than resorting to keeping gaming houses for extra revenue. Though the
kinglet of Monaco knows it is a dirty business, what is he to do? He has to live. He was very
interested in all his ceremonies. He has his coronation, his levees, his rewards, sentences, and
pardons. He also had his reviews, councils, laws, and courts of justice, just like any other king,
only on a smaller scale. King was more interested in leading a luxurious life and also more
concerned with all his financial gains and less concerned with his duties. So he drew revenue
from all evil sources like gambling houses, and tax on tobacco, wines, and spirits which represent
the negative aspects of life. Income collected from the evil side of life may not lead us to a good
future.
OR
Monaco is a tiny kingdom on the Mediterranean Sea, near France and Italy, with just seven
thousand inhabitants—fewer than many small towns. Despite its size, Monaco has a king, palace,
ministers, generals, a bishop, and a small army of sixty men. The kingdom relies on taxes from
tobacco, wine, spirits, and a poll tax, but these revenues are insufficient due to the small
population. To supplement their income, the Prince of Monaco runs gaming houses, even though
he knows this is an unethical business. The king is more interested in luxury and financial gain
than in fulfilling his duties. His revenue comes from morally dubious sources like gambling and
taxes on vices, suggesting that income from such negative sources does not lead to a positive
future.

2. Though the trial and imprisonment of the criminal is depicted in comic mode in this story,
it does give rise to serious questions. What are they?
The story questions the economic burden of justice. It highlights the irony that the cost of
carrying out a death sentence or maintaining a life imprisonment can be prohibitively high,
raising the issue of whether financial considerations should influence justice.
It critiques the inefficiency and incompetence of the ruling administration. The king's inability to
handle a simple case without incurring excessive costs points to broader issues of governance
and the misuse of resources.
The narrative raises ethical questions about punishment. It suggests that the traditional forms of
punishment, like execution or life imprisonment, may not be the most humane or effective way
to deal with criminals.
Tolstoy indirectly questions the treatment of criminals and whether they are entitled to basic
human rights and dignity, even when they have committed crimes. The story advocates for more
humane treatment and suggests that criminals, too, should be allowed opportunities for
rehabilitation.
The story also explores the conflict between the ideal of justice and pragmatic decision-making.
The king's decision to pension the criminal rather than imprison him or execute him raises
questions about whether justice is being served or if pragmatic considerations are taking
precedence.
These questions invite the reader to reflect on the complexities of justice, the responsibilities of
those in power, and the ethical treatment of individuals within the legal system.

************ ************ ************

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 3. ON CHILDREN
KAHLIL GIBRAN
Kahlil Gibran (1883-1931) is a Lebanese-American artist and poet. His poems are considered
poetic essays‘, as they do not adhere to the usual versification. ‘On Children‘ by Khalil Gibran is an
excerpt from ‘The Prophet‘, one of his most popular works. The prophet occupies a unique place in
world literature. The theme of the poem is stewardship, the relationship between the parents and
children. The Prophet shares his views on parenting.
BACKGROUND
‘On Children’ is a philosophical poem written by Khalil Gibran. Traditionally the parents exercise a lot
of authority over their children. And they try hard to impose many things on them. It is just because
they have given birth to them. The message of the poem seems blunt and too straightforward. Parents
should not be possessive about children. In conversation, we may say that in this sermon (‘0n
Children‘) Gibran illustrates how love works in the intimate relationship of parenthood.
KEY POINTS
▪ A woman requesting the Prophet to speak on children
▪ Parents can give their love but not thoughts and ideas.
▪ Parents may give shelter to bodies but not their souls
▪ Children’s souls dwell in the house of tomorrow
▪ Parents-bows, living arrows-children
▪ God- The archer
▪ Archer loves both children and parents.

SUMMARY
The poem ‘On Children‘ by Kahlil Gibran presents the usual expectations of parents about their
children and urges them to introspect. The poem focuses on the lives of children and the responsibility
of parents. It also speaks about the different levels of freedom the children must have in shaping their
lives.

The prophet wants the parents to realize that children are gifts of God. In his opinion, children are the
sons and daughters of life‘s longing for itself. They come through parents but not from them. The
parents can‘t claim their rights over the children. They should not impose any of their thoughts because
children have their personalities. The parents can only protect the bodies of their children but not their
souls. Children have their thoughts. As life always moves forward, parents should not try to make their
children like them. Parents are the bow in the hands of the Archer (God). The children are the living
arrows sent forth. So the parents should be stable and bend to the will of the Archer. The children can
excel (go swift and far) in life only if the bows (parents) are ready to bend gladly in the hands of the
Archer (God). God loves both the parents and children. He has a definite plan for their future. So,
parents should give enough freedom to their children to shape their lives. They should not impose
their ideas on them. They should respect the individuality of their children. They should show selfless
love towards their children and enough for them to excel in life.

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Answer the following questions by choosing the right option.
1. According to the speaker of On Children, the souls of children dwell in the house of___________.
a) today
b) yesterday
c) tomorrow
d) The day after tomorrow
2. According to the speaker in On Children, life does not go ________.
a) forth
b) swift
c) backward
d) forward
3. In “On Children”, ‘The Archer’, refers to ___________.
a) Child
b) God
c) Prophet
d) Parents
4. ________ asked the speaker, in On Children, to speak of children.
a) a woman
b) a poet
c) a child
d) a father
5. Children are the sons and daughters of ____________, according to the speaker in On Children.
a) Life’s longing for itself
b) Parents
c) Children
d) Gods
6. ___________ are the sons and daughters of life’s longing for itself.
a) Parents
b) Children
c) Gods
d) Archers
7. Though children are with their parents they do not belong to ___________.
a) parents
b) archer
c) God
d) the prophet
8. Parents may give their love to their children but not their ____________.
a) hatred
b) care
c) thoughts
d) money
9. Children have their own __________, according to the speaker in On Children.
a) thoughts
b) plans
c) views
d) love
10. Parents may ___________the bodies of the children but not their souls.
a) house
b) love
c) thoughts
d) control

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11. Parents may house __________ but not children’s souls.
a) their views
b) thoughts
c) children’s bodies
d) their ideas
12. According to the speaker in “On Children”, children may house their bodies but not ________.
a) their souls
b) their behavior
c) their bodies
d) their thoughts
13. According to the speaker the house of tomorrow cannot be reached by parents even in their
________
a) plans
b) future
c) dreams
d) thoughts
14. According to the speaker, parents may _________ to be like their children.
a) work
b) strive
c) dream
d) plans
15. The speaker tells the parents not to make their _________ like them
a) parents
b) archer
c) gods
d) children
16. According to the speaker of On Children, life neither goes backward nor _________ with
yesterday.
a) imagines
b) tarries
c) compares
d) fights
17. According to the speaker of On Children, life goes not backward nor tarries with______________.
a) today
b) tomorrow
c) yesterday
d) The next day
18. The speaker of On Children says that _________ are the bows from which living arrows are sent
forth.
a) children
b) gods
c) archers
d) parents
19. According to the speaker, the children are sent forth as living ___________.
a) arrows
b) parents
c) bows
d) God
20. According to the speaker of the poem On Children, _______may give their love but not thoughts
to their children.
a) parents
b) prophet

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 c) speaker
d) gods
21. In “On Children”, arrows represent ________.
a) thoughts
b) parents
c) children
d) bows
22. If arrows represent children, the bow represents ____________.
a) flying arrows
b) parents
c) children
d) many bows
23. Using bows, arrows are sent forth by __________.
a) the children
b) the parents
c) the future
d) the archer
24. The archer sees the mark upon the path of ___________.
a) sky
b) infinite
c) school
d) forest
25. God bends bows with his__________.
a) might
b) arrows
c) hand
d) will
26. According to the prophet ‘Living arrows’ mean __________.
a) parents
b) arrows
c) children
d) women
27. The prophet in On Children compares children to __________.
a) living arrows
b) parents
c) Archer
d) bows
28. The prophet in On Children compares parents to __________.
a) arrows
b) archer
c) bows
d) life
29. The prophet in On Children compares God to _____________.
a) bows
b) archer
c) parents
d) children
30. In On Children, the speaker says that the God also loves the bow that is ___________.
a) stable
b) flexible
c) swift
d) soft

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31. ____________ sees the mark upon the infinite in On Children.
a) God
b) Parents
c) Children
d) the prophet
32. The speaker of the poem “On Children” suggests to the parents that their bending in the Archer’s
hand be for ______.
a) gladness
b) b. stability
c) c. swiftness
d) d. might
33. According to the speaker of “On Children”, the one who loves both the arrow and the bow is
_____.
a) the archer
b) the parents
c) the children
d) the teacher
34. As God loves the arrow that flies, he also loves the ___________ that is stable.
a) target
b) bow
c) archer
d) swift

Comprehension I and additional questions.

1. And a woman who held a babe against her bosom said,
“Speak to us of children” And he said: Here 'he' refers to
a ) Her Child.
b) the Prophet.
c) the poet.
2. 'Your children are not your children' means
a) They do not belong to their parents only.
b) The children should have their own space.
c) Parents should not be possessive of their children.
3. They come through you but are not from you means
a) Though parents give birth to their children they do not own them.
b) Children have independent personalities.
c) Parents should be indifferent to their children.
4. According to the prophet, what may be given to the children?
According to the prophet, love may be given to the children.
5. Their souls dwell in the house of tomorrow' means
a) Children belong to the future.
b) Parents cannot shape their children‘s future.
c) Children have a different vision of life.
5. Whom does the word bows refer to?
The word bows refers to parents.
6. The bow and living arrows refer to parents and children.

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7. ‘For even as He loves the arrow, that flies so he loves also the bow that is stable.’ Discuss the
contrast between the underlined phrases.
Contrast Between the Phrases
The Arrow that Flies:
The Imagery of the "arrow that flies" symbolizes a child who grows up, leaves home, and explores
the world independently. It represents freedom, movement, and the pursuit of one’s path.
The Symbolism of The arrow is associated with dynamic energy, ambition, and the journey of life.
It embodies a desire for exploration, change, and progress.
This emotion is an implied sense of adventure, excitement, and sometimes uncertainty in the
path that the "arrow" takes. The arrow’s flight suggests the unpredictable and ever-changing
nature of life.
The Bow that is Stable:
The imagery of the "bow that is stable" represents the parent or the foundation from which the
child (arrow) is launched. The bow symbolizes support, stability, and a guiding force.
The symbolism of the bow is connected to strength, steadiness, and the nurturing aspect of
parenting. It reflects the stability, discipline, and consistency needed to prepare the child for their
journey.
This expresses the emotion of the stability of the bow suggesting a sense of reliability, patience,
and enduring love. It indicates a calm, grounded, and balanced presence that supports without
holding back.
8. What does the phrase ‘living arrows‘ refer to?
The phrase ‘living arrows’ refers to children.
9. Who is the archer in the poem?
God is the archer in the poem.
10. Whom does God use as his instrument to send living arrows to the earth?
God uses parents as his instrument to send living arrows to the earth.
11. Why does god bend the parents with all his might?
God bends the parents with all his might to test them for stability and strength so that the arrows
(children) that they shoot travel far and reach their destination.
12. What brings children to the earth?
Life's longing for itself brings children to the earth.
13. Why shouldn't parents give their thoughts to their children?
Parents should not give their thoughts to their children because the children have souls and minds
of their own and are free to think for themselves.
14. Who dwell in the house of tomorrow?
Children dwell in the house of tomorrow.

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Comprehension II
1. Why does the prophet categorically state 'Your Children are not your children'?
Khalil Gibran was a Lebanese American artist, poet, and writer. 'On Children' is a selection from 'The
Prophet' published in 1923. The Prophet is one of the bestselling books of all time. The Prophet offers
a critique of the usual expectations of parents about their children and urges them to introspect. He
states that a child's parents should not be controlling towards their child: rather they should give
their children the opportunity to succeed on their own. All that the child needs from his parents is
never-ending support. Your children are not your children but many parents goad (pointed stick to
drive cattle with compulsion) their kids apparently without even sparing a glance as to what the child
wishes or wants.
‘They come through you but not from you’ And though they are with you, Yet they belong not to
you
This quote means that we are all God's children. They have come through us for a purpose of their
own and some of them are very different from their parents, in thoughts, attitudes, wishes, etc. Kahlil
says that they stay with you, but they do not belong to you. Each one of us has to chart out our paths
and not one of us resembles the other. God and nature are so brilliant that we cannot find even one
fingerprint resembling another. Parents should love their children without binding them with their
thoughts. Love is always divine and selfless and free like a bird.
OR
Khalil Gibran, a Lebanese American artist, poet, and writer, presents a profound perspective on
parent-child relationships in his 1923 book "The Prophet". In the poem "On Children," Gibran
challenges the conventional expectations that parents often impose on their children, urging parents
to introspect and reconsider their approach. He emphasizes that children are not possessions but
independent beings who come through their parents, not from them, and ultimately belong to a
higher power. Gibran advocates for parents to provide unwavering support while allowing their
children the freedom to chart their paths, free from the constraints of parental control. He
underscores that love should be divine, selfless, and liberating, enabling children to grow and thrive
as unique individuals.
2. What do the metaphor, bows, and arrows signify about the parent-child relationship?
Khalil Gibran was a Lebanese American artist, poet, and writer. 'On Children' is a selection from 'The
Prophet' published in 1923. The Prophet' is one of the bestselling books of all time. Kahlil Gibran's
perspective on the issue of children is that a child's parents can only give them love to make them
confident to face all the challenges of life. But they cannot impose their thoughts. Parents can offer
opinions as choices but freewill or ultimate decision should be given to children. Parents should allow
them to grow and transcend what personality they aspire to. Parents should think that children are
our future and the future cannot be stagnant with the past. The future can only be better and brighter
because all beings (everybody) strive for perfection and that is not possible concerning the past
because by focusing on the past, the present gets distorted.
Here Kahlil compares parents as bows, children as arrows, and almighty as the archers. The bow has
to stretch to shoot the arrows. In the same manner, parents have to stretch the limits of their thinking
and living. The respect that any adult gets, should not be because of his age, but it should be because
the next generation feels they deserve it due to their thoughts which have become a foundation for
their character, and one day parents should look at them and wonder, ‘these were my thoughts but
my child has surpassed (excelled) them’ and parents should hope to become like their children.
Kahlil insists that this is the day when any parent should be proud that the parenting has been good.
No person truly belongs to another, each person is unique.

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 OR
Khalil Gibran, a Lebanese American artist, poet, and writer, discusses the parent-child relationship in
"On Children" from his bestselling book "The Prophet" (1923). Gibran emphasizes that while parents
should provide love and support to help their children face life's challenges, they should not impose
their thoughts or control their children's decisions. Instead, parents should allow their children the
freedom to choose their paths and grow into the individuals they aspire to be. Gibran compares
parents to bows, children to arrows, and God to the Archer, suggesting that parents must stretch
their thinking to enable their children to surpass them. He argues that true pride in parenting comes
when children exceed their parents' expectations and become independent thinkers. Each person is
unique and does not belong to another, highlighting the importance of individuality and growth.
His fingerprints and mind are solely his parents the ‘bow that sends the ‘arrows’ of their children into
the future. Each is beloved by God who is their creator. The archer ‘God’ who cast the arrows wants
it to go to a certain place; he really cannot make it go unless he holds the bow stable. So that the
arrow will go the way he wants. In other words, parents need to be good stable role models for their
children if they want them to stick to the path of success.

3. According to the Prophet, what attitude should parents have towards their children?
Kahlil Gibran (1883-1931) is a Lebanese-American artist and poet. His poems are considered
‘poetic essays‘, as they do not adhere to the usual verification. The theme of the poem is the
relationship between the parents and children. Parents should not be possessive about children. The
prophet wants the parents to realize that children are gifts of God. In his opinion, children are the
sons and daughters of life's longing itself. They come through parents but not from them. The parents
can‘t claim their rights over the children. They should not impose any of their thoughts because
Children have their own personalities. The parents can only protect the bodies of their children but
not their souls. Children have their thoughts.
As life always moves forward, parents should not try to make their children like them. Parents are
the bow in the hands of Archer (God). The children are the living arrows sent forth. So the parents
should be stable and bend to the will of the Archer. The children can excel (go swift and far) in life
only if the bows (parents) are ready to bend gladly in the hands of the Archer (God). God loves both
the parents and children. He has a definite plan for their future. So, parents should give enough
freedom to their children to shape their lives. They should not impose their ideas on them. They
should respect the individuality of their children. They should show selfless love towards their
children and enough for them to excel in life.
Comprehension III
In this poem, ‘parents’ could stand as a metaphor
a) The older generation
b) Leaders
c) Religious heads
d) Teachers

Having considered the above options, offer different readings of the poems
In Khalil Gibran's poem "On Children," the metaphor of "parents" can be interpreted in multiple
ways, depending on the perspective of the reader. Here's a breakdown of how each option could
offer a different reading of the poem:

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a) The Older Generation
If "parents" are seen as a metaphor for the older generation, the poem reflects the dynamic between
the young and the old. This interpretation suggests that the older generation often attempts to
impose their beliefs, values, and expectations on the younger generation. Gibran's message here
could be that each generation is unique and should have the freedom to grow and develop in their
way. The poem encourages a more open-minded approach where the older generation acts as
guides, not as controllers of the younger generation's destiny.

b) Leaders
When interpreting "parents" as a metaphor for leaders, the poem might be read as a commentary
on political or social leadership. Leaders, like parents, may feel a sense of responsibility or authority
over their followers. Gibran's poem, in this context, could be urging leaders to allow their people the
freedom to choose their paths, make their own decisions, and shape their future. It becomes a
critique of authoritarianism and an endorsement of a more democratic, nurturing form of leadership
that respects the individuality and autonomy of each person.

c) Religious Heads
If "parents" are read as a metaphor for religious heads or spiritual leaders, the poem could be
interpreted as a critique of religious dogmatism and control. Gibran might be suggesting that while
spiritual leaders can provide guidance and inspiration, they should not dictate the spiritual journey
of their followers. Every individual must find their path to spiritual fulfillment. This reading
emphasizes the importance of personal spiritual exploration and growth over strict adherence to
religious doctrine imposed by religious authorities.

d) Teachers
Interpreting "parents" as a metaphor for teachers offers yet another perspective. In this reading,
teachers are seen as figures of authority in the educational context. Gibran's message could be
advocating for a teaching style that encourages independence and critical thinking rather than one
that imposes rigid knowledge and viewpoints. Teachers should provide guidance and support, but
ultimately, students must be allowed to think for themselves and pursue their own intellectual and
personal development.

Conclusion
Each interpretation brings a unique perspective to Gibran's poem, emphasizing different themes
such as freedom, individuality, and the roles of authority figures in shaping or supporting the
development of those under their care. "On Children" ultimately challenges any form of control or
imposition over others' destinies, advocating for a more liberated, respectful, and supportive
approach to guidance, whether from parents, leaders, religious heads, or teachers.

4. In the light of the poem, think of different levels of freedom children must have in shaping their
lives.
Gibran's poem emphasizes that while parents and authority figures play a role in guiding children,
they must avoid imposing their desires or fears on them. Children should be allowed to grow into
their unique selves, free to explore their own identities, make choices, and learn from their
experiences. This approach nurtures self-confidence, creativity, and a sense of purpose, ultimately
allowing children to shape their destinies in a manner true to their inner calling. Gibran advocates
for a loving and supportive environment that respects the child's individuality and innate potential.

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5. The poem does not focus merely on the lives of children but also talks about the responsibilities
of parents. Discuss.

Khalil Gibran's poem "On Children" explores the responsibilities of parents beyond simply raising
their children. Gibran emphasizes that children are not possessions but independent beings with
their destinies: "Your children are not your children. They are the sons and daughters of Life's longing
for itself." This suggests that parents should guide rather than control their children, providing a
foundation for them to grow while respecting their autonomy.

The poem advises parents to offer love without imposing their thoughts or expectations, recognizing
that children have paths to follow: "You may give them your love but not your thoughts, / For they
have their thoughts." Gibran encourages parents to balance protection with freedom, allowing
children to experience life, make mistakes, and learn from them.

Gibran's message is that parents should nurture their children's individuality and support their
unique journeys. Parents are called to be guides and supporters, not possessive or controlling,
allowing children to fulfill their purpose and explore their future independently. This approach
fosters a loving, respectful relationship that enables children to grow into their true selves.

************ ************ *************

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 4. EVERYTHING I NEED TO KNOW I LEARNED IN THE FOREST
By- Vandana Shiva
Introduction: The lesson is based on two articles written by Vandana Shiva. The first part of the
lesson, titled "Everything I Need to Know I Learned in the Forest," was published in the winter issue
of Yes! magazine in 2012. The title of that winter issue was "What Would Nature Do?"
The second part, titled "Rights of Nature on the Global Stage," is adapted from Shiva's article "Forest
and Freedom," which was published in the May-June 2011 edition of Resurgence Magazine.
The two parts are thematically interlinked and supplement each other.
In the first part, the author tells the reader how she learned the basic principles of environmentalism
from the uneducated women of Garhwal, Himalaya, and how she became a proactive
environmentalist.
In the second part, she presents a historical account of how the concept of Earth as a living entity got
transformed into Earth as dead matter and its consequences.
Answer the following questions by choosing the right option.
1. According to Vandana Shiva, the songs and poems composed by their mothers were about______
a) Chipko Movement
b) fossil fuel
c) trees, forests, and India’s forest civilization
d) Bachni Devi
2. Vandana Shiva spent every vacation ______.
a) collecting firewood
b) producing profit and resin and timber
c) doing pad yatras
d) doing a Ph.D.
3. Vandana Shiva’s ecological journey started from ________.
a) forests of Sahyadris
b) forests of Karavalis
c) UN General Assembly
d) forests of the Himalayas
4. Chipko Movement is a non-violent response against large scale _____in the Himalayan regions.
a) forestation
b) deforestation
c) ecocentrism
d) collection of seeds
5. The peasant women from the Garhwal region came out in defense of the forests in ______.
a) 1987
b) 1921
c) 1970
d) 2011
6. In ‘Everything I Need to Know I Learned in The Forest’, logging in the Himalayan region had led to______
a) Biodiversity
b) plantation
c) Landslides, floods, and scarcity of water
d) the end of consumerism
7. Vandana Shiva went to ________before leaving for Canada.
a) Calcutta
b) Bolivia
c) Ecuador
d) her favorite forest

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8. ‘Tapovan’ is written by ______________
a) Vandana Shiva herself
b) Francis Bacon
c) Carolyn Merchant
d) Rabindranath Tagore
9. In ‘Everything I Need to Know I Learned in The Forest’, the women held _______when the forest
officials arrived.
a) lighted lanterns
b) welcome banners
c) garlands
d) black flags
10. The Navdanya Farm was started in _____.
a) 1987
b) 1994
c) 1973
d) 1977
11. Failure to recognize that, humans are an inseparable part of nature leads to ________
a) sustaining earth
b) harmony with nature
c) environmentally destructive behavior
d) friendship with nature
12. United Nations General Assembly’s conference of 2011 was inspired by ________
a) Chipko Movement
b) Bachni Devi
c) Navdanya Movement
d) constitution of Ecuador
13. The Constitution of Ecuador has recognized the ________ in its constitution.
a) Harmony with Nature
b) Industrial Revolution
c) Rights of nature
d) Consumerism
14. Navdanya Farm was started by Vandana Shiva at________.
a) Bolivia
b) Aravalli
c) Doon Valley
d) Tapovan
15. According to Vandana Shiva, _______is the only answer to the food and nutrition crisis in India.
a) industrial Revolution
b) Conservation of biodiversity
c) Terra Nullis
d) Chipko Movement
16. According to Cormac Cullinan, apartheid means_________
a) separateness
b) monoculture
c) diversity
d) Revolution
17. Vandana Shiva says that ______has replaced diversity.
a) food production
b) higher nutrition
c) nature
d) monocultures

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18. ‘Terra Madre’ means____________________
a) Pluralism
b) Civilization
c) Mother Earth
d) Reconnecting
19. The term ‘the empty land ready for occupation’ means _________.
a) Fossil fuel
b) Environmentally destructive behavior
c) Terra Nullius
d) Capitalism
20. The father of modern science is _____________.
a) Cormac Cullinan
b) Tagore
c) Carolyn Merchant’s father
d) Francis Bacon
21. Earth University started by Vandana Shiva is located in_________
a) Rangoon
b) Karnataka
c) Navdanya Farm
d) Kolkota
22. One of the popular courses offered by “Earth University” is
a) Organic farming
b) Tapovan
c) Monocultures of the Mind
d) Gandhi and Globalisation
23. ______surprised Vandana Shiva when she went to swim in her favorite stream
a) Women holding lanterns
b) Women hugging trees
c) Streams being reduced to a trickle
d) Bachni Devi fighting against her husband
24. According to Vandana Shiva________ composed songs and poems about trees and forests
a) Vandana’s mother
b) Bachni Devi
c) Peasant women
d) Forester
25. _________was well suited to the activities that would lead to capitalism according to Carolyn
Merchant
a) Chipko Movement
b) Monocultures of mind
c) Change from Terra Madre to Terra Nullius
d) Eco-friendly activities
26. According to Vandana Shiva, _______________ has been her teacher of abundance and freedom
of cooperation and mutual giving.
a) Chipko Movement
b) Navdanya Farm
c) Earth University
d) Biodiversity
27. Earth Democracy is a shift from _____________________
a) Hunger to thirst
b) Anthropocentrism to Ecocentrism
c) Capitalism to globalisation
d) Monarchy to Democracy

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28. Vandana Shiva’s Earth University was inspired by__________________.
a) Francis Bacon’s inventions
b) Carolyn Merchant’s ideologies
c) Cormac Cullinan’s thoughts
d) Rabindranath Tagore’s Shantiniketan
29. In ‘Everything I need to know I learned in the forest ‘, Rabindranath Tagore‘s Tapovan is____
a) A learning center
b) Forest
c) Essay
d) University
30. According to Tagore, _______has helped the intellectual evolution of man in ‘Everything I Need
to Know I Learned in the Forest’
a) scientific inventions
b) organic farming
c) peace of the forest
d) Industrialization
31. According to Vandana Shiva war against the Earth began ____________
a) after the UN’s report
b) because of Bolivia’s constitution
c) facilitating the industrial revolution
d) with the anti-apartheid movement
32. ____________becomes the source of conflict and contest according to Vandana Shiva
a) Idea of separateness
b) End of consumerism and accumulation
c) Diversity without unity
d) Forest
33. According to Vandana Shiva, people discover the joy of living ___________
a) with the end of consumerism and accumulation
b) when the participants learn to work with living seeds
c) in the Navdanya Farm
d) In Tapovan
34. ____________ is the learning center started by Rabindranath Tagore.
a) Tapovan
b) Shantiniketan
c) Earth University
d) Navdanya Farm
35. Earth University founded by Vandana Shiva teaches ______________.
a) Eco apartheid
b) Anthropocentrism
c) Communion
d) Earth Democracy
36. According to the women of Adwani, the real value of the forest is ________
a) springs and streams
b) 150 varieties of wheat
c) resin and timber
d) 3000 rice varieties
37. Vandana Shiva says that the only answer for the food crisis is _______________
a) eco-apartheid
b) conservation of biodiversity
c) Chipko Movement
d) Tapovan

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38. _________ initiated the Universal Declaration of Rights of Mother Earth.
a) Bolivia
b) Ecuador
c) South Africa
d) India
39. Empty land ready for occupation is _______________
a) Terra Nullius
b) Terra Madre
c) Lower elevation of the Himalayas
d) Ecuador
40. According to the forester in ‘Everything I need to know ....’, Forests produce __________
a) soil, water, and pure air
b) profit, resin, and timber
c) water, fodder, and fuel
d) soil, profit, and water

Comprehension I
1. Trace the childhood experiences that shaped the author‘s interest in ecology.
Ans: Vandana Shiva‘s father, mother, and the Himalayan forests, and ecosystems shaped her
interest in ecology.
2. How does the scarcity of water, fodder, and fuel affect women?
Ans: The scarcity of water, fodder, and fuel means longer walks for collecting water and
firewood and a heavier burden.
3. What features of the ‘Chipko Movement‘ does the author highlight?
Ans: The Chipko movement features a non-violent response to deforestation by hugging the
trees.
4. The real value of forest for women was
Ans: springs and streams.
5. List the activities she undertook after her involvement with the ‘Chipko‘ movement.
Ans: She took out Pad yantras, documented the deforestation and the work of the forest
activists, and spread the message of Chipko.
6. The conservation of biodiversity in agriculture leads to ____________
Ans: more quality food and higher nutrition.
7. Why is it important to change the fossil fuel and chemical-based monoculture?
Ans: One is non-renewable and the other is harmful.
8. What prompted the UN to initiate a discussion on the rights of Mother Earth?
Ans: The constitution of Ecuador and the Universal Declaration of the Rights of Mother Earth
initiated by Bolivia.
9. What, according to the author, is eco-apartheid? Why is it important to end this?
Ans: Separateness of humans from nature. To avoid violence against nature and people, eco-
apartheid must end.
10. How do Carolyn Merchant and Francis Bacon differ in their views?
Ans: Francis Bacon held that through science and inventions, Nature can be conquered and
subdued. Whereas Carolyn Merchant says mother Mother Earth cannot be slayed.
11. Which event in human history marked the beginning of the separation of humans from nature?
The Industrial Revolution marked the beginning of the separation of humans from nature.
12. How do Carolyn Merchant and Francis Bacon differ in their views?
Carolyn Merchant views nature as a living entity that should be respected and preserved, while
Francis Bacon sees nature as something to be controlled and exploited for human benefit through
science and technology.

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 13. What ideas of Tagore inspired the author to start Earth University?
Ans: Inspiration from nature and to create an Indian cultural renaissance.
14. How are Unity and Diversity related to each other?
Ans: Diversity without unity becomes the source of conflict and contest. Unity without diversity
becomes the ground for external control.
Comprehension II
1. How did the women led by Bachni Devi put up resistance to the felling of trees? Do you think
it was effective?
“Everything I Need to Know I Learned in the Forest” is an essay by Vandana Shiva, an internationally
renowned activist for biodiversity and against corporate globalization. Bachni Devi, a woman from the
village of Adwani in the Himalayas, led a resistance against her husband, who had obtained a contract
to cut trees. When officials arrived at the forest, the women held lighted lanterns even though it was
broad daylight. They ironically told the officials that they had come there to teach them about forestry.
This provoked the forester, who asserted that the forests produced profit, resin, and timber. The
women responded in unison, reminding the officials that the forests provide soil, water, and pure air.
The resistance proved effective, as it made the officials realize the seriousness of the situation. The
officials also became aware of the local women’s understanding of the dangers of indiscriminate
logging.
2. Why is it important to promote biodiversity-intensive farming? How did the author achieve it?
Ans: It is crucial to promote biodiversity-intensive farming because it addresses the food and nutrition
crisis. As the population grows, there is an increasing need to produce large quantities of food.
Additionally, to enhance crop yields and maintain soil quality, biodiversity-intensive farming has
become essential. Vandana Shiva has significantly contributed to this cause by founding Navdanya, a
biodiversity conservation and organic farming movement, in 1987. She has worked with farmers to
establish more than 100 community seed banks across India, preserving over 3,000 rice varieties. These
efforts also support farmers in transitioning from fossil-fuel and chemical-based monocultures to
biodiverse ecological systems, which are nourished by the sun and the soil.
3. Write a short note on the Rights of Nature.
A. The right of people to use nature
B. the duty of human beings to conserve nature.
C. preserving nature for self-protection.
The "Rights of Nature" refers to the responsibility of human beings to conserve nature in its broader
sense. We must recognize that we are an inseparable part of nature and that damaging it ultimately
harms ourselves. Ecuador and Bolivia, which have officially recognized the rights of nature, prompted
the U.N. General Assembly to organize a conference in April 2011. The conference explored ways to
transform systems based on domination—such as the domination of people over nature, men over
women, and the rich over the poor—into new systems based on partnership. The U.N. Secretary-
General’s report emphasized the importance of reconnecting with nature. It noted that separatism
leads to violence against both nature and people. We should honor the values of Indian civilization that
are tied to the culture of the forest. Our long history of coexisting with nature’s pristine presence
should guide our approach. Scientific advancements and technological growth should go hand in hand
with the conservation of nature.
4. What does the idea of the Earth University convey? How is it different from other universities?
Ans: The Earth University is located at Navdanya, a biodiversity-intensive farm, and is inspired by
Rabindranath Tagore. The concept of Earth University embraces the idea that all species should have
the freedom to evolve within the web of life. It emphasizes the freedom and responsibility of humans,
as members of the Earth family, to recognize, protect, and respect the rights of other species. Earth
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University teaches Earth Democracy, which represents a shift from anthropocentrism to ecocentrism.
Unlike traditional universities, participants here learn to work with living seeds, living soil, and the
interconnected web of life. The participants include farmers, schoolchildren, and people from around
the world. They learn topics such as the "A-Z of Organic Farming and Agroecology" and "Gandhi and
Globalization."

Comprehension III
1. “Tagore sees unity with nature as the highest stage of human evolution.” Do you think
consumerism and the accumulation of wealth come in the way of realizing Tagore‘s vision of human
evolution?
Ans: The essay “Everything I Need to Know I Learned in the Forest” was written by Vandana Shiva, an
internationally renowned activist for biodiversity and against corporate globalization. When
Rabindranath Tagore founded Shantiniketan in West Bengal, he drew inspiration from nature. Tagore
recognized the sacred bond between humanity and nature. He believed that India’s greatest ideas
emerged from a communion with nature. The forest teaches us sufficiency—how to appreciate the
gifts of nature without exploitation and accumulation. Indeed, consumerism and accumulation
contradict Tagore’s vision of human evolution. He aimed to create an Indian cultural renaissance
through his words and actions. However, subsequent generations have largely neglected his ideals.
Influenced by rapid cultural changes and new media, the modern world has become more inclined
toward accumulation. Although there is greater education and awareness about global issues today,
the conservation of nature has become more comprehensive, yet the presence of supermarkets, global
market outlets, and online stores continues to entice impressionable youth. Thus, Tagore’s vision
remains unfulfilled.
2. “The conservation of biodiversity is the answer to the food and nutrition crisis” Discuss.
OR
Conservation of diversity is crucial for the sustenance of both nature and human society. ”Discuss.
Ans: This is from the essay “Everything I Need to Know I Learned in the Forest” by Vandana Shiva, an
internationally renowned activist for biodiversity and against corporate globalization. The conservation
of biodiversity is crucial for addressing issues related to food and nutrition. Monoculture, the practice
of growing a single crop over large areas, leads to the impoverishment of both nature and culture.
While commercial approaches may provide immediate benefits to farmers, they are not sustainable in
the long run. Vandana Shiva recognized the importance of biodiversity early on and began saving seeds
from farmers' fields. This led to the establishment of Navdanya Farm in the Doon Valley, a lower-
elevation Himalayan region, in 1994. Today, they conserve and cultivate 630 varieties of rice, 150
varieties of wheat, and hundreds of other species. Biodiversity teaches us the values of abundance,
freedom, cooperation, and mutual support.

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 5. A SUNNY MORNING
Serafin & Joaquin Alvarez Quintero
‘A Sunny Morning ‘ is an interesting comedy by the Golden Boys of Madrid Theater‘ -Serafin and
Joaquin Alvarez Quintero. These Spanish brothers were celebrated playwrights of the early 20th
century. ‘A Sunny Morning‘, is a humorous play that tells the story of Don Gonzalo and Dona Laura,
who loved each other in their youth but were forced to separate. The play begins on a sunny autumn
morning in a quiet corner of a park in Madrid.

Answer the following questions by choosing the right option.

1. In ‘A Sunny Morning‘, Don Gonzalo and Dona Laura meet after a long time in a park in __________.
a) Madrid.
b) Seville.
c) Valencia.
d) Aravaca
2. According to Petra __________ belongs to the park, in ‘A Sunny Morning’.
a) Juanito.
b) the guard.
c) Don Gonzalo.
d) the merchant
3. In ‘A Sunny Morning’ Dona Laura feeds the birds with ___________
a) bread crumbs.
b) corn.
c) the snuff.
d) violets
4. In ‘ A Sunny Morning’, ____________ accompanied Don Gonzalo when he came to the park.
a) Petra.
b) Dona Laura.
c) Juanito
d) the merchant
5. In ‘A Sunny Morning ‘, ___________ priests were sitting on Gonzalo’s usual bench in the park.
a) two
b) three
c) four
d) five
6. According to Gonzalo, Laura at that age ought to be knitting and counting beads_________
a) at home.
b) in the park.
c) Maricela
d) on the rock near the bench
7. In ‘A Sunny Morning ‘, Laura claims to have ___________ to criticize Gonzalo’s actions.
a) fundamental rights
b) neighbor’s rights
c) political rights
d) women’s rights
8. Don Gonzalo uses his _________ to brush the dust from his shoes.
a) shoe brush
b) handkerchief
c) the book
d) umbrella

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9. According to Gonzalo, one of his estates is located in __________ in ‘A Sunny Morning’.
a) Madrid.
b) Aravaca.
c) Seville.
d) Valencia
10. In ‘A Sunny Morning ‘, Gonzalo says that he could show __________ in his study to prove his skill at
hunting.
a) wild boar’s head
b) gun
c) dog
d) a tiger’s skin
11. In ‘A Sunny Morning ‘, Laura says that she could show ___________in her bedroom as evidence to
prove her hunting skill.
a) gun
b) a tiger’s skin
c) dog
d) a wild boar’s head
12. ___________ makes peace between Laura and Gonzalo, in ‘A Sunny Morning’.
a) bread crumbs
b) reading of poems
c) a pinch of snuff
d) bouquet
13. According to Gonzalo, in ‘A Sunny Morning’, he composed some verses___________
a) in his school days.
b) in his youth.
c) at his old age.
d) at his middle age.
14. In ‘A Sunny Morning’, Gonzalo says he was _________ years old when he went to America for the
first time.
a) ten
b) five
c) six
d) fifteen
15. In ‘A Sunny Morning ‘, Gonzalo says he first met __________ in America.
a) Becquer
b) Compoamor
c) Zorrilla
d) Espronceda
16. According to Don Gonzalo, he met Zorrilla in ___________
a) Africa
b) Paris
c) Spain
d) America
17. According to Don Gonzalo, he was a native of ___________.
a) Madrid.
b) Seville.
c) Aravaca.
d) Valencia
18. In ‘A Sunny Morning ‘, Dona Laura spent several seasons_________
a) in Aravaca.
b) at Maricela.
c) in Seville.
d) in Madrid

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19. According to Gonzalo, the young man went to _________ after wounding the merchant badly in the
duel, in ‘A Sunny Morning ‘.
a) Valencia.
b) Madrid.
c) Paris.
d) Aravaca
20. Laura Llorente was known in her locality as __________ in ‘A Sunny Morning’
a) a golden girl.
b) dream girl.
c) sovereign beauty.
d) The Silver Maiden
21. __________ was called The Silver Maiden in ‘A Sunny Morning ‘.
a) Petra
b) Dona Laura
c) Dona Laura’s friend
d) Dona Laura’s neighbor
22. According to Don Gonzalo, the gallant lover in ‘A Sunny Morning’ was his ________
a) friend.
b) cousin.
c) uncle.
d) boss.
23. According to Don Gonzalo, _________ was badly wounded in the duel in ‘A Sunny Morning ‘.
a) his cousin
b) the merchant
c) Juanito
d) his uncle
24. According to Gonzalo, the gallant young man (his cousin) took refuge in _____in ‘A Sunny Morning ‘.
a) Maricela
b) Gonzalo’s house
c) Dona Laura’s house
d) a hotel
25. The gallant young man finally went to _________ after he wounded the merchant very badly.
a) Seville
b) Valencia
c) Madrid
d) Aravaca
26. According to Gonzalo, his cousin met a glorious death on the battlefield of ___ in ‘A Sunny Morning’.
a) Spain
b) Paris
c) Madrid
d) Africa
27. According to Gonzalo, his cousin was whispering the name of _____at the time of his death in Africa.
a) Petra
b) Laura
c) Juanito
d) ballet dancer
28. According to Laura, the silver maiden wrote her lover’s name _________,in ‘A Sunny Morning ‘.
a) on the rock
b) on the sand
c) on the wall of her house
d) on the bench in the park

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29. According to Laura, her best friend sat on ___________ before being swept into the sea.
a) on a rock at the beach
b) on the bench at the beach.
c) on the sand.
d) in the boat
30. According to Don Gonzalo, he went to __________ when he was 6 years old boy.
a) Africa
b) Spain
c) Paris.
d) America
31. In ‘A Sunny Morning’, at the beginning of the conversation, Dona Laura thinks of Don Gonzalo as __.
a) a talented old man
b) an ill-natured old man
c) a boring old man
d) a well-mannered old man
32. The parents of Dona Laura wanted her to marry _____________, in ‘A Sunny Morning ‘.
a) Don Gonzalo
b) Juanito
c) the guard
d) the merchant
33. According to Don Gonzalo, the three priests are _________ in the park, in ‘A Sunny Morning ‘.
a) saying the mass
b) reading the bible
c) preaching
d) idling their time.
34. According to Don Gonzalo, ___________ in the park are public property.
a) the birds
b) the benches
c) the violets.
d) the books
35. Match the column ‘A’ with column ‘B’ with choose the correct option. Reference to the play ‘A
Sunny Morning’

A i. Don Gonzalo a. Maid

ii. Dona Laura b. a galiant lover
iii. Petra c. The silver Maiden
a) i-b, ii-c, iii-a
b) i-b, ii-a, iii-c
c) i-c, ii-b, iii-a .
d) i-c, ii-b, iii-a

B. i. Dona Laura a. Violets

ii. Don Gonzalo b. Parasol
iii. Petra c. Hand Kerchief
a) i-a, ii-b, iii-c
b) i-c, ii-b, iii-a
c) i-b, ii-c, iii-a
d) i-a, ii-c, iii-b

C. i.Juanito a. place near Valencia

ii. Maricela b. the Silver Maiden
iii. Laura c. Gonzalo’s servent

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 a) i-b, ii-c, iii-a
b) b. i-b,ii-a, iii-c
c) c. i-c, ii-a, iii-b,
d) d. i-c, ii-b, iii-c

D. i.. Poet a. Madrid

ii. Poem b. Zorilla
iii. Park c. twenty years passed
a) a.i-c, ii-a, iii-b
b) b. i-b, ii-c, iii-a,
c) c. i-a, ii-b, iii-c
d) d. i-c, ii-b. iii-c

Comprehension I and additional questions

1. Do you think Laura was a regular visitor to the park? What makes you think so?
Yes, Dona Laura was a regular visitor to the park. As soon as she entered the park she said she
was happy to be there that morning. She felt that she had feared that her seat would be
occupied.
2. Why are Gonzalo and Laura annoyed with each other?
Dona Laura is annoyed with Don Gonzalo because despite her warning he scares away the birds
which were feeding on her crumbs in the park. Don Gonzalo is annoyed because she took the
liberty of addressing him, even though he was a stranger to her.
3. Dona Laura reads without her glasses as________
c.She knows every word by heart.
4. Gonzalo and Laura keep up a humorous conversation because they___________
a.Have the same temperament.
5. Laura and Gonzalo's friendly conservation begins with________
c.A pinch of snuff.
6. What brings about peace between Laura and Gonzalo at the park?
A pinch of snuff brings peace between Laura and Gonzalo.
7. Gonzalo does not reveal his identity because______________
c.He looks grotesque and old.
8. Do you think Laura is an effective narrator?
Yes. I think Dona Laura is an effective narrator because when Don Gonzalo narrates his story she
also spins a fictitious story, in which Laura Llorente ends her life. That makes Gonzalo feel that
she lies worse than him.
9. Who had occupied Gonzalo's usual bench in the park?
Three priests had occupied Gonzalo‘s bench in the park.
10. Where is the park in the play 'A Sunny Morning' located?
The park is located in Madrid.
11. What is the name of Laura's maid? How old is she?
The name of Laura’s maid is Petra. She is twenty years old.
12. What does Don Gonzalo use to brush the dust from his shoes?
Don Gonzalo uses his handkerchief to brush the dust from his shoes.
13. Where is one of the estates of Don Gonzalo located?
Aravaca.
14. Name the villa in Valencia where Dona Laura spent several seasons in her youth.
Dona Laura spent several seasons in a villa called Maricela in Valencia.
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15. How is Dona Laura able to read the poem without her glasses?
She knows every word by heart.
16. Why did Don Gonzalo sit next to Dona Laura in the park?
Don Gonzalo sat next to Dona Laura in the park because all the benches were fully occupied.
17. Dona Laura does not reveal herself to Gonzalo because
Her appearance has changed a lot.
18. Why does Don Gonzalo decide not to reveal himself to Laura?
Don Gonzalo decides not to reveal himself to Laura because he has become grotesque.
19. Why are several Spanish writers mentioned in the play?
In his conversation with Laura, Don Gonzalo tells her that he is a great friend of Espronceda,
Zorilla, and Becquer, who are well-known Spanish literary figures. Campoamor is also a Spanish
realist poet and philosopher. Gonzalo mentions their names probably to impress her. Secondly,
the playwrights want to highlight Spanish literary heritage.
20. Who does Laura feed the bread crumbs?
Laura fed the flock of pigeons with bread crumbs.
21. How old is Don Gonzalo?
Don Gonzalo is seventy years old (70)
22. What is the name of Gonzalo's servant?
Gonzalo‘s servant is Junaito.

Comprehension II
1. Describe the situation in which Don Gonzalo and Doña Laura recognize each other as the "Silver
Maiden" and "the Gallant Young Man.
OR
Precisely at what point in time, do you think, Laura and Gonzalo begin to recognize each other?
Both Dona Laura and Done Gonzalo become friends soon after enjoying a pinch of snuff offered by
Done Gonzalo. While Done Gonzalo is reading aloud, he comes across a famous quotation.
Incidentally, he tells Dona that it is from Campoamor. Then Dona Laura expresses her sympathy for
him for reading with all those glasses. This prompts Done Gonzalo to boast about his talent to
compose verses. When, he tells her about Espronceda, Zorrilla, and Becuqer Dona Laura makes fun
of him saying that he must have gone with Columbus on one of these explorations.
At this moment, Done Gonzalo tells her that he was also a great friend of Campoamor and he had met
him in Valencia. Then he adds that he was a native of Valencia. Dona Laura tells him she had spent
several seasons in a villa called Maricela which was not far from Valencia. The name Maricela startles
Done Gonzalo and he goes on to tell her that he had seen the most beautiful woman there and her
name was Laura Llorente. Laura is startled to hear her name mentioned and they look at each other
intently. It is precisely at this moment that they begin to recognize each other.
OR
In the play ‘A Sunny Morning’ by Serafín and Joaquín Álvarez Quintero, Laura, and Gonzalo begin to
recognize each other when they start discussing their pasts. As they share memories of a "Silver
Maiden" and a "Gallant Young Man," they gradually piece together that they were once young lovers.
This realization dawns on them through subtle clues and shared stories, marked by nostalgia and the
bittersweet recognition of their past romance. The recognition is gradual, occurring as they exchange
memories that reveal their shared history and past connections.

2. What were the circumstances that led Ganzolo to flee Valencia?

The young Laura Llorente and young Gonzalo loved each other very dearly. Every day while passing
by on horseback down the rose path under the window of Laura, Gonzalo used to toss a bouquet to

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her balcony. Later in the afternoon, while the gallant young man was returning by the same path, he
would catch the bouquet she would toss at him. As the day rolled by, Laura’s parents thought of
marrying her to a well-known merchant in their locality. One night, while Gonzalo was waiting under
her window to hear her sing, the merchant came there unexpectedly and insulted him. This led to a
quarrel and later a duel. The duel went on the whole night and at sunrise, the merchant got badly
wounded in the duel. The merchant was a well-known gentleman in Valencia. Since he had been badly
wounded in the duel, Gonzalo became apprehensive of fearful consequences and so fled Valencia and
went to Seville and then to Madrid.
OR
3. Did Laura and Gonzalo Pine forgive each other after they were separated by the circumstances?
Who is more passionate? How do they react to each other now?
A pinch of snuff brings peace between Dona Laura and Gonzalo. Sharing a pinch of snuff both feel
relaxed and jump into a discussion of the young lovers of Maricela. Then, both realized that they were
those young lovers. But both don’t want to reveal their identity. Because soon after their separation
they got settled in their life. They spin fictional stories about themselves and try to conceal their
identity.
If they had revealed their identity they would have lost feelings for each other and started accusing.
The wonderful image that is there in their mind about each other would have been shattered. So,
both do not reveal their identity. That is why they narrate fictitious stories to hide their identity.
Through the conversation, they learn that they are lovers but they pretend as if they do not know
each other. But, the love in their hearts is true and not hidden. As Laura leaves the park with hopes
of meeting him again, he also remembers the rose garden. Their imaginations keep alive their past
love. Laura drops some of the violets on the ground and Gonzalo pics them up exchanging glances.
Laura is more passionate about the two.
4. What makes Dona Laura conclude that Don Gonzalo is an ill-natured man?
When the scene opens, Laura enters the park leaning upon Petra's arm. She settles on her bench and
starts feeding the birds.
Gonzalo enters the park dragging his feet leaning upon the arm of Jaunito. But Gonzalo fails to occupy
his bench as three priests occupy it. Annoyed by this, he walks towards the birds which are feeding
on Laura’s crumbs. Laura feels annoyed by his action and she comments on his way of walk.
When she questions he replies that he did not care for the birds and asks her how dare she talk to
him. These rude actions of Gonzalo made Laura conclude, that he was an ill-natured man.
5. Laura and Gonzalo build up stories about themselves
a. fool each other
b. forget the past
c. conceal their emotions.
Ans: conceal their emotions.

Comprehension III
1. Trace how the irony is built in the play. Did you guess the characters' past even before they did
so?
Dona Laura and Don Gonzalo were deeply in love when they were young. They meet each other
regularly at night under the window of Laura’s Villa called ‘Maricela’ near Valencia. Unfortunately,
Laura’s parents decide to marry her to a merchant. And one night when Gonzalo goes to meet Laura,
the merchant comes there unexpectedly and blames and humiliates Gonzalo. A fight ensues between
the merchant and Gonzalo and the merchant gets badly wounded. Gonzalo runs away to Africa.
Gonzalo writes many letters to Laura but he never gets any reply. Then he realizes that he has lost his
love. But she was waiting for Gonzalo’s return, and she did not get to read his letters, because her
parents had intercepted and destroyed them. She waited for Gonzalo to return in vain and after two

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years married the merchant. After many years, they meet in their old age in a park in Madrid. Gonzalo
was suffering from gout and his eyesight was poor.
They have been coming to the same park without running into each other. One day Gonzalo disturbs
Laura while she is feeding pigeons. Once they get to talking with each other, they realize their true
identities but refrain from revealing them to each other. In this way, it is ironic that even though they
are eager to meet each other they pretend to be somebody else and do not disclose. They are happy
with the sweet memories only. We the readers could guess.
2. Why do Dona Laura and Don Gonzalo spin fictitious stories about themselves?
In 'A Sunny Morning' Don Gonzala and Don Laura, once in love, meet in old age but hesitate to reveal
identity because both of them treat each other in high esteem. But in reality, Gonzalo has run off to
Paris with a ballet dancer about three months after their separation.
Whereas Laura has married after two years. But they don’t reveal this fact. Because they don’t want
to shatter the lovely images of each other in their minds. Gonzalo wants to remain in her mind as a
gallant horseman who passes every morning down the rose path under her window tossing flowers
to her. Even she wants to remain in his mind as the most beautiful black-eyed silver maiden tossing
flowers to him as he returns by the same path this afternoon.

They think that it is not a good idea to reveal their identities in old age. Moreover, Dona Laura married
subsequently and Gonzalo was suffering from gout. Thinking of all these, they decided to hide their
feelings for each other and wanted to spend their remaining life with the sweet memories of the past.
So they decide to spin fictitious stories about themselves in which both have ended their lives. By
the end of the play, there is a complete change in their attitude. Their discussion about the young
lovers of Maricela makes them identify with each other. But both are unable to reveal their identity.

3. Bring out the feelings of Laura and Gonzalo as they leave the park. Is it different from what they
felt about each other at the beginning of the play?
A Sunny Morning revolves around Don Laura and Don Gonzalo who, in their youth, were passionately
attached. A cruel blow of fate separates the two forever.
Laura and Gonzalo both are witty and intelligent. During their conversation, they identify each other
but hide their true identities by telling fictitious stories. Their love story is excellent as Laura feels that
she may die before Gonzalo and he should decorate her funeral and Gonzalo certainly knows she was
Laura. They prefer to live in the past sweet memories rather than the present reality. In the beginning,
they resent each other, but by the time the play ends, they know their true identities, and love again
blossoms. They start their conversation with a fight but depart with a friendly attitude and a desire
to meet each other the next day.

4. What do you think would have happened if they had revealed their identities? Do you think they
know who they are towards the end of the play?
A Sunny Morning revolves around Don Laura and Don Gonzalo who, in their youth, were passionately
attached. A cruel blow of fate separates the two forever.
They think that it is not a good idea to reveal their identities in old age. Moreover, Dona Laura married
subsequently and Gonzalo was suffering from gout. Thinking of all these, they decided to hide their
feelings for each other and wanted to spend their remaining life with the sweet memories of the past.
If they had revealed their identities, they would have missed the surprise, curiosity, and interest in
each other. Both of them were not happy with the way they were looking at their old ages and felt
that the other person may be put off seeing them like that. So they prefer to keep their sweet
memories alive and conceal the bitter truth of old age. Of course, they knew the other’s identity.

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5. Do you think a blend of romance and comedy justifies the title of the play 'A Sunny Morning’?
OR
How is the title ‘A Sunny Morning' justifiable? Discuss
“A Sunny Morning” is a pun phrase as it blends both romance and comedy because a sunny morning
is mixed with chill and heat. If we stand in shadow we feel the chill and if we stand in the sun it
scorches, chill refers to comedy and hot sun refers to the romance of the lovers’ memories.

A Sunny Morning revolves around Don Laura and Don Gonzalo who, in their youth, were passionately
attached. A cruel blow of fate separates the two forever. They do not recognize each other when they
meet in a park in Madrid on a sunny morning after several years. But as they begin to talk earnestly,
they realize that they are the protagonists of the original love story. But the usual reunion of the long-
lost lovers does not take place here as both of them are unwilling to disclose their real identity since
they are sadly changed.

This is a romantic story through which the brothers tell us there is a time to everything in life- a time
to love, a time to give up, a time to part and a time to meet, a time to lose, and a time to get back.

******** ******** *********

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 6. WHEN YOU ARE OLD
W.B. YEATS
William Butler Yeats [1865-1939] is an Irish poet and one of the foremost figures of 20th-century
literature. ‘When You Are Old‘, is a beautiful poem written by W. B. Yeats. The theme of the poem is
love. Here the speaker is trying to explain to his beloved how his love is true and different.
BACKGROUND:
The poem is selected from the second compilation of poetry ‘The Rose‘ (1893) and is called a
bittersweet poem, in which the speaker imagines a lonely and sorrowful life for the woman whom
he addresses. It is a caution for her that if she has to avoid such a situation in the future, she has to
accept his pure love. Most of the critics opine that this poem is a real description of the poet‘s love.
In 1889 Yeats met his great love Maud Gonne, an actress and Irish revolutionary. However, she
married Major John Mac Bride in 1903.
Answer the following questions choosing the right option
1. The speaker is addressing in ‘When You Are Old’______________
a) poet’s beloved
b) poet’s daughter
c) poet’s mother
d) poet’s sister.
2. WB Yeats’ wants his beloved to dream of the ________ her eyes had once.
a) hatred look
b) angered look
c) cold-blooded look
d) soft look
3. According to the speaker of the poem “When You Are Old”, ‘the other young men’ loved the
____________ of his beloved,
a) social status
b) beauty
c) sorrows
d) pilgrim soul
4. In the poem “When You Are Old’, ‘The one man’ who loved the pilgrim soul of his beloved was
______________.
a) the other young men
b) her father
c) her neighbor
d) the speaker of the poem
5. According to the speaker, __________ hid his face amid a crowd of stars.
a) Love
b) hatred
c) selfish
d) anger
6. ‘Love’, in Yeats’ poem, fled to mountains and hid his face amid a crowd of ____________
a) butterflies
b) flowers
c) stars
d) clouds

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Comprehension 1 and additional questions.
1. The speaker is addressing
The poet is addressing a young woman, that he has loved.
2. In line two, the word ‘book’ refers to
In line two, the word 'book' refers to the book of poems.
3. The phrase ‘glad grace’ suggests her _____________
physical beauty.
4. The pilgrim soul means the soul__________
which is in quest for true love.
5. What does the phrase 'your changing face' suggest?
It suggests that her youth and beauty will fade away. When she grows old her face will get shrunk
and will look different.
6. Love fled connotes____________
Love fled' connotes the fleeing of her lover to the mountains.
7. To whom is the poem 'When You Are Old' addressed?
The poem 'When You Are Old' is addressed to a young lady with whom the speaker is deeply in
love.
8. What does the speaker want his beloved to do sitting by the fire?
The speaker wants his beloved to sit by the fire and reminisce (recall) her memories of the past.
9. Where, according to the speaker, had love hidden his face?
According to the speaker, 'love' had hidden his face amid a crowd of stars. It refers to the
possibility that the speaker could die due to disappointment and frustration and seek a place in
the heavens.
10. What is possible to infer about the speaker of 'When You Are Old'?
He is saddened by rejection.
11. What does the phrase 'full of sleep' mean?
The phrase 'full of sleep' means that she is old, tired, and is going to die shortly. It suggests a lack
of vitality and youthfulness.
12. Who does the speaker picture as 'nodding by the fire'?
The speaker depicts his lady love as an old woman sitting beside the fire, nodding her head.
13. What does the speaker want his beloved to dream of?
The speaker wants his beloved to dream of herself as an old and grey woman nodding by the fire.
14. What are 'your moments of glad grace'?
The phrase 'your moments of glad grace' refers to her elegance and beauty as a young woman.
Here it refers to the occasions when many suitors were mesmerized by her beauty and elegant
youth.
15. What is the aspect of the beloved that the speaker feels an affinity for?
The speaker feels an affinity for her pilgrim soul which means her inner self and not her exterior
beauty.
16. What does ' the sorrows of your changing face' refer to?
'The sorrows of your changing face' refers to the changes seen in her face as she grows older. Her
face will have shrunk and wrinkles will appear on her forehead and face depict the difficulties and
sorrows faced by her over the year.

Comprehension II
1. How is the ‘one man ’ different from the many others who loved the lady?
William Butler Yeats [1865-1939] is an Irish poet and one of the foremost figures of 20th-century
literature. ‘When you are old‘, is a beautiful poem written by W. B. Yeats. The theme of the poem
is love. Here 'the speaker is trying to explain to his beloved how love is a true and different one.
When this woman was young and beautiful, many men loved her for her gaiety and her grace.
Many admirers dated and flattered her. Some of them were inspired by genuine sentiment and

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 others by a fickle or inconstant passion. But there was one man, the poet, who had a devoted love
for her. This man was able to look through her physical charms and perceive the sacred soul within
her, a soul in quest that was on a brief visit to this earth. This man loved her not only in her hard
times, he loved her even when the passing of time brought wrinkles to her face.
2. Does the poem bring out the transient nature of beauty as against the permanence of love?
The tone of the poem is one of melancholy. W.B. Yeats imagines her future years and his true
love in t h e future. He repents of her opposing attitude a n d fails to understand his spiritual
love. The poet begins the first stanza addressing her imagining her to be in her old age. The lady
will be very old approaching her peaceful years. She then opens the book of poems penned by
the poet. As she starts to read slowly, she is taken back in time to recollect her past when she had
innocent looks in her eyes and sadness hidden in the looks of her eyes. The poet also says that his
beloved would also regret how many loved her physical grace but only the poet worshipped her
Pilgrim soul even as her face changed. At last, the lady will grieve over the loss of her True Love
fleeing from her and joining a crowd of stars very distant from her. Thus the poet expresses his
true intentions while his beloved fails to understand.
Or
Yes, "When You Are Old" by W.B. Yeats contrasts the fleeting nature of physical beauty with the
permanence of true love. Yeats imagines his beloved, Maud Gonne, in her old age, reflecting on
how many admired her for her youth and beauty, which will inevitably fade. In contrast, Yeats's
love is depicted as enduring and spiritual, valuing her inner qualities rather than her external
appearance. The poem underscores that while physical beauty is transient, genuine love remains
constant, though it is only fully appreciated in hindsight, leading to regret and melancholy.

Comprehension III
1. Comment on the usage of the time frame by the poet.
The central idea of the poem is that time plays a great role in human life. With time everything
changes. The Poet tells his beloved that when she grows old most of her lovers will leave her.
Other admirers love her physical beauty. With the change of time, her black and beautiful hair will
turn gray. She will lose their beautiful look. She would feel sleepy all the time and would sit by the
fire. Time will steal away all the charm of her body. And all her lovers would fly away except one,
the poet. Admirer’s love is based on physical beauty that changes with time but the poet loves
the ‘pilgrim soul‘ in her. Time cannot change his spiritual love.
2. ‘When you are old‘ is a poem of contrasts. What purpose do they serve?
The poet visualizes a time when his beloved will grow old. Her body will bend down beside the
bars of the fireplace. In a melancholic mood, she will recall how her lovers have flown away with
the time except one. All her lovers left her because her physical beauty was gone. She is no more
beautiful with the change of time and with beauty, the mind of her lovers has also changed. But
the poet‘s love is permanent. It will never change. In the initial two lines, the speaker pictures his
beloved as ―old, gray, and full of sleep, ―nodding by the fire, taking down and reading ―this
book, which most likely refers to a drowsy elderly person by the fire. The physical appearance
of the lady is summarized by
‘gray’, her hair, eyes, and skin have turned out to be lusterless and dull. As she recollects this, she
will also recall the man who had adored her for her ‘pilgrim soul’ and the ‘sorrows of her changing
face as her childhood withered into old age. The ‘pilgrim soul’ refers to the venturing soul, looking
for devotion, traveling through life towards the last sign of death and salvation.
The line also proposes the worship the speaker feels for the beloved. This man adored her truly

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 and genuinely. The ‘one-man’ here refers to Yeats himself since the poem depends on Maud
Gonne‘s dismissal of him, and is autobiographical. The lyric comes back to the period of her old
age and portrays her ‘bending down beside the glowing bars’ and mumbling to herself a little
tragically how ‘Love fled/And paced upon the mountains overhead/And hid his face in amid a
crowd of stars. Stars. The ‘glowing bars’ refer to the barriers of her present life.
The last lines appear to recommend sentimental grievousness, irritation, and confusion, yet
accomplishing the extent of the universe in his emotions. This poem makes a subtle difference
between Maud Gonne, who having rejected genuine love has dwindled into pulled back home life
while the speaker‘s affection has turned out to be supreme because of his confidence in the poise
of the Heavens. The complexity is built up through the disjunction between the ―glowing bars and
―the crowd of stars. Rather than throwing unpleasant claims at her for not restoring his affection,
he makes a subtle announcement of his commitment. The themes of the poem are love,
misfortune, and regret although dependent on the artist‘s very own life. The assessment reflected
in this lyric is normal to most, if not every, rejected sweetheart.
Or
In ‘When You Are Old’, the poet imagines his beloved as an elderly woman, reflecting on how her
past admirers have left her as her beauty faded. She will regret not recognizing the poet’s eternal
and genuine love for her inner self, rather than her physical appearance. The imagery of her old
age and the contrast between the "glowing bars" of her hearth and the "crowd of stars"
underscores the enduring nature of the poet’s affection compared to the transient nature of
beauty. The poem explores themes of love, regret, and the passage of time.

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 7. THE GARDENER
P. Lankesh
P. Lankesh is an Indian writer and journalist who wrote in Kannada. His first work was 'Kereya
Neeranu Kerege Chelli' a collection of short stories published in 1963.
This was a short story. The author tells us about human meanness, greed, human suffering, human
nature, complexity, and confusion. The story explains the strained relations between rivals and
human nature with their strength and weakness.

Answer the following questions by choosing the right option.

1. ______________was well-versed in agriculture, in "The Gardener".
a) Tammanna
b) Sangoji
c) Basavaiah
d) Owner's wife.
2. Basavaiah had ___________ of land when he encroached on 200 acres of Tammanna’s land.
a) 10acres
b) 1000 acres
c) 800acres
d) 7000 acres
3. Tammanna's disease was Basavaiah's __________
a.) wealth
b) strength
c) piece
d) health
4. _____________ was Tammanna's rival.
a) old man
b) Basavaiah
c) Lokya
d) owner of the plantation
5. ____________ had become the raison d'etre of Tammanna's life
a) singing
b) agriculture
c) art
d) Coconut Grove
6. Son of Lokya was bedridden with__________
a)headache
b) back pain
c) fever
d)stomachache
7. ___________ himself was the old man in The Gardener.
a) Basavaiah
b) Sangoji
c) Tammanna
d) owner of the plantation
8. The old man told his story to ____________
a) the owner
b) the gardener
c) Tammanna
d) owner's wife

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 9. Tammanna composed his experiences in the form of_____________
a) story
b) novels
c) ballads
d) plays
10. The old man says that ___________paints well.
a) Basavaiah
b) Lokya
c) Son of Lokya
d) Tammanna
11. When Tammanna was felicitated as the best poet of his time ________________ shrunk in
humiliation.
a) the old man
b) Lokya
c) Tammanna
d) Basavaiah
12. After the arrival of the old man, the owner of the plantation became ___________from hard
work.
a) poor
b) sick
c) tired
d) lethargic and shied away
13. The old man offered ____________to owner's wife, in" The Gardener"
a) a glass of milk
b) a glass of lemon juice
c) a glass of water
d) tender coconut
14. According to the old man, ____________was not amenable to any advice.
a) Tammanna
b) Basavaiah
c) Sangoji
d) owner of the plantation
15. The old man had subscribed to ___________
a) a weekly
b) a monthly
c) a daily
d) a fortnightly
16. According to the visitors, Basavaiah's house looked dull and empty because______________
a) of the rivalry between Tammanna and Basavaiah
b) the house was not built properly
c) Basavaiah did not know how to sing
d) Tammanna's books were not there.
17. After the arrival of the old man, ________________ life became crowded with colorful events.
a) Basavaiah's
b) Tammanna's
c) plantation owner's
d) old man's
18. ________________ was tucked under the old man's arm.
a) a magazine
b) a storybook
c) a newspaper
d) a spade
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 19. Tammanna had ___________ of land initially in" The Gardener"
a) 100 acre
b) 1000 acres
c) 10 acres
d) 800 acres
One Mark Questions:
1. Where did the narrator of ‘The Gardener‘ meet the old man by chance?
The narrator met the old man in a coconut grove near Channarayapatna.
2. What was tucked under the old man‘s arm when the narrator of ‘The Gardener‘ met him?
A newspaper.
3. Who became lethargic after the arrival of the old man in ‘The Gardener‘?
The owner of the coconut grove became lethargic.
4. Who became apprehensive about the plantation owner‘s vices in ‘The Gardener‘?
The owner's wife became apprehensive about the plantation owner‘s vices.
5. Whom did Tammanna treat as the most important among all his possessions in ‘The
Gardener‘?
Tammanna treated Basavaiah as the most important among all his possessions.
6. How many acres of Tammanna‘s land did Basavaiah acquire forcibly in ‘The Gardener‘?
Basavaiah acquired 200 acres of Tammanna‘s land forcibly.
7. Who hit upon the idea of composing and singing ballads in ‘The Gardener‘?
Tammanna hit upon the idea of composing and singing ballads.
8. Whose cruelty and meanness did Tammanna‘s songs make a mention of in ‘The
Gardener‘?
Tammanna‘s songs made a mention of Basavaiah‘s cruelty and meanness.
9. Who was felicitated as the best poet of his times in ‘The Gardener‘?
Tammanna was felicitated as the best poet.
10. Who appointed several persons to praise him in ‘The Gardener‘?
Basavaiah appointed several persons to praise him.
11. Whose palatial mansion looked dull and empty without Tammanna‘s books in ‘The
Gardener‘?
Basavaiah‘s mansion looked dull and empty without Tammanna‘s books.
12. When did Basavaiah find the means of surpassing Tammanna in ‘The Gardener‘?
When Basavaiah heard that Tammanna was ill he found the means of surpassing Thammanna.
13. Whose disease was Basavaiah‘s health according to the narrator of ‘The Gardener‘?
Tammanna‘s disease was Basavaiah‘s health according to the narrator.
14. When would Basavaiah go on offering stiff competition according to Tammanna in ‘The
Gardener‘?
If Tammanna continued at the level of the body Basavaiah would go on offering stiff competition.
15. When, according to the narrator of ‘The Gardener‘, does man lose his name?
After a particular age, a man loses his name. His age becomes important and his name vanishes into thin
air.
16. According to the old man, when did he conceive the story of Tammanna and Basavaiah?
He had heard this story somewhere, as he subscribed to a daily newspaper.
17. Who thought his death alone could destroy Basavaiah in ‘The Gardener‘?
Tammanna thought his death alone could destroy Basavaiah.
18. When did Basavaiah pass away according to Tammanna in ‘The Gardener‘?
When Tammanna left the village to make Basavaiah feel that he had died, Basavaiah passed away.
He had no more reason to live.
19. When according to Tammanna did he forget all his songs and ballads in ‘The Gardener‘?
After the death of Basavaiah, Tammanna forgot all his songs and ballads.
20. Who says he avenged himself by becoming a non-entity in ‘The Gardener‘?
Tammanna avenged himself by becoming a non-entity.
21. Who according to Tammanna the old man is not amenable to any advice in ‘The

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 Gardener‘?
The owner of the plantation was not amenable to any advice.
22. How long does a man go on living for some revenge according to the old man in 'The
Gardener‘?
Man goes on living for some revenge till his death/end of man‘s life.
23. Who paints well according to the old man in ‘The Gardener‘?
The young child of Lokya Paints well.

Comprehension I
1. What qualities of the old man impressed the narrator?
The owner was impressed with the old man's physique. He was tall with greyish hair, a long beak-like
nose, and strong muscular arms. His eyes were suffused with strange memories and native intelligence.
2. Is it a significant factor that the old man came to the garden after walking hundreds of miles?
Yes, while narrating the story to the owner's wife he reveals that to punish Basavaiah, he declares
himself dead and renounces all his wealth and entity when he reaches the coconut grove and the place
probably convinces him that he can live there comfortably.
3. The owner of the garden became lethargic because
There was nothing much left for the owner
4. Why did the owner's wife start worrying about the strange ways of her husband?
The Gardener helped his owner in every way and solved his financial crises. Once his worries
disappeared, he indulged himself in all possible vices among which adultery was one. This made the
owner's wife worry about her husband's strange behavior.
5. When did the old man decide to narrate his story?
The owner's wife worried about her husband's strange behavior. The old man guessed that her
husband's misconduct had given her the worries. Therefore he decided to narrate his own story and
tried to caution her about human behaviour.
6. Tammanna considers his rival, Sangoji /Basavaiah, an important possession because
Rivalry offers new possibilities of life for him.
7. No, his name was not Sangoji, but Basavaiah ―told the old man Because
He was fictionalizing his past.
8. What unique strategy was evolved by Tammanna to annihilate Basavaiah?
Tamanna was in search of a method that could annihilate Basavaiah. So he hit upon the idea of
composing all his experiences and Basavaiah's cruelty in the form of ballads and singing them.
9. Tammanna decides to give up everything and leave the place because
He wants to create an impression that he is dead.
10. Why does Basavaiah start inviting scholars and musicians to his place?
Tammanna hit upon the idea of composing all his experiences in the form of ballads and singing them.
It brought him immense name and fame which humiliated Basavaiah tremendously. So he bedecked
himself with gold, diamonds, and other precious stones and started living in a palatial mansion. But the
visitors to his house insisted he buy Tammanna's book. Therefore he started inviting scholar poets and
musicians to his place to defeat Tammanna.
11. Tammanna forgets his songs and ballads because
he doesn't need them anymore
12. When, according to the narrator, does man lose his name?
According to the narrator, a man loses his name after a particular age.
13. When did Tammanna forget all his songs and ballads?
Tammanna forgot all his songs and ballads after the death of Basavaiah.
14. Where was the coconut grove located?
The coconut grove was located near Chennarayapatna.

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Comprehension II
1. How did the Owner‘s lifestyle change after the arrival of the old man?
Ans: The owner‘s life changed dramatically after the entry of the old man on his farm. The petty
thefts in the garden came to an end, income from the garden improved and the plantation
expanded. However, the owner became lethargic and shied away from hard work. His wealth and
social prestige had risen higher. He went on to acquire new friends in the next town and his village
as well. He became crowded with colorful events. His wife doubted about his adultery.

2. What advice did the supporters of Tammanna give for getting his land back?
In "The Gardener" by P. Lankesh, Tammanna's supporters suggested that he take legal action to
reclaim his land from his rival, Basavaiah. They believed that filing a court case would be the most
effective way to assert his rights and regain control of the property that Basavaiah had seized. The
supporters encouraged Tammanna to fight for justice through the legal system, confident that this
approach would help him recover his lost land. Besides, many were ready to attack Basavaiah.
3. How did Tammanna react to Basavaiah‘s encroachment on his land?
Ans: As two of the rival characters continued to acquire land until there was nothing left for each of
them, Basavaiah forcibly acquired two hundred acres of Tammanna‘s land. This infuriated
Tammanna and his supporters advised him on various options available for getting back his land.
There was the court of law. One could also take recourse to the police. Besides, many were ready to
attack Basavaiah. But Tammanna was in search of a method that could annihilate Basavaiah. He hit
upon the idea of composing all his experiences in the form of ballads and singing them.
4. How did Basavaiah try to overcome his humiliation?
Ans: The story is centered on the rivalry between two main characters who crave supremacy and
harbor revenge to appease their desire. Basavaiah by acquiring two hundred acres of Tammmanna‘s
land forcibly covered the way for Tammmanna to search for a unique method to destroy Basavaiah.
He started to compose all his experiences in the form of ballads and sing them. Basavaiah had no
answer, though he tried to sing yet he failed. Tammanna‘s reputation spread all around. He was
felicitated as the best poet of his time. Basavaiah shrunk in humiliation.
He tried to fill his life with all kinds of material wealth. He built a palatial mansion for himself,
appointed several persons just to praise him, and wore gold, diamonds, and other precious stones.
But his house looked dull without Tammanna‘s books. Therefore he started inviting scholars, poets,
and musicians to his place. Thus, he tried to overcome his humiliation.

Comprehension III
1. The rivalry between Tammanna and Basavaiah keeps moving from the visible domain to the
invisible. Comment.
In "The Gardener" by P. Lankesh, the rivalry between Tammanna and Basavaiah initially manifests
in a visible, physical form. It starts with Basavaiah forcibly seizing 200 acres of Tammanna's land,
igniting a feud that revolves around material wealth and social status. Both men engage in a
competitive battle to outdo each other with wealth and possessions. Tammanna's supporters advise
him to use violence or seek legal recourse to reclaim his land, highlighting the external, tangible
nature of their rivalry at this stage.

As the story progresses, their rivalry shifts into the invisible domain, becoming a psychological battle.
Tamanna realizes that he can achieve a deeper victory by attacking Basavaiah's mind and spirit
rather than engaging in a physical or legal confrontation. He starts composing poems that ridicule
and mock Basavaiah, turning their feud into an intellectual and emotional struggle. This shift from

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the visible to the invisible realm signifies a transformation in their conflict, where the competition
is no longer about land or wealth but about who can outsmart and emotionally destabilize the other.

2. How does Tammanna adopt a counter strategy to challenge the material wealth of
Basavanna?
Ans: The story ‘The Gardener ’ written by P. Lankesh, a well-known Kannada writer and journalist is
about competition, rivalry, and revenge. It tries to broaden the perspective of a simple theme with
a simple background. Through the characters of Tammanna and Basavaiah, the author presents
more complexities involved in dealing with human emotions. Tammanna goes on acquiring land in
competition with Basavaiah while the latter also puts up an equal show until there is no land left. If
one had ten friends, the other made fifteen friends.
All that begins as a mere competition reaches another level when Basavaiah acquires two hundred
acres of Tammanna‘s land forcibly. There are many options before Tamanna: the court of law, the
police, and even a physical assault on Basavaiah. But he is in search of a method that can end
Basavaiah completely. He moves away from the material to the abstract domain. He starts to
compose all his experiences in the form of ballads and sing them. Tammanna becomes very popular.
He is felicitated as the best poet of his time. Basavaiah has no answer to this. He has tried to sing,
but could not. Though he shrinks in humiliation, that does not stop him from owning a palatial
mansion.
3. A manipulator like Tammanna turns reflective towards the end of his life. What does this tell
us about human nature?
In "The Gardener," Tammanna's transformation from a cunning manipulator to a reflective
individual towards the end of his life reveals the complexity of human nature. Throughout his rivalry
with Basavaiah, Tammanna employs various strategies to outdo his opponent, including
psychological manipulation through his poetry. His actions are driven by a desire for revenge and
superiority, showcasing a darker, more competitive side of human behavior. However, as he ages
and reflects on his life, Tammanna begins to recognize the futility of his actions and the emptiness
that accompanies his relentless pursuit of revenge.
This shift in Tammanna's character illustrates that, despite one's past actions or motivations, there
is potential for introspection and growth in every person. It highlights a universal aspect of human
nature: the capacity for change and the search for meaning beyond material success or victory over
others. As Tammanna reflects on the consequences of his rivalry and the loneliness it has brought
him, he acknowledges the limitations of his manipulative tendencies and contemplates the deeper,
more meaningful aspects of life. This suggests that even those who have spent much of their lives
engaged in manipulation and rivalry can come to seek peace and understanding, revealing a more
introspective and humane side of themselves.
Or
In "The Gardener," Tammanna starts, using tricks and manipulation to beat his rival, Basavaiah. His
actions, driven by revenge and a need to be superior, show the darker side of human nature.
However, as he grows older, Tammanna realizes that his efforts are pointless and left him feeling
empty.
This change in Tammanna shows that people can grow and reflect on their lives, even after making
mistakes. It highlights how humans can change and look for deeper meaning beyond just winning
or success. Tammanna's story suggests that even those who once focused on rivalry can eventually
seek peace and understanding.

4. How does the reference to Russia and America provide another dimension to the story?
In "The Gardener," references to Russia and America introduce a global perspective to the personal
rivalry between Tammanna and Basavaiah. By invoking these superpowers, the story draws a
parallel between the local conflict and larger geopolitical struggles, suggesting that the intense
competition and manipulation seen in the characters' feud reflect broader, international tensions.

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This comparison enriches the narrative by highlighting that the impulses driving personal rivalries
are similar to those behind global disputes. It emphasizes that the dynamics of power, conflict, and
manipulation are universal, extending from individual interactions to geopolitical confrontations.
5. Observe how the story employs multiple narratives. How do these techniques unveil the
mystery of human relationships?
Ans: Human relations take place just accidentally and crumble owing to material challenges. Life is
a beautiful web of unexpected encounters. Tammanna becomes reflective when he finds that in life
there is no end at a physical level for rivalry. He amassed huge wealth and property only to fuel
rivalry further with Basavaiah. There were more supporters and social prestige soared to dizzying
heights. He had to look out for new methods to take revenge against the charging opponent. His
innovation with singing ballads took his fight into a new domain and finally to a point where death
offered the summit of human rivalry. The reference to Russia and America moves on the same plain
that Tammanna and Basavaiah stand. When Russia declared that it would not fight America
anymore, it was unbearable to the latter. The sworn enemy of America withdrawing from war is too
hard to accept. Without war, America felt bored. Even now America needs someone to war with.
Hence, we experience these tendencies quite often on the global scene. Thus, Tammanna gave up
everything and started. Soon after, Basavanna died without any reason to live. Tammanna became
a nonentity and avenged himself.

********* ********* ********

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 8. TO THE FOOT FROM ITS CHILD PABLO NERUDA
Pablo Neruda
Pablo Neruda is a Chilean poet, diplomat, and politician. He has written in a variety of styles. He won
the Nobel Prize for Literature in 1971.
"To the Foot from its Child" is a poem richly filled with meaning and striking imagery. It is a criticism
of how an individual is reduced to being an object of suppression under varying circumstances.

Summary: In the poem, Neruda describes the journey of life and the reality of human existence. At
birth, the child’s foot is full of dreams, aspiring to become something beautiful like a butterfly or an
apple. However, as it grows, it encounters the harsh realities of life—stones, bits of glass, streets,
ladders, and rough earth—all of which reveal that the journey is not easy. The foot is then confined
within a shoe, where, in darkness, it begins to understand its fate. Dreams fade as time passes, and
the once soft, petal-like foot hardens, becoming calloused and worn.

Despite facing the "volcanoes of death," the foot’s journey is relentless, moving through fields, mines,
markets, and ministries. It toils continuously until death brings it to a halt. Only in the tomb's darkness
does the foot reflect on its lost dreams, consoling itself with the hope of fulfilling them in another
life. The foot's journey mirrors the journey of a human being, symbolizing life's trials and the
endurance of the human spirit.

Answer the following questions by choosing the right option.

1. The child’s foot is not yet aware that, it’s _________
a) a foot
b) a bit of
c) a butterfly
d) a ladder
2. The child’s foot likes to be _________
a) an apple
b) a ladder d.
c) vegetable
d) a bit of glass
3. “But in time, stones and bits of glass, teach the foot that, it can not_______
a) live
b) fly
c) run
d) sleep
4. After getting defeated, the foot is condemned to live in ____________
a) a shoe
b) a prison
c) a dungeon.
d) underground
5. The foot grows in its way and feels like a, ___________
a) dumb man
b) deaf man
c) wise man
d) blind man
6. The foot is out of touch with its fellow because __________
a) it does not like its fellow.
b) its fellow is living in a foreign country.
c) its fellow has quarreled with the foot.
d) it is enclosed by the shoe.

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7. After the foot is confined to live inside the shoe, the petaled toes of the child take the form
of ______
a) a snake
b) a lizard
c) an eyeless reptile
d) a rose.
8. Throughout its life, the foot toils __________
a) in the shoe
b) in the sky
c) on the tree
d) in the underground
9. The foot continues to walk without rest until the whole man chooses to______
a) resign his job.
b) sleep
c) rest
d) stop
10. After the whole man chooses to stop, the child’s foot is descended__________
a) underground
b) beneath a tree
c) under the bridge
d) under the mountain
11. After the foot becomes a prisoner, the soft nails grow hard and change themselves into____
a) opaque substance
b) transparent substance
c) a stone
d) a ladder
12. Stones and bits of glass would teach the child’s foot that __________.
a) it cannot fly
b) it cannot swim
c) it cannot run
d) it cannot walk
13. After the foot is confined in a shoe, it grows to know the world in its way, feeling out like ____
a) a blind man
b) a doctor d.
c) torchbearer
d) d.an abnormal person
14. Bits of glass and other things go on teaching the foot that “the foot cannot fly, cannot be a
______ bulging on a branch”
a) bird
b) fish
c) fly
d) fruit
15. Hardened toes of the child are compared to_________
a) the petals of the flowers
b) an opaque substance
c) a worm with a triangular head
d) an eyeless reptile
16. The foot scarcely takes time, to bare itself in love or _________
a) hate
b) debate
c) sleep
d) walk

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17. “They were burying it, so that it could fly, or so that it could become ___________”
a) an apple
b) a tree
c) a bird
d) prisoner
18. “The child’s foot is not yet aware that it is a ____________
a) a foot
b) a man
c) an apple
d) an animal
19. Stones, the paths in the rough earth teach the child’s foot that ___________________
a) It can fly and become an apple.
b) It cannot fly and become an apple.
c) It can grow faster.
d) It cannot be buried.
20. The child’s foot feels defeated, falls in the battle, condemned to live _____________
a) in a shoe
b) on the tree
c) underground
d) under the bridge

Comprehension I (refer to the textbook)

Additional questions.
1. What is a child‘s foot not aware of?
The child‘s foot is not aware that it is a foot.
2. What does the child‘s foot like to be?
The child‘s foot likes to be a butterfly or an apple.
3. When does the foot realize that it can‘t become a butterfly or fly like a butterfly?
The foot realizes that it can‘t become a butterfly or fly like a butterfly when it walks on stones and rough
earth.
4. What does time teach the foot?
Time teaches the foot that it can‘t fly like a butterfly or can‘t be like an apple.
5. What does the growth of the foot symbolize?
The growth of the foot symbolizes the growth of man.
6. Why is the child‘s foot defeated?
The child‘s foot is defeated when it cannot meet its aspirations and dreams.
7. What are the aspirations and dreams of the foot?
The aspirations and the dreams of the foot are to become like a butterfly or an apple.
8. ‘The child‘s foot is defeated, falls in the battle, is a prisoner condemned to live in the shoe’ is
a line from Pablo Neruda's poem according to the above.
a) Who falls in the battle?
b) Who is the prisoner?
c) Who is condemned to live in shoes?
d) What is the ‘shoe ‘ referred to?
a) The footfalls in the battle.
b) The foot is the prisoner.
c) The foot is condemned to live in the shoe.
d) Shoe refers symbolically to a prison.

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9. What does the line ‘bit by bit in the dark it grows to know the world in its way’ mean?
Adult foot grows in the dark and learns the harsh realities of life. Out of touch with its fellow is a phrase
in Pablo Neruda‘s poem.
10. Who does the word ‘fellow‘ refer here?
The word fellow refers to another foot.
▪ What kind of life, does foot feel inside the shoe?
The foot feels out the life like a blind man.
▪ What are the soft nails of a child‘s foot compared to?
The soft nails of the child are compared to quartz.
▪ What do the soft nails of the quartz of a child change into?
The soft nails of quartz change to an opaque substance.
▪ What is the tiny toe of the child compared to?
The tiny toe of the child is compared to the petals.
11. What does the petal-toe of the child change into?
The petal toe takes the form of triangular heads of reptiles.
12. What do the child's petal toes look like when they grow old?
The petal toes of the child look like worms. They are called and covered with the faint volcano
of death is a line in Pablo Neruda‘s poem.
13. What is the word ‗they‘ referred to here? What does the above line mean?
They refer to the toes. Toes look like dead volcanoes.
14. But this blind thing walks without respite’ says Neruda. What does this ‘blind’ thing refer to?
The blind thing refers to the foot in the shoe.
15. What does the foot do to bare itself in love or sleep?
The foot toils in its shoes without rest.
16. How long does the foot walk?
The foot walks till its death.
17. For what, the metaphor ‘foot‘ is used by Neruda?
The metaphor foot refers to the journey of life.
18. What is the foot unaware of when it descends underground?
It never knew it had ceased to be a foot.

Comprehension: II
1. We think of a foot as belonging to a person, but Neruda says 'To the Foot from its child why?
The poet uses 'foot' as a metaphor for life and focuses on the changes seen in the transition of an
infant's foot into adulthood and finally death. Usually, we consider 'foot' as physically belonging to
a person but Neruda sees it philosophically. The foot is the infant's foot which suggests man's
childhood. The child's foot does not know that it is a foot, indicating the innocence of childhood,
with many dreams and aspirations. The poem focuses on the journey from childhood through
adulthood and finally death.

2. Pick out the expressions that suggest the child's imagination is fertile.
The expressions 'to be a butterfly or an apple' cannot fly nor be a fruit bulging on the branch suggest
that the child's imagination is fertile.

3. What contrasting descriptions of the foot does the poem offer? Why?
In Pablo Neruda's poem, the contrasting descriptions of the foot illustrate the profound changes
that occur throughout a person’s life.
Initially, the child’s foot is described with tenderness and softness, with tiny, rounded toes
compared to delicate flower petals and nails likened to quartz. This imagery reflects the innocence
and instability of the early stages, a stage where the foot is symbolic of potential and unblemished
possibility.
As the child grows, the foot transforms, becoming rough and hardened through its experiences with
the harshness of the world. It is contrasted with the initial softness, now described as an eyeless
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 reptile with hardened skin, symbolizing the loss of innocence and the inevitability of aging. The foot,
once free and delicate, becomes confined within shoes and faces the reality of its role and
limitations. This evolution from softness to hardness mirrors the broader human experience of
growing up, facing reality, and eventually accepting the inescapable decline that comes with old
age.
OR
The poet uses 'foot' as a metaphor for life and focuses on the changes seen in the transition of an
infant's foot into adulthood and finally death. Usually, we consider 'foot' as physically belonging to
a person but Neruda sees it philosophically.
The contrasting description of the foot is given by referring to it as a child's foot and an adult's foot.
This is to show the changes that take place in a person's life during the transition from an infant to
an adult and until his death. The child's foot is described to be having tiny toes that are soft with
rounded tips like the petals of a flower with soft nails of quartz. Later during the transition period,
when the child learns to walk on stones, bits of glass, streets, ladders, and the rough surface of the
earth, the foot becomes rough. It realizes that it is a foot and cannot become a butterfly or a bulging
fruit on trees. Once it becomes aware that it is a foot it gets imprisoned in a shoe, like a blind man
groping in the dark. The soft nails of quartz become opaque and bunched together to appear like
an eyeless reptile with a triangular head with hardened skin which makes it realize that it cannot
remain young forever.

4. The poem begins with the idea that a child's foot is not yet aware that it is a foot', at the end
the foot is unaware that it has ceased to be a foot. What is the poet trying to convey through
these statements?
In the poem, the child's foot represents innocence and a lack of self-awareness. The foot is
metaphorically unburdened by the complexities of identity and the passage of time, symbolizing a
state of pure potential and freedom. The child is absorbed in the present, without yet recognizing
the constraints and responsibilities that will come with maturity.

By the end of the poem, the foot’s unawareness of having ceased to be a foot symbolizes the final
stages of life, where the awareness of one's decline or mortality becomes less serious. The foot,
now old and worn, becomes unaware of its deterioration, reflecting a sense of resignation or
acceptance of the inevitability of aging and death.

Through these statements, the poet conveys the cyclical nature of existence and how we transition
from innocence and unawareness in youth to resigned unawareness in old age. The poet highlights
the profound changes that occur over a lifetime, suggesting that both beginnings and endings are
marked by a kind of ignorance or acceptance of the state of being.
Or
In the poem, the child's foot starts without knowing it's a foot, symbolizing innocence and freedom.
It doesn’t yet understand the responsibilities that come with growing up. By the end, when the foot
no longer realizes it has stopped being a foot, it reflects the acceptance of aging and mortality. The
poet shows how life moves from the unawareness of youth to the resigned acceptance of old age,
emphasizing the natural cycle of existence. Both beginnings and endings are marked by a kind of
peaceful unawareness.

5. How can the foot fly or become an apple after it is buried?

The idea of the foot flying after death symbolizes liberation from the physical limitations of the
earthly body. It represents a spiritual or metaphorical escape from the confines of the material
world, suggesting that, after death, there is a release from the constraints and burdens of physical
existence.
The transformation into an apple can be seen as a metaphor for renewal and continuity. Apples
often symbolize knowledge, life, and rebirth in literature and culture. By becoming an apple, the
foot signifies a new phase of existence or a return to nature, where it contributes to the cycle of life

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 in a different form. This imagery underscores the idea of transformation and the ongoing process
of change that continues even after physical death.
Together, these images highlight the poet's exploration of how life and identity evolve, suggesting
that even in death, there is a potential for change and new forms of existence.
Or
The poet uses 'foot' as a metaphor for life and focuses on the changes seen in the transition of an
infant's foot into adulthood and finally death. Usually, we consider 'foot' as physically belonging to
a person but Neruda sees it philosophically. The foot' is a metaphor for 'life'. The poem focuses on
the journey of a foot from childhood through adulthood and finally death. In the initial stanzas, it is
very clear that the poet emphasizes a child's foot which is innocent and aspires to become an apple
or a butterfly. Once the transition takes place, it grows up and is exposed to the harsh realities of
life. Over some time, It realizes that it is only a foot and serves throughout life until it dies; It also
realizes that it cannot become a fruit or a butterfly. Later when it dies and loses its human
awareness, it gets back its child-like innocence and starts dreaming of becoming an apple or a
butterfly.
Or
How does Neruda describe the busy life of the individual as represented by the foot?
The foot begins as soft and delicate, symbolizing innocence and the early stages of life. As the
individual grows, the foot endures various trials walking on rough surfaces like stones, bits of glass,
and ladders. This transition from softness to roughness reflects the wear and tear of a busy, active
life. It captures the experiences and struggles that shape an individual’s journey through life.

As the foot becomes accustomed to these hardships, it realizes its role and limitations. The foot’s
realization that it cannot transform into something else like a butterfly or a fruit—represents the
individual's confrontation with reality and the acceptance of one’s own identity and constraints.
This symbolizes the adaptation to the demands and challenges of a busy life.

The foot’s eventual imprisonment in shoes symbolizes the constraints and restrictions imposed by
societal expectations and responsibilities. The poet describes this as a kind of blindness, where the
foot is bound and limited, reflecting how busy life often involves navigating through various
obligations and restrictions.
Through these descriptions, Neruda captures the essence of a life filled with activity, struggle, and
eventual acceptance of one’s role and limitations. The foot’s journey mirrors the broader human
experience of navigating through life's demands and challenges.
Or
In Pablo Neruda's poem, the foot symbolizes a person’s journey through life. It starts soft and
innocent, like a young person. As the foot walks on rough surfaces, it faces hardships, just as we do
in life. Over time, the foot accepts its role, realizing it can’t be anything else, much like how people
accept who they are and their limits. The foot being trapped in shoes represents the restrictions of
society and responsibilities, making it feel blind and confined. Through this, Neruda shows how life
is filled with struggles, responsibilities, and acceptance of our place in the world.

6. What does the last stanza of the poem mean can you think of parallels in nature?
In the last stanza of Pablo Neruda's poem, the imagery reflects the final stages of life and the
transformative potential beyond death. The stanza describes the foot's transition from its earthly
existence to a state of renewal or transformation, symbolized by becoming part of the natural cycle.
The foot, having lived a full life and endured various experiences, is described as potentially
transforming into something new, like "an apple." This transformation signifies the idea of renewal
and continuity beyond physical death. The poem suggests that even after the end of life, there is a
potential for rebirth or change.
The reference to becoming an apple also highlights a return to nature and the cyclical process of
life. Apples, as symbols of life and renewal, represent a new phase or contribution to the natural
world. This suggests that death is not an end but a transition into a different form of existence.

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 These natural processes reflect the poem's exploration of life, death, and renewal, emphasizing the
interconnectedness and cyclical nature of existence.

Comprehension: III
1. Examine how Neruda's poem works out the contrast between colorful dreams and the humdrum
reality of life.
In Pablo Neruda's poem, the contrast between colorful dreams and humdrum reality is vividly
portrayed through the foot's journey.
The child's foot is described with delicate imagery "tiny toes" and "soft nails of quartz" symbolizing
innocence and boundless imagination. The foot represents a world of magical possibilities,
unburdened by the harshness of reality.
As the foot matures, it becomes "rough" and "imprisoned in a shoe," reflecting the loss of innocence
and the constraints of adult life. The transition from the foot’s dreamy potential to its wearied,
limited state highlights the disillusionment that comes with growing up.
Neruda contrasts the vibrant dreams of childhood with the often-disappointing realities of
adulthood, illustrating the inevitable shift from idealism to the constraints of real life.

2. Neruda's poem is a salute to the ordinary human being, who continues with life braving all
odds. Do you agree? Give reasons.
Yes, Neruda's poem can be seen as a salute to the ordinary human being who continues with life
despite its challenges.
The poem's focus on the foot, a simple and often overlooked part of the body, underscores the
significance of everyday experiences. By examining the foot’s journey from childhood to old age,
Neruda highlights the resilience and endurance of ordinary individuals navigating through life's
trials.
The transition of the foot from a delicate, imaginative state to a rough, weary one reflects the
human ability to adapt and persevere. Despite the foot’s transformation and the hardships, it
endures—symbolizing life's difficulties—the foot remains functional and continues its journey. This
endurance amid adversity celebrates the everyday strength of people who face life’s challenges
with fortitude.
In summary, Neruda’s poem acknowledges and honors the resilience of ordinary individuals who
persist through the ups and downs of life.

3. Is Neruda criticizing how society crushes childhood dreams and forces people into rigid molds?
Yes, Neruda’s poem criticizes how society crushes childhood dreams and forces people into strict
roles.
The poem shows a child's foot as free and full of dreams, but as it grows, it becomes trapped in a
shoe, symbolizing how society limits freedom and creativity. The foot's change from soft to hard
reflects how people lose their innocence and are shaped by rules and expectations.
Neruda highlights how society suppresses individuality and forces people to fit in, taking away their
dreams.

4. Foot is a keyword in the poem comment on Neruda's skillful use of the word and its association
in terms of imagery to convey his ideas.
Neruda uses the foot to symbolize the journey from childhood to adulthood. Initially, the child’s
foot is depicted as delicate and innocent, with imagery of "tiny toes" and "soft nails" akin to flower
petals. This imagery captures the purity and potential of early life. As the foot matures, it
experiences the harsh realities of life—"rough" and "opaque" with "hardened skin." This shift
illustrates the loss of innocence and the impact of life’s experiences.
The transition from the foot’s initial state to its later, confined form highlights how societal
expectations impose restrictions on individuality. The foot's eventual entrapment in a shoe

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 symbolizes the constraints and limitations imposed by societal norms, which force individuals into
rigid roles and stifle their inherent creativity.
Throughout the poem, the foot’s journey reflects broader themes of human existence. The foot’s
evolution from a symbol of freedom and imagination to one of constraint and conformity mirrors
the way individuals navigate the complexities of life, often sacrificing their dreams and creativity for
practicality and societal acceptance.
Neruda’s skillful use of the word “foot” thus serves as a powerful metaphor for the human
experience, illustrating the tension between the idealistic dreams of youth and the often harsh
realities of adult life.
Or
In Pablo Neruda's poem, the foot represents the journey from childhood to adulthood. At first, the
child’s foot is soft and delicate, symbolizing innocence and potential. As the foot grows, it becomes
rough and tough, reflecting the loss of innocence and the challenges of life. The foot’s eventual
confinement in a shoe symbolizes how society imposes restrictions, forcing people into rigid roles
and limiting their creativity. This journey mirrors how we often give up dreams and freedom to fit
into society’s expectations. Neruda uses the foot as a metaphor for the human experience, showing
the tension between youthful dreams and adult realities.

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 9. I BELIEVE THAT BOOKS WILL NEVER DISAPPEAR
Interview with Jorge Luis Borges
Introduction: Jorge Luis Borges (1899-1986) is an Argentine short-story writer, essayist, poet, and
translator. In this essay, Borges discusses the enduring value of books and their irreplaceable role
in human culture. This excerpt is an interview with Jorge Luis Borges by Roberto Alifano.

Answer the following questions by choosing the right option:

1. Jorge Luis Borges’ first literary reading was ________.
a) The Decline of the West
b) The Odyssey
c) Romeo and Juliet
d) Grimm’s Fairy Tales
2. Jorge Luis Borges’ first literary reading was in__________.
a) an Argentine Version
b) an English Version
c) a Spanish Version
d) an Italian Version
3. Jorge Luis Borges was educated__________.
a) in a public library
b) in a university
c) by his father’s library
d) in Spanish literature
4. Jorge Luis Borges considered that was an extraordinary person.
a) his mother
b) his father
c) his friend
d) his teacher
5. ‘Blindness’ according to Jorge Luis Borges______.
a) is a misfortune
b) is humiliation
c) is a way of life
d) is a resource
6. ‘The Odyssey’ is written by______.
a) Goethe
b) b) Emily Dickinson
c) Jorge Luis Borges
d) Homer
7. A verse of Goethe “Alles Nahe Werd Fern” signifies________.
a) we may shape our art
b) all that is near becomes far
c) our embarrassment
d) life is mysterious
8. “Alles Nahe Werd Fern” is a verse by _______.
a) Goethe
b) Emily Dickinson
c) Spengler
d) Homer

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9. Jorge Luis Borges dreamed of_______.
a) destruction of a great library
b) construction of a great library
c) burning of a great library
d) owning a great library
10. “Decline of the West” was written by___.
a) Goethe
b) Bernard Shaw
c) Spengler
d) Homer
11. Borges Quotes Bernard Shaw’s “Every book worth being re-read has been written by
the spirit.” In his_______.
a) novels
b) dramas
c) c)essays
d) poems
12.“This quiet dust was gentlemen and Ladies,” is a wonderful line in a poem written by _.
a) Goethe
b) Emily Dickinson
c) Spengler
d) Homer
13. Borges wasn’t sure if he could set a project of writing a history of the book as he was
already_______ a year old.
a) eighty-three
b) eighty-five
c) eighty-one
d) eight-seven
14. According to Borges, will never disappear.
a) libraries
b) books
c) theatres
d) novels
15. According to Borges, if books disappear, surely will disappear.
a) people
b) imagination of mankind
c) history
d) metaphors
16. Borges states, “Book is an extension of our imagination and________.
a) people
b) memory
c) history
d) metaphors
17. Borges states, “The telephone and microscope are extensions of our_______.”
a) voice
b) memory
c) history
d) sight
18.. Borges states, “The sword and the plough are extensions of our .”
a) voice
a) arms
b) wars
c) imagination

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19. According to Borges, literature_____.
a) will last forever
b) is a dream
c) is memorable
d) is imagination
20. According to Borges, our past is nothing but a sequence of___________.
a) dreams
b) memories
c) experiences
d) our history

Comprehension -I
Answer the following questions in a word, a phrase, or a sentence each.
1. What was Barge’s first literary reading?
Borges’s first literary reading was Grimm’s fairy tales in the English version.
2. What was Borges ‘s educated by?
Borges was educated by his father’s library.
3. Who was Borges’ mother?
Dona Leonor was Borges’ mother.
4. What kind of mother was Dona Leonor according to Borges?
Dona Leonor was an extraordinary person, a n intelligent, gracious woman, and had no
enemies.
5. Why did Borges feel guilty?
Borges felt guilty for not understanding his mother when she was alive / because he did not give
his mother a deserved happiness.
6. How do children take their mothers for granted according to Borges?
Children take their mothers for granted as they do with the moon, the sun, and the seasons.
7. Why did Alifano seek an excuse from Borges?
Alifano sought an excuse from Borges for asking him about his blindness.
8. What is blindness according to Borges? According to Borges, blindness is a way of life.
9. What would be the resource for the art to the writer according to Borges? Whatever happens to
him or her is a resource according to Borges.
10. What does Borges mention as the raw material for a writer or to shape art?
Discord, humiliation, misfortune, and embarrassment that happen in one’s life are the material for a writer
and to shape the art.
11. Who is the writer (author) of the book ‘The Odyssey’?
The author of ‘The Odyssey’ is Homer.
12. ‘The gods wrought and spun a skein of ruin for men’ quotes Alifano, where does he take it from?
Alifano quotes it from the book ―The Odyssey of Homer.
13. How can humiliation, misfortune, and discord be transmuted according to Borges?
According to Borges, humiliation, misfortune, and discord can be transmuted by eternal work.
14. Borges quotes a line ― “Alles nahe werd fern” in the interview with Alifano.
a) Where is it taken from?
b) What does it mean?
a) The line is taken from the verse of Goethe.
b) It means all that is near becomes far.
15. What according to Borges has moved away from his eyes?
The visible world has moved away from his eyes.

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16. Borges says ― “In my case, the visible world has moved away from my eyes”. What does he
mean?
He could not see anything as he was blind.
17. How does Borges pretend that he is not blind?
Borges pretends that he is not blind by buying books and filling his house with books.
18. What strange dream did Borges experience one night?
Borges dreamt of the burning of a great library.
19. Which library was burning in Borges’ dream?
Library of Alexandria was burning in Borges’ dream.
20. What meaning is behind the dream of burning the library of Alexandria according to Alifano?
The meaning behind the dream is writing a book on the history of books.
21. Why could Borges not take the project of writing a book on the history of books?
Borges could not take the project of writing a book because he was already eighty-three years
old.
22. Who is the author of the book ‘Decline of the West’
The author of the book ‘Decline of the West’ is Spengler.
23. What has Spengler attempted in his book ‘Decline of the West’?
Spengler has made remarkable comments on books.
24. What has Borges quoted in one of his essays?
Borges has quoted the words of Bernard Shaw.
25. What are the words of Bernard Shaw that Borges has quoted in one of his essays?
Every book is worth being re-read.
26. What is poetry according to Borges?
Poetry is something intimate, essential, and an aesthetic act.
27. What cannot be defined without oversimplifying it?
According to Borges, poetry cannot be defined without oversimplifying it, as its essence is
mysterious and complex, and transcends logical explanation.
28. When does a poet fail according to Borges?
When the reader does not feel the poetic event.
29. What is important in the art of poetry according to Alifano?
Finding the precise words is important in the art of poetry.
30. What do precise words in poetry elicit?
Precise words elicit emotion.
31. Borges quotes a line from a poem ―’ This quiet dust was a gentleman and ladies’
a) From whose poem has he quoted?
b) What is the meaning of the line?
c) In what context does Borges quote this line?
a) Borges quotes this from Emily Dickinson ‘s poem.
b) It means that all will be dust one day.
c) While saying that poetry will be with precise words.
32. When do metaphors exist according to Borges?
Metaphors exist from the beginning of time.
33. For how many numbers does Borges reduce all metaphors?
Borges reduces all metaphors to five or six.
34. Which are the essential metaphors according to Borges? Which are essential metaphors in all
literature?
Time and river, life and dreams, death and sleep stars and eyes, flowers, and women are the
essential metaphors.

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35. What is the poet’s task according to Borges?
Discovering metaphors is the task of the poet.
36. What is an astounding invention according to Borges?
The invention of books is astounding.
37. What examples does Borges give for the extension of bodies?
The telephone is the extension of voice, t h e microscope, and telescope are the extension of
sight and the sword and plough are the extensions of arms.
38. What is the extension of the imagination and memory according to Borges?
The book is the extension of the imagination and memory.
39. What is literature according to Borges?
Literature is a controlled dream.
40. What is the ‘past’ according to Borges?
Past is a sequence of dreams.
41. What would happen if books disappeared according to Borges?
History would disappear and surely man would disappear.
42. Why does Borges prefer to believe that he is not blind?
He believes in optimism rather than pessimism. If he were to think that, he was blind, it
would affect his future, but if he takes it positively and uses it as raw material, it helps in the
future, hence he believes in optimism.
43. How according to Borges do the Books go beyond the Author's Intention?
According to Borges, there is a need for more in every book, which is always mysterious. A
book can be full of errors, we can reject its Author's opinion, or we can disagree.
44. When does the poetic act happen, according to Borges?
According to Borges, the poetic act happens when the poet's emotions and thoughts are
transformed into words, and the reader or listener experiences a deep, personal connection
with the poem, feeling something beyond the literal meaning of the text.
45. Which is the most astounding invention of man?
Borges considers the book to be the most astounding invention of man, as it uniquely
captures and preserves human thought, imagination, and knowledge across time.

Comprehension II
1. What guilt was haunting Borges? How does he share this with Alifano?
In the interview with Roberto Alifano, Jorge Luis Borges revealed a profound sense of guilt regarding
his mother, Doña Leonor. Borges reflects on how she was an extraordinary woman, characterized
by her kindness and grace. He expressed regret for not giving her the happiness she deserved while
she was alive. Borges admitted that he took her for granted, failing to fully appreciate her value and
the sacrifices she made for him. This guilt stems from his realization that he did not show the
understanding and appreciation she deserved. He acknowledges that such ingratitude is common
among children, who often overlook the true worth of their mothers. Borges praises Doña Leonor
for her intelligence and lack of enemies, underscoring his deep remorse and admiration for her.
2. In what way do you think poetry is an aesthetic act?
According to Borges, poetry is something intimate and so essential that it cannot be defined without
oversimplifying it. Defining poetry is like attempting to define the color yellow, love, and the falling
of leaves in the autumn. Borges believes that poetry is the aesthetic act that takes place when the
poet writes it and the reader reads it. Borges adds that when the poetic act takes place, we become
aware of it. For Borges, poetry is magical, mysterious, and unexplainable, but a comprehensible
event. If one doesn’t feel the poetic events upon reading it , the poet has failed.

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3. What is the resource for literature according to Borges? How does he share his opinion
with Alifano?
According to Borges, the resource for literature is the rich tapestry of life’s experiences, including its
trials, sorrows, and challenges. In his conversation with Alifano, Borges elaborates on how his
blindness has become a significant source of literary material. He views his blindness not as a
limitation but as an essential part of his creative process. Borges explains that all life experiences,
including personal misfortunes and emotional struggles, contribute to the creation of literature.
These experiences provide the raw material for artistic expression, allowing him to shape them into
meaningful works. He shares his perspective by illustrating how his blindness has led him to rely on
his imagination and other senses, enriching his literary output and helping him transcend his physical
limitations. Through his writing, Borges transforms these challenges into profound insights,
demonstrating that literature is deeply intertwined with the human experience.

4. How does Borges convince Alifano by saying that blindness is a way of life?
In the conversation with Alifano, Borges reflects on blindness as a way of life rather than a purely
negative condition. He views his blindness not as a source of unhappiness but as a transformative
experience that contributes to his creative process. Borges explains that all aspects of life—
humiliations, misfortunes, and embarrassments—serve as raw materials for artistic creation. These
experiences, much like clay for a sculptor, provide substance that a skilled artist can shape into
meaningful work.
Borges believes that literature, for him, is an embodiment of life’s experiences. His blindness has led
him to rely on other senses and imagination, enriching his literary output. In accepting his blindness,
Borges finds that it has been replaced by his literary creations, which help him transcend his physical
limitations. Through his writings, he can transform the limitations imposed by his condition into
profound and enduring works, thus illustrating his view that literature reflects and enriches the
human experience.

5. What opinion does Borges give on the theme of books?

Or
Why according to Borges that every book worth being re-read?
Or
What idea does Alifano give on books? How does Borges appreciate it?
Ans: In his conversation with Alifano, Borges reflected on the theme of books and their enduring
significance. He recounted a vivid dream about the burning of the Library of Alexandria, which led
Alifano to inquire whether Borges considered writing a book on the history of the book. Borges
expressed appreciation for the idea but expressed doubts about undertaking such a project himself,
noting that Oswald Spengler had already addressed similar themes in his work, ‘Decline of the West’.

Borges elaborated on his belief that every book is worth re-reading because it transcends its author’s
original intentions. He explained that, despite any errors or shortcomings in the author’s intent, a
book retains a sacred, almost magical quality that brings joy to readers. This inherent mystery within
books makes them valuable and worth revisiting. Borges emphasized that every book, regardless of
its imperfections, possesses themes that contribute to its enduring relevance and appeal.

6. What is poetry according to Borges? How does Borges establish that words play an important
role in poetry?
Or
How does Borges establish that the poet ‘s task is to discover metaphors and they play an
important role in poetry? Or
Poetry is magical, mysterious, and unexplainable. How does Borges explain the strange aspect
of poetry? Or
What are the views of Borges in poetry?

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Alifano asked Borges to define poetry. He said that poetry is something intimate and essential.
Defining poetry is like attempting to define the color yellow, love, and the falling of leaves in the
autumn. Simply the poetry is magical, mysterious, and unexplainable but a comprehensible event.
In the art of poetry finding precise words is important. These precise words elicit the emotion. He
quotes the line.
‘This quiet’ dust was gentlemen and ladies from Emily Dickinson ‘s poem. Here the use of the words
‘gentlemen and ladies ‘gives the magic and poetic quality. If she had used the phrase ―men and
women‖, that would have become cliché. And the dust she refers to is the dust of death. The use of
“gentlemen and ladies” adds magic and poetic quality to the line. If the poet were to write, “Men
and women”, it would have failed as poetry and would have looked trivial. The poetic event must be
felt upon reading the poem. If one does not feel it, Borges feels that the poet has failed to evince
the interest in the matter.
Metaphors in poetry play a main role. He gives basic or essential metaphors which are used in all
literature they are ―life dreams, time and river, death and sleep, stars and eyes, flowers and
women. But the poet must discover metaphors that give beauty to poetry.

7. How does Borges explain that the function of books is irreplaceable and that books will
never disappear?
Alifano reminded the people that the modern developments in communications will replace books
with something more dynamic. But Borges said that the books will never disappear. He said that
among many inventions of man, the book is the most amazing. It is the extension of man ‘s
imagination and memory. But other inventions are the extension of bodies. All dreams of the present
and past will be in the books. Books are the memories of all centuries. He said that their function is
irreplaceable. If books disappear, history will disappear and then man will disappear. Hence books
are immortal.

Comprehension III.
1.‘A book goes beyond its author’s intention.’ Do you agree?
In the lesson, Borges explores the profound significance of books, asserting that they extend beyond
their authors' intentions. He believes that each book holds something mysterious and sacred,
preserving its magic and bringing joy regardless of its flaws or the author's potentially erroneous
opinions. Borges reflects on how books serve as a conduit to experience the passage of time,
allowing readers to engage with history from its inception to the present day. He emphasizes that
books play an irreplaceable role in human life, arguing that if they were to disappear, both history
and humanity would face profound loss. Borges sees books as essential to our existence, distinct
from other inventions that merely extend our physical capabilities.

2. Why does Borges feel remorseful after his mother’s death regarding his relationship with her?
In this lesson, Borges shares his experiences and his observations on the importance of ‘Books’, and
a few other topics like poetry, metaphors, and literature as well. He also expresses his feelings about
his ‘mother’ and his ‘blindness’. When asked about his mother by the interviewer, Borges answers
very candidly about his feelings towards his mother. He claims that his mother Leonor was an
extraordinary person. He received all care and kindness from her. He expresses his disappointment
and feels guilty that he did not give her the due attention and happiness that she richly deserved
when she was alive.
He also feels that he should have shown a deeper understanding of her. He expresses that his
feelings toward his mother are very similar to all children. He claims that when a mother dies, every
child of that mother would feel that she had been taken for granted as he does with the moon or
sun or the seasons and then he feels that he had abused her. Children will not realize the true value
of mothers before their death. Borges’ mother had been intelligent and a gracious woman who he
believed had no enemies.

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3. What are Borges’ views on his ‘Blindness’?
Borges feels, that people must consider whatever happens to him or her as a resource. All things
have been given to us for a purpose and must be felt more intensely. All that happens to us, including
humiliations, our misfortunes, and our embarrassments are given to us as raw material as clay, so
that we may shape our art out of it. In one of his books, he says that such miseries have been given
to us so that we may transmute them and accept life as it comes. He, therefore considers blindness
a way of life which he is not entirely unhappy with. He feels that he must accept it as far as possible
and enjoy life. In his case, the visible world had moved from his eyes but feels fortunate that it had
been replaced by other things. He continues to pretend that he is not blind and fills his house with
books.

4. What values do Borges see in literature? Why is it important for the future of mankind?
According to Borges, among the many inventions of man, the book is the most astounding invention.
Other inventions are the extension of bodies. The Telephone is the extension of our voice, the
telescope and the microscope are the extensions of our sight, sword and the plough are the
extensions of our arms but, only the book is an extension of our imagination and memory. Books are
the great memory of all centuries. They cannot be replaced by anything.
Borges says that literature is a controlled dream. He believes that we owe literature almost
everything we are what we have been and also what we will be. Our past is nothing but a sequence
of dreams. According to Borges, if books disappear, history would disappear and surely man would
disappear. Thus, he says that the books will never disappear despite modern modes of
communication. So, it is very important to preserve books and history for the future of mankind.

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 10. HEAVEN, IF YOU ARE NOT HERE ON EARTH
- Kuvempu
Kuvempu: “Heaven, If You Are Not Here On Earth” is written by K.V. Puttappa popularly known by his pen
name Kuvempu. He is considered to be the greatest poet of the 20th Century Kannada Literature. He is
immortalized particularly for his contribution to Universal Humanism – Vishwa Maanavataa Vaada.
The poet addresses ‘Heaven’ and declares emphatically that if Heaven does not exist on the Earth where
else can it be? It only means that the reader needs not to look for ‘Heaven’ in the skies; if at all there is an
entity called ‘Heaven’ one must find it on the earth only and nowhere else.
Answer the following questions by choosing the right option
1. According to Kuvempu, ‘heaven’ is __________.
a) on earth
b) within us
c) nowhere
d) elsewhere
2. According to the poet, the tender sunshine leans on __________ in the poem ‘Heaven, If You Are
Not Here On Earth’.
a) the rolling surf
b) the edge of waves
c) the roaring streams
d) the verdant gardens
3. In ‘Heaven, If You Are Not Here On Earth’, __________ are Gods and Heavenly nymphs.
a) We, ourselves
b) Poets
c) Heavenly bodies
d) Natural elements
4. By imbibing and spilling the song of nectar, the poet creates heaven on _____________.
a) earth
b) moon
c) sky
d) clouds
5. According to the speaker of ‘Heaven, If You Are Not Here On Earth’ ________makes this earth
heaven.
a) aliens
b) the beauty of nature
c) heavenly nymphs
d) Gods
6. According to the speaker of ‘Heaven, If You Are Not Here On Earth’, _________ makes this earth
heaven.
a) aliens
b) stream, surf & waves.
c) heavenly nymphs
d) Gods

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7. By Imbibing and spilling the song of nectar_____________ creates heaven on earth.
a) The magician
b) God
c) The poet
d) the scientist.
8. According to the speaker of ‘Heaven, If You Are Not Here On Earth’, _________makes this earth
heaven.
a) aliens
b) the gentle sun
c) heavenly nymphs
d) Gods
9. In the _________ heaven lies all over, according to the poet.
a) garish sun
b) splendor of harvest and moonlight
c) heavenly nymphs
d) images of aliens

Comprehension I
Answer the following questions in a word, a phrase, or a sentence each.
1. Who does the poet address in the poem ‘Heaven if you are not on earth’?
The poet addresses heaven.
2. What does the line ‘Heaven, if you are not on earth where else you could’ mean?
The poet means that heaven is only on earth but not anywhere else.
3. Who according to the poet Kuvempu are the Gods Nymphs?
According to the poet, we ourselves on earth are the gods/ nymphs.
4. Where is the rolling surf found?
At the edge of the waves.
5. When does a verdant garden look like heaven?
When tender sunshine leans on the garden, it looks like heaven.
6. How is the stream described in the poem?
Roaring and rushing fast.
7. Who does make the earth heaven?
The gentle sun/ moonlit night makes the earth heaven.
8. Who creates the heaven on earth?
The poet creates heaven on earth.
9. Where is the rolling surf found?
At the edge of the waves.
10. How does the poet create heaven on earth?
The poet creates heaven on earth by imbibing and spilling the song of nectar.
11. What does the line 'Heaven lies all over' suggest?
The line 'Heaven lies all over' suggests that the beauty of heaven lies in the splendor of harvest
and the moonlit night.
12. What are the different forms of heaven that make the earth a heaven?
Or
Mention any two forms of heaven that make the earth a heaven.
The different forms of nature life the roaring stream, the rolling surf at the edge of waves, the
tender sunshine, the sun, the harvest, and the moonlight make this earth a heaven.
13. Where does the tender sunshine lean?
The tender sunshine leans on Verdant gardens.

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14. How does the poet create heaven on earth?
The poet creates heaven on earth by imbibing the beauty of nature and spilling the nectar of
heaven, on the earth, through his poetry.
15. How does the poet break the myth of heaven in the poem?
The poet considers concepts like 'God', 'nymphs', and 'heaven' as myths, which are not tangible
entities but are only figments of man's imagination. He says that if at all heaven exists it exists
only on this earth. To break the myth of heaven in man's mind he presents before us charming
sights of nature and argues that nothing can be more heavenly than these forms of nature. He
makes a direct address to nature and declares that if heaven does not exist on the earth where
else can it be? He justifies his statement by referring to the roaring stream, the rolling surf at the
edge of waves, the tender sunshine, the sun, the harvest, and the moonlight making this earth a
heaven.

Comprehension II
1. Describe the beauty in nature that makes the earth a heavenly place.
OR
Why does the poet feel that Earth is more beautiful than Heaven in ‘Heaven If You Are Not Here
on Earth’? OR
How does the poet explain the illusion of heaven in this poem?
OR
The concept of Heaven, God, and Nymphs is only man’s imagination. Explain concerning the
poem ‘Heaven, if you are not here on earth’. OR
How does the poem celebrate the power of the poet?

The poem “Heaven, If You Are Not Here On Earth” is written by K.V. Puttappa popularly known by
his pen name Kuvempu. He is considered to be the greatest poet of the 20th Century Kannada
Literature. He is immortalized particularly for his contribution to Universal Humanism ‘Vishwa
Maanavataa Vaada’.
The Poem celebrates the power of the poet and describes the beauty of nature that makes the
earth a heavenly place. The poet Kuvempu is a nature poet, for him nature is God and God is
nature. Almost all people living on earth believe in the existence of heaven. It is believed to be a
beautiful place which is the abode of God, angels, and nymphs. But in this poem, the poet breaks
the myth of heaven. According to the poet, if heaven is not found on earth it cannot be anywhere
else. If we ourselves cannot be gods and nymphs, then there can be no gods and nymphs
elsewhere. He wants to say that the helping nature to the needy becomes the god. The beauty
of mankind is the beauty of nymphs. One should find god in everything around us. The beautiful
roaring streams, and the rolling surf at the edge of the waves, the tender sunshine, the gentle
sun make the verdant garden heaven on earth. The poet wants to establish that the beauty of
the earth is the beauty of heaven. The existence of any other heaven is only an illusion. The
beautiful harvest season and the moonlit night create heaven on earth. The poet enjoying the
beautiful night spills the melodious song and creates heaven on earth. Earth is the source of all
enjoyment and beauty. Hence there is no need to think about heaven in another world that does
not exist. It is only an illusion and man’s imagination.

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 11. JAPAN AND BRAZIL THROUGH A TRAVELLER'S EYE
- George Mikes
Introduction: George Mikes is an artist, author publisher illustrator, and journalist from Hungary. His
books include 'The Hungarian Revolution' 'Uber Alles' Shakespeare and Myself, Italy for Beginners, ‘How
to be an Artist’ etc. These excerpts are chosen from 'The Rising of the Yen' and 'How to Tango.'

Answer the following questions by choosing the right option

1. Mike observes that in Japan ______________ is his castle.
a) a man’s house
b) a man’s telephone receiver
c) a man’s secret chamber
d) a hotel rooms
2. ‘Exquisitely well-mannered people’ refers to_____.
a) Indians
b) Japanese
c) Americans
d) Brazilians
3. In ‘Japan and Brazil through a Traveler’s Eye’, the phrase ‘Exquisitely well-mannered people'
refers to ________.
a) Indians
b) Japanese
c) Americans
d) Brazilians
4. According to George Mikes, courtesy has a ________ function in Japan.
a) single
b) double
c) triple
d) None of the above
5. According to Mikes, bowing ________ in Japan.
a) has a simplified hierarchy
b) has an unacceptable hierarchy
c) has a complicated hierarchy
d) is a silly way of greeting
6. The reference to public telephone suggests____.
a) How overcrowded Japan is.
b) How the Japanese respect privacy.
c) How busy the Japanese are.
d) How irrespective they are.
7. Hierarchy in bowing demands _______________.
a) Youngsters bow to their elders.
b) The wife bows to only her husband’s parents.
c) Sisters bow to only their elder brothers.
d) No one needs to bow to anyone
8. In Japan, _______ functions also as a substitute for privacy.
a) Bowing
b) shaking hands
c) courtesy
d) kissing on the cheek
9. Mike feels that bowing has become a _________ in Japan.
a) boon
b) curse
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 c) mania
d) rage
10. The bowing gentlemen in Japan, transform into ________ as soon as the bus arrives.
a) servants
b) slaves
c) savages
d) saints
11. A well-mannered person is expected to _____ while eating soup which is considered a sign
of appreciation.
a) praises the taste of the soup
b) keep silent
c) make fearful noise
d) make no noise
12. In Japan, making a fearful noise while eating soup is considered a sign of ______.
a) appreciation
b) in gratitude
c) displeasure
d) ill-manner
13. According to Mike, the life of _________ is becoming more hazardous in Brazil every day.
a) Mountaineers
b) joggers
c) swimmers
d) pedestrians
14. Mike calls _______ an exquisitely well-mannered people.
a) Japanese
b) Brazilians
c) Chinese
d) Spanish
15. The pavements in the streets of Copacabana are decorated with beautiful ______.
a) green marble
b) red tiles
c) black mosaics
d) cobblestones
16. The Japanese stores employ ______ to greet the customers.
a) bowing girls
b) cheer girls
c) boxing girls
d) sales girls
17. The deer, that bowed and snatched the food bag from Mike's hands was in ________.
a) Tokyo
b) Nara
c) Osaka
d) Brazil
18. According to Mike, bowing girls in Japan are equal to our __________.
a) Maidservants
b) security guards
c) page boys
d) delivery girls
19. Mike humorously says that drivers in Brazil are always on the lookout for ___________.
a) bikers
b) strollers
c) pedestrians
d) cricketers

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20. The coach conductors on the ________line, connecting Tokyo and Osaka. They first bow
ceremoniously and then issue/check tickets.
a) Tokaido
b) Yokohama
c) Tokyo
d) Brazil
21. According to Mike, ________ is the worst place of all in terms of traffic.
a) Japan
b) Copacabana
c) Tokyo
d) Avenida Presidente Vargas
22. Avenida Presidente Vargas in Brazil is described by Mikes as___________.
a) a wonderful place
b) an auspicious place
c) the worst place
d) a special place

Comprehension I
1. What behavior substitutes privacy in Japan?
It is a courtesy that substitutes privacy in Japan.
2. Why are the telephones kept on the table or on the counter in Japan?
They don’t have space to spare for booths.
3. Why bowing is called quaint?
Because it is more formal, oriental, and infectious.
4. How do Japanese mother carry their babies?
In a clever little saddle.
5. What does the Tokaido line mean?
Railway line between Tokyo and Osaka.
6. How does one show appreciation while eating soup?
By making a fearful noise.
7. How are pavements in Brazil decorated? What does it tell us about the people there?
Pavements are decorated with beautiful mosaics.
8. What happens when leisurely people in Brazil get a steering wheel in their hands?
No speed is fast enough for them.
9. What is expensive in Brazil?
Motor cars.
10. Why is the pedestrian’s life becoming more hazardous every day?
As motor vehicles are growing in leaps and bounds.
11. Who do the drivers look out for when they are driving? Why?
Drivers carelessly accelerate, treating the pavement as part of the road, about pedestrians.
12. What remarkable attitude is seen in the war between drivers?
Murderous but good-tempered.
13. Whis is the worst place in Brazil according to Mikes?
Avenida Presidente Vargas.

Comprehension: II
1. Why is bowing in Japan a complicated process?
Bowing in Japan is a complex and subtle practice due to several factors.
Bowing in Japan is closely linked to social hierarchy. The depth, duration, and style of a bow are
used to convey respect and acknowledge social standing. Each bow must reflect the correct level
of formality based on age, social position, and relationship, making it intricate and challenging for
outsiders to master.
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 Unlike the casual gestures of handshakes or cheek-kissing common in Europe, Japanese bowing is
a formal, Oriental, quainter, infectious, and ritualistic practice.
Newcomers often struggle with bowing correctly, as they may bow too deeply or not deeply or at
inappropriate times, leading to social awkwardness. Within Japanese families, bowing also reflects
a familiar hierarchy, with clear rules about who bows to whom. This additional layer of complexity
can be confusing for those not acquainted with these customs.
Overall, bowing in Japan is more than just a gesture; it’s a sophisticated social ritual that reflects
deep cultural values and hierarchies.

2. Why does bowing, a natural practice in Japanese culture, look so quaint and puzzling to the
author?
To George Mikes, bowing, though a natural practice in Japanese culture, appears quaint and
puzzling.
Mike notes that Japanese bowing is intricately tied to social hierarchy. The formality of bowing,
compared to the more casual European gestures of handshakes or cheek-kissing, might appear
quaint and unusual to Mikes. As Mike observes, bowing incorrectly—whether too deeply, too
shallowly, or at the wrong time—can create social awkwardness. This challenge contributes to the
perception of bowing as a puzzling and intricate practice. If two Japanese bow neither is to
straighten up before the other stands erect in front of him. There is a difference in status, age, and
social position. Japanese manage it without any difficulties.

3. Do you think the author is finding fault with/making fun of the culture of bowing in Japanese
and speeding cars in Brazil?
Mikes finds the practice of bowing in Japan both fascinating and intricate. His description of bowing
as "quaint" and "puzzling" is not meant to criticize but to express the complexity and formality of a
practice that may seem unfamiliar to those from other cultures. He acknowledges the
sophistication and grace with which the Japanese perform this social ritual, and his observations
reflect a deep respect for their customs, even as they appear unusual to him.
Similarly, Mike's reflections on the Brazilian practice of speeding and the aesthetic beauty of
Copacabana’s pavements are presented with a tone of admiration rather than ridicule. His
observations on the vibrant, artistic mosaics decorating the streets of Copacabana highlight his
appreciation for Brazilian creativity and sensibility. In his travel writing, Mikes seeks to convey how
cultural habits shape individual personalities and societal norms.
Overall, Mike’s narrative is a creative exploration of cultural differences, marked by a sense of
wonder and respect rather than criticism or mockery.

Comprehension. III
1. Bowing in Japan is quainter more formal, more oriental. Do you agree?
George Mikes, who wrote about his experiences in Japan and Brazil, observed that bowing in Japan
is very different from what people might be used to in other countries. Here’s a clearer explanation:
In Japan, bowing is not just a casual gesture but a highly detailed and formal way of showing
respect. There are specific rules about how deep, how long, and who you should bow to. For
someone not used to these rules, it can be confusing and complicated.
Mike finds bowing in Japan to be more formal than handshakes or hugs which are common in other
cultures. This formality and the unique nature of bowing make it something special and different.
Bowing in Japan reflects many layers of social rules and hierarchy. For instance, in families, different
members bow to each other in specific ways based on their age and role. Mike explains about the
famous Tokaido line, Bowing girls at the top of the escalators, and a deer in the wildlife park in
Nara, a true Japanese.
And finally, the transformation of bowing gentlemen into savages at bus stops reflects the common
nature of human beings.
Thus, Mike highlights how bowing in Japan can seem intricate and formal to outsiders. It’s a unique
cultural practice that looks different from more casual ways of greeting in other parts of the world.
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 2. Describe how traffic in Brazil leads to humorous observations.
George Mikes, a Hungarian artist, author, and journalist, wrote about his experiences in Brazil and
Japan with humor. Mike initially praises the beautiful black mosaics on the grey pavements of
Copacabana. However, he humorously comments on the contrast between the relaxed nature of
people on foot and their aggressive behavior when driving. He notes that Brazilians become
incredibly fast and competitive behind the wheel, treating every fraction of a second as a big deal.
Mike describes how Brazilian drivers often drive recklessly, making life dangerous for pedestrians.
He humorously compares the drivers to hunters who chase pedestrians as prey, who must jump,
leap, and run for their dear life. Despite the dangerous driving, Mike appreciates the friendly
attitude of both drivers and pedestrians. He describes how they smile at each other and there is no
rage or mad hooting, they consider it as part of the game. Today one wins, and tomorrow the other.
Even though motorcars are expensive in Brazil, roads are overcrowded. Mike also humorously
illustrates the difficulty of crossing a busy road like Avenida Presidente Vargas. They wait for hours
together, without a ray of hope to cross the road. Mikes brings a witnessing situation of two friends
which uses humor to highlight the contrasts and challenges of Brazilian traffic and driving, while
also showing appreciation for the people’s good-natured attitude.

********** ********** *********

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 12. THE VOTER
- Chinua Achebe
Introduction: Chinua Achebe, a renowned Nigerian author, is celebrated for his profound narratives
that reflect African culture, traditions, and post-colonial issues. "The Voter" is one such story that
delves into the complexities of political life in a fictional Nigerian village. The story is set in the period
just before an election and explores themes of integrity, loyalty, and the moral dilemmas individuals
face in a politically charged environment.

Answer the following questions by choosing the right option.

1. Roof had spent ______years as a bicycle repairer’s apprentice in Port Harcourt.
a) five
b) four
c) two
d) one
2. Roof had spent two years as a _______ in Port Harcourt.
a) bicycle repairer’s apprentice
b) campaigner
c) school teacher
d) politician
3. Roof had spent two years as a bicycle repairer’s apprentice in__________.
a) Umuofia
b) Village
c) Umuru
d) Port Harcourt
4. Marcus Ibe had earlier been a _____________.
a) bicycle repairer’s apprentice
b) campaigner
c) mission school teacher
d) politician
5. Chief the Honourable Marcus Ibe was the____________ in the outgoing Government.
a) Minister of Culture
b) campaigner
c) a doctor
d) an electoral office
6. ‘PAP’ stands for______ in ‘The Voter’.
a) Progressive organization Party
b) Progressive Alliance Party
c) People’s Alliance Party
d) People’s Organization Party
7. Roof had become a real expert in__________________ in ‘The Voter’.
a) election campaigning at all levels
b) teaching
c) repairing bicycle
d) voting
8. ‘POP’ stands for ___________ in ‘The Voter’.
a) Progressive Organization Party
b) People’s Organization Party
c) Progressive Alliance Party
d) People’s Alliance Party
9. Roof campaigned for___________ in ‘The Voter’.
a) Ogbuefi Ezenwa
b) Marcus Ibe
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 c) Maduka
d) Villagers
10. Marcus Ibe has built his mansion in___________.
a) Umuofia
b) Umuru
c) Port Harcourt
d) Down the coast
11. The fact that Marcus Ibe left the good things of the capital and returned to his village whenever
he could, shows,_________.
a) his devotion to his people and love for the place.
b) he enjoyed all the comforts of the city in his village.
c) he wanted to improve the amenities of his village.
d) he wanted to improve his amenities
12. Marcus had christened his new house as _______________.
a) Igbo Mansions
b) Umuofia Mansions
c) Marcus Mansions
d) PAP
13. In ‘The Voter’, when the feasting was over, the villagers told themselves that they________.
a) had underrated the power of the ballot paper earlier
b) Marcus Ibe is a selfish man.
c) would vote for Marcus Ibe for free in the forthcoming election.
d) would to visit Marcus’ mansion again.
14. Marcus had drawn _________ months’ salary in advance in ‘The Voter’
a) Two
b) Twenty
c) Five
d) Four
15. Marcus armed his campaign boys with__________.
a) eloquent Jute bags containing shining shillings
b) Loudspeaker
c) cars
d) Ballet papers
16. Marcus’ stalwarts ___________at night.
a) conducted competitions
b) arranged an Ozo feast for villagers
c) conducted a whispering campaign
d) distributed ballot papers
17. Roof had himself taken a lot of firewood from Marcus. Here ‘firewood’ refers to ______.
a) Benefits Roof had taken from Marcus
b) Firewood for cooking
c) wood from Iroko tree
d) awards
18. In ‘The Voter’, the Progressive Organization Party was formed by _________.
a) Marcus
b) Tribes down the coast
c) People of Mbanta
d) Roof
19. In ‘The Voter’, the Progressive Organization Party had provided ________ to a few rascals and
thugs.
a) Cars and loudspeakers
b) Houses
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 c) Electricity
d) Eloquent jute bags
20. In ‘The Voter’, the tribes down the coast had formed _________ party.
a) Progressive Alliance Party
b) Progressive Organization Party
c) People’s Alliance Party
d) People’s Organization Party45
21. Roof was mesmerized by the picture of _______ in ‘The Voter’.
a) Iyi
b) Cocoa farmer harvesting his crop
c) Election day
d) Long cars
22. Once Roof accepted the money, he was asked to swear on _______which came from Mbanta.
a) Iyi
b) Red notes
c) Maduka
d) Jute bags
23. In ‘The Voter’ the ‘Iyi came from __________.
a) Port Harcourt
b) Umuru
c) Mbanta
d) Ocean
24. The symbol of ‘PAP’ in ‘The Voter’ is_________.
a) Iyi
b) Motorcar
c) Pipe
d) Man’s head
25. The symbol of ‘POP’ in ‘The Voter’ is ________.
a) Iyi
b) Car
c) Pipe
d) Man’s head
26. Roof first distributed _______shillings among the elders.
a) three
b) two
c) one
d) four
27. According to Marcus ______was the most trusted of his campaigners in ‘The Voter’.
a) Ezenwa
b) Maduka
c) Marcus
d) Roof
28. A. Match column ‘A’ with column ‘B’ concerning ‘The Voter’ and choose the correct option.
A B
i. Mbanta a. town
ii. Umuru b. Iyi
iii. Port Harcourt c. high life band
a) i-c, ii-b, iii-a
b) i-b. ii-c, iii-a
c) i-b, ii-a, iii-c
d) i-a. ii-c, iii-b

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B. Match column A with column B from the lesson ‘The Voter’.
A B
i. The iyi a. tree
ii. Iroko b. money
iii. Firewood c. a clay pot with feathers
a) i-c, ii-a, iii-b
b) i-c, ii-b, iii-a
c) i-b, ii-a, iii-c
d) i-a, ii-c, iii-b
29. Identify the sequence of events related to the lesson ‘The Voter’
1. Roof had spent two years as a bicycle repairer in Port Harcourt---- he had given up his bright
future------to guide the people of his village.
2. to guide the people of his village -----he had given up his bright future-----roof had spent two
years as a bicycle repairer in Port Harcourt.
3. Roof had spent two years as a bicycle repairer in Port Harcourt------to guide the people of his
village------he had given up his bright future.
4. he had given up his bright future---Roof had spent two years as a bicycle repairer in Harcourt--
---to guide the people of his village.

30. Identify the sequence of events related to the lesson ‘The Voter’
a. distributed to his campaign boys---- changed a few hundred pounds into shining shillings-----
Marcus had drawn five months' salary in advance.
b. Marcus had drawn five months' salary in advance-----changed a few hundred pounds into
shining shillings------distributed to his campaign boys.
c. changed a few hundred pounds into shining shillings----- distributed to his campaign boys-----
Marcus had drawn five months' salary in advance.
d. Marcus had drawn five months’ salary in advance------- distributed to his campaign boys-----
changed a few hundred pounds into shining shillings.

Comprehension II
1. Why was Roof a popular young man in his village?
Because he had not abandoned his village, unlike the other fellows.
2. Why was Marcus considered rich and powerful?
Because he had wealth, chieftaincy titles, and doctorate degrees and honors.
3. What was Marcus Ibe had earlier been?
A Mission school teacher.
4. Why did Marcus join politics?
Just to avoid the eminent dismissal arising from the complaint of a female school teacher.
5. After the feasting the villagers____________.
Intended to demand more for their votes.
6. The ‘whispering campaign’ is ________.
Secret campaigning at night.
7. Why did the Village elder Ezenwa, tilt the lamp a little?
Because he wanted to confirm the amount paid to each.
8. What does the “Fire Wood” refer to?
Roof taking advantage of the situation.
9. Roof was mesmerized by_______.
The red notes on the floor, cocoa farmer busy in the field.
10. What does Roof’s act of inserting torn ballot papers in the two boxes signify?
It signifies absolving himself of his guilt.

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NOTE:
1. The national election is practiced once every five years.
2. Five bulls were slaughtered on the warming of the ‘Umuofia Mansion’ by Arch Bishop.
3. Five months’ salary was withdrawn by Marcus in advance.
4. Five Ezenwas were gathered in the house of Ogbuefi.
5. Roof pulled out the fifth beer bottle from the refrigerator.
6. Roof received five pounds from the campaign team leader of POP.

Comprehension II
1. Trace the change in the attitude of the villagers before the second election. Give reasons.
The narrative highlights the innocence of the native people and their lack of understanding of the
complexities of this system, which leads to corruption and manipulation. The central theme of the
story revolves around the events leading up to a second election. During the first election, the villagers
elected Marcus Ibe because he was an ordinary mission school teacher before. After Ibe became the
Minister of Culture, his lifestyle and social status underwent a dramatic transformation, and had
became very rich and powerful. He acquired two long cars and built himself the largest house in the
village and enjoyed all the facilities of the city. These developments caused the villagers to realize that
they had underrated the power of the ballot paper and changed their attitude. This time, they were
determined to vote only if they could secure their share of the opportunities presented.

2. What was the justification for the formation of the POP?

The author depicted how the native people, in their innocence, do not fully understand the
complexities of this system, leading to corruption and manipulation. The People's Organization Party
(POP) was formed by tribes along the coast to protect themselves from what they perceived as "total
political, cultural, social, and religious annihilation." Although the POP was unlikely to win, it aimed to
make a significant impact. The party directly challenged the Progressive Alliance Party (PAP) by
providing cars and loudspeakers to a few local rascals and thugs to create noise and draw attention.
The POP party knew that they might not win this time, but still hoped that gaining a few votes would
be enough to build support for the future. They understood that by distributing pounds and shillings,
they could grab the attention and potentially increase their chances in the next election.

3. Roof was an intelligent manipulator. Justify concerning the story.

Roof, the protagonist, was undoubtedly shrewd and manipulative, demonstrating his skills throughout
the story. He was an energetic young man. Though, he worked as a bicycle repairer's apprentice for
two years at Port Harcourt., he came back to Umuofia to guide the people. He joined politics and
became the most trusted campaigner Marcus. Roof took advantage of the situation and received many
favors through Ibe's influence. As the second election approached, being a real expert in campaigning
at all levels he could tell the mood and temper of electorates. He conducted a whispering campaign
and negotiated with them, offering four shillings in exchange for their votes for Marcus Ibe. Roof
maximized his advantage when he received an offer from Maduka for five pounds. His actions perfectly
illustrated how people and money operate under the influence of politics. A quick decision-maker, he
did not hesitate to tear his ballot paper in two to strike a balance. This proved that he was an intelligent
manipulator.

Comprehension III
1. The POP campaign leader’s meeting with Roof shows the misuse of transparency in a democratic
setup. Discuss.
The leader of the People's Organization Party (POP) visited Roof's house. Although they were friends,
the visit surprised Roof, as it was unexpectedly cold and businesslike. The POP leader asked Roof to
vote for their party, which left Roof in shock. When the leader placed money in front of Roof and
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 demanded a quick decision, Roof was captivated by the sight of the red notes, his eyes fixated on
them. He thought of it as a time for harvesting and considering the proposition. The leader assured
him that they were interested in securing his vote, not in gossip. The POP leader then asked Roof to
swear on the 'iyi' from Mbanta. This action reveals Roof as an opportunist who believed that Maduka
stood no chance against Marcus, he promised to vote for POP.
It is not fair to blame the system of democracy itself; rather, it is the people who lack concern for their
state and the leaders who are indifferent to their subjects that are responsible for the failure of
democracy. Roof initially worked for Marcus but changed his mind when Maduka offered him money.

2. To every human comes a time of reckoning. How does Roof’s dilemma on the day of the election
reflect this?
After the initial rush of voters, Roof makes his way toward the polling booth. A policeman stops him
at the entrance and searches to ensure he isn't carrying any illegal ballot papers. Once it is cleared,
Roof is allowed into the election room. Inside, the electoral officer has explained the voting process to
him, pointing out the two ballot boxes: one representing the car (for Marcus Ibe) and the other the
head(for Maduka). Standing in front of the ballot boxes, Roof is suddenly gripped by indecision. He
finds himself in a dilemma, torn between his loyalty to Marcus Ibe and his promise to Maduka and
being offered money. Roof does not want to betray either of them; he wishes to honor both his loyalty
and his promise. As he stood there, hesitating, Roof considered returning the money, but it was not
possible. However, the presence of the policemen, who are now questioning the electoral officer
about his delay, made it clear that he has to act quickly. With no other option, an idea suddenly leaped
into Roof’s mind. He decides to split his vote. Carefully, he folded the ballot paper and tore it in half.
Then, he places one-half in each of the two ballot boxes, appeasing his conscience. His thumb is
marked with indelible purple ink, signifying that he has voted. This clever maneuver enables him to
navigate the complex political situation without compromising his principles, at least in his mind.

3. What comment does the story offer on an electoral system? Is it relevant?

The story offers a critical commentary on the electoral system, highlighting its flaws and how it has
been corrupted. Achebe illustrates that the electoral system has lost its sanctity and is misused by
greedy politicians. The villagers, having witnessed the rapid accumulation of wealth and honors by
Marcus Ibe through politics, become disillusioned with the system. The story reveals that politics has
become a tool for personal gain rather than genuine public service. The villagers' shift in
attitudemoving from voting for free to demanding benefits in exchange for their votes—demonstrates
their recognition of the system's corruption and their desire to take advantage of it.

4. ‘Democracy is more than holding elections regularly. Do you think the story highlights this
statement?
The story underscores that democracy is more than just holding elections regularly. It highlights the
idea that true democracy involves more than the procedural aspect of voting; it requires integrity,
transparency, and genuine representation. The villagers' experience shows that they have become
disillusioned with the superficial promises of politicians and are now demanding tangible benefits. This
dissatisfaction reflects the broader concept that democracy cannot be measured by elections alone
but by the quality and outcomes of governance. The story emphasizes that while elections are a crucial
component of democracy, they are not sufficient on their own if the underlying system is corrupt and
if the politicians are not genuinely committed to serving the public.
In summary, the story critiques the electoral system's failure to uphold democratic values and
illustrates the need for a deeper understanding and practice of democracy beyond just conducting
elections.

********* ********* *********

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 13. WHERE THERE IS A WHEEL
P. SAINATH
A note on the Author: Palgummi Sainath is an Indian journalist and photojournalist focusing on social
problems rural affairs, poverty, and aftermaths of globalization in India.
Palgummi Sainath is an Indian journalist and photojournalist known for his focus on social issues, rural
affairs, poverty, and the impacts of globalization in India. His essay "Where There is a Wheel" explores
how cycling has contributed to wealth and economic development in the Pudukkottai district of Tamil
Nadu. This essay is part of Sainath's acclaimed book Everybody Loves a Good Drought, which highlights
various aspects of rural life and social issues in India.
Answer the following questions by choosing the right option
1. According to P. Sainath, cycling has been a social movement in ________ district of Tamil Nadu.
a) Preambular
b) Kallakurichi
c) Chennai
d) Pudukkottai
2. The poorest district mentioned in ‘Where There is a Wheel’ is______.
a) Preambular
b) Kallakurichi
c) Chennai
d) Pudukkottai
3. According to P. Sainath, for rural women of Pudukkottai, ___________has been a chosen medium
of hitting out at their backwardness.
a) auto
b) bus
c) cycle
d) train
4. The women of Pudukkottai found their way to express their defiance in ________
a) cycling
b) flying
c) walking
d) Swimming
5. __________ is taken as a symbol of independence, freedom, and mobility by the rural women of
Pudukkottai.
a) auto
b) bus
c) cycle
d) train
6. __________women from Pudukkottai took part in a public exhibition-cum-contest to display their
cycling skills.
a) 7000
b) 15,000
c) 1500
d) 70,000
7. Fathima was a____________ in ‘Where There is a Wheel’.
a) doctor
b) nurse
c) teacher
d) principal

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8. When women of Pudukkottai took to cycling, men________________
a) pelted stones at them
b) supported them
c) made filthy remarks
d) snatched their bicycles
9. The movement that led the literacy drive in the Pudukkottai district. Tamil Nadu was_________.
a) adult education program
b) Arivoli Iyakkam
c) New India Literary Programme
d) Saakshar Bharat
10. __________was the Arivoli Central Coordinator and one of the pioneers of the cycling movement.
a) N. Kannammal
b) Sheela Rani Chunkath
c) Fatima
d) Muthu Bhaskarn
11. In “Where There Is a Wheel”, ____________gave social sanction to cycling.
a) The owner of Ram Cycles
b) men folk of Pudukkottai
c) Arivoli Iyakkam
d) UNICEF
12. The cycling movement in Pudukkottai is the brainchild of ________
a) Fatima.
b) Kannamal.
c) MuthuBhaskaran.
d) Sheela Rani Chunkath
13. All women's cycle rally in Pudukkottai was held on the occasion of________________
a) Independence Day
b) Republic Day
c) Gandhi Jayanti
d) International Women’s Day
14. ______female cyclists participated in the all-women’s cycle rally.
a) 70,000
b) 1500
c) 15000
d) 80,000
15. On the International Women’s Day in 1992, the inhabitants of Pudukkottai were stunned
by________
a) women’s cycle rally.
b) anti-drugs rally.
c) anti-liquor rally
d) women’s bike rally
16. UNICEF sanctioned fifty__________ for Arivoli women activists.
a) mopeds
b) autos
c) cycles
d) cars
17. In “Where There Is a Wheel”, the owner of ‘Ram Cycles’ was _______.
a) N. Kannammal
b) S. Kannakarajan
c) Fatima
d) MuthuBhaskaran

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18. The quarry worker and Arivoli volunteer who trains other women in‘Where There is a Wheel’
is_____
a) Manoramani
b) Jameela Bibi
c) Fatima
d) N. Kannammal
19. _____________wrote/ penned famous cycling song.
a) S. Kanakarajan
b) Muthu Bhaskaran
c) Jameela Bibi
d) Fatima
20. According to P. Sainath, for the rural women, the cycle is a symbol of__________
a) dependence
b) slavery
c) freedom
d) immobility
21. In “Where There Is a Wheel”, ____________is called the ‘humble’ vehicle.
a) moped
b) auto
c) cycle
d) bus
22. Sheela Rani Chunkat pushed the banks to give loans to the women of Pudukkottai to
buy_______.
a) clothes
b) food
c) agricultural produce
d) bicycles
23. One of the three women who trained other women in cycling in ‘Where There is a Wheel’
is________.
a) Vandana
b) Laura
c) Jameela Bibi
d) Suvarthamma
24. According to P. Sainath, ______________ played a big role in undermining women’s confidence
a) lack of mobility
b) lack of money
c) lack of energy
d) lack of interest
25. According to P. Sainath, some women preferred gents’ cycles as____________.
a) they were cheaper
b) their period of warranty was more
c) they are more powerful
d) they have an additional bar from the seat to the handle
26. According to P. Sainath, the rural women displayed their new cycling skills in____________
a) Public exhibition-cum-contest
b) state-level competition
c) national-level competition
d) international level competition

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Comprehension I and additional questions
1. What does cycling as a symbol of social mobility mean?
Cycling as a symbol of social mobility means freedom, independence, and mobility for rural women.
2. When Jameela Bibi says, It is my right. We can go anywhere”, she is_________
asserting her right to move freely.
3. What does the bicycle represent for rural women?
For rural women bicycle represents 'freedom'.
4. Who has cycling benefitted the most?
Cycling has benefitted rural women the most.
5. What is common between neo-literates and neo-cyclists?
Cycling as a social movement was first popularized by the neo-literates. These neo-literates are the
ones who became neo-cyclists.
6. How did the men react to women taking to cycling?
Women had to put up with vicious attacks on their character. Some of the men made filthy remarks.
Social sanction from the Arivoli made some menfolk became less hostile and some of them even
encouraged the women to learn cycling.
7. What do the phrases 'flags on the handlebar' and 'bells ringing' suggest?
The phrases 'flags on the handlebar' and 'bells ringing' refer to the women's cycle rally organized
on International Women's Day in 1992 in which 1500 female cyclists took Pudukkottai by storm.
8. Why did UNICEF sanction mopeds to Arivoli women activists?
The UNICEF sanctioned fifty mopeds to Arivoli women activists in appreciation of their work of
initiating more than 70,000 women from Pudukkotai who took part in displaying their cycling skills
at the public 'exhibition-cum-contests' in a single week in 1992.
9. Why is the cycle called 'the humble vehicle'?
The word 'humble' means 'poor', the lowest in rank. The writer calls it a humble vehicle because it
is the most common and it is seen even in the most remote places, as a common man's vehicle.
10. Name the Arivoli activist who penned the famous cycling song.
Muthu Bhaskaran is the male Arivoli activist who penned the famous cycling song.
11. Name the place where the cycling movement takes place in the essay 'Where there is a wheel'.
Pudukkottai district in Tamil Nadu is the place where the cycling movement took place.
12. Why did the women of Pudukkotttai take to cycling?
The women of Pudukkottai took to cycling to break free from the maleimposed barriers. 'Cycling'
enabled them to achieve freedom, mobility, and independence.
13. Name some of the women who have taken to cycling.
Jameela Bibi, Fatima, and N.Kannammal are some of the women who have taken to cycling.
14. What is Fatima by profession?
Fatima is a secondary school teacher.
15. What does Arivoli Iyakkam mean?
Arivoli Iyakkam means the Light of Knowledge movement.
16. Who was the brain behind the cycling movement?
Sheela Rani Chunkath, a popular former District Collector, was the brain behind the cycling
movement.
17. What did Sheela Rani add as a part of the literacy drive?
added mobility as a part of the literacy drive.
18. When and why did Sheela Rani start the cycling movement?
In 1991 Sheela Rani Chunkath started the cycling movement in the Pudukkottai district to train
female literacy activists so that literacy would reach women in the interior.
19. Who is Manormani? How old is she?
Twenty-two-year-old Manormani is a quarry worker and an Arivoli volunteer.
20. To what has cycling by women been compared?
Cycling by women has become a metaphor for freedom.
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21. How has cycling helped small producers?
Cycling has helped small producers cut down on time wasted in waiting for buses. It has also helped
them to give more time to focus on selling their produce. It has also helped them to cover a large
area.

Comprehension II
1. What is the role of Arivoli Iyakkam in liberating women?
The Arivoli Iyakkam – Light of Knowledge Movement organizes various activities to benefit rural women
and disadvantaged people in society, helping them become literate. One of the remarkable initiatives
undertaken by Arivoli for the empowerment of women in 1992 in the Pudukkottai district of Tamil Nadu
was the cycling movement. This initiative helped women to gain confidence and independence: they
could fetch water and transport provisions from other places. Arivoli provided these women with a new
lease on life. Cycling offered a means to break free from enforced routines and overcome male-imposed
barriers. This cycling movement, in turn, enriched the literacy movement. Arivoli composed songs to
encourage cycling, with one line going: "O sister, come learn cycling, move with the wheel of time..."
Arivoli granted cycling social sanction, and it gave women greater mobility.

2. In what different ways does the cycle empower rural women?

For the rural women of the Pudukkottai district, the bicycle stands as a symbol of independence,
freedom, and mobility. It granted them their rights and empowered them to pursue literacy more
vigorously. The bicycle boosted these women's confidence and significantly reduced the time wasted
waiting for buses. This saved time allowed them to focus more on selling their produce and provided
them with some leisure time. Previously, they had to rely on their fathers, brothers, husbands, or sons
to reach the bus stop and could cover only a limited number of villages to sell their goods. They also
had to rush back early to tend to their children and perform other household chores. The bicycle
changed all of this, bringing these rural women a newfound sense of self-respect.

3. Why does the author describe the Arivoli „cycling training camp‟ as an unusual experience?
It is indeed an unusual experience for the author because all the prospective learners had turned out
in their Sunday best in Kilakuruchi village. They were very passionate about the pro-cycling movement.
They were excited to know that cycling offered them a way out of their enforced routines, around male-
dominated barriers. They wanted to ‘move with the wheel of time.‘ A large number of trained cyclists
had come back to help new learners. They worked free of charge for Arivoli as ‘master trainers‘. They
felt very strongly that ‘all women ought to learn cycling.‘ This experience also helped them promote
the literacy movement even more actively. Arivoli had a massive influence on neo-literate women in
learning cycling.
It was indeed an unusual experience for the author because all the prospective learners in Kilakuruchi
village had turned out in their Sunday best. They were very passionate about the pro-cycling movement
and were excited to learn that cycling could provide them a way to break free from their enforced
routines and overcome male-dominated barriers. They wanted to "move with the wheel of time." A
large number of trained cyclists returned to help new learners, working voluntarily as "master trainers"
for Arivoli. They strongly believed that "all women ought to learn cycling." This experience also enabled
them to promote the literacy movement even more actively. Arivoli had a significant influence on neo-
literate women learning to cycle.
Or
The author had an unusual experience in Kilakuruchi village. They were eager to join the pro-
cycling movement, seeing it as a way to break free from their routine lives and overcome male-
dominated barriers. They wanted to "move with the wheel of time."

Many trained cyclists returned to teach others for free, believing strongly that "all women should
learn cycling." This also helped promote the literacy movement, and Arivoli had a big impact on
helping neo-literate women learn cycling.

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4. Do you think neo-literate women taking to cycling contribute to the literacy movement?
Neo-literate women in the Pudukkottai district of Tamil Nadu found this humble mode of transport to
be a catalyst in their lives. They struck out against their backwardness and expressed defiance by using
bicycles. Agricultural workers, quarry laborers, and village health nurses took up cycling, as did Balwadi
and Anganwadi workers, gem cutters, and school teachers. Even gram sevikas and mid-day meal
workers joined the movement. The vast majority of these women had only recently become literate.
Just as literacy empowers women, cycling provides them with mobility. These neo-literate women
could now cover greater distances, reaching out to other disadvantaged women. Indeed, the literacy
movement gained momentum, thanks to the bicycle.
Or
In the Pudukkottai district of Tamil Nadu, neo-literate women found cycling to be a powerful tool for
change. Using bicycles, they challenged their backwardness and took a stand. Women from various
jobs, like agricultural workers, nurses, teachers, and mid-day meal workers, joined the movement. Most
of them had only recently learned to read and write. Just as literacy gave them knowledge, cycling gave
them freedom to move. Now, they could travel farther and help other disadvantaged women. The
literacy movement grew stronger, thanks to the bicycle.

5. How does Sheela Rani Chunkath, the district collector, promote the empowerment of women?
Sheela Rani Chunkath, a former popular district collector, came up with the idea of using cycling for
women's empowerment in 1991 in the Pudukkottai district of Tamil Nadu. Her goal was to further train
female activists to promote literacy among women in remote areas. She incorporated mobility into the
literacy drive, recognizing that a lack of mobility among women had undermined their confidence. She
encouraged banks to provide loans for women to buy bicycles and ensured that each block did its best
to support the movement. As the district's top official, she gave it her attention. This kind of motivation
is essential to achieve significant progress on the social front.

6. How did the women react to the shortage of ladies‟ cycles?

The women were very eager to learn cycling. First, the activists learned, followed by the neo-literates.
Every woman wanted to learn as well. This led to a shortage of ladies' cycles. However, they were so
enthusiastic about cycling that they didn't mind riding men's cycles. Some women preferred men's
cycles because they had an additional bar from the seat to the handle, which allowed them to seat a
child on the bar. There was a remarkable increase in the sale of ladies' cycles within a year. Many
women, unwilling to wait for ladies' cycles, opted for men's cycles instead. Thus, the spirit among the
women was very high due to their newfound joy.

Comprehension III
1. How does P. Sainath shows that cycling brings about changes beyond economic gains.
OR 63
“O sister, come learn cycling, move with the wheel of time…” How does the song suggest that the
cycle could be an instrument of social change and progress?
"P. Sainath shows that cycling brings about changes beyond economic gains by highlighting how the
bicycle became a symbol of independence, freedom, and personal growth for rural women." The neo-
cyclists wanted to "move with the wheel of time." They discovered a new identity through the humble
bicycle. The rural women found a new way to assert their equal roles with men. As the young women
zipped along the roads on their bicycles, P. Sainath was mesmerized by a social movement that swept
across the entire Pudukkottai district in 1992. Tens of thousands of neo-literate rural women in the
district chose to overcome their backwardness by riding bicycles, which became a symbol of
independence, freedom, and mobility. A young Jamila Bibi saw cycling as her right. The rural women
became captivated by this new phenomenon.

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"The song 'O sister, come learn cycling, move with the wheel of time…' suggests that cycling could be
an instrument of social change and progress by encouraging women to embrace mobility and break
free from traditional roles." Cycling had strong economic benefits, no doubt. But more importantly, it
gave these rural women personal independence and confidence. No longer did they have to wait for
the men; they could even transport provisions from other places on their own. They believed that all
women should learn cycling, as it would empower them with both literacy and mobility. More than the
economic benefits, cycling provided them with a sense of self-respect. The women used bicycles for
freedom and independence. To P. Sainath, this humble vehicle appeared to be a metaphor for freedom.
For these rural women, "it's a Himalayan achievement, like flying an airplane."

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 14. WATER
BY CHALLAPALLI SWAROOPA RANI
Introduction: Challapalli Swaroopa Rani is a distinguished Telugu writer whose works are renowned
for deep engagement with social issues. She began her literary career by writing about her personal
experiences, but over time, her focus expanded to address broader societal concerns. Her poetry is
particularly noted for its exploration of issues related to gender and caste, reflecting a conscious effort
to engage with and critique social inequalities. Through her writing, Swaroopa Rani has consistently
addressed the challenges faced by marginalized communities, using her literary voice to advocate for
social justice and reform. Her works highlight personal struggles and serve as a commentary on the
larger social fabric, making significant contributions to discussions on gender and caste dynamics in
contemporary society.
Answer the following questions by choosing the right option
1. Water knows the generation-old strife between the village and the______ according to the poem
'Water'.
a) Wada
b) city
c) forest
d) town
2. _______never disappears just like the dampness on the well's edge never dries, as depicted in
'Water'.
a) harmony
b) friendship
c) untouchability
d) social justice
3. The water is aware of the difference of race between _________ and Jesus the Jew.
a) Kamma landlord
b) Suvarthamma
c) the poet
d) Samaria woman
4. __________does not have the right to draw a pot of water from the well, as expressed in the
poem 'Water'.
a) Kamma landlord
b) the Panchama
c) Samaria woman
d) Jesus the Jew
5. The Panchama has to wait at the well until_______________ arrives, in the poem 'Water’
a) Suvartamma
b) the Kamma landlord
c) a shudra
d) Pepsi man
6. ____________shows righteous rage against the Kamma landlords, in the poem 'Water'
a) Samaria woman
b) Jesus the Jew
c) the poet
d) Karamachedu Suvarthamm
7. Suvarthamma opposed the Kamma landlords with________in the poem 'Water'
a) her water pot
b) a stick
c) a stone
d) a rope

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8. _______________is a witness to centuries of social injustice, according to the poem 'Water'.
a) God
b) Panchamas
c) Water
d) Blood
9. The water is____________ to centuries of social injustice according to the poem 'Water'.
a) a witness
b) indifferent
c) a judge
d) a victim
10. The Mahad struggle mentioned in the poem 'Water' was at ______________.
a) a wada
b) Malapalle
c) Chadar tank
d) Bisleri factory
11. For the speaker of the poem 'Water', a single drop of water embodies__________
a) The generosity of the non panchamas
b) the Government's social welfare schemes
c) tears shed over several generations
d) hard work of their community
12. The speaker remembers how they ______________while they walked several miles to fetch a pot
of water from the canal.
a) enjoyed
b) strained their muscles
c) quarreled with each other
d) helped each other
13. In the poem 'Water', the people of the Wada bathed _________ while the entire village bathed
luxuriously twice a day.
a) once a day
b) once a week
c) once in a month
d) once in a year.
14. To the speaker, in 'Water', water is ___________________
a) pleasure
b) symbol of purity
c) mighty movement
d) just H2O
15. The speaker says that __________________are but playthings in the vicious hands of water.
a) the poor
b) the rich
c) the privileged
d) the landlords
16. The water that can ignite many struggles can also sit innocently in a________.
a) pond
b) well
c) ocean
d) Bisleri bottle
17. According to the speaker of the poem 'Water', __________is a multinational market commodity.
a) blood
b) juice
c) water
d) fruit

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 18. For the speaker of the poem 'Water', their weekly bath was __________
a) a punishment
b) a wonderous festival
c) an unwanted thing
d) a burden
19. ____________was burnt to ashes for want of water, in the poem 'Water'.
a) Malapalle
b) Madigapalle
c) Chadar
d) Mahad
Comprehension I
1. The expression ‘generations-old strife‘ suggests
Ans: a. the bane of the caste system.
2. ‘it also knows the sub-caste’s difference between leather and spool.
Ans: c. cobbler and weaver.
3. How is water witness to the humiliation caused to the Dalits?
Ans: When the Dalits are exploited in the name of showing mercy.
4. What does the speaker remember when she sees water?
Ans: She remembers her childhood, struggle, discrimination insult, and humiliation.
5. ’Circus feat’ refers to
Ans: a. hardship to fetch water.
6. ‘Water’ is a
Ans: life-giver and destroyer

Comprehension II
1. Discuss the travails suffered by the Wada people while securing water.
Ans: The poet Challapalli Swaroopa Rani recounts her experiences as a girl living in the Wada. The
residents faced severe discrimination from the main village, leading a life marked by deprivation and
hardship. According to the poet, the conflict between the village and the wada is deeply rooted and
generations old. She compares the persistence of untouchability to "the dampness on the well's edge
that never dries," suggesting that this discrimination never disappears.
The Panchamas had to wait all day by the well for a pot of water until a kind shudra arrived. This person
would pour water from a distance, as touching the girl was seen as a form of exploitation. The people
of the Wada often experienced intense thirst throughout the day, having shed tears and blood over
generations for just a drop of water. The poet reflects on their weekly baths, contrasting this with the
village's luxurious twice-daily baths. The Wada residents had to walk miles to fetch water, straining
their necks in the process. Consequently, the Wada people endured continuous humiliation,
discrimination, and social injustice.
Or
Poet Challapalli Swaroopa Rani describes her experiences growing up in the Wada, where residents
faced severe discrimination and hardship from the main village. The deep-rooted conflict between the
village and the Wada is likened to "the dampness on the well's edge that never dries," symbolizing the
persistence of untouchability. Panchamas had to wait by the well for water, often enduring thirst and
humiliation. The poet contrasts their weekly baths and long walks for water with the village's luxury of
twice-daily baths, highlighting the ongoing social injustice, discrimination, and suffering faced by the
Wada people.
2. ‘For us, water is not simply H2O’, suggests
OR
3. What does the contrast ‘some taking bath once a week and others twice a day’ connote?
Ans: Water is used as a powerful symbol in this poem to highlight the evil practices of society, such as
caste discrimination, untouchability, and the domination of landlords. The poet emphasizes that water
is not merely a chemical composition; it represents a mighty movement that embodies the tears shed
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over generations and the blood spilled for its access. For those who have fought for their water right,
success has been elusive.
The lower-caste people eagerly anticipated their weekly bath, in stark contrast to the entire village,
which enjoyed luxurious baths twice a day. This disparity highlights the inhumane discrimination faced
by the Panchamas, who had to rely on the mercy of a shudra to obtain water from the well, often
leading to exploitation. Untouchability persisted like the dampness on the edge of the well, symbolizing
the enduring nature of caste-based discrimination. In the name of tradition, caste, and custom, people
were separated and the lower castes faced humiliation and insult from the dominant castes. Thus,
while water represents a mighty movement for some, it remains a luxury for others.
Or

The poem uses water as a symbol to expose social evils like caste discrimination, untouchability, and
the control of landlords. Water represents more than its physical form—it reflects the generations of
tears and struggles for access. Lower-caste people, denied regular access, longed for their weekly
baths, while the village enjoyed daily luxuries. This disparity highlights the ongoing exploitation, as
Panchamas depended on a shudra to fetch water. Untouchability, like the dampness on the well,
remained persistent. The poem underscores how, while water signifies a powerful movement for
equality, it remains a luxury for the oppressed.

Comprehension III
1. How does the poem demonstrate the disparity and discrimination in society using water as a
symbol?
The poem "Water," the disparity and discrimination in society are powerfully demonstrated through
the use of water as a symbol. The poem contrasts the experiences of different social groups about
access to water, revealing deep-seated inequalities and injustices.
For the lower-caste people in the Wada, water symbolizes their daily struggle and hardship. The poem
depicts how these individuals have to endure extreme physical effort, waiting for long periods and
performing strenuous tasks to obtain water. This struggle represents the broader social discrimination
and marginalization they face. The repeated hardships they endure underscore the persistent nature
of their subhuman conditions and social exclusion.
In stark contrast, the poem shows that water for the privileged, higher-caste individuals is a symbol of
comfort and luxury. The ability of the entire village to bathe luxuriously twice a day while the Wada
residents are limited to a weekly bath highlights the disparity in access and quality of life. This contrast
emphasizes the unequal distribution of resources and the resulting social hierarchy.
The poem also illustrates how water is used as a tool for exploitation. The panchamas' reliance on the
mercy of a shudra to fetch water from the well, often resulting in exploitation, highlights how social
hierarchies and discriminatory practices extend to even basic needs like water.
Finally, the poem contrasts these struggles with the commercialization of water, as it is transformed
into a luxury product like bottled mineral water. This commercialization further underscores the
disconnect between the essential needs of marginalized communities and the commodification of
water in the market, highlighting issues of greed and inequality.
Overall, the poem uses water as a powerful symbol to expose and critique the various forms of social
disparity and discrimination, illustrating how something as basic as water can reflect and perpetuate
broader societal injustices.
Or
The poem "Water" uses water to show social inequality and discrimination. For lower-caste people,
getting water is a daily struggle, symbolizing their hardship and exclusion. In contrast, higher-caste
people enjoy easy access, highlighting unfair resource distribution. The poem also shows how the
lower-caste must rely on others for water, leading to exploitation. Finally, water being sold as a luxury
item emphasizes the gap between the rich and poor, showing how even basic needs are turned into
products, deepening inequality.

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2. How are the poor affected by ( General information, not required for the exam)
a. Lack of water?
b. Denial of water?
c. The fury of nature?

a. Lack of Water:
The poem vividly illustrates how the poor, particularly those living in the Wada, suffer due to a lack of
water. They experience extreme physical hardship, including long, arduous journeys to fetch water.
This scarcity forces them to perform strenuous tasks and endure discomfort. The lack of water also
affects their daily routines and overall quality of life, leading to a persistent state of deprivation and
struggle.
b. Denial of Water:
Denial of water exacerbates the suffering of the poor. The poem describes how the lower-caste people
must wait by the well, reliant on the mercy of others to receive water. This denial is not just about the
physical absence of water but also symbolizes social exclusion and discrimination. It reflects a broader
system of inequality where their basic needs are not met, further reinforcing their marginalization and
subjugation.
c. The Fury of Nature:
The poem also addresses how the poor are vulnerable to the fury of nature, which can compound their
hardships. For instance, natural events such as droughts or floods can devastate their already limited
access to water, intensifying their struggle and suffering. The fury of nature highlights the
precariousness of their situation and the additional challenges they face due to environmental factors,
often exacerbating their struggle for survival.
Through these depictions, the poem underscores the profound impact of water-related issues on the
lives of the poor, emphasizing their ongoing struggle and the broader implications of social and
environmental inequalities.
3. Trace the journey of water from ancient times as a symbol of purity to the age of a multinational
market where it is a commodity.
In the poem "Water," the journey of water as a symbol of purity to its status as a commodity in the
multinational market is traced through a striking contrast:
Ancient Symbol of Purity: Traditionally, water has been revered as a symbol of purity and sustenance.
In ancient times, it was considered sacred and essential for life, often associated with rituals and
spiritual significance. Water was seen as a fundamental element for both physical and spiritual well-
being, reflecting its importance in sustaining life and maintaining cleanliness.
In the context of the poem, this ancient reverence is juxtaposed with the harsh realities faced by
marginalized communities. For the poor, particularly in the water, water is no longer just a symbol of
purity but a symbol of their struggle and deprivation. They face severe discrimination and hardship in
accessing this basic necessity. The poem highlights how the noble symbolism of water contrasts sharply
with the physical and social suffering endured by those who are denied access.
The poem further illustrates the transformation of water into a commercial commodity in the modern
age. It describes how water, once a symbol of purity and essential for survival, is now packaged and
marketed as mineral water by multinational companies like Pepsi. This commercialization of water
reflects its shift from a sacred, communal resource to a luxury item in the market, highlighting issues
of commodification and inequality.
By tracing this journey, the poem reveals the disconnection between the traditional reverence for
water and its current status as a commodity, underscoring the socio-economic and ethical implications
of this transformation.

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 ACTIVE VOICE AND PASSIVE VOICE
1. There are two types of sentence structures based on the stress or emphasis.
If the subject or the doer is stressed in the sentence or if the role of the subject is
emphasized, such sentence structure is called Active Voice.
E.g.: Someone wrote a letter.

2. If the doer or the subject is not important or it is unknown and the action done or to be done is
given importance, such sentence structure is called Passive Voice.
E.g.: A letter was written by someone.
1. It is very essential to learn Passive Voice to understand and use the English language.
2. In Passive ‘to be’ word is compulsory. They are:
3. Am, is, are -------- In present tense
4. Was, were -------- In past tense
5. Be -------- With modal verbs
6. Is been ---------In perfect tense
7. Was being ---------In continuous tense

Tenses Active Voice Passive Voice

Simple Present Present form of the verb
E.g.: She\ he\it writes a letter.
They write a letter.
Is\am\ are + past participle
E.g.: A letter is written by her\ him\it.
A letter is written by them.
Present Continuous\ Is\am\are +verb + ing Is\ are\+ being + past participle
Progressive E.g.: She\ he\it is writing a letter.
They are writing a letter.
E.g.: A letter is being written by her\ him\it.
A letter is being written by them.
Present Perfect Has\ have+ past participle
E.g.: She\he\it has written a letter.
They have written a letter.
Has \ have + been +past participle
E.g.: A letter has been written by her\him\it.
A letter has been written by them.
Simple Past form of the verb
E.g.: She\he\it wrote a letter.
They wrote a letter.
Was + were + past participle
E.g.: A letter was written by her\ him\it.
A letter was written by them.
Past Continuous\Progressive
Was\were + Verb + ing
E.g.: She\he\it was writing a
letter.
They were writing a letter.
Was\were + being +past participle
E.g.: A letter was being written by her\ him\it.

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 A letter was being written by them.
Past Perfect had + past participle
E.g.: She\he\it had written a letter.
They have written a letter.
had = been +past participle
E.g.: A letter had been written by her\ him\it.
A letter had been written by them.
Active Voice Passive Voice
Modals
Will\shall\can\may\must+ verb
E.g.: She will write a letter.
Will\shall\can\may\must+ be+ past participle
E.g.: A letter will be written by her.
Would\ should\could\ might + verb
E.g.: She would write a letter.
Would\ should\could\ might + be+ past participle
E.g.: A letter would be written by her.
Will\shall\may\must+ have+ past participle
E.g.: She will have written a letter.
Will\shall\may\must+ have+ been+ past participle
E.g.: A letter will have been written by her.
Would\ should\could\ might + have+ past participle
E.g.: She would have written a letter.
Would\ should\could\ might + have+ been+ past participle
E.g.: A letter would have been written by her.

Note:
1. Perfect continuous tense does not have passive forms.
2. Future continuous time expression does not have passive voice forms.
E.g.: Everything that glitters is not gold.
The sun rises in the east. (Universal truth\routine\habitual) we use the present tense.

Fill in the blanks with the appropriate form of the verbs given in Brackets
1. A few years ago, a murder was committed (commit). The case was tried (try) in the most judicial
manner. The criminal was sentenced (sentence) to death.

2. A letter was sent (send) to the French government. A prompt reply was received (receive). It said
that a machine and an expert could be supplied (could supply) but the cost would be 16,000
francs.

3. The general was called (call). He was asked (ask) to find a soldier who would cut the man’s head
off. The general talked it over with the soldiers. But the soldiers said, “It is not a thing we have
been taught” (have, teach).

4. The guard was dismissed (dismiss). It was decided (decide) to offer the criminal a pension. The
pension fixed was 600 francs. This was announced (announce) to the prisoner.

5. A crime was reported to the Prince of Monaco. The prince was amazed (amaze), for a murder

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 was committed (commit) in his toy kingdom. The ministers were summoned (summon) to discuss
the matter.

6. In the Toy Kingdom, a council was called (call) to consider what could be done (could, do). It was
decided (decide) to send a letter to the king of Italy.

7. The king of Italy was a brother monarch, and he might be induced (might, induce) to do the thing
cheaper. So, the letter was written (write), and a prompt reply was received (receive).

8. The Council met again. The General was summoned (summon) and he was instructed (instruct)
to ask his soldiers if they were prepared (prepare) to cut the criminal’s head off.

9. The Prince agreed to this, and the matter was arranged (arrange). There was a small lock-up
where people were kept (keep) temporarily. The young fellow was put (put) there.

10. Roof was a young man. He was known (know) to everyone in Umuofia. The POP campaigner met
him at night. No words were wasted (waste) between them. Roof was given (give) five pounds
to vote for Maduka.

11. Marcus Ibe was the PAP candidate. He was warned (warn) about the radical change in the
thinking of Umuofia. So, five months’ salary was drawn (draw) in advance. His campaign boys
were armed (arm) with eloquent little jute bags.

12. Marcus Ibe was extremely generous to Roof. He was asked (ask) to lend one of his many robes
by Roof. When Marcus Ibe’s wife objected, she was rebuked (rebuked) publicly by him. Roof
won a land case because he was driven (drive) by a chauffeur to the disputed site.

13. Roof received a strange visit from the POP campaigner. Though the campaigner and Roof were
known (know) to each other, his visit was cold and business-like. No words were exchanged
(exchange) between them. When the visitor placed five pounds on the floor, Roof was
mesmerized (mesmerize) by the picture of the cocoa farmer.

14. Marcus was doing things in grand style. A high-life band from Umaru was hired (hire) by him and
it was stationed (station) at a distance from the voting booth. Marcus sat in his car when last-
minute advice was given (give) to voters by Roof and others.

15. The man nudged his companion and he brought forward an object that was covered (cover) with
a red cloth. It was a fearsome little affair. It was kept (keep) in a clay pot and feathers were stuck
(stick) into it

********** ********** **********

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 LINKERS (COHESIVE DEVICES)
MEANING: Certain lexical forms support effective expression in paragraph composition. One such
classification is linkers. Linkers are also known as transitions, discourse markers, or cohesive devices.
A linker may be a preposition, conjunction, adverb, or phrase.

LIST OF LINKERS AND THEIR FUNCTIONS:

▪ There are countless linkers used in the English language. For your convenience, I have listed here
only those provided in your workbook, with a few additional ones.
▪ You do not need to study these in depth. Just familiarize yourself with them so you can use them
effectively when needed.

Function Link words

Addition And, also, besides, moreover similarly, then, what is more, such as, in addition(to),
too, next, further
Time When, while, as soon as, before, after, till, until, eventually, as long as. Since
Place After, where, wherever
Concession through, although, even if, however,
Manner as, as if, as though
Comparison As-as, then, not so-as
Condition If, unless, supposing
Result So, such, consequently, in conclusion, as a result, in all, thus, finally, hence, owing to, leads to,
for, so, therefore
Reason / Because, as, that, since.
cause
Purpose To, so that,
Comparison Of course, surely, indeed, undoubtedly, decidedly, certainly, certainly, for this reason, again
Contrast However, nevertheless, alternatively, despite this, yet, whereas, apart from, although, despite,
while, on the contrary.
Illustration For example, such as, for instance, such as, in other words, in the case of,
Summary Briefly, in short, altogether, to sum up, in summary, to conclude, in conclusion, to summarize

UNIT-2 Too Dear

1. The special revenue came from a gaming house, where people played roulette. Some of the little
German Sovereigns used to keep gaming houses of the same kind but some years ago they were
forbidden to do so. The reason they were stopped was because these gaming houses did so much
harm. A man would come and try his luck. Then he would risk all he had and lose it. (because,
then, where, but)
2. The criminal refused to go away because they had ruined his character and people would turn
their backs on him. besides he had got out of the way of working. He said they might do as they
liked, but he would not go away. (but, because, besides, and)
3. The criminal received one-third of his pension in advance and left the kingdom. After crossing the
frontier, he settled down on a bit of land. Later he started market gardening which fetched him
good profit and he lived peacefully and well. (and, later, after, which)
4. The criminal remained in the prison for a year. But when a year had passed, the kinglet was
shocked to see the amount spent for his keep. Therefore he summoned his council to consider
the matter. The council considered and reconsidered. Finally, they decided to dismiss the guard
who watched the criminal. (finally, but, therefore, and)
5. The death sentence was altered to life imprisonment. This would enable the Prince to show his
mercy and it would come cheaper. But there was no strong prison fit for permanent use.
However, they managed to find a place which would serve the purpose. (but, and, which,
however)

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Unit- 7 The Gardener
1. (but, after, as though, as)
The gardener started narrating the story of Tammanna and Basavaiah to the owner’s wife. After
proceeding with the story, he started fumbling for words As Though he had made a mistake. The
owner’s wife was not interested in the story. She felt like going away but stayed back as she did
not want to hurt the old man.

2. (because, finally, gradually, that)

The rivalry between Tammanna and Basavaiah looked like healthy competition in the beginning.
Gradually it rose to such a pitch That they started competing in buying each acre of land in the
village. Finally, no land in the village was left for buying. Even then Basavaiah was not happy
because he had 200 acres less than Tammanna.

3. (as a result, in turn, which, instead)

Basavaiah sent word that he was prepared to buy Tammanna’s 200 acres of land. This made
Tammanna furious. Instead, he said he was prepared to buy all the land which belonged to
Basavaiah. In turn, Basavaiah forcibly acquired 200 acres of Tammanna’s land. As a result, the
enmity between them became fierce and sucked in all their supporters. ……

Unit-9 I Believe That Book Will Never Disappear

1. Borges believes that metaphors, If they are truly metaphors, exist from the beginning of time.
But we express them differently, he asserts. In his view, all metaphors can be reduced to five or
six which seem to be essential metaphors. He says that the poet’s task is to discover metaphors
Even though they may already exist. (even though, if, which, but)

2. Literature is a dream. Our past is nothing but a sequence of dreams. There is no difference
between dreaming and remembering the past. Books are the great memory of all centuries.
Therefore their function is irreplaceable. If books disappear, surely history would disappear, and
surely man would disappear. (If, but, therefore, and)

Unit-11 Japan And Brazil Through A Traveler’s Eye

1. Japanese who live on a hopelessly overcrowded island have to respect one another’s privacy or
rather, would have to if they had any privacy. but they don’t. So courtesy has a double function
in Japan. (but, if, or, so)

2. Japanese are said to be well-mannered because they respect each other’s privacy. You can
conduct your most confidential business transactions and love quarrels in public yet in perfect
privacy. Anybody could listen in but nobody does. Therefore a telephone receiver is a man’s castle
in Japan. (yet, therefore, but, because)

3. Nobody hurries in Brazil. The people of Brazil are leisurely and they seem to have all the time in
the world in order to decorate the pavements they walk on. However, the drivers in Brazil drive
so fast as though every tenth of a second is of grave importance. (in order to, and, however, as
though)

4. Bowing in Japan is not only quainter but infectious. After spending some time in Japan, one starts
bowing as though he or she has been there forever. However, when a person bows, it is too deep
or not too deep enough because the outsider is not familiar with the complexities of bowing. (as
though, after, however, because)

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5. Motorcars are extremely expensive in Brazil because of crippling and murderous import duties.
Yet almost everyone owns a car here. Hence, the roads in Brazil have heavy traffic. Thus the
pedestrian’s life is becoming more hazardous every day. (thus, hence, yet, because)

Unit-12 The Voter

1. Roof was a young and energetic man. He never left his village in order to seek work in the towns
but decided to remain to guide his people. So he was very popular. Moreover he was an expert
in election campaigning. (moreover, but, in order to, so)

2. Everything was moving according to plan, then Roof received a strange visit from the leader of
POP campaign team. Although he and Roof were well known and might even be called friends,
the visit was business-like. He placed five pounds on the floor before Roof. As Roof spoke his eyes
never left the red notes on the floor. (and, although, then, as)

3. Roof was a very popular man in his village. Although the villagers did not explain it in so many
words, Roof’s popularity was a measure of their gratitude to an energetic young man who, unlike
most of his fellows nowadays, had not abandoned the village in order to seek work, any work in
the towns. And Roof was not a village lout either. (who, although, either, in order to)

4. Roof’s heart nearly flew out when he saw the Iyi as he knew the fame of Mbanta well. However,
he was certain that a single vote would not defeat Marcus. Hence he agreed to swear on the Iyi.
(hence, when, however, as)

Unit- 13 Where There Is A Wheel

1. Cycling made women independent as it reduced their dependence on men. Moreover, it gave
them a sense of freedom. But they had to put up with vicious attacks on their character. Even
then all women in Pudukottai learnt cycling. (moreover, as, even then, but)

2. Cycling has had very definite economic implications. It boosts their income. Firstly for sellers, it
cuts down on time wasted in waiting for buses. Furthermore, it gives them much more time to
focus on selling their produce. On top of that it enlarges the area they hope to cover. Thus it
increases their leisure time, too. (thus, firstly, furthermore, on top of that)

It’s mandatory to write the complete paragraph with an answer

********** ********** **********

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 Expressions (Idioms and Phrases)

2) TOO DEAR Count Leo Tolstoy

1. try one’s luck test fortune
2. rake in ( something ) earn a lot of money or profit.
3. hitch in something obstacle on the way
4. can’t/won’t stand unbearable
5. be hanged to/with
determination
something
6. straight out without hesitating
7. ruin one’s character spoil image/reputation
8. turn one’s back on
show disregard
someone
9. get rid of escape
4) Everything I Need To Know I Learned In The Forest Vandana Shiva
1. hold up present something
2. in broad daylight in the presence of enough light/people
3. put something behind forget unpleasant
4. go back Looking back on the past
5. grow into gradually develop
6. be at play influence something
5) A Sunning Morning Serafin and Joaquin Alvarez Quinter
1. retired corner isolated corner
2. within calling distance at near distance
3. idle one’s time away waste time
4. glued to seat settle permanently
5. fussy and cross short-tempered
6. resign oneself accept something unpleasant
7. take liberty be authoritative
8. between one’s teeth speak silently to ones ‘self
9. cast indignant glances glare/gaze
10. make peace end argument/ enmity
11. know by heart by memory
12. Meet glorious death martyred
13. prostrated by calamity Ill-fated
14. chase butterflies love unsubtly (Not seriously)
15. murmur eternal quick, quiet, continues to talk
16. take refuge hide
17. ill-natured prelude ill beginning
18. come to reach bad condition
19. play havoc cause damage/disturbance

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 7) The Gardener P. Lankesh
1. in a flash from memory
2. driving force motivation
3. well versed expert
4. stay on work over time
5. shy away avoid
6. for better or for worse for good or for evil
7. get out of hand uncontrollable
8. go on Continue
9. be in a fix in confusion
10. fumble for words find it hard to speak
11. consumed by anger in a fit of anger
12. follow suit imitate
13. suck in forcibly involve in an activity
14. hit upon dawn on, flash
15. raison –d’etre cause of life
16. look after take care
17. give up stop doing
18. start off begin to move
19. flesh and blood physical existence
20. shrink in humiliation get insulted
21. vanish into thin air – disappear
22. sworn enemy staunch enemy
23. avenge oneself punish self for something.
9) I Believe That Books Will Never Disappear Jorge Luis Borges.
1. take for granted fail to see the value
2. dawn on hit upon an idea
3. set a project plan an action
4. keep in mind consider
5. take place happen/occur
11) Japan And Brazil Through Traveler’s Eye George Mikes
1. enhance mental horizon expand knowledge
2. get royal patronage get state aid
3. split second within a moment
4. one’s castle private place of dwelling (world)
5. clear cut well defined
6. all and sundry all, everyone
7. get into something start enjoying/be enthusiastic
8. leaps and bounds unlimited
9. fair game liberty to cut jokes/criticize
10. dear life as fast as possible
11. cut in a driving position
12. get over find a way to deal with the problem
13. crippling and murderous heavy
14. ray of hope positive sign
15. step off go off the track
16. on the lookout for hunt/search/wait

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 12) The Voter Chinua Achebe
1. en masse unanimous
2. single out choose one as a special
3. give out distribute
4. give up leave
5. in order to because
6. a lot of abundant
7. take down act of taking
8. in front of front
9. keep a straight face be neutral
10. cap something all final unfortunate incident in a long series
11. let loose release
12. end up Finally, be in a particular situation
13. business-like mechanical
14. weigh the proposition decide carefully
15. callout ask somebody to come
16. sidle in walk in a shy way
17. landslide victory grand success
13) Where There Is A Wheel P. Sainath
1. far fetched unbelievable
2. take to form liking for
3. sweep across spread in a dignified fashion:
4. put up with bear
5. turn out be present
6. brainchild novel idea
7. cut down reduce
8. come up present unexpectedly/become brighter
9. quick to tap something practical minded

Exercises:

1. The kinglet would ___________ the account of his income and expenditure at the end of
every year. When he noticed new items of expenditure, he would ___________the cost of
each item. (Reckon up, gave up, look over)
2. The council suggested that the only way ___________ the criminal was to dismiss the guard.
The guard was dismissed but the criminal did not run away. So, one of the ministers decided
to tell him ___________ to do so. (Straight out, to look over, to get rid of)
3. The criminal was asked to run away. But the criminal said that people would ___________
on him if he did so. He also said that he had ___________ of working. (Got out of the way,
turn their backs, be hanged)
4. There were about 7000 inhabitants in Monaco. The taxes fetched meager income.
Therefore, the kinglet was ___________ to feed his courtiers and himself. But he found a
new source of income by which he could ___________ money and lead a luxurious life.
(Rake in, hard put to it, straight out)

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 5. The women of Adwani resisted the felling of trees. Besides, they decided to teach forestry
to the forest officials. They _______ lighted lanterns although it was ______. (Broad
daylight, held up, put behind)
6. According to Cullinan, apartheid in South Africa was _______. But nobody knew that a wider
and deeper eco-apartheid would come in its place and _______ a problem that would create
another kind of separatism. (At play, grow into, put behind)
7. Three priests were sitting on Gonzalo’s usual bench in the park and talking. Gonzalo said
that they were _________ time. He could not tolerate their sitting on his bench and
___________. (Resign himself, idling away, take liberty)
8. Gonzalo and Laura were annoyed with each other in the beginning. Gonzalo told Laura that
she could not ______________ and comment on his actions. However, the pinch of snuff
he offered to her tried to ______________ between them. (Know by heart, take liberty,
make peace)
9. Dona Laura and Don Gonzalo fail to realize what dreams _________. However, they try to
impress each other. When Laura seems to read without glasses, Gonzalo does not know that
she knows every word ____________. (Come to, by heart, take refuge)
10. Both Gonzalo and Laura believe in destiny. They affirm that they were separated from each
other after the duel since destiny had decided to ______________ in their life. Laura’s
parents kept a close watch on her and Gonzalo had to flee and _________ in his cousin’s
house. (Make peace, take refuge, play havoc)
11. The quarrel between Tammanna and Basavaiah rose to such a pitch that it started to
_______ all their supporters. When Basavaiah forcibly acquired Tammanna’s land,
Tammanna was advised by his supporters to _______ the police. (Take recourse, push in,
suck in)
12. Tammanna _______ everything and went to a far-off place. Basavaiah was left with no
reason to live. After some time Basavaiah _______. (Gave up, chance upon, passed away)
13. Tammanna was _______ in agriculture. As a result, the owner of the garden started to
_______ from hard work. (Shy away, well versed, better at)
14. The narrator says he conceived the story ‘The Gardener’ _______. The old man he met in a
coconut grove had come to the garden seeking work. The owner needed a man exactly like
him and asked the old man to _______. (In a flash, stay on, vanish into thin air)
15. Tammanna thought of yet another method of punishing Basavaiah. He wanted to separate
his songs from his own _______. He wanted his fame to ______. Therefore, he gave up
everything and became a non-entity. (Flesh and blood, vanish into thin air, out of hand)
16. Borges says that all children fail to give their mother her deserved happiness because the
mother is ______________. However, it does not ______________ them before her death.
(Dawn on, taken for granted, keep in mind)
17. Borges says that it would be wonderful to write a history of a book. He will ____________.
However, he says that an eighty-three-year-old man cannot ____________ of this kind for
himself. (Set a project, keep it in mind, and take it for granted)
18. In Brazil, the number of motor vehicles is growing by ___________________, almost as if
cars were distributed free of charge to ________________. (All and sundry, turn a deaf ear,
leaps and bounds)
19. In Brazil, the pedestrians are, in fact, on the ______________ for drivers. As soon as a driver
notices a pedestrian step off the pavement, he regards him as _________. (Fair game, to
get into, look out)
20. The deer looked into Mike’s eyes and bowed deeply. It was no ___________. He thought
that if they see people bowing all the time, they _________________ the habit too. (Get
into, come up, chance gesture)
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 21. The war between drivers is murderous but good-tempered. They _______, overtake on both
sides, and force you to brake violently. Therefore, a pedestrian, while crossing a road, has
to jump, leap and run for ________. (Dear life, fair game, cut in)
22. Marcus knew that he would win but didn’t want _________ a single vote. So he asked his
campaign boys to go one at a time and put in their ballot papers. At this time Roof was
weighed down by guilt but pretended __________. (To be in high spirits, to throw away,
pass by)
23. Roof was ___________ as he had sworn on Iyi that he would vote for Maduka. However, on
the day of the election, he wanted to hide it. Therefore, he did not ___________ his calm
and confidence. (Give up, face lit up, in a fix).
24. In Umuofia, everyone was ___________ for Marcus Ibe. He was not like the mortar which
as soon as food comes its way __________ on the ground. (Looks down at, turns its back,
full of praise)
25. It was the time of the election. The campaign in Umuofia was ________. All knew that the
honorable minister would have a ___________. (In a soup, landslide victory, in full swing)
26. Roof was disturbed on the morning of the election. Suddenly a thought _________ his mind
and he __________ in his springy fashion towards the booth. (Leapt into, gave out, dashed
off)
27. Roof’s heart nearly _________ when he saw the Iyi; Indeed, he knew the fame of Mbanta
in these things. What could a single vote cast in secret for Maduka _________ from Marcus’s
certain victory? (Get a few, flew out, take away)
28. Sheela Rani Chunkath included mobility ____________ the literacy drive. People made dirty
remarks but the neo-cyclists ___________ to these remarks. (Turned a deaf ear, to come
off, as a part of)
29. A lot of women were unable to wait for ladies’ cycles. Therefore, they had to
______________ men’s cycles. They knew that bicycles would _______________ time
wasted in waiting for buses. (Cut down on, put up with, go in for)
30. Cycling has ________________ Pudukkottai. It has become a movement. It was the
________ of Sheela Rani Chunkath who was the former District Collector. (brainchild, swept
across, go out) 4. In the heart of rural Pudukottai, young woman ____________the roads
on their bicycles. Jameela Bibi, who has ______________ cycling told the reporter that it
was her right. (Taken to, give up, zip along)
31. In Kilakuruchi village all the prospective learners had ____________ in their Sunday best.
You can’t help ____________ the sheer passion of the pro-cycling movement. (a way out,
being struck by, turned out)

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 READING COMPREHENSION (UNSEEN PASSAGES)
1. Over a hundred years ago, the carrying of mail was a hazardous venture; and the mail runner, or
‘hirkara’ as he was called, had to be armed with a sword or spear. That was before railways and air
services made the delivery of mail a routine affair. Though the first public postal service was
introduced in India by Warren Hastings in 1774, the kings and emperors of India had always
maintained their postal system. Their rule was effective partly due to excellent means of
communication by which dispatches were passed on from hand to hand either by runners or
horsemen. When Ibna Batuta was traveling in India, in the middle of the 14 th century, he found an
organized system of couriers established throughout the country by Mohammed Bin Tughlak. “There
is a foot courier at a distance of every mile”, wrote Ibn Battuta, “and at every three miles there is an
inhabited village and outside it three sentry boxes, where the couriers sit. In the hands of each is a
whip about two cubits long, and upon the head of this are small bells. Whenever one of the couriers
leaves any city, he takes his dispatches in one hand and the whip, which he keeps constantly shaking,
in the other. In this manner he proceeds to the nearest footcourier and as he approaches, shakes his
whip, upon this comes another man who takes the dispatches and proceeds to the next. It is for this
reason that the Sultan receives his dispatches in so short a time.” This system was of course
established for the convenience of the Emperor and was continued with various innovations by
successive Moghul emperors in the 18th century.The East India Company established a postal system
of its own to facilitate the conveyance of letters between different offices; but it was only during
Warren Hastings’ administration that a postmaster General was appointed and the general public
could avail of the service, paying a fee on their letter.
a. What was the mail runner called?
b. Who introduced the first postal service in India?
c. Whom did the kings and emperors prefer to deliver their dispatches?
d. When did Ibna Batuta travel in India?
e. What did Mohammed Bin Tughlak establish?
f. Where do the couriers sit?
g. Which word in the passage means ‘new ideas or techniques’?
h. As the courier approaches the nearest foot–courier near an inhabited village/city he..................
a) shouts out loudly.
b) shakes the whip.
c) whistles and sings.
i. Kings and emperors would successfully............... (communication/communicate) with each
other through couriers.
j. When was the postmaster General appointed?
Pronominal words
What do the underlined words in the following paragraph refer to?
Whenever one of the couriers leaves any city, he takes his dispatches in one hand and the whip with
bells in the other, which he keeps shaking. Upon hearing the sound, another man comes out in the
next city and takes these dispatches so that he can deliver them to the next city. As a result the Sultan
receives his dispatches in a very short time. he : ................... which :.................. them :.................. his
:.............

2. A ten-year-old boy saw a flying bird and shot it down. He ran and picked it up. The bird looked like a
house sparrow, but it had a yellow patch on the throat. The child had not seen such spots before.
The puzzled boy took the sparrow to his uncle Amiruddeen and asked him what kind of bird it was.
His uncle was not able to satisfy his curiosity. He took the boy to the office of Bombay Natural History
Society and introduced him to W. S. Millard, the Honorary Secretary of the society. Millard was
surprised to find such a young boy keen to know about the birds. He took him around the room and
showed him many stuffed birds. The child became more curious about birds. Thereafter, the boy
started coming to his office frequently to learn about identifying and preserving birds. The boy was
Salim Moizuddin Abdul Ali, later known as Salim Ali, the bird watcher. Salim Ali was born on

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 November 12, 1896. He did a course in zoology and was appointed a guide at the Museum of Bombay
Natural History Society. During this work, he became more and more eager to study the living
conditions of the birds. With this aim, he went to Germany. After one year, he returned to India. In
his absence, his post in the museum had been abolished for lack of funds. He would sit under the
trees throughout the day and write in his notebook about the activities of the weaver bird. In 1930
he published a research paper on the nature and the activities of the weaver bird. The published
papers brought him fame and recognition in the field of Ornithology. After this, he traveled to various
places to study birds and wrote a book titled ‘The Book of Indian Birds’ which was published in 1941.
The book gave information about 538 Species of Indian birds.Because of his deep knowledge of birds,
people started calling him the Moving Encyclopedia of Birds. He worked not only in the study of birds
but also in the field of protection of nature. He was given an International award of Rs. 5, 00,000
which he donated to the Bombay Natural History Society. In 1983, he was awarded the Padma
Vibhushan by the Government of India. When this ninety-year-old ornithologist died on 20 June
1987, the birds lost their godfather and friend.
a. Which bird had the boy shot down?
b. What difference did the boy see about the bird?
c. Name the boy’s uncle.
d. Who was W. S. Millard?
e. Where was Salim appointed as a guide?
f. How long had Salim been in Germany?
g. Salim was famous for his role in the ............ (protecting/protection) of nature.
h. Mention the title of the book written by Salim.
i. Pick out and write the word which means ‘Study of Birds’ in the passage.
j. Which award was conferred on Salim Ali by the Government of India?
Pronominal words
What do the underlined words in the following paragraph refer to?
Salim took the rare-looking bird to his uncle and asked him what kind of bird it was. His uncle
examined it and was unable to satisfy Salim’s curiosity. He took Salim to W.S. Millard, who was
surprised to see such a young boy keen about birds. Millard took Salim and showed him many stuffed
birds at the society, where he worked.
Him: ................ It: ................ who: ...................... where: ......................

3. A remarkable story of personal survival ever published was that of an American Corps pilot named
Lieutenant Colonel William Rankin. It was on 26th July 1959, that Colonel Rankin was flying at an
altitude of 47,000 feet over South Carolina when the red fire-warning light flashed on in the cock pit
of his crusader Jet fighter plane. At the same time, he felt jerking and shaking. After communicating
with a companion aircraft on his radio, Colonel Rankin decided to make an emergency exit from his
falling plane by using the ejection seat. It is all the more of interest and essential to point out that up
to that moment, nobody had ever ejected from a plane flying at 500 miles per hour and such an
altitude. Outside the protection of his pressurized cockpit, the pilot had to face an air temperature
of 70 degrees below zero and a low atmospheric pressure which was liable to make his blood boil
especially when he was wearing only a flying suit, helmet, gloves, and ordinary footwear. His
parachute was designed to open automatically at 10,000 feet but as he glanced below, the colonel
saw to his horror that he
was falling straight into the center of a huge, black thundercloud. Powerless to do anything he gritted
his teeth and awaited the sudden jerk of his opening parachute. As its reassuring canopy blossomed
out above him, he felt another tremendous blast as the terrible forces of wind and hail inside thunder
cloud battered his body. Instead of descending at a normal rate of about 1,000 feet per minute, a
powerful up current of air sent him up until he was floating on the clouds which enclosed him from
all directions. Suddenly there was thunder and lightning. The next instant, he would again be flying
upwards until his shoulders ached with the drag. Every second he feared his parachute would tear
into pieces.

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 After tearing winds and crashing sounds, the Colonel gradually felt the turbulence lessening. Then,
at last, he caught a glimpse of a green field below him. He had finally emerged from the giant
thundercloud which had held him prisoner for over half an hour. His descent, which would normally
have lasted ten minutes, had taken forty minutes.
a. When did the incident mentioned in the passage take place?
b. Where was Colonel Rankin flying over at the time of the accident?
c. What warned Rankin about the calamity?
d. Mention any one of the problems faced by him when he ejected out of the cockpit.
e. Where did the colonel land straight?
f. What battered his body inside the thundercloud?
g. Add a suffix to the word ‘power’ to make its antonym.
h. He caught a glimpse of the green field below. Here the word ‘glimpse’ means
a) caught sight of. b) couldn’t see anything. c) saw far of fire.
i. How long was Rankin enclosed in the thundercloud?
j. The Colonel ‘gritted his teeth’. The idiomatic expression means
a) to be afraid. b) to be cold. c) to be angry.
Pronominal words
What do the underlined words in the following paragraph refer to?
Colonel Rankin opened his parachute, it blossomed out over him, and another tremendous blast
battered his body, with wind and hail. He could withstand its force, but suddenly he felt being pulled
up by a current of air and he was floating in the clouds, which enclosed him from all directions.
It: ............. His: ............. its: .......... which: .................

4. George Bernard Shaw, one of the greatest playwrights of all time was born in Dublin on 26th July
1856. As a young man he was shy and to hide his shyness he developed a very gruff manner and
voice which some people mistook as rudeness. However, his close friends understood him better as
he was the very essence of kindness to those whom he loved and associated with. At the early age
of fourteen, he obtained employment as a junior clerk and though he was quite good at his work, he
hated it. So he quit his job and went to London in search of other employment. Before long a
newspaper office hired him and he took up employment as a critic of books, music, and plays. His
duty was to attend the various plays staged and give his opinion on them for publication. It was then
that he decided to write his plays. The plays he wrote and produced were a tremendous success. In
no time he became world famous as a playwright. Many film companies approached him to use his
plays for making movies, but he never liked the idea and turned them down. Finally, he consented
to allow his play ‘Pygmalion’ to be made into a film. This play depicts the story of a little flower girl,
who was trained by an English professor to speak proper English. The professor succeeded in
transforming her from an uneducated flower girl into a refined lady. Years later, this play was made
into a musical hit – the legendary, ‘My Fair Lady’. And it became a worldwide success. Shaw used the
huge money earned from this, for worthy causes, such as the enlargement of the National Gallery of
Ireland, the Royal Academy of Dramatic Art, and the British Museum. The film ‘My Fair Lady’ is about
how complicated the English language is and the difficulties faced by Eliza, the flower girl to learn
and master this language. He lived long enough to see people all over the world enjoy his plays. He
died at the ripe old age of ninety-four.
a. How did Bernard Shaw try to hide his shyness?
b. How old was Bernard Shaw, when he took up his first job?
c. Where did Bernard Shaw go after quitting his job?
d. Which of his plays was made into a first film?
e. Name the little flower girl who appears in the musical hit ‘My Fair Lady’.
f. Add a suitable prefix to the word ‘educated’ to form its antonym.
g. Mention any one of the causes to which Shaw contributed the money earned by him.
h. Who trained the flower girl to become a refined lady?
i. How old was Shaw, when he died?
j. English language is full of........... (complication/complications)
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 Pronominal words
What do the underlined words in the following paragraph refer to?
Bernard Shaw’s legendary musical hit became a popular film. It is the story of an English professor
who meets a young flower girl on a train, where she is singing and selling flowers. He was fascinated
by her voice and appearance. So he decided to train her and teach her English. Very soon he
transformed her into a refined lady.
It : .................. where : .................. her : ................ he : ...................

5. If you visit the three pyramids of Giza, you will be surprised to see a colossal statue of a beast with a
man’s head and a lion’s body. This is the great Sphinx that sits in the desert of Egypt, about 12 Km
from Cairo. The statue has mysterious eyes and an enigmatic expression. It gazes over the desert
with a kind of mystical superiority. It is one of the most historical monuments in the world. The
Sphinx was carved out of the hill rock left over from the building of the Great Pyramid. It is about 20
m in height and 70m in length. According to popular belief, it was made some 5000 years ago to
resemble the face of Chephren, a king of the fourth dynasty. It was built during the reign of the
Egyptian king Khafre. Why was the Sphinx built? The Sphinx was a mystical monster. The Greeks
thought of it as having the head of a woman, and the body of a lion with wings. The Egyptians thought
of it as a wingless lion with the head and breast of a man. It was believed that the Sphinx would ward
off all evils from the cemetery around the pyramids. Apart from the great Sphinx of Giza, there are
many other Sphinxes in Egypt. Their heads represent different kings. In ancient Egypt, kings were
considered to be descendants of the Sun God called Rio. When a king died, he was supposed to
become the Sun God. Kings were also believed to have the strength of various beasts. So the
Egyptians sculpted their Gods and kings in the shape of half-human and half-beast There is another
Sphinx with a female face. It is made after the queen of Hatshepsut, who had seized the throne and
ruled the country. This Sphinx has a beard which represents the queen Hatsphepsut’s masculine
powers.
a. Where can one come across the Sphinx?
b. What expression is seen on the face of the Sphinx of Giza?
c. Which leftover rock was used to carve the Sphinx?
d. Whose face does the Sphinx of Giza resemble?
e. Name the Sun God of Egypt mentioned in the passage.
f. Add a suitable prefix to the word ‘Popular’ to make its antonym.
g. Whose face does the Sphinx with a female face resemble?
h. The Egyptians................. (belief/belief) that Sphinxes have mystical powers.
i. Why is there a beard on the face of the female Sphinx?
j. In what form were the Gods and kings in Egypt Sculptured?
Pronominal words
What do the underlined words in the following paragraph refer to?
There are many Sphinxes in Egypt, and their heads represent the kings who had once ruled over the
land. When a king died he was supposed to become the ‘Sun God’. The Egyptians worshipped and
had great faith in the Sun God, whom they trusted would protect them from evil powers.
Their: ................... himself: ..................... whom: .................. them: .......................

6. Confucius was one of the greatest moral teachers and philosophers of China. He studied ancient
Chinese writings with great devotion. These works taught him new ideas about character
development. His actual name was ‘Kung Fu-tzu’, the Catholic missionaries called him Confucius.
Confucius was born in the state of Lu, now part of Shantung in China. His family belonged to the
lowest level of aristocracy. His parents died when he was still young and he grew up in poverty. Later,
he became an official in the government of Lu and was much respected. China, during those days,
was ruled by an emperor with very little power. The provinces were controlled by corrupt and greedy
feudal lords. The people were poor and neglected. Confucius felt disgusted at this state of affairs and
left Lu in 484 BC. He started preaching whatever he had learned from the ancient Chinese writings.
Human behavior, morality, and Politics were the main elements of his teaching. At the age of twenty-
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 two, he started teaching how to lead a happy life. He said, ‘Don’t do to others what you would not
wish them to do to you’. He taught, ‘Thou Shall love thy neighbor as thyself’. He was very modest
and always said, ‘I teach nothing new. I only pass on the ancient wisdom. On returning to Lu, he also
held some important positions in the local government of his province. When he was made the
Governor of a city, he cleared the state of robbers, reduced taxes, improved people’s living
conditions, and persuaded the ruling classes to lead charitable lives. According to one account, he
was also made a minister. He tried his best to improve the evils ingrained in all branches of social
life. But soon he realized that they were deep-rooted. So he resigned in disgust at the age of 54.
Confucius’ sayings were collected by his disciples and written down much later, in the book ‘Lun Yu’.
Confucius died in 479 BC. The religion founded by him is known as Confucianism. It includes ancestor
worship, belief in the supreme God, and belief in the natural Spirit. Even today it influences millions
of lives.
a. Which county did Confucius come from?
b. Who named him Confucius?
c. For which government did he work as an official?
d. By whom were the provinces in China controlled?
e. What did he do after leaving Lu?
f. Mention any one of the elements of his teaching.
g. How old was he when he started teaching?
h. Add a prefix to the word morality to form its antonym.
i. Confucius was very .................. (wise/wisdom) in his thinking.
j. Name the book written by his disciples about the sayings of Confucius.

Pronominal words
What do the underlined words in the following paragraph refer to?
Confucius was born into a family of the lowest level of aristocracy. They led a poor and miserable
life. Unfortunately, his parents died when he was very young. Their death completely shattered his
life and he was forced to grow up in poverty, which taught him the hard realities of life.
They : .................... his : .................... their : ................... which : ..................

7. Long before there were restaurants, there were taverns where people gathered to talk, have
something to drink, and perhaps something to eat. In London, there was another kind of place that
was also the forerunner of the restaurant. This was the ‘Cook Shop’. The chief business of these Cook
Shops was the sale of cooked meals on the premises which were somewhat like a restaurant. There
were Cook Shops in London as long back as the 12th Century. The first place where a meal was
provided every day at a fixed place was the tavern in England.
They often became ‘dining clubs’ and these existed in the 15th Century. By the middle of the 16 th
Century, many townspeople of all classes had gotten into the habit of dining out in the taverns. Most
of the taverns offered a good meal for a shilling or less, with wine and ale as extras. Many taverns
became meeting places for the leading people of the day. Shakespeare used to be a regular customer
of the Mermaid Tavern in London. About 1650, coffee houses also sprang up in England. They served
coffee tea and chocolate, which were all new drinks at that time. Sometimes they served meals too.
In 1765, a man named Boulanger opened a place in Paris that served meals and light refreshments,
and he called his place a ‘restaurant’. This was the first time this word was used. It was a great success
and many other places like it soon opened. In a short time, all over France, there were similar eating
places called restaurants. But the word ‘restaurant’ was not used till the end of the 19th Century.
In the United States, the first restaurant of which there are records was the Blue Anchor Tavern
in Philadelphia which opened in 1683.
a. Where did people gather to drink before restaurants came into existence?
b. What did the Cook Shops sell?
c. When did dining places come into existence?
d. Which tavern did Shakespeare often visit?
E. When did coffee houses come into existence in England?
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 f. Pick out the word which means ‘identical’ in the passage and write it.
g. Who introduced the word ‘restaurant’ for the first time?
h. Use the appropriate prefix to the word ‘regular’, to form its antonym.
i. Blue Anchor Tavern is in ........................
a) Paris. b) Philadelphia. c) France.
j. Restaurants became ................ in the 20th Century. (successful / success)
Pronominal words
What do the underlined words in the following paragraph refer to?
Dining places provided meals every day at a fixed place. These were started in the 15th Century. By
the middle of the 16th century, townspeople made it a habit to dine out. They paid a shilling, which
was quite affordable. Many taverns became the meeting places of leading people. Shakespeare, who
lived in London, was a regular customer of Mermaid Tavern. These: ............... They : ............. which
: ................. who : .....................

8. Newspaper starts the day for many of us. To begin with, the members of the newspaper staff make
plans for the contents of the next edition of the newspaper during their daily or weekly editorial
meetings. They discuss upcoming news events and work out ideas for fresh stories. The editor then
assigns stories for journalists and photographers to work on and complete within the specified
deadlines. Journalists then research to gather all the facts that relate to the story they have been
assigned. Besides collecting information from books, magazines, other newspapers, and the
‘internet’, journalists also conduct interviews with people involved in the issue. Photographers are
allocated stories for which they need to take photos that suit the style of the story. Sometimes, the
editor or journalist selects suitable photos from the newspaper archives. The writing of the story
begins when the journalists have completed all their research. The journalists type out their stories
or articles on the computer. They must ascertain that their facts are accurate, and they must write
in clear and concise style. The journalist’s story reaches the editor via the newspaper’s computer
system and he or she decides whether the angle of the story is correct and whether the story is
newsworthy. Once the story is approved by the editor, it goes to the copy desk. A copy editor checks
the story for grammatical errors and misspellings and makes the story easier to read. The copy editor
looks for “holes” or gaps in the story that might leave the reader with too many unanswered
questions and cause miscommunication. If the story or article is too long, it is edited down to the
right size and also added an eye-catching headline. Editors also choose photos and decide on
illustrations to read with the story. Graphic artists are responsible for creating charts and illustrations
that certain articles need. The articles, photographs, and advertisements are laid out on each page
of the newspaper. Page layouts are done by computer using special software for designing pages.
The finished layout of the newspaper is transferred electronically from computers to the printing
press. The entire paper is printed, folded, and put together. After printing, the newspapers are
bundled into groups, loaded into trucks, and sent out to be delivered.
a. What starts the day for many of us?
b. Who makes plans for the contents of the next edition?
c. Mention any one of the sources from which a journalist gathers facts related to the story.
d. Where are suitable photos selected sometimes to suit the style of the story?
e. When does the writing of the story begin?
f. Where is the approved story sent to?
g. Add a suitable prefix to the word ‘communication’ to form its antonym.
h. What decides the choice of the photos?
i. What purpose is special software used for?
j. A newspaper article should be free of ................ (grammar / grammatical) errors.
Pronominal words
What do the underlined words in the following paragraph refer to?
A copy editor checks for grammatical errors and misspellings that might lead to confusion. He
corrects them and makes the story easier to read. If the story is too long it is again edited down to

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 the right size. An eye-catching headline is added to make the reader interested so that he will further
recommend the story to his associates.
That: ........... He : ................... it : ................. his : .....................

9. Amelia Earhart was a famous American aviation pioneer who set record after record during her flying
career. She mysteriously disappeared while attempting a record-breaking flight around the world. In
1928 she achieved worldwide fame when she became the first woman to cross the Atlantic Ocean
as a passenger on a plane piloted by Wilmer Stultz. Then in 1932, she became the first woman and
the second person to fly solo non-stop across the Atlantic. Although she was by then the undisputed
queen of the air, Amelia wanted to achieve more. In March 1937, she flew to Hawaii intending to
circle the globe with fellow pilot, Paul Mantz. Due to fire at take off, Amelia ground-looped the plane.
In June, she made her second attempt at a round-the-world flight, this time with Fred Noonan as her
navigator. At that time, she left behind important communication and navigation instruments,
perhaps to make room for additional fuel for the long flight. They departed Miami on June 1 and
made it to New Guinea in 21 days. To begin the next leg of the trip, they departed New Guinea for
Howland Island on July 2, 1937. On Howland Island, a runway had been hastily built just for Amelia
because she needed a place to land and refuel. Only two miles long and a half mile wide Howland
Island sits in the middle of the Pacific Ocean. It was such a tiny Island that only the most highly skilled
fliers could spot it from up in the air. Therefore, the U.S. Coast Guard Cutter (USCGC) Itasca was
designated to communicate with Amelia’s plane and guide her to the Island. At dawn, the ship’s
boilers were belching out thick black clouds of smoke as a visual signal to Amelia’s plane just in case
it arrived early. Meanwhile, the ship’s radio stood ready to send and receive messages. Amelia and
Noonan had little practical knowledge of the use of radio navigation and the crew at Itasca weren’t
able to pick up the radio frequency Amelia was broadcasting. After six hours of confusion, all contact
was lost between Amelia and Itasca. The U S navy led a massive search for Amelia and Noonan.
Finally, President Roosevelt issued an order for all search attempts to be terminated in 1937. No one
knows for sure what happened to Amelia and Noonan. Some believe she was captured by enemies.
a. What was Amelia’s achievement that made her become famous worldwide?
b. Name the pilot who flew Amelia’s plane across the Atlantic Ocean.
c. When did Amelia fly with Paul Mantz to Hawaii?
d. What did Amelia leave behind during her second attempt at a round-the-world flight?
e. How long did the flight take to reach New Guinea?
f. How wide is Howland Island?
g. Pick out the word from the passage that means ‘tool’ or ‘device’.
h. Mention the mode of visual signal that was planned in case Amelia’s plane arrived early.
i. Add a prefix to the word ‘disputed’ to form its antonym.
j. Who issued an order to terminate the search for Amelia and Noonan?
Pronominal words
What do the underlined words in the following paragraph refer to?
Amelia chose Fred Noonan as her navigator in her second attempt because he was skilled and
experienced. They departed on June 1st from Miami where she left behind some things, to make
room for additional fuel which was essential for them to fly on the long route.
her: ................ he: ................ where: ................. which......................

10. The story of the domestic cat’s relationship with humans is an interesting tale. The cat has been the
object of adoration, reverence, hatred, and even persecution by humans throughout time. Cats were
first domesticated by the ancient Egyptians from as early as 3000 BC. African wild cats started preying
upon the mice and rats that filled the Egyptian grain stores and it didn’t take long for the Egyptians
to become appreciative of the cats’ help in eliminating the rodent population. Killing a cat, even
when accidental, was punishable by death. Egyptians shaved away their eyebrows as a symbol of
grief when their pet passed away; they would even mummify the cat and bury it in a special
cemetery, with supplies of mummified rats for the afterlife. From Egypt, cats spread to other parts
of the world. They were a great success in the East, where they were again thought to have magical
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and mystical qualities. Artists in China and Japan celebrated these animals in their art. In Japan, cats
are seen as lucky. One of the most known is the beckoning cat, often regarded as a good luck charm
for both households and businesses. The cat spread across Europe during the Roman Empire. The
Romans kept the animals to be petted and for companionship, as well as for controlling the rat and
mouse population. Cats were represented mainly as working animals in Roman art, and there is little
indication of reverence or mystical powers given to them. During the Middle Ages, however, cats
became an object of superstition and were associated with evil. They were often believed to be
endowed with powers of black magic and suspected of being owned and used by witches. As a result,
cats were beaten, killed, and driven away from towns and villages. The destruction of cats was so
extensive that disease-carrying rats flourished, contributing greatly to the widespread epidemics and
plagues throughout Europe. Not surprisingly, the Europeans once more began to realize the value of
the cats in eliminating rodents and cats gradually regained acceptance as household pets. In 1871,
the very first cat show was held in London. The cat association was formed in 1887 in Britain and
called ‘the National Cat Club of Great Britain’.
a. Mention any one of the feelings of a man towards a cat.
b. When were cats first domesticated?
c. What did the cats eliminate to win the appreciation of Egyptians?
d. Egyptians shaved away their eyebrows when a cat
a) killed mice. b) passed away. c) eliminated rats.
e. Mention one of the qualities that the East attributed to cats.
f. Who celebrated cats in their art?
g. In which art were cats represented as working animals?
h. Disease-carrying rats............... (contributing/contributed) to widespread epidemics.
i. Name the cat association formed in Britain.
j. Add a prefix to the word ‘lucky’ to form its antonym.
Pronominal words
What do the underlined words in the following paragraph refer to?
In Egypt, wild cats preyed upon rats that were destroying grains that were stored in granaries. In
Rome, cats were treated as working animals and not much respect was given to them. The Europeans
owned cats for fancy. They started breeding them at home. In Japan, the beckoning cats were seen
as lucky since their charm was believed to protect households. which:............ them :...................
They:.................. their:....................

********** ********** ***********

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 PRONOUN
It is a word that is used in substitution (instead) for nouns. They are classified into 10.
1. Personal Pronoun: Pronoun which stands for the names of persons or things. There are mainly 3
persons:
a) First Person: The person who speaks.
b) Second Person: The person to whom spoken to.

Subjective/ Objective/ Possessive Reflexive

Nominative accusative
(First person) Me, us My/mine, Our/ours Myself, ourselves
I, we
(Second person) You Your/yours Yourself, yourselves
You
(Third person) Him, her, it, them His, her/hers, its, Himself, herself,
He, she, it, it, they their/theirs itself, themselves
c) Third Person: The person or thing about whom spoken of.
Ex:
• a. I am talking to you about them.
• b. We have to fix their problem.
2. Possessive Pronoun: Pronoun which shows possession /authorship/ ownership.
Ex:
His, hers, mine, yours, ours, it’s.
a. That part of the work is his.
b. Yours is a cock and bull story.
3. Reciprocal Pronoun: Pronoun that shows a reciprocal relationship, such as each other and one
another.
Ex:
a. The people of the village helped one another.
b. Communication between each other makes a team perfect.
4. Relative Pronoun: Pronouns such as who, which, whose, whom, where, when, etc.. These pronouns
stand for the nouns that precede.
Ex: a. The boy who stood first in the class is unique.
b. The book which I borrowed from you is lost.
5. Reflexive Pronoun: “Self” form of personal pronoun which is used as the object of the verb or
preposition.
Ex: a. He found himself in could nine after the result.
b. They kept the secret to themselves.
6. Emphatic Pronoun: “Self” form of personal pronoun which is used to emphasize (Stress) the noun
or pronoun.
Ex:
a. The President himself congratulated the winners.
b. Policemen themselves sometimes break the traffic rules.
List of Reflexive Pronouns and Emphatic Pronouns.
Singular Plural
Myself Ourselves
Yourself Yourselves
Himself
Herself Themselves
Itself
Yourself
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7. Demonstrative Pronoun: Pronoun which stands for the things or persons pointed to all considered.
Such as; that, this, these, and those.
Ex:
a. That is the book I was searching for.
b. These are very important topics.
8. Distributive Pronoun: Pronouns such as; each, every one, everybody, either, neither., which stands
for the things or persons considered individually.
Ex:
a. Each one has to find his/her path to success.
b. Either of the students are ready to quit.
9. Indefinite Pronoun: Pronouns which stand for no particular things or persons such as; someone,
somebody, no one, anybody, few, little, many, much, something, anything, another, some, all, and
most…
Ex:
a. No one must feel down.
b. Most of the students come from rural areas.
10. Interrogative Pronoun: Pronouns such as who, which, whose, whom… stand for the things or
persons about which the questions are asked.
Ex:
a. Who is your best friend?
b. Which is the way to heaven?
Note:
a. A child or an animal can be referred to as he/she when the gender is known.
Ex: He is the short one in our family. He barks at night a lot more than day.
b. The “She” pronoun is used for the moon (he/she), sea, earth, land, nature, fortune, etc.
Ex: I would love to play in her bosom. (amidst nature/ sea)

EXERCISE:
What do the underlined words in the following paragraph refer to? 4x1=4
1. Man is an enemy of many animals. Baby seals are clubbed to death for their skins. Crocodiles are
tracked down and their skins are used for handbags and shoes. Elephants are destroyed for their
ivory which is used for jewelry. Whales are hunted for their oil. Whole species are being endangered
to satisfy man’s love for fashion!
i. Their: ______ ii. their: _____ iii. their: ______ iv. which: ______
2. All through history people have used garlic for healing. They used it in India and China over 5000
years ago. Because it is a natural medicine, which is a very safe antibiotic too. During World War I,
for example, doctors used garlic juice because it helped to stop infection.
i. They: _____ ii. it: ______ iii. which: _____ iv. it: ______
3. Underside of Octopus’ arms is suction cups. It uses these to fasten tightly onto objects. Octopus
guards her eggs till they are hatched.
i. It: _______ ii. these: _______ iii. her: ________ iv. till: ________
4. Kiran Bedi is the most popular police officer. She was the first Woman IAS Officer. She helped the
injured during the Indo-Pak war which lasted for a couple of months. She was awarded the
President’s Gallantry Award. It was given to her in recognition of her work. She used water cannons
on striking lawyers. They later intensified their strike.
i. She: ______ ii. which: ______ iii. It: _______ iv. They: _______

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 Answers:
1. i. Baby seals’ ii. Crocodiles’ iii. Elephants’ iv. Elephants’ ivory.
2. i. The people. ii.Garlic. iii. Garlic. iv. Garlic juice.
3. i. Octopus. ii.The suction cups iii. Octopus’ iv. Octopus’ eggs.
4. i. Kiran Bedi. ii. Indo-Pak war.
iii. The Presidents’ Gallantry award. iv. Striking lawyers.

5. The Titanic was crossing the Atlantic and she was carrying more than two thousand people. They
were happy because they were traveling on the best ship. The man, who kept watch noticed an
iceberg. He grew cold with fear. It was as huge as a mountain. He informed Captain Smith, who was
in charge of the crew.
i. She: _______ ii. They: _______ iii. It: ________ iv. who: _________

6. When the Parsis first came to Gujrat, the king didn’t want them to settle there. He had already too
many people in the kingdom. So, he sent the Parsi community a diplomatic, symbolic message: a
full glass of milk – to indicate the glass could contain no more. The Parsis poured a spoonful of sugar
into it stirred it, and sent back the glass of milk – indicating that like sugar they would mix with the
population, take no extra space, and sweeten it all. The king was pleased and persuaded. The Parsis
came to stay.
i. Them: ________ ii. He: _________ iii. It: ______ iv. They: ______
7. There was a man who had lost money and thought that his neighbor‘s son had stolen it. He looked
at him and seemed his gait was that of a thief, his expression was that of a thief and all his gestures
and movements were like those of a thief. Soon after he found the money in a bamboo drainpipe.
Again, he looked at the neighbour ‘s son and neither his movements nor his gestures were those of
a thief.
i. Who: _______ ii. His: _______ iii. Him: ______ iv. He: ________
8. Character is that on which the destiny of a nation is built. We cannot build the nation if we lack it.
Ours is a great country. She has a great history.
i. Which: _____ ii. We: _____ iii. It: _______ iv. She: _____

Answers:
5. i. The Titanic. ii. The passengers / The two thousand people.
iii. An iceberg. iv. Captain Smith.
6. i. The Parsis. ii. The king. iii. The glass of milk. iv. The Parsis
7. i. A man. ii. The man’s. iii. The neighbor‘s son. iv. The man.
8. i. Character. ii. The people/ The people of the nation.

9. Amelia chose Fred Noonan as her navigator in her second attempt because he was skilled and
experienced. They departed on June 1st from Miami where she left behind some things, to make
room for additional fuel which was essential for them to fly on the long route.
i. her: ______ ii. he: _______ iii. where: ______ iv. which: ______

10. In Egypt, wild cats preyed upon rats that were destroying grains which were stored in granaries. In
Rome, cats were treated as working animals and not much respect was given to them. The
Europeans owned cats for fancy. They started breeding them at home. In Japan, the beckoning cats
were seen as lucky since their charm was believed to protect households.
i. which: ii. Them: ________ iii. They: _____ iv. their: _________

11. A stag whose joints had become stiff at old age fell sick and decided to lie down on the thick grass
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 in a meadow near some woods so that he could graze more easily. Since he had always been friendly
and a good neighbor, many beasts came to visit him farewell. However, they began eating all the
grass until nothing was left. So, though the stag recovered from the sickness, he had nothing to eat,
and in the end, he died not so much of sickness or old age as for sheer want of food that his friends
had eaten up.
i. Whose: ______ ii. He: _____ iii. Him: ______ iv. His: _________
12. An astronomer who used to walk around outside every night and watch the stars. Once when he
was watching in the outskirts of the city and gazing at the stars, he fell into a well. When he was
shouting and crying for help, someone ran to the well and after listening to his story, remarked,
“My good man, while you are trying to look at the mysteries of heaven you overlook the common
objects that are below your feet” and then he saved him with a lot of struggles.
Who: _______ ii. He: _________ iii. His: _______ iv. He: ________

Answers:
9. i. Amelia’s ii. Fred Noonan / Amelia’s navigator. iii. Miami. iv. The additional fuel
10. i. The grains. ii. The cats. iii. The Europeans. iv. The beckoning cats.
11. i. A Stag’s. ii. The Stag. iii. The Stag. iv. The Stag’s.
12. i. An astronomer. ii. The astronomer. iii. The astronomer’s. iv. The man

13. Dining places provide meals every day at a fixed place. These were started in the 15th Century. By
the middle of the 16th century, townspeople made it a habit to dine out. They paid a shilling, which
was quite affordable. Many taverns became the meeting places of leading people. Shakespeare,
who lived in London, was a regular customer of Mermaid Tavern.
i. These: ______ ii. They: ______ iii. which: _______ iv. who: _________

14. A copy editor checks for grammatical errors and misspellings that might lead to confusion. He
corrects them and makes the story easier to read. If the story is too long it is again edited down to
the right size. An eye-catching headline is added to make the reader interested so that he will
further recommend the story to his associates.
i. that: ________ ii. He: _________ iii. it: ________ iv. his: _____

15. There are many Sphinxes in Egypt, and their heads represent the kings who had once ruled over the
land. When a king died, he was supposed to become the ‘Sun God’. The Egyptians worshipped and
had great faith in the Sun God, whom they trusted would protect them from evil powers.
i. Their: _________ii. himself: ______ iii. whom: _____ iv. Them: __________

16. Confucius was born into a family of the lowest level of aristocracy. They led a poor and miserable
life. Unfortunately, his parents died when he was very young. Their death completely shattered his
life and he was forced to grow up in poverty, which taught him the hard realities of life.
i. They: _______ ii. his: _________ iii. their: _________ iv. which: _________

Answers:
13. i. Dining places ii. The town people. iii. Shilling iv. Shakespeare
14. i. Grammatical errors and misspellings. ii. The copy editor.
iii. The story. iv. The editor’s.
15. i. Sphinxes’. ii. The king. iii. The Sun God. iv. The Egyptians.
16. i. The family. ii. Confucius’. iii. Confucius’ parents’. iv. The poverty.

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17. Salim took the rare-looking bird to his uncle and asked him what kind of bird it was. His uncle
examined it and was unable to satisfy Salim’s curiosity. He took Salim to W.S. Millard, who was
surprised to see such a young boy keen about birds. Millard took Salim and showed him many
stuffed birds at the society, where he worked.
i. Him: _______ ii. It: _______ iii. who: _______ iv. where: _______

18. Trees are essential to the ecosystem in which they reside. They absorb and store rainwater. This
helps the groundwater supply recharge. Fallen leaves make excellent compost that enriches the
soil.
i) Which : ______ ii) They : _________iii) This: ________ iv) That : _________

19. My mother listens to bhajans in the kitchen while she prepares our food. My dog, Vicky, sits at the
door of the kitchen and sniffs the aroma of it with his tongue sticking out. He will sit there till she
gives him a piece of what she is preparing.
i. she: _______ ii. it: _______ iii. He: _______ iv. there: _______
20. Ila's parents were determined to make her dependent and self-reliant. They wanted her to do what
other girls could do like with their hands. She learned to do them with her feet. She was soon an
expert in using them to eat, combing her hair, and other normal chores
i.They: _______ ii) Their: _______ iii) She: _______ iv) Them: _______

Answers:
17. i. Salim’s uncle. ii. The bird. iii. W. S. Millard. iv. At the society.
18. i. ecosystem ii) trees iii) absorbing & storing rainwater iv) compost
19. i. The narrator's mother ii. food iii. Vicky's dog iv. the door of the kitchen
i. Ila’s Parents ii. other girl's hands iii) Ila iv) her feet

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 DIALOGUE WRITING [4 MARKS]
Here are some tips to help you complete the dialogue with correct punctuation:
1. Use Commas for Pauses: Use commas to indicate a pause in a sentence, especially after
introductory phrases or before addressing someone directly.
Example: "Congratulations, dear! I am so proud of you!"
2. End Sentences with Periods: Most statements should end with a period unless they are
questions or exclamations.
Example: "I'll make sure to do it first thing in the morning."
3. Use Exclamation Points for Emphasis: Use exclamation points to express strong emotions
like excitement, surprise, or enthusiasm.
Example: "Thank you, Mom! It means a lot to me."
4. End Questions with a Question Mark: Use question marks for direct questions to show
inquiry or curiosity.
Example: "Did you pay the electricity bill on your way home?"
5. Capitalize the First Word in Sentences: Always start a new sentence with a capital letter.
Example: "Oh, I'm sorry, mom."
6. Use Quotation Marks for Dialogue: Place dialogue within quotation marks to indicate spoken
words.
Example: Mother said, "Congratulations, dear! I am so proud of you!"

By following these punctuation tips, your dialogue will be clear, readable, and correctly
formatted.
1. (At a store)
Chandru: ______________, do you work here? (Starting a conversation with a stranger)
Assistant: Yes, I do. ______________________ ? (Offering help)
Chandru: Do you have children’s sweaters?
Assistant: Yes, they are over there by the wall.
Chandru: ____________________ (Asking for price)
Assistant: It’s 300 rupees.
Chandru: Here you are.
Assistant: _____________ (Expressing gratitude)

2. (In a library)
Librarian: Hi, ___________________? (Offering help)
Student: I am looking for a book, but I could not find it.
Librarian: _____________________ (Asking for book name)
Student: God of Small Things.
Librarian: Do you remember the author?
Student: __________________________ (Giving author name-Arundhati Roy)
Librarian: The book is on the second floor in the Indian literature section.
Student: _____________ I will go there. (Expressing gratitude)

3. (Two friends at a hotel)

Ravi: John, ________________ for breakfast? (Enquiring)
John: What __________________? (Asking for preference)
Ravi: I prefer dosa. Shall ___________________? (Offering choices)
John: I don’t like masala dosa. I would prefer a set of dosa.
Ravi: ____________ I will order a set of dosa. (Accepting)

4. (Two strangers on the road)

Salim: _______________ Is there a medical store nearby? (Starting conversation)
Sharat: Yes, there is one right across the street.
Salim: How _________________________ (Asking for distance)
Sharat: ________________________________ (Giving information)
Salim: _________________________ (Expressing gratitude)

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5. (Two friends at college)
Mohan: Hi Ramesh. Good morning.
Ramesh: ____________________________ (Responding to greeting)
Mohan: _____________ your cell phone for a moment? (Requesting)
Ramesh: Sure, no problem. ______________________ (Offering)

6. (Two friends discussing homework)

Rama: Hey, __________________ with the homework? (Requesting)
Susan: I'd be glad to help out. _______________________ (Enquiring about difficulty)
Rama: I don't understand this equation. Would you mind explaining it to me?
Susan: _______________________ Don’t worry. (Assuring help)
Rama: ______________________________ (Expressing gratitude)
Mohan: It will only be a minute or two.
Ramesh: Take your time. No rush.
Mohan: ____________ (Expressing gratitude)

7. (Two friends talking about an unpleasant event)

Vinay: Hi, Shankar.
Shankar: __________________ (Responding to greeting)
Vinay: Shankar, our friend Mahesh had an accident this morning.
Shankar: ______________ Where did it happen? (Expressing sympathy)
Vinay: ___________________ (Giving information)
Shankar: Shall we go and see him this evening?
Vinay: ____________________ (Accepting)

8. (A telephone call)
Prabhu: Good morning madam. Is this a VIMS hospital?
Clerk: Good morning. This is VIMS. Who’s calling?
Prabhu: ___________________ from Koppal. (Introducing)
Clerk: ___________________ (Offering help)
Prabhu: I have an appointment with Dr. Narayan on the 27th of this month.
Would ____________________? (Requesting another appointment)
Clerk: Just a minute. I will check. _________________ (Enquiring)
Prabhu: My patient ID is VIMS1774, madam.
Clerk: Is the 29th of this month OK?
Prabhu: It’s OK, madam. Thank you.

9. (Between a son and mother)

Mother: What about your day at college, son?
Son: It was great, Mom. I have been selected as captain of the college Hockey team.
Mother: _________________________ (Congratulating)
Son: ______________________ (Expressing gratitude)
Mother: By the way, did you pay the electricity bill on your way home?
Son: _______________________ (Apologizing)
Mother: It’s OK. Don’t forget to pay it tomorrow.
Son: _______________________ (Accepting)

10. (Two friends)

Mala: ___________________ (Greeting)
Mary: I’m fine. What about you?
Mala: Fine. I learned that you have got a special scholarship. _______________ (Congratulating)
Mary: Yes, Mala, thank you. It’s given taking into consideration my contribution to theatrical
activities.
Mala: Don’t you feel that theatre has lost its relevance?
Mary: ___________________ (Disagreeing)
Mala: Anyway, your achievement is unmatched.
Mary: Thank you. __________________ (Leave-taking)

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 REPORTED SPEECH
Keep the following points in mind while reporting.
1. Remove quotation marks, question marks, semi-colons, commas, and exclamation marks.
2. Identify whether the speaker is male or female.
3. Know the kinds of sentences.
4. Use a suitable connective word depending on the type of sentence.
5. Change the form of verbs, auxiliaries, modals, and tenses into corresponding past forms,
6. Use appropriate forms of pronouns and expressions of time and place.

Reported speech, also known as indirect speech, is used to convey what someone else said
without quoting them directly. Here are the key rules and guidelines for converting direct
speech into reported speech:
1. Assertive in reported speech in an assertive sentence, the reporting verbs are told, said,
added, etc.
Direct Speech: She said, "Peter is an intelligent boy."
Reported Speech: She said that he was an intelligent boy.
2. Questions in Reported Speech
When reporting questions, the question form changes to a statement form, and the question
mark is removed.
Yes/No Questions: "Are you coming?" becomes "She asked if I was coming."
WH-Questions: "What are you doing?" becomes "He asked what I was doing."
3. Commands and Requests in Reported Speech
Use verbs like told, asked, requested, followed by the to-infinitive.
Direct Speech: "Please sit down," he said.
Reported Speech: He asked me to sit down.
4. Exclamations in Reported Speech
Exclamations are usually reported with expressions like exclaimed with joy/surprise, etc., and
are often changed to statements.
Direct Speech: "What a beautiful day!" she said.
Reported Speech: She exclaimed that it was a beautiful day.
By following these rules, you can effectively convert direct speech into reported speech I
English.
Change in Modal Verbs
▪ Modal verbs usually change in reported speech:
▪ Can becomes could: "I can swim" becomes "She said she could swim."
▪ Will becomes would: "I will call you" becomes "He said he would call me."
▪ May becomes might: "I may go" becomes "She said she might go."
▪ Must becomes had to: "I must leave" becomes "He said he had to leave."
▪ Shall becomes would (I st person): “I go home,” he said he would go home.
▪ Shall becomes should( II and III rd person): "he shall call" becomes, "he said he should call
you."

Is/am becomes was:” he is dancing” becomes “he said that he was dancing”
“I am a doctor” becomes, “he said that he was a doctor”
Do/does becomes did: Direct Speech: He said, "I do my homework every day."
Reported Speech: He said that he did his homework every day.
Direct Speech: She said, "John does his work well."
Reported Speech: She said that John did his work well.
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Direct Speech: They said, "We do our best to help."
Reported Speech: They said that they did their best to help.
Did becomes Had: She said, "I did my homework."
Reported Speech: She said that she had done her homework.

In reported speech, "has to," "have to," and "had to" all typically change to "had to" to reflect
the past obligation. Here are some examples:
1. Has to → Had to
Direct Speech: She said, "He has to finish his work today."
Reported Speech: She said that he had to finish his work that day.
2. Have to → Had to
Direct Speech: They said, "We have to leave early."
Reported Speech: They said that they had to leave early.
3. Had to → Had to
Direct Speech: He said, "I had to visit my parents."
Reported Speech: He said that he had to visit his parents.
In these examples, the obligation expressed by "has to" or "have to" in direct speech is
changed to "had to" in a reported speech to indicate a past obligation

Change in Tenses
▪ The tense in reported speech is often shifted back one step in time.
▪ Present Simple to Past Simple: "I eat breakfast" becomes "She said she ate breakfast."
▪ Present Continuous to Past Continuous: "I am eating" becomes "She said she was eating."
▪ Present Perfect to Past Perfect: "I have eaten" becomes "She said she had eaten."
▪ Past Simple to Past Perfect: "I ate" becomes "She said she had eaten."
▪ Future Simple to Conditional: "I will eat" becomes "She said she would eat."

Change in Pronouns
In reported speech, pronouns often change to match the perspective of the speaker and the
person being referred to. Here are some examples illustrating the change of pronouns in
reported speech:
1. First Person Pronouns (I, we → he, she, they)
Direct Speech: John said, "I am going to the store."
Reported Speech: John said that he was going to the store.

2. Second Person Pronouns (you → I, he, she, we, they, depending on the context)
Direct Speech: She said to me, "You need to finish the report."
Reported Speech: She told me that I needed to finish the report.
Direct Speech: He said to her, "You are late."
Reported Speech: He told her that she was late.

3. Third Person Pronouns (he, she, it, they → no change)

Direct Speech: Mark said, "They are coming to the party."
Reported Speech: Mark said that they were coming to the party.

4. Possessive Pronouns (my, your, his, her → his, her, their)

Direct Speech: She said, "My phone is not working."
Reported Speech: She said that her phone was not working.

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 Direct Speech: He told me, "Your presentation is excellent."
Reported Speech: He told me that my presentation was excellent.

In these examples, the pronouns change based on the person speaking and the person
referred to, ensuring consistency with the perspective of the reporter in indirect speech.

Time and Place Changes

▪ Words indicating time and place usually change in reported speech:
▪ Today becomes that day
▪ Tomorrow becomes the next day or the following day
▪ Yesterday becomes the day before
▪ Next week becomes the following week
▪ Here becomes there
▪ Now becomes then

Exceptions
In reported speech, "What did she wish?" (a question in direct speech) changes to "What she
wished" in statement form, as the sentence is no longer a direct question.
Here's how it changes:
Direct Speech: He asked, "What did she wish?"
Reported Speech: He asked what she wished.

Explanation:
▪ The auxiliary verb "did" is removed because the sentence becomes a statement.
▪ The verb "wish" changes to the past tense "wished" to match the past reporting.

No Change in Universal Truths or Habits

▪ When the statement is a universal truth or a habitual action, the tense may not change.
▪ Direct Speech: He said, "The Earth revolves around the Sun."
▪ Reported Speech: He said that the Earth revolves around the Sun.

REPORTED SPEECH [4 MARKS]

Report the following conversation.
1. Dona Laura: Will you go to your bench tomorrow?
Don Gonzalo: I will come to your bench.
Dona Laura: Do bring something for the pigeons.
Don Gonzalo: I will surely bring the crumbs.
Dona Laura asked Don Gonzalo if he would go to his bench the next day. Don Gonzalo replied that
he would come to her bench. Dona Laura insisted Gonzalo to bring something for the pigeons. Don
Gonzalo assured Laura that he would bring the crumbs.

2. Petra: I see him over there waiting for me.

Dona Laura: Do not remain for more than ten minutes.
Petra: I will be back soon.
Dona Laura: Wait a moment.
Petra told Dona Laura that she saw him over there waiting for her. Dona Laura ordered Petra not
to remain for more than ten minutes. Petra replied that she would be back soon. Dona Laura
insisted Petra to wait a moment.
3. Don Gonzalo: Do you mind my reading aloud?
Dona Laura: You can read as loud as you please.
Don Gonzalo: Can you read without glasses? I envy your wonderful eyesight.

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 Don Gonzalo asked Dona Laura if she minded his reading aloud. Dona Laura replied that he could
read as loud as he pleased. Don Gonzalo further asked her if she could read without glasses. He
added that he envied her wonderful eyesight.

4. Don Gonzalo: I want a bench to myself.

Juanito: There is none.
Don Gonzalo: That one over there is mine.
Juanito: There are three priests sitting there.
Don Gonzalo told Juanito that he wanted a bench to himself. Juanito replied that there was none.
Don Gonzalo said that the one over there was his bench. Juanito told Don Gonzalo that there were
three priests sitting there.

5. Don Gonzalo: Are you speaking to me, senora?

Dona Laura: Yes.
Don Gonzalo: What do you wish?
Dona Laura: You have scared away the birds which were feeding on my crumbs.
Don Gonzalo asked Dona Laura if she was speaking to him. Dona Laura replied affirmatively that
she was speaking to him. Don Gonzalo further asked her what she wished. Dona Laura blamed him
that he had scared away the birds that had been feeding on her crumbs.

6. Dona Laura: Are you coming tomorrow?

Don Gonzalo: Most certainly, if it is a sunny morning. And not only will I not scare away the
birds, but I will bring a few crumbs.
Dona Laura: Thank you very much.
Dona Laura asked Don Gonzalo if she was coming the next day. Don Gonzalo replied that most
certainly he would come if that was a sunny morning. He added that not only he would not scare
away the birds, but he would bring a few crumbs. Dona Laura expressed her gratitude.
7. Roof: I work for Marcus Ibe.
POP Campaigner: We have plenty of work to do tonight. Are you taking this or not?
Roof: Will it not be heard outside this room?
POP campaigner: We are after votes, not gossip
Roof told POP campaigner that he worked for Marcus Ibe. POP Campaigner replied that they had
plenty of work to do that night. He further asked if he was taking that or not. Roof asked POP
Campaigner if that would not be heard outside that room. POP Campaigner replied that they were
after votes, not gossip.

8. Alifano: What is your first literary reading?

Borges: My first reading is Grimm’s Fairy Tales in an English version.
Alifano: Where did you read it?
Borges: I read it in my father’s library. It taught me more than any high school.
Alifano asked Borges what his first literary reading was. Borges replied that his first reading was
Grimm’s Fairy Tales in an English version. Alifano further asked him where he had read that. Borges
replied that he had read that in his father’s library. He added that it had taught him more than any
high school.
9. Alifano: Borges, what is poetry?
Borges: poetry is something so intimate, so essential, that it cannot be defined without
oversimplifying it
Alifano: could you expound on the concept of metaphors?
Borges: I believe that metaphors exist from the beginning of time.
Alifano asked Borges what poetry was. Borges explained that poetry was something so intimate,
so essential that that could not be defined without oversimplifying that. Alifano further asked

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 Borges if he could expound the concept of metaphors. Borges replied that he believed that
metaphors exist from the beginning of time.

10. Dona Laura: Why did you complain about priests, then?
Don Gonzalo: Are you speaking to me?
Dona Laura: Yes
Don Gonzalo: What do you wish?
Dona Laura: You have scared away the birds. They were feeding on her crumbs.
Dona Laura asked Don Gonzalo why he had complained about the priests then. Don Gonzalo
responded by asking if she was speaking to him. Dona Laura replied affirmatively that she was
speaking to him. Don Gonzalo further asked her what she wished. Dona Laura blamed him that he
had scared away the birds. She added that they had been feeding on her crumbs.

11. Dona Laura: Do you like to chat with your guard?

Petra: He is not mine
Dona Laura: Wait a moment
Petra: What does the senora wish?
Dona Laura asked Petra if she would like to chat with her guard. Petra replied that he was not her
guard. Dona Laura ordered Petra to wait a moment. Petra asked Laura respectfully what she
wished.
12. Alifano: Borges, there are people who speak of the disappearance of books. What do you
think of this?
Borges: I believe that books will never disappear. It is impossible that that will happen.
Alifano told Borges that there were people who spoke of the disappearance of books. Alifano asked
Borges what he thought of that. Borges replied that he believed that books would never disappear.
He added that that was impossible that that would happen.

13. Alifano: What is blindness to you?

Borges; It is a way of life. In my case, the visible world has moved away from my eyes.
Alifano: Have you thought of writing a book on the history of the book?
Borges: It is an excellent idea. I will keep it in my mind.
Alifano asked Borges what blindness was to him. Borges replied that that was a way of life. He
added that in his case the visible world had moved away from his eyes. Alifano further asked
Borges if he had thought of writing a book on the history of the book. Borges replied that that was
an excellent idea. He added that he would keep that in his mind.
14. Minister: Why do you not run away? There is no guard to keep you. The Prince will not
mind.
Criminal: I know it. But I have nowhere to go.
The minister asked the criminal why he did not run away. He added there was no guard to keep
him. He also said that the prince would not mind. The criminal replied that he knew that and added
that he had nowhere to go.

15. Minister: The cost of execution will be 16,000 Francs.

Prince: The wretch is not worth the money. Can’t it be done, somehow cheaper?
16,000 francs is more than two francs a head on the whole population. The people
will not stand it.
The minister told the prince that the cost of execution would be 16,000 francs. Prince said that the
wretch was not worth the money. He asked the ministers if that could not be done somehow
cheaper. He continued that 16000 francs was more than two francs a head on the whole
population. He added that the people would not stand that.
16. Prince: You must find some cheaper way of dealing with this rascal.
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 The present plan is too expensive.
First Minister: In my opinion, we must dismiss the guard.
Second Minister: Then the fellow will run away.
First Minister: Let him run away.
The prince told the ministers that they had to find some cheaper way of dealing with that rascal.
He added that the present plan was too expensive. The first minister replied that in his opinion
they had to dismiss the guard. The second minister expressed that then the fellow would run away.
The first minister suggested to let him run away.

17. Dona Laura: Have you been to America?

Don Gonzalo: Several times.
Dona Laura: You must have gone with Columbus.
Don Gonzalo : I am old. But I did not know Ferdinand and Isabella.
Dona Laura asked Don Gonzalo if he had been to America. Don Gonzalo replied affirmatively that
he had been in America several times. Dona Laura told him that he must have gone with Columbus.
Don Gonzalo replied that he was old. He added that he had not known Ferdinand and Isabella.
18. POP Campaigner: The iyi comes from Mbanta. Swear on it.
Roof: I will cast my paper for Maduka. But Maduka has no chance against Marcus.
POP Campaigner: Maduka gives out pounds, not shillings.
POP campaigner told Roof that the Iyi came from Mbanta. He ordered Roof to swear on that. Roof
replied that he would cast his paper for Maduka. He added that but Maduka had no chance against
Marcus. POP Campaigner told Roof that Maduka gave out pounds, not shillings.

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 Note Making ( 4 marks )
1. Hundreds of islands lie in the Caribbean Sea, east of the United States of America and stretch
west into the Atlantic Ocean. These Caribbean islands also known as the West Indies, take their
name from the Caribs, the original inhabitants of the region, until the Spanish arrived in 1942.
The inhabitants of most islands today are descendants of African slaves brought to work in
plantations between the 16th and 19th centuries. The islands have a tropical climate, turquoise
waters, and fine beaches and have developed a booming tourist Industry. Many people here
depend on farming for their living.

2. Our earliest ancestors, the hominids lived in Africa as they evolved into an upright posture and
learned to make tools, around 1000,000 years ago. They became known as modern people or
Homo sapiens. These people are sometimes called prehistoric, because they lived long before
recorded history. From fossil evidence, we know they found food by gathering and hunting,
made simple clothes and built shelters out of local materials. People lived like this for thousands
of years. Around 9000 BC, for the first time, people in West Asia started to produce their food by
farming.

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 3. South America’s habitats include tropical forests of the north, grasslands of the centre and
South, tributaries of the Amazon, the Andes Mountains in the west, deserts fringing the west
coast, and wetlands of Brazil. South America is rich in wildlife, much of it found in the rain
forests. The distinctive animals of South America, including ant eaters, sloths, opossums and new
world monkeys, evolved when South America was separated from North America and got
isolated from the rest of the world.

4. Mongooses belong to a group of carnivorous mammals that also include civets, genets, the
fossae and binturong (or bear-cat). Mongooses live in southern Europe, southern Asia and much
of Africa. The banded and dwarf mongooses live in family groups, and are very sociable. Each
one of them has a special duty and enables the group to work together harmoniously. Female
Mongooses remain close to their nest and look after the young, while males go hunting for food.
These Mongooses live in burrows, which they dig themselves or take over from other animals
such as termites.

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 5. There are three components of population growth. They are births, deaths and migration. The
rates of these components are measured per 1000 people per year and they vary from one
country to another. The average birth rate of the world is 19.14. Niger has the highest birth rate
in the world with 51.76 births and Japan has the lowest with 7.64. The average death rate of the
world is 8.37. Sierra Leone ranks first with 18 deaths and Qatar has the least death rate with just
1.53.

6. Human Development Index has three dimensions. The countries in the world are ranked based
on their performance in the areas of health, education and access to resources. In order to
measure the performance in health, life expectancy is taken into account whereas to measure
the performance in education, rate of literacy is considered. The standard of living is appraised
while measuring the performance in respect of access to resources. It is measured in terms of
purchasing power in US dollars.

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 7. Drip irrigation system was developed in Israel. This system uses a small amount of water for
irrigating crops. It is best suited in the areas that face acute scarcity of water. It was introduced
in India in the 1970s. It is widely used by farmers in Rajasthan, Maharashtra, Karnataka and Tamil
Nadu. It is mainly used for coconut, grape, vegetables and plantation crops. It is estimated that
6.3 lakh hectares of land in India is irrigated under this system.
Drip Irrigation System
developed in uses best suits areas which face

1 2 acute scarcity of water

Introduced in India in
3

Widely used in
Rajasthan 4 Karnataka 5

Mainly used for

6 7 8 plantation crops

8. There are three methods of rice cultivation. They are broadcasting, drilling and transplanting.
The broadcasting method involves scattering of seeds by hand and it is practised in less fertile
hilly areas. In drilling method, seeds are drilled into the soil. This method is confined to
peninsular India. The transplanting method uses seedlings grown in seed beds for four weeks. It
requires abundant supply of labour and water but gives higher yields.

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 9. Coffee is a tropical plant. It is the second most popular beverage crop of India, the first being tea.
Coffee plant was first introduced in India by a Muslim Fakir called Bababudan Sahib. He brought
some seeds of coffee from Mecca during the 17th century. He planted them in the Chandragiri
hills presently in the Chikmagalur district. The cultivation of coffee crop started in the 19th
century on a large scale. Gradually it spread to Tamil Nadu, Kerala and other parts of our
country.

10. The energy is the primary input in the production of goods and services. The wheels of progress
move with the flow of energy. On the basis of their nature, the sources of energy are of two
types: conventional and non-conventional. Coal, petroleum, natural gas and electricity are the
conventional energy sources. These are limited and exhaustible in nature. The sun, wind, tides,
geothermal energy and bio-gas are the sources of non-conventional energy. These sources are
renewable in nature.

Sources of Energy

non-conventional
1
Ex:
Ex: in nature
in nature
2 5
8
exhaustible

3 wind

Natural gas 6

4 geothermal power

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 LETTER WRITING: 5 marks
The job application format has 2 parts:
1. Covering letter
2. Resume

Part -1: Covering Letter

1. Sender’s Address
2. Date:
3. Receiver’s Address
4. Salutation:
5. Sub:
6. Reference:
7. Body of the letter
8. Thank you
9. Yours Faithfully
10. Signature
11. ( NAME)
12. ENCL:

XXXX
YYYY

12 March 2024 (present date)

Receiver’s address

Sir/Madam
Sub: Applying for the post of ________.
Ref: Your advertisement that appeared in (newspaper), dated ______.

In response to your advertisement, I wish to apply for the post of_____.

I have passed my ( qualification asked) with first class. I have computer knowledge with
communication skills. I am fluent in English, Kannada, and Hindi. Besides, I have 2 years of
experience as _____.
I have enclosed my resume with this application. I assure to serve the best of my abilities. I hope it
will meet your requirements.

Thank you

Yours faithfully
Xxxx
(XXXX)
Encl: Resume

Part-2: Resume
1. Name:
2. Father’s Name:
3. Date Of Birth:
4. Permanent Address:
5. Nationality:
6. Knowledge of Language:
7. Educational Qualification:

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 8. Additional Qualification:
9. Experience:
10. Hobbies/Passion/Other Interests:
11. Date:
12. Place:
13. Signature
Xxxx

Resume
Name: XXXX
Father’s Name: AAA
Date of Birth: DD/MM/YY
Permanent Address:
Nationality: Indian
Knowledge of language: Kannada, English, and Hindi.

Educational Qualification:
Name of the Exam Board/ University Subject Marks scored
M.A/ M. Com/ M.SE (any) University 6+ First class
B.A/B.COM/ B.SE (any) University 6+ First class
PUC KPUED 6 Distinction
SSLC/CBSE/ICSE KSSEB 6 Distinction

Additional Qualification: Knowledge of computer and communication skills.

Experience: 2 years as_______ at______.
Passion/ Hobbies: Reading concerned sports, dance, etc…
Place:
Date: sd.
XXXX
(XXXX)

1. Write a letter of application in response to the following advertisement which appeared in the
‘The Deccan Herald’ dated 10 November 2024
NOTE: Write XXXX for name and YYYY Yfor address.

WANTED
High School Teachers to teach English, Maths, and Kannada
Applicants should be trained graduates and should be able to teach in both Kannada
and English medium.
Apply within 15 days to The Secretary
Sagar Education Trust
Vinobha Road,
Shivaram Pet
Mysore – 1

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 2. Write a letter of application in response to the following advertisement which appeared in ‘The
Indian Express’ dated 15 September 2024.
[Write XXXX For Name and YYYY For address].

WANTED
First Division Assistants
Qualifications: BCom. Should know both Kannada and
English typewriting. Good knowledge
of computers is required.
Apply immediately to:
The Manager
Laxmi Finance Company
No. 166, Chennamma Circle
Belagavi – 583421

3. Write a letter of application in response to the following advertisement which appeared in the
paper " The Hindu" dated 1 March 2024
[Write XXXX For Name and YYYY For address].

WANTED
JOB: Computer Operator
Qualification: Any Degree, Kannada and English
typing, Excel, word, etc.,
Apply to:
The Manger
Nidhima Finance Private Limited
VISHWA COMPLEX
Plot no. 1176 Bhavesh Nagar
Bangalore .500001

4. Write a letter of application in response to the following advertisement which appeared in "The
Hindu" dated 9th October 2024.
[Write XXX X for name and YYYY for address]

WANTED
RECEPTIONIST
Qualification: Any degree with 50% and above.
Knowledge of Computer is a must.
Communication skills in English and other
local languages are also a must.
Apply within a week to:
THE CO-ORDINATOR [HRD]
NIGHTINGALE HOSPITALS
ARMY BLOCK HSR LAYOUT,
BANGALORE-55

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 5. Write a letter of application in response to the following advertisement which appeared in ‘The
Deccan Herald’, dated 10, JULY 2024. Apollo Hospitals.
Write XXXX for NAME and YYYY for ADDRESS.

Require:
STAFF NURSES
Qualification: B.Sc. / Diploma in General Nursing
Fluency in English and the local language is essential,
Send in applications within 7 days to:
The Managing Director
Apollo Hospitals (Personnel Department)
No. 29, Gokul Road
Huballi - 580115

6. Write a letter of application in response to the following advertisement which appeared in "The
Hindu" dated 9th October 2024.
[Write XXXX for name and YYYY for address]

WANTED
COMMERCIAL ASSISTANTS
Qualification: B. Com., Should know both
English and Kannada Typewriting.
A good knowledge of computers is required.
Apply to: The Personnel Manager
Laxmi Finance Company,
No. 166, Dr. Rajkumar Road
Rajaji Nagar,
Bangalore.

7. Write a letter of application in response to the following advertisement which appeared in "The
Indian Express" dated 25th September 2024.
[Write XXXX for name and YYYY for address].

WANTED
H.R. Managers
Qualification: MBA Fluency in Kannada and English is a must.
Basic computer skills are required.
Apply to: The Managing Director
Jindal Foundation
Bengaluru- 02

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 POETRY COMPREHENSION
1. The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveller. Long I stood
And looked down one as far as I could,

To where it bent in the undergrowth:

Then took the other as just as fair
And having perhaps the better claim;
Because it was grassy and wanted wear
Though as for that the passing there
Had worn them really about the same.

And both that morning equally lay

In leaves no step had trodden black,
Oh, I kept the first for another day,
Yet knowing how way lends on to way
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence
Two roads diverged in a wood, and I,
I took the one less travelled by,
And that has made all the difference.
a. Why did the speaker choose the other road?
The speaker chose the other road because it looked less worn and more inviting.
b. What did the speaker do at the place where two roads diverged?
At the place where the two roads split, the speaker looked down one road and then chose the
other after thinking for a while.
c. Where did two roads diverge?
The two roads diverged in a yellow wood, indicating that it was autumn, as the leaves had
turned yellow.
d. What made the difference to the speaker?
The speaker thinks that choosing the less travelled road made a big difference in their life.
e. In the statement "I kept the first for another day," what does the word ‘first’ refer to?
i. Wood ii. Road iii. day iii. Walk
The word "first" refers to the first road the speaker considered taking but ultimately did not
choose.
Correct option: ii. Road
f. What time of the day is indicated in the given poem?
The poem suggests it was morning because the leaves on both roads were still fresh and
undisturbed.
g. Who took the road that was less travelled by?
The speaker took the road that was less travelled.
h. How will the speaker say after some ages?

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 The speaker expects to look back on this choice with a sigh, reflecting on how it has
significantly affected their life.
i. The antonym for ‘less’ is …………………
The antonym for "less" is "more."
2. Home They Brought Her Warrior Dead
by Alfred Tennyson

Home they brought her warrior dead:

She nor swoon'd nor utter'd cry:
All her maidens, watching, said,
"She must weep or she will die."

Then they praised him, soft and low,

Call'd him worthy to be loved,
Truest friend and noblest foe;
Yet she neither spoke nor moved.

Stole a maiden from her place,

Lightly to the warrior stepped,
Took the face-cloth from the face;
Yet she neither moved nor wept.

Rose a nurse of ninety years,

Set his child upon her knee—
Like summer tempest came her tears—
"Sweet my child, I live for thee."
a. How did the warrior's wife react when her husband was brought dead?
She did not faint or cry and remained still.
b. How did the warrior’s wife react when she saw the face of her husband?
She neither moved nor wept.
c. What did the maidens say looking at the warrior’s wife?
They said she must weep or she would die.
d. Where was the warrior brought dead?
He was brought home.
e. How old was the nurse?
The nurse was ninety years old.
f. What did the warrior’s wife say at last?
The warrior’s wife did not speak; instead, her tears came as she looked at her child.
g. What are the warrior’s wife’s tears compared to?
The warrior’s wife’s tears are compared to a summer tempest.
h. Which word in the poem is the antonym of ‘friend’?
The antonym of ‘friend’ in the poem is ‘foe.’
i. Complete the analogy: low : foe:: cry : _______
The answer is ‘weep.’

3. Reverie of the Poor Susan

By William Wordsworth
At the corner of Wood Street, when daylight appears,
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 Hangs a Thrush that sings loud, it has sung for three years:
Poor Susan has passed by the spot, and has heard
In the silence of morning the song of the Bird.

'Tis a note of enchantment; what ails her? She sees

A mountain ascending, a vision of trees;
Bright volumes of vapour through Lothbury glide,
And a river flows on through the vale of Cheapside.

Green pastures she views in the midst of the dale,

Down which she so often has tripped with her pail;
And a single small cottage, a nest like a dove's,
The one only dwelling on earth that she loves.

She looks, and her heart is in heaven: but they fade,

The mist and the river, the hill and the shade:
The stream will not flow, and the hill will not rise,
And the colours have all passed away from her eyes!

a) Name any one of the birds mentioned in the poem

Thrush
b) Where does the river flow?
The river flows through the valley of Cheapside.

c) Which phrase in the poem also means that Poor Susan is not alive?

"Her heart is in heaven"

d) What time of the day is mentioned in the poem?
Morning
e) What is compared to a nest in the poem?
A single small cottage
f) What does Susan carry when she goes down the green pastures?
She carries a pail.
g) Choose the odd combination out:
i. Mountain and hill
ii. Vapour and mist
iii. River and stream
iv. Earth and morning
iv. Earth and morning
h) Complete the analogy: sees : trees : : ______ : shade
Looks
i) What is the antonym of ‘noise’ used in the poem?

Silence

4. The Human Seasons By John Keats

Four Seasons fill the measure of the year;
There are four seasons in the mind of man:
He has his lusty Spring, when fancy clear

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 Takes in all beauty with an easy span:
He has his Summer, when luxuriously
Spring's honied cud of youthful thought he loves
To ruminate, and by such dreaming high
Is nearest unto heaven: quiet coves
His soul has in its Autumn, when his wings
He furleth close; contented so to look
On mists in idleness—to let fair things
Pass by unheeded as a threshold brook.
He has his Winter too of pale misfeature,
Or else he would forego his mortal nature.

a) How many seasons are mentioned in the poem?

Four seasons
b) How does the poet describe the "spring" of the mind?
As a time when the mind is clear and takes in all beauty easily.
c) Why is summer special according to the poem?
Because it is a time of luxuriant dreaming and being closest to heaven.
d) How does the poet describe the mental state during summer?
As one of high, luxurious dreaming and ruminating on youthful thoughts.
e) What is the state of the soul during autumn according to the poem?
The soul is content and idle, letting things pass by unheeded.
f) How does the poet describe the "winter" of the mind?
As a time of pale misfeature and a state that signifies a foregone mortal nature.
g) What does the poet mean by "quiet coves" in autumn?
Places of peaceful, idle reflection where the soul rests.
h) What does the poet suggest about the necessity of winter in human life?
That winter is necessary as it completes the cycle of human experience and nature.
i)What does the poet imply about the connection between the natural seasons and the mind
of man?
The poet implies that the mind of man mirrors the natural seasons in its cyclical changes.

5. The Bangle Sellers- Sarojini Naidu

Bangle sellers are we who bear
Our shining loads to the temple fair...
Who will buy these delicate, bright
Rainbow-tinted circles of light?
Lustrous tokens of radiant lives,
For happy daughters and happy wives.

Some are meet for a maiden's wrist,

Silver and blue as the mountain mist,
Some are flushed like the buds that dream
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 On the tranquil brow of a woodland stream,
Some are aglow with the bloom that cleaves
To the limpid glory of new born leaves

Some are like fields of sunlit corn,

Meet for a bride on her bridal morn,
Some, like the flame of her marriage fire,
Or, rich with the hue of her heart's desire,
Tinkling, luminous, tender, and clear,
Like her bridal laughter and bridal tear.

Some are purple and gold flecked grey

For she who has journeyed through life midway,
Whose hands have cherished, whose love has blest,
And cradled fair sons on her faithful breast,
And serves her household in fruitful pride,
And worships the gods at her husband's side.

a) Who are the main characters in the poem?

The bangle sellers.
b) What do the bangle sellers carry to the temple fair?
They carry shining, delicate bangles.
c) How does the poem describe the bangles?
The bangles are described as delicate, bright, and rainbow-tinted circles of light.
d) What colors are mentioned in relation to the bangles for a maiden?
Silver and blue.
e) What natural imagery is used to describe some of the bangles?
Images of mountain mist, woodland streams, new-born leaves, and sunlit corn.
f) Which occasion are the bangles associated with for a bride?
The bangles are associated with a bride's wedding day.
g) How does the poem depict the emotions of a bride on her wedding day?
The bangles reflect her bridal laughter and tears, symbolizing joy and emotional depth.
h) What do the bangles symbolize for women at different stages of life?
They symbolize various stages of life, from youth and marriage to mid-life and maturity.
i) How does the poem describe a woman who has journeyed through life midway?
She is depicted as having cherished and blessed, serving her household with pride, and
worshipping together with her husband.

*********** ************ ***********

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 SPEECH WRITING
1. Imagine that you are required to speak on the occasion of Independence Day on ‘Integrity and
Development’. Using the hints given below, write a speech in about 100 words.
▪ Importance of unity and integrity
▪ Integrity: social and cultural dimensions
▪ Threats to unity and integrity – obstacle to development
▪ Measures to be taken to preserve unity in diversity
▪ Inclusive development – need of the hour

Good morning, everyone,

Today, on Independence Day, I would like to speak about "Integrity and Development." As we
celebrate our freedom, it's important to remember the values that make our nation strong. Unity
and integrity are essential for our progress.

Integrity means being honest and fair in all our actions. It is important in both our social and cultural
lives. We build a stronger and more united society when we respect each other's differences.
However, there are threats to our unity, like discrimination, corruption, and intolerance. These are
obstacles to our development because they divide us and prevent us from growing together.

To maintain our unity in diversity, we must work towards understanding and respecting each other.
Promoting education that teaches these values is crucial. We must also ensure that development
is inclusive, meaning that all parts of society benefit from progress. This is the need of the hour.

In conclusion, for our country to develop, we must uphold integrity and work together. Let’s
commit to these values for a brighter and more prosperous future for all.

Thank you, and Jai Hind!

2. Imagine that you are the president of your college union. You must deliver a speech on Gandhiji
on Gandhi Jayanti Day. Prepare a speech of about 100 words, based on the points given below.
Gandhiji - greatest Indian of the 20th century- leadership of the freedom movement – weapons –
truth
and non-violence- led simple life –fought for social and economic equality – relevance of
Gandhism - in an age of consumerism and globalization.
Good morning, everyone,
Today, on Gandhi Jayanti, we honor Mahatma Gandhi, the greatest Indian of the 20th century.
Gandhiji led our freedom movement with the powerful weapons of truth and non-violence. He
inspired millions with his simple life and unwavering dedication to justice and equality. Gandhiji
not only fought for India's independence but also advocated for social and economic equality for
all, regardless of caste, creed, or religion.
In today’s world of consumerism and globalization, Gandhian values remain incredibly relevant. His
teachings of simplicity, non-violence, and truth remind us to live with integrity and compassion,
valuing people over material possessions. As we face new challenges, let us draw inspiration from
Gandhiji’s principles and strive to build a more just, peaceful, and inclusive society.

Let us commit to carrying forward his legacy in our daily lives.

Thank you, and Jai Hind!

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3. Imagine that you have been invited by a local science club to speak on superstitions. Prepare a
speech in about 100 words based on the points given below.
▪ Traditional beliefs – irrational feeble minds
▪ fear – ignorance – illiteracy – lack of scientific attitude
▪ Common beliefs – cat crossing one’s path – the presence of owls in the courtyard.
▪ Measures to eradicate – scientific clarifications – creating awareness – literacy drive

Good evening, everyone,

Today, I want to talk about superstitions, which are traditional beliefs that often stem from
irrational fears and feeble minds. These beliefs thrive on fear, ignorance, illiteracy, and a lack of
scientific thinking. For example, many people believe that a cat crossing one’s path brings bad luck
or that an owl in the courtyard is a sign of impending doom. These superstitions have no scientific
basis and can prevent us from thinking logically and making informed decisions.

To eradicate these beliefs, we must promote scientific reasoning and critical thinking in our
communities. Educating people about the facts and providing scientific explanations for natural
occurrences is crucial. We should also create awareness campaigns and literacy drives to reach
more people and encourage a culture of questioning and understanding. By fostering a scientific
attitude, we can help people overcome these unfounded fears and build a more rational,
enlightened society.

Let’s work together to break free from the chains of superstition and embrace knowledge and
reason.

Thank you.

4. You have invited the District Superintendent of Police as the Chief Guest for your College Day
program. As the secretary of the College Union, you have to introduce the guests at the
function. Using the details given below, write a speech in 100 words.
Name: Sheela Patil
Birth Place: Gulbarga
Educational
Qualification: M.A from Gulbarga University -I.P.S. – 2005 Batch
Profile: Started career as a lecturer - passed IPS - posted as DSP to Haveri –
nightmare to anti-social elements – known for courage and honesty -
Now SP in your district

Good evening, everyone,

It is my privilege to introduce our esteemed Chief Guest for today’s College Day program, District
Superintendent of Police, Ms. Sheela Patil. Born in Gulbarga, Ms. Patil is a distinguished officer who
holds a Master's degree in Arts from Gulbarga University. She began her career as a lecturer, but
her passion for public service led her to join the Indian Police Service, passing the IPS exam in the
2005 batch. Her first posting as DSP in Haveri showcased her remarkable courage and honesty,
making her a nightmare for anti-social elements. Today, as the SP of our district, Ms. Patil continues
to serve with unwavering dedication, ensuring safety and justice for all. Her leadership and integrity
are truly inspiring.

We are honored to have her with us today. Please join me in welcoming Ms. Sheela Patil to our
program.

Thank you.
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5. Your college is celebrating ‘Karnataka Rajyotsav’. You are asked to speak on this occasion.
Write a speech in about 100 words. Your speech should include the following points:
▪ Kannada-speaking people
▪ after independence
▪ under several provinces
▪ Struggle for unification
▪ A linguistic province called Mysore State was formed in 1956
▪ Renamed Karnataka - 1973
▪ Present day status: hub of IT industries, tourist attractions

Good morning, everyone,

Today, we come together to celebrate Karnataka Rajyotsav, a momentous occasion in our state’s
history. Before independence, Kannada-speaking people lived across several provinces, often
divided by political boundaries. The struggle for unification was a significant and courageous effort.
In 1956, the Linguistic Province of Mysore was formed, bringing together Kannada-speaking regions
under one banner. This province was renamed Karnataka in 1973, marking a new era of unity and
identity.

Today, Karnataka is a shining example of progress and innovation. It is a hub of IT industries,

contributing significantly to technological advancements, and is renowned for its diverse and
captivating tourist attractions. As we celebrate this day, let us honor our past, embrace our present
achievements, and work towards an even more prosperous future for our state.

Thank you.

6. Imagine you have been asked to deliver a speech on Dr. B. R. Ambedkar on the occasion of the
celebration of ‘Ambedkar Jayanti’ in your locality. Prepare a speech of about 100 words based
on the points given below :

Dr. B. R. Ambedkar – architect of the Indian Constitution - born 14th April 1891 – sought Maharaj
of Baroda’s help — went to USA — higher studies at Columbia - London School of Economics - got
M.Sc, D.Sc. - voracious reader — wrote articles on many topics—journalist—reformer — fought
for equality —awarded Bharat Ratna — passed away in 1956.

Good evening, everyone,

Today, we celebrate Ambedkar Jayanti to honor Dr. B. R. Ambedkar, the architect of our Indian
Constitution. Born on April 14, 1891, Dr. Ambedkar’s journey from humble beginnings to becoming
a key figure in shaping our nation’s laws is truly inspiring. With the support of the Maharaja of
Baroda, he pursued higher studies in the USA at Columbia University and later at the London School
of Economics, earning his M.Sc. and D.Sc.

A voracious reader and prolific writer, Dr. Ambedkar was also a journalist and a reformer dedicated
to fighting for equality and social justice. His contributions earned him the Bharat Ratna, and his
legacy continues to influence our society. He passed away in 1956, but his vision for a just and
equitable society remains a guiding light for us all.

Let us remember and celebrate his remarkable life and enduring impact.

Thank you.

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7. You are the general secretary of your college cultural association. You have invited a musician to
inaugurate the college cultural fest. Based on the artist’s details given below, write a speech of
introduction in 100 words.
Name: Prasannakumar
Birth Place: Sirsi (Uttar Kannada)
Profile: born into a poor family – school dropout -had a great passion for music – went to
Mumbai – worked as a laborer – found music teacher – put in vigorous practice
– now famous all over the country – Rajyotsav awardee

Good evening, everyone,

It is my great honor to introduce our distinguished guest for the inauguration of our college cultural
fest, the acclaimed musician Prasannakumar. Born in Sirsi, Uttar Kannada, into a humble family,
Prasannakumar’s story is one of remarkable perseverance and dedication. Despite dropping out of
school and working as a laborer in Mumbai, his deep passion for music drove him to seek out a
mentor and devote himself to intensive practice. His hard work and talent have earned him national
recognition and the prestigious Rajyotsav Award.

Today, as we celebrate our cultural fest, we are privileged to have him with us. His journey from
humble beginnings to becoming a celebrated musician is truly inspiring and a reminder of the
power of determination and passion.

Please join me in giving a warm welcome to Prasannakumar.

Thank you.

8. You are celebrating ‘World Environment Day’ under the auspices of your college Eco Club. The
chief guest of the function is a rustic man who has played a vital role in the conservation of
nature. His profile is given below. Based on the details, write a speech of 100 words that
introduces the guest.
Name: Hanumantappa
Profile: born in a small village – frequently drought-hit -poor family – no schooling – worked as
cattle herder – had a love for trees – planted saplings on the slope of a hill – took
care – in course of time – a large area covered with trees – groundwater increased –
now tourist attraction

Good morning, everyone,

It is my great honor to introduce our distinguished guest for World Environment Day, Mr.
Hanumantappa. Born in a small, drought-stricken village and coming from a poor family, Mr.
Hanumantappa had no formal schooling and worked as a cattle herder. Despite these hardships,
his profound love for trees and nature inspired him to take action. He began by planting saplings
on a hill slope and diligently cared for them. His efforts gradually transformed a barren area into a
lush, green landscape, which has not only increased groundwater levels but has also become a
popular tourist attraction.

Mr. Hanumantappa’s story is a testament to the impact that one person’s dedication and love for
nature can have. His remarkable achievements remind us that even the smallest actions can lead
to significant environmental changes.

Please join me in giving a warm welcome to Mr. Hanumantappa.

Thank you.

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9. Imagine that you are celebrating ‘International Women’s Day’ and you are required to speak on
the occasion. Using the hints given below, write a speech in 100 words.
▪ Women empowerment
▪ Importance of education
▪ Eradication of the dowry system
▪ Ensuring safety at workplaces
▪ Treating women with respect
▪ Gender equality

Good morning, everyone,

Today, on International Women’s Day, we come together to celebrate the strength, resilience, and
achievements of women around the world. Women's empowerment is crucial for the progress of
society, and education is a powerful tool for achieving this. By providing equal access to education,
we equip women with the skills and opportunities to succeed. It is also vital to eradicate the dowry
system, which undermines women’s dignity and potential. Ensuring safety at workplaces and
treating women with respect are fundamental to fostering an inclusive environment. Gender
equality is not just a goal but a necessity for a just society.

Let us honor this day by reflecting on our role in supporting and advancing these values. Together,
we can build a world where every woman is empowered, respected, and given equal opportunities
to thrive.

Thank you.

10. You have invited the Chief Executive Officer of Zilla Panchayat as the Chief Guest for your
College's Annual Day program. As the secretary of the Student Union, you have to introduce the
guest at the function. Write a speech in 100 words using the details given below.
Name: Kiran Shetty
Birth Place: Kundapur
Educational Qualification: M.Com from Mysore University -I.A.S. – 2011 Batch
Profile: Started career as an accountant in a private company - passed IAS - posted as CEO to
Gulbarga – implemented several developmental schemes – eliminated rural
unemployment – effectively managed drought condition - Now ZP CEO in your District

Good evening, everyone,

It is my great pleasure to introduce our Chief Guest for the College Annual Day, Mr. Kiran Shetty.
Born in Kundapur, Mr. Shetty earned his M.Com from Mysore University and entered the Indian
Administrative Service in the 2011 batch. He began his career as an accountant in a private
company before passing the IAS exams. His exceptional skills were showcased during his tenure as
CEO of Gulbarga, where he implemented several developmental schemes, tackled rural
unemployment, and managed drought conditions effectively.

Currently, he serves as the CEO of the Zilla Panchayat in our district, where his leadership continues
to drive progress and positive change. His commitment to public service and his remarkable
achievements make him an exemplary figure for us all.

We are honored to have him with us today. Please join me in giving a warm welcome to Mr. Kiran
Shetty.

Thank you.

********** ********** **********

VNPUC DEPARTMENT OF ENGLISH Page 145

 REPORT WRITING 5 MARKS
1. A survey was conducted on software job locations in India and the results are shown in the
following pie chart. Using the data, write a report in about 120 words.

Job Location

19% Bengaluru
30% Delhi
Mumbai
11%
Ahmedabad

12% Chennai
17%
11% Hyderabad

2. The following bar graph represents data regarding X standard students’ preference of
subjects. Based on the information, write a report in 120 words.

Chart Title
80%
70%
60%
50%
40%
30%
20%
10%
0%
Maths Science Social Studies English Kannada Hindi Physical
Education

Series 1 Column1 Column2

VNPUC DEPARTMENT OF ENGLISH Page 146

 3. The pie chart given below represents the percentage of time spent by students on an
average in a day for several activities. Based on the information, write a report in 120 words.

Time

8%
8% 25% At college
Sleeping
With friends
17%
Watching TV
Home work
25% Misc.Activities
17%

4. The bar graph given below shows information regarding the factors that affect performance of
employees working in an IT company. The employees fall under two age groups viz. 20-35 and 30-50

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
Team Spirit Working Job Security Promotion Monetary Benefits
Environment

20-35 35-50 Column1

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5. The following line graph represents gender wise population (in lakh) of selected districts of
Karnataka. Use the information to write a report in 100 words.

60

50 50.2
46

40

30

20
14.5 15.1
12 12.4 11.5 12
10 10.5 10
8 8.7

0
Haveri Shimoga Bellary Gulbarga Mysore Banglore

Female Male

VNPUC DEPARTMENT OF ENGLISH Page 148