Solutions To POW Eng IX 1st Term PDF

Base
d on
CCE
Solutions to
Me ‘n’ Mine
English
COMMUNICATIVE
PULLOUT WORKSHEETS
FOR CLASS IX
First Term
By
Dr. M.M. Sharma
M.A., Ph.D.
New Saraswati House (India) Pvt. Ltd.

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CONTENTS
SECTION A—READING A Dog Named Duke
Unseen Passages  Worksheets 78 to 82............................ 34–37

 Worksheets 1 to 20.................................. 3–8
JUST A MINUTE: A Dog Named Duke
Formative Assessment  Worksheet 83............................................ 38

 Worksheets 21 to 23.............................. 8–10
Poetry
SECTION B—WRITING & GRAMMAR The Brook
Writing  Worksheets 84 to 87............................ 38–40

Writing a Diary GROUP DISCUSSION: The Brook
 Worksheets 24 to 26............................ 11–12
 Worksheet 88...................................... 40–41

Article Writing The Road Not Taken
 Worksheets 27 to 29............................ 12–13
 Worksheets 89 to 91............................ 41–43

Story Writing GROUP DISCUSSION: The Road Not Taken
 Worksheets 30 to 32............................. 14-15
 Worksheet 92............................................ 43

Formative Assessment The Solitary Reaper
 Worksheets 33 to 40............................ 15–21
 Worksheets 93–96............................... 44–46

Grammar APPRECIATION OF THE THEME:
Filling Blanks with Suitable Words The Solitary Reaper
 Worksheets 41 to 43.................................. 22
 Worksheet 97............................................ 46

Editing: Detecting & Correcting Errors Lord Ullin’s Daughter
 Worksheets 44 to 49............................ 22–23
 Worksheets 98–102............................. 46–49

Omission: Supplying Missing Word
APPRECIATION OF THE THEME:
 Worksheets 50 to 55............................ 23–25

Lord Ullins’s Daughter
Sentence Reordering
 Worksheet 103.................................... 49–50

 Worksheets 56 to 59............................ 25–26

Drama
Sentence Transformation
Villa for Sale
 Worksheet 60 to 61............................. 26–27

 Worksheets 104–109........................... 50–54

Formative Assessment
DRAMATISATION/ROLE-PLAY:
 Worksheets 62 to 71............................ 27–30

Villa for Sale
SECTION C—LITERATURE TEXTBOOK
 Worksheet 110..................................... 54-55

& LONG READING TEXT
Novels
Fiction
Gulliver’s Travels
How I Taught My Grandmother to Read
 Worksheets 111 to 119........................ 55–58

 Worksheets 72 to 76............................ 31–34

Three Men in a Boat
ROLE-PLAY:
 Worksheets 120 to 125........................ 58–60

How I Taught My Grandmother to Read
 Worksheet 77............................................ 34
• 5 PRACTICE PAPERS ....................... 61–80
-2-
A READING
SUMMATIVE ASSESSMENTS
UNSEEN PASSAGES
WORKSHEET–1
1. 1. (a) Sooty smoke was considered beneficial once because it was believed to counteract the
effects of other kinds of pollution.
(b) It acted by screening the planet from the sun’s rays.
(c) Scientists think that it can worsen global warming.
(d) Thick haze was observed over Indian ocean.
(e) Haze sometimes act against the general notion and cloud cover could be sparse.
(f) It was found that sun would heat up the cloud cover.
(g) Clouds keep the earth cool by bouncing back solar radiation.
(h) The haze does not always cause clouds to burn off because of weather conditions.
WORKSHEET–2
1. 1. (a) The successful completion of Garonne Bridge gave a boost to Gustave’s confidence and
enthusiasm and he embarked on difficult projects in future.
(b) It was a challenge because it was to be constructed over rushing Douro river. The bridge
was to be constructed above 200 feet with a span length of 500 feet.
(c) Eiffel Tower is a masterpiece as it rises 300 metres from a base which is 101 sq metre.
It has restaurants, a weather station and also has space for conducting experiments.
(d) Gustave’s experiments in aerodynamics made it possible for future engineers to study
the effects of air pressure on buildings so that sturdy structures could be made possible.
2. (a) prosperous (b) pylons (c) resentment (d) Aerodynamics
WORKSHEET–3
1. 1. (a) Kalesar Reserve forest is only one of its kind in Haryana.
(b) Kalesar Reserve forest is situated in Yamunanagar district in Haryana.
(c) Lack of funds from Centre is the cause of suffering of the national park.
(d) Wildlife census of 2004 reveals that many wildlife fauna such as boars, sambhars, etc.
can be found in the forest.
(e) Wildlife Institute of India is situated in Dehradun.
(f) Kalesar forest is home to many flora such as Khair, Seesham, Jhingan and Sal.
(g) The state govt. has provided eight watering holes to check straying of wildlife fauna.
(h) The special courts have been set up at Kurukshetra and Faridabad.
WORKSHEET–4
1. 1. (a) Indoor pollution affects our health as the level of carbon-dioxide is found to be higher
than outside. Burning sensation in the eyes, drowsiness and tiredness are its symptoms.
1ST T E R M S O L U T I O N S 3
(b) TERI findings are that indoor pollution can be as toxic as the quality of air outside.
(c) Lack of certain restrictions such as smoking in office premises, which is closed due to
air conditioning, can worsen the situation for non-smokers.
(d) Occupational hazards mean hazards due to one’s profession where such dangers lurk
around.
2. (a) acute (b) fatigue (c) infrastructure (d) restrictions
WORKSHEET–5
1. 1. (a) To improve insulin function one must cut down all artificial foods.
(b) Butter, ghee, oils and fried foods should be avoided.
(c) Poly-unsaturated oil, like sunflower oil, mono-unsaturated oil such as olive oil is
recommended by the author.
(d) Karela, methi seeds, neem, jamun fruits are the herbs which improve insulin response.
(e) Garlic lowers blood sugar and decreases cholesterol.
(f) High fibre diet is the cornerstone of the treatment of most of the diseases.
(g) Potassium can be found in vegetable broths and raw, sprouted peanuts.
(h) Black channa, legumes, buttermilk, turmeric and amla are low sugar/glycerin index
diets.
WORKSHEET–6
1. 1. (a) The special children referred to here are children with disabilities such as psychological
disorders.
(b) Education is important for such children as, without education, they become a burden
on their families as well as on the society.
(c) Factors responsible for hindering the path of education for such children are lack of
opportunities or facilities in schools and apathy of the parents towards special children.
(d) Meagre resources in the form of some schools for special children can not ameliorate
the lot of these children. There is urgent need to strike at the root of this malaise.
2. (a) segregated (b) motivation (c) discrimination (d) mould
WORKSHEET–7
1. 1. (a) Water is vital to human health and fitness because it is a key nutrient as no life is
possible without it.
(b) It is called a key nutrient because we cannot live longer than a couple of days.
(c) As water approximates 60% of the body weight, it is an ideal constituent of the body
fluids.
(d) Water dissolves varried products of digestion and transports them to various parts of
the body.
(e) By dissipating (distributing) the body heat efficiently, water regulates body temperature.
(f) High specific heat implies that it takes a lot of heat to raise the temperature of water.
(g) Water-therapy means drinking enough water to treat body ailments.
(h) Hypothalamous regulates water in our body by creating the sensation of thirst and by
controlling the excretion of water in the form of urine.
4 E N G L I S H C O M M U N I C A T I V E – IX
WORKSHEET–8
1. 1. (a) The use of various drugs and addictive substances has affected innocent young lives
and it creates many social ails.
(b) The majority of drug edicts are the young students, unemployed rural and urban youths.
(c) The effects of prolonged use of addictive drugs severely affects the personality of the
addict. They become a nuisance to their families and the society. They succumb to the
path of crimes.
(d) The desire to gain materialistic benefits has led us to loose our cherished goals. There
is a complete administrative, moral and social failure.
2. (a) menace (b) callous (c) degenerated (d) scam
WORKSHEET–9
1. 1. (a) TV watching is one of the main reasons for children being overweight.
(b) A test involving the eating and TV-watching led to the establishment of the fact.
(c) Seven percent loss was more in case of the children who watched TV.
(d) Parents tend to ignore the fact that how much time their children spent on watching
TV.
(e) According to the doctors the recommended duration of TV-watching is one or two hours
per day.
(f) The more the TV children watch, the more they tend to eat things advertised on it and
thus overweight is related to TV.
(g) TV is strictly forbidden in the bedrooms of children.
(h) Parents can encourage their children by allowing them half an hour of TV watching
for every hour spent playing outdoors.
WORKSHEET–10
1. 1. (a) The causes of chest ailments are malnutrition, overcrowding and poverty. The increasing
population has squeezed the space for mankind.
(b) Urbanisation has reduced the place for habitation and it has led to the vulnerability of
the population and decrease in the level of immunity. Urbanisation has also increased
the level of pollution, a change in lifestyle and food habits.
(c) People from hills are vulnerable because they have very low immunity due to unpolluted
atmosphere of the hills. When they migrate to urban centres they catch diseases very
rapidly.
(d) As asthma is caused by organic irritants like fungus and house mites and not by
pollution, one should avoid these elements. Genetics too plays a vital role and so two
asthmatic patients should never get married.
2. (a) malnutrition (b) lucrative (c) immunity (d) specific
WORKSHEET–11
1. 1. (a) Marcus got the idea of being deaf because it would make his life easy. Marcus was a
lazy dog who did not want to exert himself unnecessarily.
(b) The author was shocked to learn Marcus’s condition because the previous day Marcus
was perfectly alright and there was no sign of his being deaf.
(c) When the author realised that Marcus was faking his deafness he decided to go silent
before Marcus. When Marcus was about, they went through a process of speaking
without saying a word.
(d) The author did succeed in his plan as Marcus got puzzled by their acts. He would stare
painfully in their eyes to show his concern. Marcus had started believing that he had
become deaf.
2. (a) pretend (b) scrap (c) hurtled (d) gulped
WORKSHEET–12
1. 1. (a) Intensive farming, degradation of natural resources, overexploitation of surface and
ground water are damaging soil fertility.
(b) Mono-culture of paddy-wheat crop results in the depletion of organic content and micro-
nutrients in the soil and therefore, Atlas warns against it.
(c) To achieve sustainable food security, crop diversity is a necessity. Also leguminous
crops should be introduced in cropping cycle.
(d) Pressure on natural resources can be relieved by providing non-farm employment to
rural population. Strict control of commercial activities like mining, felling of trees,
submerging of forests by dams is also required to relieve pressure.
2. (a) redeem (b) sustainable (c) replenish (d) integrated
WORKSHEET–13
1. 1. (a) The young liftman was fined because he had thrown a passenger out of the lift.
(b) The liftman demanded a little courtesy of ‘please’ from the passenger.
(c) Law can be enforced while social practice needs to be obeyed.
(d) First requirement of civility is that we should acknowledge a service.
(e) These are important because they make our lives sweet.
(f) The author blames the war as it had snapped the civility out of their lives.
(g) The policeman and law is necessary to keep social order intact.
(h) Victory over oneself counts.
WORKSHEET–14
1. 1. (a) Dowry related violence and murderous attack on woman has increased due to
consumarism which inflates expectations and demands.
(b) Indian society has lost its right to call itself civilized because the society at large indulges
in female foeticide and burning of its women.
(c) Women’s campaign against dowry has not yielded the desired results because it is the
women who perpetrate these crimes.
(d) Evil of dowry can be dealt effectively if grooms stand up to their family members in
refusing to take dowry from the bride’s family. The sons should be inculcated the right
values and attitudes towards women.
2. (a) corresponding (b) ostentatious (c) onus (d) mobilised
WORKSHEET–15
1. 1. (a) Suspension bridge is built on the river Indus.
(b) It looks like a circus tent because it is covered with prayer flags of every colour.
(c) According to the driver the river would get angry if there were no flags.
(d) The driver prays because the bridge is holy to him.
(e) Timeless objects of Ladakh are the mountains which look like stupas.
(f) When the heat increases, the colour of stones change.
(g) While resting on the top of mountain pass the author found a deserted shephard’s hut.
(h) It shows the deep faith of the common Ladakhi in the Buddha.
WORKSHEET–16
1. 1. (a) A listener can be tempted to remember what you have said if you think before you talk,
know your message and get to the point quickly.
(b) A conversation is compared to a tennis match because each person have a turn to give
and speak. The true art of conversation is talking and listening.
(c) As almost everything one says is an attempt to persuade the other person to accept
your point of view, it is important that it should be practiced.
(d) Fear of failure, forgetting and humiliation should be controlled, otherwise it would
boomrang on you. It can be controlled by checking your negative self talk and visualising
a positive outlook.
2. (a) formulating (b) visualise (c) patient (d) crux
WORKSHEET–17
1. 1. (a) Louisa wrote her first novel to earn money.
(b) Louisa earned her livelihood by becoming school teacher. She also worked as a maid
in a laundry.
(c) Louisa helped soldiers by bandaging their wounds; by giving them medicines and by
writing letters for them.
(d) Louisa’s books are Little Women, Hower Fables, Hospital Sketches, Little Men, Jo’s
Boys’ etc.
(e) It shows her determination to fight all odds in life.
(f) Her association with literary people like Henry David Thoreau influenced her towards
writing.
(g) The family had to remain under financial strain because her father was a single minded
person with strong values.
(h) Adversities are stepping stones to success.
WORKSHEET–18
1. 1. (a) Two factors that led to the popularity of English language in India are: firstly, they
had spent a lot of time under British rule. Secondly, the English language is easy as
compared to other languages like French.
(b) To deny the relevence of English not only useless but also dangerous because it is the
language of the world. This language can give us heightened levels of technology from
abroad.
(c) Learning English language in India is easy as resources to learn the language are
available and the cost of learning is the lowest.
(d) The author does not approve of discarding learning of English language by Indians.
Any kind of cynicism towards the study of English is meaningless.
2. (a) ample (b) obstacles (c) endeavour (d) enhance
WORKSHEET–19
1. 1. (a) Livingstone’s flying fox is restricted to the Comoros Islands because abundance of fruits
and flowers in Comoros Islands helped them to flourish in this unique island paradise.
(b) To cope with the flying the Livingstones flying fox bats have developed a super efficient
circulation system as the flight muscles need a high oxygen level.
(c) In the absence of Livingstone’s flying fox, the Comros island would be deserted as
without bats the pollination of flowers and dispersal of seeds would not happen and
plants and forest would not survive.
(d) The giant bats of the Comoros islands are essential for the very survival of the Comoros
islands. These bats have been instrumental in scattering seeds in the fertile soil of the
Comoros islands. Thus enabling the Comoros islands to survive till date.
2. (a) pierce (b) abundance (c) topsy-turvy (d) germinate
WORKSHEET–20
1. 1. (a) Two types of eczema exists, viz., exogenous and endogenous eczema. Seborrheic eczema
is the most serious one.
(b) Exogenous eczema when once the offending exogenous agent is identified, it is important
to avoid it at any cost.
(c) Eczema caused by congress grass poses serious challenge because it is practically
impossible to avoid the causative agent since pollen are in the air throughout the year.
(d) Seborrheic eczema affects the areas of the body where the liquid producing glands are
in abundance.
2. (a) aggravated (b) scenario (c) susceptible (d) paramount
FORMATIVE ASSESSMENTS
WORKSHEET–21
COMPREHENSION-1
1. 1.1 Word Pronunciation Meaning
1. Originated /∂′ridzineitid/ appeared for the first time
Malaria is thought to have originated in the tropics.
2. Confirmed /k∂n′f3:md/ shown as true or correct
His guilty expression confirmed my suspicions.
3. Chief /t∫i:f/ main, most important
Their chief problem is poverty.
4. Distant /′dist∂nt/ far away in space
The airport was about 20 kilometres distant.
5. Sedimentary /sedímentri/ formed from sand, stones,
mud etc. that settle at the
bottom of lakes/sea
Sedimentary rocks are not as hard as granite rocks.
6. Remains /rimeinz/ the parts of something
that are left
She fed the remains of her lunch to the dog.
7. Obviously ª
/ obυi∂sli/ clearly
Diet and exercise are obviously important.
8. Crude /kru:d/ in its natural state
Crude oil is treated in refineries.
9. Vapours /′υeip∂rs/ mass of very small drops
of liquid in air
Water vapours rose high.
10. Various /′υe∂ri∂s/ several, different
She took the job for various reasons.
2. 2.1 Noun Verb Adjective Adverb
imagination imagine imaginative imaginatively
profession profess professional professionally
potential potentiate potential potentially
direction direct directional directly
2.2 Difficult word Synonym Antonym

Tremendous huge tiny
Pathetic sad cheerful
Talented gifted hopeless
Capture catch free
Rampant fierce mild
Reconcile accept reject
WORKSHEET–22
COMPREHENSION-2
1. (a) (iv) a little narrow-minded creature

(b) (iii) to put all things together
(c) (iv) to occupy his humble place
(d) (i) it can’t crack a nut
(e) (ii) the squirrel
2. (a) (iv) nervous
(b) (ii) a grave, calm man
(c) (iii) he felt the narrator had a secret to reveal
(d) (iv) his manner was mysterious
(e) (i) revelation
WORKSHEET–23
COMPREHENSION-3
1. (a) (iii) early rising
(b) (ii) an early riser
(c) (i) well done
(d) (iv) before midnight
(e) (iii) necessity
2. (a) (iii) education and technical progress
(b) (ii) cost of advertising is added to that of the product
(c) (iv) advertisements
(d) (i) a wider choice is available
(e) (iv) inverting

B WRITING & GRAMMAR
WRITING A DIARY
WORKSHEET–24
1. Monday 28 Feb. 20XX
O! What a thrilling sight the Buland Darwaja presented! I had to turn my neck back to my
back to watch its upper contours. The royal palace, court and fort built in red stone attracted
me. The deserted town had a strange and awesome appearance. Even the monkeys had deserted
the place. I felt a bit sad and upset at the decline in the fortune of the town founded by Akbar
and once the seat of power in Mughal India.
2. Wednesday 2 March 20XX
O! What a horrible dream it was! My throat was dry and the whole body was full of sweat. I
trembled with fear like a dry leaf shaken by the wind. I tried to cry but felt that the dragon
was choking my neck. I felt my end was near. So I hit my feet on the bed. I woke up with a
start. I can never forget this terrible dream.
WORKSHEET–25
1. Tuesday 15 Nov. 20XX
How euphoric I felt on hearing my name being announced as the winner in the inter school
speech contest this afternoon. I was thrilled and excited and wanted to jump with joy. Somehow
I controlled my self and went to the podium to receive the prize. I can never forget the affection
I got from my teachers, friends and members of the family. It has inspired me to win further
laurels.
2. Friday 19 May 20XX
What a terrible sight it was! The flower-like innocent child was run over by a careless speedy
crazy monster. I carried the child to the nearest hospital for medical aid. The formalities
consumed time. In spite of best efforts, I failed to save the child’s life. I cursed the people
responsible for the tragedy. I feel guilty. Had I rushed towards the child on the road, perhaps
I could have saved him.
WORKSHEET–26
1. Monday 28 March 20XX
What a feast for the eyes the flower show was! The organisers deserve kudos for excellent
arrangement. The participants presented their exhibits tastefully. The variety of flowers, their
colour, fragrance and sizes filled my heart with wonder, excitement and joy. I wanted to have
just a fleeting glimpse, but stayed on there for an hour. What a bliss it was!
2. Sunday 6 February 20XX
How elated I felt this morning on watching a picturesque scene—an old man planting a sapling
and his grandchild watering it. Their silent dedication had a far deeper message for me than
all the slogans raised by environmentalists. Their actions spoke louder than all the words. I
resolved to follow their example and try environment friendly activities.
ARTICLE WRITING
WORKSHEET–27
1. PLIGHT OF CHILD LABOUR

The evil of child labour still persists in the society. It has crippled our society. The other day I
happened to watch some children engaged in active work. It has disturbed me to no end. The
inhuman conditions in which these children live and are made to work are deplorable. They
are made to slog for 16-18 hrs. They are hardly provided any nutrition. They are physically
tortured and sexually abused. They work in homes, restaurants and factories. These children
are underpaid and exploited.
Though the government has put in place laws against this practice and they should be followed
strictly. The people who exploit children must be discouraged. There is no fear of punishment
as laws aren’t stringently implemented. It is also sad to note that parents of these children,
in order to supplement their income send these children to work. They are very well aware of
the conditions but simply ignore it as money seems more important to them. But I feel these
children definitely deserve a better childhood.
2. WATERBORNE DISEASES—A THREAT
The report published above is shocking. It brings to the fore the callous attitude of the administration.
It is a total failure of the Water Board to provide a basic necessity—clean, safe water—to the
people. The report categorically says that this water is unfit for human consumption.
What are we going to do about this? Are we going to get together and fight or let waterborne
diseases like cholera, hepatitis and typhoid spread? Contaminated water can cause these
deadly diseases which can cause large-scale deaths, if not treated immediately. These water
samples must be shown to the Municipal Commissioner and an explanation demanded. On the
one hand, we celebrate World Health Day, while on the other hand, the basic commodity, water,
is impure. I’m sure the concerned authorities will look into the matter and ensure clean and
safe drinking water for the public.
WORKSHEET–28
1. IMPACT OF TV WATCHING ON READING

(by Riti/Raj)
Television has become the most popular source of entertainment these days. It is holding
a vice-like grip on the imagination of the young children. They are more familiar with TV
serials, their stars and intricacies of their respective plots. The greatest casualty is of course
reading.
The need is to promote reading habits among the students. They have to be weaned away
from TV tactfully and gradually. A love for reading adventure stories, science fiction, books
of travel etc. has to be cultivated. Once the reading habit has been cultivated, the young
children will certainly be eager to learn more. Children’s magazines and digests may help
to develop and sustain their tastes. The parents must exercise restraint on themselves. The
parents are their role-models. So the parents must sit and read, if they want their wards to
develop reading habits. Once they begin, the children will follow suit.
2. HEALTH HAZARDS CAUSED BY JUNK FOOD
(by Shobha/Shubham)
Junk food is easy food, easily available and easy to consume. So it has become a favourite
with many. But junk foods are a major health hazard. There is no nutritional value that
they possess. They lead to obesity. Children of today have got hooked on to these foods and
consume them very often. They have developed a taste for drinks like Coke, Pepsi and relish
eating pizzas, burgers etc. As a result of its popularity, the number of joints offering these
foods has increased manifold. At some of these places food is cooked in unhygienic conditions.
Setting up of a Food Control Board restricting the sale of junk food could be one solution.
Also, awareness through print and visual media needs to be generated on these being health
hazards. Such steps could probably restrict as well as bring down the sale of these food items.
WORKSHEET–29
1. CARBON CYCLE
(by Arjun/Anju)
Carbon is an essential element found in all living beings. Plants and animals get this element
from carbon dioxide present in the atmosphere. Plants take carbon dioxide from air and in the
presence of water and sunlight they make their food by the process of photosynthesis. Thus
plants absorb carbon. Plants are consumed by other animals as food. In this way they get
compounds of carbon. Energy is produced by digestion of these carbon compounds. Carnivores
(flesh-eating animals) get carbon from flesh of herbivores (animals feeding on grass and plants).
Omnivores like man get carbon from both plants and animals. Carbon cycle shows that all
the animals absorb carbon dioxide during respiration or oxidation and this carbon dioxide is
again released into the air. Carbon dioxide is also liberated during the decay of plants and
animals and burning of fuels. Plankton exhales carbon dioxide and volcanoes also release it.
The dead animals lying in the sea get decomposed and carbon dioxide is produced from these
dead animals as well as from the waste material of land. We also get carbon dioxide from
burning of coal, natural gas and oil.
2. POLLUTED WATER IN CITY WATER PARK
(by Leila/Lakshman)
I recall with horror my visit to the Water Park near our city last week. We, a group of thirty
boys and girls, visited the Water Park as a part of school excursion. We had made many
preparations for playing water games and swimming. Our enthusiasm ebbed away on having
a glimpse of the water in the Water Park. It was not clean and had a stale smell. In fact, the
smell was so nauseating that we had to step back instantly. We were not going to take things
lying down. The crusading spirit of youth came to the forefront. We contacted the keeper
of the Water Park and asked for the Visitors’ Book and Complaint Book. We recorded our
experiences, observations and suggestions. Turning the pages of the Visitors’ Book, I noticed
the remarks and complaints of the visitors in previous years. There has been a tremendous
fall in the number of visitors each successive year. From around 5500 in 2004, the number
has fallen to less than 3000 in the current year. I am afraid the number will fall further if
no urgent remedial steps are taken to improve the quality of water in the Water Park. The
authorities must ensure the replacement of unclean and foul smelling water with clean and
fresh water. Insecticides in recommended quantity may be used to keep the water germ-free.
Further, no eatables or waste of any type be allowed to be dumped in the Water Park. The
fountains, slides and channels must be kept clean. Dirt and filth heaps in the neighbourhood
must be removed. It is hoped that these measures will help to keep the water clean, fresh
and unpolluted and attract more visitors.
STORY WRITING
WORKSHEET–30
1. SALT AND SUGAR

Once An old man had two daughters. He loved both of them. Once he asked them,
“What is the sweetest thing in the world?”
“Sugar,” said the older girl.
“Salt,” said the younger girl.
The old man thought the younger daughter was mocking him. He said, “If salt is sweeter
than sugar, you had better find another home where the cooking is more to your taste.” And
he pushed her out of the house.
It was a beautiful summer night. The pretty maiden sat singing in the forest near her father’s
cottage when a young prince, who had lost his way hunting, came to her. Struck by her beauty
and gaiety, he fell in love with her and took her to his palace and married her.
The bride invited her father to the wedding banquet without telling him who she was. All the
dishes were prepared without salt. The guests began to murmur.
“Oh,” said the bride’s father, “salt is truly the sweetest thing in the world. But when my
daughter said so, I threw her out of the house. If only I could see her again and tell her how
sorry I was!”
Drawing the veil from her face, the happy girl went up to him and hugged him. Then properly
salted dishes were brought in and all the guests ate their fill.
2. THE BLIND LADY AND THE GREEDY DOCTOR
Once a rich lady, who lived in a spacious mansion, became blind. She called in an eye specialist,
who promised to cure her within a fortnight. She agreed to pay a hefty fee for his services.
The doctor operated upon her eyes and bandaged them.
The doctor came everyday. He gave her some medicine, stayed there for some time and removed
some furniture or valuable article. This went on for fourteen days. On the fifteenth day, the
doctor removed her bandages and said, “Now, you can see. Please pay my fees.”
The lady was cured. Her eyesight had been restored, but she was shocked to see that all the
pieces of costly furniture were missing. She refused to pay the fees on the plea that she could
not see her furniture in her room which meant that her eyesight had not been restored. The
doctor filed a suit against her for not paying his fees. The court heard both the parties. On
knowing the reality, the judge dismissed the doctor’s case. He was charged with theft and
sentenced to prison for swindling and stealing.
WORKSHEET–31
1. Jim always followed him wherever he went. He was his faithful follower. Whatever the beggar
got from begging, he offered it to his dog. He loved his dog like his child. The dog, on his
part, too served him by guiding him through the streets. The dog protected the beggar from
all dangers on the streets.
Once the beggar was crossing a street when suddenly a speeding truck knocked him down.
Fortunately the beggar was not that badly hurt but he could not move for a long time. The
dog wailed for his master. A few people gathered around them and they took the beggar to
the hospital.
2. him to take painkillers along with antibiotics after the operation. Also he was warned that it
might get infected. Though the surgery went well, Pratap couldn’t help asking himself whether
it was worth it. He could not see by his left eye anyway. Not just the surgery but the war itself
had forced him into this life of invalidity and pain. What grudges had he with the people he
had fought against? Who had won? Had that winning brought any happiness? There was a
lot of destruction on both sides. Both men and material had perished. Smirking, he realised
that the actual people who had grudges weren’t even present there themselves! So why send
proxies to win their war? Why put on stake so many lives? Contemplating, Pratap went into
a state of oblivion, where there was no pain, no war to win, no lives to take.
WORKSHEET–32
1. The function was to be held at the forest clearing. In came all the animals and birds in vibrant
dresses. But when they entered the clearing they were shocked to see Booboo, the lion, lying
lifeless at the center of the clearing. Cheeku, the rabbit, who was a dectative, forbade everyone
to go near the body or to leave the clearing and set out to solve the mystery.
Foxy, the fox, was questioned first as he was a close friend of the lion. Foxy had a criminal
record but being the lion’s friend, got exenorated all the time. He was of a duel nature but
lion trusted him the most.
During questioning, foxy accepted his many crimes but pleaded that he hadn’t killed the lion as
it wouldn’t be profitable. Cheeku said, “Now that you have told the truth, I would ask Booboo,
the lion, to get up and punish you”. Now Booboo got up and thanked Cheeku for opening his
eyes.
2. THE MYSTERY OF THE HAUNTED HOUSE
It was a hot afternoon in June. We, a group of ten boys, were playing hockey outside the
town, in the big ground. When we sat down during the breather, one of us, perhaps it was
Mohit, who pointed at a greyish dilapidated building towards the east. He also told us that
it was a haunted house and his uncle had told him not to go near it. All of us laughed at
Mohit’s timidity. A keen sense of adventure and expectation of thrill inspired us to explore the
mystery of the haunted house. We decided our signals and code words. Two of us had their
mobile phones with us. We picked our sticks and moved cautiously. We found the main gate
blocked by a heap of stones and bushes. Rahul noticed a man coming out of a side gate. This
was our chance. We grabbed it and rushed in. We were surprised at what we saw there. The
place was neat and clean. Work was going on in the farthest room. A man sat at a printing
machine. We threw discretion to the winds. Two of us advanced to see what the man was doing.
We were shocked to find that he was printing fake currency. The other group had stumbled
upon narcotics and drugs. We hid behind the pillars as we heard some noise. We overheard
what they said. Then we came out. We blocked the side gate with stones, bushes and logs
of wood. Then Sahil telephoned the police. His father, the local police Inspector came there
with a police party. The people inside were taken by surprise and surrendered without any
resistance. The police confirmed what we had guessed. It was the den of anti-social goons.
They had spread the rumour of haunted house to hide their illegal activities.
WRITING ARTICLE/E-MAIL/STORY
WORKSHEET–33
1. MOBILE CULTURE—THE ETHICS

More and more people are carrying their mobile phones with them. These phones help
instant connectivity and make communication easier. However, the use of mobile phones can
be dangerous at times. Young persons keep on talking on mobile phones or listening while
driving. It certainly distracts attention and may cause accidents. So mobile phone should not
be used while driving. The use of cellular phones has been banned by the government at petrol
pumps as they could ignite the flammable vapours present in the air. Mobile phones should
be switched off inside an aircraft specially while taking off or landing as the electromagnetic
rays emitted/received by it may cause incalculable harm to the plane, as the latter might catch
fire. Ethics of mobile culture impose another restriction on us. Mobiles should be switched off
when in an ICU or if one is near a heart patient or someone who has pacemaker. It will be
in the interest of the patient.
2. Holi is a traditional festival of India. Mother told me a story about Holi. King Hirankashyapu
was a demon king. He opposed Lord Vishnu in particular and the other gods in general. But
his son Prahlad was a devotee of Lord Vishnu. The king tried to persuade Prahlad to accept
him as God and stop worshipping Vishnu, but Prahlad did not obey him. The king had a
sister named Holika. She had a boon. Her shawl protected her from fire. She sat in a pyre of
fire with Prahlad in her lap. Soon a wonder came to light as the flames decreased. Prahlad
was safe but Holika—the incarnation of evil—had died. The igniting of fire on Holi means
the victory of good over evil.
3. For self-attempt.
WRITING SHORT PARAGRAPH/ARTICLE/E-MAIL
WORKSHEET–34
1. MISUSE OF INTERNET
Like other inventions of science, Internet may be misused. The data available on the Internet
is objective and can be surfed easily. Young children get addicted to surfing and waste a lot of
time doing so. Sometimes they come across undesirable sites which pour out a lot of garbage.
Malicious sites pour out data with adult content. They may receive e-mails containing viruses.
Hackers and spammers try to steal the password of genuine but innocent net users. Then they
can log in onto their account details. Even the debit cards and credit cards of reputed banks
are copied and misused. The data of these cards inserted in slot machines at various outlets
may be misused by malicious persons by creating spurious cards. So one should protect one’s
password carefully.
2. IMPACT OF THE INTERNET ON OUR LIFE
The Internet has indeed revolutionised our life. It has changed the world into a global village.
We stay in touch with our friends/relatives in distant countries/place through the Internet.
Information Technology has worked wonders for us. Communication has speeded up and
become instant. No doubt people have discarded the old-fashioned snail mail and adopted
the e-mail for communication. New business opportunities have been created by the Internet
in the world of commerce. Banks have adopted e-banking. Many public and private sector
institutions are providing new and economically viable facilities through the Internet. Besides
being a storehouse of knowledge and information, the Internet provides us entertainment. We
can watch a video or listen to MP3s on the Internet. People can stay at home and work via
the Internet.
3. Message
Hi! I’m overjoyed to learn of your success. It must be very nice bagging the first prize and the
trophy.
Heartiest congratulations to you and your team.
Keep it up!
Bye till we meet again.
4. A HARROWING EXPERIENCE
It was around Christmas when I went shopping in the fashionable shopping centre in the
heart of the city. As usual there was a lot of rush. I had selected the articles and was about to
take them to the cashier’s counter, when suddenly I heard a sound. It seemed as if a big and
powerful cracker had burst. Cries of people and clouds of smoke filled the air. Panic spread
everywhere. The guards advised the customers to duck near the counters. As people rushed
downstairs, there was a stampede. People were crushed under the feet. Electricity had failed
and phones had stopped functioning. The twenty minutes we spent huddled like animals
seemed like two hours. The arrival of anti-bomb squad and fire-brigade eased the situation.
The police rescued the people stranded inside. I felt happy that I was one of those who had
been rescued first. It was a great relief to be alive and be with my family once again.
JUST A MINUTE
WORKSHEET–35
1. For self-attempt.
2. CHILDREN-TARGETED COMMERCIALS
Good Morning Everybody!
Most of the TV commercials are targeted on the children of 5 to 15 years age group. These vary
from toothpaste, soap, liquid shop, pen, pencils, chocolates, chewing gums, food supplements
or eatables themselves. The advertisers target children knowing fully well that children are
their most prospective buyers. Once something catches their fancy, they insist on buying it.
They spread its popularity by word of mouth and all the children of a group vie with each other
to possess the latest advertised object. Sometimes parents have to yield to some unreasonable
demands of the children, who would not compromise on alternatives and must have the brand
of their choice. The commercials do not commit themselves on the genuineness of the claims
made in the advertisements. Some of these prove to be mere sales gimmicks.
Thank you
3. For the motion: Develop these value points
Mobile phones — source of distraction in class
— misuse by children: games–MMS–SMS
— divert attention from studies/games/driving etc.
— exposure to electromagnetic waves: not good for brain
Against the motion: For self-attempt.
INTERVIEW/DESCRIPTION
WORKSHEET–36
1. Shweta : Hi, Roshni! Welcome to Blue Bells School. Will you please spare a few
(Interviewer) minutes for us?
Roshni : Oh, yes! With pleasure!

Shweta : How did you get the idea of ‘Diwali without polluting’?

Roshni : I observed the strange behaviour of my pets and the restlessness of my grandmother
on Diwali night. And I felt disturbed.

Shweta : Was this sufficient motivation for you?

Roshni : It started the ball rolling. I got a direction to move forward. Then I interacted
with my neighbours and children in the street.

Shweta : What was the outcome of your discussion?

Roshni : We decided to have a Diwali without crackers.

Shweta : Which was the first step that you took?

Roshni : I gave a slogan: “Say No To Crackers”.

Shweta : How was the response?

Roshni : The response was encouraging. Many more joined us.

Shweta : How did you spread the message of Cracker-free Diwali?

Roshni : We started with banners and posters. Then we held group discussions, seminars
and declamation contests. We told people about the disadvantages of crackers
such as pollution and wastage of money.

Shweta : To what extent did you succeed in your mission?

Roshni : To a great extent, I suppose. In some of the schools, students felt so inspired
that they threw all crackers in water and joined our movement.

Shweta : Congratulations, Roshni! It is a remarkable motivation.

Roshni : Thanks for your compliment.

Shweta : You’re welcome.
2. LEG LOST IN CRACKER BURST

I shudder as I recall the horrific incident of that fateful Diwali night. The people of our street
had assembled in the square to watch illumination of homes and to celebrate Diwali with the
explosion of crackers. Young boys were quite enthusiastic. One of them ignited the wick of
20 cm long 3 cm wide cracker. Unfortunately, the direction went wrong. Instead of rising upwards,
it hit the leg of the boy. The cracker burst inside his leg. Both the bones of the leg were broken.
The ankle and foot hung limp. The boy cried and fell down unconscious. A cloth was wrapped to
stop bleeding, but in vain. He was immediately rushed to hospital. The doctors performed an
emergency operation. Inspite of their best efforts they could not put the foot and leg together.
The poison of gunpowder had infected the wound up to knee. The doctors had to save a life or
a limb. In order to save life, they amputated the youngman’s leg just below the knee. Thus a
young man lost his leg in cracker burst.
3. Develop these value points
 children love sweets, new clothes, toys and bursting crackers
 disadvantages of crackers—pollution: wastage of money, fear of injury
 loss to property and lives due to firecrackers or pollution
 if crackers not exploded—pollution-free environment
 if money to be spent on crackers is saved, it can be used to help the poor
 if needy persons are helped—their condition will improve
 individual/social welfare
CONVERSATION
WORKSHEET–37
(a) (iv) others
(b) (iii) by producing fruit for them
(c) (ii) a good man
(d) (i) the men of noble heart
(e) (iii) benefi tting mankind
ACTIVITY
First option:
RWA Sector–15 Gurgaon

NOTICE
25 March 20XX IMPROVEMENT IN COMMUNITY PARK
All the elected members of RWA are requested to attend a meeting this Sunday.
Date : 28 March
Time : 11.00 am
Venue : Community Centre
Agenda : Suggestions for Improvements in Community Park
Senior residents are also requested to attend the meeting.
Please come forward with your suggestions and solutions.
Udit Vohra
Secretary RWA
Second option:
Secretary, RWA : Gentleman! I draw your kind attention towards the bad shape of the
Community Park. Grass has withered at many places and bald patches are
visible. The plants and trees have stunted growth.
A Senior Citizen : May I know who was entrusted with the responsibility of looking after the
park?
Cashier, RWA : Sir, a whole time gardener was engaged during autumn. It was not human
negligence, but the vagaries of nature which are responsible for this sorry
state of affairs.
A member, RWA : What leads you to say so?
Cashier, RWA : Sir, we had a very hot summer but not suffi cient rains. The earth lay parched
and baked. Lack of rains led to withering of grass. Plants with short roots
could not get enough nourishment for growth.
Chairman, RWA : Well, gentlemen. Let us discuss what steps should be taken to spruce up
things.
A Senior Citizen : Let us involve local youth, students and residents to supervise the relaying of
grass, plantation of saplings, pruning of trees, hedges, weeding out, manuring
and watering etc.
Chairman, RWA : Any other suggestion?
A member, RWA : I support the above suggestion, but I would like to add something. Let us be
practical and not simple idealistic. Duties must be fi xed. If responsibilities
are properly assigned, we may get better performance.
Secretary, RWA : If the house approves it we may appoint a subcommittee to elicit cooperation
from all the users as well as the horticulture department and municipal
corporation. Thus we shall get plants, water and expert advice as well.
Chairman, RWA : Any dissensions? Those in favour may say ‘Ayes,’ dissenters may say ‘No’.
All : Ayes.
WRITING PARAGRAPH/STORY
WORKSHEET–38
1. ROLE OF COMPUTERS IN THE LIFE OF STUDENTS

Computers have come as a divine boon to the students. Computers store, analyse and transmit
data. They are a source of information and knowledge. They disseminate knowledge on various
topics in different spheres and that too with a click of the mouse. In short, computers have made the
lives of students quite easy and fast. The main disadvantage of computers is that children have
stopped using their minds. They bank on computers and go on browsing the net for readymade
solutions instead of sharpening their own skills or making any efforts. So the computers hamper
the thinking process. Students fail to sharpen their minds.
2. AN UNBELIEVABLE INCIDENT
I was on my way to Dehradun on a cold dark night. I was travelling alone and the car was running
at full speed. I was in a hurry to see my friend who was critically ill. Suddenly fog descended
and reduced visibility to 10 yards. I stopped the car as I sensed a human fi gure directly in front
of the car. I was near an abandoned house with no light or activity of any sort. The lady had a
dog on a lead. She obviously seemed annoyed at my apparent carelessness and rash driving. She
gave me a cold look that shivered me to the spine. Braving the cold, I got out and apologised to
her as politely as I could. The lady crossed the road. I too got in my car and turned the ignition
key. But the car refused to buzz. I was scared. Drops of perspiration made my forehead wet even
in such a cold night. All sorts of frightening ideas fi lled my mind and I could not help shouting.
The lady came near me. Perhaps she understood my plight. She pushed my car from the back.
The unbelievable had happened. The car started but my benefactor had disappeared before I
could thank her. Would that I could see that mysterious lady again.
3. Try yourself.
COMPLETING STORY, WRITING SPEECH/PARAGRAPH
WORKSHEET–39
1. Attempt yourself.
2. A POLLUTION-FREE DIWALI
Respected Chairperson, members of faculty and dear friends!
Diwali, the festival of lights, means a row of lamps. Let us illuminate our homes and
surroundings with lamps of light and knowledge and dispel darkness and evil. The noise of
cracker explosion is quite deafening. Pets and small children are quite scared. Their wailing
is sometimes heart-rending. It is a well-known fact that crackers emit many toxic gases and
pollutants when these are burst or ignited. Gases like carbon monoxide, carbon dioxide, sulphur
dioxide are very poisonous. Hard metals like potassium are also released in air. Children and
patients of asthma have a disturbed night. Some get headache or begin to vomit. Let us save
ourselves and our people by resolving to celebrate this Diwali without crackers. The money
saved by not buying crackers can be used to buy sweets, candles and lamps. These can be
distributed among the poorer section of society. Thus we can inspire others to celebrate a
pollution-free Diwali.
Thank you
3. In our colony, people understand the true spirit of Holi—the Festival of Colours. We understand
the true spirit of the festival. This festival heralds the onset of spring. After the chilly winter,
spring promises joy, warmth, pleasant fl owers and sweet fruit. People welcome spring with
songs and dances. Holi, the festival of colours, makes the culmination of the month-long
celebrations.
Early in the morning we assemble in the square with our musical instruments. We carry
packets of dry colours. We sing devotional songs. We visit every household to spread the cheerful
message of Holi—the equaliser. People apply gulal, embrace each other, and then offer sweets.
The merry-making goes on till noon. At 2.00 pm all assemble for a community lunch. This is
followed by a musical evening. Thus we have a neat, clean, colourful and musical Holi.
WRITING REPORTS
WORKSHEET–40
1. GHASTLY CAR ACCIDENT

Tejpur: 15 July, 20XX Saket Shah: Reporter, National Herald
Yesterday a very serious accident occurred near the Victory chowk. A truck coming at a very
fast speed had a head-on collision with a car. The truck driver jumped the red light and hit the
car with full force. Since he had turned to the right at full speed, the driver of the Maruti car
was caught unawares. The impact was quite forceful. The car swerved, turned over and hit a
tree. The truck driver seemed to have lost control. The truck hit a stationary road roller. The
drivers of the car as well as the truck were badly injured. Since the car had caught fi re, the four
passengers in it had received burn injuries as well. They were rushed to the nearby military
hospital for treatment. The driver of the truck tried to run away but his legs could not support
him. The police arrived on the scene and arrested him. He was charged with the offence of
reckless driving. Thus carelessness, negligence and craze for speed caused the accident. The car
was badly damaged, however, there was no loss of life.
2. TREE PLANTATION WEEK

Delhi: 20 August, 20XX Sunil/Sunita, Secretary Nature Club
Our school, Goenka Public School celebrated a Tree Plantation Week this month. It was
inaugurated on the Independence Day i.e. 15 August, by the Director of Education by planting a
sapling. Our Principal, teachers and senior students also participated in this campaign to make
Delhi look green and clean. The D.O.E. praised the efforts of our school in keeping the environment
pollution free by planting trees. Many inter-house competitions were held during this week.
These comprised Poster-making Competition; Painting Competition; Speech Contests; Poetic
Recitation Contests and Essay Writing Contests. The underlying theme of all these competitions
was to highlight the need for ecological balance for man’s happiness. On the concluding day, our
worthy Principal distributed prizes to the prize winners in various competitions. He exhorted
the students to adopt one tree each and look after it. The survival of trees is more important
than mere plantation as trees provide us life-breath.

GRAMMAR
FILLING BLANKS WITH SUITABLE WORDS
WORKSHEET–41
1. (a) 2. in (b) 3. the (c) 1. who (d) 4. when (e) 2. and (f) 3. may
2. (a) 2. has (b) 3. which (c) 4. have (d) 1. or (e) 2. under (f) 3. for
3. (a) 2. of (b) 3. by (c) 4. to (d) 2. as (e) 1. and (f) 2. which
4. (a) 2. have (b) 1. of (c) 3. from (d) 2. tried (e) 1. away (f) 3. before
WORKSHEET–42
1. (a) 2. of (b) 1. to (c) 2. is (d) 3. a (e) 4. more (f) 2. and
2. (a) 3. in (b) 1. at (c) 4. hidden (d) 3. and (e) 1. of (f) 3. being
3. (a) 3. along (b) 3. his (c) 1. bend (d) 3. them (e) 2. but (f) 1. a
4. (a) 2. that (b) 2. developed (c) 4. from (d) 4. their (e) 1. and (f) 4. embalming
WORKSHEET–43
1. (a) 2. is (b) 4. many (c) 2. was (d) 2. and (e) 3. after (f) 2. worried
2. (a) 1. who (b) 2. that (c) 2. is (d) 3. as (e) 2. for (f) 2. possesses
3. (a) 4. largest (b) 3. that (c) 1. feel (d) 3. of (e) 2. and (f) 2. in
4. (a) 1. can (b) 2. eat (c) 3. the (d) 3. effective (e) 3. they (f) 3. their
EDITING: DETECTING & CORRECTING ERRORS
WORKSHEET–44
1. (a) a the (b) which where (c) mining minced (d) deepest deep
(e) by as (f) drives driven (g) transform transforms (h) existed exist
2. (a) explaining explain (b) they it (c) in at (d) short shorter
(e) with to (f) a the (g) in on (h) dosen’t don’t
3. (a) huge human (b) sweep sweeps (c) is are (d) a an
(e) catch catches (f) move moves (g) these this (h) in of
WORKSHEET–45
1. (a) on to (b) or and (c) has have (d) before ago
(e) remain remains (f) find found (g) clue clues (h) on during
2. (a) asking asked (b) into and (c) an the (d) but and
(e) a the (f) should could (g) star stars (h) for to
3. (a) Her His (b) at with (c) did do (d) take took
(e) an the (f) were was (g) since and (h) about of
WORKSHEET–46
1. (a) on behind (b) in about/of (c) on and (d) is are
(e) in on (f) does do (g) cause causes (h) a the
2. (a) had have (b) which that (c) as and (d) is to
(e) man men (f) the a (g) less more (h) was is
3. (a) tying tied (b) at on (c) popular popularize
(d) considering considered (e) to with
(f) dominating dominated (g) comes came (h) meaning meant
WORKSHEET–47
1. (a) decoding decoded (b) being been (c) who which
(d) involve involved (e) transmit transmission
(f) to from (g) then than (h) much more
2. (a) Beside Besides (b) contains contain (c) to in (d) whole all
(e) extract extracted (f) cooling cool (g) saying said (h) where whereas
3. (a) whom which (b) carefree carefreely (c) trusting trusty (d) at on
(e) target targets (f) spurn spurning (g) us our (h) on of
WORKSHEET–48
1. (a) for about (b) much many (c) until till (d) at on
(e) less least (f) friend friends (g) in at (h) is was
2. (a) on in (b) breathing to breathe (c) are were (d) the their
(e) one you (f) past ago (g) hill hills (h) traffics traffic
3. (a) of with (b) in to (c) on in (d) who which
(e) go goes (f) nation nations (g) among against (h) is are
WORKSHEET–49
1. (a) was is (b) of by (c) in of (d) on through
(e) should would (f) in of (g) consider considered (h) Is Are
2. (a) use using (b) who which (c) sharp sharper (d) it them
(e) become becomes (f) instant instance (g) little less (h) could can
3. (a) have had (b) stating stated (c) need needn’t (d) fastest faster
(e) those this (f) with of (g) a the (h) it they
OMISSION: SUPPLYING MISSING WORD
WORKSHEET–50
1. (a) you to understand (b) boy was alone
(c) at a slow (d) except for the
(e) boy was throwing (f) became his sport
(g) ripples the pebbles (h) and its slow
2. (a) just as important (b) up at the
(c) timing is amazing (d) cuckoos for examples
(e) arrive in Britain (f) second or third
(g) this, they use (h) clock that keeps
3. (a) summer is always (b) are pointing at
(c) rather an exceptional (d) cold for anyone’s
(e) icy and chilly (f) blowing against your
(g) experience when you (h) bowling or fielding
WORKSHEET–51
1. (a) during the first (b) but for the
(c) seemed more like (d) I was no
(e) wear a woollen (f) vest under my
(g) over it I’d (h) to keep the
2. (a) asked the waitress (b) called that a
(c) served him twice (d) as much the
(e) him where he (f) customer replied/said that
(g) sat by the (h) that for advertising
3. (a) as the first (b) advancement which brought
(c) transformation of India (d) dams were constructed
(e) as to produce (f) to have done
(g) interest in Science (h) to what it
WORKSHEET–52
1. (a) candidates for a (b) children, one of
(c) was what life (d) one of the
(e) thing is for (f) February would be
(g) should be near (h) it every four
2. (a) just to look (b) pasted on boards
(c) Technology has now (d) students and parents
(e) looking up the (f) on their mobile
(g) results of the CBSE (h) be as they
3. (a) Kanchipuram in Tamil Nadu (b) going there in
(c) numbers for many (d) because they want
(e) architecture of the (f) very few problems
(g) Though the streets (h) buses are found
WORKSHEET–53
1. (a) on the road (b) skidding while turning
(c) brake is applied (d) far better than
(e) are therefore fitted (f) could use smooth
(g) if they moved (h) have to move
2. (a) flights across varying (b) enough for that
(c) it takes several (d) for every time
(e) rhythm and energy (f) means one requires
(g) to the normal (h) lag are fatigue
3. (a) products are appearing (b) products have made
(c) is one such (d) which has found
(e) bags a day (f) used for packing
(g) used as carry-bags (h) pointed out the
WORKSHEET–54
1. (a) pockets of intense (b) window to the
(c) M82 was triggered (d) and the tremendous
(e) hurricane that is (f) miles an hour
(g) travels in two (h) scene can help
2. (a) parents and a (b) be an oversimplification
(c) one in 10 (d) It has been
(e) enough to need (f) say they feel
(g) because of the (h) girls are twice
3. (a) God for the (b) men gave a
(c) explanation for this (d) scientist and philosopher
(e) known to be (f) concentrations in atmospheric
(g) moisture. The white (h) colours and bending
WORKSHEET–55
1. (a) here on the (b) sanctuary has been
(c) for a large (d) order to attract
(e) near the entrance (f) would be developed
(g) also have a library (h) animals and plants
2. (a) according to education (b) is an important
(c) which the former (d) completely as latter
(e) usage to a form (f) English that cuts
(g) do the features (h) example of the
3. (a) plant whose leaves (b) right from ancient
(c) makes an excellent (d) twigs are very
(e) Neem has strong (f) treatment of chicken-pox
(g) in which neem (h) inflamed or infected
SENTENCE REORDERING
WORKSHEET–56
1. (a) The animal cried and the farmer didn’t know what to do.
(b) He invited all his neighbours to help him.
(c) At first, the donkey didn’t realize what was happening.
2. (a) The baby sits and plays here in the water.
(b) The mother does not leave him there long enough to weary.
(c) As he grows older, he is allowed to wade about at low tide.
3. (a) Seeing too many films which you have started is bad.
(b) In the past I used to but not now.
(c) Only last week you told me you had seen ‘The Three Idiots’.
4. (a) Take liquids every four hours during the fast.
(b) Juice of lemons, grapes and oranges is recommended during the fast.
(c) Your doctor may also recommend vegetable soup.
WORKSHEET–57
1. (a) But in our times people feel the need for a common language.
(b) The first solution was the creation of an artificial language unconnected with any existing
language.
(c) The second solution was the invention of a natural language based on a synthetic language.
2. (a) Indians live in the most crowded of spaces.
(b) At least 35% of urban India lives in slums.
(c) No Indian city is free of the growing dangers of pollution.
3. (a) Fire is the purest of all elements on the earth.
(b) Human beings use fire for cooking, forging ploughs and swords and in kilns.
(c) Prometheus brought fire down to earth for human use.
4. (a) Organic matter such as leaves can enrich soil fertility.
(b) A compost pit can be made at a convenient location.
(c) The refuse can be placed there with layers of soil.
WORKSHEET–58
1. (a) He said that in his childhood his birthday used to be celebrated differently.
(b) Instead of cutting a cake they used to distribute sweets.
(c) We blow out candles but they used to light a lamp.
2. (a) Every year people die in this way.
(b) Even a small amount of current can kill.
(c) Water is an excellent conductor of electricity.
3. (a) When the dial tone is heard, the required number is dialled.
(b) When the receiver is picked at the other end, a one rupee coin is dropped into the provided
slit.
(c) The conversation can go on for three minutes.
4. (a) In Africa, Tanzanians have the highest literacy rate.
(b) But they hardly have anything to read.
(c) The reasons are the soaring costs of paper and the interest rates.
WORKSHEET–59
1. (a) The dinosaurs became very heavy.
(b) As a result, their legs could not support them on the land.
(c) But water could be a fine alternative.
2. (a) The stars twinkle in the night sky.
(b) This could reveal the size of the universe.
(c) Scientists say that the flecking of the stars indicates distance.
3. (a) It has a long forked tail on the back, a sheen and wings.
(b) It has a blue band with dark red beneath it at its throat.
(c) Often swallows are seen skimming over a pond or an open space.
4. (a) The friend’s dog had given birth to six puppies.
(b) Sita told Ravi many times we already have two dogs.
(c) We do not need any more dogs.
SENTENCE TRANSFORMATION
WORKSHEET–60
1. 1. No one wants to be a traitor. 2. I am responsible for what I do.
3. She is known to me.
2. 1. He swored (by God) that he had not seen it.
2. The peon asked the officer respectifully if he might go out.
3. He said that I needn’t wait.
3. 1. It is prayed that you may live long. 2. No one was blamed by me.
3. It is said that truth is evergreen.
4. 1. The fruit was eaten by the girl. 2. It is too dear to be bought.
3. He said that I need not worry.
WORKSHEET–61
1. 1. Seeing a tiger, he fled.
2. Did mother give a piece of bread to the begger.
3. I dont love my country.
2. 1. Let nobody be hated by you.
2. This box will have to be moved by you.
3. It is time for the homework to be done.
3. 1. She is so good that she can not be dishonest.
2. Silver is not as precious as the gold.
3. No other girl in the class is as intelligent as Bhoomi.
4. 1. He called upon God to witness that he had not abused him.
2. A week is made of seven days.
3. All the letters will be typed by me.
TENSES OR USING CORRECT FORMS OF VERBS
WORKSHEET–62
1. (a) does not know (b) use (c) do not know (d) has grown
(e) are (f) become
2. (a) paints (b) is (c) lived (d) worked
(e) was murdered (f) had united
3. (a) (iii) had (b) (ii) came (c) (iv) woke (d) (ii) started
(e) (i) bark (f) (iv) awoke
4. (a) (iv) invited (b) (iii) reached (c) (ii) had (d) (i) come
(e) (ii) introduced (f) (iii) brought
SENTENCE STRUCTURE
WORKSHEET–63
1. (a) Selflessness is a God-gifted virtue.
(b) A selfless man puts aside his self. (or puts his self aside)
(c) He thinks for others and works for others.
2. (a) Most bats are harmless to people.
(b) Bats are one of the world’s most misunderstood creatures.
(c) There are about 1000 kinds of bats.
3. (a) The elders give young ones gifts on festivals.
(b) The boys lost their way in the jungle.
(c) Monkeys attack when they are frightened.
Or
When monkeys are frightened, they attack.
4. (a) 2. is the shop? (b) 1. you going there in the evening?
(c) 4. will you go there?
CONNECTORS
WORKSHEET–64
1. (a) Though (b) as (c) because (d) and

(e) while (f) and
2. (a) and (b) because (c) or (d) when
(e) Neither (f) because
3. (a) (ii) still (b) (iii) and (c) (ii) So (d) (iii) that
(e) (ii) but (f) (iii) and
DETERMINERS
WORKSHEET–65
1. (a) the (b) an (c) most (d) An

(e) a (f) the
2. (a) a (b) X (c) X (d) the
(e) A (f) a
3. (a) our (b) an (c) some (d) the
(e) A (f) a
4. (a) (iii) Some (b) (iv) these (c) (ii) the (d) (i) a
(e) (iii) these (f) (iii) many
PRONOUNS
WORKSHEET–66
1. (a) your (b) our (c) She (d) her

(e) them (f) they
2. (a) They (b) each other (c) this (d) everybody
(e) what (f) he
3. (a) It (b) All (c) They (d) themselves
(e) what (f) they
4. (a) (i) I (b) (ii) my (c) (iii) someone (d) (iii) no one
(e) (iv) all (f) (iii) I
PREPOSITIONS
WORKSHEET–67
1. (a) of (b) in (c) from (d) of

(e) with (f) of
2. (a) for (b) without (c) in (d) of
(e) of (f) from
3. (a) in (b) on (c) of (d) From
(e) of (f) with
4. (a) (iii) of (b) (ii) of (c) (iii) of (d) (ii) in
(e) (ii) over (f) (iii) of
5. (a) (ii) by (b) (ii) of (c) (ii) in (d) (iv) of
(e) (i) With (f) (ii) into
CLAUSES
WORKSHEET–68
1. (a) which (b) who (c) that (d) which

(e) which (f) which
2. (a) when (b) where (c) so that (d) as if
(e) if (f) because
3. (a) 4. where you bought it from (b) 2. which is situated in Kamla Nagar
(c) 4. how much it cost you
4. (a) 2. how you managed (b) 3. which has helped me
(c) 4. what your future plan is
MODALS
WORKSHEET–69
1. (a) may (b) should (c) can (d) may

(e) Can (f) will
2. (a) May (b) can (c) shall (d) will
(e) would (f) needn’t
3. (a) should (b) must (c) will (d) will
(e) should (f) will
4. (a) will (b) can (c) can (d) could
(e) must (f) will
PASSIVE VOICE
WORKSHEET–70
1. (a) 4. is killed (b) 3. can be made (c) 3. are given

2. (a) 2. was committed (b) 3. is believed (c) 4. had been forced
3. 1. (b) were killed 2. (c) were caned 3. (d) has been developed
NARRATION
WORKSHEET–71
1. (a) 3. if he could tell him the way (b) 3. if he wanted one in which he could
(c) 4. he did not want to stay there
2. (a) 4. that there was a fly in his soup (b) 3. why they didn’t take care
(c) 2. that they couldn’t serve elephants
3. (a) 1. he was going to the market (b) 3. what he would bring home
(c) 3. he would bring nothing

LITERATURE TEXTBOOK &
C LONG READING TEXT
LITERATURE TEXTBOOK
HOW I TAUGHT MY GRANDMOTHER TO READ (Fiction)
WORKSHEET–72
1. 1. Triveni’s style was easy to read and very convincing. This made her a popular writer.
2. Triveni’s stories usually dealt with complex psychological problems in the lives of ordinary
people. So her stories were very interesting.
3. Sudha Murty feels sad at Triveni’s death at an early age. She considers it “unfortunate” for
Kannada literature.
2. (a) She lost her mother when she was young. There was nobody to look after her and guide her.
Her father was a busy man and got married again. In those days people did not consider
education essential for girls. So she never went to school and could not learn to read.
(b) The central character of the story was an old lady. She had a strong desire to go to Kashi
as worshipping Lord Vishweshwara is the ultimate punya. The grandmother was old. She
too had never been to Kashi. So she could relate to the central character of the story.
(c) She had gone there for a couple of days, but she stayed there for a week. During her absence,
‘Karmaveera’ magazine came on Wednesday. Grandmother opened the magazine. She
saw the picture that accompanied the story of ‘Kashi Yatre’. But she could not understand
anything that was written.
(d) The grandmother was desperate to know what had happened in the story ‘Kashi Yatre’.
Many times, she rubbed her hands over the pages wishing they could understand what was
written. She waited eagerly for her granddaughter to return early and read it for her. She
even thought of going to the village and ask her to read it. This made her feel dependent
and helpless.
WORKSHEET–73
1. Respected Principal, teachers and dear friends!
Today I want to share my feelings with you about something painful that is pricking my heart.
It is not some physical injury or pain caused by a blow. It is a deeper one—felt in the heart. By
chance, I went through the story ‘How I Taught My Grandmother To Read’. The writer, Sudha
Murty, has beautifully portrayed the anguish of the illiterate adults. How dependent and
helpless do they feel because of their inability to read. The granddaughter’s efforts to teach her
grandmother came as a beacon light.
Friends! I exhort you all to join the adult literacy mission. Let us make a sincere effort to educate
the illiterate adults. I know that sparing time from your busy, hectic schedule will pose many
problems. But, please pause and ponder. By helping the old people to read, we bring a change
in the lives of the adult illiterates. They can then read and write letters to their near and dear
ones. Reading newspapers and magazines will entertain them and keep them interested and
busy.
I hope you will rise to the occasion and spare at least an hour each Sunday for this noble task.
Let us go out to serve who need our services the most.
2. Thursday 18 March 20XX
How helpless and dependent I felt when I could not decipher from the ‘Karmaveera’ what
happened next in the story ‘Kashi Yatre’. I waited eagerly for my granddaughter to return early
and read it to me. I was so desperate to know what happened next in the story that I was ready
to go to the neighbouring village and have the story read to me. I could have asked some lady in
the neighbourhood to do so, but it would be embarrassing. It was at that moment that I decided
to learn Kannada.
As soon as my granddaughter returned home, I told her of my decision. I had even fixed a deadline
for myself to be able to read a novel on my own. I needed her help to guide me.
At first she tried to dissuade me from my decision by telling me that I was 62 with grey hair,
wrinkled hands, spectacles on eyes and having to do lot of work in the kitchen. I told her that
there was no age bar for learning. If one is determined for a good cause, one can overcome any
obstacle. Now I have started learning the alphabet. I did a lot of homework. I would read, repeat,
write and recite. I persevered and by Dassara I could read by myself. I made my teacher sit on
a stool. I gave her a gift, bent down and touched her feet. I told her that I was touching the feet
of a teacher who taught me so well that I was able to read a novel confidently in such a short
period. The sense of achievement and fulfilment on being independent has made me forget all
the toil, efforts and pain undertaken to surmount the one obstacle I faced—illiteracy.
WORKSHEET–74
1. 1. The phrase “during that time” refers to the time when her granddaughter read the next
episode of the story to her (grandmother).
2. The grandmother was eager to know what happened next in the story. So she would insist
that her granddaughter should read the serial out to her.
3. The grandmother could relate to the central character of the story ‘Kashi Yatre’ because
both had a strong desire to visit Kashi.
2. (a) The old lady helps a young orphan girl. The latter falls in love but there is no money for
the wedding. The old lady gives away all her savings for the wedding. She cancels going to
Kashi. She considers the happiness of that orphan girl more important than worshipping
Lord Vishweshwara at Kashi.
(b) The serial ‘Kashi Yatre’ focused on the struggle of an old woman who wanted to visit Kashi
and worship Lord Vishweshwara. The women who come to the temple are all religious by
nature. So they could easily relate themselves with the protagonist of the story and try to
learn her progress.
(c) The grandmother was illiterate, so she could not read the story herself. She did not ask
anybody else in the neighbourhood to read it to her. It was embarrassing to do so. So she
depended on her granddaughter to read the story to her.
(d) The granddaughter overstayed there. During her absence, ‘Karmaveera’ came on Wednesday.
Being illiterate, the grandmother was unable to read the story ‘Kashi Yatre’ on her own.
She was desperate to know what happened in the story, but couldn’t. So she began to weep
at her helplessness.
WORKSHEET–75
1. 1. The grandmother bent down and touched the feet of her granddaughter. This was something
‘unusual’ because elders never touch the feet of youngsters.
2. The grandmother touched her granddaughter’s feet as a mark of respect for her teacher.
The granddaughter taught her grandmother to read.
3. According to the narrator, touching the feet of young girls by an elder was not correct as it
reversed the tradition.
2. (a) As a young girl she never went to school. After marriage at a young age, she became busy in
rearing and feeding children. At times she used to regret not going to school. So she made
sure that her children and grandchildren studied well.
(b) The sixty-two-year-old bespectacled grandmother told her granddaughter the story of her
life in the middle of night. Her face looked unhappy and her eyes were filled with tears. It
was her inability to read the printed words that had caused the worried expression on her
face.
(c) The illiterate grandmother needed the help of her educated twelve-year-old granddaughter.
She wanted to start learning Kannada, though she was sixty-two and had to do a lot of work
in kitchen. She defended her decision. She said, “For learning there is no age bar.” Secondly,
determination can help one overcome all obstacles.
(d) She said that she had touched her feet as a mark of respect to her teacher. She had taught
her so well and so affectionately that she was able to read any novel confidently in a very
short period. She reminded her of the scriptures which said, “A teacher should be respected,
irrespective of the gender and age.”
WORKSHEET–76
1. Friday 26 March 20XX
O! What a surprise our school had for us today. We were led to ‘Asha Kiran’—an Old Age Home
to celebrate Grandparents’ Day. We decorated the hall of the old building with balloons and
ribbons. A big cake was placed on a table in the centre. Then the grey-haired sweethearts were
invited there. We sang songs for them. Some of them smiled and joined us in singing. Others
sat without any expression. Some of us sat with them and talked to them. Then the pieces of
cake were distributed. Their eyes sparkled with joy. The diabetic people were quite excited on
seeing the forbidden delicacy.
I felt sad to learn that many of them almost missed their grandchildren. One of them told me
that her son was in the U.S. He found it difficult to look after her. So he left her at this Home.
Though she had people of her age group there and got full medical care and other attention, she
felt lonely, depressed and insecure as she had been cut off from her grandchildren.
I realised the plight of those who suffered silently without a word of complaint on their lips.
We, the youngsters, have a special obligation towards them. Instead of forcing them to spend
their old age in loneliness and insecurity, we must keep them happy in our own homes. Our
love, affection and admiration can make them realise their worth to us.
2. There is no surer formula for success than determination. No illiterate ever became literate in a
day. No genius became famous overnight. If every person trying to achieve anything in life had
lost heart easily, the world would never have seen such great sportspersons, leaders, artists,
scientists and saints. When you read about the lives of the makers of history, you will realise
how they had to try again and again, some for years, to achieve what they wanted. We give below
many examples. Henry Ford’s initial businessess failed, leaving him broke, five times before he
started the Ford Motorcar Company. Soichiro Honda failed even a small job interview with the
Toyota company and was jobless for sometime before he started the Honda Motors company.
Famous people like Goswami Tulsidas, the author of the epic Ramcharitmanas, Plato, Burke,
Virgil, J.K. Rowling (of Harry Potter books) had to strive hard repeatedly to succeed. They
prepared themselves to be ready to strive till they reached their goal. They had lots of failures
in the path of their success but they were never disheartened. They considered the moments
of failure as the stepping stones to success, so they were closer to success.
Failures should only be treated as one more experience which makes us wiser so that we will
not repeat the same mistakes. “What is defeat? Defeat is nothing but education, nothing but
the first step to doing something better”, says Wendell Phillips.
So everyone, even ordinary people can rise to great heights of success if they have the courage
to keep on trying i.e., are determined. For one who determines to keep trying till success is
achieved, the sky is the limit.
FORMATIVE ASSESSMENT
ROLE-PLAY: How I Taught My Grandmother to Read (Fiction)
WORKSHEET–77
1. Sudha :Avva, is everything all right? Are you OK?
Grandmother :(Weeping) I never went to school. I can’t read.
Sudha :Avva, don’t cry. Can I help you in any way?
Grandmother :Yes, I need your help. I want to learn Kannada alphabet from tomorrow. I’ll
work hard. I want to read ‘Kashi Yatre’ on Saraswati Pooja day before Dassara.
Sudha : You are sixty-two. Your hair is grey. Your hands are wrinkled. You wear spectacles.
You work so much in the kitchen ... .
Grandmother : My child, I’m determined. I’ll overcome obstacles. Moreover, for learning there
is no age bar.
Sudha : OK. Avva! Now sleep peacefully. We’ll start from tomorrow.
2. 19 June 20XX Wednesday 8 pm
Today I am very happy as my cherished desire to learn to read is going to be fulfilled. My
granddaughter, Sudha, has at last consented to teach me. I found free time from my work
according to her convenience. She began with Kannada alphabet. For an hour she taught me how
to read and write them. I resolved firmly that I would not let her effort go waste. I, therefore,
determined to read, repeat, write and recite whatever she taught me. I worked as a diligent and
devoted student. I know that the road ahead is difficult, but I have lit the lamp of knowledge
and I will keep it burning brighter and brighter.
3. (a) (i) They blew balloons and hung them around the hall.
(ii) They cut out chart papers, wrote quotes, drew pictures and stuck them on the wall.
(iii) Some of them sang songs while others sat beside them and spoke to them.
(iv) They cut the cake into several pieces and distributed it among them.
(b) (i) sadness
(ii) loneliness/cut off from grandchildren
(iii) insecurity
(c) (i) telling them how much we love them and making them feel their worth. Proper care,
love, respect and security are essential.
(ii) keeping grandparents with us and showering regard, love and affection on them.
A DOG NAMED DUKE (Fiction)
WORKSHEET–78
1. 1. Hooper’s broad genuine smile refined his competitive nature.
2. The chemical company employed Hooper as a Zonal Sales Manager in 1953.
3. The phrase implies that he had everything that a man aspires for.
2. (a) One autumn twilight Hooper was hit by a car. He was rushed to the hospital. The motor
section of his brain had internal bleeding. It completely paralysed his left side. Thus an
active and highly energetic person was confined to bed as a paralytic.
(b) Marcy was driven to the hospital by one of ‘Chuck’ Hooper’s district managers. Her husband
couldn’t talk. He could only breathe and see. His vision was double. Marcy phoned a neighbour.
She asked him to put Duke in a kennel.
(c) Duke was a rough-playing Doberman Pinscher. He was four years old and weighed 23 kilos.
His coat was red with a fawn vest. Chuck visited the kennel several times before deciding
to have the big Doberman. He liked Duke’s high energy and capacity of making noise.
(d) As soon as Duke saw Chuck, he stood trembling as if hit by 5000 volts. Then he gave a loud,
deep shout to express his anger. He was so happy that he jumped across three metres of
air. He hit Chuck above the belt. The impact was so forceful that Chuck had to struggle to
keep his balance.
WORKSHEET–79
O! What a faithful and responsible companion Duke has proved. The accident had left me a
paralysed cripple. I was forced to lie on a bed alone with my thoughts. Despair had led me on
to helplessness. At the same time I didn’t want to be a burden on Marcy.
Duke’s re-entry into my life lifted my numb spirits. One evening my good hand idly hooked the
leash onto Duke’s collar to hold him still. I asked Marcy to help me to my feet. Duke pranced.
I fought for balance. I placed the leash in my left hand and folded the paralysed fingers over
it. Then I leaned forward. Marcy supported me by the elbow. I moved my right leg out in front.
Straightening the right leg caused the left foot to drag forward alongside the right. It could be
called a step. Duke had rekindled hope. I decided to repeat it. Duke felt the sudden slackness
in the leash. He pulled it taut. I swayed forward. I broke the fall with my right leg. Then I
straightened. I did so thrice. I felt exhausted, so I collapsed into the wheelchair.
Next day Duke started early. He tugged steadily and I took four steps. Leaning back against
the pull, I learned to keep my balance without any help. Everyday I moved on step by step. In
two weeks we reached the front porch. Duke’s assistance seemed miraculous.
2. Hooper showed remarkable courage, endurance, determination, faith and perseverance during
his struggle for survival. His paralysed arm and leg were worked on for weeks together. These
were followed by baths, exercise and a wheeled walker. Chuck showed no improvement, but
he did not lose hope. The re-entry of Duke into his life lifted his numb spirits. The day Duke
made him take his first step, there was a rekindled hope. Holding the leash with paralysed
fingers and dragging the left foot forward were painful and exhausting. But he persevered. Step
by step Duke made Hooper walk and keep his balance. In his daily struggle, Hooper showed
determination and courage. Failures did not deter him as he had full faith. Duke and Hooper
set daily goals. They advanced from one post to the other. It was now Duke who controlled the
man. A course of physiotherapy with weights, pulleys and whirlpool baths followed. Sustained
efforts yielded fruit. Duke went for two trips a day and covered longer distance. He no longer
waited at each step, which indicated Hooper could walk. The struggle went on as Duke pulled
Hooper along the street faster and faster. This increased his stability and endurance. Sometimes
Hooper would trip and fall, but he struggled to get up. After Duke’s demise, the big man would
walk alone day after day.
WORKSHEET–80
1. 1. ‘Rangy’ frame here means having tall, slim and long limbed body.
2. Duke never jumped on Chuck again because Duke had realized that Chuck was not well
and could not balance himself.
3. Even Duke’s presence didn’t reach Chuck. This was because Hooper was lost in his own
grief and pain.
2. (a) In 1953, Hooper was a strong, agile young man. He was tall and slim. He had a strong
athletic and well built long limbed body. His competitive nature made him aggressive, but
he hid it under a broad smile. He was the favourite of the bosses.
(b) (i) ‘They’ are some men from the chemical company in which he worked.
(ii) They had decided to do this as Hooper, who had been in critical state for a month after
the accident, had survived. They told Hooper to take a year off and promised to create
a desk job for him at headquarters.
(c) Chuck now came home. The excitement of homecoming wore off soon. Chuck hit a new low.
At the hospital there were other injured people. But he felt lonely after Marcy went to work.
Duke was still in the kennel. Chuck was alone with his thoughts.
(d) Chuck’s grin faded away. He stared at the ceiling for hours, then out of the window, then at
Duke. Duke kept staring at Chuck. This went on for many days. Boredom set in as Chuck
couldn’t move and Duke couldn’t talk. Duke lay as a motionless coil on the floor while Chuck
was confined to bed.
WORKSHEET–81
1. 1. The target that Chuck hit on 1 March was a full day’s work.
2. In order to increase his stability and endurance, Hooper turned completely to Duke. It was
because there was no time for the physiotherapy programme.
3. Duke’s job was to get Chuck on his feet.
2. (a) Initially when Charles Hooper brought Duke home, Marcy was almost impolite to him. He
was a rough-playing Doberman Pinscher. She preferred a Pomeranian. However, as she
watched Duke taking the sole responsibility of making Chuck walk she softened towards
him. When Duke was injured, she would not allow anyone else to carry him.
(b) Duke would lie on the floor beside his master’s bed. Then he would spring to his feet. He
stalked to the bed, poked his pointed nose under Chuck’s elbow and lifted it. He nudged and
needled and snorted. Hooper would ask him to go and run around the house. Duke would
come over to the bed again and yap and poke.
(c) Duke would pull his leash taut. Then he would stand and wait. Hooper would drag himself
up to the dog. Then the dog would move forward to the end of the leash and wait again. The
pair set daily goals. They would move from one fence post to another.
(d) Chuck was fighting hard for a comeback. So no one could tell him that he could not handle
his old job. On the other hand, he could work only an hour per day. The problem was what
to do with a salesman who couldn’t move around and would work for only an hour a day.
WORKSHEET–82
1. Duke was an intelligent and faithful dog. He understood the problem of his master. Since the
left side of his body was paralysed, he needed help to stand, move and retain balance. Duke
could not bear the boredom of remaining idle and keep staring at his master’s face.
He tried hard to make his master come back to his normal life. Hooper held the leash tightly.
Duke would stand still. Hooper leaned forward and moved his right leg out in front. As he
straightened his right leg, this caused the left foot to drag forward alongside the right. Thus he
took the first step.
Duke motivated his master. He gave him full support. Now Hooper did not need the support of
his wife. Duke took the full responsibility of his master. Gradually, they increased the length of
their trip as well as speed. It was an ordeal for Duke and his master. But the rigorous exercise
that Duke forced on his master led to the success of the mission. Now Hooper could walk alone
without any help.
2. To: mohitarora@gmail.com
From: kavishkhanna@gmail.com
Subject: Caring for dogs.
In your last mail you wanted to know about caring for dogs.
Dogs are pack animals—they depend on us for love and protection. We have to make them a part
of our family. They can suffer from stress and loneliness. Though dogs and human beings speak
different languages, interactive training gives dogs greater freedom and a better understanding
of our world. We should be the one to train our dogs, not professionals—we should be the one
who will need to know how to communicate with our dogs.
Dogs can also sense when something is wrong with people near them. Living with their
owners they can sense the pain or sadness exhibited by their owners. They can realise that
their owner or his/her children need their help and respond accordingly. Dogs get depressed
if they are deprived of adequate social interaction, so let them ‘chat’ and play with other dogs
on walks and at parks. Let them live a little, make choices and take their time.
Dogs are very sensitive and can become easily frightened, so speak softly to dogs, and don’t
shout or fight in their presence. So when Duke (the dog in a story I had read recently) saw that
his master was unable to move due to paralysis, he realised that his master needed assistance
in trying to move his legs. And Duke tried hard everyday and his master made progress slowly.
One day his master was ultimately able to walk on his own. If seemed that the dog knew that
his job was to get his master back on his feet. So let’s take of our pet dogs for they would always
be of help to us and not let us down. Dogs are after all man’s most faithful animal companion.
3. In anything you do, work one step at a time. There’s a saying, “Never bite off more than you can
chew”. If each job done is divided into little steps, and each step done systematically, success
will surely be close at hand.
Lord Chesterfield said, “I recommend you to take care of the minutes, for the hours will take
care of themselves”. Moreover it is necessary to set daily goals, goals that can be achieved.
If you falter or break down, go ahead with determination once again.
If you see problems as challenges, your mind is more prepared to handle them coolly. A
problem is an opportunity given to you to solve something and feel good about it, like the
satisfaction you get by solving a puzzle or a riddle. A difficult situation can be called an “issue”
by a mature person, a “problem” by a person having less mental strength and a “crisis” by a
weak person.
Swami Chinmayananda defines a successful person as one who builds a firm foundation with
the bricks that others throw at him. Practice hard towards perfection and do it regularly. Keep
on going, be determined, steadfast and you will be crowned with success.
JUST A MINUTE: A Dog Named Duke (Fiction)
WORKSHEET–83
1. June 1, 1956
January 4
March 1
October 12, 1957
2. Courage: Subdural haemorrhage paralysed Charles Hooper. He remained in a critical condition
for a month, but he never gave up courage. Six weeks after the accident, he was put in a wheel-
chair. When Marcy went out to work, he was left alone.
Perseverance: Chuck didn’t make much headway even after his paralysed arm and legs were
worked on and he had been given baths, exercise and a wheeled walker. He kept following Duke
everyday. The dog controlled his movements. From a single step on the first day, he could walk
up to 200 metres after 8 months.
Determination: Chuck decided not to yield. Duke was brought home. The dog was impatient for
his master’s company. He pulled the leash taut and let Chuck sway forward. Chuck dragged
his left foot alongside the right. He felt exhausted, but did not give up the effort.
Endurance: Charles had to face physical pain, mental anguish, depression, sadness, loneliness,
helplessness at his paralysed state. He felt shocked and grieved which expressed itself in the
form of anger. He endured physical and emotional strain and adapted himself to new way of
life.
Faith: Duke’s re-entry into Hooper’s life lifted his numb spirits. He made Hooper take the first
step. This rekindled hope. He had full faith in Duke. From shock, denial, helplessness and anger,
he learnt to cope with challenge. He accepted the changed mode of life.
3. (a) quivering (b) grin
(c) blonde (d) rambunctiousness
(e) shimmied (f) rampageous
(g) critical (h) confinement
(i) subdural haemorrhage (j) bellow
THE BROOK (Poem)
WORKSHEET–84
1. (a) The poet uses ‘chatter’ to indicate constant but short high pitched sounds in flow of water.
We can hear cracking sound as the brook flows.
(b) The phrases brimming river suggests that the river water is full to the brim.
(c) This line creates a picture of a wavy or zig-zag motion.
2. (a) The water of the brook sparkles in the sunlight when it flows from the place of its origin—a
hilly watery place, frequented by water birds like coots and herons.
(b) The poet uses this word to convey the idea of noise born out of ‘quarrels’. The brook makes
a lot of noise when it flows down hurriedly.
(c) The refrain in the poem ‘The Brook’ is:
“For men may come and men may go,
but I go on for ever.”
It conveys that the brook is permanent. It can’t die. It is perennial whereas men are mortal
and short-lived.
(d) ‘The Brook’ has many examples of alliteration. Five of them are listed below:
/b/ sound in ‘I bubble into eddying bays
I babble on the pebbles.
/f/ sound in ‘by Philip’s farm I flow’
‘a field and fallow’
/d/ and /t/ sound in ‘I wind about and in and out’
/s/ sound in ‘I slip, I slide’
‘skimming swallows’
‘sandy shallows’
/w/ sound in ‘Will-willow-weed and mallow’
WORKSHEET–85
1. (a) The phrase ‘Foamy flakes’ suggest pieces of froth.
(b) The waterbreaks are caused when the brook moves over uneven ground.
(c) The poetic device used in the first four lines is alliteration.
2. (a) The brook has many different things in its water. These are blossoms, lusty trout grayling
fish, foamy flakes and ripples of waves. It draws them along to the river.
(b) The waterbreaks are caused as the brook moves over uneven gravel. These waves shine
brightly under the light of the sun. So they are called ‘silvery’.
(c) The poet has used the devices of (i) alliteration and (ii) onomatopoeia.
(i) Alliteration is the repetition of the same sound as in ‘Foamy Flake’ and ‘Golden Gravel’.
Alliteration enhances the musical quality of the poem.
(ii) A word or a combination of words, whose sound seems to resemble the sound it denotes
is called onomatopoeia. Examples: chatter, babble, murmur, fret.
(d) I like the following two images:
(i) One image is that of the brook flowing rapidly through hills and valleys, under the
bridges and by the villages.
(ii) The second image is that of the zig-zag movement of the brook.
It moves on carrying blossoms or foam on its waves. We can see ‘trout’ and ‘grayling’
gliding in its water.
WORKSHEET–86
1. (a) The two words convey the gentle and quiet movement of the brook by lawns, grassy plots
and hazel covers.
(b) Perhaps the happy lovers who sit on the banks of the brook pluck the sweet smelling forget-
me-not growing there and throw them into the brook.
(c) The word ‘Skimming’ indicates flying very close over the surface of water but not touching
it.
2. (a) ‘Steal’ means to move secretly and quietly so that other people do not notice you. ‘Slide’
means to move easily over a smooth or wet surface. The two words convey the gentle and
quiet movement of the brook by lawns, grassy plots and hazel covers.
(b) ‘Forget-me-nots’ are sweet smelling white ‘sundrop’ flowers. These sweet smelling flowers
grow on the banks of the brook. These are usually offered by the lovers to their beloveds.
(c) When the brook moves over ‘the golden gravel’ it breaks into many a silvery waterbreak.
It goes in the dark, but glances out. Swallows fly over its surface. It makes the netted sun-
beam dance against its sandy shallows. It murmurs at night as it goes through wilderness
full of thorny bushes. It lingers by shingly bars and loiters around the pungent learned
cresses. It curves out and flows to join the river.
(d) ‘The netted sunbeam’ means the sunbeam which falls on the bottom of the brook. It is trapped
in the water of the brook. Then it gleams and appears dancing when the water flows.
WORKSHEET– 87
1. (a) The brook is an eternal, fearless wanderer. It moves at night in frightening and lonely places
having thorny bushes and trees.
(b) The brook murmers at night when it flows through wilderness covered with thorny bushes.
(c) When the brook faces obstructions in the form of shingles it slows down a bit and moves
idly.
2. (a) The brook does not behave like ordinary travellers. It does not suspend its journey at night
through desolate places. The brook is an eternal, fearless wanderer. It moves at night in
frightening and lonely places having thorny bushes and trees.
(b) ‘Linger’ means to stay longer or spend a long time doing something. The brook slows down
a bit when shingles bar its movement. ‘Loiter’ means to hang around; to stand and wait
somewhere, with no obvious reason. When the brook comes across cresses—those pungent
leaved plants like a cabbage—it moves around them very slowly.
(c) There is a strong parallelism between the movement of the brook and the course of human
life. Just as one has to go through many ups and downs in one’s life, the brook also changes its
course several times passing over smooth and rough surfaces alike. Human life is full of joys
and sorrows, songs and tears, periods of activity and rest, fast speed and slow movements.
The brook ‘sparkles’ in its early stage and makes a lot of noise as if it were bickering. It reacts
angrily to obstacles just like human beings–it frets and fumes. It murmurs on pebbles and
slips by some obstructions. It slows down its speed as the amount of obstacles increases.
(d) There is a striking contrast between the brook and human existence. Human life finally
culminates in death. The brook merges in the river and loses its identity. However, it remains
everflowing from its origin to the point of merger. There is no such perenniality in case of
man who is mortal and death marks the end of his existence.
GROUP DISCUSSION: The Brook (Poem)
WORKSHEET–88
1. The other ‘movement words’ are:
‘hurry’, ‘slip’, ‘flow’, ‘wind’, ‘travel’ and ‘move’.
2. The other ‘sound words’ are:
‘chatter’, ‘babble’, ‘murmur’, ‘fret’.
3. (a) A word or a combination of words, whose sound seems to resemble the sound it denotes is
called onomatopoeia.
Examples: ‘hiss’, ‘buzz’.
(b) The onomatopoiec words are:
‘chatter’, ‘babble’, ‘murmur’, ‘fret’.
 Reinforcement [Group Discussion]
1. (b) comes from the place where coots and herons live
3. (a) passes under fifty bridges
4. (d) crosses both fertile and fallow land
5. (c) passes lawns filled with flowers
6. (e) goes through wilderness full of thorny bushes
 ACTIVITY
First Option
The brook originates from a hilly watery place and flows down the valley with a lot of noise. Its water
sparkles as it passes through the ferns grown in wet areas and shines brightly with flashes of light
under the sun. The brook passes through valleys and near towns and villages. It passes under fifty
bridges. It moves in a zigzag manner and crosses both fertile and fallow lands. It passes through
lawns filled with flowers and carries flowers, leaves and fish—trout or grayling, as well as foamy
flakes. When its water moves over ‘the golden gravel’ it breaks into many a silvery waterbreak.
It goes in the dark, but glances out. Swallows fly over its surface. It makes the netted sunbeam
dance against its sandy shallows. It murmurs at night as it goes through wilderness full of thorny
bushes. It lingers by shingly bars and loiters around the pungent learned cresses. It curves out
and flows to join the river.
Second Option
The origin of the brook is a hilly watery place. It hurries down the hills and slips by the ridges. It is
in a buoyant mood as it flows down the valley with a lot of noise. Its cheerfulness and enthusiasm
have a childlike quality.
When it moves on stony paths, it creates various noises. These noises are different when its water
moves in spirals. When it flows on pebbles, it creates sounds as if it were talking to itself. It gets
angry when it makes many curves on its banks and fallow fields. It creates much noise as it
encounters obstacles. It moves in a zigzag manner. It passes silently by lawns and grassy plots. It
slides by small hazel trees. It slips, slides, glooms and glances merrily while flowing. It murmurs
at night when it passes through wilderness. It passes by the little town and under many bridges.
It then flows by Philip’s farm and joins the brimming river. Thus the journey of the brook is short
but eventful. It is significant as it reminds us of ups and downs of life and our own mortal state.
THE ROAD NOT TAKEN (Poem)
WORKSHEET–89
1. (a) The two roads diverged in a wood. The fallen yellow leaves had covered them because it
was autumn. They were equally worn up to the point where he was standing.
(b) The speaker choose the other road because it was just as fair as the first one. Moreover, it
was not a beaten track. It also promised adventure.
(c) Metaphor is used as the literary device.
2. (a) The two roads were covered with yellow leaves. They diverged at a particular point. One went
in the undergrowth after a certain distance. The other was fair and grassy. Very few people
had walked on it. So it wanted wear.
(b) The speaker chose the ‘other’ road. It was just as fair as the first one. Moreover, it had a
better claim. It had been less travelled by. It was not the beaten track. It promised adventure.
(c) Well, if the choice is between the familiar and unfamiliar, beaten track and risky ‘one’, I
would certainly choose the safer one. You live only once. So, why risk your neck knowingly?
(d) The poet did regret his choice. He had taken the road less travelled by. This charming road
looked adventurous but was hazardous. He kept the first road reserved, but he couldn’t
adopt it. And this had made all the difference. Our choices are irrevocable. One can’t retrace
one’s steps and then make a fresh start again.
WORKSHEET–90
1. (a) ‘both’ stand for the two diverging roads.
(b) The interjection ‘oh’ expresses surprise and regret on the part of the poet.
(c) The rhyming scheme is abaab.
2. (a) The poet had to make a choice between the two roads. Both looked equally attractive that
morning. He took one road thinking he would walk on the other some other time. The choice
for the particular road depended on various reasons such as it was ‘fair’ and ‘grassy’. It also
‘wanted wear’.
(b) The speaker decides to keep the ‘first’ path safe for another day and takes the other trail
that seems more rewarding.
(c) He knew that one path would lead to another. So he wouldn’t get a chance to go back to the
road not taken. The road not taken always seems attractive.
(d) The speaker doesn’t seem happy about his decision. The poet wants to convey the idea that
choices must be made very carefully because it is not easily reversed. Hence, it makes all
the difference.
WORKSHEET–91
1. (a) He shall be telling that two roads diverged in a wood and he had taken the less travelled by.
(b) Yes, the poet regretted his choice. The expressions ‘telling this with a sigh’ and ‘that has
made all the difference’ convey his sadness.
(c) The poet wants to convey the idea that choices must be made very carefully because they
have far reaching consequences and can affect the course of life.
2. (a) He shall be telling that two roads diverged in a wood and he had taken the less travelled
by. The poet wants to convey the idea that choices must be made very carefully because
they have far reaching consequences and can affect the course of life.
(b) The poet regretted his choice. The expressions ‘telling this with a sigh’ and ‘that has made
all the difference’ convey his sadness. He had taken the road less travelled by. This charming
road looked adventurous but was hazardous. He chose the unconventional calling and
became a poet. This has made all the difference in his life. Now he can not adopt his family
business.
3. First Option
The poem ‘The Road Not Taken’ is about the choices that one makes in life. Robert Frost
presents the theme through the metaphor of a fork from where two roads diverge in different
directions. Here roads are metaphors for life, changes, journeys, partings, adventures etc. The
roads represent two alternatives of life: one is the familiar, beaten track on which so many have
walked. The other is the fresh, adventurous and greener one. It may involve risks but looks
more tempting. After deliberation the poet chooses the unbeaten trail. Years later he regrets
his decision. The regret will remain because at a given moment one can choose only one of the
alternatives, which means one has to yearn for the road not taken. One can only imagine what
life would have been if the road not taken had been chosen.
Second Option
The choice of career will depend on many factors like aptitude, ability, financial position,
opportunities for advancement, risks involved. At the tender age of 15, one is too young to
foresee the pros and cons of the choice. It is the peer-pressure or the unfulfilled ambitions of
the parents that lead the young student of 15 to opt for the stream of studies—science, arts or
commerce that eventually leads to choice of profession in that stream. In this age of rapidly
advancing technology, the beaten tracks offer no thrill or opportunities to show one’s worth.
The untravelled ones, though risky, are more promising. I would opt for a fresher pasture and
take risks. If I don’t venture, I won’t gain anything.
GROUP DISCUSSION: The Road Not Taken (Poem)
WORKSHEET–92
1. The other choices are:
Money, Profession, Children, Marriage
[Answers will vary from student to student.]
2. Varied answers possible.
The common dilemmas could be:
(a) Choosing one’s apparels
(b) One’s school/college/university
(c) Opting for different professions
(d) Food items, subjects, disciplines, books, friends etc.
Explanatory Note: First of all the choice of profession will have to be made. This choice is
interconnected with studies. The determining factors in this choice will be one’s aptitude, capabilities
and financial resources. The importance of money in today’s world cannot be overlooked. Here
the determining factors will be whether one wants money to amass material possessions or just
to meet one’s physical needs and live a comfortable life. Then comes the choice of marriage.
Here one’s concept of a life partner will be the deciding factor. After marriage one has to decide
how many children one would like to have. This decision too depends upon one’s concept of a happy
family.
 Reinforcement [Group Discussion]
Varied answers are possible. The choices and decisions made will make it clear whether the choices
are acceptable and less risky or the usual ones.
Students may discuss among themselves and their seniors. Teachers may help them by providing
hints.
THE SOLITARY REAPER (Poem)
WORKSHEET–93
1. (a) The poet has compared the song of the solitary reaper to the song of the cuckoo, which heralds
the spring and breaks the silence of the seas.
(b) The poet compares the girl’s song to that of a nightingale singing melodiously to tired
travellers of Arabian desert now resting in some oasis.
(c) The poet compares the maidens’s song to that of the cuckoo to bring out its musical effect.
The song of the cuckoo sounds a welcome note by announcing the arrival of the spring. It
is a good news for the people weary of winter. The poet wants to convey the idea that the
maiden’s song was more exciting and far more pleasant than that of the cuckoo singing
gleefully of the arrival of spring.
2. (a) The cuckoo is known for her sweet songs. The song of the cuckoo heralds the spring and
breaks the silence of the seas. The poet has compared the song of the solitary reaper to the
song of the cuckoo to bring out its incomparable sweetness and musicality.
(b) The song of the cuckoo sounds a welcome note by announcing the arrival of the spring. It
(c) It is a vast desert. The sun is blazing. A heat wave is sweeping over the sand. I see a group
of tired travellers. They are crossing the sand dunes with difficulty. They are badly in need
of some oasis where they can get fresh water and rest in the cool shade of the trees.
(d) The tired travellers need water to quench their thirst and cool shade of trees to take rest.
They hear the sweet and melodious song of the nightingale. They feel thrilled. They are
enchanted and move on with happy hearts.
WORKSHEET–94
1. (a) The ‘Maiden’ referred to here is the solitary reaper.

(b) The poets fails to understand the theme of the maiden’s song. She was singing in an unfamiliar
Scottish dialect which was beyond the comprehension of the poet.
(c) To the poet the song of the maiden seemed an endless source of joy. It was sweet though
sad. It was a thing of beauty and hence a joy forever.
2. (a) These words create a sense of solitude and loneliness. There is beauty and mystery. A lonely
girl singing by herself on a hill looks like a painting in the backdrop of a hill. There is ‘mystery’
as no one is near the solitary lass. Her song adds beauty to the scene. It is sheer magic.
(b) The Hebrides islands are located in the north-east of Scotland. There is complete silence
all around. Soon a ship appears on the horizon. The sailors hear the song of the cuckoo. They
are thrilled at this melodious welcome. The song of the cuckoo fills their hearts with joy.
Spring has come and the long icy winter is over.
(c) Wordsworth has chosen the songs of the nightingale and the cuckoo because these are the
sweetest, most pleasant and most refreshing of all the songs of the birds. By comparing these,
the poet wants to establish a fact that the song of the solitary reaper was simply incomparable
in its magic, melody and sweetness to the song of the nightingale or the cuckoo-bird.
(d) Wordsworth uses the device of comparison to heighten the charm of the solitary reaper’s
song. Further, he heightens its beauty, mystery and appeal by comparing unknown to
known. The nightingale and the cuckoo are the two most musical song birds known to us.
Wordsworth asserts that the solitary reaper’s song was more melodious and thrilling than
that of either song bird.
WORKSHEET–95
1. (a) He listened to her song without making any movement. It is clear from the workds ‘motionless
and still’.
(b) The music of the sweet song of the solitary reaper had cast its spell on the poet. He was
greatly affected. The song echoed in his heart even though the girl had stopped singing.
(c) The poet stood ‘motionless and still’ because he wanted to enjoy the song of the reaper
thoroughly and fully.
2. (a) The music of the sweet song of the solitary reaper had cast its spell on the poet. He was
greatly affected. The song echoed in his heart even though the girl had stopped singing.
(b) It was written after going home. Wordsworth believed in the theory ‘emotion recollected
in tranquillity’. He wrote when the same mood of joy was recreated and not spontaneously
or on the spur of the moment.
(c) Her song is melancholy but sweet and melodious. The poet is lost in the sheer melody and
music of the song. Then there is the charm of the unseen, unknown and unfamiliar. These
prompt his imagination to roam freely. It has an unending fascination.
(d) Wordsworth has chosen a simple incident—a solitary highland girl reaping and singing by
herself. The highlands and valleys transport us to far-off, unknown lands. Then he refers to
tired travellers in Arabian deserts refreshed by nightingale’s song and the sailors in farthest
Hebrides thrilled by the cuckoo’s announcement of the ensuing spring. All these enchant
our imagination. The sweetness, melody and music of the solitary reaper is established by
comparison to two song-birds known for their sweet melodious music. The conjectures that
the poet makes about the theme of her song are also romantic in nature.
WORKSHEET–96
1. (a) ‘Weary bands’ in line 2 means the tired groups of travellers in the sandy deserts of Arabia.
(b) The phrase ‘shady haunt’ reminds us of shady place in a desert.
(c) The sweet and enchanting song of the nightingale provides comfort to the tired travellers.
2. (a) The nightingales sing in the deserts of Arabia to welcome the tired travellers to a shady
haunt. The tired travellers feel fresh on hearing the sweet song of the nightingale. Their
tiredness disappears.
(b) The songs of the nightingale and the cuckoo are the sweetest, most pleasant and most
refreshing. By comparing it, the poet wants to establish a fact that the song of the solitary
reaper was simply incomparable in its music, melody and sweetness.
(c) The poet saw a highland girl, reaping and binding the grain all alone. She was singing a
melodious song in her Scottish dialect. The whole valley was echoing her song. The poet
was held spellbound. He did not wish to disturb her.
(d) The girl sang in Scottish dialect which the poet could not understand. However, the plaintive
numbers suggested that she might be singing about a disaster or calamity in the past:
“Old, unhappy, far off things” or “some natural sorrow”. She might be singing of “some
natural sorrow, loss or pain” or of human misery “that has been, and may be again.”
APPRECIATION OF THE THEME: Solitary Reaper (Poem)
WORKSHEET–97
1. (a) some natural sorrow, loss or pain
(b) familiar matter of today
(c) natural loss/unhappy, far off things
(d) battles long ago
2. Singer Place Heard by Impact on listener

Solitary Scottish the poet holds him spellbound
Reaper Highlands
Nightingale Arabian sands/ weary travellers travellers feel fresh
deserts tiredness disappears
Cuckoo farthest Hebrides sailors sailors feel thrilled
3. (a) was walking (b) field

(c) was singing (d) affected/fascinated
(e) listened (f) to fill
(g) a sad one (h) plaintive
(i) melancholy (j) reminded
 PROJECT
“... and sings a melancholy strain, ...”
“More welcome notes to weary bonds”
Breaking the silence of the seas
LORD ULLIN’S DAUGHTER (POEM)
WORKSHEET–98
1. (a) The water of lake had assumed the shape of a ghost in that wild weather.
(b) The sky started scowling in that rough and wild weather. The human faces had become
dark.
(c) The armed men rode up and down with their crushing sound sending chill down everyone.
2. (a) The weather was already rough and wild. The storm grew loud quickly. The water-ghost
began to shriek loudly. Heaven seemed angry and turned black. Each face grew dark in the
darkness enveloping them.
(b) The symbolism here is suggestive. It, certainly, is a premonition of the tragic death of the
ill-fated lovers. It is a device of ‘fore-shadowing’. The poet prepares us to expect the ensuing
tragedy and doesn’t want to surprise us with a rude shock.
(c) The use of harsh consonants creates an unpleasant effect. The hard, metallic sound seems
to strike our ears and knock us down. The poet has used these harsh consonants to prepare
us for the impending tragedy.
(d) The dilemma is that the lady has to face a ‘storm’ on either side. She can’t return as there is
a ‘storm’ on land i.e. at her home. She can’t go forward as the ‘sea storm’ might engulf her.
She finally chooses the sea storm to die in the arms of her lover rather than live without
him.
WORKSHEET–99
1. (a) She decided to sail further in the stormy weather rather than return to shore and face her
angry father.
(b) ‘Thee’ in the line “O haste thee, haste!” is the boatman.
(c) The last two lines suggest that she was overpowered by the fierce tempest.
2. (a) ‘A stormy land’ suggests that the elopement of Lord Ullin’s daughter has stirred a ‘storm’
in her family on the land. Lord Ullin rides with a group of armed men to search her and
punish her lover. ‘A stormy sea’ gives out the meaning that there is a sea storm rising then.
(b) The hardy Highland wight is the boatman over the ferry there.
(c) The shore is called ‘fatal’ because Lord Ullin will see his daughter being killed by the sea
storm. Lord Ullin’s wrath changes into wailing on seeing his daughter being drowned in
the wild waters. That’s why he calls her saying that he would forgive her Highland chief.
(d) The lines are:
A stormy sea before her,
When, O! too strong for human hand,
The tempest gather’d o’er her.
WORKSHEET–100
1. (a) They rowed in the middle of the roar of waters which had enveloped them all over.
(b) The shore is called fatal because the lovers who boarded the boat from this shore were
caught in a tempest and fated to die.
(c) On seeing his daughter overpowered by storm, Lord Ullin was shocked and his anger changed
to weeping.
2. First Option
Yes, she wanted to reach out to her father. He was at the shore and could extend help. In
abnormal situations, one may do things one would avoid in normal circumstances. Faced with
sure death, she appeals to her father for help.
Second Option
Lord Ullin finds his daughter in a very precarious position. She had caught hold of her lover
tightly by one arm and she was trying to reach out to her father with the other. Her plight in the
severe storm shocked and disturbed even a hard-hearted person like Lord Ullin and his anger
changed to weeping.
3. First Option
11.30 pm Friday, 25 April 20XX
At last after three days we could reach the shore of the Lochgyle. We had faced many difficulties
during our hard and constant journey on horseback for three days and three nights. But what
lay ahead was nerve wrecking. A violent storm had risen. The tempest was lashing the shores
horribly. The waves were rising to the skies. The water seemed to touch the zenith. A boat
was caught amidst these stormy waters. Lord Ullin was wailing bitterly and shouting to his
daughter to come back. He raised hands upwards and cried most piteously but the heaven took
no note of his change of heart. The storm razed unabated. It claimed the lives of his daughter
and her lover, the Chieftain of Ulva isle. The scene was heart-rending and bone-chilling. The
scene was so shocking that even hard-hearted soldiers like us had to avert our gaze from Lord
Ullin’s piteous face. What an unlucky father!
Second Option
Ullin Estate
Scotland
5 May 20XX
My dear Lord Harding
I am really terribly upset at the loss of my lovely daughter at the cruel hands of destiny. The
more I recollect the scene of her death, the more I curse myself. I feel that my haughtiness and
shallow pride has claimed the life of my delicate and beautiful daughter. I thwarted all her efforts
to see the Chieftain of Ulva isle. The more obstacles I put in her path, the more adamant she
became. A stage came when she defied me and eloped with her lover. I failed to understand the
intensity of her love False ego led me to set my armed men to chase them across the glen and
kill them instantly. Thus I had issued the death warrant against her myself. She understood my
harsh nature well and instead of facing me she embraced death in the arms of her lover in the
wild and stormy sea waves. All my frantic appeals to her to come back and promises to pardon
them failed to calm the angry waves which lashed the shores violently.
I shall live for ever with the stigma of being the murderer of my daughter.
Please pay us a visit at your convenience.
Yours sincerely
Lord Ullin
WORKSHEET–101
1. (a) ‘He’ here is Lord Ullin. He cried in grief because he was watching his own daughter drowning
in that stormy water.
(b) Lord Ullin promised to forgive the highland chief.
(c) The repetition of the words ‘come back’ shows Lord Ullin’s insistence. He makes repeated
requests to his daughter to return to the shore.
2. First Option
He promised to forgive her lover, the highland chief. He couldn’t fulfil his promise as the lovers
could neither return nor get aid. They were drowned in the wild water and Lord Ullin stood
lamenting.
Second Option
The two different meanings of ‘stormy’ are as under:
(i) The land was full of horsemen pursuing her.
(ii) The waves were rising high because of tempest.
3. First Option
I agree with the statement. This poem is included in most of the anthologies and textbooks for
various classes. It is indeed a popular romantic poem. It is located in the Scottish glens and blue
lakes known as Lochs. It deals with the elopement of Lord Ullin’s daughter with her lover—a
Scottish Chieftain. Since the Chief of Ulva is not on good terms with Lord Ullin, the match is
not approved. The lady is caught in a dilemma. She overrules the opposition of her angry father
and flees with her lover. The paths of love never run straight. They want to cross the Lochgyle
but a tempest overpowers them. She prefers death in the arms of her lover rather than face
wrathful father. Her defiance leads to the death of the two lovers in a surging, stormy sea. This
is the usual tragic end of most of the romantic love stories.
Second Option
The first danger is the wrath of Lord Ullin. If he or his men catch the lovers, the Chief of Ulva,
the lover, would be killed at once. The lovers have been trying to run to safety from their pursuers
for the last three days. They reach the shore. The Chieftain requests the boatman to ferry them
across the Lochgyle. The storm has grown more fierce now. The horsemen were coming near the
shore. Their trampling could be heard closely. The beloved asked the boatman to make haste.
She would prefer to meet the second danger (angry skies) rather than her angry father. However,
the stormy sea proves too strong for human beings. Lord Ullin softens and promises to forgive
them. But the storm drowns the lovers.
WORKSHEET–102
1. (a) ‘His horsemen’ in line 1 refer to the horse riding soldiers of Lord Ullin.
(b) If they are caught, the lover will be slain. Then there would be none left to make the beautiful
and charming bride happy.
(c) The lover was defying Lord Ullin and fleeing away with his daughter against his wishes.
The punishment for this crime is death.
2. (a) Scotland stretches across a vast tract. It has a spectacular fusion of wooded glens and
sweeping moors. There are rugged coasts, towering mountains and green valleys. It has
deep blue lakes, which are known as Lochs.
(b) ‘Lord Ullin’s Daughter’ is a popular romantic poem. It describes how a Scottish Chieftain
and his beloved flee from her wrathful father. They are caught in a surging, stormy sea.
Their defiance leads to their deaths.
(c) The daughter of Lord Ullin loves the Chieftain passionately. She wants to marry him. But
she knows her father will never agree to it. He would rather get her lover killed. So she had
no alternative except to defy her father and elope with her lover.
(d) The boatman who ferries the couple across the sea is courageous and helpful. He does not
care for money. He is a man of word. He risks everything to fulfil his promise.
APPRECIATION OF THE THEME: Lord Ullin’s Daughter (POEM)
WORKSHEET–103
1. (a) Chieftain (b) ferry

(c) Lord Ullin’s men (d) beloved
(e) grown loud (f) to make haste
(g) stormy land (h) shore
(i) vain (j) lover
2. Stanza 6 : ‘Waves are raging white’
Stanza 7 : ‘Water-wraith was shrieking’
: ‘Scowl of heaven’
Stanza 9 : ‘raging of the skies’
Stanza 10 : ‘stormy sea’
: ‘stormy land’
: The tempest gather’d o’er her’
Stanza 13 : ‘stormy water’
Stanza 14 : ‘loud waves lash’d the shore’
3. Highlands bound; fast before her father’s; bonny bride; hardy highlands; bonny bird; wilder
blew the wind, Adown the glen; rode armed; stormy sea; human hand storm and shade; did
discover; loud waves lash’d the shore; water wild went; left lamenting.
4. 11.30 p.m. Friday, 25 April 20XX
At last after three days we could reach the shore of the Lochgyle. We had faced many difficulties
during our hard and constant journey on horseback for three days and three nights. But what
lay ahead was nerve-wrecking. A violent storm had risen. The tempest was lashing the shores
horribly. The waves were rising to the skies. The water seemed to touch the zenith. A boat
was caught amidst these stormy waters. Lord Ullin was wailing bitterly and shouting to his
daughter to come back. He raised hands upwards and cried most piteously but the heavens
took no note of his change of heart. The storm raged unabated. It claimed the lives of his
daughter and her lover, the chieftain of Ulva isle. The scene was heart-rending and bone-
chilling. The scene was so shocking that even hard-hearted soldiers like me had to avert our
gaze from Lord Ullin’s piteous face. What an unlucky father!
VILLA FOR SALE (Drama)
WORKSHEET–104
1. 1. Juliette wants to sell her villa. The sign ‘Villa for Sale’ has been hanging on the gate for
over a month. But she is unable to find a suitable buyer for her villa.
2. She calls herself a fool because she thinks that she had bought the villa for more than it
was worth.
3. Juliette expresses her disappointment to her Maid.
2. (a) Juliette had bought the villa for two hundred thousand francs a month ago. She put up a ‘For
Sale’ sign that very night. She thinks that the villa has been a disappointment as nobody
really wants it. In the past two weeks, four people almost bought it, but they didn’t. Now
she is eager to get the wretched place off her hands. She is willing to let it go even at half
its price.
(b) The villa is near Nogent-sur-Marne. It is ideally located as it is at stone’s throw from Joinville,
the French Hollywood. It is a nice place to spend the weekends.
(c) Juliette bought a villa for two hundred thousand francs and hoped to earn a profit. But no
one has turned up to buy it during the whole month. She thinks that nobody has any money
and nobody wants to buy.
(d) The maid suggests that she might play the role of a cook in a film. They want a cook. Since
the times are hard, every little bit will help. They might engage her for eight days and she
would get eight hundred francs. Juliette thanks her for her kindness but doesn’t accept the
solution. She says that she’s not quite so hard up as that yet.
3. ‘Villa for Sale’ is a situational comedy with a dig on the behaviour of the people engaged in film
industry and the Americans who are cash rich and always in haste.
Juliette, the owner of a villa wants to sell it as she is in need of money. Jeanne and Gaston, a
couple visit her with the aim of buying the villa. While Jeanne is enthusiastic about buying,
Gaston detests the idea as he does not want his in-laws in that house. He gives many reasons for
not buying the villa. He finds the asking price of three hundred thousand francs to be expensive.
When Jeanne and Juliette go around the house, another customer walks in and starts talking
to Gaston taking him to be Juliette’s husband. Gaston strikes a deal with the American lady
by which he is able to give two hundred thousand francs to the owner and keep one hundred
thousand francs for himself.
WORKSHEET–105
1. 1. By ‘take possession’ Gaston means that Jeanne’s parents would stay with them for a long
time every year.
2. Gaston makes it clear that he is not interested in buying the villa for themselves. It is
Jeanne who wants the villa for her parents.
3. According to Gaston, Jeanne’s parents will stay in the villa for the longest time.
2. (a) The maid has been asked to act as a maid in a film. She will get a hundred francs a morning
for doing it. She can’t refuse the offer as Juliette pays her only four hundred francs a month.
So she asks for an off between nine and noon the next day.
(b) The maid says that the film company is paying her a hundred francs a morning to play a
maid. She tells Juliette that she could earn eight hundred francs by acting as a cook in the
film. She would only have to peel potatoes one minute and make an omelette the next. It’s
quite easy. So, she says it’s really money for nothing.
(c) The maid makes this observation. She says that everybody wants to work in films. Yesterday,
the butcher didn’t open his shop. He was busy being shot. That day nobody could find the
four policemen. They were taking part in a fight scene in Monsieur Milton’s new film.
(d) The maid has been offered a chance to play a maid. It is because they prefer real maids.
The film-struck maid is so excited that she imagines herself as Greta Garbo, a talented and
beautiful Swedish actress during Hollywood’s silent period. Her dream is not likely to be
fulfilled.
3. Gaston gives many reasons for not buying the villa. First of all he finds fault with the garden.
He calls it a yard with a patch of grass in the middle. He is equally critical of the inside of the
house. He says it has twenty-five yards of furnishings and a dash of paint that one can get
anywhere. He does not want to see the rest of the house. He wittily remarks that he doesn’t
want to see the kitchen to know that the garden is a myth and that the salon was impossible.
When Jeanne suggests doing something original with the salon Gaston lightheartedly remarks
that she could make it an annex to the garden. He snubs Jeanne with the remark that buying
a villa was her idea, not his. His main objection seems to be the presence of Jeanne’s parents,
her sister and sister’s children there. He tells her frankly that she wanted to house her parents
there. Last but not the least, comes the cost. He says that the price is too steep. He asserts that
he is not going to spend his money on buying it.
WORKSHEET–106
1. 1. As a salesman Juliette appears to be coaxing the customers. However, she doesn’t seem to
be diplomatic or convincing.
2. Juliette tries to impress the customers by listing the attractions of the villa.
3. The phrase ‘delightful pastel’ here refers to Jeanne.
2. (a) Jeanne wants to buy a villa for her parents. Her husband Gaston objects to it and flatly
refuses to pay for it. When Jeanne talks of paying from her dowry, Gaston reminds her that
they had spent it long ago. He makes it clear that he is not going to pay anything for it.
(b) Gaston seems to be selfish, down-to-earth, money-minded and practical person having
no sentiments. Jeanne, on the other hand, appears as a refined and cultured lady who is
considerate and full of affection for her relatives.
(c) Gaston knows what will happen if they buy the villa. They will stay there only during August
but Jeanne’s parents will live there from April to the end of September. Moreover, they
would invite Jeanne’s sister and her children to stay with them. So Gaston is not interested
in buying the villa.
(d) No, she does not stick to her words. She had bought the villa for two hundred thousand francs.
She asks two hundred and fifty thousand francs for it. Gaston calls it “decidedly excessive”.
He offers to buy it for sixty thousand francs. Juliette insists that she can’t let it go for less
than two hundred thousand francs.
3. It is a two-floor villa situated in idyllic surroundings. The island on which it stands is in the
middle of a lake. It is white in colour. There are rows of palm trees and shrubs in the front lawn.
Multicoloured flowers greet a person as the big door opens. Four windows on the ground floor
also open in the garden. In the lawn, there is an enclosed area for the birds. In the backyard
there is a huge tree under which there is a relaxing chair. It is beside the small pool. The red
roof and a green chimney add to the scenic beauty of the villa. There are a lot of big trees to the
left of the house. On the lake there are many houseboats. To the left of the lake there is a hill.
It has a lighthouse on the top. Thus the location is picturesque.
WORKSHEET–107
1. 1. There is discrepency between what Gaston said earlier and what he says now. Earlier he
did not want Jeanne’s parents to stay with them. But now he is showing concern for them.
2. The above statement reveals a truth about Gaston’s character. He is a hypocrite.
3. Gaston has been thinking seriously about their own old age.
2. (a) She calls it the most delightful little place which has a charm of its own in spite of its modest
appearance. The house possesses a great many advantages. It has electricity, gas, water,
telephone and drainage. The bathroom is beautifully fitted and the roof was entirely repaired
last year.
(b) It is Gaston who is better in business. Juliette tries her best to dispose of the villa. She tries
to please her customers. She has to reduce the asking price and sell villa at the cost price.
Gaston tackles the American actress tactfully and writhily. He sells the villa for three hundred
thousand francs and makes a profit of one hundred thousand without any investment.
(c) She says (i) “You French people have a cute way of doing business.”
(ii) “Frenchmen usually have to consult about ten people before they get a move on.”
She makes the first statement when she finds that the selling price of the villa is not
marked on the signboard ‘For Sale’. She hints at their habit of negotiating the deal. The
second statement hits at the Frenchmen’s habit of consultation and not taking a decision
independently.
(d) I like Gaston in spite of his many negative qualities. Admittedly, he is cunning, haughty,
overbearing, domineering and disapproving, but he is also clever, witty, smart, humorous
and practical. He may seem materialistic and money-minded but he is an expert at striking
bargain and dealing with people. He causes a lot of humour by his witty remarks.
WORKSHEET–108
1. Tuesday 16 March 20XX

What a disgusting day I had and that too because of my husband who first belittled me in my
own eyes for having no money of my own and yet insisting on buying a villa for my parents. I felt
helpless when he flatly refused to buy the villa. He has no consideration for the softer feelings
of others. His statement “I have never cared much about anybody’s opinion” keeps ringing in
my ears even now.
When I came downstairs with the landlady of the villa, Gaston—the great dissembler—posed
to be sweet like honey and remarked that he had been thinking of my papa and mamma. Now
in spite of my refusal, he bought the villa for two hundred thousand francs.
I was shocked utterly and filled with rage when he boasted to me that he had made a hundred
thousand francs and a Corot! When I insisted, he explained that he had entered into agreement
to buy the villa only after he had received a cheque for selling it. In this way he fooled not only
me but also the landlady. His cunningness pricks me hard. What a shameful act it is!
2. Tuesday
23 October 20XX
9.45 p.m.
Oh! What a day it was. Gaston and I went to see a small villa that was offered for sale by
Madame Juliette, the villa’s owner. Initially he was not interested in the villa at all. Then he
even made fun of Juliette and ridiculed her. When I was not satisfied with the smallness of
the villa and decided to leave that place he suddenly changed his stance. He started praising
the villa and readily bought the villa by handing Juliette a cheque for two hundred thousand
francs. He also convinced Juliette to part with her fond painting. Then he told me in the
evening how he had already sold that villa to a female American film star who had come
there and was very desperate to buy it as it suited her shooting location. He told me that he
had made a cool profit of one hundred francs by doing so. Oh what a disgusting, uncivilized,
ungentlemanly thing to sell a property which was not his, by backdating a cheque. He had
exhibited his greed and selfishness. I wish he did not betray the trust Juliette placed on us
and the trust I had placed on him. I thought that he would live up to his word by allowing
my parents to stay in that villa. Why did he do so when we had enough of everything?
What if Juliette were to learn later on how she had been hoodwinked by my trickster
husband. Won’t we cut a sorry figure in the society in which we move? Won’t we be criticised
and shunned for his disgusting behaviour and cheating? I wish Gaston had thought of the
consequences before doing so. I wish he had been transparent and open in his dealings. I
wish he had exhibited truth and honesty in his dealings.
In sadness.
WORKSHEET–109
1. It was due to impatience that Juliette had to sell her villa for two hundred thousand francs. Had
she waited for some more days or for some more customers and evaluated each choice she would
have got a better price for the property. In the same vein, Mrs Al Smith also showed impatience
while buying the villa. She clearly showed that she was desperate to buy the villa. The moment
she announced her plans to Gaston that she was going to demolish the villa and build a bungalow
there she indeed revealed that she was flush with money, thereby giving a hint to Gaston that he
can get a fantastic bargain by selling that villa to her. She never showed patience and didn’t haggle
over the price of the villa which any purchaser would do. After all deals are fixed and amounts are
settled only after a good deal of bargaining. She also didn’t see whether the house was worth the
price she was paying. Lastly when she handed over the cheque, she didn’t even put his name on
it. Instead she advised Gaston to write his name on the cheque himself. Little did she know that a
unnamed cheque could by misused by anybody.
All these acts show us what damage impatience can cause in one’s life. It is necessary to be
patient in one’s dealings whether at school, home, office or anywhere else. The one who is
patient always has an advantage over the other person who has been impatient in his dealings.
Remember, patience always pays.
2. Gaston showed an excellent presence of mind by selling the villa (which he had not even
bought) to Mrs Al Smith for three hundred thousand francs. It was this quality in him which
make him realise that he could easily palm off that villa to her as she exhibited impatience
and desperation in buying it. She was wanting to get that villa and price was not a factor for
her. She also brandished the fact that she was a film star who wanted to demolish the villa and
build a bungalow so that she could be near Joinville, the French Hollywood centre. These hints
were sufficient evidence for Gaston that she was awash with money, desperate to get the villa
for her use and that she would buy the villa whatever be the price he may quote.
Another virtue which has been portrayed by Gaston was to strike hard when the opportunity
comes. Opportunities don’t come again and again. Only the one who senses the opportunity
and acts to grab it becomes victorious.
Gaston sensed the opportunity at the right moment and struck the deal instantly. So did he
later strike the deal with Juliette to buy the villa from her for two hundred thousand francs.
So it is necessary to have a presence of mind, alertness and the ability to strike hard when
the opportunity presents itself.
DRAMATISATION/ROLE-PLAY: Villa for Sale (Drama)
WORKSHEET–110
1. Classroom activity.
2. The play deals with the eternal theme of greed—a basic human instinct. It is portrayed in modern
setting and in modern times. It uses five characters only but only two are on the stage for longer
periods. Almost all the players have lived up to their roles. The helplessness of the houseowner,
craze for films and acting in the French town, the queer haste of American lady to buy a villa
and her reasons thereof—are all brought home clearly. It is Gaston, the cunning youngman, who
keeps us in good humour by his witty dialogue and wins our admiration. The roles, language
and dialogue are apt, concise and illustrative.
The dramatisation is beautifully organised. Entrances and exits are flawless. Props have been
used properly. The costumes are in full agreement with the status of person portrayed by the
character. Music highlights the ups and downs in the play.
I liked the ending of the play. It thrills and excites the spectators. What a clever but hilarious
ending!
3. front lawn big trees/plants facing the east near a river or sea-shore
having all modern amenities open space at the back of the house well ventilated
4. Juliette, the owner of a villa near Nogent-sur-Marne, wants to sell it as she is in need of money.
Moreover, she is not in favour of the house. Jeanne and Gaston, a couple visit her with the aim
of buying the villa. While Jeanne is enthusiastic about buying, Gaston detests the idea as he
does not want his in-laws in that house. Also he finds the asking price of 300 thousand francs
to be expensive. When Jeanne and Juliette go around the house, another customer walks in
and starts talking to Gaston taking him to be Juliette’s husband. Gaston strikes a deal with the
customer by which he is able to give 200 thousand francs to the owner and keep one hundred
thousand francs for himself.
NOVELS
GULLIVER’S TRAVELS
WORKSHEET–111
1. When Gulliver landed on the shore he was so tired that he could not discover any sign of houses
or inhabitants there and fell asleep. When he woke up, he found himself tied to the ground.
He could see nothing except the sky. He relised that he had been held prisoner by several tiny
people who were roaming on his legs and chest. Gulliver freed his left arm and then loosened
the string that tied down his hair. He was fired with arrows when he attempted to seize them.
He then realized that the best thing to do was to calm down whereupon the inhabitants of the
land realized that he was quiet and they stopped showering arrows. Gulliver was provided food
and drink by the inhabitants before he was taken to the city.
2. Gulliver was taken to the city gate by an engine which was a frame of wood raised three inches
from the ground, about seven feet long and four feet wide. This enpine moved on twenty two
wheels. Gulliver was put on this machine by an army of 500 workmen with the help of ropes
and pullies. When Gulliver was put on the vehicle, he was tied securely on all sides. While all
this operation was going on, Gulliver was in profound sleep. Fifteen hundred of the emperor’s
largest horses were deployed to carry the stage towards the metropolis. Gulliver was put in an
ancient temple as a prisoner chained by eleven chains and thirty-six pedlocks.
WORKSHEET–112
1. When Gulliver first saw the king of Lilliput, he found him (the king) to be taller than most of
his Courtiers. His features were strong and masculine; his countenance erect and his manners
majestic. His dress was very plain and simple and had a light helmet of gold on his head
adorned with jewels. His voice was very shrill but very clear and articulate. The king has made
arrangements for the captivity of Gulliver but he was very kind to provide very convenience to
Gulliver. Gulliver was provided with an army of six hundred persons to look after his needs.
Three hundred tailors were deployed to make suit for Gulliver. Six of his majesty’s greatest
scholars, were employed to instruct the language of the Lilliputians.
2. The two dangers that the kingdom of Lilliput faced were—the violent faction at the court and the
danger of an invasion by a most potent enemy from abroad. The first danger was the struggle
of two parties—Tramecksan and slamecksan—from the high heels and low heels of their shoes.
Also there were the Big–Endians and the small-Endians–as to whether the egg was to be broken
from which end. The animosity between them had separated the two and they disliked the
company of other faction. The invasion is expected to be from the kingdom of Blefuscu.
WORKSHEET–113
1. While Gulliver was in the prison, the king and councils held many lengthy discussions about
his fate. The court was under many difficulties such as his diet would be very expensive which
might cause famine. Some wanted to keep him starved, some wanted to shoot him with poisoned
arrows. But such a large carcass would cause plague in the city. Circumstances turned favourable
to Gulliver when he treated six criminals very politely. This impressed the king and the council
and they decided to feed Gulliver and ordered the neighbourhood villages to provide meals to
Gulliver. Thus Gulliver gained favour of his majesty and council of ministers.
2. The fate of Gulliver was debated in the Royal Council in detail. There was the apprehension
that feeding the mountain man would cause miseries to the people of Lilliput as famine might
break out. The cost of feeding Gulliver was enormous for Lilliput exchequer. Some opined that
Gulliver should be killed but it soon dawned on the council that such an action would cause
plague to spread as his carcass would not be easily decomposed.
WORKSHEET–114
1. The emperor employed many diversions of the court of Lilliput. The diversion was practised
by those who missed to gain a post in the ministry. When a great office got vacant, five or six
candidates petitioned the emperor to entertain his majesty and the court with a dance on the
rope. Whoever jumped the highest, succeeded in the office. Another diversion was the silken
threads of different colours—blue, red, and green. In this diversion the king holds a stick in his
hand and candidates advance—backward or forward—according to the movement of the stick.
Whoever performed with most agility was awarded blue coloured silk, the red given to next and
green given to the third. Once the king requested Gulliver to stand erect with both legs apart
and the whole army went past under him. This is really funny to watch.
2. The conditions under which Gulliver was granted libety were:
(a) The man-mountain was not to depart without a licence under the seal.
(b) He should not tread the city streets without permission and that too after inhabitants
were forewarned.
(c) The man-mountain would confine his walks to principal high roads and not loiter in
meadow or field of corn.
(d) Man-mountain was required to take utmost care not to trample upon the bodies of the
loving subjects.
(e) Man-mountain was required to keep messeanger and horse and return them every week.
(f) Man-mountain to be an ally against the enemies of the empire.
(g) Man-mountain to assist workmen in civil walk.
(h) Main-mountain was to get a daily allowance of meat and drink equal to the diet of 1724
Lilliputians for his service.
WORKSHEET–115
1. When Gulliver saw ships of the enemy country, he informed the emperor that he would seize
the enemy’s whole fleet of ships. He consulted the most experienced seamen about the depth of
the channel which came out to be about six feet. He odered a great quantity of cable and bars
of iron. With the help of cable and bars he prepared the hooks to be fastened to the ships. He
waded through the sea and fixed the hooks to the ships. He then cut the cables that fastened
the fleet with the anchors and pulled all the ships to the shore. Gulliver puts on the spectacles
to proteet the eyes from the arrows of the enemy. Thus Gulliver succeeded in preventing an
invasion on Lilliput.
2. The king of Brobdingnag was a learned man. He had been educated in the study of philosophy
and mathematics. He felt that the story given by Gulliver was only a figment of his imagination.
He doubted Gulliver’s nurse and her father. The emperor probed the farmer, his daughter and
Gulliver before coming to any conclusion. He took great pleasure in conversing with Gulliver.
He made very wise reflections and observations on men and matters. The king had very bad
opinion of England and its institutions and practices. In his opinion people of Gulliver’s country
suffered from hypocrisy, cruelty, rage, madness, anger and lust. He abhored violence and war.
The king did not believe that the art of government could be learnt by reading hundreds of
books. The principles of common sense, reason, justice and lineancy could be better guidelines
for running a good government.
WORKSHEET–116
1. Gulliver noticed peculiar things regarding Lilliputians. Their learning had flourished in all its
branches. Their manner of writing was aslant, i.e., from one corner of the paper to the other.
Their laws and customs were peculiar. All crimes against state were punished severely. If an
accused person made his innocence plainly upon his trial, the accuser was immediately put to
death. The emperor also conferred on him some public mark of his favour. They looked upon
fraud a greater crime than theft.
2. The two dangers that the kingdom of Lilliput faced were—the violent faction at the court and the
danger of an invasion by a most potent enemy from abroad. The first danger was the struggle
of two parties—Tramecksan and slamecksan—from the high heels and low heels of their shoes.
Also there were the Big–Endians and the small-Endians–as to whether the egg was to be broken
from which end. The animosity between them had separated the two and they disliked the
company of other faction. The invasion is expected to be from the kingdom of Blefuscu.
WORKSHEET–117
1. Lilliputians were of the view that parents should not be entrusted with the care and education
of their offsprings whose sole purpose was to bring them into this world. There were public
nurseries in every town and parents were expected to leave their children there. In these
nurseries children were reared and educated till they were at the age of twenty moons. These
schools were of different kinds suited to different qualities and to both sexes. The nurseries of
males of noble birth were provided with learned professors. The clothes and food were plain and
simple. They were brought up according to the principles of honour, Justice, courage, modesty,
clemency, religion and love. The parents were allowed to see them twice a year.
2. When Gulliver was informed by Reldresal, a friend of his, that the court of the Emperor of Lilliput
had framed charges against him and they were planning to blind him, Gulliver first of all thought
of destroying Lilliput. But after some thought he resolved to leave Blefuscu without making any
fuss. He had already taken the verbal permission of emperor of Lilliput to visit Blefuscu. So,
he wrote a letter to his friend Reldresal informing him of his intention to see Blefuscu. Without
waiting for the answer, Gulliver crossed over to the side of Blefuscu. Gulliver was received by
the people who were expecting him. They took him to the king of Blefuscu. King of Blefuscu
along with the courtiers and empress and ladies welcomed Gulliver to the land of Blefuscu.
WORKSHEET–118
1. When Gulliver was loitering on the north-east coast of Blefuscu, he saw an overturned boat in
the sea. He immediately went to the king of Blefuscu to get help of some seamen to bring the
boat to the shore. With the help of seamen Gulliver was able to bring the boat. With the help
of five hundred workmen Gulliver made two sails for the boat. His Majesty’s ship- carpenters
put up oars and masts of the ship. In one month’s time Gulliver was ready to set sail. The king
of Blefuscu presented Gulliver with fifty purses of two hundred spurgs, a picture of his at full
length. Loading the boat with enough food and drink, Gulliver parted with the king and the
queen of Blefuscu.
2. When one night Gulliver was woken up with loud cries of many hundred people, he was told
to rush to the palace at once where a fire had broken out in her Majesty’s apartment. Several
people were engaged in putting water on to the fire. But water was at a distance and the buckets
were too small to fetch enough water. Gulliver could easily put out the fire by his coat but he
had left it in the room. Suddenly, he thought to put out fire by urinating on it. He discharged
his urine and within few minutes succeeded in putting out the fire.
WORKSHEET–119
1. Lemuel Gulliver is the most important character in Swift’s ‘Gulliver’s Travels’. He is also a keen
observer and recorder of events, lands, people and their practices. No doubt, he is a fictitious
character invented by Swift. But he impresses us as a detached and impartial observer and
critic of mankind.
The voyages with the rough and stormy seas, the attack of sea-pirates or the fantastic
locations of islands — everything finds a faithful record in Gulliver’s accounts. Gulliver is
also a sharp critic of the political, social, cultural and religious institutions and practices of
his own country.
Gulliver serves as a mouthpiece of Swift. Gulliver’s comments, conclusions, moralization or
condemnation are Swift’s. Of course, they are veiled.
Gulliver gives his biographical details about his birth, marriage, education and profession.
He is the third son of a small landowner in Nottinghamshire. He is educated in Cambridge
and studied medicine. He is married to Mary who brings a good dowry to him. All these
biographical details make us believe that Gulliver’s character is not a fictitious but a real
character of flesh and blood.
Whether in Lilliput or in Laputa ; Brobdingnag or the land of the Houyhnhnms, Gulliver
observes everything with great care and impartiality. In first three parts of the book, he keeps
our interest alive through humorous episodes and amusing and entertaining descriptions. In
part IV, Gulliver as a mouthpiece of Swift goes very caustic in identifying men of his country
with the Yahoos. Here, Gulliver acts like a moral judge. The portrayal of Pedro de Mendez’s
character shows that Gulliver (or even Swift) was not a hater of mankind.
2. Skyresh Bologlam was an influential man in the cabinet of Lilliput. He was jealous of Gulliver.
Though the king and majority of the cabinet was in favour of Gulliver’s liberty he opposed it
and prepared articles and conditions of Gulliver’s release. These articles put some restrictions
on Gulliver. Gulliver had to accept those conditions in order to get liberty. By these conditions
Gulliver had to accept the sovereignty of the king by becoming a loyal servant of the king.
By the description of it, Skyresh Bologlam seems to be an arrogant person always ready to
harm Gulliver by all means.
THREE MEN IN A BOAT
WORKSHEET–120
1. The narrator portrays Harris as a man of no emotions. He is not in the habit of crying. He also
does not know why it is so. He is also a jolly man. He is always after some sort of drink in the
offering. When everybody is worried he simply comes out with a solution. The author is of the
opnion that Harris always does know about a place round the corner where you can get something
brilliant in the drinking line. Harris is an easy going person who cares little about other things.
2. Montmorency did not enjoy solitude. He liked noise and to participate in action. There was
no adventure for him in the boat. Montmorency looked like an angel. His looks were as if he
thought that this world was wicked and he could make it better and nobler. His innocent pious
expressions could bring tears in the eyes of old ladies and gentlemen. The author thought he
would not live long. He would soon be snatched away to heaven in a charot. He looked very
frail. The author had to change his option about Montmorency when he killed a dozen chicken,
fought with other dogs in the street and killed a cat belonging to an angry women.
WORKSHEET–121
1. When George suggested that we should take only such things that we can’t do without, the
narrator appreciates him. He suggests that the boat of life should be light, packed with only
what you need—a homely home and simple pleasures, one or two friends, someone to love you, a
cat, a dog and a pipe or two, enough to eat and enough to wear and a little more than enough to
drink for thirst is a dangerous thing. This would enable the boat easier to pull. So only essential
things were packed–such as a rug (each), a lamp, some soap, a brush and comb, a toothbrush
(each), a basin, some toothpowder, some shaving tackle and a couple of big towels for bathing.
2. The Author tried to pack things himself and when he was about to finish the job Harris asked
whether he had packed the boots. The writer had to open the bag. Then he had a horrible thought
that he hadn’t packed his toothbrush. The bag had to be emptied again to check it. Toothbrush
was not found. Ultimately toothbrush was found in a boot. When he had packed, George asked
whether the soup was in. George’s and Harri’s contribution was to begin with breaking things.
They started with breaking a cup. Then Harris packed the strawberry jam on top of a tomato
and squashed it. George, then, trod on butter. They packed pies on the bottom and heavy things
on them. The butter was found on Harris’ back. Every one seems to be better than the other but
it was not so.
WORKSHEET–122
1. While the author was smoking leaning against a low stone wall that guarded a little village
church and enjoying the serene beauty there, an old man approached him. The old man was the
watchman of the churchyard. The old man was carrying a bunch of keys and he thought that
the author was interested in seeing the tombs. When the old man excused the author for coming
late, the author scolded him by saying that he was not interested in seeing the tombs. When the
old Sexton found that the author was not interested in seeing the tombs, he was shocked. He
could not imagine that a person near the churchyard was not interested in seeing the tombs in
the churchyard.
2. When the narrator and Harris were having lunch at Kempton Park, a gentleman in shirt-sleeves
and a short pipe came along and wanted to know if they were trespassing. The author told
him that they did not consider the matter but assured him that if they were trespassing, they
would believe it. Harry even offered the man bread and jam when he did not go away. The real
purpose of the man was to get some money from them. To author, the man seemed to be some
sort of ruffian who cheated people in this manner. These men are sometimes employed by the
proprietor of these places to earn some money.
WORKSHEET–123
1. Jerome K. Jerome is the main character of his classical comic novel ‘Three Men in a Boat’. He
is the narrator and the novel is a ‘first person’ description of the river journey from Kingston
to Oxford. Like both of his real life-friends Harris and George, Jerome is also a hypochondriac
who is all the time concerned with his health.
Jerome is not a vocal and boisterous character like his other life-friends, Harris and George.
He rarely takes any initiative but slowly and silently he makes his presence felt in all the
decisions and operations that are associated with the river journey. Jerome has a long
association with the Thames.
The narrator doesn’t forget to laugh at himself too. On many occasions he contradicts himself.
On one hand he says that he takes a great pride in his work. But in the same breath he
complains that it always seems to him that he is doing more work than he should do.
The narrator has an eye for beauty and romance. His description of the river and the villages
and towns on it is graphic and fascinating. He displays a deep knowledge about the social
practices, culture, history, costumes, food, drinks that the people and places of the Thames’s
region are associated with.
2. The author is of the view that it is only when our stomach is full our body and mind does the
business quite well. We can not work, we can not think unless our stomach is full. He says that
after eggs and bacon, it says ‘work!’. After beefsteak and porter it says ‘sleep!’ After a cup of tea, it
says to the brain ‘Now, rise, and show your strength...’ He says, we are the veriest, sorriest slaves
of our stomach.’ When your stomach is full, you tend to be a good citizen, a loving husband and a
tender father—a noble, pious man. The author aptly remarks that we can even forget the follies
of others when our stomach is full.
WORKSHEET–124
1. When the author could not sleep in the boat at night, he observed some strange facts about
night. It was a glorious night and the moon had sunk and left the quiet earth alone with the
stars. While we slept, like her children, the stars were talking to her (night) in mysterious
voices which we are unable to decipher. They awe us, these strange stars, so cold so clear. We
as children know not how to react to the situation.
Night seems so comfortable and full of strength. In its great presence our small sorrows creep
away. The day is full of fret and care and world seems to be so hard and wrong to us. Then Night,
like some great loving mother, gently lays her hand upon our head and smiles. We on our part
get solace in her presence and all our sufferings are gone.
2. The two youngmen fooled the party guests by inviting Herr Slossenn Boschen to sing. Herr
sang it in German. Nobody in the party knew German. The two youngmen deliberately told the
author and other guests that the song of Herr Slossenn will amuse them. But professor sang a
sad song in German. The guests at the party followed the young men by roaring and tittering.
When they did so German professor was not happy because guests at the party annoyed him
very much. It appeared that the song was not a comic one at all. By the time all realised that
they had been befooled by the two youngmen, they (two men) had disappeared from the party.
The party ended on a sad note
WORKSHEET–125
1. When the author was rowing with his cousin from Goring, it was late and they planned to reach
Cleeve by the night fall. In between Goring and Cleeve was Wallingford lock, as the map showed.
They were rowing down–the river pretty fast but could not reach Wallingford lock. As time went
on and no sight of the lock at the expected place, they thought that they had lost their way.
The author got puzzled as to the location of the lock. The river seemed more and more gloomy
and mysterious under the gathering shadow of night. By chance, some other people emerged
on another boat. The author asked about the Wallingford lock. They told him that it had been
closed down a year ago. They had just neared Cleeve. The author thanked them and he and his
cousin got home for supper in time.
2. The narrator portrays Harris as a man of no emotions. He is not in the habit of crying. He
also does not know why it is so. He is also a jolly man. He is always after some sort of drink in
the offering. When everybody is worried he simply comes out with a solution. The author is of
the opinion that Harris always does know about a place round the corner where you can get
something brilliant in the drinking line. Harris is an easy going person who cares little about
other things.

SOLUTIONS TO PRACTICE PAPER–1
SECTION–A (READING)
1. 1. (a) To improve insulin function one must cut down all artificial foods.
(b) Butter, ghee, oils and fried foods should be avoided.
(c) Poly-unsaturated oil, like sunflower oil, mono-unsaturated oil such as olive oil is
recommended by the author.
(d) Karela, methi seeds, neem, jamun fruits are the herbs which improve insulin response.
(e) Garlic lowers blood sugar and decreases cholesterol.
(f) High fibre diet is the cornerstone of the treatment of most of the diseases.
(g) Potassium can be found in vegetable broths and raw, sprouted peanuts.
(h) Black channa, legumes, buttermilk, turmeric and amla are low sugar/glycerin index
diets.
2. 1. (a) Indoor pollution affects our health as the level of carbon-dioxide is found to be higher
than outside. Burning sensation in the eyes, drowsiness and tiredness are its symptoms.
(b) TERI findings are that indoor pollution can be as toxic as the quality of air outside.
(c) Lack of certain restrictions such as smoking in office premises, which is closed due to
air conditioning, can worsen the situation for non-smokers.
(d) Occuaptional hazards mean hazards due to one’s prefession where such dangers lurk
around.
2. (a) acute (b) fatigue (c) infrastructure (d) restrictions
SECTION–B (WRITING & GRAMMAR)
3. What a horrible day it was! I was living in Mumfordganj locality of Allahabad. One night I
woke to relieve myself and my feet splashed in two inches water in the room. I was shocked
to see flood water entering the room through closed door. I found the whole surrounding area
submerged in flood water. The Ganga river had overflowed its embankment and for three
days there was no respite. Boats were used to carry the affected persons to safer places. We
took shelter on the roof of our house and helicopaters dropped milk and prepared food for us
in pouches.
4. THE LION AND THE HARE
Once upon a time, the lion, the king of the forest, was celebrating his birthday. All the animals
and birds of the forest were there to participate in the grand function. The last to arrive was
a small hare. The lion was furious at his impudence. He roared loudly and asked the hare the
reason for his late arrival. The hare said that another lion had come in the forest and that he
held him up on the way. The lion became all the more furious with rage. “Show me that lion.
I will kill him,” he roared.
The clever hare led the lion to a well and said, “Sir, he lives inside.” The lion looked into the
well and saw his own image in the water. Mistaking it for his enemy, he at once jumped into
the well to kill that lion. Since the well was a bit deep, the angry lion got drowned and died
instantly. Thus the other animals were saved from the lion by the clever hare.
5. (a) 3. by (b) 2. its (c) 3. and
(d) 4. across (e) 3. having (f) 4. for
6. (a) Her His (b) at with (c) did do (d) take took
(e) an the (f) were was (g) since and (h) about of
7. (a) on behind (b) in about/of (c) on and (d) is are
(e) in on (f) does do
SECTION–C (LITERATURE TEXTBOOK & LONG READING TEXT)
8. 1. The water of lake had assumed the shape of a ghost in that wild weather.
2. The sky started scowling in that rough and wild weather. The human faces had become
dark.
3. The armed men rode up and down with their crushing sound sending chill down everyone.
Or
1. The writer of the novel ‘Kashi Yatre’ is Triveni.
2. The old lady thought that she would get ultimate punya by worshipping Lord Vishweshwara.
So she had a strong desire to go to Kashi.
3. She could not go to Kashi because she gave away her savings to get a young orphan married.
9. (a) Robert Frost had to make a choice between the two roads. Both looked equally attractive
that morning. He took one road thinking he would walk on the other some other time. The
choice for the particular road depended on various reasons, such as it was ‘fair’ and ‘grassy’.
It also ‘wanted wear’.
(b) Duke was certainly an extraordinary dog both in physical build and dedication to his master.
He had a high level of intelligence. Only once did he throw Chuck off balance and that too to
express his love at the reunion. From then on Duke behaved like a responsible companion.
It was Duke’s initiative, persistence and perseverance that made Chuck walk again.
(c) Gaston detests the idea of buying the villa as he does not want his in-laws in that house.
He tells Jeanne that her parents will occupy the house every year from spring to autumn.
They would also bring the children of Jeanne’s sister there. He implies that there would be
no privacy left. Secondly, he finds the asking price of three hundred thousand francs to be
excessive.
(d) Her song is melancholy but sweet and melodious. The poet is lost in the sheer melody and
music of the song. Then there is the charm of the unseen, unknown and unfamiliar. These
prompt his imagination to roam freely. It has an unending fascination.
10. 20 April 20XX
Tuesday 8 pm
Today I am very happy as I feel independent. By the grace of God, guidance of my teacher and my
own determination, I have been able to overcome the obstacle of illiteracy that stood between me
and my desire to read the novels and scriptures. I am especially happy because I have achieved
the mission that I started so late in life—learning alphabet at the age of sixty-two to being able
to read a novel by myself. For some observers, I might have presented a funny picture—an old
grey haired woman in her sixties with spectacles on nose and wrinkled hands reading, repeating,
writing and reciting whatever the teacher allotted her as homework.
The day I was able to read the story of Kashi Yatre unaided, I decided to honour my teacher
who had opened the gate of literacy to me. I called my granddaughter to the pooja place, made
her sit down on a stool and gave her a gift of a frock material. Then I bent down and touched
my granddaughter’s feet. She was surprised and taken aback. I had done the reverse of the
tradition—an elder touching the feet of younger. I explained that I was showing respect to my
teacher who taught me so well that I was able to read a novel within a short span of time. A
teacher must be respected irrespective of the gender and age.
Or
DUKE’S ROLE IN THE LIFE OF HIS MASTER
Charles–‘Chuck’–Hooper met with an accident in autumn and remained in hospital till spring.
His left side was completely paralysed. He couldn’t move out of his bed. Duke was impatient
to lead Chuck outside. One evening Chuck hooked the leash on to Duke’s collar. Duke pranced
and Chuck had fight for balance. He put the lease under his paralysed fingers and moved his
right leg out in front. Duke pulled the leash taut. Charles straightened his right leg. This caused
the left foot to drag forward. From one step a day, they made a steady progress. In two weeks
they reached the front porch.
Duke and Chuck persevered. By mid-April neighbours saw a daily struggle in front of Marcy’s
house. The master and his dog would come out on the sidewalk. Duke would pull his leash taut.
Then he would stand and wait. The man would drag himself abreast of the dog. Then the dog
would surge out to the end of the leash and wait again.
On June 1, i.e. after one and half months, they made to an intersection quite far away. Soon
Duke took Chuck for two trips a day. They lengthened the targets. It was one driveway at a
time. Now Duke no longer waited at each step. The big move came on January 4 when Hooper
walked 200 metres without Duke.
Though Duke was physically not with his master, it was the dog that had lifted his master’s
numb spirits and rekindled hope. In fact, Duke had assumed all the responsibility for leading
Charles Hooper back to his office. Duke taught him to cope with the challenge and adjust to
the changed way of living. In fact, Duke held the key to all that Chuck achieved in his life.
11. (a) No doubt, Swift’s Gulliver’s Travels is one of the greatest satirical works in English literature.
Swift adopted the form of a travelogue to expose individuals, communities and even mankind
for their follies, weaknesses, vices and hypocrisies. Gulliver’s Travels turns out to be
wonderful admixture of comic and corrosive satire. Through the accounts of his voyages to
strange and unexplored lands, Swift comes to the conclusion that the ‘Yahoos’ in human form
living, particularly in Europe and England, are the worst specimen existing on the earth.
Swift employs all the possible devices and weapons like irony, ridicule, mockery and even
invective to lash human follies and weaknesses. Many critics believe that Gulliver’s Travels
is an allegorical satire where personalities and institutions are attacked not directly but in a
veiled manner. As Swift himself admitted that the purpose of the book was “to vex the world
rather than to divert it.”
All satires aim at reform. And so does Swift’s Travels. Whether he succeeded or not is a
different matter. He himself deplores the fact that ‘accounts of his travels’ has brought
about no change in the manners or behaviour or mentality of the people around him. Swift
believed that man was not a rational animal but he was certainly “capable of becoming
rational. Part I of Gulliver’s Travels is largely a satire on English politics, politicians,
monarchs and theological disputes prevailing in his times. Flimnap may remind of Walpole
with his dancing skills on a tight rope. The conflict between the High-Heels and the Low-
Heels symbolises the conflict between the Whigs and the Tories of England. The dispute
between the Big-Endians and the Little-Endians may symbolise the constant fight between
the Roman Catholics and the Protestants. The annoyance of the Empress of Lilliput is a
satirical way of describing Queen Anne’s annoyance with Swift.
Or
Lemuel Gulliver is the most important character in Swift’s ‘Gulliver’s Travels’. He is the
prime mover of the story in all the four parts and also a keen observer and recorder of events,
lands, people and their practices. No doubt, he is a fictitious character invented by Swift.
Inspite of his fairy tale adventures and incredible feats, he impresses us as a detached and
impartial observer and critic of mankind.
Gulliver is basically an observer, a narrator and a critic. He has extraordinary powers of
observation and narration. The voyages with the rough and stormy seas, the attack of
sea-pirates or the fantastic locations of the Flying Island or anything or everything finds a
faithful record in Gulliver’s accounts. The book is not intended as a memoir or travel book.
Gulliver’s main purpose in recording his accounts is to express his ideas about mankind
in general. But Gulliver is also a sharp critic of the political, social, cultural and religious
institution and practices of his own country, England. The story line may be fantastic or
incredible but Gulliver’s observations and generalisations of mankind are real and credible.
(b) ‘Three Men in a Boat’ of Jerome K. Jerome proves that humour based on human nature is
timeless, fresh and universal. Jerome intended to make the novel a serious travel guide.
But the humorous elements dominate so much over the story line that they make ‘Three
Men in a Boat’ as one of the best comic novels in English comic literature. The antics of
the three gentlemen, Harris, George and Jerome himself, are described laced with humour
which is very refined and sharp but at times coated with sarcasm. The book is full of ‘tongue-
in-cheek humor’. But Jerome’s humour never resorts to bawdiness and crudity. It is fresh,
heart winning and modern. The jokes seem fresh and witty even today.
In ‘Three Men in a Boat’, often, the trip takes a back seat to a series of hilarious and
comic episodes. The trip on the river is just a frame on which hang various anecdotes and
digressions that contain much of humour. Much of the humour is provided by the hillarious
misadventures of a ‘merry but scandalously lazy band of three real life friends’. But what
makes the book a classic of British comic literature are the narrator’s hilarious digressions.
The humour created by characters or incidents, is so real and alive that we find it very
different from the one we are used to. ‘Three Men in a Boat’ mocks nothing. Instead it
makes its readers laugh at the sheer ridiculousness of life.
Or
Uncle Podger is the real uncle of Mr Harris who is a character of ‘Three Men in a Boat’.
Uncle Podger is remebered by the narrator when he criticises Harris who is in the habit of
taking burden of doing something and putting it on the backs of other persons. Jerome finds
Harris’s resemblance in the character of his uncle Podger who always created commotion
up and down the house when he undertook any job. Uncle Podger is portrayed as a confused
man who even scolds other for fault commited by him.

1. 1. (a) Water is vital to human health and fitness because it is a key nutrient as no life is
possible without it.
(b) It is called a key nutrient because we cannot live longer than a couple of days.
(c) As water approximates 60% of the body weight, it is an ideal constitutent of the body
fluids.
(d) Water dissolves varried products of digestion and transports them to various parts of
the body.
(e) By dissipating (distributing) the body heat efficiently, water regulates body temperature.
(f) High specific heat implies that it takes a lot of heat to raise the temperature of water.
(g) Water-therapy means drinking enough water to treat body ailments.
(h) Hypothalamous regulates water in our body by creating the sensation of thirst and by
controlling the excretion of water in the form of urine.
2. 1. (a) The special children referred to here are children with disabilities such as psychological
disorders.
(b) Education is imortant for such children as, without education, they become a burden on
their families as well as on the society.
(c) Factors responsible for hindering the path of education for such children are lack of
opportunities or facilities in schools and apathy of the parents towards special children.
(d) Meagre resources in the form of some schools for special children can not ameliorate the
lot of these children. There is urgent need to strike at the root of this malaise.
2. (a) segregated (b) motivation (c) discrimination (d) mould
SECTION–B (WRITING AND GRAMMAR)
3. TRAFFIC JAMS AND ACCIDENTS

(by Raj Sinha)
During the last two decades there has been a boom in the automobile industry. This has led to
manifold increase in the number of vehicles in major Indian cities. While the easy availability
of vehicles helps comfortable and hassle-free transportation, the multiplicity of vehicles on the
roads causes various problems like traffic jams and accidents.
The visual depicts the plight of people caught in traffic jam. This is not an unusual scene in a
city like Delhi where the bulging traffic presents a chaotic scene at almost every roundabout
and crossroad. In the eagerness to move faster, drivers break rules, jump the red light signals
and cause accidents. Everyday we hear of traffic jams and road accidents.
Since the problem is acute it needs urgent and drastic measure. Construction of overbridges
will take time but it will ensure freedom from traffic jams. Till then, we can adopt the policy
of restraint on the vehicles by permitting even and odd numbered vehicles on alternate days.
This will cut the number of vehicles to half. The road users will resent it at first, but they
can be persuaded to share vehicles and travel by staff cars or public transport. The Metro
trains can also decrease the volume of traffic on the road. Change in the opening and closing
time in schools, offices and shops in neighbouring areas and adoption of staggered hours can
help to reduce congestion at peak hours. Last but not the least, a proper traffic sense has to
be inculcated among the road users. Most of the accidents and traffic jams are caused by the
violation of the rules of the road. The traffic police must be strict with the habitual offenders.
The penalties must be harsh. It is hoped that all these measures, if adopted sincerely, can
help to curb the problem of traffic jams and accidents.
4. THE MYSTERY OF THE HAUNTED HOUSE

It was a hot afternoon in June. We, a group of ten boys, were playing hockey outside the town,
in the big ground. When we sat down during the breather, one of us, perhaps it was Mohit, who
pointed at a greyish dilapidated building towards the east. He also told us that it was a haunted
house and his uncle had told him not to go near it. All of us laughed at Mohit’s timidity. A keen
sense of adventure and expectation of thrill inspired us to explore the mystery of the haunted
house. We decided our signals and code words. Two of us had their mobile phones with us. We
picked our sticks and moved cautiously. We found the main gate blocked by a heap of stones
and bushes. Rahul noticed a man coming out of a side gate. This war our chance. We grabbed
it and rushed in. We were surprised at what we saw there. The place was neat and clean. Work
was going on in the farthest room. A man sat at a printing machine. We threw discretion to
the winds. Two of us advanced to see what the man was doing. We were shocked to find that
he was printing fake currency. The other group had stumbled upon narcotics and drugs. We
hid behind the pillars as we heard some noise. We overheard what they said. Then we came
out. We blocked the side gate with stones, bushes and logs of wood. Then Sahil telephoned the
police. His father, the local police Inspector, came there with a police party. The people inside
were taken by surprise and surrendered without any resistance. The police confirmed what
we had guessed. It was the den of anti-social goons. They had spread the rumour of haunted
house to hide their illegal activities.
5. (a) 3. are (b) 2. how (c) 4. what
(d) 3. by (e) 2. have (f) 3. with
6. (a) because what we (b) result of the (c) tomorrow will be
(d) decision we take (e) reverse the wrong (f) taken in the
(g) overselves into becoming (h) if we don’t
7. (a) In these places the annual rainfall is less than 25 cms.
(b) Deserts like Sahara remain dry for years.
(c) During the day such deserts are burning hot.

8.
1. The speaker is discussing her helplessness to sell the villa.
2. The speaker wants to sell the villa because she is hard pressed and needs money.
3. The speaker’s mood is full of anxiety.
Or
1. Marcy cried secretly because she wanted to hide her feelings from Chuck.
2. Marcy felt pained because Chuck’s smile was replaced by deep set lines showing pain and
sadness.
3. Chuck kept staring around because he had nothing else to do.
9. (a) When the brook moves over ‘the golden gravel’ it breaks into many a silvery waterbreak. It
goes in the dark, but glances out. Swallows fly over its surface. It makes the netted sun-beam
dance against its sandy shallows. It murmurs at night as it goes through wilderness full of
thorny bushes. It lingers by shingly bars and loiters around the pungent learned cresses.
It curves out and flows to join the river.
(b) The granddaughter overstayed there. During her absence, ‘Karmaveera’ came on Wednesday.
Being illiterate, the grandmother was unable to read the story ‘Kashi Yatre’ on her own.
She was desperate to know what happened in the story, but couldn’t. So she began to weep
at her helplessness.
(c) She is a practical and forward looking. Being busy, she has no time for details of transaction.
She comes straight to the point and does not beat about the bush. She is not interested in
the details of the house as she wants only the land to build a bungalow after knocking down
the villa. Like most Americans, she always thinks about the future.
(d) The weather was already rough and wild. The storm grew loud quickly. The water-ghost
began to shriek loudly. Heaven seemed angry and turned black. Each face grew dark in the
darkness enveloping them.
10. 22 April 20XX
Thursday 9.30 pm
What a non-comprehending slip of girl have I proved myself today. What else could one expect
of a twelve-year-old irresponsible idiot. Grandma had taken a momentous decision. She wanted
to be able to read Kannada alphabet and she conveyed this to me as she needed my help in
acquiring the ability to read. What a fool and unthinking, unfeeling imp must have I appeared
to her. I made fun of her age, looks, wrinkles and her workload vis-a-vis her desire to read. She
was sixty-two years old. Her hair was grey, her hands were wrinkled and she wore spectacles.
Moreover, she had a lot of work to do in the kitchen. It was childish of me to make fun of the old.
She just smiled at my impudence and said that there was no age bar for learning. Determination
could help her overcome all obstacles.
After dinner, I lay on my mat in the open terrace. I kept thinking of what had transpired
during the day. I felt ashamed of my conduct. Grandma had sought a little favour—just help
and direction to enable her to read. How foolishly had I reacted! I was filled with self-contempt.
There were tears in my eyes. These were tears of repentance. I do not know how long I kept
weeping. I only remember the touch of the soft wrinkled hands of my grandma on my forehead.
No words were spoken. Her loving strokes on my cheeks reassured me of her love for me and
confidence in me. Before bidding her good night I remarked, “Well, grandma, we begin reading
after prayers tomorrow.” She felt happy. A tear rolled down her cheek. I wiped it with my finger
and she blessed me.
Or
January 4
Friday 8 pm
What an eventful day it was! All unexpected and bizarre incidents happened that day. The
most unusual was the visit of Chuck Hooper, our erstwhile zonal manager who had suffered a
stroke of paralysis after a car hit him. It was a pleasant surprise to all of us when he walked
unaided to the branch office from the clinic 200 metres away. The staff was amazed by the
visit. To me it was more than a courtesy call or a mere visit. Chuck said in his imposing
voice: “Gordon, this isn’t just a visit. Bring me up to date on what’s happened, will you—so
I can get to work? This was not a mere request. As it came from my senior, it was an order.
I opened my mouth to say something but being full of amazement at his determination,
confidence and assertion, I kept staring at him with my lips opened wide. Before I could say
anything he expressed his intention to visit the office for only an hour a day to begin with.
He added that he would use the empty desk in the warehouse and asked me for a dictating
machine.
I kept thinking of Chuck’s resolve. He was fighting hard for a comeback. He had undergone
trauma for more than one and a half years. I was full of admiration for his spirited effort to
combat his deficiency and overcome the challenge. It was for the high-ups to think what to
do with a salesman who couldn’t walk or would attend the office only for an hour.
I felt confident that sooner than we expected Hooper might regain his former agility, resolve
and energy to direct the sales of our company upwards. Well, I express my sincere wishes
for him and pray for his speedy recovery.
11. (a) When Gulliver landed on the shore he was so tired that he could not discover any sign
of houses or inhabitants there and fell asleep. When he woke up, he found himself tied
to the ground. He could see nothing except the sky. He realised that he had been held
prisoner by several tiny people who were roaming on his legs and chest. Gulliver freed his
left arm and then loosened the string that tied down his hair. He was fired with arrows
when he attempted to seize them. He then realized that the best thing to do was to calm
down. Whereupon the inhabitants of the land realised that he was quiet and they stopped
showering arrows. Gulliver was provided food and drink by the inhabitants before he was
taken to the city.
As a prisoner Gulliver was put in a temple and the king ordered for his food and lodging.
Gradually Gulliver won the admiration of the king and was treated with respect. He helped
the king in his campaigns against his enemies. But due to intrigues of the courtiers he fell
in the eyes of the king and had ultimately to escape from Lilliput.
Or
When Gulliver first saw the king of Lilliput, he found him (the king) to be taller than most
of his Courtiers. His features were strong and masculine; his countenance erect and his
manners majestic. His dress was very plain and simple and had a light helmet of gold on
his head adorned with jewels. His voice was very shrill but very clear and articulate. The
king has made arrangements for the captivity of Gulliver but he was very kind to provide
very convenience to Gulliver. Gulliver was provided with an army of six hundred persons to
look after his needs. Three hundred tailors were deployed to make suit for Gulliver. Six of
his majesty’s greatest scholars were employed to instruct the language of the Lilliputians.
(b) While discussing about their health the three men–Jerome and his two friends–decided to
take rest and complete change. Change of scene and rest would restore their mental and
physical equilibrium. They wanted to seek out some retired and old world spot, far from the
madding crowd. Harris wanted to go for a sea trip but sea trip was not possible for a short
period of one week. Jerome opined that sea trip would cause sea-sickness. Ultimately all
agreed for a boating trip in the river Thames which would provide them fresh air, exercise
and peace.
Or
Jerome K. Jerome is the main character of his classical comic novel ‘Three Men in a Boat’.
He is the narrator and the novel is a ‘first person’ description of the river journey from
Kingston to Oxford. Like both of his real life-friends Harris and George, Jerome is also a
hypochondriac who is all the time concerned with his health.
Jerome is not a vocal and boisterous character like his other life-friends, Harris and George.
He rarely takes any initiative but slowly and silently he makes his presence felt in all the
decisions and operations that are associated with the river journey. Jerome has a long
association with the Thames.
The narrator doesn’t forget to laugh at himself too. On many occasions he contradicts himself.
On one hand he says that he takes a great pride in his work. But in the same breath he
complains that it always seems to him that he is doing more work than he should do.
The narrator has an eye for beauty and romance. His description of the river and the
villages and towns on it is graphic and fascinating. He displays a deep knowledge about
the social practices, culture, history, costumes, food, drinks that the people and places of
the Thames’s region are associated with.

1. 1. (a) TV watching is one of the main reasons for children being overweight.
(b) A test involving the eating and TV-watching led to the establishment of the fact.
(c) Seven percent loss was more in case of the children who watched TV.
(d) Parents tend to ignore the fact that how much time their children spent on watching
TV.
(e) According to the doctors the recommended duration of TV-watching is one or two hours
per day.
(f) The more the TV children watch, the more they tend to eat things advertised on it and
thus overweight is related to TV.
(g) TV is strictly forbidden in the bedrooms of children.
(h) Parents can encourage their children by allowing them half an hour of TV watching for
every hour spent playing outdoors.
2. 1. (a) The use of various drugs and addictive substances has affected innocent young lives and
it creates many social ails.
(b) The majority of drug edicts are the young students, unemployed rural and urban youths.
(c) The effects of prolonged use of addictive drugs severely affects the personality of the
addict. They become a nuisance to their families and the society. They succumb to the
path of crimes.
(d) The desire to gain materialistic benefits has led us to loose our cherished goals. There
is a complete administrative, moral and social failure.
2. (a) menace (b) callous (c) degenerated (d) scam

3. CARBON CYCLE
(by Arjun/Anju)
Carbon is an essential element found in all living beings. Plants and animals get this element
from carbon dioxide present in the atmosphere. Plants take carbon dioxide from air and in
the presence of water and sunlight they make their food by the process of photosynthesis.
Thus plants absorb carbon. Plants are consumed by other animals as food. In this way
they get compounds of carbon. Energy is produced by digestion of these carbon compounds.
Carnivores (flesh-eating animals) get carbon from flesh of herbivores (animals feeding on
grass and plants). Omnivores like man get carbon from both plants and animals. Carbon
cycle shows that all the animals absorb carbon dioxide during respiration or oxidation and
this carbon dioxide is again released into the air. Carbon dioxide is also liberated during
the decay of plants and animals and burning of fuels. Plankton exhales carbon dioxide and
volcanoes also release it. The dead animals lying in the sea get decomposed and carbon
dioxide is produced from these dead animals as well as from the waste material of land.
We also get carbon dioxide from burning of coal, natural gas and oil.
4. THE HARE AND THE LION
Once a lion, the king of the forest, posed a great threat to all other beasts and animals.
He killed many animals whenever he was hungry. The animals were much terrified. It had
become impossible for them to leave their dens.
One day, they held a meeting and went to the lion. They said to him, “O brave king! We
are your subjects. Have pity on us. Please don’t kill us. We shall send you one animal every
day.” The lion agreed.
The arrangement worked for some time. The animals were no longer afraid to wander about,
but their number was steadily decreasing. One day it was a hare’s turn. Though small in
size, he was very clever. He thought of a plan to save himself and other animals.
He reached the lion very late. The hungry lion was furious. He asked the hare the reason
for his late arrival. The hare said that another lion had come in the forest. That lion held
him up on the way. The lion became all the more furious with rage. “Show me that lion. I
will kill him,” he roared.
The clever hare led the lion to a deep well and said, “Sir, he lives inside.” The lion looked
into the well and saw his own image in the water. Mistaking it for his enemy, he at once
jumped into the well to kill that lion. Since the well was very deep, the angry lion was
drowned and killed instantly. Thus the other animals were saved by the clever hare.
5. (a) 2. has (b) 1. and (c) 3. will
(d) 4. next (e) 2. is (f) 3. in
6. (a) On the Agra-Delhi (b) Sanctuary has been (c) for a large
(d) order to attract (e) near the entrance (f) would be developed
(g) also have a library (h) hall where slide
7. (a) He had a noble wife and they were happy.
(b) The people of the kingdom were also happy.
(c) The royal couple paid attention to all the needs of their subjects.

8. 1. ‘She’ is the solitary reaper. She is reaping the harvest, binding it and singing a sad song.
2. The poetic device used in these lines is alliteration.
3. The poet is addressing his companion. He is deeply attracted to the sweetness and melody
of the reaper’s song. The valley is overflowing with the sound of the sweet song full of
sadness.
Or
1. They would assemble daily in the temple courtyard.
2. The women at the temple discussed the latest episode of Kashi Yatre because they could
relate with the protagonist of the serial.
3. The narrator could not understand why there was so much debate about the story because
she was too young to follow the way of thinking of the older women.
9. (a) The song of the cuckoo sounds a welcome note by announcing the arrival of the spring. It
(b) The grandmother worked hard to accomplish her desire to read. She did her routine
work in kitchen. She overcame the obstacle of old age and its problems. She revised her
lessons, learnt them and repeated them. She made learning to read her mission in life.
Her single minded devotion helped her to make speedy progress.
(c) Jeanne is eager to buy a villa. She has been looking for a suitable house for over a month.
She wants to buy a villa for her papa and mamma.Gaston is not interested in buying a
villa for his mother-in-law and father-in-law. He does not want to spend his hard earned
money on a house where he may not live even for a month. So he makes one excuse after
the other to condemn the villa.
(d) He shall be telling that two roads diverged in a wood and he had taken the less travelled
by. The poet wants to convey the idea that choices must be made very carefully because they
have far reaching consequences and can affect the course of life.
10. The granddaughter and grandmother are poles apart in age, tastes, temperaments and
views on life. The granddaughter is a young girl of twelve while the grandmother is an old
woman of 62. She has grey hair, wrinkled hands and weak eyesight. She uses spectacles. The
grandmother still does a lot of work in the kitchen. She goes to the temple to worship and to
talk to her friends. The granddaughter goes to the temple courtyard to play hide-and-seek.
The young girl reads to her grandma the story of ‘Kashi Yatre’. Her absence from the village
makes the grandmother conscious of her handicap. Being illiterate she is unable to read the
magazine and know what happened in the story.
The grandmother is quite sentimental. She has tears in her eyes at her inability to read.
She tells her granddaughter why she could not go to school in her childhood. She analyses
the factors quite intelligently and objectively.
The granddaughter appears to be childish. She makes a fun of her grandmother’s desire
to learn reading Kannada alphabet at her advanced age. She fails to realise the old lady’s
aspirations for whom education is the key to her independence.
Both grandmother and granddaughter have full respect for Indian customs and traditions.
The granddaughter is filled with surprise when her grandmother bends and touches her feet.
She had learnt that in their families the juniors touched the feet of the elders to express
respect. The grandmother explains why she had done so. For her the granddaughter is a
teacher who taught her so well that she could read magazines and books by herself within a
few months. She has a rational approach. The teacher may be of any age or sex. Being young
or old makes no difference. As a mark of respect to her teacher she offers her granddaughter
a gift also—the piece of cloth for a frock. The granddaughter has a present for her neo-literate
grandma—a printed copy of the novel ‘Kashi Yatre’. In short, the two offer a study in contrast.
Or
Duke plays an important role in the life of Charles Hooper. When Duke is brought back from
the Kennel, he finds Hooper lying in a bed alone and staring at the ceiling. He is always
lost in his thoughts. Duke’s joy at reunion with Charles Hooper is immense but the impact
throws Chuck off balance. From then on Duke realises the gravity of the situation and his
own responsibility. Though unable to communicate with his master through words he conveys
his impatience to move out with him through gestures. Duke stalked to the bed. Then he
pointed his nose under Chuck’s elbow and lifted. He nudged and needled and snorted. He
would go out when commanded, but return and then yap and poke. He never left his master’s
side.
It was only by a sheer chance that Chuck hooked the leash on to Duke’s collar. Duke took
it as a positive command and jumped to go out. Hooper had to fight for balance. Marcy
supported him by the elbow. He held the leash tight with his paralysed fingers and moved
his right leg out in front. As he straightened his right leg, the left foot had to be dragged
forward alongside the right. Thus Duke helped Chuck take the first step.
Duke would pull his leash tight and Chuck would sway forward. Gradually Hooper learned
to keep his balance without Marcy at his elbow. The progress was slow but sure. Duke would
pull his leash tight and then stand and wait. Chuck would drag himself abreast of the dog.
Then Duke would surge out to the end of the leash and wait again. After eight months, on
January 4 to be precise, Hooper could walk 200 metres without Duke. He felt that he could
work in the office for an hour a day. From March 1, Hooper started doing full day’s work.
Thirteen months later, that is, in April next year, Chuck Hooper was promoted to regional
manager covering more than four states.
It was Duke who lifted his master up from the morass of despair and helplessness and
assumed all the responsibility for leading him back to his office desk. People looked with
surprise at the dog dragging his master as if he possessed the man. Duke taught Hooper how
to cope with the challenge. He accepted the changed way of life. From anger, helplessness
and despair, he once again became active, smiling and efficient officer. All this transformation
was due to Duke.
11. (a) Gulliver became a victim of circumstances which allowed his opponents at the court to
accuse him of high treason. He was charged with making water within the precincts of
royal palace under the excuse of extinguishing fire in her Majesty’s palace. He refused his
Majesty’s order to seize the remaining ships of the empire of Blefuscu as he was unwilling
to destroy the liberty and life of innocent people. When certain ambassadors arrived from
Blefuscu, Gulliver, like a false traitor, aided and abeted them. Lastly, contrary to the duty
of a faithful subject, Gulliver was to make a voyage to the court and empire of Blefuscu.
When Gulliver was informed by Reldresal, a friend of his, that the court of the emperor
of Lilliput had framed charges against him and they were planning to blind him, Gulliver
first of all thought of destroying Lilliput. But after some thought he resolved to leave
Blefuscu without making any fuss. He had already taken the verbal permission of emperor
of Lilliput to visit Blefuscu. So, he wrote a letter to his friend Reldresal informing him
of his intention to see Blefuscu. Without waiting for the answer, Gulliver crossed over to
the side of Blefuscu. Gulliver was received by the people who were expecting him. They
took him to the king of Blefuscu. King of Blefuscu along with the courtiers and empress
and ladies welcomed Gulliver to the land of Blefuscu.
Or
The king of Brobdingnag was a learned man. He had been educated in the study of
philosophy and mathematics. He felt that the story given by Gulliver was only a figment
of his imagination. He doubted Gulliver’s nurse and her father. The emperor probed the
farmer his daughter and Gulliver before coming to any conclusion. He took great pleasure
in conversing with Gulliver. He made very wise reflections and observations on men and
matters. The king had very bad opinion of England and its institutions and practices. In
his opinion people of Gulliver’s country suffered from hypocrisy, cruelty, rage, madness,
anger and lust. He abhored violence and war. The king did not believe that the art of
government could be learnt by reading hundreds of books. The principles of common sense,
reason, justice and lineancy could be better guidelines for running a good government.
(b) When the three friends reached at Waterloo station at eleven, they asked from which
platform the eleven five started. Nobody knew where a train was going to start from.
Nobody even knew the destination about a train leaving Waterloo. The Porter that took
their luggage thought that it would leave from platform number two. Another porter
thought that the train would leave from platform number one. The station master on
the other hand was convinced that it would start from the local. When they met the
superintendent, he told that he had met a person who thought it would leave from platform
number three. When they reached platform number three, the train was different one.
One porter said that the train would leave from high-level plafrorm. They had to give
half crown to the driver to go to Kingston.
Or
Montmorency did not enjoy solitude. He liked noise and to participate in action. There
was no adventure for him in the boat. Montmorency looked like an angel. His looks were
as if he thought that this world had been wicked and he could make it better and nobler.
His innocent pious expressions could bring tears in the eyes of old ladies and gentlemen.
The author thought he would not live long. He would soon be snatched away to heaven in
a chariot. He looked very frail. The author had to change his option about Montmorency
when he killed a dozen chicken, fought with other dogs in the street and killed a cat
belonging to an angry women.

1. 1. (a) The young liftman was fined because he had thrown a passenger out of the lift.
(b) The liftman demanded a little courtesy of ‘please’ from the passenger.
(c) Law can be enforced while social practice needs to be obeyed.
(d) First requirement of civility is that we should acknowledge a service.
(e) These are important because they make our lives sweet.
(f) The author blames the war as it had snapped the civility out of their lives.
(g) The policeman and law is necessary to keep social order intact.
(h) Victory over oneself counts.
2. 1. (a) Intensive farming, degradation of natural resources, overexploitation of surface and
ground water are damaging soil fertility.
(b) Mono-culture of paddy-wheat crop results in the depletion of organic content and
micro-nutrients in the soil and therefore, Atlas warns against it.
(c) To achieve sustainable food security, crop diversity is a necessity. Also leguminous
crops should be introduced in cropping cycle.
(d) Pressure on natural resources can be relieved by providing non-farm employment to
rural population. Strict control of commercial activities like mining, felling of trees,
submerging of forests by dams is also required to relieve pressure.
2. (a) redeem (b) sustainable (c) replenish (d) integrated

What a feast for the eyes the flower show was! The organisers deserve kudos for excellent
arrangement. The participants presented their exhibits tastefully. The variety of flowers, their
colour, fragrance and sizes filled my heart with wonder, excitement and joy. I wanted to have
just a fleeting glimpse, but stayed on there for an hour. What a bliss it was!
4. THE WASPISH GONG
A tiger once saw a hare sitting under a tree and asked what he was doing. “Oh,” answered the
hare, “I am keeping watch over my grandfather’s gong.” “Where is the gong?” asked the tiger.
“Up there,” said the hare, pointing to a large round object hanging from one of the branches.
“If you like you may strike it to see how well it sounds. But let me go farther away, for the
sound always brings tears to my eyes.”
The tiger said he would like to sound the gong, and the hare at once scampered off down the
path. The tiger raised his paw and gave the gong a great blow, which shattered it. It was a
wasps’ nest and not a gong at all. Hundreds of wasps at once settled on the tiger’s face and
stung him with such violence that he nearly went out of his mind.
The stings made brown marks on the tiger’s face, and to this day all tigers have those marks.
5. (a) 3. of (b) 3. more (c) 4. or
(d) 1. some (e) 3. their (f) 4. of
6. (a) have had (b) stating stated (c) need needn’t
(d) fastest faster (e) those this (f) with of
(g) a the (h) it they
7. (a) Peers can often aid you in making final decision.
(b) Students are more prone to listening to their peers.
(c) As peer know typically where you are coming from and where you want to head next.
SECTION–C (LITERATURE TEXBOOK & LONG READING TEXT)

8. 1. She decided to sail further in the stormy weather rather than return to shore and face
her angry father.
2. ‘Thee’ in the line “O haste thee, haste!” is the boatman.
3. The last two lines suggest that she was overpowered by the fierce tempest.
Or
1. ‘They’ here refers to the film producers at the Joinville Studio.
2. This line is an example of pun or word play. ‘Maids’ and ‘made’ have similar sound but
different meaning.
3. The speaker can’t refuse the offer because the payment is quite tempting.
9. (a) The poet regretted his choice. It is clear from the expressions “telling this with a sigh” and
“that has made all the difference”. So he says that choices must be made very carefully.
These are irrevocable. They have far reaching consequences and can affect the course of
life.
(b) It was by sheer chance that Chuck’s good hand hooked the leash onto Duke’s collar.
Perhaps he wanted to hold him still. The effect was just the opposite. Duke shimmied in
anticipation. Chuck asked Marcy to help him to his feet. Duke jumped forward. Chuck
fought for balance. Holding the leash tight, he leaned forward. Marcy supported him by
the elbow. He moved his right leg out in front. As he straightened the right leg, it caused
the left foot to drag forward. Thus Duke made Hooper take his first step.
(c) Wordsworth has chosen a simple incident–a solitary highland girl reaping and singing by
herself. The very mention of the highlands and valleys transports us to far-off, unknown
lands which charm our imagination. The reference to tired travellers in Arabian deserts
refreshed by nightingale’s song and the sailors in farthest Hebrides thrilled by the cuckoo’s
announcement of the ensuing spring further enchant our imagination. The sweetness,
melody and music of the solitary reaper is established by comparison to two song-birds
known for their sweet melodious music. The conjectures that the poet makes about the
theme of her song are also romantic in nature. We always feel thrilled by the past. Familiar
matters of today only make a humble lay. Natural sorrow, loss or pain are the recurring
elements of human existence. Reference to melancholy is another romantic element. She
sings a ‘melancholy’ strain. Her numbers are ‘plaintive’. The over-all effect is sheer magic
and music. Her song seems ‘unending’ and casts a spell on the listener.
(d) The maid has been asked to act as a maid in a film. She will get a hundred francs a
morning for doing it. She can’t refuse the offer as Juliette pays her only four hundred
francs a month. So she asks for an off between nine and noon the next day.
10. The speaker craves for independence to be able to read by herself. Being illiterate she is
dependent on her granddaughter to know the progress of the story in the novel ‘Kashi Yatre’.
Her craving for education reflects the desire of millions of adults who were deprived of the
fruit of education due to one reason or the other. Her craving for literacy shows deep desire
of those who are unable to read. They feel handicapped as they are always in need of support
from an outside agency. Grandmother’s remarks show that money alone does not provide
happiness and independence. She decides to master functional literacy—the ability to read
by herself.
She makes sincere efforts to fulfil her desire. She requests her twelve-year-old granddaughter
to be her teacher. At first the narrator makes fun of the old lady, but her seriousness, devotion
and firm resolution make her realise the old lady’s point of view. Along with her many duties
in the kitchen, she finds time for her lesson. Her willingness to learn makes her a devoted
learner. She reads, repeats, writes and recites her lesson. She is not tired by the amount of
homework she does.
It is the grandmother’s determination that helps her to overcome all obstacles in her way.
The motivation comes from inside. She learns willingly and works harder than ever. Old age
or weak eyes do not deter her from achieving her goal of independence. Her willpower helps
her to accomplish what she wants and that too in limited time-span. It is the strength of
the grandmother’s inner spirit and her resolve that help her to learn how to read.
Or
Chuck Hooper was a tall, athletic young man. He was six-feet-one. His wife Marcy, was not
really a dog lover. She was a tiny blonde. For her Pomeranian was the right size dog for colonial
house on a small plot. Chuck liked Duke for his rambunctiousness. After a car accident
paralysed Chuck Hooper, Duke was sent to a kennel. Chuck remained in critical condition
for a month. After six weeks, he was discharged. Duke remained away for four months.
Chuck was helped to stand up to receive Duke. The dog could not restrain his joy and jumped
towards his master to embrace him to express his joy. His sudden jump made Chuck totter.
He had to fight to keep his balance.
Duke never jumped on Chuck again because he had realised that Chuck was not well and
could not balance himself. He never left his master’s side. But Hooper was lost in his own
grief and pain so even Duke’s presence didn’t reach Chuck.
Then an idle prank on the part of Chuck Hooper made Duke a live wire. He helped Chuck
take the first step. Marcy helped Chuck. Perhaps Duke had realised his responsibility. He
had to get Chuck on his feet. The dog and the master began to move in tandem with the
help of the taut leash.
Whenever Duke felt the slack in the leash he pulled it taut. Chuck would sway forward,
break the fall with his good right leg and then straighten himself. Leaning back against the
pull, Hooper learned to keep his balance without Marcy at his elbow.
Marcy’s attitude towards Duke underwent a change when she saw what Duke was doing
for her husband. It seemed that Duke had taken the responsibility for leading Chuck back
to his office desk. Then the span of the walk lengthened and so did the frequency. Duke no
longer waited at every step. A time came when Chuck could walk without the help of Duke.
Marcy’s softness towards Duke is apparent when she did not let anyone else pick up the
wounded Duke. She lifted Duke in her arms, carried him gently to the car and drove him
to the animal hospital. Duke’s injures were so severe that he could not survive. Perhaps he
had completed his mission. He had helped his master advance step by step.
11. (a) Swift has been very critical of the institutions of England and this is evident through
Gulliver’s Travels. He succeeded in exposing the irrationality, follies and absurdities of
human beings in general. He exposes the useless religious conflicts between the Roman
Catholics and Protestants by showing the Big-Endians and Small-Endians, the High-heels
and the Low-heels (conflict between the Whigs and Tories) very satirically. The book is a
political allegory to condemn and criticise political figures, social, political and religious
practices of his own times. Through Gulliver, Swift condemns his own countrymen, its
political system, its judiciary, education and religious divisions. It does not mean that
he hates mankind. On the other hand he shows his love for individuals. He cannot be
charged as misanthrop–a hater of mankind.
Or
Lemuel Gulliver is the most important character in Swift’s ‘Gulliver’s Travels’. He is the
prime mover of the story in all the four parts and also a keen observer and recorder of
events, lands, people and their practices. No doubt, he is a fictitious character invented
by Swift. Inspite of his fairy tale adventures and incredible feats, he impresses us as a
detached and impartial observer and critic of mankind.
Gulliver is basically an observer, a narrator and a critic. He has extraordinary powers of
observation and narration. The voyages with the rough and stormy seas, the attack of
sea-pirates or the fantastic locations of the Flying Island or anything or everything finds
a faithful record in Gulliver’s accounts. The book is not intended as a memoir or travel
book. Gulliver’s main purpose in recording his accounts is to express his ideas about
mankind in general. But Gulliver is also a sharp critic of the political, social, cultural
and religious institution and practices of his own country, England. The story line may
be fantastic or incredible but Gulliver’s observations and generalisations of mankind are
real and credible.
(b) ‘Three Men in a Boat’ of Jerome K. Jerome proves that humour based on human nature is
timeless, fresh and universal. Jerome intended to make the novel a serious travel guide.
But the humorous elements dominate so much over the story line, that they make ‘Three
Men in a Boat’ as one of the best comic novels in English comic literature. The antics of
the three gentlemen, Harris, George and Jerome himself, are described laced with humour
which is very refined and sharp but at times coated with sarcasm. The book is full of
‘tongue-in-cheek humor’. But Jerome’s humour never resorts to bawdiness and crudity. It
is fresh, heart winning and modern. The jokes seem fresh and witty even today.
In ‘Three Men in a Boat’, often, the trip takes a back seat to a series of hillarious and
comic episodes. The trip on the river is just a frame on which hang various anecdotes and
digressions that contain much of humour. Much of the humour is provided by the hillarious
misadventures of a ‘merry but scandalously lazy band of three real life friends’. But what
makes the book a classic of British comic literature are the narrator’s hilarious digressions.
The humour created by characters or incidents, is so real and alive that we find it very
different from the one we are used to. ‘Three Men in a Boat’ mocks nothing. Instead it
makes its readers laugh at the sheer ridiculousness of life.
Or
Harris is in the habit of taking the burden of doing everything himself. When Harris asks
for a bit of paper and pencil to jot down the list of materials needed for the boat trip, the
author is reminded of his Uncle Poder. Uncle Podger was in the habit of making all fuss
about taking up a job. In order to hang a picture on the wall, Uncle Podger would create
such confusion that the whole family was ultimately involved in the process. He would
ask for such things like ruler, step-ladder, hammer etc from family members to fix the
picture on the wall. He is hot-tempered and disoriented in his approach. These qualties
are shown by Harris too.

1. 1. (a) Suspension bridge is built on the river Indus.
(b) It looks like a circus tent because it is covered with prayer flags of every colour.
(c) According to the driver the river would get angry if there were no flags.
(d) The driver prays because the bridge is holy to him.
(e) Timeless objects of Ladakh are the the mountains which look like stupas.
(f) When the heat increases, the colour of stones change.
(g) While resting on the top of mountain pass the author found a deserted shephard’s
hut.

(h) It shows the deep faith of the common Ladakhi in the Buddha.
2. 1. (a) A listener can be tempted to remember what you have said if you think before you
talk, know your message and get to the point quickly.
(b) A conversation is compared to a tennis match because each person have a turn to give
and speak. The true art of conversation is talking and listening.
(c) As almost everything one says is an attempt to persuade the other person to accept
your point of view, it is important that it should be practiced.
(d) Fear of failure, forgetting and humiliation should be controlled, otherwise it would
boomrang on you. It can be controlled by checking your negative self talk and visualising
a positive outlook.
2. (a) formulating
(b) visualise
(c) patient
(d) crux

3. Wednesday 2 March 20XX
O! What a horrible dream it was! My throat was dry and the whole body was full of sweat. I
trembled with fear like a dry leaf shaken by the wind. I tried to cry but felt that the dragon was
choking my neck. I felt my end was near. So I hit my feet on the bed. I woke up with a start. I
can never forget this terrible dream.
4. THE BLIND LADY AND THE GREEDY DOCTOR
Once a rich lady, who lived in a spacious mansion, became blind. She called in an eye specialist,
who promised to cure her within a fortnight. She agreed to pay a hefty fee for his services. The
doctor operated upon her eyes and bandaged them.
The doctor came everyday. He gave her some medicine, stayed there for some time and removed
some furniture or valuable article. This went on for fourteen days. On the fifteenth day, the
doctor removed her bandages and said, “Now, you can see. Please pay my fees.”
The lady was cured. Her eyesight had been restored, but she was shocked to see that all the
pieces of costly furniture were missing. She refused to pay the fees on the plea that she could not
see her furniture in her room which meant that her eyesight had not been restored. The doctor
filed a suit against her for not paying his fees. The court heard both the parties. On knowing
the reality, the judge dismissed the doctor’s case. He was charged with theft and sentenced to
prison for swindling and stealing.
5. (a) 3. other (b) 1. has (c) 4. last
(d) 3. less (e) 3. by (f) 1. or
6. (a) beside besides (b) contains contain (c) to in
(d) whole all (e) extract extracted (f) cooling cool
(g) saying said (h) where whereas
7. (a) A vast multitude of stars are wandering about in space.
(b) A few form groups, but the majority are solitary travellers.
(c) They travel through a universe that is very spacious.
8. 1. The road symbolises the two alternative ways of life.

2. The phrase wanted wear is an example of alliteration.
3. The speaker chose the other road. It was just as fair as the first one. Moreover, it had a
better claim. It was not a beaten track. It promised thrill and advantage.
Or
1. The speaker is appreciative of the listener.
2. According to the speaker, Frenchmen are indecisive.
3. The speaker appears to be straight forward.
9. (a) The refrain in the poem is:
“For men may come and men may go,
But I go on for ever.”
It creates an effect of the brook being perennial and human life as transitory. It also
completes one single idea of the poem.
(b) It was Duke who made Charles Hooper take his first step after the accident in which
his left side had been paralysed. Duke had taken full responsibility of leading Charles
Hooper to his office. He made persistent, diligent and constant efforts. The progress was
sure though slow. They advanced step by step. The chemical company’s order appointing
Charles Hooper as Assistant National Sales Manager was worded as if it were a special
tribute to Duke. The words “to advance our objectives step by step” stand out prominently.
(c) Undoubtedly, Gaston who strikes a deal with Mrs Al Smith, who mistakes him to be the
owner of the villa. Gaston thus makes a hundred thousand francs profit. He successfully,
outwits the American lady, Mrs Al Smith, who is cash rich and always remains in haste.
(d) The symbolism here is suggestive. It, certainly, is a premonition of the tragic death of
the ill-fated lovers. It is a device of ‘fore-shadowing’. The poet prepares us to expect the
ensuing tragedy and doesn’t want to surprise us with a rude shock.
10. 25 September 20XX
Thursday 8 pm
Today I am very happy as I have got double gift today from granddaughter who is my teacher
as well. I think that no gift can be more valuable than that I have received today and I will
always treasure them in my heart as these have fulfilled my long cherished ambitions.
Well, I must disclose the secret and not build suspense any more. The first gift that I’ve got
is literacy. Now I can read independently. I’ve not to depend on anyone else to read to me
from magazines or books.
Secondly, my granddaughter has presented me the printed copy of ‘Kashi Yatre’. I opened it
at once and immediately read the title and the names of the author and the publisher. I felt
elated.
My granddaughter was also happy. I was her first student and under her able guidance I
had been able to learn how to read within the period I had fixed for myself.
This ability of reading by myself has filled me with confidence and a new power to do something
good. I will utilise the rest of my life in reading scriptures, women’s magazines and work for
the welfare of women and children.
Or
COPING WITH LOSS
Coping with loss is quite challenging. One is always conscious of what one is deprived of.
The memory of the days when one was fully fit brings a train of thoughts with it which is
painful as well as pinching. This is exactly what happened with Charles Hooper. The span
of four years in his life from 1953 to 1957 was the most difficult and harrowing. In 1953,
Hooper was a favoured young man—healthy, smiling and successful. He was a very fit high
charging zonal sales manager. A small error by a car driver reduced him to a paralysed
cripple. He was forced to lie on a bed and was lost in his own grief and pain. Left alone with
his thoughts, he developed negative traits. Despair led him to helplessness. He did not want
to vegetate in bed or depend on his wife Marcy for everything. He was shocked and led to a
state of denial.
The re-entry of Duke in his life at this stage was crucial for him. The faithful dog understood
his responsibility and inspired his master to take the first step. He taught Hooper how to
manage the difficult situation. Duke filled him with hope and lifted his numb spirits. Duke
had realised how badly his master was hurt. So while leading him to walk he exercised
the greatest caution. He would exercise patience and let his master drag his paralysed foot
forward.
Hooper had passed through many stages during this period. After recovering from the initial
shock of the accident, a brief excitement at being alive followed. As the brief excitement of
homecoming was over, helplessness, denial, dejection and anger surrounded him. Duke taught
him how to cope with the challenge. He led Hooper to accept the changed mode of life. By
coping with his loss Hooper learnt to advance step by step. Now he felt happy to be living
as well as working successfully.
11. (a) The King of Brobdingnag was a learned man, well versed in philosophy and mathematics.
He took a great pleasure in conversing with Gulliver. He often enquired about the manners,
religion, laws, government and learning of Europe and England. His ‘apprehension was
so clear, and his judgement so exact that he made very wise reflections and observations
upon all’, he said. Gulliver talked at length about his beloved country. He talked of trade,
wars by sea and land, their schism in religion, education and about the two political
parties—the Whigs and the Tories. The King would lift Gulliver up in his arms, stroke
him gently and ask if he was a Whig or a Tory.
The King of Brobdingnag was not at all convinced by the accounts Gulliver had given
of his country. He was of the view that the history of Gulliver’s country seemed to him
only ‘a heap of conspiracies, rebellions, murders, massacres and revolutions’. The people
of Gulliver suffered from many voices like avarice, hypocrisy, cruelty, rage, madness,
hatred, envy, lust, malice and so on. He observed, “how contemptible a thing was human
grandeur which could be mimicked by such diminutive insects” like Gulliver. The King
was highly critical of wars and the instruments of mass destruction like the gun-powder.
He vehemently rejected Gulliver’s offer of teaching them the art of making the gun-power.
Nor was the King impressed by many books written in England on the art of government.
He held that honesty, reason and justice must dominate to run the government. Whoever
could grow two ears of corn and a blade of grass did more essential service to his country
than all the politicians put together. Gulliver had his own differences in such things. he
thought that King’s ideas were due to his “narrow outlook”. The King couldn’t be blamed
totally as he was totally cut off from rest of the world. Gulliver attributes the King’s
attitude to a “confined education”. Their learning was confined to morality, history, poetry
and mathematics. They had no conception of promoting agriculture and mechanical arts.
Or
Skyresh Bologlam was an influential man in the cabinet of Lilliput. He was jealous of
Gulliver. Though the king and majority of the cabinet was in favour of Gulliver’s liberty
he opposed it and prepared articles and conditions of Gulliver’s release. These articles
put some restrictions on Gulliver. Gulliver had to accept those conditions in order to get
liberty. By these conditions Gulliver had to accept the sovereignty of the king by becoming
a loyal servant of the king. By the description of it, Skyresh Bologlam seems to be an
arrogant person always ready to harm Gulliver by all means.
(b) When George suggested that we should take only such things that we can’t do without,
the narrator appreciates him. He suggests that the boat of life should be light, packed
with only what you need—a homely home and simple pleasures, one or two friends,
someone to love you, a cat, a dog and a pipe or two, enough to eat and enough to wear
and a little more than enough to drink for thirst. This would enable the boat easier to
pull. So only essential things were packed–such as a rug (each), a lamp, some soap, a
brush and comb, a toothbrush (each), a basin, some toothpowder, some shaving tackle
and a couple of big towels for bathing.
Or
The narrator portrays Harris as a man of no emotions. He is not in the habit of crying.
He also does not know why it is so. He is also a jolly man. He is always after some sort
of drink in the offering. When everybody is worried he simply comes out with a solution.
The author is of the opinion that Harris always does know about a place round the corner
where you can get something brilliant in the drinking line. Harris is an easy going person
who cares little about other things.
qq

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New Saraswati House (India) Pvt. Ltd.

2.2 Difficult word Synonym Antonym

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

1. PLIGHT OF CHILD LABOUR

1. IMPACT OF TV WATCHING ON READING

1. SALT AND SUGAR

1. MOBILE CULTURE—THE ETHICS

WRITING SHORT PARAGRAPH/ARTICLE/E-MAIL

RWA Sector–15 Gurgaon

1. ROLE OF COMPUTERS IN THE LIFE OF STUDENTS

COMPLETING STORY, WRITING SPEECH/PARAGRAPH

1. GHASTLY CAR ACCIDENT

2. TREE PLANTATION WEEK

FILLING BLANKS WITH SUITABLE WORDS

EDITING: DETECTING & CORRECTING ERRORS

OMISSION: SUPPLYING MISSING WORD

TENSES OR USING CORRECT FORMS OF VERBS

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

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

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

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

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

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

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

HOW I TAUGHT MY GRANDMOTHER TO READ (Fiction)

ROLE-PLAY: How I Taught My Grandmother to Read (Fiction)

A DOG NAMED DUKE (Fiction)

JUST A MINUTE: A Dog Named Duke (Fiction)

THE BROOK (Poem)

GROUP DISCUSSION: The Brook (Poem)

THE ROAD NOT TAKEN (Poem)

GROUP DISCUSSION: The Road Not Taken (Poem)

THE SOLITARY REAPER (Poem)

1. (a) The ‘Maiden’ referred to here is the solitary reaper.

APPRECIATION OF THE THEME: Solitary Reaper (Poem)

2. Singer Place Heard by Impact on listener

Cuckoo farthest Hebrides sailors sailors feel thrilled

3. (a) was walking (b) ﬁeld

LORD ULLIN’S DAUGHTER (POEM)

APPRECIATION OF THE THEME: Lord Ullin’s Daughter (POEM)

1. (a) Chieftain (b) ferry

VILLA FOR SALE (Drama)

1. Tuesday 16 March 20XX

DRAMATISATION/ROLE-PLAY: Villa for Sale (Drama)

THREE MEN IN A BOAT

SECTION–B (WRITING & GRAMMAR)

SECTION–B (WRITING AND GRAMMAR)

3. TRAFFIC JAMS AND ACCIDENTS

4. THE MYSTERY OF THE HAUNTED HOUSE

SECTION–C (LITERATURE TEXTBOOK & LONG READING TEXT)

SECTION–B (WRITING AND GRAMMAR)

SECTION–C (LITERATURE TEXTBOOK & LONG READING TEXT)

SECTION–B (WRITING AND GRAMMAR)

3. Monday 28 March 20XX

SECTION–C (LITERATURE TEXBOOK & LONG READING TEXT)

SECTION–B (WRITING AND GRAMMAR)

SECTION–C (LITERATURE TEXTBOOK & LONG READING TEXT)

8. 1. The road symbolises the two alternative ways of life.

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3. Monday 28 March 20XX