Prasanna

You can Download From Rosa Parks Sat Still Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 3 Chapter 2  helps you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Hindi Solutions Unit 3 Chapter 2 Rosa Parks Sat Still (Rosa Parks)

Std 8 English Textbook From Rosa Parks Sat Still Questions and Answers

Rosa Parks Questions And Answers

Rosa Parks Sat Still Kerala Syllabus 8th Standard Question 1.
What was the only thought in Rosa Parks’ mind as she left her workplace?

Answer:
She wanted to sit down

Rosa Parks Sat Still Question Answers Kerala Syllabus 8th Standard Question 2.
What was the only thing that the driver knew about Rosa Parks?

Answer:
That she was a black passenger

Rosa Parks Sat Still Lesson Plan Kerala Syllabus 8th Standard Question 3.
What was the rule in the bus?

Answer:
Black passengers had to give up their seats when white passengers came in.

Rosa Parks Sat Still Summary Kerala Syllabus 8th Standard Question 4.
What happened when the bus was about to start?

Answer:
Passengers rushed in. Many of them were white Americans. Each time a white passenger climbed into the bus, a black passenger got up from the seat and moved away.

Rosa Parks Sat Still Activities Kerala Syllabus 8th Standard Question 5.
Why was Rosa arrested?

Answer:
Rosa Parks refused to give up her seat for a white passenger even after the driver asked her to get up. So he brought the police in and they arrested Rosa as she had broken the law.

Rosa Parks Sat Still Notes Kerala Syllabus 8th Standard Question 6.
Why did the black people decide to fight with the bus-company?

Answer:
When the news ‘of Rosa’s arrest spread all over the town, the black people decided to fight for her. They knew that they could not fight with the police. So they decide to fight with the bus company.

Rosa Parks Questions And Answers Kerala Syllabus 8th Standard Question 7.
How did the black passengers support the boycott?

Answer:
They decided that no black passenger would use city buses until Rosa was freed; instead, they went to work in private cars and shared the cost of the taxi.

Rosa Parks Sat Still Lesson Summary Kerala Syllabus 8th Standard Question 8.
What was the judgment given I by the Supreme Court?


Answer:
The judges of the Supreme Court said that segregation was unlawful in public transport services. They said it was against the law of the country.

Rosa Parks Sat Still Questions And Answers Kerala Syllabus 8th Standard Question 9.
What, do you think, was the reason for the success of the boycott?

Answer:
The boycott lasted for more than a year and the bus company lost millions of dollars. Without black passengers, the buses ran almost empty. Moreover, the unity and will power of the black passengers was indomitable.

Summary Of Rosa Parks Sat Still Kerala Syllabus 8th Standard Question 10.
There are other stories of such courageous men and women who changed the life of millions. Recollect and write any one of them?

Answer:
Malala Yousafzai is the youngest Nobel prize, winner. Malala was born in Pakistan, where education is not provided to the girl child. She campaigns for the rights of girl children, particularly their right to education. Malala gives voice to all the voiceless millions around the world and exhorts the world to acknowledge the power of education and gender equality.

Summary Of Rosa Parks Sat Still Kerala Syllabus 8th Standard Question 11.
What were the events that led to the historic judgment of the Supreme Court? Complete the flow chart given below:


Answer:

Chapter 2 Rosa Parks Sat Still Additional Questions and Answers

Rosa Parks Sat Still Character Sketch Kerala Syllabus 8th Standard Questions 1 to 5:
Read the excerpt from the story ‘ Rosa Parks Sat Still’ and answer the questions that follow.

On December 1, 1955, Rosa Parks refused to move- and this transformed a million lives. Rosa Parks had been working all day. Work had been heavier than usual. At the end of the day, there was only one thought in her mind. She wanted to sit down. But it was getting late, and everybody was going home.
Rosa walked to the bus stop and got on a bus. There were many vacant seats. She paid her fare and sat down in the nearest seat.
The bus was nearly empty. Rosa felt grateful. Her feet were very tired. They really needed a rest.
1. How did Rosa Park transform a million lives?
2. There was only one thought in her mind at the end of the day. What was that thought?
3. Pick out the word from the passage which means ‘thankful’.
4. Pick out a sentence from the first paragraph which contains an adjective.
5. Read the following sentence.
Rosa walked to the bus stop and got on a bus. Replace the phrasal verb ‘ got on’ with the suitable word from the bracket.
(entered, enter, entering)
Answer:
1. Rosa Parks transformed a million lives by refusing to move from her seat.
2. She wanted to sit down.
3. Grateful
4. Her feet was very tired/ The bus was nearly empty.
5. Entered

Rosa Parks Sat Still Pdf Kerala Syllabus 8th Standard Question 6.
The following are some of the events from the story ‘Rosa Parks Sat Still’ They are jumbled up. Write a paragraph sequencing them in proper order.
( 1 ) The bus driver got angry.
( 2 ) Rosa Parks wanted to sit down after the heavy work of the day.
( 3 ) She occupied a seat in the bus with the least thought of breaking any rule.
( 4 ) Rosa walked to the bus stop and got into a bus.
( 5 ) She refused to give up her seat to the white passenger.
Answer:
1. Rosa Parks wanted to sit down after the heavy work of the day.
2. Rosa walked to the bus stop and got into a bus.
3. She occupied a seat in the bus with the least thought of breaking any rule.
4. She refused to give up her seat to the white passenger.
5. The bus driver got angry.

Rosa Parks Sat Still Story In Malayalam Kerala Syllabus 8th Standard  Question 7.
Prepare a profile of Rosa Parks using
Born: February 4, 1913, Alabama, United States
Education: Alabama State Teachers College for Negroes
Awards: Presidential Medal of Freedom
Spouse: Raymond Parks
Died: October 24, 2005
Answer:
Rosa Parks:
Rosa Parks was born on February 4, 1913, in Alabama in United States. She was educated at the Alabama State Teachers College for Negroes. She was awarded the Presidential medal of Freedom. Raymond Parks is her husband. She passed away on October 24, 2005.

Rosa Parks Sat Still Theme Kerala Syllabus 8th Standard Questions 8 to 11:
Read the passage carefully and answer the questions that follow:

From Rameshwaram to the Rashtrapati Bhavan, it’s been a long journey. Talking to Nona Walia on the eve of Teacher’s Day, President Dr. A.P.J. Abdul Kalam speaks about life’s toughest lessons and his mission of teaching the Indian youth. “ A proper education would help nurture a sense of dignity and’ self- respect among our youth,” says President Kalam. There’s still a child in him though, and he’s curious about learning new things. Life’s a mission for President Kalam. Nonetheless, he remembers his first lesson in life and how it had changed his destiny. “ I was studying in standard V and must have been all of 10. My teacher, Sri Sivasubramania Iyer was telling us how birds fly.

He drew a diagram of a bird on the blackboard, depicting the wings, tail and the body with the head and then explained how birds soar to the sky. At the end of the class, I said I didn’t under¬stand. Then he asked the other students if they had understood but nobody had understood how birds fly” he recalls. That evening, the entire class was taken to Rameshwaram shore, the President continues. “ My teacher showed us sea birds. We saw marvelous formations of them flying and how their wings flapped. Then my teacher asked us. Where is the bird’s engine and how is it powered? I knew then that birds are powered by their own life and motivation. I understood all about birds dynamics”.
8. When did Nona Walia talk to President Dr. APJ Abdul Kalam?
9. What did the teacher draw on the blackboard?
10. What did Dr. A.P.J Abdul Kalam learn when the entire class was taken to the Rameshwaram shore?
11. What message does the passage convey to you?
Answer:
8. On the eve of Teacher’s day
9. A diagram of a bird
10. The birds are overpowered by their own life and motivation. He understood all about birds dynamics.
11. Be curious about learning new things

8th Standard English Rosa Parks Sat Still Kerala Syllabus Question 12.
Look at the following word pyramid.

Construct a similar word- pyramid with the word ‘ Shoes’.
Answer:

Rosa Parks Sat Still Lesson Summary in English

This is a story of a freedom – fighter who fought against the white people for the Black people’s rights in America. Rosa Parks was a working woman. One day after her work she was traveling in a bus. The bus was full of people. There were white people and Black people in the Bus. There was a rule at that time in 1955 that in a bus if there is a vacant seat it would be of the white people. The Black people were not supposed to sit there. Rosa Parks protested against this rule. When a white man approached her she did not get up and give the seat. This made the bus driver angry. He called the police and the police arrested Rosa Parks. Then there was a revolution among the Black people.

This resulted in the freedom struggle of the Blacks in America. In the court, there were many people who argued for her rights. Thus the white people came to know that there should not be any difference between the white people and Black people. This incident in the bus changed millions of minds of Americans. This awareness was made in their minds by the famous Indian leader Mahatma Gandhi; the writer thanks Gandhiji for his great ideas without which the Black people would not have achieved their rights.

Rosa Parks Sat Summary in Malayalam

Rosa Parks Sat Glossary

You can Download We’re the World Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 1 Chapter 4  helps you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Hindi Solutions Unit 1 Chapter 4 We’re the World (Michael Jackson and Lionel Richie Jr.)

Std 8 English Textbook We’re the World Questions and Answers

We Are The World Questions Answers Kerala Syllabus 8th Question 1.
What, according to the lyricists, is the greatest gift of all?

Answer:
According to the lyricists, lending a hand to the life of others is the greatest gift of all.

We Are The World Poem Summary Kerala Syllabus 8th Question 2.
Why do you think that we can’t go on pretending forever?

Answer:
lt is useless to think that someone will soon make a change somewhere.

We’re The World 8th Standard Kerala Syllabus 8th Question 3.
‘It’s true we’ll make a better day Just you and me.’ How?

Answer:
When we work in perfect uaifion we can make the world a better place.

We Are The World Poem Lesson Plan Kerala Syllabus 8th Question 4.
When will a change really come according to the lyricists?

Answer:
According to lyrisicts a real change will come only when we stand together.

The World Poem Questions And Answers Kerala Syllabus 8th Question 5.
What might have prompted the lyricists to sing a song like this?

Answer:
The love for mankind and the suffering people around the world have prompted the lyricists to sing a song like this.

We’re the World Additional Questions & Answers

We’re The World 8th Standard Questions And Answers Question 1.
Read the lines from the song ‘ We’re the world’ and answer the questions that follow.
There comes a time when we heed a certain call
When the world must come together as one
There are people dying
And it’s time to lend a hand to life
The greatest gift of all
We can’t go on pretending day by day
That someone somewhere will soon make a change
We all are a part of God’s great big family
And the truth, you know,
Love is all we need
a. What is the greatest gift of all?
b. What do you understand by the expression ‘ lend a hand to life’?
c. Name the value that we all need?
d. What is the message of the poem?
Answer:
a. Lend a hand to life
b. To help others, people are dying
c. Love
d. Live in harmony

Hsslive Guru 8th Class English Kerala Syllabus Question 2.
Read the lines from the poem ‘We are the World’ and answer the question that follows.
There comes a time when we heed a certain call
When the world must come together
There are people dying
And it’s time to lend a hand to life
The greatest gift of all
We can’t go pretending day by day
That someone somewhere will soon make a change.
We are all part of God’s great big family.
And the truth you know;
Love is all we need.
We are the world, we are the children
So let’s start giving
There’s a choice we’re making
We’re saving our own lives
It’s true we’ll make a better day
Just you and me
Given below is the summary of the lines. Some words in it are miss¬ing. Choose suitable words from the lines given and complete it.
A time …(a)… when the world has to ..(b)…. the call and come…… (c) to help the ……. (d)…… people. We all belong to God’s …….. (e)……… and what we need is …..(f)….. for each other. We should not pretend someone somewhere will make a ……… (g) ……….. .
Answer:
a. comes
b. heed
c. together
d. dying
e. family
f. love
g. change

Hsslive Guru 8th English Kerala Syllabus Question 3.
Prepare a short profile of Michael Jackson using the hints given below.
Born: 1958, America
Known as: King of Pop
Famous as: Singer, Songwriter, Dancer, and Actor
Notable works: Bad, Dangerous, Off the wall, etc
Died Answer: 2009
Answer:
Michael Jackson:
Michael Jackson was born in 1958 in America. He was known as the King of Pop. He was famous as a singer, songwriter, dancer, and actor. His notable works are Bad, Dangerous, Off the Wall, etc. He passed away in 2009.

We’re the World Summary in English

There will be a time when all of us hear a ‘miner call’. Then the whole world will become one. The people go on dying. It is time for us to give a helping hand. It will be the best gift. Let us stop acting. Let us not think that someone will make a change somewhere. All of us are a part of the world. Love is the need. All of us know that truth.We are the world. We are the children.

We should make the world brighter. So we must start giving. Yes, we will make a good time indeed. Yourself and myself together. Give your hearts to the sad people. Then they will understand that we care for them. Thus their lives will become more strong. They will be free. Like God who changed the stones into bread, we will also do wonders in helping others. When you are completely distressed and helpless believe that there is no way for you to fall. Everything will be fine one day. We all should recognize that we must stay together for a complete change.

We’re the World Summary in Malayalam

We’re the World Glossary

You can Download The Mysterious Picture Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 1 Chapter 1 helps you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Hindi Solutions Unit 1 Chapter 1 The Mysterious Picture (Charles De Coster)

Std 8 English Textbook The Mysterious Picture Questions and Answers

The Mysterious Picture Questions And Answers Kerala Syllabus 8th Question 1.
Where do the events in the story take place?

Answer:
The events of the story took place in the palace of the Archduke of Batt- Orenburg

The Mysterious Picture Summary Kerala Syllabus 8th Question 2.
Mention the two central char-acters you identify at this point?

Answer:
Tyi Ulenspiegel and the Captain of the Guards are the characters at this point.

8th Class English Chapter 1 The Mysterious Picture Malayalam Question 3.
What do you understand about the character of Tyl? Is he a serious man or one with a sense of humor? How do you know this?

Answer:
Tyl is person who wanders from court to court. He is a man with a good sense of humor. His appearance and mannerisms make us think so.

The Mysterious Picture Lesson Plan Kerala Syllabus 8th Question 4.
Is there a change in the attitude of the Captain? What is the reason behind it?

Answer:
Yes, because the Captain of the Guards understood that Tyl was a Flemish painter.

The Mysterious Picture Story In Malayalam Pdf 8th Question 5.
The language used by Tyl when he speaks to the Archduke shows his respect for him. Pick out a few instances which show this.

Answer:
The words, “May, Your Highness pardon me. I might lay it at your noble feet.” shows Tyl’s respect for the Archduke.

Mysterious Picture Lesson Plan Kerala Syllabus 8th Question 6.
What does Tyl wish to become?

Answer:
Tyi wished to become the court painter.

Hss Live Guru 8 English Kerala Syllabus Question 7.
Do you think Tyl and his donkey are hungry? Give reasons for your answer.

Answer:
The donkey was not hungry as it was fed fairly well all along the way. But Tyl had nothing to eat for the last three days.

Summary Of The Mysterious Picture Kerala Syllabus 8th Question 8.
What does the Archduke want Tyl to do?

Answer:
The Archduke wanted Tyl to paint his portrait so as to leave his memory to his descendants.

Mysterious Picture Summary Kerala Syllabus 8th Question 9.
What does the sentence, ‘We do not know when God will think fit to summon us,’ mean?

Answer:
lt means we do not know when we will die.

The Mysterious Picture Summary In English Kerala Syllabus 8th Question 10.
Why does Tyl feel unhappy?

Answer:
Tyl was unhappy because the Arch-duke asked him to paint him alone without the courtiers in the portrait.

The Mysterious Picture Pdf Kerala Syllabus 8th Question 11.
Who are compared to the moon and the lanterns?

Answer:
The Lord and the Lady are com-pared to the moon and the courtiers are compared to the lanterns.

Kerala Syllabus 8th Standard English Notes Question 12.
What were the demands of the Archduke and the courtiers in painting their pictures?

Answer:
The Archduke demanded Tyl to paint all the courtiers as such. But the courtiers demanded that he should make them more attractive than they actually were.

The Mysterious Picture Short Summary Kerala Syllabus 8th Question 13.
Why did Tyl think that if he painted the picture, he would definitely be killed?

Answer:
If he painted the picture as directed by the Archduke, he might be killed by the courtiers. If his picture satisfied the whims of the courtiers, he might be killed by the Archduke.

Character Sketch of Tyl Question 14.
What will Tyl do to save himself from being killed?

Answer:
Elicit free responses
Not to paint the picture.
Paint the picture as the courtiers had demanded.
Paint the picture as the Archduke had instructed.

Question 15.
How did Tyl manage to stay in the court for long? How many days did he finally get to complete the picture?

Answer:
He kept on saying that the picture was nearing completion and he needed some more days to complete.

Question 16.
What is special about the picture?

Answer:
Elicit free responses. There is no picture at all. Tyl lied to the courtiers that only those who have noble blood can see the picture.

Question 17.
Is the jester a mere fool? Why do you think so?

Answer:
No, he is not. He is the only one who told the truth.

The Mysterious Picture Textbook Activites and Answers

Let’s revisit

Activity 1.

You have read the story of Tyl, haven’t you? Now, fill in the story map suitably.

Answer:

Activity 2.

The courtiers did not want to be portrayed in the picture in the manner they really looked like. Complete the following table by revisiting the story.

Answer:

Activity 3.

The following are the major events in the story. Some of them are false ‘ while some others are true. Mark I them as True or False by a tick in the appropriate column.

Correct the statements that are marked false and rewrite them below.
Answer:

• He shows the picture of Our Lady, the Virgin to the Archduke.
• Captain of the guards does not allow Tyl to meet the Archduke at once.
• The Archduke’s jester says that he could see no paint but only a blank wall.
• The Archduke said that he would be delighted to appoint Tyl as the court painter.
• The courtiers ask Tyl to make them look more attractive and handsome.

Let’s Enrich Our Vocabulary

Activity 1.

Look at this sentence from the story. ‘The Captain of the Guards was a tall, well-built, red-haired man of about twenty-five.” Here the word, ‘well-built’ means’ with a strong physique’.
Now, find out the meaning of the words given below with Svell’ as the headword. You may refer to a dictionary, if necessary.
Well-off:………………….
Well-known:…………………..
Well-informed: ………………
Well-wisher:…………………..
Well-read:……………………..
Now write down five more words with ’well’ as the headword, giving their meanings.
Answer:
Well – off: In a good position or situation
Well – known: Famous
Well – wisher: someone who wants another person to be happy.
Well – read: having gained a lot of knowledge by reading.
Well – informed: having a lot of knowledge about a particular topic

Words with ‘well’ as headword, giving their meanings.
Well – being: the state of being comfortable.
Well-bred: having or showing good manners.
Well – done: carried out successfully.
Well-groomed: clean, tidy,
smart well-knit: strongly knit.

Activity 2.

Look at some of the words used in the first three paragraphs of the story.
How does Tyl address the Archduke, the Queen, the painter and

Here, the words in column 1 have – ‘s’ attached to their root forms toln column 2 -‘ed’ is used with the root words to get the past forms of the verbs. ‘-ly’ is used in column 3 to show how something is done. These are examples for suffixes in English. Now, fill in the following table picking up suffixed words like those above, from the rest of the paragraphs of the story.
Answer:

Activity 3.

How does Tyl address the Archduke, the Queen, the painter and the Captain of Guards? Pick out the words used by him to address them. Complete the following table choosing appropriate words from those given below.


Which of the above words of address do we commonly use in our day-to-day conversation? Which are the words of address that we do not normally use?

Answer:

Words we commonly use:
Mrs, Madam, Ma’am, Sir, Mr, Miss
Words we do not use in common:
Your Highness, My lord, Her Highness, Your Lordship, My dear fellow

Let’s write

Activity 1.

Does the story remind you of any stories that you have read or heard before? Narrate the story briefly.
Answer :
Many years ago there lived an emperor who loved beautiful new clothes so much that he spent all his money on being finely dressed. His only interest was going to the theatre or riding about in his carriage where he could show off the new clothes. He had a different costume for every hour of the day. Indeed, where it was said of other kings that they were at court, it could only be said of him that he was in his dressing room!

One day two swindlers came to the emperor’s city, they said that they were weavers, claiming that they knew how to make the finest clothes imaginable. Not only were the colors and the patterns were extraordinarily beautiful, but also, this material had an amazing property that it was to be invisible to anyone who was incompetent or stupid.

“It would be wonderful to have clothes made from that cloth,” thought the emperor. “Then I would know which of my men are unfit for their positions, and I’d also be able to tell clever people from stupid ones.” So he immediately gave the two swindlers a great sum of money to weave their clothes for him.

They set up their looms and pretended to go on working, although there was nothing at all on the looms. They asked for the finest silk and the purest gold, all of which they hid away, continuing to work on the empty looms, often late into the night.

‘I would really like to know how they are coming with the clothes!’ thought the emperor, but he was a bit uneasy when he recalled that anyone who was unfit for his position or stupid would not be able to see the material. Of course, he himself had nothing to fear, but still, he decided to send someone else to see how the work was progressing.

‘I’ll send my honest old minister to the weavers,’ thought the emperor. He’s the best one to see how the material is coming. He is very sensible, and no one is more worthy of his position than he.

where the two swindlers sat working at their empty looms. ‘Goodness’! thought the old minister, opening his eyes wide. ‘I cannot see a thing’ but he did not say so.

The two swindlers invited him to step closer, asking him if it wasn’t a beautiful design and if the colors weren’t magnificent. They pointed to the empty loom, and the poor old minister opened his eyes wider and wider. He still could see nothing, for nothing was there. ‘Gracious’ he thought. “Is it possible that I am stupid? I have never thought so. Am I unfit for my position? No one must know this. No, it will never do for me to say that I was unable to see the material.”

You aren’t saying anything!’ said one of the weavers. ‘Oh, it is magnificent! The very best’ said the old minister, peering through his glasses. ‘This pattern and these colors! Yes, I’ll tell the emperor that I am very satisfied with it!

That makes us happy’ said the two weavers, and they called the colors and the unusual pattern by name. The old minister listened closely so that he would be able to say the same things when he reported to the emperor, and that is exactly what he did.

The swindlers now asked for more money, more silk, and more gold, all of which they hid away. Then they continued to weave away as before on the empty looms. The emperor sent other officials as well to observe the weavers’ progress. They too were startled when they saw nothing,

and they too reported to him how wonderful the material was, advising him to have it made into clothes that he could wear in a grand procession. The entire city was alive in praise of the cloth. Magnifique Nysseligt! Excellent!’ they said, in all languages. The emperor awarded the swindlers with medals of honor, bestowing on each of them the title Lord Weaver.

The swindlers stayed up the entire night before the procession was to take place, burning more than sixteen candles. Everyone could see that they were in a great rush to finish the emperor’s new clothes. They pretended to take the material from the looms. They cut in the air with large scissors. They sewed with needles but without any thread. Finally, they announced, ‘Behold the clothes are finished!’

The emperor came to them with his most distinguished cavaliers. The two swindlers raised their arms as though they were holding something and said, just look at these trousers! Here is the jacket! This is the cloak!’ and so forth. They are as light as spider webs! You might think that you didn’t have a thing on, but that is the good thing about them?

Yes, said the Cavaliers, but they couldn’t see a thing, for nothing was there. ‘Would his imperial majesty, if it pleases his grace, kindly remove his clothes said the swindlers. ‘Then we will fit you with the new ones, here in front of the large mirror. The emperor took off all his clothes, and the swindlers pretended to dress him up, 1 piece by piece, with the new ones. They

took hold of his waist and pretended to tie something about him. It was the train. Then the emperor turned and looked into the mirror.
Goodness, they suit you well what a wonderful fit!” they all said. “What a pattern! What colors! Such luxurious clothes!’ ‘The canopy to be carried above your majesty awaits outside,” said the grandmaster of ceremonies.

‘Yes, I am ready!’ said the emperor. Don’t they fit well? He turned once again towards the mirror because it had to appear as though he was admiring himself in all his glory.

The chamberlains who were to carry the train held their hands just above the floor as if they were picking up the train. As they walked they pretended to hold the train high, for they could not let anyone notice that they could see nothing.

The emperor walked beneath the beautiful canopy in the procession, and all the people in the street and in their windows said, ‘Goodness, the emperor’s new clothes are incomparable! What a beautiful design on his jacket. What a perfect fit!’ No one wanted it to be noticed that he could see nothing, for then it would be said that he was unfit for his position or that he was stupid. None of the emperors’ clothes have received such praise before. But he doesn’t have anything on! said a small child.

‘Good Lord, let’s listen to an innocent child said the father, and whispered to another what the child had said. ‘A small child says that he doesn’t have anything on!’ Finally everyone was saying, He doesn’t have anything on!” The emperor shuddered, for he knew that they were right, but he thought, ‘The procession must go on!” He carried himself even more proudly, and the chamberlains walked along carrying the train that wasn’t there.

Activity 2.

Imagine you were one of the courtiers present while Tyl invited the courtiers to have a look at his picture. What would be the likely conversation between Tyl and you?
Answer:
Tyl: Good Morning, Madam.
I : Good Morning, Mr. Tyl.
Tyl: I’ve finished my picture. Please have a look at it.
I : Oh! Tyl this is a fantastic picture
Tyl: Thank you, Madam
I : You have taken great pains haven’t you?
Tyl: Really
I : The Archduke looks excellent.
Tyl: Thank you
I : What’s your next work, Mr. Tyl?
Tyl: Not yet decided, Madam.
I : His Highness would surely appreciate your effort, I’m sure.
Tyl: Thank you, Madam.
I : Mr. Tyl, what will you do if the Archduke doesn’t appreciate your work?
Tyl: I don’t know madam.
I : Don’t be bothered, Mr. Tyl. I’m simply joking. OK

Activity 3.

Read the following script. It is based on the first event in the story, Tyl’s arrival at the palace gate.

The main entrance of the Archduke Battenburg. The Captain and another officer are playing a game of chess. The Captain’s sytord is in the sheath. The guards have spears close to them! placed against the wall. Tyl Ulens spiegel enters from the left, mounted on his donkey. He wears attractive dress j arid has a cap with three bright | feathers on it. He makes a eoinical ! appearance.

Captain: Hey there! You fellow on the | donkey! We don’t allow any loafers here. You and your donkey already look like skeletons. (Tyl dismounts from his I donkey.) .
Tyl (bowing): May God bless you. May God bless you, Sir Captain! If I look j like a skeleton, it is not my fault,
Captain: Why are you here?
Tyl: I’m very hungry. I’ve come here because I’m forced to. If you will be so good as to give me a piece of the gold cord that you wear on your coat, I’ll go and hang myself by the teeth on that large leg of mutton that I see hanging in that butcher’s shop.
Captain: (looks at Tyl curiously): Where do you come from?
Tyl: From Flanders
Captain: What do you want?
Tyl: 1 should like to show His Highness, the Archduke, one of my pictures. I’m a painter.
Captain: WeB, if you are a painter and if you come from Flanders, you may come in. (The Captain opens the gate and lets Tyl in.)
Read the script again.

How is the script different from the story?
The script has
1. a setting
2. Stage directions
3. Dialogues
4. Costumes
5. Gestures and actions
The following are some of the major events in the story, ‘The Mysterious Picture’.
1. The meeting between Tyl and the Archduke and his appointment as the court painter.
2. The meeting between Tyl and the courtiers.
3. The progress of Tyl’s painting.
4. The exhibition of Tyl’s painting and the reaction of others.
Work in four groups. Each group may take up one of the events for developing the script.
Rehearse the script in groups and perform the skit before the class.
Answer:
Script: Group No. 1

Topic: The meeting between Archduke and Tyl.
(Scene at the palace)
Tyl: May God bless you! May God bless your Highness! (bows before the Archduke) I have brought a picture of Our Lady the Virgin in her royal robes. Give permission to show it before you, your Highness!
Archduke: Yes, you may. (Tyl shows the picture)
Archduke: Oh! It is wonderful!
Tyl: Your majesty, I see that the court painter’s seat is empty there, Please appoint me as your court painte^Tyl) Yes, you are appointed as the court painter. Please come. (Archduke gives him the chair) You are a talkative fellow. Tyl : Sir, My donkey Jeff is very happy because his stomach is full. But I am very hungry. I’ve only my dreams to eat. Archduke : But where is your donkey?
Tyl: He is outside.
Archduke : (Calls the soldier and orders)
Give Tyl a feast as supper. Give the | ’
donkey food and shelter.
Soldier: Yes my Lord.

Script: Group No. 2

The meeting between Tyl and courtiers : (Scene at Tyl’s room in the palace)
Tyl: Come in sir, please.
(Commander in chief of army comes in. He is a short, fat, bald man)
Army Chief: Painter, I am the chief of the army, am I handsome?
Tyl : (Keeps silent, looks at him)
Chief: Can you see me or not?
Tyl: I can see you sir. You are not very handsome.
Chief: I may not be handsome. But in the picture you should paint me as a handsome man.
Tyl: How sir?
Chief: you should make my stomach flat or else I will kill you. (He leaves)
(An elderly lady comes in; she has a hump on her back)
Lady: Sir, you should paint me as a young lady with a beautiful look.
Tyl: But how?
Lady: You remove my hump and draw I me in the picture as a beautiful lady or | else I will kill you. (She leaves)
(Another pretty lady comes in)
Tyl: Who are you?
Lady: I am a companion of the Duchess. You should paint me with a good smile.
Tyl: How is it possible? You don’t have your front teeth?
Lady: You should paint me beautifully or else I will destroy you with the help of the captain of guards who is my lover. (She leaves)

Script: Group No. 3

Topic: The progress of painting (Archduke’s palace)
(Archduke and Tyl are talking)
Archduke: How are you Tyl? Did you start painting the picture?
Tyl: Not yet sir.
Archduke: You should paint all the
courtiers as we see them.
Tyl: Yes your majesty.
(Tyl stands thoughtfully)
Tyl (to himself silently) : If I paint truly
the Archduke may like it but the courtiers
will not. If I paint the courtiers beautifully
Archduke will punish me. What to do? (Next day)
Archduke: Here is the wall to be painted. Is it good?
Tyl: Yes sir, Please hang curtains and give me some assistance.
Archduke: Who is there? Bring thick curtains and arrange some assistants too! (The soldiers bring curtains and assistants enter)
(After 30 days)
Archduke: How is the drawing? Is it over?
Tyl: Not yet sir I need a week more Archduke: Okay
(After a fortnight)
Archduke: Tyl, Is your work over?
Tyl: Not yet sir
Archduke: I want the picture within fifteen days, or show me the unfinished picture within that time.
Tyl: Yes your majesty

Script: Group No. 4

Topic: The exhibition and reaction of others
(Scene: Inside the palace)
(Archduke, Tyl, and courtiers enter)
Tyl: The picture is ready, my Lord.
Archduke: Why don’t you remove the curtains?
Tyl: Please order all the courtiers to assemble in the room.
Archduke: Bring all the courtiers immediately.
(All the courtiers come in)
Tyl: Ladies and gentlemen, the picture will be seen only to those who have royal blood. (Tyl moves the curtain aside)
AH, the courtiers and the Archduke: How marvelous! What a beauty?
(Jester comes in)
Jester: I cannot see anything. The wall is completely empty.
Tyl: It is time for the wise to walk out because the fools start talking.
(Tyl goes out)

Activity 4.

What are the words that the author uses to describe the Captain of the Guards?

Now, prepare character maps of Tyl and the Archduke.

Now using the concept maps prepare character sketches of Tyl and the Archduke. You may begin like this:

Answer:
Character map of Archduke

Character map of Tyl

Character sketch of Tyl :
Tyl was a painter. He wandered from court to court on his donkey Jeff. He was slim and looked like a skeleton. He always wore a cap with three bright feathers. He is cunning and tricky. He has a good sense of humor and values his own freedom and creativity.

Character sketch of Archduke :
The Archduke was the ruler of Battenburg. He loved paintings and artists. He was a stout, middle-aged man. In his royal uniform, he looked majestic. Though a little pompous he was sincere and just. He loves painting and favors artists.

Let’s speak

Activity 1.

Which character did you like the most? Share your views with the class. Here is what Athira, a student like you, said when she was asked this question

Dear friends,
I This is indeed an interesting question. Of course, we all like Tyl very much for his intelligence and ability to speak cleverly. Still, I like the Duke’s jester the most. Without him, the folly of the courtiers would never have been revealed. His ! honesty and intelligence helped them to understand the foolishness of their reaction. We think that just like a circus clown, he showed the real wisdom. And the others who were the honorable
members of the illustrious court proved to be mere fools. For all these reasons I like the jester the most.
Now, you may present your views before the class
Answer:
Dear friends,
There are many interesting characters in this story. Tyl, Captain of Guards Archduke, Commander in chief of the army, the elderly lady, etc. But I like the jester the best because he is very wise and honest. He is courageous too. He tells the truth before the Archduke without any hesitation. For all these reasons I like the jester the best.

Activity 2.

Did the story make you feel: happy, angry, tired, bored? Why?
Share your feeling with your friends.
Answer:
This story made me very happy. It has many interesting characters such as Tyl, the Captain of Guards, Archduke, Chief of the army, an elderly lady, the Jester, etc. Each character is unique. Tyl is a funny character. His appearance and jovial behavior are well-narrated? The whole story is divided into many scenes like that of a drama. The progress of Tyl’s painting in the story is very interesting. So I am very happy to read this story

Let’s discover how grammar works

Activity 1.

Look at the sentence from the story, You are a very talkative fellow, aren’t you?’ A short question put at the end of a sentence is a question tag. A question tag is generally used in a conversation to confirm a statement made.
The following ten sentences are about a friend of yours in the class. You may seek her confirmation on the statements made. Some hints are provided for you.
1. You ……….. Sandra, aren’t you?
2. Venu and Reshma …………. their parents, ………..?
3. Your father works in a bank………….?
4. Your mother is a housewife …………..?
5. Syam and Sayanth ………………?
6. Your hobby ………….?
7. You wake up …………..?
8. You have been studying …………..?
9. You studied at ……………. before coming here………….?
10………………………?

Choose a friend of yours and present ten statements about him/her and seek his/her confirmation. You may do this as a pair activity. Don’t forget to reverse your roles.
Answer:
1. Are
2. Visited, didn’t they?
3. Doesn’t he?
4. Isn’t she?
5. Are your brothers aren’t they?
6. Is collecting stamps, isn’t it?
7. At 50’ clock, don’t you?
8. For three hours, haven’t you?
9. Kollam, didn’t you?
10. You will invite me to your house, won’t you?

Activity 2.

Now, write the sentences you have matched in the space below.
1. May, Your Highness pardon major my rashness in thinking that one of my paintings will please Your Highness.
Please pardon me for thinking that one of my paintings will please you.
2. …………………………
3. …………………………
4. …………………………
5. ………………………..
6. ………………………..
7. ………………………..
Answer:

Activity 3.

The following is a write-up by a student of Class 8 after reading the story, ‘The Mysterious Picture’. Some words are missing in it. Select appropriate words from the box below and complete the write-up.
I have read the ……………. ‘The Mysterious Picture’. I like the character …………. in the story very much. He is a ……………….. One day he visited ………….of ……………. the Archduke of …………….. He was stopped at ……………..to the palace by the Captain of the Guards. Later ………….. was allowed to meet the Archduke. Tyl and his companions enjoyed their life in the palace. Everybody praised his …………… But ……………. could see only…………..

the duke’s jester, painting, a blank wall, the palace, Battenburg. an interesting character, the entrance, painter, Tyl. he, the story I
Tire word/words you have used to fill in the above write – up are either nouns/ pronouns or noun phrases. A noun phrase is a word or group of words containing a noun. In the above example, ‘the duke’s jester’, jester is the headword or head noun. Nouns/ pronouns have the following properties:
1. Most of them have singular and plural forms (story- stories, I – we).
2. They can express gender (duke – duchess, he – she).
3. They can Ire used as the subject (Tyl, I, he. it) of a sentence and the object of a sentence (the story, me, him, it).
4. They have possessive forms (duke’s, my, his, her).
5. They show if someone/something is speaking (I, we) or being spoken to (you) or is being spoken about (hbf she, they, it).
Answer:
the story, Tyl, painter, the palace, Battenburg, the entrance, he, painting the Duke’s jester, a blank wall

Activity 4.

Read the following paragraph and fill in the table below.
The Archduke ordered all the courtiers to assemble in the hall. Tyl addressed them, ‘My Lord, ladies and gentlemen, the picture is ready. You will now be able to see how well I have done my work. You can all admire my work. But I must warn you that there is something very special about this picture. Only those among you who have noble blood in your veins wall be able to see this painting.
A.

B. Now, write down your observations on how plural forms are derived from singular nouns. Can you classify them into different categories? Which are they?
C. Classify the nouns in the passage as nouns/noun phrases in the subject position and nouns/noun phrases in the object position and fill in the table. One is done for you.

Answer:
A.

B.
Adding ‘s’ to get plurals
Adding ‘es’ to get plurals
Irregular plural forms
C.

Let’s edit

Read the paragraph written by! Sunil, a student of Class 8. There I are some errors in it which are underlined. Help Sunil to edit the errors.
Tyl reaches (a) the palace of the Archduke of Battenburg. He had to wait there for some time, the (b) Captain of the Guards (c) was play (d) chess with his friends. He stopped Tyl on (e) the gate and asked why he came over there. Tyl showed the captain a picture (f) he had drawn and asked to let him into the palace.
……………………………………..
……………………………………..
Answer:
a. reached
b. The
c. Guards
d. was playing
e. at
f. picture

Let’s play with language

Here are a few funny questions. Try to answer them. If you cannot, guess the answer from the jumbled word given against each of them.
What can you catch but not throw? odlc
What kind of room has no doors or windows? smomurho
What is orange in color and sounds like a parrot? rtraoc
What has four fingers and a thumb, but is not living? elogv
What loses its head in the morning and gets it back at night? lopwil
Answer:
cold, mushroom, carrot, glove, pillow

The Mysterious Picture Additional Questions and Answers

Question 1.
Read the excerpt given below from the story ‘ The Mysterious Picture’ and answer the questions that follow.
‘Your Highness, may it please you to remember me and my donkey, Jeff, for just one more minute,’ Tyl replied. ‘ My donkey has been feeding himself fairly well along the way on the thorns in the hedges and the grass on the roadside. But I have had nothing to eat for the past three days. My stomach has been complaining very’ loudly. Perhaps Your Highness can even hear it now. I have been feeding myself with dreams of good food and drink at your royal table.’ The Archduke smiled and said, ‘Well, my dear fellow, you will certainly have something more solid to feed on. But where is your donkey?’ ‘I left him outside, opposite the palace. I shall be most grateful if Jeff is looked after. He needs a little fodder and lodging at night,’ said Tyl. The Archduke immediately ordered the donkey to be taken care of and he added. ‘Treat it like one of my own animals.’
a. Why is Jeff, the donkey not hungry?
b. Pick out the word from the passage that means ‘ food for animals’.
c. ‘I have been feeding myself with dreams.’ What did Tyl dream of?
d. What expression does Tyl use to show that he is extremely hungry?
e. What does Archduke mean by saying, ‘something more solid than dreams’?
Answer:
a. Jeff, the donkey was not hungry because he had been feeding himself fairly well along the way on the thorn in the hedges and the grass on the roadside.
b. Fodder
c. Tyl dreamt of the good food and drink at the Archduke’s royal table.
d. The expression ‘My stomach has been complaining very loudly’.
e. Delicious food on the royal table.

Question 2.
2. Read the excerpt from the story ‘ The Mysterious Picture’ and answer the questions that follow.
The Captain knew Flemish painters and their pictures were in great demand all over Europe. Tyl was presented to the Archduke. He saluted the Archduke three times and stood before him with his head bowed. “ May your Highness pardon me for my rashness is thinking that one of my paintings will please your High ness. I have brought a picture of Our Lady, the Virgin, in her royal robes. I have painted it specially so that I might lay it at your noble feet’. Tyl paused a few moments for his words to sink in. Then he continued, ‘You must forgive me, Your Highness, if I’ve dared to hope that this picture will please you. Perhaps Your Highness might wish to offer me the chair of your court painter who died recently. I can see the empty velvet chair waiting to be filled.
a. What is the speciality of Flemish paintings?
b. Pick out a line which shows Tyl’s smartness in presenting things.
c. What is the intention of Tyl?
d. Find out from the passage a word which means to ‘forgive someone’
e. According to Tyl what is it that may please the Archduke?
Answer:
a. Flemish paintings had great demand all over Europe
b. He saluted the Archduke three times and stood before him with his head bowed/ May your Highness pardon me for my rashness in thinking.
c. To become the court painter
d. Pardon
e. The picture of our Lady in royal robes.

Question 3.
3. Read the passage from the story’ The Mysterious Picture’ and answer the questions that follow.
The Captain of the Guards was a tall, well- built, red haired man of about twenty- five. He was handsomely dressed in his gold- braided uniform. Tyl looked at him coolly and then dismounted from his donkey. He bowed low and said,’May God bless you ,Sir Captain!. If I look like a skeleton, It is not my fault. I ‘m very hungry. I’ve come here because I’m forced to. If you will be so good as to give me a piece of the gold cord that you wear on your coat, I’ll go and hang myself by the teeth on that large leg of mutton that I see hanging in that butcher’s shop.’ The Captain was playing a game of chess with another officer. He looked curi-ously at Tyl.
‘ Where do you come from? he asked.
‘ From Flanders,’ replied Tyl.
a. Describe the appearance of ‘ The Captain of the Guards’.
b. Name the game The Captain of the Guards played?
c. What did Tyl demand to the Captain of the Guards?
d. Find out a polite expression used by Tyl.
e. Pick out one word for ‘ To get off a horse’; bicycle or motorcycle.
(Looked; bowed; dismounted; forced )
Answer:
a. Captain of Guards was a tall, well- built, red-haired man of about twenty-five. He was handsomely dressed in his gold-braided uniform.
b. Chess
c. A piece of gold cord
d. May God bless you Sir Captain e. Dismounted

Language Elements

Phrasal Verbs
A phrasal verb is a verb plus a preposition or adverb which creates a meaning different from the meaning different from the meaning of the original verb.

Let us familiarise with phrasal verbs from the following example

Question 4.
One morning, Raju …………… (a) ………………. his uniform and started to school. On his way a stray dog ……………… (b) …………… him. Raju ran very fast calling out for help. The people around could not ………… (c) …………… what he was shouting for.

Answer:
a. put on
b. went after
c. make out

Editing

Question 5.
Edit the following passage.
Tyl reach (a) the palace of Archduke of Battenburg. He had to wait there for some time, die (b) Captain of the guards (c) was play (d) chess with his friends.
He stopped Tyl on (e) the gate and asked why he came over there.
Answer:
a. reached
b. The
c. guards
d. was playing
e. at

Question 6.
Tyl leaves the place and on the way, he meets a boy. The conversation between them is given below. But it is not complete. Complete it suitably.
Boy: You are the court painter, …………. (a) ……………..?
Tyl: Yes, I am.
Boy:……………. (b) …………….?
Tyl: I painted a beautiful picture.
Boy: Will you please teach me the art of painting?
Tyl: Sure. If you come with me, ……………. (c) …………..
Boy:…………….. (d) ………………?
Tyl: You may come at any time.
Boy: We shall meet tomorrow morning.
Tyl : ……………..(e) ……………..
Answer:
a. Aren’t you?
b. What did you paint?
c. I will teach you.
d. When shall I come?
e. Oh Sure. See you.

The Mysterious Picture  Discourse Based Questions

Conversation
Conversation is a talk between two or more people in which thoughts, feelings, and ideas are expressed, questions are asked and answered or news and information are exchanged.

Tips to remember

• Give a good initiation
• Try to convey the message/ content clearly.
• Include apt expressions
• Use short forms, short questions, broken expressions, etc.
• Create a feeling of completion as the conversation ends.

Question 7.
Tyl asks Archduke for more time to complete his paintings. He talks to his friend about his plans. Prepare the likely conversation between them.
Answer:
Tyl: Ey, Luke How are you?
Friend: Hi Tyl. I am doing good. I heard that you are the new painter at the court of the Archduke.
Tyl Yes, but I am in great trouble now.
Friend: What happened?
Tyl: It is a long story. The Archduke wants me to paint his portrait so as to leave his memory to his descendants.
Friend: Oh Great.
Tyl: The Archduke demanded me to paint all the courtiers as such but the courtier demanded that I should make them more attractive than they actually were. If I paint the picture as directed by the Archduke, I will be killed by the courtiers. If my picture satisfies the whims of the courtiers I will be killed by the Archduke.
Friend: Oh my God! So sad. What will you do again?
Tyl: I have thought of an idea. I am going to tell them that only those who have noble blood in their veins can see the painting. All the rest would only see a blank wall. This is the only way I found to escape from them. Yesterday I had asked the Archduke more time to finish the painting and he gave me two more days.
Friend: That’s a good idea hut be careful. If anyone finds out you will be in more trouble. 1
Tyl: Yes I must be alert.

Character Sketch
Character sketch is a brief written description of a person’s character.

Tips to remember

• Describe the role and significance of the character in the story.
• Note the physical features including the dress code.
• Write about the character’s relationship with the other characters in the story.
• Check the errors and appropriateness of language.

Question 8.
Prepare a character sketch of Tyl Ulenspiegel, the protagonist of the story ‘The Mysterious Picture’.
Answer:
Tyl was a Flemish painter. He was slim and looked like a skeleton. He always wore a cap with three feathers on it. He has a donkey named Jeff. He was cunning and tricky. He had a good sense of humor and valued his own freedom and creativity.

Announcement
An announcement is a public statement that’s usually formal and has a specific purpose.

Tips to remember

• There should be a suitable salutation.
• You may present a gist of the subject in the content part.

Question 9.
After showing the mysterious picture, Tyl fled from the palace. The Archduke assigns his senior guard to make an announcement to the public to find Tyl. Prepare the text for the announcement.
Answer:
Dear Citizens of Battenburg,
It is saddening to tell you that a cunning painter from Flanders has cheated our Archduke. His name is Tyl Ulenspigel. He had received a hundred pieces of gold to draw a portrait of the Archduke accompanied by the others who adorned the court. All the required materials were provided for the painter to complete the painting. But he tricked everybody and left the place. The painter named Tyl was seen accompanied with donkey called Jeff. He is thin as a skeleton and wore a cap with three bright feathers on it. Anyone which finds him and brings him to the palace will be rewarded two hundred pieces of gold

Narrative
Narrative is a spoken or written account of connected events.

Tips to remember

• Recall the events in order
• Portray the characters well
• Narrate the events appropriately keeping the context.

Question 10.
Imagine that you are one among the courtiers who witnessed the whole events till Tyl revealed the picture in front of the courtiers. Narrate the happenings at the court to one of your friends.

(Hints: Tyl – a smart painter- very talkative- wishes to be court painter- secures food and luxury for his team and his donkey- flatters the Archduke – Tyl in danger – invents a trick – plays it on all courtiers – leaves with all fortune)
Answer:
Tyl wanted to become the painter at court of the Archduke. He had a good sense of humor and valued his own freedom and creativity. He had a donkey called Jeff along with him. He showed the painting of Our Lady, The Virgin’ to the Archduke. The Archduke was flattered by the painting and gave Tyl the position of the court painter. One day the Archduke wanted his portrait to be drawn by Tyl. Tyl being clever convinced the Archduke that he wouldn’t feel happy about the painting without the others in it. The Archduke accepted his idea and commanded him to draw a portrait which included her highness, the noble generals and the captains.

Tyl was granted hundred gold pieces in advance. The next day as per Tyl’s wish all the courtiers who were to painted came to see him one by one. The Commander in chief of the army was a pleasant-looking fellow. But he wanted himself to be painted handsome and threatened to hang Tyl otherwise. Threats like these followed. But the King commanded that the painting should be very I real and if Tyl missed anything in it, he would be slaughtered like a pig. Tyl understood that he was in danger. So he invented a trick. When everybody came to see 1 the painting he told them that only those who had noble blood in their veins would be able to see the painting. All the rest would only see a blank wall. All started to admire the painting. Suddenly the Duke’s jester came and told that he was a fool and he had no blue blood in his veins but even then he couldn’t see the picture. Hearing this Tyl calmly paced away from the hall and ran for hisdffe on his donkey.

Profile
A profile is an information about a person’s life, work, interests etc.

Tips to remember

• Read the information/details of the person.
• Sequence the given details
• Use proper linkers to connect ideas
• Give a title

Question 11.
Prepare a short profile of Charles De Coster using the hints given below.
Name: Charles De Coster
Birth: 1827
Place of Birth: Munich
Famous as: Father of Belgian literature
Notable works: The Legend of Tyl Ulenspiegel and Lamme Goedzak
Death: 1879
Answer:
Charles De Coster:
Charles De Coster was born in 1827 in Munich. He was famous as the Father of Belgian Literature. The Legend of Tyl and Lamme Goedzak are his notable works. He passed away in 1879.

Question 12.
Fill in the blanks with appropriate phrasal verbs choosing the right options from the brackets.
[ bring up, carry away, into, go over, sympathize with, look into]
a. I find it difficult to …………… him.
b. We shall have to ………….. this matter at the meeting.
c. They have …………….. the first prize.
d. How do you convert gallons ……………. liters?
e. We should …………. the plan again.
Answer:
a. sympathize with
b. go over
c. carried away
d. into
e. go over

The Mysterious Picture Summary in English

This chapter is based on the events that occur upon the arrival of Tyl Ulenspiegel at the court of the Archduke. He wanted to become the court painter. Impressed by his painting ‘Our Lady, the Virgin’ the Archduke accepted his wish and gave him the position. One day, the Archduke wanted his portrait to be drawn by Tyl. Tyl being clever convinced the Archduke that he wouldn’t feel happy about the painting without others in it. The Archduke accepted his idea and commanded him to draw a portrait which included Her Highness, the noble generals and the captains who adored him. Tyl was granted a hundred gold pieces in advance. The next day as per Tyl’s wish all the courtiers who were to be painted came to see him one by one.

The Commander-in-Chief of the army wasn’t a pleasant-looking fellow. But he wanted himself to be painted handsome and threatened to hang Tyl otherwise. Threats like these followed. But the King commanded that the painting should be very real and if Tyl if issued anything in it, he would be slaughtered like a pig. The picture was finished. Everyone came to see this wonderful piece, of art. Suddenly Tyl said that only those who had noble blood in their veins would be able to see the painting. All the rest would only see a blank canvas. It turned out to be that the courtiers started to show more admiration to the painting than the others. Suddenly, the Duke’s Jester came and told that he was a fool and he had no blue blood in his veins but even then he couldn’t see the picture. Hearing all this, Tyl calmly paced away from the hall and ran for his life on his donkey!

The Mysterious Picture Summary in Malayalam

The Mysterious Picture Glossary

You can download Song of a Dream Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 9th Standard English Solutions Unit 2 Chapter 2 help you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 9th Standard English Solutions Unit 2 Chapter 2 Song of a Dream

Std 9 English Textbook Song of a Dream Questions and Answers

Let’s revisit and enjoy the poem

Song Of A Dream Questions And Answers Kerala Syllabus 9th Question 1.
In her dream, the poet stood in a magical wood. Have you ever been to a land of imagination in your dream? Share it with your friends.
Answer:
Yes, I have. Once in my dream, I went to a place where everyone was happy. They smiled often and they looked without any worries. They welcomed me and treated me with love.

Song Of A Dream Kerala Syllabus 9th Question 2.
What are the spirits of Peace, Truth, and Love compared to?
Answer:
The spirits of Truth is compared to birds, Love to stars and Peace to streams.

Song Of A Dream Summary Kerala Syllabus 9th Question 3.
Why are the spirits of Truth compared to birds that sing?
Answer:
The spirits of Truth are compared to birds that sing because they proclaim themselves like birds that sing and spread their message wherever they go.

Song Of A Dream Poem Questions And Answers Kerala Syllabus 9th Question 4.
What does the poet compare the soulful visions to? Comment.
Answer:
The poet compares soulful visions to poppies. They intoxicate like poppies. It is an example of a simile.

Song Of A Dream Notes Kerala Syllabus 9th Question 5.
What do the spirits of love do?
Answer:
The spirits of Love gather and gleam round the poet’s delicate youth.

Song Of A Dream Appreciation Kerala Syllabus 9th Question 6.
How does the poet quench her longing?
Answer:
The poet quenches her longing by bending low by the stream of the spirits of Peace.

Song Of A Dream Lesson Plan Kerala Syllabus 9th Question 7.
What is the magical wood referred to here?
Answer:
The magical wood is an idyllic place marked by the absence of any evil or vice.

Let’s revisit and reflect

Song Of A Dream Poem Kerala Syllabus 9th Question 1.
Discuss the relevance of Sarojini Naidu’s dream in the present scenario.
Answer:
Sarojini Naidu dreams of a magical, imaginative land which is free from all evils. We are also dreaming about India to become an ideal country. But unfortunately, our nation reels under several threats marring the ideals of truth, love, and peace. Sarojini Naidu in the poem expresses her desire in the form of a dream and describes the idealized place as the “magical wood in the land of sleep.” In her imaginative world, the abstract values and ideas of truth, love, and peace are clearly palpable in nature. They are no more just abstract ideas but perceived with proper shape and size.

The imagination assumes relevance when it is interpreted as the poet’s vision for her motherland. She wants her motherland to be a dreamland free of vices and evil. When the poem was published in 1905, India was a British colony. Moreover, Sarojini Naidu was not only a poet but also an active participant in the Indian Freedom Movement and the poem reflects her intense desire for an ideal motherland.

Song Of The Dream Kerala Syllabus 9th Activity 1

Read the poem again and pick out nouns and verbs and write them in the circles. Add a word/words to describe each.

Answer:
stream — clear stream
dream — beautiful dream
night — dark night
spirit — good spirit
wood — magical wood
grove — sacred grove
gather — gather round
gleam — gleam brightly
stars — bright stars

Song Of A Dream Pdf Kerala Syllabus 9th Writing Cinquains

A cinquain is a five-line poem that was invented by Adelaide Crapsey. She was an American poet who took her inspiration from Japanese haiku and tanka. A collection of poems, titled Verse, was published in 1915 and included 28 cinquains.

Now, let’s write cinquains about the words in the circles or about any person you like, following this pattern.

1. A noun.
2. Two words describing the noun.
3. Three words showing what the noun does.
4. A short phrase about the noun.
5. Another word synonymous with the noun.

Cinquains are particularly vivid in their imagery and are meant to convey a certain mood or emotion.

Popular Cinquain Forms:
There have been many variations of the cinquain since its invention.

Song Of The Dream Summary Kerala Syllabus 9th Cinquain Form 1

Didactic Cinquain:
This is a very popular form of the cinquain because of its simplicity.
1. The first line is one word which is the title of the poem.
2. The second line contains two words which are adjectives that describe the title.
3. The third line has three words that tell the reader more about the subject of the poem or shows action. Many times these words are gerunds that end with “ing.”
4. The fourth line has four words that show emotions about the subject of the poem and may be individual words or a phrase.
5. The fifth line is one word that is a synonym of the title or is very similar to it.
Answer:
example: 1
Snow
Lovely, white
Falling, dancing, drifting
Covering everything it touches
Blanket
Here is another

example: 2
Teacher
Friendly, sincere
Teaching, correcting, guiding
Always ready to help
Guru.

Song Of A Dream Activities Kerala Syllabus 9th Cinquain form 2

This form is just slightly different from the first form in that the fourth line is a complete sentence and may have more than four words.
1. The first line is one word.
2. The second line contains two adjectives.
3. The third line has three words ending in “ing.”
4. The fourth line has four or more words that make a complete sentence.
5. The fifth line is one word.
Answer:
example:
Star
Hot, radiant
Shining, burning, exploding
It gives life to everything
Sun

Activity – 2 (Page 57)

Song Of A Dream Line By Line Explanation 9th Question 1.
Identify the key moments in the poem
Answer:
example:

1. The poet dreams of being in a magical wood.
2. She is soul-deep in visions which sprang like poppies.
3. She considers the spirit of truth as the birds that sang.
4. The glowing stars according to the poet are the spirits of love.
5. The slow-flowing streams remind the poet of the spirits of peace.
6. The poet stands alone in the light of the magical grove feeling the stars of the spirits of love gather and gleam around her delicate youth.

Song Of A Dream Appreciation Pdf Kerala Syllabus 9th Question 2.
Which of them appeals to you most? Why?
Answer:
The last one appeals to me most. I like to imagine standing in the light of the magical grove feeling stars of the spirits of love gather and gleam around my youth.

Activity – 3 (Page 57)

a) Question 1.
Read the expression ‘magical wood’. What picture comes to your mind? Discuss in groups and draw pictures in your own way.
Answer:
The pictures that come to my mind are a dense forest, where birds are singing, sitting on trees. Through the leaves, I can spot the glowing stars in the sky. Through the forest flows a crystal clear stream in which I can swim. The poet gives a clear picture of a magical wood using words. Such word pictures are called imagery. Imagery makes you imagine pictures in your minds. They appeal to our senses of sight, sound, taste, touch, and smell and help us form a mental picture.

Song Of A Dream Alliteration Kerala Syllabus 9th Question 2.
Pick out the images of sight (visual) from the poem

Answer:

Present a tableau using a significant scene from the poem. Atableau is a group of models or motionless figures representing a scene from a story or poem. Attempt a choreography of the poem: (Choreography is the sequence of steps and movements in dance.)

b) Now, form different groups and identify significant scenes in the poem which can be used for presenting a tableau. Perform it in groups. Attempt a choreography of the poem.

Activity – 4

A few poetic devices are given below. Write them against their correct meaning given in column B. Then complete column C.
1. Simile
2. metaphor
3. personification
4. alliteration
Answer:

1. Simile – a direct comparison of two unlike things using ‘like’ or ‘as’. Soul-deep visions that poppy-like sprang.
2. Metaphor- – a direct comparison between unlike things stating that one is the other or does the action of the other. And spirits of Truth were the birds that sang.
3. Alliteration – repeated consonant sounds at the beginning of words in the same line. Gather and gleam.
4. Personification – Giving human traits and qualities to an inanimate object. I heard the song of the spirits of Truth.

Activity – 5

a) Answer the following questions.
1) Do you like the poem? Why?
2) What is the theme of the poem? Pick out a line in support of your answer.
3) What, in your opinion, is the dramatic situation of the poem?
4) Which line do you like the most? Why?
5) What messages does the poem convey?
6) How is the title of the poem related to its theme?
7) What attitude of the poet is revealed in the poem?
Answer:

1. Yes, I do like the poem. The poet expresses her desire in the form of a dream and describes the idealized place as the “magical wood in the land of sleep.” I would also like to be there.
2. The theme of the poem is the poet’s longing to dwell in an idyllic place devoid of evil or vice, ‘To quench my longing I bent low by the streams of the spirits of Peace that flow in that magical wood in the land of sleep’.
3. ‘Soul-deep in visions that poppy-like sprang’. This line brings a strong sensual imagery.
4. I like the last line most. I like it most because I like to imagine myself “standing in the light of the magical grove feeling stars of the spirits of love gather and gleam around my youth”.
5. The message the poem conveys is that we should have a world with spirits of Truth and Love and Peace all the time.
6. The title of the poem is related to its theme. The poet tells us about an idyllic place where she finds love, peace, and serenity. Such a place can exist only in one’s dream.
7. The poet longs to dwell in an idyllic place marked by the absence of any evil or vice. Moreover, she considers truth, love, and peace as the key ingredients of a peaceful world.

b) Now, write an appreciation of the poem. You may get ideas from the sample guidelines below

Answer:
‘Song of a Dream’ is a beautiful lyric written by Sarojini Naidu. It illustrates the poet’s longing to dwell in an idyllic place marked by the absence of any evil or vice. She expresses her desire in the form of a dream and describes the idealized place as the “magical wood in the land of sleep.” In her imaginative world, the abstract ideas of truth, love, and peace are clearly noticeable.

Inthe poets dream, “Truth” is transformed into singing birds, “Love” into glowing stars and “Peace” into flowing streams. We see that the poet perceives the abstract ideas of love, truth, and peace through her senses. The poem brings the auditory image, ‘birds that sang’ as well as visual image ‘stars that glowed and the streams of peace flowed through the land’. The poet brings in strong sensual imagery throughout the poem.

The use of the Simile – ‘poppy-like sprang’, is quite interesting. The poet also uses metaphors, ‘heard the song of the spirits of Truth’, ‘land of sleep’ to enrich the beauty of the poem. ‘Song of the spirits of Truth’ is an instance of personification. The alliterative lines ‘Lone in the light’, ‘Gather and gleam’, etc. bring a sense of rhythm in the poem.

So, we see that through her brilliant imagination, Naidu lends tangibility to abstract ideas. A reader enjoys the walk through the paradisiacal world as imagined by the poet. The poem shouldn’t, however, be read merely as an expression of a random dream or thought. It can also be interpreted as the poet’s vision for her motherland. In 1905, when the poem first appeared in the collection of songs and poems published as “The Golden Threshold’, India was a British colony. Naidu was not only a poet but also an active participant in the Indian Freedom Movement. Therefore, the place imagined in the poem can also be described as Naidu’s vision of India. She wants to dwell in an India that is ruled by the ideals of love, peace, and truth, and that’s free from hatred, oppression and violence.

Tips for writing an appreciation of a poem

Subject Matter:

1. Who wrote the poem?
2. What is the poem about?

Theme:
What was the poet’s purpose or motive in writing the poem? (What is the central idea of the poem?)

Moods. Emotions and Experiences:
1. What is the predominant mood of the poem? Is the poet flippant, sad, happy, dignified, angry, contemplative, or satirical?
2. Does the mood change?
3. What are some of the feelings expressed by the poet?
4. What feelings does the poet arouse in you?
5. Does the poet succeed in conveying his emotions to you?

Techniques

Language:

1. Are the poet’s words appropriate and valid?
2. What emotions are built up around certain words?

Imagery:
What is the effect produced by the use of metaphors, similes, personification, symbolism, striking description?

Sounds:

1. What about the sounds in the poem?
2. Are the sounds in harmony with the thought and imagery?
3. Do the sounds suggest pictures, arouse emotions or bring out quality of the character?
4. Are the musical qualities of the poem outstanding?

Rhyme:

1. What use is made of rhyme in the poem?
2. Is the movement slow, steady, or fast?
3. Is the rhyme constant or does it vary?
4. Is the rhyme appropriate to the mood and thought of the poem?

Form:

1. How is the poem structured?
2. How are the stanzas organised?
3. Is the structure itself conventional, such as sonnet, ode, elegy, ballad, epic, etc. ?

You can Download Poetry Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 10th Standard English Solutions Unit 4 Chapter 2 help you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 10th Standard English Solutions Unit 4 Chapter 2 Poetry (Poem)

Std 10 English Textbook Poetry Questions and Answers

Poetry 10th Class Kerala Syllabus Question 1.
Do you think the speaker in the poem earnestly wishes to be a poet? Which lines says so?
Answer:
No, he does not. “Poetry arrived in search of me.”

Hss Live Guru 10th English Kerala Syllabus Question 2.
What is the figure of speech used in the expression ‘poetry arrived’?
Answer:
The figure of speech used in the expression ‘poetry arrived’ is personification. Poetry, likes a person, comes looking for him.

Appreciation Of Poem Poetry 10th Standard Pdf Kerala Syllabus 10th Question 3.
Winter is a season when everything seems frozen and lifeless whereas the river represents die how of life. Find out a similar expression of contrast from the poem.
Answer:
They were not words, nor silence.

Poetry By Pablo Neruda Questions And Answers Kerala Syllabus 10th Question 4.
What was the poet’s condition before poetry arrived?
Answer:
He was without a face. He did not know what to say. His mouth had no way with names. His eyes were blind.

Poetry Question And Answer Kerala Syllabus 10th Question 5.
What happened to the poet when poetry arrived?
Answer:
Some fire started in his soul. He remembered his forgotten wings. He made his own way understanding that fire that started in his soul.

Encroachment Poem Questions And Answers Kerala Syllabus 10th Question 6.
How did the poet show that after the arrival of poetry his imagination knew no bounds?
Answer:
The poet showed that after the arrival of poetry his imagination knew no bounds by saying he has remembered his forgotten wings. The wings of imagination can take him anywhere as imagination has no bounds.

10th Standard Poem Kerala Syllabus Question 7.
Poetic intuition is like seeing without eyes. Which line says so?
Answer:
“My eyes were blind, and something started in my soul.”

Class 10 English Poems Summary Kerala Syllabus Question 8.
What does “fever or forgotten wings” indicate?
Answer:
They indicate the floods of ideas that surge through his mind. The wings of imagination are taking him to places.

10th Class English Poem Kerala Syllabus Question 9.
How does the vast, infinite and complex universe unfold itself before the poet in the poem?
Answer:
Suddenly he saw the heavens opening up. He saw the planets and palpitating plantations. He saw perforated shadows riddled with arrows, fire and flowers and the winding night – in fact the universe itself.

English Poem 10th Class Kerala Syllabus Question 10.
What do you think is referred to as ‘fire’ and ‘flowers’?
Answer:
Fire stands for the sun and flowers stand for the stars. Figuratively fire can mean the imaginative power of his sou I and flowers can mean the thoughts and ideas that bloom there.

10th Class English Poems Kerala Syllabus Question 11.
‘I wheeled with the stars.’ What does the poet mean this?
Answer:
It means his fancy travelled everywhere. He could go to any place he wanted. There were no limits to his fancy.

Sslc English Poems Summary Kerala Syllabus Question 12.
How does the poet express his delight of writing the first line of poetry?
Answer:
He says the line was faint, it was pure nonsense and at the same time pure wisdom. It was the wisdom of someone who knows nothing and therefore it can be original and challenging. Now he was riding with stars with his heart loose on the wind.

Question 13.
What is the theme of the poem?
Answer:
The theme of the poem is how the writer became a poet.

Question 14.
What are the expressions used by the poet to show the inspired moments?
Answer:
The expressions used by the poet to show the inspired moments are:

• Poetry arrived in search of me.
• Something started in my soul.
• Suddenly I saw the heavens unfastened and open.
• I wheeled with the stars.
• My heart broke loose on the wind.

Question 15.
What is the tone of the poem? (Choose from the options)
i) cheerful
ii) sarcastic
iii) ecstatic
iv) melancholic
Answer:
iii) ecstatic

Let’s Revisit

Activity 1

The poem is an example of free verse and does not have end rhymes. The poet has made use of instances of alliteration to give rhythm to the poem. Underline the initial sounds repeated in the given lines.
… something started in my soul,
Identify similar lines having alliteration.
Answer:
something started; first faint line; plant, palpitating plantations; wheeled with; heart broke

Activity 2

Complete the following word web by selecting appropriate images from the poem?

Answer:

Activity 3

Following is the review of the poem written by one of the students in Std X. Some parts of it are missing. Supply suitable words from those given in the brackets below.

Pablo Neruda’s poem titled Poetry is taken from the poet’s collection of _______a_______ poems which appeared under the title Isla Negra: the name of his place of residence in Chile.

Poetry is the inner evolution of a poet in the making. It is as abrupt and unexpected as if summoned by a mysterious Poet whose origins are unknown Where does it come from?’ The poet doesn’t know whether it is from _____b_______ or _______c_______ Perhaps it came from the _______d_______ which symbolises obscurity and mystery. The poet is trying to express the inexpressible. It is like _____e_______. The fire is an inner fire – the fire of poetic inspiration. Similar images occur at many places in the Poem. It is something that started in his soul like _____f_______. wings also stand for the same inspired state of mind when the poet will be able to take a flight of imagination. when he started to write, the first line seemed to be pure nonsense. Then the poet saw the ______g_____ plantations and ______h______ shadows. In Kear’s poem Ode to a Nightingale, we come across a similar expression, ‘viewless wings of Poesy’. Through creativity the poet experiences a kind of inner expansion which discloses the vast expanse of the universe before his inner eyes. It is like being drunk with the _______i_________ or ______j_________ with the stars.
Answers:
a) autobiographical
b) winter
c) a river
d) starry void
e) deciphering the fire
f) forgotten wings
g) palpitating
h) perforated
i) branches of night
j) wheeling

Poetry About The Poet

Basoalto (1904-1973) is better known as Pablo Neruda. He is a Chilean. He adopted his pen name from the Czech poet Jan Neruda. He won the Nobel Prize for Literature in 1971. He often wrote in green ink which was his personal symbol for desire and hope.

– Neftali Ricardo Reyes Basoalto

Poetry Summary in English

Lines 1-13: At that age Poetry came looking for me. I don’t know where it came from. It may have come from winter or a river. I don’t know how or when it came. They were not voices, words, or silence. I was called separately from the street at night unexpectedly. I was among violent fires or returning home alone. I was without a face and then it touched me.

Lines 14-22: I did not know what to say. My mouth. had no way with names. My eyes were blind. But something started in my soul. There was a fever of activities there. I was getting wings. I made my own way understanding the fire that was kindled in me.

Lines 23-36: I wrote the first faint line. It did not have much meaning. It was pure nonsense and it was also pure wisdom of someone who knows nothing. Suddenly I saw the heavens getting untied and open. I could see planets, palpitating plantations and perforated shadows. I was riddled with arrows, fires, flowers and the winding night making up the universe. Nothing was invisible to me now.

Lines 37-45: I am an extremely small thing, a nothing and nobody. But suddenly I become an elite member of the supernatural. Now I hold the keys to the abyss. 1. am free to wheel the stars. My heart is breaking loose on the wind and it is free to travel anywhere and feel any kind of experience.

Poetry Summary in Malayalam

Poetry Meanings of Words And Phases

You can Download Taj Mahal Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 1 Chapter 3 helps you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Hindi Solutions Unit 1 Chapter 3 Taj Mahal (Rabindranath Tagore)

Std 8 English Textbook Taj Mahal Picture Questions and Answers

Taj Mahal Poem Summary Kerala Syllabus 8th Question 1.
What, in the poet’s view, are the things that would float away down the stream of time?

Answer:
Life, youth, wealth and renown – all float away down the stream of time.

Taj Mahal Poem Question Answer Kerala Syllabus 8th Question 2.
What do you think was Shah Jahan’s ‘heart’s pain’?

Answer:
The memories of his beloved wife, Mumtaz. He wanted to preserve it by building a monument.

Taj Mahal Poem 8th Class Kerala Syllabus Question 3.
Why is ‘imperial power’ compared to the splendor of sunset?

Answer:
Like the sunset, imperial power also diminishes/fades.

Taj Mahal Questions And Answers Kerala Syllabus 8th Question 4.
Pick out the lines which mean emeralds, rubies and pearls are transient.

Answer:
“Though emerald, rubies, pearls are all But as the glitter of a rainbow trick¬ing out empty air And must pass away”

Taj Mahal Poem Summary In English Kerala Syllabus 8th Question 5.
‘All float away down the stream of time’. What image do you get from this line?

Answer:
The visual image of things floating down the stream of time gives us the idea that whatever is worldly will perish oneday.

Taj Mahal Poem Line By Line Explanation Kerala Syllabus 8th Question 6.
Pick out two instances of simile from the poem.

Answer;
i. The harsh thunder of imperial power Would fade into sleep Like a sunset’s crimson splendor
ii. ii. Though emeralds, rubies, pearls are all But as the glitter of a rainbow tricking out empty air And must pass away,

Taj Mahal Textbook Activities And Answers

Taj Mahal Questions And Answers Pdf Kerala Syllabus 8th Activity 1.

In this poem, the poet uses similes and metaphors. A simile is a figure of speech that draws comparison between two things using the words ‘like’ or ‘as’.
Pick out instances of similes from the poem.
……………………………………
……………………………………
Answer:
Instance of similes from the poem

• Like a sunset’s crimson splendor
• As the glitter of rainbow tricking out empty air.

Taj Mahal Poem In English Kerala Syllabus 8th Activity 2.

Poets use various images to lead the readers to a sensory experience. Images often give us mental pictures that appeal to our senses of sight, sound, taste, touch, and smell. Pick out instances of visual and auditory (sound) images from the poem. One is done for you.

Answer:

Taj Mahal 8th Standard Kerala Syllabus 8th Activity 3.

Write down words from the poem related to transience and eternity.

Answer:

Taj Mahal Additional Questions and Answers

Taj Mahal Poem By Rabindranath Tagore Summary Question 1.
Read the lines from the poem ‘Taj Mahal’ and answer the following questions.
You knew, Emperor of India, Shah Jahan,
That Life, youth,wealth, renown
All float away down the stream of time
Your only dream
Was to preserve forever your heart’s pain
The harsh thunder of imperial power
Would fade into deep
Like a sunset’s crimson splendour,
But it was your hope
That at least a single, eternally- heaved sigh would stay
To grieve the sky
a. Who does the poet address as ‘you’ in the poem?
b. What does the expression ‘float away down the stream of time’ signify?
c. Pick out an instance of simile from the above lines?
d. What does the expression ‘heart pain’ refer to?
e. Pick out the word which is related to ‘Kingship’.
Answer:
a. Emperor of India Shahjahan.
b. They are transient.
c. Like a sunset’s crimson splendor
d. The loss of memories of his beloved queen.
e. Imperial

Taj Mahal Question Answer Kerala Syllabus 8th Question 2.
Prepare a short profile of Rabindranath Tagore using the hints given below.
Born: 1861
Famous as: poet, short story writer, musician, educationist, and philosopher
Achievement: The first non – European to win the Nobel Prize for literature.
Important Works: Gitanjali, The Golden Boat, Cabuliwalah, The Post office, The Broken Nest, etc
Died: 1941
Answer:
Rabindranath Tagore:
Rabindranath Tagore was born in 1861. He was famous as a poet, short story writer, musician, educationist, and philosopher. He was the first non- European to win the Nobel Prize for literature. His important works are Gitanjali, The Golden Boat, Cabuliwalah, The Post Office and The Broken Nest. He passed away in 1941.

Taj Mahal Summary in English

Rabindranath Tagore was a great admirer of ‘Taj Mahal’. According to some, he could feel the soul of Taj Mahal. He goes beyond the materialistic aspect of the monument. For Shah Jahan it was not just a beautifully carved building made of white marble. It was an expression of his love for his late wife Mumtaz Mahal. According to the poet, life, youth, money, power etc., will come and go. Only the feelings and memories built by love will remain in the hearts of people. Thus Taj Mahal being a symbol of love and memory of Shah Jahan’s beloved will remain forever.

Taj Mahal Summary in Malayalam

Taj Mahal Glossary

You can Download A Shipwrecked Sailor Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 2 Chapter 1  helps you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Hindi Solutions Unit 2 Chapter 1 A Shipwrecked Sailor (Gabriel Garcia Marquez)

Std 8 English Textbook A Shipwrecked Sailor Questions and Answers

A Shipwrecked Sailor Questions And Answers Kerala Syllabus 8th Question 1.
What happened to the narrator?

Answer:
The narrator was in the middle of the ocean after a shipwreck. The ship plunged into an abyss and disappeared

The Story Of A Shipwrecked Sailor Questions And Answers 8th Question 2.
What appeared reassuring to the narrator?

Answer:
Other sailors were also having the same predicament as the narrator. It was reassuring to him.

A Shipwrecked Sailor Summary Kerala Syllabus 8th Question 3.
‘I made it on the third try.’ What did the narrator do on the third try?

A Shipwrecked Sailor Activities Answer:
The narrator made an attempt to grab the rigging and jump aboard.

The Shipwrecked Sailor Questions And Answers Kerala Syllabus 8th Question 4.
‘Then I saw three of my mates near the raft. Who were the three shipmates Velasco saw?

Answer:
Castillo, Caraballo and Luis Rengifo were the three shipmates whom Velasco saw.

A Shipwrecked Sailor Class 8 Question Answer Kerala Syllabus  Question 5.
Could Velasco save Ramon Herrera? Why?

Answer:
No. The liferaft was almost two meters away and it was very heavy in that lurching sea and he had to row against the wind. So he was unable to reach Herrera.

A Shipwrecked Sailor Question Answers Kerala Syllabus 8th Question 6.
What were Eduardo Castillo and Julio Amador Carahallo doing?

A Shipwrecked Sailor Question Answer:
Caraballo, with Castillo clinging to his neck was struggling hard to swim towards the raft.

A Shipwrecked Sailor Activities Kerala Syllabus 8th Question 7.
What kind of a man was Luis Rengifo?

Answer:
He was a bold and confident person who was not ready to give up till the end.

A Shipwrecked Sailor Lesson Activities Kerala Syllabus 8th Question 8.
What happened to Caraballo and Castillo?

Answer:
Caraballo had vanished with Castillo hanging on to his neck.

A Shipwrecked Sailor Summary In Malayalam Kerala Syllabus 8th Question 9.
What was the absurd thing do ’ ne by the narrator?

Answer:
Knowing that he couldn’t move for-ward, the narrator put the oar in the water as though trying to prevent the raft from moving trying to anchor it in place.

A Shipwrecked Sailor Activities Answers Kerala Syllabus 8th Question 10.
How did Amador and Castillo vanish?

Answer:
Amador Caraballo and Castillo had almost reached the raft when a huge wave struck. Later, the narrator un-derstood that they had vanished with the waves.

A Shipwrecked Sailor Notes Kerala Syllabus 8th Question 11.
‘I made a last try.’ What was the ‘last try’ made by Velasco? Was he successful in it?

Answer:
Velasco tried to row towards Rengifo to rescue him. However, he was not successful. He sank forever less than two meters from the oar.

Class 8 English A Shipwrecked Sailor Kerala Syllabus Question 12.
‘I kept searching the water, hoping that someone would surface soon.’ Did anyone come to the surface? Why?

Answer:
No, all the other shipmates were drowned.

A Shipwrecked Sailor Activities Pdf Kerala Syllabus 8th Question 13.
Pick out the image that describes the sun.

Answer:
The sun was hot and metallic.

Shipwrecked Questions And Answers Kerala Syllabus 8th Question 14.
‘…hut, I tried to resign myself to it.’ What did Velasco resign himself to?

Answer:
The narrator resigned himself to the fact that he was alone at sea and had no food and water.

8th Standard English Unit 2 Kerala Syllabus Question 15.
Why did Velasco splash water over his head?

Answer:
The Velasco splashed water on his head as he had lost his cap and the sun was burning his head and skin.

The Story Of A Shipwrecked Sailor Summary Kerala Syllabus 8th Question 16.
‘…but when I did, I was startled.’ Why was Velasco startled?

Answer:
Velasco was startled because he saw a half-moon shaped wound on the lower part of his knee.

Hss Live Guru 8 English Kerala Syllabus Question 17.
What were the items in the list of belongings of Velasco?

Answer:
A gold ring, a watch, a chain with a medal of the Virgin of Carmen, keys to his locker, three business cards, etc were the items in the list of his belongings.

A Shipwrecked Sailor Text book Activities And Answers

Let’s revisit

Shipwrecked Sailor Meaning In Malayalam Kerala Syllabus 8th Activity 1.

Fill in the following mind map of the story ‘A Shipwrecked Sailor’.

Answer:
Characters: Julio Amador Caraballo, Castillo, Luis Rengifo, and Ramon Herrera.
Events :
1 .Velasco and his shipmates were travelling from Mobile to Colombia.
2. He lost his shipmates in the shipwreck.
3. He managed to get on to raft.
4. He floated on the raft for many days alone in the sea, without food and water.

Activity 2.

You have identified the major events of the story, haven’t you? Here’s a graphic story for you. Study the pictures carefully and write the appropriate events from the story in the space provided. Try to add possible dialogues too. Now you can narrate the story from the point of view of Velasco. Some events are given to help you.





Answer:

Activity 3.

Which event in the story do you j think is the most tragic? Why?
Answer:
Event: Caraballo had vanished with Castillo hanging on to his neck.
Reason : They were less than three meters away from Velasco’s raft. He could hold out an oar for them to grab. At that moment a gigantic wave lifted the raft.

Let’s enrich our vocabulary

Activity 1.

Look at the opening sentence of the story, ‘My first impression was that I was utterly alone in the middle of the ocean.’ Here the narrator describes his experience of a shipwreck in first person. How would the sentence change if he expressed the salhe in third person?
‘ ……………. first impression was that …………… was utterly alone in the middle of the ocean.’ The possessive form of nouns are made by adding ‘-s” to the nouns, e.g. Sajina’s book, Rahul’s bat, etc. But in the case of pronouns, the words take new forms. The possessive of ‘I’ is ‘my’. Find the possessive forms of the pronouns we, you, he, she, they, and it. Use each pronoun and its possessive in sentences of your own.
Answer:
Velasco’s first impression was that he was utterly alone in the middle of the ocean.
I — my
We — our
You — your
He — his
She — her
They — their
It — its
I love my India.
We sold our old car.
You should help vour neighbors.
He resigned his job.
She lives with her grandparents.
They don’t want to leave their house.
It is very funny to see it trying to catch
its own tail.

Activity 2.

Look at some of the words used in the story.

It can be seen that the suffixes ‘-ly’, ‘-ed’ and ‘-ing’ are used after the root word. You can also see that some elements are added before the root word.
‘un-’, ‘dis-’, ‘in-’, and ‘re-’, respecti-vely are added before the root word. These are examples of prefixes in English.
Fill in the following table with prefixed words identified from the story or with such words from a dictionary.

Answer:
un — unload, un recognise, unhappy, undress, uncountable, unfortunate
dis — disappear, dishonest, disgrace, distaste, dislocated, disagree
in — indefinite, injustice, invisible, inactive, inappropriate, insufficient
re — reassuring, reappear, relearn, revalue, reconsider, rewind

Activity 3.

Fill in the blanks in the following passage picking up the right words given in the box.

I can’t ……….. (a) ………… what it would be like to be alone. My………..(b) …………. of it is really frightening. I am saying this based on the ………. (c) ……….. I got from my reading. I also ………(d) ………… that floating on the ………….. (e) ……….. of the sea on a boat alone is a more frightening experience than being trapped in a forest.
Answer:
a. Contemplate
b. Impression
c. Evidence
d. Recognise
e. surface

Let’s write

Activity 1.

The narrator was given a heroic welcome by the people of his locality. Imagine that he narrates his exper¬ience in a public meeting. Write the possible speech the narrator might have delivered.
Dear ladies and gentlemen, I am very happy to be in front of you ………………………
Answer:
Dear Ladies and Gentlemen, lam very happy to be in front of you. I have never thought that I would be alive and be among my dear ones. It was a terrible experience at sea. The shipwreck, the loss of my friends, the terrible loneliness, the hunger and thirst and then the miraculous escape are all quite incredible and unimaginable. I don’t know how I could tolerate and manage all those adverse situations. Even now, when I think of it, I feel the terror enveloping all over my body. But it’s all over.

This difficult experience has taught me a lesson that we should not yield to any hardships in life. Tolerance, perseverance, and confidence can lead us to victory. Anyway, I’m very much grateful to my beloved ones for giving me such a wonderful reception in my home town. I would like to express my sincere gratitude to all of you. Let me conclude with these words face the challenges boldly, ultimate success will be yours. Thank You. Have a nice day.

Activity 2.

The story, ‘The Shipwrecked Sailor’ is narrated from the point of view of a man involved in a shipwreck. If you were Valesco’s friend, how would you narrate the story You may begin like this.
Velasco and his four friends were sailing through the Caribbean Sea. Suddenly ……………….
Answer:
Velasco and his four friends were sailing through the Caribbean Sea. Suddenly, the ship plunged into an abyss and disappeared. He thought that he was utterly alone in the sea. Soon, he began to hear shouts nearby. He recognized the voice of his friend Caraballo. Soon he saw that his other shipmates were also thrown into the sea. They were shouting to one another to stay afloat. Two life rafts appeared unexpectedly on the crest of the wave. Velasco swam for about three minutes and struggled to grab it.

Finally, he jumped aboard. Castillo, Caraballo and Luis Rengifo were trying to stay above the water and reach the raft. He grabbed the oars and tried to get close to the men. At that time he saw the fourth of his mates, Ramon Herrera, who was waving at him while he held on to a crate. Velasco began to paddle furiously. It was very heavy in that lurching sea, and he had to row against the wind. When he looked around he saw that Herrera had disappeared, Rengifo was swimming confidently towards the raft. Meanwhile, a gigantic wave lifted the raft. After that he found that Caraballo had vanished with Castillo. Rengifo was still swimming calmly towards the raft.

In an instant, Velasco was five meters away from Rengifo and had lost sight of him. Velasco tried to row, but it was in vain. He made a last try to save Rengifo. Unfortunately, he was not successful and Rengifo sank forever, less that two meters from the oar. Velasco was alone at sea without food and water. He sat on the side of the raft waiting to be rescued. Uncertain as to what to do he decided to make an inventory of his belongings. Since he had nothing else to do, he read the cards over and over to distract himself until he was rescued.

Activity 3.

Read the following sentences in the ‘Sentences’ column. Change them into news headlines and write them in the ‘News headlines’ column.

Answer:

Four Colombian Sailors drowned
Colombia: 28 Nov : 1955 Caldas, a Colombian ship was wrecked in Caribbean sea and four sailors were downed. The ship was traveling from Mobile, Alabama to Colombia. Among the sailors, Velasco was rescued while four of his shipmates, Castillo, Caraballo, Luis Rengifo and Remon Herrera drowned. The Caribbean navy started searching for the dead bodies. It is told that many rescue workers will join the team the next day.

Activity 4.

Imagine that you are asked to prepare breaking news of the shipwreck and the death of the sailors for a TV channel. Write the possible breaking news headlines and present them orally in front of the class.
Answer:
Colombian shipwrecked in Caribbean sea.

Let’s speak

Activity 1.

Prepare ten questions for inter¬viewing the narrator (Velasco), who quite unbelievably escaped from the shipwreck. You may attempt this as a pair activity in which one of you can be the interviewer and the other the narrator.
Answer:

• When did you first sense the danger?
• Were you prepared to face such a disaster?
• What gave you the strength to remain afloat?
• What were your feelings when you saw your shipmates drowning?
• Why were your shipmates unable to survive?
• How did it feel to be alone at sla?
• What precautions do you think ships should take to face such disasters?
• Did you feel like giving up at any point of time?
• Has this incident left any lasting impression on you?
• What are your future plans?

Activity 2.

Suppose you are one of the speak¬ers at a function in which the narrator (Velasco) is being congratulated. Deliver a speech congratulating him for his brave deed.
Answer:
Ladies and gentlemen,
We have gathered here to honor Mr. Velasco, the only survivor of the Colombian shipwreck. As we all know, his survival is quite miraculous and heroic. We really appreciate his bravery and presence of mind. His patience and perseverance should be honored. He is a real hero by all means. He would be a role model for the coming generation. It’s my privilege to congratulate Mr. Velasco on behalf of all of us. Let his bravery be an inspiration to us. With this note let me conclude my words.
Thank you. Have a nice day.

Let’s discover how grammar works

Activity 1.

Look at the sentences taken from the story.
a) A rough wave pushed the rafts.
b) It was very heavy in that lurching sea.
c) A gigantic wave lifted the raft.
d) His serenity was stronger than the sea. The words underlined in these sentences describe the nouns. These words belong to the word class called adjectives. Adjectives have three degrees of comparison.
1. In the sentence, ‘His serenity was strong.’ the word ‘strong’ is in the positive degree
2. In the sentence, ‘His serenity was stro¬nger than the sea.’ the word ‘stronger’ is in the comparative degree.
3. In the sentence, ‘His serenity was the strongest.’ the word ‘strongest’ is in the superlative degree.
Now, look at the following chart and complete the sentences below using the suitable degrees of the adjective ‘tali’.

1. ‘A’ is …………………
2. ‘C’ is …………………
3. But ‘B’ is ………….
Do all adjectives follow the same pattern in forming their comparative and superlative forms?
Write your findings below citing three examples for. each case.
Answer:
1. A is not as tall as C.
2. C is taller than A.
3. But B is the tallest.
Certain adjectives form comparative and superlative forms with ‘more’ and ‘most’.
E.g Beauty: more beautiful, most beautiful. Certain other adjectives take different forms for comparative and superlative degrees.
E.g good: better, best.

Activity 2.

Fill in the following passage with ‘a’, ‘an’, or ‘the’.
I made ………….. last try so that Rengifo could reach ………….. oar, but ……………. raised hand, which ……………. few minutes earlier had been trying to keep …………. headphones from sinking, sank forever.
Answer:
1. a
2. the
3. the
4. a
5. the

Activity 3.

Now, complete the word pyramid given below picking up appropriate determ¬iners and adjectives from the box and placing them in the correct position,

Construct word pyramids using the words: ‘sea’, ‘sailor’ and ‘traveler’.
Answer:
Wound:
Wound
a wound
a deep wound
a deep half-moon shaped wound Sea

Sea:
a sea
a deep-sea
a deep blue sea

Sailor:
Sailor
a sailor
a shipwrecked sailor
a young shipwrecked sailor

Traveler:
Traveler
a traveler
a lonely traveler
a tired lonely traveler

Let’s edit

Read the short summary of ‘The Shipwrecked Sailor’. There are some errors in it which are underlined. Edit the errors.
In 1955, a Colombian ship was on its way back home, where the ship was caught in a storm. Eight men was flung off the ship, going overboard into the Caribbean Sea. Just one – Luis Alejandro Velasco – survive. For ten days, he clung to a life raft. Suffering from hunger and lack of water, he completely gave up hope when he was washed ashore in Colombia. The author Gabriel Garcia Marquez, when was working as a journalist is granted a series of exclusive interviews by Velasco. He writes these up and published them under Velasco’s name.
……………………………..
…………………………….
Answer:
a) when
b) were
d) survived
d) who
e) was
f) wrote

Let’s play with language

Here is a poem with a lot of adjectives.
Read the poem and list the adjectives.
Two Funny, Little Red Apples
Two funny, little red apples
Fell from a tree one day.
Both small apples rolled and rolled Till they got far away.
They rolled into a big, green yard,
Right past three white dogs.
They rolled right past a cold, blue lake, And over four brown logs.
They didn’t stop. They kept on going, Fast as a speeding train.
Until they felt some small, wet drops Fall from the dark sky as rain.
They rolled into a pretty, new house, Where a kind lady made them dry.
Then she put the two clean, red apples Into her fruit salad!
Now, you may write a poem like the one above on any of the fruits you like. Don’t forget to change the adjectives.
………………………
………………………
Answer:
Adjectives: funny, little, red, small, big, green, white, cold, blue, four brown, speeding, small, wet, dark, pretty, new, kind, dry, two, clean.

Two Little Yellow Mangoes:
Two little mangoes hanging on a tree
Two yellow mangoes looking at me
I shook the small tree as hard as I could
Down came the yummy mangoes
Yum Yum so good
I cut the tasty mangoes and put it in my
mouth
Tasty syrupy juicy mangoes
I loved it a lot

A Shipwrecked Sailor Additional Questions & Answers

Questions 1-4. Read the excerpt given below from the story ‘ The Ship-wrecked sailor’ and answer the questions that follow.

My first impression was that I was utterly alone in the middle of the ocean. The ship plunged into an abyss and disappeared. I had no idea what was happening. I took one of the bobbing crates and stupidly began to contemplate the sea. It was a perfectly clear day. Except for the choppy waves produced by the wind and the cargo scattered across the surface, there was no evidence of a shipwreck. Soon I began to hear shouts nearby. Through the sharp whistling of the wind, I recognized the voice of Julio Amador Caraballo, the tall, well-built officer who was yelling at someone, Fatso, hold there.’ It was as if in that instant I had awakened from a deep moment’s sleep.

It dawned on me that I wasn’t alone in the sea. There, only a few meters away, my mates were shouting to one another and trying to stay afloat. Quickly I began to think. I couldn’t swim in just any direction. I knew we were about fifty miles from Cartagena, but I was not yet frightened. For a moment I thought I could hold on to the crate indefinitely until help arrived. It was reas¬suring to know that all around me other sailors were in the same predicament. That was when I saw the raft.
1. What happened to the narrator?
2. What was Caraballo yelling?
3. Pick out a word from the passage which means ‘moving up and down in a short quick movement’.
4. Why was the narrator reassured?
Answer:
1. The narrator was in the middle of the ocean after a shipwreck. The ship plunged into an abyss and disappeared.
2. Fatso, hold there.
3. bobbing
4. Other sailors were also having the same predicament as the narrator. It was reas¬suring to him to prevent the raft from moving, trying to anchor it in place.

Question 5.
Edit the following passage.
I tried (a) two-row, but… it was as hopeless (b) has the first time. I made (c) an last try so that Rengifo could reach the oar, but the raised hand, which a few minutes earlier had been trying to keep the headphones (d) for sinking, sank forever, less than two meters from the oar.
Answer:
a. to
b. as
c. a
d. from

Question 6.
Edit the passage correcting the errors.
There is (a) two life rafts about seven meters apart. They appear (b) unexpectedly of (c) the crest of a wave, near where my mates are (d) calling out.
Answer:
a. were
b. appeared
c. on
d. were

Letter

A letter is a written message from one person to another.

Tips to remember

• Identify the person who writes the letter.
• Identify the person to whom the letter is written.
• Identify the form of letter ( formal or informal)
• Style of Salutation
• Body
• Closing

Question 7.
Velasco has a miraculous escape after surviving in the open sea for ten days. After reaching home, he writes a letter to his friend sharing his experiences. Draft the likely letter.
Answer:
Velasco
Columbia
USA
15/8/17
Dear Mike,
How are you? Hope you are doing good. I am very happy to write to you. I never thought that I would be alive and be among my dear ones. I and four of my friends were sailing through the Caribbean Sea. Suddenly the ship plunged into an abyss and disappeared. I thought that I was utterly alone in the sea. Soon I began to hear shouts nearby. I recognized the voice of my friend Caraballo. Soon I saw that my other shipmates were also thrown into the sea. I saw two life rafts unexpect¬edly on the crest of the wave. I swam for about three minutes and struggled to grab it. Finally, I managed to jump aboard. Castillo, Caraballo and Luis Rengifo were trying to stay above the water and reach the raft.

I grabbed the oars and tried to stay close to my friends. At that time I saw my fourth mate Ramon Herrera | who was waving at me. I began to paddle furiously. It was very heavy in the lurching sea, and I had to row against the wind. I looked around and sav\#that Herrera had disappeared. Rengifo was swimming confidently towards the raft. After that, I found out that Caraballo had vanished with Castillo. I saw Rengifo swimming towards the raft. I was five meters away from Rengifo. I tried to row, but it was in vain. I made a last try to save Rengifo. Unfortunately, I was not successful and Rengifo sank forever. I was alone at sea without food and water until I was rescued. Thank God I was saved. Convey my regards to all at home. Waiting for your reply.
With Love,
Your Friend Velasco

Notice

A notice is a written information of an event or a programme.

Tips to remember

• Identify the programme/ event or the type of notice to be prepared.
• Prepare an invitation to invite the people.
• Use appropriate format and layout of notice.
• Mention the date, time and venue of the programme.
• Use clear and brief language.
• Specify the person/ authority who issues the notice.

Question 8.
The English Club of ypur school has decided to stage a play based on the lesson ‘ A Ship Wrecked Sailor’. Prepare a notice to inform the staff and students about the programme.
Answer:
THE SHIPWRECKED SAILOR
A Play Presented By English Club
of GHSS, KOLLAM

DearFriends,

20/02/2018

The English Club of GHSS Kollam has decided to stage a one-act play based on the story ‘ The Shipwrecked Sailor’ by Gabriel Garcia Marquez as a part of the Annual day celebration in our school. The members of the English Club have prepared | the script and directed the play. Sri. M.t Vasudevan Nair, renowned screenplay writer, and film director has consented to inaugurate the staging of the play.

All are welcome

Secretary
English Club
GHSS KOLLAM

Programme Details
Date: 25/02/2018
Time : 4: 00 pm
Venue: School auditorium
Welcome speech: Secretary, English Club
Presidential Address: Headmaster
Inauguration: Sri M.T Vasudevan Nair
Felicitation: School Leader
Vote of Thanks: Joint Secretary, English Club

Question 9.
After the eventful escape, Velasco meets one of his friends. Prepare the likely conversation between them.
Answer:
Friend: Ey, Velasco. How are you?
Velasco: Hello, Francis I am fine.
Friend: I heard about your great escape
Velasco: It was a terrible experience. I never thought that I would escape alive.
Friend: Thank God. I am so happy to see you alive.
Velasco: Yes, Even now when I think of it, I feel the terror enveloping all over my body. But It’s all over.
Friend: It is your tolerance and perseverance that helped you.
Velasco: I lost four of my friends in the shipwreck. I feel so sad that I couldn’t save any one of them.
Friend: That’s so sad. It’s not your fault. You tried to save them. But unfortunately, things didn’t come outright.
Velasco: Yes, This difficult experience has taught me a lesson that we should not yield to any hardships in life.
Friend: Yes. Your bravery is an inspiration to the upcoming generation.

Question 10.
Write a profile of famous writer ‘Gabriel Garcia Marquez’. Hints are given below.
Birth: 1928
Nationality: Columbia
Famous as: Novelist, Short story writer, and Journalist.
Major works: One Hundred Years of Solitude Love in the Time of Cholera
Awards: Nobel Prize for literature (1982), Neustadt International Prize for literature (1972)
Death: April 2014
Answer:
Gabriel Garcia Marquez:
Gabriel Garcia Marquez was born in 1928 in Columbia. He was famous as a novel¬ist, short story writer, screenwriter, and journalist. One Hundred Years of Soli¬tude and Love in the Time of Cholera are his notable works. He was awarded the Nobel Prize for Literature (1982) and Neustadt International Prize for Literature in 1972. He passed away on April 2014.

A Shipwrecked Sailor Summary in English

[This story is about a twenty-year-old young man called Luis Alejandro Velasco. He was washed overboard and put into the Caribbean Sea, because of a shipwreck. In a raft he spent ten days without food and water. This story says how Velasco reached in such a sad situation.]

In the beginning, I felt that I was all alone in the midst of the sea. Our ship was completely destroyed in the storm. Catching on a crate I somehow managed to swim. It was a bright sunny day. I could see only the scattered cargo and huge waves around me. The sea was so calm that there was no evidence of the disaster remaining. Suddenly I could hear some sounds around me. I could recognize the voice of Julio Amador Caraballo who was a well-built man. ‘Stand there Fatso’. He was shouting. I suddenly woke up as though from a short sleep.

I recognized that I was not alone in the sea. My shipmates were trying hard to escape from the sea. We were fifty miles away from Cartagena. But I was not scared. I hoped that I would spend my time till I get a shelter. I was sure that my friends were also in the same state. At that time I came across a raft. There were two rafts. The rafts were seven meters away from me. The rafts were near my friends. Suddenly one of the rafts disappeared. I swam towards the searching my friends. There were two, Castillo and Caraballo. Caraballo was wearing a life jacket and was carrying Castillo on his neck.

They were seen ten metre away from me. On another side of the sea Luis Rengifo was swimming with his headphone. He had removed his shirt so as to swim easily. He did not have a life jacket. If I had not seen him also I could recognize his voice. I somehow managed to make myself near them, Castillo and Caraballo were nearing the raft. I could see Herrara too who was waving his hand. I could not decide to which direction I should move. I aimed at Herrera who was two meters away from my raft. The storm was flowing heavily. So I could not succeed in reaching Herrera. Herrera disappeared. Rengifo was swimming confidently. He would succeed I thought because he was a brave man.

On the other side Caraballo and Castillo were seen three meters away. I put the oar towards them. Suddenly a big wave came and the raft was drifted. After that when I searched for them I could not see them Caraballo and Castillo were not seen. Rengifo was still swimming towards me. He was very tired. I could hear his voice saying ‘Fatso row fatso’. There was a heavy storm. I shouted and said that I could not row towards him. I did not know whether he heard it or not. I could see him on the surface. He was waving his hand. Slowly he disappeared. I rowed my raft helplessly. Unfortunately two meters away he was drowned. I could not save him. I was shocked and could not move. Like a dog’s howling the wind was flowing. I hoped that the other raft would have saved my friends. It would surely get it, I hoped. Suddenly I was aware of the hot sun.

My head and whole body were burning due to heat. I looked at my watch. It was at 11.30 the shipwreck happened. Within ten minutes everything went wrong. Now I could see the calm sea around me as if nothing had happened. Within two or three hours someone would come and save me; I wished. At three o’clock I felt very thirsty. There was no water or food with me. I poured water on my head so that it became cool. I sat on my raft. Suddenly I felt a severe pain on my knee. There was a big wound. I poured salt water on it, it became dry. I started searching for my belongings. I found the solitude very distressing. By seeing my belongings I escaped from my solitude. Thinking so I found my watch, my gold ring, the keys of my locker in the ship and the cars which I bought from mobile. I spent my time by repeatedly watching my cards. Someone ‘would come and save me’ I hoped.

A Shipwrecked Sailor Summary in Malayalam

A Shipwrecked Sailor Glossary

You can Download From The Merchant of Venice Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 5 Chapter 2  helps you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Hindi Solutions Unit 4 Chapter 2 The Merchant of Venice (William Shakespeare)

Std 8 English Textbook From The Merchant of Venice Questions and Answers

The Merchant Of Venice Questions And Answers Kerala Syllabus Question 1.
Why did Bassanio approach Antonio?

Answer:
Bassanio approached Antonio to borrow money as he wanted to dress himself up as a suitor to Portia, the rich heiress.

The Merchant Of Venice Class 8 Questions And Answers Kerala Syllabus Question 2.
Who was Shylock and how did he become rich?

Answer:
Shylock was a money lender. He became rich by lending money at a very high interest to the merchants.

Merchant Of Venice Questions And Answers Kerala Syllabus  Question 3.
Why did Shylock hate Antonio?

Merchant of Venice Questions and Answer:
Because Antonio used to lend money to the needy without taking any interest.

The Merchant Of Venice Question Answers Class 8 Kerala Syllabus Question 4.
What was Antonio’s attitude towards Shylock?

Answer:
Antonio disliked Shylock.

The Merchant Of Venice Class 8 Kerala Syllabus Question 5.
What were the conditions in the bond signed between Antonio and Shylock?

Answer:
If he didn’t repay the money in time, he would forfeit a pound of flesh, to be cut off from any part of his body.

Merchant Of Venice Question Answers Kerala Syllabus Question 6.
‘No’, cried Bassanio, ‘you shall run no such risk for me’. What is the risk referred to here?


Answer:
The risk is that Antonio may lose his life if they are unable to pay the debt.

Merchant Of Venice Summary For Class 8 Kerala Syllabus Question 7.
What were the caskets made of?

Answer:
The first casket was made of gold, the second one silver and third one was made of lead.

The Merchant Of Venice Questions And Answers Class 8 Kerala Syllabus Question 8.
Why did Portia arrive in Venice disguised as a lawyer?

Answer:
To help Antonio

Merchant Of Venice Class 8 Pdf Kerala Syllabus Question 9.
Why did Shylock insist on having the pound of flesh?

Answer:
He wanted to take revenge on Antonio whom he hated.

The Merchant Of Venice Question And Answer Kerala Syllabus Question 10.
Why did Shylock refuse the money offered by Bassanio?

Answer:
Because he wanted to see Antonio dead.

The Merchant Of Venice Question Answer Kerala Syllabus Question 11.
‘Hearing this, Shylock was totally confused’. Why was Shy-lock confused?

Answer:
It was utterly impossible for Shylock to cut off the pound of flesh without shedding Anotonio’s blood.

The Merchant Of Venice Question Answers Kerala Syllabus Question 12.
Why was Shylock ready to take the money?

Answer:
Because he was cornered. He had defeated himself in his cruel intent.

The Merchant Of Venice Class 8 Summary Kerala Syllabus Question 13.
What did the young lawyer ask as reward?

Answer:
The young lawyer wanted Bassa nio’s ring that was presented to him by his wife, Portia.

Merchant Of Venice Questions And Answers Class 8 Kerala Syllabus Question 14.
How does the play become a comical adventure at the end?

Answer:
The play becomes a comical adventure when Bassanio realizes that the young lawyer was his wife Portia in disguise

The Merchant of Venice Textbook Activities And Answers

Let’s revisit

The Merchant Of Venice Question And Answers Kerala Syllabus Activity 1.

The following events are in a jumbled order. Put them in the correct order as a paragraph.

Merchant Of Venice Question And Answer Kerala Syllabus Question 1.
A. 1. Shylock lends Antonio three thousand ducats.
2. Portia married Bassanio.
3. Antonio failed to pay the debt.
4. Shylock hated Antonio because he used to lend money without interest.
5. Shylock wanted Antonio’s flesh.
6. Portia rescued Antonio from the punishment.

B. 1. Portia arrived disguised as a young lawyer.
2. Shylock was not ready to be merciful.
3. The young lawyer saved the life of Antonio.
4. The day of the trial arrived.
5. Antonio was prepared to die.
6. The Duke pleaded with him to be kind.
Answer:
A. 1. Shylock hated Antonio because he used to lend money without interest.
2. Shylock lends Antonio three thousand ducats.
3. Portia married Bassanio.
4. Antonio failed to pay the debt.
5. Shylock wanted Antonio’s flesh.
6. Portia rescued Antonio from the punishment

B. 1. The day of the trial arrived.
2. The Duke pleaded with him to be kind.
3. Shylock was not ready to be merciful.
4. Antonio was prepared to die.
5. Portia arrived disguised as a young lawyer.
6. The young lawyer saved the life of Antonio.

The Merchant of Venice Additional Questions and Answer

The Three Caskets Questions And Answers Class 8 Kerala Syllabus Questions 1 to 5.
Read the excerpt from the story ‘ The Merchant of Venice’ and answer the questions that follow.

Bassanio loved a girl named Portia, a very wealthy lady living in Belmont. Her father died some time ago and she was the only heiress to a large estate. Portia too loved Bassanio. Now he thought of improving his fortune by marrying her. One day Bassanio came to Antonio and told him about his love for Portia and that he must go very soon to Belmont as a suitor to Portia. But he did not have any money even to dress himself suitably as the lover of so rich an heiress. So he asked Antonio to help him. Bassanio wanted his friend to lend him three thousand ducats. But it so happened that Antonio had spent all his money on his ships and so had no money with him.

But he expected some of his ships to come home soon laden with merchandise. Hence, he decided to borrow the amount from Shylock who was a money lender. Shylock had become very rich by lending money at a very high interest to merchants. He was a hard-hearted man and was very severe with his customers. So, he was much disliked by all good men. Antonio also disliked Shylock for being so ambitious and greedy for money. He used to lend money to the needy people without taking any interest. Therefore there was great enmity between the greedy Shylock and Antonio.
1. What was the name of Bassanio’s lover?
2. Why did all the good men dislike Shylock?
3. What did Bassanio ask Antonio to lend him?
4. Why couldn’t Antonio help Bassanio?
5. Pick out a word from the passage that means ‘rich’.
Answer:
1. Portia
2. Shylock was a hard-hearted man and was very’ severe with his customers. So he was disliked by all good men.
3. Three thousand ducats
4. Antonio had spent all his money on ships and so had money with him.
5. Wealthy

Question 6.
The English Club of your school has decided to stage the play ‘ The Merchant of Venice’ by William Shakespeare. Prepare a notice to inform the staff and the students, giving the relevant details.
Answer:

THE MERCHANT OF VENICE
A play presented by English club of XYZ School

Dear Friends,
The English Club of XYZ School has decided to stage the one-act play based on the story ‘The Merchant of Venice’ by William Shakespeare as a part of the Annual day celebrations of the school. The members of the English Club have prepared the script and directed the play. Sri Kavalam Narayana Panicker, the renowned poet and theatre personality has consented to inaugurate the staging of the play.

All are Welcome

Question 7.
Complete the passage using the words given in the bracket.
(with, across, is, allows, an)
It is still drizzling. The boy ….(a) seen running after a woman who has ……. (b)……… with her. He reaches her, holds the balloon under her umbrella and walks with her. Then the boy walks up to two nuns ……….. (c) ……… umbrellas. One of them ………. (d) ……… him to hold the balloon under the umbrella. After that the boy is seen walking with a man ………… (e) ……….. a bridge holding the balloon under the man’s umbrella.
Answer:
a. is
b. an
c. with
d. allowed
e. across

The Merchant of Venice Summary in English

The young Venetian Bassanio needs a loan of three thousand ducats to marry his lover Portia a wealthy lady in Belmont. He approaches his friend Antonio, a merchant but he is in short of money because he spent all his money on his ships and so he had no money with him. So Antonio goes to a Jewish moneylender, Shylock, who hates him because Antonio used to lend money to the needy without taking any interest. Shylock nevertheless agrees to make the short-term loan, but, he makes a condition – the loan must be repaid in three months or Shylock will cut a pound of flesh from Antonio. Antonio agrees, confident that his ships will return in time. Because of the terms of Portia’s father’s will, all suitors must choose from among three caskets, one of which contains a portrait of her. Bassanio chooses the lead casket, which contains her picture, and Portia happily agrees to marry him immediately. Meanwhile, two of Antonio’s ships have been wrecked and Shylock pressurized him for repayment.

Word comes to Bassanio about Antonio’s predicament, and he hurries back to Venice, leaving Portia behind. Portia follows him, accompanied by her maid, Nerissa. They are disguised as a male lawyer and his clerk. When Bassanio arrives the date for the repayment to Shylock has passed and Shylock is demanding his pound of flesh. Even when Bassanio offers much more than the amount in repayment, Shylock does not agree. Portia arrives in her disguise to defend Antonio. Given the authority of judgment by the Duke, Portia decides that Shylock can have the pound of flesh as long as he doesn’t shed a drop of blood. At last half of Shylock’s wealth was given to Antonio and other half went to the state. Antonio was released and Shylock was humiliated. Portia tells Bassanio that she came disguised as the young counselor. Antonio’s ships finally arrive.

The Merchant of Venice Summary in Malayalam

The Merchant of Venice Glossary

You can Download From The School for Sympathy Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 5 Chapter 1  helps you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Hindi Solutions Unit 4 Chapter 1 The School for Sympathy (E.V Lucas)

Std 8 English Textbook From The School for Sympathy Questions and Answers

The School For Sympathy Question Answer Kerala Syllabus 8th Standard Question 1.
Have you visited any other school? What all thing did you find attractive in that school?


A Prayer in Spring Questions and Answer:
Invite free responses from the learners.

The School For Sympathy Kerala Syllabus 8th Standard Question 2.
Why, do you think, the writer wanted to visit Miss Beam’s school?

Answer:
Because he had heard a lot about Miss. Beam’s school.

School For Sympathy Question Answers Kerala Syllabus 8th Standard Question 3.
Do you think Miss Beam’s school is different from other schools? How?

Answer:
Yes, their teaching methods were quite different. They taught only those things that are simple and useful to the pupils by giving them interesting tasks.

The School For Sympathy Lesson Plan Kerala Syllabus 8th Standard Question 4.
Is there any hint suggesting that it is a residential school? Identify and write the sentence.

Answer:
Miss. Beam says: “ The bandage is put on overnight, they wake up blind.” This sentence hints that the school is a residential one.

The School For Sympathy Summary Kerala Syllabus 8th Standard Question 5.
What according to Miss Beam, is the real aim of the school?

Answer:
The real aim of Miss. Beam’s school is to teach thoughtfulness, humanity, kindness and citizenship.

The School Of Sympathy Question Answer Kerala Syllabus 8th Standard Question 6.
What surprised and pained the visitor when he looked out of the window?

Answer:
The visitor realized that the jolly children whom he saw before him were not at all healthy and active. It surprised and pained him

The School For Sympathy Questions And Answers Kerala Syllabus 8th Standard Question 7.
‘ ………….. we make them share in misfortune too’. What does Miss Beam mean by this?

Answer:
In order to make the young minds appreciate and understand misfortune, every child has to observe one blind day, one dumb day and one deaf day.

School For Sympathy Lesson Plan Kerala Syllabus 8th Standard Question 8.
‘It is educative to both of them. ‘Explain how it helps the blind and the helpers.

Answer:
The helpers learn the values of mutual help and compassion and understand the problems of the differently-abled.

School For Sympathy Chapter Question Answers Kerala Syllabus 8th Standard Question 9.
What makes the dumb day the most frightening for the children?

Answer:
On the dumb day, the child must use his/her will power because the mouth is not bandaged.

The School For Sympathy Summary In Malayalam Kerala Syllabus 8th Standard Question 10.
If you were to observe a day in this way which day, do you think, would be the most difficult? Why?

Answer:
Invite free responses from the learners.

School For Sympathy Summary Kerala Syllabus 8th Standard Question 11.
‘I shall be so glad when today’s over’. Why does the girl feel so?

Answer:
Because the other bad days cannot be half as bad as the blind day. It will be terrible for her not to see.

The School For Sympathy Activities Kerala Syllabus 8th Standard Question 12.
Why does the girl think that having an arm tied up is a little more troublesome?

Answer:
With her own arm tied up, she may not be able to do anything without the help of others. She may need others even to cut up food for her.

The School Of Sympathy Summary Kerala Syllabus 8th Standard Question 13.
Which clues helped the little girl identify Millie?

Answer:
She was told that the girl was wearing a blue skirt and pink blouse and her hair was very light.

The School For Sympathy Pdf Kerala Syllabus 8th Standard Question 14.
Who are Peter and Berryl in the lesson?

Answer:
Peter is the gardener and Berryl is a student like the girl.

School For Sympathy Chapter Kerala Syllabus 8th Standard Question 15.
E.V Lucas leaves Miss Beam’s school a wiser man. Do you agree? Substantiate your answer with examples from the story.

Answer:
Yes. E.V. Lucas leaves as a wiser man. He gained a lot of knowledge about the teaching methods and their effectiveness. Besides, he also developed kindness, compassion and love for fellow beings.

The School for Sympathy Textbook Activities And Answers

Let’s revisit

Activity 1.

Read the extracts given below and answer the question that follows by choosing the correct option.

Question 1.
‘It pains me, though to see that they are not all so healthy and active looking.’
i. Who speaks these words?
a. EV Lucas
b. the girl
c. Miss Beam
d. one of the boys
Answer:
E.V. Lucas

ii. These words are spoken to
a. the blind girl
b. the dumb girl
c. Miss Beam.
d. the author
Answer:
Miss Beam

iii. How does the listener react to the statement?
a. The listener agrees with it.
b. The listener becomes sad.
c. The listener gets angry.
d. The listener laughs and tells the truth.
Answer:
The listener laughs and tells the truth.

Question 2.
And so we walked on. Gradually I discovered that I was ten times more thoughtful than I ever thought I could be.’
i. Who are the Sve’ referred to here?
a. the children of Miss Beam’s school
b. the author and his friends
c. the author and Miss Beam
d. the author and the girl the author and the girl
Answer:
The author and the girl

ii. Who is the ‘I’ in the above sentence?
a. the blind girl
b. the dumb girl
c. the author
d. Miss Beam
Answer:
the author

iii. What change came over the author after his visit to Miss Beam’s school?
a. became more careful
b. became more helpful
c. became more proud
d. became more thoughtful
Answer:
became more thoughtful

Activity 2.

Say whether the following sentence are true or false, if false, rewrite them.

Question 1.
The author had been to Miss Beam’s school Several times.
Answer:
false

Question 2.
In Miss Beam’s school, all subjects are taught in detail.
Answer:
false

Question 3.
The children in Miss Beam’s j school are taught to appreciate and understand misfortunes
Answer:
true

Question 4.
The author saw a blind girl being led out by others.
Answer:
true

Question 5.
On the dumb day the mouths of the children are bandaged
Answer:
false

Question 6.
Peter is very old, but not hundreds of years old.
Answer:
true

Activity 3.

Some of the features of a normal school are given below: Read them.
1. Many subjects are taught.
2. Most parents expect their children to learn subjects like Mathematics, Science, etc.
3. Different methods of teaching are adopted.
Now, write about Miss Beam’s school, based on your reading of the text.
……………………………………..
……………………………………..
Answer:
Miss. Beam’s school is very interesting and the teaching methods are very simple. They teach simple and useful things to pupils like spelling, adding, subtracting, multiplying, writing, etc. All the other things are taught by reading and through interesting tasks. Practically no other lessons are given. The real aim of Miss. Beam’s school is to teach thoughtfulness, humanity, kindness, and citizenship.

The children in this school have to observe a blind day, a lame day, a deaf day and a dumb day. It would help the young minds to appreciate and understand misfortunes. The children learn to be helpful to each other and be compassionate. They learn the necessary values required for a peaceful coexistence.

Let’s enrich our vocabulary

Activity 1.

In ‘The school for Sympathy’. EV Lucas describes Miss Beam as ‘middle-aged, authoritative, kind and understanding’. The author uses words to describe her age, appearance, and character, The Jable given below contains words describing the physical features and character of people, Match the items give in the columns


Answer:

Amitabh Bachchan: Amitabh Bachchan is a tall and elderly person with a grey French beard. He has black and wavy hair and an oval-shaped face. He is a well-built man having a serious and energetic appearance.
Sachin Tendulkar: Sachin Tendulkar is a short, well-built and middleaged person. He has curly hair and a round face. He is cheerful and energetic.
Mohammed Rafi: Mohammed Rafi has a long nose and bright and narrow eyes. He is a bald-headed, elderly man having a cheerful and confident look.

Let’s write

Activity 1.

Read the following notice.

THE NIGHTINGALE AND THE ROSE
A PLAY PRESENTED BY THE ENGLISH CLUB
OF G G H S S, CHALAPURAM

Dear friends,

20.01.2016

The English Club of GGHSS Chalapura has decided to stage the one-act play based on the store ‘ The Nightingale and the Rose’ by Oscar Wilde as part of the Annual Day: celebration of the school. The members of the English Club have prepared the script and directed the play. Sri. Kavalam Narayana Panicker, renowned poet and theatre personality has consented to inaugurate the staging of the play.
All are welcome.

Secretary
English Club
GG HSS Chalapuram

Programme Details

Date: 25-1-2016
Time: 04:00 pm
Venue: School auditorium
Welcome speech: Club
Presidential Address: Headmistress
Inauguration: Sri. Kavalam Naayana Panicker
Felicitations: School Leader, Staff Secretary
Vote of thanks: Joint Secretary, English Club

The Health Club of your school has decided to observe the International Day for the Differently Abled on December 3, 2016. As the Convener of the club, you have been asked to prepare a notice including all the relevant details of the programme. Draft the notice.
Answer:

GVHSS CALICUT
NOTICE
Observ ance of International Day
for the Differently Abled
28 November 2016

Dear friends,
The Health Club of GVHSS Calicut has decided to observe the International Day for the Differently Abled on Decem¬ber 3, in the school auditorium. The Health Inspector Mr. Haridas has con¬sented to inaugurate the function.
All are invited.
Sd/
Name
Convenor
Health Club

Programme

Prayer: School choir
Welcome speech: Secretary
Presidential address: Headmaster
Inauguration: Mr. Harikumar (Health Inspector)
Felicitations: School leader, Staff secretary
Vote of thanks: Joint Secretary, Health Club

Activity 2.

Most of us take our lives for granted. Despite being physically fit, we keep complaining and making excuses. And here they are – the differently-abled people, who prove thatykm do not need two hands, legs or eyes to e successful in life. All you need is the will power and determination. Here are a few people, who by means of confidence, faith and courage were able to overcome their physical obstacles and achieve success in their lives, which the healthy people find difficult to do.
1. John Milton
2. Nick Vujicic
3. Sudha Chandran
4. Helen Keller
5. Stephen Hawking
6. Mahakavi Vallathol
Read books or browse related websites to get more information about them. Prepare their profiles.
Answer:
John Milton. (1608 – 1674):
John Milton, the well-known English poet was born at Bread Street in London on December 9, 1608. He had his education in Christ’s College, Cambridge. He was a poet, writer, and a civil servant. His eyesight had been steadily declining for years, most likely the result of untreated glaucoma. By February 1652, he had gone completely blind. He wrote in English, Latin, French, etc. His best-known poem is Paradise Lost. He passed away on November 8, 1674, and was buried in St.Giles-without-Cripplegale. Nick Vujicic: He is an Australian who is best known for his motivational speech. He was born in Melbourne, Australia. He is a graduate in Accounting and Financial planning. He married Kanal Miyahara in 2012. As a child, he struggled mentally, emotionally and physically. He presents motivational speeches worldwide which focus on life with a disability.

Sudha Chandran (1964) :
Sudha Chandran, the famous Indian dancer and actress, was born in Kannur. Kerala on 21 September 1964. She had her M.A. in Economics from Mithibai col-lege, Mumbai. She lost her leg in an accident but overcame the disability with the help of a prosthetic ‘Jaipur Foot’. In 1986 she married Ravi Dang. She is considered one of the most highly acclaimed dancers of the Indian sub-continent. She has won many awards as a dancer as well as an actress. In 1986 she was given the Special Jury Award at the National Film Awards for her performance in Mayuri (Telugu Film).

Helen Keller :
Helen Adams Keller(i88o-i968) was an American author, political activist and lecturer. She was the first deafblind person to earn a bachelor of arts degree. The story of how Keller’s teacher, Anne Sullivan, broke through the isolation imposed by a near complete lack of language, allowing the girl to blossom as she learned to communicate, has become widely known through the dramatic depictions of the play and film ‘The Miracle Worker”. Her birthday on June 27 is commemorated as ‘Helen Keller Day’ in U.S. A prolific author, Keller was well-traveled and outspoken in her convictions.

Stephen Hawking (1942) :
Stephen Hawking the famous British theoretical physicist, cosmologist and author was born on 8 January 1942 in Oxford, England. He had his B. A degree from the University of Oxford and Ph.D. from the University of Cambridge. He suffers from a disease known as motor neuron disease or Lou Gehrig’s disease which has gradually paralyzed him over decades. He works in the fields of General relativity and quantum gravity. His book ‘A Brief History of Time’ was a best seller.

Mahakavi Vallathol Narayana Menon:
Vallathol Narayana Menon was born on 16 October 1878. He was a Malayalam poet. He was one of the triumvirate poets of modern Malayalam, along with Kumaranasan and Ulloor S. Parameswara Iyer. The honorific mahakavi (Great poet) was applied to him in 1913 after the publication of his Mahakavya ‘Chithrayo- ganr. He wrote many poems on various aspects of Indian Freedom Movement. He also wrote against caste restriction, tyrannies, etc. He founded the Kerala Kala Mandalam. He passed away on 13 March 1958 at the age of 79.

Let’s speak

Activity 1.

Fill in the bubbles using the words or phrases which show quality, appearance, and personality of Miss Beam.

Now, speak about Miss Beam using the words or phrases identified.

Now develop a character sketch of j Miss Beam using the above sentence and present it in the class.
Answer:

• Miss Beam is very comforting to homesick children.
• Miss. Beam is a middle-aged woman.
• Miss. Beam’s hair has begun to turn grey.
• Miss. Beam is kind to all, especially to her students.
• She is caring and sympathetic and has an understanding of others’ problems

Miss. Beam: is a middle-aged woman. Her hair shows signs of getting grey. She is kind to all, especially to the students of her school. She is caring and sympathetic towards others. But she has a highly authoritative nature. She is always compassionate to a homesick child

Activity 2.

In Activity 2 of ‘Let’s Write’, you prepared profiles of people who in spite of their disabilities were able to achieve success in life. Prepare a presentation about these differently-abled people. Describe their life, contributions, and other details. Use appropriate photos and posters to support your presentation. Present it before the class.

Let’s discover how grammar works

Activity 1.

Look at the following sentences.
We teach only those things that are simple.
The real aim of this school is not to teach thought but thoughtfulness.
The verbs in the above sentences are in the simple present tense.
Usually, the simple present tense is used to describe actions that are universal or habitual.
The earth revolves around the sun.
They play cricket every Sunday.
Simple present can also be used to show planned future actions.
The train from Alappuzha arrives at 5 p.m.
Now, identify the functions of the simple present tense in the following sentences. One has been done for you.
1. I use my bike to reach school. habitual
2. It rains a lot in Chirapunjee.
3. Sruthi wakes up early.
4. The president visits Srilanka next week.
5. Iron gets rusted easily.
6. They leave the city tomorrow.
Answer:
1. Habitual
2. Factual
3. Habitual
4. Planned future action
5. Universal
6. Planned future action

Activity 2.

Look at the following sentences.
I am reading a book.
Miss Ream is walking up and down the terrace.
An old man is plucking roses.
They are playing football.
He is leaving shortly
Are the verbs in the above sentences similar to those given in activity 1?
What difference do you notice?
These verbs are in the present progressive tense.
What are the major functions of the present progressive tense?
Frame two sentences each showing any two major functions of the pre-sent progressive.
Answer:
1 Action in progress at the time of speaking.
2. Future action that is already planned
e.g:- 1. Action in progress at the time of speaking:
a. Raghu is driving a car.
b. They are waiting for Shyam.
2. Future action
a. She is taking her exam next month.
b. The Prime Minister is coming tomorrow.

Activity 3.

You have already learnt how ahead noun in the noun phrases is expanded by adding certain words/phrases before and after it. You also know the category of words that can be added before and after the head noun, don’t you?
Look how a head noun is expanded by adding these categories of words:
girl
a girl
a smart girl
a smart girl in the school
a smart girl in the school who tied her
eyes
Now, expand the following nouns in the above manner.
a. garden
b. teacher
Answer:
a. garden
a garden
a beautiful garden
a beautiful garden in the school
a beautiful garden in the school where we
play

b. teacher
a teacher
a good teacher
a good teacher in my village
a good teacher in my village who guided
me.

Let’s edit

Read the following passage written by a student of Class VII. There are some errors in it which are underlined, edit the errors.
The writer had hear a lot about Miss Beam’s school. But he had never visit it. One day he got the opportunity to visit it. On entering the campus he see no one except a girl of twelve. Her eyes were covered on a bandage, A little boy of about eight was guiding her between the flower beds in the garden. The girl stopped. She evidently ask her guide about the writer, the boy seemed to describe the writer to her. The writer went into the building and meet the head of the school. Miss Beam was the principal for the school. She was a mother – figure for the young boys and girls in the school. The writer asked Miss Beam some questions of her scholastic methods. Miss Beam said that there was not many scholastic education. The boys were taught spelling, addition, subtraction, multiplication and writing only. The rest was done by reading to them and with lectures. Now, rewrite the passage after editing it.
Answer:
1. Heard
2. visited
3. saw
4. with
5. asked
6. the
7. met
8. of
9. about
10. much
11. through

Let’s play with language

Read the following sentence
The author went around the school to observe how it functions. In the word ‘observe’, another small word is hidden. The word is ‘see’. Look at the word ‘chicken’. Let us write it as Chicken, and put together the letters in capital what do we get? HEN, So we have a shorter word ‘hen’ within the word ‘chicken’.

You have seen the picture of a kangaroo, haven’t you?
Have you seen its baby?
Where does the mother kangaroo carry its baby? in a pouch in its body.
‘Kangaroo words’ are like this animal. They are marsupial words that carry smaller versions of themselves (joey words) within their spellings. They are words that contain other smaller words within them that have the same meaning.

Look at the word ‘Exhilaration’ which means ‘to make someone feel very happy and excited’. Elation is a word that can be formed from this word. What does the word ‘elation’ mean?

Look at some other words too; regulate (rule), indolent (idle), encourage (urge), destruction (ruin), devilish (evil), and masculine (male).
Let’s see how good you are with kangaroo words, Can you spot the joey (baby kangaroo) word hidden in each of these words? Remember, the letters of the smaller words should occur in the same sequence as in the parent word, though they need not come consecutively.

Answer:
1. recline — lie
2. rotund — round
3. inheritor — heir
4. container — can, tin
5. supervisor — sir
6. alone — lone
7. salvage — save
8. feasted — eat
9. chariot — cart
10. routine — rote

The School for Sympathy Additional Questions & Answers

Questions 1 to 5: Read the excerpt from the story ‘ The School for Sympathy’ and answer the questions that follow.

I had heard a lot about Miss Beam’s School, but I did not get the chance to visit it till last week. When I arrived at the school, I saw a girl of about twelve with her eyes covered with a bandage being led carefully between the flowerbeds by a little boy of eight. She stopped and asked who it was that had come in and he seemed to be describing me to her. Then they passed on. Miss Beam was all that I had expected middle-aged, authoritative, kind and understanding. Her hair was beginning to turn grey, and her round figure was likely to be comforting to a homesick child. We chatted for a while, and when I asked her some questions about her teaching methods, which I heard were simple, she said :
‘,… We teach only those things that are simple and useful to pupils- spelling, adding, subtracting, multiplying, writing, etc. The rest is done by reading to them and giving them interesting tasks. There are practically no other lessons.’
1. On arriving at Miss Beam’s School whom did the author see?
2. Give a short description about Miss Beam.
3. Do you think Miss Beam’s school is different from other schools?
4. Why do you think, the writer wanted to visit Miss Beam’s School?
5. Pick out the word from the passage which means ‘ to make one feel calmer’.
Answer:
1. Miss Beam saw a girl of about twelve with her eyes covered with a bandage being led carefully between the flowerbeds by a little boy of eight.
2. Miss Beam was a middle-aged, authoritative, kind and understanding lady. Her was beginning to turn grey and her round figure was likely to be comforting to a homesick child.
3. Yes, their teaching methods were quite different They taught only those tilings
that are simple and useful to the pupils by giving them interesting tasks.
4. Because he had heard a lot about miss Beam’s School.
5. Comforting

Question 6.
The narrator of ‘The School For Sympathy’ returns from Miss Beam’s school with fresh thoughts and ideas. He narrates his experience to his family. Prepare the likely narrative.

(Hints: reached Miss Beam’s school – girl’s eyes bandaged- met Miss Beam- authoritative but comforting- aim of school- to teach thoughtfulness and humanity- share misfortunes- child have one blind day- one dumb day- one lame day)
Answer:
Today I visited Miss Beam’s school. When I entered the school saw a girl of twelve with a bandage covering her eyes guided by a little boy of eight in the | garden. The girl asked the little boy about me. He described me to the girl and they went away. I went in and met Miss Beam. I asked her some questions about her style of teaching. She told me that there was no scholastic education. The students were taught spelling, adding, subtracting, multiplying and writing only. She said that the goal of her system was to sow the seeds of humanity and citizenship in the children.

I noticed that the children there were not healthy. When I told Miss Beam about the girl I had seen earlier she laughed and told me that that the girl was not really blind. It was just a part of her system. The practice made the children empathized with the differentially abled and appreciate the gift of life. Then she introduced me to the girl and left the place. I asked the little girl if she tried to peep. The girl replied that peeping would be cheating. She described her experience acting blind and how she realized the struggle a blind person had to face. She told me that the blind day was the worst day for her. I guided her for a ‘ walk and described the surroundings to her. I noticed that the girl had become much more thoughtful and sensitive. I left Miss Beam’s school as a wiser man.

Question 7.
Complete the passage given below using appropriate phrasal verbs from those given in the brackets.
When E.V Lucas …….. a ……….. at Miss Beam’s school, he …………. b …………. a strange sight. A girl whose eyes were bandaged was being led by another girl. He could not ……….. c ………… what he saw.
( make out, came across, turn up, call at)
Answer:
a. turned up
b. came across
c. make out

The School for Sympathy Summary in English

The writer once got a chance to visit Miss Beam’s school about which he had heard a lot before. When he entered the school, he just saw a girl of twelve with a bandage covering her eyes. A little boy of about eight was guiding her between the flower beds in the garden. The girl asked the boy about the writer. The boy seemed to describe the writer to her and they went away. Then the writer went in and met Miss Beam. He asked her some questions about her style of teaching. Miss Beam said there was not much scholastic education. The students were taught spelling, adding, subtracting, multiplying and writing only. She said that the goal of her system was to sow the seeds ‘ of humanity and citizenship in the children. He noticed that the children there were not healthy. He mentioned about the girl he had seen before to Miss Beam.

She laughed and said that she was not really blind. The ones with eyes covered in bandages were not really blind and those with a crutch was not lame either. It was just a part of her system. This practice made the children empathized with the differently-abled and appreciate the gift of life. Then she introduced the writer to the girl and left the place. He asked her if she tried to peep. She replied that peeping would be cheating. She described her experience acting blind and how she realized the struggle a blind person had to face. She said that the ‘blind day’ was the worst day for her. She was guided by the writer for a walk. The writer described the surrounding to her. The writer noticed that the girl had become much more thoughtful and sensitive. Miss Beam came to see him off on his leaving.

The School for Sympathy Summary in Malayalam

The School for Sympathy Glossary

You can Download Vanka Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 10th Standard English Solutions Unit 5 Chapter 1 help you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 10th Standard English Solutions Unit 5 Chapter 1 Vanka (Short Story)

Std 10 English Textbook Vanka Questions and Answers

Vanka Question Answers Kerala Syllabus 10th Question 1.
On the basis of your reading of the first two paragraphs of the story, complete die following table.
Answer:
Protagonist of the story: Vanka Zhukov
Place: Shoemaker Alyakhin’s house, where Vanka is apprenticed.
Time: Christmas Eve
His family: Grandad Konstantin. His parents are dead. He has no relatives.
His mental state: Depressed and miserable.
His actions: Writes a letter to his Grandad telling him about his misery. Puts it in an envelope with incomplete address. Goes out and posts the letter in the letter box.

Vanka Letter To Grandfather Kerala Syllabus 10th Question 2.
What were the specialties of the dog Eel?
Answer:
Eel had black coat and a long weasel-like body. He was respectful and always tried to get people’s affection. He looked at friends and strangers in the same manner. He did not give confidence to anyone. His respectful and obedient nature hid his hatred and vengeance. He could go quietly and bite somebody’s foot, creep into the icehouse and steal a peasant’s chicken. His back legs had been cut many times, twice he had been hung up, and every week he was beaten up very badly. But he survived all.

Vanka Summary In Malayalam Kerala Syllabus 10th Question 3.
Is there a shift in the setting of the story in paragraphs 3 and 4? Where do the events take place?
Answer:
There is a shift. The events in paragraphs 3, 4 and 5 take place in the estate where Vanka’s grandfather worked.

Vanka Chapter Questions And Answers Kerala Syllabus 10th Question 4.
How does grandfather create an atmosphere of fun and laugher?
Answer:
Grandfather creates an atmosphere of fun and laugher by playfully pinching one of the maids or cook and making them take snuff. He also gave snuff to the dogs. The women would sneeze and then the grandfather would say “Good for frozen noses”.

10th English Chapter Vanka Activities Kerala Syllabus Question 5.
Pick out words and phrases used to describe the night.
Answer:
Dark night; trees were silver with rime; sky sprinkled with gaily twinkling stars; the Milky Way looked newly scrubbed and polished with snow.

Vanka Story In Malayalam Kerala Syllabus 10th Question 6.
What sort of life did Ivanka lead at the shoemaker’s place?
Answer:
Vanka led a very miserable life there. He did not get enough food to eat. He had to rock the shoemaker’s baby in the night and this prevented him from getting enough sleep. He was badly beaten by Alyakhin. Senior boys ridiculed him.

Vanka Story Summary In Malayalam Kerala Syllabus 10th Question 7.
What, according to Vanka, would happen to him if his grandfather did not take him back home? Why did he think so?
Answer:
If his grandfather did not take him back home, he would die. He thought so because it was impossible for him to continue with his cruel master Alyakhin, who made him work hard, starved him, made him rock his baby in the night and beat him up cruelly.

10th Class English Chapter Vanka Kerala Syllabus Question 8.
Why could not Vanka run away from the home of the shoemaker?
Answer:
Vanka could not run away from the home of the shoemaker because he had no shoes or boots. He was afraid of frostbite.

Character Sketch Of Vanka Grandfather Kerala Syllabus 10th Question 9.
Vanka is working for a shoemaker, but he does not have boots. What do you understand from this?
Answer:
This means although he works with a shoemaker he can’t have shoes of his own. This is the case with many workers. A worker in a five-star hotel will not enjoy the same food or facilities that he helps to give to the guests. It is like ‘Water, water everywhere, not a drop to drink!”

Vanka Story Summary In English Kerala Syllabus 10th Question 10.
What promises does Vanka make to his grandfather so that he would take him back home?
Answer:
Vanka makes a lot of promises to his grandfather so that he would take him back home. He would grind his snuff. He would pray for him. He could even beat him as hard as he liked if he did mischief. He would clean the boots or go as a shepherd instead of Fedya. When he grows up to be a man he would look after him and he will not let anyone hurt him. When he dies, he would pray for his soul like he does for his Mummie.

Anton Chekhov Vanka Summary Kerala Syllabus 10th Question 11.
What beautiful memories of Christmas do Vanka Cherish?
Answer:
Vanka remembers his grandfather going to get a Christmas tree for his employers. He had taken Vanka with him. How happy Vanka was then! Grandfather would laugh. The frost-covered trees would laugh and Vanka also laughed. Before cutting the tree, grandfather would smoke his pipe, take a long pinch of snuff. He would laugh at the shivering Vanka. The young firtrees, covered with frost, stood without moving. They were waiting to see which one would be cut. Suddenly a hare would appear. Grandfather would shout: ‘Stop it, stop it.’ Grandfather would drag the tree to the big house. They all would decorate it.

Vanka Character Sketch Kerala Syllabus 10th Question 12.
Who was Vanka’s favorite? Why did he like her?
Answer:
Miss Olga Ignatyevna was Vanka’s favorite. She used to give Vanka sweets. She also taught him to read, write, count and also to dance.

Malayalam Short Story Summary  Question 13.
How did Vanka reach Moscow?
Answer:
When he became an orphan, after the death of his mother Pelageya, he was sent to his grandfather. His grandfather apprenticed him to the shoemaker Alyakhin in Moscow.

Kerala Syllabus 10th Standard English Notes Question 14.
“I have such a miserable life worse than a dog’s. ” What made Vanka say so?
Answer:
Vanka said so for so many reasons. He did not get enough to eat. He could not sleep properly as he had to rock Alyakhin’s baby in the night. He was laughed at by the senior apprentices and above all he was often beaten by Alyakhin.

Question 15.
Do you think Vanka’s letter will reach his grandfather? Why?
Answer:
It won’t reach his grandfather. He just wrote the name of his grandfather and simply the village’. Which village? Where? Nobody would know.

Question 16.
What did Vanka dream about in his sleep?
Answer:
He dreamed of a stove. His grandfather was sitting on the stove-ledge, with his bare feet dangling. He was reading the letter to the cooks. Eel was walking backwards and forwards, wagging his tail.

Question 17.
Does the reference to the Eel have any significance in the story? How?
Answer:
The Eel in spite of his reverential manner and docility had spite and malice in his heart. So did the grandfather to the gentry he worked for. If he got a chance he too would bite them, as did Eel when he got a chance.

Activity I

Question 1.
According to Vanka, what kind of a person is Konstantin Makarich? It was Makarich who had sent Vanka away, when Vanka’s mother Pelageya died. Do you justify Makarich’s decision to send Vanka away to Moscow? Why?
Answer:
Vanka thinks Makarich is a good person. That is why he writes him a letter when he finds his life is miserable in Moscow. Makarich is a happy-go-lucky man having fun with the maids, the cook and the dogs. Some people might find fault with Makarich for sending the boy to Moscow. But we should know that he is an orphan with no education. He has to learn a trade to make a living. So Makarich’s sending Vanka to Moocow is justified. But unfortunately, Alyakhin turned out to be a cruel man.

Activity 2

Question 2.
How did the people in Alyakhin’s workplace treat Vanka?
Complete the following table using appropriate phrases/clauses from the story.

Answer:

Activity 3

Question 3.
How is Moscow, the big town, contrasted with the village where Vanka lived?
Answer:
Moscow is a big city. There are huge houses of rich men. They have horses. Children sold fishing hooks and lines there showing you could catch fish. There were shops there selling all kinds of guns. People hunted birds. Life was busy in the city. In the village, life was easy-going. There were a lot of sheep and dogs. The boys played with stars at Christmas and they sang songs in the church.

Activity 4

Question 4.
Study the story map of ‘Alice in Wonderland’. (See p. 17 of the Text.)
Now, prepare a story map of Vanka.
Answer:

Activity 5

Question 5.
Attempt a character sketch of Grandfather in the story ‘Vanka’.
Answer:
Vanka’s grandfather was a night watchman on the estate of a rich family. He was a small, lean old man about 65. But he was lively and agile. He had a smiling face but his eyes were bleary with drink. During daytime he slept in the dark kitchen or spent time joking with the cook and the kitchen maids. In the night he wore a sheepskin coat and walked around the estate making sounds with his rattle. With him there used to be two dogs. One was old Kashtanka. The other was Eel. His rattle would be tied to his belt. He liked to laugh and playfully pinch maids and cooks. He would show his snuff box and ask the women to take a nip. The women would take some snuff and put into their nostrils. They would sneeze.
Grandad would be shouting and laughing with joy, saying, “Good for frozen noses.” He even gave snuff to the dogs. He was a fun-loving old man. He sent Vanka to a shoemaker in Moscow as an apprentice.

this action can be interpreted in two ways. May be he wanted the orphaned boy to learn a trade to make a living for himself when he grew up. Bu some may think that he was running away from the responsibility of looking after his orphaned grandson. Whatever is the case, grandfather is a fun-loving fellow that makes us laugh with his antics.

Activity 6

Question 6.
Let’s reread the story and complete the table given:


Now, prepare an analysis based on the table. You may begin like this:
Answer:
Anton Chekhov’s ‘Vanka’ is a story that haunts the reader for long. Vanka is an orphan. He is apprenticed to a cruel shoemaker in Moscow. In the house of the shoemaker, Vanka is seriously mistreated. He is not given sufficient food, he is made to rock the baby of Alyakhin in the night and so he cant sleep properly, the senior apprentices send him to buy vodka and to steal cucumbers from the master. They also make fun of him. Vanka wants to run away to his grandfather in the village, but he has no shoes and he is afraid of the frost. Tired of the life at the shoemaker’s house, Vanka decides to write a letter to his grandfather to come and take him back to the village.

He promises to help his grandfather in different ways if he is taken. But the innocent Vanka does not even know that a letter can be sent only if it has a correct postal address, and the cover is stamped. After writing about his sufferings on a crumpled sheet of paper, he puts it in an envelope. On the envelope he simply writes “To my grandfather Konstantin Makarich in the village”. He innocently thinks that this will reach his grandfather and he will be rescued. He goes to sleep dreaming of the joys he will have when he goes back to his village.

Anton Chekhov’s story touches our heart. His style is simple and straight forward with a message for the readers. He exposes a cruel society that ignores and even mistreats its children. After reading the story nobody would like to mistreat the orphaned children. The imagery is so beautiful that we can read the story as if we are watching an excellent film.

Activity 7

Question 7.
Usually stories featuring orphans like David Copperfield. Oliver Twist or Cinderella end with their escape from the horrid surroundings to find love and happiness. A story can have more than one ending. You can think of many alternatives like Vanka joining his grandfather or running away from the shoemaker’s house and so on. Suggest an alternative ending to the story and write it in your own words.
Answer:
After writing the letter, Vanka waited for a month. He saw no signs of his grandfather coming to take him to the village. His life was becoming more and miserable at Alyakhin’s place. “I can’t continue like this,” he thought and made secret plans to run away. The extreme winter had gone and now the weather was getting warmer. There was no frost and so even without shoes he could walk on the ground. One morning, Alyakhin and his family and Vanka’s senior apprentices had gone to attend a marriage in a nearby village. Vanka thought this was the right time to quit his hellhole. He had very little to carry with him. Just a pair of clothes which he neatly bundled up. With determination, he left his miserable place.

He walked and walked. He was hungry and tired. Nearby he saw a park. He went and sat on a bench. Soon he fell asleep because of tiredness and hunger. A rich couple was sitting and talking on a nearby bench. They saw the boy. When he woke up he was crying. He did not know where to go. As he was crying the couple came to him and asked him what made him cry. He told his pathetic story to them. This couple had no children. So they decided to take Vanka with them. They were God-loving people and they thought it was their duty to help an orphan like Vanka.

They enrolled Vanka in a school nearby. With good food and proper clothes, Vanka looked cheerful and handsome. He would study, study hard. He would find a job and would live a comfortable life, Vanka decided. He thanked God for the happy turn of events in his life.

Activity 8

Question 8.
Imagine that there are many children in your locality who have similar experiences like that of Vanka. Write a letter to the editor of newspaper describing the sad plight of such children and the need to uplift them.
Answer:
The Editor
The Indian Express
Kochi
10 June 2016
Sir,
This is to bring to your notice the sad plight of some children in my locality. Most of these children are from other States like Bihar, Orissa and West Bengal. Some of them are employed in the local hotels and some shops in the market. They are made to work from early morning to late into the night. They are given very small wages and their living conditions are very poor. Even with the little money they get, they drink alcoholic beverages and smoke ganja.

We all know about the Right to Education and Laws against child labour. But these children who are less than 14 are not going to any school and are badly mistreated by their employers. If people don’t open their eyes, the Law should come and make these cruel employers open their eyes. We speak of Metros, Airports, 6-line super highways and Info parks. How can we ignore the plight of these victims of Fate and speak of development?

Children are the wealth of the society. They are to be tomorrow’s leaders. We ought to do them justice, not on paper and pulpits, not by mere words but by deeds.

Yours truly
Sd /-
Kareena

Activity 9

Think of publishing a manuscript magazine on the lines suggested on p. 144 -145 of the Text.

Let’s Learn More About Words

Activity 1

Look at the following sentence.
Vanka put on his hat and ran out into the street.
When ‘on’ is added to put, it means wear.
a. Prepare a list of such phrasal verbs and use each of them in sentences of your own.
1. put off – postpone: The meeting was out off for next month.
2. put up with – tolerate: I can’t put up with your antics any more.
3. put down – write: Whatever you say put it down on paper.
4. put across: communicate properly: The teacher could not put across his view to the students.
5. put out – extinguish: The fire department failed to put out the fire.
6. put back – keep somewhere where you took it from: Put back the book after you have gone through it.
7. Put in – add: Put in more efforts next time you write the examination.
8. put into – deposit something: After using the shaver put into the drawer.
9. put forward – suggest – The new minister put forward some good ideas.
10. Put by – save: You have to put some money by for the rainy day.

b. Rewrite the paragraph given on p. 156 replacing the under lined words with suitable phrasal verbs from the table.

Vanka began his letter wishing his grandfather a happy Christmas. Even though he was conscious about his master’s arrival, he went on writing. He wanted to get back to his village where he lived peacefully. He could not put up with the cruelties of his masters any more. He begged his grandfatherto look after him. He never wished to call at Moscow again. He finished the letter and went through it once again. He put on his coat and went out to drop his letter in the post box.

Activity 2

Imagine that Grandfather receives the letter written by Vanka. The paragraph given below describes his thoughts and feelings.
Complete the paragraph using appropriate words from the box below.
Grandfather’s hands shivered as he opened the letter. Vanka’s face appeared ………… (a) ……… before him. The candle ……….. (b) ……… but the letters were ……….. (c)………. clear to him. The old man who was ……….. (d) ………… at hiding his emotions could not stop the tears from
flowing down ……….. (e) ……….. eyed, he recollected with warmth the ………. (f) …….. and ………. (g) ………. manner of his grandson. He longed to bring him back. The ………. (h) ………. eyes of the boy seemed to haunt him. They could enjoy the ……… (i) ……….. Christmas together. But the helpless old man gave a deep sigh!
[remarkably, bleary, distinctly, glorious, docility, flickered, insinuating, adept, imploring]
Answers:
a) distinctly
b) flickered
c) remarkably
d) adept
e) Bleary
f) docility
g) insinuating
h) imploring
i) glorious

Vanka (Short Story) About The Author

Anton Chekhov (1860-1904) is a master of modern short story and drama. His works make the readers ask questions. His important works are: “Three Sisters’’, “The Cherry Orchard” and “The Lady with the Dog”.

Vanka (Short Story) Summary in English

1. Vanka Zhukov is 9 years old. He is apprenticed to Alyakhin, a shoemaker. Vanka did not go to bed on Christmas Eve. When his master, master’s wife, and the other senior apprentices went to Church, Vanka took a pen and a crumpled sheet of paper. Before starting to write he looked around the room, the door and window as if he was afraid. He looked at the lasts on the shelves and gave a sigh. Then he knelt on the floor and started writing.

2. “Dear Grandad Konstantin Makarich, I am writing a letter to you. I send you Christmas greetings and I hope God will send you his blessings. I have no father and Mummie and you are all I have left.”

P.146
3. Vanka saw his grandfather in his mind. His grandfather was a night watchman on the estate of a rich family. He was a small, lean old man about 65. But he was lively and agile. He had a smiling face but his eyes were bleary with drink. During daytime he slept in the dark kitchen or spent time joking with the cook and the kitchen maids. In the night he wore a sheepskin coat and walked around the estate making sounds with his rattle. With him there used to be two dogs. One was old Kashtanka. The other was Eel. Eel had black coat and a long weasel-like body. Eel was respectful and always tried to get people’s affection. He looked at friends and strangers in the same manner. He did not give confidence to anyone. His respectful and obedient nature hid his hatred and vengeance. He could go quietly and bite somebody’s foot, creep into the icehouse and steal a peasant’s chicken. His back legs had been cut many times, twice he had been hung up, and every week he was beaten up very badly. But he survived all.

P.147
4. Grandad was perhaps standing at the gate looking at the bright red light coming from the church windows, or chatting with the servants. His rattle would be tied to his belt. He would be laughing and pinching a maid or one of the cooks. He would show his snuff box and ask the women to take a nip. The women would take some snuff and put into their nostrils. They would sneeze. Grandad would be shouting and laughing with joy, saying, “Good for frozen noses.”

5. Even the dogs were given snuff. Kashtanka would sneeze, shake her head and walk away, feeling angry. But Eel very politely would wag his tail. The weather was good. The air was still and fresh. It was a dark night. But the whole village could be seen’ clearly because the houses had white roofs. Smoke rose from the chimneys. Trees were covered with frost. Snow was falling. The sky was filled with twinkling stars. The Milky Way was shining as if polished with snow.

6. Vanka continued with his letter: “Yesterday I got a lot of beating. The master took me by the hair and dragged me into the yard. He beat me badly with the stirrup-strap (the belt used to connect the foot rest of the rider to the saddle). I had gone to sleep while rocking his baby. One day last week, the mistress told me to clean a herring. I began from the tail. She took it and rubbed its head on my face. Other apprentices make fun of me. They send me to buy vodka and make me steal the master’s cucumbers.
I don’t get enough to eat. They give me bread in the morning, gruel for dinner and again bread for supper. I never get tea or cabbage soup. They take it all themselves. They make me sleep in the passage. When their baby cries, I don’t get any sleep at all. I have to rock it. Dear Grandad, for the Lord’s sake, take me away from this place. Take me home to the village. I can’t suffer it any longer. I beg you. I always pray for you. Do take me away or I will die….’’

P.148
7. Vanka’s lips trembled. He rubbed his eyes. He sobbed.

Vanka continued: “I will grind your snuff for you. I will pray for you. You can beat me as hard as you like if I do mischief. If you think I have nothing to do, I will clean the boots or go as a shepherd instead of Fedya. I wanted to run away to the village but I have no boots and I was afraid of the frost. When I grow up to be a man I will look after you and I will not let anyone hurt you. When you die, I will pray for your soul like I do for my Mummie.”

8. “Moscow is such a big town. There are many gentlemen’s houses and many horses there. There are no sheep. The dogs there are not at all fierce. The boys go about with a sta,r at Christmas. They don’t let you sing in church. Once I saw them selling fishing hooks of different sizes. I saw one hook that could hold a catfish weighing 30 pounds. I have seen shops selling guns like the one my master has. The guns might cost 100 roubles each. In the butcher’s shop we can buy grouse, woodcock (both mean different kinds of ‘kattukozhi’) and hares. The shopkeepers don’t say how they got them.”

9. “Dear Grandad, when they have a Christmas tree at the big house, take a fine nut for me and put it away in the green chest. Ask Miss Olga Ignatyevna and tell her it is for Vanka.”

10. Vanka sighed. He looked at the window glass. He remembered his grandfather going to get a Christmas tree for his employers. He had taken Vanka with him. How happy Vanka was then! Grandfather would laugh. The frost covered trees would laugh and Vanka also laughed. Before cutting the tree, grandfather would smoke his pipe, take a long pinch of snuff. He would laugh at the shivering Vanka. The young firtrees, covered with frost, stood without moving. They were waiting to see which one would be cut. Suddenly a hare would appear. Grandfather would shout: ‘Stop it, stop it.’

P.149
11. Grandfatherwould drag the tree to the big house. They all would decorate it. Miss Olga Ignatyevna, Vanka’s favourite, was the busiest of all. Pelageya was Ninka’s mother. She is dead. When she was working in the big house, Olga Ignatyevna used to give Vanka sweets. As her pastime, she also taught Vanka to read, write and count to a hundred. She even tried to teach him to dance. When his mother died, Vanka was sent to the back kitchen to his grandmother. From there he was sent to Moscow, to Alyakhin.

12. Vanka continued writing. “Come to me dear grandad. Take me from here. Feel pity for me. They always beat me and I am always hungry and miserable. I send my love to Alyona, one eyed-Yegor and the coachman. Don’t give my concertina to anyone. I remain your grandson Ivan Zhukov. DearGrandad do come.”

13. He folded the sheet and put into an envelope. He wrote the address: To Grandfather in the village. After some thought he added: To Konstantin Makarich’.

P.150
14. He was happy that nobody saw him writing. He put his cap and ran out into the street. He did not wear his coat. The men at the butcher’s had told him that letters are put into letter-boxes. Then they are sent all over the world in mail coaches with 3 horses and drunken drivers and jingling bells. Vanka dropped his letter in the letter box.

15. An hour later he fell asleep. He dreamed of a stove. His grandfather was sitting on the stove-ledge, with his bare feet dangling. He was reading the letter to the cooks. Eel was walking backwards and forwards, wagging his tail.

Vanka (Short Story) Summary in Malayalam

Meaning of Words and Phrases

You can Download From Marvellous Travel Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 2 Chapter 3  helps you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Hindi Solutions Unit 2 Chapter 3 Marvellous Travel (Joshua Fernandez)

Std 8 English Textbook From Marvellous Travel Questions and Answers

Marvellous Travel Kerala Syllabus 8th Question 1.
Why does the poet say that he travels with his ‘eyes’ and ‘thoughts’?

Answer:
The poet keenly observes and explores everything that comes along and enjoys them.


Marvellous Travel Question Answers Kerala Syllabus 8th Question 2.
What does the poet mean by ‘I travel with my pen’?

Answer:
He records his travel experience to write travelogues.

Marvellous Travel Summary Kerala Syllabus 8th Question 3.
That something new, would spring into my horoscope…’ What does this line mean?

Answer:
This line means that the poet hopes to have new experiences that would change his life.

Marvellous Travel Poem Summary Kerala Syllabus 8th Question 4.
Who are the different types of people the poet meets during his journey?

Answer:
Children, women, men, tribesmen and little girls.

Marvellous Travel Poem Questions And Answers Question 5.
‘Every experience is worth life’s journey.’ What does the poet mean by this?

Travel Poem Questions and Answer:
Life is a journey from birth till death. The journey of life offers a mixture of good and bad experience which is true about travelling too. Such experiences may help the individual in facing the challenges that life throws to him.

Marvellous Travel Additional Questions And Answers

Marvellous Travel Poem Kerala Syllabus 8th Question 1.
Read the lines from the poem ‘ Marvellous Travel’ and answer the following questions.
I travel with my eyes
Watching those silently cry
Asking themselves the question why
Someone left them without saying goodbye
I travel with my thoughts
I travel with my pen
To write about children, women and men
I travel with my voice,
I travel with my hope,
That something new would spring into my horoscope,
Whether in Asia, America or Europe,
There’ll always be something interesting to scope;
a. What does the poet mean by saying 1 travel with my eyes’?
b. Why does the poet say that he travels with his pen?
c. Pick out an instance of alliteration from the above stanzas.
d. What does the poet hope for?
e. Pick out a pair of rhyming words.
Answer:
a. The poet keenly observes everything
b. He records his travel experiences to write travelogues.
c. something, scope/ something, spring
d. The poet hopes that something new would spring into his horoscope.
e. pen-men / cry-why

Marvelous Travel Poem Summary Kerala Syllabus 8th Question 2.
Prepare a short profile of Joshua Fernandez using the hints given below.
Name: Joshua Fernandez
Born : 19 April 1974, Kuala Lumpur, Malaysia
Famous as: Popular Malaysian Film director and designer
Major Works: Clock on the wall, Where Am I, Choices, Granted All That has Happen.
Answer:
Joshua Fernandez:
Joshua Fernandez was born on 19 April 1974 in Kaula Lumpur in Malaysia. He was a popular Malaysian film director and designer. His major works are Clock on the wall, Where Am I, Choices, Granted All that has happened.

Marvellous Travel Summary in English

[Travelling is a method to know the world around us. By travelling we can find new people and their lives.]
I watch people who are crying. I see people who went away without saying good-bye. As I travel I meet women, men and children whose stories are written with my pen. While travelling I hope to see new things around. Irrespective of the places everywhere I find interesting things. When I am travelling I find girls, tribesmen and. different types of people. I do not take money with me during my journey. Life as a journey is with full of good, bad and ugly people. Each and every experience in life is valuable.

Marvellous Travel Summary in Malayalam

Marvellous Travel Glossary

You can Download The Scholarship Jacket Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 10th Standard English Solutions Unit 4 Chapter 1 help you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 10th Standard English Solutions Unit 4 Chapter 1 The Scholarship Jacket (Short Story)

Std 10 English Textbook The Scholarship Jacket Questions and Answers

The Scholarship Jacket Questions And Answers 10th Question 1.
What was the tradition followed in the small Texas school?
Answer:
The tradition followed in the small Texas school was that a beautiful gold and green jacket was awarded to the student who had maintained the highest grades for eight years. The award was given during the passing out function (in the USA they call it graduation) of the 8th graders.

The Scholarship Jacket Summary In Malayalam 10th Question 2.
What do you think the letter ‘S’ on the jacket represents?
Answer:
The letter ‘S’ represents “scholarship”.

The Scholarship Jacket Summary 10th Question 3.
‘This one, the scholarship jacket, was our only chance.’Why does Martha say so?
Answer:
She says it because her parents were very poor. To take part in the school sports, a lot of money had to be paid by way of registration fees, uniform and outside trips. So Martha’s brothers and sister had no chance of getting any jacket by being a member of any team or by winning any sport event.

Scholarship Jacket Question Answers 10th Question 4.
How does Martha describe herself?
Answer:
She was pencil thin, without any curve anywhere. She was called ‘beanpole’ and ‘string bean’.

The Scholarship Jacket Answers 10th Question 5.
What were Martha’s teachers arguing about?
Answer:
They were arguing about Martha. If merit was the only consideration, the scholarship jacket should go to Martha. That is what Mr. Schmidt, her history teacher wanted. But her maths teacher named Mr. Boone wanted it to be given to Joann as her father is a Board member and owns the only store in town.

The Scholarship Jacket Questions And Answers Pdf 10th Question 6.
Why was Mr. Boone arguing in Joann’s favour?
Answer:
Mr. Boone was arguing in Joann’s favour because her father was a Board member and owns the only store in town.

The Scholarship Jacket Notes 10th Question 7.
‘It seemed a cruel coincidence…. ’ Why did Martha sayso?
Answer:
Martha said so because the argument she overheard between Mr. Schmidt and Mr. Boone was about herself, about the giving of the scholarship jacket. When she was called to the principal’s office she knew why she was being called.

The Scholarship Jacket Questions And Answers Class 7 10th Question 8.
Why was the principal ‘uncomfortable and unhappy’?
Answer:
He was uncomfortable and unhappy because that year a new rule was brought by the Board that the student who is to be given the scholarship jacket should pay an amount of 15 dollars. He knew that Martha deserved the jacket, but since she was too poor to pay, the jacket will have to be given to someone else. He knew it was a ploy by a Board member to enable his daughter Joann to get the jacket.

Narration Of The Story The Scholarship Jacket 10th Question 9.
Why was Martha shocked?
Answer:
She was shocked because the principal told her that she would have to pay 15 dollars if she wanted the jacket. Until that year it was given free to the best student.

The Scholarship Jacket Answers Pdf 10th Question 10.
Why was the winning the scholarship jacket important to Martha?
Answer:
It was important to Martha because it represented 8 years of hard work and expectation.

The Scholarship Jacket Text Book Questions And Answers 10th Question 11.
Why did Martha’s grandfather refuse to pay the money?
Answer:
He refused to pay the money because he thought that if she pays for it, it will not be a scholarship jacket anymore.

The Scholarship Jacket Questions Answer Key 10th Question 12.
Why was the principal disturbed when Martha’s grandfather refused to pay the money?
Answer:
The principal was disturbed when Martha’s grandfather refused to pay the money because then the jacket will have to be given to someone else. The principal knew full well that Martha deserved it and he did not want herto lose it. The principal also knew that the grandfather’s reasoning was right. It is not that the grandfather does not have 15 dollars as he owns a 200-acre ranch.

The Scholarship Jacket Questions 10th Question 13.
Why did the principal change his mind?
Answer:
The principal was an honest man and he knew that Martha’deserved the jacket. He also thought that by making a student pay, a scholarship jacket would not remain a scholarship jacket any more. It would be like a jacket bought in the market., Moreover he sympathized with Martha.

Summary Of Scholarship Jacket 10th Question 14.
How did Martha wish to express her joy?
Answer:
She wished to express her joy by yelling, jumping, running the mile or doing something.

Sslc English The Scholarship Jacket 10th Question 15.
Who really helped Martha get the scholarship jacket? How?
Answer:
Mr. Schmidt. He must have told the principal that he was not ready to tell lies or falsify records. He must have threatened to resign from his job if Martha was not given the jacket.

Question 16.
‘His face looked happy and innocent as a baby’s, but I knew better.’ What does the expression ‘but I knew better’ suggest here?
Answer:
She knew that it was Mr. Schmidt who argued for her and convinced the principal to give the jacket to her instead of giving it to Joann, whose father was a Board member.

Activity 1

Question 1.
What did the teacher mean by the statement ‘Martha is Mexican’?
Answer:
This statement was made by Mr. Boone, Martha’s Maths teacher. He was in favour of giving the scholarship jacket to Joann, the daughter of a Board member, who owned the only store in town. To add weight to his argument he was bringing in the racial issue. His argument is why to give the scholarship jacket to a Mexican, instead of giving to an American? From this we see that even in schools there is racial prejudice. In fact teachers must be above such petty considerations. In schools only merit should count and not religion, sex, race or nationality.

Activity 2

Question 1.
Narrate the events that led to Martha’s winning the Scholarship Jacket.
Answer:
Martha comes from a poor family and as her parents could not afford to keep her, she is given to her grandparents to bring her up. But she is a hardworking girl who has been at the top of the class for all the 8 years. In the Texas school where she studied, there was a custom that the student who maintained the topmost grades for all the 8 years would be awarded a scholarship jacket on the passing out (graduation) function. The jacket was free. But that year a Board Member wanted her daughter to get the scholarship jacket. For that a rule was made that only if the student pays 15 dollars the jacket would be given.

The member and some of his supporters among the staff know that Martha is too poor to pay and thus Joann could get the jacket. When Martha goes home and asks her grandfather to pay 15 dollars, he refuses to pay saying that if the money is paid it will no more be a scholarship jacket. Martha goes and says this to the principal. Some teachers, like Mr. Schmidt, Martha’s history teacher, had already insisted that the jacket should be given to Martha as she is the one who. really deserves it. Finally the principal decides to award it to Martha.

Activity 3

Question 1.
Pick out instances from the story that reveal the role played by them and complete the table given.
Paragraphs about each:

The grandfather: We see him always working in the field. He is a rich man with a 200-acre ranch and he does a lot of the work himself. He is very logical. He says that if money is to be paid for scholarship jacket, it will no more remain a scholarship jacket. His argument wins in the end.

The Principal: We see the principal calling Martha and telling her that from that year there is a policy change and she has to pay 15 dollars to get the scholarship jacket. From his behaviour we know he is unhappy about the decision of the Board as he knows Martha deserves the scholarship jacket. He is a good man because he finally decides to give the jacket to Martha. This may offend the father of Joann and also teachers like Mr. Boone.

Mr Boone: He is a bad teacher. He wants the scholarship jacket to go to Joann because her father is a Board member and he owns the only store in town. He also says Martha is a Mexican and so the jacket should go to Joartn. He is a racist in the sense that he does not give due consideration to merit, but to race and nationality. Such teachers are a shame to the profession.

Mr. Schmidt: He is a good example for a nice teacher. He insists that the jacket should be given to Martha. He is not ready to tell lies and falsify records to favour Joann. He even threatens to resign his job, if the jacket is not given to Martha. We see him happy in the end because he knows justice is done. He must have been jubilant when Martha gave him an affectionate hug.

Activity 4

Question 1.
Prepare the speech and present it before the class.
Answer:
Respected Principal, my dear teachers and friends, It is with joy and sorrow that I stand here. Joy because I have passed the 8th grade and received the scholarship jacket. Sorrow because I have to leave this school and my beloved teachers that have made me grow wiser and my friends with whom I have spent 8 years of my childhood. I thank the Principal and my teachers and my classmates who have helped me in getting this scholarship jacket. My sister had earned it a few years ago and now I am getting it and I am sure my family members will be proud of me. I take this opportunity to especially thank my History Teacher, Mr. Schmidt who has helped me in different ways. I will always remember him with gratitude.

Before I conclude, I would like to make a suggestion. This year the Board had decided to charge 15 dollars for the jacket. But fortunately for me the Principal was kind to make an exception and that is why I am getting this jacket. I want to say to everyone concerned that a scholarship jacket will not remain a scholarship jacket, if one has to pay for it even a single dollar.

I once again thank everyone for making my stay in this school a memorable one. I wish all my classmates a successful future.
Martha

Activity 5

Question 1.
The management decides to change the policy regarding the Scholarship Jacket. The principal feels uncomfortable and unhappy about this change. He expresses his resentment in a letter to the management. Write the likely letter.
Answer:

School Letterhead

The Chairman
Management of the Texas Rural School
Texas
16 June 2016

Dear Sir,
Sub: CHARGING FEE FOR THE SCHOLARSHIP JACKET
I am much grieved at the decision of the Management to charge a fee of 15 dollars from the student who is eligible to get the scholarship jacket. Our school has been in existence for 80 years and all these years the jacket was given free. Now, making a sudden change in the policy is not advisable for many reasons.

The biggest reason is that the eligible student may be from a poor family and he/she may not be able to make the payment. Thereby the student will lose his/her chance to get the jacket. This is injustice. Money should not become a criterion for receiving such honors.

Secondly charging a fee for the scholarship jacket will reduce the significance of the scholarship jacket. If one has to pay a fee for that jacket, it will be like any other jacket bought in the market.
Many of the teachers are against the decision of the Management to charge a fee for the jacket. It breaks an honorable tradition set by this school and also it prevents poor students from having the reward for their continuous hard work.

So please reconsider the matter and once again make the scholarship jacket what it actually is – a scholarship jacket.
Thank you,

Yours sincerely,
Sd/-
(Selina Job)
Principal

Activity 6

Question 1.
Here Martha tells her own story. Imagine that you are a friend of Martha and you know everything that happened in her life in connection with the issue of the Scholarship Jacket. If you narrate the story, how would you do it? Write the likely narrative.
Answer:
Martha is an intelligent and hardworking girl. But because her parents were poor, they gave her to her grandparents to bring up. Her poverty did not stop her from hard work and she has been scoring top grades all the years.

In the Texas school where she was studying, there was the custom of awarding a scholarship jacket to the best outgoing student. The jacket was given during the valedictory function for the 8^th grade students. The eligible student should have constantly scored the top grades in all the 8 years of his/her stay there. Martha was sure she would get it and she was eagerly awaiting it.

There was a girl called Joann in her class. She was nowhere near Martha in her grades. But her father was a Board member and he made a plan to keep Martha away from the Prize. He knew that Martha was too poor to pay any money to get the jacket. He and some his friends took the initiative and made the Board change its policy from that year. They decided that to get the scholarship jacket the student has to pay 15 dollars. By this he knew that Martha won’t get it and it could then be given to Joann.

But a good teacher named Mr. Schmidt was against this scheme. He persuaded the principal to make the scholarship jacket free. The principal also realized it would be an injustice to Martha if the jacket was not given to her. So, finally, Martha got it because of the goodness of Mr. Schmidt and the principal. Martha was very happy.

Activity 7

Question 1.
Martha is awarded the Scholarship Jacket by the Vice-Chancellor of the University. Prepare a news report of the award ceremony.
Answer:
Texas, March 3: The Texas Rural School Scholarship Jacket is awarded to Martha Stevenson, who has been scoring top grades in all the 8 years of her study there. Presenting the Scholarship Jacket, Dr. Bill Mason, Vice-Chancellor of the University of Texas, said that Martha should be made a role model by all the students. Although coming from a poor family, Martha has been able to maintain top grades throughout her study in the school. He wished her to continue to work hard so that she can reach greater heights in life.

The Board had decided to charge a fee of 15 dollars for the scholarship jacket. But the principal made an exception in the case of Martha, considering her merit throughout her stay in the school.
When asked what her future plan was, Martha said she would study Law as she wanted to become a solicitor.

Let’s Learn More About Words

Activity 1.

Some words from the story are given in Column A. Match the words in Column A with their appropriate meaning in Column B.

Answer:

Activity 2

Write the word that best completes each sentence. You may use the words given in Column A of Activity 1.

1. …………. people are usually good athletes.
2. Martha tried not to …………. over the bad news.
3. ‘What a ………….! I wasn’t expecting to see you here, the principal said to Martha.
4. She could not help but ………….
5. Mr. Schmidt was not ready to …………. the records to hide the truth.
6. The thought that she may lose the Jacket was the reason for her ………….
7. The …………. comments of Mr. Boone made her upset.
8. She couldn’t …………. enough courage to ask
Answers:
1. Agile
2. dismay
3. coincidence
4. eavesdrop
5. falsify
6. despair
7. vile
8. muster

Activity 3

Look at the examples given below and try to find out the meanings of the words highlighted from the contextual clues given in the sentences.
1. Manu is a polyglot. He knows several languages.
2. The hurricane began as an amorphous mass – a shapeless group of clouds.
3. When I disparaged him, he put me down in the same way.
4. She was not simply happy to receive the gift; she was euphoric.
5. The sleep clinic treats somnambulists, people who walk in their sleep.
Answers:
1. one who knows many languages.
2. without any clear shape or form
3. regard as worthless
4. extremely happy.
5. people who walk in their sleep

Activity 4

Read the notes on page 123 Given below are sentences which contain idiomatic expressions. Read the sentences and write the meaning of the idioms.
Read the following sentences from the story.
(i) The principal muttered something I couldn’t understand under his breath and walked over to the window.
(ii) His face looked as happy and innocent as a baby’s, but I knew better.

Here the idiom ‘knew better’ means to be wise enough to recognize something as wrong or not possible.

1. We can argue on the issue till the cows come home ………….
2. Oh! It is raining cats and dogs ………….
3. Radhika was tickled pink by the good news ………….
4. This dress costs an arm and a leg ………….
5. We all are in the same boat ………….
6. I’ll clean the toilet when pigs fly ………….
Answers:
1. for a long time.
2. raining very heavily.
3. very delighted.
4. a lot of money.
5. the same difficult situation
6. never.

The Scholarship Jacket About Author

Marta Salinas was born in 1949. She is a native of Coalinga, California. She graduated in creative writing from the University of California. She has published several short stories.

The Scholarship Jacket Summary in English

P. 113
1. I attended a small Texas school. It had a tradition. Every year during the 8th grade passing out function a beautiful gold and green jacket was awarded to the student who had maintained the highest grades for 8 years. The jacket had a big gold ‘S’ on the left front side and your name written in gold letters on the pocket.

2. My eldest sister Rosie had won the jacket a few years back. I also expected it. I was 14 and in the 8th grade. I had been an ‘A’ student from the first grade. My father was a farm labourer. He could hardly earn enough to feed his 8 children. So when I was six, I was given to my grandparents to be looked after.

p. 114
3. We could not participate in sports at school as there were registration fees, uniform fees and trips out of town. So we would never have a school sports jacket in our home. The scholarship jacket was our only chance.

In May, close to the passing out day, spring fever struck as usual. No one paid any attention in class. We stared out of the window and at one another. We wanted to finish the classes. I was unhappy whenever I looked in the mirror. I was pencil thin. Not a curve anywhere. I was called ‘beanpole’ and ‘string bean’. I knew I looked like that. I was thinking like this when I walked from the history class to the gym. Another hour of sweating in basket ball, and showing my toothpick leg. I remembered that my PE shorts were in a bag under my desk where I had forgotten them. I had to walk all the way back to get them. Coach Thomson was strict with the PE shorts. She had said that I was a good forward. She even tried to persuade Grandma to let me join the team. Grandma refused.

5. I was almost back at the classroom when I heard angry voices. I stopped. I did not know what to do. I needed those shoes. I was getting late. But I did not want to interrupt an argument between my teachers. The voices I recognized: Mr. Schmidt, my history teacher and Mr. Boone, my maths teacher. They were arguing about me. I could not believe it. I stood flat against the wall as if I were trying to blend with the graffiti.

Theard Mr. Schmidt. He sounded very angry: “I refuse to do it! I don’t care who her father is. Her grades don’t even begin to compare to Martha’s. I won’t lie or falsify records. Martha has a straight A-plus average and you know it.” Mr. Boone’s voice was calm and quiet. “Look, Joanne’s father is on the Board. He owns the only store in town. We could say it was a close tie and …”

p. 115
6. I could not hear the rest of what he said clearly. But I could hear some words here and there. “Martha is Mexican …. resign … won’t do it…” Mr. Schmidt rushed down the opposite way and went into the auditorium. He did not see me.

I was shaking. I waited a few minutes and ran into the room and collected my bag. Mr Boone saw me, but did not say anything. To this day I don’t remember how I got through the PE. I went home very sad. I cried into the pillow so that Grandmother would not hear me.

7. It was a cruel coincidence that I heard that conversation. When the Principal called me to his office the next day, I knew what it was for. He looked unhappy and uncomfortable. I looked him straight in the eyes. He looked away and pretended to be looking at some papers.

He told me that there was a change in the policy regarding the scholarship jacket. It used to be free. But this year the Board has decided to charge 15 dollars which will not even cover the cost of the jacket.

8. I stared at him in shock. A sound of surprise came from my throat. He still avoided looking in my eyes. “He said that if I could not pay 15 dollars, it would be given to the next one in line. I knew who it was.

9. I told him that I would speak to my grandfather and let him know the next day. I cried as I was returning home from the bus stop. By the time I got home my eyes were red and puffy.

p. 116
I asked Grandmother where Grandpa was. He was working in the bean, field at the back of the house.

10. I met him there. He was walking between the rows of plants with a hoe in his hand. I went to him thinking how I could present my demand. There was a cool breeze and sweet smell of mesquite fruit in the air. I wanted that jacket so much. It represented 8 years of hard work and expectation. I knew I had to be honest with Grandpa. He saw my shadow and looked up.

11. I cleared my throat. I held my hands behind my back so that he would not see them shaking. I told him that I wanted to get a big favour from him. I spoke in Spanish. He knew only Spanish.

12. I explained to him that this year the scholarship jacket was not free. It would cost 15 dollars. If I didn’t pay the money tomorrow it would be given to somebody else. Grandpa looked up and leaned his chin on the hoe handle. He looked at the field and finally asked, “What does a scholarship jacket mean?”

13. I answered quickly: “It means you’ve earned it by having the highest grades for 8 years and that’s why they are giving it to you.” I realized the significance of the words too late. Grandpa said nothing and went back to weeding the field. Finally he spoke as I turned to leave, crying.

p. 111
“If you pay for it, Martha, it is not a scholarship jacket, is it? Tell your principal that I will not pay the 15 dollars.”

I walked back and locked myself in the bathroom for a long time. I was angry with Grandpa although knew he was right. I was angry with the Board. Why did they change the rule when it was my turn to get the jacket?

Those were days of belief and innocence. The next day I went to the Principal’s office very sad. This time he looked me in the eyes. When he asked what my grandfather said, I told him he would not pay the 15 dollars.

15. The Principal muttered something. He walked to the window and looked outside. He looked bigger than usual. He was a tall, thin and bony man with gray hair. Finally he asked, “Why won’t your grandfather pay? He.has a two-hundred acre ranch.”

16. I looked at him forcing my eyes to stay dry. Then I told him the reason grandfather gave for not paying. I stood up to leave. I told him: “I think you’ll have to give it to Joann.” It had just slipped out of my mouth. I was near the door when he called me, “Martha, wait.”

p. 118
17. I tumed and looked at him, waiting. What did he want now? My heart was pounding and something bitter tasting was in my mouth. I thought I would vomit. I did not want any sympathy speeches. He sighed loudly and went back to his desk. Then he told me that they would make an exception and give me the jacket.

18. I could hardly believe my ears. I thanked him. I felt great. I did not know about adrenalin then but I knew something was pumping inside me. I wanted to yell, jump, run, do something. I ran out so I could cry in the hall where nobody would see me. At the end of the day, Mr. Schmidt winked at me and said that he heard that I was getting the jacket.

19. His face looked happy. I gave him a quick hug and ran to the bus. I cried on the walk home again. This time I cried as I was happy. I ran into the field to tell Grandpa. I started pulling weeds. Grandpa worked alongside me for a few minutes. He did not ask what had happened. After collecting a pile of weeds I faced him. Then I told him what happened.

20. Grandpa said nothing. He gave me a pat on my shoulder and a smile. He wiped his sweat with the crumpled red handkerchief he always carried in his back pocket. He asked me to see if Grandma wanted any help with supper.

Iran back to the house whistling some silly tune.

The Scholarship Jacket Summary in Malayalam

The Scholarship Jacket Meanings of Words And Phases

You can Download A Prayer in Spring Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 9th Standard English Solutions Unit 5 Chapter 2 help you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 9th Standard English Solutions Unit 4 Chapter 2 A Prayer in Spring (Poem)

Std 9 English Textbook A Prayer in Spring Questions and Answers

True happiness is to enjoy the present without being too anxious about the future. When it comes to seeking happiness in the present, can nature help us? Here is a poem where the poet urges the reader to experience joy and pleasure that the natural springtime delights offer.

Let’s revisit and enjoy the poem.

A Prayer In Spring Questions And Answers Kerala Syllabus 9th Question 1.
Who does the poet address in the first line?
A Prayer in Spring Questions and Answer:
God

A Prayer In Spring Summary Kerala Syllabus 9th Question 2.
Who are referred to as ‘us’ here?
Answer:
People everywhere

A Prayer In Spring Question Answers Kerala Syllabus 9th Question 3.
Why does the poet use ‘to-day’ instead of ‘today?’
Answer:
to mean every day

Summary of A Prayer in Spring Question 4. Where is the poet and what is happening around him?
Answer:
He is in an orchard. There are trees around him. A bird is darting and there are bees.

A Prayer In Spring Lesson Plan Kerala Syllabus 9th Question 5.
What is the first pleasurable sight?
Answer:
The flowers

A Prayer in Spring Poem Summary Question 6. Which habit of human beings stands as an obstacle in enjoying the pleasures in nature? Pick out the lines that indicate this habit.
Answer:
Thinking too much about the future, “And give us not to think so far away as the uncertain harvest.”

Appreciation Of The Poem A Prayer In Spring Kerala Syllabus 9th Question 7.
Identify the enjoyable sight mentioned in the second stanza. What is it compared to?
Answer:
The white orchard. It is compared to ghosts by night.

A Prayer In Spring Innovative Lesson Plan Kerala Syllabus 9th Question 8.
The poet says that bees are happy. How does the poet justify his claim?
Answer:
The poet justifies his claim by saying that the bees swarm dilating round the perfect trees.

A Prayer In Spring Summary In Malayalam Kerala Syllabus 9th Question 9.
Explain the idea in the line ‘And off a blossom in mid-air stands still’.
Answer:
The ray of the meteor touches the blossom and it stands still in mid-air.

Summary Of The Poem A Prayer In Spring Kerala Syllabus 9th Question 10.
The poet mentions love in the fourth stanza. Is it human love or divine love? Give reasons.
Answer:
It is divine love. Only divine love can bring in such beauty into nature. Such love is reserved for God.

A Prayer In Spring Poem Kerala Syllabus 9th Question 11.
According to Robert Frost, what is man’s duty while living in this world?
Answer:
Man’s duty while living in this world is to enjoy the divine beauty that God provides him with and share the love of God with other fellow-beings.

A Prayer In Spring Summary In English Kerala Syllabus 9th  Activity -1

The poem ‘A Prayer in Spring’ depicts the beauty of nature in the Spring season. Fill in the bubbles with the shades of nature that attracted the poet in the Springtime.

Answer:
Words for the Bubbles: Harvesting, white orchard, swarming bees, darting bird.

A Paragraph:
The poet, Robert Frost, has treated nature in an exquisite way in his fine poem “A Prayer in Spring”. It is springtime. There are flowers everywhere. There is the beautiful white orchard. There are many fine-looking trees in it. The bees are swarming about them as if they are singing and dancing in joy. A bird is flying about chirping melodiously as if she is singing a lullaby. There are blossoms all around. God in his divine love has made Nature so beautiful that we can enjoy its beauty to our hearts’ content.

A Prayer In Spring Malayalam Meaning Kerala Syllabus 9th Activity – 2

a) The expression ‘springing of the year’ refers to the beginning of the season of planting and tending- a season of new birth. Robert Frost tells us that we should live in the moment and learn not to focus on the harvest. What message does the poet convey in the first stanza? Express your views.
Answer:
In the first stanza, the poet says that we should enjoy the pleasures of today without worrying about what will happen in the future. It is the beginning of the Spring. It is the time to plant and tend the seedlings. We should be happy at what we are doing now and not worry about the harvest that will come months later. These lines remind me of the famous poet Omar Khayyam who wrote: “Dead yesterday, unborn tomorrow/Why fret about them if today be sweet?” Yes, we should learn to enjoy the present without bothering too much about the unborn tomorrow.

b) The bees play an inevitable role in nature. What function do they perform and how does the poet describe it?
Answer:
The bees do play an inevitable role in nature. It is they who help in the pollination process. They drink the honey and eat the pollen from the flowers and in the process, they help in the pollination without which there will be no fruits of grains. The poet says the happy bees hover, about the trees as if they are intoxicated by the drink they had and are dancing in joy. This sight makes us also happy. In addition to helping with the pollination, the bees supply us with their delicious honey. The buzzing of the bees is like sweet music. Thus the bees produce a feast for our eyes, ears and tongue – our senses of sight, sound, and taste.

Activity 3

In the first stanza, Robert Frost tells us that we should learn to get rid of our anxieties about future and enjoy living in the moment gifted to us. How does the poet reinforce this message in the last stanza? Explain.
Answer:
In the first stanza, Robert Frost tells us that we should learn to get rid of our anxieties about future and enjoy living in the moment gifted to us. The poet reinforces this message in the last stanza by saying that what we see in nature is the reflection of God’s love. Only God can give love in such abundance. Our duty is to enjoy the feast he has supplied and by doing that we will be fulfilling his desires. God gives us all this beauty to make us happy and if we refuse to enjoy it, we are actually insulting God. Not enjoying it would be like not tasting the delicious dishes our host has lovingly prepared for us.

Activity – 4 (Page 181)

Read the lines and identify the poetic device from the box given below. Briefly describe the idea conveyed by these lines.
[alliteration, simile, metaphor]

A Prayer In Spring by Robert Frost Question 1. And off a blossom in mid-air stands still
Poetic device -…….…………………………………………..
Explanation: …….……………………………………………..
Answer:
1. Alliteration: Alliteration is the use of words starting with the same sound close to one another, stands – still.
The line shows that the ray from the meteor touches the flower, as if kissing it, and it is so happy that it stands still in midair.

A Prayer in Spring Lesson Plan Question 2. Like nothing else by day, like ghosts by night
Poetic device -…….……………………………………………
Explanation: …….……………………………………………..
Answer:
2. Simile: It is a poetic device in which you compare two different things which have at least one quality in common. Similes are often introduced by the words ‘like’ or ‘as’, as in “like ghosts by night. The white orchard is so beautiful that nothing can compare with it during the daytime, but the trees look like ghosts by night time as they shine because of their white color.

A Prayer in Spring Summary Question 3. The meteor that thrusts in with needle bill
Poetic device -…….………………………………………………………………………….
Explanation: …….…………………………………………………………………………..
Find more examples for each from the poem, if any.
Answer:
Metaphor: It is a figure of speech very much like a simile. But in a metaphor, we don’t use the introducing words ‘like’ and ‘as’. We say A is B. If we say A is like B, it is a Simile, but when we say A is B, it is a metaphor. Any simile can be changed into a metaphor and any metaphor into a simile. The meteor, using its ray, thrusts into the flower as if pricked by the sharp bill of a little bird.

More examples:
Alliteration: it is
Metaphor: The meteor that thrusts in with needle bill – the meteor is considered a bird.
Simile: Orchard white like nothing else by day

Activity – 5

Robert Frost mentions the enjoyable sights in nature in the Spring season. However, he understands that there are several factors that prevent man from enjoying the simple pleasures of life. The poet’s pleasure and its sources are quite different from those of modern man. What gives pleasure to man in the modern world? Do these pleasures satisfy him? Express your views in a paragraph.
Answer:
The poet’s pleasure and. its sources are quite different from those of modem man. The poet finds pleasure in the flowers that bloom, in the beautiful white orchard, in the fine-looking trees and the bees swarming about them as if they are singing and dancing in joy. The poet finds joy in the bird flying about chirping melodiously. God in his divine love has made Nature so beautiful that the poet enjoys its beauty to his heart’s content.

But modern man is not pleased with these things. He needs money. He needs material pleasures. He finds his pleasure in his mobile phone, in his television set, in the theatres, in the bars, in football and cricket and in amassing wealth. I am reminded of William Wordsworth who lamented the modern man’s fascination for money. He said, “The world is too much with us late and soon/Getting and spending we lay waste our powers/ Nothing we see in Nature is ours/We’ve given our hearts away, a sordid boon.” Yes, we have made a bad bargain by loving money more than we love Nature and its beauty.

You can Download Learning the Game Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 9th Standard English Solutions Unit 1 Chapter 2 help you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 9th Standard English Solutions Unit 1 Chapter 2 Learning the Game

Std 9 English Textbook Learning the Game Questions and Answers

Learning The Game Question Answers Kerala Syllabus 9th Question 1.
Cite instances from the passage that show Sachin’s love for cricket even from a very early age.
Answer:
Sachin played cricket with his colony friends. He loved watching cricket on television. While playing cricket he tried to imitate his favorite players, Sunil Gavaskar and Viv Richards.

Learning The Game 9th Standard Kerala Syllabus Question 2.
How did Shardashram Vidhyamandir differ from other schools in Mumbai?
Answer:
Shradashram Vidhyamandhir gave greater importance to the game of cricket than other schools. Ramakant Achrekar was the cricket coach there.

Learning The Game Questions And Answers Kerala Syllabus 9th Question 3.
What was Achrekar Sir’s first impression of Sachin?
Answer:
Achrekar first thought that Sachin was too young to attend the camp.

Learning The Game 9th Standard Question Answer Kerala Syllabus Question 4.
What was the role of Ajith in Sachin’s induction into the Mumbai cricket circuit?
Answer:
Ajit requested Achrekar to give Sachin one more chance. He wanted Sir to pretend to go away and watch him bat from a distance.

Learning The Game 9th Standard Pdf Kerala Syllabus Question 5.
Why did Sachin feel that the schedule of the camp was ‘rigorous’?
Answer:
Sachin had practice sessions every morning and evening at Shivaji Park which was 40-minute bus ride from his home. After practice, Sachin would be thoroughly exhausted. So he felt that the schedule of the camp was a rigorous one.

9th Learning The Game Question Answer Kerala Syllabus Question 6.
What served Sachin as a very personal coaching manual?
Answer:
Sachin’s brother Ajit once gave him a note containing some thoughts about batting. He kept it with him as it served him as a very personal coaching manual.

9th Standard English Learning The Game Question Answer Question 7.
“The system worked well – apart from my pockets.” What is the ‘system’ referred to here by Sachin?
Answer:
Sachin had only one set of cricket clothes. So his routine was to wash and dry them after each session so that he could wear them for the next session. This routine is the ‘system’ referred to by Sachin.

9th English Learning The Game Question Answer Kerala Syllabus Question 8.
Why was Sachin asked to change his school?
Answer:
The New English School where Sachin studied did not have cricket facilities. His coach advised him to change his school if he wanted to take cricket seriously.

9th Standard English Learning The Game Pdf Kerala Syllabus Question 9.
What was the condition laid down by Sachin’s father for changing his school?
Answer:
Only if Sachin was really serious about playing cricket, his father was ready to change his school.

Learning The Game Lesson Question Answer Kerala Syllabus 9th Question 10.
What did Sachin consider as a kind of safety valve?
Answer:
All his excess energies were channeled into playing cricket and Sachin considered this as a safety valve.

9th Class English Learning The Game Question Answer Kerala Syllabus Question 11.
How did the one rupee coin help Sachin to become a good batsman?
Answer:
In order to own the one-rupee coin kept by Achrekar on top of the stumps, Sachin had to avoid getting out and bat continuously with some sixty to seventy boys fielding. So he had to hit the ball along the ground. It taught him how to concentrate even when physically drained. It also gave him immense satisfaction.

Learning The Game Sachin Tendulkar Question Answer Kerala Syllabus 9th Question 12.
What helped Sachin to build up physical and mental stamina?
Answer:
After the thorough practice in cricket, Sachin had to run two full circuits of Shivaji Park with his pads and gloves on. This routine throughout the summer holidays helped him to build up his physical and mental stamina.

Learning The Game By Sachin Tendulkar 9th StandardKerala Syllabus Question 13.
This regular demand was “a little unreasonable.”
a) What was the demand?
b) Why was it unreasonable?
Answer:
a) After his practice sessions in cricket, Sachin used to demand his father to treat him to a special fruit juice.
b) He had not realized that his parents also had to £ take care of the needs of his brothers and sister. So his demand was unreasonable.

Learning The Game Sachin Tendulkar Pdf Kerala Syllabus 9th Question 14.
Why was Sachin asked by the bus conductors to buy two tickets?
Answer:
When Sachin had to stand inside the bus with the kitbag on his back, he often took the space of another passenger. So sometimes he was asked by the conductors to buy two tickets.

Learning The Game By Sachin Tendulkar Kerala Syllabus 9th Question 15.
‘Cricket is waiting for you at the nets. Practice hard and see what magic can transpire. ‘What aspect of a coach can you infer in Achrekar here?
Answer:
Sometimes when Sachin evaded practicing at the nets, Achrekar would come on his scooter to take him to the nets. Only a responsible and sincere coach would do it.

9th Standard English Learning The Game Summary Kerala Syllabus Question 16.
a) Why did Achrekar Sir punish Sachin?
b) How did it help him?
Answer:
a) Achrekar Sir punished Sachin once when he bunked the daily evening practice.
b) It helped him to practice hard every day and become a world-renowned cricketer.

Let’s revisit and reflect (Page 26)

Question 1.
Do you think that the summer camp at Shivaji park helped Sachin to mould himself into a real cricketer? State your reasons.
Answer:
Yes I think that the zealous practice made by Sachin at Shivaji park made him a great and real cricketer. He practiced from 7.30 am to 10.30 am in the morning and in the afternoon he practiced till late evening. His dedication and hard work made him to do so.

Question 2.
“One day people from across the world would come and watch you play.” Did these words of Achrekar Sir come true? Explain.
Answer:
Yes, they did. Sachin became known as the god of cricket. He is the only player to have scored one hundred international centuries, the.first batsman to score a double century in a One Day International, the holder ‘: of the record for the number of runs in both ODI and , A: Test cricket, and the only player to complete more than 30,000 runs in international cricket.

Question 3.
Quote the sentences which you find most inspiring, from ‘Learning the Game’. How do they inspire you?
Answer:

• I was delighted and I must say it was an opportunity that transformed my life.
• There was never quite enough time for the pockets to dry out completely, and for the entire duration of the camp, I played with wet pockets.
• Winning the one-rupee coin used to give me immense satisfaction and taught me how to concentrate even when physically drained. I am quite inspired by the quotes as they tell me to utilize the opportunities that come my way, They tell me to be persevering and determined.

Activity -1 (Page 26)

Read the excerpt from Sachin’s autobiography ‘Learning the Game’ and list the role of his father, brother, and coach in moulding the cricket legend.

“One day people from across the world would come and watch you play.” Said Achrekar.
Now, look at these pictures.

Achrekar was able to foresee similar pictures even when Sachin was a school cricketer.
Not only Achrekar but also his father and brother played an important role in Sachin’s career. List out their roles.

Write up

Molding a Legend:
‘Some are born great, some achieve greatness, and some have greatness thrust upon them’. For achieving success in life sometimes we want someone to motivate us, someone, to guide us, someone, to inspire us. Here in the extract, we can see Ajit, Sachin’s brother is the person who discovered the talent in him. And Achrekar sir is the person behind his success. Finding out the talents In Sachin and developing them was the role played by Ajit and Achrekar. The great leader and orator Abraham Lincoln was also motivated by his childhood friend Dennis Hanks.

Almost every great person has the story of someone behind the curtain helping him to grow to fame. Sachin’s father Ramesh Tendulkar also allowed him to change the school and advised him to take cricket seriously. He encouraged his son saying all he wanted him to do was to make his best efforts without worrying about the results. Sunil Gavaskar and Viv Richards inspired Sachin. Setting the goal and pursuing it are the main factors we see in the life of Sachin.

Activity – 2 (Page 27)

a) Prepare a profile of Sachin’s coach Ramakanth Achrekar using the information given below.
Name: Ramakanth Achrekar
Year of birth: 1932
Place of birth: Malvan, Maharashtra
Occupation: Cricket coach
Founder: Kamath Memorial Cricket Club at Shivaji Park
Famous players trained: Sachin Tendulkar, Vinod Kambli, Ajith Agarkar
Awards and honors: Dronacharya Award in 1990, Padma Shri in 2010

Profile of Ramakanth Achrekar

Ramakanth Achrekar was born in 1932 at Malvan in Maharashtra. He was well-known as a cricket coach. He was the founder of Kamath Memorial Cricket Club at Shivaji Park. He was the coach of the god of Cricket in India, Sachin Tendulkar and some outstanding players like Vinod Kambli and Ajith Agarkar. He was a man of great foresight and vision. He was honoured by the country by giving him the Dronacharya Award in 1990 and Padma Shri in 2010.

b) Your school is organizing a meeting to honour Ramakanth Achrekar. Suppose you are the anchor of the function. Prepare a script for introducing him using the information given above.

Your school is organizing a meeting to honour Ramakant Achrekar. Suppose you are the anchor of the function. Prepare a script for introducing him using the information given above.

Dear friends,
I have great pleasure in introducing to you the great man who molded the cricket career of Sachin Tendulkar, popularly known as the god of cricket in India. He was the founder of Kamath Memorial Cricket Club at Shivaji Park. He was the coach of the god of Cricket in India, Sachin Tendulkar and some outstanding players like Vinod Kambli and Ajith Agarkar. He was a man of great foresight and vision. He was honoured by the country by giving him the Dronacharya Award in 1990 and Padma Shri in 2010. Sachin rightly said, “I owe myself to Achrekar Sir.”

Activity – 3 (Page 29)

Read the extract from a blog about the famous athlete Wilma Rudolph written by Jason Anderson in sparkpeople.com

With the help of your teacher, prepare a blog on your school. Don Bosco School is a private, English-medium, co-educational school in Irinjalakuda, Kerala, India. It was established in March 1962 on the invitation of the late Bishop of Thrissur, George Alappatt. The school is run by Salesian Priests who add the title SDB to their names. SDB means Society of Don Bosco. The school is committed to give excellent education to the children who are enrolled there. The school has good playgrounds and other facilities for physical training.

In Latin, there is a proverb which says “Mens Sana in CPrpore Sano” which means a sound mind in a sound body. Education is not just filling the minds of the students with facts, figures, and formulae, but giving them good training of the body and mind, teaching them good moral values. Don Bosco school has been carrying out its responsibilities in a laudable manner.

It has a fine library and excellent teachers. The classrooms are well-ventilated and the students feel comfortable in sitting and studying there. The school has an Alumni Association which carries out many laudable things in the society which includes helping the poor people by giving them all sorts of help. Students who have come out of this school are proud of their ‘Alma Mater’.

You can Download From A Railway Carriage Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 2 Chapter 2  helps you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Hindi Solutions Unit 2 Chapter 2 From A Railway Carriage  (R L Stevenson)

Std 8 English Textbook From A Railway Carriage Questions and Answers

From A Railway Carriage Questions And Answers Kerala Syllabus 8th Question 1.
Does the train move through a village or city? Justify your answer.

Answer:
The train moves through a village. We can see the bridges, houses, hedges, ditches, meadows, horses, cattle, etc. which are the common scenes of a village.

From A Railway Carriage Comprehension Questions And Answers 8th Question 2.
What are the expressions used by the poet to show the amaz¬ing speed of the train?

Answer:
a. faster than fairies faster than witches.
b. Fly as thick as driving rain.
c. Each a glimpse and gone forever.

From A Railway Carriage Notes Kerala Syllabus 8th Question 3.
How does the poet bring out the locomotive rhythm in the poem?

Answer:
The words like fast, fairies, witches, ditches have a repetition of particular sounds which give the sound of a moving train. They also give the feeling of a train journey.

From A Railway Carriage Textbook Activities And Answers

Let’s revisit

Answer the following questions by selecting appropriate options.

From A Railway Carriage Poem Questions And Answers Kerala Syllabus 8th Question 1.
What is the poem about?
a. The invention of the steam engine.
b. A scary journey in a fast train.
c. A runaway cart in the road.
d. A fast-moving train and the people, places and things seen from it.
Answer:
d. A fast-moving train and the people, places and things seen from it.

From A Railway Carriage Questions And Answers For Class 8 Kerala Syllabus Question 2.
What was the aim of the poet while writing the poem ‘From A Railway Carriage’?
a. To entertain readers with an exciting description of a train ride.
b. To teach the readers how the train engines operate.
c. To tell readers about his experience on a train.
d. To warn readers never to ride on fast trains.
Answer:
c. To tell readers about his experience on a train.

From A Railway Carriage Activities Kerala Syllabus 8th Question 3.
Read the line from the poem. ‘Here is a beggar who stands and gazes’. Which word has almost the same meaning as gazes?
a. sits
b. looks
c. screams
d. ignores
Answer:
b. looks

From The Railway Carriage Question Answer Kerala Syllabus 8th Question 4.
What is similar about the words Switches’ and ‘ditches’?
a. Both are in the middle of the line and rhyme with each other.
b. Both are at the end of a line and rhyme with each other.
c. Both are at the end of a line and do not rhyme with each other.
d. Both are at the beginning of the line and rhyme with ea¬ch other.
Answer:
c. Both are at the end of a line and rhyme with each other.

From A Railway Carriage SummaryKerala Syllabus 8th Question 5.
How do the troops resemble the train?
a. They are faster than fairies and witches
b. They stand and gaze
c. They charge along
d. They climb and scramble
Answer:
a. They charge along

From A Railway Carriage Question Answer Kerala Syllabus 8th Question 6.
In what ways are the child and the tramp different?
a. The child is standing and gazing and the tramp is gathering brambles
b. The child is clambering and scrambling and the tramp is standing and gazing
c. The child is clambering and scrambling and the tramp is gathering brambles
d. The child is charging along and the tramp is gathering brambles
Answer:
b. The child is clambering and scra¬mbling and the tramp is standing and gazing.

From A Railway Carriage Questions And Answers Pdf Kerala Syllabus 8th Question 7.
What are the last two things seen from the railway carriage?
a. A mill and a cart.
b. A man and a cart
c. A man and a river
d. A mill and a river
Answer:
d. A mill and a river

From A Railway Carriage Question Answers Kerala Syllabus 8th Question 8.
In what order are the people and things seen from the railway carriage?
a. A beggar, a child, a cart, a mill, and a river
b. A cart, a child, a beggar, a river and a mill
c. A child, a beggar, a cart, a mi 11 and a river
d. A river, a mill, a cart, a beggar and a child
Answer:
c. A child, a beggar, a cart, a mill, and a river.

From A Railway Carriage Poem Questions And Answers Pdf Kerala Syllabus 8th Question 9.
Read these lines from the poem. ‘And ever again, in the wink of an eye, Painted stations whistle by’ Why does it seem that the painted stations appear and disappear in the wink of an eye?
a. As they are seen from the window of a horse-drawn carriage.
b. As they are seen from the window of a slow railway carriage.
c. As they are seen from the side of a hill.
d. As they are seen from the window of a fast-moving railway carriage
Answer:
a. As they are seen from the window of a fast-moving railway carriage.

From A Railway Carriage Question And Answer Kerala Syllabus 8th Question 10.
Read the last line of the poem. ‘Each a glimpse and gone forever!’ What does the poet mean by this line?
a. You only get a quick look at something as you pass by, but you can see it again.
b. You look at something for a long time as you pass by, never to see it again.
c. You only get a quick look at something as you pass by, never to see it again.
d. You can look at something many times as you pass by, over and over again.
Answer:
b. You only get a quick look at something as you pass by, never to see it again.

From A Railway Carriage Poem Activities Kerala Syllabus 8th Question 11.
In the poem, certain words and clusters of letters (‘-es’) are repeated. Can you list out the repeated words and the truster of letters from the poem?
Do you think repetition enhances the musical quality of poem?
Answer:
a.Fairies, witches, houses, hedges, ditches, troops, meadows, horses, sights, stations, clambers, scrambles, brambles, stands, gazes, daisies. The repeated sounds in the poem give a locomotive rhythm. It makes the poem more musical.

From A Railway Carriage Questions Kerala Syllabus 8th  Question 12.
Imagine that you are on a train, passing through a number of places/stations. Name any five scenes you would see through the window. Do you have the same feeling of joy if you travel by bus?
Answer:
Accept any logical answers like fishing boats, lakes and backwater rivers, paddy fields, farmers. Etc. No, because the bus is slower than a train. A railway track often passes through suburban areas.

Activity 1.

In the poem, there are a number of words that describe movement and sound. Complete the following table selecting appropriate words/ expressions from the words in the box below.


Answer:

Railway Carriage Question Answers Kerala Syllabus 8th Activity 2.

Look at the words from the poem. Don’t they sound similar?
witches – ditches cattle – battle
These are rhyming words. They make the poem more musical. Find out pairs of rhyming words from the poem.
Answer:
Battle- cattle, plain-rain, eye-bye, scrambles-brambles, road-load, river forever.

From A Railway Carriage Worksheet With Answers Kerala Syllabus 8th Activity 3.

In this poem, the poet uses two similes. Pick out these similes from the poem.
…………………………..
…………………………..
Answer:

• And charging along like troops in a battle. All through the meadows the horses and cattle.
• All of the sights of the hill and the plain. Fly as thick as driving rain.

From A Railway Carriage Exercises Kerala Syllabus 8th Activity 4.

Underline the initial sounds of words repeated in the given lines.
a. Faster than fairies, faster than witches
b. Bridges and houses, hedges and ditches;
Now, underline the vowel sounds repeated in each line.
Alliteration: repetition of initial consonant sounds of words in a line.
Assonance: repetition of vowel sounds in a line.
Identify the lines having alliteration.
…………………………………………….
Identify the lines having assonance.
…………………………………………….
What effect do the repeated sounds bring to the poem?
…………………………………………….
Answer:
Alliterating Lines:
Faster than fairies, faster than witches. Bridges and houses, hedges and ditches
Assonance:
Fly as thick as driving rain. Here is a child who clambers and scrambles. All by himself and gathering brambles. Here is a tramp who stands and gazes. And here is a hill and there is a river. They lend a rhythmic quality to the poem.

From A Railway Carriage Questions And Answers For Class 6 Kerala Syllabus Activity 5.

Consider the first two lines of the poem. Can you find out any pattern?
Fast-er than fair-ies. fast-er than wit-ches Brid-ges and hous-es. hed-ges and ditches
Read the poem aloud giving stress to the underlined parts. The poem follows a stressed and unstressed pattern. This pattern is repeated, but not exactly the same in every line. Read the poem again. Doesn’t it sound like the beats of a drum? The poem has the rhythm of a moving train.
How does this rhythm contribute to the meaning of the poem?
Answer:
The rhythm gives a feel of the moving train.

Activity 6.

List down the rhyming words of each line in the first stanza. Name the words according to the similarity of ending sound. Begin the naming with ‘a’. Words with similar endings should be named using the same letter.

Rhyme scheme of the stanza: aabb, Find out the rhyme scheme for the second stanza of the poem.
………………………………………….
………………………………………….
………………………………………….
Answer:

Activity 7.

In this poem, the poet uses words to make pictures just as you might use a camera to take pictures. Word pictures created by poets are called images. Such pictures may appeal to our eyes (visual), ears (auditory), touch (tactile), smell (olfactory) and taste (gustatory). Can you pick out the images from the poem? Complete the following word web by selecting appropriate images from the poem.

Answer:
a. Painted stations whistling – Auditory
b. Charging along like troops – Visual
c. Hill and the plain – Visual
d. A child who clambers and scrambles – Auditory.
e. A cart running away in the road – Auditory
f. Mill and river – Visual

Activity 8.

You have enjoyed the locomotive rhythm of the poem, haven’t you? Recite the poem individually and in groups. List out the pictures that come to your mind when you read the poem. Can you present the pictures in the form of stills in the class? Attempt to choreograph the poem in your class.
Answer:
Do it yourself

From A Railway Carriage  Additional Questions & Answers

Questions 1 – 4. Read the lines from the poem ‘ From A Railway Carriage’ and answer the questions that follow.
Here is a child who clambers and scrambles,
All by himself and gathering brambles;
Here is a tramp who stands and gazes;
And here is the green for stringing the daisies!
Here is a cart runaway in the road Lumping along with man and load;
And here is a mill, and there is a river:
Each a glimpse and gone forever!
1. How does the speaker describe the tramp and the child?
2. Which line indicates the movement of the cart? ‘
3. Why do the sights appear as ‘a glimpse’ to the speaker?
4. Pick out a set of rhyming words from the above lines.
Answer:
1. The tramp who stands and gazes, and the child who clamber a scramble.
2. The line ‘ lumping along with man and load’
3. The train is moving very fast so the the sights appear as a glimpse to the speaker.
4. road – load, river – forever

Questions 5 to 8. Read the lines from the poem ‘From a Railway Carriage’ and answer the following questions.
Faster than fairies, faster than witches,
Bridges and houses, hedges and ditches:
And charging along like troops in a battle All through the meadows the horses and cattle:
All of the sights of the hill and the plain Fly as thick as driving rain;
And ever again, in the wink of an eye,
Painted stations whistle by
5. What is faster than fairies and faster than witches?
6. Pick out two pairs of rhyming words.
7. What idea is expressed in the lines ‘…. in the wink of and eye, painted stations whistle by?
8. Write down an instance of simile used in the poem.
Answer :
5. Train
6. Witches – ditches, battle- cattle, plain- rain
7. Sudden movement of the train/ The train passed the stations so quickly.
8. Fly as thick as

From a Railway Carriage Comprehension Questions and answers Question 9.
Prepare a short profile of R.L. Stevenson using the hints given
Name: R L Stevenson
Born: November 13, 1850, Edinburgh, Scotland
Education: University of Edinburgh
Famous as: Novelist, poet, essayist and travel writer
Notable works: Treasure Island, Kidnapped, The Strange Case of Dr. Jekyll and Mr. Hyde
Died: December 3, 1894
Answer:
R.L Stevenson:
R.L Stevenson was born on November 13 in 1850 in Edinburgh in Scotland. He was educated at the University of Edinburgh. He was famous as a novelist, poet, essayist and travel writer. The notable works of R.L. Stevenson include Treasure Island, Kidnapped and The Strange Case of Dr. Jekyll and Mr. Hyde. He passed away on December 3 in 1894.

From A Railway Carriage Summary in English

[Children like train journey very much. The rhythm of the train, the scenes around and the experience of the journey are fascinating to children.]
Trains travel very fast. They travel faster than fairies and witches. Trains travel like troops in a battle through different places. As the train moves through hills, plains, and painted stations quickly. There are many scenes around. A Child’s play the gazing of cattles, the daisies, a cart run away in the road with the luggage, the river and a mill are the main scenes narrated in the poem.

From A Railway Carriage  Summary in Malayalam

From A Railway Carriage  Glossary