Prasanna

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

You can Download From The Little Round Red House Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 2 Chapter 4  helps you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Hindi Solutions Unit 2 Chapter 4 The Little Round Red House (Carolyn Sherwin Bailey)

Std 8 English Textbook From The Little Round Red House Questions and Answers

The Little Round Red House Kerala Syllabus 8th Chapter 4 Question 1.
What did the little boy always complain about?

Answer:
The little boy always complained about his boredom.

The Little Round Red House Questions And Answers Pdf 8th Chapter 4 Question 2.
What activities did the mother suggest to engage the little boy?

Answer:
The mother asked the boy to engage himself by drawing pictures with his new crayons, reading new library books or playing with his toys.

The Little Round Red House Summary In English Kerala Syllabus 8th Chapter 4 Question 3.
What did the boy’s grandmother ask his mother to do to avoid boredom when she was a child?

Answer:
When the boy’s mother was a child,’ his grandmother asked his mother to search for the strangest little house to overcome boredom.

Little Round Red House Kerala Syllabus 8th Chapter 4 Question 4.
What did the mother ask the little boy to search for?

Answer:
The mother asked the little boy to search for a little round red house with no windows and doors, a chimney on top and a star in the middle.

The Little Round Red House Summary Kerala Syllabus 8th Chapter 4 Question 5.
How was the boy dressed?

Answer:
The boy put on his raincoat, hat, scarf, mittens, and his boots.

The Little Round Red House Questions And Answers Kerala Syllabus 8th Chapter 4 Question 6.
What were the features of the first red house that the boy found?

Answer:
lt was a square house. It had a chimney, but lots and lots of windows. It had a door too.

The Little Round Red House Notes Kerala Syllabus 8th Chapter 4 Question 7.
Why did the mail carrier ask the boy, ‘Are you lost?’

Answer:
The little boy was standing on the sidewalk feeling puzzled. So the mail carrier asked if he was lost.

The Little Round Red House Short Summary Kerala Syllabus 8th Chapter 4 Question 8.
Could the mail carrier help the boy? Why?

Answer:
The little boy asked Mr. Fetzer to help him to find out a little round red house with no windows and doors, a chimney at the top and a star in the middle.

The Little Round Red House Lesson Plan Kerala Syllabus 8th Chapter 4 Question 9.
What did the police officer tell the boy about the house?

Answer:
The police officer told the boy that he was familiar with every house in that town but had never seen a house as described by the little boy.

The Little Red Round House Kerala Syllabus 8th Chapter 4 Question 10.
Why did the little boy feel discouraged?

Answer:
The little boy was getting discouraged because in spite of his continuous search he could not find the house he was looking for.

Little Round Red House Summary Kerala Syllabus 8th Chapter 4 Question 11.
Who is Mr. Fetzer?
Answer:
A farmer

Summary Of The Little Round Red House Kerala Syllabus 8th Chapter 4 Question 12.
Why did the little boy go to Mr. Fetzer’s barn?

Answer:
The little boy went to Mr. Fetzer’s barn to ask him about the house he was searching for.

The Little Round Red House Activities Kerala Syllabus 8th Chapter 4 Question 13.
What help did the little boy ask from Mr. Fetzer?

Answer:
The little boy asked Mr. Fetzer to help him to find out a little round red house with no windows and doors, a chimney at the top and a star in the middle.

A Little Round Red House Kerala Syllabus 8th Chapter 4  Question 14.
What advice did Mr. Fetzer give to the little boy?
Answer:
Mr. Fetzer advised the little boy to run up to his orchards and take a look around to find what he was looking for.

The Little Round Red House Pdf Kerala Syllabus 8th Chapter 4 Question 15.
Where did the little boy find the ‘little round red house’ with a star in it?

Answer:
The little boy found the little round red house beneath one of the apple trees in Mr.Fetzer’s orchard up the hill.

Little Round Red House Lesson Plan Kerala Syllabus 8th Chapter 4 Question 16.
Why did the boy’s mother cut the apple into half right through its middle?

Answer:
To show the boy ‘the star’ inside.

The Little Round Red House Chapter Kerala Syllabus 8th Chapter 4 Question 17.
What did the little boy see inside the apple?

Answer:
The little boy saw a star holding five brown seeds in the middle of the apple.

The Little Round Red House Additional Questions & Answers

Class 8 English The Little Round Red House Kerala Syllabus 8th Chapter 4 Questions 1-4.
Read the excerpt given below from the story ‘The Little Round Red House’ and answer the questions that follow.

On a cold, rainy, and windy Saturday in October, a little boy was bored. He went down to the kitchen where his mother was reading the newspaper and he said, ‘Mom, I don’t know what to do. I’m bored, bored.’
His mother looked up from her paper and smiled. ‘Why don’t you draw a picture with your new crayons?’
‘ I already drew a hundred‘pictures,’ he said.‘I’m bored, bored, BORED.’ , ‘Well, why don’t you read one of your new library books?’ She suggested/ I al¬ready read all of my books a thousand times. I’m bored, BORED, BORED!’ He said.
‘ How about playing with your toys?’ She said.
‘ I already played with a million toys. I’m BORED, BORED, BORED,!
1. What did the little boy complain about?
2. What was the boy’s mother doing?
3. Pick out a word from the passage which means ‘ put forward’.
4. What are the activities the mother suggested the little boy to do?
Answer:
1. The little boy complained that he was bored.
2. The boy’s mother was reading the newspaper in the kitchen.
3. Suggested
4. The mother asked the little boy to engage himself by drawing pictures with his new crayons, reading new library books or to play with his toys.

Question 5.
Complete the following sentence using appropriate words from those given in the brackets.
Mr. Fetzer poured …………….. cup of apple cider and handed it ………….. the little boy.
( an, a, to)
Answer:
Mr. Fetzer poured a cup of apple cider and handed it to the little boy.

The Little Red House with no doors Question 6.
Complete the following passage using‘a’or‘the’
…………. wind was blowing ………… dancing breeze and it blew …………….. red apple right off ……….. tree. Thank …………. apple landed at his feet.
Answer:
The wind was blowing a dancing breeze and it blew a red apple right off the tree. Thank. The apple landed at his feet.

Question 7.
Fill in the blanks with appropriate words/ phrases from those given in the brackets.
‘ How about playing …………. (with/by) your toys?’ ‘ I already …………… (was played/ played) with a million toys. I’m BORED, BORED, BORED. I remember one day when I …………. (were/was) your age and I was bored.
Answer:
‘ How about playing with your toys?’ ‘I already played with a million toys. I’m BORED, BORED, BORED. I remember one day when I was vour age and I was bored.

Question 8.
Complete the following sentence using appropriate words from those given in the brackets.
He bundled up …………… his raincoat and his hat, his scarf and his mittens, and his boots too, and set out ………… find the little round red house.
(in, at, to)
Answer:
He bundled up in his raincoat and his hat, his scarf and his mittens, and his boots too, and set out to find the little round red house.

Red House on the Hill Question 9.
Imagine you are the young boy in the story ‘ The Little Round Red House’ who goes in search of the house. After reaching home, you narrate the incidents to your mother. Narrate the story in your awn words.
Answer:
I walked down the long block, all the way to the comer. There I saw a red house, but the house was square, not round. It had a chimney and lots of lots of windows. I saw many other coloured houses but none of them was a found red house with no windows and no doors, a chimney on the top and a star in the middle, As I stood on the sidewalk feeling puzzled, a little white mail truck pulled up and a mail carrier poked out of the window. He thought I was lost. But I told him I was searching for a little round red house with no doors, a chimney on the top and a star in the middle. The mail carrier told me that he hadn’t seen a house like that before. Waving me goodbye he drove off down the roads.

I tromped around the next comer and down the block. None of them was a little round red house with no windows and no doors. I stopped again to think and looked up to see a police car. It pulled up alongside me and a police officer poked her head out of the window and asked me whether I was lost. I asked the officer about the round red house but she also hadn’t seen such a house before. Waving goodbye she drove off to the road. I had one more house to check and that was Mr. Fetzer’s house at the end of the block. I went to Mr. Fetzer’s bam and saw him picking apples into the boxes. He looked up and saw me . I told him that I was looking for a house and I described the house to him.

He smiled and told me that he remembered you searching for a similar house when you were just a little girl. He walked outside and pointed to his orchards, upon a little hill. He showed me the trees and asked me to run up there and take a look around and I could find what I was looking for. I stood under one of the apple trees and looked all around. Suddenly thgAvind blew a red apple right off the tree. The apple landed at my feet. After picking it up I realised that this was the house I was looking for.

The Little Red Round House Question 10.
The boy in the story ‘The Little Round Red House’ writes a letter to his friend describing his experiences. Write the likely letter.
Answer:
Jake
New York
7/10/17
Dear Sam,
How are you? Hope you are doing good. How are all at home? I am writing this letter to tell you an important incident that occurred last month. One day I was feeling very bored. I went down to the kitchen to tell my mother about this. She suggested some activities which I could engage but still I was bored. My mother told me that she too was very bored when she was my age. Grandmother had sent her out to search for the strangest little house. So she told me to do the same. She told me to put on my raincoat, hat, scarf, mittens and boots and walk around the block to look for that little house. The house was a little round red house with no windows and no doors, a chimney on the top and a star in the middle. I found it interesting as I hadn’t seen such a house before. I walked down the long block and saw many houses. At last, I saw a red house but it had doors and windows. On the way I met a mail carrier and a police officer, they too hadn’t seen such an house. At last, I had one more house to check.

It was Mr Fetzer’s house. I walked slowly to Mr. Fetzer’s bam and peered inside. He was packing apples into boxes. He looked up and saw me and gave me a cup of apple cider to taste. I told him about the strange little house. He smiled and told me that he remembered my mother when she was just a little girl. She too was looking for the same house. He walked outside and pointed to his orchards and showed me some trees. I ran across the field and up the hill and stood under one of the apple trees and looked all around. The wind blew a red apple right off the tree and it landed at my feet. I picked it up and took a closer look. This was the house I had been looking for but I couldn’t find the star in the middle. I reached home and showed mother the apple. She smiled and cut the apple through its middle. There in the center was a star. How’s my story? Didn’t you find it interesting? Hope you enjoyed it. Convey my regards to all at home.

Lovingly your friend,
Jake

Question 11.
The mother in the story ‘ The Little Round House’ writes a letter to her friend describing the’ things she did to keep the boy engaged. Draft the letter.
Answer:
Mary
New York
8/10/17
Dear Rachel,
Hope you are in good health. It’s been long since heard from you. Last week my son had complained to me about his boredom. I suggested to him many ways to get rid of his boredom. But he was not satisfied. At last, I thought of a plan. When I was a child I too was bored. My mother asked me to search for the strangest little house to overcome boredom. I asked him to search for a little round red house with no windows and doors, a chimney on the top and a star in the middle. He put on his raincoat, hat scarf, mittens, and his boots and set out to search for the house. He met a mail carrier and a policeman on the way and asked them about the round red house hut they told him that they hadn’t seen such an house.

At last, he went to Mr. Fetzer’s house. He was a farmer. My son asked Mr. Fetzer to help him to find out the little round red house with no windows and doors, a chimney at the top and a star in the middle. Mr. Fetzer understood what the house was. He advised the boy to run up his orchards and take a look around to find what he was looking for. He found the house beneath the apple trees. He reached home and showed me an apple. But still, he had a doubt. He didn’t know where the star was. I cut the apple in the middle to show him the star holding five brown seeds in the middle of the apple. I was happy that he found the house. I hope that he got rid of his boredom. Hope that you will reply me when you receive this letter.

With Love Your Friend,
Mary

Question 12.
Prepare a short profile of Carolyn Sherwin Bailey using the hints given below.
Born: October 25, 1875, United States
Awards: Newbery Medal, 1947
Education: Teachers College, Columbia University
Notable works: Boys and Girls of Colonial Days, Broad Stripes and Bright Stars, The Story of a Trial
Died: December 23, 1961
Answer:
Carolyn Sherwin Bailey:
Carolyn Sherwin Bailey was born on October 25 in 1875 in United States. in 1947 she was awarded the Newbery medal. She was educated at the Teachers College in Columbia University. Boys and Girls of Colonial Days, Broad Stripes and Bright Stars and The Story of a Trial are her notable works. He passed away on December 23 in 1961.

Question 13.
A filled-in cheque leaf is given below. Read it carefully and answer the questions given below.

1. Name the city where the bank is situated.
2. Name the person to whom the cheque was issued.
3. When is the cheque due?
4. Is the cheque payable at all branches of Canara Bank?
5. How much amount can be withdrawn using this cheque
Answer:
1. Bangalore
2. Mr. Aran
3. 20/11/17
4. Yes
5. 20,000/-

Question 14.
Complete the following passage using suitable phrasal verbs given in brackets.
The King could not ………….. (a) ………. the loud cry for food from the begar. The beggar …………. (b) ……….. crying in a horrible voice. The King ordered the servant to ………… (c) …………. the cry by driving the beggar away. The wise servant ………….. (d) ………. a plan to stop the beggar’s cry.
(put forward, put up with, went on, put an end to, put in)
Answer:
a. put up with
b. went on
c. put an end to
d. put forward

The Little Round Red House Summary in English

This is the story of a little boy who complains to his mother about his boredom. On a cold rainy and windy Saturday in October he went down to the kitchen where his mother was reading a newspaper and told her that he was bored. The mother asked him to draw a picture with his new crayons or to read one of his new library books or to play with his new toys. But the boy had done all of these activities and was still bored. At last, the mother asked the boy to search for a little round red house with no windows and doors, a chimney on the top and a star in the middle. When the boy’s mother was a child, his grandmother asked his mother to search for this strangest little house.

The boy put on his raincoat, hat, scarf, mittens, and his boots and set out to search for the little round red house. On the way, he met a mail carrier and a police officer but both of them had never seen a house as described by the little boy. At last the boy wnt to Mr. Fetzer’s barn to ask him about the house he was searching for. Mr. Fetzer advised the little boy to run up to his orchards and take a look around to find out what he was looking for. The little boy found out what he was looking for. He found the little round red house beneath one of the apple trees in Mr Fetzer’s orchard up the hill. He put the apple in the raincoat pocket and ran all the way home and showed the apple to his mother. His mother cut the apple into half right through middle to show the star inside.

The Little Round Red House Summary in Malayalam

The Little Round Red House Glossary

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

Kerala State Syllabus 9th Standard English Solutions Unit 4 Chapter 1 The Race

Std 9 English Textbook The Race Questions and Answers

The Race Question Answers Kerala Syllabus 9th Question 1.
Who do you like more, Tarun or his brother? Why?
Answer:
I like Tarun more because he knew his defects and he accepted them.

Kerala Syllabus 9th Standard English Notes Question 2.
Why did Tarun think that he was the black sheep of the family?
Answer:
Tarun thought he was the black sheep in the family because he was not good at studies. He was not a good singer, dancer, painter or even an actor.

The Race Question Answer Kerala Syllabus 9th Question 3.
What were the obstacles before Tarun in pursuing his dream? Give some suggestions to solve these
Answer:
He had two obstacles. One was the opposition from his parents who wanted him to concentrate on his studies. The other was his family had no money to send him for intensive and expert training. He could have asked his teachers to help him to solve his problems.

9th Class English Chapter The Race Question Answer Question 4.
“It was a day he wanted to wipe out from his memory….” Why?
Answer:
He wanted to wipe out that day from his memory because he failed in the terminal examinations. His father was angry and his friends made fun of him.

The Race 9th Standard Question Answer Kerala Syllabus Question 5.
What made Ram Narayan say “Life is full of ups and downs”?
Answer:
Ram Narayan said ‘Life is full of ups and downs’ because as an Olympian Gold Medalist he has seen that life Is not always smooth. He had seen Tarun running around the park for a long time and then lying on the bench breathing heavily.

The Race Lesson 9th Class Summary Kerala Syllabus Question 6.
Do you think Tarun’s meeting with Ram Narayan would change his life? Explain
Answer:
I do think Ram Narayan’s meeting would change Tarun’s life because Ram Narayan told him that he was one of the best runners he had ever seen.

Hss Live Guru 9th English Kerala Syllabus Question 7.
Complete the conversation.
a) Who is your coach?
Answer:
Tarun said to Ram Narayan, “I have no professional training.”

b) Oh! no professional training yet, I will train you if ….(b)…..
Sir, I will do it.
Answer:
Ram Narayan replied, “Oh! no professional training yet. I will train you if you win the race on Children’s Day at the Nehru Stadium.”

9th Standard English Question And Answer Kerala Syllabus Question 8.
What made Ram Narayan say that it was his job to get Tarun entry in the race?
Answer:
Ram Narayan said that it was his job to get Tarun entry in the race because he had seen how well Tarun was running. He told Tarun that he was one of the best runners he had ever seen.

9th Class English Chapter The Race Summary Kerala Syllabus Question 9.
How did Tarun prepare for the race?
Answer:
Tarun prepared for the race by training hard. Every day he would get up at four in the morning and run up to 10 miles. In the evening he would time himself according to the 1000-meter distance prescribed by the competition.

The Race Chapter Questions And Answers Kerala Syllabus Question 10.
“He also wanted someone to back him up and so he told everything to his mother.” Do you think this kind of sharing will help him face his problems better? Why?
Answer:
I certainly think sharing his problems will help him to face his problems better. When we share our problems with someone who loves us he/she will support us and help us in finding solutions.

9th Class English Chapter The Race Kerala Syllabus Question 11.
Why did Tarun really want to win the race?
Answer:
Tarun wanted to show his father that he was not really. the black sheep of the family and that he could be good at something.

The Race Story 9th Class Kerala Syllabus Question 12.
“Tarun felt very proud of himself.” What made him proud?
Answer:
Tarun felt very proud of himself because he saw that he was ahead of everybody else in the race.

9th Class English Chapter The Race Conversation Kerala Syllabus Question 13.
If you were Tarun, would you finish the race or give it up? Why?
Answer:
If I were Tarun, I would not give it up. Ups and downs are part of life. We learned to walk after falling many times and then got up and walked again.

9th English Notes Kerala Syllabus Question 14.
Do you think the presence of his mother and Ram Narayan helped Tarun in finishing the race? Give reasons.
Answer:
Yes, it did. The presence of his mother and Ram Narayan did help Tarun in finishing the race. When we do something in the presence of those we love, we want to do our best.

9th Standard English Textbook Activities Kerala Syllabus Question 15.
“You have won the toughest race, the race of your life.” What did Ram Narayan mean by this?
Answer;
Ram Narayan meant that Tarun had been trying hard to do his best in the race. He fell down three times. But each time he got and continued running. Ram Narayan knew that when facing problems later in his life, Tarun will behave in the same way with determination and will-power. Such persons will succeed in life. Tarun was a real-life hero.

Let’s revisit and Reflect

The Race Story Questions And Answers Kerala Syllabus Question 1.
The story ‘The Race’ gives us valuable lessons about life. Do you agree? Give reasons.
Answer:
The story certainly gives us valuable lessons about life! It teaches us that self-confidence, dedication, passion, and perseverance make one attain success in life.

The Race Story In Malayalam Kerala Syllabus Question 2.
Does the support of family and friends play an important role in one’s success? Justify your answer with reference to the story.
Answer:
The support of the family and friends certainly plays an important role in one’s success. The support from his mother in the gallery and the positive attitude given by Ram Narayan made Tarun gain self-confidence and determination.

Hsslive Guru 9th English Kerala Syllabus Question 3.
Tarun received a louder applause than the winner though he lost the race. If you were in the stands watching the race, would you applaud him? Substantiate.
Answer:
Surely I would applaud him. He didn’t give up the race even though he fell down three times. His determination and dedication made him run again. Failure is not the end of life. Some people expand the word ‘FAIL’ as “First Attempt In Learning”.

Activity-1 (Page 14)

Character sketch:

Question 1.
What is a character sketch?
Answer:
A character sketch gives the details about a character. It describes the appearance and character of a person.

• It describes the character’s physical appearance and personality
• It includes examples of how the character is developed throughout the story
• It gives your overall impression about the character.

Question 2.
How do we write a character sketch?
Answer:
We should be familiar with the words that describe. the appearance and character of the character. We may make use of the words given below.

Question 3.
To describe the personality of a person
Answer:
Intelligent, helpful, honest, kind, sympathetic, brave, solemn, smart, short-tempered, patient, gentle, cruel, lazy, wise, foolish, industrious, naughty, shy, humble, friendly, unfriendly, cheerful, responsible, absent-minded, determined, calm, as cunning as a fox, as lively as a squirrel, as stubborn as a mule, etc.

Question 4.
To describe the appearance of a person
Answer:
Young, old, tall, short, strong, weak, agile, slim, thin, fair complexioned, dark, green, or blue eyes, red-streaked eyes, huge moustache, thick black eyebrows, chubby, sharp face, bristly black lashes, strangled hair, hard of muscles, middle-aged, deep auburn hair, fresh, pale, grim, beautiful, handsome, etc.

When you write a character sketch, you are trying to give a good idea about that person. You want the reader to have a strong mental image of the person. He would like to know:
a) how the person talks
b) the person’s characteristic ways of doing things
c) something about the person’s value system.
Character sketches only give snapshots bf people

Read the story “The Race” and write a few words which best describe Tarun :

Answer:

Add a few more points to describe Tarun’s appearance, behavior, outlook, etc.
Answer:

• He had an athletic figure.
• His behavior was quite good and he wanted to prove that he too can do something.
• His outlook was one of optimism, he knew hard work brings success.

Activity – 2 (Page 15)

‘Tarun started practicing zealously. Every day, he would get up at four in the morning and run up to ten miles.’
This made him mentally and physically strong. But, there are so many factors, both mental and physical, that affect health. List such factors
1. fast food
2. …………..
3. …………..
4. …………..
5. …………..
6. …………..
Answer:
2. Lack of exercise
3. Lack of sleep
4. Unhealthy habits like smoking and drinking
5. Use of drugs
6. Spending too much time watching TV or playing videogames.

Discuss how these factors are related to lifestyle diseases and what the ways to prevent them are. Based on the discussion, prepare a write-up. In what way are they related to lifestyle diseases? Prepare a write-up.

Points to remember:

• A suitable title
• Discuss related ideas in small paragraphs
• Organize ideas
• Simple language
• Sentence varieties

Lifestyle Diseases and their Prevention

The decisions people make about their diet, exercise, smoking, and alcohol have an immediate impact on their health. Many people think that they are strong and they will not get diseases like cancer, diabetes, chronic lung diseases, or other lifestyle diseases. But, in fact, the choices people make can damage their health now and in the future. People with overweight, high cholesterol, high blood pressure, and such other problems are victims of lifestyle diseases.

People who smoke are at greater risk for cancer and chronic lung disease and often suffer breathing problems impacting daily life. People who drink too much don’t realize how alcoholism affects their physical and emotional well-being. Fast foods and aerated drinks make people fat and they fall easy victims to all kind of diseases. To prevent these lifestyle diseases people should: stop smoking, avoid alcohol, eat a balanced diet, avoid stress and get enough sleep. They should keep their bodies and minds fit by exercises and yoga.

Activity – 3 (Pagel 15)

The race Tarun participated in was quite exciting. Several factors made it lively. The announcement was one of them.

Read the script of an announcement about Tarun’s race.

Ladies and gentlemen,
Welcome to the Nehru Stadium for watching the race in connection with the Children’s Day Celebrations. The race is going to start soon. Young athletes from various schools are participating and it will be flagged off by Sri. Ram Narayan, the famous athletic coach.
Thank you.

Let’s discuss

Question 1.
What is the announcement about?
Answer:
The announcement is about a race to be held in connection with children’s day celebrations at the Nehru stadium.

Question 2.
Who is addressed here?
Answer:
The spectators.

Question 3.
When is the event held?
Answer:
The event is held on Children’s Day, 14^th November

Question 4.
Where does the event take place?
Answer:
The event takes place at the Nehru Stadium.

Question 5.
What is the intention of the announcement?
Answer:
The announcement is intended to invite the audience and inform them about the event that is going to take place.

Question 6.
What are the other details given?
Answer:
Details about the participants and the person who is flagging off the event.

Question 7.
What is special about the language?
Answer:
The announcement is short and to the point. It is in formal language.

The Sports Club of your school is organizing a meeting to congratulate Tarun. You are asked to make an announcement about the programme. Prepare a script of your announcement and present it.

Features of an announcement

• It should be direct, plain, complete and concise.
• It should be friendly and arousing the interest of the audience/spectators.
• It should be factual.

Respected teachers and dear friends,
We have assembled here to congratulate Tarun, the gem of our school, Tarun of Std IX. should be a role model for all of us. The confidence, perseverance, and determination shown by him to overcome obstacles have no parallel in the history of our school. The Sports Club of the school has decided to convene a meeting to honor him at the school auditorium today at 1.30 pm. All students and teachers are requested to gather in the school auditorium in time.
Thank you.

Activity 4 (Page 16)

Here is a news report about Tarun’s rise as an athletic champion.

A Twice-born Athlete:
Lucknow: The race conducted by the Children’s day celebration Committee on the Children’s Day of 2004 witnessed the rise of a new athletic star at the Nehru Stadium,
Lucknow. On the track, a boy fell down thrice. Undeterred, he continued running and finished the race, though in the last position. He is Tarun, son of Mr. Vimal Kapoor and Mrs. Rani Devi. Though he finished last in the race, the coach Ram Narayan recognized the fire within him and agreed to train him. It was a turning point in his life. “Tarun was born twice”, comments his parents.

His actual birthday was on 2^nd February 1992, and his birth as an athlete was on 14^th November 2004, the day on which he won recognition as an athlete. He was studying in the Gandhi Memorial High School then. Next year, he became the champion in the 100 meters race in the State School Athletic Meet. On the advice of his coach, he joined the State Sports Council School in Lucknow and completed his BP. Ed. in 2011. He became the fastest runner in the state in 2008, and a national champion in 2010. He is a self-motivated, confident and hard-working person. His residence, Varun Villa, is located at North Avenue near the Lucknow International Stadium where he practices vigorously to become an Olympian.

Question 1.
Athletes of today have many good sponsorships and job opportunities. Many institutions provide facilities for continuing their education and training. Tarun applies for such a post. Based on the above news report, complete the template of Tarun’s Curriculum Vitae.
Answer:
Curriculum Vitae gives details about a person and his qualifications, experiences, and special abilities. It is a brief and factual document giving information about one’s education, work experience, skills, and accomplishments. The key elements of curriculum vitae are the heading, career objective, educational profile, personal profile, professional experience and references. There is also a covering letter stating the most important facts and requesting for an interview. The term ‘Curriculum Vitae’ (shortened to CV) is also called Bio-Data. In America, a CV is called ‘Resume’.

Curriculum Vitae Of Tarun Kapoor

Tarun Kapoor
……………………..
……………………..
Contact number: …………………….. (Res.), …………………….. (Mob.)
Career objective: To become an Olympian
Qualifications :
……………………………
……………………………
Achievements :
……………………………
……………………………
Personal Profile
Father’s name:……………………….
Mother’s name:………………………
Date of birth:…………………………
Permanent address : ………………..
……………..………..
……………………….
Languages known : English, Hindi
Nationality:……………..
Gender:……………
Marital status: Single
Strengths :
Answer:
Tarun Kapoor
North Avenue
Near Lucknow International Stadium
Lucknow – 450 321
Contact number : 999555444; (Res)999555444
Career Objective: To become an Olympian
Qualifications: i) SSLC from St. John’s H.S., 2005, 84% marks
ii) +2 from St. John’s H.S., 2007,85% marks
iii) B.P.Ed, From State Sports Council School, Lucknow, 2011,87% marks’.
Achievements
Champion in 100m race in State School Athletic meet
Fastest runner in the State, 2008
National Champion, 2010

Personal Profile:
Father’s name: Vimal Kapoor
Mother’s name: Rani Devi
Date of birth: 2 Feb 1992
Permanent address: Varun villa,
North Avenue
Near Lucknow International
Stadium, Lucknow-450321
Languages known : English, Hindi
Nationality: Indian
Gender: Male
Marital status: Single
Strengths: Confidence, Perseverance, Hard work, Sincerity,

Declaration:

I hereby declare that the details given above are true to the best of my knowledge.
Place: Lucknow

Sd/

Date: 2 July 2011

Tarun

Activity 5 (page 18)

a. A part of the commentary of the race in which Tarun participated is given below.

Welcome to the Nehru Stadium for watching a wonderful race by young athletes. This is Raj Kumar in the commentary box. Today is 14th November, the birthday of Chacha Nehru. All the athletes are lined up at the starting point. It’s a 100 meters race. The family and friends of the participants are there in the stands to cheer them up. Athletes are not supposed to go away the track. If they do so, they will be disqualified. Oh! the whistle is blown.

The race has started. All are running along their own tracks. Wow! Tarun on the fifth track is running ahead of everybody. Just behind him, Pawan is on the fourth track. Oh, God! Tarun ……………………….. My congratulations to Pawan, the winner of the race and all the other athletes for your participation! This is Raj Kumar signing off. Thank you.

a) Do you think that

Question 1.
the commentator know the rules and background of the event?
i. Yes
ii. No
Answer:
i. Yes

Question 2.
the commentary will help the athletes to know about the status of the race?
i. Yes
ii. No
Answer:
i. Yes

Question 3.
the audience is informed about what is happening
i. Yes
ii. No
Answer:

Ques 4.
the commentary is meant to create excitement among the audience?
i. Yes
ii. No
Answer:
i. Yes

Ques 5.
the commentator’s language is simple and clear?
i. Yes
ii. No
Answer:
i. Yes

Question 6.
the commentary confuse the listeners?
i. Yes
ii. No
Answer:
ii. No

Question 7.
the commentator favor any of the participants?
i. Yes
ii. No
Answer:
i. Yes

Question 8.
the commentary has a suitable conclusion and leave-taking?
i. Yes
ii. No
Answer:
i. Yes

Now, complete the commentary given above.
Oh, God Tarun has fallen down. People are worried. But Tarun gets up and continues running. Yes, he is overtaking some others. But alas! he falls down again. He seems a little worried. But once again he gets up and runs. He is again with the lead runners. But, Oh my God! he falls again. Somebody is shouting, “Get up and run, Tarun!” Tarun gets up and runs but he can’t catch up with the others. Pawan comes first. There is great applause from the crowd. Tarun somehow finishes the line and the applause is greater for him! Yes, in spite of the falls he has crossed the finishing line!

b) Look at a few screenshots of the last over of the final of the Tri-series Cup cricket match between India and Sri Lanka, held at Queen’s Park Oval, Port of Spain, Trinidad, on July 11, 2013.

Commentary: India needs 15 runs. Only one over is left. The situation is electric. There is pin-drop silence. There is anxiety on the face of the Indian viewers. Eranga is the bowler and Dhoni is at the crease. Eranga bowls. Dhoni hits the ball hard. But alas! Dhoni has missed it. There is utter silence among the Indian crowd. 15 runs needed! Only 5 balls left. Eranga bowls. It is a six! The crowd applauds loudly. Fielding arrangements are changed by the Sri Lankan Captain. 9 runs needed. 4 balls left. Eranga bowls again. Dhoni hits a 4. The crowd is ecstatic. 5 runs needed. The 4th ball is bowled by Eranga. Dhoni hits it hard with his famous helicopter shot. It is a sixer! India has won with 2 balls to spare. What a victory!

You can Download From First Showers Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 4 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 First Showers (Nalini Sharma)

Std 8 English Textbook From First Showers Questions and Answers

First Showers By Nalini Sharma

First Showers Poem Kerala Syllabus 8th Question 1.
How does the rain soothe the poet’s nerves?
Answer:
The rain soothes the poet by getting rid of heat and fatigue.

First Showers Summary Kerala Syllabus 8th Question 2.
Why do the trees look magnificent?
Answer:
The rain washes the leaves of the trees and the trees look magnificent and shining.

First Showers Poem Question Answer Kerala Syllabus 8th Question 3.
What do the travelers feel when it rains?
Answer:
They feel relieved.

First Shower Questions And Answers Kerala Syllabus 8th Question 4.
Comment on the expression drenched me on the sly.
Answer:
The poet is .completely drenched by the mischievous raindrops.

First Showers Textbook Activities And Answers

First Showers Poem Summary Kerala Syllabus 8th  Activity 1.

Answer:

Summary Of The Poem First Showers Kerala Syllabus 8th Activity 2.

Read the lines:
‘Wet clothes clung to my body like an infant
To its mother’s bosom;………..
Here, the clinging of the ‘wet clothes’ is compared to ‘an infant clinging to its mother’s bosom………
This is an example for a simile. Now, develop similes from the fol¬lowing hints.
1. The tree stands like ………………
2. The moon looked at me ………….
3. The flower smiles ………………..
4. The thunder roared like …………….
Answer:
1. a giant
2. like a queen
3. like an infant
4. a lion

Go through the following sentences that contain similes and metaphors. Classify them.

1. Manu is as hungry as a horse.
2. The car was a jet when it passed by us.
3. The cat’s fur was blanket of warmth
4. There were fireworks lanterns in sky.
5. You are as brave as a lion.
6. Ian Thorpe is a fish when he swims.
7. She is as pretty as a picture.
8. The moon was a misty shadow.
Answer:
Simile:
1. Manu is as hungry as a horse
2. You are as brave as a lion
3. She is as pretty as a picture
Metaphors:
4. The car was a jet when it passed by us
5. The cat’s fur was a blanket of warmth
6. There were fireworks lantern in the sky
7. Ian Thorpe is a fish when he swims
8. The moon was a misty shadow

First Showers Additional Questions and Answers

First Showers Poem Theme Kerala Syllabus 8th Question 1.
Read the lines from the poem ‘ First Showers’ and answer the questions that follow.

As I returned from my workplace
cool drops kissed my parched face
soon the first showers caught me unawares
and soaked me, soothing my frayed nerves
The weary lines did it promptly erase
Of daylong heat and fatigue from my visage
Wet clothes clung to my body like an infant
To its mother bosom; unsteady my gait
The dusty trees stood bathed in an instant
Dressed in washed green looked magnificent
The scented earth resplendent in dampened glory
sucked in dust giving respite to the travelers weary
To thank the rain God I looked up in the sky
More drops drenched me on the sly
Marveling at this wonderful gift of nature
I hurried home wading through the gurgling water
a. Pick out the line from the poem which means ‘ the face of a person’.
b. Comment on the expression ‘ drenched me on the sly’
c. Why do the trees look magnificent?
d. How did the rain soothe the frayed nerves of the poet?
Answer:
a. Visage
b. The poet is completely drenched by the mischievous raindrops.
c. The rain washes the leaves of the trees and the trees look magnificent and shining.
d. The rain soothes the poet by getting rid of the heat and fatigue.

First Showers Poem Lines Question 2. Read the given passage carefully and answer the questions that follow.
Jagadananda Roy was one of the teachers at the Santiniketan school. He was known for his strictness and fiery temper. Once, Rabindranath Tagore had decided to stage a play at Santiniketan. A young boy was chosen for a particular role in the play. Tagore sent for the boy to be fetched from the class. Jagadananda Roy was then taking the boy’s mathematics class. Visibly annoyed by the student’s performance he sent back the messenger with the terse reply, “Tell Gurudev that during my class boys don’t go dancing and performing’. Tagore’s colleagues were visibly embarrassed at Jagadananda’s reply but Tagore was unmoved. Smiling he replied, “ The teacher is angry. The only way he’s going to release the boy now is to ask him to be a part of the play”. That year Jagadananda performed in the play himself. He never dis-agreed to release one of his students for a rehearsal later!’
a. What was the subject taught by Jagadananda Roy at the Santiniketan school?
b. On what occasion did Jagadananda Roy refuse to obey Tagore’s instruction?
c. How did Tagore solve the issue of fetching the boy from Jagadananda Roy’s class?
d. Why were the teachers of Santiniketan embarrassed?
e. Pick out the word from the passage that means, ‘someone that you work with’.
Answer:
a. Mathematics
b. He was annoyed by the student’s performance in the class.
c. By making Jagadananda Roy also a part of the play.
d. Because of the terse reply to Gurudev.
e. Colleague

First Showers Summary in English

The poet tells about how the cool raindrops embraced her face when she was returning from her work. She explains how she was soaked and though it was surprising she felt very comforted. It wiped out the lines of a daylong tiredness from her face. The rain held tightly to her like a baby clinging on to its mother’s breast. Then she describes how her steps became unsteady.

The rain washed off all the dust on the trees making them look beautiful in their green color. The smell of the earth was very appealing and it sucked all the dust in, giving a calm surroundings for travelers who are tired. Then she looked up in the sky to thank God when more raindrops kept falling on her. Very amazed at this wonderful gift of nature she quickly walked back home.

First Showers Summary in Malayalam

First Showers Glossary

You can Download The Trio Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 9th Standard English Solutions Unit 5 Chapter 3 help you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 9th Standard English Solutions Unit 5 Chapter 3 The Trio (Story)

Std 9 English Textbook The Trio Questions and Answers

The story ‘Happiness Machine’ conveys that happiness cannot be materialistic. It is a state of mind. It comes from our relationships with other people, rather than from material things. Won’t we feel happy if our relationships are smooth and mind is at peace? Let’s read a story.

The Trio Question Answer Kerala Syllabus 9th Question 1.
What was the major occupation of people in Elliman Street?
Answer:
The major occupation of people in Elliman Street was oil-mongering (trading in oil).

The Trio Story Summary Kerala Syllabus 9th Question 2.
How was river Sarayu in the moonlight?
Rajam and Mani Questions and Answer:
It glistened like a silver belt across the North.

The Trio Summary In Malayalam 9th Question 3.
How is the evening at the river described here?
Answer:
There used to be crowds on the sand of the river bank. Birds filled the air with their cries. Downstream one could see cattle crossing the river. Country carts drawn by bullocks
could be seen, the cart-men humming low tunes. Soon after sunset, there would be a soft red in the west for some time.

Kerala Syllabus 9th Standard English Notes Question 4.
Rajam had a heroic entry into the class. Discuss.
Answer:
Rajam was a fresh arrival in first A. He had sauntered into the class on the opening day of the second term, walked up to the last bench and sat beside Mani.

Hss Live Guru 9th English Kerala Syllabus Question 5.
How was the dress of Rajam different from that of the others?
Swami and friends Questions Answer:
He was dressed very well. He was the only boy in the class who wore socks and shoes, fur cap and tie, and a wonderful coat and knickers.

9th Class English 5th Unit Kerala Syllabus Question 6.
Why were the boys not confident to speak to Rajam in English?
Answer:
There were rumors that he had come from some English boys’ school somewhere in Madras. He spoke very good English, exactly like a European. Many found it difficult to understand his English and they could not speak to him because of their broken English.

9th English Notes Kerala Syllabus Question 7.
How did Rajam turn out to be a power in the class and a rival to Mani?
Answer:
Rajam turned out to be a power in the class because of his English. He was the 2nd in the class. He became a rival to Mani because of his nonchalant attitude towards him. If Mani jabbed, Rajam jabbed. If Mani clouted, Rajam clouted. If Mani kicked, Rajam kicked. If Mani was the overlord of the class, Rajam seemed to be nothing less.

Kerala Syllabus 9th Standard English Guide Pdf Question 8.
What was Swaminathan’s fear when he was told about Mani’s intentions?
Answer:
Swaminathan’s fear was that if Mani went on troubling Rajam, he (Mani) Would have troubles because Rajam’s father was a police superintendent. Swaminathan thought the police people were an awful lot.

Hss Live English 9th Kerala Syllabus Question 9.
What did Mani call Swaminathan for being afraid of policemen?
Answer:
A milk-toothed coward.

Kerala Syllabus 9th English Notes  Question 10.
“How splendid it would have been!” According to Mani, what is missing in that fine evening?
Answer:
Lime pickles.

9th Std English Notes Kerala Syllabus Question 11.
Why did Rajam and Mani need a cord of communication between them? Who was it?
Answer:
Rajam and Mani needed a cord of communication between them because they were not on talking terms. The cord was Swaminathan.

Hsslive Guru 9th English Kerala Syllabus Question 12.
What made the teacher call Swaminathan?
Answer:
The teacher called Swaminathan because he noticed that Swaminathan was not attentive in the class. He was busy collecting the note from Mani and giving it to Rajam.

Hsslive Guru English 9th Kerala Syllabus Question 13.
What was the punishment Swami got from the teacher?
Answer:
Swami was asked to stand on the bench.

Hss Live Guru 9th English Notes Kerala Syllabus Question 14.
What was Swaminathan doing after he got the punishment?
Answer:
Standing on the bench, Swaminathan stood well over the whole class. He could see so many heads and he classified them according to the caps. There were 4 red caps, 25 Gandhi caps, 10 fur caps and so on.

Question 15.
The services of the mediator turned needless in the later part of the conversation. How did they communicate then?
Answer:
They communicated by shouting, Rajam shouting in one ear of Swaminathan and Mani shouting in the other ear.

Question 16.
What was the final settlement of their argument?
Answer:
The final settlement was that neither of them would come with guards. If anything happened to Rajam he would keep it out of his father’s knowledge.

Question 17.
What were the doubts arising in Mani’s mind when he was sitting on the river step with the club under his hand?
Answer:
He thought he would break Rajam’s head and throw his body into the river. But there was the possibility of the body being recovered. But then nobody would know that he had done it. Then there was the possibility of Rajam coming and troubling him at night as a spirit. Rajam could come and pull his hair at night. It would be better not to kill him. Just break his limbs and leave him. There was also the possibility of Swaminathan betraying him.

Question 18.
How did Rajam appear before them?
Answer:
He appeared before them dressed in khaki, carrying an air gun that was given to him on his birthday.

Question 19.
What did Rajam do to frighten Mani?
Answer:
He fired a shot in the air.

Question 20.
What made Mani hang down his head?
Answer:
Mani hanged down his head because he had not told Rajam he would come with a club. That was a breach of the promise.

Question 21.
According to Mani, what was the reason for his hatred towards Rajam?
Answer:
Rajam had called Mani a sneak before someone.

Question 22.
Now this was the happiest conclusion to all the unwanted trouble. How did they settle the issue?
Answer:
Rajam said he never called Mani a sneak. If this was the only reason for Mani’s anger, he should forget it and they should become friends. Mani agreed. Rajam lowered his gun and Mani dropped his club. The issue was thus settled.

Question 23.
How did Rajam show his goodwill?
Answer:
He showed his goodwill, by pulling out of his pocket half a dozen biscuits. The three friends shared them glowing with their new friendship.

Let’s Revisit and Reflect

Question 1.
“River Sarayu was the pride of Maigudi.”Why did R.K. Narayan say so?
Answer:
R.K. Narayan said so because its sandbanks were the evening resort of all the people of the town. The residents of the town took any distinguished visitor to the top of the Town Hall and proudly pointed to him Sarayu in moonlight, glistening like a silver belt across the North.

Question 2.
Why did the teacher punish Swaminathan? What was the punishment? How did he feel it?
Answer:
The teacher punished Swaminathan because he was not attentive in the class. The punishment was standing on the bench. He was glad that his punishment was standing on a bench and not getting beaten with the cane.

Question 3.
Why did Mani think that Rajam was his rival?
Answer:
Mani thought that Rajam was his rival because in his manner to Mani, Rajam assumed a nonchalant attitude to which Mani was not accustomed. If Mani jabbed, Rajam jabbed. If Mani clouted, Rajam clouted. If Mani kicked, Rajam kicked. If Mani was the overlord of the class, Rajam seemed to be nothing less.

Question 4.
Mani was planning to kill Rajam with his wooden club but what was the thought that stopped him?
Answer:
There were three things that stopped him from his planned killing of Rajam. Swaminathan could betray him to the police. Rajam’s father was a police superintendent. If Rajam is killed, his ghost may come and trouble Mani in the night.

Question 5.
The story ends with the sentence “Swaminathan felt at perfect peace with the world.” Why did he feel at perfect peace with the world?
Answer:
Swaminathan was at perfect peace with the world because he was the one between the two great rivals – Rajam and Mani. He had admired Rajam intensely and longed to be his friend. But if Mani came to know about this he would kill Swaminathan. So he was always in fear of both Rajam and Mani. He was virtually between the devil and the deep sea. Now since Mani and Rajam became friends, he felt peaceful.

Activity -1

Mani is a friend and guide for Swaminathan. He enjoys Mani’s companionship and does everything possible to keep him happy. He goes into the kitchen to get some pickle for Mani as promised and sees his mother. He pleads with his mother to give some lime pickle but she denies. Complete the conversation.
Swaminathan: Are you busy with your work amma?
Mother: No dear. Tell me what brought you to the kitchen
now.
Swaminathan : ………………………………………………
………………………………………………………………………
Mother:……………………………………………………….
………………………………………………………………………
Swaminathan : ……………………………………………..
……………………………………………………………………..
Mother:……………………………………………………….
……………………………………………………………………….
Answer:
Swaminathan: Amma, I want to take some lime pickle to give to somebody.
Mother: To whom do you want to give lime pickle?
Swaminathan: To my best friend, Mani. He is so good and I like him most. He also likes me.
Mother:: He may be your best friend. But that does not mean that you should give him lime pickle which I have made with great difficulty. I can’t give you any lime pickle.

Activity – 2

a) Rajam is the newcomer in-class First A. He impressed the whole class on the first day itself. Complete the boxes given below

Answer:
Personality: stylish and confident
Evidence: He saunters into the class, walks up to the last bench and sits beside Mani.
Appearance: Neat and Clean. Well-dressed
Evidence: He was the only boy in the class who wore socks and shoes, fur cap and tie, and a wonderful coat and knickers.
Actions: He is brave and his policy is an eye for an eye and a tooth for a tooth. He is not afraid of Mani, the bully.
Evidence: If Mani jabbed, Rajam jabbed. If Mani clouted, Rajam clouted. If Mani kicked, Rajam kicked. If Mani was the overlord of the class, Rajam seemed to be nothing less.

b) Now attempt a character sketch of Rajam using the points listed above and hints from the story.
Answer:
Character sketch:
Rajam is a fresh arrival in First A. He is stylish and confident and he saunters into the class, walks up to the last bench and sits beside Mani. When Mani gives him a jab in the ribs, he returns it. He impressed the class on the very first day. He was neat and clean and well-dressed. He was the only boy in the class who wore socks and shoes, fur cap and tie, and a wonderful coat and knickers. Rajam also was the best English speaker in the class. There were rumors that he had come from some English boys’ school somewhere in Madras. He spoke exactly like a European.

Many found it difficult to understand his English and they could not speak to him because of their broken English. His grades were also good as he was second in the class. Soon Mani realizes that Rajam was his rival. If Mani jabbed, Rajam jabbed. If Mani clouted, Rajam clouted. If Mani kicked, Rajam kicked. If Mani was the overlord of the class, Rajam seemed to be nothing less. When Mani challenges him fora duel Rajam accepts it. He goes well prepared for the fight. But soon Mani and Rajam decide to be friends and they, along with Swaminathan, share the biscuits Rajam had brought with him. Rajam is a boy who can be a good role model for many students of his age.

Activity – 3

Swaminathan was punished by the teacher for being inattentive in the class. Still, he paid no attention to the lessons and his mind began to wander. Infuriated by Swami’s behavior the teacher writes a letter to his father. What would the content of the letter be?
Answer:

Malgudi Primary School

10 December 2019

Mr. Laxminarayan
XV/146 Ayyangar Road
Malgudi
Dear Sir,
I am sorry to write such a letter to you regarding your son Swaminathan of First A. Initially he was a good boy and he was very attentive in the class. He was also getting reasonably good marks. But of late I have come to notice that he is least attentive in the class. He likes to sit on the backbench between two boys named Mani and Rajam. I find him talking to both these boys very often. He also passes some kind of written notes between them.

When I ask questions he stands and blabbers, not knowing the correct answers. You should ask him to be attentive in the class. We punish him here whenever he is caught inattentive. We have advised him, warned him, caned him and made him stand on the bench. But he is not improving. This letter is to tell you that if he continues to be inattentive in the class, he will surely fail in the final examination. So do whatever you can to bring some sense into him. Let him devote more time to his books and less time to his friends. I will be glad if you can come to the school one of these days so that we can have some further talks about the studies and behavior of your son.
Yours faithfully,
Abdulkarim Ibrahim
Class Teacher

Activity 4

Lena Auffmann experiences bouts of bliss watching sunset in the happiness machine. The story ‘The Trio’ begins with a description of the banks of river Sarayu at sunset. Sunset is the most magical and delightful moment of a day.
Let us now pen down our thoughts on:-
Sunset- An enthralling painting by mother nature.
(Hints- amazing moment in the western horizon- mixture of warm colors trees drenched in golden glow- beautified landscape-reflection on water- birds flying past and singing lullaby- sun fades into a long deep sleep.)
Answer:
Sunset – An Enthralling Painting by Mother Nature:
If you ask me what the most breathtaking sight from my home is, my answer is the sunset. It is an amazing moment in the western horizon. There is a mixture of warm colors that thrill your heart. Colors are mixed in such a way that only God can do it. It far excels the paintings of Michael Angelo, Leonardo da Vinci, Raphael, M.F. Hussein or our own Ravi Varma. The trees are drenched in golden glow.

The landscape is beautiful and the entire picture is reflected on water. Birds are flying back home singing lullabies. The butterflies and bees return to their abodes after having filled their bellies on the blooms. Slowly we see the sun disappearing beyond the hill as it is going away for having a deep sleep. Sunset is really an enthralling painting by Mother Nature to please her children. Each day we are given a different picture with different shades of colors.

Language Activity:

Read the following passage carefully.
Hi. My name is Mani. I often go to the banks of River Sarayu where people watch the sunset. Today, I invited Swami who is my best friend to watch the sunset. Swami, whose mother makes delicious pickle, has promised to bring me some pickle.

Add the missing relative pronouns.
1. Elliman street ………. was ten minutes walk from river Sarayu was always crowded. ( which/where)
2. The municipal resident …… was proud of the beauty of river Sarayu showed it to all the distinguished visitors. (who/whom)
3. Swami was a friend ………. Mani could trust. (whom/whose)
4. Mani, …….. anger towards Rajam knew no bounds wanted to harm him. (whom/whose)
5. The banks of the river ………….. people could enjoy the evening were very beautiful. (when/where)
Answer:
1. which
2. who
3. whom
4. whose
5. where

The villagers occupied the last street of the town.
Does the sentence make a complete sense without the bold portion?
Yes.

Defining and Non-Defining.
Rewriting the sentence:

River Sarayu, which glistened like a silver belt in moonlight, was the pride of Malgudi. (Non defining)
River Sarayu was the pride of Malgudi.

Is there a change in meaning when the relative clause is omitted?
No.

List down the features of defining and non defining relative clauses.

Answer:

Classify the sentences given below depending on the type of relative clause.
1. Rajam, who was a newcomer in class 1A, was admired by his classmates.
2. Children who love pickles are common.
3. The teacher, who was teaching History, punished Swami for being inattentive in the class.
4. Students who pay attention in the class score good marks.
5. The friends met near Nallappa’s grove, which was deserted in the evening, as promised
Answer:
1. non-defining
2. defining
3. non-defining
4. defining
5. non-defining

Vocabulary Activity (Page 195)

a. Find the word.
Question 1.
P r e l I g n p e x ………… a word that starts with the letter ‘p’.
i. This word gives the meaning ‘confusing’.
ii. A number of puzzling questions formed in his mind. (One of the words in this sentence can be replaced by the hidden word.
iii. ‘If you find something confusing, please inform me. (One of the words in this sentence can be replaced by the hidden word.)
iv. …………………………………
Answer:
1. perplexing

Question 2.
N E S A K –
i. This word gives the sense ‘secret’.
ii. This word can be formed by just interchanging the position of two letters of the word ‘snake’.
iii. The burglar tried to creep into the house. (The hidden word can replace the word given in bold letters in the sentence.)
iv. To escape from his father he ……………………… into the room.
Answer:
sneak

Question 3.
Q v u e r i-
i. It is a container for holding arrows, bolts, or darts. (noun)
ii. The word also means to shake rapidly. (verb)
iii. If the washing machine is overloaded, it will shake with rapid motion. (The hidden word can replace the word given in bold letters in the sentence.)
iv. Arjuna took out the arrows from the ……………………………
Answer:
quiver

Question 4.
S r o a
i. Kites do this in the sky. (fly high)
ii. The cost of living continued to ………………………………… (increase)
Answer:
soar

Question 5.
N l o v e
i. It is a form of literature. (noun) It also means something new.
ii. Even though the making of the happiness machine failed, it was a …………… idea.
Answer:
novel

b) Soul narrated his experience with the happiness machine to one of his friends. Some words are missing. Fill up the narration using the appropriate form of the words you identified in the above activity

Answer:
a) novel
b) perplexing
c) sneaked
d) soaring
e) quivered

Let’s Edit:

Read the diary entry of Swaminathan on the day he got a newcomer in his class. He has made some mistakes while writing the diary. The mistakes are given in bold letters. Correct them.

Answer:
a) who
b) striking
c) he has (remove also)
d) well-dressed
e) was impressed
f) whom